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[00:00:01]

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

IF YOU WILL, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

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

[3. ACKNOWLEDGEMENTS]

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

WE HAVE DISTRICT THREE DAN MICCICHE, DISTRICT FOUR, CAMILE WHITE, DISTRICT SIX JOYCE FOREMAN, DISTRICT SEVEN BEN MACKEY, SORRY BEN, OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE ELIZALDE, JOINS US.

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH, ON SOCIAL MEDIA THROUGH DALLAS ISD ESPANOL AND ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

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

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

FIRST AMENDMENT RIGHTS.

SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY.

AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

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

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

WE'D LIKE TO REMIND EVERYONE THAT, ALTHOUGH NOT REQUIRE, WE DO RECOMMEND THE WEARING OF FACE MASKS WHILE ON DISTRICT PROPERTY.

I DO NOT SEE ANY ELECTED OR PUBLIC OFFICIALS IN THE ROOM.

OUR AGENDA CALLS FOR THE PUBLIC FORM OF THE MEETING.

I WAS AFFIRMED NO ONE HAS SIGNED UP TO SPEAK.

THE BOARDS [INAUDIBLE] THE BOARD WILL RETIRE NOW TO CLOSED SESSION.

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

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

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

THE BOARD WILL RETIRE THE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT INCLUDING BUT NOT LIMITED TO THE FOLLOWING TEXAS GOVERNMENT CODE SECTIONS 551.7071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OR THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER 551.072 TO DELIBERATE THE PURCHASE EXCHANGE LEASE SELL OR VALUE OF REAL PROPERTY AND SECTION 551.074 TO DELIBERATE THE EMPLOYMENT EMPLOYMENT EVALUATION REASSIGNMENT DUTIES, DISCIPLINE DISMISSAL OF A PUBLIC OFFICE OR EMPLOYEE, INCLUDING EMPLOYEES ON THE LIST IN STATUTORY ITEM A.

THE TIME IS NOW 11:41 AND WE ARE IN CLOSED SESSION.

ALL RIGHT. WE'LL GO BACK INTO OPEN SESSION.

THE TIME IS NOW.

12, 12:11 AND WE ARE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

WE ARE NOW UP TO ITEM SIX OF THE AGENDA, VISION AND PROGRESS MONITORING.

[6. VISION/PROGRESS MONITORING]

AND WE'LL BEGIN WITH THE STUDENT OUTCOME GOALS ONE AND FIVE.

DR. ELIZALDE, THANK YOU.

TRUSTEE MICCICHE AND BOARD MEMBERS.

AS CHIEF HUITT POWELL COMES UP.

THIS WILL BE A FOCUS ON THE GOALS AND THE TARGETS FOLLOWING OUR EXPECTATIONS FOR ALL OUR STUDENTS.

A REMINDER GOAL ONE IS TO FOCUS ON WHAT WE TEND TO CALL DOMAIN ONE OF THE STAAR, PRIMARILY STAAR DATA OR 100% STAAR DATA IS REFERENCED IN DOMAIN ONE, WHICH IS AT THE MEETS GRADE LEVEL.

AS A REMINDER, THERE ARE THREE TIERS OF PERFORMANCE.

ACTUALLY, FOUR TIERS OF PERFORMANCE DOES IS BELOW APPROACHES, APPROACHES, MEETS AND MASTERS.

[00:05:05]

THIS IS A BOARD GOAL THAT YOU ALL WANTED TO FOCUS ON, ENSURING STUDENTS WHO ARE AT GRADE LEVEL PERFORMANCE.

AND THE SECOND GOAL WILL BE GOAL FIVE, WHICH IS AN AREA OF FOCUS AS WELL, THAT THE BOARD WANTED US TO ENSURE THAT WE ARE PAYING ATTENTION TO MIDDLE SCHOOLS. SO THAT WILL BE AN AREA OF DISCUSSION.

AND WITH THAT, I'LL TURN IT OVER TO OUR CHIEF OF SCHOOLS OR CHIEF OF SCHOOL LEADERSHIP, TIFFANY HUITT POWELL.

THANK YOU SUPERINTENDENT ELIZALDE, OUR BOARD OF TRUSTEES, AND I BELIEVE PRESIDENT HENRY IS SOMEWHERE.

SO THANK YOU FOR HAVING US THIS AFTERNOON.

I'D LIKE TO AGAIN PROVIDE YOU WITH THE UPDATE ON STUDENT OUTCOME GOALS ONE AND FIVE.

AND JUST A QUICK HIGHLIGHT HERE.

WE JUST WANTED TO LET YOU KNOW THAT WE CAN SEE THAT WE NEED TO CONTINUE OUR ACCELERATION OF LEARNING TO FULLY RECOVER AND BE ON TRACK TO MEET OUR 2025 GOALS AND GOAL OUTCOME ONE WE CAN SEE THAT WE'VE INCREASED THE BIG HEADLINER HERE IS THAT WE INCREASED BY SIX POINTS FROM THE LAST TIME THAT WE TOOK A DATA METRIC.

AND THEN FOR GOAL OUTCOME FIVE, WE INCREASED BY EIGHT POINTS.

AND I'D LIKE TO MOVE ON TO THE NEXT SLIDE AND WE CAN LOOK PARTICULARLY AT STUDENT OUTCOME OUTCOME GOAL ONE HERE.

I'D LIKE TO SHOW THAT WE DID NOT MEET OUR ACTUAL TARGET OF 51.

INSTEAD, WE WERE OUR ACTUAL WAS 42.

WE CAN ALSO SEE THAT WE GAINED AGAIN THE SIX POINTS FOR STUDENT OUTCOME GOAL ONE.

AND THEN TO MEET OUR 22-23 TARGET, WE WOULD NEED TO GAIN 11 POINTS.

ON THE NEXT SLIDE.

WE CAN ALSO SEE HERE THAT OUR ACTUAL TARGET WAS 44.

OUR SCORE WAS A 39.

AND HERE WE CAN SEE OUR INCREASE FROM THE PAST YEAR TO THIS CURRENT SCHOOL YEAR OF 202 1-22 OUTCOMES WE INCREASED BY EIGHT POINTS AND THEN TO MEET OUR ACTUAL TARGET FOR THE NEXT SCHOOL YEAR, WE WOULD NEED TO INCREASE BY SEVEN POINTS.

THE NEXT SLIDE. THIS IS JUST A REMINDER.

WE SHARED THIS SLIDE IN THE LAST BOARD MEETING, AND THIS IS JUST A REMINDER OF OUR RECOVERY PATHWAY.

AND, OF COURSE, OUR GOAL IS TO REACH HIT THE GREEN TARGET THAT'S ON THAT SLIDE.

AND SO I'D LIKE TO SPEND THE MAJORITY OF MY TIME IS TALKING ABOUT OUR ACTION STEPS, OUR INPUTS, OUTPUTS TO DATE AND OUR STRATEGIC ADJUSTMENTS FOR THE 2022-2023 SCHOOL YEAR.

AND JUST A BRIEF REMINDER THAT WE ALSO HAVE CATEGORIZED MANY OF OUR STRATEGIC SUPPORTS AND HIGH LEVERAGE MOVES IN FOUR BUCKETS.

AND THOSE BUCKETS ARE EQUITY, LITERACY, CURRICULUM AND INSTRUCTION.

IN THE EQUITY BUCKET, WE WANT TO REMIND YOU OF OUR PROGRAM ACHIEVING IN THE MIDDLE.

ACHIEVING IN MIDDLE SUPPORTS ABOUT 23 OF OUR CAMPUSES.

AND THEY RECEIVE AN ASSISTANT PRINCIPAL, AN ADDITIONAL COUNSELOR.

AND ILT'S LAST YEAR WE HAD 70 ILT'S SERVE ABOUT 23 OF THOSE CAMPUSES AND THEY FOCUSED ON SIXTH GRADE AND SIXTH GRADE MATH AND READING.

OUR STRATEGIC ADJUSTMENT FOR THIS SCHOOL YEAR IS TO INCREASE THE NUMBER OF ILT'S ON THOSE CAMPUSES.

AND ILT'S THEY TEACH A MINIMUM OF TWO COURSES A DAY AND THEN THEY COACH OUR TEACHERS WHO NEED ADDITIONAL SUPPORT FOR THE REMAINDER OF THE DAY.

AND OF COURSE, THAT DEPENDS ON THE CAMPUS TYPE WITH THE AMOUNT OF COURSES THAT THEY'RE TEACHING.

IN ANY CASE, THOSE TEACHERS HAVE WE'VE EXPANDED SUPPORT FOR OUR TIER THREE CAMPUSES, AND WE HAVE ABOUT FIVE OF THOSE TIER THREE CAMPUSES.

AND THERE WE'VE ALSO EXPANDED SUPPORT FROM NOT JUST SIXTH GRADE, BUT ALSO TO SEVENTH AND EIGHTH GRADE.

IN OUR LITERACY BUCKET.

BEFORE WE MOVE BEYOND THAT, JUST WANT TO REMINDER ILT'S OUR INSTRUCTIONAL LEAD TEACHERS.

I KNOW IT'S ON THERE, BUT IN CASE SOMEONE IS LISTENING IN INSTRUCTIONAL LEAD TEACHERS AND THIS MODEL IS AGAIN BASED ON TEACHERS REALLY BENEFIT MORE FROM A COACHING MODEL WHERE THE TEACHER THAT THAT IS BEING COACHED IS BEING COACHED BY SOMEONE WHO'S STILL DOING THE SAME WORK THAT THE TEACHER IS DOING ON THE SAME CAMPUS.

IT'S ALSO AN OPPORTUNITY FOR OUR TEACHERS TO HAVE MORE LEADERSHIP OPPORTUNITIES WITHOUT EVERYTHING ALWAYS HAVING TO BE.

I HAVE TO LEAVE THE CLASSROOM AND BECOME AN ADMINISTRATOR IN ORDER TO BE A LEADER.

AND THIS IS AN AREA IN WHICH WE'RE WANTING TO CONTINUE TO GROW, WHERE TEACHERS MAY HAVE OPPORTUNITIES TO LEAD, BUT NOT NECESSARILY LEAVE THE CLASSROOM AND STILL PROVIDE THAT MOST MEANINGFUL TYPE OF COACHING SUPPORT, WHICH IS COACHING COLLEAGUES.

ABSOLUTELY. THANK YOU FOR THAT POINT OF CLARIFICATION.

[00:10:01]

IN OUR NEXT BUCKET OF LITERACY AND YOU MIGHT NOTICE ON THE HEADER, IT SAYS GOALS ONE, TWO, THREE AND FIVE.

AND THAT'S BECAUSE WE'VE TALKED ABOUT GOALS TWO AND THREE, AND TODAY WE'RE TALKING ABOUT GOALS ONE AND FIVE.

AND SO YOU'LL SEE THAT A HIGH LEVERAGE MOVE THAT WE TALKED ABOUT IN GOALS TWO AND THREE, WE'RE ALSO BRINGING FORWARD IN GOALS ONE IN FIVE BECAUSE IT IS THAT JUST THAT IT'S HIGH LEVERAGE AND IT CROSSES MULTIPLE GOALS.

AND SO ONE OF THOSE IS OUR HB THREE READING ACADEMIES.

LAST YEAR WE LAUNCHED COHORT TWO.

AND OF COURSE, THIS YEAR WE'RE EXPANDING TO COHORT THREE, WHICH INCLUDES ABOUT 52 SCHOOLS FOR OUR HB THREE READING ACADEMIES.

AND IF YOU CALL LAST MONTH, WE TALK ABOUT THE SUCCESS OF THOSE READING ACADEMIES AND THE STUDENT PERFORMANCE FROM THOSE STUDENTS WHO HAD A CHANCE TO PARTICIPATE.

IN OUR INSTITUTE FOR LEARNING WE HAD LAST YEAR SIX SCHOOLS THAT PARTICIPATED WITH THE INSTITUTE FOR LEARNING, AND WE EXPANDED THAT THAT SUPPORT FOR CAMPUSES TO ABOUT 14 SCHOOLS THIS UPCOMING SCHOOL OR THE SCHOOL YEAR PARDON ME.

THE MOST IMPORTANT LEVERAGE HERE IN LITERACY IS THAT WE ALSO HAVE EMBEDDED DISCIPLINARY LITERACY ROUTINES ACROSS THE DISCIPLINES.

SO YOU SHOULD SEE READING, WRITING, LISTENING AND DISCUSSING AND SPEAKING IN ALL OF OUR CLASSROOMS AND CONTENT AREAS.

IN OUR CURRICULUM BUCKET, WE HAVE ENHANCED THE CURRICULUM AND WE HAVE LAST YEAR WE ACCELERATED WE PROVIDED ACCELERATED LESSONS TO OUR TEACHERS AND OUR STUDENTS AND THOSE LESSONS ACCELERATE LESSONS WERE MEANT TO CLOSE THE GAP IN THE LEARNING THAT STUDENTS MISSED DURING THE LEARNING OPPORTUNITIES THAT THEY MISSED DURING THE PANDEMIC. AND THIS YEAR WE HAVE EXPANDED THOSE READING AND MATH SUPPORTS IN THE CONTENT AREAS FOR THOSE ACCELERATED LESSONS.

WE ALSO KNOW THAT WE ADDED AND WE PILOTED A KNOWLEDGE BASED CURRICULUM ACROSS DALLAS ISD AND AGAIN, WE STARTED WITH ABOUT SEVEN CAMPUSES AND WE PILOTED ONE MIDDLE SCHOOL, AND WE'VE EXPANDED THAT PILOT FOR THOSE SCHOOLS THAT ARE SOME OF OUR SCHOOLS THAT ARE READY AND WILLING AND ABLE TO IMPLEMENT THAT, THIS KNOWLEDGE BASED CURRICULUM.

AND WE'RE ALSO CONTINUING TO EXPLORE ADDITIONAL HIGH QUALITY MATERIALS FOR OUR CAMPUSES.

AND THEN ON OUR FINAL BUCKET IN INSTRUCTION, WE LOOKED AT PROFESSIONAL DEVELOPMENT COACHING AND WE'VE WORKED WITH SOME GROUPS TO PROVIDE INSTRUCTIONAL SUPPORT FOR OUR MIDDLE SCHOOL TEAMS TO ENSURE THAT WE HAVE SOME TIGHT CURRICULAR ALIGNMENT AND HIGH QUALITY INSTRUCTION.

AND OUR INPUTS WERE OUTPUTS TO DATE.

WE HAD BECAUSE OF THESE PROGRAMS AND COACHING AND SUPPORT STRUCTURES PARDON ME, WE HAD ABOUT 91% OF OUR AIM CAMPUSES THAT HAD DOUBLE DIGIT GAINS ON STAAR THIS PAST YEAR.

AND THEN WE HAD 741 CAMPUSES RECEIVED I MEAN, SORRY, CAMPUSES RECEIVED 741 BADGES FOR COACHES, COACHING AND BEST PRACTICES. SO OUR GOAL AND THAT AIM COACHING SUPPORT AND PARTICULARLY THIS COACHING SUPPORT IS EXPANDED TO NOT JUST THE TEACHERS BUT ALSO THE ADMINISTRATORS.

SO OUR INTENTIONAL SUPPORT FOR THE PRINCIPALS AND ASSISTANT PRINCIPALS WHO ARE INTERESTED IN RECEIVING THAT SUPPORT.

AND THEN WE'VE IDENTIFIED SOMEONE WHO'S GOING TO PROVIDE FULL TIME SUPPORT TO OUR MIDDLE SCHOOL CAMPUSES, OUR MIDDLE SCHOOL PROGRAM, INCLUDING THE AIM PROGRAM.

AND THAT INDIVIDUAL IS LAUNCHING FULL DAY CONFERENCES AND WORKSHOPS TO INCLUDE THE ENTIRE GROUP OF INDIVIDUALS WHO SUPPORT OUR KIDS, FROM EXECUTIVE DIRECTORS TO PRINCIPALS.

APS OUR ILC'S AND THOSE ARE CENTRALIZED SUPPORT STAFF, CAMPUS SUPPORT STAFFS AND OUR ILTS.

AND THAT CONCLUDES MY REPORT.

THANK YOU. TRUSTEES.

QUESTIONS? COMMENTS? TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE MACKEY.

OKAY. SO NOW I HAVE TO ROLL UP HERE.

THANK YOU FOR FOR THE PRESENTATION.

I JUST HAVE A FEW QUESTIONS AND SOME OF THEM ARE GENERIC IN TERMS OF PARTICULARLY OUR HIGH PRIORITY CAMPUSES . WITH WHAT WE JUST WENT THROUGH WITH THE STAAR TEST AND THEN OUR LOCAL ASSESSMENT.

WE'VE SEEN SOME CHANGES IN THE NUMBERS.

SO BASICALLY ON THIS PRESENTATION, IT'S ABOUT THE STAAR TEST BUT NOT ABOUT WHAT ARE ACTUALLY SCORES COME OUT TO BE WHEN WE USE THE LOCAL ACCOUNTABILITY.

IS THERE A POSSIBILITY MAYBE OF ASKING THE SUPERINTENDENT ALSO, IS THERE A POSSIBILITY TO LOOK AT IT BOTH WAYS SO THAT THERE'S A CLEARER

[00:15:03]

UNDERSTANDING OF WHEN WE PUT OUR ACCOUNTABILITY SCORES OUT? IT'S NOT JUST THE STAAR TEST.

IT HAS THE LOCAL ACCOUNTABILITY ALSO ATTACHED TO IT.

AND SO THE PUBLIC SEES ONE THING, BUT WE'RE TALKING ABOUT SOMETHING DIFFERENT, JUST THE STAAR TEST.

YES. THANK YOU, TRUSTEE FOREMAN.

IT'S INTERESTING YOU MENTION THAT WE JUST HAD A CONVERSATION THE TEAM DID ON MONDAY AT OUR RETREAT, BECAUSE WE DO, WE HAVE TO REALLY THINK SO. THE ANSWER TO THE FIRST PART IS, YES, WE CAN PUT HERE'S WHAT WE WOULD HAVE BEEN IF WE HAD BEEN COMPARED TO EVERYONE ELSE JUST BECAUSE WE ARE NOW THE ONLY SCHOOL DISTRICT IN THE STATE OF TEXAS.

LET'S ME SAY THAT ONE MORE TIME.

WE ARE THE ONLY SCHOOL DISTRICT IN THE STATE OF TEXAS WHO UTILIZES THE LOCAL ACCOUNTABILITY SYSTEM, WHICH WE LOOK AT THE WHOLE CHILD.

WE INCLUDE OTHER METRICS.

HOWEVER, THE REST OF THE STATE DOESN'T KNOW THAT.

THEY JUST SEE A SCHOOL LETTER AND THEY THINK THAT LETTER MEANS THE SAME AS A SCHOOL IN RICHARDSON ISD OR DESOTO OR DUNCANVILLE OR ANYWHERE ELSE. THERE'S PROS AND CONS TO PUTTING.

WE CAN ABSOLUTELY.

AND WE WILL PROVIDE YOU.

LET'S MAKE A NOTE AND PUT THAT IN THE NEXT EITHER IN A TRACK OR A BOARD UPDATE, PLEASE.

WHAT WE WOULD BE WITH THE STATE, WHAT WE WOULD BE ON LOCAL ACCOUNTABILITY.

THE CHALLENGE WITH PUTTING THAT OUT THERE THEN IS MORE CONFUSION, RIGHT? BECAUSE NOW WE'RE SHOWING TWO DIFFERENT GRADES.

AND SO IT'S PROBABLY A MUCH DEEPER CONVERSATION.

AND WE DO NEED TO COMMUNICATE, AT LEAST RIGHT NOW, WHAT THOSE DIFFERENCES ARE.

SO SO MY QUESTION WAS GENERATED BASICALLY TO GIVING A BETTER UNDERSTANDING TO THE BOARD OF WHERE WE ARE INSTEAD OF MAKING IT A PUBLIC CONVERSATION RIGHT NOW, I THINK THE BOARD REALLY NEEDS TO GET A CLEARER UNDERSTANDING OF WHERE WE ARE.

WHEN I LOOK AT 40 SOME A'S AND THEN WE DROP DOWN TO 20 SOMETHING USING THE LOCAL ACCOUNTABILITY.

AND I AM SO TIRED OF DISD BEING THE ONLY GUINEA PIG THAT HAVE ALL THESE DIFFERENT PROGRAMS THAT NOBODY ELSE HAS.

BUT WE'RE STILL COMPARED TO THEM AND THE PUBLIC DOESN'T KNOW.

THE DIFFERENCE IS WHAT I WAS WHAT I WAS TRYING TO SAY.

I THINK WE'VE DONE SOME WONDERFUL THINGS.

BUT ANOTHER QUESTION IN REGARDS TO THE GAINS THAT WE'VE HAD, PARTICULARLY WITH THE STAAR AND THEN USING THE LOCAL ACCOUNTABILITY FOR OUR HIGH PRIORITY CAMPUSES, MANY OF THEM BEING CAMPUSES THAT HAVE PREDOMINANTLY AFRICAN AMERICAN CHILDREN ON THERE.

WE DON'T DO A LOT OF DATA IN REGARDS TO THOSE PARTICULAR CAMPUSES.

WE KIND OF TALK AROUND THE EDGE.

I'D LIKE TO SEE MORE DATA ON HOW THOSE CAMPUSES DID, BECAUSE ONE OF THE THINGS THAT I JUST HAD A CONVERSATION WITH TRUSTEE HENRY, HE'S NOT HERE, BUT ONE OF THE THINGS THAT I AM HELL BENT ON IS THAT THERE WILL BE NO REGRESSION.

WE MADE SOME REALLY GREAT GAINS AND WE NEED TO BE KEEPING OUR EYE ON THAT BALL SO THAT THERE IS NO REGRESSION.

AND IF WE DON'T PUT THE DATA IN FRONT OF ALL OF US, SO WE SEE IT AND WE'RE HOLDING EACH OTHER ACCOUNTABLE TO MAKE SURE THEN THAT WOULD BE SOMETHING DIFFERENT BECAUSE WE TALKED ABOUT THE AIM IN THE MIDDLE, BUT THAT'S JUST MIDDLE SCHOOL.

WE'VE GOT ELEMENTARY SCHOOLS THAT MADE GREAT GAINS AND WE HAVE HIGH SCHOOLS THAT MADE GAINS.

AND SO WE REALLY HAVE TO KEEP OUR EYE ON THE BALL.

I APPLAUD YOU FOR THE WORK THAT YOU'RE DOING, BUT I THINK THERE'S MORE THAT WE'VE GOT TO DO AS A TEAM TO MAKE SURE THAT WE DON'T REGRESS ANY.

TRUSTEE MACKEY. THANK YOU AND THANK YOU FOR THIS PRESENTATION.

SUPERINTENDENT AND CHIEF HUITT.

POWELL I AGREE WITH TRUSTEE FOREMAN AND THAT'S WHY I APPRECIATE WHAT YOU ALL HAVE BROUGHT AND CONTINUE TO BRING STUDENT ACHIEVEMENT DATA FOR US TO TALK ABOUT, BECAUSE I KNOW THAT'S HOW WE KEEP THE FOCUS ON NO REGRESSION.

I WANT TO START AT THE BEGINNING WITH THE SLIDE NUMBER TWO.

SO THAT'S SOME GREAT GROWTH TO SHOW.

AND IT SHOWS WE STILL SEE THE GAP FROM PRIOR TO COVID, WHICH IS TO BE EXPECTED THERE.

AND I KNOW THIS BOARD TALKED QUITE EXTENSIVELY LAST YEAR AND IN THE MIDST OF COVID, AND I THINK THE BOARD WIDELY WANTED TO KEEP THE SAME AGGRESSIVE GOALS THAT WE HAD SET PREVIOUSLY AND FIND A WAY THROUGH IT.

SO MY QUESTION, FIRST OF ALL, IS WE KNOW IT'S A BIG LIFT TO GET UP TO 53 AND THEN CONTINUE THE PROCESS.

MY FIRST QUESTION IS I SEE ALL THE GREAT THINGS YOU ALL ARE IMPLEMENTING, ETC.

DO WE FEEL LIKE WE HAVE AND ARE DOING WHAT NEEDS TO BE DONE TO MOVE THE NEEDLE THERE? OR ARE YOU ALL GOING TO NEED MORE? HOW DOES HOW DO YOU SQUARE THAT? BECAUSE THIS IS AN AGGRESSIVE GOAL.

WE KNOW THAT AND WE APPRECIATE YOUR WORK ON IT.

[00:20:03]

I'M GOING TO I'LL TAKE THAT THAT SOFTBALL QUESTION THAT TRUSTEE MACKEY JUST GAVE ME FOLLOWING THE OTHER SOFTBALL THAT TRUSTEE FOREMAN GAVE US.

WOULD YOU MIND GOING TO ONE MORE SLIDE? I THINK. JUST TO ILLUSTRATE RIGHT TRUSTEE MACKEY WHAT YOU'RE REFERENCING IS THAT NEXT GOAL, WHICH WE HAVEN'T HAD THAT DOUBLE DIGIT GROWTH DURING STAAR EVER.

HOWEVER IT IS INCUMBENT UPON HOW WE UTILIZE THE DATA WE DO HAVE AND WHERE WE ARE WITH DATA BECAUSE.

IS IT POSSIBLE? IT IS POSSIBLE.

WE DO HAVE TO DO WHAT BOTH YOU AND TRUSTEE FOREMAN JUST MENTIONED.

EVERY SINGLE STUDENT HAS TO HAVE AN INDIVIDUALIZED GOAL SET.

THIS CAN'T BE A BLANKET.

IT HAS TO BE EVERY SINGLE STUDENT.

STEPHANIE'S HERE.

HER GOAL IS HERE IN ORDER FOR US TO MAINTAIN THAT.

AND IN FACT, YOU BOTH RAISE A VERY IMPORTANT ISSUE THAT I THINK OTHER BOARDS ARE PROBABLY NOT HAVING THESE CONVERSATIONS RIGHT NOW. MANY SCHOOL DISTRICTS LOOK LIKE THEY'VE HAD TREMENDOUS GROWTH.

EVEN WHEN THEY DON'T DIVE IN AS DALLAS ISD AS YOU ALL REQUIRE.

AND MUCH OF THAT DID NOT COME IN DOMAIN ONE.

MUCH OF THAT CAME IN DOMAIN TWO IN EITHER RELATIVE GROWTH OR INDIVIDUAL STUDENT GROUP GROWTH.

AND WHAT WILL HAPPEN IS IF AND THAT WAS BECAUSE THERE WAS SUCH A HUGE REGRESSION DURING THE HEIGHT OF THE PANDEMIC THAT ANY GROWTH THEN IS GOING TO SHOW SCHOOLS VERY HIGH THAT AREN'T PAYING ATTENTION TO DOMAIN ONE SUCH THAT YOU DO.

THE NEXT YEAR, IF THEY DON'T GET THAT GROWTH AGAIN, YOU COULD SUDDENLY GO BACK TO SEEING THE SAME NUMBER OF UNRATED OR D AND F CAMPUSES.

AND WE JUST GOT SOME INFORMATION ON THAT YESTERDAY.

IN FACT, IN AUSTIN AT THE TEXAS SCHOOL ALLIANCE MEETING, IT'S A WARNING TO ALL SCHOOL DISTRICTS, BASICALLY THAT BUT MOST SCHOOL DISTRICTS DON'T HAVE A GOAL LIKE THIS BASED ON DOMAIN ONE.

SO CERTAINLY I WOULD BE SELFISH IF I DIDN'T.

I AM BEING SELFISH IN SAYING WE WOULD LIKE TO POSSIBLY BRING YOU ALL NOT A CHANGE FOR THE 24-25 END GOAL.

WE THINK THAT GOAL, THAT HIGH GOAL NEEDS TO STAY THERE, BUT WE DO THINK WE MAY NEED TO REVISIT HOW QUICKLY ARE WE GOING TO GET THERE IN THIS FIRST YEAR OR ARE WE GOING TO GET MORE GAIN IN THE NEXT YEAR.

BUT WE DON'T KNOW IF THERE'S EVEN AN APPETITE FOR THAT TO BE CONSIDERED.

BUT THANK YOU FOR RAISING THAT RIGHT NOW.

OF COURSE, THESE ARE THE GOALS WE HAVE AND WE WILL CONTINUE TO WORK TOWARDS THOSE.

I DO THINK WE CAN COME UP WITH SOME ANALYSIS THAT IS MORE STUDENT ALL THE WAY DOWN TO THE STUDENT LEVEL THAT COULD SHARE WHAT THE REALITIES ARE IN TERMS OF WHAT'S REALLY DOABLE.

ABSOLUTELY NOT REGRESSING.

BUT EVEN IN THE ACCELERATION, HOW MUCH ACCELERATION MAKES SENSE WITH REGARD TO STUDENT CURRENT DATA? YEAH, THANK YOU FOR THAT. AND THERE'S TWO PARTS OF THE CONVERSATION.

THERE'S, THERE'S WHAT THE GOALS ARE AND THEN WHAT WE'RE DOING.

AND I KNOW YOU ALL AREN'T STEPPING OFF THE GAS AT ANY POINT AND ARE GOING TO CONTINUE TO PUT RESOURCES IN FRONT OF KIDS.

AND I WANT YOU TO KNOW THAT AT LEAST ME AND I BELIEVE ALL EIGHT OF MY COLLEAGUES WOULD HAPPILY SUPPORT WHAT WE NEED TO DO TO MOVE THE NEEDLE, ESPECIALLY FOR KIDS WHO NEED THE NEEDLE MOVE THE MOST.

AND SO THE QUESTION IS, JUST ON THAT SECOND SLIDE OR THE NEXT SLIDE THAT HAS ALL THE LISTS OF THINGS YOU'RE DOING, DO YOU NEED US TO DO MORE? ARE THERE OTHER THINGS YOU WOULD LIKE TO ADD OR PUSH HERE AS WE GO FORWARD? THAT'S A QUESTION YOU MIGHT NOT HAVE AN ANSWER ON THAT NOW, BUT I DO WANT TO DIG INTO SOME OF THESE IN A SECOND.

BUT ALSO TO YOUR POINT, DR.

ELIZALDE, AND I KNOW THAT IS THE CASE PERSONALLY, I WOULD BE AMENABLE TO REVISITING THE GOAL TARGETS, NOT THE END GOAL, TO MAKE IT REALISTIC FOR EVERYONE BECAUSE I KNOW THESE GOALS TRANSLATE DIRECTLY THROUGH THE ENTIRE SYSTEM.

AND SO WE WANT A PLACE THAT CHALLENGES THE ORGANIZATION, CHALLENGES THE PEOPLE ON THE GROUND, CHALLENGES EVERYBODY, BUT ALSO IS REALISTIC AND MOVES THE NEEDLE FOR KIDS.

SO I WOULD BE AMENABLE TO THAT, RAISE THAT CONVERSATION LAST TIME, BUT I WOULD WANT TO MAKE SURE THAT IT WAS NOT JUST A PERFUNCTORY EXERCISE, BUT WE ARE STILL TRYING TO DO WHATEVER WE CAN TO MOVE THE NEEDLE IN THE SCHOOLS ACROSS THE ACROSS THE BOARD.

I'M AGAIN EXCITED TO SEE THE DATA ON THE AIM SCHOOLS BECAUSE WE KNOW THAT IS OUR BIGGEST GAP.

I GOT TWO QUESTIONS SPECIFICALLY ON THIS.

WE SAID 91% OF THE SCHOOLS IN A MAY, DOUBLE DIGIT GAINS ON STAAR, WHICH IS AWESOME.

AND I AGAIN, I DIDN'T SAY THIS BEFORE, BUT FOCUSING ON DOMAIN ONE IS BY FAR THE MOST CHALLENGING DOMAIN.

SO I'M GLAD WE'RE DOING THAT.

[00:25:02]

WHAT WAS THAT COMPARISON TO THE OTHER MIDDLE SCHOOLS THAT WE HAVE IN OUR GROWTH? WAS THAT AT THE SAME LEVEL? WAS IT HIGHER? WAS IT LOWER? I'LL HAVE TO PULL THAT ANALYSIS FOR YOU, TRUSTEE MACKEY BUT IN GENERAL IT WAS SLIGHTLY HIGHER, BUT I DON'T HAVE THE EXACT NUMBERS SO I CAN PULL THAT DATA FOR YOU.

YEAH, I WOULD BE BECAUSE I KNOW THERE'S A SIGNIFICANT AMOUNT OF RESOURCES WE'RE ADDING TO THESE MIDDLE SCHOOLS, WHICH WE NEED TO DO.

BUT I WOULD JUST WANT TO SEE WHAT'S THAT RETURNING ON OUR INVESTMENT? IS IT ACTUALLY MOVING THE NEEDLE OR DO WE NEED TO RETHINK WHERE THAT INVESTMENT GOES OR HOW IT GOES BASED ON HOW FAR THOSE SCHOOLS ARE OUTPERFORMING.

AND THEN.

AS FAR AS.

HOW LONG HAVE WE BEEN DOING THE AIM PROGRAM NOW? THIS IS OUR SECOND YEAR.

PANDEMIC KIND OF THREW IT OFF.

YEAH, WE STARTED THE REALLY THE YEAR RIGHT BEFORE IT STARTED, RIGHT BEFORE THE PANDEMIC, BUT IT DIDN'T REALLY GET TO LAUNCH.

SO IT REALLY LAUNCHED DURING THE PANDEMIC.

SO I KNOW WE PROBABLY DON'T HAVE ANY HARD DATA ON THIS AND WE'RE LOOKING AT THESE, BUT WHAT ELEMENTS OF THE AIM PROGRAM, IN YOUR ESTIMATION, HAVE SEEMED TO BE WORKING REALLY WELL THAT WE MIGHT WANT TO CONTINUE TO EXPAND OR DOUBLE DOWN ON? AND IF THERE'S ANY AREAS THAT'S LIKE, WELL, WE'RE NOT QUITE SURE ABOUT THIS YET, WE'RE STILL FINDING DATA.

WHAT ARE THOSE AREAS? YEAH, I THINK THAT'S THAT'S OUR GOAL HERE WAS TO SORT OF SHARE THAT ONE ONE BIG LEVERAGE POINT HERE ARE THE ILT'S WE'VE SEEN A LOT OF GREAT SUCCESS OUT OF HAVING SOME OF THE BEST TEACHERS, THE STRONGEST TEACHERS TEACHING KIDS AND ALSO COACHING ADULTS.

SO THAT IS DEFINITELY A STRONG STRENGTH OF AIM.

ALSO HAVING THE ONE ON ONE SUPPORT WITH THE APS AND WITH THE PRINCIPALS AND THE COACHING AROUND THE WORK.

ADDITIONAL COACHING FOR THESE INDIVIDUALS IS ALSO SHOWING AND PROVING TO BE SOMETHING THAT'S STRONG BECAUSE IT'S IMPACTING THE ENTIRE SYSTEM.

RIGHT. SO WE ARE SEEING THAT IS A BIG STRENGTH.

AND WE WE HAVEN'T SEEN THE THE RESULTS OF THIS YET, BUT WE THINK THAT HAVING THEM COME TOGETHER AS A COHORT AND HAVE HAVING TRAINING AROUND BEST PRACTICES AND SYSTEMS AND SORT OF PROBLEMS OF PRACTICE, WE BELIEVE THAT, YOU KNOW, OBVIOUSLY RESEARCH SAYS THAT THAT'S A STRONG PRACTICE AND WE BELIEVE THAT THAT'LL BE A HIGH LEVERAGE POINT FOR THIS GROUP AS WELL.

THANK YOU. AND THEN I KNOW ONE OF THE OTHER REASONS WE FOCUS ON MIDDLE SCHOOL IS BECAUSE THAT'S ALSO ONE OF THE AREAS WHERE WE SEE THE LARGEST DISAPPEARANCE OF STUDENTS FROM OUR SYSTEM LEAVING ELEMENTARY SCHOOL, NOT TRANSITIONING TO MIDDLE SCHOOL.

HAVE WE SEEN ANY TRENDING CHANGES WITH THAT? LOOKING AT OUR MATRICULATION RATE OR RETENTION RATE IN THE MIDDLE SCHOOL GRADES, I'M ACTUALLY HAPPY YOU ASKED THAT QUESTION.

WE ARE IN THE PROCESS OF ANALYZING THAT DATA NOW.

AND I MENTIONED EARLIER THAT WE HAVE AN INDIVIDUAL WHO IS IN E.D.

WASHINGTON WHO HAS BEEN TASKED WITH THE CHARGE OF LEAVING SORT OF A MIDDLE SCHOOL PROGRAMMATIC CHANGE.

AND SHE'S ACTUALLY I JUST SAW A REPORT FROM HER YESTERDAY WHERE WE'RE LOOKING AT THE DATA, NOT ONLY THE CURRENT DATA AROUND ATTENDANCE AND RETENTION AND GRADES AND BEHAVIOR FOR OUR MIDDLE SCHOOL STUDENTS.

BUT HOW WE CAN SORT OF REDESIGN A PROGRAM THAT REALLY SPEAKS TO THOSE SUPPORTS THAT ARE NEEDED NOT JUST IN AIM SCHOOLS, BUT ACROSS ALL MIDDLE SCHOOLS.

IS THAT A REPORT THAT WE'RE GOING TO GET AT A CERTAIN POINT? I BELIEVE SO, YES, SIR.

YES, WE WILL. WE'RE BUT WE ARE IN THE PROCESS OF ANALYZING THE DATA RIGHT NOW.

SO IT'S STILL.

YES. AND WOULD THAT BE INCLUSIVE OF LIKE LOOKING AT THE PLACES WHERE WE HAVE K SIXES GOING INTO A SEVENTH AND EIGHTH AND K TWELVES AND ALL OF THAT? ABSOLUTELY. YES.

IT'S IT'S ALL IT'S EVERY PROGRAM THAT ESSENTIALLY TOUCHES MIDDLE SCHOOL AND IT'S REALLY LOOKING AT IT VERTICALLY.

RIGHT. SO HOW DO OUR ELEMENTARY PROGRAMS SUPPORT OUR MIDDLE SCHOOL PROGRAMS AND WHAT ARE WE DOING IN MIDDLE SCHOOL? AND HOW DID THAT HOW DOES THAT INDICATE THE SUCCESS THAT THE KIDS WILL HAVE WHEN THEY WHAT'S OUR ESTIMATION OF THAT, THE TIMELINE FOR GETTING THESE? BECAUSE I'D BE STILL FASCINATED BY THAT.

YEAH, WE WE IN OUR CHECKING YESTERDAY WE TALKED ABOUT TAKING A LITTLE BIT MORE TIME TO DO THE RESEARCH AND WE'RE ANTICIPATING MAYBE OCTOBER.

NOVEMBER. I DON'T YEAH.

MAYBE AROUND NOVEMBER. OH I WOULD SAY AT 4 TO 6 WEEKS.

YEAH. BUT WE'RE, I MEAN WE'RE STARTING TO ALREADY GATHER THOSE.

WE JUST DO NEED TO DISTILL IT ALL THE WAY DOWN TO ALL THE DIFFERENT MODELS.

BUT YES, SIR, I'M GLAD YOU ALL ARE DOING THAT AND THANK YOU ALL FOR YOUR WORK ON THIS.

TRUSTEE WHITE, I JUST HAVE A COUPLE OF QUESTIONS CONCERNING IT IS BASICALLY I'M FOCUSING ON MIDDLE SCHOOL AND I UNDERSTAND, AS IT WAS MENTIONED BY MY COLLEAGUES, THE STRUGGLES THAT ARE HAPPENING DURING MIDDLE SCHOOLS, BUT FOR THE ONES THAT YOU'RE PUTTING ADDITIONAL RESOURCES IN, HOW DOES A NORMAL MIDDLE WELL, NOT NORMAL.

WELL, HOW IS A HIGH FUNCTIONING MIDDLE SCHOOL VERSUS A LOW FUNCTIONING MIDDLE SCHOOL WHEN IT COMES TO STAFFING? HOW IS THAT ADDRESSED? RIGHT. SO ONE OF THE THINGS THAT WE DID IS THAT SEVERAL OF THE AIM CAMPUSES ARE ALSO HPC CAMPUSES.

AND SO THAT'S JUST HOW IT SORT OF WORKS OUT.

[00:30:02]

NOT ALL OF THEM, BUT MANY OF THEM HPC.

HPC YES, HIGH PRIORITY CAMPUSES.

AND SO IN OUR HIGH PRIORITY CAMPUSES, ONE OF THE THINGS THAT WE DO IS THEY ACTUALLY GET AN OPPORTUNITY TO HIRE IN ADVANCE OF OTHER CAMPUSES.

AND SO THAT'S ONE BENEFIT OF BEING A HIGH PRIORITY CAMPUS.

THE OTHER THING THAT THEY HAVE IS THEY HAVE STIPENDS THAT THOSE TEACHERS RECEIVE FOR SOME OF THE ADDITIONAL WORK THAT THEY DO AT THE CAMPUS.

AND ALSO, IF THEY'RE THEY'RE RATED A CERTAIN WAY.

AND SO THEY SO IT'S SORT OF A ATTRACTING REALLY AND THE IDEA IS TO ATTRACT AND RETAIN OUR TALENT, MOST TALENTED TEACHERS AND THEN WHAT WE'RE DOING. WHILE WHEN THE TEACHERS GET ON THE CAMPUS IS THAT THOSE THAT ARE REALLY TALENTED.

AS OUR SUPERINTENDENT STATED, WE ARE GIVING THEM A LEADERSHIP OPPORTUNITY SO THAT THEY CAN COACH AND THEY CAN STILL TEACH AND THEY CAN SUPPORT OTHER TEACHERS WHILE THEY'RE SITTING IN THAT AISLE T POSITION.

SO THAT'S THAT'S SOME OF THE THINGS THAT WE'RE DOING.

SO BASICALLY THAT WAS ANOTHER ONE OF MY QUESTIONS BECAUSE APPARENTLY THE ILT HAD PRODUCED THE ILTS HAD PRODUCED GREAT RESULTS.

SO YOU'RE INCREASING THEM FROM 70 TO 80.

SO THE ILTS ARE THEY ALL FROM SOMEONE WHO MAY HAVE MASTER TEACHER CERTIFICATE OR ARE THEY BEING BROUGHT IN FROM OTHER LOCATIONS? SO THIS IS THE SO LET ME SAY IT THIS WAY.

THIS IS THE FIRST YEAR AFTER A PAUSE WE'LL HAVE NEW RATINGS FOR TEACHERS AND WE HAVE A CERTAIN AMOUNT OF MASTER TEACHERS.

BUT I THINK THAT AT THE HEART OF YOUR QUESTION, ARE YOU ASKING, ARE WE TAKING TEACHERS FROM WITHIN OUR SYSTEM THAT ARE GREAT TEACHERS THAT HAVE BEEN IDENTIFIED AS OUR HIGHEST, MOST EFFECTIVE TEACHERS AND PUTTING THEM FROM THE KIDS AS ILTS? IS THAT YOUR QUESTION? I'M ACTUALLY LOOKING JUST LOOKING AT IF I'M LOOKING AT A SINGLE CAMPUS AND THE CAMPUS HAS IS STRUGGLING HAVING ISSUES OR HPC, ARE YOU LOOKING WITHIN WITHIN STAFFING ON THAT CAMPUS TO MAKE THEM? AND HOW MANY ARE AND HOW MANY ARE YOU BRINGING, BRINGING IN FROM THE OUTSIDE? AND WERE THEY IF YOU BRING THEM IN FROM THE OUTSIDE, WHERE ARE YOU GETTING THAT POOL OF TALENT? YES. SO I THINK THE IDEA IS TO LOOK WITHIN THE CAMPUS.

AND IF YOU HAVE TALENTED INDIVIDUALS ON THE CAMPUS, THEN YOU WOULD HIRE FROM WITHIN THE CAMPUS THAT WOULD BE THE GOAL.

AND THEN AS SORT OF ATTRITION HAPPENS, IF SOMEONE LEAVES OR LEVELING TAKES PLACE OR ANY OF THOSE TYPES OF THINGS HAPPEN, THEN THEY ARE ABLE TO RECRUIT FROM OUTSIDE THAT PARTICULAR CAMPUS FOR THAT ILT POSITION.

AND IN THE EVENT AND I UNDERSTAND THAT, I GUESS WHAT I NEED YOU TO ALSO EXPLAIN TO ME BECAUSE.

IF THERE'S A CAMPUS, IT HAS IT HAS TEACHER SHORTAGES.

HOW IS THIS ITL GOING TO BE ABLE TO ONLY HAVE TWO CLASSES AND FLOAT AND HELP TEACHERS AND ASSISTANT PRINCIPALS.

I JUST NEED TO KNOW HOW HOW THAT CONCEPT IS GOING TO WORK, BECAUSE I'M JUST LOOKING AT IT REALISTICALLY.

WE DO HAVE A LOT OF STAFFING.

STAFFING SHORTAGES.

ABSOLUTELY. IN MY MIND.

I'M TRYING TO I JUST NEED YOU TO PAINT ME THE PICTURE OF HOW ALL OF THIS IS COMING TOGETHER AS FAR AS THE TRAINING AND GETTING EVERYBODY UP TO SPEED.

YES. TRUSTEE WHITE. SO IT ACTUALLY IS CAMPUS DEPENDENT, THE MINIMUM AMOUNT OF CLASSES THAT THE ILT CAN TEACH IS TWO COURSES.

AND SO THAT'S THE MINIMUM.

AND BASED ON THE CAMPUS NEED, YOU CAN ACTUALLY SCALE UP.

IT MAY BE HALF A DAY.

IT COULD BE FIVE CLASSES THAT DAY.

IT DEPENDS ON THE CAMPUS NEED.

THE IDEA IS THAT THERE IS A BALANCE BETWEEN THE COACHING AND THE AMOUNT OF STUDENTS THAT ARE THAT ARE TAUGHT.

I WILL TELL YOU THIS, THAT ONE OF THE THINGS THAT WE'RE DOING WHERE THERE IS A VACANCY, TYPICALLY WE DO SEE COVERAGE THAT TAKES PLACE UNTIL THAT VACANCY IS FILLED. SO WE ARE WE ARE FLEXIBLE.

WE KNOW THE FIRST PRIORITY IS TO TO TEACH CHILDREN.

YES, MA'AM. THANK YOU.

TRUSTEE FLORES. I JUST HAVE ONE QUICK QUESTION.

SO WHAT IS A BADGE AND WHAT DOES THAT MEAN? SORRY TWO QUESTIONS.

NO PROBLEM.

SO WE'VE HAD A PROGRAM THAT WE'VE HAD IN DALLAS ISD FOR A COUPLE OF YEARS AND THEY'VE WORKED WITH A NUMBER OF GREAT DEPARTMENTS.

I'LL SHOUT OUT IF I CAN.

DAVID BATES AND HIS DEPARTMENT WITH OUR CUSTODIAL HELP AND CAMPUS OTHER CAMPUS SERVICES.

WE PILOTED THE PROGRAM AT SOME OF OUR SCHOOLS LIKE NORTH DALLAS HIGH SCHOOL, AND ESSENTIALLY AND WE'RE WORKING WITH OUR OFFICE MANAGERS.

BUT IDEALLY IS THAT YOU SET GOALS AND IN THIS CASE, IF I'M A TEACHER, SOME INSTRUCTIONAL GOALS THAT I WANT TO REACH FOR THE SCHOOL YEAR.

[00:35:09]

I SET THOSE GOALS AND WE LOOK AT OBSERVATIONAL DATA AND OTHER DATA TO DETERMINE WHETHER I'M MEETING THOSE GOALS OR NOT.

AND SO THEY EARN BADGES BY MEETING THE GOALS THAT THEY'VE SET IN ORDER TO INCREASE THEIR THEIR PROFICIENCY IN INSTRUCTION OR A CONTRARY OR WHATEVER GOAL THEY MIGHT SET.

OKAY. SO LET ME SORRY, I'M GOING TO ASK A FOLLOW UP THEN.

SO. SO I NOTICED AND I'M VERY GRATEFUL THAT I SAW IN THE SUPERINTENDENT'S SUNDAY LETTER ABOUT RECOGNIZING FOLKS THAT HAVE WORKED FOR US FOR A LONG TIME AND WHATNOT LIKE THAT.

SO, SO, SO IN TERMS OF LIKE BADGES OTHER THAN LIKE PATTING OURSELVES ON THE BACK AND SAYING, THIS IS GREAT, I MEAN, DOES THIS MEAN ANYTHING FOR THOSE FOLKS? IS THERE SOME KIND OF, I DON'T KNOW, REWARD OF SOME FORM AT THE END OF THE DAY? I'M NOT NECESSARILY FINANCIAL.

I'M JUST. WELL, THE GOAL IS TO MAKE THEIR PERFORMANCE BETTER, THE DELIVERY OF INSTRUCTION BETTER, THE CONTENT BETTER.

AND THE OVERALL OUTCOME WOULD BE THAT THEY BECOME A MORE PROFICIENT TEACHER, AND THEY SHOULD SEE THAT IN THEIR EFFECTIVENESS LEVEL OR IN THEIR SUMMATIVE EVALUATION OR, YOU KNOW, SO THE GOAL IS THAT YOUR YOUR CRAFT BECOMES BETTER SO THAT YOU CAN SEE THAT END GOAL, THAT END RESULT IN YOUR EVALUATIONS AND OR IN STUDENT OUTCOMES. THAT SHOULD BE THE BIGGEST GOAL, RIGHT? I MEAN, THAT'S THAT'S THE PRIMARY GOAL.

I'M JUST THINKING. SO SO BASICALLY THE IDEA IS THAT, YOU KNOW, THESE ARE BADGES THAT YOU CAN THAT ARE MAKING YOU A BETTER TEACHER.

AND THEREFORE, YOU KNOW, YOU'LL MOVE YOUR WAY UP ON POTENTIALLY ON TEI.

SO SO THAT DOES HAVE A POTENTIALLY A FINANCIAL REWARD.

I WAS JUST THINKING MORE IN TERMS OF JUST LIKE BEING RECOGNIZED OR OTHER OTHER THINGS THAT COULD BE DONE THAT DON'T NECESSARILY INVOLVE CASH.

SO I GUESS IT'S A RHETORICAL QUESTION.

THANK YOU. OKAY.

JUST WRAP UP ROUND ONE.

I HAVE A COUPLE OF QUESTIONS.

LET ME LET ME JUST START OFF WITH THIS MORE BASIC QUESTION.

WHAT IS OUR VACANCY RATE? I DON'T HAVE THE CURRENT NUMBERS.

YEAH. CHIEF ABEL.

RIGHT NOW, WE'RE ABOUT 121 TEACHER VACANCIES, WHICH IS RIGHT AT 99% FILLED.

99% FILLED.

WOW. AND I DO WANT TO THANK YOU FOR ASKING THAT TRUSTEE MICCICHE BECAUSE I DO KNOW IN THE PAST, LIKE, WE'D LIKE THERE'S A LOT OF VACANCIES.

WE HAVE A LOT OF VACANCIES.

AND THIS IS A ONE TIME THAT OUR TEAM HAS COME TOGETHER [INAUDIBLE] TEACHING AND LEARNING HAS DONE A TREMENDOUS LIFT.

AND I WANT TO APPLAUD OUR FORMER TEACHERS WHO HAVE BEEN SPECIALISTS OR COACHES WHO HAVE GONE INTO CLASSROOMS TO ENSURE THAT STUDENTS HAVE CERTIFIED TEACHERS OR TEACHERS THAT HAVE THAT EXPERIENCE IN THE CLASSROOM LIKE WE HAVE NEVER DONE BEFORE.

SO 121 VACANCIES OUT OF 10,000 TEACHERS, THAT'S AN OVER 99% FILL RATE, WHICH WE HAVEN'T HAD IN IN A VERY LONG TIME.

SO AND THAT'S BEFORE LEVELING.

WE'RE LEVELING NOW, IF I'M ACCURATE.

SO THIS WILL ALLOW OUR ISLE, I THINK, TO TRUSTEE WHITE'S QUESTION, IT WILL ALLOW OUR ISLE T TO BE ABLE TO FOCUS ON SUPPORTING THOSE CLASSROOM TEACHERS NOT HAVING TO WORRY ABOUT.

I'VE GOT TO GO TEACH A CLASS PLUS I'M TRYING TO HELP COACH SO THEY DO TO DO TEACH TO CLASSES, BUT THAT'S BY DESIGN.

WE WANT TEACHERS TO CONTINUE TO SERVE STUDENTS IN THE CAMPUSES WHERE THEY'RE COACHING.

IT MEANS A LOT WHEN THE PERSON WHO'S COACHING ME IS ACTUALLY DOING THE SAME KIND OF WORK WITH ME.

AND WE'VE SEEN A BENEFIT.

THANK YOU FOR THAT.

WELL, THANK YOU.

THAT ACTUALLY IS PRETTY STUNNING, ESPECIALLY IN LIGHT OF THE NATIONAL TEACHER SHORTAGE.

SO MY APPLAUSE TO THE ADMINISTRATION FOR MAKING THAT HAPPEN, JUST EXTRAORDINARY.

SO JUST GOING BACK TO THE SLIDE PRESENTATION, LET ME START WITH THE WHAT I PERCEIVE AS THE GOOD NEWS.

AND ON SLIDE THREE WHERE IT LOOKS LIKE WE'VE MADE SUBSTANTIAL PROGRESS IN RECOVERING FROM THE PANDEMIC.

THAT SIX POINT INCREASE, I THINK IS REALLY AMAZING.

[00:40:02]

AND, YOU KNOW, I DON'T THINK WE REALLY EXPECTED THE RECOVERY TO GO THAT QUICKLY.

BUT WHEN I LOOK ACROSS THE PAGE TO GETTING TO OUR TARGET OF 53, IT'S HARD TO BELIEVE THAT WE CAN MAKE THIS 11 POINT PROGRESS WITHIN THE NEXT YEAR. I WOULD LOVE IT LOVE FOR IT TO HAPPEN.

BUT IT JUST DOESN'T SEEM REALISTIC.

SO I WOULD CERTAINLY BE OPEN TO CONSIDERING SOME OTHER WAY TO HAVE REALISTIC TARGETS THAT PEOPLE IN THE SCHOOLS CAN BE WORKING TOWARDS RATHER THAN HAVING TO ACHIEVE DOUBLE THE GAINS THAT WE'VE ALREADY HAD WHEN WE'VE HAD SOME EXTRAORDINARY GAINS AND RECOVERY.

SO LET ME JUST SAY, I WOULD HOPE THE ADMINISTRATION WOULD COME BACK WITH SOME MORE REALISTIC RECOMMENDATIONS FOR US TO CONSIDER.

THE OTHER THING IS JUST TO CLARIFY THESE NUMBERS, 31, 39 AND 46 AND SO FORTH, ARE THESE PERCENTAGES OR THESE RAW SCORES FROM THE STAAR DATA? THESE ARE STAAR DATA SCALE SCORES.

OKAY. THAT'S WHAT I THOUGHT.

THANK YOU. ALL RIGHT, THAT'S ALL I HAVE ROUND TWO.

WE HAVE TRUSTEE FOREMAN AND TRUSTEE MACKEY.

ROUND TWO A COUPLE OF QUESTIONS REGARDING THE DOMAIN ONE.

GRADES 6TH THROUGH 8TH.

IS THAT ALL INCLUSIVE OF ALL SCHOOLS, INCLUDING OUR SPECIALTY SCHOOLS? YES, THAT'S GOOD.

I REALLY NEEDED TO KNOW THAT BECAUSE THAT MEANS ALL SCHOOLS ARE GAINING, INCLUDING OUR SPECIALTY SCHOOLS.

SO ON THE LAST SLIDE UNDER ENHANCED CURRICULUM.

YOU TALKED A LITTLE BIT ABOUT READING, WRITING AND LISTENING WILL BE THROUGHOUT THROUGHOUT THE COURSES. IS THAT A NEW INITIATIVE? THE REASON I ASK THAT IS, IS THAT I WORK WITH A LOT OF YOUNG PEOPLE.

THEY CAN'T EVEN SIGN THEIR NAME.

THEY PRINT EVERYTHING.

SO IS THIS A NEW INITIATIVE THAT THE DISTRICT HAS TAKEN ON OR IS IT SOMETHING THAT WE'VE BEEN DOING ALL THE TIME? SO WE HAD AN INTENTIONAL FOCUS AT THE BEGINNING OF LAST YEAR ON DISCIPLINARY LITERACY.

AND I THINK OUR IF I MAY USE YOUR EXAMPLE AS SUPERINTENDENT ELIZALDE.

OFTEN WHEN PEOPLE HEAR OF THE TERM LITERACY, THEY THINK OF LIKE READING, RIGHT? AND THEY DON'T NECESSARILY THINK OF MATH OR SCIENCE OR SOCIAL STUDIES.

AND THIS INTENTIONAL FOCUS IS TO BASICALLY SAY THAT LITERACY IS ACROSS ALL CONTENTS.

YOU NEED TO BE LITERATE IN MATH LITERATE IN SCIENCE LITERATE IN HISTORY LITERATE IN READING.

AND SO IT'S REALLY THE SKILLS THAT THE STUDENTS NEED TO BECOME LITERATE IN THESE AREAS.

AND THEY SHOULD INCLUDE THE READING, WRITING, LISTENING AND SPEAKING THAT HAS A SPECIFIC FOCUS ON THAT CONTENT AREA.

SO HOW DOES THAT COINCIDE WITH THE TEKS? ABSOLUTELY. IT'S NOT A DIFFERENCE FROM THE TEKS.

IT'S HOW YOU TEACH THE TEKS AND HOW YOU APPROACH THEM.

AND IT'S ENSURING THAT THOSE SKILL SETS ARE LIFTED UP IN THE CLASSROOM DURING INSTRUCTION AND JUST ABOUT NOT JUST ABOUT EVERY SINGLE STANDARD IN THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS HAS AN INTRODUCTORY PARAGRAPH WHICH MOST PEOPLE DON'T READ.

THEY GO STRAIGHT TO THE STANDARDS THEMSELVES, AND ALL OF THEM INCLUDE THAT STUDENTS NEED TO BE ABLE TO READ, WRITE, SPEAK ABOUT WHATEVER ELSE IT IS YOU'RE LEARNING. AND SO WHILE IT ISN'T NEW, IT'S A NEW OR RENEWED FOCUS ON ENSURING THAT IT MANY TIMES PEOPLE THINK OF LITERACY AND THINK OF IT AS THE OPPOSITE OF NUMERACY.

AND IT'S NOT.

YOU NEED LITERACY TO BE GOOD IN MATHEMATICS.

YOU'RE GOING TO HAVE TO BE ABLE TO READ AND DECIPHER WHAT THE PROBLEM IS THAT YOU'RE BEING ASKED TO RESPOND TO.

SO IT'S MORE ABOUT HIGHLIGHTING THAT WE KNOW WE NEED TO CONTINUE TO WORK ON THE READING, WRITING, SPEAKING, LISTENING COMPONENTS REGARDLESS OF WHAT THE CONTENT IS, AND THAT'S ACTUALLY WOVEN WITHIN ALL OF THE STANDARDS.

[00:45:03]

IN MY LIMITED KNOWLEDGE, I WOULD THINK THAT SHOULD EVEN BE DRILLED DOWN TO ELEMENTARY.

IT ABSOLUTELY IS.

IT IS THE FOUNDATIONAL COMPONENTS.

YES. AND THEN LASTLY, CHIEF [INAUDIBLE], I KNOW I'LL GIVE YOU A ROUGH TIME SOMETIMES, BUT WHAT I WOULD LIKE TO SAY IS, IS THAT YOU'VE BEEN VERY RECEPTIVE TO SOME OF THE THINGS THAT I'VE BROUGHT FORTH, INCLUDING THINGS LIKE PRINCIPALS THAT I THOUGHT MIGHT NEED COACHING OR ASSISTANT PRINCIPALS.

AND I THINK THAT IS THAT'S A KEY BECAUSE WE HAVE A LOT OF YOUNG PRINCIPALS, YOUNG ASSISTANT PRINCIPALS THAT NEED ADDITIONAL COACHING TO GET THEM TO WHERE THEY NEED TO BE.

SO I PERSONALLY WANT TO PUBLICLY THANK YOU FOR DOING THOSE THINGS.

THANK YOU. TRUSTEE MACKEY.

JUST A QUICK QUESTION ON THE FOLLOW UP ON THE STATISTICS.

SO AGAIN, ONLY 121 VACANCIES AT THIS POINT COMPARED TO NATIONAL SHORTAGES, ETC., ARE PHENOMENAL.

AND I DIDN'T HEAR YOU EXPLICITLY SAY THIS, BUT I THINK YOU ALLUDED TO IT.

OUT OF THOSE 121 VACANCIES THAT WE DO HAVE, HOW MANY OF THOSE HAVE A FULL TIME CERTIFIED STAFF MEMBER THAT IS FILLING THAT ROLE UNTIL IT'S HIRED? HI TRUSTEE MACKEY. THANK YOU FOR THAT QUESTION.

THE STAFF MEMBERS FROM OUR SHOP THAT ARE FILLING IN AS CERTIFIED TEACHER AND [INAUDIBLE] WILL CONTINUE TO DO SO UNTIL THE POSITION IS FILLED ARE NOT COUNTED IN THAT VACANCY RATE.

RIGHT. I'M JUST WONDERING, OUT OF THOSE 121, HOW MANY OF THOSE ROOMS DO NOT HAVE A CERTIFIED PERSON TEACHING THEM EACH DAY? ARE WE ABLE TO GET THE MAJORITY OF THOSE 121 COVERED WITH THOSE? WE HAVE SUBSTITUTES.

WE ARE COVERING CLASSES IN A VARIETY OF WAYS AND THEN ROTATING WHEN OUR GROUP, WHEN SOMEONE IS HIRED, OUR GROUP THEN TRANSITIONS INTO THE NEXT AVAILABLE VACANCY THAT MATCHES WITH THEIR CERTIFICATION.

YEAH, I CAN DEFINITELY GET THAT NUMBER FOR YOU AND FIGURE OUT HOW MANY ARE COVERED THROUGH A LONG TERM SUB OR SOMETHING IN THAT FASHION.

YEAH, I'M GLAD WE ARE DOING THIS AND THANK YOU TO YOU AND YOUR TEAM AND EVERYBODY ELSE WHO'S PITCHING IN BECAUSE AT THE END OF THE DAY, IT'S THE STUDENTS WHO BENEFIT FOR THAT.

AND SO EVEN IF WE'RE AT THE 121 NUMBER, WHAT I'M JUST TRYING TO TEASE OUT AND IT SOUNDS LIKE WE ARE IS THAT NUMBER IN REALITY, IF I'M A STUDENT IN A CLASSROOM IS ACTUALLY MUCH LOWER BECAUSE I DO HAVE SOMEONE TEACHING ME EVEN IF THEY'RE NOT GOING TO EVENTUALLY BE MY FULL TIME PERMANENT TEACHER.

SO YEAH. AND WE'RE ALSO HELPING THEM AS WE GO THROUGH THAT FALL LEVELING PROCESS, AS THINGS ARE REALLOCATED, STUFF AT THAT NUMBER 121 WILL ACTUALLY GO DOWN AS WELL.

YEAH. AWESOME.

THANK YOU ALL SO MUCH.

TRUSTEE JOHNSON. YES, OUT OF THAT PROBABLY CHIEF ABEL.

OUT OF THOSE TEACHERS, HOW MANY HAVE ACTUALLY BEEN PROMOTED BUT YET HAVE NOT BEEN ABLE TO MOVE FORWARD BECAUSE OF THOSE VACANCIES? ARE WE STILL HOLDING THEM? YEAH, I DON'T KNOW THE NUMBER WE ARE HOLDING UNTIL A REPLACEMENT IS FOUND.

WE WORK WITH EACH INDIVIDUAL CIRCUMSTANCE.

I DON'T HAVE THAT NUMBER, BUT I CAN DO RESEARCH AND SEE WHAT I CAN FIND OUT FOR YOU THOUGH.

SO AT THIS POINT, WE DON'T HAVE A TIME LIMIT.

THAT'S CORRECT. I MADE I HAVE DIRECTED STAFF THAT IF IT'S A CLASSROOM TEACHER POSITION, IT'S NOT NO YOU'RE NOT PROMOTED.

IT'S NOT YET.

AS SOON AS WE FIND THE REPLACEMENT, THEN THE PROMOTION.

SO THEY DON'T LOSE OUT ON THE PROMOTION.

WE HOLD IT, WE WON'T FILL IT.

IN OTHER WORDS, WE WON'T PUT SOMEONE ELSE IN THERE.

IF THEY'RE SELECTED.

WE WILL SIMPLY JUST WAIT UNTIL THAT PROMOTION DOESN'T ALSO END UP HURTING OUR STUDENTS, BUT WE DON'T WANT TO TAKE THEM TO YOUR POINT, I'M SURE WE DON'T WANT TO NOT GET THEM THE PROMOTION.

WE JUST WANT TO MAKE SURE WE DO IT IN A TIMELY FASHION.

WITH THOSE INDIVIDUALS THAT PROBABLY ARE WAITING TO BE GO TO THAT NEW POSITION ARE WE WAITING FOR LIKE JOB FAIRS AND ETC. FOR THOSE HOW ARE WE FILLING THOSE TWO SPOTS.

NOW WE'RE ACTIVELY RECRUITING.

OUR RECRUITING TEAMS ARE OUT DOING, YOU KNOW, COLLEGE VISITS, THINGS OF THAT NATURE, RECRUITING ON JOB BOARDS, THINGS OF THAT NATURE.

WE'RE STILL GETTING CANDIDATES APPLY ALL THE TIME, SO WE'RE STILL SOURCING THOSE TWO PRINCIPALS AND TRYING TO FIND REPLACEMENTS FOR THEM AS WE GO.

WE'RE NOT WAITING FOR JOB FAIRS OR ANYTHING.

WE'RE DOING SOMETHING EVERY SINGLE DAY.

OKAY. THANK YOU SO MUCH. AND SOME OF THOSE TRUSTEE JOHNSON WHEN WE COMPLETE THE LEVELING PROCESS.

YEAH. WHEN SOME SMALLER CLASSES MAY BE CONSOLIDATED, THAT WILL ALSO ALLOW THE PROMOTIONS TO TAKE PLACE FASTER.

OKAY. AND I JUST TALKED TO [INAUDIBLE].

JUST GIVE ME I WANT TO LIKE KNOW HOW MANY VACANCIES I HAVE IN DISTRICT FIVE.

THANK YOU. OK ANY OH TRUSTEE FLORES.

OH, ROBERT, WELL, THAT'S FINE.

I WAS JUST GOING TO MAKE A COMMENT OR MAYBE ASK YOU A QUESTION ABOUT THIS SAME ISSUE.

I MEAN, MY RECOLLECTION IS THAT ON ANY GIVEN WEEK, WE HAVE DOZENS OF FOLKS THAT JUST HAVE TO

[00:50:08]

LEAVE FOR WHATEVER REASON, MATERNITY LEAVE.

THEY MOVE OUT OF TOWN.

I MEAN, DON'T WE HAVE USUALLY LIKE 30 TO 50 OPENINGS KIND OF ON A REGULAR BASIS FOR THE LAST 20 YEARS? YEAH, WE ALWAYS DO HAVE A LITTLE BIT OF FLUX.

LIFE HAPPENS, RIGHT? I MEAN, THINGS LIKE THEIR SPOUSES JOBS CHANGE, THEY GET SICK, YOU KNOW, VARIOUS THINGS.

SO WE HAVE A CONSTANT FLUX OF SOME PEOPLE LEAVING, HIRING NEW STAFF IN AND GETTING THEM ON BOARDED AND GOING.

RIGHT. SO WHEN YOU HAVE 10,500 TEACHERS, THERE'S ALWAYS SOME SMALL NUMBER.

SO YOU KIND OF HAVE TO BACK THAT OUT OF THE THE 120 OR 110.

THERE'S ALWAYS KIND OF A 30 TO 50 THAT'S ALWAYS IN FLUX, AS YOU SAY, WHICH MEANS THAT WE REALLY IS MORE THE DELTA RIGHT NOW IS IN THE, IF IT'S 120 AND IT'S 30, IT'S 70 TO 50 TO 70 OR SOMETHING.

YEAH. AND THAT IS ACTUALLY A GOOD POINT I SHOULD HAVE MADE IS THE 121 IS NOT CONSISTENT.

SO SOME OF THEM GET FILLED AND OTHERS COME BACK AND OPEN BACK UP.

BUT FOR ANYBODY OUT THERE LISTENING, WE ARE ACTIVELY INTERVIEWING FOR THOSE POSITIONS THAT COME OPEN AND WE ARE HAPPY TO TAKE YOU IN DALLAS ISD.

AND IN FACT, I SAID JUST AS A COMMENT, I RECEIVED AN EMAIL FROM FOLKS IN ENGLAND TWO TEACHERS THAT WANTED TO, AND I SENT IT TO ROBERT.

SO WHO KNOWS? THANK YOU.

WE MAY HAVE A COUPLE OF BRITS JOIN US.

THANK YOU. OKAY.

IF THERE ARE NO FURTHER QUESTIONS ON ITEM SIX, LET'S MOVE TO ITEM SEVEN INFORMATION REPORTS AND WE'LL BEGIN WITH THE SUPERINTENDENTS REPORT ON STUDENT

[7. INFORMATION/REPORTS]

ACTIVITY UPDATE.

SO AS OUR STUDENT ACTIVITIES, MS. HUDSPETH AND CHIEF TREJO ARE COMING UP, I KNOW THIS IS A VERY IMPORTANT AREA FOR EVERY BOARD MEMBER, AND I WANT TO REITERATE HOW IMPORTANT IT IS TO OUR EXECUTIVE LEADERSHIP TEAM AS WELL.

WE KNOW THAT WHEN STUDENTS ARE INVOLVED IN THINGS, IN ADDITION TO, IF YOU WILL, TO MAKE IT SIMPLISTIC, THE 3 R'S, THE READING, WRITING AND ARITHMETIC, IF YOU WILL, SCHOOL BECOMES MORE THAN JUST AND OUR TEAM UNDER DOCTOR LEADERSHIP, UNDER DR.

LEAR'S LEADERSHIP HAVE REALLY CHALLENGED OURSELVES TO MOVE AWAY FROM COMPLETING TASKS TO ASKING OURSELVES , WAS THIS AN EXPERIENCE OR AN OUTCOME? AND I WILL TELL YOU, ONE OF THE EXAMPLES SHE GAVE US WAS WHEN WE'RE SINGING HAPPY BIRTHDAY, HOW MANY OF YOU ALL REMEMBER? THEY TELL YOU THEY'RE SINGING HAPPY BIRTHDAY OR YOU'RE SINGING HAPPY BIRTHDAY TO SOMEONE AND IT GOES SOMETHING LIKE THIS [SINGING] HAPPY BIRTHDAY TO YOU.

BECAUSE WE'RE COMPLETING THE TASK AS OPPOSED TO HAVING AN EXPERIENCE OR AN OUTCOME.

SO ACTIVITIES OUTSIDE OF THE SCHOOL DAY, THAT'S THE EXPERIENCE FOR OUR STUDENTS.

IT'S THE JOY NOW WE WANT JOY IN THE CLASSROOMS, TOO, BUT THE CHANCES OF US HAVING EVEN MORE JOY IN THE CLASSROOM IS WHEN IT'S CONNECTED, IN ADDITION, WHERE IT'S BOTH AND, SO WE'RE BRINGING JOY INTO THE CLASSROOM AS WELL AS OUTSIDE OF THE CLASSROOM.

AND CERTAINLY MS. HUDSPETH FOR YEARS HAS DONE AN OUTSTANDING JOB AND EVEN TODAY IS STILL ALWAYS WORKING TO GET OUR KIDS EVEN TO THE NEXT LEVEL.

SO IT'S WITH GREAT PLEASURE THAT I TURN THIS OVER TO CHARLA AND TO CHIEF TREJO TO TALK ABOUT JUST HOW MUCH OUR KIDS ARE CONTINUING TO GROW. AND WE KNOW IT'S IMPORTANT AND THIS BOARD EXPECTS US TO CONTINUE TO HAVE THIS BE A FOCUS.

AND IT WILL BE.

THANK YOU SO MUCH, SUPERINTENDENT ELIZALDE, PRESIDENT HENRY, MEMBERS OF THE BOARD, WE ARE EXCITED TO REMEMBER THAT IT'S BEEN ABOUT SEVEN YEARS THAT WE HAVE BEGUN WORKING IN THIS SPACE, PARTICULARLY AS A DISTRICT WIDE FOCUS TO INCREASE INVOLVEMENT.

AND CHARLOTTE HAS PLAYED A KEY ROLE IN THAT, TO HELP SUPPORT NOT JUST CAMPUS BASED CLUBS, BUT TO CENTRALLY FUND ACTIVITIES LIKE ATHLETICS, ROBOTICS, VISUAL AND PERFORMING ARTS, UIL COMPETITIONS AND ACADEMICS SO THAT EVERY STUDENT HAS A CONNECTION TO SCHOOL IN AN ACTIVITY THAT THEY FEEL LIKE IS THEIRS.

AND SO I'M EXCITED TODAY TO HIGHLIGHT 13 OF THOSE PARTICULAR ACTIVITIES THAT ARE SUPPORTED BY OUR STUDENT ACTIVITIES DEPARTMENT.

AND MS. SHARLA HUDSPETH, WHO IS OUR EXECUTIVE DIRECTOR OF THOSE OF EXTRA CURRICULAR AND EXTENDED LEARNING.

AND SHE'S GOING TO SHARE AN UPDATE ON THESE PARTICULAR PROGRAMS THAT I THINK YOU ARE GOING TO BE VERY PLEASED WITH.

SO, CHARLOTTE, THANK YOU.

GOOD AFTERNOON. DR.

ELIZALDE, BOARD OF TRUSTEES, SO HAPPY TO BE HERE TODAY TO PROVIDE AN UPDATE ON EXTRA CURRICULAR.

THE BEGINNING OF THE YEAR IS ALWAYS SUCH AN EXCITING TIME.

IT'S THE KICKOFF OF FOOTBALL SEASON, BUT IN STUDENT ACTIVITIES, IT'S ALSO THE KICKOFF OF OUR CAMPAIGN OF GETTING STUDENTS AND TEACHERS INVOLVED IN EXTRACURRICULAR ACTIVITIES.

[00:55:09]

WE CONTINUE TO BE COMMITTED TO CREATING FUN, MEMORABLE EXPERIENCES, TO REMOVING THE BARRIERS FOR PARTICIPATION, WHICH MORE TIMES THAN NOT, IS THE COST ASSOCIATED WITH PARTICIPATING, AND ALSO TO PROVIDING THE RESOURCES THAT WILL HELP MAKE OUR STUDENTS AND OUR COACHES THAT PREPARE THEM SUCCESSFUL. LAST YEAR, WE HAD MORE THAN 16,000 STUDENTS AND 1,400 COACHES PARTICIPATE IN THE 13 PROGRAMS SUPPORTED BY THE STUDENT ACTIVITIES DEPARTMENT.

CHESS, ESPORTS, DESTINATION, IMAGINATION AND ACADEMIC UIL CONTINUE TO BE SOME OF OUR LARGEST PROGRAMS AND HAVE A LOT OF STUDENT INTEREST YEAR AFTER YEAR.

OUR STUDENTS TRAVELED ACROSS THE COUNTRY FOR STATE AND NATIONAL COMPETITIONS.

WE ALWAYS SAY THAT INVOLVEMENT IN EXTRACURRICULAR ACTIVITIES CHANGES THE SCHOOL EXPERIENCE FOR STUDENTS.

AND ONE OF THOSE INTANGIBLE BENEFITS IS THE FACT OF THEM TRAVELING AS A TEAM, GOING ON THE BUS, TRAVELING BY PLANE, GOING TO RESTAURANTS WITH THEIR TEAMMATES, STAYING IN A HOTEL.

SO MANY EXPERIENCES THAT ARE GAINED THAT THEY PROBABLY WOULD NOT HAVE HAD, HAD THEY NOT BEEN INVOLVED IN EXTRACURRICULAR ACTIVITIES.

THIS YEAR, WE CONTINUE TO BE FOCUSED ON K-12 ALIGNMENT OF OUR ACTIVITIES.

WE WANT STUDENTS TO FIND SOMETHING AT THE ELEMENTARY LEVEL THAT THEY CAN THEN CONTINUE TO DO AT MIDDLE SCHOOL AND THEN AGAIN AT HIGH SCHOOL WE HAVE ADDED K-2 CHESS, 4-5 E SPORTS, ELEMENTARY CHEER AND MIDDLE SCHOOL YEARBOOK.

MORE THAN 1000 STUDENTS PARTICIPATED IN OUR SUMMER CAMPS THAT WERE STRATEGICALLY DESIGNED TO JUMP START THE PROMOTION THAT WE HAVE THOSE THIS YEAR.

AND SO THAT WAS REALLY, REALLY A GREAT THING TO SEE THAT ALREADY WE'RE STARTING THE YEAR WITH THOSE GRADE LEVELS OF STUDENTS THAT ARE INTERESTED.

ONE OF OUR MOST EXCITING THINGS THAT WE'RE LAUNCHING, AND IT'S A PILOT THIS YEAR, BUT IT'S A FEEDER PATTERN GAME NIGHT, WE WANT TO HAVE ALL LEVEL CHESS, ALL LEVEL CHEER AND ALL LEVEL E SPORTS AT THE HIGH SCHOOL TO REALLY SHOWCASE THOSE ACTIVITIES, TO CONNECT OUR STUDENTS THROUGH THE ACTIVITIES TO THEIR NEIGHBORHOOD SCHOOLS.

WE KNOW THAT EXTRACURRICULAR INVOLVEMENT AND OPPORTUNITIES IS A CONSIDERATION FOR SCHOOL CHOICE.

WE CERTAINLY WANT TO PROMOTE ALL THE GREAT WORK THAT THE DISTRICT DOES IN SUPPORTING EXTRACURRICULAR ACTIVITIES, AND WE THINK THAT'LL BE A GREAT WAY TO HIGHLIGHT IT.

WE WANT TO ATTRACT MORE FAMILIES TO OUR SCHOOLS SO THEY CAN BENEFIT FROM THESE TOO.

AND WE WANT TO CONTINUE TO CREATE FUN AND MEMORABLE EXPERIENCES SO THAT THEY STAY HERE.

I'VE GOT TO HIGHLIGHT MS. HUDSPETH EMPHASIS ON THAT FEEDER PATTERN OPPORTUNITY, BECAUSE WE ARE ALL FOCUSED ON STUDENTS HAVING OPPORTUNITIES EARLIER.

SO STARTING AT THE ELEMENTARY LEVEL AND BEING ABLE TO GROW THOSE SKILL SETS ALL THE WAY UP TO HIGH SCHOOL CAN LEAD TO SOME AWESOME THINGS HAPPENING, NOT ONLY AT THE HIGH SCHOOL LEVEL BUT ALSO BEYOND.

THIS CONCLUDES OUR PRESENTATION.

WE'D BE HAPPY TO TAKE QUESTIONS AT THIS TIME.

THANK YOU BOTH FOR THAT PRESENTATION TRUSTEES.

ANY QUESTIONS TRUSTEE FOREMAN FOLLOWED BY TRUSTEE CARREÓN.

THANK YOU FOR THE PRESENTATION.

I THINK MOST OF THE BOARD, INCLUDING ME, HAS ALWAYS, SPOKE ABOUT HOW WE NEEDED TO HAVE EXTRA CURRICULAR ACTIVITIES FOR THE STUDENTS.

ONE THING THAT YOU SAID, SHARLA AND CHIEF TREJO IS THAT THERE WERE 16,000 STUDENTS INVOLVED IN THIS PROGRAM.

WE HAVE 147,000 KIDS IN THE DISTRICT.

GO AHEAD. OKAY.

SO WE DID HAVE 130,000 STUDENTS THAT WERE INVOLVED IN AT LEAST ONE EXTRA CURRICULAR OR CO-CURRICULAR ACTIVITY EACH YEAR.

ALTHOUGH IT'S NOT A GOAL ANYMORE WE HAVE, THAT IS STILL OUR FOCUS AND CONTINUES TO BE SO.

WHILE THEY WEREN'T INVOLVED IN SPECIFICALLY THE STUDENT ACTIVITIES DEPARTMENT PROGRAMS, THAT'S THE 16,000, THE OTHER 130 THAT COULD HAVE BEEN CAMPUS BASED ACTIVITIES OR ATHLETICS OR VISUAL AND PERFORMING ARTS.

THIS IS JUST THE 16,000 JUST REPRESENTS THOSE 13 PROGRAMS. SO IT WOULD BE REALLY GOOD, SUPERINTENDENT FOR THE BOARD, PARTICULARLY THIS BOARD MEMBER, TO HAVE A CLEAR UNDERSTANDING OF HOW MANY OF OUR STUDENTS ARE ACTUALLY INVOLVED IN EXTRACURRICULAR ACTIVITY.

WE'VE HAD THE CONVERSATION WHEN YOU WERE HERE BEFORE ABOUT HOW IMPORTANT IT IS, AND YOU JUST REITERATED THAT WHEN YOU STARTED OFF, HOW IMPORTANT IT IS FOR OUR YOUNG PEOPLE

[01:00:03]

TO BE INVOLVED IN EXTRACURRICULAR ACTIVITIES BECAUSE IT BUILDS THE SKILL SET.

AND WE ALL KNOW THAT.

THIS IS KIND OF A, I GUESS, A SILO OF THE BIG PICTURE.

AND I'D LIKE TO SEE THE BIG PICTURE TO BE ABLE TO UNDERSTAND HOW MANY OF OUR STUDENTS ARE ACTUALLY INVOLVED.

AND FOR US TO BE AGGRESSIVE IN TRYING TO ENSURE THAT WE GET AS MANY STUDENTS AS POSSIBLE.

I LOVE THE FEEDER PATTERN PIECE.

I'M A FEEDER PATTERN PERSON.

EVERYBODY KNOWS THAT, RIGHT CHIEF [INAUDIBLE].

[LAUGHTER] I LOVE THAT PIECE BECAUSE THAT'S A NEIGHBORHOOD PIECE.

IT INVOLVES EVERYBODY IN THE NEIGHBORHOOD.

THE FAMILY CAN COME OUT AND PARTICIPATE.

IT'S JUST REALLY A GOOD SIGN.

AND SO I THINK YOU'RE IN THE RIGHT DIRECTION ON THAT.

SO WHILE IT'S A PILOT, I HOPE THAT IT'S SOMETHING THAT WE KEEP OVERALL BECAUSE I LIKE THAT.

THANK YOU. THANK YOU TRUSTEE FOREMAN.

TRUSTEE CARREÓN, FOLLOWED BY MACKEY AND FLORES.

THANK YOU, PRESIDENT HENRY.

WELL, THIS IS REALLY COOL STUFF.

THANK YOU FOR BRINGING THIS PRESENTATION FORWARD.

I JUST HAVE A KIND OF A COUPLE OF QUESTIONS.

ONE IS JUST THE 13 PROGRAMS. WHAT DETERMINES WHICH PROGRAMS HAPPEN ON WHICH CAMPUSES? SO AT THE BEGINNING OF THE YEAR, EVERY CAMPUS HAS A CAMPUS ACTIVITY COORDINATOR AND THERE IS A BIG TRAINING WHERE THEY COME TOGETHER AND THEY TALK ABOUT WHAT ARE THE OPPORTUNITIES DISTRICT WIDE AS SPECIFICALLY WITH STUDENT ACTIVITIES TOO WHAT CAN YOU DO ON YOUR CAMPUS TO GET TO SEE WHO'S INTERESTED STUDENTS AND TEACHERS.

SO PRINCIPALS DESIGNATE A COACH FOR THOSE WHAT THEY HAVE INTEREST LEVEL IN.

AND THEN FROM THERE, WE RIGHT NOW WE'RE IN THE MIDDLE OF WORKSHOPS AND PREPARING STUDENTS FOR THE REAL COMPETITIONS THAT TYPICALLY START IN OCTOBER.

AND DO WE HAVE A GOAL FOR HOW MANY OF THESE PROGRAMS WE WANT ON EACH CAMPUS? WE WOULD LOVE FOR EVERY CAMPUS TO HAVE EVERYTHING.

IT IS OUR GOAL FOR EVERY STUDENT TO BE INVOLVED IN AT LEAST ONE EXTRACURRICULAR OR CO-CURRICULAR ACTIVITY EACH YEAR.

SO WE DO OUR BEST.

YOU KNOW, THERE ARE, DEPENDING ON THE SIZE OF THE SCHOOL.

THERE ARE SOMETIMES NOT EVERY STUDENT CAN'T DO EVERYTHING.

SO THEY HAVE TO MAKE SOME TOUGH CHOICES.

WE HAVE CHALLENGES WITH SATURDAYS WHERE WE MAY HAVE DEBATE, CHESS, AND SOMETHING NOW E-SPORTS, ALL ON THE SAME DAY.

THEY MAY WANT TO PLAY ALL OF THOSE THINGS, PARTICIPATE IN ALL OF THAT.

BUT IT COMES DOWN TO THEY GOT TO MAKE SOME CHOICES HERE AND THERE.

SO BUT OUR GOAL IS ALWAYS TO HAVE EVERYBODY PARTICIPATE.

AND WHEN IS THE I GUESS DEADLINE FOR A PROGRAM TO COME INTO FRUITION ON A CAMPUS? ONCE THE COACH IS DESIGNATED FROM THERE, WE START COMMUNICATING DIRECTLY WITH THE COACHES AND WE SHARE THE SCHEDULE AND WE HAVE WORKSHOPS.

SO IF IT GETS TOO FAR DOWN THE LINE, THEY WON'T BE PREPARED TO PARTICIPATE.

BUT TYPICALLY THAT DOESN'T REALLY HAPPEN THAT OFTEN.

WE ARE STILL ONBOARDING QUITE A FEW SCHOOLS TO SOME OF OUR ACTIVITIES.

I GUESS I'D BE INTERESTED IN KNOWING.

PART OF THE REASON I ASKED THE QUESTION IS I'D BE INTERESTED IN KNOWING WHAT PROGRAMS I KNOW IN DISTRICT 8 SCHOOLS, WHAT PROGRAMS EXIST BY CAMPUS AT EACH OF THE VARIOUS CAMPUSES.

YES, WE CAN PROVIDE THAT FOR YOU.

AND THEN THANK YOU.

MY NEXT QUESTION IS, THIS IS NOT ONE OF THESE 13, BUT I WANT TO BRING IT UP BECAUSE MAYBE IT IS PART OF THIS BIGGER INITIATIVE AND THAT IS THE PLAY PROGRAM THAT LOOKS REALLY COOL.

AND MAYBE IT'S NOT THE TIME, MAYBE THERE WILL BE A PRESENTATION LATER FOR THAT.

BUT COULD YOU SPEAK TO HOW THAT PLAYS? THAT WAS CERTAINLY THE PLAY INITIATIVE IS PART OF OUR WHAT WE CALL OUR ENGAGE 360 PROGRAM, WHICH IS ACTUALLY REFERRING TO WHAT TRUSTEE FOREMAN MENTIONED EARLIER. IT'S OPPORTUNITIES FOR OUR STUDENTS TO DEMOCRATIZE SPECIALIZED TRAINING EARLIER SO THAT THEY CAN GAIN INTEREST AND GET SOME SKILL SETS THAT THEY WOULDN'T OTHERWISE BE ABLE TO GET.

THAT INCLUDES ATHLETIC TRAINING, BEING FAMILIAR WITH ATHLETIC EQUIPMENT SUCH AS BASEBALL, FOOTBALL, DIFFERENT THINGS LIKE THAT.

SO THE PLAY INITIATIVE IS ROLLING OUT IN OUR FOURTH AND FIFTH GRADES WHERE WE ARE PROVIDING INSTRUCTION ON SPECIALIZED SKILLS IN SOME OF OUR PATHWAY SPORTS THAT WILL ALLOW SOME OF OUR KIDS WHO DO NOT HAVE OPPORTUNITIES FOR PAID TRAINING OUTSIDE OF SCHOOL, THEY CAN GET THOSE OPPORTUNITIES IN SCHOOL AND BE ABLE TO GROW THEIR SKILL SET AND TALENT AS THEY MOVE UP THROUGH THE GRADE LEVELS.

AND I CAN CERTAINLY PROVIDE A BOARD UPDATE ON THE PLAY INITIATIVE FOR YOU.

YEAH, THAT'D BE REALLY COOL.

[01:05:02]

I MEAN, I'VE SEEN IT ONLINE.

I'VE SEEN JUST A LOT OF EXCITEMENT IN THE COMMUNITY ABOUT IT AND IT JUST LOOKS LIKE A GREAT PROGRAM THAT I WOULD LOVE TO HEAR MORE ABOUT IN THE FUTURE.

ABSOLUTELY. THANK YOU.

THAT'S ALL. THANK YOU, MR. PRESIDENT.

THANK YOU. TRUSTEE CARREÓN. TRUSTEE MACKEY.

YEAH, THANK YOU ALL FOR THIS.

I'M SUPER EXCITED TO SEE THIS AND CONTINUE THE EXPANSION.

I LOVE THE IDEA OF CONTINUITY BECAUSE SO OFTEN THEY WOULD HAVE JUST STARTED AT SCHOOLS AND EXTRACURRICULAR PROGRAMS JUST CARRY ON BASED ON WHAT HAS BEEN ASKED FOR IN THE PAST. AND THEY HAVE. SO I LOVE THE IDEA OF SEEING STUDENTS GET TO START SOMETHING IN KINDERGARTEN AND CONTINUE IT IF THEY WANT TO OR TRY DIFFERENT THINGS.

SO KUDOS FOR THAT.

THIS IS EXCITING.

I'M CURIOUS, TRUSTEE FOREMAN ALLUDED TO THIS.

DO WE HAPPEN TO HAVE THE NUMBER? MAYBE WE DON'T HAVE THEM YET BECAUSE IT'S STILL EARLY IN THE SCHOOL YEAR ABOUT WHAT PERCENTAGE OF KIDS ARE ENGAGING IN EXTRACURRICULAR PROGRAMS LIKE ACROSS THE DISTRICT? I DON'T HAVE THAT EXACT PERCENTAGE RIGHT NOW YET.

RIGHT NOW EVERYONE'S FORMING THEIR TEAMS AND TRYING TO RECRUIT.

BUT WE CAN GET YOU THAT PERCENTAGE FROM LAST YEAR.

YEAH. TO KIND OF GIVE YOU AN IDEA.

YEAH, THAT'D BE. THAT'D BE GREAT.

I JUST I THINK THAT WOULD BE JUST THE HELPFUL BACKDROP TO COUCH ALL THIS IN.

AND THEN I THINK YOU ALL ARE IN A CHALLENGING PLACE BECAUSE WE HAVE A LOT OF THESE AND THAT'S GREAT.

BUT EVENTUALLY COMES A POINT THAT SOME MIGHT BE SMALLER, BUT THE PEOPLE THAT DO IT REALLY LOVE IT AND WANT IT TO CONTINUE.

BUT IT DOESN'T MAKE SENSE, ESPECIALLY IF WE SEE GROWTH OTHER PLACES.

SO MY QUESTION, AND THAT'S ALWAYS A DIFFICULT CONVERSATION TO HAVE.

MY QUESTION FOR YOU, FIRST OF ALL, IS OF ALL THESE PROGRAMS THAT WE'RE STARTING TO SEE, WHERE ARE WE SEEING THE MOST EXPLOSIVE GROWTH IN INTEREST LIKE I KNOW WHEN WE STARTED THIS BEFORE COVID E SPORTS WAS WHAT WE WERE TALKING ABOUT.

WHERE ARE WE SEEING THAT NOW? E SPORTS ABSOLUTELY IS ONE OF OUR FASTEST GROWING, BUT THIS SATURDAY WE ARE ROLLING OUT ELEMENTARY CHEER AN OVER 1100 STUDENTS ARE SIGNED UP.

SO ELEMENTARY CHEERLEADING, I THINK WILL PROVE TO BE IT MAY SURPASS E SPORTS.

WE'LL SEE AFTER SATURDAY.

ALL RIGHT. WELL, I'LL BE SUPER EXCITED FOR THAT.

AND I KNOW IT'S DIFFICULT AS YOU GO FORWARD AND OBVIOUSLY WANT TO OFFER AS MANY AS POSSIBLE.

BUT AS THERE DOES COME DECISION POINTS WHERE WE MIGHT HAVE TO MAKE A STRATEGIC CHOICE, LIKE I ENCOURAGE YOU TO TAKE THAT STEP IF NEEDED AND US TO MAKE SURE THAT THE KIDS HAVE ACCESS TO WHAT THEY WANT TO HAVE ACCESS TO.

THANK YOU. THANK YOU TRUSTEE MACKEY.

TRUSTEE FLORES.

SO KIND OF FOLLOWING UP ON THAT.

FIRST, I WANT TO THANK THE ADMINISTRATION FOR BRINGING THIS TO US WHEN STEPHANIE AND I HAD THIS DISCUSSION ABOUT ELIMINATING GOAL NUMBER SIX THREE YEARS AGO.

I MEAN, I WAS VERY HESITANT ABOUT IT.

AND I'M GLAD THAT WE'RE STILL HAVE THE GAS ALL THE WAY DOWN AND GOING FORWARD.

BUT FOLLOWING UP ON WHAT TRUSTEE MACKEY SAID, YOU KNOW, WHEN WE LOOKED AT THIS TWO YEARS AGO AND WE SAID, HEY, THERE ARE A BUNCH OF KIDS THAT AREN'T PARTICIPATING, AND WE SAID, HEY, ASK THE KIDS, WHAT DO THEY THINK? AND THEY SAID, WELL, E SPORTS, THAT WOULD BE A GREAT THING TO HAVE.

YOU KNOW, IT MAY BE A TIME TO REFLECT AND GO BACK AND FIGURE OUT WHICH PERCENT OF KIDS AREN'T PARTICIPATING AND ASK THEM, HEY, WHAT DO YOU GUYS THINK? BECAUSE THERE MAY BE SOMETHING ELSE THAT WE DON'T EVEN KNOW ABOUT YET.

AT LEAST THE ADULTS DID ABOUT E SPORTS SEVERAL YEARS AGO.

WHERE THERE'S THE OTHER OPPORTUNITIES AND SO JUST SOMETHING TO CONSIDER AND YOU KNOW GOING TO THE QUESTION OF YOU KNOW ONE OF MY I GUESS CROSSES TO BEAR, SWORDS TO DEPLOY HAS ALWAYS BEEN ABOUT MAKING SURE THAT OUR KIDDOS GET THE KIND OF TRAINING THAT WILL HELP GET THEM INTO THINGS LIKE BOOKER T AND TO TAG INTO OTHER SCHOOLS WHERE THEY HAVE SOME KIND OF AUDITION, MAKING SURE THAT OUR KIDDOS AT A VERY YOUNG AGE, YOU KNOW, WE HAVE THE BABY BOOKER T GOING, BUT YOU KNOW KIND OF THROUGHOUT THE DISTRICT BEING ABLE TO HAVE THOSE KINDS OF PROGRAMS THAT ARE FOUNDATIONAL TO THEN BE ABLE TO COMPETE TO GET INTO WHETHER IT'S MUSIC.

I MEAN THESE ARE ALL THESE LOOKS LIKE WE HAVE MOSTLY ON THE ACADEMIC SIDE.

BUT JUST TO CONSIDER BECAUSE KIDS MAY WANT TO PLAY PIANO OR THE GUITAR OR DO BALLET OR OTHER THINGS AND MAKING THOSE THINGS AVAILABLE ALSO SO THAT THE KIDDOS CAN COMPETE.

JUST A THOUGHT AS WE'RE KIND OF RETHINKING.

WELL, NOT RETHINKING THIS IS AMAZING AND OUTSTANDING.

AND I'M REALLY GLAD THAT WE'RE DOING THIS AND KEEPING THE PEDAL TO THE METAL AND HAVING JUST SUCH GREAT RESULTS.

AND I'M SURE ABOUT SIX MONTHS FROM NOW, WE'LL KNOW WHAT ALL GOT FILLED OUT IN TERMS OF TEAMS AND YOU KNOW, KID CHEER, ELEMENTARY SCHOOL CHEER, MY KID WAS IN CHEER AND SHE DID IT COMPETITIVELY.

SO I KNOW IT'S REALLY SOMETHING THAT IS REALLY ENGAGING AND THEY REALLY GET INTO.

SO I'M JUST VERY GLAD THAT YOU ALL ARE DOING THIS.

AND THANKS FOR THE PRESENTATION.

THIS IS AWESOME. THANK YOU.

THANK YOU TRUSTEE FLORES. TRUSTEE MICCICHE.

[01:10:02]

FOLLOWED BY TRUSTEE WHITE.

WELL THANK YOU. YOU ALL HAVE BEEN DOING GREAT WORK IN THIS AREA FOR A LONG TIME AND REALLY APPRECIATE THE UPDATE ON THE NEW PROGRAMING.

AND FOR THOSE, THERE WERE SOME REFERENCES TO THIS EARLIER.

BUT FOR THOSE WHO DON'T KNOW, THIS EXTRACURRICULAR ACTIVITY WAS ONE OF OUR GOALS.

AND WHEN WE SET THAT GOAL IT WAS EXCEEDED IN A BIG WAY IN THE FIRST YEAR.

AND WE ULTIMATELY DECIDED SINCE WE'D ACHIEVE THOSE GOALS, WE DIDN'T NEED THAT LISTED AS A DISTRICT GOAL.

HOWEVER, I ALWAYS LIKED THE STATISTICS THAT WE KEPT WHEN THIS WAS A GOAL.

AND THE ONE THING THAT I WOULD SAY ABOUT THE PRESENTATION, I LIKE ALL THE EXCITING NEW PROGRAMS AND I LIKE SOME OF THE DATA HERE, BUT I WOULD LIKE TO SEE THAT HISTORIC DATA OR THE CURRENT DATA IN THE HISTORIC FORM AND MAYBE JUST OVER TIME, BECAUSE RIGHT NOW I CAN'T TELL IF WHILE WE HAVE NEW PROGRAMS, I CAN'T TELL IF PARTICIPATION HAS GONE UP OR DOWN, AND I CAN'T TELL IF IT'S GONE DOWN.

WHERE DID IT GO DOWN OR WHERE DID IT GO UP? SO, YOU KNOW, I DON'T KNOW IF WE'VE GOT A FIVE PAGE LIMIT OR WHATEVER, BUT I CERTAINLY WOULD APPRECIATE A DERRICK LITTLE TYPE APPENDIX WITH THAT HISTORIC DATA.

I DON'T WANT A DERRICK LITTLE TYPE APPENDIX.

SO. BUT WE'LL ADD A FEW MORE PAGES.

ALL RIGHT. [LAUGHTER] BUT IF YOU WOULD, THIS IS REALLY A TRACKER REQUEST, THEN IF YOU WOULD GIVE US THE SAME INFORMATION THAT WE RECEIVED IN LIKE 2017 OR 2018 WHEN THIS WAS A FORMAL GOAL AND COVER THAT WHOLE PERIOD.

OKAY. THANK YOU VERY MUCH.

THANK YOU. TRUSTEE MICCICHE. TRUSTEE WHITE, FOLLOWED BY JOHNSON.

YES. MS. HUDSPETH MENTIONED THAT IT'S A FUN, MEMORABLE EXPERIENCE.

I THINK WE SHOULD ADD FUN, MEMORABLE EDUCATIONAL EXPERIENCE BECAUSE A LOT OF THESE ACTIVITIES PROVIDE STUDENTS WITH LIFELONG SKILLS THAT THEY CAN TAKE INTO A WORKFORCE OR WHAT HAVE YOU.

ONE OF THE THINGS THAT I DO WANT TO KNOW IS, IS THERE A PAMPHLET OF ACTIVITIES THAT IS PROVIDED TO THE STUDENTS AND THE PARENTS SO THEY'LL KNOW WHAT'S AVAILABLE? AND I KNOW EVERYTHING MAY NOT BE AVAILABLE ON EVERY CAMPUS, BUT I THINK THAT WOULD HELP OUT THE ACTIVITY COORDINATOR.

I DON'T KNOW. MAYBE SHE DOES.

I DON'T KNOW WHAT ALL THE ROLES AND RESPONSIBILITY IS OF THE ACTIVITY COORDINATOR.

MAYBE THAT'S SOMETHING YOU CAN SHARE WITH ME TO LET ME KNOW.

AND WHAT ARE ALL THE ROLES AND RESPONSIBILITY AND DOES AN EVERY CAMPUS I THOUGHT I HEARD YOU MENTIONED HAS A ACTIVITY COORDINATOR.

SO THE ROLES AND RESPONSIBILITIES OF THE ACTIVITY COORDINATOR, NUMBER ONE, THEY ARE OUR GO TO PERSON THAT HELPS PROMOTE ALL EXTRACURRICULAR ACTIVITIES.

A BIG PORTION OF WHAT THEY DO ALSO IS DOCUMENTING ALL OF THE ACTIVITIES, RECORD KEEPING THAT ARE HAPPENING, CAMPUS BASED AND STUDENT ACTIVITIES.

THE OTHER QUESTION ABOUT HOW DO WE.

WHAT WAS YOUR OTHER QUESTION? I'M SORRY.

PARENTS. HOW DO PARENTS KNOW? OK OUR CAMPUS LEADERS ARE REALLY CREATIVE.

SO MANY OF THEM HAVE HAD WHEN THEY HAVE OPEN HOUSE, THEY HAVE TABLES WHERE THEY PROMOTE THEIR CAMPUS BASED ACTIVITIES, THEIR DISTRICT SUPPORTED ACTIVITIES.

AND THAT'S WHERE THEY LET THE PARENTS KNOW, HEY, YOUR CHILD MIGHT BE INTERESTED IN PLAYING CHESS OR.

SO REALLY, IT'S KIND OF DONE CAMPUS BY CAMPUS IN A DIFFERENT WAY.

WE ARE ADDING THAT TO BE ON THE DISTRICT WEBSITE ON EACH SCHOOL'S SCHOOL SITE, THAT IT HAS A LIST OF WHAT EXTRACURRICULAR ACTIVITIES THEY HAVE AT THEIR CAMPUS.

AGAIN, IT'S NOT JUST THESE 13, IT'S CAMPUSES ARE DOING A LOT OF WORK AROUND EXTRACURRICULAR WITH A LOT OF CAMPUS BASED ACTIVITY.

SO IT'LL INCLUDE ALL OF THOSE AS WELL.

AND ALSO. WHAT WAS IT? I KNOW YOU SAID THAT THERE WAS THE NUMBER WAS 16,000 THAT PARTICIPATED.

AND HOW MANY COACHES WERE THERE AGAIN? 1,400 SO THERE WAS 1,400 COACHES.

AND ALSO WHEN TRIPS ARE TAKEN, BECAUSE IN SOME CASES YOU'RE GOING TO HAVE TO TRAVEL, WHETHER IT'S WITHIN A STATE OR OUT OF STATE FOR COMPETITION.

AND WE ALL HOPE TO MAKE IT TO NATIONAL WHATEVER EVENT YOU'RE IN, WHETHER IT BE DEBATE OR WHAT HAVE YOU.

[01:15:05]

ARE PARENTS AND TEACHERS CHAPERONING THOSE STUDENTS AND EXACTLY HOW MANY, IF YOU KNOW, THE NUMBER, HAVE ACTUALLY GONE ON TO NATIONALS IN A LOT OF THESE EVENTS? I CAN GET YOU THE EXACT NUMBER OF HOW MANY ADVANCED LAST YEAR.

TYPICALLY THE TEACHER TRAVELS, A LOT OF PARENTS WILL GO ALONG AND CHAPERON.

BUT MIDDLE SCHOOL, TEXAS MATH SCIENCE COACHES ASSOCIATION, FOR EXAMPLE, WE HAVE HUNDREDS OF STUDENTS THAT QUALIFIED AT THE MIDDLE SCHOOL LEVEL FOR THOSE MATH SCIENCE COMPETITIONS THAT WERE IN SAN ANTONIO THIS PAST YEAR.

AND TYPICALLY IT IS CHAPERONS FROM THE SCHOOL AND THE DISTRICT HANDLES ALL THE LOGISTICS OF THE CHARTER BUS, THE HOTEL ARRANGEMENTS, THE FOOD WHILE THEY'RE TRAVELING.

IT TURNS OUT TO BE JUST YOU CAN'T EVEN IMAGINE ALL THE EMAILS FOLLOWING A TRIP LIKE THAT.

IT IS TRULY LIFE CHANGING FOR THE TEACHER AND THE STUDENTS.

THEY HAVE JUST A GREAT TIME.

YEAH, AND THE REASON THAT I REALLY DEFINITELY SUPPORT PROGRAMS LIKE THIS IS BECAUSE YOU WANT THOSE STUDENTS THAT GO ON TO COLLEGE TO BE ENGAGED WHEN THEY'RE THERE TO PARTICIPATE IN THE VARIOUS CLUBS.

BECAUSE NOT ONLY ARE THEY GETTING, LIKE I WAS SAYING, YOU KNOW, KNOWLEDGE OF REAL WORLD ACTIVITIES, THEY'RE ALSO GAINING SKILLS THAT THEY CAN USE ELSEWHERE. I DID ASK I SPOKE WITH CHIEF TREJO.

I WAS ASKING HER ABOUT TWO PROGRAMS THAT I'M AWARE OF THAT I DIDN'T SEE ON THE LIST.

ONE OF THEM WAS FIRST USA, AND THEY BASICALLY DO A LOT WITH ROBOTICS.

AND I KNOW THAT WE'VE HAD SOME STUDENTS HERE THAT HAVE COMPETED IN ROBOTICS.

I'M NOT SURE WHAT PROGRAM THEY WERE A PART OF.

AND ANOTHER GOOD PROGRAM THAT I ALSO MENTIONED TO HER, WHICH IS USA SKILLS, AND I KNOW THAT WE HAVE PARTICIPATED IN USA SKILLS BEFORE.

I JUST HAPPENED TO BE THERE NOT ON BEHALF OF DISD, BUT TOWNVIEW HAD STUDENTS THAT WERE IN NATIONALS AT USA SKILLS AND USA SKILLS COVERS ARRAY OF DIFFERENT THINGS FROM, YOU KNOW, LOWER GRADES TO HIGH SCHOOL THAT THEY CAN DO. AND I MEAN, IT'S JUST IT'S A GOOD PROGRAM.

I THINK IT'S A GOOD PROGRAM.

THAT'S WHY I'M MENTIONING IT.

AND THAT'S WHY I HOPE YOU GUYS WOULD LOOK OVER TO SEE IF YOU CAN DO THAT.

AND I'M DEFINITELY ALSO INTERESTED IN KNOWING THIS IS MAKING MY JOB EASIER.

I'M GLAD THIS CAME UP BECAUSE I WAS GOING TO COME TO SOMEBODY TO ASK ABOUT THIS.

I DO WANT TO KNOW WHAT ACTIVITIES ARE AVAILABLE IN MY DISTRICT AND HOW LONG THEY'VE BEEN THERE AND THINGS OF THAT NATURE.

SO THAT'S SOMETHING I'M DEFINITELY GLAD THAT AND I FORGET WHICH ONE OF MY COLLEAGUES ASKED THAT QUESTION.

BUT THANK YOU FOR THAT.

I DEFINITELY WANT TO KNOW TO MAKE SURE THAT STUDENTS ARE INVOLVED, BECAUSE I'VE HEARD SO MANY TIMES PEOPLE SAY SOME SOME STUDENTS IN DISD HAVE NEVER LEFT DALLAS.

AND I'M JUST LIKE, THAT WAS KIND OF HARD FOR ME TO FATHOM.

AND I'M NOT SAYING IT'S NOT TRUE AND SOME PEOPLE MAY HAVE NEVER LEFT DALLAS CHILD A ADULT WHAT HAVE YOU, BUT I JUST KNOW THAT TRAVELING AND GETTING OUT AND GOING DIFFERENT SEEING DIFFERENT THINGS DOES ENRICH YOUR LIFE.

SO THAT'S ALL I HAVE.

THANK YOU. THANK YOU TRUSTEE WHITE.

TRUSTEE JOHNSON.

THANK YOU. PRESIDENT HENRY.

I THINK THIS IS GREAT.

I'M A FORMER COACH IN DALLAS ISD.

ONCE A COACH IN OUR COMMUNITY IS ALWAYS A COACH IN OUR COMMUNITY.

HAVE WE CONSIDERED PARTNERING WITH SOME PEOPLE THAT'S IN THE COMMUNITY TO HAVE ORGANIZATIONS.

I KNOW I STILL HAVE AN ORGANIZATION THAT I RUN AND DO A LOT OF WORK WITH HELPING KIDS FROM ALL AGES, AND THEY TRAIN IN THE SUMMERTIME FROM ELEMENTARY ALL THE WAY UP.

I WAS SUPPOSED TO BE GETTING DR.

LEAR SOME INFORMATION. I'M SORRY.

I JUST THOUGHT ABOUT THAT WHILE I WAS SPEAKING AND JUST HELPING THEM GET TO THE NEXT LEVEL.

SOME OF THE INDIVIDUALS THAT ARE COACHING ARE FORMER NFL PLAYERS, FORMER TEACHERS, OR SOME ARE STILL IN OUR CAMPUS THAT ARE NOT ABLE TO COACH DUE TO THE CERTIFICATION RULE.

BUT YET THEY HAVE THEY'VE BEEN TO NEXT LEVEL LIKE IN NBA, D1, NFL.

SO HAVE WE CONSIDERED PARTNERING WITH THOSE COMMUNITY ORGANIZATIONS THAT DO THE WORK EVERY WEEK, DAY IN AND DAY OUT FOR OUR KIDS WHEN WE COME TO TRAINING THEM AND PREPARING THEM TO BE GREAT.

SO TRUSTEE JOHNSON, PARTICULARLY WITH THE ATHLETIC LINE, OUR PLAY INITIATIVE IS CONSIDERING THAT AND LOOKING AT SOME DIFFERENT OPTIONS FOR BRINGING IN THAT TYPE OF EXPERTISE TO HELP OUR STUDENTS GET THAT.

[01:20:02]

I WOULD LOVE TO GET WITH YOU AFTER TO HEAR THE ORGANIZATIONS THAT YOU'D RECOMMEND FOR US TO COME TOGETHER.

I DON'T HAVE THE NAMES WITH ME RIGHT NOW, BUT I CAN CERTAINLY PROVIDE THOSE TO YOU OF THE ONES THAT WERE ALREADY TALKING TO.

[INAUDIBLE] CHIEF TREJO YOU'VE ALWAYS BEEN AN EXCELLENT COMMUNICATOR AND WORKING WITH ME IN THE COMMUNITY TO GET THINGS DONE.

SO I WOULD LOVE TO SIT WITH YOU AND INTRODUCE YOU TO SOME OF THE COMMUNITY ORGANIZATIONS THAT'S DOING THE WORK EVERY DAY.

SURE. BE HAPPY TO DO THAT. THANK YOU.

THANK YOU. THANK YOU, TRUSTEE JOHNSON.

THANK YOU FOR THE PRESENTATION.

I THINK A LOT OF OUR KIDS ARE VERY EXCITED ABOUT THESE OPPORTUNITIES, ESPECIALLY AT THIS TIME OF YEAR WHERE THEY'RE HAVING TO SELECT.

AND THAT REALLY IS A CHALLENGE FOR THE KIDS TO SELECT WHICH ONES THEY'RE GOING TO BE IN.

THE PLAY INITIATIVE TRUSTEE JOHNSON IS DESCRIBED IS IT UNDER YOUR UMBRELLA OR IS IT ATHLETICS OR? WORKING IN TEACHING AND LEARNING WE ALSO HAVE PHYSICAL EDUCATION AND BECAUSE THIS IS AT THE ELEMENTARY LEVEL AND IS FOCUSING WITHIN THE PHYSICAL EDUCATION CLASS, WE WORK VERY CLOSELY WITH THE ATHLETICS DEPARTMENT BECAUSE THEY ARE ALSO HAVE SOME AFTERSCHOOL INITIATIVES AND SOME INTRAMURAL PLAY THAT THEY'RE WORKING ON.

SO WHAT WE'RE LOOKING AT IS A VERTICAL ALIGNMENT OF THOSE PROGRAMS AND WE'RE COLLABORATING TOGETHER.

SO PHYSICAL EDUCATION MAY SIT WITH TEACHING AND LEARNING ATHLETICS WITH SCHOOL LEADERSHIP, BUT WE'RE ALL ONE TEAM AND WORKING TOWARDS THAT BIGGER GOAL.

SO I'VE HAD THIS QUESTION BEFORE IN THE PAST.

SO WHEN WE TALK ABOUT VERTICAL ALIGNMENT WITH A PARTICULAR SPORT, I GUESS FOOTBALL IS AN EASY ONE BECAUSE WE ARE IN FOOTBALL SEASON AND OTHER SEASON, SOCCER AS WELL, WHEN WE TALK ABOUT VERTICAL ALIGNMENT, THOSE FOURTH AND FIFTH GRADERS THAT ARE GETTING EXPOSURE THAT THEY OTHERWISE WOULDN'T GET THROUGH THE PLAY INITIATIVE, ARE THEY RUNNING LIKE A SIMPLIFIED VERSION OF WHAT THE MIDDLE SCHOOL IS RUNNING OR ARE WE HAVING THOSE TYPE OF CONVERSATIONS AND? NO THESE ARE GOING TO BE FOUNDATIONAL SKILLS TRUSTEE HENRY THAT WE CAN EMBED IN THE CURRICULUM THAT'S HAPPENING DURING PHYSICAL EDUCATION.

SO I KNOW YOU GOT A LOT OF FAMILIARITY WITH SOCCER AND FOOTWORK.

THAT MAY BE SOME OF THE SKILLS THAT WE EXPLICITLY TEACH.

I'VE GOT THE BASEBALL BACKGROUND WE MAY BE WORKING WITH EXPLICITLY HOW TO THROW A BASEBALL.

SO THOSE TYPES OF SKILLS ARE THE THINGS THAT ARE BEING EMBEDDED IN THEIR PE TIME.

THEY MEET TEKS REQUIREMENTS, BUT THEY'VE GOT A LITTLE TWIST TO THEM BECAUSE WE'RE REALLY WORKING ON THOSE FOUNDATIONAL SKILLS, WHICH YOU JUST CAN'T HAVE ENOUGH OF WHEN YOU'RE PREPARING FOR A LONG TERM.

YEAH, SO THAT'S GREAT.

I JUST WANT TO CONTINUE TO PUSH THE WHOLE ATHLETICS, TEACHING AND LEARNING SIDE.

YOU KNOW, IF WE WANT EXCELLENCE IN THAT APPROACH TO CONTINUE TO DO THOSE TYPE OF THINGS, THE YOUNGER, THE BETTER.

I THINK SOME OF THAT EDUCATION, IF YOU START WORKING ON THOSE FOOTWORK IN SOCCER AT FOURTH GRADE VERSUS SOMEONE THAT STARTED MUCH YOUNGER, YOU'RE GOING TO BE PLAYING CATCH UP. SAME WITH THROWING A BASEBALL OR SHOOTING A BASKETBALL.

AND ON THAT SAME NOTE, I KNOW WE TALKED ABOUT THE DR.

MARTIN LUTHER KING ARTS ACADEMY.

I KNOW THEY HAVE THINGS THERE THAT WILL PROVIDE THE KIDS THAT WE OTHERWISE WOULDN'T HAVE.

THAT'S WHY WE DID THAT. DR.

LUSK AND HIS TEAM.

ARE THEY COUNTED? SO IF I'M A FIRST GRADER THERE AND I'M DOING SOME SORT OF ART OR PIANO AS PART OF THE CURRICULUM OF THAT CAMPUS, IS THAT EXTRA? DOES THAT COUNT IN THESE NUMBERS? NO, SIR. THAT WOULD NOT NECESSARILY BE CONSIDERED EXTRACURRICULAR AS THAT IS PART OF THE SCHOOL PROGRAMING.

SO HOW DO WE CAPTURE THOSE THINGS AT CAMPUSES THAT MIGHT BE EXTRACURRICULAR AT ANOTHER CAMPUS? HOW DOES THAT GET? SO USUALLY WE DEFINE EXTRACURRICULAR IS SOMETHING THAT HAPPENS OUTSIDE OF THE SCHOOL DAY BUT WE DO ALSO COUNT CO CURRICULAR.

SO WHAT YOU'RE SPEAKING ABOUT WOULD BE CONSIDERED CO CURRICULAR AND USUALLY FOR IT TO COUNT FOR A CO CURRICULAR ACTIVITY THAT THEY YES, THEY HAVE A CLASS OR THEY'RE WORKING ON IT DURING THE SCHOOL DAY.

BUT IT LEADS TO SOME SORT OF A PERFORMANCE, YOU KNOW, WHETHER IT'S A PTA OR SOME KIND OF CULMINATING PERFORMANCE ON A SATURDAY NIGHT, IT LEADS TO SOMETHING BEYOND THE CLASS.

SO THAT WAS IT 130,000, WHICH IS A HUGE NUMBER, WHICH IS GREAT.

AND I LOVE SEEING THAT ACTUALLY ON THE SLIDE, HOW WE'RE DOING, EVEN THOUGH IT'S NOT A GOAL ANYMORE, I WOULD LOVE TO SEE OR I THINK IT'S SOMETHING WE SHOULD BE PROUD OF.

IT COUNTS TOWARDS THAT NUMBER.

YES. IF THERE'S SOME SORT OF ANCHOR EVENT AT THE END OF WHATEVER SEMESTER? AS LONG AS IT GOES BEYOND WHAT IS HAPPENING IN THE CLASS PERIOD.

OKAY. THEY'RE PREPARING FOR SOMETHING.

SO THEATER IS A GOOD EXAMPLE, TOO.

YES, IT'S A THEATER CLASS, BUT THEY MAY BE ALSO PREPARING FOR A PERFORMANCE.

SO THEY'RE SAYING AFTER SCHOOL MULTIPLE TIMES AS THEY LEAD UP TO THAT PERFORMANCE.

THAT'S CO CURRICULAR BECAUSE THEY HAVE THE CLASS PERIOD AND THEY'RE HAVING TO DO SOME EXTRA WORK OUTSIDE OF THAT CLASS PERIOD TO PREPARE.

SO IT'S A CO-CURRICULAR ACTIVITY.

OKAY.

I HAVE SOME FOLLOW UP, BUT I DON'T HAVE ANYTHING ELSE.

TRUSTEE WHITE DO YOU OR? YEAH, JUST BRIEFLY, ONE OF THE THINGS I FAILED TO MENTION WAS THE FACT THAT A LOT OF THESE PROGRAMS DO SCHOLARSHIPS, AND THAT IS A WONDERFUL PLUS TO

[01:25:02]

HAVE FUN LEARNING AND GETTING THE POTENTIAL OF GETTING SOME FUNDS FOR COLLEGE AS WELL.

THANK YOU. TRUSTEE WHITE, FUN FACT.

MY SON IS A FRESHMAN IN COLLEGE RIGHT NOW AND HIS ROOMMATE IS ON FULL SCHOLARSHIP FOR E SPORTS.

SO. NOT TO BELABOR THE POINT, BUT THERE ARE SOME PEOPLE THAT MAKE A LOT OF MONEY OFF OF E SPORTS OUTSIDE OF SCHOLARSHIPS.

LIKE. OKAY.

THANK YOU FOR THE REPORT.

WE'RE GOING TO MOVE ON TO OUR AGENDA.

WE'RE IN THE ACCOUNTABILITY OF DISTRICT OPERATIONS TRUSTEES.

THE MINUTES WILL BE SENT TO YOU PRIOR TO OUR BOARD MEETING LATER THIS MONTH.

[9. MINUTES SUBMITTED FOR APPROVAL]

THE STATUTORY ITEMS, TRUSTEES ARE THERE ANY QUESTIONS ON ANY OF THE STATUTORY ITEMS?

[10. STATUTORY ITEMS]

OKAY. SO WE'RE IN POLICIES ARE THERE ANY QUESTIONS ON THE POLICY UPDATES?

[11. POLICY UPDATES]

I HAVE ONE ON 11 D.

GO AHEAD. SO THE QUESTION HERE IS JUST WHAT FUNCTIONAL IMPACT WILL THIS CHANGE IN LANGUAGE HAVE FOR OUR HIGH SCHOOL STUDENTS AND GRADUATION AS IT RELATES? THERE'S NO FUNCTIONAL IMPACT.

ALL THAT THIS STATES TRUSTEE MACKEY IS THAT THE DISTRICT WILL NOT ADD REQUIREMENTS ABOVE AND BEYOND WHAT THE STATE IS REQUIRING FOR GRADUATION.

OK. THANK YOU.

THANK YOU, TRUSTEE MACKEY.

WE'RE NOW ON SECTION 13, THE CHIEF OF STAFF DIVISION.

[13. CHIEF OF STAFF DIVISION]

AND THERE ANY QUESTIONS THERE? 14, 15 OR 16? I HAVE 16 A.

GO AHEAD, TRUSTEE FOREMAN. OH, I'M SORRY.

YEAH, BUT. YES, I DO.

I'M SORRY. I WAS TRYING TO MAKE SURE I KEEP UP WITH YOU BECAUSE YOU'LL BE ROLLING ON ME, SO.

NO GO AHEAD. IS IT BEFORE 16A? I'M SORRY? IS IT BEFORE 16A? YES.

OKAY. BECAUSE I HEARD YOU SAY GO AHEAD. YES, YES, YES. WHAT ARE WE ON? WHAT NUMBER? I'M ON 15 COMMUNICATION SERVICES.

15 A AND THEN FOREMAN HAS A QUESTION ON 16A.

AS FAR AS THE EQUIPMENT IS CONCERNED, I WAS WANTING TO KNOW IS THIS WHAT IS THIS GOING TO BE? IS THIS FOR CAMPUS LEVEL? IS IT FOR ADMIN? WHAT IS THE? TRUSTEE WHITE I'M GOING TO ASK CHIEF DANIELS TO COME UP, BUT BASICALLY THIS ITEM IS FOR ANYTHING.

I MEAN, IT COULD BE A CAMPUS, BUT IT'S ALSO LIKE HERE AT TLC OR 9400.

IT'S ANYTHING THAT HAS TO DO WITH BROADCASTING OR COMMUNICATION SOFTWARE.

OKAY. AND I ALSO HAVE ONE.

WELL. IS SHE COMING? IS SOMEONE COMING UP TO GIVE MORE? WHICH ONE? ON 15? DID YOU WANT MORE ON COMMUNICATION AND BROADCAST.

I CAN GET THAT LATER. BUT AS FAR AS 16 IS CONCERNED.

TRUSTEE WHITE, IF YOU GO TO 16, I'M GOING TO LET FOREMAN GO FIRST.

OH I'M SORRY. YES. BECAUSE SHE'S.

TRUSTEE FOREMAN 16A, WE'RE ON 16A NOW, OK.

IT WAS LIBBY UP THERE? WHY DIDN'T YOU STAY, LIBBY? [LAUGHTER] NO, I'M JOKING.

IT'S JUST LIKE I'M OUT OF HERE.

JUST A COUPLE OF QUICK QUESTIONS.

HEY SHERRY. HOW ARE YOU? JUST A COUPLE OF QUICK QUESTIONS.

SO ON THE DETAILED INFORMATION SHEET, I NOTICED THAT WE HAD A NOT TO EXCEED OVER A FIVE YEAR PERIOD FOR 3 MILLION, BUT WE SPENT $3,622,558.

SO HOW DID WE? DO WE COME BACK TO THE BOARD FOR ADDITIONAL APPROVAL OR, YOU KNOW, HOW THAT WORKED? YOU MIGHT NOT, BUT THAT'S SOMETHING WE NEED TO.

OKAY. SO FOR THE PROCUREMENT PIECE, I WOULD HAVE TO ASK CHRIS TO HELP ME WITH THAT ONE.

OKAY. YEAH. GOOD AFTERNOON, TRUSTEE

[01:30:04]

FOREMAN. I'M SORRY. COULD I HAVE THE QUESTION ONE MORE TIME? SURE. I'M JUST LOOKING ON THE DETAILED INFORMATION SHEET.

YES. AND IT SHOWS THAT WE HAD A NOT TO EXCEED OF 3 MILLION OVER A FIVE YEAR PERIOD, BUT WE'VE ENCUMBERED $3,622,558.10. YES, MA'AM.

SO GO AHEAD.

THE QUESTION WAS, DID WE COME BACK TO THE BOARD FOR AUTHORITY? NO, MA'AM. OUR BOARD POLICY DOES ALLOW US THE 25% AUTHORIZATION.

I DID THAT FOR A REASON.

I HAVE A PROBLEM WITH THAT.

I'VE STATED THAT BEFORE.

DR. LEAR KNOWS I'VE BEEN VERY CLEAR THAT IS A PROBLEM FOR ME AS A TRUSTEE.

HOW CAN I BE HELD ACCOUNTABLE WHEN IT'S NOT COMING BACK TO ME? I JUST HAVE A SEVERE PROBLEM WITH THAT.

AND WHEN WE CHANGED A LOT OF THE PROCUREMENT POLICIES AND PROCEDURES, WE STUCK THAT IN.

I'M NOT BLAMING ANYBODY, BUT THAT NEEDS TO CHANGE BECAUSE THAT'S A PROBLEM.

AND I DO READ EVERYTHING.

YOU GUYS KNOW THAT. SO.

THE OTHER QUESTION, SHERRY, IS, AND THIS IS FOR YOU, WE'VE INCREASED THE AMOUNT THAT WE'RE SPENDING.

AND I KNOW BECAUSE OF THE WAY THINGS ARE GOING UP IN PRICING THAT WE'RE PROBABLY GOING TO DO THAT, BUT WE DOUBLED THE AMOUNT.

HOW DID WE COME UP WITH THE NUMBER OF $7 MILLION DOLLARS WHEN WE HAD ACTUALLY A $3 MILLION DOLLAR SPEND THE LAST TIME? YES. SO PART OF IT WAS INCREASED.

PART OF IT WAS BECAUSE OF THE COST OF THE PPE, BECAUSE BEFORE WE WERE SPENDING PPE.

SO WE WANTED TO HAVE A CUSHION IN THERE IN THE EVENT THAT WE NEED ADDITIONAL PPE MOVING FORWARD.

OKAY. SO. I HEAR THAT, BUT I THINK WE'VE MOVED AWAY FROM SPENDING SO MUCH ON PPE.

IT'S JUST THAT WHEN WE HAVE A CONTRACT, A HISTORICAL CONTRACT, AND THEN WE COME BACK AND DOUBLE IT, I ALWAYS WONDER WHY AND DO WE USE SOME TYPE OF ASSESSMENT TO BE ABLE TO DO THAT? BUT THAT'S MY QUESTION ON THAT ONE.

AND WE'LL TALK MORE ABOUT THAT.

I'LL CALL YOU. THAT'S IT.

THANK YOU TRUSTEE FOREMAN. TRUSTEE WHITE.

SHE DID, THAT WAS ONE THAT WAS ONE OF MY QUESTIONS THAT SHE DEFINITELY ASKED.

I WANTED TO GET TO THE MONEY FIRST.

YEAH, BECAUSE I WAS WONDERING HOW WE WENT FROM $600,000 TO 1.4 MILLION A YEAR AGO.

BUT I DIDN'T REALIZE THAT WHEN IT CAME TO A LOT OF THE BEHIND THE SCENES WITH ATHLETICS THAT SO MUCH WAS REQUIRED.

I'M LIKE, OKAY SO BUT.

I KNOW THAT WE'RE GETTING THE ADE'S AND WITH CPR SINCE THAT WAS ON THERE.

AND I THOUGHT IT WAS A GREAT IDEA, OF COURSE, BECAUSE YOU HAVE ACCIDENTS AND WHAT HAVE YOU THAT HAPPEN, UNFORESEEN THINGS THAT HAPPEN IN SPORTS.

IS THE STAFF ALSO BEING TRAINED? IS SOME OF THIS TO IS ALL OF IT JUST FOR SPORTS OR IS THIS FOR SOME OF THE STAFF? AND ARE WE GETTING THE ADE'S ON THE CAMPUSES AS WELL? ARE THEY ALREADY THERE? AND HOW MANY PEOPLE ARE TRYING TO USE THEM? YES. SO AT EVERY CAMPUS AND EVERY DISTRICT FACILITY, WE HAVE AN AED DEVICE.

AND THEN WE ALSO PART OF THIS EXPENSE ALSO COVERS IF WE NEED TO REPLACE AED'S.

IT ALSO COVERS PADS FOR THE AED'S.

AND THEN WE HAVE A VARIETY.

WE HAVE A MIX OF PEOPLE THAT ARE TRAINED TO USE THE AEDS.

FOR EXAMPLE, THE NURSES ARE TRAINED, OUR TRAINERS ARE TRAINED.

AND THEN THERE ARE A FEW ADDITIONAL PEOPLE ON CAMPUSES THAT ARE TRAINED TO BE ABLE TO USE THOSE AED DEVICES.

AND ALSO WHEN IT COMES TO THE DOCTORS THAT PROVIDE THE SERVICES ARE THOSE ALL BASICALLY JUST CONSULTANTS.

WE'RE CONTRACTING OUT CONSULTANTS, CORRECT? SO ARE YOU SPEAKING ABOUT AT THE ATHLETIC EVENTS? YES. I WOULD HAVE TO LET DR.

SALINAS SPEAK TO THAT ONE HOW SHE USES THE DOCTORS FOR THAT.

YES. ONE OVER HERE ON THE END.

[INAUDIBLE] THANK YOU.

JUST TO REITERATE WHAT.

THANK YOU. JUST TO REITERATE WHAT SHERRY JUST SPOKE OF, THERE ARE SEVERAL STAFF PERSONNEL THAT ARE TRAINED IN AED AND USING AED.

OUR ATHLETIC COACHES ARE REQUIRED TO HAVE THAT TRAINING EACH YEAR.

[01:35:02]

SO CPR AED AND FIRST AID TRAINING IS REQUIRED FOR ALL ATHLETICS COACHES.

OKAY.

BUT ALSO, UNLESS I READ THIS WRONG, I THOUGHT THAT I ALSO SAW WHERE THERE WAS MONEY SET ASIDE FOR SPORTS MEDICINE. SO THAT'S WHERE MY QUESTION IS GOING.

ARE THOSE DOCTORS BEING CONTRACTED OUT? BECAUSE I KNOW IT'S NOT.

I KNOW THEY'RE NOT. ARE YOU STAFF? I'M THE ATHLETIC DIRECTOR.

YES, MA'AM. OH OKAY.

SO YOU GUYS DECIDE YOU JUST GET A POOL OF DOCTORS THAT YOU WANT TO HIRE THAT ARE AT THE GAMES.

I'M ASSUMING THEY'RE AT THE GAME IN CASE SOMETHING HAPPENS, WHETHER IT'S A BASKETBALL GAME OR WHAT HAVE YOU.

IS THAT CORRECT? YES, MA'AM.

WE HAVE OUR I THINK WE HAVE AN ATHLETICS TRAINER AT EACH OF THE CAMPUSES, AS WELL AS CENTRAL STAFF.

AND OUR CENTRAL STAFF, ATHLETIC TRAINERS ARE IN TOUCH WITH THE DOCTORS AND SUPPORT PERSONNEL FOR OUR GAMES.

WE DON'T HAVE DOCTORS AT EVERY SINGLE GAME BECAUSE THERE'S NOT WE DON'T HAVE THAT SYSTEM IN PLACE FOR HAVE A DOCTOR AT EVERY GAME.

I MEAN, THIS IS NEW INFORMATION FOR ME, THAT'S WHY I'M ASKING THE QUESTION, BECAUSE I NOTICED THAT ONE OF THEM WAS A SPORTS REHAB, HAD A SPORTS REHAB BUSINESS.

SO IN THAT SENSE, IF A STUDENT IS INJURED, DO THEY HAVE ACCESS FOR REHABILITATION WITH THE DOCTOR OF THE PEOPLE THAT WE'VE HIRED VERSUS THEM HAVING TO GO AND DO SELF PAY INSURANCE, PAY WHAT HAVE YOU? YES, MA'AM. WE HAVE THE DISTRICT HAS AN INSURANCE POLICY FOR ALL OUR STUDENT ATHLETES.

AND OUR ASSISTANT DIRECTOR OVER SPORTS MEDICINE HANDLES ALL THOSE THOSE APPOINTMENTS AND CONNECTIONS WITH OUR DOCTORS THAT WE PARTNER WITH.

YES, MA'AM. THANK YOU.

THANK YOU. THANK YOU.

TRUSTEE WHITE.

I DON'T SEE ANY OTHER QUESTIONS.

CHIEF OF STAFF DIVISION. WE'RE NOW IN A TEACHING AND LEARNING.

[17. TEACHING AND LEARNING DIVISION]

WE HAVE ANY QUESTIONS ON 18, 19, AND 20.

19A, PLEASE.

GO WIN SOME FOOTBALL GAMES MIGHT.

DR. HILL. THANK YOU FOR CALLING ME THIS MORNING.

YES, MA'AM. I WAS WRONG ON ONE ASPECT.

SO I ADMIT IT.

THAT'S NOT NORMAL. [LAUGHTER] JUST FOR THE RECORD.

JUST FOR THE RECORD. I COULD BE WRONG.

POINT OF INFORMATION.

NOT YOU. WHAT IS NOT NORMAL? THAT YOU DON'T ADMIT THE MISTAKE OR THAT YOU DON'T MAKE MISTAKES.

SO, DR. HILL, THE PART THAT I TALKED ABOUT OR WHERE WAS GOING TO BE THE IEP.

I WAS WRONG ON THAT. SO.

I'M GLAD I WAS WRONG ON THAT.

BUT THE OTHER QUESTIONS THAT I ASKED REGARDING TO HOW THIS IS GOING TO AFFECT OUR PARTNERSHIPS AND IF THEY ARE AWARE THAT THEY HAVE ACCESS TO THIS TOOL AND IF THEY WILL BE USING THIS TOOL OR NOT, I STILL HAVE THAT QUESTION.

YES, MA'AM. THE PARTNERSHIPS WON'T KNOW A DIFFERENCE.

THERE'S A DALLAS ISD CLASSROOM.

AND SO AS FAR AS THEY'RE CONCERNED AND THE TEACHERS ARE CONCERNED, THE STUDENTS WILL STILL TAKE THE ASSESSMENTS AND STILL GET THEIR DATA REPORTS.

WHAT THIS IS DOING IS WE'RE JUST EASING THE ACCESS OF THE DATA REPORTS FOR THEM.

SO THE PARTNERSHIPS WILL HAVE THE SAME LEVEL OF ATTENTION TO THIS AS OUR CAMPUS BASED PROGRAMS. SO THERE WON'T BE ANY EXCUSE ME, ADDITIONAL THINGS.

ASK THE PARTNERSHIPS REGARDING THIS.

NO MA'AM. BUT I DO THINK THEY NEED TO KNOW.

YES, MA'AM. I THINK ANYTHING THAT YOU DO WITHIN THEIR BUSINESS, THERE'S A NEED TO KNOW.

AND THEN THE LAST QUESTION IS WHO ELSE IS? AND I REALIZE IT'S FREE FROM THE STATE OF TEXAS, BUT WHO ELSE IS ACTUALLY USING THIS PARTICULAR PROGRAM WITHIN WHAT OTHER ISDS IS USING IT? SO I CAN GET YOU A FORMAL LIST.

BUT AS AN EXAMPLE FOR THE TX-KEA, THERE'S OVER 500 DISTRICTS IN THE STATE OF TEXAS THAT ARE USING IT.

SO CIRCLE AND TX-KEA ARE THE THE MOST POPULAR PROGRAMS. SO MANY ARE USING THEM.

BUT I WILL GET YOU A LIST OF OUR SURROUNDING DISTRICTS WHO ARE USING THEM.

[01:40:03]

THAT WOULD BE GOOD TO BE ABLE TO SEE WHO'S USING IT.

THANK YOU VERY MUCH.

YES, MA'AM. AND TRUSTEE MICCICHE MIND YOUR OWN BUSINESS.

[LAUGHTER] TRUSTEE WHITE.

I WAS JUST WANTING TO KNOW.

WE'RE ON 19? WE'RE ON 18? WE'RE ON 19. OK GOOD BECAUSE THAT'S WHERE I'M AT.

ON 19 CAN YOU PLEASE TELL ME? BECAUSE IT DOES STATE THAT THIS IS FREE RESOURCES TO FAMILIES AND EDUCATORS.

CAN YOU GIVE ME SOME MORE DETAILS ABOUT THE INFORMATION IS FOR THE VARIOUS ONES? YES, MA'AM. SO FOR THE CIRCLE ASSESSMENT ITSELF, IT COMES WITH THE PROGRESS MONITORING TOOL FOR TEACHERS TO USE JUST SO THEY CAN KNOW WHAT SKILLS STUDENTS NEED TO BE WORKED WITH OVER THE COURSE OF THE YEAR.

IT ALSO COMES WITH INTERVENTION LESSONS AND HOME ACTIVITIES THAT PARENTS CAN DO.

SO IT'S NOT A FORMAL PARENT EDUCATION PROGRAM, BUT THERE ARE RESOURCES THAT SCHOOLS CAN USE TO ENGAGE FAMILIES.

I GUESS I THOUGHT YOU WERE GOING TO TELL ME HOW.

I MEAN, I UNDERSTAND THE TEACHERS, THE TOOLS TO FOLLOW ALONG ON THE PROGRESS OF THE STUDENT.

BUT HOW ARE THE PARENTS BROUGHT INTO THIS? IT'S. YES, MA'AM.

SO FOR OUR ASSESSMENTS AND I WILL SAY IT'S FOR ANY ASSESSMENT, TEACHERS WILL USE THE DATA IN THE CLASSROOM AND THEN WITH THEIR PARENT CONFERENCES JUST TO INFORM PARENTS HOW CHILDREN ARE PROGRESSING.

OKAY. IT'S MORE OF ENSURING THAT THEY KNOW THEIR PROGRESS AND THAT WE'RE BEING TRANSPARENT SO THAT THEY CAN BE INVOLVED. IT'S NOT TO GIVE PARENTS SOMETHING ELSE TO DO MORE OF A COMMUNICATION TOO.

RIGHT. YEAH. I WAS THINKING THAT MORE.

IT WAS GOING TO BE MAYBE SOFTWARE WHERE PARENTS CAN MAYBE IF THE STUDENT HAS A DEFICIENCY IN CERTAIN AREA THAT THE PARENTS CAN GO AND GRAB THE INFORMATION OFF THE WEBSITE THAT MAY HAVE BEEN SET ASIDE FOR PARENT USE.

BUT YEAH, I SEE THAT'S NOT HAPPENING.

THANK YOU. THANK YOU. YOU'RE WELCOME.

I WOULDN'T SAY THAT IT'S NOT HAPPENING BECAUSE WE DO HAVE TOOLS AVAILABLE, BUT THAT'S NOT WHAT THIS ITEM IS.

THANK YOU TRUSTEE WHITE THAT WRAPS UP 19A.

I DON'T THINK THERE'S ANY QUESTIONS ON 20.

WE'RE IN THE SCHOOL LEADERSHIP. IS THERE?

[21. SCHOOL LEADERSHIP DIVISION]

OH 24 IS THERE ANYTHING BEFORE 24? 22.

OKAY GO AHEAD TRUSTEE. 22A.

TRUSTEE MACKEY TOO.

YEAH. JUST A QUICK QUESTION ON 22A JUST PROGRAMMATICALLY, WHAT DOES THIS MEAN? WHAT DOES IT ALLOW AND WHAT'S HAPPENING WITH THIS PROGRAM? YES, I'LL JUST KIND OF GIVE A GENERAL OVERVIEW.

AND IF YOU NEED SOME ADDITIONAL INFORMATION, I HAVE JACKIE MCFARLAND ON THE LINE WHO CAN ALSO ADD SOME ADDITIONAL CONTEXT WITH MULTIPLE PROGRAMS ESSENTIALLY THAT ARE FOCUSED ON CREDIT RECOVERY FOR OUR STUDENTS.

FOR NINTH GRADERS, WE HAVE OUR PHOENIX PROGRAM FOR OUR SENIORS THAT ARE STRUGGLING, AND THEY'RE ABOUT A YEAR BEHIND.

WE HAVE OUR RECONNECTION PLUS, AND THEN WE HAVE RECONNECTION FOR OUR STUDENTS WHO ARE BEHIND IN CREDITS.

THE FLEXIBLE SCHOOL DAY OPTION OR GRAD LAB ESSENTIALLY IS FOR STUDENTS WHO ARE BASICALLY STUDENTS THAT HAVE ALREADY DROPPED OUT OR STUDENTS THAT ARE IN DANGER OF DROPPING OUT, THEY ARE SIGNIFICANTLY BEHIND.

SO WE'RE TALKING MORE THAN ONE YEAR, MAYBE TWO YEARS BEHIND.

THEY HAVE NOT BEEN ATTENDING SCHOOL OR THEY'RE NOT ATTENDING SCHOOL.

AND THIS BASICALLY GIVES THEM AN OPPORTUNITY TO COME TO SCHOOL IN THE EVENING FOR TWO DAYS A WEEK AND TAKE ADVANTAGE OF WHAT WE ALREADY HAVE IN PLACE AS A STRUCTURE IN OUR EVENING ACADEMIES TO PARTICIPATE IN THAT LEARNING.

THANK YOU. I'M GLAD WE'RE PURSUING THIS.

THANK YOU TRUSTEE MACKEY, TRUSTEE MICCICHE.

YEAH, THAT WAS THE QUESTION TRUSTEE MACKEY ASKED WAS SIMILAR TO WHAT I WANTED TO KNOW.

BUT I AM GLAD WE'RE DOING THIS.

AND CAN YOU GIVE ME SOME IDEA AS TO HOW EXTENSIVE THE PROGRAM IS? YEAH. SO, LAST YEAR I BELIEVE JACKIE IS ON THE LINE, BUT LAST YEAR I KNOW WE HAD REACHED OUT TO SEVERAL STUDENTS WHO COULD TAKE ADVANTAGE OF IT AND WE ACTUALLY HAD 20 STUDENTS WHO WERE INTERESTED IN.

OF THOSE 20 STUDENTS, I BELIEVE WE HAD ABOUT FIVE OR SEVEN OF THEM ACTUALLY GRADUATED.

WE STARTED IN APRIL.

AND SO YOU ALL APPROVED THIS AND WE HAD ABOUT FIVE OR SEVEN OF THEM THAT WERE ABLE TO GRADUATE THIS SUMMER.

AND WE HAVE WE'RE EXPECTING IT'S FIVE AND WE'RE EXPECTING ANOTHER FEW OF THOSE STUDENTS TO GRADUATE THIS DECEMBER.

RIGHT NOW WE'RE TARGETING WE HAVE SEVERAL HUNDRED STUDENTS THAT ARE ELIGIBLE, BUT WE ONLY HAVE 60 STUDENTS AT THIS TIME THAT ARE INTERESTED IN PARTICIPATING THIS FALL.

AND HOW DO YOU REACH OUT TO ALL OF THOSE WHO ARE ELIGIBLE? YEAH. SO WE HAVE OUR LIST, OUR [INAUDIBLE] LIST FOR OUR STUDENTS AT EVERY CAMPUS AND WE, CALLS, EMAILS, HOME

[01:45:10]

VISITS. WE USE MULTIPLE MEANS TO TRY TO REACH OUT TO THE STUDENTS, TO GET THEM BACK, TO RECAPTURE THEM AND BRING THEM BACK INTO THE SCHOOL SETTING.

AND IT'S ACTUALLY A PART OF OUR OPERATION COMEBACK INITIATIVE.

SO WE BEGAN THAT WORK WITH ALL OF OUR STUDENTS WHO HAVE NOT RETURNED TO SCHOOL.

AND WHAT GRADE LEVELS DO YOU HAVE A BREAKDOWN OF THE GRADE LEVELS OF THE STUDENTS THAT YOU'RE ABLE TO RECAPTURE? YES, WE HAVE THAT.

I DON'T HAVE THE ACTUAL NUMBERS HERE, BUT WE CAN PROVIDE THEM.

IS IT MOSTLY SENIORS? FOR THIS PARTICULAR PROGRAM OR JUST IN GENERAL? IN GENERAL? IN GENERAL, WE'RE ABLE TO.

YEAH, WE'RE ABLE TO RECAPTURE MANY OF OUR KIDS BETWEEN 9TH GRADE AND 12TH GRADE.

YEAH. AND THEN HOW RIGOROUS IS THE CREDIT RECOVERY PROGRAM? IT'S I WOULD SAY IT'S PRETTY RIGOROUS.

WE USE A CURRICULUM.

WE HAVE EDGENUITY, WHICH IS I BELIEVE IT'S WHAT.

DO WE USE EDGENUITY FOR OUR NIGHT? YEAH. OUR NIGHT SCHOOL.

SO WE USE EDGENUITY AND IT'S A CURRICULUM AND STUDENTS ARE ABLE TO GO THROUGH THE CURRICULUM IT'S SELF-PACED.

THEY ACTUALLY HAVE TEACHERS THAT ARE ON SITE THAT CAN HELP THEM THROUGH THEIR CONTENT NEEDS.

AND ALSO WE ARE ABLE TO PROVIDE SOME WRAPAROUND SERVICES FOR THOSE STUDENTS AS WELL.

IS THERE A PROCESS OF CONTACTING STUDENTS QUICKLY WHEN THEY SEEM TO HAVE DISAPPEARED FROM THE FROM THE ENROLLMENT? YES, SIR.

AND NOT ACTUALLY SINCE VINCE IS HERE, I'LL HAVE HIM SPEAK TO THAT JUST A BIT, BECAUSE HE'S OVER THE OUR ON TRACK INITIATIVE.

GOOD AFTERNOON, SUPERINTENDENT ELIZALDE, BOARD OF TRUSTEES.

SO WE START WITHIN THE FIRST FEW WEEKS OF SCHOOL, WE STARTED RUNNING CAMPUS REPORTS TO SEE WHICH STUDENTS HAVEN'T RETURNED OR MAYBE SHOWED UP AND HAVE NOT COME BACK AFTER THE FIRST FEW DAYS OR SOMETHING LIKE THAT.

AND SO WE STARTED GENERATING THOSE LISTS.

JACKIE MCFARLAND AND HER SHOP USED TO BE CALLED DISTRICT WIDE STUDENT INITIATIVES.

THEY ALSO BEGAN LOOKING AT STUDENTS THAT HAVE DROPPED OUT AND OUR TWO OR MORE YEARS OUT OF SCHOOL.

AND THAT'S FOR THIS PARTICULAR PROGRAM.

THAT'S WHO WE WANT TO INVITE BACK TO SCHOOL.

AND WE GAVE THEM, OF COURSE, THE OPTION TO COME BACK IN THE EVENING.

OK. SUPERINTENDENT ELIZALDE THIS IS A PROGRAM THAT I'M VERY INTERESTED IN.

AND IF AT SOME POINT YOU COULD INCLUDE THAT AS AN INFORMATIONAL REPORT, I'D APPRECIATE IT.

THANK YOU. THANK YOU.

TRUSTEE MICCICHE, TRUSTEE FOREMAN.

DO YOU HAVE SOMETHING ELSE? JUST REAL QUICKLY, I'VE BEEN FOLLOWING THESE KINDS OF PROGRAMS PROBABLY EVER SINCE I'VE BEEN A TRUSTEE.

AND IF THE DISTRICT DOES ANYTHING WELL, IT DOES VERY GOOD AT REACHING OUT TO STUDENTS THAT HAVE LEFT THE DISTRICT.

I HAD THE OPPORTUNITY DURING THE SUMMER GRADUATION TO ACTUALLY GIVE THE DIPLOMA TO A YOUNG MAN THAT WAS BASICALLY DROPPING OUT OF CARTER HIGH SCHOOL AND WENT THROUGH THE CREDIT RECOVERY.

IN FACT, I WAS DANCING MORE THAN HE WAS DANCING JUST BECAUSE OF THAT OPPORTUNITY AND BECAUSE OF A PROGRAM LIKE SIMILAR TO THIS THAT HELPED HIM GET THROUGH.

AND IT ACTUALLY, IN THE MEANTIME, BUILDS A LOT OF SELF-ESTEEM IN HIM BECAUSE HE WAS REALLY PROUD OF HIS ACCOMPLISHMENT.

HE WAS STRUGGLING.

BUT HE GOT TO A POINT WHERE HE WAS REALLY PROUD OF THAT ACCOMPLISHMENT.

SO I APPLAUD THE DISTRICT IN TRYING TO DO THESE KINDS OF PROGRAMS, BECAUSE I'VE SEEN IT FOR MYSELF.

I'D LIKE TO ALSO ADD THAT WE NOW HAVE A DECEMBER GRADUATION SO THAT SO YOU'LL BE ABLE TO DO SOME MORE DANCING IN DECEMBER.

BUT THE THING ABOUT THE DECEMBER GRADUATION IS IT ALLOWS THE STUDENTS HOPE, LIKE RIGHT AWAY, YOU KNOW, THE ONES THAT ARE WITHIN A FEW CREDITS OF GRADUATING, THEY DON'T HAVE TO WAIT TILL MAY OR JUNE OR THE SUMMER.

WE CAN SELL THEM ON.

HEY, YOU COME IN RIGHT NOW IN DECEMBER, YOU KNOW, YOU CAN WALK THE STAGE.

AND THAT'S ALSO ANOTHER SELLING POINT FOR MANY OF THESE STUDENTS.

I WASN'T GOING TO MAKE A COMMENT WITH THAT LAST PIECE IS A REALLY GOOD PIVOT.

I FEEL LIKE WE SHOULD HAVE BEEN DOING IT. I'M GLAD Y'ALL CAUGHT THAT AS FAR AS INCENTIVIZING KIDS TO GET ACROSS THE FINISH LINE.

I DON'T SEE ANYTHING ELSE.

YOU HAD 24, 26.

[23. STRATEGIC INITIATIVES DIVISION]

ANYTHING BEFORE 26? TRUSTEE HENRY.

WHICH WE JUST DID.

YEAH. WE DID 22.

THAT WAS 22 WE DID RIGHT? YEAH. 22 A. IS THERE ANYTHING BEFORE 26.

YEAH. I JUST HAVE A QUESTION.

24. WHICH ONE? YEAH. 24.

24. A B C D E.

OH. I'LL PICK ONE.

OK 24A.

[01:50:01]

TRUSTEE FOREMAN. YEAH.

THEY'RE BASICALLY THE SAME.

EXCEPT FOR.

YEAH. I JUST WANT SOMEONE TO.

BECAUSE I KNOW THAT WE HAVE PTECHS ON SOME OF THE CAMPUSES, AND I KNOW WE'RE.

I JUST WANT THIS PROGRAM.

CAN YOU JUST BRING ME UP TO SPEED ON THIS PROGRAM? ON P-TECH? WELL, THE RELATIONSHIP BETWEEN THE COMMUNITY COLLEGES AND WHY THEY'RE ON THE COLLEGE CAMPUSES.

TRUSTEE WHITE WOULD YOU MIND, THOUGH, AT WHICH LETTER? SO THAT WE WOULD STAY IN ALIGNMENT WITH WHAT'S POSTED FOR DISCUSSION ON THE AGENDA? A. ALL RIGHT.

24 A IS OKAY IS MADISON HIGH SCHOOL.

AND THIS IS AN INTER AGREEMENT FOR MADISON HIGH SCHOOL AND A NEW INDUSTRY PARTNER, WHICH IS DALLAS LEADERSHIP FOUNDATION.

AND ESSENTIALLY, THEY WANT TO SUPPORT THE HIGH SCHOOL AND THE P-TECH PROGRAM, WHICH, OF COURSE, P-TECH IS A PROGRAM WHERE STUDENTS CAN EARN 60 HOURS, INCLUDING AN ASSOCIATE DEGREE ALONG THE WAY RIGHT TOWARDS HIGH SCHOOL GRADUATION.

BUT ESSENTIALLY WHAT THEY'LL DO IS THEY'LL PAIR UP WITH OUR STUDENTS AND OUR PROGRAM IN A PARTICULAR PATHWAY, AND THEY'LL HELP GIVE STUDENTS EXPERIENCES IN THAT PATHWAY SO THAT STUDENTS CAN UNDERSTAND WHETHER IT'S FROM A MENTORING PERSPECTIVE, JUST A LITTLE BIT OF CONVERSATION AROUND THE WORK THAT THEY DO AND HOW IT CONNECTS WHAT THE STUDENTS ARE STUDYING ALL THE WAY UP TOWARDS AN INTERNSHIP OPPORTUNITY SO THE STUDENTS CAN SPEND TIME ACTUALLY ON THE PREMISES OF THAT BUSINESS SO THEY CAN HAVE EXPERIENCES IN THE FIELD OF STUDY FOR WHICH THEY'RE LEARNING.

AND I GUESS BECAUSE I DO KNOW THAT THERE IS ONE ONE OF THESE ON ONE OF MY CAMPUSES IN MY DISTRICT, BUT I GUESS I WAS JUST MORE OR LESS KIND OF CURIOUS AS FAR AS WHY WE WERE PARTNERING WITH DALLAS COLLEGE VERSUS BECAUSE I KNOW, YOU KNOW, THERE'S A LOT OF THINGS WE'RE DOING NOW AND I JUST WANTED TO KNOW WHY WE'RE PARTNERING WITH THEM VERSUS HAVING IT ON OUR CAMPUS.

WELL, DALLAS COLLEGE OBVIOUSLY IS VERY INTEGRAL TO THE WORK WE DO BECAUSE DALLAS COLLEGE HELPS FACILITATE THE CREDITS OUR STUDENTS EARN.

SO WHEN WE THESE INTERLOCAL AGREEMENTS ARE ESTABLISHED, IT INCLUDES ALL THREE ENTITIES.

DALLAS ISD AND THE SPECIFIC HIGH SCHOOL, DALLAS COLLEGE, BECAUSE THEY HELP, THEY AWARD THE CREDIT AND OF COURSE, THE INDUSTRY PARTNER BECAUSE THEY PROVIDE THE EXPERIENCES TO OUR STUDENTS.

AND SO THAT'S WHY ALL THREE ENTITIES ARE LAID OUT IN THIS INTERLOCAL AGREEMENT.

OKAY. TRUSTEE WHITE, THE DALLAS COUNTY COLLEGE COMMUNITY DISTRICT, HAS BEEN THE PARTNERSHIP THAT WE STARTED ALL OF THE EARLY COLLEGE HIGH SCHOOL P-TECHS WITH.

THEY WERE THE MAIN COMPONENT.

IT'S THE ONLY COMMUNITY COLLEGE THAT WE WERE ABLE TO PARTNER WITH THAT WAS ALSO ABLE TO BRING IN THE SAME INDUSTRY PARTNERS.

SO NOT ONLY DO WE PARTNER WITH THEM, WE ALSO IN MANY INSTANCES WE UTILIZE THE DATA THAT ALLOWS US TO LOOK AT WORKFORCE WHERE OUR HIGH WAGE, HIGH DEMAND JOBS SO THAT WE'RE ACTUALLY PREPARING OUR STUDENTS FOR THE TYPES OF JOBS THAT THERE IS ACTUALLY OPENINGS FOR.

SO THEY DO A LOT OF THE PRE WORK AND SO WE DO THAT WITH THEM AND THIS HAS BEEN ONGOING NOW FOR MANY YEARS.

IN ADDITION TO THAT, THERE ARE A LOT WITHIN THESE AGREEMENTS.

FOR INSTANCE, THE COSTS FOR TUITION IS BEARED BY THE COMMUNITY COLLEGE DISTRICT AND VERY FEW OTHER COLLEGES OR UNIVERSITIES ARE LIKE, THAT WASN'T SOMETHING I EXPERIENCED IN A PREVIOUS DISTRICT.

AND SO THE BENEFITS OF THE RELATIONSHIP BETWEEN THE COMMUNITY COLLEGE AND THE DISTRICT ARE REALLY SERVING OUR STUDENTS WELL, NOT TO MENTION THE DALLAS PROMISE, WHICH ALSO ALLOWS STUDENTS FREE TUITION AS THEY CONTINUE TO DALLAS COMMUNITY COLLEGE.

SO A LOT OF BENEFITS THAT WE WANT TO CONTINUE TO BUILD ON.

RIGHT. AND I DEFINITELY APPLAUD, WHICH USED TO BE DALLAS DISTRICT THAT IS NOW DALLAS COLLEGE.

THEY'VE ALWAYS WELCOMED US AND DONE GREAT THINGS FOR A NUMBER OF YEARS.

WE FIRST HAD THE EARLY HIGH SCHOOL COLLEGE THAT WAS HOUSED ON BROOKHAVEN CAMPUS.

AND SO THAT PART I DEFINITELY UNDERSTAND AND I DEFINITELY UNDERSTAND THAT IT'S BENEFICIAL FOR OUR STUDENTS TO ATTEND BECAUSE YOU'RE GETTING FREE COLLEGE CREDITS, WHICH HELPS REDUCE THE BILL WHEN YOU GET TO GO TO COLLEGE.

AND I DEFINITELY AM A PROPONENT, SUPPORTER OF THAT.

I WAS JUST KIND OF WONDERING WHY WE WEREN'T.

WE SEEM LIKE WE'RE DOING EVERY GETTING A LOT OF THINGS WE'RE DOING IN HOUSE LIKE THE CAREER CENTERS THAT WE'RE PLACING, WE'RE BUILDING, OR THEY ARE ON A HIGH SCHOOL CAMPUS.

AND I WAS JUST KIND OF CURIOUS AS TO WHY WE WERE AND MAYBE WE HAVE BEEN DOING THIS ALL ALONG WITH THE P-TECH.

I JUST THOUGHT THIS WAS P-TECH WAS A NEW INITIATIVE THAT WAS BEING ROLLED OUT.

[01:55:03]

BUT SINCE I SEE THAT IT'S SOMETHING THAT IS ONGOING, OF COURSE, I EITHER WAY, I'M IN SUPPORT OF IT.

I JUST WANTED A LITTLE BIT MORE INFORMATION.

THANK YOU. THANK YOU.

THANK YOU TRUSTEE WHITE. TRUSTEE FOREMAN.

SO EVERYBODY KNOWS I'M A BIG PROPONENT OF P-TECH.

IT GIVES OUR STUDENTS AN OPPORTUNITY TO GRADUATE WITH AN ASSOCIATE'S DEGREE, ALONG WITH A GRADUATING WITH A HIGH SCHOOL DIPLOMA.

IN MOST CASES, THOSE STUDENTS GET THEIR ASSOCIATE'S DEGREE BEFORE THEY GET THEIR HIGH SCHOOL DIPLOMA.

SO THAT'S REALLY EXCITING.

I JUST HAVE A COUPLE OF QUESTIONS, JUST ABOUT THE PARTNER, NOT ABOUT P-TECH, BUT ABOUT THE PARTNERSHIPS AND PARTICULARLY BRIAN, ONE QUESTION I HAVE IN REGARDS TO FOUNDATIONS.

DO WE HAVE OTHER PARTNERS THAT ARE WITH P-TECH THAT ARE FOUNDATIONS AND NOT COMPANIES? WE DO HAVE OTHER NONPROFITS ESSENTIALLY, I THINK, YEAH. CAN YOU JUST GIVE ME A LIST? YOU DON'T HAVE TO EXPLAIN IT.

JUST GIVE ME A LIST OF THOSE, BECAUSE I AM CURIOUS ABOUT THAT.

AND THEN ONE PARTICULAR ONE THAT I'M CURIOUS ABOUT IS UNITED TO LEARN AND THEIR PARTNERSHIPS AND WHAT THEY'VE DONE IN THE PAST.

AND THEN THE SECOND QUESTION IS, AND I DON'T KNOW IF THIS IS A LEGAL QUESTION OR NOT REGARDING WEAVER, AND I'M ASSUMING THIS IS WEAVER, WHO IS AN OUTSIDE AUDITOR BECOMING A PARTNER.

IS THIS THE AUDITING FIRM? I DON'T KNOW THAT IT IS.

IT'S WEAVER FOUNDATION.

I DON'T KNOW TO BE THE AUDITING FIRM.

SO THAT'S SOMETHING WE'LL LOOK INTO.

SO THIS SAYS WEAVER. SO THE WEAVER I KNOW IS AN OUTSIDE AUDITING FIRM.

SO I'D JUST LIKE TO HAVE THAT CLARIFIED.

IF IT'S A FOUNDATION, THEN I'M GOOD WITH IT.

IF IT'S THE AUDITING FIRM, I WON'T BE GOOD WITH IT.

IT'S WEAVER FOUNDATION.

OKAY, SO JUST WE NEED TO MAKE SURE WE CLARIFY THAT ON THE DOCUMENTS SO THAT IT'S CLEAR.

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

TRUSTEE FLORES.

SO BRIAN, BUT WEAVER HAS BEEN THE PARTNER OF THE P-TECH AT W.T.

WHITE SINCE THE VERY INCEPTION, CORRECT? THAT I DON'T KNOW. CHERYL CAN YOU ADVISE ME ON THAT? I DON'T RECALL. WELL, IT'S A NEW FIRM, A NEW PARTNERSHIP WITH WHITE, AND THEY'RE PARTNERING WITH THE BUSINESS PATHWAY.

IT IS AN ACCOUNTING FIRM AND THEY'RE ALSO PARTNERING WITH MOLINA.

RIGHT. BUT THEY'VE BEEN AT WHITE SINCE THE P-TECH AT WHITE WAS STARTED, I CAN TELL YOU THAT.

YEAH. AND I THINK THE DIFFERENCE IS THIS IS, I THINK, A NEW INTERLOCAL AGREEMENT AND MAYBE THAT'S THE DIFFERENCE.

RIGHT? SO THEY'VE BEEN THERE AS A PARTNER UNOFFICIALLY.

SO I THINK THEY'VE BEEN OFFICIALLY A PARTNER ALL ALONG BECAUSE THAT'S HOW WE WITH TO OPEN A P-TECH, WE HAD TO HAVE A BUSINESS PARTNER.

I'M JUST POINTING OUT THAT THAT IS THE CASE.

YEAH, FOR SURE. THANKS.

SO, SUPERINTENDENT, WOULD YOU PLEASE.

YES, MA'AM. I'VE MADE A NOTATION.

WE'RE GOING TO GO MAKE SURE THAT WE GET ALL OF THE CLARIFICATION AND.

YES.

YES, MA'AM. FROM THE TRUSTEE? YES, MA'AM. THANK YOU, TRUSTEES.

DO YOU HAVE SOMETHING ELSE? YES.

JUST REAL QUICK, BECAUSE I WASN'T GOING TO ASK, BUT YES, I AM GOING TO ASK.

AND MY QUESTION IS.

IF I WANTED A RELATIONSHIP WITH EASTFIELD.

WELL, NOT ME.

WHY ISN'T THERE A RELATIONSHIP WITH EASTFIELD COLLEGE? WE DO HAVE A RELATIONSHIP WITH EASTFIELD COLLEGE, BUT THE BROADER COLLEGE, DALLAS COUNTY COMMUNITY COLLEGE DISTRICT IS NOW DALLAS COLLEGE.

SO WHILE THEY STILL HAVE THEIR CAMPUSES, THEY HAVE SEVEN CAMPUSES.

WE HAVE A GREAT RELATIONSHIP WITH ALL SEVEN CAMPUSES.

BUT AS AN ENTITY, JUST LIKE DALLAS ISD HAS 38 HIGH SCHOOLS.

RIGHT. IT'S DALLAS ISD.

THE SAME PREMISE EXISTS WITH DALLAS COLLEGE.

IT'S ONE UNIFIED ORGANIZATION THAT HAS SEVEN COLLEGES.

AND WE PARTNER WITH WE WORK WITH ALL THOSE COLLEGES AND WE PARTNER WE WORK WITH ALL OF THOSE COLLEGES.

BUT MY QUESTION WAS, WHY ISN'T THERE A P-TECH ON EASTFIELD CAMPUS OR WHY HAVEN'T YOU? WELL, YES.

WE HAVE. ACTUALLY, WHAT HAPPENS IS OUR STUDENTS SPEND THEIR FRESHMAN AND SOPHOMORE YEAR AT THEIR HIGH SCHOOL AND THE CREDITS THEY EARN HIGH SCHOOL AND DUAL CREDIT ARE EARNED AT THE CAMPUS. THE JUNIOR AND SENIOR YEAR OUR STUDENTS DO GO TO DALLAS COLLEGE AND THEY DO GO TO EASTFIELD SPECIFICALLY, FOR EXAMPLE, SAMUEL HIGH SCHOOL, SPRUCE HIGH SCHOOL, SEAGOVILLE HIGH SCHOOL.

RIGHT. THEY DO GO TO EASTFIELD CAMPUS FOR THEIR JUNIOR AND SENIOR YEAR, SO THEY DO TAKE THEIR CLASSES THERE.

SO THERE IS A P-TECH PROGRAM ON EASTVIEW COLLEGE.

THERE'S A P-TECH WE WOULD SAY THERE'S A P-TECH PROGRAM AT THE HIGH SCHOOL, BUT THEY GO TO DALLAS COLLEGE TO EARN THE CREDITS FOR THE P-TECH PROGRAM.

FOR EXAMPLE, AT SEAGOVILLE HIGH SCHOOL THEY WOULD GO TO DALLAS COLLEGE EASTFIELD TO EARN THOSE CREDITS.

[02:00:04]

BUT THE PROGRAM WOULD BE AT SEAGOVILLE HIGH SCHOOL, P-TECH.

BUT YES, WE DO PARTNER WITH EASTFIELD COLLEGE, DALLAS COLLEGE.

OKAY. SO FOR CLARIFICATION, EASTFIELD IS DALLAS COLLEGE.

CORRECT. IT'S A PART OF THE. I UNDERSTAND IT'S A PART OF THE.

RIGHT.

BUT I'M LOOKING IN THERE AND CERTAIN CAMPUSES THAT ARE MENTIONED, SCHOOL CAMPUSES WHERE THEY HAVE THE PARTNERSHIPS WITH THE P-TECH.

AND SO I WAS JUST WONDERING BECAUSE I SEE MOLINA, I SEE W.T.

WHITE AND SO DO WE HAVE THESE ON ALL OF THE HIGH SCHOOL CAMPUSES IS THAT WHAT YOU'RE TELLING ME? ALL OF THE HIGH SCHOOL CAMPUSES HAVE A P-TECH RELATIONSHIP WITH DALLAS COLLEGE? NEARLY ALL OF THEM, YES. ALMOST EVERY SINGLE ONE HAS A P-TECH OR EARLY COLLEGE PROGRAM EXCEPT FOR WOODROW WILSON HIGH SCHOOL.

YES, BUT THERE IS A DIFFERENCE BETWEEN THE P-TECH AND BECAUSE WITH EARLY HIGH SCHOOL COLLEGE, P-TECH IS ACTUALLY ON YOU'RE GETTING TECHNICAL TRAINING.

AND YOU ALSO JUST MENTION THAT THEY ARE I'M NOT GOING TO USE THE WORD THEY'RE HOSTED BY, LET'S SAY WEAVER IS THE ONE THAT COMES IN AND DO THE TRAINING AND THE SUPPORTING OF THE PROGRAM.

SO IS THERE ONE IN MY AREA FOR EITHER? I KNOW SEAGOVILLE HAS ONE, BUT WHAT DOES SPRUCE OR SAMUEL HAVE? DO THEY HAVE ONE? SPRUCE AND SAMUEL BOTH HAVE EARLY COLLEGE HIGH SCHOOLS.

SPRUCE SPECIFICALLY HAS CAREER AND TECHNICAL EDUCATION, EARLY COLLEGE HIGH SCHOOL.

SO THE SAME PREMISE EXISTS.

IT'S SEAGOVILLE STUDENTS.

YOU'RE RIGHT. THEY EARN AN ASSOCIATE DEGREE WITH 60 HOURS, RIGHT? THEY EARN AN ASSOCIATE DEGREE THROUGH THE P-TECH PROGRAM.

AND IT IS TECHNICAL BASED.

YOU'RE RIGHT. THE SAME EXISTS AT SPRUCE HIGH SCHOOL.

THEY ARE EARNING A TECHNICAL AN ASSOCIATE DEGREE WITH A TECHNICAL FOCUS.

RIGHT. HVAC AND MECHATRONICS FOR EXAMPLE, AT SAMUEL HIGH SCHOOL, THEY ARE EARNING AN ASSOCIATES DEGREE AS WELL, BUT IT'S MORE FOCUSED ON CORE CLASSES, MEANING MOST OF THEIR COURSES THE STUDENTS WILL TAKE WILL BE IN MATH ELAR SCIENCE AND SOCIAL STUDIES WITH A FEW CLASSES IN A CONCENTRATED AREA.

SO THE SAME PREMISE EXISTS, EXCEPT THE DIFFERENCE BETWEEN P-TECH AND EARLY COLLEGE IS THAT P-TECH IS MORE TECHNICAL, JUST LIKE YOU SAID.

I THINK WE COULD SET UP SOME TIME TO ALSO LIKE GO THROUGH EACH OF THEM IN YOUR AREA SO WE CAN SHOW YOU ALL OF THE DIFFERENT WHICH ONES HAVE CAREER TECHNICAL EDUCATION PATHWAYS BECAUSE THEY ARE A VARIETY OF DIFFERENT ONES AND MANY TIMES IT'S DEPENDENT UPON AN INDUSTRY PARTNER AND WHO'S PARTNERING AND WHAT AREA.

EXACTLY. AND SO WE'LL, AND SO THE INDUSTRY HAS TO WANT TO PARTNER WITH US.

AND SO WE'LL SET UP SOME TIME TO VISIT WITH YOU AND THEN WE CAN GO FROM THERE ON HOW TO MEET THE REST OF YOUR NEEDS.

OKAY THANK YOU. THANK YOU, TRUSTEE MICCICHE DID YOU HAVE SOMETHING? I DID. I SAW TRUSTEE FOREMAN'S LIGHT ON OVER THERE.

I'M ON FOR 24A.

OH. YEAH.

I DO HAVE SOMETHING FOR THIS THEN? I THINK THIS EXCHANGE THAT WE JUST HAD SORT OF ILLUSTRATES A LOT OF THE ISSUES THAT PARENTS HAVE IN TRYING TO FIGURE OUT WHAT ALL OF OUR PROGRAMS ARE LIKE IF YOU'VE BEEN AROUND THESE PROGRAMS A LONG TIME? YOU KNOW THAT THE P-TECH PROGRAMS ARE DIFFERENT FROM THE CTE PROGRAMS, WHICH ARE DIFFERENT FROM THE NAF PROGRAMS, WHICH CAN BE DIFFERENT FROM SOME OF THE OTHER EARLY COLLEGE PROGRAMS. AND IT DOES SEEM TO ME THAT WE NEED SORT OF A GENERAL SUMMARY OF THE DIFFERENT PATHWAYS THAT WE THAT WE HAVE SO THAT, YOU KNOW, WHEN SOMEBODY IS THINKING CTE AND WE'RE TALKING P-TECH, THAT YOU KNOW, WE'RE NOT TWO SHIPS PASSING IN THE NIGHT.

SO I THINK FOR I GUESS FOR LOTS OF PURPOSES.

BUT FOR PARENTS AND STUDENTS WHO ARE TRYING TO FIGURE OUT WHAT OUR PATHWAYS ARE, WE NEED KIND OF AN UMBRELLA DISCUSSION THAT WE CAN REFER TO THAT THIS IS WHAT P-TECH DOES.

THIS IS WHAT CTE DOES AND SO FORTH.

BUT RIGHT NOW, IT'S THEY'RE KIND OF LIKE THEY'RE ALL OUT THERE SEPARATE.

AND I ENCOUNTER PEOPLE WHO ARE CONFUSED BY P-TECH VERSUS CTE AND THEY OVERLAP.

AND THEN NAF HAS INDUSTRY PARTNERS.

AND IT DOES SEEM TO ME THAT WE NEED SOME SORT OF COMPREHENSIVE SUMMARY OVERVIEW THAT WE CAN USE UP IN A LOT OF DIFFERENT WAYS, BUT IN PARTICULAR FOR PARENTS AND STUDENTS.

[02:05:01]

SO THAT WHEN THEY THINK ABOUT, OKAY, I AM GOING TO HIGH SCHOOL, WHAT ARE ALL THESE THINGS THAT I CAN DO? THANKS. JUST TO RESPOND TO THAT, IF I MAY.

I THINK YOU'RE RIGHT ON.

WE AGREE. AS A MATTER OF FACT, WE JUST THIS YEAR INSTITUTED FROM A PILOT LAST YEAR, WE INSTITUTED DISTRICT WIDE AT MIDDLE SCHOOL, A SEVENTH GRADE COURSE FOR STUDENTS FOR THAT VERY REASON. SO WE CAN VERY WELL EDUCATE OUR STUDENTS ON ALL THE OPTIONS THAT WE HAVE IN DALLAS ISD, WHAT THE PROGRAMS ARE, WHAT THE DURATION WOULD BE.

FOR EXAMPLE, IF IT'S A CT PROGRAM OR A NAF PROGRAM, THEY WOULD HAVE A SEQUENCE OF COURSES AND THEY WOULD TAKE CERTIFICATION EXAMS. IF IT'S A P-TECH PROGRAM, THEY WOULD TAKE DUAL CREDIT COURSES.

SO WE ACTUALLY HAVE LAID THAT OUT IN A DISTRICT SPECIFIC PROGRAM.

SO STUDENTS UNDERSTAND WHAT ALL WE OFFER AT OUR LOCAL HIGH SCHOOLS AND WHAT THEY CAN GET .

OK LIKE I SAID, IT WOULD BE GOOD TO HAVE SOMETHING THAT PEOPLE CAN REFER TO BECAUSE THERE'S A NAF LAW ENFORCEMENT PROGRAM AND THEN THERE'S A P-TECH LAW ENFORCEMENT PROGRAM AND THERE'S JUST ALL KINDS OF OVERLAP.

AND IT THERE'S LIKE NO ONE PLACE TO GO TO UNLESS YOU ALREADY KNOW WHAT YOU WANT.

IF YOU ALREADY KNOW IT'S A P-TECH PROGRAM, THEN YOU CAN GO THERE.

BUT IF YOU DON'T KNOW THAT THERE'S A NAF VERSION OF THIS OR A CTE VERSION OF SOMETHING, IT'S STILL KIND OF A JUMBLED TERRAIN FOR SO MANY PEOPLE.

THANK YOU. THANK YOU TRUSTEE MICCICHE.

FINALLY, FOREMAN 24 A.

I MEAN, 24 A. SORRY.

YEAH. PUT MY MIC ON.

SO, 24 E BRIAN.

YES, MA'AM. WHICH IS INTER LOCAL WITH THE UNIVERSITY OF TEXAS AT AUSTIN.

AND I NOTICED THAT MANY OF THE SCHOOLS THAT ARE BEING TARGETED IN THIS INITIATIVE APPEAR TO BE SCHOOLS SOUTH OF THE TRINITY.

SO MY QUESTION IS, IS THAT WE ALREADY HAVE COLLEGE ACCESS PROVIDERS FOR THOSE SCHOOLS.

I KNOW THAT MOST OF THE CHILDREN IN THESE SCHOOLS ARE NOT IN THE UNIVERSITY OF TEXAS.

WHILE I HAVE NO PROBLEM WITH HAVING A PROGRAM, I DON'T WANT US TO INTERFERE WITH OUR ACCESS PROVIDERS THAT WE CURRENTLY HAVE ON THOSE CAMPUSES BECAUSE THEY'VE BEEN ABLE TO DELIVER A LOT OF SCHOLARSHIPS FOR US.

AND THIS IS JUST ONE INDIVIDUAL SCHOOL.

SO I WOULD LIKE FOR US TO TREAD LIGHTLY AND MAKE SURE THAT THERE'S SOMETHING IN THE AGREEMENT THAT DOESN'T OVERLAP WITH THE ACCESS PROVIDERS. UNDERSTOOD.

THAT MAKES SENSE? YEP IT SURE DOES.

WE THOUGHT THE SAME THING.

SO WHERE IS IT? IN HERE. THAT WILL ASSURE ME THAT THEY'RE NOT GOING TO SOMETHING THAT SAYS THEY WILL NOT INTERFERE WITH THE CURRENT ACCESS PROVIDER.

I CAN'T TELL YOU. I CAN TELL YOU, FOR EXAMPLE, THEIR WORK IS NOT ON THE GROUND EVERY DAY, EACH DAY.

IT'S SORT OF A MONTHLY OPPORTUNITY TO CHECK IN WITH STUDENTS AND PROVIDE SUPPORT.

AND IT'S AN OPT IN OPPORTUNITY SO STUDENTS DON'T HAVE TO CHOOSE TO BE INVOLVED.

THERE ARE SOME CRITERIA FOR STUDENTS EVEN TO BE PART OF THIS, SO I'D LIKE TO SEE THE DETAILS OF IT.

AGAIN, MY CONCERN IS, IS THAT THIS IS A TARGETED AUDIENCE THAT'S PREDOMINANTLY STUDENTS IN THE SOUTHERN SECTOR.

AND I WANT TO MAKE SURE THAT WE DO NOTHING THAT WOULD CREATE A SITUATION WITH OUR ACCESS PROVIDERS WHO HAVE DONE GREAT WORK FOR US THROUGHOUT THE YEARS IN GETTING SCHOLARSHIPS FOR OUR STUDENTS.

WE ARE COMMITTED TO ENSURE THAT THAT HAPPENS.

SO WE'LL WORK TO MAKE SURE THAT OUR ACCESS PROVIDERS DON'T FEEL THAT ANY OF THIS IS INFRINGING ON THEM.

WE'LL TOUCH BASE WITH THEM.

THANK YOU AND PUT IT IN WRITING.

THANK YOU TRUSTEE FOREMAN.

TRUSTEE MACKEY, GO AHEAD.

26 A. YEAH. SO THE QUESTION, I DON'T KNOW IF THIS IS A PROCUREMENT QUESTION OR TECHNOLOGY QUESTION.

THIS IS THE ITEM WHERE WE'RE ASKING FOR AN INCREASE IN FUNDING FOR $16.25 MILLION DOLLARS OVER FIVE YEARS FOR WHAT I ASSUME ARE ONLY HOT SPOTS.

IS THAT ACCURATE? IS THIS FOR HOT SPOT PURCHASES? IT'S FOR HOT SPOT PURCHASES.

THE DEVICE TRUSTEE MACKEY AND THE SERVICE, THE MONTHLY SERVICE COST.

CAN YOU HELP ME UNDERSTAND? SO WE LESS THAN OR JUST OVER A YEAR AGO WE APPROVED A PURCHASE FOR UP TO 10.5 MILLION OF WHICH WE'VE ONLY SPENT 1.8 MILLION. AND BEFORE THAT WE HAVE 2.5 OR 3.1 MILLION, WHICH WE'RE GETTING CLOSE TO THE LIMIT ON.

WHY THE NEED FOR ANOTHER 150% INCREASE OVER THAT IN SUCH A QUICK TIME, ESPECIALLY WHEN WE'VE ONLY SPENT 20%?

[02:10:05]

WHAT'S CHANGED, ETC.? THANK YOU FOR THAT QUESTION TRUSTEE MACKEY.

SO WHAT CHANGED IS REALLY THE LANGUAGE IN THE DOCUMENT.

THE PREVIOUS AGREEMENT LIMIT US TO THE COOPERATIVES THAT WE COULD SHOP.

AND SO WE'RE BRINGING FORTH THIS ITEM WHICH WILL ALLOW US TO YEARLY SHOP THE COMMERCIAL SERVICE PROVIDERS TO MAKE SURE THAT WE'RE GETTING THE BEST RATE AND THE BEST SERVICE ACROSS MULTIPLE DIFFERENT COOPERATIVES.

THE PREVIOUS ONE KIND OF TIED US INTO JUST ONE COOPERATIVE, AND NOT ALL OF THE COMMERCIAL PROVIDERS WERE ON THAT.

SO ARE WE GOING TO HAVE BOTH ACTIVE SIMULTANEOUSLY? SO WE WILL HAVE APPROVED $26 MILLION DOLLARS IN PURCHASES.

IT'S AUTHORITY $26 MILLION DOLLARS IN AUTHORITY.

THE PLAN REALLY WE ARE GOING TO USE THE PREVIOUS AGREEMENT.

SO WE DO HAVE SOME AGREEMENTS FOR STAFF CONNECTIVITY AND JUST KIND OF DISTRICT OPERATING CONNECTIVITY THAT WE'RE USING THE PREVIOUS AGREEMENT FOR. BUT MOVING FORWARD, ANY STUDENT CONNECTIVITY WILL COME OUT OF THIS AGENDA ITEM YEARLY.

SO I UNDERSTAND THE NEEDING TO EXPAND THE DESIRE TO EXPAND TO DIFFERENT PURCHASES.

DO WE ANTICIPATE USING $26 MILLION DOLLARS OVER THE NEXT FIVE YEARS FOR THIS? SO WE'VE ESTIMATED ABOUT $3 MILLION DOLLARS A YEAR FOR THE SERVICES AND WE INCLUDE SOME INCREASING COST YEARLY.

HONESTLY, BECAUSE OF THINGS LIKE ECF, FOR INSTANCE, WE WILL USE GENERAL OPERATING DOLLARS TO PURCHASE THE SERVICE THIS YEAR, BUT WE'VE ALREADY RECEIVED APPROVAL THAT WILL BE REFUNDED AS PART OF THE EMERGENCY CONNECTIVITY FUNDS THAT'S AVAILABLE TO US THIS YEAR.

I'M NOT SURE WHAT WILL BE AVAILABLE TO US, BUT NEXT YEAR THE YEAR IS MOVING FORWARD, SO WE COULD POTENTIALLY TAKE ADVANTAGE OF SOME OF THAT ITEMS FUNDING THAT'S OUT THERE. DID THE AMOUNT OF THESE DEVICES THAT WE ARE LOOKING TO PURCHASE CHANGE SIGNIFICANTLY FROM LAST YEAR TO THIS YEAR? NO, SIR. WE'RE PURCHASING, WE ESTIMATE, ABOUT 15,000 STUDENTS, AND THIS IS THE SERVICE.

SO WE'LL MAKE ONE PURCHASE TO UPDATE OUR EXISTING INVENTORY OF HOTSPOTS.

SO WE'RE MOVING TO A NEW MODEL SO WE CAN ACCESS A 5G SERVICE.

AND THEN THE SERVICE ITSELF IS A YEARLY FEE THAT WE'LL PAY.

HOPEFULLY, IF THINGS GO WELL, WE WILL ACTUALLY BE BUYING SERVICE IN THE DEVICES MOVING FORWARD.

OKAY. SO.

I GUESS MY OVERALL CONCERN IS APPROVING $26 MILLION DOLLARS IN PURCHASES FOR THIS.

IF WE HAVE NO NEED TO SPEND THAT MUCH, IT SOUNDS LIKE WE'RE DOUBLING DOWN.

I WOULD WE APPROVED 10 MILLION IF WE'RE NOT GOING TO USE IT.

I DON'T KNOW WHAT THE PROCEDURE WOULD BE TO AVOID THAT IF THAT ONE WASN'T USEFUL FOR US OR LIMIT IT.

I DON'T KNOW WHAT THE SPECIFICS LOOK LIKE.

I GUESS MY BIG QUESTION HERE IS IF YOU COULD HELP ANSWER ME ON WHY WE'RE BASICALLY REDOING THIS.

AND IT ALSO SOUNDS LIKE THE STRATEGY HASN'T AT THIS STAGE [INAUDIBLE] SAME AMOUNT OF DEVICES, MAYBE SLIGHT DIFFERENCES.

I GUESS I JUST HAVE A LINGERING CONCERN OVER THAT $26 MILLION DOLLARS.

IF WE'RE NOT GOING TO AIM TO SPEND ANYWHERE CLOSE TO THAT, MAYBE THAT'S SOMETHING WE CAN TALK ABOUT OFFLINE.

BUT THAT IS MY CONCERN WITH THIS ONE AS IT'S CURRENTLY WRITTEN.

YES, SIR. THANK YOU TRUSTEE MACKEY.

TRUSTEE FOREMAN FOLLOWED BY TRUSTEE JOHNSON.

AND [INAUDIBLE] THANK YOU FOR GETTING WITH ME EARLIER.

THIS IS JUST AN OVERALL PROCUREMENT CONCERN, SUPERINTENDENT.

IS THAT AND I EXPRESSED THIS TO SEAN.

WHEN WE GO TO BUY BOARDS, WE ARE ACTUALLY TAKING THAT AMOUNT OF MONEY OUTSIDE OF BEING ABLE TO GO OUT FOR A COMPETITIVE BID.

SO IN OUR GOODS AND SERVICES, WE DO LESS THAN 19%.

AND OUR GOAL IS, I BELIEVE, 30%.

AND THAT'S JUST ONE BIG CHUNK.

BUT WHEN WE GO TO THE BUY BOARDS, WE DON'T GIVE OTHER PEOPLE WHO ARE IN THE BUSINESS THAT MIGHT BE SMALL BUSINESSES AN OPPORTUNITY.

WE DON'T EVEN GIVE AN OPPORTUNITY FOR SUBCONTRACTING OPPORTUNITIES WHEN WE GO OUTSIDE.

SO THIS IS JUST ONE CHUNK.

I HAVEN'T ASKED, BUT I WILL BE ASKING FOR THE TOTAL DOLLAR AMOUNT WE SPEND YEARLY WITH BUY BOARDS BECAUSE IT TAKES THE OPPORTUNITY FOR US TO DO PART OF WHAT OUR MISSION IS, AND THAT IS ALLOW WOMEN AND MINORITY OWNED FIRMS TO HAVE AN OPPORTUNITY TO COMPETE.

BUT IF WE GO TO THE BUY BOARD, WE DON'T HAVE THAT OPPORTUNITY.

AND THE LAST THING I'LL SAY ABOUT THAT IS, IS THAT WE DON'T KNOW FROM THE BUY BOARDS IF WE'RE GETTING THE BEST VALUE OR NOT.

THEY'VE SHOPPED THE VALUE, BUT IT DOESN'T NECESSARILY MEAN IT'S THE BEST VALUE.

[02:15:02]

AND SO I STILL HAVE A LOT OF CONCERNS, CONCERNS ABOUT THAT.

I DO UNDERSTAND WHAT SEAN IS DOING.

HE'S COMING IN TRYING TO MAKE SOME CHANGES.

AND SO I'M TRYING TO BE AS OPEN MINDED AS I POSSIBLY CAN.

BUT AT THE SAME TIME, I THINK THERE'S A RESPONSIBILITY FOR US AS A DISTRICT TO REINFORCE WHAT WE SAID WE'RE GOING TO DO, AND THAT'S TO GIVE OPPORTUNITIES TO MINORITY AND WOMEN OWNED FIRMS TO BE ABLE TO HAVE AN OPPORTUNITY TO PARTICIPATE.

SO I DIDN'T HAVE A QUESTION. BUT TRUSTEE MACKEY'S LINE OF QUESTIONING PROVOKED SOME FOR ME.

SO HE MIGHT HAVE BEEN.

I'M STILL CONFUSED TOO, I GUESS.

THE FIRST.

HELP ME RECONCILE THE FACT THAT WE'VE BEEN ASKED ONCE SO HAVE IN THE AUGUST. WHY DO WE NEED BOTH? IN THE AUGUST DOCUMENT, THERE'S LANGUAGE IN THE ITEM THAT SAYS WE CAN ONLY SHOP, WE CAN ONLY USE DIR COOPERATIVE.

AND SO THAT'S THE ONLY COOPERATIVE THAT WE COULD GO SHOP THE RIGHT. NOW YOU'RE ABLE TO GO TO OTHER VENDORS.

YES, SIR. WELL, OTHER COOPERATIVES THAT THE VENDORS ARE ON TO MAKE SURE WE'RE GETTING THE MOST COMPETITIVE PRICE.

SO I STILL HAVE A QUESTION WHY WE NEED THE FIRST ONE.

SO I DIDN'T HAVE THE RIGHT LANGUAGE.

NOW WE HAVE THE RIGHT LANGUAGE.

THAT'S CORRECT. NOW, THIS THE 15 MILLION OR 16 MILLION IS WHAT WE'RE ESTIMATING JUST FOR STUDENTS.

I DON'T THINK WE'RE GOING TO USE ALL THE AUTHORITY ON THE ORIGINAL 10 MILLION.

WE WILL USE A PORTION OF THAT FOR STAFF AND DISTRICT OPERATING CONNECTIVITY.

BUT THIS ITEM IS WE BUDGETED STRICTLY FOR STUDENT CONNECTIVITY, IF THAT MAKES SENSE.

BUT THAT INITIAL ONE WAS BUDGETED FOR STUDENT CONNECTIVITY BECAUSE YOU WEREN'T [INAUDIBLE]? YES, SIR. IT WAS BUDGETED FOR STAFF.

I ALSO THINK WE PURCHASED SOME POLICE DEPARTMENT CONNECTIVITY, RADIO COMMUNICATIONS IN THERE.

WE ALSO PAID FOR SOME DISTRICT STAFF.

CELL PHONE SERVICES CAME OUT OF THAT CONTRACT AS WELL AS SOME STUDENT HOTSPOT CONNECTIVITY.

I'LL TALK THE REST OFFLINE.

I DON'T HAVE ANYTHING ELSE.

SOMEONE ELSE? TRUSTEE JOHNSON.

DO YOU WANT TO GO? LET ME, IF I MAY.

SO I THINK WHAT I'LL ASK OUR TEAM TO DO, THOUGH, IS TO GO BACK AND REEVALUATE WHAT HOW MUCH OF THAT TEN FROM THE ORIGINAL DO WE REALLY NEED SO THAT WE CAN, IF POSSIBLE, WE DON'T NEED TO HAVE TO THE QUESTIONS THAT I'M HERE, WE DON'T NEED 26 MILLION OUT THERE.

SO BECAUSE ORIGINALLY THAT TEN DID INCLUDE STUDENTS AND IT WAS LIMITING WHAT WE WERE GOING TO HAVE ACCESS TO.

AND WHILE WE KNOW, WE DON'T NECESSARILY KNOW IF IT WAS GOING TO BE THE BEST DEAL, WE KNOW WE WEREN'T GOING TO GET ANYWHERE NEAR THE BEST DEAL BECAUSE WE WERE VERY LIMITED IN WHERE WE COULD SELECT FROM.

SO WE'LL GO BACK AND SEE.

THEN I'LL GET WITH PROCUREMENT AND LEGAL TO SEE WHAT DO WE NEED TO DO TO REDUCE THE AMOUNT THAT WE HAD ON THAT FIRST REQUEST SO THAT WE CAN ALL, INCLUDING MYSELF, FEEL MORE COMFORTABLE WITH THE AMOUNT THAT WE HAVE OUT? THANK YOU, TRUSTEE JOHNSON AND TRUSTEE MACKEY.

I WANT TO THANK SUPERINTENDENT ELIZALDE FOR CLEARING THAT UP AND I APPRECIATE TRUSTEE MACKEY'S QUESTIONS BECAUSE THIS HAS BEEN A BIG RANGE OF CONVERSATION.

AT ONE TIME WE HAD HOT SPOTS, BUT WE ONLY GAVE OUR KIDS TEN GIGABYTES, RIGHT? SO THAT WAS A PROBLEM.

BUT I MENTIONED THIS BEFORE, AND SO DR.

ELIZALDE I WANT TO SIT WITH YOU AND TALK ABOUT THIS BECAUSE THIS HAS TO BE SOMETHING THAT WE NEED TO STRATEGICALLY DO.

AND AS TRUSTEE MACKEY QUESTIONS, WHICH I UNDERSTAND WHERE HE'S COMING FROM, THE $26 MILLION DOLLARS IS IT'S BIG.

AND I DON'T FEEL COMFORTABLE APPROVING SUCH WITH SO LIMITED INFORMATION WITH A MASSIVE PROBLEM THAT WE HAVE EXPERIENCED, ESPECIALLY IN MY COMMUNITY.

BUT THIS HAS BEEN AGAIN, NOT I'M SAYING MY COMMUNITY, BUT I KNOW THIS STRETCH ACROSS NORTH DALLAS, EAST DALLAS, WEST.

I MEAN, IT'S BEEN A PROBLEM FOR ALL OF OUR COMMUNITIES HERE.

SO I LOOK FORWARD TO SPEAKING WITH YOU OFFLINE CONCERNING THIS.

THANK YOU. THANK YOU, TRUSTEE MACKEY.

YEAH, I THINK I HAD A FEW OTHER QUESTIONS, BUT GIVEN DR.

ELIZALDE'S POINT, I THINK THAT WOULD JUST BE HELPFUL FOR ME.

HERE'S WHAT WE EXPECT TO SPEND OVER THE NEXT FIVE YEARS.

HERE'S WHAT WE THINK WE NEED FOR STUDENTS AND STAFF.

IF IT'S 13 MILLION, GREAT.

IF IT'S 16 MILLION, GREAT.

HERE'S HOW WE'RE GOING TO RECONCILE THESE.

SO THE ASK WE HAVE OVER FIVE YEARS IS COMMENSURATE WITH OUR NEED.

SO THANK YOU FOR THAT.

THANK YOU, TRUSTEE MACKEY.

WE'RE NOW IN THE FINANCIAL SERVICES DIVISION.

SO 28 THROUGH THE REST OF THE AGENDA.

[27. FINANCIAL SERVICES DIVISION]

ARE THERE ANY QUESTIONS? 30A.

ANYTHING BEFORE 30 A?

[02:20:02]

GO AHEAD TRUSTEE FOREMAN.

OKAY. GOOD AFTERNOON. HOW ARE YOU DOING? I'M GOOD. COULD YOU JUST WALK ME THROUGH THE BUDGET AMENDMENTS? YES, MA'AM, I CAN.

GOOD AFTERNOON AGAIN, EVERYONE.

DR. ELIZALDE, BOARD OF TRUSTEES.

ARE YOU SPEAKING OF THE GENERAL OPERATING FUND? TRUSTEE FOREMAN.

YES, MA'AM. SO FOR THIS MONTH'S AMENDMENT, WE HAVE THE PO ROLLOVERS THAT WE ARE REQUESTING TO ADD TO THE BUDGET FOR THIS UPCOMING YEAR.

SO IF YOU LOOK AT PAGE TWO OF THE BUDGET AMENDMENT, YOU'LL SEE EACH OF THE DIFFERENT LINE ITEMS BY FUNCTION FOR THE PO ROLLOVERS.

AND SO, YOU KNOW, THE PO ROLLOVERS ARE THOSE AMOUNTS FROM LAST YEAR.

THOSE ITEMS THAT WE HAVE ORDERED AND DID NOT COME IN BY JUNE 30TH, THAT WILL BE NEEDED AND WE WILL RECEIVE THOSE ITEMS IN THIS CURRENT YEAR. SO THAT IS THE 8.7 MILLION THAT YOU SEE ON PAGE TWO OR DO YOU SEE THAT AMOUNT? RIGHT. BUT WHAT I DON'T UNDERSTAND IS, IS IF WE'VE ORDERED THEM, WE'VE ALREADY BUDGETED FOR THEM.

IS THAT CORRECT? DID WE BUDGET IN LAST YEAR.

WE BUDGETED LAST YEAR FOR THEM.

AND SO IN OUR ASSIGNED FUND BALANCE, WE EARMARK A DOLLAR AMOUNT FOR THESE ANTICIPATED ITEMS TO ROLL OVER INTO THIS CURRENT YEAR. SO FOR EXAMPLE, IF THERE WAS A TECHNOLOGY ITEM ORDERED, YOU KNOW, WE HAD PERHAPS SOME SUPPLY CHAIN DELAYS.

IF THOSE ITEMS DID NOT COME IN BEFORE JUNE 30TH, WE ARE ROLLING THAT PARTICULAR PURCHASE ORDER INTO THE CURRENT YEAR BECAUSE WE WILL BE RECEIVING THOSE ITEMS IN THE CURRENT YEAR AND THE BUDGET OWNERS OR THE DEPARTMENT LEADERS DID NOT BUDGET FOR THOSE ITEMS FROM THEIR BUDGET ALLOCATIONS IN THE CURRENT YEAR.

SO WE ARE TAKING THAT AMOUNT FROM THE ASSIGNED FUND BALANCE.

NOW I'M CONFUSED. OKAY.

SO THE DOLLAR AMOUNT HAS ALREADY BEEN BUDGETED THROUGH THE ASSIGNED FUND BALANCE WE EARMARKED.

YOU EARMARKED THE ASSIGNED FUND BALANCE.

IN THE FUND BALANCE FOR THIS ACTIVITY.

RIGHT. AND NOW WE ARE TAKING IT OUT OF THE FUND BALANCE? BY DEPARTMENT? SO WE HAVE EARMARKED DOLLARS FOR THIS ACTIVITY EACH YEAR.

ONCE WE KNOW THE FINAL AMOUNTS SUCH AS NOW THAT WE KNOW THEM, WE WILL THEN ROLL THOSE AMOUNTS INTO THOSE DEPARTMENT LEADERS BUDGETS.

SO THOSE PURCHASE ORDERS ARE GOING TO ROLL, OR THEY ARE NOW A PART OF THEIR BUDGETS, BUT THEY DON'T HAVE THE FUNDS FOR THOSE PARTICULAR LINE ITEMS. SO WE'RE GOING TO TAKE THOSE FUNDS FROM THE FUND BALANCE AND ADD IT TO THEIR BUDGET.

LET ME TRY.

LET ME TRY. I'M A LITTLE CONFUSED.

LET ME TRY A DIFFERENT WAY.

A NON CFO PERSON.

LET'S SEE. [LAUGHTER] NON CFO PERSON.

LET ME TRY. SO WE HAVE THIS BUDGETED FOR THE 21-22 SCHOOL YEAR, RIGHT? IT DIDN'T COME IN.

SO THE DOLLARS FROM THAT BUDGET WENT INTO THE FUND BALANCE, BUT THEY GOT ASSIGNED BECAUSE WE KNEW THAT STUFF IS EVENTUALLY GOING TO COME.

BUT IT DIDN'T GO INTO MY BUDGET, LET'S SAY, IN SCHOOL LEADERSHIP.

IT JUST WENT INTO THE FUND BALANCE.

BUT IT'S ASSIGNED BECAUSE IT'S GOT EARMARKS.

IT'S COMING.

IT'S JUST NOT IN MY BUDGET.

SO ALL WE'RE DOING NOW IS MOVING THAT OUT OF THAT ASSIGNED FUND BALANCE INTO INDIVIDUAL DEPARTMENTS.

BUT WE WANT AND NEED TO BE TRANSPARENT FOR FINANCIAL PURPOSES, SHOWING IT REALLY IS MOVING DOLLARS FROM HERE FROM THE 21-22 BUDGET TO THE 22-23 BUDGET.

BUT YOU ALL DIDN'T APPROVE THAT AS AN EXPENDITURE FOR THE 22-23 BUDGET.

SO WHAT I DON'T UNDERSTAND IS, IS THAT IF WE ACTUALLY WENT OUT TO PROCURE IN 21, 22, WE SHOULD HAVE HAD DOLLARS TO BE ABLE TO PAY FOR THAT IN 21-22? WE DO, BUT WE PUT IT IN ADDITIONAL ASSIGNED FUND BALANCE.

SO THOSE UNUSED DOLLARS, IF I CAN HELP A LITTLE BIT HERE.

SO THOSE ACTIVITIES DID NOT TAKE PLACE.

SO THERE WERE NO EXPENDITURES FOR THESE ITEMS. NOW THOSE EXPENDITURES, WE ARE PREPARING FOR THAT TO TAKE PLACE IN THIS NEW SCHOOL YEAR.

SO NOW WE NEED THE FUNDS FOR THOSE ACTIVITIES THAT ARE GOING TO TAKE PLACE.

AND THE FUNDS ARE THERE.

YOU MOVED THEM FROM THE 21, 22 SCHOOL YEAR, YOU MOVE THEM, YOU MOVED THEM TO THIS YEAR'S BUDGET.

BUT THEY WEREN'T THEN.

FROM WELL THEY WEREN'T IN THE BUDGET.

THEY WERE IN THE FUND BALANCE.

SO ANY UNUSED FUNDS FROM THE 21-22 SCHOOL YEAR GO INTO THE FUND BALANCE.

[02:25:07]

SO EACH YEAR, IF WE SAY THAT WE HAVE A $1.8 MILLION DOLLAR BUDGET AND WE ONLY SPEND 1.5 MILLION, THAT $3 MILLION DOLLARS OF UNSPENT EXPENDITURES GOES INTO THE FUND BALANCE BECAUSE WE DIDN'T SPEND THAT MONEY OR ARE WE ALL CLEAR ON THAT PART? THAT PART I'M CLEAR ON.

BUT IF WE WENT OUT TO PROCURE IT IN 2021, 22, THEN WE SHOULD HAVE HAD FUNDS TO BE ABLE TO PAY FOR IT. AND WE DID.

BUT DID WE MOVE THOSE FUNDS TO THE FUND BALANCE? THOSE SAME FUNDS WERE MOVED TO THE FUND BALANCE.

THAT MAKES MORE SENSE. YOU HAVE TO YOU KNOW, I'M SLOW, SO YOU GOT TO WORK WITH ME.

I'M JUST REAL SLOW.

[LAUGHTER] SO THE OTHER FINANCING SOURCES.

THE INSURANCE REIMBURSEMENT FOR FLOODING 3 MILLION AND THE FLOOD DAMAGE COSTS, INCLUDING DEDUCTIBLES, DID THAT GO DIRECTLY TO A CAMPUS OR DID THEY GO TO THE FUND BALANCE? SO WHAT WE ARE PROJECTING IS THAT WE WILL SPEND APPROXIMATELY $4 MILLION DOLLARS.

YOU KNOW, THE WORK THAT HAS TO BE DONE, IT'S ACROSS MULTIPLE CAMPUSES.

AND THAT DIFFERENCE BETWEEN THE 3 MILLION THAT WE'RE PROJECTING TO RECEIVE IN REVENUE FROM OUR INSURANCE, THAT 1 MILLION.

RIGHT. BECAUSE THAT'S THE DEDUCTIBLE THAT WE HAVE TO PAY.

SO YOU ASKED IF IT'S FOR ONE CAMPUS, IT'S FOR MULTIPLE CAMPUSES.

OKAY. THAT'S WHAT I NEEDED TO KNOW.

I GOT THAT PRETTY EASY.

OKAY. OKAY.

AND THEN THE LAST THING IS, WHAT IS THE PROJECTED FUND BALANCE AS WE CURRENTLY SPEAK? SO IF YOU. BECAUSE THAT'S NOT ON HERE.

WELL, IT'S ON THE FIRST PAGE.

SO YOU SEE WHERE IT SAYS ESTIMATED BEGINNING NON SPENDABLE FUND BALANCE, ESTIMATED BEGINNING ASSIGNED FUND BALANCE.

THOSE ARE OUR PROJECTED FUND BALANCE AMOUNTS AT THIS TIME.

AS YOU ALL KNOW, WE ARE STILL WORKING TO CLOSE OUT THE 21, 22 FINANCIALS.

AND I BELIEVE IT'S NOVEMBER WHEN WE WILL HAVE THE OFFICIAL ANNUAL AUDIT REPORT FROM OUR EXTERNAL AUDITORS, WEAVER AND TIDWELL. AND AT THAT TIME, WE'LL HAVE MORE DEFINITIVE NUMBERS AS IT RELATES TO OUR PROJECTED ENDING FUND BALANCES.

SO WE'VE MOVED $200 MILLION FROM THE FUND BALANCE.

WHERE ARE YOU SEEING THAT? I'M LOOKING AT BEGINNING FUND BALANCE JULY 1, 2022.

THEN I'M LOOKING AT PROJECTED FUND BALANCE JUNE 30TH 2023.

SO WE'LL BE MOVING THOSE FUNDS? THAT'S AT THE BOTTOM OF THE PAGE WHERE YOU DIRECTED ME.

YES. SO AT THE BOTTOM OF PAGE ONE, I SEE THE ASSIGNED.

THE PROJECTED ENDING FUND BALANCE AS OF JUNE 30TH, THE 799 MILLION.

IS THAT WHAT YOU'RE ASKING ME ABOUT? I'M SORRY. AND WHAT IS THE QUESTION? THE QUESTION WAS THE DIFFERENCE BETWEEN THE TWO? ONE IS? THE ASSIGNED AND THE NON.

YES, THAT IS CORRECT.

AND SO THE DIFFERENCE BETWEEN THE PROJECTED ENDING FUND BALANCE ON JUNE 30TH, IF WE SPEND OUR ENTIRE BUDGET AS PROJECTED, WOULD LEAVE US WITH 492 MILLION.

AND AGAIN, THAT'S ASSUMING WE SPEND THE ENTIRE 22-23 BUDGET AT 100%.

YOU AND I NEED TO SIT DOWN AND HAVE A CONVERSATION.

ABSOLUTELY. OKAY.

THANK YOU TRUSTEE FOREMAN. TRUSTEE JOHNSON.

YES, THIS IS SINCE WE'RE TALKING ABOUT BUDGET.

CAN YOU PROVIDE ME WITH HOW MUCH MONEY WE RECEIVE FROM THE FEDERAL.

HOW MUCH ESSER FUNDS WE RECEIVE FROM THE FEDERAL GOVERNMENT? YES, SIR. AND I WOULD LIKE TO KNOW HOW THOSE FUNDS WERE DISPENSED INTO WHAT DEPARTMENTS, ETC..

I WANT A FULL BREAKDOWN OF THOSE FUNDS.

WE'LL PUT THAT IN A BOARD UPDATE WITH A LINK FOR ALL OF THE TRUSTEES, BECAUSE I THINK THAT'S REALLY IMPORTANT INFORMATION SO THAT EVERYBODY CAN SEE THAT.

SO WE'LL MAKE SURE.

WE HAVE KEPT UP WITH THAT ON A MONTHLY BASIS AND THAT'S A GREAT OPPORTUNITY.

CAN WE PUT THAT IN THE TRACKER? DO YOU KNOW HOW LONG IT WOULD TAKE FOR US TO RECEIVE THAT? NO. WELL, WE COULD GET IT IN SUNDAY.

OKAY, COOL. I'M SORRY I DIDN'T MEAN TO SAY COOL.

THANK YOU. [LAUGHTER] WE'RE GETTING COMFORTABLE TRUSTEE JOHNSON.

ANY OTHER QUESTIONS? ANY OTHER QUESTIONS ON THE AGENDA.

[02:30:05]

I KNOW WHEN TO FOLD THEM.

IT IS 2:37 AND THIS MEETING IS ADJOURNED.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.