Link

Social

Embed

Download

Download
Download Transcript

>> GOOD MORNING AND WELCOME TO THE BOARD BRIEF AND THE MEETING OF

[00:00:03]

THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

IF YOU'LL, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE FOR THE TEXAS FLAG.

THANK YOU. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.

[INAUDIBLE] THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

WE HAVE TRUSTEE KAMEI, TRUSTEE [INAUDIBLE] TRUSTEE DI AND MITCH K. TRUSTEE BEN MACKEY.

OUR SUPERINTENDENT OF SCHOOLS, DR. STEPHANIE [INAUDIBLE] JOINS US FOR HER FIRST MEETING WITH OUR BOARD OF TRUSTEES AND I'M JUSTIN HENRY, BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA TO DOWNSIZE DNS ESPANYOL AND FACEBOOK FOR THE DISTRICT WEBSITES.

[FOREIGN]

>> THANK YOU. 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 THAT'S THE PUBLIC TO ABIDE BY THESE 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 MEETINGS TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH 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 WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION AND INVASION OF PRIVACY, AND IF THEY'RE SURE OF THE LEGAL EFFECTS OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING WILL SURE BE ASKED TO LEAVE.

FAILURE TO LEAVE WHEN THEY REQUESTED TO DO SO MAY RESULT OF THE PERSON BEING ESCORTED FROM THE MEDIA AND IT'S SUBJECT TO ARREST.

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

WE'RE NOT HAVING ANY ELECTED OFFICIALS IN THE ROOM TODAY.

WE HAVE A PUBLIC SEGMENT FOR SPEAKING, BUT I'M AFFIRMED THAT WE DON'T HAVE ANY SPEAKERS.

WE ALSO DON'T HAVE BOARD CLOSED SESSION.

WE'RE GOING TO BEGIN WITH THE ADMINISTRATION'S PRESENTATION

[6. VISION/PROGRESS MONITORING]

ON VISION AND PROGRESS MONITORING. DR. ELIZALDE.

>> THANK YOU, PRESIDENT HENRY.

OUR TEAM WILL COME UP AND I SEE DR. LUSK, AND CHIEF YOU AT POWELL.

>> GOOD MORNING. I'M SUPERINTENDENT ELLIS TODAY, PRESIDENT HENRY AND OUR BOARD OF TRUSTEES.

TODAY I'M GOING TO PRESENT TO YOU AN UPDATE ON OUR DISTRICT PROGRESS TOWARDS BOARD GOALS 2,3, AND 4 AND I'M JOINED BY DR. LUSK.

WE'RE USING OUR ESTIMATES BASED ON PRELIMINARY DATA AND WE ANTICIPATE RECEIVING FINAL TEA DATA TOMORROW, AND THAT DATA WILL BE MADE PUBLIC ON THE 15TH.

IF YOU RECALL, IN JUNE, WE SHARED AN UPDATE TO OUR STUDENT OUTCOME GOALS BASED ON OUR STUDENT GROUPS AND ALSO STUDENT GRADE LEVEL DATA TOWARDS THE GAINS THAT WE MADE FROM 2021-2022.

WE'RE UTILIZING THE SAME DATA TODAY TO SHARE OUR PROGRESS IN COMPARISON TO STEADY STATE LEVEL DATA AND ALSO SOME OF OUR URBAN DISTRICTS AS WELL.

WE WILL ALSO COMPARE THE PROGRESS TOWARDS THOSE GOALS FROM 2019-2020.

OUR HIGHLIGHTS THAT YOU SEE HERE IS THAT WE HAVE HAD MADE SOME ACHIEVEMENTS AND GATE GRADES 3-8.

WE CAN SEE THAT WE RETURNED TO OUR PRE-PANDEMIC ACHIEVEMENT LEVELS.

WE STILL LAG IN OUR ACHIEVEMENT LEVELS IN MATH IN GRADES 3-8 IN COMPARISON TO OUR PRE-PANDEMIC DATA.

BUT IT'S VERY SIMILAR TO THE SPACE TRAJECTORY.

WE'RE ALSO SHOWING SIGNIFICANT IMPROVEMENT IN OUR COLLEGE CAREER-READINESS STATUS, AND IT IS SURPASSING OUR 2025 STUDENT OUTCOME GOALS.

MOST NOTABLY, OUR ESTIMATES IS THAT WE ARE ON TRACK TO RECEIVE A B RATING FROM THE STATE.

BUT WE WOULD ALSO LIKE TO SHARE THAT TO ACHIEVE OUR 2025 TARGETED OUTCOME GOALS THAT WE CAN ANTICIPATE WE WOULD NEED TO MAKE SUBSTANTIAL GAINS AGAIN THIS NEXT SCHOOL YEAR.

[00:05:02]

ON THIS SLIDE, WHAT WE'RE SHOWING IS WE TALKED PREVIOUSLY ABOUT THIS RECOVERY SHAPED DATA THAT WE WOULD NEED IN ORDER TO MAKE SIGNIFICANT GAINS TOWARDS OUR RECOVERY.

ALSO YOU SEE HERE THIS U-SHAPED RECOVERY.

PARTICULARLY IF WE LOOK AT THIS TYPE OF RECOVERY AS WE TALK ABOUT ECONOMIC RECOVERY, WE DON'T NECESSARILY HAVE A SIMILAR PROGRESS MONITORING TOOL FOR EDUCATION.

WE'RE USING THIS ECONOMIC MODEL FOR EDUCATION JUST AS AN ANALOGY.

WE ALSO SAW THIS L- SHAPED RECOVERY, BUT THAT BASICALLY MEANS THAT WE LOSE GROUND AND WE NEVER RECOVERS, SO WE WON'T TALK ABOUT THAT PARTICULARLY TODAY.

IF WE LOOK INSTEAD AT THIS V- SHAPED RECOVERY, WE CAN SEE THAT OUR GROWTH FOR THIS YEAR AND NEXT YEAR WOULD NEED TO BE TREMENDOUS.

YOU CAN SEE ON THE SECOND ROW THAT IT'S GRAY.

THERE'S THIS BIG SPIKE UP AND GROWTH AND IT ENABLES US TO RETURN TO THE SAME LINE OF ACHIEVEMENT THAT WE HAD IN OUR PRE-PANDEMIC GROWTH.

YOU CAN SEE THAT IN ROW 1 WHERE THERE'S THIS RED DOTTED LINE, THEY RETURNS THE SAME UPWARD TRAJECTORY AND THAT PATH THAT WE WERE ON BEFORE.

IN THE V-SHAPED RECOVERY, THIS MEANS THAT WE RETURN TO OUR SAME LEVELS OF ACHIEVEMENT.

BUT THAT IS A HARDER THING TO DO.

AND THAT MAY OR MAY NOT BE OUR REALITY.

WHAT WE CAN POTENTIALLY ANTICIPATE IS THIS U-SHAPE RECOVERY WHERE IT TAKES JUST A LITTLE BIT LONGER TO HIT THAT.

THAT'S A LITTLE BIT MORE LIKELY.

IN THAT SCENARIO, THE GROWTH DIPS AND IT RETURNS TO THE PRE-PANDEMIC LEVELS OF GROWTH.

IF YOU CAN GO TO THE NEXT SLIDE.

WHAT WE CAN SEE ON THIS NEXT SLIDE IS WE JUST GAVE YOU SOME DATA THAT WOULD SHOW US WHAT WE WOULD NEED TO MAKE AN A TYPE OF GAINS WE WOULD NEED TO MAKE TO HIT THOSE VARIOUS RECOVERY MODELS.

YOU CAN GO TO THE NEXT SLIDE.

ON THIS. I'M GOING TO SHARE OUR 2022 STAAR LEVEL RESULTS.

REMEMBER WE'RE SHARING THEM AS IT RELATES TO OUR PRE-PANDEMIC DATA.

WE CAN SEE THAT IN GRADES 3-5, WE'VE RETURNED TO OUR PRE-PANDEMIC LEVELS AND ACHIEVEMENT.

PARTICULARLY, I'D LIKE TO HIGHLIGHT GRADE 5.

IN GRADE 5 WE SEE THAT WE DIDN'T NECESSARILY GET THE SAME LEVEL OF GAINS THAT WE HAVE IN OUR MEETS AND MASTERS FOR GRADES 3 AND 4.

IF YOU RECALL, IN THE SPRING, IT WAS BECAUSE OF SOME OF THE TESTS OF SCORES AND MAYBE THE WAY THAT THE TEST WAS SET UP FOR OUR EMERGENT BILINGUALS STUDENTS.

ON TO THE NEXT SLIDE. WE CAN SEE THAT WE INCREASED OVER THE ACHIEVEMENT LEVELS IN 2019 AT RATES THAT WERE SIMILAR TO OR FASTER TO THE STATE IN ITS GRADE 6-8 READING.

I'D LIKE TO HIGHLIGHT HERE WE WANTED TO SHOW SOME CONTEXTS OF OUR STUDENT ACHIEVEMENT FOR SOME OF OUR STUDENT GROUPS.

PARTICULARLY WE PULLED OUR ECONOMICALLY DISADVANTAGED STUDENTS.

WE COMPARED OUR STUDENTS AND OUR PARTICULAR DATA TO URBAN DISTRICTS TO SEE HOW OUR STUDENTS FARED COMPARED TO THEIR STUDENTS IN READING AND IN MEETS.

WE CAN SEE HERE THAT WE GREW AT THE SAME PACE AS URBAN DISTRICTS THAT HAVE SIMILAR ECO- DIS NUMBERS.

I'D ALSO LIKE TO HIGHLIGHT THAT FOR THOSE SAME DISTRICTS WITH SIMILAR ECO- DIS NUMBERS THAT WE ACTUALLY OUTPERFORMED, THERE ARE ECONOMICALLY DISADVANTAGED STUDENTS.

HERE ON THE MATH TABLE, YOU CAN SEE THAT WE CAN HAVE A SIMILAR TRAJECTORY RECOVERY RATE AS THE STATE.

BUT YOU ALSO SEE THAT WE'RE LAGGING COMPARED TO OUR 2019 DATA.

AGAIN, YOU CAN SEE OUR 6-8 GRADE MATH DATA AGAIN, IT IS LAGGING WHEN WE COMPARE IT TO 2019 BUT IT DOES MEET A SIMILAR RECOVERY RATE AS THE STATE.

THEN WE ALSO WANTED TO SHARE WITH YOU OUR ECONOMICALLY DISADVANTAGED STUDENTS AND MEETS AND THEIR COMPARISON TO AGAIN, THOSE URBAN DISTRICTS, SO THAT WE CAN SEE THAT WE ARE ON A SIMILAR RECOVERY PATH OF DISTRICTS THAT HAVE SIMILAR ECONOMICALLY DISADVANTAGED NUMBER SAYS DALLAS.

NOW, I'LL SHARE WITH YOU OUR STUDENT OUTCOME GOALS 2, 3 AND THEN AGAIN, DR. LESKEL WILL SHARE THE STUDENT OUTCOME GOAL 4.

WHAT WE CAN SEE HERE IS THAT WE HAD A TRAJECTORY OR TARGET OF 45, WE DID NOT MEET THAT STUDENT OUTCOME GOAL 2.

OUR MEETS PERFORMANCE AND READING FOR GRADE 3, OUR ACTUAL WAS ACTUALLY AT 39.6.

[00:10:03]

WE CAN ALSO SEE OUR STUDENT ACHIEVEMENT ON GRADE 3 MATHEMATICS.

WE DID NOT HIT THE TARGET OF 46 INSTEAD OUR ACTUAL WAS 37.1.

AT THE BOTTOM YOU CAN SEE A CHART WHERE WE'RE DEMONSTRATING THE GAINS THAT WE'VE MADE FROM 2021-2022 AND WHAT IT WOULD TAKE TO RECOVER AND MEET THE BOARD OUTCOME GOAL TARGET FOR THE NEXT SCHOOL YEAR.

YOU CAN SEE THERE THAT WE WOULD HAVE TO MAKE THIS A SIMILAR GAINS AS WE MADE THIS PAST SCHOOL YEAR.

ONE THING THAT WE DID IS WE BEGAN TO LOOK AT WHAT WERE SOME OF OUR HIGHEST LEVERAGES THAT WE WERE ABLE TO USE TO MEET SOME OF THESE OUTCOMES.

HERE YOU CAN SEE THE EFFECT AND IMPACT OF OUR HB3 READING ACADEMY.

WE CAN SEE THAT WE STARTED WITH COHORT 1 IN 2021, AND WE CAN SEE THAT THEY WERE ABLE TO QUICKLY MEET THE LEVELS OF ACHIEVEMENT THAT THEY DID IN THEIR PRE-PANDEMIC YEAR.

WE CAN ALSO SEE THIS EFFECT WITH COHORT 2, COHORT 3 BEGINS THIS SCHOOL YEAR.

WE CAN SEE THAT THIS IS ACTUALLY SOME OF OUR CAMPUSES WHO DO NOT STRUGGLE AS MUCH AND HAVE A LOWER RATE OF ECONOMICALLY DISADVANTAGED STUDENTS AND THEY DID NOT MEET THE SAME GROWTH TARGETS OR AS OUR OTHER COHORTS.

WE HEARD FROM OUR BOARD OF TRUSTEES AND YOU SUGGESTED THAT WE LOOK AT OUR DATA IN A MANNER OF INPUTS, OUTPUTS, AND OUTCOMES.

WE'VE SHARED OUR GOALS 2, 3 OUTCOMES.

WE WANTED TO SHARE WITH YOU ALSO SOME OF THE INPUTS AND OUTPUTS AND THE STRATEGIC ADJUSTMENTS WE'RE MAKING AROUND SOME OF OUR HIGHEST LEVERAGE ITEMS. ONE THING THAT WE WANTED TO MAKE SURE THAT WE NOTED WAS THAT WE ARE FOCUSED THIS YEAR ON FOUR BUCKETS OF A FORK AND OF COURSE OUR EQUITY WORK PERMEATES THROUGH EVERYTHING THAT WE'RE DOING, BUT WE'RE ALSO USING THE FOCUS WORK BY SMOKER TO SIMPLIFY THE WORK THAT WE'RE EXPECTING OUR TEACHERS AND LEADERS TO DO AROUND THE IDEA OF LITERACY, CURRICULUM AND INSTRUCTION.

AS WE BRING FORWARD THE GOALS IN THE FUTURE, WE WILL USE IT WITHIN THOSE BUCKETS.

YOU CAN SEE THAT WE FOCUSED ON OUR INTERVENTIONISTS.

WE THOUGHT THAT THAT HAD A REALLY BIG IMPACT.

YOU CAN SEE WE SERVED ABOUT 3,200 STUDENTS LAST YEAR AND WE'LL BE ABLE TO SCALE THAT UP TO ABOUT 44,000 STUDENTS AND OUR AFTER-SCHOOL TUTORING PROGRAM.

THEN YOU CAN ALSO SEE THE EXPANDING IMPACT OF OUR MTSS INTERVENTIONIST.

WE'RE ALSO EXPANDING THE SCALE OF OUR HB3 READING ACADEMIES IN THE COHORT 3.

THEN WE'RE MAKING SURE THAT WE CONTINUE TO COMBAT AND DO THE WORK, THE DISCIPLINARY LITERACY WORK ACROSS ALL CONTENT AREAS.

ANOTHER THING THAT WE'RE REALLY HIGHLIGHTING THE WORK OF THIS PILOT CURRICULUM, WE'RE GOING TO SCALE THAT FROM THE SEVEN CAMPUSES THAT HAVE SUCCESS TO ABOUT 94 SCHOOLS IN READING AND 65 SCHOOLS IN MATH.

THIS CURRICULUM IS VERY MUCH ALIGNED TO THE NEWLY REDESIGNED STAR EXAMS. THEN WE'RE ALSO GOING TO CONTINUE THE WORK THAT WE'VE DONE WITH OUR TOED CAMPUSES AND ALSO THE GUIDED LESSONS THAT WE SAW SUCCESS WITH LAST YEAR.

>> THANK YOU, CHIEF [INAUDIBLE] GOOD AFTERNOON, PRESIDENT HENRY, TRUSTEES AND DR. ELIZALDE.

AS WE MOVE TO GOAL FOUR, I'LL START WITH A GOAL, THEN WE'LL MOVE TO THE GEMS IN A FEW MOMENTS BUT AS NOTED FOR GOAL 4, THE TARGET IS TO MOVE THE CCR DOMAIN 1 SCORE FROM 42-54 BY THE YEAR 2025.

WE'RE PLEASED TO TELL YOU THAT WE'VE MET THAT TARGET ALREADY THIS YEAR.

THE TARGET FOR 21-22 IS 45.

KEEP IN MIND THE DATA WE'RE SHARING OUR LAG DATA.

LAG DATA BECAUSE OF STATE REPORT IS A YEAR LATER, I SHOULD SAY.

WE'RE ACTUALLY REPORTING THE GRADUATES FROM 2020-2021 GRADUATES.

WE GOT TO 59, WHICH IS REALLY EXCITING FOR OUR DISTRICTS.

THE TARGET WAS 45, WE ACHIEVE 59, DO THE GREAT WORK OF SCHOOLS AND THEIR TEAMS. THE TARGET YOU CAN SEE FOR 2025 IS 54.

WE SURPASSED THAT GOAL OF 2025 BY FIVE POINTS.

IN ADDITION, GPM 4.1, NOT EVERYTHING IS ROSY.

GPM 4.1, WE HAVE SOME WORK TO DO, AS YOU CAN SEE, AND THAT IS THE TSI, TEXAS SUCCESS INITIATIVE.

THIS IS SPECIFICALLY REFERS TO THE ASSESSMENT STUDENTS TAKE AND DEMONSTRATE COLLEGE READINESS.

THERE ARE THREE ASSESSMENTS THAT WE PUT TOGETHER TO AGGREGATE THIS DATA.

THEY ARE THE TSIA, SAT, AND ACT.

COLLECTIVELY AS A DISTRICT, YOU CAN SEE OUR GOAL WE SET WAS 32, THAT WAS LOFTY.

WE LANDED AT 25 AND YOU CAN SEE WE'RE PRETTY FLAT OVER THE LAST SEVERAL YEARS.

[00:15:03]

THERE ARE MULTIPLE REASONS FOR THAT WITHOUT EXCUSES.

OUR STUDENTS, AS YOU MAY KNOW, THERE WERE WAIVERS PROVIDED BY THE COMMUNITY COLLEGE FOR ABOUT A YEAR-AND-A-HALF DURING THE PANDEMIC.

IN ADDITION, OTHER COLLEGES AND UNIVERSITIES WEREN'T REQUIRING SAT AND ACT ACROSS THE BOARD JUST GIVEN THE CHALLENGES THAT WE'RE SEEING.

WE HAVE WORK TO DO AND YOU CAN SEE THAT OUR GOAL IS LOFTY AND WE'LL WORK TOWARDS THAT, AND MORE IMPORTANTLY, I'LL SHARE WITH YOU IN A FEW MOMENTS SOME STRATEGIES WE'VE PUT TOGETHER, WE BELIEVE WILL HELP THEM ADDRESS THIS AND GET OUR STUDENTS FURTHER DOWN THE PATH OF WHERE WE EXPECT.

THEN GPM 4.2, WE'RE MAKING GOOD PROGRESS THERE AS WELL.

THAT IS AIMED AT INDUSTRY-BASED CERTIFICATIONS.

YOU CAN SEE THAT THE GOAL FOR 21-22 WAS THREE PERCENT.

WE ACTUALLY ACHIEVED 10 PERCENT, SO WELL EXCEEDED THE GOAL AND MAKING GOOD PROGRESS THERE AS WELL.

YOU CAN SEE ALL THE WAY TO 25, THE GOAL IS 37 AND WE FEEL LIKE WE CAN ATTAIN THAT PARTICULARLY AS WE STAND UP CAREER INSTITUTES WITH THE WORK OF THE CAMPUSES AND THEIR CTE PROGRAMS. JUST LIKE CHIEF DID, WE'LL TURN TO THE INPUTS, OUTPUTS, AND STRATEGIC ADJUSTMENTS.

OUR FOCUS MOSTLY ON THE ADJUSTMENTS.

BUT GOING INTO THE OUTPUTS COLUMN UNDER EQUITY, WE KNOW THAT P-TECH EARLY COLLEGE AND OUR CARRIER INSTITUTES AND OUR CTE PROGRAMS AIM DIRECTLY AT EQUITY.

WE DID SEE IN THE OUTPUTS COLUMN WE SAW SIGNIFICANT GAINS.

ESSENTIALLY A LITTLE OVER A YEAR AGO WITH OUR GRADUATES WHERE WE HAD 291 MORE SENIORS GRADUATE WITH AN ASSOCIATE DEGREE, PUTTING US AT 919 FOR THAT PARTICULAR YEAR.

IN ADDITION, AS I NOTED ON THE PREVIOUS SLIDE, WE SAW A SIGNIFICANT BUMP IN CERTIFICATIONS BY OUR STUDENTS, AND BY THE WAY, ALL THOSE CERTIFICATIONS WERE EARNED AT THE CAMPUS.

KUDOS TO THE CAMPUS AND THE WORK THAT THEY'RE DOING, THE CERTIFICATION THAT`LL BE EARNED IN OUR CAREER INSTITUTES WON'T SHOW UP UNTIL WE HAVE SENIORS AT CAREER INSTITUTES.

WE HAVE SENIORS THIS YEAR, A SMALL COHORT OF SENIORS, WE'LL SEE THAT DATA HERE DOWN THE ROAD.

THEN I WOULD JUST SAY, WHAT'S REALLY IMPORTANT IN AIR WE HAVE TO WORK ON IS THE TSIA AND THAT ALSO IS REPRESENTING THE OUTPUTS.

WHILE WE HAD TSIA FOR ALL SENIORS LAST YEAR, IT HELPED US MOVE THE TARGET, BUT IT DIDN'T MOVE THE TARGETED ENOUGH, AND SO WE HAVE PUT TOGETHER A STRATEGY THAT I MOVED TO THE RIGHT THERE, THE STRATEGIC ADJUSTMENT THAT WE HAVE MADE.

WE'VE DONE SOME WORK WITH OTHER URBAN DISTRICTS, UNDERSTAND WHAT'S MADE THEM SUCCESSFUL AND WHAT'S HELPED THEM AND SO WITH TEACHING AND LEARNING AND SCHOOL LEADERSHIP, WE'VE RECOGNIZED THE NEED TO MOVE THE TSIA ASSESSMENT FOR MATH, FOR EXAMPLE, WITH ALGEBRA 2 BECAUSE A LARGE PORTION OF THE CONTENT WILL BE COMPLETED BY THE END OF ALGEBRA 2.

THAT ASSESSMENT WILL HAPPEN AT THAT TIME.

JUST THE SAME ENGLISH 3, TSIA, ELA WILL BE PROVIDED AT THE CONCLUSION OF ENGLISH 3.

IN ADDITION, SENIORS WILL ALSO HAVE AN OPPORTUNITY TO TAKE TSIA SHOULD THEY NEED ANOTHER ASSESSMENT AT THE SENIOR YEAR TO DEMONSTRATE SUCCESS.

MOVING DOWN TO CURRICULUM INSTRUCTION EVER SO QUICKLY, I'LL GO THROUGH THIS LAST YEAR.

OVER THE LAST SEVERAL YEARS, WE'VE HAD A CURRICULUM AT MIDDLE SCHOOL TO REALLY HELP STRENGTHEN ADVISING TOWARDS HIGH SCHOOL AND CAREERS AND PATHWAYS.

EXCITED TO TELL YOU IS WE'RE BUILDING ON THAT AND I'LL TELL YOU ABOUT THAT IN A MOMENT.

IN ADDITION, WE ARE EXPANDING THE UT ON RAMPS PROGRAM THAT WE HAVE IN DALLAS ISD.

WE'RE GOING FROM 11-16, WHICH IS GOING TO HELP ALL OF OUR SCHOOLS HAVE MORE ACCESS TO DUAL CREDIT OPPORTUNITIES.

THEN FOR A MIDDLE SCHOOL CURRICULUM, WE'RE ACTUALLY IMPLEMENTING THAT ACROSS DALLAS ISD, IN ALL MIDDLE SCHOOLS TO 7TH GRADE.

ALL STUDENTS GET THE SAME CURRICULUM.

BUT PROBABLY WHAT'S MOST SIGNIFICANT ABOUT THIS CURRICULUM IT IS DALLAS ISD SPECIFIC SO STUDENTS ARE GOING TO UNDERSTAND WHAT ARE THE PROGRAMS AND OPPORTUNITIES IN OUR HIGH SCHOOLS AND THEN MORE IMPORTANTLY, WHERE ARE THE HIGH SCHOOLS AT? WHERE DO I GO FOR THOSE SCHOOLS TO GET THAT OPPORTUNITY AND WHAT OPPORTUNITIES ARE GOING TO LEAD TO BEYOND HIGH SCHOOL AND COLLEGE? THEN I'LL GO TO THE VERY LAST PORTION OF THIS SLIDE, WHICH IS OTHER SUPPORTS.

I THINK IT'S REALLY IMPORTANT. IT'S ONE THING TO SAY WE NEED TO DO SOME OF THESE THINGS, BUT IT'S ANOTHER THING TO PROVIDE THE SUPPORT.

LAST YEAR WHAT WE STARTED WAS QUARTERLY CONVERSATIONS WITH PRINCIPLES TO HELP THEM WITH UNDERSTANDING IN SOMEPLACE THE RULES OF THE GAME AND MORE IMPORTANTLY, AND OTHER WAYS TO HELP THEM SEE STRATEGIES THAT WILL HELP THEM MOVE THE NEEDLE.

THAT WAS ENACTED LAST YEAR, OF COURSE, WE'VE HAD CAP AND WE'RE EXPANDING CAP AS YOU KNOW, AS YOUR APPROVAL IN JUNE WAS PROVIDED FOR US TO DO SO.

WITH THAT, A COUPLE OF TOOLS THAT WE'RE STANDING UP, WHICH IS A CCR DASHBOARD.

THE PRINCIPALS IN SCHOOLS CAN HAVE DATA TO REALLY UNDERSTAND WHERE THEY ARE AND WHERE THEY NEED TO GO AND HOW TO BE STRATEGIC.

THEN OF COURSE, THE RCAT PROGRAM STRENGTHENING THAT THIS YEAR AND WE'RE EXCITED ABOUT THAT. THANK YOU.

>> AND JUST NOW, A QUICK SUMMARY OF OUR ACCOUNTABILITY ESTIMATES.

YOU CAN GO TO THE NEXT SLIDE, SO WHAT WE CAN SEE HERE IS THAT WE CAN SEE OUR LOCAL ACCOUNTABILITY RATINGS FROM 2019-2022,

[00:20:01]

WHAT I'D REALLY LIKE TO HIGHLIGHT WHEN WE LOOK AT DEVELOPING AND FOCUS CAMPUSES FOR DALLAS ISD.

THIS YEAR THOSE CAMPUSES WILL BE DESIGNATED AS NOT RATED.

THEY WILL NOT HAVE A D OR A DEVELOPED OR A FOCUS DESIGNATION, SO WE CAN SEE THAT WE HAD EIGHT OF THOSE CAMPUSES IN 2019 AND THEN WE HAVE EIGHT OF THOSE CAMPUSES THIS YEAR.

WHAT WE CAN ALSO SEE IS THAT WE HAVE 12 DEVELOPING CAMPUSES IN 2019, AND THEN 14 OF THOSE CAMPUSES THAT ARE DESIGNATED AS NOT RATED OR POTENTIALLY FORMERLY DEVELOPED IN 2020 AND SO WE CAN MOVE ON TO THE NEXT SLIDE.

WE ANTICIPATE OUR ESTIMATE TO BE A B RATING FOR THE DISTRICT AND WHAT WE'D ALSO LIKE TO SHARE WITH YOU IS THAT WE'RE PLANNING TO BRING MANY OF OUR GOAL PROGRESS MEASURES AND GOALS FORWARD TO TALK MORE ABOUT THEM AND PROVIDE YOU WITH UPDATES IN THE FALL AND ALSO IN THE SPRING AND SO WE WANT TO PROVIDE YOU WITH THE TIMELINE FOR THOSE UPDATES.

THAT CONCLUDES OUR PRESENTATION.

>> THANK YOU BOTH FOR THAT PRESENTATION TRUSTEES PROBABLY IF YOU HAVE ANY QUESTIONS, TRUSTEE MACKEY.

I CAN SEE THE TEN-SIDE LIMIT ALREADY IS OFF THE CHARTS NOW.

NOW, THANK YOU, I REALLY APPRECIATE THE DETAIL AND THE DEPTH, THEN FOR TAKING INTO ACCOUNT AND MAKING IT SUPER CLEAR ON WHERE WE'RE AT NOW WITH COMPARISONS.

I DO HAVE A LOT OF SPECIFIC QUESTIONS.

IF WE CAN START WITH SLIDE 15, I REALLY APPRECIATED THE SLIDES AROUND THE INPUTS, OUTPUTS, AND WHAT YOU ALL ARE ADJUSTING.

JUST WANT TO MAKE SURE I'M READING THIS RIGHT.

THE OUTPUTS TO DATE COLUMN UNDER EQUITY, WE TALKED ABOUT HAVING 20 INTERVENTIONISTS THAT SERVED 20 CAMPUSES AND THEY SERVE A SUBSET OF THOSE STUDENTS.

THAT WAS FOR LAST YEAR AND THE 21 SCHOOL YEAR, CORRECT?

>> THAT'S CORRECT.

>> AND NOW READING THIS, WE'RE GOING TO ADD MORE INTERVENTIONISTS THAT WILL NOW SERVE AN ADDITIONAL 1,200 STUDENTS, AM I READING THAT CORRECTLY?

>> THEY WILL SERVE THE SAME 20 SCHOOLS AND IT WILL SERVE UP TO 1,200 STUDENTS.

>> SO BASICALLY, THE 500 IS INCLUSIVE, WE'RE ADDING.

>> YES.

>> CAPACITY TO SERVE 700 MORE STUDENTS IN THAT SAME VEIN, BECAUSE OF OUTCOMES.

>> THAT'S CORRECT.

>> I'M REALLY EXCITED TO SEE THAT IN THAT WE ARE FOLLOWING THROUGH ON IDENTIFYING SOMETHING THAT'S WORKING AND MAKING IMPROVEMENTS IN THAT VEIN AND INVESTING THERE.

THEN ON THE ADDING PROFICIENT ONE FTE TO PREDOMINANTLY AFRICAN-AMERICAN ELEMENTARY SCHOOLS, I THINK THAT IS INCREDIBLY STRONG.

ARE MOST OF THESE MOVING? ARE THEY HIRED ALREADY? IS IT PART OF LOWERING CLASS SIZES, ETC? OR HOW ARE THESE FTES GOING TO BE USED?

>> SO WHAT WE'RE DOING IS WE'RE LOOKING AT THE DATA TO WORK WITH THOSE CAMPUSES TO DETERMINE DO THEY NEED ADDITIONAL SUPPORT IN MATH AND, OR READING AND SO THE CAMPUS GETS TO WORK WITH OUR TEAM TO DETERMINE AND TEACHING AND LEARNING TO DETERMINE WHERE THEY'RE GOING TO PROVIDE THE MOST SUPPORT.

IT JUST DEPENDS ON THE CAMPUS DATA.

>> AND SO IT MIGHT VARY CAMPUS TO CAMPUS EXACTLY WHAT SUBJECT THEY'RE TEACHING IN, OR IF THEY'RE DOING A SMALLER SUBSET OF STUDENTS OR WHATNOT.

>> ABSOLUTELY, AND I THINK THE GOAL HERE WAS TO ENSURE THAT WE HAD A PROFICIENT ONE TEACHER BECAUSE WE DEFINITELY SAW THE NEED TO ENSURE THAT WE HAD HIGH-QUALITY INSTRUCTION AT MANY OF THESE CAMPUSES LAST SCHOOL YEAR.

>> WELL, AND I HOPE I MEAN, WHENEVER WE MONITOR WHETHER OR NOT WE'RE SEEING AN INCREASE IN PROFICIENT ONE TEACHERS AT THESE SCHOOLS.

HOPEFULLY, THIS WILL ADD TO THAT.

THAT'S WONDERFUL, I'M EXCITED TO SEE THAT.

ON THE READING ACADEMIES COHORT THREE, IS THIS GOING TO BE THE LAST COHORT OF READING ACADEMIES FROM OUR START, OR WE DOING I HAVE A COHORT FOR IT?

>> YES, I BELIEVE SO. THIS SHOULD BE THE LAST COHORT.

I NOW ASK CHIEF TREJO TO COME UP HERE AND TO ELABORATE THAT THIS IS THE LAST COHORT.

>> THAT'S CORRECT, [INAUDIBLE] THIS IS THE LAST COHORT.

WE WILL FINISH OUR ORIGINAL TRAINING THIS YEAR WITH ALL OF THE SCHOOLS BEING TRAINED AND THEN WE HAVE A SYSTEM IN PLACE TO TRAIN ANY INCOMING [OVERLAPPING] AND TEACHERS YOUR HONOR.

>> THAT'S GOOD.

MOVING ON, IF WE KEEP GOING TO THE SAME SLIDE, VOTE FOR BRIAN'S PART OF IT.

THE ASSOCIATE'S DEGREES. I MEAN, WE'VE SHARED THIS DATA NUMEROUS TIMES ABOUT JUST THE EXPLOSION OF ASSOCIATE DEGREES, REALLY EXCITED FOR THAT.

ARE WE DOING ANYTHING? BECAUSE I KNOW A LOT OF THEM, THE VAST MAJORITY, IF NOT ALL OF THESE ASSOCIATES DEGREES ARE STUDENTS WHO ENTER OUR EARLY COLLEGE IN NINTH GRADE. IS THAT CORRECT?

>> YES, THAT'S CORRECT.

>> IS THERE ANY ON-RAMPS FOR STUDENTS WHO MIGHT HAVE MISSED THE APPLICATION OR DIDN'T EVEN KNOW ABOUT IT, DESPITE ALL THE OUTREACH DONE THAT ARE NOT GOING TO KNOCK IT OUT OF THE PARK IN NINTH GRADE TO BE ABLE TO ON-RAMP INTO AN EARLY COLLEGE PROGRAM, DO CATCH UP COURSES AND GET AN ASSOCIATE'S DEGREE, OR IF THEY MISSED THE BOAT IN NINTH GRADE, ARE THEY OUT OF LUCK? THEY DON'T HAVE A CHANCE.

>> NO, WE DON'T SHUT THE DOOR.

I MEAN, IDEALLY, THEY ENTER NINTH GRADE BECAUSE

[00:25:02]

THEY'RE TYPICALLY ONE OR TWO COURSES THEY'LL TAKE IN THE NINTH GRADE, BUT IT DOESN'T STOP THEM FROM THE OPPORTUNITY AND QUITE FRANKLY, WE KNOW WE HAVE A FAIRLY MOBILE CERTAIN POPULATION, SO OPPORTUNITIES LIKE THIS MAKE SENSE AND WE AIM TO MAKE IT AVAILABLE, PARTICULARLY AT 10TH GRADE, WHERE IT'S STILL REASONABLE TO EXPECT THEM TO BE ABLE TO FINISH, ETC.

>> DO WE HAVE ANY DATA ON HOW MANY STUDENTS WE HAVE IN OUR EARLY COLLEGE PROGRAMS THAT ARE NOW ON TRACK AFTER ENTERING IN 10TH GRADE AS OPPOSED TO NINTH GRADE?

>> WE PROBABLY DO AND ASSISTANT SUPERINTENDENT NEVOZ IS HERE.

I CAN ASK HER TO COME UP AND HELP PROVIDE A CLEAR RESPONSE BECAUSE I COULD NOT.

>> GETTING CALLED FROM THE BACK ROW.

>> WOW. [LAUGHTER] GOOD AFTERNOON.

>> GOOD AFTERNOON.

>> I HATE TO COME ALL THE WAY UP HERE JUST TO SAY THAT WE HAVE NOT TRACKED THAT SPECIFIC [LAUGHTER] INDICATOR.

WE CAN GET THE DATA, BUT WE HAVEN'T TRACKED THOSE STUDENTS THAT ENTERED AT 10TH GRADE.

>> YEAH. I'LL BE REALLY INTERESTED TO SEE WHAT PERCENTAGE OF STUDENTS ON TRACK CAME IN IN TENTH GRADE AND IF THERE'S OPPORTUNITY THERE, WHAT OPPORTUNITIES EXIST? IS THERE A SET WAY THAT A STUDENT CAN BE IDENTIFIED AND FLAGGED AS THEY'RE READY FOR THIS, THEY COULD DO THIS AND WE DO HAVE SOME SPOTS BECAUSE INEVITABLY PEOPLE MOVE OR OPT OUT OF THE PROGRAM.

CAN WE GET THEM IN AND STILL HAVE THEM ON TRACK EVEN IF THERE'S A LITTLE EXTRA WORK? SO I'D BE REALLY INTERESTED TO SEE THAT, AND THEN, WE KNOCKED IT OUT OF THE PARK ON THE HOUSE BILL THREE GOAL FOUR.

IT LOOKS LIKE OUR ESTIMATE RIGHT NOW IS 59 PERCENT, WHICH EXCEEDS OUR 2025 ESTIMATE, SO CONGRATULATIONS TO THE TEAM ON THAT.

I WANT TO ASK, I KNOW THIS IS A DIFFERENT MEASURE THAN THE OUTCOMES BONUS FUNDING MEASURES, THAT'S A LITTLE BIT MORE STRINGENT.

WHAT PERCENTAGE OF OUR STUDENTS ARE MEETING THAT OUTCOMES BONUS FUNDING MEASURE THAT WE'RE DRAWING DOWN ADDITIONAL FUNDING FOR THESE TYPE OF PROGRAMS FOR, DO WE KNOW THAT NUMBER YET?

>> THAT'S DR. OAKLEY TO COME UP. I THINK SHE PROBABLY COULD PROVIDE A LITTLE BIT OF INFORMATION IN THAT REGARD.

WELL, THANK YOU. THE QUESTION IS ABOUT HOW MANY OF THE STUDENTS OF THESE ARE ATTRIBUTING TO THE OUTCOME? YEAH. IF 59 PERCENT OF THE STUDENTS MET ONE OF THE DOMAINS FOR CCMR READINESS FOR ACCOUNTABILITY.

FOR THOSE WHO DON'T KNOW AND MAYBE WATCHING, THERE'S A HIGHER BAR WHICH IS, DO YOU HIT THE READINESS LEVEL ON THE TSI OR EQUIVALENT TEST AND ENROLL IN COLLEGE OR GET A CERTIFICATE MORE OR LESS? WHAT PERCENTAGE OF THIS SAME CLASS WOULD HAVE EARNED THAT HIGHER LEVEL OF READINESS? I DON'T KNOW THAT OFFHAND, BUT IT HURT BECAUSE OF THE TSI REQUIREMENTS FIRST, IT DOES REDUCE IT.

REMEMBER BECAUSE IT HAS TO BE THAT AND WE KNOW OUR TSI THEY WERE AT 25 PERCENT.

WE DO KNOW NOW THAT YOU CAN GET AN ASSOCIATE'S DEGREE WITHOUT AN ACCOUNT.

NOW, IF WITHOUT THE TSI MEETING THOSE THINGS BECAUSE THEY'VE MADE THAT CHANGE, BUT IT'S GOING TO BE DEPENDENT ON THE TSI REQUIREMENTS.

DO WE NOT HAVE THE DATA YET ON WHAT PERCENTAGE OF IT? WELL, IT'S ALWAYS A DOUBLE LAG.

YES. THERE'S A ONE-YEAR LAG FOR THE ACCOUNTABILITY, BUT THERE'S ACTUALLY A TWO-YEAR LAG FOR OUTCOMES-BASED FUNDING.

THAT'S WHY WE DON'T HAVE A DEFINITIVE ANSWER FOR YOU.

I CAN LOOK AT THAT AND GET IT FOR YOU, BUT IT'S SOMETHING I DON T HAVE AT THE TIME.

DO WE HAVE THE PRIOR YEAR? LET ME SEE IF I CAN PULL IT UP.

IF NOT, YOU CAN SEND IT TO ME.

THAT'S JUST A HIGHER BAR RIGHT IN ESSENCE, THERE'S A LOT OF WAYS TO MEET THIS, INCLUDING A FEW PASS TO ONE AP COURSE, NO MATTER WHAT IT IS, YOU'RE COUNTED IN THIS, WHEREAS THE HIGHER BAR WOULD ACTUALLY TRACK.

DO YOU ACTUALLY GO OFF TO COLLEGE? DO YOU ACTUALLY HAVE OR COULD YOU GO OFF WITHOUT REMEDIATION? I'D BE CURIOUS TO SEE THAT DATA AND WE CAN SEND IT AS A TRACKER UPDATE.

OKAY.

THEN ON THE ACCOUNTABILITY SLIDE, DO WE KNOW OF THE EIGHT SCHOOLS THAT WE'RE ESTIMATING AS FOCUSED SCHOOLS NOT RATED FOR THIS YEAR? WHAT'S THE OVERLAP BETWEEN THOSE SCHOOLS AND THE EIGHT THAT WERE IDENTIFIED IN 2018, 2019, ARE THEY THE SAME SCHOOLS? HAVE WE SEEN THOSE SCHOOLS GROW AND OTHER SCHOOLS FALL INTO THIS? WHAT'S BEEN THE MOVEMENT LIKE THERE? YES, WE ACTUALLY DEFINITELY HAVE SOME OVERLAP.

REMEMBER, IF YOU RECALL, WE DECIDED NOT TO CHANGE THE SCHOOLS BECAUSE WE DIDN'T HAVE ACTUAL DATA TO SUPPORT THE MOVEMENT OF THOSE SCHOOLS FROM 2018, 2019 FROM PRE-PANDEMICS SO WE KEPT THE SAME SCHOOLS OVER THE LAST COUPLE OF YEARS. LET'S SEE.

I'M CONFUSED, HOLD ON, SORRY.

[00:30:02]

IN 2018-19 SCHOOL YEAR, THOSE WERE IDENTIFIED BASED ON OUR ACCOUNTABILITY SYSTEM.

THERE ARE EIGHT SCHOOL NAMES BEHIND THOSE? RIGHT.

I'M CONFUSED ABOUT WHAT YOU MEAN BY MOVING THE SCHOOLS.

I'M SORRY. I THOUGHT YOUR QUESTION WAS HOW MANY OF THOSE SCHOOLS ARE DOING BETTER FROM 2018, 2019, TELL ME I'M SORRY.

OF THE EIGHT SCHOOLS THAT WERE IDENTIFIED IN 2018, 19 AS FOCUSED SCHOOLS, HOW MANY OF THOSE ARE IN THIS YEAR'S EIGHT? THE OVERLAP. I'M SORRY.

YES. IN THE OVERLAP WE HAVE, LET'S SEE 1, 2, 3, THREE SCHOOLS.

FIVE MOVED UP BASED ON THE DATA.

YES.

WE HAVE THREE THAT WERE FOCUSED ON.

THEN MY LAST QUESTION, IN MY LAST 40 SECONDS.

ARE THERE ANYTHING IN PARTICULAR WE'RE DOING DIFFERENTLY FOR THOSE EIGHT SCHOOLS GOING INTO THIS YEAR? YES. WE HAVE CONTRACTED WITH UVA, THE UNIVERSITY OF VIRGINIA, MY APOLOGIES AND WE'RE WORKING WITH THEM ON NOT JUST HOW DO WE MAKE THE SCHOOL BETTER, BUT HOW DO WE SUSTAIN THE RESULTS FROM THE WORK THAT WE'RE DOING WITH OUR A SCHOOLS.

ONE OF THE THINGS THAT WE'VE SEEN WHEN THEY BECOME AN ACE GRADUATE IS WATCHING THOSE SCHOOLS FOR SUSTAINABILITY.

FOR THOSE CAMPUSES THAT NEEDED, WE'RE ACTUALLY BRINGING FORTH LATER ON AN RFP WHERE THEY CAN USE SOME OF THOSE SYSTEMS THAT WE KNOW HOW TO MAKE SCHOOLS BETTER AND WORKING WITH UVA AS ONE OF THE PARTNERS IS ONE OF THE THINGS THAT WE CAN DO TO SUPPORT THOSE CAMPUSES.

I WANT TO DIG INTO THAT MORE, BUT I'M IN MY 10 MINUTES. I'LL COME BACK.

THANKS, TRUSTEE MACKEY. TRUSTEE WHITE.

GOOD MORNING. I WOULD LIKE TO KNOW WHAT TRUSTEE MACKEY DID AND ASK ONE OF MY QUESTIONS, WHICH I WAS VERY GLAD HE DID.

AS FAR AS THE TEXAS SCHOOL INITIATIVES THAT EARLY HIGH SCHOOL COLLEGES, THE NUMBER THAT YOU GAVE THERE WAS 291 SENIORS THAT GRADUATED, CORRECT? WE HAD 291 MORE THAN THE PREVIOUS SO THE TOTAL WAS 919, TRUSTEE WHITE.

THE PREVIOUS YEAR WAS 628, SO WE WENT FROM 628 TO 919.

WE IMPROVED BY 291. THANK YOU FOR THAT QUESTION.

THE NUMBER OF STUDENTS THAT MAY NOT BE IN THE EARLY HIGH SCHOOL COLLEGES BUT ARE TAKING AP CLASSES AND ARE TAKING SUMMER SCHOOL CLASSES AT THE COMMUNITY COLLEGES IN ORDER TO GET CREDITS.

ARE THEY INCLUDED IN THIS NUMBER? THOSE WHO ARE GRADUATING WITH THEIR ASSOCIATES AS WELL.

IF WE HAVE STUDENTS WHO GRADUATED, FOR EXAMPLE, THIS SUMMER FROM OUR GRADUATES, STUDENTS WHO GRADUATED THIS PAST MAY, FOR EXAMPLE, IF THEY GO TO COMMUNITY COLLEGE AND FINISH THEIR SUMMER, THEN NEXT YEAR WE WILL REPORT THEM.

THEY WOULD BE REPORTED, YES.

BUT BEYOND AUGUST, BASICALLY, TODAY IS THE LAST DAY OF COMMUNITY COLLEGE FOR THE SUMMER.

BEYOND THAT DATE, THEY WOULD NOT.

THEY WERE NOT INCLUDED IN THIS NUMBER EVEN THOUGH THIS IS DATA FROM THEM TO SAY 2018, 2019.

THIS IS DATA FROM THE YEAR 2020-2021.

ALSO, HOW MANY STUDENTS ACTUALLY ARE IN THE EARLY HIGH SCHOOL COLLEGE AND WHAT PERCENTAGE ACTUALLY ACHIEVE THE GOAL OF GRADUATING WITH AN ASSOCIATE'S DEGREE? WE HAVE ABOUT [INAUDIBLE] OUR PROGRAMMING OF STUDENTS, GRADES 9-12, AND BASICALLY THE 2021 STUDENT BODY, WE HAD ABOUT 12 PERCENT WHO OBTAINED AN ASSOCIATE DEGREE.

ACROSS ALL GRADUATES, 12 PERCENT OF ALL GRADUATES EARN AN ASSOCIATE DEGREE.

LOOKING AT THE SPECTRUM OF BECAUSE OUT OF THE CAMPUSES HAVE THEM NOW.

WHAT CAMPUSES OR WHERE IS THE SUCCESS AS FAR AS THE NUMBERS ARE CONCERNING? WHERE ARE THOSE CAMPUSES LOCATED AS FAR AS THAT IS CONCERNED? THE GOOD NEWS IS WE'RE SEEING SUCCESS THROUGHOUT THE DISTRICT, AND YOU'RE RIGHT, I THINK TO THE POINT I THINK YOU'RE MAKING THERE ARE OPPORTUNITIES IN SCHOOLS THROUGHOUT THE DISTRICT AS WELL, BUT WE ARE SEEING SUCCESS THROUGHOUT THE DISTRICT SO WE KNOW THE PROGRAM WORKS.

I CAN'T TELL YOU THAT ONE OF THE CHALLENGES WE'RE FACING IS JUST AS WE SEE EVEN THIS COHORT OF SENIORS, WHO ARE RISING SENIORS THIS YEAR.

THEY'VE BEEN IN THE PANDEMIC FOR TWO YEARS AND THEY'VE SEEN SOME REAL CHALLENGES.

WE KNOW WE'RE REALLY WORKING TO HELP THEM SOME OF THE STUDENTS EVEN WENT THROUGH SUMMER PROGRAMMING THIS YEAR.

I THINK SOME OF THOSE PROBLEMS ARE PERVASIVE ACROSS THE DISTRICT IN THAT THE STUDENTS STRUGGLED THROUGH THE PANDEMIC AND THEY SPENT SOME TIME VIRTUAL AS WE ALL KNOW.

BUT I WOULD SAY THE PROGRAM WHEN IT'S IMPLEMENTED WELL, WE'VE SEEN SUCCESS ACROSS DALLAS ISD.

THIS IS PROBABLY MY LAST AND FINAL QUESTION.

THE RESOURCES THAT WE'RE PUTTING IN AS FAR AS THE HB THREE READING ACADEMIES IS CONCERNED,

[00:35:05]

HOW EFFECTIVE HAS THAT BEEN? THE PANDEMIC HAPPENED AND OF COURSE, THERE WAS A GAP AND THERE WAS A LEARNING GAP DUE TO THAT BUT HOW SUCCESSFUL HAS THIS BEEN FOR SOME OF THE CAMPUSES THAT ARE REALLY STRUGGLING? [INAUDIBLE]

>> CAN WE GO BACK TO SLIDE 14? I'LL DEFINITELY WOULD LIKE FOR CHIEF TREJO TO ELABORATE AS WELL, BUT I THINK WHAT WE WANTED TO DEMONSTRATE HERE IS THAT WHAT WE CAN SEE, IS THAT OUR TEACHERS WHO'VE HAD STUDENTS HAVE GONE THROUGH THE READING ACADEMIES AND THE PREVIOUS COHORTS.

THEY ARE ABLE TO RETURN BACK TO THEIR PRE-PANDEMIC LEVELS, EVEN AT THE MEETS LEVELS.

WE CAN SEE THE SAME STUDENTS AT MEETS FOR THIRD-GRADE READING, THEY DID NOT RETURN BACK TO THOSE SAME PRE-PANDEMIC ACHIEVEMENT LEVELS.

IN COHORTS 1 AND 2, WE ACTUALLY HAD OUR MOST STRUGGLING SCHOOLS GO THROUGH THAT COHORT AND IN COHORT 3, THAT HAS NOT STARTED YET, WE SEE THAT THOSE STUDENTS DID NOT HAVE THE SAME TYPE OF ACHIEVEMENT LEVELS.

>> THANK YOU.

>> THANK YOU. TRUSTEE KARIUM, MICHIGAN, IS IT MICHIGAN? MICHIGAN AND THEN KARIUM.

>> THANK YOU, MR. PRESIDENT, AND THANK YOU FOR THIS PRESENTATION.

I WANT TO JUST COMMENT ON THE FORMAT WHICH I APPRECIATE THE LENGTHIER PRESENTATION, THE EXTRA DETAILS BEYOND THE 10 PAGES, AND I HOPE WE CONTINUE TO GET THAT.

I ALSO APPRECIATE THE TAKEAWAY TITLES, THE EFFORT THAT YOU'VE PUT INTO SUMMARIZING WHAT YOU'RE TRYING TO SHOW BY THE DATA OR WHAT THE DATA SHOWS.

I'D LIKE TO GO TO THE SLIDE ON THE LOCAL ACCOUNTABILITY SYSTEM RATINGS, WHICH IS IN THE '20S, I THINK.

YEAH THAT ONE. WHAT I WOULD REQUEST IS THAT WE ALSO HAVE A SHADOW CATEGORY OF WHAT THE RATINGS OF THE SCHOOLS WOULD BE IF WE WERE JUST USING THE STATE RATING.

DO WE HAVE ENOUGH INFORMATION TO DO THAT?

>> YES.

>> BECAUSE I DO LIKE OUR LOCAL ACCOUNTABILITY SYSTEM BETTER THAN THE STATE RATING BECAUSE WE TAKE INTO ACCOUNT MORE FACTORS THAN JUST THE TEST SCORES AND WE TAKE INTO ACCOUNT ALL THE STAKEHOLDER SATISFACTION, SURVEYS, AND SO FORTH.

BUT I DO THINK IT'S IMPORTANT FOR US TO KNOW AND FOR THE PUBLIC TO KNOW THAT WE HOLD OURSELVES TO A HIGHER STANDARD AND WHEN WE REVIEWED A COUPLE OF THE SCHOOLS IN DISTRICT 3, SOME OF THOSE SCHOOLS WOULD HAVE BEEN A'S UNDER THE STATE ACCOUNTABILITY SYSTEM.

BUT BECAUSE STAKEHOLDER SATISFACTION WASN'T AS HIGH AS IT SHOULD BE, THEY WOUND UP MISSING A CATEGORIES BUT I DO THINK IT IS IMPORTANT TO SEND THE SIGNAL TO THE COMMUNITY AND TO EVERYBODY IN DALLAS ISD THAT WE ARE LOOKING AT MORE THAN TEST SCORES.

WE'RE HOLDING THE DISTRICT TO A HIGHER LEVEL.

IF YOU HAVE THOSE NUMBERS NOW, THAT WOULD BE GREAT BUT IF YOU DON'T, I WOULD APPRECIATE YOU PUTTING THEM IN THE TRACKER.

>> YES, WE CAN GET THAT TO YOU. THANK YOU.

>> THANK YOU. THE OTHER THING THAT I WANTED TO ASK YOU TO THINK ABOUT BECAUSE I DON'T THINK WE HAVE THIS DATA IS TRACKING, THIS WOULD BE MORE IN THE CAREER READINESS AREA, WHAT HAPPENS TO OUR KIDS FIVE-YEARS OUT? HOW DO WE KNOW IF THEY GOT THE ASSOCIATE'S DEGREE AND THEN WOUND UP WITH A JOB IN THAT AREA AS A RESULT OF GETTING THE ASSOCIATE'S DEGREE? WE ARE ABLE, AS I UNDERSTAND IT, TO BE ABLE TO TRACK THE NUMBER OF KIDS WHO GET COLLEGE DEGREES WITHIN SIX YEARS OF GRADUATION BECAUSE I'VE SEEN THAT STATISTIC SEVERAL TIMES OVER THE YEARS.

BUT CAN WE COME UP WITH A WAY TO GET ADDITIONAL INFORMATION ON WHAT HAPPENS WITH OUR KIDS WHEN THEY LEAVE?

[00:40:05]

WHEN WE'VE MADE THESE HUGE INVESTMENTS IN PAYTECH IN THE CAREER INSTITUTES.

HOW ARE WE GOING TO KNOW FIVE YEARS FROM NOW, HOW SUCCESSFUL THOSE INVESTMENTS HAVE BEEN MADE IN ONE WAY WOULD BE TO SEE IF IN PAYTECH, IF THE KIDS WHO WERE IN THOSE PATHWAYS WILL END UP WITH JOBS FROM THE EMPLOYERS WHO ARE PARTNERS.

HOW MANY KIDS WHO GO THROUGH THE CAREER INSTITUTES ARE WELDERS, OR PLUMBERS, OR DID THEY END UP SOMEWHERE ELSE? I DON'T KNOW HOW TO TRACK THIS, BUT IT DOES SEEM TO ME THAT THIS IS THE DATA THAT WE DO NEED TO FIGURE OUT WHAT TO DO AND HOW TO ADJUST OUR PROGRAMS OVER THE YEARS. THANK YOU. THAT'S ALL I GOT.

>> THANK YOU. TRUSTEE MICHIGAN. TRUSTEE KARIUM.

>> THANK YOU, PRESIDENT HENRY.

I GUESS, I JUST WANT TO START OFF BY SAYING I GUESS CONGRATULATIONS AND THANK YOU FOR WHAT I'M SEEING HERE IN THE RESULTS.

I CAN GO TO THE LAST SLIDE, THE ACCOUNTABILITY SLIDE.

WE OBVIOUSLY WE HAVE WORK TO DO, NO ONE'S DENYING THAT.

BUT I KNOW IT WAS DEFINITELY EVIDENT IN MY TRUSTEE DISTRICT, THE NUMBER OF SCHOOLS THAT WE WERE ABLE TO MOVE FROM C TO B.

THAT'S IMPRESSIVE AND THAT'S GREAT TO SEE SO TO THIS TEAM, BUT ALSO TO ANY PRINCIPLE THAT WATCHES THIS LATER OR TEACHER THAT CAN HEAR MY VOICE LATER.

THANK YOU SO MUCH BECAUSE LAST YEAR WE'RE VERY MUCH STILL IN IT.

THIS IS IMPRESSIVE SURGE I WANT TO BEGIN BY SAYING, THANK YOU ON THAT END.

I DO HAVE A QUESTION ALONG THAT SLIDE AS WELL.

IT TIES IN WITH TRUSTEE MACKEY'S QUESTION OR AN OVERLAP.

BUT I GUESS WHAT I REALLY WANT TO KNOW IS, ON THE FOCUS SCHOOLS, GENERALLY, I GUESS IN TRUSTEE DISTRICT OR IN PART OF THE DISTRICT, ARE THEY LOCATED IN ONE AREA, I KNOW IN NORTHWEST DALLAS WE HAVE TWO.

WHERE ARE I GUESS THE OTHER SIX?

>> MY APOLOGIES. GIVE ME ONE SECOND, I'LL PULL THOSE UP. OH, THANK YOU.

THANKS. I WAS LOOKING FOR MY LINE.

FOR OUR FOCUS SCHOOLS, WE HAVE, IT LOOKS LIKE TWO, THREE IN TRUSTEE DISTRICT 8.

WE HAVE THREE IN TRUSTEE DISTRICT 9, ONE IN TRUSTEE DISTRICT 3, ONE IN TRUSTEE DISTRICT 7.

I THINK THAT SHOULD BE ALL OF THEM.

>> THANK YOU. MY NEXT QUESTION, BRIAN, IS FOR YOU.

THIS IS REGARDING THE CCR MIDDLE SCHOOL CURRICULUM.

>> THANKS.

>> THAT DOESN'T SOUND NEW TO ME. NOW WE'VE HAD THAT IN SOME CAMPUSES OR WAS IT BEING PILOTED LAST YEAR OR CAN YOU SPEAK TO THAT?

>> IT'S COUPLE OF THINGS. THERE ARE SOME NUANCES TO IT FOR SURE.

WE'VE HAD MIDDLE-SCHOOL ADVISING IN MULTIPLE FORUMS OR FASHIONS THROUGHOUT THE DISTRICT.

I'M NOT GOING TO PRETEND THAT IDEA OR CONCEPT IS NEW.

I THINK THE DIFFERENCE FOR US IS WE'VE REALLY STANDARDIZED THE PROGRAM, SO THAT EVERY STUDENT IN THE SEVENTH GRADE WHO GOES THROUGH THIS PROGRAMMING UNDERSTANDS REALLY JUST IN LIFE WHAT ARE THE CAREER OPPORTUNITIES I CAN TAKE.

THEN ALSO CONNECTED TO THAT, WE SPECIFICALLY TALK ABOUT SCHOOLS AND PROGRAMS IN DALLAS ISD.

THEY KNOW, IF I WANT TO BE AN EDUCATOR, I CAN GO TO THESE FOUR HIGH SCHOOLS AND GET MY ASSOCIATE'S DEGREE, FOR EXAMPLE, THROUGH THEIR PTEC PROGRAM.

OR IF I WANT TO BECOME A PLUMBER, THEN I KNOW I CAN GO TO THE CAREER INSTITUTE, WHICH IS IN THE REGION OF DALLAS ISD WHERE I LIVE.

I THINK THE DIFFERENCE IS THAT IT'S ACROSS ALL SCHOOLS, IT'S STANDARDIZED AND THE PROGRAM HAS MORE DALLAS ISD SPECIFIC AND WE SPENT BASICALLY A YEAR DEVELOPING IT.

IT WAS PILOTED THIS LAST SPRING IN SEVEN SCHOOLS.

WE FELT GOOD ABOUT THE SUCCESS WE HAD, AND THEN WE HAD TRAINING LEADING INTO THE SCHOOL YEAR.

WE REALLY ARE DOUBLING DOWN ON THE IDEA THAT WE CAN'T WAIT UNTIL KIDS GET TO HIGH SCHOOL TO SAY, OH, WE HAVE TO DO A BETTER JOB OF GIVING YOU GUIDANCE AND SUPPORT.

[00:45:03]

WE RECOGNIZE IT STARTS AT ELEMENTARY SCHOOL, BUT ONCE THEY ALSO GET TO MIDDLE SCHOOL, THIS PROGRAM IS GOING TO REALLY HELP US MAKE SURE THAT STUDENTS AREN'T LOST IN THE PROCESS.

>> I THINK THAT'S GREAT.

I'M HAPPY TO HEAR THAT WE'RE GOING TO IMPLEMENT IT AT EVERY MIDDLE SCHOOL.

IT SPEAKS TO SOMETHING I WOULD LOVE TO SEE US DO AT EVERY MIDDLE SCHOOL AND REALLY USE THE MIDDLE SCHOOL YEARS AS THE YEARS THAT WE GET YOUNG PEOPLE EXCITED ABOUT THE FUTURE.

WHEN I SAY THAT I THINK ABOUT IGNITE MIDDLE SCHOOL THAT WE HAVE.

IT'S BEEN A MINUTE SINCE I'VE VISITED IGNITE BUT WHEN I DID VISIT, THE EMPHASIS WAS STRONG ON A LOT OF CAREER DAYS, FIELD TRIPS.

SEEING WHAT CAREERS LOOK LIKE, SEEING WHAT WE'D CALL A COLLEGE TRIPS, SEEING WHAT COLLEGE IS, REALLY FOCUSING IN ON THOSE 2-3 YEARS ON THOSE TYPES OF THINGS THAT KIDS KNOW, IN FIVE YEARS THAT'S GOING TO BE ME OR LESS THAN FOUR YEARS, THAT'S GOING TO BE ME.

IT KEEPS THEM EXCITED TO COME TO SCHOOL AND THEN BE SUCCESSFUL IN HIGH SCHOOL.

MY NEXT QUESTION ON THIS POINT IS, WHAT STRATEGIES DO WE HAVE TO SHARE THESE HIGH-SCHOOL OPPORTUNITIES, THESE SPECIFIC OPPORTUNITIES WITH PARENTS?

>> I THINK WHAT I'M EXCITED ABOUT, WE ACTUALLY ARE WORKING WITH SOME EXTERNAL PARTNERS AND THEY ACTUALLY HAVE SOME BANDWIDTH AND OBVIOUSLY WE OWN IT, BUT THEY'RE ALSO PARTNERS WHO ARE GOING TO HELP US.

WE'VE ALREADY TALKED ABOUT HAVING EVENINGS WITH PARENTS TO HELP THEM UNDERSTAND THE PROGRAMMER BECAUSE YOU'RE RIGHT.

IF I'M A PARENT IN DALLAS ISD OF A STUDENT WHO SAYS I WANT TO DO X, Y OR Z, IF I'M A PARENT, I DON'T KNOW WHAT THAT IS OR IF I DON'T KNOW WHERE THAT'S AT, I WANT TO BE INFORMED.

WE'RE ACTUALLY WORKING WITH EXTERNAL PARTNERS TO DETERMINE EACH EVENINGS IN MIDDLE SCHOOLS TO MAKE SURE EACH MIDDLE SCHOOL HAS NOT ONLY STUDENTS SUPPORT, BUT PARENT SUPPORT SO THAT THEY ARE GUIDED WELL, ALSO.

>> THANK YOU. THEN THE LAST THING I'LL SAY IS, I JUST WANT A SECOND TRUSTEE.

[INAUDIBLE] POINT ON TRACKING OR BETTER UNDERSTANDING WHAT HAPPENS TO OUR GRADUATES AFTER GRADUATION.

MY PAST CAREER WAS STUDENTS SUCCESS ON A COLLEGE CAMPUS.

UNDERSTANDING THAT FOR SO MANY OF OUR STUDENTS, AND YOU ALL KNOW THIS BETTER THAN I, SOMETIMES WE DON'T MAKE IT TO THE SECOND SEMESTER OF COLLEGE.

BY REALLY UNDERSTANDING THAT I THINK IT REALLY HELPS US FINE TUNE WHAT WE DO HERE ON OUR CAMPUSES, SO I'D BE REALLY INTERESTED IN THAT INFORMATION.

I KNOW YOU MENTIONED PREVIOUSLY, THE CLEARING HOUSE CAN SHARE A LOT OF THAT INFORMATION WITH US AND SO I WOULD REALLY APPRECIATE UNDERSTANDING IT AND BEING ABLE TO DIVE INTO IT.

>> AGREE. WE'VE GOTTEN THAT QUESTION EVEN FROM A LOT OF OUR PARTNERS TOO.

THEY WANT TO KNOW, OKAY, WE'RE WORKING WITH YOUR STUDENTS, WE WANT TO KNOW HOW THEY'RE PROGRESSING.

IT'S SOMETHING WE'RE THINKING ABOUT AND WE'RE TRYING TO FIGURE OUT A WAY THAT WE CAN DO THAT, THAT OBVIOUSLY IS NOT INTRUSIVE, BUT IT'S PROBABLY MORE OF AN OPT-IN OPPORTUNITY, BUT YES, WE'RE LOOKING AT THAT.

>> THAT'S IT. THANK YOU. NEXT PERSON.

>> THANK YOU TRUSTEE [INAUDIBLE]. TRUSTEE JOHNSON.

>> YES. ON PAGE 19, ON THE SAME PAGE, I'M LOOKING AT THE WRITINGS.

HOW MANY SCHOOLS IN DISTRICTS 5 DO WE HAVE ANY OF THEIR META B STANDARD AS OF YET? IS THIS THE CLEAN DATA WE WERE WAITING ON DOMAIN THREE? SO IS THAT BACK IN? I'VE BEEN TOLD IT'S SUPPOSED TO BE BACK ON THE 15TH, BUT HAS IT CAME IN EARLY?

>> YES. WE STILL ARE USING OUR PRELIMINARY DATA AND OUR ESTIMATES, THESE ARE OUR ESTIMATES.

WE SHALL RECEIVE SOME FINAL RATINGS FROM THE STATE.

WE ANTICIPATE RECEIVING THOSE TOMORROW, AND THEN THEY'LL BE MADE PUBLIC ON AUGUST 15TH.

YOU'RE ASKING FOR TRUSTEE DISTRICT 5.

YOU'RE ASKING HOW MANY OF THOSE CAMPUSES MIGHT BE FOCUSED OR NOT READY AT CAMPUSES, IS THAT WHAT YOU'RE ASKING?

>> YES. HOW MANY ARE C'S AND HOW MANY ARE B'S? DID I HAVE ANY CAMPUS THAT MAKE A B?

>> YES. FOR TRUSTEE DISTRICT 5, WE HAVE POTENTIALLY THREE CAMPUSES THAT MAY BE OR FOUR CAMPUS THAT MAYBE NOT READY AT CAMPUSES.

>> DO YOU OR CAN YOU EMAIL ME THOSE [OVERLAPPING] CARLOSED THOSE SCHOOLS OUT.

>> YEAH. I'D WRITE IT IF IT'S OKAY, TRUSTEE JOHNSON.

I'D LIKE TO SEND THAT BY EMAIL, CERTAINLY BECAUSE WE WANT TO MAKE SURE THAT WE ACTUALLY GET THE ACCOUNTABILITY RATING FROM THE STATE OF TEXAS.

WE DON'T WANT TO SEND OUT DIFFERENT NUMBERS IF FOR SOME REASON THERE'S A CHANGE IN THE SCORE.

>> THE SCHOOLS THAT ARE NOT RIGHT ARE THOSE ALREADY IN, SO IS ANYTHING GOING TO CHANGE WITH THOSE EVEN WITH, ABOUT 15?

>> AGAIN, THESE ARE OUR BEST ESTIMATES BASED ON THE DATA THAT WE HAVE.

CERTAINLY THERE'S SOMETHING THAT COULD POTENTIALLY HAPPEN IF WE'RE OFF BY A POINT OR A FRACTION OF A POINT FOR A CAMPUS.

AGAIN, THESE ARE OUR ESTIMATES, AND WE ANTICIPATE HAVING THAT FINAL DATA TOMORROW.

[00:50:01]

>> YOU CAN EMAIL ME TOMORROW?

>> YES, I CAN EMAIL YOU TOMORROW.

>> THANK YOU. [NOISE]

>> THANK YOU TRUSTEE JOHNSON.

WE'LL GO TO THE SECOND ROUND. TRUSTEE MACKEY.

>> THANK YOU. I THINK THOSE ARE GREAT QUESTIONS.

I WANTED TO DIVE IN A LITTLE BIT WHERE WE LEFT OFF.

I THINK THE QUESTION WAS AROUND THE FOCUS SCHOOLS, THE EIGHT THERE AND THE 12TH DEVELOPING SCHOOLS.

YOU HAD MENTIONED ONE OF THE THINGS WE'RE DOING THERE IS TO HAVE A STUDY TO HELP LOOK AT WHAT WE CAN DO TO SUSTAIN.

OBVIOUSLY THOSE SCHOOLS NEED ADDITIONAL SUPPORT TO HELP MOVE THE STUDENTS BECAUSE WE WANT NO SCHOOLS IN THOSE AREAS.

WHAT ELSE ARE WE DOING AND MAYBE YOU'VE ALREADY TOUCHED ON IT IN OTHER PLACES, I WOULD GUESS LIKE THE READING INTERVENTIONISTS PROBABLY YOU'RE TARGETING SOME OF THESE SCHOOLS.

WHAT OTHER THINGS ARE WE DOING AND SUPPORTS WE'RE PROVIDING FOR THOSE SCHOOLS THIS YEAR, KNOWING THAT THOSE SCHOOLS HAVE MORE NEEDS THAN SOME OF THE SCHOOLS THAT ARE UNACCOMPLISHED?

>> ABSOLUTELY. IF I CAN JUST AMEND THE ANSWER THAT I GAVE YOU.

WHAT I WAS READING OR WHAT I HEARD YOU SAY WAS, WHAT WERE THE OVERLAPPING SCHOOLS FROM SCHOOLS THAT STRUGGLED? I HEARD LAST YEAR VERSUS THIS YEAR, AND YOU'RE ASKING NOW FROM FOCUS SCHOOLS.

THE FOCUS SCHOOL IS THE LAST TIME WE HAD RATE.

THERE'S ONLY ONE OVERLAPPING SCHOOL.

>> GOT YOU. SEVEN OF THE SCHOOLS IN THE 2018-19 SCHOOL YEAR ARE NO LONGER A FOCUS SCHOOL.

ONE IS, AND OBVIOUSLY THAT ONE WHO'S GOING TO NEED TO ATTENTION.

>> ABSOLUTELY.

>> GOT IT. THAT'S HELPFUL TO KNOW.

WHAT ARE WE DOING FOR THAT SCHOOL AND THE OTHER SCHOOLS THAT ARE IN THAT SAME RANGE ABOVE AND BEYOND KNOWING THAT THEY NEED MORE SUPPORT?

>> ONE OF THE THINGS THAT WE'VE DONE, IF YOU RECALL, WE TEARED OUR CAMPUSES AND WE PROVIDED THEM WITH SOME FINANCIAL SUPPORT SO THAT THEY CAN BUY THINGS THAT WERE SPECIFICALLY BASED ON THEIR CAMPUSES NEEDS.

WHAT WE'RE DOING AND WHAT WE'D LIKE TO DO, WE'RE BRINGING FORWARD A PROPOSAL FOR THE BOARD WHICH IS AN RFP AND CECILIA, OAKLEY'S TEAM IS WORKING ON THIS ALONG WITH SCHOOL LEADERSHIP.

IS TO PROVIDE THEM WITH SERVICES FROM THE TEXAS EDUCATION SCHOOL IMPROVEMENT FRAMEWORK, AND BASICALLY WHAT IT DOES IS IT LOOKS AT THOSE THINGS THAT ARE NEEDED TO REALLY QUICKLY ACCELERATE SCHOOL IMPROVEMENT.

WE SURVEYED OUR PRINCIPLES TO DETERMINE WHAT IS IT THAT YOU NEED AND WHAT DOES THE DATA SAY THAT YOU NEED.

BASED ON THAT DATA WE WERE ABLE TO IDENTIFY VENDORS AND SERVICES THAT WE CAN SPECIFICALLY GEAR TOWARD THAT PARTICULAR SCHOOL BASED ON THEIR NEEDS. THAT'S ONE THING.

>> LIKE WHAT?

>> IN SOME CASES, THEY STATED THEY NEEDED THINGS AROUND PROFESSIONAL DEVELOPMENT FOR TEACHERS, SPECIFICALLY IN THE AREAS OF MATH.

WE ALSO TALKED ABOUT CURRICULUM SUPPORTS AND SUPPORTS AROUND ASSESSMENTS.

THEY TALKED ABOUT SUPPORTS AROUND INSTRUCTION, SO VENDORS THAT MIGHT BE ABLE TO COME IN AND HELP THEM ABOVE AND BEYOND WHAT WE'RE ALREADY DOING AT SCHOOLS.

WE'VE ALSO TARGET THESE SCHOOLS AND WE'VE MET WITH THEM ALREADY TO JUST TALK ABOUT THEIR TARGETED ACTION PLAN.

WE KNOW THAT ONE OF THE THINGS THAT REALLY MADE A DIFFERENCE BETWEEN THE SCHOOLS THAT WERE ABLE TO MOVE QUICKLY, VERSUS THOSE THAT ARE STILL STRUGGLING WAS THE CONSISTENCY OF INSTRUCTION IN FRONT OF KIDS.

ONE THING WE'VE ALSO DONE IS WE'VE PARTNERED WITH TEACHING AND LEARNING AND THEY'RE PROVIDING SOME CENTRALIZED SUPPORT ON DAY ONE, SO THAT THESE SCHOOLS DO NOT HAVE VACANCIES.

PROVIDING THAT CENTRALIZED SUPPORT IN FEBRUARY OF LAST YEAR, WE WERE ABLE TO QUICKLY ACCELERATE STUDENT LEARNING BECAUSE THEY HAD A CONSISTENT TEACHER.

INSTEAD OF WAITING UNTIL JANUARY WHEN WE SEE DATA AND NEEDS, WE'RE STARTING EARLY THIS FALL TO MAKE SURE THEY START WITH THE TEACHER DAY ONE.

>> THAT'S SUPER AWESOME. IF WE HAVE VACANCIES ON SOME OF THESE CAMPUSES, WE'RE GOING TO FILL THAT VACANCY WITH SOMEONE WHO'S GOING TO TEACH THAT CLASS UNTIL A TEACHER IS HIRED?

>> ABSOLUTELY.

>> IF WE CONSIDER THE PEOPLE THAT MAY NOT BE PERMANENT IN THAT ROLE FOREVER, THOSE SCHOOLS WILL NOT HAVE VACANCIES ON DAY ONE, THEY WILL HAVE A PERSON QUALIFIED TO TEACH THAT IN ALL THOSE CLASSES.

>> ABSOLUTELY. ALSO WITH THE GUIDED LESSONS TO HELP THEM ENSURE THAT THERE'S ON GRADE LEVEL INSTRUCTION.

>> THAT'S PHENOMENAL. THEN I KNOW WE HAD MENTIONED I THINK IT WAS IN JUNE, WE MENTIONED ONE OF THE BIG THINGS WE FELT WAS THAT UTILIZING SOME OF OUR CENTRAL STAFF, A LOT OF WHOM WERE PHENOMENAL TEACHERS, REALLY USING THEM TO HELP TARGET CERTAIN SCHOOLS THAT NEED IT AND DO ADDITIONAL INTERVENTION CONSISTENTLY THROUGHOUT THE YEAR.

ARE WE STILL CONTINUING TARGETING THESE SCHOOLS AND POTENTIALLY OTHERS?

>> YEAH. THAT'S ABSOLUTELY A PART OF THE PLAN AND THAT'S SOMETHING THAT WE'VE WORKED TOGETHER ON TO START THIS FALL.

I DON'T KNOW IF YOU WANT TO ELABORATE AT ALL, BUT YES, WE'RE DOING THAT.

>> JUST TO AFFIRM. IN THE SPRING LAST YEAR, WE DID HAVE A LOT OF PRINCIPALS PROVIDE US FEEDBACK THAT WE HAD CENTRAL OFFICE STAFF WHO ARE EXPERTS IN THE CONTENT AREAS COMING OUT AND WORKING WITH SMALL GROUPS OF STUDENTS TWO TO THREE DAYS A WEEK PROVIDING CONSISTENT TUTORING OPPORTUNITIES, AND THAT THOSE INCREASES REALLY WERE A BIG PART OF THE INCREASES THAT OUR PRINCIPALS SAW.

[00:55:01]

IN ADDITION TO THE ACTION PLANS AND ALL OF THE WORK THAT OUR TEACHERS DID, THIS GROUP WAS ABLE TO COME IN AND HELP PROVIDE SOME BOOST IN MUCH-NEEDED AREAS.

>> THAT'S AWESOME. WELL, I'M EXCITED ABOUT THAT.

THANK YOU FOR THAT. I APPRECIATE YOUR WORK.

>> THANKS, TRUSTEE MACKEY, [NOISE] EXCUSE ME.

I HAVE A FEW QUESTIONS.

I WANT TO ECHO TRUSTEE CODY ON SENTIMENTS, THE OUTCOMES THAT WERE ACHIEVED IN THOSE LAST YEAR WERE PRETTY, IN MY OPINION, REMARKABLE GIVEN THE CIRCUMSTANCES THAT OUR EDUCATORS ARE UNDER FOR THE PAST, THEY'RE STILL UNDER, AS YOU SAID, TRUSTEE CARION.

I ALSO WANT TO ECHO TRUSTEE MACKEY'S POINT TOO, OUR LOCAL ACCOUNTABILITY VERSUS THE STATE ACCOUNTABILITY.

I THINK ANYTIME WE TALK ABOUT LOCAL ACCOUNTABILITY, I THINK IT'D BE NICE TO SEE A SHADOW OF COMPARISON.

I LIKE OUR LOCAL ACCOUNTABILITY, BUT IT MIGHT BE SOMETHING ALSO WE WANT TO REFLECT UPON, BUT I JUST WOULD LIKE TO SEE WHAT IT LOOKS LIKE IN COMPARISON TO THE STATE.

FOLKS HAVE ALREADY ANSWERED SOME OF MY QUESTIONS.

ON SLIDE 4, THERE'S A DOTTED LINE FOR RECOVERY GROWTH, IS THAT OUR GOAL, IS THAT THE PATHWAY WE'LL NEED TO TAKE?

>> WELL, I THINK WHAT WE WERE TRYING TO DEMONSTRATE HERE WAS WHAT COULD HAPPEN.

IF WE CONTINUED ALONG THOSE LARGE GAINS THAT WE'VE MADE IN THE PAST AND WE CAN SEE THAT TRUE V-SHAPED RECOVERY.

IF WE GO BACK TO THE TYPE OF RECOVERY WE HAD PRE-PANDEMIC, WHERE WE WERE MAKING THOSE INCREMENTAL GAINS, LIKE WE HAD THE LARGE GAIN AND THEN WE GO BACK TO INCREMENTAL GAINS THEN WE COULD SEE POTENTIALLY THAT RECOVERY PATH, AND THEN SOMETHING THAT'S SLIGHTLY A MIX OF THOSE TWO THINGS.

THE OTHER THING THAT'S NOT HERE IS WE TALKED ABOUT WHAT WE NEED TO HIT OUR ACTUAL TARGET, WHICH IS RIGHT THERE IN GREEN.

OUR BOARD OUTCOME GOAL TARGETS ARE DEMONSTRATED HERE IN GREEN AND THEN WHAT WE WOULD NEED TO HIT THOSE TARGETS AND HIT THAT RECOVERY GROWTH IS DEMONSTRATED IN THE YELLOW LINE.

THEN WHAT WE ALSO SHOWED IN THE RED DOTTED LINE IS OUR HISTORICAL GROWTH THAT WE'VE ACTUALLY HAD.

WE WERE JUST TRYING TO DEMONSTRATE WHAT IT WOULD LOOK LIKE AND THE NUMBERS WE WOULD NEED TO HIT OUR STUDENT OUTCOME TARGETS.

>> THOSE ARE DIFFERENT TRAJECTORIES.

OUR GOAL IS THE YELLOW TRAJECTORY IS THAT WHAT OUR TEAMS ARE WAKING UP AND SEEING?

>> YEAH, THAT'S EXACTLY WHAT WE WANT TO HIT.

WE WANT TO HIT THE GAINS THAT WE HAD YEAR OVER YEAR. I MEAN, I'M SORRY.

>> ACTUALLY NO. I'M GOING TO INTERRUPT, WE ACTUALLY WANT TO DO WHAT'S GREEN.

>> I'M SORRY, YES. THE GREEN.

>> WE ACTUALLY WANT TO HIT THE TARGETS.

>> YES, WE WANT TO HIT THE TARGETS, YES.

YEAR-OVER-YEAR, WE WANT TO HAVE THE SUBSTANTIAL GROWTH THAT WE TALKED ABOUT ON THE FIRST SLIDE AND HIT THOSE BOARD TARGETS.

THAT'S OUR GOAL.

THAT'S WHY WE DECIDED TO DOUBLE DOWN ON THINGS THAT GAVE US THE HIGHEST OUTCOMES LAST YEAR.

>> WE HAD THAT CONVERSATION PREVIOUSLY ABOUT RESOURCES AND THINGS THAT WORKED OR THINGS THAT WE MAY OR MAY NOT KNOW THAT WORKED.

MAYBE THIS IS WHAT I FEEL [INAUDIBLE], DOES THE ADMINISTRATION HAVE THE RESOURCES TO EXECUTE THAT PATHWAY? THE GREEN ONE OR BETTER?

>> YES. WE DEFINITELY FEEL LIKE WE DO.

I THINK WHAT WE TRIED TO DO WAS AGAIN, LOOK AT THOSE, AND I'M SORRY, DR. ELIZALDE, DID YOU WANT TO ANSWER THAT? MY APOLOGIES.

>> LET ME JUST ADD ONE THING AND I'LL TURN IT BACK OVER TO YOU TIFFANY.

I'M GOING TO MAKE YOU A DOCTORATE BEFORE WE'RE DONE.

[LAUGHTER] I'M PUTTING IT OUT THERE, CHIEF [INAUDIBLE] PAUL, WHEN WE LOOK AT THESE MODELS, I JUST WANT TO TAKE A MINUTE THOUGH TO REMEMBER THAT THESE ARE, OF COURSE, STATISTICALLY BASED DIAGRAMS. THINGS THAT ARE NOT IN THIS PARTICULAR MEASURE ARE, THIS IS A NEW GROUP OF STUDENTS THAT'S GOING TO BE ARRIVING TO THIS TRAJECTORY.

WE'RE LOOKING AT DIFFERENT GROUPS OF STUDENTS BUT THE INSTRUCTION THAT WE'RE PROVIDING, THE CURRICULUM THAT WE'RE PROVIDING, WE'RE GOING TO UTILIZE THAT LEARNING FROM A PREVIOUS GROUP TO MAKE ADJUSTMENTS ALONG THE WAY.

THAT BEING SAID, EACH GROUP OF STUDENTS, THERE'S A DIFFERENT NUMBER OF STUDENTS WHO ARE SUPER CLOSE TO GETTING TO A PARTICULAR LEVEL, WHETHER THAT'S IN THIS CASE MEETS.

YOU COULD ACTUALLY HAVE THE SAME NUMBER THAT LOOKS LIKE WE'RE NOT THERE AND YET BE VERY CLOSE TO GETTING TO THAT TARGET.

OUR TEAM IS WORKING WITH EACH INDIVIDUAL CAMPUS TO IDENTIFY HOW MANY STUDENTS AT THAT SECOND GRADE, THIS IS THAT INVESTMENT THAT THIS BOARD HAS MADE IN EARLY LEARNING.

WE'LL BE CONTINUING TO PROVIDE YOU SOME UPDATES EVEN IF IT'S MAYBE IN THE BOARD UPDATE WHERE WE'RE MONITORING THOSE SECOND GRADERS THAT ARE NOW THIRD GRADERS, AND HOW MANY ARE THIS FAR FROM BEING AT A MEETS?

[01:00:01]

THAT I THINK IS GOING TO BE FAR MORE HELPFUL IN US BEING ABLE TO DECIDE.

WE REALLY DO HAVE A SHOT AT HITTING THAT 49 PERCENT AT MEETS FOR THIRD-GRADE READING, OR HOW MANY STUDENTS DO WE HAVE THAT ARE REALLY SIGNIFICANTLY BELOW TAKING INTO ACCOUNT, WE HAVE STUDENTS THAT ARE IN SECOND GRADE THAT HADN'T HAD A NORMAL, WHATEVER NORMAL I GUESS WE DEFINE NOW, FOR MORE THAN TWO YEARS.

IT'S KINDERGARTEN BEFORE THEY HAD A FULL SCHOOL YEAR DUE TO THE PANDEMIC.

WE KNOW WE'VE GOT SOME GROWTH.

THE OTHER THING I JUST WANT TO MENTION IS MATHEMATICS.

WE DO KNOW THAT DIFFERENT FROM READING IN MATHEMATICS, THERE ARE SPECIFIC SKILL SETS, AND IF YOU MISS THAT SKILL SET, IT HAS ALMOST A SEQUENTIAL EFFECT.

AS SOON AS WE FILL THOSE GAPS THOUGH, WE ANTICIPATE THAT WE WILL HAVE A FASTER ACCELERATION.

EVEN THOUGH WE DIDN'T RECOVER IN THE MATHEMATICS, OUR TEAM, I THINK, HAS DONE AN EXCELLENT JOB OF IDENTIFYING THOSE AREAS AND THAT'S BEING SPIRALED BACK INTO THE CURRICULUM THROUGH TEACHING AND LEARNING.

>> OKAY. I SHOULD HAVE TAKEN SOME TIME IN THE FIRST ROUND.

I HAVE SOME FOLLOW-UP QUESTIONS. EVEN WITH THAT, SEEING THAT IT'S A SNAP THIRD-GRADE STUDENTS AND WE DON'T HAVE ANY MORE THIRD GRADERS AND WE HAVE THIS BIG JUMP FROM 40-49, LET THE FOLLOW-UP, I HAVE SOME QUESTIONS ABOUT THIS TRAJECTORY, IN PARTICULAR, WE'LL TALK ABOUT IT OFFLINE.

THE OTHER QUESTION WAS A REQUEST, ON SLIDE 11, I KNOW WE USUALLY TRACK MEETS IN THIS REGARD, CAN I SEE THIS FOR MASTERS AND APPROACHES AS WELL? HOW WE'RE COMPARING TO NOT JUST MATH BUT READING SO I GUESS IT'S SLIDE 11 AND WHAT WAS THE READING SLIDE AT? WHEREVER THE READING SLIDE IS.

>> YES, WE CAN GET THAT INFORMATION TO YOU.

>> THEN WE'RE TALKING ABOUT GOALS 2 AND 1, CAN I SEE THE SAME DATA FOR THE GOAL PROGRESS MEASUREMENTS OR THE SUBSETS, THE 2.1 AND THE 2.2, DO WE HAVE THAT?

>> YES. WE HAD PLANNED TO BRING THAT LATER IN THE FALL.

WE DON'T HAVE IT AS A PART OF THIS PRESENTATION, BUT WE CAN CERTAINLY GET YOU THE DATA THAT WE HAVE.

>> ARE YOU USING THAT TO INFORM? OKAY. THE 2.1 AND 2.2 AND THE [INAUDIBLE] OF 3.2 OR THE SUBSETS OF STUDENTS THAT WE'VE IDENTIFIED, I WOULD LIKE TO SEE THAT AND THEN I DON'T KNOW WHAT IT LOOKS LIKE.

WHEREVER WE'RE AT, DO WE HAVE THE RESOURCES TO CONTINUE IN THE CORRECT TRAJECTORY WITH THOSE STUDENTS AS WELL? SAME QUESTION AS BEFORE.

>> YES. WE CERTAINLY IDENTIFIED THERE ARE AREAS OF GROWTH FOR US WITH SOME OF THE GROUPS AND THAT WE'RE GOING TO BE WORKING DILIGENTLY TO WORK ON CURRICULUM AND INSTRUCTION AND WE CERTAINLY FEEL LIKE WE HAVE THE RESOURCES NEEDED TO MOVE THOSE STUDENT GROUPS.

>> HOW DO WE DO GENERALLY, I KNOW YOU DON'T HAVE 2.1 AND 3.1?

>> WE SAW, IF YOU RECALL, THE DATA THAT WE SHARED PREVIOUSLY, WE WERE ABLE TO SEE OUR GAINS FROM 2021-2022 FOR THOSE STUDENTS.

WE HAVE NOT COMPARED THAT PARTICULAR DATA WITH OUR STATE-LEVEL DATA YET AND SO WE WANTED TO BRING THAT REPORT IN THE FUTURE.

WE KNOW HOW OUR STUDENTS DID FROM LAST YEAR MOVING INTO THIS SCHOOL YEAR AND THE GAINS THEY MADE BUT WITH THIS PARTICULAR REPORT, WE COMPARED OURSELVES TO THE STATE AND OTHER URBAN DISTRICTS AND WE'LL NEED TO PULL THAT DATA TO SEE HOW THEY HAVE COMPARED.

>> OKAY. I THINK I'VE HEARD THIS QUESTION A COUPLE OF TIMES.

I APPRECIATE YOU SPENDING SOME TIME WITH ME ON THE SCHOOLS IN THE DISTRICT THAT ARE REPRESENTED IN DISTRICT 9 BUT IF YOU CAN DISAGGREGATE THESE CAMPUS RATINGS BY DISTRICT SO PEOPLE CAN SEE IN THEIR INDIVIDUAL DISTRICTS WHAT THE RATINGS LOOK LIKE, MAYBE TOO MUCH TO ASK FOR, I'LL LEAVE THAT ALONE.

>> WE CAN CERTAINLY GET THAT.

>> [INAUDIBLE].

>> I KNOW WE HAVE OUR GOALS, AND OUR GROWTH PRODUCT MANAGEMENT.

DO WE HAVE GOALS, WE NOT THE BOARD, DOES THE ADMINISTRATION HAVE INTERNAL GOALS AROUND THESE ACCOUNTABILITY RATINGS, WHAT WE'D LIKE TO SEE WRITTEN IN THE RESOURCES BEHIND THAT OR DO WE JUST FOCUS ON OUR GOALS AND SEE HOW IT PLAYS OUT WITH THE ACCOUNTABILITY RATINGS?

>> WHAT WE DO WITH OUR CAMPUSES IS THAT EACH CAMPUS HAS A TRACKER AND SO I DON'T KNOW IF WE GOT A CHANCE TO SEE THAT IN THE INPUTS, BUT EACH CAMPUS ESSENTIALLY HAS A TRACKER AND EVERY STUDENT IN DALLAS ISD HAS A GOAL THAT THEY ARE EXPECTED TO MEET, EACH CAMPUS HAS A GOAL, EVERY SUBJECT AREA HAS A GOAL,

[01:05:02]

AND THEN OF COURSE WE TRACK THOSE TO OUR DISTRICT WIDE GOALS AS WELL.

IS THAT ANSWERING THE QUESTION THAT YOU'RE ASKING OR ARE YOU ASKING A DIFFERENT QUESTION?

>> I'M ASKING IS THERE AN INTERNAL ADMINISTRATIVE GOAL THAT WE'LL HAVE ZERO FOCUS SCHOOLS OR TO DEVELOPING SCHOOLS?

>> YES. IS ZERO, NOT RATE, IT'S CAMPUSES.

THAT IS THE INTERNAL GOAL. YES, SIR.

>> WHO'S RESPONSIBLE FOR THAT, YOU?

>> THAT'LL BE ME, SIR.

>> I DON'T HAVE ANY OTHER QUESTIONS. I APPRECIATE YOUR TIME IN PUTTING THIS TOGETHER.

I LIKE THIS SETUP AS OTHER FOLKS HAD SAID SO.

AGAIN, THANK YOU. THE NEXT SECTION

[7. INFORMATION/REPORTS]

IS WE'RE ON INFORMATION REPORTS, SO WE'RE GOING TO END WITH THE SUPERINTENDENT'S REPORT ON THE SAFETY PLAN FOLLOWED BY THE MWP QUARTERLY REPORT.

>> I SEE CHIEF LATIN COMING UP.

I KNOW ALL OF YOU ARE AWARE.

THANK YOU FOR YOUR SUPPORT IN THE LONG-TERM SUPPORT ON SAFETY AND SECURITY IN OUR DISTRICT.

I KNOW RIGHT NOW IT'S TOP OF MIND.

THIS BOARD HAS ALWAYS ENSURED THAT SAFETY AND SECURITY HAS BEEN A PRIORITY.

TO DATE, WE CAN ACCOUNT FOR MORE THAN $100 MILLION THAT THIS BOARD HAS ENSURED HAVE CONTINUED TO GO INTO SAFETY AND SECURITY FOR OUR SCHOOLS AND OUR FACILITY.

WITH THAT I'M GOING TO TURN IT OVER TO CHIEF LATIN.

>> THANK YOU, SUPERINTENDENT ELLIS ALDI.

THIS AFTERNOON, I WANT TO SHARE WITH YOU WHAT ARE WE DOING AS A DISTRICT.

WE KNOW AS A RESULT OF THE VIVALDI, THIS HAS INCREASED THE LEVEL OF ANXIETY AND PEOPLE JUST NEED THE INFORMATION.

I KNOW AS DALLAS INDEPENDENT SCHOOL DISTRICT, WHAT ARE WE DOING TO KEEP OUR KIDS SAFE, KEEP OUR STAFF SAFE, AND OUR FACILITIES? WE ALSO UNDERSTAND THAT IT TAKES ALL THE WORTH TO KEEP OUR DISTRICT SAFE.

NOT JUST ANY ONE ENTITY, IT TAKES ALL OF US.

WHAT WE'RE USING IS A MULTI-LAYERED APPROACH.

WE USE IN OUR PARENTS AND OUR COMMUNITY.

WE HAVE A FEW THINGS IN PLACE TO HELP US THERE.

WE'RE USING OUR STAFF, OF COURSE, A LOT OF COMMUNICATION GOING ON WITH OUR STAFF.

OUR STUDENTS ARE BIG PART OF IT AND WE WANT TO ENSURE THEIR SAFETY.

THERE'S A LOT OF THEIR MENTAL HEALTH WELL-BEING THAT WE'RE LOOKING AT, AND THEN ALSO WITH OUR FACILITIES.

AS DR. [INAUDIBLE] SPOKE ABOUT WE HAD THE 2020 BOND PROGRAM AND THERE WAS GREAT FORESIGHT THERE THAT WE PUT THAT IN PLACE.

NOW WE HAVE A LOT OF PROJECTS THAT ARE IN THE WORKS.

I'LL TALK A LITTLE BIT MORE ABOUT THAT HERE IN A MINUTE.

WITH REGARDS TO FACILITY ENHANCEMENTS AND PROTOCOLS, WHAT ARE WE DOING? ONE OF THE FIRST THINGS THAT WE'RE DOING IS OUR SAFETY CHECKS AND INSPECTIONS.

WE'RE REVIEWING ALL OF OUR BUILDINGS, WHICH IS A SURVEY THAT WE'RE CONDUCTING AND IT WILL BE COMPLETED BY THE END OF AUGUST.

WHAT CAME OUT OF TEA AND TEXAS SCHOOL SAFETY CENTER IS A 47 QUESTIONNAIRE OR SURVEY.

WHAT WE HAD TO DO BEFORE THE END OF AUGUST IS WE HAVE TO GO TO ROUND TO ALL THE FACILITIES THAT WERE OPERATING DURING THE SUMMER AND ENSURE THAT THEY ARE EQUIPED, THE DOORS ARE WORKING.

WE DO HINGE [INAUDIBLE] CHECKS.

ALSO, WE DO A NORMAL SURVEY SECURITY CHECK, WHICH IS LIKE 315 QUESTIONS.

THAT'S SOMETHING THAT WE DO ON A CONTINUOUS BASIS THROUGHOUT THE YEAR.

INITIALLY, WE WERE DOING THE 350 QUESTIONS SURVEY EVERY THREE YEARS, BUT NOW WHAT WE'RE DOING BECAUSE WE'RE INCREASING THE STAFFING WITHIN OUR EMERGENCY MANAGEMENT, WE WILL BE CONDUCTING THAT YEARLY.

WE'LL ALSO BE CONDUCTING RANDOM CAMPUS VISITS.

NOW THESE ARE GOING TO BE CONDUCTED EITHER BY THE TEA OR THEY'RE GOING TO BE CONDUCTED BY THE TEXAS SCHOOL SAFETY CENTER.

WE HAVEN'T RECEIVED MUCH INFORMATION ON THAT YET, BUT WE'RE STANDING BY.

THEN ALSO WE'LL BE DOING OUR OWN INTRUDER CHECKS AND CHECKING OUR DOOR CHECKS.

TEA AND TEXAS SCHOOL SAFETY CENTER REQUIRES THAT WE DO THAT ONCE A WEEK.

WE'RE GOING TO MAKE AN ATTEMPT TO DO THAT TWICE A WEEK WITHIN OUR SCHOOLS.

THEN WE TALK ABOUT OUR METAL DETECTORS.

OF COURSE, WE HAVE OUR SECONDARY SCHOOLS, WHICH WE KNOW ALREADY HAVE METAL DETECTORS, BUT WE HAVE OUR MULTILEVEL SCHOOLS, WHICH ARE OUR K THROUGH EIGHT.

BECAUSE THESE SCHOOLS HAVE SIX, SEVENTH, EIGHTH GRADE, WE ARE WORKING IN USING A SAFETY GRANT TO PURCHASE ADDITIONAL METAL DETECTORS OR DETECTION SYSTEMS TO COVER THE SIXTH, SEVENTH, EIGHTH GRADE AT THESE K THROUGH EIGHT.

BUT ALSO WHAT WE'RE DOING SO THAT WE HAVE SOME SECURITY EQUIPMENT IN PLACE,

[01:10:05]

IF THERE ARE CONCERNS, WE'RE IN THE PROCESS OF ORDERING 100 HANDHELD ONES AND THESE WILL BE DEPLOYED OUT TO OUR ELEMENTARY SCHOOLS AND ALSO OUR MULTILEVEL SCHOOLS UNTIL WE GET THOSE METAL DETECTION EQUIPMENT.

ANOTHER THING THAT WE HAVE IN PLACE AS OUR RAPTOR SYSTEM.

OUR RAPTOR SYSTEM, IS A SYSTEM THAT ALL SCHOOLS HAVE AND IS FOR IF WE HAVE ANY SEX OFFENDERS THAT COME OUT TO OUR SCHOOLS, WE WANT TO MAKE SURE THAT WE'RE AWARE THAT THEY'RE OUT THERE AND NOT ALLOW THEM ENTRY OR IF THEY ARE ALLOWED ENTRY, IT'S VERY CONTROLLED.

RIGHT NOW WE'RE IN THE PROCESS OF GETTING THOSE AND MAKING SURE ALL OF OUR SCHOOLS HAVE THE RAPTOR SYSTEM THAT IS FUNCTIONAL AND WORKING, AND IF THEY NEED ANY TYPE OF TRAINING, WE'RE WORKING WITH THEM ON THAT.

AGAIN, I SPOKE ABOUT SOME OF THE SAFETY ENHANCEMENTS.

WE HAVE QUITE A FEW PROJECTS THAT ARE ONGOING IN PARTNERSHIP WITH OUR CONSTRUCTION FOLKS.

IN THE 2020 BOND WORK THAT WE'RE DOING, WILL COVER OUR SECURITY VESTIBULES, CAMERA'S CARD ACCESS, IPHONE, OR SOMETIMES KNOWN AS BUZZERS.

WE'RE ALSO LOOKING AT ADDING IPADS AND DEPLOYING THIS TO OUR STAFF SO THAT, WHILE THEY'RE WALKING AROUND THE BUILDING, THEY CAN MONITOR THE CAMERAS AS THEY'RE MOVING AROUND.

IT GIVES THEM MORE ACCESSIBILITY.

THEN OF COURSE, COORDINATING WITH OUR LAW ENFORCEMENT.

JUST SEVERAL WEEKS AGO, IT'S REALLY IMPORTANT THAT WE HAVE A GOOD WORKING RELATIONSHIP WITH OUR LAW ENFORCEMENT PARTNERS, WE CONDUCTED SEVERAL WEEKS AGO ACTIVE SHOOTER TRAINING WITH OUR DPD PARTNERS AT DALLAS FIRE RESCUE.

IT WAS A GREAT EXERCISE.

BUT ALSO NONE OF THAT WORKS UNLESS WE HAVE GOOD COMMUNICATIONS AND WERE ABLE TO TALK TO OUR OTHER LAW ENFORCEMENT PARTNERS.

WE CALL THAT OUR INTEROPERABILITY.

WE DO HAVE THAT CAPABILITY.

ALL OUR OFFICERS ARE EQUIPPED WITH RADIOS THAT CAN DO THAT.

THEN OF COURSE, WE HAVE A SYSTEM IN PLACE, IT'S CALLED HAYSTACKS.

THIS HAYSTACK SYSTEM ALLOWS US THE ABILITY TO SEE WHAT CALLS ARE OUT THERE THAT ARE HOLDING BY THE DALLAS POLICE DEPARTMENT, SO OUR DISPATCH CAN LOOK AT THESE CALLS AND DETERMINE IF ANY OF THESE ARE AROUND ANY OF OUR SCHOOLS OR OUR FACILITIES, AND THEN WE CAN GO AHEAD AND TAKE THE NECESSARY ACTION.

THEN ALSO WE HAVE AN AGREEMENT WITH THE DALLAS POLICE DEPARTMENT IN THEIR COMMUNICATIONS THAT IF THERE IS AN INCIDENT THAT OCCURS WITHIN HALF A MILE OF OUR SCHOOLS, THEY NOTIFY US SO THAT WE CAN PUT OUR SCHOOLS ON A LOCKDOWN OR A SECURE TO KEEP OUR KIDS SAFE.

THEN OF COURSE, WE ALSO HAVE INNER LOCAL AGREEMENTS.

WE'RE CONDUCTING TABLETOPS WITHIN THE DISTRICT TO ENSURE THAT PEOPLE ARE PREPARED AND THEY KNOW EXACTLY WHAT THEY'LL NEED TO DO SHOULD WE HAVE A CRITICAL INCIDENT OCCUR.

WE ARE CONDUCTING WITH OUR STUDENTS, OF COURSE, WE CONDUCT OUR SAFETY DRILLS, OUR TEACHERS, ALL OF THEM ARE INVOLVED IN THIS.

THOSE DRILLS ARE LIKE THE EVACUATION DRILLS, LIKE I SPOKE OF EARLIER, THE SECURED DRILLS LOCKED DOWN, SHELTER IN PLACE FOR EITHER HAZMAT OR SEVERE WEATHER.

WE WILL HAVE ALL THESE DRILLS.

THE NEW REQUIREMENT IS THAT THIS BE COMPLETED BY THE SEPTEMBER THE 15TH.

WE'LL MAKE SURE THAT ALL OF OUR SCHOOLS HAVE COMPLETED THE SAFETY DRILLS.

WE HAVE OUR RESET CENTERS, SO WE'RE USING THEM TO RE-IMAGINE DISCIPLINE.

I KNOW THAT'S BEEN A BIG DISCUSSION.

WE HAVE A NEW NEW REPORTING SYSTEM, IT'S CALLED THE SAY SOMETHING REPORTING SYSTEM, THE SANDY HOOK PROMISE REPORTING SYSTEM.

THIS SYSTEM WENT INTO EFFECT IN APRIL AND IT ALLOWS PEOPLE TO CALL WHEN THEY HAVE CONCERNS WHETHER IT'S MENTAL HEALTH ISSUES, THEY'RE DEPRESSED, THINKING ABOUT SUICIDE, SOMEONE'S AWARE, BECAUSE AGAIN, WE'RE TALKING ABOUT OUR STUDENTS AND WE NEED TO MAKE SURE THAT THEY HAVE A WAY OR SOMEBODY HAS A WAY OF NOTIFYING US IF THERE ARE SOME CHILDREN IN CRISIS.

THEN ALSO IF THERE ARE PEOPLE THREATENING OUR SCHOOLS, WE NEED TO KNOW ABOUT THAT.

WE HAVE THE CRIME STOPPERS PROGRAM, WHICH OFFERS A REWARD.

THEN WE HAVE THE SANDY HOOK PROMISE PROGRAM OUR ANONYMOUS REPORTING SYSTEM, WHICH BASICALLY IS A SYSTEM THAT DOESN'T GIVE YOU A REWARD, BUT IT'S AN OPPORTUNITY WHERE THIS IS ROUTED THROUGH OUR SCHOOLS AND PEOPLE RECEIVE THE HELP THAT THEY DESERVE.

SINCE APRIL WE'VE RECEIVED ABOUT 169 TIPS, 90 PERCENT OF THOSE FOR NON-LIFE THREATENING.

EVERYONE'S FAMILIAR WITH THE CLEAR AND MESH BACKPACKS.

WE HAVE HAD AN OPPORTUNITY TO MEET WITH OUR FOCUS GROUPS AND THAT IS CURRENTLY BEING IMPLEMENTED WITH THE CLEAR AND MESH BACKPACKS AND OF COURSE, THE MENTAL HEALTH SUPPORT, THE HIRING OF OUR COUNSELORS, THAT IS ONGOING.

I KNOW WE'VE HIRED QUITE A FEW MENTAL HEALTH COUNSELORS.

AS FAR AS STAFF, WHICH IS VERY IMPORTANT AS WE TALK ABOUT OUR SAFETY PERSONNEL,

[01:15:01]

WHAT ARE WE DOING AS A SCHOOL DISTRICT TO ENSURE THAT WE HAVE THE PERSONNEL TO SUPPORT AN INCREASE OR TO ENHANCE OUR SAFETY AND SECURITY? WE ARE ADDING FOUR ADDITIONAL MEMBERS TO OUR EMERGENCY MANAGEMENT TEAM, WHICH I'M VERY GRATEFUL FOR.

THIS WILL INCREASE OUR ABILITY TO GO OUT AND PERSONALLY INTERACT WITH OUR SCHOOLS AND ENSURE THAT THEY ARE IN COMPLIANCE.

WE'RE TRANSITIONING OUR CALL MONITORS INTO PUBLIC SAFETY OFFICERS.

THE REQUIREMENTS A LITTLE BIT STIFFER, THE DEMANDS ARE A LITTLE BIT MORE, VERY STRUCTURED, BUT WE ARE WORKING IN CONJUNCTION WITH OUR HCM, WITH THE HIRING AND ALSO WITH THE MARKETING IN THAT AREA.

THE HALL MONITORS THAT RESIGNED, THE POSITIONS ARE VACANT, THEY'RE NO LONGER FILLING THOSE POSITIONS, THEN THOSE POSITIONS ARE BEING CONVERTED OVER TO SECURITY OFFICER POSITIONS.

THEN AGAIN, WE HAVE THE THREAT ASSESSMENT PROCESS.

THIS IS THE TRAINING THAT WE'RE PUTTING ON.

WE HAVE DR. THIAGO ALOVERA, WHO IS THE DISTRICT THREAT ASSESSMENT ON A DISTRICT THREAT ASSESSMENT TEAM AND VERY INSTRUMENTAL, WORKS WITH ALL OF OUR CAMPUSES.

SHOULD THEY IDENTIFY A STUDENT THAT POTENTIALLY IS DISPLAYING SIGNS THAT ARE CONCERNING, THEY WORK WITH THE SCHOOL TO CONDUCT THEIR EVALUATIONS OF THE STUDENTS SO VERY INSTRUMENTAL THERE.

OF COURSE, WE HAVE OUR CAMPUS SAFETY PROCEDURES TRAINING FOR ALL CAMPUS STAFF AND SUBSTITUTES.

WE CURRENTLY ON EVERY CAMPUS, WE HAVE CAMPUS SAFETY COORDINATORS.

ON EACH OF THESE CAMPUSES, WE HAVE MR. OTTO SWENSON AND HIS TEAM.

THEY GO OUT AND THEY TRAIN THESE SAFETY COORDINATORS WHO ARE RESPONSIBLE FOR TRAINING THE STAFF ON THEIR CAMPUS.

WE HAVE THE KEY SECURITY TRAININGS WHICH ARE ANNUAL MANDATORY TRAINING SO WE DO SUMMER DRILLS.

THESE ARE MANDATORY.

NOW ALSO, WITH REGARDS TO OUR AUDITS AND DRILLS, WE HAD OUR CUSTOMARY AUDITS AND DRILLS, WHICH WERE BASICALLY WE WERE RESPONSIBLE FOR DURING TWO DIFFERENT SEMESTERS.

BUT NOW WE'RE ADDING, FOR EXAMPLE, AS A RESULT OF TEA, TEXAS EDUCATION AGENCY AND ALSO AT TEXAS SCHOOL SAFETY CENTER, WE ARE CONDUCTING EXTERIOR DOOR CHECKS.

LIKE I SAID, WE'RE DOING THAT A COUPLE OF TIMES A WEEK.

WE'RE CONDUCTING A DISTRICT SAFETY MEETINGS QUARTERLY.

TRUSTEE MITCH K IS A PART OF THAT.

WE ALSO HAVE A DISTRICT INTERDEPARTMENTAL MEETING TO MAKE SURE THAT ANY POLICY THAT WE COME UP WITH, ANYTHING THAT WE DETERMINE MAY BE NEEDED, THIS GROUP IS RESPONSIBLE FOR THAT AND THEY ALSO MEET QUARTERLY, SO WE'RE HAVING QUITE A FEW MEETINGS.

THEN ALSO WITHIN THE SCHOOLS, THEY HAVE THEIR OWN PARENTS SAFETY MEETINGS SO THAT THEY CAN DISCUSS SPECIFICALLY WHAT IS GOING ON WITHIN THEIR SCHOOLS AND ADDRESS THOSE ISSUES.

WE COULDN'T DO THIS ALL WITHOUT OUR PARENTS AND OUR COMMUNITY.

WE UNDERSTAND THAT LIKE I SAID, THIS IS SOME MULTI-LAYERED, IT TAKES ALL OF US TO WORK TOWARDS KEEPING OUR SCHOOL DISTRICTS SAFE.

WE'VE GOT TO HAVE THAT PARENT INVOLVEMENT AND THE WAY THAT WE DO THAT AGAIN IS THE PARENT SCHOOL SAFETY COMMITTEE.

WE HAVE THAT COMMITTEE AND THEN WE HAVE OUR SCHOOL-BASED PARENTS SAFETY COMMITTEES.

THEN WE HAVE AGAIN, THE ANONYMOUS REPORTING SYSTEM, WHICH HAS PROVEN TO BE VERY USEFUL TO INCLUDE THE CRIME STOPPERS REWARDS PROGRAM.

THEN ALSO RIGHT NOW WE ARE WORKING ON A CAMPAIGN CALLED THE BE SMART FOR KIDS.

IT'S A CAMPAIGN TO PROMOTE PROPER GUN STORAGE.

HOW TO DO THAT. I, MYSELF HAVE PARTICIPATED IN CREATING A VIDEO AND I KNOW OUR COMMUNICATIONS DEPARTMENT HAS BEEN VERY INSTRUMENTAL IN HELPING US GET THAT MESSAGE OUT.

NOT TOO LONG AGO, DR. ELIZALDE DID A PRESS CONFERENCE SHARING OUR COMPREHENSIVE SAFETY PLAN, THAT COMPREHENSIVE SAFETY PLAN.

OF COURSE, WE HAD THE PRESS CONFERENCE, BUT ALSO THAT INFORMATION WAS SHARED ON OUR HUB AND SENT OUT TO THE PARENTS AND THE E-NEWSLETTER.

IN CONJUNCTION WITH THE BE SMART FOR KIDS AND ALSO THE THE COMMUNICATIONS THAT WERE SENDING OUT THAT IS DEFINITELY WE'RE HEADED IN THE RIGHT DIRECTION.

AGAIN, TALKING ABOUT THE MENTAL HEALTH AND WELL-BEING WE ARE MAKING RESOURCES AVAILABLE FOR OUR KIDS SHOULD WE IDENTIFY THAT THEY'RE HAVING SOME CHALLENGES AND POTENTIALLY THAT COULD PREVENT A CRITICAL INCIDENT FROM OCCURRING AT THE HAND OF ONE OF OUR STUDENTS.

JUST TO TALK ABOUT AN IMPLEMENTATION TIMELINE.

ON JULY 28TH, WE RELEASED A WEIGHT TO OUR CAMPUS STAFF SO THEY'RE AWARE OF THIS COMPREHENSIVE SAFETY PLAN AND WHAT WE'RE DOING AS A SCHOOL DISTRICT [NOISE].

BUT ALSO IN ON AUGUST 1ST, LIKE I EXPLAINED A FEW MINUTES AGO,

[01:20:01]

DR. ELIZALDE PARTICIPATED IN A PRESS CONFERENCE LAYING OUT OUR COMPREHENSIVE SAFETY PLAN AND THAT HAS BEEN SHARED IN A LOT OF DIFFERENT WAYS.

AUGUST 31ST, WE WILL HAVE COMPLETED ALL OF OUR SAFETY OUR CAMPUS EVALUATIONS ARE SURVEYS.

THEN BY SEPTEMBER 15TH, WE WILL HAVE COMPLETED ALL OF OUR CAMPUS SAFETY DRILLS, WHICH IS THE DATE HAS BEEN MOVED UP COMPARED TO PREVIOUS YEARS.

JUST REALLY QUICK THERE'S BEEN A LOT OF WORK GOING ON DURING THE SUMMER MONTHS IN PREPARATION FOR THE NEW YEAR.

I WOULD JUST LIKE TO RECOGNIZE MR. OTTO SWENSON, HE'S WITH OUR EMERGENCY MANAGEMENT AND MR. WILLIAM QUALL WHO'S OVER OUR SECURITY TECHNOLOGY.

THEY'VE BEEN VERY INSTRUMENTAL IN IMPLEMENTING A LOT OF THESE THINGS.

EVERYONE ELSE THAT HAS WORKED WITH US TO INCLUDE CHIEF HUEYE SO THANK YOU.

I'M AVAILABLE FOR QUESTIONS.

>> I THINK TRUSTEE JOHNSON WAS FIRST AND THEN TRUSTEE MARSHALL?

>> YES, CHIEF RON, YOU SAID THAT THE HALL MONITORS ARE BEING CONVERTED TO SECURITY OFFICERS?

>> YES, SIR.

>> EXPLAIN IT. WHAT HAPPENS IS THAT WHEN YOU SAY HALL MARKS, YOU'RE TALKING ABOUT THE CAMPUS MONITORS.

>> THE CAMPUS HALL MONITORS.

WHAT IS HAPPENING IS AS THOSE POSITIONS BECOME VACANT, THEY THEN BEING CONVERTED TO SECURITY OFFICERS POSITIONS, YES.

>> OKAY, WHAT ABOUT THOSE THAT'S BEEN IN THE DISTRICT AT THAT LEVEL AND THAT'S WHAT THEY DO, THAT THEY HAVE BUILT REPORT WITH THE COMMUNITY, BUILD REPORT WITH THE KIDS.

ARE WE GOING TO CONVERT THEM?

>> NO, THEY WILL REMAIN IN THOSE POSITIONS IF THEY CHOOSE TO DO THAT.

BUT THEY HAVE THE OPTION OF CONVERTING TO SECURITY OFFICE IF THEY WOULD LIKE TO.

>> LET ME ACTUALLY, TRUSTEE JOHNSON, IF I COULD.

THE GOAL HERE WAS ACTUALLY IT WAS SPURRED BY ONE OF YOUR SUGGESTIONS.

IF THEY WANT THE TRAINING, WE'RE GOING TO ASSIST THEM SO THAT THEIR SKILLSET CAN PUT THEM IN A HIGHER PANE AND MORE SKILLED POSITION.

BUT IF THAT'S NOT SOMETHING THEY CHOOSE, THEN WE'RE GOING TO JUST CONTINUE THERE SO THAT THAT COMMUNITY SUPPORT THAT THEY'VE ALREADY BUILT.

NO ONE, ABSOLUTELY NO ONE, THEY WON'T BE FORCED TO NOT HAVE THAT POSITION.

WE ALSO WANT TO INCREASE THE SKILL SET FOR THAT SAFETY POSITION.

>> WHICH LEADS ME TO MY NEXT QUESTION, SUPPORT STAFF BEING TRAINED.

I KNOW THIS IS SOMETHING THAT WE'VE BEEN ASKING FOR FOR LIKE SANCTIONS, PETER, WALK THE WATERS.

IT HAS NOT HAPPENED YET, TO MY KNOWLEDGE.

I'M ASKING THE SUPPORT STAFF, THE TAS, THOSE THAT WORK THERE EVERY MORNING BECAUSE WHAT I'VE SEEN IS WHEN I VISIT MY SCAMPER CENTER MORNINGS DURING INTAKE, THERE'S NO OFFICERS.

ACTUALLY, POLICE OFFICER I KNOW WE HAVE I THINK THE PSO'S ARE THE SECURITY OFFICER.

THE PSO'S I KNOW THEY'RE THERE BUT THE SRO ARE NOT THERE.

THE REASON I'M ASKING THIS QUESTION IS BECAUSE IF SOMETHING ACTUALLY HAPPENS, WHO'S ACTUALLY GOING TO BE THERE, IF THE PSO CAN'T DO CERTAIN THINGS, THEN WHEN WE HAVE OUR SRO'S THERE AT INTAKE.

OKAY. WE WORK WITH THE PRINCIPLE TO DETERMINE WHAT WOULD BE THE BEST HOURS TO COVER THEIR CAMPUS.

BECAUSE ONE OF THE CHALLENGES THAT WE FACE IS IN THE EVENING TIME, WE HAVE AFTER-SCHOOL ACTIVITY WHERE WE'RE VERY WELL AWARE OF THAT, BUT WE HAVE AFTER-SCHOOL ACTIVITIES, SO WE'RE TRYING TO COVER THE SHIFT.

TYPICALLY THE OFFICERS WORK ABOUT AN EIGHT HOUR SHIFTS.

WHAT WE TRIED TO DO IS STAGGER THOSE SHIFTS WITH OUR SECURITY OFFICERS AND OUR POLICE OFFICERS.

THAT'S WHY THAT COMMUNICATION WITH OUR PRINCIPLES ARE SO IMPORTANT THAT THEY LET US KNOW WHAT OURS THEY THINK WOULD BE MOST BENEFICIAL FOR THAT OFFICER TO BE THERE.

BUT WE ALSO HAVE A PATROL ELEMENTS.

SHOULD WE HAVE A SITUATION THAT OCCURS WE ARE ABLE TO REACH OUT TO OUR POLICE OFFICERS THAT WORK IN OUR PATROL.

>> IF I MADE A TRUSTEE JOHNSON ADD, YOU REQUESTED OR ASKED ABOUT THE TRAINING.

WE ACTUALLY STARTED THE TRAINING AS REQUESTED BY OUR TRUSTEES LAST SCHOOL YEAR.

WE TRAINED EVERYONE, INCLUDING OUR HALL MONITORS AND ANYONE WHO HAD METAL DETECTOR DUTY IN METAL DETECTOR TRAINING, A DE-ESCALATION, AND ALSO OUR HALL MONITORS AND RESTRAINT TRAINING.

WE OFFER THAT TRAINING THIS LAST SCHOOL YEAR AND WE'RE ANTICIPATING HAVING THE SAME TRAINING THIS SCHOOL YEAR.

>> OKAY. WHEN I WENT THROUGH TRAINING AS COMMITTEE'S LIAISON, I ACTUALLY RECEIVE A CERTIFICATE TO SHOW THAT I'VE ACTUALLY BEEN TRAINED.

DID WE GIVE ANY DOCUMENTATION SHOWING THAT THEY HAVE BEEN TRAINED? ANY CERTIFICATES WERE GIVEN TO SHOW THEIR TRAINING?

>> WE DID NOT PROVIDE CERTIFICATES, BUT WHAT WE DID DO IS WE MONITOR WHAT CAMPUS IS TO ENSURE THAT ALL THE CAMPUSES HAD THE INDIVIDUALS WHO WOULD BE.

>> I HAVE CAMPUSES, PEOPLE SAYING THAT THEY HAVE NOT BEEN TRAINED TO GET THEIR OWN METAL DETECTORS.

I HAVE PRINCIPALS SAYING THAT THEY DON'T FEEL THE SUPPORT OF THE POLICE DEPARTMENT.

THIS IS WHAT'S BEING REPORTED TO ME.

[01:25:01]

I THINK IT'S IMPORTANT FOR US TO UNDERSTAND THAT THEY DON'T FEEL SUPPORTED.

THAT'S WHY I'M ASKING THESE QUESTIONS BECAUSE IN DISTRICT FIVE IT'S BEEN AMAZING PROBLEM 75216, HAS THE HIGHEST CRIME RATE.

>> TRUSTEE JOHNSON I'LL TAKE RESPONSIBILITY FOR THAT.

WE WILL WORK ON GETTING A LIST.

I KNOW WE CAN ALREADY GO BACK TO ANYONE THAT DID PARTICIPATE BECAUSE THEY DID HAVE TO SIGN IN AND THEY HAVE THEIR NUMBERS SO WE CAN EASILY GO BACK AND PROVIDE THAT CERTIFICATION.

THEN WE CAN ALSO ACTUALLY DO A CAMPUS BY CAMPUS.

WHAT WE WILL PROVIDE THEN FOR THE NEXT BOARD UPTAKE IS I'LL PROVIDE BY TRUSTEE DISTRICT, THOSE INDIVIDUALS THAT HAVE BEEN TRAINED THE NUMBERS AND HOW WHAT THE PROCESS IS SO WE CAN IDENTIFY EXACTLY YOUR CONCERNS.

I'M SURE THAT OTHERS HAVE THAT AS WELL, AND WE'LL WORK ON THAT AND PROVIDE YOU AN UPDATE.

>> THANK YOU. LASTLY, I KNOW HE WAS TALKING ABOUT THE METAL DETECTORS.

THINK A FEW TIMES LAST YEAR.

WHICH ONES ARE WE GETTING, I KNOW WE WAS TALKING ABOUT MORE OF A TRANSPARENT METAL DETECTOR THAT WHEN THEY WALK THROUGH, I GUESS IT SHOWS WHATEVER IT NEEDS TO SHOW.

WHAT I'M THINKING ABOUT AND I COULD BE THINKING WRONG, BUT WHAT I'M THINKING ABOUT IS WHEN I GO TRAVEL, WHEN I'M GOING THROUGH THE AIRPORT, MOST OF US AS BEING WORRIED TO LOOK THINGS [INAUDIBLE] IS THAT THE SAME KIND OR? I KNOW THAT LOOKS EXPENSIVE.

WHICH ONE ARE WE ACTUALLY GETTING? BECAUSE I KNOW THAT TAKES A LOT OF TIME WHEN YOU'RE DOING INTAKE.

>> YEAH SO WE CURRENTLY THROUGH THIS SAFETY GRANT THAT WE HAD, WE MADE A LARGE PURCHASE OF FOUR METAL DETECTORS OF METAL DETECTORS AND THE CURRENT METAL DETECTORS THEY ARE QUITE A BIT MORE TECHNICAL THAN WE'VE HAD.

BASICALLY THEY HAVE A LAPTOP THAT'S CONNECTED TO IT SO THAT IT CAN RECORD, BUT ALSO IT IDENTIFIES THE LOCATION OF WHERE THIS, WHETHER IT'S A WEAPON OR ANY METAL DEVICE IS LOCATED SO IT IS DEFINITELY MORE HIGH-END AND THAT'S WHAT WE HAVE OUT THERE RIGHT NOW IN OUR SECONDARY SCHOOLS.

>> WHEN OUR CHILDREN AND OUR VISITORS WALK THROUGH THE BUILDING, THERE'S A LAPTOP RIGHT NEXT TO THE METAL DETECTOR?

>> THERE SHOULD BE AND THERE SHOULD BE SOMEBODY THERE MONITORING THOSE METAL DETECTORS.

>> I HAVEN'T SEEN THAT IN MY SCHOOLS.

>> YEAH. THAT'S THE CONVERSATION WE NEED.

>> THANK YOU.

>> YES SIR.

>> I WOULD LIKE TO SEE THAT IN MY SCHOOLS.

>> YES, SIR.

>> THANK YOU.

>> TRUSTEE MARSHALL.

>> THANK YOU, CHIEF, FOR THE PRESENTATION.

I APPRECIATE YOU AND ALL YOUR TEAM MEMBERS THAT PUT THEMSELVES IN HARM'S WAY TO PROTECT OUR KIDS AND I'M GLAD THAT THERE'S SOME ADDED ATTENTION TO THIS MATTER.

BUT I WILL TELL YOU, I'M A LITTLE FRUSTRATED.

I THINK YOU'RE DOING SEVERAL POSITIVE THINGS.

BUT I SENT AN EMAIL ON MAY 26TH RIGHT AFTER THE UVALDE SHOOTING TO YOU AND SEVERAL OTHER SENIOR LEADERS IN THE DISTRICT ASKING FOR A FORMAL EVALUATION OF SIX DIFFERENT IDEAS.

A FEW OF THOSE THINGS HAVE MADE IT INTO YOUR PLANS.

ONE OF THEM WAS ADDITIONAL MONITORS AND ANOTHER WAS THE CREATION OF THE PARENTS SCHOOL SAFETY COMMITTEE, WHICH IS GREAT.

I HAD ALSO TALKED A LITTLE BIT ABOUT STUDENT REPORTING, WHICH I GUESS YOUR CRIME STOPPER, THAT'S AN APP, THEY CAN PUT IT ON THEIR PHONE.

>> IT IS. IT CAN BE PUT ON THE PHONE, YES SIR.

>> I THINK THAT'S SOME PROGRESS IN THE RIGHT DIRECTION, BUT THERE ARE A NUMBER OF ITEMS THAT I PUT IN THIS EMAIL THAT WERE IDEAS THAT I WANTED TO SEE IF WE COULD IMPLEMENT AND I'VE FOLLOWED UP ON THIS EMAIL SEVERAL TIMES AND STILL HAVEN'T GOTTEN AN ANSWER ON THESE THINGS.

I WANT TO BRING THEM UP TODAY BECAUSE I HAVEN'T HEARD BACK.

I TRIED TO DO THIS OUTSIDE OF A BOARD MEETING, BUT I'M JUST BRINGING THEM UP NOW BECAUSE IT'S BEEN TWO AND A HALF MONTHS AND I STILL DON'T HAVE AN ANSWER.

FIRST ONE ON THE LIST IS THE ADDITION OF BULLETPROOF WINDOW GLAZING TO ALL SCHOOL WINDOWS, SO HAVE WE TAKEN A LOOK AT THAT?

>> WE ACTUALLY HAVE AND MY APOLOGIES IF THAT WAS NOT COMMUNICATED TO YOU, BUT WE HAVE ACTUALLY BEEN WORKING ON THAT AND WE'VE GOT AN ESTIMATE OF WHAT THAT WOULD COST TO DO THAT WITHIN THE SCHOOL DISTRICT, DALLAS ISD.

[OVERLAPPING].

>> [INAUDIBLE]

>> IT WAS THREE AND A HALF MILLION TO FIVE MILLION DOLLARS.

>> OKAY.

>> TO DO THAT. WE WORKED WITH A COMPANY, HAD THAT CONVERSATION WITH THEM, MR. WILLIAM QUALL.

>> IS THAT SOMETHING THAT YOU'RE PLANNING TO BRING TO THE BOARD FOR APPROVAL?

>> I KNOW THERE WERE DISCUSSIONS GOING ON WITH IT AND DEFINITELY I WOULD BE MORE THAN HAPPY TO BRING IT TO THE BOARD FOR APPROVAL.

WE'VE BEEN DOING QUITE A BIT OF RESEARCH.

MR. WILLIAM QUALL HAS A LOT OF EXPERIENCE IN THAT AREA.

>> IS THERE A DOWNSIDE TO DOING THAT? OTHER THAN 3.5-5 MILLION DOLLARS?

[01:30:03]

>> NOT THAT I'M AWARE OF. NO, SIR.

>> IT DIDN'T SOUND LIKE YOU WERE PLANNING TO BRING THAT TO THE BOARD.

WHY ARE WE NOT PLANNING TO DO THAT IF IT ONLY COSTS THREE? [OVERLAPPING]

>> MY APOLOGIES. LET ME INTERJECT.

WE ARE PLANNING TO BRING THAT TO THE BOARD AND IN FACT, I HAD IT IN A PREVIOUS DISTRICT AND THAT WAS ONE OF THE FIRST QUESTIONS I ASKED AND THEY WERE DOING COMPARISONS HERE, SIR, AND I SHOULD HAVE RESPONDED.

I THOUGHT IT WAS IN A BOARD UPDATE THAT WE HAD PROVIDED WHERE WE WERE AND WHAT WAS IN PROGRESS, SO MY APOLOGIES.

WE WERE JUST COMPARING THE ACTUAL BULLETPROOF GLASS COMPARED TO BULLET RESISTANT FILM, ONE, 3.5-5 MILLION DOLLARS, WE CAN DO THAT.

>> OKAY, GREAT.

>> WE WILL BRING THAT.

>> THE SECOND ONE WAS AND I DID READ THAT BOARD UPDATE AND IT TOUCHED ON SOME OF THESE THINGS, BUT NOT ALL OF THEM, WHICH I WANTED EACH ONE OF THEM ADDRESSED.

THE SECOND ONE WAS REQUIRING AUTOMATIC LOCKING MECHANISMS AND ALARMS ON ALL CAMPUS DOORS SO THAT WE CAN FORCE ALL TRAFFIC THROUGH THE FRONT OFFICE AND SECURITY VESTIBULE.

I THINK ONE THING I EXPERIENCED ALL THE TIME WHEN I VISIT CAMPUSES, ESPECIALLY MIDDLE HIGH SCHOOLS, I CAN WALK IN ANY DOOR.

THEY'RE ALL UNLOCKED ALL THE TIME, AND I THINK PORTABLES ARE A BIG PROBLEM, BUT PART OF THAT PROBLEM BECAUSE THERE'S TRAFFIC FOR KIDS AND FACULTY GETTING IN AND OUT OF THE PORTABLES, THAT CAUSES THE DOORS TO REMAIN UNLOCKED.

BUT PEOPLE ARE PROPPING THEM OPEN, PEOPLE ARE LEAVING THEM UNLOCKED.

HAVE WE EVALUATED THAT IDEA? MORE IMPORTANTLY, CAN WE NOT ONLY FORCE THE DOORS TO BE LOCKED, I KNOW A LOT OF SCHOOL DISTRICTS HAVE CENTRAL ADMINISTRATION ABILITY TO LOCK EVERY DOOR IN A SCHOOL REMOTELY FROM HEADQUARTERS OR FROM THE POLICE HEADQUARTERS, SO WE LOOKED INTO THAT.

>> ABSOLUTELY. YEAH. WE'VE ACTUALLY REACHED OUT TO OTHER SCHOOL DISTRICTS THAT ARE COMPARABLE TO OURS AND THEY HAVE A SYSTEM IN PLACE WHICH DID QUITE A BIT OF WORK.

BUT WE'VE HAD SOME MEETINGS AND SOME CONVERSATIONS ABOUT HOW DO WE MAKE THAT HAPPEN.

LIKE I SAID, MR. WILLIAM QUALL, HE HANDLES OUR SECURITY TECHNOLOGY AND I THINK HE WAS A PART OF THAT CONVERSATION ALSO.

BUT WE WERE PRIORITIZING THINGS THAT [OVERLAPPING].

>> DO WE HAVE AN ESTIMATE ON HOW MUCH THAT WOULD COST?

>> I DO NOT KNOW, SIR.

>> ARE YOU PLANNING TO BRING IT TO THE BOARD?

>> WE CAN ABSOLUTELY.

>> YOU SENSE THE NATURE OF MY QUESTIONS HERE.

WE'RE THINKING ABOUT THINGS, WE'RE EVALUATING THINGS.

WE'RE BRINGING IN EXPERTS TO ACTUALLY BRINGING THESE THINGS TO THE BOARD AND DOING THEM.

>> ABSOLUTELY.

>> THESE PRICE TAGS THAT WE'RE TALKING ABOUT SEEM MINIMAL TO ME, IF WE CAN SPEND THREE MILLION DOLLARS, FIVE MILLION DOLLARS AND PREVENT OUR KIDS FROM GETTING SHOT IN A SCHOOL SHOOTING.

I MEAN, WE'VE GOT BILLIONS OF DOLLARS, WE SHOULD PAY THESE SMALL PRICE TAGS, SO I DON'T KNOW IF YOU HAVE A PLAN TO GET TO A NUMBER OF WHAT THEY WOULD COST TO BE ABLE TO LOCK DOWN ALL THOSE BUILDINGS.

BUT I'D BE SURPRISED IF THE COST OF THAT IS SOMETHING THAT THIS BOARD WOULDN'T APPROVE.

THERE WAS ALSO SOMETHING PARENTS TALK TO ME A TON ABOUT IS GETTING IMMEDIATE CAMPUS NOTIFICATIONS OF ALL SAFETY SITUATIONS AND CLOSE PROXIMITY TO A SCHOOL. HAVE YOU LOOKED AT THAT?

>> IN REGARDS TO OUR HAYSTACK AND ALSO WHAT OUR DISPATCHED DOES WE WILL REACH OUT TO BOTH THE OFFICER AND THE SCHOOL.

WE USE THE HAYSTACK SYSTEM, WHICH LETS US KNOW WITHIN A HALF A MILE [OVERLAPPING].

>> PARENTS ARE TALKING ABOUT THEM BEING NOTIFIED.

YOU AND I HAVE ABSOLUTE CONFIDENCE THAT YOU AND THE SCHOOL IT'S NOTIFIED.

I'M TALKING ABOUT PARENTS.

>> PARENTS.

>> OR ANYBODY THAT LIVES AROUND THE SCHOOL.

LIKE THERE WAS A COUPLE OF ISSUES, I THINK LAST YEAR AT LIPSCOMB ELEMENTARY WHERE THERE WAS A LIVE SITUATION GOING ON AND PEOPLE WERE WALKING AROUND THE NEIGHBORHOOD DURING IT.

>> TRUSTEE MARSHALL, IF I MAY?

>> YEAH.

>> ONE OF THE THINGS THAT WE DO TRY TO DO IS TO MAKE SURE THAT WHEN THERE'S SOMETHING THAT ACTUALLY IMPACTS THE SCHOOL, AS SUCH AS SOMEONE WALKING AROUND OR SOMEONE IN THE NEIGHBORHOOD ESPECIALLY IF WE NEED TO GO INTO A SECURE LOCKED ENVIRONMENT THAT WE DO SEND THOSE NOTIFICATIONS OUT TO PARENTS.

THAT SHOULD HAPPEN.

WE CAN DEFINITELY WORK WITH CHIEF LAWTON TO BETTER SYSTEMATIZE THAT, AND WHAT I ALSO HEAR YOU SAYING IS THAT EVEN IF THE CAMPUS DOES NOT GO ON THE SECURE LOCK DOWN, THAT PARENTS WANT TO BE NOTIFIED.

>> I AGREE THAT WE DO THAT TODAY.

I THINK THE DIFFERENCE THAT PARENTS ARE TOUCHING ON IN THIS FEEDBACK IS DOING IT DURING THE INCIDENT, NOT RETROSPECTIVELY.

>> I SEE THANK YOU.

>> I KNOW WE SEND OFF THESE NOTIFICATIONS, BUT IT'S USUALLY THAT NIGHT SAYING, HEY, SOMETHING HAPPENED TODAY.

>> ABSOLUTELY.

>> WE'RE LOOKING FOR AN AUTOMATED SYSTEM.

>> WE DO HAVE THE TECHNOLOGY TO BE.

[01:35:01]

I THINK IT'S A MATTER OF CREATING THAT AS AN EXPECTATION WHEN THIS HAPPENS.

AGAIN, PREVIOUS EXPERIENCE THAT I HAVE IS DURING THE TIME ROBOCALLS NOTIFICATIONS VIA ALL OF THEM, WHETHER THEY GAVE US EMAILS OR TEXTS OR WHAT HAVE YOU WE SEND OUT INFORMATION.

THIS IS OCCURRING, EVERYTHING'S FINE.

HOWEVER, WE'RE INSECURE DUE TO SOMETHING OCCURRING IN THE NEIGHBORHOOD REAL QUICK SO THAT PARENTS ARE AWARE, AND THAT'S WHAT I THINK YOU'RE HEARING FROM PARENTS [OVERLAPPING].

>> INSTRUCTIONS OF THE PARENTS, BUT PROBABLY SAY PLEASE DON'T RIGHT NOW [OVERLAPPING].

>> DON'T COME RIGHT NOW BECAUSE NOBODY IN RIGHT NOW.

OKAY. WE CAN WORK.

WE HAVE THAT TECHNOLOGY WE ALREADY HAVE.

I DO THINK IT'S A MATTER OF SETTING A DIFFERENT EXPECTATION OF ENSURING THAT WE'RE DOING THAT IN THE MOMENT AND NOT AFTER THE FACT.

>> OKAY. I THINK THAT WOULD GO A LONG WAY TOWARDS ALLEVIATING SOME CONCERNS FROM PARENTS.

THEN THE LAST THING, CHIEF, THAT'S IN THIS EMAIL, WHICH I KNOW IS THE 10,000-POUND GUERRILLA.

BUT I HAD ASKED ABOUT A COST EVALUATION FOR PUTTING POLICE OFFICERS ON EVERY CAMPUS, INCLUDING ELEMENTARY SCHOOLS.

>> OKAY.

>> WE CAN GIVE YOU THE COST. WE CAN GIVE YOU THAT.

>> WE CAN GIVE YOU THAT. YEAH.

>> YEAH. WE WILL GIVE IT TO YOU.

>> IS THAT NUMBER, WHATEVER IT IS IF YOU DON'T HAVE IT IN FRONT OF YOU NOW, IS THAT SOMETHING THAT WE WOULD FEEL AS PROHIBITIVE TO DO THAT?

>> I DON'T KNOW THAT I FEEL IT'S PROHIBITED.

I THINK IT'S MORE COMPLEX THAN JUST THE DOLLAR AMOUNTS.

I THINK THERE'S A WHOLE PHILOSOPHY AROUND WHETHER THEY BELONG ON ELEMENTARY CAMPUSES OR NOT.

THEN THE SECOND ISSUE IS, LET'S SAY THAT WE WENT IN THAT DIRECTION.

DO WE HAVE THE STAFF? BECAUSE THAT HAS BEEN DIFFICULT TO STAFF EVEN CURRENT POSITIONS.

THE SECOND THING IS WE END UP SAYING YES, WE'RE GOING TO DO IT AND THEN I DON'T FILL THEM BECAUSE WE'RE ONLY HALF OF THEM ARE FILLED, HOW DO WE GO ABOUT THAT? THE AMOUNT WE CAN ABSOLUTELY GET THAT AND WE WILL PROVIDE THAT, AND I'D LIKE OUR TEAM TO HAVE AN INTERNAL DISCUSSION WHICH WE HAD NOT GOTTEN TO YET OR AROUND, WHAT IS OUR TEAM FEEL? THEN WE CAN LOOK AT OUR COMMUNITY INPUT ALONG WITH BRINGING SOMETHING TO THE BOARD.

>> I WOULD PROBABLY HAVE A SYMPATHETIC EAR TOWARDS THE PHILOSOPHICAL ARGUMENTS AGAINST HAVING A POLICE OFFICER ON ELEMENTARY CAMPUSES.

BUT I WOULD LIKE TO BE INVOLVED IN THAT DISCUSSION AND I DON'T KNOW WHETHER THAT'S SOMETHING THAT THE GROUP THAT DRESSING MITIGATE AND IS ALREADY HAVING OR IF IT'S SOMETHING YOU ALL ARE HAVING INTERNALLY WITHIN THE SENIOR ADMINISTRATION.

BUT I FOR ONE AND I SUSPECT OTHER TRUSTEES WOULD LIKE TO BE INVOLVED IN THAT DISCUSSION BECAUSE THERE ARE PROS AND CONS TO THAT SITUATION, BUT I'M NOT SURE WHETHER THE PROS OUTWEIGH THE CONS ARE NOT SO.

OKAY. THAT'S ALL I HAD.

I APPRECIATE YOU GUYS TAKING STEPS IN THE RIGHT DIRECTION HERE, BUT I THINK YOU FOLLOW THE NATURE OF MY QUESTIONS, WHICH IS, THERE'S MORE THAT WE CAN DO AND THE PRICES FOR MOST OF THESE THINGS SHOULD NOT BE VIEWED AS PROHIBITIVE AND I WOULD ENCOURAGE THE ADMINISTRATION TO BRING ANY AND ALL ITEMS THAT WOULD IMPROVE THE SAFETY OF OUR KIDS TO THE BOARD, AND I WOULD WAGER HEAVILY THAT YOU WOULD GET APPROVAL. THANKS FOR YOUR TIME.

>> THANK YOU. TRUSTEE MARSHALL, TRUSTEE WHITE?

>> YES.

MY QUICK QUESTION IS FOR AS THE THE CAMPUS SAFETY COORDINATORS, ARE THOSE TEACHERS, ARE THOSE ACTUALLY OUTSIDE STAFF THAT ARE ABOUT IN FOR THAT?

>> NO THEY ARE ACTUALLY A MEMBER OF THAT STAFF FOR THAT SCHOOL, USUALLY AN OFFICE AREA.

>> OKAY.

>> NOW, AS FAR AS THE PARENTS ARE CONCERNED, I KNOW YOU HAD TWO SEPARATE COMPONENTS.

THERE IS ONE OF THOSE COMPONENTS, THE COMMUNITY PORTION, AS FAR AS PARENTS ARE CONCERNED ON THE SITE BASEBOARD OR IS THIS TWO NEW COMPONENTS THAT YOU'RE LOOKING AT BRINGING IN AS FAR AS PARENTAL INVOLVEMENT IS CONCERNED.

>> WE DID ON THE CAMPUS, THAT IS SOMETHING THAT'S NEW AND THEN WE ALSO HAVE THE QUARTERLY COMMITTEE AND THAT'S BEEN IN PLACE.

THIS IS SOMETHING NEW AT THE CAMPUS.

>> HOW ARE THOSE PARENTS BEING RECRUITED? IS THIS THE PRINCIPALS DOING? ARE YOU DOING IT OR HOW IS THAT HAPPENING?

>> IT WILL BE THE PRINCIPLE.

>> INTERESTING. ANOTHER THING, AS FAR AS THE CAMPUS STAFF, THAT IS ON THE CAMPUS AS FAR AS IF THEY WANT TO BECOME A SECURITY GUARD, IS THE DISTRICT PICKING UP ANY EXPENSES THAT THEY WOULD INCUR FOR THIS TRANSITION OR IS IT ON THEM IN ORDER TO PICK UP THE TICKET?

>> FOR THEM TO GO FROM AN HALL MONITOR TO A SECURITY OFFICER,

[01:40:05]

THEY WOULD HAVE TO BE VETTED FIRST AND GO THROUGH OUR BACKGROUND PROCESS.

IF THEY MADE IT THROUGH THAT WHOLE PROCESS, THE INTERVIEWS AND EVERYTHING THAT'S INVOLVED, WE WOULD THEN PROVIDE THEM WITH THE TRAINING THAT THEY NEED TO TRANSITION INTO THAT POSITION.

>> YOU WILL PROVIDE THE TRAINING AND THEY WOULD JUST GO TO THE.

YOU ALSO PAY FOR ANY FEES FROM THE STATE THAT THEY WOULD NEED IN ORDER TO BE A LICENSED SECURITY GUARD?

>> ABSOLUTELY. YES, MA'AM.

>> I UNDERSTAND A LOT OF TRUSTEE MARSHALL'S CONCERNS.

I THINK WE ALL HAVE THEM.

I UNDERSTAND THAT SOME OF THE SECURITY FEATURES THAT WE'RE TALKING ABOUT IS ACTUALLY IN THE 2020 BOND.

WHEN IT COMES TO CAMERAS, WHEN IT COMES TO IN ORDER TO SWIPE A CARD FOR HAVING THEM AT MORE THAN ONE ENTRY AS FAR AS THE CARD AND YOU SWIPE IN THE CARD [OVERLAPPING] AND GETTING INTO THE BUILDINGS.

I UNDERSTAND A LOT OF THIS IS IN THE FUTURE FOR US.

BUT WHAT ARE WE DOING RIGHT NOW? I DEFINITELY UNDERSTAND WE HAVE TRAINING EXERCISES FOR THE CAMPUS AND THE STAFF AND I'M QUITE SURE THE KIDS ARE GOING TO BE INVOLVED IN THIS AS WELL BECAUSE THEY HAVE TO KNOW HOW TO CONDUCT THEMSELVES DURING THE ACT OF SHOOTING, DO WE GET ON THE FLOOR? DO WE GET ON OUR DESKS? DO WE MOVE AWAY FROM THE WINDOWS, THAT TYPE OF THING? SO WHAT IS ACTUALLY BEING DONE RIGHT NOW?

>> AS FAR AS.

>> WHAT WE CURRENTLY HAVE.

>> ONE OF THE THINGS IS, I THINK WE HAD A LOT OF GREAT PROCESSES IN PLACE ALREADY.

BUT WHAT WE HAVE TO DO IS WE HAVE TO HAVE A WAY OF ACCOUNTABILITY AND CONTROL TO GO AROUND AND CHECK TO MAKE SURE THAT IT'S BEING DONE.

I THINK NOW WE'RE DOING A LOT OF THAT, BUT ALSO WE'RE ADDING ADDITIONAL STEPS SO THAT WE'RE GOING THROUGH MORE OFTEN TO MAKE SURE THAT THE THINGS THAT NEED TO BE DONE ARE BEING DONE AND MAKING SURE THAT PEOPLE KNOW IT DOESN'T DO YOU ANY GOOD IF YOU HAVE A PROCESS IN PLACE, BUT NOBODY KNOWS ANYTHING ABOUT IT.

WE'RE MAKING SURE THAT THAT INFORMATION IS COMMUNICATED QUITE A BIT MORE OFTEN.

>> I DO UNDERSTAND THAT WITH BOND MOVEMENT, IT TAKES TIMES 3-4 YEARS, BUT I THINK THIS SHOULD BE PRIORITY AND THAT WE SHOULD GET AS MUCH OF IT IN PLACE AS WE CAN RIGHT NOW.

MAINLY CAMERAS BECAUSE A LOT OF CAMPUSES HAVE BLIND SPOTS RIGHT NOW.

A LOT OF THEM HAVE CAMERAS THAT ARE NOT WORKING AND THINGS OF THAT NATURE.

I THINK THAT THAT PART OF IT NEEDS TO BE ADDRESSED.

IN SOME CASES, THERE'S NO CAMERAS OUTSIDE.

SO THAT IF WE CAN GET ON THAT AND IF IT'S POSSIBLE FOR US TO AT LEAST GET THE CAMERAS SITUATION IN PLACE, THAT WOULD MAKE ME A LITTLE BIT MORE COMFORTABLE AND IT WILL MAKE ME EVEN MORE SO COMFORTABLE IF WE HAD SOMEONE THAT WAS ABLE TO MONITOR EITHER ON-SITE ON THE CAMPUS OR AT THE CENTRAL OFFICE MONITORING THE ACTIVITIES OF THE CAMERAS.

BECAUSE TO ME, YOU CAN HAVE THEM, BUT IF YOU DON'T HAVE ANYONE THERE WATCHING THEM AND YOU HAVE A MONITOR SOMEWHERE WHERE YOU'RE SEEING THE DIFFERENT ZONES, BUT NO ONE'S MONITORING AND YOU CAN'T SAY, WHY IS THIS PERSON IN A PARKING LOT OR WHY IS THIS PERSON HERE, IT REALLY DOESN'T DO US ANY GOOD TO HAVE THEM UNMANNED.

>> IF I COULD SHARE SOMETHING WITH YOU, TRUSTEE WHITE?

>> YES, SIR.

>> WE'RE ALSO IN THE PROCESS AS PART OF THE BOND.

WE ARE DEVELOPING AND BUILDING A SECURITY OPERATIONS CENTER, WHICH WILL PROVIDE JUST WHAT YOU'RE TALKING ABOUT.

FROM A CENTRALIZED FACILITY OF COURSE, YOU'LL HAVE THAT CAPABILITY AT EACH OF THE INDIVIDUAL SCHOOLS, WHETHER FROM ELEMENTARY, BECAUSE WE'RE TYING IN ALL OF THEIR CAMERAS AND TO THE MAIN SYSTEM.

THE SCHOOLS INDIVIDUALLY CAN MONITOR THE CAMERAS, BUT ALSO WE'RE GOING TO CREATE A SECURITY OPERATIONS CENTER AND HAVE DEDICATED PEOPLE THAT SIT THERE AND WATCH THE CAMERAS 24/7.

>> ALSO I KNOW THIS MAYBE ASKING A LOT BUT WITH HOME SECURITY SYSTEMS, EVERYTHING IS A LOT MORE ADVANCED THAN WHAT IT WAS BEFORE.

IF A TEACHER CAN DOWNLOAD THE APP AND SEE WHAT'S GOING ON IN THE HALLWAY OUTSIDE OF HER CLASSROOM, HAVE WE LOOKED AT MAYBE DOING THAT IN THE EVENT THAT THERE IS A BREACH? [OVERLAPPING]

>> ABSOLUTELY, WE CAN LOOK AT THAT AND I APPRECIATE THAT SUGGESTION.

A LITTLE BIT EARLIER I SHARED ONE THING THAT WE'RE DOING IS WE'RE LOOKING AT DEPLOYING IPADS SO OUR STAFF CAN WALK AROUND AND HAVE THAT ACCESS TO BE ABLE TO WATCH THEIR CAMERAS AND THEIR SCHOOLS.

ABSOLUTELY, I THINK THAT'S DEFINITELY DOABLE. YES, MA'AM.

[01:45:01]

>> I AGREE WITH THE SUPERINTENDENT.

IT SHOULDN'T BE A BIG PROBLEM.

THE UNIVERSITIES ALREADY HAVE IT WHERE THERE'S SOMETHING GOING ON AND THEY JUST SHUT THE CAMPUS DOWN IMMEDIATELY.

THEY GET TEXT MESSAGES RIGHT THERE ON THE SPOT.

THEY KNOW WHAT IS GOING ON.

ANOTHER THING I WOULD LIKE TO ALSO ASK YOU IS, AND I UNDERSTAND THAT THIS IS A STICKY SITUATION, BUT BELIEVE IT OR NOT, THERE ARE ACTUALLY PARENTS THAT ARE SEX OFFENDERS.

I'M QUITE SURE THAT I HOPE YOU GUYS ARE LOOKING AT HOW THIS PERSON BECAME A SEX OFFENDER.

WAS IT A YOUNG LOVE WHO WAS 18 AND HAD A 16-YEAR-OLD SWEETHEART AND SOMEONE DIDN'T LIKE THAT PERSON, WHETHER IT WAS THE 18-YEAR-OLD MALE OR FEMALE, AND THEY CALL THE POLICE BECAUSE THEY FELT LIKE IT WAS STATUTORY RAPE OR WHAT HAVE YOU.

I'M JUST SAYING THERE'S DIFFERENT DEGREES WHEN YOU LOOK AT IT TO ME, I THINK IT SHOULD BE LOOKED AT ON A CASE-BY-CASE SITUATION.

I DON'T THINK THAT A PARENTS SHOULD BE PUSHED OFF CAMPUS BECAUSE THEY HAVE A SEX OFFENSE WHEN YOU DON'T KNOW THE DETAILS OF WHY THAT PARENT IS A SEX OFFENDER.

I DO UNDERSTAND WE WANT TO KEEP OUR STUDENTS SAFE FROM THE CREEPY SEX OFFENDERS.

BUT I'M JUST ASKING THAT I DEFINITELY HOPE THAT IT'S SOMETHING THAT YOU ARE LOOKING INTO IF YOU'RE NOT DOING IT, IS THAT SOMETHING THAT YOU GUYS HAVE CONSIDERED BECAUSE I KNOW THAT IN ONE SITUATION THERE WAS A PARENT THAT WHAT I CALL A SWEETHEART SITUATION HAPPENED AND IT'S LIKE LATER ON THESE PEOPLE GET MARRIED BECAUSE THEY ARE SO IN LOVE.

BUT THE PARENT COULDN'T COME ON TO THE CAMPUS AND DO ANY VOLUNTEER WORK.

THE PARENT WAS A MODEL CITIZEN OTHER THAN THIS ONE INCIDENT THAT, JUST FOLLOW THEM AROUND BECAUSE THAT'S WHAT THE LAW IS AND I UNDERSTAND THAT.

BUT I WAS JUST WONDERING, ARE YOU LOOKING INTO THE SITUATIONS CASE-BY-CASE?

>> I JUST WANT TO CLARIFY.

THIS IS TO IDENTIFY AND DETECT THIS DOES NOT CAUSE THEM TO BE KICKED OFF THE CAMPUS.

WHAT MAY RESULT FROM IT IS THEY'RE ESCORTED ON THE CAMPUS.

I'M SURE IF THEY HAVE A SITUATION BECAUSE [NOISE] BASICALLY ALL OF THE THINGS THAT YOU'RE TALKING ABOUT, THEY'VE BEEN ADJUDICATED.

THEY'VE GONE THROUGH THE COURT SYSTEM.

BASICALLY THIS IS JUST SHOWING THAT THEY HAVE THAT TYPE OF RECORD.

BUT THE ADMINISTRATION AT THAT SCHOOL WILL JUST BASICALLY ESCORT THEM AROUND THAT CAMPUS AND I'M SURE THERE CAN BE MORE DISCUSSIONS LIKE WHAT YOU ALLUDED TO WITH THAT ADMINISTRATION TO FIGURE OUT SOME EXCEPTIONS ARE GOING TO BE MADE.

>> LET ME GO AHEAD AND INTERJECT RIGHT NOW.

>> YES, MA'AM.

>> AS THE CERTIFIED INDIVIDUAL ON A SCHOOL OF THIS DISTRICT I WANT TO BE SUPER CLEAR.

THERE'S NO WAY THAT WE WOULD EVEN BE ABLE TO DECIDE HOW WE WOULD DETERMINE WHICH INSTANCES WE WOULD BE ABLE TO SAY NO, THAT ONE WAS THIS, WE WOULD BE CONTRARY TO THE LAW, TO THE REQUIREMENTS IN THE SCHOOL, BUT I WANT TO REITERATE IT IS NOT ABOUT THAT THEY COULD HAVE A TEACHER PARENT CONFERENCE.

WE WOULD HAVE TO HAVE STAFF WITH THEM.

WE DON'T HAVE THE ABILITY AS A JUDGE OR A JURY TO DECIDE WHETHER THEIR PREVIOUS SITUATION WAS WARRANTED OR NOT, WE HAVE TO GO BY WHAT ACTUALLY SHOWS UP ON THE RAPTOR SYSTEM.

I WOULD ENCOURAGE THOSE PARENTS TO WORK WITH OUR TEACHERS AND OUR PRINCIPLE DIRECTLY SO WE CAN ENSURE THE ENVIRONMENT IS STILL WELCOMING TO THEM.

BUT I DON'T WANT TO HAVE ANY MISCONCEPTIONS AS MUCH AS I KNOW SOME OF THESE MIGHT'VE BEEN VERY UNFAIR CIRCUMSTANCES.

I DON'T WANT TO LEAVE ANYONE WITH THE IDEA THAT WE HAVE THE ABILITY TO DETERMINE WHICH ONES WERE ENFORCING WITH WHAT THE LAW REQUIRES US TO DO.

MY ADDITIONAL QUESTION IS, YOU MENTIONED THE TEA.

>> SORRY TO INTERRUPT A BIT OVER.

I'M GOING TO GO TO TRUSTEE MIKE AND [INAUDIBLE]. SORRY ABOUT THAT.

>> THANK YOU.

>> TRUSTEE MIKE.

>> THANK YOU AND YOU ALL FOR THE PRESENTATION, DR. ELLIS, ALL DAY.

THANK YOU FOR COMING IN AND ADDRESSING THIS VERY PUBLICLY AND THE PRESS CONFERENCE AND IN THE COMMUNICATIONS.

I'VE HEARD A LOT OF PARENTS AND COMMUNITY MEMBERS THANKFUL FOR THE WORK THAT YOU-ALL HAVE BEEN DOING AROUND THIS.

THANK YOU FOR THAT. I HAVE TWO QUESTIONS ON SEPARATE AREAS.

THE FIRST ONE IS AROUND OBVIOUSLY, WE KNOW THAT THERE'S SUBSTANTIAL FUNDS IN THE BOND FOR SECURE VESTIBULE THAT WE'RE PUTTING IN IN THE PROCESS ALL THAT SOME OF THE SECURITY DEVICES.

THIS MAY BE MORE OF A BRENT QUESTION.

ARE WE MAKING ANY CHANGES TO BUILDING DESIGN SPECIFICATIONS BASED ON THIS,

[01:50:04]

HAVE WE REVIEWED OUR BUILDING DESIGN GUIDELINES AND FRAMEWORKS AND MADE ANY ADJUSTMENTS THERE.

JUST BASED ON LOOKING AT SAFETY AND SECURITY OVER THE LAST COUPLE OF YEARS.

>> WE'RE COORDINATING WITH CHIEF LATIN'S GROUP AT 50 PERCENT DESIGN REVIEW.

HIS TEAM REVIEWS IT AND WE INCORPORATE THOSE TECHNOLOGIES INTO IT.

>> WHAT MIGHT THAT LOOK LIKE? THAT'S HALFWAY THROUGH THE DESIGN PROCESS.

YOU'RE SAYING CHIEF LATIN'S CREW AND TEAM GETS TO LOOK AT IT AND PROVIDE ANY INPUT OR FEEDBACK AS IT RELATES TO SCHOOL SAFETY?

>> IT'S HEAVILY TECHNOLOGY AND IN THE HEART WHERE ARCHITECTURALLY THE SPACE, WE HAVE A SECURE VESTIBULE.

BUT A LOT OF THE TECHNOLOGY HE'S THE APPLYING, IT JUST MARRIES UP WITH TECHNOLOGY OR NEEDS CERTAIN POWER THAT WE COORDINATE WITH HIM AT THAT POINT.

>> WHAT ARE SOME EXAMPLES OF THAT IN A DESIGN PROCESS THAT YOU MIGHT SIT DOWN AT THAT 50 PERCENT DESIGN REVIEW AND SAY, WE'RE GOING TO MAKE THIS ADJUSTMENT OR WE'RE GOING TO ADD THIS. WHAT IS THAT?

>> THE TYPE OF HARDWARE WHEN WE WRITE IN SPECS OR IF I'M SAYING HE'S PUTTING A SECURITY DEVICE OR A CAMERA AND A CERTAIN LOCATION.

IT NEEDS A CERTAIN POWER EITHER FOR THE RACK OR THE METAL DETECTORS AND A CERTAIN LOCATION.

I'LL COORDINATE THAT WITH OUR ARCHITECTURAL DRAWINGS TO MAKE SURE IT'S USING BOTH.

>> IS IT FAIR TO SAY THAT DURING THE DESIGN PROCESS, THE CHIEF'S TEAM IS LOOKED AT THROUGH A SECURITY LENS AND ANY ADJUSTMENTS ARE MADE FOR SECURITY?

>> CORRECT, CAMERA LOCATIONS AND SECURITY DEVICES.

>> BUT MOSTLY AROUND THAT, NOT AS IN LOOKING AT HOW MAYBE WE HAVE TOO MANY DOORS EXITING THE OUTSIDE HERE, MAYBE WE CAN MAKE THE ADJUSTMENTS AND NOT ON THE DESIGN ITSELF.

>> A LOT OF THAT EGRESS IS DETERMINED BY COAL FIRE REQUIREMENTS.

>>THEN THANK YOU FOR THAT.

SECOND IS ON THE CURRENT POLICE OFFICER.

I KNOW WE DO HAVE POLICE OFFICERS, AT LEAST ONE, I THINK AT EVERY HIGH SCHOOL AND MIDDLE SCHOOL; IS THAT CORRECT?

>> YES, SIR. PRETTY MUCH ALL OF OUR SECONDARY SCHOOL, MIDDLE SCHOOL, HIGH SCHOOL.

>> I MAY JUST BE ABLE TO GO BACK AND LOOK AT THIS, BUT IS THERE A FORMULA FOR THAT OR THEY ARE DETERMINED BY SPECIFIC SCHOOL BASIS? BECAUSE I'VE RECEIVED SOME CONCERNS AND IT'S ALL INDIVIDUAL ABOUT THIS SCHOOL HAS SO MANY MORE DOORS THAN OTHER SCHOOLS, OR WE'VE GOT A MORE FAR-FLUNG CAMPUS.

HOW DO YOU ALL GO ABOUT DETERMINING THE ALLOCATIONS FOR HOW MANY SR ROWS ARE GOING TO BE ON THAT CAMPUS WHEN YOU'RE COMPARING, I KNOW YOU DON'T JUST LOOK AT THE NUMBER OF STUDENTS.

>> ACTUALLY WHAT WE LOOK AT, AND IT'S REALLY BASED ON YEAR-TO-YEAR.

WE'VE HAD TO MAKE SOME ADJUSTMENTS AT SCHOOL BECAUSE OF NUMBER OF INCIDENTS THAT HAVE OCCURRED.

IT MAY BE AS SIMPLE AS WHAT'S GOING ON IN THE COMMUNITY.

INCIDENTS THAT ARE OCCURRING AT GANG SITUATION THAT'S PENETRATING OUR SCHOOLS, OR ARE GETTING INVOLVED IN OUR SCHOOLS.

THE NUMBER OF FLIGHTS THAT WE'RE SEEING, THE NUMBER OF CITATIONS WHERE WE DON'T ISSUE CITATIONS.

BUT ANY ACTIVITY THAT WE TAKE ENFORCEMENT ACTIVITY THAT MAY JUSTIFY THE INCREASE.

SOMETIMES IT INCLUDES IF OFFICERS ARE FINDING THEMSELVES IN A SITUATION AND THEY'RE GETTING HURT MORE FREQUENTLY THEN WE REALIZE WE NEED TO HAVE MORE PEOPLE THERE BECAUSE WE'RE HAVING MORE INCIDENTS, LARGER FIGHTS, AND WE JUST HAVE TO ADAPT IN THAT WAY.

>> DO WE TAKE INTO ACCOUNT THE PHYSICAL SIZE AND NUMBER OF ENTRANCES AND NUMBER OF BUILDINGS ON SCHOOL CAMPUSES.

DO WE TAKE INTO ACCOUNT THE NUMBER OF STUDENTS?

>> ABSOLUTELY, THAT COMES INTO PLACE BECAUSE YOU LOOK AT, FOR EXAMPLE, THE SCHOOL-LIKE SKYLINE THAT IS HUGE.

WE HAVE THREE OFFICERS AND THE SECURITY OFFICER THAT WORK THERE.

THEY HAVE THE MOST SECURITY OFFICERS AND SECURITY STAFF PERIOD, INCLUDING POLICE THAN ANY OTHER CAMPUS BECAUSE THEY HAVE SO MANY DOORS AND THE SQUARE FOOTAGE, IT'S SO LARGE.

THEY ALSO HAVE A LARGE STUDENT POPULATION AND THEY'RE IN AN AREA THAT HAS A LOT OF ISSUES.

>> IF A SCHOOL FEELS LIKE THERE IS SOMETHING BEING MISSED OR THEY HAVE TOO FEW SRRS.

THEY ONLY HAVE ONE SRR, BUT THEY FEEL THAT THEY NEED TWO OR WHATNOT, WHAT IS THE PROCEDURE FOR THEM TO REACH OUT AND SHARE THOSE CONCERNS WITH YOU OR IS IT WITH SCHOOL LEADERSHIP OR IS IT A STAFFING ABOUT LOOKING AT THAT SITUATION AND THEN MAKING A DETERMINATION?

>> THE FIRST THING I'M SAYING AND I KNOW, YOU KNOW THIS, BUT WE DON'T HAVE AN INFINITE SUPPLY.

>> OF COURSE.

>> TOTALLY TYPICALLY IF WE HAVE A SITUATION THAT OCCURS, THEN WHAT HAPPENS, WE HAVE TO TAKE THEM FROM SOMEWHERE ELSE.

IF WE ARE GOING TO MOVE SOME OF THAT, BUT WE DO BECAUSE WE HAVE TO PRIORITIZE.

WE WOULD SIT DOWN WITH THAT PRINCIPLE AND HAVE A CONVERSATION ABOUT WHAT DO THEY EXPERIENCE, WHAT ARE THEY SEEING, ALSO GETTING THE OFFICERS INVOLVED THAT DEAL WITH THE SITUATION DAY IN, DAY OUT.

THAT INPUT IS VERY IMPORTANT.

WE ALSO LISTEN TO COMMUNITY INPUT IF THERE'S SOMETHING THAT THE COMMUNITY SEES OR HAS SOME CONCERNS, OR MAYBE THEY HAVE SOME ONGOING ISSUES THAT MAY NOT BE A PERMANENT ASSIGNMENT.

IT MAY BE TEMPORARY TO DEAL WITH WHATEVER THE ISSUE MAY BE AND THEN WE SEND THE OFFICER BACK TO THE ORIGINAL CAMPUS.

[01:55:03]

WE'RE CONSTANTLY EVALUATING THE NEED FOR OFFICERS WHERE WE NEED TO SEND THEM AND READJUSTING AS NEEDED.

>> HOW DOES ONE START THAT? IS THAT AN EXECUTIVE DIRECTOR WHO STARTS THAT?

>> JUST REACHING OUT, HAVING A CONVERSATION.

WE DON'T MAKE IT DIFFICULT.

THEY JUST SEND AN EMAIL AND WE'LL SIT DOWN AND WORK WITH THEM ALL NIGHT.

>> THANK YOU.

>> THANK YOU. TRUSTEE MIKE, TRUSTEE MICHIGAN.

>> THANK YOU FOR THE REPORT IN YOUR WORK IN THIS AREA.

I JUST WANT TO CONNECT THIS TO ANOTHER ITEM THAT WE'LL BE DISCUSSING LATER.

I THINK IT'S ITEM 14A ON CHANGING THE CALENDAR A LITTLE BIT TO NOT HAVE STUDENTS IN SCHOOL DURING THE ELECTION PROCESS.

THE OTHER THING ABOUT NOT BEING AN EXPERT ABOUT BULLET PROOF GLASS THAT I'D BE INTERESTED IN KNOWING WHAT THE EXPERT OPINION IS ON WHETHER THAT ACTUALLY CAN BE COUNTERPRODUCTIVE OR NOT.

I DON'T KNOW.

BUT IF WE'RE TALKING ABOUT THIS NIGHTMARE SCENARIO WHERE THERE'S AN ACTIVE SHOOTER INSIDE THE BUILDING.

DOES THE BULLETPROOF CLASS WINDUP PROTECTING THE ACTIVE SHOOTER.

I DON'T KNOW.

BUT IT'S JUST A THOUGHT QUESTION THAT I WOULD LIKE TO KNOW IF IT'S BEEN ADDRESSED. THANKS.

>> FIRST OF ALL, I JUST WANT TO COMMENT ON, THERE IS A DIFFERENCE BETWEEN BULLET RESISTOR SHATTERPROOF GLASS OR FILM AND THEN ALSO BULLETPROOF GLASS.

THE BULLETPROOF GLASS IS VERY EXPENSIVE, BUT THAT IS SOMETHING THAT WE NEED TO THINK ABOUT AND CONSIDER AS WE MOVE FORWARD.

BUT WHAT WE'RE REALLY FOCUSING ON IS THE EXTERIOR OF THE BUILDING; IF SOMEBODY'S TRYING TO GAIN ENTRY INTO THE BUILDING.

THE PRICE THAT WE'RE QUOTING IS MORE ON THE EXTERIOR, THE WINDOWS ON THE OUTSIDE AND THAT'S SO MUCH ON THE INTERIOR.

THAT'S ONE OF THE THINGS AS WE TALKED ABOUT TDGS AND THE DESIGN OF SCHOOLS THAT WE HAVE TO BE MINDFUL OF IS SCHOOLS THAT MAY CONTAIN A LOT OF GLASS.

WHAT DO WE NEED TO PUT IN PLACE TO MAKE SURE THAT OUR KIDS ARE PROTECTED AND WITH THOSE WORK AS EFFECTIVELY WITH ALL THE GLASS.

>> I APPRECIATE THAT. WHEN YOU REVIEW THAT IS COMPLETED, I BE INTERESTED IN THE ANSWER TO THAT QUESTION. THANKS.

>> THANK YOU. TRUSTEE MICHIGAN, TRUSTEE WHITE [INAUDIBLE] TRUSTEE FOREMAN.

>> MY OTHER QUESTION WAS, YOU'RE HIRING THE EMERGENCY MANAGEMENT TEAM, THAT'S A NEW DEPARTMENT?

>> NO, MA'AM. WE'VE HAD THAT DEPARTMENT.

THEIR RESPONSIBILITIES HAVE DRASTICALLY INCREASED AND TO ENSURE THAT WE ARE ABLE TO REALLY DO A LITTLE BIT MORE FACE-TO-FACE HANDS-ON.

WE'VE INCREASED THE SIZE OF THAT DEPARTMENT SO THEY CAN GET OUT AND DO MORE AND BE MORE INVOLVED.

>> ARE THESE DPD OFFICERS?

>> NO. THEY'RE ACTUALLY CIVILIANS.

EMERGENCY MANAGEMENT. YES, MA'AM.

>> WHAT ARE THEIR RESPONSIBILITIES? IS THIS MORE WITH THE EMS. WHAT ARE THEIR RESPONSIBILITIES?

>> THEY WORK WITH ORGANIZATIONS AS FAR AS SAFETY DRILLS.

THEY MAKE SURE THAT THOSE ARE CONDUCTED.

SAFETY PLANS.

WE WORK ON DISTRICT EMERGENCY OPERATION PLANS, CAMPUS EMERGENCY OPERATIONS PLAN.

THEY MAKE SURE THAT THOSE ARE COMPLETED.

IF THERE ANY QUESTIONS THEY HAVE, AN ACTUAL EMERGENCY OCCUR ON THEIR CAMPUS, THEY WOULD ACTUALLY GO OUT TO THAT CAMPUS AND SUPPORT THEM, WORK THROUGH THAT SITUATION.

FOR EXAMPLE, IF THEY HAD A GAS LEAK, THEY WOULD GO OUT AND MAKE SURE THEY HAD TRANSPORTATION, MEALS WERE PROVIDED FOR THE KIDS.

FOR EXAMPLE, SEND THEM TO ANOTHER LOCATION AWAY FROM THE SITUATION.

WE WOULD HAVE REUNIFICATION SITE.

THEY WOULD GO OVER THERE AND SUPPORT THAT MAKES SURE THE PARENTS CAN COME PICK UP THE KIDS AND MAKE SURE THAT'S DONE IN AN ORDER WHERE WE WERE TRACKING, IT'S A LOT OF DIFFERENT THINGS. YES, MA'AM.

>> ALSO I HEARD YOU MENTIONED THAT I THINK YOU SAID TEXAS SCHOOL SAFETY AND TEA WILL ALSO BE DOING?

>> WE'RE STILL WAITING ON WHO'S GOING TO DO THESE IMPROMPTU, THEY CALL THEM INTRUDER CHECKS.

WE'RE WAITING TO SEE WHO WILL BE DOING THOSE.

WE'VE BEEN NOTIFIED UP TO THIS POINT THAT WHEN THEY DO COME OUT, THEY WILL GIVE US A COUPLE OF DAYS NOTICE AND SAY, "HEY, WE'RE COMING OUT TO DO AN INTRUDER CHECK." BUT THEY WILL BE RESPONSIBLE FOR DOING THAT RIGHT NOW.

THEN OF COURSE, WE CONDUCT OUR OWN INTRUDER CHECKS THROUGH EMERGENCY MANAGEMENT.

[02:00:03]

INTERNAL AUDIT, THEY DO INTRUDER CHECKS AND WE WORK TOGETHER ON THAT.

>> ON YOUR SURVEYS, YOU SAID THAT YOU HAD ONE THAT HAD 47 QUESTIONS AND ALSO 315 QUESTIONS.

I WILL BE INTERESTED TO KNOW WHAT THE DEFICIENCIES ARE THAT YOU OBTAINED FROM THESE QUESTIONNAIRES, NOT JUST FROM MY DISTRICT, BUT FOR THE ENTIRE SCHOOL DISTRICT.

I WILL BE INTERESTED IN KNOWING WHAT WERE SOME OF THE DEFICIENCIES THAT YOU FOUND AND ALSO WHAT ARE SOME OF THE THINGS IF SOME OF THE QUESTIONS WE'RE ASKING WHEN YOU PERFORMED A DRILL, HOW WAS IT? THOSE TYPES OF THINGS. I'LL BE INTERESTED IN KNOWING WHAT YOUR FINDINGS WERE.

THEY ARE ABSOLUTELY CORRECT.

I ACTUALLY AT ONE POINT WAS UNDER THE IMPRESSION THAT WE HAD GOT RID OF ALL OF OUR PORTAL AND AT ONE POINT WE PROBABLY DID AND NOW THEY'RE BACK.

IN SOME PLACES THEY ARE BACK WITH A VENGEANCE.

AS FAR AS FENCING IS CONCERNED, I THINK THAT'S SOMETHING THAT WE CAN ADDRESS NOW, MAINLY WITH OUR ELEMENTARY AND MIDDLE SCHOOLS.

THAT WAS ONE OF THE THINGS THAT WAS MENTIONED TO ME BY ONE OF THE PRINCIPLES THAT WAS NEEDED.

THAT OF COURSE, I AM REPORTING OUT TO THE PROPER ADMINISTRATOR, BUT I JUST THINK THAT THAT NEEDS TO BE A PRIORITY ON THE ELEMENTARY AND MIDDLE SCHOOL CAMPUSES.

I UNDERSTAND IT'S JUST A BARRIER, JUST LIKE DOORS ARE A BARRIER, BUT IT WOULD DEFINITELY HELP, AND I KNOW THAT'S NOT YOUR PURVIEW, BUT WHEN IT COMES TO SAFETY, THAT DOESN'T NEED TO BE ADDRESSED.

IT WILL KEEP PEOPLE FROM JUST BEING ABLE TO WALK FREELY INTO THE CAMPUS IN THE PLACES WHERE WE HAVE FENCES IF WE CAN GET SOME FORM OF DATA.

>> THANK YOU FOR YOUR CONSIDERATION.

TRUSTEE WHITE, WE ARE HAVING DISCUSSIONS AROUND FENCING AROUND OUR ELEMENTARY AND MIDDLE SCHOOL CAMPUSES, IT'S UNDER DISCUSSION WITH OUR TEAM. THANK YOU.

>> THANK YOU, TRUSTEE WHITE. TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE JOHNSON.

>> THANK YOU. I'VE GOT A FEW QUESTIONS AND IF YOU'VE ALREADY ANSWERED THESE QUESTIONS, I APOLOGIZE FOR BEING LATE.

BUT I DO HAVE A JOB.

I WANT TO START OUT WITH THE SECURE VESTIBULE.

HAVE WE TAKEN AN INVENTORY ON HOW MANY SCHOOLS ACTUALLY HAVE THE SECURED VESTIBULE AND HOW MANY DO NOT? DO WE HAVE IT BY ELEMENTARY, MIDDLE, AND HIGH SCHOOL?

>> AT THIS TIME, WHAT WE'RE DOING IS WE HAVE A CROSS DIVISIONAL TEAM THAT'S WORKING TOGETHER TO TAKE ON AN ACCOUNT OF MANY OF THE SECURITY MEASURES THAT WE HAVE ACROSS DALLAS ISD, INCLUDING THE SECURE VESTIBULE, AND I'M SURE CHIEF LAWTON CAN ELABORATE, BUT WE'RE LOOKING ACROSS ALL OF OUR SECURITY BARRIERS AND EQUIPMENT AND TOOLS AND RESOURCES [OVERLAPPING]

>> THANK YOU [INAUDIBLE] TO ME, THAT IS ONE OF THE MAIN ISSUES IN TERMS OF SECURITY.

HAVE WE LOOKED AT WHICH SCHOOLS HAVE SECURE VESTIBULE BECAUSE I KNOW THE ONES IN MY AREA PRETTY MUCH THAT DO AND I KNOW THE ONES THAT DON'T, AND WHEN I LOOK AT THE CONSTRUCTION OF THE OLDER SCHOOLS, THE OFFICE IS DOWN THE HALL, SO SOMEBODY IS IN THE BUILDING BEFORE YOU KNOW IT, AND SO THAT'S THE CONCERN.

>> YES, MA'AM. WE ARE LOOKING AT IT ON THE PROJECTS WE'VE LAUNCHED IN 2020 BOND.

WE'RE DOING SECURE VESTIBULE AND I'M ALSO WORKING WITH CHIP YIELDS GROUP TO GET THAT SURVEY.

IT'S JUST NOT COMPLETE RIGHT NOW.

>> WE'RE NOT GOING OUT TO THE SCHOOLS AND LOOKING OURSELVES.

WE'RE JUST WAITING ON A SURVEY TO COME BACK TO IDENTIFY?

>> NO.

>> RIGHT NOW A SPREAD SOME RAY IS AS GREAT AND CHIEF LAUNCH TEAM HAS CREATED A SPREADSHEET.

FROM VESTIBULES TO CAMERAS TO KEY CARD READERS, EVERYTHING IS ON THIS AND RIGHT NOW THERE'S A CHECKLIST.

YES, THEY HAVEN'T. NO, THEY DON'T HAVE IT.

IF THERE'S AN ISSUE WITH IT.

I WANT TO SAY THAT LAST MEETING WE HAD, THERE WERE PROBABLY ABOUT 60 PERCENT COMPLETE WITH THAT ENTIRE LIST.

TO INCLUDE THE INTRUDER CHECKS THAT TOOK PLACE THIS SUMMER, WHAT INTRUDER CHECKS NEEDED TO TAKE PLACE IN THE FUTURE? DOORS, IT HAS EVERYTHING.

IT'S A COMPREHENSIVE LIST.

[02:05:02]

I BELIEVE CHIEF LATTENS GROUP ALSO HAD TO REPORT BACK TO TEA ON WHERE THE EXTERIOR DOORS ARE LOCATED AND THE HARDWARE THAT THEY HAD AND ALL OF THAT.

>> I DO UNDERSTAND THAT, BUT I WANT TO REITERATE MY POSITION.

THAT IS THAT WE TAKE A STRONG LOOK AT THE SECURE VESTIBULES.

BECAUSE ACTUALLY SOMEONE CAN ENTER THE BUILDING, THE OLDER BUILDINGS, THEY CAN ENTER THE BUILDING BEFORE YOU EVEN KNOW THAT THEY ARE THERE, BECAUSE THE OFFICERS ARE DOWN THE HALL.

I KNOW YOU'VE GOT A SPREADSHEET AND I KNOW YOU'RE WORKING IN TANDEM, BUT IT WOULD BE REALLY IMPORTANT TO HAVE THAT INFORMATION BECAUSE THAT'S A SPRINGBOARD TO WHERE I THINK YOU SHOULD BE GOING.

>> TRUSTEE FOREMAN, WE WILL DO INDIVIDUAL CHECKS AND WE'LL MAKE SURE WE GET THE VESTIBULES AT THE TOP OF THE LIST TO PROVIDE ALL OF YOU WITH WHICH SCHOOLS HAVE THEM, WHICH ONES ARE IN, LET'S SAY MAYBE THEY'RE IN A PROCESS, WHICH ONES ARE MAYBE FOR THE 2020 BOND, WHICH WE HAVEN'T BEEN ANY WORK AND WHICH ONES WE DON'T HAVE ANYWHERE ON THE RADAR SO WE CAN BE TRANSPARENT.

I THINK THAT'S WHAT YOU'RE ASKING FOR. YES MA'AM.

>> I KNOW IT CAN'T BE DONE OVERNIGHT, BUT I THINK IT IS SOMETHING THAT WE NEED TO PAY CLOSE ATTENTION TO.

THE NEXT QUESTION IS TIP, YOU TALKED ABOUT THE LIMITED NUMBER OF OFFICERS THAT YOU HAVE.

IF A CAMPUS MIGHT NEED SOME ADDITIONAL SECURITY, WE DON'T HAVE ENOUGH OFFICERS MAYBE TO FULFILL THAT.

BUT HAVE WE LOOKED AT HOW WE MIGHT BE ABLE TO ENHANCE THE SECURITY MEASURES BY HIRING MORE OUTSIDE FIRMS TO COME IN AND ASSIST US?

>> SO CURRENTLY, FOR SOME, WE DO UTILIZE AN OUTSIDE FIRM RIGHT NOW FOR SOME OF OUR AREAS.

AS FAR AS IN OUR SCHOOLS, THAT'S ALWAYS A POSSIBILITY OF LOOKING AT GOING OUTSIDE.

MY CONCERN IS THE QUALITY OF THE INDIVIDUALS THAT WE BRING IN AND THE PROCESS THAT WE USE.

SO IT COULD BE DONE, BUT WE WOULD DEFINITELY HAVE TO MAKE SURE THAT WE PICK THE RIGHT ONE.

>> LET ME GIVE AN EXAMPLE.

>> YES MA'AM.

>> OVER AT KIMBALL HIGH SCHOOL, WE HAVE SPREAD THAT IS ATTACHED AND YOU HAVE THIS BIG PARKING LOT WHICH IS NOT SECURE.

AND SO PEOPLE ARE ABLE TO ENTER AND EXIT FROM BOTH SIDES.

TO ME, IT WOULD MAKE MORE SENSE BECAUSE AT ONE TIME THEY DID HAVE A SECURITY GUARD TO CONTROL THAT PARTICULAR ACCESS.

WHEN I TALK ABOUT HIRING SOMEONE OUTSIDE, THOSE ARE THE SITUATIONS AND THEY MAY BE ONE-OFFS WHICH WILL NOT REQUIRE AN OFFICER, BUT MAYBE A SECURITY GUARD WOULD BE ABLE TO MANAGE THOSE THINGS.

THAT'S JUST ONE EXAMPLE THAT I KNOW, BUT I'M SURE THOSE EXAMPLES ARE THROUGHOUT THE DISTRICT.

I THINK THAT'S SOMETHING WE SHOULD TAKE A LOOK AT.

>> ARE YOU REFERRING TO LIKE A PARKING LOT ATTENDANT?

>> YEAH. BUT THEY GOT ON A UNIFORM.

IT MAKES A LITTLE BIT OF DIFFERENCE.

I JUST THINK WE NEED TO LOOK AT THAT ALSO.

I HEARD YOU TALK ABOUT THE SURVEY THAT'S BEING DONE.

BUT IS THERE A WRITTEN PROCESS WHERE PRINCIPALS AND EDS WILL BE ABLE TO COMMUNICATE WHAT THEIR CONCERNS ARE AND GET A RESPONSE TO THEIR CONCERNS?

>> TRUSTEE FOREMAN ARE YOU SPEAKING IN REGARDS TO SECURITY?

>> ON SECURITY.

>> SO WE TYPICALLY TAKE THOSE CONCERNS FROM THE PRINCIPAL TO THE EXECUTIVE DIRECTOR, I GUESS I'D NEED MORE.

>> WHAT I'M SAYING IS A LOT OF TIMES WHEN PRINCIPALS AND EXECUTIVE DIRECTORS WAGE A CONCERN, IT GOES UP THE PIPE, BUT THEY DON'T HEAR BACK WHAT NEEDS TO BE DONE OR SOMETIMES THEY'RE NOT EVEN INVOLVED IN WHAT'S DONE AND I'M ONLY SPEAKING FROM THE SECURITY ISSUE BECAUSE THIS IS SUCH A HOT TOPIC.

IT JUST WOULDN'T MAKE SENSE TO ME FOR A PROCESS TO BE IN PLACE WHERE THEY COULD SEND THE INFORMATION AND WHAT THEY THINK IS WRONG AND THEN BE ABLE TO GET A RESPONSE RATHER THAN WAITING TO SEE WHAT'S GOING TO BE DONE NEXT.

FOR INSTANCE, IF FOR THE KIMBALL SITUATION THAT I JUST SPOKE OF, PRINCIPAL SMITH MIGHT KILL ME FOR BRINGING THIS UP.

BUT IF HE SENT A MESSAGE TO THE CHIEF REGARDING SECURITY AND THAT'S ONE OF THE ISSUES,

[02:10:08]

THERE SEEMS TO ME THAT THERE SHOULD BE A PROCESS THAT THE CHIEF COULD ACTUALLY ANSWER HIM ON TERMS OF WHAT'S GOING TO BE DONE OR WHAT'S NOT GOING TO BE DONE, SO THE PRINCIPAL WOULD KNOW HE OR SHE.

>> I'LL TELL YOU TRUSTEE FOREMAN, WE DO THAT NOW EVERY DAY.

IF WE HAVE A CONCERN FROM A PRINCIPAL OR THEY'RE CONCERNED ABOUT SOMETHING GOING ON THEIR CAMPUS, WE'LL GO OUT AND DO A SECURITY ASSESSMENT.

WE'LL DO THAT DEPENDING ON WHAT IT IS.

IF IT'S RELATED TO JUST REALLY NEEDING PERSONNEL, WE'LL WORK THROUGH OUR FIELD SERVICES IF IT'S AN ASSESSMENT THAT NEEDS TO BE DONE, AGAIN, THAT'S SOMETHING THAT OUR EMERGENCY MANAGEMENT WOULD DO ALONG WITH THE OFFICER THAT'S RESPONSIBLE FOR THAT AREA.

AND THEY WILL GO OUT AND HAVE THAT CONVERSATION AND WORK AND COME UP WITH A PLAN ON HOW TO IMPROVE THE SECURITY AT THAT LOCATION.

SO WE'LL DO THAT ALL THE TIME.

>> SIR CAN I BE HONEST WITH YOU.

>> YES, MA'AM.

>> I ASKED THAT QUESTION BECAUSE FOR ME IT WOULD BE GOOD TO KNOW WHAT THE PRINCIPALS ARE SAYING, THE ISSUES ARE, AND THEN HOW WE'RE RESPONDING TO THEM.

THAT'S WHY I ASKED ABOUT THE PROCESS.

>> WE CAN DEFINITELY PUT SOMETHING IN PLACE FOR OUR SCHOOL LEADERSHIP AND WORK CLOSELY WITH SECURITY SERVICES TO ENSURE THAT WE HAVE A PROCESS IN PLACE. THANK YOU. I APPRECIATE.

>> AT SOME POINT WE MIGHT WANT TO REVIEW WHAT THE PRINCIPALS HAVE SAID AND MAKE SURE THAT WE'VE BEEN ABLE TO DELIVER WHAT THEY NEED.

I THINK THAT'S ALL THE QUESTIONS FOR RIGHT NOW. THANK YOU.

>> THANK YOU TRUSTEE FOREMAN.

TRUSTEE JOHNSON.

>> YES. I WANT TO PIGGYBACK OFF OF WHAT TRUSTEE MARSHALL WAS SAYING EARLIER.

I REMEMBER WHEN WE WAS AT VILLAGE FAIR.

AND BEFORE YOU GO OUT THOSE DOORS, YOU POP IT AND IT BUZZ AND IT HOLDS YOU FOR A SECOND, THEN YOU HAVE TO LET IT GO THEN IT'LL FINALLY RELEASE.

SO I THINK THAT'S WHAT TRUSTEE MARSHALL WAS SAYING BECAUSE WE ACTUALLY HAVE THAT. I'VE SEEN IT WORK.

IT PROTECTS PEOPLE FROM GETTING IN AND ALSO PROTECTS PEOPLE FROM TRYING TO GET OUT.

YOU TRYING TO OPEN UP THAT DOOR TO LET SOMEONE IN, IT BUZZ AND IT BRINGS A LOUD NOISE THAT GETS EVERYBODY'S ATTENTION.

IS THAT SOMETHING THAT WE CAN PUT AT EVERY DOOR BECAUSE AS TRUSTEE MARSHALL HAVE SAID, I'VE SEEN PEOPLE COME IN DOORS AND DON'T GO THROUGH THE FRONT DOOR OR ANYTHING.

>> YEAH. I'M VERY FAMILIAR WITH WHAT YOU'RE TALKING ABOUT.

WE ARE DOING SOMETHING CALLED DOOR SENSORS.

I KNOW THE SYSTEM YOU'RE TALKING ABOUT, IT ACTUALLY WILL NOT LET YOU EXIT FOR A FEW SECONDS.

>> YES.

>> THEN PREVENT PEOPLE FROM HEADING OUT, KEEPS THE KIDS AND ALSO COME IN, BUT ALSO WHAT WE'RE DOING AND WE'VE WORKED WITH CONVERGENT AND ACTUALLY WE'VE INSTALLED THIS IN OUR SCHOOLS.

WE'RE IN THE PROCESS OF INSTALLING IT NOW, BUT WE HAVE THE EXTERIOR DOORS THAT HAVE SENSORS ON THEM.

FROM THE FRONT OFFICE, YOU WILL KNOW WHEN A DOOR IS OPEN, BUT IT'S NOT WORKING THE WAY THAT YOU'RE TALKING ABOUT.

SO THAT IS DEFINITELY AN OPTION AND WE COULD PRICE THAT TO SEE WHAT THAT WOULD LOOK LIKE IN THE SCHOOL.

>> YEAH, I THINK THAT'D BE GREAT.

I DON'T KNOW WHAT TRUSTEE MARSHALL IF HE'S SEEN IT.

I'VE SEEN IT, SOMETHING LIKE THAT.

BUT I KNOW WHEN I EXPERIENCED IT, I THOUGHT THAT WAS GREAT BECAUSE AGAIN, IT IS VERY LOUD.

IT'S NOT ANNOYING, BUT IT'S LOUD ENOUGH TO GET EVERYONE'S ATTENTION.

IF YOU'RE ON A HALLWAY, THAT SHOULD NOT BE HAPPENING.

AND ALSO THE KIDS KNOWING THAT I CAN'T JUST RUN OUT THE DOOR BECAUSE YOU CAN'T PROP THE DOOR AND LET SOMEONE ELSE IN.

I THINK THAT'LL BE GREAT AS FAR AS SAFETY.

I DON'T KNOW IF THEY STILL HAVE THAT AND THINK RIGHT NOW IS THE CAREER INSTITUTE.

I DON'T KNOW IF THOSE ARE STILL ACTIVE, BUT I THINK THAT IS SOMETHING THAT WILL BE A GREAT TOOL ESPECIALLY ON THE DOORS.

BECAUSE WHAT WE DID WHEN WE EXPANDED THE BUILDINGS, WE DIDN'T EXPAND THE SECURITY, WE DIDN'T EXPAND THE PERSONNEL.

OUR SCHOOLS GOT BIGGER AND WE DID A GREAT JOB AS FAR AS RENOVATING AND GETTING NEW SCHOOLS.

BUT THE EMPLOYEES, WE DON'T HAVE CERTAIN PEOPLE MANNED AT CERTAIN DOORS JUST AS A LACK OF PERSONNEL LIKE EMPLOYMENT.

WE NEED MANPOWER TO DO THAT, BUT I THINK THAT'LL BE A GREAT SOLUTION AND I'VE SEEN IT WORK.

>> I WOULD DEFINITELY LOOK AT THAT TRUSTEE JOHNSON.

>> THANK YOU.

>> THANK YOU, TRUSTEE JOHNSON, I DON'T SEE ANY OTHER COMMENTS OR QUESTIONS.

THANK YOU FOR THE TIME AND THE PRESENTATION.

CHIEF LAWN. NEXT, WE HAVE THE M/WBE QUARTERLY REPORT. ELAZADA.

>> I SEE OUR TEAM COMING UP I WAS AT AN EVENT EARLIER.

[02:15:04]

I THINK IT WAS THIS WEEK.

IT MIGHT HAVE BEEN LAST WEEK I DON'T KNOW.

ALL THE DAYS ARE COMING TOGETHER AND THERE WERE VERY COMPLIMENTARY OF THE SUPPORT THEY'VE RECEIVED FROM OUR M/WBE TEAM.

THERE WAS A LOT OF PRAISE FOR THE LAST COUPLE OF YEARS, BEING ABLE TO HAVE SOMEONE HELP THEM THROUGH THE PROCESS OF WHAT DO I NEED TO DO, SIMPLIFYING SOME THINGS.

WITH THAT, I'LL TURN IT OVER TO OUR TEAM.

>> THANK YOU DR. ELAZADA.

THAT JUST GOES TO SHOW BASIC OUR NUMBER ONE PRIORITY IS TO INCREASE THE UTILIZATION OF M/WBE VENDORS SO WE DO A LOT OF THINGS TO MAKE SURE.

BUT ANYWAY, I WANT TO THANK YOU ALL FOR THE OPPORTUNITY FOR MS. PARTY AND I TO PRESENT M/WBE FOURTH-QUARTER REPORT.

IF YOU LOOK AT THE FIRST SLIDE, WE HAVE A LIST OF THE DIFFERENT INITIATIVES, PROGRAMS, AND EVENTS THAT HAVE BEEN COMPLETED DURING THE FOURTH-QUARTER AND THROUGHOUT THE YEAR.

BUT I WOULD LIKE TO HIGHLIGHT JUST A FEW OF THEM.

FIRST, WE HAVE UPDATED OUR M/WBE AWARDED VENDOR DIRECTORY.

BASICALLY THAT DIRECTORY HAS A LIST OF ALL OF THE M/WBE OF VENDORS, CONTACT INFORMATION, ETC.

WE'VE PRESENTED THAT DIRECTORY AT THE DALLAS ISD BUSINESS ACADEMY THIS SUMMER, AND WE'RE IN THE PROCESS OF MAKING PRESENTATION WITH DIFFERENT DEPARTMENTS THROUGHOUT THE DISTRICT.

SECOND, WE'RE REALLY EXCITED THAT THE M/WBE DEPARTMENT RECEIVED AN AWARD AS THE SUBCONTRACTOR USA'S SUPPLIER DIVERSITY AWARD.

THIS IS A STATEWIDE RECOGNITION THAT WE HAVE RECEIVED FOR THE LAST TWO YEARS.

NEXT, WE HAVE THE M/WBE DEPARTMENT, ALONG WITH CONSTRUCTION SERVICES, WERE BEING SUPPORTED BY FOUR DIFFERENT COMPANIES AND OF THE FOUR COMPANIES, ALL FOUR OF THEM HAVE BEEN ON THE LIST.

BASICALLY WHAT IT IS, IT'S A LIST OF THE NATION'S TOP 50 PROGRAM MANAGEMENT FIRMS. THEREFORE, WE HAVE THE PRIVILEGE, EXCUSE ME, OF BEING SUPPORTED BY FOUR THE TOP FIRMS IN THE NATION, AND THIS IS FROM ENGINEERS AND NEWS RECORD.

WE COMPLETED A FOURTH BOND ACADEMY THIS YEAR.

WE HAVE 18 NEW COMPANIES THAT HAVE COMPLETED THE ACADEMY AND NOW THEY'RE IN A POSITION TO BE ABLE TO APPLY FOR BONDS, INSURANCE, OR TO EXPAND OR INCREASE THEIR BONDING CAPACITY.THE M/WBE AND CONSTRUCTION SERVICES HAVE COLLABORATED.

BASICALLY FOR A VERY IMPORTANT EVENT AND THAT WAS THE CONSTRUCTION BID PREVIEW.

THE PURPOSE OF THE CONSTRUCTION BID PREVIEW IS TO SHOWCASE THE DALLAS ISD'S 2020 CONSTRUCTION ACTIVITIES AND PROJECTS THAT WE HAVE AVAILABLE.

IN THAT EVENT, WE HAD 379 ATTENDEES AND A 114 OF WE HAD DIFFERENT ARCHITECTS AND STRATEGIC PARTNERS THAT PARTICIPATED.

WE'RE REALLY EXCITED ABOUT THAT AND WE WANT TO THANK MR. MARLON BROOKS THE PRINCIPAL OF PINKSTONS HIGH SCHOOL.

AT THIS POINT, I WOULD LIKE TO THANK MR. DWIGHT THOMPSON AND BRENT ALPHA FOR THEIR SUPPORT THROUGH ALL OF THIS.

NEXT WE WILL HAVE MS. PARTY WHO WILL SHARE THE M/WBE FOURTH-QUARTER DATA.

>> THANK YOU, MR. WILLIAMS I START TO APPRECIATE YOU.

TO OUR BOARD OF TRUSTEES AND SUPERINTENDENT I WILL PRESENT THE M/WBE UTILIZATION REPORT.

THE FIRST SLIDE YOU HAVE BEFORE YOU IS THE 2020 BOND PROGRAM.

THE INITIAL PAYMENTS WITHIN THE BOND PROGRAM UP TO INCLUDING JUNE 30TH, 2022.

THIS IS A CUMULATIVE REPORT BROKEN DOWN BY CONSTRUCTION AND PROFESSIONAL SERVICES.

IN THE CONSTRUCTION CATEGORY, WE HAVE A 30 PERCENT BOARD ESTABLISHED M/WBE GOAL.

THE ACTUAL UTILIZATION WAS 40.73 PERCENT.

FOR BOND FUNDED PROFESSIONAL SERVICES, WE HAVE A 35 PERCENT.

M/WBE GOAL AND THE ACTUAL UTILIZATION WAS 35.25 PERCENT.

FOR THE 2020 BOND PROGRAM PAYMENTS,

[02:20:03]

WE HAVE EXCEEDED THE GOAL IN BOTH RESPECTIVE CATEGORIES.

THE NEXT SLIDE BEFORE YOU IS A SNAPSHOT, CUMULATIVE TO DATE OF THE 2015 BOND PROGRAM FOR A CONSTRUCTION GOAL OF 30 PERCENT IN THE M/WBE CATEGORY.

OUR ACTUAL UTILIZATION WAS 53.52 PERCENT.

FOR BOND FUNDED PROFESSIONAL SERVICES, WE HAVE A 35 PER CENT BOARD ESTABLISHED M/WBE GOAL AND THE ACTUAL UTILIZATION WAS 39.48 PERCENT.

WE HAVE ACHIEVED THE GOAL AND EXCEEDED THE GOAL IN BOTH OF THOSE RESPECTIVE CATEGORIES.

THE NEXT SLIDE WE HAVE BEFORE YOU IS THE 2008 BOND PROGRAM, WHICH IS VERY NOMINAL DOLLARS THAT WE CAPTURED FOR THIS QUARTER BUT KEEPING WITH THAT SAME VEIN, WE HAVE THE BEGINNING OF THE BOND PROGRAM FOR 2008 PAYMENTS UP THROUGH AND INCLUDING JUNE 30TH, 2022.

WE HAVE A CONSTRUCTION GOAL OF 30 PERCENT.

THE ACTUAL UTILIZATION WAS 49 PERCENT.

WE HAVE A 35 PERCENT GOAL FOR PROFESSIONAL SERVICES AND THE ACTUAL UTILIZATION WAS 39 PERCENT.

AS WE DRAW CLOSE WITH THE 2008 BOND PROGRAM, WE ARE EXCEEDING THE GOAL IN BOTH RESPECTIVE CATEGORIES.

THE NEXT SLIDE THAT I HAVE BEFORE YOU IS THE BRIDGE PROGRAM.

THAT PARTICULAR CATEGORY FOR BOND FUND THE CONSTRUCTION 73 PERCENT UTILIZATION IN COMPARISON TO A 30 PERCENT BOARD ESTABLISHED M/WBE GOAL FOR CONSTRUCTION AND BOND FUNDED PROFESSIONAL SERVICES THE GOAL IS 35 PERCENT.

WE FEEL A LITTLE SHORT AS WE COME TO THE CLOSE OF THE BRIDGE PROGRAM PAYMENTS, WE ACTUALLY HAD 25 PERCENT.

THE NEXT SLIDE WE HAVE BEFORE YOU IS A BREAKOUT OF CONSTRUCTION MANAGEMENT AT RISK DALLAS.

THOSE ARE OUT A COMBINATION OF ALL THE PHONES ARE ASSOCIATED WITH CONSTRUCTION MANAGER AT RISK, ALSO KNOWN AS CMAR PAYMENTS FOR PROFESSIONAL SERVICES.

WE HAD A GOAL OF 35 PERCENT.

THE TOTAL M/WBE UTILIZATION WAS 76.2 PERCENT.

FOR BOND FUNDED CONSTRUCTION, WE HAVE A GOAL OF 30 PERCENT.

THE TOTAL M/WBE UTILIZATION WAS 50.35 PERCENT AS OF JUNE 30TH, 2022.

AGAIN THIS IS A CUMULATIVE REPORT CONSISTING OF ALL CMAR PAYMENTS.

THE NEXT SLIDE ON ANALYSIS WE HAVE BEFORE YOU IS FUND 199, GENERAL OPERATING.

IT EXCLUDES ANYTHING WITH THE BOND FUND AND PROCUREMENTS.

WE HAVE A OVERALL CUMULATIVE TO DATE FOR FISCAL YEAR '21 THROUGH '22, 15.48 PERCENT IN COMPARISON TO A GOAL OF 30 PERCENT.

ALSO, WE'VE SHARED WITH YOU THE QUARTERLY COMPARISONS.

QUARTER 1 WAS 14.7, QUARTER 2 13.6 PERCENT, QUARTER 3 15.5 PERCENT.

WITH OUR HIGHEST QUARTER FOR THE FOURTH QUARTER, WHICH WAS 19 PERCENT, GIVING US A CUMULATIVE OF 15.48 PERCENT IN COMPARISON TO OUR 30 PERCENT GOAL.

THE NEXT ONE IS DISTRICT-WIDE.

EVERYTHING EXCLUDING OUR BOND FUNDS THAT INCLUDE YOUR FULL AND CHILD NUTRITION, YOUR GRANTS, YOUR FUND 199, ETC.

OUR CUMULATIVE TO DATE FOR THE FISCAL YEAR '21 THROUGH '22 IS 14.14 PERCENT IN COMPARISON TO A 30 PERCENT M/WBE GOAL.

ALSO, WE HAVE JUST A SNAPSHOT OF OUR ELECTRONIC BID ANALYSIS.

THESE ARE THE ELECTRONIC BIDS, THEY COME THROUGH PROCUREMENT SERVICES.

IT DOES NOT INCLUDE ANY HARD COPY BIDS.

AS FAR AS THE M'WBES THAT ARE ACTUALLY BIDDING ON DALLAS ISD WORK, WE HAVE THE NUMBER THAT HAVE BEEN AWARDED DALLAS ISD WORK IN COMPARISON TO THE PAYMENTS THAT THEY HAVE BEEN RECEIVED.

WE WILL ALSO LIKE TO TAKE THIS OPPORTUNITY TO HIGHLIGHT SOME OF OUR AWARDED MINORITY AND WOMEN-OWNED BUSINESSES.

THEY HAVE GONE THROUGH A COMPETITIVE PROCUREMENT PROCESS AND HAVE BEEN NOMINATED FOR AN AWARD.

THEY ARE DISTRICT WIDE VENDORS.

WE HAVE ROSE KEY, 17 YEARS WITH DALLAS ISD, 14 YEARS ALA CARTE, WHICH IS A CATERING COMPANY.

CHALLENGE OFFICE PRODUCTS, HAVE BEEN WITH THE DISTRICT FOR 12 YEARS AND ARE REALLY GEARED 22 YEARS.

[02:25:01]

AGAIN, THESE ARE SOME OF OUR VENDORS THAT HAVE RECEIVED AWARDS THROUGH DALLAS ISD.

THAT IS THE M/WBE PRESENTATION.

WE WOULD NOW LIKE IT OPEN TO ANY QUESTIONS THAT YOU MAY HAVE.

AGAIN, THANK YOU FOR YOUR SUPPORT.

>> THANK YOU BOTH FOR THE PRESENTATION.

TRUSTEE FORMING ON THE FLOOR.

>> GOOD AFTERNOON.

>> GOOD AFTERNOON.

>> FIRST AND FOREMOST, YOU GUYS KNOW HOW I FEEL ABOUT YOUR WORK.

I THINK IT'S STELLAR WORK.

I THINK THROUGH THE YEARS HAVE BEEN ABLE TO PROVE THAT YOU'RE IN THE GAME FOR ALL THE RIGHT REASONS.

KNOW THAT I APPRECIATE YOU.

I DO HAVE A FEW QUESTIONS IN REGARDS TO WHEN I'M LOOKING AT THE 2020 BOND, AND THEN I COMPARE IT TO THE 2015 BOND, IT LOOKS LIKE THE 2015 BOND OUTPACED THE 2020 BOND IN TERMS OF MINORITY PARTICIPATION.

WHEN I SAY THAT I'M REFERRING TO THE GOLD AND THEN THE UTILIZATION.

IF YOU LOOK AT THE CONSTRUCTION, IT WAS 30 PERCENT AND WE'RE AT 40.73 PERCENT IN THE 2020.

BUT WHEN I LOOK AT THE 2015 BOND, THE GOAL WAS STILL 30 PERCENT, BUT WE WERE AT 53.52 PERCENT.

I POINT THAT OUT BECAUSE I'VE HEARD BEFORE AT THIS TABLE THAT WE WERE DOING MUCH BETTER.

BECAUSE WE HAVE CMAR.

I WANT TO JUST MAKE SURE THAT THERE'S A CLEAR UNDERSTANDING AND THE SEPARATION SHOULD BE THERE.

WE STILL HAVE A LONG WAYS TO GO WHEN IT COMES TO CMAR.

HOW WE'RE GOING TO MAKE SURE THAT THESE DOLLARS ARE SPENT WITH MINORITY CONTRACTORS AT THE SAME RATE OR BETTER THAN IT WAS ON THE 2015 BOND.

I HAVE ONE OTHER QUESTION.

LET ME JUST TRY TO LOOK HERE REAL QUICK.

YOUR REPORT, IT'S PAGE 8.

>> YES.

>> ON THE CONSTRUCTION MANAGER AT RISK TOTAL M/WBE UTILIZATION.

AM I TO GLEAN FROM THIS REPORT THAT THE TOTAL DOLLAR AMOUNT THAT WE HAVE CONTRACTS FOR CMAR IS 113 MILLION OR IS IT LARGER THAN THAT? MAYBE YOU CAN ANSWER THAT FOR ME.

>> YEAH, I DON'T HAVE THE EXACT NUMBER IN FRONT OF ME, BUT IT SHOULD BE LARGER THAN THAT BECAUSE IT WOULD INCLUDE NOT ONLY TJ, I KNOW WALNUT HILL AND WE ALSO HAVE WEST DALLAS STEM.

I'D HAVE TO PULL IT OFF NUMBER.

>> DO YOU UNDERSTAND WHERE I'M GOING WITH THIS? IS THAT THIS NUMBER DOESN'T REFLECT ALL OF THE DOLLARS THAT WE HAVE IN CMAR, THE 113 TOTAL?

>> THIS REPORT IS REFLECTIVE OF THOSE FOUR SCHOOLS, MS. TAFRI.

IT DOES INCLUDE EVERYTHING THAT HAS BEEN PAID UNDER THE CMAR, NOT JUST THIS.

>> THIS IS THE PAID AMOUNT, NOT THE CONTRACT AMOUNT.

>> THAT'S CORRECT.

>> MAYBE WHAT I NEED IS TO HAVE THE CONTRACTED AMOUNT ALSO.

BECAUSE THAT'S CONFUSING WHEN I LOOK AT THIS.

I NEED THE CONTRACTED AMOUNT, ALSO ADD IT TO THIS BECAUSE THAT'S JUST THE PAID AMOUNT.

WE'VE GOT HUNDREDS OF MILLIONS OF DOLLARS IN CMAR CONTRACTS.

THERE ARE DIFFERENT PHASES.

THAT WILL BE IMPORTANT TO ME, BUT JUST PAY CLOSE ATTENTION THAT WE'RE NOT TRACKING AT THE SAME RATE, WHICH I TOLD YOU WE WOULDN'T WITH CMAR. THANK YOU.

>> ANY OTHER QUESTIONS OR COMMENTS, TRUSTEES? ALRIGHT. THANK YOU VERY MUCH.

>> THANK YOU.

[9. MINUTES SUBMITTED FOR APPROVAL]

>> THE NEXT ITEM WE HAVE ON THE AGENDA IS A REFERENCE TO THE MINUTES.

THE TRUSTEES, THE MINUTES WILL BE SENT TO YOU PRIOR TO THE BOARD MEETING.

MOVING ON TO ITEM 10 OF THE AGENDA, STATUTORY ITEMS.

[10. STATUTORY ITEMS]

ARE THERE ANY QUESTIONS ITEMS 10A, 3D?

>> 10 D.

>> ALL RIGHT. TRUSTEE MACKEY?

>> YES. THANK YOU. THIS IS THE TAX RATE APPROVAL FOR THIS YEAR, AND I THINK WE ASK THIS QUESTION EVERY SINGLE YEAR, BUT I JUST WANT TO BE UNDERSTOOD AND HELPED ME TO FULLY UNDERSTAND IT AGAIN.

[02:30:05]

WHEN WE LOOK AT THE ITEM, THE PROPOSED TAX RATE THAT WE ARE CONSIDERING TO LEVY IS 0.9429 FOR THE PURPOSE OF MAINTENANCE AND OPERATIONS AND 0.242035 FOR THE PURPOSES OF PRINCIPAL AND INTERESTS, IS THAT CORRECT?

>> YES, THAT IS CORRECT.

>> IN LOOKING AT THAT, 0.242035 IS EXACTLY THE SAME AS IT WAS LAST YEAR.

[OVERLAPPING] THAT WAS UNCHANGED.

>> CORRECT.

>> THE ONLY CHANGE THAT'S HAPPENING IS THIS YEAR, WE'RE ADOPTING A MAINTENANCE AND OPERATIONS RATE OR RATE OF 0.9429 PER $100 OF VALUE, IS THAT ACCURATE?

>> YES.

>> COMPARED TO LAST YEAR, WHICH WAS A HIGHER NUMBER AT $1.06, APPROXIMATELY.

>> CORRECT.

>> THE NUMBER PER $100 IS LOWER THIS YEAR.

>> WHICH WOULD EQUATE TO THE TOTAL TAX RATE.

>> THE TOTAL TAX RATE IS LOWER.

>> THIS YEAR THAN IT WAS.

>> LAST YEAR.

> THAT IS CORRECT.

>> WHICH IS WHY I ALWAYS WANT US TO COME BACK TO THE POINT AS A GIANT BOLDED LETTERS HERE.

LET'S SAY THIS WILL RAISE MORE TAXES AND THE TAX RATE WILL EFFECTIVELY BE RAISED.

CAN YOU EXPLAIN AND HELP US EXPLAIN TO THE PUBLIC WHY IT SAYS THE TAX RATE WILL BE RAISED WHEN WE ARE LITERALLY LOWERING THE TAX RATE.

>> SURE. FIRST OF ALL, LET ME BEGIN BY SAYING THAT WE HAVE TO KEEP IN MIND THAT OUR APPRAISAL VALUES PLAY AN IMPORTANT ROLE IN THIS REQUIRED TAX RATE LANGUAGE.

THE REQUIRED LANGUAGE THERE IS REFERENCING THE EFFECTIVE RATE THAT IS SET.

IF WE HAVE AN EFFECTIVE RATE TO MAINTAIN THE SAME LEVEL OF REVENUE THAT WE HAD LAST YEAR, THAT IS WHAT THIS LANGUAGE IS SPEAKING OF.

BUT WE HAVE TO KEEP IN MIND THAT OUR TOTAL TAX RATE FOR THIS YEAR IS LESS THAN THE TOTAL TAX RATE IN COMPARISON TO LAST YEAR BECAUSE WE ARE REQUIRED TO COMPRESS OUR TAX RATES DOWN AS A RESULT OF HOUSE BILL 3 IF YOU ALL REMEMBER THAT LEGISLATION REGARDING INDIVIDUALS SUCH AS YOURSELVES HAVING TAX PAYER RELIEF.

IT REQUIRED DISTRICTS WHO HAVE AN APPRAISED VALUE THAT IS HIGHER THAN THE STATE PROJECTIONS TO LOWER THEIR TOTAL TAX RATE.

THAT LANGUAGE, AND I HOPE I'M ANSWERING YOUR QUESTION.

IT'S SPEAKING TO THE FACT THAT WE HAVE TO DO THIS CALCULATION FROM THE CONTROLLER'S OFFICE, AND THEN WE HAVE TO COMMUNICATE THAT INFORMATION TO OUR PUBLIC TO LET THEM KNOW THAT EVEN THOUGH THE TOTAL TAX RATE IS GOING DOWN, YOUR VALUES ON YOUR HOME MAY GO UP.

THUS, YOUR TOTAL THAT YOU MAY BE OBLIGATED TO PAY WILL IN ESSENCE GO UP.

EVEN THOUGH THE TAX RATE IS GOING DOWN, DEPENDING ON THE VALUE THAT IS APPRAISED BY THE COUNTY.

THAT'S A SEPARATE TAXING JURISDICTION.

>> YEAH.

>> RIGHT, SO THAT'S SEPARATE, THAT'S NOT US.

DEPENDING ON THAT RATE, YOUR TOTAL TAXES THAT YOU WILL BE OBLIGATED TO PAY COULD IN ESSENCE INCREASE.

>> RIGHT. AGAIN, JUST FOR CLARITY, SO WHILE WE ARE LOWERING OUR TAX RATE THAT WE'RE COLLECTING PER $100.

THE EFFECTIVE TAX RATE THAT PEOPLE MAY FEEL IS GOING UP HENCE THIS LANGUAGE HERE.

BUT THAT IS DONE [INAUDIBLE] VALUES HAVE GONE UP [OVERLAPPING] AND THAT'S WHY THEY'RE GOING TO FEEL IT NOT BECAUSE WE ARE RAISING THE AMOUNT OF TAXES THAT WE DECIDED TO CHARGE PER $100 LAST YEAR TO A HIGHER AMOUNT THIS YEAR.

>> CORRECT. BECAUSE IF YOU LOOK AT IT, WE ARE NOT INCREASING OUR TOTAL TAX RATE IN COMPARISON TO LAST YEAR.

BUT THIS YEAR IN DALLAS ISD ALONE, WE REALIZED NEARLY A 15 PERCENT APPRAISAL VALUE INCREASE.

THAT'S A DIRECT REFLECTION OF THE HOMES AND BUSINESSES IN OUR AREA.

IN ESSENCE, A TAXPAYER COULD SEE AN INCREASE IN THEIR TOTAL TAXES THAT THEY'RE OBLIGATED TO PAY BECAUSE OF THAT INCREASE IN VALUE.

>> DESPITE THE FACT THAT WE ARE ADOPTING A SIX CENT LOWER TAX RATE PER $100?

>> THAT IS CORRECT.

>> THANK YOU.

>> IF I COULD JUST BUILD ON THAT A LITTLE BIT.

IN THE ROUGH ESTIMATE THAT YOU GAVE IT, PROPERTY VALUES HAVE GONE UP BY 15 PERCENT AND THE DISTRICT COLLECTS 15 PERCENT MORE TAXES AS A RESULT OF NOT THE TAX RATE, BUT AS A RESULT OF GREATER VALUE.

IF THE DISTRICT GETS THAT 15 PERCENT ADDITIONAL REVENUE, THE DISTRICT ACTUALLY DOESN'T GET TO KEEP ALL OF THAT, IS THAT CORRECT? BECAUSE OF RECAPTURE?

[02:35:01]

>> BECAUSE OF RECAPTURE. THAT IS CORRECT.

>> HOW MUCH OF THAT 15 PERCENT INCREASE IN REVENUE OVER THE LAST YEAR DOES THE DISTRICT GET TO KEEP.

>> I DON'T HAVE THAT NUMBER IN FRONT OF ME AT THIS MOMENT.

I CAN GET THAT FOR YOU, BUT I WILL TELL YOU THAT OUR RECAPTURE PROJECTED AMOUNT INCREASED FROM THE TIME THAT WE PROJECTED OUR REVENUE ESTIMATES AND WHAT OUR ACTUAL VALUES HAVE COME IN TO BE.

INITIALLY WE PROJECTED 80 MILLION IN RECAPTURE, AND AT THE END OF THIS YEAR THAT RECAPTURE PAYMENT IS GOING TO BE CLOSER TO 100 MILLION.

THAT JUST GIVES YOU A QUICK POINT OF REFERENCE AS TO THE DEGREE OF WHICH OUR RECAPTURE MAY INCREASE BASED ON THE INCREASE IN APPRAISAL VALUES AND US NOT REALIZING THAT INCREASED TO US.

THAT JUST GIVES YOU A POINT OF REFERENCE, BUT THE EXACT NUMBER, I DON'T HAVE IT IN HAND AT THE MOMENT.

>> OKAY, I THINK IT'D BE HELPFUL TO KNOW THAT IF THE DISTRICT COLLECTED MORE REVENUE AS A RESULT OF THE INCREASE IN PROPERTY TAX VALUE THAT THE DISTRICT DOESN'T GET TO KEEP IT ALL BECAUSE OF RECAPTURE AND BECAUSE STATE ASSISTANCE [OVERLAPPING].

>> SURE.

>> GOES DOWN. BECAUSE MY UNDERSTANDING IS WE DON'T ACTUALLY HAVE 15 PERCENT MORE REVENUE TO SPEND AS A RESULT OF THAT.

>> WELL, WE DON'T. THAT'S WHAT I WAS SAYING.

>> OKAY.

>> I JUST DON'T KNOW THAT NUMBER [OVERLAPPING].

>> YEAH. OKAY.

>> OR TO DEGREE TO WHICH THEY WERE CAPTURE RATE GOES UP BECAUSE I THINK THAT'S WHAT YOU'RE ASKING ME FOR THAT DOLLAR AMOUNT.

>> YEAH, I'M ASKING OF THAT 15 PERCENT INCREASE IN REVENUE, HOW MUCH OF IT DOES [OVERLAPPING] THE DISTRICT ACTUALLY GET TO KEEP WORKING WITHOUT GETTING TOO MUCH INTO THE WEEDS AS TO HOW YOU DO THE CALCULATION.

>> OKAY. THANK YOU.

>> THANK YOU.

>> WERE THERE ANY OTHER QUESTIONS OR COMMENTS ON THE STATUTORY ITEMS UNDER 10A THROUGH D. IF NOT, LET'S GO TO ITEM 11 OF THE AGENDA POLICY UPDATES.

[11. POLICY UPDATES]

ARE THERE ANY QUESTIONS UNDER ITEMS 11 A THROUGH C POLICY UPDATES? I'M HEARING NONE, LET'S MOVE TO ITEM 14A,

[13. CHIEF OF STAFF DIVISION]

AND I MADE A BRIEF REFERENCE TO THIS EARLIER THAT THIS IS CONNECTED TO THE SECURITY UPDATES.

DOES THE ADMINISTRATION HAVE A PRESENTATION ON THIS?

>> WE DO NOT HAVE A PRESENTATION ON IT.

WE WERE JUST GOING TO SPEAK TO THE REQUEST.

>> LET ME JUST MAYBE LAY THE FOUNDATION.

I REMEMBER EVEN BEING HERE BEFORE THIS HAD ALREADY BEEN A TOPIC OF DISCUSSION WITH REGARD TO SHOULD WE HAVE THIS MANY PEOPLE ON A SCHOOL CAMPUS DURING THE DAY WHEN WE HAVE CHILDREN IN OUR BUILDINGS.

IT'S BEEN MY EXPERIENCE THAT WE CAN GENERALLY WORK AROUND EITHER OUR CALENDAR OR WITH OUR ENTITIES' COUNTY CITY TO TALK ABOUT WHAT FACILITIES CAN ACTUALLY BE USED.

THE ONLY WAY WE WOULD BE ABLE TO NOT HAVE STUDENTS AT A SCHOOL ON ELECTION DAY THIS YEAR, WHICH WE ALL KNOW IS GOING TO BE AN EXTREMELY WELL.

RUMOR IS THAT THERE WILL BE A LOT OF PEOPLE SHOWING UP TO VOTE.

GIVEN THAT, WE COULD ACTUALLY HAVE THAT AS A PROFESSIONAL DEVELOPMENT DAY AND WE COULD DO THAT VIRTUAL PROFESSIONAL DEVELOPMENT.

DOES NOT REQUIRE US TO ADD ADDITIONAL MINUTES TO THE DAY.

STUDENTS WOULD BE ABLE TO REMAIN AT HOME.

THERE WOULD NEED TO BE A COUPLE OF ADJUSTMENTS, I THINK, TO THE REDESIGNED CALENDAR AND ITS FIVE SCHOOLS AS I RECALL BECAUSE THEY HAVE A DIFFERENT MINUTE REQUIREMENT DUE TO THAT EXTENDED YEAR FUNDING AND EXPECTATIONS FROM THE STATE.

WITH THAT, IT IS OUR GOAL TO BRING TO YOU ONLY YOU CAN APPROVE US CHANGING THE CALENDAR AND WE WOULD SUBMIT THAT IT IS OUR RECOMMENDATION TO HAVE THAT DAY BE AN ELECTION DAY THAT WOULD NOT HAVE STUDENTS AND ACTUALLY NOT HAVE STAFF FOR THE MOST PART ON OUR CAMPUSES, BOTH FOR SAFETY PURPOSES AND IT WOULD ALLOW EMPLOYEES AN OPPORTUNITY TO USE THAT DAY TO VOTE IF THEY SO CHOSE.

[02:40:01]

WITH THAT, I'LL TURN IT BACK OVER TO OUR TEAM TO SEE IF THEY WANT TO ADD OR CORRECT ANYTHING THAT I SAID.

>> YES, YOU'VE PRETTY MUCH COVERED EVERYTHING SO UNLESS THERE ARE ANY QUESTIONS.

>> TRUSTEE MARSHALL THEN TRUSTEE FOREMAN.

>> YEAH. I JUST WANTED TO THANK YOU FOR THIS.

I AM THRILLED THIS IS ON THE AGENDA.

I THINK I FIRST EMAILED YOU ABOUT THIS STUFF IN 2017, SO I'M GLAD THAT WE'RE GETTING AROUND TO IT, SO I'LL DEFINITELY BE SUPPORTING IT.

I WILL SAY THOUGH THAT ALTHOUGH THIS DOES ADDRESS MY BIGGEST CONCERN, WHICH IS ACTUALLY ELECTION DAY, IT DOES NOT ADDRESS EARLY VOTING, WHICH IS ALSO A CONCERN FOR MY ACCESS TO THE BUILDING PERSPECTIVE.

I KNOW THAT THE COUNTY IS IN CHARGE OF DETERMINING ELECTION POLLING LOCATIONS AND I KNOW THERE ARE TRADITIONALLY CERTAIN SCHOOLS THAT ARE ALWAYS USED AS POLLING LOCATIONS.

BUT I'M A LITTLE FUZZY ON HOW WE GO ABOUT SUGGESTING TO THE COUNTY WHICH SCHOOLS WE MAY WANT TO REMOVE FROM THAT CONSIDERATION OR WHETHER IT WOULD BE POSSIBLE TO REMOVE ALL OF THE SCHOOLS FROM THE CONSIDERATION OF BEING POLLING LOCATIONS.

NOW, OF COURSE, THERE ARE VERY LEGITIMATE CONCERNS FROM A DEMOCRACY AND VOTER TURNOUT PERSPECTIVE THAT I THINK WE WOULD NEED TO TAKE INTO CONSIDERATION AND MAKE SURE THAT THERE WERE SUITABLE ALTERNATIVES TO THE SCHOOLS IN CLOSE PROXIMITY TO WHERE THE SCHOOLS ARE SO THAT WE'RE NOT DISENFRANCHISING VOTERS.

THAT'S A VERY REAL AND LEGITIMATE CONCERN THAT I WOULD HAVE AND THAT WE WOULD NEED TO WORK AROUND BUT I GUESS MY QUESTION IS, CAN WE TAKE THIS EVEN ONE STEP FURTHER AND TRY TO ELIMINATE SCHOOLS AS POLLING LOCATIONS ALTOGETHER?

>> YES. WHAT WE'VE HAD A CONVERSATION WITH OUR LEASING DEPARTMENT IS TO HAVE THAT CONVERSATION WITH THE COUNTY TO SAY THAT WE WOULD LIKE FOR THEM TO REMOVE OUR CAMPUSES THAT HAVE STUDENTS IN THEM FROM THOSE EARLY VOTING, IF AT ALL POSSIBLE, AND TO USE MORE OF OUR CENTRAL LOCATION.

MAYBE SOME OF OUR ATHLETIC FACILITIES, USE THOSE AS THE EARLY VOTING FACILITIES AND THEN TO USE MORE OF THEIR RECREATION CENTERS AND THINGS BECAUSE WE HAVE QUITE A FEW RECREATION CENTERS NEAR OUR SCHOOLS THAT ARE USED.

IF THEY WOULD USE THOSE IN LIEU OF SCHOOLS AND THEN OUR ATHLETIC FACILITIES WHERE WE CAN CONTAIN THE MASSES BETTER THERE.

>> WELL, THAT'S GREAT TO HEAR. WHAT'S BEEN THE REACTION FROM THE COUNTY ON THAT REQUEST?

>> I WOULD HAVE TO ASK MR. THOMPSON OR MR. ALMEIDA WHAT THEY'VE HEARD BACK FROM THEM ON THAT.

>> TRUSTEE MARSHALL, I DID HAVE A CONVERSATION WITH JUDGE JENKINS AND HE'S VERY OPEN TO THE DIFFERENT OPTIONS, SO WE'LL NEED TO GO BACK AND JUST CONFIRM WHERE THOSE LOCATIONS ARE.

>> OKAY. I'D BE HAPPY TO HELP WITH THAT IF I CAN.

>> THANKS.

>> TRUSTEE FOREMAN.

>> A COUPLE OF THINGS.

FIRST, WE'RE TALKING ABOUT THE NOVEMBER ELECTION, LIKE WE DON'T HAVE A MAY ELECTION WITH THE SAME SITUATION.

IT'S THE SAME SITUATION.

HOW CAN WE JUST FOCUS ON ONE ELECTION BECAUSE SOMEBODY WANTS TO FOCUS ON THE NOVEMBER ELECTION? THE SECOND THING IS THAT I THINK WE HAVE TO BE REALLY CAREFUL WITH DISENFRANCHISING VOTERS FOR OUR OWN POLITICAL REASONS.

I'LL SAY THAT AGAIN.

WE HAVE TO BE VERY CAREFUL WITH DISENFRANCHISING VOTERS FOR OUR OWN POLITICAL REASONS.

MANY OF OUR FAMILIES DON'T HAVE ACCESS TO TRANSPORTATION.

THEIR NEIGHBORHOOD SCHOOL DESPITE THEY'RE IN THEIR NEIGHBORHOOD AND SO THEY CAN ACTUALLY WALK TO VOTING.

I CAN WALK TO VOTING OF WHERE I VOTE IN MY NEIGHBORHOOD.

I WOULD JUST STRONGLY SUGGEST THAT WE TAKE A CAREFUL LOOK AT THIS REQUEST AND MAKE SURE THAT WE ALSO TALK ABOUT THE MAY ELECTION, WHICH WE HAVE THE SAME SITUATION.

THAT'S JUST BEYOND ME.

WHY JUST NOVEMBER? BUT ANYWAY, TAKE A STRONG LOOK.

>> WE DID START WITH THE NOVEMBER AND I WOULD TAKE OWNERSHIP FOR THAT TRUSTEE FOREMAN IN THAT WE WANT TO JUST BE MINDFUL, OF COURSE, OF THE IMMEDIATE SAFETY.

WE KNOW WE DO NEED TO TALK ABOUT LONG-TERM AND THAT'S WHY THE TEAM WAS TALKING ABOUT WHAT'S CLOSE BY TO THOSE SCHOOLS NOT SAYING SOMETHING THEY COULDN'T WALK TO BUT YOU RAISE EXCELLENT POINTS AND WE'LL GO BACK.

THE ONLY REASON WE STARTED WITH THE NOVEMBER WAS I WAS A LITTLE MORE CONCERNED BECAUSE THE TURNOUT BEING SO LARGE, AND MY CONCERN IS,

[02:45:02]

ARE WE GOING TO BE ABLE TO MANAGE AND MAKING SURE, ESPECIALLY AT SOME OF THE SCHOOLS THAT DON'T HAVE EVEN SECURE VESTIBULES, WHERE THE VOTING IS TAKING PLACE.

HOW DO WE ENSURE THAT WE DON'T HAVE ADULTS ROAMING SOME OF OUR BUILDINGS AND THE TURNOUT TO ME WAS OF A BIGGER CONCERN AND WE SHOULDN'T FORGET ABOUT THE MAY ELECTION, SO WE'LL FOLLOW UP WITH THAT SUGGESTION. THANK YOU.

>> WELCOME BACK TO MANY OF MY QUESTIONS, STEPHANIE.

>> TRUSTEE WHITE.

>> I DO TAKE THIS SERIOUSLY BECAUSE I DO UNDERSTAND THAT WE WANT TO KEEP OUR CAMPUSES SECURE, BUT ONE THING THAT WE CAN MAKE SURE OF IS IF WE DO CONTINUE TO ALLOW, WHICH I HOPE THAT WE DO BECAUSE, FOR TWO REASONS, WE DO GIVE REVENUE FROM THE COUNTY FOR THIS, BUT IF WE COULD KEEP IT IN AN AREA SUCH AS I KNOW AT ONE OF MY CAMPUSES, THERE'S MORE THAN ONE OPENING INTO THE AUDITORIUM, THERE'S A SIDE DOOR.

THE DOOR IS LEADING OUT INTO THE ACTUAL CAMPUS THAT COULD BE BLOCKED OFF.

I THINK WE NEED TO ALSO LOOK AND SEE IF, I KNOW PEOPLE MAY BE USED TO GOING THROUGH ONE DOOR AND WE MAY NEED TO LOOK AT ADA, THINGS LIKE THAT BUT, IF WE CAN PUT THEM IN THE AREA THAT'S SECURE TO ALLOW THE VOTING PROCESS TO REMAIN ON THE CAMPUSES, I WOULD LIKE TO SEE THAT DONE. THANK YOU

>> THANK YOU, TRUSTEE WHITE. TRUSTEE MISCE FOLLOWED BY TRUSTEE CARION.

>> THANK YOU. I WANT TO SECOND THE COMMENTS OF MY COLLEAGUES, JUST POINT THAT INFORMATION.

I BELIEVE THAT THE MAY ELECTION DAY ITSELF IS ACTUALLY ON SATURDAY.

MOST OF THE TIME, IT DOESN'T HAVE TO BE THAT WAY, BUT THAT WOULDN'T HELP TO MITIGATE SOME OF THE ISSUES.

THEN FOR EARLY VOTING, IT MAY ONLY BE IN EAST DALLAS.

FOR THE 2020 ELECTION WHERE WE ADD THE BOND ON THERE, I WAS OUT AT EARLY VOTING EVERY DAY AND I DON'T BELIEVE THERE WERE ANY SCHOOLS THAT WERE USED FOR EARLY VOTING, AT LEAST IN EAST DALLAS BECAUSE I WOULD GO UP BACK-AND-FORTH BETWEEN HARRY STONE AND THE LOCKWOOD LIBRARY, BUT THERE WEREN'T ANY OF OUR SCHOOLS THAT WERE USED FOR EARLY VOTING OVER THERE.

IT COULD BE IN OTHER PARTS OF THE DISTRICT, BUT I WOULD BE INTERESTED TO SEE THE LIST OF SCHOOLS THAT ARE USED FOR EARLY VOTING PURPOSES.

BUT UNLIKE ELECTION DAY WHERE IT SEEMS THEY'RE ALL USED, IT SEEMS THERE'S A MUCH MORE LIMITED NUMBER OF SCHOOLS THAT ARE USED FOR EARLY VOTING.

THAT'S JUST A POINT OF INFORMATION.

I [NOISE] AGREE THAT IF THEY ARE USED FOR EARLY VOTING, THEN WE NEED TO FIND SOME WAY TO MAKE SURE THAT THEY'RE SAFE AND SECURE. THANK YOU, MR. PRESIDENT.

>> THANK YOU TRUSTEE MR. MISCE. TRUSTEE CARION.

>> THANK YOU PRESENT HENRY.

I JUST ALSO WANT TO TAKE THE MOMENT JUST TO THANK THE SUPERINTENDENT AND THE ADMINISTRATION FOR BRINGING THIS FORWARD.

I'LL BE SUPPORTING IT. IT'S SOMETHING THAT THE PARENTS HAVE REACHED OUT TO ME ABOUT.

THERE'S A LOT OF ANXIETY IN THE COMMUNITY AND SO IF WE CAN LOWER THAT ANXIETY ON THIS PARTICULAR DAY, GIVE TEACHERS BETTER ACCESS TO THE BALLOT ON THIS DAY.

THEN ALSO JUST WHAT I'M SURE IS THE LOGISTICAL BAD DAY FOR OUR POLICE DEPARTMENT, THEN I THINK THAT'S A BIG WIN SO THANK YOU.

>> YOU HAVE SOMETHING ELSE [INAUDIBLE]

>> JUST REAL QUICKLY, I WANTED TO CLARIFY MY COMMENT ABOUT THE MAY ELECTION.

I CLARIFIED IT WITH THE SUPERINTENDENT.

I WAS REFERRING TO EARLY VOTING.

I'VE BEEN VOTING FOR MORE YEARS THAN I WANT TO TALK ABOUT SO I KNOW THE MAY ELECTIONS ARE ON SATURDAY.

I WAS REFERRING TO THE EARLY VOTING.

>> THANK YOU, TRUSTEE FOMIN.

SIMILAR TO WHAT TRUSTEE CARION SAID, I'M GLAD THE ADMINISTRATIONS BRINGING THIS FORWARD.

I WAS TALKING TO DR. ELIZALDE ABOUT WHAT HAPPENED DURING THE SCHOOL YEAR BECAUSE THE UVALDE SHOOTING WAS MAY 24TH AND THOSE OF US PARENTS OR ANYBODY JUST CLOSE TO THE DISTRICT, THAT WAS THE DAY MY SON HAD KINDERGARTEN PROMOTION, WHICH STILL OCCURRED AND IT WAS ELECTION DAY OR SOME SORT OF ELECTION DAY BECAUSE I WALKED IN THE BUILDING, THE ELECTION [INAUDIBLE] AND PEOPLE AND I DON'T KNOW IN THE CAMPUS.

MY WIFE AND I HAD CONVERSATIONS ABOUT WHETHER WE'RE GOING TO GO TO KINDERGARTEN PROMOTION.

THE LAST TWO YEARS, WE HAVEN'T A LOT OF ACCESS TO OUR SCHOOLS AS YOU ALL KNOW SO THIS

[02:50:03]

IS ONE OF THE FEW TIMES WE GOT TO GO INTO THE SCHOOL AND ACTUALLY CELEBRATE THE KIDS.

IT'S A VERY REAL CONCERN TO WALK IN AS A PARENT.

I DON'T KNOW HOW TO TIME THAT WAY, BUT THE SAME DAY IT WAS ELECTION DAY IN KINDERGARTEN PROMOTION FOR A LOT OF KIDS ACROSS THE DISTRICT.

SO YOU WALK IN THERE AND IT'S JUST A VERY EERIE FEELING TO SEE PEOPLE YOU DON'T KNOW AND JUST IT'S NOT A GOOD SITUATION.

I'M ABSOLUTELY IN SUPPORTIVE OF THIS, ESPECIALLY ON THE NOVEMBER ELECTION WHERE THERE IS GOING TO BE HIGH TURNOUT GENERALLY.

I'VE BEEN SUPPORTER OF THIS PROBABLY EVERY YEAR, ESPECIALLY IN THE PRESIDENTIAL ELECTION YEARS.

THAT'S ALL I HAVE ON THIS. ANY OTHER COMMENTS OR QUESTIONS? MOVING ON. ANY OTHER QUESTIONS ON CHIEF OF STAFF FOR TEAM B? IF NOT, WE'RE GOING TO MOVE ON TO, WELL, ANYTHING IN CHIEF OF STAFF DIVISION EVALUATION, ASSESSMENT, VOLUNTEER, AND PARTNERSHIP SERVICES COMMUNICATIONS?

>> I HAVE A QUICK ONE ON 15B.

>> FIFTEEN. [FOREIGN] SORRY.

IN 15A, TRUSTEE FOREMAN AND THEN WE'LL GO TO 15B. TRUSTEE FOREMAN, MIC.

>> NOT ON. ON 15A, THIS GIVES THE SUPERINTENDENT THE AUTHORITY TO HAVE A DESIGNEE FOR ACCESS TO THE TEXAS EDUCATION AGENCY LOGIN, WHICH IS TEAL.

IS THAT DR. OAKLEY? WOULD SHE BE THE PERSON?

>> YES, MA'AM.

>> I JUST WANTED TO MAKE SURE. I SEE HER NAME DOWN HERE, BUT I WASN'T SURE.

>> WE HAD TO BRING IT TO YOU BECAUSE YOU USED TO HAVE SOMEBODY ELSE WHO YOU HAD ALREADY APPROVED A DESIGNEE FOR DR. OAKLEY.

SO NOW THAT I WAS HERE, WE HAD TO BRING THAT TO YOU.

>> THANK YOU.

>> THANK YOU. 15B, TRUSTEE MACKEY.

>> YEAH. GLAD TO SEE THIS.

QUICK QUESTION, DOES THIS PANORAMA INCLUDE THE NEW PERCEPTION SURVEY THAT WE'RE DOING THAT'S NOT JUST TEACHER SPECIFIC, BUT HOLISTIC AND FOCUSED ON THE SCHOOL CLIMATE AND CULTURE THAT WE TALKED ABOUT USING FOR THE CONSTRAINT MONITORING?

>> CORRECT. I AM GOING TO ASK DR. OAKLEY TO COME UP IF SHE'S BACK THERE OR MAYBE SHE ISN'T.

BUT YES, TRUSTEE MACKEY.

>> [OVERLAPPING] THAT IS OKAY. JUST WANTED TO MAKE SURE IT WAS INCLUDED IN THAT. THAT WAS MY ONLY QUESTION.

>> ABSOLUTELY.

>> THANK YOU, TRUSTEE MACKEY. 16A, TRUSTEE FOREMAN.

>> YES. I'VE ALWAYS BEEN TROUBLED BY TEI AND THE STUDENTS SURVEY, SO THAT'S NO NEW ISSUE TO ANYONE.

BUT MY QUESTION IS THESE SURVEYS THAT WE'RE DOING, HAVE THEY BEEN ADJUSTED OR WILL THEY BE ADJUSTED AFTER COVID WITH ALL OF THE THINGS THAT WE DEALT WITH THROUGH COVID WITH OUR STUDENTS? SECONDLY, DO WE USE THESE STUDENT'S SURVEYS FOR ANYTHING ELSE OTHER THAN FOR TEI? WHEN I SAY THAT, I'M SPEAKING ABOUT THE STUDENT LEARNING EXPERIENCE, WHAT IT LOOKS LIKE OVERALL, NOT JUST FOR ONE TEACHER, BUT THE WHOLE LEARNING EXPERIENCE.

DO WE COLLECTIVELY USE THESE SURVEYS OR IS IT JUST FOR TEI? THERE'S A COUPLE OF QUESTIONS THERE.

>> SAMANTHA, ARE WE TALKING ABOUT THE PANORAMA, ALL THE SURVEYS? WE HAVE TWO SURVEYS USING PANORAMA.

THE FIRST ONE IS IN THE FALL WITH ON SEL FOR GRADES THREE THROUGH 12 AND THEN THE SPRING ONE IS THE STUDENT EXPERIENCE SURVEY, THREE THROUGH 12.

>> NOW SAY THAT AGAIN SOPHIA BECAUSE I MISSED IT.

>> THE FALL SURVEY IS FOR THE SOCIAL EMOTIONAL LEARNING SURVEY THAT WE NOW ADMINISTER TO OUR STUDENTS IN GRADES THREE THROUGH 12.

>> HOW IS THAT USED? I'M ASSUMING THAT'S NOT USED FOR TEI.

>> YOU ARE CORRECT. SHANNON?

>> BECAUSE HOW IS THAT USED? [OVERLAPPING] I SEE TIFFANY COMING.

>> YEAH. A PORTION OF THAT IS USED FOR OUR CONSTRAINTS.

>> I'M SLOW.

>> YES. JUST QUICKLY FROM A TEACHER AND A CAMPUS PERSPECTIVE, YES, THEY ARE USED FOR SOME METRICS, BUT ON THE CAMPUS LEVEL, WHAT WE DO IN PANORAMA, YOU'RE ABLE TO LOOK AT THE OUTCOMES OF THE SURVEY AND THEN PANORAMA ALSO OFFERS ACTIVITIES AND FLIGHT PROFESSIONAL DEVELOPMENT THAT TEACHERS CAN USE TO HELP WITH A SPECIFIC INDICATOR THAT SAYS A STUDENT IS STRUGGLING WITH ENGAGEMENT.

HERE TEACHER ARE SOME ACTIVITIES ARE THINGS YOU SHOULD THINK ABOUT FOR STUDENTS WHO ARE STRUGGLING WITH ENGAGEMENT IF THAT SCORE IS LOW.

THE IDEA IS THAT NOT ONLY IS IT A PARTICULAR METRIC, BUT IT'S SOMETHING THAT TEACHERS USE TO GET BETTER AND CAMPUSES CAN USE TO GET BETTER TO BETTER SERVE THEIR STUDENTS.

[02:55:04]

>> ROBERT, I SAW YOU COME UP.

I GUESS I STILL TALK ABOUT THE WHOLE TEI PIECE.

IS THAT WHAT THAT'S FOR? BECAUSE I PRETTY MUCH KNOW WHAT THEY'RE DOING.

ARE YOU CALLING ON SUSIE?

>> SUSIE, PLEASE. [LAUGHTER]

>> SUSIE MY QUESTION FOR YOU REGARDING THE SURVEY THAT'S USED FOR TEI.

THIS IS HOW MANY YEARS THAT WE'VE DONE THE STUDENTS SURVEY?

>> THIS SHOULD BE THE NINTH, I BELIEVE, HERE IN 2023.

>> THE NINTH YEAR, AND WHAT'S CHANGED, HAS IT MADE US BETTER?

>> I WOULD SAY THAT WE HAVE SEEN IMPROVEMENTS OVER TIME ON THE STUDENT PERCEPTION BASED ON THAT SURVEY.

>> DID WE DO THE SURVEY DURING COVID?

>> NO, MA'AM. WE DID NOT DO THE SPRING 2020 ADMINISTRATION.

>> OKAY. WE DID THE 2021, 2022?

>> YES, MA'AM. WE GAVE THE SURVEY IN SPRING '21, BUT WE DID NOT USE THAT COMPONENT IN TEI SCORECARDS THAT YEAR.

>> WE CAN DO THE SURVEY AND WE DON'T HAVE TO USE IT IN TEI SCORECARDS.

IF WE CHOOSE NOT TO.

>> YES, MA'AM.

>> OKAY. THAT'S WHAT I WANTED TO HEAR. THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN.

THAT'S IT ON 15A AND B, AND THE CHIEF OF STAFF, 16 SOMETHING TRUSTEE FOREMAN? SIXTY-NINE. GO AHEAD.

>> PROBABLY CAN ANSWER THIS QUESTION FOR ME.

BEAR WITH ME IN MY RANT.

I'VE BEEN ON THIS BOARD SINCE 2014, AND I CONSISTENTLY TALK ABOUT THE GIFTS THAT COME TO THE DISTRICT AND WHERE THEY GO.

I JUST LOOKED AT THIS, I'M NOT THE SMARTEST LIGHT BULB.

YOU KNOW HOW THEY GOES.

FOR DISTRICT 6, MY DISTRICT, OUT OF $14 MILLION, DISTRICT 6 GOT 68,157.

THAT'S A PROBLEM.

I DON'T KNOW HOW WE FIX IT, STEPHANIE.

BUT THE CAMPUSES THAT NEED THE MOST HELP.

WHEN IT COMES TO THESE KINDS OF GIFTS, HOW DO WE REDIRECT, RESTRUCTURE? HOW DO WE FIX SOME OF THE THINGS THAT WE'VE CONSISTENTLY TALKED ABOUT AND WE ALL AGREE THAT NEEDS TO BE DONE.

BUT WHEN WE LOOK AT THE NUMBERS, THE NUMBERS DON'T PAN OUT.

JUST LET THAT SINK IN FOR A MINUTE.

FOURTEEN MILLION DOLLARS.

DISTRICT 6, 68,000, 26 SCHOOLS.

I JUST THINK THERE'S SOMETHING THAT NEEDS TO BE LOOKED AT BECAUSE IT'S CONSISTENT.

EVERY TIME WE GET A REPORT, IT'S THE SAME THING.

WE SAY WE WANT EQUITY.

WHEN WE FIND HOLES, WE NEED TO TRY TO PLUG THEM.

THANK YOU FOR LISTENING TO MY RANT AND IT IS NOT GOING TO GO AWAY UNTIL WE FIX IT.

>> ANY OTHER QUESTIONS FOR THE CHIEF OF STAFF DIVISION 16, 17, 18, 19? TRUSTEE FOREMAN, 18A.

>> THIS IS A GENERIC QUESTIONS, SO DON'T NOBODY GET NERVOUS.

IT'S JUST ABOUT WHEN WE USE SO FUNDS, DO WE HAVE TO USE TEA APPROVED VENDORS?

>> WE DO NOT HAVE TO USE TEA APPROVED VENDORS.

THEY JUST NEED TO MEET THE REQUIREMENTS TO SPEND THE EXTRA FUNDS.

>> WHAT I FIND TIFFANY, IS THAT WHAT WE'VE BEEN DOING IS WHEN WE BRING

[03:00:04]

FORTH SOME SOME PROCUREMENTS FOR USING SO FUNDS, WE NORMALLY HAVE TEA APPROVED VENDORS AND I'M NOT AGAINST TEA APPROVED VENDORS.

DON'T GET ME WRONG.

BUT REMEMBER, MOST OF THE DISTRICTS IN TEXAS ARE SMALL DISTRICTS, AND TEA IS APPROVING VENDORS FOR ALL DISTRICTS.

WE ARE UNIQUE.

>> ABSOLUTELY.

>> I JUST WOULD REALLY LIKE TO SEE US DO A BETTER JOB OF NOT JUST, IT'S CONVENIENT AND IT'S EASY.

BUT I WOULD LIKE TO SEE US DO A BETTER JOB.

WE JUST GOT THROUGH TALKING ABOUT OUR EWBE PIECE.

WHEN WE DO THESE PROCUREMENTS, GUESS WHAT THEY DO.

THEY TAKE AWAY THAT OPTION.

I JUST WOULD LIKE FOR US TO REALLY TAKE A GOOD LOOK, AND, JUST BECAUSE WE'RE USING SO FUNDS DON'T FEEL LIKE WE JUST HAVE TO USE TEA APPROVED VENDORS. IF THAT MAKES SENSE.

>> YES, MA'AM.

>> THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN. TRUSTEE MARSHALL.

>> I JUST WANT TO BE BRIEF AND CONTINUE TO BEAT THE DRUM THAT I'VE BEAT MANY TIMES JUST TO MAKE SURE DWAYNE KNOWS THAT I'M WATCHING AND I'M EXCITED ABOUT IT, BUT I WANT US TO MOVE EVERY SINGLE DOLLAR THAT WE CAN INTO SO FUNDING.

THIS IS ANOTHER EXAMPLE OF US DOING THAT SO I'M PLEASED TO SEE IT.

I HOPE THAT WE ARE TAKING A VERY AGGRESSIVE APPROACH TO INTERPRETATION OF SO REGULATIONS SO THAT WE ARE MOVING EVERY DOLLAR OUT OF OUR OPERATING BUDGET INTO SO, SO THAT WE CAN TAKE ADVANTAGE OF THOSE DOLLARS BEFORE THEY EXPIRE.

THANK YOU FOR DOING THIS. THANKS.

>> THANK YOU. TRUSTEE FOREMAN.

>> I WANT TO BE REAL CLEAR IN MY POSITION.

MY POSITION IS NOT TO USE SO DOLLARS.

I THINK EVERYBODY'S SITTING AROUND THE FRONT HERE KNOWS HOW I FEEL ABOUT SO DOLLARS.

WE NEED TO SPEND EVERY DOLLAR THAT WE POSSIBLY CAN.

MY CONCERN DOESN'T WAGE AROUND IF WE SHOULD SPEND SO DOLLARS AS WE SHOULD.

MY CONCERN IS THAT WE DON'T HAVE TO USE TEA APPROVED VENDORS.

I DON'T WANT TO SEE NOT ONE DOLLAR GO BACK AND I DON'T KNOW HOW MANY TIME DWAYNE HAS HEARD THAT FROM ME.

NOT ONE DOLLAR. THIS IS ABOUT THE VENDORS THAT WE'RE USING, NOT ABOUT IF WE SPEND THE MONEY.

>> THANK YOU, TRUSTEE FOREMAN.

ARE THERE ANY COMMENTS ON THE CHIEF OF STAFF SECTION.

WE HAVE 18 AND 19 LEFT.

ALL RIGHT, [INAUDIBLE].

[BACKGROUND] THAT'S OKAY. [LAUGHTER]

>> I'M SORRY. I THINK WE'VE ALREADY PASSED THE ONE THAT I DID.

I DO APOLOGIZE. NEVER MIND.

>> OKAY. THANKS, TRUSTEE WHITE.

>> I'M GOING TO GO TO 20TH, HUMAN ENCAPITALMENT.

[BACKGROUND]

>> OKAY,19B. TRUSTEE FOREMAN.

>> I'M SORRY. THE HEALTH SCIENCE PORTION, I DO HAVE A FEW QUESTIONS ON THE 19 HEALTH SERVICES.

>> 19A OR B?

>> ACTUALLY, IT'S GOING TO BE BOTH OF THEM.

>> WELL, LET'S GO 19A.

>> YES.

>> ALL THESE TWO ITEMS, THIS IS WHAT THE COMMUNITY COLLEGE DISTRICT AND THE UT AS WELL.

>> PARKLAND?

>> YES. I WAS LOOKING AT THE VERBIAGE ON THIS AND THE ONE THAT PARKLAND UTILIZED, IT'S ACTUALLY IN THE DOCUMENT THAT IS REQUESTING PARENTAL CONSENT AND THE OTHER DOCUMENT DIDN'T.

I THINK THAT'S VERY IMPORTANT.

ONE THING I DO NEED CLARIFIED, IS THIS A CLINICAL STUDY FOR ASTHMA FOR THE STUDENTS? IS IT JUST ASTHMA OR?

>> FOR A, IT IS ON ASTHMA.

WHAT IT IS, IT'S A PROGRAM WHERE STUDENTS WHO HAVE ASTHMA PARKLAND WILL WORK WITH THEM AND THEIR PARENTS TO DO A TEXT MESSAGING SERVICE FOR ONE THING.

IT'LL REMIND THEM ABOUT TAKING THEIR MEDICINES, IT WILL REMIND THEM ABOUT SYMPTOMS AROUND ASTHMA.

IT'S JUST WORKING WITH STUDENTS THAT SUFFER WITH ASTHMA TO HELP THEM HAVE BETTER SERVICES.

>> THE REASON THAT I WAS JUST ASKING IS BECAUSE WHEN I WAS LOOKING,

[03:05:06]

I KNOW NORMALLY WITH CLINICAL TRIALS, EVEN THOUGH IT WASN'T MENTIONED IN THE CONTRACT, THAT PARENTS ARE AT THE FOREFRONT AS FAR AS GIVING CONSENT.

IN A LOT OF CASES, IF THEY HAVE TO GO INTO A CENTER OR WHAT HAVE YOU, THE PARENTS TAKE THE STUDENTS IN.

I JUST DIDN'T SEE THAT WORDED THE WAY THAT IT WAS IN THE OTHER DOCUMENT.

I JUST THINK THAT IT DOES NEED TO MAKE SURE THAT THEY MENTIONED THAT PARENTS WILL BE GIVING CONSENT SO THAT NOTHING WILL, OF COURSE, TAKE PLACE WITHOUT PARENTS.

I KNOW THAT THERE WAS A DOCUMENT AT THE BACK THAT WAS GIVEN REQUESTS TO BE IN THE PROGRAM, BUT I'M QUITE SURE THAT THERE'S A LOT OF OTHER MORE LENGTHIER DOCUMENTS THAT THE PARENTS ARE GOING TO BE SIGNING OFF ON PERTAINING TO, IF ANYTHING WERE TO GO WRONG IN THE CLINICAL TRIAL AND WHAT HAVE YOU.

THAT WAS ONE OF THE THINGS THAT I WANTED TO MENTION.

>> LET ME ASK A QUESTION ALONG THOSE LINES.

IS THIS A TRIAL?

>> IT'S NOT A CLINICAL TRIAL.

WHAT IT IS IS THE PARENTS WILL OPT IN TO GETTING THE TEXT [OVERLAPPING] MESSAGES AND SERVICES FROM DEPARTMENTS.

>> BUT WE'RE NOT TRYING OUT THAT OUT [OVERLAPPING] MEDICATIONS OR ANYTHING LIKE THAT.

THIS IS ABOUT HELPING THEM WITH THE REGIMEN OF KNOWING WHAT THE RESEARCH IS SAYING ABOUT NOT TAKING MEDICINE AT REGULAR TIMES RATHER THAN THE ACTUAL MEDICINE.

I JUST WANT TO MAKE SURE THIS IS THEIR OWN, THEY'VE ALREADY DONE THEIR TREATMENT.

IT'S MORE ABOUT HELPING THEM WITH THAT SCHEDULE.

>> YEAH. REMINDING THEM OF DOCTOR'S APPOINTMENTS, IF IT'S A STUDENT THAT NEEDS TO SEE THEIR DOCTOR REGULARLY AND THEY'RE IN THE PARKLAND SYSTEM SEEING A DOCTOR, THEN THEY WOULD BE NOTIFYING THEM OF APPOINTMENTS AND JUST THE IMPORTANCE OF ATTENDING APPOINTMENTS, THINGS OF THAT NATURE.

>> IF I'M NOT MISTAKEN, THIS IS NO CASH OUTLAY TO US, CORRECT?

>> NO.

>> ALSO BASICALLY THE CAMPUS NURSE WILL BE INVOLVED IN THIS BECAUSE I DID SEE MENTIONED WHERE THE STAFF, SO IS THAT WHERE WE'RE GOING [INAUDIBLE]?

>> YES. THE CAMPUS NURSE WILL HELP SET UP PARENTS WITH PARKLAND TO OPT INTO THE PROGRAM.

THE PROGRAM IS THROUGH PARKLAND AND THAT'S WHERE THE PARENTS SIGN THE CONSENT WITH PARKLAND.

ALL WE'RE DOING IS HELPING PARENTS GET CONNECTED WITH PARKLAND TO BE ABLE TO GET INTO THE TEXTING PROGRAM.

>> ANOTHER QUESTION THAT I WANTED TO ASK COUNSEL IS, WHEN IT COMES TO PARTICIPANTS, IT DOESN'T MATTER THE INCOME STATUS.

EVERYONE SHOULD BE ABLE TO PARTICIPATE IN THIS?

>> CORRECT.

>> THAT BASICALLY CONCLUDES MY QUESTIONS ON THIS.

IT'S JUST A QUICK QUESTION ON THE OTHER ONE.

I NOTICED THAT AT THE BEGINNING IT SAYS THE UNIVERSITY, BUT THROUGHOUT THE DOCUMENT, WHEN YOU SUBSTITUTE A NAME, THE UNIVERSITY OR WHAT HAVE YOU AND YOU SAY, I'M GOING TO JUST CALL IT THE UT FROM THIS POINT ON.

AT THE BEGINNING, IT IS MENTIONED AS THE UNIVERSITY, AND IT'S NOT DUPLICATED THROUGHOUT THE DOCUMENT.

IT'S JUST MENTIONING UNIVERSITY.

I WAS JUST WONDERING.

I JUST WANT TO MAKE SURE THAT THEY CAN SAY, WELL, SINCE THE WASN'T USED OR IF SOMETHING WERE TO HAPPEN, ALSO WHO IS THE CONTACT PERSON AND WHAT DEPARTMENT IS GOING TO BE HANDLING THIS? BECAUSE I DO KNOW THAT FOR BOTH OF THESE ENTITIES, THERE IS A CONTACT PERSON.

>> FOR THE ONE YOU'RE TALKING ABOUT NOW, ARE YOU LOOKING AT THE ONE FOR PEDIATRIC BEHAVIORAL HEALTH WITH PARKLAND HEALTH? BECAUSE I DON'T SEE UNIVERSITY ON THAT ONE.

I'M NOT SURE THAT'S A DIFFERENT ITEM.

>> I DO APOLOGIZE. I DID JUST STEP BACK AND CONSIDER.

BOTH OF THOSE ARE REQUIRING INTERNS AND THOSE ARE THE ONLY TWO I SAW UNLESS THERE'S BEEN A CHANGE IN THE AGENDA.

[03:10:03]

I'M SORRY. GIVE ME JUST A SECOND BECAUSE I DIDN'T PUT THIS ONE HERE.

>> CHELSEA, I THINK THAT'S A DIFFERENT ITEM.

>> IT IS? THOSE ARE MY QUESTIONS.

>> THANK YOU, TRUSTEE FOREMAN. 19B.

>> HI, SHELLY.

>> HELLO.

>> THIS IS JUST QUICK.

THE 16B BASICALLY TALKS ABOUT PEDIATRIC BEHAVIORAL HEALTH INITIATIVES THAT IS DONE FROM AN AGREEMENT THAT WE DID IN 2019.

HAVE WE UPDATED? I ASK THAT QUESTION BECAUSE OF ALL THE THINGS THAT HAS HAPPENED DURING COVID THE LAST TWO YEARS AND A LOT OF OUR BEHAVIORAL ISSUES HAVE CHANGED.

>> CORRECT.

>> IN SOME CASES, ENHANCED.

HAVE WE UPDATED THAT 2019 STUDY? THEN IT'S JUST TWO OTHER QUESTIONS BECAUSE YOU CAN PROBABLY ANSWER THEM ALL TOGETHER. YOU'RE SO SMART.

IT TALKS ABOUT PEDIATRIC CARE.

WHAT AGE ARE WE STARTING AT IN TERMS OF PEDIATRIC CARE? THEN FROM THE ACADEMIC ACHIEVEMENT PERCEPTIVE, HOW DOES THAT FIT IN?

>> FOR THIS PEDIATRIC CARE, THIS WOULD BE ALL OF OUR STUDENTS.

OUR STUDENTS WHO WOULD QUALIFY FOR THIS SERVICE.

WHAT THIS IS, IS WE TRY TO HANDLE EVERYTHING WE CAN INTERNALLY WITH REGARD TO OUR MENTAL HEALTH OF OUR STUDENTS.

BUT SOMETIMES THERE ARE THINGS THAT WE NEED ADDITIONAL SERVICES THAT WE CAN'T PROVIDE.

FOR EXAMPLE, IT SHOWS IN THE BACK THE MILD TO MODERATE.

SAY FOR EXAMPLE, STUDENTS HAVING SLEEPING ISSUES, THEN THAT'S SOMETHING THEY MIGHT NEED TO GO AND GET STUDIED ON THEIR SLEEPING PATTERNS AND SEE HOW THAT'S AFFECTING.

THOSE ARE THINGS WE WOULDN'T BE ABLE TO DO, SO WE WOULD REFER THEM OUT HERE.

THE OTHER PIECE THAT YOU TALKED ABOUT, THE ACADEMICS THAT IS SOMETHING THAT WE ARE WORKING ON NOW TO SEE HOW WE CAN MONITOR THE STUDENTS THAT WE WORK WITH THROUGH MENTAL HEALTH TO SHOW THAT BECAUSE THEY ARE GETTING SERVICES THAT THEIR ACADEMICS IS INCREASING.

THAT'S A PIECE THAT WE ARE LOOKING AT INCORPORATING HOW WE DO OUR EVALUATIONS OF OUR PROGRAM.

>> I'LL JUST LEAVE YOU WITH THIS.

I THINK WE SHOULD BE CAREFUL BECAUSE WE DON'T WANT TO GET INTO LABELING.

I THINK WE JUST NEED TO BE REAL CAREFUL AS WE GO THROUGH THAT PROCESS. THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN.

WE'RE NOW ON THE HUMAN CAPITAL MANAGEMENT DIVISION.

ANY QUESTIONS?

>> 21A.

>> TRUSTEE FOREMAN, 21A.

[20. HUMAN CAPITAL MANAGEMENT DIVISION]

>> HEY, ROBERT?

>> HELLO.

>> MY FAVORITE.

JUST A COUPLE OF QUESTIONS REGARDING THIS INTERNSHIP.

>> QUICK, TRUSTEE FORMAT, A WHOLE BUNCH OF OTHER CHIEFS JUST PUT THEIR HEAD DOWN WHEN YOU SAID [LAUGHTER] MY FAVORITE, I'M JUST READING THE ROOM.

>> WHY DID YOU BRING IT UP? I LOOK OUT HERE AND NOW I GO, REALLY? ROBERT, REALLY? NO I BEAT HIM UP THE LAST TIME, SO I GOT TO LOVE ON HIM HIS TIME.

>> [LAUGHTER] THANK YOU.

>> THIS AGREEMENT THAT WE'RE DOING WITH DALLAS COLLEGE, I'M ASSUMING IT'S FOR AN ASSOCIATE DEGREE PERSON OR SOMEONE IN THE ASSOCIATE DEGREE PROGRAM.

>> YEAH. IT'S FOR SOMEONE WHO'S GOING THROUGH THE TEACHING PATHWAY.

IT'S VERY SIMILAR TO THE OTHER STUDENT TEACHER OR CLINICAL TEACHER ARRANGEMENTS WE HAVE WITH OTHER UNIVERSITIES.

IT'S FOR THEM TO COME IN AND DO THEIR STUDENT TEACHING WITH US.

WE CONSIDER THAT A PIPELINE FOR TEACHERS BECAUSE OUR GOAL WHEN THEY COME IN AS STUDENT TEACHERS IS FOR US TO BE ABLE TO HIRE THEM.

>> WHAT I DON'T UNDERSTAND IS THAT THERE'S NOT A FOUR-YEAR DEGREE AT DALLAS COLLEGE.

IT'S ONLY A TWO-YEAR DEGREE.

HOW DOES THAT EQUATE TO UNT DALLAS WHERE WE MIGHT BE DOING A TEACHING PROGRAM?

>> I BELIEVE THAT THEY HAVE THE ABILITY TO GENERATE THOSE TEACHERS BUT IF SHELLY [INAUDIBLE] IS AROUND.

>> WELL, I SEE, BRIAN COMING.

>> SOMEONE KNOW SHELLY OR STEVEN?

>> MAYBE SOMEBODY CAN HELP.

>> DR. [INAUDIBLE], AS I RECALL, THE COLLEGE GOT PERMISSION TO HAVE A FOUR-YEAR DEGREE.

>> FOUR-YEAR EDUCATION.

>> SPECIFICALLY IN EDUCATION.

>> OKAY.

>> THAT IS WHY I BELIEVE.

SEE, I STILL REMEMBER A LITTLE BIT FROM THE PAST.

THAT'S WHY WE WOULD BE ABLE TO ENTER INTO THAT TRUSTEE FORMAT.

>> THAT'S WHAT I NEED. OKAY. THANK YOU.

>> THANK YOU.

>> THAT'S EASY, ROBERT.

>> THANK YOU, TRUSTEE.

>> SEE, YOU DRAGGED HER UP HERE, ROBERT, FOR NO REASON.

>> THANK YOU, TRUSTEE, FORMER TRUSTEE MARSHALL.

>> ROBERT, I HAVE A QUICK QUESTION TOO.

[03:15:01]

[LAUGHTER] I'M GLAD THAT WE'RE USING THIS AS A PIPELINE BUT I'M WONDERING IF THERE'S ANY TRIGGERED CONTRACTUAL OBLIGATION TO THE INTERNS.

ONE THING THAT HAPPENS A LOT IN THE BUSINESS WORLD IS YOU GET AN INTERNSHIP WITH THE UNDERSTANDING THAT IF THE EMPLOYER OFFERS YOU A PERMANENT POSITION AT THE END OF THE INTERNSHIP, THEN YOU WILL ACCEPT IT. DO WE DO THAT?

>> WE DON'T HAVE THAT CLAUSE IN THERE BUT IT'S DEFINITELY SOMETHING WE CAN LOOK TO EXPLORE.

>> YEAH, I'D LOVE TO TRY TO TIE THE AVAILABILITY OF THE INTERNSHIP TO AN EMPLOYMENT AGREEMENT AFTER THE FACT, UP TO OUR DISCRETION IF WE FEEL THAT THE INTERN ILLUSTRATED THAT THEY CAN AND WOULD BE A GOOD TEACHER.

IT'S LIKE WE DANGLE THAT UPFRONT AS HEY, YOU CAN COME BE AN INTERN HERE AND WE'LL GIVE YOU A JOB BUT YOU'VE GOT TO TAKE THE JOB IF YOU TAKE THE INTERNSHIP, IF WE OFFER IT.

IT MIGHT BE AN EVEN BETTER WAY TO IMPROVE THE PIPELINE MANAGEMENT PART OF IT.

>> GREAT IDEA. THANK YOU.

>> THANKS.

>> ROBERT, YOU CAN STAY THERE.

[LAUGHTER] JUST A COUPLE OF BRIEF QUESTIONS.

THIS IS AT NO COST TO THE DISTRICT; IS THAT RIGHT?

>> THAT'S CORRECT.

>> BY ENGAGING IN THIS, WE'RE HELPING TO BUILD THAT PIPELINE TO DEAL WITH THE TEACHER SHORTAGE.

ACTUALLY, BY GIVING THEM THE INTERNSHIPS, WE'RE PROBABLY HELPING THEM TO BECOME BETTER TEACHERS.

>> YEAH, AND WE ALSO WANT THEM TO SEE ALL THE SUPPORT WE HAVE IN DALLAS ISD SO THAT THEY'RE ATTRACTED TO COME TO DALLAS ISD WHEN THEY REACH THAT DECISION POINT.

>> OKAY. THANKS FOR PURSUING THIS.

>> THANK YOU, TRUSTEE MITCH. DO YOU HAVE SOMETHING ELSE?

>> NO, 23A.

>> IT'S PULLED.

>> IS THAT PULLED?

>> IT'S PULLED. [LAUGHTER]

>> EXCUSE ME, I DIDN'T LAUGH.

>> ANY FINANCIAL SERVICES DIVISION?

[24. FINANCIAL SERVICES DIVISION]

>> 31I.

>> ANYBODY HAVE ANYTHING BEFORE 31I? WHICH ONE? WE'LL GO BACK IF YOU FIND SOMETHING 31I?

>> YES, THANK YOU. I NOTICE THE CONTRACT AMOUNT HERE IS APPROXIMATELY 6.8 MILLION FOR THE TOWN VIEW RENOVATIONS, IS THAT THE FULL SCOPE OF THE RENOVATIONS THAT'LL HAPPEN TO TOWNVIEW THROUGH THE 2020 BOND OR IS THAT A PORTION OF IT AND WE SHOULD EXPECT TO SEE MORE COMING BACK LATER ON?

>> THAT'S A PORTION OF IT. THAT'S FOR THE ROOF, WE THOUGHT IT WAS URGENT TO GET THE ROOF ON WHILE WE DESIGN THE REST OF THE SCHOOL. YES.

>> AGREED, IT'S FLOODING WHEN IT RAINS.

HOW MUCH IS IN TOWNVIEW'S ALLOCATION FOR THE BOND 2020 TOTAL?

>> LET ME GET BACK TO YOU ON THAT.

I DON'T HAVE THE EXACT NUMBER AND I WANT TO BE ACCURATE WHEN I SEND IT, SO YOU COULD PUT A TRACKER TOGETHER.

>> YEAH. I'LL ALSO JUST SAY JUST VERBALLY SO WE CAN BE ON THE SAME PAGE BECAUSE IN THE BOND DASHBOARD, THIS IS WHERE I GOT THE CONFUSION.

THIS IS 6.8 MILLION.

THE BOND DASHBOARD HAS IT LISTED AS AROUND 11 MILLION ONLINE THAT WE SHOW THE PUBLIC.

WHEN THIS PASSED, THE SCOPE OF WORK WAS 20 MILLION.

I KNOW THERE ARE CHANGES THAT HAPPEN BUT THAT SEEMS LIKE A MASSIVE SCOPE CHANGES TO IT.

I'D BE INTERESTED IN WHAT IS THE ACTUAL CURRENT ALLOCATION.

I'LL SEND IT IN A TRACKER AS WELL AS WHAT CHANGED IN THE SCOPE OF MAJOR SCOPE SHIFTS HAPPENED AND WHAT WAS THE REASONING, ETC, THOSE TYPE OF THINGS.

>> OKAY. I'LL FOLLOW UP WITH YOU.

>> THANK YOU.

>> WE'RE NOW ON 32 AND 33, 28A.

>> DON'T BE TRYING TO SEND HER UP HERE.

>> 28A, SOMEBODY AT THAT TABLE.

[LAUGHTER]

>> DWAYNE TRYING TO SEND HER.

I'M SORRY, I'M MESSING WITH DWAYNE.

>> WE'RE FIGHTING OVER WHO'S COMING TO THE FRONT.

>> I KNOW. [LAUGHTER]

>> THEY'RE COMPETING. WHOSE YOUR FAVORITE?

>> NO, THEY'RE NOT.

>> WHO'S YOUR FAVORITE? [LAUGHTER]

>> DWAYNE IS MY FAVORITE.

>> OH, MAN. [LAUGHTER]

>> YOU JUST LOST THAT, ROBERT.

I JUST HAVE A FEW QUESTIONS AND THIS IS ACTUALLY ON THE ON THE BUDGET AMENDMENT PAGE.

[03:20:11]

FOR THE REVENUE, IS THIS REVENUE WE'RE SEEING AND I'M ASSUMING THIS IS FROM THE LBJ BUILDING, IS THIS REVENUE THAT WE'RE RECEIVING IN FROM TENANTS?

>> YES.

>> ONE OF THE THINGS WE DID NOT TALK ABOUT WAS IF THERE ARE LONG-TERM RENTALS OR LEASES ON THESE PROPERTIES AND HOW LONG THEY ARE.

I THINK SOMEWHERE I SAW WHERE WE WERE TALKING ABOUT ACTUALLY HIRING SOMEBODY TO HANDLE THE RENTAL.

SO I THINK THAT'S A CONVERSATION THAT NEEDS TO COME UP AT SOME POINT TO TRY TO DEAL WITH THAT.

THEN WHEN I LOOK ON THE EXPENDITURE SIDE, I'M LOOKING AT THE LBJ BUILDING MAINTENANCE AND OPERATIONS, AND THE MAJOR IMPROVEMENT, AND REMODELING.

HOW DOES THAT DIFFER FROM WHAT WE TALKED ABOUT IN TERMS OF THE RENOVATION OF THAT PROPERTY?

>> THERE ARE TENANTS IN THE BUILDING.

AS WE BEGIN OUR PROCESS OF DOING THE SCOPE FOR WHAT WILL BECOME THE SCHOOL, THERE ARE SOME TENANTS AND AREAS THAT WE NEED TO MOVE.

AS WE MOVE THEM, WE WERE GOING TO USE THE RENTAL DOLLARS TO RENOVATE OTHER SPACE IF NEEDED TO BE OFFICES, WHICH IT WON'T BE FOR THE CLASSROOM.

WE WERE SAVING THE BOND DOLLARS FOR THE RENOVATIONS FOR CLASSROOM SPACE.

THERE ARE INDIVIDUALS OR COMPANIES THAT HAVE EXPENDITURES THAT, FOR INSTANCE, LIKE A DEPOSIT THAT THEY NEED TO GET BACK.

THERE ARE EXPENDITURES LIKE THAT THAT WE NEED TO COVER AS PEOPLE AS VENDORS LEAVE.

I THINK THERE'S RIGHT AROUND 30 TENANTS.

WE'VE BEEN CONTACTED BY SEVERAL OF THOSE THAT WANT TO LEAVE NOW THAT WE OWN THE FACILITY.

WE'RE IN THE PROCESS OF WORKING THROUGH THOSE.

BUT THE RENOVATION PART WOULD BE, IF WE HAVE SOMEONE, LET'S SAY ON THE FIRST OR SECOND FLOOR THAT ISN'T INTERESTED IN MOVING, WE WOULD THEN HAVE A CONVERSATION ABOUT MOVING THEM INTO A DIFFERENT LOCATION IN THE FACILITY SO THEY CAN LIVE OUT THEIR TENANT.

>> COULD YOU JUST KEEP THE BOARD ABREAST OF THE TENANTS THAT WE HAVE AND HOW MANY TENANTS ARE LEAVING OUT.

WE HAD THE SAME PROBLEM WITH 9,400, AS YOU KNOW, AND PROBABLY STILL HAVE SOME TENANTS IN THERE.

>> WE HAVE A FEW.

>> THAT WE DON'T KNOW ABOUT. EXCUSE ME.

BUT I WOULD JUST LIKE TO BE KEPT ABREAST.

I DO UNDERSTAND NOW THAT YOU'VE EXPLAINED IT, HOW YOU'RE TAKING THE $3 MILLION AND USING IT TO OFFSET THE COST OF THE EXPENSES FOR THE TENANTS THAT ARE IN THERE.

BUT I'D LIKE TO KNOW HOW MANY ARE TRYING TO DO A LONGER-TERM CONTRACT AND HOW MANY ARE TALKING ABOUT GETTING OUT, BECAUSE THAT'S GOING TO MAKE A DIFFERENCE WHEN WE START TALKING ABOUT RECONSTRUCTING, IF THAT MAKES SENSE.

>> I'LL DEFINITELY DO THAT.

>> AL RIGHT. THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN.

GOING BACK THROUGH 31, 32 TRANSPORTATION, 33 REAL PROPERTY, MAINTENANCE, AND FACILITY SERVICES.

>> HOLD ON. I'M TRYING TO GO THROUGH MY BINDER.

WHERE IS PAM? SHE MADE ME STAY UP LAST NIGHT.

>> 31K.

>> 31K.

>> THIS IS A WHAT WE JUST TALKED ABOUT.

THIS IS A PROPERTY MANAGEMENT VENDOR LIST.

>> THAT IS CORRECT, MS. TRUSTEE FOREMAN.

>> OH, GOOD. HOW ARE YOU DOING?

>> I'M GREAT. HOW ARE YOU?

>> I'M GREAT. I GUESS THE ONLY REAL QUESTION I HAVE IS HOW MANY OF THE VENDORS THAT WE'RE RECOMMENDING ARE CURRENTLY VENDORS FOR THE DISTRICT AND PROPERTY MANAGEMENT?

>> ACTUALLY, AT THE MOMENT, WE DON'T HAVE ANY VENDORS.

ONE OF THE TWO VENDORS THAT ARE ON THE LIST WAS A PRIOR VENDOR THAT WE USE, BUT AT THE MOMENT WE DON'T HAVE ANY PROPERTY MANAGEMENT VENDORS ON THE CONTRACT.

>> HOW DO WE HANDLE 9,400? [OVERLAPPING] YOU'RE HANDLING THAT?

[03:25:03]

>> 9,400, WE'RE HANDLING THAT IN-HOUSE.

>> IN-HOUSE? OKAY.

>> WE'RE DOING THE SAME THING WITH THE NEW FACILITY.

WE'RE HANDLING AMY HOUSE UNTIL WE GET ONE OF THESE PROPERTY MANAGER FIRMS ONBOARD.

>> WHAT IT DOESN'T TALK ABOUT IN HERE, OR MAYBE I MISSED IT, WAS THE OVERALL COST.

IT HAS HAS THAT DONE FOR THE PROPERTY MANAGER?

>> THE TWO VENDORS THAT SUBMITTED SIMILAR PROPOSALS WITH DIFFERENT COST STRUCTURES.

ONE SUBMITTED A PROPOSAL WITH AN HOURLY RATE, AND THE OTHER VENDORS SUBMITTED A PROPOSAL WITH A SQUARE FOOT RANGE.

THEY'RE DIFFERENT, THEY VARIED SIGNIFICANTLY IN WHAT OUR OVERALL COSTS WOULD BE.

WE WOULD JUST HAVE TO DETERMINE WHICH OF THOSE TWO MAKES BETTER SENSE TO USE AS WE MOVE FORWARD.

>> THE ONLY THING I'M CONCERNED ABOUT IS IS THAT WE'RE TALKING ABOUT SOME OF THE TENANTS LEAVING.

I WOULDN'T WANT TO SEE US EXPANDING MORE MONEY ON PROPERTY MANAGEMENT THAN WE'RE GETTING IN FROM TENANTS.

THAT WOULDN'T MAKE A LOT OF SENSE.

>> AGREED.

>> THANK YOU.

>> I THINK THAT'S IT FOR TONIGHT. THANK YOU.

>> THANK YOU.

>> ANYTHING ELSE BURNING, TRUSTEE FOREMAN? [LAUGHTER]

>> I'LL PAUSE I WILL GO WITH THAT? [OVERLAPPING]

>> NOW THAT YOU MENTIONED IT, LET'S GO WITH THAT.

THANK YOU. I STAYED UP LATE LAST NIGHT.

>> ME TOO.

>> I WAS JUST ASKING A QUESTION.

>> COME ON, 33 A.

>> 33 A.

>> I THINK THAT'S PROBABLY GONE.

THAT'S NOT SHOWN.

>> THE TRUSTEE HERE AS WELL.

>> HERE IT IS BECAUSE HE SHOULDN'T HAVE SAID NOTHING.

THERE ARE CONSEQUENCES TO YOUR ACTIONS.

>> I GOT TO LEAVE AT 3:30 REGARDLESS.

>> [LAUGHTER] JUST REAL QUICKLY. THIS METRO PCS, A TOWER THAT WE AGREED ON, THE REVENUE THAT'S GOING TO BE COMING IN AND THAT'S ON A TENURE BASIS.

IS THAT THE CURRENT STRUCTURE THAT WE HAVE FOR THE OTHERS?

>> YES.

>> OKAY. THANK YOU.

>> YOU'RE WELCOME.

>> I JUST COULDN'T LET HIM GET AWAY WITH THAT.

[LAUGHTER]

>> THANK YOU.

>> IT'S 14TH AND THIS MEETING IS NOW ADJOURNED.

[LAUGHTER]

* This transcript was compiled from uncorrected Closed Captioning.