[00:00:03]
>> GOOD AFTERNOON, AND WELCOME TO THE BOARD BRIEFING,
[1. NOTICE AND RETURN]
A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.WE HAVE A QUORUM, AND THE MEETING HAS BEEN DULY POSTED.
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.
>> THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
TRUSTEE FOR DISTRICT 1 LANCE CURRIE.
TRUSTEE FOR DISTRICT 2, SARAH WEINBERG.
IS TRUSTEE MICCICHE ONLINE? NOT YET. WE HAVE TRUSTEE FOR DISTRICT 4 PRISMA GARCIA.
TRUSTEE FOR DISTRICT 5, BYRON SANDERS.
I HAVEN'T SEEN TRUSTEE FOREMAN.
WE HAVE TRUSTEE FOR DISTRICT 7, BEN MACKEY.
OUR SUPERINTENDENT SCHOOL, DR. 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 @DALLASISD.ORG [FOREIGN].
IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THE MEETING WILL BE CONDUCTED IN ORDERLY FASHION.
I ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY, BED LOCAL PERTAINING TO PUBLIC PARTICIPATION AS A CRIMINAL OFFENSE FOR A PERSON WITH THE INTENT TO PREVENT OR DISRUPT THE MEETING, A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR [INAUDIBLE] AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTION THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS IN THE LAW DEFAMATION AND INVASION OF PRIVACY.
IF THEY'RE INSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON 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 PUBLIC OFFICIALS IN THE AUDIENCE.
TRUSTEES WILL NOW TURN TO AGENDA ITEM 4, PUBLIC FORUM.
[4. PUBLIC FORUM]
OUR AGENDA OUT CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.WE WILL HAVE SPEAKERS TO AGENDA AND NON-AGENDA ITEMS. I'M ASKING SPEAKERS SHOULD BE MINDFUL OF CHILDREN ARE IN ATTENDANCE.
CHILDREN AND UNWILLING ADULT RECIPIENT MEMBERS OF THE PUBLIC IN ATTENDANCE AT THIS MEETING 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 FROM USING INDIVIDUALS NAMES, TO INCLUDE STUDENTS' NAMES, AND TO ADDRESS THE BOARD AND INDIVIDUAL TRUSTEES.
THE DISTRICT HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT SPEAKERS AVAIL THEMSELVES OF THE GRIEVANCE POLICY TO SEEK RELIEF VIA THOSE PROCEDURES.
AUDIENCE I'M ASKING TO ENGAGE IN COMMENT TO HELP DISRUPT THE MEETING.
THE RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE MEETING, DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETINGS, UNLAWFUL OR DISRUPTIVE CONDUCT, INTERFERING, INCLUDING INTERRUPTING SCHEDULED SPEAKERS SPEAKING AT A TURN.
CROSSING OFF THE ROTHUH BARRIERS OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED.
EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OWN STATEMENTS.
SPEAKERS, PLEASE BE MINDFUL THAT SUBSTITUTIONS ARE NOT ALLOWED.
IF YOU SIGNED UP TO SPEAK YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE SPEAKERS WHO FAIL TO ADHERE BY THIS POLICY WILL BE INTERRUPTED AND INFORM YOUR COMMENTS ARE OUT OF ORDER.
MS. HARDY, WILL YOU PLEASE CALL THE SPEAKERS?
>> GOOD EVENING. I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.
WITH THE FIRST TWO SPEAKERS, PLEASE COME TO THE MICROPHONE.
PASTOR MAXIE JOHNSON AND ANNA ROSEN.
I'M HERE TO SPEAK FOR THE CHILDREN WHO CANNOT AFFORD THE CONSEQUENCES OF ADULT ADMINISTRATIVE SHORTCUTS.
DALLAS ISD IS THE ONLY DISTRICT IN OUR REGION TAKING ADVANTAGE OF THE DISTRICT OF INNOVATION LOOPHOLE, AND YOU'RE ABSOLUTELY RIGHT.
DISTRICT OF INNOVATION CANNOT TEACH BILINGUAL EDUCATION OR SPECIAL EDUCATION YET BILINGUAL CHILDREN WITH DYSLEXIA, CHILDREN WITH AUTISM AND OUR NEAR DIVERGENCE ARE STILL BEING PLACED IN DOI CLASSROOMS. LET'S BE CLEAR AND ON THE RECORD.
SPED KIDS STILL GET PLACED IN GENERAL EDUCATION.
THAT DOES NOT TAKE AWAY THEIR FEDERALLY PROTECTED RIGHTS.
[00:05:03]
THAT IS NOT EQUITY.THAT IS NOT INNOVATION, THAT IS A LOOPHOLE, AND IT'S HARMING OUR CHILDREN.
IF THIS DISTRICT INSISTS ON LOWER AND TEACHER PREPARATIONAL STANDARDS, THEN EXPLAIN TO ME WHY TAXPAYERS CONTINUE TO FACE HIGHER ASSESSMENTS.
A DISTRICT OF INNOVATION REPRESENTATIVE SAID, THESE ADULTS MADE SMART BUSINESS MOVES BY AVOIDING CERTIFICATION.
REALLY? BUT SOMEHOW CHILDREN ARE EXPECTED TO INHERIT THE CONSEQUENCES.
IF THE DISTRICT IS TRULY COMMITTED TO INNOVATION, THEN LET PARENTS INNOVATE TOO BY INVESTING DIRECTLY IN OUR CHILDREN INSTEAD OF FUNDING A SYSTEM THAT REFUSES TO INVEST IN THEM.
[FOREIGN] THIS BECAME MY LIFE MISSION THE MOMENT A TEACHER LIFTED MY SON IN THE AIR WHILE HE WAS SELF REGULATING AT HIS DESK.
LET ME SAY THIS CLEARLY, FROM THE RECORD.
I WILL KEEP KNOCKING ON EVERY STATE REPRESENTATIVE'S DOOR, EVERY SPOE MEMBER, EVERY FEDERAL OFFICE.
I'LL CONTACT THE MEXICAN CONSULATE IF I HAVE TO.
IF I HAVE TO PUT TOGETHER A FULL THESIS AND SEND IT TO EVERY EDUCATIONAL INVESTIGATOR IN THIS COUNTRY, I WILL, BECAUSE MY CHILDREN'S DIGNITY AND THE DIGNITY OF THOUSANDS OF STUDENTS IN THIS DISTRICT IS WORTH EVERY PAGE.
BEFORE I CLOSE, I WANT TO REMIND THIS BOARD OF SOMETHING WISER AND OLDER THAN ALL OF US.
SPEAK UP FOR THOSE WHO CANNOT SPEAK UP FOR THEMSELVES, AND ENSURE JUSTICE FOR THOSE BEING CRUSHED.
NOW THAT THIS BOARD IS INFORMED OF THE MISINFORMATION PRESENTED LAST MONTH, MY QUESTION IS, WHAT WILL YOU DO TO CORRECT IT? THANK YOU.
>> THANK YOU, SPEAKERS. TRUSTEES WILL NOW TURN TO AGENDA ITEM 5, CLOSED SESSION.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
THE BOARD WILL NOW RETIRE TO CLOSED SESSION.THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.
THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER A 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, 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEYS ABOUT PENDING OR CONTEMPLATE LITIGATION ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER, INCLUDING TRUSTEE ELECTIONS AND TERMS, SECTION 551.072, TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL, 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, AND SECTION 551.129 TO CONSULT WITH HIS ATTORNEYS ABOUT USE OF TELEPHONE, VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND/OR A CLOSED MEETING.
TRUSTEES, THE TIME IS NOW 4:08 PM AND WE ARE IN CLOSED SESSION.
THE TIME IS 5:57 PM AND WE ARE BACK IN OPEN SESSION.
THE BOARD TOOK NO ACTION IN CLOSED SESSION.
TRUSTEES, WE NOW TURN TO AGENDA ITEM 6A, SPECIFICALLY,
[6. VISION/PROGRESS MONITORING]
THE 2025-'26, CONSTRAINT PROGRESS MEASURES. SUPERINTENDENT?>> THANK YOU, PRESIDENT CARRION, MEMBERS OF THE BOARD.
I'M GOING TO GO AHEAD AND TURN THIS OVER TO DR. LEAR AND CHIEF HEWITT POWELL SO THAT WE CAN GET OUR UPDATES ON CONSTRAINT CPM 1.1.
>> GOOD EVENING. PRESIDENT CARRION, TRUSTEES, SUPERINTENDENT.
I AM PREPARED TO PROVIDE AN UPDATE ON CONSTRAINT CPM 1.1, WHICH FOCUSES ON ENSURING HIGH QUALITY STUDENT EXPERIENCES ACROSS ALL CAMPUSES.
IF WE CAN JUST GO BACK TO THAT ONE SLIDE, I JUST WANT TO TALK A LITTLE BIT ABOUT THIS BECAUSE IT'LL SET UP OUR PRESENTATION.
ON THAT FORMER SLIDE THAT HAD THE PICTURE OF OUR STUDENTS, THAT'S ACTUALLY OUR TEAM BOARD, AND THEY ARE PRESENTING PART OF A PANEL, WHICH IS BEING LED BY OUR SUPERINTENDENT AT TUC, THE TEXAS URBAN COUNCIL.
AT THIS PANEL, THEY ACTUALLY SHARED THEIR VOICES AND THEY HAD TO ANSWER SEVERAL QUESTIONS, BUT AMONG THOSE QUESTIONS, ONE OF THE OVERARCHING QUESTIONS WAS WHAT CAN WE DO TO INCREASE HIGH QUALITY EXPERIENCE TO SWEAR YOU ALL STUDENTS WITHIN OUR DISTRICTS.
THEY WERE HEARD BY SUPERINTENDENTS AND THEIR DISTRICTS ACROSS THE STATE OF TEXAS.
I WANTED TO HIGHLIGHT THAT PICTURE BECAUSE IT HOLDS UP THE WORK THAT WE'RE DOING TO ELEVATE STUDENT VOICES AS WE CHANGE SYSTEMS ACROSS THE DISTRICT THIS [OVERLAPPING]
[00:10:05]
>> I KNOW ALL TRUSTEES KNOW THIS, BUT WE HAVE AMAZING STUDENTS IN OUR SCHOOLS, AND THEY WERE PRESENTING THEIR THOUGHTS TO SUPERINTENDENTS AND EXECUTIVE LEADERSHIP TEAMS OF THE TEN LARGEST SCHOOL DISTRICTS IN THE STATE AND SO THEY JOINED US AT THE STATLER.
FOR SOME OF OUR STUDENTS, THEY WERE EVEN VULNERABLE ENOUGH TO TELL US THIS WAS THE FIRST TIME THEY HAD BEEN AT A HOTEL IN DOWNTOWN DALLAS.
IT REMINDS US, AND I JUST WANT YOU ALL TO SHARE BECAUSE WE GET TO DO OUR WORK BECAUSE OF YOU ALL AND I WANT YOU TO SEE WHAT YOUR WORK DOES.
THEY IMPRESSED THE SUPERINTENDENTS AND THEIR LEADERSHIP TEAMS FROM AROUND THE STATE.
MANY OF THESE STUDENTS, IT MIGHT HAVE BEEN THE FIRST TIME THEY WERE DOING PUBLIC SPEAKING, AND THEY DID AMAZING.
THANK YOU BOARD FOR LETTING US DO THIS WORK WITH YOU.
>> ABSOLUTELY. THANK YOU. FOR THIS CONSTRAINT, THE PERCENTAGE OF STUDENTS REPORTING POSITIVE CAMPUS CLIMATE INCREASE BY FOUR PERCENTAGE POINTS TO REACH 59%.
WHILE WE HAVE SOME PROGRESS, WE CAN SEE THAT WE DID NOT MEET OUR 62% THRESHOLD FOR THIS CONSTRAINT.
ON A PREVIOUS SLIDE, AS I STATED, WE DID NOT MEET THE THRESHOLD.
HOWEVER, WE CAN SEE YEAR GROWTH ACROSS OUR 3-5 AND 6-12 STUDENT GROUPS.
AGAIN, GOING TO 70% FOR 3-5 AND 52% FOR GRADE 6-12, BUT THAT OVERALL PERCENTAGE INCREASE TO 59%.
ON THIS SLIDE, YOU CAN SEE SOME OF THE QUESTIONS THAT WERE ASKED ON THIS STUDENT EXPERIENCE SURVEY.
AGAIN, YOU CAN SEE INCREASES ACROSS ALL OF THOSE EXPERIENCES, ESPECIALLY THE ITEMS RELATED TO RELATIONSHIPS AND INSTRUCTION.
WHILE WE SEE THOSE POSITIVE NUMBERS THAT HAVE EITHER MET THE OVERALL THRESHOLD NUMBER OR EXCEEDED THAT OVERALL THRESHOLD NUMBER, WE CAN SEE THERE'S SOME OPPORTUNITY FOR THEM TO FILL THE SIMILAR LAYS ABOUT THE RULES AT THEIR SCHOOLS AND WE'LL ABOUT HOW WE'RE GOING TO WORK WITH OUR STUDENTS TO INCREASE THOSE POSITIVE EXPERIENCES AS WELL, MOVING FORWARD.
SOME OF THE UPGRADES THAT WE'VE ALREADY MADE THIS YEAR AND THAT WE'RE GOING TO CONTINUE TO ADJUST AND STRENGTHEN, OF COURSE, INCLUDES OUR HIGH QUALITY INSTRUCTIONAL MATERIALS.
WE KNOW THAT PEOPLE OF OUR STUDENTS [INAUDIBLE].
IF OUR STUDENTS HAVE EXPERIENCES WHERE THEY CAN ENGAGE AND HAVE MEANINGFUL STUDENT DISCOURSE IN THE CLASSROOM THAT THAT MAKES INCREASE THEIR SENSE OF BELONGING.
THEY HAVE THOSE POSITIVE INTERACTIONS WITH THEIR TEACHERS.
SECOND, WE ARE ACTIVELY WORKING TO EXPAND EXTRACURRICULAR PARTICIPATION.
WE'RE WORKING WITH CHIEF [INAUDIBLE] TEAM TO ASSESS ACTIVITIES LIKE BAND SO THAT WE CAN MONITOR WHETHER THEY'RE EXPANDING OR DECREASING AND SO THAT WE CAN GO IN AND INTERVENE AND HELP THEM TO INCREASE PARTICIPATION WITH THOSE STUDENT GROUPS.
THEN WE'RE ALSO WORKING ACROSS MULTIPLE DEPARTMENTS THAT INCLUDES OUR COUNSELING DEPARTMENT, ATHLETICS, EXTRACURRICULARS TO CREATE A STUDENT SURVEY THAT ALLOWS THEM TO SELECT EXTRACURRICULAR OPPORTUNITIES THAT THEY'D LIKE TO PARTICIPATE IN IN THE NEXT SCHOOL YEAR, SO THEY'LL GET IT IN THE SPRING WHEN THEY SELECT THEIR CLASSES.
THEY'LL ALSO IDENTIFY EXTRACURRICULARS THAT THEY'D LIKE TO PARTICIPATE IN FOR THAT FOLLOWING YEAR, AND THEN HAVE FOLLOW UP CONVERSATIONS WITH OUR COUNSELORS.
NEXT, WE SEE THAT WE HAVE ASKED OUR PRINCIPALS TO IMPLEMENT THESE CAMPUS CULTURE CALENDARS.
IN THE CAMPUS CULTURE CALENDARS, WE DO THIS FOR OUR PRINCIPALS.
WE DO IT FOR OUR TEACHERS, AND WE TYPICALLY DO IT FOR OUR STUDENTS.
BUT THIS YEAR, WE ASK OUR PRINCIPALS TO WORK WITH STUDENTS TO IDENTIFY THOSE MEANINGFUL ACTIVITIES THAT COULD HELP NOT ONLY INCREASE ENGAGEMENT, BUT ALSO IMPACT STUDENTS BECAUSE THAT IS A FOCUS FOR OUR CAMPUSES ACROSS THE DISTRICT THIS SCHOOL YEAR.
THEN FINALLY, WE'VE LEVERAGED THE VOICE OF OUR TEAM BOARD AS YOU SAW IN THE LAST PICTURE AND OUR SAVE-PROMISE TEAMS, AND THEY'RE WORKING TO ELEVATE THAT STUDENT VOICE, INCREASE CONNECTEDNESS TO EVENTS ACROSS CAMPUSES AND ACROSS THE DISTRICT, THEY'RE ACTUALLY PLANNING THE CARNIVAL FOR THE DISTRICT-WIDE CARNIVAL.
THEN OUR SAVE-PROMISE TEAMS ARE FOCUSING ON HOW STUDENTS EXPERIENCE RULES AT THE SCHOOL AND FAIRNESS AT SCHOOLS.
[INAUDIBLE] THAT TAKE QUESTIONS.
>> YES. THANK YOU SO MUCH FOR THE PRESENTATION.
CONGRATULATIONS ON THE GROWTH.
I KNOW IT'S ONE THING TO DO IT IN ONE PARTICULAR CAMPUS.
IT'S ANOTHER THING TO SEE THIS GROWTH ACROSS 200 PLUS SCHOOLS IN THE DISTRICT. KUDOS TO YOU ALL.
[00:15:02]
FIRST QUESTION, THE FIVE QUESTIONS HERE.IS THAT THE ONLY QUESTIONS THAT STUDENTS ARE ASKED OR THEY ASKED MORE THAN THAT?
THIS IS JUST A SAMPLING OF THOSE QUESTIONS, BUT I'LL LET JACOB CORTEZ COME UP TO TALK ABOUT THE SURVEY.
>> THANK YOU, TRUSTEE. NO, THIS PARTICULAR SURVEY, THERE ARE OTHER DIMENSIONS TO THE SURVEY.
IT'S A SCHOOL EXPERIENCE SURVEY FOR THESE STUDENTS.
HOWEVER, THE CPM 1.1 SPECIFICALLY ADDRESSES CAMPUS CLIMATE, AND THESE ARE THE FIVE QUESTIONS THAT MAKE UP THAT DIMENSION OF THE SURVEY.
>> GOT YOU. THEY ARE A COMPLETE AMOUNT OF QUESTIONS FOR WHAT WE MONITOR HERE?
>> I WOULD BE CURIOUS TO SEE THE RESULTS.
WE CAN PUT IN THE TRACKER OF ALL OF THE DIMENSIONS THAT WOULD BE HELPFUL FOR ME. BUT THAT MAKES SENSE.
THEN, AS FAR AS THE NEXT STEPS IN ALL OF THIS, A LOT OF THIS IS THINGS WE'RE DOING FROM A RELATIVE DISTRICT LEVEL, QUALITY INSTRUCTION, EXTRACURRICULAR PARTICIPATION, TEEN BOARD, ETC.
AS A FORMER PRINCIPLE IS JUST MY PERSPECTIVE, HOW ARE WE HOLDING PRINCIPLES ACCOUNTABLE? ULTIMATELY, WE HOLD THEM ACCOUNTABLE FOR THEIR INSTRUCTIONAL RESULTS OF THEIR CAMPUS? HOW ARE WE MAKING SURE THAT THEY FEEL EMPOWERED, BUT ALSO ACCOUNTABLE TO MOVING THE NEEDLE ON THESE CULTURE RESULTS?
>> ABSOLUTELY. THERE'S A COUPLE OF THINGS, AND I DON'T KNOW IF WE HAVE THAT SLIDE UP.
FOR EXAMPLE, THE CAMPUS CULTURE CALENDAR THAT WE'VE ASKED THEM TO WORK WITH THE STUDENTS TO CREATE.
WE ACTUALLY ASKED EACH PRINCIPAL TO DEVELOP THAT CALENDAR, TO SUBMIT THE CALENDAR TO THE EXECUTIVE DIRECTOR.
THE EXECUTIVE DIRECTOR REVIEWED THE CALENDARS, PROVIDED FEEDBACK.
AS A PART OF THAT CALENDAR, THERE'S ALSO AN ATTENDANCE IMPACT PLAN.
WITH THE SUPPORT OF OUR SUPERINTENDENT, WE'VE ALSO PROVIDED SOME FUNDS SO THAT THEY COULD HAVE ACTIVITIES THAT WERE EXPLICITLY FOCUSED ON INCREASING ATTENDANCE AT THEIR SCHOOLS, AND WE'RE MEASURING THE INCREASE IN ATTENDANCE FOR EACH SEMESTER TO DETERMINE IF THEY'RE SEEING THE RETURN ON INVESTMENT FOR THAT INITIATIVE.
>> I BELIEVE THIS IS ALSO PART OF THE PRINCIPAL'S EVALUATION?
>> WE HAVE ACTUAL [OVERLAPPING]
>> YES. JUST LIKE IT'S A PART OF MINE.
NOW YOU'VE ALSO HELPED ME BECAUSE MY FIRST THOUGHT IS, SOMEONE ADMINISTRATOR IN A ROOM IN THE SUMMER CREATES A CAMPUS CALENDAR.
BUT IT SOUNDS LIKE IT'S NOT HAPPENING.
IN FACT, THEY MIGHT SUBMIT IT, BUT THERE'S PROBABLY A LOT OF WORK GOING INTO MEETING WITH THEIR OWN.
>> STUDENT LEADERS AND FIGURING OUT WHAT THE CALENDAR IS.
>> THANK YOU SO MUCH FOR THE REPORT, CHIEF HUITT.
I KNOW WE DIDN'T HIT OUR GOAL, BUT IT IS GOOD TO SEE THERE'S POSITIVE MOVEMENT. THERE'S GROWTH.
VERY CLOSE TO MY HEART. OF COURSE.
I LOVE THAT WE ARE PUSHING TO EXPAND EXTRACURRICULAR PARTICIPATION.
I BROUGHT THIS UP IN SOME PREVIOUS CONVERSATIONS, BUT I'M JUST THINKING ABOUT HOW DO WE PLAN ON DOING THAT GIVEN WE HAVE CONSTRAINTS.
WE HAVE NOT CONSTRAINTS IN OUR EVALUATION OR ASSESSING EACH OTHER, BUT MONEY.
JUST HAVING TO HAVE SOME OF THE CHALLENGES THAT WE HAVE FROM THE STATE FUNDING AND THINGS OF THAT NATURE.
WHAT ARE WAYS THAT WE'RE THINKING ABOUT EXPANDING THESE EXPERIENCES, GIVEN HOW TIGHT BUDGETS ARE? HOW ARE WE BEING CREATIVE ABOUT THAT? THEN I JUST HAVE A COUPLE OF THOUGHTS ON HOW WE MIGHT BE ABLE TO AS WELL. BUT I WOULD LOVE TO HEAR YOU.
>> I THINK IN THIS PERSPECTIVE, WHAT WE'RE LOOKING AT IS EXPANDING ACCESS AND OPPORTUNITY FOR OUR STUDENTS.
WHAT WE MEAN BY THAT IS NOT NECESSARILY ABOUT ADDING ADDITIONAL PROGRAMS. MORE THAN IT'S ABOUT ENSURING THAT SOMEONE HAS HAD A CONVERSATION WITH THAT STUDENT TO SAY, ARE YOU INTERESTED? DO YOU EVEN KNOW ALL OF THE THINGS THAT WE HAVE? THAT'S STEP 1 AND THEN THE STEP 2 IS ENSURING THAT THERE'S THIS THROUGH LINE THAT STARTS THROUGH MIDDLE SCHOOL AND THROUGH HIGH SCHOOL, SO THAT IF A CHILD DECIDED I WANTED TO PARTICIPATE IN BAND IN MIDDLE SCHOOL, THAT THERE IS AN ACTIVE BAND THAT'S OCCURRING AT THE HIGH SCHOOL LEVEL.
THAT WE'RE ACTIVELY RECRUITING THOSE STUDENTS SO THAT THEY SHOW UP IN HIGH SCHOOL.
I THINK THAT'S WHAT WE MEAN MORE THAN LIKE INVESTING ADDITIONAL FUNDS TO EXPAND THE PROGRAM.
>> GOT IT. ONE POINT I'LL ADD TO THAT IS, I STILL DO BELIEVE THAT IT COULD BE
[00:20:02]
POWERFUL FOR US AS WE'RE HOLDING OURSELVES ACCOUNTABLE IF THERE WAS A WAY FOR US TO COORDINATE WITH ORGANIZATIONS THAT MIGHT NOT BE SERVING OUR YOUNG PEOPLE ON CAMPUS.BUT WE KNOW THEY'RE WORKING WITH OUR YOUNG PEOPLE.
JUST WHAT THAT COULD DO IS CRACK OPEN THAT BLACK BOX THAT OFTENTIMES HAPPENS WHEN THE PEOPLE OUTSIDE ARE WORKING WITH THE KIDS, AND THEN THE PEOPLE IN THE SCHOOL DON'T KNOW WHAT'S HAPPENING OUTSIDE.
IS THERE A WAY FOR US TO COORDINATE ANYBODY WORKING WITH THE DALLAS ISD CHILD, WHETHER YOU'RE DOING IT WITH US UNDER OUR APPROVED AND ON THE BOOKS PROGRAMS OR WHETHER IT'S HAPPENING OUT IN COMMUNITY, TO BE ABLE TO CAPTURE THAT.
USE THAT AS PART OF US SAYING, SOMEBODY IS ENGAGED WITH THIS YOUNG PERSON, THAT WOULD BE REALLY MEANINGFUL, AND I KNOW THERE ARE WAYS TO DO THAT.
HAPPY TO TALK ABOUT IT OFFLINE AS WELL, BUT I THINK IT COULD HELP US IN OUR REPORTING AS WELL.
>> LAST THING IS LOVE WHAT OUR YOUNG PEOPLE WERE ABLE TO DO TEAM BOARD.
OFTENTIMES, WHEN YOU TALK ABOUT STUDENT ENGAGEMENT, ALL THE ADULTS IN THE ROOM LIKE, MAN, WE GOT TO FIX STUDENT ENGAGEMENT.
THERE'S NO YOUNG PEOPLE TALKING WITH THEM ABOUT IT.
WE'RE ALL PROJECTING, THAT'S THE THING ABOUT NEVER NEVERLAND, YOU CAN'T GET BACK.
I WOULD LOVE IF THERE WAS AN OPPORTUNITY AT SOME POINT FOR THEM TO BE ABLE TO SHOW THEIR WORK HERE WITH THE BOARD, I HAVE NO IDEA HOW WE COULD DO THAT, BUT SOMEWHERE DOWN THE LINE, IT WOULD BE AFFIRMING IN THEIR LEADERSHIP, I THINK, IF WE COULD CREATE SOME EXPERIENCE FOR THAT TOO.
THANK YOU. I DO APOLOGIZE EARLY.
>> AS BYRON LIKES TO SAY, I CO SIGN.
I COSIGN ON HAVING THE STUDENTS AND KIND OF HEARING.
I'D BE CURIOUS WHAT THEY ACTUALLY TALKED ABOUT TO THE SUPERINTENDENTS, JUST BECAUSE THEY ARE SO AMAZING, THEY DO HAVE SUCH GREAT IDEAS.
CONGRATULATIONS ON THE MOVEMENT IN THE CLIMATE SCORES.
THANK YOU FOR THE WORK THAT ALL OF YOU DO TO IMPROVE THE CLIMATE FOR OUR STUDENTS.
A COUPLE OF CLARIFYING QUESTIONS.
ONE IS, WHAT IS A SAVE PROMISE TEAM?
>> SURE. IT'S THE TEAMS THAT WE PUT TOGETHER A COUPLE OF YEARS AGO.
THEY ARE STUDENT LEADERS OR STUDENTS INFLUENCERS THAT THE PRINCIPALS MEET WITH ONCE A MONTH, AND THEY TALK ABOUT SAFETY AT THE CAMPUS.
THEY BRING FORWARD ANY SAFETY CONCERNS, OTHER CONCERNING COMMUNITY ISSUES, ISSUES AMONG STUDENTS AT A CAMPUS, AND THE PRINCIPALS TALK TO THEM ABOUT HOW TO IMPROVE THOSE ISSUES AT THE CAMPUS EACH MONTH.
>> IS THERE A FRAMEWORK FOR THAT ARE THEY ONLY IN HIGH SCHOOLS? ARE THEY IN ALL THE SCHOOLS, OR?
>> YES, AND I THINK SHER IS HERE.
SHE CAN TALK MORE ABOUT THE ACTUAL FRAMEWORK OF THE PROGRAM.
>> HELLO. YES. THERE IS A FRAMEWORK.
IT IS FOR CAMPUSES THAT HAVE STUDENTS FROM SIXTH GRADE TO 12TH GRADE.
ALL OF OUR SCHOOLS THAT HAVE THAT AGE LEVEL GROUPING, WE HAVE THOSE TEAMS IN THOSE SCHOOLS.
WE ALSO HAVE TRAINING THAT THOSE CAMPUSES GET FROM THE FOUNDATION THAT PUTS TOGETHER THE SAME PROMISE WHICH IS STUDENTS AGAINST VIOLENCE EVERYWHERE.
THEY DO A TRAINING FOR THE CAMPUSES.
THE ENTIRE CAMPUS IS AWARE OF IT.
THEN THEY HAVE THE STUDENT LEADERS THAT COME TOGETHER AND DO ADDITIONAL TRAINING.
WE ACTUALLY PULL THE LEADERS FROM EACH CAMPUS TWICE A YEAR, AND WE BRING THEM AND DO ADDITIONAL TRAINING FOR THEM.
THEY GET PACKAGES THAT SHOW THEM HOW TO DO KINDNESS WEEK, THAT HOW TO DO START WITH HELLO JUST VARIOUS THINGS THAT THEY CAN DO ACROSS THEIR CAMPUS TO PROMOTE NOT ONLY SAFETY, BUT ALSO INCLUSION AND BOOSTING CLIMATE.
THERE'S QUITE A BIT THAT GOES WITH THAT PIECE.
>> WHEN YOU SAY LEADERS, YOU MEAN STUDENT LEADERS OR.
>> THAT COME TOGETHER TWICE A YEAR.
I DIDN'T REALIZE THAT THAT WAS THE ACTUAL NAME OF WHAT WE DO.
IT SOUNDS LIKE WE HAVE A UNIFORM FRAMEWORK THAT'S APPLIED LOCALLY.
>> THAT RESPECTS EACH MICRO CLIMATE OF EACH SCHOOL.
INTERESTING. THEN I HAD ANOTHER QUICK QUESTION.
I SHOULD KNOW THE ANSWER TO THIS, BUT I DON'T.
DO WE HAVE STUDENT COUNCILS AT EVERY HIGH SCHOOL?
>> I'LL SAY IT LIKE THIS. WE HAVE STUDENT COUNSEL AT EVERY HIGH SCHOOL, OR DO WE HAVE AN ACTIVE STUDENT COUNSEL AT EVERY HIGH SCHOOL? WE'RE WORKING TO STRENGTHEN THAT WORK.
>> THERE'S 37, I WASN'T SURE I WAS JUST CURIOUS.
[00:25:02]
GREAT AND LAST QUESTION.THE COMPREHENSIVE CULTURE CALENDAR, IS THAT RELATED TO THE SAVE IN THOSE MEETINGS, OR IS THAT A STANDALONE OR JUST RELATED, BUT ITS OWN THING.
>> SURE. THAT CULTURE CALENDAR, WE ASKED THEM TO MEET WITH STUDENT LEADERS SO THEY CAN MEET WITH ANY OF THOSE GROUP, THEIR TEAM BOARD MEMBERS, THEIR SAY PROMISE GROUPS, THEIR STUDENT COUNCIL.
ANY STUDENT LEADER INFLUENCER, WE ASK THE PRINCIPAL TO DETERMINE WHO WOULD PARTICIPATE IN PROVIDING THAT INPUT.
>> THE COMPREHENSIVE CULTURE CALENDAR IS STANDALONE, AND THEN THAT FEEDS INTO IT WITH THE OTHER THINGS IN THE STUDENT EXPERIENCE'S. THANK YOU SO MUCH.
>> TIFFANY, COULD YOU TELL ME WHERE WOULD IT BE CAPTURED? WHERE THIS SURVEY QUESTIONS ANSWERED BY INDIVIDUAL SCHOOLS?
>> IT'S IN OUR PANORAMA SYSTEM.
IS THAT WHAT YOU'RE ASKING? YES. WE HAVE THE PANORAMA.
>> I'M JUST TRYING TO [OVERLAPPING]
YOU WOULD LIKE TO DATA [OVERLAPPING]
>> THAT I CAN UNDERSTAND EXACTLY WHERE THERE MIGHT BE A GAP.
>> INDIVIDUAL SCHOOLS AND WHERE WE MIGHT NEED TO WORK TO HELP TRY TO STRENGTHEN THAT GAP.
>> THE OTHER QUESTION IS, WHEN ARE THE SURVEYS TAKEN?
>> IN OCTOBER. THEN I JUST WANT TO EXPAND A LITTLE BIT ON THE EXTRACURRICULAR ACTIVITIES.
I'M ONE THAT'S ALWAYS AT SOMETHING.
IT'S REALLY IMPORTANT THAT WE CONTINUE TO EXPAND ON THAT.
BUT AS WE DO DIFFERENT THINGS IN DIFFERENT SCHOOLS, DO ALL OF OUR SCHOOLS REALLY UNDERSTAND WHAT PROGRAMS OR EXTRACURRICULAR ACTIVITIES ARE AVAILABLE TO THEM? THEN HOW DO THEY ACCESS THEM?
>> SURE. WE DEFINITELY HAVE PROGRAMS THAT ARE CENTRAL.
SOME OF THE EXTRACURRICULAR ACTIVITIES ARE SCHOOL BASED ACTIVITIES.
WE CAPTURE ALL OF THOSE EXTRACURRICULAR ACTIVITIES IN OUR DASHBOARD.
IN ORDER FOR A STUDENT TO RECEIVE CREDIT FOR PARTICIPATION, THEY HAVE TO ATTEND FOR SO MANY WEEKS AND SO MANY DAYS A WEEK SO THAT WE COUNT IT AS A VALID AND VIABLE EXTRACURRICULAR.
>> I'M SORRY. DO ALL SCHOOLS HAVE ACCESS TO ALL OF THOSE DIFFERENT EXTRACURRICULAR ACTIVITIES? DO THEY KNOW WHAT THEY ARE?
>> WE CERTAINLY CAN MAKE THEM AVAILABLE.
>> I JUST THINK THAT YOU'RE DOING SOME REALLY GOOD THINGS, BUT I'M NOT SURE ALL SCHOOLS UNDERSTAND.
JUST FOR INSTANCE, SUPERINTENDENT, EVERYBODY KNOWS THAT THERE'S A CHESS CLUB.
BUT SOMETHING LIKE THAT, WOULD ALL SCHOOLS UNDERSTAND THAT THEY HAVE THOSE OPPORTUNITIES TO BE ABLE TO DO THAT.
IF IT'S ON A DASHBOARD, I'M NOT SURE THAT EVERYBODY IS SEEING THAT.
FOR ME, THE WAY WE BROADEN THE HORIZON IS TO BE ABLE TO GIVE THEM THOSE OPTIONS, AND THEY KNOW EXACTLY WHAT THOSE OPTIONS ARE, IF THAT MAKES SENSE.
>> YES, THANK YOU. IF I DIDN'T SAY IT BEFORE, AGAIN, CONGRATULATIONS ON THE GROWTH.
TO ME, IT'S NOT ABOUT MEETING OR NOT MEETING, IT'S ABOUT THE GROWTH AND THE PROGRESS THAT WE MAKE.
TRUSTEE FOREMAN'S POINT MADE UP A QUESTION FOR ME, WERE THERE ANY TRENDS THAT YOU ALL AND THE TEAM LOOKED AT AND REALIZED LIKE, MAYBE THIS GRADE LEVEL SEEMS MORE OFF OR THE TRANSITION IS DIFFICULT, OR SCHOOL FEEDER PATTERNS OR ANYTHING LIKE THAT THAT IS EMERGING.
THIS IS HOW WE'RE GOING TO FOCUS AND ORIENT AS WE GO INTO THIS NEXT YEAR?
>> YES, WE DEFINITELY CAN SEE THE TREND IN SECONDARY, BE IT EXTRACURRICULAR PARTICIPATION, SOME OF THE CLIMATE DATA.
IF YOU NOTICE, A LOT OF OUR EFFORTS ARE TRENDING AND FOCUSED ON AT THE SECONDARY LEVEL.
THEN WE DEFINITELY HAVE SOME CAMPUSES WHERE WE'VE SEEN A DECLINE IN SOME OF THAT DATA, AND WE'RE WORKING SPECIFICALLY WITH THOSE STUDENT LEADERS AND CAMPUS PRINCIPALS TO HELP THEM ADJUST THEIR PLANS.
>> ARE THE SAME QUESTIONS ASKED TO FIFTH GRADERS THAT ARE ASKED TO SIXTH GRADERS?
>> I THINK THERE'S A DIFFERENCE IN THE SURVEY, BUT I'VE THE SAME.
>> FOR FIFTH AND SIXTH GRADE, THOSE ARE THE SAME.
>> OH, I'M SORRY. I THINK I WAS THINKING ELEMENTARY SECONDARY. I GOT YOU.
>> DO WE SEE A BIG FALL OFF BETWEEN FIFTH AND SIXTH GRADE?
>> I WOULD HAVE TO GO INTO THE DATA TO LOOK AT THAT SPECIFIC.
>> I'D BE CURIOUS. I FEEL LIKE THOSE ARE SOME OF THE QUESTIONS THAT, THIS IS GREAT.
NEXT TIME WE WILL COME AROUND, I'D LOVE TO KNOW, LIKE SOME OF THOSE MORE SPECIFIC GRANULAR THINGS, WHETHER IT'S THROUGH THE TRACKER THAT WE CAN LOOK AT, BUT THAT'S SUPER HELPFUL. THANK YOU ALL FOR YOUR WORK.
>> TRUSTEE MITKAY. I THINK YOU MIGHT BE ON MUTE TRUSTEE MITKAY.
[00:30:12]
>> I DON'T KNOW WHY IT SAYS MITCH K. BUT YES, VERY QUICKLY.
I KNOW I TALK ABOUT THE BOARD OR THE TEEN BOARD.
IS THERE A STUDENT FROM EVERY DISTRICT OR WHAT DOES THAT LOOK LIKE?
>> YES. THERE'S A SCHOOL. THERE ARE STUDENTS REPRESENTED FROM EACH HIGH SCHOOL.
WHEN I LOOK AT THE QUESTIONS, AND I SEE THE PERCENTAGES, AND I THINK THE ONE QUESTION THAT STANDS OUT TO ME, AND I'M NOT LEADING TO ANY INTERPRETATIONS OTHER THAN THE ONE ABOUT HOW CLEAN IS THE BUILDING WHERE YOU GO TO SCHOOL.
BUT I WONDERED, LIKE, IS THIS ON A LIKERD SCALE, OR WHAT IS THE.
>> YES. MECHANICS OF THE SHAKE UP IS SAYING, YES. IT IS.
>> YEAH. LIKE, HOW MUCH DO YOU AGREE?
>> IT'S AN INCREASING, IF I RECALL, THE SMALLEST NUMBER MEANS THE LEAST THANK YOU FOR COMING AND HELPING US.
>> ABSOLUTELY. NO, THIS PARTICULAR QUESTION IS ON A FIVE POINT LIKERD SCALE, GOING FROM STRONGLY AGREE TO STRONGLY DISAGREE.
THE POSITIVE RESULTS HERE FOR THE AGREE AND THE STRONGLY AGREE.
>> IN THAT PARTICULAR QUESTION, IT JUST MADE ME THINK, WELL, WHAT IS THE SCALE.
OBVIOUSLY, I KNOW THAT WITH ALL OF THESE, IT'S HOW TO ADDRESS IT AND MAKE SURE WE'RE IMPROVING.
JUST TO QUICKLY ADDRESS THE CALENDARS.
JUST SO I KNOW THAT I'M UNDERSTANDING CORRECTLY.
THEY'RE INDIVIDUALIZED, AND THERE IS SOME TRACKING OF FIDELITY, OR DOES IT CHANGE ALL THE TIME, OR WHAT DOES THAT LOOK LIKE?
>> IT'S INDIVIDUALIZED FOR EACH CAMPUS BECAUSE IT'S CREATED BY THE STUDENTS AND THE PRINCIPAL AT EACH CAMPUS.
WE HAVE OUR EXECUTIVE DIRECTORS WHO RECEIVE THE CALENDARS, PROVIDE FEEDBACK AND THEN TRACK THE ACTIVITIES.
THEN WE'RE ALSO EVEN CAPTURING SOME OF THOSE ACTIVITIES SO THAT WE CAN DO SHOUTOUTS AND SHARING THEM IN NEWSLETTERS AND REALLY HIGHLIGHT THE WORK THAT'S HAPPENING ACROSS CAMPUSES AND ACROSS OUR REGION DISTRICT.
>> IN TERMS OF EXTRACURRICULAR PARTICIPATION, I'VE VISITED SCHOOLS.
I'VE BEEN IMPRESSED WITH THE ACTIVITIES THAT HAPPEN, AND I WAS AT ONE SCHOOL, AND THERE WAS DURING SCHOOL CLUBS.
>> IS THAT SOMETHING THAT'S COMMON? I HADN'T SEEN THAT.
>> YES. SEVERAL SCHOOLS HAVE TIME IN WHICH THEY'VE INCLUDED CLUBS DURING THEIR TIME, AND YOU'LL SEE AN EXPANSION OF THAT PARTICULAR SCHEDULE ACROSS THE DISTRICT NEXT YEAR.
I CAN'T SAY IT WILL HAPPEN FOR EVERY SCHOOL, BUT CERTAINLY FOR A LOT OF SCHOOLS.
>> I THOUGHT THAT WAS WONDERFUL, AND IT WAS THE IDEA OF EVERY STUDENT CAN BE A PART OF A CLUB, EVEN IF THEY DON'T KNOW WHAT THE CLUB IS, AND THEY WERE DOING ALL ACTIVITIES THAT APPLIED TO THE LEARNING THAT HAPPENED LATER IN THE CLASSROOM.
THEN LET ME SEE IF THAT'S EVERYTHING, I THINK, SAVE PROMISE THAT WAS ADDRESSED.
WELL, GOING BACK TO THE EXTRACURRICULARS, I KNOW THAT ONE OF THE THINGS I'VE HEARD FROM A COMMUNITY STANDPOINT, IT'S LIKE, OH, THE KIDS WON'T BE IN BAND IN HIGH SCHOOL, BUT THEY WEREN'T IN THE BAND IN MIDDLE SCHOOL.
WITH THESE SURVEYS, WE'RE ABLE TO SEE CORRELATIONS WITHIN THE VERTICAL TEAMS.
>> I THINK. SOME OF THE WORK THAT CHIEF GAY LORD'S TEAMS DOING IS THEY'RE TRACKING SO THAT WE HAVE A SYSTEMIC WAY OF TRACKING CENTRALLY TO HELP CAMPUSES.
THEN WHAT WE'RE ALSO DOING IS WORKING WITH THE CAMPUSES DURING MASTER SCHEDULE TO DETERMINE VERTICALLY, WHAT SHOULD WE OFFER AND WHAT CAN WE HAVE IN COMMON?
>> WELL, WONDERFUL. THANK YOU SO MUCH. THIS IS GREAT.
>> THANK YOU, TRUSTEES. ANYONE ELSE FOR THIS ITEM? SEEING NONE, TRUSTEES WILL NOW MOVE TO AGENDA ITEM 7A, THE SUPERINTENDENT'S REPORT.
[7. INFORMATION/REPORTS]
STUDENT OUTCOME GOALS ANNUAL TARGET. SUPERINTENDENT?>> WE WANTED TO MAKE SURE THAT THIS DOESN'T GET TOO FAR OFF.
WE'VE TALKED ABOUT OUR GOALS THAT THIS BOARD TOOK VERY SERIOUSLY AND HELD MULTIPLE MEETINGS WITH THE COMMUNITY, AND WE CREATED THEM, AND YOU ALL ADOPTED THE GOALS.
NOW WE'RE WORKING TO ENSURE THAT YOU'VE ALSO WORKED WITH US TO GET THE TARGETS.
BUT IT'S ALSO AN OPPORTUNITY FOR US TO BRING YOU WHAT THE TARGETS ARE GOING TO LOOK LIKE FOR THOSE GOAL PROGRESS MEASURES THAT WOULD BE ALIGNED AND ARE SUPPOSED TO BE THE LEADING INDICATORS OF WHETHER WE'RE
[00:35:04]
GETTING CLOSE TO MEETING THOSE TARGETS OF THE GOALS.AS YOU MAY RECALL FROM OUR DISCUSSIONS ON GOAL 1, OUR THIRD GRADE READING, THIS IS AN AREA THAT I READY WHILE TIGHTER ALIGNED WITH OUR CERTAINLY WITH THE STANDARDS THAT ARE LISTED ON STAR, IT IS THE FIRST TIME THAT THEY ARE ACTUALLY ABLE TO BENCHMARK THE BILINGUAL PORTION.
SINCE WE HAVE SO MANY BILINGUAL STUDENTS, WE NEED AN ADDITIONAL AMOUNT OF TIME TO GATHER THAT DATA BECAUSE WE DON'T HAVE CLEAN BENCHMARKING DATA POINTS TO START WITH TO BE ABLE TO SET THESE.
IN CONVERSATIONS, AS YOU ALL MAY RECALL.
YOU ALL SAID WE'D RATHER YOU GET GOOD DATA BEFORE WE SET THESE TARGETS.
WITH THE WHOLE PROGRESS MEASURES, WE'LL CONTINUE TO MONITOR THOSE AND BRING YOU SOME UPDATES AS WE GET CLOSER TO BENCHMARKING.
>> THIS HAS BEEN THE FIRST TIME THAT OUR BILINGUAL STUDENTS TOOK AND WERE BENCHMARKED FOR THE IRD ASSESSMENT.
THE NEXT SLIDE, WE DO HAVE OUR THIRD GRADE MATH GPMS, WHICH ACTUALLY FOCUS ON GRADES 2 AFRICAN AMERICAN STUDENTS, ON GRADES 1 AND 2 OVERALL STUDENT ACHIEVEMENT THAT ARE AGAIN AT OR ABOVE THAT GRADE LEVEL PROFICIENCY ON THE STAR ALIGNED ASSESSMENT, STAR 2.0 AND THEN ALSO OUR KINDERGARTEN STUDENT ACHIEVEMENT ENSURING THAT THOSE STUDENTS ARE ALSO MAKING PROGRESS IN THE MATHEMATICS.
YOU'LL SEE OUR TARGETS THERE GOING FROM WHERE WE'RE BEGINNING.
YOU'LL SEE THE PREVIOUS YEAR OUR 24, 25 BASELINE DATA AND THEN MOVING TOWARDS THE RIGHT, THEN YOU WILL SEE THE TARGETS AS WE'VE CREATED THEM TO BE THEN IN ALIGNMENT AS BEING LEADING INDICATORS FOR OUR OVERALL GOAL 2.
WHEN WE GET TO GOAL 3, GOAL 3 IS THE READING LANGUAGE ARTS OR READING WRITING FOR DOMAIN 1, BUT OUR AREA OF FOCUS, AS YOU ALL RECALL, WANTED TO MAKE SURE WE HAD SOMETHING THAT WAS REFLECTIVE OF THE IMPORTANCE OF MIDDLE GRADES.
WE USED OUR EIGHTH GRADE AND THEN OUR LEADING INDICATORS ARE DESCRIBED BELOW IN GPMS 3.1, 3.2 AND 3.3 WITH OUR BASELINE DATA AND THEN YOU WILL SEE OUR TARGETS AS WE MOVE THROUGH THE REST OF THE FIVE YEAR GOAL PLAN.
THIS INVOLVES THE MATHEMATICS PORTION AND THE REASON 4.1 DOES NOT HAVE A BASELINE IS AS A REMINDER, TRUSTEES.
REMEMBER THAT OUR EIGHTH GRADE STUDENTS HAVE TAKEN ALGEBRA 1.
SOME OF THEM TAKE ALGEBRA 1 IN EIGHTH GRADE AND SOME OF THEM TAKE EIGHTH GRADE STAR 2.0 IN EIGHTH GRADE.
PRIOR TO THIS YEAR, WE HAD NOT BEEN GIVING OUR EIGHTH GRADE STUDENTS AN EIGHTH GRADE BEGINNING OF YEAR IREADY ASSESSMENT BECAUSE THEY WERE GOING TO BE TAKING ALGEBRA.
THIS WOULD BE THE FIRST YEAR THAT WE'RE ASSESSING ALL EIGHTH GRADE STUDENTS REGARDLESS OF WHETHER THEY'RE IN THE ALGEBRA 1 OR IN EIGHTH GRADE MATH AND SO WE WILL NEED SOME TIME TO GATHER THAT BASELINE DATA AS WELL.
BUT YOU CAN SEE WE HAVE THE BASELINE DATA AND OUR GROWTH METRICS FOR THE NEXT FIVE YEARS FOR THE SEVENTH GRADE STUDENTS AND OUR SIXTH GRADE STUDENTS.
THEN THE NEXT AND FINAL GOAL IS GOAL 5.
THIS WE HAVE ACTUALLY TALKED WITH YOU QUITE A BIT.
AS YOU MAY RECALL, WE'RE EXPECTING THAT GOAL.
WE HAD A LONG CONVERSATION WITH YOU THEY'RE CHANGING THE METRICS AROUND INDUSTRY BASED CERTIFICATION.
WE ACTUALLY EXPECT TO SEE A SLIGHT DECREASE AT THE GOAL LEVEL, WHICH YOU ALL ALREADY WORKED THROUGH AT A PREVIOUS BOARD MEETING.
BUT OUR GPMS 5.1 THROUGH 5.4, AS YOU CAN SEE FOCUS ON, THE 5.1 IS THAT AREA THAT YOU ALL HAD A LOT OF DISCUSSION WITH US.
THIS IS STRICTLY ABOUT THAT TSI READINESS.
ARE THEY ABLE TO MEET THE COLLEGE READINESS TEST? THAT IS CALLED OUT IN 5.1.
IN 5.2, THIS IS ABOUT OUR STUDENTS.
[00:40:04]
YOU ALL HAVE ALSO CHALLENGED US IN A VERY GOOD WAY FOR US TO EXPAND THAT DUAL CREDIT REGARDLESS OF WHETHER STUDENTS ARE IN A P TECH OR EARLY COLLEGE HIGH SCHOOL.WE'RE WORKING WITH DALLAS COLLEGE TO ENSURE EXPANSION OF THAT AND YOU SEE THE GOALS THERE ARE GOAL PROGRESS MEASURES.
THEN WE ALSO KNOW THAT STUDENTS ARE MORE LIKELY TO COMPLETE GRADUATION WITH THAT CCMR IF WE ARE KEEPING THEM ON TRACK ON TIME, THAT FOUR YEAR COHORT OF STUDENTS.
ENSURING THAT OUR COUNSELORS HAVE THE TIME TO WORK CLOSELY WITH STUDENTS ALONG WITH OUR COLLEGE ACCESS PROVIDERS, SO THAT STUDENTS IN NINTH GRADE DO IN FACT GET ALL MINIMUM OF SIX CREDITS, SO THEY BECOME SOPHOMORES AND THAT ALL SOPHOMORES OBTAIN THE MINIMUM OF 12 CREDITS TO GET TO THAT JUNIOR LEVEL AND SO THAT THEY WILL BE READY TO GRADUATE MOVING FORWARD.
THEN LASTLY, ON THAT CCMR SLIDE IS WHAT YOU'VE ALL HEARD FROM OUR COMMUNITY, KNOWING THAT WHILE THE STATE IS NOW GOING TO BRING IN FINANCIAL LITERACY, WE'RE AHEAD OF THE CURVE HERE AND WE WILL BEGIN MONITORING OUR STUDENTS THAT WILL ACTUALLY BE GETTING THAT PERSONAL FINANCIAL LITERACY COURSE, EVEN IN ADVANCE OF WHAT WILL BE REQUIRED FOR GRADUATION AND IT'S A PROGRAM WE'RE BUILDING OUT.
BY THE TIME THE STATE ACTUALLY BRINGS THAT ONLINE, WE WILL ALREADY HAVE A COHORT OF STUDENTS THAT HAVE ALREADY BEEN MEETING THAT AND WE'LL CONTINUE TO INCREASE THAT.
WITH REGARD TO THE CONSTRAINTS.
OUR FIRST CONSTRAINT INVOLVES ENSURING THAT WE HAVE HIGH QUALITY STUDENT EXPERIENCES FOR ALL, SOME OF WHICH YOU SAW CHIEF HEWITT POWELL DESCRIBE IN OUR CPMS. THEY'RE ALSO HOLD TRUE THAT WE WANT TO ENSURE THAT THEY'RE FEELING AND RESPONDING POSITIVELY IN THAT CPM 1.1, JUST WHAT CHIEF HUITT POWELL ACTUALLY REPORTED OUT TO YOU JUST A FEW MINUTES AGO.
WE'RE ALSO MOVING TO THAT CREDENTIALING OF THE HABITS OF MIND.
THIS IS AN AREA OF RIGHT THAT'S NEW FOR US, WILL BEGIN BADGING.
WE'LL BE SETTING SOME PERCENTAGE.
THIS IS BRAND NEW IN TERMS OF FORMALITY.
WE'VE HEARD FROM EMPLOYERS AND COLLEGES.
THEN THE 1.3 IS A PERCENT OF STUDENTS, AS MANY OF YOU MENTIONED, TRUSTEE FOREMAN AND TRUSTEE GARCIA AND ALL OF YOU ENSURING THOSE EXTRACURRICULAR ACTIVITIES.
I DO THINK WE NEED TO MAKE SURE THAT ALL SCHOOLS ARE FULLY AWARE OF WHAT ARE ALL THE THINGS THAT ARE AVAILABLE TO THEM? ARE WE GETTING MORE AND MORE STUDENTS ACTUALLY INVOLVED IN THAT? WHETHER IT'S CLUBS DURING THE DAY, IF THAT'S WHAT IT TAKES, OR TRUSTEE FOREMAN, IF IT MEANS WE HAVE TO HAVE EXECUTIVE DIRECTORS HAVE MORE CONVERSATIONS TO ENSURE THAT THE SCHOOLS KNOW WHAT ALL IS ACCESSIBLE OR TO TRUSTEE SANDERS, ARE THERE THINGS THAT ARE HAPPENING THAT KIDS ARE INVOLVED IN THAT WE MIGHT BE ABLE TO PARTNER WITH THAT MAY NOT BE THE SCHOOL PER SE, BUT THAT STUDENTS, WE KNOW ARE INVOLVED IN SOME OTHER THINGS.
WE'LL CONTINUE TO WORK ON THAT AND THAT'S THAT CPM 1.3.
BUT I KNOW WE ALL AGREE THAT STUDENTS ARE GOING TO DO BETTER WHEN THEY LIKE COMING TO SCHOOL AND ARE A PART OF SOMETHING.
WE APPRECIATE THE BOARD'S SUPPORT THERE.
WITH CONSTRAINT 2, WE ALSO KNOW IT'S CRITICALLY IMPORTANT THAT WE CONTINUE TO HAVE TEACHER SATISFACTION.
PERCENT OF TEACHERS IN THAT 2.1 THAT AGAIN, ARE STAYING WITH US ANNUALLY AND WE WANT TO MAKE SURE.
THERE'S SO MANY WAYS I SEE OTHER DISTRICTS I'M NOT GOING TO NAME THEM, ALTHOUGH ROBERT WOULD WANT ME TO NAME THEM, WHO SOMETIMES CAN MISLEAD BECAUSE THEY CALCULATE WHAT THEIR TEACHER RETENTION IS BY MANUFACTURING THEIR OWN METHODOLOGY.
THE ONLY WAY FOR US TO BE FAIR HERE IS TO USE THE TEA SO THAT WE CAN TRULY COMPARE APPLES TO APPLES, WHETHER WE AGREE WITH THE METHODOLOGY OR NOT, AT LEAST WE'RE COMPARING ACROSS SCHOOL DISTRICTS UTILIZING THE SAME APPROACH.
WE'LL CONTINUE TO DO THAT WITH CPM 2.1.
THEN SPECIFICALLY PULLING OUT THOSE CLIMATE SURVEY RESPONSES IN 2.2 AND WE'RE LOOKING FOR THAT THRESHOLD OF 70%, WHICH WE KNOW IS GOING TO BE CHALLENGING AND WE ALSO KNOW IT'S IMPORTANT TO TRY TO REACH THAT.
TEACHERS NEED TO FEEL VALUED AND FEEL GOOD ABOUT THE WORK THAT THEY'RE DOING.
ALL OF OUR POSITIONS ARE IMPORTANT, BUT THE TEACHER IS THE ONE WHO IS MOST CLOSELY TIED TO OUR STUDENT ACADEMIC OUTCOMES.
[00:45:03]
PROPOSED CONSTRAINT 3, WHICH I GUESS WE ACTUALLY NEED TO REMOVE THE PROPOSAL PART, DR. LEAR, THE CONSTRAINTS THEMSELVES HAVE BEEN ADOPTED BY OUR BOARD.THE CPMS HERE ARE CONSTRAINT 3 IS ENSURING THAT WE ARE ALIGNING OUR RESOURCES TO THE THINGS THAT MAKE THE MOST DIFFERENCE, THAT RETURN ON INVESTMENT OR RETURN ON INSTRUCTION, IF YOU WILL.
ENSURING THAT WE ARE CONTINUING TO HAVE THE HIGHEST PERFORMING TEACHERS AND HOW CAN WE ENSURE THAT THEY'RE GOING TO SCHOOLS THAT NEED THEM THE MOST? OUR ANNUAL BUDGET CONTINUES TO BE IN ALIGNMENT WITH A RETURN ON INVESTMENT THAT WE WOULD BE ABLE TO DEMONSTRATE HOW WE UTILIZE THAT PROCESS TO MAKE DECISIONS NOT BASED ON, THIS IS WHAT I THINK WE SHOULD DO, BUT RATHER WHAT DO THE DATA TELL US WE SHOULD BE DOING.
ULTIMATELY, THAT WE ALSO RECOGNIZE THAT SOME TEACHERS, PARTICULARLY IN CAMPUSES THAT ARE FRAGILE, THAT ARE D AND F, WHICH WE ONLY HAVE TWO FS AND A HANDFUL OF DS AND WE ARE WORKING TO HAVE ZERO D AND F CAMPUSES AT THE END OF THIS SCHOOL YEAR, BUT THAT WE ENSURE THAT THE STUDENT TO TEACHER RATIO IS MANAGEABLE AS WE KNOW THAT TEACHERS ARE DEALING WITH THE WHOLE CHILD AND IT'S IMPORTANT THAT WE NOT ADD OR OVERWHELM THEM WITH THE WORK.
LASTLY, PROPOSAL OUR CONSTRAINT 4, WHICH IS, OF COURSE, ON FINANCIAL SOLVENCY.
WE KNOW THAT THIS BOARD NEVER TAKES THAT FOR GRANTED.
WE ARE IN A VERY STRONG FINANCIAL POSITION BECAUSE THIS BOARD IS SO FISCALLY RESPONSIBLE AND ENSURES THAT WE DO THE SAME AND THAT CPM 4.1 WE WILL CONTINUE TO HAVE ANNUAL AUDITS THAT ARE CONDUCTED AND WE EXPECT THEM TO HAVE UNQUALIFIED OPINIONS.
THAT WITH THE OUTSIDE AGENCY OF THE TEXAS EDUCATION AGENCY, THAT WE SHOULD CONTINUE TO HAVE A SUPERIOR RATING UNDER THE FIRST RATING SYSTEM THAT DEA UTILIZES.
THAT CONCLUDES OUR UPDATES ON THE GPMS AND I CERTAINLY CAN TAKE QUESTIONS.
>> THANK YOU, SUPERINTENDENT, TRUSTEE MACKEY.
>> YES. THANK YOU SO MUCH FOR ALL YOUR WORK IN THIS.
REMIND ME, ALL OF THE GOAL TARGETS WE HAVE SEEN BEFORE, CORRECT? I BELIEVE WE HAVE.
>> THANKS FOR YOUR FEEDBACK ON WHY SOME OF THESE ARE NOT FILLED IN. I'M CURIOUS.
IT MAKES SENSE THAT IF THESE ARE NEW, WE WOULDN'T HAVE THEM THIS YEAR.
WHEN'S THE EXPECTED DATE THAT WE WOULD HAVE TARGETS? IS THAT NEXT YEAR OR?
>> ABSOLUTELY. BY NEXT YEAR, THIS ONE CYCLE UNDER GOAL 1, WE JUST NEED ONE FULL CYCLE OF THE BILINGUAL ASSESSMENT.
>> BY THE END OF THE YEAR, BY MAY, WE WOULD BE ABLE TO BRING YOU WHAT WE COULD FILL ALL THESE IN.
>> THAT INCLUDES THE EIGHTH GRADE ONE YOU REFERRED TO AS WELL?
>> THE EIGHTH GRADE ONE WILL ALSO BE ABLE TO BE FILLED IN BY THAT TIME.
>> GOT YOU. THIS MIGHT BE A JACOB QUESTION IF YOU ARE STILL HERE.
I KNOW IT'S A LITTLE BIT OFF BECAUSE THE COHORTS DON'T ALWAYS ALIGN.
BUT WHAT WORK DO WE DO OR ARE PLANNING TO DO TO LOOK AT, IF YOU GO TO THE NEXT SLIDE, PROPOSAL 2, FOR EXAMPLE, WE'RE LOOKING AT 35.3% OF AFRICAN AMERICAN STUDENTS AT SECOND GRADE ACHIEVING AT OR ABOVE.
ARE WE DOING ANYTHING OR PLANNING TO DO ANYTHING TO LOOK AT, DOES THAT, IF THAT'S WHERE WE'RE AT AND WE GET TO 36.5 WITH OUR CURRENT OR NEXT YEAR'S SECOND GRADE STUDENTS TO SEE IF THAT ACTUALLY CORRELATED WITH AN INCREASE IN THIRD GRADE ACHIEVEMENT ON DOMAIN 1?
>> I'LL GO AHEAD AND I'M GOING TO FILM A FRIEND.
>> THANK YOU AGAIN FOR THE QUESTION. NO, DEFINITELY.
ONE OF THE THINGS THAT WE WILL LOOK TO DO AS WE'RE MOVING IN AND GETTING MORE DATA HERE IS BECAUSE WE HAVE ONE YEAR OF DATA.
THIS WILL BE OUR SECOND YEAR FOR THIS IS TO LOOK AND SEE WHAT IS THE ALIGNMENT OVER TIME FOR STUDENTS THAT HAD COHORTED, THEY HAD INFORMATION IN BOTH AND DID THEY IMPROVE OVER TIME, OR DID THAT LEAD TO THERE? WE CAN DO A COUPLE OF DIFFERENT STATISTICAL ANALYSES TO SEE IF THE CHANGE THAT WAS THERE IS SIGNIFICANT.
THAT IS SOMETHING WE WILL DO NOW THAT WE'LL HAVE A SECOND YEAR OF DATA THAT GIVES US A LITTLE BIT MORE INSIGHT.
>> IT GAVE ME ENOUGH TIME TO THINK A LITTLE BIT.
I DID WANT TO ADD PART OF THE CHALLENGE WAS,
[00:50:02]
THIS IS JUST OUR SECOND YEAR OF UTILIZING IT.BUT NOW WE'LL HAVE ENOUGH DATA THAT WE CAN NOW BEGIN TO CONNECT AT LOWER GRADES AND HOW THIRD GRADE STAR 2.0 PERFORMANCES.
>> THAT MAKES TOTAL SENSE. AGAIN, I THINK WE'VE SWITCHED ASSESSMENTS THIS YEAR, SO I WOULDN'T HAVE EXPECTED US TO.
MY HOPE AND MY THOUGHT AROUND PROGRESS MEASURES IS THEY SHOULD TELL US IF WE'RE MAKING PROGRESS TOWARDS OUR ACTUAL GOAL AND SO LOOKING AT THAT EACH YEAR AND SAY, MAYBE WE NEED TO ADJUST THEM.
MAYBE THAT WASN'T AS GOOD A TEST AS WE THOUGHT, OR MAYBE OUR TARGETS ARE TOO HIGH BECAUSE ACTUALLY, THEY'RE FAR EXCEEDING IT.
IF WE'RE TRYING TO ALIGN THIS, AS LONG AS WE ARE BUILDING THAT MUSCLE, THAT MAKES SENSE TO ME. THANK YOU.
>> JUMPING TO THE CONSTRAINTS, WHICH ARE ADMITTEDLY A LITTLE BIT DIFFERENT.
I HAVE NO CONCERN WITH THE THRESHOLDS ON CONSTRAINTS.
BUT IF WE SET A THRESHOLD, WHAT THAT IS TELLING ME AND WE CAN GO TO SLIDE 7, IS THE FIRST CONSTRAINT.
IS, WE'VE SAID, DISTRICT TO ACHIEVE THESE GOALS, BUT MAKE SURE WE DON'T FALL BELOW THESE THRESHOLDS.
IN THAT CASE, WITH THE THRESHOLDS BEING THERE, THE QUESTION I'M ASKING MYSELF IS, WHY IS THAT THE RIGHT THRESHOLD FOR DALLAS ISD? WHAT I FEEL COMFORTABLE SAYING INDEFINITELY THAT 62%, 73%, MAKES SENSE.
I REALLY JUST WANT TO UNDERSTAND WHY WE CHOSE TO SET THE THRESHOLDS WHERE THEY ARE AND WHERE WE ARE AT CURRENTLY.
I'D LIKE TO GO THROUGH EACH OF THOSE AND JUST GET THAT SENSE.
FOR 1.1, CAMPUS CLIMATE FOR STUDENT GROUPS AT 62%.
>> TRUSTEE MACKEY, PROBABLY ABOUT TWO OR THREE MONTHS AGO, WE TALKED ABOUT WHAT WOULD BE THE BEST WAY TO LOOK AT THRESHOLDS.
IN OUR CONVERSATION, YOU SAID, WELL, WHAT ABOUT RESEARCH? LOOK AT RESEARCH ARTICLES.
WE DID DO THAT, BUT WE ALSO SPOKE WITH PANORAMA AND PANORAMA GAVE US THE AVERAGE ACROSS THE NATION AND SO THAT'S WHAT WE TOOK IN.
ACTUALLY, THEIRS WAS LOWER THAN WHAT WE HAVE.
WE LOOKED AT THAT INFORMATION, BUT THEN WE ALSO LOOKED AT OUR OWN DATA.
CHIEF HUITT SPOKE ABOUT THAT EARLIER TODAY, 1.1 AND YOU SAW THAT IT WAS, I THINK IT WAS LIKE 58.8 OR 59%.
WE WENT AND ACTUALLY JACOB'S TEAM WENT AND GOT RESEARCH LITERATURE AND WE ALL SAT TOGETHER, LOOKED AT THAT AND WE ALSO LOOKED AT NATIONAL AVERAGES.
>> DID WE HAPPEN TO KNOW WHERE THE AVERAGE WAS FOR THE 62, FOR THE STATE, OR FOR THE PANORAMA DISTRICT?
>> I CAN GET THAT FOR YOU, BUT I WANT TO SAY IT WAS LIKE 57, 58%.
IT WAS LOWER THAN WHAT WE HAVE AS OUR THRESHOLD.
>> THAT WOULD BE HELPFUL FOR ME.
THEN I WOULD WANT TO KNOW THE 62% WHAT PERCENTILE THAT ONE IS? I THINK IT'S A BOARD DISCUSSION.
WITHOUT HAVING A PERCENTILE, THE 80TH PERCENT, THAT I FEEL GOOD ABOUT THAT.
BUT I KNOW, FROM MY OWN PERSONAL, IT SOUNDS LIKE WE'RE NOT SETTING IT AT THE AVERAGE, SO THAT MAKES ME FEEL BETTER, BUT I'D LOVE TO SEE SOME OF THAT BEHIND THAT.
BECAUSE THAT'S ONE THAT ON THE SURFACE.
STRUGGLE. IT'S HARD FOR ME TO RECONCILE THAT.
WE'RE ONLY WORRIED ABOUT 62% AND THERE'S A LOT OF ARGUMENTS WE CAN HAVE IN THERE ABOUT WHY 62% IS ACTUALLY VERY MEANINGFUL, BUT JUST ONE THAT STRIKES ME AS LOW JUST LOOKING AT THE NUMBER, BUT I WOULD LOVE TO KNOW MORE ABOUT WHY WE SET THAT BEFORE I FEEL CONFIDENT WITH THAT ONE.
>> WE ALSO LOOKED HISTORICALLY.
OBVIOUSLY, I SERVE AT THE WILL OF THE BOARD HAPPILY AND TO SET A GOAL, LET'S SAY, 70%, WE'VE NEVER BEEN THERE.
IT BECOMES THEN THIS TRICKLES DOWN TO EVERY SINGLE CAMPUS BECAUSE WE'RE EXPECTING OUR CAMPUSES.
BECAUSE THERE'S NOT A DALLAS SIZE D SCHOOL.
THIS DATA IS A COMPILATION OF SCHOOLS.
>> PART OF OUR BALANCE IS ENSURING THAT WE'RE PROVIDING OUR CAMPUSES WITH ATTAINABLE GOALS, AND I ALSO HEAR YOU.
THAT'S WHY WHEN WE FIRST GOT WHETHER IT WAS 57 OR 58, I'M LIKE, WE CAN'T PUT A 57 OR 58.
WE HAVE TO CHALLENGE OURSELVES, BUT I'M ALSO TRYING TO BALANCE.
WHATEVER YOU ALL FEEL ULTIMATELY IS THE BEST METRIC, I JUST WANT TO ADD THAT LITTLE CAVEAT OF THAT WE'RE TRYING TO MAKE SURE THAT IT DOESN'T SOUND TO A CAMPUS, BECAUSE WE'LL HAVE SOME CAMPUSES THAT HAVE HAD THIS, BUT THEY MAY HAVE A SELECT GROUP OF STUDENTS.
THAT CAMPUS CULTURE MAY BE DIFFERENT THAN A COMPREHENSIVE LARGE HIGH SCHOOL, JUST AS AN EXAMPLE.
>> THAT MAKES TOTAL SENSE TO ME.
RIGOROUS BUT ATTAINABLE, AND NEEDS TO MAKE SENSE.
I JUST WANT TO BE AS CONFIDENT AS YOU ALL ARE IN THE 62.
ANY INFORMATION YOU HAVE AROUND THAT WOULD BE HELPFUL FOR ME.
SAME THING ON THE 73%, I'M CURIOUS HOW WE PICKED 73%?
[00:55:02]
>> 73%, WE LOOKED AT HISTORICAL DATA.
WE HAVE ACTUALLY A LOT OF HISTORICAL DATA BECAUSE THIS WAS ACTUALLY A GOAL AT ONE POINT.
>> BUT IF I REMEMBER CORRECTLY, WHEN WE WERE DOING THIS ORIGINALLY, WE WERE MAKING THIS A MORE RIGOROUS DEFINITION FROM WHAT WE USED TO CONSIDER.
>> I CAN ASK CHIEF HUITT TO COME UP, BUT OVER THE LAST SEVERAL YEARS, IT HAS BEEN.
>> WE HAVE BEEN TRACKING THIS INTERNALLY?
>> WE WON'T HAVE THIS YEAR'S DATA UNTIL DECEMBER.
WE WERE AT 71 POINT SOMETHING, ROUND OFF TO 72%, AND WE'LL HAVE THIS YEAR'S DATA IN JANUARY.
WE'LL RUN IT IN DECEMBER, AND WE'LL HAVE IT IN JANUARY.
BUT THE LAST YEAR'S DATA WAS 72.
>> THERE'S A LITTLE BIT OF GROWTH TO GET A 73.
I'M JUST WONDERING, AND IF WE FEEL CONFIDENT WITH 73 IS THE RIGHT NUMBER FOR DALLAS ISD FOR WHATEVER REASON, I JUST WANT TO KNOW THAT REASONING SO I CAN UNDERSTAND WHY 73 IS [OVERLAPPING].
>> AS I RECALL OUR CONVERSATIONS.
WHAT COMES UP FOR US IS WE, A WE STILL THINK WE CAN BE EVEN TO YOUR POINT.
WE THINK WE NEED TO STRIVE TO BE ABOVE THE 62 AND THE 1.1, AND WE THINK WE NEED TO STRIVE TO BE ABOVE THE 73 IN THE 1.3.
WE ALSO WENT BACK CAMPUS BY CAMPUS AND RECOGNIZED, FOR INSTANCE, AT THE HIGH SCHOOL LEVEL, THERE ARE SOME STUDENTS WHO HAVE TO WORK.
THAT'S A SUBSET OF STUDENTS THAT ARE NOT GOING TO BE ABLE TO PARTICIPATE.
THERE WERE SOME FACTORS THAT WE HADN'T THOUGHT OF UNTIL WE WERE MEETING WITH SCHOOL LEADERSHIP AND PRINCIPALS, AND AS THOSE CAME UP.
NOW, THAT DOESN'T MEAN THAT THERE AREN'T AREAS AT ELEMENTARY AND MIDDLE SCHOOL THAT WE NEED TO GATHER MORE STUDENTS IN THOSE EXTRACURRICULAR ACTIVITIES.
WE ARE COMPLETELY ALIGNED WITH YOU, BUT I THINK AFTER WE LOOKED AT ALL OF THAT, WE FELT 73 IS STILL GOING TO BE TOUGH BECAUSE IT MEANS WE HAVE TO KEEP EVERYBODY, INCLUDING THOSE THAT MAY HAVE BEEN PART OF EXTRACURRICULAR, LET'S SAY AT GRADE 9, AND NOW ARE WORKING, AND THEY MAY NO LONGER BE ABLE TO BE PARTICIPATING, AND WE HAVE TO PICK UP.
WE WANT MORE KIDS TO PARTICIPATE.
TRYING TO BALANCE ALL OF THE NUMBERS AND THE FACTORS IS HOW WE ARRIVED AT THAT NUMBER, BUT AGAIN, WE'RE CERTAINLY OPEN TO ALL CONVERSATIONS.
>> THAT MAKES SENSE TO ME, AND I KNOW I'M AT A TIME, BUT I'LL JUST COME BACK IN THE SECOND ROUND AND ASK.
I THINK THE ONLY OTHER ONE FOR ME IS AROUND CPM 3.1.
I'LL JUST FLAG THAT BECAUSE WE'LL HIT ON THAT NEXT ROUND.
>> ANYONE ELSE FIRST ROUND? KEVIN TRUSTEE MACKEY, ROUND 2, IF YOU HAVE ONE.
>> THEN THE ONLY OTHER QUESTION IS 3.1.
WE'VE FOLLOWED THE STAFF SATISFACTION FOR A LONG TIME.
THE 70% MAKES A LOT OF SENSE TO ME, GIVEN HOW WE'VE TRENDED.
I'VE SEEN THAT DATA FOR YEARS.
THAT'S WHY I DON'T SEE IT. YOU GUYS HAVE DONE A LOT OF GREAT WORK THERE.
THE LAST ONE IS HELP ME SENSE MAKE AROUND WHY 49% IS WHAT THIS BOARD SHOULD SEE AS GOOD ENOUGH, AS IT RELATES TO PROFICIENT 1 TEACHERS AT PRIORITY CAMPUSES.
>> SURE, I'LL GIVE IT A SHOT ANYWAY.
WE ALSO LOOKED AT WHAT WERE CURRENTLY TRENDING TO NOW.
WHEN WE HAD THE HPC CAMPUSES, THE 49% WOULD BE HIGHER THAN WHAT WE ACHIEVED ANY OF THOSE YEARS SINCE 2019.
LAST YEAR AT OUR HPC, WE WERE AROUND 47.8%.
WE SET THE 49%, WHICH IS WHAT OUR RECORD IS, WHAT WE'RE GENERALLY LOOKING AT RIGHT NOW FOR OUR DSI CAMPUSES.
AGAIN, THAT'S GOING TO BE OUR MINIMUM THRESHOLD.
OBVIOUSLY, WE'RE GOING TO TRY TO DO BETTER AT RECRUITING AND RETAINING TEACHERS AT THOSE CAMPUSES.
I THINK THE BIG MESSAGE IS THAT IS GOING TO BE A RECORD FOR OUR HPC OR NON-DSI CAMPUSES FOR THAT METRIC.
IN ADDITION, I THINK THAT REALLY IS THE OUTCOME OF THAT LONG-TERM TEACHER RETENTION, WHICH ACTUALLY GOES BACK TO ONE OF THE PREVIOUS CONSTRAINTS, TOO, AS FAR AS RETAINING OUR MORE EFFECTIVE TEACHERS COMPARED TO OUR REGION AS WELL.
THOSE TWO, I THINK, FEED TOGETHER.
>> ROUGHLY HOW MANY HPC CAMPUSES DO WE HAVE? IF I REMEMBER, IT WAS LIKE A THIRD?
>> YEAH, HPC CAMPUS, I THINK WE'RE AROUND 82, AND THEN I THINK WE'RE RIGHT AROUND, I WANT TO SAY 48 OR 50 FOR DSI.
>> THE NEW NUMBER FOR WHAT WE SAY, PRIORITY CAMPUSES WILL BE AROUND 40.
>> SOMEBODY CAN CHECK ME. THAT'S A CLOSE NUMBER.
I'LL GIVE THE FINAL FOR YOU, THOUGH.
>> DO WE KNOW WHAT THE PERCENTAGE OF PROFICIENT 1 TEACHERS IN CORE SUBJECTS? BECAUSE IF I REMEMBER CORRECTLY, WE TALKED ABOUT THIS, IS THIS A CORE SUBJECT, OR IS THIS ALL SUBJECT?
>> THIS IS CORE SUBJECTS, IT'S 48.8%.
>> 48.8%, AND DO WE FEEL THAT IS A SUFFICIENT NUMBER OF PROFICIENT 1 TEACHERS IN OUR HIGHEST PRIORITY SCHOOLS?
>> AGAIN, I WOULD SAY THAT WE'RE GOING TO CONTINUE TO STRIVE TO DO BETTER,
[01:00:03]
BUT THAT'S THE HIGHEST WE'VE HAD AS WE STARTED THE HPC PROGRAM IN DALLAS ISD.>> KUDOS TO THAT, THAT'S PHENOMENAL.
WHAT PERCENTAGE OF TEACHERS IN THE DISTRICT ARE PROFICIENT 1 AND ABOVE?
>> ONE MINOR NOTE IS I WOULD RECOMMEND WE ADD IN THAT THIS IS PROFICIENT 1 TEACHERS IN CORE SUBJECTS, IF THAT'S WHAT WE'RE MEASURING, JUST FOR CLARITY.
>> THAT'S ONE THAT STRIKES ME.
KUDOS, THAT'S AMAZING TO GET THE HIGHEST WE'VE GOTTEN IN THIS.
IF I'M LOOKING AT THE NEXT FIVE YEARS, AND IF WE'RE TRYING TO INVEST AND CHANGE OUTCOMES IN THESE CAMPUSES THAT HAVE BEEN MOST HISTORICALLY DISINVESTED IN, IT MIGHT BE SUPER HARD.
I PERSONALLY WOULD NOT MIND SHOOTING A LITTLE BIT HIGHER OVER THE NEXT FIVE YEARS, NOT TO GET THERE IMMEDIATELY, BUT THINKING ABOUT WHAT WE CAN DO.
OBVIOUSLY, WE'RE NOT GOING TO FORCE TEACHERS TO GO THERE.
THAT'S NOT WHAT WE'RE TRYING TO DO.
BUT THERE'S OTHER WAYS, THERE'S DEVELOPING TEACHERS, THERE'S RECRUITING TEACHERS, THERE'S GROWING TEACHERS, ETC.
THAT'S ONE THAT I'M NOT SURE I'M SOLD ON IF THAT'S THE RIGHT NUMBER FOR US, BUT THAT'S JUST ONE TRUSTEE.
THANK YOU, DR. ELIZALDE, DR. LEAR, THE TEAM FOR ALL THE WORK YOU'VE PUT INTO THIS.
I THINK THIS IS THE MOST IMPORTANT WORK OF THE BOARD, AND YOU ALSO, KUDOS TO Y'ALL.
>> REFERRING TO CONSTRAINT 1.3, I THINK TO HAVE A GOAL SET THRESHOLD AT 73, OVER SEVEN OUT OF TEN STUDENTS ENGAGED IN EXTRACURRICULAR ACTIVITY, IS A REALLY AMBITIOUS GOAL, ESPECIALLY A DISTRICT AS LARGE AS OURS.
I'M GLAD YOU MENTIONED IT, IT GETS INCREASINGLY MORE DIFFICULT WHEN YOU GET TO HIGH SCHOOL, WHEN KIDS ARE WORKING OR BEING CAREGIVERS FOR THEIR OWN [LAUGHTER] SIBLINGS.
I DO WONDER IF THERE'S AN OPPORTUNITY, NOT NOW, BUT MAYBE FOR US TO THINK DOWN THE LINE.
ONE OF THE BENEFITS OF JOBS AS A HIGH SCHOOL STUDENT, YOU'RE BUILDING SOME OF THOSE HABITS OF MIND.
YOU'RE BUILDING SOME OF THOSE 21ST-CENTURY SKILLS.
I HAVE SEEN MODELS WHERE YOUNG PEOPLE, WHEN DOES A JOB BECOME MORE THAN A JOB, WHEN YOU ARE AWARE OF THE SKILL SETS THAT YOU'RE BILLING THAT ARE APPLICABLE OR TRANSFERABLE TO OTHER PARTS OF YOUR LIFE.
IT ALSO, FROM AN EQUITY STANDPOINT, I KNOW WE'RE NOT SUPPOSED TO USE A WORD FROM A-.
>> FAIRNESS STANDPOINT, THANK YOU.
IT ACKNOWLEDGES THAT THERE ARE SKILLS THAT A LOT OF OUR YOUNG PEOPLE ARE BUILDING, EVEN THOUGH THEY MIGHT NOT HAVE TRANSPORTATION TO GET TO THIS PLACE OR THAT PLACE OR SOMETHING LIKE THAT.
BUT IF I AM A PERSON WHO WORKS AT MCDONALD'S, AND I END UP BECOMING A SHIFT MANAGER AT SOME POINT OR I WORKED MY WAY UP THERE, THAT'S VALUABLE.
THAT IS, TO AN EXTENT, COULD BE CONSIDERED AN EXTRACURRICULAR ACTIVITY IF CONTEXTUALIZED IN A MEANINGFUL WAY FOR US TO CAPTURE THE SKILL SET THAT'S BUILT.
I SAY ALL OF THAT, I'M GETTING MAYBE AT A LITTLE TOO HEADY, BUT I'M WONDERING IF THERE'S AN OPPORTUNITY TO CONNECT EVEN SOME OF OUR UNIQUE SCENARIOS OF KIDS WHO AREN'T IN TRADITIONAL EXTRACURRICULAR ACTIVITIES TO CPM 1.2 EVENTUALLY DOWN THE LINE, WHERE THEY'RE BUILDING AND HAVE ACKNOWLEDGED HABITS OF MIND THAT ARE BUILT EVEN BEYOND THE EXPLICIT EXPERIENCES THAT WE HAVE TIED IN.
DEFINITELY NOT TO EXECUTE YEAR 1, BUT SOMETHING TO LOOK OUT FOR BECAUSE OUR KIDS ARE GETTING SKILLS IN A LOT OF DIFFERENT PLACES.
IT JUST RESPECTS THEIR WORLDVIEW, THE LIVES THAT THEY'RE LIVING.
I WANTED TO FLASH THAT, BUT OTHER THAN THAT, I THINK THESE ARE CERTAINLY ROBUST THRESHOLDS.
>> I JUST WANT TO ADD, YOU'VE MADE ME THINK ABOUT WE'VE GOT SUMMER INTERNS.
THEN THERE'S FOLKS THAT BOTH INTERN WITH US AS WELL.
AGAIN, LISTENING TO ALL OF THE TRUSTEES.
DO ALL OF THE SCHOOLS KNOW ABOUT ALL THE EXTRACURRICULAR ACTIVITIES? AS TRUSTEE FOREMAN SAID, HOW DO WE MAKE SURE THAT HAPPENS? AS YOU'VE INDICATED, ARE THERE SOME UNIQUE WAYS THAT MAYBE STUDENTS ARE A PART OF SOMETHING? HOW DO WE CONNECT WITH THAT AND COUNT THAT AS THEM PARTICIPATING IN SOMETHING MEANINGFUL? OUR INTERNS, I THINK THAT WE NEED TO THINK OUTSIDE OF THE BOX AND HOW ARE SOME THINGS THAT THEY DO BELONG TOO.
IF WE'RE CHECKING IN WITH THEM WITH THEIR EMPLOYER AND GETTING A PROGRESS REPORT FROM THE EMPLOYER,
[01:05:02]
OR SOMETHING THAT WOULD ALSO HELP THEM IN TERMS OF, WE'RE PARTNERING.IT ALSO HELPS US JUST TO KNOW WHO OF OUR KIDS ARE THE ONES THAT ARE HAVING TO WORK SO THAT WE CAN UNDERSTAND, NOT LOWER OUR STANDARDS, BUT UNDERSTAND SOME OF THE CHALLENGES THAT THEY ARE DEALING WITH, SO WE CAN CONTINUE TO HOLD HIGH STANDARDS, BUT MAYBE BE A LITTLE FLEXIBLE IN THE WAY IN WHICH THEY MEET THEM.
I THINK YOU GENERATED FOR OUR TEAM QUITE A LOT OF THOUGHTS BOARD.
AGAIN, I JUST WANT TO JUST AS A POINT OF PRIDE, BE ABLE TO SAY, I GET TO WORK FOR A BOARD THAT PUTS STUDENTS FIRST.
THIS IS WHERE WE SPEND THE MAJORITY OF OUR TIME AND OUR BOARD MEETINGS, AND THAT IS NOT WHAT MANY OF MY COLLEAGUES GET TO DO.
I'M VERY BLESSED TO BE ABLE TO SERVE THIS BOARD AND THIS COMMUNITY. THANK YOU.
>> THANK YOU, SUPERINTENDENT. TRUSTEE WEINBERG.
>> THANK YOU. I AM THINKING A LITTLE HARDER ABOUT THE MINIMUM THRESHOLD OF THE PROFICIENT TEACHERS AS WELL, I THINK, FOLLOWING ON TO TRUSTEE MACKEY'S.
IT'S JUST A THOUGHT, JUST WANTED TO DOUBLE CLICK ON.
IF WE HAVE AN AVERAGE OF 54% IN THE DISTRICT AS A WHOLE, I DON'T KNOW IF YOU ADJUST THIS NUMBER OR HOW YOU THINK ABOUT IT, BUT MIGHT WE CHALLENGE OURSELVES TO FIND A WAY TO CLOSE THAT GAP BETWEEN THE HIGH-PRIORITY CAMPUSES AND THE AVERAGE SOMEHOW? I WAS CHEWING ON THAT AS WE WERE TALKING ABOUT THE OTHER STUFF, AND I THINK THAT'S WORTH CONSIDERING. THANK YOU.
>> I THINK AS YOU WERE TALKING AND AS I WAS HEARING, TRUSTEE MACKEY AS WELL, I DO THINK SOME OF THAT, AND ONE OF THE WORDS THAT TRUSTEE MACKEY USED WAS DEVELOPED IS ONE OF THE WAYS IN WHICH WE CAN GET THERE.
I THINK WHEN WE GET BACK, ONE OF THE QUESTIONS I'M GOING TO ASK OUR TEAM IS, OF THE TEACHERS THAT WE HAVE THERE NOW, BECAUSE QUITE FRANKLY, WHAT HAPPENS HERE IS IT IS STILL THE PLACE WHERE LESS EXPERIENCED TEACHERS.
BECAUSE AGAIN, TO EVERYONE'S POINT HERE, YOU CAN'T FORCE SOMEONE WHO DOESN'T WANT TO WORK IN A PARTICULAR SCHOOL TO GO TO THAT SCHOOL? WE NEED OUR TEACHERS TO WANT TO BE WHERE THEY ARE.
BUT THAT DOES MEAN WE MAY HAVE YEAR 1, YEAR 2, OR TEACHERS THAT ARE IN YEAR 3 BECAUSE YOU CAN'T BE PROFICIENT 1 UNTIL YOU'VE COMPLETED YEAR 3.
WHAT SUPPORTS CAN WE PROVIDE TEACHERS THAT ARE AT THESE PRIORITY CAMPUSES THAT ARE NOT PROFICIENT 1 YET? IF WE TRACK THAT, IF WE ACTUALLY SAY TO OURSELVES, HOW MANY TEACHERS DO WE HAVE THAT THEY WERE IN THEIR THIRD YEAR? HOW ARE WE SUPPORTING THEM AND KEEPING THEM THERE THAT THEY BECOME THE PROFICIENT 1.
THAT'S PROBABLY THE WAY FOR STUDENTS MAKES THE MOST SENSE BECAUSE THEY'VE BUILT RELATIONSHIPS WITH STUDENTS ON THOSE CAMPUSES.
I THINK YOU ALL HAVE AGAIN GENERATED A LOT OF THOUGHTS FOR OUR TEAM, AND WE WILL DEFINITELY TAKE THOSE, AND WE WILL WORK ON THINKING, HOW DO WE IMPROVE THOSE.
>> TRUSTEES, ANY OTHER DISCUSSION? COMMENTS? SEEING NONE TRUSTEES.
THANK YOU, SUPERINTENDENT, THANK YOU, EVERYONE.
TRUSTEES, WE'LL TURN NOW TO 9A WILL BE
[9. MINUTES SUBMITTED FOR APPROVAL]
THE MINUTES THE MINUTES TRUSTEES WILL BE POSTED ON BOARDDOCS PRIOR TO THE BOARD MEETING.TRUSTEES WILL NOW TURN TO IF THERE ARE ANY QUESTIONS
[11. ACADEMICS AND TRANSFORMATION DIVISION]
UNDER ACADEMICS AND TRANSFORMATION DIVISION.ANY QUESTIONS UNDER 12? WHICH ONE?
>> WE'LL START WITH 12A, TRUSTEE WEINBERG.
>> I JUST WAS GOING TO ASK FOR A LITTLE BIT MORE CLARITY ON WHAT THIS IS.
IS IT A SOFTWARE OR IS IT PEOPLE, AND WHAT SERVICES DO WE GET FOR THAT 5 MILLION? IS IT A MILLION A YEAR FOR FIVE YEARS, IS IT ONE UP FRONT? I'M JUST CURIOUS.
>> THIS IS A PARTNERSHIP WITH CHIEF HUITT AND I TO LOOK AT SOME DIFFERENT SERVICES THAT WILL HELP WITH ABSENTEEISM.
WE'VE ALREADY GOT A LOT OF WORK THAT'S GOING ON RIGHT NOW, BUT IT'S THINKING THROUGH HOW DO WE DO MORE OF A COMMUNICATION CAMPAIGN.
WE'VE GOT A COUPLE OF PARTNERS THAT WE'RE GOING TO WORK THROUGH.
>> IT'S A COMBINATION OF BOTH.
>> BUT IT IS SPECIFICALLY AROUND OUR CHRONIC ABSENTEEISM.
>> THIS IS ONE WHERE WE ULTIMATELY HOPE WE WOULD ACTUALLY BE ABLE TO COME BACK AND SAY, WE INVESTED IT.
WE DO IT IN OUR ROI, WE PAID THIS MUCH FOR THIS, AND IT RESULTED IN IMPROVED ATTENDANCE BY THIS MUCH,
[01:10:03]
WHICH MEANS WE THEN PER STUDENT GAINED, AND SO OUR NET COST WAS THIS, NOT THIS.THIS ONE HAS A VERY TIGHT METRIC.
THE CHRONIC ABSENTEEISM IS NOT GOING AWAY, AND WE HAVE GOT TO DO SOMETHING, AND MINOR INCREMENTAL IMPROVEMENT IS NOT GOING TO CHANGE OUR STUDENT OUTCOMES.
WE HAVE GOT TO FIND A WAY TO SUPPORT THEM, SO WE WANTED TO TRY SOMETHING DIFFERENT.
YOU ALL ARE ADDRESSING THIS ISSUE OF CHRONIC GAPTISM.
COULD YOU WALK ME THROUGH HOW YOU PLAN TO COMMUNICATE?
>> WELL, A LOT OF IT IS WHAT WE CALL NUDGES FOR PARENTS.
IF YOUR CHILD'S ABSENT ON THE FIFTH ABSENCE, WE ALREADY DO THIS.
THIS IS ALMOST AMPLIFYING, SO YOU'RE GETTING TEXT MESSAGES, YOU'RE GETTING MAILERS, YOU'RE GETTING YOUR CHILD'S MISSED FIVE DAYS.
WE WANT TO GIVE YOU THIS EDUCATION. DO YOU NEED SUPPORT? NOW YOUR CHILD HAS MISSED 30 DAYS.
IT MIGHT BE DO YOU NEED A DIFFERENT SUPPORT? IT IS A NEW SPACE THAT WE HAVE ATTEMPTED TO WORK IN THE PAST BECAUSE WE ALREADY HAVE A LOT OF THIS WORK GOING ON, BUT WE'RE WANTING TO ALMOST AMPLIFY IT JUST TO MAKE SURE OUR PARENTS KNOW, AND OUR STUDENTS KNOW THAT MISSING SCHOOL ACADEMICALLY IS JUST GOING TO CONTINUE TO GET THEM BEHIND.
>> NO, ABSOLUTELY. WHAT IS THE HUMAN CONNECTION IN THIS, AND WHAT YOUR PROPOSAL?
>> WELL, DEPENDING ON WHO WE SELECT, RIGHT NOW, THERE'S A COUPLE OF DIFFERENT VERSIONS, BUT WE HAVEN'T SELECTED ONE.
THIS WOULD ALLOW US, YOU'RE GIVING US THE AUTHORITY TO GO AND GO DOWN THIS PATH TO SEE WHICH ONE WOULD BE THE BEST MATCH FOR DALLAS ISD.
>> BECAUSE I'M THINKING LIKE, IF YOU HAVE A SCHOOL WHERE YOU HAVE ABOUT 10% OF KIDS THAT ARE CHRONICALLY ABSENT.
DO YOU HAVE AN INDIVIDUAL CASEWORKER WORKING WITH THAT 10% POPULATION TO WORK WITH THE PARENT TO SEE IF THE PARENT NEED WRAPAROUND SERVICE?
>> YES. THIS IS EXACTLY WHAT WE'RE LOOKING FOR.
>> BECAUSE WHEN I THINK ABOUT A SECOND GRADER, HAVING TO GET TO SCHOOL, IT'S A LOT DIFFERENT FROM A TENTH GRADER.
>> THEN A LOT OF TIMES, WHAT I'VE COME TO FIND IN MY EXPERIENCE IS THAT YOU HAVE A LOT OF OLDER KIDS THAT MIGHT HAVE ELDERLY PARENTS, DEALING WITH ISSUES AT HOME, AND THEY CAN'T GET TO SCHOOL, WHEREAS A YOUNGER KID, YOU MIGHT HAVE A PARENT THAT JUST NOT TAKING CARE OF BUSINESS, AND THE KID HAS BEEN IMPACTED BY THAT.
I KNOW TECHNOLOGY PLAYS A ROLE, BUT IN A LOT OF THESE CASES, YOU GOT TO HAVE THAT FACE TO FACE HUMAN CONNECTION CONVERSATION, SUPPORTING THIS FAMILY, SUPPORTING MY KID.
>> THAT'S RIGHT. FOR US THE SOLUTION THAT WE WOULD WANT IS WHAT YOU JUST SAID.
>> THANK YOU VERY MUCH. I APPRECIATE IT.
>> RINGING THE BELL, SOUNDING THE ALARM. HURAY, HURAY.
I'M GLAD THAT WE'RE FOCUSING ON THIS.
IT IS ONE OF THE MOST IMPORTANT THINGS HAPPENING IN PUBLIC.
ACTUALLY, ANY EDUCATION RIGHT NOW, PUBLIC, PRIVATE.
WE'VE SEEN IT ALL OVER THE PLACE.
KUDOS FOR DOING SOMETHING INSTEAD OF I KNOW A LOT OF DISTRICTS ARE TWIDDLING THEIR THUMBS AND JUST LAMENTING THAT WE HAVE THE PROBLEM.
THANK YOU FOR Y'ALL STEPPING INTO THE FOLD.
TRIPLE EMPHASIS ON WHAT I JUST HEARD YOU AFFIRM, WHICH IS THAT THERE'S GOING TO BE A HUMAN ELEMENT THAT'S DIRECTLY CONNECTED.
THE OTHER THING THAT I'LL THROW UP THERE, AND THIS ISN'T NECESSARILY FOR THE CONTRACTING, BUT ONE OF THE THINGS I'VE SEEN WORK IN SOME REALLY INTERESTING INSTANCES IS WHEN YOUNG PEOPLE THEMSELVES, AS LEADERS, AMBASSADORS, GET ENGAGED IN SOME OF THESE SPACES, THERE MIGHT BE AN OPPORTUNITY FOR US TO LEVERAGE OUR OWN YOUNG PEOPLE TO HELP IN SOME OF THESE INITIATIVES.
JUST WANT TO FLAG THAT EXCITED TO SEE WHAT YOU GUYS COME UP WITH. THAT'S GO TO BE GOOD.
>> HOW MANY STUDENTS OR WHAT PERCENTAGE ARE WE LOOKING AT THAT'S CHRONICALLY ABSENT?
>> I'M GOING TO CALL MY PARTNER IN CRIME TO COME UP HERE AND COLLABORATE ON WHAT OUR CURRENT STATE IS.
>> HAVE WE BROKE THAT DOWN BASED ON GRADE LEVELS?
>> YES. WE HAVE IT. WE'VE ANALYZED IT BASED ON GRADE LEVELS AND AREA REGIONS ACROSS THE BOARD.
>> IN REGIONS ACROSS THE BOARD.
HAVE WE ALSO CORRELATED THAT WITH OUR DISCIPLINE?
[01:15:01]
>> WE CAN. WE HAVE NOT CORRELATED WITH DISCIPLINE.
>> I THINK THAT WOULD BE EXTREMELY IMPORTANT TO CORRELATE THAT WITH DISCIPLINE ALSO SO THERE'S A CLEAR UNDERSTANDING BECAUSE SOMETIMES THE DISCIPLINE PROBLEMS WILL FORCE KIDS OUT OF SCHOOL.
THEN THE LAST QUESTION IS IS THAT WE ACTUALLY EXPANDED THE ROLES OF THE PARENT LAISONS ON THE CAMPUSES AND PAYING THEM MORE MONEY.
WHAT ROLE DO THEY PLAY IN THIS?
>> CURRENTLY, OUR PARENT LIAISONS HELP US PROVIDE TRAINING TO OUR PARENTS, AND THEY HELP US WITH SOME OF OUR INITIATIVES LIKE OUR OPERATION COMEBACK, AND SOME OF THOSE THINGS, IT'S JUST THAT AT SOME OF THESE CAMPUSES, THE POPULATION OF STUDENTS CAN BE LARGE AT TIMES, AND SO WE DEFINITELY NEED SOME ADDITIONAL SUPPORT.
>> BUT I WOULD THINK THAT THE PARENT LIAISON, I THINK THIS IS A BUY BOARD ITEM.
WE HAVE NOT HAD A SITUATION WITH THESE PARTICULAR VENDORS THAT WE'RE TALKING ABOUT, CORRECT?
>> NOT WITH ALL OF THEM THAT WE'RE GOING TO REVIEW.
>> I'M JUST THINKING THAT THOSE PARENT LIAISONS KNOW THOSE INDIVIDUAL CAMPUSES IN THOSE COMMUNITIES.
A LOT OF TIMES FROM THE ADMINISTRATIVE POSITION, WE MAKE DECISIONS WITHOUT BRINGING IN THOSE PEOPLE WHO ARE WORKING ON THOSE ISSUES FREQUENTLY.
I JUST LIKE, AS YOU GO THROUGH THE PROCESS, IS TO BE ABLE TO INVOLVE THOSE PARENT LIAISONS WHO MIGHT BE ABLE TO GIVE YOU SOME INSIGHT ON WHAT'S GOING ON IN THOSE INDIVIDUAL SCHOOLS.
>> OH, YES. VERY QUICKLY, I WONDERED BECAUSE I KNOW WE JUST HAD THE CONVERSATION OF EXTRA CURRICULARS, AND I KNOW THAT THIS PARTICULAR PRINCIPAL TOLD ME, THIS HELPS KIDS BE HERE ON A FRIDAY.
I JUST WONDERED IF WE'RE LOOKING AT THAT AS THE CORRELATION BETWEEN THESE IN SCHOOL ACTIVITIES AND ESPECIALLY FOR THE OLDER KIDS.
THEN ALSO, IF THERE WAS LIKE AN ORDER HIGH NEED, THIS BASED ON THE PERCENTAGE BEING HIGHER AT CERTAIN CAMPUSES THAN OTHERS THAT THIS WOULD ADDRESS.
>> YES. TO YOUR FIRST PART OF YOUR QUESTION, THAT'S EXACTLY WHY WE LAUNCH THE ATTENDANCE INITIATIVE AT THE CAMPUS LEVEL SO THAT PRINCIPALS COULD HAVE SOME AUTONOMY AND INPUT FROM STUDENTS ABOUT WHAT ARE THE THINGS THAT ARE GOING TO KEEP STUDENTS HERE ON A MONDAY OR ON A FRIDAY? WE ALSO FUNDED THAT INITIATIVE FOR THOSE CAMPUSES.
FOR THE SECOND PART OF YOUR QUESTION, YES, WE DEFINITELY HAVE SOME CAMPUSES WHERE THERE IS DEFINITELY A PRIORITY, AND WE WOULD LOVE FOR THIS ITEM TO BE APPROVED SO WE CAN PROVIDE ADDITIONAL SUPPORT TO THE WORK THAT THEY'RE ALREADY DOING AT THE CAMPUS LEVEL.
>> YES. WELL, WERE YOU GOING TO SAY SOMETHING ELSE? NO. I WAS JUST GOING TO SAY THAT THIS IS GREAT BECAUSE I THINK IT IS AS MY COLLEAGUES MENTIONED, IT IS SOMETHING THAT CAN BE EASILY LIKE, WE KNOW IT'S THE CASE.
IT ALMOST FEELS LIKE IMPOSSIBLE BECAUSE WE KNOW THERE ARE SO MANY FACTORS THAT IMPACT ATTENDANCE.
BUT PERHAPS TO ALL OF YOU FOR ADDRESSING THIS.
>> TRUSTEES. ANYTHING ELSE ON 12A? I DON'T SEE ANYTHING FURTHER.
TRUSTEE I HEARD THERE WAS 12B., TRUSTEE WEINBERG?
>> IN THE DETAIL IT NOTES THAT WE SPEND ABOUT 12 MILLION A YEAR FOR MATH AND READING.
I WAS CURIOUS OVER WHAT TIME PERIOD THAT IS.
>> WELL, WE PILOTED IN 22, WE LAUNCH FULL SCALE 23.
EVERY YEAR, WE'VE HAD OUR HQIMS, THE AMOUNTS GOING DOWN BECAUSE WE'RE NOW IN A REFRESH.
>> THAT MAKES SENSE. THE 36 MILLION ON A FORWARD FIVE YEAR PERIOD IS LOWER BECAUSE WE'RE [OVERLAPPING]
>> WE'RE NOT BUYING EVERYTHING THAT WE HAD TO BUY IN 2023.
>> DOES THAT COVER? THROUGH WHAT TIME PERIOD DOES THAT GO? JUST FOR SOME REASON, IS IT THROUGH THE '25 THROUGH 2030 TIME PERIOD? IS THAT THE FIVE YEAR FORWARD IT'S COVERING?
>> YES. THIS BOARD DOC WILL COVER THAT.
>> THEN WHAT SUBJECTS AND GRADES, THE ONES THAT WERE LISTED AT THE BOTTOM?
>> IT'S GOING TO BE K-8 READING LANGUAGE ARTS.
IT'S GOING TO BE K THROUGH ALGEBRA 2 MATH.
[01:20:01]
>> HOW MUCH IF WE SPENT ON THE LAST CONTRACT THAT WE HAVE? WHEN DID WE DO THE CONTRACT AND HOW MUCH WAS IT?
THE ORIGINAL CONTRACT HAD THESE THREE SPECIFIC TEXAS EDUCATION AGENCY PUBLISHERS ON A HUGE RFP THAT WAS FROM 2022, AND WE'RE AT A POINT RIGHT NOW WHERE WE HAVE MAXED THAT OUT.
THAT'S WHY WE'RE BRINGING YOU THIS RIGHT NOW.
IT WAS THE TOTAL, I THINK 69 MILLION ACROSS.
THERE WAS MULTIPLE PUBLISHERS AND VENDORS THAT WERE AWARDED ON THAT.
IT WAS ALMOST ALL CURRICULAR RESOURCES.
>> WE SPENT 69 MILLION FROM 2022-2024 TO NOW?
>> TO NOW. THIS GROUP RIGHT NOW ALONE, WE'VE SPENT 61 MILLION.
>> YES. THIS GROUP IS OUR HQIM CURRICULAR, OUR TIER 1 CURRICULUM.
WHEN WE PILOTED, WE PILOTED IN '22-'23, THAT WAS AROUND SIX MILLION.
AT THE TIME WE HAD OUR ESR FUNDS.
WE HAD USED, WE MAXIMIZED SOME OF OUR ESR FUNDS, AND RIGHT NOW WE'RE AT A POINT WHERE THIS YEAR WAS 13 MILLION, AND THEN GOING FORWARD, IT'S 8-9 MILLION FOR THE REFRESH.
>> I GUESS WHAT I'M TRYING TO UNDERSTAND IS IF WE'VE MAXED OUT THE CURRENT CONTRACT AND YOU'RE ASKING FOR ADDITIONAL DOLLARS?
>> YES. THAT'S WHAT I'M DOING.
WE'VE MAXED OUT THE ORIGINAL ONE, AND I NEED ADDITIONAL DOLLARS TO CONTINUE FOR THE NEXT SCHOOL YEAR.
>> THAT WOULD BE THE '25-'26 SCHOOL YEAR.
>> TO CONTINUE THIS SCHOOL YEAR, AND THEN FOR THE FOLLOWING.
>> YOUR FACE SHE DOESN'T REALLY SAY THAT, AND IT WOULD BE GOOD TO[OVERLAPPING].
>> TO HAVE A GOOD IDEA BECAUSE THESE ARE LARGE DOLLAR AMOUNTS THAT WE'RE SPENDING.
WE NEED TO KNOW FROM YEAR TO YEAR EXACTLY WHAT THAT IS AND WHAT YEAR IT ENDS BECAUSE IT LOOKS LIKE YOU PROBABLY CLOSE TO OVERSPENDING FOR THIS YEAR.
>> NO. I'M GOOD. WE'RE GOOD THIS YEAR.
>> IF YOU WOULD JUST CHANGE THE FACE SHEET.
>> TRUSTEE IS ANYONE ELSE FOR 12B? SEEING NONE, TRUSTEES ANYTHING ON 13? SEEING NON, TRUSTEE WEINBERG, ANYTHING 13? AGAIN, WE'LL TURN INTO SCHOOL LEADERSHIP DIVISION, ANYTHING UNDER 15.
[14. SCHOOL LEADERSHIP DIVISION]
LET'S SEE TRUSTEE SANDERS. GO AHEAD. WHICH ONE?>> 15 A. 15 A, TRUSTEE SANDERS.
CHIEF, DO YOU SEE A CONNECTION BETWEEN THIS WORK AND THE CHRONIC ABSENTEEISM WORK?
>> I'D LOVE TO BECAUSE IT FEELS LIKE IT WOULD BE THE SAME NATURE OF THE SOLUTIONS THAT YOU'D BE LOOKING TO DEPLOY?
>> THIS IS MORE AROUND OUR DROPOUTS, AND SO RECRUITING OUR DROPOUT STUDENTS BACK TO [INAUDIBLE] TO HELP THEM GRADUATE.
>> I GUESS WHAT I'M WONDERING IS, IS THERE SOME EFFICIENCIES BETWEEN THE SAME TYPES OF PEOPLE THAT YOU WOULD BE ENGAGING?
BECAUSE THIS IS GOING TO BE MORE FOCUSED ON THE STUDENTS THAT MAYBE THEY STARTED OFF AS CHRONICALLY ABSENT, AND THEN THEY DROP OUT.
WE'VE UTILIZED ALL OF THE MEASURES WE HAVE WITHIN DALLAS ISD TO PROVIDE THEM WITH OPPORTUNITIES TO COME BACK, HAVE CREDIT RECOVERY, GRADUATE SOME OF THOSE THINGS, BUT IT'S STILL NOT WORKING, SO WE'RE LOOKING TO RECAPTURE THOSE STUDENTS.
THEY FEEL SIMILAR IN SPIRIT, BUT I SEE IT'S A DIFFERENT EXECUTION.
>> LET'S SAY THIS IS LIKE A TIER 3 GROUP.
>> THEY'RE MUCH MORE INTENSE. YES.
>> THANK YOU. I APPRECIATE IT.
>> CHIEF, IS THIS TO RECAPTURE SOME OF THE STUDENTS THAT HAVE LEFT THE DISTRICT WHICH AFFECTS HIGH GRADUATION RATE?
>> I CAN GET A CLEAR UNDERSTANDING,
[01:25:01]
DOES THAT HAVE TO DO WITH SAY FOR INSTANCE, IN 2021 WE HAD A COHORT OF 30,000 STUDENTS.WHEN IT COMES TO GRADUATION, WE GET DEEMED FOR THOSE STUDENTS NOT GRADUATING.
>> ABSOLUTELY. IT WOULD SAY, LET'S SAY THE WHAT WOULD MIGHT BE LIKE 9,000.
THEN WHERE SOME OF THOSE KIDS MAY HAVE LEFT THE SCHOOL DISTRICT.
THEY MAY HAVE SAID THAT THEY WERE GOING TO SHOW UP AT ANOTHER SCHOOL DISTRICT, AND THEY DIDN'T.
IF THEY DON'T GRADUATE, AFTER DROPPING OUT FROM DALLAS ISD, WE WILL BE DEEMED.
>> THIS IS TO GO AND TRY TO RECAPTURE THEM IN SOME WAY TO GET THEM TO GRADUATE.
>> WHERE'S JACKIE? WHY DIDN'T SHE COME UP HERE?
>> SHE HAD A CONFLICT THIS EVENING.
>> I JUST WANTED TO REVER A LITTLE BIT.
>> TRUSTEES, ANYONE ELSE FOR 15 A? IS ANYTHING ELSE UNDER 15? TRUSTEES [INAUDIBLE] TO FINANCIAL SERVICES DIVISION, ANYTHING UNDER 17 OR ANYTHING UNDER 18? ANYTHING UNDER 19 OR ANYTHING UNDER 20? I'M NOT SEEING ANYTHING.
THE TRUSTEES, WE'LL GO TO OPERATION SERVICES DIVISION.
ANYTHING UNDER 22 OR 23? THAT WAS GOOD. AND THEN, TRUSTEE, WELL,
[24. CONSTRUCTION SERVICES DIVISION]
I HEARD 25D, WAS IT? ANYTHING BEFORE 25D?>> 26A. 25 D, TRUSTEE FOREMAN.
>> ON THE FACE SHEET, IT SPEAKS TO THIS BEING FOR THE BOND PROJECT.
BUT THEN WHEN I LOOK IN THE JUSTIFICATION, IT SPEAKS TO PROJECTS MANAGED BY CONSTRUCTION SERVICES IN CONJUNCTION WITH THE BOND PROGRAM AND OTHERS. WHICH ONE IS IT?
IT'S MOSTLY WHEN WE'RE BUILDING OUR NEW BUILDINGS, OUR STRUCTURES.
WE HIRE THIRD PARTY TO COME OUT AND DO, LIKE WELD INSPECTIONS AND MASONRY INSPECTIONS.
>> WHAT DID THE LANGUAGE CHANGE UNDER JUSTIFICATION?
>> THANK YOU. TRUSTEES, ANYONE ELSE FOR 25 D? SEEING NONE, 26 A, TRUSTEE MACKEY.
>> YES. THANK YOU, BRENT, FOR YOUR WORK.
I KNOW YOU'VE DONE A LOT OF WORK ON THIS.
I JUST WANT TO MAKE SURE THAT I'M GOING TO SAY WHAT I HAVE BEEN WHERE I BELIEVE WE'RE AT, AND I THINK THE CONVERSATION.
I JUST WANT TO HAVE THE CONVERSATION PUBLICLY SINCE THIS HAS GOTTEN SOME ATTENTION TO MAKE SURE WE'RE ALL ON THE SAME PAGE IS THAT THIS DECLARATION OF SURPLUS AND POTENTIAL TO SELL DOES NOT REQUIRE US TO SELL.
IT DOES NOT REQUIRE US TO SELL TO THE HIGHEST BIDDER WITHOUT CONCEPT OF OTHER THINGS.
THIS IS THE FIRST STEP IN A PROCESS TO TRY TO FIND THE BEST PARTNER OUT THERE THAT WANTS TO TRULY RESTORE THE BUILDING, MAKE IT AS GREAT AS POSSIBLE.
AT LEAST IF THAT DOESN'T HAPPEN, WE KNOW WHAT IS OUT THERE.
BUT IT IS OUR INTENT TO FIND THROUGH THIS PROCESS IN THIS FIRST STEP, TO EXERCISE EVERY AVENUE TO FIGURE OUT, ARE THERE GREAT PARTNERS OUT THERE THAT WANT TO INVEST IN THIS BUILDING AND BE ABLE TO RESTORE THE HISTORIC NATURE OF IT?
>> YES. YOU'RE ABSOLUTELY CORRECT.
THIS IS JUST ANOTHER ADMINISTRATIVE TRY TO GET THE WIDEST REACH WE CAN AND ADVERTISE IT PUBLICLY.
>> THANK YOU FOR YOUR WORK, MEETING WITH A TON OF PEOPLE.
I KNOW PEOPLE HAVE REACHED OUT ABOUT THIS BUILDING, AND YOU'VE BEEN GREAT AT MEETING WITH THEM, HEARING THEM OUT AND WORK ON THIS.
SO I LOOK FORWARD TO THE NEXT STEP. THANK YOU.
>> I THINK I'M GOING TO CALL YOU AN ADAMSON LEOPARD. ADAMSON.
>> I'VE WALKED THE HALLS LONG ENOUGH, YES.
>> TRUSTEE FOREMAN, YOUR LIGHTS ON, 26A.
ANYONE ELSE FOR 26A? SEEING NONE, THEN TRUSTEES WILL TURN TO AGENDA ITEM 27, ADJOURNMENT.
THE TIME IS 7:18 PM. THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.