Dec 07, 2023 Board Briefing

[00:00:02]

ALL RIGHT. THE TIME IS 1:17 P.M..

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

UM, I WANT TO WELCOME EVERYONE TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

HE HAS A FEW WORDS TO SAY.

OKAY. UH, THE BOARD WOULD LIKE TO OFFER OUR SINCERE CONDOLENCES TO THE FAMILY OF TRINIDAD TRINI GARZA, ONE OF THE PIONEERS OF THE HISPANIC COMMUNITY IN DALLAS AND AN ADVOCATE FOR PUBLIC EDUCATION.

HE PASSED AWAY ON THURSDAY, NOVEMBER 30TH.

HE WAS THE FIRST LATINO TRUSTEE APPOINTED TO THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, UH, IN 1969, AND HE LATER AGAIN WAS ELECTED IN 1991.

UH, MR. GARZA WILL BE REMEMBERED FOR HIS ADVOCACY, HIS LEADERSHIP AND SUPPORT TO THE STUDENTS AND COMMUNITIES IN DALLAS AT THIS TIME.

YOU PLEASE STAND AND JOIN ME IN A MOMENT OF SILENCE.

THANK YOU ALL. NOW WE'RE GOING TO DO THE PLEDGE OF ALLEGIANCE AND SALUTE TO THE TEXAS FLAG.

I'M SORRY WE DID EARLIER. WE'RE GOING TO DISPENSE WITH THAT.

SORRY, Y'ALL, TO HAVE Y'ALL HOP UP AND DOWN AGAIN.

BUT THE YEAH LITTLE EXERCISE.

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

TRUSTEE FLORESTRUSTEE FLORES.

ALL RIGHT. OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.

HOWEVER, I WAS INFORMED THAT WE DON'T HAVE ANY SPEAKERS SIGNED UP.

TRUSTEES, WE'RE GOING TO MOVE INTO THE BRIEFING POINT OF OUR MOVE OF OUR MEETING.

[6. VISION/PROGRESS MONITORING]

WE'RE GOING TO START WITH CONSTRAINT PROGRESS MEASURES CPMS 1.1 AND 1.3.

DOCTOR ELIZADE, YOUR TEAM.

THANK YOU, PRESIDENT HENRY.

WE'RE GOING TO BEGIN WITH OUR CPMS, 1.1 THROUGH 1.3 AS THE TEAM IS COMING UP.

AS I RECALL, HAVE FOCUSED ON OUR SURVEYS AND HOW STUDENTS ARE FEELING.

AND IT'S REALLY IMPORTANT THAT WE CONTINUE TO GATHER THE DATA ABOUT OUR CLIENTS.

THIS ISN'T JUST ABOUT AND THIS BOARD HAS COURAGEOUSLY INVESTED MILLIONS UPON MILLIONS OF DOLLARS IN PHYSICAL SAFETY LIGHTS, LOCKS, AND LAW ENFORCEMENT IN DALLAS ISD.

UM, IN ADDITION TO THAT, IT IS EQUALLY IMPORTANT THAT ALL OF OUR STUDENTS ALSO FEEL PSYCHOLOGICALLY SAFE IN A CLASSROOM SETTING BECAUSE IT IS A KEY COMPONENT TO OUR STUDENTS, BEING ABLE TO DO WELL ACADEMICALLY IS THAT THEY ARE EMBRACED FOR THEIR INDIVIDUALITY, FOR THEIR CULTURE, THEIR ETHNICITY, THEIR LANGUAGE, THEIR BACKGROUND. UM, IN ORDER FOR US TO TRULY SEE EACH AND EVERY ONE OF OUR STUDENTS AS UNIQUE VALUES THAT COME TO OUR SCHOOL SETTINGS. AND SO THIS IS A VERY IMPORTANT, AS ALL OF THEM ARE, BUT THIS I WANT TO PARTICULAR FOCUS IS ON OUR STUDENTS, WHO ULTIMATELY ARE THE REASON THAT ALL OF US GET TO SERVE THIS COMMUNITY OF DALLAS ISD.

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

GOOD AFTERNOON, TRUSTEES, SUPERINTENDENT.

UM, TODAY WE'RE HERE TO DISCUSS CONSTRAINT ONE AS SUPERINTENDENT JUST OPENED FOR US.

UH, ELENA BATES AND I WILL WALK YOU THROUGH THE PRESENTATION ON OUR FOCUS TO, AGAIN, ENSURE HIGH QUALITY EXPERIENCES FOR ALL OF OUR STUDENTS.

OKAY. FROM THIS FIRST SLIDE, UM, YOU SEE THAT WE'RE LOOKING AT OUR STUDENTS PERCEPTION OF THEIR CAMPUS CLIMATE, HOW THEY FEEL ABOUT SAFETY ON THEIR CAMPUS AND THEIR SENSE OF BELONGING.

AS WE GO THROUGH THE SLIDES TODAY, YOU'LL SEE THAT WE ARE PROGRESSING IN EACH OF THESE AREAS.

[00:05:03]

FOR EXAMPLE, YOU SEE HERE THAT CAMPUS CLIMATE, WE SEE 63% POSITIVE RESPONSES IN GRADES THREE THROUGH 12, 48% CAMPUS SAFETY AND 56%, UH, HAVE A SENSE OF BELONGING.

ON THIS NEXT SLIDE WE'RE LOOKING AT CONSTRAINT ONE CPM 1.1.

UM ON THIS ONE WE'RE LOOKING AT HOW THE STUDENTS FEEL ABOUT THE CLIMATE ON THE CAMPUS.

SO WHEN WE LOOK AT THIS UM, THIS SURVEY IN THIS AREA ASKS THE STUDENTS WHAT THE ENERGY IS LIKE ON THEIR CAMPUS IF THE RULES ARE FAIR, HOW BEHAVIOR AFFECTS LEARNING, IF THEIR TEACHERS ARE EXCITED TO TEACH THEM, AND THEN AT THE SECONDARY LEVEL, IT ALSO ADDS ASKING THEM A QUESTION ABOUT THE THE HOW PLEASANT THEIR CAMPUS, UH, PHYSICAL SPACE IS IN THIS AREA.

WE ARE PROGRESSING, AS NOTED BY THE CONTINUED 74% OF ELEMENTARY RESPONSES, AND AT THE SECONDARY LEVEL, WE INCREASED ONE PERCENTAGE POINT, GOING FROM 56 TO 57.

OKAY, THE NEXT SLIDE, I'M GOING TO TURN IT OVER TO ELENA BATES.

AND SHE'S GOING TO TALK TO YOU ABOUT 1.2 AND 1.3.

THANK YOU. GOOD AFTERNOON, SUPERINTENDENT AND BOARD MEMBERS.

WE'RE LOOKING AT SLIDE.

SLIDE FOUR CPM 1.2 IS AIMED AT STUDENT SAFETY.

THE QUESTIONS IN THE SURVEY ARE ALIGNED TO MENTAL HEALTH AND WELL-BEING OF OUR STUDENTS.

WE WANT TO TURN YOUR ATTENTION OVER TO THE SPOTLIGHT.

IT IS YELLOW AND PROGRESSING BECAUSE AT THIS CONSTRAINT WE HAVE MAINTAINED AT 48%, WHICH IS THE WEIGHTED AVERAGE.

WE DO APPRECIATE ALL THE WORK THAT THE TEACHERS, ADMINISTRATORS, AND SCHOOL LEADERSHIP HAVE DONE TO INCREASE THE NUMBER OF PARTICIPANTS IN ALL OF OUR GRADE LEVELS AND BOTH BANDS, WE HAVE AN INCREASE OF NEARLY 7000 MORE PARTICIPANTS IN OUR GRADES THREE THROUGH FIVE, AND THEN A WHOPPING 21,000 MORE PARTICIPANTS IN OUR SECONDARY UM, RESPONSES.

NEXT SLIDE.

1.3 IS OUR SENSE OF BELONGING SLIDE.

AND THIS IS MEASURING HOW MUCH STUDENTS FEEL THAT THEY ARE VALUED MEMBERS OF THE SCHOOL COMMUNITY IN RELATION TO FRIENDS AND STAFF.

LIKE UM, ALMOST THE SAME SIMILAR QUESTIONS AS, UH, MISS WEST JUST SHARED WITH YOU.

THE STOPLIGHT IS YELLOW BECAUSE WE DID MAINTAIN IT 56% UM, FOR FAVORABLE RESPONSES TO THESE QUESTIONS, ALTHOUGH WE DO SHOW A ONE PERCENTAGE POINT INCREASE IN GRADES THREE THROUGH FIVE AND TWO PERCENTAGE POINTS IN GRADES SIX THROUGH 12.

THIS CHANGE IN PERCENTAGE POINTS IS, UM, REPRESENTED IN ROUNDED NUMBERS FOR EACH OF THOSE GRADE LEVEL BANDS.

THE NEXT SLIDE IS A LITTLE DEEPER.

DIVE INTO DISAGGREGATED DATA FOR THE GRADE BANDS THREE THROUGH FIVE IN RELATION TO STUDENT GROUPS AND SHOWING ALL THREE CONSTRAINTS SIDE BY SIDE.

THIS DATA WILL PROVIDE US A DEEPER LOOK INTO HOW PERCENTAGE POINTS INCREASE, AND WE WANT TO HIGHLIGHT OUR GAINS ACROSS THE, UM, OUR SPED STUDENT POPULATION WITH TWO, THREE AND 4% POINTS RESPECTIVELY FOR CLIMATE SAFETY AND BELONGING.

WE ALSO SEE EB, OUR EMERGENT BILINGUAL STUDENT UM, GROWTH.

AND SO GRATEFUL FOR DEPUTY CHIEF CASAS AND HER TEAM AND EMPHASIZING THE INCLUSIVITY FOR OUR STUDENTS.

THE SECONDARY DATA ON THE NEXT SLIDE IS PRESENTED IN THE SAME.

WE SEE A PERCENTAGE POINT INCREASE IN A NUMBER OF AREAS AN EMPHASIS ON SCHOOL SAFETY, SOMEWHAT PHYSICAL, BUT MORE SO PSYCHOLOGICAL SAFETY OF OUR STUDENTS IS OUR AREA OF OPPORTUNITY.

WE WILL DISCUSS SOME OF THESE STRATEGIES AND HOW WE CAN IMPROVE THAT IN THE NEXT SLIDE.

IN REVIEW OF THE SURVEY DATA, WE WILL CONCLUDE WITH STRATEGIES AND ACTIONS FROM OUR PREVIOUS YEAR, HOW THEY ARE DOING NOW AND WHAT ADJUSTMENTS CAN BE MADE OR ARE CURRENTLY IN PROGRESS.

NEXT SLIDE. OKAY.

SO NOW WE WANT TO TALK TO YOU ABOUT THE INPUTS, OUTPUTS AND OUR ADJUSTMENTS FOR THIS YEAR.

UM AS YOU CAN SEE UNDER 1.1, WE'VE GOT SEVERAL THINGS GOING THERE.

WE'VE GOT ACTION PLANS WHERE SCHOOLS CAN USE THOSE TO IMPLEMENT CULTURE STRATEGIES.

WE'RE ALSO FOCUSING ON, UM, COACHING AND SUPPORTING THE STAFF WITH THESE, UM, TOOLS THAT THEY'LL BE USING TO CAPTURE THE DATA, AS WELL AS HOW THEY'RE HELPING IMPROVE THE CLIMATE ON THE CAMPUS.

[00:10:02]

FOR 1.1, UM, WE KNOW THAT SELF-MANAGEMENT AND FOR STUDENTS TO BE ABLE TO SELF REGULATE IS VERY IMPORTANT.

SO SEEING A 70% POSITIVE RESPONSE ON THAT AT ELEMENTARY IS EXTREMELY, UM, EXCITING FOR US.

AND THEN AT THE SECONDARY LEVEL, WE KNOW THAT RELATIONSHIPS ARE HIGHLY IMPORTANT.

SO AN 83% POSITIVE, UM, NUMBER THERE IS GOOD.

BUT AGAIN, WE DO WANT TO CONTINUE TO UP THOSE NUMBERS.

UH, FOR OUR ADJUSTMENTS.

WE CONTINUE TO COACH AND PROVIDE PD IN THESE AREAS AS WELL AS MODEL STRATEGIES FOR STAFF TO HELP THEM CONTINUE TO IMPROVE THE CLIMATE ON EACH OF OUR CAMPUSES. AND I'LL RUN THROUGH.

I WILL GO THROUGH CPM 1.2 FOR OUR INPUTS TO ENHANCE OUR DISTRICT WIDE ANTI-BULLYING EFFORTS.

WE DID LAUNCH A WEEK OF EVENTS LAST SPRING SEMESTER THAT ALIGNS TO THE NATIONAL CAMPAIGNS OF SEE SOMETHING, SAY SOMETHING, DO SOMETHING AND ALSO NO ONE EATS ALONE DAY, A CHARACTER BUILDING INITIATIVE THAT FOCUSES ON KINDNESS WITH AN EMPHASIS ALSO IN KINDNESS WEEK, WE ADDED TO OUR ANTI-BULLYING CAMPAIGN.

OUR OUTPUTS TO DATE, WE SEE THAT STUDENT VOICE IS ELEVATED THROUGH THE INCREASE OF REPORTS SHARED IN THE TIP LINE FOR LIFE SAFETY AND NON LIFE SAFETY, SHOWING THAT THERE IS A GROWING TRUST IN THE PROCESS, THAT WE'RE ENGAGING WITH OUR STUDENTS AND PROVIDING ACCESS TO NUMEROUS, UM, WAYS THAT THEY CAN SHARE THEIR VOICE.

THE ADJUSTMENT, WE LAUNCHED A STUDENT FACING LET'S TALK PLATFORM, WHERE STUDENTS CAN REPORT ANONYMOUSLY, ANONYMOUSLY, UM, THROUGH A QR CODE OR LOGGING INTO THE WEBSITE ANY BULLYING REPORTS.

UM, SO THIS IS JUST LIKE THE LET'S TALK PLATFORM IN OUR FOR OUR DEPARTMENTS AND THAT PARENTS HAVE ACCESS TO.

BUT THIS IS STRICTLY FOR STUDENTS.

IT'S BEEN ACTIVE SINCE OCTOBER 1ST, AND WE HAVE HAD A AT LEAST 40 REPORTS IN THAT SYSTEM.

WE'LL MOVE TO 1.3.

OUR SENSE OF BELONGING IN THE 2223 SCHOOL YEAR.

WE DELIVERED MORNING MEETING AND ADVISORY CONTENT FOCUSED ON WARM, WELCOMING AND ENGAGING, UM, SOCIAL STUDENT CONNECTION ACTIVITIES AND OPTIMISTIC CLOSINGS INTEGRATED INTO THE ACADEMIC CURRICULUM.

WE ALSO HAD AN OPPORTUNITY TO ENGAGE FAMILIES IN VERTICAL TEAM.

UM, FAMILY NIGHTS AND FAMILY EVENTS.

OUR OUTPUTS WILL SHOW ANOTHER WAY.

THAT STUDENT VOICE HAS BEEN ELEVATED AND AS STATED BEFORE, WE HAVE SEEN THAT IN A GROWING NUMBER OF RESPONSES FOR THIS SURVEY.

WE WERE REALLY EXCITED ABOUT THAT.

AND SO WE SEE THIS PRACTICE OF STUDENT GROUPS, UM, YOU KNOW, USING THEIR VOICE.

UH, WE ALSO HAVE EXAMPLES OF STUDENT LEADERSHIP GROUPS LIKE STUDENT AMBASSADORS, TEEN BOARD MEMBERS, UM, PRESENTING THEIR CONCERNS, THEIR REFLECTIONS AND RESEARCH AND IDEAS FOR HOW THEY CAN THAT THEY HOPE THE ADMINISTRATION WOULD ENHANCE THEIR SCHOOL.

UM, THE ADJUSTMENTS THAT WE HAVE.

SORRY, THE ADJUSTMENTS THAT WE HAVE IN THE, UH, IN FOR THIS YEAR, WE KICKED OFF THIS SCHOOL YEAR WITH THE SUPERINTENDENT'S MESSAGE THAT IMPROVING THE SENSE OF BELONGING IS A PRIORITY FOR OUR DISTRICT.

THIS ALSO INCLUDES MAINTAINING RELATIONSHIPS AFTER OUR STUDENTS GRADUATE FROM DALLAS ISD, THROUGH THE WORKFORCE DEVELOPMENT TEAM, AND MAKING CONNECTIONS WITH ALUMNI THROUGH THEIR FIRST SUMMER AFTER GRADUATION AS THEY TRANSITION TO COLLEGE OR CAREER.

INTENTIONALITY. INTENTIONALITY OF THIS PRIORITY THROUGH OUR CAMPUS LEADERS, THROUGH UM TEACHERS AND STAFF IS THE FOUNDATION OF STUDENT ACADEMIC ACHIEVEMENT.

THANK YOU. THANK YOU FOR THE PRESENTATION, TRUSTEES.

ARE THERE ANY QUESTIONS? COMMENTS? TRUSTEE MICCICHE.

YES. UM, THANK YOU FOR THIS PRESENTATION.

AND OF COURSE, WE ALL AGREE AND UNDERSTAND THAT STUDENT VOICE IS SO IMPORTANT.

SO I APPRECIATE THE FACT THAT WE WE TAKE THE TIME TO GO OVER THIS IN SOME DETAIL.

I'D LIKE TO UM.

DRILL DOWN A LITTLE BIT ON THE RESPONSES.

SO FOR EXAMPLE, IF WE GO TO PAGE SIX WHICH I'VE JUST MINIMIZED, UM AND I'M TRYING TO GET A HANDLE ON THE AMOUNT OF NEUTRAL RESPONSES AND NEGATIVE RESPONSES AND

[00:15:02]

I MEAN, WE WE'RE RIGHTFULLY FOCUSED ON THE POSITIVE RESPONSES.

SO IF YOU LOOK ON PAGE SIX ABOUT CAMPUS SAFETY, WE HAVE 51% SAYING THAT GIVING A POSITIVE RESPONSE.

I'M WONDERING WHAT THE OTHER 49% ARE SAYING.

ARE 40% OF THEM JUST SAYING NEUTRAL, OR ARE OR ARE 49% OF THEM SAYING UNSAFE? AND, UM, CAN YOU CAN YOU SHED SOME LIGHT ON THAT? IT WOULD VARY THE QUESTIONS AND THE SURVEY DEPENDING ON HOW THE SURVEY THE QUESTIONS ARE ASKED.

NUMBER OF RESPONSES CAN MEAN DIFFERENT THINGS.

SOMETIMES IT WAS JUST A YES OR NO, AND THEN OTHER TIMES THERE ARE PROBABLY LIKE IN A LIKERT SCALE, IF ONE ONE SCORES ONE AND TWO WOULD BE THE POSITIVE THREE, FOUR AND FIVE WOULD BE EITHER THE NEUTRAL OR THE NEGATIVE.

SO WE WOULD HAVE TO LOOK INTO.

SO THAT'S WHAT I WOULD SUGGEST IS TO, IS TO UH, TAKE TAKE ANOTHER LOOK AT THIS DATA, DOING IT THE OTHER WAY, LIKE HOW MANY RESPONSES ARE NEGATIVE AND YOU KNOW, IN WHICH CAMPUSES ARE SHOWING THAT STUDENTS, UM, THAT, YOU KNOW, 49% OF THE STUDENTS ARE SAYING THAT THE SCHOOL FEELS UNSAFE, YOU KNOW, THAT WOULD THAT WOULD BE A DIFFERENT SITUATION THAN 40% OF THEM GIVING SOME SORT OF NEUTRAL OR THREE ANSWER.

RIGHT. AND, AND UM, AND THEN THE BALANCE, YOU KNOW, IN SINGLE DIGITS SAYING THAT THEY FEEL IT'S UNSAFE BECAUSE I THINK THAT CAN TELL US A LOT ABOUT PARTICULAR CAMPUSES THAT THAT LIKE WE DID THE REVERSE OF THIS.

HOW MANY HOW MANY ARE SAYING THE CAMPUSES ARE UNSAFE.

AND THEN YOU CAN PROBABLY HAVE A HAVE A REALLY GOOD WAY TO FOCUS ON THOSE CAMPUSES WHERE YOU NEED TO TAKE A HARDER LOOK AT WHAT'S GOING AT WHAT'S GOING ON.

UM, THAT'S REALLY ALL I HAVE.

UM, THANK YOU FOR THIS.

AND, UM, BE INTERESTED, UM, IN THE RESULTS OF THAT KIND OF AN EXAMINATION AND ANY OTHER WAYS THAT WE CAN ENHANCE STUDENT VOICE.

THANK YOU. THANK YOU TRUSTEE MICCICHE.

TRUSTEE FOREMAN. SO JUST A FEW QUESTIONS AND I'LL GO TO PAGE SEVEN ALSO WHERE TRUSTEE MICCICHE WAS. AND THEN WHEN I LOOKED AT THE, UM, STUDENT GROUPS, OF COURSE, I LOOKED AT, UM, THE AFRICAN AMERICAN STUDENT GROUP ACTUALLY RESPONDING LESS THAN OTHER STUDENT GROUPS.

AM I READING THAT CORRECTLY FOR THE CAMPUS CLIMATE? I DON'T KNOW IF WE HAVE THE NUMBER OF RESPONSES.

WE HAVE THE NUMBER, THE PERCENT OF RESPONSES THAT WERE POSITIVE.

WE CAN CERTAINLY GET THAT DATA, BUT IT IS THE LOWEST POSITIVE PERCENTAGE THAT STUDENT GROUP.

AND SO I'M ONLY DRIVING THAT SUPERINTENDENT BECAUSE WE KNOW THAT WE HAVE HAD SOME CONCERNS, PARTICULARLY ON AFRICAN AMERICAN, PREDOMINANTLY AFRICAN AMERICAN CAMPUSES.

AND I TOO BELIEVE THAT LOOKING AT THE RESPONSES, WE SHOULD BE ABLE TO DRILL DOWN AND FIGURE OUT WHICH CAMPUSES WE'RE HAVING THE ISSUES WITH AND THEN BEGIN TO, UM, ADDRESS THOSE CAMPUSES MAYBE A LITTLE BIT DIFFERENTLY, UM, THAN WE DO OTHER CAMPUSES TO BE ABLE TO ADDRESS THOSE SITUATIONS.

AND THEN I'LL JUST GO ON TO PAGE EIGHT.

UH, AND, UM.

I KNOW THAT IT WAS STATED THAT WE WANTED TO KEEP UP WITH OUR STUDENTS THROUGH WORKFORCE DEVELOPMENT, BUT I THINK WE SHOULD ALSO LOOK AT OTHER WAYS TO KEEP UP WITH OUR STUDENTS. NOT THIS IS JUST NOT A WORKFORCE DEVELOPMENT ORGANIZATION.

WE SHOULD BE LOOKING AND KEEPING UP WITH OUR STUDENTS THROUGH COLLEGES AND OTHER OPPORTUNITIES THAT WE HAVE TO DEAL WITH, UM, STUDENTS.

UH, I'M ALSO LOOKING AT, UH, CPM 1.2.

UH, REGARDING THE SAFETY TIPS.

AND I'M JUST WONDERING HOW MANY OF THOSE TIPS, THOSE SAFETY TIPS THAT WERE LOW WITH ALL STUDENT GROUPS OR PARTICULAR STUDENT GROUPS? I'M JUST TRYING TO BREAK IT DOWN, SO THERE'S A CLEAR UNDERSTANDING OF WHERE OUR BIGGEST CONCERN IS AND BEING ABLE TO ADDRESS, UM, THOSE CONCERNS.

AND EXCUSE ME ALSO, UM, THE LET'S TALK, UM, STUDENT

[00:20:07]

UM, IT WOULD BE INTERESTING FOR ME TO KNOW OF THOSE ANONYMOUS TIPS.

HOW MANY DID WE FOLLOW UP ON? UH, HOW MANY WERE REALLY CONSTRUCTIVE AND HOW MANY WERE JUST, UH, HOAXES OR FAKES? BECAUSE THEY ARE ANONYMOUS, AND WE KNOW THAT SOME OF THOSE KINDS OF TIPS BECOME HOAXES AND FAKES.

SO AS WE PUT TOGETHER OUR PARTICULAR NUMBERS, I THINK WE SHOULD BE LOOKING AT THAT ALSO.

AND I DID DISCUSS WITH THE SUPERINTENDENT, UH, ONE CONCERN THAT I HAVE AND WITH THE PRESIDENT IS THAT WE'RE NOT LOOKING AT KINDER THROUGH THE SECOND GRADE IN REGARDS TO HOW THEY'RE FEELING, BECAUSE THOSE STUDENTS ARE IF WE GET IT RIGHT THERE, THAT MEANS WE CAN GET IT RIGHT WHEN THEY GET TO THE THIRD GRADE, THE FOURTH GRADE, THE FIFTH GRADE.

AND IF WE'RE NOT MEASURING AT THAT LEVEL, WE'RE LEAVING OUT A GREAT OPPORTUNITY TO BE ABLE TO START LOOKING AT THINGS THAT MIGHT BECOME ISSUES IN THE FUTURE. THANK YOU.

YES. AND IF I MAY SUPPORT THE CONVERSATION THAT TRUSTEE FOREMAN AND I AND PRESIDENT HENRY HAD, ALONG WITH THE OBSERVATIONS SHE JUST PRESENTED, SO THAT WE KEEP THAT AS PART OF THE RECORD.

UM, WE DO HAVE ALL OF THE DATA DISAGGREGATED BY CAMPUSES.

WE COULD PUT THAT IN OUR BOARD UPDATE DOCTOR LEAR.

UH, AND BECAUSE CERTAINLY THE TRUSTEES SHOULD KNOW EXACTLY WHAT THOSE CAMPUSES WE DO WORK TO NOT PUBLICLY, UH, OUTLINE THOSE IN THIS SETTING AS TRUSTEES HAVE WELL, UNDERSTAND WHY.

AND WE ALSO KNOW WE NEED TO KNOW WHERE THOSE ARE SO THAT WE ARE USING EQUITY TO RESPOND TO THOSE.

AND AS TRUSTEE FOREMAN INDICATED WITH REGARD TO, UM, THE K TO THREE, K TO TWO, I KNOW THAT OUR CHALLENGE HAS BEEN THE VALIDITY OF INSTRUMENTS, UM, AND WHAT THE RESEARCH SAYS.

HOWEVER, I ALSO KNOW WE HAVE A SUPER TALENTED TEAM THAT CAN COME UP WITH, EVEN IF IT'S A PICTORIAL REPRESENTATION WHERE STUDENTS COULD DO A SMALL GROUP ANALYSIS.

I'M LOOKING AT DOCTOR HILL OVER THERE WITH EARLY CHILDHOOD EXPERIENCES AS WELL.

I THINK WE COULD DEVELOP OUR OWN IN-HOUSE, UM, SURVEY FOR OUR YOUNGEST STUDENTS TO GIVE US SOME OF THAT INDICATION THAT COULD COME IN AS A SUPPORTIVE REPORT TO ADDRESS THE CONCERNS AND THE OBSERVATIONS.

TRUSTEE FOREMAN JUST JUST RAISED.

I THINK THOSE WOULD BE EXCELLENT POINTS.

THANK YOU TRUSTEE FOREMAN. THANK YOU DOCTOR ELIZADE.

I DON'T THINK THERE ARE ANY OTHER QUESTIONS OR COMMENTS.

WE'LL CONTINUE THROUGH THE.

EXCUSE ME. OH GO AHEAD.

TRUSTEE WHITE. JUST A QUICK QUESTION.

IS THIS ALSO BROKE DOWN BY GENDER AS WELL? IT ISN'T, HOWEVER, WE CAN LOOK INTO SEEING IF WE HAVE THEM, IF WE CAN PULL THE DATA FOR GENDER.

THANK YOU. THANK YOU TRUSTEE WHITE.

THANK YOU FOR THE PRESENTATION.

I DON'T HAVE ANY QUESTIONS. WE'RE GOING TO CONTINUE THROUGH THE AGENDA TO, UM, AGENDA ITEM SEVEN A, THE SUPERINTENDENT'S REPORT.

[7. INFORMATION/REPORTS]

DOCTOR ELIZADE. THANK YOU, PRESIDENT HENRY.

UM, THIS GIVES US AN OPPORTUNITY TO HIGHLIGHT AN AREA THAT I PERSONALLY FEEL VERY PROUD OF.

WE KNOW LIBRARIES ARE AN IMPORTANT PART OF OUR EDUCATIONAL ECOSYSTEM AND OUR, UM, OUR LIBRARIES, UM, SERVE WAY BEYOND JUST A COLLECTION OF BOOKS TODAY.

AND OUR LIBRARIANS ARE AT THE FOREFRONT AND THEIR LEADERSHIP TEAM ARE AT THE FOREFRONT OF CONNECTING LIBRARIES WITH A LOVE OF LEARNING AND A LOVE OF READING.

AND WE WILL CONTINUE TO SUPPORT OUR CAMPUSES, UM, WITH REGARD TO THIS.

SO WE'VE GOT SOME SOME NEW AND AND IMPROVED WAYS IN WHICH OUR LIBRARIANS ARE, UM, REALLY MOVING INTO, UM, MEDIA SPECIALISTS BECAUSE THE LIBRARY, AS I SAID, IS IS MUCH MORE THAN THAN JUST BOOKS AND A COLLECTION OF BOOKS.

IT'S REALLY A HUB OF LEARNING AND RESEARCH.

AND I WANT TO ENSURE THAT OUR COMMUNITY KNOWS WHAT THE SUPPORT THAT WE WILL CONTINUE TO PROVIDE FOR OUR LIBRARIES, OUR LIBRARIANS, OUR MEDIA SPECIALISTS.

AND I THINK YOU'LL BE EXCITED TO HEAR ABOUT THESE.

SO WITH THAT, I'LL TURN IT OVER TO THE TEAM TO BRIEFLY REMIND EVERYONE WHO'S AT THE TABLE, AND THEN WE'LL BEGIN.

GOOD AFTERNOON EVERYONE.

TODAY THE ACADEMIC SERVICES TEAM IS HERE.

DOCTOR ELENA HILL, DOCTOR MICHELLE BROUGHTON, THEY'RE GOING TO GIVE YOU AN UPDATE ON LIBRARY SERVICES PROJECT READ.

[00:25:01]

SO THANK YOU, CHIEF GAYLORD.

GOOD AFTERNOON, TRUSTEES.

DOCTOR. UM, ELIZALDE, OUR DALLAS ISD LIBRARY SUPPORTS STUDENT LEARNING, AND WE HAVE REFOCUSED OUR MISSION TO MAXIMIZE THE IMPACT LIBRARIES AND LIBRARIANS HAVE ON STUDENT LEARNING.

AND SO, AFTER SOME VERY STRATEGIC PLANNING AND INPUT FROM SCHOOL LEADERSHIP, AS WELL AS LIBRARIANS AS WELL AS OUR COMMUNITY, WE DID CREATE SOME STANDARDS OF SERVICE THAT OUR LIBRARIANS ARE FOCUSING ON IN THE LIBRARY SPACE.

AND SO THESE STANDARDS INCLUDE THE LIBRARIAN ENSURING THAT THERE IS STRONG INSTRUCTION, UM, TIME THAT SUPPORTS LITERACY, READING AND COMPREHENSION IN THE LIBRARY.

AND I THINK THAT'S WHAT WE WOULD EXPECT.

UM, WE ALSO CULTIVATE A VERY STRONG CULTURE OF LITERACY, INCLUDING PROVIDING EXPERIENCE FOR STUDENTS TO IMMERSE THEMSELVES IN READING AS WELL AS, UM, LEARNING IN THE LIBRARY.

AND WE DO UNDERSTAND THAT THESE SPACES CAN LEAD TO STUDENT INQUIRY AND CAN TAKE PLACE IN SUPER INNOVATIVE SETTINGS.

AND SO STUDENTS HAVE THE OPPORTUNITY TO ENGAGE WITH HIGH QUALITY INSTRUCTIONAL TECHNOLOGY IN THEIR LEARNING IN THE LIBRARY.

AND THEN LASTLY, WE ALWAYS WANT TO REMEMBER THAT OUR LIBRARIES SERVE AS A PLACE TO CONNECT WITH OUR FAMILIES AND OUR COMMUNITIES.

AND SO WE CERTAINLY EXTEND THESE OPPORTUNITIES TO THEM TO SUPPORT OUR STUDENTS.

NEXT SLIDE PLEASE.

OH THANK YOU.

AND SO AS WE RAMP UP OUR LIBRARY PROGRAMS, WE WANT TO ENSURE THAT OUR BEST TEACHERS ARE SELECTED TO RUN WHAT WE CONSIDER THE LARGEST CLASSROOM IN THE SCHOOL.

AND SO NEXT YEAR, ALL OF OUR CAMPUSES WILL HAVE A DEDICATED LIBRARIAN.

AND SO WE ARE WORKING WITH THREE ACCREDITED LIBRARY COLLEGES TO CREATE A PIPELINE FOR DALLAS DIOCESE, DALLAS ISD LIBRARIANS.

AND SO WE ARE IN THE PROCESS OF RECRUITING STRONG INDIVIDUALS WITH AT LEAST TWO YEARS OF CLASSROOM EXPERIENCE AND WHO ARE ELIGIBLE FOR CERTIFICATION SO THEY CAN SERVE IN OUR LIBRARIES.

WE ARE ALSO EXPLORING ADDITIONAL WAYS THAT WE CAN ALWAYS JUST HAVE A STRONG RECRUITMENT PIPELINE INTO OUR DISTRICT.

WE DO WANT OUR LIBRARIES TO EVOLVE WITH THE NEEDS OF OUR STUDENTS.

AND SO PROJECT READ IS IS WHAT WE ARE CONSIDERING A VERY INNOVATIVE WAY INITIATIVE TO REALLY TRANSFORM THE LIBRARY SPACE INTO TECHNOLOGY RICH LEARNING SPACES THAT CONNECT LITERACY WITH STEM IN AN UPDATED LEARNING ENVIRONMENT.

OUR LIBRARIANS SET UP THE LIBRARY USING MOBILE STEM ZONES TO ENSURE THAT ALL STUDENTS HAVE ACCESS TO THE LATEST TECHNOLOGY.

AND SO THE PROJECT READ STANDS FOR ARE IS THE RESEARCH ZONE.

SO STUDENTS ARE ABLE TO USE BOOKS AND TECHNOLOGY WITH THEIR LEARNING E FOR EXPLORATION, WHERE STUDENTS CAN CERTAINLY EXPLORE THEIR IDEAS A FOR APPLICATION. SO STUDENTS ARE APPLYING THEIR LEARNING AND THEN D A DESIGN ZONE.

BECAUSE WE KNOW OUR STUDENTS ARE SUPER CREATIVE AND SO THEY CAN WORK ON PROJECTS AND OTHER WORKS WHILE IN THE LIBRARY SPACE.

THIS YEAR, WE HAVE BEEN ABLE TO REDESIGN ABOUT 55 LIBRARIES, EQUIPPING THEM WITH TECHNOLOGY, UPDATED MOBILE FURNITURE THAT CAN BE MOVED AROUND BASED ON WHAT THE PROJECT IS IN THE LIBRARY SPACE, AS WELL AS HIGH QUALITY TRAINING TO IMPLEMENT THE USE OF THE ZONES THAT I JUST SPOKE ABOUT THROUGHOUT THE DAY, AS WELL AS DURING EXTENDED HOURS.

SO PICTURED HERE ARE SOME OF OUR AWESOME PROJECT READ LIBRARY GRAND REOPENINGS REPRESENTING EACH TRUSTEE DISTRICT.

THESE CELEBRATIONS HAVE BEEN STUDENT LED AND HAVE BEEN SO EXCITING FOR THE STUDENTS AS WELL AS THE COMMUNITY.

SO AS YOU CAN SEE, THESE SPACES ALLOW FOR AUGMENTED REALITY CODING WITH THE BOTS, TECHNOLOGY USE, COMMUNITY MEETINGS, AND EVEN A STARBUCKS LIKE SPACE FOR STUDENTS CAN GATHER AND STUDY.

SO AS I CLOSE, I DO WANT TO JUST LEAVE YOU WITH A VERY IMPORTANT MESSAGE.

WE DO HAVE A VERY UNIQUE UNDERSTANDING THAT BOOKS ARE MIRRORS, AND IT SHOULD REFLECT THE LIVES OF OUR CHILDREN AND OUR STUDENTS.

AND WE KNOW BOOKS CAN ALSO SERVE AS WINDOWS AND CAN PROVIDE STUDENTS A VIEW OF THEIR OF THE LIFE BEYOND THEM AND THE LIVES OF OTHERS.

AND THEN, MOST IMPORTANTLY, BOOKS CAN SERVE AS SLIDING GLASS DOORS.

I'M SURE YOU ALL HAVE HEARD THIS BEFORE, BUT IT'S SUPER IMPORTANT FOR US TO BUILD EMPATHY IN OUR STUDENTS AND LET THEM SEE THE PERSPECTIVES OF OTHERS.

AND SO WE CAN REALLY BUILD THAT BROAD PERSPECTIVE AS WE PRODUCE THE NEXT CROP OF CITIZENS.

AND SO WE ARE SUPER EXCITED TO BE A PART OF THIS TYPE OF INNOVATION IN DALLAS ISD.

I DO WANT TO POINT OUT THE TWO PICTURES THERE.

THAT ONE STUDENT IS FROM THE AFRICAN AMERICAN READING LAST YEAR AT KIMBALL.

[00:30:03]

AND HE ACTUALLY DOES BECAUSE THEY BOTH HAVE THAT REAL CURLY HAIR.

AND SO IT WAS SUPER COOL THAT HE COULD SEE HIMSELF IN THAT BOOK.

AND THEN THE YOUNG LADY BELOW IS ONE OF OUR STUDENTS THAT IS A RECIPIENT OF OUR VENDING MACHINES THAT WE'RE STARTING TO INSTALL IN SCHOOL.

SO INSTEAD OF STUDENTS GETTING CHIPS OR A DRINK, THEY CAN PUT THEIR COIN IN AND GET A BOOK FOR LITERACY.

AND THAT ENDS MY PART OF THE PRESENTATION.

I'M GOING TO PASS IT OVER TO DOCTOR BROUGHTON.

AND BEFORE DOCTOR BROUGHTON GETS GOING ON OUR ENVIRONMENTAL CENTER, I WANT TO REINTRODUCE THIS.

THIS WAS FASCINATING TO ME WHEN I FIRST JOINED THE DISTRICT IN 2011, BECAUSE I HAD NEVER SEEN A DISTRICT THAT HAD THIS MUCH, UM, SPACE FOR STUDENTS TO TAKE FIELD TRIPS WITHIN OUR VERY OWN COMMUNITY AND EXPERIENCE THINGS THAT IN OTHER DISTRICTS, I HAD TO RELY ON, UM, REGIONAL SERVICE CENTERS TO BRING THINGS IN, TO GIVE KIDS JUST A LITTLE EXPERIENCE WITH PLANTS OR ANIMALS OR ECOSYSTEMS. AND IN THIS PARTICULAR, UM, DISTRICT, OUR BOARD HAS ALSO SUPPORTED THE CONTINUATION OF BUILDING ON THIS ENVIRONMENTAL EDUCATION CENTER AND THE SCIENCE IN REAL WORLD AND IN REAL TIME, AND WITH, UM, JUST A FOCUS ON ECOLOGY IN GENERAL AS WELL AS THE SCIENCES.

THIS IS A GREAT OPPORTUNITY FOR MAYBE SOME OF YOU WHO DON'T KNOW EVERYTHING THAT GOES ON AT THE ENVIRONMENTAL SCIENCE EDUCATION CENTER, AND I THOUGHT, IT'S GOING TO BE GREAT FOR YOU ALL TO GET AN OPPORTUNITY TO SEE WHAT OUR KIDS EXPERIENCE.

AND WITH THAT, DOCTOR BROUGHTON, GET US GOING.

THANK YOU, DOCTOR ELIZALDE, AND GOOD AFTERNOON TO YOU AND THE TRUSTEES.

SO THE ENVIRONMENTAL EDUCATION CENTER IS AN ACADEMIC FACILITY LOCATED IN SEAGOVILLE, TEXAS.

THE CENTER INCLUDES MORE THAN FOUR MILES OF NATURE TRAILS, A 26,000 SQUARE FOOT FACILITY WITH INTERACTIVE EXHIBITS.

THERE IS A 70 SEAT ECOLOGY THEATER, FOUR SCIENCE LABORATORIES, A LIVE ANIMALS LABORATORY, AN OUTDOOR CLASSROOM, FOSSIL PAVILION, A GARDEN AREA, A NATURE PLAY AREA FOR OUR EARLY CHILDHOOD STUDENTS, AND AN ASTRONOMICAL OBSERVATORY.

NOW, THE CENTER'S INSTRUCTIONAL PROGRAMS ARE LED BY EXPERIENCED NATURALIST, AND THEY'RE FULLY ALIGNED TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE.

THEY'RE DESIGNED TO HELP TEACHERS AT ALL GRADE LEVELS MEET THE REQUIREMENT THAT STUDENTS PLAN AND IMPLEMENT LABORATORY AND FIELD INVESTIGATIONS DURING SCIENCE INSTRUCTION. NOW, THE VISION OF THE EEC IS TO PROVIDE URBAN TEACHERS AND STUDENTS WITH OPPORTUNITIES TO CONNECT WITH NATURE WHILE LEARNING IMPORTANT SCIENCE CONTENT AND SKILLS.

THERE'S ALSO A MISSION STATEMENT.

THE MISSION OF THE EEC IS TO HELP DIVERSE LEARNERS DEVELOP AN AWARENESS, APPRECIATION AND CONCERN FOR THE ENVIRONMENT AND USE 21ST CENTURY KNOWLEDGE AND SKILLS TO MAKE INFORMED, RESPONSIBLE DECISIONS, SOLVE CURRENT ENVIRONMENTAL PROBLEMS, AND PREVENT NEW ONES.

AND SO NEXT SLIDE PLEASE.

SO WE DO WANT TO SHARE WITH YOU JUST A FEW HIGHLIGHTS FROM STUDENTS EXPERIENCES.

WHEN THEY GO OUT TO THE ENVIRONMENTAL CENTER, YOU GET TO SEE THAT THEY GET TO ENGAGE IN REAL TIME WITH THE ANIMALS.

UM THE STARS OF THE SHOW WHEN THEY VISIT ARE THE ANIMALS.

AND SO IF YOU CAN SEE OUR EIGHTH GRADERS HERE FROM DESSA GOT TO MEET THE LONGHORN NAMED CV.

FIFTH GRADERS GOT TO INTERFACE ON THE HIKE TRAIL BECAUSE THERE ARE SEVERAL OUT THERE, AND SOME OF OUR PRE-K STUDENTS GOT TO ENGAGE AND EXPLORE THE MUSEUM.

NEXT SLIDE PLEASE. AND SO ONE NOTE TO POINT OUT HERE IS EVEN OUR SENIORS HERE WE'VE CAPTURED JUSTIN JAMES MADISON, EXCUSE ME, HIGH SCHOOL SENIORS WHO HAD AN OPPORTUNITY TO GO OUT AND COMPLETE A LAB AT THE ENVIRONMENTAL EDUCATION CENTER.

NEXT SLIDE PLEASE. WE'RE PROUD TO SHARE WITH YOU THAT IN 2022, 2023, WE WERE ABLE TO SERVE OVER 30,000 FAMILIES AND STUDENTS THROUGH THE PROGRAMING AT THE EDUCATION CENTER.

AND WHAT'S INTERESTING HERE TO NOTE IS THAT WE HAVE OUTREACH PROGRAMS, PROFESSIONAL DEVELOPMENT OPPORTUNITIES, AND GARDENING SUPPORT FOR MANY OF OUR CAMPUSES.

NEXT SLIDE PLEASE.

AND SO YET A FEW MORE HIGHLIGHTS FROM OUR STUDENTS AND THE EXPERIENCES THAT THEY'VE HAD AND EVENTS LIKE STEM NIGHT.

UM, AND SOME OTHER EVENTS THAT TAKE PLACE THROUGHOUT THE CITY CENTER.

SO WE WANT TO NOTE THAT THE EDUCATION, THE ENVIRONMENTAL EDUCATION CENTER IS THE PLACE TO GO FOR INSTRUCTIONAL OUTDOOR EXPERIENCES.

AND SO WE HOPE TO OFFER STUDENTS AS MANY OPPORTUNITIES TO ENGAGE WITH THE CENTER AS POSSIBLE.

NEXT SLIDE PLEASE.

YOU'LL SEE OUR IMPACT DATA HERE.

[00:35:01]

AND SO ACADEMIC SERVICES AND THE EAC ARE COMMITTED TO BRINGING LEARNING ALIVE FOR ALL STUDENTS.

AND WE LOOK FORWARD TO FUTURE OPPORTUNITIES TO HELP STUDENTS DEVELOP THEIR CONCEPTUAL UNDERSTANDING, WHICH HAS BEEN OUR FOCUS THIS YEAR, AND HELP THEM TO MOVE FROM THE CONCRETE TO THE ABSTRACT IN THEIR LEARNING.

WE APPRECIATE THE OPPORTUNITY TO PROVIDE YOU THIS UPDATE TODAY, AND WE HOPE THAT YOU WILL HAVE AN OPPORTUNITY TO VISIT THE EDUCATION SCIENCE CENTER.

THANK YOU. BEFORE WE CERTAINLY TAKE QUESTIONS AND COMMENTS, I DO WANT TO TAKE A MOMENT.

I DON'T SEE MARK BROUGHTON IN HERE.

HE'S ONLINE.

OH HE'S ONLINE.

THERE'S MARK BROUGHTON WHO LEADS OUR ENVIRONMENTAL SCIENCE CENTER, AND THEN PATRICIA ALVARADO.

WHY DON'T YOU STAND FOR A SECOND? A LOT OF BEHIND THE SCENES FOLKS WHO DO THE WORK AND WANT TO TAKE A MOMENT.

WE'RE VERY THANKFUL TO HAVE THESE PARTICULAR EDUCATORS LEADING THIS WORK FOR US.

THANK YOU, DOCTOR LOZADA.

THANK YOU FOR THE PRESENTATION.

TRUSTEE. WE'LL START WITH QUESTIONS.

COMMENTS. TRUSTEE MICCICHE.

AND THEN TRUSTEE WEINBERG AFTER THAT.

YEAH. I THANK YOU FOR THIS PRESENTATION.

UM, I'M PLEASED TO HEAR THE NEWS ABOUT HAVING LIBRARIANS IN IN EACH OF THE, IN EACH OF THE SCHOOLS.

UM, TOTALLY SUPPORT THAT.

UM, BUT, YOU KNOW, I DO I DO WANT TO GIVE YOU A CHANCE TO DESCRIBE WHAT A LIBRARIAN DOES NOW THAT THERE AREN'T THAT MANY BOOKS AS THERE USED TO BE WHEN I WAS A KID IN THE LIBRARY.

AND I KNOW THAT SOME PEOPLE ARE UNDER THE IMPRESSION THAT ALL LIBRARIANS DO IS CHECK OUT BOOKS.

SO TELL ME WHAT LIBRARIANS DO.

SURE THING. THAT IS A GREAT QUESTION.

UH, FIRST LET ME SAY THERE ARE STILL PLENTY OF BOOKS IN THE LIBRARY BECAUSE WE KNOW OUR STUDENTS THRIVE OFF OF THEM.

AND WE ALSO KNOW THAT THERE'S OTHER THINGS LIKE DIGITAL BOOKS, DIGITAL RESOURCES.

AND SO WHEN YOU GO INTO A LIBRARY, YOU'LL SEE STUDENTS CODING WITH THE BOTS.

YOU'LL SEE STUDENTS HAVING THE OPPORTUNITY TO DO A LOT OF HANDS ON EXPERIENCES.

AND SO THE LIBRARIAN WILL HAVE CIRCULATION.

AND MANY TIMES IT'S, UM, THE STUDENTS ARE ABLE TO EVEN CHECK OUT THEIR OWN BOOKS.

THE LIBRARIAN REALLY SERVES AS MORE AS A FACILITATOR.

AND WE DO CONSIDER THE LIBRARIAN THE TEACHER OF THE LARGEST CLASSROOM IN THE SCHOOL.

THEY HAVE TO BE CERTIFIED TEACHERS TO EVEN BE A LIBRARIAN.

AND SO WE KNOW THAT THEY ARE SUPPORTING LITERACY, THEY ARE SUPPORTING MATH, THEY ARE SUPPORTING RESEARCH.

THEY ARE REALLY THOSE GUIDES TO HELP STUDENT LEARNING.

AND I'LL ADD THAT ON MY OWN WALKS, UM, OF CLASSROOMS IN OUR SCHOOLS, LIBRARIANS HAVE DONE SMALL GROUP PULLOUTS.

THEY'VE WORKED AS READING INTERVENTIONISTS.

THEY'VE WORKED AT HELPING TEACHERS, PLANNING CREATIVE LESSONS.

UM, SO THE LIST OF THE TALENT OF OUR LIBRARIANS.

UM, THANK YOU FOR ASKING THAT QUESTION, TRUSTEE MICCICHE.

BECAUSE I WANT TO REEMPHASIZE, OUR LIBRARIANS ARE, AGAIN, AS DOCTOR HILL MENTIONED, THEY ARE THE TEACHER OF THE LARGEST CLASSROOM IN THE ENTIRE SCHOOL. OKAY.

THANK YOU VERY MUCH. I, UH, I'M ALSO PLEASED TO LEARN MORE ABOUT THE ENVIRONMENTAL CENTER.

I DID NOT I DID NOT KNOW A LOT ABOUT IT.

UM, AND IT SOUNDS SOUNDS LIKE A LOT OF FUN AND VERY EDUCATIONAL.

UM, ARE THERE PARTICULAR.

I SAW THAT THERE WERE 20,000 STUDENTS, I THINK, ON ONE OF THESE SLIDES THAT THAT VISITED LAST YEAR.

UM, IS THAT IS THAT RIGHT? 30,000. 30,000.

AND, UM, WHAT GRADES ARE THEY IN? DO WE DO WE TARGET SPECIFIC GRADE LEVELS TO TO GO OUT THERE? TRUSTEE MICCICHE. THAT'S A GREAT QUESTION.

SO WE SERVE PRE-K THROUGH 12TH GRADE STUDENTS.

EVERYBODY. EVERYBODY.

OKAY. THANK YOU.

THANK YOU, TRUSTEE TRUSTEE WEINBERG.

WELL, Y'ALL KIND OF ANSWERED MY QUESTIONS.

KIND OF TAGGED ON HIS. I THINK MY MY QUESTION FOR THE LIBRARIANS IS, ARE WE STILL DO WE STILL HAVE BOOKS AND ARE WE STILL REALLY EMPHASIZING? AND YOU ALL ALREADY ANSWERED THAT QUESTION.

AND I'M GLAD TO HEAR THAT, BECAUSE IN THE PRESENTATION, IT'S THE FOCUS ON, I GUESS, THE EVOLUTION OF THE LIBRARIAN IN OTHER ROLES IN ADDITION TO BOOKS.

BUT THAT BOOK FOCUS AND THAT LITERACY FOCUS STILL STRONG.

UM, AND THEN, UH, ON THE ENVIRONMENTAL SCIENCE CENTER, WHICH IS AMAZING.

IT'S SO FUN TO SEE THERESA THE TURTLE AND ELMO THE SHEEP.

IT JUST, YOU KNOW, EVOKES JOY, RIGHT? YOU CAN YOU CAN ALMOST FEEL HOW THE KIDS FEEL WHEN THEY GET TO GET OUT THERE AND GET OUTSIDE IN NATURE.

UM, I'M WONDERING HOW ACCESS IS GRANTED.

SO 30,000 STUDENTS, WE'VE GOT 140,000 STUDENTS.

SO HOW HOW DOES THAT WORK? AND HOW DO TEACHERS WORK WITH THE ENVIRONMENTAL, UH, CENTER TO INCORPORATE THE SCIENCE PIECE OF THEIR CURRICULUM? ABSOLUTELY. GREAT QUESTION.

SO, UM, CAMPUSES CAN PETITION SO THEY CAN PUT IN THEIR FIELD TRIP REQUEST FORMS AND THEY TAKE FIELD TRIPS TO THE CENTER.

[00:40:06]

UM, AS FAR AS SERVICES TO TEACHERS, THERE IS PROFESSIONAL DEVELOPMENT THAT'S OFFERED THROUGH THE CENTER.

THERE ARE LIVING MATERIALS THAT ARE OFFERED THROUGH THE THROUGH THE CENTER IN ADDITION TO, UM, SCIENCE MATERIALS.

SO WHEN TEACHERS NEED PARTICULAR RESOURCES, THOSE ARE ALSO PROVIDED THERE.

INTERESTING. OKAY. THAT'S GREAT.

AND THEN I'M WONDERING IF THERE ARE SCHOOLS WHERE SCIENCE OUTCOMES MAY BE NOT AS, AS AS HIGH AS OTHER SCHOOLS.

IS THERE A MARKETING TO THOSE SCHOOLS IN ORDER TO SPARK INTEREST? AND, UM, THAT SORT OF CONCEPTUAL LEARNING? ABSOLUTELY. AND THERE'S A TWO FOLD APPROACH HERE.

SO FOR THE STUDENTS WHO CAN COME OUT TO THE CENTER, WONDERFUL.

BUT WHEN THEY CANNOT COME OUT, FOR WHATEVER REASON, WE PUSH IN.

AND SO THERE ARE SO MANY OPPORTUNITIES WHERE WE DO STEM NIGHTS AND OTHER EVENTS AT THE CAMPUS, UM, THAT OFFER THE STUDENTS THE OPPORTUNITY TO ENGAGE AND TO REINFORCE THE LEARNING THAT'S TAKING PLACE IN THE CLASSROOM.

AND THEN A FINAL QUESTION.

I NOTICED THAT YOU ALL HAD INCREASED IN THE SUMMER, THAT THERE WAS THAT SOUNDS LIKE AN OPPORTUNITY FROM 171 TO 700.

UM, IS THERE WHAT'S THE THOUGHT ON SUMMER EXPERIENCES THERE TO SPARK INTEREST AND JOY IN SCIENCE? YEAH, I JUST WANT MORE.

AND SO MARKETING TO SCHOOLS, WHAT'S AVAILABLE AND MAKING SURE THAT, YOU KNOW, WE GO OUT AND WE FIND THE CHILDREN AND WE BRING THEM TO THE TO THE SCIENCE CENTER DURING THE SUMMER IS THE GOAL.

AND SO WE HAVE A VERY LOFTY GOAL.

YOU SAW THE 700 FOR THIS YEAR.

THAT'S OUR TARGET FOR THIS COMING SUMMER.

OH IS THAT AND IS THAT, UM, IS THAT CAPACITY THAT YOU ALL CREATE AND THEN FILL OR IS IT DEMAND AND THEN YOU CREATE CAPACITY.

SO I WILL DEFER TO MARK FOR THAT QUESTION.

UM, IT SO WE HAVE THE CAPACITY TO DO THAT OVER THE MONTHS OF JUNE AND JULY IF, UM, IF A DEPARTMENT LIKE THE, LIKE THE, UM, DUAL LANGUAGE DEPARTMENT, FOR EXAMPLE, WANTS TO HAVE A FIELD TRIP OUT THERE THROUGH THEIR SUMMER PROGRAMING, WE CAN MAKE OUR SPACE AVAILABLE FOR THEM TO DO THAT.

SO THAT'S HOW WE WOULD GET TO THAT NUMBER.

UH, WE CAN'T HAVE 700 ALL IN ONE DAY, BUT WE WE CAN DO IT OVER.

OVER, UH, JUNE AND JULY.

SO IT'S SUMMER PROGRAMS THROUGH FIELD TRIPS, NOT SUMMER PROGRAMING AT THE AT THE SPACE IN AND OF ITSELF.

WE DO A SUMMER SCIENCE ENRICHMENT PROGRAM IN JUNE FOR THREE WEEKS WITH 125 FOURTH GRADERS THAT ARE GOING TO GO INTO THE FIFTH GRADE THE NEXT SCHOOL YEAR.

AND THEN AFTER THAT, WE OFFER, UH, FIELD TRIP OPPORTUNITIES FOR STUDENTS TO COME OUT.

EXCELLENT. THANK YOU.

YOU'RE WELCOME. YOU'RE WELCOME.

THANK YOU TRUSTEE WEINBERG.

TRUSTEE, I DON'T KNOW WHO WAS FIRST, CARREON OR WHITE.

WELL, FIRST OF ALL, I AM VERY AWARE OF THE SCIENCE CENTER THAT'S IN SEAGOVILLE.

I ALWAYS JUST REMEMBER SEEING THE WONDERFULLY COLORED BUS THAT IS SPECIALLY DESIGNED THAT YOU SEE DRIVING ON THE ROAD ALL THE TIME, AND I ALWAYS LOVE TO SEE IT.

AND I'M JUST BASICALLY SAYING GIVING ACCOLADES BECAUSE I UNDERSTAND HOW IMPORTANT SCIENCE IS FOR KIDS AND BRINGING THEM OUT INTO NATURE TO EXPERIENCE THINGS THAT THEY'VE NEVER SEEN BEFORE.

SO THAT, YOU KNOW, MAYBE SOMETIME IF SOMETHING HAPPENS TO RUN THEIR ACROSS THEIR PATH, THERE'LL BE SOMEWHAT FAMILIAR WITH IT.

UM, BUT I JUST WANT TO THANK YOU GUYS FOR THE WORK THAT YOU'RE DOING.

AND I HOPE THAT, UM, A LOT OF OTHER CLASSES COME ON BOARD AND START TAKING ADVANTAGE OF IT AND ACTUALLY SEE IT, BECAUSE WHEN YOU PUT IN BECAUSE WE'RE PUTTING A LOT OF GARDENS ON THE CAMPUSES AND WE'RE GETTING THEY'LL BE ABLE TO GET OUT AND GO SEE THE ANIMALS, THAT'S JUST OPENING UP A LOT MORE LEARNING FOR THEM AND EXPERIENCES FOR THEM TO EXPERIENCE.

THANK YOU SO MUCH.

THANK YOU ALL FOR THE PRESENTATION.

UM, I JUST HAD A QUESTION ON WHAT DO WE DO, OR HOW DO WE GO ABOUT EDUCATING OUR CAMPUS LEADERSHIP ABOUT, UM, THE ENVIRONMENTAL CENTER.

SO WE SEND OUT.

WE WORK WITH SCHOOL LEADERSHIP ACTUALLY TO COMMUNICATE WITH CAMPUSES, THE OPPORTUNITIES THAT ARE AVAILABLE.

AND SO WE'RE IN CONSTANT COMMUNICATION WITH CAMPUS LEADERS AND WE SEND UPDATES ON A CONSISTENT BASIS.

WE ALSO HAVE UM, A WEBSITE WHERE THEY CAN GO AND ACCESS THE AVAILABLE OPPORTUNITIES FOR TEACHERS AND OR STUDENTS.

AND SO THERE'S A CALENDAR OF EVENTS THAT IS SHARED OKAY.

SO THERE'S OKAY, SO THERE'S A CALENDAR OF EVENTS THAT ARE SHARED TO PRINCIPALS ON CAMPUSES OKAY.

UM. MY OTHER QUESTION IS JUST ON LIBRARIES.

[00:45:01]

UH, FIRST OFF, THANK YOU ALL FOR FOCUSING ON LIBRARIES.

I MEAN, I KNOW THERE'S BEEN A LOT OF INTEREST HERE FROM THE BOARD AND FROM THE COMMUNITY TO RE-ENVISION THIS SPACE AND INVEST NEW ENERGY INTO OUR LIBRARY SPACES.

AND WE'RE BEGINNING TO SEE THAT, UM, UH, THAT SAID, THERE ARE STILL A COUPLE CAMPUSES I KNOW DISTRICT EIGHT FOR SURE THAT LACK LIBRARIANS, BUT WHAT I THINK I HEARD YOU SAY WAS TRUSTEE, UH, BY NEXT YEAR WILL HAVE LIBRARIANS.

SO IS THAT THE EXPECTATION AND FALL OF 2024, I SHOULD BE ABLE TO WALK INTO A DISTRICT EIGHT SCHOOL AND BE GREETED BY, UH, MEDIA SPECIALIST. YES, SIR.

OKAY, COOL. AWESOME. I'M EXCITED ABOUT THAT.

THANK YOU SO MUCH. THANK YOU TRUSTEE CARREÓN.

TRUSTEE FLORES. YEAH, SO I HAVE A COUPLE QUESTIONS.

ONE ABOUT THE, UM, SO ON THE LIBRARIANS, I MEAN, I HEAR THEY'RE THE BIGGEST CLASSROOM AND ALL THAT STUFF, BUT WHAT KIND OF METRICS DO WE USE TO EVALUATE THEM? BECAUSE, I MEAN, THERE CAN BE A HUGE VARIABILITY BETWEEN THEM.

AND AT LEAST, YOU KNOW, I JUST WANT TO KNOW YOU GUYS ARE LOOKING AT THIS.

I DON'T NEED TO LOOK AT IT. BUT, UH, YOU KNOW, YOU'RE LOOKING AT, YOU KNOW, LIKE, I DON'T KNOW HOW MANY BOOKS GET CHECKED OUT.

LIKE, WHAT KIND OF METRICS DO YOU GUYS USE? THAT IS A GREAT QUESTION.

SO IF WE GO BACK TO THE STANDARDS OF SERVICE THAT I SPOKE ABOUT ON THE FIRST SLIDE, WHICH WERE THE CULTURE OF LITERACY, THE LITERACY INSTRUCTION, THE INQUIRY, INNOVATION AND FAMILY AND COMMUNITY, THOSE HAVE ACTUALLY BEEN WOVEN INTO THE LIBRARIAN EVALUATION INSTRUMENT, UH, STARTING THIS YEAR.

AND SO LIBRARIANS ARE GOING TO BE ABLE TO BE EVALUATED ON HOW THEY OFFER THOSE TYPES OF SERVICES TO OUR STUDENTS, BECAUSE I CAN IMAGINE THERE CAN BE PRETTY SIGNIFICANT VARIABILITY BETWEEN SCHOOLS, RIGHT? WHERE ONE LIBRARIAN AND I IMAGINE THAT THIS IS BOTH ELECTRONIC AND HARD COPY.

YES, SIR. UM, YOU KNOW, ONE LIBRARIAN COULD BE CHECKING OUT, YOU KNOW, 200 ELEMENTARY SCHOOL STUDENTS, 20 BOOKS, AND ONE LIBRARIAN COULD BE DOING 400 BOOKS.

I MEAN, IT SEEMS TO ME LIKE THERE'S A THERE COULD BE A PRETTY BIG DISCREPANCY.

I MEAN, JUST AS LONG AS YOU GUYS ARE LOOKING AT IT AND THERE'S SOME KIND OF METRICS THAT YOU GUYS ARE USING TO FIGURE OUT, YOU KNOW, OR IS THE LIBRARIAN BEING EFFECTIVE OR ARE WE EFFECTIVELY USING THIS INVESTMENT THAT WE'VE MADE? UH, IS IT, YOU KNOW, HAVING AN IMPACT ON STUDENT ACHIEVEMENT? DO WE EVER.

GO BACK AND LOOK AT EFFECTIVENESS.

SO IN OTHER WORDS, LET'S SAY THAT THERE WAS A SCHOOL THAT WAS BEHIND IN READING AND WE WENT AND CENTRAL OFFICE SAID, HEY, LOOK, YOU ALL NEED TO REALLY WORK ON THIS AND THEN FIGURE OUT WHETHER IT WAS THE TEACHER OR THE LIBRARIAN WHO REALLY AFFECTED AFFECTED THAT THOSE OUTCOMES.

DO WE EVER, LIKE, PROACTIVELY GO AND CHECK ON THESE THINGS? WE HAVE DONE SOME LOOKING AT SCHOOLS THAT HAVE LIBRARIANS AND DO NOTICE THAT THEIR LITERACY IS INCREASED.

UM, WHEN STUDENTS HAVE THAT ADDITIONAL EXPERIENCE.

I DO WANT TO GO BACK TO THE QUESTION YOU JUST ASKED ABOUT THE THE METRICS.

WE JUST WANT TO GO BEYOND THE CHECKING OUT OF THE BOOKS, THE BOOKS.

THAT IS CERTAINLY IMPORTANT.

AND WE'RE ALSO LOOKING AT HOW WE'RE ENGAGING STUDENTS IN THE LIBRARY SPACE.

SO SO WHAT DOES THAT LOOK LIKE? SO IT WOULD LOOK LIKE JUST LIKE THE STANDARD OF SERVICE.

AND SO WE HAVE EXPECTATIONS THAT LIBRARIANS ARE CREATING CULTURE OF LITERACY.

AND SO STUDENTS AREN'T JUST COMING IN AND BEING LEFT TO THEIR OWN DEVICES.

THE LIBRARIAN IS UP.

THE LIBRARIAN IS IS FACILITATING THE LEARNING.

THE LIBRARIAN IS FACILITATING INQUIRY.

AND THOSE TYPES OF EXPERIENCES FOR OUR STUDENTS.

OKAY, GREAT. UH, SO Y'ALL FIGURE THAT OUT.

I JUST THOUGHT I'D ASK THE QUESTION NOW, SWITCHING OVER TO THE ENVIRONMENTAL CENTER.

AND I'M A FORMER SCIENTIST.

RIGHT. SO OBVIOUSLY THE GEEK IN ME IS KIND OF COMING OUT ON THIS.

UM, AND I'M A HUGE FAN AND HAVE ALWAYS BEEN AND THERE IS NO SUBSTITUTE FOR EXPERIENCE, BUT DO WE EVER.

SO. SO I HAVE TWO QUESTIONS.

DO WE EVER.

YOU KNOW, ONE THING IS, IS TO PASSIVELY WAIT FOR THE STUDENTS, TO THE PRINCIPALS TO COME.

DO WE EVER ACTUALLY LOOK AT LIKE, STUDENT PERFORMANCE DATA AND SAY, YOU KNOW WHAT, THIS FOURTH GRADE CLASS AT THIS, THESE EIGHT SCHOOLS DIDN'T PERFORM AS WELL IN THIS SECTION? WELL, THAT'S ALIGNED TO THE TEKS.

AND THAT'S SOMETHING WE DO AT THE ENVIRONMENTAL CENTER.

DO WE EVER, LIKE, ACTUALLY TAKE DATA AND SAY, HEY, INSTEAD OF BEING PASSIVE ABOUT IT, BEING VERY ACTIVE AND METHODICAL ABOUT GOING AND FINDING WHERE THOSE OPPORTUNITIES FOR IMPROVEMENT ARE AND SAYING, HEY, LET US OFFER SOMETHING THAT WILL HELP.

DO WE EVER DO THAT? YES, SIR, WE DO.

AND I'M GOING TO ANSWER THAT BECAUSE, UH, CHIEF HEWITT DID CONTRACT COVID, AND SO SHE'S STRUGGLING WITH SOME BREATHING, UH, AILMENTS.

AND THERE'S A REASON SHE'S NOT CURRENTLY WITH US.

UM, THAT'S ACTUALLY NOW EMBEDDED AFTER THE, UM, CAMPUS ASSESSMENT, A NEEDS ASSESSMENT IS DONE, UH, DURING THE SUMMERTIME FOR THE FOLLOWING SCHOOL YEAR AND THE ANALYZES OF THE DATA.

[00:50:02]

BUT WE'VE ALSO NOW CHALLENGED OUR CAMPUSES.

DON'T WAIT TILL FIFTH GRADE.

WHAT'S HAPPENING IN OUR FOURTH GRADE.

AND THOSE CAMPUS REQUESTS WOULD TAKE PRIORITY IN CASE WE'RE OVERBOOKED.

THOSE CAMPUSES WOULD TAKE PRIORITY OVER PROACTIVE, UM, STUDENTS, WHICH WE WOULD SIMPLY RESCHEDULE BECAUSE WE DON'T WANT TO GET OUT OF THE PROACTIVE WORLD.

BUT WE ARE RIGHT NOW DOING A BOTH END AND ENSURING THAT WE'RE PRIORITIZING THOSE SCHOOLS THAT ABSOLUTELY ARE SHOWING A NEED IN SCIENCE.

AND THEN THAT MAY ALSO BE THE SCHOOL THAT MAY BE GETTING MORE OF THE LIVING MATERIALS THAT ARE BEING BROUGHT IN.

UM, SO AND I WAS AT A SCHOOL THE OTHER DAY, SO LIKE THEIR, THEIR CLASS PET CAME FROM THE ENVIRONMENTAL SCIENCE CENTER.

SO WE'RE WORKING COLLABORATIVELY.

I DON'T THINK WE HAVE IT COMPLETELY FILLED OUT.

I THINK THE THE OVERALL GOAL WILL BE THAT WE HAVE MATCHED ALL OF THESE ACTIVITIES GRADE LEVEL WISE, AND THAT WE ACTUALLY AUTOMATICALLY PROGRAM OUR SCHOOLS FROM PRE-K ON UP, WHICH GRADE LEVELS ARE BENEFITING FROM WHICH UNITS THE MOST.

ONCE WE ARE OUT OF THE.

THIS SCHOOL WASN'T DOING WELL IN SCIENCE.

LET'S GO DO THAT. SO WE'RE IN THAT TRANSITION KIND OF ERA OF A YEAR OKAY.

AWESOME. THAT'S OUTSTANDING.

SO SO LET ME ASK ONE ANOTHER THING THAT'S LIKE NEAR AND DEAR TO MY HEART, UH, IS ANY KIND OF TIE INS OR, OR COLLABORATIVE WORK WITH THE ENVIRONMENTAL CENTER AND OUR CAREER INSTITUTES OR OUR TECHS? I THINK THAT THERE WOULD BE A GREAT OPPORTUNITY TO, YOU KNOW, IF FOLKS WANTED TO FOLLOW THAT PATHWAY, UH, TO BE ABLE TO, YOU KNOW, GIVE THEM OPPORTUNITIES AROUND, YOU KNOW, ACTUAL HANDS ON, NOT JUST, YOU KNOW, SCIENCE, BUT ALSO TEACHING IT.

JUST THE THOUGHT POPPED INTO MY HEAD WHEN I WAS, YOU KNOW, LOOKING AT, YOU KNOW, HEARING THE PRESENTATION.

AND I THINK WE OFFERED THERE WE'VE GOT A MISSED OPPORTUNITY THAT I CAN ASSURE YOU OUR TEAM IS WRITING DOWN RIGHT NOW.

BECAUSE THE ANSWER TO THE QUESTION IS WE HAVE NOT CAPITALIZED ON THAT RIGHT NOW.

AND IT IS AN EXCELLENT PLACE WHERE WE CAN CONNECT WITH AN INDUSTRY PARTNER WITH ANY OF OUR TECH EARLY COLLEGE HIGH SCHOOLS AND SEE HOW THOSE PATHWAYS CAN DOVETAIL.

THANK YOU FOR RAISING THAT.

SO THIS IS THIS WAS ONE OF THESE PUBLIC.

HEY BRIAN I HAD AN IDEA.

THANK YOU. KEEP UP THE GREAT WORK.

APPRECIATE IT. THANK YOU.

TRUSTEE FLORES. I DON'T SEE ANY OTHER COMMENTS OR QUESTIONS FROM TRUSTEES.

GREAT PRESENTATION ON BOTH FRONT.

I DON'T WANT TO BE REDUNDANT IN MY QUESTIONS, BUT THANK YOU ALL FOR THE PRESENTATION.

ALL RIGHT. WE'RE GOING TO, UM.

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

SO I'M GOING TO READ THIS LEGALESE.

WE'RE GOING TO GO TO CLOSED SESSION, I THINK PROBABLY 10 OR 15 MINUTES HOPEFULLY.

AND THEN WE'LL BE BACK TO FINISH THE AGENDA.

SO, UM, THE BOARD IS GOING TO NOW RETIRE TO CLOSED SESSION.

THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION, THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, THE FOLLOWING TEXAS GOVERNMENT CODE, SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR IN THE MATTER WITH IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNANCE OF THE BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS.

FULL IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES.

SECURITY AUDIT TO DELIBERATE THE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES, TECHNOLOGY, NETWORK SECURITY INFORMATION, AS DESCRIBED IN SECTION 2059.055, SUBSECTION B, OR THE DEPLOYMENT OF SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE SECURITY DEVICES, AND TO CONSULT WITH HIS ATTORNEYS BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET AND OPEN MEETING AND OR CLOSED MEETING.

THE TIME IS 2:11 P.M.

AND WE ARE NOW IN CLOSED SESSION.

HI. GOOD AFTERNOON EVERYONE. THE TIME IS NOW.

2:32 P.M.

WE ARE BACK IN OPEN SESSION.

THE BOARD DID NOT TAKE ANY ACTION IN CLOSED SESSION.

WE ARE ON AGENDA ITEM SEVEN B WHICH IS THE DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.

DOCTOR ELIZADE.

YES, AND WE HAVE PROVIDED THE TRUSTEES, OF COURSE, THE UPDATE AND THE LEVELS OF IMPROVEMENT THAT HAVE OCCURRED AND THE AREAS THAT WE WILL CONTINUE TO WORK ON.

THANK YOU. THANK YOU, DOCTOR ELIZADE.

TRUSTEES, WE'RE GOING TO GO THROUGH, UM.

THE REST OF THE AGENDA.

[00:55:01]

IF I HAVE TO GO BACK, THAT'S FINE AS WELL.

UM, TRUSTEE FOREMAN ALWAYS ON TOP OF IT.

SO, UM, AS YOU KNOW, THE MINUTES WILL BE PROVIDED TO YOU PRIOR TO OUR BOARD MEETING FOR APPROVAL AT 14 FROM TRUSTEE FOREMAN.

[9. MINUTES SUBMITTED FOR APPROVAL]

[13. CHIEF OF STAFF DIVISION]

YOUR MIC.

OKAY. IS THAT BETTER? OKAY, I NEED I JUST NEED AN EXPLANATION ON A PROCUREMENT THAT APPEARS TO BE.

WE ALREADY HAVE ONE, UH, PURCHASE ORDER IN PLACE.

WE'RE CREATING A SECOND PURCHASE ORDER, AND THAT'S FOR THE, UM, PSYCHIATRIST SERVICES.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN.

UM, DEPUTY CHIEF WEST AND ED TRACEY BROWN CAN COME IN AND TALK MORE ABOUT WHY WE'RE ASKING FOR THE INCREASE.

YES, MA'AM. SO WE HAVE SEEN AN INCREASE IN THE NUMBER OF STUDENTS THAT ARE NEEDING TO BE SERVED, UM, WITH PSYCHIATRY SERVICES THROUGH OUR YOUTH AND FAMILY CENTERS.

UM, AND ONE OF THE ISSUES THAT WE'RE ALSO SEEING IS THAT WITH THE COVID PANDEMIC, A LOT OF, UM, THE SERVICES THAT PSYCHIATRISTS WERE PROVIDING ARE NOW TRANSITIONING TO CONTRACT SERVICES.

SO WHILE WE WERE EMPLOYING SOME PSYCHIATRISTS, WE NOW ARE SEEING THE NEED TO DO MORE OF CONTRACTING SERVICES.

SO THAT'S WHY WE'RE ASKING TO INCREASE SO THAT WE CAN PROVIDE MORE SERVICES.

SO JUST A COUPLE OF QUESTIONS.

HOW UM, CURRENTLY HOW MANY PSYCHIATRISTS DO WE HAVE ON STAFF.

YES. SO ON STAFF.

YEP, HERE SHE COMES. I'M GOING TO MAKE SURE THE EXPERT GIVES THE EXACT NUMBERS.

YES. GOOD AFTERNOON TO OUR SUPERINTENDENT AND BOARD OF TRUSTEES.

UH, CURRENTLY, WE HAVE FIVE CONTRACTED PSYCHIATRISTS.

UH, WE HAVE TWO PART TIME EMPLOYEE POSITION PSYCHIATRISTS.

SO HAVE WE HAD MORE THAN THAT PRIOR TO THIS? SO HOW MANY HAVE WE HAD? WHAT IS THE MAXIMUM NUMBER WE'VE HAD OVER THE COURSE OF THE LAST FEW YEARS, WE'VE HAD ABOUT EIGHT PSYCHIATRISTS AS CONTRACTED SERVICES.

UM, BUT WE HAVE LOST A FEW, UM, DUE TO THE MARKET AND THE INABILITY TO ACTUALLY COMPETE WITH THE MARKET. UM, THE AVERAGE SALARY FOR A CONTRACTED PSYCHIATRIST IS ABOUT TWO, $225 PER HOUR.

AND RIGHT NOW WE'RE PAYING AT ABOUT 185, SO.

YES. SO? SO NONE OF OUR CLINICIANS ARE PSYCHIATRISTS? NO, MA'AM. OKAY, SO THE NEXT QUESTION IS, IS THAT WHEN I LOOKED AT THE CURRENT CONTRACT, IT WAS AT ABOUT $4 MILLION, 3.975. AND THE THE CONTRACT PERIOD WAS UNTIL 2025.

UH, WE STILL HAVE MAYBE ABOUT 1,000,000.1 ON THAT CONTRACT.

SO THEN WHEN I LOOK AT THE AND THAT GOES TO 2025, I BELIEVE.

YES, MA'AM. WHEN I LOOK AT THE CURRENT CONTRACT, WE'RE ASKING FOR SEVEN.

IS IT 7 MILLION? 7.5 MILLION.

CORRECT. SO.

ARE WE ENDING THE CURRENT CONTRACT THAT ENDS IN 2025? EXACTLY WHAT ARE WE DOING? BECAUSE WE WOULD HAVE TWO CONTRACTS RUNNING SIMULTANEOUSLY.

AND THEN JUST LOOKING AT THE SPEND ON THE CURRENT CONTRACT, WE HAVEN'T SPENT ALL OF THAT MONEY.

SO CAN SOMEBODY HELP ME WITH THAT? YES. SO WE'RE AMENDING THE CURRENT ONE, AND THIS NEW ONE WILL, UM, BE IN PLACE OF THE THE ONE THAT WE'RE AMENDING.

AND SO WHEN WE THE OTHER ISSUE IS THAT BECAUSE WE FEEL THOSE TWO THAT WE HAVE THAT ARE CURRENT EMPLOYEES WILL MOVE TO CONTRACTED SERVICES, WE'LL BE USING THOSE FUNDS AS WELL AS OUR MEDICAID FUNDS, TO INCREASE THE AMOUNT OF MONEY THAT WE'LL HAVE TO SPEND AS WE ADD ADDITIONAL PSYCHIATRISTS TO MEET THE DEMANDS.

I'M STILL CONFUSED.

OKAY. WE ARE AMENDING THE CURRENT CONTRACT, WHICH THIS DOESN'T SAY THAT.

RIGHT? SO IT ENDS THE PREVIOUS 2025 AND CREATES THIS NEW ONE.

[01:00:01]

WE STILL HAVE A SPEND OF $1.1 MILLION ON THE CURRENT CONTRACT.

SO WE ARE.

I SEE TAMIKA, COME AND THANK YOU.

HELP ME OUT, PLEASE.

UM, TRUSTEE FOREMAN WITH THIS REQUEST, UM, WITH THE APPROVAL OF THE ONE THAT WE'RE REQUESTING FOR THIS MONTH, THE EXISTING CONTRACT WILL ACTUALLY CLOSE OUT.

SO WE'LL ONLY HAVE ONE, UM, AUTHORIZATION THAT WE ARE REQUESTING.

SO THE CURRENT ENCUMBRANCE THAT YOU SEE THERE ARE THE SPIN THAT'S THERE, THE 3.9 MILLION THAT'S AUTHORIZED THROUGH 2025.

THAT WILL NO LONGER BE IF THIS ONE IS APPROVED.

SO WE'LL ONLY HAVE ONE EXISTING CONTRACT FOR THESE SERVICES OR ONE EXISTING BOARD AUTHORIZATION, I SHOULD SAY, FOR THESE SERVICES.

AND HOW DO I KNOW THAT THIS WILL THIS CONTRACT WILL END? THE REASON I'M I'M ASKING THE QUESTION, SUPERINTENDENT, IS USED TO HAVE TWO VIABLE CONTRACTS, AND I DON'T KNOW WHO THE VENDORS ARE ON THE CURRENT CONTRACT THAT WE HAVE, BUT WE COULD RUN INTO SOME ISSUES WITH CURRENT VENDORS IF THEY DON'T CROSS OVER TO THE NEXT CONTRACT.

SO WE THINK WE COULD HAVE ADDED IN THE JUSTIFICATION, UM, SO THAT ONCE IT WOULD GET APPROVED, WE WOULD BE VERY CLEAR THAT THE PREVIOUS ONE YOU ALL HAD ALREADY EXHIBITED HAD ALREADY EXAMINED, AND THAT WE WOULD NOT PUT OURSELVES IN ANY JEOPARDY OF ANY SORT SO THAT I WOULD HAVE YOUR EXPERTISE.

UM, DOCTOR ALFRED STEVENS.

YES, MA'AM. THAT WE WOULD, IN FACT, CLOSE IMMEDIATELY ONCE THIS ONE WOULD BE APPROVED.

THAT IS THE GOAL.

THAT'S WHAT WE WILL BE DOING.

I'LL BE WATCHING. YES, MA'AM.

AND IF I MIGHT DRAW SOME CLARITY.

SO THE FIVE CONTRACT CONTRACTED PSYCHIATRIST WE HAVE ARE INCLUDED IN THE NEW CONTRACT.

SO THEY'VE ALL AGREED AND HAVE RESPONDED TO THE REQUEST FOR QUALIFICATIONS.

SO THEY ARE A PART OF THE UPDATED LIST WE HAVE FOR THE NEW CONTRACT.

BUT DOCTOR STEVENS, YOU UNDERSTAND WHAT I'M ASKING.

YES, MA'AM. I UNDERSTAND YOUR QUESTION.

THANK YOU, THANK YOU.

THANK YOU. TRUSTEE FOREMAN SEEING OTHER QUESTIONS.

THANK YOU FOR YOUR RESPONSES.

WE'LL CONTINUE TO MOVE.

UM, 14B.

BEFORE WE DO 14 B, I WANT TO GO TO THE POLICY UPDATES.

UM, I'LL TRY NOT TO DO TOO MUCH DAMAGE TO YOU.

PROBABLY SO WE CAN GET OUT OF HERE.

DOCTOR STEVENS, YOU'RE PROBABLY GOING TO COME RIGHT BACK.

WE'RE GOING TO GO BACK TO THE POLICY UPDATE.

IT'S THE FIRST READ.

UM, SO TRUSTEES TEN, A DISCUSSION OF AMENDMENT OF BOARD POLICY C LOCAL ANNUAL OPERATING BUDGET, FIRST READ.

IF YOU COULD BRIEFLY EXPLAIN THE HIGH LEVEL, WHAT THE CHANGE IS, AND THEN IF TRUSTEES HAVE ANY QUESTIONS OR COMMENTS FOR THE FIRST READ.

YES, SIR.

FOR THE FUND BALANCE POLICY CURRENTLY IN PLACE, WE HAVE THAT WE WILL MAINTAIN TWO MONTHS OF UNASSIGNED FUND BALANCE.

AND WITH THIS REQUEST, WE ARE CHANGING THAT TWO MONTHS OF EXPENDITURES TO THREE MONTHS OF EXPENDITURES IS WHAT WE WILL MAINTAIN IN UNASSIGNED FUND BALANCE.

SO THAT IS THE REQUEST FOR THIS POLICY UPDATE.

THANK YOU. TRUSTEES.

OTHER QUESTIONS OR COMMENTS? MORMON. AND THEN MITCH. MITCH, CAN I AGREE WITH THAT 100%? MITCH OKAY. YEAH.

I JUST WANTED TO, UM, GET A GET A HANDLE ON THE AMOUNT OF FUND BALANCE THAT WE WOULD, UH, WE WOULD HAVE TO HAVE UNASSIGNED FUND BALANCE AND 500 MILLION, A LITTLE BIT MORE THAN 500 MILLION WOULD, BASED ON OUR CURRENT BUDGET THIS YEAR, IS WHAT THAT THREE MONTHS WOULD BE EQUIVALENT TO.

OKAY. AND WHAT DO WE HAVE? UH, CURRENTLY OR AT THE END OF THE YEAR, WHAT DO WE PROJECT AS AN UNASSIGNED FUND BALANCE? UH, 660 MILLION.

OKAY, WELL, I DO SUPPORT THIS.

I CAN REMEMBER A TIME WHEN THE FUND WHEN OUR UNASSIGNED FUND BALANCE WAS UNDER 100 MILLION.

AND I THINK MAYBE EVEN THE YEAR BEFORE I WAS ON THE BOARD, IT WAS 30 MILLION.

SO. SO I DO APPLAUD THE ADMINISTRATION FOR BEING VERY FISCALLY RESPONSIBLE.

UH, AND REALLY, UM, THIS IS ANOTHER STEP IN THAT DIRECTION.

THANK YOU, THANK YOU.

THANK YOU. THAT'S IT.

ON THAT AGENDA ITEM, I HEARD TRUSTEE FOREMAN SAY 14 B.

TRUSTEE FOREMAN.

JUST WANT SOME CLARIFICATION ON THE THE GED PREP.

UM, I'VE BEEN A, EXCUSE ME, A PROPONENT OF GED PROGRAMS THROUGHOUT THE DISTRICT.

I CAN REMEMBER WHEN WE USED TO DO, UH, THE GED PROGRAMS, AND I'M JUST WONDERING IF THIS PARTICULAR CONTRACT

[01:05:07]

I REALIZE IT'S IN LINCOLN AND PINKSTON WHERE THESE PREP COURSES WILL BE, BUT WILL THAT BE, UM, UM, NOT DISTRIBUTED, BUT WILL DISTRICTWIDE, WILL PARENTS OR STUDENTS WHO HAVE NOT, WILL THEY HAVE THOSE OPPORTUNITIES? SO THANK YOU. TRUSTEE FOREMAN.

UM, THIS WOULD BE A PARTNERSHIP TO GO INTO BOTH THE THE LINCOLN AND THE PINKSTON RESOURCE CENTERS.

AND SO IT IT REALLY IS TO SUPPORT THE NEIGHBORHOODS THERE.

HOWEVER, IT DOESN'T PRECLUDE, YOU KNOW, OTHER STUDENTS FROM COMING IN.

I WOULD JUST LIKE TO MAKE SURE THAT WE DON'T LEAVE OUT ANY AREAS WHERE THOSE OPPORTUNITIES ARE AVAILABLE, BECAUSE WE HAVE STUDENTS WHO WHO DROP OUT OF SCHOOL THROUGHOUT THE DISTRICT.

AND SO I ALTHOUGH IT'S IN THOSE NEIGHBORHOODS, I WOULD LIKE TO MAKE SURE THAT WE DON'T FORGET OTHER NEIGHBORHOODS NEED THOSE SAME RESOURCES.

ABSOLUTELY.

THANK YOU. THANK YOU TRUSTEE FOREMAN.

THAT'S 14 BS.

TRUSTEES, DO WE HAVE ANY OTHER QUESTIONS IN 14 OR THE WHOLE CHIEF OF STAFF, SECTION 14, 15, 16.

HUMAN CAPITAL MANAGEMENT.

ACADEMICS AND TRANSFORMATION.

[19. ACADEMICS AND TRANSFORMATION DIVISION]

I'M JUST TRYING TO UNDERSTAND THIS.

THE CONTRACT WITH HIPPIE.

SO, ELAINE, IS THIS A NEW CONTRACT OR IS THIS A CONTRACT TO FINISH OUT THIS SCHOOL YEAR? BECAUSE IT'S DIFFERENT THAN THE CONTRACTS WE'VE DONE IN THE PAST? YES, MA'AM. THE REASON THIS CONTRACT LOOKS A LITTLE DIFFERENT.

IT IS AN INTERLOCAL AGREEMENT.

THE ENTITY THAT WAS, UM, ALLOWING THE TEXAS HIPPY PROGRAMS TO RUN IN THE STATE, UM, DISSOLVED.

THAT WAS UNT. AND SO THE HIPPIE PROGRAM IS NOW BEING OPERATED UNDER TEXAS HIPPY.

AND SO WE NEEDED OUR RECORDS TO REFLECT THAT, AND SO THAT IS WHY WE ARE BRINGING THIS TO YOU, SO WE CAN MAKE SURE WE HAVE OUR DOCUMENTS IN ORDER.

OKAY. JUST TRYING TO GET AN UNDERSTANDING.

THANK YOU.

TRUSTEES, THAT WAS 20A.

UM, ANY OTHER QUESTIONS 21, VISUAL AND PERFORMING ARTS 22, CAREER AND TECHNICAL..

21 A. 21A, TRUSTEE FOREMAN.

THIS IS A CONTRACT FOR THE PERFORMING ARTS, INSTRUCTIONAL MATERIAL AND SERVICES.

YES, MA'AM. AND I'M, CERTAINLY AM EXTREMELY INTERESTED IN PERFORMING ARTS THROUGHOUT THE DISTRICT, BUT, UM, TRYING TO MAKE SURE THAT SCHOOLS THAT POSSIBLY HAVE NOT HAD THOSE OPPORTUNITIES IN THE PAST HAVE THOSE OPPORTUNITIES.

AND SO JUST WONDERING, WHAT ARE WE DOING TO MAKE SURE SCHOOLS LIKE BERTIE ALEXANDER DO HAVE THE NEEDED RESOURCES TO BE, UM, AN ART SCHOOL? TRUSTEE FOREMAN RIGHT NOW, OUR DIVISION THAT MANAGES VISUAL AND PERFORMING ARTS, THEY'RE REALLY ARE DOING AN AUDIT BASED AROUND ALL OF THE VERTICAL TEAMS AND SCHOOLS TO MAKE SURE THAT WE HAVE AN ALIGNMENT IN, IN EVERY VERTICAL TEAM.

SO, FOR EXAMPLE, WITH BERTIE ALEXANDER IS REALLY MAKING SURE WE'VE GOT A PATHWAY FROM BERTIE AND MAYBE EVEN ADDITIONAL SCHOOLS INTO THE MIDDLE SCHOOL.

BEDFORD. YEP.

AND THEN INTO CARTER.

YEAH. AND SO WITH THAT, I KNOW THE TEAM, UM, WAS OUT THERE YESTERDAY, I THINK, AT BERTIE, SPECIFICALLY WITH PRINCIPAL WELCH TO MAKE SURE THAT THEY'RE GOING TO GET ALL OF THE ROBUST, LIKE, DYNAMIC SUPPORT AROUND ALL OF THOSE PATHWAYS.

OKAY. THANK YOU.

THANK YOU TRUSTEE FOREMAN. THAT WAS 21 A, TRUSTEES MOVING INTO THE SCHOOL LEADERSHIP DIVISION.

FINANCIAL SERVICES DIVISION.

[25. FINANCIAL SERVICES DIVISION]

[01:10:12]

ALL RIGHT. TRUSTEE GIVE YOU 10 SECONDS.

IF YOU HAVE ANY OTHER QUESTIONS, I WANT TO JOIN THE MEETING.

I'M SORRY. I WAS LISTENING TO YOU CALL NUMBERS AND THANK YOU FOR THAT.

I JUST DIDN'T HEAR YOU CALL THE NUMBER THAT, UM, I HAVE, UH, 30, WHICH IS TRANSPORTATION SERVICES.

GO AHEAD. 30A TRUSTEE.

YES, SIR. YES, MA'AM. HI.

UM, BECAUSE I WAS UNDER THE IMPRESSION WE HAD ALREADY ORDERED BUSSES PRIOR, BUT IT SEEMS LIKE, UM, WE'RE JUST NOW ORDERING.

AND WHAT? HOW BIG IS OUR FLEET CURRENTLY? A LITTLE UNDER 1000 BUSSES.

OKAY. AND WE'RE SUPPOSED TO BE GETTING 200.

IS THAT CORRECT? AND HOW MANY? WE GOT A GRANT TO GET A NUMBER OF BUSSES.

HAVE WE HAVE THOSE BEEN DELIVERED? NO, MA'AM. THOSE HAVE BEEN ORDERED.

THIS BOARD APPROVED THAT, AND IT TAKES ABOUT A YEAR TO MAKE THEM.

AND SO, UM, WE'RE AND SOME OF THEM ARE ON WE'RE ON BACKLOG AS WELL.

CORRECT. THAT'S CORRECT.

OKAY. SO ONCE BOARD TAKES, UH, AUTHORIZATION ON THIS DOCUMENT AND PASSES THIS, THEN WE'LL BE ORDERING 200 MORE BUSSES.

SO WE'LL HAVE A TOTAL OF AT LEAST 400 NEW.

IS THAT RIGHT? NO.

NO, MA'AM. WE HAD A 160 THAT WE PREVIOUSLY PREVIOUSLY PURCHASED.

AND THIS IS ANOTHER 200.

SO ABOUT 360 AND THEN ANOTHER 20 OF THE ELECTRIC BUSSES OKAY.

SO JUST JUST ASKING.

WHICH IS COMING OFF THE ASSEMBLY LINE FASTER, AND WHICH ARE WE MORE LIKELY TO GET THE ELECTRONIC OR THE FOSSIL FUEL? NEITHER. UM, NO, MA'AM.

I THINK THE ELECTRONIC, JUST BECAUSE WE ORDERED THEM A LITTLE BIT EARLIER AND, AND THEY'RE JUST NOT SITTING ON A LOT.

SO ONCE WE PURCHASE THE THEY'LL MAKE TO ORDER.

SO. OKAY.

UM, I GUESS THAT'S THE EXTENT OF MY QUESTIONS.

I WAS JUST I WAS CONCERNED BECAUSE OF COURSE YOU UNDERSTAND WHY I'M CONCERNED.

WE DID HAVE A DIFFICULT SUMMER.

AND, UM, THERE HAVE BEEN CONCERNS ABOUT THE DRIVERS AND THE CONDITIONS AND THE SAFETY OF THE BUSSES.

SO I WANT TO COMMEND THE FACT THAT WE ARE STILL ADDING NEW BUSSES TO THE FLEET AND DOING WHAT WE CAN TO KEEP THE OTHER ONES UP AND FUNCTIONING SAFELY FOR EVERYONE. THANK YOU FOR YOUR TIME.

I HAVE A QUESTION. THANK YOU TRUSTEE WHITE.

[INAUDIBLE] THE SAME ITEM.

OKAY. TRUSTEE JOHNSON, 30A.

UH, CHIEF BATES, YOU KIND OF CONFUSED ME A LITTLE BIT.

UH, WE'VE ALREADY ORDERED BUSSES CORRECT? SO WE PURCHASE BUSSES AT THE BEGINNING OF, UH, THIS BOND IN 2018 AND RECEIVED THOSE BUSSES AND ADDED THEM TO THE FLEET.

THEN WE RECENTLY RECEIVED A GRANT FOR ABOUT 20 ELECTRIC BUSSES.

WAS THAT AT 2019? SO THAT GRANT WAS LAST YEAR ABOUT THE SAME TIME FRAME FOR THE, UH, THE ELECTRIC BUSSES.

BUT THAT GRANT WAS 6 MILLION AND ONLY COULD HAVE ACCOUNT FOR ABOUT 20 BUSSES THAT WE WERE ABLE TO ORDER.

THIS THEN, SINCE THEN, WE HAD TO GO BACK OUT FOR BID FOR A NEW RFP.

AND THAT'S WHAT WE'RE BRINGING TO YOU TODAY SO WE CAN PURCHASE ANOTHER TWO.

SO THE GRANT WAS 6 MILLION? YES. AND THE 6 MILLION PURCHASED 20 BUSSES? 20 ELECTRIC BUSSES. SO THE AND IT WAS A REBATE GRANT.

RIGHT. SO EPA GAVE US A REBATE.

WE BUY THE WE START GOING ELECTRIC AND THEY'LL REIMBURSE US.

RIGHT. SO WE PUT OUT AN RFP FOR ELECTRIC BUSSES.

WE AWARDED A VENDOR AND THEN WE JUST ORDERED THOSE BUSSES.

HOW MUCH DOCTOR ELIZADE, EACH BUS, ELECTRIC BUS COST? WELL, I KNOW THE ELECTRIC ARE MORE EXPENSIVE THAN THE, BUT I DON'T REMEMBER THE EXACT COST.

THEY COULD BE ANYWHERE FROM 350 TO DEPENDING ON HOW WE CONFIGURE THEM, TO HALF $1 MILLION.

I'M IN THE WRONG BUSINESS. SOUNDS LIKE ALL OF US ARE IN THE WRONG BUSINESS.

OKAY. THAT'S IT. WE'LL LET THE REST OF THE STUFF IN.

I'LL TALK OFFLINE. THANK YOU.

OKAY. THANK YOU TRUSTEE JOHNSON.

ARE THERE ANY OTHER QUESTIONS IN THAT DIVISION WE HAVE? CAN I CAN I SAY SOMETHING REAL QUICK? UM, I THINK WITH THE ELECTRIC BUSSES, WE ALSO HAD TO PUT IN STATIONS TO BE ABLE TO POWER THEM UP.

[01:15:04]

YES, MA'AM. OKAY. THE INFRASTRUCTURE.

YES, MA'AM. THANK YOU.

BECAUSE I THINK YOUR POINT TO THAT, RIGHT TRUSTEE FOREMAN WAS THERE WAS AN ADDITIONAL COST THAT WE ALSO INCUR.

UM, SO WHILE THERE IS A REBATE, I MEAN, THERE'S PROS AND CONS, RIGHT? WE KNOW LONG TERME, I GET IT.

AND WE CAN'T JUST MOVE EVERYTHING TO ELECTRIC.

AND SO, UM, JUST A TIME FRAME AND I JUST WANT TO REITERATE IT'S THE TIME FRAME FOR ORDERING THE BUSSES, AND THE AMOUNT OF TIME IT TAKES TO ACTUALLY GET THE BUSSES DELIVERED IS GOTTEN LONGER SINCE COVID, OBVIOUSLY NOT SHORTER.

SO WE'LL MOVE AS QUICKLY AS WE CAN WITH YOUR APPROVAL IN TWO WEEKS.

UM. THANK Y'ALL.

THAT'S 30A, WE HAVE 31A AND THEN 33 A.

ALL RIGHT, TRUSTEES, IT IS 2:53 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.