[00:00:03]
          THE TIME IS 4 P.M. WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED. 
          [1. NOTICE AND RETURN]
GOOD AFTERNOON AND WELCOME TO THE BOARD OF BRIEFING,
A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. 
          IF YOU ARE ABLE, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR
THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA,
AND TO THE REPUBLIC FOR WHICH IT STANDS. 
          ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. 
          HONOR THE TEXAS FLAG; I PLEDGE ALLEGIANCE TO THEE. 
          TEXAS. ONE STATE UNDER GOD, ONE INDIVISIBLE. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY
PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE. 
          THE QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. WE HAVE TRUSTEE FOR
DISTRICT 2 HERE, SARAH WEINBERG. TRUSTEE FOR DISTRICT 3, DAN MICCICHE. 
          TRUSTEE FOR DISTRICT 4, PRISMA GARCIA. TRUSTEE FOR DISTRICT 9,
ED TURNER AND OUR SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE ELIZALDE JOINS US. AND I AM JOE
CARRION, TRUSTEE FOR DISTRICT 8 AND BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLASISD.ORG. 
          ESTA DISPONIBLE EN INGLÉS EN ESPAÑOL EN DALLASISD.ORG. 
          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 WHERE A PERSON WITH THE 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, INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR 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.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 3. 
          RECOGNITION OF ELECTED OFFICIALS. HOWEVER, I DON'T SEE ANY WITH US IN THE AUDIENCE,
SO TRUSTEES WILL NOW TURN TO AGENDA ITEM 4, 
          [3. ACKNOWLEDGEMENTS]
          [4. PUBLIC FORUM]
PUBLIC FORUM. HOWEVER, I WAS INFORMED THAT NO ONE HAS SIGNED UP OR THOSE THAT SIGNED UP TO
SPEAK ARE NO LONGER WISHING TO SPEAK AT THIS PUBLIC FORUM. SO TRUSTEES WILL NOW TURN TO AGENDA ITEM 5,
CLOSED SESSION. 
          HOWEVER, THE BOARD WILL NOT RETIRE TO CLOSED SESSION. AT THIS HEARING. 
          SO TRUSTEES WILL NOW TURN TO AGENDA ITEM 6. SPECIFICALLY 6.A. 
          [6. VISION/PROGRESS MONITORING]
STUDENT OUTCOME GOALS OF 2024-2025. GOAL 5, GPMS 5.1 & 5.2. 
          THE 2025-2026 GPMS 1.1 - 1.3, 2.1 - 2.3, 3.1 -
3.3 AND 4.1 - 4.3. SUPERINTENDENT. THANK YOU. PRESIDENT CARREÓN. 
          MEMBERS OF THE BOARD. JUST AS A REMINDER, WE'LL BE TALKING ABOUT TWO YEARS. 
          SO WE'LL BE TALKING ABOUT THE CLOSE OUT FIRST OF THE 5TH OF OUR FIRST FIVE YEAR SET OF
GOALS THAT ENDED IN THE 24-25 SCHOOL YEAR, OF WHICH SOME OF THAT DATA IS STILL BEING REPORTED IN. 
          THAT WILL BE THE FIRST PART OF THE PRESENTATION,
AND THEN THE SECOND PART WILL START ON THE NEW SET FOR OUR FIRST YEAR OF OUR NEXT FIVE YEAR GOALS. AND WITH THAT, I'LL TURN IT OVER TO DOCTOR LUSK. 
          AND OUR TEAM WILL BEGIN VERY BRIEFLY. SUPER QUICK,
YES. 
          THANK YOU, DOCTOR ELIZALDE. GOOD AFTERNOON TRUSTEES. SO BEGINNING WITH GOAL FIVE. 
          AS NOTED THESE THESE DATA ARE LAGGED. SO THEY ARE CONFIRMED BY THE TEA. 
          AND THEN OF COURSE THEN WE REPORT THESE DATA FOR THE 2025. 
          SO BEGINNING WITH THE EXECUTIVE SUMMARY. AS YOU CAN SEE THAT WE DID MEET THE GOAL FOR
2025, WHICH IS 67, AND WE LANDED AT 91. YOU'LL SEE THAT IN A MOMENT ON THE NEXT SLIDE. 
          IN ADDITION, FOR 5.1 AND 5.2, THE TWO GPMS. SHOULD WE GO TO THE NEXT SLIDE? ALL RIGHT. I'M REALLY I COULDN'T SEE THE 67 YOU WERE REFERRING TO. 
          OH, I WAS JUST KIND OF GIVING BACKGROUND AS I TURNED. OKAY,
HERE WE GO. OKAY, SO I WILL NOW GO TO GOAL FIVE. 
          AND GO AHEAD. NEXT SLIDE. THERE YOU GO. AS YOU CAN SEE ON THE TOP,
WE. 
          THE TARGET WAS 67. WE LANDED AT 91. AND SO WE WELL EXCEEDED THAT TARGET. 
          AND WE GREW A POINT YEAR OVER YEAR. AND I THINK IT'S IMPORTANT TO NOTE AS WELL FOR OUR
STUDENT GROUPS, 
          [00:05:05]
WE DID SEE SIGNIFICANT PROGRESS BY ALL STUDENT GROUPS ACROSS THE BOARD. 
          YOU'RE WAY AHEAD OF ME THERE, DOCTOR [INAUDIBLE]. OH. 
          I'LL DO IT. YEAH, THANK YOU. NEXT SLIDE. AND THEN,
GO TO, IF YOU WILL GO TO SLIDE IT SAYS 5.1. 
          GPA. OKAY. LET'S STOP A SECOND BECAUSE THOSE SLIDES ALL WERE NOT IN THE PROPER ORDER. 
          YOU KEEP GOING BACK TOWARDS THE BEGINNING IF YOU WILL KEEP GOING. 
          ALL RIGHT. GO. GO FORWARD 1 TO 5.1, IF YOU WILL. 
          ALL RIGHT. THANK YOU. WE'RE GOOD. ALL RIGHT. FOR 5.1 WE ARE MEASURING OUR TSI,
THE TEXAS SUCCESS INITIATIVE. 
          AS YOU MAY RECALL, THIS MEASURES OUR STUDENTS COLLEGE READINESS,
IF YOU WILL, FROM EXAMS, BUT ALSO FOR COLLEGE, FOR THE COLLEGE PREP COURSE AS WELL. 
          WE, THE TARGET WAS 39 AND WE LANDED AT 59, WELL,
EXCEEDING THAT TARGET. 
          AND WE GREW FROM 33.8 TO 59 YEAR OVER YEAR. AND AGAIN,
TURNING TO OUR STUDENT GROUPS, YOU CAN SEE THAT ALL OF OUR STUDENT GROUPS ARE WELL ABOVE 50% MET FOR THE TEXAS SUCCESS INITIATIVE. NEXT SLIDE PLEASE. 
          AND THEN AS I TURN TO OUR IBC, INDUSTRY BASED CERTIFICATIONS,
THIS TARGET WAS MET AS WELL. 
          THE TARGET WAS 37%. WE LANDED AT ALMOST 42%. AND AS YOU CAN SEE,
IT WENT FROM 59 TO 42. 
          BUT AS YOU RECALL, THE RULES HAVE CHANGED SIGNIFICANTLY. 
          WHEREAS FOR THIS PARTICULAR CLASS OF 24, THEY HAD MORE RIGOROUS RULES. 
          AND THE RULES ESSENTIALLY SAID THAT THEY HAVE TO TAKE A LEVEL TWO COURSE AND PASS THE
CERTIFICATION THAT CORRESPONDS WITH THAT PARTICULAR COURSE AND PROGRAM OF STUDY. 
          AND AGAIN, YOU CAN SEE LOOKING AT OUR STUDENT GROUPS,
THEY ALL PERFORM QUITE WELL ACROSS THE BOARD. 
          AND NOW I'LL TURN IT OVER TO CHIEF HUITT. OKAY. 
          THANK YOU. AND SO WE WILL BEGIN THE GPM IS 1.1 AND WE CAN SEE THAT WE HAVE STARTED THIS
SCHOOL YEAR AT OR SIMILARLY OR AS SLIGHTLY HIGHER THAN OUR BEGINNING OF THE YEAR STUDENT ACHIEVEMENT
IN PRIOR YEARS. 
          AND WE'RE LOOKING AT THE GPMS THAT ARE RELATED TO THIRD GRADE AND EIGHTH GRADE READING AND
MATH. 
          NEXT SLIDE. OKAY. SO OUR LONG TERM GOAL IS FOR OUR STUDENT ACHIEVEMENT AND GOAL ONE IN
THIRD GRADE IN READING TO INCREASE FROM 45 TO 55 BY 2030. AND WE CAN SEE ON THIS SLIDE AGAIN THAT OUR SECOND GRADE AFRICAN AMERICAN STUDENTS
AND OUR GRADES FIRST AND SECOND AND SECOND ROW AND THEN KINDERGARTEN STUDENTS ALL HAVE SLIGHTLY HIGHER PERCENTAGE OF STUDENTS
PERFORMING AT OR ABOVE GRADE LEVEL WHEN COMPARED TO THE PREVIOUS YEAR. 
          NEXT SLIDE. ON OUTCOME GOAL 2, WE ARE MEASURING OUR THIRD GRADE ACHIEVEMENT IN DOMAIN ONE. 
          AND WE'RE EXPECTING THAT INCREASE TO GO FROM 41 TO 52 BY 2030. 
          AND WE CAN SEE AGAIN THE SAME PATTERN OF PERFORMANCE WE ARE AT OR SLIGHTLY ABOVE OUR
PERCENTAGE OF STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL AT THE BEGINNING OF THE YEAR. AND I'LL JUST TAKE A MOMENT JUST TO NOTE THAT THIS IS THE
FIRST TIME WE ARE PRESENTING BEGINNING OF THE YEAR PERFORMANCE, AND IT'S JUST AS A BENCHMARK. GOAL 3, NEXT SLIDE. 
          GOAL 3. SORRY. GO BACK. 
          AND WHILE SHE'S KICKING THAT UP, I'LL JUST SAY THAT GOAL 3 FOCUSES ON OUR EIGHTH GRADE
READING AND WRITING. 
          GO BACK ONE. AND OUR GOAL IS TO MOVE FROM 51% TO 58%. 
          THERE WE GO. ONE MORE TIME. YEAH. BY 2030. AND WE CAN SEE AGAIN THE SIMILAR PATTERN FOR
PERFORMANCE. 
          WE'RE A COMPARABLE TO OUR PREVIOUS YEAR BEGINNING PERFORMANCE FOR OUR EIGHTH GRADE
STUDENTS IN READING AND WRITING. 
          AND THEN IN SEVENTH GRADE AND SIXTH GRADE, WE CAN SEE SLIGHTLY INCREASED PERFORMANCE AT
STUDENTS AT OR ABOVE GRADE LEVEL. 
          AND THEN IN GOAL 4, JUST A QUICK REMINDER THAT THIS IS THE FIRST YEAR THAT WE ARE
PROVIDING A PERFORMANCE FOR ALL OF OUR, WE'RE PROVIDING THE I-READY ASSESSMENT FOR ALL OF OUR EIGHTH-GRADE STUDENTS,
REGARDLESS OF THEIR MATH PATHWAY. 
          AND SO WE WILL HAVE MORE COMPLETE DATA BY DECEMBER. 
          BUT FOR RIGHT NOW, BEGINNING OF YEAR PERFORMANCE,
WE'RE AT 12.6% OF OUR STUDENTS AT THE BEGINNING OF THE YEAR. 
          AND THEN IN OUR SEVENTH AND SIXTH GRADE PERFORMANCE,
WE CAN SEE AGAIN THAT SLIGHT INCREASE OF STUDENTS AT OR ABOVE GRADE LEVEL. 
          [00:10:07]
AND AT THIS TIME, I'LL TURN IT OVER TO CHIEF GAYLORD. 
          AND REALLY, FOR NEXT STEPS OR UPGRADES FOR THIS SCHOOL YEAR,
WE'RE KEEPING IT SIMPLE. 
          FIRST, GOOD INSTRUCTION IS KEY. WE'VE LAUNCHED A K-12 WRITING PLAYBOOK TO IMPROVE WRITING. 
          THAT MEANS STUDENTS ARE WRITING EVERY WEEK. WE'VE ALSO ARE LAUNCHING MIDDLE SCHOOL MATH
ACADEMIES. 
          WE'RE KICKING THOSE OFF SOON. BUILDING OFF LAST YEAR'S K THROUGH FIVE SUCCESS,
WE ARE. 
          WE HAVE LAUNCHED A WEEKLY PLC CONTENT VIDEO FOR EVERY CORE TEACHER. 
          THESE ARE SELF-PACED VIDEOS THAT SHOW YOU THE LESSON THE WEEK BEFORE YOU TEACH IT. 
          WE PRODUCE 41 VIDEOS A WEEK ACROSS THE BOARD. 
          WE'VE LAUNCHED A ROBUST SILT, WHICH IS THE CAMPUS INSTRUCTIONAL LEADERSHIP TEAM STRATEGY,
DOUBLING ALMOST 2000 OF OUR CAMPUS LEADERS ARE INVOLVED IN INSTRUCTIONAL DISCUSSIONS WITH TEACHERS EVERY WEEK. 
          AND FINALLY, WE ARE IN YEAR TWO OF OUR HALF BAND DATA STRATEGY. 
          I GAVE YOU A LITTLE A FEW, AND I GAVE YOU A LITTLE VISUAL. 
          WE HAVE A STUDENT DATA WALL. EVERY STUDENT IN DALLAS ISD HAS A GOAL TO MOVE HALF A BAND OR
A FULL BAND EVERY YEAR. 
          THANK YOU. OKAY. THANK YOU FOR THE PRESENTATION. 
          TRUSTEES. QUESTIONS? TRUSTEE WEINBERG. OKAY,
CAN WE START WITH THE COLLEGE AND CAREER READINESS? MY FIRST QUESTION IS. ON THE PERCENT OF CCMR STUDENTS WHO MET THE TSI INITIATIVE REQUIREMENTS. TS INITIATIVE REQUIREMENTS. 
          TWO I'S THERE. DOES THAT INCLUDE THOSE WHO ACCOMPLISHED THAT VIA COLLEGE BRIDGE? YES, MA'AM. AND SO COULD WE SEE A BREAKOUT JUST IF YOU DON'T HAVE IT NOW,
OF THOSE WHO PASSED THE TEST VERSUS THOSE WHO BRIDGED. 
          ABSOLUTELY, YEP. AWESOME. AND THEN A SECOND QUESTION I HAVE IS,
CAN YOU JUST CROSSWALK FOR ME? HOW THIS TIES TO OUTCOMES BASED FUNDING? I KNOW,
I KNOW, THERE'S A LITTLE BIT OF A LAG, BUT JUST HOW IT HOW IT TIES TO OUTCOMES BASED FUNDING. CAN YOU WALK US THROUGH THAT? ABSOLUTELY. SO ESSENTIALLY,
OUTCOMES BASED FUNDING IS ATTAINED THROUGH ONE, IF A STUDENT GETS AN ASSOCIATE DEGREE, THAT ALONE TRIGGERS IT. 
          BUT THE OTHER ASPECTS ARE THEY'RE ALL GOING TO CONNECT BACK TO BEING TSI MET VIA THE TEST
AND A CREDENTIAL ESSENTIALLY, RIGHT. SO OR COLLEGE ENROLLMENT. SO IF A STUDENT IS TSI MET IN READING A MATH WITH AN
ASSESSMENT, BOTH ASSESSMENT READING AND MATH ARE MET AND THEY ENROLL IN COLLEGE THE FALL FOLLOWING
THEIR SENIOR YEAR, THAT TRIGGERS OUTCOMES BASED FUNDING. IF THEIR TSI MET,
AS NOTED EARLIER, A MINUTE AGO, AND THEY GET A LEVEL ONE OR LEVEL TWO CERTIFICATE, THEY'RE GOING TO BE, THEY'LL TRIGGER OUTCOMES BASED FUNDING. 
          IF THEY EARN A CERTIFICATION IN THEIR TSI MET. 
          SO THOSE ARE REALLY THE WAYS IN WHICH THEY'LL EARN OUTCOMES BASED FUNDING. 
          AND SO A FOLLOW UP QUESTION IS WHEN, I REMEMBER YOU SAYING,
YOU KNOW, OVER 1100 KIDS HAD EITHER GOTTEN 60 HOURS OR AN ASSOCIATE'S DEGREE OR AT LEAST 15 HOURS WAS ANOTHER MARGINAL NUMBER. DO YOU HAVE TO BE TSI MET IN ORDER TO TAKE THOSE
CLASSES? YOU DO HAVE TO BE MET IN ORDER TO CONTINUE AT A CERTAIN AT A CERTAIN POINT,
TYPICALLY AROUND WITH DALLAS COLLEGE IS ABOUT I THINK IT'S ABOUT 15 HOURS. 
          AFTER 15 HOURS NOW YOU HAVE TO BE TSI MET. OKAY. 
          SO WE HAVE SUPPORTS IN PLACE TO ADDRESS THAT. YES. OKAY. GREAT. 
          ALL RIGHT. THANK YOU. AND THEN DO YOU HAVE KIND OF A BACK OF THE ENVELOPE ESTIMATE OF WHAT
THE CHANGE IN THE OUTCOME SPACE FUNDING MIGHT BE BASED ON THESE RESULTS, YET? I DON'T HAVE THIS YEAR. I DO HAVE THE PREVIOUS YEAR,
WHICH IS ABOUT $7 MILLION. 
          OKAY, OKAY. AND THEN, BUT THESE WILL DRIVE THIS CONVERSATION. 
          WILL THESE WILL HELP TO THE MONEY IF YOU WILL. 
          YES. YES OKAY. JUST JUST FOR CLARIFICATION. THANK YOU. 
          AND THEN I HAVE A QUESTION ON THE BEGINNING OF YEARS AND IT LOOKS LIKE THE,
YOU KNOW, IN TERMS OF MAGNITUDE AND JUMP FROM BEGINNING OF YEAR TO BEGINNING OF YEAR,
THE BIGGEST WAS IN THIRD GRADE READING. JUST OUT OF INTEREST. 
          I DON'T KNOW IF YOU HAVE ANY THOUGHTS OR COMMENTS ON THAT RELATIVE TO THE OTHERS,
WHICH WERE LATTER. 
          WELL, I THINK IT DOES CONTINUE TO SUPPORT THAT AS WE FOCUS QUITE A BIT OF STRATEGY ON
GRADE TWO OF THE PREVIOUS YEAR, THAT TENDED TO HOLD LONGER, IF YOU WILL, GIVEN THAT ALL OF THESE STILL ARE GOING TO RESULT
IN SOME EFFECT OF SUMMER SLIDE. HOW MUCH OF THAT IS GOING TO VARY FROM GRADE LEVEL TO GRADE LEVEL
AND STUDENT TO STUDENT GROUP, 
          [00:15:02]
BUT THE DIFFERENCE THERE WOULD BE THAT THERE HAD BEEN A VERY INTENTIONAL FOCUS WITH THE
BOARD GOAL OF THIRD GRADE READING AND MATH. 
          THEN THE FOCUS WAS BOTH SECOND AND THIRD GRADE. 
          AND I REMEMBER WE HAVE INVESTED A LOT IN PRE-K CLASSES AND MORE KIDS GOING TO PRE-K. 
          AND I'M WONDERING IF THAT'S ANY OF THE IMPACT OF THAT THIRD GRADE READING. 
          OH, I DEFINITELY THINK THE LONG TERM EFFECT IS THE INVESTMENT IN EARLY LEARNING. 
          AND AGAIN, IT'S A LONG TERM INVESTMENT. SO THAT INVESTMENT,
LET'S SAY, FOR CURRENT THIRD GRADERS, WAS FROM WHEN THEY WERE IN PRE-K FOUR, POSSIBLY EVEN PRE-K THREE. 
          SO WE'RE TALKING ABOUT THREE YEAR OLD, FOUR YEAR OLD,
FIVE, SIX, SEVEN GETTING TO THIRD GRADE, PROBABLY AT AGE EIGHT. SO WE'RE PROBABLY TALKING ABOUT A FIVE-YEAR INVESTMENT. 
          AND THEN MORE OF THEM BECAUSE WE HAVE MORE SPACES,
RIGHT? MORE STUDENTS BECAUSE WE'VE BEEN ADDING MORE EARLY LEARNING PRE-K THREE AND PRE-K FOUR
CLASSROOMS EACH YEAR. 
          YES, MA'AM. AWESOME. OKAY. THAT'S GREAT. AND THEN MOVING TO MATH. 
          YOU KNOW, ONE OF MY FAVORITE SUBJECTS. THE MATH ACADEMY IS FOR THE K THROUGH FIVE. 
          HAVE HAVE ALL THE K THROUGH FIVE BEEN EXPOSED TO THE MATH ACADEMIES YET? NO, A THIRD OF THEM HAVE THIS YEAR. THE REST OF THEM WILL WILL GO THROUGH IT. 
          SO WE'LL BE AT THE SAME TIME DOING MIDDLE SCHOOL AND THEN THE REMAINDER OF THE K-5 ONES
THAT DIDN'T GET IT LAST YEAR. 
          AND I'D BE CURIOUS AND I IMAGINE THAT NEED DROVE THOSE WHO FIRST GOT THE MATH ACADEMIES. 
          THAT'S RIGHT. BUT I WOULD BE CURIOUS TO KNOW IF THERE WAS ANY RELATIONSHIP BETWEEN AN
INCREASED BEGINNING OF YOUR SCORE TO THE MATH ACADEMIES HAVING BEEN IMPLEMENTED. 
          IF I DON'T KNOW, IF YOU JUST LATER, AS A TRACKER QUESTION. 
          AND THEN I'M SUPER EXCITED ABOUT THE MIDDLE SCHOOL MATH ACADEMIES AS WELL,
BECAUSE YOU CAN SEE THERE'S A LITTLE BIT OF, A LOT OF HOPE AND A LITTLE BIT OF FLAT. SO CAN YOU TALK ABOUT THOSE A LITTLE BIT AND KIND
OF HOW THOSE WILL BE IMPLEMENTED? YES. IN FACT WE JUST DID A BIG PRESENTATION FOR OUR SENIOR LEADERSHIP TEAM BECAUSE IT'S
GOING TO LAUNCH IN SEPTEMBER, OCTOBER, NOVEMBER. WE'RE WORKING WITH SCHOOLS THREE DAYS,
AND THEY'RE GOING TO GET AN OVERVIEW. 
          WE'RE BREAKING THEM DOWN BETWEEN SIXTH AND SEVENTH VERSUS 8TH IN ALGEBRA SO THAT EVERYONE
GETS IT. 
          AND SO IT'S COMPLETELY AROUND MAKING SURE YOUR CONTENT,
YOUR PEDAGOGY AND YOUR CURRICULUM IS STRONG, AND YOU'RE UNDERSTANDING THE NUMERACY PIECES THAT CAN PREPARE KIDS FOR ALGEBRA AND BEYOND. 
          OKAY. GREAT. AND THEN THE LAST QUESTION I HAVE IS,
I SEE ON THE 8TH GRADE DATA THAT THIS WAS THE FIRST TIME WE'VE GIVEN ALL EIGHTH GRADERS, EVEN IF THEY'RE TAKING ALGEBRA, THE BEGINNING OF YEAR TEST,
RIGHT? YES, YES. AND AND I SEE ALSO THAT I WAS A LITTLE SURPRISED TO SEE THAT,
THAT IF YOU GO SIX, SEVEN, EIGHT, IT GOES 23, 16, 12. IS THERE ANY REASON YOU CAN THINK OF THAT NUMBER MIGHT
BE LOWER IF YOU INCLUDED ALL THOSE STUDENTS? AGAIN, YOU KNOW, WE'VE DONE QUITE A BIT OF WORK ON THE LATEST RESEARCH THAT REALLY TALKS
ABOUT SUMMER SLIDE AND ITS EFFECT. IF WE WERE TO PULL THIS OUT BY STUDENT GROUP,
WE WOULD SEE SOME STUDENT GROUPS THAT HAVE A MUCH LARGER REGRESSION. WHAT HAPPENS, THOUGH, IS ONCE THEY RETURN,
THEY ACCELERATE THEIR GROWTH AT A FASTER RATE. 
          AND THAT'S WHY WHAT YOU SEE IS YOU'RE SEEING SOME NUMBERS THAT AND LAST YEAR WE DIDN'T
EVEN BRING YOU BEGINNING OF YEAR WE WAITED TILL MIDDLE OF YEAR BECAUSE THAT'S THE FIRST TIME WE CAN REALLY DO ANY MEANINGFUL COMPARISONS. 
          BUT NOW THAT WE'RE WORKING TOWARDS OUR NEW SET OF FIVE YEAR GOALS,
AT LEAST HAVING A LOOK AT THIS. 
          BUT, YOU KNOW, THERE'S A LOT OF SUGGESTIONS AND RESEARCH,
INCLUDING SOME FROM HARVARD, THAT TALK ABOUT THE FACT THAT STUDENT GROUPS, IT'S MUCH LIKE WHEN YOU'RE IN IN REALLY GOOD PHYSICAL HEALTH AND YOU'RE AND OVER THE
SUMMER YOU DO SOME THINGS EVEN IF YOU DON'T DO YOUR SAME ROUTINE, BUT YOU DO SOMETHING, YOU ARE NOT AS NEEDING TO GET IN SHAPE AGAIN. 
          WELL, THE SAME IS TRUE ACADEMICALLY. AND SO STUDENTS WHO IN THE SUMMER MAY HAVE TO BE
EITHER BEING TAKEN CARE OF BY A SIBLING OR CARING FOR A SIBLING, OR NOT ABLE TO PARTICIPATE IN GOING TO A LIBRARY OR TO A MUSEUM,
OR EXPERIENCING THE THEATER. 
          THOSE EFFECTS ON LEARNING LOSS ARE EXACERBATED. 
          THEY COME BACK AND AS SOON AS THEY COME BACK INTO A SCHOOL SETTING,
THOSE SEEM TO RECONNECT QUICKLY. 
          THEY CATCH UP TO PEERS AND IN MANY INSTANCES ARE EVEN ABLE TO SURPASS SOME OF THEIR PEERS. 
          SO WE'RE TRYING TO MITIGATE BOTH THINGS. BUT WE WERE GOING TO CONTINUE TO BE TRANSPARENT
WITH WHAT THE NUMBERS ARE SHOWING US. 
          I THINK IT'S GREAT. IT JUST IS. I MEAN, IT IS INTERESTING EVIDENCE OF SUMMER SLIDE AND THE
AND THE FACT THAT WE CAN. 
          [00:20:01]
YEAH. THANK YOU. THAT'S ALL MY QUESTIONS. TRUSTEE MICCICHE. 
          THANK YOU. THAT'S AN EXTRAORDINARILY LARGE INCREASE,
AND I CONGRATULATE YOU FOR FOCUSING ON THAT. 
          I KNOW SORT OF BY ANALOGY IN THE, IN THE TIA AREA. 
          DALLAS ISD JUST WAS BY FAR AND AWAY AHEAD OF THE NEXT FOUR DISTRICTS COMBINED IN TERMS OF
BEING ABLE TO GET FUNDING UNDER THAT THAT INITIATIVE. BUT WE WERE IN THE MIDDLE OF THE PACK WITH RESPECT TO
THIS OUTCOMES BASED FUNDING FOR FOR THE TEXAS SUCCESS INITIATIVE. 
          AND SO HOW MUCH ROOM FOR GROWTH DO YOU SEE REALISTICALLY? WE WENT FROM 33.8 TO 59%, JUST ALMOST WHAT, AN 80% INCREASE. 
          HOW MUCH OF AN INCREASE IS REALISTIC FOR THE NEXT YEAR? WELL, JUST FOR CLARITY THAT, YOU KNOW, SOME OF THAT IS THE COLLEGE PREP COURSE,
RIGHT. 
          SO THAT SOME OF THAT IS NOT OUTCOMES BASED FUNDING APPLICABLE. 
          RIGHT. BUT I DO THINK TO YOUR QUESTION AROUND FUTURE SUCCESS IS WE PUT SOME STRATEGIES IN
PLACE. 
          WE ANTICIPATE WE'LL SEE THE NEEDLE MOVE AGAIN. 
          THIS CURRENT SCHOOL YEAR. AND I WOULD SAY IF YOU'RE ASKING DOLLAR AMOUNT POTENTIALLY A
MILLION, $2 MILLION. OKAY. YEAH, I WOULD LIKE TO SEE THE BREAKDOWN OF WHAT ACTUALLY MEETS THE TEXAS
SUCCESS INITIATIVE FOR THE FUNDING QUALIFICATIONS. I CAN PROVIDE THAT FOR YOU. 
          OKAY. AND THEN IN PARTICULAR, I'D ALSO LIKE TO SEE THE BREAKOUT OF THE ASSOCIATE'S
DEGREES. 
          DO YOU KNOW WHAT THAT NUMBER IS AT THIS POINT? HOW MANY ASSOCIATE DEGREES WE HAVE RIGHT NOW? YEAH,
I THINK AROUND 900. 
          BUT I CAN PROVIDE THAT FOR YOU SPECIFICALLY. AND I WILL TELL YOU THIS AS WELL. WE WE'RE
WORKING WITH DALLAS COLLEGE FOR STUDENTS WHO HAVE GRADUATED OVER THE SUMMER, WHO HAVE EARNED SOME MORE CREDITS. SO THAT NUMBER IS NOT QUITE FINAL YET. 
          AND WE'RE STILL WAITING ON A FINAL NUMBER, BUT THAT'S AT LEAST 900,
PROBABLY CLOSER TO A THOUSAND. 
          BUT I CAN PROVIDE THAT. I CAN PROVIDE THE CURRENT DATA SET THAT WE DO HAVE EVEN BEFORE
DALLAS COLLEGE GIVES US OUR LAST PIECE OF BIT OF DATA FOR THE SUMMER GRADS. 
          ALL RIGHT. THANK YOU. THAT WOULD BE HELPFUL. YES,
SIR. THERE WAS SOME LEGISLATION THAT WAS PASSED IN THE SECOND SPECIAL SESSION THAT ELIMINATES STAAR, BUT ALSO PLACED RESTRICTIONS ON THE,
ON ASSESSMENTS. 
          I DON'T KNOW IF ANYBODY'S HAD A CHANCE TO LOOK AT WHETHER THAT IS POSSIBLY GOING TO
NEGATIVELY IMPACT THE KIND OF BENCHMARKING ASSESSMENTS THAT WE'VE BEEN DOING. AND I JUST HAVE,
YOU KNOW, THE ANSWER TO THAT. 
          YOU KNOW, LET ME KNOW. BUT IF YOU HAVEN'T HAD A CHANCE TO LOOK AT THAT,
I DIDN'T GET THROUGH THE DETAILS OF THAT LEGISLATION, BUT THERE WAS, THERE WERE RESTRICTIONS ON ASSESSMENTS. WE WE DO NOT KNOW THE ANSWER TO
THAT. 
          WE WOULD BE BECAUSE IT'S BROADLY DEFINED. AND SO SOMEONE COULD INTERPRET THAT,
THAT WE SHOULD NOT BE ABLE TO CONTINUALLY GIVE TSI A TESTS, EITHER IN PREPARATION OR OTHERWISE. BUT WE'LL BE NEEDING TO WAIT FOR RULE MAKING
AUTHORITY. 
          I THINK IT AGAIN REMOVES SOME LOCAL CONTROL THINGS THAT THIS BOARD SHOULD BE DIRECTING US
TO DO IS BEING DETERMINED AT THE STATE LEVEL. 
          OKAY. AND THEN LASTLY JUST ON THE USE OF THE VIDEOS,
I'M REALLY EXCITED THAT WE'RE MOVING IN THAT DIRECTION. 
          LOTS OF INDUSTRIES HAVE BEEN USING, MAKING USE OF EDUCATIONAL VIDEOS FOR SUCH FOR A LONG
TIME. 
          AND THE EDUCATION WORLD HAS BEEN SLOWER TO ADOPT THAT. 
          BUT WE'VE GOT A LOT OF POTENTIAL TO LEARN FROM THAT AND TO TRAIN WITH IT. 
          AND I'M GLAD TO SEE THAT IT HAS REALLY BEEN AMPED UP. 
          AND LASTLY, THE MATH ACADEMIES FOR PEOPLE WHO ARE NOT FAMILIAR WITH THE WAY THOSE WORK. 
          THE MATH ACADEMIES ARE FOR TEACHERS. THEY'RE NOT FOR STUDENTS,
RIGHT? RIGHT. OKAY. AND SO SO WE ARE TRYING TO HELP OUR TEACHERS TEACH BETTER,
IMPROVE INSTRUCTION. 
          IN THE MEANTIME, WE ARE ALSO TRYING TO ALLEVIATE THE SUMMER SLIDE WITH MORE ACTIVITY IN
THE SUMMER, AS DOCTOR ELIZALDE DESCRIBED. THANK YOU. TRUSTEE FOREMAN. 
          THANK YOU. JUST A FEW QUESTIONS, AND I'M STARTING ON PAGE FOUR. 
          AND I KNOW BEFORE WE HAD USED MAP FOR THE BEGINNING OF THE YEAR TEST,
AND WE'RE NOW WITH I-READY 
          [00:25:09]
THROUGHOUT THE DISTRICT. CORRECT? TRUSTEE FOREMAN. 
          CAN I JUST ASK, THOUGH, WHICH PAGE FOUR YOU'RE ON BECAUSE ARE THE ONES. 
          THIS IS THE ONE STUDENT OUTCOME GOAL 5, PAGE FOUR. 
          UNLESS I GOT THE WRONG SLIDE. SO YOU ARE ON GOAL 5? YOU'RE ON CCMR. I'M ON PAGE FOUR. IT SAYS PAGE FOUR,
CCMR GOAL 5. 
          OKAY, OKAY. IT'S JUST A MAP AND I-READY. MAP IS NOT ON HERE. 
          I ASKED A QUESTION ABOUT MAP. WHAT I WAS REFERRING TO IS NEITHER I-READY NOR MAP HAVE,
ARE CONNECTED TO THIS PARTICULAR GOAL, I WAS TRYING TO BE OF ASSISTANCE. 
          OKAY. THANK YOU SO MUCH FOR BEING OF ASSISTANCE AND MAYBE I NEED TO ASK IT ON THE NEXT
ONE. 
          THE REASON I WAS ASKING THE QUESTION IN REGARDS TO MAP AND I-READY IS BECAUSE WE NO LONGER
USE MAP, BUT WE'RE USING I-READY FOR THE BEGINNING OF THE YEAR. 
          CORRECT. AND SO THE ANSWER TO THAT IS CORRECT. 
          YES, MA'AM. CORRECT. AND WE'RE USING THAT BECAUSE IT'S CLOSER ALIGNED TO THE TIS. 
          IS THAT CORRECT? YES. WE CAN GET OUTCOME. WE CAN LOOK AT HOW A STUDENT IS GROWING
THROUGHOUT THE SCHOOL YEAR AT THEIR GRADE LEVEL AND ALSO HOW THEY'RE PERFORMING ON STUDENT STANDARDS. AND THAT IS INDIVIDUALIZED,
CORRECT? CORRECT. OKAY. AND EACH SCHOOL IS LOOKING AT STUDENT BY STUDENT. 
          I'LL GET BACK TO THE GOAL. BUT EACH SCHOOL IS LOOKING AT STUDENT BY STUDENT,
CORRECT? CORRECT. YES, MA'AM. OKAY, SO DO THEY HAVE, LIKE,
THE OLD FASHIONED DATA ROOMS THAT I USED TO SEE WHERE THEY HAD THE LITTLE OF EACH KID, AND THEY'RE SEEING THE KIDS MOVING. SOME CAMPUSES USE A DATA ROOM,
SOME USE IT IN THEIR CLASSROOM, AND SOME KEEP IT ELECTRONIC. BUT STUDENTS KNOW THEIR GOALS. 
          EACH INDIVIDUAL STUDENT? YES, MA'AM. OKAY. THANK YOU. 
          ALL RIGHT. SO NOW I'M BACK TO GOAL 5. I'M SORRY I HAD THAT THAT ON MY MIND. 
          SO THERE'S BEEN A TREMENDOUS INCREASE OF ABOUT 25 POINTS IN CCMR. SO DID SOME OF THE REQUIREMENTS CHANGE? SOME OF THE REQUIREMENTS HAVE CHANGED,
ACTUALLY THEY'VE GOTTEN MORE RIGOROUS. 
          I THINK WE AS A DISTRICT HAVE GOTTEN BETTER. OUR SCHOOLS HAVE GOTTEN BETTER. TO BE
SPECIFIC AROUND MAKING SURE ALL OF OUR STUDENTS ARE HAVING ACCESS TO BEING COLLEGE, CAREER AND MILITARY READY. SO DO WE HAVE A BREAKOUT OF THE MILITARY READY AS OPPOSED TO
THE COLLEGE READY? WE DO HAVE MILITARY AND OF COURSE SOME OF THAT,
SOME OF THAT WILL OVERLAP, BUT I DON'T HAVE THAT DATE, THAT NUMBER FOR YOU. I CAN PUT THAT IN THE TRACKER IF IT'S OKAY. CAN YOU JUST SHARE THAT
WITH ME? BECAUSE I'D LIKE TO SEE WHAT THAT IS, BECAUSE WE'VE ACTUALLY GROWN 25 PERCENTAGE POINTS
AND THAT'S A HUGE NUMBER IN A YEAR. 
          OKAY, SO I'M ON TO. THE. I'M TRYING TO FIND THE ONE WITH THE EARLY CHILDHOOD ON HERE. OKAY. I'M ON PAGE NINE. 
          SO I HEARD TRUSTEE WEINBERG ASK ABOUT THE EARLY CHILDHOOD PROGRAMS AND IF THEY HAD BEEN
EFFECTIVE IN MOVING OUR STUDENTS FORWARD. AND WE ALL KNOW THAT THEY HAVE, BECAUSE WE'VE BEEN DOING THAT FOR QUITE SOME
TIME. 
          THE QUESTION I HAVE, AND MAYBE THE SUPERINTENDENT CAN ANSWER THIS IS,
IS THAT WE HAVE PROGRAMS THAT ARE DIRECTED IN THE DALLAS, ON THE DALLAS ISD CAMPUSES. AND THEN WE HAVE OUR PARTNERS. 
          HAVE WE MADE A DISTINCTION BETWEEN WHICH ONE WE'RE GETTING BETTER LEVERAGE OUT OF,
OR HAVE WE HAVE WE EVER LOOKED AT THAT? I DON'T HAVE THAT INFORMATION DIRECTLY IN FRONT OF ME,
WE CAN PUT THAT IN THE TRACKER. 
          IT WOULD BE GOOD TO. IT'S NOT A SLAP AT EITHER ONE. 
          BUT IT WOULD BE GOOD TO KNOW BECAUSE THERE MIGHT BE AN OPPORTUNITY TO LEARN MORE. 
          I KNOW WE HAVE MORE STUDENTS ON THE ISD CAMPUSES THAN WE DO IN THE PARTNERSHIPS,
BUT IT WOULD JUST BE SOMETHING GOOD TO KNOW. 
          AND THEN I THINK I HAVE ONE OTHER QUESTION. ON THE I'M ON PAGE 12 ON THE SLIDE. 
          SO GPM 1, 4.1, IT SAYS WE HAVE NO COMPARISON DATA. 
          DOES, WHAT DOES THAT MEAN? CORRECT. SO THIS YEAR WE TESTED ALL OF OUR EIGHTH GRADE
STUDENTS. 
          [00:30:06]
SO REGARDLESS OF WHETHER THEY WERE IN EIGHTH GRADE MATHEMATICS OR ALGEBRA,
THEY ALL TOOK THE I-READY ASSESSMENT. 
          AND IN THE YEAR PRIOR, WE ONLY TESTED OUR STUDENTS ON THE EIGHTH-GRADE LEVEL. 
          ON A FIFTH TO EIGHTH GRADE LEVEL? THAT WERE IN EIGHTH-GRADE MATHEMATICS AS OPPOSED TO
THOSE IN EIGHTH-GRADE MATHEMATICS AND ALGEBRA. 
          OKAY. ALL RIGHT. THANK YOU. TRUSTEE SANDERS. ALL RIGHT. 
          THANK YOU ALL FOR THIS REPORT. A COUPLE OF THINGS. 
          JUST ONE OVERALL FLAG WITH EVERY SINGLE DOMAIN. 
          AGAIN, I'M GLAD THAT WE ARE, AS WE SAID, WE WOULD CONTINUE TO BREAK THOSE DOWN BY STUDENT
GROUPS JUST SO WE CAN HOLD OURSELVES ACCOUNTABLE FOR IT. 
          SO GRATEFUL FOR THAT. A COUPLE OF MY COLLEAGUES MENTIONED THIS A LITTLE BIT EARLIER,
BUT CAN YOU GIVE ME JUST A LITTLE BIT MORE DETAIL? THAT'S A HUGE JUMP RIGHT FROM 33.8 TO 59,
WHICH IS FANTASTIC. 
          WHAT DID THAT SURPRISE YOU, THAT BIG A LEAP WITH SOME OF THE THINGS THAT WE WERE DOING. 
          WHAT DO YOU THINK WERE THE BIGGEST CONTRIBUTORS? I THINK EXPECTATIONS OF OUR PRINCIPALS AND OUR TEACHERS AND THE WORK THAT WE DO. SO I CAN
TELL YOU THE BIGGEST CONTRIBUTORS WERE THOUGH. YEAH. 
          SPECIFICALLY, SO LIKE FOR THE COLLEGE PREP COURSE,
WE IT WAS AVAILABLE A FEW YEARS AGO, BUT OUR PRINCIPALS AND TEACHERS HAVE DONE HAVE GOTTEN IN A MUCH BETTER PLACE OF IMPLEMENTING IT PROGRESS,
MONITORING STUDENTS AND SEEING THEM THROUGH THE COURSE TO SUCCESS. 
          AND, YOU KNOW SO I THINK WE'VE GOTTEN MUCH BETTER AT THAT. 
          YEAH. AND I THINK THE ATTAINMENT OF IBCS, EVEN THOUGH THE RULES HAVE CHANGED,
WE'VE DONE QUITE WELL TO CONTINUE EARNING IBCS EVEN WITH THE SHIFTING OF RULES. 
          AND THEN I'LL TELL YOU, TOO, THAT OUR COLLEGE ENROLLMENT HAS GONE UP. 
          SO THE PERCENTAGE OF STUDENTS TAKING GETTING COLLEGE CREDIT HAS GONE UP AS WELL. 
          SO IT'S NOT JUST ONE THING, IT'S MULTIPLE THINGS THAT'S CAUSING OUR CCMR RATE TO CONTINUE
TO STAY WHERE IT'S AT. 
          SO THAT ACTUALLY KIND OF LEADS ME TO MY OTHER POINT. 
          YOU KNOW, GIVEN THE CCMR IS KIND OF A COLLECTION OF DIFFERENT ELEMENTS,
WHAT DO YOU THINK. 
          ONE, WHAT'S THE PLACE WHERE YOU FEEL LIKE WE'RE DOING STRONGEST RELATIVE TO WHAT WE WOULD
LIKE TO SEE? AND THEN, YOU KNOW, WHERE WOULD YOU SAY THERE'S AN ELEMENT THAT WE COULD STAND TO IMPROVE? AND WHAT DO YOU THINK ARE THE BIGGEST THINGS TO TWEAK IN STRATEGY OR RESOURCES,
WHAT DO YOU THINK? I THINK WE FIRST OF ALL, I THINK WE HAVE THE RESOURCES WE NEED. 
          I'M EXCITED ABOUT THAT BECAUSE AS I TALK TO PRINCIPALS AND EXECUTIVE DIRECTORS AND OTHERS
ABOUT WHAT WE HAVE FOR FOR OUR KIDS IN DALLAS ISD, THERE'S SOMETHING FOR EVERY STUDENT. SO I THINK RESOURCE WISE,
THERE'S A PATHWAY OR PROGRAM FOR EVERY STUDENT. 
          I THINK THE CHALLENGING PIECE THAT WE HAVE IS OUR TSI,
IF WE LOOK AT TSI ACROSS THE STATE, LIKE FORGET ABOUT DALLAS ISD. BUT IF YOU LOOK AT THE STATE NUMBERS,
THAT'S BEEN A STRUGGLE FOR, FOR, YOU KNOW, SCHOOLS AND DISTRICTS AND STUDENTS ACROSS THE STATE. 
          I THINK WE'LL IMPROVE THAT THIS YEAR. BUT THAT HAS BEEN A CHALLENGE. 
          OKAY. I GUESS RATHER WHAT WHAT IS THE MOST CHALLENGING PART OF IT? I THINK THAT THE, THE LEVEL OF RIGOR IS STILL A CHALLENGE,
BUT I THINK SPECIFICALLY WHAT I LOOKED AT SOME DATA TODAY FOR TSI AND WHAT I'VE SEEN IN THE MATH. FOR EXAMPLE, OUR MATH TSI RESULTS JUMPED UP 12 PERCENTAGE POINTS YEAR OVER YEAR. 
          PART OF THE CHALLENGE IN A, SUPERINTENDENT I TALKED ABOUT THIS,
BUT PART OF THE CHALLENGE IS, YOU KNOW, BYRON SANDERS MAY BE MET IN MATH, BUT HE'S NOT MET IN READING. 
          AND SO WE HAVE TO REALLY HELP, YOU KNOW, TRUSTEE SANDERS BE IN A PLACE WHERE HIS IF HE
NEEDS HELP IN READING, WE HAVE TO HELP PROVIDE THOSE SUPPORTS SO THAT HE CAN BE TSI MET ON THAT ASSESSMENT AS
WELL. 
          AND RIGHT NOW KIDS AREN'T ALWAYS MATCHING UP. 
          WE HAVE 40 SOME PERCENT MET IN READING FROM THE TEST 47 MATH,
BUT OUR NUMBER IS 34. 
          SO WE HAVE TO FIGURE OUT A WAY TO HELP MORE KIDS GET TO THE FINISH LINE FOR THAT
ASSESSMENT. 
          GOT IT. CHIEF GAYLORD TALKED A LITTLE BIT MORE ABOUT THE MIDDLE SCHOOL MATH ACADEMIES. AND THANK YOU, DAN, FOR SAYING OUT LOUD WHAT I WAS GOING TO ASK A QUESTION
ABOUT, WHICH IS THESE ARE MORE FOCUSED ON THE EDUCATORS,
RIGHT? FOCUS ON THE ADDITIONAL PROFESSIONAL DEVELOPMENT,
SKILLS TRAINING, THINGS LIKE THAT FOR THE EDUCATORS THEMSELVES, RIGHT? THIS IS TOTALLY CUSTOMIZED FOR TEACHERS. 
          OKAY. MATH TEACHERS 6TH, 7TH AND 8TH GRADE. 6TH,
7TH AND 8TH GRADE ALGEBRA MATH TEACHERS. 
          DO YOU THINK THAT THAT WE'RE IN A PLACE WHERE WE WOULD NEED ANY ADDITIONAL RESOURCES FOR
THE MIDDLE SCHOOLS, THE STUDENTS THEMSELVES, LIKE HIGH DOSES, TUTORING,
ANYTHING LIKE THAT? ARE THERE SOME OTHER THINGS THAT WE MIGHT BE TRYING TO PUSH TO DRIVE THIS PERFORMANCE AS
WELL? 
          [00:35:03]
I WOULD SAY THAT THE CURRICULUM WE'VE PURCHASED OUR HQIM FOR MIDDLE SCHOOL HAS BEEN
INCREDIBLE. 
          A LOT OF THIS IS BUILDING TEACHERS CONFIDENCE. 
          THE STRESS LEVEL SOMETIMES FOR A LOT OF OUR NEW TEACHERS,
IF THEY'RE MIDDLE SCHOOL MATH TEACHERS, IT'S HIGH. THE ONE THING THEY NEED MORE OF, AND I SAY THIS EVERY TIME I SIT HERE IS MORE TIME. 
          MORE TIME TO LEARN THE CONTENT, MORE TIME TO YOU KNOW,
WE WANT THEM TO BE FOCUSED ON KIDS. 
          YOU'RE FOCUSED ON MIDDLE SCHOOL KIDS ENGAGEMENT STRATEGIES. 
          AS FAR AS ADDITIONAL RESOURCES, I FEEL LIKE THAT IN DALLAS ISD,
WE ARE GIVING OUR TEACHERS WHAT I CALL IT THE CADILLAC VERSION OF ALL THINGS ASSESSMENT, INSTRUCTION AND CURRICULUM. OKAY. THAT'S ALL FOR FIRST ROUND. 
          APPRECIATE YOU. THANK YOU ALL. TRUSTEE MACKEY. 
          THANK YOU. AND THANK YOU SO MUCH FOR THIS. STARTING ON THE CMR AGAIN,
JUST TO ECHO MY COLLEAGUES, KUDOS. THIS DOESN'T HAPPEN BY ACCIDENT, HAPPENED BY DESIGN,
AND I KNOW HOW HARD YOU ALL HAVE BEEN WORKING TO MAKE THIS A REALITY. 
          I KNOW WE'VE TALKED ABOUT THE TSI WITH COLLEGE PREP WITHOUT COLLEGE PREP AD NAUSEAM,
AND I APPRECIATE YOU ALL AND THE DISCUSSIONS OF THIS BOARD, BECAUSE I THINK ONE ADJUSTMENT WE MADE FOR OUR NEXT SET OF GOAL PROGRESS MEASURES IS TO
FOCUS ON TSI, WITHOUT COLLEGE PREP, BECAUSE WE KNOW THAT THAT'S A GATEKEEPER TO THE FUNDING,
YES, BUT ALSO ACCESS TO NON-REMEDIATION COURSES, ETC.. SO THAT'S GOING TO BE SUPER EXCITING. JUST REAL QUICK THOUGH,
I HAVE THE NUMBER. 
          I THINK YOU SAID YOU WERE AT 34% TSI ON BOTH. 
          WAS THAT ACCURATE NUMBER OR? YES. OKAY, DO YOU KNOW WHAT IT WAS IN 23-24? BECAUSE I BELIEVE WE SHOWED BIG GROWTH IN JUST TSI AS WELL. 
          IF I REMEMBER CORRECTLY. YES. LET ME GRAB THAT. 
          NOW, THIS REPRESENTS A 24 GRADUATES. YES. THAT'S RIGHT,
BECAUSE THERE'S A LAG. 
          YEP. ARE YOU ASKING ABOUT 2023? I'M ASKING ABOUT THE FY,
WHERE WE HAVE 33.8% FOR 23, 24 ACTUAL FOR THE OVERALL. WHAT WAS THAT SUBSET OF KIDS? THE 23-24 WAS 34%. THE GRADUATES OF 23 WAS 26%. 
          SO IF YOU LOOK IF WE GO BACK TO THAT SLIDE OKAY. 
          HERE WE GO. SLIDE RIGHT HERE. YES. IF YOU LOOK AT THE SLIDE IT TELLS US THAT'S THE CLASS
OF 24. 
          YES. OH CLASS OF 23. THE 20. I GOT YOU. OKAY. 
          SO I'M JUST BACKWARDS MAPPING, RIGHT? I'M WITH YOU. THE PREVIOUS CLASS WAS AT 26%. SO WE
DID SEE IF WE WERE DIFFERENT, IF WE WERE TO DO WHERE THE ARROW FROM IS TO THE TWO,
THE 33.8 TO THE 59. 
          BUT IF IT WAS JUST TSI, IT WOULD LOOK LIKE 26% JUST TSI ON BOTH TO 34. 
          YES, SIR. OKAY. THAT'S CORRECT. YEAH. SO THAT'S GREAT. WE'RE STILL SHOWING SOME PRETTY
STRONG GAINS THERE AND LOOK FORWARD TO SEEING THAT GO FORWARD. BUT I THINK THAT'S A REALLY STRONG ELEMENT OF WHAT THIS COLLECTIVE GROUP DID TO TALK ABOUT IF WE CARE ABOUT MAKING
SURE KIDS CAN TEST IN BOTH OF THOSE AND DEMONSTRATE THAT THAT WE'RE FOCUSING OUR ATTENTION. THEY'RE SO EXCITED ABOUT THAT. BUT IT DOESN'T DISCOUNT ALL THE WORK Y'ALL HAVE
DONE TO RAISE THAT. THAT'S A HUGE THING. AND THAT COUNTS FOR OUR CCMR. I'M CURIOUS. 
          I WANT TO DIG IN A LITTLE BIT MORE ON THE TWO THINGS YOU YOU MENTIONED TO TRUSTEE SANDERS
QUESTIONS. 
          THE FIRST ONE IS AROUND LIKE LEVEL OF RIGOR. SO WE'VE DONE A TON ON LEVEL OF RIGOR OF
CURRICULUM, PRE-K ALL THE WAY UP THROUGH EIGHTH, NINTH, 10TH GRADE WITH HIGH QUALITY MATERIALS. 
          AND IT SOUNDS LIKE THAT'S ACTUALLY HAVING HUGE IMPLICATIONS AS FAR AS I KNOW. 
          AND YOU CAN TELL ME IF I'M WRONG THAT MOST OF TSE LIKE MATH AND ENGLISH KIND OF ALIGNS
WITH LIKE ALGEBRA TWO AND ENGLISH TWO AND THREE, WHICH MAY OR MAY NOT FALL IN THE REGULAR HQIM. 
          WHAT ARE WE DOING TO THINK ABOUT LEVELING UP THE LEVEL OF RIGOR THERE SO IT IS ALIGNED TO
THE TSI STANDARDS OR ACT/SAT? WELL I CAN. WELL, WE JUST TALKED ABOUT A WRITING PLAYBOOK THAT'S SPECIFICALLY CUSTOMIZED
FOR TSI A AND OPEN ENDED RESPONSES AND REALLY GETTING STUDENTS EVERY SINGLE WEEK THROUGH THEIR TEAM AND MY TEAM,
MAKING SURE ACROSS THE BOARD THAT THE WE DON'T NECESSARILY HAVE HQIM THAT'S GONE THROUGH THE STATE FOR HIGH SCHOOL,
BUT THE LEVEL OF RIGOR WITHIN OUR CURRICULUM AND THE EXPECTATIONS THERE, IT'S VERY ROBUST. I BROUGHT THIS IN CASE,
YOU KNOW, ANYONE WANTED A LESSON ON HOW TO, YOU KNOW, GO THROUGH THE WRITING PLAYBOOK FOR EITHER STAAR OR FOR TSI BECAUSE IT IS A BIG
PIECE HAVING OUR KIDS HAVE AN OPINION, HAVE A THESIS, AND THEN ALSO BACK IT UP WITH,
WITH TEXTUAL EVIDENCE IS SOMETHING THAT WE, CHIEF HUITT AND DOCTOR LUSK AND OUR TEAMS ARE WORKING ON EVERY WEEK RIGHT NOW. 
          SO YOU ARE REALLY EVEN THOUGH THERE'S NOT A CURRICULUM TO ADOPT FOR THIS,
WE'RE AUGMENTING THIS WITH THE THINGS THAT WE SEE OUR HIGHEST NEED, LIKE IN THIS INSTANCE WRITING FOR TSI? YES. AND WE DO HAVE A CURRICULUM. 
          [00:40:02]
ALL OF THESE COURSES DO HAVE A CURRICULUM. THEY JUST HAVEN'T BEEN GONE THROUGH THE FORMAL
PROCESS AT THE STATE LEVEL TO BE CALLED HIGH QUALITY. 
          MY QUESTION IS NOT SO MUCH ABOUT THAT. I JUST WAS RESPONDING TO THE THING THAT THE
CHALLENGE WE'VE SEEN IS THE LEVEL OF RIGOR. SO I'M ASSUMING THAT'S RESPONDING TO THE CURRICULUM. YEAH. AND I WANT TO CLARIFY TOO. I THINK IT'S EXPECTATION. OUR EXPECTATIONS AS
ADULTS, LIKE WHEN I SAID THAT I SHOULD HAVE BEEN CLEAR. LIKE I THINK IT'S AROUND EXPECTATIONS OF HOW WE MAKE SURE THAT WE HELP OUR KIDS GET THERE. 
          AND WE TEACH TO THE LEVEL OF RIGOR, BECAUSE I THINK THE RESOURCES WE HAVE,
WE HAVE WHAT WE NEED. 
          SOMETIMES IT'S US GETTING THERE WITH THE LEVEL OF RIGOR THAT OUR KIDS CAN GET TO. 
          SO WHAT I'M HEARING IS IT'S NOT WHAT WE'RE SEEING ACROSS THE BOARD. 
          WE FEEL CONFIDENT IN THE LEVEL OF RIGOR OF OUR MATERIALS IN THOSE AREAS. 
          IT'S ABOUT TEACHING TO THAT LEVEL OF RIGOR AND MAKING SURE TO HOLD THOSE EXPECTATIONS. 
          YEP. YES. YES. COMPLETELY. ALL RIGHT. THAT'S SUPER HELPFUL. 
          I'M WONDERING THEN YOU, AND I LOVE THE CONVERSATION. 
          LIKE, YOUR POINT ABOUT WE'RE HITTING 40 SOME PERCENT,
47%. 
          BUT WHEN KIDS ARE AT BOTH. AND IF TRUSTEE SANDERS IS READY IN MATH,
BUT NOT IN ENGLISH, AND IF YOU'RE TRUSTEE MACKEY, YOU'RE READY IN ENGLISH, BUT NOT IN MATH. WHAT ARE WE DOING TO ACTUALLY HELP PRINCIPALS
AND TEACHERS DIFFERENTIATE IN THAT WAY? LIKE WHAT KIND OF STRATEGIES ARE WE PUTTING IN PLACE TO REALLY UNDERSTAND WHERE IT'S
WORKING WELL AND HOW WE'RE EXPANDING THOSE TO MAKE SURE KIDS GET ACCESS TO THAT? I'M GOING TO SPEAK A LITTLE BIT, BUT I WANT DOCTOR NEVILLE TO COME UP A LITTLE BIT AS
WELL, BECAUSE SOME OF HER STRATEGY PLAYS RIGHT INTO THIS. BUT I CAN TELL YOU THIS, ONE OF THE THINGS WE'RE LOOKING AT IS BEING STRATEGIC AROUND WHEN WE WHEN STUDENTS ARE TAKING
PSAT, FOR EXAMPLE. RIGHT. THEY TAKE AN EIGHTH GRADE,
NINTH GRADE, SOMETIMES 10TH GRADE, DEPENDING ON WHERE THEY'RE AT AND WHAT, YOU KNOW, OPPORTUNITIES FOR VARIOUS REASONS. BUT WE'RE ALSO LOOKING AT THE DATA. 
          SO IF STUDENT A IS REALLY CLOSE TO BEING MET ON MATH VIA THE PSAT,
RIGHT. 
          THEN WE'RE GOING TO LOOK AT WHERE THAT STUDENT IS AND MAYBE WHAT GAPS OR OPPORTUNITIES
THEY MIGHT HAVE FOR US TO HELP THEM. 
          SO WHEN THEY DO TAKE THE TSI THEY CAN BE MET. 
          AND WE'RE NOT WAITING A COUPLE OF YEARS TO TAKE TSI OR SAT IN 11TH GRADE. 
          RIGHT. WE'RE TRYING TO MEET THEM WHERE THEY ARE,
WHEN THEY'RE THERE, WHEN IT'S SORT OF FRESH IN THEIR MIND AND THEY'RE READY TO GO TO THE NEXT LEVEL. SO DOCTOR NEVILLES ANYTHING ELSE? YEAH. AND MY REAL QUESTION, IF YOU COULD ANSWER DOCTOR NEVILLE'S IN YOUR IN YOUR ANSWER
HERE IS LIKE IF I'M A STUDENT AT MOLINE HIGH SCHOOL AND I'M READING IN ENGLISH AND I'M NOT READY IN MATH, WHAT FUNDAMENTALLY DOES THAT LOOK? WHAT IS MY SCHEDULE? WHAT DOES MY DAY LOOK LIKE DIFFERENTLY THAN I'M RECEIVING A
DIFFERENTIATION TO GET READY? I DON'T KNOW IF THE STUDENT WOULD NECESSARILY HAVE A DIFFERENTIATED SCHEDULE,
BUT I'M EXCITED TO SIT HERE NEXT TO ACADEMIC SERVICES BECAUSE WE HAVE BEEN PARTNERING WITH THEM. THEY HAVE PROVIDED SIA AND SAT CROSSWALKS FOR THE CURRICULUM. 
          AND SO IT'S EMBEDDED IN ENGLISH ONE, ENGLISH TWO,
ENGLISH THREE, ALSO IN ALGEBRA ONE, GEOMETRY AND ALGEBRA TWO. 
          AND SO TO YOUR POINT, WE HAVE TO FIRST START WITH THE CURRICULUM AND MAKE SURE THE
CURRICULUM IS RIGOROUS ENOUGH. 
          ALSO SUPPORTS FOR TEACHERS. SO WE HAVE BEEN PROVIDING TRAINING FOR TEACHERS. 
          SO WE DID TRAININGS SO THAT TEACHERS UNDERSTAND WHAT'S IN THE CURRICULUM BUT ALSO SUPPORTS
THAT ARE PROVIDED LIKE EDGENUITY. 
          SOME OF THE RESOURCES THEY HAVE PROVIDE THEM WITH THAT RESOURCE LIST,
BUT ALSO TRAINING THEM ON HOW TO UTILIZE THOSE RESOURCES. 
          FOR STUDENTS, WHEN WE TALK ABOUT STRATEGIES WE'RE LOOKING AT STUDENTS. 
          AND I'LL GIVE YOU AN EXAMPLE. PULLING A PSAT RESULTS AND DISAGGREGATING THOSE RESULTS AND
SHARING THOSE BACK WITH PRINCIPALS AND SAYING, HERE ARE SOME OF THE THINGS THAT YOU CAN DO TO SUPPORT STUDENTS. 
          WE ALSO HAVE A CADENCE OF TRAININGS WITH SCHOOL LEADERS,
ADMINISTRATORS, COUNSELORS, ETC. 
          TO GO THROUGH THE DATA AND SHARE STRATEGIES AND NEXT STEPS FOR HOW THEY CAN SUPPORT
STUDENTS. 
          THE LAST THING I'LL SAY IS WE ALSO HAVE SUPPORTS EMBEDDED FOR STUDENTS IN SUMMER. 
          AND SO OUR SUMMER MELT IS NOT JUST FOCUSED ON SENIORS,
BUT ALSO FOCUSED. 
          I'M SORRY ON GRADUATES, BUT ALSO FOCUSED ON RISING SENIORS. 
          THAT'S I MEAN, IT SOUNDS LIKE REALLY SUPER MEANINGFUL THINGS. I'M JUST TRYING TO
UNDERSTAND WHAT I HEARD IS LIKE, HOW DO WE DIFFERENTIATE FOR THESE KIDS? AND DIFFERENTIATION,
I'M NOT SAYING THIS IS EASY, THIS IS PROBABLY THE HARDEST THING, IN MY OPINION, IN EDUCATION. BUT FUNDAMENTALLY, IF BYRON IS READY IN ENGLISH AND NOT IN MATH AND I'M READY
IN MATH, BUT NOT IN ENGLISH, LIKE HOW FUNCTIONALLY WE SIT NEXT TO EACH OTHER,
WE HAVE THE SAME. 
          LIKE HOW FUNCTIONALLY DOES A SCHOOL LEADER OR MAYBE THIS IS AN AREA THAT WE'RE GOING TO
EXPAND INTO, LIKE HOW ARE WE MAKING SURE THAT EACH OF US GET WHAT WE NEED AND NOT THE SAME OFFERINGS AS WHAT I'M TRYING TO UNDERSTAND? I DON'T KNOW IF THAT'S THROUGH HIGH IMPACT
TUTORING. I DON'T KNOW IF IT'S WE'RE GETTING PULLED INTO DIFFERENT SUMMER PROGRAMS. I HEARD YOU MENTION HOW ARE TEACHERS KIND OF LIKE ORGANIZING IN A WAY. 
          LIKE WHAT'S, THAT'S WHAT I'M JUST TRYING TO UNDERSTAND. LIKE,
WHAT IS THE DIFFERENCE? LET ME GIVE YOU AN EXAMPLE, IF I MAY. WE WENT TO SEAGOVILLE HIGH SCHOOL ON TUESDAY, AND SO STUDENTS AT THE, BOTH AT A SOPHOMORE AND A JUNIOR LEVEL WERE
ABLE TO TELL ME WHERE THEY LIKE. I WAS MET IN THIS AREA. I WASN'T MET IN THIS AREA,
AND I KNOW I NEED TO WORK ON THE GEOMETRIC CONCEPTS, BECAUSE THAT'S THE SECTION THAT I REALLY DIDN'T DO WELL IN WITH REGARD TO THE MATH
PORTION. 
          [00:45:03]
SO I DON'T I ALSO WOULD NOT THINK WITH WITH HIGH SCHOOL LEVEL,
THERE ARE SO MANY OVERLAPPING PARTS THAT THE CRITICAL ELEMENT HERE IS THAT I THINK WE ARE DOING MUCH BETTER, WHICH IS EACH STUDENT BEING ABLE TO OWN AND
UNDERSTAND THEIR DATA. 
          AND THEN BECAUSE THEN THEY'RE ADVOCATING BOTH FOR THEMSELVES INDIVIDUALLY. 
          HEY, I NEED TO REALLY PAY ATTENTION. I NEED TO REALLY HONE IN. 
          THIS IS WHAT I NEED. AND I CAN SAY THAT PREVIOUSLY WHEN I WOULD WALK HIGH SCHOOL CLASSES,
I WOULD HAVE A FEW STUDENTS THAT COULD TELL ME THAT I'VE SEEN CHIEF HEWITT POWELL AND THE TEAM TAKE THIS NOW,
LIKE IT APPEARS VERY SYSTEMIC THAT STUDENTS CAN NOW SAY, HERE'S MY STRENGTHS, HERE'S WHAT I'VE ALREADY DONE,
HERE'S WHAT I AM NEEDING TO FOCUS ON. 
          SO I KNOW THAT IN ALGEBRA TWO, OR IF I'M IN A GEOMETRY CLASS,
THESE ARE THE THINGS THAT I'M GOING TO BE PAYING ATTENTION TO. 
          THEN I ALSO THINK THERE IS THE SECTION OF AFTER WE GIVE THE ASSESSMENT THE STUDENT IS
COUNSELED ON. 
          THIS IS SOMETHING. REMEMBER, YOU'RE GOING TO NEED TO WORK ON THIS. 
          SO I KNOW THERE ARE ALSO ADDITIONAL RESOURCES THAT WE PROVIDE FOR THE STUDENTS TO THEN
WORK ON AS WELL. 
          ROUND TWO TRUSTEE TURNER. YES. FIRST OF ALL,
GREAT JOB ON THE INCREASE IN TSI. 
          WHAT I WANT TO KNOW IS WHAT DID YOU ALL DO TO ON A MIDDLE SCHOOL LEVEL TO INCREASE CCMR ON THE MIDDLE SCHOOL LEVEL? I'LL START WITH ONE. 
          I THINK ONE ASPECT OF IT IS WE HAVE A COURSE CALLED PATH TO COLLEGE AND CAREER,
SO I THINK ONE THING IS HELPING STUDENTS SEE THEIR FUTURE. 
          RIGHT. AND THAT COURSE IS FOR SEVENTH GRADERS,
EVERY SEVENTH GRADER IN DALLAS ISD. 
          AND NOT ONLY DOES IT HELP STUDENTS UNDERSTAND WHAT PROGRAMS AND PATHWAYS ARE AVAILABLE,
BUT ALSO WHERE AT IN DALLAS ISD CAN THEY GET THESE PROGRAMS AND PATHWAYS TO ACTUALIZE THEIR FUTURE. SO WE LAID THE FOUNDATION. 
          I'M SORRY. SO WE LAYING THE FOUNDATION IN MIDDLE SCHOOL,
IS THAT CORRECT? ABSOLUTELY. OKAY. AND ALSO RECRUITMENT, WHAT HAS BEEN YOUR RECRUITMENT PLAN LAST YEAR AND
WHAT'S YOUR RECRUITMENT PLAN FOR THIS YEAR FOR TO INCREASE CCMR? WELL, I THINK WHEN YOU. 
          WHEN YOU CONSIDER OUR HIGH SCHOOLS, YOU KNOW,
ASK IS, AND THEY DO, OF COURSE, IS THEY'RE GOING TO RECRUIT FROM THEIR NEIGHBORHOOD MIDDLE SCHOOLS. AND WE WANT OUR NEIGHBORHOOD MIDDLE SCHOOL FAMILIES AND STUDENTS TO SEE THE HIGH
SCHOOL. IS THERE A PATH FORWARD, AND SOMETIMES THAT'S NOT WHAT FAMILIES WANT. AND SO WE HELP THEM FIGURE IT OUT FROM THERE. BUT IT'S ALWAYS GOING TO BE THE LEGACY MIDDLE SCHOOL
TO THE LEGACY HIGH SCHOOL OR THE PATH OF PROGRAM THAT MAKES THE MOST SENSE FOR YOU. 
          SO DO YOU. DO YOU TARGET IT BY FEEDER PATTERNS OR BY GEOGRAPHICAL REGIONS? IT WOULD BE BY VERTICAL TEAM FEEDER PATTERN. OKAY. 
          ALL RIGHT. AWESOME. AND GOOD JOB WITH THAT. I'VE SEEN A LOT OF THE WORK THAT YOU,
THAT YOU'VE ALL BEEN PUTTING IN SINCE MY TIME ON THE BOARD. 
          AND AGAIN, KUDOS TO THE INCREASE. IT SHOWS THAT IT'S PAYING DIVIDENDS LITERALLY PAYING
DIVIDENDS. 
          ALSO STUDENT GOALS. DOCTOR, THEY KIND OF ANSWERED MY QUESTION ABOUT IF I WALKED INTO A
SCHOOL AND ASK A STUDENT THEIR, THEIR GOALS, ARE THEY ABLE TO, YOU KNOW, REGURGITATE WHAT THEIR GOALS ARE AND. 
          I WAS GOING TO SAY YES. BY SEPTEMBER 30TH ALL STUDENTS,
WE HAVE, WE GAVE A DATE THAT ALL STUDENTS SHOULD HAVE THEIR DATA GOAL MEETINGS BY THE END OF SEPTEMBER, AND THAT WE SHOULD ALSO HAVE THE COMMUNITY MEETINGS WITH THE PARENTS BY THE
END OF SEPTEMBER. 
          YEAH, THAT WAS GOING TO BE MY QUESTION. DO THE PARENTS KNOW WHAT THE GOALS ARE FOR EACH
ONE OF THEIR CHILDREN? OKAY, SO I DON'T NEED TO ASK MY DAUGHTER ANY QUESTIONS. 
          WILL BE AFTER SEPTEMBER 30TH. YOU CAN ASK BEFORE,
BUT JUST KNOW THAT IF SHE DOESN'T HAVE THAT INFORMATION, IT IS COMING. OKAY. NOT, GOOD. GOOD JOB. I THINK IT'S AMAZING THAT EVERY CHILD KNOWS WHERE
THEY ARE AND WHAT THEY NEED AND WHERE THEY'RE HEADED, SO THEY CAN DO THE NECESSARY WORK TO INCREASE THE ACADEMIC OUTCOMES THAT THEY'RE HOPING TO
ACHIEVE. 
          SO HATS OFF TO YOU ALL FOR THE WORK THAT YOU ALL DOING. 
          THANK YOU. TRUSTEE CURRIE. I'D FIRST WOULD LIKE TO KNOW HOW TRUSTEE TURNER IS ABLE TO ASK
HIS 15 YEAR OLD DAUGHTER A QUESTION AND GET A STRAIGHT ANSWER. 
          I HAVE NOT. IT'S CALLED SHOPPING. OKAY. ALL RIGHT. 
          I KNOW THE ANSWER. SO AGAIN, THANK YOU FOR PROVIDING THIS INFORMATION. 
          VERY, VERY HELPFUL. AND IT'S ALSO GREAT TO SEE THE INCREASES WE HAD. 
          I HAD A FEW FOLLOW UP QUESTIONS FROM SOME OF THE OTHER TRUSTEES. 
          QUESTIONS ONE YOU KNOW, TRUSTEE MACKEY QUESTION ABOUT WHERE YOU HAVE THE EXAMPLE OF,
YOU KNOW, A STUDENTS MET ON ONE AND NOT MET ON THE OTHER AND VICE VERSA. 
          AND, YOU KNOW, WE ASKED THE QUESTION, WHAT ARE THE EXACT SORT OF STRATEGIES THAT WE ARE
USING TO TRY TO CLOSE THAT GAP SO THAT A STUDENT WHO IS MET ON ONE, 
          [00:50:01]
BUT NOT ON THE OTHER IS MET? AND I DID HEAR DOCTOR ELIZALDE'S EXPLANATION THAT IT STARTS
WITH MAKING SURE THE STUDENT IS AWARE OF THEIR OWN PERSONAL GOALS AND THEIR OWN PERSONAL JOURNEY, AND WHAT THEY NEED TO DO NEXT. MY FIRST QUESTION IS JUST OKAY,
THAT'S GREAT. 
          THEN HOW DO THEY GET THE SUPPORTS TO THEN CROSS THAT BOUNDARY? WHAT IS THE STRATEGY TO GO TO THE NEXT STEP? AND I WANT TO SEE IF YOU COULD TALK TO THAT A
LITTLE BIT. 
          YEAH I'LL START I THINK FIRST IS WE HAVE SHIFTED WHERE WE PROVIDE THE ASSESSMENT FOR TSI. 
          SO FOR MOST OF OUR STUDENTS, THEY'RE GOING TO TAKE IT AFTER ENGLISH III OR ALGEBRA II,
BECAUSE MOST OF THE CONTENT FOR THOSE ASSESSMENTS SITS IN THAT SPACE. 
          SO STRATEGICALLY WE WANT TO MAKE SURE THAT THEY HAVE JUST RECEIVED THE CONTENT FROM A
YEAR, A YEAR LONG COURSE AND THEN PROVIDE THE ASSESSMENT CORRESPONDING TO THAT. 
          SO FOR A LOT OF STUDENTS, THAT IS PART OF THE SOLUTION IS STRATEGICALLY SETTING THE EXAM
IN A PLACE WHERE IT'S MOST LOGICAL. 
          AND WE WEREN'T DOING THAT PREVIOUSLY. AND IS THAT INDIVIDUALIZED PER STUDENT? I KNOW SOME STUDENTS TAKE CLASSES AT DIFFERENT ACCELERATED LEVELS THAN OTHERS. DOES THAT
MEAN THAT STUDENTS ARE THEN GOING TO BE TAKING THE TSI AT DIFFERENT PARTS OF THEIR JOURNEY? IT DOES. ABSOLUTELY. SO AGAIN, AT THE CONCLUSION OF EACH OF THOSE COURSES IS WHEN
WE'RE PROVIDING IT. 
          SO YOU'RE RIGHT, I MIGHT BE A SOPHOMORE TAKING ALGEBRA II,
RIGHT. 
          AND I WOULD TAKE TSI AT THE END. IN SOME CASES,
THAT MIGHT BE YOU HAVE A STUDENT WHO MIGHT BE A JUNIOR TAKING ALGEBRA II, AND HE OR SHE WOULD TAKE IT AT THE CONCLUSION OF THAT COURSE. 
          OKAY. AND SO ADDRESSING THE CHANGING THE TIMING I THINK I GET THAT. 
          I'M ASSUMING THEN YOU'LL STILL HAVE SOME STUDENTS THAT,
EVEN WITH THE ADJUSTED TIMING, MAY NOT BE WHERE THEY NEED TO BE, BUT WE THINK THEY CAN GET THERE. ARE THERE SOME INDIVIDUALIZED SUPPORTS THAT THEN GET
ENGAGED AT THAT POINT? AND IS THAT DRIVEN SORT OF FROM FROM THE CENTRAL? ARE YOU GUYS DRIVING THOSE DISCUSSIONS OR IS THAT SORT OF A CAMPUS TEACHER BY TEACHER KIND
OF DISCUSSION? I'M TRYING TO UNDERSTAND THE MECHANICS. WELL, I THINK OUR JOB IS TO SUPPORT THE SCHOOL AND NOT DIRECT THE SCHOOL. SO WE WORK WITH PRINCIPALS AND TEACHERS AND HELP
PROVIDE THEM RESOURCES AND SUGGESTIONS AND CONSIDERATIONS. 
          AND SO LIKE, FOR EXAMPLE, AT THE SENIOR YEAR,
IF WE'RE GETTING TO THE SENIOR YEAR AND A STUDENT HAS NOT MET, THERE'S ALWAYS THE OPTION OF COLLEGE PREP COURSE. AND OUR GOAL IS NOT JUST FOR THEM TO PASS THE CLASS. 
          OUR GOAL IS FOR THEM TO PASS THE CLASS SO THEY CAN ACTUALLY PASS THE TEST,
AND THEY'LL TAKE THE TEST AT THE CONCLUSION OF THAT CLASS ONCE THEY PASS THE CLASS. 
          BUT DOCTOR NEVILLS CAN PROBABLY TALK ABOUT A COUPLE OTHER SUPPORTS THAT SIT BEFORE THE
SENIOR YEAR. 
          BUT LET'S STICK WITH THAT ONE, BECAUSE I CERTAINLY WANT TO BE ABLE TO MEET THE
EXPECTATION, AND I'M NOT SURE THAT WE ARE. SO THE PREP COURSES THEMSELVES ARE A VERY SPECIFIC STRATEGY. 
          AND, AND IN THE PAST, WE GOT CREDIT FOR THE COURSE. 
          WE NOW KNOW, AS YOU MENTIONED, OUR NEW GOALS SPECIFICALLY HAVE. 
          HERE'S HOW THEY WERE IN THE COURSE. GREAT. BUT IF THEY CAN'T GET THAT TSI MET,
WE HAVE MORE WORK TO DO, AND WE NEED TO FIGURE OUT WHAT ELSE TO DO. SO THERE'S A TENSION BETWEEN YOU STILL HAVE TO
TEACH EVERYTHING THAT'S REQUIRED FOR THE COURSE ITSELF, SOME OF WHICH ALIGNS WITH SOME OF THE ASSESSMENTS AND SOME DO NOT. 
          WE STILL HAVE TO TEACH BY LAW ALL OF THE STANDARDS THAT ARE IN ANY GIVEN COURSE. 
          AND THEN STUDENTS WHO HAVE THAT ABILITY TO HAVE THE PREP COURSE OR BRIDGE COURSE CAN THEN
TAKE THAT COURSE AS A VERY INTENSE SPECIFIC AREA. 
          AND THEN THE TIMING HAS YIELDED QUITE A BIT OF RESULTS,
RIGHT? BECAUSE IF I TAKE ALGEBRA II AND I WAIT UNTIL THE NEXT YEAR TO TAKE MY SAT,
THAT'S PROBABLY ABOUT 30% OF THE ASSESSMENT ON SAT ON THE MATH PORTION IS COMING FROM ALGEBRA II. WITH THE OTHER TWO COMING FROM. 
          ACTUALLY, MOST PEOPLE DON'T RECOGNIZE THIS IS ABOUT A THIRD OF THE TEST ON SAT IS ADVANCED
8TH GRADE MATH. 
          AND THEN ANOTHER THIRD IS ALGEBRA I. SO 67% IS NOT EVEN ALGEBRA II. 
          BUT KNOWING THAT YOU CAN DO ALGEBRA II AND THEN TAKING THE ASSESSMENT IN THE SPRING WHEN
I'M IN THAT COURSE, AND THEN THE ACADEMICS DEPARTMENT, ENSURING THAT WE KNOW WHEN WE'RE GOING TO TAKE SAT,
WE KNOW WHEN THAT'S GIVEN. 
          SO ENSURING THAT THOSE STANDARDS THAT MOST ARE IN THAT ASSESSMENT,
NOT TEACHING THOSE AFTER THE SAT'S GIVEN, BUT FRONT LOADING THEM IS ANOTHER COMPONENT OF THAT ALIGNMENT. 
          SO IF WE'RE LOOKING FOR SOMETHING THAT'S GOING TO BE ALL THE WAY DOWN TO INDIVIDUAL
STUDENTS, BEYOND THAT, WE PROBABLY NEED TO GET TOGETHER. 
          THAT IS NOT SOMETHING I HAVE DIRECTED OUR TEAM TO DO,
SO I CERTAINLY DON'T WANT THEM TRYING TO ANSWER SOMETHING. 
          THAT IS CERTAINLY MY RESPONSIBILITY, AND I HAVE NOT GONE TO THAT LEVEL. 
          AND I, AND I'M MINDFUL OF MY ROLE, IS NOT TO MICROMANAGE HOW YOU COME UP WITH THAT
SOLUTION. IT'S JUST TO ASK THE QUESTIONS, TO MAKE SURE THAT IT'S TOP OF MIND AND THAT YOU'RE WORKING ON IT. AND I'M CERTAINLY HEARING THAT. SO I THINK I'M SATISFIED FOR MY
QUESTIONS FOR TODAY, AND I APPRECIATE THE EFFORT THE ADMINISTRATION'S MAKING ON IT. A COUPLE OF ADDITIONAL FOLLOW UPS. AND ONE I DO WANT TO RECOGNIZE,
YOU KNOW, I THINK TRUSTEE MICCICHE AND MYSELF AND OTHER AT OTHER BOARD MEETINGS HAVE CERTAINLY WANTED TO FOCUS ON LOOKING AT TSI MET WITHOUT FOCUSING ON THE COLLEGE PREP
COURSES. 
          [00:55:04]
THAT IS NOT TO SAY THE COLLEGE PREP COURSES DO NOT HAVE VALUE AS DOCTOR ELIZALDE JUST
EXPRESSED. 
          AND WE SEE DATA CORRELATIONS OF STUDENTS HAVING IMPROVED OUTCOMES WHEN THEY GO THROUGH
THOSE. AND I RECOGNIZE THAT. I DO, HOWEVER, WANT TO ASK SOME QUESTIONS ABOUT THAT SPECIFIC SUBSET OF TSI MET THAT IS NOT
COLLEGE READY. 
          ONE I WANT TO MAKE SURE, I THOUGHT I HEARD THE NUMBER IF I UNDERSTOOD THE NUMBER
CORRECTLY, TO AN ANSWER TO TRUSTEE MACKEY QUESTION THAT WE WERE AT ROUGHLY 25-26% IN THAT CATEGORY
AND ARE 34% NOW, OR DID I MISHEAR HIM? NO, YOU HEARD CORRECTLY. 
          CLASS OF 23 WAS 26%. CLASS OF 24 IS 34%. SO. SO WE'RE MAKING GOOD PROGRESS. 
          THAT'S GREAT. THAT PUSH OURSELVES A LITTLE FARTHER AS WE FINALIZE THOSE NUMBERS. 
          AND SO WE'D LOVE TO SEE THAT DATA FOR US TO HAVE THAT DISCUSSION. 
          GLAD TO PROVIDE IT. NEXT QUESTION I HAD WAS MAKING SURE I UNDERSTOOD WHAT I'M READING WHEN
I'M LOOKING AT THE INFORMATION ON SORT OF, I GUESS THE SECOND HALF OF THE SLIDE,
WHICH HAS THE BEGINNING OF YEAR NUMBERS. 
          SO LET'S TAKE FOR EXAMPLE, I'M LOOKING AT SLIDE TEN,
WHICH IS GPM 2. 
          AND, YOU KNOW, OBVIOUSLY I SEE A NUMBER OF 4.3%,
BUT WHAT I THINK I'M SEEING IS ACTUALLY 4.5% FOR THIS YEAR THAT THESE ARE SECOND GRADE STUDENTS WHO AT THE VERY BEGINNING OF SECOND GRADE,
ARE ALREADY TESTING AS IF THEY ARE AT OR ABOVE SECOND GRADE LEVEL. 
          IN OTHER WORDS, THEY'RE TESTING AS IF THEY'VE ALREADY ACCOMPLISHED WHAT THEY NEED TO LEARN
IN SECOND GRADE. AM I READING THAT CORRECTLY? THAT'S CORRECT. SO THAT MAKES SENSE THEN THAT THE NUMBER IS AS LOW AS IT IS. 
          THESE ARE STUDENTS THAT HAVEN'T GONE THROUGH THE MATERIAL YET,
SO THEY'RE GOING TO HAVE A WHOLE YEAR TO LEARN IT. GOOD. 
          I JUST I WANTED TO MAKE SURE I UNDERSTOOD THAT THAT'S ALL I HAVE FOR QUESTIONS ON THIS
ROUND. 
          THANK YOU. ROUND ONE TRUSTEE GARCIA. SO, TO FOLLOW UP ON ASSOCIATE'S DEGREES. I KNOW THAT TRUSTEE MICCICHE MENTIONED THE THE. 
          LOOKING AT THAT INFORMATION, I KNOW THAT I'VE BEEN CURIOUS TO SEE THE. 
          WHEN I LOOK AT THIS, I'M ALWAYS THINKING ABOUT INDIVIDUAL STUDENTS. 
          SO THEN I THINK ABOUT INDIVIDUAL SCHOOLS AND THEN I THINK ABOUT THE DISTRICT. 
          SO I ALMOST WHEN WE GET THAT INFORMATION, I WOULD LOVE TO SEE LIKE WHAT THE NUMBERS
ACTUALLY LOOK LIKE, RIGHT, FOR EACH INDIVIDUAL SCHOOL. SO THAT WAY I COULD SAY,
OKAY, WELL THIS PERCENTAGE INCREASE WILL EQUAL THIS FOR A SCHOOL LIKE SAMUEL OR SICKLERVILLE. SO I WOULD LOVE TO SEE THAT. 
          ALSO, IN TERMS OF I-READY, I THINK I HAD HAD CONVERSATIONS AND IT'S BEEN SOME TIME,
BUT WITH DIFFERENT INDIVIDUALS AND WITH I-READY. IS THAT ALL AVAILABLE IN SPANISH NOW? YES. OKAY, BUT I DO. IT WAS ALL AVAILABLE. THE TEST ITSELF HAS ALWAYS BEEN AVAILABLE IN
SPANISH. 
          THE PLAYLIST, THE PLAYLISTS THAT WERE GIVEN WERE NOT AVAILABLE AT THE SAME,
AT THE SAME LEVEL THAT THEY WERE IN ENGLISH. 
          THEY ARE NOW COMPLETELY COMPATIBLE. OKAY. YEAH,
BECAUSE THAT WAS WHAT I KEPT HEARING THAT IT WASN'T. 
          BUT. SO THIS HOW, LONG HAS IT BEEN? FOR MATH,
IT'S ALWAYS BEEN BOTH. 
          THIS IS THE FIRST YEAR FOR READING OKAY. OKAY. 
          GREAT. AND THEN INDUSTRY BASED CERTIFICATIONS. 
          I WAS PLEASED TO SEE THAT THERE WERE CERTAIN STUDENT GROUPS THAT WERE,
YOU KNOW, LEADING IN THAT. 
          ARE THERE TARGETED INTERVENTION OR TARGETED RECRUITMENT OR WHAT IS THE APPROACH FOR
AFRICAN AMERICAN EMERGENT BILINGUAL STUDENTS FOR THOSE KINDS OF CERTIFICATIONS? WELL, I THINK, YOU KNOW, I THINK FOR US AS A DISTRICT,
IT'S REALLY ABOUT MAKING SURE EVERY STUDENT'S ON A PROGRAM, A PATHWAY THAT'S GOING TO PUT THEM IN A PLACE TO BE SUCCESSFUL IN LIFE,
IN THEIR CAREER. 
          SO WE REALLY LEAVE IT UP TO THE STUDENTS AND FAMILIES WITH SUPPORT AND ENCOURAGEMENT AND
COUNSELING AS TO WHAT CAREERS AND PATHWAYS ARE OUT THERE. 
          OKAY. AND THEN LOOKING AT THE GOAL ONE WELL,
ACTUALLY I'LL SAVE THAT ONE BECAUSE I THINK. 
          AND THEN LOOKING AT THE UPGRADES, I GUESS I'M NOT AS FAMILIAR WITH. 
          SO WE KNOW MATH ACADEMIES, THEIR TEACHERS, EVERY. 
          WHICH ONES ARE DIRECTLY FOR STUDENTS OR ARE THEY? I KNOW THERE WAS THE MENTION OF VIDEOS. WELL ULTIMATELY ALL OF. 
          ALL OF THEM ARE STUDENTS. THEM SHOULD BE GETTING THE ADULTS MORE CONFIDENT AND YOU KNOW,
INCREASING THE LEVEL OF LEVEL OF RIGOR. 
          THAT SLIDE, IT'S THE ALMOST NEXT TO LAST. OUR PLAYBOOKS ARE FOR THE ADULTS. 
          BUT AT THE SAME TIME, WE HAVE INCREASED THE NUMBER OF EXTENDED CONSTRUCTED WRITING
RESPONSES IN OUR ASSESSMENT SYSTEM SO THAT STUDENTS ACROSS THE BOARD ARE 
          [01:00:08]
GETTING THOSE, MATH ACADEMIES IS FOR THE ADULTS,
AND AT THE END OF THE DAY, IT'S TO PUT A A TEACHER BACK IN THEIR CLASSROOM TO BUILD THEIR CONFIDENCE. OUR SILT IS FOR THE ADULTS. AND A LOT OF THAT GOES BACK INTO BUILDING CAPACITY
AT CAMPUSES. 
          SO YOU AGAIN GET THE BEST TEACHERS AND THE BEST OUTCOME. 
          AND THEN OUR BAND ACTIVITY THAT DIRECTLY AFFECTS STUDENTS. 
          EACH STUDENT DOES HAVE THEIR OWN INDIVIDUAL GOAL. 
          AND THAT IS A VERY ROBUST STRATEGY ACROSS THE BOARD. 
          SO REGARDLESS IF YOU'RE THE TOP STUDENT IN THE CLASS OR STUDENT THAT'S STRUGGLING,
EVERY SINGLE STUDENT IN DALLAS ISD HAS THESE DATA GOALS. 
          OR IT SAYS THEIR STUDENT DATA WALL. SO IS IT DISPLAYED SOMEWHERE? I'M JUST CURIOUS. SO THE WAY THE DATA WALL WORKS IS THAT EACH ONE OF THESE LITTLE SORT OF
INDIVIDUAL BOXES REPRESENT A STUDENT, AND IT TELLS THE STUDENT HOW IF THEY'RE PERFORMING WHERE THEY'RE SUPPOSED TO PERFORM. 
          AND THE GOAL THAT THEY'RE SUPPOSED TO PERFORM AT OR HOW FAR AWAY THEY ARE FROM THAT GOAL. 
          AND SO STUDENTS FIND OUT THEIR GOAL. THEY UNDERSTAND WHAT THEY NEED TO WORK TOWARDS HOW
MANY QUESTIONS YOU ARE, LET'S SAY, FROM THAT GOAL. BUT WHAT'S MORE IMPORTANT IN THIS DATA WALL IS THAT IF YOU
CLICK ON AN INDIVIDUAL STUDENT, IT'LL SHOW. HERE ARE THE PERFORMANCE DESCRIPTORS THAT YOU NEED TO BE ABLE TO DO FOR THIS
GRADE LEVEL. 
          AND THEN HERE IS WHAT YOU NEEDED TO HAVE BEEN ABLE TO DO FOR THE PREVIOUS GRADE LEVEL,
TO SORT OF CLOSE THE GAP FROM THAT GOAL. 
          SO THE TEACHER KNOWS, LIKE TIFFANY, THIS IS SORT OF WHAT YOU DID NOT MASTER LAST YEAR. 
          THIS IS WHAT YOU NEED TO GET TO THIS YEAR. AND HERE'S THE GAP. 
          AND THEN HERE ARE THE LESSONS WE'RE GOING TO GIVE SPECIFICALLY TO YOU TO ENSURE THAT YOU
CAN CLOSE THE GAP AND ALSO HIT THAT THAT GRADE LEVEL GOAL OKAY. 
          THAT'S ALL. THANK YOU. ROUND TWO. TRUSTEE SANDERS. 
          SO A COUPLE OF THINGS I JUST WANTED TO FLAG FROM A STORYTELLING STANDPOINT THAT EQUIPS,
I THINK, US AS TRUSTEES AND ADVOCATES FOR DALLAS ISD,
TO GO OUT AND TALK ABOUT SOME OF WHAT WE'RE SEEING HERE. 
          YOU KNOW WOULD YOU EXPLAIN, GOING BACK TO THE BIG LEAP,
I THINK IT WAS IT 5.1 OR 5.2. 
          FIVE? YEAH. OKAY. SO GOING BACK TO 5.1, IF YOU WERE TALKING TO JUST THE COMMON AVERAGE JOE
OUT IN THE COMMUNITY. JOE, WHAT DO YOU MEAN? LISTEN,
THE COMMON AVERAGE JOE, YOU'RE A SUPER JOE. 
          JOE, DON'T WORRY ABOUT IT. THE BASIC BYRON IN THE COMMUNITY WON'T EVEN TALK ABOUT YOU,
JOE. 
          DON'T WORRY ABOUT IT. BUT IF YOU'RE TALKING TO THE TO THE COMMON PERSON OUT THERE AND
YOU'RE TRYING TO COMMUNICATE WHY THIS IS IMPORTANT AND WHY THIS WAS A BIG DEAL. 
          AND I'M TALKING MORE 5.1 RATHER THAN 5.2. I APOLOGIZE. 
          HOW WOULD YOU DESCRIBE THAT? AND SPEAKING SPECIFICALLY TO THE IMPACT ON A ON A STUDENT'S
LIFE AND THEIR JOURNEY. 
          WHY IS THIS IMPORTANT? WELL, I THINK FROM THE STATES PERSPECTIVE AND HOW WE MEASURE THIS,
IT SAYS TSI ESSENTIALLY SAYS IF THEY MEET THE METRIC IN READING AND MATH, THEY'RE COLLEGE READY. AND I THINK THAT, YOU KNOW,
THAT ONE WOULD SAY THAT, OKAY, IF THEY'RE COLLEGE READY, THIS IS GOING TO PUT THEM PREPARED TO WALK INTO COLLEGE AND SEE SUCCESS,
NOT HAVE TO TAKE REMEDIAL COURSES. 
          RIGHT. YEAH. AND SO I THINK IT'S GOING TO PUT THEM IN A POSITION TO FEEL CONFIDENT THAT
THEY CAN GO ON THEIR JOURNEY AND BE SUCCESSFUL. 
          I WANT TO FLAG THAT SIMPLY BECAUSE AS WE'RE TALKING,
AS WE'RE GOING OUT AND WE'RE PLANNING FOR, YOU KNOW, WHAT'S IMPORTANT AND HELPING JUST REGULAR FOLKS UNDERSTAND WHY WE'RE HERE AND
WHAT DALLAS ISD IS DOING. 
          I THINK IT'S ACTUALLY REALLY IMPORTANT FOR US TO TO MAKE SURE WE'RE TRANSLATING THAT FOR
THE BROADER COMMUNITY, BECAUSE ONE OF THE RAPS THAT I KNOW WE ALWAYS GET IN PUBLIC EDUCATION,
DALLAS ISD AND SOME OTHERS IS LIKE, YOU KNOW, PEOPLE COMMONLY UNDERSTAND GRADUATION RATES,
RIGHT? BUT THE THING THAT WE CONTINUE TO HEAR, EITHER FROM EMPLOYERS OR FROM HIGHER ED,
IS THAT, YEAH, THAT'S NICE, BUT IT DOESN'T MEAN THEY'RE READY FOR ME YET. 
          DOESN'T MEAN THAT THEY'RE READY FOR THE REAL WORLD YET. IT DOESN'T MEAN THEY'RE READY FOR
HIGHER ED. 
          AND SO I WANT TO FLAG THAT AS AN OPPORTUNITY FOR US TO TELL OUR OWN STORY AND TO TALK OUR
TALK AND TO MAKE SURE FOLKS UNDERSTAND THAT ONE, WE WEREN'T RESTING ON OUR LAURELS ON HAVING REALLY HIGH GRADUATION RATES. WE'VE HAD THOSE
FOR A FEW YEARS. 
          BUT WHEN WE TALK ABOUT THE KIND OF LEVEL OF RIGOR THAT WE ARE APPLYING TO OURSELVES AND
BEING SUCCESSFUL IN ACCOMPLISHING, THAT'S SOMETHING LIKE THE DALLAS REGIONAL CHAMBER NEEDS TO KNOW. 
          THAT'S SOMETHING LIKE YOU KNOW ALL THE CHAMBERS NEED TO KNOW THAT'S SOMETHING THAT THAT
OUR EMPLOYERS ALSO NEED TO KNOW IN THE 
          [01:05:10]
PROGRESS THAT WE'RE SEEING WITH DALLAS ISD AS POTENTIALLY AN ARCHETYPE OF PUBLIC
EDUCATION. 
          I SAY ALL OF THAT STUFF. I WANT TO PUT IT ON THE RECORD,
BECAUSE I KNOW THERE'S A LOT OF FOLKS WHO DON'T KNOW OR BELIEVE THAT PUBLIC EDUCATION IS ACCOMPLISHING THESE TYPES OF GOALS. SO I JUST WANT TO FLAG THAT. 
          SO THANK YOU FOR FOR TRANSLATING, I APPRECIATE IT. 
          SECOND THING THAT I'M ALSO HEARING IS THAT WE'RE NOT JUST DRIVING OUTCOMES,
BUT WE'RE ALSO DRIVING STUDENT AGENCY AND OWNERSHIP OF THEIR OWN JOURNEY. IS IS THIS A IS THIS A MORE RECENT DEVELOPMENT TO BE ABLE TO WALK INTO
A HIGH SCHOOL AND HAVE. 
          BECAUSE I THOUGHT I HEARD THAT WALKING INTO A HIGH SCHOOL,
HAVE A 10TH GRADER OR AN 11TH GRADER SAY, THIS IS WHERE I AM. THIS IS WHERE I NEED TO GO. 
          AND NOT JUST I PASSED OR I FAILED. I'M TRYING TO DO BETTER. 
          I WOULDN'T SAY THAT IT'S MORE RECENT. I THINK IT'S SOMETHING WE ALWAYS STRIVE TO DO. 
          I THINK THAT WE ARE PROBABLY MORE FOCUSED AND HAVE MORE SYSTEMS AROUND WHAT WE'RE DOING
FOR OUR STUDENTS SO THAT WE CAN ENSURE THAT EVERY STUDENT CAN SPEAK TO KIND OF WHERE THEY NEED TO GO IN THEIR JOURNEY FOR THE SCHOOL YEAR. 
          SO I WOULD SAY WE PROBABLY HAVE GOTTEN BETTER AT PUTTING SYSTEMS IN PLACE. 
          SYSTEMS IN PLACE, THAT THEN EQUIP THE MORE CHILDREN SYSTEMICALLY TO BE ABLE TO NAME THEIR
JOURNEY AND WHERE THEY ARE ON THEIR IN THEIR LEARNING JOURNEY. RIGHT. OKAY. I SAY THAT BECAUSE I,
I ALSO THINK THAT'S ANOTHER THING TO FLAG. 
          IN A WORLD WHERE INDIVIDUAL AGENCY IS ACTUALLY ONE OF THE SKILLS THAT WE'RE SEEING IS A
21ST CENTURY SKILL TO BE ABLE TO OWN YOUR OWN JOURNEY. ERNIE I DON'T WANT US TO SKIP OVER THE FACT THAT THAT IS THAT,
IN AND OF ITSELF, IS A SKILL THAT WE ARE BUILDING WITH YOUNG PEOPLE TO BE ABLE TO KNOW WHO YOU ARE AND THEN
ADVOCATE FOR WHAT YOU NEED. 
          AND I WOULD LOVE FOR US TO CONTINUE TO DOUBLE DOWN. 
          AND I KNOW WE TALK ABOUT OUR CONSTRAINTS IN BUILDING WHAT I WOULD CALL 21ST CENTURY
SKILLS. 
          IT FEELS LIKE THAT'S ONE THAT I WOULD LOVE FOR US TO BE ABLE TO ACTUALLY MEASURE AND
QUANTIFY AND BE ABLE TO REPORT OUT ON AT SOME POINT AS WELL, BECAUSE IT SOUNDS LIKE OBVIOUSLY THE WORK IS HAPPENING. BUT I WANT TO BE ABLE TO CALL THAT
OUT, TOO. SO THAT'S IT. THAT'S IT. I'LL ASK OTHER QUESTIONS. 
          AND NOT TAKE UP TOO MUCH TIME. GO AHEAD. THANK YOU. 
          TRUSTEE MICCICHE. YEAH. I TRIED TO RESIST LENGTHENING THIS DISCUSSION,
BUT I DID WANT TO REALLY GIVE A SHOUT OUT TO CONRAD. 
          BECAUSE WHEN WE GO, WHEN WE SEE THE DATA FROM THE,
ON THE ASSOCIATE'S DEGREES, THERE ARE OVER 100 STUDENTS WHO EARNED ASSOCIATE'S DEGREES AT CONRAD HIGH SCHOOL. 
          IT'S ABOUT 40% OF THE GRADUATING CLASS. IT'S JUST IT'S JUST AN AMAZING ACCOMPLISHMENT AND
A GREAT SOURCE OF, YOU KNOW, FINDING BEST PRACTICES THAT OTHER SCHOOLS CAN ADOPT. 
          BUT WE REALLY HAVEN'T MADE THE BIG DEAL OUT OF IT THAT IT REALLY IS. 
          I MEAN, IT'S JUST EXTRAORDINARY. AND I HOPE WHEN WE LOOK AT THE,
LOOK AT THAT DATA REALLY CLOSELY, WE FIGURE OUT HOW THEY GOT THERE. I MEAN, IT'S JUST AMAZING. 
          THANK YOU. TRUSTEE MACKEY YOU'RE WORRIED ABOUT LENGTHENING THE CONVERSATION ON THE SINGLE
MOST IMPORTANT THING WE DO? THIS IS THE WORK. NO, THANK YOU FOR THAT. AND,
BYRON, WHAT I HEAR YOU SAYING IS ARCHETYPE OF PUBLIC EDUCATION. 
          DID I WRITE THAT DOWN CORRECTLY? DID I HEAR YOU SAYING IS MAYBE THAT SOUNDS SIMILAR TO
BEING A PREMIER URBAN SCHOOL DISTRICT, WHICH IS OUR VISION, I LIKE IT. THANK YOU FOR THAT. 
          THAT WAS ALL SUPER HELPFUL. I WANT TO SWITCH GEARS TO THE OTHER SLIDES AND THANK YOU,
DOCTOR ELIZALDE AND THE ENTIRE TEAM ON SHOWING THIS BEGINNING OF THE YEAR DATA LIKE THIS IS AGAIN,
THIS IS AMAZING. 
          AND EVEN THOUGH WE'RE STILL KIND OF LEARNING AND FIGURING THIS OUT AND PUTTING IT OUT
THERE, THOSE ARE REALLY POWERFUL THINGS TO SHOW THAT WE'RE ESSENTIALLY IT LOOKS LIKE WE GREW ESSENTIALLY ALMOST EVERYWHERE ON THOSE FROM LAST YEAR'S BEGINNING OF THE YEAR,
WITH MAYBE ONE EXCEPTION I SAW. 
          SO KUDOS THERE. THE QUESTION I HAVE, LAST YEAR. 
          CAN WE GO TO ONE OF THOSE SLIDES, DOESN'T REALLY MATTER WHICH ONE. IF I REMEMBER
CORRECTLY, TO TRUSTEE FOREMAN QUESTION LAST YEAR'S BOI,
WE MADE THE SWITCH TO I-READY LAST YEAR. 
          SO THIS IS APPLES TO APPLES, I-READY IS READY,
IS IT NOT? OR IS THAT STILL MAP? NO IT IS I-READY TO I-READY. 
          THAT'S AWESOME. WHICH BODES REALLY WELL GIVEN THAT WE KNOW MOST OF OUR GAINS HAPPEN DURING
THE SCHOOL YEAR WHEN OUR TEACHERS ARE WORKING WITH OUR KIDS. 
          [01:10:06]
SO I'M SUPER EXCITED ABOUT THIS. ONE THING, AND MAYBE WE DO THIS. 
          MAYBE WE DON'T DO THIS YET. WE'VE HAD THESE GPMS FOR A NUMBER OF YEARS. 
          WE KEPT MOSTLY SIMILAR. SOME OF OUR GPMS THE SAME. 
          DO WE DO ANY KIND OF ANALYSIS? I DON'T KNOW IF JACOB'S IN THE ROOM. 
          ON IF THESE ARE ACTUALLY, LIKE, CORRELATING TO US IN A YEAR'S TIME MEETING THE GOAL THAT
WE SET AND KIND OF. 
          THAT'S SUPER HARD THING TO DO IN PRACTICE, ESPECIALLY WHEN WE'RE SETTING IT. BUT I'M
CURIOUS, WHAT'S THE CYCLE LOOK LIKE ABOUT DO THESE GPMS ACTUALLY CORRELATE WITH WHAT WE THOUGHT THEY CORRELATE? I, WE HAVE DONE THE CORRELATION WITH THE ONE YEAR DATA THAT WE
HAVE. 
          I WOULDN'T CONSIDER THAT A PATTERN JUST YET. YEAH. 
          AND WE MADE SOME OBSERVATIONS WITH REGARD TO EVEN WHAT I-READY NORM REFERENCED TEST SHOWS
IS ON GRADE LEVEL VERSUS WHAT STAAR CRITERION REFERENCE TEST SAYS IS ON GRADE LEVEL. 
          AND THERE ARE SOME AREAS WHERE THERE'S A VERY TIGHT CORRELATION EVEN WITHIN THAT
DEFINITION. 
          AND THERE ARE SOME AREAS WHERE THERE ARE SOME DIFFERENCES. 
          AGAIN, WE'VE DONE THAT FOR ONE YEAR. I DEFINITELY THINK AT THE END OF THIS YEAR WE WOULD
BE ABLE TO SHOW TWO YEARS TO. 
          BUT TO ANSWER WHAT DATA WE DO HAVE NOW, IT IS A TIGHT CORRELATION. 
          THAT'S AWESOME. I MEAN, IT'D JUST BE INTERESTING TO SEE BECAUSE IT'S HARD FOR US. I MEAN,
IT'S GREAT TO SEE THIS, BUT THIS IS STILL WE'RE LOOKING AT THE KIDS WHO TOOK THE 4.3 BEGINNING OF THE YEAR LAST YEAR. THOSE ARE OUR CURRENT THIRD GRADERS. AND THE 4.5 WILL BE
OUR THIRD GRADERS NEXT YEAR. 
          SO, I MEAN, MAYBE THERE'S A WAY WE CAN TALK ABOUT THAT OFFLINE. 
          I WAS JUST I'M GLAD TO HEAR WE'RE DOING A CORRELATION,
ESPECIALLY AS WE CONTINUE TO BUILD THAT OUT AND SEE HOW THESE ARE TRACKING TOWARDS THAT. 
          ON THE READING ONE, IF WE CAN GO BACK ONE SLIDE,
I GUESS IT'S THE MATH. 
          ONE TWO THE KINDERGARTEN ACHIEVEMENT. I KNOW I HAD DONE A TRACKER REQUEST BACK EARLIER I
THINK TO YOU, CHIEF HEWITT, WHICH IS AROUND, DO WE HAVE ANY SENSE OF HOW OUR KIDS WHO ARE AT DISD PRE-K
DID ON THEIR BEGINNING OF THE YEAR KINDERGARTEN ASSESSMENT VERSUS THOSE WHO WERE NOT IN DISD PRE-K? WE CAN PULL THAT. 
          I MEAN, WE PULL IT EVERY YEAR. WE HAVEN'T DONE IT ALREADY FOR BOI,
BUT WE PULL IT. 
          I MEAN, I THINK THAT'D BE SUPER INTERESTING TO SEE YEAR OVER YEAR OVER YEAR TO MAKE THIS
POINT THAT THIS IS WHY PRE-K IS SO NECESSARY AND IT'S STARTING TO SHOW US HUGE GAINS THAT WE KNOW OF. THAT LAST TRACKER, I THINK WE SHOWED THREE YEARS. 
          IF YOU'RE ENROLLED IN PRE-K ONE YEAR VERSUS TWO YEARS,
THE LONGER YOU'RE WITH US, THE BETTER YOU'RE DOING. 
          GOTCHA. AND THEN THE LAST THING I. WHEN WE WERE TALKING. 
          WHEN TRUSTEE SANDERS ASKED THE QUESTION, YOU SAID ONE OF THE BIGGEST THINGS WE NEED IS
TIME. WHAT WERE YOU REFERRING TO EXACTLY? TIME FOR WHAT? TIME FOR TEACHERS TO HAVE TO PLAN AROUND HOW THEY'RE GOING TO SET UP THEIR CLASSROOM WITH
CURRICULUM, WITH RESOURCES. EVERY DAY. THEY'RE GETTING DATA BACK EVERY DAY. 
          YOU'RE ADJUSTING. AND THAT'S JUST WHAT MY STANDARD ANSWER IS,
BECAUSE WE COULD TRAIN THEM ALL DAY LONG. 
          WE DON'T WANT TO PULL THEM OFF THE CAMPUS. WE CAN DO SUMMER,
ALL SUMMER LONG, BUT PEOPLE HAVE LIVES. 
          AND SO, YOU KNOW, TIME FOR PLCS. THAT'S WHY ONE OF OUR BIG BETS WITH SILT. 
          YOU KNOW, LAST YEAR, WE HAD 1000 TEACHERS THAT WERE GOING THROUGH TRAINING TO COME BACK
AND DO DATA ANALYSIS AND PLCS. 
          NOW WE'VE GOT 2000 TEACHERS. WE'VE DOUBLED THAT. 
          SO THAT WAY YOU'VE GOT EXPERTS COMING INTO YOUR CLASSROOM WHILE YOU'RE IN YOUR CLASSROOM
TEACHING. 
          YEAH, YOU MIGHT NOT HAVE AN ANSWER TO THIS QUESTION NOW. MY LAST QUESTION ON THIS WAS
THEN, WHAT DO YOU NEED FROM THIS BOARD TO HELP GIVE YOU THAT TIME? AND YOU MIGHT YOU MIGHT NOT HAVE THE ANSWER. NOW,
I DON'T NECESSARILY EXPECT THAT. 
          IF YOU DO, GREAT. OTHERWISE, I WOULD EXPECT TO CIRCLE BACK WITH THAT QUESTION DURING
BUDGETING SEASON TO MAKE SURE YOU GET WHAT YOU NEED TO BUILD THAT TIME IN THERE. 
          BECAUSE IT IS. YEAH, I JUST HOPE THEY'RE GOING TO SAY THAT I'M GOING TO ANSWER THAT
QUESTION, NOT THAT THEY'RE GOING TO ANSWER THAT QUESTION RIGHT NOW,
BECAUSE WE HAVEN'T HAD THAT CONVERSATION JUST YET. 
          SO I THINK RIGHT NOW THE BOARD HAS PROVIDED US ALL OF THE SUPPORTS THAT WE NEED. 
          AND I WANT TO CIRCLE BACK TO THE TIME ISSUE FROM FROM TWO VANTAGE POINTS. 
          ONE IS, AGAIN, IN EDUCATION, WE'RE THE ONLY PROFESSION THAT I KNOW OF THAT EXPECTS
TEACHERS TO DO THEIR FULL TIME DAY JOB AND TO GO GET TRAINING ON NEW CURRICULUM OR NEW STANDARDS OR NEW ASSESSMENTS THAT ARE
BEING ROLLED AT THE SAME TIME. 
          AN EXAMPLE, STARBUCKS. ONCE A YEAR WHEN STARBUCKS ROLLS OUT NEW ITEMS,
THEY SHUT DOWN THE ENTIRE STARBUCKS STORE JUST FOR TRAINING FOR STAFF. YET FOR PUBLIC TEACHERS, PUBLIC EDUCATORS,
THE EXPECTATION IS THEY HAVE TO KEEP DOING THEIR FULL TIME JOB WHILE 
          [01:15:02]
THEY'RE ALSO HAVING TO DO PROFESSIONAL DEVELOPMENT AND SO ON. 
          SO I THINK THAT'S OUR REFERENCE IS HOW DO WE BALANCE IT OUT. 
          WE DON'T WANT TO PULL TEACHERS FROM CLASSROOMS ALL THE TIME,
BECAUSE THEN YOU'RE MISSING OUT INSTRUCTION WITH OUR STUDENTS THAT TEACHERS WERE GOING TO PROVIDE. SO THERE'S A LITTLE BIT OF A TENSION OF HOW MUCH DO WE PULL THEM. 
          AND EXPANDING THE SILT TEAM WAS IN AN EFFORT TO MAKE SURE THAT WE HAD OUR EXPERT OUR OWN. 
          WE KNOW OUR EXPERTS ARE IN OUR DISTRICT, SO UTILIZING OUR OWN EXPERT TEACHERS TO BE THE
ONES WHO ARE DOING TRAINING OF THEIR COLLEAGUES HAS ALSO BEEN SHOWN TO BE A FAR MORE SUCCESSFUL APPROACH TO PROFESSIONAL LEARNING,
AS OPPOSED TO SOME DISTRICTS WILL HIRE CONSULTANTS TO COME IN. 
          AND I KNOW AS A TEACHER, I REMEMBER A CONSULTANT COMING IN AND THE CONSULTANT WOULD SAY,
THIS IS WHAT WE CAN DO. 
          AND THE FIRST THING THAT WAS IN MY HEAD WOULD ALWAYS BE,
YES, BUT YOU'RE NOT WITH THE STUDENTS THAT I HAVE OR YOU'RE NOT IN THE DISTRICT SERVING THE STUDENTS THAT I HAVE. AND SO IT'S VERY DIFFERENT. 
          AND SO I THINK REALLY BEING ABLE TO DO THAT. AND AT THE SECONDARY LEVEL,
SPECIFICALLY IN MIDDLE SCHOOL ONE OF THE THINGS WE'VE DONE, WHICH WE HAD STARTED WITH ACHIEVING IN THE MIDDLE BACK WHEN I WAS DOING AMES,
WHEN I WAS IN CHIEF, HEWITT POWELL'S ROLE WAS THAT WE DO STILL HAVE TWO PLANNING PERIODS FOR OUR SECONDARY
TEACHERS AT MIDDLE JUNIOR HIGH AND AT HIGH SCHOOL. 
          NOW, SOME NEIGHBORING DISTRICTS HAVE ALREADY,
BECAUSE OF BUDGET CONSTRAINTS, HAVE HAD TO REDUCE THAT. 
          SO I'M SO GLAD YOU MENTIONED THAT BECAUSE RIGHT NOW WE HAVE NOT GONE THERE. 
          YEAH. AND I YOU KNOW, IF THAT'S WHAT WE NEED IS TIME. 
          LIKE, I KNOW I'LL SPEAK FOR MYSELF, BUT MY GUT TELLS ME THE BOARD WILL SUPPORT THAT AND
FIGURE OUT HOW DO WE MAKE THAT HAPPEN SO TEACHERS HAVE THE TIME THEY NEED. 
          I WOULD ALSO ENCOURAGE US, AS YOU THINK ABOUT BUDGETING SEASON,
TO BRING US YOUR BIG IDEAS ON HOW TO GET THIS, AND IT DOESN'T HAVE TO BE ONE SIZE FITS ALL IF WE KNOW CAMPUSES ARE STRUGGLING,
IF WE'VE GOT HIGHER PRIORITIES, HOW DO WE GET ADDITIONAL TEACHER PLANNING PERIODS THERE WHERE TEACHERS CAN COME TOGETHER? THAT WOULD JUST BE SOMETHING THAT I WOULD SUPPORT. YOU
ALL ARE THE EXPERTS. IT'S NOT EASY. 
          IT'S NOT STARBUCKS. WE CAN'T JUST SHUT DOWN WHEN WE WANT TO. BUT I KNOW IF ANYBODY IN THIS
ROOM CAN FIGURE OUT WHAT WE NEED, IT'S Y'ALL. 
          AND I KNOW THAT I WILL BE, FOR ONE, DEEPLY SUPPORTING WHAT YOU NEED TO MAKE THIS HAPPEN
FOR OUR KIDS. 
          THANK YOU. TRUSTEES, ANYONE ELSE? ROUND TWO. OKAY. 
          SEEING NOTHING FURTHER, TRUSTEES WILL NOW TURN TO AGENDA. THANK YOU FOR THE PRESENTATION,
EVERYONE. WE'LL TURN TO AGENDA ITEM 7. 
          A. THE SUPERINTENDENT'S REPORT. I-READY BEGINNING OF THE YEAR. 
          [7. INFORMATION/REPORTS]
SUPERINTENDENT. SOME OF THESE DATA YOU SAW JUST IN A SLIGHTLY DIFFERENT PRESENTATION. 
          THIS TIME, IT'S EVERY SINGLE GRADE LEVEL. IT IS I-READY TO I-READY COMPARISON BEGINNING OF
YEAR TO BEGINNING OF YEAR. 
          WHEN WE DID PROVIDE YOU LAST YEAR I-READY DATA THOUGH I WANT TO JUST MAKE ONE SPECIFIC
NOTATION. 
          ORIGINALLY WE WERE PRESENTING STUDENTS THAT WERE AT THE 50TH PERCENTILE AS OPPOSED TO WHAT
WE'RE DOING NOW. 
          SO JACOB, OUR ASSISTANT SUPERINTENDENT CORTEZ IN OUR ACCOUNTABILITY AND RESEARCH
DEPARTMENT HAS REFORMATTED SO THAT WHAT WE ARE SHOWING NOW IS SIMILAR TO WHAT WE SHOWED AT THE END OF LAST YEAR, WHERE WE HAD THEN CONVERTED TO GRADE LEVEL PROFICIENCY. 
          SO WHAT WE SEE HERE IS THE COLLECTIVE OF BEGINNING OF YEAR TO BEGINNING OF YEAR,
BUT OF GRADE LEVEL PROFICIENCY. 
          AND I SAY THAT BECAUSE REMEMBER, I DON'T WANT IT TO BE AT THIS POINT IN THE YEAR,
HERE'S WHERE KIDS SHOULD BE, WHICH IS THE TYPE OF DATA WE PRESENTED ORIGINALLY TO YOU LAST YEAR. 
          NOW I'M SIMPLY SHOWING YOU THE DATA OF WHAT PERCENTAGE OF KIDS ARE ON GRADE LEVEL,
NEAR GRADE LEVEL OR ABOVE GRADE LEVEL. 
          AND SO YOU SEE SOME OF THE SAME KIND OF PATTERNS THAT WE'VE SEEN BEFORE,
PARTICULARLY IN READING LANGUAGE ARTS. 
          I SIMPLY WANT TO DRAW OUT. WE SEE THIS EXACT SAME PATTERN IN JUST ABOUT EVERY ASSESSMENT. 
          AS THE GRADE LEVEL INCREASES, WE HAVE FEWER PERCENTAGES OF STUDENTS THAT ARE AT THE UPPER
LEVEL. 
          YOU SEE THAT PATTERN. YOU SEE THE RED BAR INCREASES FROM GRADE LEVEL TO GRADE LEVEL TO
GRADE LEVEL. 
          THAT IS IN GENERAL A FUNCTION OF AS THE ASSESSMENT,
WELL, AS THE GRADE LEVEL GETS MORE RIGOROUS, WE HAVE TO KEEP UP WITH THAT LEVEL OF RIGOR. SO THIS IS TRULY A REFLECTION OF OUR SYSTEMS
AND WHETHER WE ARE ENSURING THAT WE'RE MEETING THE STUDENTS, BECAUSE WE CAN TELL THAT IN OUR KINDER AND FIRST,
AND LET'S EVEN GO TO SECOND AND THIRD, EVEN ALL THE WAY TO FOURTH. A THIRD OF THE STUDENTS ARE NOT ON GRADE LEVEL,
MEANING THEY ARE ONE GRADE LEVEL OR MORE BEHIND. 
          BY THE TIME WE START GETTING TO FIFTH GRADE,
WE'RE ALMOST AT 50%. 
          NOW. AGAIN, SOMETHING THAT'S A PART OF THESE SLIDES THAT I WANT TO REITERATE. 
          THE ONE FACTOR THAT IS MOST CLOSELY CORRELATED TO SUMMER REGRESSION IS FAMILY ECONOMICS. 
          [01:20:08]
SO THE MORE CHALLENGING I HAVE THAN IN THE SUMMER,
I'M GOING TO SHOW MORE REGRESSION. 
          THE POSITIVE END OF THAT IS THAT ONCE THEY COME BACK TO SCHOOL STARTING IN AUGUST,
SEPTEMBER, THEY'RE ALSO THE STUDENTS WHO GET RIGHT BACK,
CAUGHT BACK UP AND AGAIN CAN EVEN OUTPERFORM OTHER STUDENTS. 
          AND AS YOU KNOW, OUR DATA SHOW THAT WE ARE DOING VERY WELL WITH REGARD TO ECONOMICALLY
DISADVANTAGED STUDENTS, AFRICAN AMERICAN STUDENTS, EMERGENT BILINGUALS. 
          BY NO MEANS AM I SAYING WE'RE WHERE WE NEED TO BE,
BUT OUR TEAM HAS DONE AN AMAZING JOB OF TRULY EXHIBITING THAT WE DO SUPPORT. 
          THAT ALL MEANS ALL. ALL STUDENTS. AND SO ALL OF THESE DATA REFLECT AGAIN BEGINNING OF YEAR
TO BEGINNING OF YEAR. 
          THEY SHOW SIMILAR PATTERNS. AND IT'S TRULY. THIS IS WHY THROUGH YEAR GROWTH IS SO MUCH
MORE IMPORTANT THAN YEAR OVER YEAR GROWTH. 
          BECAUSE WHEN YOU DO END OF THIRD GRADE TO END OF FOURTH GRADE,
IT DOESN'T TAKE INTO ACCOUNT WHAT HAPPENED THAT SUMMER, ESPECIALLY FOR THAT PARTICULAR TEACHER OR TEACHERS THAT HAD THAT STUDENT. 
          IF I HAD DONE BEGINNING OF YEAR, FOURTH GRADE TO END OF YEAR AT FOURTH GRADE,
WHICH IS WHAT WE'LL BE ABLE TO SHOW YOU IN EACH OF THESE AREAS AS WE GET TO THE END OF THIS SCHOOL YEAR, WE'LL BE ABLE TO SEE THAT VALUE ADDED FOR EVERY ONE OF THESE STUDENTS. 
          AND SO THAT'S WHAT THESE DATA ARE REPRESENTING. 
          IT'S A BENCHMARK. IT'S A PLACE FOR US TO START. 
          THANK YOU. THANK YOU. TRUSTEE TURNER. I'M SORRY. 
          I DON'T HAVE A QUESTION. OKAY. I THINK SORRY MY THING MESSED UP HERE. 
          OKAY. TRUSTEE MICCICHE. THANK YOU. AND THAT SORT OF BRINGS BACK THE WHOLE QUESTION OF
SUMMER LEARNING LOSS AND SUMMER SCHOOL OR INTERSESSION CALENDARS AND I MEAN, WHAT ARE YOUR CURRENT THOUGHTS ON,
YOU KNOW, HOW WE CAN MAKE SUMMER SCHOOL LONGER, MORE RIGOROUS? YOU KNOW, CAN WE GET MORE FUNDING FOR IT THAN WE'VE
HISTORICALLY BEEN ABLE TO GET? AND, YOU KNOW, THE SECOND LOOK AT INTERSESSION,
I DON'T KNOW, I MEAN, I KNOW THAT WAS NOT AS SUCCESSFUL AS WE HAD HOPED. 
          IN FACT, IT TURNED OUT TO BASICALLY BE NOT HELPFUL IN ANY MEANINGFUL. 
          THERE WEREN'T MEANINGFUL RESULTS FROM IT. I THINK THERE WAS SOME SOME POSITIVE RESULTS,
BUT THE FACT THAT WE WE HAD TEACHER BURNOUT IN THE, IN THE IN IN JUNE AND WE A LOT OF THE KIDS WHO REALLY NEEDED IT THEY WENT
ON VACATION AT THE SAME TIME AS THEIR PEERS. SO I THAT'S WHAT I RECALL AS BEING EXPLANATIONS FOR WHY THE INTERSESSION
DIDN'T WORK. 
          BUT IT YOU'VE HIGHLIGHTED THE FACT THAT WE HAVE A BIG SUMMER MELT. 
          AND IT REALLY HURTS OUR ECONOMICALLY DISADVANTAGED KIDS,
WHICH IS 90% OF OUR KIDS. 
          SO JUST WHAT ARE YOUR THOUGHTS ON THAT? YEAH. 
          I THINK AND THERE'S MORE CURRENT RESEARCH NOW,
THERE'S NO DOUBT THAT WHEN WE LOOKED AT THAT DATA, WE DID NOT YIELD POSITIVE RESULTS FOR STUDENTS. 
          BUT WE ALSO HAVE TO REMEMBER THAT WE WERE LOOKING AT JUST THAT WINDOW OF TIME. 
          MORE RECENT RESEARCH IS INDICATING THAT PROGRAMS THAT WERE ATTEMPTING TO DO THAT
EXTENSION, EITHER OF THE SCHOOL YEAR OR INTERSESSIONS IMMEDIATELY FOLLOWING COVID,
ALL SHOWED SOME OF THE SAME PATTERNS WE DID BECAUSE TEACHERS WERE ALREADY TIRED. 
          AND SO THAT VERY NEXT YEAR OF GOING INTO ALL OF THE EMOTIONAL AND PHYSICAL TOLL THAT HAD
BEEN TAKEN, IT WAS AS IF THAT WHOLE COVID HAD HAD AN EFFECT BEFORE WE EVEN REALLY GOT STARTED. 
          AND SO, I MEAN, HINDSIGHT IS WHAT IT IS. IT WOULD HAVE BEEN BETTER IF WE HAD SAID,
LET'S NOT DO IT RIGHT NOW. 
          LET'S WAIT A YEAR. BUT OF COURSE, ALL OF US WERE THINKING,
LET'S DO IT RIGHT AWAY BECAUSE WE WANT TO MAKE UP FOR ANY OF THE LOSSES THAT WE'VE SEEN. 
          SO A WE NOW KNOW THE STATE HAS MADE SOME ADJUSTMENTS. 
          IT USED TO BE WE HAD TO HAVE 180 CALENDAR DAYS IN OUR REGULAR SCHOOL YEAR IN ORDER FOR US
TO QUALIFY FOR ANY ADDITIONAL FUNDING. 
          THAT HAS NOW BEEN REDUCED TO 175, AND WE NOW HAVE A CALENDAR THAT HAS 175. 
          SO WE CAN ACTUALLY NOW WORK WITH EACH OF OUR STUDENTS AND EACH OF OUR CAMPUSES TO ENGAGE
WITH THE TEAM, TO DECIDE WHETHER AN EXTENSION OF THE SCHOOL YEAR OR,
BETTER, PUT A FRONT LOADING OF THE SCHOOL YEAR. 
          SO WHAT WE'VE HEARD FROM MOST OF OUR TEAM MEMBERS UP TO THIS POINT,
IN AN INFORMAL WAY, WE HAVE NOT DONE ANY FORMAL SURVEYS. 
          WE WILL BE EMBARKING ON THAT AS THE YEAR GETS GOING. 
          [01:25:03]
IS THAT PUTTING THOSE DAYS AT THE END OF THE YEAR IS NOT VERY HELPFUL. 
          TAKING A BREAK AND HAVING THE SCHOOL YEAR START EARLIER,
SO THAT THOSE INSTRUCTIONAL MINUTES AND INSTRUCTIONAL DAYS ARE THEN CONNECTED PRIOR TO THE END OF THE YEAR, STATE ASSESSMENT IS MORE MEANINGFUL. 
          THIS ALSO MEANS THAT THEY IN HAVING THIS, IT DOESN'T JUST MEAN MORE ACADEMICS DIRECTLY. 
          IT ALSO MEANS EXPANDED FIELD TRIPS, EXPANDED VISITS,
EXPANDED GUEST SPEAKERS, EXPANDED CAREER TECH, EXPANDED. SO WE ALSO HAVE TO CHANGE OUR MINDSET. 
          DO WE NEED TO EXPAND VISUAL AND PERFORMING ARTS? DO WE NEED TO EXPAND SOME OF THE THE CLUBS AND THEN MAKING THOSE CONNECTIONS? ALL OF THAT IS PART OF THE PLAN. WE ARE STILL IN THE INFANCY STAGES OF ACTUALLY PUTTING
ALL OF THAT TOGETHER. 
          THAT'S GREAT TO HEAR. I MEAN, I REALLY DO THINK THAT OUR KIDS COULD BENEFIT FROM BOTH THE
ADDITIONAL INSTRUCTION TIME, AS WELL AS REALLY HAVING THE SUMMER CAMP EXPERIENCE BUILT INTO THE DALLAS ISD SUMMER
PROGRAM, SUMMER SCHOOL PROGRAM. AND I KNOW WE'VE ALREADY TAKEN STEPS IN THAT DIRECTION,
AND I WANT TO APPLAUD THOSE EFFORTS. 
          BUT I REALLY THINK THE WAY YOU'VE SET, SET OUT THIS DATA AND THE FACT THAT IT REALLY
CONFIRMS KIND OF WHAT WE ALL KNEW THAT WE HAD SUMMER MELT, BUT WE DIDN'T KNOW EXACTLY THE DEGREE OF IT. 
          AND WE DIDN'T REALLY HAVE THE, I GUESS THE DIRECT CORRELATION TO FAMILY ECONOMICS. 
          AND SO THE FACT THAT YOU'RE FOCUSING ON THIS NOW AND THAT THERE ARE IDEAS IN PLACE TO
REFINE AND THAT WE'RE GETTING FUNDING FOR MORE SUMMER SCHOOL, I'M REALLY ENCOURAGED BY THAT. 
          THANK YOU FOR FOR ADDRESSING THIS. AND LET ME JUST ADD ONE OTHER THING,
BECAUSE THIS BOARD APPROVES THE CALENDAR A YEAR IN ADVANCE WE WOULD ACTUALLY BE BRINGING YOU A NEW CALENDAR NOT TO NECESSARILY REPLACE THE ONE THAT
YOU'VE APPROVED, BUT TO ADD THE CALENDAR THAT WOULD HAVE THE FRONT LOADED DAYS,
IF THAT'S THE DIRECTION WE CHOOSE TO GO. 
          SO JUST AS A NOTE, BECAUSE SOMEONE MAY BE LIKE,
WE'VE ALREADY APPROVED YOU DID. 
          YOU'VE APPROVED ONE CALENDAR FOR THE FOLLOWING SCHOOL YEAR AS WELL. 
          WE WOULD SIMPLY BRING IN THE NEW CALENDAR, WHETHER THAT'S BECAUSE WE WOULD PUT DAYS AT THE
END OR AT THE BEGINNING. 
          TRUSTEE SANDERS I AM ABSOLUTELY THRILLED TO HEAR THAT PERSPECTIVE SUPERINTENDENT,
BECAUSE I THINK TOO OFTEN WHEN WE HEAR, WHAT DO KIDS NEED IN ORDER TO IN ORDER FOR IT TO BE A
MEANINGFUL SUMMER EXPERIENCE, WE USUALLY THINK ABOUT MAYBE THE VERSION OF SUMMER SCHOOL THAT A LOT OF US GREW UP AROUND
WHERE YOU DIDN'T PASS, SO STAY IN SCHOOL, WHICH IS A BEAT DOWN FOR A LOT OF A LOT OF KIDS,
RIGHT? ESPECIALLY IF YOU FELT LIKE YOU DIDN'T DO WELL ALREADY. 
          AND SO NOW MY REWARD IS I GET TO BE THE ONE KID IN MY FRIEND GROUP WHO'S GOT TO COME AND,
YOU KNOW, IT'S DIFFERENT IN SUMMER. THE RESEARCH SHOWS IT. 
          WHETHER YOU LOOK AT THE WALLACE FOUNDATION'S RESEARCH OR NATIONAL SUMMER LEARNING
ASSOCIATION, IT SHOWS THAT SUMMER SCHOOL DOES NOT HAVE TO BE MORE OF THE SAME. 
          WE CAN DEEPEN LEARNING BY HAVING A DIFFERENT EXPERIENCE IN LEARNING. 
          SO I'M EXCITED TO HEAR ABOUT THAT. WHAT I ALSO HEARD IT DID. 
          SO ARE WE GOING TO BE TAKING ADVANTAGE OF ADSY,
ADDITIONAL DAY SCHOOL YEAR FUNDING? THAT IS CERTAINLY THE. OR POTENTIALLY. THAT'S ABSOLUTELY THE PLAN. 
          AND AS WE GATHER MORE INFORMATION. YES. AND THERE ARE DIFFERENT TIERS NOW OF FUNDING. 
          SO DEPENDING ON HOW MANY DAYS ARE FRONT LOADED YOU CAN GET 25% OF ADA RETURNED. 
          YOU CAN GET AS HIGH AS 50%. ACTUALLY, IT MAY EVEN GO UP TO THREE FOURTHS. 
          I'M TRYING TO I'M LOOKING AT IT. DOES IT GO ALL THE WAY TO 75%? GOES UP TO 75% DEPENDING ON IF YOU ADD 10 DAYS,
20 DAYS, ETC.. 
          AND AGAIN, I THINK WE WANT WHAT'S MORE IMPORTANT IS WE NEED TO ENSURE THAT THE TEAMS AS WE
LOOK AT THIS, THE CAMPUSES, OUR TEACHERS, OUR SUPPORT STAFF AND OUR PRINCIPALS AND OUR PARENTS,
THEY HAVE TO BE THE ONES THAT CREATE THIS. 
          WE'RE HERE TO GUIDE, BUT IT HAS TO BE SOMETHING THAT THEY ARE THINKING IS BENEFICIAL AND
HAVE THEM BE A PART OF THAT CREATION. 
          IT SHOULD NOT BE SOMETHING WE ARE DOING TO THEM. 
          I THINK THAT'S THE OTHER THING. I THINK OUR MESSAGING WHEN WE DID THIS THE FIRST TIME,
IT WAS LIKE, THIS IS WHAT WE'RE DOING AND HERE'S WHAT WE'RE DOING. 
          AND WE DID NOT INCLUDE THEIR FEEDBACK IN WHAT IT SHOULD LOOK LIKE. 
          AND AS WE DO THAT, I THINK WE'RE GOING TO BE FAR MORE SUCCESSFUL. 
          TOTALLY AGREE. I THINK THAT'S A REALLY IMPORTANT LESSON LEARNED. THE OTHER THING I WAS
GOING TO ASK YOU MENTIONED AND ALLUDED TO THIS, 
          [01:30:03]
AND I DO WE HAVE A BREAKDOWN OR MAYBE EVEN A VISUAL OF BEGINNING OF THE YEAR STATUS OR
PERFORMANCE? BEGINNING OF THE YEAR, PERFORMANCE BROKEN DOWN BY STUDENTS WHO WE KNOW GOT SUMMER VERSUS
STUDENTS. 
          WELL, STUDENTS MAYBE OVERALL STUDENT GROUP OVERALL VERSUS STUDENTS WHO WE HAVE CONFIRMED
SUMMER EXPERIENCE. 
          DO WE HAVE THAT INFORMATION? WE CAN WE CAN AGGREGATE THAT. 
          WE DON'T HAVE IT AGGREGATED BY THAT PARTICULAR INDICATOR. 
          BUT WE CAN CERTAINLY DO THAT. AND THE REASON I'M INTERESTED IS BECAUSE IT GIVES US A
REALLY GOOD OPPORTUNITY TO SEE THE IMPACT OF OUR SUMMER. 
          AND THE LAST POINT I'LL MAKE IS YOU KNOW, I MENTIONED THIS ABOUT AFTER SCHOOL BEFORE WHEN
WE WERE HOLDING OURSELVES ACCOUNTABLE TO OUR CONSTRAINTS, I BELIEVE ON EVERY CHILD GETTING ACCESS TO AFTER SCHOOL. 
          I THINK ONE OF THE THINGS THAT WOULD, WOULD HELP US IS IF WE HAD A WAY OF CAPTURING EVEN
NON DISTRICT SPONSORED SUMMER ENGAGEMENT. 
          SUMMER IS, YOU KNOW, IS THERE A WAY FOR US TO BE ABLE TO REPORT ON THINGS THAT YOUNG
PEOPLE ARE DOING OUTSIDE OF OUR OFFICIAL REALM THAT ALSO, YOU KNOW, COULD BE IMPACTFUL, RIGHT? SO I WOULD LIKE FOR THAT TO BE A GOAL OF OURS
OR AN ASPIRATION OF OURS. 
          DOWN THE LINE, I KNOW THERE'S WAYS FOR US TO DO IT,
BUT I THINK IT'S IMPORTANT BECAUSE IT COULD HELP US ONE MEET OUR GOALS AND THEN TWO TO REALLY ENLIST THE COMMUNITY IN HELPING WITH WHAT WE KNOW IS REALLY IMPORTANT FOR THESE
YOUNG PEOPLE. 
          SO THANK YOU. TRUSTEE MACKEY. THANK YOU. AND THANK YOU FOR THE DEEPER DIVE ON THE
BEGINNING OF THE YEAR METRICS SUPERINTENDENT, I WILL SAY, I MEAN, LOOKING AT THIS, THIS IS AGAIN ECHOING WHAT WE SAW IN THE RESULTS THIS
YEAR. 
          I MEAN, IT LOOKS LIKE IN EVERY SINGLE GRADE LEVEL,
THERE ARE SUBSTANTIAL CHANGES YEAR OVER YEAR FROM WHERE OUR KIDS SHOWED UP AT THE BEGINNING OF LAST YEAR AND WHERE THE KIDS SHOWED UP THIS YEAR. SO KUDOS TO YOU AND THE
TEAM ON THAT. 
          TO ECHO MY COLLEAGUES AND I KNOW, SUPERINTENDENT,
THIS IS, I THINK THIS IS JUST TO ANSWER SOME OF THE QUESTIONS THAT I HEARD THAT I HAPPEN TO KNOW THE ANSWERS OF. SO THE STATE DID A STUDENT BY STUDENT ANALYSIS TO YOUR POINT,
TRUSTEE SANDERS, AROUND KIDS THAT ACCESS SUMMER THROUGH THE ADSY PROGRAM,
NO MATTER WHAT IT LOOKED LIKE, AS LONG AS THOSE ADS PROGRAM, I THINK 100 SOME DISTRICTS DID ADSY PROGRAMS AND THE KIDS THAT ATTENDED MORE DAYS,
I THINK 25 PLUS OUTPERFORMED THE STATE IN GROWTH BY A FACTOR OF 3 OR 4, DEPENDING ON IF YOU LOOKED AT MATH OR ENGLISH. IT WAS SO SUCCESSFUL THAT THE EXPANSION
ACTUALLY NOW ALLOWS IT TO MIDDLE SCHOOL, WHERE IT WAS PREVIOUSLY ONLY ELEMENTARY SCHOOL. 
          AND IF I REMEMBER CORRECTLY, TO SUPERINTENDENTS POINT,
IT'S BEEN A FEW YEARS SINCE WE LOOKED AT THE ADSY PROGRAM, BUT I VIVIDLY REMEMBER US TALKING ABOUT IT AND IT DID SHOW POSITIVE RESULTS. 
          IT JUST WASN'T WORTH THE COST THAT WE WERE PUTTING INTO IT,
BECAUSE WE HAD TO PAY FOR THE EXTRA FIVE DAYS AND THEN ESSENTIALLY HAD TO TAKE ON MOST OF THE FUNDING ITSELF. SO SOME OF THAT CALCULUS HAS CHANGED,
SO I'M EXCITED THAT WE'RE EXPLORING THAT AND THINKING ABOUT THAT. 
          THE ONE THING I WOULD POSIT IS, YOU KNOW, SOMETIMES IT CAN GET MESSY WHEN YOU'RE SAYING
THIS SCHOOL IS GOING TO DO ADSY, AND IS THE SCHOOL GOING TO BE AN ADSY SCHOOL OR NOT? BUT IT ALSO DOESN'T HAVE TO BE A SCHOOL DOING IT. 
          WE HAVE A SUMMER BREEZE PROGRAM THAT IS ONE SCHOOL SITE THAT HAS MULTIPLE KIDS ACCESSING
IT THAT COULD ALSO COUNT FOR ADSY. 
          WE COULD IDENTIFY FOR SCHOOLS AND WHAT ARE THE KIDS THAT REALLY NEED IT AND HOW DO WE
CENTER THEM IN THOSE? SO I THINK THERE'S A LOT OF OPPORTUNITIES THAT DOESN'T LOOK LIKE THIS SCHOOL NOW BEING
ADSY OR NOT. 
          BUT I'M EXCITED THAT TO HEAR YOU. DOCTOR ELIZALDE,
THINK ABOUT THE WORK THAT YOU ALL ARE EXPLORING. 
          EXCITED TO SEE WHAT THE PROPOSAL IS. I THINK THE DATA ACROSS THE STATE KIND OF SPEAKS FOR
ITSELF, AND SO I'M EXCITED TO SEE WHERE WE LAND WITH THAT. THANK YOU. TRUSTEES. 
          ANY OTHER DISCUSSION ON 7? SEEING. THANK YOU. 
          SEEING NO FURTHER DISCUSSION. THANK YOU. SUPERINTENDENT. 
          TRUSTEES WILL NOW TURN TO THE AGENDA 9. 9.A. WILL BE THE MINUTES. 
          [9. MINUTES SUBMITTED FOR APPROVAL]
TRUSTEES THE MINUTES WILL BE POSTED ON BOARD DOCS FOR REVIEW. 
          TRUSTEES WILL TURN TO AGENDA ITEM 10. POLICY UPDATES. 
          POLICY UPDATE, 10.A HAS BEEN PULLED BY THE ADMINISTRATION. 
          SO TRUSTEES WILL TURN NOW TO CHIEF OF STAFF DIVISION 13.A OR 14.A. 
          [12. CHIEF OF STAFF DIVISION]
TRUSTEES, ARE THERE ANY QUESTIONS ON THE CHIEF OF STAFF DIVISION? 14. 
          OKAY. I HEARD 14.A. OKAY. YEAH I HEARD. OKAY. 
          OKAY. THEN LET'S I'VE HEARD 13.A. 13.A. AND 14 OKAY. 
          TRUSTEE FOREMAN, 13.A. OKAY. THANKS. THIS HAS BEEN SOMETHING THAT I'VE ADVOCATED FOR
SEVERAL YEARS. IS PARTNERSHIPS WITH DALLAS CAN, FOR SOME OF OUR YOUNG PEOPLE. 
          [01:35:03]
DO WE KNOW HOW MANY STUDENTS THAT ARE ACTUALLY IN THIS PROGRAM? SO LAST YEAR FOR THIS PROGRAM, WE HAD ABOUT TEN STUDENTS THAT WERE REFERRED AND WORKED
WITH TEXANS CAN. 
          OKAY, ARE WE LOOKING TO INCREASE THOSE NUMBERS AND WHAT MEASUREMENTS ARE WE USING TO
DETERMINE THESE STUDENTS GO OVER TO DALLAS CAN? SO I WOULDN'T SAY WE'RE LOOKING TO INCREASE BECAUSE IT'S REALLY ON A CASE
BY CASE BASIS. 
          AND SO IT'S STUDENTS WHO ARE NOT ON TRACK. SO THEY ARE OVERAGE UNDER CREDITED,
AND THEY ARE HAVING DISCIPLINE ISSUES THAT ARE AFFECTING THEIR ABILITY TO BE SUCCESSFUL IN THE REGULAR SCHOOL ENVIRONMENT. 
          AND SO WHEN WE HAVE THOSE STUDENTS THAT MEET THAT CRITERIA AND THEY DO NOT FALL INTO A
CATEGORY FOR BEING SUCCESSFUL IN OUR GRAD PROGRAM, THEN THOSE ARE THE STUDENTS THAT WE REFER TO TEXANS CAN AND WORK WITH THE INDIVIDUAL THERE
TO GET THEM SEEN BY THEIR STAFF AND THEIR PARENTS TO LOOK AT THAT POSSIBILITY. WHO MAKES THE REFERRAL? IS IT THE PRINCIPAL OR IS IT DAEP WHO ACTUALLY MAKES
THAT REFERRAL? SO IT IS BOTH. WE HAVE HAD SOME THAT HAVE COME OUT OF DAEP THAT HAVE COME OVER,
AND WE CAN TELL THAT THERE ARE SOME CONCERNS WE IMMEDIATELY GET WITH THE GRAD DEPARTMENT TO TALK THROUGH TO SEE IF THAT STUDENT IS A CANDIDATE FOR THAT PROGRAM. 
          IF IT LOOKS LIKE THEY WOULD STRUGGLE THERE, THEN THE NEXT STEP IS TO CONTACT OUR REP AT
TEXANS CAN TO GET THEM THE CONVERSATION GOING THEN. 
          CAN I HAVE MAYBE AN EXCEL SPREADSHEET BY SCHOOL,
BY TRUSTEE DISTRICT OF OUR OVER AGE CHILDREN WITHIN THE DISTRICT THAT ARE UNACCREDITED. OKAY. IF YOU CAN. ALL RIGHT. 
          THANK YOU. TRUSTEE, ANYONE ELSE ON 13.A? TRUSTEE SANDERS. 
          YOU SPOKE TO IT A LITTLE BIT. BUT CAN YOU TALK A LITTLE BIT MORE ABOUT THE DISTINCTION
BETWEEN A DISTRICT DAEP STUDENT AND SOMEBODY WHO EVENTUALLY IS REFERRED TO TEXAS CAN? GO INTO, YOU KNOW, GIVE ME A PORTRAIT A LITTLE BIT MORE. 
          OKAY. SO IF WE HAVE A STUDENT WHO'S OVER AGE AND UNDER CREDITED AND THEY'RE STILL TRYING,
THAT'S NOT THE STUDENT THAT WE'RE LOOKING AT. THIS IS A STUDENT WHO PROBABLY IS A REVOLVING DOOR. 
          DAEP, THEY'RE COMING. SO, MULTIPLE DAEP REFERRALS. THEY'RE COMING BACK AND FORTH TO DAEP.
YOU KNOW, WE WORK WITH THEM. THEY'RE WE SEND THEM BACK TO THEIR HOME SCHOOL, THEY GET IN TROUBLE AGAIN, AND THEY'RE JUST NOT BEING SUCCESSFUL IN THAT ENVIRONMENT. 
          SO THAT'S THE STUDENT THAT WE'RE LOOKING AT. OKAY. 
          GOT IT OKAY. THANK YOU. ANYONE ELSE FOR 13.A? OKAY. SEEING NONE, 14.A. TRUSTEE CURRIE. THIS IS, THIS LOOKS LIKE AN INITIATIVE TO HAVE A POOL OF VENDORS RELATED TO ADDITIONAL POOL
INVOLVEMENT. 
          AND I'M ONE, I WAS CURIOUS, I COULDN'T TELL FROM READING IT WHETHER THIS IS AN EXTENSION
OF AN EXISTING PROGRAM OR IF THIS IS A NEW INITIATIVE THAT WE'RE STARTING THIS YEAR. 
          AND I WANTED TO UNDERSTAND THAT. NO, IT ISN'T A NEW INITIATIVE,
A NEW INITIATIVE. 
          IT'S JUST REQUESTING AUTHORITY FOR ADDITIONAL FUNDS. 
          AND IT'S JUST A TOPIC I'VE BEEN REALLY INTERESTED IN IS HOW WE TRY TO INCREASE PARENT
INVOLVEMENT AS MUCH AS WE CAN. 
          WHAT ARE THE METRICS THAT WE USE TO SORT OF EVALUATE WHETHER THESE PROGRAMS ARE
SUCCESSFUL? THAT'S ONE QUESTION I HAVE. AND QUESTION TWO IS IF IT'S A POOL,
SO THEN WE THEN IS IT THE SCHOOLS THAT CHOOSE WHICH OF THESE ORGANIZATIONS TO ENGAGE WITH, OR HOW DO WE HELP GET THESE ORGANIZATIONS INTO THE SCHOOLS? SO I'M GOING TO ASK CHIEF DAHLANDER TO COME UP. 
          BUT AS HE'S COMING UP AS FAR AS YOU KNOW, LOOKING AT THE RETURN ON INVESTMENT,
THAT IS SOMETHING THAT'S PART OF OUR ANNUAL REPORT. AND SO WE'RE LOOKING AT INCREASING PTAS,
PTOS, SBDMS, TRAINING FOR PARENTS ON THEM BEING ABLE TO INVEST IN THEIR OWN STUDENTS. DID THEY PASS TSI,
TSI A, OR HAVE THEY COMPLETED FAFSA? SO THOSE ARE ALL PIECES THAT WE'RE DOING TO INVEST IN OUR PARENTS,
BUT THEN ALSO MAKE SURE THAT THEIR ACTIVE INVOLVEMENT IN THE SCHOOL. 
          WHAT SHE SAID. I REALLY COULDN'T SAY IT MUCH BETTER THAN THAT. 
          GREAT. HOW, THIS IS A POOL VENDOR. SO HOW DOES AN INDIVIDUAL VENDOR THAT ENDS UP ON OUR
APPROVED LIST END UP CONNECTED TO A PARTICULAR SCHOOL? IS THAT DIRECTED BY THE SCHOOL, OR IS THAT DIRECTED BY US TO THE SCHOOL,
HOW DOES THAT WORK? I THINK THAT THERE ARE MULTIPLE WAYS OF DOING THAT. 
          I THINK THAT THERE ARE SCHOOLS WHO HAVE BEEN WORKING WITH PARTICULAR VENDORS,
THEY SEE THAT THEIR PTAS ARE GROWING AND GETTING LARGER, 
          [01:40:01]
SO THEY CONTINUE WITH THEM. AND THEN WE ALSO HAVE EVALUATORS WHO LOOK AT EACH ONE OF THESE
PARTICULAR ORGANIZATIONS. 
          AND SO THEY'RE SHARING WITH SCHOOL LEADERSHIP ON THE ELEMENTS THAT PARTICULAR SCHOOLS
NEED. 
          FOR EXAMPLE, I THINK IT'S GUZICK IS ONE THAT WE ADDED RECENTLY BECAUSE THEY WERE NEEDING
ADDITIONAL SUPPORT WITH THEIR PTA. AND SO THAT'S ONE OF THE SCHOOLS THAT WAS ADDED TO A PARTICULAR GROUP THAT WE WERE
WORKING WITH. 
          AND JUST LAST COUPLE QUESTIONS. SO LET'S GIVE A SPECIFIC EXAMPLE. 
          I THINK THOMAS JEFFERSON HIGH SCHOOL RE-INITIATED THEIR PTA. 
          LAST YEAR I WENT TO THEIR FIRST MEETING. I THOUGHT I WAS POPULAR,
AND THEN JOE SHOWED UP AND EVERYBODY KNEW JOE. 
          BUT HOW DOES AN ORGANIZATION LIKE THIS SUPPORT A PTA AT THOMAS JEFFERSON TO TRY TO BUILD
IT FROM WHERE IT WAS, WHICH WAS ESSENTIALLY NONEXISTENT INTO A ROBUST,
FUNCTIONING PTA. 
          WE HAVE STAFF THAT WORKS DIRECTLY WITH PTA AND PUTTING IN HELPING SUPPORT PTAS. 
          AND SO THIS WOULD THESE ORGANIZATIONS WOULD SUPPLEMENT WHAT OUR STAFF IS ALREADY DOING. 
          SO YOU KNOW, PART OF WHAT WE HAVE TALKED ABOUT WITHIN OUR FAMILY AND COMMUNITY ENGAGEMENT
GROUP HAS BEEN HOW CAN WE SUPPORT THE DEVELOPMENT AND THE GROWTH OF PTAS THROUGHOUT THE SCHOOL DISTRICT. 
          AND WE ALSO HAVE A NUMBER OF PTOS AS WELL. BUT,
YOU KNOW, WE WANT TO SUPPORT ALL OF THOSE ORGANIZATIONS AS MUCH AS WE CAN TO GET AS MUCH PARENT INVOLVEMENT AS WE POSSIBLY CAN. YOU AND I HAVE BEEN FORTUNATE TO SEE HOW,
YOU KNOW, REALLY ACTIVE PTAS CAN SUPPORT SCHOOLS. WE'D LIKE TO GET THAT THAT SAME KIND OF
INVOLVEMENT THROUGHOUT THE DISTRICT. 
          AND SOMETIMES WE NEED SOME ASSISTANCE TO BE ABLE TO DO THAT. 
          AND I'M ASSUMING THE BOTH THE VENDORS WE USE AND STAFF TAILOR THOSE NEEDS TO THE
INDIVIDUAL SCHOOLS SUCH THAT WE HAVE VERY DIFFERENT PARENT, DIFFERENT TYPES OF PARENTS, DIFFERENT LANGUAGE BARRIERS,
DIFFERENT ECONOMIC OPPORTUNITIES. AND YOU KNOW, WE'RE TAILORING OUR SUPPORTS FOR THE SCHOOL THAT THEY'RE WORKING WITH. 
          IS THAT CORRECT? CORRECT. YES, DALLAS IS A BIG PLACE. 
          EVERY COMMUNITY IS DIFFERENT. AND SO SCHOOLS IN ONE PART OF TOWN HAVE DIFFERENT NEEDS THAN
SCHOOLS IN OTHER PARTS OF TOWN. 
          THANK YOU. SURE. TRUSTEE FOREMAN. OKAY, JOHN. 
          SO THE FIRST QUESTION IS SO THE PTAS AND THE PTOS DO HAVE TO GO THROUGH A NATIONAL
ORGANIZATION AND BECOME QUALIFIED AS PTAS AND PTOS, CORRECT? PTAS DO,
YES. 
          PTOS ARE DIFFERENT, BUT. THEY DO NOT HAVE TO BE QUALIFIED? NO, THAT'S NOT. CORRECT. YOU MIGHT WANT TO CHECK THAT BECAUSE WE HAD THAT STRUGGLE WITH
PTOS. 
          BUT WHAT? I GUESS WHAT I WANTED TO SAY WAS, IS THAT THIS BOARD HAS INVESTED A NUMBER OF
DOLLARS IN OUR PARENT LIAISONS IN EACH SCHOOL. IS THAT CORRECT? DO WE HAVE A PARENT LIAISON IN. PARENT SUPPORT SPECIALISTS,
YES. 
          OKAY. PARENT SUPPORT SPECIALIST. EXCUSE MY TERMINOLOGY. 
          SO HOW DO THEY PLAY A PART IN THIS PROCESS? MY UNDERSTANDING IS THEY WOULD BE WORKING WITH
THESE ORGANIZATIONS AS WELL. 
          THEY'RE MORE BOOTS ON THE GROUND THAN WHAT WE CAN PROVIDE AT THIS CENTRAL STAFF LEVEL. 
          BUT THEY WOULD BE WORKING WITH THESE ORGANIZATIONS. 
          AND THE LAST THING THAT I HAD SOMEWHAT OF CONCERN OVER IS WHEN I LOOKED AT SOME OF THE
ORGANIZATIONS THAT WERE SELECTED, AND THEN I LOOKED AT THE SPECIFICATIONS, PARTICULARLY THE PRICING EVALUATION. 
          OUT OF 40 POINTS, SOME OF THEM SCORED PRETTY LOW IN TERMS OF PRICING. 
          SO THAT WOULD, THAT I WOULD ASSUME THAT THEIR PRICING IS HIGHER THAN WE WOULD NORMALLY BE
PAYING IF THEY SCORED PRETTY LOW. 
          SO THAT'S A CONCERN FOR ME. THANK YOU. TRUSTEE WEINBERG. 
          I HAVE A CLARIFYING QUESTION FOR THESE VENDORS. 
          ARE THEIR INDIVIDUAL GOALS SET FOR EACH OF THE VENDORS,
AND THEN I THINK I HEARD YOU SAY THAT EVALUATORS THEN JUST KIND OF MAKE SURE THAT THOSE GOALS ARE MET OR NOT MET. SO FOR EACH GROUP,
THERE'S A SCOPE OF WORK. 
          AND WITHIN THAT SCOPE OF WORK, THERE'S PARTICULAR GOALS THAT WE COLLECTIVELY EXPECT FOR
THE AGENCY OR THE ORGANIZATION TO ACHIEVE. AND SO WE ARE CONSTANTLY MONITORING AND CHECKING IN
ON THOSE GROUPS TO ENSURE THAT THOSE METRICS ARE MET. 
          AND THEN AND THEN I GUESS AS A FOLLOW ON, THE RETURN ON INVESTMENT PIECE OF IT IS EACH,
YOU KNOW, VENDOR A, VENDOR B, VENDOR C MAY COST DIFFERENT THINGS AND THEY MAY HAVE DIFFERENT METRICS
AND GOALS AND THEIR EFFICACY IS EVALUATED. 
          [01:45:07]
CORRECT. ALL RIGHT. JUST WANT TO BE CLEAR. THANK YOU. IS ANYONE ELSE ON 14 A. 
          OKAY. SEEING NOTHING FURTHER, TRUSTEES WILL NOW TURN TO ACADEMICS AND TRANSFORMATION
DIVISION WHICH IS 16 OR 17. 
          [15. ACADEMICS AND TRANSFORMATION DIVISION]
16.A. 16. OKAY. SO I HEARD 16. 16 A OR B? A. OKAY 16.A,
AND 16.A IT IS TRUSTEE FOREMAN. ALL RIGHT. 16.A. THIS IS, AND FIRST AND FOREMOST,
SUPERINTENDENT, THANK YOU FOR PUTTING IN THAT THERE WILL BE A BIT AMONGST THE CO-OPS,
BUT WHAT I DON'T GET FROM THIS PARTICULAR PROCUREMENT, AND THIS IS A $60 MILLION, THREE-YEAR PROCUREMENT. 
          WHAT I DON'T GET IS WHICH CO-OPS WE'RE CURRENTLY USING,
WHICH CO-OP WE WILL BE USING. 
          BECAUSE THERE ARE A LARGE NUMBER OF CO-OPS. SO THIS THIS DOESN'T INDICATE WHAT THE CO-OP
IS. 
          SO WE WOULD BE USING ALL THE CO-OPS THAT WE HAVE AVAILABLE TO US. 
          AND SO WHAT THIS ALLOWS US TO DO IS OBTAIN THREE QUOTES FROM THE BEST PRICING OF THE
CO-OPS, THAT ALLOWS FOR THE PRICING TO BE COMPETITIVE. 
          SO WE COMPETE TO GET THE BEST PRICING. IT ALSO OPENS US UP TO MORE OPTIONS. 
          WHAT WE'RE ENCOUNTERING IS IF WE DO OUR OWN BIDS BECAUSE OF PRICE VOLATILITY,
WE'RE NOT GETTING MANY RESPONSES. 
          AND SO BY OPENING IT UP TO CO-OPS, IT ALLOWS OUR CAMPUSES TO HAVE MORE OPTIONS. 
          SO IS IT OUR CAMPUSES OR IS IT US, BECAUSE THE CAMPUSES ARE NOT GOING TO THE CO-OPS,
IT'S US. 
          IT'S BOTH DEPARTMENTS AND CAMPUSES. IT'S THE ADMINISTRATION. 
          THE CAMPUSES DON'T GO DIRECTLY TO THE CO-OPS,
RIGHT? OUT OF THIS $60 MILLION, THE INSTRUCTIONAL SUPPLIES ARE NOT THE CAMPUSES PURCHASE THOSE
DIRECTLY. 
          YES. THEY DO AFTER WE MAKE A DETERMINATION OF WHICH ONES. 
          YES, WE'LL HELP GUIDE THE CAMPUSES. WE SPEND ANNUALLY,
TRUSTEE FOREMAN AROUND 20 MILLION ON CLASSROOM INSTRUCTIONAL SUPPLIES. 
          SO THIS OPENS THE DOOR FOR CAMPUSES. OKAY. WELL,
THANK YOU FOR HEARING MY PLEA ABOUT THE CO-OPS. 
          THANK YOU. DOES ANYONE ELSE ON 16.A? OKAY. TRUSTEES. 
          ANYTHING ELSE UNDER 16 AND 17? 17.A. HEARD 17.A. 
          17.A. 17.A. I HEARD TRUSTEE MACKEY FIRST. TRUSTEE MACKEY. 
          YEAH. THANK YOU. THIS IS SUPER EXCITING TO SEE. 
          I LOVE THIS IDEA. IS THIS A NEW PROGRAM OR HAVE WE BEEN DOING SOMETHING LIKE THIS IN THE
PAST? THIS IS OUR THIRD YEAR. OKAY. WE'VE GOT ABOUT 52 CURRENT PARAPROFESSIONALS THAT ARE
WORKING TOWARDS EITHER AN ASSOCIATE'S OR BACHELOR'S. 
          SO IT'S A PIPELINE FOR OUR TEACHERS. THAT'S AMAZING. 
          IS IT NO COST TO THEM, OR HOW DOES THAT WORK? NO COST. AND IF THEY GET THEIR CERTIFICATE, ARE THEY,
DO THEY OR ARE THEY REQUIRED TO, LIKE, STAY WITH US FOR A CERTAIN AMOUNT OF TIME, ETC.? NO. 
          OKAY. BUT WE ENCOURAGE THEM. THE THREE THAT HAVE GONE THROUGH IT ARE STILL WITH US. 
          BECAUSE THEY'RE ROCK STAR, YOU KNOW. YEAH. I DON'T IT MIGHT NOT BE A PROBLEM. 
          IT MIGHT NOT BE NECESSARY BECAUSE I ASSUME IF PEOPLE ARE DOING THIS,
THEY WANT TO BE AT THE SCHOOLS. MY GUESS IS THEY'RE PROBABLY GETTING HIRED AT THE SCHOOLS THAT THEIR PARAPROFESSIONALS AT. SO THIS IS SUPER EXCITING. 
          NOW WITH THE NEW TEACHER PREP ALLOTMENT, WILL THIS ALIGN TO US,
BECAUSE I KNOW THERE'S SOME AMOUNT OF MONEY BASED ON HOUSE BILL TWO THAT HELPS FUND THESE TYPES OF GROW YOUR OWN PROGRAMS. WILL THIS QUALIFY FOR THAT ADDITIONAL STATE FUNDING? WELL, RIGHT NOW I'D HAVE TO PROBABLY LEAN ON OUR CFO ABOUT THAT. 
          BUT I KNOW THAT SINCE IT'S NO COST TO US CURRENTLY,
RIGHT NOW, WILL WE GET IT SO WE DON'T PAY ANYTHING? I WOULD BE INTERESTED TO KNOW IF WE CAN LOOK INTO IT. HOW,
AND I KNOW IT'S A RELATIVELY NEW LAW. 
          SO THERE MIGHT BE SOME RULEMAKING. YEAH. HOUSE BILL. 
          I ACTUALLY THINK THERE'S FUNDING THAT WILL COME TO US FOR THIS TYPE OF WORK. 
          SO I'D BE CURIOUS TO KNOW IF THIS WILL QUALIFY AND WHAT DOES THAT LOOK LIKE AND HOW WE'RE
THINKING ABOUT THAT. WE CAN LOOK INTO THAT. WELL, I'M EXCITED ABOUT THIS PROGRAM. THANK YOU FOR PUTTING IT ON HERE. TRUSTEE MICCICHE. 
          YEAH, I'M VERY ENTHUSIASTIC ABOUT THIS PROGRAM AS WELL. 
          AND THANK YOU FOR PUTTING THIS IN PLACE. I WAS WONDERING IF YOU COULD CLARIFY HOW
PARAPROFESSIONALS ARE SELECTED OR RECRUITED TO THIS PROGRAM. WE ACTUALLY DO AN INFORMATION SESSION. 
          ALL THE CAMPUSES GET A NOTICE. SO ALL CAMPUS PRINCIPALS NOTIFY THEIR STAFF ABOUT IT. 
          AND THEN WE DO AN INTEREST MEETING BOTH IN THE FALL AND THE SPRING TO COLLECT NAMES. 
          AND WE'VE HAD. IT IS A GROWING INITIATIVE, EACH YEAR IT'S GETTING BIGGER AND BIGGER. 
          OKAY. THAT'S AWESOME. IS THERE A REQUIREMENT OR RECOMMENDATIONS FROM PRINCIPALS OR. 
          [01:50:02]
YEAH, WE WORK WE WE WORK WITH THE PRINCIPALS AROUND,
YOU KNOW WHO THEY THINK WOULD BE A GOOD MATCH. 
          BUT AT THE SAME TIME, WE KNOW THAT WE WANT TO HONOR THIS FOR OUR STAFF. 
          SO WE TRY NOT TO TURN AWAY ANYONE THAT THAT IS INTERESTED. 
          YEAH, AND IT'S LIFE CHANGING FOR THOSE PARAPROFESSIONALS WHO DO IT. 
          AND AND SO OFTEN IT WILL BE VERY HELPFUL TO KIDS WHO WILL BE EDUCATED BY PEOPLE WHO KNOW THEM, WHO KNOW THE CULTURE IN, IN THE SCHOOLS AND SO FORTH. 
          SO IN TERMS OF THE THE ECONOMICS OF IT, LIKE A,
SAY, A TEACHER'S ASSISTANT, WHAT DO THEY CAP OUT AT RIGHT NOW IN TERMS OF COMPENSATION? AROUND 40,000. OKAY. AND SO. I'M GETTING MESSAGES FROM OUR CHIEF ABEL AROUND SALARY. IT'S A LITTLE BIT OVER 40,000 DEPENDING ON THE,
WE HAVE THREE TIERS OF PAY GRADES FOR OUR TAS, BUT DEFINITELY AROUND THAT 40 TO 42. 
          AND ENTERING FIRST YEAR TEACHERS MAKE A STARTING SALARY OF WHAT. 
          65 PLUS ADDITIONAL STIPENDS IF YOU'RE A CRITICAL SHORTAGE AREA AS WELL. 
          OKAY. THAT'S, THIS IS AN AWESOME OPPORTUNITY. 
          THANK YOU SO MUCH FOR PURSUING THIS. TRUSTEE WEINBERG,
QUICK QUESTION. 
          ONCE THE PARAPROFESSIONAL COMPLETES THE PROGRAM,
ARE THEY CERTIFIED? IF THEY COMPLETE THE ASSOCIATES, THEY'LL HAVE AN ASSOCIATES. AND THEN IF THEY'RE
INTERESTED, THEY CAN CONTINUE WORKING TOWARDS THEIR BACHELOR'S DEGREE. 
          OKAY. AND THEN WHAT? SO AT WHAT POINT ARE THEY THEN CERTIFIED? WERE THEY WERE THEY QUALIFIED IN THE BUCKET OF CERTIFIED TEACHERS IN THE DISTRICT? ONCE
YOU GET A BACHELOR'S DEGREE THEN YOU CAN START WORKING TOWARDS A TEACHER CERTIFICATION OR WORK THROUGH OUR DOI EXEMPTION. AND SO THIS IS THE FIRST STEP IN THAT PROCESS. 
          THIS IS THE FIRST STEP. OKAY. YES. ALL RIGHT. 
          SO THEY COULD END UP CERTIFIED. THEY COULD GO FROM A HIGH SCHOOL GRADUATE TO GETTING A
FULL ASSOCIATE, TO A FULL BACHELOR'S, TO THEN BEING ABLE TO BE HIRED AS A FULL TIME TEACHER IN DALLAS ISD. 
          EXCELLENT. THANK YOU FOR CLARIFYING THAT PATHWAY FOR ME. AND THEN WHAT AGE CLASSROOMS
GENERALLY OR WHICH CLASSROOMS HAVE THESE PARAPROFESSIONALS TYPICALLY? DOCTOR RAMOS, DO YOU HAVE A BREAKDOWN? I KNOW SHE'S GOT THE BREAKDOWN BY SCHOOL AND BY
VERTICAL. 
          JUST BY ISSUES AT ELEMENTARY, MIDDLE, HIGH SCHOOL. GENERALLY,
THOUGH, THESE ARE CURRENT. THESE ARE PRE-K CLASSROOMS. ONLY PRE-K CLASSROOMS. YES. OKAY. YES. SO EVERY PRE-K CLASSROOM HAS A PARAPROFESSIONAL IN
IT. 
          OKAY. THANK YOU. AND SO THESE ARE THOSE PARAPROFESSIONALS THAT ARE WORKING TOWARDS GOING
INTO. 
          OKAY. BEING AN EARLY CHILDHOOD TEACHER. THANK YOU. 
          VERY ILLUMINATING. THANK YOU. TRUSTEE SANDERS. 
          ONE QUESTION. YOU SAID WE RECRUIT BY MAKING SURE THAT ALL OF OUR PRE-K CLASSROOMS,
WE SEND OUT A MESSAGE TO ALL OF OUR CURRENT TEACHERS. 
          DO WE DO THE SAME THING WITH OUR PARTNERS AS WELL? THE PARTNER INSTITUTIONS, THEY ARE ALSO GETTING THE WORD OUT,
AND WE'RE RECRUITING FROM THEM TOO. YES. 
          SO THEY GET A WAIT THAT'S GOING OUT TO THE DISTRICT. 
          SO THEY GET TO READ THE WAIT, AND THEN THEY'RE ALL INVITED TO THE INFORMATIONAL SESSION. 
          FANTASTIC, THANK YOU. TRUSTEE FOREMAN IT'S ABOUT TIME. 
          THANK YOU. SO THIS IS GREAT. HOW MANY PARAPROFESSIONALS HAVE ALREADY GONE THROUGH THIS PROGRAM? THREE. ONLY THREE. WELL, NO. NO. CURRENTLY, WE HAVE 52 THAT ARE GOING THROUGH IT,
BUT THREE ARE COMPLETED. 
          OKAY. SO WHEN DID WE START? THIS IS OUR THIRD YEAR. 
          AND SOME OF THESE ARE TWO YEAR PROGRAMS. SOME OF THESE ARE FIVE YEAR PROGRAMS. OKAY. OKAY. THANK YOU. TRUSTEES. ANYONE ELSE ON 17.A. 
          OKAY. SEEING NOTHING ELSE, THE TRUSTEES WILL TURN TO SCHOOL LEADERSHIP DIVISION. 
          [18. SCHOOL LEADERSHIP DIVISION]
ANYTHING UNDER 19? FOR 19.A. OKAY, TRUSTEE FOREMAN. 
          HELLO, CHIEF. HELLO. JUST A QUICK QUESTION. IS THIS SUMMER LEARNING CONTRACTED SERVICES? ARE THEY FOR A PROFESSIONAL DEVELOPMENT? IS IT FOR THE TEACHERS ONLY OR IS IT FOR
TEACHERS? IT'S FOR TEACHERS. IT'S FOR TEACHERS. YES, MA'AM. 
          OKAY. ALL RIGHT. THANK YOU. ANYONE ELSE FOR 19.A? 
          [01:55:07]
SEEING NO ONE ELSE FOR 19.A, ANYONE ELSE FOR ANYTHING UNDER 19? OKAY. SEEING NOTHING ELSE THEN TRUSTEES WILL NOW TURN TO FINANCIAL SERVICES DIVISION. 
          [20. FINANCIAL SERVICES DIVISION]
ANYTHING UNDER FINANCIAL SERVICES DIVISION? 22.A. 
          I HEARD 22.A, ANYTHING BEFORE THAT HEARING? NOTHING. 
          THEN 22.A IT IS, TRUSTEE FOREMAN. 
          CHIEF, I NOTICED THAT WE HAVE A LOT OF SMALL BUSINESSES ON THIS LIST. 
          HAVE ANY SMALL BUSINESSES EVER BEEN THE SENIOR MANAGERS OF THESE FUNDS? [INAUDIBLE] THAT WE HAVE THIS CATEGORY, BEFORE IT WAS CATEGORIZED DIFFERENTLY,
BUT YES. 
          SO HOW WAS IT DIFFERENT BEFORE? BEFORE WE HAD A DIFFERENT PROGRAM,
IT WAS A MINORITY WOMEN BUSINESS ENTERPRISE. 
          AND THEY PRIOR SENIOR LEAD WAS MINORITY WOMEN BUSINESS OWNED WE HAD. 
          ALL OF THEM? NOT ALL OF THEM, BUT WE HAD SOME. 
          YOU HAD SOME. YES. SO IF I LOOK AT THIS LIST,
I NOTICED SOME OF THE SAME NAMES ARE ON HERE. 
          THAT'S CORRECT. AND SO COULD YOU. AND ALTHOUGH WE NOW CALL THEM SMALL BUSINESSES. 
          YES, I AM CONCERNED. AND THAT WAS A CONCERN THEN TOO,
ABOUT SOME OF THEM TAKING THE LEAD ON THIS PROJECT. 
          PROBABLY KNOW THAT, RIGHT? YES. OKAY. SO I STILL HAVE THAT THAT SAME CONCERN. 
          AND COULD YOU MAYBE PUT IN THE TRACKER, THE INDIVIDUAL COMPANIES THAT DID TAKE THE LEAD IN
PRIOR YEARS? YES. OKAY. THANK YOU. TRUSTEES. ANYONE ELSE FOR 22.A? TRUSTEES ANYTHING ELSE FOR UNDER FINANCIAL SERVICES DIVISION? 23,
24, 25. 
          OKAY. SEEING NOTHING THERE. TRUSTEES WILL TURN TO OPERATIONS SERVICES DIVISION. 
          ANY QUESTIONS FOR UNDER 27? TRUSTEE FOREMAN,
YOUR LIGHT IS ON. 
          OH. I'M SORRY. OKAY. OKAY, THEN HEARING NOTHING UNDER 27,
TRUSTEES WILL TURN TO CONSTRUCTION SERVICES DIVISION. 
          [28. CONSTRUCTION SERVICES DIVISION]
I HEARD 30.A. IS THERE ANYTHING BEFORE THAT? ANYONE. 
          I HAVE A QUICK QUESTION ON 29. OKAY. WE'LL TURN WE'LL START WITH 29. 
          29.A. TRUSTEE WEINBERG. IS THE CAREER INSTITUTE EAST STILL GOING TO BE REMODELED AT
LINCOLN? AND WE JUST CLARIFY. I'M JUST CONFUSED. THIS IS JUST SO I KNOW WE HAVE A BILLY,
SOMETHING GOING UP AT BILLY DAVE, CAN WE ALL JUST CLARIFY FOR ME WHERE, BECAUSE WOODROW GOES TO CAREER INSTITUTE EAST,
I'M JUST CURIOUS WHERE THEY WILL BE GOING AND SORT OF WHAT THE. 
          YES, MA'AM. PART OF THE PROGRAM IS GOING TO THE HISTORIC LINCOLN SITE. 
          THAT'S WHAT THIS APPROVAL IS FOR. BUT SOME OF THE LARGER SHOP SPACES WHERE WE NEEDED LARGE
VOLUME, WE'LL GO TO THE, LIKE THE AUTOMOTIVE WILL GO TO THE BUILDING SITE. 
          SO THE CAREER INSTITUTE EAST WILL BE IN TWO CAMPUSES. 
          CORRECT. OKAY. THANK YOU. OKAY. TRUSTEES, ANYONE ELSE FOR 29.A? TRUSTEE TURNER. TRUSTEE FOREMAN BEFORE ME. WITH THAT,
WE'RE ON 29. 
          WE'RE ON 29.A. OKAY. I'M SORRY. I DIDN'T MAKE SURE THAT WE DIDN'T SKIP YOU,
YOU KNOW? YEAH. OKAY. QUESTION, SO THIS FUNDING IS JUST FOR THE HISTORIC LINCOLN BUILDING,
OR DOES IT INCLUDE THE OLD BUILDING SITE CONSTRUCTION? JUST THE HISTORIC LINCOLN. OKAY. AND THERE WOULD BE A DIFFERENT PROPOSAL COMING FOR THE
THE BILLY DAY SITE, CORRECT? CORRECT. WE WANTED TO EXPEDITE THAT,
THE RENOVATION PORTION. 
          OKAY, WE'RE STILL DESIGNING THE GROUND UP AT BILLY DATE. 
          OKAY. ALL RIGHT. THANK YOU. TRUSTEES. ANYONE ELSE FOR 29.A. 
          OKAY, SEEING NO ONE ELSE 29.A. TRUSTEE FOREMAN 30.A. 
          SO JUST A COUPLE OF QUICK QUESTIONS. THE FIRST ONE IS HOW MANY FLOORS DO WE OCCUPY IN IN
THAT BUILDING? WE OCCUPY THIRD, FOURTH AND FIFTH FLOOR AND A PORTION OF THE FIRST FLOOR. 
          A PORTION OF THE FIRST FLOOR. AND WE ARE SPENDING $2.3 MILLION FOR THE LEASE OF THAT
SPACE, IS THAT CORRECT? CORRECT. FOR THIS RENEWAL, FOR THIS AMENDMENT,
CORRECT. 
          FOR THIS RENEWAL. YES, MA'AM. HOW MANY? WELL,
YOU PROBABLY DON'T KNOW THE ANSWER TO THAT, BUT HOW MANY STUDENTS ARE ACTUALLY IN THIS LOCATION? 
          [02:00:05]
TRUSTEE FOREMAN I BELIEVE THE NUMBER IS AROUND 500,
BUT I CAN PULL THAT UP JUST TO GIVE YOU A. 
          CAN YOU SEND IT TO ME? I WAS CONCERNED ABOUT THIS LEASE WHEN WE DID IT. 
          I DON'T KNOW HOW MANY YEARS AGO, FIVE YEARS AGO,
SIX YEARS AGO. 
          2019. 2019. SO CLOSE TO THE YEAR, I WAS CONCERNED ABOUT THE AMOUNT OF MONEY THAT WE SPEND
THEN, AND I'M STILL CONCERNED. I DO KNOW THAT A NEW CAMPUS IS GOING UP AND WILL BE OUT OF THIS,
BUT THIS JUST SEEMS AN EXTRAORDINARY AMOUNT OF MONEY TO SPEND ON A LEASE FOR 500 STUDENTS. DOES THIS INCLUDE THE PARKING THAT WE HAVE TO PAY FOR ALSO? NO, IT DOES NOT. SO SORRY. NO. IT DOES NOT. 
          OKAY. SO IS THAT DOES THAT COME OUT OF THE REAL ESTATE BUDGET OR WHERE DOES THAT PARKING
COME FROM? YES, THAT'S HANDLED BY THE REAL PROPERTY MANAGEMENT DEPARTMENT. 
          OKAY. AND DO WE KNOW HOW MUCH THAT PARKING IS? I WOULD HAVE TO GET THAT FOR YOU. TRUSTEE FOREMAN. COULD YOU GET THAT PARKING AMOUNT ALSO, AND WHAT IS OUR ESTIMATED TIME TO BE IN THE NEW FACILITY? FALL OF 27. SO WE'LL BE BRINGING ANOTHER LEASE NEXT YEAR, RIGHT? NO, NO. THIS WILL BE THE LAST ONE. THIS IS THE LAST ONE. 
          YES. THIS SHOULD GET US THROUGH THE CONSTRUCTION OF THE NEW FACILITY. 
          SO THE CURRENT LEASE GOES THROUGH WHAT? THROUGH JUNE OF 2026. 
          AND THIS AMENDMENT WOULD EXTEND IT THROUGH JUNE OF 2027. 
          WITH A POSSIBLE OPTION FOR 2028. COULD YOU ALSO,
WHEN YOU GET IN THAT THAT INFORMATION FOR ME ON THE PARKING, JUST HOW MUCH WE'VE ACTUALLY SPENT ON LEASING THIS PARTICULAR SPACE? YES, MA'AM. IF YOU LOOK AT THE BOARD DOCUMENT,
IT'S IN THEIR HISTORICAL SPEND INFORMATION. 
          WE SPENT. I JUST SEE THE CONTRACT. 2.8 MILLION. 
          OKAY. IT'S NOT ON THE DOCUMENT. JUST UNDER THE JUSTIFICATION WHERE IT SAYS HISTORICAL
SPEND INFORMATION. 
          YEAH. OH, THERE IT IS. RIGHT THERE. RENT AS OF SEPTEMBER 2025. 
          YES, MA'AM. 4.8 MILLION. AND WE HAVE 2 MILLION THIS YEAR AND 2,000,000 IN 2027. 
          SO WE GOT TWO MORE CONTRACTS, RIGHT? TWO MORE. 
          TWO MORE YEARS OF TWO MORE. TWO MORE YEARS. SO THAT'S 4 MILLION MORE DOLLARS. 
          SO ALMOST $10 MILLION ON LEASING THIS SPACE. THANK YOU. 
          YOU'RE WELCOME. TRUSTEES, ANYONE ELSE FOR 30.A. 
          TRUSTEE SEEING NOTHING FURTHER ON 30.A. TRUSTEES WILL TURN TO AGENDA ITEM 31. 
          ADJOURNMENT. THE TIME IS 6:04 P.M. AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.