Nov 02, 2023 Board Briefing

[00:00:02]

[INAUDIBLE] GOOD AFTER, GOOD MORNING EVERYONE.

IT'S 11:36 A.M.

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

I WANT TO WELCOME EVERYONE TO THE BOARD BRIEFING THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, IF YOU WILL.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

ALL RIGHT. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.

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

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

ALSO SEE TRUSTEE DAN MICCICHE, FROM DISTRICT THREE IS JOINING US REMOTELY.

GOOD TO SEE YOU, SIR. TRUSTEE FLORES, IF YOU WILL, PLEASE.

[SPANISH].

THANK YOU. TRUSTEE FLORES.

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

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

SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THE REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

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

I DO NOT SEE ANY ELECTED OFFICIALS IN THE ROOM AT THIS TIME.

I DO WANT TO RECOGNIZE THE STUDENT VOTER EMPOWERMENT COALITION SVEC, A GROUP THAT'S JOINING THE BOARD BRIEFING TODAY.

I THINK TRUSTEE JOHNSON, FLORES, TRUSTEE WHITE, WEINBERG AND AND MACKEY SPENT AT LEAST AN HOUR FIELDING SOME VERY GOOD QUESTIONS FROM THIS YOUNG GROUP OF INDIVIDUALS.

SO I JUST WANT TO ACKNOWLEDGE THEIR PRESENCE HERE WITH US TODAY.

THANK YOU FOR BEING HERE.

AND MORE IMPORTANTLY, THANK YOU FOR BEING AN ACTIVIST IN YOUR COMMUNITY.

DO NOT LET OLDER PEOPLE LIKE US MAKE DECISIONS FOR THE WORLD THAT YOU'RE GOING TO INHERIT. SO CONTINUE TO STAY ACTIVE AND ENGAGED AND SHAPE THE WORLD AS YOU SEE FIT.

[INAUDIBLE].

WELL I'M OLD.

EVERYBODY ELSE IS YOUNG ON THE BOARD.

DO WE HAVE ANY SPEAKERS? NO SPEAKERS. OKAY.

WE DO HAVE SOME CLOSED SESSION ITEMS. WE'RE GOING TO PUSH THEM BACK TILL AFTER WE DO STUDENT OUTCOME GOALS.

AND MAYBE THE SUPERINTENDENT'S REPORT IN RESPECT FOR THE STUDENTS THAT ARE HERE.

SO WE'RE GOING TO PUSH OUR CLOSED SESSION BACK.

WE WILL START WITH STUDENT OUTCOME GOALS, VISION PROGRESS MONITORING, GPM'S 5.3 AND 5.4

[6. VISION/PROGRESS MONITORING]

DR. ELIZALDE? SURE, I'M GOING TO HAVE DR.

LUSK AND DR.

STEVENS COME UP, AND WE'LL START WITH THINK 5 POINT GOAL FIVE GPM 5.3, AND I'LL TURN IT OVER TO OUR DEPUTY SUPERINTENDENT, DR.

BRIAN LUSK, TO START.

THANK YOU, DR. ELIZALDE.

GOOD MORNING, TRUSTEES.

AS NOTED, WE WILL BEGIN WITH OUR GPMS. EXCUSE ME. UNDER GOAL FIVE GPMS, 5.3 AND 5.4 AND THEN WE WILL CONCLUDE WITH DR.

STEVENS TURNING TO CONSTRAINT CPMS, 5.1 AND 5.2.

AS WE BEGIN, WE'LL TURN TO THE EXECUTIVE SUMMARY, IF YOU WOULD PLEASE.

NEXT SLIDE. AND AS YOU CAN SEE ON THE EXECUTIVE SUMMARY, ALL OF THE TARGETS ARE ON TRACK. WE'LL PROVIDE OBVIOUSLY DETAILS REGARDING THOSE.

AND I WANT TO START BY SAYING, FIRST OF ALL FOR GOAL FIVE AND THE GPMS RELATED TO GOAL FIVE. WE'RE REALLY PROUD OF THE WORK THAT OUR TEACHERS AND OUR PRINCIPALS AND OUR

[00:05:03]

SO TURNING TO THE GPMS GOAL FIVE IS, OF COURSE, MEASURING OUR COLLEGE CAREER MILITARY READINESS. AND THESE GPMS FEED RIGHT INTO THOSE.

SO WE'LL SPEND TIME TODAY TALKING ABOUT LEVEL ONE AND TWO CERTIFICATES AS WELL AS ASSOCIATE DEGREES AND 60 HOURS.

SO FOR 5.3, 5.3 MEASURES THE NUMBER OF LEVEL ONE AND OR LEVEL TWO CERTIFICATES EARNED BY OUR STUDENTS.

AND THOSE ARE EARNED JUST AS A REMINDER, LEVEL ONE AND LEVEL TWO CERTIFICATES ARE EARNED THROUGH A SEQUENCE OF DUAL CREDIT COURSES.

FOR EXAMPLE, IF A STUDENT IS STUDYING MARKETING, FOR EXAMPLE, A PATHWAY IN MARKETING, THERE MIGHT BE A SEQUENCE OF 15 COURSES A STUDENT TAKES THAT THEN EARNS A STUDENT A CERTIFICATE IN THE MARKETING PATHWAY TOWARDS THE ASSOCIATE DEGREE AS WELL.

AND THEN 5.4 MEASURES THE PERCENT OF GRADUATES EARNING AN ASSOCIATE DEGREE AND OR EARNING 60 HOURS.

SO FOR BOTH GPMS, WE DID SURPASS THE TARGET FOR THE LEVEL ONE AND LEVEL TWO CERTIFICATES.

WE LANDED AT 470 CERTIFICATES EARNED.

THESE ARE NOT PERCENTAGES. THESE ARE ACTUAL NUMBERS 470.

THEN YOU'LL SEE THE TARGET IN A FEW MINUTES, BUT WE EXCEED THAT BY 30.

THEN FOR ASSOCIATE DEGREE OR 60 HOURS, WE LANDED AT 65.1%.

AND I'LL LET DR. STEVENS TALK ABOUT HER CPMS. GOOD AFTERNOON AGAIN, PRESIDENT HENRY.

DR. ELIZALDE AND TRUSTEES FOR CONSTRAINT FIVE.

THERE ARE TWO MEASURES THAT WE HAVE NOTED HERE TO ENSURE THE DISTRICT'S FINANCIAL SOLVENCY.

AND I'M GOING TO START WITH 5.1, WHICH IS OUR ANNUAL AUDIT SHALL HAVE AN UNMODIFIED OPINION. WE HAVE BEEN WORKING WITH OUR EXTERNAL AUDITORS TO CONCLUDE THE EVALUATION OF THE 22-23 SCHOOL YEAR.

WE WILL BE PRESENTING THAT INFORMATION AT THE AUDIT COMMITTEE ON NEXT WEEK AT THE CONVENING OF THAT MEETING.

BUT PLEASE NOTE THAT FOR 22-23, WE HAVE WE WILL BE REPORTING THAT THERE ARE NO SIGNIFICANT DEFICIENCIES OR MATERIAL WEAKNESSES.

SO IN ESSENCE, IT WILL BE A CLEAN REPORT THAT WILL BE SHARED.

AND WE'LL GO INTO MORE SPECIFIC DETAILS NEXT WEEK AS WE DISCUSS THE 22-23 YEAR FINANCIALS.

ALSO, AS YOU KNOW, EACH YEAR OUR SCHOOL DISTRICT IS EVALUATED, RATED, EVALUATED BY THE TEXAS EDUCATION AGENCY THROUGH THE FIRST SCHOOL FIRST RATING AGAIN, WHICH EVALUATES OUR FINANCIAL SOLVENCY AND COMPETENCY AND MAKING CERTAIN THAT WE ARE ALIGNING RESOURCES DIRECTLY TO SUPPORT STUDENT ACHIEVEMENT AND OUTCOMES.

AND WE ARE ON TRACK WITH THAT PARTICULAR CONSTRAINT AS WELL.

OUR PRELIMINARY RATING IS CURRENTLY SUPERIOR.

THE FINAL RATING WILL BE ISSUED IN DECEMBER, AND WE WILL HAVE AN OFFICIAL HEARING IN DECEMBER TO SHARE EACH OF THE DIFFERENT INDICATORS IN FIRST, AND HOW EACH INDICATOR WAS EVALUATED.

ONCE THE FINAL RATING IS BROUGHT FORWARD OR SENT DOWN FROM THE TEXAS EDUCATION AGENCY.

NEXT SLIDE PLEASE. OKAY.

NOW WE WILL TURN TO GPM 5.3.

AS YOU CAN SEE FROM THE YELLOW BOX THERE, THE TARGET WAS 440.

WE LANDED AT 470 EXCEEDING THE NUMBER OF LEVEL ONE AND TWO CERTIFICATES BY 30.

AND THE PREVIOUS YEAR WE, THE STUDENTS HAD EARNED 438 LEVEL ONE OR LEVEL TWO CERTIFICATES. BUT AS I TURN TO THE DEMOGRAPHIC DATA, I WANT TO KIND OF PREFACE THESE REMARKS BY SAYING THAT WHAT YOU'RE GOING TO SEE ON THE NEXT SLIDE IS SIGNIFICANT IMPROVEMENT IN THE ATTAINMENT OF ASSOCIATE DEGREES.

AND LEVEL ONE AND LEVEL TWO CERTIFICATES FEED RIGHT INTO ASSOCIATE DEGREES.

AND I WANT TO REMIND YOU AS WELL THAT YOUR FEEDBACK MATTERED TO US.

SO SEVERAL YEARS AGO WE BEGAN TO MAKE THE CHANGE MOVING TOWARDS ASSOCIATE OF APPLIED SCIENCES TOWARDS THE CORE COMPLETE MEANING.

STUDENTS WERE TAKING MORE OF READING, MATH, SCIENCE, SOCIAL STUDIES AND THAT DID HAVE AN IMPACT ON THIS. SO AS YOU LOOK AT LOOK AT THE DATA, YOU'LL SEE A FEW AREAS WHERE WE MADE PROGRESS AND OF COURSE A FEW AREAS WHERE THERE IS SOME DECLINE.

BUT SOME OF THE DECLINE IS BECAUSE WE MOVED AWAY FROM THE APPLIED SCIENCES, AND STUDENTS WERE TAKING LESS COURSES STEEPED IN THE PROGRAM OF STUDY, SO THAT WHEN THEY GO OFF TO A FOUR YEAR COLLEGE, THEY HAVE MORE TRANSFER ABILITY.

AND SO SOME OF THE REASON FOR THE DATA SLIDES SPEAKS DIRECTLY TO THAT.

AND THEN I THINK THE LAST THING I WOULD SAY REGARDING THOSE DATA IS WE ACTUALLY HAD 11 CAMPUSES WHERE THERE WERE PREDOMINANTLY AFRICAN-AMERICAN STUDENTS, WHERE WE MOVED AWAY FROM THE APPLIED SCIENCES, SO THERE WAS BETTER TRANSFER ABILITY FOR OUR STUDENTS.

AND THUS YOU'RE GOING TO SEE A LITTLE BIT OF A DATA DROP, BUT THAT'S SOME OF THE REASON WHY. SO AS WE TURN TO THE DEMOGRAPHIC DATA, OF COURSE, YOU CAN SEE THAT FOR ALL STUDENTS, HISPANIC STUDENTS, EMERGING BILINGUALS AND ECONOMICALLY DISADVANTAGED, THERE WAS A SIGNIFICANT GROWTH AND THERE WAS A DECLINE, AS NOTED IN AFRICAN-AMERICAN STUDENTS AND WHITE STUDENTS AS WELL AS SPECIAL EDUCATION STUDENTS.

AND AGAIN, THESE ARE NUMBERS.

[00:10:01]

SO KEEP THAT IN MIND AS YOU LOOK AT THE DATA.

AND THEN I WOULD SAY WHILE THERE WAS THERE WAS A DECLINE.

THE NEXT SLIDE IS GOING TO ILLUSTRATE FOR YOU THAT THERE WAS SIGNIFICANT PROGRESS ACROSS THE BOARD WITH THE ASSOCIATED DEGREE OR 60 HOUR ATTAINMENT.

SO I MOVE TO THE NEXT SLIDE PLEASE.

THERE YOU GO.

THANK YOU. SO FOR THIS SLIDE WE ARE MEASURING THE ATTAINMENT OF ASSOCIATE DEGREE OR 60 HOURS.

AND THE TARGET WAS 60%.

WE LANDED 65.1%.

SO WE SHOWED SIGNIFICANT GROWTH YEAR OVER YEAR.

THE ACTUAL THE PREVIOUS YEAR WAS 59.

SO SIGNIFICANT PROGRESS.

AND I THINK WHAT'S REALLY EXCITING HERE IS WE SEE GROWTH ACROSS THE BOARD OTHER THAN OUTSIDE OF ONE AREA, WHICH WAS WHITE STUDENTS, BUT WE HAD SIGNIFICANT GROWTH IN THIS REPRESENTS PERCENTAGES.

SO YOU CAN SEE THAT FOR 22, FOR EXAMPLE, 59% OF OUR STUDENTS EARNED AN ASSOCIATE DEGREE OR 60 HOURS AND OF COURSE, FAST FORWARDING TO 23, THAT NUMBER JUMPED UP TO 65.1% OR 65%.

AND I THINK IT'S IMPORTANT TO NOTE AS WELL, FOR OUR AFRICAN AMERICAN STUDENTS, WE HAD 38% OF OUR STUDENTS EARN AN ASSOCIATE OR 60 HOURS IN 22 AND 23.

THAT NUMBER JUMPED UP TO 56%.

AND I THINK YOU CAN SEE THE SMALL BOX THERE, BUT THE SMALL BOX REPRESENTS THE GAP THAT WAS CLOSED, AND THAT'S IMPORTANT TO US.

AND CORRESPONDINGLY YOU CAN SEE ACROSS THE BOARD WE HAD SIGNIFICANT GROWTH FOR OUR EMERGENT BILINGUALS AND FOR OUR SPECIAL EDUCATION STUDENTS.

NEXT SLIDE PLEASE.

SO NOW I'LL TURN TO THE INPUTS OUTPUTS AND STRATEGIC ADJUSTMENTS.

SO IN 22-23 AS DISCUSSED EARLIER, WE MOVED AWAY FROM THE APPLIED SCIENCES IN MANY PLACES AND SPECIFICALLY 11 CAMPUSES WHERE WE MOVED AWAY FROM THE APPLIED SCIENCES, MEANING WE MOVED AWAY FROM THOSE PATHWAYS THAT WERE STEEPED IN AREAS OF STUDY AND WENT MORE TOWARDS A CORE COMPLETE SO THAT STUDENTS COULD MORE EASILY TRANSFER TO A FOUR YEAR COLLEGE AFTER THEY FINISH THEIR ASSOCIATE DEGREE.

AND THEN MOVING OVER TO THE MIDDLE COLUMN OF THE OUTPUTS, WE DID MAKE SIGNIFICANT PROGRESS IN 22. WE HAD 438 LEVEL ONE AND LEVEL TWO CERTIFICATES OUR STUDENTS EARNED IN 23.

AS NOTED EARLIER, 470.

AND THEN MOVING FURTHER TO THE RIGHT, I THINK ONE OF THE THINGS THAT WE ARE FOCUSING ON IS MAKING SURE THAT WHEN WE ADVISE STUDENTS, WE ADVISE THEM WELL WITH THE COURSES WITHIN THE PATHWAY, SO THEY DON'T WASTE ANY EXTRA CREDITS, IF YOU WILL.

SO WITH THAT, WE'RE DEVELOPING WHAT'S CALLED A PATHWAY MANAGER.

AND THAT PATHWAY MANAGER WILL ACTUALLY BE IMPLEMENTED THIS SPRING LEADING INTO NEXT YEAR. SO AS WE ADVISE STUDENTS, THERE'S VERY CLEAR ARTICULATION SO THAT WE CAN ALMOST TAKE AWAY THE HUMAN ERROR, IF YOU WILL, FROM ANY ADVISING AND SCHEDULING, BECAUSE THE PATHWAY STUDENT SELECTS ESSENTIALLY WILL BE AUTO POPULATED FOR THEIR FOUR YEARS OF HIGH SCHOOL SO THAT THEY CAN BE IN THE RIGHT COURSES ALL THE WAY THROUGH.

AND THEN MOVING TO 5.4, I'LL JUST KIND OF QUICKLY MOVE THROUGH THAT AS WELL, IN ORDER TO PROVIDE GREATER SUPPORT TO SCHOOLS WITH DIRECT SUPPORT TO STUDENTS, AS WELL AS DATA AND OTHER ASPECTS.

OUR INSTRUCTIONAL SPECIALISTS FROM THE P-TECH AND EARLY COLLEGE TEAM WERE ASSIGNED TO CAMPUSES ACROSS THE DISTRICT, SO ALL CAMPUSES IN DALLAS ISD ARE SUPPORTED BY THIS TEAM SO THAT THERE IS DIRECT SUPPORT TO STUDENTS, DIRECT ADVISING TO STUDENTS, AND PROBABLY MORE IMPORTANTLY, TO THE STAFF ON THE P-TECH EARLY COLLEGE SIDE TO MAKE SURE THAT STUDENTS ARE IN THE RIGHT COURSES AND ANY TRIP UPS OR HURDLES THAT THEY NEED SUPPORT WITH. THEY'RE BEING PROVIDED THAT BY OUR INSTRUCTIONAL SPECIALISTS AND THEN MOVING TO THE OUTPUTS TO DATE, YOU CAN SEE THAT WE WENT FROM 873 ASSOCIATES OR 60 HOURS THE PREVIOUS YEAR, TO 951 FOR THE 23 GRADUATES.

SO WE MADE SOME VERY NICE PROGRESS THERE OUR SCHOOLS DID, I SHOULD SAY, ABOUT 75 STUDENTS OR SO MORE ACHIEVED THE 60 HOURS OF ASSOCIATE DEGREE.

AND THEN I MOVED TO THE FAR RIGHT COLUMN, STRATEGIC ADJUSTMENTS.

I SPOKE TO THE PATHWAY MANAGER AND SO IN ADDITION TO THAT, OUR TEAMS ARE HELPING SCHOOLS MAKE SURE THAT THE PATHWAY MAPS THAT THEY HAVE ARE FULLY EFFICIENT AND THAT THE COURSE OF STUDENTS THAT STUDENTS ARE TAKING ABSOLUTELY LEAD TO THE PATHWAY THAT THEY'RE STUDYING. AND THEN FINALLY, I THINK THE COLLABORATIVE MEETINGS THAT WE'RE HAVING WITH SCHOOL LEADERSHIP AND THE SCHOOL BASED TEAMS IS HELPING TO MAKE SURE THAT ALL THE SUPPORT THAT SCHOOLS NEED, WE CAN PROVIDE TO THEM, BECAUSE WE KNOW IN THE END, THE SUCCESS THAT SCHOOLS HAVE IS GOING TO BE BASED ON WHAT'S HAPPENING AT THE SCHOOL HOUSE, NOT NECESSARILY WHAT'S HAPPENING WITH THE CENTRAL TEAM.

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

STEVENS. SO AS I MENTIONED EARLIER, FOR CONSTRAINTS 5.1 AND 5.2, WE ARE ON PACE TO CONTINUE TO HAVE A STRONG FINANCIAL PRESENCE AND STANDING FOR THE 22-23 SCHOOL YEAR. AS IT RELATES TO OUR CLEAN AUDIT OPINION AS WELL AS OUR ANNUAL SCHOOL FIRST RATING. WHEN WE THINK ABOUT THE INPUTS AND OUTPUTS TO DATE FOR BOTH OF THESE PARTICULAR

[00:15:06]

SO WE KNOW THAT IT'S IMPORTANT FOR US TO HAVE A SYSTEM IN PLACE THAT ENSURES OUR PROCESSES SUPPORT CONFORMITY WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES.

AND WITH THAT BEING SAID, THE OUTPUTS TO DATE REFLECT THAT WE ARE ADHERING TO THOSE GUIDELINES, AS EVIDENCED BY NO MATERIAL WEAKNESSES OR SIGNIFICANT DEFICIENCIES GOING FORWARD. WHEN WE THINK ABOUT THE STRATEGIC ADJUSTMENTS THAT WILL NEED TO BE TAKEN INTO CONSIDERATION IN MAY, WE KNOW THAT ONCE THE FINAL AUDIT REPORT IS PRESENTED, ANY RECOMMENDATIONS THAT ARE SHARED AND PRESENTED AT THAT TIME WE'LL NEED TO MAKE SURE WE ACCOUNT FOR THOSE.

BUT ALSO WE'VE IMPLEMENTED A PROCESS TO BETTER MONITOR A NEW TASB GUIDELINE THAT WAS PUT IN PLACE LAST YEAR FOR HOW WE ACCOUNT FOR OUR SUBSCRIPTION BASED TECHNOLOGY SOFTWARE SUBSCRIPTIONS, WHICH IS AN ACCOUNTING PRACTICE CHANGE THAT WE HAVE TO CAREFULLY MONITOR AND ACCOUNT FOR AS IT RELATES TO 5.2, IMPLEMENTING A SYSTEM TO EFFECTIVELY MANAGE OUR FINANCIAL RESOURCES.

AGAIN, THAT'S MAKING CERTAIN THAT WE ARE ALIGNING OUR RESOURCES TO DIRECTLY SUPPORT STUDENT ENGAGEMENT AND STUDENT OUTCOMES.

AS NOTED PREVIOUSLY, WE OF COURSE OUR OUTPUTS TO DATE SHOW THAT WE ARE ON TRACK TO RECEIVE ANOTHER SUPERIOR RATING AS ACKNOWLEDGED BY THE SCHOOL FIRST RATING.

AND ONE ADJUSTMENT THAT WE'RE GOING TO BE MAKING IS WHEN WE KNOW THAT THERE'S AN INDICATOR THAT COULD HAVE AN AREA OF IMPROVEMENT, INSTEAD OF COMPLETING THE TOOL THAT ALLOWS US TO BETTER MONITOR THOSE INDICATORS.

AT THE END OF EACH YEAR, WE'RE GOING TO BE MONITORING THAT TOOL ON A QUARTERLY BASIS TO ENSURE THAT WE ARE MAKING THE NECESSARY ADJUSTMENTS THAT NEED TO BE MADE SO THAT AT THE END OF THE YEAR, WE KNOW EXACTLY WHAT CHANGES WILL NEED TO BE IMPLEMENTED OR BROUGHT FORWARD WHEN WE'RE DEVELOPING THE NEXT YEAR'S BUDGET.

THE NEXT SLIDE. I JUST WANT TO WE WANT TO HIGHLIGHT STUDENTS EVERY TIME WE KIND OF BRING INFORMATION TO YOU REGARDING OUR EFFORTS.

AND THIS IS MISS GRACE WALKER.

SHE IS A GRADUATE OF WILMER-HUTCHINS HIGH SCHOOL, THEIR E-TECH PROGRAM, AND WE'RE PROUD OF HER BECAUSE SHE'S ACTUALLY GOING TO GRADUATE THIS SPRING WITH HER POLITICAL SCIENCE DEGREE, AND SHE'S GOING TO CONTINUE ON.

SHE INTENDS TO CONTINUE ON, EXCUSE ME, TO LAW SCHOOL.

SO GRACE WALKER AT WILMER-HUTCHINS HIGH SCHOOL.

AND THAT CONCLUDES OUR PRESENTATION.

THANK YOU FOR THE PRESENTATION.

TRUSTEES, WE'LL START WITH TRUSTEE JOHNSON.

YES. THANK YOU FOR YOUR PRESENTATION.

LET'S GO BACK TO SLIDE THREE.

HE'S TRYING TO GET AN UNDERSTANDING HERE.

I'M LOOKING AT THE AFRICAN AMERICAN.

CERTIFICATES EARNED IN 2022 AND THEN I'M LOOKING AT IT DROPPED IN 2023.

SO MY QUESTION IS WHAT CHALLENGES ARE WE HAVING THAT CAUSED THE DECLINE IN THE AFRICAN AMERICAN CERTIFICATES.

AND WHAT IS THE SOLUTION TO THOSE.

WHY DO WE SEE THOSE DECLINES.

AND THEN I'M GOING TO TRY TO DO TWO AT THE SAME TIME.

AND I KIND OF SEE A LITTLE BIT OF THE SAME.

AND UNDERNEATH IT TOO, WHEN WE GO TO P-TECH THEN ASSOCIATES 60, OURS IS DROPPED.

SO TELL ME WHAT'S GOING ON SO WE CAN SEE.

I WOULD LIKE TO KNOW THE RESOLUTION THAT WE HAVE TO FIX THAT.

YEAH. IT'S NOTED.

I THINK THE NUMBER TO YOUR POINT, IT WENT FROM 62 TO 46.

AND OBVIOUSLY WE ALWAYS WANT TO SEE OUR IMPROVEMENT.

AND I ALSO WOULD SAY THAT PART OF THE CHANGE WAS THAT WE MOVED AWAY FROM THE APPLIED SCIENCE DEGREE, WHICH MEANS WE MOVED AWAY FROM STUDENTS TAKING MANY COURSES IN A PARTICULAR AREA OF STUDY.

INSTEAD, WE MOVED TO WHERE STUDENTS WERE TAKING COURSES IN MATH, READING, SCIENCE AND SOCIAL STUDIES FOR THE MOST PART FOR THE MAJORITY OF THEIR COURSES.

WHEN THAT'S THE CASE, WE MOVE AWAY FROM STUDENTS EARNING CERTIFICATES.

OUR ULTIMATE GOAL FOR OUR STUDENTS IS FOR THEM TO EARN AN ASSOCIATE DEGREE.

SO AS WE LOOK AT THE NEXT PAGE, WE DID SEE SIGNIFICANT GROWTH IN ASSOCIATE DEGREES.

I THINK WHAT WE DIDN'T SEE TO YOUR POINT IS WE SAW A DECLINE IN CERTIFICATES.

BUT THE ULTIMATE GOAL FOR US IS TO GET ASSOCIATE DEGREES.

AND BECAUSE OF THE SHIFT IN THE COURSES THAT WE HAD OUR STUDENTS TAKE, PER THE BOARD'S REQUEST, WE DID SEE A REDUCTION IN CERTIFICATES.

YES, SIR. SO WHEN YOU SAYING CERTIFICATES, LET'S EXPLAIN.

WHEN YOU SAY CERTIFICATE, WHAT DOES THE CERTIFICATE STAND FOR? WHAT DOES IT DO? SO IF A STUDENT, LET'S SAY, FOR EXAMPLE, IS IN A MARKETING PATHWAY LIKE YOU'RE IN A MARKETING PATHWAY, THAT MEANS YOU'RE GOING TO TAKE SOME MARKETING COURSES TO TOWARDS YOUR ASSOCIATE DEGREE. SO LET'S SAY A STUDENT IS TAKING A MARKETING COURSES.

THEY MAY TAKE 5 OR 6 COURSES IN MARKETING, PROBABLY FIVE AT THE MOST IN MARKETING MAYBE SIX. AND ALL THE REST OF THE COURSES ARE GOING TO BE IN READING, MATH, SCIENCE OR

[00:20:02]

SO THERE ARE OPTIONS TO DO THAT, BUT WHAT WE DID AS A DISTRICT, WE MOVED AWAY FROM REALLY BEING HIGHLY CONCENTRATING STUDENTS IN THESE AREAS, THESE PATHWAYS, BECAUSE WHAT WE WANTED TO DO WAS GIVE STUDENTS MORE OPTIONS TO TRANSFER TO FOUR YEAR COLLEGES BY TAKING GENERAL COURSES OF READING, MATH, SCIENCE, SOCIAL STUDIES.

SO AS WE'RE SHIFTING FROM CERTIFICATES, THAT'S WHAT IT SOUNDS LIKE.

IF I'M INCORRECT, LET ME KNOW.

WE'RE SHIFTING FROM CERTIFICATES MORE TO ASSOCIATE DEGREES.

CORRECT. WE'VE ALWAYS AIMED AT ASSOCIATE DEGREES, I THINK, BUT TO THE POINT I THINK THE CERTIFICATE PART WE'VE REDUCED, LET'S SAY, THE NUMBER OF CERTIFICATES OUR STUDENTS ARE GOING TO EARN BECAUSE OF THE THE WAY WE'RE ALLOWING OUR STUDENTS TO APPROACH THEIR ASSOCIATE DEGREE, THEY'RE NOT TAKING NEARLY AS MANY COURSES IN A PARTICULAR AREA OF STUDY, SUCH AS MARKETING.

OKAY. SO THE WHAT IS THE RESOLUTION TO SEE THOSE NUMBERS INCREASE EVEN WITH THE ASSOCIATES DEGREES? WHAT ARE THE NUMBERS THAT WE'RE SEEING AND AM I DO YOU UNDERSTAND WHAT I'M TRYING TO SAY? YES. AND ACTUALLY DR.

LUSK AND I HAD THIS CONVERSATION EARLIER.

ULTIMATELY, THE SOLUTION IS TO CREATE PATHWAYS WHERE IT CAN BE A BOTH AND RATHER THAN AN EITHER OR.

YES. BUT INITIALLY WE DID SEE OURSELVES, PARTICULARLY AT SOME SCHOOLS THAT HAD LARGER PERCENTAGES OF AFRICAN-AMERICAN STUDENTS.

AS YOU ALL MAY RECALL, BOTH YOU AND TRUSTEE FOREMAN IN PARTICULAR WERE LIKE, THESE STUDENTS ARE GETTING ALL THESE COLLEGE HOURS, BUT THEY'RE NOT ALL TRANSFERRING.

THAT'S MY NEXT QUESTION. AND SO THIS IS ACTUALLY YOU INITIALLY GET AN IMPLEMENTATION DIP WHEN YOU BEGIN TO SHIFT FROM ONE APPROACH TO ANOTHER.

OUR EXPECTATION IS THE NEXT TIME WE REPORT THIS TO YOU, WE'RE GOING TO SEE INCREASES IN BOTH. BUT INITIALLY GETTING THOSE COLLEGE OFFERS IS ACTUALLY GOING TO THAT ARE NOW AND THAT'S WHY ON THE NEXT SLIDE, IF YOU'LL GO TO ONE MORE SLIDE FOR US AGAIN.

THAT'S WHAT DOESN'T WANT TO STAY ON THAT SLIDE.

I WANT IT ON SLIDE FOUR RIGHT THERE.

YEAH. SO HERE YOU'LL SEE WE WERE AT 38% AFRICAN-AMERICAN LAST YEAR GETTING THAT ASSOCIATE'S DEGREE VERY RIGOROUS.

NOW IT'S AT 56%.

SO STILL WORK TO BE DONE.

AND THESE ARE PERCENTAGES NOT STUDENTS OR NOT NUMBERS.

BECAUSE ON SLIDE THREE I ALSO WANT TO POINT ONE OTHER THING OUT BECAUSE OF THE WAY THE GPMS ARE WRITTEN.

GPM 5.4 ASKS SPECIFICALLY FOR PERCENTAGES.

OKAY, NOW LET'S GO BACK TO THREE.

IT JUST DOESN'T WANT TO DO ANYTHING THAT I'M ASKING IT TO DO.

OKAY. LET'S TRY ONE MORE TIME FOR SLIDE THREE.

THERE. THESE ARE NUMBERS.

SO YOU DIDN'T SEE A DECLINE OF 16%.

THIS IS ACTUALLY 16 CERTIFICATES WHICH ALSO ISN'T KIDS.

SO SOME OF THESE A STUDENT MAY HAVE RECEIVED TWO CERTIFICATES.

OKAY. SO OF THE 46 THAT MAY NOT BE 46 STUDENTS.

IT MAY BE 30 STUDENTS BECAUSE 16 OF THEM COULD HAVE GOTTEN MORE THAN ONE CERTIFICATE.

YEAH. SO WE JUST WE'RE GOING TO NEED TO CONTINUE TO DIG AND DISAGGREGATE THE DATA.

BUT WE DO THINK, AS YOU ALL HAD REQUESTED, THAT EVERY TIME WE BRING YOU ALL THE DATA, WE'RE ALWAYS GOING TO DISAGGREGATE IT BY OUR STUDENT GROUPS.

SO THANK YOU FOR THOSE VERY IMPORTANT QUESTIONS THAT WE'RE ALSO WORKING ON.

THANK YOU SO MUCH. THANK YOU.

TRUSTEE JOHNSON. TRUSTEE FOREMAN.

SO, DR.

ALFRED STEVENS, I'LL START WITH YOU IN A QUESTION REGARDING THE AUDIT WHERE YOU INDICATED THAT WE HAD A CLEAN AUDIT.

AND THAT'S ALWAYS GOOD.

MY QUESTION IS, ALTHOUGH IT'S A CLEAN AUDIT, DID WE HAVE ANY RECOMMENDATIONS FOR CHANGE? YES. THE RECOMMENDATIONS THAT WILL BE FOR CHANGES WILL BE SHARED IN THE PRESENTATION.

INITIALLY WHEN WE PRESENT TO THE AUDIT COMMITTEE NEXT WEEK.

SO YES, THERE ARE SOME RECOMMENDATIONS FOR SOME IMPROVEMENTS AND THEY WILL BE SHARED AT THAT TIME. OKAY.

IF I DON'T MAKE THE AUDIT COMMITTEE I'D LIKE TO SEE THE RECOMMENDATIONS, PLEASE.

YES, MA'AM. THANK YOU VERY MUCH, DR.

LUSK. YES, MA'AM.

A COUPLE OF, I GUESS, QUESTIONS AND CONCERNS.

I DO APPRECIATE THE FACT THAT WE MOVE TO THE ASSOCIATE'S DEGREE WHERE THERE WERE TRANSFERABLE HOURS, BECAUSE THAT BECAME A REAL STICKY SITUATION, SUPERINTENDENT, BECAUSE IT WAS HAPPENING IN MANY OF THE SCHOOLS THAT WERE PREDOMINANTLY

[00:25:02]

LUSK SCREAMING AND PULLING MY HAIR OUT BECAUSE STUDENTS WEREN'T ABLE TO EFFECTIVELY GO ON TO A FOUR YEAR COLLEGE WITHOUT LOSING MOST OF THE HOURS THAT THEY HAD ALREADY TAKEN, WHICH I THOUGHT WAS TOTALLY UNFAIR.

AND I DO APPRECIATE THAT.

JUST A FEW QUESTIONS REGARDING THE OVERALL NUMBERS PARTICULARLY, I GUESS I'M ON SLIDE THREE.

WHERE WE TALKED ABOUT THE CERTIFICATION BASED ON STUDENT GROUPS.

SO ARE THESE P-TECH STUDENTS OR ARE THESE JUST STUDENTS WITHIN THE SCHOOLS? THESE ARE PREDOMINANTLY P-TECH STUDENTS, BUT THERE ARE SOME INSTANCES WHERE THESE WOULD BE LIKE AT A SKYLINE HIGH SCHOOL, FOR EXAMPLE, AND A COUPLE OTHER AREAS.

YES. SO I ONLY ASK THAT QUESTION BECAUSE AGAIN WE NEED TO DISAGGREGATE THE DATA.

SO THERE IS A CLEAR UNDERSTANDING OF WHO THE STUDENTS ARE AND STUDENTS THAT MIGHT BE COMING FROM ANOTHER SEGMENT, ONLY BECAUSE I'M INTERESTED IN THE INCREASE OR DECLINE IN ENROLLMENT IN P-TECH.

AND SO IF YOU LUMP IT ALL TOGETHER, THEN I HAVE NO WAY OF CLEARLY UNDERSTANDING THAT, IF THAT MAKES SENSE.

ON, I GUESS THIS IS SLIDE FOUR.

I GUESS THE QUESTION WOULD BE WHAT, OH SHUT UP.

THE QUESTION WOULD BE THE NUMBERS ON THE FAR LEFT ARE GRADUATES. AND I'M ASSUMING THAT THE TOTAL NUMBER OF GRADUATES ARE 1479.

IS THAT CORRECT? FROM CLASS OF 22? YES, MA'AM. FROM THE CLASS OF 22.

AND THEN FROM THE CLASS OF 23, 1480? 1460. OKAY.

SO I CAN'T REALLY SEE THAT.

SO IT LOOKS LIKE WE'RE HAVING A SLIGHT DECLINE IN P-TECH.

AM I SEEING THAT CORRECTLY? YES, MA'AM. WE HAVE WORK TO DO IN OUR RETENTION RATES.

SO NOW THAT YOU MENTION RETENTION, EXCUSE ME, HAVING A HARD TIME SPEAKING.

THAT MIGHT BE GOOD FOR SOME PEOPLE, BUT HAVE WE EVER TRACKED THE DATA ON HOW MANY STUDENTS ACTUALLY START OUT IN P-TECH AND THEN LEAVE P-TECH AND JUST GO TO THE COMPREHENSIVE SCHOOL? WE DO LOOK AT THOSE DATA AND WE CAN PROVIDE A TRACKER TOO.

SO YOU CAN SEE THE NUMBERS FOR THAT.

BUT YES, ULTIMATELY WE TYPICALLY HAVE ABOUT 26,700 STUDENTS WHO START IN THE NINTH GRADE, TYPICALLY BECAUSE OF THE NUMBER OF SEATS THAT WE HAVE.

OKAY. SO COULD YOU SHARE THAT DATA? BECAUSE IT WOULD BE INTERESTING TO HAVE A GOOD UNDERSTANDING OF HOW MANY COME IN AND THEN HOW MANY ACTUALLY LEAVE.

AND THEN WHAT DO WE HAVE TO DO TO SURE UP MAKING SURE THAT WE KEEP THEM IN THERE BECAUSE THERE MIGHT BE SOME CONVERSATIONS WITH THEM OR, YOU KNOW, SOMETHING TO TRY TO KEEP THEM IN AND KEEP THEM ON A COLLEGE TRACK.

BUT IF WE DON'T KNOW THE NUMBER, THEN WE DON'T KNOW HOW TO DEAL WITH THAT PARTICULAR SITUATION. SUPERINTENDENT, I THINK THAT'S ALL I HAVE FOR RIGHT NOW.

THANK YOU, TRUSTEE FOREMAN. TRUSTEE MACKEY, FOLLOWED BY TRUSTEE WEINBERG.

YEAH. THANK YOU. AND THANK YOU FOR THE PRESENTATION.

WE'LL START WHERE TRUSTEE FOREMAN LEFT OFF.

ONE QUICK CLARIFYING QUESTION, JUST GENERALLY FOR OUR GUESTS, BUT ALSO FOR ME.

CAN YOU EXPLAIN THE LEVEL ONE AND LEVEL TWO AND HOW THAT FITS IN THE WIDER SCOPE OF THE SECOND GOAL, WHICH IS ASSOCIATE'S DEGREES OR 60 HOURS? HOW DO THOSE TWO OVERLAP OR NOT OVERLAP? SO LET'S USE A REAL EXAMPLE.

LET'S SAY A STUDENT IS GOING TO W.T.

WHITE AND WANTS TO STUDY IN THE BUSINESS PATHWAY.

OKAY. SO IF THEY WANT TO STUDY THE BUSINESS PATHWAY, THAT'S AN ASSOCIATE DEGREE THAT ALL OF OUR PATHWAYS ARE AIMED AT ASSOCIATE DEGREES.

THAT'S OUR ULTIMATE GOAL.

SO IF THEY GO TO W.T.

WHITE THEY WANT TO STUDY BUSINESS.

THEY WOULD TAKE 50 FOR A LEVEL ONE.

AND SORT OF THE WAY WE'VE SET UP NOW, THE MORE CORE COMPLETE PATHWAYS, THEY WOULD TAKE ABOUT 15 TO 18 HOURS IN BUSINESS, AND THEN ALL THE REST OF THEIR COURSES WOULD BE IN GENERAL STUDIES, READING, MATH, SCIENCE, SOCIAL STUDIES, IF YOU WILL.

RIGHT. SO THAT BEING THE CASE, THEN A STUDENT WOULD HAVE AN OPPORTUNITY TO EARN A LEVEL ONE CERTIFICATE IN BUSINESS BECAUSE THEY'RE TAKING THE 18 HOURS OR 15 TO 18 HOURS IN BUSINESS. SO ALONG THE WAY THEY WOULD EARN A CERTIFICATE, A LEVEL ONE CERTIFICATE.

[00:30:01]

AND OF COURSE, THE LEVEL ONE CERTIFICATE HELPS THEM BE EMPLOYABLE EARLY ON, RIGHT? ONCE THEY GET OUT, IF THEY CHOOSE TO GO TO COLLEGE AND WORK, THEY COULD DO THAT.

IT HELPS THEM BE EMPLOYABLE BUT THAT'S ESSENTIALLY HOW IT'S LAID OUT IN MANY OF OUR PATHWAYS ARE SET UP THAT WAY NOW.

SO I GOT TO GET THE 60 HOURS MORE OR LESS AND GET MY ASSOCIATE IF I WANT MY ASSOCIATE'S DEGREE. AND IF I TAKE SUBSETS OF COURSES THAT MEET THE REQUIREMENTS FOR A BUSINESS LEVEL ONE CERTIFICATE OR WHATNOT, THEN I WILL GET THAT EXTRA CERTIFICATE THAT TELLS ME I HAVE EARNED THAT PARTICULAR.

IT'S KIND OF LIKE A MAJOR, MORE OR LESS.

YES. AND OUR GOAL IS TO MOVE ALL THE PATHWAYS THAT HAVE GONE TOWARDS CORE COMPLETE. OUR GOAL IS TO MOVE, CREATE A COURSE SEQUENCE FOR STUDENTS THAT CAN EARN A LEVEL ONE CERTIFICATE, BECAUSE THE MORE WE CAN PUT THEM IN A PLACE TO BE EMPLOYABLE, YOU KNOW, WE WANT THEM TO FINISH THE ASSOCIATE, BUT LET'S MAKE THEM EMPLOYABLE AS WELL ALONG THE WAY SO THAT WHEN THEY GET DONE, THEY HAVE CREDENTIALS.

GREAT. THANK YOU FOR THAT ONE.

JUST IDEA I HAVE FOR THE PREVIOUS SLIDE.

YOU DON'T HAVE TO TRY TO FLIP TO IT IS WHERE YOU'VE GOT A VERY SMALL AMOUNT OF NUMBERS LIKE THE SUB 30 OR SUB 25 POTENTIALLY MASKING THEM.

SO THEY DON'T, YOU KNOW, IT FEELS LIKE WHERE YOU GOING FROM 4 TO 0 OR 1 TO 8? LIKE IT MIGHT BE WORTH MASKING.

AND BECAUSE IT KIND OF IT'S HARD TO TELL A SCALE.

JUST AN IDEA.

ON SLIDE FOUR I DO WANT TO JUST HIGHLIGHT AND THANK YOU, DR.

ELIZALDE. YOUR TEAM. I MEAN, THESE GAPS.

THIS IS WHY P-TECH WAS STARTED TO JUST COMPLETELY AND DRASTICALLY SHUT THESE GAPS DOWN. AND IT'S HAVING THE INTENDED IMPACT.

SO I THINK YOU ALL DESERVE A LOT OF CREDIT FOR TAKING A GAP THAT LAST YEAR WAS 21% RIGHT, AND REDUCING IT TO 9% FOR AFRICAN AMERICAN STUDENTS FROM 16% TO 2%.

I HAVE NO DOUBT THAT AS WE MOVE INTO NEXT YEAR AND THE YEAR AFTER, THESE GAPS ARE GOING TO BE GONE AND WE'RE GOING TO BE TRULY IMPACTING ALL OF OUR STUDENTS, AND THAT IS EQUITY IN ACTION. AND I APPRECIATE Y'ALL'S FOCUS ON THAT.

I AM CURIOUS, PICKING UP WHERE TRUSTEE FOREMAN LEFT OFF ABOUT BECAUSE THIS HAS BEEN SOMETHING AND, YOU KNOW, WE ALWAYS ASK THE QUESTIONS AROUND, YOU KNOW, WE START WITH 2600 AND FOR WHATEVER REASON, IT FALLS TO EVENTUALLY 1460 GRADUATES OR SO.

CAN YOU TALK TO ME A LITTLE BIT ABOUT THE IS THE PATHWAY MANAGER THAT YOU'RE TALKING ABOUT FOR STRATEGIC ADJUSTMENT? IS THAT GOING TO IMPACT THE RETENTION OR IF NOT, ARE WE DOING OTHER STRATEGIES TO IMPACT THAT RETENTION AND TRY TO RAISE THAT END AMOUNT? THE PATHWAY MANAGER IS NOT AIMED AT RETENTION PER SE.

I THINK IT WILL HELP.

BUT THE PATHWAY MANAGER IS AIMED AT SAYING, OKAY, WE HAVE TO MAKE SURE THAT THE CORE SEQUENCE IS RIGHT FOR STUDENTS AND THAT WE ALMOST TAKE THE HUMAN ERROR OUT OF IT.

RIGHT. SO THE PATHWAY MANAGER IS GOING TO VERY CLEARLY ARTICULATE FOR OUR COUNSELORS, ETCETERA. SO WHEN A STUDENT SAYS I'M SELECTING BUSINESS PATHWAY, W.T.

WHITE, IT AUTO POPULATES THOSE COURSES.

AND THE STUDENT UNLESS STUDENT PARENT DECIDE OTHERWISE THEY'RE NOT GOING TO DEVIATE FROM THAT COURSE. SO THAT WILL MORE OR LESS HELP RAISE THIS GAP BETWEEN THE 951 ACHIEVING IT AND THE 1460 WHO COULD HAVE ACHIEVED IT.

IT SHOULD GET US CLOSER BECAUSE WE'RE BEING MORE PRECISE AND ADVISING AND SCHEDULING IT SHOULD HELP US SIGNIFICANTLY.

GOTCHA. WHAT STRATEGIC ADJUSTMENTS ARE YOU MAKING AROUND RETENTION OF THAT INITIAL NUMBER TO THE GRADUATES? WHAT KIND OF ACTION STEPS ARE WE TAKING THERE? I HAVE A FEW I'LL TALK ABOUT.

I'LL START WITH INSTRUCTIONAL SPECIALISTS.

BUT I'D LIKE DR. NEVILLE TO COME UP TOO, BECAUSE I THINK SHE CAN.

SHE'S CLOSER TO THE WORK AND SPEAK MORE DIRECTLY TO IT.

BUT ONE AREA I TALKED ABOUT IN THE PRESENTATION WERE INSTRUCTIONAL SPECIALISTS.

AND SO DR. NEVILLE'S TEAM HAS SOME INSTRUCTIONAL SPECIALISTS THAT ARE SPECIFICALLY AIMED AT EACH HAS 3 OR 4 SCHOOLS THAT THEY SUPPORT EVERY DAY, SOME OF ITS DIRECT SUPPORT TO TEACHERS, SOME OF IT'S DIRECT SUPPORT TO STUDENTS AND SOME OF IT'S ADVISING AND SOME OF IT'S CREATING REPORTS AND SUPPORTS SO THAT THE CAMPUS KNOWS WHERE STUDENTS STAND.

SO I THINK THAT'S PART OF A RETENTION STRATEGY, BECAUSE IF YOU KNOW, IF WE SEE STUDENTS STRUGGLING, WE CAN SEE THEIR GRADES, WE CAN PROVIDE HELP TO THEM.

WE CAN GO TO THE SCHOOL AND SAY THIS SET OF STUDENTS ARE HAVING A TOUGH TIME.

LET US TALK TO THEM A LITTLE BIT.

LET US SEE WHAT THEIR STRUGGLE IS.

LET US PULL THEM OUT OF CLASS AND TALK TO THEM, OR FIND A TIME TO TALK TO THEM TO SEE WHAT THE CHALLENGE IS. AND THEN WE CAN PROVIDE SUPPORTS TO THEM.

SO THAT'S ONE I THINK IT'S REALLY CRITICAL THAT WE'VE ESTABLISHED DR.

NEVILLE'S AND HER TEAM HAVE ESTABLISHED THAT I CAN TELL IS MAKING A DIFFERENCE.

I'LL LET HER TALK ABOUT OTHERS.

OTHER THINGS THAT WE'VE DONE OUTSIDE OF THE INSTRUCTIONAL SPECIALIST IS WE BUILT OUT A COMPREHENSIVE PROGRESS MONITORING PLATFORM.

AND SO ONE THING THAT WE NOTED IS WHEN A STUDENT IS A COLLEGE STUDENT, WE CANNOT SEE THEIR GRADES.

AND SO WITH THE PROGRESS MONITORING PLATFORM, THE INSTRUCTIONAL SPECIALISTS CAN USE THAT WITH THE CAMPUS LEADERS TO SIT DOWN WITH THE STUDENTS AND REALLY MONITOR THE STUDENT'S GRADES.

AND IT'S NOT JUST ABOUT THE STUDENT GRADES.

IT'S ALSO WHEN WE SEE THAT THERE IS A RED FLAG, WE CAN ALSO PROVIDE SUPPORTS FOR THOSE STUDENTS. SO IF WE SEE GAPS WITH KIDS THAT ARE NOT BEING SUCCESSFUL WITH COURSES OR NOT TURNING IN ASSIGNMENTS, THEN WE CAN BE MORE TARGETED IN OUR SUPPORTS FOR STUDENTS.

[00:35:05]

AND SO THEY HAVE ASSIGNED COACHES TO EACH ONE OF THE CAMPUSES.

AND THE SUCCESS COACHES ALSO SUPPORT WITH ADVISING.

IF THERE ARE GAPS IN STUDENT SUCCESS RATES, THEN THEY CAN ALSO SUPPORT THOSE STUDENTS AS WELL. ARE THOSE SO INSTRUCTIONAL SPECIALISTS? THE PROGRESS MONITORING PLATFORM AND THE SUCCESS COACH IS PROVIDED BY DALLAS COLLEGE.

ARE THOSE ALL NEW THIS YEAR? DID WE START THEM LAST YEAR? THE PROGRESS MONITORING SYSTEM HAS BEEN HERE FOR A COUPLE OF YEARS, BUT WE HAVE JUST EXPANDED THAT AND THAT'S SOMETHING THAT OUR TEAM BUILT OUT.

THE SUCCESS COACHES THEY STARTED LAST YEAR, BUT THEY'VE BEEN MORE INTENTIONAL THIS YEAR.

SO REALLY SOME INTENTIONAL SUPPORTS THAT THEY'RE SUPPOSED TO PROVIDE.

AND SO WHILE THEY'RE WHILE THEY WERE THERE IT'S JUST A STRATEGIES THAT WERE IMPLEMENTED OR ARE DIFFERENT.

GOTCHA. AND THE SUCCESS COACHES? SUCCESS COACHES ARE PROVIDED BY DALLAS COLLEGE.

AND SO THEY STARTED LAST YEAR.

OH THAT'S WHAT THEY'RE SAYING. WHAT ABOUT THE INSTRUCTIONAL SPECIALISTS THEN.

INSTRUCTIONAL SPECIALISTS STARTED LAST YEAR.

OKAY. SO THOSE ARE TWO SEPARATE THINGS THOUGH RIGHT? CORRECT. AND BOTH STARTED LAST YEAR THOUGH BOTH HAVE BEEN DIFFERENTLY FOCUSED THIS YEAR.

CORRECT OKAY.

I MEAN THOSE SOUND LIKE REALLY IMPORTANT INTERVENTIONS.

I MEAN TRUSTEE FOREMAN AND I WERE JUST HAVING A.

CONVERSATION ABOUT MONITORING THE IMPACT, WOULD LOVE TO SEE AS WE SEE THE IMPACT ON RETENTION THIS YEAR, TO SEE IT IF WE CAN MAKE ANY CORRELATIONS BETWEEN THOSE ACTIVITIES AND WHAT IMPACT IT HAD ON THAT RETENTION.

MY LAST QUESTION FOR THE LAST COUPLE OF MINUTES I HAVE IS, AND I ALSO ALWAYS ASK ABOUT THIS, I'M CURIOUS ALWAYS ABOUT WE HAVE A REALLY ROBUST PIPELINE TO FILL UP AS CLOSE TO THAT 2600 AT THE BEGINNING AS POSSIBLE, BUT INEVITABLY WE LOSE SOME, AND THERE ARE INEVITABLY KIDS WHO MIGHT NOT HAVE KNOWN ABOUT THE APPLICATION OR HAVE MOVED HERE OR WHATNOT IN NINTH GRADE AND DIDN'T HAVE A CHANCE TO ENTER AT THE BEGINNING.

SO WHAT IS OUR WORK LOOKING LIKE IN TERMS OF IDENTIFYING THOSE STUDENTS AND HELPING GET THEM ONTO THIS PATHWAY, EVEN IF THEY'RE STARTING A LITTLE BIT LATE AND HAVE TO DO SOME CATCH UP IN 10TH OR 11TH GRADE, AND ARE WE CREATING MORE ON RAMPS, OR HOW ARE WE DOING THAT FOR THOSE STUDENTS SO THEY CAN GET ACCESS TO THESE PROGRAMS? I'LL START, IF I MAY, I THINK STARTING IN NINTH AND 10TH GRADE IS REALISTIC, AND IT'S DOABLE FOR A STUDENT TO START IN 11TH GRADE.

REALISTICALLY, THEY'RE PROBABLY NOT GOING TO FINISH THE 60 HOURS THAT WE WANT BECAUSE THEY'VE ALREADY MISSED SOME OF THE COURSES IN THE SEQUENCE.

RIGHT BUT IT DOESN'T MEAN IT CAN'T HAPPEN.

BUT I THINK IT IS REALISTIC.

AND WE DO ON BOARD STUDENTS IN NINTH AND 10TH GRADE.

AND I THINK DR. NEVILLE'S CAN PROBABLY TALK A LITTLE BIT ABOUT THE VOLUME OR NUMBERS THAT MAY BE. OH YEAH, IT'D BE GREAT.

WE HAVE IN THE PAST PROVIDED STUDENTS WITH OPPORTUNITIES TO ONBOARD AT DIFFERENT GRADE LEVELS. AND SO THAT'S ALWAYS AN OPTION BECAUSE WE WANT TO ACCOUNT FOR ATTRITION.

BUT TO DR.

LUSK POINT, WE ALSO WANT TO MAKE SURE THAT STUDENTS HAVE THE OPPORTUNITY TO FINISH WITHOUT THEM BEING TOO MUCH, TOO FAR.

OVERWHELMED. RIGHT.

AND SO WITH THAT BEING SAID, THAT'S WHY WE PROVIDE A SUMMER HUB OPPORTUNITIES SO THAT STUDENTS CAN REMEDIATE AND OR ACCELERATE.

AND SO THAT IS A VIABLE OPTION FOR STUDENTS WHO START AFTER 10TH GRADE FOR EXACT NUMBERS.

I CAN SEND THAT BACK TO YOU.

TRUSTEE MACKEY.

WE HAVE PULLED DOWN THAT DATA SEVERAL TIMES, BUT IF WE WANT AN UPDATE, I CAN SHARE THAT.

YEAH. JUST CAN YOU REMIND ME THE ROUGH RANGE WE'RE IN FOR THE 2700 OR SO SPOTS WE HAVE? HOW MANY STUDENTS APPROXIMATELY ENTER, I WOULD SAY ANYWHERE FROM ABOUT 10 TO 15% ON BOARDED. THAT'S GREAT.

YEAH. WOULD BE INTERESTED TO SEE HOW THESE ARE CONTINUING TO WORK OFF.

AND THANK YOU ALL FOR YOUR WORK ON THIS WITH THE LAST 15 SECONDS.

THANK YOU, DR. ALFRED STEVENS, FOR YOUR WORK AND KEEPING OUR BUDGET AFLOAT.

IT IS BECAUSE OF THE WORK THAT YOU AND YOUR TEAM DO THAT WE WERE ABLE TO ADOPT A DEFICIT BUDGET TO KEEP SOME OF THESE PROGRAMS GOING WHILE WE MAKE IT POSSIBLE.

SO CONGRATULATIONS AND THANK YOU.

THANK YOU TRUSTEE MACKEY, TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE FLORES.

I ACTUALLY HAD MY QUESTIONS ANSWERED, BUT IT DID BRING UP ONE MORE QUESTION.

THE KIDS THAT GO OUT OF THE P-TECH PROGRAM, WHAT DO THEY DO AND WHO IS MAKING SURE THAT THEY ARE FINDING A PATHWAY, AN ALTERNATIVE PATHWAY THAT MIGHT BE A BETTER FIT? I THINK WHAT'S EXCITING ABOUT THE WORK WE'RE DOING IN DALLAS IS WE HAVE SOMETHING FOR EVERY STUDENT, RIGHT? SO IN THE END, IF YOU WANT P-TECH, GREAT.

WE'VE GOT P-TECH. IF YOU WANT EARLY COLLEGE, FINE.

IF YOU WANT CTE IN YOUR HIGH SCHOOL, WE HAVE IT.

IF YOU WANT CAREER INSTITUTES OR IF YOU WANT APS, WE HAVE A WHOLE BUFFET OF OPTIONS.

AND REALLY, IT'S INCUMBENT UPON THE COUNSELOR AND THE TEAM TO SAY, OKAY, BRIAN, YOU'RE NOT GOING TO STAY IN THE P-TECH PROGRAM.

THAT'S FINE. BUT WE'VE GOT TO FIND A VIABLE PATH FOR YOU.

DO YOU WANT TO GO INTO A PROGRAM OF STUDY HERE AT THE CAMPUS? RIGHT. HERE ARE THE OPTIONS WE HAVE.

IF NOT, ARE YOU INTERESTED IN CAREER INSTITUTE OR ARE YOU GOING TO GO THE AP ROUTE. SO IT'S REALLY ABOUT ADVISING AND HELPING THE STUDENT FIND HIS OR HER FUTURE PATH AND UNDERSTANDING WHAT THEY WANT TO DO.

IT'S UP TO THE COUNSELOR AND THE ADMINISTRATIVE TEAM TO FIGURE OUT WHEN

[00:40:03]

IT'S GOT TO BE A FAMILY DECISION, IF YOU WILL.

AND WHEN THE PARENTS AND STUDENTS DECIDE THAT, THEN WE'VE GOT TO ADVISE THEM, WELL, TO SAY, HERE ARE YOUR OPTIONS.

WHAT DO YOU WANT TO DO FOR YOUR FUTURE? AND WHAT DO YOU SEE YOUR SHORT AND LONG TERM GOALS BEING RIGHT AFTER HIGH SCHOOL AND BEYOND? AND THEN AS A FOLLOW UP, THE PATHWAY MANAGER IS THAT FOR ALL STUDENTS, THE PATHWAY MANAGER WE'RE CREATING IS GOING TO BE FOR OUR CTE PROGRAMS. SO OUR CAMPUS BASED CTE PARTICULARLY AND ALSO OUR P-TECH, BECAUSE ULTIMATELY WHAT WE WANT TO DO IS MAKE SURE WHEN A STUDENT GETS IN A PATHWAY OR A PROGRAM OF STUDY, WE DON'T DERAIL THEM INADVERTENTLY BY SAYING LIKE, OH, THIS SECTION IS FULL.

NO, WE'RE GOING TO FIND ANOTHER SECTION IF IT IS FULL, AND WE'RE GOING TO MAKE SURE STUDENTS HAVE ACCESS TO THE COURSES WITHIN THEIR GIVEN PATHWAY OR PROGRAM.

GOTCHA. AND SO FOR SOMEONE THAT OFF RAMPS SOME, THERE IS SOME MECHANISM BY WHICH THEY'RE SURE TO BE COLLEGE OR CAREER READY, EVEN IF THEY'RE OUTSIDE OF THE PATHWAYS, THE CTE OR P-TECH PATHWAYS.

THERE IS. YES, MA'AM. OKAY.

THANK YOU. THANK YOU.

TRUSTEE FLORES. SO QUICK QUESTION.

ARE ALL OUR P-TECHS DALLAS COLLEGE ASSOCIATED OR NOT? ALL OF THEM ARE ASSOCIATED WITH DALLAS COLLEGE, AND WE HAVE A FEW OF THEM THAT ARE ASSOCIATED WITH EITHER TEXAS A&M COMMERCE AT DALLAS OR UNT DALLAS.

AND SO FOR THOSE OTHER TWO, I MEAN, WHAT ARE WE DOING IN TERMS OF THE SUCCESS COACHES? RIGHT, BECAUSE THE SUCCESS COACHES ARE COMING FROM DALLAS COLLEGE, SO ARE THEY ALSO HELPING WITH THOSE STUDENTS? JUST I WAS CURIOUS ABOUT THAT.

YES, THEY DO, BECAUSE THE STUDENTS WITH THOSE OTHER TWO UNIVERSITIES, THEY HAVE SUCCESS COACHES ASSIGNED THROUGH THE JUNIOR YEAR.

AND SO FOR THE SENIOR YEAR, WE REALLY LEAN ON THE INSTRUCTIONAL SPECIALISTS TO SUPPORT, BUT IT'S LIKE ALMOST A CONCURRENT ENROLLMENT BECAUSE THE STUDENTS ARE DALLAS COLLEGE AS WELL AS UNIVERSITY STUDENTS.

SO IS THERE SOMEBODY THAT CAN LOOK AT BOTH SETS OF GRADES AND MAKE SURE THAT THEY'RE OKAY? SO THEN, YOU KNOW, THE PARTNERSHIP WITH DALLAS COLLEGE AND YOU KNOW A&M COMMERCE AND [INAUDIBLE] ARE FANTASTIC.

AND I THINK DALLAS COLLEGE AND THE CHANCELLOR FOR THEIR HARD WORK ON THIS.

I THINK IT'S A GREAT PARTNERSHIP.

WE'VE SPOKEN, I'VE SPOKEN ABOUT IT TO THE NATIONAL JUNIOR COLLEGE ASSOCIATION.

AND PEOPLE CAME UP TO ME. HE'S LIKE, HOW ARE YOU GUYS DOING THIS? WE COULDN'T BELIEVE IT. SO IT'S A PRETTY UNIQUE PARTNERSHIP AND ONE THAT I THINK WE SHOULD ALL BE VERY PROUD OF IN TERMS OF THE ACCOUNTABILITY FOR THOSE SUCCESS COACHES.

SO THAT WOULD FALL ON THE DALLAS COLLEGE SIDE.

SO THERE'S NO WAY THAT WE COULD KNOW WHETHER THEY'RE DOING A GOOD JOB OR NOT, OTHER THAN WHAT WE HEAR FROM STUDENTS.

HOW DO WE WHAT'S GOING ON? THEY ARE SUPERVISED BY DALLAS COLLEGE.

HOWEVER, WE HAVE A CADENCE OF MEETINGS WITH DALLAS COLLEGE THAT INCLUDES THE SUCCESS COACHES SO THAT WE CAN SHARE, YOU KNOW, STRATEGIES.

WE CAN TALK ABOUT GRADES, WE CAN TALK ABOUT SUPPORTS FOR THE STUDENTS.

AND SO THAT WAY WE STAY CONNECTED.

OKAY. AND MY FINAL QUESTION MADE ME THINK ABOUT IT WHEN YOU ANSWER ONE OF TRUSTEE MACKEY QUESTION. SO IN TERMS OF KIND OF THE FAMILY DECISION MAKING, I THINK DR.

LUSK MENTIONED, YOU KNOW, WE NEED TO GET THE FAMILIES INVOLVED AND WHATNOT.

BUT TO WHAT EXTENT ARE THESE SUCCESS COACHES OR THE PEOPLE THAT ARE INTERACTING WITH THE FAMILIES BILINGUAL? RIGHT. A LOT OF OUR FAMILIES DON'T SPEAK ENGLISH.

AND SO, YOU KNOW, TO THE EXTENT THAT WE'RE KEEPING AN EYE ON, YOU KNOW, YOU CAN'T COMMUNICATE WITH THE PARENT, WE'RE NOT GOING TO GET THE FAMILY TO HELP US.

SO I DON'T THINK I NEED AN ANSWER TO THE QUESTION.

I'M JUST PUTTING IT OUT THERE THAT WE NEED TO MAKE SURE THAT WE WORK WITH DALLAS COLLEGE OR WHOMEVER TO MAKE SURE THAT THOSE FAMILY INTERACTIONS, YOU KNOW, WE HAVE AN INTERPRETER. WE HAVE SOMEBODY THAT CAN HELP MAKE SURE THAT WE COMMUNICATE WITH THOSE FAMILIES. I MEAN, IT IS WHAT A THIRD OF OUR DISTRICT OR SO? SO WE'D BE LOSING A LOT OF OPPORTUNITIES IF WE DIDN'T.

BUT THANK YOU, REALLY APPRECIATE IT.

GREAT WORK. TRUSTEE CARREÓN AND WHITE AND THEN TRUSTEE MICCICHE, I GOT YOU.

THANK YOU, PRESIDENT HENRY AND THANK YOU FOR THE PRESENTATION.

JUST A COUPLE QUESTIONS AND POINTS OF CLARIFICATION.

MY UNDERSTANDING THIS SO IT'S 65% OF P-TECH GRADUATES.

I GUESS MY QUESTION IS, WHAT PERCENTAGE OF ALL GRADUATES GRADUATE WITH AN ASSOCIATE'S DEGREE? IS THAT AROUND, LIKE, 10%? THAT'S RIGHT. ABOUT 11%.

WE HAVE ABOUT 8400.

YEP. I LEARNED MATH IN DISD, SO I WAS, I KNEW IT.

IT WAS PROBABLY EXACTLY RIGHT THEN.

YES, I KNOW RIGHT.

LET'S SEE AND THEN HAS THAT NUMBER INCREASED KIND OF THE PERCENTAGE OF GRADUATES EARNING AN ASSOCIATE'S DEGREE IN THE LAST FIVE YEARS? THAT KIND OF INCREASED YEAR OVER YEAR, OR IS IT PRETTY STEADY.

[00:45:03]

SO IT WAS HIGHER.

THE VERY FIRST YEAR WE LAUNCHED WITH THE FIRST SET OF EIGHT SCHOOLS.

BUT THEN AS TIME HAS GONE ON, THIS NUMBER THIS YEAR IS ACTUALLY SIGNIFICANTLY LARGER THAN LAST YEAR BECAUSE YOU CAN SEE 873 WHERE THE GRADUATES LAST CLASS OF '22 VERSUS THE CLASS OF '23, 951.

SO THAT'S A SIGNIFICANT NUMBER OF STUDENTS.

THAT'S ALMOST A FULL PERCENT, RIGHT? YEAH, I'D BE INTERESTED IN SEEING THOSE NUMBERS, WHETHER IT BE IN THE TRACKER OR IN A MEETING LATER ON.

YEAH. WE CAN DO A BOTH END ON THOSE BECAUSE I JUST WANT TO REITERATE, IF I MAY, WHAT DR.

LUSK IS SAYING, BECAUSE WHEN WE FIRST STARTED, WE DID HAVE LARGER PERCENTAGES, BUT IT WAS SMALLER NUMBER OF SCHOOLS AND SMALLER NUMBER OF STUDENTS.

SO WE'VE INCREASED THE NUMBER OF STUDENTS AND NOW HAVE ALSO SLIGHTLY INCREASED THE OVERALL PERCENTAGE OVER THE LAST THREE YEARS.

BUT AT THE VERY BEGINNING WHEN THERE WAS A COMPLETE FOCUS AND IT WAS NEW AND THE STUDENTS WERE FEWER, WE DID HAVE A LARGER PERCENTAGE.

SO DEFINITELY WE CAN GET THAT AND PUT BOTH THE PERCENTAGES AND THE NUMBERS, BECAUSE THAT WAY ALL OUR TRUSTEES CAN SEE THAT ACROSS THE BOARD.

YEAH. OKAY. MY NEXT QUESTION IS SOMETHING WE TALK ABOUT EVERY YEAR.

I FEEL WHEN WE HAVE THIS PRESENTATION.

AND I'M REALLY INTERESTED IN KNOWING.

WHAT HAPPENS AFTER DALLAS ISD, RIGHT.

AND SPECIFICALLY FIRST YEAR, A FOUR YEAR COLLEGE RETENTION RATES? I KNOW WE'VE MENTIONED KIND OF THE CLEARINGHOUSE GIVES US SOME OF THAT INFORMATION, BUT I MEAN, I'D BE I MEAN, WHETHER AGAIN, IN THE TRACKER OR SOME OTHER FORM OF COMMUNICATION, REALLY UNDERSTANDING WHAT IT LOOKS LIKE FOR DALLAS ISD STUDENTS THAT MATRICULATE INTO A FOUR YEAR COLLEGE OR UNIVERSITY, WHAT THAT RETENTION RATE LOOKS LIKE OR WHAT THE ATTRITION RATE LOOKS LIKE HOWEVER, THAT INFORMATION KIND OF COMES TO US. ARE YOU REFERRING TO THE STUDENTS WHO EARN 60 HOURS OR THE ASSOCIATE, OR ARE YOU TALKING ABOUT MORE BROADLY, DALLAS ISD GRADUATES? WELL, I THINK DISAGGREGATE BOTH RIGHT, TO UNDERSTAND, REALLY THE IMPACT OF WHAT WE'RE DOING, WHETHER THE ASSOCIATE'S DEGREE.

I MEAN, THE THEORY BEHIND THE ASSOCIATE'S DEGREE IS IF YOU'VE ALREADY COMPLETED TWO YEARS OF YOUR FOUR YEAR DEGREE, THEN THAT SHOULD HELP YOU IN TERMS OF RETENTION, RIGHT? YOU UNDERSTAND THAT YOU DON'T HAVE TO PAY AS MUCH.

YOU DON'T HAVE TO PAY A FULL FOUR YEARS OF COLLEGE.

SO THAT ELIMINATES SOME OF THE FINANCIAL BURDEN THAT A FOUR-YEAR UNIVERSITY PROVIDES SO BOTH, I THINK, WOULD BE EXTREMELY HELPFUL.

THEN SO ON THE PATHWAY MAP, I'M SUPER EXCITED ABOUT THE PATHWAY MAP.

I KNOW IT'S SOMETHING THAT I KNOW PARENTS IN WEST DALLAS HAVE ASKED ME AROUND, REALLY UNDERSTANDING WHERE THEIR STUDENTS ARE ON THEIR PATHWAY TO GRADUATION OR ON THEIR PATHWAY IN COMPLETING THEIR DEGREE, WHICH IS KIND OF SPEAKS TO MY I GUESS MY QUESTION IS, WILL THE THE PATHWAY MAP DESIGNED TO ALSO BE SHAREABLE TO PARENTS? YES. AND WE ALSO HAVE PATHWAY MAPS RIGHT NOW THAT WE CAN DOWNLOAD AND SHARE WITH PARENTS SO THAT THEY CAN DO LIKE A CHECKLIST OF THE COURSES THAT THE STUDENTS HAVE TAKEN ALONGSIDE THE STUDENTS ADVISING REPORTS.

BUT THIS WILL BE MUCH EASIER.

AND SO ONCE WE GET IT FULLY OPERABLE, THEN THAT WILL BE SOMETHING THAT WE CAN DOWNLOAD AND SHARE WITH THE PARENTS.

AND JUST TO TRUSTEE FLORES THIS POINT, CAN PARENTS EXPECT THIS PATHWAY MAP TO BE BILINGUAL OR AT LEAST SPANISH TRANSLATED? YES. OKAY.

AND TO ADD SOMETHING ELSE, BUT I DON'T KNOW WHERE I WROTE IT DOWN.

ANYWAY, THAT'S IT FOR NOW. THANK YOU, PRESIDENT HENRY.

THANK YOU, TRUSTEE CARREÓN. TRUSTEE WHITE? YES. FIRST OF ALL, I JUST WANT TO THANK THE STAFF AND ALSO THE TRUSTEES AT THE END OF THE TABLE THAT WILL BE TRUSTEE FOREMAN AND ALSO TRUSTEE MACKEY, BECAUSE A LOT OF THE QUESTIONS THAT THEY ANSWERED DID ANSWER A LOT OF THE QUESTIONS THAT I HAD.

AND I'M DEFINITELY GLAD TO HEAR THAT WE'RE ADDING ON TO THE PROGRAM AS FAR AS MAKING SURE THAT STUDENTS GET COLLEGE CREDIT, WE DEFINITELY WANT THEM TO RECEIVE AN ASSOCIATE'S DEGREE. BUT FOR EVERY COURSE THAT IS TAKEN AND THEY GET READY TO GO INTO COLLEGE, IF THAT'S WHAT THEY CHOOSE TO DO, THAT'S MONEY THAT IS SAVED BY THEM AND THEIR PARENTS. WHEN IT COMES TO.

BECAUSE I HEARD DR.

NEVILLE SAY THAT THERE IS STILL WORK BEING DONE ON THE AS FAR AS THE PROGRESS MANAGEMENT PLATFORM, AND ALSO HOW MUCH INFORMATION CAN I GUESS MY QUESTION FROM THAT BEING, HOW MUCH INFORMATION CAN THE STUDENTS THEMSELVES SEE AS FAR AS WHERE THEY ARE?

[00:50:04]

SO AND I KNOW SOME STUDENTS MAY DO A BETTER JOB AT SAYING NO.

I KNOW I NEED TO TAKE THIS 1000 LEVEL MATH AND IT'S 2000, BUT I JUST WANT TO KNOW WHAT TOOLS ARE THERE AVAILABLE FOR THE STUDENT TO KEEP THEMSELVES TOGETHER? WELL, TWOFOLD.

FIRST, THE EARLY COLLEGE STUDENT IS CONSIDERED A COLLEGE STUDENT.

AND SO THEY HAVE ACCESS TO ALL OF THEIR GRADES.

YOU KNOW, THE SYLLABI, EVERYTHING THAT THE PROFESSOR, EXCUSE ME, PROVIDES IS AVAILABLE FOR STUDENTS TO SEE THE PIECE THAT IS, YOU KNOW, DIFFICULT FOR US IS THAT THE STUDENT CAN SEE IT, BUT THE CAMPUS CANNOT.

AND THAT IS WHY WE BUILT OUT THE PROGRESS MONITORING PLATFORM SO THAT WE COULD SIT THE STUDENT DOWN AS WE'RE ADVISING THEM, AND THEN WE COULD TALK THEM THROUGH LIKE, THIS IS THE SYLLABUS. THIS IS WHAT YOU NEED TO DO.

THESE ARE YOUR GRADES. AND THEN WE COULD MARRY THE TWO TOGETHER SO THAT THE CAMPUS COULD KEEP UP WITH THE PROGRESS.

AND THEY ALSO HAVE ACCESS TO COUNSELORS ON DALLAS COLLEGE AS WELL.

CORRECT. YES. ALL RIGHT.

BUT ALL OF THIS INFORMATION I JUST THINK IS IT IS GREAT.

AND IT'S HELPING US INCREASE COLLEGE READY STUDENTS SO THAT WHEN THEY ARE ON THE CAMPUS, THERE'S THINGS THAT THEY DON'T HAVE TO GO THROUGH.

THEY CAN JUST CONTINUE ON THEIR CAREER FIELD.

THANK YOU SO MUCH FOR YOUR TIME.

THANK YOU. TRUSTEE WHITE.

TRUSTEE MICCICHE? THANK YOU.

FIRST, I'D LIKE TO START OFF BY SAYING THANK YOU TO THE FINANCIAL TEAM.

IT WASN'T TOO LONG AGO THAT THIS WAS A THIS WAS A PROBLEMATIC AREA FOR US, BUT FOR SEVERAL YEARS NOW WE'VE HAD CLEAN AUDITS.

NO MATERIAL DEFICIENCIES OR SIGNIFICANT WEAKNESSES AND AS I'VE SAID, CLEAN OPINIONS.

SO I'M VERY APPRECIATIVE OF THE WORK THAT'S DONE THERE.

IT USED TO OCCUPY A LOT MORE OF OUR TIME NOW IN THE PAST THAN IT DOES NOW.

UM. WANTED TO ASK A COUPLE OF QUESTIONS RELATING TO OUR GOAL ITSELF.

ON THE PERCENT OF GRADUATES WHO ARE COLLEGE, CAREER AND MILITARY READY.

HOW DOES OUR GOAL LINE UP TO THE NEW A THROUGH F REFRESH AT LEAST HINTS THAT WE HAVE SEEN DO WE NEED TO BE CONSIDERING ADJUSTING THAT GOAL IN LIGHT OF WHAT MAY BE COMING DOWN ON THE A THROUGH F REFRESH? THANK YOU, TRUSTEE MICCICHE.

I THINK THERE'S OBVIOUSLY SIGNIFICANT CHANGES HAVE BEEN MADE TO WHAT, FOR EXAMPLE, WHAT AN A WOULD BE CONSIDERED FROM THE STATE'S PERSPECTIVE.

IT USED TO BE A 60% OF GRADUATES EARNING BEING CCMR MET WAS AN A, NOW 88% OF GRADUATES BEING CCMR MET IS AN A.

SO THERE'S A HUGE DIFFERENCE.

I ALSO THINK THAT AS WE CONSIDER THE CHANGES THAT HAVE BEEN MADE TO CTE, THE CERTIFICATION STUDENTS EARN, MEANING, YOU KNOW, IT WAS IN THE PAST THAT A STUDENT COULD TAKE A CLASS OR NOT, BUT TAKE AN EXAM.

AND IF THEY WERE ABLE TO PASS IT, THAT COUNTED.

THAT'S NOT THE CASE ANY LONGER.

AND SO FOR OUR CURRENT SENIORS, THE RULES THAT APPLY ARE THIS.

BASICALLY A STUDENT HAS TO BE IN WHAT'S CALLED A LEVEL TWO COURSE.

THAT'S LIKE ESSENTIALLY LIKE A SOPHOMORE LEVEL COURSE, IF YOU WILL, BECAUSE THE FRESHMAN YEAR THEY'RE GOING TO TAKE INTRODUCTORY COURSE.

THE SOPHOMORE YEAR THEY'RE GOING TO TAKE A LEVEL TWO COURSE, THEORETICALLY, BUT THEY HAVE TO HAVE HAD A LEVEL TWO COURSE AND THEN TAKE A CORRESPONDING EXAM THAT THE STATE SAYS IS ATTACHED TO THAT COURSE TO BE CCMR AND WHILE THAT SEEMS REASONABLE, I THINK IT'S THE RETROACTIVE NATURE THAT MAKES IT VERY DIFFICULT FOR US AS A DISTRICT BECAUSE WE CAN'T TURN BACK TIME FOR THESE KIDDOS, RIGHT? WE HAVE SENIORS WHO MAY OR MAY NOT HAVE GONE THROUGH THESE LEVEL TWO COURSES, AND IF THEY HAVEN'T, SORT OF PENALIZING THE SCHOOL FOR THAT JUST DOESN'T SEEM LIKE THE RIGHT MOVE.

SO I HOPE I ANSWERED YOUR QUESTION AND LET ME ADD ONE OTHER THING, TRUSTEE MICCICHE.

SO ONE MIGHT ARGUE THAT BASED ON WHERE WE ARE, THAT WE MIGHT WANT TO CHANGE AND INCREASE THE GOAL, RIGHT? HOWEVER, GIVEN THE NEW RULES, WE ACTUALLY ANTICIPATE THAT THOSE PERCENTAGES ARE GOING TO DECREASE BECAUSE OF WHAT DR.

[00:55:03]

SO WE'RE GOING TO BE IN A YEAR WHERE RIGHT NOW IT LOOKS LIKE, OH, WELL, WE'RE ON TRACK AND ON THE GOAL. BUT THAT WAS UNDER THE ORIGINAL ACCOUNTABILITY.

AND SO WE REALLY NEED TO SEE WHAT HAPPENS.

AND I'M SURE THAT'S WHY THE TRAINING THAT WE GET IS DON'T CHANGE YOUR GOALS FOR FIVE YEARS, EVEN IF IT LOOKS LIKE YOU'RE MEETING THEM, BECAUSE WE'RE GOING TO HAVE SOME CHANGES IN THE RULES.

AND I BELIEVE THE ACCOUNTABILITY MANUAL JUST DROPPED YESTERDAY.

SO WE DO ACTUALLY NOW HAVE RULES FOR LAST YEAR.

BUT OUR TEAM IS NOW DECIPHERING WHAT THOSE RULES ARE.

AND I WOULD ANTICIPATE THAT AS WE BRING YOU MORE DATA, YOU'RE NOW GOING TO SEE WHAT LOOKS LIKE WE HAVE A DECREASE, FOR INSTANCE, IN CERTIFICATIONS, AND IT'S A DECREASE BECAUSE OF THE NEW RULES THAT DEFINE THE CERTIFICATION.

SO WE'RE KIND OF IN AN IN-BETWEEN YEAR UNTIL WE GET OUR FOOTING ON THE NEW IMPLEMENTATION WITH OUR STUDENTS, WHO WE STILL HAVE TIME NOW TO INTERVENE APPROPRIATELY, BUT IT WILL TAKE US ANOTHER YEAR TO GET CAUGHT UP.

OKAY. THANK YOU, ONE OTHER THING ON THE TOTAL NUMBER OF P-TECH GRADUATES, AND WE'VE DISCUSSED THIS BEFORE. I JUST DON'T WANT IT TO BE LOST IN THE CONVERSATION ABOUT THE EFFORTS MADE TO MAXIMIZE THE NUMBER WHO EARN ASSOCIATE'S DEGREES.

AND AND THAT IS DR.

LUSK AND YOU AS WELL DR.

ELIZALDE, TALKED ABOUT TRYING TO IDENTIFY BEST PRACTICES AT CERTAIN CAMPUSES THAT ARE DOING REALLY WELL, AND THEN SHARING AND IMPLEMENTING THOSE BEST PRACTICES AT OTHER SCHOOLS. MY BUT MY QUESTION IS, ARE THERE OTHER DISTRICTS THAT HAVE P-TECH PROGRAMS THAT ARE ANYWHERE CLOSE IN SCALE TO THE PROGRAMS THAT DO OUR P-TECH PROGRAM SUCH THAT WE MIGHT BE ABLE TO GAIN SOME KNOWLEDGE AND BEST PRACTICES FROM THEM? NO, SIR.

JUST YESTERDAY I WAS AT AN EVENT AND DALLAS ISD HAS NOT ONLY THE LARGEST P-TECH, IT'S ALSO STILL, BY METRICS, THE MOST SUCCESSFUL.

WITH AS MUCH WORK AS WE KNOW WE NEED TO CONTINUE TO BUILD ON, IT IS STILL THE MOST BOTH SUCCESSFUL AND LARGE SCALE IMPLEMENTATION.

OKAY, AND OF COURSE WE COULD PROBABLY LEARN SOME THINGS FROM SMALLER SCALE DISTRICTS THAT HAVE SMALLER PROGRAMS. BUT I THINK THAT'S ALL I HAVE, THANK YOU VERY MUCH.

IT'S ALWAYS GREAT TO SEE US BEING ABLE TO MEET OUR GOALS, MEET OUR TARGETS.

THANK YOU. THANK YOU, TRUSTEE MICCICHE, I'M GOING TO GO NEXT AND THEN TRUSTEE MACKEY YOU CAN LEAD OFF THE SECOND ROUND.

I'LL BE BRIEF THE SLIDE THAT WE'RE ON, THE SLIDE FOUR, TRUSTEE MACKEY EARLIER TALKED ABOUT CLOSING THE GAP, AND WE'RE DEFINITELY ON THE PATH TO DO THAT.

I JUST WANT TO ACKNOWLEDGE THE FACT THAT WHILE WE'RE SIMULTANEOUSLY CLOSING THE GAP, EVERY ONE OF THOSE SUBSETS ARE CONTINUING TO INCREASE.

I THINK YOU HEAR A LOT OF CONVERSATIONS ABOUT WHEN WE'RE FOCUSING ON OUR EMERGING BILINGUAL, AND WE'RE FOCUSING ON OUR BLACK KIDS, YOU KNOW, THERE'S A COST TO THAT.

I THINK SOME PEOPLE MAKE THAT, I DON'T THINK THERE'S A COST AT ALL.

AS YOU LOOK THERE, EVERY SUBSET CONTINUES TO IMPROVE AS WE SIMULTANEOUSLY CLOSE THE GAPS AND I THINK WE CAN DO THAT ALL ACROSS THE BOARD.

SO GOOD TO SEE THAT POINT BEING PROVEN AGAIN, BECAUSE WE'VE SEEN IT IN OTHER DATA THAT WE'VE RECEIVED FROM THE ADMINISTRATION.

ANOTHER BENEFIT, THANK YOU FOR DISAGGREGATING THAT SO WE CAN SHOW THAT THERE ISN'T A COST, THE BENEFIT.

AND THEN THIS WHOLE INSTRUCTIONAL SPECIALIST, I'VE JUST BEEN UNAWARE OF THIS, BUT I REALLY LIKE THIS IDEA OF EMPHASIZING KIND OF PROGRESS MONITORING.

ESPECIALLY WHEN WE'RE TALKING ABOUT OUR STUDENTS THAT ARE GETTING ASSOCIATE'S DEGREES. I THINK IT'S ONE THING TO GET AN ASSOCIATE DEGREE.

I THINK IT'S ONE THING TO GO TO COLLEGE, BUT I THINK THAT TYPE OF MONITORING ALLOWS US TO KIND OF COURSE CORRECT WHATEVER WE NEED TO DO SO THOSE KIDS CAN BE SUCCESSFUL.

I THINK YOU CAN GET AN ASSOCIATE DEGREE AND FAIL IN COLLEGE.

IF WE'RE NOT BUILDING THE BLOCKING AND TACKLING THAT IT TAKES TO BE A SUCCESSFUL STUDENT AT THE NEXT LEVEL. SO I LOVE THE IDEA THAT WE'RE GETTING MORE ENGAGED WITH OUR STUDENTS. THERE MIGHT BE A STUDENT GETTING AN A IN THESE CLASSES, BUT STILL HAS SOME THINGS THEY NEED TO WORK ON AS FAR AS BEING A STUDENT TO SUCCEED AT THE NEXT LEVEL.

SO I'M GLAD WE HAVE SOMEONE THERE ALONGSIDE THOSE STUDENTS.

THE BROADER WE COULD GO WITH THAT, I THINK THAT WOULD BE GREAT.

ANY WAY WE CAN START DEALING WITH THE PROCESS OF HOW KIDS ARE LEARNING AND NOT JUST THE OUTCOMES, WHAT GRADES THEY'RE RECEIVING THIS IS WONDERFUL.

[01:00:03]

THIS IS MORE WORK, AND I DON'T KNOW IF THERE'S AN ANSWER TO THIS, BUT IF WE BREAK THESE DOWN LIKE THE HISPANIC STUDENTS, ARE WE ABLE TO TELL LIKE THE ONES THAT ARE GETTING THE ASSOCIATE'S DEGREES? ARE THEY A CERTAIN SUBSET OF STUDENTS? OR MAYBE ASKED ANOTHER WAY, IF I'M IN BAND OR IF I'M PLAYING FOOTBALL, OR IF I'M PLAYING BASKETBALL, IS THERE A DIFFERENT RATE OF ACHIEVEMENT AS FAR AS ASSOCIATE DEGREES? IS IT DIFFICULT FOR ME TO GET IT BECAUSE THE CLASSES ARE WHEN PRACTICES.

SO I'M TRYING TO FIGURE OUT WHAT OUR STUDENTS THAT ARE GETTING ENGAGED, THESE EXTRACURRICULAR ACTIVITIES OR IS THIS THE STUDENTS THAT AREN'T DOING EXTRACURRICULAR ACTIVITIES? I DON'T REALLY HAVE AN IDEA, BUT JUST WANT TO PUT THAT OUT THERE.

I DON'T KNOW IF THERE'S AN ANSWER TO THAT OR SOMETHING WE COULD TALK ABOUT SEPARATELY.

I DON'T THINK THERE'S A SIMPLE WAY TO UNDERSTAND THAT, BUT I THINK WE'LL DIVE INTO THE DATA FOR SURE TO UNDERSTAND.

I THINK THAT PROBABLY THE MOST IMPORTANT PIECE IS THE WAY WE APPROACH IT, FROM THE SCHOOL AND FROM THE CENTRAL SIDE, RIGHT? THE TEAM COMING TOGETHER TO REALLY UNDERSTAND WHERE OUR STUDENTS AT AND HOW DO WE GET THEM TO WHERE THEY WANT TO BE.

AND I JUST WANT TO SAY, TOO, LIKE WE'RE TALKING ABOUT SOME I WANT TO SAY THANKS FOR THE COMMENTS AROUND SUCCESS, BUT REALLY THERE, CHIEF HEWITT, IN THE SCHOOL SIDE TEAMS, THOSE ARE THE FOLKS WHO ARE DOING THE WORK.

WE SUPPORT THEM, BUT THOSE ARE THE OUTCOMES THAT THEY'RE EARNING.

BUT I THINK TO THE POINT, THOUGH, TRUSTEE HENRY, WE'LL LOOK AT THAT.

WE'LL SEE WHAT WE CAN FIGURE OUT IF THERE'S SORT OF SOME TREND LINES.

WELL, THERE'S A QUERY WE COULD PULL UP EVERY STUDENT THAT'S ENROLLED IN BAND CHEERLEADING DRILL TEAM.

SO WE COULD PULL WE COULD CREATE THAT REPORT AND THEN SEE WHAT MY HYPOTHESIS IS ACTUALLY THAT'S NOT THE CASE. MY HYPOTHESIS IS KIDS THAT ARE IN THOSE ARE MORE LIKELY TO ACTUALLY KNOW ABOUT THIS AND BE ENGAGED IN THIS.

I'D LIKE, BUT I THINK THAT DATA IS VERY TELLING, BECAUSE I'D LIKE TO SEE IF THE REVERSE IS WHAT I'M THINKING IS A CHALLENGE IS THAT IF, AGAIN, IF KIDS ARE NOT INVOLVED IN SOMETHING, WHICH IS WHY IT WAS SO IMPORTANT FOR THIS BOARD FOR STUDENTS TO BE INVOLVED IN SOMETHING OUTSIDE OF TRADITIONAL CURRICULUM, I'D LIKE TO SEE IF THERE IS A DIFFERENCE BETWEEN KIDS THAT ARE ENROLLED IN THOSE EXTRACURRICULAR VERSUS NON, ALONG WITH DOING SOME CAMPUS DISAGGREGATION BECAUSE IT IS HELPFUL TO SEE.

ARE THERE CERTAIN SCHOOLS WHERE HISPANIC STUDENTS ARE ATTAINING THIS, CERTAIN SCHOOLS WHERE AFRICAN-AMERICAN STUDENTS ARE HAVING, WHICH GOES BACK TO TRUSTEE MICCICHE POINT, WE DO HAVE SOME SCHOOLS THAT ARE OUTPERFORMING OTHER SCHOOLS IN THIS AREA THAT WE NEED TO REALLY NOT JUST, YOU KNOW, SAY, GREAT, BUT HOW DO WE LEARN FROM HOW THEY'RE DOING THAT SO THAT WE CAN TAKE THAT TO SCALE? OKAY. THAT'S ALL I HAD.

TRUSTEE MACKEY.

YEAH. THANK YOU ALL KNOW THIS HAS BEEN A GREAT CONVERSATION, I THANK TRUSTEE CARREÓN FOR BRINGING UP THE POINT ABOUT WHAT ARE WE LOOKING AT AFTER THEY LEAVE US.

I'M EXCITED THAT WE'VE STARTED THAT ADVENTURE, AND I CANNOT WAIT TO SEE THE FRUITS OF THAT ACROSS WHETHER EARLY COLLEGE AND BEYOND.

AND THEN ALSO, THANK YOU TO TRUSTEE MICCICHE FOR TALKING ABOUT THE GOALS.

AND I DO THINK AS WE'RE ACTUALLY COMING UP PRETTY CLOSE ON OUR STUDENT OUTCOME GOALS, IT SEEMS LIKE A GOOD FOCUS FOR US OVER THE NEXT YEAR OR SO TO REEVALUATE ALL OF THEM AND SEE IF THEY'RE THE RIGHT ONES FOR THE SYSTEM.

SO THANK YOU ON THAT.

MY ONLY QUESTION THAT I HAD THAT CAME UP TO THINKING.

AND I DON'T EVEN KNOW THIS, BUT YOU DO.

AS FAR AS TO THIS POINT, PRIOR TO HOUSE BILL EIGHT, WHICH NOW FUNDS SOME AMOUNT OF FUNDING, MAYBE FOR STUDENTS TO HAVE ACCESS TO DUAL CREDIT COURSES, ARE WE PAYING OUT OF POCKET FOR ALL OF THE DUAL CREDIT OR WHAT IS THAT AGREEMENT LOOK LIKE ACROSS THE BOARD RIGHT NOW? AND THE SECOND PART OF THAT QUESTION IS IF AND HOW HB EIGHT, KNOWING THAT THERE'S A LOT OF UNKNOWNS ABOUT IT, STILL LOOKING TO IMPACT OR HELP THIS PROGRAM.

SO I THINK WE'RE VERY FORTUNATE.

OUR PARTNERSHIP WITH DALLAS COLLEGE ALLOWS US NOT TO PAY TUITION UNLESS IT'S A COURSE RETAKE. OKAY. SO I THINK I'M SAYING THAT CORRECT.

AND DR. NEVILLES CAN KIND OF CIRCLE AROUND AND FIX ME IF I'M WRONG.

BUT I THINK WE DO PAY FOR TEXTBOOKS.

AND ACTUALLY TEXTBOOKS ARE LATER ON IN THE AGENDA, AS A MATTER OF FACT.

AND IT'S A CO OP, SO I'M EXPECTING TRUSTEE FOREMAN TO HAVE A QUESTION.

IT'S TEED UP. THERE WE GO.

SO BUT SO WE DON'T PAY TUITION UNLESS IT'S A RETAKE OF DALLAS COLLEGE.

WE DO PAY TUITION TO OUR FOUR YEAR PARTNERS.

BUT HERE'S THE BEAUTY OF HB EIGHT.

AND I WAS ACTUALLY TELLING THE SUPERINTENDENT THIS YESTERDAY, LIKE FOR OUR FOUR YEAR COLLEGES, IT'S GOING TO ALLOW US TO PAY OR IT'S ACTUALLY GOING TO PAY FOR OUR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED, WHICH IS LIKE 90% OF OUR STUDENTS IN DUAL CREDIT, RIGHT? IT'S GOING TO PAY THEIR TUITION SO THAT THERE IS NO BURDEN ON THE DISTRICT. AND IT'S ALSO GOING TO PAY THE TUITION FOR THE FOUR YEAR UNIVERSITY.

SO IT'S REALLY DRASTICALLY GOING TO REDUCE THE RATES.

AND I THINK THE ONLY THING WE HAVE TO CONSIDER THEN IS OUR TEXTBOOKS, WHICH IS STILL WHICH IS ALREADY SOMETHING WE CONSIDER.

SO IT'S GOING TO CHANGE THE FOUR YEAR PARTNER A LOT AND IT'S GOING TO HELP.

I THINK WHAT I'M TOLD BY DALLAS COLLEGE YESTERDAY, IT'S GOING TO HELP THEM AS WELL.

YEAH. OKAY.

[01:05:02]

MAYBE YOU CAN THROW IT IN THE TRACKER LIKE AND THE QUESTION WOULD BE HOW MUCH DO WE ANTICIPATE CURRENTLY HB EIGHT WOULD GIVE ANNUALLY THAT COULD HELP FUND THIS PROGRAM AT BOTH DALLAS COLLEGE AND THE FOUR YEAR? JUST AN ESTIMATE WOULD BE SUPER HELPFUL, AND I'M GLAD TO HEAR THAT.

THANK YOU SO MUCH FOR YOUR WORK ON THIS.

THANK YOU, PRESIDENT HENRY.

THANK YOU, TRUSTEE MACKEY. TRUSTEE FOREMAN? JUST A DR. LUSK JUST A QUICK RESPONSE TO A COUPLE OF THINGS, STARTING WITH WHAT ARE WE LOOKING AT AFTER THE STUDENTS LEAVE AND WHERE DO THEY GO? SO WHAT I FOUND IS THAT MANY OF OUR STUDENTS ARE TRANSIENT.

THEY'LL GO TO ONE COLLEGE, THEN THEY'LL GO TO ANOTHER COLLEGE AND THEY'LL GO TO ANOTHER COLLEGE AND SO WHEN YOU START TRACKING, THERE'S GOING TO BE SOME DIFFICULTY IN TRYING TO FIGURE OUT EXACTLY WHERE THEY ARE.

STUDENTS THAT I'VE TALKED TO, I DON'T KNOW IF YOU'VE EXPERIENCED THE SAME THING, BUT I HAVE. AND SO AS YOU'RE TRACKING, MAKE SURE THAT THERE'S A CLEAR UNDERSTANDING THAT THOSE THINGS DO HAPPEN AND OUR STUDENTS DO GET LOST IN THAT.

THEN THE OTHER THING IS ABOUT ENROLLMENT IN P-TECH.

I THINK ONE OF THE THINGS, SUPERINTENDENT, IS THIS IS A HUGE DISTRICT AND SCHOOL BY SCHOOL THINGS ARE DIFFERENT.

WE ALWAYS WANT TO COMPARE THE SCHOOLS, BUT THEY'RE DIFFERENT.

FOR INSTANCE, IN MY AREA I BORDER SUBURBAN DISTRICTS, I MEAN ALMOST WALKING BORDER IN SUBURBAN DISTRICTS.

AND SO P-TECH HAS BEEN A RECRUITMENT TOOL FOR SOME OF THOSE SUBURBAN SCHOOLS.

SO AS YOU GO THROUGH THE PROCESS OF LOOKING AT THE CATEGORIES OF ENROLLMENT, I THINK WE SHOULD DO IT SCHOOL BY SCHOOL, HAVING AN UNDERSTANDING THAT THERE IS A UNIQUENESS TO EACH ONE OF OUR INDIVIDUAL SCHOOLS SO THAT WE DON'T GET CAUGHT UP IN, WELL, THEY CAME JUST BECAUSE OF SPORTS OR THEY CAME JUST BECAUSE OF THIS.

BUT UNDERSTANDING THERE IS A UNIQUENESS AS WE GO THROUGH THAT PROCESS.

THANK YOU. THANK YOU TRUSTEE FOREMAN, TRUSTEE JOHNSON? I DEFINITELY AGREE WITH TRUSTEE FOREMAN ON THAT.

ON THAT LAST STATEMENT, I WANT TO KIND OF REITERATE WHAT TRUSTEE HENRY SAID.

I THINK DR. ELIZALDE WAS TAPPING ON IT THAT ABOUT THE CHILDREN THAT ARE IN THE COLLEGIATE ACADEMY, THE THERE HAVE BEEN SOME CHALLENGES THAT PREVENTS THEM FROM PARTICIPATING IN BAND OR HAVING THOSE CLASSES.

SO I THINK YOU SAID YOU'RE GOING TO GET THE DATA FOR THAT.

OKAY THAT'S WHAT I'M TRYING TO MAKE SURE.

[INAUDIBLE] LET THE DATA DO THE TALKING.

OKAY. THANK YOU.

ALL RIGHT. I DON'T SEE ANY ADDITIONAL QUESTIONS.

THANK YOU FOR THE PRESENTATION AND THE DATA.

WE'RE GOING TO GO BACK IN THE AGENDA TO THE CLOSED SESSION.

WE DO HAVE TWO CLOSED SESSION ITEMS [INAUDIBLE].

OH YEAH. GO AHEAD, DR. ELIZALDE.

GO AHEAD. AND I KNOW THAT OUR STUDENTS, THEY NEEDED TO HAVE LUNCH AND GO BACK, WE DO NEED THEM TO BE IN CLASSES.

THAT'S A GOOD THING.

WE WANTED TO SAY A FEW THINGS.

ONE, I DO WANT TO ACKNOWLEDGE ALL OF THE SCHOOLS SO THAT IF NOTHING ELSE, THEY CAN GO BACK TO THE RECORDING AND THEY CAN SEE WE ARE WANTING TO THANK AND ACKNOWLEDGE ADAMSON HIGH SCHOOL AND ROSIE KURTZ, THEIR SPONSOR, BARACK OBAMA MALE LEADERSHIP ACADEMY, AND [INAUDIBLE], WHO IS THEIR SPONSOR, BOOKER T WASHINGTON, MADELINE FULTON, THEIR SPONSOR, HILLCREST HIGH SCHOOL, MIRANDA MACK.

WE ALSO HAD SPRUCE HIGH SCHOOL WITH US, MAUREEN DOYLE.

WE ALSO HAD TRINI GARZA EARLY COLLEGE HIGH SCHOOL, CHRISTY FINLEY, AND WE HAD WILMER HUTCHINS HIGH SCHOOL, CHASTITY EVANS, THEIR SPONSOR.

AND I WANT TO THANK AND SHOUT OUT SHALON BOND, WHO ALSO HELPS ORGANIZE AND BRING ALL OF THESE FOLKS TOGETHER, AND I DO.

IT'S A, I KNOW MANY OF YOU GOT TO TALK WITH THEM, BUT THEY'RE JUST SUCH A GREAT GROUP OF REPRESENTATIVES OF OUR STUDENTS AND IT'S GREAT.

IT REALLY IS REWARDING TO SEE THAT THEY ARE OUR FUTURE.

AND THERE'S HOPE WHEN YOU CAN TALK TO OUR KIDS WHO ARE SO WISER CERTAINLY THAN I WAS THEN AND PROBABLY EVEN THAN I AM NOW.

SO I JUST WANTED TO GIVE THEM A SHOUT OUT.

AND THEY DID NOT HAVE SOFTBALL QUESTIONS.

ALL RIGHT. THANK YOU, DR. ELIZALDE.

THE BOARD IS GOING TO RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE

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

ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, TEXAS GOVERNMENT CODE SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY OF THE

[01:10:01]

D-1-GN-23-004675, IN THE 419TH JUDICIAL DISTRICT COURT IN TRAVIS COUNTY, TEXAS, SECTION 551.072 TO DELIBERATE THE PURCHASE EXCHANGE LEASE, SELL THE VALUE OF REAL PROPERTY, SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.

SECTION 55.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR THE IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT.

SECTION 551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED IN SECTION 2059.055, SUBSECTION B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.

SECTION 551.129.

TO CONSULT WITH THE ATTORNEY BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE CALL OR COMMUNICATIONS OVER THE INTERNET AND AN OPEN MEETING AND OR CLOSED SESSION.

THE TIME IS NOW 12:47 P.M.

AND WE ARE IN CLOSED SESSION.

THANKS. CAN YOU HEAR ME, DR.

LUSK? YEAH. THERE WE GO.

ALL RIGHT. THE TIME IS 2:09 P.M.

WE'RE BACK IN OPEN SESSION.

THE BOARD DIDN'T TAKE ANY ACTION IN CLOSED SESSION.

WE'RE GOING TO CONTINUE ON WITH THE AGENDA, STARTING WITH OUR INFORMATION REPORTS, STARTING WITH OUR SUPERINTENDENTS REPORT ON THE CAREER INSTITUTE.

[7. INFORMATION/REPORTS]

I'M GOING TO ASK DR.

LUSK TO COME UP AGAIN WITH OSWALDO ALVARENGA, DEPUTY CHIEF.

AND WE'VE HAD QUITE A FEW VISITORS TO OUR CAREER INSTITUTES, ALL OF THEM.

AND SO WE DEFINITELY WANT TO SHARE THE SUCCESSES THAT ARE ONGOING.

I KNOW MANY OF YOU HAVE GONE AND TAKEN VISITS YOURSELVES.

YOU KNOW, THE WHOLE INTENT OF CAREER INSTITUTES IS TO BE ABLE TO OFFER OUR STUDENTS THE MOST UP TO DATE EQUIPMENT AND TRAINING, AND WE ALL KNOW THAT WOULD BE FINANCIALLY IMPOSSIBLE TO DO AT 23 COMPREHENSIVE HIGH SCHOOLS OR 22 COMPREHENSIVE HIGH SCHOOLS, BUT WE ABSOLUTELY CAN DO THAT IN FOUR QUADRANTS OF OF OUR COMMUNITY.

AND SO THIS IS ABOUT KIDS GETTING THE LATEST AND GREATEST ALIGNED TO HIGH DEMAND, HIGH WAGE JOBS AND A FOCUS ON REAL WORK EXPERIENCE EVEN IN THE CLASSROOM.

SO THIS IS ABOUT HANDS ON ACTIVITIES COUPLED WITH THE ACADEMICS THAT REALLY CREATE THE TRUE LEARNER THAT'S READY FOR THE WORKFORCE.

SO WITH THAT, I'LL TURN IT OVER TO OUR TEAM.

THANK YOU, DR. ELIZALDE.

AND ACTUALLY, I'M GOING TO SAY A FEW THINGS AND TURN IT OVER TO DEPUTY CHIEF ALVARENGA.

BUT REALLY BUILDING ON THE POINT THAT YOU JUST MADE.

IF WE LOOK AT THIS PICTURE, IT DEPICTS REALLY WHAT WE EXPECT TO SEE AT CAREER INSTITUTES WHEN OUR STUDENTS GO THERE.

I ACTUALLY HAD A CHANCE TO GO TO CAREER INSTITUTE SOUTH AND EAST THIS WEEK AND WALK WITH THE DIRECTORS, AND IT WAS CONFIRMING TO THE POINT THAT THE SUPERINTENDENT JUST MADE.

I WAS ABLE TO SEE STUDENTS FLYING DRONES, AUTHENTICALLY FLYING DRONES.

I WAS ABLE TO SEE STUDENTS ENGAGING IN WOODWORK WITH POWER TOOLS, ETCETERA, OBVIOUSLY WELL SUPERVISED BY OUR TEACHERS.

I SAW STUDENTS PROGRAMING CARS CONNECTING TO COMPUTERS AND PROGRAMING CARS.

I MEAN, JUST REALLY EXCITING WORK THAT'S HAPPENING AND THAT'S REALLY WHAT WE SHOULD WE SEE HAPPENING, RIGHT? OUR STUDENTS SIGN UP FOR THOSE HANDS ON EXPERIENCES.

AND THAT'S WHAT I WAS ABLE TO SEE.

SO WITH THAT, I'LL TURN IT OVER TO DEPUTY CHIEF ALVARENGA TO WALK THROUGH THIS DECK AND JUST SHARE SOME HIGHLIGHTS.

ALL RIGHT. GOOD AFTERNOON, BOARD OF TRUSTEES.

GOOD AFTERNOON SUPERINTENDENT.

THANK YOU FOR ALLOWING ME TO SHARE A LITTLE BIT OF CAREER INSTITUTES.

SO IF YOU GO TO THE NEXT SLIDE OR DO WE.

OH, OKAY. SOMEONE IS CONTROLLING IT.

I WANT TO START OFF WITH SOME GOOD NEWS.

THERE IS SOMETHING CALLED THE NETWORK FOR TEACHING ENTREPRENEURSHIP OR NFTE.

WE'RE PROUD TO SAY FOR THE LAST TWO YEARS WE HAVE TWO CAREER INSTITUTES STUDENTS IN 2022, ALBERTO ARROYO. HE'S AT MOLINA HIGH SCHOOL.

HE ACTUALLY MADE IT TO THE TOP THREE AND REPRESENTED DALLAS ISD FOR THE SOUTHERN REGION IN NEW YORK CITY.

AND THEN THIS YEAR, I GOT TO SEEMISS ANIYAH POOLE, AND SHE'S AN 11TH GRADER AT SOUTH OAK CLIFF, AND SHE ACTUALLY MADE IT INTO THE TOP 25.

AND THIS IS OVER HUNDREDS OF PICTURES THAT WERE GIVEN.

AND THIS IS BECAUSE OF OUR ENTREPRENEURSHIP ENTREPRENEURSHIP PROGRAM, WHICH I'M GOING TO TALK ABOUT A LITTLE BIT LATER.

SO NEXT SLIDE PLEASE.

SO JUST TO GIVE YOU AN IDEA THIS COULD BE A CONFUSING SLIDE.

SO I'M GOING TO TAKE IT KIND OF SLOW ON THE LEFT HAND SIDE.

THIS IS CURRENTLY WE'RE ON TRACK TO MEET OUR PROJECTIONS AS WE BUILD OUT THE CAREER INSTITUTES. SO ON THE LEFT HAND SIDE YOU'LL SEE THAT 2045 THAT IS OUR CURRENT FRESHMEN.

[01:15:03]

THEN EXCUSE ME, SOPHOMORES.

OUR 1400 JUNIORS ARE 940.

SENIORS ARE 464.

THOSE 464 STARTED WITH US AS FRESHMEN FOUR YEARS AGO.

SO NEXT YEAR YOU'LL SEE AN INCREASE IN THE NUMBER OF FRESHMEN, AND THEN THE FRESHMEN WILL NOW BECOME SOPHOMORES AND GO ON THROUGHOUT THE YEAR.

SO YOU SEE THAT ARROW, THAT 2045 IN 2627 THEY'LL BE SENIORS.

AND AS THE CAREER INSTITUTES GET BUILT OUT, WE'LL HAVE MORE CAPACITY IN 20 AROUND 26-27.

ALL THE CAREER INSTITUTES WILL TAKE IN FRESHMEN CLASSES.

WE'LL HAVE A CAPACITY OF 4000 STUDENTS.

AND THEN AS THE YEARS GOES ON, AS THE YEARS GO ON, BY 2930, WE'LL BE FULLY OPERATIONAL WITH ALL THE CAREER INSTITUTES OPEN WITH A CAPACITY ABOUT 1600 SEATS.

16,000. SORRY.

16,000 SEATS.

SO NEXT SLIDE.

THAT'S OKAY. SO WHAT ARE THE STUDENTS DOING AT THE CAREER INSTITUTES BASED ON LABOR MARKET INFORMATION.

THERE ARE 13 CAREER CLUSTERS THAT YOU CAN PUT ALL THE CAREERS YOU CAN THINK OF.

THERE'S 13 OF THEM.

WHEN WE LOOK AT THE LABOR MARKET INFORMATION, FIVE CAREER CLUSTERS ROSE TO THE TOP IN THE THINGS THAT WERE MENTIONED HIGH DEMAND, HIGH SKILLED, HIGH WAGE.

OKAY. IF THEY DON'T MEET THOSE THREE, THEN THEN THE FOCUS IS NOT THERE AND IT'S NOT AT THE CAREER INSTITUTE. SO THE ONES THAT ROSE TO THE TOP ARE ARCHITECTURE AND CONSTRUCTION, THE HEALTH SCIENCES, TRANSPORTATION, DISTRIBUTION, LOGISTICS, INFORMATION TECHNOLOGY AND MANUFACTURING.

THOSE ARE THE FIVE CAREER CLUSTERS.

UNDERNEATH THOSE CAREER CLUSTERS ARE WHAT ARE CALLED PROGRAMS OF STUDY.

SO THE PROGRAMS OF STUDY ARE MADE UP ABOUT 4 TO 6 COURSES.

AND SO FOR EXAMPLE IN ARCHITECTURE AND CONSTRUCTION YOU'LL SEE CONSTRUCTION, ELECTRICAL, HVAC, MASONRY, PLUMBING, INTERIOR DESIGN.

EACH ONE OF THOSE HAVE ABOUT 4 TO 6 COURSES.

THOSE ARE WHAT MAKES UP THE PROGRAMS OF STUDY.

NEXT SLIDE PLEASE.

SO IN THESE FIVE CAREER CLUSTERS THERE ARE CERTIFICATIONS.

AND WE TALKED ABOUT CERTIFICATES EARLIER.

A CERTIFICATION IS SOMETHING I SIT FOR.

AND I HAVE TO TAKE A TEST AND PASS.

THAT'S HOW I GET A CERTIFICATION.

SO AT THE TOP LEFT YOU'LL SEE AUTODESK AND CCR EP 608 OSHA.

THOSE ARE THE TYPE OF CERTIFICATIONS STUDENTS WILL BE EARNING IN CONSTRUCTION.

ON THE RIGHT HAND SIDE, YOU'LL SEE THOSE OCCUPATIONS THAT THOSE CERTIFICATIONS LEAD TO. SO YOU'LL SEE THE MEDIAN WAGE AND THEN YOU'LL SEE WHAT'S MORE IMPORTANT THE ANNUAL OPENINGS. AND THEN EVEN MORE IMPORTANT, THE GROWTH THAT'S THAT'S GOING TO HAPPEN FOR THOSE OCCUPATIONS.

SO AS YOU CAN SEE THESE ARE AT LEAST 9% AND ABOVE OF GROWTH OVER THE NEXT COMING YEARS.

AND THEN EACH FOR EACH CAREER CLUSTER.

NEXT SLIDE PLEASE.

SO HOW DOES THE DAY LOOK FOR A CAREER INSTITUTE STUDENT.

THINK ABOUT IT, AS OUR STUDENTS HAVE EIGHT PERIOD DAYS ON MONDAY THEY HAVE FIRST AND SECOND PERIOD IN THE MORNING, USUALLY HAVE LUNCH AND THEY DO THIRD AND FOURTH.

AND THEN ON TUESDAY THEY DO FIFTH AND SIXTH PERIOD THEY HAVE LUNCH, DO SEVENTH AND EIGHTH. SO THEY'RE ALTERNATING A/B DAYS.

WELL, THEY'LL COME TO THE CAREER INSTITUTE FOR TWO PERIODS.

SO THEY'LL COME THE STUDENTS SPECIFICALLY IN THIS EXAMPLE, THEY SPENT FIRST AND SECOND PERIOD AT THEIR HOME CAMPUS.

THEY COME TO THE CAREER INSTITUTE, HAVE LUNCH, AND THEN THEY GO INTO THE THIRD AND FOURTH PERIOD, AND THEN THEY COME BACK TO THE HOME CAMPUS AND TIME FOR THE AFTERNOON ACTIVITIES OR DISMISSAL OR A RIDE HOME.

SO THAT'S HOW IT LOOKS, HOW THEY COME TO THE CAREER INSTITUTE ON THE NEXT SLIDE.

HERE ARE SOME OF THE THINGS THAT THEY'RE DOING DURING THE DAY.

SO FOR EXAMPLE, HVAC, HEATING, VENTILATION, AIR CONDITIONING, AND REFRIGERATION.

AS A FRESHMAN, I'M TAKING A PRINCIPLES OF CONSTRUCTION COURSE.

AS A SOPHOMORE, I'M TAKING MY LEVEL TWO COURSE.

THAT WAS A LEVEL ONE. HERE'S MY LEVEL TWO COURSE, HVAC TECH ONE.

AND THEN I GO AS A JUNIOR TO A LEVEL THREE COURSE, WHICH IS AN HVAC TECH TWO.

AND THEN IN MY SENIOR YEAR, I'M IN A PRACTICUM.

THE CERTIFICATIONS THAT I MIGHT BE GETTING ARE NCCR CORE, HVAC ONE, HVAC TWO, AND ONE OF THE MOST IMPORTANT THAT EPA 608, WHICH MEANS AS A STUDENT WITH THAT CERTIFICATION, YOU CAN BUY AND HANDLE REFRIGERATION.

SO ONCE YOU COULD DO THAT, YOU CAN DEFINITELY WORK RESIDENTIAL.

NEXT SLIDE.

AND THEN WE'RE COMING BACK TO THE ENTREPRENEURSHIP.

OUR STUDENTS AS SOPHOMORES TAKE AN ENTREPRENEURSHIP CLASS.

AND SOME OF THE THINGS THEY'RE LEARNING ARE THE CONTENT EXAMPLES HERE TEK'S EXAMPLES.

THEY'RE LEARNING HOW TO COMMUNICATE HOW TO COLLABORATE AND WORK ETHIC.

THEY HAVE TO UNDERSTAND WHAT ENTREPRENEURSHIP IS, AND THEY ALSO HAVE TO

[01:20:01]

AND THEN THEY HAVE TO PITCH THEIR BUSINESS PLAN SO THEY LEARN THE FINANCIALS AND WHAT IT TAKES TO CREATE A BUSINESS.

THEY DO THAT AS SOPHOMORES AND THEN WE COMPETE.

THANK YOU TO DALLAS EDUCATION FOUNDATION AND HILLTOP HOLDINGS.

THEY SPONSOR OUR HILLTOP ENTREPRENEURSHIP COMPETITION, WHERE OUR WINNERS GO ON TO THE REGIONAL COMPETITIONS.

IN ADDITION TO THAT, THEY TAKE WHAT IS CALLED GENERAL EMPLOYABILITY SKILLS.

THIS IS A COURSE THE CONTENT TEKS FOR EXAMPLE, ARE SOCIAL INTERACTION SKILLS.

THEY PRACTICE WORK BASED SCENARIOS SO THEY HOW TO WRITE EMAILS, HOW TO RESPOND TO EMAILS AND THEN PERSONAL HEALTH HYGIENE AND GROOMING.

AS YOU CAN SEE AT THE BOTTOM, THEY'RE LEARNING HOW TO TIE TIES.

THEY'RE LEARNING HOW TO SHAKE HANDS.

THEY'RE LEARNING HOW TO LOOK PEOPLE IN THE EYE.

SO THOSE ARE IN ADDITION TO THEIR PROGRAMS OF STUDY.

AND NEXT SLIDE.

AND SO WITH THAT JUST WANT TO SAY THANK YOU FOR LISTENING.

AND WE CAN ANSWER QUESTIONS.

I ASKED PERMISSION IF I COULD SAY SOMETHING BEFORE PRESIDENT HENRY STARTS TAKING QUESTIONS. I JUST WOULD LIKE TO THANK THE DALLAS MORNING NEWS.

THERE IS A REALLY AMAZING ARTICLE.

DALLAS ISD'S NEW CAREER INSTITUTE'S HOLD PROMISE FOR PROSPEROUS FUTURE.

IT'S AN OPINION WRITTEN AND IT WAS DONE BECAUSE SOMEONE, NOT JUST ANYONE, BUT DECIDED TO ACTUALLY TAKE TIME AND COME VISIT THE CAREER INSTITUTE.

AND NOT ALL REPORTERS AND NOT ALL NEWSPAPERS PUBLICATIONS TAKE THE TIME TO ACTUALLY GO VISIT. AND I PERSONALLY WOULD LIKE TO THANK RUDY BUSH FOR GOING AND TAKING THE TIME TO DO THIS VISIT AND WROTE A REALLY POSITIVE ARTICLE, FACTUAL AND VERY POSITIVE, ABOUT THE WORK THAT OUR TEACHERS AND STUDENTS ARE ENGAGING IN AT THE CAREER INSTITUTES.

AND SO CERTAINLY WE SOMETIMES GIVE OUR FRIENDS IN THE MEDIA A HARD TIME.

SO ONLY FAIR TO MAKE SURE WE WE DO A SHOUT OUT FOR THE GREAT WORK THAT THEY'RE HIGHLIGHTING OF OUR TEACHERS, OUR SUPPORT STAFF, AND OUR STUDENTS.

SO THANK YOU TO THE DALLAS MORNING NEWS.

THANK YOU, DR. ELIZADE.

THANK YOU FOR THE PRESENTATION.

START WITH TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE.

I JUST HAVE A FEW QUESTIONS AND I DON'T KNOW IF YOU HAVE THE ANSWERS, BUT YOU COULD GET THOSE TO US.

THE NUMBER OF STUDENTS THAT ARE ENROLLED PER CAREER INSTITUTE.

DO YOU HAVE THAT ANSWER? DO YOU HAVE TO GET IT TO ME? I HAVE THAT, BUT WE CAN ALSO GET THAT TO YOU.

IF YOU WANT TO GIVE IT TO ME NOW, I WOULD APPRECIATE IT.

FOR THE CAREERS TO THE SOUTH.

OH. THE TOTAL.

I'M SORRY. EVERY CAREER INSTITUTE.

OKAY, SO THE CAREER INSTITUTE NORTH HAS 1344 STUDENTS.

CAREER INSTITUTE SOUTH HAS 2337 STUDENTS.

AND CAREER INSTITUTE EAST HAS 1391 STUDENTS.

OKAY. TO LIST AND HAVE YOU LIST.

SO THANK YOU FOR THAT AS I NEEDED THAT INFORMATION.

AND THEN THE NEXT QUESTION IS, I THINK SOUTH WAS THE ONE THAT OPENED FIRST.

SOUTH AND NORTH OPENED ONE YEAR BEFORE THE EAST.

OKAY. SO HOW MANY CERTIFICATIONS DO WE HAVE FOR SOUTH AND NORTH? OKAY. SO WE LAST YEAR WE HAD OVER 5000 CERTIFICATIONS.

I WOULD BREAK IT DOWN BY BY CAREER INSTITUTE.

I CAN GET THAT INFORMATION TO YOU.

YEAH I WOULD LIKE TO KNOW HOW MANY BY SOUTH.

AND THEN THE NEXT QUESTION IS HOW DO WE DETERMINE WHICH ONE OF THESE PATHWAYS ARE GOING TO BE IN THE CAREER INSTITUTES, OR DO WE HAVE THE SAME IN ALL OF THEM? WE HAVE THE SAME AT ALL OF THEM, THE SAME IN ALL OF THEM.

THAT'S VERY GOOD TO KNOW TOO.

THE NEXT QUESTION IS DO WE HAVE MANY STUDENTS THAT START OUT WITH CAREER INSTITUTE, AND THEN ACTUALLY LEAVE THAT PROGRAM AND GO INTO SOMETHING ELSE.

SO ONE THING THAT WE'VE IMPLEMENTED IS WE HAVE WHEN STUDENTS WANT TO GET OUT OF THE PROGRAM, WHAT WE DO IS WE'RE INVITING PARENTS OR LEGAL GUARDIANS UP TO COME UP AND SEE THE CAREER INSTITUTE.

AND AFTER THEY COME UP, THERE'S TWO THINGS THEY USUALLY SAY.

ONE IS, OH NO, YOU'RE NOT LEAVING THIS PROGRAM.

AND THE OTHER ONE IS, HOW DO YOU HAVE SOMETHING FOR PARENTS? AND IT WAS LIKE, OKAY, WE'RE GOING TO DO THAT.

WE'RE GOING TO HAVE SOMETHING FOR THEM.

[01:25:01]

SO COULD YOU GET FOR ME THE NUMBER OF STUDENTS THAT HAVE OPT OUT IN EACH ONE OF THE CAREER INSTITUTES SO THAT WE'LL HAVE A GOOD UNDERSTANDING.

AND THE LAST QUESTION WOULD BE, CAN YOU BREAK DOWN BY ETHNICITY ALL OF THE CERTIFICATIONS AND IN WHICH AREA, SO THAT THERE'S A CLEAR UNDERSTANDING OF WHICH STUDENTS ARE EXCELLING IN WHICH PARTICULAR AREAS? YES, MA'AM. AND I JUST GOT SHOCKED WHEN I SAW SENATOR WEST WALK IN HERE.

HEY, SENATOR. ATTORNEY WEST.

OH, OKAY. WELL, THANK YOU VERY MUCH FOR BEING HERE.

ALL RIGHT. THOSE ARE MY QUESTIONS FOR NOW.

THANK YOU TRUSTEE FOREMAN.

I ALSO WANT TO TAKE A MINUTE TO ACKNOWLEDGE ATTORNEY SENATOR WEST.

WE'LL KEEP YOU GOING DOWN. TRUSTEE WHITE.

I'M SORRY. HI.

GREAT PRESENTATION. MY QUESTION IS, SOME OF THESE CAREER PATHS ACTUALLY HAVE TO HAVE SO MANY YEARS OF APPRENTICESHIP AND THINGS OF THAT NATURE.

HOW IS THAT BEING ACCOMMODATED IN SOME OF THE CAREER PATHWAYS, LIKE TO BE AN ELECTRICIAN. THOSE ARE APPRENTICESHIP HOURS ARE ACTUALLY HAPPENING DURING JUNIOR AND SENIOR YEAR. SO WHEN THEY COME OUT THEY ALREADY HAVE QUITE A FEW HOURS TOWARDS THAT.

SO IN ESSENCE WE'RE EITHER PARTNERING WITH OTHER COMPANIES AND THEY'RE DOING IT.

AND THEN AS WELL AS IF THEY'RE IN A HEALTH CARE FIELD, THEY'RE GOING AND DOING THAT TIME THAT THEY NEED TO HAVE IN THE HOSPITALS OR CLINICS DURING THEIR PRACTICUM, DURING THEIR SENIOR YEAR. THAT'S WHEN WE GET THOSE OPPORTUNITIES.

YES. THANK YOU SO MUCH.

THANK YOU. TRUSTEE WHITE TRUSTEE MACKEY FOLLOWED BY TRUSTEE WEINBERG.

YEAH. THANK YOU ALL FOR YOUR WORK.

THIS IS EXCITING STUFF TO SEE, AND TO SEE IT GO FROM AN IDEA WHEN IT WAS BEING DISCUSSED A FEW YEARS AGO TO WHAT IT'S IMPACTING NOW IS INCREDIBLE.

I'M JUST CURIOUS. THIS MAY BE PUTTING THE CART AHEAD OF THE HORSE ALSO, BUT AS THESE STUDENTS ARE GRADUATING AND LEAVING US, WHAT KIND OF WORK ARE WE DOING? I KNOW DR. ELIZALDE HAS BEEN ON YOUR PLATE TO SEE HOW DO WE LOOK AT KIDS GOING FURTHER? ARE WE CONTINUING THOSE RELATIONSHIPS WITH OUR STUDENTS TO UNDERSTAND, LIKE HOW THEY'RE THEN USING THESE CERTIFICATIONS GOING FORWARD? WHAT DOES THAT LOOK LIKE? YEAH, I THINK ONE OF THE THINGS THAT SUPERINTENDENT ACTUALLY DID WHEN SHE CAME IN EARLY ON WAS SHE UNDERSTOOD THAT WE NEED THE CONNECTION TO THE WORKFORCE.

SO WE HAVE A TEAM MEMBER AND A SMALL TEAM THAT'S WORKING ON CONNECTING STUDENTS TO OPPORTUNITIES. RIGHT.

SO MICHAEL GAYNOR IS LEADING THAT WORK IN WORKFORCE DEVELOPMENT.

AND SO THAT'S AN IMPORTANT PIECE.

WE'VE HAD A RELATIONSHIPS ESTABLISHED WITH MANY ENTITIES AND PARTNERS.

BUT I THINK PART OF IT IS MAKING SURE THAT THE HANDOFF IS WORKING AS WELL, RIGHT, WITH THE ACTUAL JOBS AND EXPERIENCES.

AND THAT'S PART OF WHAT MICHAEL'S DOING, IS REALLY WORKING TO MAKE SURE THAT WE HAVE A PROCESS TO CONNECT OUR STUDENTS WITH THOSE JOBS.

SO IT'S NOT JUST, OH, WE GOT YOU A CERTIFICATION, YOU EARNED A CERTIFICATION.

NOW WHAT DO I DO? WELL, THAT'S EXCITING, AND I CAN'T WAIT BECAUSE THE STUDENTS OF TODAY ARE PEOPLE WHO GET THE JOBS OF TOMORROW OR OUR CAREER PARTNERS OF A COUPLE OF YEARS FROM NOW.

SO THANK YOU ALL FOR YOUR WORK.

THANK YOU TRUSTEE MACKEY, TRUSTEE WEINBERG.

A FOLLOW ON QUESTION TO THAT.

IN ADDITION TO WORKFORCE, SORT OF NEXT STEPS AS WORKFORCE ARE ALL KIDS WHO ARE GETTING CERTIFICATES AT CAREER INSTITUTES, GOING STRAIGHT TO WORK, OR ARE THERE A VARIETY OF PATHWAYS THOSE STUDENTS OPTIONS AND CHOICES THOSE STUDENTS HAVE AS THEIR NEXT STEPS? THANK YOU FOR THAT QUESTION. YES, ALL THE CAREER INSTITUTE PROGRAMS OF STUDIES, THEY CONTINUE INTO DALLAS COLLEGE.

AND SO IN OTHER WORDS, THEY CAN CONTINUE GETTING MORE CERTIFICATIONS.

LET ME GIVE YOU AN EXAMPLE.

IN HVAC YOU CAN GET YOUR RESIDENTIAL AT CAREER INSTITUTE.

YOU CAN GET YOUR BEGINNING CERTIFICATIONS, YOU CAN GO INTO THE WORKFORCE.

BUT IF YOU CONTINUE ON TO DALLAS COLLEGE, YOU'LL GO INTO COMMERCIAL.

AND IN COMMERCIAL, IT'S A LOT MORE LUCRATIVE AND A LOT MORE OPPORTUNITIES.

SO ALL OF OUR PROGRAMS LEAD TO WHERE YOU CAN THIS RAMPING OFF LIKE I NEED TO RAMP OFF AND WORK, OR I CAN RAMP ON AND GO TO COLLEGE OR I CAN DO BOTH.

AND I JUST ADD TO THAT. I THINK PART OF WHAT YOU'RE ASKING IS, DO WE HAVE DATA TO TELL US WHAT STUDENTS ARE DOING? AND THE ANSWER TO THAT IS NOT MUCH, BECAUSE IF YOU LOOKED AT THE DATA SIDE FOR ENROLLMENT, YOU ABOUT FOUR YEARS AGO WHEN WE LAUNCHED, IT WAS A SOFT LAUNCH. SO WE ACTUALLY LAUNCHED IN WITHIN THE COMPREHENSIVE HIGH SCHOOLS THE FIRST YEAR. THEN THE SECOND YEAR IS WHEN WE ACTUALLY LAUNCHED IN FACILITY.

SO THE ENROLLMENT NUMBERS ARE LOW.

AND THAT'S WHY. BUT ALSO SO WE DON'T HAVE A WHOLE LOT OF DATA YET TO TELL US WHERE WE STAND WITH REGARD TO STUDENT DECISIONS WITH REGARD TO GOING ON TO COLLEGE OR NOT.

I HEARD YET, BUT YOU ALL ARE LOOKING FORWARD.

WE WILL FOLLOW THEM, AND THAT KIND OF IS PART OF WHAT MICHAEL'S WORK IS AS WELL.

YES, MA'AM. OKAY. THANK YOU.

THANK YOU TRUSTEE WEINBERG. TRUSTEE JOHNSON.

YES. I JUST WANT TO THANK YOU FOR YOUR WORK.

[01:30:01]

DR. LUZ. AND I APPRECIATE ALL THE THINGS THAT YOUR TEAM HAS DONE.

I'VE BEEN IN THOSE MEETINGS.

YOU GUYS REALLY GRIND IT OUT.

AND I APPRECIATE YOU AND DR.

ELIZALDE ALLOWING US TO BE ALLOWED ME TO BE IN THE MEETING AS YOU GET GOING WITH WHAT YOU'RE DOING FOR KIDS. SO A LOT OF KIDS ARE DOING ARE SUCCEEDING BECAUSE OF THIS PROGRAM.

AND SO I WANT TO SAY THANK YOU.

THANK YOU SIR. THANK YOU.

TRUSTEE JOHNSON. TRUSTEE CARREON.

LIKEWISE, THANK YOU FOR YOUR WORK.

I HAVE A COUPLE QUESTIONS.

THE FIRST JUST AROUND COURSES.

THESE COURSES HERE, WHERE'S THE PAGE? LIKE PRINCIPLES OF CONSTRUCTION FOR EXAMPLE, IS THAT A TWO SEMESTER COURSE ONE SEMESTER.

IT IS A ONE YEAR OR TWO SEMESTER COURSE, LEVEL ONE FULL CREDIT.

AND IS THAT THE CASE THAT TYPICAL WITH ALL THESE COURSES? IN THE CT PROGRAM, AS A NINTH GRADER, YOU WILL TAKE A PRINCIPLES OF HEALTH SCIENCE OR A PRINCIPLES OF CONSTRUCTION.

YOU'RE TAKING THAT FIRST YEAR LEVEL ONE COURSE.

THEN I THINK TRUSTEE FOREMAN ASKED THIS QUESTION.

I MISSED THE ANSWER REGARDING CAREER INSTITUTE ATTRITION.

WHAT DOES THAT LOOK LIKE? WE'RE GOING TO DIG A LITTLE BIT INTO THE DATA, BUT MOST OF OUR STUDENTS STAY WITHIN OUR PROGRAMS OF STUDY.

OKAY. AND THEN AGAIN, ANOTHER ME DOING MATH QUESTION CAN WE EXPECT TO HAVE, I GUESS, 6% OF OUR GRADUATING CLASS GRADUATE WITH A CERTIFICATION? IS THAT WHAT IT IS OR WHAT AM I DOING? YEAH, NO. IF YOU THINK ABOUT THE GOALS.

GOAL FIVE SPECIFICALLY THAT HAVE BEEN BASICALLY APPROVED BY THIS BOARD, WE FOR 2025, THE TARGET IS SET FOR 37% CERTIFICATION ATTAINMENT BY OUR GRADUATES.

AND KEEP IN MIND THAT 37% IS NOT JUST CAREER INSTITUTES.

THAT 37% ENCOMPASSES COMPREHENSIVE HIGH SCHOOLS.

SO THE TARGET IS 37%, AS IT RELATES TO GPM.

I THINK THAT'S GPM 5.2.

LET ME REPHRASE MY QUESTION THEN.

IS IT 464 GRADUATES THAT WENT THROUGH THE CAREER INSTITUTES? THIS THEY'RE CURRENTLY ENROLLED AND MORE THAN 90% OF THOSE STUDENTS WILL HAVE A CERTIFICATION BEFORE THIS YEAR IS OUT.

AND SO THE 464 STUDENTS OR 464 SENIORS.

YES. SO.

WE CAN EXPECT AGAIN SO WHAT IS THAT OF OUR GRADUATING CLASS AGAIN? THAT'S ABOUT HALF OF A PERCENT.

HALF OF A PERCENT. OKAY. OKAY.

ALL RIGHT. REPRESENT 5%, I DON'T KNOW.

I DIDN'T GO TO DALLAS ISD.

YOU DID? SURE. I HAD IT RIGHT.

SO I WAS CLOSE. THAT'S ABOUT 5%.

I SAID SIX. OKAY.

LET'S SAY ABOUT 8500 GRADS.

SO 8500 WOULD BE 10%.

SO HALF OF THAT 420.

SO 5% MATH TEACHER.

ONCE A MATH TEACHER, ALWAYS A MATH TEACHER.

BUT SO THAT'S SO THAT'S I GUESS WHAT I WAS TRYING TO GET AT IS THAT 5% OR SO OF OUR GRADUATING CLASS, THIS IN 2024 WOULD HAVE PARTICIPATED IN OUR ONE OF OUR CAREER INSTITUTES. YES.

OKAY. AND THEN I GUESS, COULD YOU JUST SPEAK TO CAREER INSTITUTES AND, AND I GUESS OUR EARLY COLLEGE PROGRAM THAT WE JUST DISCUSSED EARLIER TODAY, IF YOU'RE A STUDENT, CAN YOU DO BOTH? DOES THAT WORK OUT GIVING SCHEDULES OR IS THAT NOT AN OPTION.

YEAH. SO SINCE BECAUSE THEY'RE ONLY THEY'RE ALIGNING UP THEIR ELECTIVES.

SO IN OTHER WORDS BEFORE WE HAD WHAT WERE CALLED EXPLORERS, YOU WOULD TAKE A LITTLE BIT OF THIS CTE COURSE OR MAYBE A LITTLE BIT OF THAT.

SO ALL WE'RE DOING IS LINING UP THOSE ELECTIVES THAT SO THAT YOU GO DEEP INTO A LEVEL FOUR COURSE IN CTE.

BUT TO ANSWER THE QUESTION MORE DIRECTLY, BECAUSE I KNOW MY TEAM IS LIKE, WHAT'S THE RIGHT ANSWER? THE TRUTH IS ALWAYS THE RIGHT ANSWER.

SO IT IS THE WHOLE INTENT OF CAREER INSTITUTES.

WELL, I DON'T WANT TO SAY IT'S IMPOSSIBLE TO DO A P-TECH OR AN EARLY COLLEGE HIGH SCHOOL.

THAT WAS NOT THE DESIGN.

THE DESIGN SPECIFICALLY RIGHT, IS P-TECH EARLY COLLEGE HIGH SCHOOLS.

AND THEN WHAT IT WAS IS AS WE LOOKED AT OUR DATA, WE HAD STUDENTS THAT WEREN'T THERE, BUT WHO NEEDED SOMETHING BUT DIDN'T FIT A P-TECH OR AN EARLY COLLEGE HIGH SCHOOL MODEL.

AND SO CAREER INSTITUTES WERE CREATED TO MEET A SEPARATE NEED.

SO ESSENTIALLY TODAY WE HAVE THE ABILITY FOR WHAT I'LL CONSIDER A TRADITIONAL HIGH SCHOOL STUDENT AP DUAL CREDIT, POSSIBLY ROUTE, BUT NOT CONNECTED TO AN EARLY COLLEGE, HIGH SCHOOL OR A P-TECH PROGRAM.

THAT'S LIKE GROUP A GROUP OF STUDENTS.

THEN THERE'S ANOTHER GROUP THAT ARE THE P-TECH OR THE EARLY COLLEGE HIGH SCHOOL STUDENTS. AND THEN THERE'S NOW OUR FINAL PIECE, WHICH WAS THE MISSING PIECE OF THE

[01:35:02]

I WANT TO GET INTO THE WORKFORCE.

I WANT TO HAVE COLLEGE HOURS, AND I WANT TO HAVE THE ABILITY.

I CAN STILL GO TO COLLEGE, BUT THAT ROUTE MAY LOOK DIFFERENTLY THAN THE P-TECH EARLY COLLEGE HIGH SCHOOL OR THE OLD FASHIONED TRADITIONAL AP DUAL CREDIT KIND OF ROUTE.

THANK YOU. THANK YOU FOR THAT.

AND MY LAST QUESTION IS WE CAN GO BACK TO SLIDE TWO.

AND OUR STUDENT ALBERT ARROYO WINNING THE ENTREPRENEURSHIP AWARD FOR SOMETHING CALLED T-KICKS. WHAT ARE T-KICKS? SO ALBERTO IS VERY MUCH INTO SHOES.

AND SO WHAT HAPPENS IS THESE SHOES ARE VERY EXPENSIVE.

AND SO HE WORKED IN CREATING AN APP THAT BASICALLY LETS YOU KNOW IF THERE'S COUNTERFEIT SHOES OUT IN THE MARKET.

AND SO IF YOU'RE GOING TO BUY SOME SHOES, YOU CAN GO ON THERE AND IT CAN TELL YOU IF THEY'RE REAL OR NOT. SO THE JUDGES REALLY LIKED HIS APPROACH, AND THAT'S WHY HE WON $1,500 AS SEED MONEY TO START HIS COMPANY.

PRETTY COOL. THANK YOU, CHRISTIAN LOUBOUTINS.

WE'LL HAVE TO SEE WHETHER THOSE ARE REAL OR NOT.

YES. ARE GOING TO TAKE THE ONES YOU ALL GAVE ME YEAR ONE AND GO FIND OUT IF THEY'RE REAL.

I'M GONNA BITE MY TONGUE.

TRUSTEE FLORES.

SO. SO FIRST OF ALL, THANK YOU FOR THE PRESENTATION.

VERY EXCITED TO SEE IT COME TO FRUITION.

I MEAN, YOU ALL WERE THERE WHEN WE WERE IN THE BACK OF A JASON'S DELI, KIND OF HATCHING THIS IDEA OF KIND OF WHAT WE WERE GOING TO DO AND KIND OF THE PARAMETERS AND THE LIMITATIONS AND HAVING MAKING SURE ENTREPRENEURSHIP WAS INVOLVED AND THAT THESE WERE CAREERS OF THE FUTURE THAT COULDN'T BE OUTSOURCED.

SO VERY EXCITING TO SEE IT COME TOGETHER.

I HAVE A QUESTION AROUND KIND OF THE SO THE STUDENTS GO THROUGH THROUGH THIS PROCESS, BUT THEN IF THEY HAVEN'T COMPLETED THAT, THEY CAN ALWAYS THEN JUST CONTINUE ON TO DALLAS COLLEGE AND FINISH THE COURSES OR BE OLD ENOUGH BECAUSE IN SOME CASES THEY'RE NOT OLD ENOUGH. RIGHT? SO YOU KIND OF TALK A LITTLE BIT ABOUT LIKE WHAT HAPPENS IF THEY GRADUATE.

RIGHT. SO AND IN SOME CASES AND ESPECIALLY LIKE IN HEALTH CARE, THEY NEED TO BE 18 YEARS OLD. SO SOMETIMES WE THEY ARE TAKING THE CERTIFICATION BUT THEY HAVE TO WAIT TILL THEY TURN 18 AND THEN THEY FINISH UP THEIR CERTIFICATION AND THEN AGAIN STACK THOSE CREDENTIALS ONCE THEY TURN 18 AND CONTINUE ON INTO DALLAS COLLEGE, OR GET AN ENTRY LEVEL POSITION INSIDE OF A HOSPITAL, FOR EXAMPLE.

AND I THINK I WOULD ADD THAT OUR COLLEGE AND CAREER ADVISING PROGRAM SUPPORT TEAM MEMBERS, THAT'S PART OF THEIR ROLE, RIGHT? WHETHER WE CAN'T JUST KEEP THINKING ABOUT STUDENTS THEY'RE GOING TO GO TO COLLEGE R IGHT. WE HAVE TO DO A BETTER JOB OF UNDERSTANDING ALL OF OUR STUDENTS AND THEN CONNECTING THEM WITH THEIR NEXT PART OF THE JOURNEY.

SO I THINK THAT'S THE PART THAT WE'RE TALKING ABOUT WITH THE EIF AND ASP BOTH.

YEAH. AND ANOTHER PARAMETER AROUND THIS WAS THAT THIS WOULD BE A RAMP ON, YOU KNOW, WE MADE SURE THAT THEY COULD STILL TAKE THE DUAL CREDIT.

THEY COULD STILL TAKE THE AP.

AND AS I ALWAYS LIKE TO SAY ABOUT THIS, THIS PROCESS, IF THEY DECIDE THAT THEY WANT TO BE THE PATRON AND GO AHEAD AND GET THEIR MECHANICAL ENGINEERING DEGREE OR CONTINUE TO GET THEIR TWO AND THEN FOUR YEAR DEGREE, THIS ALLOWS THEM TO CONTINUE.

AGAIN, THIS IS A RAMP ON.

I MEAN, I WAS JUST GOING TO MAKE A COMMENTARY THAT THAT I FEEL COMPELLED TO MAKE ABOUT CAREER INSTITUTE NORTH.

THERE WAS A LOT OF HUBBUB AROUND US, YOU KNOW, PUTTING THE CAREER INSTITUTE NORTH.

AND THERE WAS A, YOU KNOW, A VERY SMALL GROUP OF VERY DETERMINED PEOPLE THAT DIDN'T WANT US TO OPEN UP THE CAREER INSTITUTE NORTH IN ITS CURRENT LOCATION.

AND THEY WOULD GO AROUND SAYING THAT, OH, IT WAS GOING TO BE, YOU KNOW, ALL THIS TRAFFIC AND, YOU KNOW, THE WORLD WAS GOING TO COME TO AN END AND THE ELEMENT WAS GOING TO BE WALKING THROUGH OUR COMMUNITIES.

AND ABOUT 3 OR 4 WEEKS INTO THE SCHOOL YEAR, I GET AN EMAIL FROM FROM A LEADER IN THAT COMMUNITY WHO'S BEEN VERY SUPPORTIVE OF OUR WORK AND WHAT WE'RE DOING, AND HE ASKED ME IF THE CAREER INSTITUTE WAS ALREADY OPEN, AND I REPLIED KINDLY TO HIM, I SAID, YES, WHAT NOBODY HAS NOTICED.

SO, YOU KNOW, WE ARE BEING NOT ONLY IN ADDITION TO PROVIDING GREAT ACCESS TO OUR STUDENTS AND A GREAT FUTURE WITH GREAT CAREERS, MAKING, YOU KNOW, SERIOUS MONEY.

WE'RE DOING SO IN A WAY THAT IS VERY COHESIVE WITH OUR COMMUNITY AND MAKING SURE THAT, YOU KNOW, WE WORK WITH OUR NEIGHBORHOODS TO MAKE SURE THAT WE'RE GOOD, WE'RE GOOD NEIGHBORS.

AND SO VERY GRATEFUL TO THE STAFF AT CAREER INSTITUTE NORTH.

I'VE BEEN TO A COUPLE EVENTS OVER THERE AND THEY'RE DOING A FANTASTIC JOB.

AND SO THANK YOU TO THE THE TAXPAYERS AND THE VOTERS FOR LETTING US BUILD IT.

THANK YOU. OH, AND ALSO, I SHOULD SAY THANK YOU TO DALLAS COLLEGE BECAUSE THEY'VE BEEN A GREAT PARTNER IN THIS.

THANK YOU. TRUSTEE FOREMAN, TRUSTEE WEINBERG.

OH GOSH. SORRY. JUST A LAST QUICK QUESTION.

I NOTICED I ACTUALLY HAD A TOUR WHEN THE CAREER INSTITUTES THAT THERE WERE LANGUAGE ELECTIVES OFFERED AT THE CAREER INSTITUTE.

CAN YOU TALK A LITTLE BIT ABOUT THAT? ABSOLUTELY. SO THE TWO ELECTIVES THAT ARE AT CAREER INSTITUTE NORTH ARE TWO LANGUAGES THAT

[01:40:03]

SO WE DO HAVE SPANISH.

IF YOU'RE IN THE HEALTH CARE OR IN THE CONSTRUCTION FIELDS, SPANISH WOULD BE A GREAT SECOND LANGUAGE TO LEARN.

BUT THE OTHER LANGUAGE IS GERMAN, WHICH ALSO HAS A VERY STEM FOCUS.

SO IF YOU'RE AN ADVANCED MANUFACTURING OR IN AVIATION, THERE MIGHT BE ANOTHER LANGUAGE.

AND IF YOU KNOW ENGLISH AND SPANISH, WHY NOT PICK A THIRD LANGUAGE UP.

SO THOSE ARE THE TWO ELECTIVES THAT ARE OFFERED AT THE CAREER INSTITUTE.

THANK YOU, TRUSTEE WEINBERG.

I JUST HAVE ONE QUESTION.

I DON'T WANT TO REITERATE THE POINTS OF SOME OF MY COLLEAGUES THAT SLIDE ON PAGE THREE, THE PROJECTED ENROLLMENT.

WHAT ARE WE ACCOUNTING FOR THE GROWTH? IS IT ORGANIC OR.

TELL ME HOW WE'RE HOW ARE WE GROWING? WELL, I THINK THE SUPERINTENDENT KIND OF LAID OUT EARLIER THAT THE WHOLE IDEA OF, YOU KNOW, WE HAVE SORT OF STUDENTS WHO ARE AIMING AT LIKE, LET'S SAY DUAL CREDIT AND AP OR NOT IN THE EARLY COLLEGE PROGRAM.

THEN YOU HAVE EARLY COLLEGE STUDENTS, SO YOU ALMOST HAVE A PERCENTAGE OF STUDENTS.

WE'VE KIND OF BEEN ABLE TO SEE OVER TIME, AND WE ALSO KNOW WE HAVE A PERCENTAGE OF STUDENTS. AND THAT REALLY WAS THE GENESIS OF THE CAREER INSTITUTES.

WE HAD A WHOLE GROUP OF STUDENTS WHO REALLY WEREN'T GETTING ACCESS TO SOMETHING THAT WAS MEANINGFUL TO THEM.

AND SO THAT'S REALLY WHAT IS THE BASIS FOR THESE DATA POINTS OR FOR THESE ENROLLMENT PROJECTIONS? IS THERE SOMETHING IN THE PAST THAT HELPS US PREDICT THAT THIS IS HOW IT'S GOING TO GROW OVER TIME? SO WHAT'S HAPPENING IS THE PROGRAMS OF STUDY HAVE TO BECOME MORE FOCUSED.

AND SO NOW YOU WOULD BE AN EXPLORER.

YOU WOULD TAKE A LOT OF LEVEL ONE COURSES.

AND SO SINCE NOW WE'RE CONCENTRATING AT THE CAREER INSTITUTE, THE LEVEL ONE THROUGH FOUR COURSES, THE STUDENTS WILL MIGRATE TO THE TO A PROGRAM OF STUDY AND GO DEEP INTO IT.

OKAY. I THINK IT'S CAN ONLY I'M SORRY.

AND YOU CAN ONLY GET THAT AT A CAREER INSTITUTE WHERE WE'RE GOING TO HAVE ALL THOSE DIFFERENT LEVELS AVAILABLE.

SO THE BUILD OUT WAS NOW YOU WILL HAVE ACCESS TO BE ABLE TO STAY IN THAT PATHWAY AND THAT CONCENTRATION, WHICH IS NOW NOT JUST BECAUSE WE WANT TO DO IT, BUT THAT'S WHAT'S NOW REQUIRED BY THE TEXAS EDUCATION AGENCY TO FULFILL THAT CERTIFICATION REQUIREMENT ONCE YOU PASS THAT TEST.

SO I THINK SOME OF THE ENROLLMENT IS NOW ABSOLUTELY COMING FROM BETTER GUIDANCE AND COUNSELING IN TERMS OF LOOKING AT STUDENTS AND OFFERING ANOTHER OPTION THAT HAD NOT BEEN THERE BEFORE.

OKAY. THANKS. YEAH, I THINK IT'S A PHENOMENAL OPPORTUNITY.

I GUESS MY HIGH LEVEL NOT A QUESTION, BUT JUST SOMETHING YOU MIGHT ALREADY BE DOING IT AS WELL IS AS MANY FOLKS AS POSSIBLE GET AN UNDERSTANDING OF WHAT THIS ACTUALLY LOOKS LIKE. I KNOW THE REPORTER GOT THE CHANCE TO VISIT IT, SO IT'S OUT THERE IN THE DALLAS MORNING NEWS. BUT I THINK THE MORE FOLKS IN OUR COMMUNITY TO UNDERSTAND THE WHOLE CONCEPT IS JUST PROMOTED TO US, THE OPPORTUNITIES, THE POTENTIAL SALARY, I THINK WE MIGHT TAKE THAT FOR GRANTED THAT SOMEONE MIGHT CONNECT GOING TO A CAREER INSTITUTE TO AN $80,000 JOB. BUT NOT ALL FOLKS IN OUR COMMUNITY MIGHT QUICKLY MAKE THAT CONNECTION.

SO I THINK THE MORE WE CAN HELP OUR FAMILIES AND OUR COMMUNITIES.

I GUESS I CAN DO A BETTER JOB MYSELF AS WELL.

COMMUNICATE THAT MESSAGE BECAUSE IT'S A GREAT OPPORTUNITY, I THINK.

SO I DON'T HAVE ANYTHING ELSE.

AND LET'S HEAR THE TRUSTEES HAVE SOMETHING.

THANK YOU BOTH. WE WILL KEEP MOVING THROUGH THE AGENDA.

WE'RE GOING TO START WITH THE MWBE REPORT.

BEFORE WE DO, JUST FOR THE RECORD, I DO NEED TO NOTE THAT OTHER ITEM THAT WAS DISCUSSED IN CLOSED SESSION. IF YOU COULD JUST ACKNOWLEDGE THAT WE DID DO THAT SO THAT IT'S ON THE RECORD. SO THE ITEM IS ITEM B DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.

I DON'T THINK WE HAVE ANYTHING ADDITIONAL TO BE DISCUSSED.

OKAY. THANK YOU.

GOOD AFTERNOON, DR.

ELIZALDE AND TRUSTEES.

FIRST OF ALL, I WANT TO THANK YOU FOR THIS OPPORTUNITY FOR MS. PARTEE AND I TO PRESENT OUR QUARTERLY REPORT.

FIRST SLIDE. ON THE FIRST SLIDE, WE HAVE THE INITIATIVES THAT I'VE SHARED WITH YOU IN THE PAST. AND WE'VE BEEN VERY, VERY SUCCESSFUL WITH OUR, AS YOU KNOW, OUR BOND ACADEMIES, OUR WEBINARS AND TRAINING SESSIONS FOR VENDORS AND CONTRACTORS, ALONG WITH OUR OUTREACH SESSIONS WHERE WE ATTEND THE VARIOUS EVENTS WITH THE CHAMBERS AND THE DIFFERENT ORGANIZATIONS, ETCETERA, ENCOURAGING VENDORS AND CONTRACTORS TO BID FOR CONTRACTS WITH DALLAS ISD.

NEXT SLIDE. HERE BASICALLY, WE JUST CELEBRATING HOW SUCCESSFUL OUR VENDOR EXPO WAS. BUT FIRST, I WANT TO THANK DR.

ALFRED STEVENS FOR ATTENDING AND PARTICIPATING AND SUPPORTING US AT THAT

[01:45:04]

NEXT MS. PARTEE WILL COVER THE THE DATA.

THANK YOU, MR. WILLIAMS. TRUSTEES. DR.

ELIZADE, I WILL PRESENT THE MWBEE STATISTICAL REPORTS.

THE FIRST SLIDE BEFORE YOU IS THE 2020 BOND PROGRAM.

IT INCLUDES PRIME AND SUBCONTRACTOR PAYMENTS UP TO AND INCLUDING SEPTEMBER THE 30TH, 2023, AS ESTABLISHED BY OUR BOARD OF TRUSTEES.

OUR NUMERICAL MWBEE GOAL FOR THE AREA OF CONSTRUCTION IS 30%.

WE EXCEEDED THAT GOAL WITH AN ACHIEVEMENT OF 47.33%.

THE BOARD ESTABLISHED GOAL FOR PROFESSIONAL SERVICES IS 35% FOR THE 2020 BOND PROGRAM.

WE EXCEEDED THAT GOAL, WHICH IS NOW 43.67%.

AS I CONTINUE WITH THE 2015 BOND PROGRAM, WE HAD AN MWBE GOAL OF 30% IN THE AREA OF CONSTRUCTION. OUR ACTUAL UTILIZATION WAS 54.4%.

REGARDING PROFESSIONAL SERVICES, THE GOAL IS 35% AND THE ACTUAL UTILIZATION WAS 40.05%.

AS IT RELATES TO THE 2008 BOND PROGRAM, WE HAD SOME VERY NOMINAL PAYMENTS.

HOWEVER, WE WANTED TO SHARE THAT INFORMATION WITH OUR TRUSTEES BEGINNING FROM THE 2008 BOND PROGRAM THROUGH SEPTEMBER 30TH OF 2023.

OUR MWBE GOAL FOR CONSTRUCTION IS 30%.

THE ACTUAL UTILIZATION WAS 49%.

IN THE CATEGORY OF PROFESSIONAL SERVICES, THE GOAL WAS 35% AND THE ACTUAL ACHIEVEMENT WAS 39%.

REGARDING THE BRIDGE PROGRAM, AGAIN, THE CONSTRUCTION GOAL WAS 30%, THE ACTUAL UTILIZATION WAS 73%, AND IN THE AREA OF PROFESSIONAL SERVICES, WE HAD A BOARD ESTABLISHED GOAL OF 35%, AND THE ACTUAL ACHIEVEMENT FELL BELOW THAT PARTICULAR GOAL AND THE UTILIZATION WAS 26%.

THE NEXT SLIDE BEFORE YOU PAGE EIGHT IS ACTUALLY THE CMAR, ALSO KNOWN AS CONSTRUCTION MANAGER AT RISK.

AND THE ACTUAL GOAL WAS 30% AS ESTABLISHED BY THE BOARD.

AND CURRENTLY FOR THOSE RESPECTIVE SCHOOLS THAT HAVE BEEN PROCURED WITH THE CMAR METHODOLOGY, WE'RE AT 62.99%.

AND THE BOTTOM TEMPLATE IS ACTUALLY THOSE SCHOOLS THAT HAVE BEEN IDENTIFIED, ALONG WITH THE CONSTRUCTION MANAGER OVERSEEING THE PROJECT, AS WELL AS THE PARTICULAR PAYMENT AMOUNT. THE NEXT SLIDE BEFORE YOU IS OUR FUND 199, WHICH IS OUR GENERAL OPERATING FUND. AND IT INCLUDES AREAS SUCH AS YOUR EDUCATIONAL CONSULTANTS, PROFESSIONAL DEVELOPMENT OFFICE SUPPLIES AND EQUIPMENT TECHNOLOGY AS WELL FACILITIES AND MAINTENANCE PROCUREMENTS. AND IN THAT PARTICULAR AREA, AGAIN, WE HAVE A BOARD ESTABLISHED GOAL OF 30%, AND THE ACTUAL UTILIZATION WAS 18.55%.

THE NEXT SLIDE BEFORE YOU IS ACTUALLY DISTRICT WIDE FUNDS.

HOWEVER, IT DOES NOT TAKE INTO CONSIDERATION ANY OF THE 600 FUNDS WHICH ARE IDENTIFIED AS THE CONSTRUCTION AREA.

WHEN WE TAKE A LOOK AT THOSE, INCLUDING THINGS SUCH AS FOOD AND CHILD NUTRITION SERVICES, WE HAVE A GOAL OF 30% AND THE ACTUAL UTILIZATION IS 16.12%.

THE ANALYSIS ALSO INCLUDES AN ELECTRONIC BIDS, AND THIS IS AN INDEPENDENT ANALYSIS, WHICH SHOWS THE NUMBER OF ELECTRONIC BIDS THAT COME INTO THE DISTRICT, AND THAT IS PRIMARILY UNDER THE NON BOND FUNDED PROCUREMENTS.

AGAIN, WE HAD DURING THE PERIOD OF JULY 1ST THROUGH SEPTEMBER THE 30TH, WE HAVE MWBE AWARDED VENDORS OF 572, MAKING THAT 32.59% OF THE AWARDS.

AND WHEN IT COMES TO PAYMENTS DURING THAT PERSPECTIVE AREA, IT WAS ROUGHLY 25.56%.

I'LL TURN IT OVER TO MR. WILLIAMS TO SHARE SOME OF THE INITIATIVES WE'RE WORKING ON TO INCREASE THE MWBE UTILIZATION AND MEET THE GOAL FOR GENERAL OPERATING AND NON BOND FUNDED PROCUREMENTS.

[01:50:04]

WE'RE GOING TO GO BACK TO PAGE ONE TO SHOW WE HAVE THE LIST.

AND I NEED THE TRUSTEES TO KNOW THAT WE'RE WORKING EXTREMELY HARD TO ADDRESS MEETING THOSE GOALS IN REFERENCE TO GOODS AND SERVICES.

AND SO THEREFORE, WE'VE STARTED SOME NEW INITIATIVES THAT I'M SURE WILL MAKE SURE THAT WE NOT ONLY MEET, BUT EXCEED THOSE GOALS IN THE FUTURE.

WE'VE ALREADY TALKED TO YOU, SHARED WITH YOU ABOUT THE THE VENDOR EXPO, WHICH GAVE THOSE VENDORS THE OPPORTUNITY TO MEET THE END USERS AND ESTABLISH A WORKING RELATIONSHIP.

LIKE I SAID, THAT'S SOMETHING THAT THEY HAD REALLY ASKED FOR.

THE OTHER INITIATIVE IS CONTRACT COMPLIANCE.

AND WHAT WE'RE DOING, WE'RE IDENTIFYING COMPANIES THAT HAVE WON GOODS AND SERVICES CONTRACTS AND GUARANTEED THAT THEY WOULD UTILIZE MINORITY AND WOMEN OWNED BUSINESSES, BUT HAVE NOT.

AND SO THEREFORE, WE'RE MEETING WITH THOSE COMPANIES AND ESTABLISHING A WORKING RELATIONSHIP, BUT AN ACTION PLAN SO THAT THEY CAN MEET THOSE GOALS THAT WE ASK THEM TO TO MEET. NEXT, WE HAVE MISS PARTEE AND I ARE MEETING WITH EXECUTIVES OF COMPANIES WHO HAVE BEEN AWARDED LARGE GOODS AND SERVICES CONTRACTS WITH THE DISTRICT, AND WE'RE ENCOURAGING THEM TO UTILIZE MINORITY AND WOMEN OWNED BUSINESS, INCREASE THEIR UTILIZATION. AND NEXT WEEK, ON THE EIGHTH, WE HAVE BASICALLY OUR INDEPENDENT SCHOOL DISTRICT DAY, ISD DAY, WHICH IS A BUYER AND VENDOR NETWORK, AND WE HAVE OVER A THOUSAND PARTICIPANTS THAT HAVE ALREADY REGISTERED FOR THAT EVENT.

WE HAVE GROUPS COMING FROM AUSTIN.

FORT WORTH IS EIGHT DIFFERENT SCHOOL DISTRICTS AND TWO COLLEGES.

AND WHAT IT IS IS THAT WE, OUR PROCUREMENT DEPARTMENT, WILL BE THERE AND BE ABLE TO ANSWER ANY QUESTIONS THAT ANY CONTRACTORS OR VENDORS MIGHT HAVE IN REFERENCE TO THE PROCUREMENT PROCESS HERE IN DALLAS ISD TO ENCOURAGE PEOPLE TO BID GOING FORWARD.

AND THE LAST ONE IS THAT SOMETHING ELSE THAT'S NEW IS THAT WE ARE DISTRIBUTING A REPORT OF MINORITY VENDOR UTILIZATION TO EVERY DEPARTMENT IN DALLAS ISD AND CAMPUS, AND TO ENCOURAGE THEM TO INCREASE THEIR UTILIZATION OF MINORITY AND WOMEN OWNED BUSINESSES. AND SO I WANT TO ACKNOWLEDGE THREE OF OUR DEPARTMENTS THAT HAVE REALLY EXCELLED. MARKETING DEPARTMENT IS UTILIZING 98 PERCENT OF MINORITY VENDORS.

TREASURY DEPARTMENT IS UTILIZING 95% OF MINORITY VENDORS, AND OUR CUSTODIAL SERVICES DEPARTMENT IS UTILIZING 91%.

SO THEREFORE, WE SENT A REPORT.

AND SO EVERY DEPARTMENT IN THIS DISTRICT KNOWS EXACTLY WHAT THEIR PERCENTAGES ARE.

AND SO WE THINK THAT THAT WILL HELP US MOVE FORWARD TO MEETING THAT OR EXCEEDING THAT GOAL IN THE FUTURE.

THANK YOU. WE WILL NOW LIKE TO TURN IT OVER TO THE TRUSTEES AND DR.

ELIZALDE FOR ANY QUESTIONS OR COMMENTS.

THANK YOU BOTH FOR THE PRESENTATION.

TRUSTEES. QUESTIONS OR COMMENTS? TRUSTEE FOREMAN. UM, MR. WILLIAMS AND MISS PARTEE.

I ALWAYS WANT TO THANK YOU FOR THE WORK YOU'RE DOING.

I CAN'T IMAGINE ALL OF THESE LIGHTS NOT BEING LIT UP TO BE ABLE TO SPEAK TO THE FACT THAT YOU CONTINUE TO OUTPACE, OUTTHINK AND BE SO INNOVATIVE IN THE WAY THAT YOU'RE TRYING TO INCLUDE MINORITY PARTICIPATION.

BEING A PERSON WHO HAD WORKED WITH MISS PARTEE, PARTICULARLY ON MINORITY PARTICIPATION, AND CERTAINLY WORKED WITH MR. WILLIAMS ON THAT AND OTHER ITEMS, IT IS JUST AMAZING TO SEE THE WORK THAT YOU CONTINUE TO DO AFTER ALL THESE YEARS, AND YOU STILL HAVEN'T GIVEN ME THE DATA, BUT I BELIEVE THAT WE OUTPACE ANYBODY IN THE CITY AS A GOVERNMENTAL ENTITY IN THE TERMS OF WHAT'S GOING ON WITH OUR MWBE PROGRAM, AND I PERSONALLY APPRECIATE YOUR WORK.

THANK YOU, THANK YOU.

THANK YOU. TRUSTEE FOREMAN.

TRUSTEE WHITE, YOUR LIGHTS ON, YOUR TURN.

OH, YES. THANK YOU FOR THE REPORT.

THAT WAS A GREAT REPORT.

DEFINITELY AM IMPRESSED WITH THE FACT THAT WE ARE ACTUALLY CIRCULATING INFORMATION WITHIN THE DEPARTMENTS WITHIN THE DISTRICT TO GATHER MORE SUPPORT FOR MWBES.

BUT ONE OF THE QUESTIONS THAT I HAD, MR. WILLIAMS, WHEN YOU JUST SPOKE, I THINK YOU SAID THAT THE EVENT WAS GOING TO TAKE PLACE ON DECEMBER THE 2ND.

NO, I MEANT NOVEMBER, THE NOVEMBER THE 8TH.

[01:55:01]

OKAY. AND WHERE IS THAT GOING TO BE? IT'S GOING TO BE AT FORESTER FIELD HOUSE.

OKAY. AND WHAT TIME? IT'S 12.

YES. NOON UNTIL THREE.

12 TO 3. IT'S A COME AND GO EVENT.

OKAY. YEAH, I THINK THAT'S GREAT INFORMATION.

JUST SO THAT IF THE PUBLIC IS LISTENING, THEY CAN HAVE THE DETAILS OF WHERE THIS NEXT EVENT IS GOING TO TAKE PLACE.

I KNOW I WAS DEFINITELY WANTING TO KNOW SO THAT I COULD HELP SPREAD THE WORD.

BUT ONCE AGAIN, I ALSO WANT TO POINT OUT THE FACT THAT I DEFINITELY APPRECIATE THE FACT THAT YOU ARE ALSO COMMUNICATING WITH COMPANIES THAT HAD DEDICATED TO USE PERCENTAGE OF MWBE AS WELL.

YOU'RE FOLLOWING UP WITH THEM.

THAT IS GREATLY APPRECIATED AND THANK YOU FOR YOUR REPORT.

THANK YOU, THANK YOU.

THANK YOU TRUSTEE WHITE.

I WANT TO ECHO THE SENTIMENTS OF MY COLLEAGUES.

AGAIN, PHENOMENAL WORK, ESPECIALLY EMPOWERING FOLKS TO FIGURE OUT HOW THEY CAN GET ENGAGED.

I WANT TO THE REPORT YOU WERE TALKING ABOUT, I DON'T KNOW IF YOU'RE ABLE TO SHARE THAT I WOULD LOVE FOR THE BOARD IS ABLE TO SEE WHAT OUR DEPARTMENTS ARE DOING.

DEPARTMENT, DEPARTMENT, AS FAR AS MWBE PARTICIPATION, AT LEAST I THINK THAT'D BE HELPFUL. OKAY.

WHAT ELSE? THE I KNOW IT'S ALWAYS A CHALLENGE OF PROFESSIONAL SERVICES REACHING THE GOALS, AND THERE'S ALWAYS A CHALLENGE.

WITH FUNDS [INAUDIBLE] GENERAL OPERATING WHAT IS AGAIN GOING TO THE GOVERNOR'S LANE.

WHAT IS THE BOARD CAN WE DO TO HELP SUPPORT YOUR OFFICE IN REACHING THOSE GOALS? WELL, I THINK REALLY THE INITIATIVES THAT WE HAVE IN PLACE NOW, I CAN ALMOST GUARANTEE THAT WE WILL MEET THAT GOAL OR EXCEED IT BECAUSE WE'RE LIKE I SAID, WE'RE MEETING WITH COMPANIES WHO HAVE BEEN AWARDED CONTRACTS WITH THAT CONTRACT COMPLIANCE.

AND IF THEY COMMITTED TO, LIKE, LET'S SAY HYPOTHETICALLY, 25% MWBE UTILIZATION.

AND WE FOUND OUT THAT IT'S ONLY 5%.

SO WE'RE MEETING WITH THEM NOW.

AND I DON'T THINK THAT'S BEEN DONE IN THE PAST.

AND I THINK THAT THAT'S GOING TO MAKE A DIFFERENCE.

AND THEN US MEETING WITH THESE VENDORS WHO HAVE WON, I MEAN, LARGE GENERAL OPERATING CONTRACTS WITH THE DISTRICT.

AND WE'RE FINDING OUT THAT THEY'RE NOT REALLY UTILIZING MWBE VENDORS, AND WE'RE MEETING WITH THEM. AND SO IN THOSE MEETINGS, THEY'RE LETTING US KNOW, OKAY, MISTER, MISTER WILLIAMS PARTY, YOU KNOW, WE'RE GOING TO MAKE ADJUSTMENTS.

AND SO THEREFORE WE THINK THAT'S GOING TO HELP A LOT.

AND THEN THESE DIFFERENT EVENTS THAT WE HAVE AND LIKE OUR VENDORS GETTING A CHANCE TO MEET WITH THE END USERS AT THAT VENDOR EXPO WAS EXCELLENT.

AND SO, YOU KNOW, ESTABLISHING A WORKING RELATIONSHIP BECAUSE A LOT OF TIMES THE END USERS SAID, WELL, HEY, WE DON'T KNOW ANY OF THE VENDORS THAT THAT PERFORM THIS DUTY, THIS PARTICULAR SERVICE OR WHATEVER THE CASE MAY BE, THEY GOT A CHANCE TO MEET THEM FACE TO FACE AND EXCHANGE CARDS, ETCETERA.

SO I THINK THOSE THINGS ARE GOING TO MAKE A MAJOR DIFFERENCE.

THANK YOU FOR TAKING THE TIME TO DIG INTO THOSE PARTNERS TO MAKE SURE THEY'RE MEETING OUR MWB GOALS. I DON'T THINK THAT HAS BEEN DONE BEFORE, SO THANK YOU BOTH FOR TAKING THE INITIATIVE IN THAT REGARD.

WHEN WE'RE LOOKING AT CMAR, AND I KNOW THERE'S DEBATES AROUND CMAR AS RELATES TO CONSTRUCTION, BUT I'M SEEING 63% MWB PARTICIPATION ON THE PROJECTS THAT HAVE BEEN DONE SO FAR UNDER THE 2020 BOND.

YES. THAT'S CORRECT.

THAT'S A PHENOMENAL NUMBER.

AND THEN THANK YOU FOR DISAGGREGATING IT BECAUSE I KNOW YOU DISAGGREGATED PULLING THE WHITE FEMALES OUT FROM ALL THE OTHER MINORITIES, BECAUSE WE KNOW THERE CAN BE SOME COMPLEXITIES THERE.

BUT I MEAN, IT IS THE TOTAL MINORITY PARTICIPATION ONCE YOU EXCLUDE WHITE FEMALES IS 48%, 47%.

THAT'S CORRECT. DOLLAR AMOUNT.

OKAY. IS BRANT HERE OR IS BRANT.

OKAY. BRANT. OKAY. DID YOU HEAR THAT PART? OKAY. DID THE CMAR'S NUMBERS RIGHT NOW? IS THAT 63% FOR MWBE UTILIZATION? 48%? ONCE YOU CARVE OUT THE 15 ISH PERCENT WHITE WOMEN.

OKAY. JUST ON THE RECORD.

ALL RIGHT. THANK YOU FOR YOUR WORK, PARTICULARLY GOING OUT IN THE COMMUNITY AND ENGAGING THEM AND BUILDING RELATIONSHIPS.

25 DEPARTMENTS. DR.

ELIZADE ATTENDING THE FORUM.

IF YOU'RE IN HERE AND YOU'RE PART OF THE DEPARTMENT, THANK YOU SO MUCH FOR COMMITTING TO WHAT I THINK THIS BOARD IS SHARED WHEN WE TALK ABOUT DIVERSITY, EQUITY, INCLUSION.

I KNOW THOSE AREN'T FUN WORDS ATTORNEY WEST IN TEXAS AND RACIAL EQUITY, THE WHOLE BOARD THANK YOU FOR YOUR SUPPORT IN THAT REGARD.

BECAUSE I THINK THIS IS WHAT HAPPENS WHEN WE PHILOSOPHICALLY APPROACH THINGS WITH AN EQUITABLE LENS. SO THANK YOU ALL.

I DON'T HAVE ANY OTHER COMMENTS. I SEE TRUSTEE FLORES HAS SOMETHING I THINK YOU'LL HAVE THE LAST. NOPE.

FLORES AND THEN TRUSTEE JOHNSON, YOU'LL HAVE THE LAST WORD.

SO SO YOU KNOW, WE'VE DISCUSSED THIS ISSUE A LOT OF TIMES ABOUT, YOU KNOW, WE GIVE OUT THESE CONTRACTS AND THESE PEOPLE GET POINTS FOR SAYING THAT THEY'RE GOING TO UTILIZE MWBE

[02:00:02]

I MEAN, DO I MEAN, DOES THE AUDIT COMMITTEE NEED TO HAVE THE AUDITORS START LOOKING AT THESE THINGS? MAYBE WE SHOULD HAVE THEM KIND OF START POKING A LITTLE BIT AT THESE BIGGER CONTRACTS TO SEE WHAT ARE, YOU KNOW, ARE THESE PEOPLE REALLY FULFILLING THEIR PROMISE OR NOT? THE MAIN ISSUES THAT WE HAVE IS WITH GOODS AND SERVICES IN THAT AREA, THE GENERAL OPERATING BUDGET, GOODS AND SERVICES VENDORS.

AND LIKE I SAID, I THINK WE'RE GOING TO BE SUCCESSFUL BECAUSE WE'RE BRINGING IT TO THEIR ATTENTION. AND WE'VE DRAFTED A LETTER WITH A NUMBER OF THINGS WE'VE DONE.

SO THEREFORE, WE THINK THAT WE'RE GETTING THEIR ATTENTION AND WE'LL SEE IMPROVEMENT IN THAT AREA. SO DO THEY NEED THE ATTENTION OF OUR INTERNAL AUDIT OR ALSO WILL THAT ENCOURAGE SOME OF THIS COMPLIANCE? WELL, WHAT WE'RE DOING DON'T WORK.

I'LL COME BACK AND I'LL MAKE THAT REQUEST.

BUT I THINK THAT WHAT WE'RE DOING IS GOING TO WORK.

THAT'S WHAT THAT'S THANK YOU.

APPRECIATE IT VERY MUCH.

TRUSTEE JOHNSON I THINK, LAST WORD.

GOOD ANSWER. DR. WILLIAMS, THANK YOU GUYS FOR THE FOR THE WORK YOU'RE DOING IS IMPECCABLE.

I KNOW THIS IS A CHALLENGING BUT AS THIS BOARD HAS TRUSTEE HENRY SAID, THIS BOARD IS BIG ON ESPECIALLY RACIAL EQUITY AND THE WORK THAT YOU'RE DOING.

SO I JUST WANT TO OPENLY SAY THANK YOU AND CONTINUE TO DO THE WORK THAT YOU GUYS ARE DOING. AND AGAIN, IF YOU NEED US, WE'RE HERE.

OH, YES. THANK YOU VERY MUCH.

THANK YOU VERY MUCH. THANK YOU.

TRUSTEES, WE'RE GOING TO KEEP GOING THROUGH THE AGENDA.

YOU HAVE MINUTES THAT'LL BE POSTED IN BOARD DOCS PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. STATUTORY ITEMS]

DR. JORDAN THANKFULLY GAVE ME SOME TALKING POINTS I JUST WANT TO SHARE WITH THE BOARD.

SO THERE WAS A LEGISLATIVE CHANGE.

THIS USED TO BE A TWO YEAR TERM POSITION.

NOW IT'S A ONE YEAR TERM POSITION.

IT WILL START IN JANUARY 1ST OF 2024 AND YOUR TERM WILL END ON DECEMBER 31ST, 2024.

THE CURRENT REP IS TRUSTEE FLORES AND YOU'LL BE THE REP UNTIL 2023.

SO THE DOCUMENTS WILL ALL BE IN BOARD DOCS.

SO IF YOU'RE INTERESTED IN THAT, COMMUNICATE THAT ONE WAY OR ANOTHER WE WILL VOTE ON IT, INCLUDING NOMINATIONS AT THE BOARD MEETING.

SO WE'RE GOING TO CONTINUE TO THE AGENDA.

CHIEF OF STAFF DIVISION I'M JUST GOING TO KEEP MOVING.

SO STOP ME 15A, ANYTHING BEFORE 15A?

[15. Special Services]

WAITING FOR SOMEBODY TO RESPOND.

SORRY, I'M NOT RESPONDING.

I AM HERE. ELIZABETH CASAS IS ACROSS THE HALL, BUT GO AHEAD.

OKAY, DR. LEE, I'M JUST, IS THIS A RENEWAL OF A CONTRACT THAT WE HAVE? IT IS. OKAY, SO WHEN IT REFERS TO TEACHING STAFF, IS IT OUR TEACHING STAFF OR THEIR TEACHING STAFF? GOOD AFTERNOON.

WE DO HAVE OUR TEACHING STAFF, IT'S THROUGH OUR HOSPITAL HOMEBOUND PROGRAM.

WHENEVER ONE OF OUR STUDENTS IS INCARCERATED, THEY NOTIFY US AND WE SEND STAFF OUT THERE TO PROVIDE SERVICES.

SO WE'RE USING HOMEBOUND TEACHERS TO TEACH WHEN A STUDENT IS INCARCERATED.

YES. THAT DOESN'T MAKE SENSE TO ME, BUT MAYBE I'M NOT THE SMARTEST.

WELL, THEY ARE ITINERANT TEACHERS, AND SO THEY PROVIDE SERVICES WHEREVER WE NEED.

SO, SUPERINTENDENT, I JUST NEED A BETTER CLARIFICATION.

MAYBE NOT HERE, BUT I NEED A BETTER CLARIFICATION.

BECAUSE IF WE'RE PULLING HOMEBOUND STAFF TO TEACH KIDS THAT ARE INCARCERATED, I DON'T WANT OUR HOMEBOUND STUDENTS TO GET CAUGHT UP WITH NOT ENOUGH TEACHERS.

NO. AND AS SOMETIMES HAPPENS, THIS ISN'T NEW.

WE'RE REQUIRED BY LAW TO PROVIDE THOSE SERVICES AND ANY OF THAT.

BUT THESE TEACHERS ARE NOT BEING PULLED FROM ANOTHER ASSIGNMENT.

IN OTHER WORDS, WE BUILD THIS INTO THE SCHEDULE IN TERMS OF HOW MANY HOMEBOUND TEACHERS WE HAVE BASED ON PRIOR DATA, JUST LIKE WE DO ALL SCHEDULING.

AND SO WE HIRE HOMEBOUND TEACHERS.

THAT TERM HOMEBOUND IS USUALLY ASSOCIATED WITH THE MOST COMMON, WHICH IS WHEN STUDENTS ARE OUT FOR SIX WEEKS OR MORE BECAUSE THEY'RE SICK.

BUT THAT IS NOT THE ONLY HOMEBOUND CATEGORY.

HOMEBOUND IS A LARGE UMBRELLA.

SO MAYBE I NEED TO UNDERSTAND BETTER WHAT YOUR DEFINITION OF HOMEBOUND IS.

HOW MANY HOMEBOUND TEACHERS WE HAVE, HOW MANY STUDENTS ARE HOMEBOUND, AND TO MAKE SURE

[02:05:06]

RIGHT, ABSOLUTELY.

OKAY. SO THAT WILL BE FINE.

I JUST NEED MORE INFORMATION.

THANK YOU.

THANK YOU. TRUSTEE FOREMAN.

TRUSTEE WHITE 15 A.

YES. MY QUESTION TO THIS TOPIC WAS WHAT SUBJECTS ARE BEING OFFERED TO STUDENTS AND ARE THERE? WELL, I KNOW THERE ARE HOMEBOUND TEACHERS, BUT ARE THEY CERTIFIED IN THE SUBJECT MATTER? AND ALSO HOW ARE THE IEP, THE 504 AND THE REGULAR EDUCATION PROGRAMS BEING HANDLED? AND WHAT IS OUR POPULATION OF STUDENTS THAT IS CURRENTLY IN THE LEW STERRETT? I'M SORRY, I KNOW I ASKED YOU A LOT OF QUESTIONS AT ONE TIME.

I'M SORRY. SO LET ME START.

WE HAVE ABOUT 25 HOSPITAL HOMEBOUND TEACHERS THAT ARE CERTIFIED FOR ELEMENTARY, MIDDLE AND OR HIGH SCHOOL, AND THEY SERVE THE STUDENTS BASED ON THE NEED.

AND NORMALLY HOSPITAL HOMEBOUND STUDENTS HAVE ABOUT A SIX WEEK STAY.

AND SO THE THE NUMBER OF STUDENTS THAT WE SERVE FLUCTUATES IN TERMS OF LEW STERRETT, WE SERVED ONE STUDENT LAST YEAR, AND THIS YEAR WE DON'T HAVE ANY STUDENTS THAT WE'RE CURRENTLY SERVING.

AND SO THE SERVICES THAT WE PROVIDE DEPEND ON THE STUDENT'S SCHEDULE.

SO THE TEACHER WILL CONNECT WITH THE HOME CAMPUS TO GET THE SCHEDULE, GET THE ASSIGNMENTS, AND THEN WORK THROUGH THE LEW STERRETT TO PROVIDE THE SERVICES THAT THE STUDENTS DON'T GET BEHIND ON THEIR COURSEWORK.

OKAY. AND THE REASON FOR MY QUESTIONS FOR THIS IS BECAUSE SOME DISCUSSION WE JUST RECENTLY HAD, WE HAVE STUDENTS THAT ARE IN, SAY THE MARKETING PROGRAM, AND THEY HAVE TO BE IN SCHOOL IN ORDER TO FULFILL THE REQUIREMENT THAT THEY NEED IN ORDER TO GET THEIR CERTIFICATION OR DEGREE, ASSOCIATE'S DEGREE, WHAT HAVE YOU.

SO THAT WAS ONE OF MY REASONS FOR ASKING THAT QUESTION AND FOR BECAUSE NOWADAYS PEOPLE STILL DON'T THINK WHEN THEY THINK OF SOMEONE DOING SOMETHING OUTSIDE OF THE LAW, THEY HAVE THIS PERCEPTION OF WHO'S COMMITTING THESE CRIMES.

BUT IT COULD BE YOU JUST NEVER KNOW.

IT COULD BE YOUR CHILD AND YOU'RE A QUOTE UNQUOTE UPSTANDING CITIZEN AND YOU'RE DOING EVERYTHING RIGHT. SO THAT WAS SOME OF THE REASONS FOR MY QUESTIONS ON SOME OF THIS, AND ESPECIALLY FOR OUR SPED STUDENTS THAT MAY FIND THEMSELVES IN A SITUATION WHERE THEY'RE LOCKED UP. BUT I'M GLAD TO HEAR THAT WE DON'T HAVE A LOT OF OUR STUDENTS IN LEW STERRETT. THAT IT'S ONLY ONE.

THANK YOU SO MUCH FOR THE INFORMATION.

YOU'RE WELCOME. THANK YOU TRUSTEES.

WE'LL KEEP MOVING. SO WE HAVE ACADEMIC AND TRANSFORMATION DIVISION, FINANCIAL SERVICES DIVISION, 22 A.

ANYTHING BEFORE 22 A? TRUSTEE FOREMAN, 22 A.

[22. Budget Services]

DR. ALFRED STEVENS. WE HAVE TWO ADJUSTMENTS IN THE BUDGET.

ONE IS FOR 1.6 MILLION.

CORRECT? ACTUALLY THE TOTAL IS 1.6,ONE IS FOR 1.1, SO IT'S ACTUALLY THREE.

THERE ARE THREE LINE ITEMS, YES MA'AM.

OKAY, SO THE FIRST LINE ITEM IS FOR? HB BELL RENOVATION FOR OUR DAEP STUDENTS THAT ARE GOING TO BE MOVING TO THAT LOCATION.

AND THE OTHER TWO? THAT'S FOR IMPLEMENTATION, THOSE HOUSE BILL THREE REQUIREMENTS SECURITY SUPPLIES OF MATERIALS FOR OUR ARMED OFFICERS.

OKAY. THANK YOU. CAN SOMEONE COME AND DISCUSS THIS HB BELL DAEP? SURE. AS CHIEF BATES IS COMING UP.

SO WE CURRENTLY ARE HOUSING OUR DAEP STUDENTS AT NOLAN ESTES AT THE ORIGINAL NOLAN ESTES FACILITY, WHICH IS VERY INEFFICIENT IN TERMS OF THE AMOUNT OF DOLLARS THAT ARE BEING SPENT TO MAINTAIN THAT FACILITY.

COST OF HEATING AND COOLING ARE EXORBITANT.

SO WE ARE RELOCATING THOSE STUDENTS TO VACATE NOLAN ESTES COMPLETELY.

[02:10:07]

AND I'LL TURN THAT OVER TO CHIEF BATES.

THANK YOU. YES, MA'AM.

SO LET'S START WITH WHO MADE THE DECISION THAT HP BELL WAS THE APPROPRIATE FACILITY.

WELL, I DID. OKAY, SO SINCE YOU MADE THE DECISION, THEN MAYBE YOU CAN HELP ME UNDERSTAND. TO GO TOO DAEP, WHAT LEVEL DOES A STUDENT HAVE TO GET TO IN TERMS OF OF ADJUSTING WHAT THEY'RE DOING IN THE SCHOOLS? SO. SO BASED ON OUR STUDENT CODE OF CONDUCT, AND LET ME SEE IF I SEE SHERRY CHRISTIAN AND KEISHA CROWDER DAVIS COMING.

TWO THINGS.

AND I'VE GOT THE EXPERTS HERE.

TWO THINGS, ONE IS THOSE THAT ARE UNDER LAW REQUIRED, THOSE ARE MANDATORY PLACEMENTS BASED ON CERTAIN ACTIONS, WHICH I KNOW SHERRY AND KEISHA CAN RESPOND SPECIFICALLY WHAT THOSE ARE, BUT THERE'S A CERTAIN AMOUNT THAT ARE MANDATORY.

AND THEN THERE'S THE DISCRETIONARY ONES, WHICH IS UP TO THEN THE HEARING THAT A STUDENT IS AT AND HOW THAT HEARING OFFICER FINDS, WHETHER THAT'S A PLACEMENT TO DAEP OR NOT. SO WHY DON'T YOU ALL ADDRESS THOSE TWO QUESTIONS FIRST? OKAY. SO YES. SO WHEN A STUDENT HAS AN OFFENSE, THE CAMPUS BEHAVIOR COORDINATOR WILL LOOK AT THE OFFENSE AND DETERMINE IF IT'S DISCRETIONARY OR MANDATORY.

IF IT'S MANDATORY, IT'S AN AUTOMATIC REMOVAL.

IF IT'S DISCRETIONARY, THEN THE CBC CAN DETERMINE IF THEY WANT TO DO SOME OTHER ACTION OR IF THEY WANT TO SEND THEM TO THE DAEP.

OKAY. SO HOW MANY DISCRETIONARY PLACEMENTS HAVE WE HAD IN THE LAST YEAR? I CANNOT TELL YOU THAT OFF THE TOP OF MY HEAD.

DO WE HAVE THAT? I DO HAVE IT.

IT'S OKAY. IT'S IN THE OTHER ROOM.

WE'RE GOING TO GET IT REAL QUICK.

I'LL BRING IT, I HAVE IT.

DO YOU HAVE ANOTHER QUESTION? WHILE SHE GOES TO GET THAT, I WANT TO MAKE HER SWEAT.

NO. I'M SORRY.

DO YOU HAVE ANOTHER QUESTION? I WAS GOING TO LIKE YOU GETTING IN BEFORE, AND THEN WE COME BACK TO IT. OH, OF COURSE I DO.

I ALWAYS HAVE PLENTY OF QUESTIONS.

CARRY ON. SO THE DISCRETIONARY AND THE MANDATORY AND THEN WHAT LEVEL? THEN THE NEXT QUESTION IS WHAT IS THE LARGEST AMOUNT OF STUDENTS THAT WE'VE HAD AT DAEP. SO I UNDERSTAND THE DAEP IS..

FLUID. ELEMENTARY AND SECONDARY RIGHT.

OKAY. SO THAT WOULD BE ELEMENTARY SCHOOL MIDDLE SCHOOL AND HIGH SCHOOL.

YES. SO WE AVERAGE 350 TO 400 THROUGHOUT THE YEAR.

BUT AT OUR HIGH POINTS WE'VE GOTTEN UP TO YOU KNOW CLOSE TO 600.

BUT USUALLY IT'S BETWEEN 350 TO 400 I THINK WE'RE WE'RE TEETERING RIGHT AT 400 RIGHT NOW.

371 RIGHT NOW.

371 RIGHT NOW.

OKAY. SO THE NEXT QUESTION YOU GUYS PROBABLY WON'T BE ABLE TO ANSWER.

UM, ARE THERE UM, STAFF, DISD STAFF IN THE HB BELL BUILDING? YES, YES.

THE STAFF THAT WILL BE REMAINING AT HP BELL ARE SOME OF THE ASSESSMENT AND EVALUATION EMPLOYEES, AND THEY'LL BE ON FLOOR SIX, THEY WON'T BE ON THE FLOORS INTERACTING WITH THE STUDENTS. SO DO WE KNOW HOW MANY STAFF PEOPLE WE HAVE REMAINING? I BELIEVE THE REMAINING NUMBER WAS ABOUT 60.

THAT WILL BE ON THAT FLOOR.

SO AND I'LL ADDRESS THIS TO THE SUPERINTENDENT SINCE SHE SAID SHE MADE THE DECISION.

I HAVE SOME CONCERNS REGARDING SOME OF OUR STUDENTS WHO HAVE.

I NEVER GOT THE LEVEL OF OFFENSES, BUT IT COULD GO UP BECAUSE SOME OF IT'S MANDATORY AND SOME OF IT'S DISCRETIONARY AND SOME OF THE MANDATORY CAN BE NOT SO GOOD.

MAYBE NOT SO GOOD. AND WE ALL KNOW THAT.

[02:15:02]

AND I ALSO WONDER WHY WE AS A DISTRICT DID NOT LOOK AT MAYBE FACILITY OTHER THAN INCORPORATING DAEP INTO A FACILITY WHERE WE HAVE STAFF.

DID WE TAKE A LOOK AT ANY OTHER ALTERNATIVE? TRUSTEE FOREMAN WE WAS ALWAYS GOING TO SAY, IT'S MY DECISION BECAUSE WE ALL KNOW THAT IT'S I'M THE ONE THAT HAS TO BE HELD ACCOUNTABLE FOR THAT.

BUT I DIDN'T MAKE ANY OF THE DECISIONS IN ISOLATION.

THE TEAM, WE LOOKED AT, ALL OF THE FACILITIES THAT WERE AVAILABLE.

WE LOOKED AT LOCATION IN TERMS OF TRANSPORTATION, BECAUSE THE TIME OF WHICH STUDENTS WOULD BE RIDING A BUS HAD AN IMPACT.

THERE WAS A DIFFERENT SITE THAT I HAD ORIGINALLY ASKED THE TEAM TO LOOK AT.

THEY CAME BACK AND SAID THAT WOULD NOT WORK.

SO WE'VE SPENT, I WOULD SAY SINCE JUNE OR JULY WHEN I WENT TO NOLAN ESTES TO SEE THE CURRENT STATE OF WHERE WE HAVE STUDENTS, AND AT THAT POINT FROM JUNE ON, WE HAVE BEEN WORKING COLLECTIVELY TO DETERMINE THE BEST LOCATION WHERE WE COULD HAVE ENOUGH ROOM IN CASE THOSE NUMBERS DID GO UP.

AND ACTUALLY, THAT WAS PART OF THE REASON WE ENDED UP AT THIS LOCATION IS BECAUSE THE PREVIOUS ONES.

SO YOU AND I ARE ACTUALLY THINKING VERY ALIKE, BECAUSE ONE OF THE OTHER LOCATIONS WOULD NOT HAVE ALLOWED US, BECAUSE I DON'T WANT TO BE IN A SITUATION WHERE WE DO HAVE A STUDENT THAT HAS A MANDATORY AND SUDDENLY LIKE, OH, WELL, WE DON'T HAVE ENOUGH ROOM OR SOMETHING OR, OR A STUDENT EVEN WITH DISCRETIONARY THAT MAY NEED TO BE ASSIGNED.

AND WE DON'T ASSIGN THEM BECAUSE WE DON'T THINK WE HAVE ENOUGH ROOM, BECAUSE WE KNOW THAT OUR CAMPUSES NEED US TO SUPPORT WHAT'S BEST FOR THE CAMPUSES AS WELL.

SO WE LOOKED AT, I THINK WE LOOKED AT EVERY SINGLE FACILITY ONE BY ONE.

AND THEN THE TEAM CAME BACK AND SAID THIS WAS THE BEST WAY FOR US TO MITIGATE.

IS IT A PERFECT SOLUTION? I DON'T BELIEVE THERE IS A SINGLE FACILITY RIGHT NOW, THAT WOULD BE A PERFECT SOLUTION.

BUT WE DID TAKE MANY, MANY MONTHS FOR ME TO ARRIVE AT THIS DECISION.

BUT CERTAINLY HAPPY TO ENGAGE WITH YOU AND ALL OF THE THINGS WE LOOKED AT BEFORE I APPROVE THIS.

I AM INTERESTED IN KNOWING WHICH FACILITIES WE LOOKED AT AND LOOKING AT THE ASSESSMENT OF THOSE FACILITIES.

ONE OF THE THINGS, NOT ONLY THE TEACHING STAFF OR THE PEOPLE WHO ARE THERE STILL WORKING IN THE BUILDING, I'M CONCERNED ABOUT.

I'M CONCERNED ABOUT THE YOUNG PEOPLE TOO.

I'M CONCERNED ABOUT THE SCHOOLS NOT FEELING LIKE THERE IS A CAPACITY ISSUE AND NOT BEING ABLE TO SEND STUDENTS THAT THEY NEED TO SEND TO DAEP, BECAUSE WHEN YOU GET TO A CERTAIN LOAD, IF IT'S NOT MANDATORY.

I DON'T WANT US PUSHING BACK ON SCHOOLS SAYING WE DON'T HAVE THE ROOM.

I KNOW YOU'RE SAYING NO, SUPERINTENDENT, BUT I'M THIS IS A FOR IF THAT IF SOMETHING HAPPENS WHERE WE DON'T HAVE ENOUGH ROOM TO SEND THESE STUDENTS, I WANT TO MAKE SURE THAT WE ARE LOOKING FORWARD ON ANOTHER SOLUTION, BECAUSE THIS IS NOT, AS YOU SAID, THE IDEAL SOLUTION, BUT I THINK WE SHOULD BE LOOKING FOR ANOTHER SOLUTION.

THIS IS NOT IT TO CO-MINGLE OUR DAEP WITH STAFF MEMBERS.

FOR ME, THAT'S NOT JUST THAT'S NOT AN IDEAL SOLUTION.

WE HAVE STUDENTS CURRENTLY AT NOLAN ESTES.

BUT THEY'RE SUFFERING.. WITH OTHER STAFF.

I KNOW NOLAN ESTES PROBABLY LIKE..

BUT I DON'T WANT THE PUBLIC TO THINK THAT WE'RE CO-MINGLING STUDENTS WITH THE STAFF.

WE KNOW HOW DAEP IS SET UP AT NOLAN ESTES, WHICH IS SPRAWLING.

SO IT'S NOT LIKE THEY JUST RIGHT THERE TOGETHER, AND THE HB BELL BUILDING, IT JUST GOES UP. AND I JUST WANT TO MAKE SURE THAT THIS IS THE RIGHT OPPORTUNITY FOR OUR STUDENTS, AS DO I.

YES, MA'AM. AND AND OUR STAFF.

AND I KNOW YOU DO, SUPERINTENDENT.

SO I KNOW YOU'RE HEARING WHAT I'M SAYING IS, IS THAT WE THIS THIS SHOULD NOT BE A STOPGAP MEASURE. WE SHOULD BE LOOKING AT OTHER ALTERNATIVES.

TRUSTEE FOREMAN. OKAY, FINISH THE THOUGHT.

SORRY, I APOLOGIZE.

THANK YOU. SO I WANT TO GET TO JUST THE AMOUNT OF MONEY THAT HAS BEEN ALLOCATED, THE $1.1 MILLION, WHAT ALL IS ENCOMPASSED IN THAT $1.1 MILLION? I CAN ANSWER THAT. SO WE'RE RENOVATING ONE THROUGH FIVE FOR THE SCHOOL SIX FLOOR AT THE HB BELL BUILDING WILL BE FOR EVALUATION AND ASSESSMENT, AND THE SEVENTH AND EIGHTH FLOOR WILL BE FOR PRINCIPAL TRAINING ROOMS. THE AMOUNT OF MONEY THAT WE'RE SPENDING RIGHT NOW IS ON WILL BE FOR PUT BACK.

[02:20:03]

SO PUT BACK IS GOING TO TAKE PLACE AFTER APPROVAL ON THE ON YOU KNOW IN TWO WEEKS.

AND THAT WILL INCLUDE YOU KNOW THE CLASSROOMS 24 CLASSROOMS ONE THROUGH FOUR DINING FACILITY, WARMING FACILITY FOR THE CAFETERIA FOOD.

YOU KNOW, WE'RE GOING TO COOK AT OUR CENTRAL FACILITY, AND WE'RE GOING TO SEND IT TO A WARMING CENTER AT THE AT THAT CAMPUS.

IT ALSO INCLUDE OUTSIDE, YOU KNOW, WE'RE DOING BASKETBALL COURTS AND WE'RE DOING A LITTLE, YOU KNOW, LITTLE FENCING AND A PICKLEBALL COURT, SORRY.

AND SOME MINOR NEP WORK, WHICH IS SOME HVAC ON THE ROOF, A COUPLE OF ROOF LEAKS AND ELECTRICAL.

OH, AND PLUMBING, WE DID FIFTH FLOOR PLUMBING THAT'S ALSO INCLUDED.

SO. TRUSTEE FOREMAN.

SORRY, TWO MINUTES OVER.

LET ME DO TRUSTEE WHITE AND THEN WE'LL COME BACK.

SECOND ROUND, TRUSTEE WHITE.

OH, I'M SORRY, I WAS ACTUALLY LISTENING.

UM, MY QUESTION CONCERNING THIS BECAUSE I, I'M NOT FAMILIAR WITH THE BELL BUILDING, BUT I'M DEFINITELY FAMILIAR WITH NOLAN ESTES BECAUSE IT'S BEEN THERE FOREVER.

AND I HAD A DISCUSSION AND I IS THE, SO NOLAN ESTES DOES STILL HAVE STAFF AND STUDENTS THERE.

IS THAT CORRECT? CORRECT.

OKAY. UM, SO WHAT IS THE PROJECTED DATE THAT THE RENOVATION IS GOING TO BE COMPLETED AND THE MOVE WILL BE MADE? FLOORS ONE THROUGH FIVE WILL BE COMPLETE BY JANUARY 1ST.

OKAY. AND I UNDERSTAND IF THE WAY I JUST HEARD THE DESCRIPTION OF THE NEW BUILDING THAT WE'RE GOING TO HAVE STAFFING IN.

AND THIS IS PROBABLY A DISCUSSION WE MAY NEED TO HAVE OFFLINE.

BUT HOW IS THAT? HOW IS SECURITY GOING TO BE DONE? IT KIND OF SEEMS TO ME, INSTEAD OF STAFF REMAINING ON THE SIXTH FLOOR, THAT THE STUDENTS WOULD BE IN THE UPPER LEVELS OF THE BUILDING SO THAT THEY COULD, YOU KNOW, YOU CAN RESTRICT ACCESS TO THE ELEVATOR, MAY HAVE TO HAVE A CARD READER TO GET ON THE ELEVATOR FOR THE ELEVATOR TO GO UP, ETCETERA, ETCETERA.

BECAUSE WHEN YOU LOOK AT THE FACT THAT WE'RE HAVING A LOT OF DIFFERENT SECURITY GUIDELINES THAT WE HAVE TO FOLLOW AND THE ENTRY DOORS ON THE BOTTOM LEVEL, ETCETERA, ETCETERA.

I JUST IT JUST SEEMS LIKE THERE MAY BE A POSSIBILITY FOR SOME SECURITY BREACHES OR WHAT HAVE YOU. THAT'S A GOOD THOUGHT.

WE HAVE THAT'S ALSO INCLUDED IN THE 1.1 I DIDN'T MENTION IS OUR SECURITY UPGRADES, KEY CARD READERS, THE ACCESS IN THE STAIRWELLS THAT RESTRICT ACCESS PAST THE SIXTH FLOOR.

ALSO IN THE ELEVATORS, THE CAMERAS.

WE HAVE ALLIED SECURITY DOWNSTAIRS.

AND THEN WHEN NOLAN MOVES.

MR. BATES? YES.

ANYTHING? SECURITY? WE DON'T NEED TO OPEN THAT UP, PLEASE.

ALL RIGHT. THANK YOU. WE'LL HANDLE IT, TRUSTEE WHITE.

YES. THANK YOU, SIR.

THANK YOU. RAMONA.

ALL RIGHT. TRUSTEES. TRUSTEE FOREMAN.

YES. JUST ONE FINAL QUESTION.

SO MY UNDERSTANDING IS THE 1.1 MILLION IS JUST TO DO THE DEMOLITION.

WHAT IS THE TOTAL COST OF THE PROJECT? THAT'S 1.1. IS THE TOTAL COST OF THE PROJECT? TOTAL COST OF THE PROJECT IS 1.1.

YES, MA'AM. AND THAT'S WITH NO CONTINGENCY.

EVERY DOLLAR. OKAY.

THANK YOU. ALL RIGHT.

THANK YOU. TRUSTEES. WE'RE GOING TO CONTINUE THROUGH THE AGENDA.

THAT WAS 22 A WE HAVE 23 WHICH IS CONSTRUCTION SERVICES 22 A THROUGH K.

[23. Construction Services]

YES. AND I'M SORRY BECAUSE I PULLED THIS UP.

IT'S FOR. THIS IS FOR MR. ALFRED, I'M SURE. WHICH ITEM TRUSTEE WHITE? IT IS.

AND I'M SORRY BECAUSE I'VE PULLED IT UP.

I WAS READING OVER IT AGAIN.

IT IS, WHICH ITEM IS FOR [INAUDIBLE] MR. ALFRED, CHIEF ALFRED.

HOLD ON ONE SECOND.

AND J, 23 J.

[02:25:01]

DO YOU HAVE SOMETHING BEFORE THEN? NO. IT WAS, IT WAS J.

IT'S PERTAINING TO THE TRUSTEE JUST TO STAY IN ORDER.

WE'RE GOING TO DO 23 E FOR TRUSTEE FOREMAN THEN PRESS PAUSE ON IT.

JUST A MOMENT. TRUSTEE FORMAN, 23.

IT'S ON JOB ORDER CONTRACTING AND I'M TRYING TO GET A CLARIFICATION ON THE JOB ORDER CONTRACTING. WILL PORTIONS OF IT BE UNDER CONSTRUCTION SERVICES AND THE OTHER PORTIONS UNDER MAINTENANCE SERVICES? THIS PARTICULAR ITEM IS CONSTRUCTION SERVICES AS DEFENSES MAINTENANCE ALSO HAS.

YEAH, THERE'S ANOTHER ONE IN HERE.

IT TALKS ABOUT MAINTENANCE.

AND I'M TRYING TO UNDERSTAND IS IT ARE WE GOING TO HAVE JOB ORDER CONTRACTING FOR BOTH? YES, MA'AM. IT'S JUST A PROCUREMENT METHOD THAT WE BOTH CAN UTILIZE.

THAT YOU BOTH CAN UTILIZE.

CORRECT. OKAY.

I JUST NEEDED TO MAKE SURE BECAUSE IT WAS LEANING MORE TOWARD MAINTENANCE AND I WANTED TO UNDERSTAND.

CORRECT. OKAY. THANK YOU.

THANK YOU. TRUSTEE FOREMAN.

OKAY. TRUSTEE WHITE 23 J.

I'M SORRY. I TURN MY MIC BACK ON.

MR. ALFORD, I WAS WANTING TO KNOW AS FAR AS AS YOU KNOW, YOU AND I DID HAVE A DISCUSSION, BUT I WAS WANTING TO KNOW AS FAR AS THE EASEMENT THAT THE CITY IS REQUIRING TO BE ON THIS LAND WHERE AND THIS IS AN EXISTING SCHOOL OF OURS SO IS THE CITY IS NOT AS FAR AS THIS EASEMENT IS CONCERNED, ARE WE GRANTING THE CITY THIS EASEMENT THAT'S GOING TO BE A CITY EASEMENT ON OUR PROPERTY.

CORRECT. AND WHAT IS THIS, WHY IS THIS EASEMENT NECESSARY? IT'S JUST A DETENTION EASEMENT FOR THE COLLECTION OF STORMWATER.

THE CITY DOESN'T HAVE THE CAPACITY TO TAKE ALL THE STORMWATER INTO ITS CURRENT SYSTEM.

SO WE HOLD IT ON SITE.

WE GRANT THEM AN EASEMENT SO THEY CAN MAINTAIN IT, INSPECT IT OVER THE YEARS.

SO WE'RE GIVING THE CITY SOME OF OUR PROPERTY TO MAINTAIN, BUT THEY CAN'T MAINTAIN THE CURRENT STORM SYSTEMS THAT WE CURRENTLY HAVE.

WELL, IT REQUIRES UPSIZING OF PIPES.

THERE WOULD BE A SUBSTANTIAL INFRASTRUCTURE PROJECT FOR THE CITY.

THEY CURRENTLY HAVE SOME PROJECTS, CAPITAL PROJECTS ONGOING.

I DON'T KNOW WHERE BLANTON IS OR THE ROAD IN FRONT OF BLANTON.

THE ROAD IS THE WELL BLANTON IS OFF OF BRUTON ROAD.

WE HAVE A CITY PARK RIGHT NEXT DOOR TO IT, WHICH IS PLEASANT OAKS RECREATION CENTER.

AND I JUST DREW A BLANK ON THE NAME OF THAT ROAD MYSELF THAT RUNS RIGHT IN FRONT.

SO HOW BIG OF A CONSTRUCTION PROJECT IS ABOUT TO HAPPEN AT BLANTON IN ORDER FOR US TO HAVE TO HAVE THIS.

AND THE REASON THAT I'M ASKING THESE QUESTIONS IS BECAUSE, AS YOU WELL KNOW, I DID TELL YOU THAT I WENT BEFORE THE PLANNING COMMISSION AND SPOKE AND.

FOR WHATEVER REASON, THE PLANNING COMMISSIONER CALLED UP ONE OF THE ENGINEERS AND HE MENTIONED THAT THEY NEVER, EVER REQUEST THIS TYPE OF THING, THAT THIS IS SOMETHING NEW. AND YOU DID ALSO SAY THAT THIS IS SOMETHING NEW THAT THE CITY HAS BEEN DOING. AND I DO HAVE AN OBJECTION TO IT.

I HAVE AN OBJECTION TO THESE BEING ACTUALLY LOCATED ON SCHOOL PROPERTY.

AND NUMBER ONE, IF WE ARE BUILDING THIS ON OUR PROPERTY, WHY DOES THE CITY HAVE TO OWN IT? BECAUSE THEY'RE NOT GOING TO MAINTAIN IT.

THEY'RE GOING TO MAKE US MAINTAIN IT.

I NEVER HEARD THEM ONE TIME MENTION AT THIS HEARING THAT THEY WOULD MAINTAIN IT.

SO WHY ARE THEY REQUIRING SOMETHING DIFFERENT FOR US THAT THEY'RE NOT REQUIRING FOR EVERYONE ELSE? WELL, IT'S MORE COST EFFECTIVE FOR US TO BUILD A DETENTION POND ON OUR SITE RATHER THAN GO INTO THE CITY'S INFRASTRUCTURE AND ROADS.

SO IT'S A, I GUESS, AN ENGINEERING DESIGN DECISION WE TYPICALLY DETAIN ON YOUR OWN PROPERTY RATHER THAN UPGRADE THE CITY'S INFRASTRUCTURE.

BUT IN REALITY, IT REALLY IS THE CITY'S JOB TO MAINTAIN THEIR STORM SEWAGE SYSTEM, I FEEL. IS THAT CORRECT? NO. WE'RE CREATING THE ISSUE.

WE'RE CREATING MORE IMPERVIOUS SURFACES WHEN WE PUT IN MORE CONCRETE, MORE ROOFS.

SO WHEN WE GROW OUR BUILDING ON THE PROPERTY, IT'S REALLY THE OWNER'S RESPONSIBILITY HOW THE CODE IS WRITTEN.

SO, SO IN ESSENCE, HISTORICALLY WE NORMALLY WOULD TIE IN NEW BUILDING INTO THE CURRENT

[02:30:01]

CORRECT. AND AND ONE OF MY QUESTIONS THAT I HAD FOR THEM WAS NOT THEM, ACTUALLY, I HAD FOR THE ENGINEERS THAT WAS DOING THIS PROJECT IS SINCE YOU'RE ALREADY DOING A NEW BUILD AND YOU'RE RUNNING FIELD LINES FOR PUMPS, FOR PLUMBING, EXCUSE ME, PLUMBING, SEWAGE, THINGS LIKE THAT, WHY NOT JUST GO AHEAD AND SPEND THE EXTRA MONEY TO CONNECT THIS? BECAUSE AND I ALSO WANT YOU TO GIVE US A VISUAL OF HOW THESE.

WHAT? WELL, THEY HAVE SEVERAL NAMES FOR THEM.

THE SAME THING. EARTHEN BASINS, WHAT HAVE YOU, BECAUSE THEY'RE ACTUALLY GOING TO FILL UP ON THE PROPERTY, STORE WATER AND UNTIL AND HOPE THAT IT EITHER DRAINS A CERTAIN WAY OR IT EVAPORATES.

AND THE REASON THAT I WANT YOU TO GIVE A PICTURE OF THIS IS BECAUSE EVERY YEAR, BUT EXCEPT THE YEAR WHEN IT WAS REALLY HOT, WE HAD ALL THESE 100 DEGREE WEATHER DAYS.

WE WERE ALWAYS TOLD DO NOT HAVE STANDING WATER ON PROPERTY BECAUSE OF THE MALARIA AND THE DISEASE THAT IT WOULD CAUSE TO THE COMMUNITY.

SO GIVE US AN IDEA OF HOW THIS IS GOING TO FUNCTION ON THIS PROPERTY.

YEAH, IT'S SURFACE DETENTION.

THAT'S THE MOST COST EFFECTIVE WE COULD DO UNDERGROUND DETENTION.

THAT WOULD BE THE SECOND MOST EXPENSIVE.

AND THEN ACTUALLY WE COULD UPGRADE THE CITY'S INFRASTRUCTURE AROUND.

THAT WOULD BE THE MOST EXPENSIVE METHOD THE ENGINEERS CALCULATED BASED ON HOW MUCH MORE STORMWATER WE'RE PRODUCING FROM THE SITE.

AND THE DEPTH OF THE DETENTION IS BASED ON HOW LONG, HOW MANY GALLONS OF WATER WE HAVE TO HOLD IT IN PLACE BEFORE IT CAN SLOWLY DISSIPATE INTO THE CITY SYSTEM.

I DON'T HAVE THE NUMBER OF HOURS ON THIS PARTICULAR PARTICULAR BASIN, BUT I COULD FOLLOW UP WITH OUR ENGINEERS AND GET THAT INFORMATION TO YOU.

OKAY, IN ALL HONESTY, THERE MAY BE AN EXTRA COST, BUT I DO HAVE A PROBLEM WITH THINGS LIKE THIS BEING ON SCHOOL CAMPUSES.

AND THE ONE THAT I SPOKE OUT ABOUT, IT WAS ACTUALLY ON A SCHOOL CAMPUS.

AND YOU'RE GOING TO PUT A FENCE AROUND IT.

THE KIDS, THEY DON'T I MEAN, THEY'RE JUST LIKE ADULTS.

THEY DON'T ALWAYS DO WHAT THEY'RE TOLD.

YOU TURN AROUND AND YOU LOOK AWAY FOR ONE MINUTE AND THEY'RE DOING SOMETHING THAT YOU JUST TOLD THEM NOT TO DO.

SO TO ME, I DO SEE THIS AS A HAZARD BEING PUT ON A SCHOOL CAMPUS.

I DO LOOK AT THE FACT THAT WE HAD A LOT OF RAIN HERE RECENTLY, JUST A COUPLE OF DAYS AGO, AND THERE WAS FLASH FLOODING.

AND I'M LOOKING AT THE FACT THAT THESE THINGS ARE GOING TO FILL UP AND THEY'RE EVENTUALLY BECAUSE THE WAY I SEE IT AND CHIEF ALFORD, I UNDERSTAND IT'S NOTHING THAT YOU'RE DOING WRONG. THIS IS NOT OUT OF YOUR CONTROL.

THIS IS OUT OF YOUR CONTROL. THIS IS THE CITY AND A LOT OF INSTANCES THAT'S PUSHING WHAT THEY SHOULD BE DOING, WHICH IS UPDATING OUR STORM SYSTEM INFRASTRUCTURE.

THEY'RE GOING TO END UP FILLING UP, AND THE WATER IS GOING TO RUN OFF INTO SOMEBODY'S PROPERTY. AND THAT'S NOT ALLOWED EITHER.

YOU HAVE TO RETAIN YOUR OWN WATER ONTO YOUR PROPERTY.

YOU. SO I JUST SEE A LOT OF FACTORS WITH THIS.

AND I WANTED TO JUST MENTION THIS BECAUSE I WILL DEFINITELY BE DISCUSSING THIS MORE IN DETAIL WITH YOU.

I JUST DON'T, I DON'T SEE THE BENEFIT OF IT BEING I UNDERSTAND WHAT THEY'RE TRYING TO DO, CUT CORNERS, PUT THE COST ON US.

WHEN I FEEL LIKE IT'S A RESPONSIBILITY THAT EVEN IF WE DO TIE INTO THE SYSTEM, THE CITY NEEDS TO MAINTAIN THEIR PORTION.

AND THANK YOU SO VERY MUCH.

THANK YOU. SO CAN I ASK SOME CLARIFICATION QUESTIONS? YES MA'AM AS WELL.

AND TRUSTEE WHITE, WE ARE ALL ON THE SAME PAGE WITH REGARD TO HOW CHALLENGING ALL OF THESE PROJECTS HAVE BEEN WITH REGARD TO REQUESTS THAT THE EITHER ZONING OR APPOINTED COMMITTEES HAVE PLACED ON THAT ARE ADDING COSTS TO YOUR PROJECTS, TO OUR PROJECTS.

BUT I WANT TO MAKE SURE THAT ON THIS ONE, I'M CLEAR PART OF THE ADJUSTMENT.

ANY TIME WE DO ADD CONCRETE OR PAVEMENT SERVICE SURFACES, I WANT TO START WITH HOW WE ENDED UP HERE.

IS WE CREATE THEN MORE RUNOFF BECAUSE WE DON'T HAVE NOW EARTH TO ABSORB.

AND SO WHENEVER WE DO THAT ON A PROJECT, WELL, WE'RE DOING THAT TO THE PROJECT, EVEN THOUGH IT'S A BENEFIT TO WHAT WE'RE TRYING TO DO.

WE THEN HAVE TO INCUR COSTS FROM THE NEGATIVES OF THAT ARE GOING TO OCCUR FROM THE POSITIVE. SO IT'S GREAT WE'RE DOING THIS FOR KIDS EITHER IF IT'S PLACE BASED OR IF IT'S PARKING FOR ADULTS, OR IF IT'S THE FOUNDATION EXTENSION OF AN EXISTING BUILDING.

AND SO IT'S THAT RUNOFF THAT HAS NO PLACE TO GO.

AND THEN JUST TO MAKE SURE I UNDERSTAND WHAT OUR CHOICES WERE, BECAUSE I THINK YOU GAVE

[02:35:05]

SO ONE WAS THE ONE YOU'RE BRINGING FORTH SURFACE, WHICH IS SURFACE.

AND WE IN ORDER TO MAKE THAT THOUGH, THEN CITY TO CITY CODE, THEY HAVE TO HAVE EASEMENT OR ACCESS TO THAT.

CORRECT. RIGHT. BUT SOME OF THE ADDITIONAL CHALLENGE WE CREATED BECAUSE OF WHAT WE'RE DOING TO IMPROVE FACILITIES, THE SECOND ONE IS WE CAN SAY WE'RE NOT GOING TO DO IT, WHICH THEN OUR PROJECT WON'T GET APPROVED AND THE CITY WILL GET TO IT WHEN THEY GET TO IT.

AND SO THEN WE CAN'T DO ANYTHING WITH OUR FACILITIES BECAUSE THEY STILL HAVE TO APPROVE. AND IF WE DON'T PUT THIS IN THERE, THEN THEY'RE NOT GOING TO APPROVE THE PROJECT AND WE DON'T GET TO DO ANY OF IT.

AM I CORRECT ON THAT? CORRECT. WELL, THE SECOND CHOICE WAS ACTUALLY PUT IT UNDER UNDERGROUND.

YEAH. WHICH IS MORE EXPENSIVE, MORE EXPENSIVE.

AND THEN THE THIRD ONE THOUGH IS THE CITY CAN I MEAN WE COULD SAY NO CITY.

YOU HAVE TO DO ALL OF IT.

YES. AND WHICH WE KNOW, WE ALL KNOW THE ANSWER TO THAT QUESTION ABOUT WHETHER THE CITY IS GOING TO DO THAT OR NOT.

AND SO IT'S ALMOST LIKE, YOU'RE RIGHT.

I'M JUST GOING TO PHRASE IT A LITTLE DIFFERENTLY AND CORRECT ME IF I GOT IT WRONG.

WE'RE BRINGING YOU THE BEST OF THE THREE BAD ANSWERS TO THIS QUESTION TO THIS CHALLENGE IS IT'S NOT A GREAT SOLUTION.

BUT OF THE THREE CHOICES, IN ORDER FOR THE PROJECT TO BE ABLE TO MOVE FORWARD, THIS WOULD BE THE BEST OPTION THAT WE WOULD BE BRINGING TO THE BOARD AND DEFINITELY WOULD LOVE TO BE PART OF THAT CONVERSATION WHEN YOU HAVE THAT WITH TRUSTEE WHITE.

SO I CAN ALSO GAIN A BETTER UNDERSTANDING AS WELL.

DID I SAY ANYTHING THAT WAS INCORRECT? I'M IMPRESSED. THANK YOU.

ALL RIGHT. I'M LEARNING.

YEAH. I'M THE ONLY I MEAN AND WE WILL HAVE A DISCUSSION BECAUSE I DO HAVE SOME CONCERNS ABOUT HOW THEY'RE DOING IT.

AND IT TO ME, IT'S A HEALTH CONCERN WHEN WE HAVE ALL OF THESE BASINS UP THAT THEY'RE MAKING PEOPLE DO WHEN THEY GO AND APPLY NOW, AND WE DON'T HAVE ENOUGH DATA TO EVEN.

BUT AT ANY RATE, I DEFINITELY LOOK FORWARD TO SPEAKING TO YOU ABOUT IT AND GOING DOWN AND SPEAKING WITH CITY OFFICIALS ABOUT THIS MORE IN DETAIL AS WELL.

THANK YOU SO MUCH, CHIEF ALFORD.

THANK YOU. THANK YOU ALL.

THAT'S 23.

CONSTRUCTION SERVICES.

SECTION 24 MAINTENANCE AND FACILITY SERVICES.

24 A, B OR C. ANY QUESTIONS? FOREMAN'S BINDERS IS SHUT.

ALL RIGHT. ALL RIGHT, Y'ALL, THERE IS A CALL FOR THE VOTE.

TIME IS 3:36 P.M..

THIS MEETING IS ADJOURNED.

THANK YOU ALL. HAVE A GOOD AFTERNOON.

* This transcript was compiled from uncorrected Closed Captioning.