Mar 09, 2023 Board Briefing

[00:00:02]

GOOD MORNING, EVERYONE.

IT IS 11:31 A.M..

WE HAVE A QUORUM THIS MEETING HAS BEEN DULY POSTED.

I WANT TO WELCOME EVERYONE TO THE BOARD BRIEFING.

A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

WILL YOU PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE, THE PLEDGE OF ALLEGIANCE, AND THE SALUTE TO THE TEXAS FLAG.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

[3. ACKNOWLEDGEMENTS]

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

DISTRICT 2 TRUSTEE DUSTIN MARSHALL.

DISTRICT 3 TRUSTEE DAN MICCICHE.

DISTRICT 4 TRUSTEE CAMILE WHITE.

DISTRICT 7 TRUSTEE BEN MACKEY.

DISTRICT 8 TRUSTEE JOE CARREÓN.

OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE ELIZALDE JOINS US.

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

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

TRUSTEE CARREÓN, PLEASE.

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

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

SPEAKERS ARE CAUTIONED THAT 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 WHO BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE.

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

WELL, I DO NOT SEE ANY OTHER ELECTED OFFICIALS IN THE ROOM.

I DO WANT TO RECOGNIZE THE SPECIAL GROUP WE HAVE HERE THIS MORNING, THE STUDENT AND VOTER EMPOWERMENT COALITION.

THEY'VE JOINED US FOR TODAY'S MEETING AND WERE HERE BEFORE THE MEETING.

THANK YOU. TRUSTEES MARSHALL, WHITE, MICCICHE AND MACKEY FOR STAYING AND ANSWERING SOME OF THE VERY GOOD QUESTIONS.

SO THANK YOU FOR BEING HERE.

OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING, BUT I WAS INFORMED THAT WE DON'T HAVE ANY SIGNED UP SPEAKERS.

WE DO NOT HAVE ANY CLOSED SESSION ITEMS. SO WE'RE GOING TO BEGIN WITH OUR FIRST BRIEFING ITEM, WHICH IS VISION AND PROGRESS MONITORING.

MR. PRESIDENT, IF I MIGHT ASK THAT, PERHAPS WE SHOULD CONSIDER DOING ITEM 11 C FIRST, WHICH I THINK WOULD BE OF INTEREST TO OUR STUDENTS THAT ARE HERE TODAY.

THAT'S FINE WITH ME. SEEING NONE HAVE AN ISSUE WITH THAT.

ARE Y'ALL READY TO START WITH 11 C? OKAY, WE'LL START WITH 11 C.

THAT'S CONSIDERING AND TAKE POSSIBLE ACTION TO APPROVE AMENDMENT OF BOARD POLICY FFAC LOCAL WELLNESS AND HEALTH SERVICES AND MEDICAL TREATMENT.

DR. LEAR.

THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD AND SUPERINTENDENT.

I HAVE DEPUTY CHIEF CHRISTIAN COMING IN TO WALK US THROUGH THE POLICY FOR FFAC.

THIS IS A POLICY THAT WE WANT TO AMEND TO ADD LANGUAGE AROUND ADDING NARCAN SO THAT OUR CAMPUSES WOULD BE ABLE TO ADMINISTER THE NARCAN FOR ANY STUDENT WHO MAY BE EXPERIENCING INTAKE OF FENTANYL.

SO I THINK YOU HAVE THE POLICY IN FRONT OF YOU.

AND I THINK YOU CAN SEE WHERE WE'VE MADE THE AMENDMENTS.

IF YOU LOOK ON THE BOTTOM OF ONE OF TWO, THE ADMINISTRATION OF OPIOID ANTAGONIST MEDICATION, YOU CAN SEE THAT WE'VE ADDED LANGUAGE SO THAT WE HAVE SPECIFIC PEOPLE AT THE CAMPUS WHO CAN ADMINISTER THE NARCAN.

[00:05:04]

THANK YOU, DR. LEAR. CERTAINLY.

JUST WANT TO GIVE THE BACKGROUND THAT I'M QUITE SURE MOST OF YOU, IF NOT EVERYONE IS FAMILIAR WITH.

BUT WE'VE SEEN OVER THE LAST FEW YEARS IN OUR COUNTRY AND OUR STATE AND IN OUR COMMUNITY, AN INCREASE DISTRIBUTION OF FENTANYL AND PARTICULARLY IN HIDDEN IN MANY INSTANCES TO LOOK LIKE PRESCRIPTION MEDICATION.

AND WE WANT TO BE AS PROACTIVE AS POSSIBLE.

WE KNOW THAT SOME SURROUNDING COMMUNITIES HAVE ALREADY HAD SOME HORRIFIC TRAGEDIES AS A RESULT OF THIS.

WE WILL BE ADDRESSING THAT IN MULTIPLE WAYS, BUT THIS IS ONE WAY THAT WE CAN AT LEAST ENSURE THAT WE HAVE WHAT IS NECESSARY TO TAKE IMMEDIATE ACTION WITH TRAINED INDIVIDUALS.

AND CURRENTLY, WITHOUT THIS, WE ACTUALLY WOULDN'T HAVE THE AUTHORITY TO BE ABLE TO UTILIZE THE NARCAN.

SO THAT'S WHY WE'RE ASKING YOU PERMISSION TO DO THAT AND THAT'S WHY WE DID THIS IN A MORE IN A NON TRADITIONAL POLICY METHOD.

THANK YOU. DR. ELIZALDE.

TRUSTEE MICCICHE, FOLLOWED BY TRUSTEE MACKEY.

YES, I WANT TO THANK THE ADMINISTRATION FOR BRINGING THIS POLICY REVISION FORWARD.

WE ALL KNOW THE SERIOUS CRISIS THAT WE HAVE IN OUR SCHOOLS, IN OUR COMMUNITY IN GENERAL WITH FENTANYL, AND WE ABSOLUTELY DO NOT WANT ANYONE TAKING FENTANYL.

BUT IF SOMEONE DOES, WE WANT TO BE ABLE TO TAKE MEASURES THAT COULD BE LIFESAVING IN OUR SCHOOLS FOR OUR STUDENTS.

SO, I REALLY APPLAUD THE ADMINISTRATION FOR COMING UP WITH THIS POLICY CHANGE AND I WILL DEFINITELY BE SUPPORTING IT.

AND IS THIS SCHEDULED TO BE A FIRST READ ONLY? FIRST READ ONLY. OKAY.

YES. AND I TOTALLY SUPPORT DOING IT AS A FIRST READ ONLY.

THANK YOU. I COSIGN ON WHAT TRUSTEE MICCICHE SHARED.

AND THANK YOU ALL FOR DOING THIS.

I KNOW WE'VE HAD A COUPLE CLOSE CASES AND WHATNOT.

I DO HAVE, I'M JUST CURIOUS ABOUT SOME OF THE LANGUAGE BECAUSE IT SEEMS TO READ THAT OUR CURRENT POLICY ALREADY ALLOWED TRAINED DISTRICT EMPLOYEES TO ADMINISTER IT.

DO WE HAVE TRAINED EMPLOYEES OR AM I MISREADING THE POLICY IN THAT INSTANCE? SO WE HAVE TRAINED EMPLOYEES THAT CAN ADMINISTER CERTAIN MEDICATIONS.

FOR THIS PARTICULAR ONE WE NEED TO TRAIN THEM FOR THAT.

SO THEY CURRENTLY HAVE NOT BEEN TRAINED FOR THIS ADMINISTRATION BECAUSE THIS IS A DIFFERENT IT'S A NASAL, YOU KNOW, TO ADMINISTER IT THROUGH THE NASAL.

SO IT'S A DIFFERENT TRAINING.

GOTCHA. OKAY. SO THIS IS NOW OPENING THE DOOR FOR THAT TYPE OF TRAINING.

YES. DO WE HAVE, I ASSUME THIS WILL MOSTLY BE THE NURSE.

ARE WE TRAINING MULTIPLE PEOPLE FOR CAMPUSES? WHAT IS OUR PLAN FOR THAT IF WE HAVE ONE? YES. SO THE PLAN IS THAT WE WILL TRAIN ALL NURSES, ALL ATHLETIC TRAINERS AND THE MAJORITY OF THE ADMINISTRATORS ON A CAMPUS BECAUSE WE WANT TO MAKE SURE WE HAVE MULTIPLE PEOPLE THAT ARE PREPARED IN THE EVENT THAT SOMEONE HAS STEPPED AWAY OR IS NOT ON CAMPUS THAT DAY.

OKAY. THAT'S GREAT TO HEAR.

AND THEN FINALLY, I KNOW THERE IS THE PARAGRAPH ABOUT DEVELOPING THE ACQUISITION.

DO WE FORESEE ANY ISSUES WITH ACQUIRING NEEDED MEDICATION OR WHATNOT OR MAINTAINING IT? NO. AS A MATTER OF FACT, WE'VE ALREADY GOT OUR QUOTE AND OUR PURCHASE ORDER IN TO GET THE MEDICATION.

SO WE SHOULD BE READY TO GO AS SOON AS THE POLICY PASSES.

THAT'S GREAT. THANK YOU ALL SO MUCH FOR THAT.

APPRECIATE YOUR WORK ON THIS.

TRUSTEE CARREÓN. THANK YOU, PRESIDENT HENRY.

I TOO WILL BE SUPPORTING THIS, AND I WANT TO THANK THE ADMINISTRATION FOR BRINGING THIS FORWARD.

I DO HAVE JUST AND I'M ALSO HAPPY TO HEAR THAT THERE WILL BE A TEAM FULL OF PEOPLE THAT WILL BE TRAINED TO ADMINISTER THIS.

I JUST WANT TO ASK MAYBE THE SUPERINTENDENT.

YOU MENTIONED THE MULTIPLE WAYS WE'RE ADDRESSING THIS ISSUE.

CAN YOU SPEAK TO SOME OF THOSE WAYS? YES. AND I'M GLAD THAT DEPUTY CHIEF CHRISTIAN IS HERE SO SHE CAN ADDRESS THE ACTUAL MOVING PARTS.

WE'RE GOING WE'VE ACTUALLY SHE HAS CONVENED A TASK FORCE TOGETHER.

WE'LL BE CONDUCTING SOME COMMUNITY MEETINGS, GATHERING STUDENT VOICE, PROVIDING INFORMATION TO PARENTS.

SHERRY, CAN YOU SPEAK A LITTLE MORE TO THAT, PLEASE? YES. SO LIKE DR.

ELIZALDE SAID, SHE ASKED US TO PUT TOGETHER A TASK FORCE TO ADDRESS THE FENTANYL ISSUE AND TRAINING AROUND THAT.

SO WE'VE GOT SEVERAL THINGS THAT WE'RE WORKING ON.

ONE IS TRAINING FOR ALL CAMPUS STAFF ON FENTANYL AWARENESS, AND SO THAT WILL BE COMING UP AT THE END OF MARCH.

[00:10:04]

THE OTHER PIECE THAT WE'RE WORKING ON IS A TRAVELING TEAM THAT WE WILL BE ABLE TO GO OUT AND PRESENT TO PARENTS.

SO WE'LL HAVE MULTIPLE PARENT FORUMS AND MEETINGS WHERE PARENTS WILL GET THE INFORMATION.

WE'RE ALSO HAVING A BIG EVENT FOR PARENTS THAT WE'RE WORKING WITH SEVERAL COMMUNITY MEMBERS AND DIFFERENT INDIVIDUALS TO PUT THAT TOGETHER WHERE IT WILL BE A HALF DAY FORUM WHERE PARENTS WILL COME IN AND GO TO A SESSION AND GET BROAD INFORMATION AND THEN THERE'LL BE BREAKOUT SESSIONS FOR PARENTS TO GET ADDITIONAL INFORMATION.

WE'RE ALSO GOING TO HAVE TWO DAYS WHERE ALL ALL SCIENCE AND HEALTH TEACHERS WILL PRESENT A LESSON ON FENTANYL.

AND WE'RE COMING UP WITH WHAT DAYS THAT WILL BE.

SO IT'LL BE TWO SET ASIDE DAYS, AND IN EVERY SCIENCE CLASS AND HEALTH CLASS, THEY'LL BE DOING A LESSON ON FENTANYL.

I'M TRYING TO THINK, DID I MISS ANYTHING? SO PARENT TRAINING. OH, WE'RE GOING TO HAVE WELL, THAT WAS A STUDENT STUDENT SESSION, PARENT SESSIONS, TEACHER SESSIONS.

SO JUST ANYTHING THAT WE CAN GET OUT.

WE'RE DOING A SOCIAL MEDIA CAMPAIGN AROUND FENTANYL.

SO WE WILL BE FLOODING, FLOODING THE AIRWAYS ON FENTANYL AWARENESS.

AND I WOULD LIKE TO ALSO SHOUT OUT TO THE DALLAS POLICE DEPARTMENT, THE SHERIFF'S DEPARTMENT, PARKLAND AND THE COUNTY.

SHERRY'S BEEN IN CONTACT WITH DOCTORS AND FROM EACH OF THOSE ENTITIES AND THE DEPARTMENTS THAT HAVE BEEN HELPING US WITH WHAT ARE THE DATA TELLING US? LIKE, IF WE'RE GOING TO START WITH MEETINGS, WHERE DO WE START? WHAT IS THE COMMUNITY DATA REFERENCE SO THAT WE CAN ENSURE THAT WE'RE GETTING TO WHERE WE'RE NEEDED THE MOST FIRST.

AND THAT'S SO WE'RE USING DATA TO DRIVE THOSE DECISIONS.

THANK YOU. JUST A QUICK FOLLOW UP AROUND THE COMMUNITY AND KIND OF PARENT MEETINGS.

I KNOW SOME OF THESE HAVE ALREADY HAPPENED.

I THINK CAN ONE EXPECT ONE TO HAPPEN OR COUPLE TO HAPPEN AT EVERY HIGH SCHOOL? SO WE'RE GOING TO BE DOING THEM THROUGH REGIONS.

SO THE FIRST ONE WILL BE THE REGION THAT ENCOMPASSES ADAMSON, SUNSET, MOLINA, PINKSTON, AND SO THEN THEY'LL BE FOLLOWING FOR THE BIG EVENTS, THEY'LL BE THROUGH REGIONS. BUT THEN WE'RE ALSO HAVING A WAY FOR PRINCIPALS TO REACH OUT IF THEY'RE HAVING SOMETHING ON THEIR CAMPUS ALREADY FOR PARENTS, THEN WE CAN COME IN AND DO THOSE SESSIONS THERE AS WELL.

SO THERE'LL BE MULTIPLE WAYS FOR PARENTS TO BE INVOLVED IN GETTING THE SESSIONS.

AND THE PRINCIPAL WILL REACH OUT TO YOU AS THE POINT PERSON? YES. SO THERE'S A FORM THAT'S GOING OUT WHERE THEY REQUEST SOMEONE TO COME OUT.

AND SO PRINCIPALS, ALL PRINCIPALS WILL HAVE ACCESS TO THAT FORM THEY'LL DO THE REQUEST.

AND RIGHT NOW I HAVE THAT GOING THROUGH OUR MENTAL HEALTH SERVICES DEPARTMENT, DR.

TRACEY BROWN, BECAUSE SHE HAS A DRUG SPECIALIST IN HER DEPARTMENT THAT WORKS ON MATTERS SUCH AS THIS.

OKAY. THANK YOU.

THANK YOU, TRUSTEE CARREÓN. ANY OTHER QUESTIONS? ALL RIGHT, THAT'LL DO IT FOR 11 C.

[6. VISION/PROGRESS MONITORING]

ELIZALDE. THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD.

I'LL ASK OUR TEAM TO COME FORWARD.

THIS WILL BE A PRESENTATION BY CHIEFS HUITT-POWELL AND CHIEF TREJO.

AND WE HAVE AS YOU SEE, AND MANY OF YOU MAY HAVE ALREADY TAKEN A GLANCE AT SOME OF THE DATA.

THERE ARE SOME AREAS THAT OUR TEAM IS GOING TO BE ABLE TO POINT OUT UTILIZING AGAIN, WHETHER WE'RE ON TRACK OR NOT, WE'RE GOING TO BEGIN TO SEE SOME BRIGHT SPOTS AND THEN SOME AREAS THAT WE KNOW WE NEED TO TWEAK, MAKE SOME ADJUSTMENTS.

AND SO WE ARE THANKFUL FOR THE OPPORTUNITY TO PRESENT TO YOU WHERE WE ARE.

GOOD MORNING, PRESIDENT HENRY, TRUSTEES AND OUR SUPERINTENDENT ELIZALDE.

IF WE GO BACK TO THE SUMMARY SLIDE, IS THAT OKAY? OH, OKAY. PERFECT.

OKAY. SO JUST AS A QUICK REMINDER, I'M JUST GOING TO REORIENT US TO THE PRESENTATION BECAUSE WE HAVE MADE CHANGES AS WE'VE PRESENTED THROUGHOUT THE YEAR.

ONE OF THE CHANGES THAT WE'VE MADE IS BY ADDING THE ON TRACK TRACKER.

AND SO YOU WILL SEE THAT THROUGHOUT THE SLIDES.

WE'VE ALSO HEARD THE ADMINISTRATION AND ADDED THE OUTCOME GOAL LANGUAGE TO EACH OF THE SLIDES SO THAT WE CAN REORIENT OURSELVES AS WE TALK ABOUT THOSE GOAL PROGRESS MEASURES. AND FINALLY, JUST AS A QUICK REMINDER, SOME OF THE GOAL PROGRESS MEASURES THAT WE'RE GOING TO SHARE TODAY ARE END OF YEAR GOALS OR END OF YEAR TARGETS AND SOME OF THEM ARE MIDDLE OF THE YEAR TARGETS.

AND SO YOU'LL SEE US REFERENCE MIDDLE OF THE YEAR, END OF YEAR TARGETS.

AND SO FOR THIS PARTICULAR REPORT, ONE OF THE THINGS THAT WE WANTED TO SHARE WITH YOU IS THAT FOR GOAL 2 READING GOAL PROGRESS MEASURES, WE CAN SEE

[00:15:07]

AND WE KNOW THAT THAT ONE TENTH WE'VE ACTUALLY DRILLED DOWN INTO THE DATA IS ACTUALLY REPRESENTATIVE OF ONLY TEN CHILDREN IN DALLAS ISD.

SO TEN OF OUR THIRD GRADE KIDS.

AND THEN WE WOULD HAVE MADE OUR TARGET IF WE HAD BEEN ABLE TO CAPTURE THEIR SUCCESS.

OUR 2ND GRADE MAINTAINED PERFORMANCE FOR OUR AFRICAN-AMERICAN STUDENTS AND OUR FIRST GRADE SAW LESS LOSS AT MIDDLE OF THE YEAR THIS YEAR FOR OUR AFRICAN-AMERICAN STUDENTS.

AND WE WOULD ALSO MENTION THAT THEY STARTED AT A HIGHER RATE AND SAW LESS LOSS.

AND SO WE'LL TALK MORE ABOUT THAT LATER ON.

IN GOAL THREE FOR MATHEMATICS, OUR GPMS IN THIRD GRADE INCREASED BY FIVE POINTS FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR DATA.

BUT WE DID NOT MEET OUR TARGET, OUR MIDDLE OF THE YEAR TARGET.

AND IN SECOND GRADE AGAIN WE SAW A HIGHER RATE OF BEGINNING AND INCREASE, BUT WE SAW LESS LOSS FOR OUR MIDDLE OF THE YEAR DATA FOR OUR AFRICAN-AMERICAN STUDENTS.

AND IN 1ST GRADE WE SAW GREATER LOSS THAN LAST YEAR FOR OUR MIDDLE OF THE YEAR PERFORMANCE FOR OUR AFRICAN-AMERICAN STUDENTS.

NEXT SLIDE, PLEASE.

OKAY. AND SO AGAIN, OUR STUDENT OUTCOME GOAL FOR GOAL 2 IS STUDENT ACHIEVEMENT ON THE 3RD GRADE STATE ASSESSMENT IN READING AT THE MEETS PERFORMANCE LEVEL OR ABOVE WILL INCREASE FROM 40.2% TO 56% BY JUNE 2025.

THIS PARTICULAR GOAL PROGRESS MEASURE FOCUSES ON THIRD GRADE READING.

AND OUR TARGET WAS TO MOVE FROM 31.8 TO 42% BY MIDDLE OF THE YEAR IN 24, 25.

SO FOR THIS PARTICULAR TARGET, WE AGAIN, OUR ACTUAL WAS 31.

AND OUR I'M SORRY, OUR TARGET WAS 31 AND OUR ACTUAL WAS 30.9.

AND SO OUR ON TRACK INDICATOR HAS THIS AS PROGRESSING BECAUSE WE DID NOT MEET THIS MIDDLE OF THE YEAR TARGET.

IF YOU GO DOWN TO THE DISAGGREGATED DATA BY STUDENT GROUP, THEN YOU'LL SEE THAT JUST ABOUT AND ALMOST ALL STUDENT GROUPS THAT WE SAW INCREASES ON PERFORMANCE.

LET ME INTERRUPT YOU JUST FOR A SECOND.

I'M GETTING A TEXT THAT THEY'RE HAVING A HARD TIME HEARING YOU ONLINE.

OH SORRY. SO IF YOU CAN MOVE YOUR MIC JUST A LITTLE BIT CLOSER TO YOU SO THAT THOSE THAT ARE FOLLOWING US.

THANK YOU. OKAY.

THANK YOU. AS WE MOVE ON TO GOAL PROGRESS MEASURE 2.2.

THIS REPRESENTS OUR SECOND GRADE AFRICAN AMERICAN STUDENTS ON THE READING ASSESSMENT FOR END OF YEAR.

IN THIS CASE, WE WERE WE HAVE A TARGET OF 30%.

AND YOU'LL NOTICE THERE'S A BLANK IN THERE BECAUSE THIS IS AN END OF YEAR TARGET.

BUT WE WANTED TO PRESENT THE MIDDLE OF YEAR TRAJECTORY FOR YOU.

SO IN THIS CASE, WE HAVE A LOT OF DATA ON THIS SLIDE.

SO I WANT TO GIVE YOU AN OVERVIEW OF WHAT'S HAPPENING.

ON THE RIGHT HAND SIDE WITH THE BAR GRAPH.

YOU WILL SEE THE THREE BARS THAT REPRESENT BEGINNING OF YEAR.

ON THE FAR LEFT, WHICH IS KIND OF THE LIGHT GREEN, THE MIDDLE OF YEAR AND KIND OF THE TEAL COLOR AND THE END OF YEAR FROM LAST YEAR, 21, 22 IN THE BLUE.

YOU CAN SEE WE HAD A SEVEN PERCENTAGE POINT LOSS FROM BEGINNING TO MIDDLE, 28 TO 21.

AND THEN COMPARED TO THIS YEAR, WE ARE AT 28% BUT SAW NO LOSS.

SO THIS DOES REPRESENT LESS LOSS THAN WHAT WE HAVE SEEN IN THE PAST, WHICH IS PART OF OUR GOAL IS TO CHANGE THAT TRAJECTORY FOR OUR AFRICAN AMERICAN STUDENTS AND BEGIN TO ACCELERATE THEIR GROWTH.

WE ARE CALLING THIS ON TRACK BECAUSE WE FEEL THAT WE ARE GOING TO BE ABLE TO MEET OUR END OF YEAR TARGET OF 30% FOR THE 22-23 SCHOOL YEAR.

SO FOR GROWTH, THIS IS WE FEEL LIKE WE ARE MOVING IN THE RIGHT DIRECTION.

I DO WANT TO POINT OUT THE TABLE TO THE FAR RIGHT.

SO NOT ONLY ARE WE FOCUSING ON GROWTH, BUT WE'RE ALSO FOCUSING ON CLOSING ACHIEVEMENT GAPS.

THIS IS A POSITIVE STORY IN THAT WHEN COMPARING OUR AFRICAN AMERICAN STUDENT GROWTH TO OUR ALL STUDENT GROUP, YOU CAN SEE FOR 21-22, WE HAD A 20 POINT DIFFERENTIAL, FOR 22-23, WE HAVE A 15 POINT DIFFERENTIAL.

OUR AFRICAN AMERICAN STUDENT CHANGE WAS SEVEN PERCENTAGE POINTS COMPARED TO THE ALL STUDENTS AT TWO, WHICH REPRESENTS A 25% ACCELERATION RATE FOR OUR AFRICAN AMERICAN STUDENTS, WHICH IS ABSOLUTELY THE DIRECTION THAT WE WANT TO GO IN AND CONTINUE TO WORK HARD TO INCREASE THAT SO THAT WE CAN GET TO COMMENSURATE LEVELS FOR ALL OF OUR STUDENTS.

IN THIS SLIDE, ALSO IN READING FOR FIRST GRADE AFRICAN AMERICAN STUDENTS, AGAIN, THIS IS AN END OF YEAR TARGET.

WE'RE PROVIDING THE UPDATE AT THE MIDDLE OF YEAR TRAJECTORY.

YOU CAN SEE IN 21-22, WE HAD AN EIGHT PERCENTAGE POINT LOSS FROM 29 TO 21.

IN 22, 23, WE ACTUALLY STARTED AT A HIGHER POINT AT 32 AND DROPPED TO 26.

[00:20:04]

BUT WHEN YOU COMPARE MIDDLE OF YEAR TO MIDDLE OF YEAR, WE ARE ACTUALLY IN A BETTER PLACE THAN WE WERE IN 21-22.

WHEN YOU LOOK AT 21% AS COMPARED TO 26%, WE ARE CONSIDERING THIS PROGRESSING AS WE DO FEEL LIKE WE'LL BE ABLE TO HIT OUR END OF YEAR TARGET OF 21% FOR GROWTH.

AGAIN, THE BOX ON THE FAR RIGHT SIDE REPRESENTS THE CHANGE IN GAP CLOSURE.

AND IN THIS CASE, FOR OUR FIRST GRADERS, WE ARE NOT SEEING THE SAME TYPE OF ACCELERATION, HOWEVER, A SIMILAR ACCELERATION RATE.

SO THIS IS AN AREA THAT WE WANT TO WORK ON IN THE FUTURE.

SO FOR STUDENT OUTCOME GOAL 3, IT STATES THAT STUDENT ACHIEVEMENT ON THIRD GRADE STATE ASSESSMENTS IN MATHEMATICS AT MEETS PERFORMANCE LEVEL OR ABOVE WILL INCREASE FROM 42.3% TO 56% BY JUNE 2025.

FOR THIS PARTICULAR GOAL PROGRESS MEASURE, WE'RE FOCUSED ON THIRD GRADE MATHEMATICS, AND WE WANTED OUR TARGET TO INCREASE FROM 23.9% TO 42% BY MIDDLE OF THE YEAR AS INDICATED ON MAP PERFORMANCE.

FOR THIS PARTICULAR YEAR OUR TARGET WAS 32 AND OUR ACTUAL WAS A 27.4.

SO REMEMBER, THIS IS A MIDDLE OF THE YEAR TARGET AND WE HAVE INCREASED BY FIVE POINTS SINCE THE BEGINNING OF THE SCHOOL YEAR.

WHAT WE CAN SEE IS THAT WHILE WE DIDN'T HAVE QUITE THE SUCCESS FOR MOST OF OUR STUDENT GROUPS AS WHEN LOOKING AT THE DISAGGREGATED DATA, WE CAN SEE THAT WE DID HAVE AN INCREASE IN PERFORMANCE FOR OUR SPECIAL EDUCATION STUDENTS AND OUR AFRICAN AMERICAN STUDENTS.

WHEN WE MOVE INTO OUR GOAL PROGRESS MEASURES 3.2, WHICH FOCUSES ON THE STUDENT GROUP OF AFRICAN AMERICAN ONCE AGAIN IN MATHEMATICS FOR AN END OF YEAR TARGET ON MAP.

NOTICE THAT WE HAVE A BLANK FOR THE ACTUAL BECAUSE WE ARE AT THE MIDDLE OF THE YEAR POSITION.

OUR GOAL IS 25 FOR THE END OF THE YEAR.

THESE DATA ARE PRESENTED IN A SIMILAR FASHION AND THE SECOND GRADERS LAST YEAR SHOWED MORE OF A DOWNWARD TRAJECTORY FROM BEGINNING OF YEAR TO END OF YEAR WITH A THREE POINT DROP FROM 23 TO 20 IN 21-22.

THIS YEAR YOU CAN SEE WE EXPERIENCED LESS LOSS, TWO PERCENTAGE POINT LOSS.

WE ALSO STARTED AT A HIGHER PLACE FOR BEGINNING OF YEAR AND OUR MIDDLE OF YEAR DATA REPRESENT HIGHER SCORES FOR OUR STUDENTS AT 24%.

WE DO FEEL LIKE WE'RE PROGRESSING IN THIS AREA AND WE'LL BE ABLE TO MEET OUR TARGET OF 25% BY THE END OF THE SCHOOL YEAR.

NOTICE AGAIN IN THE CHART TO THE FAR RIGHT, WE ARE MAKING GAINS TOWARDS CLOSING THE GAP BETWEEN THE AFRICAN AMERICAN STUDENT POPULATION IN SECOND GRADE AND THE ALL STUDENT POPULATION.

WE'VE REDUCED THAT GAP FROM 12% IN 21, 22 TO 10%, WITH THE AFRICAN AMERICAN STUDENTS HAVING A FOUR PERCENTAGE POINT GAIN OVER A TWO PERCENTAGE POINT GAIN FOR THE ALL STUDENT GROUP.

THAT IS A 20% ACCELERATION RATE, WHICH IS A PROMISING TRAJECTORY FOR US THAT WE WILL CONTINUE TO WORK TOWARDS.

HERE WE HAVE THE FIRST GRADE AFRICAN AMERICAN MATHEMATICS END OF YEAR TARGET GPM 3.3.

AGAIN, THE ACTUAL IS BLANK.

OUR TARGET FOR THIS YEAR IS 29%.

IN THE 21-22 SCORES, WE SAW A DROP OF 4%.

AND AS MENTIONED BY CHIEF HUITT EARLIER, WE SAW A GREATER LOSS THIS YEAR FROM BEGINNING OF YEAR TO MIDDLE OF YEAR.

HOWEVER, IT IS IMPORTANT TO NOTE THAT OUR MIDDLE OF YEAR SCORES ARE STILL HIGHER THAN OUR MIDDLE OF YEAR SCORES FROM LAST YEAR.

SO WE ARE GOING TO BE WORKING ON CHANGING THAT TRAJECTORY OF THE DECLINE AND INCREASING OUR GROWTH FOR OUR AFRICAN AMERICAN STUDENTS IN FIRST GRADE. ON THE FAR RIGHT, YOU SEE THAT THE CHANGE IN GROWTH WAS SIMILAR BETWEEN OUR FIRST GRADE AFRICAN AMERICAN STUDENTS AND THE ALL STUDENTS GROUP.

AND SO NORMALLY WHAT WE DO IS WE TAKE YOU THROUGH OUR STRATEGIC INPUTS, OUTPUTS TO DATES AND OUR STRATEGIC ADJUSTMENTS FOR THE SCHOOL YEAR.

AND I THINK IT IS A VERY HIGH LEVEL AND SUMMARY OF BOTH OF OUR STRATEGIC STRATEGIC ADJUSTMENT SLIDES.

HERE'S WHAT WE SHOULD PROBABLY NOTE.

WE PLACED A VERY HEAVY EMPHASIS ON PROFESSIONAL DEVELOPMENT FOR TEACHERS IN 21-22, AND SPECIFICALLY WITH OUR THREE READING ACADEMIES.

WE ALSO PLACED A HEAVY EMPHASIS ON OUR CURRICULUM INPUTS, AND THOSE CURRICULUM INPUTS WERE AROUND CLOSING THOSE GAPS FOR STUDENTS SPECIFICALLY WITHIN OUR ACCELERATED LESSONS.

AND THE OTHER THING THAT WE REALLY, STARTED TO LOOK AT IN 21-22 WAS THIS IDEA OF THE INTERVENTIONS THAT ARE PROVIDING DIRECT SUPPORTS FOR STUDENTS.

IN 22-23 WHAT WE CAN SEE THAT WE'VE DONE WITH OUR ADJUSTMENTS IS THAT WE SAID, OKAY, WE SEE QUALITY WORK WITH THE INTERVENTIONISTS.

[00:25:08]

WE ALSO REWORKED MANY OF OUR EARLY LEARNING SPECIALISTS AND OTHER CENTRAL STAFF SUPPORT TO PROVIDE AGAIN, THAT DIRECT SUPPORT TO STUDENTS IN LEARNING.

AND THEN WITH OUR CURRICULUM, WE'VE BEGUN TO ADDRESS THE CURRICULUM AND OUR PROFESSIONAL DEVELOPMENT THERE, FOCUSING ON A MORE RIGOROUS CURRICULUM AND ALSO ADJUSTING THE PROFESSIONAL DEVELOPMENT.

SO HERE'S WHAT WE'VE NOTED WHEN WE'VE GONE OUT TO CAMPUSES AND WE'LL USE MATHEMATICS, FOR EXAMPLE.

AND SO WE TALKED ABOUT HOW MATHEMATICS NEEDS TO INCREASE ACROSS THE BOARD, NOT JUST IN THIS PARTICULAR OUTCOME GOAL, BUT WE KNOW THAT BEFORE THE PANDEMIC, EVERYONE WAS USED TO TEACHING STUDENTS IN PERSON AND THEY UNDERSTOOD HOW TO MOVE FROM SORT OF THE CONCRETE TO THE SEMI-ABSTRACT TO THE ABSTRACT.

AND WHEN WE WENT TO THE PANDEMIC, WE FOCUSED A LOT ON TEACHING TEACHERS HOW TO UTILIZE THE SCREEN TO SUPPORT STUDENTS AND TO PROVIDE INSTRUCTION TO STUDENTS.

AND NOW COMING OUT OF THE PANDEMIC AND TRANSITIONING BACK TO FACE TO FACE WITH STUDENTS, WE'RE REALIZING THAT WE HAVE TO GO BACK TO TEACHING TEACHERS HOW TO GO FROM CONCRETE TO SEMI-ABSTRACT TO ABSTRACT KNOWLEDGE AND THEN EVEN BACK TO THE SCREEN.

AND SO TAKING THEM THROUGH THAT METHODOLOGY HAS BEEN THE FOCUS OF THE PROFESSIONAL DEVELOPMENT THAT WE'RE BEGINNING TO GIVE THIS YEAR AND THAT WE WILL DEFINITELY SEE EXPANDED GOING INTO THE NEXT SCHOOL YEAR.

AT THIS TIME THAT CONCLUDES OUR REPORT.

WE'D BE HAPPY TO TAKE ANY QUESTIONS.

THANK YOU, TRUSTEE MACKEY.

OH, THANK YOU.

IT'S LIKE, YOU'RE WELCOME. [LAUGHTER] THANK YOU ALL FOR THIS REPORT.

I DO JUST WANT TO LEVEL SET ALSO, BECAUSE SOMETIMES THIS DATA IS PRETTY CONFUSING BECAUSE THERE'S A LOT OF DIFFERENT THINGS GOING ON, ESPECIALLY WITH MAP.

SO NUMBER ONE, THE CHARTS.

SO LET'S GO TO SLIDE FOUR.

THE CHARTS THAT WE SEE HERE ARE MAPPING THE PERCENTAGE OF KIDS ON GRADE LEVEL AS MEASURED BY MAP, RIGHT? THAT'S CORRECT. AND THE INTERESTING THING TO NOTE ABOUT MAP IS THAT THE BEGINNING OF THE YEAR TEST IS DIFFERENT THAN THE MIDDLE OF THE YEAR TEST BECAUSE A KID WHO MIGHT BE ON LEVEL AT THE BEGINNING OF THE YEAR, THEY GOT X NUMBER OF QUESTIONS RIGHT , THEY ACTUALLY HAVE TO GET MORE QUESTIONS RIGHT NOW TO BE CONSIDERED ON LEVEL.

RIGHT? THAT IS CORRECT.

SO REALLY, LIKE, YOU KNOW, I APPRECIATE THE CONVERSATION ABOUT THE DROPS AND WE DEFINITELY NEED TO KEEP AN EYE ON THAT.

BUT THE ONLY APPLES TO APPLES COMPARISON WE CAN REALLY PULL IS LOOKING AT MIDDLE OF THE YEAR LAST YEAR TO MIDDLE OF THE YEAR THIS YEAR.

IS THAT AN ACCURATE STATEMENT? YES, SIR. THAT WOULD BE ACCURATE.

I MIGHT ADD ONE OTHER PIECE THAT REALLY PRESIDENT HENRY HAD ASKED ME ABOUT EARLIER AND THAT I'VE ASKED THE TEAM ABOUT, AND WE HAVEN'T PUT IT ON HERE AND YOU'VE ASKED ABOUT IT IN OTHER DATA SETS AS WELL, WHICH IS ALSO LOOKING AT THIS SAME GROUP OF STUDENTS AND HOW THEY DID EVEN MIDDLE OF YEAR, OF COURSE, TO DO APPLES TO APPLES WHEN THEY WERE IN THE PREVIOUS YEAR.

AND SO, AS YOU ALL HAVE BEEN AS A TEAM STARTED DISCUSSING, YOU STARTED TO ASK QUESTIONS.

I THINK WE'RE GOING TO LOOK TO SEE HOW WE CAN DO A BOTH AND TO EVEN DEMONSTRATE THAT AS WELL.

YEAH, I MEAN, SO WHEN I LOOK AT SLIDE FOUR THOUGH, LIKE THIS IS, YOU KNOW, WE'RE NOT QUITE AT OUR VERY RIGOROUS GOAL OF 30% YET, WHICH IS WHAT OUR TARGET IS FOR THE END OF THE YEAR. BUT THIS SHOWS SOME VERY STRONG GROWTH LIKE IT SHOWS THAT WHAT WE'VE BEEN DOING IN READING, ESPECIALLY TILTING INTERVENTIONISTS AND READING ACADEMIES, ETCETERA, I MEAN, THAT'S A SEVEN PERCENTAGE POINT GROWTH, WHEREAS THE REST OF OUR DISTRICT HAS ONLY MOVED 2%.

AND LIKE SO THAT'S REALLY POWERFUL.

AND SO I WANT TO APPLAUD YOU AND THE TEAM FOR YOUR WORK THERE.

AND I THINK WE SEE THAT GENERALLY EVERYWHERE AS MIDDLE OF THE YEAR IS HIGHER THIS YEAR THAN IT WAS LAST YEAR FOR MIDDLE OF THE YEAR.

IS THAT RIGHT? THAT'S CORRECT. OKAY.

SO CONGRATULATIONS.

I'M EXCITED ABOUT THE GROWTH WE'VE SEEN IN THE READING, WHICH WE KNOW IS ABSOLUTELY CRITICAL.

AND YOU'VE BEEN VERY SPECIFIC ABOUT A LOT OF THE THINGS WE HAVE DONE THERE.

I JUST HAVE A COUPLE MORE QUESTIONS, BECAUSE WHEN WE GO TO THE MATH SLIDE ON TEN, OBVIOUSLY THIS IS THE AREA THAT WAS HIT NATIONWIDE THE HARDEST.

IT WAS HIT IN DALLAS, THE HARDEST COMING BACK FROM THE PANDEMIC, ESPECIALLY IN EARLY GRADES.

CAN YOU PROVIDE WE TALK LIKE KIND OF BROAD PICTURE ABOUT, YOU KNOW, MORE PROFESSIONAL DEVELOPMENT ET CETERA.

ARE THERE ANY OTHER SPECIFIC INTENTIONAL SUPPORTS? LIKE I CAN SEE WE'VE INVESTED MORE DEEPLY IN READING.

SOME OF THAT IS STATE MANDATED WITH READING ACADEMY, BUT WE HAVE RUN IT AND GONE FAR BEYOND IT.

WE'VE DONE READING INTERVENTIONISTS AND THAT SEEMS TO BE WORKING.

ARE THERE ANY KINDS OF THINGS LIKE THAT IN MATH THAT WE ARE DOING ABOVE AND BEYOND AND NOW LIKE TURNING OUR ATTENTION TO, TO REALLY GET THERE? IT LOOKS LIKE IT COULD BE THAT BOTTOM RIGHT BULLET POINT ABOUT ADDITIONAL SUPPORT.

I'M NOT SURE WHAT THAT MEANS. LIKE IF YOU CAN PROVIDE SOME OF THOSE DETAILS ON HOW WE'RE DOING THIS.

SURE, YEAH. YOU WANT TO GO FIRST? YEAH, WE PROBABLY HAVE TO TAG TEAM THIS ANSWER.

BUT MORE SPECIFICALLY, I THINK ONE THING THAT WE'VE SEEN AND I'M GOING TO JUST KIND OF STAMP THAT IS THE PROFESSIONAL DEVELOPMENT THAT WE WERE OFFERING PREVIOUSLY IN MATH

[00:30:08]

RIGHT? WHERE IN READING YOU HAVE THIS SKILL SET THAT YOU LEARN AND THEN THE TEXT JUST BECOMES MORE COMPLEX.

IN MATHEMATICS, IT'S A BUILDING OF CONCEPTS AND YOU NEED A BUILDING BLOCK YEAR AFTER YEAR AFTER YEAR.

SO WHILE WE HAVE TO KEEP WORKING ON CLOSING THOSE CONCEPTUAL GAPS FOR OUR STUDENTS, WHAT WE ALSO REALIZE IS THAT THE PROFESSIONAL DEVELOPMENT THAT MAYBE WE OFFERED OUR MATH TEACHERS WAS NOT THE PROFESSIONAL DEVELOPMENT THAT THEY NEEDED.

SO IT REALLY IS GETTING THEM IN FRONT OF THE CHILDREN AND RETEACHING THEM HOW TO GO FROM THAT CONCRETE TO ABSTRACT AND THEN BACK TO SCREENS.

SO RIGHT NOW, WHAT WE'RE SEEING IN MATH CLASSROOMS IS THAT THEY'RE RELYING HEAVILY ON SCREEN, BUT CHILDREN ARE STANDING IN FRONT OF THEM AND THAT IS ON US.

AND KIND OF MAYBE A MISSED OPPORTUNITY TO PROVIDE PROFESSIONAL DEVELOPMENT THAT WOULD MAKE THE STUDENT OUTCOMES MORE SUCCESSFUL.

SO THAT IS ONE THING THAT WE ARE DEFINITELY WORKING ON AND WE ARE LOOKING AT THE INTERVENTIONISTS AND THE TEACHERS AS AN OPPORTUNITY TO WORK WITH OUR MOST STRUGGLING STUDENTS SO THAT THEY HAVE THE BEST INSTRUCTORS IN FRONT OF THEM.

YEAH, THANK YOU FOR THAT. CAN YOU TALK I GUESS THAT KIND OF HITS ON STUDENT GROUPING AND SKILL DEVELOPMENT.

WHAT ARE YOU DOING IN REGARDS TO LIKE STUDENT GROUPING OR HOW WE'RE BEING STRATEGIC? SURE. WE ARE WORKING TO PROVIDE WIDE SCALE TRAINING ON THE UTILIZATION OF MAP DATA FOR THE PURPOSES OF UNDERSTANDING HOW TO GROUP STUDENTS BASED ON THE SKILLS THAT THEY NEED.

SO MAP PROVIDES A DIAGNOSTIC THAT TELLS US EXACTLY WHAT THE STRENGTHS OF THE STUDENTS ARE AND WHAT THEIR WEAKNESSES ARE.

AND IF TEACHERS ARE UTILIZING THAT DATA TO CREATE SMALL GROUPS WITH STUDENTS WHO HAVE LIKE NEEDS, THEN WE CAN REALLY HONE IN ON SKILL DEVELOPMENT FOR THOSE PARTICULAR GAPS THAT HAVE OCCURRED OVER UNFINISHED INSTRUCTION IN PREVIOUS YEARS OR OPPORTUNITIES FOR US TO UTILIZE THAT PROFESSIONAL LEARNING IN A REALLY MEANINGFUL WAY.

AND I WOULD JUST. I'M SORRY.

GO AHEAD. NO, I WAS JUST GOING TO SAY AND I WOULD ADD THAT FOR THE WORK WITH THE PRINCIPALS, JUST LOOKING FORWARD, WHAT WE'RE LOOKING AT IS A VERY STRATEGIC WAY OF AND I THINK WE ALLUDED TO THIS PREVIOUSLY, ENSURING THAT BASED ON MAP DATA, THOSE STUDENTS WHO ARE MOST STRUGGLING ARE WITH STUDENTS, WITH TEACHERS THAT NEED THEM AND THAT THEY'RE WORKING WITH INTERVENTIONISTS.

AND WE'RE LOOKING AT THE STUDENTS BY BAND BY PERFORMANCE AND HOW WE WILL STRATEGICALLY PUT THEM INTO CLASSES NEXT YEAR.

I'M EXCITED TO HEAR THAT. I MEAN, I THINK THAT IS ONE OF THE MOST TRANSFORMATIONAL THINGS WE CAN DO IS REALLY STRATEGICALLY MATCH STUDENTS TO THE TEACHER WHO IS BEST SUITED TO MEET THEIR NEEDS AND BE STRATEGIC ABOUT THAT, BECAUSE WE KNOW GENERALLY, YOU KNOW, YOU GET THE RANDOM GET AND THEN IF PARENTS HAVE THE MEANS AND ACCESS TO COMPLAIN OR CHANGE THE TEACHERS, IT HAPPENS MORE.

SO I'M THANKFUL THAT WE ARE LOOKING AT THAT.

AS YOU KIND OF ALLUDED TO THIS IDEA THAT, YOU KNOW, MAP DOES PROVIDE ALL THIS EXTRA DATA, RECOGNIZING THAT MAP IS STILL RELATIVELY NEW IN THE DISTRICT A YEAR AND A HALF, TWO YEARS.

NOW, WHERE WOULD YOU SAY WE ARE ON LIKE REALLY GETTING ACROSS THE BOARD SYSTEM WIDE TO LOOK AT THOSE REPORTS AND BE ABLE TO FEEL COMFORTABLE UTILIZING THEM EFFECTIVELY FROM LIKE A SCALE OF ZERO WE JUST STARTED.

IT'S NOT HAPPENING ANYWHERE TO LIKE TEN.

IT'S LIKE VERY SYSTEMATIC.

PEOPLE FEEL COMFORTABLE WITH IT, RECOGNIZING IT'S STILL RELATIVELY NEW.

OKAY, I'LL JUMP ON THAT ONE.

I THINK THAT'S A COMPLEX, ISSUE.

I DON'T KNOW THAT I CAN REALLY RANK IT ON THE SCALE 1 TO 2 YEARS IS NOT ENOUGH TIME TO REALLY INGRAIN THE USE OF THE OPPORTUNITIES WITHIN MAP IN A WAY THAT WE'D LIKE TO SEE. WE HAVE PROVIDED INITIAL TRAINING TO ALL TEACHING STAFF AND ALL LEADERSHIP STAFF, BUT ESSENTIALLY, AS YOU KNOW, AN OVERVIEW AND A POINTING OUT OF KEY REPORTS IS NOT NECESSARILY GOING IN AND SHOWING HOW DO I USE THIS REPORT IN A REALLY MEANINGFUL WAY IN THE CLASSROOM.

SO WE STILL WE'RE IN THOSE BEGINNING STAGES AND OUR INTENT IS TO MOVE MORE HEAVILY INTO THOSE OPPORTUNITIES IN THIS UPCOMING YEAR WITH SOME REALLY INTENSIVE TRAINING AROUND THE USE OF MAP IN A REALLY EFFECTIVE WAY.

AND THAT MAKES SENSE, ESPECIALLY WITH THE CONVERSATION AROUND LIKE MINIMIZING THE AMOUNT OF TESTING AND REALLY JUST FOCUSING ON USING THE TESTING WE DO WANT TO DO MORE EFFECTIVELY. IS THERE ANYTHING AND I KNOW YOU KNOW, I'LL SPEAK FOR MYSELF, BUT I'M SURE THIS BOARD FULLY AGREES LIKE THIS IS SOMETHING THAT WE STILL WANT TO SEE A LOT OF GROWTH IN. IT'S ONE OF THE HIGH PRIORITY AREAS.

IT'S ONE OF OUR GOALS. IS THERE ANYTHING THAT WE CAN EXPECT TO SEE AS WE GET OUR BUDGET ASSUMPTIONS TODAY? AND WE'LL EVENTUALLY BE TALKING ABOUT THE BUDGET GOING INTO NEXT YEAR THAT YOU ALL WOULD LIKE FOR THIS BOARD TO CONSIDER TO REALLY SUPPORT THE DOUBLING DOWN OF THE WORK WE NEED TO DO IN MATH SPECIFICALLY.

I WOULD SAY THAT YOU WILL SEE THAT THERE IS DEFINITELY A REFOCUSING OF OUR EFFORTS TO REPURPOSE ADULTS THAT HAVE TYPICALLY SERVED IN A CENTRAL CAPACITY, SUPPORTING MORE ADULTS TO SEEING MORE ADULTS THAT SUPPORT STUDENTS.

AND I THINK YOU WILL SEE THAT REFLECTED IN THE BUDGET.

I WILL ENTHUSIASTICALLY BE SUPPORTING THAT, AND I APPRECIATE Y'ALL'S WORK.

THANK YOU, PRESIDENT HENRY.

[00:35:01]

STILL.

TRUSTEE MACKEY TOOK ALL THE GOOD LINES, BUT I WOULD JUST EMPHASIZE ONE THING ABOUT THE CHARTS ON, I GUESS, PAGES SIX AND SEVEN AND ELSEWHERE THAT WHEN YOU FIRST LOOK AT THEM, YOU WONDER HOW YOU CAN CONCLUDE THAT WE'RE PROGRESSING WHEN THE NUMBERS AT THE BEGINNING OF THE YEAR ARE HIGHER THAN THE NUMBERS IN THE MIDDLE OF THE YEAR.

AND AS HE AS HE POINTED OUT THAT THE RELEVANT COMPARISON IS MIDDLE OF THE YEAR LAST YEAR TO MIDDLE OF THE YEAR THIS YEAR AND THAT'S WHERE THE PROGRESS IS. BUT I APPRECIATE THAT THAT CLARIFICATION BUT I THINK A LOT OF PEOPLE MIGHT LOOK AT THIS CHART FOR THE FIRST TIME, MIGHT HAVE THAT SAME IMPRESSION THAT WE'RE GOING DOWN INSTEAD OF ACTUALLY GOING UP.

BUT BUT THANK YOU.

THANK YOU TRUSTEE MICCICHE.

I HAVE A FEW QUESTIONS AND COMMENTS.

CAN WE GO BACK TO FOUR? WAIT NO. I'M SORRY, PAGE THREE.

SO I DON'T WANT TO LOSE THE OPPORTUNITY SINCE WE HAVE A GOOD GROUP OF STUDENTS HERE THAT HAS SOME REALLY GOOD QUESTIONS TO THE TRUSTEES THAT WERE HERE.

AGAIN, THANKS. TRUSTEE WHITE, MARSHALL, MICCICHE MACKEY STEPPED OUT FOR BEING HERE.

I KNOW YOU ASKED SOME QUESTIONS ABOUT EQUITY AND WHAT THAT LOOKS LIKE IN SCHOOL DISTRICTS.

SO NOT JUST PUBLIC AND PRIVATE, BUT I'M SORRY, YOU HAVE TO TURN AROUND TO SEE THE SLIDE.

WE'RE WORKING ON GETTING SOMETHING BACK HERE.

BUT I THINK DR. ELIZALDE IS WORKING ON GETTING ONE BACK THERE.

BUT IF YOU LOOK AT SO THESE ARE READING SCORES IN THE DISTRICT AND IT WOULD BE SIMILAR IN OTHER DISTRICTS.

SO PICK CHICAGO, HOUSTON OR WHATEVER THE AFRICAN-AMERICAN STUDENTS MEET, LET'S JUST SAY ON GRADE LEVEL FOR NOW, THAT'S 21% OF OUR BLACK STUDENTS ARE ON GRADE LEVEL AS OPPOSED IF YOU TAKE THE REST OF THE DISTRICT.

SO WHITE, ASIAN, LATINO, IT'S 41%.

THAT'S THE GAP THAT YOU SEE IN EDUCATION ACROSS THE COUNTRY.

AND IF DISTRICTS AREN'T INTENTIONAL ABOUT IT, THE GAP STAYS THIS WAY.

SO DR. ELIZALDE AND HER TEAM HAVE BEEN INTENTIONAL ABOUT THIS.

THE BOARD SUPPORTS THAT INTENTIONALITY.

AND IF YOU LOOK ON THAT, RIGHT.

WHERE IT SAYS STUDENTS.

MOY, MOY CHANGE.

JUST FOCUS ON THAT CHANGE COLUMN.

SO THE DISTRICT, AGAIN WE HAVE WORK TO DO.

SO THIS ISN'T, YOU KNOW, HOORAY.

WE'VE MET WHERE WE NEED TO BE.

BUT THE GROWTH FOR BLACK STUDENTS IN THE DISTRICT, THEY GREW BY 7%.

WELL, NOT SEVEN, 7%.

MORE BLACK STUDENTS IN THIS DISTRICT ARE NOW AT MEETS AS OPPOSED TO LAST YEAR THE SAME TIME ALL IS THE REST OF THE STUDENTS AND THAT'S 2%.

SO IF THE BLACK STUDENTS CONTINUE TO GROW AT 7% WHILE EVERYONE ELSE GROWS AT 2%, AT SOME POINT WE'RE GOING TO CLOSE THAT GAP WHERE ALL OF OUR STUDENTS ARE DELIVERED ON THE PROMISE THAT YOU ALL HAVE. SO IF YOU JUST LOOK AT NUMBERS, THAT'S WHAT THE OPPORTUNITY GAP LOOKS LIKE REALLY IN EDUCATION IN AMERICA.

SO THOSE QUESTIONS YOU ASKED THESE TRUSTEES EARLIER ABOUT, WHAT DOES EQUITY LOOK LIKE IN THE DISTRICT? HOW IS IT IMPACTED? THAT'S WHAT IT LOOKS LIKE DISTRICT WIDE.

SO WE HAVE WORK TO DO, BUT THIS IS BETTER THAN WHAT WE'VE SEEN BEFORE.

SO I JUST WANTED TO I KNOW IT'S A LOT OF NUMBERS UP THERE, BUT IN SOME BLACK STUDENTS AND LET MAKE THIS CLEAR, WE FOCUS ON BLACK STUDENTS BECAUSE WHAT WE TALKED ABOUT BEFORE, THE NUMBERS ARE CLEAR, BUT I'M PRETTY SURE IF I ASKED TREJO AS THE BLACK STUDENTS RISE, HOW DOES THAT IMPACT THE ALL NUMBER? YEAH. SO, YEAH.

SO WHEN OUR BLACK STUDENTS RISE, EVERYONE'S GOING TO RISE.

SO THERE IS NO TAKING AWAY FROM OTHER STUDENTS.

WE'RE IMPACTING THE STUDENTS WHO NEED IT THE MOST AND THAT'S GOING TO HELP THE DISTRICT IN ITS TOTALITY.

SO A LOT OF NUMBERS, A LOT OF SLIDES, BUT GIVING YOUR QUESTIONS EARLIER, THAT'S KIND OF WHAT IT LOOKS LIKE.

WE HOPE TO IMPROVE TO ONE DAY WE'RE NOT EVEN HAVING THESE CONVERSATIONS WHERE YOU LOOK IT UP THERE AND ALL IS THE SAME AS BLACK AND ALL IS THE SAME AS ASIAN AND ALL IS THE SAME AS LATINO. THERE'LL BE SOME EXTREMITIES ETCETERA.

BUT ON AVERAGE IT SHOULD BE, YOU KNOW, EQUAL OPPORTUNITY FOR ANY KID THAT ENTERS INTO THIS OR ANY URBAN DISTRICT, ANY DISTRICT, PERIOD.

SO MY QUESTIONS SPECIFICALLY.

THE SUSTAINABILITY OF THAT 7%.

WE WANT IT TO CONTINUE THAT WAY.

WHAT IS THE DISTRICT'S THOUGHTS ON CONTINUING TO GROW AT THAT POINT OR GROWING BEYOND THAT? HOW CAN THE BOARD SUPPORT THAT? HAVE WE THOUGHT ABOUT THAT? AND THE OTHER ONE, TOO? I MEAN, WE'RE AT 5% ON THE OTHER ONE.

HOW DO WE SUSTAIN THAT GROWTH? I'M THINKING OF LIKE LOSING WEIGHT.

IT'S EASY TO LOSE THE FIRST 2 OR 3 POUNDS.

DOES IT GET MORE DIFFICULT AS YOU GET CLOSER TO THE REST OF THE AVERAGE? YEAH, SURE. AND I THINK IT GOES BACK TO THE LEADERSHIP OF OUR SUPERINTENDENT HELPING US REALLY THINK STRATEGICALLY, NOT JUST ACROSS TEACHING AND LEARNING AND SCHOOL LEADERSHIP, BUT ACROSS OUR DEPARTMENT STRATEGIC INITIATIVES AND OTHER DEPARTMENTS.

WE'RE ALL WORKING REALLY CLOSELY TOGETHER TO THINK ABOUT HOW DO WE PUT MORE ADULTS THAT ARE HEAVILY TRAINED IN FRONT OF CHILDREN AND ENSURE THAT WE'RE REPURPOSING THE WORK THAT THEY DO TO SUPPORT CHILDREN TO MOVE THIS WORK AND TO ACCELERATE IT.

AND SO I THINK WHAT YOU SEE IN OUR SUSTAINABILITY MODEL IS STRATEGIC STAFFING.

[00:40:05]

THANK YOU.

TRUSTEE MACKEY LIKE MICCICHE SAY KNOCKED OUT NEARLY ALL OF THE QUESTIONS I HAD WRITTEN DOWN ARE THE ONES I WOULD EVEN THINK ABOUT.

WHAT ELSE DO I HAVE? WE TALKED ABOUT A MATRIX BEFORE.

I KNOW WE'RE DOING A LOT OF INTENTIONAL PROGRAMING TO MOVE KIDS.

I DON'T KNOW WHERE WE'RE AT ON THIS.

I DON'T NEED AN ANSWER RIGHT NOW. BUT I'M CURIOUS.

YOU KNOW, ALL THESE INTERVENTIONS THAT WE'VE USED IN THE PAST 2 OR 3 YEARS TO MOVE THESE NUMBERS, DO WE HAVE ANY I KNOW IT'S HARD TOO, BUT YOU KNOW WHAT KIND OF WORK HAVE WE DONE TO SEE WHAT WORKS? AND I'M ASSUMING THE STRATEGIC ADJUSTMENTS THAT WE'RE TAKING ARE THE ONES YOU ALL FEEL ARE MOST SIGNIFICANT.

I TRUST YOU ALL WITH THAT. BUT STILL BE CURIOUS IF WE HAVE.

I THINK THE OVERWHELMING DATA AND I DO KNOW DR.

LEAR IS ACTUALLY CREATING THAT MATRIX AND DOING SOME DEEPER ANALYSIS, BUT ON A HIGH LEVEL, IT REINFORCES WHAT THIS BOARD HAS ALREADY ALWAYS SUPPORTED, WHICH IS THE MOST EFFECTIVE TEACHERS BEING STRATEGICALLY PLACED AND HAVING THE MOST QUALITY TIME WITH THOSE STUDENTS.

WHEN WE DO OUTSIDE OF SCHOOL ACTIVITIES, THAT THOSE ARE DIRECTLY CONNECTED BUT DON'T LOOK THE SAME.

IT'S A DIFFERENT EXPERIENCE AND EXTENDS FROM WHAT THE CLASSROOM EXPERIENCE WAS.

THE PROFESSIONAL DEVELOPMENT, THE MORE SIMPLE, THE MORE IMPLEMENTATION WE ACTUALLY GET.

SO RATHER THAN MAKING IT MORE COMPLEX, ACTUALLY SIMPLIFYING THE SCIENCE AND WE'VE STARTED TALKING, IT'S REALLY NOT EVEN THE SCIENCE OF READING.

IT'S REALLY THE SCIENCE OF INSTRUCTION, BECAUSE MANY OF THE TRAINING THAT OUR TEACHERS HAVE RECEIVED, IT GOES BEYOND JUST THE SCIENCE OF READING.

IT'S REALLY THE SCIENCE OF TEACHING AND BEING ABLE TO EXTEND THOSE.

SO WE'RE GOING TO BE ABLE TO LEVERAGE A LOT THAT STEMS FROM THINGS LIKE THE PROFESSIONAL DEVELOPMENT AND INTEGRATING THE SCIENCE AND THE SOCIAL STUDIES ALONG WITH THAT SCIENCE OF READING INSTRUCTION AND THE MATHEMATICS.

SO I THINK ALL OF THE STRATEGIES WHERE WE'RE PUTTING MORE INDIVIDUALS TO DO A BOTH AND CAN THEY WORK WITH TEACHERS PART OF THE DAY AND PROVIDE DIRECT SERVICES TO STUDENTS AND OTHER PART OF THE DAY SO THAT WE CAN ACCELERATE THIS GROWTH UNTIL WE GET TO THE POINT WHERE THERE ISN'T A GAP.

AND THEN WE CAN DO MORE HOLISTIC TRAINING FOR TEACHERS ACROSS THE BOARD.

RIGHT NOW WE KNOW WE NEED TO BE VERY INTENTIONAL AND STRATEGIZING BECAUSE EQUITY ACTUALLY DOES MEAN WE HAVE TO DIFFERENTIATE THE SERVICES THAT WE'RE AND THE INSTRUCTION WE'RE PROVIDING. THANK YOU.

LAST QUESTION.

THE ASIAN STUDENTS, I KNOW IT'S NOT A LARGE POPULATION.

WE'RE TALKING ABOUT 103 THIS YEAR, 116 STUDENTS, THEY WENT DOWN.

DO WE HAVE ANY? YES, WE'RE ACTUALLY LOOKING AT THE CAMPUSES AND THE TEACHERS THAT HAVE THE STUDENTS TO DETERMINE WHAT CURRICULUM THEY WERE USING TO GO OBSERVE THE CLASSROOMS, FIND OUT WHAT'S THE INSTRUCTION THEY'RE HAVING. BUT I WILL TELL YOU, IN GENERAL, WE'RE LOOKING AT HOLISTIC DATA, BUT WE'RE IN GENERAL WHERE WE CAN SEE CAMPUSES AND INDIVIDUAL TEACHERS WHERE DATA IS DROPPING.

IT IS BECAUSE THERE'S A GAP BETWEEN SORT OF THE ABILITY TO DELIVER [INAUDIBLE], GREAT INSTRUCTION, I SHOULD SAY GREAT, BUT DELIVER INSTRUCTION THAT'S PRETTY SOLID AND ALSO THE RIGOR OF THE CONTENT THAT'S BEING TAUGHT.

AND SO THAT'S THE WORK THAT WE'RE WORKING ON WITH CHIEF TREJO.

OKAY. I THINK SOME OF THE BIGGEST CHALLENGES THAT EACH OF US HAVE AS WE'RE PROVIDING INSTRUCTION TO STUDENTS IS IF STUDENTS ARE WHERE THEY ARE, WE HAVE A TENDENCY THEN TO SERVE THEM WHERE THEY ARE AS OPPOSED TO ENSURING THAT WE SCAFFOLD TO THE EXPECTATION AND WE CAN SEE THAT OUR PROFESSIONAL DEVELOPMENT NEEDS TO IMPROVE AND PART OF THAT IS HIGH QUALITY INSTRUCTIONAL MATERIALS AND CURRICULUM.

SO WE CAN'T CHANGE WHERE STUDENTS NEED TO BE.

WE NEED TO PUT A LADDER SO THAT OUR STUDENTS CAN REACH THAT STANDARD OF WHERE THEY NEED TO BE.

AND TOO OFTEN WHAT WE'RE RECOGNIZING IS OUR PROFESSIONAL DEVELOPMENT HASN'T FOCUSED ON THAT.

IT'S GREAT WHEN WE SAY MEET STUDENTS WHERE THEY ARE, AND THAT'S A TRUE STATEMENT, BUT WE CAN'T STOP THE STATEMENT AND WE HAVE TO KNOW WHERE WE'RE TRYING TO TAKE THEM.

SO IT'S MUCH EASIER TO START FROM RIGOROUS LEVELS OF EXPECTATION AND TO SCAFFOLD.

IT'S MUCH HARDER AND WE DON'T EVEN SEE OURSELVES DOING IT.

I'LL SPEAK FOR MYSELF AS A TEACHER WHEN I START HERE IT'S MUCH HARDER TO TAKE STUDENTS HERE.

I HAVE TO START HERE AND WORK MYSELF TOWARDS THAT SCAFFOLD.

AND SO THAT'S A CHANGE IN THE WAY IN WHICH WE ARE GOING TO BE DELIVERING OUR PROFESSIONAL DEVELOPMENT BECAUSE WE KNOW THAT OUR TEACHERS ARE JUST LIKE STUDENTS.

IT'S A REFLECTION OF THE SUPPORT WE'RE PROVIDING OR NOT PROVIDING.

SO THIS IS A NEED FOR A CHANGE ON OUR PART, AND WE'RE WORKING TOGETHER TO MAKE THOSE ADJUSTMENTS AS WELL.

ALL RIGHT. THANK YOU, DR. ELIZALDE.

TRUSTEE MACKEY. AND THEN WE'LL MOVE ON TO THE NEXT ITEM.

[00:45:01]

ELIZALDE, BECAUSE I THINK THAT REALLY HIT HOME.

THE QUESTION THAT THAT BROUGHT UP FOR ME WAS HOW LIKE OUR FOCUS ON CURRICULUM AND MATERIALS AND MAKING SURE THAT THEY ARE HIGH QUALITY MATTERS.

I THINK THE NATIONWIDE NUMBER IS LIKE 17% OF WHAT KIDS DO IS ACTUALLY ON GRADE LEVEL.

AND WE HAVE A CHALLENGE.

IF YOUR KID IS BEHIND, YOU'VE GOT TO GIVE THEM WHAT THEY NEED AND CHALLENGE THEM TO GET TO GRADE LEVEL AND BEYOND GRADE LEVEL.

SO HOW DOES THIS RELATE TO HOW WE'RE THINKING ABOUT OUR CURRICULUM GOING FORWARD? SO WE'RE DOING SOME ANALYSIS OF SOME CURRICULAR CHOICES AND WE'LL BE MAKING SOME SELECTIONS THAT ARE GOING TO BE MORE COMPREHENSIVE AND THAT WILL BE ON GRADE LEVEL AND WE WILL BEGIN TO HELP STRESS STRATIFY SO THAT WHEN WE GET TO WHAT MATERIALS ARE WE USING FOR TIER ONE INSTRUCTION ON GRADE LEVEL, WHAT ARE WE USING TO DIFFERENTIATE FOR THOSE STUDENTS THAT NEED TO BE ABOVE GRADE LEVEL? AND WHAT ARE WE UTILIZING TO DIFFERENTIATE TIER TWO INSTRUCTION? AND THEN BY THE TIME WE GET TO TIER THREE, WE REALLY ARE TALKING ABOUT MORE INTENSIVE SUPPORTS.

RIGHT NOW WE HAVEN'T PROVIDED THE RIGHT SUPPORT IN TERMS OF CURRICULUM.

WE'VE ALLOWED PEOPLE TO MAKE A WHOLE LOT OF CHOICES AND THAT TAKES UP A LOT OF THEIR TIME TOO.

IT'S NOT THAT THEY CAN'T.

IT'S THAT NOW THEY'RE HAVING TO MAKE OTHER DECISIONS AS OPPOSED TO LET ME JUST FOCUS ON THE QUALITY OF INSTRUCTION AND THE LESSON DESIGN THAT I'M DELIVERING AND HOW I INTERPRET DATA AND PROVIDE FEEDBACK.

OK SO WE ARE GOING TO BE STREAMLINING, THE SELECTIONS, AND SOME PEOPLE ARE GOING TO FEEL BETTER ABOUT THE LIMITED SELECTIONS AND SOME PEOPLE AREN'T.

BUT SOMETIMES AUTONOMY CAN BE A GREAT THING AND SOMETIMES AUTONOMY CAN BE THE ENEMY OF EXCELLENCE.

BECAUSE WHEN EVERYBODY IS CHOOSING SOMETHING DIFFERENT WITH A 22 PLUS PERCENT MOBILITY IN OUR SCHOOLS INTRA DISTRICT WIDE, WE'RE CREATING ADDITIONAL GAPS BY HAVING IT TOO MUCH OF A VARIETY.

SO WE'RE GOING TO WORK WITH OUR CAMPUSES IN CREATING SOME COHESION AROUND THE CURRICULAR MATERIALS.

I'M EXCITED TO HEAR THAT. I MEAN, AS A TEACHER, JUSTIN, I DON'T KNOW WHAT YOUR EXPERIENCE WAS, BUT I HAD TO WRITE MY CURRICULUM AND THERE'S NO WAY I SHOULD HAVE WRITTEN ANY OF THAT CURRICULUM. AND IT WASN'T HIGH QUALITY IN HINDSIGHT.

AND SO I THINK THIS IS A REALLY GOOD WAY, ESPECIALLY FOR NEWER TEACHERS OR TEACHERS THAT ARE COMING IN.

AND I KNOW YOU ALL ARE THINKING ABOUT HOW TO BALANCE.

LIKE, YOU KNOW, THIS IS A STARTING POINT.

SO TEACHERS WILL STILL HAVE FLEXIBILITY AND AUTONOMY ON HOW TO DELIVER THIS IN THE WAY THAT MAKES BEST.

BUT I'M TAKING A LOT OF THE LIFT AWAY OF EVERYONE TRYING TO RECREATE THE WHEEL ON THEIR OWN.

SO I'M EXCITED TO HEAR THAT AND EXCITED TO SEE THAT ROLL OUT.

THANK YOU. ALL RIGHT.

THANK YOU, TRUSTEE MACKEY. THANK YOU TEAM FOR THE PRESENTATION.

WE'RE DONE WITH VISION AND PROGRESS MONITORING.

WE'RE GOING ON TO THE INFORMATION REPORTS, STARTING WITH THE SUPERINTENDENTS REPORT.

[7. INFORMATION/REPORTS]

AND WE DON'T WANT TO JUST SAY THAT WE SUPPORT OUR NEIGHBORHOOD SCHOOLS.

WE WANT TO DEMONSTRATE WITH ACTION THAT WE SUPPORT OUR NEIGHBORHOOD SCHOOLS.

I REMEMBER MY DAD WHEN I WAS GROWING UP TELLING ME, YOUR ACTIONS ARE SPEAKING SO LOUDLY, I CAN'T HEAR WHAT YOU'RE SAYING.

SO AND THAT WAS NOT A COMPLIMENT THAT HE WAS PAYING ME AT THE TIME.

SO IN THIS CASE, WE WANT TO MAKE SURE WE'RE ALIGNING OUR ACTIONS TO OUR WORDS.

AND SO OUR TEAM HAS COME UP WITH A REALLY EXCITING NEIGHBORHOOD SCHOOLS CAMPAIGN.

AND SO I'M GOING TO TURN IT OVER TO CHIEF DANIELS AND HER TEAM TO TO GIVE US THIS PRESENTATION.

GOOD AFTERNOON, PRESIDENT HENRY, DR.

ELIZALDE AND TRUSTEES.

WE ARE REALLY THANKFUL TO BE ABLE TO SIT HERE BEFORE YOU AND SHARING THE NEIGHBORHOOD SCHOOLS CAMPAIGN.

WE KNOW THAT OUR NEIGHBORHOOD SCHOOLS ARE OUR PARENTS FIRST CHOICE AND SO WE ARE EXCITED AND DELIGHTED REALLY TO BE ABLE TO HIGHLIGHT EVERY NEIGHBORHOOD SCHOOL ACROSS THE DISTRICT THROUGH THIS CAMPAIGN.

THE CAMPAIGN IS A IT IS A YEAR ROUND CAMPAIGN THAT WE'VE DIVIDED INTO VARIOUS STAGES.

WE ARE FOR TODAY'S PRESENTATION, WE ARE FOCUSING ON OUR SPRING AND SUMMER EFFORT.

AND TO WALK US THROUGH THAT, I HAVE ASKED OUR EXECUTIVE DIRECTOR OF CREATIVE SERVICES, DARYL PRYOR, TO COME AND WALK US THROUGH THAT.

DARYL HIMSELF IS A PRODUCT OF DALLAS ISD NEIGHBORHOOD SCHOOLS, SO I'M GLAD TO HAVE HIM HERE WITH US TODAY.

ABSOLUTELY. ALL RIGHT.

THANK YOU SO MUCH, CHIEF DANIELS.

AS SHE MENTIONED, MARKETING OUR NEIGHBORHOOD SCHOOLS IS A YEAR ROUND COMMITMENT FOR OUR TEAMS. AND SO I'M DELIGHTED TO SHARE BRIEFLY ABOUT OUR STRATEGY FOR THE SPRING SEMESTER THROUGH THE BEGINNING OF THE SCHOOL YEAR.

OUR OBJECTIVE FOR THIS CAMPAIGN IS TO BOOST ENROLLMENT IN OUR NEIGHBORHOOD SCHOOLS BY INCREASING AWARENESS OF THEIR OFFERINGS AND EMPHASIZING THE ICONIC EXPERIENCES OF A

[00:50:10]

NEXT SLIDE, PLEASE.

OUR KEY MESSAGING FOR THIS CAMPAIGN IS CENTERED ON EMPHASIZING TRADITION, INNOVATION AND COMMUNITY.

AND SO WE'RE LEADING WITH PHRASES LIKE THE RIGHT OPPORTUNITY FOR YOUR CHILD IS JUST AROUND THE CORNER.

OR INVEST IN YOUR CHILD AND COMMUNITY BY CHOOSING YOUR DALLAS ISD NEIGHBORHOOD SCHOOL.

OUR PLAN IS BOTH COMPREHENSIVE AND STRATEGIC.

WE'RE LEVERAGING TRADITIONAL AND DIGITAL CHANNELS, INCLUDING ADS ACROSS ALL SOCIAL MEDIA PLATFORMS, TELEVISION AND RADIO ADS, BILLBOARDS ACROSS THE CITY, PRINT PUBLICATIONS AND DIRECT MAIL PIECES.

WE'VE ALSO ENLISTED THE SUPPORT OF AGENCIES TO HELP PUSH OUR MESSAGING WITH AN EVEN MORE FOCUSED APPROACH IN THE HISPANIC AND AFRICAN-AMERICAN MARKETS, WITH TAILORED MESSAGING FOR THE NORTH DALLAS AND SOUTHERN DALLAS COMMUNITIES.

AND WE'VE COORDINATED DOOR TO DOOR DELIVERY SUPPORT IN THE SOUTHEAST AND SOUTHWEST QUADRANT NEIGHBORHOODS, WHERE TEAMS WILL HAND DELIVER MORE THAN 70,000 DOOR HANGERS TO INFORM RESIDENTS OF UPCOMING ENROLLMENT OPPORTUNITIES.

NEXT SLIDE, PLEASE.

SO THE CAMPAIGN GOT OFF TO A PRETTY STRONG START AS WE LAUNCHED WITH A DALLAS ISD NEIGHBORHOOD SCHOOLS TELEVISION SERIES PRODUCED IN-HOUSE BY THE CREATIVE SERVICES TEAM.

THIS 11 WEEK SERIES IS AIRING ON GOOD MORNING TEXAS, MIDDAY NEWS, BOTH OF WHICH ARE ON WFAA AND ¡DESPIERTA AMÉRICA!, WHICH IS ON UNIVISION.

NOW, EACH SEGMENT FEATURES THE NEIGHBORHOOD SCHOOLS AND OPPORTUNITIES IN A SPECIFIC VERTICAL TEAM, AND ALL OF OUR VERTICAL TEAMS ARE INCLUDED.

THE FORMAT OF THE SEGMENT IS THAT A REPRESENTATIVE FROM EACH VERTICAL TEAM IS PROMPTED AND INTERVIEWED TO SHARE ABOUT THEIR NEIGHBORHOOD SCHOOL OFFERINGS AND ACTIVITIES AND B-ROLL VIDEO THAT HIGHLIGHTS STUDENTS WITHIN THAT PARTICULAR VERTICAL TEAM IS ALSO INCLUDED IN THE SEGMENT.

IN ORDER TO SUPPORT THIS EFFORT, WE'VE COMMISSIONED CREWS TO CAPTURE VIDEO AND PHOTOS FOR EVERY NEIGHBORHOOD SCHOOL IN THE DISTRICT, AND THE FOOTAGE AND PHOTOS CAPTURED IS NOT ONLY INCLUDED IN THE TV SEGMENTS, BUT IS ALSO BEING USED TO CREATE AN ENGLISH AND SPANISH HIGHLIGHT VIDEO FOR EACH VERTICAL TEAM AND IN ENGLISH AND SPANISH PROMO VIDEO FOR EACH NEIGHBORHOOD SCHOOL.

AND I'M GOING TO TALK ABOUT THAT A LITTLE BIT LATER.

BUT FOR NOW, I'D LIKE TO SHARE A BRIEF VIDEO CLIP OF ONE OF THE TV SEGMENTS THAT'S RECENTLY AIRED.

BUT BEFORE DOING SO, ALLOW ME TO UNDERSCORE THAT ALL THE FOOTAGE INCLUDED IN THIS SEGMENT SHOWCASES STUDENTS FROM THE NEIGHBORHOOD SCHOOLS IN THAT VERTICAL TEAM.

SO LET'S TAKE A LOOK.

EVERYTHING YOUR CHILD NEEDS TO SUCCEED IS JUST BEYOND YOUR DOORSTEP AT A DALLAS ISD NEIGHBORHOOD SCHOOL.

AND HERE TO TELL US MORE ABOUT THE OFFERINGS AVAILABLE IN THE WW SAMUEL COMMUNITY IS JOSEPH SOTELO, EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP.

GOOD MORNING. GOOD MORNING.

THANK YOU FOR COMING IN THIS MORNING.

HAPPY TO BE HERE. NEIGHBORHOOD SCHOOLS ARE THE BEDROCK OF COMMUNITY LEARNING.

CAN YOU TALK SPECIFICALLY ABOUT THE LEGACY OF SCHOOLS IN THE WW SAMUEL COMMUNITY? YEAH, SO THE LEGACY REALLY LIES BETWEEN OUR TEACHERS AND OUR COMMUNITY MEMBERS WHO WORK TOGETHER TO MAKE SURE TO ENSURE THAT STUDENTS ARE SUCCESSFUL ACADEMICALLY BUT ALSO SOCIAL AND EMOTIONALLY. WE THINK TOGETHER THAT MAKES FOR A SUCCESSFUL LIFE.

AND THEN OUR HOPE WITH THE LEGACY IS STUDENTS COME BACK TO PROVIDE BACK TO THE SAMUEL COMMUNITY AND ADD TO THAT LEGACY.

SO CAN YOU TALK ABOUT WHAT YOUR SCHOOLS OFFER FOR FAMILIES WHO WANT INNOVATIVE AND TRADITIONAL ACADEMIC PROGRAMS? SO WE HAVE A PLETHORA OF PROGRAMS AND WE THINK WE'RE THE BEST OPTION FOR OUR FAMILIES.

BETWEEN ART BAND, ATHLETICS, SCIENCE, WE BELIEVE OUR KIDS CAN ACCESS TO THESE PROGRAMS, FALL IN LOVE AND EXCEL.

SO COULD YOU TALK ABOUT SOME RECENT ACCOMPLISHMENTS AND I KNOW YOU CAN IN THE WW OF SAMUEL FAMILY SCHOOLS.

THERE ARE PLENTY.

RIGHT NOW WE'RE CELEBRATING OUR ACADEMIC ACHIEVEMENT.

WE HAVE SIX CAMPUSES THAT ARE RATED AS A B.

MORE SPECIFICALLY, BLAND ELEMENTARY WAS A STRUGGLING NEIGHBORHOOD SCHOOL.

THEY'RE NOW A B PLUS CAMPUS RATED WITH TEA ON THEIR WAY TO BEING AN A CAMPUS.

SO YOU SAY THAT DALLAS ISD OFFERS FAMILIES RESOURCES THAT CHARTER SCHOOLS AND PRIVATE LEARNING INSTITUTIONS ARE UNABLE TO PROVIDE.

CAN YOU TALK ABOUT THAT? I CAN.

I CAN. SO WE OFFER MANY RESOURCES, TRANSPORTATION, UNIFORM ASSISTANCE, TUTORING, BUSSES ON THE WEEKEND.

BUT I WANT TO SAY THE BEST PART OF OUR RESOURCE IS DELIVERY OF RESOURCES.

YOU KNOW 1 TO 1 TECHNOLOGY, DELIVERING FOOD WHEN SCHOOLS ARE SHUT DOWN DURING COVID.

WI-FI HOTSPOTS TO COMMUNITIES THAT DON'T HAVE IT.

I'M JUST PROUD TO SAY I WORK FOR A DISTRICT THAT PROVIDES RESOURCES AND DELIVERS THEM.

[00:55:03]

IT'S JUST A GREAT PLACE WITH RESOURCES THAT WE CAN DELIVER ON.

AND WE WERE VERY EXCITED ON THE BACK END OF THAT BECAUSE OVERALL WE RECEIVED SOME VERY POSITIVE FEEDBACK THAT THE COLLATERAL WAS INFORMATIVE AND CLARIFYING THAT IT HELPED FAMILIES TO NAVIGATE A LARGE SCALE EVENT.

AND ONE OF THE THINGS THAT WE WERE REALLY EXCITED ABOUT WAS SEEING THOSE CATALOGS IN THE HANDS OF FAMILIES AS THEY SHOWED UP.

THEY WERE HIGHLIGHTED, THEY WERE DOG EARED AND EVERYONE WAS USING THAT TO MAKE THEIR WAY AROUND.

AND SO WHAT WE DISCOVERED IS THAT THAT CREATED A TACTILE CONNECTION IN ADDITION TO OUR DIGITAL TOUCHPOINTS.

AND SO WE WANT TO DO THAT AGAIN.

SO WE'RE PUBLISHING A NEIGHBORHOOD SCHOOLS EDITION, AND THIS MAILER CATALOG WILL LIST NEIGHBORHOOD SCHOOLS BY VERTICAL TEAM GROUPED BY QUADRANT, HIGHLIGHT ATHLETIC, FINE ARTS, AND EXTRACURRICULAR OPPORTUNITIES, EMPHASIZE IMPRESSIVE SCHOOL RATINGS AND ACHIEVEMENTS, FEATURE OUR NEW AND IMPROVED FACILITIES, AND REALLY ENCOURAGE FAMILIES TO ENROLL.

MAILERS WILL BE SENT TO APPROXIMATELY 150,000 HOUSEHOLDS BY MARCH 31ST.

NEXT SLIDE, PLEASE.

NOW, ALL OF THE EFFORTS MENTIONED THUS FAR WILL POINT TO A DISTRICT WIDE ENROLLMENT EVENT THAT WE'RE CALLING NEIGHBORHOOD SCHOOLS NIGHT OUT.

SO IMAGINE A DISCOVER DALLAS ISD EVENT DIVIDED AMONG 21 HIGH SCHOOL CAMPUSES ON THE SAME NIGHT AT THE SAME TIME.

EACH HIGH SCHOOL CAMPUS WILL BE THE HOST SITE FOR THE NEIGHBORHOOD SCHOOLS IN ITS VERTICAL TEAM.

AND WE'RE PLANNING TO CREATE A FUN AND INTERACTIVE EXPERIENCE AT EACH LOCATION FEATURING UPBEAT MUSIC AND CARNIVAL GAMES EXHIBITION BOOTHS TO FEATURE EVERY NEIGHBORHOOD SCHOOL ON SITE ENROLLMENT STATIONS.

AND THEN LOCAL DJS FROM ENGLISH AND SPANISH STATIONS WILL BROADCAST LIVE REMOTES FROM OUR CAMPUSES TO HELP TO DRIVE FOOT TRAFFIC.

ALL OF THESE EVENTS WILL BE HELD ON THURSDAY, APRIL 6TH, FROM 5:30 TO 8:00 PM.

AND I JUST WANT TO NOTE THAT WE ARE LEVERAGING OUR CENTRAL TEAMS, AGENCIES, AND VOLUNTEER BASE TO SUPPORT THESE EVENTS SO THAT OUR CAMPUSES ARE ONLY RESPONSIBLE FOR SHOWING UP AND SHOWCASING THEIR SCHOOLS.

NEXT SLIDE, PLEASE.

SO FOLLOWING OUR NEIGHBORHOOD SCHOOLS NIGHT OUT EVENTS, WE WILL ALSO SEND GEO FOCUSED MAILERS THAT CONTINUE TO HIGHLIGHT THE NEIGHBORHOOD SCHOOL OFFERINGS PER VERTICAL TEAM WITH FOCUSED MESSAGING BY COMMUNITY INTEREST.

NOW, WE'RE INTENTIONAL TO DO THIS IN ALL QUADRANTS OF THE DISTRICT.

AND SO WE'RE GOING TO START BY SENDING FOCUSED MAILERS TO THE NORTH DALLAS AND SOUTHERN DALLAS COMMUNITIES WITH EAST AND WEST TO FOLLOW.

NEXT SLIDE, PLEASE.

NOW, BY THE END OF THIS SCHOOL YEAR, ALL NEIGHBORHOOD SCHOOLS IN THE DISTRICT WILL HAVE RECEIVED 500 ENGLISH AND 500 SPANISH CAMPUS BROCHURES IN ENGLISH AND SPANISH CAMPUS PROMOTIONAL VIDEO AN ENGLISH AND SPANISH VERTICAL TEAM HIGHLIGHT VIDEO AND AN EXHIBITION KIT THAT WILL INCLUDE A BRANDED POP UP BANNER, TABLECLOTHS, BACKDROPS.

AND SO THESE TOOLS WILL SUPPORT THE NEIGHBORHOOD SCHOOLS CAMPAIGN EVENTS AND MAY BE USED FOR YEAR ROUND MARKETING EFFORTS.

NEXT SLIDE, PLEASE.

ALL RIGHT. AND FINALLY, WE'RE GOING TO CONTINUE TO PROMOTE ALL NEIGHBORHOOD SCHOOLS AND THEIR OFFERINGS THROUGH THE START OF THE 23, 24 SCHOOL YEAR.

AND WE'RE GOING TO DO THIS BY CONTINUING TO SERVE GEO FOCUSED DIGITAL ADS ACROSS SOCIAL MEDIA PLATFORMS, MAINTAINING AN ENROLLMENT CALL TO ACTION VIA BILLBOARDS ACROSS THE CITY, PRINT ADS AND SERVING GEO FOCUSED MAILERS THAT PROMOTE CAMPUSES WITH LOW ENROLLMENT.

NOW, BEFORE I CONCLUDE, WE JUST RECEIVED THE PROMO VIDEO FOR OUR NIGHT OUT EVENTS, AND SO I'D LIKE TO SHARE THAT WITH US ALL TO VIEW NOW.

GET IT DONE BY ATTENDING DALLAS ISD NEIGHBORHOOD SCHOOLS NIGHT OUT.

A FUN FILLED CONNECTION TO THE TOP SCHOOLS IN YOUR COMMUNITY.

LEARN ABOUT THE EXCITING OPPORTUNITIES IN EXTRACURRICULAR ACTIVITIES AWAITING YOUR CHILD JUST AROUND THE CORNER.

BRING THE WHOLE FAMILY TO A DALLAS ISD HIGH SCHOOL CAMPUS NEAR YOU ON THURSDAY, APRIL 6TH AT 5:30 P.M..

VISIT DALLASISD.ORG/YOURNEIGHBORHOOD FOR LOCATIONS.

WE'LL TAKE ANY QUESTIONS THAT YOU HAVE.

ALL RIGHT. THANK YOU FOR THE PRESENTATION.

SO THERE ISN'T CONFUSION THIS TIME.

TRUSTEE MICCICHE. FOLLOWED BY TRUSTEE JOHNSON AND THEN MACKEY.

I'M SORRY. YEAH. YEAH, I JUST WANTED TO MAKE A COUPLE OF COMMENTS.

THANK YOU SO MUCH FOR DOING THIS.

[01:00:02]

AND I THINK THIS IS A GREAT START TO DOING THAT.

I LIKE ALL OF THE DIFFERENT WAYS OF COMMUNICATION THAT YOU HAVE OUT THERE.

I'M ASSUMING GEO FOCUSED MEANS FOCUSED ON THE VERTICAL ALIGNMENT, FOCUSED ON THE FEEDER PATTERN.

ABSOLUTELY. AND THEN CHIEF DANIELS KEPT US IN SUSPENSE A LITTLE BIT.

WHAT HIGH SCHOOL DID YOU GO TO? I CAME FROM [INAUDIBLE] MAGNET.

BUT ELEMENTARY SCHOOL.

ELEMENTARY? YEAH. WELL, ELEMENTARY SCHOOL WAS MARK TWAIN.

OKAY. GLAD TO HAVE YOU BACK.

THANK YOU. THANK YOU. THANK YOU.

TRUSTEE MICCICHE.

TRUSTEE JOHNSON, FOLLOWED BY MACKEY AND THEN TRUSTEE WHITE.

AND THEN MARSHALL.

YES. FIRST OF ALL, THANK YOU TOO FOR THIS PRESENTATION.

I'M GLAD TO SEE THE MARKETING THAT WE'RE DOING, ESPECIALLY INVESTING IN THE MARKETING CONCERNED AROUND THE NEIGHBORHOOD SCHOOLS.

THAT'S VERY IMPORTANT.

I KNOW I'VE BEEN IN MEETINGS AND LOOKING AT BRINGING MORE PROGRAMS INTO OUR NEIGHBORHOOD SCHOOLS TO STRENGTHEN THOSE NEIGHBORHOOD SCHOOLS.

THAT'S LACKING ATTENDANCE SO WE CAN GET OUR KIDS BACK.

WITH THE NEIGHBORHOOD NIGHT OUT.

RIGHT. HAVE THAT HIT TELEVISION, YET.

I DON'T LOOK AT TV OFTEN.

I DON'T HAVE THE PRIVILEGE TO LOOK AT TV OFTEN.

SO THAT'S WHY I'M ASKING.

YES. AND SO THE NEIGHBORHOOD SCHOOLS NIGHT OUT TELEVISION ADS WILL BEGIN TO LAUNCH NEXT WEEK.

OKAY. NEXT WEEK. AND WE DO HAVE THOSE LOCATIONS.

WHAT LOCATIONS ARE WE DOING? SO WE'RE DOING ALL WE'RE DOING 21 HIGH SCHOOL LOCATIONS.

BUT IN THE LINCOLN AND MADISON AREA, WE'RE COMBINING BOTH HIGH SCHOOLS AT LINCOLN HIGH SCHOOL.

AND WHAT ARE SOME OF THE THINGS THAT THEY CAN EXPECT TO SEE WITH THE NEIGHBORHOOD NIGHT OUT? YEAH, THERE'S GOING TO BE, AGAIN, UPBEAT MUSIC.

WE'RE GOING TO HAVE SOME CARNIVAL GAMES THERE.

ALL OF THE NEIGHBORHOOD SCHOOLS IN THAT VERTICAL TEAM WILL BE PRESENT SO THAT THEY CAN SHARE THEIR OFFERINGS WITH FAMILIES.

THERE WILL ALSO BE A REGISTRATION STATION THERE TO HELP TO SUPPORT FAMILIES AS THEY SUBMIT THEIR PAPERWORK AND MAKE SURE THAT THEIR KIDDOS ARE READY TO GO. GREAT.

THANK YOU SO MUCH. THANK YOU FOR THE WORK THAT YOU'RE DOING.

THANK YOU. YEAH.

THANK YOU ALL SO MUCH. THIS IS EXCITING TO SEE.

I THINK THE REALITY THAT WE LIVE IN NOW ANYWAYS IS THAT EVERY SCHOOL IS A CHOICE SCHOOL, NEIGHBORHOOD SCHOOLS INCLUDED, BECAUSE PEOPLE CHOOSE AND THEY'VE GOT A LOT OF OPTIONS.

SO I LOVE THAT WE ARE HIGHLIGHTING THIS.

TWO SPECIFIC THINGS FOR Y'ALL, AND I THINK THIS IS A GREAT CAMPAIGN.

I'M EXCITED TO SEE IT ROLL OUT AND THEN A BROADER ONE WHICH MAY NOT FALL DIRECTLY TO YOU, BUT LIKELY FALLS TO SOME COMBINATION OF PAM AND DR.

ELIZALDE. THE NUMBER ONE THING IS THAT A LOT OF PEOPLE THAT I TALK TO ARE REALLY SURPRISED WHEN I MENTIONED TO THEM THAT IT'S NOT JUST CHOICE SCHOOLS OR OTHER SCHOOLS.

IF THERE ARE SPACES AT NEIGHBORHOOD SCHOOLS, EVEN IF YOU DON'T HAPPEN TO BE ZONED TO IT, YOU ARE ABLE TO APPLY AND GO TO THAT SCHOOL.

IS THAT IS THAT ACCURATE? WE ESSENTIALLY ARE OPEN ENROLLMENT AS LONG AS THERE IS SPACE AND YOU GO THROUGH THE TRANSFER PROCESS.

THE TRANSFER PROCESS.

GOOD. DR. LUSK, IF YOU WANT TO COME UP AND HANDLE THAT.

SO I DON'T GIVE INCORRECT INFORMATION.

I ONLY BEFORE YOU GET STARTED, I'M ONLY CAUTIOUS OF OPEN ENROLLMENT BECAUSE WE DO HAVE ATTENDANCE BOUNDARIES, BUT WE HAVE EXCEPTIONS TO THOSE ATTENDANCE BOUNDARIES THAT DO ALLOW EXACTLY WHAT YOU JUST DESCRIBED.

YES, MA'AM. FIRST OF ALL, GOOD AFTERNOON.

BUT DR. ELIZALDE SAID IT RIGHT.

WE DO HAVE THE ABILITY TO ALLOW FOR TRANSFERS TO SCHOOLS WHEN THERE IS CAPACITY, THAT IS, THERE IS ROOM.

AND SO WE DO HAVE THAT HAPPENING THROUGH OUR TRANSFER PROCESS.

YEAH. AND SO I DON'T KNOW WHAT IT LOOKS LIKE, BUT I'VE HEARD A NUMBER OF PARENTS THAT ARE SUPER, THEY MIGHT EVEN LOVE THEIR NEIGHBORHOOD SCHOOL OR WHATNOT.

BUT YOU KNOW, I GO TO WORK OVER HERE AND I WOULD LOVE TO BE ABLE TO DROP MY KID OFF, GO TO WORK AND PICK THEM UP AFTERWARDS, AND THAT WORKS FOR THEM.

SO THEY GO THROUGH THAT PROCESS.

AS YOU ALL THINK ABOUT THIS.

AND AGAIN, EVEN OUR ELEMENTARY SCHOOLS AND MIDDLE SCHOOLS, THEY ALL HAVE DIFFERENT FOCUSES AND PROGRAMS. YOU'VE GOT SOME THAT ARE NEW TECH, SOME THAT ARE ART, SOME THAT ARE THIS, SOME THAT ARE THAT, THAT EVEN THOUGH IT'S THE SCHOOL NEXT DOOR, IT'S STILL A NEIGHBORHOOD SCHOOL.

BUT MAYBE I THINK ABOUT ENROLLING.

I DON'T KNOW HOW WE MAKE THAT REALLY CLEAR TO PARENTS, BUT I THINK THAT'S AN OPTION THAT PARENTS.

DON'T HAVE THAT ALSO SUPPORTS THESE NEIGHBORHOOD SCHOOLS.

AND SO I DON'T KNOW HOW THAT FALLS IN AND HOW WE MAKE THAT CLEAR FOR PARENTS BECAUSE THERE IS A LOT OF CONFUSION STILL AROUND THAT.

THE DEEPER QUESTION I HAVE, WHICH AGAIN DOESN'T, I THINK, RELATE AS MUCH DIRECTLY TO THE CAMPAIGN.

BUT YOU HINTED ON IT. YOU TALKED ABOUT LOW ENROLLMENT SCHOOLS AND WHAT ARE WE DOING FOR THAT? YOU KNOW, I CAN THINK OF TWO IN DISTRICT SEVEN THAT BY ANY LIST ARE LOW ENROLLMENT ELEMENTARY SCHOOLS.

[01:05:01]

SO THEIR ATTENDANCE BOUNDARIES JUST DON'T EVEN HAVE THE KIDS AND THEY HAVEN'T BEEN REVISITED.

SO I HAVE A LARGER QUESTION ABOUT HOW WE'RE THINKING HOLISTICALLY AS THIS DISTRICT ABOUT OUR BOUNDARIES AS IT RELATES TO THIS, BECAUSE NEIGHBORHOODS HAVE CHANGED.

PEOPLE HAVE CHANGED, PEOPLE HAVE MOVED.

THERE'S DIFFERENT DEMOGRAPHICS.

HOW ARE WE THINKING ABOUT THAT IN TERMS OF THESE? BECAUSE I DON'T THE ANSWER IS THAT THERE ARE SOME PLACES WHERE KIDS HAVE CHOSEN TO GO OTHER SCHOOLS AND NOT THEIR NEIGHBORHOOD SCHOOLS, WHICH THIS MAKES A LOT OF SENSE.

HOWEVER, HITTING A CAMPAIGN WITH A LOW ENROLLMENT SCHOOL THAT DOESN'T EVEN HAVE THE KIDS IN THE NEIGHBORHOOD AND THEY'RE ALREADY PULLING IN STUDENTS FROM OTHER PLACES.

LIKE HOW ARE WE THINKING ABOUT THOSE KIND OF NUANCES WHICH EXIST IN OUR DISTRICT? I THINK THAT IT'S GOING TO REQUIRE A VERY COMPREHENSIVE APPROACH.

I KNOW DR.

LEAR IS WORKING RIGHT NOW FIRST ON THE MATRIX FOR THE EQUITY COMPONENT OF WHAT ARE THE INTERVENTIONS WE'RE USING, WHAT ARE THE STRATEGIES THAT ARE GETTING US THE MOST RETURN ON INVESTMENT? THE SECOND COMPONENT THAT WE'RE GOING TO REACH OUT TO IS HOW CAN WE UTILIZE EQUITY IF WE BEGIN TO LOOK AT WHERE ATTENDANCE BOUNDARIES ARE? I THINK THAT'S AN EXTREMELY COMPLEX SITUATION BECAUSE IN SOME INSTANCES IT'S TWO NEIGHBORHOOD SCHOOLS THAT ARE NEXT TO EACH OTHER THAT ARE DRAWING LIKE JUST FIXING, SO TO SPEAK.

FIXING ONE ATTENDANCE BOUNDARY DOESN'T ALLEVIATE ANY SITUATIONS PER SE, WHEN WE HAVE SEVERAL LOW ENROLLMENT SCHOOLS ALL CLUSTERED TOGETHER.

SO I THINK WE WILL REALLY NEED TO DO AN ENTIRE COMPREHENSIVE ANALYSIS OF WHERE THERE ARE SOME DIFFERENT ADJUSTMENTS THAT COULD BE MADE THAT COULD MAKE SENSE IN ONE AREA THAT MAY NOT MAKE SENSE SOMEWHERE ELSE.

AND RIGHT NOW, THAT ISN'T SOMETHING THAT THAT WE'RE TAKING ON.

I THINK WE CAN DEFINITELY BOOKMARK IT AS WE MOVE FORWARD.

OBVIOUSLY, RIGHT NOW, WE REALLY WANT TO ENSURE THAT WE'RE GETTING THE ACADEMICALLY WHERE WE NEED OUR STUDENTS TO BE.

SO I WOULD SAY MAYBE AS WE GET THROUGH THIS BUDGET CYCLE AND INTO NEXT YEAR, WE CAN BEGIN TO SEE WHAT THAT TIMELINE WOULD LOOK LIKE.

BUT WE'RE HAPPY ALSO TO ENGAGE IN MAYBE SOME IF THERE ARE SOME SHORTER TERM ADJUSTMENTS THAT COULD MAKE SOME IMPROVEMENTS WE CERTAINLY BE WILLING TO LOOK AT THOSE. YEAH, I'M GLAD TO HEAR WE'RE THINKING ABOUT THIS AND IT'S WORKING ITS WAY THROUGH.

I KNOW THAT'S A VERY BIG, BROAD THING THAT CAN'T BE DONE, DOESN'T HAVE A QUICK FIX.

I JUST THINK AS FAR AS IT RELATES TO THE CAMPAIGN, AND THINKING ABOUT THOSE SCHOOLS WHERE THERE LITERALLY AREN'T THE KIDS IN THE GEO REGION BECAUSE OF CHANGING EVERYTHING ELSE, HOW ARE WE SUPPORTING THOSE SCHOOLS AS WELL AND MAKING SURE WE'RE INTENTIONAL ABOUT WHAT THOSE SCHOOLS ARE? BUT OTHERWISE, I'M REALLY EXCITED TO SEE THIS CAMPAIGN.

THANK YOU BOTH FOR YOUR WORK.

AND DARRELL, WELCOME TO PRESENTING TO THE BOARD.

YOU DID A GREAT JOB. THANK YOU.

THANK YOU TRUSTEE MACKEY.

TRUSTEE WHITE FOLLOWED BY MARSHALL AND FLORES.

WHAT DID YOU SAY? I'M SORRY.

I HAVE A, FIRST OF ALL, I COMMEND YOU GUYS FOR DOING THIS.

THIS IS REALLY EXCITING.

BUT WHAT I WANT TO KNOW IS YOU SAID MARCH 31ST, 150 MAILERS ARE GOING TO BE SENT OUT.

WHO ARE YOU TARGETING WITH THOSE MAILERS? WE HAVE A WIDE RANGE OF AREAS THAT WE'RE LOOKING AT OUR WE'RE LOOKING AT PARENTS WHO HAVE KIDS OF KIDS AGE.

AND THEN THE VERY SPECIFIC PIECE OF THAT IS WHAT IS THAT SPECIFIC DEMOGRAPHIC THERE.

WELL, IT. YEAH.

SO WE ARE TARGETING FAMILIES OF CHILDREN SCHOOL AGED.

WE ARE COVERING ALL OF THE QUADRANTS ACROSS THE CITY.

AND SO WE'RE MAKING SURE THAT WE ARE THAT WE'RE SENDING OUR MESSAGING TO HOUSEHOLDS WITH CHILDREN AT EVERY AGE, ELEMENTARY, MIDDLE AND HIGH.

OKAY. AND I GUESS THE REASON I'M ASKING ABOUT YOUR STRATEGY IS BECAUSE WHEN I LOOKED AT THE NUMBER 150,000, I WAS LIKE, IT'S REALLY NOTHING, BUT SOMETHING'S BETTER THAN NOTHING.

BUT BECAUSE AND THE REASON THAT I'M REALLY CONCERNED ABOUT THIS IS, YES, I DO UNDERSTAND ENROLLMENT IS DROPPING AND WE NEED TO DO WHAT WE CAN TO LET PEOPLE KNOW HOW GREAT THE DISD IS.

BUT WHEN I LOOK AT DISTRICT FOUR AREA.

YES, I'M JUST GOING TO COME OUT AND TELL YOU, YES, I THINK YOU SHOULD TARGET THE CHARTER SCHOOLS THAT ARE IN THE AREA BECAUSE I UNDERSTAND THAT'S WHERE THE STUDENTS ARE GOING.

AND DIRT IS STILL FLYING WITH CHARTER SCHOOLS COMING IN MY AREA.

AND SO, YES, I NEED TO GATHER THE COMMUNITY MEMBERS TOGETHER TO COMBAT THAT.

BUT THAT'S WHAT I'M LOOKING AT, IS THAT WE HAVE A PLAN AND A STRATEGY TO TARGET THOSE.

AND OF COURSE, MY COMMUNITY IS CONSTANTLY GROWING, NOT JUST THE SEAGOVILLE AREA, BUT THE DALLAS AREA, THE OUTSIDE OF THE DISTRICT WE HAVE AND

[01:10:02]

AND THE APRIL 6TH EVENT, WHICH IS FROM 5:30 TO 8:00 P.M..

THIS SEEMS LIKE SOMETHING THAT WE HAVE DONE IN THE PAST WHEN WE HAD THE AREA SUPERINTENDENTS.

WILL THERE BE CLASSES INSIDE FOR PARENTS AND ALSO ACTIVITIES FOR KIDS? WILL THERE BE SOMEONE WHO'S GOING TO LEAD THOSE ACTIVITIES FOR THE KIDS SO THAT THE PARENTS CAN GET GOOD, SOLID INFORMATION ABOUT THE SCHOOLS SUCH AS DUAL CREDIT? BECAUSE IT DOESN'T.

I JUST DON'T THINK A LOT OF PARENTS KNOW HOW MUCH GREAT THINGS DISD HAS THAT YOU DON'T NECESSARILY HAVE TO BE IN A MAGNET OR SOMEPLACE ELSE IN ORDER TO GRADUATE WITH AN ASSOCIATE'S DEGREE, WHICH IS GOING TO SAVE THEM A GREAT DEAL OF MONEY.

SO HOW IS THAT ACTUALLY GOING TO LOOK? AND I UNDERSTAND, YOU KNOW, WE WANT IT FUN AND EXCITING, BUT I ALSO WANT SOME GOOD, SOLID INFORMATION TO SELL THE PARENTS ON OUR SCHOOLS.

RIGHT. WE HAVE THAT IN PLACE AS WELL.

WE HAVE IN ADDITION TO JUST A VARIETY OF ACTIVITIES TO TO KEEP THE KIDS BUSY, THEY WILL BE ABLE TO VISIT EACH OF THE SCHOOLS TO REALLY GET DETAILED INFORMATION ABOUT WHAT THEY PROVIDE.

AS WE DID IN THE PAST, WE HAD TABLES WHERE THEY CAN STOP AND TALK WITH VARIOUS DEPARTMENTS TO GIVE THEM ADDITIONAL INFORMATION THAT WILL KIND OF COVER NOT JUST A PARTICULAR SCHOOL, BUT WHAT WE OFFER IN GENERAL.

SO WE WILL HAVE ALL OF THOSE PIECES AVAILABLE AND OPPORTUNITIES TO TALK THROUGH THAT AT THE EVENT.

AND ALSO WHAT MADE YOU SELECT AS FAR AS YOUR GEO FOCUS, THE NORTH AND THE SOUTH FIRST? SO WHEN WE LOOKED AT THE ACTUAL FULL FULLNESS OF THE CAMPAIGN, WE KIND OF LOOKED DIVIDED IT BETWEEN WHAT'S NORTH OF THE CITY AND SOUTH OF THE CITY. WE KNOW THAT THE NORTHERN PART HAS A DIFFERENT DEMOGRAPHIC AND DIFFERENT GEO FENCING MESSAGING THAT WE HAVE TO PROVIDE FOR PARENTS IN THOSE PARTICULAR AREAS.

WE KNOW THAT THE SOUTHERN SECTOR AND WE'RE NOT JUST TALKING ABOUT, YOU KNOW, THAT SOUTH OAK CLIFF AND SOUTH DALLAS, BUT WE'RE LOOKING AT EVERYTHING SOUTHERN OF THE TRINITY, IF YOU WILL.

AND WE KNOW THAT THAT'S A WHOLE DIFFERENT CHALLENGE.

WE KNOW THAT WE'VE GOT PRIVATE SCHOOLS AT THE TOP.

YOU MENTIONED CHARTER SCHOOLS THAT CERTAINLY IS A BIG PIECE OF THIS CAMPAIGN.

AND SO WE KNOW THAT THE SOUTHERN SECTOR HAS A LOT OF THAT.

SO THAT'S KIND OF THE WAY WE WE DIVIDED IT AS WE WERE JUST GOING THROUGH STRATEGIZING.

AND SO THERE BECAUSE WE SAY THAT WE ARE STARTING NORTH AND SOUTH, THAT'S KIND OF OUR STRATEGY AS FAR AS WHAT THE MESSAGING LOOKS LIKE.

BUT IT GROWS OUT EAST AND WEST AS WELL.

LAST QUESTION.

THIS LAUNCHED FEBRUARY 13TH.

I KNOW I'VE SEEN SOME BILLBOARDS GOING UP.

WHAT WERE SOME OF THE THINGS THAT TOOK PLACE WHEN THIS FIRST LAUNCHED? SO WE DID A IT'S KIND OF A SOFT LAUNCH WITH BILLBOARDS STARTING TO APPEAR SAYING IT WAS KIND OF A TEASE OF GUESS WHAT'S AROUND THE CORNER.

IT'S COMING AROUND THE CORNER TO TRY AND GARNER SOME ATTENTION AND PEOPLE PAYING ATTENTION TO THE BRANDING THAT THEY WERE GOING TO START SEEING, JUST GOING TO BE BOMBARDED WITH. AND SO WE DID IT IN LAYERS THAT WAY.

AND THEN WE STARTED PUSHING OUT ON OUR OWN CHANNELS.

DALLAS ISD HAS A VERY ROBUST SOCIAL PRESENCE, AND SO WE STARTED UTILIZING THAT AS WELL, AS WELL AS THE TELEVISION SERIES THAT WE SHOWED YOU A SNIPPET OF WITH GOOD MORNING TEXAS WITH THE UNIVISION PIECE AS WELL.

SO THOSE ARE THE PIECES THAT STARTED HAPPENING FEBRUARY THE 13TH.

OKAY. AND THE INFORMATION THAT'S GOING TO BE PROVIDED IN THE PAMPHLETS, I HOPE IT IS DESIGNED NOT ONLY TO REACH STUDENTS BUT PARENTS AS WELL, BECAUSE WE WANT TO GRAB THE STUDENTS ATTENTION TO LET THEM KNOW ABOUT SOME OF THE GREAT THINGS.

THEY MAY NOT EVEN KNOW WHAT'S GOING ON ON THEIR CAMPUSES AS WELL.

THANK YOU GUYS SO MUCH FOR YOUR EFFORTS AND YOUR TIME.

THANK YOU TRUSTEE WHITE. TRUSTEE MARSHALL AND TRUSTEE FLORES.

THANK YOU, MR. PRESIDENT. SO I'M THRILLED TO HEAR THAT YOU GUYS ARE DOING THIS.

I THINK THERE'S BEEN A PRETTY SIGNIFICANT DISPARITY BETWEEN THE RESOURCES THAT CHOICE SCHOOLS ARE GETTING IN NEIGHBORHOOD SCHOOLS FOR A LONG TIME AND A LOT OF DIFFERENT WAYS. AND I THINK YOU'RE TRYING TO TACKLE THE MARKETING ONE, WHICH IS IMPORTANT.

[01:15:04]

AND WE SEND CHOICE SCHOOL FLIERS TO PEOPLE AT NEIGHBORHOOD SCHOOLS.

AND NOW IT SOUNDS LIKE MAYBE WE'RE GOING TO BE SENDING NEIGHBORHOOD SCHOOL FLIERS TO KIDS THAT ARE AT CHOICE SCHOOLS.

ALL THAT IS, IS MOVING KIDS BACK AND FORTH WITHIN DISD FROM ONE SCHOOL TO THE OTHER.

WE NEED TO BE TARGETING FAMILIES THAT AREN'T AT DISD AND SOME PARTS OF THE CITY THAT MAY BE CHARTER SCHOOLS, OTHER AREAS THAT MIGHT BE PRIVATE OR PAROCHIAL SCHOOLS, IT MIGHT EVEN BE KIDS THAT ARE HOME SCHOOLED.

BUT WE NEED TO BE TARGETING THOSE KIDS.

NOT SO WE'RE BRINGING A NET NEW ENROLLMENT INTO THE DISTRICT.

AND I DON'T THINK THAT THIS IS NO INDICTMENT OF YOU GUYS, BUT I DON'T THINK WE'VE HISTORICALLY BEEN VERY STRATEGIC ABOUT THAT.

AND THAT'S SOMETHING THAT CHARTER SCHOOLS DO A REALLY GOOD JOB OF.

I MEAN, THEY FIND OUT THE ENROLLMENT OF DISD AND THEY SPECIFICALLY TARGET THOSE FAMILIES.

SO WHAT, IF ANYTHING, ARE WE GOING TO DO TO MAKE SURE THAT WE'RE BRINGING NET NEW ENROLLMENT INTO THE DISTRICT WITH THIS MARKETING SPEND? BECAUSE OTHERWISE WE'RE JUST KIND OF SHIFTING KIDS FROM ONE SCHOOL TO THE OTHER? ABSOLUTELY. WE HAVE BEEN UTILIZING OUR AGENCIES TO REALLY DRILL DOWN AND WITHOUT GIVING TOO MUCH OF OUR STRATEGY AWAY, BUT REALLY DRILL DOWN AND REACH PARTICULAR AREAS.

CHARTERS AND PAROCHIAL AND PRIVATE HAVE BEEN ONE OF THE KEY AREAS THAT WE'RE FOCUSING ON.

WE'RE ALSO REACHING INTO SOME OF THE OTHER SURROUNDING AREAS A LITTLE BIT BETTER.

BUT AGAIN, WE'RE UTILIZING A LOT OF THAT INFORMATION THAT OUR VENDORS ARE ABLE TO PULL AS THEY PING VARIOUS EVENTS, FAMILIES THAT IN CERTAIN AREAS PULLING THOSE PIECES TOGETHER AND SENDING INFORMATION TO THEM.

SO THIS IS PROBABLY NOT SOMETHING YOU'LL REMEMBER.

BUT STEPHANIE, YOU MIGHT REMEMBER THIS MANY YEARS AGO WE HAD A MEETING WHERE IT WAS ACTUALLY OVER AT ROSS AVE.

SO IT TELLS YOU HOW LONG AGO IT WAS.

BUT THERE WAS A GIFT THAT WAS GIVEN TO US.

IT WAS CALLED OUR CHRISTMAS GIFT BINDER.

I DON'T KNOW IF YOU REMEMBER THOSE, BUT THE BINDER WAS CUSTOMIZED FOR EACH TRUSTEE DISTRICT.

AND THAT BINDER, IT HAD ALL THE ENROLLMENT DATA FOR EVERY FEEDER PATTERN WITHIN EACH SCHOOL AND A TRUSTEES DISTRICT.

AND IT TALKED ABOUT THE MARKET SHARE OF THE FEEDER PATTERN WITHIN EACH DISTRICT.

AND THIS WAS BACK IN LIKE 2016 OR 2017.

WE GOT THAT BINDER AND I WAS FASCINATED BY IT BECAUSE IT BASICALLY IMPLIED THAT WE HAD THE DATA ON EVERY SPECIFIC HOUSEHOLD AND EVERY APARTMENT AND EVERY KID THAT LIVED IN EACH TRUSTEES GEOGRAPHIC BOUNDARY.

AND WE KNEW WHERE THEY WENT TO SCHOOL.

SO IT SHOWED THE MARKET SHARE OF, YOU KNOW, OF UPLIFT AND MARKET SHARE OF KIPP AND ALL THAT.

AND THEN THE MARKET SHARE OF ALL OF OUR SCHOOLS, WHICH IMPLIED THAT WE HAD VERY GRANULAR DATA ON EACH HOUSEHOLD OF WHERE THAT KID WAS GOING TO SCHOOL.

I'VE NEVER SEEN THAT DATA AGAIN.

I'VE ASKED FOR IT SEVERAL TIMES.

BUT THAT WAS A LONG TIME AGO AND IT NEVER HAS RESURFACED.

SO WHEREVER THAT CAME FROM, THAT IMPLIES THAT WE KNOW EXACTLY WHAT WE NEED TO DO TO CONDUCT A PRETTY RIGOROUS, TARGETED MARKETING EFFORT.

SO IF YOU DON'T HAVE YOUR HANDS ON THAT, I WOULD LOVE TO SEE IF YOU CAN GO DIG UP WHERE THAT CAME FROM AND USE THAT DATA, BECAUSE THAT'S REALLY WHAT WE NEED TO BE DOING.

ABSOLUTELY. WE NEED TO BE DOING TRUSTEE MARSHALL. WE DO HAVE THAT DATA WITH DEMOGRAPHICS AND SO THAT'S SOMETHING THAT WE CAN WORK ON.

OKAY, GREAT. SO THE SECOND COMMENT OR QUESTION I JUST HAD IS THIS SEEMS TO BE AN EFFORT TO TRY TO EQUALIZE SOME OF THE MARKETING SPEND DOLLARS WHERE CHOICE SCHOOLS HAVE BEEN GETTING A LOT MORE MARKETING DOLLARS THAN NEIGHBORHOOD SCHOOLS.

BUT THERE ARE OTHER AREAS WHERE THE RESOURCE ALLOCATION BETWEEN CHOICE SCHOOLS AND NEIGHBORHOOD SCHOOLS IS NOT EQUITABLE.

RIGHT. AND WE MAY BE DOING THAT ON PURPOSE.

WE MAY IT MAY BE A STRATEGIC INITIATIVE.

BUT FOR INSTANCE, THINGS LIKE STAFFING FORMULAS BETWEEN THE SCHOOLS AND THINGS LIKE, YOU KNOW, I THINK I DON'T KNOW, ANGIE'S BACK OVER THERE, BUT THEY USED TO GIVE LIKE A START UP STIPEND FOR THE FIRST THREE YEARS FOR A CHOICE SCHOOL.

I THINK WE STILL DO THAT.

LIKE THERE ARE INCREMENTAL RESOURCES GOING TO THESE CHOICE SCHOOLS.

SO IT LOOKS LIKE TO ME YOU'RE TRYING TO TACKLE THE MISMATCH IN MARKETING SPEND.

WHAT ABOUT THE MISMATCH IN SOME OF THESE OTHER THINGS LIKE MAKING SURE THAT CHOICE SCHOOLS ARE GETTING THE SAME RESOURCES IN OTHER AREAS? IS THAT SOMETHING THAT'S PART OF THIS INITIATIVE OR IS THAT PHASE TWO OR WHERE DO YOU GO AFTER MARKETING? WELL, THAT ONE I THINK WOULD BE FROM DR.

LUSK, HE HANDLES THAT PIECE.

AND TO BE CLEAR, I'M NOT TALKING ABOUT TAKING ANYTHING AWAY FROM CHOICE SCHOOLS.

[LAUGHTER] I'M JUST I WANT, YOU KNOW, ADDITIONAL RESOURCES.

YEAH, I THINK TWO THINGS.

[01:20:01]

WE ARE STAFFING CONSISTENTLY ACROSS THE BOARD, ACROSS OUR SCHOOLS.

BUT I THINK FROM THE QUESTION OF RESOURCES, PUBLIC SCHOOL CHOICE REALLY IS AIMED AT, AND I THINK THAT'S KIND OF WHAT YOU'RE GETTING AT, RIGHT? PUBLIC SCHOOL CHOICE AND THE MONEY, THE START UP MONEY THAT SCHOOLS GET.

BUT REALLY PUBLIC SCHOOL CHOICE IS THE MAJORITY OF IT GOES TO OUR NEIGHBORHOOD SCHOOLS TO HELP THEM WITH NEW PROGRAMING THAT THEY DEVELOP THROUGH THE APPLICATION PROCESS.

AND YOU'RE RIGHT, IN THE PAST, WE'VE TRANSFORMATION SCHOOLS ALSO GET MONEY, BUT A MAJORITY OF THE SCHOOLS THAT GET APPROVED ARE NEIGHBORHOOD SCHOOLS, INNOVATION SCHOOLS.

SO WHEN YOU JUST SAID THERE'S STAFFING IS THE SAME ACROSS THE SCHOOLS.

YEAH. CHIEF HUITT WILL SPEAK TO IT DIRECTLY.

BUT I WANTED TO TOUCH THE FUNDING FROM THE INNOVATION VERSUS TRANSFORMATION SCHOOLS.

SO ALL THE CHOICE SCHOOLS HAVE THE SAME STAFFING FORMULAS AS ALL THE NON CHOICE SCHOOLS.

YES, THEY HAVE FOR THE LAST TWO YEARS NOW.

OKAY.

I'LL TALK TO YOU ABOUT SOME OFFLINE STORIES BECAUSE I KNOW LOTS OF CIRCUMSTANCES WHERE THAT'S NOT TRUE.

OKAY, WE CAN CONNECT. THANK YOU.

THANKS. THANK YOU TRUSTEE MARSHALL.

TRUSTEE FLORES.

THANK YOU, PRESIDENT HENRY.

SO I JUST I JUST WANT TO COMMEND YOU ON, YOU KNOW, REALLY GOING BIG ON THIS AND MAKING SURE THAT, YOU KNOW, THROUGHOUT THE DISTRICT WE'RE GETTING THE SAME KIND OF RESOURCES. AND THE CHALLENGE IS AND, YOU KNOW, CERTAIN PARTS OF TOWN ARE DIFFERENT THAN OTHERS, RIGHT? I MEAN, THERE ARE NO PHYSICAL CHARTER SCHOOLS WITHIN, FOR EXAMPLE, THE BOUNDARIES OF DISTRICT ONE, WHEREAS OTHER TRUSTEE DISTRICTS HAVE A WHOLE BUNCH.

I MEAN, I HAVE PAROCHIAL SCHOOLS AND I HAVE PRIVATE SCHOOLS.

THEY'RE ALL OVER DISTRICT ONE.

AND I THINK THAT WE CAN TAKE THE COMPETITION TO THEM, YOU KNOW, MANO A MANO, NO QUESTIONS ASKED.

I GET YOU KNOW, GOING TO TRUSTEE MARSHALL'S POINT ABOUT TARGETING SPECIFIC HOUSEHOLDS.

I GET MAILERS AT MY HOUSE FROM GRAND PRAIRIE TELLING ME THAT MY KIDS CAN ATTEND SCHOOLS IN GRAND PRAIRIE AND CAN CHOOSE TO GO TO SCHOOLS.

I GET MAILERS AT MY HOUSE FROM CFISD THAT SAY THAT I LIVE IN AN ALTERNATIVE ATTENDANCE ZONE FOR CFISD, EVEN THOUGH I'M ABOUT TWO AND A HALF MILES AWAY FROM CFI AND I'M NOT EVEN CLOSE TO CFISD.

AND YET I GET THEIR MAILERS AND I'M YOU KNOW, THEY'RE DOING THAT.

I'M TOTALLY FOR.

YOU KNOW, TURNAROUND IS FAIR PLAY.

I THINK WE HAVE MUCH BETTER OFFERINGS THAN THEY DO.

AND ALL THE SCHOOLS BASICALLY THAT ARE AROUND CARROLLTON-FARMERS BRANCH ISD IN DISTRICT ONE ARE DUAL LANGUAGE SCHOOLS AND THEY HAVE, I THINK, ONE SCHOOL THAT'S A DUAL LANGUAGE SCHOOL.

SO I THINK THAT WE HAVE LOTS OF GREAT OFFERINGS IN OUR NEIGHBORHOOD SCHOOLS.

WE HAVE PERSONALIZED LEARNING THAT WE DO IN THE AREA AND WHATNOT.

SO I MEAN, I'M GOING TO TRUSTEE MARSHALL'S POINT ABOUT GOING AFTER AND TARGETING AND LOOKING AT OUR LIST AND MAYBE CULLING OUT THE PEOPLE THAT ARE ALREADY ARE OUR CONSTITUENTS.

AND THEN GOING FOR AREAS NOT JUST IN THE DISTRICT BUT OUTSIDE THE DISTRICT TO SAY, HEY, YOU CAN COME TO OUR SCHOOL.

AND THESE ARE THE OFFERINGS YOU KNOW WE HAVE PRESTONWOOD MONTESSORI DUAL LANGUAGE SCHOOL.

I MEAN, WE HAVE SO MANY GREAT KIND OF NEIGHBORHOOD THINGS GOING ON AND WE'RE BUILDING TWO BRAND NEW SCHOOLS.

SO I DON'T KNOW IF WE CAN BUILD THAT INTO NOT THIS YEAR, RIGHT? YEAR AND A HALF, TWO YEARS FROM NOW, WHEN THOSE BRAND NEW SCHOOLS ARE OPEN.

YOU KNOW, MAYBE MAKE A LITTLE HAY OUT OF THE FACT THAT WE HAVE THESE TWO BRAND NEW SCHOOLS.

JUST I'M JUST VERY EXCITED ABOUT THIS.

I THINK THAT TRUSTEE MARSHALL'S POINT ABOUT THE EQUALIZATION AND MAKING SURE THAT THE NEIGHBORHOOD SCHOOLS FEEL THAT THEY'RE GETTING THE SAME KIND OF RESOURCES THAT SOME OF OUR CHOICE AND TRANSFORMATION AND MAGNET SCHOOLS IS, YOU KNOW, HAS BEEN HEARD LOUD AND CLEAR FOR A LONG TIME.

AND I'M GRATEFUL THAT WE'RE FINALLY, YOU KNOW, ACTING ON IT.

AND SUPERINTENDENT ELIZALDE, THANK YOU FOR JUMPING ON THIS.

AND I KNOW YOU'VE HEARD IT LOUD AND CLEAR WHEN YOU WERE IN MY NEIGHBORHOOD A COUPLE OF MONTHS AGO.

SO THANK YOU.

THANK YOU VERY MUCH FOR DOING THIS.

BUT I THINK THAT OUR SPEND AND OUR RESOURCES, THAT'S THE OTHER THING THAT I GET IS AT LEAST MY CONSTITUENTS, I WILL HEAR FROM CONSTITUENTS, YOU KNOW VOTERS IN MY DISTRICT AND CONSTITUENTS.

THEY DON'T HAVE SCHOOL AGED KIDS.

WHY ARE THEY GETTING THESE MAILERS? SO THAT'S ANOTHER THING, TO KIND OF BEAR IN MIND THAT SOMETIMES WE GET YOU KNOW, WE CREATE A LITTLE NEGATIVE PRESS ON OURSELVES BECAUSE PEOPLE ARE SAYING, WHY ARE YOU WASTING MONEY ON SENDING ME A MAILER WHEN I'M A GRANDMA? AND I DON'T HAVE HAVEN'T HAD SCHOOL AGE KIDS FOR 40 YEARS.

SO JUST, YOU KNOW, MAYBE WE COULD ASK WHOEVER WE'RE OBTAINING THE DATA FROM TO BE A LITTLE MORE ZEALOUS ABOUT YOU KNOW, GETTING THE MOST UP TO DATE.

THAT COULD HAVE BEEN SOMEBODY USED TO LIVE THERE.

THEY HAD KIDS. WHO KNOWS? BUT JUST SOMETHING TO BEAR IN MIND.

BUT THANK YOU VERY MUCH FOR DOING THIS.

I REALLY APPRECIATE IT.

[01:25:04]

I'M GOING TO REITERATE WHAT MY COLLEAGUES HAVE SAID, BUT I STILL WANT TO SAY IT ON RECORD.

I DON'T RECALL HAVE YOU PRESENTED BEFORE THE BOARD? YEAH, YEAH, YEAH.

DARYL IS ONE OF OUR NEW EXECUTIVE DIRECTORS.

HE'S BEEN HERE WITH US FOR QUITE SOME TIME, AND HE'S NEWLY WITHIN THE LAST COUPLE OF MONTHS BEEN MOVED INTO THIS ROLE.

YEAH. SO LET ME. YOU KNOW, I THOUGHT YOU DID A GREAT JOB WITH YOUR PRESENTATION AND MAKING IT INTERACTIVE SO PEOPLE CAN SEE AND FEEL.

AND YOU KNOW, WHAT I'VE BEEN SEEING AROUND NOT ONLY THE DISTRICT, JUST AROUND THE AREA IS THE AMOUNT OF MARKETING THAT I'M SEEING AROUND DALLAS ISD.

I APPRECIATE THAT. I DON'T THINK I'VE SEEN THAT SINCE I'VE BEEN ON THE BOARD.

I'VE SEEN IT INCREMENTAL GET BETTER, BUT I'M REALLY SEEING IT OUT THERE AND I APPRECIATE THAT.

I THINK IT'S REALLY IMPORTANT THAT DISD TELLS ITS STORY, EVEN JUST THE PRESENTATION, THE QUALITY OF IT.

AND DR. ELIZALDE MENTIONED THIS IN PASSING THE HIGH QUALITY OF THE PRESENTATION, THE, YOU KNOW, SEEING THE STORIES ON THE MEDIA.

AND I GUESS I'M PINGING YOU SOMETIMES YOU'RE LIKE, YEAH, WE HELP WORK THAT STORY THAT STUFF MATTERS BECAUSE OTHER PEOPLE ARE TRYING TO TELL OUR STORY FOR US AND IT JUST ISN'T TRUE. TRUSTEE FLORES TALKED ABOUT IT AND MARSHALL ABOUT THE TYPE OF OFFERINGS THIS DISTRICT HAS TOP TO BOTTOM.

YOU JUST IT'S ALMOST ANYTHING YOU CAN DO WITHIN THE DISTRICT.

SO I'M GLAD WE'RE BEGINNING TO TELL OUR STORIES VERY INTENTIONALLY.

AND I'M ALL FOR HEADS UP WITH THE PAROCHIAL, THE PRIVATES, THE CHARTERS TO DISCUSS YOU KNOW OUR OUTCOMES IS THEIR OUTCOMES.

I'M NOT GOING TO NAME ANY, BUT, YOU KNOW, WHEN I LOOK AT WHERE THEIR GRADS GO AND THEY PUBLISH THESE THINGS AND I LOOK AT WHERE OUR GRADS GO AND THEY'RE NOT VERY DISSIMILAR EXCEPT THE PARENT LIKE THIS ONE OVER HERE THAT WENT K THROUGH 12 WITH HIS KIDS, SAVED $25,000 TIMES 12.

HIS KIDS ARE AT THE SAME SCHOOLS THOSE KIDS ARE AT.

WHERE DOES YOUR DAUGHTER GO TO SCHOOL? WHERE DOES SHE GO TO? THEY WENT TO WASH U AND USC.

YEAH. TOP NOTCH SCHOOLS.

AND WE JUST I MEAN, WITH 145,000 STUDENTS, IT'S NOT JUST ABOUT THAT, BUT JUST, YOU KNOW, CAREER READINESS, ETCETERA.

BUT AGAIN, HEADS UP.

I'M HAPPY TO HAVE THAT DISCUSSION PUBLICLY ABOUT WHAT OUR KIDS ARE DOING IN OUR DISTRICT VERSUS PRIVATE CHARTER OR OTHER DISTRICTS.

SO I'M GLAD WE'RE BEING INTENTIONAL AND TELLING THOSE STORIES BECAUSE PEOPLE KIND OF INVENT THEIR OWN.

SO I WILL. I'M SO THANKFUL THAT WE'RE AT THIS POINT.

AND TO GET A PRESENTATION LIKE THIS AND TO SEE THIS AND I AGREE WITH THE COLLEAGUES ABOUT BEING TARGETED, ABOUT HOW WE DO IT AND NOT CANNIBALIZING OUR OWN KIDS OR RECRUITING OUR OWN KIDS OUT OF THEIR NEIGHBORHOOD SCHOOL THAT THEY'RE HAPPY ABOUT TO A CHOICE SCHOOL.

AND I AGREE WITH THAT.

SO I'M EXCITED.

I DON'T HAVE ANY OTHER COMMENTS AND WE CAN GO TO THE NEXT AGENDA ITEM.

THANK YOU. THANK YOU.

NOW ON THE BUDGET ASSUMPTIONS.

IT'S THAT TIME OF YEAR.

AND SO AS WE MOVE INTO THE BUDGET SEASON PROCESS, I WANTED DR.

ALFRED STEVENS TO WALK US THROUGH AT LEAST THE FIRST SET AND THE FIRST STAGE OF A BUDGET PROCESS IS ALWAYS, WHAT ARE WE GOING TO BASE THE BUDGET ON? WHAT ARE THOSE ASSUMPTIONS THAT WILL SET THE PARAMETERS AS WE MOVE FORWARD IN OUR BUDGETING PROCESSES? THANK YOU, DR.

ELIZALDE. GOOD AFTERNOON AGAIN.

PRESIDENT HENRY AND OTHER MEMBERS OF THE BOARD.

AS DR. ELIZALDE ALREADY STATED, WE ARE PREPARING TO BUILD OUR 2023-24 BUDGET FOR THE UPCOMING YEAR AND AT THIS TIME I'D JUST LIKE TO SHARE WHERE WE ARE IN THE BUDGET DEVELOPMENT PROCESS AND ALSO SHARE THE ASSUMPTIONS THAT ARE BEING MADE AT THIS TIME AS WE PREPARE TO BUILD THE BUDGET.

SO WITH THAT BEING SAID, I'D LIKE TO FIRST START WITH THE STATUS OF WHERE WE ARE IN OUR CURRENT BUDGET.

SO AS YOU CAN SEE HERE, THIS SLIDE SHOWS OUR REVENUE BUDGET FOR THIS CURRENT SCHOOL YEAR, WHICH IS REFLECTIVE OF JUST OVER $1.7 BILLION DOLLARS.

AND YOU CAN SEE THAT THAT IS ACROSS THREE FUNDING SOURCES, OF COURSE, LOCAL, STATE AND FEDERAL FUNDS.

AND AS OF IT SAYS FEBRUARY THERE, IT'S ACTUALLY JANUARY.

I DO APOLOGIZE FOR THAT.

AS OF JANUARY, WE HAVE COLLECTED ABOUT 75% OF OUR TOTAL REVENUE.

THAT'S ON PACE.

THAT'S RIGHT IN LINE WITH OUR PROJECTIONS.

SO THAT'S WHERE WE ARE FROM A REVENUE STANDPOINT.

AND THEN AS I TRANSITION OVER AND WE LOOK AT ACTUAL EXPENDITURES HERE, YOU'LL SEE AGAIN WHAT THE BUDGET IS BY DIFFERENT EXPENDITURE CATEGORIES AND YOU CAN SEE PAYROLL, CONTRACTED SERVICES, AND SO FORTH, AND THAT EACH OF THOSE DIFFERENT CATEGORIES MAKE UP OUR TOTAL BUDGET THAT THE BOARD OF COURSE ADOPTS EACH YEAR BEFORE JULY 1ST.

[01:30:03]

THE GENERAL OPERATING BUDGET THAT I'M REFERRING TO THAT MUST BE APPROVED BY THE BOARD OF TRUSTEES.

AND SO THAT BUDGET AMOUNT AT THIS TIME IS 1.8 BILLION OR JUST OVER 1.8 BILLION.

AND AS OF THE END OF JANUARY, WE HAVE EXPENDED ABOUT 50% OF THAT BUDGET.

YOU SEE $946,000.

SO IF YOU THINK ABOUT THE START OF THE FISCAL YEAR, WHICH IS JULY 1ST AND WE ARE SHOWING YOU WHERE WE ARE AS OF JANUARY 31ST, ABOUT SEVEN MONTHS OF EXPENDITURES ARE REFLECTED HERE AT 50%.

SO IF YOU THINK ABOUT SEVEN MONTHS OUT OF 12 MONTHS, BECAUSE OUR FISCAL YEAR IS OVER 12 MONTHS.

IT SHOULD BE AT ABOUT 58% IF WE WERE SPENDING DIRECTLY ON PACE.

SO THERE IS SOME UNDERSPENDING IS WHAT I'M TRYING TO GET TO THAT'S REFLECTED AT THIS TIME.

EACH YEAR WE DO HAVE A DEGREE OF UNDERSPENDING AND AS WE ARE PROJECTING TO CLOSE OUT THE YEAR HERE SOON, IN A FEW MONTHS, WE ARE STILL PROJECTING ABOUT A 5% UNDERSPEND AND THAT'S ME BEING A LITTLE CONSERVATIVE.

BUT I'LL SHARE MORE AS WE HAVE ADDITIONAL EXPENDITURES EACH MONTH AND WE PREPARE TO CLOSE OUT THIS CURRENT FISCAL YEAR.

AGAIN, THE SAME INFORMATION FROM AN OVERALL BUDGET STANDPOINT.

YOU SEE THE 1.8 BILLION, IT'S JUST BROKEN DOWN EVEN FURTHER TO FURTHER SHOW OR DISPLAY THE DIFFERENT CATEGORIES OR FUNCTIONS THAT MAKE UP OUR BUDGET. SO FROM INSTRUCTIONAL LEADERSHIP TO SUPPORT SERVICES AND WHATNOT, YOU SEE ALL OF THE DIFFERENT AREAS THAT FURTHER SHOW WHAT OUR BUDGET CONSISTS OF.

AGAIN, THESE ARE NUMBERS ARE FINANCIALS THAT ARE SHARED EACH MONTH IN THE FINANCIAL REPORTS THAT ARE INCLUDED EACH MONTH.

BUT I WANTED TO PULL THEM OUT SPECIFICALLY AND JUST SPEAK TO THEM AT THIS MOMENT SO THAT YOU ALL WOULD KNOW WHERE WE ARE, HOW WE ARE FARING FOR THIS CURRENT SCHOOL YEAR. NOW THE ASSUMPTIONS.

SO AS WE THINK ABOUT THE 2023, 24 SCHOOL YEAR, THERE ARE A FEW ITEMS THAT I'D JUST LIKE TO ELEVATE AS WE ARE HAVING THESE HIGH LEVEL DISCUSSIONS ABOUT OUR CURRENT YEAR'S BUDGET AND PREPARING TO COME UP WITH A PROPOSAL AND DRAFTS OF THE UPCOMING YEAR'S BUDGET OR THE 23-24 SCHOOL YEAR BUDGET.

WE ARE TAKING INTO CONSIDERATION FROM A REVENUE STANDPOINT BECAUSE WE START THERE THAT OUR TAXABLE VALUES WILL INCREASE ABOUT 4%.

NOW WE KNOW THAT THIS PAST YEAR THAT INCREASE WAS MORE THAN THAT.

IT WAS ABOUT 14%.

BUT FOR THIS UPCOMING SCHOOL YEAR, WE ARE PROJECTING ABOUT 4% ENROLLMENT.

YOU'VE HEARD US SAY THAT OUR STUDENT ENROLLMENT HAS DECLINED OVER THE LAST FEW YEARS, AND SO OUR CURRENT BUDGET IN OUR CURRENT BUDGET, WE PROJECTED ABOUT 163,000 KIDS.

SO JUST OVER 163, YOU CAN SEE THAT NUMBER THERE, 160 I'M SORRY.

143,655. HOWEVER, WE ARE PLANNING OUR NEW BUDGET OR OUR UPCOMING YEAR'S BUDGET TO BE JUST UNDER 141,000 STUDENTS.

SO 140,097 IS WHAT WE ARE PLANNING FOR FOR THE 23-24 SCHOOL YEAR.

THAT'S ENROLLMENT. SO YOU'LL SEE THAT'S ABOUT A DECLINE OF ANOTHER 21.

ANOTHER JUST UNDER 3,000 KIDS AND THEN OUR M&O TAX RATE.

AND SO THAT RATE IS CURRENTLY .9429 CENTS.

THAT IS THE LOWEST IT CAN BE UNDER CURRENT LAW.

BUT WE DO KNOW THAT THIS IS A LEGISLATIVE YEAR, RIGHT? WE ARE CURRENTLY IN SESSION.

AND SO WE KNOW THAT DECISIONS ARE BEING MADE AND THERE ARE SEVERAL BILLS THAT ARE BEING FILED THAT WE ARE KEEPING OUR EYES ON BECAUSE WE KNOW THAT THE IMPLICATIONS OF DECISIONS THAT WILL BE MADE COULD HAVE AN IMPACT ON HOW WE PLAN AND FORECAST AND BUDGET FOR THE UPCOMING SCHOOL YEAR.

WHEN WE AS WE ARE THINKING ABOUT OUR BUDGET DEVELOPMENT PROCESS, AGAIN, I'M SHIFTING DOWN TO THE LOWER PART OF THE SLIDE.

THESE ARE AGAIN SOME OF THE ASSUMPTIONS THAT WE'RE MAKING AS WE ARE DISCUSSING OUR BUDGET AND DEVELOPING IT ALONG THE WAY.

ONE OF THOSE ITEMS, AS NOTED HERE, IS LOOKING AT THE RAISING THE MINIMUM TEACHER PAY AND THE STARTING TEACHER PAY SPECIFICALLY THERE IS NOTED AS $61,000.

AND WE KNOW THAT IN AN EFFORT TO REMAIN COMPETITIVE AND TO BE ABLE TO RECRUIT HIGHLY QUALIFIED TEACHERS AND SUSTAIN AND RETAIN OUR TEACHERS, WE KNOW THAT OUR COMPENSATION HAS TO BE COMPARABLE.

I'VE ALREADY MENTIONED SPECIFICALLY THE LEGISLATIVE SESSION, BUT THERE ARE, YOU KNOW, DIFFERENT OUTCOMES THAT COULD IMPACT THE WAY WE MAKE DECISIONS AS WE PLAN AND BUDGET FOR THIS UPCOMING YEAR.

[01:35:01]

WE HAVE HAD MULTIPLE MEETINGS TO DISCUSS WHERE WE ARE FROM AN ENROLLMENT STANDPOINT AND WHAT ADJUSTMENTS NEED TO BE MADE ACROSS OUR SCHOOLS AND AT CENTRAL STAFF SO THAT WE ARE TRULY REFLECTIVE OF WHERE WE NEED TO BE FROM A BUDGETING STANDPOINT.

AT THIS TIME, I'M GOING TO PAUSE AND OF COURSE ANSWER ANY QUESTIONS THAT ANYONE MAY HAVE ABOUT ANYTHING THAT'S BEEN PRESENTED BUT OF COURSE REGARDING THE ASSUMPTIONS.

THANK YOU FOR THE PRESENTATION.

WE WILL START WITH ALL CLICKED IN TRUSTEE MACKEY, FOLLOWED BY MICCICHE, AND JOHNSON.

YEP. THANK YOU FOR THIS.

GLAD TO SEE THAT WE ARE ON TOP OF THIS EARLY.

A QUICK QUESTION ON THIS SLIDE.

WHAT'S OUR ACTUAL ENROLLMENT THIS YEAR? WHAT WAS IT ON WHATEVER AT PEIMS SNAPSHOT, THAT NUMBER WAS 141,250, I BELIEVE 141 ,250. AND SO THE PEIMS SNAPSHOT DATE WAS ACTUALLY IN OCTOBER.

GOTCHA. OKAY. SO WE WERE OUR PROJECTION WAS ABOUT 2,000 LESS THAN WHAT WE HAD.

OUR ACTUAL WAS ABOUT 2,000 LESS THAN WE HAD PROJECTED.

AND SO WE FEEL GOOD ABOUT THE 140 BECAUSE THAT FEELS LIKE THAT'S ONLY A 1,000 STUDENT DROP FROM WHAT WE'RE ACTUALLY AT.

DO WE THINK THAT'S FEASIBLE? SO BASED ON THE CONVERSATIONS AND THE DATA THAT WE RECEIVED FROM OUR DEMOGRAPHERS, WE FEEL LIKE THAT IS AN ADEQUATE NUMBER IN PREPARING THIS THE BUDGET FOR THE UPCOMING SCHOOL YEAR.

TO ANSWER YOUR QUESTION, TRUSTEE MACKEY.

OKAY. AND THEN FEEL FREE TO TELL ME, PRESIDENT HENRY, IF THIS IS NOT ON TRACK FOR THIS, BUT I KNOW YOU MENTIONED THE LEGISLATIVE OUTCOMES HERE. I KNOW ONE THAT'S BEING TALKED ABOUT QUITE SUBSTANTIALLY IS A POTENTIAL DRASTIC INCREASE TO THE HOMESTEAD EXEMPTION.

HOW WOULD THAT, GIVEN THAT WE ARE A RECAPTURE DISTRICT, SHOULD SOMETHING LIKE THAT PASS? OBVIOUSLY THERE'S A WHOLE LOT OF OTHER THINGS, BUT GENERALLY, HOW WOULD THAT IMPACT OUR ASSUMPTIONS AS WE MOVE FORWARD IF THAT WERE TO GO THROUGH? SURE. SO THE CURRENT HOMESTEAD EXEMPTION IS $40,000.

AND SO THERE IS LEGISLATION OUT THERE THAT IS WANTING TO INCREASE THAT EXEMPTION TO ABOUT $70,000.

AND SO WITH THE RATES THAT OUR VALUES HAVE INCREASED, THAT'S GOING TO IN TURN, OF COURSE, IT REDUCES WHAT WE GENERATE AS FAR AS REVENUE, BUT IT IMPACTS RECAPTURE.

SO RECAPTURE CONTINUES TO RISE WHEN OUR PROPERTY VALUES RISE.

BUT WE WON'T REALIZE THAT OUR HOMEOWNERS, OUR BUSINESS OWNERS WILL REALIZE THAT SAVINGS.

BUT AS A DISTRICT, IT REDUCES OUR RECAPTURE, NOT INCREASES.

I'M SORRY.

THAT'LL REDUCE OUR RECAPTURE, BUT LIKELY WOULDN'T REDUCE IT ENOUGH TO PUT US LOSING ANY LOSING REVENUE.

I MEAN, AS FAR OUTSIDE OF RECAPTURE, WE WOULD STILL EXPECT TO BE ABLE TO? SO FIRST, LET ME BEGIN BY SAYING THAT RECAPTURE FOR US AT THIS TIME IS ABOUT $200 MILLION DOLLARS.

SO FOR US TO NET ANYTHING POSITIVE AND WHEN I SAY POSITIVE MEANING, REALLY SEE ANY ADDITIONAL FUNDS IN OUR COFFERS, WE FIRST HAVE TO CLOSE THE RECAPTURE GAP OR SETTLE THAT RECAPTURE SO THAT IT'S DOWN TO ZERO BEFORE WE CAN SEE ANY ADDITIONAL FUNDS IN OUR COFFERS.

DOES THAT MAKE SENSE, WHAT I'M EXPLAINING? YES. AND WE DON'T EXPECT TO HAVE TO LOSE FUNDING.

NO, WE WOULD NOT. OKAY, I SEE WHAT YOU'RE ASKING.

NO, WE'RE NOT LOSING FUNDING.

IT'S JUST SAVINGS FROM THE HOMEOWNER SIDE.

YEAH. AND THEN AS WE THINK ABOUT THE RAISING TEACHER SALARY, YOU DON'T NEED TO HAVE AN ANSWER.

ARE WE CONSIDERING OTHER THINGS LIKE ESPECIALLY I ASSUME AND MAYBE REPHRASE THE QUESTION, YOU'RE TARGETING A 5% UNDERSPEND GIVEN THE CURRENT NUMBERS RIGHT NOW, DO WE HAVE AN IDEA OF WHAT THAT'S MOSTLY DUE TO? SO SOME OF IT IS DUE TO VACANCIES AND THEN SOME OF IT IS DUE TO JUST UNDER SPENDING IN OTHER AREAS.

IF YOU LOOK AT IF I GO BACK TO I'M GOING TO SAY THIS SLIDE.

AND SO OF COURSE, THE BULK OF OUR BUDGET IS IN PAYROLL, WHICH IS SALARIES.

AND SO BECAUSE WE HAVE NOT FILLED ALL OF OUR POSITIONS AT 100%, THERE ARE GOING TO BE SOME SAVINGS THERE.

SO THE BULK OF IT OR MOST OF IT IS GOING TO BE GENERATED FROM THE UNDERSPENDING IN OUR PAYROLL EXPENSES.

BUT THERE ARE WE ALSO HAVE ESSER THAT WE'RE TAKING INTO CONSIDERATION BECAUSE WE HAVE EXPENSES THAT WILL SHIFT OVER TO ESSER.

BUT WE ALSO HAVE SOME UNDERSPENDING IN SOME OTHER AREAS AS WELL, LIKE SUPPLIES AND MATERIALS AND CONTRACTED SERVICES.

AND LET ME CONNECT TO THAT IF I COULD TRUSTEE MACKEY THAT SINCE WE HAVE IT AND WHEN PEOPLE HEAR VACANCIES WELL, AS WE NOTED, WHEN WE DIDN'T NEED TO FILL

[01:40:09]

STEPHENS MENTIONED IS WE ARE SHIFTING SOME THINGS THAT ARE ELIGIBLE FOR ESSER, BECAUSE WE ALSO KNOW THAT WE NEED TO INCREASE OUR EFFICIENCY WITH OUR GENERAL OPERATING DOLLARS.

THIS GENERAL FUND, TRUTHFULLY, WE NEED TO BANK AS MUCH AS WE CAN BECAUSE WHEN ESSER IS NO LONGER IN EXISTENCE IN 2024, AND IF WE HAVE PEOPLE AND PROGRAMS THAT ARE WORKING THAT WE WANT TO CONTINUE, WE WANT TO HAVE A FUND TO GO TO RATHER THAN HAVE THAT CLIFF OF NOW PEOPLE DON'T HAVE A JOB OR THESE PROGRAMS GO AWAY.

SO IT'S A LITTLE BIT OF WE, DR.

STEPHENS DID SOME RESEARCH AND FOUND SOME THINGS THAT WE COULD ACTUALLY BE UTILIZING ESSER FOR NOW THAT WOULD ALLOW US TO BANK SOME FUNDS.

SO IT'S I'M GLAD YOU ASKED THAT QUESTION BECAUSE NOT THAT WE'RE LIKE UNDERSPENDING AS MUCH AS IT IS.

WE ADJUSTED TO THE ENROLLMENT AND WE'RE GOING TO BE MORE EFFICIENT WITH THINGS THAT CAN QUALIFY FOR ESSER.

YEAH, THEY'RE NOT ALL VACANCIES THAT WE'RE CURRENTLY TRYING TO FILL.

SOME OF THOSE WE INTENTIONALLY CLOSED? CORRECT. YEAH.

I DO AND I'M GLAD TO SEE WE'RE RETHINKING LIKE WE DO EVERY YEAR AROUND COMPENSATION FOR STAFF TO MAKE SURE THAT DALLAS IS THE MOST COMPETITIVE PLACE TO BE.

ARE WE ALSO CONSIDERING AS WE GO FORWARD AS WELL AS ADJUSTING LIKE THE SALARY, LIKE THE MINIMUM SALARY, ARE WE ALSO EXPLORING IF WE STILL HAVE HARD TO STAFF AND KEEP STAFF AREAS LIKE SPECIAL EDUCATION, LIKE DUAL LANGUAGE, OR ARE WE CONSIDERING LOOKING AT STIPENDS OR WAYS TO RETAIN THOSE TEACHERS AND MAKE SURE THAT WE'RE FILLING THOSE TOUGH TO STAFF AREAS? SURE. SO AS I SAID, WE ARE CURRENTLY KNEE DEEP IN THE BUDGET DEVELOPMENT PROCESS AND THERE ARE MULTIPLE CONVERSATIONS UNDERWAY ABOUT WHERE WE NEED TO PRIORITIZE OUR DOLLARS.

AND SO IN THE WEEKS AND MONTHS TO COME, AS WE BEGAN TO BRING FORTH ADDITIONAL INFORMATION, YOU'LL START TO SEE SOME ADDITIONAL ASSUMPTIONS THAT WE HOPE TO BUILD THE BUDGET BASED ON.

BUT I WANTED TO BRING FORTH THIS MONTH WHERE WE ARE IN THE PROCESS AT THIS TIME.

SO YES, CONVERSATIONS, CONVERSATIONS SUCH AS THAT ARE DEFINITELY UNDERWAY.

GREAT. THANK YOU ALL FOR YOUR WORK ON THIS.

THE ONLY THING THAT I'VE SAID IT BEFORE AND I'LL SAY IT AGAIN AND I KNOW I'VE TALKED TO YOU, DR.

ELIZALDE AND PAM, AS WE MOVE FORWARD, AS WE'RE MAKING THESE DECISIONS AND YOU ALL ARE KNEE DEEP IN ALL THE DATA TO GIVE US A SENSE OF HERE ARE THE INITIATIVES WE'VE TRIED, HERE IS THE RETURN ON THIS INVESTMENT OR THAT ONE.

HERE'S WHY WE'RE MOVING AWAY FROM THIS ONE AND INVESTING MORE IN THAT ONE WOULD BE REALLY HELPFUL FOR ME AS WE LOOK AT THE DECISIONS BEING MADE AS WE GO FORWARD.

BUT THANK YOU ALL FOR YOUR WORK ON THIS AND I'M EXCITED TO SEE IT CONTINUE.

THANK YOU. TRUSTEE MACKEY.

TRUSTEE MICCICHE FOLLOWED BY JOHNSON.

THANK YOU. I WANTED TO FOLLOW UP ON SOME ISSUES REGARDING TAXES AND RECAPTURE.

SO I BELIEVE YOU MENTIONED THAT THE TAX RATE IS THE LOWEST THAT WE COULD NOT, UNDER STATE LAW LOWER THE TAX RATE? THAT IS CORRECT.

UNDER THE CURRENT LAW, WE ARE AT THE, IT'S CALLED A FLOOR.

WE ARE AT THE FLOOR OF THAT LEGISLATIVELY SET TAX RATE.

OKAY. I'M NOT SURE OUR CONSTITUENTS KNOW THAT WE HAVE THE LOWEST TAX RATE POSSIBLE THAT WE CAN POSSIBLY DO.

DO WE HAVE THE ABILITY TO RAISE THE TAX RATE? NOT AT THIS TIME.

OKAY. IF IT TURNS OUT WE'VE GOT AN ASSUMPTION HERE OF A 4% INCREASE IN APPRAISED VALUE, LET'S JUST SAY THE INCREASE IN APPRAISED VALUE TURNS OUT TO BE 40%.

YOU KNOW, JUST REALLY, REALLY, REALLY HIGH.

DOES ALL THAT ADDITIONAL REVENUE GO RIGHT INTO RECAPTURE? YES. SO WHEN WE HAVE INCREASED PROPERTY VALUES AND ESPECIALLY CONSIDERING THE ENROLLMENT CHANGES THAT WE ARE EXPERIENCING AS WELL, WHEN YOU COMPOUND THOSE TWO, THEN THAT EQUATES TO A HIGHER RECAPTURE FOR US.

OKAY. SO AT THIS POINT, POINT IN TIME, WHEN CONSTITUENTS SEE AN INCREASE IN THEIR TAX BILL THAT IS RELATED TO AN INCREASE IN THE VALUE OF THE PROPERTY.

THAT INCREASE THE INCREASED DOLLARS THAT THEY PAY BASICALLY, ALL OF IT GOES TO RECAPTURE? SO WHEN A HOMEOWNER SEES AN INCREASE IN THEIR TAXABLE VALUES, YOU KNOW, THAT'S A SEPARATE TAXING JURISDICTION.

THAT'S NOT, DALLAS ISD DOES NOT APPRAISE PROPERTY.

SO LET ME BEGIN BY SO WE'RE CLEAR ON THAT CORRECT.

AND SO YOUR QUESTION IS WHEN THEY SEE AN INCREASE IN THEIR TAX BILL, CAN YOU RESTATE THE LAST PART OF THE QUESTION?

[01:45:08]

SO IF YOU HAVE THAT SITUATION AND YOUR TAX BILL GOES UP BY $1,000, THAT $1,000 OF ADDITIONAL REVENUE ESSENTIALLY WINDS UP GOING TO THE STATE.

TO RECAPTURE. TO RECAPTURE [INAUDIBLE].

OKAY. AND THEN IN TERMS OF ENROLLMENT AND I'D.

WE'VE HAD DECLINES.

ARE THE DECLINES FOCUSED IN ANY PARTICULAR? IS IT NOTABLE IN ANY PARTICULAR GEOGRAPHIC AREA? GEOGRAPHIC AREA, I DON'T HAVE THAT INFORMATION IN FRONT OF ME, BUT I DO KNOW THAT FROM A GRADE SPAN GROUPING PERSPECTIVE, WE'VE SEEN SOME DECLINE IN OUR MIDDLE SCHOOL GRADE SPAN GROUPINGS, AND THEN OF COURSE, WE ARE STILL WORKING TO GET BACK TO OUR PRE-COVID ENROLLMENT NUMBERS FOR OUR PRIMARY SCHOOLS OR EC PRE K, SO WE'VE MADE GAINS OF COURSE, IN THAT GRADE SPAN GROUPING.

BUT FROM A GEOGRAPHIC PERSPECTIVE, I THINK YOU'RE ASKING ME LIKE WHAT AREAS PERHAPS WE'RE SEEING THE SHARPEST ENROLLMENT DECLINE.

I DON'T HAVE THAT INFORMATION AT THIS MOMENT, BUT OF COURSE THAT'S SOMETHING WE COULD GET FOR YOU AND SHARE WITH EVERYONE.

YEAH, I WOULD BE INTERESTED IN KNOWING IF, YOU KNOW, ONE PARTICULAR PART OF TOWN OR SEVERAL PARTS OF TOWN ARE DISPROPORTIONATELY GETTING DECLINES IN ENROLLMENT.

AND YOU KNOW, MY SENSE IS THAT THE HOUSING OF THE AFFORDABLE HOUSING PROBLEM IN DALLAS IS IT HAS A LOT TO DO WITH ENROLLMENT DECLINES.

BUT I WOULD JUST LIKE TO KNOW IF WE CAN TARGET PARTICULAR AREAS.

YES, SIR. THAT'S ALL I HAVE.

THANK YOU. THANK YOU.

TRUSTEE MICCICHE, TRUSTEE JOHNSON.

I WANT TO THANK TRUSTEE MACKEY A LOT OF THE THINGS THAT I WANTED TO ASK HE TOUCHED IT AND THEN I WANT TO APPRECIATE TRUSTEE MICCICHE CONCERNING THE HOUSING BECAUSE I KNOW THAT'S A CONCERN FOR ME.

I ACTUALLY ATTENDED A MEETING AT THE CITY COUNCIL CONCERNING THOSE ISSUES BECAUSE WE HAVE A LOT OF TRANSIENT STUDENTS IN MY DISTRICT AND OTHERS ARE LEAVING. SOME OF THEM ARE LEAVING WHERE THEY CAN GO TO GET HOUSING.

AND WE'RE LOSING STUDENTS BECAUSE OF THAT AS WELL.

SO THAT IS A VERY BIG CONCERN OF MINE.

AND I THINK I KNOW I REACHED OUT TO YOU VIA EMAIL TO TRY TO TALK WITH YOU TO GET THE BUDGET.

SO I WOULD LIKE TO SET THAT MEETING UP BECAUSE I'M GETTING READY TO HAVE A COMMUNITY MEETING.

AND THIS IS ONE OF THE THINGS THAT WE'RE GOING TO BE TALKING ABOUT IS THE BUDGET UPCOMING BUDGET.

I SEE HERE AND I KNOW IT'S STILL UNDER DEVELOPMENT AND YOU GUYS ARE STILL WORKING ON IT, BUT I KNOW WE'RE RAISING THE MINIMUM TEACHER SALARY TO 61 K.

WHAT ARE WE DOING WITH THE EXISTING TEACHERS THAT HAVE EXPERIENCE? SURE. SO THAT 61 K IS REFERENCING STARTING TEACHER PAY, BUT ALSO A PART OF THAT CONVERSATION IS THE ADJUSTMENTS THAT ARE MADE TO TEACHERS THAT ARE EXISTING TEACHING STAFF, I SHOULD SAY, BECAUSE WE HAVE TO I CALL IT A SPREAD.

ADJUSTMENTS HAVE TO BE MADE ACROSS THE SYSTEM WHEN YOU INCREASE STARTING TEACHER PAY SO THAT THERE IS DIFFERENTIALS BETWEEN THE DIFFERENT TEACHER GROUPS AND YEARS OF SERVICE.

SO IT'S REFLECTIVE OF THE CONVERSATION THAT INCLUDES ALL TEACHERS.

WHAT ABOUT ATHLETICS? THEY ARE A PART OF THAT AS WELL.

OKAY. I WOULD LIKE TO DEFINITELY HAVE A CONVERSATION WITH YOU OFFLINE BECAUSE I HAVE A LOT OF QUESTIONS.

THANK YOU SO MUCH.

YES, SIR. AND IF I MAY ADD THAT WE ARE OR WE WILL BE HAVING COMMUNITY BUDGET MEETINGS BY REGION THIS YEAR AS WELL.

AND WE ARE IN THE PROCESS OF PLANNING THOSE MEETINGS AND SETTING THOSE DATES AND LOCATIONS.

AND SO WHEN WE HAVE THAT INFORMATION AVAILABLE, I WILL MAKE CERTAIN THAT IT IS SHARED IN A BOARD UPDATE.

THANK YOU. AND I ALSO WILL BE HAVING A MEETING UPCOMING VERY SOON THIS MONTH.

OKAY. SO I DEFINITELY LIKE TO HAVE A STAFF COME OUT AND TALK A LITTLE BIT ABOUT THE BUDGET.

OKAY. MY PARENTS AND MY COMMUNITY MEMBERS.

YES, SIR. THANK YOU SO MUCH.

THANK YOU, TRUSTEE JOHNSON.

WHERE I DON'T HAVE ANY QUESTIONS.

WE'RE DONE WITH THE BUDGET ASSUMPTIONS.

I APPRECIATE THE PRESENTATION.

[01:50:01]

I MEAN THROUGH THE AGENDA.

THE MINUTES WILL BE POSTED ON BOARD DOCS AND YOU'LL RECEIVE THEM PRIOR TO THE BOARD MEETING TRUSTEES AND WE HAVE A STATUTORY ITEM REGARDING ELECTIONS.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. STATUTORY ITEMS]

[11. POLICY UPDATES]

WE ALREADY ADDRESSED 11 C EARLIER.

TRUSTEES ANY QUESTIONS ON THE POLICY UPDATES? 11 A OR B? ALL RIGHT. PROPOSED NAME OF THE FACILITIES.

[12. PROPOSED NAMING OF FACILITIES]

ANY QUESTIONS OR COMMENTS? I HAVE A QUESTION.

WHICH AGENDA ITEM? THE NAMING OF THE FACILITIES, WHICH ONE WE HAVE.

YEAH, IT'S JUST BASICALLY KIND OF IN GENERAL, I'M NOT, BUT I JUST NOTICED THAT THERE SEEMED TO BE A GREAT DEAL OF THEM. AND I UNDERSTAND I AM GOING TO DO AN ITEM NUMBER.

BECAUSE I DO HAVE A QUESTION.

AND IT'S THE ONE CONCERNING L.G.

PINKSTON HIGH SCHOOL.

ALL RIGHT, SO WE'RE DOING 12 G.

12G. IT'S.

YEAH, IT IS.

FOR H, I THOUGHT IT WAS.

THERE'S. YEAH, YOU'RE RIGHT.

G OR H.

WHAT G. AND I GUESS MY QUESTION IS BECAUSE I PASSED BY A BUILDING THAT HAD JUST BEEN RENAMED AND I REALIZED THAT THE SCHOOL NAME AND I THINK IT HAD TWO NAMES ON THE SCHOOL AND I THINK THE OTHER NAME WAS BECAUSE OF THE AUDITORIUM OR THE GYMNASIUM.

I GUESS MY QUESTION IS, WHEN WE RENAME THESE SCHOOLS, WHAT EXPENSES ARE WE? I KNOW IT COSTS MONEY TO YOU KNOW, THEY PUT BRANDING ON THE INSIDE WITH THE NAME ON IT AND WHAT HAVE YOU, BUT WHAT EXPENSE ARE WE INCURRING IN NAMING GYMS AND I MEAN, I DON'T KNOW WHO CAN ANSWER THIS QUESTION.

BUT JUST THE REASON THAT I'M ASKING IS BECAUSE I UNDERSTAND ONE OF THEM I LOOKED AT AND WAS JUST THEY WANTED ONE OF THE PARENTS WANTED THE EXCUSE ME, THE CHILD'S WANTED TO CORRECT THE NAME, BUT HOW MUCH EXPENSE ARE WE INCURRING WHEN WE DO THIS? APPROXIMATELY? IF IT'S JUST A ANOTHER PART OF A FACILITY OF A CAMPUS, LIKE A GYM, THERE REALLY ISN'T YOU KNOW.

IF WE'RE PUTTING UP MAYBE A, YOU KNOW, A SIGN TO COMMEMORATE THAT, WHICH IS USUALLY WHAT WE'RE DOING, I WOULDN'T BE ABLE TO GIVE YOU A COST.

BUT I MEAN, IN TERMS OF THE GENERAL BUDGET, THAT WOULDN'T BE A PROHIBITED COST.

I MEAN, YOU'RE TALKING ABOUT ONE SIGN OR NOTIFICATION, YOU KNOW, OUTSIDE AN AUDITORIUM OR OUTSIDE A GYM OR SOME, YOU KNOW, A PLAQUE OF SOME SORT.

SO WHATEVER THAT COST WOULD BE, WHICH IS DIFFICULT FOR ME TO SAY.

BUT, YOU KNOW, A COUPLE THOUSAND DOLLARS FOR SOMETHING LIKE THAT, THAT WOULD BASICALLY BE THE ONLY COST.

OKAY. AND BECAUSE I JUST I KNOW THAT, YOU KNOW, I DON'T KNOW IF IT'S, YOU KNOW, 30,000 FOR A SIGNAGE OR WHAT HAVE YOU.

I JUST I'M JUST LOOKING AT THE FACT THAT SOME THINGS MAY ADD UP.

I'M NOT AGAINST WHAT'S GOING ON.

I JUST HAVE QUESTIONS ABOUT THE COST.

A PLAQUE WOULDN'T OUTSIDE THE GYM OR AUDITORIUM IS NOT GOING TO BE $30,000.

IT'S NOT THE GYMS ARE NOT A PLAQUE.

THEY HAVE THE NAME OVER THE ACTUAL BUILDING IS WHAT I'VE BEEN NOTICING THAT THEY'RE DOING.

I MEAN, NOT OVER THE BUILDING.

LIKE YOU GO INTO THE THEATER, THE NAME WILL BE DISPLAYED ABOVE IT.

IF IT'S THE THEATER OR IT'S SO EACH OF THOSE. YOU WERE ASKING ME LIKE A GENERAL QUESTION.

YES. SO EACH OF THE FACILITIES ARE GOING TO BE DIFFERENT IF IT'S OUTSIDE A GYM, WHICH WAS, I THOUGHT THE FIRST AREA YOU ASKED ME, DEPENDING ON THE SIZE OF AN AUDITORIUM, I MEAN, WE CAN GO AND TELL YOU WHAT WE'VE SPENT ON THE ONES THAT HAVE BEEN RENAMED.

WOULD THAT BE HELPFUL? YES, IT WILL BE.

OKAY. WE COULD PUT THAT IN A TRACKER.

THANK YOU. WHO'S RESPONSIBLE? WHAT'S THE HISTORICAL? SO I'VE LOOKED AT THESE. [INAUDIBLE] WHAT'S THAT HISTORICAL SPEND INFORMATION.

WHAT IS THAT SUPPOSED TO BE? IT'S GENERALLY WHAT HAS BEEN SPENT ON A SIMILAR FACILITY.

YEAH, SO THAT'S. SO THAT'S WHERE I WAS LIKE $1,000.

OKAY. I JUST WANTED TO MAKE SURE I WAS, BUT.

BUT THAT. I'M SORRY.

[01:55:03]

ELIZALDE OF THE SIGN WHERE WE'RE ADDING DR.

L.G. PINKSTON TO L.G.

PINKSTON. NO, I DON'T KNOW.

IT'S FROM MY UNDERSTANDING, I'M FAMILIAR WITH THIS DR.

L.G. PINKSTON, BECAUSE THAT BACK IN THE DAY WHEN THEY BUILT THE SCHOOL, THEY DIDN'T ALLOW BLACKS TO HAVE DR.

IN FRONT OF THEIR NAME. SO THIS IS WHY WE'RE DOING IT NOW.

IT FELL ON ALL THOSE THINGS THAT HAPPENED A LONG, LONG, LONG TIME AGO.

I'M NOT QUESTIONING THAT.

I DO UNDERSTAND THAT WE'RE ADDING.

I THOUGHT THEY WERE ADDING THE TITLE ONTO IT AND THE SURNAME ON IT, BUT I'M GOOD WITH THAT.

YEAH. AND ADDING SENIOR, I'M SORRY, I DON'T HAVE MY OTHER GLASSES.

I DO [INAUDIBLE]. SO THAT'S PRETTY MUCH WHAT IT IS, BUT THAT'S THE OUTSIDE OF THE SIGN.

SO I THINK AS DR.

ELIZALDE WAS SAYING, LIKE ON MAYBE LIKE SAY THEIR NAME, A ROOM AFTER SOMEONE, IT MAY BE A PLAQUE BECAUSE I'VE SEEN LIKE A LITTLE PLAQUE, A LITTLE THINGY ON THE DOOR THAT SAYS THIS PERSON ROOM OR WHATEVER.

RIGHT. AND SO IT JUST I DON'T THINK THAT'S A LOT OF I HAVEN'T SEEN THEM SPEND A LOT OF MONEY, BUT IF THE SIGN ITSELF IS LIKE 1100, I CAN IMAGINE THE COST IS TREMENDOUSLY LOW FOR A LITTLE PLAQUE OR A LITTLE SIGN THAT GOES NEAR THE DOOR.

I THINK THAT'S WHAT YOU'RE SAYING.

IF I'M WRONG, I APOLOGIZE.

TRUSTEE JOHNSON WHEN YOU FINISH YOUR TIME, WE'LL GO TO CAMILE WHITE.

I'M FINE, THANK YOU. BACK AND FORTH.

OKAY. NO, I'M DONE. THANK YOU.

ALL RIGHT. ANY OTHER 12 G H I.

ALL RIGHT, WE'RE GOING TO THE CHIEF OF STAFF DIVISION.

[14. CHIEF OF STAFF DIVISION]

ANY QUESTIONS? TRUSTEE.

YES, I'M SORRY.

14 B, WHICH ONE? 14 B GO AHEAD.

SAME, SAME TOPIC.

GO AHEAD, BEN. I CAN DRAW STRAWS.

NO, I WAS JUST GOING TO GIVE THE ADMINISTRATION AN OPPORTUNITY TO KIND OF WALK THROUGH SINCE WE HAVE ALREADY VOTED ON THIS.

WE'RE BRINGING IT BACK. I JUST WANT TO GIVE ANYONE WHO'S WATCHING KIND OF THE OVERVIEW, WHY ARE WE MAKING THE DECISION TO RECOMMEND WHAT WE ARE AND WHAT IT LOOKS LIKE GOING FORWARD? AND I'LL LET OUR DEPUTY CHIEF GIVE YOU THE SPECIFICS.

I'LL START AT THE HIGH LEVEL.

THANK YOU, TRUSTEE MACKEY, FOR PHRASING IT THAT WAY.

I'LL START WITH WE DID HEAR FROM FROM OUR COMMUNITY, AT LEAST IN TWO DIFFERENT AREAS.

A, YOU KNOW, DID WE DO A REALLY GOOD JOB OF ENSURING THAT WE HAD PARTICIPATION AND ENCOURAGE THAT PARTICIPATION NOT JUST FROM OUR TEACHERS AND OUR STAFF.

BUT DID WE DO THAT WITH WITH PARENTS AS A RESPONSE TO CHOOSING OR GIVING FEEDBACK ON CALENDARS? I WOULD SAY THE SECOND OBSERVATION THAT WAS ALSO BROUGHT TO US IS THE START OF THE SCHOOL YEAR WOULD BE WHICH WE'VE DONE BEFORE, BUT IT DOESN'T MEAN THAT BECAUSE WE'VE DONE IT BEFORE, WE SHOULDN'T HAVE.

WE SHOULDN'T BE SENSITIVE TO IT.

AND THAT'S THAT THE TAX FREE WEEKEND ACTUALLY TAKES PLACE AFTER THE FIRST DAY OF SCHOOL UNDER THE CALENDAR THAT WE BROUGHT YOU BEFORE. SO OUR DEPUTY CHIEF MET WITH A GROUP OF OUR STAFF MEMBERS, AGAIN, INCLUDING TEACHER ORGANIZATIONS AND SUPPORT STAFF ORGANIZATIONS. AND THEN WE PUT OUT ANOTHER SURVEY THAT WAS MORE WIDELY PROVIDED OUT TO OUR PARENTS.

SHERRY, YOU WANT TO GIVE SOME SPECIFICS? YES. SO, AGAIN.

YOU KNOW, NORMALLY TAX FREE WEEKEND HAS BEEN THE FIRST WEEKEND IN AUGUST.

AND SO WHEN WE ORIGINALLY DESIGNED OUR CALENDAR, WE DIDN'T REALIZE WE WOULD HAVE AN ISSUE.

THEN IT WAS BROUGHT TO OUR ATTENTION AFTER IT WAS VOTED ON.

THAT TAX FREE WEEKEND FOR THIS COMING YEAR WAS GOING TO BE THE SECOND WEEK IN AUGUST.

SO AS WE HAD CONVERSATIONS WITH A FEW PARENTS AND SOME STAFF, WE WANTED TO SEE WHAT COULD WE DO TO MAKE AS LITTLE CHANGE TO THE CURRENT CALENDAR AS POSSIBLE IN THE EVENT THAT PEOPLE HAD MADE PLANS.

BUT WHAT COULD WE DO TO ACCOMMODATE THAT CONCERN? AND SO WE CAME BACK WITH THE TWO OPTIONS, THE ONE THAT HAD ALREADY BEEN VOTED ON AND THE ONE THAT YOU SEE BEFORE YOU TODAY, AND ASK STAFF AND PARENTS TO GIVE US SOME FEEDBACK ON WHAT THEY WERE SEEING WITHIN THESE TWO OPTIONS AND WHICH ONE WOULD BE THE BETTER CHOICE. AND WE GOT QUITE A BIT OF RESPONSE GOING FOR THIS NEW OPTION AND THE CHANGES ARE IN THIS NEW OPTION START DATE, MOVING IT FROM THE WEDNESDAY THE 9TH TO THE 14TH, AND THEN CHANGING SOME DAYS IN THE CALENDAR, CHANGING LIKE A PD DAY AND A WORK DAY WHERE THEY WOULD HAVE HALF DAY PD, HALF DAY WORK DAY SO THAT STUDENTS WOULD COME BACK ON JANUARY 9TH AFTER WINTER BREAK INSTEAD OF THE 10TH CHANGING FEBRUARY 19TH TO A PROFESSIONAL DEVELOPMENT DAY RATHER THAN A HOLIDAY.

AND THEN THE LAST DAY OF SCHOOL WOULD CHANGE TO A HALF DAY INSTRUCTIONAL DAY AND A HALF DAY TEACHER WORK DAY SO THAT TEACHERS COULD BE OUT THE SAME DAY

[02:00:08]

SO NORMALLY KIDS WERE GETTING OUT ON THE FRIDAY, TEACHERS WERE COMING BACK THAT TUESDAY FOR THEIR WORK DAY.

AND WE KEPT GETTING FEEDBACK OVER AND OVER OVER THE YEARS IS WHY CAN'T WE JUST, YOU KNOW, GET OUR THINGS DONE AND BE DONE WHEN THE KIDS ARE DONE? SO WE ACCOMMODATED THAT IN THIS NEW CALENDAR.

SO THAT IS THE MAJORITY OF THE CHANGES THAT WE WORKED ON TO GET TO A START DATE AFTER TAX FREE WEEKEND.

ALL RIGHT. TRUSTEE MICCICHE FOLLOWED BY TRUSTEE MACKEY AND MARSHALL.

THANK YOU FOR FOR THAT EXPLANATION.

SO THIS IS OPTION TWO AS PRESENTED IN THE SURVEY THAT WAS RECENTLY DONE WITHIN THE, I GUESS IN THE LAST TWO WEEKS.

IT'S EXACTLY WHAT WAS IN OPTION TWO? YES. OKAY.

THE OTHER THING I WANTED TO ASK ABOUT WAS HOW WE WILL BE TREATING, YOU KNOW, POTENTIAL BAD WEATHER DAYS IN THE NEXT YEAR.

BUT CAN YOU RECAP WHAT WE'RE DOING FOR THOSE FOUR DAYS IN FEBRUARY THAT WE WERE CLOSED, HOW WE'RE DOING, HOW WE'RE TREATING THAT FOR THE REST OF THIS YEAR, AND THEN DESCRIBE HOW WE'RE GOING TO DEAL WITH IT FOR THE NEXT CALENDAR.

ABSOLUTELY. SO THERE'S TWO THINGS.

ONE IS WHEN WE DEVELOP OUR CALENDAR, WE'RE REQUIRED TO PUT IN TWO DAYS OF INCLEMENT WEATHER IN THE EVENT THAT WE NEED THEM.

HOWEVER, MANY DISTRICTS JUST LIKE US INCLUDE EXTRA MINUTES IN THE DAYS THAT OUR KIDS ARE IN SESSION SO THAT WE ALWAYS. WELL, NOT ALWAYS, BUT WE OFTEN HAVE ENOUGH MINUTES TO COVER INCLEMENT WEATHER DAYS BECAUSE WE HAVE TO HAVE 75,600 MINUTES OF INSTRUCTION AND PD WITHIN THE CALENDAR.

AND WHEN I SAY PD, THERE'S ALSO A WAIVER THAT WE APPLY FOR EVERY YEAR WHERE WE CAN USE FIVE DAYS OF PD THAT STARTS AFTER KIDS COME TO SCHOOL AND THEN IS COMPLETED BEFORE KIDS GET OUT OF SCHOOL.

SO WITH OUR PD MINUTES AND OUR INSTRUCTIONAL STUDENT MINUTES, WE'RE AT OUR 75,600 MINUTES.

SO WE WOULD NOT REQUIRE STUDENTS TO COME IN ON THOSE TWO INCLEMENT WEATHER DAYS.

NOW, ONE OF THE INCLEMENT WEATHER DAYS, THOUGH, WE ARE USING FOR PD BECAUSE OF WHAT WE TALKED ABOUT EARLIER WITH THE FENTANYL ISSUE, WE DO NEED TO GET TRAINING OUT TO OUR TEACHERS AND OUR CAMPUS STAFF AROUND FENTANYL AWARENESS.

SO WE ARE PROVIDING TEACHERS WITH INFORMATION, TRAINING ON FENTANYL AWARENESS AND SUICIDE AWARENESS THAT WE'LL USE FOR THAT APRIL 10TH DAY AS A PROFESSIONAL DEVELOPMENT DAY. AND THAT'S VIRTUAL, IS THAT CORRECT? YES. YES. WE HAVE MODULES THAT THE TEACHERS WILL BE COMPLETING ON THOSE.

AND IS THAT THE ONLY ADJUSTMENT FOR TEACHERS IS APRIL 10TH.

THAT WAY WE HAVE ALL OF OUR MINUTES THAT WE NEED AND WE WON'T NEED TO REQUIRE STUDENTS TO COME IN ON THE INCLEMENT WEATHER DAYS TO HIT OUR MINUTES.

AND FOR .NEXT YEAR WE'LL BE IN POSITION TO DO BASICALLY THE SAME THING IF WE HAVE FOUR, DAYS OF CLOSING.

CORRECT. WELL, WHAT WE HAVE TO MONITOR AT EACH TIME, BECAUSE IT DEPENDS ON HOW MANY DAYS WE'RE OUT, HOW MANY MINUTES WE HAVE AT THE MOMENT.

SO EVERY TIME WE MONITOR IT AND BUT WE STILL HAVE THE INCLEMENT WEATHER DAYS BUILT IN IN THE EVENT THAT WE HAVE TO USE THEM.

OKAY. THANK YOU VERY MUCH.

THANK YOU TRUSTEE MICCICHE. TRUSTEE MACKEY.

FOLLOWED BY MARSHALL.

YEAH. THANK YOU ALL FOR TAKING INTO ACCOUNT AND LOOKING AND SEEKING A WAY TO CONTINUE TO IMPROVE THE PROCESS AND GET FEEDBACK.

I REALLY APPRECIATE THE EFFORT THAT YOU, DR.

ELIZALDE, AND YOUR TEAM HAVE DONE THIS ON NOT JUST THIS, BUT SO MANY DIFFERENT ITEMS. SO I APPRECIATE THAT.

I'M ALSO GLAD I KNOW STATEWIDE THERE'S LIKE A RACE TO HAVE LESS SCHOOL DAYS IN THE YEAR.

AND I KNOW TEXAS HAS A REQUIREMENT FOR MINUTES, BUT THERE'S A TON OF DATA AND RESEARCH AND INFORMATION THAT SHOWS THAT MINUTES IN THE DAY DOESN'T NECESSARILY MAKE A HUGE DIFFERENCE. BUT THE NUMBER OF DAYS DOES MAKE A BIG DIFFERENCE FOR STUDENTS ACHIEVING.

SO I APPLAUD DALLAS ISD FOR CONTINUING TO STAY PRETTY STRAIGHTFORWARD THERE.

AS I LOOK AT THIS, SO THIS ONE FLAG AND I KNOW LEGISLATIVE SESSION IS IT CAN CHANGE ANYTHING AND THINGS CONTINUE TO GO ON.

I SEE THAT.

SO THIS NEW CALENDAR WOULD BE 174 SCHOOL DAYS VERSUS 175.

CORRECT. ONE THING TO CONSIDER, REGARDLESS OF WHAT DETERMINATIONS ARE MADE WITH REGARDS TO EXTENDED DAY INTERSESSION SUMMER PROGRAMS, ETCETERA, IS I KNOW THE LEGISLATURE IS CONSIDERING LOWERING THE REQUIREMENT FOR ADD [INAUDIBLE] FUNDING, WHICH WE WEREN'T ABLE TO ACCESS FOR ANY OF OUR PROGRAMS LAST YEAR

[02:05:03]

SHOULD THAT PASS, I WORRY THAT BEING AT 174 WILL MAKE US INELIGIBLE FOR THIS FUNDING STREAM THAT COULD HELP FUND OUR SUMMER PROGRAMS ACROSS THE DISTRICT AT A PRETTY SUBSTANTIAL RATE.

AND I WONDER IF THAT'S SOMETHING WE CAN CONSIDER AS WE GO FORWARD.

YOU KNOW, MAY PASS, MAY NOT PASS, WHO KNOWS? BUT THAT'S SOMETHING TO KEEP AN EYE ON.

SO WE ARE BEING THOUGHTFUL ABOUT THE FUNDING THAT IS AVAILABLE FOR THERE.

AND WE KNOW KIDS NEED SUMMER PROGRAMS. I THINK SOUNDS LIKE WE SAW A LOT OF GOOD WORK FROM THAT THIS YEAR, IF NOTHING ELSE, THAT WE'RE CONSIDERING THINKING ABOUT THAT AS WE GO FORWARD.

SO I THINK WE DID DISCUSS THIS BRIEFLY AND WE ABSOLUTELY IF 175 BECOMES THAT REQUIREMENT, I THINK OUR TEAM WOULD REACH OUT TO PARTICULAR SCHOOLS THAT WERE KIND OF ON THAT CUSP OF THERE WERE SOME POSITIVE KIND OF GAINS.

AND THEY MAY HAVE SOME FOLKS BECAUSE IF THAT MEANT WE WOULD JUST MAKE AN ADJUSTMENT TO THE CALENDAR FOR EVERYBODY AND ALL THESE OTHER SCHOOLS THAT MIGHT WANT TO DO SOME EXTENDED DAY, THAT WE WOULD BE ABLE TO GET SOME SUPPORT FINANCIALLY FOR THAT WE WOULD WANT TO DO THAT.

SO THE TEAM IS GOING TO INTERNALLY LIKE HAVE A READY TO GO PLAN THAT WE WOULD HAVE TO BRING, OF COURSE, BACK TO YOU FOR A VOTE.

BUT WE WOULD WANT TO HAVE THAT READY TO GO IN THE EVENT THAT WE WOULD SEE THAT.

BECAUSE YOU'RE RIGHT, WHY WOULD WE WANT TO NOT ACCESS THE ADDITIONAL FINANCIAL SUPPORT THAT COULD BE A HUGE WE KNOW WE'RE STILL GOING TO NEED TO RUN, RIGHT.

YES. SUMMER SUPPORTS, BUT THIS MIGHT OFFER US AN OPPORTUNITY TO GAIN FINANCIAL SUPPORT FOR THAT.

AND CORRECT ME IF I'M WRONG, LIKE MOST OF OUR CONVERSATION AS FAR AS THE ADDITIONAL DAYS WERE FOCUSED ON THE INTERSESSION AND THE SCHOOL YEAR REDESIGN AND MAYBE THIS IF THAT HAPPENS, THERE'S AN OPPORTUNITY TO EXPLORE SOME OF THOSE.

CORRECT. BUT REGARDLESS, I THINK WE WERE DOING IT WAS A STATED GOAL LAST YEAR THAT WE'RE EVENTUALLY GOING TO SCALE THE SUMMER PROGRAMING FOR KIDS EVERYWHERE REGARDLESS, AND THIS WOULD POSSIBLY OPEN THE DOOR FOR FUNDING FOR THAT.

SO GLAD TO HEAR YOU ALL ARE THINKING ABOUT THAT AND WE'LL LOOK FORWARD.

IF THAT MOVES FORWARD TO IT.

THAT WILL BE READY TO SEIZE ON THAT.

THANK YOU. THANK YOU TRUSTEE MACKEY, TRUSTEE MARSHALL.

YEAH, I'LL BE BRIEF. I JUST WANTED TO THANK THE ADMINISTRATION FOR REVISITING THIS TOPIC.

I THINK THIS IS A SITUATION WHERE WE RECOGNIZE THAT WE PROBABLY DIDN'T DO AS GOOD OF A JOB OF SOLICITING FEEDBACK AS WE COULD HAVE WHEN WE INITIALLY MADE THE DECISION.

BUT I WILL ALSO TELL YOU, I THINK IT WOULD BE EASY FOR A NORMAL GOVERNMENT BUREAUCRACY TO JUST MOVE ON DOWN THE ROAD AND STICK WITH THE DECISION THAT HAD ALREADY BEEN MADE.

AND I WANT TO COMMEND THE ADMINISTRATION FOR REOPENING THE TOPIC, SOLICITING SOME ADDITIONAL INPUT, AND THEN MAKING A DECISION IN A MORE INCLUSIVE AND OPEN WAY, WHICH I'M ALL FOR THE INCLUSIVE AND OPEN DECISION MAKING.

BUT I'M THRILLED THAT THIS ADMINISTRATION IS WILLING TO TAKE A LOOK AT THINGS THAT MIGHT NOT HAVE GONE AS WELL AS THEY COULD HAVE GONE AND THEN REOPEN THEM FOR FURTHER CONVERSATIONS. SO THANK YOU.

THANK YOU. TRUSTEE MARSHALL.

CONCLUDES QUESTIONS AND COMMENTS ON 14 B.

IS THERE ANY OTHER QUESTIONS IN THE CHIEF OF STAFF DIVISION? ALL RIGHT. I'M JUST GOING TO OPEN.

OKAY. TEACHING AND LEARNING.

[17. TEACHING AND LEARNING DIVISION]

TRUSTEE MACKEY.

SO I'M STILL SUPER THRILLED THAT WE'RE CONTINUING TO EXPAND THE WORK WE'RE DOING IN PRE-K AND EARLY EDUCATION.

TWO QUICK QUESTIONS HERE.

NUMBER ONE, I KNOW WE SET THIS EVERY YEAR, THIS RATE, AND I KNOW THERE'S A DIFFERENT PAYMENT OPTIONS, ETCETERA.

GENERALLY, HOW DOES OUR RATE COMPARE TO THE GENERAL PROVIDER RATE OF PROVIDERS ACROSS DALLAS? BECAUSE I KNOW WE WALK A TIGHT BALANCE OF LIKE WORKING WITH THEM, TRYING TO SUPPORT THEM, BUT ALSO NOT RUNNING THEM OUT OF BUSINESS.

AND WE DON'T WANT TO DO THAT. SO HOW DOES THIS RATE COMPARE TO THEIR RATES AND ARE WE IN THE REALM? GOOD AFTERNOON, TRUSTEE MACKEY, SUPERINTENDENT ELIZALDE.

EXCUSE MY VOICE.

SO WE DO HAVE A LIMIT THAT IS SET BY TEA THAT WE CAN'T GO OVER, BUT INTERNALLY AS A DISTRICT WE ENSURE THAT WE DO NOT SET A RATE THAT IS LOWER THAN THE SUBSIDY RATE FOR OUR CHILD CARE PROVIDERS.

AND SO THIS IS ABOVE THAT RATE.

SO IT WILL NOT PROVIDE ANY TYPE OF DIRECT COMPETITION TO OUR CHILD CARE PROVIDERS.

ALL RIGHT. GREAT. THANK YOU FOR THAT.

AND SECOND OF ALL.

YOU KNOW, AND I THINK THERE'S PROBABLY SOME MISUNDERSTANDINGS AROUND THIS.

I HEAR FROM PARENTS THAT WANT TO SEND THEIR KIDS TO PRE-K AND DALLAS ISD PRE-K THREE, THEY WOULD QUALIFY FOR TUITION BASED, BUT THEY FEEL LIKE THERE'S NOT A SPOT, AT LEAST AT THE SCHOOL, THAT THEY WANT TO SEND THEIR STUDENT TO.

I HEAR ALSO FROM OUR DEPARTMENT THAT WE HAVE SPOTS AVAILABLE.

THEY'RE JUST NOT NECESSARILY EXACTLY WHERE PEOPLE MIGHT BE LIVING AT THAT TIME.

[02:10:01]

AND, YOU KNOW, IF THEY'RE ASKING FOR ADDITIONAL PRE-K CLASSROOMS OR IF THEY HAVE KNOWLEDGE OF PARENTS WANTING, WE RIGHT NOW, WE HAVE MADE SURE THAT WE HAVE REPRESENTATION ACROSS THE DISTRICT. SO ANY FAMILY THAT WOULD QUALIFY FOR TUITION WOULD AT LEAST BE ABLE TO ACCESS IN AN AREA RELATIVE TO WHERE THEY LIVE.

SO WE WILL ALWAYS LOOK AT THAT ON AN ANNUAL BASIS TO SEE HOW AND WHEN WE SHOULD EXPAND THE ACTUAL TUITION PROGRAM.

BUT SO THAT'S NEWS TO ME AND THAT'S EXCITING.

SO SCHOOLS, IF THEY HEAR LIKE, YOU KNOW, WE'VE GOT A BUNCH OF PARENTS THAT KEEP SAYING THEY WANT THIS AND THEY DO QUALIFY, THEY CAN REACH OUT TO YOUR OFFICE AND HAVE THAT CONVERSATION. WE DEFINITELY TAKE THAT INTO CONSIDERATION EACH YEAR.

YES, SIR. THANK YOU ALL SO MUCH.

THANK YOU TRUSTEE MACKEY.

THAT'S 18 A.

ARE THERE ANY QUESTIONS IN THE SCHOOL LEADERSHIP DIVISION OR THE STRATEGIC INITIATIVE DIVISION OR IT.

FINANCIAL SERVICES.

OH, JUST A QUICK ONE ON 20 A THANK YOU FOR SUPPORTING THIS.

[19. SCHOOL LEADERSHIP DIVISION]

I JUST WANTED TO THANK YOU.

THAT'S IT. NO, NO QUESTION.

JUST THANK YOU FOR DOING THIS.

[LAUGHTER] WELL, I HAVE A QUICK QUESTION.

ON 20 A? YES, I'M SORRY.

SHE MIGHT WANT TO. THERE IS A QUESTION JUST REAL QUICK.

CHARLOTTE [INAUDIBLE], PLEASE REPORT BACK TO THE FRONT OF THE OFFICE.

[LAUGHTER] NO, I'M SURE, CHIEF, YOU WOULD PROBABLY BE ABLE TO ANSWER IT.

OKAY. AND I THINK THIS IS WONDERFUL.

I JUST WANT TO MAKE SURE WE PROVIDE EVERYTHING THAT CHEER, DRILL TEAM, FOOTBALL, WHATEVER THEY MAY NEED.

THERE'S NO OUT OF COST EXPENSE TO THEM AT ALL.

IS THAT A CORRECT? EVEN THE SHOES? THERE IS A POTENTIAL OUT OF COST EXPENSE, OUT-OF-POCKET EXPENSE FOR CHEER.

WHAT WE DO IS WE PROVIDE AN AVERAGE AMOUNT FOR EACH CAMPUS AND THEN EACH CAMPUS CAN DETERMINE WHAT THEY WANT TO USE THAT FOR TO OFFSET THE COST OF POTENTIAL UNIFORMS. THEY MAY GO WITH UNIFORMS THAT THEY'VE HAD BEFORE.

SO THERE IS A CLOSET OF UNIFORMS THAT THEY CAN UTILIZE AND THEY MIGHT WANT TO ADD AN ADDITIONAL PIECE TO THAT UNIFORM, WHICH IT'S UP TO THE CAMPUS AND IT'S UP TO THE CHEER SPONSOR AND THE CHEERLEADERS.

YEAH. I WAS HOPING TO HEAR YOU SAY THAT.

WE PICKED UP EVERYTHING BECAUSE YEAH, LIKE HE WAS MENTIONING, THOSE UNIFORMS CAN GET COSTLY.

AND I JUST WONDERED BECAUSE I WAS LIKE, DIDN'T WE JUST DO THIS RECENTLY? SO WE DO MAKE EVERY EFFORT TO OFFSET THE COST.

AND I WOULD SAY THAT'S AT THE HIGH SCHOOLS.

BUT FOR THE YOUNGER STUDENTS, YOU WANT TO TALK MORE ABOUT THAT CHARLOTTE, WE DO COVER THAT COST? OH OKAY. SO THIS IS OUR FIRST YEAR TO HAVE ELEMENTARY AND WE HAVE PROVIDED THEIR UNIFORMS. SO AND THEY DO NOT HAVE A LIMIT PER CAMPUS.

SO IF THEY'VE GOT 12 STUDENTS ON THEIR CHEER TEAM, THEY GET 12 UNIFORMS. IF THEY HAVE 75 GIRLS ON THEIR CHEER TEAM, THEY GET 75 UNIFORMS. WE'RE REALLY TRYING TO BUILD THAT VERTICAL ALIGNMENT AND WE DON'T WANT COST TO BE A, YOU KNOW, PROHIBITIVE FOR THEM PARTICIPATING.

THANK YOU. THANK YOU VERY MUCH.

APPRECIATE THE INFORMATION.

ALL RIGHT. ANY OTHER QUESTIONS IN THE SCHOOL LEADERSHIP? STRATEGIC INITIATIVES INFORMATION TECHNOLOGY? I WAS GOING TO WAIT UNTIL CHARLOTTE LEFT THE ROOM AND THEN.

[LAUGHTER] DAN THE MAN. FINANCIAL SERVICES DIVISION.

POLICE DIVISION.

INTERNAL AUDIT. I'M SKIPPING AROUND THE TITLE.

SO 25 THROUGH 33.

[25. FINANCIAL SERVICES DIVISION]

NO, I'M SORRY. IT'S 24.

24. I'M SORRY.

IT'S 24 A ACTUALLY.

GO AHEAD TRUSTEE 24 A.

SIR? GO AHEAD 24 A. OH, I WAS TRYING TO WAIT FOR HIM TO GET HERE TO SEE.

I DON'T WANT TO START WITHOUT HIM.

GOOD AFTERNOON. HOW ARE YOU? GOOD, GOOD.

I HAVE A QUESTION BECAUSE THIS HAS BEEN BOTHERING ME SINCE DAY ONE, AND I'VE TALKED TO THE SUPERINTENDENT ABOUT IT AND THEN I TALKED TO SOMEONE ELSE ABOUT IT AND THEY WERE LIKE, WELL, WE HAVE A BULB THAT COSTS LIKE 24,000, $6,000 OR WHATEVER.

[02:15:04]

THIS WOULD BE A CONTRACT WE COULD USE TO PURCHASE DISPLAY.

IT INCLUDES CLASSROOM EQUIPMENT.

IT'S NOT JUST IT.

THIS IS CAMPUSES THAT USE THIS TO PURCHASE HEADPHONES, ACCESSORIES, PROJECTORS AND EVERYTHING ELSE.

BUT, I MEAN, I UNDERSTAND, AND I'M NOT COMPLAINING ABOUT THAT.

THAT'S GREAT. BUT I JUST THINK IT'S SO AWFUL THAT PEOPLE ARE HAVING TO TURN AROUND.

THEY CAN'T SEE WHAT WE'RE SEEING.

TOTALLY AGREE. AND WE CAN DO SOMETHING ABOUT THAT.

AND IT'S BEEN THAT WAY.

AND I WAS TOLD, I'M JUST TELLING YOU WHAT I WAS TOLD, THAT IT WAS COSTLY AND THAT'S WHY IT HASN'T BEEN REPLACED.

AND SINCE WE'RE SPENDING MONEY NOW, I WAS JUST WANTING TO MAKE SURE THAT IT WAS WELL, THAT WOULD BE MY RESPONSIBILITY.

CERTAINLY NOT CHEAP.

WELL, I MEAN, I KNOW SO.

AND YOU HAVE HAD THAT CONVERSATION WITH ME, AS HAS PRESIDENT HENRY.

AND I JUST GOT AN ETA ON WHERE THE OTHER EQUIPMENT IS, AND MY APOLOGIES, BUT THAT DEFINITELY NEEDS TO BE DIRECTED AT ME BECAUSE THAT'S A FAILURE ON MY PART.

OKAY. WELL. WELL, THANK YOU.

AT ANY RATE, I APPRECIATE YOU COMING AND GIVING THE INFORMATION.

BUT SO SUPER THE I'M SORRY, SUPERINTENDENT, THE BULB IS BEING ORDERED AND THIS IS GOING TO BE RECTIFIED.

THE BULB ISN'T THE ONLY ISSUE.

WE NEEDED A SCREEN BECAUSE IT WON'T PROJECT ON AN UNEVEN SURFACE.

SO WE NEEDED A SCREEN BEHIND US IN ORDER TO ENSURE THAT NO ONE HAS TO TURN AROUND TO LOOK AT THAT.

IT'S NOT JUST THE BULB.

IT'S A LITTLE MORE THAN THAT.

OKAY. THANK YOU.

OKAY. TRUSTEE JOHNSON? YES, THE GENTLEMAN, IF YOU CAN COME BACK.

I JUST DON'T WANT YOU TO HAVE HIM SCREAMING FROM THE AUDIENCE.

I GOT A SIMPLE QUESTION.

YES, SIR. DOES THIS ALSO COVER AND I THINK YOU ADDRESSED IT, BUT I JUST WANT TO MAKE SURE COVER THE CAMPUSES OUTSIDE AS WELL? YES, SIR. SO WITH THIS CONTRACT, THIS IS NOT JUST WHAT WE ORDER DISTRICT WIDE CAMPUSES UTILIZE THIS CONTRACT TO ORDER ADDITIONAL PROJECTORS.

ADDITIONAL HEADPHONES.

HEADPHONES IS A MAJOR PURCHASE FOR ANY 1 TO 1 FOR KIDS.

ANY KIND OF AV RESOURCES, CLICKERS FOR THE CLASSROOM.

THAT ALL COMES OUT OF THIS AUDIO VISUAL.

I THINK TRUSTEE JOHNSON WAS REFERENCING OUR CAMERAS THAT ARE LIKE AT THE CAMPUS FOR SECURITY PURPOSES.

IS THAT A SEPARATE CONTRACT? THAT'S A SEPARATE CONTRACT. YES, MA'AM.

RIGHT. OKAY.

SO SECURITY IS A SEPARATE CONTRACT.

THIS IS ALL CLASSROOM CENTRAL AUDIO.

OKAY. SO THAT'S MY QUESTION.

SO I WANT TO MAKE SURE I JUST [INAUDIBLE], TOO.

THANK YOU. YES SIR.

ANY OTHER QUESTIONS? SAID IT EARLIER. FINANCIAL SERVICES DIVISION.

THAT'S 26 THROUGH 33.

THERE YOU GO. POLICE DIVISION 35.

THEN INTERNAL AUDIT DIVISION.

I HAVE A POLICE, I HAVE A QUESTION.

WHICH ITEM? AND I DON'T KNOW.

MAYBE THIS IS FOR DR.

ELIZALDE ALSO.

WHICH ITEM TRUSTEE WHITE? I'M SORRY, 30 E.

THANK YOU. 30 E? YES. REGARDING SUNSET HIGH SCHOOL.

NO, NO, NO. I'M SORRY.

YEAH, IT IS POLICE.

[34. POLICE DIVISION]

35. I'M SORRY.

IT'S POLICE, 35.

IS IT A, B OR C OR ALL? IT'S GOING TO BE C.

OKAY. ALL RIGHT.

SO THE UNARMED SECURITY GUARD SERVICES DISTRICT WIDE NOT TO EXCEED $8 MILLION DOLLARS.

GIVE ME JUST A MOMENT. I DO APOLOGIZE.

YES, MA'AM. HOW ARE YOU DOING TRUSTEE WHITE? I'M DOING ALL RIGHT. HOW ABOUT YOURSELF? MIC]. MY QUESTION IS

[02:20:04]

YES, MA'AM. AND WHAT I WAS WANTING TO KNOW ABOUT THAT IS ARE THEY GOING TO BE PLACED ON CAMPUSES? HOW ARE THEY GOING TO BE UTILIZED? NO, MA'AM. THIS CONTRACT IS FOR UNARMED SECURITY GUARDS THAT WORK AT OUR DIFFERENT FLEET MAINTENANCE FACILITIES.

SERVICE FACILITIES.

OKAY. MARIA LUNA.

THIS DOESN'T HAVE NOTHING TO DO WITH CAMPUSES.

OKAY. AND I WAS JUST WONDERING, BECAUSE ON SOME CAMPUSES, I'VE BEEN HEARING THAT MORE SECURITY IS NEEDED, MAINLY ON SOME OF THE HIGH SCHOOL CAMPUSES. YES MA'AM.

SO THAT'S YOU DID ANSWER MY QUESTION ON THAT.

THANK YOU SO VERY MUCH.

ABSOLUTELY. THANK YOU. TRUSTEE WHITE.

TRUSTEE MACKEY LET ME KNOW HE HAD A QUESTION ON 33 B SO WE'RE GOING BACK A LITTLE BIT.

33 B. SORRY MY APOLOGIES FOR NOT BEING QUICK ENOUGH ON IT.

I DON'T KNOW WHO THE PERSON IS FOR IT.

33 B.

YEAH, THE FOOD SERVICE.

PAPERS AND PLASTIC PRODUCTS.

LET ME GET MR. HARRIS UP HERE.

MY OVERALL QUESTION SO I HAD THE OPPORTUNITY TO BE IN MIAMI THIS WEEK WITH THE ASPEN IDEAS FESTIVAL FOR CLIMATE AND DALLAS ISD WAS HIGHLIGHTED AS SOME OF THE WORK WE'VE DONE AROUND SUSTAINABILITY ET CETERA.

AND I REMEMBER WHEN WE WENT THROUGH THIS PROCESS AND SET GOALS, SOME OF IT WAS AROUND LOOKING AT FOOD SERVICE.

SO I SEE HERE WE'VE GOT THE RFP FOR THESE VERY NECESSARY ITEMS. IS THERE ANY HOW DO WE MATCH WHAT WAS DETERMINED AND DISCUSSED AS GOALS AS IT RELATED TO COMPOSTABLE ITEMS WHERE POSSIBLE? ET CETERA. AS PART OF OUR FOOD SERVICES, EITHER AS PART OF THIS RFP OR IN HOW WE DETERMINE WHAT TYPES OF THINGS WE PURCHASE GOING FORWARD? SURE. GOOD AFTERNOON.

WELL, ON THE COMPOSTABLE ITEMS, YOU KNOW, A COUPLE OF YEARS BACK, THE BOARD AUTHORIZED US TO USE THOSE COMPOSTABLE TRAYS.

BUT FOR THE PAPER AND PLASTIC, WHICH IS WHAT THIS IS, YOU KNOW, YOU DON'T GET TO YOU KNOW, PLASTIC IS NOT COMPOSTABLE, IF YOU WILL.

RIGHT. BUT I WAS UNDER THE ASSUMPTION THAT I MEAN SOME PAPER AND YOU CAN HAVE YOU DON'T HAVE TO ONLY CHOOSE PLASTIC LIKE I'M SURE THESE COMPANIES SELL MORE THAN JUST PLASTIC. HOW? I GUESS MY BIG QUESTION IS, HOW IS FOOD SERVICE AS THEY MOVE THROUGH AND MAKE THESE SELECTIONS, WORKING WITH AND WITHIN THE IDEAS AND GOALS SET OUT BY THE SUSTAINABILITY GROUP AND KIND OF THAT THEY ADOPTED AS PART OF THAT TO MAKE SURE THAT IT IS AIMING TOWARDS BEING MORE SUSTAINABLE IN HOW WE ORDER AND THINK ABOUT THESE THINGS WHILE ALSO BEING CONSCIOUS OF PRICE.

SURE. I THINK IN THIS CASE HERE WHAT WE DO IS WE THAT'S WHY WE HAVE A NUMBER OF VENDORS THAT WE LOOK AT AND WE HAVE TO LOOK AT THE PRODUCTS THAT THEY OFFER TO SEE WHICH ONES THAT WOULD HELP US GET TO THOSE GOALS THAT ARE THAT WERE DEVELOPED THROUGH THE SUSTAINABILITY COMMITTEE.

ALL RIGHT. WELL, I LOOK FORWARD TO DIGGING IN MORE OFFLINE ABOUT THAT, BUT I APPRECIATE THAT.

THANK YOU. TRUSTEE MACKEY. TRUSTEE MICCICHE.

YEAH, YEAH.

I HAVE A QUESTION ON ITEM 37, IF WE'RE UP TO THAT, IF THERE AREN'T ANY MORE ON 33 B, WE ARE 37 A.

[36. INTERNAL AUDIT DIVISION]

YES SORRY. I SHOULD HAVE BEEN CLEAR.

WE'RE ON 37 A NOW.

CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE THE CHIEF INTERNAL AUDITOR AUDIT OFFICER PERFORMANCE EVALUATION INSTRUMENT.

COULD YOU REPEAT THE QUESTION? TRUSTEE MICCICHE? SORRY.

YEAH. ARE THERE? I DIDN'T SEE ANY RED LINING IN THE ATTACHMENTS, SO I'M ASSUMING THAT THE FORM THAT IS BEING PROPOSED FOR NEXT YEAR IS THE SAME AS THIS YEAR OR ARE THERE CHANGES? THE VERBIAGE IN THE FORM IS THE SAME.

WHEN I PULLED TOGETHER LAST YEAR, IT WAS THE FIRST TIME IT HAD BEEN DONE IN FIVE YEARS AND I INADVERTENTLY LEFT THE TABULATION SHEET OFF.

SO THAT WAS BROUGHT FORTH AND DISCUSSED IN AUDIT COMMITTEE AND THEY CAME UP WITH THE RATING SCALE WITH THE FACTORS THAT ARE IN THAT TABULATION SHEET OR THE VERY LAST PAGE OF THE I THINK IT'S EIGHT PAGE DOCUMENT OR NINE PAGE DOCUMENT.

THAT'S WHAT WAS DISCUSSED AND APPROVED TO FORM.

DOES THAT ANSWER YOUR QUESTION? YEAH.

SO TO GET AN A OR SO MANY POINTS WAS A EXCEEDS RATING THAT WAS THE PIECE THAT WAS ADDED BACK IN.

OKAY. THAT'S HELPFUL.

I'M JUST WONDERING IF WE CAN JUST GET A COPY OF THE RED LINE OF THE OLD VERSUS THE NEW SO I CAN SEE WHAT NUMBERS MIGHT HAVE CHANGED ON THE

[02:25:05]

THAT WHOLE TABULATION SHEET WAS LEFT OFF ACCIDENTALLY LAST YEAR.

SO THAT WOULD BE THE NEW.

SO THAT WOULD BE THE RED LINE TO BE ADDED IN.

OKAY. SO ALL I NEED TO DO IS LOOK AT THAT TABULATION SHEET AND I WILL.

YES SIR. THAT WAS ALL IT WAS IN THERE FIVE YEARS AGO.

BUT IT WAS LIKE I SAID, I INADVERTENTLY LEFT IT OFF.

OKAY. NO, NO PROBLEM.

THANK YOU. THANK YOU.

THANK YOU, TRUSTEE MICCICHE. I DON'T THINK THERE ARE ANY OTHER QUESTIONS.

THE TIME IS 1:57 P.M..

THIS MEETING IS ADJOURNED. THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.