[00:00:04]
>> GOOD MORNING, EVERYONE. IT'S 11:38 P.M.
THE CORPSMAN. THIS MEETING HAS BEEN DULY POSTED.
I'M GOING TO WELCOME EVERYONE TO THE BOARD, BRIEFING AND MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, IF YOU WILL, WILL YOU PLEASE STAND AND JOIN ME FOR A MOMENT OF SILENCE,
[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]
FOLLOWED BY THE PLEDGE OF ALLEGIANCE AND THE TEXAS FLAG.[3. ACKNOWLEDGEMENTS]
ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.A QUORUM OF THE BOARD IS PHYSICALLY PRESENT.
I HAVE DISTRICT 3, DAN MICCICHE, DISTRICT 4, CAMILE WHITE, DISTRICT 6, JOYCE FOREMAN, DISTRICT 7, BEN MACKEY ALI. HE'S IN THE BUILDING.
DISTRICT 8, JOE CARREON, OUR SUPERINTENDENT OF SCHOOLS, DR. STEPHANIE ELIZALDE JOINS US, AND I'M JUSTIN HENRY, BOARD PRESIDENT.
THE MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD IN ESPANOL, AND ON FACEBOOK AT THE DISTRICT'S WEBSITE. TRUSTEE CARREON.
>> THANK YOU, TRUSTEE CARREON.
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'S A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT THE LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW, 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.
I DON'T SEE ANY ELECTED OFFICIALS.
WE'RE GOING TO START WITH OUR PUBLIC FORUM.
[4. PUBLIC FORUM]
WE DO HAVE A SPEAKER.CAN YOU PLEASE CALL OUT THE SPEAKERS.
>> GOOD MORNING. I WOULD LIKE TO REMIND THE SPEAKER THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.
THANK YOU FOR YOUR TIME TODAY.
I WANT TO HIGHLIGHT HOW THE PROPOSED BUDGET LOOKS GOOD ON PAPER, BUT WON'T ALIGN WITH GOOD LOCAL SCHOOL PARENT AND STUDENT EXPERIENCE.
MY GOAL TODAY IS TO HIGHLIGHT THREE EXAMPLES TO SHOW INEQUITABLE SITUATIONS AT LOCAL SCHOOLS AND SOLUTIONS.
IN 2017, THEN CHIEF ELIZALDE STATED VIABLE SCHOOLS SHOULD HAVE MORE THAN 300 STUDENTS, AND ALL NEW CHOICE SCHOOLS WOULD MEET THIS REQUIREMENT BY 2019/2020.
THE REQUIREMENT HASN'T BEEN MET BY SEVERAL CHOICE SCHOOLS, YET IN THE BUDGET, THEY WILL MAGICALLY GROW TO HIT THE 300 BOGEY.
THESE INACCURATE PROJECTIONS PUT OUR THOUSANDS OF LOCAL SCHOOL STUDENTS AT RISK.
NUMBER ONE FIRST, THANK YOU, DANIELLE PETTERS AND LAURA GARZA FOR THEIR COMMITMENT TO ADDRESSING THE PERSISTENT ISSUE OF LARGE CLASSROOM SIZES AT LIPSCOMB ELEMENTARY.
IN MARCH OF THIS YEAR, THEY COMMITTED, WE WILL NO LONGER REQUEST WAIVERS FOR CLASS SIZES LARGER THAN 22 KIDS PER CLASS.
WE WILL ALSO NOT BE ASKED TO COMBINE GRADE LEVELS AND LOSE CRITICAL TEACHERS IN OCTOBER OF 2023 LEVELING PROCESS.
WE APPRECIATE THEIR PARTNERSHIP AND COMMITMENT, BUT THIS IMPACTS ALL DIST LOCAL SCHOOLS.
CHOICE SCHOOLS MAINTAIN LOWER STUDENT-TEACHER RATIOS DUE TO DIFFERENT POLICIES AND PROCEDURES.
FOR EXAMPLE, CHOICE SCHOOLS DON'T GO THROUGH LEVELING, THEY MANAGE CLASS SIZE BY APPLICATION PROCESS AND WEIGHT LIST.
THEY DON'T HAVE TO JUGGLE THAT NEBULOUS GUESSING GAME OF ACCEPTING TRANSFERS.
WE CONFIRM THIS BY MAKING SEVERAL CALLS TO SEVERAL LOCAL CHOICE SCHOOLS.
EVEN WITH THE LOCAL SCHOOL OVERCROWDING LAST YEAR, THE BOARD CUT INSTRUCTIONAL BUDGET TO HIRE MORE TEACHERS.
THIS BUDGET MUST FUND 1-22 CLASSROOM SIZES FOR ALL STUDENTS.
NUMBER TWO, BY NATURE OF THE CHOICE SET UP, THE TEACHING EXPERIENCE IS DRASTICALLY DIFFERENT, HEIGHTENING ACADEMIC RESULTS.
HOW? LESS TUTORING ALLOWING FOR EXTRACURRICULAR CLUBS, NO LEVEL CREATING CONSISTENCY IN THE CLASSROOM, MORE PARENT INVOLVEMENT, LONGER TENURE, TEACHERS STAY WHERE THE SYSTEMS MAKE IT EASIER TO ACHIEVE THEIR TEI GOALS.
YET THE BUDGET GIVES AN EXTRA 10 MILLION TO ADVANCED CHOICE SCHOOLS.
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LET'S REALLOCATE THAT TO LOCAL SCHOOLS.NUMBER THREE, A PRIME EXAMPLE OF DISPARITY IS ACCESS TO DISD TRANSPORTATION.
WHILE CHOICE STUDENTS ARE TRANSPORTED DAILY ALL OVER THE DISTRICT AT THE DISTRICT'S EXPENSE, LOCAL SCHOOLS AND PARENTS LIKE MYSELF MUST BEAR THE COST FOR USING TRANSPORTATION.
LAST YEAR, THE BOARD INCREASED THE BUDGET FOR TRANSPORTATION WHILE CUTTING INSTRUCTIONAL BUDGETS.
WHERE IS THE EQUITY IN THIS DECISION WHICH OVERWHELMINGLY SUPPORTS CHOICE SCHOOL PARENTS WHO OFTEN LOOK LIKE ME, WHILE LOCAL SCHOOLS ARE STUCK WITH LARGE CLASSROOM SIZES AND STRUGGLING STUDENTS? THREE RECOMMENDED ACTIONS.
ONE, STICK TO THE 300 ENROLLMENT RULE, CLOSE SCHOOLS AND STOP OPENING UP NEW CHOICE SCHOOLS.
NUMBER TWO, REALLOCATE THE BUDGET TO GIVE LOCAL SCHOOLS THE PRIVILEGE OF HAVING 1-22 CLASSROOMS SIZE, RESOURCES NEEDED TO MEET THEIR TEI GOALS, AND EQUAL ACCESS TO ALL DISTRICT RESOURCES.
NUMBER 3, EXAMINE HOW LOCAL SCHOOLS AND CHOICE SCHOOLS ARE BEING MANAGED AND CLOSE THOSE GAPS.
>> THANK YOU, MR. RYAN WALTON KING. YOUR TIME HAS EXPIRED.
>> MR. PRESIDENT, THIS CONCLUDES OUR SPEAKERS.
THE BOARD IS NOT GOING TO RETIRE TO CLOSED SESSION TODAY.
WE'RE GOING TO BEGIN OUR BOARD BRIEFING WITH
[7. INFORMATION/REPORTS]
INFORMATION REPORTS STARTING WITH SUPERINTENDENT ELIZALDE.>> THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD.
THIS IS A TIME WHERE WE BRING SOME UPDATES.
DR. LEAR WILL BEGIN WITH OUR RACIAL EQUITY UPDATE.
>> THANK YOU, SUPERINTENDENT ELIZALDE, AND GOOD MORNING, PRESIDENT HENRY AND TRUSTEES.
DR. QUINN AND I ARE EXCITED TO BRING AN UPDATE.
WE BRING THIS ANNUALLY TO UPDATE THE TRUSTEES ON THE WORK THAT WE'VE BEEN DOING THROUGHOUT THE YEAR.
WE DO HAVE A GUEST WITH US, AND THAT'S BYRON SANDERS.
HE'S GOING TO HELP US CO-PRESENT TODAY AND HE'S GOING TO BE VIRTUAL.
HERE, WE HAVE OUR VISION, AND REALLY A VISION STATEMENT TELLS US WHERE WE ASPIRE TO BE.
A COUPLE OF THINGS THAT I THINK ARE PRETTY POWERFUL ABOUT THIS VISION IS OUR ABILITY TO MOBILIZE A COMBINATION OF RESOURCES THAT CREATE A HIGH-QUALITY LEARNING EXPERIENCE FOR OUR STUDENTS.
THE SECOND IS REALLY THE FOCUS THAT WE HAVE THAT'S EXPLICITLY ON THE MOST VULNERABLE AND HISTORICALLY MARGINALIZED COMMUNITIES, WHICH ARE AFRICAN-AMERICAN AND OUR EMERGENT BILINGUAL STUDENTS.
THIS IS WHERE I'D LIKE TO ASK OUR GUEST, BYRON SANDERS.
HE'S OUR ADVOCATE GUEST SPEAKER WHO WILL SHARE JUST A LITTLE BIT ABOUT HIS LIVED EXPERIENCES AS WELL AS THE PAST DECADE OF COMMUNITY ENGAGEMENT THAT HAS REALLY GOTTEN US TO WHERE WE ARE TODAY WITH OUR RACIAL EQUITY EFFORTS.
>> YES, I'M ON. ARE YOU ALL ABLE TO HEAR ME?
APOLOGIES. I WILL BE THERE IN PERSON.
ALSO, I'M CATCHING A FLIGHT IN A LITTLE BIT, BUT THIS WAS OF CRITICAL IMPORTANCE.
I DEFINITELY WANTED TO BE ABLE TO SHARE.
THE REASON WHY I'M SHARING IS FROM A COUPLE OF DIFFERENT PERSPECTIVES.
ONE, I'M A PRODUCT OF DALLAS INDEPENDENT SCHOOL DISTRICT.
MY OWN PERSONAL EDUCATIONAL JOURNEY IS ONE THAT SPEAKS TO THE IMPORTANCE OF THE WORK THAT WE'RE DOING.
I STARTED OFF AS A STUDENT HERE IN DALLAS IN RED BIRD.
MY HOME SCHOOL WAS A ADELE TURNER.
I ALWAYS TELL PEOPLE THAT IT FELT MORE LIKE A FAMILY THAN A SCHOOL.
IT WAS A PLACE THAT GAVE ME MY CULTURAL GROUNDING.
EVERY DAY WAS AFRICAN-AMERICAN HISTORY MONTH.
WE WERE ALWAYS REINFORCED WITH THE FACT THAT OUR CULTURE, WHO I WAS, WHERE I WAS FROM AND EVEN THE NEIGHBORHOOD THAT WAS FROM HAD VALUE, HAD STRENGTH, HAD HISTORY AND MEANING.
I FELT LIKE I BELONGED. I WENT FROM THERE TO GRADE SCHOOL.
THE TALENTED AND GIFTED MAGNET, BEFORE THEY GOT THEIR FANCY SEPARATE BUILDING, WHEN IT WAS AT SPENCE.
BUT THEN FROM THERE I ACTUALLY MET A GUY THAT A LOT OF US KNOW, DONALD PEYTON.
HE TOLD ME ABOUT A SCHOOL CALLED GREEN HILL.
I WENT TO GREEN HILL, WOKE UP AT FIVE O'CLOCK EVERY MORNING, CAUGHT THE BUS OVER TO WEST AS BOYS CLUB.
IT TOOK ME UP THERE FOR HIGH SCHOOL AND I GOT A GREAT SET OF EXPERIENCES.
I REALLY DO. BUT ALSO STRUGGLED A BIT WHEN I FIRST GOT THERE.
BUT IT WAS THE FACT THAT THERE WERE SOME EDUCATORS WHO WERE
[00:10:05]
SPECIFICALLY THERE TO BE THERE FOR KIDS OF COLOR WHO WERE COMING FROM DIFFERENT PARTS OF THE COMMUNITY, DIFFERENT PARTS OF THE CITY WHERE THEY WERE ABLE TO ANCHOR AND TO FEEL LIKE THEY BELONG.WHAT'S INTERESTING IS I HAD CONTEXTS THOUGH, WHEN I WAS STRUGGLING TO REMEMBER WHO I WAS.
THERE WERE EDUCATORS THERE WHO MIGHT'VE SAID THAT BYRON YOU'RE SMART, BYRON YOU'RE CAPABLE WHEN THOSE BLACK MALE EDUCATORS WHO WERE THERE AND THOSE PEOPLE WHO ARE SPECIFICALLY HIRED FOR YOUNG PEOPLE WHO ARE COMING FROM DIFFERENT PARTS OF THEIR COMMUNITY, PARTICULARLY FROM SOUTHERN DALLAS WERE THERE, AND THEY SAID IT, I BELIEVED HIM.
WHEN WE LOOK AT WHY RACIAL EQUITY IS IMPORTANT, IT'S IMPORTANT FOR THE OUTCOMES, DIFFERENTIAL OUTCOMES.
BUT I THINK ONE OF THE THINGS THAT WE'RE GOING TO TALK ABOUT HERE TODAY, THAT THE RACIAL EQUITY TASK FORCE, AND THE GROUP THAT'S BEEN CONTRIBUTING TO HELPING THE SCHOOL DISTRICT BUILD THIS PLAN.
ONE OF THE THINGS THAT WE HIGHLIGHT IS THIS NOTION OF BELONGING.
NOT A GREEN HILL, NOT AS FANCY.
BUT WHEN I WAS AT THAT SCHOOL I FELT LIKE A FAMILY AT ADELE TURNER.
EVEN TO THIS DAY, I CONSIDER MYSELF A TURNER TIGER.
WHEN WE THINK ABOUT WHAT THE JOURNEY HAS BEEN FOR DALLAS ISD, I HAVE TO TAKE A MOMENT AND COMMEND THE SCHOOL DISTRICT, BECAUSE THE WORK THAT WE'RE DOING IS HARD, THE WORK THAT WE'RE DOING FORCES US TO FACE SOME UNCOMFORTABLE IN SOME SIGNIFICANT TRUTHS, BUT ALSO THIS ISN'T SOMETHING THAT JUST STARTED WITH THE DISTRICTS.
I WANT TO SHARE AND MAYBE REMIND SOME OF US THAT THE REASON WHY DALLAS ISD BUILT A RACIAL EQUITY OFFICE AFTER THEY PASS THE RACIAL EQUITY POLICY IS BECAUSE ULTIMATELY, THE DISTRICT LISTENED TO THE COMMUNITY.
THERE WAS AN EFFORT THAT CAME TOGETHER AROUND SOME YOUNG PEOPLE WHO CARED ABOUT WHAT THIS DISTRICTS RACIAL EQUITY LEGACY WAS, WHAT IT COULD BE.
WE PRESSED MATTER OF FACT, EVEN PRESIDENT TRUSTEE- JUSTIN HENRY, HE WAS PART OF THAT INITIAL GROUP BEFORE HE WAS A TRUSTEE.
IT WAS A GROUP OF PEOPLE WHO SAID THIS MATTERS.
IT MATTERS NOT BECAUSE OF SOME ZYGUYS OF THE TIMES, BUT BECAUSE IT MATTERED FOR YOUNG PEOPLE HERE.
IT MATTER FOR THEIR OUTCOMES, IT MATTER FOR THEIR WELL-BEING.
IT MATTERED FOR US TO BECOME THE CITY THAT WE SAY WE WANT.
THE DISTRICT ULTIMATELY TO YOU-ALL'S CREDIT, AS TRUSTEES, MANY OF WHOM WERE STILL HERE NOW OR THE ONES WHO ARE PART OF THIS, YOU ALL TOOK THAT IDEA, YOU SAW THE IMPORTANCE IN IT.
YOU LEANED IN EVEN WHEN SOME OF YOU DIDN'T QUITE FULLY UNDERSTAND IT.
YOU MADE IT AN ANCHOR AND A PILLAR FOR THIS SCHOOL DISTRICT.
BECAUSE OF THAT, THAT'S WHY WE'RE GOING TO GET TO SOME OF THE OUTCOMES THAT WE'RE GOING TO BE ABLE TO TALK ABOUT HERE TODAY, BUT ALSO THAT'S THE REASON WHY WE'RE GOING TO BE ABLE TO HAVE THE LENS TO SEE THE PLACES WHERE WE STILL HAVE A LOT OF WORK TO DO.
WITHOUT THIS PLAN, I THINK IT WOULD HAVE BEEN INVISIBLE BEFORE.
I'M GRATEFUL FOR THIS STRATEGY.
I'M GRATEFUL TO BE A PARTNER, AND QUITE FRANKLY, I'M GRATEFUL TO CONTINUE HAVING THE TOUGH, UNCOMFORTABLE, BUT NECESSARY CONVERSATIONS THAT WE HAVE TO HAVE IN ORDER TO MOVE OUR DISTRICT FORWARD AND MAKE US QUITE FRANKLY, THE BEST SCHOOL DISTRICT IN THE COUNTRY.
I'M GLAD TO BE A PART OF THIS AND I WILL CONTINUE TO BE LOCKED IN WITH THIS PROCESS EVERY STEP OF THE WAY.
>> THANK YOU BYRON. I APPRECIATE IT.
AS WE MOVE FORWARD, WE KNOW THAT OUR RACIAL EQUITY POLICY REALLY SERVES AS OUR ROADMAP FOR US TO ACT WITH INTENTIONALITY TO ELIMINATE INEQUITABLE PRACTICES.
SPECIFICALLY OUR FOCUS AREA IN THE POLICY ARE TWO STUDENT GROUPS AND THAT'S OUR AFRICAN-AMERICAN AND OUR EMERGENT BILINGUALS STUDENTS.
ON BEHALF OF THE TEAM, I REALLY WANT TO EXPRESS GRATITUDE TO YOU AS A GOVERNING BODY FOR YOUR LEADERSHIP AND LEADING THE WAY TO ADDRESS RACIAL EQUITY AND PUSHING THE TEAM TO SYSTEMATIZE OUR RESPONSE TO RACIAL INEQUITIES.
SINCE THE FOUNDING OF THE RACIAL EQUITY OFFICE, WE'VE DELIBERATELY WORK TO BUILD ON A STRONG FOUNDATION OF ENGAGEMENT THAT WE, BYRON JUST SHARED BY BRINGING A DIVERSE MIX OF STUDENTS, DISTRICT STAFF, EXTERNAL PARTNERS, COMMUNITY MEMBERS, SCHOOL LEADERS TO ENGAGE IN REVIEW OF BOTH QUALITATIVE AND QUANTITATIVE DATA, TO REALLY ACCELERATE OUR PROGRESS AND IDENTIFY PRIORITIES.
AS A SYSTEM, WE'VE BUILT STRONG FOUNDATIONS FOR EXCELLENCE FROM OUR ACCESS TO
[00:15:05]
HIGH-QUALITY EARLY LEARNING OPPORTUNITIES ALL THE WAY THROUGH OUR INVESTMENTS IN COLLEGE AND CAREER READINESS.WE'VE INVESTED IN EQUITY TO MEET THE NEEDS OF OUR PRIORITY STUDENT GROUPS.
SOME OF THESE INVESTMENTS INCLUDE OUR READING INTERVENTIONISTS, OUR RESET CENTERS, OUR HPC STIPENDS THAT ARE SHOWING PROMISING OUTCOMES.
THANKS IN LARGE PART DUE TO THOSE BRIGHT SPOTS AND INTENTIONAL INVESTMENTS IN EQUITY.
WE'RE REALLY INSPIRED BY HOW THESE INVESTMENTS ARE LEADING TO STRONG OUTCOMES THAT WE CAN SEE ON THIS DATA SLIDE.
PRIOR TO THE PANDEMIC, OUR STUDENTS WERE JUST BEGINNING TO OUTPERFORM STUDENTS IN SIMILAR DISTRICTS TO THE STATE, AND BECAUSE OF THE WORK THAT OUR TEACHERS DID TO ACCELERATE LEARNING AND TO HELP OUR STUDENTS THROUGH THE PANDEMIC, OUR STUDENTS LOST LESS OVERALL.
AS WE CONTINUE TO SEE THIS PROGRESS COMING OUT OF THE PANDEMIC WHERE OUR STUDENTS ARE NOW FIVE PERCENTAGE POINTS ABOVE THEIR PEERS IN TUCK DISTRICTS.
TUCK IS THE TEXAS URBAN COUNCIL OF OUR TOP, OUR LARGEST DISTRICTS IN THE STATE.
THEY'RE THE TOP 10 LARGEST DISTRICTS.
I'D LIKE TO SHARE WITH YOU A FEW DATA SLIDES.
BUT WHAT I'D LIKE TO DO FIRST IS TO REALLY WALK YOU THROUGH HOW THE DATA IS ORGANIZED.
WE CAN SEE HERE THAT WE HAVE SIX PILLARS AND THESE ARE THE PILLARS THAT COME DIRECTLY FROM THE EQUITY POLICY.
WE DO HAVE A RACIAL EQUITY GROUP WHO'S BEEN LOOKING AT THIS WORK AND WE'VE BEEN GETTING INPUT, AND SO WE'VE COME UP WITH PILLAR MEASURES.
YOU CAN SEE IN THE TEAL BLUE WHAT WE'RE MEASURING FOR EACH PILLAR.
WE'VE DEFINED THESE EQUITY MEASURES, AND THIS IS JUST ONE WAY WE ARE MEASURING EQUITY IN OUR SYSTEM.
IN ADDITION, WE KNOW THAT WE'RE MEASURING THROUGH OUR GOAL PROGRESS MEASURES, OUR CONSTRAINTS AND PROGRESS MONITORING IN ALL THE WORK THAT LIES UNDER EACH PILLAR.
I DO THINK THAT WHILE THESE MEASURES ARE POWERFUL TO ASSESS OUR PROGRESS, I DO WANT TO HIGHLIGHT THE INTERCONNECTEDNESS BETWEEN THE MEASURES FOR EXAMPLE, STUDENTS SENSE OF BELONGING.
IN ORDER FOR US TO HAVE A STUDENT'S SENSE OF BELONGING, I THINK WE CAN ALL AGREE THAT WE NEED A STRONG INSTRUCTIONAL PRACTICES AND WE ALSO NEED STRONG INSTRUCTIONAL LEADERSHIP.
WHILE MEASURING EACH OF THE PILLARS TODAY, THE WORK IS TRULY A COMPREHENSIVE AND COHERENT AND A SYSTEM-WIDE APPROACH.
WE'VE DEVELOPED TARGETS FOR EACH OF THESE MEASURES USING A COMBINATION OF HISTORIC DISTRICT DATA, CONSTRAINT PROGRESS MEASURES AND INDUSTRY BENCHMARKS.
THESE TARGETS ARE A BENCHMARK FOR EXCELLENCE AND REPRESENT WHAT WE WANT TO ACHIEVE FOR ALL OF OUR STUDENTS.
THE QUESTION I THINK FOR THE NEXT COUPLE OF SLIDES THAT WE ASK OURSELVES, IS, WHAT'S WORKING FOR WHOM ACROSS STUDENT GROUPS? I GUESS THE FIRST THING I WANT TO SAY ON THIS, AND WE'RE GOING TO SEE A LOT OF NUMBERS.
I WANT TO JUST WALK US THROUGH SO THAT WE HAVE AN UNDERSTANDING OF WHAT THE NUMBERS MEAN.
THE DATA ON THE TABLE MEASURES HOW FAR EACH STUDENT GROUP IS FROM THE IDENTIFIED TARGET.
THE SMALLER NUMBERS TELL US THAT THE GAP IS CLOSING, SO WE'RE GETTING CLOSER TO THE TARGET.
THE SMALLER THE NUMBER, THE BETTER WE ARE IN CLOSING THE GAP.
THE LARGER NUMBER IMPLIES THAT THERE'S A LARGER GAP IN ACCESS, AND THE DARKER THE COLOR, THE FARTHER WE ARE FROM THE TARGET.
LET'S START BY LOOKING AT THIS BASELINE DATA, WHICH IS FROM 2018, '19.
ON ONE SIDE WE HAVE BASELINE DATA, THE OTHER SIDE WE HAVE CURRENT, SO I'M JUST GOING TO START WITH THE BASELINE.
STARTING WITH INSTRUCTIONAL EQUITY, OUR TARGET FOR THIS PARTICULAR PILLAR IS THE RATE OF PROFICIENT ONE OR HIGHER TEACHERS IN OUR SYSTEM.
IN '18, '19, THE RATE WAS 60%, AND WE CAN SEE THIS 10 HERE REPRESENTS THAT OUR AFRICAN-AMERICAN STUDENTS WERE 10 PERCENTAGE POINTS BELOW TARGET WHICH MEANS THAT 50% OF OUR ELEMENTARY AFRICAN-AMERICAN STUDENTS HAD A PROFICIENT ONE OR ABOVE TEACHER.
OUR EMERGENT BILINGUALS STUDENTS AND OUR STUDENTS WHO ARE NEITHER AFRICAN-AMERICAN OR EMERGENT BILINGUAL MET OR EXCEEDED THE TARGET, MEANING THAT AT LEAST 60% OF THESE STUDENTS HAD A TEACHER OF RECORD WHO WERE RATED PROFICIENT ONE OR HIGHER, SO THE CHECKMARKS JUST SIMPLY INDICATE, AND YOU CAN SEE IT ON THE LEGEND THAT WE MET THE TARGET.
[00:20:05]
WE WILL COME BACK TO THE IMPLICATIONS OF THIS DATA, PARTICULARLY OUR AFRICAN-AMERICAN STUDENTS HERE, BUT I WANT TO TAKE US ACROSS THE REST OF THE METRIC.WE CAN SEE THAT THEY READ SIMILARLY.
OUR PROGRAMMATIC EQUITY, WE AREN'T MEASURING THAT FOR ELEMENTARY SCHOOLS RIGHT NOW.
RIGHT NOW IT'S JUST SECONDARY, BUT WE ARE EXPLORING WAYS IN WHICH WE CAN MEASURE ELEMENTARY STUDENTS IN THE FUTURE.
IF WE GO TO OUR NEXT PILLAR, THAT'S OUR EQUITABLE LEADERSHIP IN OPERATIONS, AND WE'RE MEASURING STUDENTS ACCESS TO STRONG INSTRUCTIONAL LEADERSHIP.
AGAIN, WE'RE USING THE PERCENT OF STUDENTS WHO ATTEND A SCHOOL WITH A PROFICIENT ONE OR ABOVE LEADER.
IF WE LOOK AT OUR BASELINE DATA, WE CAN SEE THAT BOTH OUR AFRICAN-AMERICAN STUDENTS AND OUR EMERGENT BILINGUALS STUDENTS ARE FOUR PERCENTAGE POINTS FROM THE TARGET, MEANING THAT 56% OF OUR STUDENTS ATTENDED AN ELEMENTARY SCHOOL THAT WAS LED BY A PROFICIENT ONE OR ABOVE PRINCIPLE.
THE NEXT PARTICULAR PILLAR IS OUR CULTURALLY COMPETENT AND DIVERSE WORKFORCE.
WE MEASURE STUDENT'S SENSE OF BELONGING USING OUR PANORAMA SURVEY.
HOWEVER, OUR BASELINE DATA, WE DID NOT USE THE SURVEY.
WE JUST STARTED USING THIS SURVEY THIS YEAR, AND IF YOU RECALL, WE HAVE THAT AS PART OF OUR CONSTRAINTS THAT YOU JUST APPROVED IN AE FOR THIS YEAR.
OUR INTERNAL AND EXTERNAL PARTNERS OR STAKEHOLDERS ARE MEASURING OUR FAMILIY'S SENSE OF PROGRESS.
WHAT WE'RE USING THERE IS OUR PERCENTAGE OF FAMILIES WHO BELIEVE OUR DISTRICT IS HEADED IN THE RIGHT DIRECTION AND WE USE AN ANNUAL FAMILY SURVEY THAT'S ADMINISTERED IN THE SPRING.
OUR TARGET THERE IS 90% OF OUR FAMILIES WOULD AGREE THAT THE DISTRICT IS HEADED IN THE RIGHT DIRECTION.
IF WE LOOK AT OUR AFRICAN-AMERICAN STUDENTS, WE SEE THAT THERE ARE SEVEN PERCENTAGE POINTS BELOW THE TARGET, MEANING ON AVERAGE, THEY ATTEND SCHOOLS WHERE 83% OF THE FAMILIES BELIEVE THE DISTRICT IS HEADED IN THE RIGHT DIRECTION.
WHEN WE LOOK AT OUR EMERGENT BILINGUALS STUDENTS WHO ARE FIVE PERCENTAGE POINTS BELOW THE TARGET, THEY'RE ATTENDING SCHOOLS WHERE 85% OF THE FAMILIES BELIEVE THE DISTRICT IS HEADED IN THE RIGHT DIRECTION.
THEN OUR LAST PILLAR WE HAVE IS OUR FACILITY AND LOCATION EQUITY.
WE'RE MEASURING FACILITY CONDITIONS USING OUR FCI OR FACILITY CONDITION INDEX.
THE LOWER THE FCI, THE BETTER THE CONDITION OF THE BUILDING IS.
OUR TARGET IS BASED ON INDUSTRY BENCHMARKS, WHICH IS 30%, SO OUR FCI IS 30% FOR OUR TARGET.
THIS WOULD MEAN THAT OUR STUDENTS ARE IN BUILDINGS THAT ARE EITHER NEWLY CONSTRUCTED OR NEWLY RENOVATED AND THAT'S WHAT WE'RE WORKING TOWARD.
IN '18, '19, OUR STUDENTS ACROSS THE BOARD, SO IN ALL THREE STUDENT GROUP AREAS, WE SEE THAT WE'RE ROUGHLY 20 PERCENTAGE POINTS AWAY FROM THE TARGET, MEANING WE HAD WORK TO DO BACK IN '18, '19 TO IMPROVE THE OVERALL REPAIR OF OUR BUILDINGS.
THIS WOULD TELL US IF OUR TARGET IS 30%, FOR EXAMPLE, AFRICAN-AMERICAN, THE FIRST THERE WOULD HAVE BEEN AT 49% FCI.
OF COURSE, PASSING THE BOND IS HELPING IN THAT AREA.
I AM EXCITED TO SHOW THE PROGRESS, SO NOW WE GET TO CURRENT, AND WE CAN SEE FIRST THAT WE ADDED THAT MEASURE OF A SENSE OF BELONGING AND RESEARCH HAS SHOWN US THAT IT'S INCREDIBLY POWERFUL FOR STUDENTS SUCCESS, AND SO NOW WE'RE ASKING STUDENTS TO THE EXTENT WHICH THEY FEEL A SENSE OF BELONGING IN THEIR SCHOOL.
THIS EQUITY MEASURE WAS DERIVED FROM OUR CONSTRAINT PROGRESS MEASURES, AND AT THE ELEMENTARY LEVEL, THE TARGET WAS 82%, AND WE CAN SEE THAT WE HAVE MORE WORK TO DO WITH ALL THREE GROUPS, BUT EVEN MORE SO WITH OUR AFRICAN-AMERICAN STUDENTS.
IF WE LOOK AT THIS TARGET, WE SEE THAT OUR AFRICAN-AMERICAN STUDENTS ARE AT 68% AND FEELING A SENSE OF BELONGING, WHICH MEANS THERE'S THAT 14% PERCENTAGE POINT GAP.
THIS IS AN AREA THAT WE REALLY HAVE A FOCUS ON BECAUSE IT'S SO IMPORTANT FOR OUR STUDENTS TO HAVE A SENSE OF BELONGING.
THERE ARE TWO PLACES WHERE WE HAVE CLOSED THE GAP FOR OUR ELEMENTARY STUDENTS, AND THAT IS, AND YOU CAN SEE HERE WHERE THE CHECKS ARE.
[00:25:01]
WE'VE CLOSED THE GAP WITH OUR LEADER OUR EQUITABLE LEADERSHIP FOR AFRICAN-AMERICAN STUDENTS, AS WELL AS OUR FAMILIES SENSE OF PROGRESS FOR OUR EMERGENT BILINGUALS STUDENTS.THEN THE NEXT CLICK OVER SHOWS OUR ARROWS HERE AND THAT SHOWS WHERE ALL OF THE GROWTH OR THE CLOSING OF THE GAP HAS HAPPENED FROM THE BASELINE YEAR TO CURRENT YEAR.
THEN THIS LAST PIECE IS SHOWING THAT WE STILL HAVE WORK TO DO.
THERE AREAS OF CONCERN, PLACES WHERE WE CONTINUE TO SEE GAPS FOR STUDENTS WHEN THEY'RE NOT MAKING PROGRESS, AND WE CAN SEE THAT WITH OUR STRONG INSTRUCTIONAL PRACTICE FOR AFRICAN-AMERICAN STUDENTS AND OUR STRONG INSTRUCTIONAL LEADERSHIP FOR EMERGENT BILINGUAL.
WE'RE GOING TO GO TO OUR SECONDARY LEVEL.
AND YOU CAN SEE THIS IS READ THE SAME WAY, SO WE'RE BEGINNING IN OUR BASELINE YEAR AND WE HAVE GAPS THAT ARE LARGER ACROSS STUDENT GROUPS THAN THE ELEMENTARY LEVEL AND WE KNOW THAT WE HAD MORE WORK TO DO BACK IN 1819.
NOW WE CAN ALSO SEE THAT I'M BRINGING IN THE CURRENT DATA, WE SEE THE STUDENT'S SENSE OF BELONGING HERE AND ONE OF THE THINGS I WANT TO BRING TO OUR ATTENTION IS AT OUR SECONDARY LEVEL, THE SENSE OF BELONGING IS MUCH LOWER.
I KNOW THAT THE TARGET HERE, OR THE GAP IS A SMALLER NUMBER, BUT THE TARGET IS ACTUALLY LOWER, SO WE CAN SAY THAT OUR AFRICAN-AMERICAN STUDENTS HAVE 44% ARE EXPERIENCING A SENSE OF BELONGINGNESS, 45% OF OUR EMERGENT BILINGUAL ARE EXPERIENCING A SENSE OF BELONGING AND THEN NEITHER EB OR AFRICAN-AMERICAN ARE EXPERIENCING A SENSE OF BELONGING SO THAT IS DEFINITELY AN AREA OF FOCUS.
WHAT I WOULD LIKE TO SAY IS THAT THE SECONDARY LEVEL, WE'VE MADE TREMENDOUS STRIDES IN CLOSING THE GAP IN THE AREAS THAT I JUST SHARED WITH YOU ON THE SLIDE.
WE'RE VERY PROUD OF THE PROGRESS WE'VE MADE ACROSS THE BOARD.
A COUPLE OF DATA POINTS THAT I'M PERSONALLY AS EXCITED ABOUT IS OUR ACCESS TO ADVANCED COURSEWORK.
THESE ARE DOUBLE-DIGIT GAINS AND IN LARGE PART DUE TO THE POLICY THAT YOU AS THE BOARD APPROVED, WHERE STUDENTS WHO ARE AT MED OR MASTERS ARE NOW DEFAULTING TOWARDS THE ADVANCED PATHWAY, AND WE'RE SEEING THE IMPACT OF THAT POLICY ON THE TRAJECTORY OF THE STUDENTS.
THE OTHER DATA POINT THAT I THINK IS EXCITING IS OUR SIGNIFICANT PROGRESS ON ACCESS TO STRONG LEADERS.
WE KNOW THAT RESEARCH AND WE KNOW FROM OUR OWN EXPERIENCE THE DIFFERENCE A STRONG LEADER CAN MAKE, AND SO WE'RE SO EXCITED TO CELEBRATE OURS AMAZING LEADERS AT OUR SCHOOL AND THE IMPACT THAT THEY'RE HAVING WITH OUR STUDENTS.
THE LAST ONE THAT I JUST WANTED TO BRING TO YOUR ATTENTION IS THE FAMILY'S SENSE OF PROGRESS.
WE KNOW WE CAN'T DO THIS WORK ALONE.
IT REALLY TAKES THAT THREE-LEGGED STOOL, IT TAKES THE SCHOOL, TAKES THE STUDENT, AND IT TAKES THE PARENT OR THE FAMILIES TO HELP US MOVE FORWARD, AND SO WE'RE HONORED BY THE TRUST THAT OUR FAMILIES ARE PLACING IN OUR SYSTEM.
AS WITH OUR ELEMENTARY STUDENTS, ACCESS TO STRONG INSTRUCTIONAL PRACTICES REMAINS A PRIORITY, ESPECIALLY WITH OUR AFRICAN-AMERICAN STUDENTS, AND KNOWING THIS IS TRUE FOR BOTH ELEMENTARY AND SECONDARY STUDENTS, WHAT DOES THAT MEAN FOR OUR WORK AHEAD? I KNOW THAT THERE'S A LOT THAT'S ON THIS SLIDE AND WE'RE NOT GOING TO GO THROUGH THE WHOLE SLIDE TODAY, BUT THIS IS THE CRITICAL WORK OUR SYSTEM WILL BE DOING TO CONTINUE TO CLOSE THE GAPS FOR OUR EMERGENT BILINGUALS STUDENTS AND OUR AFRICAN-AMERICAN STUDENTS.
AS WE SAW IN THE DATA, ACCESS TO STRONG INSTRUCTIONAL PRACTICES CONTINUES TO BE A PRIORITY AND A FOCUS FOR US, AND SO I DO WANT TO JUST SHARE SOME OF THE WORK THAT WE'RE ALREADY DOING IN THIS INSTRUCTIONAL PRACTICE AREA.
THE HIGH-QUALITY INSTRUCTIONAL MATERIALS WERE IN THE THROES OF PROFESSIONAL DEVELOPMENT NOW, BOTH CHIEF HEWITT AND CHIEF TREHO AND ALSO CHIEF LUSK, ARE WORKING WITH THEIR EXECUTIVE DIRECTORS AND PRINCIPALS ON MAKING SURE THAT THIS PROFESSIONAL DEVELOPMENT IS HAPPENING BEFORE THE SCHOOL YEAR STARTS.
WE KNOW WITH HIGH-QUALITY INSTRUCTIONAL MATERIALS ENSURES THAT ALL OF OUR STUDENTS ARE EXPRESSING RIGOROUS INSTRUCTION NO MATTER WHAT CLASSROOM THEREIN.
WE HAVE THE DEDICATED TARGETED SUPPORT THAT'S FOCUSED ON AFRICAN-AMERICAN STUDENTS WHERE WE'RE INCREASING THE NUMBER OF
[00:30:02]
READING INTERVENTIONIST AND AN INCREASE IN OUR HPC STIPENDS TO CONTINUE TO ATTRACT AND RETAIN TEACHERS AT HIGH PRIORITY CAMPUSES.THE LAST ONE THAT I JUST WANT TO BRING ATTENTION TO ARE OUR DEMONSTRATION TEACHERS, AND OUR DEMONSTRATION TEACHERS WILL SPEND TIME IN THE CLASSROOM AS TEACHER OF RECORD FOR OUR MOST FRAGILE READERS, AS WELL AS SUPPORTING AND MODELING INSTRUCTION FOR TEACHERS WHO ARE IN THAT SCHOOL.
WE DON'T HAVE ENOUGH TIME TO GO THROUGH ALL OF THE WORKSTREAMS, BUT THE SHEET DOES SERVE AS A REFERENCE FOR EACH OF THE EQUITY PIECES THAT'S HAPPENING ACROSS THE SYSTEM, AND AS ALWAYS, WE'LL CONTINUE TO GIVE UPDATES TO THE BOARD THROUGHOUT THE YEAR ON EACH INDIVIDUAL WORKSTREAM SO THAT WE CAN SEE HOW WE'RE PROGRESSING BETWEEN THE CUMULATIVE REPORTS.
THE LAST THING THAT I JUST WANT TO SHARE BEFORE DR. QUINN JUST WRAPS US UP WITH IMMEDIATE NEXT STEPS IS I DO WANT TO RE-EMPHASIZE THAT NONE OF THESE WORK STREAMS EXIST IN A VACUUM, AND WE CAN'T JUST TACKLE EACH PILLAR INDIVIDUALLY.
THE WORK TO ADVANCE RACIAL EQUITY IMPLICATES EVERY DEPARTMENT AND EVERY PERSON ACROSS THE SYSTEM.
I AM REALLY PROUD OF THE WAY THAT OUR LEADERS OF EACH OF THE WORKSTREAMS HAVE STEPPED UP TO TAKE A ROLE AND BE AN EQUITY LEADER IN OUR SYSTEM.
DR. QUINN'S GOING TO WRAP US UP WITH THE IMMEDIATE NEXT STEPS.
>> IN ORDER TO EQUITABLY MOBILIZE THE DISTRICT'S RESOURCES, THERE HAS TO BE A DELIBERATE DESIGN PROCESS THAT INCLUDES RIGOROUS PROGRESS MONITORING AND THE MEANINGFUL ENGAGEMENT OF OUR INTERNAL AND EXTERNAL STAKEHOLDERS THROUGHOUT THE PROCESS FROM BEGINNING TO END.
THE BOARD, YOU ARE ALREADY FAMILIAR WITH THE APPROACH THAT WE'VE TAKEN TO MEASURE AND MONITOR THE DISTRICT'S RACIAL EQUITY GOALS, WHERE PREVIOUS BRIEFING SLIDES DELINEATED EACH DEPARTMENTS GOLD STATUS, WHETHER OR NOT THEY WERE ON TRACK OR OFF TRACK, OR IF THEY'VE MET THEIR GOALS, DIDN'T MEET THEM OR EVEN EXCEEDED THEIR GOALS IN MANY INSTANCES.
AS A PARENTHETICAL UPDATE, EACH OF THE WORKSTREAMS ARE GOING TO BE REVIEWED THIS NEXT WEEK.
WE'VE HAD OUR END-OF-YEAR CHECK-IN SCHEDULED WITH ALL OF THE WORKSTREAM LEADERS, AND WE WILL BE ABLE TO PROVIDE AN UPDATE ON THE STATUS OF THE 2023 GOALS ONCE THOSE CHECK-INS HAVE BEEN COMPLETED.
AS WE LOOK AHEAD TO THESE UPDATED SETS OF PRIORITIES THAT YOU JUST SAW, WE'VE DEVELOPED AN EQUITY IMPACT ASSESSMENT FRAMEWORK TO HELP US STANDARDIZE STRONG PRACTICES AND INCORPORATE A COMMON LANGUAGE TO BE UNDERSTOOD AND APPLIED ACROSS THE DISTRICT BY ALL THE WORK STREAM LEADERS.
THIS IS GOING TO HELP SHAPE HOW WE DESIGN AND IMPLEMENT OUR EQUITY PRIORITIES.
THE FRAMEWORK THAT YOU SEE HERE BUILDS ON OUR CURRENT PROGRESS MONITORING PRACTICES THAT WE'VE FOCUSED PREVIOUSLY ON BY IDENTIFYING THE PROBLEM STATEMENTS AND ROOT CAUSES FOR THE VARIOUS INEQUITIES ACROSS THE DISTRICT.
ALSO, YOU'RE FAMILIAR WITH HOW WE'VE ESTABLISHED THE SMART GOALS THAT HELP US VISUALIZE WHAT TRUE RACIAL EQUITY WOULD LOOK LIKE AND THEN OF COURSE, THE PROGRESS MONITORING ASPECTS.
WHAT'S BEEN ADDED, HOWEVER, IS AN INTENTIONAL INCORPORATION OF STAKEHOLDER ENGAGEMENT AND COMMUNICATION.
THESE TENANTS ARE CRITICAL TO OUR MISSION OF ELIMINATING SYSTEMIC AND SYSTEMATIC DISPARITIES.
WITH THE ADDITION OF THESE COMPONENTS, EACH WORKSTREAM LEADER WILL MORE INTENTIONALLY INCLUDE STAKEHOLDERS THROUGHOUT THE PROCESS.
WITH THE DEVELOPMENT, THE PROGRESS, AND THE ACCOMPLISHMENT OF THE RACIAL EQUITY GOALS TO BETTER DETERMINE THE IMPACT THAT THEY HAVE ON STUDENT ACHIEVEMENT.
IT'S ALSO IMPORTANT TO NOTE THAT EACH OF THESE FIVE COMPONENTS COMES WITH ITS OWN SET OF REFLECTIVE QUESTIONS, AND THOSE QUESTIONS ARE GOING TO GUIDE THE WORKSTREAM LEADERS BEFORE THEY CREATE THEIR GOALS AND SET THEIR TARGETS FOR THE UPCOMING OUTCOMES.
WITH THIS AMPLIFIED EMPHASIS ON STAKEHOLDER ENGAGEMENT AND COMMUNICATION, THE WORKING GROUP ALSO MADE SOME RECOMMENDATIONS FOR NEXT STEPS.
THE UPCOMING SCHOOL YEAR, WE PLAN TO HAVE AN EVEN STRONGER PRESENCE AS AN OFFICE IN THE COMMUNITY BY TANGIBLY ENGAGING WITH AS MANY AUDIENCE AND GROUPS AS POSSIBLE.
WE'RE GOING TO START WITH OUR STUDENTS.
WE WANT TO BE A PART OF THE TEAM BOARD AGENDAS TO FOSTER TWO-WAY COMMUNICATION AND GET THEIR INPUT ON PROBLEM-SOLVING.
[00:35:02]
OUR CAMPUS-BASED STUDENT TALK ASSEMBLIES AND CROSS-REGIONAL SUMMITS THAT FOCUS ON CONVERSATIONS ABOUT RACE AND THE ACCEPTANCE AND THE APPRECIATION OF DIFFERENCES.WITH OUR SCHOOL LEADERS, WE'RE GOING TO CONTINUE ATTENDING PRINCIPLE AND EXECUTIVE DIRECTOR MEETINGS AND PROVIDING REGULAR UPDATES AND CHIEF HUE, IT'S WEEKLY HUB TO THE EDS AND TO THE PRINCIPLES.
THEN WE'RE ALSO GOING TO CONTINUE TO UPGRADE THE REO WEBSITE TO INCLUDE A MORE ROBUST RACIAL EQUITY LEARNING LIBRARY THAT WILL CONSIST OF PROFESSIONAL ARTICLES, BOOK TITLES WITH SUMMARIES, CULTURALLY RELEVANT INSTRUCTIONAL STRATEGIES, AND PRE-RECORDED WEBINARS AND VIDEOS.
WE'RE GOING TO BE IDENTIFYING A RACIAL EQUITY INFLUENCER FOR EACH CAMPUS TO ASSIST THE REO WITH PROFESSIONAL DEVELOPMENT AND TO SERVE AS THE POINT OF CONTACT FOR ALL OF THE SCHOOLS TO KEEP THE COMMUNICATION FLOWING WITH THE RACIAL EQUITY OFFICE IN EACH CAMPUS.
THEN WE'RE GOING TO CONTINUE TO BE A RESOURCE OF SUPPORT FOR PARENT ORGANIZATIONS AND SBDMS. WE'RE GOING TO UNDERTAKE QUARTERLY PODCASTS FEATURING LOCAL AND NATIONAL RACIAL EQUITY HISTORIANS AND ADVOCATES. THANK YOU.
THAT CONCLUDES OUR PRESENTATION AND WE'RE HAPPY TO ENTERTAIN QUESTIONS.
>> THANK YOU, BOTH OF YOU FOR THE PRESENTATION.
I`VE TRUSTEE JOHNSON FIRST, GO AHEAD TRUSTEE JOHNSON, FOLLOWED BY TRUSTEE FORM AND THEN MACKEY.
>> FIRST QUESTION. JUST WANT TO ASK THEM THEN I'LL PROBABLY COME BACK LATER.
WHEN WAS THE LAST MEETING WE HAD WITH OUR RACIAL EQUITY APPOINTEES?
>> THAT MEETING WAS LAST MONTH.
>> LAST MONTH? WHAT WAS DISCUSSED IN THAT PARTICULAR?
>> EXCUSE ME, IN EACH MEETING, WE HAVE REPRESENTATIVES FROM THE VARIOUS DEPARTMENTS AND THE WORKSTREAMS TO COME AND ENGAGE WITH THE TRUSTEE APPOINTED ADVISORY COMMITTEE, WHERE THEY GET A CHANCE TO SHARE FEEDBACK AND INPUT AND TAKE IT BACK TO THEIR DEPARTMENTS AND IMPLEMENT MANY OF THE SUGGESTIONS THAT HAVE BEEN MADE.
FOR THIS LAST MEETING WE HAD WANNY, GAETAN, AND MITCH MORGAN TO TALK ABOUT THE PROGRESS THAT'S MADE AND WHAT THE UPCOMING RECOMMENDATIONS WOULD BE FOR ADVANCED ACADEMICS AND HONORS COURSES.
>>THANK YOU. I'LL COME BACK LATER, THANK YOU.
>> EXCUSE ME. THANK YOU FOR THE PRESENTATION.
BUT I HAVE A FEW QUESTIONS AND STILL A FEW CONCERNS.
THE FIRST QUESTION IS, DO WE KNOW WHEN THE RACIAL EQUITY POLICY WAS ACTUALLY PASSED?
>> IN 18? THIS IS NOW 23, AND WE'RE STILL STRUGGLING.
PARTICULARLY, I WANT TO SPEAK TO THE AFRICAN AMERICAN CONCERNS THAT I QUITE FREQUENTLY TALK ABOUT AT THIS TABLE.
I THINK IT'S COMMENDABLE THAT THE DISTRICT IS TRYING TO MAKE SOME MOVES TO MOVE FORWARD.
BUT AS I CONTINUE TO LOOK AT THE SLIDES, I CONTINUE TO SEE ALMOST IN EVERY AREA THAT AFRICAN AMERICANS ARE STILL BEHIND.
THIS DISTRICT IS MADE UP OF ABOUT 22 PERCENT AFRICAN-AMERICAN STUDENTS, BUT WE ARE STILL LAGGING SO FAR BEHIND.
I PERSONALLY BELIEVE THAT THERE NEEDS TO BE AN INITIATIVE THAT SPECIFICALLY SPEAKS TO AFRICAN AMERICANS THAT MAY BE A PART OF THE RACIAL EQUITY OFFICE.
BUT WE NEED SOME DIRECT INFLUENCE.
WHEN I LOOK AT THE SLIDES AND I'M NOT TRYING TO BE TOO HARD ON YOU GUYS, BUT WHEN I LOOK AT THE SLIDES, THEY'RE SO BUSY I CAN'T FIGURE OUT WHERE THE HECK I AM, BECAUSE THERE'S SO MUCH IN THE SLOT.
BUT EVEN WHEN I LOOK AT THE ELEMENTARY SCHOOL PROGRESS, I LOOK AT ELEMENTARY STUDENTS ARE STILL BEHIND.
BUT WE HAVE PUT IN AN INITIATIVE TO TRY TO GET MORE PRE-K STUDENTS.
ARE WE REALLY PUSHING AS HARD AS WE SHOULD ON THAT TO GET TO OUR STUDENTS SOONER, TO BE ABLE, BECAUSE ONCE THEY GET IN HIGH-SCHOOL, IT'S EXTREMELY HARD TO TURN THAT AROUND.
I AM PLEADING WITH YOU, SUPERINTENDENT,
[00:40:03]
THAT WE DO MORE TO PUSH AT AN EARLY AGE WHILE WE STILL HAVE TO CONTINUE TO WORK WITH OUR STUDENTS THAT ARE IN MIDDLE SCHOOL AND HIGH SCHOOL.IF WE CATCH THEM AT THE PRE-K THREE AND FOUR, WE WOULD DO SO MUCH BETTER.
I'M PLEADING WITH YOU TO CONTINUE TO LOOK AT THAT BECAUSE I STILL SEE THE INEQUITIES.
I HAVE ASKED FOR A LIST OF PROFICIENT ONE AND TWO TEACHERS ON OUR CAMPUSES.
NOW, EVERYBODY KNOWS HOW I FEEL ABOUT TEI, SO IT'S NO SECRET.
THE PROFICIENT ONE AND TWO TARGET IS MOVING ALL OVER THE PLACE.
IT DOESN'T MEAN THE TEACHER`S BETTER.
IT JUST MEANS ROBERT, YOU OPEN UP A FEW MORE SLOTS.
WE HAVE TO FIGURE OUT HOW DO WE GET THOSE TEACHERS, WHATEVER IT TAKES TO GET THOSE TEACHERS IN FRONT OF THE STUDENTS WHO NEED IT THE MOST, THAT'S WHAT WE'VE GOT TO DO.
YOU TALKED A LITTLE BIT ABOUT THE ACE PROGRAM, WHICH HAS BEEN SUCCESSFUL WITH MANY CAMPUSES AND WE DO HAVE GREAT STRONG LEADERS.
BUT HOW MANY SCHOOLS ARE IN THE ACE PROGRAM NOW? IS IT SEVEN OR DID WE CHANGE? SEVEN OR EIGHT OR SOMETHING LIKE THAT.
WHEN WE START TALKING ABOUT ELEMENTARY SCHOOLS, WE HAVE THIS OUR LARGEST NUMBER OF SCHOOLS.
SOME OF THE FOCUS THAT WE'VE HAD ON AN ACE PROGRAM NEEDS TO BE PUT IN SOME OF THESE ELEMENTARY SCHOOLS WHERE WE ARE STRUGGLING TO TRY TO GET OUR CHILDREN TO A CERTAIN LEVEL.
I JUST WISH WE COULD REALLY LOOK AT THAT.
WHEN I WENT TO THE SECONDARY SCHOOLS AND I REALIZED THAT, AND I AM APPRECIATIVE, THAT WE'VE TALKED ABOUT MORE AP CLASSES.
BUT IS IT, WHAT`S THE CONTENT? IS IT AP MATH, IS IT AP ENGLISH OR IS?
>> THE FOCUS HERE IS ON THE CORE.
>> WHAT I'M HEARING IS WE DON'T HAVE A LOT OF AP MATH AND AP ENGLISH IN OUR HIGH SCHOOLS.
WE JUST NEED TO MAKE SURE BECAUSE I'M BELIEVING WHAT I HEAR.
WE'VE GOT TO MAKE SURE THAT WE DO THAT.
I THINK IT'S EXTREMELY IMPORTANT THAT THE STIPENDS FOR TEACHERS FOR A HIGH PRIORITY CAMPUSES CONTINUE.
THAT'S WHAT KEPT, SUPERINTENDENT, MANY OF OUR STRONG TEACHERS ON THE ACE CAMPUSES FOR THE STIPENDS.
WE KNOW THAT, AND WE HAVE TO FIGURE OUT HOW DO WE DO THAT TO MAKE SURE THAT THOSE STIPENDS CONTINUE TO GO TO THEM.
THE DEMONSTRATION TEACHERS, THIS IS A NEW PROGRAM THAT WE'RE PUTTING IN PLACE.
WHAT I WONDER IS, HOW MANY OF THOSE DEMONSTRATION TEACHERS WERE ACTUALLY TEACHERS ON THOSE PARTICULAR CAMPUSES? ARE WE MOVING NEW PEOPLE TO THE CAMPUSES? I THINK IT'S THE LATTER.
I WOULD WANT TO MAKE SURE THAT THE DEMONSTRATION TEACHERS THAT ARE PUT ON CAMPUSES THAT ARE IN HIGH NEED, THAT THERE'S A CLEAR UNDERSTANDING THAT THEY NEED TO BE CULTURALLY AWARE OF WHAT IS GOING ON ON THOSE CAMPUSES INSTEAD OF GETTING THERE AND TRYING TO FIGURE OUT EXACTLY WHAT'S GOING THERE.
THAT'S EITHER ELEMENTARY AND SECONDARY.
>> I HEARD I THINK DR. QUINN, YOU SAID RACIAL EQUITY INFLUENCERS IS WHAT YOU WANT ON THE CAMPUSES AND THAT YOU WANT TO SUPPORT SBDMS. I WOULD STRONGLY SUGGEST THAT YOU SUPPORT COMMUNITY.
SBDMS ARE NOT ALWAYS THE COMMUNITY.
[00:45:02]
THERE ARE PEOPLE THAT SERVE ON THE SBDMS, BUT THERE'RE ALSO TEACHERS AND EVERYONE ELSE ON THERE.I SUGGEST THAT YOU FIGURE OUT A WAY TO LOOK AT THE COMMUNITY, NOT AN INDIVIDUAL THAT SAY THEY'RE THE COMMUNITY.
BUT THE COMMUNITY BECAUSE THAT'S EXTREMELY IMPORTANT IN TRYING TO MAKE SURE THAT YOU'RE ABLE TO DO SOME OF THE THINGS THAT YOU WOULD LIKE TO DO.
THE LAST THING IS ON YOUR UPDATE OF PRIORITIES, COULD YOU MAYBE BREAK IT DOWN? I KNOW YOU HAVE LIKE THE ROOT CAUSE ANALYSIS AND THE STAKEHOLDER ENGAGEMENT.
BUT BREAK IT DOWN IN TERMS OF HOW THIS WILL IMPACT WHAT WE'RE TRYING TO DO WITH RACIAL EQUITY?
>> CAN YOU HEAR ME? YES. THE AIM HERE IS TO HAVE THE WORKSTREAM OWNERS TO GO THROUGH THIS PROCESS PRIOR TO CREATING THOSE GOALS.
AS I MENTIONED EARLIER, WE INTENTIONALLY ADDED THE COMPONENT OF STAKEHOLDER ENGAGEMENT AND COMMUNICATIONS.
SO THAT RATHER THAN HAVING THROUGH OUR TAC ORGANIZATIONS THAT TRUSTEE JOHNSON ASKED ABOUT AND JUST VARIOUS OTHER SMALLER COMMUNITY MEMBERS AND ORGANIZATIONS.
WE WANT INDIVIDUAL DEPARTMENTS AS THEY CONSIDER WHAT WORKSTREAMS, HOW THEY WANT TO LOOK AT WITH REGARDS TO SOLVING PROBLEMS AND WITH REGARDS TO ROOT CAUSES AND HOW WE WOULD SET GOALS AND TARGETS AND ACTIVITIES TO ADDRESS THOSE.
TO ENGAGE THE COMMUNITY THROUGHOUT THE ENTIRE PROCESS.
TO SEE IF WE'RE EVEN LOOKING AT THE RIGHT PROBLEMS, LOOKING AT THE RIGHT ROOT CAUSES SO THAT ENGAGEMENT THROUGHOUT AS OPPOSED TO AT THE END OF THE PROCESS.
>> GOOD. THE LAST THING, TIFFANY, PAM, STEPHANIE.
WHAT I WOULD LIKE TO SEE DONE IS YOU SPECIFICALLY ASK THE PRINCIPALS AND THE TEACHERS WHAT THEY NEED IN REGARD TO THIS WHOLE RACIAL EQUITY PIECE.
BECAUSE CAMPUSES, AS YOU KNOW, SUPERINTENDENT ARE GOING TO BE DIFFERENT AND THE LEAVES ARE GOING TO BE DIFFERENT.
IF WE'RE DOING A COOKIE CUTTER MODEL, WE'RE GOING TO WIN SOME AND WE'RE GOING TO MISS SOME.
I'D LIKE FOR THE PRINCIPAL TO AT LEAST SURVEY SOMETHING SO THEY CAN HAVE INPUT ON WHAT THEY WOULD LIKE TO SEE AT THEIR CAMPUS.
I DO APPRECIATE YOU GUYS WORK.
WE JUST GOT TO DO MORE AND THANK YOU SO MUCH.
TRUSTEE MACKEY, FOLLOWED BY TRUSTEE MICCICHE.
>> YEAH. THANK YOU ALL FOR THIS REPORT.
IT'S HEARTENING TO SEE A LOT OF THE PROGRESS WE'VE MADE THOUGH THERE REMAINS A LOT TO DO AND I KNOW HOW MUCH WORK DO YOU ALL HAVE PERSONALLY PUT IN IT.
EVERY TIME I HEAR YOU SPEAK, YOU ARE TALKING ABOUT DOING THE HARD WORK TO MOVE THE NEEDLE HERE.
I JUST WANT TO SAY IT'S APPRECIATED.
I HAVE A COUPLE OF CLARIFYING QUESTIONS BECAUSE I WAS TRYING TO LIKE, FOLLOWED WHAT YOU WERE SAYING ABOUT THE METRICS AND HOW WE DID THIS.
I WANT TO FIRST MAKE SURE I UNDERSTAND WHERE THEY'RE COMING FROM BECAUSE I THINK SOME OF THEM MIGHT OVERLAP WITH CONSTRAINTS AND OTHERS MIGHT BE NEW.
ACCESS TO STRONG INSTRUCTIONAL PRACTICE, WE ARE MEASURING THAT BY THE GAP BETWEEN PROFICIENT ONE AND ABOVE TEACHERS.
CORE TEACHERS ONLY OR ALL TEACHERS ON THE CAMPUSES? ALL TEACHERS.
>> YOUR MIC IS OFF, BUT CAN WE GET THAT SLIDE? I'M SORRY, TRUSTEE MICCICHE AND MAKES SURE THAT SLIDE IS RIGHT.
>> YEAH. EITHER ELEMENTARY OR SECONDARY, RIGHT.
>> THIS IS PERCENTAGE OF PROFICIENT ONE AND ABOVE TEACHERS, ALL TEACHERS ON THE CAMPUS?
>> IS IT BY CAMPUS OR IS IT BY THE SCHEDULES OF THE AFRICAN-AMERICAN STUDENTS?
>> THE TARGET IS THE RATE OF PROFICIENT ONE OR MORE.
>>THAT THOSE STUDENTS ARE SCHEDULED INTO.
>>THOSE STUDENTS ARE SCHEDULED.
>> I'M GLAD WE'RE DOING IT THAT WAY. THAT'S GREAT.
THIS IS AGAIN, THE GAP BETWEEN STUDENTS THAT QUALIFY AS THAT GROUP VERSUS EVERYBODY ELSE.
>> WHAT WAS THAT METRIC THAT WAS CONSIDERED THE STANDARD OF EXPECTATION FOR ELEMENTARY.
>> FOR WHICH ONE INSTRUCTIONAL EQUITY?
>> BECAUSE I WANTED TO MAKE SURE I WAS FOLLOWING THAT AS WELL.
[00:50:01]
WHEN WE SEE THE 10, THAT MEANS WE'RE NOT AT 60, OR AT 50.>> MAYBE WHAT MIGHT BE HELPFUL ON THIS IS IF WE WOULD ACTUALLY LIKE THE VERY TOP OR AT THE BOTTOM OF THIS, ACTUALLY PUT WHAT THE BASELINE IS BECAUSE THAT WAY WE CAN REFERENCE WHAT SPECIFICALLY WAS THE ORIGINAL TARGET TO BEGIN WITH.
OTHERWISE, IT JUST WOULD BE MORE HELPFUL.
AT LEAST I WAS STRUGGLING A LITTLE BIT AS I WAS LOOKING AT THEM.
THAT WOULD HAVE BEEN BECAUSE OF COURSE IT'S DIFFERENT AS WE'RE MEASURING.
>> CORRECT. WE STRUGGLED WITH THAT BECAUSE IT'S SO BUSY ALREADY, BUT WE CAN ABSOLUTELY DO THAT.
>>NOW I'M MORE CONFUSED. THIS IS NOT THE GAP BETWEEN IT'S THE GAP FROM THE TARGET THAT WE SET.
>>OKAY. SEPARATE FROM THIS SIDE, HOW YOU DECIDE TO MEASURE IT, BECAUSE IT'S A REAL QUICK.
WHAT PERCENTAGE OF TEACHERS IN OUR SYSTEM ARE PROFICIENT ONE AND ABOVE?
>> ON OUR BASELINE, IT WAS 60 PERSON.
>>THAT'S IN ALL OF DALLAS ISD TEACHERS.
>> SIXTY PERCENT. THAT'S WHY WE SET THE TARGETS AT 60%. YOU CAN BACK INTO IT.
I'M TRYING TO MATCH THIS WITH CPM 4.1, WHICH IS A GAP BETWEEN HIGH PRIORITY CAMPUSES AND NOT HIGH.
>> IT IS. WE REPORTED ON THAT IN JANUARY.
>> THAT'S GOING TO BE 100% AND THAT'S ONLY WITH SECONDARY.
IT'S FOR THE STUDENTS WHO ARE MET OR MASTERS BECAUSE ALL OF THOSE STUDENTS SHOULD DEFAULT TO AN ADVANCED PATHWAY.
>> HOW MANY KIDS MET OR MASTER THE YEAR BEFORE ARE IN THE HONORS COLLEGE FOR THAT CORE SUBJECT.
THIS WOULD BE, IF I'M LOOKING AT OUR AFRICAN-AMERICAN STUDENTS, WHAT 77% ARE GOING TO BE HAVING ACCESS TO ADVANCED COURSEWORK.
>> WHAT THIS MIGHT LOOK LIKE FOR A 7TH GRADER, IF I'M A SEVENTH GRADER WHO MET OR MASTERED STANDARD IN 7TH GRADE MATH.
THAT WOULD MEAN I TAKE ALGEBRA 1 IN 8TH GRADE?
>> YEAH. THIS IS AS AN AGGREGATE THOUGH.
>> RIGHT. BUT FOR ANY OF THESE.
I'M TRYING TO FIGURE OUT LIKE, WHAT DO WE QUALIFY?
IF I'M A 7TH GRADER AND I'M TAKING ALGEBRA 1, THAT'S PART OF THIS METRIC
>> RIGHT, BUT AGAIN, WE'RE NOT GOING TO HAVE ENOUGH TIME HERE.
THE METRIC FOR ADVANCED COURSEWORK IS PERCENTAGE OF KIDS WHO MET OR MASTERED ARE IN AN ADVANCED COURSE THE NEXT YEAR, CORRECT?
>> CORRECT. BECAUSE THEY SHOULD DEFAULT.
>> RIGHT. IF I AM A 7TH GRADER, WHO I'VE NEVER BEEN AT MEETS BEFORE, BUT ALL OF A SUDDEN NOW IN 7TH GRADE, I HAVE MET BECAUSE I HAD GREAT TEACHER.
>>THAT MEANS THE NEXT YEAR I WOULD NEED TO BE SCHEDULED INTO COUNT POSITIVELY FOR THIS.
EITHER 8TH GRADE MATH HONORS, OR ALGEBRA 1?
>> YES. BECAUSE THOSE ARE PART OF WHAT'S CONSIDERED AS ADVANCED COURSEWORK.
>> GOT YOU. I THINK IT WOULD JUST BE HELPFUL SEPARATELY IF YOU HAVE MAYBE ELASTO TRACKER FOR EACH GRADE LEVEL, WHAT ARE THE CLASSES THAT ARE CONSIDERED ADVANCED COURSEWORK.
THIS IS THE PRINCIPLE OF THAT.
>> WHO'S PROFICIENT ONE OR ABOVE?
>> CORRECT. BUT IT IS THE NUMBER OF STUDENTS.
THE IN FIRST PRINCIPLE IS SMALL, SO IT'S THE NUMBER OF STUDENTS WHO HAVE.
>> IT'S LOOKING AT THOSE STUDENTS WHO THEIR PRINCIPLE IS.
>> GOT YOU. STUDENTS SENSE OF BELONGING.
THAT'S THE STUDENT SURVEY THAT WE TALKED ABOUT.
>>THAT MATCHES OUR CONSTRAINT FOR STUDENTS.
>> IT DOES MATCH OUR CONSTRAINT.
HOWEVER, OUR CONSTRAINT IS LARGER, IT HAS MORE QUESTIONS ON IT AND IT IS AS AN AGGREGATE, AS A DISTRICT, WHAT WE WANTED TO DO WAS DIS-AGGREGATE SO THAT WE CAN ELEMENTARY.
FAMILIES SENSE OF PROGRESS IS.
>>THAT OUR DISTRICT IS GOING IN THE RIGHT DIRECTION.
THAT COMES FROM OUR PARENTS SURVEY THAT WE DO ANNUALLY.
WE JUST GOT THE DATA BACK YESTERDAY, I THINK.
>> BUT THAT'S NONE OF OUR CONSTRAINTS.
THANK YOU FOR THAT. SOUND LIKE THAT.
[00:55:04]
>> I KNOW YOU MENTIONED FOR SENSE OF BELONGING THAT IT'S AN ABSOLUTE NUMBER THAT IS LOWER IN SECONDARY.
>> BUT CORRECT ME IF I'M WRONG, THIS IS NATIONALLY NORMED ACROSS THE NATION BECAUSE PEOPLE INTERPRET THINGS DIFFERENTLY.
WE'RE STILL TARGETING THE SAME TYPE OF GROWTH AND PERCENTILE, BUT IT'S NOT THAT WE ARE LOWER THAN EVERYBODY ELSE.
IT'S JUST WE WANTED TO DESEGREGATE TO THE LEVELS BECAUSE OUR ELEMENTARY ARE FINDING MORE OF A SENSE OF BELONGING THAN OUR SECONDARY.
SO WE REALLY HAVE TO THINK ABOUT WHAT PRACTICES WE CAN PIVOT TO TO ENSURE THAT OUR SECONDARY STUDENTS FEEL THAT SENSE OF BELONGING.
>> GOT YOU. A WHILE BACK, WE DID THAT STUDY WITH ERS, AND THEY CAME UP WITH A SLIDE VERY SIMILAR TO THIS, BUT IT HAD DIFFERENT METRICS, LIKE DIVERSE AND INCLUSIVE SCHOOLS AND CLASSROOMS, TEACHER QUALITY, SOME OF THEM OVERLAP, SOME OF THEM DON'T.
I THOUGHT THAT SLIDE WAS VERY TELLING.
I LOVE THE WAY IT'S PRESENTED. I LOVE THE WAY THESE ARE PRESENTED, IT'S PRESENTED ALMOST THE SAME WAY.
IT'S A LOT OF DATA, BUT IT'S CLEAR AND HELPFUL TO SEE.
ARE WE MONITORING ANY OF THOSE THINGS ANYMORE? ARE WE NOW SHIFTING TO MONITOR THESE METRICS?
>> NO, WE CONTINUE TO MONITOR.
WE HAVE A LOT THAT'S IN PROGRESS MONITORING, BUT WE HAVE TO SELECT WHAT DO WE THINK ARE THE HIGHEST LEVERAGE PIECE.
IN THE TA GROUP, THE TRUSTEE ADVISORY GROUP THAT SHARON LEADS AND IN THE RACIAL EQUITY TASK FORCE THAT I LEAD, WE ARE CONSTANTLY TALKING ABOUT WHAT IS OUR HIGHEST LEVERAGE UMBRELLA MEASURE THAT WE CAN USE? FOR OUR PILLARS, THESE ARE THE MEASURES THAT WE DETERMINED.
>> I THINK THAT'S GOOD. I THINK WHEN WE HAVE TOO MANY, WE'RE NOT MEASURING ANYTHING THAT [OVERLAPPING] I'M ALL ABOUT THIS.
I JUST WANT TO BE CLEAR BECAUSE I KNOW WE'VE GOT A BUNCH OF DIFFERENT THINGS ELSEWHERE.
I THINK IT'D BE HELPFUL FOR US TO KNOW, LIKE WE HAVE THE GOALS AND CONSTRAINTS AND ALL THE PROGRESS MEASURES THAT THIS BOARD SAT ADOPTED AND SAID THOSE ARE THE MOST IMPORTANT.
THERE ARE TWO SPECIFIC RACIAL EQUITY ONES THAT OVERLAP WITH TWO OF THESE WHICH ARE THE MOST IMPORTANT IS WHAT WE ARE DEFINING THEM AS.
IT WOULD BE HELPFUL FOR ME, MAYBE NOT ON THIS SLIDE PARTICULARLY, BUT TO YOUR POINT, DR. ELLIS ALL DAY, TO SAY HERE ARE THE SIX METRICS THAT WE'RE PAYING ATTENTION TO AS IT RELATES TO WHETHER OR NOT WE'RE MOVING TOWARDS BREAKING DOWN BARRIERS TOWARDS RACIAL EQUITY IN OUR SYSTEM.
THESE SIX HAVE BEEN REVIEWED BY THE TA, WE'VE TOUCHED ON THEM.
HERE ARE THE TWO MOST PRIMARY ONES, THAT'S WHY THEY ALIGN WITH THE CONSTRAINT.
THAT WOULD BE JUST HELPFUL. WE KNOW THAT WE'VE TAKEN THE MOST IMPORTANT ONES OUT OF THE ERS-1, AND NOW WE'RE FOCUSED ON THESE.
THAT WOULD BE HELPFUL FOR ME WHETHER YOU ADD THIS AS A SLIDE OR NOT.
>> THANK YOU. THAT'S GOOD FEEDBACK.
>> THEN MARK MARGO COME BACK ON SECOND ROUND.
>> THANK YOU, TRUSTEE MARK. TRUSTEE MICCICHE
>> THANK YOU. I WANT TO THANK YOU FOR THIS WORK.
I DO REMEMBER WHEN THIS WAS ALL STARTING AND TRUSTEE FOREMAN PRESENTED ME WITH A DRAFT OF A RACIAL EQUITY RESOLUTION WHICH ACKNOWLEDGED THE UGLY AND DEPLORABLE RACIST HISTORY IN THE DISTRICT.
THEN IT CALLED FOR MEASURES TO BE TAKEN JUST GENERALLY TO IMPROVE EQUITY IN THE DISTRICT.
OF COURSE, I WAS SUPPORTIVE OF IT AND THE REST OF THE BOARD WAS SUPPORTIVE OF IT.
BUT THEN YOU HAD TO DO SOMETHING WITH IT.
I DO REMEMBER THE MANY MEETINGS THAT WE HAD WITH MEMBERS OF THE ADMINISTRATION AND WITH THE COMMUNITY.
WELL, HOW ARE WE GOING TO MEASURE THIS? IT'S ONE THING TO KNOW INTUITIVELY THAT THERE HAS BEEN RACIAL DISPARITIES ACROSS THE DISTRICT FOR A LONG PERIOD OF TIME.
IT'S ANOTHER TO ACTUALLY FIGURE OUT HOW WE'RE GOING TO MEASURE IT SO THAT WE CAN CORRECT IT.
I COMMEND YOU ON COMING UP WITH THESE DIFFERENT METRICS.
IT GIVES US SOMETHING TO WORK WITH.
IT'S NOT JUST ANECDOTES ABOUT HOW BAD A SCHOOL'S CONDITION IS.
WE HAD SO MANY SCHOOLS THAT WERE IN POOR CONDITION BECAUSE WE COULDN'T PASS BIG ENOUGH BOND PROGRAMS FOREVER.
SO THE ANECDOTES WEREN'T REALLY GOING TO HELP US.
WE NEED A WAY TO MEASURE THE DIFFERENT ASPECTS OF INEQUITY.
I HAVE TO CONFESS THOUGH, WHEN I LOOKED AT THESE TWO CHARTS ON WHATEVER PAGE THEY ARE.
>> TEN AND 11. I COULD NOT DECIDE FOR THEM.
[01:00:03]
I TRIED HARD TO READ THROUGH THEM AND I COULD NOT UNDERSTAND WHAT WAS IN THERE.MY REQUEST IS SIMILAR, BUT BUILDING ON WHAT OTHERS HAVE STATED IS THAT WE ACTUALLY NEED A DOCUMENT OF SOME KIND THAT SUMMARIZES THIS IN A PUBLIC FRIENDLY WAY SO THAT SOMEBODY COULD READ THIS AND SEE WHAT WE'RE MEASURING, HOW WE MEASURED IT, WHAT PROGRESS WE'RE MAKING.
THIS CHART I THINK PROBABLY WORKS WELL FOR THE TEAM THAT'S TRYING TO WORK AND MAKE PROGRESS.
BUT FOR REPORTING TO THE PUBLIC, IT'S INDECIPHERABLE.
I REALLY THINK MAYBE AN EXECUTIVE SUMMARY WOULD BE GOOD.
BUT AS I SAID, WITH ALL THE TIME WITH ALL THESE CHARTS, WE NEED TO TAKE AWAY SLIDES OR A ONE BIG SLIDE AT THE END THAT HAS THE TAKEAWAYS BECAUSE I CAN LOOK AT THIS SIX MONTHS FROM NOW AND I'M NOT GOING TO BE ABLE TO READ IT.
I MEAN, I'LL BE ABLE TO SEE EIGHT OR NINE. WHAT DOES THAT MEAN? BECAUSE THAT'S A NET NUMBER OF A GAP THAT THERE'S NO BACKGROUND HISTORY ON IT.
I THINK EVERY TIME WE DO SOMETHING LIKE THIS, AND THIS IS SO IMPORTANT TO THE PUBLIC THAT WE ACTUALLY HAVE TO HAVE A READER'S DIGEST VERSION OF IT SO THAT WE CAN REMEMBER WHAT WE HAD TO DECIPHER SO THAT THE PUBLIC AT THE TIME IT'S DISCUSSED CAN UNDERSTAND IT.
BUT I DO REALLY FEEL VERY SATISFIED IN THE SENSE THAT WE ARE MAKING PROGRESS, THAT WE'VE ACTUALLY GOT A GAME PLAN, THAT WE'VE GOT SPECIFIC METRICS AND WE'RE DOING MORE THAN JUST RELYING ON ANECDOTES OR JUST GENERAL KNOWLEDGE THAT THINGS HAVE BEEN INEQUITABLE FOR A LONG TIME ON THE BASIS OF RACISM.
WE'VE GOT THE ONLY WAY YOU START TO REPAIR THAT KIND OF DAMAGE IS TO HAVE THESE METRICS.
I REALLY DO COMMEND YOU. THANK YOU.
>> THANK YOU, TRUSTEE MICCICHE AND TRUSTEE CATRIONA, AND TRUSTEE WHITE.
>> THANK YOU, PRESIDENT HENRY, AND THANK YOU FOR BRINGING THIS FORWARD AND FOR THIS PRESENTATION.
I JUST WANT TO SAY UP FRONT, I SUPPORT ALL THESE INITIATIVES, THESE ARE GREAT.
BUT I DO WANT TO GO TO SLIDE 4.
THE DISTRICT RECOGNIZES ITS HISTORY IN PARTICIPATING IN SOCIETAL ILLS THAT ARE PERPETUATED RACIAL INEQUITY, AND DISCRIMINATION.
THERE IS NO AREA WHERE THIS IS MORE TRUE THAN ATTENDANTS BOUNDARIES.
I THINK THIS WORK, A RACIAL EQUITY, WILL NEVER BE FULLY COMPLETE UNTIL WE HAVE A COMPREHENSIVE REVIEW OF OUR ATTENDANT'S BOUNDARIES.
THERE ARE SCHOOLS IN THIS DISTRICT, WHERE WE ARE CONCENTRATING POVERTY.
WE ARE DOING THAT WITH OUR ATTENDANT'S BOUNDARIES.
THAT DIRECTLY IMPACTS AFRICAN-AMERICAN STUDENTS AND EMERGENT BILINGUALS STUDENTS, AND WE HAVE YET TO EVEN BEGIN TO STUDY THE ISSUE, AND SO I GUESS MY ONLY QUESTION IS THIS RACIAL EQUITY OFFICE, HAVE YOU BEGUN OR ARE YOU INTERESTED IN STUDYING THE ISSUE OF ATTENDANCE BOUNDARIES?
>> THANK YOU, TRUSTEE CARREON.
I DO REMEMBER THAT YOU AND THE SUPERINTENDENT AND I HAD THIS CONVERSATION.
I THINK YOU MAY HAVE EVEN MENTIONED IT AT A PREVIOUS BOARD MEETING, AND SO THAT IS SOMETHING THAT WE ARE HAVING CONVERSATIONS ABOUT.
WE HAVE NOT STARTED A COMPREHENSIVE STUDY ON BOUNDARIES, BUT WE CERTAINLY HEAR YOUR CONCERN.
>> I WOULD SUPPORT SUPERINTENDENT US LOOKING INTO ATTENDANCE BOUNDARIES.
THERE'S DEFINITELY AREAS IN SCHOOLS IN THE CITY WHERE I'M SURE THAT WE ARE CONCENTRATING POVERTY AS A RESULT OF OUR OWN DECISIONS ON WHERE THESE LINES ARE. THANK YOU.
>> THANK YOU TRUSTEE CARREON. TRUSTEE WHITE.
>> GOOD EVENING. THIS IS A LOT OF GREAT INFORMATION AND THANK YOU GUYS FOR PUTTING THIS ON.
MY MAJOR CONCERN IS WHEN WE'RE COLLECTING OUR DATA,
[01:05:05]
MAINLY FROM THE COMMUNITY.BECAUSE I HEARD THE WORD STAKEHOLDER MENTIONED, AND I HAVE A DEFINITION OF WHAT I KNOW STAKEHOLDER IS.
BUT WHAT IS YOUR DEFINITION OF STAKEHOLDER?
>> THANK YOU, TRUSTEE WHITE FOR THE QUESTION.
WE HAVE STAKEHOLDERS THAT INCLUDE THE TRUSTEE ADVISORY COUNCIL.
THAT IS ONE PERSON FROM EVERY TRUSTEE DISTRICT THAT THE TRUSTEE LETS US KNOW WHO THEY WANT ON THAT COMMITTEE, AND DR. QUINN RUNS THAT COMMITTEE AT MONTHLY.
THAT'S DEFINITELY PART OF OUR STAKEHOLDER GROUP.
I HAVE A RACIAL EQUITY WORKING GROUP WHICH IS COMPRISED OF BOTH EXTERNAL PARTNERS OR COMMUNITY AND INTERNAL.
THEN WE ARE PARTNERED WITH THE CITY, SO THAT'S ANOTHER GROUP WHO WE DO WORK WITH IN THE COUNTY.
I THINK OUR STAKEHOLDERS ARE ALL OUR TAXPAYERS, ALL OF THE PEOPLE WHO ARE HELPING US MOVE THE NEEDLE WITH OUR ACHIEVEMENT.
IT SOUNDS LIKE MY DEFINITION AND YOUR DEFINITION ARE BASICALLY THE SAME.
BECAUSE MY UNDERSTANDING IS OF COURSE YOU HAVE TO HAVE COMMUNITY MEMBERS THAT ARE ACTUALLY IN THE SCHOOLS ON WHATEVER PANEL THAT YOU'RE HAVING A DISCUSSION WITH.
ALSO COMMUNITY ORGANIZATIONS THAT ARE WITHIN THAT AREA, SUCH AS BUSINESSES OR MAYBE EVEN YOUR RELIGIOUS COMMUNITY AS WELL.
THE OTHER COMPONENT WOULD BE YOUR STAFF, WHICH IS YOUR TEACHERS RIGHT THERE ON THEIR CAMPUS.
WE'RE ALL ON THE SAME PLAYING WITH THAT.
THE REASON THAT I AM BRINGING THIS UP, IS BECAUSE I DO UNDERSTAND THAT WHAT THINGS WERE CHANGING EVEN BEFORE COVID HIT.
I DO APOLOGIZE, I'M ONLY PERSON WHO BRING IT UP COVID, BUT IT'S [LAUGHTER] JUST A REALIZATION THAT HAS REALLY IMPACTED US TRULY.
BUT I JUST WANT TO MAKE SURE THAT WHEN WE HAVE GROUPS SUCH AS SBDMS, AND PTAS OR PTOS, THAT THE COMMUNITY, WHICH IS THE PARENTS, ARE ACTUALLY INVOLVED IN THAT.
THAT THEY KNOW THEY CAN USE THAT AS A VOICE FOR THEMSELVES AND THEIR SCHOOLS AS ADVOCATES.
ANOTHER THING THAT I DEFINITELY WANTED TO ASK YOU ABOUT AS FAR AS WHEN THE SURVEYS ARE DONE ARE YOU JUST INCLUDING PEOPLE THAT HAVE SERVED ON THE PANEL? HOW ARE YOU GUYS GOING IN AND DOING THE SURVEYS?
>> DOCTOR OAKLEY'S DEPARTMENTS OR ENA ACTUALLY SENDS OUT THOSE FAMILIES SURVEYS.
WE HAVE ALL THE INFORMATION OF THE FAMILIES WHO ARE PART OF THE DISTRICT AND THOSE ARE SET TO THOSE FAMILIES.
>> AS WELL AS THE, BECAUSE I THINK IT'S GOOD THAT THE CITY AND THE COUNTY IS ALSO PARTNERING WITH US ON THIS BECAUSE THEY ALSO HAVE RACIAL EQUITY.
THE DEPARTMENTS THAT THEY SHOULD DEFINITELY KEEP TRACK OF AND MAKE SURE THAT THEIR FUNCTION.
BUT THE ONE THING THAT IS SOMEWHAT ALARMING, 2018 AND WE'RE LOOKING AT 2023 AND SOME NUMBERS WE'RE STILL STRUGGLING WITH.
BUT I UNDERSTAND SOMETIMES THE WHEEL OF PROGRESS IS SLOW.
BUT I'M JUST SAYING IF WE COULD DEFINITELY, SINCE WE'VE HAD SO MANY YEARS OF STUDY THAT WE COULD CHANGE SOME THINGS.
THIS WILL BE SOMETHING THAT WE WON'T EVEN HAVE TO MENTION IT BECAUSE IT'S ACTUALLY WORKING.
>> THANK YOU TRUSTEE WHITE. I HAVE SOME QUESTIONS AND THEN WE CAN GO INTO THE SECOND ROUND.
FIRST ACKNOWLEDGING THAT THERE'S BEEN A LOT OF PROGRESS.
I REALLY APPRECIATE THE WORK THAT'S BEEN DONE BY ALL INVOLVED FROM THE INCEPTION TO WHERE WE'RE AT NOW.
IF YOU GO TO SLIDE 7, 2018/19, AND I FELT LIKE WE WERE REALLY IN A GOOD PLACE IN THE PANDEMIC RELIEF THAT I HEARD ON A LOT OF FOLKS, NOT JUST US.
I JUST WANT TO HIGHLIGHT THAT BECAUSE WHERE WE ENDED UP IN 2020/2021 SPEAKS TO THE URGENCY OF THIS.
I WANT TO FRAME ALL THE QUESTIONS I HAVE IN THE SENSE OF URGENCY.
[01:10:01]
I THINK SOME PEOPLE HAVE ALREADY MENTIONED THAT ONE WAY OR ANOTHER.BUT THIS IS CRISIS AND IT'S NOT NECESSARILY ALL OUR FAULT.
WE HAVE SOME RESPONSIBILITY, BUT THOSE NUMBERS ARE WHAT I THINK ABOUT BEING ON THE BOARD FOR THE AMOUNT OF TIME I'VE BEEN ON IT.
YOU QUESTION HOW EFFECTIVE YOU'VE BEEN IF THAT'S WHERE WE'RE AT.
I THINK WE ALL SHOULD BE QUESTIONED HOW EFFECTIVE WE ARE IF THAT'S WHERE WE'RE AT CERTAINLY DOING THAT TO MYSELF AS I CONTINUE TO LOOK AT THIS.
I HAVE SOME JUST BLOCKING AND TACKLING QUESTIONS THAT I THINK TRUSTEE MACKEY AND THANK YOU SUPERINTENDENT ELIZALDE AND TRUSTEE MICCICHE, IT'S DIFFICULT TO READ IN ADVANCE, SO I HAD TO LISTEN TO THIS PRESENTATION FOR THE FIRST TIME TODAY BECAUSE AT HOME I DIDN'T UNDERSTAND THIS.
NOT THE SMARTEST, NOT THE DUMBEST, BUT I COULDN'T DECIPHER IT.
I THINK ONE THING THAT WOULD BE HELPFUL, AND I'M GOING TO REQUEST THIS.
I THINK ALL THE TRUSTEE SHOULD GET THIS AS THE BASELINE FOR EACH COLUMN.
IF YOU SAY BASELINE NET 10 NUMBER, NOW I KNOW THE BASELINE 60% OF STRUCTURE EQUITY THAT HAVE BEEN NICE TO KNOW AS I WAS REVIEWING THIS.
JUST ACROSS THE BOARD. OTHER BLOCKING AND TACKLING QUESTIONS, I DON'T KNOW IF WE HAVE A GOAL OR A TARGET.
I SEE THE BASELINE, I SEE THE CURRENT.
I DON'T KNOW WHERE WE'RE TRYING TO GO WITH ANY OF THESE COLUMNS, WHICH IS DIFFICULT FOR ME TO EVALUATE IF WE'RE BEING EFFECTIVE OR NOT, IF I DON'T KNOW WHERE OUR TARGET IS.
I MAY ALSO BE, I'M GOING TO BE CURIOUS.
DO WE HAVE A GOAL AND TARGET FOR EACH ONE OF THESE COLUMNS?
>> I DON'T THINK WE CAN ALL SPEAK TO THAT.
WHAT I DO WANT TO SPEAK TO IS THIS SLIDE RIGHT NOW.
ALL OF THIS THOUGH IS ALL BEING DONE FOR THE PURPOSES OF MEETING.
>> LET ME KEEP GOING BECAUSE I'M GOING TO GET TO THAT.
>> THAT'S I THINK WHERE CERTAINLY THIS SLIDE HERE, THAT'S HOW FAR OFF WE ARE FROM WHERE WE NEED TO BE.
>> YEAH, I'M GOING TO GET TO THAT. DO WE HAVE A GOAL? CAN WE GO TO SLIDE 9 OR 10, EIGHT OR NINE? DO WE HAVE GOALS FOR THESE COLUMNS? SO WE HAVE A BASELINE.
LET'S SAY THAT STRUCTURE EQUITY IS NOW 60 PERCENT, WE'RE 10 POINTS BELOW THE BASELINE?
>> I AGREE. I THINK THAT IT WOULD BE HELPFUL TO HAVE THE GOAL FOR EACH ONE OF THE PILLAR MEASURES.
WHAT THE GOAL WAS AT THE BASELINE FOR 2018 AND THE CURRENT SO YES, THERE IS A GOAL FOR EACH.
>> INSTRUCTION ON EQUITY, THE BASELINE 60 PERCENT, BECAUSE 60 PERCENT OF THE DISTRICT STUDENTS HAVE PROFESSIONAL ONE OR ABOVE.
>> THE CURRENT THERE IS NINE, SO BLACK STUDENTS ARE 51 PERCENT OF BLACK STUDENTS IN THE DISTRICT, IF YOU LOOK AT THIS SCHEDULE, WE HAVE PROFESSIONAL ONE OR ABOVE.
WHAT'S OUR GOAL? IS IT 60 PERCENT? IS IT BEYOND 60 PERCENT?
>> YEAH. I'M JUST AND I'M ONLY REPORTING ON WHAT IT WAS AT THE TIME IN 1890 AND CURRENT.
LIKE I SAID, I THINK IT WOULD BE HELPFUL TO PUT THOSE TARGETS.
>> YEAH. I THINK THAT'S WHAT I'LL DO.
I'LL PUT THE TARGETS UP AND I'LL SUBMIT THOSE.
>> PULLED OUT THE STUDENT GOALS THAT WE HAVE.
GIVEN THAT WE'RE TRYING TO CLOSE THE GAP, I WOULD ASSUME OUR TARGET WILL BE BEYOND BASELINE.
IF OUR BLACK STUDENTS ARE UNDERPERFORMING, WE NEED MORE PROFESSIONAL ONE TEACHERS [OVERLAPPING].
>> MAYBE BASELINE IS NOT THE RIGHT TERM.
THAT'S WHEN WE PULLED ALL THIS INFORMATION.
THAT'S WHAT I MEAN BY BASELINE.
>> THAT NUMBER IS DIFFERENT TODAY.
WE'RE LOOKING AT DATA FROM 2018/19 TO CURRENT.
WHAT WE WERE TRYING TO CAPTURE HERE WHICH I AGREE THAT WE COULD DO BETTER, THERE'S OPPORTUNITY, IS THE GAP.
WHAT WE'RE REALLY TRYING TO DO IS TO CLOSE THE GAP SO THAT THIS WHOLE PAGE OR CHECKMARKS, SO THAT THERE ARE NO GAPS BETWEEN ANY OF THE STUDENT GROUPS.
WE'LL GO BACK AND WORK ON THE DATA SLIDES SO THAT THEY'RE MORE EASILY READABLE.
>> I'M GOING TO NEED A SEPARATE MEETING ABOUT THIS.
IF WE CLOSE THE GAP AND INSTRUCTION EQUITY, WHAT DOES THAT MEAN BACK TO DR. ELIZALDE FOR OUR STUDENT OUTCOME GOALS, GPM 1.2, 2.2, 3.2?
>> WHEN STUDENTS ARE, OUR SUPERINTENDENT ALWAYS SAYS THAT THE TEACHER IS THE PROGRAM.
[01:15:02]
I THINK THAT WE START, THE TRAJECTORY OF THE STUDENT ACHIEVEMENT GROWS WHEN WE HAVE MORE STUDENTS WHO ARE WITH PROFESSION 1 OR HIRE TEACHERS.>> DO WE KNOW IF PROGRESS HAS BEEN MADE AND I'LL GO BACK TO WHAT TRUSTEE MACKEY PULLED UP THAT JUNE SUPPORT 2020?
DO WE KNOW IT'S ON THAT ONE WHICH IS ANOTHER QUESTION I HAD.
WE HAD AN IDEA OF HOW MANY BLACK STUDENTS OR ENGLISH LANGUAGE LEARNERS HAVE PROFESSION 1 OR ABOVE THE ELEMENTARY AND SECONDARY WITH THOSE ONE OUT OF TWO FOR ECONOMIC FOR WE CAN PROBABLY NEED TO DESEGREGATE THAT ONE.
THE 10 IS THE GAP, MEANING IT'S 50% OF THE STUDENTS HAD ACCESS TO A PROFESSION 1 OR GREATER TEACHER.
IF WE WERE TO TAKE THE RATIO THAT'D BE 1:2 AND THAT'S WHY IT'S YELLOW, BUT IT HASN'T BEEN MUCH GAIN.
WE'RE AT 9% NOW, SO NOW THE GAP IS AT 9%.
IT'S AT 51% OF THE STUDENTS HAVE ACCESS TO PROFESSION 1.
>> IN 2020 IN THE ERS STUDY IT WAS 50%?
WE'RE IN TWO SCHOOL YEARS AND THIS IS NOT RELATED TO COVID.
WE'VE BEEN ABLE TO INCREASE THE AMOUNT OF PROFESSION 1 STUDENTS IN FRONT OF BLACK KIDS BY ONE PERCENTAGE POINT.
>> CORRECT. WE HAVE CONCERNS ABOUT THIS TOO, AND THAT'S WHY WE TALKED ABOUT IN THE INSTRUCTIONAL EQUITY PILLAR THAT THERE ARE RESOURCES.
WE'VE INCREASED THE NUMBER OF READING SPECIALISTS THAT ARE IN FRONT OF AFRICAN-AMERICAN STUDENTS BECAUSE WE KNOW THAT IF WE DON'T INCREASE AND WE DON'T ALLOCATE MORE RESOURCES, THEN WE'RE NOT GOING TO GET THE GAINS THAT WE NEED.
WE ALSO HAVE INCREASED THE HPC STIPENDS.
>> WE'RE CONTINUING TO PUT RESOURCES IN AREAS THAT ARE GOING TO INCREASE OR ACTUALLY IN THIS PARTICULAR CASE, DECREASE THE GAP.
>> THE BASELINE FOR THE THIRD COLUMN, EQUITABLE FOR LEADERSHIP AND OPERATIONS, THAT'S PRINCIPLES WITH TBI PROGRESSIVE.
>> CORRECT. FOR BOTH AFRICAN-AMERICAN AND EMERGENT BILINGUAL WE'RE AT 56% IN '18/'19, BUT YOU CAN SEE OUR AFRICAN-AMERICAN STUDENTS HAVE CLOSED THE GAP AND THAT'S WHAT THE CHECK-MARK IS.
THERE IS A GAP FOR OUR EMERGENT BILINGUALS STUDENTS.
>> THERE'S NOT A GAP IN THE PERCENTAGE OF PRINCIPLES THAT ARE PROFESSION 1 OR ABOVE.
>> THERE IS NO GAP. THE CHECK MARK INDICATES THAT THE GAP IS CLOSED, SO THAT WOULD BE GOOD.
I KNOW THERE'S A LOT OF WORK TO BE DONE, BUT THERE HAS BEEN A LOT OF PROGRESS OVER THE COURSE OF THE LAST MINUTE I THINK.
>> [OVERLAPPING] THE GAP IS CLOSING IN THIS INSTANCE AND I THINK WE'VE TALKED ABOUT THIS BEFORE IN THE BUDGET CONVERSATION.
THERE'S A LOT OF THINGS WE'RE DOING IN REGARDS TO RACE WHERE THE FULL BLACK STUDENTS ARE ENGLISH LANGUAGE LEARNERS STUDENTS.
THERE WAS A DISCUSSION ABOUT A SPREADSHEET AND WHAT WE FELT WAS MOST IMPACTFUL.
DO WE HAVE THAT OR HAVE WE MADE PROGRESS ON THAT? IF I MISSED IT, I PROBABLY HAVE.
>> WE HAVE MADE PROGRESS ON IT AND WE'LL BE ABLE TO SHARE THAT.
>> WHAT I'M TRYING TO CONNECT IS THESE THINGS TO OUR GOALS.
>> I THINK THAT THEY'RE CONNECTED IN SEVERAL WAYS.
OUR INSTRUCTIONAL PRACTICES AND OUR INSTRUCTIONAL LEADERSHIP ARE 100% CONNECTED TO OUR STUDENT OUTCOME GOALS.
>> WHEN WE GET OUR NUMBERS BACK, IT'D BE FAIR TO SAY THOSE THINGS SHOULD INCREASE.
>> I THINK THAT IT'S FAIR TO SAY THAT.
WE'RE DOING THIS BECAUSE THE OUTCOME IS RIGHT.
I'M RUNNING OUT OF TIME, IS THERE A TRUSTEE FOR ME?
>> THAT'S USUALLY WHAT I SAY, I RAN OUT OF TIME.
FIRST TRUSTEE MICCICHE THANK YOU FOR REMEMBERING, WHEN I BROUGHT THE RESOLUTION TO THE BOARD.
I THINK WE'RE PROBABLY THE ONLY TWO THAT'S STILL ON THE BOARD THAT CAN REMEMBER SOME OF THE CHALLENGES THAT CAME FORTH IN TERMS OF HAVING THE GUT WRENCHING DISCUSSION OF
[01:20:01]
WHAT WAS GOING ON AND I APPRECIATE YOU FOR REMEMBERING THAT.I THINK IT'S THIS IS PAGE 5, IS THE DALLAS ISD BRIGHT SPOTS AND EARLY PROGRESS.
IS THIS SIX? I'M JUST GOING TO GO DOWN AT REAL QUICK AND JUST MAKE SOME STATEMENTS.
THE SUPERINTENDENT THE DUAL LANGUAGE PROGRAM IN THE DISTRICT IN MY OPINION IS ONE OF THE BEST BECAUSE WE'VE REALLY REACHED OUT TO STUDENTS WHO ARE LEARNING DIFFERENT LANGUAGES AND THAT IS EXTREMELY IMPORTANT, THAT DIVERSITY OF THE LANGUAGES MAKE A HUGE DIFFERENCE AND I THANK THE DISTRICT FOR DOING THAT.
IN FACT, I ACTUALLY ASKED THAT ONE OF THE SCHOOLS IN MY AREA BECOME DUAL LANGUAGE AND THAT'S CARPENTER ELEMENTARY, SO I APPRECIATE THAT.
BUT I WOULD LIKE DATA REGARDING THESE PARTICULAR THINGS.
THE DUAL LANGUAGE PROGRAM, ACTUALLY HOW MANY SCHOOLS WE HAVE, AND HOW LONG THEY'VE BEEN A DUAL LANGUAGE PROGRAM FOR THE EARLY LEARNING AREA WHICH IS ANOTHER AREA THAT I SPECIFICALLY WORKED ON FOR YEARS TO TRY TO GET SOME THINGS ACCOMPLISHED.
PARTICULARLY FOR THE PRE-K PARTNERSHIPS AND SCHOLARSHIPS, I WOULD REALLY LOVE TO HAVE SOME IDEA OF WHICH I DO NOT HAVE OF WHO'S ACTUALLY RECEIVING THESE SCHOLARSHIPS? IF IT IS CONTINUOUS IS THIS THAT THEIR THIRD GRADE AND THE FOURTH GRADER OR IS JUST THE THREE-YEAR-OLDS OR THE FOUR-YEAR-OLDS OR JUST THE THREE-YEAR-OLDS AND THEN THEY DON'T COME BACK TO THE PROGRAM.
THAT WOULD BE EXTREMELY IMPORTANT BECAUSE AGAIN ONE OF MY CONCERNS IS HOW DO WE GET TO OUR CHILDREN EARLY TO BE ABLE TO GET THEM IN A POSITION TO DO WHAT THEY NEED TO DO.
THE EXTRA CURRICULAR ACTIVITIES AT ONE POINT, WE THE DISTRICT HAD A GOAL FOR EXTRA CURRICULAR ACTIVITIES WHICH I TRULY BELIEVE THAT'S IMPORTANT BECAUSE I BELIEVE IN THE WELL-ROUNDED STUDENT.
I DON'T THINK WE STILL HAVE THAT GOAL, BUT I WOULD JUST LIKE TO KNOW HOW MANY OF OUR STUDENTS ARE IN EXTRA CURRICULAR ACTIVITIES AND BY SCHOOL IF AT ALL POSSIBLE BECAUSE I KNOW AFTER WE DID THE THE GOAL SUPERINTENDENT I LOOKED UP AND THERE WERE SOME CHESS CLUBS ON MY CAMPUS.
I THINK THAT'S EXTREMELY IMPORTANT.
I HAVE SOME QUESTIONS IN REGARDS TO PUBLIC SCHOOL CHOICE.
I WANT TO START WITH MAGNET SCHOOLS.
ONE OF THE THINGS THAT I HEAR QUITE FREQUENTLY IS AFRICAN AMERICANS ARE NOT GETTING INTO THE MAGNET SCHOOLS.
ARE WE WILLING TO LOOK AT OUR FORMULA TO ENSURE THAT THERE IS EQUITY ACROSS THE BOARD WHEN WE MOVE INTO THAT? MOST OF YOU MIGHT NOT KNOW, BUT MAGNET SCHOOLS CAME OUT OF THE COURT ORDER.
THE COURT ORDER WAS FOR DESEGREGATION AND IT WAS TO ENHANCE CHILDREN WHO LOOK LIKE ME, BUT NOW IT'S BEEN REVERSED WHERE MANY OF THOSE YOUNG PEOPLE ARE NOT GETTING INTO OUR MAGNET PROGRAM.
MAYBE IT'S TIME WE TAKE A LOOK AT HOW WE'RE GETTING YOUNG PEOPLE INTO THE MAGNET PROGRAMS AND CHOICE AND INNOVATION AND TRANSFORMATION SCHOOLS, IT WOULD BE THE SAME THING FOR ME.
[NOISE] WE HAVE A LOT OF SMALL SCHOOLS THAT ARE INNOVATION AND TRANSFORMATION AND WE'RE PUTTING A LOT OF RESOURCES IN THERE, AND THERE'S A CONSTANT, A CRY FOR ME TO PUT MORE RESOURCES INTO OUR NEIGHBORHOODS SCHOOLS WHICH WERE MOST OF OUR CHILDREN ARE.
WE NEED TO CONTINUE TO LOOK AT THAT PIECE.
ON THE EARLY COLLEGE; AND IT SAYS 25 EARLY COLLEGE HIGH SCHOOL P-TECH AND CAREER INSTITUTES, BRIAN MAYBE YOU CAN TELL ME HOW MANY EARLY COLLEGES WE HAVE, HOW MANY P-TECH WE HAVE? I KNOW IT'S GOING TO BE FOR CAREER INSTITUTES, I KNOW THAT PART.
>> YES MA'AM. GOOD AFTERNOON FIRST OF ALL.
>> WE DO HAVE 18 P-TECHS IN DALLAS ISD AND THEN WE HAVE FOUR STANDALONE EARLY COLLEGE HIGH SCHOOLS, WHICH WOULD BE LASSITER, GARZA, GILLIAM, AND NORTH-LAKE THEN WE HAVE THREE MORE HIGH SCHOOLS THAT HAVE EARLY COLLEGE PROGRAMS AT SPRUCE SAMUEL AND THE OTHER ONE'S ESCAPING MY MIND. FORGIVE ME.
>> BUT WE HAVE 25 TOTAL PROGRAMS.
>> WHEN SOMEBODY GIVES US THAT DATA AND MAYBE YOU CAN SHARE THAT DATA BECAUSE THAT HELPS ME TO HAVE A BETTER UNDERSTANDING.
[01:25:02]
ON THE OTHER BRIGHT SPOTS FROM THE EQUITY PRIORITIES AS THE READING INTERVENTIONIST, HOW MANY READING INTERVENTIONIST AND THIS IS JUST A QUESTION I KNOW YOU CAN'T ANSWER NOW.I'M NOT ASKING FOR AN ANSWER NOW, BUT I WOULD LIKE TO KNOW HOW MANY OF OUR HIGH PRIORITY CAMPUSES DO HAVE READING INTERVENTIONISTS? HOW LONG HAVE THEY BEEN THERE? WHAT GAMES HAVE WE SEEN SINCE THEY'VE BEEN THERE? BECAUSE WE KNOW IF CHILDREN CAN READ, THEY CAN DO ANYTHING.
THEN I WANT TO UNDERSTAND ON THE RESET CENTERS, HOW DO WE SEE THAT AS A BRIGHT SPOT FOR EQUITY? I'M NOT ASKING FOR THE ANSWER NOW, BUT I JUST WANT TO UNDERSTAND THAT.
I DO UNDERSTAND THE BOND 2020 HAS BOUGHT TONS OF RESOURCES TO MANY OF OUR SCHOOLS THAT TRADITIONALLY HAVE NOT RECEIVED RESOURCES.
THIS IS ONE TRUSTEE THAT IS EXTREMELY GRATEFUL TO THE DISTRICT FOR TRYING TO MEET OUT THE BOND RESOURCES IN SOME WHAT OF AN EQUITABLE FASHION.
IT'S NOT GOING TO JUST ONE SIDE OF TOWN FIRST, IT'S BEING METED OUT I BELIEVE IN AN EQUITABLE FASHION AND I APPRECIATE THAT.
I DO WANT TO SAY THANK YOU FOR HAVING AN EQUITY MINDSET.
WE JUST NEED TO DO MORE TO TRY TO REACH WHERE WE'RE ALL TRYING TO GO.
>> THANK YOU TRUSTEE FOREMAN AND TRUSTEE JOHNSON.
>> YES, THANK YOU TRUSTEE HENRY.
I DO AGREE WITH TRUSTEE FOREMAN.
WHEN IT COMES TO DOING LANGUAGE, TRUSTEE MACK AND I WAS SMILING BECAUSE WE'VE HAD THIS CONVERSATION BEFORE AND I THINK THAT DALLAS WE SPOKE ABOUT IT TOO.
I WOULD LIKE TO SEE DUAL LANGUAGE IN MY ELEMENTARY SCHOOL.
I WOULD LIKE TO SEE IT ALL OVER DALLAS ISD HONESTLY.
KIDS THAT ARE TAKING SPANISH AND LEARNING ENGLISH AT THE SAME TIME, WHEN THEY GO FOR JOBS, WHEN THEY GET OLDER, THEY'RE GOING TO GET EXTRA MONEY FOR BEING BILINGUAL.
SOME OF THE CHALLENGES THAT I SAW WHEN I WENT TO LOOK IN SOME OF MY BILINGUAL CLASSES, I DIDN'T SEE NOT ONE AFRICAN-AMERICAN STUDENT.
I WANT TO SEE AFRICAN-AMERICAN STUDENTS IN THOSE CLASSES AT AN ELEMENTARY BECAUSE ONE THING I KNOW THIS BOARD WON'T IN THIS ADMINISTRATION HAS MADE SURE THAT WHEN OUR KIDS GRADUATE FROM DALLAS ISD, THEY'RE AHEAD OF THE CURVE AND THEY CAN GET THOSE EXTRA DOLLARS TO TAKE CARE OF THEIR FAMILIES AND ET CETERA.
THAT IS SOMETHING THAT I THINK IT'D BE EXCELLENT, BIG COMPONENT OF THAT, THAT'D BE WONDERFUL TO HAVE.
IF WE CAN DO THAT IN DISTRICT 5 IN ALL OF DALLAS ISD, I THINK PARENTS WOULD LOVE THAT OPPORTUNITY FOR THEIR KIDS.
I HAVE A HARMONY, MY GRANDBABY, THAT'S THE ONE THING I'M LOOKING AT IS ME GOING ABOUT IN MY HOUSE, SO MAKING SURE THAT SHE GETS IN THAT CLASS SO SHE CAN GROW UP AND HAVE OPPORTUNITY TO MAKE MORE MONEY.
ALSO, I DO AGREE WITH TRUSTEE FOREMAN.
ALL OF MY GRADUATIONS THIS YEAR, I WAS TIRED.
ONE OF THE THINGS THAT I WANT TO SEE IN MAGNET PROGRAMS IS MORE AFRICAN-AMERICAN STUDENTS.
WE HAVE GREAT STUDENTS THAT HAVE GREAT MINDS AND TO HAVE THAT EQUITY PRESENCE THERE WOULD BE EXTREMELY GREAT FOR OUR COMMUNITY, AND FOR THE CITY OF DALLAS.
WE'RE DOING GREAT. I APPRECIATE THE SUPERINTENDENT WHO WENT ON TWITTER TO PLATTER BACK IN OUR BACK ABOUT A GREAT JOB THEY WERE DOING BEING IN THE TOP AND THE NATIONS.
I LOOKED AT THAT AND I'M SO EXCITED TO SEE THAT.
IN THAT REGARD, I BELIEVE THEY WERE GOING RIGHT DIRECTION.
DALLAS ALREADY REMEMBER THIS POWERPOINT WHEN HE WAS CHIEF OF SCHOOL?
>> I CAN'T SAY THAT I REMEMBER.
[LAUGHTER] I'M NOT GOING INTO THAT TRAP.
I CAN'T SAY I REMEMBER THAT SPECIFIC SLIDE.
>> WELL, WHEN I LIVE THERE BOY, ME NOW IT'S EXCITED BECAUSE I FELT THAT WE WERE GOING THE RIGHT DIRECTION.
I FEEL LIKE I RAISE EQUITY IN SOME FASHION IS INEFFECTIVE BECAUSE WE'RE DOING.
I SAID THIS BEFORE. WE HAVE GREAT POWERPOINTS, BUT NOW I DON'T SEE THE POWER.
THAT IS SOMETHING THAT I WOULD LIKE TO SEE.
MORE UNDERSTANDING, MORE INVOLVEMENT.
WHEN WE'RE DOING A POWERPOINT PRESENTATION THAT EVEN OUR PARENTS CAN SAY, I KNOW WHAT'S GOING ON. I KNOW WHAT WE'RE DOING.
THIS IS NOT TO BLAME ON ANYONE.
THERE'S A LOT OF WORK. SINCE COVID,
[01:30:02]
A LOT OF THINGS HAVE CHANGED.WE SEE A LOT OF THINGS THAT'S GOING ON.
OUR NATION HAS CHANGED AND IT MAKING IT MORE DIFFICULT EVEN WITH THIS DEI BILL.
I KNOW THE CHALLENGE IS THERE, BUT I THINK THAT WE CAN MEET THE CHALLENGE AND I WOULD JUST LIKE TO SEE US BE MORE EFFECTIVE.
I THINK DALLAS ISD IS HEADED IN THE RIGHT DIRECTION.
LIKE THE REST OF THE TRUSTEES USE THOSE NUMBERS THAT SHE WAS QUOTING THAT I COULDN'T FOLLOW BECAUSE I DIDN'T SEE IT ON HERE.
I WOULD LIKE TO REQUEST A MEETING SOME POINT SO WE CAN UNDERSTAND WHAT'S GOING ON AND AND I'LL BE ABLE TO COMMUNICATE WITH MY COMMUNITY, LIVE BETTER, ESPECIALLY WHEN IT COMES TO RACIAL EQUITY.
IN MY COMMUNITY, THIS IS VERY HUGE.
THIS IS SOME THAT I REALLY BELIEVE IN. THANK YOU SO MUCH.
>> THANK YOU, TRUSTEE JOHNSON. TRUSTEE MS. CAIN AND TRUSTEE MACKEY.
>> THANK YOU. I WANTED TO GO TO SLIDE 7.
I WAS INTERESTED IN OTHER BENCHMARKING FIRST, THE TEXAS URBAN COUNCIL.
COULD WE SEE THE CHART WITH EACH OF THE URBAN COUNCIL DISTRICTS ON THAT CHART SO WE CAN SEE IF THERE ARE ANY OUTLIERS.
WE SEEM TO BE DOING BETTER THAN THE AVERAGE OF THE TEXAS URBAN COUNCIL DISTRICTS.
BUT IS THERE SOMEBODY ELSE WHO'S DOING BETTER THAN WE ARE? ARE THERE BEST PRACTICES THAT WE CAN GLEAN FROM THAT? THEN I'D ALSO LIKE TO SEE AS A BENCHMARK HOW WE'RE DOING RELATIVE TO THE STATE.
I KNOW WE SOMETIMES HAVE THIS DATA FOR OTHER PURPOSES, BUT JUST HOW ARE OUR STUDENTS DOING RELATIVE TO THE STATE AVERAGE.
THEN ALSO, I THINK WE HAVE THIS INFORMATION OR TRACK THIS INFORMATION, WHICH IS HOW OUR ECONOMICALLY DISADVANTAGED KIDS ARE DOING RELATIVE TO THE STATE? I REALIZED THESE ARE THINGS THAT WE'RE JUST MEASURING.
THEY DON'T NECESSARILY MEAN THAT WE MAKE ANY PROGRESS IF WE MEASURE THEM, BUT IF THEY DO GIVE US AN IDEA OF WHETHER WE'RE AHEAD OF WHAT EVERYBODY ELSE IS DOING OR BEHIND AND PLACES TO LOOK FOR, FOR BEST PRACTICES.
IF YOU COULD GIVE ME A SLIDE, WHEREVER THIS IS EITHER A, B, AND C OR SOMETHING LIKE THAT.
I WOULD JUST APPRECIATE HAVING THAT INFORMATION. THANK YOU.
>> THANK YOU, TRUSTEE MICCICHE.
>> THANK YOU. JUST TO UNDERSCORE, I KNOW WE'VE TALKED ABOUT IT BEFORE, BUT I WOULD UNDERSCORE TRUSTEE CAIN ON HIS POINT ON ATTENDANCE BOUNDARIES.
I KNOW THAT'S A BIG LIFT AND LOOK FORWARD TO YOU ALL CONTINUING TO THINK THROUGH WHAT THAT CAN LOOK LIKE.
TO TRUSTEE HENRY'S POINT, WOULD ALL THE METRICS AND THE METRIC OVERLOAD AND ALL THAT.
ONE THING I WAS SITTING HERE THINKING IS, GOALS AND CONSTRAINTS ARE HERE AND ALL THE PROGRESS MEASURES.
WHERE DOES THIS LADDER UP TO? TRUSTEES, I THINK IT WOULD HELP US BE CLEAR ABOUT IT AND HELP US COMMUNICATE TO THE PUBLIC WHY WE'RE MONITORING CERTAIN THINGS EVEN IF THEY AREN'T GOALS AND CONSTRAINTS.
THEN TO TRUSTEE FOREMAN'S POINT ABOUT READING INTERVENTIONISTS, IT GOES BACK TO A POINT I'VE ASKED A LOT AND WE'LL ASK AGAIN ABOUT OUR BIG BETS.
WHAT IS THE RETURN ON INVESTMENT AS FAR AS STUDENT OUTCOMES? WHAT ARE WE SEEING? WHAT AREN'T WE SEEING? ESPECIALLY AS WE DO THE BUDGETING PROCESS, WOULD STILL LOVE TO SEE THAT.
TWO CLARIFYING QUESTIONS. THE DEMO TEACHERS, I'M SUPER EXCITED ABOUT IT.
I THINK IT IS A BRILLIANT STEP IN THE RIGHT DIRECTION.
HOW ARE WE DETERMINING WHICH STUDENTS THEY TEACH? I'M SUPER EXCITED ABOUT THIS.
IS THERE ANY CONSTRAINTS ON THAT OR WHAT THAT LOOKS LIKE AS FAR AS HOW SCHOOLS ARE SCHEDULING THOSE TEACHERS?
>> YES, TRUSTEE MACKEY, WE'VE ASKED OUR PRINCIPALS TO LOOK AT THE DEMO TEACHERS THAT THEY HAVE AND SCHEDULE THEM WITH OUR STUDENTS THAT ARE JUST BELOW MEETS SO OUR STUDENTS THAT ARE AT APPROACHES SO THAT WE CAN MOVE THEM QUICKLY TO MEET TO GET THEM ON GRADE LEVEL.
THAT WOULD BE THE FIRST PRIORITY GROUP THAT THEY WOULD WORK WITH.
>> I'M EXCITED THAT WE ARE STRATEGICALLY MANAGING STUDENTS WHO AREN'T AT LEVEL YET TO GET TO LEVEL.
I ALSO KNOW THAT IT'S A STUNNING STATISTIC I JUST LEARNED ACROSS THE STATE BECAUSE KIDS THAT DON'T MEET ARE REQUIRED FOR THE 45 HOURS OF TUTORING, BUT THEY CAN BE WAIVED IF THEY ARE IN A TIA DESIGNATED TEACHER'S CLASSROOM, WHO I ASSUME MOST OF OUR DEMONSTRATING TEACHERS ARE, WHICH LESS THAN TWO PERCENT ACROSS THE STATE ARE ACTUALLY GETTING THAT.
WHICH MEANS OUR TEACHERS WHO ARE DESIGNATED ACROSS
[01:35:01]
THE STATE AREN'T TEACHING THE KIDS WHO NEED THEM MOST.CAN I APPRECIATE THAT THIS IS GOING TO VERY MUCH FLY IN THE FACE OF THAT AND PUT OUR MORE EFFECTIVE TEACHERS IN FRONT OF STUDENTS WHO NEED THEM THE MOST. THANK YOU FOR THAT.
MY LAST BROAD QUESTION IS, ON THE MONITORING CALENDAR, I THINK WE WERE SUPPOSED TO MONITOR CONSTRAINT 2, 3, AND 4.
IS THIS OUR MONITORING REPORT? DID THEY GET DELAYED?
>> WE'VE JUST RECEIVED THE DATA YESTERDAY.
>> YESTERDAY OR THE DAY BEFORE.
>> THANK YOU. I APPRECIATE YOU.
TWO THINGS OR THREE I WANT TO REITERATE.
I DO THINK DISD RECORDS FOR EQUITY OFFICES BE ON WHERE OTHER DISTRICTS ARE IF THEY EVEN STILL HAVE THOSE IF THEY WILL CONTINUE TO HAVE THEM.
I KNOW WE LOOKED AT FOURTH ISD MANY, MANY YEARS AGO WHEN WE WERE PUSHING FOR RICE FOR EQUITY.
THEY'RE GETTING A LOT OF PUSHBACK FROM THEIR COMMUNITY AND ET CETERA, ABOUT WHERE THEY KEEP THEM.
I WANT TO BE CLEAR THAT I THINK WE HAVE A STRONG RACIAL EQUITY OFFICE.
I THINK THERE'S A LONG LIST OF THINGS THEY'RE DOING THAT WE'RE DOING THAT OTHER DISTRICTS HAVE NOT EVEN BEGUN TO THINK ABOUT.
THE SECOND THING I WANTED TO TALK ABOUT SHOULD'VE BEEN WHAT I THINK IS THE MOST IMPORTANT PIECES WITH TRUSTEE MACKEY TALKED ABOUT, WHAT ARE THESE BIG BANG.
I THINK WE'VE BEEN ASKING FOR A MINUTE.
WHAT ARE THESE BIG BANG THINGS? YOU SEE THE INVESTMENT AND THE CONCERN ACROSS THE BOARD FROM ZERO.
IF DUSTIN WAS HERE AND EDWARD WAS HERE, THEY PROBABLY WOULD ECHO IN THE SAME SENTIMENTS.
I FEEL LIKE THE BOARD IS OFFERED AND IT'S COMMUNICATED PRETTY CLEARLY THAT WE'RE LOOKING TO MOVE THIS.
IN ORDER TO MOVE IT, WE NEED TO KNOW WHAT ARE THE BIG-TICKET ITEMS, WHAT ARE THE THINGS THAT THE ADMINISTRATION WITH ALL YOUR EXPERTISE AND EXPERIENCE BELIEVE IS GOING TO SIGNIFICANTLY CLOSE THOSE COLUMNS AND AS A RESULT, HOPEFULLY MOVE THESE TWO NACOM GOALS WE ALL HAVE IN FRONT OF US? WE'RE IN BUDGET SEASON.
I HOPE THAT SPREADSHEETS OUT SO WE CAN HAVE SOME DISCUSSION BEFORE WE VOTE ON THE BUDGET, BUT I CAN'T REITERATE THAT PIECE THAT TRUSTEE MAGGIE TALKED ABOUT MORE FROM MY PERSPECTIVE.
I LOVE TO KNOW WHAT IF WE WERE WILLING TO INVEST IN, WE CAN VOTE AND SAY THIS IS SOMETHING THAT WE DON'T MIND INVESTING THIS AMOUNT OF RESOURCES INTO BECAUSE THIS IS A SHARED GOAL OF ALL OF US AT THIS BOARD AND THE SUPERINTENDENT AND THE ADMINISTRATION.
THEN I'LL LEAVE IT THERE BECAUSE I THINK THAT'S THE MOST IMPORTANT PIECE.
I APPRECIATE THE TIME IN THE PRESENTATION THAT I'M GOING TO FOLLOW UP.
I KNOW THE TRUSTEES ARE AS WELL, BUT I'LL ADD TO OUR TRUSTEE'S FORMER POINT EARLIER.
AGAIN, GOING BACK TO OUR STUDENT OUTCOME GOALS, THIS MIGHT BE MORE PERSUASIVE WHEN WE GET OUR NUMBERS BACK.
BUT IF OUR NUMBERS TRACK THE WAY THEY'VE HISTORICALLY BEEN TRACKING ACROSS THE NATION WITH AFRICAN-AMERICAN KIDS, I THINK WE NEED AN EXPLICIT FOCUS ON WHERE AFRICAN-AMERICAN KIDS ARE.
WITH ALL DUE RESPECT, ATTENDANCE AND BOUNDARIES I THINK ARE ALSO IMPORTANT.
TO ME, THAT'S THE MOST IMPORTANT.
I DON'T EVEN THINK IT'S CLOSE AND IT COULDN'T BE MY BIAS TOWARDS AFRICAN-AMERICAN KIDS.
OR WE CAN JUST LOOK AT THE DATA AND THE DATA ARE CLEAR THAT THAT'S WHO NEEDS THE MOST HELP ACROSS THE DISTRICT.
BIG BANG TICKET. TRUSTEE FOREMAN AND I AGREE WITH THAT APPROACH.
IT'S JUST AN EXPLICIT FOCUS WITH THIS GOING BACK TO THE AFRICAN-AMERICAN INITIATIVE.
I APPRECIATE THE PRESENTATION AND WE'RE GOING TO MOVE ON TO THE AVAILABILITY OF DISPARITY STUDY. THANK YOU BOTH.
>> BEFORE WE DO, I'D LIKE TO MAKE SOME CLOSING REMARKS.
IF WE COULD PUT BACK THE PILLARS.
FIRST, I WANT TO THANK THIS BOARD FOR THE ENTIRE EQUITY RESOLUTION POLICIES AND THE SUPPORT THAT WE'VE RECEIVED TO CONTINUE TO TACKLE THIS EXTREMELY CHALLENGING, DIFFICULT, AND EMOTIONAL ISSUE.
IT'S VERY HARD FOR ME TO SIT HERE AS WE LOOK AT THE DATA.
I WANT TO THANK OUR TEAM BECAUSE THEY DO WORK.
BOTH THAT ARE PHYSICALLY PRESENT HERE AND THAT ARE AT EVERY ONE OF OUR SCHOOLS EVERY SINGLE DAY.
I DON'T WANT TO LOSE TRACK OF THE FACT THAT ALL OF OUR PEOPLE, FROM CUSTODIANS TO COUNSELORS, THEY ARE FOCUSED ON CLOSING THE GAPS BETWEEN ALL OF OUR STUDENT GROUPS.
KNOWING FULL WELL THAT OUR AFRICAN-AMERICAN STUDENTS IN OUR EMERGENT BILINGUALS CONTINUE TO BE AT THE BOTTOM OF STUDENT ACADEMIC OUTCOMES.
IT IS REALLY HARD WHEN THEY SHOW UP EVERY DAY TO DO THEIR VERY BEST WORK AS THIS TEAM THAT IS IN FRONT OF YOU SHOW UP EVERY DAY DO THEIR VERY BEST WORK.
[01:40:03]
WE SEE THAT THE PROGRESS THAT IS MADE IS SLOW.IT'S HARD, THESE BRUTAL FACTS ARE HARD.
I WANT TO COMMEND OUR TEAM FOR STILL BRINGING FORTH THE DATA AND NOT HIDING WHAT THE DATA SAY.
THEY KNOW THAT THIS BOARD THAT IS DEDICATED TO THESE GOALS IS GOING TO ASK US THE DIFFICULT QUESTIONS.
THEY CONTINUE TO MAKE SURE THAT WE DO HAVE TO FACE THOSE BRUTAL FACTS.
I APOLOGIZE TO MY TEAM AND TO THIS BOARD FOR ACTUALLY NOT BRINGING ALL OF THESE THINGS TOGETHER.
IF YOU'LL GO TO THE NEXT SLIDE FOR ME FOR JUST A MOMENT, ONE MORE, THE ONE THAT SHOWED ONE MORE, MAYBE.
THE ONE WITH THE ELEMENTARY, THOSE.
THESE ARE PROCESS MEASURES TO SOME EXTENT TO ENSURE THAT AFRICAN-AMERICAN STUDENTS HAVE ACCESS TO THE BEST AND HIGHEST PERFORMING TEACHERS THAT ARE EMERGENT BILINGUALS HAVE ACCESS TO THOSE TEACHERS.
ALL OF THESE THINGS ARE BEING MONITORED FOR ONE AND ONLY ONE PURPOSE.
BECAUSE INDIVIDUALLY WE MAY NOT MEET A TARGET ON ONE OF THESE.
BUT THAT'S NOT THE TARGET THAT'S ACTUALLY ULTIMATELY IMPORTANT.
IT'S HOW ALL OF THESE INTERACT FOR THE PURPOSES OF GETTING BACK TO MEETING THIS GOAL.
I HAVE NOT DONE AN EFFECTIVE JOB OF ENSURING THAT WE'VE CONNECTED THIS, FOR INSTANCE, TO THE ULTIMATE GOAL THAT THIRD GRADE AFRICAN-AMERICAN STUDENTS, AS WELL AS ALL STUDENTS, SHOULD BE AT A MINIMUM OF REACHING THE MEETS AND ABOVE, WAY BEYOND WHERE WE ARE RIGHT NOW.
LET ME BE SPECIFIC AND REFERENCE GOAL TO STUDENT ACHIEVEMENT ON THIRD GRADE STATE ASSESSMENT AND READING AT THE MEETS PERFORMANCE LEVEL OR ABOVE WILL INCREASE.
WE'VE GOT TO HIT THAT 56% AND WE NEED TO HIT IT BEFORE 2025.
WHEN WE GO TO OUR GOAL PROGRESS MEASURES [INAUDIBLE] NOT JUST OVERALL STUDENTS, BUT THAT'S SPECIFICALLY TALKS ABOUT GPM 2.2 AFRICAN-AMERICAN STUDENTS THAT WE HIT THOSE GOALS AND WE NEED TO HIT THEM SOONER RATHER THAN LATER.
THE REASON WE DO THIS IS BECAUSE AS WE'VE WORKED WITH ERS AND OTHER EQUITY AREAS, THEY SAY THESE ARE THE THINGS THAT ARE GOING TO GIVE YOU ROI.
THEY AREN'T GOING TO GIVE YOU THAT INVESTMENT IF YOU PUT MORE MONEY IN ENSURING THAT TEACHERS HAVE EVERYTHING THEY NEED TO BE PROFICIENT AND ABOVE, THAT WE WILL GET THE RETURN ON INVESTMENT AND THAT WHEN WE DO FOCUS ON EARLY LEARNING, AS WAS DESCRIBED BY SEVERAL TRUSTEES, THAT WE WILL GET THAT RETURN ON INVESTMENT.
I THINK WE WILL MOVE FORWARD FROM THIS POINT ON ENSURING THAT WE'RE SHOWING THE INTERWEAVING OF THESE.
THESE ARE THREADS THAT ULTIMATELY CONNECT TO THE OVERALL GOAL.
THAT'S REALLY WHAT THIS IS INTENDED IS FOR US TO THEN BE ABLE TO COME BACK TO YOU AND SAY THIS ONE REALLY IS THE ONE THAT'S GIVING US MORE OF THAT BANG FOR OUR BUCK.
BUT WE DO KNOW AS I CLOSE, WHAT IS GOING TO MAKE A DIFFERENCE? WE DO KNOW WHAT THAT RETURN ON INVESTMENT IS.
ON GRADE LEVEL SCAFFOLDED CURRICULUM THAT IS RELEVANT TO OUR STUDENTS, CULTURALLY RELEVANT AND RELEVANT TO WHAT THEIR INTERESTS ARE.
INVESTING IN THE CURRICULUM, TAKING AWAY THINGS OFF OF OUR TEACHERS PLATES SO THAT THEY CAN FOCUS ON THE DELIVERY OF INSTRUCTION AND A FOCUS EARLY ON.
WHAT YOU WILL SEE IN OUR BUDGET IS YOU'RE GOING TO SEE THAT A SECOND AND THIRD GRADE AREAS ARE COMPLETELY NEW AREAS OF FOCUS WHERE WE ARE INVESTING MORE DOLLARS TO ENSURE THAT THE CLASS SIZES ARE SMALL, THAT THERE ARE NO MIXED GRADE LEVELS, THAT WE AREN'T MIXING LANGUAGES.
THEN WE PUT OUR HIGHEST TEACHERS AT THOSE GRADE LEVELS THAT WE SPECIFICALLY LOOK AND LIST WHERE OUR AFRICAN-AMERICAN STUDENTS ARE AND EMERGENT BILINGUALS AND THAT THOSE AREAS ALSO HAVE DEMO TEACHERS AND READING INTERVENTIONISTS.
WE'RE GOING TO TAKE ALL OF THAT INFORMATION AND WE'RE GOING TO BE ABLE TO DEMONSTRATE THAT WE TRULY CAN HAVE THE OUTCOMES THAT WE KNOW ALL STUDENTS CAN.
THOSE WILL BE REFLECTED IN THE BUDGET AND I NEED TO DO A BETTER JOB OF DRAWING THOSE OUT RATHER THAN SAYING THAT WE HAVEN'T COLLECTED THAT.
OUR SPREADSHEET IS STILL IN A WORK IN PROGRESS AND PART OF THAT IS THE LAST PIECE IS I JUST WANT TO MAKE SURE EVERYBODY RECOGNIZES THAT WE ACTUALLY DON'T HAVE
[01:45:01]
DATA ON SOME OF OUR STUDENTS FROM OUR STATE ASSESSMENT.BECAUSE THE TEXAS EDUCATION AGENCY HAS GIVEN US STUDENT INFORMATION RIGHT NOW THAT SAYS STUDENTS ARE EITHER LIKELY TO PASS, UNLIKELY TO PASS, OR THEY ARE IN THE ZONE OF UNCERTAINTY.
THAT IS AN ACTUAL, I'M NOT MAKING THIS UP.
I HAVE A ZONE OF UNCERTAINTY TO TELL YOU WHAT SPECIFICALLY AND WHERE OUR STUDENTS ARE.
BY LAW, WE'RE SUPPOSED TO RECEIVE THOSE INDIVIDUAL STUDENT DATA BY THE 21ST DAY AFTER THE ASSESSMENT IS GIVEN.
WE'RE REALLY STRUGGLING WITH HOW TO EVEN COMMUNICATE TO OUR PARENTS WHO WANT TO KNOW HOW THEIR STUDENTS HAVE DONE.
IN SOME AREAS WERE NOT ABLE TO PROVIDE THAT INFORMATION BECAUSE THAT INFORMATION HASN'T BEEN PROVIDED TO US.
THAT'S NOT JUST DALLAS ISD, OBVIOUSLY, THAT'S ACROSS THE STATE.
BUT THAT WAS NOT SOMETHING WE WERE EXPECTING.
NOBODY TOLD US THAT WE WOULD HAVE SCORES THAT WOULD BE LIKELY TO PASS, UNLIKELY TO PASS, AND A ZONE OF UNCERTAINTY.
WHAT DOES THAT MEAN? THAT MEANS STUDENTS ALREADY TOOK THE TEST, BUT SOMEONE HASN'T DECIDED WHAT THE PASSING SCORE IS. THANK YOU.
>> LET'S DO ON YOUR OWN THE NEXT TOPIC.
>> NOW WE'LL GO TO OUR DISPARITY STUDY.
WE'LL EXTEND THE DISPARITY STUDY AS WELL, GO TO ANOTHER AREA.
THANK YOU, TRUSTEE JOHNSON FOR THAT.
WE HAVE OUR ROCKSTAR TEAM COMING FORWARD.
DR. LEAR WILL BE SETTING THIS UP.
SHE'S BEEN INVESTED ALONG WITH DEPUTY CHIEF LESLEY WILLIAMS, MS. PARTEE.
WE'LL ALSO HAVE SOMEONE THAT WILL BE JOINING US AND WE ALSO HAVE OUR OTHER TEAM MEMBER, MS. PARTEE MAKE SURE THAT'S ALL RIGHT.
>> MR. WILTON MUNNINGS WILL BE JOINING US AS WELL.
>> GOOD AFTERNOON. FIRST OF ALL, I WANT TO THANK YOU, ELIZALDE AND TRUSTEES FOR GIVING US THE OPPORTUNITY TO PRESENT THE AVAILABILITY AND DISPARITY STUDY, REPORT AND RECOMMENDATIONS.
WE'RE GOING TO MOVE STRAIGHT INTO IT AND AT THIS TIME, I'M GOING TO ASK MS. PATTY TO INTRODUCE OUR PRESENTER.
>> THANK YOU, MR. WILLIAMS. GOOD AFTERNOON, BOARD.
I WOULD LIKE TO PRESENT AND INTRODUCE OUR AVAILABILITY IN DISPARITY STUDY CONSULTANT, DR. ELEANOR RAMSEY, HER FIRM HAS BEEN ESTABLISHED IN 1978.
THEY HAVE PERFORMED 151 STUDIES SINCE 1990 ON A NATIONAL LEVEL.
SHE IS THE OWNER AND CEO OF MASON TILLMAN ASSOCIATES.
ALSO, SHE IS A FEDERAL COURT CERTIFIED DISPARITY STUDY EXPERT WITNESS.
IN ADDITION TO THAT, SHE SUB CONSULTED WITH VARIOUS LOCAL, CERTIFIED, MINORITY, AND WOMEN-OWNED COMPANIES THAT ARE EXPERTS IN THEIR PARTICULAR AREAS OF ENDEAVORS.
THEY ARE ALSO DIVERSE AS WELL.
MR. MORTON BURRELL WITH THE BURRELL GROUP.
MR. ADRIAN REYES WITH REYES CONSULTANT.
ATTORNEY KEVIN WIGGINS WITH WHITE AND WIGGINS LLP, AND MS. ANDREA THOMAS WITH NATIONAL SEARCH RESEARCH.
AGAIN, THANK YOU, DR. RAMSEY FOR JOINING US.
I WILL TURN THE PRESENTATION OVER TO YOU.
WE APPRECIATE THIS OPPORTUNITY TO SHARE WITH YOU THE WORK THAT WE HAVE DONE OVER THESE MONTHS FOR THE DALLAS ISD, AND WE'RE VERY PROUD OF THE WORK THAT WE HAVE BEEN ABLE TO DO AND THE TEAM THAT WE HAVE WORKED WITH.
BUT WE'RE GOING TO UPLOAD OUR POWERPOINT AT THIS POINT.
WHAT HAPPENED YOU NEED PERMISSION? CAN WE HAVE PERMISSION TO UPLOAD TO CONTROL THE POWERPOINT, PLEASE?
>> DR. RAMSEY, I CAN ALSO ADVANCE YOUR SLIDES AS WELL. I'M NOT SURE IF YOU ARE SEEING.
[01:50:03]
>> I'M SORRY. I DID NOT MEAN THAT WE NEED PERMISSION TO UPLOAD TO PRESENT OUR POWERPOINT.
>> DR. RAMSEY, I CAN ADVANCE YOUR SLIDES AS WELL.
WE HAVE THEM HERE FOR EVERYONE TO VIEW.
IF YOU CAN SEE THEM AS WELL, I CAN JUST ADVANCE THEM ON YOUR BEHALF.
>> BUT YOU CANNOT GIVE ME PERMISSION TO SHARE SCREEN.
WHAT ARE WE? HOST DISABLED PRESENTATION.
CAN WE GET PERMISSION AT ALL MRS. PATTY?
>> DR. RAMSEY, WE HAVE THE SLIDES HERE.
>> CAN YOU SEE THE SLIDE DECK, DR. RAMSEY?
>> IS THERE A TECHNICAL ISSUE WHILE WE CAN OR?
>> DELLISA CAN YOU SHARE THE SLIDES?
>> GIVE US ONE MOMENT. I THINK WE'RE HAVING A SMALL TECHNICAL CHALLENGE.
>> DR. RAMSEY, IF YOU CAN HEAR ME, I HAVE ANOTHER SUGGESTION.
IF YOU HAVE HARD COPIES OF THE SLIDE DECK, YOU CAN PREFER TO THOSE AND I'LL BE ABLE TO FOLLOW ALONG AND ADVANCE THE SLIDES HERE VIRTUALLY.
MY APOLOGIES FOR THE TECHNICAL DIFFICULTIES.
>> I DO HAVE HARD COPIES AND I WILL PROCEED ACCORDINGLY. THANK YOU VERY MUCH.
ONE I WANT TO THANK EVERYONE ON THE DALLAS ISD TEAM FOR AFFORDING US THIS OPPORTUNITY TO PERFORM A STUDY WHICH IS AS IMPORTANT AS IT IS TO BE ABLE TO UNDERSTAND WHAT YOUR DISTRICT IS DOING AS IT RELATES TO THE USE OF MINORITIES AND WOMEN ON YOUR PROFESSIONAL SERVICE CONTRACTS, YOUR CONSTRUCTION CONTRACTS, AND THE PROCUREMENT OF GOODS AND SERVICES.
THE TEAM MRS. PATTY HAS DESCRIBED, AND SHE HAS DESCRIBED BOTH OUR EXPERIENCE AND THE EXPERIENCE OF OUR LOCAL SUB-CONSULTANTS AND I WAS VERY PROUD OF THE TEAM OF GLOBAL SUB-CONSULTANTS THAT WE HAVE BEEN ABLE TO ASSEMBLE TO DO THIS STUDY BECAUSE THEY ARE VERY KNOWLEDGEABLE AND HAVE WORKED WITH US ON OTHER DISPARITIES STUDIES.
THEY SUPPORTED US TO HAVE THE PRESENCE OF PERSONS WHO UNDERSTAND THE DISTRICT AND UNDERSTAND THE DALLAS METRO BOOKS AS WELL.
OUR STUDY PARAMETERS ARE RELATE TO BOTH ITS PURPOSE, WHICH IS TO DETERMINE IF M/ WBES WERE UNDERUTILIZED AT A STATISTICALLY SIGNIFICANT LEVEL.
IN THE AWARD OF DALLAS, ISD IS PRIME CONTRACTS AND SUBCONTRACTS DURING THE STUDY PERIOD AND THE PERIOD IN WHICH WE STUDIED YOUR PRIME CONTRACTS WAS JULY 1, 2014 TO JUNE 30, 2019, WHICH MEANT THAT WE COMPILED AND ANALYZED ALL PRIME CONTRACTS IN THE THREE INDUSTRIES DURING THAT FIVE-YEAR PERIOD.
ADDITIONALLY, WE STUDIED SUBCONTRACTS.
A SUBCONTRACTS HAD CHALLENGES IN COMPILING THOSE AND THEREFORE WE HAD TO EXTEND THE STUDY YEARS IN ORDER TO BRING IN MORE SUB PRIME CONTRACTS FOR WHICH WE COULD ACTUALLY DEFINE THE SUBCONTRACTORS THAT WERE USED.
YOUR ETHNIC GROUPS WHICH WERE STUDIED IN THIS STUDY AND STUDIED ACROSS THE NATION ARE AFRICAN AMERICANS, ASIAN-PACIFIC AMERICANS, AND ASIAN INDIAN-AMERICAN.
WE STUDIED THOSE AS TWO SEPARATE GROUPS.
HISPANIC AMERICANS, NATIVE AMERICANS, CAUCASIAN FEMALES, AND NON-MINORITY MALES.
[01:55:01]
THE TERM NON-MINORITY MALES IS USED TO REPRESENT THE FACT THAT THERE ARE BUSINESSES THAT ARE OWNED BY CAUCASIAN MALES.THERE'S SOME BUSINESSES THAT ARE EMPLOYEE OWNED AND SOME THAT ARE CORPORATIONS.
ALL OF THOSE GROUPS ARE NON-MINORITY MALE BUSINESS OWNED.
THAT IS THE CATEGORY AND A TOPIC THAT WE USED IN OUR REPORT.
AS I NOTED, WE STUDIED THE THREE INDUSTRIES THAT PROFESSIONAL SERVICES INCLUDED, ARCHITECTURAL AND ENGINEERING.
THIS WORK IS DONE IN COMPLIANCE WITH THE LEGAL STANDARD THAT THE US SUPREME COURT ESTABLISHED IN 1989 WHEN IT ISSUED A DECISION ON THE CHALLENGE TO THE CITY OF RICHMOND MBE PROGRAM AND THAT CASE, CITY OF RICHMOND VERSES J.A.
CROSON IT CHANGED THE LANDSCAPE BY WHICH YOU, AS A LOCAL GOVERNMENT CAN ESTABLISH PROGRAMS THAT ARE BASED ON RACE.
IT'S NOTABLE IN THAT DECISION, THE COURT WAS NOT ASKED TO ADDRESS A WBD OR WOMAN BUSINESS ENTERPRISE PROGRAM BECAUSE THE CITY OF RICHMOND ONLY HAD A MINORITY BUSINESS PROGRAM.
THIS LEGAL STANDARD NOW FOR ANY PROGRAM THAT'S BASED ON RACE REQUIRES A COMPELLING INTERESTS AND A STRONG BASIS IN EVIDENCE, WHICH IS DEMONSTRATED BY THE PRESENCE OF A STATISTICALLY SIGNIFICANT DISPARITY.
IN THE CASE OF WOMEN, THEY STANDARD REMAINED AS IT WAS PRIOR TO CROSON, AND THEREFORE IT'S AN INTERMEDIATE SCRUTINY AND YOU ONLY NEED TO SHOW THAT THERE'S A DISPARITY, BUT THERE IS AN UNDER-UTILIZATION WOMEN THAT ARE AVAILABLE IN YOUR MARKETPLACE, BUT THAT UNDER UTILIZATION DOES NOT HAVE TO BE A TESTED TO SEE IF IT WAS DUE TO OTHER THAN CHANCE.
IT'S A DIFFERENT STANDARD FOR WOMEN.
IN OUR STUDY, WE HAVE SUBJECT WOMEN TO A STATISTICAL TEST, WHICH WOULD BE THE HIGHEST LEGAL STANDARD.
BUT RECOMMENDATIONS ARE BASED ON THE INTERMEDIATE STANDARD OR SIMPLY THE PRESENCE OF A DISPARITY.
THE COURT ALSO SAID THAT ANY RECOMMENDATIONS THAT INVOLVE RACE AS A RESULT OF THE STATISTICAL ANALYSIS, HAVE TO BE NARROWLY TAILORED AND ONLY INCLUDE THOSE GROUPS AND THE INDUSTRIES WHERE THERE WAS A DOCUMENTATION FOR MINORITIES OF A STATISTICALLY SIGNIFICANT UNDERUTILIZATION.
THAT ANECDOTAL EVIDENCE SHOULD BE USED, BUT USED ONLY TO GIVE MEANING TO THE NUMBERS.
THE SUPREME COURT JUSTICE O'CONNOR SAID IN HER COMMENTS THAT IT GIVES MEANING TO THE BONES WHICH ARE THE STATISTICS.
ON THE BASIS OF THAT, YOU WANT TO KNOW WHAT CONDITIONS OCCURRED IN THE PROCUREMENT ENVIRONMENT THAT RESULTED IN A FINDING OF STATISTICAL DISPARITY.
THE ANECDOTAL IS A VERY IMPORTANT TOOL FOR UNDERSTANDING PRACTICES.
IN TURN THE KNOWLEDGE OF THOSE PRACTICES CAN GIVE YOU BASIS FOR MAKING CHANGES IN THE WAY YOU UNDERGO YOUR PROCUREMENT PROCESS.
JUST TO TALK THEN ABOUT IN THE STATISTICAL ANALYSIS THAT WE DID, AN ANALYSIS OF FORMAL AND INFORMAL PRIME CONTRACTS AND THE SUBCONTRACTS AWARDED BY THOSE SUB-PRIME CONTRACTORS.
ON THE AVAILABILITY, WHICH IS THE OTHER PART TO POUNCE TO THE ANALYSIS, WE'RE BASICALLY ASSESSING WHETHER THIS PARITY, WHETHER THE AVAILABLE BUSINESSES ARE USED AT THE LEVEL THAT THEY ARE PRESENT IN THE MARKETPLACE.
THE AVAILABILITY WOULD BE FOR MINORITY WOMEN, NON-MINORITY CONTRACTORS THAT WERE BASED IN THE DALLAS ISD SERVICE AREA AND WERE WILLING AND ABLE TO PERFORM THE DISTRICT'S CONTRACTS.
THE DEFINITION OF WILLING AND ABLE IS VERY LOOSELY DEFINED IN THE POSTING DECISION.
THERE HAVE BEEN SUBSEQUENT CASES THAT HAVE ATTEMPTED TO GIVE DEFINITION TO THE CONCEPT OF ABLE.
WILLING IS A FAIRLY OBVIOUS ASSESSMENT THAT CAN BE MADE TO FIND OUT, DOES THE BUSINESS WANT TO DO BUSINESS WITH THE DISTRICT? THOSE DEFINITIONS CAN BE ACHIEVED BY LOOKING AT WHETHER THEY WERE CERTIFIED, WHETHER THEY BID.
THEN FOR BUSINESSES THAT WE IDENTIFIED FROM SOURCES OTHER THAN A GOVERNMENT SOURCE, WE HAD TO ESTABLISH BY COMMUNICATING WITH THE BUSINESS THAT THEY IN
[02:00:04]
FACT WERE WILLING TO PERFORM CONTRACTING WITH THE DISTRICT.THEN THE ABLE QUESTION EVOLVES A LITTLE MORE COMPLICATED, A NEED TO DETERMINE WHAT MIGHT BE A MEASURE OF THE ABILITY.
ONE WAY OF LOOKING AT THE ABLE COMPONENT IS TO DETERMINE WHAT SIZE CONTRACTS THAT'S THE ENTITY AWARD.
WHAT'S THE AVERAGE CONTRACT? YOU FIND THE MEDIAN CONTRACT AND THAT WILL ESTABLISH WHAT YOU NEED TO DO TO BE SUCCESSFUL IN HAVING THE ABILITY TO PERFORM THE MAJORITY OF THE CONTRACTS.
WE DID THAT. WE ALSO IDENTIFY THOSE CONTRACTS THAT WOULD BE DEFINED AS OUTLIERS.
THE VERY LARGE CONTRACTS FOR WHICH ONLY FEW BUSINESSES COULD PERFORM.
CONSEQUENTLY, WE DEFINED YOUR FORMAL CONTRACTS WITH AN UPPER LIMIT SET BY THE REMOVAL OF THE OUTLIERS.
WE DID THAT TO ENSURE THAT WHEN WE MADE THE DECISION TO THE PROCESS OF ASSESSING THE DISPARITY THAT THE ISSUE OF ABLE WOULD NOT BE IN QUESTION BECAUSE THE CONTRACTS WOULD REPRESENT THOSE THAT THE MAJORITY OF THE BUSINESSES COULD PERFORM, AND IT WOULD ALSO HAVE REMOVED THE OUTLIERS WHERE VERY FEW BUSINESSES COULD PERFORM.
WE DID OUR STATISTICAL TESTS ON A MORE LIMITED SET OF YOUR FORMAL CONTRACTS.
THEN AS I NOTED, THE ANECDOTAL ARE THOSE PERCEPTIONS COLLECTED FROM BUSINESSES, BOTH ONE-ON-ONE INTERVIEWS, AND WE HAD SEVERAL VERY SUCCESSFUL COMMUNITY MEETINGS.
CREDIT TO THE STAFF, THE MBE OFFERS, BECAUSE WE HAD MORE BUSINESSES ATTEND OUR COMMUNITY MEETINGS, WHICH WERE HELD VIRTUALLY DURING THE PANDEMIC THAN WE HAVE HAD IN MANY YEARS.
I WOULD CHOOSE A TESTAMENT TO THE STRENGTH AND INFLUENCE OF THE M/WBE OFFICE WITHIN THE REGION.
WE WERE VERY PROUD OF THAT SUCCESS AND THAT GAVE US ACCESS TO A LOT OF BUSINESSES, SEVERAL HUNDRED BUSINESSES IN FACT.
IT INCREASED THOSE BUSINESSES THAT WISH TO BE INTERVIEWED.
WE HAD A VERY SUCCESSFUL OUTREACH, VERY SUCCESSFUL PROCESS OF COLLECTING ANECDOTAL COUNTS.
THEREFORE BRINGING TO YOU AND OUR RECOMMENDATIONS THOSE VIEWS OF BUSINESSES THAT WE THINK CAN ADVANCE, THE ACHIEVEMENT OF PARITY IN CONTRACTING.
THE DISPARITY ANALYSIS SIMPLY DID AN ASSESSMENT OF WHETHER THERE WAS A PARITY.
IF YOU LOOK AT THE STATISTICAL TESTS OF DISPARITY, IT'S A FAIRLY STRAIGHTFORWARD SET OF STANDARDS THAT THE COURT HAS ASKED TO BE USED.
YOU HAVE TO FIRST DETERMINE THE ACTUAL DOLLARS SPENT, WHICH IS CALLED THE UTILIZATION.
THEN THAT'S DIVIDED BY THE EXPECTED DOLLARS.
IF INDEED THERE IS PARITY, WHICH WOULD BE WHEN THE USE IS EQUAL TO THE AVAILABILITY, THEN YOUR SITUATION IS SUCH THAT THERE'S NO NEED FOR FURTHER ACTION AND YOU WILL HAVE ACHIEVED THE EQUITY THAT THE COURT SAID SHOULD EXIST BECAUSE IT IS AND CLEARLY SET FORTH IN PERSON THAT ANY STATISTICALLY SIGNIFICANT UNDERUTILIZATION IS EVIDENCED OF DISCRIMINATION.
IT'S AN OBLIGATION THAT THE GOVERNMENT ENTITY HAS TO TAKE ACTION TO ELIMINATE ANY DOCUMENTED DISCRIMINATION.
OUR DISPARITY RATIO, IF ONE, THEN THERE'S NO FURTHER ACTION.
IF IT IS OVERUTILIZED, THERE IS NO ACTION TO BE TAKEN.
IF THERE IS INSUBSTANTIAL UNDERUTILIZATION, THAT MEANS IT'S UNDERUTILIZED BUT NOT STATISTICALLY SIGNIFICANT, THEN THERE'S NO REASON A BASIS FOR HAVING MBE GOALS.
HOWEVER, WHEN YOU APPLY IF PARITY NO GOALS, IF SUBSTANTIAL UNDERUTILIZATION FOR WOMEN, YOU CAN HAVE WBE GOALS.
IF YOU HAVE SUBSTANTIAL UNDERUTILIZATION FOR MBES WHICH WHEN APPLYING THE STATISTICAL TESTS OF SIGNIFICANCE SHOWS STATISTICAL SIGNIFICANCE, THEN YOU HAVE THE LEGAL BASIS FOR HAVING GOALS.
AS NOTED EARLIER THOUGH, THOSE GOALS MUST BE NARROWLY TAILORED AND ONLY APPLY TO THOSE ETHNIC GROUPS AND GENDER WHERE THERE HAS BEEN EVIDENCE OF STATISTICAL DISPARITY.
THUS NO STATISTICAL SIGNIFICANCE, NO BASIS FOR M/WBE GOALS.
IF WE JUST TAKE A BRIEF LOOK AT OUR FINDINGS THAT WE HAVE
[02:05:07]
ON CALCULATING THE DOLLARS THAT WOULD HAVE BEEN RECEIVED BY THE VARIOUS ETHNIC GROUPS AND WOMEN HAD THERE BEEN EQUITY, YOU CAN SEE HERE THAT THERE ARE DOLLARS THAT EFFECTIVELY WERE LOST TO THAT COMMUNITY.THE LOSS TO THE MINORITY BUSINESS AND WOMEN BUSINESS COMMUNITY IS A GAIN, THAT EXCEEDS THE AVAILABILITY OF WHITE MALES AND THEREFORE EXCEEDS THE DOLLARS THAT THEY SHOULD HAVE RECEIVED.
TAKE THE NEXT SLIDE PLEASE ANNIE.
BYPASS THIS AND COME BACK LATER.
THE NEXT SLIDE ILLUSTRATES FOR YOU BY ETHNIC GROUP, THE DOLLARS THAT THE MINORITIES SHOULD HAVE RECEIVED.
GO FORWARD, WE WANT TO LOOK AT THE SLIDE WITH THE BAR CHART, PLEASE.
THE FIRST COLUMN IS THE ETHNIC GROUP.
IN THE MIDDLE SECTION, WE SEPARATE THE WOMEN FROM THE MEN FOR EACH OF THE GROUPS TO GIVE YOU A BETTER ILLUSTRATION.
THEN THE LAST GROUP, WE COMBINE ALL OF THE FEMALES INTO ONE GROUP CALLED WOMEN BUSINESS, AND ALL OF THE MINORITIES IN ONE.
NOW, THAT WOULD NOT ALLOW YOU FOR NARROW TAILORING.
BUT OUR FIRST GROUP AND THE SECOND GROUP ALLOW YOU TO HAVE NARROW TAILORED FINE RECOMMENDATIONS.
COLUMN 2 ARE THE ACTUAL DOLLARS THAT WERE RECEIVED BY EACH OF THESE ETHNIC GROUPS.
THAT REPRESENTS THE PERCENT THOSE DOLLARS ARE OF THE WHOLE.
THE TOTAL, THE 2% IS 2% OF THE WHOLE FOR AFRICAN-AMERICANS.
THEN WE HAVE THE AVAILABILITY NUMBER.
THIS IS THE NUMBER OF BUSINESSES IN YOUR SERVICE AREA THAT ARE OWNED BY AFRICAN-AMERICANS WHO ARE WILLING AND ABLE TO PERFORM YOUR CONTRACTS.
THE FIFTH COLUMN IS THE PERCENT OF DOLLARS THAT THEY SHOULD HAVE RECEIVED.
THAT'S, 20% OF THE TOTAL DOLLARS IS WHAT THEY SHOULD HAVE RECEIVED.
THEN THE NEXT COLUMN GIVES YOU DOLLARS LOSS.
THOSE ARE DOLLARS THAT THEY DID NOT RECEIVE EFFECTIVELY.
THAT ETHNIC GROUP LOST THOSE DOLLARS AS A COMMUNITY BECAUSE THE CONTRACTING WAS NOT EQUITABLE IN THE MANNER IN WHICH IT WAS AWARDED.
I NOTED TOO EARLIER THAT WE SET A THRESHOLD ON THESE CONTRACTS THAT WE DID NOT ANALYZE ALL OF YOUR CONSTRUCTION CONTRACTS.
BUT THEY WERE LIMITED TO 9,150,000 OF WHAT THE THRESHOLD SET BASED ON REMOVING THE OUTLIER.
WITH THIS FINDING, WE HAVE SUBJECTED THE ANALYSIS TO A TEST OF STATISTICAL SIGNIFICANCE, WHICH IS THE P-VALUE.
WE TOOK THE DISPARITY RATIO LESS THAN ONE, YOU APPLY A TEST, AND YOU CAN SEE BY THOSE 0.05 OF THAT, THOSE ARE THE GROUPS THAT HAD A STATISTICALLY SIGNIFICANT DISPARITY IN THEIR UNDERUTILIZATION.
THE NON-MINORITY MALES HAD LESS THAN EXPECTED IN CONSTRUCTION, BUT THAT IS NOT SUBJECT TO THE STATISTICAL TESTS.
THE TEST APPLIES ONLY TO MINORITIES ON THE STATISTICAL TESTS, THE DISPARITY RATIO APPLIES ONLY TO WOMEN.
WE'RE TESTING WHETHER ETHNIC GROUPS AND FEMALES WERE UNDERUTILIZED.
IF SO, WAS IT AT A STATISTICALLY SIGNIFICANT LEVEL? THAT'S THE DIRECTION THAT THE COURT HAS GIVEN US.
THAT'S WHAT IS BEING ANALYZED IN THIS STUDY.
WE GO NEXT TO THE PROFESSIONAL SERVICES.
AT THE PRIME LEVEL, AGAIN, WE SET A CAP ON OUR PRIME CONTRACTS BASED ON THE ANALYSIS THAT IDENTIFIED THOSE OUTLIERS.
WITHIN THIS GROUP YOU CAN SEE ONCE AGAIN, THE ETHNIC GROUP IS ON COLUMN 1, THE ACTUAL DOLLAR RECEIVE COLUMN 2, AND THE PERCENT THAT REPRESENTS OF ALL OF THE DOLLARS THAT WERE AWARDED.
THEN YOU SEE THE AVAILABILITY NUMBER OF THE PERCENT OF EACH ETHNIC GROUPS PRESENCE IN THE MARKET AREA.
THEN THE LAST COLUMN INDICATES WHETHER THE UNDER-UTILIZATION WAS STATISTICALLY SIGNIFICANT.
FOR PROFESSIONAL SERVICES, FORMAL AFRICAN AMERICANS
[02:10:02]
AND ASIAN INDIANS WERE UNDERUTILIZED AT A SIGNIFICANT LEVEL, AS WERE FEMALE BUSINESS OWNERS OF A PROFESSIONAL SERVICES FIRM.THE NEXT IS THE GOODS AND SERVICES.
THE SAME PRINCIPLE IS APPLYING HERE.
IN THIS INSTANCE, YOU SEE IN THE LAST COLUMN THAT AFRICAN-AMERICANS WERE UNDERUTILIZED AT A STATISTICALLY SIGNIFICANT LEVEL.
HISPANICS AND NATIVE AMERICANS AND CAUCASIAN FEMALES WERE UNDERUTILIZED AT A STATISTICAL SIGNIFICANCE LEVEL.
WE ALSO, AS I NOTED EARLIER, STUDIED CONSTRUCTION SUBCONTRACTS AND PROFESSIONAL SERVICE SUBCONTRACTS.
THIS EFFORT WAS A QUIET, GREAT DEAL OF RIGOR BECAUSE THE COMPILATION, TRACKING AND COMPILING OF SUBCONTRACTOR RECORDS WAS VERY THOROUGH FOR THE MINORITY BUSINESS OWNERS AND THE WOMEN BUSINESS OWNERS.
THAT INFORMATION WAS NOT CONSISTENTLY PROVIDED BY THE PRIMES FOR THEIR NON-MINORITY MALE SUBCONTRACTORS.
GREAT EFFORT WAS MADE TO RECONSTRUCT THAT INFORMATION BY WORKING DIRECTLY WITH THE PRIMES, BY GOING TO PROJECT MANAGERS AND SCOURING THE SOURCES TO FIND AS COMPLETE AS POSSIBLE SUBCONTRACTORS THAT PERFORMED WORK DURING THAT PERIOD.
YOU CAN SEE FROM THE P VALUE ON THIS SLIDE, THE LAST COLUMN, THAT ALL OF THE GROUPS EXCEPT NATIVE AMERICANS AND FEMALES WERE UNDER UTILIZED.
NOW FEMALES WERE OVERUTILIZED AS WERE NATIVE AMERICANS FOR THE OTHER ETHNIC GROUPS HAD A STATISTICALLY SIGNIFICANT DISPARATE.
WHICH AGAIN MEANS THAT YOU ARE ABLE TO PROVIDE REMEDIES TO THOSE GROUPS BASED ON THE FACT THAT THEY HAD A STATISTICALLY SIGNIFICANT DISPARITY FOR THE ETHNIC GROUPS AND FOR WOMEN, ALL THEY NEEDED WAS TO BE UNDERUTILIZED.
PROFESSIONAL SERVICES SUBCONTRACTS WAS THE OTHER AREA THAT WE STUDIED.
WE DID NOT ATTEMPT TO DO GOODS AND SERVICES.
WE'VE FOUND OVER THE MANY STUDIES THAT WE HAVE DONE, IT'S JUST NOT POSSIBLE IF THESE WERE FEASIBLE TO RECONSTRUCT THE GOODS AND SERVICE ARENA BECAUSE OF THE PROCESS BY WHICH THESE GOODS OF PURCHASE, YOU GET A DELL COMPUTER, YOU DON'T KNOW WHO DID THE COMPONENT PARTS, YOU DON'T KNOW WHO PUT THE BOX, WHO DID THE SHIPPING, IT'S JUST UNLIKE PROFESSIONAL SERVICES AND CONSTRUCTION, IT'S NOT CONCEIVABLE THAT YOU CAN FIND AND RECONSTRUCT YOUR SUBCONTRACTORS.
IT IS LIMITED TO THESE TWO AREAS.
FOR PROFESSIONAL SERVICES, AGAIN, IF YOU LOOK AT THE LAST COLUMN, YOU SEE THAT AFRICAN AMERICANS AND HISPANIC AMERICANS WERE THE TWO GROUPS THAT HAD A STATISTICALLY SIGNIFICANT DISPARITY IN THEIR USE AS SUBCONTRACTORS ON PROFESSIONAL SERVICE CONTRACTS.
THE NEXT SLIDE, JUST TO PICK THOSE FINDINGS IN A WAY THAT'S MORE VISUAL.
BUT EFFECTIVELY, THIS IS THE OUTCOME THAT WE HAVE BASED ON THE STATISTICAL FINDINGS.
AT THE PRIME CONTRACT LEVEL, WE HAVE SOME OPTIONS FOR REMEDIES, AND IF WE GO TO THE NEXT SLIDE, WE'LL SEE THE DEPICTION OF THE GOODS AND SERVICES PRIME CONTRACTS.
WE'LL ALSO SEE ON THE RIGHT, THE SUBCONTRACTOR DISPARITY SUMMARY BASED ON THE CONSTRUCTION AND PROFESSIONAL SERVICES.
THAT IS WHAT WE FOUND IN OUR STATISTICAL ANALYSIS.
IT FORMS THE BASIS FOR THE RECOMMENDATIONS THAT WE ARE PROPOSED IN OUR DRAFT OF FINAL REPORT THAT WOULD PROVIDE YOU WITH, IF YOU GO TO THE NEXT SLIDE, PLEASE, OPTIONS FOR ADDRESSING THE DISPARITY THAT HAS BEEN DOCUMENTED IN THIS STUDY.
WE FEEL THAT YOU SHOULD HAVE AN APP, AN ANNUAL ASPIRATIONAL M/WBE GOALS, AND THOSE WOULD BE GOALS THAT YOU WOULD ASPIRE TO AND YOU WOULD BE ABLE TO ACHIEVE IF THE GOALS ON A CONTRACT BY CONTRACT BASIS WERE ACHIEVED OR EXCEEDED, YOU WOULD BE ABLE TO THEN FULFILL THIS ASPIRATIONAL GOAL, WHICH IS AN OVERALL GOAL FOR EACH INDUSTRY TO BE MET BY THE USE OF MINORITIES,
[02:15:03]
WHETHER THEY HAD A DISPARITY OR NOT.THE ANTICIPATION IS IN THE CLOSING DECISION THAT THE PARTICIPATION THAT WAS ACHIEVED WHEN IT WAS NOT DISPARITY WOULD CONTINUE OR INCREASE AND THE DISPARITY, THOSE INDUSTRIES AND ETHNIC GROUPS THAT HAD A DISPARITY, THAT THOSE GROUPS DISPARITY WOULD BE CORRECTED BECAUSE YOU WOULD INSTITUTE GOALS THAT ON THE SUBCONTRACTING LEVEL THAT WOULD PROMPT THAT AND SUPPORT RECTIFYING THE UNDER-UTILIZATION.
AT THE PRIME LEVEL, YOU HAVE OPTIONS ALSO TO INSTITUTE DISCOUNTS FOR BID PROJECTS AND TO HAVE EVALUATION POINTS FOR PROJECTS THAT ARE BASED ON QUALIFICATIONS SPACE.
THERE ARE STRATEGIES THAT CAN BE USED TO ADDRESS THE DOCUMENTED DISPARITY.
WE ARE PROPOSING THAT YOU SAID CONTRACT SPECIFIC GOALS AT THE PRIME CONTRACT LEVEL.
ON THE CONSTRUCTION SIDE, YOU WOULD HAVE BID DISCOUNTS THAT WOULD BE OFFERING.
PROFESSIONAL SERVICE SIDE, YOU WOULD HAVE EVALUATION POINTS.
AGAIN, THEY MUST BE NARROWLY TAILORED TO THESE GROUPS, AS NOTED, THAT HAD A DISPARITY.
AT SUBCONTRACTING, YOU WOULD ACTUALLY HAVE GOALS THAT WILL BE SET ON YOUR PRIME CONTRACT OR CONSTRUCTION CONTRACTS WOULD STIPULATE THAT THE PRIME CONTRACTOR WOULD HAVE TO MEET THE SPECIFIED GOAL TO BE ACHIEVED IN CORRECTING THE DISPARITY FOR EACH OF THE SPECIFIC ETHNIC GROUPS AND THAT THAT GOAL, THE PARTICIPATION WOULD BE REQUIRED AT THE TIME THE BID WAS SUBMITTED AND A CONTRACTOR WHO FAIL TO SUBMIT A BID WITH THE STIPULATED LEVEL OF PARTICIPATION WOULD BE FOUND NON-RESPONSIVE.
THAT OPTION WOULD BE PROVIDED FOR THE BIDDER TO PROVIDE A GOOD FAITH EFFORT IN THE EVENT THAT THEY DID NOT ACHIEVE THE GOAL.
BUT THAT GOOD FAITH EFFORT WOULD BE QUANTIFIED, RIGOROUSLY REVIEWED TO ENSURE THAT INDEED THAT OPPORTUNITY FOR SUBCONTRACTS AND COULD NOT BE ACHIEVED.
YOU WOULD HAVE TO, AS PROVIDED BY THE COURT, ACKNOWLEDGE THAT THERE ARE CIRCUMSTANCES UNDER WHICH IT MAY NOT BE POSSIBLE TO MEET THE GOAL, BUT THAT WOULD HAVE TO BE DOCUMENTED BY THE BIDDER AND IT WOULD BE REVIEWED BY THE DISTRICT TO ENSURE THAT THEIR BIDDER DID IN FACT MAKE A GOOD FAITH EFFORT BASED ON THE ENUMERATED IN THE EVALUATION CRITERIA.
THAT WOULD BE IN THE BID A SOLICITATION DOCUMENT.
ON THE PROFESSIONAL SERVICE SIDE, AGAIN, THEY WOULD ALSO BE GOALS THAT WOULD BE ESTABLISHED.
THOSE GOALS WOULD APPLY TO THE GROUPS THAT HAD A STATISTICALLY SIGNIFICANT DISPARITY.
THOSE ARE PROBLEMATIC CHANGES THAT WE THINK CAN EFFECTIVELY BRING ABOUT A CORRECTION OF THE UNDER-UTILIZATION.
IT'S IMPORTANT ALSO IN THE EVALUATION OF THE PROPOSALS AND THE BIDS AND LOOKING AT THE STATED OBJECTIVE OF ACHIEVING THE GOALS THAT ARE STIPULATED ON THE CONTRACT, THAT THE BUSINESSES LISTED TO PERFORM WORK ARE GOING TO IN FACT PERFORM COMMERCIALLY USEFUL FUNCTION.
IT IS IMPORTANT THAT YOU BUILD THE CAPACITY AND THE WAY TO DO THAT, IF YOU'RE LOOKING FOR AN ENGINEER THAT THE BUSINESS THAT ARE SELECTED TO DO ENGINEERING IS IN FACT LICENSED AND CAN PERFORM THE WORK.
IN TURN IN CONSTRUCTION, YOU WANT THE SAME THING.
HAVING VERIFICATION THAT THE BUSINESSES THAT ARE LISTED TO MEET THE GOALS ARE PERFORMING COMMERCIALLY USEFUL FUNCTION IS AN EXTRAORDINARILY IMPORTANT PART OF ENSURING THE INTEGRITY OF THE PROGRAM.
ONE OF THE REASONS THAT WE HAVE FOR OUR RECOMMENDATIONS, WHICH IF YOU GO FORWARD, PLEASE, THE RECOMMENDATIONS ARE GEARED TO ENSURING THAT THAT STANDARD IS MET AND ONE OF THE KEY RECOMMENDATIONS IS AUGMENTING THE STAFF IN THE M/WBE DEPARTMENT SO THERE WILL BE SUFFICIENT PERSONNEL TO VERIFY THAT INDEED, THE BUSINESSES LISTED TO PERFORM WORK ARE IN FACT PERFORMING IT AND THAT THE BUSINESSES PROPOSE HAVE THE CAPACITY AND THE SKILL
[02:20:03]
SET TO DO THE WORK THAT THEY ARE LISTED TO PERFORM.WE WANT TO ENSURE WITH GREAT URGENCY THE INTEGRITY OF THE PROGRAM AS IT GOES FORWARD WITH THE MORE DEFINED REQUIREMENTS.
WE ALSO THINK TO ACHIEVE THE COOPERATION AND PARTICIPATION OF ALL DEPARTMENTS BECAUSE THIS IS A DISTRICT-WIDE ENDEAVOR.
WHILE THE OFFICE, THE WBE DEPARTMENT HAS THE RESPONSIBILITY, IT IS FUNCTIONALLY THE KEY DEPARTMENT WITHIN THE DISTRICT.
ALL DEPARTMENTS AND ALL MANAGERS ARE REQUIRED TO PARTICIPATE BECAUSE THEY CAN SEE THINGS THAT OTHERS CANNOT.
THEY ALSO ARE IN A POSITION TO MAKE RECOMMENDATIONS FOR AWARD AND WANT TO ENSURE THAT THAT IS DONE WITH ALL OF THE INTEGRITY REQUIRED TO HAVE THE GOALS MET WHEN SO STATED ON A SOLICITATION.
THEREFORE, WE THINK THAT THE MBE OFFICES AUTHORITY SHOULD BE INDEPENDENT OF FINANCIAL SERVICES AND ITS DIRECTORS SHOULD BE ELEVATED TO AN EXECUTIVE DIRECTOR AND MANAGER TO DIRECTOR SO THAT THE PERSONNEL RESPONSIBLE FOR THIS IMPORTANT PART OF THE DISTRICT'S OPERATION HAVE THE AUTHORITY TO EXECUTE THE OBJECTIVES OF THIS PROGRAM AND FOR THOSE THAT YOU DEFINE AS GOING TO BE CHANGES AND AUGMENTATION TO THE EXISTING PROGRAM.
THAT WE THINK IS A CORE COMPONENTS OF ANY CHANGES THAT YOU MIGHT CONSIDER.
ALSO, WE FEEL THAT YOU WANT TO CONSIDER UNBUNDLING POLICY.
YOU HAVE SOME VERY LARGE CONTRACTS.
CONSTRUCTION MANAGER AT RISK IS ONE AREA WHERE YOU HAVE VERY LARGE CONTRACTS.
YOU ALSO ARE USING ON-CALL CONTRACTS, AND TASK ORDERS BEING ISSUED BY THESE PRIME CONTRACTORS HAVE PUT A LOT OF CONTROL IN THE HANDS OF A SINGLE CONTRACTOR.
WE THINK THAT THERE ARE MORE OPPORTUNITIES TO UNBUNDLE CONTRACTS.
INDEED, WHEN YOU ARE AWARDING THE VERY LARGE CONTRACTS, WHERE THE SCOPE HAS TO BE DEFINED THROUGH A SERIES OF TASK ORDERS, THE WORK ORDERS THAT THE PROGRAM POLICIES MUST BE FOLLOWED IN THOSE ISSUANCE OF THOSE TASK ORDERS AND WORK ORDERS, AND THEN NEED TO BE CONDITIONS IN THE CONTRACT THAT ENSURE THAT THE PRIME CONTRACT WILL DO THAT.
THE LARGER THE CONTRACTS, THE LARGER THE SOLICITATIONS TO FEWER BUSINESSES REGARDLESS TO RACE OR GENDER THAT CAN BID THOSE JOBS.
YOU WANT TO, WHEREVER POSSIBLE, REDUCE THE SCALE SO THAT YOU CAN EXERCISE MORE CONTROL AND BE OF LESS CONTROL FOR THE SELECTION AND USE OF SUB-CONTRACTORS TO SINGLE VENDORS.
WE ALSO THINK IN THE EVALUATION OF YOUR PROFESSIONAL SERVICE CONTRACTS, YOU WANT TO ENSURE THAT YOUR SELECTION COMMITTEE IS DIVERSIFIED, BOTH IN TERMS OF THE STAFF AND ACROSS THE ORGANIZATION.
THAT'S A PLOT FUNCTION IN THE EVALUATION OF PROFESSIONAL SERVICE CONTRACTS IS VERY IMPORTANT.
YOU WANT TO HAVE THAT FUNCTION DONE IN THE MOST EQUITABLE MANNER.
A REASSESSMENT OF HOW THOSE COMMITTEES ARE COMPRISED IS IMPORTANT.
PEOPLE WHO WORK WITH THE SELECTED VENDOR HAVE DIFFICULTY SOMETIMES BEING OBJECTIVE IN SELECTING BECAUSE THEY HAVE A CERTAIN COMFORT LEVEL THEY WANT TO MAINTAIN, AND THAT OFTEN EVIDENCE ITSELF IN THE DECISIONS MADE WHEN THE VENDORS ARE EVALUATED TRACKING AND MONITORING COMPLIANCE AS A SUBCONTRACT LEVEL ACROSS THE ORGANIZATION FOR ALL CONTRACTS IS ESSENTIAL TO HAVING INTEGRITY IN THE PROGRAM AND TO REALLY KNOW HOW YOUR DOLLARS ARE BEING SPENT.
THEN THE USE OF THE M/WBE PROGRAM BY DEPARTMENT, SHOULD BE FIRST AUDITED AND REPORTED AND EVERY DEPARTMENT SHOULD BE A RESPONSIBLE PARTY FOR ENSURING THAT THE PROGRAM THAT YOU CHOOSE TO PUT IN PLACE IS CARRIED OUT IN ACCORDANCE TO THE RULES.
ALSO, WE'VE SEEN ACROSS THE NATION MORE TRANSPARENCY IN THESE PROGRAMS. ONE OF THE THINGS THAT IS NOW BEING DONE IS THE PUBLISHING PRIME CONTRACTOR PAYMENTS SO THAT ONE, THE PRIME KNOWS THAT THE PAYMENT HAS BEEN PROCESSED AND THEY ARE NOT CALLING THE DISTRICT ASKING ABOUT IT BUT MORE IMPORTANTLY,
[02:25:04]
THAT THE SUB-CONTRACTOR KNOWS THAT IT'S PRIME HAS BEEN PAID AND THUS YOUR PAYMENT PROVISION TIMELINE CAN BE MONITORED EFFECTIVELY BY THE SUBCONTRACTOR.THAT'S AN IMPORTANT PART OF A GROUP PROGRESSIVE PROGRAM.
ALSO PENALTIES FOR FAILURE TO REPORT ALL SUB-CONTRACTORS.
PRESENTLY, THERE IS A REQUIREMENT THAT M/WBE SUB-CONTRACTORS BE REPORTED MONTHLY.
THE M/WBE DEPARTMENT DOES A VERY GOOD JOB OF TRACKING THAT, BUT WE NEED TO HAVE ALL SUBCONTRACTORS REPORTED.
THAT WAY YOU CAN AT ANY POINT COMPARE THE USE TO THE AVAILABILITY BECAUSE YOU WILL HAVE THAT INFORMATION TO COUPLE WITH THE AVAILABILITY INFORMATION THAT IS ALSO CURRENTLY BEING MAINTAINED.
HAVING THAT PROCESS IN PLACE AND HAVING STIPULATED IN THE PRIME CONTRACT, THAT THERE WILL BE PENALTIES FOR NOT REPORTING.
I THINK YOU WILL FIND WILL RESULT IN MORE COMPLIANCE, MORE TRANSPARENCY, AND AN OPPORTUNITY TO REALLY DO ONGOING OVERSIGHT OF THE LEVEL OF PARTICIPATION THAT MINORITIES AND WOMEN HAVE IN YOUR CONTRACTING AND PARTICULARLY THOSE GROUPS THAT THE PRESENTLY HAVE A DISPARITY.
THE WEBSITE CAN BE ENHANCED IN A NUMBER OF WAYS, BUT SOME OF THE HIGHLIGHTS WOULD BE TO ALLOW POSTING OF UNSOLICITED PROPOSALS.
THERE ARE IDEAS, AND YOU SPEND TIMELESS TODAY, TALKING ABOUT YOUR EQUITY LENS, THEIR INSIGHTS TO BE GAINED FROM THE BUSINESS COMMUNITY ON PROPOSALS THAT THEY WOULD LIKE TO HAVE YOU CONSIDER, AND TO HAVE A PLACE WHERE THERE CAN BE POSTED WOULD BE EXTREMELY IMPORTANT.
I CANNOT EMPHASIZE HOW IMPORTANT IT IS TO USE THE WEBSITE TO POST THE PAYMENTS TO THE PRIME CONTRACTORS SO THAT THEY ACT TOO CAN SEE LIGHT TIME AND BE SHED ON THAT AND THAT CAN HELP TO ADVANCE YOUR PROGRAM OBJECTIVES.
I'D LIKE TO CLOSE BY GIVING YOU A FEW OBSERVATIONS THAT I HAVE MADE OVER THESE MONTHS OF WORKING WITH THE M/WBE DEPARTMENTS STAFF, WHICH I'VE FOUND TO BE EXTRAORDINARILY PROFESSIONAL AND KNOWLEDGEABLE AND CLEARLY HIGHLY RESPECTED.
THE VARIOUS MEETINGS THAT WE HAVE HELD WITH THE BUSINESS COMMUNITY BOTH GETTING THEM TO HELP US WHEN WE WERE TRYING TO SECURE THEIR SUB-CONTRACTORS THAT HAD NOT BEEN REPORTED AS WELL AS THE COMMUNITY MEETINGS WHERE YOU'VE GOT 100% TURNOUT IN THE MEETINGS WITH THE PRIMES.
AS I NOTED EARLIER, THE LARGEST TURNOUT THAT WE HAVE HAD DURING THE PANDEMIC FOR THE BUSINESS COMMUNITY AT OUR COMMUNITY MEETINGS.
THAT SHOWS FOR ME THE LEVEL OF RESPECT THAT THE STAFF ENJOYS WITHIN THE COMMUNITY.
I THINK YOU'RE VERY FORTUNATE TO HAVE A KNOWLEDGEABLE AND RESPECTED M/WBE DEPARTMENT AND ITS MANAGERS DO A SUPERLATIVE JOB.
FOR US WAS A DELIGHT TO BE ABLE TO WORK WITH A TEAM THAT IS SO COMMITTED TO BRINGING ABOUT CHANGE.
WE ALSO THINK THAT THE MONITORING IS COMPREHENSIVE OF THE M/WBE, AND NOW WE NEED TO BROADEN THAT AND GIVE THAT OFFERS ACCESS TO THE NON-M/WBE CONTRACTORS SO THAT MORE CAN BE UNDERSTOOD ABOUT WHAT IS REALLY HAPPENING IN TERMS OF YOUR SPIN.
WE ALSO FEEL THAT YOU HAVE AN UNPARALLELED SUCCESS WITH YOUR USE OF M/WBE, DESPITE THE FACT THAT THERE ARE STILL GROUPS THAT ARE UNDERUTILIZED, WE'VE DONE SEVERAL STUDIES IN THE METROPLEX OVER THE LAST DECADE.
YOU HAVE A PROGRAM WHICH PAR NONE IS EXCELLENT AND WITH THE ADDITIONAL RECOMMENDATIONS CONSIDERED BY THE BOARD AND IMPLEMENTED, I THINK COULD MAKE IT REALLY A NATIONAL STAR.
WE FEEL THOUGH, TO MAKE THE CHANGES THAT ARE NECESSARY TO ADDRESS THE INEQUITIES AND TO KEEP THE EXISTING PARTICIPATION AT PAR WITH WHAT IT HAS BEEN ACHIEVED.
THAT YOU NEED TO ALIGN THE POSITIONS AND THE DEPARTMENT WITH THE MANAGERS AND THE MANAGERIAL FUNCTIONS AT OTHER AREAS OF THE DISTRICT.
THAT DEPARTMENT, WE FEEL, AS I NOTED EARLIER, SHOULD BE ALIGNED AND HAVE A GREATER INDEPENDENCE,
[02:30:01]
AND BE ON PAR WITH OTHER MANAGERS THAT I THINK WILL MAKE A DIFFERENCE IN TERMS OF STAFF'S ABILITY TO SECURE THE COOPERATION AS ESSENTIAL ACROSS THE ORGANIZATION.WE DID OBSERVE THAT THE CAUCASIAN MALE SUBCONTRACTOR DATA WAS NOT SYSTEMATICALLY TRACKED AND THAT'S AN OBSERVATION THAT I THINK WILL BRING GREATER UNDERSTANDING TO YOUR ACTUAL PARTICIPATION WHEN YOU CAN UNDERSTAND WHAT THE MALES ARE RECEIVING AND WOULD NOT REQUIRE THE RECONSTRUCTION EFFORT THAT WE UNDERTOOK IN ORDER TO COMPILE A COMPREHENSIVE SET OF DATA THAT RECORDED THE NON-MINORITY MALE SUBCONTRACTORS.
THAT'S SOMETHING THAT CAN READILY CHANGE, BUT AGAIN, WE'LL NEED POLICY TO DO SO.
WITH THAT, I'D LIKE TO SAY THAT WE TRULY APPRECIATED OUR OPPORTUNITY TO WORK WITH YOU AND WE SIT HERE IN OAKLAND, GLAD TO HAVE BEEN A PART OF THIS IMPORTANT STUDY AND TO HAVE HAD THE OPPORTUNITY TO WORK WITH THE PROFESSIONALS WITHIN THE DISTRICT WHO ARE COMMITTED TO DOING WORK THAT WILL BRING ABOUT EQUITY IN THE CONTRACTING SPHERE AND THEY DO IT WITH THE KNOWLEDGE THAT IS ABSOLUTELY ESSENTIAL TO BE ABLE TO FORESEE THE OBSTACLES AND TO ADDRESS THEM, AND TO GAIN THE RESPECT OF ALL THAT'S NECESSARY IN ORDER TO DO THIS WORK.
I THANK YOU VERY MUCH FOR YOUR TIME AND ANY QUESTIONS YOU MIGHT HAVE, I WILL BE WILLING TO ADDRESS THOSE AS WELL.
>> MAY I ADD A COUPLE OF COMMENTS AS WELL?
>> DR. RAMSEY WE CERTAINLY WOULD LIKE TO THANK YOU FOR YOUR INVALUABLE SUPPORT REGARDING OUR M/WBE PROGRAM AND INITIATIVES AND I ALSO WOULD LIKE TO SHARE THAT SOME MAY BE THINKING WHAT HAPPENS TO THAT GROUP OF COMPANIES THAT ARE NO LONGER DISPARATE? WE DEFINITELY DO NOT WANT TO IMPLY THAT WE WOULD NOT BE ABLE TO SUPPORT THEM.
HOWEVER, WE WILL SUPPORT THEM IN THE CONSTRAINTS OF THE LAW.
I'M ENVISIONING THAT WE WILL CONTINUE TO SUPPORT THEM BECAUSE WE DO NOT WANT TO HAVE A COMPONENT WHERE WE REMOVE CERTAIN SERVICES AND THEN IN FIVE OR 10 YEARS, THEY ARE PART OF THE DISPARATE GROUP.
WE WILL CONTINUE SERVICES SUCH AS OUR TRAINING AND WORKSHOPS, NOTIFICATIONS OF UPCOMING PROCUREMENT OPPORTUNITIES, INDIVIDUALIZE TRAINING SESSIONS, ACCESS TO OUR BUSINESS NETWORKING EVENTS, M/WBE CERTIFICATION AND BONDING SUPPORT IN AND OUT OF THE RACE-NEUTRAL RECOMMENDATIONS, AS WELL AS THE M/WBE MOBILE APP.
WE WILL CONTINUE TO OPEN OUR ARMS AND SUPPORT ALL MINORITY AND WOMEN-OWNED COMPANIES.
HOWEVER, IT WILL BE FRAMED DIFFERENTLY AND WITHIN THE CONSTRAINTS OF THE LAW.
THANK YOU. WE WILL NOW TURN IT OVER TO ANY QUESTIONS FOR DR. RAMSEY, MR. WILLIAMS, OR MYSELF.
>> THANK YOU FOR THE PRESENTATION AND THANK YOU, DR. RAMSEY FOR YOUR TIME.
WE'LL START WITH TRUSTEE FOREMAN AND THEN TRUSTEE WHITE AND TRUSTEE CARREON.
>> I'M GOING TO MAKE THIS BRIEF.
DR. RAMSEY WAS VERY THOROUGH AND I APPRECIATE THE PRESENTATION.
I'VE SAT AROUND THIS HORSESHOE FOUR YEARS CONTINUING TO SUPPORT THE M/WBE DEPARTMENT AND THE EFFORTS THAT ARE MADE BY THIS DISTRICT SUPERINTENDENT.
I HAVE SAID ON MORE THAN ONE OCCASION, I THINK WE'RE ONE OF THE BEST PROGRAMS WITHIN THE CITY AND PROBABLY IN THE STATE AND MAYBE IN THE NATION.
I CHAIRED THAT M/WBE GROUP AT ONE TIME AS THE BUSINESS CHAIR AND I AM A CONTINUOUSLY GRACIOUS THAT THEY'VE DONE SUCH A GOOD JOB.
THE FIRST QUESTION IS, HOW SOON ARE WE GOING TO TALK ABOUT IMPLEMENTING THE RECOMMENDATIONS THAT WERE PRESENTED TO US? IS IT IMMEDIATELY AFTER THE BOARD VOTES OR HOW SOON WOULD THEY BE LOOKING AT IMPLEMENTING?
>> MY UNDERSTANDING IS THAT AFTER THE BOARD VOTES AND WE PRAY THAT YOU VOTE IN FAVOR OF THE STUDY.
>> I'M GOING TO HAVE TO USE THAT LINE NOW.
THANKS VERY MUCH I'VE LEARNED SOMETHING THERE.
>> JUST BEING REAL. BUT AFTER THAT, WE'VE TALKED WITH DR. ELIZALDE, AND SHE WOULD MEET WITH US AND WE WILL SIT
[02:35:01]
DOWN AND DEVELOP AN ACTION PLAN TO IMPLEMENT THE RECOMMENDATIONS.>> I'M THINKING TRUSTEE FOREMAN WE'RE LOOKING AT SEPTEMBER, AUGUST BRINGING DEPENDING ON HOW MUCH TIME THE TEAM NEEDS TO ACTUALLY FORMULATE THEM FROM THE RECOMMENDATIONS PRIORITIZE, BUT IT WOULD BE IN THE VERY NEAR FUTURE.
>> WITH THAT ACTION PLAN ALSO BE PRESENTED TO THE BOARD SO WE CAN SEE THE DIFFERENCES BECAUSE I'M IN TOTAL AGREEMENT.
PART OF THAT SHOULD BE, IS THAT THE GROUPS THAT ARE NO LONGER A PART OF IT, WE SHOULD HAVE AN ACTION PLAN FOR THEM ALSO, AS MS. PARTIE HAS SPOKEN UP, BECAUSE MANY OF THEM USE OTHER MINORITY FIRMS AS SUBCONTRACTORS AND I WANT TO MAKE SURE THAT IS A PART OF THAT PROCESS.
>> AGAIN, THANK YOU TEAM, FOR SUCH A GREAT JOB THAT YOU DO.
I CONTINUE TO SUPPORT YOU 100%.
THANK YOU DR. RAMSEY FOR BEING SO THOROUGH THAT I DON'T HAVE A LOT OF QUESTIONS.
>> THANK YOU TRUSTEE FOREMAN. TRUSTEE WHITE.
>> FIRST OF ALL, THANK YOU TO THE M/WBE DEPARTMENT AND I DON'T KNOW HOW YOU ALL FOUND HER, BUT HER COMPANY DID AN EXCELLENT JOB.
I MUST CONFESS, I HAVE NOT READ THE TOTAL, I THINK IT'S OVER 300 AND SOME OTHER PAGES THAT THAT I HAVE READ, IT WAS VERY EYE-OPENING.
SHE REALLY DID DO A THOROUGH JOB ON THIS REPORT AND JUST FROM THE PRESENTATION THAT SHE PRESENTED TODAY, I WAS GOING, YEAH, I WAS THINKING ABOUT THAT TOO BECAUSE I REALLY LIKED THE POINT WHERE SHE MENTIONED UNBUNDLING CONTRACTS.
I THINK THAT WOULD BE MOST BENEFICIAL AND I'M AWFUL GLAD SHE BROUGHT IT UP.
ALSO THE PROPOSAL WAS JUST EXCELLENT.
I DON'T WANT TO JUST GO THROUGH ALL OF THE ITEMS, BUT THERE WAS A LOT OF THINGS THAT SHE SAID THAT I WAS JUST GLAD TO HEAR AND REFRESHED TO HERE.
I AM GOING TO BE VOTING IN SUPPORT OF THIS PROJECT, I'M JUST GOING TO SAY THIS UPFRONT BECAUSE I JUST FEEL LIKE IT'S VERY INCLUSIVE AND IT'S NEEDED AND IT WILL BE A GREAT HELP FOR ALL OF US. THANK YOU FOR YOUR TIME.
>> NOW ONE PRAYER ANSWERED. TRUSTEE CARREON. [LAUGHTER]
>> THANK YOU ALL FOR THE WORK THAT YOU'VE PUT IN TO THIS.
IT WAS REALLY COMPREHENSIVE AND I REALLY APPRECIATE IT.
I GUESS MAYBE JUST SEEN ONE QUESTION OR A COUPLE OF QUESTIONS REGARDING THE RECOMMENDATIONS.
WE CAN GO TO, I GUESS RECOMMENDATION NUMBER 1, WHICH IS THE ANNUAL ASPIRATIONAL GOALS.
I GUESS MAYBE I'M NOT READING THIS CORRECTLY OR MAYBE I AM.
THEY SEEM A LITTLE LOW TO ME, THEY DON'T SEEM ASPIRATIONAL.
I GUESS WHAT WE SAY IS, WHEN I ADD UP LIKE THIS, JUST TAKE ONE EXAMPLE, THE PRIME CONTRACTS AS 40% OF PRIME CONTRACTS.
THEY ARE ASPIRATIONAL GOAL IS THAT 40% OF PRIME CONTRACTS WILL BE MWV.
RIGHT NOW IF I DO THE MATH, IF I GO UP TO SLIDE NUMBER 9.
UNLESS I'M READING SOMETHING WRONG, IF I DO THE MATH WE'RE CURRENTLY AT 39%.
AM I READING THAT CORRECTLY OR AM I WAY OFF?
>> YOU'RE READING IT CORRECTLY.
>> YEAH, RIGHT. WE'RE CURRENTLY AT 39%, WE SET AN ASPIRATIONAL GOAL OF 40%.
THAT JUST SEEMS LIKE WE COULD DO BETTER.
I DON'T KNOW IF THERE'S ANY COMMENT ON THAT OR.
>> I'LL ALLOW DR. RAMSEY TO COMMENT, BUT I WILL LIKE TO GIVE YOU A COMPARISON TO WHAT OUR CURRENT GOALS ARE.
>> WE'RE AT 30% FOR OUR CONSTRUCTION GOODS AND SERVICES AND 35% FOR PROFESSIONAL SERVICES.
SO WE'RE ASKING TO INCREASE THAT TO THE GOALS THAT HAVE BEEN IDENTIFIED AS ASPIRATIONAL GOALS.
>> WE'VE LOOKED AT OTHER CITIES AND ENTITIES AND COMPARED OUR GOALS TO THEIRS AND OUR GOALS ARE MUCH HIGHER.
THE 30% AND 35% ARE CURRENT GOALS HIGHER THAN ANY OTHER ORGANIZATIONS THAT I'VE OBSERVED, PERIOD.
WE FOLLOW THE DIFFERENT ORGANIZATIONS AND CITY ENTITIES, ETC, THROUGHOUT THE STATE WITH DART, PARKLAND HOSPITAL, THE DIFFERENT PLACES OR WHATEVER AND THEY'RE BELOW WHERE WE ARE NOW.
SO WHAT DR. RAMSEY IS RECOMMENDING THAT WE INCREASE OURS BY APPROXIMATE 10%.
[02:40:04]
LIKE I SAID, CURRENTLY WE'RE HIGHER THAN ANY ENTITY THAT I'VE SEEN.>> IT PROBABLY MEANS JUST SPEAKS TO THE GREAT WORK THAT YOU ALL HAVE DONE AND THAT YOU ARE REACHING.
I WOULD LOVE TO SEE US BE THE MORE ASPIRATIONAL, PARTICULARLY AS IT PERTAINS TO PRIME CONTRACTS AND CONSTRUCTION AND PROFESSIONAL SERVICES.
I HAVE THE ASPIRATION GOALS 40% AS JUST POINTED OUT.
IN CONSTRUCTION, WE'RE CURRENTLY AT 39.
IN PROFESSIONAL SERVICES, THE ASPIRATIONAL GOAL IS 45%, WE'RE CURRENTLY AT 43% IF I DID MY MATH CORRECTLY, SO WE'RE EFFECTIVELY THERE.
IF WE CAN EXTEND OURSELVES MORE, THEN I'D APPRECIATE IT. LET'S TAKE A LOOK AT THAT.
TRUSTEE MICCICHE OH IT WASN'T THERE?
>> TRUSTEE MARK WAS IN. GO AHEAD.
>> THANK YOU FOR THIS. I JUST WANT TO ECHO WHAT MY COLLEAGUES HAVE SAID.
I DO HAVE JUST ONE GENERAL QUESTION.
SO THE UNIVERSE OF THIS, I WANT TO MAKE SURE I'M CALCULATING IT RIGHT.
THE DISPARITY IS CALCULATED THE ACTUAL DOLLARS SPENT VERSUS THE UNIVERSE OF COMPANIES IDENTIFIED AS WILLING AND ABLE. IS THAT CORRECT?
>> I ASSUMED FOR EACH OF THESE AND THERE'S A LIST OF COMPANIES WILLING AND ABLE?
>> CAN WE FIND THAT OR GET THAT SENT IN THE TRACKER OR WHATNOT FOR EACH OF THOSE IN THE CATEGORIES?
>> WHAT IS THE TRACKER? [LAUGHTER]
>> DR. RAMSEY, IF YOU COULD SEND THE INFORMATION TO THE MWB DEPARTMENT, WE'LL DEFINITELY GET IT UPLOADED INTO THE TRACKER.
>> THIS MAY BE AN ADJACENT CONCERN, NOT SPECIFICALLY ABOUT THIS, BUT DO WE HAVE ANY SENSE BECAUSE WHAT I HAVE SEEN JUST ANECDOTALLY IN SOME OF US IS SOMETIMES WE HAVE A VERY LOW AMOUNT OF PEOPLE RESPONDING TO CERTAIN PROCUREMENT OPPORTUNITIES.
THERE'S ONLY TWO OR THREE IN DIFFERENT AREAS AND THEY ARE THE SAME ONES.
ONE OF MY CONCERNS GENERALLY ABOUT PROCUREMENT [INAUDIBLE] CAST A WIDE ENOUGH NET TO GET PEOPLE THAT WANT TO DO WORK WITH DALLAS ISD OR DO WE HAVE BARRIERS UP INTENTIONALLY OR UNINTENTIONALLY, WHERE PEOPLE SAY THAT'S TOO MUCH OF A HEADACHE, WE'RE NOT GOING TO WORK WITH DALLAS ISD.
I AM WONDERING WHAT IS THE RELATIVE COMPARISON BETWEEN THE UNIVERSE OF THE NORTH TEXAS AREA THAT ARE ABLE TO DO WORK WITH US VERSUS HOW MANY ARE WILLING AND ABLE TO DO WORK WITH US? IS THERE ANY COMMENT ON THAT?
>> COULD I SPEAK TO THAT, IF YOU DON'T MIND.
BASICALLY WHAT WE DO, WE HAVE OUR OWN WEBSITE AND WE USE VARIOUS SOCIAL MEDIA PLATFORMS. FOR EXAMPLE, IF WE HAVE OPPORTUNITIES, CONTRACT OPPORTUNITIES, WE SEND THAT OUT AND THAT GOES EVERYWHERE.
ALL OF THE CONTRACTORS HAVE ACCESS TO THAT BECAUSE WE'RE SENDING IT THROUGH MULTIPLE PLATFORMS, OUR WEBSITE.
THEN WE HAVE THE CERTIFICATION AGENCIES, THE VARIOUS CONTRACTORS, ASSOCIATIONS ETC, THEY HELP US SPREAD THE WORD TO ALL OF THE CONTRACTORS.
WE HAVE THE ASIAN, THE BLACK CONTRACTORS ASSOCIATION, ALL OF THEM, THE HISPANIC CONTRACTORS ASSOCIATION.
THEY'RE CONSTANTLY SPREADING THE WORD ABOUT THE OPPORTUNITIES THAT WE HAVE IN THE DISTRICT OR WHATEVER.
>> I'M NOT SURE THAT'S MY QUESTION.
I KNOW YOU GUYS DO A TON OF WORK TO GET THE INFORMATION OUT THERE.
MY QUESTION IS WHETHER OR NOT THERE ARE A LARGE NUMBER OF COMPANIES IN THE DFW AREA THAT SAID, NO THANK YOU, I'M NOT GOING TO SUBMIT ANYTHING TO DALLAS ISD.
IT'S JUST TOO MUCH WORK, RED TAPE, XYZ, THOSE TYPE OF THINGS.
IN TRYING TO GET A SENSE OF HOW MANY PEOPLE OPT OUT VERSUS WANT TO WORK WITH DALLAS ISD.
I DON'T KNOW IF THIS IS SPECIFICALLY ABOUT THIS PRESENTATION OTHER THAN THE OVERALL PROCUREMENT PROCESS.
BUT THAT'S WHY I'M TRYING TO GET A SENSE OF THE LIST OF WILLING AND ABLE VERSUS ABLE AND UNWILLING.
WHAT ARE WE ALSO DOING TO REMOVE THAT RED TAPE TO MAKE SURE WE'VE GOT A HEALTHY AMOUNT OF VENDORS BIDDING ON ALL OF THESE CONTRACTS?
>> ONE LAST COMMENT IS THAT ON JUNE THE 23RD, WE HAVE A MAJOR EVENT, AND IT'S THE CONSTRUCTION NETWORK MIXER.
WE'RE INVITING GENERAL CONTRACTORS FROM ALL OVER THE STATE TO COME TO PARTICIPATE IN THAT.
[02:45:03]
WE WILL SHARE OPPORTUNITIES AS FAR AS CONSTRUCTION, PROFESSIONAL SERVICES,ETC, WITH THEM.WE HAVE LAST COUNT OVER 350 PEOPLE WHO HAVE ALREADY REGISTERED TO COME TO THAT EVENT.
SO WE HAVE MAJOR EVENTS LIKE THAT AND IT GOES THROUGHOUT THE ENTIRE STATE.
WE INVITE GENERAL CONTRACTORS FROM NOT ONLY THE DALLAS FORT WORTH METROPLEX, BUT THROUGHOUT THE STATE TO COME AND SEE THE OPPORTUNITIES AND TALK TO THE REPRESENTATIVES FROM THE CONSTRUCTION SERVICES, PROCUREMENT DEPARTMENT, ETC, SO THEY CAN TALK TO US.
THE BOTTOM LINE IS THAT THERE'S A LOT OF WORK GOING ON OUT THERE IN THE CITY AS THROUGHOUT PERIODS.
THERE'S A LOT OF COMPETITION FOR GENERAL CONTRACTORS, BUT WHAT WE'RE DOING IS SHOWING THEM THAT WE'RE THE BEST OPPORTUNITY FOR ANY CONTRACTOR, JOINT CONTRACT OR WHATEVER.
THEREFORE, THAT'S THE REASON WHY WE HAVE EVENTS LIKE THAT TO LET THEM KNOW THAT WE'RE THE BEST YOU NEED TO COME AND BID FOR CONTRACTS WITH DALLAS ISD VERSUS THE CITY OF DALLAS, WHERE THE CASE MAY BE.
>> I THINK ALSO ON THAT QUESTION, THE ISSUE OF WHO'S WILLING AND ABLE AND WHO BIDS HAS TO DO WITH THE SCALE OF THE CONTRACTS, AND AS I NOTED EARLIER, UNBUNDLING THE CONTRACTS FROM BID TO THINKING HOW YOU DO THE PROCUREMENT FOR YOUR PROJECTS, EVEN FOR A SCHOOL LARGE FACILITY, HOW IS THAT DONE, I THINK HAS A GREAT DEAL TO DO WITH WHO.
ALSO, THERE'S A PRACTICE WHICH IS NOT UNIQUE TO DALLAS, BUT MANY ENTITIES HIRE OVER AND OVER AGAIN, THE SAME PRIME CONTRACTORS, AND THAT IS A PROBLEM THAT NEEDS TO BE RECONSIDERED IN, PARTICULAR ON THE PROFESSIONAL SERVICE SIDE, WHEN IT'S EVALUATIONS PROCESS WHERE DECISIONS CAN BE MADE BY STAFF BASED ON WHO THEY THINK MIGHT BEST PROVIDE THE GOODS AND SERVICES.
THEN ADDITIONALLY, WE ARE TALKING ABOUT SUBCONTRACTING, WHERE A PRIME WHO HAS A VERY LARGE CONTRACT GETS TO MAKE THE DECISION AS TO WHO WORKS, REGARDLESS TO WHO WANTS TO WORK, THAT DECISION CAN BE MADE IS MADE BY YOUR PRIME CONTRACTOR.
THERE ARE THINGS IN THE PROCUREMENT PROCESS THAT DO NOT ALLOW THOSE WHO ARE WILLING TO HAVE AN ACCESS TO BE UTILIZED, AND CERTAINLY AT THE SUBCONTRACTING LEVEL, BUT THAT SELECTION IS A PRIMES DECISION AND IT'S NOT A VENDOR'S DECISION.
>> THANK YOU FOR THAT CONTEXT.
I'M NOT A PROCUREMENT EXPERT LIKE SOME OF MY COLLEAGUES AND OTHERS IN THE DISTRICT.
BUT MY HOPE WOULD BE, AND I DON'T KNOW EXACTLY HOW THE RECOMMENDATIONS WOULD IMPACT THIS, BUT THAT'S WHAT I'M TRYING TO RAISE IS THAT WITH ANY ADJUSTMENTS TO THIS, I HOPE THAT WE ARE LOOKING AT HOW THAT IS INCREASING THE AMOUNT OF COMPETITIVENESS THAT WE HAVE A HEALTHY AND AN EQUITABLE MARKETPLACE WHERE PEOPLE WANT TO DO OUR WORK RATHER THAN FURTHER NARROWING THE POOL.
I WOULD HOPE THAT AS WE DO THESE, WE'RE ACTUALLY SEEING MORE COMPANIES BE WILLING TO WORK WITH US AND NOT LESS BECAUSE OTHERWISE WE'RE GOING TO GET IT AS SPIRAL, THAT'S NOT GOING TO BE HEALTHY FOR US AND END UP OVERPAYING BECAUSE THERE'S JUST NOT ENOUGH.
THAT'S MY REAL CONCERN THAT I HOPE WE ADDRESS.
TRUSTEE MARK, TRUSTEE MICCICHE.
>> I WANTED TO PICK UP ON THAT POINT AS WELL.
OVER THE YEARS, I HAVE HEARD FROM A NUMBER OF DIFFERENT POTENTIAL SERVICE PROVIDERS AND VENDORS THAT IT'S JUST HARD TO DO BUSINESS WITH DALLAS ISD, THAT THE PAPERWORK IS BURDENSOME AND I HOPE THAT AS PART OF THIS PROCESS, WE LOOK AT WAYS TO STREAMLINE THE APPLICATION PROCESS AND PAPERWORK THAT'S INVOLVED.
I'VE HEARD THIS IN PARTICULAR FROM THE SMALLER COMPANIES, SO I HOPE YOU WILL BE CONSCIOUS OF THAT.
THAT THERE MAY BE VENDORS AND SUPPLIERS AND SERVICE PROVIDERS OUT THERE THAT WOULD BE WILLING TO BE IN OUR POOL IF THEY FELT LIKE IT WASN'T SUCH A BIG HURDLE TO GET INVOLVED.
I DO WANT TO THANK DR. RAMSEY FOR THE STUDY AND FOR THE THOROUGHNESS AND ALSO FOR NOTING HOW WELL OUR DEPARTMENT HAS BEEN DOING OVER THE YEARS AND THAT WE ARE I THINK THE TERM, SHE WAS UNPARALLELED IN THEIR REGION SO THAT, THAT SPEAKS WELL FOR THE WORK THAT YOU-ALL HAVE BEEN DOING IN THE ADMINISTRATION.
[02:50:05]
I WANTED TO LOOK AT THE CHART ON 16 FOR A SECOND.THAT'S THE ANNUAL ASPIRATIONAL GOALS.
NOW, IS THIS JUST A LUMP-SUM JUMBO GOLD HERE FOR THE 40 PERCENT, CONSTRUCTION 40 PERCENT, ALL THE DIFFERENT GROUPS IN TOTAL WOULD GET TO 40 PERCENT OF OUR CONSTRUCTION BUSINESS OR DO WE HAVE DESEGREGATED ASPIRATIONAL GOALS.
>> THIS IS PRESENTED AS AN AGGREGATED AND IT'S PRESENTED AS THE GOAL TO ACHIEVE FOR THOSE GROUPS WHO WERE UNDERUTILIZED AT A STATISTICALLY SIGNIFICANT LEVEL.
THAT ANTICIPATES THAT YOU WILL DO A MINIMUM OF THAT WITH THOSE GROUPS, BUT YOU WILL CONTINUE TO UTILIZE THE OTHER GROUPS.
>> THAT'S HELPFUL TO UNDERSTAND THE CONTEXT IN WHICH THIS ASPIRATIONAL GOAL WAS SET.
OBVIOUSLY, THE RISK THAT WE HAVE IS THAT WE INCREASE ONE SUBGROUPS BUSINESS DRAMATICALLY AND THE OTHER SUBGROUPS SHARE OF THE BUSINESS, EITHER GOES DOWN OR STAYS FLAT, AND IT LOOKS LIKE WE'VE MET OUR ASPIRATIONAL GOAL.
I HOPE YOU'LL BE CONSCIOUS OF TRYING TO MAKE SURE THAT WE INCREASE THESE NUMBERS ACROSS THE BOARD AND NOT IN ANY ONE PARTICULAR AREA.
THE OTHER THING THAT HAS TROUBLED ME OVER THE YEARS IS ON OCCASION, WE SEE PEOPLE THAT OR BUSINESSES THAT SEEM TO TECHNICALLY MEET THE DEFINITION OF A PARTICULAR GROUP, BUT THEY MEET IT IN TECHNICALLY BUT NOT IN SPIRIT, THAT THEY'RE COMPLYING WITH THE RULES THAT X PERCENT OF THE EMPLOYEES OR X PERCENT OF THE OWNERS HAVE TO BE IN CERTAIN GROUPS, BUT THERE'S SOMETIMES A SENSE THAT THEY HAVE FIGURED OUT A WAY TO TECHNICALLY COMPLY WITHOUT REALLY COMPLYING WITH THE SPIRIT OF OUR GOAL TO INCREASE THE PORTION OF BUSINESS TO GROUPS THAT HAVE BEEN UNREPRESENTED IN OUR BUSINESS IN OVER THE YEARS.
I DON'T KNOW HOW YOU MEASURE THAT, BUT I PROBABLY COULD GO BACK AND FIND ONE OF THE STUDIES WHERE IT JUST LOOKED LIKE SOMEBODY HAD COMPLIED, BUT IT WAS TOTALLY AGAINST OR NOT CONSISTENT WITH THE SPIRIT OF THE KIND OF EQUITY WE WERE TRYING TO ACHIEVE.
HOW DO YOU DEAL WITH THAT THING, THIS FORM OVER SUBSTANCE COMPLIANCE?
>> WE ACTUALLY ACCEPT CERTIFIED MINORITY AND WOMEN OWNED COMPANIES TO BECOME A PART OF OUR NUMERICAL MWBE GOALS.
WHAT WE DO IS WE UTILIZE THIRD PARTY INDEPENDENT CERTIFICATION AGENCIES, AND THESE AGENCIES ALSO HAVE DESK AUDITS AND SITE VISITS, AND THEY ARE THE ONES THAT GO THROUGH AND ENSURE THAT THE MINORITY IS ACTUALLY CONTROLLING, OPERATING, MANAGING THE DAILY OPERATIONS OF THE COMPANY, AS WELL AS THEY'RE LOOKING AT THEIR TAX RETURNS, LOOKING AT WHO'S ACTUALLY SIGNING OFF ON THEIR PARTICULAR CONTRACTS, THEY ARE ASKING THEIR REFERENCES TO SEE WHO DO THEY PERCEIVE AS THE OWNER OF THE PARTICULAR COMPANY AS WELL, SO THEY HAVE TO GO THROUGH THIS PARTICULAR PROCESS, AND ONCE THEY GO THROUGH THAT PROCESS, THEIR AGENCY WILL DETERMINE WHETHER THEY ARE CERTIFIED AS A MINORITY WOMAN OWN COMPANY OR NOT.
IF THEY ARE CERTIFIED, THEN THEY WILL BE ABLE TO PARTICIPATE IN OUR MWBE PROGRAM AS FAR AS MEETING OUR GOALS.
IF THEY ARE NOT CERTIFIED, WE CAN SUPPORT THEM HOWEVER, THEY WILL NOT BE ABLE TO MEET OUR MWBE GOALS.
WE RELY A LOT ON OUR THIRD PARTY CERTIFICATION AGENCIES, AND THESE ARE CREDIBLE CERTIFICATION AGENCIES.
A LOT OF THEM UTILIZE THE FEDERAL GUIDELINES AS WELL.
THEY ARE PART OF THE UNIFIER CERTIFICATION PROGRAM, SO THAT'S HOW WE CAN OFFSET A LOT OF THAT.
SOME PEOPLE STILL CAN DECEIVE YOU BUT A LOT OF THESE CERTIFICATION AGENCIES HAVE THE EXPERTISE AND THE EXPERTS AND THE TRAINING AND THE LEGAL AND THE DIFFERENT PROGRAMS AND PROCESSES TO ENSURE THAT THEY CAN MINIMIZE THAT AS MUCH AS POSSIBLE.
[02:55:07]
>> I THINK ALSO ONE OF THE THINGS THAT WE'RE PROPOSING IS THAT IT IS VERIFIED THAT MWBES USED TO MEET THE GOAL ARE ACTUALLY GOING TO PERFORM A COMMERCIALLY USEFUL FUNCTION.
THAT'S REALLY HISTORICALLY THE PRIME CONTRACTORS HAVE ESTABLISHED RELATIONSHIPS WITH BUSINESSES THAT MAY BE CERTIFIED.
PRIME KNOWS THAT BUSINESS CANNOT PERFORM THE TASK THAT THEY ARE ASSIGNED WHEN THEY PUT THEM ON THEIR UTILIZATION REPORT.
TO AVOID THAT PROBLEM AND TO ENSURE THE INTEGRITY OF THE PROGRAM, IT IS GOING TO BE ESSENTIAL THAT ANY LISTED SUBCONTRACTORS IS NOT ONLY CERTIFIED, BUT THEY ARE CERTIFIED IN AN AREA WHERE THEY CAN PERFORM A COMMERCIALLY USEFUL FUNCTION GIVEN THE SERVICE THAT THEY ARE LISTED TO PERFORM ON THE PRIME CONTRACT.
>> THANK YOU. LESLIE, DID YOU HAVE SOMETHING TO ADD?
>> NO. IT WAS JUST THAT YOUR FIRST QUESTION WAS WITH REFERENCE TO THE DATA.
ON THE QUARTERLY REPORTS, WE DISAGGREGATE ALL OF THE DATA.
IF YOU SEE 40%, YOU LOOK OVER THERE TO THE LEFT, YOU'LL SEE WHERE WE'LL SHOW YOU BY ETHNICITY AND GENDER, THE PERCENTAGES FOR ALL OF THE CONTRACTS.
THANK YOU. THAT'S ALL I HAVE, MR. PRESIDENT.
>> THANK YOU, TRUSTEE MICCICHE.
I'LL BE BRIEF AND THEN WE'LL GO TO SECOND ROUND WITH TRUSTEE FOREMAN.
FIRST, I WANT TO THANK BOTH OF YOU AND THE WHOLE MUSE TEAM FOR YOUR WORK THAT YOU'VE DONE.
[NOISE] THIS PRESENTATION IS INCREDIBLY THOROUGH AND THIS IS JUST A PIECE OF WHAT WE'VE RECEIVED.
THE DOCUMENT THE TRUSTEE MICCICHE REFERRED TO IS VERY LONG BUT VERY THOROUGH AND EFFECTIVE.
I WANT TO HIGHLIGHT WHAT TRUSTEE MICCICHE SAID TO REWRITE, I THINK MANY OF US FEEL INCREDIBLY PROFESSIONAL AND KNOWLEDGEABLE AND HIGHLY RESPECTED THAT HELPS US GO A LONG WAY AS FAR AS IN OUR COMMUNITIES AND BUILDING THE TYPE OF PROGRAM WE WANT TO HAVE.
THAT BULLET POINT, THE UTILIZATION MWBES IS UNPARALLELED IN THE REGION.
I THINK THAT GOES TO TRUSTEE FOREMAN'S POINT.
SHE BELIEVES WE'RE THE BEST IN THIS AREA IN THE REGION.
I THINK IT'S GOOD TO HEAR A THIRD-PARTY PUT A STAMP ON THAT.
IN THIS THIRD PART, ONE IN THE HIGH-LEVEL, MANAGERIAL STAFF SHOULD BE ALIGNED WITH CRITICAL RESPONSIBILITY.
I THINK THE WORK YOU DO IS CRITICALLY IMPORTANT TO THIS DISTRICT, CRITICALLY IMPORTANT TO OUR MISSION.
WE TALKED ABOUT RACIAL EQUITY IN THE SCOPE OF STUDENTS.
BUT RACIAL EQUITY GOES BEYOND THAT, IT'S ALL ACROSS THE TEACHERS.
THANK YOU FOR THE WORK YOU DO.
I DON'T HAVE ANY SPECIFIC QUESTIONS ON THE ACTUAL SUBSTITUTE PART OF THE DOCUMENT.
I LOOK FORWARD TO SEEING WHAT RECOMMENDATIONS ARE BROUGHT BEFORE THIS BOARD AND EVALUATING THEM AND THEN GO FROM THERE.
THAT'S ALL I HAVE. TRUSTEE FOREMAN.
I THINK SOMETIMES WE GET CONFUSED WITH THE MWBE DEPARTMENT AND THE PURCHASING DEPARTMENT.
THE MWBE DEPARTMENT DOES NOT BUY ANYTHING FOR THE DISTRICT.
THEY ONLY SUPPLEMENT AND HELP THE PURCHASING DEPARTMENT TO BRING IN ADDITIONAL VENDORS TO BE ABLE TO DO WORK FOR THE DISTRICT.
THE QUESTIONS ABOUT THE PROCUREMENT SHOULD BE GOING DIRECTLY TO THE PROCUREMENT DEPARTMENT TO MAKE SURE THAT WE'RE DOING EVERYTHING WE CAN TO PHYSICALLY GET OUT INTO THE COMMUNITY OR ALL OF THE OPPORTUNITIES.
BUT THAT WOULD BE MORE THAN JUST MWBES THAT WOULD BE TO THE COMMUNITY AT LARGE TO ENSURE THAT WE'RE GETTING ALL OF THAT INFORMATION OUT.
THAT'S NOT AN MWBE FUNCTION TO PROCURE.
ANNIE TOUCHED ON SOMETHING ELSE I WAS GOING TO SAY ABOUT THE VENDORS.
WE'VE HAD A CONVERSATION AROUND THIS TABLE ABOUT USING NON-CERTIFIED VENDORS AND CERTIFIED VENDORS.
WE'VE CONSISTENTLY SAID THAT WE WOULD USE CERTIFIED VENDORS.
ALTHOUGH THE MWBE DEPARTMENT DOES GIVE US INFORMATION ON VENDORS THAT ARE NON-CERTIFIED, PRETTY MUCH SELF CERTIFIED SAYING THEY ARE MINORITIES.
THEY ALSO TALK ABOUT IF WE HAVE INCLUDED THOSE PARTICULAR VENDORS, THEN THIS IS WHAT OUR PERCENTAGE WOULD BE.
BUT WE HAVE CONSISTENTLY SAID AND I CONSISTENTLY BELIEVE THAT WE SHOULD ONLY BE USING A THIRD PARTY CERTIFYING AGENCIES.
I DON'T EVEN WANT TO THINK OF US CERTIFYING THIRD PARTY CERTIFIED AGENCIES TO ENSURE THAT THE PEOPLE THAT COME BEFORE US AS MINORITY OWNED FIRMS HAVE BEEN VETTED.
IT IS CLEAR THAT PEOPLE KNOW HOW TO GET AROUND THE SYSTEM.
[03:00:04]
I DON'T CARE WHAT SYSTEM YOU SET UP.PEOPLE WILL FIGURE OUT HOW TO GET AROUND THAT SYSTEM.
BUT THIS DISTRICT USES THIRD PARTY ENTITIES WHO GO OUT AND VERIFY THAT THE VENDORS THEMSELVES ARE WHO THEY SAY THEY ARE.
I JUST WANT TO MAKE SURE THAT THAT IS UNDERSTOOD.
I WANT THE PUBLIC TO UNDERSTAND, WE'RE NOT CERTIFYING THE VENDORS, WE'RE USING OTHER PEOPLE TO DO THAT.
>> SORRY. I THINK IT'S JUST THE FORMER TRUSTEE MICCICHE, AGAIN.
>> JUST REALLY QUICK. I ASSUME THAT THE ADMINISTRATION IS IN FAVOR OF ADOPTING THESE RECOMMENDATIONS.
>> THANK YOU, TRUSTEE MICCICHE. THANK YOU.
IF WE HAVE NO MORE COMMENTS, QUESTIONS. APPRECIATE IT.
THEN WE'LL MOVE ON TO ITEM C, DISTRICT COOPERATIVE PURCHASING AGREEMENTS AND RELATED FEES AND PURPOSES.
>> THIS WILL BE PRESENTED TO YOU BY OUR CHIEF FINANCIAL OFFICER, DR. ALFRED STEVENS.
>> GOOD AFTERNOON AGAIN PRESIDENT HENRY, TRUSTEES, DR. ELIZALDE.
THIS LIST IS SIMPLY OUR COOPERATIVE PURCHASING AGREEMENTS AND THE RELATED FEES THAT WE ARE REQUIRED TO SHARE EACH YEAR.
I WANTED YOU TO BE AWARE OF THOSE COOPERATIVE AGREEMENTS AND THE ASSOCIATED FEES, IF ANY.
WE'VE HAD THIS CONVERSATION BEFORE.
ONE OF THE THINGS I'D LIKE FOR THE DISTRICT TO LOOK AT IS PARTICULARLY WHEN WE TALK ABOUT THE COOPERATIVE VENDORS.
THERE'S NO REAL WAY OF UNDERSTANDING THAT WE'VE GOT THIS VALUE BECAUSE WE'RE USING JUST THE VENDORS THAT'S THERE.
I'D LIKE TO AT LEAST SEE US DO SOME TESTING TO ENSURE ON SOME OF THEM.
I KNOW YOU'RE NOT GOING TO DO ALL, BUT ON SOME OF THEM, SOME TESTING TO ENSURE WE'RE GETTING THE BEST VALUE.
IT IS THE EASIEST WAY TO PROCURE.
BUT IN SOME CASES IT MIGHT NOT BE THE BEST WAY.
IF I COULD JUST, SUPERINTENDENT GET A TEST ON ONE OR TWO PROCUREMENTS JUST A FEW.
>> LET ME WORK WITH DR. STEVENS AND WE'LL WORK ON SEEING HOW WE COULD DO A COMPARISON FOR YOU.
DR. STEVENS WHEN WE MEET, DON'T GET ON ME. [LAUGHTER]
>> NOT ALL OF THEM, BUT JUST A FEW JUST TO ENSURE THAT WE ARE GETTING BEST VALUE.
>> THANK YOU TRUSTEE, FOREMAN. TRUSTEE WHITE, DO YOU STILL HAVE SOME? NO. THANK YOU.
TRUSTEES, [NOISE] THE MINUTES WILL BE POSTED IN THE BOARDDOCS PRIOR TO THE BOARD MEETING.
[10. POLICY UPDATES]
WE'RE GOING TO START WITH OUR POLICY UPDATES.ANY QUESTIONS ON POLICY UPDATES? TENNESSEE IS A FIRST READ IF DR. SHROUD WANTS TO COME.
>> THANK YOU, PRESIDENT HENRY.
I APPRECIATE THE OPPORTUNITY TO BRING FORWARD.
WE'RE LOOKING AT C, CORRECT? THANK YOU.
THIS IS REALLY IN RELATION TO THE ADJUSTMENT IN OUR ASSESSMENT CALENDAR.
I BELIEVE YOU RECEIVED A BOARD UPDATE AROUND A REDUCTION IN ASSESSMENTS AND WE ARE REQUESTING TO CHANGE LANGUAGE THAT ADDRESSES THOSE REDUCTIONS.
I'LL BE HAPPY TO TAKE QUESTIONS.
>> IT'S SPECIFICALLY AROUND ACPS BECAUSE WE HAVE LANGUAGE THAT REFERENCED THAT.
IN THE PROCESS, WE FOUND A COUPLE OF OTHER THINGS THAT WE PROBABLY NEED TO CLEAN UP BEFORE.
I DON'T THINK THERE'S ANY MAJOR REVISIONS HERE, BUT OF COURSE, BECAUSE WE DO WANT TO BE ABLE TO PUT OUT AN ASSESSMENT CALENDAR MUCH EARLIER THAN WHAT WE'VE DONE IN THE PAST AS WE'RE REDUCING SOME OF THE ONES THAT HAVE BEEN REDUNDANT.
WE WANTED TO MAKE SURE THAT OUR POLICY WOULD BE ALIGNED WITH WHAT OUR PRACTICE WAS GOING TO BE.
WE WOULDN'T PUT IN PRACTICE SOMETHING THAT WOULD BE A VIOLATION OF OUR POLICY.
THIS IS A FIRST READ, BUT WE ALSO DON'T WANT TO WAIT FOR THE SCHOOL YEAR TO BEGIN, AND WE DON'T HAVE THIS ADDRESSED.
[03:05:03]
ARE THERE ANY QUESTIONS IN THE CHIEF OF STAFF DIVISION?
>> DO YOU NEED POLICY UPDATES, DR. LEAH? IT'S EFO LEGAL
>> SHERRY, I CAN DO THIS REAL QUICK.
THIS IS UNDERLINED AS A TRUSTEE RECOMMENDATION AND I DON'T KNOW WHICH TRUSTEE IT IS, BUT I HAVE SOME CONCERNS ABOUT THE LANGUAGE.
DALLAS ISD IS COMMITTED TO ELIMINATING DISCRETIONARY SUSPENSIONS WITHOUT PROVIDING MEANINGFUL SUPPORT TO STUDENTS.
EXACTLY WHAT DOES THAT MEAN AND HOW DOES THAT AFFECT THE PRINCIPAL MAKING A DECISION ON THEIR CAMPUS IN REGARDING WHAT NEEDS TO HAPPEN BECAUSE THE PRINCIPAL DOES HAVE SOME DISCRETIONARY OPPORTUNITIES TO MAKE THOSE DECISIONS.
I THINK THE LANGUAGE IS WORDED TOO STRONGLY AND OF COURSE, I'M ALWAYS GOING TO ERROR ON THE SIDE OF PRINCIPALS WHO ARE ON THOSE CAMPUSES ON A DAY-TO-DAY BASIS AND SO WE KNOW WE HAVE DIFFERENT TYPES OF CAMPUSES.
WE'VE GOT OUR NEIGHBORHOODS SCHOOLS, WE'VE GOT A MAGNET SCHOOLS, WE'VE GOT A CHOICE SCHOOLS AND ALL OF THEM COME WITH SOME DIFFERENT SITUATIONS.
I'M CONCERNED THAT THE PRINCIPLE, BECAUSE I'VE BEEN THROUGH THIS, THE PRINCIPAL READING THAT LANGUAGE WOULD BELIEVED THAT THEY HAD NO DISCRETION AND TRYING TO DEAL WITH STUDENTS.
MAYBE WE NEED TO LOOK AT HOW WE REWARD IT SO WE CAN MEET SOME OF WHAT THE TRUSTEE WHO BOUGHT THIS FOR ONCE.
BUT THIS LANGUAGE, I BELIEVE IS TOO STRONG AND TAKES AWAY THE PRINCIPLES OPPORTUNITY TO MAKE THOSE DISCRETIONARY SITUATIONS.
>> I CAN SPEAK TO IT. IT WAS NOTED IN THE OTHER DOCUMENT THAT DETAILED INFORMATION SHEET, WHICH TRUSTEES WHICH RECOMMENDATIONS AND SO YOU AND I ARE BOTH IN THERE.
I DON'T BELIEVE IN ADMINISTRATION, CORRECT ME IF I'M WRONG, BUT I DON'T THINK THIS DOES ANYTHING BEYOND WHAT WE'VE ALREADY COMMITTED TO.
THIS IS ABOUT ELIMINATING DISCRETIONARY SUSPENSIONS.
NOT ALL DISCRETION. PRINCIPALS HAVE DISCRETION.
THIS IS ABOUT DISCRETIONARY SUSPENSIONS WHICH AREN'T PART OF OUR CODE OF CONDUCT ANYWAY.
JUST REAFFIRMING THAT AND IT EVEN PROVIDES THE ADDITION WITHOUT PROVIDING MEANINGFUL SUPPORT FOR STUDENTS AND I'M ALWAYS GOING TO ERR ON THE SIDE OF STUDENTS WHEN WE TALK ABOUT, AND THIS IS NOT SAYING IF A PRINCIPAL NEEDS TO REMOVE SOME FROM CAMPUS, I'M FULLY IN SUPPORT OF HAVING THAT.
BUT SENDING THEM HOME WITH DOING NOTHING ELSE DOES NOT SOLVE ANY ROOT CAUSE PROBLEMS. THIS IS SPEAKING TO THE DISTRICT'S COMMITMENT TO ELIMINATING DISCRETIONARY SUSPENSIONS WITHOUT DOING ANYTHING ADDITIONAL.
IF THAT MEANS WE NEED TO SEND A KID HOME FOR WHATEVER REASON OR DAP OR WHEREVER ELSE.
THERE IS SOME SORT OF PLAN TO GET TO THE ROOT PROBLEM AND WORK WITH THOSE STUDENTS, NOT JUST SEND THEM HOME, NO CHANGE AND THEN THERE'LL BE BACK IN A DAY AND WE'LL GO FROM THERE.
>> MY CONCERN, TRUST ME MACKEY, IS IT'S NOT ABOUT IF WE'RE GOING TO SEND THE CHILD HOME, IT IS REMOVING THAT OPPORTUNITY FOR THE PRINCIPAL TO BE ABLE TO MAKE THAT DECISION AND THE WAY THIS IS WORDED, IT APPEARS TO DO THAT.
WHAT I WOULD ASK IS THAT MAYBE YOU AND I SIT DOWN AND HAVE A DISCUSSION AND TRY TO COME UP WITH SOME WORDING THAT WOULD COOK PLEASE BOTH OF US BECAUSE I CAN'T SUPPORT TAKING AWAY THE OPPORTUNITIES FOR PRINCIPLES AND YOU'VE BEEN A PRINCIPAL, SO YOU KNOW HOW THAT WORKS.
PRINCIPLES ARE GOING TO GO BY WHAT WE SAY AS POLICY AND I WANT TO MAKE SURE THAT PRINCIPALS HAVE A CLEAR UNDERSTANDING THAT THEY RUN THEIR CAMPUSES.
IF THERE ARE SOME OPPORTUNITIES THAT THEY HAVE TO TAKE, I WANT TO MAKE SURE THAT THEY HAVE THOSE AND I ALSO WANT THEM TO USE
[03:10:03]
OUR RESOURCES BECAUSE I DON'T WANT THEM TO JUST SEND THEM HOME EITHER, BUT I DON'T WANT TO TIE THEIR HANDS EITHER.YOU AND I CAN GET TOGETHER AND WE CAN TRY TO COME UP WITH SOME LANGUAGE THAT MIGHT PLEASE BOTH OF US.
>> REALLY. [LAUGHTER] THANK YOU.
SHARE, YOU GOT OFF THE HOT SEAT.
>> TRUSTEE WHITE. THANK YOU, TRUSTEE FORMING IN MACKEY. I'LL BUY THE COFFEE.
>> THANK YOU. I DO AGREE WITH TRUSTEE MACKEY AND I HEARD TRUSTEE FORM AND SAID, BUT I DON'T WANT STUDENTS TO BE SENT OFF A CAMPUS.
I WANT THEM TO BE ON CAMPUS IF POSSIBLE.
IT'S NOT ABOUT THE MONEY TO ME BECAUSE WE KNOW WE GET PAID FOR HAVING A STUDENT IN THE SEAT.
IT'S ABOUT A LOT OF DIFFERENT THINGS TO ME, SUCH AS WHETHER IT'D BE SUPERVISION FOR THAT CHILD AT HOME, WOULD THAT PARENTS HAVE TO TAKE OFF FROM HER JOB IN ORDER TO TAKE CARE OF THAT CHILD.
THOSE ARE THE FACTORS THAT I'M LOOKING AT BUT NOT ONLY THAT SAYING, I DON'T MIND AS A DEVIL WORKSHOP KID IS OLD ENOUGH AND NOT AN ELEMENTARY SCHOOL KID.
THEY DIDN'T HAVE TO HAVE ANYONE SUPERVISE THEM AND ALL OF A SUDDEN, YOU KNOW, THE PARENT LEAVES THEM AT HOME, THEY GO TO WORK.
THE NEXT THING YOU KNOW, THEY'RE OUT OF THE HOUSE AND DOING SOMETHING THAT THEY SHOULDN'T BE DOING IT IN THE WRONG PLACE AT THE WRONG TIME.
I'M DEFINITELY FOR ANY PROGRAM THAT CAN KEEP THEM WHETHER THEY'RE IN HOUSE AS WELL.
I KNOW WE NO LONGER HAVE IN HOUSE SUSPENSION, BUT THAT'S WHAT I'M ABOUT TO USE.
BUT SOMETHING THAT WOULD KEEP THEM ON THE CAMPUS AND HOPEFULLY SOMEONE WILL BE ABLE TO GET THEM TO KEEP UP ON THEIR SCHOOLWORK VERSUS LETTING THEM JUST BE OUT AND ABOUT.
I DO WANT TO DEFINITELY REVISIT THIS AS WELL. THANK YOU.
>> THANK YOU, TRUSTEE WHITE, ANY OTHER QUESTIONS ON POLICY UPDATES? THAT WAS TINNY.
>> WHAT I DID WANT TO NOTE THAT SEVERAL TRUSTEES RECEIVED SOME COMMENTS FROM COMMUNITY MEMBERS WITH A LONG LIST OF QUESTIONS THAT HAVE BEEN SUBMITTED TO THE ADMINISTRATION.
I CAN GO OVER SOME OF THOSE YOU HAVE THEM IN A PREPARED TO ANSWER SOME OF THOSE.
>> I DID RECEIVE QUESTIONS FROM TRUSTEE FLORES. WERE THOSE THE SAME?
>> TRUSTEE MINSKY SENT THEM AND THEN IT LOOKED TO ME LIKE SEVERAL TRUSTEES HAD RECEIVED THE SAME LIST OF QUESTIONS ARE THE ONES THAT WE WERE WORKING ON.
>> I'M HAPPY TO READ THROUGH THEM.
I THOUGHT YOU MIGHT YOU MIGHT HAVE THEM.
THE FIRST QUESTION WE RECEIVED WAS IN '21, '22, THERE WAS A 30% INCREASE IN DAP REFERRALS OVER 2019-20.
WHAT DOES THE DATA SHOW FOR THE '22, '23 SCHOOL YEARS WASN'T AN OUTLIER OR ARE WE SEEING THE SAME RATES OF REFERRALS FOR THIS SCHOOL YEAR?
>> YES. WE ARE SEEING INCREASES IN ACTUALLY SECOND SEMESTER INCREASES.
FIRST SEMESTER, WE WERE ACTUALLY DOWN FROM SAME SEMESTER LAST YEAR, BUT WE ARE UP RIGHT NOW.
WE HAVEN'T FINISHED OUT THE YEAR YET BECAUSE WE STILL HAVE SOME SCHOOLS IN SESSION, BUT CURRENTLY WE ARE ADDING 37% INCREASE RIGHT NOW.
WE WERE AT 3,700 RIGHT NOW AND LAST YEAR WE WERE AT ABOUT 2,600.
>> ANY THOUGHTS ON WHY THERE'S BEEN TWO BIG INCREASES IN A ROW?
>> I DO BELIEVE WE ARE SEEING A CHANGE IN BEHAVIORS.
WE'RE STILL TRYING TO DECIDE IF IT'S COVID RELATED.
IF WE ARE STILL SEEING STUDENTS BEHAVIORS CHANGE BECAUSE OF THAT.
BUT WE ARE SEEING SOME ESCALATED BEHAVIORS.
>> YOU THINK IT'S ALL STUDENT BEHAVIOR AS OPPOSED TO ADMINISTRATIVE RESPONSES TO WHAT THEY'RE SEEING OR THE ADMINISTRATORS BEING MORE WILLING TO EXCLUDE THAN THEY HADN'T BEEN IN THE PAST? I'M JUST TRYING TO.
[03:15:01]
>> THAT WOULD BE VERY DIFFICULT FOR ME TO ANSWER.
>> WELL, I THINK THE CHALLENGE IS WE WERE STILL WORKING TO DISAGGREGATE THE DATA BETWEEN THE ASSIGNMENTS TO DAP THAT ARE MANDATORY VERSUS THOSE THAT ARE DISCRETIONARY.
THEN WITHIN THAT DISCRETIONARY, BECAUSE I THINK THAT'S THE ONE AREA THAT WE WOULD HAVE SOME REAL INPUT IN TERMS OF WHAT ARE THE RATIONALE.
THEN BEYOND THAT, WITHIN THE DISCRETIONARY ASSIGNMENTS, ARE THERE PARTICULAR AREAS WHERE WE'RE SEEING LARGER INCREASES? ARE THESE DISCRETIONARY INCREASES ACROSS THE WHOLE BOARD.
EVERYONE IN THE NATION IN '21, '22 SAW THE SAME PATTERN OF INCREASES AS EVERYONE RETURNED.
CERTAINLY FROM COVID. TO YOUR POINT, I THINK WE STILL HAVE TO DO SOME MORE INVESTIGATING ON THE DISCRETIONARY SIDE, WHICH WE HAVE NOT HAD TIME TO DO RIGHT NOW, TO GO ALL THE WAY DOWN TO THE INDIVIDUAL CAMPUS LEVEL.
>> THANK YOU. I APPRECIATE THAT.
I'LL JUST RUN THROUGH THESE AS QUICKLY AS I CAN JUST BECAUSE THERE'S BEEN SUCH INTEREST IN THIS PARTICULAR ITEM.
IT'S AN ISSUE THAT'S IMPORTANT TO ALL OF US.
ACCORDING TO EVALUATION RESULTS, RESET COORDINATORS PRINCIPLES AND CAMPUS BEHAVIOR COORDINATORS AGREE MORE TRAINING IS NEEDED FOR RESET CENTERS TO BE IMPLEMENTED EFFECTIVELY.
WHAT IS THE DISTRICT'S PLAN FOR ADDITIONAL TRAINING?
>> WE WOULD ABSOLUTELY AGREE WITH THAT.
ONE THING THAT WE ARE DOING IS IN OUR ANNUAL CODE OF CONDUCT TRAININGS WITH OUR ADMINISTRATORS WERE GOING BACK OVER WITH THEM.
WHAT RESEARCH SHOULD BE, HOW IT SHOULD OPERATE.
WE ACTUALLY HAVE MANAGERS OVER EACH OF THE REGIONS THAT GOES OUT AND WORKS WITH THE RESET CENTERS TO MAKE SURE THAT THEY HAVE ALL THE TOOLS THEY NEED.
THEN THE OTHER PIECE IS MAKING SURE TEACHERS IN THE BUILDING UNDERSTAND WHAT RESET IS.
WE'RE ACTUALLY PUTTING TOGETHER A TRAINING FOR TEACHERS, WE'RE CALLING IT RESET CENTER ONE-ON-ONE.
THAT THEY TRULY UNDERSTAND THE PURPOSE OF RESET, WHAT IT SHOULD LOOK LIKE, HOW IT SHOULD OPERATE AND THEN WHAT ARE SOME OF THOSE TOOLS THAT WE'RE DOING, A RESET THAT THEY COULD ACTUALLY USE IN THEIR CLASSROOM.
ABSOLUTELY, WE'RE DOING ADDITIONAL TRAINING AROUND RESET FOR NOT ONLY RESET COORDINATORS, ADMINISTRATORS, BUT ALSO FOR TEACHERS
>> THANK YOU. DOES CENTRAL ADMINISTRATION HAVE A PLAN TO COMMUNICATE THE CHANGES TO THIS COC, TO CAMPUS LEADERSHIP AND THE RESET COORDINATORS AND CBC'S?
>> YES. LIKE I WAS SAYING, EARLIER, EVERY YEAR WE GO THROUGH THE CAMPUS CODE OF CONDUCT TRAINING WITH THE ADMINISTRATORS.
WE USE A TRAINER OF TRAINER MODEL WHERE THOSE INDIVIDUALS COME BACK AND TRAIN THEIR TEACHERS.
BUT WE ARE ALSO AVAILABLE AND HAVE STAFF.
IF THE CAMPUS IS NEEDING AN ADDITIONAL SUPPORT AROUND THE CODE OF CONDUCT, WE CAN GO OUT AS WELL TO THOSE CAMPUSES, BUT IT IS PRETTY MUCH A TRAINER OF TRAINER WHERE THE ADMINISTRATORS BRING BACK THE CHANGES AND SHARE WITH THEIR STAFF WHEN THEY START SCHOOL AT THE BEGINNING OF THE YEAR.
>> DOES THE CENTRAL ADMINISTRATION HAVE A PLAN FOR MONITORING DATA, ROUTINELY GATHERING STAKEHOLDER INPUT, AND DIRECTING RESOURCES TO CONTINUALLY IMPROVE STUDENT OUTCOMES?
>> NORMALLY, WE AS A TEAM, INTERNALLY MONITOR THE DATA THROUGHOUT THE YEAR AND WE ADDRESS CAMPUSES WHERE WE'RE SEEING ESCALATED BEHAVIORS OR ESCALATED OFFENSES.
IN THE PAST WE HAVE NOT MET WITH STAKEHOLDERS PRIOR TO GETTING READY TO PREPARE FOR THE CODE OF CONDUCT THE FOLLOWING YEAR.
USUALLY AROUND JANUARY, FEBRUARY IS WHEN WE START BRINGING IN STAKEHOLDERS TO LOOK AT WHAT THE TRENDS WERE FOR THE YEAR AND WHAT ARE ANY SUGGESTIONS OR ADVICE THEY HAVE FOR US MOVING FORWARD THE FOLLOWING YEAR.
WE USUALLY INVOLVE STAKEHOLDERS SECOND SEMESTER.
>> ANY CHANGES THIS YEAR FOR HOW WE PLAN ON ROLLING OUT AND COMMUNICATING THE CHANGES TO THIS CFCS?
>> LIKE I SAID EARLIER, THAT WOULD BE GOING BACK DOING THE TRAINING WITH ADMINISTRATION ON EACH CAMPUS AND THEN WORKING WITH THOSE CAMPUSES TO ENSURE THAT THEY TAKE THAT BACK AND DO THAT TRAINING WITH THE STAFF.
LIKE I SAID, ANY THAT FEEL THEY NEED ADDITIONAL SUPPORT AROUND THAT WE'RE ABSOLUTELY AVAILABLE TO DO THAT.
>> DOES CENTRAL ADMINISTRATION HAVE A PLAN FOR ADDITIONAL FACILITY SPACE AND AIDS TO EFFECTIVELY ADDRESS THE NUMBER OF STUDENTS REFERRED ON SOME CAMPUSES?
>> THAT ONE, I WASN'T REALLY SURE WHAT THEY MEANT BY FACILITY SPACE, SO I'M ASSUMING THEY'RE TALKING ABOUT THEIR RECENT CENTERS?
[03:20:01]
THEY CURRENTLY I WOULD SAY THE MAJORITY, PROBABLY 99% HAVE A CLASSROOM THAT'S DEDICATED TO RESET, SO IT'S A FULL-SIZE CLASSROOM.WE RECOMMEND THAT THEY TRY TO LIMIT THE NUMBER THAT ARE IN THERE.
FOR EXAMPLE 10 IS A GOOD NUMBER OF STUDENTS FOR ONE INDIVIDUAL TO WORK WITH.
HOWEVER, IF THEY ARE SEEING MORE THAN THAT ON SINGLE DAYS, WE DO HAVE ADDITIONAL STAFF ON THE CAMPUS THAT CAN SUPPORT FOR EXAMPLE AT ALL OF OUR HIGH SCHOOLS, WE HAVE COMPREHENSIVE HIGH SCHOOLS.
WE HAVE A MENTAL HEALTH CLINICIAN THAT IS THEIR EVERYDAY ALL DAY SO THEY CAN PULL THAT INDIVIDUAL IN IF THEY'RE NEEDING ADDITIONAL SUPPORT.
IF THEY'RE HAVING A SITUATION WHERE THEY'RE HAVING TO PUT MORE THAN 10 IN THEIR DAY, THEY SHOULD BRING THOSE INDIVIDUALS IN THE COUNSELOR BECAUSE THAT MEANS SOMETHING'S HAPPENING DURING THAT TIME PERIOD.
AS FAR AS SPACE, IF IT GETS TO A POINT WHERE THEY'RE OUTGROWING THAT CLASSROOM, THEN WE WOULD WORK WITH THAT CAMPUS PRINCIPAL ON A CASE-BY-CASE BASIS TO SEE WHAT THAT LOOKS LIKE AND WHAT ARE THE ROOT CAUSES THAT THEY'RE HAVING ENOUGH ISSUES THAT THEY'RE NEEDING MORE THAN 10-20 KIDS IN A RESET CENTER.
>> THANK YOU. I'M SURE WE'LL GET SOME FOLLOW UP ON THIS AND I WILL PROVIDE THAT FOLLOW-UP TO THE ADMINISTRATION.
I HAVE ONE LAST QUESTION AND I SAW THIS IN HOUSTON ISD PROPOSALS RECENTLY AND I DON'T THINK IT'S A PARTICULARLY FEASIBLE IDEA, BUT MY UNDERSTANDING IS HOUSTON ISD IS GOING TO LOOK AT SITUATIONS WHERE STUDENTS ARE REMOVED FROM A CLASSROOM FOR BEHAVIOR THAT'S DISRUPTING THE LEARNING ENVIRONMENT, AND WHEN THEY'RE MOVED FROM THAT CLASSROOM, THEY WOULD BE PLACED INTO ANOTHER ROOM WHERE THEY WOULD WATCH THE CLASS ON ZOOM, AND I JUST OFFER THAT UP TO YOU AS SOMETHING THAT IS BEING TALKED ABOUT IN ANOTHER DISTRICT, AND JUST THINK ABOUT WHETHER THAT MAKES SENSE TO YOU.
IT DOES SEEM TO BE EXCLUSIONARY, SEEMS TO BE VERY BURDENSOME WITH TEACHERS TEACHING ON ZOOM AND IN-PERSON AT THE SAME TIME.
BUT I JUST WANTED YOU TO BE AWARE THAT THAT WAS SOMETHING THAT POPPED UP THIS WEEK AS A WAY TO APPROACH THE PROBLEM.
IT'S NOT WHY I'M ENDORSING THEM JUST MENTIONING IT TO YOU. THANK YOU.
>> I DO WANT TO RESPOND THOUGH, BECAUSE I SEE SOME PROBLEMATIC ISSUES WITH THAT COLLECTIVELY.
THERE IS ACTUALLY A REQUIREMENT OR A MANDATE THAT TEACHERS ARE NOT ALLOWED TO TEACH CONCURRENTLY.
THEY WOULD ONLY BE ABLE TO VISUALIZE WHAT'S HAPPENING.
THEY WOULDN'T BE ABLE TO INTERACT WITH THE TEACHER OF RECORD.
POST-COVID, ONE OF THE LESSONS WE LEARNED WAS HAVING TEACHERS [NOISE] TRYING TO TEACH A GROUP OF STUDENTS WHILE ALSO WORKING WITH STUDENTS IN ANOTHER SETTING IS JUST NOT MANAGEABLE, AND SO THERE'S ACTUALLY NOW A REQUIREMENT THAT WE MAKE SURE THAT WE DON'T DO THAT WITH TEACHERS.
SECONDLY, WE WOULD HAVE TO THEN HAVE ALL THE EQUIPMENT FOR THAT TO TAKE PLACE, AND WE ALSO THEN WANT TO TALK TO OUR TEACHERS ABOUT WHAT THAT LOOKS LIKE BECAUSE THAT MEANS SOMEONE IS WATCHING IN THEIR CLASSROOM, AND IT CAN FEEL VERY BIG BROTHER-ISH.
I THINK THAT COULD HAVE AN EFFECT ON MORALE.
I THINK ON PAPER THAT MAY SEEM LIKE SOMETHING THAT MAY SEEM VIABLE AND I SEE A LOT OF INHERENT ISSUES.
THAT BEING SAID, I DO KNOW THAT WE'RE WORKING TOWARDS CREATING SOME PLANTS BECAUSE ESSENTIALLY RESET IS TO REMOVE STUDENTS WHILE WE'RE PROVIDING WRAP-AROUND SERVICES AND THEY'RE STILL GETTING INSTRUCTION.
I THINK KNOWING THAT WE'VE GOT NOW A COMPREHENSIVE CURRICULUM ACROSS THE BOARD, WE SHOULD BE ABLE TO BE BETTER ABLE TO SERVE THOSE STUDENTS INSTRUCTIONALLY, AND THAT SHOULD BE PART OF OUR ONGOING TRAINING.
BUT I DO KNOW THAT WE'VE ALREADY HEARD SOME CONCERNS JUST WITH REGARD TO ARE THEY GOING TO ASK TEACHERS AND I WANT TO MAKE SURE THAT NO ONE THINKS THAT WE WOULDN'T BE ASKING TEACHERS TO VIOLATE THAT NEW EXPECTATION THAT CAME OUT THAT TEACHERS WOULD NOT BE REQUIRED BEING ABLE TO WATCH IT AS THE INSTRUCTION IS GOING ON.
WE COULD CERTAINLY WORK WITH SOME CLASSROOM TEACHERS TO SEE IF THAT'S POSSIBLE.
I THINK THAT WAS THE PART OF THE RESET CENTER WAS TO ENSURE THAT INSTRUCTIONAL MINUTES WERE NOT LOST.
>> YES. ONE OF THE COMPONENTS IS THAT THEY DO COMPLETE THEIR ASSIGNMENTS WHILE THEY'RE IN THERE, AND THEN THE OTHER COMPONENT IS THE WRAPAROUND SERVICES TO ENSURE THAT THEY'RE GETTING
[03:25:04]
THE SUPPORT BASED ON THE BEHAVIOR THAT GRANTED THEM ACCESS TO THE RECENT CENTER.>> THANK YOU, TRUSTEE. MS. KAY? THANK YOU FOR THE RESPONSE ON TIN.
ANY OTHER QUESTION IN THE POLICY? CHIEF OF STAFF, DIVISION 13A, 14A ALL THE WAY THROUGH 16, 49 TRUSTEE FOREMAN TO 14A.
TAKE POSSIBLE ACTION. AUTHORIZED NEGOTIATOR ENTER INTO AGREEMENTS WITH RECOMMENDED POOL OF VENDORS FOR RACIAL EQUITY CONSULTANT AND PROFESSIONAL DEVELOPMENT SERVICES.
>> EXCUSE ME. ALL I LIKE TO DO NOW IS HAVE A BREAKDOWN ON THE PROFESSIONAL SERVICES AND THEN THE INDIVIDUALS THAT WE USED IN THE PREVIOUS YEARS AND THE AMOUNT OF MONEY FOR EACH ONE OF THOSE AND MAYBE WHAT THE ACTIVITY WAS.
>> THANK YOU. TRUSTEE FOREMAN.
>> THE TEACHING LITER, TEACHING AND LEARNING DIVISION.
[18. Teaching and Learning]
ARE THERE ANY QUESTIONS? 18,19, 20?>> HI SHANNON, THIS IS JUST A QUICK QUESTION ABOUT OUR CONVERSATION JUST TO MAKE SURE I UNDERSTOOD AND THANK YOU FOR CALLING ME ABOUT THIS ISSUE.
YOU'RE GOING TO PUT OUT ADDITIONAL PROCUREMENT TO BE ABLE TO SATISFY SOME OF THE NEEDS.
>> THIS IS THE ADDITIONAL PROCUREMENT.
>> THIS IS THE ADDITIONAL PROCUREMENT.
HOW ARE WE GOING TO MANAGE THE BUNDLED PROCUREMENT THAT WE HAD IN THE PAST?
>> WE ARE ABLE TO MAKE A REQUEST TO PROCUREMENT TO REDUCE THE AMOUNT IN THE PREVIOUS RFP, TO ENSURE THAT WE'RE NOT ASKING FOR ADDITIONAL FUNDS FOR THIS.
>> WE WILL MAKE THAT ADJUSTMENT BY 15 MILLION.
THESE TWO EQUAL 15 MILLION WILL REDUCE THE PREVIOUS ONE BY 15 MILLION.
>> YOU GOT WHAT I SAID, THANK YOU.
>> I DO WANT TO NOTE THAT IS A MOVE TOWARDS UNBUNDLING SO THAT WE CAN GET WHAT WE NEED.
>> BECAUSE FOR PEOPLE THAT AREN'T, WE HAVEN'T, OUR CHOIR AND ETC, ARE HAVING DIFFICULTY PROCURING CERTAIN THINGS EVEN THOUGH WE HAVE THIS VERY LARGE RFP OUT, BECAUSE IT DOESN'T ADDRESS THE SPECIFICITY THAT THIS PARTICULAR STUDENT ACTIVITIES GROUPS, LIKE CHOIRS AND OTHERS OR NEEDING.
THIS WAS A WAY FOR US TO UNBUNDLE AND ACTUALLY GET OUR TEACHERS, OUR SPONSORS, ABILITY TO ACCESS WHAT THEY ACTUALLY NEED.
>> I THINK THE FIRST THING THAT SHANNON AND I TALKED ABOUT WAS SHE HEARD ME TALKING ABOUT THE UNBUNDLING BECAUSE I THINK IT'S IMPORTANT THAT WE DO THE SPECIFICS. THANK YOU SO MUCH.
>> THANK YOU. ANYTHING ELSE IN TEACHING AND LEARNING? LEADERSHIP INITIATIVES?
>> I'M NOT MOVING THAT FAST, HOLD ON.
[22. Strategic Initiatives]
>> I GET THE PART ABOUT BEING ALIGNED WITH THE COLLAGEN AND CAREER, BUT WHAT I'M TRYING TO UNDERSTAND IS, IS THIS JUST AN AGREEMENT TO JUST ENSURE THAT WE ARE ALIGNED OR IS AN AGREEMENT FOR SOME KIND OF A PROCUREMENT.
>> YEAH, THE REASON WHY WE BROUGHT THIS FORWARD TRUSTEE FOREMAN IS A LITTLE BIT UNIQUE.
I THINK YOU'RE WONDERING IT MAKES A LOT OF SENSE.
THIS IS AN OPPORTUNITY FOR US TO BE ABLE TO ENGAGE WITH STUDENTS ONCE THEY GRADUATE FROM HIGH SCHOOL.
BECAUSE WHAT WE'RE SEEKING TO DO IS WHAT WE'VE HEARD THIS BOARD SAY MANY TIMES IS WE WANT TO KNOW IF OUR EFFORTS ARE WORKING IN THE COLLEGE CAREER, MILITARY READY AND ALL THE OPPORTUNITIES THAT WE PROVIDE FOR STUDENTS.
THIS WILL ALLOW US TO ENGAGE WITH THE STUDENTS POST GRADUATION FROM HIGH SCHOOL.
WE HAD TO BRING THIS FORWARD BECAUSE THIS BOARD HAS TO APPROVE US HAVING THE ABILITY TO ENGAGE IN SUCH ACTIVITY.
>> WHAT KIND OF ENGAGEMENT ARE WE SPEAKING OF?
>> ESSENTIALLY, WHAT WE WOULD LIKE TO DO IS BE ABLE TO
[03:30:01]
CONNECT WITH STUDENTS BEYOND GRADUATION TO UNDERSTAND, FOR EXAMPLE, WHERE ARE THEY GOING INTO THE WORKFORCE? DID THEY FOLLOW THE PROGRAM OR PATHWAY FOR WHICH THEY STUDIED IN DALLAS ISD? LET'S JUST TAKE AN EXAMPLE. THEY STUDIED A BUSINESS PATHWAY IN ONE OF THE PTAG PROGRAMS. WE'D WANT TO KNOW, ARE THEY THEN GOING ON TO A FOUR-YEAR COLLEGE? IF SO, WHAT'S OUR PLAN BUT MORE THAN THAT, ARE THEY GOING DIRECTLY INTO THE WORKFORCE? IF THEY ARE, WHAT ARE THEY DOING? THEN WE CAN BETTER UNDERSTAND WHETHER OUR PROGRAMS HAVE SUPPORTED THEM APPROPRIATELY TO BE SUCCESSFUL IN THAT ENDEAVOR.>> HOW DOES THIS ACTUALLY BENEFIT THE DISTRICT?
>> YEAH, I THINK IT BENEFITS THE DISTRICT TRUSTEE FOREMAN IN OUR ABILITY TO MAKE SURE THAT OUR PROGRAMS ARE UP-TO-DATE AND ALIGNED WITH STUDENT FAMILY NEEDS AS THEY MATRICULATE FROM US TO THEIR NEXT STEP OF THE JOURNEY.
IT ALLOWS US TO GET INFORMATION FROM THEM TO TELL US THEIR SUCCESS RATE AND HOW IT WORKED FOR THEM, OR MAYBE IT DIDN'T WORK FOR THEM AND HOW WE MAKE ADJUSTMENTS WITH PROGRAMMING AS SUCH.
>> THE INTENT IS TO REACH OUT TO ALL THE GRADUATES TO SEE WHERE THEY ARE.
FOR $10,000, WHAT MECHANISM WOULD YOU USE TO REACH OUT TO THE GRADUATE?
>> LET ME ASK MR. GARNIER TO COME FORWARD AND I'LL START EXPLAINING.
BUT ESSENTIALLY, WHAT WE WILL DO IS WE WOULD REACH OUT TO STUDENTS WHO SAID THEY WERE WILLING TO ENGAGE WITH US.
IF STUDENTS DON'T WANT TO ENGAGE POST-GRADUATION, WE WON'T DO THAT.
BUT THEY HAVE TO GIVE US APPROVAL TO DO THAT.
ONCE THEY DO, WE WANT TO STAY WITH THEM FOR TWO YEARS POST-GRADUATION TO UNDERSTAND HOW THINGS WENT FOR THEM BASED UPON WHAT WE DID HERE.
BUT THE MONEY THAT YOU ARE REFERENCING, THE $10,000.
WE ALSO WANT TO ENGAGE WITH TEXAS WORKFORCE COMMISSION TO BE ABLE TO GATHER DATA FROM THEM, INFORMATION FROM THEM FOR STUDENTS WHO DO COMMIT TO ALLOWING US TO ENGAGE, TO KNOW HOW THEY'RE DOING AND WHAT WE'RE IN THE WORKFORCE AND WE'RE SPECIFICALLY THEY'RE WORKING, ETC.
>> I THANK YOU FOR GIVING ME THE ANSWER BECAUSE ONE OF THE THINGS THAT I DON'T WANT TO BE A PART OF IS TRACKING OUR STUDENTS ONCE THEY LEAVE THE DISTRICT.
IF IT DOES NOT BENEFIT US FROM THE TAS PERSPECTIVE, I WOULD HAVE AN ISSUE WITH CONTINUING TO TRACK OUR STUDENTS ONCE THEY LEAVE THE DISTRICT.
I AM GLAD TO HEAR YOU SAY THAT THEY WOULD HAVE TO WANT TO ENGAGE WITH US.
I WILL BE WATCHING VERY CLOSELY TO SEE HOW WE ASK IF THEY WANT TO ENGAGE.
BECAUSE ONCE THEY'RE FROM HERE AND IF IT DOESN'T BENEFIT US, I UNDERSTAND WHAT THE WORKFORCE COMMISSION IS DOING AND WHAT THE WORKFORCE IS LOOKING LIKE.
BUT I ALSO WANT TO BE VERY CAREFUL WITH THE PRIVACY OF OUR STUDENTS ONCE THEY LEAVE US.
I HAD TO MAKE THAT STATEMENT. NOW I FEEL BETTER.
>> I JUST WANT TO SAY, THANK YOU.
THIS IS A SMALL ASK IN TERMS OF FUNDING.
BUT IF WE THINK OUR JOB IS DONE BY THE TIME A KID GRADUATES AND NOTHING ELSE MATTERS, I THINK WE'RE DOING IT WRONG.
THE FACT THAT THIS IS REALLY LOOKING AT IS THE EDUCATION WE'RE PROVIDING RESULTING IN TANGIBLE WINS AND GIVING THAT STUDENT THE OPPORTUNITY WE SAY WE WANT.
WE'RE PUTTING OUR NOT VERY MUCH MONEY WHERE OUR MOUTH IS ON THIS AND FOLLOWING STUDENTS FORWARD ON THAT.
I AM THRILLED FOR US TO DO THAT.
I THINK IT'S A STEP THAT'S PROBABLY NOT TAKEN NEARLY AS WIDELY AS IT SHOULD BE.
I WANT TO COMMEND YOU AND SUPERINTENDENT ELIZALDE, YOU ON THIS. THANK YOU.
[23. Postsecondary Partnerships and Programs]
THE QUESTION I HAVE BRIAN REGARDING THIS ONE IS ARE WE REFERRING TO LINCOLN HIGH SCHOOL?
>> YES, MA'AM. THIS IS LINCOLN HIGH SCHOOL.
THIS IS A RENEWAL OF WHAT WE'VE BEEN DOING ALREADY WITH UNT DALLAS AND LINCOLN HIGH SCHOOL IN DALLAS COLLEGE.
>> MAYBE I JUST HAVE MISSED SOMETHING IN THE PROCESS.
BUT BEING A LINCOLN GRADUATE, I'M CERTAINLY LOOKING.
LINCOLN BUSINESS TECHNOLOGY EARLY COLLEGE HIGH SCHOOL.
WHEN DID WE DESIGNATE LINCOLN AS A BUSINESS TECHNOLOGY EARLY COLLEGE HIGH SCHOOL?
[03:35:08]
IT'S THE SAME AS A P-TECH, THEY JUST USE THE B.
SOME OF OUR CAMPUSES USE A DIFFERENT ACRONYMS, BUT IT'S STILL A P-TECH SCHOOL.
>> WHAT'S THE DIFFERENCE IN A B-TECH AND A P-TECH?
>> THE P-TECH REPRESENTS PATHWAYS IN TECHNOLOGY EARLY COLLEGE HIGH SCHOOL.
THE B-TECH REFERENCES BUSINESS, FOR EXAMPLE, SPECIFICALLY, IF THAT'S A PROGRAM OF STUDY THAT THEY WOULD ENGAGE IN.
>> P-TECH IS TISSUES AND B-TECH IS KLEENEX.
SO IT'S THE OVERARCHING WHOLE CONCEPT AND THEN THERE'S A BRAND.
SO IT'S A SPECIFIC P-TECH PATHWAY.
>> THE REASON I ASKED THAT QUESTION IS IS THAT THERE IS ALMOST A MILLION DOLLARS ATTACHED TO THAT, AND I'VE NEVER KNOWN LINCOLN AND I FOLLOW THEM PRETTY CLOSELY TO BE CALLED A B-TECH.
NOW I'M GOING TO BE ASKING ADDITIONAL QUESTIONS ABOUT HOW THAT IS AFFECTING THAT SCHOOL.
AND WHAT DOES THE B-TECH GIVE TO THE SCHOOL THAT THE P-TECH WILL NOT GIVE TO THE SCHOOL.
BECAUSE IF IT'S THE DIFFERENCE BETWEEN A KLEENEX AND A TISSUE, I WANT TO MAKES SURE THAT LINCOLN IS GETTING THE TISSUE AND NOT THE KLEENEX.
>> WELL, THEN I DIDN'T DESCRIBE IT WELL.
SO TISSUE IS NOT A BRAND, IS IT'S AN OVERALL THING.
>> I WANT TO MAKE SURE, SUPERINTENDENT, THAT WHEN WE STARTED DOING ALL THESE DIFFERENT LITTLE THINGS IS THAT THEY'RE ALL EQUAL.
ONE OF THE THINGS WE JUST HAD A CONVERSATION ABOUT WAS THE WHOLE RACIAL EQUITY PIECE, AND ALL I'M TRYING TO DO IS MAKE SURE THAT THERE'S EQUITY IN THAT PROCESS, PARTICULARLY WHEN WE'RE SPENDING ALMOST A MILLION DOLLARS.
I KNOW THERE ARE STRUGGLES OVER THERE WITH I THOUGHT IT WAS A P-TECH, BUT NOW I KNOW IT'S A B-TECH.
SO I JUST WANT TO MAKE SURE THAT THERE IS EQUALITY IN THAT PROCESS, AND I KNOW I'M STEPPING ACROSS MY BOUNDARY OVER TO TRUSTEE HENRY, BUT YOU KNOW HOW I AM ABOUT LINCOLN.
>> LET'S SAY YOU'RE A PROUD GRADUAL FROM LINCOLN.
YOU'RE GOOD. AS YOU WOULD SAY, YOU'RE A PROUD GRADUATE OF LINCOLN, YOU'RE GOOD.
>> I'LL JUST BE ASKING ADDITIONAL QUESTIONS.
I'LL MEET WITH YOU GUYS BECAUSE I WANTED TO MAKE SURE THAT WE'RE NOT SPENDING A MILLION DOLLARS AND THEY'RE NOT GETTING EVERYTHING THEY NEED, BE THEY B-TECH OR A P-TECH. THANK YOU.
>> THANK YOU TRUSTEE FORMER. TRUSTEE WHITE.
>> YES. I READ OVER THIS AS WELL AND I WAS LOOKING AT AND SOME QUESTIONS CAME TO ME, SUCH AS, I KNOW THAT WE'RE USING THE UNIVERSITY OF TEXAS AT AUSTIN FOR THIS.
AND THE QUESTION CAME TO ME WHY AREN'T WE USING [OVERLAPPING].
>> COULD YOU TELL ME WHICH ITEM YOU ARE REFERENCING PAGE?
>> WHICH 23? THERE'S 23 A, B, C.
I GUESS THIS WILL ALSO COULD APPLY FOR THE OTHERS AS WELL.
BUT HOW MANY SCHOLARSHIPS AND GRADUATES AT TNUT AUSTIN FROM THIS SCHOOL, AND NOT JUST THE SCHOOL, LIKE I SAID, FOR THE OTHER ONES.
I DO HAVE SOME OTHER QUESTIONS, BUT I DON'T WANT TO.
>> TRUSTEE WHITE, YOU REFER TO UT AUSTIN.
THAT'S 23A, WHICH IS ON RAMPS.
THIS IS 23B, WHICH IS LINCOLN.
>> SO YOU WENT TO DALLAS AND DALLAS COLLEGE? [OVERLAPPING]
>> IN THE AGREEMENT BETWEEN THE UNIVERSITY OF TEXAS AT AUSTIN AND DALLAS [OVERLAPPING].
>> SO ON 23A, THIS IS THE ON RAMPS?
>> THIS IS ABOUT STUDENTS GETTING COLLEGE CREDIT WHILE IN HIGH SCHOOL.
IT DOESN'T HAVE ANYTHING TO DO WITH SCHOLARSHIPS.
>> NO. BUT I UNDERSTAND THAT PART, BUT SINCE WE ACTUALLY USING THIS UNIVERSITY, MY QUESTION IS, DO THE STUDENTS AT LINCOLN ACTUALLY GET RESOURCES FROM AS FAR AS SCHOLARSHIPS TO OUR GRADUATE TO ATTEND THEIR CAMPUS ONCE THEY GRADUATE.
>> LET ME MAKE SURE THOUGH, HOLD ON ONE SECOND.
A IS NOT SPECIFIC TO LINCOLN HIGH SCHOOL.
[03:40:05]
23A IS JUST THE DISTRICT USE OF ON-RAMP.SO WHEN YOU THINK OF AP COURSES, AND WE OFFER AP COURSES EVERYWHERE, SO ON RAMPS IS ANOTHER WAY IN WHICH YOU CAN GET COLLEGE CREDIT.
IT'S JUST. SO API, WHEN WE TALK ABOUT ADVANCED PLACEMENT, THAT COMES FROM THE COLLEGE BOARD, THAT'S THE ENTITY THAT ALLOWS KIDS TO GET COLLEGE CREDIT.
IN THIS INSTANCE, IT JUST HAPPENS THAT ON RAMPS GOT CREATED BY THE UNIVERSITY OF TEXAS AT AUSTIN, BUT IT'S ANOTHER WAY IN WHICH OUR STUDENTS CAN GET COLLEGE CREDIT THAT'S LIKE AP, BUT IT'S NOT AP.
>> IT'S DIRECTLY FROM THE UNIVERSITY.
>> IT'S JUST LIKE YOU CAN GET COLLEGE CREDIT THROUGH DUAL CREDIT WITH A COLLAGE ENTITY LIKE DALLAS COLLEGE.
YOU CAN GET COLLEGE CREDIT THROUGH ADVANCED PLACEMENT, YOU HAVE TO TAKE THE COURSE AND TAKE THE TEST, AND THE COLLEGE YOU'RE GOING TO HAS TO RECEIVE THAT SCORE BECAUSE SOME COLLEGES REQUIRE THREE, SOME REQUIRE FOUR.
THE THIRD WAY YOU CAN GET COLLEGE CREDIT IS THROUGH THE UNIVERSITY OF TEXAS AUSTIN ON RAMPS.
IT DOESN'T REQUIRE NECESSARILY AN AP TEST, LIKE YOU HAVE TO HAVE AN AP, SO IT'S JUST ANOTHER WAY.
SO OUR HIGH SCHOOL PRINCIPALS CREATE MASTER SCHEDULES AND THEY'RE ABLE TO THEN BUILD A SCHEDULE AROUND EACH OF THESE DIFFERENT WAYS IN WHICH KIDS CAN HAVE ACCESS TO COLLEGE CREDIT.
>> WITH THAT BEING SAID, BECAUSE I HEARD YOU MENTIONED THAT UT AUSTIN DESIGN THIS PROGRAM.
SINCE THEY DESIGNED, DO WE ALSO CONTRACT THIS SAME PROGRAM OR IS THIS JUST UNIQUE TO THIS?
>> ON RAMPS IS JUST PUT OUT BY THE UNIVERSITY OF TEXAS AT AUSTIN, AND HOW MANY SEATS, IF ANY? THAT IS MY QUESTION.
>> THANK YOU. IF APPROVED, THERE'LL BE 17 SCHOOLS IN DALLAS ISD THAT WOULD IMPLEMENT UT ON RAMPS NEXT YEAR.
SCHOOLS HAVE A CHOICE TO OPT IN TO OFFER THIS OPPORTUNITY.
WE WANT TO PROVIDE ANY SCHOOL THAT CHOOSES TO.
BUT IN ADDITION, THERE ARE COURSES THEY CAN CHOOSE FROM AS WELL.
SO IT GIVES THEM OPPORTUNITIES THAT GIVES STUDENTS A CHANCE TO TAKE DUAL CREDIT COURSES TO DEMONSTRATE SUCCESS AND THEN GET THEM PREPARED AND COLLEGE READY.
SO IT'S A GREAT OPPORTUNITY FOR THEM.
>> NOW THESE COURSES CAN ALSO BE TAKEN DURING THE SUMMER AS WELL, AND NOT JUST DOING THESE.
>> EXCUSE ME, COLLEGE COURSES CAN BE TAKEN, BUT WE DON'T AS, A DISTRICT, OFFER ON RAMPS IN THE SUMMER.
>> SO THIS IS BASICALLY THE ON-RAMP PROGRAM.
BECAUSE I DO KNOW THAT WITH THE UNIVERSITY I THINK IT'S AN EAST TEXAS A&M, THEY ALSO ALLOW STUDENTS TO TAKE AND I JUST WANTED TO KNOW IF THEY WOULD CONSIDERING STUDENTS BEING ABLE TO TAKE COURSES DURING THE SUMMER WHICH WOULD HELP ADVANCE.
BUT I SEE THIS PROGRAM IS ALREADY CREATED AND LOCKED-IN.
BUT THAT WAS MY MOST IMPORTANT QUESTION I WANTED TO KNOW SINCE THIS IS SOMETHING THAT WE'RE DOING WITH THEM, HOW MANY SEATS THAT THEY'RE GOING TO PREPARE FOR, NOT USING THE WORD SET ASIDE, BUT HOW MANY SEATS AT OUR STUDENTS WILL BE ABLE TO ATTEND THE UNIVERSITY ONCE THEY ACTUALLY GRADUATE FROM DIST, AND YOU TOLD ME 17 SCHOOLS ARE PARTICIPATING.
>> PRIOR TO GRADUATION, YES, 17 SCHOOLS PARTICIPATE IN THE PROGRAM. WELL, YES.
>> THANK YOU, TRUSTEE WHITE. TRUSTEE JOHNSON.
>> I WANT TO SWITCH OFF. IT'S SIMILAR TO SOMETHING YOU SAID.
WITH THE KIDS THAT SAID THE MAGNET SCHOOLS LIKE TABOO.
I'VE ASKED THIS BEFORE, SO I DON'T KNOW IF YOU'RE WORKING ON THIS.
ARE WE ALLOWING THEM TO GET CREDITS TO WORK WHEN THEY GRADUATE? IS THAT SIMILAR TO WHAT YOU'RE DOING?
>> YES. TOWN VIEW ALSO HAS OPPORTUNITIES FOR DUAL CREDIT.
THEY HAVE OPPORTUNITIES TO TAKE DUAL CREDIT DURING THE YEAR AND DURING THE SUMMER.
>> NOW HOW WE ADVANCE, AND THIS MAY BE ON SUBNETS IF I'M WAITING OUT THERE, JUST SEND ME AWAY LIKE THAT.
BUT HAVE WE ADVANCED TO WHERE WE'RE APPROACHING A PROGRAM WHERE THEY CONGRATULATE ALSO WITH THEIR ASSOCIATES DEGREE, JUST SAY LIKE IN EDUCATION.
THEY TAKE THE COURSES AND THEY CONVEY TO GRADUATE WITH A SOCIAL IN EDUCATION.
ARE WE HEADED IN THAT DIRECTION?
>> WE ARE NOW HEADED TOWARDS THE FULL ASSOCIATE DEGREE PROGRAM, BUT WE ARE LIKE, FOR EXAMPLE, I THINK EDUCATION TO YOUR EXAMPLE.
I'VE MET WITH PRINCIPAL DR. NEVELS HAS AND SHE'S WORKING TOWARDS MAKING SURE THAT THERE IS A SEQUENCE OF COURSES AND EDUCATION PATHWAY FOR EXAMPLE THAT SET THE STUDENTS UP SO THAT THEY CAN BE PREPARED TO GO ON TO COLLEGE AND THEN TO
[03:45:01]
AN EDUCATION PROGRAM THAT WOULD ALIGN TO THE COURSES THEY TOOK.>> MAYBE IS THERE A WAY THAT WE CAN DO THAT OR WE CAN'T DO IT.
>> WELL, EVERYTHING CAN BE DONE.
BUT MAGNET SCHOOLS WERE CREATED FOR ONE PURPOSE AND EARLY COLLEGE HIGH SCHOOLS ARE CREATED FOR ANOTHER.
PART OF THIS IS ABOUT CHOICES.
SO THAT'S NOT SOMETHING THAT I WANT TO WORK TOWARDS. I WANT TO KEEP.
OTHERWISE, I'M NOW REDUCING THE NUMBER OF OPTIONS AND NOW A MAGNET IS NO LONGER THE REASON IT WAS DESIGNED, AND SO WE WANT THEM TO HAVE OPPORTUNITIES TO GET COLLEGE CREDIT AND IN SOME SPECIFIC AREAS THAT ARE SUPER HIGH NEED LIKE TEACHING, IF WE CAN, ALIGNING THOSE PATHWAYS IS WHAT DR. NEVELS IS WORKING ON, BUT I WOULD NOT WANT A COUPLE ASSOCIATES DEGREES AT TOWN VIEW. DOES THAT MAKE SENSE?
>> YES, IT DOES. HOW MANY CREDITS CAN EARN? UP TO HOW MANY CREDITS? YOU HAVE THAT YET, IF YOU DON'T, I UNDERSTAND.
>> NOW WE'RE WORKING WITH THE PRINCIPAL AND SO, USUALLY THEY EARN UP UPWARDS OF ABOUT 30 HOURS.
>> THAT'S GREAT. THANK YOU SO MUCH, AND THANK YOU-ALL YOU GOT.
NEXT AGENDA ITEM THAT WAS 23A AND THEN B, 32 TO TRUSTEE FOREMAN.
>> JUST A QUICK QUESTION REGARDING THESE SPECIAL EDUCATION FUNDS THAT ARE COMING IN.
I SEE THE MAJORITY OF THEM ARE TAGGED TO TEACHING AND LEARNING.
DOES ANY OF THIS MONEY GO TO THE INDIVIDUAL CAMPUSES OR IS IT ALL KEPT WITHIN THE DEPARTMENT FOR PROGRAMMATIC TYPE THINGS?
>> FOR TITLE 1 PART A, CAMPUSES RECEIVE AN ACTUAL ALLOCATION.
TITLE 2 IS DISTRICT PROGRAMMING.
TITLE 3 AND 4 ARE ALSO ACTIVITIES THAT SUPPORT CAMPUSES, BUT NOT AN ALLOCATION IS NOT GIVEN DIRECTLY TO THE CAMPUS.
>> I ASKED THAT QUESTION FOR A SPECIFIC REASON.
THERE'S ALWAYS METHOD TO MY MADNESS.
I WOULD LIKE TO KNOW BY CAMPUS HOW MUCH GOES TO THE INDIVIDUAL CAMPUSES? TOMEKA YOU AND I HAVE HAD THIS CONVERSATION WHERE WE SEE THE GENERAL BUDGET AND WE KNOW WHAT THE GENERAL BUDGET IS, WE KNOW WHAT THE CAMPUS ALLOCATIONS ARE, YEAR AFTER YEAR, BUT THERE ARE OTHER FUNDS THAT GO TO INDIVIDUAL CAMPUSES.
I AM CURIOUS ABOUT THE OTHER FUNDS THAT GO TO THESE CAMPUSES AND HOW MUCH EACH CAMPUS IS ACTUALLY GIVEN.
IF I CAN GET A BREAKDOWN OF THOSE INDIVIDUAL FUNDS BY CAMPUS, BECAUSE THIS IS A NEW GRANT, YOU DON'T HAVE THAT GIVE ME THIS YEAR'S DALLAS TO THE INDIVIDUAL CAMPUSES WITH THE OVERALL AMOUNT AND THAT WILL BE ACCEPTABLE.
I'M JUST TRYING TO VISUALIZE IN MY HEAD HOW MUCH CAMPUSES ARE ACTUALLY REALLY GETTING AND THE GENERAL BUDGET DOES NOT GIVE ME THE TRUE PICTURE.
>> YES, MA'AM. FOR THIS YEAR IN YOUR BUDGET BOOKS THAT WE'VE SUBMITTED TO YOU ALL, THAT INFORMATION IS THERE, I BELIEVE IT STARTS ON PAGE 451.
LET ME GRAB MY BINDER REAL QUICK.
THE TITLE 1, CAMPUS ALLOCATIONS ARE THERE.
>> YOU GOT THE BIG BUDGET BOOK,I DIDN'T GET IT PRINTED EITHER.
YOU GUYS HAVE TO DO A BETTER JOB OF GETTING US THAT.
>> [LAUGHTER] I'M JOKING TOMEKA.
>> BUT FOR YOUR REFERENCE AT A LATER TIME, WE'LL MAKE SURE YOU ALL HAVE THIS INFORMATION IF YOU DON'T HAVE IT, BUT IT IS INCLUDED IN THE PROPOSED BUDGET FOR THIS YEAR STARTING ON PAGE 463, IT SHOWS EACH CAMPUS' TITLE 1 ALLOCATION.
IT SHOWS THE TOTAL AND HOW THOSE FUNDS ARE BEING ALLOCATED AT EACH CAMPUS AND THE NUMBER OF FTES, IF ANY, THAT ARE BEING USED WITH THOSE DIFFERENT FUNDING SOURCES.
IT IS PROVIDED FOR THE 23/24 YEAR.
[03:50:01]
WHAT ABOUT THE OTHER TITLE MONEY THAT WE'RE GETTING?>> YES, MA'AM. EACH OF THE DIFFERENT PROGRAMS THAT ARE BEING FUNDED WITH THE ALLOCATIONS UNDER THOSE DIFFERENT GRANTS ARE ALSO LISTED AS WELL.
THEY ACTUALLY BEGIN ON PAGE 452.
ONCE YOU TURNED TO 451, IT BREAKS DOWN ALL OF THESE SPECIAL REVENUE BUDGETS BY PROGRAM AND CAMPUS.
>> THANK YOU TRUSTEE FOREMAN. ANY OTHER QUESTIONS IN THE FINANCIAL SERVICES?
[33. Construction Services]
>> TRUSTEE FOREMAN AND MACKEY 33A.
>> JUST A QUICK QUESTION REGARDING JOCKS.
BECAUSE WE'VE HAD A CONVERSATION ABOUT JOCK ORDERS BEFORE AND WE ONLY HAD ONE VENDOR THAT WAS THE JOCK THAT WAS MEETING OUR CONTRACTS TO OTHER VENDORS.
IS THIS A PART OF THAT SAME SITUATION?
>> THEY ALL GO THROUGH GORDIAN, BUT THE CONTRACTED FOREMAN WORK.
>> BUT THEY'RE ALL GONE THROUGH GORDIAN, WHICH IS A COMPANY THAT WE'RE PAYING TO BRING US THE JOBS.
WHEN ARE WE GOING TO CHANGE THAT?
>> WE'RE IN THE PROCESS, SO WE'RE WORKING ON IT.
>> WE'RE GOING TO HAVE SOME CONVERSATIONS WITH SOME ATTORNEYS, BUT I DO WANT TO REMIND EVERYBODY WE GOT THERE BECAUSE THERE WAS A REPORT THAT SAID WE WEREN'T DOING THEM WELL, AND THERE WAS A RESOLUTION THEN THAT INCLUDED HIRING SOMEBODY TO OVERSEE THEM.
THAT WAS IN RESPONSE TO WHAT HAD BEEN BROUGHT.
WE'RE NOW REVISITING AS WE NOW HAVE BEEN ABLE TO LOOK AT WHAT ALL THE DOLLARS ARE THAT ARE BEING SPENT.
WE'RE GOING TO HAVE CONVERSATIONS.
WE STILL HAVE TO HAVE CONVERSATIONS WITH OUR LEGAL TEAM AND MAY EVEN REQUIRE OUTSIDE LEGAL COUNSEL.
BECAUSE THE BIGGEST ISSUE IS THE INTERPRETATION OF WHERE YOU HAVE AUTHORITY TO DO THIS WITHOUT SOMEONE OVERSEEING IT.
WE CERTAINLY DON'T WANT TO GET IN AN AREA WHERE SOMEONE WOULD SAY THAT THEY COULD CHALLENGE THE JOB ORDER CONTRACTS THAT WE WOULD BE DOING AND AT THE SAME TIME TO SEE THE MILLIONS OF DOLLARS THAT END UP GETTING PAID FOR A SERVICE THAT COULD BE BEING UTILIZED TO PROVIDE SOME ADDITIONAL DIRECT SERVICES IN TERMS OF CONSTRUCTION AND UPGRADES TO OUR CAMPUSES.
IT'S NOT QUITE AS SIMPLE AS JUST UNCOUPLING OURSELVES.
WE ARE IN THE PROCESS OF HAVING THOSE CONVERSATIONS AND WE'LL COME FORWARD WITH SOME RECOMMENDATIONS.
>> SUPERINTENDENT, I DO UNDERSTAND YOUR CONCERNS, BUT THROUGH THE YEARS WE DID JOCK ORDERS IN-HOUSE.
THAT LAST I THINK IT WAS A AUDIT REPORT THAT CAME FORWARD THAT TALKED ABOUT THE FACT THAT WE WERE NOT HANDLING THE JOCKS CORRECTLY.
I THINK IF YOU TALK TO ANY AGENCY THAT IS A VAR SIZE OR SIMILAR, THEY HANDLE THEIR JOCK ORDERS IN-HOUSE.
I JUST HAVE A CONCERN THAT WE CONTINUE TO SPEND MONEY ON A COMPANY THAT'S NOT PHYSICALLY LOCATED HERE.
THEY HAVE THE COMPLETE CONTROL OVER WHO GET THESE SMALLER JOCK ORDERS, WHICH THAT COULD BE MANY OF OUR LOCAL MINORITY OWNED FIRMS. I ONLY ASKED THAT QUESTION JUST TO REITERATE MY CONCERN ABOUT THE SITUATION THAT WE FOUND OURSELVES IN.
BUT THERE'S ALSO AN OPPORTUNITY FOR US TO MOVE FORWARD.
IN THAT PROCESS, SUPERINTENDENT, I WOULD STRONGLY SUGGEST THAT YOUR TEAM TALK TO OTHER PURCHASING AGENCIES THAT ARE GOVERNMENTAL ENTITIES IN THIS AREA TO BE ABLE TO ASCERTAIN EXACTLY HOW THEY'RE HANDLING THEIR JOCK ORDERS. THANK YOU.
>> THANK YOU, TRUSTEE FOREMAN. TRUSTEE MACKEY.
>> I HAVE 33M. ARE WE GOOD FOR THAT.
>> I'M JUST CURIOUS, THIS ONE IS NEWS TO ME THAT IT'S BUNDLED.
I'M CURIOUS WHY WE HAVE BOTH OF THEM TOGETHER.
I JUST HAVEN'T SEEN THAT BEFORE. MAYBE WE HAVE DONE IT.
>> WE'RE JUST ADDRESSING THE MARKET.
SOMETIMES WE'RE BUNDLING SOME ARE SMALLER PACKAGES TO INCREASE WITH THE MARKET WANTS TO SEE.
>> THEN SO GOING TO AND RELATES TO MY EARLIER POINTS WHEN WE WERE LOOKING AT THE STUDY.
[03:55:07]
DO I READ THIS CORRECTLY TO SEE THAT FOR THIS $11 MILLION PROJECT, WE ONLY HAD TWO VENDORS BID ON THIS OUT OF THE ENTIRETY OF NORTH TEXAS, ONLY TWO VENDORS WANTED TO DO THIS $11 MILLION PROJECT WITH US?>> IS THAT AVERAGE? IS THAT LOW? IS THAT HIGH FROM WHAT WE MIGHT EXPECT TO SEE FOR A JOB AT THE SIZE?
>> WHAT A BOND IS A BIT WE'VE BEEN BIDDING SINCE OCTOBER OF LAST YEAR.
I'M STARTING TO SEE A TAPER OFF.
AS THE WMB DEPARTMENTS HERE WE'RE HAVING A BIG MIX IN JUNE TO RE-ENGAGE THE MARKET AND SEE WHAT THEY WANT AND RE-PACKAGE AND RESET ON IT.
>> TO GO BACK TO THE POINT OF BEST VALUE, IT JUST HARD FOR ME TO THINK IF THERE'S ONLY TWO PEOPLE BIDDING, IT'S LIKELY NOT BEST VALUE, I MEAN, IT'S THE BEST VALUE FOR WHAT WE HAVE.
BUT WHATEVER WE RECOMMEND, I WOULD HOPE WE DO SO WITH AN EYE TOWARDS HOW DO WE GET A HEALTHY, ROBUST, EQUITABLE GROUP APPLYING FOR THESE JOBS.
I DON'T KNOW IF THAT'S SOMETHING WE CAN LOOK AT.
WHETHER IT'S AUDIT LOOKS AT THAT JUST GENERALLY, ESPECIALLY ON THESE BECAUSE THAT WAS SOMETHING BUT I APPRECIATE THE WORK AND THE HELP HERE.
[34. Transportation and Fleet Services]
ITS ON 34.>> THANK YOU FIRST OF ALL, ON THIS TO DR. ELLIS THEY'RE OUR NEW TEAM.
I KNOW YOU ALL HAVE BEEN HAVING A LOT OF CONVERSATIONS WITH THE CITY.
I KNOW THE CITY AND DART ARE CONSIDERING HELPING TO SUPPORT A PILOT PROGRAM.
THIS LOOKS LIKE IT FOLLOWS OUR GENERAL TREND OF DART ILAS AND THE FUNDING THERE.
MY QUESTION FOR YOU ALL IS IF IT DOES COME TO FRUITION, THAT THE CITY AND DART ARE WILLING TO PARTNER ON A PILOT PROGRAM FOR FREE PASSES FOR YOUTH WITH WHATEVER RESTRAINTS WE WOULD PLACE ON IT FOR SAFETY.
THE AMOUNT LOOKS LIKE IT WOULD GIVE US THE FLEXIBILITY, BUT WILL THIS GIVES US THE FLEXIBILITY TO PARTICIPATE IN THAT PILOT PROGRAM AND TURN THESE DOLLARS TOWARDS THAT PILOT PROGRAM IF YOU ALL DECIDED SO OR WOULD WE NEED TO DO ANOTHER ADJUSTMENT FOR THAT?
>> NO, THIS BOARD DOC WOULD GIVE US THAT ABILITY.
>> IT WOULD. WONDERFUL. THANK YOU FOR YOUR WORK ON IT.
>> THANK YOU, TRUSTEE MACKEY. THAT'S 34A.
OTHER QUESTIONS 34A, B, AND C.
>> 35 MAINTENANCE FACILITY SERVICES, A, B, AND C.
>> TRUSTEE FOREMAN'S CLOSING THEIR NOTEBOOK.
>> TRUSTEES, IT'S 3:35 PM THIS MEETING IS ADJOURNED.
IF YOU'RE AT THE HEARING, THERE'S A HEARING AFTER THIS THAT SOME OF US ARE ATTENDING, WE CAN GO DIRECTLY THERE.
THANK YOU. THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.