[00:00:03]
GOOD MORNING, EVERYONE. IT'S 11:30 A.M.
[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]
WE HAVE A QUORUM AND 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, IF YOU WILL IF YOU'LL PLEASE STAND, JOIN US IN A MOMENT OF SILENCE. THE PLEDGE OF ALLEGIANCE, THE SALUTE TO THE TEXAS FLAG.
[3. ACKNOWLEDGEMENTS]
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.DISTRICT TWO TRUSTEE DUSTIN MARSHALL.
DISTRICT THREE TRUSTEE DAN MICCICHE.
DISTRICT FOUR TRUSTEE CAMILLE WHITE.
DISTRICT SIX TRUSTEE JOYCE FORMAN.
OUR SUPERINTENDENT OF SCHOOLS, DR.
AND I'M JUSTIN HENRY, BOARD PRESIDENT.
[INAUDIBLE] DISTRICT SEVEN, BEN MACKEY IS VIRTUAL.
IS THERE ANYONE ELSE THAT'S VIRTUAL? OKAY, SORRY ABOUT THAT.
[SPANISH] THANK YOU, DR. ELIZALDE.
IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY COURSE EXCUSE ME ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE OTHER THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
DO NOT SEE ANY ELECTED OFFICIALS IN THE ROOM.
I DON'T HAVE ANY PERSONAL REMARKS OR ANY SPEAKERS OR ANY SPEAKERS TODAY.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
WE DO HAVE A FEW CLOSED SESSION ITEMS. I DON'T THINK WE'LL BE BACK THERE LONGER THAN 15, 20, 20 MINUTES.SO RIGHT NOW, THE BOARD IS GOING TO RETIRE TO CLOSED SESSION PUBLIC AND STAFF.
THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION, THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO THE FOLLOWING.
SECTION 551.071 FOR PRIVATE CONSULTATION WITH THIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER.
SECTION 551.072 TO DELIBERATE THE PURCHASE EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY.
SECTION 551.074 TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEES, INCLUDING PROBATIONARY AND TERM CONTRACT EMPLOYEES LISTED IN THE STATUTORY ITEMS. SECTION 551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR THE IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT.
SECTION 551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES, TECHNOLOGY, NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055, SUBSECTION B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.
AND SECTION 551.129 TO CONSULT WITH THE ATTORNEY BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE, CALL OR COMMUNICATIONS OVER THE INTERNET AND OPEN MEDIA AND OR CLOSED AND OR CLOSED MEETING.
THE BOARD TOOK NO ACTION IN CLOSED SESSION.
[7. INFORMATION/REPORTS]
[00:05:01]
WE'RE GOING TO MOVE ON TO OUR INFORMATION REPORTS.WE'RE GOING TO START WITH THE SUPERINTENDENTS REPORT.
DR. ELIZALDE YOU HAVE THE FLOOR.
I THINK WE HAVE SEVERAL ITEMS THAT WE'RE ACTUALLY UPDATING ON.
SO I WILL REINTRODUCE TO YOU ALL PART OF OUR TEAM AGAIN, CHIEF TREJO, CHIEF LUSK, ASSISTANT SUPERINTENDENT CHERYL NEVELS AND DEPUTY CHIEF OSWALDO ALVARENGA.
TEAM GO AHEAD AND BEGIN, PLEASE.
THANK YOU, SUPERINTENDENT, PRESIDENT HENRY, MEMBERS OF THE BOARD, WE APPRECIATE THE OPPORTUNITY TO GIVE YOU AN UPDATE ON VIRTUAL PRIVATE MUSIC LESSONS THAT DALLAS ISD IS OFFERING TO OUR STUDENTS.
WE'RE VERY EXCITED TO GIVE YOU AN UPDATE ON THE SECOND YEAR OF THIS PILOT PROGRAM.
IT IS A UNIQUE PRIVATE VIRTUAL MUSIC LESSON OPPORTUNITY THAT IS HELPING US TO CREATE A STRATEGY FOR GROWING PROGRAMMATIC ENROLLMENT FOR OUR FINE ARTS ACTIVITIES.
WE WANT TO LET YOU KNOW IT IS THE FIRST OF ITS KIND ACROSS THE COUNTRY, AND WE'VE HAD INTEREST FROM GROUPS LIKE JUILLIARD AND MUSIC PRODUCERS IN CALIFORNIA TO POTENTIALLY JOIN IN IN THIS PROGRAMING.
SO IT REALLY IS EXCITING TO SEE HOW IT'S CATCHING ON.
IMPORTANT THINGS TO NOTE IS IT'S NO COST TO STUDENTS.
THE TYPES OF OFFERINGS CAN BE INDIVIDUAL SMALL GROUP AND WE DO HAVE SHOWCASE EVENTS.
SO THIS IS OUR SECOND YEAR OF IMPLEMENTATION.
YOU CAN SEE THAT WE'VE GROWN ABOUT 350 STUDENTS FROM YEAR ONE TO YEAR TWO.
WE'VE BEEN OFFERING WEEKLY PRIVATE LESSONS FOR THIS SCHOOL YEAR.
IT'LL BE ABOUT 30 LESSONS TOTAL FOR EACH STUDENT THAT'S PARTICIPATING.
AND WE'VE HAD MOST OF OUR STUDENTS PARTICIPATING EVERY SINGLE WEEK.
SO IT'S BEEN A REALLY SUCCESSFUL PROGRAMMATIC OFFERING.
THE PICTURES HERE INCLUDE BRYCE FROM CARTER HIGH SCHOOL, EMILIANO, ISAIAH AND IVAN FROM YMLA, AND THEN SPRUCE CHOIR MEMBERS, AARON, AMELIA, MARIA, CELEBRITY AND ALICE.
WE ALSO WANTED TO NOTE THAT WE ARE OFFERING THESE OPPORTUNITIES AT 40 OF OUR CAMPUSES, 30 OF WHICH ARE HPC CAMPUSES, AND THE MAJORITY OF THE LESSONS OFFERED ARE IN REGIONS THREE I'M SORRY, REGION TWO AND FOUR, WITH ABOUT A LITTLE OVER 500 STUDENTS PARTICIPATING.
THE LESSON OFFERINGS INCLUDE A VARIETY OF VARIETY OF INSTRUMENTALS, INCLUDING GUITAR, PIANO, VOICE.
MANY OF THE INSTRUMENTATIONS THAT ARE INCLUDED IN OUR BANDS AND ORCHESTRAS.
SO THIS IS AN OPPORTUNITY FOR STUDENTS TO LEARN EARLY AND GAIN ACCESS TO SOME REALLY VALUABLE LESSONS THAT HELP THEM IN THEIR TRAJECTORY TO BECOMING MUSICIANS.
ONE IMPORTANT NOTE IS AROUND PROGRAMMATIC COSTS.
WE WANTED TO LET YOU KNOW WE'RE INVESTING AS A DISTRICT ABOUT $800,000 THIS CURRENT SCHOOL YEAR.
THAT MAKES IT A PER PUPIL COST OF ABOUT $720 PER YEAR FOR APPROXIMATELY 30 LESSONS.
THE GOING RATE FOR THIS TYPE OF LESSON CAN RANGE AT THE LOW END ABOUT $150 A MONTH, WHICH IS ABOUT $1,125 PER STUDENT PER YEAR.
SO WE REALLY ARE GETTING A GREAT COST VALUE IN OUR PARTNERSHIP WITH THE UNIVERSITY OF TEXAS, DENTON SO THESE ARE GRADUATE STUDENTS IN THEIR MUSIC DEPARTMENT WHO ARE PROVIDING THESE LESSONS TO OUR STUDENTS ON A WEEKLY BASIS.
SO IT IS AN OPPORTUNITY FOR OUR STUDENTS TO BE ABLE TO GROW AND LEARN.
WE ARE EXPERIENCING ABOUT A 20% GROWTH FOR THE UPCOMING YEAR AND WE DO SEE THAT MANY OF OUR PUPILS WHO STARTED IN YEAR ONE ARE PERSISTING INTO YEAR TWO.
ABOUT 80% OF THEM HAVE PERSISTED YEAR OVER YEAR.
THAT DOES INCLUDE EXPANDING OUR ELEMENTARY OFFERINGS, INCREASING ORCHESTRA AND PIANO.
WE DO WANT TO OFFER MORE SPANISH LESSONS FOR OUR BILINGUAL LEARNERS, AND WE WANT TO ENSURE THAT WE ARE GAINING SOLID FEEDBACK FROM OUR PARTICIPANTS AND STAKEHOLDERS. AS ALWAYS, AS WE CONTINUE TO MEASURE THE OUTCOMES AND THE IMPACT OF THIS INVESTMENT.
I JUST WANT TO AGAIN POINT OUT THE NEED FOR US TO DEMOCRATIZE THIS OPPORTUNITY FOR OUR STUDENTS.
[00:10:02]
THESE ARE STUDENTS THAT WOULDN'T NECESSARILY HAVE THE OPPORTUNITY TO HAVE PRIVATE LESSONS OF THIS NATURE IF IT WERE A REQUIREMENT OR A BURDEN ON THEIR OWN FAMILIES.SO WE ARE HAPPY TO PROVIDE THIS OPPORTUNITY FOR THEM TO GROW.
THANKS FOR THE OPPORTUNITY TO GIVE THIS UPDATE.
[INAUDIBLE] OKAY, LET'S FINISH THEM AND THEN WE'LL DO QUESTIONS.
OKAY. THANK YOU. WELL, FIRST OF ALL, GOOD AFTERNOON, PRESIDENT HENRY, MEMBERS OF THE BOARD, DR.
ELIZALDE. YOU MAY RECALL LAST FEBRUARY, THIS BOARD PASSED A POLICY EA LOCAL, WHICH WOULD REQUIRE US.
AND SO THIS REPORT WILL PROVIDE JUST THAT.
AND I'LL GET INTO SOME OF THE METRICS IN JUST A FEW MOMENTS.
BUT ON THE ON THE FIRST SLIDE, GO BACK FOR A MOMENT, IF YOU WOULD.
SHE'S A P-TECH STUDENT AT NORTH DALLAS HIGH SCHOOL, AND SHE IS INTERESTED IN SOFTWARE DEVELOPMENT.
IN ADDITION, SHE IS ALSO INTERESTED IN INTERIOR DESIGN.
SO SHE'S ALSO INVOLVED IN SOME EXTRACURRICULARS, DANCE, CHEER, BASKETBALL AND TRACK.
SO AS WE GET INTO THE THE DECK ITSELF, I'LL KEEP I'LL PROCEED.
AND SO YOU'LL SEE THAT THE SIMILAR FASHION IN WHICH WE DELIVER THIS REPORT.
BUT ULTIMATELY I'M ON SLIDE TWO, IF YOU'RE FOLLOWING IN THE DECK, IF YOU'RE NOT ABLE TO SEE IT ON YOUR SCREEN, BUT ULTIMATELY THERE ARE FIVE METRICS THAT WILL BE I WILL COVER TODAY. THEY'RE KEY METRICS THAT WERE OUTLINED IN THE POLICY THAT WAS APPROVED.
OKAY. THANK YOU. AND SO AT TIMES YOU'LL HEAR ME SAY THAT THESE ARE ESTIMATES.
IN ADDITION, YOU'LL SEE IN THE NEXT SLIDE IN A MOMENT.
SO WITH THAT, STARTING WITH THE FIRST SLOW YOUR ROLL, PLEASE.
WE LANDED AT 25%, WHICH CONSTITUTES 2,137 STUDENTS, AND WE WERE SHORT OF THE TARGET 5%.
WE DID MEET THE TARGET AT 29%, WHICH IS 2,457 STUDENTS.
MOVING ON TO LEVEL ONE AND LEVEL TWO CERTIFICATES, WE OUR STUDENTS EARNED, OUR SENIORS GRADUATES EARNED 438 LEVEL ONE AND OR TWO CERTIFICATES. AND I SAY ONE AND OR TWO, BECAUSE SOMETIMES THEY CAN EARN A LEVEL ONE, SOMETIMES THEY CAN ACTUALLY EARN A LEVEL TWO AS PART OF THE PROGRAM OF STUDY, THE PATHWAY THAT THEY'RE IN. AND THEN THE FOURTH IS FINANCIAL AID.
AND SO WE LANDED IN A GOOD SPACE THERE, WHICH CONSTITUTES 7,400 STUDENTS ESSENTIALLY.
AND THEN THE FINAL METRIC THAT I'LL DIVE DEEPER IN A MINUTE, OF COURSE, IS COLLEGE ENROLLMENT, LANDING AT 47% OF OUR STUDENT GRADUATES ENROLLING IN COLLEGE THE FALL FOLLOWING THEIR SENIOR YEAR, EITHER AT A TWO YEAR OR FOUR YEAR INSTITUTION.
NEXT SLIDE, PLEASE. ALL RIGHT.
AND THE REASON WE HAVE IT RED AS AS OF NOW IS BECAUSE CURRENTLY OUR STUDENTS OR OUR SENIORS RIGHT NOW ARE AT 25% AND WE NEED TO GET TO 35% AS THE TARGET THAT WAS SET A FEW YEARS BACK.
SO WE HAVE A WAYS TO GO TO GET TO THAT.
SO WE SHOULD SEE THE NUMBERS CONTINUE TO INCREASE.
BUT 35% IS A CHALLENGING TARGET.
KEY METRIC TWO THE TARGET OF 29% WAS ACHIEVED AS NOTICED.
[00:15:05]
YOU SEE, THERE IS A TWO POINT GAIN.NEXT SLIDE. FOR KEY METRIC THREE.
AND WE DID MEET THE TARGET LANDING AT 438.
BUT I THINK THERE'S A LITTLE BIT MORE TO IT.
AND ONE OF THE THINGS I'LL SHARE WITH YOU IS YOUR FEEDBACK TO US WAS THAT SOME OF OUR PATHWAYS IN P-TECH NEEDED TO MIGRATE FROM APPLIED SCIENCE PROGRAMS TO ASSOCIATE OF ARTS OR ASSOCIATE OF SCIENCE PROGRAMS. THUS DOING THAT WE DID DECREASE THE OPPORTUNITIES IN THAT SPACE.
IT'S JUST NOT IN THE APPLIED SCIENCE SPACE.
AS NOTED EARLIER, 89% OF OUR STUDENTS DID COMPLETE EITHER A FAFSA OR TASFA 10% OF THE STUDENTS DID OPT OUT AS YOU CAN SEE, WITH ABOUT A LITTLE LESS THAN 1%, DID NOT DID NOT APPLY FOR FINANCIAL AID AND DID NOT OPT OUT.
SO JUST A SMALL PERCENTAGE THERE.
THE GREEN LIGHT DOES INDICATE THAT WE ARE ON TRACK TO ACHIEVING OUR GOALS AND WE ARE AT A VERY HEALTHY SPOT WITH 80% OF OUR STUDENTS CURRENTLY HAVING COMPLETED FINANCIAL AID AT THIS POINT.
AND THEN I WILL TELL YOU THIS, TOO.
WHAT'S IMPORTANT IS THAT YOU MIGHT WANT TO SAY, WELL, WHAT'S THE BENCHMARK? HOW DO WE KNOW WHERE WE STAND? WE ACTUALLY ARE THE HIGHEST AMONG ALL OF OUR NEIGHBORING DISTRICTS ACROSS THE REGION HERE.
AND AS WE MOVE THE KEY METRIC FIVE, THIS METRIC WAS NOT MET.
BUT I WOULD KEEP IN MIND THAT 10% OF OUR GRADUATES DID EARN AN ASSOCIATE DEGREE.
SO IF YOU KIND OF ADD THOSE STUDENTS ON TO THE 47, IT'S REALLY CLOSER TO 50%.
THEN AS WE TURN TO THE KEY METRICS, ONE AND TWO, I'M GOING TO FOCUS MOST OF MY CONVERSATION ON OUTPUTS TO DATE AND STRATEGIC ADJUSTMENTS, BECAUSE I THINK THEY'RE MOST RELEVANT FOR TODAY'S CONVERSATION.
SO FOR KEY METRIC ONE, THE PERCENT OF SENIORS TAKING TSIA THROUGH AN ASSESSMENT, WE DID INCREASE THE PARTICIPATION RATES FROM 79%, 79% TO 87% YEAR OVER YEAR.
THE STRATEGIC ADJUSTMENTS THAT WE MADE, I THINK ARE VERY IMPACTFUL.
WE'VE ACTUALLY ADDED THE TSIA TEST AT THE CONCLUSION OF ENGLISH THREE AND ALGEBRA TWO FOR ALL OF OUR STUDENTS, BECAUSE WHAT WE KNOW IS A SIGNIFICANT PORTION OF THE CONTENT IN THE TSIA FOR MATH AND ELA RESPECTIVELY SITS IN THOSE TWO COURSES.
SO DOING SO REALLY ALLOWS THE STUDENTS TO TAKE THAT ASSESSMENT WHEN IT'S MOST FRESH IN THEIR MINDS.
AND THEN AS WE MOVE INTO THE LAST PART OF THAT, I DO WANT TO TALK ABOUT THE FACT THAT WE HAVE PARTNERED WITH THE RACIAL EQUITY OFFICE AND WE HAVE NINE COLLEGE ASSESSMENT COORDINATORS THAT ARE ON CAMPUS SERVING STUDENTS WITH HIGHER PERCENTAGES OF AFRICAN-AMERICAN STUDENTS IN OUR HIGH SCHOOLS TO AIM SPECIFICALLY AT HELPING OUR STUDENTS BECOME COLLEGE READY VIA AN ASSESSMENT, WHETHER IT BE SAT, TSIA OR ACT.
AND THEN FOR KEY METRIC TWO, I'LL TURN TO THE STRATEGIC ADJUSTMENTS AND SIMPLY THAT WE KNOW THAT TEA HAS CHANGED THE RULES AS IT RELATES TO THE PROGRAMS OF STUDY, MAKING SURE THAT THERE ARE FOUR COURSES OUR STUDENTS TAKE IN A SEQUENCE.
WE'VE WORKED VERY DILIGENTLY WITH ALL OF OUR HIGH SCHOOL PRINCIPALS ACROSS THE DISTRICT TO MAKE SURE THAT THE PATHWAYS ARE SOLID AND THEY ARE COHERENT SO THAT WHEN THEY DO OFFER THESE COURSES NEXT YEAR, THEY HAVE A VERY CLEAR PATHWAY FOR THEIR STUDENTS AND WHATEVER PROGRAMS OF STUDY THEY'RE OFFERING.
SO I'LL MOVE TO THE NEXT SLIDE, WHICH THEN WHICH IS KEY METRICS THREE AND FOUR.
STARTING WITH THE LEVEL ONE AND TWO CERTIFICATES.
AND THAT'S A POSITIVE THING, WHICH IS ABOUT 14 PROGRAMS. SO YOU CAN IMAGINE THE VOLUME OF STUDENTS WHO THEN ARE A FUTURE STUDENTS WHO ARE THEN PIVOTING FROM THE APPLIED SCIENCE PROGRAM TO EITHER THE ASSOCIATE OF ARTS OR ASSOCIATE OF
[00:20:04]
SCIENCE.AND THEN FOR KEY METRIC FOUR THE FOR FINANCIAL AID YEAR OVER YEAR, WE WERE AT 67%.
THE PRIOR YEAR LAST YEAR WERE 89%.
SO WE SAW A VERY NICE INCREASE FROM 21 TO 22.
AND THE STRATEGIC ADJUSTMENT THAT WE'VE MADE REALLY I THINK ONE OF THE MAIN ONES IS THE INVESTMENT THAT YOU'VE PROVIDED AS A BOARD, WHICH IS THE COLLEGE AND CAREER ADVISING PROGRAMS WHERE WE'VE SCALED IN GRADES 9 AND 12 RATHER THAN JUST GRADES 11 AND 12.
SO IF YOU GO TO THE LAST SLIDE, I'LL TURN TO THAT AND I THINK THAT'S A KEY FACTOR AS WELL.
BUT I WILL ALSO SAY THAT WE SAW AN INCREASE IN COLLEGE APPLICATION COMPLETION EXCUSE ME, AT 90%, AND IT TOO IS THE HIGHEST IN THE REGION COMPARING ALL THE DISTRICTS LOCALLY. SO WE'RE REALLY PROUD OF THE WORK THAT'S BEEN DONE THERE.
AND SO THE FINAL PIECE I'LL SAY IS THAT WE'VE OFFERED COLLEGE AND COLLEGE PREP COURSES THIS YEAR, AND THE COLLEGE PREP COURSE IS ALSO AIMED AT MAKING SURE THAT OUR STUDENTS ARE PREPARED FOR COLLEGE VIA THE ASSESSMENT, BUT ALSO FOR THE RIGOR OF THE LEARNING THEY'LL ENGAGE IN.
SO WITH THAT, THAT'S THE PRESENTATION.
START WITH TRUSTEE JOHNSON, FOLLOWED BY MARSHALL.
LUSK, CAN YOU EXPLAIN THE APPLIED SCIENCES? SCIENCE WITH THE ASSOCIATE'S DEGREE? BECAUSE MY UNDERSTANDING IS IF IT'S NOT APPLYING SCIENCES, THEN IT'S LIKE IT'S TO NO AVAIL TO GET THE ASSOCIATES DEGREE BECAUSE IT WON'T APPLY TOWARD THE BACHELORS WHEN THEY GO TO THE COLLEGE.
CORRECT. OR AM I WRONG? IT'S ACTUALLY YOUR PREMISE IS RIGHT.
BUT ACTUALLY THE APPLIED SCIENCE IS IS GOING TO PUT STUDENTS IN A NARROW PATH GOING TOWARDS A MORE CORE COMPLETE THAT WE'RE OFFERING OUR STUDENTS IN MOST CASES IS GOING TO ALLOW THEM TO YOUR POINT TO APPLY TO A LOT OF FOUR YEAR UNIVERSITIES THAT'LL OPEN MORE DOORS UP AND THAT'S WHY WE'VE KIND OF PIVOTED.
SO WHEN THEY WHEN THEY GET AN ASSOCIATE'S DEGREE FROM DALLAS ISD AND THEY WANT TO GO TO ANY UNIVERSITY OUTSIDE THE STATE OF TEXAS OR IN THE STATE OF TEXAS WITH THOSE CLASSES WHERE THEY HAVE TO START OVER OR WILL THEY WILL THEY GO FROM WORKING ON START WORKING ON THEIR BACHELOR'S? THAT'S WHAT I WANT TO KNOW.
THAT'S A GREAT QUESTION AND MANY THAT OUR PARENTS HAVE ASKED.
AND SO THE ANSWER TO THAT QUESTION IS IT DEPENDS.
AND SO STUDENTS STILL HAVE TO BE ADVISED PRIOR TO SELECTING A COLLEGE BECAUSE THEY WANT TO CONNECT WITH THAT COLLEGE AND COMPARE THE DUAL CREDIT COURSES THEY HAVE TO WHAT THE COLLEGE ACCEPTS AND MAKES SURE THAT THEY CAN MAXIMIZE THE ACCEPTANCES FOR THAT COLLEGE.
BUT THEY STILL WANT TO BE MINDFUL IF THEY'RE GOING OUTSIDE OF THE STATE.
SO SCHOOLS IN TEXAS, THEY WILL BE ABLE TO WORK ON A BACHELOR'S DEGREE WITH SCHOOLS IN TEXAS.
IS THAT ALL SCHOOLS IN TEXAS OR ONLY A SELECT SCHOOL IN TEXAS? AGAIN, THAT DEPENDS.
IF YOU'RE GOING INTO THE FIELD OF EDUCATION, THEY'LL ACCEPT JUST ABOUT ALL OF THOSE HOURS.
WE WORK REALLY CLOSELY WITH UNT DALLAS.
THEY ACCEPT MANY OF THOSE HOURS DEPENDING ON THE DEGREE PATHWAY.
OKAY, LET ME GIVE YOU AN EXAMPLE OF WHAT I'M SAYING.
IF I HAVE A KID THAT'S THAT GOT A SCHOLARSHIP [INAUDIBLE] STUDENT ATHLETE GOT A SCHOLARSHIP.
AND SO HE'S GOING TO TEXAS TECH, TEXAS, SMU, BECAUSE THAT'S WHERE OUR KIDS ARE GOING.
AND THEY MAY JUST SAY THEY MAY REDSHIRT ONE YEAR, WHICH MEANS THEY'LL HAVE AN EXTRA YEAR.
MY QUESTION IS, WILL WHAT WE'RE PROVIDING THEM ALLOW THEM TO BE AHEAD OF THE GAME THAT WHEN THEY COME OUT OF COLLEGE, THEY JUST DON'T HAVE A BACHELOR'S? THEY'RE ON IT. THEY'RE ON A MASTER'S WORKING ON THEIR DOCTRINE IF THEY SO DESIRE.
[00:25:06]
PARENTS THE CORRECT INFORMATION THAT WE'RE TELLING THEM, HEY, IT MAY TAKE SOME OF THE HOURS AND IT MAY NOT.SO NOW I HAVE TO STILL WORK ON MY ASSOCIATE'S, WHICH NOW KIND OF PUTS ME BACK IN THE SAME SITUATION.
SO TEXAS TECH, SMU, SOMETHING LIKE THAT.
WILL IT WILL IT WORK FOR THEM? IT DEPENDS ON THE DEGREE PATHWAY THAT THEY SELECT.
AND SO IF YOU SELECT IF YOU'RE AN EDUCATION AND YOU SELECT AN EDUCATION PATHWAY, YOU STILL HAVE TO CONNECT WITH THE COLLEGE TO SAY THESE ARE THE DUAL CREDIT HOURS THAT I HAVE. WILL YOU WILL YOU ACCEPT THESE HOURS? SO TO YOUR THE ANSWER TO YOUR QUESTION IS IT WILL STILL PUT THEM AHEAD OF THE GAME BECAUSE COLLEGES DO ACCEPT HOURS FROM DALLAS COLLEGE.
BUT HOW MANY OF THOSE HOURS DEPENDS ON THE COLLEGE? THAT'S MY CONCERN.
SO THEY'RE WORKING ON THEIR BACHELOR'S AND NOT HAVING TO WORK MID TERM WITH THEIR ASSOCIATES.
THAT'S THAT'S MY CONCERN WITH THAT RIGHT THERE.
SO HOW CAN WE GET THAT FIXED? WELL, AND THIS IS A QUESTION THAT I ASKED A LONG TIME AGO.
LET ME LET ME PUT SOME OF THIS IN PERSPECTIVE, BECAUSE I WANT TO SUMMARIZE AND TEAM CORRECT ME IF I'VE MISUNDERSTOOD WHERE WE ARE.
SO WE ORIGINALLY TO YOUR ORIGINAL QUESTION, TRUSTEE JOHNSON, THE VERY, VERY FIRST ONE ON THE ASSOCIATES OF APPLIED SCIENCE, WHAT WE DISCOVERED IN THE PROCESS, BECAUSE YOU'LL NOTICE THAT'S SOMETHING WE'RE ACTUALLY MINIMIZING, WE'RE REDUCING THE NUMBER OF OF STUDENTS THAT WE'RE ENCOURAGING BECAUSE STUDENTS THAT GO TO THE ASSOCIATE OF APPLIED SCIENCE, IT'S BECAUSE THEY HAVE ALREADY TOLD US, I REALLY WANT TO GO.
NOT THAT THEY CAN'T CHANGE THEIR MIND LATER.
RIGHT. BUT THAT THEY'RE SAYING RIGHT NOW, THIS IS PRIMARILY LIKE WHERE WE'RE HEADED.
WE USED TO HAVE A LOT OF STUDENTS THERE.
AND AGAIN, WHY CAN I ONLY SAY HALF BECAUSE A LOT OF IT IS DEPENDENT ON TWO THINGS.
ONE IS WHERE ARE YOU GOING? WE DON'T HAVE REGULATION OVER ALL OF THE COLLEGES.
SO EVERY COLLEGE GETS TO DECIDE WHAT HOURS.
AND THAT'S TRUE FROM ANY COMMUNITY COLLEGE, NOT EVEN JUST WITH OUR DISTRICT.
SO IT DEPENDS ON WHERE YOU'RE GOING TO SCHOOL.
AND THEN IT DEPENDS FURTHER WHAT YOUR MAJOR IS.
AND WE WEREN'T IT WASN'T TRANSFERRING ALL THOSE HOURS.
AND THE KIDS AND THEIR PARENTS THOUGHT ALL OF THE HOURS WERE GOING TO TRANSFER.
SO WE STARTED LEARNING FROM THAT OPPORTUNITY AND INSTEAD STARTED MOVING TOWARDS AAS OR AS'S, ASSOCIATE OF ARTS AND ASSOCIATE OF SCIENCE, BUT NOT IN APPLIED SCIENCE.
WHAT I CAN TELL YOU IS THE SHIFTING FROM THE AAS TO THE AA OR THE AS HAS ALLOWED MORE HOURS TO BE TRANSFERRED TO TO TO THE FOUR YEAR UNIVERSITIES LIKE TECH OR SMU.
SO WHAT I THINK OUR TEAM HAS DONE COUNSELORS AND COLLEGE PROVIDERS MEET WITH STUDENTS AND SAY, WHERE DO YOU THINK YOU WANT TO, MAJOR? WHAT IS YOUR MAJOR SO THAT WE CAN HELP THEM THEN? THAT'S WHAT COLLEGE ACCESS PROVIDERS DO ALSO IS TO HELP YOU IDENTIFY A COLLEGE THAT NOT ONLY FITS WITH YOUR FINANCIAL.
HEY, THIS IS HOW MUCH FINANCIAL AID YOU'RE GOING TO GET.
BUT ALSO IS THIS A SCHOOL WHERE THE HOURS ARE GOING TO TRANSFER THE MOST? SO OUR GOAL WAS TO MEET THE CONCERN YOU'RE RAISING.
I THINK WE STILL HAVE MORE WORK TO DO, BUT THAT IS EXACTLY WHAT THE RESPONSES WERE.
LET ME ASK YOU THIS [INAUDIBLE].
DO WE KNOW WHICH COLLEGES WILL TAKE ALL OF OUR HOURS? DO WE KNOW? DO WE HAVE A PARTNERSHIP WITH THOSE COLLEGES? AGAIN, IT DEPENDS ON THE DEGREE ITSELF, LIKE IN EDUCATION.
[00:30:02]
BUT I THINK THAT THERE IS GENERALLY WE DO HAVE A LIKE A GUIDEBOOK THAT SAYS FOR THIS COLLEGE OR UNIVERSITY IN THIS MAJOR, THESE HOURS ARE TRANSFERRED TO THIS X UNIVERSITY.DO WE STILL HAVE THAT? WE DO. AND I WOULD I THINK THE EXAMPLE THAT SUPERINTENDENT [INAUDIBLE] LET'S SAY, UT ARLINGTON AND THE EDUCATION PATHWAY FOR OUR STUDENTS WHO ARE IN THE EDUCATION PATHWAY, IT'S A MUCH SMOOTHER ON RAMP BECAUSE WE ALREADY HAVE THE PARTNERSHIP WITH THEM AND THEY'RE GOING TO ACCEPT A LOT MORE OF THE CREDITS AS A RESULT.
OKAY. CAN WE GET THAT BOOK OUT TO OUR PARENTS SO THEY'LL KNOW WHEN WHEN THEY'RE GETTING READY TO MAKE THOSE TRANSITIONS SO THEY KNOW THIS SCHOOL TAKES THIS AND THAT WE THE PEOPLE THAT WE HAVE PARTNERSHIP WITH SO THEY'LL KNOW WHICH DIRECTION THEY WANT TO GO.
AND THEY'RE HOPING TO TAKE THOSE COLLEGE HOURS AND WORKING ON THEIR BACHELOR'S.
AND WE JUST WANT TO MAKE SURE THAT WE PROPERLY EDUCATE THEM SO THEY'RE NOT WHEN THEY GET THERE.
THANK YOU. TRUSTEE JOHNSON TRUSTEE MICCICHE TRUSTEE MACKEY PINGED IN FROM ONLINE.
HE'S GOING TO GO NEXT, FOLLOWED BY TRUSTEE WHITE.
OH I'M SORRY. TRUSTEE MARSHALL.
TRUSTEE MARSHALL. TRUSTEE MACKEY.
AND THEN MICCICHE. THANK YOU, MR. PRESIDENT. I APPRECIATE IT.
I JUST WANT TO THANK YOU GUYS.
IT'S ALSO, IN MY OPINION, THE THE BIG NUT THAT WE HAVEN'T CRACKED YET.
BUT CCMR, ALONG WITH PERHAPS TEACHER PIPELINE AND RETENTION ISSUES, ARE, IN MY OPINION, THE TWO BIG TOPICS THAT THIS BOARD AND THIS ADMINISTRATION NEED TO DIVE DEEPER ON.
AND I JUST WANTED TO THANK YOU FOR THAT.
CLEARLY, WE'VE MADE SOME PROGRESS, BUT I THINK THAT THIS IS AN AREA WHERE WE'VE GOT A LOT MORE WORK TO DO, RIGHT? I THINK ONLY 17% OF 8TH GRADERS IN DALLAS COUNTY ARE ACHIEVING SOME SORT OF SECONDARY CREDENTIAL BY THE TIME THEY'RE AGE 24.
WE'VE SEEN TONS OF STATISTICS THAT SHOW THAT BY THE YEAR 2030, WE'RE GOING TO NEED 60% OR MORE OF OUR OF OUR ADULTS TO HAVE SOME SORT OF SECONDARY CREDENTIAL JUST TO MEET THE WORKFORCE DEMANDS IN NORTH TEXAS.
CAN'T EXPECT THAT TO CONTINUE UNLESS WE ADDRESS THIS PROBLEM.
AND TO BE HONEST, THIS IS NOT SOMETHING THAT K THROUGH 12 INSTITUTIONS HAVE DONE A GOOD JOB OF.
WE HAND YOU A DIPLOMA, YOU KNOW YOU'RE GONE AND WE DON'T THINK ABOUT YOU ANYMORE.
BUT IN REALITY, IT'S THAT PERSISTENCE THROUGH THE NEXT PHASE THAT RESULTS IN THEM HAVING, YOU KNOW, BEING A PRODUCTIVE MEMBER OF SOCIETY OR HAVING A LIVING WAGE JOB OR PROVIDING FOR THEIR FAMILY.
AND WE'VE GOT TO DO A BETTER JOB OF SEEING THEM THROUGH TO THAT ULTIMATE SUCCESS.
IT'S ALSO SOMETHING THAT I WILL TELL YOU IN THE IN THE DALLAS COUNTY CONTEXT.
IT'S SOMETHING THAT CHARTER SCHOOLS ARE DOING BETTER THAN WE ARE.
YOU KNOW, I KNOW UPLIFT'S GOT THIS ROAD TO COLLEGE PROGRAM WHERE NOT ONLY ARE THEY STARTING WITH KIDS AT A YOUNG AGE AND TAKING THEM ON COLLEGE, GOING TRIPS AND, YOU KNOW, SORT OF TALKING TO THEM ABOUT WHERE YOU'RE GOING TO COLLEGE, NOT IF YOU'RE GOING TO COLLEGE, BUT THEN THEY ALSO TRACK THEM AFTER THEY GRADUATE.
YOU KNOW, THEY ADVERTISE 100% OF OUR KIDS ARE ACCEPTED INTO POST INTO COLLEGE.
AND THEN THEN THEY HAVE A TRACKING PROGRAM TO MAKE SURE THAT THOSE KIDS PERSIST IN COLLEGE.
AND I JUST WANT TO UNDERSCORE THE IMPORTANCE OF CONTINUING THIS CONVERSATION AND CONTINUING THE ACCOUNTABILITY AND CONTINUING THE TRANSPARENCY, BECAUSE THIS BOARD CAN'T HELP YOU AND CAN'T MAKE INVESTMENTS IN THIS TOPIC UNLESS WE KNOW WHERE WE STAND AND WHERE WHERE THE SHORTCOMINGS ARE.
LIKE WE ARE WE ARE READY AND WILLING AND ABLE TO DIVERT RESOURCES TO HELP YOU SUCCEED IN THIS AREA.
SO I JUST WANTED TO SAY THANK YOU, GOOD WORK, GOOD PROGRESS, A LOT MORE WORK TO DO.
AND JUST IMPLORE MY FELLOW TRUSTEES, AS THIS IS LIKELY MY LAST BOARD BRIEFING, THAT I HOPE THAT THIS IS AN AREA OF FOCUS FOR ALL OF YOU GOING FORWARD, BECAUSE I THINK THIS IS THE LAST BIG THING THAT THIS BOARD HASN'T REALLY TACKLED.
[00:35:02]
SO THANK YOU AGAIN.THANK YOU. THANK YOU. TRUSTEE MARSHALL TRUSTEE MACKEY AND THEN TRUSTEE MICCICHE.
YEAH. THANK YOU, PRESIDENT HENRY.
UM, THANK YOU TO THE TEAM FOR SHARING ALL OF THIS.
I'M GOING TO START WITH WHERE WE LEFT OFF HERE.
I THINK THIS IS CCMR READINESS, ESPECIALLY POST-SECONDARY.
WE HAVE NO MORE CONTROL OVER WHAT HAPPENS.
YOU KNOW, KIDS CAN GO OFF THERE.
BUT TO PURPOSELY TAKE OWNERSHIP OF THIS AND BE ABLE TO PUT THIS DATA UP HERE AND TALK ABOUT WHAT WE CAN DO TO HELP NUDGE STUDENTS, BECAUSE ULTIMATELY THIS IS THE GOAL OF EDUCATION, KIDS BEING ABLE TO MAKE A LIFE FOR THEMSELVES, WHICHEVER WAY THEY CHOOSE, AND HAVING THE SKILLS TO DO THAT.
AND SO I THANK YOU ALL FOR TAKING THE STEP AND FOR SHARING THIS DATA.
I THINK IT MAKES FOR A GREAT CONVERSATION.
THEN I SAW THIS AND I GOT REALLY EXCITED THAT.
WE DO GET TO TALK ABOUT SOMETHING THAT IS SO CRITICAL TO DALLAS ISD.
UM, SO JUST A COUPLE QUICK CLARIFYING QUESTIONS FOR YOU AND YOU HIT ON SOME OF THIS.
I'M JUST LOOKING FOR A LITTLE BIT MORE DETAIL.
THERE'S A WHOLE LOT OF NEW REQUIREMENTS ON THAT.
CAN YOU TALK A LITTLE BIT MORE TO SOME OF THE ADAPTIONS THAT DALLAS ISD IS MAKING AND KIND OF HOW WE'RE TAKING INTO ACCOUNT WHAT STUDENT DEMAND IS AND WHAT JOB NEED IS IN TERMS OF THINKING THROUGH WHICH IBCS WERE OFFERING? OKAY. THANK YOU FOR THAT QUESTION.
THE FOLLOWING YEAR, THEY NEED THREE COURSES AND THE YEAR AFTER THAT, FOUR COURSES.
SO YOU CAN SEE THAT BEFORE WE HAD EXPLORERS IN CTE, THEY TOOK A LOT OF PRINCIPAL COURSES.
THEY MIGHT HAVE TAKEN TWO COURSES IN ACCOUNTING AND TWO COURSES IN FINANCE.
AND FOR ANY OF YOU WHO HAVE TEENAGERS AT HOME, YOU KNOW THAT THEY WANT TO GO, I'M TIRED OF THIS.
I WANT TO GO TO THIS WITH COUNSELING.
UM, AND ONE NOTE THAT I JUST LEARNED RECENTLY, I GUESS ACTUALLY HAS TAKEN SOME FEEDBACK INTO ACCOUNT AND THEY ARE NO LONGER REQUIRING THAT THIS YEAR'S SENIORS HAVE THAT YEAR. I THINK THEY HAVE TO HAVE ONE NEXT YEAR SENIORS.
IS THAT WHAT YOU SAID ONE CLASS NEXT YEAR? ONE LEVEL TWO COURSE NEXT YEAR.
OKAY. GOTCHA. UM, AND THEN THE TSI RATES.
THANK YOU ALL FOR SHARING THIS.
I MEAN, THERE'S NO HIDING THAT THIS IS PROBABLY, IF NOT ONE OF, IF NOT THE HARDEST CRITERIA TO MEET IN CCMR ACCOUNTABILITY.
AM I UNDERSTANDING THAT RIGHT? TO ALIGN THE COURSE? YES, SIR. WE. YEAH, GO AHEAD.
YES, SIR. WE'VE ALIGNED IT TO ENGLISH THREE AND ALGEBRA TWO SPECIFICALLY BECAUSE OF THE AMOUNT OF CONTENT WE WORK WITH, TEACHING AND LEARNING, AND THEY'VE ALSO BOLSTERED THE CURRICULUM TO HELP US IN THAT AND AID IN THAT PROCESS.
AND SO, FOR EXAMPLE, THIS YEAR WE'LL HAVE STUDENTS IN BOTH COURSES RESPECTIVELY WILL ACTUALLY TAKE WILL ACTUALLY TAKE THE TSIA AT THE CONCLUSION OF EACH OF THOSE COURSES IN MAY SO THEY CAN REALLY DEMONSTRATE THEIR THE LEARNING THAT THEY'VE MASTERED AND AT THE TIME IT'S BEST SUITED FOR THEM.
SO I THINK THAT'S AN AWESOME MOVE.
I'M EXCITED TO SEE THAT HAVE SOME IMPACTS GOING FORWARD.
UM, AND THEN ON THE POST-SECONDARY ENROLLMENT AND THANK YOU FOR MAKING THE CLARITY HERE BECAUSE THAT WAS ONE OF MY QUESTIONS AROUND HOW STUDENTS THAT EARN AN ASSOCIATE'S DEGREE FACTOR INTO THIS.
SO AND THE REASON WE'RE NOT COUNTING THAT BECAUSE IT FEELS KIND OF COUNTERINTUITIVE, RIGHT? IF YOU CONTINUE TO INCREASE THE AMOUNT OF KIDS WHO HAVE AN ASSOCIATE'S DEGREE AT THE TIME THEY GRADUATE, IT'S POSSIBLE THAT WE SEE THIS NUMBER CONTINUE TO GO DOWN, EVEN THOUGH WE ACTUALLY HAVE MORE ATTAINING IS THAT CORRECT? IT IS CORRECT BECAUSE 72% OF THE GRADUATES OF 22 ACTUALLY CONTINUED ON TO A FOUR YEAR FOR A FOUR YEAR DEGREE, ACCORDING TO OUR NSC DATA.
SO, YOU KNOW, WE GET CREDIT ONCE AND NOT TWICE.
AND THAT'S UNDERSTANDABLE. BUT YOU'RE RIGHT.
I WOULD IMPLORE I MEAN, I THINK THIS I APPRECIATE YOU ALL FLAGGING THIS.
[00:40:05]
I DON'T KNOW WHAT KIND OF DATA YOU ALL HAVE, BUT I THINK, LIKE, WE WOULD WANT TO TELL THAT TRUE STORY BECAUSE I THINK THAT'S A REALLY POWERFUL THING.AND THE GROWTH FROM HAVING 0% A NUMBER OF YEARS AGO, ASSOCIATE'S DEGREES OR JUST A LITTLE BIT OVER 0% TO WHERE WE ARE NOW, IS A HUGE STORY THAT NEEDS TO BE TOLD IN THIS PART OF THAT. UM I GUESS MY BIGGEST QUESTION HERE IS THIS IS SUPER HELPFUL.
A LOT OF THESE METRICS RELATE TO THE THERE'S THAT PROVISION THAT IS FOR AROUND OUTCOMES, BONUS FUNDING FOR KIDS, ACHIEVING A MUCH MORE RIGOROUS BAR OF COLLEGE READINESS AND CAREER READINESS THAN THE ACCOUNTABILITY SYSTEM.
I NOTICED A LOT OF THESE METRICS TRACK TO THAT.
HOW DID WE DO ON THOSE MORE RIGOROUS METRICS BETWEEN THE PRIOR YEAR AND THIS PAST YEAR AS IT RELATED TO THOSE HIGHER, MORE RIGOROUS METRICS? YES, SIR. YOU KNOW, THERE IS A TWO YEAR LAG.
SO WHAT I WILL SHARE WITH YOU IS TWO YEARS AGO, ACTUALLY, LIKE TWO AND A HALF YEARS AGO, ESSENTIALLY, WHEN YOU WHEN YOU KIND OF WALK BACKWARDS IN TIME THAT WE WERE ABOUT 8%, WHICH WHICH WE'RE NOT HAPPY WITH.
THAT'S RIGHT. SORT OF WHEN COVID SORT OF THE COVID TIME.
BUT WE ACTUALLY HAVE SEEN PROGRESS SINCE.
AND SO JUST WITH PROJECTIONS AND THESE ARE NOT OFFICIAL, BUT WE FEEL LIKE WE'RE NOW AT ABOUT 12%.
SO I DON'T WANT THAT TO CLOUD THE CONVERSATION HERE.
YES, SIR. I MEAN, SO EVEN TO THAT POINT, I THINK WE KNOW WHAT HAPPENED NATIONWIDE AROUND COLLEGE ENROLLMENT AND READINESS AND THE FACT THAT CLASS OF 2020 WAS THE FIRST ONE THAT WAS TRULY IMPACTED BY THE PANDEMIC.
AND DESPITE ALL OF THOSE DISRUPTIONS, WE GREW BY 50%, GOING FROM 8% TO 12%.
LIKE THAT IS SOMETHING WE'RE CELEBRATING.
SO MY LAST QUESTION THEN IS WHAT DO YOU NEED FROM THIS BOARD TO CONTINUE TO DRIVE FORWARD IN THIS DIRECTION AND MAKE SURE THE KIDS HAVE THE SUPPORT THEY NEED TO TO BE POST-SECONDARY READY AND WHATEVER THEY CHOOSE? I THINK I WOULD SAY THAT WE FEEL FORTUNATE WITH THE RESOURCES THAT WE DO HAVE.
SO WHETHER I THINK ABOUT ADVANCED PLACEMENT IB OR DUAL CREDIT OR PROGRAMS OF STUDY, WHAT I BELIEVE AND WHAT I TELL PEOPLE ALL THE TIME IS WE HAVE SOMETHING FOR EVERYBODY IN DALLAS ISD AND OUR JOB AND GOAL IS TO MAKE SURE EVERY STUDENT LEAVES OUR DOORS WITH CREDENTIALS TO MAKE THEM PRODUCTIVE IN WHATEVER THEY WANT TO DO. SO I FEEL LIKE WE HAVE THE TOOLS AND RESOURCES.
WE JUST GOT TO CONTINUE TO GET BETTER AT MAKING SURE THAT WE CAN HELP SCHOOLS GET OUTCOMES.
ONE LAST QUESTION IF I HAVE TIME, I DON'T SEE A CLOCK, SO TELL ME IF I'M OVER.
I THOUGHT THAT WAS A REALLY INTERESTING ONE.
I'M CURIOUS, ESPECIALLY GIVEN A LOT OF THE CONVERSATIONS AROUND MAGNET SCHOOLS, ESPECIALLY ARTS MAGNET SCHOOLS, ARE WE DOING ANY SORT AND I KNOW NOT EVERY KID HAS ACCESS TO THIS HAS ANY DESIRE TO GO AN ARTS MAGNET SCHOOL ET CETERA.
BUT ARE WE DOING ANY KIND OF TRACKING TO SEE IF STUDENTS THAT ARE INTERESTED AND TAKING ADVANTAGE OF THESE ARE SEEING INCREASED RESULTS AND BEING READY FOR LIKE BOOKER T, WASHINGTON? SOME OF THESE I'D BE VERY CURIOUS ABOUT THAT AND WHAT'S OUR PLAN FOR THAT? THAT'S A GREAT QUESTION.
IT'S NOT THE FIRST TIME I'VE HEARD THAT QUESTION BECAUSE THIS IS THE SECOND YEAR OF OUR PILOT.
WE HAVE NOT CREATED OR STARTED TO LOOK AT THE METRICS.
A LOT OF OUR METRICS HAVE BEEN FOCUSED ON THE PIPELINE GROWTH AND ELEMENTARY TO MIDDLE AND MIDDLE TO HIGH IN TERMS OF JUST GETTING THE INTEREST OUT THERE AND SEEING IF WE COULD HAVE KIDS THAT ACTUALLY PERSIST OVER THE 30 WEEK PROGRAMING.
SO DULY NOTED ON THAT AND WE WILL BEGIN TO TRACK IT.
AND I THINK IN ALL OF THIS, WHAT I SEE IS THIS IS OFFERING A ABOVE AND BEYOND SERVICE.
IT'S ESSENTIALLY TUTORING FOR MUSIC.
AND I HOPE WE CONTINUE TO OFFER THESE SAME ABOVE AND BEYOND SERVICES, ESPECIALLY IN THE CORE SUBJECT AREAS LIKE MATH AND ENGLISH, WHERE IT MAKES SENSE TO MAKE SURE STUDENTS HAVE ACCESS TO THAT AS WELL.
SO I APPRECIATE YOUR WORK AND I APPRECIATE THINKING OUTSIDE THE BOX HERE.
THANK YOU, TRUSTEE MACKEY TRUSTEE MICCICHE THANK YOU.
I DO WANT TO PICK UP ON THE POINT ABOUT THE MUSIC LESSONS.
[00:45:09]
COST. I WAS LOOKING AT THE FOOTNOTE IN PARTICULAR ON PAGE EIGHT THAT COST BEING ABOUT $725 PER YEAR FOR FOR 30 LESSONS AND THEN COMPARING EACH LESSON COSTING $24 COMPARED TO 150 IN THE PRIVATE MARKET.THAT'S THAT'S REALLY AN AMAZING ACHIEVEMENT FOR US IN TERMS OF BEING ABLE TO INCREASE THE NUMBER OF KIDS WHO HAVE THIS OPPORTUNITY.
AND OF COURSE, WE ALL KNOW THAT STUDENTS WHO ARE ENGAGED IN ACTIVITIES LIKE MUSIC ARE ALSO MORE ENGAGED IN SCHOOL GENERALLY.
SO, SO SO I REALLY APPLAUD, APPLAUD YOU DOING THIS.
AND I THINK IT'S A GREAT PROGRAM.
I'D LIKE TO SEE IT GROW TO THE EXTENT WE CAN DO THAT.
SO TURNING TO THE CAREER READINESS COLLEGE AND CAREER READINESS ISSUES, I THINK THIS IS GREAT THAT WE HAVE THIS INFORMATION IN THIS DETAIL.
IT ALLOWS US TO SEE WHAT'S WHAT'S GOING RIGHT AND WHAT'S WHAT'S GOING WRONG, WHERE WE NEED TO MAKE MAKE CORRECTIONS AND IN PARTICULAR, SOME OF THE DATA, SOME OF THE DATA THAT, YOU KNOW, DOESN'T SHOW WHAT YOU HOPE IT WOULD SHOW.
FOR EXAMPLE, IT'S REALLY IMPORTANT TO KNOW THAT AND TO BE ABLE TO MAKE CORRECTIONS OR OR THINK OF OTHER THINGS TO DO TO ACHIEVE THE GOALS.
SO WE SEE BASICALLY A 20% INCREASE IN THE NUMBER OF APPLICATIONS COMPLETED.
AND THEN WE LOOK AT THE PERCENTAGE OF STUDENTS WHO ARE ENROLLING IN COLLEGES.
AND WE DON'T SEE A 20% INCREASE.
RIGHT? WE SEE, YOU KNOW, IT'S BASICALLY FLAT IF WE FACTOR IN THE THE ASSOCIATE'S DEGREE STUDENTS INTO THE EQUATION. BUT IT WOULD GO DOWN IF WE DIDN'T IF WE DIDN'T FACTOR THEM IN.
RIGHT. I DON'T HAVE IT IN FRONT OF ME.
BUT IT WAS LIKE ESSENTIALLY IT'S FLAT.
OKAY. SO, YOU KNOW, SO WHAT IS WHAT DOES THAT TELL US? IT TELLS US THAT WE'RE NOT DOING ENOUGH, IN MY OPINION.
WE'VE GOT MORE KIDS WHO ARE GETTING MORE FINANCIAL AID TO POTENTIALLY GO TO COLLEGE.
BUT IT TELLS ME AT LEAST MY HYPOTHESIS, IT'S NOT ENOUGH FINANCIAL AID FOR KIDS.
AND BECAUSE FILLING THAT OUT AND BEING BEING ABLE TO GET THAT AMOUNT OF MONEY, IT'S IT'S NOT ENOUGH TO TO CHANGE THE MINDS OR OR INCREASE THE OPPORTUNITIES FOR KIDS.
AND SO THEN IT MAKES ME THINK, WELL WHAT ELSE SHOULD WE BE DOING NOW WE HAVE THE DATA.
WE KNOW THAT INCREASING THE FINANCIAL AID NUMBER OF FINANCIAL AID APPLICATIONS HASN'T INCREASED THE NUMBER OF KIDS GOING TO SCHOOL.
AND IT MAKES ME THINK THAT, YOU KNOW, CAN WE DO MORE IN THE WAY OF PARTNERSHIPS WITH OUR WITH OUR UNIVERSITIES? IS IS THERE FINANCIAL? AND CERTAINLY DALLAS COLLEGE HAS BEEN SUCH A GREAT, GREAT PARTNER AND SEVERAL OF THE OTHER COLLEGES AROUND, OF COURSE.
BUT CAN WE DO MORE TO DEAL WITH THE FACT THAT IT LOOKS LIKE OUR KIDS STILL CAN'T AFFORD TO GO? AND, YOU KNOW, HOW DO WE MAKE IT MAKE IT POSSIBLE FOR A LOT MORE OF OUR KIDS TO BE ABLE TO TO GO TO COLLEGE? IS THE FINANCIAL AID THAT IS CURRENTLY BEING OFFERED YOU KNOW, CAN IT BE INCREASED THROUGH THROUGH THE THROUGH THE CURRENT PROCESS OR DO WE NEED NEW DO WE NEED NEW PROGRAMS? AND I APPRECIATE THE THE INITIATIVE THAT THE ADMINISTRATION HAS TAKEN WITH RESPECT TO COLLEGE ACCESS PROVIDERS, INCREASING THE NUMBER OF COLLEGE ACCESS PROVIDERS WHO AT LEAST THEORETICALLY HAVE THE ABILITY TO TO CUSTOMIZE AND FIND MORE SCHOLARSHIPS AND GRANTS AND OPPORTUNITIES FOR OUR KIDS AND TO ENCOURAGE KIDS TO OPEN THEIR MINDS ABOUT BEING ABLE TO GO TO COLLEGE EVEN IF THEY INITIALLY DON'T THINK THEY CAN GO.
[00:50:08]
AND IT LOOKS LOOKS TO ME LIKE IT'S A FINANCIAL ISSUE, BUT IT MAY ALSO BE THAT KIDS JUST AREN'T GETTING ENOUGH ENCOURAGEMENT TO GO, THAT THEY MAY THEY MAY BE ABLE TO AFFORD IT, BUT DON'T THINK THEY CAN AFFORD IT OR DON'T HAVE THAT AS PART OF THEIR THE OPPORTUNITIES THAT THEY SEE FOR THEMSELVES ON THE HORIZON.BUT I FOUND THAT THAT PARTICULAR STATISTIC TO TO JUMP OUT AT ME AND AND I AND I THINK IT BEHOOVES US TO TO TRY TO WORK MORE TO TO IMPROVE THAT IMPROVE THAT NUMBER.
MOST OF THE OTHER POINTS THAT I WAS HAVE HAVE ALREADY BEEN RAISED.
BUT LET ME JUST UNDERSCORE THE FACT THAT I THINK WE DO NEED THIS DATA.
I APPRECIATE THE WAY THE ADMINISTRATION HAS HAS LAID OUT ADJUSTMENTS, STRATEGIC ADJUSTMENTS TO TRY TO TRY TO IMPROVE THE OPPORTUNITIES FOR OUR KIDS.
THANK YOU. TRUSTEE MICCICHE TRUSTEE WHITE, FOLLOWED BY TRUSTEE FOREMAN.
GOOD EVENING AND THANK YOU VERY MUCH.
I REALLY ENJOY THE RED LIGHT, THE CAUTION LIGHT AND THE GREEN LIGHT GO AND THE FACT THAT THE ENTIRE POPULATION WAS PUT ON TO SHOW IF IT WAS 3,925 STUDENTS, 47% OF THAT, THAT ACTUALLY IS WONDERFUL.
I ENJOY THAT ADDITIONAL PIECE OF INFORMATION AND SHAMELESS PLUG.
BUT SHOUT OUT TO JOHN QUINCY ADAMS AND THANK YOU FOR YOUR WONDERFUL CAREER DAY.
IT WAS GREAT. I REALLY ENJOYED IT.
I WAS TELLING THEM WHAT COLLEGE I WENT, WHAT COLLEGES I WENT TO AND WHAT I SOME OF WHAT I DID.
THEY HAVE TO GO AND VIEW YOUR TRANSCRIPT.
SO I KNOW AT ONE POINT ANY CLASSES THAT YOU TOOK, AT ONE OF WHICH USED TO BE ISD DALLAS COUNTY COMMUNITY COLLEGE IS NOW DALLAS COLLEGE.
THE YOU WERE ABLE TO SEND THEM YOU WERE ABLE TO TAKE ANY COURSES AT A UT CAMPUS.
THE ONLY UT CAMPUS I THINK I HEARD YOU MENTION WAS UT ARLINGTON AND UT DALLAS.
SO AS FAR AS THE OTHER UT SYSTEMS, WILL THEY TAKE OUR CREDITS AS WELL? AND ALSO AS FAR AS THE PROGRAM THAT WE HAVE WITH OUR DUAL CREDIT, WHO IS OUR WHO IS DOING OUR WHO DO WE HAVE OUR ACCREDITATION THROUGH IF WE HAVE IT? RIGHT.
SO 42 OF THE 60 CORE CREDIT HOURS ARE ACCEPTED BY ALL TEXAS UNIVERSITIES.
SO THAT'S GUARANTEED FOR OUR STUDENTS.
AND SO SO THAT'S 42 OUT OF THE 60.
42 OF THE 60 WILL BE ACCEPTED BY ANY OF THE TEXAS UNIVERSITIES.
AND I THINK IT'S IMPORTANT TO NOTE TRUSTEE WHITE THAT SO YOU'RE PROBABLY SAYING WHAT ABOUT THE OTHER 18 HOURS? TYPICALLY, WHAT HAPPENS, THE OTHER 18 HOURS THAT OUR STUDENTS TAKE IS USUALLY IN A PARTICULAR AREA OF STUDY.
AND LOCALLY, A LOT OF THEM WILL, BUT IT'S CASE BY CASE, RIGHT? AND I GUESS MY OTHER QUESTION FROM THAT IS IF AND I GET IT AND SOMETIMES A LOT OF PEOPLE HATE TO HEAR THAT CALL WHEN THEIR KID IS AT A FOUR YEAR UNIVERSITY AND THEY'RE FOOTING THE BILL AND ALL OF A SUDDEN, OH, YOU KNOW, I DECIDED I DON'T WANT TO DO THAT. I'M CHANGING MY CAREER FIELD, WHICH COSTS US MONEY AND NOT THEM IF WE'RE PAYING, IF WE'RE PICKING UP THE TICKET.
[00:55:10]
GENERATIONAL. THE FIRST PERSON IN THEIR IN THEIR HOUSEHOLD TO GO TO COLLEGE.SO THEY DON'T KNOW A LOT OF THINGS.
SO ARE YOU EXPLAINING TO THEM NOW OR WILL YOU BE THE IMPORTANCE OF IF YOU'RE GOING TO BE A TEACHER GO AHEAD AND DO THAT. AND EVEN IF YOU YOU DECIDE, WELL, IF THEY DECIDE NOT TO BE AND THEY TRANSFER TO A COLLEGE AND CHANGE THEIR MAJOR, IT'S GOING TO COST THEM MORE MONEY.
ARE YOU EXPLAINING THESE TYPE OF THINGS TO THEM AS FAR AS THAT IS CONCERNED? YES. SO THAT'S PART OF THE C-CAP EXPANSION.
AND SO WITH THOSE ADVISORS, C-CAP IS COLLEGE AND CAREER ACCESS PROVIDERS.
AND SO THOSE PROVIDERS PARTNER WITH THE COUNSELORS.
BUT WITH THAT, THEY ARE ADVISING STUDENTS, THEY'RE LOOKING AT THE TRANSCRIPTS, THEY'RE TALKING TO THEM ABOUT HOW THEY WOULD ACCESS RESOURCES AT THE COLLEGE, WHAT THEY NEED AS FAR AS FINANCIAL AID, HOW TO APPLY ESSAYS AND ASSESSMENTS.
SO THAT'S PART OF THAT INVESTMENT.
OKAY. AND AS FAR AS OUR DUAL CREDIT, IS THAT ACCREDITED THROUGH ANYONE OR ARE YOU I KNOW YOU MENTIONED A PARTNERSHIP WITH DALLAS COLLEGE.
ARE YOU ALIGNING THE CLASSES SO THAT THEY WILL DEFINITELY AS FAR AS OUR DUAL CREDIT IS CONCERNED, I KNOW AT ONE POINT THERE WAS A SHARED POSITION WHERE SOMETIMES THE TEACHERS WOULD COME AND TEACH FROM THE COLLEGE TO TEACH CERTAIN CLASSES ON OUR CAMPUSES.
AND THEN WE ALSO HAD OUR OWN STAFF THAT TAUGHT THE THE DUAL CREDIT COURSES.
SO HOW IS THAT AS FAR AS ACCREDITATION IS CONCERNING WITH THE DUAL CLASSES? WE STILL HAVE THAT RELATIONSHIP WITH DALLAS COLLEGE WHERE WE HAVE OUR TEACHERS THAT TEACH CLASSES.
THEY SEND PROFESSORS TO THE HIGH SCHOOL AS WELL.
BUT AGAIN, THOSE DUAL CREDIT CLASSES, 42 OF THOSE CORE CLASSES WILL TRANSFER ANYWHERE IN TEXAS.
SO THE RELATIONSHIP IS STILL THERE.
AND I DO HAVE ONE ONE FINAL QUESTION.
IT'S NOT ON TOP OF ON THE TOPIC OF THIS IT'S THE MUSIC.
I DO LIKE THE MUSIC PROGRAM THAT WE ARE PARTNERING WITH UTD WITH.
I JUST KIND OF WISH IT WAS IN PERSON, BUT I DO UNDERSTAND IT'S ONLINE AND I KNOW THAT SINCE THESE ARE GOING TO BE OUR ADVANCED STUDENTS IN MUSIC, CORRECT TAKING THESE COURSES RIGHT.
NO, IT'S ANY STUDENT TRUSTEE WHITE.
OKAY. AND I HAD A CONVERSATION WITH ONE OF OUR STAFF MEMBERS.
BUT I MEAN THAT'S GREAT THAT ALL THE STUDENTS ARE TAKING IT BECAUSE I KNOW THAT AT A LOT OF OUR CAMPUSES WE MAY HAVE STRING PROGRAMS, WE HAVE PIANO AND THINGS LIKE THAT THAT ARE OFFERED TO THEM FREE OF SERVICE.
SO FOR THE ONES THAT DON'T HAVE IT, I THINK ITS A GREAT PROGRAM.
AND HOW ARE YOU GUYS MARKETING THIS SO THAT THEY WILL KNOW THAT IT IS AVAILABLE? WE DO HAVE MARKETING THROUGH OUR WEB BASED PROGRAMING.
WE NOTIFY ALL OF OUR CAMPUS PRINCIPALS AND WE PROVIDE PARENT INFORMATION SESSIONS AS WELL TO LET PARENTS KNOW THAT THE 40 CAMPUSES, WE HAVE THOSE SERVICES AVAILABLE.
IS THAT RIGHT? THE VISUAL AND PERFORMING ARTS WEBSITE I WILL LOOK INTO IF THERE'S A WAY WE CAN WORK WITH OUR COMMS TEAM TO ADVANCE THAT TO OTHER PLACES ON THE WEBSITE.
AND THAT CONCLUDES MY QUESTIONS.
THANK YOU SO MUCH. THANK YOU TRUSTEE WHITE, TRUSTEE FOREMAN.
SO JUST A FEW COMMENTS AND QUESTIONS, BRIAN.
YES, MA'AM, PROBABLY THREE YEARS.
AND I'M GLAD TO SEE WE'RE MOVING MORE TOWARD THE AA DEGREE BECAUSE SOME COLLEGES DON'T EVEN ACCEPT THE 42 CORE HOURS THAT WE PRESENTED TO THEM AND BEFORE.
AND I'VE HAD AN OPPORTUNITY TO MEET SOME OF THOSE STUDENTS AND TALK TO THEM.
SO I THINK THAT'S THAT'S THAT'S WONDERFUL.
BUT THERE ARE SOME OTHER THINGS, I GUESS, THAT GET MY ATTENTION.
[01:00:08]
WHAT DOES THAT DO TO THE PATHWAYS THAT ARE IN THE INDIVIDUAL SCHOOLS? BECAUSE I THINK WE'RE LOOKING AT MORE OF THOSE CERTIFICATIONS THROUGH OTHER INITIATIVES.BUT WHAT ABOUT THE PARTICULAR PATHWAYS IN THE SCHOOLS? YEAH, THE PATHWAYS AT THE LOCAL COMPREHENSIVE HIGH SCHOOL ARE CRITICALLY IMPORTANT AND THOSE WILL REMAIN.
AND I THINK THAT'S WHAT YOU'RE AIMING AT IN YOUR QUESTION, TRUSTEE FOREMAN AND I APPRECIATE IT BECAUSE WE DO HAVE CAREER INSTITUTES, BUT WE ALSO KNOW THAT COMPREHENSIVE HIGH SCHOOLS HAVE HAVE THEIR OWN FLAVOR AND NEEDS TO MEET FOR FAMILIES AND COMMUNITIES WITH LOCALLY.
SO HIGH SCHOOLS DO HAVE THEIR PROGRAMS OF STUDY.
PRINCIPALS ARE DECIDING WHAT THEY WANT.
ALL WE'RE DOING WITH THEM IS SAYING, OKAY, IF YOU WANT THIS PROGRAM OF STUDY, LET'S MAKE SURE THESE ARE THE COURSES YOU WOULD OFFER BECAUSE WE WANT TO MAKE SURE YOU GET CREDIT FOR WHAT YOU'RE OFFERING OUR STUDENTS.
I THINK IT'S IMPORTANT FOR US TO LET THE COMMUNITY KNOW WHICH PATHWAYS ARE IN THE SCHOOLS BECAUSE A LOT OF OF COMMUNITY PEOPLE THINK IF YOU DON'T GO TO THE CAREER INSTITUTE, THAT YOU DON'T HAVE AN OPPORTUNITY TO GET A CERTIFICATION.
AND I THINK WE NEED TO MAKE SURE THAT THE COMMUNITY UNDERSTANDS THAT.
ANOTHER QUESTION IS, IS WHEN I LOOK AT THE FAFSA AND TASFA COMPLETION RATE AT 89%, BUT ONLY 40% GO ON TO COLLEGE.
SO WE'RE PUSHING TO GET A AND I KNOW THIS IS THE STATE, SO I'M NOT BEATING YOU UP.
THIS IS A STATE REQUIREMENT, BUT WE'RE PUSHING TO GET THESE APPLICATIONS COMPLETED.
BUT THE STUDENTS ARE NOT MOVING ON INTO COLLEGE.
I THINK A WONDERFUL THING THAT WAS DONE IN MY AREA WAS TO WORK WITH THE UNIVERSITY OF TEXAS, NORTH TEXAS AT DALLAS TO ENSURE THAT LITERALLY EVERY STUDENT, EVERY SENIOR WITHIN CARTER, KIMBLE AND [INAUDIBLE] HAD GOT AN ACCEPTANCE LETTER.
I THINK THAT SHOULD BE ROLLED OUT MORE SUPERINTENDENT TO MANY MORE OF THE SCHOOLS, BECAUSE JUST KNOWING THAT THEY HAVE THAT OPPORTUNITY TO DO IT AT HOME AS OPPOSED TO SOME OF THE COST THAT IT WOULD BE FOR THEM TO GO OFF TO COLLEGE WOULD MAKE A BIG DIFFERENCE FOR SOME OF THOSE STUDENTS AND SOME OF THOSE FAMILIES TO CHOOSE THAT OPTION.
I JUST HAVE A COUPLE OF MORE QUESTIONS.
I THINK A LOT OF TIMES WHEN WHEN WE ARE PUSHING STUDENTS IN TERMS OF SCHOLARSHIPS, BRIAN, WE DON'T LOOK AT SOME TRADITIONAL WE LOOK AT ACADEMICS, BUT STUDENTS GET SCHOLARSHIPS FOR CHOIR, FOR BAND AND OTHER AREAS.
I THINK WE NEED TO MAKE SURE THAT WE'RE ENGAGING IN THOSE PARTICULAR SPACES ALSO SO THAT THROUGH THIS PROCESS OF THE ACADEMIC PART, THERE'S ALSO SOME OTHER AREAS THAT WE CAN CONTINUE TO PUSH.
WE HAVE MANY STUDENTS IN OUR BANDS THAT WE MIGHT NEED TO PUSH THAT A LITTLE BIT HARDER TO GET MORE PEOPLE ENGAGED IN THAT OUTSIDE OF THE ACADEMICS, I'M ACADEMICS, BUT EVEN WHEN YOU THINK ABOUT SPORTS.
MANY KIDS GO TO COLLEGE TO PLAY SPORTS.
WE DON'T REALLY PUSH THOSE PARTICULAR AREAS.
AND THEN THE LAST THING IS JUST BASED ON THE WHOLE IDEA OF THE MUSIC LESSONS ONLINE.
I CERTAINLY HAVE BEEN A STRONG SUPPORTER OF THE ARTS AND PARTICULARLY STARTING AT AN EARLY AGE.
WHAT I DON'T WANT TO DO IS JUST LIMIT IT TO ONLINE.
I THINK THERE SHOULD BE SOME OPPORTUNITIES FOR SOME STUDENTS, PARTICULARLY IF THEY'RE IN ARTS PROGRAMS, TO HAVE THOSE LESSONS IN PERSON OTHER THAN JUST ONLINE BECAUSE THEY ARE IN SPECIFIC ARTS PROGRAMS, IF THAT MAKES SENSE.
[01:05:04]
I DO HAVE A REQUEST I WOULD LIKE TO SEE IF POSSIBLE.I DON'T KNOW IF IT'S TOO BURDENSOME FOR THE STAFF.
LET ME KNOW IF IT IS BUT WHERE KIDS ARE TAKING THOSE CLASSES, WE'RE TALKING ABOUT THE ARTS.
WHAT? I DON'T KNOW HOW WE WANT TO DESEGREGATE THAT, BUT WHO'S ACCESSING IT? I PROBABLY WOULD EXPECT IT TO BE HIGHER AT SCHOOLS THAT ARE LIKE ARTS ACADEMIES.
AND TRUSTEE FOREMAN HAS ONE IN HER DISTRICT.
I HAVE ONE IN MINE AND MAYBE LOWER JUST IN [INAUDIBLE] JUST BECAUSE OF THE DYNAMICS OF THE SCHOOL.
THOSE KIDS ARE THERE FOR THE ARTS.
AND THEN THE SECOND PIECE, WHAT'S LIKE, IS THERE A CAPACITY ISSUE WITH THAT? ARE THERE KIDS THAT WANT TO TAKE THOSE CLASSES AND WE'RE TELLING THEM NO, OR DO WE HAVE SPOTS AVAILABLE? SO IT IS A CONTRACTED SERVICE THROUGH UNT DENTON WHERE WE'RE WORKING WITH THEIR GRADUATE STUDENTS BECAUSE WE DO WANT TO ENSURE THAT THE QUALITY OF THE LESSONS THAT ARE COMING ACROSS ARE REALLY BRINGING THOSE STUDENTS TO A NEW LEVEL.
SO WE DO WE HAVE AN RFP WITH BLACK LABEL MUSIC AS WELL THAT HELPS US FILL IN SOME GAPS AND WE ARE HOPING TO EXPAND THAT IN UPCOMING YEARS SO THAT WE CAN GET MORE PROVIDERS AND BE ABLE TO EXPAND MORE SPACES TO MAKE THAT HAPPEN.
THE ONLINE HELPS BECAUSE UNT DENTON IS A LITTLE BIT OF A DRIVE AND THOSE STUDENTS ARE IN THAT AREA.
TRUSTEE MICCICHE WOULD YOU LIKE TO HAVE A SECOND ROUND TOO? YEAH, I JUST HAVE A SHORT QUESTION.
IT'S REALLY, I THINK GOING TO BE A DATA REQUEST AND THIS RELATES TO THE, THE SO CALLED TOP 10% RULE.
IF YOU GRADUATE WITHIN THE TOP 10%, I THINK IT'S 7% NOW OF OF ANY HIGH SCHOOL, YOU CAN GET AN AUTOMATIC ADMISSION TO UT OR TEXAS A&M AND MAYBE SOME OTHER STATE UNIVERSITIES.
I WOULD BE VERY INTERESTED IN SEEING HOW MANY OF OUR COMPREHENSIVE HIGH SCHOOLS ARE LEAVING THOSE SLOTS UNFILLED. SO I DO KNOW THAT ANECDOTALLY THAT THAT HAS HAPPENED, THAT WE'VE HAD WE'VE HAD SPOTS THAT HAVE NOT BEEN FILLED BY COMPREHENSIVE STUDENTS WHEN THEY COULD HAVE HAD AUTOMATIC ADMISSION.
BUT WE NEED TO FIGURE OUT A WAY TO MEASURE THAT THAT GAP BETWEEN THE TOP 7% AND THE AMOUNT WHO ACTUALLY ENROLL.
THAT IS THE IS THE REASON AND I DOUBT IF YOU HAVE ANY OF THAT DATA IN FRONT OF YOU, BUT I WOULD LIKE THAT THAT TO SEE THAT METRIC IN FUTURE PRESENTATIONS IF IT'S POSSIBLE, OR AT LEAST JUST AS A PUT IT ON THE TRUSTEE TRACKER.
WE'LL SEE WHAT WE CAN DO TO PUT IT AS A TRACKER.
IT WILL TAKE SOME TIME TO GATHER THE DATA, I'M QUITE SURE, BUT WE'LL WORK ON IT FOR SURE.
OKAY. THANK YOU. THANK YOU TRUSTEE MICCICHE.
ONE THING THAT I ALSO THINK ABOUT CONSTANTLY, AND I'M SURPRISED I DIDN'T MENTION IT WHEN I WAS TALKING EARLIER WHEN WE WHEN WE START TO TALK ABOUT PROGRAMS THAT ARE ONLINE IS THE DIGITAL DIVIDE BECAUSE IT REALLY IS REAL.
NOT ALL STUDENTS HAVE ACCESS TO INTERNET IN THEIR HOMES, SO I DON'T KNOW IF THEY WILL BE ABLE TO JUST GO TO THE LIBRARY, WHICH, HEY, YOU GOT TO DO WHAT YOU GOT TO DO TO ACCESS IT.
BUT I DEFINITELY WANT US TO KEEP THAT IN MIND.
AND HOPEFULLY THE HOTSPOTS WILL WORK, BECAUSE I HEARD THERE'S PROBLEMS WITH THAT AS WELL.
BUT THAT'S SOMETHING THAT I HOPE WE WILL CONSIDER.
YES, WE STILL HAVE GOAL CENTERS.
WE STILL HAVE PARTNERSHIPS WITH MANY OF THOSE PROGRAMS. THE HIGH SCHOOLS. AND THE REASON I MENTIONED THAT IS BECAUSE FOR THE LISTENING AUDIENCE, ONE FUNCTIONING ROLE OF THE GOAL CENTER WAS TO HELP STUDENTS WITH
[01:10:06]
THEIR ANY LETTERS THAT THEY NEEDED WHEN FILLING OUT AN APPLICATION FOR A COLLEGE TO GET INTO COLLEGE.THEY HELPED WITH THE LETTERS OF RECOMMENDATION FOR THEM, EITHER TO GET THE TEACHERS TO WRITE ONE FOR THEM OR THEY WOULD DO ONE THEMSELVES, GIVE THEM INFORMATION ABOUT GRANTS THAT WERE AVAILABLE TO THEM.
AND THEY WERE ACTUALLY WHAT A GREAT STRONG GOAL CENTER.
THEY CAN ASSIST THE STUDENTS WHO ARE SEEKING TO GO TO COLLEGE FROM 9TH GRADE ON UP, DEPENDING JUST TO WORK WITH THEM AT DIFFERENT LEVELS TO MAKE SURE THAT THEY'RE ON TRACK AND THAT THEY'RE FOCUSED.
ONE OF THE GREAT THINGS WAS THAT THE TEXAS HIGHER EDUCATION COORDINATING BOARD PROVIDED RESOURCES FOR THEM TO BE ON THE CAMPUS TO DO THIS, WHICH THAT MEANT THAT COST US ABSOLUTELY NO MONEY.
AND WE HAD A LOT OF GREAT SERVICES.
SO THAT WAS ONE OF THE THINGS THAT I DEFINITELY WANTED TO MAKE SURE.
AND ALSO ARE THESE ON ALL OF OUR HIGH SCHOOL CAMPUSES, SOME OF OUR HIGH SCHOOL CAMPUSES, AND HOW ARE THEY BEING WHAT I KNOW THAT WE USED TO BE THEY USED TO GIVE REPORTS NOT ONLY TO THE TEXAS HIGHER EDUCATION COORDINATING BOARD, BUT ALSO TO THE SCHOOLS.
WHAT PERCENTAGE OF SUCCESS ARE THEY HAVING? WE HAVE GOAL CENTERS ON EVERY HIGH SCHOOL CAMPUS.
AND IN THOSE CENTERS, THEY'RE UTILIZED BY OUR C-CAP ADVISORS.
WE ALSO HAVE TRIO PROGRAMS THAT UTILIZE THOSE CENTERS.
AND SO SOME OF THOSE AND UNIVERSITIES THAT WE PARTNER WITH THAT UTILIZE THOSE CENTERS.
AND SO EACH OF THOSE ENTITIES PROVIDES A REPORT TO US, AND MANY OF THEM ARE GRANT FUNDED.
AND SO THEY ALSO HAVE TO ACCOUNT TO THE STATE FOR THE SERVICES THAT THEY PROVIDE TO STUDENTS.
THANK YOU. I DON'T THINK THERE ARE ANY OTHER QUESTIONS.
I THINK WE'RE READY. I JUST WANTED TO MAKE NOTE OUR REQUIRED INTRUDER DETECTION AUDITS CERTAINLY IS AN AREA OF CONTINUAL IMPORTANCE.
WE KNOW HOW IMPORTANT SAFETY IS CERTAINLY TO THIS BOARD AND TO THE SCHOOL COMMUNITY.
WE WILL CONTINUE TO WORK ON THOSE.
AND WE DID, IN FACT, PROVIDE YOU A SPECIFIC DETAILED REPORT IN CLOSED SESSION AS WE WANT TO CONTINUE TO ENSURE THAT WE DON'T PROVIDE ANY DETAILS ABOUT INFORMATION THAT MIGHT MAKE OUR SCHOOLS UNSAFE.
SO WE DO ALL OF THOSE CONVERSATIONS TAKE PLACE IN CLOSED SESSION.
THAT BEING SAID, IN TWO WEEKS WHEN WE HAVE OUR BOARD MEETING FOR VOTING, WE WILL BRING ANOTHER INFORMATION ITEM THAT WILL PROVIDE BOARD MEMBERS AN UPDATE ON SOME OF THE ITEMS WITH REGARD TO JUST OVERALL GENERAL SAFETY AND PROGRESS ON BOTH PHYSICAL FACILITIES AND SCHOOL STUDENT SUPPORTS.
OKAY, WE'VE GOT A SHORT RECESS HERE BECAUSE WE DON'T HAVE A QUORUM.
SO WE HAVE A QUORUM. I'M SORRY.
I HAD ONE LAST THING ON THAT LAST AGENDA.
WE DON'T HAVE TO COME BACK TO THE TABLE, BUT I JUST WANTED TO A CALL OUT.
I APPRECIATE THAT. BUT I DON'T KNOW HOW YOU GOT THAT INFORMATION ABOUT MACKENZIE WOODS, BUT TAKING THE TIME TO GET TO KNOW OUR STUDENTS AND SPREAD THE GOOD NEWS ABOUT OUR STUDENTS. I APPRECIATE YOU DOING THAT.
WE'D LOVE TO SEE THAT ANYTIME WE FEATURE ANY OF THE KIDS ON ANY OF THESE SLIDES.
[01:15:02]
THAT SAID, WE'RE GOING TO MOVE ON TO THE NEXT AGENDA ITEM, WHICH IS THE STATUTORY ITEMS. ARE THERE ANY QUESTIONS UNDER THE STATUTORY ITEMS? I DON'T THINK I HEAR ANY.NEXT SECTION IS PROPOSED NAMING THE FACILITIES.
[11. PROPOSED NAMING OF FACILITIES]
TRUSTEES WE HAVE A PROPOSED NAMING OF FACILITY ITEMS FOR THE RENAMING OF FOREST ATHLETIC COMPLEX SOFTBALL FIELDS TO BE NAMED FOREST ATHLETIC COMPLEX ELSIE MORENO SOFTBALL FIELD SOFTBALL. SOFTBALL FIELDS.BEFORE WE SHOW THIS VIDEO THAT WE HAVE, THIS IS ACTUALLY ON THE AGENDA.
BEFORE YOU MIGHT HAVE HEARD ME HAVE THE DISCUSSION ABOUT HOW THIS STUFF GETS ON THE AGENDA AND NOT BEING FOR OR AGAINST A PERSON, BUT MY OWN IGNORANCE AND AWARENESS OF THE HISTORY OF OUR DISTRICT.
I DON'T KNOW IF DR. SALINAS, SHE IS IN THE ROOM, HELD A GREAT EVENT.
SHE'S NOT EVEN PAYING ATTENTION, FOLKS, INTO THE HALL OF FAME.
AND SHE WAS ONE OF THEM. AND SITTING THERE AND HEARING HER STORY, HER IMPACT TO THE DISTRICT AND BEYOND KIND OF SLAMMED MY FACE AGAINST MY HAND, AGAINST MY FACE AND REALIZING WHAT AN IMPACT SHE'S MADE ON THE DISTRICT.
SO I THINK WE'RE GOING TO SHOW A VIDEO FOR MY COLLEAGUES.
IF YOU'RE AS IGNORANT AS I WAS TO GET A HISTORY OF WHO THIS WHO I THINK IS A PHENOMENAL WOMAN, IS THAT CAN WE PLAY THE VIDEO? [VIDEO] ELSIE MORENO HOLDS A LEGACY OF SPEARHEADING THE RISE OF GIRLS ATHLETICS PROGRAMS IN DALLAS ISD.
MORENO BECAME THE FIRST FEMALE CAMPUS ATHLETIC COORDINATOR AT BRYAN ADAMS HIGH SCHOOL IN 1992 AND FINISHED OFF A STELLAR CAREER AS AN ASSISTANT ATHLETIC DIRECTOR FOR DALLAS ISD IN 2004.
I LOVED THE THOUGHT OF PLAYING GAMES ALL MY LIFE.
HE HELPED ME BE A SOMETHING THAT I THOUGHT I COULD NEVER BE.
ELSIE AND I, WE WE REALLY HAD AN OPPORTUNITY TO PLAY AGAINST SOME OF THE TOUGHEST COACHES.
WE JUST DIDN'T KNOW THEY WERE TOUGH.
WHEN YOU GO THROUGH HARD TIMES, IT REALLY BRINGS YOU TOGETHER LIKE A FAMILY.
I LOVED EVERYTHING I COULD DO FOR THE KIDS AND FOR THE [INAUDIBLE] FAMILIES.
LOOK AT EVERY GIRL SPORTS AND THAT'S HER LEGACY.
I WANT TO TAKE RESPONSIBILITY.
ACTUALLY, I APPRECIATE PRESIDENT HENRY SAYING THAT IT WAS HIS RESPONSIBILITY.
IT WAS OURS, AND I REALLY SHOULD HAVE DONE MY HOMEWORK BEFORE WE BROUGHT THAT FORWARD.
AND AND I TOO RECOGNIZE THAT THAT FRIDAY LAST FRIDAY'S EVENT, WHAT A PHENOMENAL COACH, LEADER ROLE MODEL ELSIE MORENO IS HAS BEEN.
AND SO WITH THAT, I WANT TO REITERATE A FEW ITEMS. I WANT TO MAKE A FEW REMARKS AGAIN THAT WERE SOMEWHERE IN THE VIDEO.
AFTER GRADUATING FROM KIMBALL HIGH SCHOOL IN 1969, ELSIE ATTENDED ATTENDED THE UNIVERSITY OF NORTH TEXAS, WHERE SHE EARNED HER BACHELOR OF SCIENCE AND PHYSICAL EDUCATION AND BIOLOGY IN 1973.
IN 91, SHE COMPLETED HER MASTER'S OF EDUCATION AT TEXAS A&M COMMERCE, AND HER FIRST TEACHING POSITION WAS AT DALLAS LINCOLN HIGH SCHOOL FROM 1973 TO 1977.
COACH MORENO BEGAN COACHING AT A TURNING POINT IN FEMALE SPORTS.
BECAUSE IT WAS 1972, THE FEDERAL TITLE NINE ACT WAS PASSED PROVIDING ACCESS TO MILLIONS OF GIRLS TO SPORTS WHO HAD BEEN DENIED SUCH OPPORTUNITIES. SHE WAS A HIGHLY SUCCESSFUL COACH WHERE SHE EARNED DISTRICT TITLES IN VOLLEYBALL, BASKETBALL TRACK AND 13 CONSECUTIVE TITLES IN SOCCER.
SHE ADVANCED TO REGIONALS IN SOCCER IN 1985, 1986, 1988, AND WAS DESIGNATED COACH OF THE YEAR IN GIRLS SOCCER BY THE DALLAS MORNING NEWS. ELSIE MORENO WAS ALL RECOGNIZED LEADER AND A FRIENDLY GO TO PERSON BEFORE SHE WAS OFFICIALLY DESIGNATED AS THE FIRST FEMALE
[01:20:07]
ATHLETIC DIRECTOR FOR BRYAN ADAMS HIGH SCHOOL IN DALLAS ISD.AND AFTER SERVING THE BRYAN ADAMS COMMUNITY FOR 20 YEARS, SHE MOVED TO THE ADMINISTRATION BUILDING TO HAVE A LARGER IMPACT AS ASSISTANT ATHLETIC DIRECTOR FROM 1998 TO 2004.
AND I THINK THIS LAST SUMMARY, COACH ELSIE MORENO IS THE FIRST LATINA ROLE MODEL AND LEADER IN ATHLETICS IN DALLAS ISD AND A CONCEPTUAL WHO CONCEPTUALIZED THE SOFTBALL FIELDS AT THE FOUR STAR ATHLETIC COMPLEX TO FACILITATE DALLAS ISD GIRLS SOFTBALL TEAM GAMES AND PLAYOFFS. DR.
WELL, I JUST WANT TO WANT TO SAY THAT I COMPLETELY SUPPORT THIS.
AND I'VE BEEN OVERWHELMED BY THE NUMBER OF PEOPLE IN EAST DALLAS WHO HAVE SPOKEN OUT ON HER BEHALF, PARTICULARLY THE MORE SENIOR COACHES AND AND TEACHERS WHO WHO REMEMBER HER VERY WELL, HAVING WORKED WITH HER FIRST HAND, GOT A LOT OF REQUESTS FOR SEATS AT HER TABLE AT THE AT THE HALL OF FAME INDUCTION.
AND PAM, I DIDN'T PASS THEM ALL ON TO YOU BUT BUT SHE IS HAD A REAL IMPACT IN DALLAS ISD AND I'M SO GLAD WE'RE DOING THIS AND I THANK YOU MR. PRESIDENT AND AND SUPERINTENDENT FOR AMPLIFYING ON HER ACCOMPLISHMENTS DURING DURING THIS BOARD BRIEFING AND LOOK FORWARD TO SEEING THIS THIS PASS LATER ON THIS MONTH.
WE'RE GOING TO CONTINUE TO MOVE THROUGH THE AGENDA.
[13. CHIEF OF STAFF DIVISION]
WE'RE IN THE CHIEF OF STAFF DIVISION.[INAUDIBLE] THE ITEM REGARDING THE INTERLOCAL AGREEMENT BETWEEN.
I'M NOT RESPONSIBLE FOR THE BINDERS.
RIGHT. A COUPLE OF QUESTIONS, SHERRY, IN REGARDS TO THIS INTERLOCAL AGREEMENT BETWEEN DALLAS ISD AND HEALING HANDS MINISTRIES, AND IT SAYS NO FINANCIAL COST.
SO THEY ARE THEY ARE A STATE AGENCY THERE.
WHAT KIND OF AGENCY ARE THEY? AND HAVE WE HAD A RELATIONSHIP WITH THEM BEFORE? OKAY. SO AS FAR AS I'M AWARE, WE'VE NOT HAD A RELATIONSHIP WITH THEM BEFORE.
BUT WHAT HAS HAPPENED IN SOME OF OUR YOUTH AND FAMILY CENTERS, PARKLAND IS NO LONGER IN THOSE SITES.
THEY COME IN, WE GIVE THEM THE SPACE AND THEY PROVIDE THE SERVICES JUST LIKE PARKLAND DOES.
SO HOW DO WE ASSESS THEM? SO WE HAVE BEEN REACHING OUT AND ACTUALLY, LIKE PARKLAND GAVE US SOME NAMES OF PEOPLE THAT THEY WERE FAMILIAR WITH.
WE'VE HAD OTHER ORGANIZATIONS COME FORWARD AND GIVE US NAMES.
SO WE'RE ACTUALLY GOING TO BE BRINGING A COUPLE OF MORE GROUPS FORWARD.
I JUST STRONGLY SUGGEST THAT WE HAVE SOME KIND OF ASSESSMENT TOOL.
OKAY. I DON'T KNOW THE ORGANIZATION, THEY COULD BE GREAT.
BUT ON THE OTHER HAND, AND PARTICULARLY WHEN YOU'RE TALKING ABOUT OUR CHILDREN, I WOULD WANT TO MAKE SURE THAT THEY HAD A RECORD OF WORKING WITH CHILDREN SPECIFICALLY.
I'D ALSO WANT TO KNOW HOW MANY PROFESSIONALS, HEALTH PROFESSIONALS DO THEY HAVE AND WILL THEY BE STRETCHED? BECAUSE SOME OF THESE ORGANIZATIONS CAN BE EXTREMELY SMALL.
SO I WOULD REALLY LIKE TO SEE US HAVE AN ASSESSMENT TOOL FOR THAT.
[01:25:03]
THANK YOU. THANK YOU TRUSTEE FOREMAN.YES, I WAS SURPRISED AT 13 TOO, BECAUSE I'M LIKE IT'S 14.
BUT ANYWAY, WHAT SERVICES, WHAT SERVICES DID PARKLAND PROVIDE FOR US AND WHAT WAS THEIR DETERMINATING FACTOR FOR THEM LEAVING US? OKAY, SO AND ACTUALLY THEY HAVEN'T COMPLETELY LEFT US.
THEY'VE JUST REDUCED THEIR FOOTPRINT.
THEY DID NOT HAVE THE MANPOWER ANYMORE TO SERVE ALL OF THEM.
SO THEY ARE NOW AT FOUR OF OUR SITES.
AND SO FOR THE OTHER CENTERS RIGHT NOW, WE DO NOT HAVE THE PHYSICAL HEALTH CARE PIECE.
WE ONLY HAVE THE MENTAL HEALTH CARE.
SO WITH THESE CLINICS, DID THE PARTICIPANTS WHO ENTERED IN BECAUSE I WENT TO THE HEALING HANDS SITE, I DIDN'T LOOK AT PARKLAND WITH THE HEALING HANDS.
DID THEY DO WHAT PARKLAND DOES? PARKLAND LOOK AT YOUR INCOME AND DO A SLIDING SCALE AS FAR AS YOUR INCOME LEVEL, OR IS EVERYTHING TAKEN CARE OF BY THE DISTRICT AS FAR AS THE SERVICES ARE CONCERNED? OKAY. SO WE DO NOT PAY FOR ANY OF THE PHYSICAL HEALTH PIECE THAT IS DONE COMPLETELY THROUGH THE ENTITY THAT'S PROVIDING THE SERVICE.
SO OF COURSE, YOU KNOW, THEY TAKE INSURANCE, THEY TAKE MEDICARE, ALL OF THOSE THINGS.
AND THEN, YES, IN SOME OCCASIONS, IN SOME SITUATIONS THEY DO A SLIDING SCALE.
BUT IT IS AT THE DISCRETION OF THE GROUP THAT'S DOING THE SERVICES.
OKAY. AND ALSO, I KNOW THAT UT SOUTHWESTERN IS YEAH, IT'S SEEMS LIKE THERE'S ANOTHER BUILDING COMING UP OVERNIGHT WITH THEM ALL THE TIME.
DO THEY HAVE THE CAPACITY TO DO ANY OF OUR CLINICS AS WELL? WE CAN REACH OUT TO THEM AND SEE.
OKAY. AND AND IS IT MY UNDERSTANDING, IS THIS CORRECT, THAT ANYONE IN THE NEIGHBORHOOD CAN ALSO UTILIZE THE SERVICE OF THESE CLINICS AS WELL? SO THE YOUTH AND FAMILY CLINICS ARE MAINLY FOR OUR FAMILIES, SO IT'S OUR STUDENTS AND OUR FAMILIES.
OKAY. I THINK THAT WAS THE EXTENT OF MY QUESTIONS BECAUSE I VISITED THEIR SITE.
AND, YOU KNOW, I MEAN, I KNOW PARKLAND SEES MILLIONS OF PEOPLE EVERY YEAR.
BUT AT LEAST WE'LL MAKE THE NUMBERS GO UP ON THEIR SITE.
THANK YOU SO MUCH. I APPRECIATE YOUR TIME.
THANK YOU. TRUSTEE WHITE ARE THERE ANY OTHER QUESTIONS IN CHIEF OF STAFF DIVISION? OKAY. TRUSTEE FOREMAN 16 A.
SO THIS IS I WANT TO MAKE SURE I GOT THE NUMBERS RIGHT.
THIS IS FOR THE UNIFORMS FOR STUDENTS.
SUPERINTENDENT. SO I JUST HAVE A QUESTION.
THIS IS TO GIVE OUT FREE UNIFORMS TO STUDENTS THAT NEED THEM.
ONE OF THE THE FIRST THING THAT LOOKED AT ME AS WE USED THE WORD QUALIFIED.
SO HOW ARE WE QUALIFYING THE STUDENTS TO MAKE SURE THAT THERE IS A NEED? AND THEN WHICH SCHOOLS ARE WE IDENTIFYING? TO PUT THE UNIFORMS IN? BECAUSE I KNOW SOME SCHOOLS HAVE TO GO OUT AND TRY TO FIND.
AND THEN SOME SCHOOLS ARE GETTING UNIFORMS FOR THE STUDENTS.
SO I NEED QUALIFIED AND I NEED TO UNDERSTAND HOW DO WE IDENTIFY WHICH SCHOOLS THEY'RE GOING IN.
I'M GOING TO NEED TO GET BACK WITH YOU ON THOSE QUESTIONS, OKAY? YEAH. THOSE ARE THE QUESTIONS, AND THEN WE CAN HAVE A DISCUSSION.
[01:30:01]
THANK YOU. OKAY.THANK YOU. THANK YOU, TRUSTEE FOREMAN.
NOW [INAUDIBLE] TRUSTEE WHITE.
SOME OF THE QUESTIONS THAT I HAD AS FAR AS AND I THINK THAT THAT'S WHAT YOU'RE GOING TO COME BACK WITH BECAUSE I WAS WONDERING, YOU KNOW. HOW WHAT SCHOOLS WERE BEING SELECTED TO HAVE FREE UNIFORMS OR IF THEY WERE BEING PROVIDED SO THAT SOME OF MY CONCERN AS WELL.
OKAY. THANK YOU. WE'LL GET BACK WITH YOU BOTH.
OKAY. WE'LL GET BACK WITH THE WHOLE BOARD REALLY.
[18. Teaching and Learning]
GO AHEAD. TRUSTEE FOREMAN.WELL, SHANNON, COME ON. BUT I WANT SEAN TO COME UP.
SO, SEAN, I HAD A BRIEF CONVERSATION WITH SHANNON AND YOU KNOW THAT I'VE BEEN REQUESTING THAT WE GET A COMPREHENSIVE LIST OF ALL OF THE PROGRAMS THAT WE HAVE, AT LEAST THE ONES WE'RE PAYING LICENSE FEES ON, AND THEN UNDERSTANDING WHICH ONES WE USE AND WHICH ONES WE DO NOT USE BECAUSE WE HAVE A PLETHORA.
AND SOME WAY WE GOT TO FIGURE OUT WHAT WE'RE USING AND WHAT WE'RE NOT USING.
SO I JUST WANTED TO MAKE THAT A PUBLIC STATEMENT.
I TOLD SHANNON THIS EARLIER SO SHE'S AWARE I'M NOT BEATING HER UP, BUT WE DO HAVE TO FIGURE OUT WHICH PROGRAMS WE HAVE AND THEN WHAT WE'RE GOING TO DO GOING FORWARD.
I'M JUST SMILING BECAUSE THEY'VE HEARD THIS QUESTION BEFORE, TOO.
SO WE ARE IN PROCESS OF PUTTING THAT TOGETHER BECAUSE WE HAVE TO MAKE SOME DECISIONS ABOUT WHERE THERE'S REDUNDANCY AND WHERE WE HAVE LOW USAGE.
ALL OF THE QUESTIONS THAT YOU HAVE ASKED.
AND I JUST WANT THE TEAM TO REMEMBER THERE'S A REASON WHY I ASKED SOME OF THE QUESTIONS THAT I ASK.
YES, MA'AM. THANK YOU, TRUSTEE FOREMAN AND DR.
GO AHEAD. AND THIS IS GOING TO BE SHANNON AND ELENA.
SO, OF COURSE, YOU KNOW, I'M ALWAYS EXCITED ABOUT THIS PARTICULAR PIECE BECAUSE I THINK IT'S GREAT.
THE ONLY QUESTION I HAVE IS, IS THAT, YOU KNOW, ELENA, THROUGH THE YEARS WE'VE WORKED TO ENSURE THAT THERE WERE SCHOLARSHIPS FOR STUDENTS THAT THAT THEIR PARENTS ARE RIGHT ON THE CUSP.
AND SO THIS IS BASICALLY AFRICAN AMERICAN STUDENTS.
SO DOES THIS PARTICULAR $3 MILLION, IS IT INCLUSIVE OF THOSE SCHOLARSHIPS THAT WE'VE WORKED HARD TO BRING IN? THANK YOU FOR THAT QUESTION.
SO THIS PARTICULAR RFP IS TO PAY FOR THE COSTS FOR THESE PARTICULAR CENTERS.
SO, YOU KNOW, WE PAY THEM A STIPEND EACH YEAR AND EVERYTHING THAT GOES WITH THAT.
AS FAR AS THE SCHOLARSHIPS, THE DISTRICT IS PAYING FOR THAT OUT OF JUST REGULAR THE DISTRICT, YOU KNOW, A CLASSROOM WILL BE FUNDED BY A TEACHER.
SO THE TEACHERS THERE ALREADY.
SO THOSE SCHOLARSHIP STUDENTS WILL JUST BE INCLUDED IN THOSE REGULAR CLASSROOM COSTS.
I APPRECIATE THAT BECAUSE I DON'T WANT THAT TO GO UNDER THE RADAR.
NO, MA'AM. AND WE ARE SOURCING OUT ADDITIONAL FACILITIES TO PARTNER WITH.
YES, MA'AM. IS THAT A PART OF THIS $3 MILLION? YES, MA'AM. THIS IS A PART OF THIS IS AS A RESULT OF US GOING OUT EACH YEAR SEARCHING FOR NEW PRE-K PARTNERS TO PARTNER WITH.
YES, MA'AM. THANK YOU TRUSTEE FOREMAN TRUSTEE WHITE.
YES. I WAS HAVING A CONVERSATION WITH SOMEONE ABOUT THIS VERY THING.
AND I GUESS MY QUESTION TO YOU IS, HAVE WE? YOU SAID YOU'RE SEARCHING OUT NEW.
HOW MANY ACTUALLY DO WE HAVE THAT HAVE BEEN ADDED ON HERE RECENTLY? THAT IS A GREAT QUESTION.
[01:35:02]
HAS JUST A MODEL CHANGE AND THEN TWO, THAT ARE RENEWING.AND SO THAT'S A TOTAL OF 7 THAT WILL BE COMING ON THIS PARTICULAR RFP, WHICH WILL GIVE US A POTENTIAL OF 13 ADDITIONAL CLASSROOMS. OKAY. THAT'S GOOD.
AND ALSO, YES, BECAUSE I DON'T THINK THERE'S ONE IN MY AREA, NOT EVEN CLOSE. LET ME ASK YOU THIS QUESTION.
ARE THERE ANY OF THOSE CENTERS IN MY AREA THAT ARE CLOSE? YES, MA'AM. TRUSTEE WHITE, YOU HAVE 5 CURRENTLY RIGHT NOW.
AND YOU ACTUALLY HAVE 1 ON THIS RFP THAT IS IN YOUR AREA.
AND I'M GOING TO GET WITH YOU LATER, TOO.
I'M SORRY. I JUST WANT TO MAKE SURE WE'LL PROVIDE THAT IN THE TRACKER SO THAT EVERYONE HAS ACCESS.
AND THE OTHER THING, I GUESS IS, LIKE I WAS SAYING, I WAS HAVING A DISCUSSION AND.
THE QUESTION I WANT TO SAY IS, FOR SMALLER CENTERS THAT ARE GOING ON TO THE PROGRAM, I UNDERSTAND THE CONCEPT OF, YOU KNOW, IT'S MORE LIKE A VOUCHER SYSTEM.
YOU GOT TO MAKE THE PURCHASE, YOU TURN IN RECEIPTS, YOU GET REIMBURSED FOR IT.
BUT FOR SOME OF THE THE SMALLER CENTERS THAT WOULD LIKE TO PARTICIPATE, HOW ARE YOU ASSISTING THEM? BECAUSE I FEEL LIKE IT'S A PLUS AND A WIN WIN, BECAUSE IF THEY'RE CLOSER IN THE COMMUNITY AND THE PARENTS WORK IN THAT AREA, THEY WON'T HAVE TO DRIVE A GREAT DISTANCE TO GET THE CHILD CARE THAT THEY NEED.
SO WHAT IS HAPPENING? WHAT ARE YOU GUYS DOING TO MAKE SURE THAT MAYBE SOME SMALLER PROVIDERS QUALIFY? YES, MA'AM. SO OUR INITIAL QUALIFICATION IS THEIR QUALITY RATING, SO THEY HAVE TO BE TRS 3 OR 4 STAR TO QUALIFY TO BEGIN WITH, TO BE ABLE TO PARTNER WITH US. BUT FOR OUR SMALLER CENTERS, WHICH ARE CALLED OUR SOI PLUS, WE DO PROVIDE A STIPEND FOR EACH CLASSROOM THAT DALLAS ISD HAS.
AND SO THAT STIPEND WILL OFFSET THE COST OF GOING SOME OF THE MONEY GOING TO THE CO TEACHER THAT IS LIKE OUR TEACHER ASSISTANT IN OUR CLASSROOMS. THE OTHER REMAINING PART OF THE MONEY GOES DIRECTLY TO THE CENTER SO THE DIRECTOR CAN USE IT FOR EITHER ADMINISTRATIVE FEES OR OTHER FEES THAT OFFSET SUBSIDIES BECAUSE THIS IS A DALLAS ISD PROGRAM SO THE CHILDREN ATTEND FREE.
THANK YOU SO MUCH. YES, MA'AM.
UM, JUST GENERALLY, I SAW YOUR MLK FOR AN EVENT YESTERDAY.
I KNOW WE'RE A LITTLE OFF TOPIC, SO A POINT OF PRIVILEGE.
THE SCHOOL LEADERSHIP DIVISION.
[22. Career and Technical Education]
INNOVATIVE COURSE, RIGHT? YES. OH, I GOT IT.I'M ON IT. DON'T TAKE ME LONG.
THIS IS NOT A TOUGH QUESTION NO, I'M NOT.
JUST WHEN DID WE FIRST DO THE APPLICATION FOR THIS PROGRAM? AND HOW MANY STUDENTS HAVE PARTICIPATED IN THE PROGRAM? THESE ARE THE INNOVATIVE, INNOVATIVE COURSE RENEWALS.
SO I'M ASSUMING IT'S TWO OF THEM.
YEAH, I THINK THIS IS FOR OUR P TECH PROGRAM AND SO WE NEED TO GATHER SOME INFORMATION.
HOW CAN YOU COME? I'M GOING TO BE HONEST WITH YOU.
SORRY, BUT I'LL GET IT FOR YOU.
TRUSTEE WHITE, DID YOU HAVE A QUESTION? [INAUDIBLE] YES, SOME OF THESE ARE RENEWING AND SOME WERE BRINGING ON NEW.
[01:40:02]
DETERMINING FACTOR? BECAUSE I WAS JUST LOOKING IT WAS LIKE VENDORS PAST RELATIONSHIP THAT ARE ALL ZERO.I THINK THAT THAT IS EXPLAINING IT.
YEAH IT'S A THERE'S IT'S THERE'S NO VENDOR SO IT'S JUST THESE ARE TEMPLATES THAT WE USE.
SO WHEN THERE IS A VENDOR, WE CAN TELL YOU WHETHER WE HAVE OR HAVEN'T HAD A PAST RELATIONSHIP.
OKAY. AND I UNDERSTAND THAT WITH COMPUTER LANGUAGE.
I KNOW C IS THE BUZZ, BUT THERE'S NOW AI INTELLIGENCE THAT HELPS WITH PROGRAMING.
ARE WE SINCE WHICH I THINK IS GOOD THAT WE ARE UPDATING.
BUT HAVE ANY OF THE HOW HOW ADVANCED HAVE WE GOTTEN AS FAR AS KEEPING THEM UPDATED ON WHAT THE LATEST IS? BECAUSE KIND OF LIKE WITH CELL PHONES, WHAT'S HOT TODAY IS OLD TOMORROW.
SO YOU'RE IT'S A NEW BRANCH OF AI THAT'S COMING THROUGH.
AND A LOT OF IT IS IN COMPUTER SCIENCE.
I'M GOING TO ASK OUR LEGAL TEAM BECAUSE THAT'S NOT POSTED AS AN AGENDA ITEM FOR DISCUSSION.
SO WE'LL HAVE TO WE CAN GET WITH YOU TO PROVIDE YOU THAT INFORMATION.
I MEAN, I DID PUBLIC NOTICE ABOUT THAT ITEM.
OKAY. I MEAN, IT WAS JUST VAGUE.
THAT'S WHY I ASKED, BECAUSE IT WAS LIKE COMPUTER AIDED DESIGN AND DRAFTING.
SO. ALL RIGHT. BUT THANK YOU FOR YOUR TIME, SIR.
MOVING ON TO FINANCIAL SERVICES DIVISION, ARE THERE ANY QUESTIONS?
[23. FINANCIAL SERVICES DIVISION]
YEAH. WE'RE LOOKING AT YOU.I HAD TO LAUGH AT [INAUDIBLE].
YOU BETTER NOT ASK NO QUESTIONS [LAUGHTER].
BUT THEY DON'T KNOW IT'S TRUSTEE FOREMAN ASK A TON OF QUESTIONS OUTSIDE THE MEETING AS WELL.
SO, BRENT, THIS IS ANOTHER GOOD THING.
SO THERE ARE NO NEGATIVE COMMENTS ABOUT THIS WHATSOEVER BECAUSE I THINK WE'VE TALKED ABOUT THE ADDITIONAL LIGHTING AT OUR SCHOOLS. AND THIS IS BASICALLY ON THE ATHLETIC FIELD.
YES, MA'AM. AT FOOTBALL FIELDS.
JUST JUST THE FOOTBALL FIELDS.
SO, SUPERINTENDENT, I THINK IT WOULD BE GOOD FOR US TO ALSO LOOK AT ADDITIONAL LIGHTING IN TERMS OF PARKING LOTS AND THOSE KINDS OF THINGS ON OUR SCHOOL CAMPUSES JUST BASED ON SECURITY ISSUES.
SO NOW I'M ASKING YOU, SUPERINTENDENT, IF YOU WILL, HELP IN TRYING TO MAKE SURE THAT WE LOOK AT ADDITIONAL LIGHTING ON PARTICULARLY OUR OLDER CAMPUSES. SOME OF THE NEWER CAMPUSES PROBABLY DON'T NEED IT, BUT SOME OF OUR OLDER CAMPUSES DO NEED ADDITIONAL LIGHTING.
[INAUDIBLE] FIRST OF ALL, I WANT TO APPRECIATE YOU AND MR. BATES, CHIEF BATES.
I DON'T KNOW IF HE'S STILL ON, BUT EVENING THE PLAYING FIELDS.
AND I SAID PLENTY OF TIMES WE GET RESOURCES.
WE WILL WIN, NOT JUST ACADEMICALLY BUT ALSO ATHLETICALLY.
SO I'M EXPECTING AND LOOKING FORWARD TO OTHER SCHOOLS THAT I FOUGHT FOR GET THESE LIGHTS AS A FORM OF COACHING DALLAS ISD I KNOW WHAT IT'S LIKE TO HAVE TO DRIVE YOUR CAR UP AND YOU'RE PLAYING DEEP IN THE PLAYOFFS AND EVERYBODY TURNED ON THEIR CAR LIGHTS, HEADLIGHTS.
SO I APPRECIATE THAT. THIS IS GREAT FOR OUR KIDS AND GREAT FOR OUR PROGRAMS IN DALLAS ISD.
THANK YOU. THANK YOU, TRUSTEE JOHNSON.
COULD YOU SAY THAT AGAIN? 30 B.
HI, DAVID. IT'S JUST A COUPLE OF QUESTIONS.
SO WHEN WE LOOK AT THE THE FACT SHEET FOR THE PROCUREMENT, THERE'S NO DOLLAR AMOUNT.
BUT THEN WHEN I TURN TO THE SECOND PAGE, THERE IS A DOLLAR AMOUNT.
[01:45:05]
SO WHAT IS THE INCREASED AMOUNT AND WHAT IS THE TOTAL AMOUNT? OKAY. 30 B IS THE INCREASE.THIS IS THE INCREASE IN FUNDING FOR JOB ORDER CONTRACTING SERVICES FOR HVAC RENOVATIONS.
OKAY. SO IF YOU LOOK AT THE SECOND PAGE, WE CAME TO THE BOARD WITH TRINITY HEIGHTS, MORENO, MAPLELAWN, GABE ALLEN AND IRVING.
AND WE CAME WITH THAT ORIGINAL AMOUNT.
SO WE'LL JUST USE TRINITY HEIGHTS, FOR EXAMPLE.
WE CAME WITH THE ORIGINAL AMOUNT OF $120.
MORENO THE ORIGINAL AMOUNT OF $145.
WE'RE USING ESSER FUNDS TO PAY FOR THESE AND NOT GENERAL OPERATING OR BOND FUNDS.
SO THE INCREASE AMOUNT IS ON THE RIGHT HAND SIDE.
SO WE'RE COMING BACK TO LET YOU KNOW THAT THERE WAS AN INCREASE PRIOR TO US ACTUALLY PROCURING IT.
SO WHEN I LOOK AT TRINITY HEIGHTS, WE WENT FROM $120,000 TO $1.9 MILLION.
NOTHING GETS PAST YOU. YES, MA'AM.
SO SO ORIGINALLY WE WERE GOING TO DO ONE ROOFTOP UNIT AND THEN INFLATION HIT LOTS OF THINGS.
WE'RE GOING TO WE'RE LOOKING AT DOING AT TRINITY HEIGHTS THROUGH THE BOND.
SO THAT WAY WE CAN DO WE CAN USE THE ESSER FUNDS FOR THE HVAC UNIT AND GET IT UPGRADED AND THEN MR. ALFRED CAN THEN USE THE REST OF THOSE BOND FUNDS TO DO THE UPGRADES TO THE BUILDING.
SO IN ESSENCE AND BRENT MAYBE YOU MIGHT WANT TO COME UP TOO, BECAUSE IN ESSENCE, WHAT YOU'RE TELLING ME IS, IS THAT YOU'RE ADDING ALMOST $2 MILLION TO THE SCOPE FOR BOND THAT DOES NOT INCLUDE THE HVAC, IS THAT WHAT WE'RE SAYING? YES. SO I'M TAKING HIS SO HIS SCOPE WAS HVAC, FLOORS, WINDOWS, THIS, THAT AND THE OTHER.
SO WE WORK TOGETHER AND GO, I'LL TAKE IT.
I'LL PAY FOR THE HVAC WITH THE ESSER FUNDS SO YOU CAN HAVE ENOUGH MONEY TO COMPLETE THE SCOPE FOR THE SECURE VESTIBULE, THE HALLWAYS, THE FLOORS, THE DOORS AND ALL THAT STUFF. SO I'M NOT UPSET ABOUT THE IDEA.
I'M UPSET ABOUT THE WAY IT'S PRESENTED.
BECAUSE IF WE'RE SUPERINTENDENT, IF WE'RE MOVING MONEY AND BROADENING THE SCOPE FOR A PROCUREMENT, WE NEED TO KNOW JUST THAT. I'M NOT I'M NOT UPSET ABOUT THAT.
BUT WE ACTUALLY WE WENT FROM $120,000 TO $1.9 MILLION ON ONE PROJECT.
SO I'M JUST SAYING, IF WE'RE GOING TO MAKE THOSE KIND OF MOVES, THEN JUST BE TRANSPARENT WITH THE BOARD SO THAT WE HAVE A GOOD UNDERSTANDING OF WHY YOU'RE DOING IT RATHER THAN PUTTING IT UNDER THE GUISE OF WE NEED ADDITIONAL MONEY FOR THE ROOF.
SO I JUST WANT TO MAKE SURE, THOUGH, YOU JUST MOVED.
YOU MOVED ALL OF THE YOU MOVED THE WHOLE ROOF PROJECT OUT OF.
WE DID. BUT I JUST WANT TO BE CLEAR THE REASON FOR THAT, BECAUSE IF WE DON'T, THEN I EITHER HAVE TO FIND THE MONEY FROM BOND, WHICH MEANS SOMETHING ELSE, RIGHT? HAS TO BE GIVEN UP.
AND I JUST AND I HEAR YOU AND WE'LL FIX THE WAY WE PRESENTED IT.
I JUST DO WANT TO CLARIFY ONE THING, BECAUSE THE SCOPE DIDN'T CHANGE.
SO WE NEED TO BE CLEAR ON BECAUSE OF THE BID.
HERE'S WHAT WE'RE DOING IS WHAT I'M HEARING.
[01:50:02]
YEAH. SO WE'RE ON THE WE'RE ON THE SAME PAGE NOW.YES, MA'AM. IF YOU LOOK AT THE OTHERS, THEY ARE RELATIVE.
YOU KNOW, IT'S $100,000 DIFFERENCE.
I DON'T HAVE A PROBLEM WITH MAKING THE MOVE.
ALL RIGHT. THANK YOU. THANK YOU.
YES, MA'AM. WE'LL LEAVE IT THERE.
THANK YOU. TRUSTEE FOREMAN TRUSTEE JOHNSON.
I'M SORRY. I KEEP CALLING HIM TRUSTEE.
YEAH, I'M TRYING TO GIVE HIM A PROMOTION.
COME ON BACK OVER HERE, BRENT.
I DON'T KNOW IF THAT'S A PROMOTION.
I DON'T KNOW IF IT'S A PROMOTION, THOUGH.
I THINK THIS IS THE CONVERSATION THAT WE'VE HAD CONCERNING THE TRINITY HEIGHTS [INAUDIBLE] CORRECT.
OKAY. BECAUSE I KNOW YOU TOLD ME THERE WAS SOME CHALLENGES AND BIDS ARE GOING UP, NOT JUST ON THIS PROJECT, BUT THE PROJECTS IN DISTRICT FIVE, CORRECT? CORRECT. YEAH. JUST A STRATEGY TO KIND OF TAKE CARE OF THOSE NEEDS WITHOUT CUTTING SCOPE.
YES, SIR. RIGHT. RIGHT. I KNOW I MET WITH YOU AND MR. BATES, CHIEF BATES.
AND SO LET ME LET ME SAY, I KNOW THIS IS A TOUGH, TOUGH JOB THAT YOU GUYS ARE HAVING, BECAUSE I'M LOOKING AT IT AND I'M SAYING I'M TRYING TO UNDERSTAND WHY ALL THESE BIDS ARE GOING UP AND WHY EVEN AFTER COVID, THINGS ARE JUST EXTREMELY HIGH.
JUST DON'T, YOU KNOW, DON'T UNDERSTAND IT.
BUT I WANT TO THANK YOU GUYS FOR THAT AND THANK YOU FOR LETTING ME KNOW WHAT WAS GOING ON.
ALL RIGHT. THANK YOU, SIR. YES, SIR.
ANY OTHER QUESTIONS? 30 C 31 A.
I HAVE WHAT IS IT, 29 SO IT'D BE 30 C.
TRUSTEE FOREMAN SOMETHING SIMILAR TO THE ONE.
AND LET ME BE PERFECTLY CLEAR, I DON'T KNOW HOW CLEAR I CAN BE IS, IS THAT WHEN WE'RE LOOKING AT INNOVATIVE WAYS TO DO THINGS, I THINK THE ENTIRE BOARD NEEDS TO HAVE AN UNDERSTANDING OF WHAT'S GOING ON.
THERE'S AN UNDERSTANDING THAT ALL OF US HAVE A GOOD UNDERSTANDING OF WHAT'S GOING ON.
IF THINGS IF A SCOPE CHANGES IN MY AREA, I WANT THE SAME THING.
I WANT TRANSPARENCY SO THAT WE KNOW EXACTLY WHAT'S GOING ON.
AND ALL I WAS GOING TO SAY ON THIS PARTICULAR JOB ORDER CHANGING, UM, WAS THERE AN ORIGINAL BID OR IS THIS THE INCREASE? NO, THIS IS THE FIRST TIME WE'RE BRINGING IT.
TRUSTEE FOREMAN 31 A GOING ONCE, GOING TWICE . TRUSTEE FOREMAN THE BOOK IS CLOSED.
AND THIS MEETING IS ADJOURNED.
HAVE A GOOD AFTERNOON.
* This transcript was compiled from uncorrected Closed Captioning.