May 12, 2022 Board Briefing

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

[00:00:09]

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY VIA VIDEO CONFERENCE.

A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

DISTRICT ONE EDWIN FLORES IS ON HIS WAY, I BELIEVE.

DISTRICT TWO DUSTIN MARSHALL.

DISTRICT THREE DAN MICCICHE.

DISTRICT FOUR KARLA GARCIA.

DISTRICT FIVE MAXIE JOHNSON.

DISTRICT SIX JOYCE FOREMAN.

DISTRICT SEVEN BEN MACKEY.

DISTRICT EIGHT JOE CARRION AND DISTRICT NINE JUSTIN HENRY IS ON HIS WAY.

OUR SUPERINTENDENT OF SCHOOLS, 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.

[SPANISH] IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASKED THAT THE PUBLIC ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.

SPEAKERS ARE CAUTIONED THAT WHEN THEY SAY WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO HAS BECOME BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE.

FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

WE WANT TO REMIND EVERYONE THAT ALTHOUGH NOT REQUIRED, WE DO RECOMMEND THE WEARING OF FACE MASKS WHILE ON DISTRICT PROPERTY.

SO NOW WE'LL MOVE ON TO SECTION THREE ACKNOWLEDGMENTS.

I FIRST WANT TO GIVE OUTGOING TRUSTEE GARCIA A FEW MINUTES IF THERE'S NO OBJECTION TO SAY ANY WORDS THAT SHE HAS DURING THIS MEETING.

VERY WELL. WELL, GOOD MORNING.

IT'S A PLEASURE TO BE HERE WITH YOU ALL, I THINK.

I DON'T HAVE ANY WRITTEN STATEMENTS, BUT I REALLY WOULD LIKE TO TAKE JUST A FEW MINUTES TO SPEAK FROM THE HEART ON THE IMMENSE HONOR AND PRIVILEGE THAT IT HAS BEEN TO SERVE DISD FOR THE LAST THREE YEARS.

I AM A STUDENT OF DISD.

MY FAMILY IS A FAMILY OF DISD, AND DISD MADE ME ALL THE GREAT EXPERIENCES THAT I'VE HAD AS A YOUNG ELEMENTARY SCHOOL CHILD TO THE GREAT TRANSFORMATION THAT WAS A SINGLE GENDER EDUCATION AND WOMEN'S LEADERSHIP SCHOOL HAS CHANGED AND TRANSFORMED MY LIFE IN MANY, MANY POSITIVE WAYS.

MANY OF THOSE THINGS THAT I WISH TO HAVE BEEN ABLE TO DO AS A BOARD MEMBER HERE IN DISD.

I'M VERY PROUD OF THE WORK THAT COLLECTIVELY THE NINE OF US, NINE OF US HAVE DONE, THE TEAM OF TEN, REALLY, AND WITH OUR CHIEFS, A LARGER TEAM TO HAVE BEEN ABLE TO DO OVER THE LAST THREE YEARS, BUT I'M HUMBLED AND I'M HONORED AT THE END OF THE DAY FOR ALL THE GREAT THINGS THAT I'VE BEEN ABLE TO BE A PART OF.

THE STUDENTS YOU ARE MY WHY YOU WILL CONTINUE TO BE MY WHY MY CAREER IS CURRENTLY AND WILL BE DEDICATED TO STUDENTS.

SO I'M NOT LEAVING THE EDUCATION SPACE AND I WAKE UP VERY GRATEFUL AND WILL CONTINUE TO DO SO, KNOWING THAT THIS BOARD IN PARTICULAR IS HOLDING DOWN THE FORT, ESPECIALLY AS WE TRANSITION TO THE NEW LEADERSHIP WITH OUR NEXT SUPERINTENDENT.

I CAN'T SAY ENOUGH INDIVIDUALLY ABOUT MY COLLEAGUES HOW MUCH I DEEPLY ADMIRE AND RESPECT EACH OF YOU FOR YOUR DEDICATION, YOUR PASSION, THE TIME, THE COMMITMENT THAT YOU'VE PUT INTO THIS. IT WOULD TAKE ME TOO LONG TO GO ONE BY ONE, AND THANK YOU FOR EVERYTHING THAT YOU'VE DONE FOR ME, BUT I'VE LEARNED A TON ABOUT ADVOCACY.

I'VE LEARNED ABOUT KINDNESS, I'VE LEARNED ABOUT TACK BEING TACTFUL, I'VE LEARNED ABOUT ARGUMENTS.

I'VE LEARNED ABOUT MANY, MANY DIFFERENT THINGS THAT I AM AT MY AGE, JUST SO GRATEFUL THAT I HAVE BEEN ABLE TO BE A PART OF FROM OUR CHIEFS.

THANK YOU FOR GIVING ME YOUR LISTENING EAR WHEN I'VE BROUGHT UP CONCERNS, CONCERNS FROM THE COMMUNITY.

IT GIVES ME SO MUCH JOY, I THINK, MOST ESPECIALLY TO SEE WOMEN, TO SEE WOMEN OF COLOR IN THESE POSITIONS OF LEADERSHIP AS WELL, AND I KNOW THAT THE FUTURE OF DISD IS

[00:05:01]

SO THANK YOU SO MUCH TO THE STUDENTS.

I HAVE BEEN WAITING TO SEE YOU HERE FOR THREE YEARS AND IT HAPPENS TO BE TODAY.

SO THANK YOU FOR BEING HERE WITH US TO ALL THE STAFF THAT MAKE THESE MEETINGS RUN.

THANK YOU FOR YOUR KINDNESS OVER THESE LAST THREE YEARS, FOR YOUR WELCOMING WORDS AND YOUR BEST WISHES AS I MOVE FORWARD, BECAUSE THAT IS THE ONLY WAY WE KNOW HOW TO MOVE [SPANISH] AND SO I'VE ENJOYED AND HAVE BEEN BLESSED TO SEE OUR THREE YEAR OLD'S UP TO OUR HIGH SCHOOL STUDENTS AND CONGRATULATING THEM ON THEIR POST-SECONDARY PATHWAY, WHICH IS MY PASSION AND CONTINUES TO BE MY PASSION.

AND I DREAM NOTHING MORE THAN A GREAT CITY OF DALLAS, A GREAT SCHOOLS IN DALLAS THAT CAN MAKE AND HELP EVERY STUDENT ACHIEVE THEIR POTENTIAL, AND ME HAVING BEEN HERE BEFORE YOU IS A MANIFESTATION OF WHAT CAN HAPPEN IN COMMUNITIES LIKE PLEASANT GROVE WHEN YOU INVEST AND YOU BELIEVE AND YOU HAVE A COMMUNITY RALLYING AROUND YOU.

SO I AM HERE BECAUSE OF YOU AND THIS IS NOT A GOODBYE.

IT'S MORE OF I'LL SEE YOU LATER AND I LOOK FORWARD TO WHAT I HAVE BEEN EQUIPPED WITH TO MAKE EVEN GREATER CHANGE.

EVEN IF IT'S NOT DIRECTLY AS A BOARD MEMBER HERE IN DISD.

I ALSO RESPECT AND UPHOLD THE DECISION OF MY COMMUNITY TO CHOOSE A REPRESENTATIVE.

I BELIEVE VERY MUCH IN THE INSTITUTIONS OF THE PUBLIC.

I BELIEVE IN THE POWER OF VOTE AND THE POWER OF CIVIC ENGAGEMENT, AND THAT'S HOW I GOT STARTED.

SO I LOOK FORWARD TO WISHING EACH AND EVERY SINGLE ONE OF MY COLLEAGUES THE WISDOM, THE PASSION, THE GRIT, THE PERSEVERANCE TO MOVE FORWARD AS WE TRANSITION INTO THIS NEXT CHAPTER OF DISD, BUT I'M JUST SO GRATEFUL AND HUMBLED, TO HAVE BEEN A PART OF IT FOR THE LAST THREE YEARS.

SO [SPANISH] THANK YOU, TRUSTEE GARCIA, FOR YOUR WORDS AND MORE IMPORTANTLY, FOR YOUR SERVICE.

WE'LL NOW MOVE ON TO ITEM 3(B) RECOGNITION OF ANY ELECTED AND PUBLIC OFFICIALS.

DO I SEE ANY ELECTED PUBLIC OFFICIALS IN THE ROOM? I DO NOT, BUT I ALSO SEE I WILL TAKE THIS TIME TO RECOGNIZE FUTURE ELECTED AND PUBLIC OFFICIALS IN ALL OF OUR STUDENTS WHO ARE HERE TODAY.

WE THANK YOU FOR TAKING TIME OUT OF YOUR DAY TO BE HERE TO SEE GOVERNMENT AND DEMOCRACY IN ACTION AND THE WORK THAT THIS BOARD DOES, AND WE APPRECIATE YOU BEING HERE, AND I KNOW I SPEAK FOR ALL OF MY COLLEAGUES WHEN I SAY THAT.

[6. VISION/PROGRESS MONITORING]

SO IF THERE ARE NO OBJECTIONS, I WILL MOVE UP THE STUDENT PROGRESS MONITORING UP TO NOW.

SO SEEING NONE, WE WILL MOVE ON TO STUDENT PROGRESS MONITORING.

GREAT. THANK YOU, PRESIDENT MACKEY TRUSTEES AND MR. SUPERINTENDENT, IT'S MY PLEASURE TO GIVE THE UPDATE ON OUR STUDENT OUTCOME GOAL FOR THE GPMS 4.4 AND 4.5. WE'LL SEE IF WE GET THAT UP ON THE SCREEN.

GREAT. THANK YOU AND PAM, YOU'RE GOING TO [INAUDIBLE] FOR ME.

NEXT SLIDE, PLEASE. MR. PRESIDENT, IF I CAN INTERJECT QUICKLY, IS IT POSSIBLE TO PUT THE SLIDES UP ON ONE OF THOSE TV SCREENS SO THE STUDENTS CAN SEE IT BECAUSE THEY CAN'T SEE ANY TV THAT'S SHOWING ANYTHING YOU'RE TALKING ABOUT? THAT'S TRUE. IS THAT POSSIBLE? ONE OF THESE ON THE SIDE SO THAT THE AUDIENCE CAN SEE IT.

IF IT'S NOT POSSIBLE, I UNDERSTAND, BUT IF IT CAN BE DONE EASILY, I'D PREFER THAT.

THANKS. YEAH, IF IT'S POSSIBLE, GREAT.

IF NOT, IT IS BEHIND YOU.

SO YOU CAN LOOK AT THAT AND THEN HEAR THE DISCUSSION AND PRESENTATION.

THANK YOU, TRUSTEE MARSHALL.

THANK YOU. SO I'LL START WITH THE EXECUTIVE SUMMARY.

SO GPM 4.4 LOOKS AT OUR FAFSA, TAFSA COMPLETION RATE, AND RIGHT NOW, THE PERCENTAGE OF STUDENTS WHO HAVE COMPLETED TO DATE OUR FINANCIAL AID FORMS, FAFSA AND TAFSA HAS IMPROVED YEAR OVER YEAR, AND WE'VE ALREADY SURPASSED OUR 2022 TARGET, WHICH IS GOOD NEWS.

WE'RE NOT DONE YET, AND SO WE ANTICIPATE SEEING ACTUALLY AN INCREASE EVEN PAST TODAY, AND THEN FOR GPM 4.5 COLLEGE ENROLLMENT, WE HAVE SEEN A VERY SLIGHT DIP, JUST A LITTLE OVER HALF A PERCENTAGE POINT OF THE NUMBER OF STUDENTS WHO ARE ENROLLING IN COLLEGE IN THE IMMEDIATE YEAR AFTER HIGH SCHOOL GRADUATION. THE GOOD NEWS IS THAT WE'VE SEEN AN INCREASE IN THE NUMBER OF STUDENTS GOING TO FOUR YEAR COLLEGE, AS WELL AS AN INCREASE, AS YOU WELL KNOW, IN THE NUMBER OF STUDENTS WHO ARE COMPLETING AN ASSOCIATE'S DEGREE, AN AA OR AN AAS DURING HIGH SCHOOL.

SO WE'LL GET RIGHT INTO THE SCORES THEMSELVES.

SO WE HAD SET A TARGET FOR THIS YEAR OF 67% COMPLETION OF FAFSA, TAFSA.

WE ARE CURRENTLY AT 81.6% OF FULLY COMPLETED FORMS.

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AS A REMINDER, IT IS A REQUIREMENT AT THIS POINT TO COMPLETE A FAFSA/TAFSA FORM FOR GRADUATION REQUIREMENTS OR TO COMPLETE AN OPT OUT FORM.

AS WE HAD SHARED WITH YOU PREVIOUSLY, WE ARE NOT PUBLISHING THE OPT OUT PROCESS UNTIL WE TRIED TO GET AS MANY STUDENTS TO COMPLETE FAFSA/TAFSA AS A FIRST PASS.

WE DO CURRENTLY HAVE ABOUT 2% OF STUDENTS OPTING OUT, AND AS WE GET CLOSER TO GRADUATIONS, OUR GOAL IS TO HAVE 100% COMPLETION BETWEEN FAFSA, TAFSA AND OPT OUT, AND SO YOU WILL BE ABLE TO SEE THAT.

NEXT SLIDE, PLEASE. HERE YOU CAN JUST SEE WHAT THOSE COMPLETION RATES LOOK LIKE OVER TIME AND THE HISTORY OF WHAT IT LOOKED LIKE, AND THE GOOD NEWS IS THAT WE'RE GOING TO CONTINUE TO SEE THOSE NUMBERS GO UP ACROSS THE DIFFERENT THE DIFFERENT OPTIONS THAT THERE ARE FOR STUDENTS.

NEXT SLIDE. SO FOR GPM 4.5, THIS IS LOOKING AT THE NUMBER OF STUDENTS WHO ENROLL IN COLLEGE AFTER HIGH SCHOOL GRADUATION, AND SO FOR THE CLASS OF 2021, WE SEE A SLIGHT DECLINE IN ROUNDING.

IT LOOKS LIKE 1%. IT'S REALLY ABOUT 0.6% OF OUR STUDENTS WHO ENROLLED AFTER HIGH SCHOOL GRADUATION IN 2021.

NEXT SLIDE, PLEASE.

WE HAVE SEEN, AS I MENTIONED, A SLIGHT DECREASE, BUT WE ARE SEEING A NICE INCREASE IN THE NUMBER OF STUDENTS WHO ARE GOING INTO FOUR YEAR COLLEGES.

OBVIOUSLY, THE NUMBER OF STUDENTS WHO COMPLETED TWO YEARS WHILE THEY WERE IN SCHOOL WITH US WENT UP DRAMATICALLY LAST YEAR, AND SO MANY OF THOSE TWO YEAR STUDENTS, MAYBE IN THE PAST WOULD HAVE GONE INTO TWO YEAR PROGRAMS, BUT INSTEAD ARE MATRICULATING INTO FOUR YEAR PROGRAMS. WE HAVE ALSO SEEN A SLIGHT DECLINE IN THE NUMBER OF TWO YEAR ENROLLEES AND WE ALSO ATTRIBUTE THAT LIKELY TO THE NUMBER OF STUDENTS WHO HAVE ALREADY COMPLETED A TWO YEAR DEGREE WHILE THEY ARE WITH US.

IN TERMS OF HOW WE ARE LOOKING AT EXPANDING OUR STRATEGIES TO ENSURE THAT WE ACTUALLY GET EVEN MORE STUDENTS TO ENROLL IN COLLEGE OR TECHNICAL PROGRAMS POST HIGH SCHOOL.

WE ARE PROPOSING AND YOU'LL HEAR A LITTLE BIT MORE ABOUT THIS TODAY IN THE SUPERINTENDENT'S REPORT, AN EXPANSION OF OUR COLLEGE AND CAREER ADVISING PROGRAM, OUR CCAP TO HELP ADDRESS THE SUMMER MELT ISSUE.

STUDENTS WHO ARE ELIGIBLE TO ENROLL IN COLLEGE HAVE BEEN ACCEPTED BUT MAY NOT ACTUALLY MATRICULATE SO THAT WE CAN SUPPORT THAT.

IN THAT PROPOSAL, YOU WILL HEAR A PROPOSED INCREASE IN THE NUMBER OF COLLEGE ADVISORS, THE RATIOS SO THAT WE HAVE MORE SUPPORT FOR STUDENTS AND MORE TIME TO SUPPORT OUR STUDENTS YEAR ROUND, PARTICULARLY FOCUSING ON THE SUMMER, WE'VE ALSO STREAMLINED THE SUPPORTS BETWEEN COUNSELORS AND OUR CCAP ADVISORS TO MAKE SURE THAT WE HAVE CLEAR ROLES AND RESPONSIBILITIES AND SO THAT WE ARE SUPPORTING STUDENTS TO THE GREATEST DEGREE POSSIBLE AND THEN FINALLY WE ARE ALSO HOSTING REGISTRATION READY DRIVES ON OUR HIGH SCHOOL CAMPUSES AS A WAY TO HELP INCREASE THE MATRICULATION.

DALLAS COLLEGE OBVIOUSLY HAS BEEN A VERY INTEGRAL PARTNER WITH US IN THE WORK THAT WE'RE DOING AROUND COLLEGE AND CAREER READINESS AND CONTINUES TO SUPPORT THE WORK THAT WE'RE DOING, AND SO THERE'S JUST AN EXAMPLE THERE OF THE REGISTRATION DRIVES THAT WE'RE DOING, AND SO WITH THAT, I'D BE HAPPY TO TAKE ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU FOR THE PRESENTATION AND JUST THE AUDIENCE.

OF COURSE YOU CAN LOOK UP THESE THIS PRESENTATION AND ALL PRESENTATIONS ON DALLASISD.ORG IF YOU GO TO BOARD MEETINGS.

SO NOW WE'LL BEGIN WITH QUESTIONS.

WE WILL START WITH TRUSTEE CARREÓN, FOLLOWED BY TRUSTEE FOREMAN.

YEAH, THANK YOU, MR. PRESIDENT. I HAVE TWO SIMPLE QUESTIONS.

I THINK THE FIRST QUESTION IS AROUND HOW DO WE TRACK OR HOW DO WE KNOW THAT STUDENTS ACTUALLY MATRICULATED INTO A FOUR YEAR UNIVERSITY? SO LET ME GIVE A HIGH LEVEL AND THEN I'LL HAVE OUR TEAM RESPOND WITH MORE DETAIL.

WE ARE ABLE TO TRACK STUDENT ENROLLMENT INTO COLLEGE TO ALL PUBLIC UNIVERSITIES THROUGH THE NATIONAL CLEARINGHOUSE.

THE NATIONAL CLEARINGHOUSE COLLECTS DATA FROM HIGH SCHOOLS AND THEN THE MATRICULATION INTO PUBLIC SCHOOLS, BOTH IN TEXAS AND AROUND THE NATION.

IT'S PART OF THE WAY THAT STUDENTS DEMONSTRATE ELIGIBILITY FOR MANY OF THE COLLEGE ACTIVITIES THAT ARE IMPORTANT, AND I'LL LET THE TEAM FILL IN ANY ADDITIONAL, AND I THINK JUST TO ADD TO IT, I THINK PART OF OUR STRATEGY WITH THE COLLEGE AND CAREER ADVISING IS YOU'RE GOING TO HEAR ABOUT IN JUST A LITTLE WHILE.

I THINK THAT'S AN IMPORTANT COMPONENT, RIGHT? BECAUSE RIGHT NOW, LIKE IF YOU'RE A HIGH SCHOOL PRINCIPAL AND YOU YOU AND YOUR TEAM HAVE WORKED HARD TO MAKE SURE STUDENTS ARE HEADED IN THE RIGHT DIRECTION TO COLLEGE OR CAREER OR WHATEVER THE PATH MAY BE IN THE END, THAT SUMMER COMES ALONG AND LIFE HAPPENS TO OUR KIDS, RIGHT? SO PART OF THE PLAN IS TO HAVE OUR COLLEGE AND CAREER ADVISORS TO REALLY STAY WITH OUR SENIORS AS TO TAKE THE HANDOFF TO THE NEXT LEVEL.

SO I THINK WHILE THAT DOESN'T GIVE THE FULL ANSWER, IT'S AN AID TO HELP US GET CLOSER TO OUR GOALS AND EXPECTATIONS FOR OUR KIDS SO THEY CAN SEE THEIR FUTURE, AND DOES THE CLEARINGHOUSE GIVE US ANY INFORMATION FOR STUDENTS THAT MAY HAVE ENROLLED INTO A PRIVATE UNIVERSITY?

[00:15:05]

DO WE HAVE THAT NUMBER? I MEAN, NOT TODAY, BUT IS THAT SOMETHING THAT WE COULD PROVIDE? YES, WE CAN PROVIDE THAT INFORMATION BASED ON THE INFORMATION THAT'S CALCULATED IN CLEARINGHOUSE.

OKAY, THANK YOU. THANK YOU, TRUSTEE CARREÓN.

WE'LL MOVE ON TO TRUSTEE FOREMAN.

IS IT AFTERNOON YET? GOOD AFTERNOON. SO JUST A COUPLE OF QUESTIONS.

THE FIRST THING, SUSANNA, THAT STRUCK ME WAS WHEN YOU WERE REPORTING, YOU SAID WE USE THE OPT OUT CLAUSE ON THE LAST ROUND.

SO IF WE ARE USING THE OPT OUT CLAUSE ON THE LAST ROUND AND PARENTS REALLY WANT TO OPT OUT, ARE WE GIVING THEM AN OPPORTUNITY TO OPT OUT? SO THAT'S CONCERNING? SURE. ABSOLUTELY.

SO PARENTS ALWAYS HAVE THE OPTION.

FAFSA/TAFSA IS A PARENT DIRECTED, FILLED OUT APPLICATION.

SO PARENTS ALWAYS HAVE THE OPPORTUNITY TO OPT OUT.

BUT IF WE'RE NOT TELLING THEM UPFRONT, THEY HAVE AN OPPORTUNITY.

YOU WANT TO ANSWER THAT? YEAH, I THINK IT'S A FAIR QUESTION, TRUSTEE FOREMAN.

I KNOW. BUT I THINK OUR SOLUTION TO THAT IS THIS IS WE MOVE TO OUR COLLEGE AND CAREER PROGRAM.

YOU'RE GOING TO HEAR ABOUT OUR REDESIGN REALLY PUTS OUR BENCHMARKS IN IN EARLY JANUARY SO THAT WE DO A MUCH BETTER JOB ON THE FRONT END OF HAVING OUR STUDENTS COMPLETE FINANCIAL AID AND TO YOUR POINT, SO THOSE WHO WANT TO OPT OUT WILL BE ABLE TO DO SO VERY EARLY IN JANUARY RATHER THAN WAITING TILL THE END OF THE SCHOOL YEAR.

I DON'T THINK IT'S FAIR TO PARENTS OR STUDENTS TO PUSH THEM TO FILL IT OUT AND MANY OF THEM NOT GOING ON TO COLLEGE WITH PERTINENT INFORMATION, AND THEN WE TELL THEM AT THE END, YOU CAN OPT OUT.

THAT'S NOT REALLY AN OPT OUT.

SO I THINK WE REALLY NEED TO TAKE A STRONG LOOK AT THAT PROCESS BECAUSE THAT DOESN'T SIT VERY WELL WITH ME AS AS AN INDIVIDUAL.

THE OTHER QUESTION, AND I GUESS DR.

RODGERS I'M SORRY, YOU'LL PROBABLY ANSWERING THIS ONE FOR ME.

WHAT WAS THE TARGETED GOAL FOR THE LAST THREE YEARS AND DID WE REACH THAT GOAL FOR TAFSA AND FAFSA FOR THE LAST THREE YEARS? YES, WE HAVE REACHED OUR GOAL EACH YEAR.

I THINK LAST YEAR WE WERE ONE PERCENTAGE POINT BELOW.

THE GOAL WAS 70% AND WE WERE 69.

SO EACH OF THE PAST FIVE YEARS WE'VE HAD AN INCREASE IN OUR TAFSA AND FAFSA COMPLETION AND WE HAVE ACHIEVED THE GOALS.

JUST LAST YEAR WE WERE ONE POINT BELOW, AND IS THERE A REASON WE HAD THE INCREASE? I THINK THE REASON THAT THERE WAS AN INCREASE THIS PREVIOUSLY OR THIS YEAR? THIS YEAR. I THINK A COUPLE OF THINGS.

ONE, THAT IT IS A GRADUATION REQUIREMENT.

WE WERE, YOU KNOW, MORE PERSISTENT WITH GETTING INFORMATION TO STUDENTS AND PARENTS.

SO WE HAD A MUCH LARGER MARKETING CAMPAIGN.

WE SENT OUT DIRECT FLYERS.

WE HELD WEBINARS WITH OUR COLLEGE PROVIDERS.

WE HAD A PRETTY AGGRESSIVE CAMPAIGN ON OUR SOCIAL MEDIA SO THAT WE COULD DIRECTLY MARKET AND TARGET TO STUDENTS, AND THEN SO I THINK THOSE COMMUNICATION EFFORTS WERE SIGNIFICANTLY INCREASED, WHICH LED TO THE INCREASED COMPLETION.

AND THE LAST QUESTION IS, OF ALL OF THE STUDENTS THAT FILLED OUT TAFSA AND FAFSA, HOW MANY OF THEM WENT ON TO A FOUR YEAR COLLEGE? SO AS A DISTRICT, OUR PERCENT ENROLLMENT IN FOUR YEAR COLLEGES OR UNIVERSITIES OR COLLEGE OR UNIVERSITIES, I BELIEVE THAT WAS IN THE REPORT.

IT WAS AT 46%.

SO 46 WENT ON TO A FOUR YEAR COLLEGE.

YES, TWO AND FOUR.

SO MY QUESTION WAS, BASED ON THE FOUR YEAR COLLEGE, BECAUSE MANY OF THEM ARE ALREADY IN THE TWO YEAR COLLEGE.

SO MANY OF THESE KIDS THAT ARE FILLING IT OUT THERE IN OUR P-TECH PROGRAMS OR--PAM, CAN YOU GO TO SLIDE SIX? SO LAST YEAR THERE WERE 25% OF OUR STUDENTS WHO WENT TO FOUR YEAR UNIVERSITIES.

[00:20:04]

TWO YEARS AGO, 25 LAST YEAR, 28.

28%. ALL RIGHT.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN. TRUSTEE GARCIA, FOLLOWED BY TRUSTEE MICCICHE.

THANK YOU. GOOD AFTERNOON.

YOU ALL KNOW THIS IS MY FAVORITE CONVERSATION TO HAVE, SO VERY WELL FITTED.

I'D LIKE TO START OFF BY FIRST BY THANKING OUR POST-SECONDARY READINESS TEAM HERE IN DISD.

THE WORK THAT HAS HAPPENED IN THE LAST THREE YEARS, I THINK EVEN THROUGHOUT THE PANDEMIC, BUT EVEN SO NOW, HAS BEEN TREMENDOUS AND MONUMENTAL TO BRINGING MORE OF OUR STUDENTS TAKING ON POST-SECONDARY PATHWAYS, ULTIMATELY WITH THE GOAL OF THEM ACHIEVING A CREDENTIAL THAT WILL LEAD THEM TO A LIVING WAGE JOB, AND THAT'S HUGE AND INSTRUMENTAL FOR THE SUCCESS OF OUR NEIGHBORHOODS AND OUR CITY.

LET ME START OUT CONGRATULATING YOU ALSO FOR THIS HUGE FINANCIAL AID COMPLETION NUMBERS THAT WE ARE SEEING IN DISD.

FOR MY COLLEAGUES HERE ON THE BOARD, WHO, AS YOU KNOW, THIS IS THE SPACE THAT I THAT I WORK IN OUTSIDE OF THE BOARD, AND TO SEE DISD HAVE THE NUMBERS THAT IT HAS AS BIG AS WE ARE, I MEAN, THIS IS HUGE, AND IT'S ONLY GOING TO GET BETTER AS WE LEARN HOW TO DO THIS WORK BETTER AS WELL.

CONGRATULATIONS ON SURPASSING THE GOAL THIS YEAR THAT WE SET OUT TO ACCOMPLISH IN 2025.

THIS IS AMAZING AND I KNOW THAT INTERNALLY WE ARE GETTING BETTER AT SUPPORTING NOT JUST STUDENTS WHO QUALIFY FOR FAFSA, BUT ALSO THOSE STUDENTS WHO QUALIFY FOR TAFSA FOR THEIR STUDENTS WHO IN THEIR FAMILIES AND THEIR UNIQUE SITUATION.

SO HUGE CONGRATULATIONS THERE.

I DID WANT TO ASK ABOUT SOMETHING THAT I'M EXTREMELY EXCITED ABOUT, AND THIS IS ON PAGE SEVEN THAT TALKS ABOUT THE PROPOSED NEW TARGETED STRATEGIES AND SUPPORTS.

YOU HAVE HERE A POINT ABOUT INCREASING THE NUMBER AND TIME TO SUPPORT MORE STUDENTS YEAR ROUND.

CAN YOU TELL ME A LITTLE BIT MORE ABOUT WHAT THIS MEANS? ABSOLUTELY. SO, AND AGAIN, IT'S IN THE PRESENTATION FORTHCOMING, BUT JUST TO KIND OF SET IT UP A LITTLE BIT, WE RECOGNIZE THAT YOU KNOW PREDOMINANTLY OUR ADVISORS ARE SERVING STUDENTS MOSTLY AT THE SENIOR YEAR, JUNIOR AND SENIOR, BUT REALLY IN REALITY, BECAUSE OF THE BANDWIDTH AND THE AMOUNT OF PERSONNEL, WE'RE NOT ABLE TO DO AS MUCH AS WE WANT. SO WE'RE EXPANDING THE SERVICES TO GRADES 9 THROUGH 12 WITH THIS PLAN SO THAT STUDENTS REALLY HAVE A VIEW AS THEY GET INTO HIGH SCHOOL, THEY UNDERSTAND THE IMPORTANCE OF GPA, THEY BEGIN TO LOOK AT THEIR HIGH SCHOOL CAREER AND RECOGNIZE THE PATH THEY HAVE TO TAKE IN ORDER TO GET THE CREDENTIALS YOU REFERENCED.

RIGHT AND THE SUCCESS THAT THEY WANT FOR THEMSELVES, BUT IN ADDITION, WE ALSO WANT TO ADDRESS SOME OF THE CHALLENGES THAT DEPUTY SUPERINTENDENT CORDOVA REFERENCED.

[INAUDIBLE] AND SOME OF THE OTHER CHALLENGES WITH KIDS HAVE A VISION OF GO TO COLLEGE, BUT LIFE HAPPENS AND THEY DON'T GET THERE.

SO THOSE ARE SOME OF THE PIECES WE WANTED TO ADDRESS TO MAKE SURE THAT WE'RE MORE SUCCESSFUL IN HELPING STUDENTS ALONG THEIR JOURNEY.

AND WHEN YOU SAY HERE YEAR ROUND SUPPORTS, WE'RE TALKING ABOUT HAVING A KNOWLEDGEABLE ADULT THAT WOULD BE AVAILABLE TO SUPPORT THE STUDENT NOT JUST DURING THE SCHOOL YEAR, BUT ALSO AFTER THEY GRADUATE, THAT THEY WOULD BE THERE TO SUPPORT THEM THROUGHOUT THE SUMMER FOR THOSE ENROLLMENT PIECES, ETC..

ABSOLUTELY. YES.

THAT'S REALLY GREAT TO HEAR, AND LET ME MOVE ON TO THE NEXT CONVERSATION AROUND.

WE'VE TALKED ABOUT SOME OF THE NUMBERS THAT ARE DECLINING IN TWO YEAR INSTITUTIONS OR JUST ENROLLMENT DECLINING OVERALL.

ONE OF THE BIG THINGS THAT I'M MOST PASSIONATE ABOUT AS WE CONTINUE TO GROW, THE NUMBER OF STUDENTS THAT ARE EARNING POST SECONDARY CREDENTIALS IS THAT THEY'RE EARNING THEM FOR THEIR BEST FIT CHOICES AFTER HIGH SCHOOL.

CAN YOU TELL ME A LITTLE BIT MORE ABOUT WHAT WE ARE PLANNING TO DO TO ADDRESS THIS ENROLLMENT? AND AS IT'S FLUCTUATING AND I'M LOOKING PRIMARILY AT SLIDE NUMBER SIX AND IT SAYS OUR OVERALL ENROLLMENT IS DOWN ONE PERCENTAGE POINT.

WHAT ARE WE PLANNING TO DO TO ADDRESS THIS? SO I THINK THERE ARE A COUPLE OF THINGS THAT WE'RE WORKING ON.

ONE. MANY OF OUR STUDENTS IN OUR P-TECH AND EARLY COLLEGE PROGRAMS ARE PERSISTING TO FOUR YEAR COLLEGES AND UNIVERSITIES, AND SO WE'VE WORKED TO REDESIGN OUR DEGREE PLANS TO ENSURE THAT OUR STUDENTS ARE ABLE TO MAXIMIZE TRANSFER OPTIONS WITH DALLAS COLLEGE BY ENSURING THAT OUR STUDENTS ARE WORKING TO BE CORE COMPLETE AND THEN COMPLETING EMBEDDED CERTIFICATES. THE OTHER THING THAT DR.

LUZ TALKED ABOUT IS THE INCREASED ADVISING AND SUPPORT AND SO STREAMLINING OUR COLLEGE AND CAREER READINESS ASSESSMENTS EARLY ON SO THAT THE STUDENTS ARE REALLY MAKING BEST FIT OPTIONS.

OUR NEXT PLAN, AS WE RE-ENVISION COLLEGE AND CAREER ADVISING, REALLY CENTERS ON HOW ARE WE HELPING STUDENTS TO MAKE THE BEST FIT, AND FOCUSING ON CUSTOMIZING OUR MATCHING FIT OPTIONS BY REALLY GROUNDING IN OUR STUDENTS CHOICES.

IT ALSO BACKS UP TO THE WORK THAT WE'RE DOING WITH PILOTING THE MIDDLE SCHOOL COURSE, TO ENSURING THAT THE STUDENTS ARE SELECTING THE BEST HIGH SCHOOL OPTION THAT'S ALIGNED, AND SO WE'VE REALLY ENVISIONED THIS STRAIN LIST PATHWAY AND WORKING TO LEVERAGE THE POLICY THAT THE BOARD HAS PASSED TO ENSURE THAT WE

[00:25:02]

IF I MAY JUST ADD, WHEN WE TALK ABOUT BEST FIT, WHAT WE FIND IS THAT WE HAVE STUDENTS WHO ARE ACTUALLY HAVE THE GRADES, HAVE THE TRANSCRIPT, HAVE THE CAPACITY TO GO TO MORE SELECTIVE SCHOOLS WHO UNDER MATCH, AND PART OF THE PURPOSE OF A MORE ROBUST CAP PROGRAM IS TO HELP STUDENTS UNDERSTAND EXACTLY WHAT A BEST FIT SCHOOL COULD LOOK LIKE, EVEN IF THEY DON'T HAVE EXPERIENCE WITH MORE SELECTIVE SCHOOLS , AND I CAN SPEAK FROM EXPERIENCE THAT IT WAS PRECISELY MY COLLEGE FRIEND ADVISOR THAT TRANSFORMED THAT DECISION, POST SECONDARY DECISION FOR MYSELF AS WELL.

SO SO THANK YOU FOR THAT, AND YOU MENTIONED HERE REALLY QUICKLY ADVISING SO WE'RE TALKING ABOUT ADVISING STARTING IN EARLIER GRADES, EARLIER IN HIGH SCHOOL, THEN THAT INTRODUCTION BEING IN 12TH GRADE, AM I CORRECT? YES. AND I WOULD SAY JUST A FEW EXAMPLES.

IF YOU THINK ABOUT THE ELEMENTARY SCHOOL, RIGHT.

I MEAN, WE OFTEN HAVE LIKE CAREER DAY OPPORTUNITIES AND THOSE ARE GREAT AND WE STILL WILL DO THOSE, BUT I THINK THE OTHER THING TO THINK ABOUT IS WE HAVE TOOLS TO ENGAGE STUDENTS AND EVEN THINKING ABOUT AS THEY JUST KIND OF BEGIN TO SEE THEIR FUTURE AHEAD OF THEM, WHAT, WHAT ARE THEY EXCITED ABOUT? WHAT GIVES THEM INTEREST? RIGHT.

SO THERE WILL BE EXPLORATION OPPORTUNITIES THAT WILL PROVIDE THEM ALONG THE WAY IN ELEMENTARY SCHOOL, THEN AGAIN IN MIDDLE SCHOOL WITH, WITH THE EDUCATIONAL RESOURCE CURRICULUM AT SEVENTH GRADE.

WELL, PREPARE THEM TO THINK ABOUT THEIR FUTURE IN EIGHTH GRADE AS THEY MAKE SELECTIONS.

SO WE'RE REALLY THINKING ABOUT, AS DR.

ROGERS SAYS, FROM A CONTINUUM PERSPECTIVE.

THAT'S GREAT, AND THEN ONE LAST QUESTION I'VE GOT SOME TIME IS TO ASK YOU ABOUT HOW H.B.

THREE, HOW OUR FINANCIAL AID COMPLETION NUMBERS AND WHAT YOU'RE PRESENTING TO US TODAY IS AFFECTED BY HB THREE AND WHAT THAT MEANS FOR US.

YEAH, I BET OUR PRINCIPALS ARE TIRED OF HERE.

I WAS TALKING ABOUT HELPING THEM WITH ACCOUNTABILITY AND ALSO HB THREE, BUT ESSENTIALLY HB THREE IS REALLY THE ICING ON THE CAKE.

WE'RE REALLY FOCUSED ON GETTING STUDENTS THE CREDENTIALS THAT THEY NEED FOR THEIR FUTURE, AND WE KNOW IF WE DO THAT WELL, WE ALSO GET THEM COLLEGE READY THROUGH A SAT ACT.

THEN IT'S GOING TO HELP US WITH HB THREE, AND SO WE FEEL LIKE WE'RE GOING TO MAKE GOOD PROGRESS IN THIS NEXT YEAR, AS WE'VE ALREADY LAID SOME GROUNDWORK VERY WELL.

WELL, THANK YOU FOR THIS QUESTION, FOR THESE ANSWERS, AND I THINK IF ANYTHING COMES UP, I WILL I WILL GO FOR ROUND TWO, BUT THANK YOU SO MUCH, AND AGAIN, CONGRATULATIONS TO THIS WORK. I THINK WHAT WE'RE HEARING RIGHT NOW IS THAT OUR STUDENTS ARE GOING TO BE EXPOSED MUCH EARLIER, NOT JUST 12TH GRADE YEAR, BUT MUCH EARLIER TO THOSE COLLEGE AND CAREER OPTIONS THAT THEY CAN PREPARE FOR WELL IN ADVANCE AND MAKE THAT BEST DECISION FOR THEIR FAMILY, AND I LOVE THAT DIRECTION.

THANK YOU FOR THAT. THANK YOU, TRUSTEE GARCIA.

NEXT UP IS TRUSTEE MICCICHE.

THANK YOU, MR. PRESIDENT.

I JOIN TRUSTEE GARCIA IN THANKING THE ADMINISTRATION FOR PUSHING THESE INITIATIVES FORWARD.

I THINK THEY'RE REALLY IMPORTANT, AND I ALSO WANT TO THANK TRUSTEE GARCIA FOR HER LEADERSHIP IN THIS AREA.

IT'S MADE A HUGE DIFFERENCE AND IT'S BEEN BEEN GREAT TO HAVE YOUR VOICE SPEAKING FOR OUR STUDENTS IN THIS AREA.

I'D LIKE TO JUST GO OVER A COUPLE OF THINGS, MAYBE MAKE IT A LITTLE BIT MORE EXPRESS AND DIRECT FOR OUR STUDENTS ABOUT FILLING OUT THE FINANCIAL AID FORMS. WE WHEN WE TALK ABOUT THE GOALS FOR FAFSA AND TARCEVA, WE'RE TALKING ABOUT GETTING OUR STUDENTS TO FILL OUT THESE FINANCIAL AID FORMS SO THAT YOU WILL HAVE THE OPTION TO GO TO COLLEGE SO THAT IT'S POSSIBLE FOR YOU TO GO TO COLLEGE REGARDLESS OF YOUR FINANCIAL CONDITION.

WHEN WE TALK ABOUT SOMETHING CALLED SUMMER MELT, THAT MEANS SOMEONE WHO HAS ENROLLED IN COLLEGE HAS GOTTEN TO THE POINT WHERE THEY'VE ENROLLED IN COLLEGE, BUT THEN THE SUMMER GOES BY AND THEY DON'T ACTUALLY START ATTENDING COLLEGE, AND THE SUMMER, THAT'S THE SUMMER MELT ISSUE THAT YOU DON'T ACTUALLY ATTEND, EVEN THOUGH YOU'VE BEEN ADMITTED, AND WHAT WHAT THIS INITIATIVE IS DESIGNED TO DO IS TO REACH OUT TO STUDENTS OVER THE SUMMER TO MAKE SURE THAT THEY'RE STILL ON TRACK BETWEEN JUNE AND AUGUST, THAT THEY HAVEN'T SORT OF GOTTEN OFF TRACK AND NOW HAVE STARTED TO THINK THAT THEY ARE NOT GOING TO GO, AND I DO HAVE A QUESTION AROUND AROUND THAT ISSUE, AND I DON'T KNOW I GUESS IT'S YOU, SUSANNAH.

WHAT DOES THAT CONTACT IF I'M A STUDENT AND I'M GOING TO BE CONTACTED UNDER THIS, QUOTE, SUMMER MELT INITIATIVE, WHAT WHAT EXACTLY WOULD THAT CONTACT BE LIKE? SURE, AND I CAN TALK TO YOU FROM MY EXPERIENCE IN MY PREVIOUS DISTRICT AND WHAT WE'VE TALKED ABOUT OUR CAP PROVIDERS DOING DURING THE SUMMER FREQUENTLY

[00:30:01]

WHILE YOU'RE IN SCHOOL, YOU HAVE A LOT OF SUPPORT AROUND WHAT IT LOOKS LIKE TO APPLY FOR COLLEGE, TO FILL OUT THE APPLICATIONS, THE FINANCIAL AID FORMS, SCHOLARSHIP FORMS. AND THEN SUDDENLY YOU'RE ON YOUR OWN, YOU'RE ON YOUR OWN FOR THE TIMELINES.

CAP PROVIDERS IN THE SUMMER WOULD DO THINGS LIKE HOST SESSIONS FOR STUDENTS AROUND.

ARE YOU ON TRACK TO FILL OUT THE FORMS FOR NEW STUDENT ORIENTATION? AT TIMES FOR STUDENTS WHO ARE MOVING INTO SCHOOLS THAT ARE RESIDENTIAL OUTSIDE OF THE CITY TO HELP THEM WITH UNDERSTANDING WHAT DOES IT TAKE TO GET READY? WHAT DO YOU NEED FOR YOUR DORM? THINGS LIKE THAT. SO IT REALLY IS KIND OF HAND-HOLDING, PARTICULARLY FIRST GEN KIDS THROUGH THE PROCESS OF YOU FINISHED HIGH SCHOOL AND NOBODY IN YOUR FAMILY ACTUALLY KNOWS WHAT IT TAKES TO GET ON CAMPUS.

RIGHT. SO, SO, SO HAVE YOU BEEN ADMITTED TO COLLEGE AND THEN YOU'RE SORT OF LOST AS TO WHAT KIND OF PAPERWORK YOU NEED TO FILL OUT AND WHAT THE DEADLINES ARE AND WHERE TO GO TO ENROLL.

THESE THESE COUNSELORS ARE ARE BEING PROVIDED TO HELP TO HELP YOU GET THROUGH THAT WITH THAT WHOLE TRANSITION PROCESS.

YES. OKAY, AND WILL THEY REACH OUT TO EVERY STUDENT? THE GOAL IS THAT THEY WOULD HAVE A CASELOAD THAT OF STUDENTS THAT THEY WORK WITH.

THEY WOULD DEEPLY KNOW WHAT EACH INDIVIDUAL STUDENT'S PLAN IS AND SUPPORT THEM THROUGH THAT PROCESS FROM HIGH SCHOOL GRADUATION ALL THE WAY INTO MATRICULATION WITH THEIR NEXT STEPS, AND THEY WOULD HAVE A GOOD SENSE OF OBVIOUSLY THE PATH BECAUSE THEY ARE CASE MANAGING.

AND THEY ALSO WOULD HAVE TO UNDERSTAND SPECIFICALLY WHAT EACH STUDENT IS INTENDING TO DO AND WHAT THEIR PATH IS SO THAT THEY CAN ENGAGE THEM IN THE WAY THAT'S MOST BENEFICIAL FOR THEIR FUTURE IN HOW TO MOVE FORWARD, EVEN LOGISTICALLY.

OKAY, AND SO LET'S JUST SAY FOR THE STUDENTS WE HAVE RIGHT HERE IN THE ROOM NOW, IF THEY HAVE A QUESTION NOW OR LATER, WHAT'S THE WHO DO THEY CONTACT? YEAH, YEAH, GO AHEAD.

THEY CAN THEY'LL CONTACT THEIR COLLEGE ACCESS PROVIDER.

WE HAVE A COUPLE OF THINGS AVAILABLE.

ONE WILL ASK FOR SUMMER OFFICE HOURS THAT ARE LIKE OPEN LAP TIMES FOR STUDENTS TO POP IN FOR HELP.

ALSO THEIR LINKS TO SCHEDULE APPOINTMENTS THAT ARE ON OUR DISTRICT WEBSITE.

SO THEREFORE THE STUDENTS WILL BE ABLE TO ACCESS AND REACH OUT TO GET THE SUPPORT AND HELP THAT THEY NEED THROUGH THE TRANSITION.

OKAY. SO IF I COULD ASK THE STUDENTS BY A SHOW OF HANDS, DO YOU KNOW WHO YOUR COLLEGE ACCESS PROVIDER IS? RAISE YOUR HAND IF YOU KNOW WHO YOUR COLLEGE ACCESS PROVIDER IS.

I SEE A COUPLE.

GREAT. IT'S OKAY.

I'M NOT GOING TO CALL ON YOU JUST TO ANSWER THE QUESTION.

I JUST. I JUST WANT TO MAKE SURE THAT WE ARE.

WE ARE REACHING EVERYONE, AND I DON'T SEE THAT.

I DON'T SEE 100% OF THE HANDS UP.

SO I WOULD JUST REQUEST THAT THE ADMINISTRATION MAKE SURE THAT EVERY STUDENT KNOWS WHO THEIR COLLEGE ACCESS PROVIDER.

IF I MAY, PART OF THE REASON WHY WE'RE PROPOSING A REDESIGN IS WE RECOGNIZE THAT TODAY WE DON'T NEARLY HAVE THE CAPACITY FOR OUR COLLEGE ACCESS PROVIDERS TO WORK WITH ALL STUDENTS IN THE WAY THAT WE KNOW IS GOING TO BE ESSENTIAL.

SO THE PROPOSAL THAT YOU'LL HEAR ABOUT DURING THE SUPERINTENDENT'S REPORT INCREASES THE NUMBER AND THE DURATION AND THE LOWER RATIOS TO TRY TO MAKE SURE THAT WE DO HAVE 100% OF OUR KIDS RAISING THEIR HANDS.

SO I'M GOING TO MAKE A SUGGESTION FOR THE STUDENTS IN IN THE AUDIENCE TODAY THAT IF THEY HAVE ANY QUESTIONS TO CONTACT TRUSTEE GARCIA, WHO WILL WHO IS SITTING UP THERE AND EAGER TO HELP? THANK YOU. I HAVE A LOT MORE TIME.

THANK YOU, MR. PRESIDENT.

YOU COULDN'T LET ME FINISH MY BITE.

DO I HAVE ANYONE ELSE FOR FIRST ROUND? AND I KNOW WE HAVE SOME TRUSTEES ONLINE.

IF YOU DO HAVE A QUESTION FROM TRUSTEES ONLINE, PLEASE RAISE YOUR HAND OR COME OFF MUTE, BUT IN THE ABSENCE OF THAT, I DO HAVE A FEW QUESTIONS, AND FIRST, I JUST WANT TO PROVIDE SOME CONTEXT FOR EVERYONE HERE.

WHAT THIS BOARD DOES EVERY MONTH AT THIS TIME IS WE LOOK AT THE GOALS THAT WE HAVE SET AS A BOARD THAT WE SET ARE THE MOST IMPORTANT ASPECTS OF WHAT THIS DISTRICT IS SUPPOSED TO DO. GETTING KIDS READY FOR COLLEGE AND CAREERS IS ONE OF THOSE, AND THAT'S WHAT WE'RE MEASURING AND LOOKING AT AND HAVING THIS DISCUSSION AROUND THIS THIS MONTH.

SO ONE OF THE FIRST MEASURES HERE THAT I WANT TO ASK THE QUESTION ABOUT THE FAFSA.

THANK YOU, TRUSTEE MITCH KAYE, FOR CLARIFYING WHAT THAT IS.

I SEE A BIG INCREASE.

WE WENT FROM WHAT DID WE HAVE LAST YEAR, 65%, AND WE ACTUALLY HIT 69%, AND THIS YEAR WE'RE AT 81.6%.

WHAT IS ATTRIBUTED TO THAT MASSIVE INCREASE? WELL, I WOULD JUST I'LL GET STARTED AND THEN DR.

ROGERS CAN ADD TO IT SHE LIKES, BUT I THINK ONE OF WHICH SHE JUST SAID IT'S A GRADUATION REQUIREMENT.

SO EVERYBODY IS A LITTLE MORE ALERT, ATTUNED TO IT.

SO THAT'S OBVIOUSLY IMPORTANT.

[00:35:01]

RIGHT. WE UNDERSTAND BETTER WAYS TO REACH STUDENTS.

WE JUST CAME OUT OF THE PANDEMIC.

SO THERE'S A WHOLE LOT MORE FACE TO FACE.

RIGHT. SO NOW IT'S NOT AS CHALLENGING AS DURING THE PANDEMIC.

WE WERE VIRTUAL AND YOU CAN IMAGINE HOW DIFFICULT THAT WAS.

RIGHT, AND YET WE STILL THE TEAM AND THE SCHOOL STAFFS WERE STILL SUCCESSFUL.

SO THOSE ARE SOME THINGS I THINK THAT COME TO MIND AROUND WHY WE WERE SUCCESSFUL, AND I THINK AS WE BUILD A STRONGER TEAM WITH BETTER RATIOS FOR SCHOOL BASED, I MEAN, OUR PRINCIPALS HAVE BEEN VERY CLEAR THEY NEED HELP.

RIGHT? AND SO AS WE ADD THIS COMPONENT TO THEM, WE CAN DO MUCH BETTER EARLIER.

SO THE FINANCIAL AID IS MAXIMIZED.

THAT'S AWESOME. THANK YOU, AND I DO WANT TO WEIGH IN.

I THINK TRUSTEE FOREMAN RAISED SOME GOOD POINTS ABOUT MAKING SURE THAT PARENTS KNOW THAT THEY CAN OPT OUT, BUT I THINK THE OTHER SIDE OF THAT IS WE WANT TO MAKE SURE PEOPLE UNDERSTAND THE VALUE AND WHY WE FEEL THIS OUT AND THAT THERE'S NOT NECESSARILY A HARM IN FILLING IT OUT, AND SO I THINK THAT'S IMPORTANT TO MAKE SURE WE'RE CONTINUING TO DO.

MY NEXT QUESTION HERE IS WHAT DO WE HOPE BROADLY TO SEE AS A RESULT? OBVIOUSLY, THE END GOAL IS NOT JUST THEM COMPLETING FAFSA, IT'S WHAT WE WANT THEM, OBVIOUSLY, OUR STUDENTS, TO TAKE THE BEST, BEST PATH, WHICH WOULD BE IN THIS MANY CASES, GO TO COLLEGE, BUT HERE'S THE OTHER THING I WOULD ADD.

WE'RE HAVING WE'RE STARTING TO SEE REALLY GOOD SUCCESS WITH OUR CERTIFICATION OPPORTUNITIES.

OUR SCHOOLS ARE DOING A GREAT JOB GETTING KIDS CERTIFICATION.

WE'RE SEEING THE NUMBERS CLIMB QUICKLY, WHICH IS GREAT.

I THINK WHAT IT DOES, IT GIVES OUR KIDS IT GIVES OUR KIDS CONFIDENCE AND LETS THEM REALIZE THAT THEY CAN ACCOMPLISH THEIR GOALS, AND THEN FOR SOME OF OUR STUDENTS, THEY MIGHT NOT EVEN SEE THEMSELVES GOING TO COLLEGE.

NOW, COMPLETING FINANCIAL AID LETS THEM SEE THAT THROUGH THE SUCCESSES THEY'VE HAD, AND THEN IT LEAVES THE DOOR OPEN FOR THEM TO GO TO COLLEGE AFTER HIGH SCHOOL.

OKAY. SO THEN THAT BRINGS ME TO THE SECOND ONE, THE GPA 4.5, BECAUSE THIS IS MEASURING THAT, RIGHT.

WE'RE HOPING THAT'S OPENING THE DOOR FOR THEM TO GO IN THERE, AND SO OBVIOUSLY WE'VE SEEN A FALL OFF HERE, WHICH IS NOT GREAT.

SO HOPEFULLY AND IT'S A LAG, OBVIOUSLY, HOPEFULLY WITH FAFSA GOING UP, WE SHOULD SEE THIS ALSO GOING UP AND KIDS GOING TO COLLEGE IN THOSE CAREERS, BUT WE HAVEN'T SEEN THAT HERE.

OBVIOUSLY, THE PANDEMIC DEFINITELY FACTORS INTO THAT.

SO FIRST A QUESTION ON SLIDE.

SLIDE, THE ONE WITH THE CHART PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE.

SLIDE SIX.

MY FIRST ONE IS JUST A DATA QUESTION.

A STUDENT WHO EARNS AN ASSOCIATE'S DEGREE IN ONE OF OUR EARLY COLLEGE OR BTECS BEFORE THEIR GRADUATION.

THEY'VE GRADUATED WITH A DEGREE.

LET'S SAY THEY GO STRAIGHT INTO THE WORKFORCE AND THEY DON'T GO TO COLLEGE.

DO THEY FACTOR INTO THIS CHART AT ALL? AND IF SO, WHERE? RIGHT NOW.

THEY'RE NOT REPRESENTED IN THIS CHART, ARE THEY? YEAH. SO THAT IS ONE THING THAT I THINK WE NEED TO START INCLUDING IS AN ADDITIONAL LINE THAT SHOWS THE NUMBER OF COMPLETED ASSOCIATE'S DEGREES BECAUSE RIGHT NOW THAT IS NOT INCLUDED IN THIS. IF THEY ARE NOT MATRICULATING INTO A SCHOOL POST GRADUATION, YEAH, I THINK THAT WOULD BE HELPFUL TO SEE.

SO I MEAN, YES, WE SAW WE'VE SEEN A DECREASE LAST YEAR FROM 47 TO 46% IN TOTAL ENROLLMENT AND WE SAW A DECLINE OF 3% IN TWO YEAR INSTITUTIONS.

IT COULD ACTUALLY BE UP BECAUSE WE HAD 10% OF OUR SENIORS EARN THIS CORRECT CREDIT.

SO IT COULD BE WAY HIGHER THAN THAT BASED ON IF WE INCLUDE THOSE KIDS, AND I THINK IT'S REALLY IMPORTANT THAT WE CONSIDER THAT INFORMATION AND THAT SHOWS HERE, BUT THAT'S HELPFUL FOR ME HERE. MY NEXT QUESTION IS, HOW DOES HOW DO THESE NUMBERS, IF WE HAVE IT, COMPARE NATIONALLY WITH ENROLLMENT TRENDS THAT WE'VE SEEN IN COMMUNITY? I MEAN, I KNOW THIS SINCE THE PANDEMIC ENROLLMENT AND COMMUNITY COLLEGE IN TEXAS IS DOWN 13%.

WE'RE DOWN 3%.

SO HOW DO WE COMPARE NATIONALLY OR STATEWIDE? AND WE DO HAVE THAT.

SO FROM FALL 20 AND FALL 2021, OBVIOUSLY WE'VE JUST SHARED OUR DATA, WHICH IS OVERALL A SLIGHT DROP AT ONE POINT LOSS.

RIGHT, REALLY 6/10 OF A POINT OF LOSS, ACTUALLY, NATIONALLY, TWO YEAR COLLEGES, DOWN 1.1% IN THE STATE IS UP 2.1% FOR FOUR YEARS, DOWN 1/10 OF A PERCENT AT THE NATIONAL LEVEL, AND THEN THE STATE, IT IS DOWN 6.3% JUST THIS YEAR. RIGHT, AND SO WE'RE ACTUALLY.

YEAH, AND PRESIDENT MACKY IF I CAN JUST SHARE DALLAS ISD STUDENTS GRADUATING WITH ASSOCIATE'S DEGREE ARE FULLY HALF OF THE GRADUATES OF DALLAS COLLEGE A'S.

YEAH, NO, THAT'S HELPFUL TO PUT IT IN CONTEXT.

SO IT SOUNDS LIKE FROM THE STATISTICS YOU JUST READ, WE ARE GENERALLY OUTPERFORMING WHAT WE'RE SEEING AT A STATE AND THE NATIONAL LEVEL, AND THAT'S EXCLUDING OUR KIDS WHO HAVE ALREADY EARNED AN ASSOCIATE'S DEGREE AND ARE SHOWING UP AS SOMEONE NOT ENROLLED.

SO I WOULD LOVE TO DIG INTO THAT MORE.

WELL, I DON'T WANT TO SEE THESE NUMBERS GO DOWN AND THEY NEED TO BE MUCH HIGHER THAN THIS.

IT WOULD BE GREAT TO SEE THAT IN CONJUNCTION WITH THE ASSOCIATE'S DEGREES EARNED AND PEOPLE THAT AREN'T GOING TO COLLEGE BUT HAVE A LIVING WAGE CAREER.

SO THANK YOU ALL FOR YOUR WORK ON THIS AND I APPRECIATE IT.

WE WILL NOW MOVE ON UNLESS WE HAVE WE GOT SOMEONE TRUSTEE JOHNSON THIS.

I JUST WANT TO MAKE SURE I JUST ASK THE SUPERINTENDENT, BUT I WANT TO SPLIT IT ON RECORD.

THE NUMBERS ONLY WENT DOWN BECAUSE OF COVID, CORRECT? I'M SORRY. THE NUMBERS ONLY DECREASE BECAUSE OF COVID.

THAT WOULD BE EXPECTED. YES.

[00:40:01]

RIGHT. BECAUSE OF COVID, OUR EFFORTS, OUR SCHOOL EFFORTS HAVE BEEN GREAT, BUT COVID REALLY HAS BEEN HAMPERING OUR EFFORTS.

THANK YOU. I MEAN, I THINK YOU GUYS ARE DOING GREAT WITH THIS.

THANK YOU SO MUCH, DR. LUSK.

YEAH, THANK YOU.

WELL, NOW MOVE ON TO SECOND ROUND.

WE'LL BEGIN WITH TRUSTEE FOREMAN.

SO I JUST HAVE A COUPLE OF QUICK QUESTIONS BECAUSE I'VE BEEN LISTENING TO MY COLLEAGUES HOW MANY STUDENTS GO ON TO A FOUR YEAR COLLEGE AND THEY DON'T FILL OUT THE TAFSA AND FAFSA? DO WE KNOW THAT? WE DON'T KNOW.

I'M NOT SURE, BUT THERE ARE PROBABLY SOME THAT DO.

CORRECT? THERE COULD BE, ABSOLUTELY.

THERE ARE PROBABLY SOME THAT DO.

I JUST WANT TO MAKE SURE THAT THERE'S A CLEAR UNDERSTANDING THAT THERE ARE PROBABLY SOME THAT DO.

SO THAT TAFSA AND FAFSA APPLICATION, IS IT JUST HOUSED IN DALLAS ISD OR ARE THERE OTHER ENTITIES THAT HAVE ACCESS TO THAT DATA? SO WE DON'T KEEP THE APPLICATION.

THE STUDENTS FILL IT OUT THROUGH EITHER THE FEDERAL PORTAL OR THE STATE FORM FOR THE TAFSA, AND SO WE JUST GET INFORMATION ABOUT OUR STUDENTS WHO HAVE SUBMITTED OR COMPLETED. WE DON'T GET EVEN THE STUDENT INFORMATION WITHIN THE DISTRICT, AND SO BUT THERE ARE OTHER PEOPLE THAT HAVE ACCESS TO THAT DATA, CORRECT? THEY KNOW IF STUDENTS STATEWIDE, THEY KNOW IF THEY'VE COMPLETED IT.

THEY DON'T GET THE IDENTIFIABLE INFORMATION EXCEPT FOR THE COLLEGES OR UNIVERSITIES.

OKAY, AND JUST ANOTHER QUICK QUESTION.

THE 25% IN REAL NUMBERS.

WHAT IS 25% OF? IS THAT 1000 STUDENTS? 2000 STUDENTS? YES, 25% IS 1,489, AND HOW MANY GRADUATING STUDENTS DO WE HAVE? THAT COHORT HAD 7,929 STUDENTS.

THANK YOU VERY MUCH, AND THANK YOU FOR YOUR WORK.

YES, MA'AM. THANK YOU, TRUSTEE FOREMAN.

TRUSTEE JOHNSON, DO YOU HAVE ANYTHING ELSE FOR SECOND ROUND? YES. I JUST WANT TO MAKE SURE THAT I KNOW WE HAD THIS PROBLEM BEFORE AND I DON'T KNOW, I STEPPED OUT.

SO I DON'T KNOW IF THIS IS AN ASK ARE THE COURSES THAT WE'RE HAVING FOR THE ASSOCIATE DEGREE ARE THEY COMPATIBLE WITH THE UNIVERSITIES THAT THE CHILDREN ARE GOING TO? BECAUSE I KNOW WE HAD SOME HIGH SCHOOL THAT TOOK THE CLASS, BUT THEY WERE NOT COMPATIBLE AND IT'S LIKE THEY HAD TO START ALL OVER, WHICH IS FRUSTRATING FOR OUR PARENTS.

YEAH, THAT'S A FAIR QUESTION AS WELL.

I MEAN, WE HAVE LEARNED AND WE'VE LISTENED TO PARENTS THAT WHEN WE FIRST BUILT THE P-TECH PROGRAM AND DR.

ROGERS WOULD KNOW BETTER THAN ANYBODY, BUT WE HAD A LOT OF APPLIED SCIENCE DEGREES, RIGHT, ASSOCIATED WITH APPLIED SCIENCE, AND THAT BEING THE CASE, THEY WERE VERY MUCH STEEPED IN COURSES THAT WERE TECHNICALLY BASED, WHICH WAS GOOD BECAUSE IT SENT KIDS OFF TO THE WORKFORCE.

RIGHT. IF THEY WANTED TO RIGHT OUT OF HIGH SCHOOL WITH THEIR ASSOCIATE DEGREE, BUT WE'VE HEARD FROM PARENTS THAT THEY WANT TO WE'VE SEEN STUDENTS NOW SAYING, OKAY, I CAN DO THIS.

I'M GOING TO KEEP GOING. I WANT TO GET MY ASSOCIATE OR MY BACHELOR'S.

RIGHT, AND SO THAT MANY, MANY OF OUR PATHWAYS HAVE MORPHED INTO AN ART ASSOCIATE OF ARTS ASSOCIATE OF SCIENCE, BUT IN ADDITION, IF A STUDENT DOES HAVE AN AAS, AN ASSOCIATE OF APPLIED SCIENCE, THERE ARE ALSO PATHWAYS THAT STUDENTS CAN FOLLOW TO THE BACHELOR'S.

LET'S SAY THIS FORMULA, THE BACHELOR OF APPLIED SCIENCE.

SO, I MEAN, THERE ARE MULTIPLE WAYS TO SKIN THE CAT, BUT WE'VE ALSO LISTENED SO THAT FAMILIES CAN BASICALLY GET TO THE PATH THAT THEY WANT TO GET TO.

SO IT HAS BEEN FIXED.

WE'VE CREATED DEGREE OPTIONS THAT PROVIDE MORE FLEXIBILITY.

SO THE ORIGINAL DEGREES, THE AAS'S THERE WAS A BACHELOR'S DEGREE, BUT IT WAS PRETTY SPECIFIC.

YOU WOULD HAVE TO STAY IN THAT PATHWAY, AND MANY OF OUR STUDENTS, YOU KNOW, LIKE ANYBODY, MAY CHANGE THEIR MIND.

SO WE HAVE REVAMPED OUR PLAN SO THAT THEY ARE MORE ALIGNED TO A TRADITIONAL DEGREE, BUT THE CERTIFICATE IS STILL BUILT IN SO THAT THEY HAVE THAT OPTION TO GO TO WORK AS WELL. SO WHAT COLLEGES OR YOU EMAIL ME IF YOU WANT TO GIVE US A FEW NAMES, WHAT COLLEGES ARE COMPATIBLE TO THE [INAUDIBLE] DEGREE THAT OUR CHILDREN ARE RECEIVING? SO DEPENDS ON THE PATHWAY AND I CAN SEND YOU LIKE LINKS IF THEY'RE THE APPLIED ONES.

THERE'S A PARTICULAR WEBSITE THAT MAPS THAT OUT WHERE WE HAVE THOSE AGREEMENTS.

IT'S PRETTY COMPLEX. SO IT WOULD BE HARD FOR ME TO JUST KIND OF GIVE ALL THOSE DETAILS HERE, BUT I'M HAPPY TO SHARE THAT, BUT THEN FOR OUR STUDENTS WHO ARE COMPLETING THE ASSOCIATES OF SCIENCE AND THE ASSOCIATES OF ARTS DEGREES, ALL OF THEIR CORE CREDIT HOURS TRANSFER DIRECTLY INTO THE COMMON DEGREE PLAN OF ANY BACHELOR'S DEGREE IN THE STATE, AND THAT DOES PROVIDE THAT MORE FLEXIBILITY FOR OUR STUDENTS, AND SO WE DID HEAR OUR STUDENTS VOICES, OUR TRUSTEES VOICES, AND WE'VE WORKED VERY DILIGENTLY WITH DALLAS COLLEGE TO MAKE THAT SHIFT.

THANK YOU SO MUCH. THANK YOU TRUSTEE JOHNSON.

ARE THERE ANY OTHER TRUSTEES FOR ROUND TWO? AND I DON'T SEE ANY HANDS UP ONLINE, BUT IF YOU ARE THERE AND HAVE A QUESTION, FEEL FREE TO COME OFF MUTE.

I DO. TRUSTEE GARCIA.

YEAH, AND IT'S REALLY JUST THE EXPRESSION OF GRATITUDE I MENTIONED ARE THE ADMINISTRATIVE TEAM, BUT ALSO THOSE COUNSELORS [INAUDIBLE] PROVIDERS, ADVISORS THAT ARE ON OUR CAMPUSES

[00:45:10]

SO JUST TO THEM, TO THANK THEM FOR ALL THE WORK THAT THEY'VE DONE IN TERMS OF WHERE THE STATE OF TEXAS IS AS A WHOLE, THIS IS A GRADUATION REQUIREMENT, THIS FINANCIAL AID FORM.

WE HAVE LARGER STUDENT BODIES IN THE CITY OF DALLAS AND SOME STATES ACROSS THE US.

SO, I MEAN, THIS IS HUGE, MONUMENTAL MOVE FOR THE STATE OF TEXAS, FOR OUR COMMUNITY IN DALLAS, AND A LOT OF THIS WORK IS BEING PULLED FORWARD BY OUR COUNSELORS AND ADVISORS, AND I'M VERY EXCITED TO HEAR THAT WE'RE TAKING AND GROWING THE WORK THAT WE'RE DOING.

I ENVISIONED DISD TO BE THE PREMIER URBAN SCHOOL DISTRICT WHEN IT COMES TO COLLEGE AND CAREER READINESS, NOT JUST THE SPACE, EARLY CHILDHOOD AND OTHERS, BUT CERTAINLY WE'RE MAKING THOSE STRIDES, GREAT, GREAT STRIDES HERE IN THIS SPACE.

SO THANK YOU, AND REALLY JUST AN EXPRESSION OF GRATITUDE TO THOSE PEOPLE ON CAMPUS MOVING THIS FORWARD.

THANK YOU. THANK YOU, TRUSTEE GARCIA.

I BELIEVE THAT WRAPS UP OUR SECOND ROUND HERE.

SO THANK YOU ALL FOR THAT GREAT PRESENTATION AND THE GREAT DATA.

WE REALLY APPRECIATE YOUR WORK AND LOOK FORWARD TO SEEING IT CONTINUE.

SO WITH THAT, WE WILL NOW MOVE BACK TO OUR REGULARLY ORDERED AGENDA, WHICH BRINGS US TO OUR PUBLIC FORUM.

[4. PUBLIC FORUM]

I AM ASKING ALL SPEAKERS TO BE MINDFUL OF YOUR FELLOW SPEAKERS AND REFRAIN FROM USING INDIVIDUAL NAMES TO INCLUDE STUDENT NAMES AND TO ADDRESS THE BOARD AND NOT INDIVIDUAL TRUSTEES. COMMENTS INVOLVING THE PERFORMANCE OF INDIVIDUAL DISTRICT EMPLOYEES OR OFFICERS SHOULD BE MADE THROUGH THE GRIEVANCE POLICY AUDIENCE.

I AM ASKING YOU NOT TO ENGAGE IN CONDUCT THAT WILL DISRUPT THE MEETING.

AS PREVIOUSLY STATED, RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD.

UNLAWFUL OR DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING THE ROPED OFF BARRIERS OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED, AND THAT PERSON WILL BE ASKED TO LEAVE.

FAILURE TO LEAVE WHEN REQUESTED, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

SPEAKERS PLEASE BE REMINDED THAT SUBSTITUTIONS ARE NOT ALLOWED.

IF YOU SIGNED UP TO SPEAK, YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE.

SPEAKERS WHO FAIL TO ADHERE TO THIS RULE WILL BE INTERRUPTED AND INFORMED.

YOUR COMMENTS ARE OUT OF ORDER.

MS. JORDAN, WILL YOU PLEASE CALL THE NAMES OF THE SPEAKERS? YES. I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE 3 MINUTES TO SPEAK.

WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.

OUR FIRST SPEAKER IS METTERS OROZCO, FOLLOWED BY ZAMAGGI BEST.

METTERS.

I AM A PRODUCT OF A PUBLIC SCHOOL IN WEST TEXAS.

I HAVE TWO SONS THAT HAVE GONE TO DISD SCHOOLS IN 2012 AND 2016.

I'M A HUGE BELIEVER IN PUBLIC SCHOOLS, AND I'M A BELIEVER THAT IT'S THE FOUNDATION OF OUR DEMOCRACY, AND I'M A BELIEVER THAT DISD IS A GREAT PUBLIC SCHOOL THAT NEEDS A LOT OF WORK AND THAT YOU GUYS ARE WORKING HARD, AND I APPRECIATE ALL THE WORK YOU'RE DOING.

I'M HERE TODAY TO SUPPORT THE SHAC RECOMMENDATION FOR SEXUAL HEALTH AND REPRODUCTION.

WE ARE IN A CULTURE THAT IS CHALLENGING FOR BOYS RIGHT NOW.

IT'S CHALLENGING. IT WAS CHALLENGING FOR ME TO RAISE TWO BOYS THAT TRULY RESPECTED WOMEN AS EQUALS AND [INAUDIBLE] MODELED IT.

SOCIETY AND ADVERTISING PUSH AGAINST THAT GOOD SEXUAL HEALTH AND REPRODUCTION CURRICULUM PRESENTED WITH TRAINED AND EMPATHETIC TEACHERS, PROMOTES GOOD RELATIONSHIPS BETWEEN YOUNG MEN AND WOMEN.

IT ENCOURAGES HEALTHY RELATIONSHIPS WHERE BOTH PARTIES ARE RESPECTED.

IT REDUCES ABUSE.

IT REDUCES SEXUAL TRAFFICKING.

IT REDUCES SEXUAL VIOLENCE, AND IT DELAYS SEXUAL ACTIVITY.

IT TEACHES WHAT HEALTHY RELATIONSHIPS LOOK LIKE AND WHAT UNHEALTHY RELATIONSHIPS LOOK LIKE.

I HAVE A REPORT GIVEN TO [INAUDIBLE] BY TEXAS 2036, A NONPARTIZAN THINK TANK LOCALLY THAT PROVIDES DATA FOR PREPARING A TEXAS WORKFORCE FOR THE FUTURE IN 2036.

THE DATA PROVIDED BY THEM SUPPORTS ALL OF THE CLAIMS I'VE JUST MADE.

I BELIEVE THIS IS WHAT YOU ARE DOING RIGHT NOW WITH THE SEXUAL EDUCATION CURRICULUM THAT YOU PASSED TWO AND A HALF YEARS AGO, AND I THINK IT'S HAVING AN IMPACT.

I SUPPORT THE SHAC RECOMMENDATION FOR THE MCGRAW-HILL CURRICULUM BECAUSE I BELIEVE IT'S FACTUALLY ACCURATE AND DETAILED.

I SUPPORT THE SHAC RECOMMENDATION FOR NTARUPT TO PRESENT POSITIVE PREVENTION PLUS CURRICULUM FOR AFTER SCHOOL FOR PRINCIPALS THAT CHOOSE TO ASK FOR ADDITIONAL SUPPORT AT THEIR CAMPUSES, AND I SUPPORT THE SHAC RECOMMENDATION TO LOOK FURTHER AT MORE COMPLETE EVIDENCE BASED CURRICULUM NEXT YEAR, WHICH IS COMPARABLE TO THE GET REAL CURRICULUM THAT YOU ALL SELECTED TWO AND A HALF YEARS AGO.

BECAUSE I THINK THERE ARE SOME SUPPLEMENTAL CURRICULUMS THAT WOULD BE BETTER AND ENHANCE MCGRAW-HILL.

THANK YOU. THANK YOU.

[00:50:01]

HI. MY NAME IS SAMAJAY BEST AND I HAVE THE AWESOME PLEASURE OF SERVING STUDENTS AND THEIR FAMILIES AND COMMUNITY HERE IN DALLAS.

IT'S A HARD DAY TO BE A WOMAN IN AMERICA.

MORE SPECIFICALLY, TEXAS, AND IT JUST FEELS LIKE OUR REPRODUCTIVE RIGHTS ARE BEING ATTACKED ON A DAILY BASIS, AND WHILE YOU DON'T HAVE CONTROL OVER THAT, YOU DO HAVE CONTROL OVER WHAT OUR KIDS GET TO LEARN ABOUT THEIR BODIES AND THEIR CHOICES.

AS A DISD GRAD, AS I SAID, AND THE PRODUCT OF A TEEN PARENT WHO WAS ALSO A DISD GRAD, I CAN TELL YOU THAT WE HAVE TO DO MORE IN THE REALM OF SEX EDUCATION.

I WANT EVERY ADULT IN THIS ROOM TO THINK ABOUT THE LAST TIME YOU WILLINGLY ENGAGED IN A CONVERSATION WITH A TEENAGER ABOUT SEX.

I SAY WILLINGLY, NOT BECAUSE SOMEONE MIGHT BE PREGNANT OR SOMEONE MIGHT HAVE AN STD, BUT BECAUSE YOU JUST WANTED TO PROACTIVELY LEARN WHAT THEY THOUGHT ABOUT SEX AND WHAT THEY FELT ABOUT IT. IT'S PROBABLY BEEN A WHILE.

LET ME TELL YOU, THERE IS AN EDUCATION GAP, AND AS ADVOCATES, AS YOUTH ADVOCATES, WE CAN EITHER IGNORE IT AND LET THEM TAKE TO TIK TOK AND GOOGLE TO ASK WHAT SEX POSITIONS WON'T GIVE ME PREGNANT.

IF I PEE AFTER IS THE BABY MINE.

WILL WEARING TWO CONDOMS PREVENT ME FROM HAVING AN STD.

OR WE CAN EQUIP OUR EDUCATORS WITH MEDICALLY ACCURATE CURRICULUM.

THEY SAY THE DEFINITION OF INSANITY IS REPEATING THE SAME THING AND EXPECTING A DIFFERENT RESULT, AND I CAN LOOK AROUND AND TELL YOU RIGHT NOW WE'RE LOOKING A LITTLE INSANE AND IT'S GOING TO BE OUR KIDS WHO SUFFER FROM THAT.

SO MY ASK OF YOU TODAY IS THAT YOU ACCEPT IN FULL THE STUDENT HEALTH ADVISORY COUNCIL'S RECOMMENDATIONS FOR SEX EDUCATION.

THANK YOU. THANK YOU.

BRUCE KENDRICK, FOLLOWED BY CYNDI WEBBER.

HI. MY NAME IS BRUCE KENDRICK.

I'M THE DIRECTOR OF LIFE INITIATIVES AT WATERMARK COMMUNITY CHURCH IN DALLAS.

ONE OF MY MEMBERS IS A PARENT ON THE DISD SHAC AND COULDN'T BE HERE.

AND SO IT WAS AN OPPORTUNITY I HAD TO COME AND SPEAK BOTH ON HER BEHALF AS WELL AS THE MEMBERS OF OUR BODY, AND SO WHEN IT COMES TO I THINK THE AGENDA ITEM IS 19 A AS IT RELATES TO THE SHAC RECOMMENDATION FOR THE MCGRAW-HILL CONTENT AS WELL AS NTARUPT, I THINK THERE ARE A HANDFUL OF ISSUES THAT I'D JUST BRING TO YOUR ATTENTION AND ASK YOU TO CAREFULLY CONSIDER.

ONE SPECIFICALLY IS SCHOOL ENROLLMENT AND RECOGNIZING THAT THE CURRENCY OF TRUST WITH PARENTS IS WHAT IS IMPACTING ENROLLMENT, AND SO WHEN WE MAKE DECISIONS ABOUT WHAT WE'RE GOING TO SHARE, ESPECIALLY AS IT RELATES TO SEXUAL REPRODUCTION FOR THEIR CHILDREN, IT HAS AN IMPACT ON THAT SORT OF THING.

THE SECOND THING IS LEGAL AND VENDOR ISSUES, MCGRAW-HILL AND NTARUPT NEITHER OF WHICH ARE VETTED BY TEA VERSUS GOODHEART-WILCOX WHICH IS, AND SO I'D ASK YOU TO GIVE CAREFUL CONSIDERATION TO THE FACT THAT MCGRAW-HILL INTENTIONALLY DID NOT GO GET VETTED BY TEA, KNOWING THAT THEY LIKELY WOULD NOT BE APPROVED BECAUSE THEY DON'T FIT SOME OF THE LEGAL ISSUES THAT HAVE ALREADY BEEN OUTLINED BY TEA IN THE STATE.

SO THE SHAC PROCESS AND ITS ISSUES, PARENT FEEDBACK ISSUES, SPECIFICALLY THE PARENT THAT'S ON THE SHAC JUST FELT LIKE THERE WAS NOT ENOUGH TIME OR FEEDBACK GIVEN TO PARENTS.

THERE WAS LIKE A NOTE ON THE DOOR SORT OF THING THAT DIDN'T REALLY GIVE PARENTS AN OPPORTUNITY TO LOOK AT.

I'M ACTUALLY ON A SHAC OF ANOTHER DISTRICT.

I'M A PUBLIC EDUCATION PRODUCT, AND SO BELIEVE IN THIS ISN'T A ANTI SEX EDUCATION STORY AS MUCH AS IT IS A LET'S BE THOUGHTFUL, AND SO IN SOME WAYS I AGREE WITH THOSE THAT HAVE COME BEFORE ME.

BUT WHEN IT COMES TO SEX ED, IT SEEMS THAT WHAT'S BEING PROPOSED IS A FOCUS ON CONSENSUAL SEX WITH LIMITED HARM CAUSED AND MAKE SUBJECTIVE STATEMENTS ALLUDING TO ABORTION AS HEALTH CARE NORMALIZING GENDER DYSPHORIA RATHER THAN OBJECTIVE FACTS, WHICH I WOULD ENCOURAGE YOU TOWARDS BEING THINGS LIKE EMBRYOLOGY THAT ALL HUMAN LIFE BEGINS AT FERTILIZATION, THE HISTORY OF EUGENICS, AND FORCED STERILIZATION OF MINORITY POPULATIONS RELATED TO BIRTH CONTROL, EDUCATION RELATED TO THE POISONING OR DISMEMBERMENT OF PREBORN HUMANS, AS WELL AS THE TRAUMA ABORTION HAS ON WOMEN, SPECIFICALLY YOUNG WOMEN.

AND CIRCLING BACK TO MY OPENING POINT ABOUT SCHOOL ENROLLMENT, IF THE MESSAGE IS GOING TO BE THAT ABORTION IS HEALTH CARE, THAT IT'S HELPFUL, THEN WE HAVE TO CONSIDER WHAT THE IMPACT OF THAT IS DOWN THE LINE, KNOWING THAT WE ARE ULTIMATELY ENDING THE LIVES OF THE FUTURE DISD STUDENTS BY PROMOTING SUCH AN IDEA, SUCH A

[00:55:01]

THANKS. THANK YOU.

CYNDI WEBBER, FOLLOWED BY ALEXANDRA MCGOWAN.

DO YOU WANT ME TO HAND OUT YOU CAN HAND THEM TO MY NAME IS DR. CYNDI WEBBER, AND I ATTENDED IN MY FAMILY, ATTENDED TO DISD SCHOOLS FROM SECOND TO 12TH GRADE, GRADUATING FROM BRYAN ADAMS. I WAS A PROFESSOR FOR OVER 20 YEARS AT TCU, SMU AND THE DALLAS COUNTY COMMUNITY COLLEGES, AND I'M ALSO A MEMBER OF THE DISD SHAC.

THIS COMMITTEE HAD SEVERAL FLAWS.

FIRST, ONLY 16 OUT OF THE 33 SHAC MEMBERS VOTED ON THE CONTROVERSIAL SEX EDUCATION CURRICULA.

THIS VIOLATES DISD QUORUM REQUIREMENTS.

THEREFORE, THE VOTES PRESENTED TO YOU ARE NOT NECESSARILY THE OPINION OF SHAC BECAUSE THE NUMBERS ARE JUST TOO SMALL.

THE SHAC IS REQUIRED TO GIVE PUBLIC NOTICE OF ALL THE CURRICULA REVIEWS.

TO MY KNOWLEDGE, THE ONLY PUBLIC NOTICE WAS THAT ON THE SHAC WEBSITE OR POSTERS, PAPERS ON THE DOORS, AND I DON'T THINK PARENTS OR COMMUNITY ARE VERY FAMILIAR WITH THE SHAC WEBSITE.

REVIEWERS HAD TO DRIVE TO A SPECIFIC PLACE ON CERTAIN DAYS TO REVIEW.

NO PUBLIC VIEWING ONLINE WAS PERMITTED.

FROM PUBLIC VIEWING ONLY FOUR PEOPLE COMMENTED, AND SHAC DID NOT SURVEY THE COMMUNITY ABOUT THEIR OPINIONS.

AS FOR TEACHER INPUT, AN INSIGNIFICANT NUMBER OF TEACHERS RESPONDED AND FEWER STILL VOTED.

IN MOST CASES, FEWER THAN FIVE TEACHERS SPOKE FOR THE ENTIRE DISTRICT.

DISD STAFF DID NOT HIGHLIGHT THE SHAC FOR THE TEXAS EDUCATION CODE 28.004 AND THE CRITICAL FIVE TENETS FOR SEXUAL INSTRUCTION. A COMMUNITY MEMBER ASKED TWICE THAT THE INFORMATION BE BROUGHT TO THE MEETING, BUT NO RESPONSE BY THE DISD STAFF.

I ASKED TWO SHAC MEMBERS TO RECUSE THEMSELVES FROM VOTING ON THE NTARUPT PARTNERSHIPS, SINCE THEY BOTH ARE ON THE BOARD OF DIRECTORS OF THAT ORGANIZATION.

NEITHER RECUSED THEMSELVES.

THIS IS A CLEAR CONFLICT OF INTEREST AND IT DESTROYS THE INTEGRITY AND ETHICAL STANDARDS OF SHAC AND VIOLATES A DISD POLICY.

THE MCGRAW-HILL TEXTBOOK WAS NOT SUBMITTED AND THEREFORE NOT APPROVED BY THE STATE BOARD OF EDUCATION TO ENSURE IT MEETS THE STATE REQUIREMENTS.

GOODHEART-WILCOX WAS APPROVED BY THE STATE BOARD OF EDUCATION AND MEETS ALL STATE REQUIREMENTS AND THE SHAC CO-CHAIRMAN STATING THAT MCGRAW-HILL WAS THE NUMBER ONE WAS SHAC AND TEACHERS IS AN OVERSTATEMENT.

A SHAC QUORUM WAS NOT MET FOR THE VOTING AND THE SIXTH GRADE TEACHERS.

THERE WAS ONLY ONE VOTE FOR THIS PARTICULAR AREA, AND IT WAS AGAINST MCGRAW-HILL.

THE NTARUPT PARTNERSHIP WAS ONLY BRIEFLY DISCUSSED IN OUR ONE HOUR MEETINGS AND WHICH WAS NOT ADEQUATE TIME TO DISCUSS SUCH A CONTROVERSIAL CURRICULUM.

THE COMMUNITY AND PARENTS NEED TO BE MUCH MORE AWARE OF THE SEXUALLY GRAPHIC INFORMATION PRESENTED TO THEIR CHILDREN AND NTARUPT NOW REFERENCES OK.

SO YOU NEED TO GO TO THIS WEBSITE.

IF YOU HAVEN'T SEEN IT, YOU WILL BE SHOCKED BY THE PROMISCUITY AND PERVERSION THAT THEY NOW REPRESENT ON NTARUPT'S WEBSITE.

LADIES AND GENTLEMEN, THE SHAC MEETINGS WERE POORLY RUN AND VIOLATED MANY REQUIREMENTS OF THE DISD.

THE CURRICULA THAT WAS APPROVED VIOLATES THE STATE BOARD OF EDUCATION RULES AND MANDATES.

THE PROCESS WAS CORRUPTED BY PEOPLE WHO HAVE A CLEAR CONFLICT OF INTEREST.

YOU JUST CAN'T APPROVE THIS.

YOU CAN'T APPROVE MCGRAW-HILL AND NTARUPT, AND I ASK YOU TO PLEASE VOTE FOR GOODHEART-WILCOX AND DO NOT THANK YOU. DR. WEBBER.

YOUR TIME HAS EXPIRED.

ALEXANDRA MCGOWAN FOLLOWED BY TRACI CHANG.

HI, MY NAME IS ALEXANDRA MCGOWAN AND I COME TO YOU AS A PARENT OF A PRESCHOOL SON.

SO I'M ON THE OTHER END OF THE SPECTRUM HERE IN TERMS OF PARENTS THAT ARE GOING TO BE AFFECTED BY WHAT YOU GUYS DECIDE.

I'M A PRODUCT OF PUBLIC SCHOOLS HERE IN TEXAS, ALSO A PUBLIC UNIVERSITY.

MY HUSBAND I ARE VERY CONCERNED ABOUT THE DIRECTION IN WHICH THE DISD IS GOING IN TERMS OF ACADEMIC SUCCESS, FINANCIAL LOSSES AND THE PROPOSED EXPLICIT SEX EDUCATION CURRICULUM SPECIFICALLY OUTLINED IN MCGRAW-HILL, AND NTARUPT.

SINCE THE PANDEMIC ENROLLMENT IS DOWN, MONETARY LOSSES HAVE BEEN INCURRED.

STAAR TESTS HAVE DECREASED SIGNIFICANTLY, AND WHILE THESE THINGS ARE VERY ALARMING AND NEED TO BE ADDRESSED, I'M HERE SPECIFICALLY TO TALK ABOUT THE OTHER TWO ITEMS. TODAY I AM EXTREMELY CONCERNED ABOUT THE PROPOSED SEX ED CURRICULUM, SPECIFICALLY MCGRAW-HILL AND NTARUPT.

I WAS IN THE APRIL 12TH SHAC ZOOM MEETING WHERE THE VERY SMALL NUMBER OF PANELISTS WERE ACTUALLY VOTING ON THESE TOPICS.

I FOUND OUT ABOUT THIS MEETING THE DAY PRIOR, WHICH IS FRUSTRATING.

I AM FRUSTRATED THAT MORE PARENTS AND COMMUNITY LEADERS WEREN'T IN ATTENDANCE AND WEREN'T EVEN AWARE THIS WAS POORLY PUBLICIZED.

[01:00:03]

ONE STATEMENT IN THE BOOK MODULE ONE LESSON TWO PAGE 118.

IN CASE YOU WANT TO LOOK IT UP, SOME PEOPLE ARE BORN WITH SEX TRAITS THAT DO NOT FIT WITHIN THE EXPECTED PATTERN FOR FEMALES AND OR FOR MALES.

SOME PEOPLE ELECT TO HAVE THEIR SEX REASSIGNMENT SURGERY OR HORMONE THERAPY SO THEIR BIOLOGICAL TRAITS MATCH THEIR GENDER IDENTITY.

THIS IS CONFUSING.

I DO NOT WANT MY CHILD LEARNING THIS AT SCHOOL.

THIS NEEDS TO BE TAUGHT BY PARENTS AND OUR CLOSE LOVED ONES.

I ASK YOU TO VOTE FOR THE GOODHEART-WILCOX CURRICULUM THAT WAS ACTUALLY APPROVED BY THE STATE BOARD OF EDUCATION, VETTED BY SCHOOL OFFICIALS AND MEETS 100% TEKS.

I AM VERY OPPOSED TO MCGRAW-HILL BEING USED, AND VERY CONCERNING IS THE POSSIBLE PARTNERSHIP BETWEEN NTARUPT AND DISD.

I HAVE RESEARCHED THIS GROUP ONLINE AND THEIR IDEAS ARE APPALLING.

FIRST, IT DOES NOT PROMOTE ABSTINENCE IN THE AS THE ONLY 100% EFFECTIVE WAY TO PREVENT DISEASE AN PREGNANCY, WHICH IS REQUIRED OF STATE LAW.

ON THE WEBSITE THE TEENS TAB, IT GIVES IDEA FOR FRISKY FRIDAYS, WHICH IS BASICALLY SEX IDEAS HOW TO FIND ABORTION PROVIDERS WITH NO MENTION OF HOW TO FIND A CRISIS PREGNANCY CENTER, AND IN THE ASK FOR A FRIEND SECTION, A QUESTION IS LABELED AS WHY DO YOU GUYS LIKE TO EAT OUT GIRLS? THIS IS PORNOGRAPHIC.

I DO NOT WANT MY CHILD READING THIS ON A WEBSITE THAT IS PARTNERED WITH THE SCHOOL DISTRICT.

I STRONGLY OPPOSE IT.

PLEASE DO NOT VOTE FOR THIS DISGUSTING AND CONTROVERSIAL CURRICULUM.

AS A MEMBER OF THE BOARD, YOUR PRIMARY RESPONSIBILITY IS TO ASSURE THAT THE FUNDAMENTALS ARE TAUGHT.

ADDING THIS CONTROVERSIAL CURRICULUM IS NOT NECESSARY AND QUITE FRANKLY, NOT ACCEPTABLE.

I STRONGLY OPPOSE BOTH CURRICULAR AND ASK YOU ADOPT GOODHEART-WILCOX AND ELIMINATE NTARUPT.

THANK YOU. THANK YOU.

TRACI CHANG FOLLOWED BY BRICK GILTNER.

GOOD AFTERNOON. MY NAME IS TRACI CHANG, AND I'M A PARENT WHOSE CHILD ATTENDS MOCKINGBIRD ELEMENTARY, AND I ALSO SERVE ON THE DISD SCHOOL HEALTH ADVISORY COUNCIL, OR SHAC.

I'M CURRENTLY MISSING MY DAUGHTER'S KINDERGARTEN FIELD TRIP TO BE HERE TODAY TO SHARE MY CONCERNS ON AGENDA ITEMS NUMBER 19 A AND B AND 22 A, THE RECOMMENDATIONS FOR INSTRUCTIONAL MATERIALS FOR K THROUGH 12 PHYSICAL AND HEALTH EDUCATION, INCLUDING SEXUAL HEALTH FOR DISTRICT WIDE USE.

THE ROLE OF THE SHAC IS TO ENSURE THAT LOCAL COMMUNITY VALUES ARE REFLECTED IN THE DISTRICT'S HEALTH EDUCATION INSTRUCTION WITH A LIMITED TEACHER, PARENT AND COMMUNITY INPUT THIS YEAR I AM CONCERNED THE FORMAL RECOMMENDATIONS ARE MISREPRESENTING THE DISTRICT AS A WHOLE.

FIRST LIMITED OPPORTUNITIES WERE MADE AVAILABLE FOR VIEWING THE CURRICULUM CANDIDATES SHAC MEMBERS WERE ALLOWED TO ACCESS THROUGH A VIEWING PORTAL.

HOWEVER, THE PUBLIC WAS ONLY ALLOWED TO VIEW AT CERTAIN LOCATIONS IN THE MIDDLE OF THE DAY 2 TO 3 DAYS A WEEK OR DURING LIMITED OFFICE HOURS. IN ORDER TO ADEQUATELY EVALUATE THE CURRICULA THOROUGHLY, ONE WOULD NEED TO DEDICATE SEVERAL HOURS TO EACH RESOURCE.

THERE WERE SIX MAIN RESOURCES AND EIGHT SUPPLEMENTAL RESOURCES FOR THE MIDDLE SCHOOL HEALTH ALONE.

ALL RESOURCES COULD HAVE BEEN MADE AVAILABLE TO EVERYONE FOR REMOTE ONLINE VIEWING.

SECOND THE VIEWING SESSIONS AND CALL FOR PARENT AND COMMUNITY INVOLVEMENT WERE NOT PUBLICIZED BEYOND THE SHAC WEBSITE.

IN A SEASON WHERE PARENTS HAVE BEEN PROHIBITED FROM ENTERING THE SCHOOL BUILDING, ONLINE PLATFORMS HAVE SHOWN TO BE THE FASTEST AND MOST EFFICIENT MODE OF COMMUNICATION AND SHOULD HAVE BEEN UTILIZED TO GET THE WORD OUT, AND FINALLY, NOW, HAVING PARTICIPATED IN THE SHAC, THE FORMAL RECOMMENDATION PROCESS SHOULD BE CHECKED FOR VALIDITY AND FREE FROM BIAS.

ONE OF THE FORMAL RECOMMENDATION FORMS INCLUDED COMPOUND QUESTIONS WITH MULTIPLE ANSWERS, NOT INDICATING IF OR HOW MANY THE VOTERS SHOULD ANSWER, WHICH CAN CAUSE CONFUSION.

THE BALLOT AND VOTING PROCESS SHOULD BE CLEAR THE SELECTION OF HEALTH CURRICULUM IS EXTREMELY IMPORTANT, AND THE REVIEW PROCESS SHOULD BE THOROUGHLY VETTED AS WELL. I APPRECIATE THE TIME AND THE EFFORT OF THE SCHOOL BOARD AS WELL AS THE SHAC THAT PUT INTO THE SELECTION OF CURRICULUM TO ENSURE THAT OUR STUDENTS RECEIVE THE NECESSARY EDUCATION TO BE SUCCESSFUL.

THANK YOU FOR YOUR TIME, YOUR SERVICE AND CONSIDERATION.

THANK YOU. BRETT GILDNER, FOLLOWED BY BECKY BRUDER.

HELLO. GOOD AFTERNOON.

MY NAME IS BRETT GILDNER.

THANK YOU FOR THIS OPPORTUNITY TO SPEAK.

I'M A GRADUATE OF THE UNIVERSITY OF DALLAS, AND I WANTED TO BRING UP SOME CONTENT ISSUES THAT HAVE COME TO MY ATTENTION WITH THE AFTER SCHOOL NTARUPT'S SEX ED PROGRAM THAT IS BEING PROPOSED FOR HIGH SCHOOL STUDENTS IN THIS DISTRICT.

I FIND IT CONCERNING THAT NTARUPT'S POSITIVE PREVENTION PLUS PPP PROGRAM IS BEING CONSIDERED BECAUSE ITS CONTENT IS IN CONFLICT WITH TEXAS LAW

[01:05:07]

IT IS IN VIOLATION OF TEKS 115.32 AND 115.33.

IT VIOLATES SECTIONS 85.007, 163.001, AND 163.002 OF THE TEXAS HEALTH AND SAFETY CODE, AS WELL AS SECTION 28.004 OF THE TEXAS EDUCATION CODE.

THE CURRICULUM FAILS TO PROVIDE ADEQUATE INSTRUCTION THAT ABSTINENCE IS INEFFECTIVE AND PREFERRED CHOICE FOR TEENAGERS, WHICH IS A SEXUAL EDUCATION REQUIREMENT.

UNDER MANY OF THE TEXAS LAWS THAT I JUST CITED, PPP IS INADEQUATE BECAUSE THE CONTENT ON ABSTINENCE IS MISSING IN SOME PARTS OF THE CURRICULUM.

FOR EXAMPLE, LESSON EIGHT ON HIV AIDS DOES NOT DISCUSS MARRIAGE OR ABSTINENCE EVEN ONCE THIS VIOLATES HEALTH AND SAFETY CODE SECTION 85.007, WHICH SAYS THAT ABSTINENCE BEFORE MARRIAGE AND FIDELITY AND MARRIAGE MUST BE EMPHASIZED WHEN TEACHING ABOUT HIV AIDS.

PPP IS ALSO INADEQUATE BECAUSE THE CONTENT ON ABSTINENCE IS OVERALL MINIMAL.

LESS THAN SIX IN PARTICULAR, WHICH IS DEVOTED TO PREVENTING UNWANTED PREGNANCIES, ONLY DEVOTES HALF A PAGE TO AN ACTIVITY TALKING ABOUT ABSTINENCE.

THE REST OF THE ALMOST 20 PAGE LESSON COVERS DIFFERENT KINDS OF CONTRACEPTION AND WALK STUDENTS THROUGH DECISION TREE TO DECIDE WHAT SEXUAL DECISION THEY WILL MAKE AND WHAT KIND OF CONTRACEPTION THEY WILL NEED.

THIS IS UNACCEPTABLE BECAUSE TEXAS EDUCATION CODE 28.004E2 SAYS A CURRICULUM MUST DEVOTE MORE ATTENTION TO ABSTINENCE FROM SEXUAL ACTIVITY THAN TO ANY OTHER BEHAVIOR.

PPP IS INADEQUATE BECAUSE THE CURRICULUM FAILS TO MAKE A COMPELLING ARGUMENT FOR WHY ABSTINENCE SHOULD BE A PREFERRED CHOICE FOR UNMARRIED PERSONS OF SCHOOL AGE.

ABSTINENCE IS NOT ANALYZED BEYOND THE CLAIM THAT IT IS THE ONLY CERTAIN METHOD TO AVOID PREGNANCY AND PREVENT AN STI.

LESSONS 1 IN 13 FOCUS ON LIFE PLANNING AND STEPS FOR SUCCESS, BUT MAKE NO REFERENCES TO ABSTINENCE AND RELATIONSHIPS OF UNMARRIED PERSONS OF SCHOOL AGE.

ASIDE FROM INADEQUATELY PRESENTING THE OPTION FOR ABSTINENCE AMONG CHILDREN, PPP ALSO DOES NOT DISCUSS THE LEGAL IMPLICATIONS OF SEXUAL ACTIVITY AS MINORS, NOR THE PHYSICAL AND PSYCHOLOGICAL HARM OF BEGINNING SEX AS CHILDREN.

ALSO, OF COURSE, MATERIALS DO NOT EMPHASIZE SELF-CONTROL, RESPONSIBILITY AND ETHICAL CONDUCT IN RELATION TO SEXUAL BEHAVIOR.

RESPONSIBILITY IS MAINLY LINKED TO USING PROTECTION OR GETTING TESTED FOR STDS, NOT IN THE DEVELOPMENT OF SELF CONTROL.

THANK YOU, MS. GILDNER.

YOUR TIME HAS EXPIRED.

BECKY BRUDER, FOLLOWED BY SHERRY COOK.

HELLO. MY NAME IS REBECCA W BRUDER, AND MY COMMENTS ARE A LITTLE BIT DIFFERENT THAN WHAT WE'VE BEEN HEARING.

I CARE ABOUT SEX ED FOR OUR STUDENTS BECAUSE I ENVISION A SUCCESSFUL FULL LIFE FOR EACH OF OUR STUDENTS.

MY HOPE IS THAT EACH OF OUR STUDENTS HAVE THE FREEDOM TO FULFILL THEIR GOALS AND TO BE ABLE TO HAVE THEIR OWN FAMILY WHEN THEY HAVE COMPLETED THEIR EDUCATION WITHOUT ANY EXTRA RESPONSIBILITIES.

ONLY BY RECEIVING EXCELLENT SEX EDUCATION WILL OUR STUDENTS BE ALLOWED TO MAKE THE APPROPRIATE DECISIONS THAT WILL GIVE THEM THE FREEDOM THEY NEED TO CONTROL THEIR OWN LIVES.

AS OLD AS I AM, I STILL REMEMBER HOW DIFFICULT BEING A TEENAGER IS, AND IF OUR EDUCATORS ARE TRAINED TO ANSWER SCARY QUESTIONS, AND IF WE CAN GUIDE OUR STUDENTS TO MAKE APPROPRIATE DECISIONS, THEN WE HAVE DONE OUR SERVICE AS A TEACHER FOR OUR CHILDREN, AND WE CAN CREATE HEALTHY COMMUNITIES FULL OF LOVE AND JOY.

THANK YOU. THANK YOU.

SHERRY COOK, FOLLOWED BY LAURIE COOKENDALLE.

SHERRY COOK HI.

MY NAME IS SHERRY COOK, AND I LIVE IN EAST DALLAS.

I'M ALSO A PRODUCT OF PUBLIC SCHOOLS IN TEXAS AND A PUBLIC UNIVERSITY.

MY HUSBAND I MARRIED OVER 30 YEARS AGO AND WE HAVE LIVED IN DALLAS EVER SINCE.

WE RAISED OUR DAUGHTER HERE.

I HAVE WORKED WITH CHILDREN OF ALL AGES FOR OVER 20 OF THOSE YEARS.

I WAS A HIGH SCHOOL CLASSROOM TEACHER FOR 13 YEARS, AND I ALSO SERVED ON THE DISD SHAC SEVERAL YEARS AGO.

SO I AM FAMILIAR WITH THE WORK DONE BY THESE VOLUNTEER ADVISORY COMMITTEES AND IT IS VALUABLE AND WE THANK THEM FOR ALL THAT WORK.

AND I ALSO KNOW THAT THERE ARE LIMITATIONS TO SUCH A BODY THAT THEY'RE DOING THE BEST THEY CAN.

[01:10:02]

MOST PARENTS DON'T HAVE ACCESS TO A CURRICULUM SUCH AS HERS, WHICH IS CALLED OUR WHOLE LIVES.

IT'S THE L CURRICULUM.

SO THEY'RE RELYING ON SCHOOLS TO TEACH QUALITY, MEDICALLY ACCURATE SEX AND RELATIONSHIP EDUCATION.

SO I UNDERSTAND THAT CHURCHES, WHICH ARE PRIVATE INSTITUTIONS, CAN HAVE A ROLE TO PLAY IN SEX ED, BUT THEY SHOULD NOT BE ALLOWED TO IMPOSE THEIR BELIEF SYSTEMS ON PUBLICLY FUNDED SCHOOLS, AND NO MATTER WHAT OUR RACE OR OUR ZIP CODE IN THE DISD, MOST OF US CAN AGREE THAT INFORMED, EMPOWERED YOUNG PEOPLE HAVE A GREATER CHANCE OF SUCCESS IN ALL AREAS OF LIFE THAN THOSE WHO ARE KEPT IN DARKNESS AND IGNORANCE. WE KNOW THAT THE MAJORITY OF PARENTS IN DALLAS SUPPORT SEX EDUCATION, TOO, ENCOURAGING ABSTINENCE AS A PREFERRED BEHAVIOR, ALONG WITH PROVIDING FACTS ABOUT BIRTH CONTROL OPTIONS, KNOWLEDGE ABOUT PREGNANCY AND CHILDBEARING.

COMMUNICATION AND REFUSAL SKILLS HAS BEEN PROVEN TO DELAY SEXUAL ACTIVITY AND TO REDUCE RISKY BEHAVIORS, AND I KNOW THAT'S SOMETHING THAT WE ALL WANT , AND I ALSO WANT TO POINT OUT THAT PARENTS HAVE AN OPT OUT OPTION FOR ALL THE SEX ED THAT THEIR KIDS RECEIVE IN THE PUBLIC SCHOOLS.

SO NOTHING IS BEING IMPOSED THERE.

WE NEED TO BE TEACHING HEALTHY COMMUNICATION SKILLS, BOUNDARY SETTING, EMOTIONAL UNDERSTANDING, NOT ENCOURAGING A CLIMATE OF DOUBT AND FEAR, WHICH IS WHAT SOME PEOPLE ARE TRYING TO CREATE THROUGH THE SPREADING OF MISINFORMATION.

AS THE ELECTED REPRESENTATIVES OF THE CITIZENS AND CHILDREN OF DALLAS WHO ATTEND OUR PUBLIC SCHOOLS I ASK THAT YOU ADOPT THE MCGRAW-HILL CURRICULUM RECOMMENDED BY YOUR SHAC.

THIS GROUP HAS SPENT EXTENSIVE TIME AND EFFORT TO BRING YOU THE BEST OPTION AT THIS TIME.

I SUPPORT THEIR REQUESTS AND I HOPE THAT YOU WILL SUPPORT THEIR RECOMMENDATIONS.

THE LIVES AND FUTURES OF OUR KIDS DEPEND ON IT.

THANK YOU. YOUR TIME IS EXPIRED.

OUR NEXT SPEAKER IS LORI COOKENDALLE, FOLLOWED BY EMILY MARTIN.

GOOD AFTERNOON. MY NAME IS LAURIE KUYKENDALL.

I'M PRESIDENT OF BEACON HEALTH EDUCATION RESOURCES.

I HOLD A MASTER'S IN PUBLIC HEALTH AND HAVE WORKED IN SEX EDUCATION IN TEXAS SCHOOLS SINCE 1995.

I SERVED ON THREE TEA WORKGROUPS.

REVISING THE NEW HEALTH TEKS PROVIDED INVITED TESTIMONY TO THE STATE BOARD OF EDUCATION, WORKED WITH LEGISLATORS ON RELATED NEW LAWS, AND I'VE BEEN ASKED TO PROVIDE INVITED TESTIMONY TO THE HOUSE PUBLIC HEALTH COMMITTEE NEXT WEEK.

I OFFER MY COMMENTS TODAY TO ASSIST YOU ALL IN VOTING ON HEALTH AND SEX EDUCATION THAT BEST PROTECTS YOUR STUDENTS AND BEST PROTECTS YOUR DISTRICT FROM MUCH OF THE GROWING CONCERN AMONG PARENTS AND NATIONAL ATTENTION OVER DEBATE ON THESE ISSUES.

THERE ARE MULTIPLE PROCESS CONCERNS WITH HOW THE SHAC ARRIVED AT THEIR RECOMMENDATIONS LIMITED PARENT AND PUBLIC VIEWING AND INPUT.

ONLY SEVEN PUBLIC COMMENTS.

LIMITED TEACHER INPUT LESS THAN 7% OF ELEMENTARY TEACHERS AND ONLY 2 6TH GRADE HEALTH TEACHERS AND LIMITED SHAC DISCUSSION.

I PROVIDED THE DISCREPANCIES BETWEEN THE SHAC VOTING RESULTS FROM THE MEETING AND THOSE YOU WERE GIVEN IN REPORT TODAY.

MORE IMPORTANTLY, THOUGH, IS THAT THE CURRICULA THE SHAC HAS RECOMMENDED TO YOU FOR REPRODUCTIVE AND SEXUAL HEALTH VIOLATES THE LAW FOR SEXUALITY INSTRUCTION IN TEXAS.

THIS LAW IS CLEARLY DEFINED IN THE TEXAS EDUCATION CODE 28.004 AND IS IN THIS DALLAS STUDENT HANDBOOK ON PAGE 14.

ALL HEALTH CURRICULUM, WHICH INCLUDES SEX EDUCATION, MUST DO TWO THINGS, MEET ALL THE NEW TEKS AND COMPLY WITH ALL OF THE LAWS DETAILED IN THE FIVE TENETS OF 2804.

MCGRAW-HILL FOR MIDDLE AND HIGH SCHOOL WAS NOT VETTED BY TEA FOR ALIGNMENT WITH THE NEW TEKS, NOR FOR ITS LEGAL COMPLIANCE.

TO MY KNOWLEDGE, IT HAS NOT BEEN VETTED BY DISD LEGAL EITHER.

I'M ASKING THE BOARD TO VOTE AGAINST MCGRAW-HILL AND INSTEAD VOTE FOR USING GOODHEART WILCOX FOR BOTH GENERAL HEALTH AND SEX EDUCATION.

WORKING WITH ONE PUBLISHER WILL SAVE THE DISTRICT MONEY AND WILL GIVE DISD STUDENTS THE STATE BOARD ADOPTED CURRICULUM THAT MEETS ALL THE TEKS AND ALIGNS WITH THE LAW.

I ALSO ASK THAT YOU VOTE AGAINST A PARTNERSHIP WITH NTARUPT AS THEIR PROPOSED AFTER SCHOOL CURRICULUM WAS NOT PROVIDED TO THE DISTRICT NOR VETTED BY THE SHAC.

TWO NTARUPT BOARD MEMBERS SERVE ON THE SHAC, WHICH IS CLEARLY AN ETHICS CONCERN, AND THERE ARE MANY CONCERNS WITH THE KINDS OF CONTENT THIS CONTROVERSIAL ORGANIZATION PUTS OUT FOR

[01:15:07]

I'VE GIVEN YOU DETAILED INFORMATION AS VERIFIED BY THE SHAC MINUTES AND RECORDINGS WITH ALL DETAILS AND EXAMPLES.

THERE IS A LOT OF CONCERNING CONTENT.

WHILE PARENTS MUST NOW OPT IN FOR ALL SEX ED, IT IS THE RESPONSIBILITY OF THIS BOARD TO VOTE FOR THE BEST RESOURCE THAT MEETS THE TEKS, MEETS THE LAW, REFLECTS LOCAL COMMUNITY VALUES, AND ULTIMATELY PROTECTS THE HEALTH OF YOUR STUDENTS.

THANK YOU. THANK YOU.

EMILY MARTIN, FOLLOWED BY SOPHIA PITZOOK.

GOOD AFTERNOON AND THANK YOU.

MY NAME IS EMILY MARTIN, AND I'VE LIVED IN THE DALLAS AREA SINCE 1969.

I'M A CONSERVATIVE CHRISTIAN, A MOTHER, A GRANDMOTHER WITH DECADES OF EXPERIENCE IN VOLUNTEER WORK, IN DISD SCHOOLS, THE DALLAS COMMUNITY, AND MY CHURCH. IN 2006, I HELPED START YOUNG LIVES, WHICH IS A DIVISION OF YOUNG LIFE, A CHRISTIAN MINISTRY TO TEEN MOMS AT WOODROW WILSON HIGH SCHOOL HERE IN EAST DALLAS.

FOR 15 YEARS, I'VE WORKED VERY CLOSELY WITH YOUNG WOMEN WHO'VE BEEN DEALING WITH UNINTENDED PREGNANCY.

I AM DEEPLY COMMITTED TO EXCELLENT TO REDUCING TEEN PREGNANCIES, AND I THINK PUBLIC EDUCATION IS OUR BEST EFFORT.

I'VE NEVER MET A TEEN MOM WHO PLANNED HER PREGNANCY.

MANY DIDN'T EVEN REALIZE THAT THEY HAD THE RIGHT TO REFUSE OR DELAY SEX.

SOME OF THE TEEN MOMS KNEW VERY LITTLE ABOUT PREVENTING PREGNANCY, EVEN THOUGH THEY HAD GIVEN BIRTH AND IN MOST CASES WERE STILL IN AN INTIMATE RELATIONSHIP WITH A MALE. THESE GIRLS WERE ALL EDUCATED IN THE PUBLIC SCHOOL SYSTEM, BUT THEY ENTERED THEIR REPRODUCTIVE YEARS WITHOUT THE TEACHING AND THE KNOWLEDGE OF HOW TO PROTECT THEMSELVES FROM RISKY SEX.

THEY HADN'T LEARNED ABOUT IT FROM THEIR FAMILIES, THEIR CHURCHES, OR THEIR SCHOOLS.

WHAT THEY DID KNOW CAME MOSTLY FROM EACH OTHER, AND FROM THE MEDIA WHAT THEY DIDN'T KNOW COULD AND SHOULD BE TAUGHT.

I BELIEVE THAT RESPONSIBLE, SAFE SEXUAL BEHAVIOR IS BEST TAUGHT IN THE HOME BY LOVING FAMILIES.

I BELIEVE ABSTINENCE IS THE BEST PRACTICE.

IF IT WAS UP TO ME, I WOULDN'T LET ANY TEENS HAVE SEX AT ALL, BUT LET'S BE HONEST, A VAST PERCENTAGE OF FAMILIES TODAY ARE TEENS THAT JUST DON'T HAVE A FAMILY WITH ASKABLE ACCESSIBLE ADULTS, AND EVEN FOR THOSE THAT DO, THE CONVERSATIONS OF SEX JUST KIND OF DON'T HAPPEN. FAMILIES AND CHURCHES SHOULD AND CAN TEACH AND MODEL OUT ATTITUDES ABOUT RESPONSIBLE SEXUAL BEHAVIOR, BUT THERE HAS TO BE A BACKSTOP, AND THAT'S WHERE THE PUBLIC SCHOOLS NEED TO TAKE THE LEAD.

SCHOOLS NEED TO BE EQUIPPED WITH EXCELLENT BUT EXPLICIT CURRICULUM THAT ADDRESSES THE RAW, CANDID, REAL HEARTBREAKING QUESTIONS THAT THESE KIDS ARE ASKING ABOUT THEIR PERSONAL EXPERIENCES AND ABOUT THE MISCONCEPTIONS THAT THEY'RE GETTING ON THE STREET.

PROPERLY PRESENTED.

AGE APPROPRIATE, MEDICALLY ACCURATE AND EVIDENCE BASED SCHOOL CURRICULA MAY BE OUR LAST, BEST HOPE FOR HELPING OUR YOUNG PEOPLE BE SAFE.

I BELIEVE THE SHAC IS PREVENTING SOLID RECOMMENDATIONS REGARDING THE CURRICULUM FOR SEXUAL HEALTH AND REPRODUCTION, AND I URGE THE BOARD TO ACCEPT THE RECOMMENDATIONS.

THANK YOU. THANK YOU.

SOPHIA PITZOOK, FOLLOWED BY RENA HONEE.

GOOD AFTERNOON AND THANK YOU FOR THIS OPPORTUNITY.

MY NAME IS SOPHIA PITZOOK, AND I WISH TO TALK ABOUT MY CONCERN ABOUT THE RECOMMENDATION OF USING THE MCGRAW-HILL CURRICULUM WHEN AN EXCELLENT CHOICE AVAILABLE IS GOODHEART WILCOX GOODHEART WILCOX HAS BEEN VETTED BY ALL NECESSARY AUTHORITIES AND MEETS ALL OF THE TEKS.

THIS IS NOT THE CASE WITH MCGRAW-HILL.

I WISH TO TALK ABOUT A COUPLE OF PROBLEMS THAT I FIND IN THE MCGRAW-HILL CURRICULUM.

THE TEXAS HEALTH AND SAFETY CODE SECTION 163.001 SAYS THAT COURSE MATERIALS AND INSTRUCTION ON SEX EDUCATION AND STDS MUST BE AGE APPROPRIATE. HOWEVER, MCGRAW-HILL DISCUSSES TOPICS LIKE ORAL SEX, DENTAL DAMS AND MASTURBATION BEGINNING AT THE MIDDLE SCHOOL LEVEL.

IT DIRECTS STUDENTS TO WEBSITES LIKE SCARLET TEEN, WHICH ALLEGES THAT ITS CONTENT IS APPROPRIATE FOR 15 YEAR OLDS.

MIDDLE SCHOOLERS CAN FIND ANSWERS TO QUESTIONS LIKE, WHAT IS FOREPLAY? IS SOMETHING WRONG WITH ME BECAUSE I LIKE BDSM, WHICH STANDS FOR BONDAGE AND DISCIPLINE, SADISM AND MASOCHISM.

MY SECOND POINT IS THAT THE TEXAS HEALTH AND SAFETY CODE 163.002 AND ALSO THE TEKS EMPHASIZE THAT INFORMATION ABOUT THE EFFECTIVENESS OF

[01:20:01]

FOR EXAMPLE, THE MIDDLE SCHOOL CURRICULUM STATES THAT CONDOMS ARE 98% EFFECTIVE AT PREVENTING PREGNANCY, IF USED CORRECTLY, AND THAT FEMALE CONDOMS ARE 95% EFFECTIVE.

IT SAYS THAT ORAL CONTRACEPTIVES, IF USED CORRECTLY, HAVE A 99% EFFECTIVENESS RATE IN PREVENTING PREGNANCY.

THIS INFORMATION IS INCORRECT AND INCOMPLETE AS IT REPRESENTS LAB RATES AND NOT REAL USE RATES AND CAN PROVIDE A FALSE SENSE OF SECURITY.

THE TEXAS HEALTH AND SAFETY CODE SAYS THAT COURSE MATERIAL AND INSTRUCTION MUST EMPHASIZE SEXUAL ABSTINENCE AS THE ONLY RELIABLE METHOD OF AVOIDING UNWANTED PREGNANCY AND STIS. ALSO, TEXAS EDUCATION CODE 28.004 SAYS TO DEVOTE MORE ATTENTION TO ABSTINENCE FROM SEX THAN ANY OTHER BEHAVIOR, HOWEVER, MCGRAW-HILL MAKES A CASE FOR ABSTINENCE ONLY BY STATING THIS LINE ABSTINENCE FROM SEXUAL ACTIVITY IS THE ONLY 100% EFFECTIVE METHOD FOR PREVENTING PREGNANCY AND STDS.

THAT'S ABOUT IT.

IN THE HIGH SCHOOL CURRICULUM FOR MCGRAW-HILL, THERE IS A PAGE AND A HALF DEVOTED TO ABSTINENCE, BUT COMPARED TO THE SEVEN AND A HALF PAGES FOCUSED ON CONTRACEPTION USE, THIS REALLY SHOWS THAT THERE IS NO PRIORITY FOR TEACHING ABSTINENCE BEHAVIORS AMONG CHILDREN.

THERE ARE MANY OTHER ISSUES WITH THE CURRICULUM.

IT DISCUSSES SEXUAL CONSENT, WHICH THE SCHOOL BOARD DETERMINED WAS NOT APPROPRIATE TO INCLUDE IN THE TEKS, AND ALSO INFORMATION ABOUT STIS ARE NOT ACCURATE, SUCH AS THE MISREPRESENTATION OF THE PREVALENCE OF SYPHILIS.

THE ALTERNATIVE TO MCGRAW-HILL IS THE GOODHEART WILCOX CURRICULUM, WHICH HAS BEEN EARNESTLY VETTED, IS COMPLETELY IN LINE WITH THE TEKS AND DOES NOT VIOLATE TEXAS LAW.

I URGE THE SCHOOL BOARD TO TAKE THIS IMPORTANT INFORMATION INTO ACCOUNT AND TO MAKE A DECISION TO IMPLEMENT THE GOOD.

THANK YOU RENA HONEE, FOLLOWED BY GEORGE [INAUDIBLE].

GOOD AFTERNOON, EVERYONE.

I'M RENA HONEE, PRESIDENT OF ALLIANCE AFT AND I LIVE IN DISTRICT SEVEN.

I'M SPEAKING TO AGENDA ITEM 32 B THE PROPOSED TEMPORARY APPROPRIATIONS BUDGET.

THERE ARE TWO AREAS OF CONCERN THAT I'M SHARING BEFORE THE BUDGET WORKSHOP THIS AFTERNOON.

FIRST, KNOW THAT WE APPRECIATE THE PROPOSED INCREASES FOR THE EMPLOYEES, BUT THAT'S ALSO ONE OF THE CONCERNS.

NURSES AND COUNSELORS ARE VITAL PARTS OF THE EDUCATIONAL TEAM FOR STUDENTS, BUT TO PROPOSE ONLY A 3.3% AND 3% INCREASE RESPECTIVELY, WHILE THEY'VE TAKEN ON ADDITIONAL DUTIES THE PAST TWO AND A HALF YEARS WITH NO MEANINGFUL RECOGNITION OR MONETARY INCREASES IS DISGRACEFUL.

THESE HEROES ARE IN A SINKING BOAT WHILE ADMINISTRATION STILL DRILLS HOLES BY CONTINUING TO EXPECT MORE AND PROVIDE LESS FOR THEM.

THESE WORKERS ARE DEGREED, CERTIFIED AND MANY ARE LICENSED AND THEY'RE GETTING THE RETENTION STIPEND THAT IS THE VERY MINIMUM.

WHY ISN'T IT AT LEAST AT A HIGHER LEVEL? THEY DESERVE NO LESS WITH THE ACTIONS AND WORKLOADS THEY CARRY.

THE SECOND AREA, AND IT JUST WENT AWAY.

THE SECONDARY IS I'D LIKE TO BRING YOUR ATTENTION TO SLIDE 25 IN THE HANDOUT THAT YOU JUST GOT.

DID THEY GET IT OR YOU ALL HAVE IT? OKAY. IT HAS TO DO WITH THE BUDGET ON SLIDE 23, PAGE 23.

IT SHOWS THE CURRENT 21-22 TEI SALARIES AND COMPARES THEM TO THE PROPOSED SALARIES FOR NEXT YEAR.

FOR EXAMPLE, A PROFICIENT ONE TEACHER IN 21-22 THIS YEAR HAS A LISTED SALARY OF 64,000 DOLLARS.

HOWEVER, WHEN LOOKING AT THE HANDBOOK FOR LAST YEAR 2021, A PROFICIENT ONE TEACHER HAS A SALARY LISTED AT THE SAME AMOUNT, $64,000.

WHEN COMPARING WHEN YOU LOOK AT THAT, AGAIN, IT'S ACTUALLY THE SAME NUMBER AS THE 2020, 21 SALARY, WHICH IS A YEAR OLD WHEN COMPARING THE 2021 SALARY OF 64 TO THE SALARY OF 67,500. THIS REPRESENTS A 5.5 INCREASE OVER TWO YEARS, NOT ONE.

THIS IS NOT ACCEPTABLE AND REPRESENTS A HUGE DECREASE IN ACTUAL EARNINGS CONSIDERING INFLATION IN THIS YEAR ALONE DWARFS THE INCREASE.

I'D LIKE TO ASK IS THE STATED AVERAGE INCREASE TO 5.6% FOR ALL TEI TEACHERS AND INCREASE OVER THESE 2021 NUMBERS?

[01:25:02]

MULTIPLE SPEAKERS] FINAL SPEAKER IS GEORGE RANGELLE.

GOOD AFTERNOON, PRESIDENT MACKEY SCHOOL BOARD MEMBER SUPERINTENDENT HINOJOSA.

I'M GEORGE RANGELLE, VICE PRESIDENT OF ALLIANCE AFT 334 [INAUDIBLE] INDUSTRY DALLAS, TEXAS 75208.

I AM HERE TO SPEAK TO YOU ON AGENDA ITEM 32 B.

I WANT TO THANK YOU, FIRST OF ALL, FOR THE INCREASES FOR 22-23.

WE APPRECIATE YOU LISTENING AND SEEING HOW INFLATION IS AFFECTING DISD EMPLOYEES.

AS MUCH AS I'D LIKE TO THANK YOU FOR ALL OF THAT.

I DO APPRECIATE YOU LISTENING AND WHAT YOU'VE DONE.

IT IS UNFORTUNATE, THOUGH, THAT WE ARE LEAVING THE NURSES AND COUNSELORS BEHIND, ESPECIALLY WHEN WE WERE LOOKING AT THESE TWO DEPARTMENTS TO TAKE THE LEAD WHEN COVID WAS HIGH.

SO A LOT OF THESE FOLKS PUT THEIR LIVES ON THE LINE, AND I THINK THAT YOU HAVE SEEN OVER TIME THE PRESENTATIONS THAT THEY'VE MADE, NOT HAVING THE EQUIPMENT, THE MATERIALS THEY NEEDED TO DO THEIR JOBS, BUT STILL THEY PROCEEDED FORWARD IN DOING THE BEST THEY CAN.

WE'D ALSO LIKE FOR YOU TO LOOK AT THE DOCUMENTS THAT ARE GOING TO BE PRESENTED TO YOU REGARDING THE QUESTIONS ON SALARIES FOR TEACHERS.

THE SALARIES SEEM TO HAVE SOME SERIOUS QUESTIONS, AND WE HOPE THAT YOU AS BOARD MEMBERS TAKE THE TIME TO ASK THOSE QUESTIONS AND EVALUATE WHAT WE ARE PROPOSING FOR TEACHERS BEFORE WE HAVE A ROOMFUL OF TEACHERS IN HERE MAKING PRESENTATIONS ON FALSE INFORMATION.

I THANK YOU FOR YOUR TIME AND ATTENTION AND PLEASE TAKE TIME TO LOOK AT THE HANDOUTS THAT ARE BEING PASSED OUT.

THANK YOU. MR. PRESIDENT, THIS CONCLUDES OUR SPEAKERS.

THANK YOU SO MUCH TO ALL THE SPEAKERS.

WE'LL NOW MOVE ON TO ITEM FIVE CLOSED SESSION, BUT I DO NOT BELIEVE WE HAVE A NEED FOR A CLOSED SESSION, SO THEREFORE WE'VE ALREADY COMPLETED ITEM SIX AS WE TOOK IT OUT OF ORDER.

SO WE WILL NOW MOVE ON TO ITEM SEVEN INFORMATION AND REPORTS.

[7. INFORMATION/REPORTS]

HINOJOSA FOR OUR DISTRICT LEGISLATIVE PRIORITIES FOR NEXT SESSION.

YES, I WAIT FOR MY TEAM TO HELP ME WITH THIS ACTIVITY AS THEY ARE ON THE WAY DOWN.

IT'S THAT TIME, BELIEVE IT OR NOT, TO START PREPARING FOR THE NEXT LEGISLATIVE SESSION.

AS YOU HAVE SEEN, THERE HAVE BEEN NUMEROUS PRONOUNCEMENTS ABOUT THINGS THAT ARE GOING TO BE COMING FORWARD FROM THE LEADERSHIP OF THE STATE, AND MANY TRADE ORGANIZATIONS MADE UP OF SUPERINTENDENTS AND BOARD MEMBERS ARE CONSIDERING PUTTING THEIR LEGISLATIVE AGENDAS TOGETHER AT THIS TIME.

SO WHAT WE WANT TO DO TODAY IS THE SENIOR TEAM HAS PARTICIPATED IN AN ACTIVITY THAT WE USE EVERY SESSION TO COME UP WITH OUR PRIORITIES, AND WE HAVE THEM AND I PARTICIPATED WITH THEM.

SO I'M NOT GOING TO PARTICIPATE WITH THE BOARD.

WE HAVE THEM. WE HAVE THEM AVAILABLE, BUT WE'RE NOT GOING TO SHOW THEM TO YOU YET.

WE WANT THE BOARD TO INDEPENDENTLY COME UP WITH YOUR LEGISLATIVE PRIORITIES USING THE NOMINAL GROUP TECHNIQUE THAT WE'VE USED MULTIPLE TIMES, AND THEN ONCE WE HAVE BOTH SETS, THEN WE WILL QUICKLY COME TO CONSENSUS AS TO HOW THE DISTRICT COMES UP WITH THEIR LEGISLATIVE PRIORITIES.

SO TO REMIND US ON HOW WE DO THIS, WE WILL ASK, AND I'M BEING I'M JUST BEING FACETIOUS JUST TO GIVE AN EXAMPLE.

SO PLEASE DON'T NO I BETTER NOT DO THAT EXAMPLE.

SOMEBODY MIGHT TAKE ME SERIOUSLY AND SAID THAT I PROPOSED THAT.

[LAUGHTER] SO I BETTER I'LL RETRACT MY FACETIOUSNESS, BUT FOR EXAMPLE, IF THERE'S SOMETHING LIKE THAT'D BE VERY DETRIMENTAL TO THE DISTRICT THAT IS GETTING SOME PLAY OUT THERE, SUCH AS VOUCHERS IN TEXAS, THAT IS A VERY SPECIFIC TOPIC.

THAT IS IN SIX WORDS OR LET'S PREVENT VOUCHERS IN TEXAS.

THAT'S FOUR WORDS.

ALL OF US WENT THROUGH THAT ACTIVITY OF GENERATING AS MANY IDEAS IN FOUR WORDS OR LESS THAT ARE IMPORTANT TO US.

AS YOU KNOW, THIS DISTRICT IS FACING MANY CHALLENGES THAT WERE CREATED BY THE PANDEMIC.

THERE IS A LOT OF NOISE ABOUT OTHER ISSUES THAT ARE HAPPENING IN THE STATE OF TEXAS THAT ARE NOT NECESSARILY LOCAL.

WE CAN USUALLY HANDLE OUR OWN LOCAL ISSUES, BUT A LOT OF TIMES THERE ARE THINGS THAT HAPPEN AT THE STATE LEVEL THAT CAUSE US TO GO THROUGH ACTIVITIES.

AS YOU THINK ABOUT SCHOOL DISTRICT ENROLLMENT, AS YOU THINK ABOUT COMPETITION, AS YOU THINK ABOUT LEARNING LOSS, THERE ARE THINGS THAT INDIVIDUAL BOARD MEMBERS WANT

[01:30:03]

NOW, THIS IS STEP ONE.

ONCE WE HEAR FROM THE BOARD, THEN WE WILL COMPARE WHAT THE STAFF HAS AND WE'LL COME TO CONSENSUS RATHER QUICKLY, AND THEN WE'RE NOT GOING TO VOTE TODAY.

WE'RE GOING TO SIT ON IT FOR A COUPLE OF WEEKS AND THEN WE'LL BRING IT BACK AS AN ACTION ITEM AT THE NIGHT MEETING.

AND WE WOULD LIKE FOR THE BOARD TO TAKE ACTION THEN, BECAUSE ACTUALLY SOME GROUPS ARE ALREADY DOING GETTING READY TO WRITE BILLS TO SUBMIT TO LEG.

COUNCIL SO THAT BILLS CAN ACTUALLY GET IN THE HOPPER SO THEY CAN MEET ALL THE STATE REQUIREMENTS.

WHEN THE LEGISLATURE COMES INTO SESSION, IT'S GOING TO HAVE THINGS HAPPEN QUICKLY, AND SO IN JANUARY, WE WILL CONVENE THE NEXT SESSION.

NEXT SESSION, I WON'T BE YOUR SUPERINTENDENT, BUT THAT'S IRRELEVANT.

THESE ARE THE DISTRICT PRIORITIES, AND WHENEVER YOU HAVE YOUR NEW SUPERINTENDENT AND YOU HAVE YOUR LEGISLATIVE CONSULTANT, THEN YOU WILL KNOW EXACTLY YOU WILL HAVE A ROADMAP OF WHAT YOU WANT TO COVER.

SO FOR THE NEXT THREE OR 4 MINUTES, I'M GOING TO LET THE LEGISLATOR, THE LEGISLATORS, SOME OF YOU FUTURE LEGISLATORS THAT ARE CURRENT BOARD MEMBERS.

IF YOU WILL WRITE DOWN THE THINGS THAT YOU WANT US TO CONSIDER, IF YOU CAN BE SUCCINCT IN SIX WORDS OR LESS ABOUT, SO THAT WE CAN THEN CAPTURE IT AND PUT IT UP. SO I'LL BE QUIET FOR THE NEXT 3 MINUTES SO THAT YOU CAN GENERATE AS MANY IDEAS, AND THEN WE'LL PUT THEM ALL OUT ON THE TABLE FOR A FUTURE CONSIDERATION.

AND ANY TRUSTEE'S VIRTUAL, YOU CAN WRITE THEM DOWN AND SEND THEM INTO THE CHAT IF YOU PREFER OR WE CAN CALL ON YOU AND YOU CAN COME OFF MUTE AND SHARE THEM.

MIC] A QUICK CLARIFYING QUESTION FROM OUR TRUSTEES WHO ARE NOT ABLE TO PARTICIPATE RIGHT NOW.

WOULD THERE BE THE OPPORTUNITY TO ADD ADDITIONAL ONES IF THEY DON'T SEE THEIRS REFLECTED IN THE NEXT WEEK OR SO BEFORE THE NIGHT MEETING? YEAH, WE'LL FOLLOW THE PROCESS.

OBVIOUSLY THIS IS UP TO THE BOARD PRESIDENT.

DO WHATEVER YOU NEED BECAUSE THERE WILL BE THINGS WE DON'T THINK OF AND OTHER THINGS WILL EMERGE AS THE SESSION UNFOLDS.

BUT YES, THAT'S CERTAINLY UP TO THE PREROGATIVE OF THE CHAIR WITH THE WITH THE BLESSING OF THE BOARD.

AS YOU'RE FINISHING YOUR FINAL THOUGHTS, I'M GOING TO HAND THIS BACK TO THE CHAIR.

WHAT'S GOING TO HAPPEN IS HE WILL GO TO EVERY BOARD MEMBER AND LET YOU OFFER SOMETHING IN SIX WORDS OR LESS, THAT YOU WANT THE BOARD TO CONSIDER.

YOU'LL GET THREE ROUNDS.

AND ALL WE'RE DOING, WE'RE NOT EXPLAINING THEM.

WE'RE JUST PUTTING THEM DOWN.

BECAUSE SOME OF YOU HAVE INDEPENDENT THOUGHTS, SOME OF YOU HAVE VERY SIMILAR THOUGHTS.

THEN THE NEXT STEP OF THE PROCESS IS TO CLARIFY WHAT YOU MEANT AND SEE IF ANYBODY HAS ANY QUESTIONS ABOUT WHAT YOUR SIX WORDS OR LESS ARE.

THEN THE THIRD STEP WOULD BE IF TWO OF THEM ARE VERY SIMILAR.

LIKE ONE IS REFRESH THE ACCOUNTABILITY SYSTEM, OR ANOTHER ONE IS SOMETHING ABOUT ACCOUNTABILITY.

RESTART THE ACCOUNTABILITY SYSTEM.

THOSE ARE VERY SIMILAR, BUT YET YOU MAY WANT TO COMBINE THEM BECAUSE IF THEY'RE VERY SIMILAR, THEN YOU MAY DILUTE YOUR VOTE, BUT ONLY THE OWNERS OF THE IDEA CAN AGREE TO COMBINE THEM.

AND SO WE WILL GO THROUGH THAT STEP.

[01:35:01]

IF YOUR IDEAS ARE THERE, YOU CAN PASS BECAUSE THEN YOU'LL SEE OUR IDEAS.

AND A LOT OF THEM WILL BE SIMILAR BECAUSE WE'RE ALL IN THIS GAME TOGETHER.

BUT WE DIDN'T WANT TO BE PRESUMPTUOUS AND NOT GIVE THE BOARD AN OPPORTUNITY TO PUT THEIR STUFF OUT THERE FRESH, AND THEN THE PROCESS WILL GET US TO THE PRIORITIES. IF EVERYTHING IS IMPORTANT, NOTHING IS IMPORTANT.

SOME OF YOU WILL REMEMBER THAT HAVE BEEN ON THIS BOARD A LONG TIME.

WE DID THIS BEFORE HOUSE BILL THREE AND SOME OF THE THINGS WE THOUGHT WERE LONG SHOTS ACTUALLY GOT FUNDED IN HOUSE BILL THREE.

SO THIS BOARD CARRIES A LOT OF WEIGHT AT THE STATE, SO PLEASE TAKE THIS ACTIVITY SERIOUSLY AND EVEN YOU NEVER KNOW WHAT'S GOING TO HAPPEN.

BUT TO ME IT'S VERY POWERFUL WHEN I GO DOWN OR WHEN YOUR SUPERINTENDENT GOES DOWN TO THE CAPITAL AND SAYS THAT THIS IS THE DALLAS LEGISLATIVE AGENDA, PEOPLE PAY ATTENTION. SO I DO WANT YOU TO TAKE THESE MATTERS SERIOUSLY.

SO I'LL TURN IT BACK TO THE CHAIR TO START GETTING THE IDEAS GENERATED.

AND THEN WE'LL JUST THE PROCESS WILL PROMISE IT WON'T TAKE US THAT LONG IF WE FOLLOW THE PROCESS.

SO MR. CHAIR, I'LL TURN IT BACK TO YOU TO GET ALL THE BOARD MEMBERS INPUT.

ALL RIGHT. WE'RE GOING TO DO SNAKE.

WE'LL START WITH TRUSTEE FOREMAN AND COME AROUND TO TRUSTEE MARSHALL AND THEN BACK AROUND THIS WAY.

ONE SIX WORD PHRASE.

WELL, I DON'T KNOW IF I CAN DO IT IN SIX WORDS.

JUST LISTEN CLOSELY.

POLICY. SOME POLICY DEFINING CRITICAL RACE THEORY AND ITS LIMITATIONS.

THANK YOU. TRUSTEE MICCICHE TRUSTEE? YEAH. WHO'S TYPING THEM? HERE. HERE. OVER HERE.

CAN YOU HEAR ME NOW? OKAY. I'M SORRY.

I SAID I. POLICY DEFINING CRITICAL RACE THEORY AND ITS LIMITATIONS.

THAT'S CLOSE ENOUGH. BECAUSE THAT'S CLOSE ENOUGH.

BECAUSE CRITICAL RACE THEORY CAN BE AN ACRONYM.

WE ALL KNOW WHAT THAT IS NOW.

YES. THANK YOU.

THAT'S VERY GOOD, MR. CHAIR. POINT OF INFORMATION.

CAN I REQUEST A REPEAT OF TRUSTEE FOREMAN'S? SHE SAID A POLICY DEFINING CRITICAL RACE THEORY AND ITS LIMITATIONS.

GREAT. THANK YOU. TRUSTEE MICCICHE NO VOUCHERS.

DO I HAVE TO GET SIX WORDS ON THAT? NO. OK. TRUSTEE CARREÓN.

ENSURING LOCAL CONTROL.

FOR MINE, I MUST SAY, PROTECT STUDENT EDUCATIONAL RIGHTS.

AND IN PARENTHESES, UNDOCUMENTED STUDENTS.

TRUSTEE JOHNSON. MINE WILL BE SOMETHING I'M VERY PASSIONATE ABOUT.

STATEWIDE PRE-K.

TRUSTEE GARCIA.

TO PROTECT THE GOALS OF HB THREE FUNDING, PARTICULARLY COLLEGE AND CAREER READINESS IN THE STATE OF TEXAS.

AS AN AMENDMENT. DO YOU MIND IF WE JUST SAY PROTECT HOUSE BILL THREE, OR DO YOU WANT TO MAKE IT MORE SPECIFIC? YES. THANK YOU.

TRUSTEE MARSHALL. I'M HONESTLY NOT SURE IF THIS IS THE SAME THING.

IT DEPENDS ON WHAT KARLA MEANS.

BUT I WAS GOING TO SAY SUPPORT SUSTAINABLE FUNDING FOR HB THREE.

SO I DON'T KNOW IF YOU WANT TO COUNT THAT ONE OR IF I NEED A NEW ONE.

LET'S GO AHEAD AND LIST IT UP THERE.

WHAT WAS YOURS? I WAS DISTRACTED FOR JUST A SECOND.

WHAT WAS YOURS? DUSTIN.

I'M JUST. I'M THINKING ABOUT IT FROM A FUNDING PERSPECTIVE.

JUST SUPPORTS SUSTAINABLE FUNDING FOR HOUSE BILL THREE.

LET'S PUT IT UP THERE.

PART OF THE PROCESS WILL CLEAN THIS UP LATER.

SO LET'S GENERATE YOUR IDEA IN THE RAW AND THEN WE'LL GO.

WE HAVE OUR BOARD MEMBERS ARE ONLINE.

THEY MAY WANT TO SUBMIT THEM AS WELL.

YEAH AND TRUSTEE HENRY.

SO I'M GOING TO MAKE SURE THAT I MENTION HIM AS HIS MINE.

WE HAD VERY SIMILAR ONES.

SO DO I GO AGAIN? BUT TRUSTEE HENRY, IF YOU WANT TO.

COME ON. IF YOU'RE THERE, YOU CAN.

YOU CAN SHARE. PLEASE.

ALL RIGHT. WE'LL GO BACK.

WE'RE GOING TO START WITH TRUSTEE MARSHALL AND COME BACK AROUND.

TRUSTEE GARCIA.

[01:40:01]

I WOULD SAY REPEAT OK.

TRUSTEE JOHNSON. I WOULD SAY THE SAME.

JUST REPEAT THE PRE-K, STATEWIDE PRE-K.

AND CLARIFICATION ON THE STATEWIDE PRE-K.

YOU'RE TALKING ABOUT EXPANDING FUNDING AND SUPPORT.

OKAY. THEN THAT WAS GOING TO BE MINE, IF IT WASN'T.

I WOULD ADD INCREASED BASIC ALLOTMENT.

TRUSTEE CARREÓN. YEAH, I WOULD JUST SECOND YOURS TRUSTEE MACKEY FROM THE FIRST ROUND OF THE PROTECT STUDENT RIGHTS.

IF YOU WANT TO LEAVE, IF YOU'RE COMFORTABLE WITH HIS, LET'S JUST LEAVE IT UP THERE SO THAT WE DON'T HAVE TO GO THROUGH THAT STEP IN THE PROCESS.

TRUSTEE MICCICHE.

YEAH, I WOULD SAY FIX MISLEADING MANDATORY BOND LANGUAGE.

THAT'S A GOOD ONE. YOU'RE SMART.

TRUSTEE FOREMAN. [INAUDIBLE] PLEASE.

TRUSTEE FOREMAN.

PROTECTION OF ETHNIC STUDIES PROGRAMS. TRUSTEE HENRY, I BELIEVE ALL OF YOURS HAVE BEEN SHARED, BUT IF THERE'S ANYTHING ELSE, YOU CAN OPEN IT UP AGAIN.

OTHERWISE, WE WILL COME BACK AROUND FOR ONE LAST ROUND OF THIS.

TRUSTEE FOREMAN. DO YOU HAVE ANOTHER ONE TO ADD? YES, REVISIT TESTING REQUIREMENTS.

I HAVE ANOTHER ONE IF YOU WANT IT.

LET'S GO ROUND ONE MORE TIME AND SEE IF IT GETS MENTIONED.

TRUSTEE MICCICHE. PROTECT LOCAL CONTROL.

I THINK WE HAVE THAT RIGHT.

IS THAT THE SAME AS IN YOUR LOCAL CONTROL? FROM JOE. I'M OKAY WITH THAT.

OKAY. TRUSTEE CARREÓN, YOU HAVE ANOTHER ONE YOU WANT TO ADD DAN INSTEAD? YEAH. SUPPORT DEI.

DEI, OKAY. TRUSTEE CARREON. YEAH, I WOULD JUST REPEAT ONE OF THE OTHERS THAT'S ON THERE SO WE'RE GOOD.

I'LL PASS ON MINE.

TRUSTEE GARCIA.

TO PROTECT THE RIGHT OF UNDOCUMENTED STUDENTS TO PURSUE ADMISSIONS AND IN-STATE TUITION TASFA AND POSTSECONDARY OPPORTUNITIES IN THE STATE OF TEXAS? THAT WAS A LOT OF WORDS.

YEAH, IT'S NOT SIX.

WE GOT TO BE SUCCINCT MORE THAN THAT.

PROTECT POST-SECONDARY PATHWAYS FOR UNDOCUMENTED STUDENTS.

MAYBE MORE THAN SIX. THERE YOU GO.

THAT'S GOOD. THAT'S CLOSER.

TRUSTEE MARSHALL.

FUND INTERNET ACCESSIBILITY INFRASTRUCTURE.

ALL RIGHT. FUND INTERNET ACCESSIBILITY INFRASTRUCTURE.

TRUSTEES, RAISE YOUR HAND IF YOU HAVE ADDITIONAL ONES TO ADD.

I KNOW TRUSTEE FOREMAN SAYS SHE HAS ONE.

ALL RIGHT. LET'S GO BACK TO TRUSTEE FOREMAN AND TRUSTEE MICCICHE.

CAPS ON OPEN ENROLLMENT CHARTERS.

I'M GONNA LET THEM CATCH UP.

I GOT ANOTHER ONE IF YOU WANT IT.

THAT'S INTERNET ACCESSIBILITY, INFRASTRUCTURE, NOT FLEXIBILITY.

WE'RE NOT TRYING TO MAKE THE INTERNET MORE FLEXIBLE.

ACCESSIBLE.

TRUSTEE MICCICHE.

STOP ATTEMPTS TO OVERTURN PYLER.

PYLER IS A CASE NAMED, PYLER.

AND I THINK ITEM M UP THERE WAS DEI NOT TEI, ALTHOUGH I LIKE THAT ONE TOO.

TRUSTEES DO HAVE ANY ADDITIONAL ONES TO BE ABLE TO ADD HERE? I GOT ONE. GO AHEAD TRUSTEE MARSHALL.

GIVEN TODAY'S DISCUSSION, I WOULD ADD TO THE LIST TO LOBBY THE STATE TO IMPROVE SEXUAL HEALTH EDUCATION CURRICULUM REQUIREMENTS FOR THE STATE.

[01:45:07]

NO, WE'RE STILL WAITING ON IT.

TRUSTEE FOREMAN. DO YOU HAVE AN ADDITIONAL ONE? I DON'T KNOW IF THIS ONE REALLY FITS IN AND DR.

HINOJOSA YOU MIGHT BE ABLE TO HELP ME.

I'VE HAD A LOT OF CONCERNS ABOUT UIL ALIGNMENTS AND REALIGNMENTS.

IT'S VERY APPROPRIATE TO PUT IT UP THERE.

THANK YOU. OKAY, MR. PRESIDENT, LET ME FACILITATE HERE, UNLESS YOU HAVE.

ALL RIGHT. SO WHAT HAPPENS NEXT IN THE PROCESS IF THOSE OF YOU THAT ARE IN THE AUDIENCE CAN TURN AROUND BEHIND YOU AND SEE WHAT'S UP THERE? BUT ALL OF THESE HAVE AN ALPHA.

SO LET'S SCROLL UP TO A AND IF IF YOU NEED SOME CLARITY.

NOW, THAT'S WHERE WE CLARIFY.

MOST OF THESE ARE VERY SUCCINCT AND VERY CLEAR.

SO THE FIRST STEP IS JUST AS ANYBODY NOT UNDERSTAND AND SOMEONE WHO CAN SEE A LITTLE BETTER.

DOCTOR, DR. LEARY, WHEN YOU READ WHAT THEY ARE.

VERY BRIEFLY, EACH ONE AND PAUSE FOR A SECOND AND THEN WE'LL SEE PEOPLE.

WE CAN'T HEAR YOU IF YOU GO OVER THERE, YOU CAN'T SEE EITHER.

SO YOU NEED A MICROPHONE.

YOU WANT ME TO READ IT? YEAH, JUST READ THEM. THE FIRST ONE IS POLICY DEFINING CRT IN ITS LIMITATIONS.

DOES ANYONE HAVE QUESTIONS REGARDING THE MEANING OF THAT OR WHAT THAT'S ALLUDING TO? TRUSTEE GARCIA, TRUSTEE FOREMAN I BELIEVE YOU RAISED THIS.

THIS CONCERN IS REFINED.

DEFINING CRT AND ITS LIMITATIONS ALSO ATTACH TO YOUR SECOND PRIORITY ABOUT PROTECTING ETHNIC STUDIES IN THE STATE OF TEXAS.

SOMEWHAT, I THINK FOR ME, CRT HAS SO MANY DIFFERENT MEANINGS TO SO MANY DIFFERENT PEOPLE, AND SO EVERYBODY IS RESPONDING BASED ON WHAT THEY BELIEVE CRT IS.

AND I THINK THERE HAS TO BE SOME REAL DEFINITION OF WHAT IT IS.

AND THEN, OF COURSE, MY SECOND ONE IS PROTECTING THE ETHNIC STUDIES, WHICH IS A WHOLE NOTHER ISSUE BECAUSE IT COULD BE ACTUALLY REDUCED BASED ON CRT ACCORDING TO WHAT THE DEFINITION IS.

THIS IS A PERFECT EXAMPLE OF WHAT NEEDS TO BE CLARIFIED BECAUSE IT'S ONLY UP TO TRUSTEE FOREMAN.

IF SHE LEAVES THEM SEPARATE, THEN SOME OF THEM MAY GET SOME VOTES, OTHERS MAY GET OTHER VOTES.

BUT IF SHE COMBINES THEM BY ADDING A WORD OR TWO, LIKE INCLUDING ETHNIC STUDIES, THEN IT'LL WILL GET MORE SUPPORT BY..

I DON'T CARE, LET'S ADD INCLUDING ETHNIC STUDIES.

IT'S GOOD, IT'S FINE.

I DON'T CARE. A, LET'S ADD INCLUDING ETHNIC STUDIES AND THAT WE CAN ELIMINATE THE ONE THAT'S FURTHER DOWN AND YOU HAVE FEWER CHOICES.

THAT'S A PERFECT EXAMPLE.

WHILE I DO THAT.

YEAH. YEAH. SO WE WILL.

ARE YOU SAYING IS IT THE SAME AS M? SEPARATE? SUPPORT DEI.

I THINK SO TOO.

AND THAT WOULD MAKE IT MORE POWERFUL, YOU KNOW, GET MORE VOTES THAT WAY.

ALL RIGHT. VERY GOOD.

SO THEN FRIENDLY AMENDMENT THERE.

SO POLICY DEFINING CRT AND LIMITATIONS, INCLUDING ETHNIC STUDIES AND D.I.

PERFECT. SO YOU CAN AND DEI AND DELETE M AND WHATEVER THE OTHER ONE WAS.

OKAY. ALL RIGHT.

WE'LL MOVE ON TO THE SECOND ONE, NO VOUCHERS.

ANY QUESTIONS ON THERE OR IS THAT PRETTY CLEAR? I THINK THAT'S PRETTY CLEAR.

NUMBER THREE, ENSURING LOCAL CONTROL.

ANY QUESTIONS OR CLARIFICATIONS HERE? CAN I JUST INTERJECT REAL QUICK ON THE VOUCHER ONE? SURE. THE STRATEGY IN AUSTIN RIGHT NOW IS TO NO LONGER USE THE WORD VOUCHERS.

SO INSTEAD, THEY'RE CALLING IT SCHOOL CHOICE WITH SOMETHING I CAN'T REMEMBER WHAT ELSE THEY CALL A SCHOOL CHOICE WITH..

TAX CREDITS OPPORTUNITIES.

TAX CREDIT OPPORTUNITIES.

YEAH, THAT'S IT. SO I THINK WE SHOULD PUT IN PARENTHESES PERHAPS THAT IT'S ANY, ANY MECHANISM THAT TAKES PUBLIC MONEY AND ALLOWS PEOPLE TO SPEND IT AT PRIVATE SCHOOLS.

I MEAN, THAT'S REALLY WHAT WE'RE TALKING ABOUT HERE.

AND I DON'T WANT IT TO GET LOST IN WORD CHOICE NOW THAT THE WORD VOUCHER ISN'T REALLY USED.

IF YOU WOULD ADD RELATED TOPICS, NO VOUCHERS OR RELATED TOPICS, I THINK IT WOULD BE VERY CLEAR.

OKAY. THANK YOU, TRUSTEE MARSHALL, FOR THAT CLARIFICATION.

I ALSO WROTE AN OP ED IN THE DALLAS MORNING NEWS TODAY ABOUT VOUCHERS.

SO YOU SHOULD ALL READ IT. ALL RIGHT, TRUSTEE GARCIA.

[01:50:02]

SO I'M JUST I'M REFERENCING YOU KNOW, WE HAD KIND OF LITIGATION WITH THE GOVERNOR AROUND MASK MANDATES.

WE'RE HEARING ABOUT BOOK BANS THAT, YOU KNOW, PROMULGATE THROUGHOUT THE STATE.

IN FLORIDA, YOU SEE BILLS LIKE THE DON'T SAY GAY BILL, THINGS LIKE THAT.

SO JUST ENSURING THAT HERE IN DALLAS, TEXAS, THAT OUR RESIDENTS, WE GET TO DECIDE THE BEST DIRECTION FOR OURSELVES.

THANK YOU. ANY OTHER QUESTIONS ON THAT ONE? TRUSTEE FOREMAN, YOU HAVE A QUESTION THERE? OKAY. ALL RIGHT.

WE'LL MOVE ON TO DH PROTECT STUDENT EDUCATIONAL RIGHTS.

AND I SAID THIS ONE, BUT I THOUGHT OF BETTER LANGUAGE FOR IT THAT I WOULD RECOMMEND.

AND THEN WE CAN ASK QUESTIONS ON THAT.

PROTECT UNDOCUMENTED PRE K 12 RIGHTS IS WHAT I WOULD SAY.

I THINK IT COMBINES WITH THE PYLER CASE, IF DAN IS STILL HERE.

HOW ABOUT IF WE RECOMMEND PRE-K 16? BECAUSE THAT TAKES IN THE CARLA RANGERS.

I MEAN, CARLA GARCIA, I CAN'T BELIEVE I JUST HEARD THAT.

I DID SAY THAT.

HEY, THEY'RE BOTH FORMER BOARD MEMBERS, OUR FUTURE FORMER BOARD MEMBERS, IF YOU CAN ADD STUDENT RIGHTS AT THE END.

AND THEN I THINK IT'S THEY'RE GOOD AND THEN I THINK YOU'RE ABLE TO DELETE.

Q. IS THAT THE ONLY ONE? THERE'S ANOTHER ONE. OH, N RIGHT.

THAT WAS THAT ONE. YEAH.

ALL RIGHT. THANK YOU.

ANY OTHER QUESTIONS ON THAT ONE? SORRY WE DIDN'T OPEN UP FOR QUESTIONS.

C NONE. WE'LL MOVE ON TO E.

STATEWIDE PRE K.

I BELIEVE THIS IS FUN.

STATEWIDE PRE-K. YEP.

STATEWIDE PRE-K. I BELIEVE IT SHOULD BE FREE FOR ALL KIDS.

OKAY, LET'S ADD THE WORD FUND IN FRONT OF THAT.

SO IT'S A LITTLE MORE CLEAR.

YEAH. I ALSO GIVE THAT KIDS GET AHEAD INSTEAD OF BEHIND.

NOW, ANY QUESTIONS OR CLARIFICATIONS ON THIS ONE.

ALL RIGHT. PROTECT THE GOALS OF HB THREE FUNDING AND SUPPORT SUSTAINABLE FUNDING FOR HB THREE.

MY FRIENDLY AMENDMENT FOR BOTH OF THESE IS TO PROTECT HB THREE FUNDING AND PROGRAMS. THAT'S THE THING THAT CAPTURES THE SPIRIT OF MY RECOMMENDATION.

THANK YOU. ANY OTHER QUESTIONS ON THAT? ALL RIGHT, ALL RIGHT.

WE'LL LET THEM CATCH UP.

THAT WILL ALLOW YOU TO DELETE G.

AND WE'LL MOVE ON TO KEEP TAXPAYER MONEY IN EDUCATION.

QUESTIONS ON THIS ONE.

JUST A CLARIFICATION.

YEAH. I WOULD LIKE A CLARIFICATION ON THIS ONE, TOO.

SO RIGHT NOW, RECAPTURE MONEY THAT THAT THAT DISTRICTS THAT ARE IN RECAPTURE PAY INTO THE STATE COFFERS ARE NOT ALL ALLOCATED TO OTHER SCHOOL DISTRICTS. THEY'RE THEY'RE PUT IN THE GENERAL FUND AND OFTEN USED FOR OTHER STATE EXPENSES, RANGING FROM TRANSPORTATION TO WATER TO HEALTH CARE.

AND I FEEL THAT'S NOT ONLY BAD FOR KIDS, BUT ALSO INCREDIBLY MISLEADING TO TAXPAYERS WHO BELIEVE WHEN THEY SEE THE LINE, DISD ON THEIR TAX BILL, THAT ALL THAT MONEY IS GOING TO AT LEAST IN EDUCATION, IF NOT TO DISD AND WHEN, IN FACT, THE STATE IS USING IT AS AN ADDITIONAL FUNDING MECHANISM FOR THINGS OUTSIDE OF EDUCATION. THAT HELPS ME.

DOES THAT ANSWER YOURS? THAT ANSWERS MY QUESTION, BUT THAT'S REALLY NOT WHAT IT SAYS.

SO IT MAKES SENSE TO REWORD THAT.

TO KEEP RECAPTURE.

I'M OPEN TO HOWEVER YOU WANT TO REWORD IT.

JUST KEEP RECAPTURE DOLLARS IN EDUCATION.

WHICH MAKES MORE SENSE.

IT MAKES IT MORE CLEAR.

SURE. OKAY, WE'LL MOVE ON TO INCREASING THE BASIC ALLOTMENT.

ANYONE HAVE QUESTIONS ON THAT? FIX MISLEADING MANDATORY BOND LANGUAGE.

ANY QUESTIONS ON THAT? REVISIT TESTING REQUIREMENTS.

ANY QUESTIONS? CLARIFICATIONS ON THAT? TRUSTEE MARSHALL. YEAH, I JUST DON'T KNOW WHAT THAT MEANS.

SO THE STATEWIDE TESTING REQUIREMENTS.

AND AGAIN, IT'S LOOKING AT STAAR TESTS.

YOU KNOW, WE REVISITED IT AS OF LATE IN THAT NOW YOU CAN'T RETAIN STUDENTS WHEN THEY'RE IN THE THIRD OR THE

[01:55:04]

SO THAT'S THAT'S BEEN REVISITED.

AND I THINK WE REALLY NEED TO TAKE A STRONG LOOK AT HOW WE'RE USING THE TESTING SCORES.

SO IT'S NOT BANNING STAR.

IT'S I DIDN'T SAY BAN ANYTHING.

I SAID THAT'S WHAT I'M ASKING.

I JUST TRIED TO BE CLEAR. I DIDN'T SAY BAN.

I SAID REVISIT BECAUSE WE USE TESTING IN SO MANY DIFFERENT WAYS TO MAKE DETERMINATIONS.

SO IT'S REDUCING USAGE OF TEST SCORES.

THAT'S YOU CAN SAY THAT IF YOU WANT TO.

OKAY. FAIR ENOUGH.

THANKS. THANK YOU.

ANY OTHER QUESTIONS OR CLARIFICATIONS THERE? FUND INTERNET ACCESSIBILITY STRUCTURE MUST BE INFRASTRUCTURE.

INFRASTRUCTURE. ANY QUESTIONS OR CLARIFICATIONS ON THAT ONE? I WOULD LIKE TO I LIKE WHAT IT SAYS, BUT WE'RE GETTING CLOSER TO THE INFRASTRUCTURE ISSUES.

BUT THEN WHAT'S THE BIG ISSUE IS PARENTS A LOT OF PARENTS ARE GOING TO GET IN UNDER $5 A MONTH.

BUT THEN WHEN IT COMES TO RENEW THEM AFTER THOSE TWO YEARS, IT'S GOING TO JUMP UP TO 35, $55 A MONTH.

SO IT'S GETTING THE INFRASTRUCTURE AND ACCESS.

IF YOU WOULD ADD THE WORD ACCESS TO IT, I THINK IT'D MAKE IT MORE POWERFUL.

GO FOR IT. SO CAN YOU JUST.

SORRY. I THINK YOU CAN JUST PUT AN AND IN BETWEEN ACCESSIBILITY AND INFRASTRUCTURE.

ACCESSIBILITY IS WHAT YOU'RE REFERRING TO THERE.

YES. JUST PUT AN AND IN BETWEEN THOSE TWO AND THEN YOU CAN TAKE OFF ACCESS.

ANY OTHER CLARIFICATIONS OR QUESTIONS THERE? CAP ON OPEN ENROLLMENT FOR CHARTERS.

ANY QUESTIONS ON THAT ONE? IT'S NOT FOR CHARTERS, RIGHT? IT'S OPEN ENROLLMENT CHARTERS.

IS THAT THE SAME IN YOUR MIND TRUSTEE FOREMAN? THAT'S CORRECT. ALL RIGHT.

LOBBY THE STATE TO IMPROVE SEXUAL HEALTH CURRICULUM, I BELIEVE.

ANY QUESTIONS ON THAT? AND THEN THE LAST ONE, UIL ALIGNMENT.

I DO HAVE JUST A CLARIFICATION ON SPECIFICALLY WHAT THE THE GOAL OF ALIGNMENT THAT WE WOULD BE LOOKING FOR.

WELL, THIS IS FROM THE SPORTS PERSPECTIVE, AS I SPOKE TO, AND THAT'S WHY I ASKED DR.

HINJOSA IF IT MADE SENSE BECAUSE QUITE OFTEN THE UIL REALIGNS ITSELF AND NOW WE HAVE TAPS, WHICH IS THE THE PRIVATE SCHOOLS THAT ARE ALSO ALIGNED.

BUT SOME OF OUR SCHOOLS GET ALIGNED ALL THE TIME.

AND THEN MANY OF OUR STUDENTS WHO WOULD HAVE BEEN DALLAS ISD STUDENTS ARE NOW PLAYING FOR CHARTER SCHOOLS IN SOME OF THE CHARTER SCHOOLS, IN FACT, OR DO NOT HAVE TO HAVE THE SAME ACCOUNTABILITY AS OUR SCHOOL HAS.

AND SO I THINK UIL REALLY NEEDS TO REVISIT THAT AND LOOK AT THAT TO MAKE SURE THERE'S EQUITY THROUGHOUT THE PROCESS.

OKAY. SO IT'S A LIKE A REVIEW AND A REVISITING, NOT JUST THE ALIGNMENT OF WHERE SCHOOLS FALL, BUT THE ENTIRE LIKE THE RULE AND ALL OF IT.

I ALSO WOULD LIKE TO ADD A COUPLE OF OTHER THINGS TO THAT.

RIGHT NOW WE HAVE ONE SCHOOL, SKYLINE IS GOING TO BE IN WITH BUNCH OF OTHER SCHOOLS THAT HAVE NO NOTHING SIMILAR TO THEM.

AND THEN ALSO EVEN MY TEAM, MY ATHLETIC DEPARTMENT HAS TALKED TO ME ABOUT THERE IS AN EMERGING CONSENSUS OF ALIGNING URBAN SCHOOLS.

SO I THINK THIS GENERAL CATEGORY GIVES US, YOU KNOW, HAVE URBAN SCHOOLS COMPETE AGAINST URBAN SCHOOLS IS SOMETHING THAT MY TEAM IS WORKING ON AS A PROPOSAL TO UIL THAT MAY REQUIRE SOME LEGISLATIVE AUTHORITY BECAUSE YOU FEEL IS VERY INFLEXIBLE.

AND SO SOMETIMES YOU HAVE TO GO TO THE LEGISLATURE TO GET SUPPORT.

SO THAT'S WHY I ALSO THOUGHT IT WAS A GOOD IDEA BECAUSE THEY HAVE TALKED TO ME ABOUT THAT.

SO IT WOULD HELP CLARIFY COULD WE ADD AND RULES ON THE BACK, UIL ALIGNMENT AND RULES REVIEW OR THAT'S FINE.

OKAY. WE'VE GOT DONE A GREAT JOB.

1/2. I DO WANT TO GIVE TRUSTEE HENRY.

DID YOU HAVE ANY OTHER THOUGHTS TO ADD? IF YOU ARE AVAILABLE, OTHERWISE YOU CAN STAY ON MUTE.

WE CAN. [INAUDIBLE] THANK YOU.

THANK YOU. ALL RIGHT.

SO NOW WE HAVE INDEX CARDS, AND SO NOW WE'RE GOING TO EVERYBODY.

HERE'S THE FUN PART WHERE WE GET TO SEE HOW WE ALL THINK YOUR NAMES ARE UP THERE, BUT WE DON'T.

SO IT WILL TAKE ONE INDEX CARD AND PASS THEM TO THE OTHER TRUSTEES AND TRUSTEE HENRY IF YOU'LL JUST FOLLOW THE PROMPT AND YOU CAN SEND YOURS TO PRESIDENT MACKEY AND WHENEVER YOU CAN TEXT IT, OR IF YOU WANT TO PUT IT IN THE CHAT, HOWEVER YOU WANT TO DO IT.

SO NOW YOU NEED TO LOOK AT THIS LIST AND YOU ONLY GET FIVE CHOICES BECAUSE IF EVERYTHING IS IMPORTANT, NOTHING'S IMPORTANT.

[02:00:04]

SO BE LOOKING AT WHAT YOUR NUMBER ONE PRIORITY IS GOING TO HAVE MORE WEIGHT THAN YOUR NUMBER TWO PRIORITY, ETC.

SO YOU'RE GOING TO HAVE THE OPPORTUNITY TO WAIT YEARS, WHICH ARE THE MOST IMPORTANT TO YOU AS AN INDIVIDUAL TRUSTEE SINCE WE HAD THEIR NAMES UP THERE? LET'S GO AHEAD. IF YOU'LL PUT YOUR NAME ON YOUR CARD SO WE CAN ACCURATELY RECORD WHAT HOW YOU FEEL ABOUT THIS.

AND WE'LL DO THIS IN REAL TIME SINCE WE ACTUALLY HAVE A SPREADSHEET UP THERE.

SO ON YOUR CARD, YOU WRITE THESE NUMBERS 15, 12, TEN, EIGHT AND FIVE.

SO YOU GET FIVE OPPORTUNITIES AND YOU NEED TO LOOK AT THE ONLY THING YOU NEED TO WRITE DOWN IS THE ALPHA.

IF A IS YOUR HIGHEST PRIORITY BESIDES THIS 15, YOU PUT A AND SO FORTH.

SO YOU JUST NEED TO WRITE THE ALPHA THAT BEST REPRESENTS YOUR STRONGEST OPINION AND YOU ONLY GET FIVE VOTES.

AND SO WHEN YOU GET THEM, WE'RE GOING TO HAVE ONE OF OUR CFOS COME UP HERE.

WE'VE GOT SO MANY OF THEM NOW.

WE'RE GOING TO HAVE ONE OF THEM COME UP HERE AND COLLECT THE CARDS SO ONLY THE TRUSTEES CAN VOTE.

SO WHAT ARE YOUR TOP PRIORITIES? AND THEN. THERE YOU GO.

SORRY, SUPERINTENDENT, COULD YOU EXPLAIN THAT WHOLE 15, 12, EIGHT, TEN, FIVE THING? YES. ON YOUR CARD.

JUST WRITE THESE NUMBERS NOW AND THEN BESIDE 15.

WHICH ALPHA IS MOST IMPORTANT TO YOU? AND THEN YOUR SECOND MOST IMPORTANT ONE IS YOU PUT BESIDE THE 12 AND SO FORTH.

WE'RE GOING TO DO THIS FIRST AND THEN WE'LL PUT THE.

AND REMEMBER, THESE ARE THE BOARD MEMBERS AND THE NEXT YOU'RE GOING TO SEE THE STAFF AND THEN WE'LL COMBINE THEM.

WE'LL DO THIS ONE MORE TIME.

DUANE. I THINK YOU CAN COME GET DUSTIN'S HE'S DONE OR TAMIKA ONE OF Y'ALL THAT TAMIKA IS SHE'S SMARTER ANYWAYS.

[INAUDIBLE] DID TRUSTEE HENRY GET A CHANCE TO SUBMIT HIS ? HE'S STILL WORKING ON IT? [INAUDIBLE] DR.

LEAR WILL YOU GO TO [INAUDIBLE] ARE YOU GOING TO CALL THEM OUT? OKAY, FINE. DO YOU WANT ME TO GO AHEAD AND START AND THEN TRUSTEE HENRY? TRUSTEE JOHNSON IS COMING BACK IN.

HE NEEDS A FEW MINUTES.

HERE. YEAH, HE'S GOT A PICTURE.

DON'T WORRY ABOUT THAT.

WHATEVER YOUR OTHER CHOICE IS, YOU PUT THE ALPHA SO EAGLES SEE THEM ALL LIKE THAT.

DR.

DO YOU WANT ME TO START? JUST.

IT'S TRUSTEE. I DON'T WANT TO INFLUENCE TRUSTEE JOHNSON, BUT LET'S JUST GIVE HIM ABOUT ANOTHER MINUTE OR TWO.

AND DO WE HAVE JUSTIN HENRY'S ONE YET? WE'RE WAITING. OKAY, LET'S WAIT ANOTHER MINUTE OR TWO.

OKAY.

DR. LEAR, I THINK TRUSTEE JOHNSON IS MOSTLY DONE WITH HERE, SO YOU CAN GO.

HE'S NOT GOING TO INFLUENCE HIM ANYWAY.

SO IF YOU START READING HIM OUT SO WE CAN START GETTING THE NUMBERS.

I'M GOING TO START WITH TRUSTEE HENRY.

[02:05:03]

E TEN. B EIGHT . BINGO. AND C FIVE.

TRUSTEE MICCICHE.

SB15. H 12.

I10, 08F5.

TRUSTEE CARREÓN.

D 15.

E 12.

E AS IN EDWARD.

F TEN.

I8B5. TRUSTEE MARSHALL.

F 15.

H 12.

C10, B8.

A5. TRUSTEE GARCIA D15.

B12. F TEN, C EIGHT.

AND I FIVE.

TRUSTEE FOREMAN A 15.

P AS IN PAUL 12.

E10. F AS IN SAM.

EIGHT. R FIVE.

TRUSTEE MACKEY.

D15. B 12.

C10. F8.

E5. TRUSTEE JOHNSON E IS AN EDWARD 15.

F AS IN FRANK.

12 P AS IN PAUL.

1008 AND A FIVE.

ALL RIGHT. AS YOU CAN SEE, THERE'S VIOLENT AGREEMENT ON ON ONE OF THEM, IF WE COULD.

CAN SOMEONE MAKE SURE THAT WE KIND OF USE THE FREEZE THE PANES, SO WE CAN SEE THE NAME? OKAY. WELL, IT'S IMPORTANT TO SEE THIS LOOK AT GO DOWN AND LOOK.

REGARDLESS OF WHAT THE VOTES ARE, THE VOTES ARE JUST A STRUCTURE.

BUT IF YOU LOOK AT F, I THINK EVERY TRUSTEE VOTED FOR F, SO EVEN THOUGH SOME PEOPLE IT WAS THEIR FIFTH PRIORITY, YOU GOT TO CONSIDER THAT.

AND IN SOME OF US, IT HAPPENS EVERY TIME.

WE DON'T EVEN VOTE FOR OUR OWN IDEA BECAUSE SOMEBODY ELSE'S IDEA WAS MORE COMPELLING TO US.

SO THAT'S WHAT'S REALLY IMPRESSIVE ABOUT WHAT YOU HAVE JUST DONE.

SO NOW LET'S GO OVER TO THE RIGHT.

WE DON'T NECESSARILY HAVE TO FREEZE THE PAINT.

YEAH, WE JUST GO TO THE RIGHT AND SEE WHO ARE THE TOP.

LET'S SEE HOW IT'S HARD FOR ME TO SEE THIS.

I CAN READ IT.

DR. JOSEPH. YEAH? JUST TELL ONE OF THE TOP VOTE GETTERS AND THEN LET'S SEE WHERE THERE IS SOME STRATIFICATION OF VOTES.

SO WHO'S THE WHAT IS THE TOP VOTE GETTER? PROTECT HBW THREE FUNDING AND PROGRAMS RECEIVED 83 AS THE TOP VOTE GETTER.

THAT'S IN FOR SURE.

THE SECOND ONE IS NO VOUCHERS OR RELATED TOPICS AT 60.

OKAY. THAT'S TO THE NEXT ONE AT 52 IS FUN.

STATEWIDE PRE-K.

ALL RIGHT. THE NEXT ONE AT 45 IS A PROJECT UNDOCUMENTED PRE K 16 STUDENT EDUCATIONAL RIGHTS.

RIGHT. THE NEXT ONE AT 36.

THIS STOP RIGHT THERE. RIGHT NOW, YOU SEE SOME STRATIFICATION.

YOU HAVE THE TOP FOUR.

THE TOP FOUR ARE VERY OBVIOUS.

SO LET'S HIGHLIGHT THOSE TOP FOUR THAT THOSE ARE IN.

LET'S GO BACK OVER HERE TO THE LEFT AND LET'S PUT SOME KIND OF HIGHLIGHT ON THE FOUR THAT GOT IN.

AND EVEN THOUGH ONE OF THEM ONLY HAD THREE PEOPLE VOTE, IT WAS THEIR NUMBER ONE PRIORITY.

[02:10:06]

SO WE'VE GOT FOUR THAT HAVE COME IN.

NOW, LET'S LET'S LET'S HIGHLIGHT THESE FOUR SO EVERYBODY KNOWS WHAT THEY ARE.

YEAH. I CAN'T SLEEP.

I CAN'T SEE YOU WHILE WE'RE DOING THAT.

I WOULD ADD ONE OF THE. AND I DON'T KNOW IF OTHERS FELT THIS WAY.

YOU KNOW, I'M NOT A LAWYER BY TRADE PART OF THIS TO SOME EXTENT UNDER THE LOCAL CONTROL ONE.

SOME OF THESE OTHER THINGS SEEM TO BE POSSIBLE TO FALL UNDER THAT AS WELL.

NOT NECESSARILY THE HIGHLIGHTED ONES, BUT A LOT OF THE OTHER ONES.

IT WAS JUST A DIFFICULTY I HAD IN THINKING ABOUT THAT AS WE GO FORWARD.

ALL RIGHT. SO NOW LET'S LET'S GO SEE WHO ELSE IS CLOSE.

WE'LL REMEMBER THE STAFF CAME UP WITH SIX AND SOME OF THEM ARE DIFFERENT.

SO WE'RE GOING TO GO DO THIS AGAIN.

ONCE WE HAD THE STAFF MEMBERS, ARE THERE ANY OTHERS THAT LET'S SCROLL TO THE RIGHT SIDE.

WE NEED TO SEE THE TOTAL NUMBERS.

OKAY. ARE THERE ANY OTHER ONES THAT ARE CLOSE OR DO THEY FALL OFF PRETTY QUICKLY? THERE'S A 33 AND 36.

SO LET'S JUST GO WITH THESE FOUR BECAUSE, YOU KNOW, LET'S GO WITH THESE FOUR NOW.

DR. LEER, LET'S.

SHANTEL IF YOU CAN ELIMINATE THE ONES THAT DIDN'T MAKE IT, BECAUSE NOW WE'RE GOING TO ADD THE STAFF ONES.

DOCTOR HINOJOSA, LET ME JUST SAY I BELIEVE ON TRUSTEE FOREMAN'S SHE HAD S AS IN SAM FOR EIGHT.

THAT'S WHY WE HAVE AN AUDITOR ON OUR TEAM.

YEAH. SO THAT SHOULD BE S AS IN SAM, NOT FRANK.

OKAY. DOES THAT CHANGE ANYTHING? DOESN'T IT? LET'S MAKE THE CHANGE AND THEN SEE WHAT THE IMPACT IS.

LET'S TAKE THE EIGHT OFF OF.

YEAH, IT CAN'T HAVE TWO EIGHTS.

GOOD AUDITOR. CHECK THAT.

ALL RIGHT, SO LET'S GO BACK TO THE RIGHT.

I THINK IT DOESN'T CHANGE IT.

I THINK THOSE ARE STILL THE TOP FOUR.

RIGHT. OKAY.

ALL RIGHT. NOW, SHANTELL, IF WE CAN ELIMINATE THE ONES THAT DIDN'T GET HIGHLIGHTED AND DR.

LEER, IF YOU CAN HAVE SHANTELL PUT THE STAFF ONES UP THERE.

YEAH, SHE HAS THEM.

OKAY. AND WE'LL EXPLAIN AS QUICKLY WHENEVER THEY GET UP THERE.

AS SHE WRITES THEM IN, I'LL START EXPLAINING THEM.

IF SOMEONE TELLS ME WHAT IT IS, REFRESH ACCOUNTABILITY.

REFRESH ACCOUNTABILITY.

AND OUR CONVERSATION ON THAT WAS, YOU KNOW, THAT WE'VE HAD THIS PANDEMIC.

AND NOW THERE'S A LOT I HEARD FROM THE EDITORIAL BOARD THAT EVEN NOW THERE'S SOME BIPARTISAN SUPPORT, THAT THERE'S TOO MUCH TESTING AND WE'VE GOT TO DO SOMETHING DIFFERENTLY. AND ALSO, THIS ACCOUNTABILITY SYSTEM DOESN'T TAKE INTO CONSIDERATION THE DEGREE OF DIFFICULTY IN URBAN DISTRICTS.

IF YOU LOOK AT THE EIGHTH F RATINGS, IF YOU HAVE LOW POVERTY, YOU'RE GOING TO GET AN A OR B.

IF YOU HAVE HIGH POVERTY, YOU CAN GET IT'S MUCH HARDER TO GET AN A AND A B.

SO WE PUT ALL OF THOSE UNDER THAT ONE.

THAT THAT WHAT WE TALKED ABOUT, WHAT WAS THE SECOND ONE? FUNDING OR MEMBERSHIP AND NOT ATTENDANCE.

THIS IS WHAT OVER 40 STATES DO RIGHT NOW.

ONLY TEXAS AND ABOUT FIVE OTHER STATES GIVE YOU FUNDING ON YOUR ACTUAL ATTENDANCE.

BUT WE HIRE TEACHERS ALL YEAR LONG, REGARDLESS OF HOW LONG WE HAVE THE KIDS.

SO WE HAVE A CONTRACT WITH TEACHERS.

AND THIS WOULD BE IN A VERY EXPENSIVE FISCAL NOTE FOR THE STATE.

I'VE BEEN TOLD THAT THE STATE HAS A LOT OF MONEY.

THEY'RE FLUSHED WITH MONEY THIS YEAR.

AND WHEN THEY HAVE MONEY, NOW IS THE TIME TO CORRECT SOME THINGS THAT MAY OR MAY NOT, THAT IF 45 OTHER STATES, INCLUDING MANY REPUBLICAN STATES, FUND ON MEMBERSHIP AND NOT ATTENDANCE, THEN THAT ALSO, JUST LIKE WE HAD NO CONTROL OVER THIS PANDEMIC AND WE HAD TO GET WAIVERS JUST TO KEEP OUR FUNDING.

SO THAT WAS THE THE GENESIS OF THAT ONE.

THE THIRD ONE WAS GOVERNANCE, GREATER GOVERNANCE ON CHARTER SCHOOLS.

AND THAT'S VERY SELF EXPLANATORY.

AND I THINK THAT PROBABLY CAN BE THAT THE OTHER THE CHARTERS MAKE IT ON WITH THE BOARDS.

THEY DIDN'T. SO THAT'S UNIQUE.

ALL RIGHT. THEN THE NEXT ONE IS ANNUAL [INAUDIBLE] INCREASE TO THE BASIC ALLOTMENT.

FOR THE FIRST TIME EVER SINCE THE 1980S, WE'RE FACING INFLATION.

SO THINGS THAT USED TO COST X NOW COST X PLUS Y AND SIMILAR TO YOUR CONCEPT ABOUT THE WAY YOU CAN JUST FIX THAT IS ADD NUMBERS TO THE BASIC ALLOTMENT BASED UPON INFLATION.

[02:15:03]

THE NEXT ONE WAS KEEP TRS AT A DEFINED BENEFIT SYSTEM.

THERE'S DWAYNE, I WANT YOU TO EXPLAIN THIS FROM YOU DID THIS A LOT BETTER FOR US WHEN WE WERE HAVING THESE CONVERSATIONS.

BUT THERE IS SOME CONVERSATION ABOUT CHANGING THE RETIREMENT SYSTEM IN TEXAS TO BE SOLID.

DWAYNE, EXPLAIN. HE DOES IT A LOT BETTER THAN I DO.

YES. THANK YOU, DR. HENRY. SO SO IN OTHER STATES, THEY'VE HAD THESE DISCUSSIONS AS WELL.

BUT WHAT OUR TRS SYSTEM IS, IS A DEFINED BENEFIT PLAN, WHICH IS A CALCULATION BASED ON THE HIGHEST FIVE YEARS OF YOUR SALARY TIME A CERTAIN PERCENTAGE TIME THE NUMBER OF YEARS THAT YOU SERVED.

AND IN OTHER STATES.

AND IN THIS ONE, THERE IS USUALLY A RUN TO GO TO A DEFINED BENEFIT PLAN WHICH WILL BE MUCH LIKE A 401K.

AND IT SEEMS ATTRACTIVE THAT YOU GET TO CONTROL YOUR OWN RESOURCES AND YOU GET INVEST AS MUCH AS YOU WANT AND IN WHAT YOU WANT.

BUT AT THE END YOU CANNOT POSSIBLY EARN THE AMOUNT OF INTEREST THAT YOU WOULD GET IN THE DEFINED BENEFIT PLAN.

AND SO IN OTHER STATES THEY'VE SOME HAVE ACCOMPLISHED THIS AND IN OTHER GOVERNMENTAL RETIREMENT PLANS, THEY HAVE ACCOMPLISHED IT AS WELL.

AND SO WHAT WE'RE LOOKING AT IS IT'S ONE OF THE BENEFITS THAT DRAWS INDIVIDUALS INTO EDUCATION AS A POTENTIAL FOR RETIREMENT. AND IF THEY GO TO A CONTRIBUTION PLAN AND THEY USUALLY ATTEMPT TO SELL IT TO YOUNGER INDIVIDUALS WHO AREN'T FAMILIAR WITH THE WHOLE SYSTEM AND THE THOUGHT IS, WELL, I CAN MAKE MORE IN RETIREMENT.

AND THE ACTUALITY IS YOU CANNOT.

AND SO WHAT OUR PLAN IS JUST IF THAT DOES MAKE IT TO THE TABLE TO BE IN OPPOSITION TO THAT, TO STAY WITH THE DEFINED BENEFIT PLAN.

AND ONE OF THE STRATEGIES WILL BE IS TO SAY, WELL, WE'LL MAKE IT A DEFINED CONTRIBUTION PLAN FOR ANYONE COMING IN FROM THIS DATE FORWARD.

BUT AGAIN, THAT IS A DETRACTOR FOR INDIVIDUALS WHO ARE LOOKING FOR A PARTICULAR RETIREMENT.

SO I'VE SEEN IT IN OTHER STATES AND I JUST WHEN WE PUT IT DOWN, THAT WAS OUR RECOMMENDATION TO NOT SUPPORT THAT.

YEAH. AND SO LET ME ALSO TELL YOU, WITH THIS GREAT RESIGNATION, ONE OF THE BENEFITS THAT EDUCATORS HAVE IS A VERY ROBUST TEACHER RETIREMENT SYSTEM.

AND SO IF THAT IS NO LONGER THE CASE, IT'S GOING TO BE EVEN MUCH HARDER TO ATTRACT PEOPLE TO OUR BUSINESS.

AND THEN THE LAST ONE WAS HOUSE BILL 4545 FOR FLEXIBILITIES.

I USUALLY USE A LOT BIGGER FONT FOR MY OWN COMPUTER BECAUSE I JUST CAN'T SEE.

BUT WHAT THAT IS, THAT'S THE TUTORING REQUIREMENT BILL, THAT'S BEEN ALMOST IMPOSSIBLE TO EXECUTE.

WE'RE HAVING A LOOK AT VIRTUAL REALITY FOR TUTORS BECAUSE THERE'S JUST NOBODY AVAILABLE TO HELP US WITH THIS.

SO THIS WAS A BIG ISSUE TO OUR TEAM.

SO DOES ANYBODY ANY BOARD MEMBERS HAVE ANY QUESTIONS ON OUR THE PRIORITIES THAT WE PUSH FORWARD? I WISH WE COULD DO ALL OF THEM, BUT WE CAN'T.

SO IF WE'RE GOING AGAIN, WE'RE GOING AGAIN.

SO NOW LET'S GO RE ALPHA.

CHANTELLE, IF YOU DO START WITH THE BOARD MEMBERS, MAKE THOSE ABCD.

IT'S A LITTLE STRANGE THAT WE GOT FOUR AND YOU GOT SIX, I'M JUST SAYING.

BECAUSE THERE WAS A LATERAL STRATIFICATION.

YEAH I DON'T KNOW ABOUT THAT.

ADMINISTRATION'S ALWAYS SCHEMING.

THAT'S WHY Y'ALL KEEP ME CHECKED, THOSE BODY CHECKS, AND I DON'T KNOW ANYTHING ABOUT HOCKEY.

ALL RIGHT, SO WE'RE GOING TO REACH OUT FOR THEM.

AND I DON'T KNOW WHAT HAPPENED TO ALL THE CARDS.

THEY TOOK MY CARDS AWAY, SO WE NEED SOME MORE INDEX CARDS.

HERE'S ONE, ALL RIGHT, LET'S PASS THEM DOWN.

Y'ALL GOT SOMETHING FOR [INAUDIBLE] THAT'S WHY WE GOT TO PUT NAMES ON THEM SO PEOPLE DON'T DOUBLE DIP. YEAH.

SO ONCE AGAIN, WE GO 15, 12, TEN, EIGHT AND FIVE.

AND ONCE AGAIN, ALL YOU HAVE TO DO IS PICK THE ALPHA.

AND THE STAFF GETS TO PARTICIPATE.

AND THERE'S MORE IS.

SO WE'LL SEE HOW THIS WORKS OUT.

I

[02:21:49]

PAM, THERE ARE A LOT OF SENIOR CITIZENS ON THIS SIDE OF THE TABLE.

I CAN'T BELIEVE Y'ALL MADE THAT FONT SO SMALL.

OUR APOLOGIES.

WE'LL DO BETTER NEXT TIME.

YOU WANT US TO START? YES, LET'S GO. THIS IS GOING TO TAKE A LITTLE WHILE TO RECORD THEM ALL.

YOU READY CHANTELLE? TRUSTEE JOHNSON C 15 D AS IN DAVID 12.

C 10.

J8. SO YOU MIGHT COME BACK TO THAT. CHIEF HEWITT.

H5. C8.

C8 B10.

E12. G 15.

HINOJOSA 15.

E. B AS IN BOY 12.

D TEN.

G AS IN GEORGE EIGHT.

F AS IN FRANK.

FIVE. TRUSTEE FOREMAN BE SORRY.

TRUSTEE FOREMAN IS G AS IN GEORGE 15.

E AS IN EDWARD 12 A TEN DIAS AND DAVID.

EIGHT H.

FIVE CORDOBA B AS IN BOY.

15 F AS IN FRANK.

12. A TEN C AS IN CARL 8D5. CHIEF DANIELS G AS IN GEORGE 15. A 12.

SEE TEN.

B AS IN BOY EIGHT.

I FIVE.

CHIEF LUSK.

G AS IN GEORGE 15.

[02:25:04]

E IS AN EDWARD TEN.

D AS IN DAN EIGHT.

B AS IN BOY.

FIVE. REPEAT THOSE LAST COUPLE? SURE. G AS IN.

G AS IN GEORGE.

15. A 12.

E AS IN EDWARD TEN.

D AS IN DAN EIGHT.

AND B AS IN BOY FIVE.

HE WAS EIGHT.

CORRECT. OK.

TRUSTEE MARSHALL.

DIAZ AND DAVID, 15.

15. A 12.

O. H.

TEN. SEE AS IN CAT EIGHT.

F AS IN FRANK FIVE.

LIA G IS AND GEORGE 15.

D AS IN DAN 12.

B AS IN BOY TEN E AS IN EDWARD EIGHT I AS AN INSTRUCTION FIVE.

I'M GOING TO CHIEF THOMPSON.

HE'S UNDER IN. THOMPSON COLUMN IN K G AS IN GEORGE 15.

H 12.

SO G AS IN GEORGE 15.

H 12.

DO? DO WE NEED BATTERIES? OKAY. SEE, AS IN CAT TEN.

D AS IN DAVID, EIGHT.

E FIVE.

NEXT, SAYS TRUSTEE CARREÓN.

B AS IN BOY 15 C AS IN CAT 12.

H. TEN.

F AS IN FRANK EIGHT.

A FIVE.

NEXT IS CHIEF TREJO.

OKAY. WE'RE GOING TO GO TO G AS IN GEORGE 15.

HE IS AN EDWARD 12.

[02:30:02]

J EIGHT.

C AS IN CAT FIVE.

OH DID YOU GET 8 J? EIGHT? AND C AS IN CAT FIVE.

IT'S OKAY.

I'LL LET HER KNOW.

THE H SHOULD BE ON J.

HB 4545.

OK, OUR NEXT CHIEF IS CHIEF ABLE AND WE HAVE F AS IN FRANK 15.

E 12.

G AS IN GEORGE TEN.

G AS IN GEORGE TEN.

B AS IN BOY EIGHT.

A FIVE.

CHIEF [INAUDIBLE] .

G AS IN GEORGE 15.

F AS IN FRANK 12.

H TEN.

E EIGHT.

D AS IN DAN FIVE.

PRESIDENT MACKEY.

B AS IN BOY 15.

A 12.

D AS IN DAN TEN.

H EIGHT.

C AS IN CAT FIVE.

NEXT IS TRUSTEE GARCIA B AS IN BOY 15.

D AS IN DAN, 12.

A TEN.

H EIGHT.

C FIVE.

WE HAVE CHIEF ALFRED STEPHENS, D AS IN DAN 15.

A 12.

F AS IN FRANK.

TEN H EIGHT.

AND G, AS IN GEORGE FIVE.

TRUSTEE JOHNSON.

C AS IN CAT 15.

D AS IN DAVID 12.

B AS IN BOY TEN.

J EIGHT.

AND G FIVE.

TRUSTEE HENRY.

[INAUDIBLE] IS THAT B AS IN BOY? D AS IN DAN, THE MAN.

GOT IT. H 12, F TEN.

F AS IN FRANK? YES. C A.

C AS IN CAT? YES. AND A5.

[02:35:03]

F TEN.

C EIGHT AND A FIVE.

TRUSTEE MICCICHE HMM.

DID YOU GIVE ME YOURS? NOT SURE WHAT HAPPENED TO IT.

WELL, THAT'S. OH.

OH, HERE WE GO. GOT IT.

ALL RIGHT.

WE'RE READY FOR TRUSTEE MICCICHE.

OKAY. WE HAVE D AS IN DAN 15, C AS IN CAT 12.

E TEN.

B AS IN BOY EIGHT, AND A FIVE.

WE NEED TO DOUBLE CHECK THE FORMULAS AT THE END ON THE TOTAL COLUMNS.

SO AS THEY'RE DOING THAT, WHAT'S GOING TO HAPPEN NEXT IS WE'LL SEE THE STRATIFICATION OF THE NUMBERS.

WE'LL SEE WHICH ONES ARE THE MOST IMPORTANT TO THE ENTIRE TEAM.

NONE OF THESE WILL GO BY THE WAYSIDE BECAUSE THIS MADE OUR TOP LIST FOR ALL OF US.

SOME OF THEM MAY BE INCONSISTENT WITH EACH OTHER.

AND SO WHAT'LL HAPPEN NEXT IS WE'LL PUBLISH THE TOP WHEREVER THE STRATIFICATION IS, WHETHER IT'S THREE, FIVE OR WHATEVER IT MIGHT BE.

THEN WE'LL BRING IT BACK TO YOU AT THE NIGHT MEETING FOR CONSIDERATION AND ACTION.

AND THEN.

WE'RE NOT GOING TO IGNORE ANY OF THOSE BECAUSE IT MADE OUR TOP TEN LIST.

AND SO WE'LL COME BACK TO YOU AND GET SOME DIRECTION ON IF ANY OF THESE CONFLICT WITH EACH OTHER.

BUT WE JUST WERE GETTING CLOSE TO THE END OF THE PROCESS HERE, LIKE EVEN THOUGH DIDN'T GET A LOT OF SUPPORT FOR HOUSE BILL 4545, WE'RE STILL GOING TO BE WORKING ON GETTING FLEXIBILITIES FOR THAT.

SO BUT NOW LET'S SEE, WHAT IS THE TOP PRIORITY FOR LEGISLATION IF WE CAN JUST GET THESE OTHER NUMBERS? PRESIDENT MACKEY. I'M GOING TO TURN IT BACK OVER TO YOU.

AND YOU JUST KIND OF GUIDE US THROUGH OR WE SEE SOME LIKE WE DID WITH JUST THE BOARD ONES.

WHAT ARE THE NATURAL STRATIFICATIONS AND WHAT HAS EMERGED TO THE TOP AS WE START? YEAH, WE HAVE TWO THAT ARE THE HIGHEST ONE AT 150 AND ONE AT 148.

150 IS TO PROTECT HOUSE BILL THREE FUNDINGS AND PROGRAMS AND AT 148, GREATER GOVERNANCE ON CHARTER SCHOOLS.

THE NEXT ONE ARE IN THE IS 131 AT PROTECT THE UNDOCUMENTED PRE-K THROUGH 16 STUDENT EDUCATIONAL RIGHTS.

THEN WE GO TO 100 AND WE HAVE A COUPLE THAT ARE CLUMPED TOGETHER HERE.

110 IS NO VOUCHERS, 106 IS FUND STATEWIDE PRE-K AND 104 IS REFRESH THE ACCOUNTABILITY SYSTEM.

THE ONLY OTHER ONE CLOSE HERE IS THE 98 ANNUAL INFLATION INCREASE TO BASIC ALLOTMENT.

SO SEVEN MAY BE A LOT, BUT THERE'S NO NATURAL BREAKPOINT.

SO I SUGGEST THAT WE TAKE ALL SEVEN UNDER CONSIDERATION, WRITE THEM UP AND BRING THEM BACK FOR YOU TO CONSIDERATION.

BUT THIS SHOWS THE DIRECTION.

AND WHAT'S VERY POWERFUL IS THAT, YOU KNOW, WE ALL GAVE UP SOME OF OUR IDEAS BECAUSE WE SAW SOME OTHER IDEAS.

SO THAT REALLY CONCLUDES WE'LL BRING THIS BACK TO YOU IN A FORMAT FOR YOU TO CONSIDER AND THEN ASK FOR YOUR ACTION AT SOME FUTURE POINT.

BUT THAT KIND OF CONCLUDES OUR PART OF THIS AND BE GLAD TO ASK ANSWER ANY QUESTIONS IF ANY TRUSTEES HAVE ANY.

TRUSTEES DO YOU HAVE ANY ADDITIONAL FOLLOW UP QUESTIONS HERE?

[02:40:06]

DR. HINOJOSA AND WE WILL NOW MOVE ON TO ITEM SEVEN B, THE SUPERINTENDENT'S REPORT, COLLEGE ACCESS PROGRAMS PROGRAM, EQUITY AND CHOICE PROGRAM, SCHOOL HEALTH ADVISORY COUNCIL AND THE DALLAS EDUCATION FOUNDATION.

YEAH. I'LL TURN IT OVER TO OUR TEAM, LED BY DEPUTY SUPERINTENDENT CORDOVA AND HER TEAM.

SO TO GIVE US AN UPDATE ON THESE IMPORTANT TOPICS.

THANK YOU, PRESIDENT MACKEY.

WITHOUT ANY ADO, I'M GOING TO TURN IT OVER TO THE TEAM TO WALK US THROUGH THIS.

STARTING FIRST WITH OUR COLLEGE AND CAREER ADVISING PROGRAM UPDATE WITH DR.

LUSK AND HIS TEAM. THANK YOU AND GOOD AFTERNOON ONCE AGAIN.

WE DID COVER QUITE A BIT OF THE SORT OF THE BIG IDEAS AROUND COLLEGE AND CAREER ADVISING PROGRAM.

BUT I WILL GO THROUGH THIS THESE SLIDES FAIRLY BRIEFLY.

YOU KNOW, A FEW MONTHS AGO, AS NOTED IN DISCUSSION EARLIER, WE APPROVED THIS BOARD, APPROVED AE LOCAL WHICH REALLY OUTLINED OUR PRIORITIES AS A DISTRICT FOR ENSURING THAT STUDENTS HAVE A PATH FORWARD THAT LEADS TO A FUTURE THAT'S GOING TO HELP THEM BE PRODUCTIVE AND SUCCESSFUL IN LIFE.

BUT WE ALSO KNOW THAT THERE'S A LOT MORE WORK TO DO.

AND REALLY WITH THE COLLEGE AND CAREER ADVISING PROGRAM, THE REIMAGINE WORK THAT WE'RE TALKING ABOUT WILL REALLY HELP US GET FURTHER, FASTER WITH OUR STUDENTS.

THE CURRENT COLLEGE ACCESS PROGRAM HAS BEEN VERY SUCCESSFUL FOR DALLAS ISD, AND IF WE LOOK BACK, WE CAN SAY THAT WE'VE MET A LOT OF OUR METRICS AS A RESULT OF THE WORK IN COLLABORATION WITH SCHOOLS.

SO WE'RE VERY PLEASED WITH THAT.

BUT IF YOU THINK ABOUT THE WHOLE NOTION OF COLLEGE AND CAREER, I THINK TEN YEARS AGO IT'S SORT OF THE CONVERSATION WAS ALWAYS AROUND COLLEGE AND I THINK WE'VE GOTTEN SMARTER AS THE DISTRICT AND REALIZED THAT THERE'S SO MUCH OPPORTUNITY IN THE CAREER SIDE AND WE AS A DISTRICT ARE MAKING MUCH PROGRESS IN THAT SPACE.

SO WHEN WE THINK ABOUT REIMAGINING COLLEGE AND CAREER ADVISING THIS, IT BECOMES ALL INCLUSIVE.

NEXT SLIDE PLEASE.

JUST NOTE, I THINK WE HAVE THE WRONG PRESENTATION.

OH, YES, THAT'S THE GOAL.

THOSE ARE THE GOALS, REALLY. IF YOU CAN PLEASE PUT UP THE SUPERINTENDENT REPORT, I'LL CONTINUE TO GO THROUGH IT.

THAT'S OK TRUSTEE MACKEY, PRESIDENT MACKEY.

SO THINKING OF THE NEXT SLIDE KIND OF GETS INTO SOME OF THE NUANCE OF THE PROBLEM WE'RE TRYING TO SOLVE.

AND SO ESSENTIALLY WITH THE COLLEGE AND CAREER ADVISING PROGRAM, THERE ARE SOME SPECIFIC PROBLEMS WE AIM TO SOLVE SO THAT WE CAN TAKE SOME BARRIERS AND PUTS MORE SUCCESS IN THE HANDS OF STUDENTS.

AND FIRST I'LL TURN TO IS THE FOCUS AGAIN ON COLLEGE AND CAREER SO THAT WE'RE NOT JUST AIMING AT STUDENTS SUGGESTING THAT ALL STUDENTS GO TO COLLEGE.

WHAT WE WANT TO DO IS MAKE SURE ALL STUDENTS HAVE THAT PATH FORWARD TO A LIVING WAGE JOB OR IN THE FUTURE COLLEGE, IF THEY SHOULD SUGGEST, IF THEY SHOULD CHOOSE TO DO SO.

IN ADDITION, RIGHT NOW, AS IT STANDS, OUR CURRENT COLLEGE ACCESS PROVIDING HAS UNEVEN NUMBERS, IF YOU WILL, THE RATIOS AND WHAT WE REALLY WANT TO EVEN THE RATIOS SO THAT THE ADVISING COULD BE MORE EVENLY DISTRIBUTED AND SO THAT OUR STUDENTS DON'T HAVE A SMATTERING OF STUDENTS RAISE THEIR HAND AND SAY, WELL, I KIND OF KNOW MY ADVISOR.

WE WANT EVERY STUDENT TO KNOW THEIR ADVISOR.

SO BY REDUCING THE RATIOS AND MAKING THEM MORE EVEN ACROSS DALLAS ISD, WE CAN HAVE GREATER SUCCESS.

IN ADDITION, WE WANT TO ENSURE WRAPAROUND SERVICES FROM NINTH GRADE ON.

YOU KNOW, WE'VE ESTABLISHED EDUCATION, OPENS DOORS CURRICULUM AT THE SEVENTH GRADE SO THAT STUDENTS CAN UNDERSTAND THEIR PATH FORWARD.

BUT AS THEY GET TO NINTH GRADE, WE WANT TO MAKE SURE THAT THEY HAVE A VERY CLEAR UNDERSTANDING FROM NINTH GRADE ON WHAT'S THE SIGNIFICANCE OF GPA? WHAT ASSESSMENTS DO I NEED TO TAKE FOR SAT ACT TO SAY THEY'RE IMPORTANT FOR MY COLLEGE READINESS AND WHAT'S MY PATH FORWARD? AND THEN FINALLY ON THIS SLIDE, I WOULD SAY THE IMPORTANCE OF SUMMER MELT.

AND WE TALKED ABOUT THAT EARLIER, THE SENIORS.

RIGHT. MAKING SURE THAT THEY HAVE ALL THE PIECES IN PLACE TO MATRICULATE INTO COLLEGE WITH THE HANDOFF AND EVEN A NUANCE SUCH AS THINKING ABOUT MENINGITIS.

RIGHT. STUDENTS HAVE TO HAVE A MENINGITIS SHOT TO GO TO COLLEGE.

AND IF THEY DON'T HAVE THAT, THAT BECOMES A BARRIER.

SO THERE ARE THINGS THAT WE'RE DOING IN DALLAS ISD, BUT ALSO WE HAVE TO MAKE SURE IF SOME OF THOSE STUDENTS HAVE SOME OF THE CHALLENGES LEADING INTO COLLEGE, WE SOLVE THEM FOR THEM BEFORE THEY GET TO THE HANDOFF OF THEIR COLLEGE.

AND THEN I THINK THE LAST THING ON THE SLIDE I WILL TURN TO IS THE IMPORTANCE OF HAVING CONSISTENCY IN OUR SCHOOLS, MEANING WE HAVE MULTIPLE YEAR CONTRACTS FOR THE VENDORS SO THAT THERE IS CONSISTENCY.

AND EACH YEAR WE'RE NOT TURNING OVER A CHANGING VENDOR SO THAT A PRINCIPAL THEN THE KIDS GET TO KNOW ONE ACCESS PROVIDER IN THE NEXT YEAR.

IF THERE'S A THERE'S A CHANGE IN YEAR TWO, THEN ALL OF A SUDDEN, YOU KNOW, YOU'RE ALMOST STARTING OVER.

SO THAT'S IMPORTANT TO US.

AND THEN THE YEAR ROUND CONTRACTS ARE WELL AS WELL ARE IMPORTANT SO THAT WE CAN SOLVE SOME OF THE SUMMER CHALLENGES WE'VE SEEN.

NEXT SLIDE. THIS IS A VERY HIGH LEVEL OF THE THE RFP.

WE JUST CLOSED THE RFP, SO I'LL KIND OF WALK THROUGH IT QUICKLY.

BUT THE APRIL 3RD AND 10TH IT WAS ADVERTISED IS NORMAL PRACTICE GOING TO APRIL THE 18TH, THERE WAS A PRE PROPOSAL MEETING WITH THE VENDORS JUST TO UNDERSTAND THE THE GOALS OF THE WORK WE SEEK TO DO AND THEN MAY THE FOURTH IT CLOSED.

SO MAY 5TH, THE PROCESS BEGAN MAY 9TH FOR THE EVALUATION OF THE PROPOSALS IT WENT THROUGH THE 13TH.

[02:45:02]

AND SO AT THIS POINT, THEN THE NEXT STEP IN THE PROCESS WOULD BE TO BRING IT TO THE BOARD IN JUNE FOR CONSIDERATION AFTER THE EVALUATION PROCESS, AND THAT HAS BEEN DONE.

BUT THEN THIS BOARD WOULD THEN APPROVE THE POTENTIAL VENDORS FOR CONSIDERATION FOR THE COLLEGE ACCESS PROVIDERS.

AND THAT CONCLUDES THIS PART OF THE PRESENTATION.

SO FOR PROGRAMMATIC EQUITY THIS YEAR, STRATEGIC INITIATIVES AND THE REO COLLABORATED TO EXPAND OUR EQUITY GOALS TO INCLUDE ACCESS TO ALL CHOICE PROGRAMING AND OPPORTUNITIES FOR OUR STUDENTS.

AND THE GOAL IS THAT BY SEPTEMBER OF 2022, AFTER MOST OF THE PLACEMENTS HAVE BEEN ACCOUNTED FOR, THAT WE WOULD SEE AN INCREASE IN THE PERCENTAGE OF AFRICAN AMERICAN STUDENTS ENROLLED IN MAGNETS, TRANSFORMATION SCHOOLS AND P TECHS.

AND WE WOULD SEE THAT INCREASE GO FROM 18% TO 20%.

SOME INPUTS SO FAR HAVE BEEN THAT WE INCREASE THE NUMBER OF SCHOOLS AND THE NUMBER OF MAGNET MENTORS THAT WE SERVE.

ALSO, CHOICE PROGRAM PRINCIPALS WERE TASKED WITH CREATING AND MEETING CAMPUS LEVEL RECRUITMENT GOALS, AND THE PROGRESS THAT'S BEEN MADE TO DATE THROUGH THE COLLABORATION IS THAT ALL QUALIFYING FIFTH AND EIGHTH GRADE STUDENTS AND THEIR FAMILIES HAVE RECEIVED INVITATIONS TO APPLY TO CHOICE PROGRAMS. AND AGAIN, IT'S NOT MAGNETS ONLY.

IT'S INNOVATION, TRANSFORMATION SCHOOLS AND THE P-TECH COLLEGES EARLY COLLEGES.

AND MENTORS ARE CONTINUING TO SUPPORT OUR FAMILIES WITH THE ASSESSMENTS THAT ACCOMPANY MAKING APPLICATION AND THEN THE SECOND ROUND APPLICATIONS.

AND THEN ONE OTHER PROGRESS THAT HAS BEEN MADE TO DATE IS THAT THE CURRENT CHOICE PROGRAM ENROLLMENT FOR OUR EL STUDENTS IS ACTUALLY 5% ABOVE THE DISTRICT AVERAGE. AND SO ANGIE IS GOING TO COME AND TALK TO YOU ABOUT SOME DATA AND THEN SHE'S GOING TO TELL YOU ABOUT SOME SUCCESSES AND CHALLENGES THAT WE'VE EXPERIENCED.

GOOD AFTERNOON, EVERYONE.

THE NEXT SLIDE, THIS DATA SLIDE, WHAT WE'VE DONE IS WE'VE HIGHLIGHTED FOR YOU A BREAKDOWN OF A COUPLE OF DATA POINTS.

THE FIRST PIECE IS DALLAS ISD, THE ENTIRE DISTRICT.

SO THAT'S LOOKING AT OUR TOTAL ENROLLMENT TODAY.

IT'S LOOKING AT OUR TOTAL ENROLLMENT AS THE DISTRICT.

THE NEXT COLUMN IS THE ENROLLMENT IN OUR CHOICE PROGRAMS, THAT BEING MAGNET SCHOOLS, TRANSFORMATION SCHOOLS AND P-TECH, EARLY COLLEGE HIGH SCHOOLS.

AND THEN THE THIRD ROW RIGHT THERE THAT HAS AN ASTERISK.

AND WE HAVE AN ASTERISK BECAUSE WE KNOW IT'S THE MIDDLE OF APRIL AND WE CONTINUE TO FILL SEATS THROUGH MAY.

IT'S THE MIDDLE OF MAY.

WE CAN CONTINUE TO FILL SEATS THROUGH AUGUST RIGHT BEFORE WE START SCHOOL.

AND SO IF YOU LOOK RIGHT NOW IN 2022 CHOICE ACCEPTANCES, WE'RE SITTING FOR AFRICAN AMERICAN AT 18.1 AND NOW WE'RE AT 18.5. SO WE'RE MOVING IN THAT DIRECTION.

I'VE BROKEN THAT DOWN FOR MAGNET TRANSFORMATION, P-TECH, EARLY HEIGHTS COLLEGE, HIGH SCHOOL, AND THEN AT THE BOTTOM I'VE GIVEN IT A BREAKDOWN FOR EMERGING BILINGUAL.

NOW KNOW THAT APPLICATION DATA SEED ACCEPTANCE RIGHT NOW IS SELF REPORTED.

SO WE WILL NOT HAVE THOSE FINAL NUMBERS.

THAT'S WHY THERE IS NOT A DATA POINT FOR OUR EMERGING BILINGUAL KIDS UNTIL ENROLLMENT STARTS.

AS IN AUGUST.

BUT YOU CAN SEE THE BREAKDOWN ACROSS THE BOARD RIGHT NOW.

IF YOU GO TO THE NEXT SLIDE.

SO WE'RE LOOKING AT WHAT WOULD HAVE BEEN OUR SUCCESSES.

WELL, WE'VE HAD A LOT OF SUCCESSES WITH THIS PROGRAM.

WE'VE MORE THAN TRIPLED THE NUMBER OF ACTIVE MENTORS LAST YEAR WE HAD IN THE THIRTIES.

NOW WE HAVE OVER 130 ACTIVE MENTORS THAT ARE WORKING WITH KIDS TO GO THROUGH THIS PROCESS.

THE NEXT THING IS THAT WE'VE REALLY LOOKED AT MAKING SURE WHEN THE MENTORS WORK WITH THE KIDS THAT THEY HAVE A PLAYBOOK, THEY HAVE OPPORTUNITIES TO GO THROUGH AND EXPLAIN.

HOW DOES THE INTERVIEW PROCESS WORK? WHAT ARE THE REQUIREMENTS? EVERY MAGNET SCHOOL HAS DIFFERENT REQUIREMENTS.

TRANSFORMATION SCHOOLS DON'T HAVE A REQUIREMENT, BUT THERE ARE PROGRAMMINGS THAT ARE DIFFERENT.

THE NEXT PIECE WAS REALLY AROUND LOOKING AT FOR EVERY CAMPUS, HAVING A STUDY GUIDE SO THAT KIDS COULD GO THROUGH AND SEE WHAT IT WOULD TAKE TO GET IN THERE.

RIGHT NOW, I SAID ONE OF OUR SUCCESSES IS THAT WE ARE MOVING TOWARDS REACHING THAT GOAL.

SOME OF OUR CHALLENGES, COVID WAS A CHALLENGE MENTORING KIDS VIA ZOOM.

IT WAS IT WAS MORE DIFFICULT THAN SITTING DOWN WITH THE FAMILY FACE TO FACE AND REALLY GOING THROUGH A CATALOG OF OPTIONS AND WALKING PEOPLE THROUGH THOSE THINGS.

ALSO, WE'VE LEARNED THAT A LOT OF OUR FAMILIES ARE UNFAMILIAR WITH SOME OF OUR PROGRAMMATIC OPTIONS.

SO WHAT IS MONTESSORI? WHAT IS INTERNATIONAL BACCALAUREATE? WHAT DOES THAT MEAN? WHAT DOES THAT MEAN IN ELEMENTARY, MIDDLE AND HIGH SCHOOL? THE NEXT ONE WAS THE FACT THAT AND THIS IS A GOOD CHALLENGE, WE'VE GOT A LOT OF KIDS THAT DON'T WANT TO LEAVE THEIR NEIGHBORHOOD SCHOOLS.

WHEN YOU'VE GOT A NEIGHBORHOOD SCHOOL THAT YOU DON'T WANT TO LEAVE, SOMETIMES YOU DON'T WANT A CHOICE SCHOOL.

[02:50:03]

WE'RE GOING TO GET FEEDBACK FROM MENTORS.

WE'RE GOING TO CONTINUE THE EFFORTS TO CONTINUE TO FILL SEATS.

SO PEOPLE KEEP ASKING ME, ANGIE, WHEN DO WE ALL CLOSE THE WINDOW? WE DO NOT CLOSE THE WINDOW.

WE WILL CONTINUE TO WORK WITH SCHOOLS THAT HAVE OPEN SEATS UNTIL SCHOOL STARTS.

AND THEN THE LAST PIECE IS JUST CONTINUING TO TARGET AND RECRUIT AND BUILD WAITLISTS FOR SCHOOLS THAT THAT DON'T CURRENTLY HAVE THOSE WAITLISTS.

THANK YOU. WE'LL MOVE ON TO THE SCHOOL HEALTH ADVISORY COUNCIL PRESENTATION UPDATE.

FIRST OF ALL, I'D LIKE TO THANK OUR PARENTS, COMMUNITY AND BUSINESS MEMBERS WHO SERVED ON OUR SHOCK COMMITTEE AND JUST APPRECIATE THEIR TIME AND EFFORT IN PROVIDING THEIR INPUT AND REPRESENTING THEIR THEIR COMMUNITIES IN THIS PROCESS.

I WOULD ALSO LIKE TO FRAME THE NEXT COUPLE OF SLIDES AROUND.

A REMINDER THAT THE TEXAS EDUCATION CODE DID REQUIRE AN EHA EXHIBIT THAT A PARENT MUST OPT IN TO SEXUAL HEALTH AND REPRODUCTION INSTRUCTION BY PROVIDING WRITTEN CONSENT.

AND IF THAT WRITTEN CONSENT IS NOT OBTAINED, THEN THE STUDENT IS AUTOMATICALLY RESTRICTED FROM PARTICIPATING IN THAT INSTRUCTION.

SO JUST WANT TO REITERATE THAT THIS IS A PARENT OPT IN FOR THE SEXUAL HEALTH AND REPRODUCTION INSTRUCTION.

AND THEN I'D LIKE TO ALSO INTRODUCE GINA FOXMAN, WHO SERVED AS OUR CO-CHAIR, WHO IS A PARENT IN THE DISTRICT, AND SHE IS GOING TO BE PRESENTING SOME INFORMATION AROUND THE PROCESS FOR SHAC TO YOU TODAY, AND, OF COURSE, EXECUTIVE DIRECTOR MICHAEL RUIZ, WHO HAS BEEN SUPPORTING THIS EFFORT THROUGHOUT.

AND I'LL TURN IT OVER TO THE TEAM.

THANK YOU. AND I WANT TO REITERATE THE THANKS TRULY.

THE SHAC HAS BEEN A LABOR OF LOVE AND NOBODY IS PAID FOR THEIR PARTICIPATION.

THEY'RE DONATING THEIR TIME JUST OUT OF LOVE FOR OUR DISTRICT.

AND THE SHAC REALLY IS ABOUT MAKING SURE THAT THE LOCAL COMMUNITY VALUES ARE REFLECTED IN OUR HEALTH EDUCATION.

AND THAT'S THAT'S WHAT THE PARENTS AND COMMUNITY MEMBERS WERE OUT TO DO.

BEFORE THAT PROCESS EVEN STARTED.

WE ONLY RECEIVED ONE APPROVED MATERIAL FROM THE STATE FROM THE STATE BOARD OF EDUCATION, WHICH PROMPTED US TO LAUNCH AN RFP PROCESS TO TRY TO CREATE A MORE ROBUST EVALUATION PROCESS.

WE USUALLY RECEIVE MORE CURRICULAR MATERIALS THAN JUST ONE.

SO IN THIS CASE, WE WENT OUT AND WE SOUGHT VENDORS WHO QUALIFIED.

THEN WE STARTED THE DTIMAT PROCESS, WHICH IS THE DISTRICT TECHNOLOGY AND INSTRUCTIONAL MATERIAL ALLOTMENT TEAM FOR NEW CURRICULUM THAT'S GOING TO ADDRESS THE UPDATED HEALTH STANDARDS THAT WILL GO INTO PLACE NEXT YEAR.

THE HEALTH STANDARDS WERE LAST UPDATED 20 YEARS AGO, SO THESE NEW STANDARDS REQUIRE NEW CURRICULUM MATERIALS.

THIS PROCESS STARTED BACK IN SEPTEMBER WHEN THE NEW CHARTER RULES WERE APPROVED HERE, AND THEN THAT CHARTER WAS PRESENTED IN DECEMBER AND APPROVED.

WE STARTED THIS DTIMAT PROCESS THROUGH PUBLIC VIEWINGS FOR STAFF.

IN JANUARY.

THERE WERE 14 DIFFERENT OPPORTUNITIES, BOTH FACE TO FACE AND ONLINE, BOTH IN THE MORNING AND IN THE AFTERNOONS FOR STAFF MEMBERS TO GO IN AND EVALUATE MATERIALS.

THAT VIEWING RAN THROUGH JANUARY AND THE VOTING TOOK PLACE THE WEEK OF JANUARY 20TH TO THE 26TH.

THOSE MATERIALS WERE THEN USED TO HELP DRIVE THE SHAC DECISIONS.

AND MS. FOXMAN, WHO IS OUR SHAC CHAIR, IS JUST GOING TO TALK TO US A LITTLE BIT ABOUT WHAT THAT PROCESS WAS AND HOW WE GOT TO WHERE WE ARE.

THANK YOU, EXECUTIVE DIRECTOR REES, AND THANK YOU TO THE BOARD OF TRUSTEES FOR HAVING ME HERE TODAY.

I'D LIKE TO BRIEFLY SPEAK ABOUT THE EVALUATION AND VOTING PROCESS THAT LED US TO THE RECOMMENDATIONS YOU WILL RECEIVE TODAY.

THE SHAC CONVENED ITS FIRST MEETING ON FEBRUARY 1ST, 2022, WHERE GENERAL ORIENTATION STYLE INFORMATION ABOUT THE SHAC WAS SHARED, INCLUDING HOW SHACK MEMBERS WOULD ENGAGE IN THE VETTING PROCESS THROUGH INDIVIDUAL REVIEW OF THE INSTRUCTIONAL MATERIALS.

AND ALSO INSTRUCTIONS WERE GIVEN ABOUT HOW AND WHEN MEMBERS COULD ACCESS THOSE MATERIALS.

AS YOU'LL SEE ON THE GRAPH, THE GOLD BAND INDICATES THE TIME FRAME IN WHICH MEMBERS WERE PERSONALLY ABLE TO ACCESS THE MATERIALS THROUGH MULTIPLE CHANNELS, INCLUDING A PRIVATE DIGITAL VIEWING PORTAL, OFFICE HOURS, AS WELL AS PUBLIC VIEWING SESSIONS.

ALSO AT THIS MEETING, SHAC MEMBERS WERE ADVISED TO FILL OUT AND SUBMIT THE COMMUNITY ADVISORY COMMITTEE ETHICS POLICY STATEMENT IN ORDER TO BE ABLE TO ACTIVELY

[02:55:03]

THE SHAC ALSO VOTED TO CONTINUE TO USE A MAJORITY VOTING PROCESS FOR FORMAL RECOMMENDATIONS.

ON FEBRUARY 22ND, THE SHAC MEETING FOCUSED ITS DISCUSSIONS AROUND THE MAIN AND SUPPLEMENTAL INSTRUCTIONAL MATERIALS RELATED TO K THROUGH 12 PHYSICAL EDUCATION.

THE CONVERSATION STARTED WITH THE PRESENTATION FROM THE PHYSICAL ACTIVITY AND FITNESS SUBCOMMITTEE THAT PROVIDED THE SHAC WITH A DEEP DOVE.

OVERVIEW OF THE SUBMITTED RESOURCES AND OPEN DIALOG THROUGH VERBAL AND CHAT BOX ENGAGEMENT THEN FOLLOWED AND VOTING FOR THE FORMAL RECOMMENDATIONS COMMENCED WHEN THE STAFF DIRECTLY EMAILED A GOOGLE FORM TO THOSE SHAC MEMBERS IN ATTENDANCE AT THE MEETING WHO HAD SIGNED AND SUBMITTED THE CONFLICT OF INTEREST FORM, ALLOWING THEM TO CAST THEIR VOTES ELECTRONICALLY.

I'D LIKE YOU TO PLEASE NOTE THAT THE SAME DISCUSSION AND ELECTRONIC VOTING PROCESS WERE USED AT ALL OF THE MEETINGS AND FOR ALL VOTES RELATED TO FORMAL RECOMMENDATIONS DURING THIS YEAR'S PROCESS.

THE MEETING ON MARCH 9TH WAS THE FIRST OF TWO MEETINGS WHERE THE SHAC FORMALLY DISCUSSED THE HEALTH EDUCATION MAIN AND SUPPLEMENTAL INSTRUCTIONAL RESOURCES FOR ALL STRANDS, INCLUDING HUMAN GROWTH AND DEVELOPMENT, REPRODUCTIVE AND SEXUAL HEALTH, AND ALSO THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE AND SEX TRAFFICKING. THE DIALOG AROUND THE HEALTH EDUCATION RESOURCES INCLUDED RESPECTFUL DISCOURSE AS WELL AS THOUGHTFUL QUESTIONS AND INSIGHTFUL COMMENTS.

FOR EXAMPLE, SHAC MEMBERS MOSTLY AGREED THE QUAVER ED MATERIALS WERE DEVELOPMENTALLY ENGAGING AND SCIENTIFICALLY SOUND FOR ALL HEALTH EDUCATION STRANDS FOR GRADES K THROUGH FIVE. MEMBERS ALSO SHARE THEIR OBSERVATIONS ABOUT HOW MUCH BETTER THE NUTRITION EDUCATION FOR OLDER GRADES WAS AND THE GOODHART WILCOX MATERIALS.

WHILE OTHER MEMBERS EXPRESSED HOW MUCH MORE COMPREHENSIVE THE MCGRAW-HILL MAIN INSTRUCTIONAL MATERIALS WERE WHEN IT CAME TO GRADES SIX THROUGH 12 REPRODUCTIVE AND SEXUAL HEALTH INSTRUCTIONS.

THESE DISCUSSIONS PROVIDED A SPRINGBOARD FOR THE IDEA OF USING TWO MAIN INSTRUCTIONAL RESOURCES FOR GRADES SIX THROUGH 12 MCGRAW-HILL FOR THE REPRODUCTIVE AND SEXUAL HEALTH INSTRUCTIONAL STRAND AND GOODHART WILCOX FOR ALL OTHER HEALTH INSTRUCTION.

ON MARCH 29, THE MEETING WAS A CONTINUATION AND EXPANSION OF THE HEALTH EDUCATION DIALOG, PARTICULARLY AROUND THE IDEA OF USING MCGRAW-HILL EXCLUSIVELY FOR THE GRADE 6 TO 12 REPRODUCTIVE AND SEXUAL HEALTH STRAND.

ADDITIONALLY, DISCUSSIONS WERE ALSO HAD AROUND POTENTIAL PARTNERSHIPS FOR CURRICULUM OVER REPRODUCTIVE AND SEXUAL HEALTH, AS WELL AS THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE AND SEX TRAFFICKING.

THE SHAC ALSO CONCLUDED THERE IS A NEED TO MAKE SURE THE DISTRICT IS OFFERING ITS STUDENTS THE BEST POSSIBLE REPRODUCTIVE AND SEXUAL HEALTH RESOURCES, ESPECIALLY GIVEN THE SMALLER AMOUNT OF CURRICULA AVAILABLE FROM THE STATE TO EVALUATE THIS TIME AROUND AND SUBSEQUENTLY PROPOSED ENGAGING IN AN ADDITIONAL SUPPLEMENTAL RESOURCE PROCUREMENT PROCESS NEXT YEAR FOR THE REPRODUCTIVE AND SEXUAL HEALTH INSTRUCTIONS.

ON APRIL 12, THE SHAC CONVENED TO HAVE ITS FINAL BRIEF DIALOG ABOUT HEALTH, EDUCATION, INSTRUCTION AND THEN MOVE FORWARD WITH EMAILING THE GOOGLE VOTING FORM TO ALL SHAC MEMBERS PRESENT AT THE MEETING TO PROVIDE THEIR VOTE ON RECOMMENDATIONS FOR ALL HEALTH EDUCATION FOR MAIN SUPPLEMENTAL AND PARTNERSHIP INSTRUCTION.

AS YOU CAN SEE, THE PROCESS WAS THOROUGH AND COMPLETED WITH FIDELITY, AND NOW IT IS MY PLEASURE TO PASS THE DISCUSSION BACK OVER TO CHIEF TREJO TO PRESENT YOU WITH THE FORMAL SHAC RECOMMENDATIONS.

THANK YOU. TRUSTEES.

ON THE NEXT TWO SLIDES YOU WILL SEE THE RECOMMENDATIONS FROM THE SHAC FOR YOUR CONSIDERATION ON A CONSENT AGENDA ITEM FOR THE END OF THIS MONTH.

THE FIRST SLIDE REPRESENTS THE RECOMMENDATIONS FOR PHYSICAL EDUCATION AND HEALTH INSTRUCTIONAL MATERIALS LAID OUT BY PARTICULAR GROUPED AREA.

THE LAST SLIDE PROVIDES THE SHAC RECOMMENDATIONS FOR THE SEXUAL REPRODUCTIVE HEALTH CURRICULUM AND PARTNERSHIPS.

JUST A REMINDER, AGAIN, THAT THIS SEXUAL HEALTH INSTRUCTION DOES REQUIRE A PARENT OPT IN CONSENT IN ORDER TO PARTICIPATE.

ANY STUDENT WHO DOES NOT SUBMIT THAT WRITTEN CONSENT WILL NOT BE ABLE TO PARTICIPATE IN THAT INSTRUCTION.

ON THE FORMAL PARTNERSHIP WITH THE AFTER SCHOOL PROGRAMING.

I JUST WANT TO HIGHLIGHT THAT THIS PARTICULAR AFTERSCHOOL OPTION DOES NOT IT IS NOT TAKING PLACE DURING THE SCHOOL DAY.

IT IS AN AFTERSCHOOL OPTION THAT DOES REQUIRE PRINCIPAL AND PARENT CONSENT TO PARTICIPATE AND THAT PRINCIPAL AND PARENTS ARE ABLE TO RECEIVE PREVIEWS OF THE CURRICULUM PRIOR TO PARTICIPATING IN THAT AFTERSCHOOL OPPORTUNITY.

THANK YOU SO MUCH FOR THIS OPPORTUNITY TO GIVE YOU AN UPDATE.

GOOD AFTERNOON, TRUSTEES, AND THANK YOU FOR HAVING ME.

I WANTED TO GIVE YOU OUR 2021 UPDATE FOR THE DALLAS EDUCATION FOUNDATION YEAR IN REVIEW.

IT WAS ANOTHER SUCCESSFUL YEAR IN TERMS OF FUNDRAISING AS WELL AS GRANT MAKING TO THE DISTRICT FROM A FUNDRAISING PERSPECTIVE, WHEN I FIRST TOOK STEWARDSHIP OF THE FOUNDATION,

[03:00:03]

IN 2021, WE HAD 153 NEW FIRST TIME DONORS.

ADDITIONALLY, WE HAD A ROBUST ANNUAL CAMPAIGN WHERE WE RAISED $233,000 IN OUR FINANCIAL POSITION IS QUITE STRONG.

WE HAVE AN UNRESTRICTED BALANCE OF $790,000.

A RESTRICTED BALANCE OF 3.3 MILLION.

2.3 MILLION OF WHICH IS RESTRICTED TO TORNADO AFFECTED SCHOOLS AND THEIR REBUILD FUND.

AND 92% IS OUR PROGRAM EXPENSE RATIO, WHICH BASICALLY MEANS HOW WELL ARE WE OR HOW LOW OUR GENERAL OPERATING EXPENSES ARE RELATIVE TO GRANTMAKING.

CHARITY NAVIGATOR SAYS THAT THEIR TARGET IS 85% OR HIGHER, SO WE ARE ABOVE THAT.

SO IN SUMMARY, WE HAVE GRANTED ABOUT $1.9 MILLION IN 2021 TO THE BENEFIT OF DALLAS ISD.

IN ADDITION TO THE MONETARY CONTRIBUTIONS, WE'VE ALSO DONE A NUMBER OF FACILITATIONS SO THAT THE DISTRICT COULD RECEIVE SOME SIGNIFICANT IN-KIND SUPPORT AND DONATIONS.

AND AND WE ALSO SPONSORED THE DALLAS ISD, DALLAS SUMMER MUSICALS, HAMILTON PROJECT.

OUR GOAL IS ALWAYS TO GIVE MORE THAN WE RECEIVE FROM A FOUNDATION PERSPECTIVE.

THE DISTRICT DID PROVIDE TO THE FOUNDATION ANNUAL CONTRIBUTION OF $120,500 IN 2021.

AND WE GRANT WE GRANTED OUT ALMOST 1.95 MILLION, WHICH IS A RETURN ON INVESTMENT TO THE DALLAS ISD OF ABOUT 16 X. JUST A QUICK YEAR END SUMMARY.

SOME OF THIS I'VE ALREADY MENTIONED, WE HAVE IN ADDITION TO WE HAVE A PLEDGED BALANCE OF ABOUT 884,000, A MAJORITY OF WHICH IS IS RESTRICTED TO THE REVERCHON PARK BALL FIELD PROJECT.

AND WE'VE INCREASED OUR OUR AWARENESS IN THE COMMUNITY BOTH INTERNALLY WITHIN DALLAS ISD AS WELL AS EXTERNALLY TO THE COMMUNITY AS TO WHO WE ARE AND HOW WE SUPPORT THE DISTRICT.

WE'VE ALSO BEEN NAMED CHARITY OF CHOICE BY ORGANIZATIONS FIVE TIMES THIS YEAR.

THAT HAD NOT HAPPENED IN THE PREVIOUS YEARS, SO WE'RE PRETTY EXCITED ABOUT THAT AND WE HOPE TO INCREASE THAT IN THE NEXT YEAR.

ADDITIONALLY, WHAT I THINK IS IMPORTANT IS THAT OUR GOAL IS ALWAYS TO SUPPORT ALL TRUSTEE DISTRICTS AND THIS IS A DISAGGREGATED CHART, BUT IT DOES SHOW THAT ALL TRUSTEE DISTRICTS HAVE BEEN SUPPORTED AND ARE CURRENTLY SUPPORTED BY THE DALLAS EDUCATION FOUNDATION.

THANK YOU. I BELIEVE THAT CONCLUDES OUR REPORT.

WE WILL BE GLAD TO ENTERTAIN QUESTIONS FROM THE TRUSTEES.

WE WILL START WITH TRUSTEE FOREMAN, FOLLOWED BY GARCIA, FOLLOWED BY CARREON.

I WANT TO START WITH THAT IS FAR TOO MANY REPORTS TO HAVE TO GO BACK AND ASK QUESTIONS OF AT ONE TIME.

THAT'S JUST FAR TOO MANY REPORTS AND I'M TRYING TO CAPTURE AS MUCH AS I CAN, AND I GUESS I'LL JUST THAT'S JUST NOT THE WAY TO DO IT.

THAT'S JUST UNFAIR TO TRUSTEES TO BE ABLE TO TRY TO REMEMBER ALL THAT.

BUT LET'S JUST START WITH THE COLLEGE AND CAREER READINESS.

SO BRIAN AND I JUST JUST A FEW QUESTIONS.

FIRST OF ALL, THANK YOU FOR THE REPORT, BUT I STILL HAVE SOME CONFLICTS ON WHAT THE NEW PROGRAM IS GOING TO LOOK LIKE COMPARED TO WHAT THE CURRENT PROGRAM IS.

AND THERE WERE INDICATIONS THAT THE RATIO PER ACCESS PROVIDER WOULD BE MORE EQUALIZED. WELL, FOR ME, IF YOU'VE GOT A CHOICE SCHOOL WITH 300 CHILDREN AND AN ACCESS PROVIDER AND THEN YOU'VE GOT A HIGH SCHOOL WITH 2000 CHILDREN AND AN ACCESS PROVIDER, HOW ARE WE GOING TO EQUALIZE THAT? YEAH, ABSOLUTELY.

AND THAT'S EXACTLY I DIDN'T EXPLAIN IT WELL, BUT THAT'S EXACTLY WHAT WE'RE AIMING AT, IS MAKING SURE THERE'S PROPORTIONALITY.

SO, FOR EXAMPLE, A SCHOOL THAT HAS 400 STUDENTS VERSUS A SCHOOL THAT HAS 1000 STUDENTS, THE NUMBER OF STAFF SUPPORTING IT FROM THE COLLEGE ACCESS PROGRAM WOULD BE SIGNIFICANTLY LARGER FOR THE STUDENT WITH A SCHOOL WITH 1000 STUDENTS.

SO LET ME GIVE YOU AN EXAMPLE.

AT THE 9TH AND 10TH GRADE.

WE'RE SUGGESTING THAT THE RATIO OF COLLEGE AND CAREER ACCESS ADVISING PROGRAM STAFF, PERSON BE 400 STUDENTS TO ONE IN

[03:05:10]

AT 11TH AND 12TH GRADE, WE'RE REDUCING IT SO THAT THERE CAN BE MORE TIME AND MORE ATTENTION TO SOME OF THE DETAILS THAT ARE REQUIRED AT THE JUNIOR AND SENIOR YEAR.

SO THAT WOULD MEAN THAT THE RATIO WOULD GO INSTEAD OF 400 TO ONE AS IT IS IN NINTH AND 10TH GRADE, IT WOULD GO 201 RESPECTIVELY.

SO LET ME GIVE YOU AN EXAMPLE.

I THINK THIS MIGHT BE HELPFUL.

LET ME GIVE AN EXAMPLE OF CARTER HIGH SCHOOL, JUST SO YOU UNDERSTAND THE RATIOS.

SO IF YOU LOOK AT CARTER HIGH SCHOOL WHEN YOU TOOK THE ENROLLMENT AND LET'S SAY AT NINTH GRADE, THERE WERE 336 STUDENTS, AND THERE ARE.

THEN THERE WOULD BE ONE PERSONNEL ATTACHED TO NINTH GRADE BECAUSE IT'S A ONE, 400 WAIT ROUND A 10TH GRADE.

THERE ARE CURRENTLY 330 STUDENTS.

THEY WOULD GET ONE MORE.

THEY WOULD GET ONE MORE STAFF PERSON BECAUSE AGAIN, 400 TO ONE RATIO.

AS WE GET TO 11TH GRADE, THERE ARE 243 STUDENTS.

AND REMEMBER 11TH AND 12TH GRADE, THE RATIOS ARE 200 TO ONE.

SO THEY WOULD GET ANOTHER STAFF MEMBER FOR 11TH GRADE AND THEN A 12TH GRADE THERE ARE 210 STUDENTS.

THERE WOULD BE ONE MORE STAFF MEMBER.

SO COLLECTIVELY THE SCHOOL WOULD GET FOUR ALLOCATIONS IF YOU TOOK A SMALL SCHOOL TO YOUR POINT, LIKE ONE OF OUR SMALL HIGH SCHOOLS, LIKE A NEW TECH, THOSE NUMBERS WOULD BE SIGNIFICANTLY LESS BECAUSE THE NUMBER OF STUDENTS THERE ARE SIGNIFICANTLY LESS.

SO THESE ARE ACCESS PROVIDERS, STAFF OR DISD STAFF.

THESE ARE COLLEGE ACCESS, COLLEGE AND CAREER ADVISING PROGRAM STAFF.

SO THE FOLKS WHO ARE APPLYING TO RFP, THEY WOULD BRING THEIR PERSONNEL TO SUPPORT OUR STUDENTS JUST AS THEY DO NOW.

BUT WE'RE PUTTING MORE PARAMETERS IN PLACE TO SUPPORT OUR STUDENTS.

HOW DOES THAT INTERACT WITH THE COUNSELORS ON THE CAMPUS? I THINK IT REALLY IN HIGH SCHOOL, IT REALLY HELPS TO FIND THE LINES IN THE LANES.

SO WITH OUR COUNSELORS, WE'VE HEARD SOME VOICES FROM THEM SAYING THAT, YOU KNOW, THEY FEEL LIKE SOME OF THE SCOPE OF WORK AT TIMES IS TOO MUCH.

RIGHT? PARTICULARLY AFTER THE PANDEMIC AND DURING THE PANDEMIC.

SO WHAT THIS DOES THIS REALLY ALLOWS OUR COLLEGE AND CAREER ADVISING TEAMS TO BE FOCUSED ON THOSE THOSE ASPECTS THAT ARE REALLY OUTLINED IN EA LOCAL AROUND OUR EXPECTATIONS FOR THE FUTURE FOR OUR KIDDOS AND OUR COUNSELORS CAN SPEND MORE TIME ON GUIDANCE AND STUDENT WELLNESS AND JUST THEIR SOCIAL EMOTIONAL WELL-BEING.

SO WILL ACCESS PROVIDERS ALSO BE IN MIDDLE SCHOOLS? NO, WE WENT TO COLLEGE ACCESS PROVIDERS IN MIDDLE SCHOOLS.

OKAY. I THOUGHT I HEARD HEARD THAT.

BUT AGAIN, IT WAS SO MUCH TO TAKE IN.

I HAVE SOME MORE QUESTIONS, BUT I'LL JUST PUT THOSE IN WRITING TO YOU.

THANK YOU. YES, MA'AM.

BECAUSE ALL THESE REPORTS AND YOU GOT 10 MINUTES TO TRY TO ASK ALL THESE QUESTIONS.

WE GOT 20 MINUTES.

YOU GIVE ME 20 MINUTES? TEN AT A TIME. NO, NO, THAT'S THAT'S A DISADVANTAGE.

AND I'M BEING VERY CLEAR ABOUT THAT.

I DON'T LIKE IT FOR THE DALLAS EDUCATION FOUNDATION.

I WANT TO START OUT JUST BY MAKING THIS THIS COMMENT TO THE SUPERINTENDENT.

SUPERINTENDENT HINOJOSA, I THINK THE DALLAS EDUCATION FOUNDATION SHOULD MAKE A FINANCIAL REPORT TO THE BOARD.

I'M GRATEFUL BECAUSE I CAME HERE WHEN THE EDUCATION FOUNDATION WAS NOT REALLY OPERABLE.

BUT AT THE SAME TIME, I THINK THERE IS A FINANCIAL RESPONSIBILITY TO REALLY UNDERSTAND WHAT'S GOING ON AT THE DALLAS EDUCATION FOUNDATION.

AND WHILE THE REPORT THAT YOU GAVE US IS A GOOD REPORT, I THINK WE NEED FINANCIALLY TO KNOW EXACTLY WHAT YOU'RE DOING AND WHERE ARE YOU DOING IT AND HOW ARE YOU DOING IT? BECAUSE I CANNOT POINT TO ANYTHING IN DISTRICT SIX THAT THE DALLAS EDUCATION FOUNDATION.

THAT DOESN'T MEAN THAT THEY HAVEN'T.

WHAT I SAID IS I CAN'T POINT TO ANYTHING.

SO WITH A COMPREHENSIVE REPORT, I DON'T HAVE TO ASK THOSE QUESTIONS.

AND SO I JUST THINK IT WOULD BE INCUMBENT UPON THE THE DALLAS EDUCATION FOUNDATION TO DO A COMPREHENSIVE WRITTEN FINANCIAL REPORT.

AND I HAVE YOUR PROGRAMS THAT YOU TALKED ABOUT, THE COVID CTE, DISD SPONSORSHIPS AND THOSE KINDS OF THINGS.

BUT THAT REALLY DOESN'T HELP ME TO HAVE A CLEAR UNDERSTANDING.

AND THAT'S ALL I WANTED TO JUST SAY ABOUT THAT.

THANK YOU. SO LET'S GO TO SCHOOL HELP.

AGAIN, THIS IS WHY IT'S SO DIFFICULT TO DEAL WITH SO MANY OF THESE SUBJECTS THAT ARE ALL IMPORTANT AT ONE

[03:10:03]

I JUST HEARD EARLIER TODAY THAT PARENTS HAVE AN OPT OUT ON [INAUDIBLE] . LET ME FINISH ON [INAUDIBLE] AND FASFA.

BUT WE TELL THEM LATE IN THE GAME.

SO ON THE SCHOOL HEALTH, ARE WE TELLING THEM EARLY OR LATE? BECAUSE IF WE'RE GOING TO THEM OFFERING THE PROGRAM AND DON'T TELL THE PARENTS UPFRONT AND I HEARD YOU SAY THEY HAVE TO YOU HAVE TO HAVE WRITTEN PERMISSION.

I HEARD THAT. BUT I WANT TO BE ENSURED THAT THE PARENTS ARE FINDING OUT UP FRONT.

YES, MA'AM. TRUSTEE FOREMAN I HAVE ACTUALLY ALREADY BEEN IN CONTACT WITH CHIEF DANIELS ABOUT MARKETING PROGRAM TO EARLY IN THE FALL OR STARTING RIGHT AWAY.

LET PARENTS KNOW ABOUT THE OPT IN FORM AS A GENERAL MARKETING OCCURRENCE SO THAT WE CAN MAKE SURE WE'RE COMMUNICATING THIS OPTION TO PARENTS. IN ADDITION, THE LAW REQUIRES US TO NOTIFY PARENTS A MINIMUM OF 14 DAYS PRIOR TO THE ACTUAL DATE OF INSTRUCTION.

AND ON THE FORM WE HAVE TO NAME THE DATE OF INSTRUCTION AND THEN REQUEST THE FORM TO BE RETURNED BY A CERTAIN DATE.

SO WE'RE GOING TO BE WORKING VERY HARD TO ENSURE THAT OUR PARENTS UNDERSTAND THEY HAVE THE RIGHT TO OPT IN AND THAT THEY MUST OPT IN IN ORDER TO RECEIVE INSTRUCTION. AND THEN ALSO MONITORING THAT WE'RE RECEIVING THOSE FORMS AND KEEPING TRACK OF THEM EFFECTIVELY.

SO WHAT WOULD PARENTS, WHAT INFORMATION WOULD THEY GET TO KNOW WHAT THEY'RE OPTING INTO? YES, MA'AM. AS PART OF THE MARKETING PROGRAM AND AS PART OF THE ACTUAL FORM ITSELF, THERE IS THE ABILITY TO GO ONLINE, TO VISIT THE CURRICULUM MATERIALS AND VIEW THEM SO THAT THEY HAVE THE OPPORTUNITY TO SEE WHAT MATERIALS ARE BEING PRESENTED.

SO YOU'VE SAT HERE MANY TIMES TO HEAR US TALK ABOUT SOME OF THE PROBLEMS WITH ACCESS.

IN REGARDS TO TECHNOLOGY.

AND SO, AGAIN, THAT BECOMES A CONCERN THAT WE MAKE SURE THAT PARENTS ACTUALLY KNOW WHAT THEY'RE OPTING IN TO.

SO I WOULD DIG A LITTLE DEEPER THAN JUST ALLOWING THEM TO BE ABLE TO GO ONLINE.

SO ANOTHER QUESTION IS TRUSTEE FOREMAN.

WE'RE GOING TO COME BACK FOR A SECOND ROUND HERE IN A SECOND.

AND YOU'RE CONCERNED ABOUT THE AMOUNT OF.

THIS IS WHY IT'S RIDICULOUS BECAUSE YOU DON'T GET A CHANCE TO ASK QUESTIONS AND YOU SHOULD HAVE HAD CONTROL OF THIS.

IT'S TOO MANY PEOPLE UP THERE REPORTING.

THANK YOU. IT'S BEEN NOTED. WE'LL MAKE SURE THAT THAT GOES THROUGH.

NEXT UP, WE'RE GOING TO GO TO TRUSTEE GARCIA.

GOOD AFTERNOON.

I'D LIKE TO START WITH QUESTIONS BY SLIDE ORDER.

I'LL START ON PAGE SLIDE FIVE.

GIVEN THE COLLEGE AND CAREER ADVISING PROGRAM UPDATE A QUESTION ON THE RFP PROCESS.

SO IF I UNDERSTOOD CORRECTLY ALONG THE LINES IS WE WILL BE INCREASING THE NUMBER OF STAFF MEMBERS IN FRONT OF STUDENTS FOR COLLEGE AND CAREER ADVISING.

ABSOLUTELY. YES, MA'AM.

AND THE RFP PROCESS IS CLOSED.

THOSE WON'T COME TO THE BOARD UNTIL JUNE.

IS THAT THE CHOICE OF A PROVIDER ON CAMPUS STILL AT THE DISCRETION OF THE CAMPUS PRINCIPAL OR WHO MAKES THE CHOICE? IT IS UP TO THE CAMPUS PRINCIPAL, JUST AS THEY HAVE IN THE PAST.

THEY'LL MAKE A SELECTION. THE DIFFERENCE WILL BE ONCE IT MAKES US MAKE THAT SELECTION, IT WILL BE A TWO YEAR SELECTION RATHER THAN ONE YEAR.

SO WE CAN MAINTAIN BETTER CONSISTENCY AND COHERENCE OF PROGRAMING.

GREAT. THAT WAS MY NEXT QUESTION.

THANK YOU. AND THE GRADE LEVEL SUPPORT, BASED ON THE TIERS THAT YOU PROVIDE AT THE 400 TO 200 PER GRADE LEVEL THAT IS HELD AT THE DISCRETION OF THE CAP PROVIDER, OR IS THAT A CAMPUS MANDATED ALLOTMENT? THAT'S PART OF THE RFP. SO WE'RE OUTLINING THAT AS A CRITERIA.

DR. ROGERS, GO AHEAD. YES, THAT'S A CONDITION OF THE PROPOSAL.

OKAY. VERY WELL. THANK YOU.

SO TO ME, THAT SEEMS LIKE THAT HAS THE CAPACITY OF DRAMATICALLY INCREASING THE NUMBER OF STAFF MEMBERS IN FRONT OF STUDENTS, JUST GIVEN THE NUMBERS THAT YOU'VE ALREADY SHARED.

IT'S SIGNIFICANT IN NUMBER, BUT AGAIN, IT HELPS US EQUALIZE TO ENSURE ALL STUDENTS ARE GETTING THE SAME BEST SUPPORT.

OKAY. IS THERE AN INDICATION TO DATE THAT THOSE THOSE NUMBERS WOULD NOT BE MET BY OUR CURRENT NUMBER OF PROVIDERS?

[03:15:06]

SO I DON'T HAVE THE LIST YET OF THE POSSIBLE VENDORS.

SO ONCE WE LOOK AT THAT, OBVIOUSLY WE LOOK AT BANDWIDTH BECAUSE I DO I WONDER THE SAME THING EVEN WITH THE CONCERNS OF STAFFING AROUND SCHOOLS, ETC., TO MAKE SURE THAT WE ARE ABLE TO DO THAT. BUT WE'LL KNOW SOON ENOUGH.

AND IT'S MY UNDERSTANDING THAT THESE ARE [INAUDIBLE] CLOSELY, IF NOT ENTIRELY, TOWARD DISTRICT GOALS AROUND CCMR. ABSOLUTELY. YES, VERY WELL.

OKAY. THANK YOU.

AND LET ME MOVE ON REALLY QUICKLY TO SLIDE SEVEN ON PROGRAMMATIC EQUITY FOR CHOICE PROGRAMS. SO I'M GENUINELY CURIOUS HERE AND I REALLY APPRECIATE THE BREAKDOWN BY STUDENT GROUPS HERE.

A STUDENT GROUP THAT I'M PARTICULARLY CONCERNED ABOUT IS OUR MALES, PARTICULARLY OF MALES OF COLOR.

WE HAVE THIS BY STUDENT GROUPS, RACIAL, ETHNIC IDENTITY.

IS THERE ANY INDICATION THAT THERE ARE MAJOR DISCREPANCIES BY GENDER OR GENDER BY STUDENT GROUPS IN ANY OF THESE CHOICE PROGRAMS? I'D HAVE TO BREAK THAT DOWN FOR YOU.

I DON'T HAVE THAT. THIS DATA IS A COLLECTION OF MULTIPLE DEPARTMENTS, BUT BY GENDER, WE CAN WE CAN LOOK AT IT.

OKAY. I'M ALSO JUST ENCOURAGED BY THE GROWTH IN SOME OF THE STUDENT GROUPS THAT YOU'VE OUTLINED.

SO THANK YOU FOR THE WORK AND MAKING SURE THAT WE HAVE MORE PROGRAMMATIC EQUITY ACROSS THE DISD.

AND NOW SLIDE NINE.

ACTUALLY LET ME SKIP THAT ONE THING.

TRUSTEE FOREMAN ALREADY TOUCHED ON THAT.

AND THEN I'M GOING TO GO TO SLIDE 17.

FIRST OF ALL,[INAUDIBLE], YOU'RE STILL IN THE ROOM.

OKAY. WELL, FIRST OF ALL, CONGRATULATIONS, AND THANK YOU FOR THIS GREAT REPORT.

IT'S REALLY WONDERFUL TO SEE JUST HOW MUCH DALLAS EDUCATION FOUNDATION IS DOING FOR OUR STUDENTS HERE IN DISD.

ON THIS SLIDE, YOU'RE EVENT SUMMARY.

YOU'VE GOT A STUDENT SCHOLARSHIP, 25K IN STUDENT SCHOLARSHIPS.

JUST CURIOUS, IS THIS PART OF THE SUPERINTENDENT SCHOLARSHIP PROGRAM OR IS THIS SEPARATE AND APART? THIS IS A SEPARATE PROGRAM.

WE TEND NOT TO DO SCHOLARSHIPS AS WE TRY TO MOVE THE NEEDLE FOR ALL STUDENTS.

BUT THERE WAS A SIGNIFICANT OPPORTUNITY AT THE LAW MAGNET AND IT WAS THROUGH A DONOR PARTNER.

SO EACH YEAR WE AWARD TWO DESERVING YOUNG WOMEN WITH ELIZA FERRO GILLESPIE INTREPID WOMEN'S SCHOLARSHIP OF $10,000 EACH.

AND ACTUALLY, THE CEREMONY AND THE ANNOUNCEMENT IS TOMORROW AT THE LAW MAGNET.

WELL, THANK YOU. THANK YOU.

THAT SOUNDS AMAZING.

AND I CONSTANTLY HAVE SEEN DF ON MEDIA MENTIONED SO I VERY MUCH AGREE WITH A LOT.

I'VE SEEN YOU A LOT IN THE MEDIA FOR ALL REALLY GOOD THINGS.

AND NOW THAT I CAN ACTUALLY READ MY WRITING, I WILL GO BACK TO SLIDE NUMBER NINE.

AND I HAD A QUESTION HERE AROUND THE OUR APPROACH TO MAKING MORE VISITS IN PERSON.

SO A LOT OF THE ADVERTISING MARKETING AROUND SUPPORTING STUDENTS TO FILL OUT AN APPLICATIONS WERE DONE VIRTUALLY BECAUSE OF THE PANDEMIC.

NOW THAT WE'RE PHASING HOPEFULLY OUT OF THE PANDEMIC ENTIRELY AND WORKING MORE FACE TO FACE, DO WE HAVE ANY IDEAS OR ANY THINGS THAT WE'RE DOING DIFFERENTLY TO SUPPORT STUDENTS IN THAT IN-PERSON FILL IN APPLICATIONS, ONE CHOICE, ETC.? WE DO. IN FACT, OUR MANUAL THAT WE CREATED FOR OUR MENTORS, THAT WAS TO BE FACE TO FACE.

NOW THAT WE'RE MOVING REALLY AFTER TESTING THE CAMPUSES WILL START BACK UP AGAIN WITH SITTING DOWN WITH THE KIDS, WALKING THEM THROUGH HOW ALL OF THE PIECES WORK.

AND THEN AT THE SAME TIME, AT ONE POINT THIS WAS I KNOW DR.

QUINN TALKED ABOUT THIS WAS A MAGNET GOAL AND WE DID THE MAGNET MENTORS.

BUT WHAT WE LEARNED WHEN WE SIT DOWN WITH THE KIDS, THEY WANTED TO KNOW MORE THAN JUST ABOUT MAGNET SCHOOLS.

AND SO DR. ROGERS REQUESTED THAT OUR MENTORS REALLY SUPPORT ALL OF OUR PROGRAMS SO THAT WHEN YOU SIT DOWN WITH A CHILD BASED ON WHERE THEY LIVE, BASED ON THEIR GRADE LEVEL, THAT THEY'RE GOING INTO KIND OF ROLL OUT A CATALOG TO GIVE THEM SOME OPTIONS.

AND THAT'S THAT'S EXACTLY WHAT I WHAT I WAS HOPING THAT THE RESPONSE WOULD GO TO, WHICH IS ESSENTIALLY, CAN WE SIT DOWN WITH FAMILIES? I KNOW THAT WE DID THIS AS A A GOAL TO REDUCE THE DISCREPANCIES AND THE STUDENT GROUPS THAT ARE TAKING PART OF THESE PROGRAMS. BUT I THINK AS WE TIE THAT TO WHAT THEY WANT FOR THEMSELVES AFTER HIGH SCHOOL, THAT THAT IS WHAT YOU'RE SPEAKING OF.

AND WHAT'S THE EARLIEST GRADE THAT THIS ONE ON ONE CONVERSATION IS HAPPENING.

YEAH. FOR US, WE'VE REALLY BEEN TARGETING FIFTH GRADE IN EIGHTH GRADE.

THAT'S WONDERFUL. THAT WAY WE'RE REALLY LOOKING AT KIDS THAT ARE GOING TO BE LOOKING FOR AN NEXT SCHOOL OPTION.

THAT'S WONDERFUL. AND AS DR.

LUSK AND I HAVE TALKED ABOUT EXTENSIVELY, YOU KNOW, THE EARLIER WE GET BETTER, THE EARLIER WE GET STARTED, THE BETTER.

[03:20:04]

SO THANK YOU SO MUCH.

AND THAT CONCLUDES MY QUESTIONS FOR ROUND ONE.

THANK YOU. TRUSTEE GARCIA.

TRUSTEE CARREÓN FOLLOWED BY TRUSTEE MARSHAL.

THANK YOU, PRESIDENT MACKY.

I'LL TRY TO GO IN ORDER AS WELL.

MY FIRST QUESTION IS AROUND THE STUDENT ADVISOR RATIOS.

THEY'LL BE BACK. THEY'LL BE SO EXCITED.

GOOD. YES, SIR.

YOU SLAMMED YOUR BOOK DOWN? I'M GOOD. WHAT IS? I HEARD YOU SPEAK TO THE 400 TO 1 IN 9TH AND 10TH GRADE AND THEN THE 200 TO 1 AND 11TH AND 12TH GRADE.

WHAT IS OUR CURRENT RATIO? AND I KNOW IT'S NOT GOING TO BE A PRETTY.

CURRENTLY, WE DON'T HAVE A RATIO.

WE JUST PAY A DOLLAR AMOUNT PER STUDENT.

AND SO IT'S LEFT UP TO THE ADVISOR.

SO THE STUDENT TO ADVISOR RATIO IS SIGNIFICANT, REALLY HIGH.

AND I WANT TO PREFACE I SHOULD PREFACE ALL THIS BY SAYING I'M SUPER SUPPORTIVE OF THIS WORK AND I THINK WE'RE MOVING IN THE RIGHT DIRECTION AND I'M EXCITED ABOUT IT.

AND AND SO I'M HAPPY TO SEE THIS, IS THIS SO THIS IS THE 400 TO 1.

200 TO 1 IS WHAT I CAN EXPECT IN THE FALL.

YES, SIR. AND IS THIS WHERE WE WANT TO BE OR BASED ON PROFESSIONAL STANDARDS IN THIS SPACE, ARE WE LOOKING TO MOVE TO IMPROVE THAT RATIO MOVING FORWARD? THESE RATIOS ARE EXCELLENT THAT WE'RE REALLY GOING TO HELP MOVE OUR WORK? I MEAN, IF YOU THINK ABOUT WHAT DR.

ROGERS JUST SAID, WE'RE USING A DOLLAR AMOUNT.

SO WHAT THAT MEANS IS LIKE YOU'VE GOT A DIFFERENT RATIOS OF DIFFERENT SCHOOLS, RIGHT? WE'RE PROBABLY CUTTING THE RATIOS IN HALF AT THE SENIOR YEAR, WITH THE 200 TO 1 FOR A LOT OF OUR KIDDOS AND LOT OF OUR SCHOOLS.

SO I THINK WE CAN WE WILL HAVE A LOT OF SUCCESS WITH THE RATIOS WE HAVE AND THE VERTICAL SUPPORT STARTING IN NINTH GRADE.

OKAY. THANK YOU FOR THAT.

MY NEXT QUESTION IS FOR ANGIE AND THE TEAM.

HELLO. REFRESH MY MEMORY.

WHAT IS A MENTOR LIKE IN THIS SPACE? I KNOW WHAT A MENTOR IS, BUT.

A MENTOR IN THIS SPACE IS A DISTRICT EMPLOYEE, EITHER A CAMPUS OR A CENTRAL OFFICE EMPLOYEE THAT VOLUNTEERS TO WANT TO SUPPORT KIDDOS THROUGH THE APPLICATION PROCESS. AND IF YOU DECIDE THAT YOU WANT TO DO IT, THERE'S AN ORIENTATION, THERE'S A HANDBOOK, AND WHAT YOU ARE GIVEN IS A LIST OF STUDENTS THAT YOU CAN REACH OUT TO, SIT DOWN WITH THEM, MENTOR THEM THROUGH WHAT IS A MAGNET APPLICATION? WHAT IS A P-TECH APPLICATION? WHAT DOES A TRANSFORMATION SCHOOL MEAN? AND FROM THAT POINT, WE CALL THAT OUR MENTOR, OUR MENTOR PROGRAM.

AND THIS IS FIFTH GRADE AND EIGHTH GRADE.

AND IS IT CAN IF I MET, DOES IT MATTER WHAT CAMPUS I'M ON? DOES EVERY CAMPUS EXPECT A MENTOR OR HOW DOES THIS WORK? ANYONE THAT WANTS TO VOLUNTEER, THAT'S WHY WE WERE EXCITED LAST YEAR WE HAD 30 THAT WERE THAT WERE WANTING TO BE VOLUNTEERS AND THIS YEAR WE HAVE OVER 100 THAT WANTED TO BE VOLUNTEERS. SO AND THIS WAS STARTED A COUPLE OF YEARS AGO, WE HAD A COMMUNITY MEMBER THAT HAD COME IN AND MET WITH US AND REALLY HAD THE IDEA AROUND.

HE HAD HELPED A KID IN HIS NEIGHBORHOOD GO THROUGH THE MAGNET APPLICATION PROCESS AND WOULD WE BE OPEN TO SOMETHING LIKE THAT.

AND WE LOVE THE IDEA.

AT THE TIME, I THINK IT WAS LESLIE WILLIAMS AND PAM AND I THAT SAT DOWN WITH WITH HIM AND KIND OF OUTLINED, HOW DO WE ACCELERATE THAT? AND NOW IT'S MORPHED INTO MORE MENTORS, MORE PROGRAMS, REALLY JUST MORE SUPPORT FOR OUR FAMILIES THAT DON'T KNOW ALL OF THE OPTIONS.

AND YOU TOUCHED ON WHAT I WAS GOING TO ASK NEXT IS, IS IF I HAVE FAMILY MEMBERS THAT REACH OUT TO ME, THEY WANT TO BE MENTORS OF COMMUNITY MEMBERS, NOT NOT STAFF.

CAN THEY BE CURRENTLY MENTORS OR? CURRENTLY? WELL, IF YOU ARE A MENTOR, THERE IS A STIPEND FOR THAT.

YOU'D HAVE TO BE A STAFF MEMBER.

OKAY. WHAT DO YOU WHAT WOULD ONE SAY TO A PARENT, FOR EXAMPLE, AT A SCHOOL THAT SUPER EXCITED ABOUT THE SCHOOL, BUT THEY WANT TO, YOU KNOW, SPREAD THE GOSPEL TO SOME OTHER SCHOOL.

THEY WANT TO HELP SOMEONE THROUGH THE PROCESS.

HOW DO THEY GET ENGAGED? I WOULD SAY TELL THEM TO REACH OUT TO OUR TEAM BECAUSE WE WOULD.

WE LOVE THE PARTNERSHIP AND WE LOVE THE ENGAGEMENT.

OKAY. THANK YOU. AND THEN MY NEXT QUESTIONS ARE AROUND THE SHACK STUFF.

DO WE KNOW? AND IF YOU KNOW NOW, THAT'LL BE GREAT, WHAT PERCENTAGE OF ELIGIBLE STUDENTS OPT IN? THE OPT IN IS A NEW TEXAS EDUCATION CODE OPPORTUNITY.

SO AT THIS POINT, WE DON'T HAVE PERCENTAGES OF OPT IN BECAUSE THIS WILL BE THE FIRST THE FIRST INDICATION IN THIS UPCOMING SCHOOL YEAR HAVING THAT IN PLACE.

OKAY. WHEN IS THAT? WHEN IS THE DEADLINE TO OPT IN? I GUESS SO.

AS STATED EARLIER, I'M GOING TO BE WORKING WITH CHIEF DANIELS TO MARKET THE OPPORTUNITY FOR THE OPT-IN FOR PARENTS.

[03:25:06]

SO THAT IS THE PARAMETERS OF THE CALENDAR.

I WOULD BE VERY INTERESTED MOVING FORWARD TO KNOW WHAT THAT IS, BUT THEN ALSO TO HAVE KIND OF A DEMOGRAPHIC BREAKDOWN OF WHAT THAT IS SPECIFICALLY AS IT RELATES TO BILINGUAL [INAUDIBLE] STUDENTS.

I JUST HAVE CONCERNS AROUND THEIR ACCESS TO THIS TYPE OF IMPORTANT INFORMATION IN EDUCATION.

YES, SIR. WE'LL BE TRACKING AND MONITORING THAT.

AND THEN THANK YOU.

THAT'S IT. AND THEN MY LAST THING IS FOR [INAUDIBLE].

YOU CAN STAY RIGHT THERE. IT'S JUST I JUST WANT TO SAY THANK YOU FOR EVERYTHING THAT YOU DO.

I ATTENDED THE EDUCATOR OF THE YEAR AWARD OR EVENT THIS WEEK, AND THAT WAS WELL DONE, EMCEED HERE BY MR. RUIZ HERE. AND SO THAT WAS GREAT.

AND I JUST WANT TO JUST SAY FOR EVERYONE, FOR EVERYONE'S BENEFIT, THE SECONDARY PRINCIPAL TEACHER OF THE YEAR RESIDES NOW IN DISTRICT EIGHT.

CONGRATULATIONS TO PRINCIPAL [INAUDIBLE].

THANK YOU. TO BE CLEAR, SHE WAS IN DISTRICT TWO WHEN SHE WON IT.

I'M JUST SAYING.

THANK YOU, [INAUDIBLE].

CONGRATULATIONS ON HER PROMOTION.

WE'RE GOING TO GO TO TRUSTEE MARSHALL, FOLLOWED BY TRUSTEE MICCICHE.

SO FIRST I WANT TO MAKE A MOTION THAT WE PUT MICROPHONES ON THE SECOND ROW SO THAT THEY DON'T HAVE TO KEEP SWITCHING SEATS.

SO IF IT COULD TAKE CARE OF THAT, THAT WOULD BE GREAT.

SO I'M THRILLED WITH THIS REPORT.

ALL FOUR OF THESE ITEMS ARE NEAR AND DEAR TO MY HEART AND JUST SUPER EXCITED WITH THE PROGRESS THAT WE'RE MAKING ON ALL OF THEM AND I'LL TOO TRY TO GO IN ORDER.

YOU, BRIAN, YOU ANSWERED SEVERAL OF MY QUESTIONS IN RESPONSE TO TRUSTEE FOREMAN ABOUT THE RATIOS, AND I BELIEVE TRUSTEE CARREÓN HAD ASKED ABOUT THE RATIO IN DISD.

I DON'T KNOW WHAT IT IS IN DISD, BUT I KNOW AT THE STATE LEVEL IT'S CLOSE TO A 600 TO 1 RATIO OF STUDENTS TO COUNSELORS.

AND FOR US TO GET DOWN TO 200 TO 1 AND THE 11TH AND 12TH GRADE IS TERRIFIC.

SO KUDOS TO YOU AND YOUR TEAM FOR HEADED IN THIS DIRECTION.

I THINK YOU'LL FIND A LOT OF SUPPORT AROUND THIS BOARD TABLE FOR FURTHER INVESTMENTS IN THIS SPACE, NOT ONLY TO CHANGE THAT RATIO, BUT TO FURTHER COME UP WITH INITIATIVES AND IDEAS TO PUSH THE BALL FORWARD IN THIS AREA.

AND ONE IDEA THAT I WOULD PUT FORTH, BECAUSE IN THE SPIRIT OF CONTINUAL IMPROVEMENT, I WOULD TELL YOU, I THINK THIS IS AN AREA WHERE UPLIFT IS EATING OUR LUNCH AND WE CAN LEARN A LOT FROM BEST PRACTICES THAT THEY CAN BRING TO THE TABLE.

THEY HAVE A PROGRAM CALLED THE ROAD TO COLLEGE PROGRAM THAT I WOULD ENCOURAGE YOU GUYS TO BECOME INTIMATELY FAMILIAR WITH.

THEY START TAKING KIDS ON COLLEGE VISIT TOURS STARTING IN SIXTH GRADE, AND THEY DO COHORTS OF KIDS THAT SOME OF WHICH JUST DO LOCAL TRIPS FROM A COST PERSPECTIVE, BUT MANY OF WHICH GET TO GO ALL OVER THE COUNTRY.

AND THEY USE THEIR EDUCATION PHILANTHROPY FOUNDATION TO RAISE SOME MONEY TO FACILITATE THAT.

AND I'M SURE [INAUDIBLE] WOULD LOVE TO TALK WITH YOU ABOUT THAT.

SO IT BEGINS WITH THOSE THOSE COLLEGE VISITS.

BUT THEN MORE IMPORTANTLY, IN MY MIND, THERE IS A TIE WITH THE HIGH SCHOOL SYSTEM ONCE THEY GO TO COLLEGE.

SO THEY'RE PAIRED UP NOT ONLY WITH PREVIOUS GRADUATES FROM UPLIFT THAT ARE ON THE COLLEGE CAMPUS WHERE THEY'RE AT SO THAT THEY HAVE A SUPPORT GROUP OF STUDENTS THERE TOGETHER.

BUT THEY ALSO ARE PAIRED UP WITH A FACULTY MEMBER STILL AT UPLIFT THAT KEEPS TABS ON THEM WHILE THEY'RE AT COLLEGE TO ENSURE THAT THEY CONTINUE AND PERSEVERE IN THAT EXPERIENCE.

SO I'D LOVE TO SEE US MOVE IN THAT DIRECTION, AND I REALIZE THAT THAT WOULD REQUIRE EVEN FURTHER INVESTMENT TO HAVE THE STAFF TO BE ABLE TO DO THOSE THINGS.

BUT I THINK YOU'D FIND SEVERAL OF US AROUND THIS TABLE THAT WOULD BE VERY SUPPORTIVE OF YOU HEADED IN THAT DIRECTION.

SO THAT'S ALL I WANTED TO SAY THERE ON THE CHOICE AND EQUITY PIECE.

GREAT PROGRESS HERE.

OBVIOUSLY, WE'RE NOT QUITE WHERE WE NEED TO BE ON SOME OF THESE NUMBERS.

SO I LOOK FOR YOU LOOK FORWARD TO CONTINUE CONTINUAL IMPROVEMENT.

BUT I WAS I'M GLAD THAT TRUSTEE CARREÓN ASKED YOU ABOUT THE MENTORS BECAUSE YOU SAID WE'VE TRIPLED IT FROM 30 TO 100.

I THINK IT WAS ONLY TWO YEARS AGO THAT IT WAS ZERO.

SO, YOU KNOW, DON'T SELL YOURSELF SO SHORT THAT YOU TRIPLED IT.

I MEAN, YOU WENT FROM ZERO TO OVER 100 IN TWO YEARS.

AND I THINK IT WASN'T LONG AGO THAT PAM AND I WERE HAVING A CONVERSATION ABOUT THE GENTLEMAN YOU MENTIONED WHO'S FROM LAKEWOOD, AND I WAS PROUD TO INTRODUCE YOU TO HIM.

AND IT WASN'T ONE STUDENT THAT.

HE MENTORED OR WON IN HIS NEIGHBORHOOD.

IT WAS ACTUALLY HE TRAVELED WITH A BUNCH OF OTHER GUYS FROM LAKEWOOD DOWN TO SOUTH DALLAS AND WERE YOU KNOW, WE'RE TRYING TO BRIDGE THE GAP FOR STUDENTS THAT WERE QUALIFIED FOR MAGNET ADMISSIONS BUT WEREN'T ACTUALLY APPLYING BECAUSE THEY COULDN'T NAVIGATE THE PROCESS.

AND SO, YOU KNOW, I'M GLAD THAT YOU GUYS TOOK WHAT HE WAS DOING AND SCALED IT, BUT I WOULD ENCOURAGE YOU TO I WAS SURPRISED WHEN YOU TOLD TRUSTEE CARREÓN THAT THOSE 100

[03:30:02]

AND I KNOW MANY OF THEM WOULD BE VERY WILLING TO MENTOR OTHER STUDENTS THAT PERHAPS DIDN'T HAVE PARENTS WITH AS MUCH TIME OR AS MUCH AGENCY TO NAVIGATE THROUGH THAT PROCESS.

SO DON'T RESTRICT YOURSELF TO DISD EMPLOYEES.

YOU KNOW, THIS IS SOMETHING THAT YOU GUYS SHOULD BE ADVERTISING FOR VOLUNTEERS ON, AND I ASSURE YOU YOU WOULD GET HUNDREDS OF THEM, SO PLEASE EXPLORE THAT DIRECTION.

SO MOVING ON TO SHAQ, FIRST OF ALL, SUPER GRATEFUL TO ALL THE PEOPLE THAT VOLUNTEER ON THE SHAQ.

IT'S A IT'S LIKE THIS JOB.

IT'S A LABOR OF LOVE THAT IS UNPAID.

BUT I APPRECIATE YOU GUYS TAKING TIME AND ENERGY OUT OF YOUR DAILY LIVES TO DO THAT.

AND [INAUDIBLE], THANK YOU VERY MUCH FOR FOR LEADING THE CHARGE.

I'M VERY GRATEFUL FOR YOUR SERVICE AND AND LEADERSHIP AND FOR BEING HERE TODAY AND PRESENTING SO ELOQUENTLY.

SO I APPRECIATE YOU.

I JUST WANT TO CLARIFY FOR SOME OF MY FELLOW COLLEAGUES AROUND THIS BOARD TABLE, BECAUSE I DON'T THINK IT WAS HIT ON EXPLICITLY.

AND I'VE HEARD SOME QUESTIONS NOT TODAY, BUT ELSEWHERE ABOUT WHY WE'RE TALKING ABOUT THIS AGAIN, BECAUSE THOSE OF YOU AROUND THIS BOARD TABLE REMEMBER THAT IT WASN'T TOO LONG AGO THAT WE APPROVED A SEXUAL HEALTH CURRICULUM.

AND I THINK IT WAS ALMOST UNANIMOUS.

AND, YOU KNOW, AND HERE WE ARE AGAIN TALKING ABOUT THE SAME THING.

AND I JUST WANT TO BE EXPLICIT THAT THIS IS DUE TO A CHANGE IN LEGISLATION THAT REQUIRES US TO START FROM SCRATCH.

AND THAT SAME CHANGE IN LEGISLATION TRUSTEE CARREÓN IS WHAT PROMPTED THIS OPT IN PROCESS, WHICH I APPRECIATE YOU REFERRING TO AS AN OPPORTUNITY, BY THE WAY, THAT'S VERY POLITICALLY CORRECT OF YOU. BUT, YOU KNOW, HERE WE ARE AGAIN.

AND I JUST WANT TO REMIND AND APPLAUD THIS BOARD FOR THE DECISION THAT THEY MADE LAST TIME, BECAUSE WE RECOGNIZED BACK THEN ALMOST UNANIMOUSLY THAT THE TEEN PREGNANCY RATE IN DALLAS IS ASTRONOMICAL.

AND WE HAVE FIVE ZIP CODES IN DALLAS THAT ARE AMONG THE HIGHEST TEENAGE PREGNANCY RATES ANYWHERE IN THE COUNTRY AND IN SOME CASES HIGHER THAN PLACES IN SUB-SAHARAN AFRICA.

WE HAVE GOT TO DO A BETTER JOB OF EDUCATING OUR KIDS ABOUT SEXUAL HEALTH AND ABOUT CONTRACEPTION.

AND WE TOOK STRIDES AS A BOARD TO DO THAT A COUPLE OF YEARS AGO, WHICH KUDOS FOR EVERYBODY AROUND THIS TABLE THAT VOTED FOR IT.

I ENCOURAGE YOU TO VOTE FOR IT AGAIN, BECAUSE THIS IS A SITUATION WHERE WE'VE GOT A CURRICULUM.

BY THE WAY, THIS CURRICULUM IS LESS EXPLICIT THAN THE ONE THAT WE APPROVED TWO YEARS AGO.

AND I THINK THAT WE CAN MAKE A LOT OF PROGRESS IF WE INVEST IN EDUCATING OUR KIDS ABOUT THEIR SEXUAL HEALTH.

SO I JUST WANTED TO START WITH THAT.

I DO HAVE A COUPLE OF QUICK QUESTIONS, THOUGH.

THE MCGRAW-HILL CURRICULUM, IS THAT BEEN IS THAT EVIDENCE BASED AND CDC APPROVED, EVEN IF IT'S NOT STATE APPROVED? YEAH. SO THE MCGRAW-HILL CURRICULUM IS EVIDENCE INFORMED, BUT NOT NECESSARILY EVIDENCE BASED.

AND THEY'RE IN THE PROCESS OF WORKING WITH THE CDC.

OKAY, GOOD.

SO I HAVE A QUESTION ABOUT THE OPT OUT PROCESS.

IF A PARENT DOESN'T OPT IN AND THEY'RE NOT IN THE CLASSROOM WHEN THIS CURRICULUM IS GOING ON, WHAT ARE THEY LEARNING? SO WE WILL BE SETTING UP AN ALTERNATE CURRICULUM THAT'S RELATED TO THE HEALTH STANDARDS.

THEY JUST WILL NOT COVER THIS PARTICULAR CURRICULUM.

SO SO CAN THAT CURRICULUM AT LEAST BE ORIENTED TOWARDS STATE APPROVED ITEMS LIKE HEALTHY RELATIONSHIPS AND TRAFFICKING AND OTHER TOPICS OF INTEREST THAT ARE NOT? YEAH, IT'S STILL OUR OBLIGATION TO COVER ALL OF THE TEKS.

WHAT WE WANT TO BE SURE THAT WE'RE DOING IS IF THEY'RE OPTING OUT OF THIS CURRICULAR RESOURCE THAT WE'RE PUTTING FORWARD, WE WANT TO MAKE SURE THAT THE ALTERNATE ASSIGNMENT IS IS APPROPRIATE AND THAT THEY GET FULL ACCESS TO THE TEKS.

OKAY, SO I JUST WANT TO ECHO WHAT TRUSTEE CARREÓN ASKED FOR AND COSIGN ON IT.

AND ACTUALLY NOT ONLY REQUEST THAT IT BE SENT TO US, BUT REQUEST THAT YOU GUYS PRESENT THIS TO THE BOARD AFTER YOU GET THE RESULTS FROM OPTING IN.

BECAUSE IF WE DON'T SEE THE OPT IN RATES THAT WE NEED TO SEE, WE NEED TO PURSUE OTHER OTHER PATHS, WHETHER THOSE ARE LEGISLATIVE AND ADVOCACY IN NATURE OR ELSEWHERE.

WE NEED TO MAKE SURE THAT AS MANY OF OUR KIDS AS POSSIBLE ARE GETTING THIS CURRICULUM WHILE RESPECTING PARENTAL CHOICE AND ALSO MAKING SURE THAT PARENTS ARE AT LEAST INTENTIONALLY NOT OPTING IN RATHER THAN NOT OPTING IN BECAUSE THEY DIDN'T UNDERSTAND THE LETTER OR GET THE LETTER OR GET THE MARKETING.

SO IF YOU CAN MAKE SURE AND PRESENT THAT BACK TO US, I'D BE APPRECIATIVE.

AND THEN IN MY LAST 2 MINUTES.

MIA, THANK YOU.

THANK YOU, THANK YOU. THANK YOU. THANK YOU.

YOU'RE DOING TERRIFIC. I DO HAVE A QUESTION, THOUGH, SO YOU MIGHT WANT TO PLAY MUSICAL CHAIRS ONE MORE TIME.

16 TIMES RETURN ON OUR INVESTMENT IS AWESOME.

YOU KNOW, IT WASN'T TOO LONG AGO THAT THIS ORGANIZATION WAS DEFUNCT AND YOU HAVE BREATHED NEW LIFE INTO IT.

WE ARE ALL VERY GRATEFUL.

WE'RE ALL READING ABOUT YOU AND THE NEWS CONSTANTLY ABOUT WHAT A GREAT ORGANIZATION THIS IS AND WHY IT'S BENEFICIAL FOR THE CITY, FOR PEOPLE TO MAKE PHILANTHROPIC INVESTMENTS AND

[03:35:02]

THANK YOU. THANK YOU. SO DON'T INTERPRET MY QUESTION AS ANYTHING OTHER THAN FLATTERING.

BUT WHEN WE FIRST SET UP THE DALLAS EDUCATION FOUNDATION, THERE WAS A CONVERSATION ABOUT HOW WE WERE GOING TO, FOR LACK OF A BETTER TERM, INCUBATE IT WITHIN DISD, MEANING WE WOULD PAY FOR YOUR SALARY AND PAY FOR THE EXPENSES OF THE ORGANIZATION UNTIL IT WAS UP ON ITS OWN AND READY TO SURVIVE AND SUCCEED INDEPENDENTLY.

SO I GUESS MY QUESTION IS WHAT'S THE MIGRATION PATH OF WHEN IT WILL HAPPEN THAT YOU ARE ON YOUR OWN [INAUDIBLE].

CAN YOU MUTE ONLINE, PLEASE? THAT YOU KNOW THAT YOU'LL BE INDEPENDENT FROM THE DISTRICT.

YEAH, I WITH ALL DUE RESPECT, I'M NOT SURE WE HAD A DISCUSSION ABOUT IT.

I KNOW THERE WAS A COMMENT ABOUT IT, SO WE HAVEN'T REALLY.

THIS WAS THE BOARD TALKING ABOUT BEFORE YOU WERE ON BOARD.

I APOLOGIZE. SO THE WAY THAT THE DALLAS EDUCATION FOUNDATION IS SET UP IS IS VERY TYPICAL OF HOW EDUCATION FOUNDATIONS ARE SET UP THROUGHOUT THE STATE, WHERE THEY STAY, FOR LACK OF A BETTER WORD.

THE INITIAL INVESTMENT IS FROM DALLAS ISD.

SO, I THINK THAT REQUIRES A LITTLE BIT MORE DISCUSSION AS TO WHY THAT'S IMPORTANT FOR US.

ALIGNMENT IS CRITICAL.

I'M LOOKING AT IT FROM THE PERSPECTIVE OF BEING TO YOUR BENEFIT, BECAUSE NOW THAT YOU'VE RAISED ENOUGH MONEY TO FUND YOUR OWN OPERATIONS RIGHT NOW, YOU HAVE A PRETTY RESTRICTIVE AGREEMENT WITH THE DISTRICT ABOUT THINGS THAT WE'RE TELLING YOU YOU CAN AND CANNOT DO, BUT THAT'S BECAUSE WE'RE FUNDING YOU THAT WE GET TO TELL YOU THAT.

SO IF YOU WERE INDEPENDENT, YOU AND WE DON'T SPEND $20,000, YOU GET INDEPENDENCE.

TRUSTEE MARSHALL WE'RE GOING TO PAUSE AND WE'LL COME BACK FOR A SECOND ROUND.

CAN YOU JUST ANSWER THE REST OF THE QUESTION.

NO, WE'RE GOING TO PAUSE AND COME BACK.

OKAY. THANK YOU, TRUSTEE MICCICHE.

PLEASE GO AHEAD AND ANSWER THE REST OF THAT QUESTION.

I THINK I FORGOT WHAT THE QUESTION WAS WITH THAT.

NO, ABSOLUTELY.

I THINK TO ANSWER YOUR QUESTION, YOU KNOW, MY GOAL OUR GOAL AS A BOARD AS WELL AS WITH THE FOUNDATION IS TO GET TO A PLACE WHERE WE'RE SUSTAINABLE. AND I DON'T BELIEVE WE'RE THERE YET.

I MEAN, YOU CAN'T EVEN ARGUE THAT, YOU KNOW, TORNADOES AND PANDEMICS ARE GOOD FOR FUNDRAISING.

AND WE ARE NOT A RED CROSS.

WE DON'T AIM TO BE A RED CROSS.

WE DON'T WANT TO BE A DISASTER RECOVERY ORGANIZATION.

AND SO I THINK THIS YEAR AND NEXT YEAR, FINGERS CROSSED, NO DISASTERS.

WE'LL SEE HOW OUR FUNDRAISING GOES.

AND REALLY THE KEY IS SUSTAINABILITY.

AND I WOULD HATE TO LAUNCH AS AN INDEPENDENT ORGANIZATION WITHOUT THAT.

FAIR ENOUGH. AND THANK YOU, TRUSTEE MICCICHE.

THANK YOU. AND WHILE YOU'RE THERE, ME TOO.

I JUST WANT TO ECHO ALL THE WORDS OF GRATITUDE THAT MY COLLEAGUES HAVE EXPRESSED ABOUT THE WORK YOU'VE DONE AND THE WAY YOU'VE TURNED THE DALLAS EDUCATIONAL FOUNDATION AROUND AND INTO A WAY THAT MEMBERS OF THE COMMUNITY CAN REALLY PARTICIPATE AND HELP OUR STUDENTS.

SO THANK YOU.

GREAT, GREAT WORK THERE.

I HAVE A COUPLE OF QUESTIONS AND I THINK MOST OF THEM HAVE BEEN COVERED.

BUT I DO WANT TO UNDERSCORE SOME POINTS ABOUT OPTING IN AND THE CHANGE IN THE STATE LAW MEANS THAT NO STUDENT WILL BE EXPOSED TO THIS CURRICULUM UNLESS THEIR PARENTS OPT IN.

IS THAT CORRECT? THAT'S CORRECT.

OKAY. I DON'T KNOW HOW WIDELY KNOWN THAT IS, BECAUSE SOME OF THE COMPLAINTS THAT I HEAR ABOUT IT IS THAT THE SCHOOL DISTRICT IS IMPOSING THIS ON STUDENTS.

SO SO THANK YOU.

AND I HOPE THAT YOU WILL MAKE THAT CLEAR IN, YOU KNOW, NOT ON THE FOURTH PAGE OF ANY OF THE COMMUNICATIONS THAT WE HAVE THERE, BUT RIGHT ON THE FRONT.

AND STUDENTS WHO DO NOT OPT IN DO NOT HAVE EXPOSURE TO THE CURRICULUM.

CORRECT. OKAY.

I'D LIKE TO TAKE A LOOK AT THE PROGRAMMATIC EQUITY CHART.

THE ONE THING THERE ARE A COUPLE OF THINGS THAT I THINK WOULD BE GOOD TO HAVE ON THE NEXT VERSION OF THIS.

AND ONE OF THEM WOULD BE CAREER INSTITUTES.

BECAUSE AS I'M AS I LOOK, I'LL JUST START ON THAT POINT.

I SEE THE ECONOMICALLY DISADVANTAGED LINE ON THIS CHART.

AND I SEE THAT IN, YOU KNOW, IN THE MAGNET SCHOOLS, THE ECONOMICALLY DISADVANTAGED KIDS ARE UNDERREPRESENTED REPRESENTED IN THE TRANSFORMATION SCHOOLS.

THEY'RE UNDERREPRESENTED IN P-TECH.

THEY'RE UNDERREPRESENTED, ALTHOUGH I SEE THAT 70% THERE AS BEING BEING A VERY VALUABLE THING.

[03:40:05]

AND WHAT WE NEED IN ALL OF THESE DIFFERENT PLACES IS SOME KIND OF CONCEPT OF A OF A NAVIGATOR, SOME WITH EVERY ONE OF THE CHOICES AND OPTIONS AND AND GUIDANCE THAT THAT IS NECESSARY TO TO FULFILL THAT ROLE.

SO I LIKE THE IDEA OF THE MENTORS OVER HERE.

I LIKE THE IDEA OF HAVING MORE MORE COUNSELORS.

I LIKE THE IDEA OF HAVING A GREATER EMPHASIS ON SEL AND THAT KIND OF THING.

BUT BUT THE IDEA THAT WE SEE THIS UNDERREPRESENTATION AS HARD AS WE'VE BEEN WORKING MEANS THAT WE NEED MORE OF THIS, YOU KNOW, NAVIGATION, COUNSELING, MENTOR CONCEPT.

AND SO I SEE THAT NUMBER.

AND I'M IMPRESSED WITH THE WAY WE'VE GROWN THESE PROGRAMS, THE GREAT WORK THAT'S BEEN DONE.

BUT IT DOES SHOW THAT WE HAVE WE HAVE WE HAVE MORE TO GO.

WHEN I SEE THAT ONLY 55% OF THE P-TECH PROGRAMS ARE ECONOMICALLY DISADVANTAGED KIDS, IT MAKES ME, YOU KNOW, THINK, OH, WE'VE GOT TO GET THOSE NUMBERS UP.

BECAUSE ALL OF THE GOOD THINGS THAT WE'RE PUTTING IN ALL ACROSS THE DISTRICT, WE WANT OUR ALL OF OUR KIDS TO HAVE HAVE ACCESS TO THEM AND TO ACTUALLY ACTUALLY ACCESS THEM.

AND NOT JUST THOSE STUDENTS THAT HAVE THE MOST EFFECTIVE AGENCY.

SO IT SEEMS TO ME THAT IT'S INCUMBENT UPON US TO TO PROVIDE AGENCY WHERE AGENCY IS LACKING.

AND BRIAN, YOU MENTIONED.

YES, I MENTIONED. THANK YOU NO, I APPRECIATE THE QUESTION.

WE DO ACTUALLY DO HAVE SOME TOOLS IN PLACE AND WE ACTUALLY WE SPENT THE LAST YEAR MULTIPLE DIVISIONS CREATING SUPPORTS AND WE REFERENCED IT EARLIER TODAY.

BUT YOU'RE RIGHT, WE HAVE SOME GREAT PROGRAMING.

BUT IF OUR KIDS DON'T KNOW ABOUT IT, IT'S ALL FOR NAUGHT.

RIGHT. SO I WOULD SAY THE PROGRAM, WE HAVE A CURRICULUM, WE'RE DEVELOPING THIS DALLAS ISD SPECIFIC IT'S WITH EDUCATION OPENS DOORS THEY'VE BEEN SERVING THE PROGRAM HAS BEEN IN OUR SCHOOLS FOR THE LAST SEVERAL YEARS.

BUT ACTUALLY NOW IT'S GOING TO BE STANDARDIZED ACROSS ALL SCHOOLS IN DALLAS ISD AND IMPLEMENT IT AT THE SEVENTH GRADE.

SO OUR STUDENTS ARE VERY HAVE A BETTER UNDERSTANDING OF ALL THE PROGRAMING.

AND TO YOUR POINT, WHETHER IT'S CAREER INSTITUTE, AP, IB, ETC., THEY ARE WELL INFORMED.

OKAY. WELL, I WOULD LIKE TO BASICALLY SEE THE DISTRICT MAKE A COMMITMENT TO WE WILL PROVIDE AGENCY WHERE AGENCY IS LACKING SO THAT WE CAN WE CAN MAKE SURE THAT OUR KIDS HAVE THE GREATEST OPPORTUNITY ON THIS.

MICCICHE, I WANT TO ALSO SAY YOU GOT OUR COMMITMENT ON THAT, BECAUSE THAT IS AN ISSUE.

THAT'S ONE OF THE REASONS WE DID THIS DIALOG WITH THE SUPERINTENDENT OF COMMUNITY CONVERSATIONS.

WE DISCOVERED EVEN THAT OUR TOP PRINCIPALS DIDN'T KNOW ABOUT ALL THESE OPTIONS THAT WE HAVE.

SO IF OUR TOP PRINCIPALS DON'T KNOW, HOW DO PARENTS WITH NO AGENCY KNOW ABOUT THEM? SO THAT WAS PART OF THE REASON FOR THE TOUR THAT WE HAD THIS PAST YEAR.

THANK YOU. THANK YOU FOR THAT.

SO AGAIN, WE WILL PROVIDE AGENCY WHERE AGENCY IS LACKING BECAUSE THAT'S THE WAY THAT EVERYTHING THAT WE'VE ALL THE INITIATIVES WE'VE BEEN DOING BECOME AVAILABLE TO ALL OF OUR KIDS.

AND I DO WANT TO COMPLIMENT YOU ON THE WORK THAT HAS ALREADY BEEN DONE IN THAT REGARD.

THE THE COUNSELOR RATIOS, AS ABSURD AS THEY SOUND, ARE WAY BETTER IN.

IN DALLAS THAN THEY ARE ACROSS THE STATE AND ACROSS THE COUNTRY.

AND I THINK JUST ABOUT EVERYTHING ELSE THAT I WANTED TO MENTION HAS BEEN COVERED BY MY COLLEAGUES.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

WE WILL NOW MOVE ON TO THE SECOND ROUND TRUSTEES.

ARE THERE ANY QUESTIONS FOR SECOND ROUND? TRUSTEE FOREMAN? SO SECOND ROUND GUYS, I'M ACTUALLY ON THE PROGRAMMATIC EQUITY CHOICE PROGRAM CHOICE.

YOU KNOW, WHEN YOU WHEN I LOOK AT PERCENTAGES, THAT'S ONE THING.

BUT REAL NUMBERS MEAN A LOT TO ME.

SO, FOR INSTANCE, IF YOU LOOK AT THE STUDENT GROUPS AND THEN YOU LOOK AT THE WHITE STUDENT GROUPS, STUDENT

[03:45:10]

IS THAT CORRECT? AM I READING THAT RIGHT? THE RIGHT NOW, THE TOTAL ENROLLMENT FOR THE DISTRICT IS 5.4.

THE TOTAL ENROLLMENT OF WHITE KIDS IN CHOICE PROGRAMS IS 9%.

OKAY. GOTCHA. I SEE.

I MISREAD THAT. BUT IF YOU WOULD PUT REAL NUMBERS BY PERCENTAGES, IT WOULD MAKE A LOT MORE SENSE TO ME TO BE ABLE TO UNDERSTAND EXACTLY HOW MANY STUDENTS ARE IN THERE.

FOR INSTANCE, IF YOU LOOK AT THE MAGNET SCHOOLS, THE CURRENT ENROLLMENT IS 13.1% WHITE AND 14.1% AFRICAN AMERICAN.

WHAT IS THAT ACTUAL NUMBER? I DON'T KNOW. I'M JUST.

YEAH, YOU'RE SAYING [INAUDIBLE] ADD THAT? THAT'S RHETORICAL.

BUT I JUST LIKE TO KNOW BECAUSE IT MAKES MORE SENSE AND IT'S MORE EASY TO UNDERSTAND WHEN YOU PUT PERCENTAGES IN THAT CAN LOOK GOOD, BUT THE NUMBERS CAN REALLY BE LOW.

AND SO I'D LOVE TO SEE ALL THAT ALONG WITH THE PERCENTAGE.

FOR THE PROGRAMMATIC EQUITY.

I MEAN NO DISRESPECT, BUT FOR AS LONG AS I CAN REMEMBER, WE'VE BEEN TALKING ABOUT BRINGING UP THE PERCENTAGES OF AFRICAN AMERICANS.

FOR AS LONG AS I CAN REMEMBER.

WHEN ARE WE GOING TO MOVE THE NEEDLE? WE'VE GOT AND I'M TALKING TO EVERYBODY UP THERE, NOT ONE INDIVIDUAL.

WHEN ARE WE GOING TO MOVE THE NEEDLE? WE TALK ABOUT IT. WE TALK ABOUT IT EVERY YEAR IN MORE WAYS THAN ONE.

DO I BELIEVE THAT YOU GUYS DON'T REALLY THINK YOU CAN DO IT? NO, I DON'T. BUT WE GOT TO DO MORE.

WE'VE GOT TO DO MORE.

EVERY TIME I BRING UP AFRICAN AMERICANS, SOMEBODY BRINGS UP SOMEBODY ELSE.

I'M FOR ALL CHILDREN.

BUT EVERY YEAR, AFRICAN-AMERICAN CHILDREN ARE LAGGING.

I THANK YOU GUYS FOR LISTENING TO ME ABOUT MARK TWAIN.

I THANK YOU GUYS FOR LISTENING TO ME ABOUT [INAUDIBLE] ALEXANDER.

BUT ARE THEY REALLY TRUE PROGRAMS THAT ARE BRINGING OUR CHILDREN IN? ARE WE DOING ALL THAT WE CAN? WHEN I THINK OF THINGS LIKE.

$750,000 FOR LEASE FOR MONTESSORI SCHOOL DOWNTOWN.

BUT WE CAN'T GET THE EXTRA RESOURCES THAT WE NEED INSTRUMENTS, YOU KNOW.

ANGIE.

WE CAN'T GET INSTRUMENTS AT BIRDIE ALEXANDER.

SO IS THAT A REAL PROBLEM? OR IS IT A PROGRAM NAME? I'VE GOT TO SEE SOME MOVEMENT.

I'M OLD PEOPLE.

I NEED TO SEE SOME MOVEMENT.

I NEED TO SEE SOME REAL MOVEMENT.

IT'S NOT CONCERNED.

DO I WANT TO TAKE FROM ANYONE ELSE? NO, I DO NOT.

BUT WHEN I POINT THIS OUT, I POINT THIS OUT SO THAT YOU GUYS CAN CONTINUE TO WORK HARD.

WE HAVE AN EQUITY OFFICE.

WE'RE NOT MOVING.

EQUITY IS NOT JUST A NAME.

IT SHOULD BE IN THEORY.

IT SHOULD BE IN EVERYTHING THAT WE DO.

CHECKS, BALANCES, MOVING STUDENTS.

BUT ANYWAY, I DON'T WANT TO GET ON THAT TOO LONG BECAUSE IT JUST REALLY UPSETS ME THAT WE KEEP TALKING ABOUT THE SAME THING.

LET'S GET BACK TO THE SHACK SO I CAN BE MORE RATIONAL AND CALM MYSELF DOWN.

SO ON THE MCGRAW-HILL, I MEAN, WHEN THE SPEAKERS WERE SPEAKING, THEY SAID THAT THERE WAS A CURRICULUM THAT HAD NOT BEEN APPROVED.

IS THAT CORRECT? NO, MA'AM.

THE MCGRAW-HILL WAS WENT THROUGH THE ENTIRE PROCESS FOR THE SHACK AND WAS EVALUATED BY THE MEMBERS.

IT WAS VOTED ON BY TEACHERS.

AND THAT WAS THE THAT'S THE RECOMMENDED CURRICULUM FOR THE SEXUAL AND REPRODUCTION.

DID IT EVER GO THROUGH TEA.

NO, THEY DID NOT SUBMIT THEIR MATERIALS FOR THE STATE BOARD OF EDUCATION.

SO THAT'S THE CURRICULUM ALIGNED WITH THE TEKS?

[03:50:01]

SO THE STATE SAYS THAT OR YOU SAY THAT? WE HAVE DOCUMENTATION THAT SHOWS THAT AND IT WAS EVALUATED INTERNALLY.

I WANT TO KNOW ABOUT THE STATE.

I DON'T WANT TO KNOW ABOUT INTERNAL EVALUATIONS.

THE STATE SHOULD BE EVALUATING THAT PROGRAM.

THAT'S WHAT I THINK.

I COULD BE WRONG. HELP ME OUT, SHANNON.

HELP ME OUT. THE STATE PROVIDED ONE OPTION TRUSTEE FOREMAN AND WE WORK TO PROVIDE ADDITIONAL OPTIONS BASED ON THE REPRESENTATION OF THE COMMUNITY VALUES.

SO THE STATE DID NOT REVIEW MCGRAW-HILL, NOR HAVE THEY THAT PLACED MCGRAW-HILL ON THEIR APPROVED LIST.

AND SO IS MCGRAW-HILL PURSUING THAT OR.

JUST ONE CLARIFICATION.

SO WE OFTEN TALK ABOUT AN APPROVED LIST.

IT'S NOT SO MUCH AN APPROVED LIST AS THE [INAUDIBLE] RECOMMENDATION.

SO THEY SUBMIT THEIR MATERIALS NOT FOR APPROVAL, BUT TO BE RECOMMENDED BY THE STATE BOARD.

SO HAVE THEY SUBMITTED THEIR MATERIALS TO BE APPROVED? I STAND CORRECTED.

HAVE THEY SUBMITTED THEIR MATERIALS TO BE APPROVED? NO, NOT AT THIS MOMENT.

WHY NOT? WE DON'T HAVE KNOWLEDGE OF THAT TRUSTEE FOREMAN AS TO WHY THE COMPANY CHOSE NOT TO SUBMIT THEM.

BUT WE STILL WANT TO GO WITH THEM.

YES, MA'AM, WE DO. THE SHACK IS FOLLOWED THROUGH WITH THE PROCESS, AND THAT'S THE RECOMMENDATION.

SO WAS THERE A COMMUNITY SURVEY? THE COMMUNITY INPUT WAS GATHERED THROUGH THE SHACK PROCESS, AS EXPLAINED BY [INAUDIBLE].

WAS THERE WAS THERE A COMMUNITY SURVEY? NO, MA'AM. WAS THERE AN INDICATION THAT THERE WOULD BE A COMMUNITY SURVEY? NOT TO MY KNOWLEDGE. NO, MA'AM.

ALL RIGHT. BECAUSE ONE OF THE SPEAKERS SAID THAT THERE WAS NOT A COMMUNITY SURVEY.

SO I THOUGHT THAT HAD TO BE AN INDICATION THAT WOULD BE A COMMUNITY SURVEY.

SO THE PARENTS THAT DO NOT OPT IN.

THE STUDENTS STILL HAVE TO HAVE A HEALTH COURSE.

IS THAT A COURSE THAT IS ALIGNED WITH THE TEKS? THE STATE TAKES.

YES. AND WHAT IS DIFFERENT BETWEEN THAT COURSE AND THE MCGRAW-HILL COURSE? THE MCGRAW-HILL IS ALIGNED 100% WITH THE TEKS.

SO THERE IS NO DIFFERENCE IN THE TWO.

THAT'S WHAT I'M TRYING TO FIND.

WE'RE UTILIZING MCGRAW-HILL IS A CURRICULAR RESOURCE TO TEACH THE STATE STANDARDS FOR SEXUAL HEALTH AND SEXUAL REPRODUCTION AND HEALTH. AND SO IF YOU DON'T USE MCGRAW-HILL, WHO ARE YOU USING? SO GO AHEAD.

IF SO, IF THE RECOMMENDATION IS NOT APPROVED, WE WOULD HAVE TO GO THROUGH THE SHOCK PROCESS AGAIN, OPEN IT UP, GET COMMUNITY GET THE COMMUNITY INPUT AGAIN AND THEN RESUBMIT. WE DON'T HAVE AN ALTERNATIVE.

I SEE SOMEONE COMING TO TALK TO ME.

IT'S LIKE I THINK THE QUESTION IS NOT, BUT RATHER THE QUESTION IS WHAT DO STUDENTS ENGAGE IN IF THEIR PARENTS DO NOT SIGN THE OPT IN FORM? THAT'S THE QUESTION. SO WE WANT TO BE REALLY CLEAR.

IN ALL CASES, PARENTS MUST SIGN THE OPT IN FORM TO PARTICIPATE.

IF PARENTS DO NOT SIGN THE OPT IN FORM, THEY WILL NOT ENGAGE IN THAT UNIT THAT IS IN THE MCGRAW-HILL.

THEY WILL HAVE ALTERNATE ASSIGNMENTS THAT RELATE TO THE HEALTH CURRICULUM THAT WOULD COME FROM OTHER PARTS OF THE MCGRAW-HILL RESOURCES THAT WOULD NOT DEAL WITH THE SEXUAL HEALTH AND REPRODUCTION PORTION OF IT.

IS THAT CORRECT? WE'D STILL BE USING MCGRAW-HILL.

JUST OTHER OTHER ASPECTS OF THE OF THE RESOURCES? THAT'S CORRECT. BUT PART OF IT'S ALIGNED WITH THE TEKS AND PART OF IT'S NOT.

NO, ALL OF IT IS ALIGNED WITH THE TEKS.

PARENTS HAVE THE OPPORTUNITY TO OPT IN TO THE PORTIONS THAT WE'RE DISCUSSING HERE.

WHICH WOULD JUST BE THE SEXUAL REPRODUCTION AND HEALTH UNITS, JUST THOSE UNITS.

SO THEY WOULD OPT OUT OF THAT UNIT DO OTHER WORK AROUND HEALTH, NOT THAT UNIT.

OKAY. AND SO IS WE ONLY LOOK AT MCGRAW-HILL OR DID WE LOOK AT OTHER OTHER CURRICULUMS? WE EVALUATED ALL OF THE CURRICULUM THAT WENT THROUGH THE RFP PROCESS.

[INAUDIBLE] WILCOX IS GOING TO BE THE CURRICULUM THAT'S USED FOR THE HEALTH EDUCATION CLASS AS A WHOLE, AND MCGRAW-HILL IS ONLY BEING USED FOR THE SEXUAL AND REPRODUCTIVE HEALTH STRAND. SO WE EVALUATED SEVERAL CURRICULUM, WHICH HAS TWO VENDORS THAT WENT THROUGH THE PROCESS.

WE HAD MORE THAN TWO.

SHANNON, COULD YOU GIVE ME THOSE VENDORS, PLEASE? ABSOLUTELY. WE'LL GET YOU A LIST OF THE VENDORS FOR THE MAIN RESOURCE AND THE SUPPLEMENTAL RESOURCES.

OKAY. THANK YOU.

THANK YOU. THANK YOU. TRUSTEE FOREMAN.

ANYONE ELSE FOR SECOND ROUND?

[03:55:04]

IF YOU'RE ONLINE AND HAVE ANY QUESTIONS OR DISCUSSION, WE'LL GO TO YOU NEXT, FOLLOWED BY TRUSTEE MICCICHE.

ALL RIGHT. WE WILL GO TO TRUSTEE MICCICHE, AND THEN COME BACK TO YOU, TRUSTEE HENRY, IF YOU HAVE ANYTHING ELSE THERE.

ON THE INNOVATIVE AND TRANSFORMATION SCHOOLS THAT SAME CHART THAT WE WERE LOOKING AT.

I GUESS IT IT'S CHARTED THAT ONE, YES.

PAGE EIGHT. I WOULD LIKE TO SEE ON THE NEXT TIME, THE NEXT TIME THIS IS PRESENTED THE INNOVATION SCHOOLS ON HERE. AND CORRECT ME ABOUT THE TERMINOLOGY BECAUSE I ALWAYS GET THEM GET THEM MIXED UP.

THE TRANSFORMATION SCHOOLS ARE THE BRAND NEW SCHOOLS AND THE INNOVATION SCHOOLS ARE THE PROGRAMS THAT WE BRING TO EXISTING NEIGHBORHOOD SCHOOLS.

SO I THINK THE WAY TO IMPROVE EQUITY OR ONE WAY TO IMPROVE EQUITY IS TO HAVE MORE INNOVATIONS PROGRAMS AT NEIGHBORHOOD SCHOOLS.

SINCE WE SEE THIS DISPROPORTIONALITY OF OUR ECONOMICALLY DISADVANTAGED KIDS NOT OPTING TO GO TO OUR VARIOUS CHOICE SCHOOLS AT THE SAME RATES.

SO IF WE HAD MORE INNOVATION PROGRAMS AT OUR NEIGHBORHOOD SCHOOLS, WE WOULD BE BRINGING BRINGING THESE GOOD PROGRAMS, THESE GOOD NEW THINGS TO THEM IN NEIGHBORHOOD SCHOOLS.

AND I KNOW YOU'VE BEEN DOING DOING A LOT OF THAT, BUT I WOULD LIKE TO KIND OF SEE IT REFLECTED ON THE DATA TO.

THANK YOU. THANK YOU.

TRUSTEE MICCICHE.

ANYONE ELSE HERE FOR SECOND ROUND? TRUSTEE HENRY WE DO WANT TO COME TO YOU AND GIVE YOU THE OPPORTUNITY IF YOU HAVE ANYTHING.

THANK YOU, TRUSTEE MACKEY.

AND THANK YOU PHILIP WESTON [INAUDIBLE] ON ACCIDENT.

I APPRECIATE IT. COULD YOU HEAR ME? YES. OKAY.

THANK YOU. SO FIRST, I WANTED TO START WITH THE PROGRAMMATIC EQUITY. I WANT TO THANK EVERYONE FOR THEIR LEADERSHIP [INAUDIBLE] ABOUT PROGRAMMATIC, PARTICULARLY RACIAL EQUITY. ALSO APPRECIATE YOU HAVING THE FORMAT THAT YOU HAVE WITH THE OUTCOME OF ALL THE INPUTS [INAUDIBLE] HELPFUL FOR ME TO TRACK WHAT THE ADMINISTRATION IS DOING TO MOVE THESE GOALS AND HOW WE'RE MEASURING.

SO THANK YOU FOR KEEPING TO THE STRUCTURE.

ONE THING THAT WE USED TO HAVE IN REGARDS TO THIS WAS JUST KIND OF A TIMELINE ON WHEN WE COULD EXPECT THE ADDITIONAL UPDATES.

SO MY SUGGESTION IS IN THE FUTURE, CAN WE ALSO HAVE A QUICK SLIDE THAT SAYS THIS BRIEFING, WE TALK ABOUT PROGRAMMATIC [INAUDIBLE] THIS IS OUR PACING FOR THE OTHER PRESENTATIONS.

SO I KNOW WHAT'S COMING UP.

[INAUDIBLE] QUESTIONS.

ON THAT SLIDE OF ANNUAL OUTCOME GOAL WE HAVE ON TARGET.

COULD SOMEONE TELL ME HOW WE DETERMINE WE'RE ON TARGET IN THAT REGARD? I TRIED TO LOOK AT THE OUTFITS AND LINING UP.

HOW DO WE KNOW WE'RE ON TARGET [INAUDIBLE] THIS 10%? YES. TRUSTEE HENRY THE THE GOAL WAS SET IN COLLABORATION WITH THE ACTUAL TRANSFORMATION AND MAGNET DEPARTMENTS AND DEPARTMENTS.

AND WE LOOKED AT WHERE WE STARTED AT THE BEGINNING OF THE YEAR.

AND WHAT WE NOTICED WAS THAT 18% IS WAS THE BENCHMARK FOR ALL OF THE PROGRAMS. AND THAT WAS THAT INFORMATION WAS GATHERED FROM THE SLIDE THAT YOU HAD THAT YOU SAW BEFORE.

AND WE SET A REASONABLE TARGET SO THAT BY THE END OF 2022 OF SEPTEMBER, WHEN ALL OF THE ENROLLMENTS WERE WHEN ALL OF THE STUDENTS WERE IN PLACE AT THEIR SELECTIONS, THEN WE WOULD BE AT 20%.

SO CURRENTLY WE ARE AT 18%, I THINK, AND 18.5%.

AND OUR CURRENT TRAJECTORY IS POSITIVE SO THAT WE BELIEVE THAT BY SEPTEMBER 2022 THAT WE WILL BE AT 20%, PARTICULARLY FOR OUR AFRICAN AMERICAN STUDENTS, AND NOTING THAT OUR EL STUDENTS ARE ALREADY 5% ABOVE THE DISTRICT AVERAGE.

SO AFTER. SO [INAUDIBLE] WE ENROLL ALL OF OUR MEN [INAUDIBLE]. YEAH WE ARE.

SO. LOOK AT ENROLLMENT AT ALL THESE SCHOOLS.

[04:00:03]

WILL YOU REPEAT THAT AGAIN, PLEASE? IN THE FALL WHEN WE DO OUR ENROLLMENT.

THE ADMINISTRATION BELIEVES WE'LL HAVE, FOR EXAMPLE, AFRICAN-AMERICANS WILL BE OVER 20%.

CORRECT. AND SO ON THAT THIRD COLUMN IS 2022, 2023, [INAUDIBLE].

WHEN YOU SAY CHOICE, YOU MEAN [INAUDIBLE] CORRECT.

ALL RIGHT THEN IT'S [INAUDIBLE] QUESTION.

WELL, I DON'T THINK IT NECESSARILY NEEDS TO BE IN THIS LAB, BUT I WOULD LOVE TO GET THE INFORMATION WITH THESE SCHOOLS DISAGGREGATE.

I THINK I'M KIND OF ON THE POINT WHERE TRUSTEE FOREMAN IS WHERE [INAUDIBLE] WE HAVE DIFFERENT TIERS OF MAGNET PROGRAMS. HOPEFULLY AT ONE POINT THERE'S NOT DIFFERENT TIERS OF MAGNET PROGRAMS. SO I'M CURIOUS, WHAT ARE THE NUMBERS? AND THEN THERE'S JUST TAG PROGRAMS IN A DIFFERENT PART OF TOWN.

I'LL BE CURIOUS HOW WE'RE REACHING THESE GOALS INDIVIDUALLY AT THESE CAMPUSES, WHETHER IT'S PLEASANT GROVE TECH OR MARK TWAIN OR [INAUDIBLE] ETC.

SO I THINK IT'S MORE APPROPRIATE FOR THESE SLIDES TO BE AGGREGATED.

BUT I'M JUST CURIOUS WHAT THESE NUMBERS LOOK LIKE CAMPUS TO CAMPUS.

SO I DON'T KNOW IF THAT CAN BE PROVIDED IN A SEPARATE DOCUMENT.

SO I'M GOING TO ASK YOU TO RESPOND WHEN I FINISH.

BUT IF YOU NOTICE, ONE OF THE STRATEGIES THAT WE HAD FOR INPUTS THIS YEAR IS THAT EACH MAGNET OR TRANSFORMATION CAMPUS OR P TECH CAMPUS HAD THEIR OWN PLAN FOR INCREASING ENROLLMENT ON THEIR CAMPUS.

I BELIEVE THAT SHE CAN GET THAT INFORMATION AND ANGIE CAN CONCUR WITH THAT.

YEAH, WE CAN BREAK DOWN THE DATA BY PROGRAM OR BY SCHOOL.

I JUST WANT TO SEE WHERE WE'RE AT.

NOW IN THE FALL. [INAUDIBLE] IN THE FALL.

NOW, WHAT ARE THE DEMOGRAPHICS OF PLEASANT GROVE [INAUDIBLE] WHAT'S THE DEMOGRAPHICS OF THE DOWNTOWN [INAUDIBLE] DEMOGRAPHICS? AND THEN I WANT TO JUST [INAUDIBLE].

ONE OF THE GOALS OF WHAT I THINK I KNOW ABOUT [INAUDIBLE].

SOME OF THEM ARE SCHOOLS THAT HAVE BOUNDARIES THAT ARE FOCUSED ON THAT PARTICULAR COMMUNITY.

SO I JUST WANT TO SEE [INAUDIBLE], THE FIRST ADMINISTRATION.

I THINK WE'RE DOING THINGS THAT OTHER STUDENTS AREN'T GOING TO MAKE PROGRESS OR OTHERS OR NOT.

BUT I JUST WANT TO CONTINUE TO PUSH THE ENVELOPE THAT ALMOST CERTAINLY EVERY PERSON ON THE BOARD SHARES THAT URGENCY.

AROUND THIS PARTICULAR ISSUE, SOME OF THE THINGS THAT JUMP OUT JUST TO NAME THEM.

AFRICAN-AMERICAN SCHOOL NUMBERS ARE DOWN AS OF NOW IN THE FALL.

YOU KNOW, I KIND OF HAD THE SAME ANALYSIS THAT THEY HAVE AROUND THE ECONOMICALLY DISADVANTAGED STUDENTS.

THEIR NUMBERS WENT UP A LOT.

SO INTERESTING TO SEE HOW THEY'RE SO HIGHLY INVOLVED WITH PIZZA.

I THINK IT'S A GOOD THING FOR ANY KID.

SO THANK YOU ALL FOR CONTINUING TO WORK IN THAT SPACE.

I'LL MOVE TO THE SEC. I'LL BE BRIEF FOR THE SEC.

HE'S VERY DILIGENT ABOUT THE QUESTIONS AROUND THE SENATE.

I DO WANT TO SAY IN RESPONSE IS STILL I DON'T KNOW IF SHE IS SHE'S LIKE ME.

SHE PROBABLY JUST PICKED UP. HER SON IS ACTUALLY IN MY DAUGHTER'S CLASS, BUT SHE'S STILL THERE.

I JUST WANT TO THANK HER AND ALL THE FOLKS THAT WORK ON THE SEC.

I THINK TRUSTEE MARSHALL MENTIONED IT'S A LABOR OF LOVE.

I CAN'T IMAGINE HOW MANY HOURS THEY SPENT GOING THROUGH THIS PROCESS.

PROBABLY ONE OF THE MOST RIGOROUS VOLUNTEER PROCESS YOU COULD DO AS IT RELATES TO DISD.

SO I REALLY APPRECIATE EVERY ONE OF THEM FOR SPENDING THEIR TIME ON SUCH AN INCREDIBLY IMPORTANT TOPIC.

VF DENNIS EDUCATION FOUNDATION.

AGAIN, THANK YOU, NITA, FOR YOUR LEADERSHIP HERE.

I REALLY ADMIRE HOW YOU'VE TAKEN THIS FROM WHERE IT WAS AND TO WHERE IT'S AT RIGHT NOW.

I THINK IT'S ANY ADDITIONAL DOLLAR FROM COMMUNITIES IS GREAT.

BUT TO SEE SO MUCH AND I THINK THIS IS ONE OF THE STRENGTHS OF OUR CITY AND I'M ALWAYS PROUD OF OUR CITY, REALLY KNOWS HOW TO RALLY AROUND OUR PUBLIC SCHOOLS.

THERE'S A LOT OF PEOPLE THAT WANT TO SUPPORT DALLAS BESIDES TEAM.

I THINK THIS IS ONE WAY TO SHOW THAT I DO SHARE TRUSTEE FOREMAN QUESTION.

I WOULD LOVE TO SEE THIS DROP DOWN TO SEE.

WHERE SPECIFICALLY THESE DOLLARS ARE GOING TO BE A SUGGESTION THAT I WOULD HAVE GOING FORWARD, JUST TO SEE WHEN I SEE THE CODE TO THIS SPONSORSHIP, I JUST WOULD LIKE TO KNOW FOR US TO SEE WHERE THAT'S GOING.

MY LAST SMALL COMMENTS.

I SEE A LOT OF PHOTOS, GREAT PHOTOS, BEAUTIFUL, HANDSOME PEOPLE.

[04:05:03]

I SEE ONE HAS A WHITE GRADUATION GOWN ON, SO THEY STILL WRITE THEIR PHOTOS.

I WOULD LOVE TO JUST ACKNOWLEDGE THOSE FOLKS, WHETHER IT'S LEADERSHIP IN THE DISTRICT OR STAFF OR THE STUDENTS NAME AND SCHOOL THAT THEY ATTEND.

SMALL MINDED COMMENT, BUT I'D LIKE TO HIGHLIGHT OUR PEOPLE FROM WHENEVER WE CAN, BECAUSE THE PEOPLE ARE KIND OF WHAT DRIVES THIS DISTRICT, WHETHER IT'S THE STUDENTS OR PEOPLE THAT ARE SERVING OUR STUDENTS DAY TO DAY.

SO JUST GENERAL FEEDBACK ON ANY SLIDE REALLY.

WE'RE USING PHOTOS OF OUR PEOPLE.

THAT'S ALL I HAVE.

THANK YOU, PRESIDENT, FOR THE TIME.

THANK YOU, TRUSTEE HENRY.

THIS CONCLUDES OUR SECOND ROUND AS I SEE NO ONE ELSE.

SO THANK YOU ALL FOR THE COMPREHENSIVE REPORT ON FOUR REALLY IMPORTANT ISSUES.

WE WILL NOW MOVE ON TO ITEM SEVEN C DISTRICT CONSTRAINTS AS PER A LOCAL POLICY.

IS. AND WE WILL WAIT UNTIL WE REGAIN QUORUM.

ALL RIGHT, WE HAVE FIVE, SO WE MAY RESUME.

YOU.

ALL RIGHT, PAM, WE'RE GOING TO TURN IT OVER TO YOU.

THANK YOU, PRESIDENT MACKEY.

AND GOOD AFTERNOON, TRUSTEES.

GOOD AFTERNOON.

OUR SUPERINTENDENT, WHO'LL BE BACK SOON AS REQUESTED BY THE BOARD ADMINISTRATION, IS BRINGING CONSTRAINT RECOMMENDATIONS AND RECOMMENDATIONS FOR CONSIDERATION.

AND AGAIN, THE CONSTRAINTS CAN BE FOUND IN A LOCAL.

AND I JUST WANT TO REMIND THE BOARD THAT THE CONSTRAINTS ARE REALLY PROVIDING A SENSE OF GUARDRAILS FOR US AS WE WORK TO ACHIEVE OUR STUDENT OUTCOME GOALS.

SO I WANTED TO INCLUDE IN HERE OUR CURRENT CONSTRAINTS THAT ARE IN A LOCAL.

CURRENTLY WE HAVE THREE.

ONE IS AROUND CAMPUS SATISFACTION.

ANOTHER IS AROUND STUDENT EXPERIENCE.

AND THEN THE LAST IS AROUND THEORY OF ACTION.

I DID TAKE NOTES FROM THE CONVERSATION THAT ARE THE DISCUSSIONS THAT HAPPENED IN FEBRUARY ABOUT CONSTRAINTS, AND I ALSO HAD CONVERSATIONS WITH PRESIDENT MACKY AND ALSO WORKED WITH STAFF.

SO I'D LIKE TO SHARE WITH THE BOARD THE PROPOSED CHANGES TO LOCAL AS FAR AS CONSTRAINTS GO.

SO YOU CAN SEE AT THE TOP WE HAVE THERE, IN ORDER TO ACHIEVE OUR GOALS, THE FOLLOWING CONSTRAINTS MUST NOT BE COMPROMISED.

THE FIRST WOULD BE AROUND STUDENT EXPERIENCES.

SO THIS IS A CHANGE IN THAT WE'RE MAKING THE STUDENT EXPERIENCE FIRST.

SO THIS IS A CONSTRAINT ONE.

AND IN OUR CURRENT LOCAL, WE TAKE THE SURVEY THAT STUDENTS ARE DOING THAT'S BASED ON A TEACHER OR IN A CLASSROOM.

WE THINK THAT IT'S IMPORTANT FOR STUDENTS TO BE ABLE TO SHARE THEIR EXPERIENCE, THEIR TOTAL EXPERIENCE WITH THE WITH THE SCHOOL AND AFTER SCHOOL TYPES OF EXPERIENCES.

SO WE'RE CHANGING THE SURVEY THAT STUDENTS WILL UTILIZE TO GET THIS INFORMATION.

SO THAT WOULD BE A FALL SURVEY.

AND THE THREE AREAS ARE THE THREE DIMENSIONS WE WOULD HIGHLIGHT WOULD BE A SCHOOL SAFETY, SCHOOL CLIMATE AND A SENSE OF BELONGING.

WE DON'T HAVE A METRIC IN THERE YET BECAUSE THIS FALL WOULD BE OUR FIRST TIME UTILIZING THAT SURVEY.

CONSTRAINT TWO IS AROUND STAFF SATISFACTION.

CURRENTLY, WE HAVE A CONSTRAINT AROUND STAFF SATISFACTION, BUT IT REALLY ONLY LOOKS AT ONE QUESTION IN THE CLIMATE SURVEY.

SO IN THE APPENDIX YOU CAN SEE THE WE HAVE ABOUT TEN QUESTIONS AND WE WOULD TAKE THE AGGREGATE OF THAT DATA TO TO MEASURE THIS PARTICULAR CONSTRAINT.

CONSTRAINT THREE STAYS WITH THE THEORY OF ACTION.

SO WE HAVEN'T CHANGED THAT ONE.

THAT'S ONE THAT THE BOARD HAS REALLY SHOWN A LOT OF COMMITMENT TO AND WANTING TO MAKE SURE THAT THAT

[04:10:05]

AND YOU CAN SEE THERE ENSURE A COMMITMENT TO RACIAL TO RACIAL, SOCIOECONOMIC AND AND EDUCATIONAL EQUITY.

WE DO HAVE TWO CPMS THERE AND ONE IS LOOKING AT HPC OR HIGH PRIORITY CAMPUSES VERSUS NON HIGH PRIORITY CAMPUSES.

AND THAT'S THE NUMBER OF PROFICIENT ONE OR BETTER TEACHERS AT EACH OF THOSE CAMPUSES.

SO WE WANT TO MAKE SURE THAT THERE IS NO GAP BETWEEN HAVING ACCESS TO A PROFICIENT ONE OR GREATER TEACHER.

CPM TWO IS AROUND RIGOROUS COURSES.

WE WANT TO MAKE SURE OUR EMERGING BILINGUAL AND AFRICAN AMERICAN STUDENTS HAVE THE SAME ACCESS AS THEIR PEERS TO RIGOROUS COURSES.

AND THEN THE LAST CONSTRAINT IS REALLY A FINANCIAL CONSTRAINT, AND WE WANT TO ENSURE THAT WE HAVE AN UNQUALIFIED OPINION ON THE ANNUAL AUDIT. AND SO THAT CPM IS REALLY AROUND HAVING NO MORE THAN TWO EXCEPTIONS.

SO THOSE ARE THE FIVE CONSTRAINTS THAT WE'D LIKE TO RECOMMEND TO THE BOARD AND FOR THE BOARD TO HAVE DISCUSSIONS AROUND.

ONCE WE GET FEEDBACK TODAY, WE'LL BRING IT BACK IN JUNE ALONG WITH THE POLICY SO THAT WE CAN LOOK AT APPROVING IT TO START THE NEW YEAR. AND WITH THAT, WE'LL TAKE ANY QUESTIONS YOU HAVE.

THANK YOU, PAM. AND JUST TO REMIND THE BOARD OF THE PROCESS HERE, THIS BOARD SETS GOALS AS THE PRIMARY DRIVER OF WHAT WE'RE AIMING TO DO.

AND SETS CONSTRAINTS AS LIMITATIONS ON WHAT IS ABLE TO BE DONE IN PURSUIT OF THOSE GOALS.

SO, IN OTHER WORDS, PURSUE THE GOALS AT ALL COSTS, BUT NOT AT THE EXPENSE OF THESE.

AND SO THESE ARE EMBLEMATIC OF THE BIGGEST AND MOST IMPORTANT VALUE JUDGMENTS OF THIS BOARD IN OUR COMMUNITY, WHAT WE NEED TO MAKE SURE WE'RE DOING.

I THANK THE ADMINISTRATION FOR TAKING THE DISCUSSION BECAUSE THE BOARD OWNS THE CONSTRAINTS.

BUT AT THE END OF THE DAY, THE ADMINISTRATION UNDERSTANDS THE BEST AND MOST THOUGHTFUL WAYS TO MEASURE THEM, WHICH IS WHAT YOU HAVE.

YOU AND YOUR TEAM HAVE WORKED ON AND BROUGHT BACK HERE.

AND SO NOW THE CONVERSATION FOR THE BOARD IS DO THOSE PROGRESS MEASURES ACCURATELY REFLECT WHAT WE'RE TRYING TO GET TO IN THE CONSTRAINTS, IF THEY'RE THE RIGHT CONSTRAINTS? AND THAT'S WHAT'S OPEN FOR CONVERSATION.

SO WITH THAT AS A FRAMING, WE'LL MOVE TO QUESTIONS AND WE'LL START WITH TRUSTEE MARSHALL.

SO PAM, SHOULD I ASSUME BY VIRTUE OF YOU PRESENTING THIS, THAT THE ADMINISTRATION SUPPORTS THESE? OKAY. YES. OKAY.

SO CONSTRAINT FIVE, MAYBE IT'S A QUESTION FOR DWAYNE.

CERTAINLY MAKES SENSE TO ME TO HAVE AN UNQUALIFIED OPINION ON THE ANNUAL AUDIT.

BUT THE LANGUAGE AROUND TWO EXCEPTIONS.

CORRECT ME IF I'M WRONG, BUT EXCEPTIONS ON THE AUDIT NEED NOT BE CORRELATED TO WHETHER OR NOT THERE'S AN UNQUALIFIED OPINION ON AN AUDIT, RIGHT? THAT'S CORRECT. YOU CAN HAVE AN UNQUALIFIED OPINION AND EXCEPTIONS.

SO I MEAN, MY UNDERSTANDING MY UNDERSTANDING OF CPMS IS THAT THEY ARE SUPPOSED TO BE CORRELATED TO THE CONSTRAINT.

THAT WOULD BE THE GOAL.

SO I'M JUST I GUESS MY OBSERVATION IS THESE TWO THINGS HAVE NOTHING TO DO WITH ONE ANOTHER.

I MEAN, YOU CAN YOU CAN HAVE AN UNQUALIFIED OPINION ON THE ANNUAL AUDIT AND HAVE 15 EXCEPTIONS.

SO IT DOESN'T MAKE SENSE TO ME THAT YOU WOULD HAVE THAT AS A CPM, AS A SUBSECTION OF THE CONSTRAINT WHEN THEY DON'T HAVE ANYTHING TO DO WITH ONE ANOTHER.

SO I'M FINE. I GUESS WHAT I'M SAYING IS I'M FINE WITH THE CONSTRAINT, BUT THAT IS NOT A RELEVANT CPM TO MEASURE THAT CONSTRAINT AND I THINK SHOULD BE REMOVED.

WE WILL REVISIT OK.

THANKS. THANK YOU.

TRUSTEE MARSHALL. TRUSTEE FOREMAN.

DON'T. DON'T, DON'T GO AWAY.

THIS IS FOR YOU AND PAM.

WHAT? WHY DID YOU FEEL LIKE CONSTRAINT NEEDED TO BE IN THERE IN TERMS OF THE ANNUAL AUDIT? YOU HAD TO HAVE SOME RATIONALE.

WHAT WAS YOUR ASSESSMENT? SO IN DISCUSSION, WE WANTED TO WE WANTED TO SELECT FIVE CONSTRAINTS.

AND ONE OF THE CONSTRAINTS THAT WE FELT WAS IMPORTANT WOULD BE TO BE FISCALLY SOLVENT.

SO WE DID SELECT A FISCAL CONSTRAINT.

I MEAN, WE'RE OPEN TO CHANGING THAT.

BUT I'M NOT SAYING YOU NEED TO CHANGE.

I WANTED TO UNDERSTAND WHY YOU WANTED IT.

AND CERTAINLY ANYONE WILL UNDERSTAND HOW YOU WANT TO BE.

[04:15:01]

THIS. SCHOOL DISTRICT HAS HAD ITS PROBLEMS IN THE PAST IN TERMS OF FINANCIAL PROBLEMS. AND SO I UNDERSTAND IT, AND I'M NOT ASKING THAT YOU MOVE IT.

I NEED IT TO HAVE A GOOD UNDERSTANDING OF WHY YOU WANTED IT IN THERE.

SO THAT'S ALL I NEEDED FROM YOU.

PAM ON CONSTRAINT ONE? YES. WITH THE NEGATIVE AND NEUTRAL RESPONSES ON THE CLIMATE SURVEY ABOUT THE CAMPUS DIRECTION.

IT ALWAYS KIND OF.

BOTHERS ME A LITTLE BIT BECAUSE WE CHANGE STAFF AT CAMPUSES.

FREQUENTLY. AND PARTICULARLY PEOPLE AT THE TOP LIKE THE PRINCIPAL, ASSISTANT PRINCIPAL AND THOSE KINDS OF THINGS.

AND SO THROUGH THE YEAR, WE MIGHT HAVE SOME SOME ISSUES.

AND AFTER COVID AND SO MANY TEACHERS LEAVING, IT BECOMES A WHOLE NOTHER ISSUE THAT'S UPON US.

REGARDING THE CAMPUSES, SO HOW DO YOU THINK WE MITIGATE THOSE ISSUES THAT I JUST TALKED ABOUT TO MAKE THIS CONSTRAINT WORK? WELL. SUSANNAH.

SEEMS LIKE SHE'S READY TO SPEAK.

YEAH, I THINK IT REALLY IS IMPORTANT THAT REGARDLESS OF STAFF CHANGEOVERS, THAT IT'S REALLY CLEAR THAT OUR PRIMARY PURPOSE IS TO CREATE AN ENVIRONMENT FOR STUDENTS THAT IS POSITIVE, THAT STUDENTS RECEIVE BOTH SUPPORT AND OPPORTUNITIES FOR RIGOROUS COURSEWORK, AND THAT ESPECIALLY WHEN THERE ARE CHANGES, THAT WE ARE CONSISTENTLY FOCUSING ON CULTURE AND THAT USING A STUDENT EVALUATION SURVEY TOOL TO BE ABLE TO GET THAT FEEDBACK IS GOING TO BE REALLY IMPORTANT.

I THINK IT'S PARTICULARLY TELLING ONCE THERE IS A PRINCIPAL CHANGE TO DO LIKE A PULSE CHECK QUICKLY BEFORE THE ANNUAL SURVEY OR ALONG THE WAY SO THAT WE CAN MAKE SURE THAT WE ARE MAKING THE IMPROVEMENTS THAT WE NEED IN TERMS OF HOW ENGAGED STUDENTS FEEL.

SO WE'VE HAD IN THE PAST STUDENT ENGAGEMENT SURVEYS.

AND IT'S BEEN A PART OF THE CONSTRAINT.

YES, WE HAVE.

AND. AND SO WHAT'S GOING TO BE DIFFERENT ABOUT THIS OR I KNOW WE'RE GOING TO CHANGE SOME OF THE QUESTIONS AND SOME OF THE LANGUAGE.

BUT AGAIN, WITH ALL OF THE ISSUES THAT ARE GOING ON IN MANY OF OUR SCHOOLS.

I HAVE A LITTLE BIT OF CONCERN.

SO IS IT GOING TO BE TEN QUESTIONS OR FIVE QUESTIONS OR TRUSTEE FOREMAN? IN THE APPENDIX, YOU CAN SEE THE ACTUAL QUESTIONS THAT ARE ASKED.

AND WHAT I HAVE CURRENTLY, I'M JUST GOING TO GO BACK TO STAFF REALLY QUICKLY AND YOU CAN SEE THE LIST OF QUESTIONS THAT STAFF WILL BE ASKED.

AND I THINK THAT THAT'S GOING TO HELP US HAVE A PULSE CHECK, LIKE SUSANA SAID, HAVE A PULSE CHECK ON THE CULTURE BECAUSE IT IS SO INCREDIBLY IMPORTANT.

SO THOSE ARE THE QUESTIONS ABOUT STAFF.

AND YOU CAN SEE THAT WE HAVE HISTORICAL DATA THERE AS WELL.

AND THEN HERE ARE THE NEW QUESTIONS FOR STUDENTS AND IT STARTS HERE ON CLIMATE.

SO FOR EXAMPLE, THIS IS FOR GRADES THREE THROUGH FIVE.

ONE OF THE QUESTIONS IS HOW OFTEN DO YOUR TEACHERS SEEM EXCITED TO BE TEACHING YOUR CLASSES, OR HOW POSITIVE OR NEGATIVE IS THE ENERGY IN YOUR SCHOOL? THEN THERE'S ONE, FOUR, SIX THROUGH 12.

HOW FAIR OR UNFAIR ARE THE RULES FOR STUDENTS AT THE SCHOOL? AND I'M JUST READING A COUPLE.

I SEE IT. YOU GUYS CAN HAVE IT READY FOR MY BINDER.

THAT'S ACCURATE.

THAT'S ACCURATE. THEN WE GO TO SCHOOL SAFETY.

WE THOUGHT THIS WAS REALLY IMPORTANT GIVEN THE CLIMATE.

AND YOU CAN SEE ONE QUESTION, FOR EXAMPLE, IS HOW OFTEN DO YOU WORRY ABOUT VIOLENCE AT YOUR SCHOOL WITH THREE THROUGH FIVE, SIX THROUGH 12 AT YOUR SCHOOL, HOW UNFAIRLY DO THE ADULTS TREAT STUDENTS? HOW OFTEN DO STUDENTS GET INTO PHYSICAL FIGHTS AT YOUR SCHOOL? SO THAT'S ABOUT SAFETY.

AND THEN THE LAST ONE WE THOUGHT WAS REALLY IMPORTANT AND THAT'S A SENSE OF BELONGING.

SO ONE OF THE QUESTIONS THERE, HOW DO YOU HOW MUCH RESPECT TO STUDENTS AT YOUR SCHOOL SHOW YOU? AND IN SIXTH GRADE, HOW MUCH DO YOU MATTER TO OTHERS AT THE SCHOOL? SO THOSE ARE THE QUESTIONS.

[04:20:01]

SO IN FALL, STUDENTS WILL TAKE THIS THREE THROUGH 12.

WE'LL TAKE THE SURVEY IN OCTOBER AND WE SHOULD HAVE THE RESULTS BACK FOR THE BOARD IN NOVEMBER.

DECEMBER. OKAY.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN TRUSTEE GARCIA.

GOOD AFTERNOON. THANK YOU FOR THIS PRESENTATION.

THIS IS ONE THAT I'M ALSO PARTICULARLY EXCITED FOR THE MY COLLEAGUES TO CONSIDER AS MOVING FORWARD, WHICH IS THE STUDENT EXPERIENCE IN THE CLASSROOM.

I WANTED TO START FIRST BY ASKING YOU WHAT HAPPENS IF YOU VIOLATE A CONSTRAINT? ARE THERE ANY TANGIBLE EFFECTS TO ANY PARTICULAR GROUP OF PEOPLE OR THE BOARD OR THE ADMINISTRATION IF WE VIOLATE A CONSTRAINT? I THINK THE NEW SUPERINTENDENT WILL GET FIRED.

I CAN ANSWER THAT FROM A BOARD GOVERNANCE PERSPECTIVE BECAUSE THESE ARE OWNED BY THE BOARD.

SO THIS IS AKIN TO THE GOALS.

IT'S THE SAME THING ABOUT WHAT GETS MEASURED IMPROVES.

SO IT'S THE SAME THING AS IF THE BOARD GOALS ARE NOT BEING MET CONSISTENTLY.

THERE'S OBVIOUSLY REPERCUSSIONS, EVEN THOUGH THEY'RE NOT SPECIFIC THERE.

IT CHANGES US TO ASK QUESTIONS AND EVENTUALLY DECIDE WHETHER OR NOT THE DISTRICT NEEDS TO CHANGE DIRECTION.

SAME THING HERE.

ALTHOUGH THESE ARE NOT THE GOALS, THEY ARE THE OTHER SIDE OF THAT.

IT IS GOING TO BE MONITORED AT A BOARD LEVEL TO DETERMINE ARE WE ACTUALLY HOLDING TRUE TO THE VALUES WE SET? AND IF NOT, WHAT IS THE CONVERSATION ABOUT? WHAT NEEDS TO CHANGE TO MAKE SURE THAT WE ARE ACHIEVING THEM? I THINK. FAIR ENOUGH. THAT GOES TO THE RESPONSE I'M LOOKING FOR.

LET ME GET THEN TO ANOTHER QUESTION ABOUT THE QUESTIONS THEMSELVES.

UNDER THE SURVEYS TO BE GIVEN TO STUDENTS, HAVE THESE QUESTIONS BEEN VETTED OR APPROVED BY WHERE ARE THEY COMING FROM? SO WE DO USE PANORAMA.

AND SO THESE ARE QUESTIONS THAT CAME FROM PANORAMA.

AND THEY HAVE I DON'T KNOW, THEY PROBABLY HAVE ABOUT 15 DIFFERENT DIMENSIONS.

AND SO WE CAN SELECT THE DIMENSIONS.

AND TO WHAT EXTENT HAVE STUDENTS OR CAN STUDENTS OR WILL STUDENTS BE INVOLVED IN EVEN THESE SETS OF QUESTIONS I'M ASKING? BECAUSE SOME OF THESE QUESTIONS SEEM TO BE.

KIND OF VERY MOMENTARY THIS HERE RIGHT NOW AS I'M TAKING THIS SURVEY.

BUT I'M ALSO CURIOUS IF IF STUDENTS WOULD WANT TO TELL US OTHER THINGS ABOUT THEIR EXPERIENCE THAT ARE CAPTURED IN THESE SETS OF QUESTIONS.

IS THERE AN OPPORTUNITY FOR STUDENTS TO BE PART OF FORMULATING THOSE QUESTIONS OR HELPING US HAVE A BROADER UNDERSTANDING OF THEIR STUDENT EXPERIENCE THAT'S PERHAPS NOT CAPTURED ALREADY HERE? SO THAT WOULD HAVE TO BE SOMETHING THAT'S SEPARATE BECAUSE WE'RE USING PANORAMA TO PULL THE QUESTIONS.

AND THEN AND WE WANT IT WE WANT IT TO BE A THIRD PARTY REFEREE SO THAT IT'S NOT INTERNAL.

INTERNALLY DONE.

YEAH, RIGHT. OKAY, THAT MAKES SENSE.

I MEAN, BUT NOTHING PRECLUDES US FROM PULLING FOCUS GROUPS TOGETHER, STUDENT FOCUS GROUPS TOGETHER AND GETTING MORE INFORMATION.

AND THAT TO ME SOUNDS LIKE A BRIGHT IDEA IN TERMS OF JUST HAVING DIRECT STUDENT INPUT ON WHAT WE NEED TO BE KNOWING ABOUT THEM AND THEIR EXPERIENCE.

BUT I VERY MUCH HIGHLY PRAISE THE WORK AROUND THESE CONSTRAINTS AND I'M SURE MY COLLEAGUES HAVE MORE QUESTIONS.

SO THAT CONCLUDES MY ROUND ONE.

THANK YOU, PRESIDENT MCCAIN.

THANK YOU, TRUSTEE GARCIA ANYONE ELSE FOR ROUND ONE HERE? JESSE MITCHELL YEAH, I THINK THE PUBLIC IS AWARE THAT WE DO SURVEYS, BUT NOT NECESSARILY AWARE OF SOME EXAMPLES OF THE SURVEY QUESTIONS THAT ARE ASKED OF STUDENTS.

THEY THEY HEAR THAT WE HAVE A SURVEY AND THEN THEY IMAGINE WHAT QUESTIONS WE MIGHT BE ASKING.

AND THEN THEY MAKE THEY FORM OPINIONS ABOUT WHETHER STUDENT SURVEYS ARE GOOD OR NOT BASED ON THE QUESTIONS THAT THEY THEMSELVES IMAGINED RATHER THAN THE QUESTIONS THAT WE'RE ACTUALLY ASKING.

AND SO SO I THOUGHT IT WOULD BE GOOD TO HIGHLIGHT A COUPLE OF THOSE QUESTIONS.

PAM, IF YOU WOULDN'T MIND HIGHLIGHTING THE ONES THAT THAT YOU THINK ARE MOST SIGNIFICANT IN TERMS OF US BEING ABLE TO MEASURE THE MEASURE OF THE STUDENT EXPERIENCE? I HIGHLIGHT THEM AT THIS POINT.

YES, PLEASE. WELL, AND THEY'RE ALL LISTED.

DO YOU SEE THEM? YEAH, I DO SEE THEM.

I CAN READ THEM ALL AND I CAN GET THEM ALL DONE IN 10 MINUTES.

BUT I THOUGHT I THOUGHT IT WOULD BE GOOD FOR GOOD TO FOR PEOPLE WHO ARE LISTENING TO THIS AND STILL WONDERING, WHAT ARE THEY ASKING ON THOSE SURVEYS? SURE. TO ACTUALLY HAVE IT.

SO, FOR EXAMPLE, SCHOOL CLIMATE WE HAVE, HOW FAIR OR UNFAIR ARE THE RULES FOR STUDENTS AT THE SCHOOL?

[04:25:11]

HOW MUCH SUPPORT DO THE ADULTS AT YOUR SCHOOL GIVE YOU? AND THAT WOULD BE FOR GRADES THREE THROUGH FIVE AND SENSE OF BELONGING FOR GRADES SIX THROUGH 12.

HOW CONNECTED DO YOU FEEL TO THE ADULTS AT YOUR SCHOOL? SO THAT'S A SAMPLING OF SOME OF THE QUESTIONS THAT COME FROM EACH OF THOSE DIMENSIONS.

YEAH, I LIKE THOSE.

I MEAN, THERE ARE ABOUT 30 OF THEM LISTED HERE.

AND THERE'S ANOTHER ONE ABOUT OVERALL, HOW MUCH DO YOU FEEL LIKE YOU BELONG AT YOUR SCHOOL? I MEAN, IT'S THESE KINDS OF QUESTIONS I THINK ARE ARE REALLY GOOD WAYS TO TO GET SOME SENSE OF WHAT THE CLIMATE IS.

SO SO THANK YOU FOR THAT AND THANK YOU FOR DOING THIS.

I THINK THIS IS A THIS IS SUCH A SUCH AN IMPORTANT METRIC THAT WE NEED TO WE NEED TO HAVE TO FIND OUT HOW OUR KIDS FEEL.

THANK YOU. GREAT.

THANKS. THANK YOU.

TRUSTEE MITCH J.

TRUSTEES. ANY OTHER QUESTIONS IN FIRST ROUND HERE? I'VE GOT A COUPLE. FIRST OF ALL, THANK YOU ALL FOR TAKING IT INTO ACCOUNT.

THE DISCUSSION WE HAD AND PUTTING THIS.

JUST GO IN ORDER REAL FAST.

SO THE FIRST ONE, WHICH IS STUDENTS, I THINK ONE THING THAT YOU DIDN'T EXPLICITLY SAY, BUT I THINK IS REALLY IMPORTANT IS I THINK THIS IS THE FIRST TIME WE'LL BE DOING A SURVEY FOR STUDENTS ABOUT THEIR OVERALL SCHOOL EXPERIENCE BECAUSE OUR PREVIOUS CONSTRAINT ONLY AGGREGATED THE RESPONSES FOR PARTICULAR CLASSROOMS. YES. SO I THINK THIS IS INCREDIBLY IMPORTANT TO REALLY GET A SENSE OF WHAT STUDENTS ARE EXPERIENCING ACROSS THE BOARD RATHER THAN JUST IN ANY ONE PARTICULAR CLASSROOM.

BOTH ARE IMPORTANT, BUT THIS IS DEFINITELY MEASURING SOMETHING ELSE.

SO I THANK YOU FOR THAT.

AND MY NEXT QUESTION IS.

AND I DON'T KNOW FOR THESE, BUT LIKE THE WAY I'M LOOKING AT EACH OF THESE IS, IS THE PROGRESS MEASURE THAT YOU ALL HAVE SET OUT.

THE ONLY WAY OR THE BEST WAY TO MEASURE THIS, OR ARE THERE OTHER WAYS TO TRIANGULATE IT, JUST LIKE WE DO IN GOALS? THERE'S NOT ONE GOAL PROGRESS MEASURE BECAUSE, YOU KNOW, THERE'S A LOT OF DIFFERENT THINGS THAT COULD MATTER.

AND I DON'T I'M NOT ADVOCATING FOR A BUNCH OF THEM WHERE ONE WILL DO OR WHATNOT.

BUT I THINK FOR, FOR INSTANCE, THIS ONE, I WOULD ENCOURAGE US TO POTENTIALLY THINK ABOUT INSTEAD OF HAVING ONE AGGREGATE SCORE AS OUR PROGRESS MEASURE.

HAVE EACH OF THE THREE SEGMENTS THAT YOU TALKED ABOUT SCHOOL CLIMATE, SAFETY AND SENSE OF BELONGING SEPARATE.

SO WE CAN SEE WE MIGHT MOVE UP IN TWO OF THOSE AND DOWN AND THE OTHER ONE, THAT'S A DIFFERENT CONVERSATION.

YOU CAN MEASURE THEM AT THE SAME TIME, BUT IT PROVIDES THE PUBLIC MORE CLARITY, IT PROVIDES US MORE CLARITY AND DOESN'T ADD ANYTHING ADDITIONAL IN SENSE OF THAT.

SO MY QUESTION IS, DO YOU ALL HAVE A RESPONSE TO THAT? DO YOU FEEL ANY PARTICULAR TYPE OF WAY? NO, I THINK THAT'S A GREAT IDEA.

IT IT IT JUST AGGREGATES IT.

IT HELPS US UNDERSTAND WHERE THE HIGHLIGHTS ARE AND THEN WHERE DO WE HAVE TO SPEND MORE TIME AND RESOURCES.

BECAUSE IF WE HAVE KIDS WHO DON'T FEEL A SENSE OF BELONGING, THEN WE REALLY HAVE TO LOOK AT THE THE RESOURCES THAT WE'RE ALLOCATING TO THAT ASPECT.

OKAY. THANK YOU.

MY OTHER QUESTION HERE IS, SO THE FALL, WHEN ARE WE TALKING ABOUT THE FALL ADMINISTRATOR? ARE WE TALKING LIKE AT LEAST IN NOVEMBER OR DECEMBER AFTER A PORTION OF THE YEAR OR WHAT ARE WE THINKING ABOUT FOR THAT? THE STUDENTS WOULD TAKE THAT SURVEY IN OCTOBER.

OKAY. AND THEN IT WOULD TAKE ABOUT A WE WOULD HAVE A TWO WEEK WINDOW TO TAKE THAT AND THEN WE WOULD BRING IT TO THE BOARD IN NOVEMBER, ALL DEPENDING ON TIMING.

AND IF NOT NOVEMBER, WE DEFINITELY BRING IT IN DECEMBER.

THE QUESTION I WOULD HAVE WOULD BE, IS THAT ONE ADMINISTRATION, TWO MONTHS INTO THE SCHOOL YEAR, DOES THAT ACCURATELY REFLECT THE STUDENTS ENTIRE EXPERIENCE OVER THAT YEAR AT THAT SCHOOL? WHETHER OR NOT THAT MEANS MAYBE IT DOES AND YOU ALL CAN PUSH AND SHARE THAT, PERHAPS GIVING IT IN DECEMBER WOULD BE A BETTER REPRESENTATION AND WE WOULD JUST LOOK AT IT LATER ON, OR PERHAPS HAVING ONE IN THE FALL AND ONE IN THE SPRING WHEN WE DO OUR REGULAR TEACHER CLASSROOM SURVEYS.

THAT WAY YOU'D BE ABLE TO SEE THAT.

SO, YOU KNOW, I DON'T KNOW WHAT THE ANSWER TO THAT IS, BUT BUT MY REQUEST IS THAT WE REALLY ARE THOUGHTFUL ABOUT WHEN WE'RE GOING TO PUT THAT ON THERE TO GET THE BEST DATA FOR HOW KIDS TRULY FEEL ABOUT THEIR EXPERIENCE.

DR. NELSON, DO YOU HAVE SOMETHING TO ADD THERE? YES, I HAVE SOME.

I'VE BEEN DOING THIS AS A SUPERINTENDENT IN EVERY DISTRICT I'VE BEEN IN, AT LEAST FOR THE LAST 16, 17 YEARS.

THE MOST IMPORTANT PIECE IS EVERYBODY ARGUES ABOUT WHEN IN THE YEAR YOU DO IT, THE MOST IMPORTANT THING IS THAT YOU DO IT AT THE SAME TIME EVERY YEAR.

[04:30:01]

AND SO IF YOU'RE GOING TO DO IT, MAYBE WOULD ESTABLISH A BASELINE IS ONE THING, BUT THEN ONCE YOU GET YOUR BASELINE.

BUT TO ME, YOU KNOW, PEOPLE HAVE ARGUMENTS PRO AND CON OCTOBER, PRO AND CON DECEMBER PRO AND CON MARCH.

SO I THINK THINK GOING FORWARD.

SO YOU CAN HAVE COMPARE APPLES TO APPLES, YOU NEED TO DO IT AT THE SAME TIME, WHICHEVER ONE IS, YOU'RE GOING TO BE YOUR MOST IMPORTANT ONE.

THAT'S THE ONLY OFFER.

ONLY SUGGESTION I WOULD OFFER.

NO, I AGREE. SO I DON'T EXPECT AN ANSWER THERE.

BUT IF YOU HAVE ONE, FEEL FREE.

OTHERWISE, IF YOU CAN LOOK INTO THAT AND TALK WITH THE TEAM AND SEE WHAT MAKES THE MOST SENSE THERE.

THE NEXT ONE FOR STAFF CULTURE.

SO I'M FAMILIAR WITH THIS SURVEY.

I THINK IT IS MEANINGFUL.

MY ONLY QUESTION HERE WOULD BE, IS THAT THE ONLY WAY WE CAN MEASURE THIS, OR IS THERE ANOTHER ONE THAT'S GOOD TO HAVE A TRIANGULATION OF DATA POINTS FOR STAFF SATISFACTION AND CULTURE? HAVE WE DID WE TALK ABOUT THOSE? DID WE EXPLORE ANY OTHER MEASURES? BECAUSE AGAIN, JUST NOT THAT IT'S NECESSARILY WRONG OR WHATNOT, BUT I ALSO FEAR THAT IF ONE DATA POINT DOESN'T ALWAYS TELL THE WHOLE STORY.

RIGHT. WE DID.

WE WE HAD A LENGTHY CONVERSATIONS ABOUT WHAT WHAT SHOULD WE USE TO MEASURE.

AND ONE OF THE THINGS THAT THERE WAS A WORRY OR CONCERN OF HAVING TOO MANY SURVEYS, YOU KNOW, AND PEOPLE BECOMING, YOU KNOW, JUST HAVING TOO MANY SURVEYS, I THINK THAT THAT WE REALLY NEED TO WORK TO MAKE SURE THAT WE'RE NOT SPENDING TOO MUCH TIME COMPLETING IT.

SO WE JUST DETERMINED THAT WE WERE GOING TO USE THIS SURVEY THAT WAS ALREADY IN PLACE.

AND CURRENTLY WE ONLY USE ONE ASPECT.

WE USE ONE OF THE QUESTIONS.

NOW WE'RE LOOKING AT USING THE WHOLE DIMENSION OF POSITIVE CULTURE AND ENVIRONMENT.

OKAY, THAT MAKES SENSE TO ME.

YEAH. I'M NOT NECESSARILY ADVOCATING FOR MORE SURVEYS LIKE IF IF WE HAVE ONE THAT DOES A GOOD JOB, THEN THAT'S FINE.

THEN I WOULD MY SAME RECOMMENDATION WILL GO FROM HERE POTENTIALLY.

THEN YOUR TO PROGRESS MEASURES WILL BE A FALL ONE AND A SPRING ONE.

WE DO THIS TWICE ANYWAYS.

WHY NOT HAVE TWO DIFFERENT ONES? BECAUSE THAT CAN GIVE US SOME DIFFERENT TYPE OF INFORMATION OR BREAK IT UP ALONG THE SAME.

THAT DOESN'T ADD ANOTHER SURVEY BUT THE SAME DIMENSIONS JUST SO WE CAN HAVE A LITTLE BIT DEEPER AND MORE TRANSPARENT LOOK.

SO AN IDEA TO CONSIDER AND THEN.

I'M GOING TO MOVE TO.

I MEAN, MY SAME QUESTION GOES FOR BOTH THE THEORY OF ACTION AND THE RACIAL EQUITY ONE, WHICH ARE, YOU KNOW, ARE THOSE THE MOST IMPORTANT ONES? ARE THOSE THE BEST WAYS? TO ME, IT'S A LITTLE BIT EASIER TO KIND OF SEE THE VALUE IN THOSE.

I KNOW WE HAVE OTHER RACIAL EQUITY GOALS THAT WE'RE AIMING FOR THAT YOU ALL PRESENT TO US EACH MONTH.

THESE TWO CAME FROM THAT.

I'M GLAD THERE'S NOT LIKE ADDITIONAL ONES.

WE SHOULD JUST HAVE DIRECT ALIGNMENT IF THERE'S THE MOST IMPORTANT ONES.

BUT I DO WANT TO JUMP TO THE LAST ONE BECAUSE I THINK TRUSTEE MARSHALL POINT WAS A REALLY GOOD ONE.

I WOULD JUST RECOMMEND A CHANGE TO THE LANGUAGE OF CONSTRAINT TO THE CONSTRAINT FIVE RATHER THAN CONSTRAINT FIVE BEING TO HAVE AN UNQUALIFIED OPINION.

POTENTIALLY, THAT'S A PROGRESS MEASURE, BUT I WOULD JUST POTENTIALLY WRITE THAT AS ENSURE FINANCIAL SUSTAINABILITY AND SUCCESS AS OUR CONSTRAINT DON'T OPERATE WITHOUT ENSURING THAT.

HOW DO YOU MEASURE THAT? WE MEASURE IT BY WHETHER OR NOT WE HAVE AN UNQUALIFIED OPINION.

WE MEASURE IT BY IF WE HAVE TWO OR LESS EXCEPTIONS.

AND THAT'S A BETTER ALIGNMENT TO, I THINK, WHAT THE HEART OF THAT QUESTION IS, RATHER THAN THE CONSTRAINT BEING TO HAVE AN UNQUALIFIED OPINION.

IF THAT'S THE CASE AND THAT'S WHAT IT IS, THAT'S FINE TOO.

THEN WE NEED PROGRESS MEASURES THAT TRACK TOWARDS UNQUALIFIED OPINION, NOT SOMETHING ELSE.

SO THOSE WOULD BE MY RECOMMENDATIONS ON THAT.

THANK YOU. THAT CONCLUDES IT FOR MYSELF.

SO WE'RE GOING TO MOVE ON TO THE SECOND ROUND NOW.

WE'LL START WITH TRUSTEE MARSHALL.

SO I JUST WANTED TO REACT TO THE SUGGESTION THAT YOU JUST MADE.

I WANT TO BE CAREFUL THAT WE'RE NOT CONFLATING FINANCIAL SUSTAINABILITY IN TERMS OF OPERATING WITHIN BUDGET OR OR HAVING A FUND SURPLUS OR ANY OTHER METRIC THAT YOU'RE USING TO ASSESS FINANCIAL SUSTAINABILITY WITH AN UNQUALIFIED AUDIT.

BECAUSE YOU COULD BE YOU COULD BE UPSIDE DOWN FINANCIALLY AND STILL HAVE AN UNQUALIFIED AUDIT.

THOSE THINGS ARE NOT CORRELATED TO ONE ANOTHER.

SO. AND NOR ARE EXCEPTIONS ON AN AUDIT CORRELATED TO THE NATURE OF THE OPINION BEING QUALIFIED OR UNQUALIFIED.

SO IT SEEMS TO ME, PAM, THAT WHEN YOU ANSWERED THE PREVIOUS QUESTIONS, YOU WERE TALKING ABOUT HAVING SOME SORT OF FINANCIAL SUSTAINABILITY METRIC.

WHICH MY SUGGESTION WOULD BE, IF THAT'S WHAT YOU WANT, THEN DO THAT.

DON'T TALK ABOUT AN UNQUALIFIED AUDIT OPINION BECAUSE THOSE THINGS ARE NOT CORRELATED TO ONE ANOTHER.

SO PERHAPS IT SHOULD BE SOMETHING AROUND HAVING ENOUGH MONEY IN THE FUND BALANCE TO SUPPORT OPERATIONS FOR 60 DAYS OR 90 DAYS OR WHATEVER THE HURDLE RATE IS THAT WE'RE

[04:35:08]

SO I'D BE CAREFUL ABOUT HOW WE'RE THINKING ABOUT THE AUDIT RESULTS, ALTHOUGH I LIKE THE IDEA VERY MUCH OF HAVING A FINANCIAL CONSTRAINT, I JUST DON'T THINK WE'VE YET LANDED ON APPROPRIATE WORDING.

WE'LL REVISIT IT AND BRING IT BACK IN JUNE.

THANK YOU, TRUSTEE MARSHALL.

ANYONE ELSE ON THIS FOR SECOND ROUND? TRUSTEE GARCIA. AND THEN TRUSTEE HENRY.

IF YOU HAVE ANYTHING TO ADD, WE'LL COME TO YOU NEXT.

SO VERY GOOD QUESTION IS THAT WE'RE LOOKING AT CONSTRAINTS, CONSTRAINT ONE SPECIFICALLY AROUND STUDENT EXPERIENCES.

DO WE KNOW OF ANY SURROUNDING SCHOOL DISTRICTS OR OTHER LARGE URBAN SCHOOL DISTRICTS THAT DO SOMETHING DIFFERENTLY OR SIMILAR TO WHAT WE ARE DOING HERE WITH THESE SURVEYS? YOU KNOW, TRUSTEE GARCIA, I WOULD IMAGINE THAT THERE ARE.

BUT I CAN'T I CAN'T GIVE YOU THOSE EXAMPLES SPECIFICALLY.

THANK YOU. I DO KNOW THAT OTHER DISTRICTS WHO ARE USING THE LONE STAR GOVERNANCE HAVE TO HAVE CONSTRAINTS.

AND IN MANY CASES THEY DO HAVE CONSTRAINTS AROUND STUDENT EXPERIENCES OR STAFF SATISFACTION.

THANK YOU. TRUSTEE HENRY PRESIDENT MARKEY.

I FIRST EXCITED ABOUT THIS EXPERIENCE.

I KNOW YOU, PRESIDENT MACKY, AND THE ADMINISTRATION ARE WORKING ON THIS FOR A WHILE.

I THINK IDEALLY I WOULD PROBABLY LIKE TO COME TOGETHER IN ORDER TO BE DIFFICULT FOR THE BOARD TO TALK ABOUT THIS AND KIND OF GET A SHARED IDEA, BUT ALSO SIGN SATISFIED WITH THIS PROCESS.

I. I HAVE A FEW QUESTIONS.

PRESIDENT MACKEY JUST TALKED ABOUT THE TIMING OF THESE SURVEYS, PARTICULARLY WITH THE STUDENTS.

IS THERE. I WOULD LIKE AN.

IS THERE A REASON WHY WE CHOSE THE FALL? TO DO THE SURVEY AND WHERE ARE WE AIMING AT IN THE FALL? THE FIRST DAY OF SCHOOL, RIGHT BEFORE WE LEAVE FOR CHRISTMAS BREAK OR HOLIDAY BREAK.

SO SO THERE IS A REASON WHY WE SELECTED AND EARLIER I TALKED ABOUT HAVING TOO MANY SURVEYS AND WE WANT TO PREVENT SURVEY FATIGUE.

AND SO WE CURRENTLY HAVE A STUDENT SURVEY THROUGH OUR SEAL DEPARTMENT.

AND WE ADDED TO THAT PARTICULAR SURVEY THE THIS CONSTRAINT.

SO THAT SURVEY HAS ALWAYS BEEN GIVEN.

I THINK THIS IS THE SECOND YEAR HAS BEEN GIVEN IN OCTOBER.

SO WE CONTINUED WITH THE OCTOBER TIME FRAME.

THE OTHER THING THAT I THINK SHOULD BE CONSIDERED IS ONCE YOU HAVE THE DATA, THEN YOU HAVE TIME TO MAKE ADJUSTMENTS.

SO IF WE WAIT UNTIL TOWARD THE END OF THE YEAR, THEN THERE'S SO MUCH TIME THAT HAS GONE BY AND THOSE ADJUSTMENTS HAVEN'T BEEN MADE.

AND THEN I GUESS THE LAST THING IS REALLY KIND OF EMPHASIZING WHAT DR.

HINOJOSA SAID.

YOU KNOW, WE JUST NEED TO MAKE SURE THAT IT'S CONSISTENT.

YEAH, I KNOW. I GET THE IDEA OF MULTIPLE SERVANTS BEING BURDENSOME.

I LIKE THE IDEA OF CONSISTENCY DR. HINOJOSA.

I THINK THAT WORKS. ORGANIZATIONS OF ADULTS LIKE CORPORATIONS OR FOR STAFF OR EDUCATORS.

BECAUSE THEORETICALLY YOU PROBABLY HAVE THE SAME DIRECT MANAGER, DIRECT RAPPORT YEAR TO YEAR UNLESS CHANGE STOPS.

BUT WITH STUDENTS, A LOT CHANGES EACH YEAR.

THE TEACHER THAT I HAVE IN FIRST GRADE IN THE SCHOOL [INAUDIBLE] SAY IN SCHOOL.

WELL, YOU MIGHT HAVE THE SAME TEACHER.

SO WE TALK ABOUT GROWTH OPPORTUNITIES.

IT MAKES SENSE TO ME TO DO YEAR OVER YEAR AND BE CONSISTENT.

A LITTLE MORE QUESTIONS ON WHETHER PULLING A KID ON THEIR EXPERIENCE ON THE FALL OCTOBER AND THEN WAITING TILL THE NEXT OCTOBER.

IT GIVES YOU A SNAPSHOT, ALLOWS YOU TO ADJUST AND PIVOT.

BUT IF THOSE ADJUSTMENTS, THOSE RESOURCES OR WHATEVER YOU DID FALL ON THAT INITIAL SURVEY ACTUALLY WORKED ON THAT BECAUSE THE NEXT YEAR THEY'RE IN A DIFFERENT ENVIRONMENT AND THEY MIGHT GO FROM A TEACHER THAT THEY DIDN'T LIKE AT ALL, TO TEACHERS THAT THEY LIKED AT ALL SCHOOLS OR FELT SAFE OR A PLACE WHERE THEY WERE REALLY THERE TODAY.

YOU DON'T HAVE ANY THOSE IN THE DISTRICT, BUT DOES THAT MAKE SENSE, DR.

LEAR, OR. YES, IT DOES.

DID YOU HAVE A RECOMMENDATION OF A TIME FRAME THAT YOU THINK WOULD BE MOST APPROPRIATE WITH THE STUDENTS? WE HAVE MULTIPLE [INAUDIBLE] A FEW WEEKS.

[04:40:04]

OF THEM NEEDS TO BE THREE. BUT I THINK WE DO THAT WITH THE KIDS BECAUSE EXACTLY WHAT YOU JUST SAID, IT GIVES YOU A SNAPSHOT INITIALLY.

EVERYONE, INCLUDING THE PARENTS, CAN PUT SUPPORT SYSTEMS AROUND THEIR KIDS TO MOVE FORWARD TO GET ANOTHER SNAPSHOT.

OKAY. DOES THAT WORK IS THEN NOT NEED TO GO HARDER OR BE OKAY.

AND AT THE END WE SEE THE END OF THE YEAR WHERE THE KID ENDS UP.

SO I DON'T KNOW, I DEFER TO PEOPLE, BUT SOMEWHERE TOWARDS THE END OF THE SCHOOL YEAR TO SEE IF IF THAT CHANGE GOT BETTER, IF IT GOT WORSE, IF THE INTERVENTIONS WORK OR THEY DIDN'T WORK.

I THINK THAT HELPS INFORM THE SYSTEM AS WELL.

YOU START SEEING WHAT INTERVENTIONS.

I JUST DON'T KNOW HOW WE EVALUATE WHETHER IT WORKS OR NOT.

DOCTOR LEAR, IF I MAY.

THERE ARE SOME DISTRICTS THAT HAVE PILOTED THE USE OF PULSE CHECKS, WHICH ARE NOT FULL SURVEYS, BUT THEY'RE LIKE LITTLE DIP STICKS AROUND ASPECTS OF CULTURE THAT I THINK MIGHT BE A SOLUTION TO WHAT TRUSTEE HENRY IS DESCRIBING.

AND TRUSTEE HENRY I COULD TAKE THIS BACK BOTH TO THE PRESIDENT AS WELL AS STAFF AND MAYBE THE OCTOBER IS GETTING OUR BASELINE.

AND THEN AT THE END OF THE YEAR, YOU KNOW, WE HAVE ANOTHER SURVEY JUST TO SEE HOW WELL STUDENTS DID FROM OCTOBER TO THE END OF THE YEAR. AND THEN NOW THE END OF THE YEAR WILL JUST BE THE TIME FRAME THAT WE GIVE THE SURVEY.

I MEAN, WE CAN I CAN TALK TO STAFF ABOUT THAT.

PRESIDENT MACKEY, WHERE AM I ON TIME? 5 MINUTES.

SO GOING BACK TO THAT QUESTION TO WHO GETS THAT INFORMATION FROM THE SURVEY? GRADES, THE STUDENTS WHO TAKE THE SURVEY ARE GRADES 3 THRU 12.

AND THEN WE WILL CREATE A MONITORING CALENDAR FOR THE CONSTRAINTS.

WHO GETS THE ANSWERS TO THE TERMS OF THE SURVEY? SO [INAUDIBLE] SO STAFF WILL GET THE DATA AND WE'LL HAVE A MONITORING CALENDAR AND WE'LL PRESENT IT TO THE BOARD.

BUT SCHOOL PRINCIPALS WILL ALSO SEE THE DATA FOR THEIR SCHOOL, CORRECT? YES. WOULD EDUCATORS SEE THE DATA FOR THEIR CLASSROOM? [INAUDIBLE] YES.

I THINK MY WHOLE POINT IS I WOULD LOVE TO USE THIS INFORMATION BECAUSE I THINK IT'S GOOD INFORMATION, GOOD SOURCES TO INFORM EVERYBODY'S PRACTICE.

IF I'M A PARENT, I WOULD LIKE TO KNOW HOW MY KIDS FEELS ABOUT THEIR CLASSROOM AND THEIR SCHOOLWORK.

I'M AN EDUCATOR. I WANT TO KNOW IF I'M CREATING A POSITIVE CULTURE.

I MIGHT THINK I'M DOING A GREAT JOB CREATING A POSITIVE FOCUS, AND ALL THE STUDENTS SAY IT'S TERRIBLE OR VICE VERSA.

SO I WANT TO EXPLORE WAYS TO USE.

I THINK IT'S VERY VALID INFORMATION COMING FROM STUDENTS TO INFORM PEOPLE THAT CAN MAKE A DIFFERENCE IN THE CLIMATE, CULTURE, SAFETY, ETC.

OF OUR STUDENTS. THAT'S ALL I HAD ON THAT.

I JUST WANT TO MAKE A COMMENT ON THE CONSTRAINT NUMBER FOUR.

I APPRECIATE, CURIOUS ABOUT THE SECOND ONE THAT I WAS CHOSE, BUT I REALLY APPRECIATE THE FIRST BULLET POINT JUST BECAUSE IT FOCUSES ON THE KIDS EVERY DAY AND THE [INAUDIBLE] AND I THINK THAT'S PROBABLY THE BIGGEST LEVER THAT WE HAVE.

SO IF THERE WAS ONE CONCERN, THE ONE THAT I HAVE ON THERE IN THIS SPACE IS WOULD BE MAKE SURE WE HAVE THE STRONGEST POSSIBLE IN FRONT OF.

OUR KUBERNETES HIGH PRIORITY.

THAT'S ALL I HAVE FOR THE NEXT.

I APPRECIATE THE QUESTIONS BEING INCLUDED.

THANK YOU. THANK YOU, TRUSTEE HENRY.

ALL RIGHT. THANK YOU SO MUCH.

PAM, WE WILL NOW MOVE ON TO ITEM D, MINORITY WOMEN IN BUSINESS ENTERPRISE QUARTERLY REPORT FY 2021-22 QUARTER THREE.

GOOD AFTERNOON, EVERYONE.

FIRST OF ALL, I WANT TO THANK YOU ALL FOR THE OPPORTUNITY TO PRESENT THE MWBE THIRD QUARTER REPORT.

WE'VE SENT YOU ALL THE LIST OF THE DIFFERENT PROGRAMS AND INITIATIVES THAT WE'VE CONDUCTED THROUGHOUT THE YEAR.

ON THAT FIRST PAGE.

[04:45:02]

OUR BOND ACADEMY THAT WE'VE COMPLETED.

WE HAVE CURRENTLY 23 BUSINESSES THAT ARE IN POSITION TO RECEIVE THEIR BONDING BASED ON THEIR ACADEMIES.

AND WE HAVE ANOTHER LAST BOND ACADEMY WHICH IS SCHEDULED FOR JUNE.

NEXT WE HAD 150 PARTICIPANTS AND OUR KNOWLEDGE IS POWER BUSINESS CONFERENCE.

AND YOU HAVE A LIST OF THE DIFFERENT SESSIONS LIKE UNDERSTANDING THE RFP PROCESS, ETC., THAT WE COVERED WITH THEM.

AND WE MADE SURE THAT WE ENCOURAGED CONSTRUCTION COMPANIES, PROFESSIONAL SERVICES VENDORS AND GOODS AND SERVICES VENDORS TO BID FOR CONTRACTS WITH DALLAS ISD.

RECENTLY, WE HAVE SCHEDULED AND CONDUCTED A MEETING.

IT WAS REALLY A CONFERENCE AND IT WAS SPONSORED BY THE SBA AND GOLDMAN SACHS, AND IT WAS A SMALL BUSINESS CONFERENCE.

SMALL BUSINESSES, AND WE FOCUSED ON THE TRAINING THEM ON BUSINESS, FINANCE AND RESOURCES.

AND LAST BUT NOT LEAST, BUT MS. PARTEE AND I HAVE CONTINUED TO MEET WITH THE PRIME VENDORS WHO HAVE RECEIVED LARGE CONTRACTS WITH DALLAS ISD, ENCOURAGING THEM TO INCREASE THEIR UTILIZATION OF OUR MWBE CERTIFIED SUBCONTRACTORS.

AND NOW TO THE DATA REPORT BEFORE YOU HAVE THE 2015 BOND TOTAL MWBE UTILIZATION.

OUR GOAL WAS 30% IN CONSTRUCTION AND WE'VE MET 53.56%.

THE GOAL FOR PROFESSIONAL SERVICES WAS 35% AND WE MET 40.31%.

AND OUR BRIDGE PROGRAM.

AS FAR AS THE TOTAL MWBE UTILIZATION ARE, OUR GOAL WAS 30% FOR CONSTRUCTION, BUT WE MET 73%.

AND THEN PROFESSIONAL SERVICES.

OUR GOAL WAS 35% AND WE MET 25%.

AND THE CONSTRUCTION MANAGER AT RISK.

CMAR CATEGORIES.

EXCUSE ME, OUR GOAL WAS 35% FOR PROFESSIONAL SERVICES, BUT WE MET 74.4% ON PROFESSIONAL SERVICES CMAR AND CONSTRUCTION.

THE GOAL WAS 30%.

WE MET 6.6%.

WHEN IT COMES TO THE FUND 199 GENERAL OPERATING BUDGET FOR OUR MWBE UTILIZATION, OUR GOAL WAS 30% AND WE MET 14.5%.

AND DISTRICT WIDE FUNDS.

THAT'S EXCLUDING BOND FUNDS.

OUR GOAL WAS 30% AND WE MET 15.65%.

AND THAT'S OUR REPORT.

AND NOW WE OPEN FOR QUESTIONS.

THANK YOU SO MUCH. TRUSTEES, ANY QUESTIONS? WE WILL START WITH TRUSTEE FOREMAN.

THANK YOU, MR. WILLIAMS, FOR THE REPORT.

I'M ALWAYS INTERESTED IN LOOKING AT WHAT'S HAPPENING WITH MINORITY OWNED FIRMS. AND WHAT I DON'T SEE IN THE REPORT IS AN ACCOUNTING FOR THE 2020 BOND.

AND MAYBE, DUANE, YOU NEED TO BE UP HERE, TOO, SO I CAN CAN UNDERSTAND.

OKAY. BASICALLY, WE WILL START REPORTING ON THE 2020 BONDS.

THAT'S A SEPARATE BOND FUND, A FUNDING SOURCE.

AND WE WILL START REPORTING ON THAT VERY SOON.

SO WHEN DO THEY.

I KNOW WE'RE SPENDING BOND MONEY.

I KNOW WE'RE SPENDING INSURANCE MONEY THAT'S BASED ON CONSTRUCTION.

AND SO.

THERE'S NO INDICATION AS TO HOW MUCH MONEY WE'RE SPENDING AND HOW MUCH MONEY IS GOING TO ETHNIC MINORITIES AND WOMEN.

YES, YOU'RE CORRECT. WE HAVE STARTED SPENDING 2020 AND THEY HAVE ACCESS TO THAT THROUGH ORACLE.

SO I ANTICIPATE IN THE NEXT QUARTER THAT THEY WILL BEGIN REPORTING THAT AS OF THAT QUARTER.

SO I WOULD LIKE TO SEE THAT AND THEN STAY THERE DUANE, DON'T GO AWAY ON ON THE CONSTRUCTION MANAGER

[04:50:05]

SO NOW THE CONSTRUCTION MANAGER AT RISK IS SET UP A LITTLE BIT DIFFERENT THAN YOUR CSP.

AND SO THERE IS FRONT MONEY THAT GOES TO THE COMPANY FOR GETTING IN AT THE FRONT END, IS THAT CORRECT? THERE'S A SMALL PAYMENT TO THE COMPANY FOR PRE CON.

USUALLY IT'S ABOUT 25,000 FOR THEM TO BE INVOLVED IN THE DESIGN PROCESS ALONG THE WAY.

AND SO THESE DOLLARS THAT WE HAVE HERE FOR THE PROFESSIONAL SERVICES, IS THAT INCLUSIVE OF THE DESIGN PROCESS OR THE MAJORITY OF THAT IS GOING TO BE FOR ARCHITECTS? THIS IS ONLY ARCHITECTS.

I WOULDN'T SAY IT'S ONLY ARCHITECTS, BUT I WOULD SAY THE MAJORITY OF THEM.

AGAIN, AS I SAID A LITTLE BIT EARLIER, PERCENTAGES CAN BE DECEPTIVE.

AND SO WE DON'T DO 74% NOTHING WITH MINORITIES.

SO THAT CAN BE SOMEWHAT THE PERCEPTION IS BECAUSE I'VE HEARD BOARD MEMBERS AROUND THIS TABLE TALK ABOUT CMAR AND SAY, OH, LOOK AT WE'RE DOING SO MUCH BETTER THAN WE'VE DONE IN THE PAST.

BUT THEN LOOK AT THE DOLLAR AMOUNT.

AND MR. WILLIAMS, I'M NOT GETTING ON YOU.

I'M JUST TALKING ABOUT THE PROCESS OF REALLY UNDERSTANDING WHAT IS GOING ON.

THAT'S UNDERSTOOD. AND ACTUALLY IN THE CATEGORY FOR AFRICAN AMERICANS UNDER THIS CONSTRUCTION MANAGER AT RISK, IT'S ACTUALLY ZERO.

BUT WE'VE DONE 74%.

AND I DON'T KNOW I KNOW YOU'RE CALCULATING THIS BASED ON PAYMENTS, SO.

CORRECT. OH, OKAY.

IF YOU LOOK AT THE VERY TOP, IF YOU LOOK AT THE VERY TOP LINE, IT'S 4% FOR AFRICAN-AMERICAN MALE.

OH, FOR OH, EXCUSE ME.

THAT'S ZERO FOR THE WOMEN.

OKAY. THANK YOU VERY MUCH.

SO WHEN I LOOK AT THIS IN RELATIONS TO, IT WOULD BE BETTER FOR ME TO UNDERSTAND HOW MUCH WE'VE CONTRACTED.

FOR ONE OF THESE PROJECTS.

FOR INSTANCE, THE VALLEY VIEW PROJECT IS PROBABLY CONSTRUCTION MANAGER AT RISK.

IS IT? THAT'S FOR A CONSTRUCTION MANAGER AT RISK PROJECTS ARE GOING TO BE THE CAREER INSTITUTE NORTH.

WE'RE GOING TO WE HAVE THAT AT WEST END DALLAS AND WE ALSO HAVE THEM AT RISK FOR THE TJ AND NEW INTERNATIONAL SCHOOL BUILDINGS. THOSE ARE THE PROJECTS.

THE DOWNTOWN.

NO, DOWNTOWN IS A DESIGN BUILD.

DESIGN BUILD. IT'S NOT CMAR.

OKAY. SO IF I HAD AN UNDERSTANDING OF HOW MUCH THE PROJECTS ARE AS WE GO THROUGH THE PROJECT, JUST ANOTHER LINE TO LET ME KNOW HOW MUCH THE PROJECTS AMOUNT TO BECAUSE THESE ARE SMALL AMOUNTS.

BUT IT'S, IT'S MISLEADING TO BELIEVE THAT 74%, ALTHOUGH THOSE ARE BASED ON PAYMENTS, THAT'S ALL I WANTED TO SAY.

AND THEN WHEN I GO BACK TO THE OF COURSE, THE 2015 BOND, I'M EXCITED ABOUT THE OPPORTUNITIES THAT WERE PRESENTED TO ETHNIC MINORITIES AND WOMEN. AND SO I'M LOOKING FORWARD TO SEEING SOME OF THOSE SAME KINDS OF NUMBERS.

BUT THE WAY THAT THE PAYMENTS ARE GOING, IT'S A LITTLE BIT DIFFERENT.

SO I JUST LIKE TO SEE JUST A LITTLE BIT MORE DETAIL ON THE CONSTRUCTION MANAGER AT RISK TO GET A BETTER UNDERSTANDING OF HOW MUCH WE'RE SPENDING, HOW MUCH WE'VE ALLOCATED, HOW MUCH WE'VE ALREADY SPENT, AND THEN HOW MUCH THE PROJECTS ARE BECAUSE THE PROJECTS ARE USUALLY BIGGER SO. THAT'S NO PROBLEM.

DOES THAT MAKE SENSE? YES.

YES, WE'LL DO THAT. ALL RIGHT.

THANK YOU. NOW YOU CAN GO DWAYNE.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN TRUSTEE.

ARE THERE ANY OTHER QUESTIONS HERE? ALL RIGHT, HEARING NONE. THANK YOU SO MUCH, MR. WILLIAMS. WE APPRECIATE IT.

WE WILL NOW MOVE ON TO ITEM NINE.

THE TRUSTEES WILL BE OR MINUTES SUBMITTED FOR APPROVAL TRUSTEES MINUTES WILL BE SENT TO YOU PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES, ARE THERE ANY QUESTIONS FOR 10 A?

[10. STATUTORY ITEMS]

SEEING NONE ON 10A WE WILL NOW MOVE ON TO 11 POLICY UPDATES.

THIS IS 11 A THROUGH E AND I KNOW WE ARE GOING TO HAVE A QUESTION ON E, SO I GUESS, IS THERE ANY OTHER QUESTIONS ON A THROUGH D?

[11. POLICY UPDATES]

[04:55:07]

AND I THINK THERE'S A BRIEF PRESENTATION TO I KNOW OF THIS.

OR NOT. ONE SECOND .

TEN E, STUDENT CODE OF CONDUCT.

ELEVEN E. SORRY. OKAY.

WE'RE GOING TO START WITH GIVING YOU JUST THE QUICK MAJOR CHANGES TO THE CODE OF CONDUCT FOR THIS YEAR.

AS YOU KNOW, EVERY YEAR WE HAVE A STUDENT CODE OF CONDUCT TASK FORCE.

WE HAVE REPRESENTATIVES FROM EACH OF YOU, AS WELL AS REPRESENTATIVES FROM SCHOOL LEADERSHIP, MEANING PRINCIPALS, PARENTS, TEACHERS.

AND SO FROM THAT TASK FORCE, WE'D LIKE TO SHARE WITH YOU SOME OF THE CHANGES THAT CAME ABOUT FOR THIS DRAFT.

ALL RIGHT. THANK YOU. GOOD AFTERNOON.

BOARD TRUSTEES AND DR.

HINOJOSA, THANK YOU FOR HAVING US SHARE THESE UPDATES.

FOR STARTERS, AS RECOMMENDED BY THE TASK FORCE, THE FOLLOWING OFFENSES WILL BE ADDED TO LEVEL 1A SKIPPING CLASS, LOITERING AND SLAP BOXING.

THOSE WERE NOT PREVIOUSLY IN THE STUDENT CODE OF CONDUCT.

THE TASK FORCE ALSO RECOMMENDED ORGANIZING, SUGGESTED ACTIONS TO SUPPORT THE DEVELOPMENT AND PROVIDE PROGRESSIVE DISCIPLINE ACTIONS FOR CERTAIN OFFENSES.

PROVIDE ADDITIONAL EXAMPLES IN THE GLOSSARY TO MINIMIZE THE CONFUSION AROUND DIFFERENT CONSEQUENCES AND PROVIDE CONCRETE EXAMPLES FOR CLASSROOM DISRUPTIONS WHICH CAN WHICH CAN ALSO BE SUBJECTIVE FOR SOME TEACHERS AND ADMINISTRATORS.

THE TASK FORCE ALSO AGREED TO INCREASING THE LEVEL FOR THE FOLLOWING OFFENSES.

THE POSSESSION AND DISTRIBUTION OF PORNOGRAPHIC MATERIALS WILL BE MOVED TO A LEVEL 2B OFFENSE AND LEAVING SCHOOL GROUNDS WILL MOVE TO A LEVEL 2A OFFENSE, AND DIRECTING PROFANITY TOWARDS STUDENTS WILL ALSO BE MOVED TO A LEVEL 2B OFFENSE.

NOW ADDITIONAL CLARIFICATION WILL BE PROVIDED AROUND THE DEFINITION OF E-CIGARETTES, INCLUDING THE GLOSSARY MENTION OF CARTRIDGES, WHICH WAS NOT PREVIOUSLY THERE. THE TASK FORCE ALSO REVIEWED SEVERAL INCIDENTS THAT WERE ASSIGNED TO A LOWER LEVEL AND DETERMINED THAT THE SERIOUSNESS OF THOSE OFFENSES SHOULD BE CLASSIFIED AT A HIGHER LEVEL.

THOSE INCLUDE HIT LISTS, GANG ACTIVITY, KNIFE POSSESSION, PROFANITY AND OBSCENE GESTURES TOWARDS PERSONNEL.

AND LASTLY, DRUGS, NON FELONY WITH THC WILL BE MOVED TO A LEVEL THREE MANDATORY OFFENSE.

AND IN ADDITION TO THE DAEP, WE ARE MAKING A SUGGESTION FOR A SHORTENED DAP PLACEMENT FOR STUDENTS DUE TO THE ONGOING VIOLENCE AND SAFETY ISSUES THAT ARE ON CAMPUS.

I'M GOING TO LET SHERRY TALK A LITTLE BIT MORE ABOUT THAT.

HOLD ON. LET ME PULL MY MY DATA HERE.

SO WE'VE LOOKED AT SOME OF THE DATA AROUND SOME OF THE OFFENSES RELATED TO CLASS C ASSAULTS, FIGHTING AND THREATS ON PERSONNEL.

AND SO WHAT WE FOUND, FOR EXAMPLE, WITH CLASS C ASSAULTS, WE HAD 35 STUDENTS THAT COMMITTED AT LEAST TWO OFFENSES AROUND ASSAULT CLASS C, WE HAD EIGHT THAT DID THAT THREE TIMES.

ONE STUDENT THAT'S DONE IT FOUR TIMES AND TWO STUDENTS THAT HAVE DONE IT FIVE TIMES.

WHEN WE LOOK AT FIGHTING, WE HAVE 235 STUDENTS THAT HAVE FOUGHT TWICE.

[05:00:05]

AND WE EVEN HAVE TWO STUDENTS THAT HAVE HAD FIVE FIGHTS.

SO WE FELT LIKE WE NEEDED TO GET A HANDLE ON THESE SITUATIONS WHERE WE HAVE KIDS THAT ARE CONSTANTLY CREATING SITUATIONS IN A CAMPUS THAT ARE OF A VIOLENT OR AGGRESSIVE TYPE BEHAVIOR.

SO FOR THAT, WE'RE RECOMMENDING A LEVEL IN THE CODE OF CONDUCT WHERE THESE STUDENTS COULD GO TO DAEP FOR FIVE DAYS, WHERE THEY WOULD BE INVOLVED IN A CURRICULUM THAT WORKS ON THESE VIOLENT BEHAVIORS, HELPING THEM PROBLEM SOLVE, HELPING THEM MAKE GOOD DECISIONS SO THAT THEN WHEN THEY COME BACK TO CAMPUS, THEY MEET WEEKLY WITH THEIR CLINICIAN TO THEN START PRACTICING THE THINGS THAT THEY LEARN SO THAT WE CAN CUT DOWN ON THESE REPETITIVE, VIOLENT OFFENSES.

SO THAT IS A MAJOR CHANGE THAT WE ARE RECOMMENDING TO THE CODE OF CONDUCT.

ALL RIGHT, I GUESS WE'LL OPEN THE FLOOR FOR ANY QUESTIONS.

THANK YOU ALL FOR THAT.

TRUSTEES. WE'LL BEGIN WITH QUESTIONS.

I THINK TRUSTEE CARREÓN WAS FIRST FOLLOWED BY TRUSTEE JOHNSON.

FIRST TRUSTEE JOHNSON.

SORRY, TRUSTEE JOHNSON FOLLOWED BY TRUSTEE CARREÓN.

THANK YOU. THE PROBLEM THAT I HAVE IS YOU GUYS WAS TRYING TO MEET WITH ME, I THINK, LAST WEEK.

FIVE NINE.

YOU GUYS REACHED OUT.

AND I KNOW I TOLD YOU THAT MY SCHEDULE WAS FULL, YET WE'RE STILL HERE.

SO I KNOW YOU MET WITH TRUSTEE CARREÓN, BUT YOU DIDN'T MEET WITH ME.

AND WE EXPRESSED THAT WE HAD SOME ISSUES CONCERNING THIS.

AND WE ALSO EXPRESSED THAT WE DON'T WANT ANYTHING COMING TO THIS BOARD WITHOUT FULLY MEETING WITH THE TWO TRUSTEES.

SO I CAN'T SUPPORT THIS.

AND WE ASKED THIS PRIVATELY, NOT FOR YOU NOT TO DO THIS, ESPECIALLY AT THE LAST MINUTE LIKE THIS.

SO TRUSTEE JOHNSON THE REASON WE PUT IT ON IS BECAUSE WE HAVE TO HAVE STUDENT CODE OF CONDUCT IN AUGUST AND THE TRUSTEES HAVE TO HAVE TWO READS.

SO WE'RE NOT ASKING TO MAKE TO HAVE ANY ACTION.

WE'RE PUTTING IT ON BECAUSE THERE NEEDS TO BE TWO READS.

AGAIN, WE ASK NOT FOR THAT NOT TO BE DONE BECAUSE THERE'S A BIG PROBLEM CONCERNING WHAT WE ASKED FOR BEFORE WE BROUGHT THIS TO THIS BOARD.

AND THAT WAS NOT DONE.

AND I CAN STEP IN. YOU CAN WE CAN TALK ABOUT THIS, BUT I'LL TAKE THE FULL RESPONSIBILITY, BECAUSE I DID ASK THEM TO SAY IF IT'S GONE TO THE POLICY COMMITTEE, IT DOES NEED TO GO TO POLICY COMMITTEE FIRST. AND I BELIEVE THIS DID CORRECT? THAT IT STILL COMES TO THE BOARD FOR ITS TWO READS BEFORE IT NEEDS TO GET DONE.

WELL, I CAN'T SUPPORT THIS TRUSTEE MACKEY BECAUSE ME AND TRUSTEE JOE WHO IS ON THE POLICY COMMITTEE IS NOT IN IT.

WE DON'T AGREE WITH WHAT'S BEEN GOING ON, WHAT'S BEEN SAID.

THANK YOU SO MUCH.

THANK YOU TRUSTEE JOHNSON, TRUSTEE CARREÓN.

THANK YOU, PRESIDENT MACKEY.

AND I'LL JUST. I'LL JUST PICK UP WHERE TRUSTEE JOHNSON LEFT OFF.

YOU DID MEET ADDITIONALLY WITH ME.

I MEAN, FULL RESPECT TO TRUSTEE JOHNSON.

I WAS HOPING YOU'D MEET WITH HIM AS WELL.

I DO HAVE QUESTIONS.

MY MAIN QUESTION AND I KIND OF LET YOU ALL KNOW THIS IS WHAT I WAS GOING TO ASK IS WHEN THIS WAS BROUGHT TO US.

WELL, WHEN THE CENTRAL RESET CENTER IDEA WAS BROUGHT TO US IN THE FALL IN THIS BOARD PUSHED BACK ON THAT IDEA.

I GUESS WHAT I WANT TO ASK IS HOW IS.

FIVE DAY DAEP DIFFERENT THAN CENTRAL RESET.

SO CENTRAL RESET WAS FOR SEVERAL DIFFERENT OFFENSES.

SO IT WAS NOT NECESSARILY JUST FOR A SAFETY CONCERN.

THIS PLACEMENT IS TRULY ABOUT SAFETY.

IT IS FOR THOSE STUDENTS WHO ARE CONSTANTLY CREATING A SITUATION ON THE CAMPUS THAT ARE VOLATILE, THAT INVOLVE FIGHTING, THAT INVOLVE ASSAULTS, THAT THIS WOULD GIVE PRINCIPALS AN OPTION TO PUT TO RECOMMEND THESE STUDENTS FOR A PROGRAM TO TRY TO CATCH THE BEHAVIOR EARLY AND CHANGE IT.

SO, FOR EXAMPLE, LET'S SAY THE STUDENT HERE THAT'S BEEN IN FIVE FIGHTS BEGINNING OF THE SCHOOL YEAR, WEEK ONE GETS IN A FIGHT, THE PRINCIPAL CAN SAY, OKAY, THIS IS A STUDENT WHO'S LAST YEAR HAD FIVE FIGHTS.

I NEED TO DO SOMETHING TO HELP THIS STUDENT AND CHANGE THIS BEHAVIOR SO THEY COULD RECOMMEND THIS STUDENT TO GO INTO THIS PROGRAM.

WHERE THEY WOULD GET AND THIS IS TRULY A COMPREHENSIVE TRAINING PROGRAM.

[05:05:01]

AND THEN THEY WILL HAVE FOLLOW UPS EVERY WEEK TO PRACTICE.

BECAUSE WE KNOW IF YOU GO THROUGH TRAINING AND YOU JUST YOU NEVER DO ANYTHING ELSE WITH IT, YOU LOSE IT.

SO THEY WILL PRACTICE WEEKLY DEALING WITH AND WORKING THROUGH THE THINGS THAT THEY LEARNED IN THE TRAINING SO THAT WE CAN STOP THIS BEHAVIOR, SO THAT THIS STUDENT, AGAIN NEXT YEAR DOESN'T GET THEMSELVES INVOLVED IN FIVE FIGHTS.

SO IT'S SOMETHING THAT WE WANT TO BE PROACTIVE TO HELP STUDENTS THAT WE SEE DO THESE THINGS OVER AND OVER AGAIN AND CREATE AN UNSAFE OR CHANGE THE CULTURE AND CLIMATE OF A CAMPUS.

OK. WHY FIVE DAYS? IT JUST SEEMS ARBITRARY.

IS THERE A REASON BEHIND THAT OR WHY NOT SIX DAYS OR SEVEN? OR WHY NOT FOOL DAEP SPEAK TO THAT? SO WE WE HAVE TO FIND A BALANCE BECAUSE FOR THE MOST PART, THE KIDS WILL BE FOCUSING ON BEHAVIOR.

SO WE DON'T WANT THEM COMPLETELY OUT OF THEIR ACADEMIC CLASSES FOR A LONG PERIOD OF TIME NOW WHILE THEY'LL BE RESPONSIBLE FOR GETTING THEIR ASSIGNMENTS DURING THOSE FIVE DAYS.

THIS IS TRULY TRYING TO WORK WITH THEM ON CHANGING THEIR BEHAVIORS.

AND SO WE DON'T WANT A WIDE RANGE OF DAYS, BUT AT THE SAME TIME, WE NEED ENOUGH TIME TO COMPLETE THE TASK THAT WE WANT TO COMPLETE, TO GET THE STUDENTS TO SERVICES THAT THEY NEED TO TRY TO CHANGE THE BEHAVIOR.

SO WHEN WE LOOKED AT DIFFERENT PROGRAMS AND WE LOOKED AT WHAT WE WOULD NEED TO INCLUDE IN THE PROGRAM, WE FELT LIKE WE COULD GET IT DONE IN FIVE DAYS.

SO YOU MENTIONED LOOKING AT DIFFERENT PROGRAMS. IS THE CURRICULUM AT THE FIVE AT THE PROPOSED FIVE DAY DAEP BASED OFF OF OTHER THINGS? WE'VE SEEN OTHER CURRICULUMS. MAYBE YOU SPOKE TO THAT ALREADY. I MISSED IT.

COULD YOU SPEAK TO THAT? YES.

WE WERE TOLD ABOUT A PROGRAM OUT OF THE BOYS AND GIRLS CLUB.

NOW THEY DON'T HAVE IT IN TEXAS.

THEY HAD IT IN ANOTHER STATE.

AND SO WE RESEARCHED THAT PROGRAM.

IT'S CALLED PACE.

AND SO WE'RE TAKING SEVERAL COMPONENTS FROM THAT TO PUT INTO THE CURRICULUM.

WE'RE ALSO LOOKING AT A PROGRAM WITH TEXAS HEALTH RESOURCES CALLED THRIVE, AND THEY HAVE A PIECE OF THAT CALLED RIPPLE EFFECTS.

AND SO WE'RE LOOKING AT THAT AS WELL, IN ADDITION TO SOME OTHER BEHAVIORAL COMPONENTS THAT WE'LL BE PUTTING INTO THE PROGRAM AS WELL.

IS PACE FIVE DAYS? NO PACE IS A 15 DAY PROGRAM.

SO IT'S A LITTLE BIT LONGER THAN WHAT WE'RE LOOKING AT.

THAT'S WHY I SAID WE'RE TAKING DIFFERENT COMPONENTS THAT MEET THE NEEDS THAT WE HAVE FOR WHAT WE'RE LOOKING AT.

DO YOU HAVE ANY DATA? I DON'T EXPECT YOU TO HAVE IT NOW, THAT SUGGESTS THE PACE IS EFFECTIVE IN CORRECTING BEHAVIOR OR HELPING KIDS.

I DO NOT HAVE THEIR DATA.

NO, I DON'T HAVE THEIR DATA.

NOT HERE. BUT DO YOU HAVE IT SOMEWHERE WE CAN REQUEST THAT WE JUST SPOKE WITH THEM OVER THE PHONE AND TALK TO THEM ABOUT THE PROGRAM AND THE RESULTS THAT THEY'RE SEEING.

AND THEY SAID IT WAS WORKING REALLY WELL FOR THEM.

SO WE JUST HAD A CONVERSATION WITH THEM THAT, WELL, WE DON'T KNOW, WE DON'T HAVE NUMBERS TO THE WORKING REALLY WELL.

I DO NOT HAVE NUMBERS.

WHAT ABOUT THRIVE? DO WE HOW LONG IS THRIVE? THRIVE IS IT'S NOT A SET PROGRAM WHERE IT'S A DAY AFTER DAY AFTER DAY.

IT'S DIFFERENT COMPONENTS THAT WORK WITH KIDS ON CHANGING THEIR BEHAVIORS AND GETTING POINTS.

AND SO WITH THOSE POINTS, THEN THEY CAN GO SHOPPING IN A STORE.

SO IT'S REALLY DOING POSITIVE BEHAVIOR CHANGES SO THAT'S MORE WHAT THEIR PROGRAM LOOKS LIKE.

AND WE'VE JUST STARTED THOSE CONVERSATIONS WITH THEM.

SO WE'RE WALKING THROUGH THAT NOW.

DO WE HAVE ANY DATA FROM THAT AS WELL? DO WE HAVE DO WE HAVE DATA FROM THRIVE? I DO NOT HAVE DATA FROM THRIVE, NO.

LET'S LET ME ASK ABOUT THE THE CODE OF CONDUCT COMMITTEE.

DID WE HAVE ANY PRINCIPALS FROM SOUTHERN DALLAS ON THE CODE OF CONDUCT COMMITTEE? YES. WE HAD RAQUEL STEWART FROM DAYTON MIDDLE SCHOOL WHO SERVED ON THAT COMMITTEE AS WELL, THE TASK FORCE.

WE ALSO HAD JENNIFER TECKLENBURG, WHO REPRESENTS SAMUEL HIGH SCHOOL.

SO WE HAD A COUPLE OF DIFFERENT PRINCIPALS FROM THE SOUTHERN SECTOR THAT PARTICIPATED IN OUR TASK FORCE.

OKAY, I DON'T KNOW IF I WHAT LET ME ASK THIS FOR DR.

LEER AND UNDERSTAND THAT WE OBVIOUSLY NEED A CODE OF CONDUCT.

THAT SAID.

IF THIS WEREN'T APPROVED BY, IF THE POLICY COMMITTEE HAD ISSUES WITH IT AND WE NEEDED TO APPROVE ONE IN TIME.

I MEAN, THEORETICALLY, WE COULD HAVE JUST OFFERED UP THE CODE OF CONDUCT THAT WE HAVE NOW AND THEN RENEWED IT FOR A SECOND OR ANOTHER, ANOTHER YEAR, IS THAT RIGHT?

[05:10:08]

BUT USUALLY EVERY YEAR WE HAVE A TASK FORCE TO LOOK AT ANY KIND OF ADJUSTMENTS THAT NEED TO BE MADE.

I GUESS THIS IS JUST ONE OF THOSE SITUATIONS, AGAIN, WHERE I'M NOT ENTIRELY SURE, PRESIDENT MACKEY, ABOUT THE POINT OF THE POLICY COMMITTEE WE HAD BOTH MEMBERS OF THE POLICY COMMITTEE HAD MAJOR ISSUES ON THIS POINT, AND THEN THEY WERE STILL BROUGHT FORWARD.

I'M A LITTLE CONFUSED AS TO WHAT WHAT THE POINT OF THE COMMITTEE IS THAT I MEET WITH MONTHLY.

THAT'S MORE JUST JUST A POINT.

AND NOT LOOKING FOR A RESPONSE RIGHT NOW.

BUT I THINK SO THAT WE SHOULD LOOK AT AND THINK ABOUT.

I MEAN, WHAT I DO WANT TO SAY IS, IS WHAT I WANT TO WORK ON TOGETHER MOVING FORWARD INTO NEXT YEAR IS REALLY MAKING THE WORK OF THE STUDENT CODE OF CONDUCT COMMITTEE A LITTLE MORE INCLUSIVE, MORE FEEDBACK, MORE ROBUST THINGS THAT ARE REALLY IMPORTANT THING. AND, AND I'VE BEEN SPEAKING WITH MY APPOINTEE AND REPRESENTATIVE, IT JUST SEEMED LIKE IT WASN'T WHAT, WHAT IT NEEDED WOULD, WHAT I WOULD EXPECT IT TO BE.

AND SO, I MEAN, THAT'S A PROJECT WE HOPE CAN KIND OF WORK ON AND TOUCH BASE ON MOVING FORWARD FOR THIS RIGHT NOW.

I MEAN, AGAIN, I JUST I'M GIVING PAUSE.

I APPRECIATE THAT.

WE'RE FOCUSED ON HELPING KIDS AND LESS SO.

I THINK THE LANGUAGE THAT WAS KIND OF BROUGHT FOR US LAST TIME AROUND WAS ABOUT SENDING KIDS A MESSAGE.

AND I HEARD LESS OF THAT AT THE TIME AROUND.

I HEARD MORE ABOUT, YOU KNOW, HELPING KIDS ADDRESS THE ISSUES THAT THEY'RE DEALING WITH.

AND THAT'S A PLUS.

BUT, YOU KNOW, I'M JUST LEERY AROUND THIS.

ARE YOU JUST TRYING TO SELL ME CENTRAL RESET AGAIN BY ANOTHER NAME? AND SO, IN FACT.

IT IS THE RIGHT DOCUMENT. IS THIS IS THE MOST UPDATED ONE OR IS THIS THE ONE FROM? I GUESS IT IS. SO THAT IS TO SAY.

SO I HAVE I REMAIN SKEPTICAL.

I MEAN, WITH QUESTIONS.

THAT'S ALL MR. PRESIDENT MACKEY, THANK YOU.

THANK YOU, TRUSTEE CARREON.

TRUSTEE FOREMAN. JUST A FEW THOUGHTS.

THIS BOARD HAS SPENT MILLIONS OF DOLLARS OF TAXPAYER DOLLARS ON RESEARCH CENTERS THAT ARE NOT WORKING.

I'M ON CAMPUSES MORE THAN I'VE EVER BEEN ON CAMPUSES.

YOU GUYS HAVE SEEN ME BASED ON CHAOS.

IT IS UNFAIR TO WANT 5% OF THE STUDENTS TO DISRUPT EDUCATION FOR THE OTHER 95%. THAT'S UNFAIR TO THOSE STUDENTS.

WE HAVE TO DO SOMETHING TO ADDRESS THE ISSUES.

WE CAN'T BE POLITICAL ABOUT SOMEONE NOT WANTING KIDS TAKEN OFF THE CAMPUS.

THESE BOARD MEMBERS ARE NOT ON CAMPUS EVERY DAY.

I'VE NEVER PHYSICALLY WALKED ON A CAMPUS WITHOUT CALLING A PRINCIPAL TO THIS YEAR.

YOU WERE THERE. IT WAS CHAOS.

IT WAS ABSOLUTE CHAOS.

AND FOR ANYBODY NOT TO WANT TO TRY TO DO SOMETHING TO MOVE THESE STUDENTS TO AN ENVIRONMENT WHERE THEY CAN GET THE ADDITIONAL WORK THAT THEY NEED.

I ACTUALLY THINK THEY SHOULD BE THERE FOR THE FULL DEAP 14 DAYS.

THAT'S WHAT I THINK.

WE HAVE OUR CHILDREN ARE STRUGGLING AND WITH OUR CHILDREN STRUGGLING, THAT MEANS OUR FACULTY IS STRUGGLING.

BECAUSE THEY HAVE TO DEAL WITH THESE CHILDREN ON A DAY TO DAY BASIS.

5% OF THE KIDS DISRUPTING EDUCATION FOR ANOTHER 95%.

WHAT CAN WE BE THINKING? I BELIEVE THAT YOU TRIED TO FIND COMPROMISE.

YOU'RE A LITTLE BIT MORE GENEROUS THAN ME.

WHEN PRINCIPALS ARE CALLING, SAYING THAT THEY'RE HAVING ISSUES AND WE'RE UP HERE POLITICKING.

THAT'S RIDICULOUS.

[05:15:04]

AND WE NEED TO BE WORKING WITH THE STUDENTS WHO ARE STRUGGLING IN A WAY TO HELP THEM GET THE HELP THAT THEY NEED.

AND IF WE CAN'T DO THAT, THEN WE ALL NEED TO GO HOME.

EVERYONE OF US.

THANK YOU. THANK YOU TRUSTEE FOREMAN, TRUSTEE GARCIA.

JUST A QUICK QUESTION. AS I'M READING THROUGH THIS, I'M LOOKING SPECIFICALLY AT PAGE FIVE.

IT SEEMS TO ME UNDER DISCIPLINARY ACTIONS FOR LEVEL TWO, I'M LOOKING AT THE SORT OF BOTTOM HALF OF THAT PAGE UNDER LEVEL TWO DISCIPLINARY ACTIONS.

AND THOSE IF I'M NOT IF I'M UNDERSTANDING THIS DOCUMENT CORRECTLY, THOSE WOULD INCLUDE THINGS LIKE BULLYING, GANG ACTIVITY, HIT LISTS, KNIFE POSSESSION, NOT ILLEGAL KNIFE PROFANITY, THREATS THAT SOME OF THE FOLLOWING ACTIONS THAT COULD BE UNDER THE DISCRETION OF CAMPUS PERSONNEL TO ADMINISTER WOULD INCLUDE ASSIGNMENT OF SCHOOL DUTIES, SUCH AS SCRUBBING DESK OR PICKING UP LITTER OR COMMUNITY SERVICE, REFLECTIVE ASSIGNMENT OR RESTORATIVE PRACTICE.

AM I INTERPRETING THIS CORRECTLY? YES, MA'AM. I'M JUST THAT ONE BULLET POINT ALONE SEEMS VERY ODD TO ME, GIVEN THE POTENTIAL ASSIGNMENTS FOR LOWER LEVEL OFFENSES THAT SEEM TO BE MORE IN LINE WITH THE RESTORATIVE PRACTICE APPROACH THAT WE'VE DISCUSSED EXTENSIVELY OVER THE LAST FEW MONTHS.

WHERE DID THAT ONE COME FROM? ARE WE ADDING IT? REMOVED IT? WHAT'S THE NATURE OF THIS ONE PARTICULAR BULLET POINT OF ASSIGNMENT DUTIES LIKE SCRUBBING DESK OR PICKING UP LITTER? IT JUST SEEMS COMPLETELY OUT OF PLACE COMPARED TO EVERY OTHER BULLET POINT THAT WE HAVE HERE.

YES TRUSTEE GARCIA, SO IN ADDITION TO BEING ASSIGNED TO THE RESET CENTER FOR THOSE BEHAVIORS, THE PRINCIPAL CAN OFTEN OPT IN TO IMPLEMENT THAT ASSIGNMENT OF SCHOOL DUTIES TO KIND OF ALSO SHOW THE STUDENTS THAT THERE IS AN ACCOUNTABILITY FACTOR FOR THE BEHAVIOR THAT THEY'RE EXHIBITING.

IN ADDITION TO RECEIVING A RESTORATIVE PRACTICE, SO IT WOULDN'T NECESSARILY BE DONE IN ISOLATION.

THEY COULD GO TO A RESET CENTER FOR THREE DAYS TO RECEIVE THOSE NECESSARY INTERVENTIONS AND SUPPORTS THAT THEY NEED TO GET TO THE ROOT CAUSE OF THE BEHAVIOR.

BUT THEN, HEY, IF YOU DEFAME THE SCHOOL'S PROPERTY, THEN MAYBE YOU CAN SPEND THE DAY WITH THE, YOU KNOW, CAMPUS CUSTODIAN AND MAKING SURE THAT YOU UNDERSTAND, YOU KNOW, TO KIND OF REINFORCE WHY WHAT YOU DID WAS, YOU KNOW, NOT APPROPRIATE AND HELP YOU, YOU KNOW, HAVE A DIFFERENT PERSPECTIVE IN CASE YOU'RE FACED WITH, YOU KNOW, WANTING TO DO THAT BEHAVIOR AGAIN.

OKAY. SO WE'RE NOT TALKING ABOUT THIS.

WE'RE TALKING RESET CENTER.

AND THIS IS ANOTHER INCLUSIVE LIST OF OTHER POTENTIAL ASSIGNMENTS.

ABSOLUTELY. IT JUST SEEMED TO ME OUT OF LINE THAT EVERYTHING ELSE SEEMS TO BE MORE ALONG THE LINES OF RESTORATIVE PRACTICES.

AND THERE'S THIS ONE SCRUBBING DESK AND PICKING UP LITTER.

SO I APPRECIATE YOUR RESPONSE IN THAT REGARD.

AND OF COURSE, THAT'S NOT THE THAT'S NOW AT THE DISCRETION OF MY COLLEAGUES TO MOVE FORWARD WITH THESE.

BUT I APPRECIATE THAT.

THAT'S MY ONLY QUESTION.

THANK YOU. THANK YOU.

TRUSTEES. ANY OTHER QUESTIONS HERE FOR FIRST ROUND? GO AHEAD, TRUSTEE MARSHALL.

YEAH, I JUST HAVE MORE OF A PROCEDURAL QUESTION, AND I GUESS THIS IS FOR SHERRY OR ANYBODY FROM THE SENIOR ADMINISTRATION, BUT THE STUDENT CODE OF CONDUCT IS PART OF REGULATION. IS THAT CORRECT? WELL IT'S NFO, SO IT'S ONE OF OUR POLICIES.

AND SO IT DOES HAVE..

IT'S AN NFO REGULATION, NOT A FO LOCAL.

NO, IT'S FO LOCAL THAT THE REFERENCE TO THE STUDENT REFERENCE THAT WE HAVE TO HAVE ACTUAL STUDENT CONDUCT IS IN REGULATION.

YES. THE DOCUMENT.

SO I GUESS MY QUESTION IS, WHY ARE WE TALKING ABOUT THIS? I'VE BEEN ON THE BOARD FOR SEVEN YEARS AND I DON'T THINK Y'ALL HAVE EVER BROUGHT THE LINE ITEM CHANGES OF WHICH OFFENSES ARE IN WHICH CATEGORIES TO THE BOARD FOR DISCUSSION.

SO YES, YOU DON'T NEED OUR APPROVAL TO DO THIS, RIGHT? WELL, WE BRING WE BROUGHT IT EVERY YEAR SINCE I'VE BEEN DEALING WITH IT EVERY YEAR.

THE WHOLE CODE OF.. YOU BRING THE REGULATION TO THE BOARD, THE CODE OF CONDUCT DOCUMENT HAS COME TO THE BOARD WITH ALL OF THE CHANGES, THE STRIKE THROUGHS, EVERYTHING.

YES, AS LONG AS I'VE BEEN DOING IT.

SO IS IT JUST NEVER BEEN PULLED OFF CONSENT? MAYBE TWICE IT'S BEEN PULLED OFF CONSENT, BUT IT'S BEEN VERY FEW TIMES.

SO IS THAT JUST OUT OF OUT OF SORT OF JUST RECURRING? YOU DO IT BECAUSE IT'S TRADITION.

I WOULD HAVE TO REFER TO LEGAL ON THAT.

Y'ALL DON'T BRING US ANY REGULATIONS TO DISCUSS AT THE BOARD.

[05:20:01]

SO I'M JUST TRYING TO FIGURE OUT WHY YOU NEED US TO VOTE ON IT.

I MEAN, ISN'T THIS JUST SOMETHING THE ADMINISTRATION TAKES CARE OF? SO REGULATIONS..

TRUSTEE MARSHALL, THESE ARE REQUIRED BY LAW TO ANNUALLY GET VOTED ON THE STUDENT CODE OF CONDUCT.

THE ACTUAL HANDBOOK, THE DOCUMENT.

YES, SIR. SO IT'S THE DOCUMENT IS IN REGULATION, BUT THE LOCAL POLICY SAYS THAT WE MUST APPROVE.

THIS IS AN EXCEPTION TO TYPICAL REGULATION.

WE MUST VOTE ON THE REGULATION.

YES. OKAY, GREAT.

THANKS. THANK YOU.

ANYONE ELSE FOR FIRST ROUND? SO I'VE GOT A COUPLE OF QUESTIONS HERE.

FIRST, I WANT TO ADDRESS THAT TRUSTEE JOHNSON ASKED A QUESTION AND TRUSTEE CARREÓN ECHOED THAT ABOUT THE PURPOSE OF THE POLICY COMMITTEE AND THE REASON.

AND WE DO HAVE A POLICY CHAIR AND A POLICY COMMITTEE, AND THE PURPOSE OF THAT COMMITTEE IS FOR TRUSTEES TO BE ABLE TO GIVE FEEDBACK THAT DESIGNATED TRUSTEES TO BE ABLE TO GIVE FEEDBACK ON POLICIES BEFORE THEY COME TO THE BOARD.

HOWEVER, THE POLICY COMMITTEE AND I BELIEVE THAT HAPPENED IN THIS CASE, FEEDBACK WAS PROVIDED, WHICH BROUGHT YOU ALL TO THIS POINT.

AND I BELIEVE YOU TOOK INTO ACCOUNT THAT NOW IT'S TRUSTEES.

IT'S TOTALLY WITHIN THEIR PREROGATIVE TO AGREE WITH IT, DISAGREE WITH IT.

I DON'T LIKE IT. THAT'S THAT'S WHAT WE HAVE THIS HERE.

BUT THE POLICY COMMITTEE DOES NOT HAVE VETO POWER ON SAYING A POLICY CANNOT COME TO THE FULL BOARD FOR DISCUSSION, ESPECIALLY WITH ONE AS CRITICAL AS THIS ONE FOR THE ENTIRE BOARD TO BE ABLE TO WEIGH IN.

SO THAT'S THE PURPOSE AND THAT'S THE REASON FOR THE POLICY COMMITTEE.

MY QUESTION ON THIS IS WE DO HAVE A YEAR WORTH OF DATA NOW.

WE TRIED SOMETHING RADICAL AND SOMETHING IMPORTANT.

AND I BELIEVE I WAS AT A COMMUNITY CONVERSATION IN ADAMSON LAST NIGHT.

AND DR. HINOJOSA SPOKE TO THE SUCCESS OF SOME OF THIS WHEN WE LOOK AT OUR DATA.

MY FIRST QUESTION, I STILL HAVEN'T BEEN PRESENTED WITH ANY DATA ON THIS.

WHEN ARE WE GOING TO SEE THE DATA FROM THIS YEAR ON THE RESET CENTERS? SO WE PLAN ON PRESENTING THE DATA AT THE JUNE.

OKAY. AWESOME. YES, WE HAVE COMPREHENSIVE YEAR TO DATE DATA TO PRESENT TO THE BOARD.

I WILL BE VERY EXCITED TO SEE THAT BECAUSE THAT DATA IS GOING TO MAKE A BIG IMPACT ON HOW I FEEL ABOUT THIS RIGHT HERE.

IN MY MIND, I AM STILL 100% WITH THE HEART OF WHAT WE SET OUT TO DO WHEN WE STARTED THIS PROCESS.

NOW WE'VE GOT A YEAR'S WORTH OF DATA UNDER OUR BELT.

THERE ARE ABSOLUTELY WITHOUT EVEN KNOWING IT, I WOULD KNOW THAT WE DIDN'T DO IT PERFECTLY THE FIRST TIME.

SO THERE'S DEFINITELY LEARNINGS AND I LOOK FORWARD TO SEEING THE DATA AS CORROBORATED BY OUR PARENT AND OUR STUDENT AND OUR EDUCATOR EXPERIENCES, BUT ALSO LOOKING AT THE DATA TO MAKE SURE WE ARE REALLY SOLVING PROBLEMS THAT ARE THERE.

AND SO. THAT'S WHAT I'M REALLY GOING TO BE LOOKING FOR IN TERMS OF DO OUR SOLUTIONS THAT YOU'RE PROPOSING HERE MEET THE PROBLEMS AND NOT ARE MORE EXPANSIVE THEN? SO I'LL GIVE YOU AN EXAMPLE.

YOU GAVE THE STATISTICS ON THE NUMBER OF STUDENTS WHO HAVE FOUGHT TWO THROUGH FIVE TIMES.

HOW MANY STUDENTS FOUGHT ONLY ONCE DURING THIS YEAR? DO WE HAVE THAT? I DON'T HAVE THAT DATA.

WE ONLY HAVE THE RECIDIVISM, THE NUMBER OF STUDENTS WHO FOUGHT TWO OR MORE TIMES.

BUT I CAN GET THEIR INFORMATION FOR YOU.

GOTCHA. DO WE HAVE ANY IDEA ABOUT HOW MANY FIGHTING REFERRALS THERE WERE JUST ACROSS THE SCHOOL YEAR THIS YEAR? YES, I DO.

IT WAS QUITE A FEW.

A COUPLE THOUSAND. YES.

YES, I CAN GET THAT.

JUST SO JUST BASED ON THAT, IT'S SOME AMOUNT OF THOUSANDS OF KIDS FOUGHT ONE TIME AND THEN THERE WERE ONLY 235 PLUS THE REST OF THEM THAT FOUGHT MORE THAN ONCE.

RIGHT. AND I'M SORRY, IT WAS TWO 243 HAD TWO FIGHTS.

THAT'S FINE. MY POINT IS, SO WHAT I WOULD BE AND THIS IS GOING TO BE MY QUESTION ON WHATEVER THE SOLUTION IS, I DEFINITELY GOT TO HAVE MORE QUESTIONS ABOUT THAT.

BUT I WAIT FOR THE DATA PRESENTATION FOR US TO REALLY DIVE INTO THAT.

I COULD SEE A WORLD WHERE IT IS NECESSARY TO HAVE SOMETHING ELSE FOR STUDENTS THAT ARE REPEAT OFFENDERS HERE.

SO IN THIS CURRENT REVISION, DOES THIS GIVE FULL DISCRETION FOR A PRINCIPAL TO SEND ANYBODY THEY WANT AFTER FIGHTING ONCE INTO THIS DAEP PROGRAM? NO, THEY WOULD HAVE TO PRESENT THEIR SCENARIO TO THEIR DEPUTY CHIEF FOR APPROVAL TO GO INTO THIS PROGRAM.

OKAY. WELL, I WOULD LIKE TO SEE SOME SPECIFIC AND GUIDEPOST.

I SAID THIS LAST TIME WHEN WE TALKED ABOUT IN JANUARY SOME GUIDEPOSTS AROUND THIS.

SO THE EXAMPLE YOU GAVE MAKES A LOT OF SENSE.

THIS KID HAD FIVE INNER ALTERCATIONS LAST YEAR.

YOU KNOW, WE NEED TO DO SOMETHING.

THEY NEED MORE INTENSIVE SUPPORT IN THE FIRST WEEK OF SCHOOL.

WHAT I DON'T WANT TO SEE IS FIRST WEEK OF SCHOOL.

HALF THE SCHOOLS THAT HAVE A FIGHT SAY THESE KIDS ARE ALL GOING TO THE DAEP.

THE OTHER HALF SAY NO, WE'RE GOING TO TRY TO WORK WITH THEM A DIFFERENT WAY.

LIKE THAT TO ME IS INDISCRIMINATE AND WE NEED TO BE REALLY INTENTIONAL ABOUT TRYING TO SOLVE THE PROBLEM WE HAVE THAT WE'VE MADE A LOT OF PROGRESS ON.

ACCORDING TO WHAT I HEARD FROM DR.

HINOJOSA LAST NIGHT, AGAIN, WE'LL SEE THE DATA WHEN IT'S THERE.

SO THAT'S GOING TO BE MY BIG QUESTION.

I CAN DEFINITELY SEE A WORLD IN WHICH I FULLY SUPPORT CHANGES TO THE CODE OF CONDUCT THAT KIND OF GET TO THE HEART OF SOME OF THOSE.

[05:25:06]

AND IT'S NOT GOING TO BE A PERFECT ROAD.

BUT I DO WANT TO SEE US BE THOUGHTFUL ABOUT WHAT WE'RE PROPOSING.

SO THAT'S MY ONE NOTE THERE.

WE'LL BEGIN SECOND ROUND.

ANYONE ELSE FOR SECOND ROUND ON THIS, TRUSTEE FOREMAN.

SHERRY. WHAT I'D LIKE TO SEE IF WE'RE GOING TO BRING DATA FORWARD IS SCHOOL BY SCHOOL, BECAUSE I DON'T WANT IT ALL AGGREGATED IN ONE NUMBER AND ONE SCHOOL MIGHT NOT HAVE THE ISSUES THAT THE OTHER SCHOOLS HAVE.

I'D ALSO LIKE TO SEE THE DATA ON HOW MANY STUDENTS ACTUALLY HAVE GONE TO THE RESEARCH CENTER MORE THAN ONCE TO SEE IF THERE'S BEEN IF THERE'S NOT, THAT CONNECTION HAS NOT BEEN THERE TO CHANGE THAT STUDENT'S ACTIVITY.

WHAT I DON'T WANT TO WANT US TO COME TO THE CONCLUSION IF A STUDENT ONLY HAD ONE FIGHT, IT WAS BASED ON GOING TO THE RESEARCH CENTER.

EVEN A STUDENT.

YOU MIGHT HAVE SOMEBODY THAT YOU JUST DIDN'T LIKE AND YOU HAD TO PUNCH THEM ONE TIME AND THEN IT'S OVER BECAUSE THEY'RE NOT GOING TO MESS WITH YOU ANYMORE.

THAT'S THE WAY THEY GO. SO I DON'T WANT US TO THINK THAT JUST BECAUSE THEY DIDN'T HAVE MORE THAN ONE FIGHT, THAT IT WAS BECAUSE OF THE RESET CENTER.

WELL, YOU KNOW, I DO PUNCH.

I WILL GET A BULLY OFF OF ME.

BUT I DON'T WANT TO I DON'T WANT TO MAKE THAT MISTAKE IN TRYING TO UNDERSTAND THE DATA.

SO IF YOU TRY TO CLARIFY IT AS MUCH AS POSSIBLE, I WOULD APPRECIATE IT.

THANK YOU. THANK YOU TRUSTEE FOREMAN.

TRUSTEE MICCICHE. MR. PRESIDENT, THIS ACTUALLY IS A QUESTION THAT IS PARTIALLY DIRECTED TO YOU, AND IT CONCERNS THE QUESTION OF DATA.

WE'VE BEEN TALKING ABOUT DATA.

WE WANT TO SEE MORE DATA.

WHAT KIND OF DATA ARE WE LOOKING FOR? AND I WANT TO SO I'LL REPEAT THAT.

I'M SORRY TO YOU WERE TRYING TO CAUCUS FOR A MOMENT THERE, BUT THE QUESTION IS YOU'VE ASKED FOR DATA.

OTHER TRUSTEES HAVE ASKED FOR DATA.

AND I AM TRYING TO MAKE SURE THAT THE ADMINISTRATION HAS SOME SORT OF GUIDANCE ON WHAT YOU CONSIDER DATA.

BECAUSE DATA MEAN CAN MEAN.

WELL, ACTUALLY, DATA MEANS NUMBERS, BUT IT ALSO MEANS REPORTS FROM THE FIELD.

IT ALSO MEANS SURVEYS.

SO WHAT KINDS OF DATA ARE YOU LOOKING FOR? YEAH. SO WHAT WOULD BE HELPFUL FOR ME? I'LL SPEAK FOR MYSELF.

WHAT WOULD BE HELPFUL FOR ME? I AGREE WITH YOU. IT CAN BE BOTH.

IF YOU HAVE SURVEYS AND THIS IS WHAT PERCENTAGE OF PRINCIPALS AND STAFF SAID THERE ARE ISSUES, YADDA YADDA YADDA.

HAPPY TO LOOK AT THAT AS WELL.

BUT THAT THAT'S NOT GOING BE THE ONLY THING I'M GOING TO MAKE MY DECISION UP OF BECAUSE I DO WANT TO SEE WHAT THE IMPACT ON STUDENTS HAS BEEN.

SO THE DATA I WOULD BE LOOKING FOR THERE IS FIRST OF ALL, A COMPARISON OF OUR INCIDENTS THAT REQUIRED RESET CENTER OR DAP, THE SAME EQUIVALENT LEVEL OFFENSES THIS YEAR AS COMPARED TO PRE-PANDEMIC.

IF WE HAVE IT, YOU CAN GO BACK, I GET THE PANDEMIC HERE.

IT WAS DIFFERENT EVEN IF YOU WANT TO DO IT BY SEMESTER.

SO YOU MIGHT NOT BE ABLE TO LIKE WHATEVER IS MOST APPLES TO APPLES A COMPARISON OF THAT? MY HOPE WOULD BE THAT WE HAVE SEEN A DECREASE IN DATA INCIDENCES.

I WOULD LOOK AT THE RECIDIVISM RATES, HOW MANY TIMES WE HAVE MULTIPLE KIDS ENGAGE IN THIS .

OK AND THEN IS THAT A COMPARISON? DO WE HAVE LESS RECIDIVISM NOW THAT WE'VE BEEN USING THE RESET CENTERS? SO I'D WANT TO SEE THAT.

THE NEXT THING WOULD BE THE DISCIPLINE DISPARITY ON KIDS OF COLOR, BECAUSE WE KNOW WE'VE HAD MASSIVE GAPS THERE.

SO I'D WANT TO SEE IF THOSE DISPARITIES HAVE IMPROVED.

THEN I WOULD WANT TO SEE, YOU KNOW, IF WE HAVE ANY FEEDBACK FROM STUDENTS ABOUT THEIR EXPERIENCE IN THE RESET CENTERS, IF WE DID EXIT SURVEYS WITH THEM, ETC..

AND THEN I WOULD LIKE TO SEE THAT BROKEN DOWN BY SCHOOLS.

IF WE HAVE ANY INSTANCES WHERE SOME SCHOOLS HAVE HAD VERY MINIMAL INCIDENCES IN A VERY SUCCESSFUL PROGRAM, I'D LOVE TO KNOW WHAT'S HAPPENING THERE WHERE OTHER SCHOOLS MIGHT NOT MIGHT HAVE HAD AN INCREASE. I'D LOVE TO KNOW WHAT'S HAPPENING THERE AND WHAT WE'RE DOING TO ADDRESS IT.

SO THOSE ARE SOME OF THE AREAS THAT I WOULD REALLY BE INTERESTED TO SEE AS PART OF THIS PROGRAM.

OKAY. THANK YOU, MR. PRESIDENT. I THINK THAT'S HELPFUL.

AND I THINK THAT IF OTHER TRUSTEES HAVE OTHER DATA ITEMS THAT THEY WANT INCLUDED, THAT THEY CONTACT THE ADMINISTRATION AND LET THEM KNOW WHAT IT IS.

BECAUSE I THINK IT WOULD BE HELPFUL FOR ALL OF US TO BE ON THE SAME PAGE.

AND RATHER THAN JUST HAVE THE ADMINISTRATION SORT OF GUESS AT WHAT WE MIGHT WANT TO SEE.

AND YOU DID AN EXCELLENT JOB IN SUMMARIZING SOME ITEMS.

[05:30:02]

AND WE ARE WE'RE SORT OF OUT THERE BLAZING A TRAIL.

SO THE MORE WE CAN BE ON THE SAME PAGE AS TO WHAT CRITERIA ARE IMPORTANT, THE BETTER I THINK WE BETTER CHANCES WE WILL HAVE OF SUCCEEDING.

THANK YOU. THANK YOU TRUSTEE MICCICHE.

TRUSTEE JOHNSON FOLLOWED BY TRUSTEE CARREÓN.

I WANT TO THANK PRESIDENT MACKEY.

I THINK THAT HE COVERED IT ALL.

IF YOU GET ALL THAT INFORMATION, I THINK YOU HAVE A BETTER OPPORTUNITY OF GETTING WHAT WE WHAT WE'VE BEEN ASKING FOR.

SO THANK YOU, TRUSTEE MACKEY, FOR DOING THAT.

I ALSO WANT TO SAY BEFORE I BECAME A TRUSTEE, I WAS SUPPORT STAFF.

[INAUDIBLE] I'M NOT A POLITICIAN.

I'M A PEOPLE SERVER.

I'M FROM THE COMMUNITY.

SO I'M NOT POLITICKING.

I'VE SEEN KIDS GET KICKED OUT OF SCHOOL.

BECAUSE THEY HAD A ROUGH MORNING BECAUSE THEY SAW THEIR MAMA GET HIT BY THEIR FATHER.

AND WAS SUSPENDED BECAUSE NO ONE TOOK THE TIME TO TALK TO THAT CHILD.

TO FIND OUT WHAT'S GOING ON.

YET, WE WANT TO KICK HIM OUT.

NOW, WE HAD TO JUST SIT DOWN AND TALK TO HIM AND SEE WHAT'S REALLY GOING ON.

AND THE LIST GOES ON AND ON AND ON.

I'LL GIVE YOU A WHOLE LOT OF EXAMPLES BECAUSE I WAS A FOOTBALL COACH, I WAS THE COMMUNITY LIAISON, I WAS THE TA, I WAS THE BASEBALL COACH.

SO I'M AT THE SCHOOL.

FROM THE BEGINNING OF THE MORNING TO SOMETIMES SIX AND 7:00.

WITH KIDS.

SO MY PASSION IS A LITTLE DIFFERENT.

BECAUSE I WORKED IN THE TRENCHES IN DALLAS ISD.

SO WHEN I'M ASKING FOR INFORMATION, I'VE ALSO SEEN SOME TEACHERS, EDUCATORS PROVOKE A CHILD, AND THEN WANT TO SUSPEND THE CHILD. BUT AIN'T NOBODY GETTING ON THEIR TEACHER.

SO THE INFORMATION THAT TRUSTEE MACKEY SAID IS IMPORTANT.

SO MY DATA IS A LITTLE BIT DIFFERENT BECAUSE I'VE SEEN IT.

I'VE SEEN TEACHERS, NOT ALL, BUT I'VE SEEN EDUCATORS VERBALLY INSULT THE KID UNTIL YOU HAD TO GO PICK THAT KID UP.

AND THE KID DIDN'T WANT TO COME BACK TO SCHOOL.

AND SOME OF THEM ACTING OUT WAS BECAUSE THEY FELT LIKE SOME EDUCATORS, NOT ALL, SOME DID NOT SUPPORT THEM.

AND SO THEY WAS GETTING REJECTION FROM HOME AND THEN GETTING REJECTION FROM THE SCHOOL.

YET WE WANT TO KICK THEM OUT AND SAY THERE WAS A PROBLEM WITHOUT REALLY UNDERSTANDING WHAT THEY HAVE GONE THROUGH MENTALLY AND EMOTIONALLY.

SO I'M NOT READY TO KICK EVERYBODY OUT.

WE HAVE TO DO MORE.

IT'S WHAT I MEANT. SO I BELIEVE IF YOU GIVE EVERYTHING THAT TRUSTEE MACKEY JUST SUMMED IT UP.

IF YOU GET ALL THAT INFORMATION, I THINK THIS BOARD CAN HAVE A BETTER UNDERSTANDING OF WHAT'S GOING ON.

BUT I DON'T WANT YOU TO THINK THAT WE'RE TRYING TO LEAD KIDS THAT'S REALLY BEING A MENACE AND TEARING UP THE SCHOOL AND NOT SUPPORTING OUR EDUCATORS WHERE THEY CAN'T LEARN IN THE SCHOOL.

THAT'S NOT WHAT I'M SAYING.

I DON'T THINK THAT'S WHAT TRUSTEE CARREÓN IS SAYING EITHER.

BUT WE ALSO CAN'T GET RID OF KIDS.

THEY HAVE REAL ISSUES AND THEY NEED JUST COUNSELING.

SO AGAIN, IF YOU GET THE INFORMATION THAT TRUSTEE MACKEY BRILLIANTLY ASKED FOR, I COULDN'T SAY IT ANY BETTER.

BRILLIANTLY ASK FOR.

I WOULD I WOULD REALLY, REALLY APPRECIATE IT.

THANK YOU SO MUCH.

THANK YOU.

TRUSTEE CARREÓN. YEAH, THANK YOU, PRESIDENT MACKEY.

AND I JUST WANT TO SECOND EVERYTHING YOU SAID, PRESIDENT MACKEY, REGARDING THE DATA.

I MEAN, AT THE END OF THE DAY, THAT'S BEEN THE MAIN ISSUE WITH THIS ENTIRE CONVERSATION.

WHY THERE WAS PUSH BACK IN THE FALL.

WHY WERE YOU. WHY ARE WE TRYING TO CHANGE WHEN WE DON'T HAVE DATA INFORMATION YET? SAME IDEA HERE IN THE SPRING.

I STILL HAVEN'T BEEN PROVIDED WITH ANY INFORMATION THAT WHAT WE'RE CURRENTLY DOING ISN'T WORKING.

AND AND SO I SECOND, I THINK YOU TRUSTEE MICCICHE FOR ASKING THE QUESTION AND PRESIDENT MACKEY FOR ANSWERING IT ON A SECOND.

ALL THOSE POINTS, I DO WANT TO ADD ONE MORE, AND THAT IS TO SAY EVERYTHING THAT PRESIDENT MACKEY SUGGESTED SPEAKS TO WHY WE SHOULD CHANGE.

I'M ALSO LOOKING FOR SOME DATA THAT SPEAKS TO WHY THIS IS THE RIGHT CHANGE.

RIGHT. LIKE WHY? WHY DOES A FIVE DAY DAEP? FOR ME, THAT'S THE MAIN POINT OF OF THIS WHOLE CODE OF CONDUCT.

THE BIG POLICY CHANGE HERE IS A FIVE DAY DAEP.

[05:35:05]

WHAT PROGRAMS IS IT, WHETHER IT'S THE PACE PROGRAM DATA OR OTHER OTHER INFORMATION THAT WE'VE WE'VE FOUND, WHAT SUGGESTS TO US THAT THAT'S GOING TO BE A GOOD ANSWER FOR THIS? RIGHT.

SO THAT'S ALL I THINK, PRESIDENT MACKEY.

THANK YOU, TRUSTEES, ANYTHING ELSE IN SECOND ROUND? I BELIEVE YOU ALREADY HAD THE SECOND ROUND.

OH, DO WE ALREADY GO? NO.

DID I? I THINK YOU DID.

OH, ALWAYS GOT A QUESTION.

IF THERE'S NO OPPOSITION, I WILL ALLOW A THIRD ROUND UNLESS ANYONE IS OPPOSED.

SHE CAN HAVE MY 9 MINUTES.

OKAY. NO, I'M NOT GOING TO DO NINE.

I JUST.

YOU HEARD WHAT SHE SAID ABOUT PUNCHES.

SHE SAID SHE PUNCHES DAN.

DAN SHE WILL PUNCH YOU. GO AHEAD TRUSTEE FOREMAN.

HI KNOWS I'VE SAT NEXT TO HIM FOR YEARS.

HE ALREADY KNOWS.

SO JUST A JUST A QUICK QUESTION.

WHEN WE SET UP THE RESET CENTERS, WHAT DATA DID WE HAVE? WHAT RESEARCH DATA DID WE HAVE TO DO THAT OR DID WE HAVE RESEARCH DATA? AND IF WE DID, WILL YOU SHARE IT WITH ME.

YOU DON'T HAVE TO DO IT TODAY.

BUT WILL YOU SHARE THAT RESEARCH DATA WITH ME, IF WE HAD IT.

SO I'M NOT GOING TO SAY THERE WAS RESEARCH DATA.

THERE WAS CONVERSATIONS AROUND THE IMPACT ON STUDENTS NOT BEING IN SCHOOL.

AND SO THE MORE WE SUSPENDED THEM, THE FARTHER BEHIND THEY WERE GETTING BECAUSE THEY WEREN'T IN SCHOOL.

SO THERE WAS NO DATA.

IT'S BASICALLY WHAT YOU SAID.

THAT'S ALL I NEED TO KNOW.

THANK YOU. THANK YOU.

ALL RIGHT. A LOT OF GOOD DISCUSSION.

HOPEFULLY THAT PROVIDES HELP AS YOU ALL GO FORWARD.

WE APPRECIATE YOU HAVING THE DISCUSSION AND ENGAGING WITH US.

WE WILL NOW CONTINUE GOING THROUGH AND ADDRESSING DIFFERENT OTHER ITEMS. SO, AGAIN, TRUSTEES, BE READY.

IF YOU WANT TO PAUSE ON ANY OF THESE ITEMS, I'LL TRY TO TAKE IT SLOW.

I WILL START WITH THE CHIEF OF STAFF DIVISION, WHICH INCLUDES 14 A, 15 A AND B, ANY QUESTIONS ON 14 A OR 15 A AND B,

[13. CHIEF OF STAFF DIVISION]

WHO'S ANSWERING ME? SO I KNOW THIS IS NOT A NEW EXPENDITURE.

THIS IS 15 A.

THE ONE THAT TALKS ABOUT THE TEA SUPPORT SERVICE PROVIDERS FOR CAMPUS INTERVENTIONS UNDER THE STATE ACCOUNTABILITY SYSTEM. SO I KNOW IT'S NOT NEW, BUT IS THE $600,000, IS IT FOR.

IS IT PER YEAR? AND AND DOES IT INCLUDE A CERTAIN NUMBER OF SCHOOLS OR WE CHARGE SO MUCH PER SCHOOL? SO TRUSTEE FOREMAN, I'M GOING TO ASK CHUCK CZARNECKI TO COME IN, BUT IT IS ANNUAL.

SO WE WE HAVE THIS ANNUAL AND IT'S FOR UNDERPERFORMING SCHOOLS.

THERE HE IS RIGHT BEHIND YOU.

YEAH, I WAS GOING TO SAY, YEAH, COME ON UP AND I'LL ADD TO IT WHILE HE'S COMING UP.

OKAY. IT IS FAR UNDERPERFORMING SCHOOLS.

IT'S AN ANNUAL FEE.

AND BASICALLY WE'RE LOOKING AT THIS AMOUNT FOR NEXT SCHOOL YEAR.

THIS WOULD BE FOR NEXT SCHOOL YEAR.

SO THEY'VE DONE AN ANALYSIS OF THE AMOUNT THAT WE SPEND, TYPICALLY IN THE HIGHEST AMOUNT WE'VE EVER HAD TO SPEND.

AND OF COURSE, WE'RE COMING OUT OF THIS PANDEMIC YEAR AND WE'RE NEEDING TO POTENTIALLY ANTICIPATE THE NEED.

AND SO THAT'S WHY WE HAVE THE 600,000.

CHUCK, DID YOU WANT TO ADD TO THAT? THESE ARE GENERALLY THE REQUIRED EXPENDITURES FROM THE AGENCY.

AND I DO KNOW THAT IN THE LAST EIGHT YEARS, THE LAST TWO YEARS, WE HAVE NOT SPENT ANYTHING.

THE AMOUNT THAT IS PUT PLACE THERE IS THE MAXIMUM AMOUNT THAT WE EVER WENT UP TO, WHICH WAS IN 2015-16.

SO IT IS AN ESTIMATE AND OF COURSE, BECAUSE WE DON'T KNOW WHAT THE ACCOUNTABILITY STANDARDS ARE GOING TO BE OR WHAT THE INTERVENTIONS ARE GOING TO LOOK LIKE.

THAT'S WHY WE HAVE THIS ITEM.

IT DOESN'T MEAN THAT THE FUNDS WILL BE SPENT, BUT THEY AT LEAST ARE ALLOCATED IN CASE THAT WE NEED THEM TO PAY FOR INTERVENTIONS THAT WE NEED TO USE FOR THE SCHOOLS REQUIRED BY TEA.

SO I DO UNDERSTAND, BUT I GUESS MY QUESTION WAS, IS, IS THERE A CERTAIN AMOUNT PER SCHOOL FOR THE

[05:40:01]

AND IN THE 15, 16 YEAR WE HAD HOW MANY LOW PERFORMING SCHOOLS WE HAD AROUND 43 DURING THAT TIME.

I KNOW. I JUST WANTED TO HAVE YOU SAY THAT.

OKAY. I JUST WANTED YOU TO SAY THAT.

ALL RIGHT. WHERE WE ARE NOW FROM 43 LOW PERFORMING SCHOOLS.

RIGHT. THANK YOU, GUYS.

THANK YOU, TRUSTEE FOREMAN. ANY OTHER QUESTIONS ON THIS ROUND? ALL RIGHT. YEP, GO AHEAD.

TRUSTEE JOHNSON, HOW MANY LOW PERFORMING SCHOOLS WE HAVE NOW? SEVEN. SEVEN.

THANK YOU. WHERE ARE THEY LOCATED? WE HAVE TWO F CAMPUSES AND THE REST OF THEM ARE D'S CONSIDERED BY THE STATE.

BUT WE HAVE WE CURRENTLY HAVE SEVEN THAT ARE IN ACCOUNTABILITY.

MOST OF THEM ARE IN SOUTH DALLAS.

OKAY. THE OAK CLIFF, THE SOUTHERN SECTOR OR SOUTH DALLAS? YES. WHAT'S THERE? HOW MANY ARE THERE IN DISTRICT FIVE? LET ME HELP YOU. I MEAN, HOW MANY ARE IN DISTRICT FIVE? IS IT TWO? CEDAR CREST. CEDAR CREST AND WHAT'S THE OTHER? JUST ONE.

NO, IT'S NOT.

GREAT. THANK YOU SO MUCH.

THANK YOU, TRUSTEE JOHNSON.

ALL RIGHT. SO WE'LL MOVE ON TO HUMAN CAPITAL MANAGEMENT.

17 A ANY QUESTIONS ON 17 A.

[16. HUMAN CAPITAL MANAGEMENT DIVISION]

ALL RIGHT, SEEING NONE.

WE WILL DO LEADING AND LEARNING DIVISION.

SO ANY QUESTIONS UNDER LEADING AND LEARNING 19 A AND B, 20 A AND B, 21 A, 22 A, ANY QUESTIONS THAT ARE THOSE

[18. LEADING AND LEARNING DIVISION]

I'M SORRY, TRUSTEE FOREMAN.

I CAN'T HEAR YOU. SORRY.

THANK YOU. IT'S A PROCESS QUESTION IN REGARDING TO THESE TWO PROCUREMENT REQUESTS.

SO WE HAVEN'T VOTED ON SHAC YET, BUT WE'VE ALREADY GONE OUT FOR BID ON THESE MATERIALS.

SO WHEN YOU ASKED EARLIER, WHAT WHICH ARE THE THE GROUPS THAT WE EVALUATED FOR THE PURPOSES OF THE SHAC TO BRING A RECOMMENDATION TO YOU, THIS IS THE LIST. SO WE WANTED TO ENSURE THAT WE HAD A METHOD OF PROCUREMENT TO BE ABLE TO BRING A FINAL RECOMMENDATION TO YOU.

AS MANY THERE'S MORE THAN ONE RECOMMENDED CURRICULUM BEING BROUGHT TO THE BOARD FOR CONSIDERATION.

SO WHEN YOU ASK ME FOR THE LIST, THESE TWO RFPS PROVIDE YOU THE LIST OF CURRICULUMS THAT WERE EVALUATED BY THE CHECK.

OKAY. ALL RIGHT.

THANK YOU. IS THAT THE SAME QUESTION FOR BOTH OF THEM? TRUSTEE FOREMAN YOU HAVE DIFFERENT QUESTION ON 19B.

SAME QUESTION. I THINK WE'RE GOOD.

ANY OTHER QUESTIONS ON 19 A OR B? 20 A.

20A, TRUSTEE FOREMAN.

SO THIS IS FOR $5 MILLION FOR PRIVATE MUSIC LESSONS FOR STUDENTS DISTRICT WIDE. THE QUESTION I WOULD HAVE IS HOW MANY STUDENTS IN THE SOUTHERN SECTOR HAS TAKEN ADVANTAGE OF THIS PREVIOUSLY? SO THIS IS A NEW PROGRAM TRUSTEE FOREMAN.

SO THE ANSWER WOULD BE NONE.

THIS IS BRAND NEW. YES, MA'AM.

AND IT'S. HOW ARE WE IDENTIFYING DISTRICTWIDE WIDE BY SCHOOL? BY. SO WE WANTED TO WORK THROUGH THE PROCUREMENT PROCESS TO BE ABLE TO ENSURE THAT WE COULD GET VENDORS THAT WOULD BE ABLE TO SECURE THIS.

OUR INTENT IS TO DEMOCRATIZE THIS OPPORTUNITY TO OUR STUDENTS WHO DO NOT HAVE ACCESS TO PRIVATE LESSONS.

SO WE WILL WORK CLOSELY WITH OUR SCHOOL LEADERSHIP FRIENDS TO IDENTIFY CAMPUSES AT THE ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL LEVEL TO CREATE STRONG FEEDER PATTERNS LIKE A BIRDIE ALEXANDER, FOR EXAMPLE, THAT WOULD..

THAT'S WHAT I WANTED TO HEAR.

BIRDIE ALEXANDER, FOR EXAMPLE, THAT WOULD PROVIDE THESE GREAT OPPORTUNITIES FOR STUDENTS TO GAIN SKILLS AND THEN BUILD THOSE SKILLS OVER TIME.

SO WHEN THEY HIT THE HIGH SCHOOL LEVEL, THEY ARE VERY COMPETITIVE IN TERMS OF WHAT THEIR OPTIONS MIGHT BE.

[05:45:06]

THOSE WOULD BE BIRDIE ALEXANDER, THE NEW JUDGE BEDFORD AND IN CHARTER HIGH SCHOOL.

YES, MA'AM. ALL RIGHT.

THANK YOU. YOU'RE WELCOME.

THANK YOU, TRUSTEE FOREMAN. ANYTHING ELSE ON 20A? TRUSTEE MICCICHE.

ANY OTHER ITEMS HERE? SCHOOL LEADERSHIP DIVISION.

SO IF THERE'S NO OTHER ONES IN THE LEADING AND LEARNING, WE WILL MOVE ON TO SCHOOL LEADERSHIP, WHICH IS 24A.

24A. WE'LL START WITH YOU TRUSTEE MICCICHE.

[23. SCHOOL LEADERSHIP DIVISION]

IS THAT RIGHT? AND THAT GOOD GOVERNANCE REQUIRED US TO STICK TO THE ONES OF THE YEAR POLICY.

ALL RIGHT, ALL RIGHT, ALL RIGHT.

YOU MADE YOUR POINT. MOVE ON.

OKAY. OKAY. AND I UNDERSTAND THAT SOMEBODY WAS A PASSIONATE ADVOCATE TO THAT.

GOOD GOVERNANCE REQUIRED A ONCE A YEAR POLICY, AND I'VE IGNORED MONTH AFTER MONTH AFTER MONTH.

SO I FIGURED WHY NOT TAKE ADVANTAGE OF IT? WELL, I APPROVING THIS NAME CHANGE AND FOR IT TO BEING ON THE CALENDAR, I JUST WANTED TO POINTED THIS OUT.

THANK YOU. THANK YOU.

THANK YOU, TRUSTEE MARSHALL AND TRUSTEE MICCICHE.

THANK YOU. ANY OTHER QUESTIONS HERE? TIFFANY CAME UP READY FOR SOME QUESTIONS.

WE'LL MOVE ON TO 25 INFORMATION TECHNOLOGY.

THAT'S 26 A AND B, 27, EIGHT THROUGH C AND 28 A.

[25. INFORMATION TECHNOLOGY DIVISION]

OH, ALL RIGHT. WE'LL BEGIN WITH 26A TRUSTEE FOREMAN.

MICROPHONE. THIS IS A DWAYNE QUESTION, REALLY? BECAUSE THERE ARE SEVERAL ITEMS ON HERE THAT ARE COOPERATIVE BUYS.

AND I KEEP ASKING OVER AND OVER, HOW ARE WE ENSURING THAT WE ARE GETTING BEST VALUE? AND IN HERE IT MUST BE ABOUT FIVE OR SIX COOPERATIVE PURCHASES.

AND THERE, HOW DO WE MEASURE THIS? HOW DO WE MAKE SURE WE'RE GETTING BEST VALUE? SO EACH OF THE CO-OPS DO TAKE RPS FOR THE ITEMS THAT THEY PUT ON THERE.

THAT'S TO MEET THE STATE GUIDELINES.

THAT MEANS YOU DON'T HAVE TO GO OUT AND BID FOR IT.

BUT THAT DOESN'T NECESSARILY MEAN THAT'S BEST VALUE.

IT'S EASIER.

BECAUSE YOU DON'T HAVE TO GO OUT FOR BED.

BUT I MIGHT HAVE SEEN FIVE OR SIX IN HERE THAT WERE AND SOME OF THOSE THAT WERE IN THERE, WE WOULD HAVE TRIED TO DO RFP AND THERE WAS NO RESPONSE TO THEM.

WE AVERTED. SO IF YOU WOULD INDICATE THAT THAT WOULD KEEP MY MOUTH CLOSED REGARDING SOME OF THESE, BECAUSE IT'S IT'S EASIER TO GO WITH THE CO-OP BECAUSE YOU DON'T HAVE TO GO OUT.

BUT IF YOU'VE HAD AN RFP OUT ON THE STREET SOMEWHAT, NOBODY RESPONDED.

THAT'S TOTALLY DIFFERENT.

AND I WOULD LOOK AT THAT TOTALLY DIFFERENT AND WE'LL MAKE SURE WE INDICATE THAT.

SO IF YOU INDICATE THAT AND THEN ON SOME IN SOME CASES, JUST PICKING UP A PHONE AND VALIDATING A PRICE FROM A VENDOR WOULD ALSO HELP.

TO SHOW THAT YOU GOT BEST VALUE BECAUSE COOPERATIVE PURCHASING IS NOT ALWAYS BEST VALUE.

IT'S CONVENIENT.

AND SO WE JUST NEED TO MAKE SURE THAT'S MY BIG DEAL.

THANK YOU, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS ON 26? AYE. ANY OTHER ITEMS FROM THE INFORMATION TECHNOLOGY DIVISION? 27 B 27 B TRUSTEE FOREMAN.

SO THIS IS A $9 MILLION.

THIS IS A $9 MILLION PURCHASE.

AND THEN AGAIN, I'M ASSUMING THIS IS FOR THE WHOLE ORACLE SUITE.

WHAT WAS OUR WHAT WAS OUR RFP IN THE IN THE PAST WHAT WAS THE LAST RFP THAT WE HAD? SO THE LAST ONE WE DID WAS IN 2019 FOR A TOTAL OF 9.9 OVER 39 MONTHS.

AND WE. WE ARE CONTINUING WITH ANOTHER THREE YEARS AS WE LOOK AT WHAT WE WANT TO DO MOVING FORWARD.

SO WHAT DOES THAT MEAN AS WE LOOK AT WHAT WE WANT TO DO MOVING FORWARD? SO WE HAD SOME BOND FUNDS ALLOCATED TO LOOK AT WHAT WE WANTED THE ENTIRE SYSTEM TO LOOK LIKE.

[05:50:05]

SO YOU'RE TALKING ABOUT CHANGING SYSTEMS OR I THINK THERE'S A LOT OF DIFFERENT OPPORTUNITIES TO LOOK AT, NOT NECESSARILY CHANGE, BUT MAYBE EVEN LOOK AT CLOUD VERSIONS OF THE SAME SYSTEM.

SO THE TEAM JUST WANTS TO BE ABLE TO MAKE SURE THEY EVALUATE WHAT'S BEST FOR THE DISTRICT.

ALL RIGHT. THANK YOU.

YOU'RE WELCOME. THANK YOU.

TRUSTEE FOREMAN ANY OTHER QUESTIONS ON THIS OR ANY OTHER INFORMATION TECHNOLOGY DIVISION ITEMS? SAME THING. SO I HAVE A QUESTION ON 28.

A 28 EIGHT.

GO AHEAD, TRUSTEE FOREMAN.

SO THIS IS THE CELLULAR CELLULAR NETWORK AND IT'S A PILOT PROJECT? YES, MA'AM. DO WE KNOW WHY WE'RE DOING A PILOT PROJECT FOR CONNECTIVITY WHEN WE'VE ALREADY DONE SEVERAL DIFFERENT KINDS OF PROJECTS LIKE BUILDING TOWERS AND THOSE KINDS OF THINGS? WHY ARE WE DOING ANOTHER PILOT PROJECT? SO THIS IS ACTUALLY FOR THE UNITS THAT GO IN THE STUDENTS HOMES FOR THOSE PILOT TOWERS.

SO FOR THE TEN TOWERS, THIS WOULD ALLOW US TO EXPAND TO MEET DEMAND IN THOSE AREAS AND ALLOW MORE STUDENTS TO GET ON THAT PILOT NETWORK. ALL RIGHT.

THANK YOU. YOU'RE WELCOME.

THANK YOU. TRUSTEE FOREMAN.

TRUSTEE JOHNSON. YES.

PLEASE ELABORATE WHEN YOU SAY GOING INTO THE STUDENTS HOME, BECAUSE WHEN I ASKED THE QUESTION BEFORE, EVERYONE LOOKED LIKE I DID.

LIKE I WAS LIKE JUST OUT THERE JUST TALKING.

SO PLEASE EXPLAIN THAT TO ME BECAUSE I WANT TO KNOW A LITTLE BIT MORE THAN WHAT YOU'RE SAYING.

ABSOLUTELY. SO ANY STUDENT THAT WANTS TO BE A PART OF THE PRIVATE CELLULAR NETWORK HAS TO HAVE A LITTLE UNIT IN THEIR HOUSE OR EVEN SOMETIMES ON THE OUTSIDE OF THEIR HOUSE THAT WILL PICK UP THAT SIGNAL.

AND SO THAT'S WHAT THE CPS OR THIS PURCHASE ALLOWS US TO DO, IS TO EXPAND AND GIVE MORE STUDENTS THE DEVICE THAT WILL ALLOW THEM TO BE A PART OF OUR PRIVATE NETWORK. SO OUT.

SO WHAT WE HAVE RIGHT NOW, OUR KIDS ARE NOT ABLE TO GET ON WI FI WITHOUT THIS PARTICULAR DEVICE.

CORRECT. THE STUDENTS WHO ARE PARTICIPATING RIGHT NOW CAN.

SO WE HAVE ABOUT 700 STUDENTS WHO HAVE DEVICES RIGHT NOW IN THEIR HOMES FOR THOSE TEN TOWERS.

WHAT WE WANT TO DO IS EXPAND THAT, BUT THEY HAVE TO HAVE THIS DEVICE IN ORDER TO GET ON TO THE NETWORK.

SO WHEN WE WAS GOING THROUGH COVID AND AFTER THAT, WE WAS ASKING FOR.

DEVICES FOR OUR KIDS.

IS THIS SOMETHING TOTALLY DIFFERENT? BECAUSE KIDS CAME TO ME AND SAID THAT EVEN THOUGH WE GAVE THEM LAPTOPS, LAPTOPS.

AND WHAT'S THE OTHER THING? CHROMEBOOKS.

WHAT'S THE HOT SPOT? THE HOT SPOTS, IT'S LIKE. AND NOW I'M A LITTLE OLD SCHOOL.

I'M SORRY. THE HOT SPOTS, THEY WERE STILL NOT ABLE TO GET ON INTERNET.

CORRECT. SO IT DEPENDS ON IF THE HOT SPOT WAS LIMITED FOR SOME REASON, SOME STUDENTS.

SO HERE'S THE CHALLENGE WITH HOTSPOTS IS IT GETS THE DATA GETS CONSUMED VERY QUICKLY.

AND SO IF THEY WERE HAVING PROBLEMS, THAT COULD HAVE BEEN PART OF THE ISSUE.

WHAT THIS REQUEST IS FOR IS REALLY TO USE THE TOWERS THAT WE'VE PUT UP THOSE TEN TOWERS AND BE ABLE TO LEVERAGE THE INTERNET SERVICE THROUGH THOSE TOWERS FOR STUDENTS. RIGHT.

SO DIFFERENT THAN, SAY, A TEN GIGABYTES.

AND THEN WE WOULD SAY, WELL, THAT WAS GOING TO DO UNLIMITED.

SO THEY CAN SO THEY CAN HAVE UNLIMITED ACCESS TO THE INTERNET WHILE THEY DO THEIR WORK.

RIGHT. BUT THEN ALSO, MY KIDS SAID THAT THEY COULD NOT GET ON IT, THAT SOME OF THE KIDS COULD NOT GET ON IT, THAT THEY HAVE TO GO OUTSIDE TO BE ABLE TO GET ON THE INTERNET AND NOT STAY ON THE INSIDE BECAUSE THEY CANNOT GET CONNECTIONS.

SO IT'S THIS WHAT THE DEVICE THAT YOU'RE SAYING IS THAT TO PREVENT THEM FROM HAVING TO GO OUTSIDE? YES. WE DON'T WANT ANY STUDENT TO HAVE TO GO OUTSIDE TO USE THE INTERNET.

SO THIS WILL HELP MAKE SURE THAT THAT RANGE FROM THE TOWER GETS INTO THE HOME.

SO, I MEAN, AND YOU SAID WE HAVE 700 DEVICES, ABOUT 700 RIGHT NOW.

WHEN DO WE START GIVING THOSE OUT? EARLIER THIS YEAR.

SO IN THE SPRING.

I KNOW. EXCUSE ME, IN THE SUMMER OF LAST YEAR WAS WHEN THE FIRST TOWER WAS UP.

OKAY. I WOULD LIKE TO SPEAK WITH YOU OFFLINE ABOUT THIS, BECAUSE WHEN I BROUGHT THIS OUT THE LAST TIME ADMINISTRATION ASKED THIS IF I DIDN'T KNOW WHAT I WAS TALKING ABOUT.

AND SO NOW YOU'RE COMING BACK AND SAYING, OH, WE NEED THIS DEVICE.

AND THAT WAS THE ISSUE BECAUSE I HAD KIDS IF IT'S RAINING OUTSIDE, THEY COULDN'T DO THEIR WORK BECAUSE THEY WEREN'T GETTING INTERNET ON INSIDE THE HOUSE.

SO I KNOW A LITTLE BIT MORE THAN WHAT I'M TALKING ABOUT, WHAT I'M SAYING RIGHT NOW, BECAUSE I'VE BEEN ADVOCATING CONCERNING THIS BROADBAND ISSUE THAT WE HAVE.

THERE'S THIS DIGITAL DIVIDE THAT WE HAVE THAT'S GOING ON, WHICH IS NOT DALLAS ISD FAULT, BUT IT IS WE HAVE A PROBLEM, IS WHAT I'M SAYING.

SO I'M VERY INTO WHAT'S GOING ON AND I WOULD DEFINITELY WANT TO SPEAK WITH YOU AND I WANT YOU TO SPEAK WITH MY COMMUNITY BECAUSE IT'S A VERY, VERY BIG ISSUE THAT WE'VE GOT TO HAVE RIGHT NOW, ESPECIALLY IN THE SOUTHERN SECTOR.

7521675203. I'D BE HAPPY TO YOU.

THANK YOU SO MUCH. THANK YOU.

JESSE JOHNSON TRUSTEE GARCIA.

[05:55:01]

GOING AROUND ALONG THE SAME RATIONALE THAT MY COLLEAGUES ARE BRINGING HERE, IT WAS UNDER MY UNDERSTANDING THAT THE CELLULAR, PRIVATE CELLULAR NETWORK WOULD CONNECT STUDENTS TO THIS WI FI SERVICE.

TO SO THAT THEY WOULD HAVE WIFI SERVICE IN THEIR HOME, BUT THEY NEED TO HAVE THIS DEVICE INSIDE THEIR HOME.

THERE'S TEN TOWERS, 700 STUDENTS.

WHAT NUMBER IS IT GOING TO GROW TO ONCE WE HAVE THESE UNITS THAT YOU'RE LOOKING FOR? SO WE'VE HAD A COUPLE OF DIFFERENT STUDIES TO TRY TO FIGURE OUT WHAT THAT WOULD BE.

AND IT RANGES ANYWHERE UPWARDS OF 107 TOWERS THAT WOULD BE THROUGHOUT THE DISTRICT IF WE WANTED TO COVER FULLY WHAT THE NEED IS.

OKAY. IF I REMEMBER THE LAST, LAST, LAST NUMBER THAT I CAN RECALL THAT JACK PRESENTED TO US, IT WAS SOMETHING SOMEWHERE AROUND WE ESTIMATE IT ROUGHLY 40,000.

NOT ALL 40,000 APPLIED FOR THE FOR OUR PREVIOUS DISD SERVICES.

AND WE'RE TRYING TO COVER THAT GAP WITH THE TOWERS.

AM I INTERPRETING THAT? SO I ACTUALLY HAVE THREE, THREE DIFFERENT LEVELS THAT WE'RE TRYING TO COVER.

SO ONE IS EITHER THROUGH THE STATE'S HOME INTERNET, THE FREE SYSTEM THAT THEY CAN SIGN UP FOR THE ACTUAL WIRED INTERNET.

SO THAT'S THAT'S LEVEL NUMBER ONE.

LEVEL TWO IS OUR TOWER SYSTEM.

SO OUR PRIVATE LTE.

AND THEN THE OTHER OPTION REALLY IS AROUND HOTSPOTS AND USING THOSE AS NEEDED.

SO WE'VE GOT A COUPLE OF DIFFERENT WAYS WE'RE TRYING TO MAKE SURE THAT STUDENTS HAVE ACCESS.

AND IS THIS ONE A PREREQUISITE OF NOT HAVING CURRENT SERVICE AT HOME? YES. I MEAN, THIS WOULD BE FOR STUDENTS WHO DIDN'T QUALIFY FOR THE HOME WIRED.

THERE'S NOT SERVICE IN THAT AREA AND WE HAVE A TOWER IN THAT AREA THAT COULD SERVICE THEM.

AND THE SERVICES AT THE HOME WAS A SHORT TERM THAT WAS WE WERE LOOKING AT FUNDING FOR IT.

WHAT WAS IT, TWO YEARS? THAT'S CORRECT.

IT'S TWO YEARS. AND THEN AFTER THOSE TWO YEARS, WOULD WE THEN MOVE THOSE STUDENTS OVER TO THESE CELLULAR NETWORKS? ABSOLUTELY. THAT WOULD BE THE PLAN.

OKAY. BUT THIS IS NOT THE LONG TERM SOLUTION.

WELL, THE TOWERS ARE A LONG TERM SOLUTION.

WHILE THEY'RE STILL PROVIDERS THAT ARE TRYING TO COME INTO THOSE AREAS THAT AREN'T COVERED, THAT MAKE SENSE.

VERY WELL. THANK YOU. THANK YOU FOR THAT CLARIFICATION.

THANK YOU TRUSTEE GARCIA. TRUSTEE MARSHALL.

I JUST WANT TO MAKE SURE MY UNDERSTANDING OF THIS IS CORRECT BECAUSE I WAS JUST TRYING TO TALK TO MAXIE ABOUT IT.

BUT THERE'S TWO DIFFERENT APPROACHES HERE, RIGHT? ONE IS ONE IS A HOTSPOT CONNECTED TO A EITHER AT&T OR VERIZON CELLULAR SERVICE THAT IS TRYING TO PENETRATE THE WALLS OF A HOME AND MAY OR MAY NOT HAVE THE SIGNAL STRENGTH TO DO SO, IN WHICH CASE THEY MIGHT HAVE TO STEP OUTSIDE OR GO SOMEWHERE WITH A STRONGER SIGNAL STRENGTH TO GET THE HOTSPOT TO REGENERATE A WI FI NETWORK NEAR IT.

CORRECT. THE OTHER IS A CELLULAR TOWER THAT WE OWN AND OPERATE THAT WE'VE NOW ROLLED OUT TEN OF THESE AND HOPEFULLY WILL BE MORE. BUT TO BE CONNECTED TO THAT, YOU NEED ONE OF THESE DEVICES THAT'S IN THE HOUSE THAT WILL THEN NOT ONLY PICK UP THE SIGNAL, BUT THEN REBROADCAST A WI FI SIGNAL WITHIN THEIR HOUSE AND ALSO DO FILTER CONTENT FILTERING LIKE THE DALLAS ISD NETWORK DOES, RIGHT? THAT IS CORRECT. SO IT'S NOT THAT THESE DEVICES THAT THAT ARE CONNECTED TO THE CELL TOWERS, THOSE ARE NOT HAVING CONNECTIVITY PROBLEMS THAT ARE CAUSING KIDS TO NOT BE ABLE TO GET SERVICE IN THEIR HOUSE.

IT'S THE HOTSPOTS THAT ARE DOING THAT.

WELL, IT COULD BE BOTH BECAUSE IT COULD BE THE TOWERS, TOO, IF THERE'S SOMETHING BLOCKING THAT SIGNAL.

SO SOME OF THE CPE UNITS THAT WE'RE GOING TO BUY WOULD ALLOW THAT UNIT TO GO UP A LITTLE BIT TALLER AND IT HAS A LITTLE ANTENNA ON IT THAT STICKS ON THE WINDOW THAT ALLOWS THEM TO GET A BETTER SIGNAL. SO YOU'RE VETTING EACH EACH KID'S HOUSEHOLD TO SAY THIS IS CLOSE ENOUGH TO A CELLULAR TOWER WHERE THE DEVICE WILL PICK UP THE SIGNAL IF IT'S IN THE RIGHT PLACE AND THEN FINDING THE RIGHT PLACE FOR IT TO BE IN.

AND IF IF THEY EITHER DON'T QUALIFY OR THEY'RE TOO FAR AWAY FROM ONE OF OUR CELL TOWERS, THEN YOU USE THE HOTSPOTS AS A BACKUP PLAN.

THAT IS CORRECT. CORRECT.

THANK YOU, TRUSTEE MARSHALL.

WE'LL BEGIN SECOND ROUND TRUSTEE FOREMAN.

DO YOU HAVE MORE HERE? ALL RIGHT.

THANK YOU FOR THOSE GREAT QUESTIONS AND THE ANSWERS.

SO THAT CONCLUDES THE.

SORRY, TRUSTEE JOHNSON. GO AHEAD.

WHERE ARE THE KIDS, THAT THE 700 KIDS WHERE WHERE AREA ARE THEY LOCATED IN? I CAN GET YOU A LIST OF THE TOWERS AND THE STUDENTS THAT ARE AROUND THERE.

YOU DON'T HAVE THAT RIGHT NOW. I DO.

I HAVE. THERE'S TEN TOWERS.

SO THE TOWERS ARE LINCOLN, SOUTH OAK CLIFF, ROOSEVELT, DUNBAR, RICE, PINKSTON AND SPRUCE.

THANK YOU. YOU'RE WELCOME.

THANK YOU TRUSTEE JOHNSON.

WAS THAT TEN? OH. NO.

ADAMSON, SAMUEL AND KIMBALL.

OKAY. THANK YOU. ALL RIGHT.

THANK YOU, TRUSTEES. THANK YOU.

WELL, NOW MOVING ON, FINANCIAL SERVICES DIVISION.

TRUSTEES, ARE THERE ANY QUESTIONS ON FINANCIAL SERVICES DIVISIONS, WHICH INCLUDE SECTIONS 30, 31, 32, 33, 34, 35, 36,

[29. FINANCIAL SERVICES DIVISION]

36A. ALL RIGHT.

WE'LL START WITH THOSE TWO AND THEN GO FROM THERE.

WE'LL START WITH 32A. TRUSTEE FOREMAN.

[06:00:14]

YOU'RE GOING TO BRING HER TO THE HOT SEAT THE FIRST TIME SHE'S IN A MEETING.

SHE'S EAGER TO GET UP HERE.

THE WRONG MOVE.

I'M JOKING. I'M JOKING.

SO, DWAYNE, COULD YOU.

TO GO THROUGH THE BUDGET AMENDMENTS FOR ME? THERE'S 32A.

YES, MA'AM. TAMIKA CAN WALK YOU THROUGH THE BUDGET AMENDMENT.

TRUSTEE FOREMAN.

FIRST OF ALL, LET ME BEGIN BY SAYING MY NAME IS TAMIKA ALFRED STEVENS, AND I NOW SERVE AS THE NEW CHIEF FINANCIAL OFFICER FOR DALLAS ISD.

I'VE HAD THE PLEASURE TO MEET ALL OF YOU IN PERSON, WITH THE EXCEPTION OF TRUSTEE HENRY.

SO I'M GOING TO EXTEND A VIRTUAL HANDSHAKE TO HIM UNTIL I HAVE THE OPPORTUNITY TO SEE HIM IN PERSON.

TRUSTEE FLORES I HAD AN OPPORTUNITY TO SEE HIM AT THE EDUCATOR OF THE YEAR EVENT.

AND SO WITH THAT BEING SAID, I'M GOING TO NOW ANSWER YOUR QUESTION, TRUSTEE FOREMAN AS IT RELATES TO THE BUDGET AMENDMENT.

SO THERE ARE NO CHANGES TO THE GENERAL FUND FROM LAST MONTH TO THIS MONTH.

SO THERE IS NOT AN AMENDMENT THERE OR ANY ADJUSTMENTS.

THE ONLY ADJUSTMENT OR AMENDMENT IS TO THE DEBT SERVICES FUND, AND THAT IS BECAUSE WE RECENTLY REFUNDED SOME BONDS TO CAPITALIZE ON SOME SAVINGS. SO THAT'S WHY YOU SEE THAT ADJUSTMENT THERE THAT WE ARE REQUESTING.

SO WHAT IS THE CHANGE IN THE FUND BALANCE? CHANGE IN THE FUND BALANCE.

THERE HAS NOT BEEN A CHANGE IN THE FUND BALANCE FROM LAST MONTH TO THIS MONTH.

IS THAT WHAT YOU'RE ASKING? SO THE THE BEGINNING FUND BALANCE WAS 923 MILLION? YES, MA'AM. THE BEGINNING FUND BALANCE ON THE ORIGINAL BUDGET? MM HMM. YES.

AND THEN AS OF APRIL 30TH, THAT NUMBER REMAINS.

AND THEN AS OF NOW, THAT NUMBER REMAINS.

SO THE PROJECTED FUND BALANCE IS FOR 20 IS FOR JUNE OF 2022.

THE THAT FOR THE END OF THE END OF THE YEAR IS THAT THE PROJECTED FUND BALANCE.

AND IF IT IS, WHAT IS THE DIFFERENCE IN THAT $200 MILLION? OKAY. SO THE PROJECTED FUND BALANCES IS AS IF ALL THE REVENUE IS ARE COLLECTED EXACTLY WHAT WAS BUDGETED AND ALL THE EXPENDITURES, THE ENTIRE BUDGET WAS SPENT IN 100% IF THAT OCCURRED.

THAT WOULD BE THE ENDING FUND BALANCE.

AND IN THIS CASE, AS OF MAY 31.

SINCE WE HAVE ONE MORE MONTH AND I DON'T KNOW IF THERE WILL BE ANOTHER BUDGET AMENDMENT OR NOT, I WOULD ANTICIPATE THERE WILL BE FOR THE MONTH OF JUNE, AND THAT WILL RESULT IN WHATEVER THAT PROJECTED FUND BALANCE IS.

BUT THE FUND BALANCE IS REFLECT IS BASED ON 100% OF REVENUE BEING THE REVENUE BEING EXACT 100% AND EXPENDITURES 100%, WHICH OBVIOUSLY NEITHER ONE OF THOSE WILL HAPPEN.

PROBABLY NOT. ALL RIGHT.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS ON 32A? GO AHEAD TRUSTEE JOHNSON, BROTHER DWYANE, WE'RE GETTING READY TO HAVE A DISTRICT FIVE BUDGET MEETING FOR DALLAS ISD.

I WOULD ASK THAT YOU BRING YOUR STAFF OUT TO HELP EDUCATE OUR COMMUNITY SO THEY CAN GO OVER THIS BUDGET WITH US.

YOU OKAY WITH THAT? SURE.

WE CAN MAKE IT OUT EASILY.

THANK YOU SO MUCH.

THANK YOU TRUSTEE JOHNSON.

ALL RIGHT. WE'LL MOVE ON TO 36A TRUSTEE GARCIA.

WE'RE GETTING CLOSER TO GOOD EVENING.

FOR 36A I DO HAVE A QUESTION HERE ON PURCHASE OF PORTABLE CLASSROOMS. JUSTIFICATION HERE IS TO HANDLE THE SHIFTING DEMOGRAPHICS OF THE DISTRICT.

I'D LIKE TO CLARIFY ATTACHED TO THIS, THOUGH, ARE THE TORNADO IMPACTS OF THE TORNADO.

AND THIS RELATES SPECIFICALLY TO THOMAS JEFFERSON.

BUT CAN WE CLARIFY HOW MANY PORTABLES, WHERE WILL THEY BE PLACED AND WHAT DEMOGRAPHIC INFORMATION DO WE HAVE TO HELP US JUSTIFY THE PURCHASE OF MORE PORTABLES AGAINST OTHER BIGGER.

ITEMS LIKE BUILDING WINGS, ETC..

SURE. SO THIS IS GOING TO SERVE AS TWO FOLD, RIGHT? ONE SWING SPACE FOR FUTURE BOND PROJECTS.

BUT ORIGINALLY THIS POOR DOCK IS FOR THE SCOVILLE AREA, SO THERE ARE TWO IN PARTICULAR SCHOOLS.

SEAGOVILLE MIDDLE SCHOOL, I THINK, IS IN NEED OF ABOUT SIX PORTABLES FOR NEXT YEAR.

AND THE PORTABLES ARE TWO CLASSROOMS IN EACH PORTABLE.

IT'S A IT'S A NEWER STYLE PORTABLE.

AND THAT WAY WE CAN MOVE THEM AROUND FOR SWING SPACE, FOR FUTURE BOND PROJECTS.

AND THE OTHER ONE IS KLEBERG ELEMENTARY SCHOOL.

[06:05:02]

AND THEN IT JUST HAPPENED THAT WE, YOU KNOW, WHEN WE DO BOND PROJECTS, WE NEED SWING SPACE AND NOW WE CAN HAVE THESE PLUS THE THOMAS JEFFERSON ONES.

WHEN THEY MOVE OUT, WE CAN UTILIZE THOSE AS WELL AFTER THEY MOVE IN JANUARY.

SO THESE PORTABLES ARE SPECIFICALLY FOR THE SEAGOVILLE COMMUNITY, SEAGOVILLE, KLEBERG.

WELL, THE BOARD DOC ALLOWS ME TO BUY THEM FOR DISTRICT WIDE PURPOSES, BUT THAT IS THE FUND.

THE PLAN IS THE KLEBERG AND SEAGOVILLE ARE THE TWO THAT ARE ON MY RADAR RIGHT NOW THAT I HAVE TO PURCHASE AND INSTALL PRIOR TO SCHOOL BEGINNING NEXT YEAR.

ALL RIGHT. I HOPE SEAGOVILLE RESIDENTS HEARD THAT.

THANK YOU. APPRECIATE YOU.

THANK YOU TRUSTEE GARCIA.

TRUSTEE MICCICHE, FOLLOWED BY TRUSTEE FOREMAN.

THANK YOU. DAVID, I HAVE A QUESTION JUST ABOUT WHETHER THEY ARE ACTUALLY PORTABLE PORTABLES, BECAUSE IT SEEMS LIKE ONCE WE HAVE A PORTABLE IN PLACE, IT STAYS THERE FOR FOREVER OR WHEN IT'S NOT, WHEN WE DETERMINE IT CAN'T BE USED ANYMORE, THEY'RE DEMOLISHED.

SO DO THEY MAKE PORTABLES THAT ARE PORTABLE, CORRECT? YES. SO AND I USED TO TEACH OUT OF ONE.

SO I KNOW AS A DISTRICT WE WANT THEM GONE.

RIGHT. THESE ONES ARE DIFFERENT.

THESE ARE THE LONG, SKINNY STYLE THAT CAN BE HOOKED UP AND MOVE THE WHEELS, STAY ON THEM.

WE DO SKIRT THEM AND WE WE BUILD RAMPS TO THEM.

AND THAT'S WHY WE SPECIFICALLY ARE PURCHASING THESE FOR THE 2020 BOND.

SO WE'RE NOT PUTTING A PORTABLE USING IT AS SWING SPACE, THEN DEMOING IT, THEN BUYING ANOTHER PORTABLE FOR ANOTHER PLACE.

WE'RE ABLE TO MOVE THESE AROUND FROM SITE TO SITE AS NEEDED.

SO THESE ARE PORTABLE, NOT THE 50 YEAR PORTABLES THAT WE HAVE ON OUR CAMPUSES.

OKAY, THAT'S GREAT. IT SOUNDS TO ME LIKE ANOTHER GOOD CHANGE THAT WE'VE BEEN WE'VE BEEN SEEING IN IN THAT DEPARTMENT.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

ANYONE ELSE HERE? JUST. THESE ARE ANY OTHER QUESTIONS ON OUR FINANCIAL SERVICES DIVISIONS? SEEING NONE.

WE WILL MOVE ON TO WE HAVE POLICE DIVISION.

ANY QUESTION FOR 39 A?

[37. POLICE DIVISION]

SORRY, CHIEF, YOU ALMOST MADE IT.

SO I'M GLAD TO SEE THAT WE HAVE THIS LOCAL AGREEMENT WITH THE DALLAS POLICE DEPARTMENT.

I'M CURIOUS, FIRST OFF, WHAT HAS CHANGED? IT LOOKS LIKE THIS. THIS IS A FIVE YEAR AGREEMENT.

SO AM I CORRECT IN ASSUMING WE HAD ONE THAT'S EXPIRING? THAT WAS FOR THE LAST FIVE YEARS.

TO BE HONEST WITH YOU. WE DIDN'T HAVE ONE.

WE JUST HAD AN AGREEMENT AND WE WERE SUPPORTING EACH OTHER.

SO IT WAS SORT OF AGREED TO IN THEORY, BUT NOT ON PAPER.

ABSOLUTELY. SO NOW WE HAVE ONE FOR FIVE YEARS.

SO IT'S ACTUALLY ON PAPER SHOULD WE NEED TO REFER TO.

SO WAS THERE ANY ANYTHING I MEAN, I WAS GOING TO ASK IF THERE'S ANYTHING IN THIS VERSION THAT WAS DIFFERENT THAN THE LAST FIVE YEAR AGREEMENT.

BUT SINCE THERE WASN'T ONE, IS THERE ANYTHING IN THIS AGREEMENT THAT'S DIFFERS IN ANY WAY FROM THE WAY YOU'VE HISTORICALLY DEALT WITH DPD? YES, SIR. SO WHAT WHAT WE'VE ADDED SPECIFICALLY TO THIS ONE IS THE TITLE NINE INVESTIGATIONS.

SO WE'VE HAD CONVERSATIONS WITH THE DALLAS POLICE DEPARTMENT WITH ABOUT THE IMPORTANCE.

WE HAVE A RESPONSIBILITY WHEN WE HAVE ANYONE THAT'S A VICTIM OF A SEXUAL CRIME THAT WE, IN FACT, HAVE TO GET SOME KIND OF RESPONSE AS FAR AS FROM THEM BECAUSE THEY ARE RESPONSIBLE FOR INVESTIGATING THOSE TYPE OF CRIMES.

WE HAVE TO GET INFORMATION FROM THEM SO THAT WE KNOW WHAT'S GOING ON AND HOW THEIR CASE IS PROCEEDING SO THAT WE CAN ALSO REPORT IT TO THE STATE.

OKAY, GOOD. WELL, I WAS PLEASED TO SEE THIS IN LARGE PART BECAUSE I THINK THERE'S OFTENTIMES EITHER A MISUNDERSTANDING ABOUT WHO'S RESPONSIBLE FOR WHAT BETWEEN THE TWO ORGANIZATIONS, OR THERE'S FINGER POINTING BETWEEN THE TWO OF THEM WHERE ONE IS SAYING THAT'S DISD PD'S RESPONSIBILITY AND YOU GUYS ARE SAYING SOMETHING DIFFERENT.

AND MY CHIEF CONCERN ABOUT THIS, AS YOU KNOW, IS THE RECENT EVENTS AT WOODROW, WHICH RELATES TO THE INTER LOCAL AGREEMENT THAT WE HAVE WITH THE PARK DEPARTMENT AND THE CITY OF DALLAS FOR THE USAGE OF WILLIS WINTERS PARK, FORMERLY RANDALL PARK.

AND I NOTICED IN THIS, IN THIS INTERLOCAL AGREEMENT THAT THERE'S NO REFERENCE TO ANY, ANYTHING THAT WOULD IMPACT THAT SITUATION.

SO IN OTHER WORDS, THIS INTER LOCAL AGREEMENT ISN'T REFERENCING OTHER INTER LOCAL AGREEMENTS OR UNIQUE CIRCUMSTANCES WHERE THERE IS A COLLABORATION BETWEEN THE CITY AND THE SCHOOL DISTRICT LIKE THERE IS AT RANDALL PARK.

AND THAT RANDALL PARK IS NOT UNIQUE.

SO I'M NOT EXPECTING YOUR INTERLOCAL AGREEMENT TO REFERENCE RANDALL PARK SPECIFICALLY, BUT THIS DOCUMENT DOESN'T REFERENCE ANY SCENARIOS WHERE THERE

[06:10:04]

SO I WOULD HOPE THAT WE COULD WORK INTO THIS INTER LOCAL AGREEMENT, SPECIFIC DETAILS ABOUT WHO IS RESPONSIBLE FOR SAFETY AND SECURITY AND UNDER WHAT SCENARIOS AND AT WHAT DATES, DAYS OF THE WEEK AND TIMES OF DAY, SO THAT WE CAN ELIMINATE SOME OF THE FINGER POINTING THAT'S HAPPENED AT WILLIS WINTERS PARK AND PRESUMABLY AT OTHER AREAS OF THE CITY WHERE THERE'S KIND OF A UNIQUE PARTNERSHIP BETWEEN THE CITY AND THE SCHOOL DISTRICT.

SO IS THAT SOMETHING THAT YOU GUYS HAVE EITHER CONSIDERED OR IS IT SOMETHING THAT YOU COULD PERHAPS WORK INTO THIS DOCUMENT BEFORE IT'S VOTED ON BY THE BOARD? SO WE SPECIFICALLY HAVE AN AGREEMENT WITH THE CITY AS FAR AS THE DISTRICT, AS FAR AS PUTTING THAT WITHIN THIS DOCUMENT, WE COULD DO THAT.

I'M NOT SURE HOW THEY WOULD RESPOND TO THAT BECAUSE THEY ALREADY HAVE ANOTHER DOCUMENT THAT OUTLINES SPECIFICALLY BECAUSE WE'RE NOT RESPONSIBLE FOR ALL PARKS.

SO BUT WE COULD DEFINITELY REACH OUT TO THEM AND SEE IF THERE'S SOME WAY THAT WE CAN INCLUDE THAT OR SAY, I'M NOT I'M NOT AN EXPERT ON THE OTHER PLACES THAT THE DISTRICT HAS COLLABORATIVE ARRANGEMENTS WITH THE CITY OR WITH THE PARK DEPARTMENT.

SO SOMEBODY SMARTER THAN ME WOULD NEED TO BE INVOLVED IN THIS.

BUT YOU GET WHERE I'M HEADED, RIGHT? LIKE I'M SAYING, I WANT TO CAPTURE RESPONSIBILITY FOR SAFETY AND SECURITY IN THESE SPECIAL CIRCUMSTANCES THAT ARE NOT THE TYPICAL ROUTINE RUN OF THE MILL DAY TO DAY OPERATION OF BOTH DEPARTMENTS.

SO ANY WAY THAT YOU GUYS COULD DO THAT, OR IF YOU COULD RUN THAT BY THE YOUR DPD COUNTERPARTS AND SEE IF THEY HAVE ANY CONCERNS ABOUT THAT, I'D APPRECIATE IT BECAUSE FURTHER CLARITY IN THOSE PARTICULAR CIRCUMSTANCES AND I KNOW IT WOULD HELP IT AT WOODROW AND IT MAY HELP ELSEWHERE, I THINK FURTHER CLARITY AROUND THOSE SCENARIOS WOULD HELP A LOT FROM A SAFETY AND SECURITY PERSPECTIVE.

WE CAN DEFINITELY LOOK AT THAT.

PERFECT. THANK YOU, SIR. THANK YOU TRUSTEE MARSHALL.

TRUSTEES, ANY OTHER QUESTIONS HERE? ALL RIGHT. THANK YOU, CHIEF LAWTON.

THE TIME IS NOW 5:46 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.