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GOOD EVENING, EVERYONE.

[1. Notice and Return]

[00:00:05]

IT IS 5:36 P.M..

WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED.

WE ARE BEGINNING THE PUBLIC HEARING 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 SALUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEOCONFERENCE.

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

TRUSTEE EDWIN FLORES, DISTRICT ONE.

DISTRICT THREE TRUSTEE DAN MICCICHE DISTRICT FOUR TRUSTEE CAMILLE WHITE, DISTRICT SEVEN AND THE DISTRICT EIGHT TRUSTEE JOE CARREON.

DISTRICT TWO TRUSTEE DUSTIN MARSHALL, 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 DISNEY ESPANOL, ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

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

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHER'S 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 TO ENSURE THE LEGAL EFFECT OF THE REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

THE BOARD DOESN'T HAVE ANY CLOSED SESSION FOR THIS PUBLIC HEARING.

[4. Discussion Item]

WE'RE GOING TO START WITH THE AGENDA OR DISCUSSION.

ITEM 4.1 DISCUSSION OF TARGET IMPROVEMENT PLANS FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT CSI SCHOOLS AND ESSENTIAL SCHOOL FRAMEWORK ESF GRANTS.

DR. LOZANO. OH, I'M SORRY.

TRUSTEE TRUSTEE MACKEY IS JOINING US.

FIRSTLY, I APOLOGIZE, TRUSTEE MACKEY.

THANK YOU, PRESIDENT HENRY.

BOARD MEMBERS.

DR. CZARNECKI WILL WALK US THROUGH THIS PROCESS.

THIS IS SOMETHING THAT IS EXPECTED AND REQUIRED BY THE TEXAS EDUCATION AGENCY.

IT IS ALWAYS INTENDED TO BE OF SUPPORT TO OUR CAMPUSES WHILE ALSO BEING A MONITORING PROCESS.

AND SO WITH THAT, I'LL TURN IT OVER TO DR.

CZARNECKI.

I'M SORRY. I'M SORRY.

BASICALLY, WE ARE LOOKING AT THE CAMPUS PLANS TODAY THAT ARE UP FOR APPROVAL FOR BASICALLY COMPREHENSIVE SUPPORT AND IMPROVEMENT CAMPUSES.

THOSE CAMPUSES ARE IDENTIFIED AS SUCH.

AND ONE ESF GRANTEE CAMPUS, THE CAMPUSES THAT WERE REQUIRED TO ENGAGE IN SCHOOL IMPROVEMENT AND INTERVENTION.

ONCE AGAIN, I'M SORRY, DR.

CZARNECKI, WILL YOU REMIND EVERYBODY ESF OR EFFECTIVE SCHOOLS FRAMEWORK? YES, THE ESF.

THE EFFECTIVE SCHOOLS FRAMEWORK GRANT, THAT WAS BASICALLY THE ONE THAT WAS APPROVED LAST YEAR BY THE BOARD FOR A [INAUDIBLE] ELEMENTARY.

COMPREHENSIVE SUPPORT AND IMPROVEMENT IDENTIFICATION AMONGST THE ELEMENTARY BASICALLY TOOK PLACE IN FOUR AREAS OR LOOKING AT FOUR AREAS BASED ON DOMAIN THREE ACADEMIC ACHIEVEMENT IN READING AND MATH, STARR GROWTH IN READING AND MATH.

ENGLISH LANGUAGE PROFICIENCY ARE THE TELPAS SCORES AND THE STUDENT ACHIEVEMENT OVERALL ON ALL TESTS.

THIS WAS DONE FOR 14 GROUPS.

THE DOMAIN THREE LOOKED AT THE 14 GROUPS IF THEY HAD AT LEAST 25 STUDENTS ON EACH CAMPUS.

THAT WAS HOW THE ELEMENTARY SCORE WAS DETERMINED.

IN HIGH SCHOOL.

IT WAS BASED ON ACADEMIC ACHIEVEMENT.

ONCE AGAIN IN READING AND MATH, THE FEDERAL GRADUATION RATE FOR HIGH SCHOOL'S ENGLISH LANGUAGE

[00:05:11]

PROFICIENCY. IF THERE WERE AT LEAST 25 STUDENTS ON THE CAMPUS AND THE CCMR AND AGAIN, ALL OF THIS WAS BROKEN OUT BY STUDENT GROUPS.

ALL COMPREHENSIVE SUPPORT AND IMPROVEMENTS CSI AND THE ESF ESSENTIAL SCHOOL FRAMEWORK SUPPORT GRANT HAD TO ENGAGE IN THE DEVELOPMENT OF AN EFFECTIVE SCHOOL FRAMEWORK TARGETED IMPROVEMENT PLAN THAT PROVIDED A CLEAR VISION OF WHAT THE CAMPUS WAS GOING TO DO TO ENSURE IMPROVEMENT. THEY SUBMITTED THOSE PLANS TO THE BOARD, WHICH WE'RE HERE TONIGHT, TO DO FOR APPROVAL AFTER A PUBLIC HEARING, AND THEY WILL PARTICIPATE IN THE SPRING SEMESTER IN A ESF DIAGNOSTIC VISIT WHERE THE CAMPUS WILL BE VISITED SOMETIMES BETWEEN JANUARY AND APRIL FOR A THREE DAY VISIT.

AND THEY WILL BE VISITED ALL DAY LONG AND THEY WILL GO THROUGH THE CAMPUS, LOOK WHAT'S GOING ON, AND MAKE RECOMMENDATIONS FOR CONTINUOUS IMPROVEMENT. THE 15 SCHOOLS THAT WERE INVOLVED IN THIS PROJECT LABELED COMPREHENSIVE SCHOOLS AND ACCOUNTABILITY WERE COCHRAN, DOUGLAS, THOMPSON, HIGHLAND MEADOWS, HOTCHKISS, JILL STONE, JOE MAY, LIDA HOOE , ORAN ROBERTS, ROOSEVELT HIGH SCHOOL, SALDIVAR, SAMUEL HIGH SCHOOL, SPRUCE HIGH SCHOOL, TATUM ELEMENTARY AND TRINITY HEIGHTS ELEMENTARY.

YOU WILL NOTICE THAT THERE WAS ONE SCHOOL AGAIN, GEORGE TRUETT ELEMENTARY WAS INVOLVED IN THE EFFECTIVE SCHOOLS FRAMEWORK GRANT AND THAT IS THE REASON THEY ARE ON HERE, NOT BECAUSE OF ACCOUNTABILITY, ARE UNDER DOMAIN THREE FEDERAL ACCOUNTABILITY.

GEORGE W TRUETT WAS A B CAMPUS RATED.

COMPREHENSIVE SCHOOLS IN THE ESF FOCUS GRANTEE SCHOOLS HAD TO SUBMIT AGAIN ONCE AGAIN BY THE EDUCATION CODE TO YOU THE BOARD, FOR APPROVAL AFTER A PUBLIC HEARING ON THESE PLANS THAT ARE BEING SUBMITTED TODAY.

THANK YOU. TRUSTEES ARE THERE ANY QUESTIONS ON THE PRESENTATION? YES. I JUST HAVE ONE QUICK QUESTION.

YOU SAID GEORGE TRUETT WAS INVOLVED IN THE GRANT, BUT THEY WERE A B CAMPUS.

CAN YOU TELL ME WHY THEY WERE INVOLVED IN THE GRANT? WELL, THE REASON WHY IS THAT THEY WERE A PART OF THE GRANT, AND IT WAS THE WAY OF THE TEXAS EDUCATION AGENCY OF MAKING SURE THAT BY DOING THE GRANT, THEY WERE ALSO PLANNING AND MAKING ROOM FOR ACHIEVEMENT AND GROWTH ON THEIR CAMPUS.

IT WAS NOT BECAUSE OF THAT.

THEY WERE CITED BECAUSE THEIR PERFORMANCE WAS POOR, BUT BECAUSE THEY HAD RECEIVED THE GRANT.

AND IT WAS AGAIN, THE AGENCY'S WAY OF MONITORING THE PROGRESS ON THAT CAMPUS.

SO WHAT YOU'RE SAYING IS THEY PREVIOUSLY HAD RECEIVED THE GRANT BECAUSE OF THE ACADEMIC PERFORMANCE? NO, IT HAD NOTHING TO DO WITH ACADEMICS.

THEY APPLIED FOR IT.

I'M NOT QUITE UNDERSTANDING, SUPERINTENDENT, HOW ONE SCHOOL CAN BE A PART OF THE GRANT AND GET GRANT FUNDS, NOT BASED ON ACADEMICS. AND MOST OF THIS IS BASED ON THE PERFORMANCE OF THE SCHOOLS.

SO I'M NOT QUITE UNDERSTANDING THAT.

CAN SOMEBODY EXPLAIN THAT TO ME? THE SCHOOL'S BASICALLY BASED ON PERFORMANCE.

THERE WERE AGAIN, 15 OF THOSE, AND THEY WERE COMPREHENSIVE SUPPORT.

SO THEY HAD TO DO IT.

THE ONE THAT WAS CHOSEN.

AND, YOU KNOW, I GRANT YOU WHAT YOU'RE SAYING.

I EVEN MYSELF QUESTION WHY? WHY WAS THAT ACTUALLY A PART OF IT? IT WASN'T BECAUSE OF ACADEMIC PERFORMANCE.

IT WAS BECAUSE THEY WROTE A GRANT.

BUT THE ONLY RESPONSE THAT I RECEIVED FROM THE AGENCY WHEN I ASKED THAT QUESTION WAS THAT THEY WERE A PART OF A GRANT.

THEY WERE THEY HAD APPLIED FOR IT, AND WE WANTED TO MAKE SURE THAT THEY WERE DOING ALL COMPONENTS OF THE GRANT, THAT WE'RE MONITORING IT AND THAT WE'RE MONITORING THEIR PERFORMANCE.

[00:10:02]

YES. EVEN THOUGH THEY'RE DOING WELL, WE WANT TO MAKE SURE THAT THE COMPONENTS OF THE GRANT ARE BEING BROUGHT FORTH WITHIN A PLAN.

I THINK I UNDERSTAND AND CORRECT ME WHEN I MISSED THAT.

SO THERE WAS A GRANT AVAILABLE.

THEY APPLIED FOR THE GRANT AND WAS SELECTED BY THE TEA TO PARTICIPATE IN THE GRANT.

MY CONCERN WITH THAT IS, IS THAT WE HAVE OVER 200 SCHOOLS THAT POSSIBLY COULD HAVE, IN FACT APPLIED FOR THE GRANT.

I FIGHT A LOT FOR DOLLARS WITHIN MY SCHOOL.

SO WE HAD ALL THESE OTHER SCHOOLS THAT COULD HAVE PARTICIPATED FOR THE GRANT.

SO I SEE CECILIA COMING.

MAYBE SHE CAN STRAIGHTEN ME OUT BECAUSE WHEN I SPEAK WRONG, PLEASE TELL ME.

I DO REMEMBER AND YOU CAN CORRECT ME.

THERE WERE ONLY A FEW THAT COULD APPLY.

THEY TOLD US WHO COULD APPLY.

AND AND WE HAD, I THINK, FOUR SCHOOLS THAT APPLIED OUT OF THE LIST.

AND ONLY TRUETT GOT ACCEPTED.

I MAY BE WRONG ON THE TOTAL NUMBER.

SO THEY WERE LIMITED US WHO COULD APPLY? I DO BELIEVE SO THEY ONLY GAVE US EVERY SCHOOL THAT WE HAD THAT TEA SAID COULD APPLY.

DID THEY ONLY SELECTED TRUETT.

CORRECT. SO AGAIN, I HAVE SOME CONCERNS.

OUR SCHOOLS NEED GRANT MONEY AND IF TEA IS PICKING A SCHOOL THAT DOESN'T FIT THE PARAMETERS OF THE PERFORMANCE MEASURES AND PICKING ONE SCHOOL, I'VE GOT 24 THAT I CAN SUBMIT THEIR NAMES AND THEY'D LIKE GRANT MONEY TOO.

I HAVE 238.

YOU'RE ABSOLUTELY RIGHT.

I'M JUST TALKING ABOUT 6 RIGHT NOW.

BUT BUT I THINK THERE'S THE DIFFERENTIATION AND I DON'T THINK I'M DOING A GOOD JOB.

THE GRANT HAD DIFFERENT PARAMETERS.

YES, BUT THEY INCLUDED THE MONITORING WITHIN THE EFFECTIVE SCHOOLS FRAMEWORK.

I GET THAT. SO THAT STILL DOESN'T RESPOND SPECIFICALLY TO THE QUESTION OF HOW 4 SCHOOLS OUT OF ALL THESE OTHER SCHOOLS DID NOT GET A CHANCE.

AND IT SAYS YOU SAID THAT TEA.

THOSE WERE TEA GUIDELINES.

TEA GUIDELINES.

I JUST WOULD LIKE MORE INFORMATION IN REFERENCE TO HOW THE 4 SCHOOLS WERE CHOSEN.. WE'LL GO FIND THE ORIGINAL GRANT REQUEST, WHAT THAT CRITERIA WAS, HOW THEY ARRIVED AT THOSE, AND AND THEN WHAT THE CONNECTION FROM THAT WAS TO THE MONITORING COMPONENT OF THE EFFECTIVE SCHOOLS FRAMEWORK.

I'M NOT JUMPING ON TRUETT.

BUT I AM MAKING A POINT THAT ALL OF OUR SCHOOLS NEED ADDITIONAL FUNDING.

AND IF THAT OPPORTUNITY IS AVAILABLE, THEN WE SHOULD BE LOOKING AT THAT.

WHEN THE ESF FOCUS SCHOOL GRANT CAME OUT, IT WAS ONLY AVAILABLE TO CERTAIN SCHOOLS MEETING CRITERIA UNDER FEDERAL ACCOUNTABILITY. GOTCHA.

SO TRUETT HAD IN THE PAST PERFORMED POORLY.

I KNOW THAT.

BUT WE HAVE A LOT OF SCHOOLS THAT PERFORMED POORLY IN THE PAST.

I'M JUST TRYING TO MAKE THE PLAYING FIELD LEVEL HERE.

NOT DUMPING ON ANYBODY, BUT MAKING THE PLAYING FIELD LEVEL.

I DO. AND THE RESPONSE I'M GETTING IS NOT THE STANDARD THAT I'D LIKE TO HAVE TO BE ABLE TO UNDERSTAND EXACTLY WHAT HAPPENED.

WE WILL GET YOU THAT INFORMATION.

I DO WANT TO BE CLEAR. ANY SCHOOL THAT WE HAD THAT TEA SAID COULD APPLY.

YOU'RE ABSOLUTELY RIGHT, TRUSTEE FOREMAN.

WE MADE SURE ALL OF THOSE APPLIED, RIGHT? YES. WHAT THE CRITERIA WAS FOR WHICH THOSE SCHOOLS WERE SELECTED, I THINK WAS A COMBINATION OF BOTH FEDERAL AND STATE ACCOUNTABILITY THAT MAY NOT EVEN HAVE BEEN IN THE MOST RECENT YEAR.

WE WILL ABSOLUTELY GET THAT INFORMATION TO ALL THE TRUSTEES.

I CAN ADD THAT WHEN THE GRANT SCHOOLS WERE CHOSEN, WE DID APPLY FOR A TOTAL OF 26 SCHOOLS.

WHEN WE MADE THAT, WE ONLY HAD THIS ONE SCHOOL THAT CAME OUT OF THAT SELECTION PROCESS.

AND THE REASON WHY THAT WE WERE GIVEN THAT IT DID IS THAT TEA HAD ONLY ALLOCATED SO MUCH MONEY AND THEY WOULD ONLY GIVE IT TO SO MANY SCHOOLS.

SO THEY KIND OF SPREAD IT AROUND, IF YOU WANT TO SAY, BECAUSE I MEAN, I KNOW THAT I PUT TOGETHER 24 APPLICATIONS AND IT WAS RATHER UPSETTING TO ME TO KNOW THAT ONLY ONE RECEIVED THE GRANT.

AND THAT WAS TRUE NOT ONLY FOR OUR DISTRICT, BUT FOR MANY.

OKAY. I LOOK FORWARD TO GETTING THAT INFORMATION.

[00:15:02]

THANK YOU, DR. CZARNECKI.

THANK YOU. TRUSTEE FOREMAN, TRUSTEE MICCICHE.

WELL, I HAVE EXACTLY THE SAME QUESTIONS THAT TRUSTEE FOREMAN HAS, AND SO I WILL LOOK FORWARD TO TO THAT INFORMATION.

I THINK I CAN SHED A LITTLE BIT OF LIGHT ON TRUETT ITSELF BECAUSE THAT SCHOOL WAS A D SCHOOL WITH NOT OVER 900 STUDENTS AND IT WENT INTO THE ESF PROGRAM AND IT IS JUST THIS PAST YEAR THAT IT BECAME A B SCHOOL.

IT WAS A REALLY HEAVY LIFT FOR A SCHOOL THAT HAD BEEN UNDERPERFORMING FOR A WHILE AND THE NEW PRINCIPAL AND THE NEW TEAM THERE. AND THEY, THEY, THEY DID WITH, YOU KNOW, TEACHERS AND THE COMMUNITY PULLED THAT SCHOOL UP TO A B, SO I GUESS THE THING THAT I THAT I'M ADDING IS THAT THIS WAS A LOW PERFORMING SCHOOL THAT SERVED TWICE AS MANY STUDENTS AS OUR AS THE AVERAGE ELEMENTARY SCHOOL.

AND IT IT DID IMPROVE.

BUT JUST THIS PAST YEAR TO GET TO GET TO A B, I DON'T KNOW WHAT THE TEA REQUIREMENTS ARE.

I'M GLAD THEY GOT THE GRANT.

I'D LIKE TO SEE ALL OF OUR SCHOOLS THAT ALL OF OUR SCHOOLS GET GET ADDITIONAL FUNDING.

WE KNOW THAT THE SUPPORTS MAKE A DIFFERENCE, BUT KUDOS TO TRUETT FOR MAKING THAT BIG LEAP FORWARD.

AND AND I DO LOOK FORWARD TO THE ANSWERS TO TO THESE QUESTIONS ABOUT WHAT WERE THE CRITERIA, HOW MUCH MONEY IS INVOLVED, HOW MUCH HOW MUCH FUNDING UNDER THIS PROGRAM WAS PROVIDED STATEWIDE.

IT'S IT WAS SOMETHING THAT I WAS NOT FAMILIAR WITH UNTIL THIS THIS PRESENTATION OR IF I DID IF I WAS FAMILIAR WITH IT.

I DIDN'T REMEMBER IT WHEN UNTIL YOU DESCRIBED IT AGAIN.

SO THANK YOU VERY MUCH.

TRUSTEE MICCICHE. TRUSTEE WHITE.

I JUST HAVE A I WAS UNDER THE IMPRESSION WHOEVER CAN ANSWER THIS, THAT THE GRANTS WERE WRITTEN AT THE CAMPUS LEVEL, BUT IT SOUNDS LIKE IT WAS WRITTEN AT BY THE ADMINISTRATION.

SO HOW WERE THE SCHOOLS THAT DID RECEIVE..

WELL HOW WERE THEY, HOW WERE THE SCHOOLS SELECTED FOR THOSE THAT WERE IN NEED OF GRANT FUNDS? WELL, FOR THIS PARTICULAR GRANT FUND, AGAIN, THESE ARE THE AGENCY TELLS US HERE'S THE LIST OF SCHOOLS PARTICULAR GRANT.

IT IS DIRECTED AND MANAGED BY THE TEXAS EDUCATION AGENCY.

SO THEY PROVIDE US THAT PARTICULAR LIST.

AND THEN WE WORK COLLECTIVELY WITH THE CAMPUS.

SO IT'S A JOINT PROJECT BETWEEN THE CAMPUSES.

AND WE ABSOLUTELY PROVIDE SUPPORT FROM CENTRAL BECAUSE WE HAVE TO TURN THEM IN COLLECTIVELY.

THERE'S ONE PERSON TEA IN OUR CASE, WE'VE DESIGNATED DR.

CZARNECKI BECAUSE OF OUR SIZE.

OF COURSE, RATHER THAN WORKING WITH INDIVIDUAL SCHOOLS, THEY UTILIZE DR.

CZARNECKI AS THEIR CONTACT AND LEAD PERSON.

SO THEY COME TO HIM, HE PROVIDES FEEDBACK, AND THEN IT GETS TURNED INTO THE TEXAS EDUCATION AGENCY.

SO YOU'RE SAYING THAT TEA SENDS THE INFORMATION, HE HAS IT, THEN HE COLLABORATES WITH THE CAMPUSES.

TEA GIVES US THE LIST.

WE SEND THAT OUT TO ALL OF OUR EXECUTIVE DIRECTORS IN TERMS OF ALL OF THE SCHOOLS.

BUT THE PROCESS I WAS ANSWERING THE QUESTION ABOUT HOW THE GRANT IS WRITTEN.

THE GRANT IS WRITTEN AS A CO PROJECT BETWEEN THE SCHOOLS BECAUSE EACH SCHOOL HAS DIFFERENT NEEDS AND SO THE SCHOOLS WRITE THEM, BUT THEY GET FEEDBACK FROM DR.

CZARNECKI BECAUSE HE GOES THROUGH THE TRAINING OF WHAT THEY'RE GOING TO BE LOOKING FOR IN THESE GRANTS.

SO HE PROVIDES THAT GUIDANCE RATHER THAN US JUST LEAVING THE CAMPUSES ON THEIR OWN.

DOES THAT HELP THAT QUESTION? YEAH, THAT'S I MEAN, THAT'S KIND OF LIKE WHAT I SAID.

BUT YES, I UNDERSTAND IT'S CLEAR.

AND JUST CURIOUS, WHAT WHAT ARE THE FUNDS GOING TO BE UTILIZED FOR? WHAT ARE THE FUNDS? ARE THEY ARE THEY FOR EXTRA TEACHERS? ARE THEY EXTRA PROGRAMS? TRUETT IS CURRENTLY USING IT FOR EXTRA PROGRAMS. WHEN I SAY EXTRA PROGRAMS, THEY'VE HAD ALSO ASSISTANCE ON THE CAMPUS FROM VARIOUS PROVIDERS WHO HAVE HELPED THEIR TEACHERS DO VARIOUS PROGRAMS AND ALSO INTERACTIONS WITH PRINCIPALS AND THE TEACHERS AND EVERYONE ON THE

[00:20:02]

CAMPUS AS TO HOW TO REALLY MAKE INSTRUCTION MORE EFFECTIVE.

THANK YOU. THANK YOU TRUSTEE [INAUDIBLE].

I DON'T THINK THERE ARE ANY OTHER QUESTIONS.

THANK YOU FOR THE PRESENTATION.

THERE'S A PUBLIC FORM PART OF THIS MEETING.

HOWEVER, I WAS INFORMED NO ONE IS SIGNED UP TO SPEAK, SO IT IS 5:57 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.