[1. NOTICE AND RETURN]
[00:00:05]
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 AND INDIVISIBLE. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
WITH US HERE TODAY IS TRUSTEE FOR DISTRICT THREE DAN MICCICHE.
DISTRICT FOUR PRISMA GARCIA. DISTRICT FIVE BYRON SANDERS.
DISTRICT SIX JOYCE FOREMAN. OUR SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE ELIZALDE.
JOINS US TONIGHT, JOE CARREÓN BOARD PRESIDENT AND TRUSTEE FOR DISTRICT EIGHT.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLASISD.ORG ESTA DISPONIBLE EN INGLÉS Y EN ESPANOL AND DALLAS ISD SPANISH] IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH THE INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY INTERFERE OR OBSTRUCT WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS. SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY. IF THEY ENSURE 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 3A RECOGNITION OF ELECTED OFFICIALS IN THE AUDIENCE.
[4. PUBLIC FORUM]
WE WILL HAVE SPEAKERS TO AGENDA ITEMS AND THEN TO NON AGENDA ITEMS. AND WE DO HAVE SPEAKERS. THAT IS CORRECT. OKAY.AND I'M ASKING SPEAKERS TO BE MINDFUL OF CHILDREN THAT ARE IN ATTENDANCE.
CHILDREN AND UNWILLING ADULT RECIPIENT MEMBERS OF THE PUBLIC IN ATTENDANCE AT THIS PUBLIC MEETING WILL BE OR SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE, OR EXPLICIT LANGUAGE FROM SPEAKERS.
SPEAKERS THAT INSIST ON EXPOSING THE PUBLIC TO THIS LANGUAGE SHALL BE ASKED TO LEAVE IMMEDIATELY. FURTHER, PLEASE BE MINDFUL OF YOUR FELLOW SPEAKERS AND TO REFRAIN USING INDIVIDUALS NAMES TO INCLUDE STUDENTS NAMES OR TO ADDRESS THE BOARD, NOT INDIVIDUAL TRUSTEES. THE BOARD HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT SPEAKERS AVAIL THEMSELVES TO THE GRIEVANCE POLICY TO SEEK RELIEF VIA THOSE PROCEDURES.
AUDIENCE I'M ASKING NOT TO ENGAGE IN CONDUCT THAT WILL DISRUPT THE MEETING. THE RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETINGS. UNLAWFUL OR DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING THE ROPED OFF AREAS, OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED. EACH SPEAKER IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER OWN STATEMENTS. SPEAKERS, PLEASE BE MINDFUL THAT SUBSTITUTIONS ARE NOT ALLOWED.
IF YOU ARE SIGNED UP TO SPEAK, YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE.
DOCTOR JORDAN, WILL YOU PLEASE CALL THE NAMES OF OUR SPEAKERS? YES, WE HAVE ONE SPEAKER TONIGHT. I WOULD LIKE TO REMIND THE SPEAKER THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.
ANA ROSAN. ANA, I'M HERE TO SPEAK ON HOW THIS DISTRICT HAS BEEN HANDLING DISCIPLINE AND COMPLAINTS.
TOO OFTEN I SEE ADMINISTRATORS ACTING LIKE POLICE OFFICERS, INTERROGATING AND SEARCHING CHILDREN WITHOUT PROPER CAUSE OR PARENTAL CONSENT, RETROACTIVELY CONSTRUCTING THEIR JUSTIFICATION.
THE PROCESS GATEKEPT AND UNLAWFUL SHUT OFF FROM THE VERY PARENTS IT CLAIMS TO SUPPORT.
INSTEAD OF DOCUMENTING AND REPORTING AS THE LAW REQUIRES.
THIS DISTRICT ELEVATES ITS OWN POLICIES ABOVE THE LAW AND MAKES DIFFERENT INTERPRETATIONS OF THOSE SAME POLICIES ON A WHIM, DEPENDING WHO THE PARENT IS. THAT IS NOT EQUAL PROTECTION.
THAT IS ABUSE OF DISCRETION. WHAT HAPPENED? IS THAT A BAD DECISION? IT POINTS TO SYSTEMIC FAILURE CULTURE WHERE CHILDREN ARE DENIED DUE PROCESS AND DISMISSED ACROSS THE DISTRICT.
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INSTEAD OF LIFTING THEM UP. WHILE ADULTS ARE SHIELDED FROM ACCOUNTABILITY, LET ME REMIND YOU THIS DISTRICT DOES NOT EXIST TO SERVE ITSELF.IT WORKS FOR US, THE PARENTS, THE STUDENTS, AND THE TAXPAYERS.
YOU ARE PUBLIC SERVANTS, FUNDED BY OUR TAX DOLLARS AND ENTRUSTED WITH OUR CHILDREN.
SO TELL ME WHY WHEN MY SON WAS ASSAULTED BY A TEACHER, IT WAS DISMISSED LIKE NOTHING HAPPENED.
WHEN DISTRICT IGNORES ITS OWN GRIEVANCE PROCESS, THAT IS NOT A MISTAKE.
THAT IS A BREACH OF PUBLIC DUTY. A SYSTEMIC FAILURE.
HARVARD RESEARCH CALLS IT TOXIC STRESS. WHEN REPEATED HUMILIATION AND EXCLUSION DISRUPT HOW A CHILD GROWS, LEARNS, AND TRUST. INSTEAD OF EXPANDING CHILDREN'S MINDS, THEY ARE COMPRESSING THEM, SUPPRESSING GIFTED, INQUISITIVE CHILDREN, FORCING THEM INTO BOXES SO SMALL THAT THEIR BRILLIANCE IS MADE TO SHRINK JUST TO SURVIVE.
OVER TIME, THAT MESSAGE SETTLES IN AND WHISPERS, YOU ARE NOT SMART.
YOU ARE NOT CAPABLE. AND THAT IS, YOU ARE NOT ENOUGH.
IT SHRINKS THEM AND CUTS THEIR WINGS BEFORE THEY'RE ABLE TO FLY.
WHEN YOU TAKE OUR TAX DOLLARS BUT DENY OUR CHILDREN DUE PROCESS, THAT IS NOT [SIGHING].
NOT UPHOLDING THE LAW. YOU ARE BREAKING IT. YOU'RE IN BREACH OF PUBLIC TRUST, A VIOLATION OF SOCIAL CONTRACT, A FAILURE OF LEADERSHIP. I'M ASKING THIS DISTRICT TO PROVIDE SPECIFIC, ARTICULABLE FACTS THAT JUSTIFY THEIR ACTIONS, NOT JUST HUNCHES AND ASSUMPTIONS. I WILL KEEP KNOCKING UNTIL EVERY CHILD IS FREE FROM THIS TRAUMA.
THANK YOU, MR. PRESIDENT THIS CONCLUDES OUR SPEAKER.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE, WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING TEXAS GOVERNMENT CODE, SECTION 551.071 FOR PRIVATE CONSULTATION WITH THE ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY OF THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY CODES OF PROFESSIONAL CONDUCT.
THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER. SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.
SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.
SECTION 551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT SECTION 551.089 TO DELIBERATE REGARDING SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES. AND SECTION 551.129 TO CONSULT WITH ATTORNEYS BY USE OF TELEPHONE, VIDEO, CONFERENCE, VIDEO CONFERENCE CALL OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING.
TRUSTEES THAT WE ARE. THE TIME IS 4:13 P.M. AND WE ARE NOW IN CLOSED SESSION.
THE TIME IS NOW 5:11 P.M. AND WE ARE BACK IN OPEN SESSION.
[6. VISION/PROGRESS MONITORING]
2026 CPM 3.3 SUPERINTENDENT. THANK YOU VERY MUCH.WE'LL BE REPORTING OUT ON ONE OF OUR CONSTRAINTS NOW FOR THIS SCHOOL YEAR.
AND THIS IS PART OF OUR NEW FIVE YEAR GOALS AND CONSTRAINTS.
3.3. GOOD AFTERNOON, TRUSTEES. SO TODAY I WILL SHARE OUTCOMES FOR CONSTRAINT MEASURE 3.3 FOCUSED ON CLASS SIZE RATIOS FOR OUR MOST FRAGILE CAMPUSES. AND I'M HAPPY TO SAY THAT ALL OF OUR D&F ELEMENTARY CAMPUSES MET THE RATIO TARGET.
CAN WE GO TO THE NEXT SLIDE? SORRY ABOUT THAT.
GO TO THE NEXT SLIDE. THANKS. OKAY, SO EVERY HIGH PRIORITY CAMPUS IS AT OR BELOW OUR CONSTRAINT MEASURE OF 19.8 STUDENTS PER TEACHER. RATIOS ACROSS TEN CAMPUSES RANGED FROM 14.9 IN ZARAGOZA AND 18.6 AT GUZICK ELEMENTARY ON THIS RATIO TABLE. AND AS A REMINDER, WE CURRENTLY HAVE 16 D&F CAMPUSES DISTRICT WIDE.
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FOR THE PURPOSES OF THIS CPM 3.3, THE DATA REFLECT THAT THERE'S A WE THAT WE'RE REFLECTED HERE IS SPECIFICALLY FOCUSED ON OUR ELEMENTARY CAMPUSES, INCLUDING THOSE WITH GRADE SPANS OF FOUR, EIGHT AND PRE-K EIGHT.AND THE OTHER SIX CAMPUSES ARE SECONDARY CAMPUSES.
AND THEY'RE NOT REFERENCED IN THIS REPORT. NEXT SLIDE PLEASE.
AND SO WHAT WE ARE LOOKING AT FOR OUR NEXT STEPS AND UPGRADES IS THAT WE WILL BE SURE TO AND HAVE SOME GUARDRAILS WHERE WE'LL ENROLL NEW STUDENTS AND SUCH WHEN WE ENROLL THOSE NEW STUDENTS, WE'LL MAINTAIN THE RATIOS IN OUR CURRENT CAMPUSES, AND IT INCLUDES SOME ROSTER CAPS. AND THEN WE HAVE IDENTIFIED TEACHERS AT THESE CAMPUSES THAT WILL RECEIVE ADDITIONAL STUDENTS SO THAT WE CAN KEEP THOSE SMALLER CLASS SIZE RATIOS.
THE NEXT UPGRADE IS FOR US TO REALLY FOCUS ON KEEPING THE SMALLEST CLASS SIZES WITH OUR HIGHEST NEED SELECTIONS, AND ENSURING THAT WE HAVE OUR STRONGEST TEACHERS FOR TIER ONE INSTRUCTION.
AND THEN THE LAST UPGRADE IS THAT WE ARE GOING TO CONTINUE TO TRACK OUR STUDENT GROWTH AND EVALUATE THIS INVESTMENT TO ENSURE THAT WE'RE GETTING THE IMPACT THAT WE WANT TO SEE. AND MAKING SURE THAT IT'S MEASURABLE IMPACT MEASURABLE FOR OUR STUDENTS.
AND WITH THAT, I'LL TAKE QUESTIONS. JUST A SECOND, TRUSTEE MICCICHE.
YEAH. I WAS WONDERING IF WE HAVE ANY DATA ON BOTH THE SMALL CLASS SIZE AND WHAT PERCENTAGE OF THOSE SMALL CLASSES ARE BEING TAUGHT BY DISTINGUISHED TEACHERS OR TEACHERS, YOU KNOW, ABOVE A CERTAIN LEVEL.
YEAH, WE JUST FINISHED OUR LEVELING PROCESS AND WE'RE IN A PROCESS OF COLLECTING THAT INFORMATION.
BUT IT IS INFORMATION THAT WE'LL HAVE HERE SOON.
SO IDEALLY, WE'D HAVE A HIGHLY EFFECTIVE TEACHER IN A WITH A VERY SMALL CLASS.
THAT'S OUR GOAL. RIGHT. OKAY. THANK YOU. TRUSTEES FURTHER QUESTIONS? OKAY. SEE? SEE NO FURTHER QUESTIONS. THANK YOU SO MUCH.
TRUSTEES WE'LL NOW TURN TO AGENDA ITEM SEVEN.
[7. INFORMATION/REPORTS]
SPECIFICALLY 7A SUPERINTENDENT'S REPORT. SUPERINTENDENT.SO IN THIS AREA WE'RE GOING TO TALK ABOUT TWO ITEMS. ONE, WHILE WE'RE NOT ACTUALLY REPORTING OUT ON THE METRIC ITSELF, THE BOARD HAS UNDERTAKEN HABITS OF MIND AS AN AREA.
WE'LL BE GATHERING DATA FOR BASELINE REPORTING.
THIS WILL BE ONE OF THOSE AREAS WE WON'T BE ABLE TO SET SOME TARGETS UNTIL WE HAVE GONE THROUGH THIS FULL SCHOOL YEAR, AS IT'S THE FIRST TIME THAT WE'RE DOING THAT BADGING AREA.
SO THE TEAM WILL PRESENT THAT, AND THEY WILL ALSO TALK ABOUT AN UPDATE REGARDING OUR ARTIFICIAL INTELLIGENCE, HOW OUR STUDENTS, TEACHERS AND OUR PARENTS ARE UTILIZING IT.
AND I'LL TURN IT OVER TO CHIEF GAYLORD AND DOCTOR ELENA HILL.
THE DIGITAL INQUIRY AND INNOVATION COMPETENCY WILL BE CHAMPIONED BY OUR MEDIA SPECIALIST BECAUSE IT DOES PAIR NICELY WITH OUR TEXAS LIBRARY STANDARDS FOR RESEARCH AND TECHNOLOGY INTEGRATION. OUR EMOTIONAL INTELLIGENCE COMPETENCY WILL BE SPEARHEADED BY OUR OUR COUNSELORS THAT ARE ON CAMPUS, BECAUSE THIS IS GOING TO BE HELPING STUDENTS BECOME SELF-AWARE AND RESPOND TO OTHERS WITH RESPECT.
AND THEN FINALLY, OUR COMMUNICATIONS ACROSS PLATFORMS WILL BE CHAMPIONED BY OUR ENGLISH 4 TEACHERS, BECAUSE THESE MODULES WILL HELP STUDENTS BECOME BETTER COMMUNICATORS AND WRITERS.
NEXT SLIDE PLEASE. SO THE SELF-PACED COURSES INCLUDE VIDEOS AS WELL AS BRIEF READINGS WITH LEARNING ACTIVITIES AND CHECKS FOR UNDERSTANDING. THE PLATFORM WILL USE AI TECHNOLOGY TO GIVE STUDENTS FEEDBACK ON THEIR WORK, SO TEACHERS WILL NOT BE REQUIRED TO DO ANY GRADING.
NEXT SLIDE. WE DO HAVE A DASHBOARD THAT ENABLES REAL TIME TRACKING OF COMPETENCY COMPLETION.
AND SO WE WILL BE ABLE TO TRACK FROM THE DISTRICT ALL THE WAY DOWN TO THE INDIVIDUAL STUDENT LEVEL.
AND ONCE THEY EARN THEIR FINISH THEIR MODULES, THEY WILL EARN A BADGE.
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WE ARE ONBOARDING RIGHT NOW. WE'RE GOING TO BE TRAINING OUR CAMPUS CHAMPIONS NEXT WEEK.STUDENTS WILL START THE ENGAGING IN THE MODULES AT THE END OF THIS MONTH.
NEXT SLIDE. AND THEN FOR OUR AI ACADEMIC UPDATE REMINDER, OUR IMPLEMENTATION JOURNEY.
TRUSTEES LAST YEAR WE BEGAN WITH CENTRAL OFFICE AND CAMPUS MEDIA SPECIALISTS.
THIS YEAR WE'VE EXPANDED TO INCLUDE STUDENTS WITH A FOCUS ON TRAINING AND THEN SCALING ACADEMIC SYSTEMS. NEXT SLIDE. WE ARE USING A AI GRADING TOOL FOR WRITING.
LAST MONTH WE BROUGHT YOU THE WRITING PLAYBOOK.
AS OF TODAY, WE'VE GRADED OVER 410 ESSAYS WITH AI.
THAT'S TIME BACK. 410,000. THANK YOU. I GET REALLY EXCITED.
NEXT SLIDE. WE ALSO HAVE A TEACHER SCORING TOOL.
NOW THOSE PROMPTS ARE IMMEDIATELY GRADED. THE TEACHER AGREES WITH THE AI, THE FEEDBACK IS GIVEN, AND THE TEACHERS CAN GIVE IMMEDIATE FEEDBACK BACK TO STUDENTS.
NEXT SLIDE. IN PARTNERSHIP WITH TEXAS INSTRUMENTS AND EDUCATE TEXAS, WE'RE ALSO LAUNCHING A MIDDLE SCHOOL TEACHER FEEDBACK AI COACHING TOOL. MIDDLE SCHOOL TEACHERS GET REAL TIME FEEDBACK ON LESSON DELIVERY.
NEXT SLIDE. I'M ALSO GIVING YOU HIGHLIGHTS ON HOW WE'RE USING ACADEMIC ENHANCEMENTS.
YOU CAN LOOK AT THIS IMAGE TO SEE TEACHERS AND STUDENTS CAN CREATE DESIGNS, CREATE TEMPLATES, CREATE PODCASTS, CREATE MIND MAPS, CREATE REPORTS, STUDY GUIDES, ALL OF THESE PIECES TO HELP THEM WITH THEIR LEARNING.
AND THEN ALSO ENHANCE WHATEVER ASSIGNMENTS THEY'RE WORKING ON.
NEXT SLIDE. THIS PIECE WE'RE ROLLING OUT FOR QUARTER TWO.
SOMETIMES IT'S NOT APPROPRIATE. SOMETIMES IT IS APPROPRIATE.
LAST SLIDE IS A REMINDER OF ALL OF THE PIECES THAT WE HAVE CREATED FOR PARENTS IN DALLAS ISD, FOR STUDENTS IN DALLAS ISD, FOR EDUCATORS AND AI HANDBOOK AND AI POLICY AND AI GRADEBOOK ACROSS THE BOARD SO THAT WE KNOW THAT OUR STUDENTS ARE GOING TO BE READY FOR THEIR NEXT JOURNEY WHEN THEY GRADUATE FROM DALLAS ISD. THANK YOU ALL SO MUCH FOR THESE QUESTIONS.
I SEE TRUSTEE SANDERS. I AM I'M ABSOLUTELY THRILLED ABOUT HOW WE'RE STARTING TO ROLL OUT OUR HABITS OF MIND WORK THE BADGES. HONESTLY, IT'S THE WAVE OF THE FUTURE AS WE START TO COMMUNICATE HOW SKILLS ARE BEING DEVELOPED BY YOUNG PEOPLE THAT ARE TRANSFERABLE ACROSS ALL DIFFERENT INDUSTRIES.
SO KUDOS TO THE TEAM ON TAKING OUR FIRST REALLY SIGNIFICANT, ROBUST STEP OUT INTO THAT SPACE.
A COUPLE OF QUESTIONS. WHAT'S THE. WHAT IS THE UTILITY.
WHERE DO WHERE DO THE BADGES LIVE UP IN THE ATMOSPHERE THE ECOSYSTEM.
THANK YOU FOR THAT QUESTION. IT'S A GREAT QUESTION.
THEY WILL BE DIGITAL BADGES. AND SO THE DIGITAL BADGES WILL BE ABLE.
THE STUDENTS WILL BE ABLE TO INCLUDE THEM ON THEIR RESUMES AND IN THEIR LINKEDIN PROFILES.
YOU SAID THE MAGIC WORD BEAUTIFUL. ALSO WITH THIS SPACE, IT'S BECAUSE IT'S SUCH A VERY DIFFERENT WAY OF OF NAMING A SKILL OR NAMING A THING THAT YOU'VE EARNED.
THERE'S OFTENTIMES, YOU KNOW, A LITTLE BIT OF WORK THAT WE HAVE TO PUT INTO TO MAKE SURE THAT YOUNG PEOPLE THEMSELVES CAN ARTICULATE WHAT THIS THING IS AND THEN HAVE THE FULL UTILITY OF IT. HOW ARE WE BUILDING THAT NEW SKILL, IF YOU WILL? SO WHEN YOU THINK ABOUT THE THREE COMPETENCIES, THE STUDENTS WILL BE GOING THROUGH MODULES FOR LEARNING.
AND SO AS AN EXAMPLE, IF YOU'RE COMMUNICATING ACROSS PLATFORMS, WE'RE GOING TO BE TEACHING THEM HOW TO PICK THE RIGHT PLATFORM AND HOW TO COMMUNICATE APPROPRIATELY. AND THEN THEY CAN SHOW WHAT THEY KNOW BY ACHIEVING THE BADGE.
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GOT IT. SO YOU DON'T EARN THE BADGE UNLESS YOU'VE DONE THE DEMONSTRATION OF NOT JUST EARNING THE SKILL, BUT ALSO BEING ABLE TO ARTICULATE OR IN SOME WAY DEMONSTRATE YOU EVEN KNOW WHAT SKILL YOU JUST BUILT.YES, SIR. BEAUTIFUL. THANK YOU. TRUSTEE CURRIE.
JUAN, THANK YOU SO MUCH FOR YOUR HARD WORK ON BOTH OF THESE TOPICS.
I'M FASCINATED BY WHERE WE ARE GETTING ON BOTH OF THEM.
AND SO WANT TO JUST COMMEND YOU FOR ALREADY QUICKLY TAKING THE GOAL PROCESS THAT WE TALKED ABOUT LAST YEAR AND IMPLEMENTING IT IN ACTION WITHIN ONE YEAR, THAT'S REALLY A WONDERFUL AND REMARKABLE THING.
I'M LOOKING AT YOUR TIMELINE ON SLIDE EIGHT, BUT PARTICULARLY THE CONTENT DEVELOPMENT, JUST SORT OF HOW YOU WENT ABOUT THAT PROCESS AND THE STAKEHOLDER FEEDBACK AND SORT OF BOTH HOW IT WAS CREATED AND WHAT WERE THE STAKEHOLDERS SAYING IN RESPONSE.
THAT'S ANOTHER GREAT QUESTION. SO WE STARTED WITH ENGAGING TEACHERS.
WE'VE HAD STUDENTS GET INTO THE PLATFORM TO GIVE US FEEDBACK.
AND IS THAT WHEN WE TALK ABOUT REPORTS, NEXT STEPS, AND GRADUATION CORDS, WHEN YOU'RE BUILDING OUT THE METRICS FOR GOALS IN THE FUTURE IS SORT OF ADOPTION RATE, KIND OF WHAT YOU'RE THINKING ABOUT IN MEASUREMENTS OR WHAT ARE THE THINGS THAT YOU'RE HOW WILL WE MEASURE THIS GIVEN THAT IT IS A SOFT SKILL SET OF TOPICS? YES. AND SO WHEN THE STUDENTS ARE IN THE PLATFORM, THEY HAVE TO SHOW WHAT THEY KNOW.
SO THEY HAVE TO COMPLETE THE ARTIFACTS, LEARN THE KNOWLEDGE, COMPLETE THE ARTIFACTS.
EXCELLENT. AND THEN ON THE AI SIDE OF IT SO JUST A COUPLE OF QUESTIONS ON THE IMPLEMENTATION SO THAT WE CAN TALK TO PARENTS AND OTHERS WHO MAY HAVE QUESTIONS ABOUT THIS. YOU KNOW, I'M IN AN INDUSTRY THAT'S BEING REVOLUTIONIZED BY AI AS WE KNOW IT.
I USE IT EVERY DAY IN MY WORK. IT USED TO TAKE ME A WEEK TO ASK AN ASSOCIATE TO REVIEW 100 EXHIBITS AND TELL ME WHAT THEY MEAN, AND NOW I CAN ASK AI TO DO IT IN TEN MINUTES. AND IT'S REMARKABLE. SO I'M A BIG PROPONENT OF INCORPORATING THIS, BUT I WANT TO BE ABLE TO EXPLAIN TO SOME PARENTS THAT THAT MAY GO, WAIT A MINUTE. THERE'S NOW COMPUTERS GRADING MY KID'S ESSAYS.
HOW DOES THAT WORK? AND SO WHEN WE TALK ABOUT THE 410,000 THAT HAVE BEEN GRADED WITH AI, ARE THESE ACTUAL PART OF THEIR GRADES, OR IS THIS JUST A FEEDBACK TOOL FOR THEM TO BE ABLE TO LEARN, OR IS IT BOTH, AND JUST WANT TO BE ABLE TO EXPLAIN TO PARENTS HOW THAT'S WORKING A LITTLE BIT BETTER? I MEAN, IT'S BOTH AND I WOULD SAY FOR PARENTS RIGHT NOW THINK THIS IS EMBEDDED IN THIRD THROUGH SENIOR LEVEL CLASSES. WHEN STUDENTS ARE DOING IN ANY OF THE READING CLASSES, SOCIAL STUDIES CLASSES AND SCIENCE CLASSES, THEY'RE GOING TO BE IN A PROGRAM WHERE THEY'RE DOING AN ASSESSMENT. SO THIS IS NORMALLY COMING AT AN ASSESSMENT TIME.
IN THE PAST, WE USED MULTIPLE CHOICE ASSESSMENTS.
NOW WE'RE SAVVY ENOUGH TO BE ABLE TO PUT A EITHER A LONG RESPONSE NEEDED OR A SHORT RESPONSE NEEDED, AND IT'S GOING TO GRADE IT AND THAT WILL BE THE GRADE.
NOW, WHERE WE'VE CREATED A BARRIER A LITTLE BIT IS THAT IT HAS TO CALIBRATE WITH THE TEACHER, BECAUSE WE'VE ALL READ IN THE NEWS, WE'VE GOT CALIBRATION IS KEY BECAUSE WE WILL BE BUILDING TRANSPARENCY, WE'RE BUILDING TRUST. AND THE FACT THAT A STUDENT CAN, LET'S SAY, DO A WRITING PROMPT, IT GRADES IT, IT GIVES IT MAYBE THE STUDENT GETS A TWO INSTEAD OF A FIVE.
IT'S GOING TO GIVE THE STUDENT BACK TIPS AND TOOLS ON HOW TO UPGRADE THAT.
AND LET ME JUST ADD THAT THE AI GRADER ITSELF AI LEARNS FROM WHAT YOU TEACH IT TO LEARN FROM.
SO THE CALIBRATION CAME FROM OUR TEACHERS. SO WE DEVELOPED OUR OWN IN CONJUNCTION WITH A PARTNER.
AND SO ALL OF THE LEARNING OF HOW WE'RE CALIBRATING CAME FROM THE FIELD AND THIS FIELD.
WE DIDN'T GO AND GET OTHER PEOPLE. SO THESE WERE OUR TEACHER SAMPLES THAT WERE THEN THEY'RE LIKE, THIS IS WHAT WOULD MAKE A ONE. THIS IS WHAT WOULD MAKE A TWO.
AND THOSE. AND SO WE CONTINUE TO FEED THOSE INTO AND KEPT CALIBRATING.
AND TEACHERS WOULD AGAIN LOOK AT WHAT THE OUR AI GRADER SAID.
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AND SO THAT'S WHY WE'VE IT'S TAKEN A LITTLE WHILE ALSO, AND WE'LL CONTINUE TO ALWAYS HAVE CERTAIN CALIBRATIONS TO MAKE SURE THAT WE DON'T GET THAT TEACHERS AREN'T GIVING THEM THIS FEEDBACK. BUT IT'S THE CRITICAL COMPONENT HERE IS THAT STUDENTS GET FEEDBACK QUICKLY, AND THAT WE ALSO DON'T INUNDATE TEACHERS WITH HAVING TO GIVE SO MUCH FEEDBACK.BUT IT DOES HELP WITH THE WE KNOW REPETITION AND UPGRADES ARE A KEY TO SUCCESS IN EDUCATION, AND SO THIS ALLOWS US TO DO BOTH WITHOUT JUST BOMBARDING A TEACHER WITH HAVING TO GIVE SO MUCH FEEDBACK ON ALL THESE SHORT CONSTRUCTED RESPONSES.
THANK YOU. NEXT I HEARD I'M NOT SURE WHICH EXACT SLIDE WAS IT, BUT IT WAS THE TEACHER FEEDBACK TOOL GIVING TEACHERS FEEDBACK ON HOW THEY CAN IMPROVE, WHICH I WAS REALLY FASCINATING. AND YOU TALKED ABOUT I BELIEVE THAT IT'S GIVING FEEDBACK ON I WROTE DOWN PACING AND LESSON DELIVERY, I THINK WAS THE TERMS YOU USED. IS THAT CONTENT AS WELL OR IS IT MORE IN DELIVERY STYLE? IT'S ALL OF IT. IT'S PEDAGOGY. IT'S CONTENT, IT'S CURRICULUM.
LET'S SAY IT'S A 45 MINUTE LESSON, AND I ONLY GET THROUGH 30 MINUTES OF THE 45 MINUTE LESSON.
LET'S SAY THAT I'VE GOT 18 KIDS IN THE CLASSROOM, AND I WANT TO ENGAGE ALL OF THEM.
AND I DON'T REALIZE I'M ONLY CALLING ON THE SAME THREE.
SO IT'S GOING TO BASICALLY GIVE FEEDBACK BASED AROUND THE RUBRIC WE'VE SAID IS A GOOD LESSON.
AWESOME. THANK YOU THAT THE CONTENT PIECE WAS, I THOUGHT, REALLY INTERESTING AS WELL.
IT'S SLIDE 15, IT'S THE DIFFERENT LEVELS, LEVELS ZERO, ONE, TWO, THREE.
MY SON IS 12. HE WAS SUPPOSED TO READ THE BOOK BY A CERTAIN TIME.
AND YET THERE ARE TIMES WHERE I NEED THEM TO KNOW HOW TO USE AI AND KNOW HOW TO USE IT.
WELL, BECAUSE IT'S A CRITICAL PART, AS I TALKED ABOUT AT THE BEGINNING, OF WHAT THEIR CAREERS ARE GOING TO LOOK LIKE GOING FORWARD. SO GUIDANCE FOR BOTH TEACHERS, STUDENTS AND PARENTS ON WHEN IS IT APPROPRIATE TO LET YOUR STUDENT DO X VERSUS Y IS REALLY HELPFUL.
BUT HOW ONCE YOU'VE CREATED THESE WILL ACTUALLY BE USED IN PRACTICE.
YOU KNOW, WHEN TEACHERS ARE GIVING ASSIGNMENTS, WILL THEY BE GIVING THESE SCORES OR THESE LEVELS ALONG WITH IT? IS THAT KIND OF HOW IT WORKS? THEY ARE. THE GOAL IS THAT BASED ON CERTAIN LESSONS THEY WILL HAVE I MEAN, IT'S YEARS AGO WE HAD BLOOM'S TAXONOMY LESSON WHERE WE WOULD START WITH, WHEN'S THE TIME YOU'RE JUST REMEMBERING FACTS VERSUS CREATING NEW CONTENT.
SO IN THE CURRICULUM WE WILL HAVE THESE PIECES ADDED AND THEN ALSO IN THE CLASSROOM TOO, SO THAT TEACHERS CAN TEACH STUDENTS WHEN IT'S A GOOD TIME TO ADD, USE, BE, YOU KNOW, HAVE A COPILOT OR YOU HAVE TO FLY THE PLANE YOURSELF.
WELL THANK YOU. THAT'S ALL THE QUESTIONS I HAD. I'M REALLY EXCITED ABOUT BOTH OF THESE PROGRAMS AND EXCITED TO SEE WHERE THEY GO. I WOULD LIKE TO ADD BECAUSE SOMETIMES SOME RELATIONSHIPS TO PRIOR INNOVATIONS HELP I THINK US I'LL PUT MYSELF IN A PARENT'S SEAT FOR A LITTLE BIT TOO, ALTHOUGH MY KID WOULD NOT WANT TO SAY THAT HE'S A CHILD.
SO NONETHELESS, WHEN ENCYCLOPEDIAS FIRST CAME OUT YEAH, PROBABLY PEOPLE ON THIS DAIS DON'T KNOW WHAT I'M TALKING ABOUT, BUT. SO THERE WERE THESE THINGS CALLED A BOOK.
AND SO WE HAD TO WORK THROUGH THAT. AND THEN THERE'S A WHOLE PERIOD OF PEDAGOGICAL INSTRUCTION AND RESEARCH THAT TALKS ABOUT WHEN DO YOU DECIDE STUDENTS ARE TAKING NOTES IN YOUR CLASS? WHEN SHOULD THEY HAVE ACCESS TO USE THOSE NOTES TO RESPOND, AND WHEN SHOULD THOSE NOTES BE PUT AWAY TO RESPOND? I WOULD LIKE FOR US TO THINK ABOUT TRAJECTORY IN THAT SIMILAR FASHION, SO THAT WHEN WE THINK ABOUT AI, WE DON'T THINK OF IT AS, OH MY GOSH, IT'S GOING TO DO ALL THE THINKING, IT'S GOING TO NOT ALLOW MY CHILD TO DEVELOP.
IT IS ABOUT WHEN IS IT APPROPRIATE. THAT IS DEPENDENT ON WHAT'S THE PURPOSE OF THIS LESSON.
SO WHEN THE LESSON IS REQUIRING CERTAIN KINDS OF DEVELOPMENT, A DEVELOPMENT OF A CONCEPT,
[00:30:07]
THEN I PROBABLY AM NOT WANTING THEM TO DO THAT.BUT IF IT'S AN AGGREGATION OF DATA AND THAT'S NOT REALLY THE LESSON ITSELF, THEN YEAH, LET IT DO, YOU KNOW, EVALUATE THIS, THESE EXCEL SHEETS AND AND LET IT FIND THE PATTERN.
AND NOW TELL ME WHAT YOU THINK THIS PATTERN MEANS.
NOW I DON'T WANT YOU TO USE AI. SO WE'RE GOING TO BE INCORPORATING INTO THE CURRICULUM WHERE IT'LL HAVE LIKE NOTES FOR THE TEACHER, LIKE GREAT PLACE TO USE OR DON'T USE, BECAUSE THEN IT'S NOT ALIGNING WITH THE INTENT.
WHAT IS THE VERB THAT STUDENTS ARE SUPPOSED TO BE DOING? BECAUSE THAT'S GOING TO TELL US WHAT LEVEL OF THINKING. AND I THINK THAT'S THE IMPORTANT COMPONENT OF HOW WE ROLL THIS OUT.
AND WE'RE NOT GETTING IT PERFECT. LIKE IT'S GOING TO BE AN EBB AND FLOW.
WE'LL GET FEEDBACK FROM TEACHERS AND THEN WE'LL MAKE ADJUSTMENTS.
THIS IS REALLY, REALLY, REALLY GREAT. HOW MUCH TIME AND LESSON PLANNING DO YOU BELIEVE THIS IS SAVING TEACHERS? NO, Y'ALL KNOW HOW I FEEL ABOUT TIME. SO MUCH TIME.
I MEAN, SO MUCH TIME. JUST IN THE FACT THAT IT'S GOING TO GIVE THEM A LOT MORE CREATIVITY TOOLS TO PRODUCE THINGS THAT THEY NATURALLY WOULD HAVE TO HAVE SPENT TIME AT HOME DOING. AND THEN AT THE SAME TIME WITH STUDENTS YOU KNOW, FOR ADULTS THAT WERE NOT GOOD WRITERS, RIGHT.
AS ADULTS, SOME OF ADULTS WILL SAY, I'M A GOOD WRITER.
SOME WILL SAY I'M NOT A GOOD WRITER. IF WE WOULD HAVE GROWN IN A DAY WHERE A TEACHER IS GIVING ME BACK FEEDBACK WITH A REVISION OF HOW TO GET BETTER IMMEDIATELY, THE MOMENT I DO IT, IT'S JUST IT'S COMPOUNDING LEARNING.
SO I FEEL LIKE THIS IS CONTINUING TO GIVE ADULTS AND STUDENTS BACK MORE TIME.
SO DO YOU FEEL THAT THIS ALSO GIVES TEACHERS MORE TIME TO HAVE THAT ONE ON ONE TIME WITH KIDS THAT ARE STRUGGLING, THAT ARE NOT MOVING, AS YOU KNOW, THAT NEEDS TO BE BROUGHT UP? YES. SO AS WE, YOU KNOW, TALK ABOUT GROWTH AND THEN THAT NEXT LEVEL PAST GROWTH, HOW DO YOU THINK THIS TECHNOLOGY IS GOING TO HELP US REACH THAT GOAL.
WHAT IS THAT CALLED? DR. ELIZALDE. OUTSIDE OF GROWTH, WHAT'S THE NEXT LEVEL? STRETCH GOAL? YOU MEAN JUST THE, LIKE BEING ON GRADE LEVEL? YES. ON GRADE LEVEL. MEETS, YES. HOW IS THIS TECHNOLOGY GOING TO HELP US REACH THOSE LEVELS? THE TOOLS THAT WE'RE USING RIGHT NOW THAT ARE SO ADAPTIVE, AND WE AND WE DO TALK ABOUT THIS WHEN WE BRING THE I-READY DATA, WHEN WE DO IT DIAGNOSTIC. A DIAGNOSTIC AND LET'S SAY ANGIE GAYLORD'S IN THE THIRD GRADE.
AND IT'S GOING TO GO THROUGH AND BREAK DOWN EVERY STANDARD AND LET ME KNOW IF I'M IN THE THIRD GRADE, THE FOURTH GRADE, THE SECOND GRADE, THE FIRST GRADE. AND THEN CREATE A CUSTOMIZED PATHWAY FOR ME TO FILL IN HOLES TO GET ON GRADE LEVEL OR TO ACCELERATE A GRADE LEVEL.
YES. OKAY. AWESOME. AND I KNOW WE HAVE A MAGIC SCHOOL AS A PILOT.
IS THAT CORRECT? I KNOW THEY'RE USING AI TECHNOLOGY.
THERE'S A COUPLE OF DIFFERENT TOOLS THAT WE'VE USED THAT ARE FOR CREATIVITY TOOLS.
OKAY. ALL RIGHT. ALL RIGHT. WELL, THAT'S ALL MY QUESTIONS I HAVE.
THANK YOU. OKAY. TRUSTEE MACKEY. YEAH. THIS IS SUPER EXCITING.
THANK YOU ALL FOR DIVING IN. I WOULD EXPECT NOTHING LESS FROM DALLAS ISD BEING ON THE FOREFRONT. SO JUST TO MAKE SURE THAT I'M UNDERSTANDING WHAT I HEARD IS LIKE THE STUDENTS RIGHT NOW ARE EXPERIENCING AI MAINLY THROUGH THEY'RE GETTING FEEDBACK DIRECTLY AND ALMOST MOMENTARILY ON WRITING SAMPLES THAT THEY'RE PUTTING IN.
THAT'S RIGHT. AND SO THAT MIGHT HAPPEN, LIKE THEY'RE TYPING IT IN A CLASSROOM SETTING OR THEY'RE DOING IT FOR HOMEWORK OR WHATNOT. IS THAT TRUE? THAT'S TRUE. THAT'S AWESOME. IS THERE ANY OTHER WAYS THAT STUDENTS ARE DOING THAT, OR IS THAT OUR FIRST KIND OF FORAY INTO THIS? AND THEN WE'LL LOOK AT OTHER ELEMENTS DOWN THE LINE OR? OH NO, WE'VE GOT A COUPLE OF THINGS FOR BUT I MEAN, WE ARE BEING VERY CONSERVATIVE IN THIS APPROACH.
WE ALL KNOW RIGHT NOW CHATGPT IS FREE AND YOU DON'T HAVE TO LOG IN.
AND WE'VE PROBABLY GOT 30,000 PEOPLE IN DALLAS ISD THAT HAVE USED THE FREE VERSIONS FOR WHAT WE PUT OUT FROM THE ACADEMIC SIDE OF THE HOUSE, WITH ALL OF THE RULES AROUND CURRICULUM AND THE RULES AROUND ASSESSMENT, WE RIGHT NOW ARE ACCELERATING WITH GRADING.
WE'RE ACCELERATING WITH SOME OF OUR TUTORING PROGRAMS. WE'RE ACCELERATING. I WOULDN'T SAY AS MUCH WITH KIND OF WHERE WE'VE GONE WITH MATH, BUT WE'RE LOOKING AT A LOT OF DIFFERENT OPPORTUNITIES.
THAT'S AWESOME. AND THAT WAS ONE OF THE QUESTIONS I WAS GONNA SAY, HOW ARE YOU THINKING ABOUT THIS IN TERMS OF LIKE, DIRECT TUTORING? IT SOUNDS LIKE THAT'S BEING BUILT INTO THIS. YEAH. YOU CAN HAVE A TEACHER FLOATING AND EVERY STUDENT WORKING, GETTING FEEDBACK.
AS FAR AS THE TEACHERS USING AI, I'M SURE THAT'S A DIFFERS ALL OVER THE PLACE.
[00:35:03]
ALL TEACHERS ROLLING OFF OF IT? ARE WE GETTING FEEDBACK FROM TEACHERS IN ANY WAY ABOUT.WE'VE SCALED A LOT OF THE WORK THAT WE'VE DONE THIS YEAR.
NOW WE'RE DOING FOCUS GROUPS AT CAMPUSES WITH TEACHERS AND ADMINISTRATORS ACROSS THE BOARD WE'RE MONITORING THE USAGE OF THESE TOOLS IN IN IN ALL SCHOOLS. CHIEF HUITT WEEKLY WILL ASK ME FOR REPORTS.
YOU KNOW, BECAUSE AT THE SAME TIME, WE WANT KIDS TO GET BETTER FASTER. SO IF YOU'RE USING AN AI GRADER AND YOUR AVERAGE RESPONSE SCORE IS A TWO AND TWO WEEKS LATER, IT'S STILL A TWO. WE'VE GOT TO KIND OF INTERVENE TO MAKE SURE THAT YOU'RE NOT JUST USING IT TO USE IT.
YEAH, I MEAN, I'M SURE YOU'RE ALL ALREADY THINKING ABOUT IT.
I THINK I WOULD BE VERY INTERESTED, ESPECIALLY AS THIS EXPANDS AND YOU ALL COME UP WITH NEW THINGS TO UNDERSTAND. IN THE SCHOOLS THAT WE'RE SEEING MORE ENGAGEMENT, ARE SCORES GOING UP, ARE THEY GOING DOWN? WHAT ARE WE LEARNING ABOUT THAT? I THINK IT'D BE REALLY INTERESTING CORRELATION DOWN THE LINE. SO THANK YOU ALL SO MUCH. TRUSTEE MICCICHE.
THANK YOU. THIS THIS IS A REALLY EXCITING INITIATIVE AND I'M SO GLAD WE'RE DOING IT.
I WANTED TO ASK ABOUT OTHERS WHO ARE KIND OF ON THE FOREFRONT OF DOING WHAT WE'RE DOING.
HOW DO ARE WE PIONEERING THIS ALL BY OURSELVES, OR ARE WE ABLE TO LOOK AT WHAT OTHER DISTRICTS OR AROUND THE COUNTRY ARE DOING? HOW DO WE KEEP UP WITH, OTHER LEADERS IN THIS TYPE OF INNOVATION? YOU WANT ME TO? WE'RE IN A COUPLE OF NATIONAL COHORTS.
BUT WHEN IT COMES TO THE ACADEMIC SIDE OF THE HOUSE, HAVING A BOARD THAT'S BEEN BOLD WITH SOME OF THESE INITIATIVES TO LET US REALLY MAKE SURE WHAT WE'RE DOING WILL BE TIED INTO A RETURN ON INVESTMENT.
I YESTERDAY WAS ON A CALL WITH NEW YORK. WE'RE ON A CALL WITH COUNCIL OF GREAT CITY SCHOOLS.
WE'RE ON A CALL WITH TEXAS URBAN COUNCIL. WE'RE ON A CALL WITH THE NORTH TEXAS CAOS.
I'M ON THE COMMISSIONER CAO COUNCIL. AND SO WE'VE GOT A MICRO AND A MACRO VERSION OF PARTNERS THAT WE'RE KIND OF RUNNING THROUGH THIS WITH. WE WERE ONE OF THE FIRST TO PILOT THE AI GRADER, AND THAT'S WHAT HELPED US A LOT OF TIMES WHEN WE WERE RETURNING THOSE SAMPLES BACK TO THE STATE WITH STAAR. AND THAT IS WHAT HAS ALLOWED US TO ACCELERATE BECAUSE WE'VE BUILT TRUST.
SO BY THE TIME THIS YEAR, WE'RE HAVING KIDS DO IT, TEACHERS TRUST IT.
OKAY. I THINK WE'RE DEFINITELY ON THE RIGHT TRACK DOING THAT.
I, I DO I DO WANT TO ASK YOU ABOUT THE KIND OF MESSAGING THAT WE'VE HAD.
SO WE'VE HAD TWO YEARS IN A ROW WHERE DALLAS ISD HAS HAD TO RETURN TO OR APPEAL THE STATE'S GRADING.
RIGHT. THEY HAD 40% OR OR MORE ERROR RATES AT THE STATE LEVEL ON THE AI GRADING.
SO IT SOUNDS TO ME LIKE WHAT WE'RE DOING IN, IN DALLAS ISD, AS OPPOSED TO WHAT THE STATE DID ON THE STAAR TEST, IS THAT WE'VE, WE'VE HAD BETTER WAYS OF CALIBRATING AND WE'VE GOT A BETTER SAMPLE THAT WE'RE WORKING WITH.
THERE'S ONE THAT THE AI GRADING IS, IS TERRIBLE BECAUSE OF THE STAAR RESULTS.
THAT'S WHAT SOMEONE READING THE PAPER WOULD, WOULD BE THINKING AFTER TWO YEARS IN A ROW OF THAT HAPPENING, AND THEN ALL OF THE GREAT THINGS THAT WE ARE ABLE TO TO DO WITH AI GRADING HERE.
SO, YOU KNOW, CAN YOU HELP WITH WITH THAT, LIKE MAKE SURE THAT OUR MESSAGE IS WE'RE DOING IT BETTER AND WE'RE DOING IT BETTER BY DOING THESE THINGS TO BETTER CALCULATE OR CALIBRATE AND BETTER SAMPLES AND SO FORTH.
YES. IN FACT, CALIBRATION IS KEY BECAUSE IF YOUR HUMANS AREN'T EVEN CALIBRATED TO YOUR RUBRIC, THEN THAT ALSO CAN CAUSE MISTRUST AND PEOPLE CONCERNED.
SO YES, WE COMPLETELY HEAR YOU AND AGREE. OKAY.
WELL, GREAT. I REALLY FEEL VERY GOOD ABOUT WHERE WE'RE HEADED.
AND THANKS FOR TAKING THE LEAD. ANYONE ELSE FOR ROUND ONE? SEEING NO MORE ROUND ONE, WE'LL START WITH TRUSTEE WEINBERG.
[00:40:03]
THANK YOU, THANK YOU. I JUST HAVE A QUICK QUESTION ABOUT PARTNERS.I HEARD YOU MENTIONED THAT TEXAS INSTRUMENTS FOUNDATION, AND I BELIEVE IT WAS EDUCATE TEXAS ARE PARTNERING ON THE MIDDLE SCHOOL TEACHER EVALUATION PROJECT. ARE THERE OTHER PARTNERS THAT WE HAVE? AND CAN YOU JUST TALK ABOUT SOME OF THE OTHER PARTNERS THAT ARE ENGAGED IN THE WORK WITH US? YEAH, RIGHT NOW, THE OTHER PARTNER THAT WE HAVE, THE DALLAS REGIONAL CHAMBER HAD US WE'RE WORKING THROUGH WE HAVEN'T LAUNCHED IT COMPLETELY YET. A PARTNERSHIP WITH A TUTOR THAT WE'RE DOING, SAT TUTORING, TSIA TUTORING AND CALCULUS TUTORING.
AND THEN THE OTHER PARTNERSHIP THAT I MENTIONED BEFORE WITH TEXAS INSTRUMENTS AND EDUCATE TEXAS, WHICH IS TIED INTO WHAT WE BRING YOU EVERY MONTH AROUND IMPROVING FASTER RESULTS FOR OUR MIDDLE SCHOOL MATH STUDENTS.
EXCELLENT. THANK YOU. OKAY. ANYONE ELSE FOR ROUND ONE? OKAY, THEN. IF NOT TRUSTEE CURRIE. ROUND TWO.
JUST A QUICK FOLLOW UP AS I WAS SITTING LISTENING TO THE DISCUSSION.
WHAT IS THE ROLE AND WHAT ARE WE THINKING ABOUT THE ROLE OF AI IN DELIVERING CURRICULUM TEACHING ITSELF? AND THAT'S A SCARY THING TO SAY OUT LOUD. BUT I JUST IMAGINE A COUPLE.
DIFFERENT SCENARIOS. I'VE HAD CLASS, I'VE HAD MY STUDENTS, MY KIDS HAVE CLASSROOMS WHERE THEY'RE REVERSED, WHERE THE TEACHER IS RECORDING THE LESSON FOR THEM TO WATCH AT HOME, AND THEN IN THE ROOM.
IT'S MUCH MORE ONE ON ONE DIRECT WORK WITH THE TEACHER AS NEEDED.
AND I COULD SEE AI HELPING IN THAT PIECE OF DELIVERING SOME OF THE AT HOME LEARNING.
I THINK OF SCENARIOS WHERE WE MAY HAVE LIMITED RESOURCES.
THERE MAY NOT BE THIS JUST THROWING A NUMBER OUT THERE HAVE NO IDEA THIS IS CORRECT OR NOT, BUT THE NUMBER OF, YOU KNOW, HIGHLY QUALIFIED AP PHYSICS TEACHERS THAT ARE BILINGUAL, WE MAY NOT HAVE ENOUGH AS WE NEED, AND SO CAN AI SUPPLEMENT THAT IN SOME WAY. AND WE DIDN'T HEAR A LOT OF DISCUSSION ABOUT AI'S ROLE IN THAT SIDE OF THE PROCESS.
AND I DON'T KNOW IF IT'S A GOOD THING OR A BAD THING. I JUST WANTED TO THROW IT OUT AND SEE IF YOU HAD ANY COMMENTARY. I MEAN, WE'VE LOOKED AT ALL OF THE WAYS THAT IT CAN SUPPORT AND ENHANCE PEDAGOGY AND CONTENT DELIVERY AND LESSON DELIVERY AND THEN IN THESE BOUTIQUE SITUATIONS OR UNIQUE SITUATIONS THAT YOU JUST DISCUSSED, THAT'S ACTUALLY WHAT WE USED TO CALL FLIP CLASSROOM.
AND, YOU KNOW, WE HAVE SAVVY TEACHERS THAT HAVE THE TOOLS TO INSTEAD OF ME JUST RECORDING MYSELF, HAVING AN AI DO IT FOR ME. BUT THAT HAS NOT BEEN SOMETHING RIGHT NOW THAT WE'VE COMPLETELY PUSHED.
BUT DOWN THE ROAD, YOU KNOW, WE'LL BE BRINGING YOU BACK MORE IDEAS, I'M SURE.
THANK YOU. YEAH, I THINK TO THAT POINT, TRUSTEE CURRIE WE WILL PROBABLY BE ASKING THOSE KINDS OF QUESTIONS AS WE GET THEM FROM YOU ALL AND AS THEY COME UP FROM TEACHERS. SO IT WILL BE CONTINUALLY EVOLVING.
BECAUSE WE DON'T KNOW WHERE ELSE, WHERE ELSE CAN WE USE IT? AND IT'S THROUGH THE TIMES THAT WE DO HAVE SOME CONSTRAINT THAT COMES UP THAT NOW WE HAVE AN ADDITIONAL TOOL THAT WE CAN NOW GO ACCESS WHERE WE DIDN'T HAVE THAT BEFORE.
AND SO WE WERE USING CREATIVE SOLUTIONS BUT WITHIN THIS PARTICULAR TOOLBOX.
AND NOW WE HAVE THIS REALLY NEW TOOL, BUT IT'S GOT A WHOLE LOT OF THINGS WITH IT.
SO I THINK THERE'S SO MANY MORE APPLICATIONS THAT WE HAVEN'T EVEN THOUGHT OF YET.
AND THROUGH YOUR ALL'S QUESTIONS AND QUESTIONS FROM THE FIELD, FROM OUR TEACHERS AND OUR PRINCIPALS AND OUR PARENTS, I THINK IT'S GOING TO HELP US TO UTILIZE IT. THANK YOU.
I LOVE THE CREATIVITY AND EXCITED TO SEE WHERE IT GOES.
TRUSTEE TURNER. YES. HOW'S AI BEING USED WHEN IT COMES TO SPED, SPECIAL EDUCATION? WELL, RIGHT NOW, ALL OF OUR STUDENTS, WE'RE NOT DIFFERENTIATING.
SO 90% OF OUR SPECIAL ED STUDENTS ARE SITTING IN GENERAL EDUCATION CLASSROOMS. AND SO WE'RE DEFINITELY MAKING SURE THAT WE'RE ALIGNING ALL OF OUR STUDENTS TO BE SUCCESSFUL WITH AI.
OKAY. AND HOW HAS IT BEEN INTRODUCED TO PARENTS? THE PARENT. YEAH, THAT'S RIGHT. THE PARENT SITE IT'S CAMPUS BY CAMPUS.
AND THEN ALSO WHENEVER PARENTS ARE MEETING WITH TEACHERS AND PRINCIPALS RIGHT NOW TO GO THROUGH THEIR GOAL SETTING AND THOSE PIECES, WE WORK WITH CHIEF HUITT'S TEAM TO GIVE THEM COLLATERAL IF THEY HAVE QUESTIONS.
THE BIGGEST PIECE THAT WE'RE GOING TO GET QUESTIONS ABOUT IS THE GREATER. AND SO PUSHING THAT OUT TO MAKE SURE THAT THEY KNOW WHAT THAT IS AND THEY TRUST IT AND THOSE KINDS OF PIECES. OKAY. AND WHEN IT COMES TO TUTORING FOR STUDENTS THAT NEED EXTRA HELP, HOW HAS THIS TOOL BEEN UTILIZED FOR STUDENTS WHEN THEY'RE DOING HOMEWORK AT HOME AND THINGS OF THAT NATURE? THE TUTORING PIECE THAT WE'VE USED RIGHT NOW IS WITHIN THE TUTORING PLATFORMS THAT WE HAVE.
[00:45:03]
NOT WHERE STUDENTS ARE GOING TO BE CREATING NEW INFORMATION.THEY'RE NORMALLY GETTING EXACTLY WHAT THEY'RE NEEDING TO BE CAUGHT UP FOR THE NEXT DAY.
OKAY, I JUST WANT TO MAKE SURE MY DAUGHTER'S NOT BEING LAZY AND USING AI.
OH, I CAN GIVE YOU A PARENT PACKET. OKAY. YES.
YES, I WOULD LIKE THE PARENT PACKET. THANK YOU.
[LAUGHTER] OKAY. SAME. YES. EXCELLENT. TRUSTEE SANDERS.
JUMPING BACK UP TO THE HABITS OF MIND IT'S I DON'T KNOW IF IT WAS BY DESIGN THAT THESE TWO PRESENTATIONS WERE TOGETHER, BUT BECAUSE OF THE ADVANCE OF AI, IT'S MADE THE HABITS OF MIND, SKILL SETS.
THEY'VE ALWAYS BEEN IMPORTANT, BUT THEY'RE MORE IMPORTANT THAN THEY'VE EVER BEEN BEFORE BECAUSE OF LIKE LANCE SAID, HIS JOB IS USED TO BE CONSIDERED ONE OF THOSE SAFE, YOU KNOW, KIND OF WHITE COLLAR JOBS.
AND HERE WE ARE. WHO KNOWS IF HE'LL BE EMPLOYED NEXT YEAR, RIGHT? IT'S SCARY. NO, BUT. THERE WILL NEVER BE A REPLACEMENT FOR A TEACHER.
THAT'S RIGHT. JUST BE VERY CLEAR. LET'S BE REAL CLEAR ABOUT THAT.
IT WILL ASSIST. IT WILL MAKE THEM MORE FOCUSED.
BUT THERE WILL NEVER BE A REPLACEMENT FOR THE TEACHER.
WHICH IS ACTUALLY WHAT BRINGS ME TO MY POINT, BECAUSE THESE ARE HUMAN SKILLS, RIGHT? THE QUESTION THAT I HAVE IS BOSTON CONSULTING GROUP BAIN MCKINSEY.
FUTURE JOBS REPORT FROM WORLD ECONOMIC FORUM.
THEY'RE ALL NAMING THESE AS THE FUTURE READY SKILLS.
YEAH. HOW ARE WE WORKING WITH EMPLOYERS? ARE WE TALKING WITH THEM? DO THEY KNOW THAT WE'RE DOING THIS? BECAUSE IT FEELS LIKE IN THAT EXCHANGE OF AWARENESS, IT ADDS CURRENCY TO WHEN OUR KIDS STEP OUT AND BE LIKE, HEY, BY THE WAY, LET ME SHOW YOU MY LINKEDIN OR LET ME SHOW YOU ON THIS RESUME.
THIS IS WHAT THIS BADGE REALLY MEANS. SO HAVE WE ENGAGED OUR EMPLOYERS IN THIS AS WELL? SO TO DOCTOR ELIZALDE'S FORMER POINT, WE ARE YOU KNOW, IMAGINING THIS AND STARTING THE IMPLEMENTATION OF THAT.
AND SO THAT'S DEFINITELY A VERY IMPORTANT PIECE, BECAUSE WE KNOW THAT EMPLOYERS ARE LOOKING FOR THESE PARTICULAR SOFT SKILLS THAT TYPICALLY JUST CAN'T BE MEASURED. AND SO WE WILL INCLUDE THAT IN OUR PROCESSES TO MAKE SURE THAT EVERYONE UNDERSTANDS WHAT IT MEANS WHEN YOU SEE THIS BADGE ON A LINKEDIN PROFILE OR A RESUME. BUT I DON'T THINK, TO ANSWER YOUR QUESTION DIRECTLY, I DON'T THINK WE HAVE DONE THAT YET.
WE HAVE BEEN ENGAGED WITH THEM BECAUSE THEY HAVE COME TO US SAYING THEY ARE REALLY GOOD AT THIS, BUT WE NEED THEM TO BE ABLE TO DO THIS BETTER, WHICH ARE ALL THE THINGS THAT ARE IN THIS.
AND SO I THINK WE ARE NOW AT A POINT WHERE WE CAN NOW DIRECTLY RESPOND AND SAY, HEY, IN RESPONSE TO PARTLY BECAUSE OF THEIR URGING, WE NOW RECOGNIZE IT. AND NOW WE ARE WORKING ON IT, BUT WE WOULDN'T HAVE BEEN ABLE WITHOUT THIS BOARD PUSHING US.
I DON'T THINK WE WOULD HAVE CODIFIED IT IN THIS BADGING SYSTEM.
AND SO I THINK THAT REALLY PUSHED US. AND NOW WE'LL HAVE SOMETHING THAT WE DON'T JUST TELL OUR EMPLOYERS OR THE UNIVERSITIES, HEY, OUR KIDS GOT THESE SKILLS. NO, NO. HERE, LET ME SHOW YOU.
THEY ACTUALLY CAN DEMONSTRATE THAT THEY DO THEY MET A PROFICIENCY ON THE SKILLS.
THAT'S RIGHT. I THINK THAT'S EXTREMELY VALUABLE.
AND QUITE FRANKLY, FOR THE SCHOOLS THAT ARE DOING THIS WELL AND INCORPORATING IT INTO THEIR SYSTEMS, I THINK WE'RE DOING JUSTICE BY OUR YOUNG PEOPLE FOR NOT JUST THEIR FIRST JOB, BUT THE ONES THAT THEY'RE GOING TO HAVE NEXT.
AND IF THEIR INDUSTRY GETS DISRUPTED, ARE THEY ABLE TO TRANSFER AND BE ADAPTABLE? SO, YOU KNOW, I COULD CONTINUE DANCING ON THIS PLATFORM.
SO I APPLAUD THE TEAM ON REALLY DIGGING IN THERE.
TRUSTEES, ANY FURTHER QUESTIONS? I HAVE ONE LAST QUESTION.
OKAY. ROUND THREE. NO OBJECTION. GO AHEAD. AND MY LAST QUESTION.
STUDENT DISCIPLINE. YOU KNOW, HAVING EMOTIONAL INTELLIGENCE IS VERY IMPORTANT, RIGHT? WHEN WE HAVE KIDS THAT ESPECIALLY GOING INTO DAEP OR ARE BEING HOME FOR SUSPENSIONS HOW ARE WE UTILIZING THIS TOOL TO HELP THEM UNDERSTAND CRITICAL THINKING, CONFLICT RESOLUTION, HOW TO UNDERSTAND THEIR EMOTIONS IN A IN A BETTER WAY? AND ALSO HOW CAN THE PARENT ASSIST THEIR CHILD AND UNDERSTAND THEIR EMOTIONS? NOW, I DON'T THINK WE'VE TIED THESE BADGING SPECIFICALLY TO DAEP.
I DO THINK WE HAVE SOMETHING. THERE IS THERE ARE WORKSHOPS, PROGRAMS THAT I THINK OUR TEAM UTILIZES.
[00:50:02]
WITH OUR PRINCIPAL AND OUR TEAM ON WHAT ARE SOME OF THE THINGS THAT YOU ARE DOING? I THINK WHILE WE'RE USING SOME OF THE THINGS WE'RE LEARNING, I DON'T THINK WE'VE CONNECTED.WE HAVEN'T CONNECTED THESE BADGES TO THAT. BUT I THINK THE LEARNING ON EMOTIONAL INTELLIGENCE AND DEALING WITH CONFLICT RESOLUTION AND THINGS LIKE THAT ARE BUILT INTO THE CURRICULUM WHEN STUDENTS ARE SENT TO DAEP.
CORRECT. AND IF YOU WANT TO PHONE A FRIEND, I SAW DOCTOR CROWDER WALK IN TOO.
[LAUGHTER] SO GOT A LIFELINE. YES. SO WE HAVE ACTUALLY UPPED OUR PRESENCE WITH OUR MENTAL HEALTH SERVICES AT DAEP. WE'VE PUT SOME EXTRA SUPPORTS THERE.
SO WE ARE DOING A LOT AROUND THE SERVICES AND THE TOOLS AND STRATEGIES THAT OUR STUDENTS NEED.
WE'RE ALSO WORKING WITH OUR TEACHERS TO MAKE SURE OUR TEACHERS AT DAEP HAVE THOSE STRATEGIES THAT A LOT OF THE CLINICIANS HAVE SO THAT THEY CAN USE THOSE IN THEIR DAY TO DAY CLASSROOMS. THE OTHER PIECE THAT DOCTOR ELIZALDE TALKED ABOUT IS THAT RESTORATIVE PIECE.
BUT JUST HEARING THE THINGS TODAY ABOUT THE AI PIECES, I DO THINK WE NEED TO PARTNER A LITTLE BIT MORE WITH WHAT WE'RE DOING WITH OUR TEACHERS AT DAEP AROUND THE AI PIECES AS WELL. AND DO YOU THINK LIKE ON A PREVENTATIVE SIDE, IS THIS A TOOL THAT CAN BE USED TO EVEN PREVENT A KID FROM EVEN GOING TO A DAEP AND GETTING IN TROUBLE? ABSOLUTELY RIGHT.
OKAY, THAT'S THAT'S MY MAIN QUESTION. I JUST WANT TO MAKE SURE WE'RE DEALING WITH THE WHOLE CHILD.
THANK YOU. THANK THANK YOU ALL TRUSTEES. TRUSTEES WE WILL NOW MOVE TO.
WHERE ARE WE? I GUESS 7B WE DID IN CLOSED SESSION.
[9. MINUTES SUBMITTED FOR APPROVAL]
SO TRUSTEES WILL NOW TURN TO AGENDA ITEM THE CHIEF OF STAFF DIVISION, IF THERE ARE ANY QUESTIONS UNDER THE CHIEF OF STAFF DIVISION 12 A,[11. CHIEF OF STAFF DIVISION]
B, C WERE PULLED. SO ANY QUESTIONS UNDER 13, 14 OR 15? OKAY, I'M SEEING NONE. OKAY. THEN TRUSTEES WILL TURN TO ACADEMICS AND TRANSFORMATION DIVISION.SORRY, MR. PRESIDENT, I DID HAVE ONE QUESTION ON 13.
13 A. 13 A OKAY. 13 A YEAH, I KNOW, I GUESS THE FIRST THING I WANT TO DO IS THANK EVERYBODY WHO HAS BEEN CONTRIBUTING TO OUR DISTRICT IN ALL THE WAYS THAT ARE LISTED HERE. AND ONE OF THE BIGGEST GROUPS THAT ASSIST DALLAS ISD IS UNITED TO LEARN, AND I'M WONDERING IF YOU CAN.
I MEAN, THERE LOOKS LIKE THERE'S A HUNDRED SCHOOLS THERE, AND I'M WONDERING IF YOU COULD BREAK OUT THAT INFORMATION BY TRUSTEE DISTRICT SO I CAN SEE WHICH OF THE SCHOOLS IN MY DISTRICT, I'M SURE OTHERS WOULD WANT TO KNOW ARE BEING SERVED BY THAT GROUP.
BUT THEY DO WONDERFUL WORK AND I ALWAYS HEAR GREAT FEEDBACK.
AND I'VE SEEN MORE SIGNS IN FRONT OF THE SCHOOLS THAT SAY, WE ARE UNITED TO LEARN SCHOOL.
AND BUT I WITH 22 SCHOOLS, I CAN'T FIGURE OUT WHICH ONES ARE NOT PART OF THAT GROUP.
AND I WOULD LOVE TO KNOW THAT. WE'LL PUT THAT IN THE TRACKER.
THANK YOU. TRUSTEES ANYONE 13 A TRUSTEE TURNER.
MINE IS 15. OKAY, SO ANYONE ELSE FOR 13 A. OKAY.
SEEING NONE. THEN WE'LL NOW JUMP TO 15 A. 15 A.
TRUSTEE TURNER. YES. MY QUESTION IS THIS PURCHASE FOR $5 MILLION, CAN SOMEONE EXPLAIN TO ME WHAT TYPE OF HEALTH SERVICE SUPPLIES AND EQUIPMENT IS ACTUALLY BEING PURCHASED.
YES, SIR. IT'S BASICALLY EVERYTHING THAT YOU WOULD FIND IN A SCHOOL CLINIC FROM THE COTS THAT THE STUDENT LAYS DOWN ON TO BAND AIDS, COTTON BALLS, EVERYTHING THAT WOULD OUTFIT A SCHOOL CLINIC, INCLUDING AEDS THAT ARE WITHIN THE BUILDING.
OKAY. SO ALL OF OUR SCHOOLS HAVE AED EQUIPMENT, CORRECT? CORRECT. YES, SIR. OKAY. I FIGURED THAT, BUT THIS HAS NOTHING TO DO WITH ATHLETIC EQUIPMENT OR ANYTHING LIKE THAT.
NO, SIR. IT'S STRICTLY FOR THE, YOU KNOW, MY STOMACH HURTS TYPE SITUATION.
CORRECT. OKAY. ALL RIGHT. THAT'S ALL I HAD. THANK YOU. OKAY. ALL RIGHT. ANYONE ELSE FOR 15 A? OKAY. SEEING NOTHING FOR 15 A, WE'LL TURN TO ACADEMICS AND TRANSFORMATION DIVISION.
[16. ACADEMICS AND TRANSFORMATION DIVISION]
[00:55:07]
ANYTHING UNDER 17 OR 18? 17 D. I HEARD 17 B? D.HEARD 17 D NOTHING BEFORE THAT. OKAY. THEN 17 D TRUSTEE MACKEY.
YEAH. I JUST WOULD LIKE A LITTLE BIT MORE CONTEXT ABOUT WHAT THIS MEANS.
LIKE WHAT ARE THE THINGS KIND OF LIKE THE LAST QUESTION INSTRUCTIONAL DIGITAL TOOLS. LIKE FUNCTIONALLY WHAT DO THOSE LOOK LIKE. USUALLY WE SEE THIS IS A LITTLE DIFFERENT BECAUSE WE SEE LIKE WHAT IT'S BEEN SPENT BEFORE. BUT I'M JUST CURIOUS. THESE ARE OUR DIGITAL TOOLS IN THE ACADEMIC SPACE.
SHE'S MADE I'VE ALREADY MADE A LIST OF EVERYTHING.
THAT'S EXACTLY RIGHT. SO THE I-READY COMPONENT THAT HAS THOSE INDIVIDUALIZED PATHWAYS THAT TEACHERS CAN USE IN THEIR CLASSROOM, AS WELL AS STUDENTS BEING ABLE TO UTILIZE THAT AT HOME.
THAT'S ONE OF THE LARGEST. BUT THEN THERE ARE SOME ADDITIONAL ONES AS WELL.
YEAH. IN FACT, SOME OF THE TOOLS WE JUST TALKED ABOUT WITH THE AI CONVERSATION TOOLS AROUND CREATIVITY TOOLS IN THE CLASSROOM, OUR MY PATH HIGH SCHOOL EXPERIENCE, THE I-READY EXPERIENCE.
GOTCHA. THANK YOU. OKAY. ANYONE ELSE FOR 17 D? OKAY. ANYTHING ELSE UNDER ACADEMICS OR TRANSFORMATION DIVISION? SEEING NOTHING ELSE. THEN WE'LL NOW GO TO FINANCIAL SERVICES DIVISION.
OH, THAT'S UNDER ACADEMICS AND TRANSFORMATION.
BUT ANYTHING UNDER 18 OKAY. 18 TRUSTEE TURNER.
YES. WELL THAT WAS MY ORIGINAL QUESTION. I'M SORRY I HAD IT ON THE HEALTH SUPPLIES.
I WANTED TO KNOW WHAT ALL DOES THIS $5 MILLION COVER WHEN IT COMES TO ATHLETIC EQUIPMENT AND HEALTH SUPPLIES? SORRY ABOUT THAT. TRUSTEES. SO THIS THIS TYPE OF EQUIPMENT IS PREVENTATIVE EQUIPMENT.
IT'S RECOVERY EQUIPMENT FOR OUR STUDENT ATHLETES.
IT INCLUDES SOME TRAINING FOR ATHLETIC TRAINERS AS WELL AS SOME EQUIPMENT FOR THAT. SO THINK ABOUT AN ICE BATH OR THE WET BULB THAT WE USE TO DETERMINE WHETHER A GAME CAN BE PLAYED IF IT'S 100 DEGREES OUTSIDE, THINGS LIKE THAT. OKAY, SO HAVE WE IDENTIFIED CAMPUSES THAT ARE IN NEED OF THIS NEEDED UPGRADES? YEAH. ON A DAILY BASIS. IF WE HAVEN'T IDENTIFIED THEM, THEY LET US KNOW RIGHT AWAY.
OKAY. BUT IT DOESN'T COVER LIKE THE BENCHES INSIDE OF.
NO, SIR. THIS IS STRICTLY SPORTS MEDICINE. SPORTS MEDICINE.
OKAY. GOTCHA. FOR THE PERSONAL TRAINERS AND STUFF LIKE THAT.
OKAY. SEEING NOTHING FURTHER THEN WE'LL NOW GO TO FINANCIAL SERVICES DIVISION WHICH IS 20, 21, 22, 23 AND 24. ANYTHING UNDER FINANCIAL SERVICES DIVISION? I'M SEEING NONE. THEN WE'LL GO NOW TO CONSTRUCTION SERVICES DIVISION, WHICH IS 26.
ANYTHING UNDER CONSTRUCTION SERVICES DIVISION 26.
I'M SEEING NONE. THEN WE'LL GO TO NOW 27 POLICE DIVISION.
ANYTHING UNDER POLICE DIVISION, WHICH IS 28? I AM SEEING NOTHING THEN WE WILL NOW TURN TO 29.
ADJOURNMENT. THE TIME IS 6:01 P.M. AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.