[00:00:03]
IS 4 P.M.. WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED.
[1. NOTICE AND RETURN]
GOOD EVENING AND WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.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.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
TRUSTEE FOR DISTRICT ONE. LANCE CURRIE, TRUSTEE FOR DISTRICT TWO.
SARAH WEINBERG, DISTRICT THREE. DAN MICEK, DISTRICT FOUR.
BRISENO GARCIA, DISTRICT FIVE. BYRON SANDERS, DISTRICT SEVEN.
BEN MACKEY, DISTRICT NINE AT TURNER. DOCTOR PAMELA LEAR, DEPUTY SUPERINTENDENT OF STAFF AND ACCOUNTABILITY, JOINS US ON BEHALF OF SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE LOZADA. AND I AM J CARDIOL TRUSTEE FOR DISTRICT EIGHT AND BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLAS ISD.
ESTA REUNION ESTA DISPONIBLE SIMULTANEAMENTE EN INGLÉS ESPANOL IN DALLAS ISD PUNTO.
ORG. IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY 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 OBSTRUCT OR INTERFERE WITH THE ORDINARY COGNITIVE MEETING BY PHYSICAL ACTION OR UTTERANCE, 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 AND INVASION OF PRIVACY. AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD 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 THREE, A RECOGNITION OF ELECTED OFFICIALS IN THE AUDIENCE.
I DON'T SEE ANY TRUSTEES WILL NOW TURN TO AGENDA ITEM FOUR PUBLIC FORUM.
[4. PUBLIC FORUM]
OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING. WE WILL HAVE SPEAKERS TO AGENDA AND NON AGENDA ITEMS. 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 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, OR TO ADDRESS THE BOARD AND NOT INDIVIDUAL TRUSTEES.
THE DISTRICT'S 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. I AM ASKING YOU, AUDIENCE, NOT TO ENGAGE IN CONDUCT THAT WILL DISRUPT THE MEETING.
UNLAWFUL DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING OFF THE ROPED OFF BARRIERS, OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED. EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER OWN STATEMENTS. SPEAKERS, PLEASE BE REMINDED THAT SUBSTITUTIONS ARE NOT ALLOWED.
YOUR COMMENTS ARE OUT OF ORDER. DOCTOR JORDAN, WILL YOU PLEASE CALL THE NAMES OF THE SPEAKERS? YES.
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.
DOESN'T MATTER WHICH MIC I USE OR YOU CAN HEAR ME EITHER.
MIC OKAY. DO I START? OKAY. MY NAME IS TARA JACOBS.
I'M THE OWNER OF JACOBS INCLUSIVE INCORPORATED AND S CORPORATION IN THE STATE OF TEXAS.
MY COMPANY DERIVES FROM ME COLLECTING EVIDENCE AS A DATA ANALYST.
SO MY COMMENTS ARE BASED ON FACTUAL EVIDENCE THAT I COLLECTED THAT I CAN SUBMIT TO YOU ALL LATER.
I DIDN'T HAVE TIME TO COMPILE IT AND SUBMIT TODAY.
SO I'M HERE IN REGARDS TO CONCERNS RELATING TO STUDENT SAFETY AND TEXAS EDUCATIONAL PENAL CODE VIOLATIONS THAT ARE BEING DONE AT DIFFERENT DALLAS ISD DISTRICTS, AND ALSO PARTNERSHIPS WITH CONTRACTS, DONATIONS OF ORGANIZATIONS THAT ASSIST IN SAFETY
[00:05:03]
VIOLATIONS, ONE OF THEM BEING THE FATHERS RIGHTS MOVEMENT ORGANIZATION.LIKE I SAID, I HAVE THIS EVIDENCE COMPILED THAT I CAN COMPLETE TO YOU ALL. BUT BASED ON WHAT I FOUND WITH DATA COLLECTION, NOT JUST WITH ONE PARENT, MULTIPLE PARENTS PRIMARILY TARGETING MOTHERS, SINGLE MOTHERS IS THERE ARE STATISTICS SHOWING THAT THE RIGHTS OF PARENTS ARE BEING DENIED. THERE ARE STUDENTS BEING SUBMITTED UNDER FALSE INFORMATION FRAUD ADDRESSES FRAUD, INFORMATION FRAUD, RELATIONS OF THE MOTHERS AND STUDENTS TO DEPRIVE PARENTS AND STUDENTS OF THEIR FUNDAMENTAL, FUNDAMENTAL CONSTITUTIONAL RIGHTS AND 2024. I COLLECTED EVIDENCE THAT SHOWS THAT SCHOOL OFFICIALS ARE AWARE OF FRAUD AND CONSTITUTIONAL VIOLATIONS. THEY COVER IT UP AND THEY DO NOT PURSUE THEM.
THIS IS CONCERNING CONSIDERING NOW WE HAVE TRUMP ADMINISTRATION.
DEFINITELY INVESTIGATING FRAUD, DEFINITELY INVESTIGATING. WE SEE WHAT'S HAPPENING IN MINNESOTA AND DIFFERENT THINGS OF THAT SORT. I HAVE REPORTED MOST OF THESE THINGS TO THE BOARD. MOST OF YOU EMAILED, YOU RECEIVED MY EMAILS.
INSTEAD, I WAS MENTIONED TO BE IGNORED, EMAILS WERE DELETED, AND DISTRICT LEADERS TRIED TO COVER UP.
I HAVE EVIDENCE OF EVERYTHING. EMAIL, COMMUNICATION, DOCUMENTATION, ALL OF IT.
ALL OF IT STEMS DOWN TO IS COURT RELATED SYSTEMATIC FAILURES TO PROMOTE.
I GUESS I DON'T KNOW HOW TO WORD THIS WITHOUT GIVING TOO MUCH INFORMATION AWAY, WITHOUT IT BEING WITHIN LEGAL TERMS, BUT THE CONCERN IS THERE ARE SAFETY MEASURES HAPPENING ATTACKING WOMEN AND CHILDREN, PRIMARILY MOTHERS, THROUGH THE BASIS OF PROMOTING SOME TYPE OF NARRATIVE AGAINST MOTHERS TO SUPPORT THE FATHERS RIGHTS MOVEMENT.
I WILL SEND IT AGAIN VIA EMAIL. I SUBMITTED IT BEFORE AND THAT WAS JUST MY TIME.
THANK YOU. THANK YOU. WITH THE NEXT TWO SPEAKERS, PLEASE COME TO THE MICROPHONE.
ANNA AND ROBERT CECCARELLI WITH LYRIC TURNER ON DECK.
ANNA RESIGNS. WE ASSUME CHILDREN ARE SAFEST IN THE PLACES MEANT TO EDUCATE THEM, BUT SAFETY CANNOT BE ASSUMED WHEN PHYSICAL HANDLING IS MINIMIZED, REFRAMED, EXCUSED AS CLASSROOM MANAGEMENT. WHEN AN ADULT USES PHYSICAL FORCE ON A CHILD, ESPECIALLY A CHILD WITH DISABILITIES, THE LESSON TAUGHT IS NOT DISCIPLINE, IT'S FEAR.
TOO OFTEN THE HARM IS COMPOUNDED NOT BY WHAT HAPPENED, BUT BY WHAT FOLLOWS.
CHILDREN DO NOT CONTROL THE NARRATIVE. THEY DO NOT WRITE THE REPORTS.
THEY DO NOT CHOOSE THE LANGUAGE USED TO DESCRIBE WHAT HAPPENED TO THEM.
THIS IS WHERE ADVOCACY BECOMES NECESSARY. ACCOUNTABILITY DOES NOT BEGIN WITH POLICY.
FILE HERE. WAIT HERE. APPEAL UPWARDS. START OVER.
EACH STEP FRAMED AS DUE PROCESS BUT EXPERIENCED AS A DELAY.
THE BURDEN QUIETLY SHIFTS FROM THE INSTITUTION TO THE PARENT.
WHEN ADULT HARMS A CHILD AND CHOOSES TO APOLOGIZE.
THE MESSAGE IS CLEAR YOUR EXPERIENCE DOESN'T MATTER.
CHILDREN UNDERSTAND FAIRNESS BEFORE THEY UNDERSTAND PROCEDURES.
THE ABSENCE OF AN APOLOGY TEACHES SILENCE, SELF-DOUBT, AND COMPLIANCE OVER DIGNITY AND APOLOGY DOES NOT WEAKEN. AUTHORITY. IT MODELS RESPONSIBILITY. IT SHOWS THAT POWER DOES NOT EXCUSE HARM, AND REPAIR IS POSSIBLE. THIS IS ESPECIALLY CRITICAL FOR CHILDREN WITH DISABILITIES, WHO ARE DISPROPORTIONATELY SUBJECTED TO PHYSICAL INTERVENTION AND THEN ROUTED THROUGH SYSTEMS THAT EXHAUST FAMILIES, INSTEAD OF RESOLVING THE HARM.
THE DAMAGE DOES NOT ALWAYS APPEAR IN GRADES AND BEHAVIOR CHARTS.
IT APPEARS LATER IN DISENGAGEMENT, ANXIETY, AND LOSS OF TRUST.
ADVOCACY EXISTS BECAUSE SYSTEMS PROTECT THEMSELVES BEFORE THEY PROTECT CHILDREN.
WITHOUT IT, HARM BECOMES ROUTINE. ROUTINE BECOMES INVISIBLE.
[00:10:07]
TITLES AND UNIFORMS. WELL. THANK YOU. THANK YOU.WITH THE NEXT TWO SPEAKERS, PLEASE COME TO THE MICROPHONE. ROBERT CECCARELLI AND LYRIC TURNER.
GOOD AFTERNOON EVERYBODY. THE LADY TALKED FIRST ABOUT COVER UP.
I AGREE WITH HER. NOW I'M GOING TO BE GIVING OUT THE SCORES.
MEANING COMPARING SCHOOLS TO OTHER POVERTY LEVEL SCHOOLS.
OKAY, NOW THE OVERALL SCORES. FIVE KEYES, 11 D'S AND SIX F'S.
2024 CHILDREN AT RISK. SO 17 OUT OF 22 SCHOOLS GOT THESE OVERALL SIX F'S.
STUDENT ACHIEVEMENT WHICH IS THE STAR TEST 2024 FOUR C'S, FOUR F'S, 14 DZ, 18 OUT OF 22 SCHOOLS GOT EITHER A COLLEGE READINESS. I'VE SAID THIS BEFORE.
YOU DON'T UNDERSTAND WHAT I'M SAYING. ONE B, THREE C'S, FOUR D'S AND 14 F'S.
SO 18 OUT OF 22 REGULAR HIGH SCHOOLS, REGULAR HIGH SCHOOLS, NOT NOT NOT MAGNET SCHOOLS.
18 OUT GOT D OR F AND COLLEGE READINESS CAMPUS PERFORMANCE.
THIS IS COMPARING SCHOOLS TO OTHER POVERTY LEVEL SCHOOLS.
OKAY ONE C 60 15 F'S PEOPLE YOU NEED TO CHECK TO SEE WHAT I'M SAYING, BECAUSE THERE'S A COVER UP HERE AND YOU GET ALL THIS CREDIT, BUT YOU DON'T WANT TO TALK ABOUT THE HIGH SCHOOLS.
I'VE SAID THIS BEFORE, ALL RIGHT? THIS THESE SCORES ARE SO LOUSY, I CAN'T EVEN DESCRIBE IT, YOU KNOW? AND THESE ARE TRUE. I WANT YOU TO DO IT AND SAY SOMETHING OR EMAIL ME AND VERIFY WHAT I'M SAYING.
IF YOU DON'T SAY NOTHING BY EMAILING OR TEXTING ME, IT MEANS THERE'S A COVER UP.
OKAY, I'VE SAID THIS BEFORE. YOU WANT TO TALK ABOUT ELEMENTARY.
ONE OF ONE OF THE SCHOOL BOARD MEMBERS WANT TO KNOW TO THE SUPERINTENDENT, WHY DO SCORES GO DOWN COMPARED TO MIDDLE SCORES TO ELEMENTARY? SHE NEVER CAME BACK TO TO ANSWER THAT QUESTION TO TO ONE OF HER BOSSES.
I'M TALKING ABOUT SUPERINTENDENT. ALRIGHT. DOES EVERYONE UNDERSTAND WHAT I'M SAYING? HIGH SCHOOLS IS THE FINAL REASON WHAT THEY'RE GOING TO BE DOING OUT IN THE REAL WORLD.
NOT SECOND GRADE, NOT THIRD GRADE, NOT FIFTH GRADE.
THE FINAL RESULTS FOR THESE SCORES RIGHT HERE.
OKAY. I'M NOT LYING. THIS IS REAL. THIS IS REAL TRUTH.
REALLY? I'M NOT BSING NOBODY ON THIS. ONE MORE THING.
ONE MORE TIME. OH, OKAY. I'LL BE TALKING TO THE BEACH BALL CLASSIC IN SOUTH CAROLINA.
IF THEY WIN THE STATE, THEY HAVE A VERY GOOD CHANCE OF GOING TO THAT TOURNAMENT NEXT YEAR.
IT'S IN MYRTLE BEACH, SOUTH CAROLINA. I'VE BEEN FOLLOWING BASKETBALL AND.
OH, NO, THANK YOU, MR. CECCARELLI. YOUR TIME HAS EXPIRED.
OUR FINAL SPEAKER, LYRIC TURNER AGAIN. LEAH TURNER. GOOD AFTERNOON, DALLAS ISD BOARD OF TRUSTEES.
MY NAME IS LYRIC TURNER, AND I'M A JUNIOR AT BROWN UNIVERSITY AND AN ALUMNA OF IRMA RANGEL YOUNG WOMEN'S LEADERSHIP SCHOOL AND A FOURTH GENERATION GRADUATE OF THE DALLAS INDEPENDENT SCHOOL DISTRICT. TODAY, I AM HERE ON BEHALF OF MY ALMA MATER, IRMA RANGEL, WHICH IS ONE OF THE SCHOOLS INCLUDED IN THE LIST FOR A NEW BUILDING IN THE PROPOSED 2026 BOND UNDER PROPOSITION A. FIRST, I'D LIKE TO START BY THANKING YOU ALL FOR YOUR CONSIDERATION OF RANGEL IN THIS HISTORIC BOND PACKAGE. HAVING ATTENDED IRMA RANGEL FOR THE ENTIRETY OF MY SECONDARY SIX THROUGH 12 EDUCATION, I HAVE DEVELOPED STRONG FEELINGS ABOUT THE IMPORTANCE OF YOUNG WOMEN TAKING CHARGE OF THEIR EDUCATION.
SO BY CHOOSING TO INVEST RESOURCES INTO THIS SCHOOL, YOU ARE INVESTING IN THE SUCCESS OF YOUNG SCHOLARS WHO SPEND MORE TIME ON LEARNING AND ACHIEVEMENT, RATHER THAN WORRYING ABOUT THE DECLINING FACILITIES OF A SCHOOL THEY'VE OUTGROWN.
[00:15:01]
IN PROPOSITION A FOR VOTERS TO SUPPORT COME NOVEMBER.AS A CONSISTENTLY TOP RANKED SCHOOL ON BOTH STATE AND NATIONAL LEVELS, ALL FACETS OF THE RANGEL COMMUNITY HAVE DEMONSTRATED THAT THE SCHOOLS OPERATE AT A HIGH LEVEL. SINCE THIS 2004 FOUNDING, RANGEL HAS GROWN TO ENROLL OVER 600 STUDENTS, INSPIRED THE CREATION OF NEW ALL GIRLS SCHOOLS IN THE AREA, AND HAS PRODUCED DRIVEN ALUMNI WHO HAVE PURSUED HIGHER EDUCATION IN ALL CORNERS OF THE NATION.
ADDITIONALLY, TWO DECADES OF RINGLE HAS HELPED FORMULATE A RANGE OF CAREER WOMEN, FROM LAWYERS AND SCIENTISTS TO EDUCATORS AND ARTISTS, ALL WHILE RANGEL HAS REMAINED QUIETLY SITUATED ON A CAMPUS NOT DESIGNED FOR SUCH GROWTH.
PREVIOUS RANGEL LIONS HAVE YET TO EXPLORE THE PASSAGE OF PROPOSITION A, WHICH SURELY USHER IN CONTINUED EXCELLENCE OF THE SCHOOL'S HARDWORKING YOUNG SCHOLARS AND FOSTER NEW GENERATIONS OF RIGELLIANS WHO GO ON TO FORM MANY LEGACIES.
SO YOUR CONTINUED SUPPORT MEANS A LOT. AS A MEMBER OF THE BROADER DISD COMMUNITY, I WILL DO MY PART IN THIS UPCOMING ELECTION BY SUPPORTING PROPOSITION A TO AID NOT ONLY RANGEL, BUT EFFORTS OF IMPROVEMENT ACROSS THE DISTRICT.
AND I ASSURE YOU THAT OUR COMMUNITY WILL DO THE SAME.
HAVE A GREAT AFTERNOON. THANK YOU, MR. PRESIDENT.
THIS CONCLUDES OUR PUBLIC FORUM. THANK YOU. SPEAKERS.
TRUSTEES WILL NOW TURN TO AGENDA ITEM FIVE CLOSED SESSION.
THE BOARD WILL 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 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,
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, THE FOLLOWING.SECTION 551.071 FOR THE PRIVATE CONSULTATION WITH THE ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR 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 THIS CHAPTER, INCLUDING ELECTIONEERING AND OR POLITICAL ADVERTISING.
SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.
SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSESSMENT, DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.
AUDIT SECTION 551.089 TO DELIBERATE REGARDING SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO THE INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AND 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 AND OR CLOSED MEETING.
TRUSTEES. THE TIME IS NOW 4:18 P.M. AND WE ARE IN CLOSED SESSION.
THE TIME IS 5:20 P.M. AND WE ARE BACK IN OPEN SESSION.
THE BOARD TOOK NO ACTION IN CLOSED SESSION. TRUSTEES WILL NOW TURN TO AGENDA ITEM SIX A THE 2025
[6. VISION/PROGRESS MONITORING]
2026 STUDENT OUTCOME. GOALS ONE THROUGH FOUR GAMES, ONE THROUGH FOUR GPA, MS 1.3 AND 4.3 AND I-READY.MIDDLE YEAR DOCTOR. THANK YOU, PRESIDENT CARRION.
MEMBERS OF THE BOARD THIS AFTERNOON OR THIS EVENING? I'D LIKE TO ASK CHIEF GAYLORD AND CHIEF HEWITT TO TAKE US THROUGH STUDENT OUTCOME GOAL PROGRESS MEASURES FOR GOALS ONE THROUGH FOUR.
AND THEN ALSO GIVE US AN UPDATE ON OUR MID-YEAR RESULTS FROM I-READY.
SO I'M GOING TO TURN IT OVER TO CHIEF HEWITT.
GP MS 1.1 THROUGH 4.3 AND IREADY MIDDLE OF YOUR DATA.
AND THEN WE WILL TRY TO SHARE HOW THIS DATA IS NOT ONLY HELPING US UNDERSTAND STUDENT PROGRESS, BUT ALSO HOW WELL OUR INSTRUCTIONAL SYSTEMS ARE WORKING TO SUPPORT THAT PROGRESS.
AND WE CAN SEE THAT THEY EXCEED BOTH OUR BEGINNING OF THE YEAR PERFORMANCE IN LAST YEAR'S MIDDLE OF THE YEAR OUTCOMES ACROSS EARLY LEARNING GRADE LEVELS, AND ALSO OUR MIDDLE SCHOOL BANDS. AND SO THIS JUST TELLS US THIS.
[00:20:03]
MORE OF OUR STUDENTS ARE ACCESSING OUR ON GRADE LEVEL INSTRUCTION EARLIER, AND WE CAN SEE THAT IMPROVEMENT IS OCCURRING ACROSS THE SYSTEM RATHER THAN IN ISOLATED POCKETS LIKE WE'VE SEEN IN THE PAST. SO ON THIS SLIDE, THIS FIRST DATA SET UNDER STUDENT OUTCOME GOAL ONE IT REVIEWS OUR EARLY LITERACY PROGRESS SPECIFICALLY WITH GPMS. 1.131.3 FOR OUR AFRICAN AMERICAN STUDENTS IN GRADE TWO AND OUR EARLY LEARNERS IN EARLY LITERACY READING AND WRITING, OF COURSE, WE SEE THE STRONG ACCELERATION OF BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR DATA, PARTICULARLY IN KINDERGARTEN. AND THIS JUST MEANS THAT A GROWING NUMBER OF OUR STUDENTS ARE READING ON GRADE LEVEL AT AN EARLIER TIME DURING THEIR ACADEMIC JOURNEY.AND SO WE CAN SEE AGAIN THAT THESE GAINS ARE REFLECTING THAT CLEAR INSTRUCTION, INSTRUCTION AND MORE USE OF THAT HIGH QUALITY CURRICULUM AT A, AT A HIGHER PROFICIENCY. AND IF YOU RECALL, ON THIS PARTICULAR THIS PARTICULAR OUTCOME GOAL IN GPMS, WE DO NOT HAVE AN END OF YEAR TARGET BECAUSE I-READY WILL NEED TO COLLECT THE DATA FOR THE NEW SPANISH READING ASSESSMENT.
SO NEXT SLIDE. ON THIS SLIDE AGAIN WE'RE STILL FOCUSED ON STUDENT OUTCOME GOAL ONE AND WE'RE REVIEWING THE SAME GPMS. HOWEVER, WE WANTED TO DEMONSTRATE THAT YEAR OVER YEAR COMPARISON RATHER THAN BEGINNING OF THE YEAR TO MIDDLE OF YEAR COMPARISON.
AND AS WE LOOK AT THIS COMPARISON, WE CAN SEE THAT WE HAVE IMPROVED IN EVERY GPM FROM LAST YEAR IN THESE TARGETS. SLIDE. OKAY. THANKS. OKAY. AND ON SLIDE FIVE WE'RE REVIEWING STUDENT OUTCOME GOAL TWO EARLY EARLY LEARNERS AND THEIR PERFORMANCE IN MATH.
AND SPECIFICALLY WE'RE LOOKING AT GPMS 2.1 THROUGH 2.3.
AND OUR STUDENT, OUR AFRICAN AMERICAN STUDENT PERFORMANCE IN GRADE TWO.
IN EARLY IN EARLY MATHEMATICS, WE CAN SEE THAT AGAIN.
AND SO WHILE WE CAN SEE THAT THIS GROWTH IS A LITTLE BIT MORE GRADUAL THAN SOME SORT OF GRADUAL THAN READING, WHAT WE KNOW ABOUT MATHEMATICS IS THAT OUR STUDENTS TEND TO ACCELERATE FROM MIDDLE OF THE YEAR TO END OF YEAR PERFORMANCE.
AND JUST FROM LIKE A STUDENT PERSPECTIVE, IT JUST TAKES A LITTLE BIT LONGER IN MATHEMATICS BECAUSE AT THE BEGINNING OF THE YEAR, IF YOU HAVE ANY SORT OF GAPS, YOU HAVE TO FILL IN THOSE GAPS AND THEN YOU BEGIN TO LEARN THE, THE CONTENT FOR THAT, THAT PARTICULAR GRADE LEVEL.
SO WE EXPECT TO SEE THAT ACCELERATION TOWARDS THE BY THE END OF THE YEAR.
NEXT SLIDE. AND AGAIN ON SLIDE SIX WE CAN SEE THAT WE ARE REVIEWING THE SAME GP MS 2.1 THROUGH 2.3.
AND WE CAN SEE AGAIN THAT SAME PATTERN OF, OF INCREASED PERFORMANCE.
AND AGAIN THIS IS THE YEAR OVER YEAR PERFORMANCE.
AND WE CAN SEE THAT COMPARED TO LAST YEAR IN AND WE'VE WE'RE DOING PRETTY WELL.
WE'RE MAKING PROGRESS AND MOVING IN THE RIGHT DIRECTION.
NEXT SLIDE ON SLIDE SEVEN. I'M SORRY. LET ME MOVE THIS OUT OF THE WAY.
ON SLIDE SEVEN. WE'RE LOOKING NOW AT STUDENT OUTCOME GOAL THREE.
AND THIS IS OUR MIDDLE SCHOOL GRADE LEVELS. AND THEY'RE THEY'RE STUDENT PERFORMANCE IN LITERACY.
AND HERE WE'RE LOOKING AT GPAS 3.1 THROUGH 3.3.
AND WE CAN SEE A SIMILAR PATTERN THAT WE SAW IN OUR EARLIER GRADE LEVELS.
AND AGAIN, WHEN WE LOOK AT OUR MIDDLE OF THE YEAR PERFORMANCE FOR THE SAME GPMS YEAR OVER YEAR COMPARISON, WE CAN SEE THAT WE HAVE INCREASED ACHIEVEMENT COMPARED TO LAST YEAR, LAST YEAR, AND PARTICULARLY IN GRADE IN GRADE SIX.
NEXT SLIDE. AND HERE WE'RE LOOKING AT OUR MATH MATHEMATICS OUTCOMES, PERFORMANCE.
AND AGAIN, I'LL REMIND YOU THAT WE, WE ARE ASSESSING DIFFERENT STUDENT GROUPS IN GRADE EIGHT.
AND SO WE DON'T HAVE THAT END OF YEAR TARGET FOR GRADE EIGHT.
BUT WHEN WE LOOK AT OUR BEGINNING OF THE YEAR TO MIDDLE OF YEAR PERFORMANCE FOR GRADE EIGHT, SEVEN AND SIX, WE CAN CERTAINLY SEE THAT WE HAVE INCREASED PERFORMANCE AND AND ESPECIALLY ACCELERATED PERFORMANCE IN GRADE SIX.
AND WE'RE NEARING OUR END OF YEAR TARGET AT THE MIDDLE OF THE YEAR, WHICH IS GREAT FOR OUR STUDENTS.
NEXT SLIDE. AND HERE AGAIN WE'RE LOOKING AT 4.1 THROUGH 4.3 FOR THE SAME STUDENT OUTCOME GOAL.
BUT HERE AGAIN WE'RE LOOKING AT THAT YEAR OVER YEAR COMPARISON.
[00:25:01]
BUT WE CAN CERTAINLY SEE THAT ACCELERATED PERFORMANCE FOR GRADE SIX AND THAT INCREASED PERFORMANCE PERFORMANCE FOR GRADE SEVEN FOR MIDDLE OF THE YEAR LAST YEAR TO THIS YEAR.OUR GOAL THIS YEAR WAS TO REALLY REFINE AND FOCUS ON YOU KNOW, ADVANCING QUALITY INSTRUCTION THROUGH OUR LARGE SCALE SORT OF PROFESSIONAL LEARNING EFFORTS. AND YOU CAN SEE THAT IN OUR WEEKLY PLC PROTOCOLS.
WE'VE SORT OF TWEAKED THEM AS WE'VE NEEDED TO.
AND WE'RE GETTING A LOT OF GREAT, POSITIVE EARLY FEEDBACK ON THOSE ACADEMIES.
AND THEY'RE ABLE TO USE THAT PRIOR TO THEIR PLC ATTENDANCE AND THEN A REALLY ROBUST STRATEGY.
AND SO AGAIN, A LOT OF POSITIVE FEEDBACK. AND WE'RE ALSO SEEING THAT IN OUR OUTCOMES.
GOOD EVENING, DOCTOR LEAR AND TRUSTEES. I'M EXCITED TO BRING YOU OUR MIDDLE OF YEAR I-READY DIAGNOSTIC RESULTS BASED ON OUR DECEMBER ASSESSMENT WINDOW. NEXT SLIDE. REMINDER ON THESE DATA IMAGES.
DATA VISUALIZATION IMAGES. GREEN IS ALWAYS ON EARLY GRADE LEVEL OR ON GRADE LEVEL.
YELLOW IS A LITTLE BEHIND GRADE LEVEL AND RED IS MULTIPLE GRADE LEVELS BEHIND.
WE LIKE TO SAY IT'S MEETS APPROACHES AND NOT READY TO BE SUCCESSFUL AT THAT TIME.
YOU JUST SAW A LOT OF BEGINNING OF YEAR TO MIDDLE OF YEAR.
OUR CURRENT STATUS IS 45% MET, 27% PARTIALLY MET, 28% NOT MET.
A KEY HIGHLIGHT IS THE 10% OVERALL GROWTH IN STUDENTS MEETING THOSE GOALS, SPECIFICALLY AROUND WHAT OUR GPAS ARE AND RELATED TO FIRST AND SECOND GRADE GROWTH. IF YOU WANT TO LOOK AT THAT, OUR FIRST AND SECOND GRADE GROWTH HAS BEEN VERY HIGH.
MOVING TO THE NEXT SLIDE, WE'LL SEE THE SAME DATA.
BUT THIS TIME IT'S DISAGGREGATED DISAGGREGATED BY STUDENT GROUPS.
TAKE A MOMENT TO NOTICE. OUR OBJECTIVE IS ALWAYS AT THE END OF THE DAY RIGHT NOW TO SEE THE RED DISAPPEAR AND DECREASE THE NOT MET PERCENTAGES HAVE DECREASED ACROSS ALL GROUPS. NEXT SLIDE. OUR MATH DATA OUR K-8 MATH YEAR OVER YEAR COMPARISON DATA REFLECTS 29% MET, 45% PARTIALLY MET, AND 26% NOT MET.
KEY IMPROVEMENTS INCLUDE AND I'M GOING TO POINT OUT SIXTH GRADE, WHICH WE'VE NEVER BROUGHT YOU BEFORE, THIS MUCH GROWTH IN SIXTH GRADE. NORMALLY OUR KIDS HAVE STRUGGLED IN SIXTH GRADE, BUT WE'VE CHANGED SOME CURRICULAR PIECES AND SOME IMPLEMENTATION PIECES, AND WE'RE SEEING SOME EARLY WINS THERE WITH GOAL SIX AND THOSE GPMS. EIGHTH GRADE, IF YOU LOOK AT EIGHTH GRADE, REMEMBER THIS LAST YEAR, EIGHTH GRADERS, IF YOU WERE IN ALGEBRA, WHICH IS A NINTH GRADE COURSE, YOU DIDN'T TAKE I-READY THIS YEAR WE HAVE ALL EIGHTH GRADERS TAKING I-READY, AND A LOT OF THESE EIGHTH GRADERS ARE SITTING IN A CURRENT NINTH GRADE COURSE RIGHT NOW.
SO THEIR ACCELERATION, YOU'RE PROBABLY GOING TO SEE THE BIGGEST RESULTS AT END OF YEAR.
NEXT SLIDE. LOOKING AT THE SAME K-8 MATH DATA ON THIS SLIDE WE WILL SEE THAT FOR ALMOST ALL OF OUR STUDENT GROUPS, THE PERCENTAGE OF STUDENTS WHO DID NOT MEET THE STANDARD EITHER IMPROVED OR STAYED THE SAME.
NEXT SLIDE. YOU ALWAYS ASK US FOR BRIGHT SPOTS.
ARE WE CODIFYING IF WE'RE GOING OUT AND FINDING OUT WHO'S DOING WHAT BETTER WHERE, AND WE DO THAT.
SO I WANTED TO HIGHLIGHT WE COULD HAVE BROUGHT YOU A LOT OF DIFFERENT ONES, BUT THE ONES WE BROUGHT YOU THIS TIME WAS HOTCHKISS REALLY AROUND? THEY HAD A HUGE MATH INCREASE. ZBA BLAIR HAD A HIGH GROWTH IN READING AND MATH, MOVING MORE KIDS INTO MET THE MET CATEGORY FAST, AND THEN WE WANTED TO HIGHLIGHT A MIDDLE SCHOOL.
NEXT SLIDE. THANK YOU. TRUSTEES. TRUSTEE. WEINBERG.
THANK YOU ALL FOR THE DETAILS. IT'S ALWAYS FUN TO SEE THE DATA MID-YEAR.
IT WAS GREAT TO SEE THE PROGRESS ON THE READING SIDE, ESPECIALLY IN THE UNDERGROWTH.
[00:30:04]
CAN YOU JUST JUST REITERATE? SO WHEN YOU TAKE THE BEGINNING OF YEAR IN THE MIDDLE OF YOUR TEST, THE MIDDLE OF YOUR TEST IS HARDER, RIGHT? CORRECT.SO IT MEASURES WITHIN GRADE PROGRESS. IT'S THE SLOPE IS GOING UP.
YOU'VE GOT TO DO BETTER, FASTER TO BE ABLE TO BE ON GRADE LEVEL BY THE END OF THE YEAR.
AND THEN THE YEAR OVER YEAR COMPARISON IS YOU'RE COMPARING THIS YEAR'S SECOND GRADERS TO THIS YEAR'S LAST YEAR'S SECOND GRADERS, WHICH ARE NOW THIRD GRADERS. I'M COMPARING THE GRADE LEVEL.
RIGHT? YEAH. OKAY. SO IT'S TWO DIFFERENT COHORTS OF KIDS.
IT'S WITHIN COHORT AND THEN COHORT A AND COHORT B.
YES. THANK YOU. OKAY. CAN YOU TELL US A LITTLE BIT MORE ABOUT THE NEW SPANISH READING TEST? THERE WAS A NOTE KIND OF ON THE BOTTOM OF PAGE THREE, AND THEN I SAW IT ALSO ON THE YOUR YOUR PROGRESS.
SO, SO THINK ABOUT THIS THAT THE, THE ASSESSMENT COMPLETELY ISN'T NEW.
IT IT. LAST YEAR, THE OPTION THAT WE HAD FOR SPANISH WAS NOT AS ROBUST AS WHAT WE HAD FOR ENGLISH, AND SO WE CUSTOMIZED IT IN-HOUSE. THIS YEAR IT'S IDENTICAL APPLES TO APPLES IN ENGLISH AND SPANISH.
AND IT'S NOT JUST THE ASSESSMENT. IT'S ALSO THE TEACHER PLAY THE TEACHER.
WHAT'S IT CALLED? THE TEACHER STUDENT TEACHER TOOLBOX.
WE WANT TO HAVE KIDS BE ABLE TO BUILD PERSONALIZED PATHWAYS WITH THAT.
THIS LAST YEAR, BOTH OF THOSE SYSTEMS WERE NOT APPLES TO APPLES WITH ENGLISH AND SPANISH.
RIGHT NOW THEY ARE. IT'S ALL AUTOMATED FOR EVERY STUDENT.
SO BECAUSE I NOTICED THAT, HOW DO YOU THINK? OR I GUESS THE QUESTION IS HOW DO YOU THINK THAT IMPACTED THE TEST RESULTS? WAS THAT BECAUSE IF YOU LOOK AT, FOR EXAMPLE, YOU KNOW, THERE WAS LESS YEAR OVER YEAR GROWTH FOR AFRICAN AMERICANS THAN, SAY, FOR EMERGENT BILINGUAL OR THE FULL POPULATION.
OH YEAH, THE NEXT ONE. YEAH. THIS SLIDE PROBABLY ON PAGE FOUR, I THINK.
THEY'RE ALL UP WHICH IS AMAZING. BUT IT'S A BIGGER DIVERGENCE.
IS THERE ANY. WELL I WILL TELL YOU THAT THIS SITE SPECIFICALLY LOOK AT LOOK AT 1.3 LAST YEAR AND WE DON'T NORMALLY LIKE TO TELL EVERYBODY ALL OF OUR SECRETS, BUT WE TELL YOU EVERYTHING. WE FRONT LOADED KINDERGARTEN TO PRE-K FOR KIDS.
SO BY THE TIME THEY WALKED INTO KINDERGARTEN, ALL OF OUR KINDERGARTEN KIDS WERE REALLY ACCELERATED AND NEW KIDS THAT HAD NOT BEEN TO US IN PRE-K. WE MADE SURE THAT WE CAUGHT THEM UP.
AND I CAN ALREADY SEE THAT'S WORKING. AND WE'RE GOING TO ACCELERATE THAT ACROSS MORE GRADE LEVELS.
SO SO BEGIN THE HARDER STUFF SOONER. YES. AND WE'VE DONE IT TO A DEGREE IN ALL OF THE GRADE LEVELS, BUT NOT TO THE POINT THAT WE DID IT IN PRE-K FOUR.
BECAUSE REMEMBER, PRE-K FOR PRE-K DOESN'T HAVE STANDARDS.
THEY THEY THEY'VE GOT A DIFFERENT IT'S A DIFFERENT SYSTEM.
ONCE YOU HIT KINDERGARTEN YOU'RE HITTING TS. YEAH.
AND TEXTS. SO WE REALLY WANTED TO EXPOSE THOSE KINDERGARTEN KIDS QUICKER.
AWESOME. OKAY. AND THEN I'M STILL AT THREE MINUTES.
OKAY. GOOD. ARE THERE SO SO NOW YOU KIND OF GO DOWN TO KIND OF PAGE 13 AND YOU SEE GRADES THREE, FOUR AND FIVE. I'M SORRY, I'M FLIPPING BACK AND FORTH BETWEEN THE BUT THEY'RE RELATED.
AND I NOTICE THAT THAT THE THAT THE AGAIN PROGRESS ON ALL FRONTS WHICH IS AMAZING AND A LOT OF PROGRESS BETWEEN YELLOW AND GREEN AND THE RED IS A LITTLE BIT IS THERE'S PROGRESS, BUT IT'S A LITTLE MORE STATIC. AND IT MAKES IT MADE ME WONDER KIND OF HOW THE RESOURCES DIFFER FOR THE RED THAN THEY THEN THEY THEN THEY WOULD MAYBE NEED TO BE FOR THE YELLOW AND GREEN.
BECAUSE REALLY EVERY GRADE LEVEL YOU'RE GETTING MORE DIFFICULT.
SO AS WE GO THROUGH THESE GRADE LEVELS, WE'RE HAVING TO ADD IN MORE TIER ONE, TIER TWO SUPPORT IN FIFTH GRADE THROUGH MIDDLE SCHOOL LAB TIME, A LOT OF RETEACH, AVID, A LOT OF SYSTEMS AND STRUCTURES TO GET OUR KIDS ON ON TRACK.
AND I GUESS HOW DO YOU THINK ABOUT BALANCING.
RIGHT. WELL, IN THAT TENSION. CHIEF HEWITT WILL SHE'S SHE'S SHE'S GOT EVERY KID RIGHT NOW ON A DATA PLAN, ON A DATA GOAL. BUT I WILL SAY THIS. AND THIS IS OUR PHILOSOPHY IN DALLAS ISD TIER ONE INSTRUCTION IS NOT OPTIONAL.
[00:35:06]
WE WANT IF YOU'RE AN EIGHTH GRADER, EVEN THOUGH YOU MIGHT STRUGGLE WITH SOME OF YOUR PHONICS PIECES, SOME OF YOUR LITERACY PIECES, WE WANT YOU TO GET THE KNOWLEDGE AND THE CONTENT THAT AN EIGHTH GRADER IS GOING TO GET.OKAY. OKAY. OKAY. GOOD. AND NOW CAN I SWITCH TO MATH FOR MY LAST FOUR MINUTES? OKAY. SO ON PAGE FIVE AND SIX I SEE PROGRESS FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.
AND THEN I SEE. THAT WE HAVE THAT KIND OF THE ABSOLUTE NUMBER IS IS NOT WHERE I THINK WE WOULD ALL LIKE FOR IT TO BE RIGHT.
AND I HEARD YOU SAY MIDDLE OF YEAR TO END OF YEAR, THAT IT'S, IT'S A, IT'S A STEEPER SLOPE.
SO WE'LL KEEP AN EYE OUT FOR THAT. BUT I HAVE A LITTLE BIT OF CONCERN WHEN I SEE, YOU KNOW, 15 AND. YEAH. SO I'M JUST GOING TO KIND OF MAYBE A DIRECTOR ATTENTION TO THIS SLIDE.
SO OUR BASELINE DATA FOR OUR AFRICAN AMERICAN STUDENTS IN GRADE TWO FOR TPM 2.1 LAST YEAR IS WE ENDED LAST YEAR AT A 35.3. THAT'S OUR BASELINE DATA. THIS YEAR AT MIDDLE OF THE YEAR WE WERE AT 13.6.
SO YOU CAN SEE THAT SORT OF ACCELERATION THAT HAPPENS AT THE END OF THE YEAR. AND IT'S JUST THAT IT'S LIKE YOU HAVE TO FILL IN ANY GAPS THAT YOU HAVE BECAUSE YOU KNOW, MATH IS CONCRETE SEQUENTIAL, RIGHT. FILL IN THOSE GAPS AND THEN YOU CAN KIND OF GET BACK ON GRADE LEVEL FOR THE REMAINDER OF THE YEAR.
YEAH. OKAY. THANK YOU. OKAY, NOW SWITCHING TO PAGE NINE AND TEN AND FLIPPING BACK AND FORTH.
SO EVERYONE'S IN THEIR COHORT. AND SO THE EIGHTH GRADE THIS YEAR IS AT 18%, EVEN THOUGH THEY'RE TAKING A NINTH GRADE CLASS AND EIGHTH GRADE MATH OR 18%. I ALSO HEARD YOU SAY THAT THAT'S A STEEP SLOPE TRAJECTORY AS WELL, BUT 18%, I WOULD HAVE THOUGHT THAT MIGHT BE MID YEAR HIGHER.
YEAH. IT'S LIKE YOU'RE IN A MEETING WITH HER.
THIS IS WHAT THIS IS ALL WE TALK ABOUT ALL DAY LONG.
BECAUSE IF YOU LOOK IF YOU GO FROM THE BOTTOM UP, LOOK HOW SIXTH GRADE WENT, SEVENTH GRADE WENT AND EIGHTH GRADE, RIGHT. THE MORE CONTENT AREAS YOU'RE GETTING, THE THE SLOWER START OUT OF THE GATE YOU'RE HAVING.
SO WE'RE REALLY HAVING TO WATCH. THAT'S WHY WE'RE DOING ALL OF THE MIDDLE SCHOOL PIECES, THE SUPPORT PIECES, TO REALLY MAKE SURE WE CAN MAXIMIZE AND GET UP THAT SLOPE BY THE END OF THE YEAR. AWESOME.
OKAY. AND THEN ONE QUESTION I HAD IN THE SIXTH GRADE, I NOTICED THAT BIG JUMP THAT YOU ALL HAD MENTIONED AS WELL. AND I ALSO NOTE THAT YOU ALL HAVE MOVED AROUND SIXTH GRADE A LITTLE BIT. SO WHEN YOU HAVE, HAVE YOU LOOKED AT THE DATA TO SEE IF YOU HAVE SIXTH GRADE IN ELEMENTARY SCHOOL, SIXTH GRADE IN SIX THROUGH EIGHT, OR SIXTH GRADE IN PRE-K THROUGH EIGHT.
AND I DON'T HAVE ALL OF THAT DATA YET, BUT I'M HAPPY TO PUT IT IN THE TRACKER.
BUT HISTORICALLY, WHAT WE FIND IS THAT KIDS THAT ARE AT A PRE-K SIX OR A PRE-K EIGHT TEND TO SORT OF DO BETTER, RELATIVELY, RELATIVELY BETTER. THE MIDDLE SCHOOL LEVELS THAN AT A TRADITIONAL MIDDLE SCHOOL.
AND AS I ALWAYS ASK, I THINK ONE OF THE STRATEGIES THAT I WONDERED WAS WITH WHAT STRATEGIES ARE WE EDUCATING AND ENGAGING PARENTS AND COMMUNITY IN THE ELEMENTARY AND MIDDLE SCHOOL LEVEL. SO BRINGING IN, YOU KNOW, THE THE PARTNERS THAT CAN HELP ACCELERATE PROGRESS.
SURE. SO AT THE BEGINNING OF THE SCHOOL YEAR, IF YOU RECALL, WE HAD A MEETING WITH PARENTS AND WE GAVE THEM SORT OF LIKE, HERE'S YOUR STUDENT STAR PROGRESS SCORES. HERE ARE SOME INDIVIDUAL THINGS YOU CAN DO WITH YOUR CHILD AT HOME TO WORK WITH THEM TO GET BETTER AT THE CONTENT THAT THEY NEED. THE SCHOOL DISTRICT ALSO HAS AND I DON'T WANT TO STEAL YOUR THUNDER, BUT ANGIE HAS A WEBSITE FOR PARENTS TO HELP WITH THEIR STUDENTS AND THEIR INDIVIDUAL NEEDS AS WELL.
I SAW THE ARTICLE TODAY TOO, THAT CAME OUT. YEAH.
THE PARENT ENGAGEMENT PIECE HAS BEEN HUGE, SPECIFICALLY WHEN WE STARTED WITH THE KIM BUILDING TRUST, WITH THE COMMUNITY, WITH PARENTS SO THAT THEY KNOW.
NOW WE'VE GOT EVERYTHING POSTED ONLINE. WE'VE GOT THE DATA MEETINGS WITH I-READY, WE'VE GOT THE SUPPORT SYSTEMS. WE'VE ACTUALLY GOT TAKE HOME KITS, TAKE HOME FLASHCARDS.
WE'VE GOT MULTIPLE SYSTEMS THAT WE DO TO SUPPORT EVERYONE.
[00:40:05]
FOR THIS PRESENTATION. ONE IT IS IT IS GOOD TO SEE GREEN.SO I'LL START THERE. THE PROGRESS THAT WE'RE MAKING IS IS IS ENCOURAGING.
I WON'T BELABOR THE POINT, BUT I'LL ALSO JUST DOUBLE NOTE KEEPING AN EYE ON THE AFRICAN AMERICAN STUDENT YOU KNOW, SOFTER GROWTH THAN SOME OF THE OTHER GROUPS. IT'S JUST SOMETHING THAT WE AS A DISTRICT ARE REALLY COMMITTED TO AND WANT TO MAINTAIN THEIR COMMITMENT.
SO I WANT TO DEFINITELY KEEP OUR EYE ON THAT.
THE TEST THAT EVERYONE TOOK, WAS IT THE SAME? WAS IT THE SAME? IT WAS THE SAME TEST, REGARDLESS OF WHETHER THEY WERE ALGEBRA OR EIGHTH GRADE MATH.
OKAY. YEAH. OKAY. AND IT'S BEEN A WHILE SINCE I TOOK EIGHTH GRADE.
EIGHTH GRADE MATH VERSUS ALGEBRA. HOW HOW MUCH OF THE SO SOMETIMES IT CAN BE HURTFUL TO BE TOO FAR AHEAD BECAUSE SOME OF THE THINGS THAT YOU LEARNED A YEAR AGO, YOU MIGHT NOT IT MIGHT NOT BE AS FRESH.
HAVE YOU SEEN ANY OF THAT EFFECT WITH THE KIDS WHO ARE IN ALGEBRA, TAKING THE EIGHTH GRADE MATH LEVEL TEST? YEAH. IN FACT, WE, YOU KNOW, THINK ABOUT IN SIXTH GRADE, EVEN IF YOU'RE IN ADVANCED, YOU SPEND THE MAJORITY OF THE BEGINNING OF THE YEAR IN SIXTH GRADE STANDARDS. AND IF YOU'RE IN SEVENTH GRADE AND YOU'RE IN ADVANCED, I KNOW THAT IT'S A MAJORITY OF EIGHTH GRADE AND IN SEVENTH GRADE. BUT WHEN YOU'RE IN EIGHTH GRADE OR TAKING A NINTH GRADE COURSE, THERE'S NOT THAT SPIRALING PIECE FOR SOME OF THOSE DIPS FROM EIGHTH GRADE.
SO BY THE END OF YEAR, WHEN WE START JANUARY, FEBRUARY, MARCH, APRIL, THAT'S THE TIME WHERE WE GO IN AND WE REALLY SPIRAL IN TO MAKE SURE WHAT WE CALL FILL IN THE SWISS CHEESE. BECAUSE OUR KIDS ARE DOING REALLY WELL BY THE TIME THEY HIT THAT ALGEBRA EOC AT THE END OF THE YEAR.
YEAH. OKAY. SO THAT LEADS ME TO MY LAST QUESTION.
WHEN WE SAY BEGINNING OF THE YEAR IS EASY, IS WE ALL START AT THE SAME BEGINNING OF THE YEAR.
BUT IT DEPENDS ON THE GRADE. IT DEPENDS ON THE SUBJECT, ON WHEN YOU TAKE YOUR STAR TEST.
RIGHT. SOME OF THEM ARE GOING TO BE EARLIER, SOME OF THEM LATER. WHEN WE SAY END OF THE YEAR IN THESE INDICATORS OR THESE WAYS THAT WE'RE HOLDING OURSELVES ACCOUNTABLE, WHAT ARE WE CONSIDERING END OF THE YEAR? IT'S THE TESTING WINDOW THAT'S LITERALLY LIKE THE LAST TWO WEEKS OF THE YEAR, OF THE CALENDAR YEAR.
OKAY. SO OF THE ACTUAL OF THE ACTUAL DISTRICT CALENDAR SCHOOL YEAR.
YES, THAT'S WHAT WE'RE CALLING END OF THE YEAR.
SO AS WE'RE LOOKING AT THIS AND AS IT'S HELPING INFORM WHERE WE ARE.
IS IT. YEAH. IT'S. OR IS IT MORE APRIL. APRIL.
GOT IT. OKAY. SO WE WE'RE NOT HAVING TO MAKE I GUESS I'M ASKING ARE WE HAVING TO MAKE TIMELINE ADJUSTMENTS FOR SOME SUBJECTS NEEDING TO GO FASTER THAN OTHERS, JUST BASED ON WHEN THEY'RE TAKING THE TEST? THEIR CURRICULUM IS BUILT TO MAKE SURE EVERY STANDARD THAT IS GOING TO BE TESTED IS TAUGHT BEFORE YOU TAKE THAT ASSESSMENT.
OKAY. WHICH IS A VERY INNOVATIVE, CREATIVE WAY TO DO SCHOOL, RIGHT.
I FEEL LIKE THAT SHOULD BE HIGHLIGHTED A A LITTLE BIT BECAUSE TO YOUR POINT, IF YOU'RE NOT IN SCHOOLS, IT'S KIND OF HARD TO KNOW THAT YOU'RE GOING TO TAKE TESTS AT DIFFERENT TIMES.
SO I'M NOT SAYING PUT A FEATHER IN YOUR HAT, BUT I'M ALSO SAYING IT'S HELPFUL TO KNOW THAT WE'RE BEING THAT THOUGHTFUL ABOUT WHAT END OF THE YEAR ACTUALLY EVEN MEANS FOR OUR PEOPLE.
SO THANK YOU. ALL RIGHT. TRUSTEE. CARRIE. THANK YOU.
SO, YOU KNOW, I'M. I'M NOT AS FAR REMOVED AS IT FROM IT AS I'D LIKE TO BE, I GUESS.
THANK YOU. YOU'RE GONNA GIVE ME THIS COOKIE? I APPRECIATE THAT. WHAT WONDERFUL PROGRESS.
ONE LOOKING AT SLIDE FOUR, THIS GOES TO A COMMENT BY BOTH TRUSTEES, WEINBERG AND SANDERS, WHICH IS LOOKING AT THE AFRICAN AMERICAN STUDENT AND SORT OF THE DIFFERENT LEVELS OF GROWTH. I NOTICED THAT IN GPM TWO, OBVIOUSLY WE HAVE GRADES ONE AND TWO AGGREGATED TOGETHER.
[00:45:09]
THAT GROWTH OF GRADE TWO IS RELATIVE TO THE GRADE TWO AFRICAN AMERICANS IN GPM 1.1.WELL, IF YOU HAVE IT, GO AHEAD AND SHARE. FIND IT.
OKAY. WELL YOU CAN PUT IT IN THE TRACKER. I GOT A SEARS CATALOG OVER HERE.
WELL, WE'LL GET THAT TURNED IN. THANK YOU. AND THEN THE OTHER DATA QUESTION I HAD WAS LOOKING AT WE'VE HAD SEVERAL QUESTIONS ON THE EIGHTH GRADE AND HOW WE ARE NOW HAVING ALL EIGHTH GRADERS TAKE I-READY. SO THAT IS SLIDE.
HOLD ON 15. SO IS, AS I UNDERSTAND IT, THE 24, 25 ARE EIGHTH GRADERS WHO ARE NOT TAKING NINTH GRADE ALGEBRA.
AND NOW 25, 26 IS ALL EIGHTH GRADERS, THOSE TAKING EIGHTH GRADE ALGEBRA, THOSE NOT AND SO OUR, OUR IMPROVEMENT FROM 2425 TO 2526 COULD HAVE TWO POTENTIAL COMPONENTS.
ONE IS JUST IMPROVEMENT IN THE DELIVERY OF OUR EDUCATION CURRICULUM.
AND SO WE'RE JUST HAVING WE'RE JUST DOING BETTER LIKE WE'VE DONE IN ALL THE OTHER CATEGORIES. AND THEN WE ARE ALSO CHANGING THE COHORT WITH A COHORT OF STUDENTS WHO HAVE ALREADY DEMONSTRATED SOME PROCLIVITY FOR MATH BECAUSE THEY'RE NOW TAKING NINTH GRADE.
I WOULD LOVE TO SEE IN THE 2526 THE STUDENTS THAT ARE NOT IN NINTH GRADE ALGEBRA WHAT THEIR NUMBERS ARE, BECAUSE I'D LOVE TO COMPARE THAT COHORT WITH THE COHORT FROM 2425.
SO I'M COMPARING APPLES TO APPLES, SO I CAN SORT OF SEE WHAT THE GROWTH BETWEEN THE TWO YEARS IS.
IF THAT'S DATA WE CAN GET. THOSE ARE MY QUESTIONS.
THANK YOU. TRUSTEE MICCICHE. THANK YOU. CONGRATULATIONS ON THE ON THE PROGRESS. WE ARE MAKING PROGRESS IN ALL AREAS.
AND AND I CERTAINLY APPRECIATE THAT AND WANT TO RECOGNIZE THAT AS I, AS I LOOK AT THIS, I, I WONDER WHERE WE THE SUMMER MELT ISSUE COMES IN BECAUSE I SEE SAY ON PAGE FIVE, GPM 2.2 IS ONE EXAMPLE 5.9% AT THE BEGINNING OF THE YEAR. MIDDLE OF THE YEAR IS 21.1%.
WE'RE PROJECTING OR TARGETING 46.5%. AND THEN, YOU KNOW, ANOTHER CLASS COMES IN AND WE'RE LOOKING AT A DIFFERENT COHORT, BUT I'M WONDERING HOW MUCH PROGRESS WE LOSE IN THE SUMMER.
IF WE LOOK AT THIS ON A COHORT BASIS, LIKE, YOU KNOW, DID THEY GET UP TO 46.5%? AND THEN WE MOVE THEM INTO THE NEXT GRADE AND THEY START THE YEAR? AND ARE THEY STARTING THE YEAR DOWN IN THE TEENS OR SINGLE DIGITS? AND AND IF, IF THAT'S KIND OF WHAT'S HAPPENING IS THAT WE'RE LOSING SO MUCH AND I THINK WE CAN WE CAN BACK INTO THOSE NUMBERS.
TAKE THE FIRST COHORT. THEY END THE YEAR AT 46.
THEY GO INTO THE NEXT YEAR, TAKE A TEST FOR THE NEXT GRADE.
AND THEY'RE THEY'RE BACK DOWN TO 21%. I MEAN, AS I LOOKED AT ALL THE INITIATIVES IN ON PAGE 11, THOSE ARE ALL GREAT INITIATIVES AND THEY'RE DESIGNED TO IMPROVE TEACHING TEACHER EFFECTIVENESS.
RIGHT? EVERY ONE OF THOSE, LIKE THE READING ACADEMIES, THE MATH ACADEMIES, THOSE ARE TO HELP TEACHERS TEACH STUDENTS BETTER, BUT THEY'RE NOT STUDENT ORIENTED PROGRAMS. AND SO WHAT I, WHAT I WOULD REALLY KIND OF LIKE TO KNOW IS WHAT WHAT CAN WE DO? IT'S I'M I'M INFERRING A LOT HERE, BUT IT DOES SEEM LIKE SUMMER MELT IS KILLING US.
BECAUSE THOSE NUMBERS ARE SO LOW FOR THE BEGINNING OF THE YEAR.
SO, SO HOW HOW DO WE ADDRESS THAT THAT, THAT SUMMER MELT PROBLEM THAT SEEMS TO RESET EVERYBODY AT YOU KNOW, AT A AT A MUCH LOWER NUMBER. WITH SUMMER SCHOOL AND THINGS LIKE THAT.
SURE. AND TRUSTEE MICCICHE, I THINK WE HAVE AN AGENDA ITEM THAT WE'LL TALK ABOUT A LITTLE BIT.
AND WE ACTUALLY DID LOOK AT SOME OF THE DATA AROUND SUMMER MELT.
AND WE SAW THAT OUR STUDENTS WHO ATTEND OUR SUMMER SCHOOL PROGRAM, WHICH AT THIS TIME IS ABOUT THREE WEEKS IF THEY GO EVERY DAY THAT THERE'S DEFINITELY SOME POSITIVE IMPACT ON THEIR BEGINNING OF THE YEAR SCORES, END OF THE YEAR AT THE BEGINNING OF THE YEAR.
[00:50:04]
AND THAT HAD EVEN A MORE POSITIVE IMPACT FOR THE KIDS IN EARLIER GRADES.SO SO THAT'S WHY WE'RE GOING TO BRING FORWARD THE CALENDARS TO YOU ALL TODAY FOR DISCUSSION.
IS IT POSSIBLE FOR YOU TO TAKE SOME OF THIS DATA AND LOOK AT THE NEXT GRADE LEVEL AND SEE.
YOU KNOW, THE THE THIRD GRADERS ON THE AVERAGE IN MATH FINISHED, YOU KNOW, 46% APPROACHES AND ABOVE OR WHATEVER THE SURROGATE FOR APPROACHES IS ON THIS THIS LINE TEST.
AND THEN WHERE THEY WHERE THEY STARTED IN THE NEXT GRADE FOR THE BEGINNING OF THE YEAR.
I THINK THAT WOULD BE HELPFUL. YES, SIR. THE OTHER THE OTHER THING I WANTED TO ASK ABOUT RELATED TO THE CHARTS ON PAGE 13 AND 15 AND JUST THE DRAMATIC, LET'S SAY, TAKE THE ONE ON PAGE 13.
AND JUST THE DRAMATIC INCREASE IN THE AMOUNT OF RED STARTING IN SIXTH GRADE.
AND HOW DO WE HOW DO WE MAKE SENSE OF THAT? SO EACH, EACH YEAR, KNOWING THAT YOU'RE GOING TO NEED TO UNDERSTAND MORE CONTENT. WE NORMALLY SEE THIS. IF YOU NOTICE LOOK AT KINDERGARTEN.
THERE'S HARDLY. THERE'S HARDLY ANY RED. EVERY GRADE LEVEL.
AS A STUDENT, YOU'RE LEARNING MORE CONTENT AND YOU'RE GETTING TESTED ON MORE CONTENT, KNOWING THAT.
THAT'S WHY WE PUT SO MANY RESOURCES AROUND MIDDLE SCHOOL.
SO IF YOU LOOK AT SIXTH GRADE RIGHT NOW, WE'VE GOT A BIG PUSH RIGHT NOW AROUND A LOT OF SYSTEMS, LIKE WHAT I WOULD CALL EXTRA SYSTEMS OF SUPPORT WITH CURRICULUM ENHANCEMENTS, IMPLEMENTATION ENHANCEMENTS SO THAT WE'RE CONSTANTLY REDUCING THAT RED WHEN YOU GET DOWN INTO SEVENTH AND EIGHTH GRADE, A LOT OF THAT IS THE LEVEL OF JUST THE LEVEL OF ALGEBRAIC THINKING, THE LEVEL OF GEOMETRY, THE, THE STANDARDS OF MATH ARE JUST GET MORE COMPLICATED.
AND SO OUR KIDS NEED MORE TIME. THEY NEED THINGS DIFFERENTIATED.
THEY NEED A LOT OF HANDS ON ACTIVITIES. THEY NEED A LOT OF MANIPULATIVES.
THAT'S WHY WE ARE DOING ALL OF THESE VIDEOS, SO THAT TEACHERS SEE HOW TO USE ALL OF THE RESOURCES.
WE'VE BEEN VERY FORTUNATE WITH YOU ALL APPROVING A LOT OF THE RESOURCES THAT WE PUT IN THESE MATH AND READING CLASSROOMS. I MEAN, I TELL PEOPLE WHEN WE GO TO THESE EVENTS SOMETIMES AND PEOPLE ASK WHERE YOU'RE GETTING THE RESULTS, WHAT ARE YOU DOING? A LOT OF THAT IS THE PEOPLE YOU PUT IN FRONT OF PEOPLE, HOW YOU KEEP THE BEST PEOPLE IN FRONT OF OUR KIDS, AND THEN WHAT RESOURCES AND THE ENERGY THAT YOU KEEP THE KIDS ENGAGED WITH SOME OF THIS HIGH LEVEL CONTENT ONCE IT STARTS SPECIFICALLY HITTING SIXTH, SEVENTH AND EIGHTH GRADE BECAUSE IT'S ONLY GOING TO GET HARDER.
AND FOR SOME OF OUR STUDENTS WHEN THEY START OFF, AND WE CAN KIND OF LOOK AT THE KIDS THAT ARE STARTING OFF BEHIND, IT'S JUST GOING TO TAKE THE KIDS IN THE READ A LITTLE LONGER TO GET TO THAT.
SORT OF THAT GETTING TO THAT GRADE LEVEL, YOU KNOW, STANDPOINT.
AND THEN THE MORE COMPLEX THE COMPLEX. THE CONTENT, I THINK, IS WHAT YOU WERE TALKING ABOUT.
SO IT JUST TAKES A LITTLE LONGER AT THE UPPER GRADE LEVELS. FOR THOSE GRADES SIX, SEVEN, AND EIGHT, WHAT WOULD YOU EXPECT THE PERCENTAGE IN THE RED WOULD BE AT THE END OF THE YEAR? WOULD IT BE LIKE WE'VE GOT 51% MIDDLE OF THE YEAR FOR SIXTH GRADE? ENGLISH AND READING IN ENGLISH AND SPANISH READING.
SLIDE THE TARGETS RIGHT HERE. WE'VE SET THESE TARGETS.
SO I THINK IT'S BASED ON THE HISTORICAL DATA THAT WE'VE BEEN ABLE TO SEE.
AND IT'S BASED ON LIKE THE HISTORICAL PERFORMANCE THAT WE CAN TYPICALLY SEE HOW MUCH GROWTH YOU WOULD SEE FROM MIDDLE OF THE YEAR TO END OF YEAR, WHICH SLIDE. SLIDE TEN. OKAY.
YEAH. I JUST JUST JUST CONCERNED ABOUT THAT SIXTH GRADE DROP OFF.
AND MY UNDERSTANDING IS THAT THAT THAT HAS HAD A POSITIVE EFFECT ON SIXTH GRADE SCORES.
[00:55:07]
I'D LOVE TO SEE SEE WHAT THE DIFFERENCE IS IN IN PERFORMANCE IS THE READ FOR THE SIXTH GRADES THAT ARE IN ELEMENTARY SCHOOL, SIGNIFICANTLY SMALLER THAN THE READ FOR THE SIXTH GRADERS WHO ARE IN MIDDLE SCHOOL.SURE. AND IF I CAN JUST SUBMIT ONE MORE THING AND I'LL MOVE ON.
QUIET. BUT I WOULD SAY THAT THE WORK THAT ANGIE'S TEAM IS DOING FOR THE SIXTH GRADE TEACHERS, YOU CAN SORT OF SEE HERE IF YOU SEE WHERE WE WERE LAST YEAR, MIDDLE OF THE YEAR, THIS TIME WE WERE AT 29.7%, AND WE'RE ACTUALLY ALREADY APPROACHING OUR END OF YEAR TARGET NOW.
SO YOU CAN DEFINITELY SEE THAT THE INCREASE IN IMPROVEMENT.
SO WE'RE HOPING TO EXCEED THIS THIS PARTICULAR TARGET.
BUT WE WE'D RATHER OVER DELIVER AND UNDER PROMISE.
SO HOPEFULLY WE'LL MAINTAIN THE SAME MOMENTUM.
OKAY. THANK YOU. I'M SORRY. TRUSTEE FOREMAN. ALL RIGHT.
THANK YOU. JUST JUST A FEW QUESTIONS. EXCUSE ME.
THE FIRST ONE IS WHEN DID WE START USING I-READY? LAST SCHOOL YEAR. LAST SCHOOL YEAR WAS OUR FIRST FULL YEAR.
SPOILER. OKAY, SO ALL OF THESE SCORES ARE FROM I-READY AND NOT FROM MAP.
SO THERE'S A GOOD UNDERSTANDING OF WHAT IS HAPPENING.
AND IF WE ARE MAKING THE PROGRESS THAT WE THINK WE'RE MAKING, I THINK WE ARE.
BUT NUMBERS SPEAK LOUDER THAN MY VOICE. SO I'M ON PAGE 13, AND ONE OF THE THINGS THAT GOT MY ATTENTION WAS THE READING IS IN ENGLISH AND SPANISH, THE READING TESTER IN ENGLISH AND SPANISH.
WHEN IS WHAT IS THE LAST GRADE LEVEL THAT WE START TEST IN SPANISH? FIFTH GRADE, FIFTH GRADE. AND THIS GOES TO THE EIGHTH GRADE.
YES, MA'AM. THIS DATE IS. YEAH. SO THAT'S ABOUT 25,000 STUDENTS, JUST ROUGHLY THAT NUMBER.
THAT TESTED IN EITHER ENGLISH OR SPANISH. DO WE KNOW THE EXACT NUMBER WHO TESTED IN SPANISH? WE'D HAVE TO PULL THE EXACT NUMBER IN K-5. I JUST THINK IT'S IMPORTANT THAT WE LOOK AT THAT, BECAUSE WHEN WE LOOK AT WHAT THE STATE IS TESTING US IN, WE DON'T WANT TO SET OUR CHILDREN BACK BASED ON US TESTING IN ONE THING AND THEN THEM TESTING IN SOMETHING ELSE. AND I'M SPEAKING SPECIFICALLY FOR SPANISH STUDENTS SO THAT THEY ARE UP TO PAR AND ARE ABLE TO DO THAT.
AND IT WOULD BE INTERESTING. I THINK WE JUST MOVED.
START MOVING THAT SIXTH GRADE BACK LAST YEAR TO SOME OF THE ELEMENTARY SCHOOLS, IS THAT CORRECT? TO TWO YEARS. TWO YEARS AGO. OKAY. SO IT WOULD BE INTERESTING.
CHIEF HEWETT, TO HAVE A GOOD UNDERSTANDING OF THOSE SCHOOLS WHERE WE MOVE THOSE STUDENTS BACK TO ELEMENTARY SCHOOL BECAUSE I PERSONALLY THINK SIXTH GRADE SHOULD BE IN ELEMENTARY, BUT THAT'S JUST ME.
BUT TO LOOK AT IT AND SEE IF THAT IS ACTUALLY CHANGING THE DYNAMICS IN TERMS OF THE SCORES, AND IF THAT WAS A A GOOD MOVE THAT WE MADE TO TRY TO MOVE THOSE STUDENTS FORWARD, IF THAT MAKES SENSE.
ALL RIGHT. THANK YOU. I THINK WE'RE IN ROUND TWO.
TRUSTEE SANDERS. MAKE SURE I UNDERSTAND WHAT BEGINNING OF YEAR MEANS AGAIN. SO AND THIS IS REALLY KIND OF COMING FROM TRUSTEE MR KEYES QUESTION AROUND THE IMPACT OF SUMMER SLIDE.
YOU GET UP TO A CERTAIN PERCENTAGE BY THE END OF THE YEAR, AND THEN YOU START THE PERCENTAGE AND YOU'RE USUALLY EITHER LOW DOUBLE DIGITS OR YOU KNOW, MAYBE HIGH MID SINGLE DIGITS. THAT'S BECAUSE AT THE BEGINNING OF THAT YEAR, FROM THE CONTENT PERSPECTIVE, THERE'S ONLY SO MANY OF THOSE KIDS WHO WOULD BE ABLE OR CAPABLE OF MASTERING MOST OF THE PASSING CONTENT AT THAT SNAPSHOT PERIOD OF TIME. IT'S GOING TO IT'S GOING TO START YOU THAT ASSESSMENT AT THE BEGINNING OF THE YEAR IS GOING TO START YOU.
IT DOESN'T KNOW WHAT TIME IN THE YEAR YOU ARE AND IT'S GOING TO RAPID FIRE.
AND BASED ON HOW YOU RESPOND, IT'S GOING TO IMMEDIATELY ADAPT TO PERSONALIZE WHERE YOU ARE.
IT'S GOING TO DIVIDE IT UP BY REPORTING CATEGORY.
[01:00:02]
RIGHT. AND THEN FROM THERE YOU MOVE INTO MIDDLE OF YEAR, MIDDLE OF YEAR.ONCE YOU HIT MIDDLE OF YEAR, IT'S GOING TO EXPECT YOU TO KNOW EVEN MORE.
SO IT'S GOING TO COME RIGHT AT YOU WITH WHAT YOU NEED TO HAVE.
OKAY. SO I'LL SAY IT ANOTHER WAY TO TO MAKE SURE I TRIPLE CLICK KNOW I UNDERSTAND IT.
SO IF LET'S SAY THERE'S THE THINGS THAT YOU HAVE TO LEARN OVER THE COURSE OF THE YEAR IS A, B, C, AND D AT THE BEGINNING OF THE YEAR, OUT OF 100 KIDS, MAYBE TWO OF THEM ARE GOING TO KNOW A, B, C, AND D, THE REST EVERYBODY ELSE.
YOU GOT TO GO THROUGH THE YEAR AND LEARN IT, RIGHT. AND SO AS YOU GO THROUGH, MORE AND MORE OF THE KIDS ARE GOING TO PICK UP THOSE, YOU KNOW, THOSE THOSE DIFFERENT OBJECTIVES, WHICH WOULD BE DIFFERENT FROM EVERYBODY NEEDS TO KNOW A YES, IN THIS PERIOD OF TIME. AND ONLY 4% OF THE PEOPLE KNOW A PERIOD.
YES, THAT'S EXACTLY RIGHT. AM I, AM I YOU'RE YOU'RE YOU'RE YOU'RE YOU'RE RIGHT ON.
RIGHT. EVERYONE ENDS UP IN YELLOW AND GREEN. THAT'S OUR GOAL.
YEAH. GOT IT. UNDERSTOOD? UNDERSTOOD. I JUST WANT TO MAKE SURE.
OR IF IT, IF IT ERASED, YOU KNOW, SOME SMALLER DEGREE.
AND I'M GLAD WE'RE PULLING THAT LEVER BECAUSE WE NEED ALL THE HELP WE CAN GET. BUT I ALSO WANTED TO, AT LEAST FOR MYSELF, AND MAYBE EVEN FOR THE RECORD, JUST STAYED OUT LOUD THAT IT'S NOT A WE'RE NOT IN A APOCALYPTIC CRISIS OF SLIDE. SETTING US UP AT THE BEGINNING OF EVERY YEAR.
JUST WANTED TO SAY THAT. CORRECT. YEAH. ALL RIGHT.
THAT'S IT. THANK YOU. TRUSTEE MACKEY. YEAH. THANK YOU ALL.
TO ECHO EVERYONE ELSE, CONGRATULATIONS. I MEAN, THIS IS A HUGE GAIN TO GO FROM 35% ON LEVEL TO 45%.
KUDOS TO YOU ALL. I KNOW A LOT OF WORK TO STILL DO.
IF WE CAN GO ALL THE WAY BACK TO SLIDE TWO, WHICH IS THE GOALS AND GOAL SLIDE THREE.
SORRY. GOALS AND GOAL PROGRESS MEASURES. CAN YOU REMIND ME WHY WE DON'T HAVE TARGETS FOR GOAL ONE? BUT WE DO FOR GOAL TWO. IT WAS THE LANGUAGE OF THE ASSESSMENT LAST YEAR.
OKAY. SO THE ACTUAL THE WAY THAT THE ASSESSMENT ROLLED OUT.
YES. OKAY. GOT IT. AND THEN I NOTICED WE HAVE LOST THE ON TRACK OR OFF TRACK TO MEETING THE GOALS.
SO BASED ON THE LIKE, BECAUSE IT USED TO BE THE LITTLE RED, RED YELLOW, GREEN.
AND WHAT WHAT'S THE SINGLE MOST HELPFUL THING FOR ME IS TO UNDERSTAND THIS IS GREAT DATA.
I DON'T KNOW HOW TO COUCH THIS INTO WHETHER OR NOT WE FEEL LIKE THIS IS ON TRACK TO MEETING WHAT WE AND AGAIN, WE DON'T HAVE TARGETS HERE, BUT I'LL ASK IT FOR THE OTHER ONES WHETHER WE'RE ON TRACK, SLIGHTLY OFF TRACK, OR REALLY OFF TRACK TO MEETING OUR GOALS. SO DO YOU ALL HAVE A SENSE FOR GOAL ONE? WE CAN DO IT AS A WHOLE, WHETHER WE ARE THIS DATA.
SHOULD I TAKE THIS AS ON TRACK, SLIGHTLY OFF TRACK OR OFF TRACK? ON TRACK, ON TRACK, ON ALL OF THE LEVELS? I'D SAY ON TRACK.
THAT'S AWESOME. ON THE GOAL TWO. SO NOW WE HAVE TARGETS HERE.
SO WE'VE SEEN BIG GROWTH. I SEE THE GREEN ARROWS FOR GROWTH GOING FROM 4.5 TO 15.6.
WOULD YOU SAY WE ARE ON TRACK SLIGHTLY OFF TRACK OR OFF TRACK TO ACHIEVING THE TARGET OF 36.5 ON TRACK? ON TRACK? OKAY, SO EVEN THOUGH THERE'S A BIG JUMP, WE FEEL LIKE WE SEE THE ACCELERATION HAPPEN TO TO MEET THAT.
YES. AND I THINK THAT'S WHAT I WAS DESCRIBING PREVIOUSLY, I THINK IT'S PROBABLY BETTER EXPLAINED ON THIS SLIDE LAST YEAR AT MIDDLE OF THE YEAR FOR SECOND FOR AFRICAN AMERICAN, SECOND GRADE, AT THE MIDDLE OF THE YEAR, WE WERE AT 13.6.
AND THEN OUR, OUR, OUR END OF YEAR BASELINE, WHICH IS OUR BASELINE FOR THIS YEAR IS 35.3.
SO THAT'S WHERE YOU SEE THE ACCELERATION THAT HAPPENS IN THE SPRING I GOT YOU.
THAT'D BE HELPFUL. JUST IF WE HAVE THIS IN THE FUTURE WHERE YOU KIND OF HAVE LIKE LAST YEAR'S AND WHAT IT CORRELATED TO IN THE END OF YEAR AND THEN WHERE WE'RE AT AND KIND OF WHAT THAT WOULD LOOK LIKE. THAT'S SUPER HELPFUL. OKAY. WHAT ABOUT GOAL THREE? I FEEL COMFORTABLE AND I FEEL AS IF WE'RE ON TRACK.
[01:05:11]
ON TRACK. THAT'S A GREAT ANSWER. I MEAN, AND EVEN IF IT'S OFF TRACK, THAT'S THE POINT OF THIS IS TO UNDERSTAND WHERE WE'RE STRUGGLING.IN FUTURE, WOULD IT BE POSSIBLE TO GO BACK TO HAVING WHETHER OR NOT WE ARE ON OR OFF TRACK TO EACH OF THE PROGRESS MEASURES AND GOALS? YES. GREAT. AWESOME. THANK YOU FOR THAT. TO THE NEXT STEPS.
I'M CURIOUS, THE NEXT STEPS THAT YOU PUT ON THERE ARE SUPER BROAD, WHICH I GET.
WHAT DID YOU ALL LEARN FROM ANY ELEMENTS OF THIS DATA THAT WAS SURPRISING THAT YOU'RE NOW DOING SOMETHING ABOUT, BASED ON WHAT YOU LEARNED? I WOULD SAY THAT DOING A LOT OF THE KINDER K ONE EARLY LITERACY STRATEGIES WITH KIDS WITH THE CURRICULUM.
I WOULD ALSO SAY LETTING TEACHERS SPEND TIME LEARNING THE CONTENT, LIKE REALLY JUST LEARNING THE CONTENT MIDDLE SCHOOL MATH TEACHERS LEARNING THE CONTENT SO THAT BY THE TIME THEY DO GO BACK IN THE CLASSROOM, THEIR CONFIDENCE IS HIGHER.
THEY'RE COMFORTABLE WITH THE MATERIAL. THEY CAN MOVE THROUGH IT QUICKER.
THEY CAN IDENTIFY WHEN KIDS AREN'T GETTING IT.
THEY CAN ADJUST AND JUST BE SHARPER. SO I WOULD SAY FROM THE CURRICULUM SIDE, THE PROFESSIONAL DEVELOPMENT SIDE AND ANOTHER PIECE I WOULD SAY IS AROUND HOW WE DO ASSESSMENTS. WE BUILD OUR OWN ASSESSMENTS IN-HOUSE.
AND WE DO THAT BY LOOKING AT THE DATA. HER AND I LOOK AT THE DATA AND OUR TEAMS REALLY GO THROUGH, AND WE SAY THESE THINGS WERE HARDER FOR THE KIDS THIS YEAR VERSUS LAST YEAR.
IT WOULD BE HELPFUL FOR ME GOING, BECAUSE IT SOUNDS LIKE SOME OF THOSE THINGS ARE PRETTY HOLISTIC, THAT REGARDLESS OF WHETHER THIS DATA IS OR NOT, YOU'RE LEARNING ABOUT THE PROFESSIONAL DEVELOPMENT OF TEACHERS. IT WOULD BE REALLY HELPFUL FOR ME, BASED ON THE DATA THAT YOU. BECAUSE I KNOW YOU ALL DON'T JUST STOP HERE.
YOU TAKE A DEEP DIVE AND LOOK AT EVERY SINGLE SCHOOL, CLASSROOM, ETC.
AND I THINK WHAT I HEARD IN YOUR ANSWER AND TELL ME IF I'M WRONG IS LIKE, YOU KNOW, WE LOOKED AT SOME OF THESE AND WE FOUND OUT THAT THERE'S A FEW DIFFERENT TWEAKS THAT, YOU KNOW, THAT WERE LOWER ACROSS THE BOARD.
IT WOULD BE REALLY HELPFUL FOR ME GOING FORWARD NEXT TIME ON LIKE THE NEXT STEPS.
LESS SO ABOUT THE THE UNIVERSAL STUFF IS GREAT.
WE'RE GOING TO KEEP DOING PLCS, BUT I'M REALLY INTERESTED IN KNOWING WHAT DID THIS DATA TELL US AND WHAT DID WE LEARN AND WHAT ARE WE DOING DIFFERENTLY ABOUT IT. IF YOU HAVE ANY OF THOSE EXAMPLES, YOU CAN GO FOR IT. OR WE CAN DO THAT FOR NEXT TIME.
BUT IF I LOOK AT EIGHTH GRADE INSIDE, ONE OF THE REASONS THAT WE HAVE SUCH A WIDE VARIETY OF RED AT THE LOWER GRADE, I WOULD PRESUME, AND YOU CAN TELL ME IF I'M WRONG. IS THAT WHAT YOU'RE LOOKING AT? YOU'RE NOT JUST LOOKING AT WHERE EIGHTH GRADERS ARE. YOU'RE SAYING THIS 26% OF EIGHTH GRADERS ARE ON GRADE LEVEL. IS THAT ACCURATE FOR THE GREEN? YES. OR AHEAD OR AHEAD. SO WITHIN THAT 57%, THOSE 57% OF KIDS ARE NOT IN THE SAME PLACE.
THERE ARE SOME THAT MIGHT BE JUST A COUPLE MONTHS OFF OF BEING ON LEVEL, BUT THERE ARE LIKELY SOME, SOME OF WHICH THAT MIGHT HAVE JUST TRANSFERRED IN YESTERDAY THAT ARE ON A THIRD GRADE READING LEVEL. AND SO IT'S GOING TO TAKE SUBSTANTIALLY MORE THAN EVEN ONE YEAR TO MOVE THEM FROM RED TO YELLOW. BUT WE MIGHT SEE BIG GROWTH.
IS THAT ACCURATE? THAT'S RIGHT. AND THAT'S WHY HER AND I ARE ALIGNED AROUND.
YOU'RE GOING TO GET TWO THINGS GRADE ON GRADE LEVEL GREAT ON GRADE LEVEL.
AND THEN WE'RE GOING TO DIFFERENTIATE BASED ON WHERE YOU ARE ON THIS MAP.
YOU'RE EITHER HOT RED YOU MIGHT BE LIGHT RED.
GOTCHA. AND I KNOW OUR PROGRESS MEASURES IS ABOUT PERCENTAGE OF KIDS AT THE GRADE LEVEL.
SO WE CHOSE NOT TO DO ANY SORT OF GROWTH. I WOULD BE JUST CURIOUS IF YOU HAD IT.
DO WE HAVE THE DATA FOR I-READY TO SEE? LIKE WHAT PERCENTAGE OF THAT 100% ARE MAKING MORE THAN A YEAR OF GROWTH? IS THAT SOMETHING THAT WE HAVE THAT. YEAH, I'D HAVE TO WE'D HAVE TO GO IN AND DIVIDE IT OUT BY THE IT BASICALLY LIKE BE CREATING A MASTER'S CATEGORY ON THE ONE SIDE OF THE, THE MET SIDE. I'M NOT ASKING YOU TO DO ANY ADDITIONAL. I JUST THOUGHT THAT WOULD BE INTERESTING TO KNOW BECAUSE YES, YOU KNOW, WE WENT FROM 60% TO 57%.
SO IT LOOKS LIKE WE DECREASED THAT 3%. THAT'S GOOD.
[01:10:07]
A BAND. SO EVEN IF I'M THE MASTER'S KID THAT MADE 100 ON EVERYTHING, THERE'S STILL AN EXPECTATION FOR ME TO STAY IN THAT VERY HIGH SIDE OF MET.YEAH. THANK YOU. MY LAST QUESTIONS ARE ON SLIDE 17.
AND I'M WONDERING. I DON'T THINK I HAVE ENOUGH TIME TO GO THROUGH THIS. MAYBE. MAYBE WE'LL GO THROUGH ON ONE. IF YOU WANT TO TALK ABOUT ONE OF THEM, I'D LOVE TO KNOW. BUT LIKE, I WOULD BE VERY INTERESTED IF WE KEEP WITH THE BRIGHT SPOTS HERE, WHICH I'D LOVE TO ACTUALLY SEE WHERE THEY COMPARE TO OTHER ELEMENTARY SCHOOLS.
AND THEN WHAT SPECIFICALLY WAS DIFFERENT AT HOTCHKISS THAT ALLOWED THEM TO DOUBLE THEIR READING SCORES? DO YOU HAVE ANY SENSE ABOUT ANY OF THESE IN PARTICULAR LEARNINGS? BECAUSE UNDERNEATH THAT IS PROBABLY A LEARNING THAT WE CAN TAKE AND EXPAND AT ANY OF THESE SCHOOLS.
SOMETHING UNIQUE THAT THEY WERE DOING THAT ACTUALLY RESULTED IN THE BEING A BRIGHT SPOT.
I'D SAY THEY DO THREE THINGS. THEY HAVE VERY HIGH USAGE OF I-READY.
THEY HAVE VERY HIGH. IF STUDENTS ARE NOT SUCCESSFUL WITH A LESSON, THEY RETEACH IT IN A WAY THAT THEY'RE GOING TO GO BACK AND BECOME MORE SUCCESSFUL IN I-READY SO HIGH FIDELITY OF PASSING THE LESSONS.
AND THEN THIRD IS REALLY A SYSTEM AND A STRUCTURE FOR UNDERSTANDING JUST THE DATA SIDE AND THE DATA ANALYTICS SIDE THAT COMES WITH SOME OF THOSE TEACHER TOOL TOOLKITS. TOOLBOX, BECAUSE IT IS A VERY SOPHISTICATED SYSTEM.
AND SO LEARNING TO DO DATA ANALYSIS, GOING TO TRAINING TO WHERE YOU SEE HOW TO DO DATA ANALYSIS, GOING TO TRAINING TO WHERE YOU CAN YOU CAN PUT FOUR OF YOUR STUDENTS THAT ARE LOW IN ONE AREA INTO ONE GROUP.
REFRESH, RETEACH, AND THEN PUT THEM BACK INTO A SYSTEM WITH I-READY.
IT'S IN FIDELITY OF IMPLEMENTATION. YEAH. SO I CAN KIND OF PIGGYBACK OFF OF THAT.
YOU ASKED ABOUT SOME OF THE THINGS THAT WE'VE TWEAKED. SO ON HERE IT WAS VERY BROAD AND IT SAID IT SAID THE I'M SORRY, YOU WANT TO GO AHEAD. WELL, I JUST KNOW I'M GOING TO RUN OUT OF TIME. SO BEFORE JOE CUTS ME OFF, LET ME JUST SAY THE LAST MOMENT IS THAT I WOULD LOVE TO KNOW MORE.
IF YOU WANT TO SHARE MORE, FEEL FREE. THEN JOE CAN CUT YOU OFF.
BUT GOING FORWARD, IF WE KEEP THIS, I WOULD JUST REALLY REQUEST THAT.
LIKE IF WE HAVE HOTCHKISS UP HERE, WHAT IS THEIR NUMBER COMPARED TO EVERYONE AND SPECIFICALLY NOT LIKE AGAIN, THE GENERALIZE, BUT MY GUESS IS THESE AREN'T THE ONLY THREE SCHOOLS DOING THAT. THERE'S GOT TO BE SOMETHING ELSE UNDERNEATH THAT WE CAN LEARN AND ACTUALLY STUDY AND ACTUALLY SHARE. LIKE AT BLAIR. THIS IS HOW THEY ACTUALLY ANALYZED SPLITTING OUT THE DATA AND ARE DOING THAT.
TRUSTEE GARCIA. THAT WAS ACTUALLY SIMILAR TO TO MY QUESTION.
SO IN TERMS OF THE YOU TALKED A LITTLE BIT ABOUT THE STRATEGIES.
ONE THING THAT I DIDN'T HEAR, AND WE HAD ADDRESSED IT BEFORE, OUR PARENT PARENT INVOLVEMENT.
SO WITH THESE BRIGHT SPOTS, DO YOU THINK THAT WAS A FACTOR IN MAINTAINING FIDELITY TO THE TO I-READY, OR DID THAT TAKE ANY PART OF THIS, SOME OF THE IMPACT? YEAH. I'M SORRY. GO AHEAD. OH THAT WAS IT. YEAH.
SOME OF THE THINGS THAT I CAN SAY THAT WE'RE WE CAN SEE AT THESE CAMPUSES STARTS WITH WHAT WE STARTED AT THE BEGINNING OF SCHOOL, AND IT'S JUST HOW WELL THEY'RE DOING IT. AND THAT'S WHERE WE'VE ASKED EVERY SINGLE STUDENT TO SET THEIR OWN GOAL FOR THE YEAR AND UNDERSTAND WHAT THEIR GOAL IS AND WHAT THEY NEED TO MEET AND WHERE THEY NEED TO GO. AND THEN SORT OF THE THINGS THAT THEY'RE GOING TO DO TO MEET THAT GOAL.
SO IS IT YOUR AFTER SCHOOL TUTORING? IS IT WORKING CLOSELY WITH YOUR BUDDY? IS IT WORKING WITH, YOU KNOW, GOING HOME AND DOING THESE EXTRA USING THESE EXTRA FLASHCARDS OR MATERIALS WITH YOUR PARENTS? AND SO THE KIDS NOT ONLY SET THEIR GOALS, BUT THEY SET THEIR ACTION PLANS.
AND SO THESE ARE SOME OF THE CAMPUSES THAT ARE DOING IT WELL.
WHAT ARE THEY DOING? WELL, WHAT ARE THE LEADERS DOING? WELL, WHAT ARE THE TEACHERS DOING? WELL, SO THAT WE CAN SHARE THAT IN OUR REGIONAL PRINCIPAL'S MEETING? AND THAT THEY CAN, LIKE, LEARN FROM ONE ANOTHER.
SO THOSE ARE SOME OF THE THINGS WE'RE DOING NOW. YEAH.
AND WORKING MAYBE WITH SO THERE TO THAT POINT, THERE'S NOT A I'M ALWAYS LOOKING FOR THE MAGIC RECIPE OR THE FORMULA, BUT IT JUST VARIES ACROSS THE BOARD.
YOU ASK SPECIFICALLY WHERE PARENTS WAS PARENT INVOLVEMENT A FACTOR? I WOULD SAY IT'S ALWAYS IF YOU HAVE HIGH PARENT INVOLVEMENT, IT'S ALWAYS GOING TO BE A GREAT THING THAT HELPS.
I THINK OUR STUDENTS BEING ABLE TO COMMUNICATE TO THEIR PARENTS ABOUT THEIR GOALS, ABOUT THE STRATEGIES THAT THEY'RE USING, ABOUT THE ACTION PLANS, THAT DEFINITELY HELPS.
AND THEN THE PARENTS HAVING TOOLS THAT ANGIE'S TEAMS PUT TOGETHER TO, TO UTILIZE.
[01:15:03]
I THINK THAT THAT IS THAT'S DEFINITELY MAKING A DIFFERENCE.SO NO, THERE'S NOT ANYTHING THAT'S MAGICAL. I JUST THINK EVERY SCHOOL HAS ITS OWN CONTEXT.
AND WHAT WE TRY TO DO IS PULL OUT, WHAT ARE YOU DOING EXTREMELY WELL, AND HOW CAN YOU BE AN EXEMPLAR TO YOUR PEERS? AND FOR CAMPUSES THAT, THAT HAVE THE SAME CONTEXT AS YOUR CAMPUS? YEAH, I THINK THIS HAS BEEN MENTIONED IN PREVIOUS MEETINGS, BUT I THINK THE THE AGENCY STUDENTS RECEIVE WHAT THESE REPORTS LIKE, THEY'RE ABLE TO UNDERSTAND WHERE THEY ARE. I THINK THAT'S AMAZING.
BUT I THINK IF YOU HAVE THAT AGENCY IT HELPS, I'M SURE.
AND THEN IN TERMS OF LET ME SEE WHICH QUESTIONS I DID WANT TO MENTION OR ASK ABOUT THE SUMMER SLIDE.
DO WE KNOW HOW FAST IT IS FOR US TO RECOVER IN EACH OF THESE GRADES? I DON'T KNOW. YEAH, WE WE I KNOW IT'S A LOADED QUESTION, BUT.
WELL, I MEAN, IT'S IT'S A IT'S A GOOD QUESTION.
IT'S A COMPLICATED QUESTION. BUT DO WE HAVE THAT DATA RIGHT NOW THAT'S SHOWING WHERE THE KIDS, WHERE THEY WERE WHEN THEY ENDED THE YEAR, WHERE THEY ARE, WHEN THEY STARTED THE YEAR. MOST OF THAT DATA WE WAS GOING TO BE IN OUR BEGINNING OF YEAR STUFF THAT WE KIND OF WENT THROUGH THIS PRESENTATION, REALLY HONING IN ON MIDDLE OF YEAR, BUT IT'S SOMETHING WE'RE ALWAYS LOOKING AT AND EXPANDING THESE OPPORTUNITIES IN THE SUMMER.
WE KNOW IS A PRIORITY. WE KNOW IT'S OUR PRIORITY.
WE KNOW IT'S Y'ALL'S PRIORITY BECAUSE WE WANT ALL OF THESE KIDS TO BE ABLE TO HAVE THESE ACADEMIC EXPERIENCES AND THESE HIGH QUALITY ACTIVITY EXPERIENCES THAT ARE GOING TO KEEP THEM ENGAGED AND KEEP THEM READY TO START THE SCHOOL YEAR.
EARLIER, WE HEARD TRUSTEE FOREMAN HAD MENTIONED SPANISH, AND I KNOW WITH SPANISH I DIDN'T KNOW IF THERE WAS A DATA OR COMPARISON IN TERMS OF THOSE STUDENTS THAT ARE TESTING IN SPANISH THAT ARE IN THE PRE-K, RIGHT.
SCHOOL, IS IT ANY DIFFERENT THAN IF THEY'RE IN THE OTHER IF THEY'RE IN A SCHOOL THAT'S SIX, SEVEN, EIGHTH GRADE, YOU MEAN? YEAH. WELL, THAT'S THE BREAKDOWN WE'RE GOING TO NEED TO BRING Y'ALL OR PUT IN A TRACKER AROUND.
REALLY? YEAH. OKAY. LET'S SEE.
ARE THERE ARE THERE ANY LIKE KEY POINTS OR ANYTHING THAT YOU CAN SHARE WITH US OTHER THAN THE POSITIVE? YOU SAID THERE WAS POSITIVE REACTIONS. THERE'S SO MANY.
THERE'S SO MANY. OKAY. I MEAN, ANY ANYTHING THAT TEAM'S READY TO KILL ME, BUT WOULD MAKE YOU CHANGE? NO, I THINK A LOT OF IT RIGHT NOW IS THINK ABOUT, THINK AND JUST KIND OF GIVE ME A SECOND TO KIND OF THINK THROUGH.
THE TEACHERS LOVE THEM. BECAUSE IF I'M A KINDERGARTEN TEACHER, A KINDER THROUGH EIGHTH GRADE TEACHER, THEN EVERY WEEK BEFORE I TEACH THIS CONTENT, I'M GOING TO GET LIKE A LITTLE TEN MINUTE VIDEO OF WHAT A GREAT VERSION OF IT LOOKS LIKE, NOT JUST THE CURRICULUM.
BLESS YOU. NOT JUST THE CRICKET. SO THEN BEING ABLE TO SEE IT, SOMETHING ABOUT THE VISUAL.
AND THEN WE GO IN THERE AND WE SHOW THEM WHAT THE STANDARD IS.
HOW DO YOU UNPACK THE STANDARD? WHAT ARE THE KEY TAKEAWAYS? WHAT ARE THE THINGS THEY HAVE TO LEARN. AND REALLY HOW DO YOU SEE THAT? HOW DO YOU STOP YOUR CLASS? HOW DO YOU TWEAK. HOW DO YOU MOVE? AND WE DO THAT FOR ALL GRADE LEVELS.
IT MIGHT BE NINE GRADE LEVELS FOR FOUR CONTENT AREAS EVERY SINGLE WEEK.
AND SO THAT'S A LOT OF PROFESSIONAL DEVELOPMENT.
THAT IS A TICK TOCK STORAGE YOUTUBE BACK END.
SO THAT BY THE END OF THIS YEAR, WE'RE GOING TO HAVE A REPOSITORY OF EVERY WEEK OF A MODEL LESSON.
WE'VE NEVER HAD THAT BEFORE. AND MOST DISTRICTS DON'T HAVE THAT.
IT TAKES IT'S A BIG LIFT. IT'S A GOOD LIFT. IT'S A PARTNERSHIP.
WE ARGUE IT BACK AND FORTH. THAT ONE'S A GOOD ONE.
YOU MIGHT HAVE A SUBSTITUTE THAT'S AT A CAMPUS.
OH, WOW. OKAY, WELL, I'M GLAD I ASKED THE QUESTION BECAUSE IT'S HARD FOR ME TO VISUALIZE WHAT WHAT THIS EVEN MEANS OTHER THAN, LIKE, THERE'S A VIDEO. BUT IT SEEMS LIKE IT'S A LOT MORE IN DEPTH THAN THAT, SO THANK YOU.
THOSE ARE ALL THE QUESTIONS I HAVE. TRUSTEES.
ANYONE ELSE FOR SECOND ROUND? OKAY. SEEING NONE.
[7. INFORMATION/REPORTS]
[01:20:07]
INCLUDING THE DALLAS EDUCATION FOUNDATION AND THE BOND UPDATE.DOCTOR LEARY THANK YOU. PRESIDENT. CARRY ON. I'M GOING TO ASK MR. HAVLIK AND BRANT ALFRED CHIEF RAMOS, CHIEF BATES TO COME UP.
WE HAVE TWO TOPICS THAT WE'RE GOING TO COVER IN THE SUPERINTENDENTS REPORT.
THE FIRST IS OUR DALLAS EDUCATION FOUNDATION REPORT THAT WILL GIVE A COST BENEFIT ANALYSIS THAT WE ARE REQUIRED TO DO ANNUALLY. SO META HAVLIK WILL HAVE A FEW SLIDES ON THAT AS AN OVERVIEW.
AND THEN CHIEF BATES, CHIEF ALFRED AND CHIEF RAMOS WILL COVER OUR BOND PRESENTATION.
IF WE RECALL DECEMBER 18TH PRIOR TO WINTER BREAK, WE HAD A BOARD WORKSHOP ON THE BOND.
THE BOARD GAVE A LOT OF INPUT AND FEEDBACK ON THAT INFORMATION.
AND SO THE TEAM, ALONG WITH THE CITIZENS BOND STEERING GROUP PULLED THAT INFORMATION TOGETHER.
AND NOW WE'D LIKE TO SHARE WITH YOU SOME OF THE INFORMATION THAT YOU'VE REQUESTED.
SO I'M GOING TO GO AHEAD AND TURN IT OVER TO META.
AND THEN WE'LL TURN IT OVER TO THE BOND. GREAT.
THANK YOU. THANK YOU FOR YOUR TIME TODAY. TRUSTEES.
ONE OF THE KEYS THAT WE FEEL IS REALLY BEEN INTEGRAL TO THE DALLAS EDUCATION FOUNDATION IS WHAT WE CALL OUR SHARED GOALS, WHICH IS WHAT THE DISTRICT'S PRIORITIES ARE, OUR PRIORITIES.
AND THAT ALIGNMENT BETWEEN OUR TWO ORGANIZATIONS IS IS AGAIN, IT'S BEEN REALLY CRITICAL AND IT'S BEEN INTEGRAL TO WHAT WE'VE ALL TOGETHER BEEN ABLE TO ACCOMPLISH. WE REALLY FOCUS OUR EFFORTS ON THE STRATEGIC PRIORITIES OF THE DISTRICT, ADVANCING STUDENT OUTCOMES THROUGH EARLY LEARNING, LITERACY, COLLEGE AND CAREER READINESS, AND RETAINING AND REWARDING OUR GREAT EDUCATORS.
JUST AS AN FYI, WE WILL BE BRINGING FORTH IN FEBRUARY AN MOU FOR A REQUEST FOR A THREE YEAR RENEWAL.
SO WE ARE ON A CALENDAR FISCAL YEAR AT THE DALLAS EDUCATION FOUNDATION AND IN OUR FISCAL YEAR 2025, WE DISBURSED JUST A LITTLE BIT NORTH OF $3 MILLION IN GRANTS AND RESOURCES TO BENEFIT DALLAS ISD PROGRAMS, STUDENTS AND EDUCATORS. AS YOU CAN SEE FROM THE SIDEBAR HERE, WE'VE HAD SOME SIGNIFICANT GROWTH.
SO FROM 2023, FOR EXAMPLE, TO 2025 IN 2023, WE DISPERSED ABOUT $1.7 MILLION TO BENEFIT DALLAS ISD.
AND THIS YEAR IS JUST A LITTLE BIT SHY OF 3.1 MILLION.
IN ADDITION TO THE IN-KIND AND INTANGIBLE SUPPORT PROVIDED TO DALLAS ISD.
THE RETURN ON THE DISTRICT'S INVESTMENT WAS NEARLY 1,800% IN TO 2025.
THIS WAS A BOOK UNVEILING AT BLAIR ELEMENTARY SCHOOL.
A LOT OF FUN. WE NOW HAVE 76 BOOK VENDING MACHINES IN DALLAS ISD.
SO WE'RE 76. SOUNDS LIKE A LOT, BUT WE'RE ABOUT HALFWAY THERE, A LITTLE OVER HALFWAY THERE.
ONE OF OUR BIG PROGRAMS THAT WE SUPPORTED THIS YEAR, AND THIS WAS REALLY THROUGH THE INTEGRAL SUPPORT OF DALLAS ISD CAREER AND TECHNICAL EDUCATION DEPARTMENT. WE LAUNCHED THE FIRST CAREER EXPLORATION MOBILE LAB.
A SECOND LAB WILL BE LAUNCHED IN THE SPRING AND THAT WILL GO LIVE, SO YOU'LL BE EXPECTED.
PLEASE EXPECT ANOTHER INVITATION FOR ANOTHER RED RIBBON CUTTING IN IN THE SPRING.
AND JUST A FEW PICTURES OF OUR FAVORITE MEMORIES.
SOME OF YOU HAVE BEEN TO THESE EVENTS, LIKE THE SOCCER SPARKS.
TRUSTEE. GARCIA WAS THERE STUDENT WELLNESS WE SUPPORT AND OUR EDUCATORS, ETC..
THAT WAS IT. I'LL PASS IT ON TO CHIEF ALFRED.
ALL RIGHT. THANK YOU, MISS HAVLIK. THANK YOU.
BOARD AND DOCTOR LAIR FOR THE OPPORTUNITY TO RETURN AFTER THE WINTER BREAK.
THIS PRESENTATION IS A DIRECT RESPONSE TO BOARD QUESTIONS AND CONCERNS RAISED IN DECEMBER.
SO THIS IS NOT A REPEAT. TODAY'S GOAL IS TO CLOSE GAPS, CLARIFY TRADE OFFS AND CONFIRM DIRECTION.
[01:25:08]
THE INTENT IS TO COME BACK WITH A COMPLETED PACKAGE READY FOR BOARD ACTION.THERE WERE MORE THAN 55 TRUSTEE QUESTIONS RAISED DURING THE WORKSHOP.
THEY WERE CAPTURED, DOCUMENTED, AND ANSWERED IN A COMPREHENSIVE FAQ.
HERE AGAIN, IS THE BOND PLANNING TIMELINE THAT WE STARTED IN OCTOBER OF 2024.
15 MONTHS AGO. SINCE THEN, MORE THAN 65 MEETINGS HAVE BEEN HELD, WHICH WE BELIEVE IS MORE THAN ANY OTHER PREVIOUS BOND IN THE DISTRICT'S HISTORY, TO DISCUSS AND RECEIVE FEEDBACK ON WHAT WAS ULTIMATELY PRESENTED.
THE RECOMMENDED PACKAGE BALANCES NEW SCHOOLS RENOVATION, SAFETY AND SYSTEM UPGRADES WITHIN A FRAMEWORK THE COMMITTEE BELIEVE WAS BOTH RESPONSIBLE AND ACHIEVABLE. AS A REMINDER, THIS IS HOW DALLAS ISD TAX RATE COMPARES WITH THE OTHER TEN LARGEST SCHOOL DISTRICTS IN NORTH TEXAS. AS YOU CAN SEE, DALLAS ISD IS AT THE BOTTOM OF THIS LIST.
EVEN IF THE $0.01 BOND PROPOSAL IS APPROVED BY VOTERS.
DALLAS ISD WOULD STILL HAVE THE LOWEST TOTAL TAX RATE IN THE AREA.
THIS PROVIDES CONTEXT WHEN DISCUSSING AFFORDABILITY AND IMPACT.
THIS SLIDE SHOWS WHAT IT WOULD TAKE TO STAY AT APPROXIMATELY 4.9 BILLION WITH NO TAX RATE INCREASE.
IT'S IMPORTANT TO NOTE UPFRONT THIS IS NOT WHAT THE STEERING COMMITTEE RECOMMENDED.
UNDER THIS PROPOSAL, TWO OF THE 26 NEW SCHOOLS WOULD NEED TO BE REMOVED.
TAKING US DOWN TO 24. RENOVATIONS WOULD BE LIMITED TO FACILITY, FACILITY CONDITION ONLY, AND NO EDUCATION OR MODERNIZATION OR FUNCTIONAL TRANSFORMATION. AND WE'LL SHOW YOU WHAT THAT MEANS IN A MOMENT.
WE WOULD NOT REMOVE ALL PORTABLE BUILDINGS. MANY, IF NOT ALL OF THE 400 WOULD REMAIN.
THERE WOULD BE NO ATHLETIC UPGRADES TO AGING MULTI-PURPOSE FACILITIES.
PROPERTY AND LAND USE FUNDING WOULD BE ELIMINATED.
ENERGY EFFICIENCY PROJECTS AND PLAYGROUND COURTYARD TURF WOULD BE REMOVED.
WE WOULD RETAIN STUDENT EXPERIENCE, TECHNOLOGY, SAFETY AND SECURITY, AND TRANSPORTATION BECAUSE DATA CONSISTENTLY SHOWS THESE RANK HIGHEST ACROSS STAFF, PARENT AND COMMUNITY SURVEYS ALONG WITH THE DEBT SERVICE PROPOSAL.
SWIMMING POOL OR NATATORIUM IMPROVEMENTS WOULD NOT BE ADDRESSED.
FCI ONLY IMPROVEMENTS STABILIZE BUILDINGS BUT OFTEN LEAVE INSTRUCTIONAL LIMITATIONS IN PLACE.
THIS IS THE IDEA WE ARE STRIVING TO PROVIDE EACH STUDENT IN THE DISTRICT.
IT COMBINES THE FCI FACILITIES CONDITION INDEX WITH THE EDUCATIONAL SUITABILITY ASSESSMENT OR ESA.
ON THE FAR LEFT IS WHAT IS EXISTING IN MANY CASES A REGULAR CLASSROOM BEING USED AS AN ART CLASSROOM BUILT DECADES AGO WITH MINOR UPDATES BUT STILL INCLUDES AN OUTDATED CHALKBOARD, OLDER FLOORING, AND DATED FURNITURE IN THE CENTER.
IN THE CENTER SHOWS WHAT WOULD HAPPEN IF WE JUST ADDRESSED THE FACILITY CONDITION INDEX.
[01:30:05]
THIS SLIDE SHOWS THE 26 NEW SCHOOLS THAT WOULD BE INCLUDED IN THE 6.2 BILLION RECOMMENDATION FROM THE STEERING COMMITTEE.THE TO BRING THE PROPOSAL DOWN TO 4.9 BILLION.
AGAIN, AT LEAST TWO OF THESE SCHOOLS WOULD NEED TO BE ELIMINATED FROM THIS PLAN.
THIS BOND IS LARGE BECAUSE DALLAS ISD IS LARGE IN ENROLLMENT.
TOTAL DOLLAR AMOUNTS CAN BE MISLEADING WITHOUT CONTEXT.
BIG DISTRICT. BIG PORTFOLIO. BIG RESPONSIBILITY.
THIS IS WHY TIMING MATTERS INVESTING EARLY COSTS LESS THAN CATCHING UP LATER.
AT THE WORKSHOP LAST MONTH, THE BOARD ASKED FOR A SIMPLIFIED WAY TO EXPLAIN PROPOSITION C.
THIS IS OUR FIRST TAKE. ESSENTIALLY SIMILAR TO OUR HOUSE, PROP C WOULD ALLOW THE DISTRICT TO REFINANCE ITS DEBT AND ALLOW DEBT TO BE PAID OFF SOONER. IT WOULD SAVE AN ESTIMATED 10 MILLION AND AT THE SAME TIME FREE UP ROUGHLY 100 MILLION IN OPERATING CASH TO BE DIRECTED TO DISTRICT CLASSROOMS. OTHER MEANS, SUCH AS THE VIDEO, WILL BE UTILIZED TO MORE CLEARLY EXPLAIN TO VOTERS THE INTENT OF PROPOSITION C.
ONCE AGAIN, THANK YOU FOR ALL OF THE TIME THAT EACH OF YOU HAVE DEVOTED TO LEARNING ABOUT THE ISSUES SURROUNDING THE BOND, AND FOR MEETING WITH THE COMMUNITY TO RECEIVE THEIR FEEDBACK. WE'D ALSO LIKE TO THANK THE INDIVIDUALS THAT EACH OF YOU APPOINTED TO THE CITIZENS BOND STEERING COMMITTEE FOR THE MANY HOURS THEY SPENT IN THIS PROCESS. AND AT THIS TIME, I'LL OPEN IT UP FOR QUESTIONS YOU MAY HAVE.
TRUSTEE FOREMAN. THANK YOU. AND I WANT TO BE CAREFUL WITH MY WORDS, BUT THAT PRESENTATION DIDN'T HIT ME VERY WELL. THE BOARD ASKED FOR MORE INFORMATION BECAUSE ULTIMATELY, IT'S THE BOARD'S DECISION ON WHAT WE'RE GOING TO GO FOR IN TERMS OF THE BOND.
AND SO THAT THAT HAS TO BE CLEAR, BECAUSE THAT KIND OF CAME OFF LIKE NOT TOO GOOD.
SO IN THE 2020 BOND, DID WE USE ESA? NO, NOT NOT DIRECTLY READING THROUGH THE DOCUMENTS. THEY INFERRED SOME SOME LIMITATIONS OF IT.
AND I DON'T SEE CHALKBOARDS STILL ON THE WALLS ON SCHOOLS THAT HAVE BEEN REDONE.
SO, I MEAN, I JUST WANT TO BE CLEAR THAT I UNDERSTAND THAT THAT IS A STAFF REQUEST, BUT WE'RE TRYING TO FIGURE OUT WHAT'S BEST IN TERMS OF WHAT'S BEST FOR THE DISTRICT AND WHERE WE GO.
THE DEBT ELIMINATION. CAN WE NOT PAY OFF DEBT WITHOUT GOING THROUGH A BOND? CAN WE PAY DEBT DOWN? WE CAN PAY DEBT DOWN, YES WE CAN.
SO IT DOESN'T HAVE TO BE A PART OF THE BOND. THAT IS JUST A REQUEST THAT IT BE A PART.
WE CAN PAY IT OFF SOONER. TO CORRECT THIS SPECIFIC DEBT, THOUGH, IS ON THE NO SIDE.
OKAY. BUT WE CAN PAY IT OFF SOONER. NOT THIS SPECIFIC DEBT.
NOT THIS DEBT, NOT THIS SPECIFIC. YOU HAVE TO PAY IT OFF.
EXACTLY. WHEN? IN 2033, 20, 33. AND SO ARE WE ACTUALLY DO WE HAVE WE SAVED MONEY TOWARD THAT DEBT ON A YEARLY BASIS? IF WE MOVE IT TO THE DEBT SERVICE SIDE? YES, $10 MILLION. WE'VE ONLY TAKEN $10 MILLION IN ALL THESE YEARS FOR THAT DEBT.
WE'VE ONLY SAVED $10 MILLION. WE HAVE NOT TOUCHED THIS DEBT.
[01:35:01]
BUT WE NEED VOTER APPROVAL TO DO THAT. OKAY. AND SO WE HAVEN'T.WHEN DID WE INCUR THE DEBT? 2013. AND WE'VE DONE NOTHING SINCE 2013.
NOT WITH THIS DEBT. NO. DO YOU KNOW WHY? BECAUSE IT'S ON THE NO SIDE.
WE DON'T HAVE THE ABILITY TO PAY IT OFF EARLY.
IT COMPETES WITH OUR GENERAL OPERATING FUND, NOT PAYING IT OFF EARLY.
CAN WE PAY DOWN THE DEBT? MAYBE I'M USING THE WRONG TERMINOLOGY.
CAN WE PAY DOWN THE DEBT? WE CAN IF WE HAVE THE OPERATING FUNDS.
OKAY. I JUST WANTED TO MAKE SURE I UNDERSTOOD EXACTLY ABOUT THE DEBT ON THE THE SCHOOLS.
THAT WOULD BE IF WE WENT DOWN FROM THE 6.2 TO THE 4.9.
IS THAT IT? CORRECT. 4.9. OKAY. IF WE WENT DOWN ON THAT.
SO YOU SAID TWO SCHOOLS WOULD BE ELIMINATED. WOULD THAT BE TWO NEW SCHOOLS OR TWO NEW SCHOOLS? TWO NEW SCHOOLS? AND IN THE 2020 BOND, WE STILL HAVE 2 BILLION.
NO, CLOSE TO 1,910,000,000. CLOSE TO 2 BILLION.
NO, ONE 1 BILLION, 1,900,000,000. IS THAT WHAT YOU SAID? NO, I SAID 910 MILLION. OKAY, SO WE GOT 1 BILLION.
1 BILLION. THAT'S STILL LEFT. OKAY. IS THAT DEDICATED TO A SPECIFIC TO SPECIFIC PROJECTS? YES. AND DOES THAT OVERLAP ANY OF THE PROJECTS THAT WE'RE CURRENTLY LOOKING AT THE 2026 BOND INCORPORATES ALL THE SCHOOLS. AGAIN THE 2020 CAPTURED ALL THE SCHOOLS.
THE 2026 WOULD CAPTURE ALL THE SCHOOLS. AND DID I UNDERSTAND YOU TO SAY THAT IF WE WENT DOWN FROM 6.2 BILLION TO THE 4.9 BILLION, THAT NO ATHLETIC FIELDS WOULD BE REDONE? CORRECT. OKAY, SO WE'RE CURRENTLY REDOING ATHLETIC FIELDS.
SOME OF THEM. CORRECT? CORRECT. HAVE WE NOT? CORRECT.
OKAY. SO THEN WE WOULD JUST STOP. CORRECT. WE WOULD MAINTAIN THE ONES THAT WE HAVE OKAY.
SO YOU MEAN NO NEW ONES WOULD BE BUILT OR WE WOULD JUST MAINTAIN WHAT WE HAVE.
WE'RE GOING TO MAINTAIN WHAT WE HAVE. WE WOULD NOT CONSTRUCT ANY NEW TURF.
WE WOULDN'T INSTALL ANY NEW TURF AT ANY OF OUR MIDDLE SCHOOLS OR HIGH SCHOOLS THAT DON'T HAVE THEM.
SO HOW MANY HIGH SCHOOLS DON'T HAVE NEW TURF? YEAH. ALL OF THEM HAVE FOOTBALL. THEY DON'T HAVE BASEBALL.
THEY ALL DON'T HAVE BASEBALL. WE'RE TALKING ABOUT BASEBALL.
BASEBALL, WHICH NORMALLY DOESN'T HAVE TURF. RIGHT? BASEBALL, SOFTBALL TURF IS IN THE PROPOSAL FOR 2026.
ALSO, OUR MIDDLE SCHOOL FOOTBALL FIELDS WILL BE REDONE WITH SOD AND SPRINKLER SYSTEMS AND NEW TRACKS, AND THEY WOULDN'T RECEIVE THOSE. OKAY. AND SO BASEBALL FIELDS NORMALLY DON'T HAVE TURF, RIGHT? OUR CENTRAL SITES ARE TURFED FOR BASEBALL, AND THAT'S TYPICALLY WHERE THE KIDS WILL GO TO TO PLAY THEIR GAMES.
CENTRAL SITES. THAT WOULD BE. THAT'S OUR KINCAID.
YES, THAT WOULD BE OKAY. SO THOSE ONES AND LOWE'S AND THOSE KINDS OF PLACES.
OKAY. BUT THE SCHOOLS THEMSELVES ARE NOT CURRENTLY TURFED.
NO, MA'AM. OKAY. ALL RIGHT. I'LL. I'LL YIELD MY TIME AND COME BACK FOR A SECOND.
TRUSTEE MICCICHE. THANK YOU. I APPRECIATE THE HARD WORK THAT'S GONE ON THROUGH THE ENTIRE PROCESS.
I WANTED TO JUST GO TO THAT REFINANCING ISSUE PROP C, AND THANK YOU FOR MAKING THAT CHANGE.
SO IN THE NEXT TO THE CHECK MARK I WOULD SUGGEST ALLOWS DALLAS ISD TO REFINANCE DEBT AT AT A LOWER COST WITH VOTER APPROVAL. IS THAT AN ACCURATE STATEMENT? YES, BECAUSE OF THE REFINANCING. YEAH. SO SO THAT'S THE WAY I WOULD SUGGEST THAT IT IT BE PRESENTED BECAUSE IT ALONG THE LINES OF THE REFINANCING YOUR MORTGAGE ANALOGY. PEOPLE CAN CAN RELATE TO THAT AND AND KNOW THAT THAT THAT IS DONE FAIRLY FREQUENTLY IN OTHER CONTEXTS.
AND THEN I ALSO MADE SOME COMMENTS ABOUT THE SWIMMING POOLS AND THE NATATORIUM.
[01:40:03]
AND I APPRECIATE YOU CHANGING THAT LANGUAGE TO, I BELIEVE, SWIMMING POOL RENOVATIONS.AND I'M WONDERING IF WE COULD PUT REPAIRS IN THERE TO JUST REPAIRS AND RENOVATIONS.
UNDERSTOOD. I JUST WANT TO MAKE SURE ALSO AS, AS I SPEAK TO CONSTITUENTS ABOUT IT, THAT I'M SAYING IT THE RIGHT WAY, AND IF WE CAN MAKE THE LANGUAGE AS SIMPLE AS POSSIBLE, I THINK THAT WOULD BE BE BE MUCH BETTER.
I LIKE I SAID, I APPRECIATE ALL THE HARD WORK.
I THINK WE ARE DEFINITELY ON THE RIGHT TRACK.
I DIDN'T REALIZE WE HAD 65 MEETINGS AND THAT THAT SHOWS A REAL EFFORT ON THE PART OF OF THE COMMITTEE TO TO REALLY REACH OUT. AND I'VE HEARD ONLY POSITIVE THINGS ON THIS FROM FROM OUR FROM MY, MY CONSTITUENTS.
THE ONE OTHER THING THAT I WOULD ENCOURAGE YOU TO DO IN ALL OF THESE PRESENTATIONS IS LIKE, EVERY SINGLE ONE OF THEM IS PUT WHAT THE DOLLAR COST WOULD BE FOR THE AVERAGE HOMEOWNER.
I THINK WE HAD THAT IN A, IN A PRIOR ITERATION OF THIS OUTLINE.
BUT I THINK THAT'S WHAT WHAT PEOPLE CAN RELATE TO IS THIS IF THE AVERAGE HOUSE IS WORTH $350,000 IN DALLAS ISD, WHAT'S WHAT'S THE MONTHLY OR YEARLY INCREASE IN THE PROPERTY TAX THAT IF WE INCREASE THE RATE AND EVERYBODY CAN CAN RELATE TO THAT. AND SO, SO FOR MY OWN MY OWN VIEW IS WE SHOULD BE GOING FOR THE LARGER NUMBER, THE SMALL INCREASE IN THE TAX RATE, AS OPPOSED TO TRYING TO GET TO NO INCREASE IN THE TAX RATE.
AND IN PART OF THAT ALSO COMES FROM THE EXPERIENCE IN THE 2020 BOND, WHERE EVEN WHEN YOU DON'T INCREASE THE TAX RATE, THERE'S IN CAPITAL LETTERS THAT STATEMENT THAT THIS IS A TAX INCREASE AND IT MAKES IT VERY DIFFICULT TO EXPLAIN TO PEOPLE THAT, NO, EVEN THOUGH THIS SAYS THIS IS A TAX INCREASE WHETHER YOU PASS THE BOND OR DON'T PASS THE BOND, YOUR TAX WILL BE THE SAME BECAUSE THE TAX RATE WILL STAY THE SAME.
AND WHATEVER THE APPRECIATION OR DEPRECIATION IN, IN, IN THE PROPERTY WILL BE WHATEVER IT IS.
BUT BUT THE BUT THE THAT OBSTACLE OF THE LANGUAGE SAYING THIS IS NOT A TAX INCREASE.
THIS IS A TAX INCREASE WHEN THAT LANGUAGE SAYS IT ON THE BALLOT, WHEN YOU DON'T INCREASE THE TAXES, IT'S REALLY, REALLY HARD TO KIND OF MAINTAIN CREDIBILITY IN TRYING TO DISCUSS DISCUSS IT WITH POTENTIAL VOTERS.
SO PUT ME DOWN AS BEING ON THE SIDE OF THE, THE, THE RELATIVELY HIGHER NUMBER.
THANKS. TRUSTEE SANDERS TRUSTEE MITCH ASKED THE KEY QUESTION I HAD, WHICH WAS WHAT'S THE ONCE IN IMPACT ON THE AVERAGE HOUSEHOLD? DO WE STILL HAVE THAT NUMBER? DON'T WE? YES. WHAT IS IT? IN DALLAS ISD? THE MONTHLY IMPACT WOULD BE $2.79 ON THE AVERAGE HOUSEHOLD, WHICH IS A LITTLE OVER $500,000, AND THE YEARLY IMPACT WOULD BE $33.48. AND THAT'S ON THE HOUSEHOLD.
WHAT AVERAGE VALUATION? A LITTLE OVER 500,000.
OKAY. ALL RIGHT. SO 279 MONTHLY. AND THEN YOU SAID WHAT WAS THE YEARLY 3348 AND THAT'S INCLUDING THE 140,000 HOMESTEAD EXEMPTION. OKAY. ALL RIGHT.
I UNDERSTAND WE ARE ANSWERING SPECIFIC QUESTIONS THAT WE WERE THAT WE WERE ASKING, BUT AS WE, THE MORE WE CAN KEEP HAMMERING THAT POINT, I THINK THE MORE HELPFUL AND TRUSTEE SANDERS.
IF THE HOMEOWNER 65 OR OLDER, IT'S A $0 IMPACT.
ALL RIGHT. GOT IT. ALL RIGHT. NOT I COULD HAVE REACHED OUT TO
[01:45:02]
YOU AND ASKED THIS QUESTION BEFORE RELATIVE TO INFLATION.WHAT WAS THE 2020 TOTAL? SORRY. JUST TAKE INFLATION OUT.
WHAT WAS THE 2020 TOTAL BOND THAT WE PUT OUT AGAIN? 3.3. 3.5 BILLION. YEAH, 3.5 BILLION. WITH INFLATION ADJUSTMENT, LIKE, WHAT WOULD THAT EQUAL AMOUNT OF INVESTMENT BE IN A 2026? 17. 20.
ONE. POP QUIZ 4.2 BILLION TWO. GOT IT. GREAT.
THANK YOU. I I APPRECIATE YOU PUTTING UP THE DISTRICT TO DISTRICT COMPARISONS. I THINK THAT'S A HELPFUL CONTEXTUALIZATION ON A PER PUPIL BASIS.
SO THAT HELPS ME. YOU KNOW, AS I'M THINKING ABOUT THIS, LOOKING AROUND, WHAT IS A ROBUST INVESTMENT IN OUR KIDS AND THEN IN OUR SCHOOLS. SO I, I APPRECIATE THAT THE I WANT TO MAKE SURE I ALSO UNDERSTAND WHEN WE'RE SAYING THE DIFFERENCE BETWEEN LOOKING AT THE NO. $0.01 TAX INCREASE.
WE'RE SAYING ESSENTIALLY BETWEEN B, C AND D, THE ONLY DIFFERENCE IS A REDUCTION.
AND WE JUST TAKE OUT THE SWIMMING POOL. RIGHT.
YEAH. PROP EIGHT IS QUITE A FEW STRIKEOUTS, RIGHT? OF COURSE. YEAH. NO, I SAID PROP A ASIDE JUST ONLY IN B, C, AND D.
STAY THE SAME. CORRECT. ALL RIGHT. GOT IT. I AM AGAIN LEANING TOWARD THE $0.01, GIVEN THAT THE IMPACT TO THE HOUSEHOLDS IS NOTHING IS NEGLIGIBLE IN A HIGH COST ENVIRONMENT. BUT WHEN YOU THINK ABOUT THE BALANCE ON WHAT WE COULD DO FOR OUR COMMUNITIES, FOR OUR SCHOOLS, I'M STRONGLY LEANING IN THAT DIRECTION.
AND, YOU KNOW, JUST MAKE A SMART RESTRUCTURING.
I THINK THAT'S HELPFUL. AND I KNOW, META, YOU'RE GETTING OVERSHADOWED BY THE BOND, BUT I JUST WANTED TO COME BACK AROUND AND SAY AN 18 X RETURN ON INVESTMENT IS A IS A PRETTY DARN GOOD ONE.
SO THAT'S MY TIME. TRUSTEE WEINBERG, BYRON COSIGNS.
I'M THE TRIPLICATE. THE CARBON COPY SIGNER AS WELL.
ON THE 33 BUCKS FOR THE YEAR. FOR THE 1%? $0.01 TAX INCREASE.
I THINK THAT'S A REALLY A CRUCIAL FIGURE FOR PEOPLE.
AGAIN, 6.2 BILLION IS SORT OF AMORPHOUS AND HARD TO BOIL DOWN INTO WHAT IT MEANS TO ME.
I HAVE A FEW CLARIFYING QUESTIONS JUST ON THE PRESENTATION.
ON THE SWIMMING POOL. SWIMMING POOL POOLS. I MIGHT SUGGEST IF WE'RE GOING TO FIX IT.
AND IF IF THE LAWYERS SAY, OKAY, MAKE IT PLURAL AND MAKE SURE THAT IT'S THE DISTRICT POOLS BECAUSE IT'S IT'S CENTRAL FACILITIES, YOU KNOW, THAT IT'S THAT WE COMPETE IN WHATEVER YOU CAN DO TO CLARIFY THAT IT'S CENTRAL OLD NEEDS FIXING AND THERE'S MORE THAN ONE WOULD BE GREAT.
I AGREE WITH DAN ON THAT. CLARIFICATION ON PAGE 13.
I JUST WANT TO MAKE SURE THERE'S TWO DALLAS ISD'S LISTED AND THEY'RE BOTH 2026 PROJECTED.
THE FIRST ONE IS OUR CURRENT TAX RATE. THE SECOND ONE IS NEXT YEAR'S TAX RATE.
IF WE INCREASE IT BY ONE PENNY. OKAY. OKAY. AND IF WE DON'T, IT WOULD BE
[01:50:01]
.9886. NO .97. SOMETHING LIKE THAT. A LITTLE BIT CLOSER TO THAT 99.38. OKAY. OKAY. AND THEN OKAY, SO THE FIRST DALLAS ISD OF THOSE TWO IS WHAT IT IS FOR 25 2025 TAX RATE AND ALL THE ONES TO THE LEFT OF THAT ARE THE 2025 TAX RATES.SO THOSE ARE ALL 25. AND THEN THAT'S THE PROJECTED IF WE PUT THE $0.01 IN.
CORRECT. OKAY. THANK YOU FOR CLARIFYING THAT.
YOU TOLD ME WHAT DGS WERE AND THEN I IMMEDIATELY FORGOT.
COULD YOU PLEASE. OH, YEAH. TECHNICAL DESIGN GUIDELINES.
THANK YOU. AND THEN I YOU I HEARD YOU NAME SOME OF THE DIFFERENCES BETWEEN WHAT A SCHOOL WOULD HAVE IF YOU FACTORED IN EDUCATIONAL SUITABILITY AND IF THEY DIDN'T. I HEARD SOME THINGS, BUT COULD YOU JUST NAME A FEW OF THE THINGS THAT ARE, ARE DIFFERENCES, LIKE NATURAL LIGHT WAS ONE I HEARD.
YEAH. NATURAL LIGHTING. THERE'S SOME SECURITY MEASURES SIZE MORE FUNCTIONALITY.
LIKE SOME OF OUR OLDER SCHOOLS CLASSROOMS ARE ONLY ABOUT 400FT².
YOU KNOW, A TECHNICAL DESIGN GUIDELINE WOULD SAY THEY NEED TO BE 700FT² FOR ADEQUATE SPACE.
SO WE WOULD INCREASE SIZE. THERE'S SOME TECHNOLOGY UPGRADES LIKE THE MARKER BOARDS, JUST UPGRADING THE FACILITY THAT WE MENTIONED, NATURAL LIGHTING. WHAT'S ANOTHER ONE? YEAH. JUST A QUICK LIKE JUST TAKING ROTC AT YOUR MIDDLE SCHOOL RIGHT. THEY'RE TYPICALLY IN A PORTABLE OR THEY'RE IN A JUST A CLASSROOM.
THE SAME THING WITH DANCE. SOMETIMES THEY'LL TAKE ON A DANCE TEACHER AND THEY'LL PUT THEM IN A CLASSROOM, THE BIGGEST ONE THAT THEY HAVE AVAILABLE, RIGHT? BECAUSE THEY NEED THAT SPACE. BUT IT'S NOT ADEQUATE DANCE ROOM SPACE WITH THE BARS AND THE MIRRORS AND THE AND THE AND THE FLOORING.
AND THEN SAME THING WITH YOUR YOUR YOUR ART. RIGHT.
BUT THEY WANT THAT PROGRAM. AND WE WANT TO BE ABLE TO GIVE THEM THAT SPACE.
AND WHERE WOULD CAFETERIA FIT, FOR EXAMPLE, IN THERE.
SO IT HAS SIMILAR STANDARDS LIKE OUR TECHNICAL DESIGN GUIDELINES TO DESCRIBE HOW MANY SERVING LINES, THE SIZE OF IT, THE LIGHTING, THE AMENITIES IT NEEDS TO HAVE.
SO THAT'S OUR BASELINE. WE COMPARE ALL OUR SCHOOLS TOWARD THAT.
I MEAN, IN THE DINING SPACE, NOT IN THE KITCHEN.
THAT'S AN ISSUE THAT, THAT IT WOULD CAPTURE. SO EVERY SPACE, EVERY PROGRAMABLE SPACE IN THE BUILDING HAS A BASELINE MODEL WE GO BY. AND I'VE SEEN STORAGE IN SOME OF THE CAFETERIAS.
IT'S JUST THINGS ARE SO CROWDED FOR SPACE IN MANY OF THE SCHOOLS.
SO OKAY, SO THAT'S THAT'S INTERESTING. THANK YOU.
AND HELPFUL IS TDG WHO IS WHO DOES TDG WHO MAKES THOSE WHO CREATED THOSE? IS IT T IS IT COMBINATION. YEAH. TO GIVE SOME GUIDELINES.
LIKE MINIMUM STANDARDS, LIKE BUILDING CODES, WE CAN EXCEED THOSE.
WE HIRE CONSULTANTS, YOU KNOW, PROBABLY 5 TO 10 YEARS TO UPDATE OUR TECHNICAL DESIGN GUIDELINES, WORKING WITH ARCHITECTS THAT ARE WORKING IN K THROUGH 12.
GOTCHA. SO IT'S A BASIC PLUS BLUEPRINT. YES. OKAY.
ALL RIGHT. THANK YOU. THAT'S HELPFUL. AND THEN OKAY, ON PAGE 18, WHICH IS THE THE DEFERRED MAINTENANCE, CAN YOU, CAN YOU JUST WALK ME THROUGH THAT A LITTLE BIT? SO THE YELLOW REPRESENTS. YEAH. OUR DEFERRED MAINTENANCE BACK IN 2018, WE HAD DOCUMENTS SAYING OUR DEFERRED MAINTENANCE WAS 5.8 BILLION WHERE WE HAD A BOND IN 2020 THAT'S HELPING US REPLACE, LIKE, A ROOF.
AND THAT DEFERRED MAINTENANCE IS GOING DOWN EACH YEAR.
IF THE BOND INTO WHERE WE ARE CURRENTLY RIGHT NOW IN 2026.
BUT YOU SEE AFTER 26. BECAUSE IN 28, I'M PROJECTING OUR 2020 BOND TO BE COMPLETED.
IF WE DON'T PASS A BOND, IT'LL START GROWING AGAIN.
IT'S A CYCLE. WHETHER A ROOF, A COMPONENT OF THE BUILDING NEEDS TO BE REPLACED.
THE TURQUOISE IS DO NOTHING. YEAH, IT IT'S HOW WE SHOWING YOU THE COST OF IF YOU DEFER TO MAINTENANCE OR WE DON'T DO ANYTHING, WE DON'T PASS A BOND.
OKAY. YOURS LOOKS DIFFERENT THAN MINE. IT'S ONLY GOING UP AGAIN IN 30 IF WE DON'T HAVE A 2026 BOND.
[01:55:06]
OKAY. RIGHT. THE GOLD'S GOING BACK UP IF WE DON'T PASS A 2026 BOND.RIGHT? SO WHERE HIS BOND ENDS IN 2028, YOU SEE THE.
WE'RE GOING DOWN. YEAH. AND THEN WITHOUT ANY MONEY, WE'LL WE'LL GO BACK UP.
MINE LOOKS A LITTLE DIFFERENT ON MY. YEAH. YOU GOT EARLY VERSION.
OKAY. OKAY, GOOD. THANK YOU. THAT'S THAT'S HELPFUL IN CLARIFYING.
SO TURQUOISE AND GOLD MAKE MORE SENSE TO ME. THANK YOU.
AND THAT IS THE EXTENT OF MY CLARIFYING QUESTIONS WITH RESPECT TO THIS PRESENTATION.
I'LL WAIT FOR MY SECOND ROUND. THANK YOU. THANK YOU.
CAN I GO TO TRUSTEE CURRY, WHO'S ONLINE? TRUSTEE CURRY.
I WAS TOLD TRUSTEE CURRY. CAN YOU HEAR ME? NOPE.
OKAY, THEN WE'LL COME BACK AROUND AND TRUSTEE MACKEY. THANK YOU ALL FOR THIS.
I'LL START WITH YOU. MITA. THANK YOU SO MUCH FOR ALL OF THE WORK THAT YOU DO.
IT'S JUST AMAZING TO SEE ALL OF WHAT YOU'VE BEEN ABLE TO ACCOMPLISH AND THE ENTIRE TEAM.
SO KUDOS. I MEAN, THE NUMBERS SPEAK FOR THEMSELVES, BUT MORE THAN THE NUMBERS THAT IT'S WATCHING.
WHAT HAPPENS WHEN A BOOK VENDING MACHINE GETS INSTALLED AT A CAMPUS? AND SO I ONLY HAVE ONE QUESTION FOR YOU, WHICH IS WHAT DO YOU NEED OR WANT FROM THIS BOARD TO CONTINUE TO SUPPORT THE WORK OF DALLAS EDUCATION FOUNDATION GOING FORWARD? THANK YOU FOR ASKING THAT. NO, I WHAT YOU PROVIDE ALREADY, YOUR INVESTMENT IS CERTAINLY IS IS EXCEPTIONALLY BENEFICIAL.
I'M SURE MANY OF YOU GET ASKED A QUESTION FROM YOUR CONSTITUENTS.
WHAT CAN I DO? MAYBE FROM PEOPLE WHO SAY, YOU KNOW, BUSINESSES THAT YOU KNOW OF.
THAT WOULD BE MY BIG ASK. WILL DO. AND AND WE HAVE A DONATION LINK ONLINE.
SO AWESOME WILL DO. NOW I HAVE A SECOND QUESTION.
I LIED TO YOU. I HAVE A SECOND QUESTION. I'M CURIOUS, GIVEN THAT WE'LL HAVE A LARGE EVENT HERE IN THE SUMMER AROUND THE WORLD CUP, IS THERE ANY KIND OF CONVERSATIONS OR ARE THINGS THAT I MEAN, I ASSUME THERE'S A LOT OF ATTENTION FOCUSED IN DALLAS.
IS THERE ANYTHING THAT WE CAN DO TO CAPITALIZE ON THAT ON THE THE WORLD CUP? YOU KNOW, ONE OF THE THINGS THAT WE ARE DOING IS WORKING WITH THE DISTRICT TO SEE HOW WE CAN LEAN IN TO THE WORLD CUP. I KNOW THE DISTRICT HAS A LOT OF PLANS TO TO, YOU KNOW, A LOT OF SOCCER THEMED ATHLETIC FIELDS THAT WE'RE TALKING ABOUT IN THIS BOND. WE HAVEN'T HAD THOSE SPECIFIC CONVERSATIONS YET, BUT WE'RE ABSOLUTELY OPEN TO THOSE. COOL. WELL, THANK YOU FOR YOUR WORK.
CONTINUE TO AND EXCITED TO SUPPORT THAT AND CONTINUE TO STEERING PEOPLE TO DEAF.
YES. THANK YOU. AS FAR AS THE BOND, THANK YOU.
THEN WE STILL HAVE ANOTHER BRIEFING, I BELIEVE, IN JANUARY THAT WE WILL ACTUALLY AGAIN, DIVE INTO THE BOND AND GET A LOT MORE UNDERSTANDING BEFORE WE MAKE ANY FINAL DECISION ABOUT WHETHER TO PUT IT ON A BALLOT. IS THAT CORRECT? YEAH.
WHATEVER FEEDBACK I GET FROM YOU GUYS NOW, I'M WORKING TOWARD GIVING YOU A FINAL PACKAGE.
AND WE'LL PRESENT IT TO YOU. YOU GUYS FEEL LIKE WE'RE THERE? GOTCHA. OKAY. ALL RIGHT, SO GOING BACK, LET'S GO TO THE FIRST SLIDE HERE, JUST TO MAKE SURE WE'LL GO IN ORDER.
KEEP GOING, KEEP GOING, KEEP GOING, KEEP GOING, KEEP GOING.
OKAY. PAUSE. GO TO THIS ONE. THIS MAKES A LOT OF SENSE.
I THINK THAT'S HELPFUL. HOW DO WE MAKE SURE THAT THAT IS FRONT AND CENTER? IT'S FACTUAL INFORMATION ON THAT. IF YOU CAN GO TO THE PROPOSAL WHERE IF IT WAS NO TAX RATE INCREASE, THIS IS SUPER HELPFUL. I KNOW WE ASKED FOR THIS.
WHAT WOULD BE MORE HELPFUL FOR ME, ESPECIALLY AS I'M HAVING CONVERSATIONS WITH CONSTITUENTS ABOUT THIS, WOULD BE ALL OF THE CONTEXT THAT YOU ADDED WHEN YOU SHARED THIS WITH US.
REPLACEMENT CAMPUSES WOULD DROP FROM 28 TO 26 OR WHATEVER THE NUMBER WAS.
FACILITIES UPGRADES MEANS WE WOULD NOT REMOVE PORTAL AND I DON'T KNOW IS IT IS THAT THE COST FOR EVERYTHING? IS THAT JUST PORTABLE REMOVAL IS 280 MILLION? ARE THERE OTHER THINGS IN THAT? PORTABLE REMOVAL? SO THAT'S MEP, MECHANICAL, ELECTRICAL AND PLUMBING.
YOU KNOW, TURF FOR OUR, OUR HIGH SCHOOL FOOTBALL FIELDS THAT WE HAVE TO THAT WE ALREADY INSTALLED, WE HAVE TO REPLACE. THAT WOULD NOT BE A PART OF THAT CAPITAL IMPROVEMENT PROJECTS THAT THE MAINTENANCE DEPARTMENT DOES.
ALL OF ALL OF THOSE THINGS. OKAY. THE WAY THAT I'M ENVISIONING IT, AGAIN, LIKE A ONE PAGER, THAT KIND OF HELPS EXPLAIN THIS WOULD BE AND YOU COULD EVEN JUST, LIKE, DO ALL OF, LIKE, EVERYTHING LISTED ON ONE SIDE AND PROPOSAL A, AND YOU COULD EVEN PUT PROPOSAL B, C, AND D BECAUSE THEY'RE ALL ONE LINE HERE.
[02:00:01]
NO TAX RATE INCREASE. IT'S A ZERO. WE HAVE LIKE AVERAGE COST TO HOMEOWNER AT THE TOP IS $0 FOR THOSE OVER 65 $0, AND THEN IT LISTS OFF SOME OF THE 28 REPLACEMENT CAMPUSES BUILDING TO 100% FCI AND 80% OF ESA, MEANING UPGRADED LIKE ROOM SIZES, YADA YADA. JUST A BRIEF SUMMARY OF SOME OF THOSE SPECIFIC ELEMENTS IN THERE.AND THEN IN THE COLUMN NEXT TO IT IS NO TAX RATE INCREASE OR SORRY, THAT'S KIND OF BACKWARDS.
THE FULL PROPOSAL, WITH ITS $33 A YEAR AND $0 FOR OVER 65 AND OVER, THEN OVER HERE IT IS.
WHAT GETS LOST. LIKE, I DON'T KNOW WHAT THE RIGHT WAY IS, BUT LIKE TO REALLY HONE INTO THOSE SPECIFICS THAT I CAN POINT TO SOMETHING AND SAY, WE HAVE TWO OPTIONS. WE DECIDED TO GO FOR A BOND.
WE HAD TWO OPTIONS. WE COULD GO FOR THE NO TAX RATE INCREASE.
HERE'S THE THINGS WE'RE GETTING. ALL PORTABLES ARE BEING REMOVED. WE HAVE REPLACED PLUMBING UNDER THESE MIDDLE SCHOOL FACILITIES, GET TURF, ETC. LIKE THOSE AS TANGIBLE AS THEY CAN BE FOR AN EVERYDAY PERSON THAT'S NOT IN THE ZONE.
ABOUT ALL OF THIS WOULD BE SUPER HELPFUL FOR ME TO EXPLAIN THAT.
LIKE THE THING 15 MILLION FOR PROPERTY AND LAND USE, THAT MEANS ALMOST NOTHING TO ME ANYWAYS, EVEN THOUGH I KNOW THERE'S A LOT OF THINGS THAT PEOPLE WOULD CARE ABOUT UNDERNEATH IT. SO LIKE, I'M HAPPY TO WORK WITH YOU OFFLINE ABOUT A WAY TO VISUALIZE IT, BUT IT WOULD JUST BE HELPFUL TO KNOW WHAT THOSE THINGS ARE THAT YOU VOICED OVER, THAT WE COULD PUT THAT ONE PAGER IN FRONT OF CONSTITUENTS AND THEY GO, OH, I SEE WHY YOU WENT FOR THE $33 INCREASE OVER THE COURSE OF THE YEAR, AS OPPOSED TO THE NO TAX RATE INCREASE.
BUT THAT THAT THAT WAS SUPER HELPFUL AND I THINK MET WHAT I WAS ASKING ABOUT ON THAT.
ANY QUESTIONS THERE OR CLARIFICATIONS? I KNOW IT'S KIND OF MESSY.
GREAT. IF WE CAN GO TO THE NEXT SLIDE. THIS WAS HELPFUL.
THANK YOU. NEXT ONE, NEXT ONE, NEXT ONE. OKAY.
ARE THESE REAL NUMBERS OR ARE THESE, LIKE, GUESS ESTIMATES? THE FUTURE'S ALWAYS GUESSTIMATING A LITTLE BIT.
THERE. AND BASED ON HOW WE'RE TRACKING IN TO TODAY'S DATE, WHY THEN HELP ME TO JUST UNDERSTAND, WHY WOULD WE WE WENT FOR OUR LAST BOND IN 2020.
SO THE BOND MONEY DIDN'T EVEN START FLOWING INTO THE SCHOOLS UNTIL AT LEAST THE END OF 2020 OR 2021.
IS THAT ACCURATE? 2015. BUT WE DID HAVE 2015, 2015.
SO THAT'S WHY WE SEE THE DECREASE FROM 2018 TO 2020 BECAUSE OF THE 2015 BOND.
GOT IT. I HEARD YOU ALSO MENTION THAT. AND AGAIN, I KNOW THESE ARE ESTIMATES LIKE 2028 TO 2030.
THEY'RE BOTH GOING UP BECAUSE, YOU KNOW THINGS ARE GETTING OLDER.
IS THAT ACCURATE? YEAH, WE WE STARTED AT ASSUMPTION IN 2026 RIGHT IN THE BLUE PORTION.
AND IT JUST ACCELERATED. IT COMPOUNDS ON TOP OF ITSELF.
SO LIKE AND THIS IS SUPER WONKY. BUT FROM IN THE BLUE PORTION WE DO NOTHING.
I WOULD ASSUME WE HAVE OLDER FACILITIES THAT BREAK MORE.
AND YOU'RE ENDING UP WITH MORE DEFERRED MAINTENANCE. IT GOES FROM 5.17 TO 5.83 WHICH IS A 0.66 INCREASE. BUT WHEN I LOOK AT, OKAY, IF WE DID ALL THIS WORK AND WE ACTUALLY REDUCED OUR LIKE, WE BUILT NEWER BUILDINGS, WE'VE FIXED SOME OF THIS DEFERRED MAINTENANCE. NOW WE'RE AT 1.5 BILLION THAT WE'RE PROJECTING THAT OUR DEFERRED MAINTENANCE WOULD GO FROM 1.5 TO 2.29, WHICH IS A LARGER NUMBER. IT ACTUALLY SHOWS WE'RE GROWING MORE WITH THE BOND THAN THAN IF WE LEFT IT AND DID NOTHING.
YES, I GET THAT THE NUMBER IS HIGHER, BUT THE GROWTH RATE TO ME SOUNDS.
WHY WOULD WHY WOULD IT GROW? WHY WOULD DEFERRED MAINTENANCE GROW FASTER WITH NEWER BUILDINGS THAN OLDER BUILDINGS? IS WHAT I'M STRUGGLING TO UNDERSTAND. OR MAYBE THAT'S JUST. NO, IT'S A GREAT QUESTION. IT'S BECAUSE WE WOULD HAVE NO ASSUMPTION OF MONEY AT ALL STARTING IN 2026, RIGHT? SO IF WE DON'T PASS THIS BOND, THE MONEY THAT BRANT HAS RIGHT NOW IS ABOUT $1 BILLION.
AND IT IS IT IS SPOKEN FOR. SO THEREFORE THAT WILL CONTINUE TO GO DOWN.
IF THIS BOND PASSES IN 2026, WE CAN DESIGN AND WE CAN START CONSTRUCTION EARLIER ON PROJECTS THAT WE WE WOULDN'T NORMALLY DO. SO THE ONLY THE ONLY THING HE HAS IS THE MONEY HE CURRENTLY WILL HAVE, WHICH IS $1 BILLION THAT'S SPOKEN FOR.
THAT TAKES YOU ALL THE WAY DOWN TO 2028 WITH NO ASSUMPTION OF ANY MORE MONEY, WHICH IS THE DEFERRED MAINTENANCE IS GOING TO GO IS GOING TO INCREASE STARTING IN 2026, AS OPPOSED TO THE MEP MONEY THAT YOU COULD HAVE.
THAT THAT WOULD GET SPENT IMMEDIATELY AFTER A BOND PASSES THINGS OF THAT NATURE.
THAT MAKES SENSE IN TERMS OF WHEN THE DEFERRED MAINTENANCE STARTS TO GO UP WITH THE DO NOTHING,
[02:05:05]
IT STARTS TO GO UP IMMEDIATELY GOING UP, AND LATER ON IT STARTS TO GO UP IN 2029 OR WHATNOT WHEN WE'RE SPENDING THROUGH A LOT OF THE BOND.WHAT I'M TALKING ABOUT IS ACTUALLY THAT RATE OF GROWTH BETWEEN 28 AND 30.
IT'S DIFFERENT COMPONENTS OF THE BUILDING GOING OUT, LIKE LET'S SAY A ROOF.
THOSE THINGS ARE NEEDED. SO WE PROJECT 0 TO 2, 2 TO 5, 5 TO 10 YEARS OUT.
AND DEPENDING ON WHERE THAT COMPONENT. WE MIGHT HAVE A LOT OF ROOF REPLACEMENTS.
WE'RE PROJECTING TO BE OUT OF NEEDING REPLACING 2030.
THAT WOULD GROW DIFFERENT. IT WON'T BE A LEVEL STRAIGHT LINE.
I GUESS I'M JUST TRYING TO UNDERSTAND, THOUGH. IF WE PUT ANOTHER $6 BILLION IN TO GET TO 2030, WE ASSUME WE FIX A LOT MORE ROOFS AND WHATNOT.
WE SHOULD HAVE THOSE COMING LESS THE THE AMOUNT THAT IT GROWS BETWEEN 28 TO 30.
ON HAVING A BOND. NO, NO, NEITHER ONE OF THESE LINES ASSUME THE BOND.
THIS THIS. IT'S JUST SAYING IF WE STOPPED AND I COMPLETED THE BOND WE HAVE NOW IN THE THE GOLD OR YELLOW, WE WOULD BE COMPLETING 2028. AND THEN OUR DEFERRED MAINTENANCE WOULD START GROWING BECAUSE WE HAVE NO MORE BOND FUNDING.
SO IT'S ALL ASSUMPTIONS. OKAY. THAT'S A HUGE THAT HELPS ME DRASTICALLY.
SO NEITHER OF THESE ARE ASSUMING THAT WE WOULD GET A 2026 BOND.
CORRECT. JUST TRUSTEE MACKEY. CAN I GET YOU AROUND TO.
YES. OKAY. TRUSTEE CURRY. I'LL CUT YOU OFF. YES.
THANK YOU. JUST TWO QUESTIONS. ON THE BOND. I WANTED TO ASK ONE.
MY UNDERSTANDING OF HOW WE. PART OF HOW WE CAME UP WITH PROP A, THE $5.9 MILLION NUMBER, WAS TO ASSUME WE WOULD FUND 100% OF THE FACILITY'S INDEX, AND THEN 80% OF THE BSA. IS THAT CORRECT? CORRECT. CORRECT. AND SO, AS PART OF LOOKING AT WHAT IT LOOKS LIKE WHEN YOU DROP DOWN TO 4.9, DID YOU ADJUST THAT NUMBER FROM 80% OR THE OR THE FACILITY'S INDEX DOWN TO A LOWER NUMBER? AND IF SO, WHAT WOULD NOT? WHAT WAS THAT ADJUSTMENT? YEAH, IT WAS AGAIN WITH THE ESA, WE FROM 80%, WE WENT TO 0%.
OKAY. SO NONE OF THE PROJECTS RELATED TO TRYING TO TAILOR YOU KNOW, OUR, OUR SCHOOL FACILITIES TO SPECIFIC NEEDS OF EDUCATIONAL NEEDS WOULD BE DONE IF WE DROPPED DOWN TO 4.9 BILLION.
AM I AM I HEARING THAT CORRECTLY? CORRECT THE FUNCTION.
THAT'S HELPFUL TO EXPLAIN TO TO PARENTS WHAT WE, YOU KNOW, A MAJOR COMPONENT OF WHAT WE WOULD BE LOSING IS THE ABILITY TO TAILOR OUR FACILITIES SPECIFIC NEEDS OF THE SCHOOLS, NOT JUST MAINTAINING THE STATUS QUO.
SO I APPRECIATE THAT. THE OTHER QUESTION I HAD IS LATER IN THE PRESENTATION THERE IS A SLIDE IN WHICH WE ARE COMPARING THE PROPOSED 2026 BOND ON A GROSS AND THEN AN ANNUALIZED BASIS PER TAXPAYER TO OTHER RECENT BONDS.
I DON'T KNOW IF YOU CAN PULL THAT SLIDE UP. HOW WOULD YOU DO THAT? AND YOU MAY HAVE DONE SO. AND I DON'T HAVE THE ABILITY TO SEE IT ON MY SCREEN.
SO I'M A I'LL ASSUME IT'S UP AND ASK MY QUESTION.
IT IS MY UNDERSTANDING THAT YOU KNOW, YOU'VE TALKED ABOUT HOW ON A PER HOUSEHOLD OR THE GIVEN THE AVERAGE PROPERTY VALUE, WE EXPECT THE TAXPAYER'S TAX BILL WOULD INCREASE ABOUT $33 TO ADD THE $0.01 FOR OUR BOND.
AND I WOULD LOVE TO SEE HOW THAT COMPARES TO THE OTHER BONDS THAT YOU HAVE HIGHLIGHTED TO COMPARE AGAINST YOU KNOW, THE, THE RECENT RICHARDSON BOND, YOU KNOW, YOU KNOW, THE RECENT FRISCO BONDS, OTHER BONDS THAT HAVE HAPPENED IN THE LAST SEVERAL YEARS IN OUR AREA. BECAUSE I SUSPECT THAT $33 THAT WE ARE PROPOSING IS MUCH LESS ON A PER TAXPAYER PER HOME BASIS THAN SOME OF THOSE OTHER BONDS. FOR EXAMPLE, I BELIEVE THE RICHARDSON WAS CLOSER TO ROUGHLY $120 OR SO.
WE'RE GOING TO HAVE A VERY LARGE BOND BECAUSE WE'RE A VERY LARGE CITY THAT HAS A LOT OF PROPERTY.
[02:10:04]
SO I WOULD I WOULD LOVE TO SEE THAT COMPARISON IF WE COULD.WE CAN GET THAT INFORMATION. AND THEN FINALLY YOU KNOW, AS DALLAS EDUCATION FOUNDATION, I JUST WANTED TO TAKE A MOMENT TO THANK YOU FOR ALL THE WORK THAT YOU AND YOUR TEAM, TO THE COMMUNITY PARTNERS AND THE BUSINESSES AND OTHERS THAT HAVE PARTNERED WITH US TO HELP MAKE OR TRY TO MAKE THIS THE GREATEST URBAN SCHOOL DISTRICT. I DO BELIEVE IT'S THE GREATEST URBAN SCHOOL DISTRICT IN AMERICA, AND A BIG PART OF THAT IS OUR PARTNERS THAT SUPPORT US AND TO WORK WITH THE DALLAS EDUCATION FOUNDATION. SO THANK YOU SO MUCH FOR WHAT YOU DO. THANK YOU.
TRUSTEE CURRY. THOSE ARE MY QUESTIONS. OKAY. SEEING NOTHING FOR ROUND ONE WE'LL GO ROUND TWO.
TRUSTEE FOREMAN. SO I'M LOOKING AT THE SLIDE WITH THE PROPOSAL.
NO TAX RATE INCREASE. AND IT IT SCRATCHES OUT SOME OF THE, SOME OF THE THINGS THAT WE WOULD CHANGE.
WHO ACTUALLY SETS THE TAX RATE. IS IT THE DISTRICT OR IS IT THE STATE? THE TAX RATE IS SET BY A CALCULATION THAT IS, BY THE STATE.
THE SCHOOL BOARD ADOPTS THE ULTIMATE TAX RATE.
SO WE DON'T SET THE TAX RATE. SO WE CAN'T GUARANTEE THAT THE TAX RATE WILL BE LOW.
CORRECT. CORRECT. IT'S CALCULATED. IT'S A CALCULATION.
IT'S A CALCULATION. I JUST WANT TO MAKE THAT CLEAR.
BECAUSE WE KEEP TALKING ABOUT WE SET THE TAX RATE.
WE DON'T. IT'S A CALCULATION. WE SET THE TAX RATE WHICH WE'VE KEPT LOW FOR YEARS BASED ON THIS BOARD, TRYING TO KEEP THE RATE AS LOW AS POSSIBLE, I'M LOOKING AT THE ONE WHERE WE SCRATCHED OUT SOME OF THE PROPOSAL.
NO TAX RATE INCREASE, WHICH IS NOT REALLY ACCURATE, BUT IT REDUCES THE NUMBER OF REPLACEMENT CAMPUSES BY TWO. CORRECT. AND THEN IT SAYS DISTRICT WIDE RENOVATIONS.
SO THOSE RENOVATIONS WOULD BE LIKE SECURE VESTIBULES OR THOSE KINDS OF THINGS.
IS THAT WHAT THAT WOULD BE. THE 1.9 JUST LESS AGGRESSIVE OF A RENOVATION? NO ESSAY. LIKE I SAID, WE'RE JUST DOING LIKE TRADITIONAL LIKE THE FCI COMPONENT THAT WE TALKED ABOUT EARLIER.
WE'RE REPLACING LIKE FOR LIKE OR UPGRADING IT.
SO I DIDN'T QUITE UNDERSTAND THAT BECAUSE I DO UNDERSTAND THE NO REPLACEMENT CAMPUSES WITH THE ESSAY, BUT THE DISTRICT WIDE RENOVATIONS WOULD BE THE SAME.
IF WE FOUND THIS AT A CAMPUS, OUR FCI ONLY THAT BUDGET ALLOWS US TO MODERNIZE WHAT YOU SEE IN THE MIDDLE AS AN EXAMPLE, WHERE IT HAS NEW MARKER BOARDS, FLOORING, PAINT AND NEW LIGHT FIXTURES, 1 TO 1.
SO CURRENTLY USING OUR FCI AND OUR RENOVATIONS ON THE 2020 BOND, DO WE NOT REPLACE THE CHALKBOARD LIGHTING, ALL OF THAT COMES THROUGH FCI. SO THAT'S NOT NEW, RIGHT? THAT'S NOT NEW. IT'S MAKING THE SPACE MORE ADEQUATE FOR LIKE THE EXAMPLE I HAVE OF WHERE IT'S A MODERN TDG ART CLASSROOM KILN, OPEN CEILING MODERN LIGHT FIXTURES.
RIGHT NOW WITH FCI, WE WOULD REPLACE THE TWO BY FOUR LIGHT FIXTURES THAT ARE CURRENTLY IN THERE WILL PUT IN NEW AC, CEILING TILE AND NEW VCT FLOORING. OKAY, I'M GOING TO USE CARTER FOR AN EXAMPLE.
AND THE SCIENCE LABS THAT WHEN WE RENOVATED CARTER, WE PUT IN NEW SCIENCE LABS WHERE THEY BASED ON ESSAY OR WERE THEY BASED ON JUST FCI. AND WHAT WE NEEDED WOULD HAVE BEEN A FCI, RIGHT.
AND WE CHANGED THEM AND WE UPGRADED THEM TO STANDARD.
CORRECT? YES WE DID. YEAH. I'D HAVE TO SEE. YEAH.
THE FROM THE ATHLETICS STANDPOINT, THE 341 MILLION.
BECAUSE IT JUST LOOKS LIKE ALL OF ATHLETICS WOULD HAVE BEEN STRUCK OUT.
YEAH. YEAH. SO THAT'S OUR MULTI-USE FACILITIES LIKE LOWE'S FOREST OR KINCAID THING.
THINGS OF THAT NATURE. IT'S ALSO YOUR MIDDLE SCHOOL FOOTBALL FIELD TRACK.
IT'S YOUR HIGH SCHOOL BASEBALL AND SOFTBALL FIELDS.
THAT'S WHAT THOSE THAT ATHLETIC UPGRADE IS. OKAY.
SO IS ANY OF THAT INCLUDED IN THE 2020 BOND ON FACILITIES THAT WE ARE GOING TO WORK ON FROM 2020?
[02:15:06]
BOND? IT WAS NOT. WE ADDED THE LIGHTS. WE DID THE TURF FOR THE FOOTBALL WAS THAT OF THE 50 MILLION THAT WAS TRANSFERRED TO MAINTENANCE FROM THE 2020 BOND. TRANSFER. I'M JUST TRYING TO UNDERSTAND HOW IT WORKED, BECAUSE WE PUT IN NEW LIGHTING IN SOME OF THE SCHOOLS, WE PUT IN NEW TURF, AND WE DON'T WE DON'T HAVE LIGHTS AROUND EVERY HIGH SCHOOL FOOTBALL FIELD RIGHT NOW WE HAVE TURF AT EVERY HIGH SCHOOL FOOTBALL FIELD AND A NEW TRACK.WE DON'T HAVE LIGHTS AT ALL OF THEM. WE DON'T HAVE TURF.
BASEBALL AND SOFTBALL. WE DON'T HAVE LIGHTS AT BASEBALL AND SOFTBALL.
WE DON'T HAVE ANY UPGRADES TO ANY OF THE MIDDLE SCHOOL FACILITIES. NONE OF NONE OF THAT IS.
DO WE HAVE PART OF THE. IT WOULD BE A PART OF 2026.
THE IS THAT PART OF THE 341 MILLION. YEAH. OKAY.
AND ON THE TRANSPORTATION WHAT WOULD THAT BE FOR? BECAUSE WE'RE REIMBURSED ON TRANSPORTATION. I'M ASSUMING THAT'S NEW BUSSES.
THAT'S 500 NEW BUSSES AND 150 NEW WHITE FLEET VEHICLES.
SO HOW MANY BUSSES DO WE HAVE IN OUR FLEET? A THOUSAND OKAY.
AND SO WE'RE GOING TO REPLACE HALF OF THE CORRECT.
AND HOW LONG DOES IT TAKE TO RECEIVE BUSSES AFTER WE ORDER THEM? IT TAKES TYPICALLY A YEAR AFTER WE ORDER ABOUT A YEAR.
YES, MA'AM. OKAY. AND THEN THE PROPERTY AND LAND USE THE 15 MILLION.
WHAT WAS THAT FOR SURE. THAT WAS THE LAND USE STUDY FOR VACANT PROPERTIES.
SO THAT IS TO TAKE A VACANT PROPERTY LIKE A JAIL STONE, FOR INSTANCE.
SO WE WOULD INVEST IN MAKING A RESOURCE CENTER OR A LAND USE STUDY MIGHT SAY WE NEED TO SELL IT, OR THE LAND USE STUDY MAY SAY YOU NEED TO DEMO THE BUILDING.
OKAY. AND THEN PLAYGROUNDS AND COURTYARD TURF.
RIGHT. THAT TURF IS TURF REPLACEMENT. SO OUR HIGH SCHOOLS GOT FOOTBALL FIELDS.
BUT IN TEN YEARS FROM NOW. WELL, IN SOME CASES EIGHT, SEVEN YEARS FROM NOW, IT HAS TO BE REPLACED.
AND THEN COURTYARDS. WE WANTED TO MAKE MORE SUSTAINABLE COURTYARDS.
OKAY, WE HAVE TECHNOLOGY IN TWO SPOTS, BUT WE DIDN'T TOUCH TECHNOLOGY AT ALL.
SURE, TECHNOLOGY IS IN TWO SPOTS. PROPOSITION A IS THE INFRASTRUCTURE.
AND HOW MUCH DO WE AND IT'S PROBABLY TO YOU HOW MUCH DO WE GET FROM THE STATE FOR TECHNOLOGY.
DO WE GET ANY ALLOCATION FOR TECHNOLOGY FROM THE STATE.
NO NO. NO ALLOCATION. NO. OKAY I SEE COMING UP.
NO, NO. WE DON'T GET ANY ALLOCATION FOR TECHNOLOGY FROM THE STATE.
AND HOW MUCH DID WE SPEND LAST YEAR ON TECHNOLOGY IF WE GET NO ALLOCATION.
HOW MUCH DID WE SPEND LAST YEAR ON TECHNOLOGY.
LAST YEAR ON TECHNOLOGY. I CAN GET THAT TO YOU.
AND YOU PUT THAT IN THE. YES, MA'AM. YES, MA'AM.
OKAY, I APPRECIATE THAT. THANK YOU SO MUCH. AND I'M DONE.
THANK YOU. TRUSTEE MICCICHE. THANK YOU. I WANTED TO ALSO THANK META AND DALLAS EDUCATION FOUNDATION FOR THE GREAT WORK THAT THEY'VE DONE. I CALCULATED THE OVERHEAD RATIO A LITTLE BIT DIFFERENTLY.
AND THE OVERHEAD RATIO, TAKING INTO ACCOUNT NOT ONLY WHAT THE DISTRICT PAYS, BUT ALSO WITH THE FOUNDATION PAYS, IT'S ABOUT 9%, WHICH IS A VERY, VERY HIGHLY EFFICIENT OPERATION.
SO SO CONGRATULATIONS ON THAT. AND MY ONE QUESTION FOR YOU IS IF WE HAD ADDITIONAL STAFFING, DO YOU THINK WE COULD INCREASE FUNDING SIGNIFICANTLY? YEAH. SO WE DO HAVE WE DO HAVE CONTRACTORS THAT HELP US OUT.
SO OUR MOU HAS TWO FULL TIME DALLAS ISD EMPLOYEES, AND WE HAVE USED OUR FOUNDATION FUNDS TO HIRE A FULL TIME CONTRACTOR THAT EMILY YOU SEE OVER THERE. SHE IS OUR GRANTS AND PROGRAMS PERSON, AND WE DO HIRE CONTRACT BOOKKEEPER, MARKETING AND A A GRANT WRITER AS WELL. BUT MORE PEOPLE DOESN'T HURT, OBVIOUSLY, BUT, YOU KNOW, IT'S. YEAH, I DON'T KNOW. I'M JUST WONDERING IF IF, YOU KNOW, IF YOU THOUGHT ABOUT IT, ARE WE MISSING OUT ON OPPORTUNITIES BECAUSE WE DON'T HAVE THE STAFFING TO TO TO GO OUT THERE AND, AND YOU KNOW, SHAKE THE BUSHES.
[02:20:03]
POSSIBLY. YEAH, POSSIBLY. I MEAN, WE DO RUN A VERY EFFICIENT OPERATION FOR SURE.SO. OKAY, I JUST ASK YOU TO THINK ABOUT THAT.
I KNOW THAT'S A HARD THING TO DO FOR ANYBODY TO COME UP AND ASK FOR STAFFING, BUT IT SEEMS LIKE THE RETURN COULD BE COULD BE VALUABLE, BUT YOU'D HAVE TO COME UP WITH SOME METRICS AND, AND TO, TO SUPPORT THAT.
BUT I DO WANT TO ASK THE QUESTION OKAY. WELL I APPRECIATE THAT.
THANK YOU. THANK YOU. AND THEN JUST TURNING TO THE DEFERRED MAINTENANCE CHART.
I ACTUALLY HAD SOME TROUBLE INTERPRETING IT AS WELL.
AND I THINK THE POINT THE POINT IS EXCELLENT THAT IF WE DON'T DO IF WE IF WE DON'T DO FIX THINGS, IT'S GOING TO COST US A LOT, A LOT MORE DOWN THE ROAD.
AND I JUST THINK THAT THERE'S PROBABLY A BETTER WAY TO REPRESENT THAT POINT.
AND I WOULD JUST AND I AND I THINK WE NEED TO MAKE THE POINT.
AND I THINK WE NEED SOME KIND OF CHART TO EXPLAIN IT, BUT IT NEEDS TO BE, I THINK, MORE INTUITIVE.
I THINK IT WOULD BE BETTER BECAUSE I'VE NOTICED SEVERAL OF US WERE HAVING TROUBLE TRYING TO DECIPHER IT, SO. SO WE'VE KIND OF LOST A REALLY GOOD POINT BECAUSE WE DIDN'T FOLLOW THE VISUAL.
AND SO MAYBE IF YOU COULD RETHINK THAT, I'LL OWN THAT.
I LIVE TO WORK. SO I SEE IT PLAIN AS DAY, BUT I DEFINITELY CAN CLEAN IT UP.
OKAY. THANK YOU. SEE TRUSTEE MACKEY. ALL RIGHT.
I'LL JUST CONTINUE ON HERE. NOW THAT I HAVE A MUCH DIFFERENT UNDERSTANDING OF WHAT THIS IS.
SO THE ORANGE IS. IF WE DID NOTHING. IF WE IF WE ONLY SPEND WHAT WE HAVE RIGHT NOW, WE HAVE NO.
SO I THINK WHAT THAT'S WHAT THROWS ME OFF IS LIKE ESSENTIALLY THE ORANGE IS THE DO NOTHING, BECAUSE THERE'S NO WAY YOU'RE JUST GOING TO STOP DOING ALL THE WORK ON THE 2020 BOND.
SO IT'S NOT LIKE WE'LL EVER DO THE BLUE DO NOTHING. CORRECT.
WE'RE GOING TO WE'RE GOING TO, COMPLETE THE 2020 BOND BY 2028.
IT WILL START TO GROW. WE STILL HAVE A MAINTENANCE BUDGET TO HELP WITH OUR DEFERRED MAINTENANCE, BUT BONDS MASSIVELY HELP US MANAGE THAT LOAD A LOT BETTER.
SO WE'RE DOING IT, BUT IT'S STILL CREEPING UP.
THIS ORANGE IS IF WE DO NOTHING AND THEN HAVE A SECOND SLIDE OR A FOLLOW UP.
THAT IS IF WE. BECAUSE THE REAL REASON THAT I WAS ASKING ABOUT THE SLIDE IN THE FIRST PLACE, I THINK THIS CAME FROM SOME OF MY QUESTIONS, IS BECAUSE I WANT TO SHOW TO TAXPAYERS WHY INVESTING IN THE BOND IS A GOOD INVESTMENT OF MONEY AS IT RELATES TO DEFERRED MAINTENANCE. SO TO BE ABLE TO GO FROM.
SO THIS IS WHAT YOU CAN EXPECT OUR DEFERRED MAINTENANCE TO BE IF WE DO NOTHING. WE'VE ALREADY PASSED THE 2020 BOND. IT'LL BE EXPIRING IN 2028. THAT'S WHY YOU SEE IT START TO CREEP BACK UP. BUT IF THE COMMUNITY DECIDES TO INVEST IN THIS BOND, HERE IS THEN WHAT YOUR DEFERRED MAINTENANCE WILL LOOK LIKE.
BUT IT WILL BE WAY LOWER AND THAT'LL SHOW LIKE WHAT THEY'RE ACTUALLY BUYING WITH THAT MONEY.
YEAH, SO THAT WOULD BE MY RECOMMENDATION. TRUSTEE WEINBERG HAS OUR FIRST DRAFT.
BUT YEAH, YOU'RE CORRECT ON THAT POINT. THANK YOU.
OKAY. THANK YOU FOR ENGAGING WITH ME ON THAT FOR A LONG TIME.
CAN YOU JUST GO TO THE LAST SLIDE? I THINK THAT WAS MY LAST QUESTION, BUT THIS IS SUPER HELPFUL.
THE. AND GOING BACK, I THINK, TO THE VERY FIRST POINT THAT TRUSTEE FOREMAN WAS MAKING MR. RAMOS, AS FAR AS PAYING THIS OFF, WE COULD DO SO.
BUT BECAUSE IT'S ON M AND O, WE WOULD HAVE TO ESSENTIALLY EITHER ADOPT AN EVEN MORE DEFICIT BUDGET THAN WE HAVE ON M AND O, OR MAKE CUTS TO PERSONNEL OR OTHER THINGS. THAT'S CORRECT.
AND SO THE BENEFIT IN YOUR MIND OF DOING THIS AS A PROP C IS THEN WE CAN PAY IT OFF THROUGH DEBT FINANCING THAT WE HAVE, AND WE DON'T HAVE TO WORRY ABOUT EITHER MAKING CUTS OR ADOPTING A BIGGER DEFICIT BUDGET.
ON THE M AND O. CORRECT. OKAY. THANK YOU. TRUSTEE GARCIA.
I DID WANT TO POINT OUT AND MAYBE YOU CAN ADD SOME INSIGHT TO I KNOW IN THIS FAQ WHICH YOU PUT TOGETHER, SAFETY IS ONE OF OR THE NUMBER ONE. AND THEN WHEN WE LOOK AT THE PROPOSAL THAT DOESN'T INCLUDE THE INCREASE
[02:25:01]
WE WOULD BE ELIMINATING PORTABLES, BUT PORTABLES HAVE SOME EFFECT ON SAFETY, RIGHT? I GUESS I WANT TO BE SURE THAT WE SHARE THAT.SO ESPECIALLY, YOU KNOW, I THINK IN ALL OF OUR DISTRICTS.
BUT I KNOW ONE SCHOOL OF MINE HAS 24 PORTABLES.
EVERY SCHOOL HAS A BLACK WROUGHT IRON FENCE, SIX FOOT UNSCALABLE ALL THE WAY AROUND IT.
WHETHER IT HAS PORTABLES OR IF IT DOESN'T, YOU ENHANCE THE SAFETY BY TAKING AWAY THOSE PORTABLES.
OKAY. AND I THINK THE OTHERS HAVE MENTIONED THIS BEFORE, BECAUSE WHEN I WAS LOOKING AT THIS, I STARTED TO IDENTIFY SOME OF THE CONVERSATIONS, THAT THERE ARE SOME DIFFERENCES.
AND EVEN WHEN I JUST LOOK AT TECHNOLOGY, OBVIOUSLY IF I'M JUST A PERSON ON THE STREET, I'M GOING TO THINK, OH, WELL, THEY WANT TECHNOLOGY IN EVERY BUCKET.
AND SO ADDING MORE TO THAT NARRATIVE WOULD BE HELPFUL FOR US.
AND THEN ENERGY EFFICIENCY. I DON'T REMEMBER MUCH ABOUT THIS, BUT IS THIS A SAVINGS DOWN THE LINE.
OKAY. AND LET'S SEE. AND I THINK SOMETHING ELSE.
I MEAN, WE'VE TALKED ABOUT IT A LOT. THE ESSAY, I THINK WHEN I THINK ABOUT ACROSS THE BOARD WHERE STUDENTS ARE GOING TO SCHOOL, WHEN THE EXPERIENCE OBVIOUSLY KIDS DESERVE EVERYTHING.
SO IF ESSAY IS NOT A FACTOR IT'S IT'S A BIG IT'S A DISAPPOINTMENT A LITTLE BIT.
RIGHT. SO, YEAH, I WOULD SAY THE ESSAY SETS THIS DISTRICT UP, OUR CHILDREN UP FOR THE NEXT 50 YEARS.
SO WHEN THEY BUILT SCHOOLS 50 YEARS AGO, THEY THOUGHT THEY WERE BUILDING IT ADEQUATELY FOR LEARNING.
AND WHAT WE WANT TO DO IS WE ACTUALLY WANT TO DO THAT FOR THE 21ST CENTURY AND BEYOND.
SO WE WANT TO SET THE DISTRICT UP FOR THE NEXT 50 YEARS.
AND THEN IN TERMS OF NEXT STEPS I SEE ON THE TIMELINE, THERE'S GOING TO BE ANOTHER PRESENTATION AND UPDATES DURING THE BOARD MEETING. YEAH. YOUR FEEDBACK.
I'LL COME BACK AND PRESENT AGAIN AT THE JANUARY 22ND MEETING.
OKAY. AND THEN THANK YOU FOR ALL YOUR WORK AND ACROSS THE DISTRICT.
SO THANK YOU FOR HAVING ME. I THINK IT'S A GREAT OPPORTUNITY AS A NEW TRUSTEE TO BE INVOLVED WITH THE COMMUNITY AND ENGAGE AND JUST HEAR THE STORIES AND SEE THE IMPACT AND THE KIDS REACTION.
ONE THING THAT I REALIZED I'D NEVER ASKED IS I'VE BEEN TO A LOT OF BOOK VENDING MACHINES.
I LOVE THE IDEA. I WANT A BOOK VENDING MACHINE, BUT IN TERMS OF THE SUSTAINABILITY OF IT, I THINK ABOUT THESE CORPORATIONS MAKING THAT INITIAL IMPACT AND INVESTMENT.
WHAT IS THE STRATEGY OR THE HIGH LEVEL WORK THERE? YEAH, NO, THAT'S A GREAT QUESTION. SO WELL, WE ALWAYS ENCOURAGE OUR FUNDERS TO DO BECAUSE THE BOOK VENDING MACHINES ARE BRANDED WITH THAT CORPORATE LOGO, IS THAT THEY CONTINUE TO INVEST BY PROVIDING REPLACEMENT BOOKS WHICH ARE TALK ABOUT AN EFFICIENT USE OF FUNDS.
YEAH. AND THEN I WILL SAY COMPANIES LIKE HEB, ATMOS THEY DO THEY.
AND WHEN THAT THREE YEARS IS UP, WE'LL ASK FOR ANOTHER THREE YEARS. SO YEAH.
WELL, THANK YOU SO MUCH FOR ALL YOUR SUPPORT AND LET US KNOW HOW WE CAN BE OF HELP.
AND IT CERTAINLY MEANS A LOT TO US THAT SHOWS THE TRUST THAT YOU HAVE IN OUR ORGANIZATION.
AND THE COMMUNITY LOVES TO SEE YOU GUYS AND WE LOVE SHOWCASING YOU GUYS.
AND YOU GUYS HAVE COME TO BOOK VENDING MACHINE UNVEILING. SO THANK YOU AND A LOT OF OTHER THINGS.
THANK YOU. POINT OF ORDER. WOULD IT BE HELPFUL FOR US TO DONATE? ABSOLUTELY. IF YOU HAVE TIME DALLAS. FORWARD SLASH DONATE.
[02:30:06]
TRUSTEE SANDERS. IT'S COOL. BEN. TRUSTEE MACKEY.INTERESTING THOUGHTS AROUND HOW LONG HAS THE DALLAS EDUCATION FOUNDATION NOW BEEN GOING? I BELIEVE IT WAS STARTED IN 2006 AND WE RECONSTITUTED IN SEPTEMBER OF 2019.
RIGHT, RIGHT. SO WE'RE, YOU KNOW, 20 YEARS IN COMING UP.
IT FEELS LIKE NOW OR SOON IT MIGHT BE IN THE CARDS TO, TO GO FOR, LIKE, A ENDOWED CAMPAIGN.
I FEEL AS THOUGH THERE'S, THERE'S SO MUCH THAT SO MUCH MOMENTUM THAT QUITE FRANKLY, UNDER YOUR TENURE WE'VE BEEN ABLE TO GAIN A LOT OF MOMENTUM A LOT OF CREDIBILITY. LIKE I SAID, THE ROI, IT'S BEEN GOING STRONG.
WHICH GOES BACK TO TRUSTEE MITCH KEYES NOTION AROUND CAPACITY PUT TOWARD IT.
AND I THINK ABOUT WHAT'S HAPPENING WITH DALLAS COLLEGE FOUNDATION RIGHT NOW.
THEY'RE GOING OUT ON A CAMPAIGN. WE'VE SEEN OTHER AFFILIATED FOUNDATIONS SERVING INSTITUTIONS GO OUT ON THESE CAMPAIGNS. THE HOSPITALS DO IT ALL THE TIME. I DO WONDER IF WHEN WE THINK ABOUT WHAT OUR NEXT LEVEL IS IT CAN BE HELPFUL, ESPECIALLY AGAIN, IN A WORLD WHERE OUR FUNDING IS UP AND DOWN AND SOME OF THE UNIQUE THINGS THAT WE'RE TRYING TO DO IN THE DISTRICT COULD BE FUNDED IF WE HAD STATIC YIELD THAT WE HAVE TAKEN INTO OUR OWN HANDS.
SO I JUST WANTED TO FLAG THAT AS A NOTION. WE'D LOVE TO BE A THOUGHT PARTNER ALONG THE WAY, IF THAT'S IF THAT'S ANY WAY THAT I CAN BE HELPFUL.
OKAY. YEAH. YOU'RE SIGNED UP. FANTASTIC. TWO FOR THE DASHBOARD.
AS I'M AS I'M THINKING DOWN THE LINE, YOU KNOW, WITH THE BOND DASHBOARD THAT WE HAVE THE 2020 BOND DASHBOARD, YOU GO THERE AND YOU CAN FOLLOW THE PROGRESS OF THE SCHOOLS, THE CAMPUSES.
BUT THE BOND DOES WAY MORE THAN JUST CAMPUSES.
RIGHT. AND I DO WONDER IF IN THE NEXT ITERATION OF OURSELVES, IF THERE'S A WAY FOR US TO NOW IT'S NOT A 1 TO 1, APPLES TO APPLES TYPE DEAL, BUT CAN WE TALK ABOUT THE PROGRESS THAT WE'RE MAKING FOR SOME OF THESE OTHER REALLY IMPORTANT THINGS THAT WE'RE ASKING THE COMMUNITY TO SUPPORT? SO, FOR INSTANCE JUST TAKING THE ENERGY EFFICIENCY ELEMENT THERE.
WOW. WOULDN'T IT BE COOL FOR US TO BE ABLE TO SEE, HEY, THIS IS WHAT THE THIS IS WHAT THE RETURN ON INVESTMENT HAS BEEN BECAUSE OF THE EFFICIENCIES WE FOUND. BATESVILLE. WE TALKED ABOUT BATESVILLE IN ARKANSAS.
THEY WERE ABLE TO FUND TEACHER RAISES BASED ON THE SOLAR STRATEGY THAT THEY IMPLEMENTED, RIGHT? THOSE KINDS OF THINGS, SO THAT WE CAN KNOW WHEN THE COMMUNITY TRUSTS US TO DO SOMETHING FAIRLY ROBUST IN MULTIPLE DIFFERENT DOMAINS.
HOW ARE WE TRACKING THAT? THAT WOULD BE HELPFUL.
I'M NOT SAYING THAT WE HAVE TO GO AND PUT EVERY SINGLE ELEMENT ON THE DASHBOARD, BUT IS THERE ANOTHER WAY THAT THE PUBLIC CAN TRACK AND FOLLOW WHAT'S HAPPENING WITH THE INVESTMENTS THEMSELVES? I'LL LET TRUSTEE I MEAN, TRUSTEE CHIEF, CHIEF BATES SPEAK ON IT AS WELL.
BUT YEAH, WE'RE REAL EXCITED ABOUT THE DASHBOARD.
WE LAUNCHED IT IN 2021. IT WAS A PILOT. I BELIEVE IT WAS SUCCESSFUL.
BUT YEAH, IN THIS NEXT BOND, WE LOOK TO EVEN INNOVATE THAT EVEN FURTHER AND EXPAND IT WITH THESE NEW TOOLS THAT YOU CAN DO IN POWER BI, TABLEAU AND REALLY MAKE IT ROBUST AND MORE INFORMATION IN A CENTRAL POINT FOR THE BOND.
SO YEAH, AND TO YOUR POINT, WHAT DID WE DO WITH 2020, THOSE CAREER INSTITUTES OR RESOURCE CENTERS.
THINGS THAT WE MADE AN INVESTMENT THAT WE HAVEN'T BEFORE EVER DONE AND SHOWN ON A DASHBOARD.
WHAT THAT RETURN ON INVESTMENT IS FOR OUR KIDS AND OUR COMMUNITIES.
WE CAN DO THAT. CERTAINLY. THANK YOU. THAT'S IT.
TRUSTEE WEINBERG, THANK YOU. MR.. I'M SO SORRY.
I FORGOT TO SAY THANK YOU FOR THE DALLAS EDUCATION FOUNDATION. IT REALLY IS A JOY TO GO AND PARTICIPATE IN THE EVENTS THAT YOU UNVEIL, THE GIFTS THAT YOU GIVE TO THE COMMUNITY, TO THE CHILDREN.
AND IT'S SO THANK YOU FOR YOUR EFFORTS. AND I WANT TO PLAY SOME SOCCER.
I'LL GO JOIN ANYBODY ON THE FIELD. IT'LL BE SO MUCH FUN.
SO THANK YOU. REALLY WANT TO SAY A HEARTFELT THANK YOU TO YOU AND YOUR TEAM? IT'S A LOT OF EFFORT AND IT'S A LOT OF GROWTH, AND IT'S AN AMAZING ROI. SHIFTING NOW BACK TO THE BOND, JUST A COUPLE OF THINGS. THE NO PORTABLE THINKING MORE ABOUT SOME OF THE THINGS THAT ARE IN THAT MARGINAL FROM 4.9 TO 6.2 BILLION.
AND AGAIN, JUST CIRCLING BACK TO THAT $33 A YEAR, WHICH IS NOT NOTHING.
[02:35:03]
IT'S MATERIAL, BUT IT'S FOR WHAT YOU GET FOR THAT IMPORTANT, I THINK, IMPORTANT FOR US TO BE ABLE TO EDUCATE THE COMMUNITY FOR FOR US ALL TO BETTER UNDERSTAND. SO HELP US, HELP US, EQUIP US WITH THAT OPPORTUNITY TO EDUCATE.AND I THINK THAT WILL BE GREAT. I ALSO NOTICED IN SOME OF THE 26 REPLACEMENT SCHOOLS, SOME SOME OF THAT IS TWO SCHOOLS THAT ARE GOING TO BE COMBINED INTO ONE SCHOOL. IS THAT IS THAT TRUE? THERE'S EFFICIENCIES GAINED THERE AS WELL. CERTAINLY IT'S LIKE THE JACK LOWE TASB MODEL.
RIGHT. SO YES, DEFINITELY A LOT OF EFFICIENCIES WITH, YOU KNOW, EVEN JUST THE, THE INFRASTRUCTURE ONE CHILLER, SO ON AND SO FORTH. YEAH. SO, SO WHERE YOU HAD AN ELEMENTARY CAMPUS THAT WAS SEPARATE IN A MIDDLE SCHOOL CAMPUS THAT WAS SEPARATE, BECOMES ONE NEW CAMPUS THAT NOW IS A PRE-K THROUGH EIGHT.
OKAY. THANK YOU. THANK YOU. BOND TEAM. EDUCATION FOUNDATION TEAM.
SO, TRUSTEES WE'LL TURN TO NINE A, WHICH WOULD BE THE MINUTES.
[9. MINUTES SUBMITTED FOR APPROVAL]
THE MINUTES WILL BE SUBMITTED TO YOU FOR APPROVAL AT THE BOARD MEETING.SO, TRUSTEES, ARE THERE ANYTHING ANY QUESTIONS UNDER CHIEF OF STAFF DIVISION WHICH IS 11 12
[11. CHIEF OF STAFF DIVISION]
C TRUSTEE MACKEY. YES, I HEARD 12 A SO THAT'D BE THE FIRST THING.OKAY. OKAY. TRUSTEE FOREMAN. DEFINITELY. 12 PRESIDENT.
CARRY ON. YES. CAN WE ACTUALLY LOOK AT WHAT IS IT, 12 A, B, C AND D TO GIVE BECAUSE THIS IS LOOKING AT THE CALENDAR AND IT'S CHANGING THE CALENDAR DAYS.
AND SO I THINK THE, THE TRUSTEE SHOULD UNDERSTAND WHAT THAT ADDITIONAL DAY OF THE SCHOOL YEAR.
SO DO YOU ALL HAVE A PRESENTATION ON THIS IS WHAT YOU'RE SAYING. YES.
OKAY. GO AHEAD. OKAY. SO YES, WE HAVE WE'RE BRINGING FOUR CALENDARS TO YOU.
AND OUR SUPERINTENDENT HAS ASKED US TO TRY TO GET AS CLOSE TO TWO YEARS OUT SO THAT FAMILIES AND STAFF CAN PLAN AND MAKE DECISIONS ABOUT, YOU KNOW, UPCOMING TRIPS OR VACATIONS OR DIFFERENT THINGS THAT THEY WANT TO DO OVER THE SUMMER.
SO THAT'S ONE OF THE CALENDARS THEN THE OTHER THREE CALENDARS THAT WE'RE BRINGING TO YOU TODAY ARE IN RELATION TO THE ADDITIONAL DAYS SCHOOL YEAR, WHICH WE CALL ETSY. AND SO YOU PROBABLY KNOW, IN YEARS PAST, WE WERE NOT ABLE TO TAKE ADVANTAGE OF ETSY BECAUSE WE DID NOT HAVE 180 DAYS BUILT INTO OUR CALENDAR FOR INSTRUCTIONAL DAYS.
THAT RULE NOW HAS CHANGED AND GONE TO 175. SO WE CAN NOW TAKE ADVANTAGE OF THAT BECAUSE OUR CALENDARS ARE 175 DAYS FOR OUR STUDENTS. SO THE THREE CALENDARS THAT WE'RE BRINGING TO YOU TODAY NUMBER ONE, IS FOR THE 25, 26 YEAR, WHICH IS WHAT WE ARE IN RIGHT NOW. AND SO WE ARE BRINGING FORWARD A CALENDAR THAT SHOWS 16 ADDITIONAL DAYS AT THE END OF THE SCHOOL YEAR.
SO THE BENEFIT THERE IS THAT IN ADDITION TO THAT ACADEMIC GAIN THAT OUR STUDENTS WILL SEE BY HAVING THE 16 ADDITIONAL DAYS, WE ALSO WILL NOW BE ABLE TO GET HALF DAY FUNDING FOR THOSE ADDITIONAL 16 DAYS.
WE CAN TAKE ADVANTAGE OF THAT FOR THE ADDITIONAL TWO YEARS.
THE 2627 AND THE 2728 AT C CALENDARS WE'RE BRINGING FORWARD IS WHERE WE ARE ADDING TEN DAYS AT THE BEGINNING OF THE SCHOOL YEAR AND THEN FIVE SATURDAYS.
SO FOR THOSE TWO CALENDARS, WE WILL BE ABLE TO GIVE STUDENTS A JUMP START AT THE BEGINNING OF THE SCHOOL YEAR, AS WELL AS FIVE SATURDAYS PLACED STRATEGICALLY THROUGHOUT THE CALENDAR.
AND AGAIN, WE GET THAT ACADEMIC INSTRUCTION BENEFIT.
PLUS WE GET THE HALF DAY FUNDING FOR THOSE DAYS.
SO THAT IS JUST A BRIEF SUMMARY OF WHAT WE ARE BRINGING TO YOU TODAY.
SO I WILL ENTERTAIN ANY QUESTIONS AT THIS TIME.
I THINK I'D CALL ON FOREMAN. GO AHEAD. SO I'M NOT ADVOCATING FOR OR AGAINST BECAUSE I DON'T KNOW, BUT THE BIG QUESTION IS, HAVE WE INFORMED PARENTS THAT THERE WILL BE ADDITIONAL DAYS? I'LL LET YOU ANSWER THAT ONE SPECIFICALLY, WHEN WE START TALKING ABOUT SATURDAY SCHOOL AND THOSE KINDS OF THINGS,
[02:40:04]
BECAUSE WE HAVE NO WELL, WE HAVE TRANSPORTATION FOR THE STUDENTS.HOW DOES THAT WORK? YES. THANK YOU FOR THE QUESTION.
YES. WE'VE ACTUALLY MET SEVERAL TIMES WITH OUR PRINCIPALS, THEIR MEMBERS AND WE'VE ASKED THEM TO HAVE PARENT MEETINGS IN THE LAST DAY THAT WE WANT THEM TO HAVE PARENT MEETINGS, I BELIEVE IS JANUARY 16TH SO THAT THEY CAN BE INFORMED AND STILL HAVE TIME TO DECIDE IF THEY WANT TO CHOOSE. MAYBE ANOTHER OPTION. U.S.
TRANSPORTATION IS INCLUDED. FOOD, YOU KNOW, MEALS ARE INCLUDED.
ACTIVITIES ARE INCLUDED. EVERYTHING IS INCLUDED.
I WAS JUST CONCERNED THAT THE PARENTS SPECIFICALLY TALKING ABOUT A SATURDAY.
AND THE WAY THAT THAT PROGRAM WORKS IS THAT WE RECEIVE THE FUNDING FOR STUDENTS WHO ATTEND ADK.
AND THEY ARE WE WILL ENCOURAGE THEM, AS WE DO ALL OF OUR STUDENTS, TO ATTEND SATURDAY SCHOOL.
AND IT'S NOT A MANDATORY. CORRECT. THAT'S CORRECT.
TRUSTEE FOREMAN. CHIEF HEWETT, DO YOU WANT TO TALK A LITTLE BIT ABOUT THE PTA AND SBGM THAT THEY WERE PART OF THIS? YES. SO WE'VE ASKED FOR OUR PRINCIPALS TO HAVE A MEETING WITH PTA ORGANIZATION, SBGM ORGANIZATION.
AND ALSO JUST A GENERAL PARENT MEETING AND TO ALSO INCLUDE IN THEIR NEWSLETTER.
SO YES, MA'AM. THE OUTREACH TO PARENTS I THINK IS EXTREMELY IMPORTANT.
SOME OF THEM WILL FIND IT BENEFICIAL, RIGHT, FOR THEIR CHILDREN.
AND SO THEY JUST HAVE TO MAKE ARRANGEMENTS FOR THOSE KINDS OF THINGS.
AND THEN AT THE LAST MINUTE DOESN'T HELP THEM.
THAT'S ALL I'M SAYING. OKAY. THANK YOU. TRUSTEE MACKEY.
THANK YOU. I'M SUPER EXCITED THAT WE ARE TAKING ADVANTAGE OF THIS.
I THINK THEY PUT OUT A REPORT THAT ESSENTIALLY, THE STUDENTS THAT PARTICIPATED FOR A SUBSTANTIAL NUMBER OF DAYS GREW BY 3 OR 4 TIMES THAT OF THEIR PEERS. AND IT JUST MAKES SENSE. I KNOW WE HAVE A LOT OF GREAT SUMMER PROGRAMING ANYWAYS. IT SOUNDS LIKE IT'S AN EXPANSION OF THAT, SO I'M JUST SUPER EXCITED THAT Y'ALL ARE TAKING ADVANTAGE OF THIS. I'M EXCITED TO SEE HOW IT WORKS OUT.
I HAVE A COUPLE QUESTIONS ON THE ADS SIDE. NUMBER ONE, HOW ARE YOU ALL HELPING SCHOOLS IDENTIFY WHICH STUDENTS TO INVITE? JUST STAY UP HERE. I'M GOING TO SPEAK, AND I'M INVITING RASHONDA CLAYTON BROWN, WHO'S HELPED COORDINATE WITH MULTIPLE DEPARTMENTS AND CAMPUSES TO HELP WITH THIS WORK. AND SO WE ARE ACTUALLY ENCOURAGING THEM, ENCOURAGING THEM TO INVITE ALL OF THEIR STUDENTS.
BUT WE WANT FOR ALL STUDENTS TO ATTEND ALL OF THE ADDITIONAL ARTSY DAYS.
THAT'S AWESOME. IS IT? I SEE THE LIST OF SCHOOLS, AND I KNOW WHEN WE WERE CONSIDERING THIS A FEW YEARS AGO, I HEARD FROM A LOT OF SCHOOLS AND A LOT OF PARENTS THAT SAID, I WANT LIKE, THIS IS WHAT I WANT.
I WANT MY I DON'T HAVE TO GO FIND A BUNCH OF SUMMER CAMPS FOR MY STUDENTS, ETC.
SO THAT'S EXCITING. WHERE WE HAVE THEM, THE WAY WE SETTING IT UP, IS IT THE STUDENTS OF THAT SCHOOL ATTEND THAT SCHOOL? OR I KNOW IN THE SUMMER, LIKE THE SUMMER BREEZE PROGRAMS, WE'VE DONE HUB MODELS WHERE KIDS CAN GO TO A SCHOOL THAT'S NOT THEIRS.
WHICH ONE OF THESE IS IT MORE LIKE FOR THE THE SUMMER PROGRAMS FOR.
SO AT SUMMER SCHOOLS, THE HUB SCHOOL SO KIDS CAN COME FROM ANY LOCATION.
AND THEN THE ADS WHERE WE HAVE EARLY SCHOOL START.
THAT'S SPECIFICALLY FOR THE STUDENTS AT THAT SCHOOL.
SO ANYTHING I CAN DO TO HELP SHARE IT OUT TO PARENTS AND WHATNOT, THAT WOULD BE SOMETHING.
AND THEN CAN YOU HELP ME UNDERSTAND? JUST FUNCTIONALLY, I LOOKED AT THE CALENDARS IT DIDN'T HAVE LIKE THE NUMBER OF DAYS, ETC.. SO FOR THE ADS, ARE WE THIS YEAR AND NEXT YEAR, THE 2526 AND THE 2627.
ARE WE JUST ADDING THE ADS THESE DAYS BECAUSE WE HAD ENOUGH BASE CALENDAR DAYS? ARE WE ADDING AN ADDITIONAL DAY OR SOMETHING? SO NO. SO WE HAD 175 DAYS IN OUR CALENDAR FOR THIS YEAR, 2627, WHICH HAS ALREADY BEEN VOTED ON, AND THEN THE 2728 THAT WE'RE BRINGING FORWARD, THEY ALL THREE HAVE 175 DAYS.
[02:45:07]
CAN HEAR THIS. IF WE HAVE INCLEMENT WEATHER DAYS THIS YEAR, WE WILL HAVE TO MAKE UP THOSE INCLEMENT WEATHER DAYS.THE 26 THIS YEAR AND NEXT YEAR'S CALENDAR IN FRONT OF ME.
WERE THERE ANY SUBSTANTIAL CHANGES IN HOW WE STRUCTURED THE TWO WEEKS OFF OR THE FALL BREAK OR ANYTHING LIKE THAT THAT WAS DIFFERENT IN THE 27, 28, OR IS IT ESSENTIALLY MORE OR LESS WHAT WE HAVE HAD THESE LAST FEW YEARS? YES. IT'S PRETTY MUCH THE SAME THING THAT WE'VE WE'VE HAD THE LAST YEARS, PRETTY MUCH THE SAME DAYS OFF.
OUR HOLIDAYS PRETTY MUCH FALL AROUND THOSE SAME SAME BUCKETS AS WE'VE USED IN THE PAST.
GOTCHA. AND YOU SAID IT'S 175 CALENDAR DAYS. CORRECT.
DO YOU DO ANY SORT OF FEEDBACK GETTING EITHER FROM THE GENERAL STAFF OR FROM THE DISTRICT ADVISORY COMMITTEE, ETC., BEFORE YOU BRING US THE CALENDAR? AND IF SO, WHAT DOES THAT LOOK LIKE? WELL, YES, WE'VE HAD SEVERAL CONVERSATIONS WITH OUR PRINCIPALS, WITH OUR CIP SOUP MEMBERS AND OTHER TEACHERS TO MAKE SURE THAT WE HAVE FEEDBACK AND WE'VE GAINED INPUT FROM THOSE STAKEHOLDERS. I'LL ALSO ADD WE HAVE WE'VE BEEN WORKING ON SOME MIDDLE SCHOOL SORT OF REDESIGNS STRUCTURES, AND WE'VE HAD AN OPPORTUNITY TO ENGAGE WITH SEVERAL GROUPS AROUND THE MIDDLE SCHOOLS THAT ARE GOING TO PARTICIPATE HERE.
AND THAT DID INCLUDE STUDENTS AND PARENTS AND TEACHERS AND ALL OF THE MIDDLE SCHOOL PRINCIPALS.
IT WOULD BE HELPFUL FOR ME TO UNDERSTAND WHAT THOSE AVENUES ARE.
I KNOW PEOPLE HAVE A LOT OF DIFFERENT THINGS, AND WE MAY OR MAY NOT WOULD NEVER BE ABLE TO ACCOMMODATE WHAT EVERYONE WANTS. BUT I GET A LOT OF QUESTIONS, EITHER FROM STAFF OR PARENTS THAT ARE LIKE, WHEN DO WE GET TO SEE THE CALENDAR? DO WE GET TO MAKE OUR VOICES HEARD ON IT? SO I WOULD LOVE TO KNOW WHAT PROCESSES WE'VE DONE AND IF IT IS POSSIBLE BEFORE THE BOARD MEETING, SAY THIS IS OUR CALENDAR. IS THERE ANY MAJOR FLAGS? BECAUSE IT'S USUALLY LIKE THE MAJOR FLAGS. YOU KNOW, SOMEONE MIGHT SAY, I WANT THIS WEEK OFF HERE.
I'D JUST LIKE TO KNOW. YEAH. SO YES, WE DO THAT.
SO WE HAVE SEVERAL MAJOR DEPARTMENTS THAT COME TOGETHER TO PLAN FOR THE CALENDAR.
SO SCHOOL LEADERSHIP, STUDENT SERVICES, ACADEMIC INSTRUCTION, ACADEMIC SERVICES.
SO WE ALSO BRING OUR TEACHER ORGANIZATION REPS IN.
AND SO WE ALL KIND OF LOOK AT, YOU KNOW, WHAT WE'RE DOING WITH THE CALENDAR.
AND AGAIN, LIKE YOU SAID EARLIER, IT IS PRETTY MUCH THE STANDARD.
YOU KNOW, WHAT WE'VE COME TO SEE THE LAST FEW YEARS NOW, WHAT WE'RE DOING IN YEARS PAST, WE WOULD SEND OUT AND ASK THEM TO, YOU KNOW, ANSWER SOME QUESTIONS ABOUT SOME, SOME OPTIONS.
BUT BECAUSE WE DON'T REALLY HAVE A LOT OF OPTIONS NOW, WE DID SEND THE CALENDAR OUT THE DRAFT CALENDAR AND SAID TO STAFF, YOU KNOW, THIS IS A DRAFT CALENDAR AND FAMILIES, PARENTS THAT WENT OUT TO PARENTS AND STAFF AND SAID THIS IS THE DRAFT CALENDAR FOR 2728.
IS THERE ANYTHING THAT STANDS OUT? JUST PRETTY MUCH WHAT YOU SAID.
SO WE DID. WE SURVEYED ALL STAFF AND PARENTS.
WE SENT THAT OUT AS AS TO GET FEEDBACK. AND LIKE YOU SAID, THERE WERE SOME THINGS THAT, YOU KNOW, PEOPLE SAID THAT WAS LIKE, YEAH, I WISH WE COULD, BUT WE CAN'T.
A LOT OF PEOPLE SAID, LOVE IT. GLAD YOU ARE STAYING PRETTY MUCH WITH THE SAME THING.
LIKE THE START DATE. LIKE THE END DATE. SO THOSE ARE SOME OF THE FEEDBACK THAT WE HEARD.
GREAT. SO WE DID GIVE IT OUT TO STAFF AND PARENTS TO PROVIDE FEEDBACK.
OKAY. THANK YOU. APPRECIATE ALL YOUR WORK. I'M EXCITED TO SEE HOW IT TURNS OUT.
TRUSTEE WEINBERG. THANK YOU. TRUSTEE TURNER QUICK QUESTION FOR YOU.
ON THE DAYS, THERE'S A FEW DAYS BEFORE THE HOLIDAY BREAK AND THEN AT THE END OF THE SCHOOL YEAR, WHERE THERE ARE EARLY DISMISSALS. I THINK I THINK IT'S ONLY MIDDLE AND HIGH SCHOOL.
SO THE LAST THREE DAYS IS ONLY SECONDARY SCHOOLS.
AND THE VERY LAST DAY IS ALL SCHOOLS. SO I'VE HAD JUST A LITTLE A FEW FEEDBACK QUESTIONS ABOUT WHY HALF, THREE, HALF DAYS INSTEAD OF TWO DAYS IN A SNOW DAY.
[02:50:03]
OKAY. SO THE REASON AND TO BE HONEST, IN YEARS PAST WE HAD FOUR.AND SO WE WERE TRYING TO FIGURE OUT HOW CAN WE REDUCE THAT.
AND WE CAN'T. WE LANDED ON THREE. THE REASON WE HAVE THREE AT THE SECONDARY LEVEL IS THOUGH, BECAUSE THOSE THREE, THOSE LAST FEW DAYS OF SCHOOL, THEY'RE DOING ACP.
IF A STUDENT MISSES A DAY MRS THEIR EXAMS, THEY CAN COME IN IN THE AFTERNOON AND DO MAKEUP.
SO THAT GIVES US THAT OPPORTUNITY TO GET ALL THE MAKEUPS DONE BEFORE THE END OF THE SCHOOL YEAR.
IT ALSO GIVES OUR TEACHERS TIME TO DO ANY TYPE OF GRADING.
IT GIVES US TIME TO GET THE TESTS THAT HAVE TO BE SCANNED AND GRADED BY OUR TEAM.
IT GIVES US TIME TO GET THOSE OVER TO THEM, GET THOSE GRADED, GET THEM BACK.
AND THEN IT ALSO GIVES OUR TEACHERS TIME TO DO THAT FINAL GRADING PLANNING.
GOT IT. THANK YOU. YOU'RE WELCOME. ALL RIGHT.
TRUSTEE SANDERS. THANK YOU, TRUSTEE TURNER. I WANTED TO DO A DANCE WHEN I SAW WE WERE DOING SO THRILLED THAT WE ARE BACK IN THE MIX. CAN YOU HELP ME UNDERSTAND A LITTLE BIT AROUND ONE YOU ANSWER THE QUESTION AROUND THE HUB STRATEGY. LOVE THAT. TWO PROGRAMMATICALLY, WHAT IS THE.
WE KNOW IT'S NOT JUST A CONTINUATION OF SCHOOL.
SO IF YOU COULD TALK A LITTLE BIT PROGRAMMATICALLY ABOUT WHAT WE'RE THINKING, OUR EARLY THOUGHTS AROUND WHAT WOULD IT LOOK LIKE FOR THE, YOU KNOW, ELEMENTARY AND THEN THE MIDDLE SCHOOL? SURE. AS A SUMMER SUMMER SCHOOL OR FOR THE SUMMER, NOT THE NOT THE EARLY START.
OKAY. YES. SUMMER SCHOOL. WE ARE GOING TO PRETTY MUCH RUN THE PROGRAM THAT WE'VE HAD FOR SUMMER SCHOOL OF ACTUALLY THE CHANGE THAT WE'VE DONE OVER THE PAST COUPLE OF YEARS. WE'VE TWEAKED IT AND IT HAS HAD A HUGE INCREASE IN OUR STUDENT ATTENDANCE AT SUMMER SCHOOL.
AND SO FOR THAT, WE TYPICALLY START WITH A THEME.
AND THIS YEAR'S THEME HAPPENS TO BE A BROADWAY THEME.
IT'S FOUR WEEKS. IT GOES MONDAY THROUGH THURSDAY.
THERE'S READING THAT HAPPENS IN THE MORNING AND MATH THAT HAPPENS IN THE MORNING.
SO THE STUDENTS GET AN HOUR. I'M SORRY. PARDON ME.
LIKE AN HOUR. THEY GET TWO HOURS. THANK YOU. TWO HOURS OF MATH AND TWO HOURS OF READING.
IN THE MORNING. THEY HAVE BREAKFAST. WHEN THEY ARRIVE, THEY HAVE A LUNCH AND RECESS.
AND THEN THEY SPEND THEIR AFTERNOON DOING ENRICHMENT ACTIVITIES.
AND THEN THEY CLOSED THE END OF THE DAY AT 345 WITH SCHOOL ACTIVITIES.
FANTASTIC. I THINK WE, WE SAW A LITTLE BIT EARLIER ON THE, THE DIFFERENCE THAT WE SEE IN STUDENT ACHIEVEMENT, ONCE YOU HIT MIDDLE SCHOOL AND MIDDLE SCHOOL BEING A FOCUS OFTENTIMES IT IS KIND OF THE FORGOTTEN GRADES, GRADE LEVELS WITH WITH EXTRA RESOURCES. THIS SEEMS TO HAVE REALLY ROBUST COVERAGE.
IF WE WEREN'T DOING ADS, WHAT WOULD THE MIDDLE SCHOOL SUMMER PROGRAMING TYPICALLY LOOK LIKE? SO THIS THIS THE WE HAVE NOT CHANGED THE SUMMER PROGRAMING.
WHAT WE'RE ACTUALLY GOING TO CHANGE IS THE EARLY START PROGRAMING.
WE HAVEN'T HAD EARLY START. SO THIS WILL BE A NEW IMPLEMENTATION OF OUR EARLY START PROGRAM.
GOT IT. SO AND IT DOES LOOK DIFFERENT FROM THE SUMMER PROGRAMING RIGHT.
YES OKAY. THE THE LAST QUESTION I HAD WAS YOU KNOW, YOU ANSWERED, YOU KNOW, WHAT IS THE PROGRAMING LOOK LIKE THE HOW MUCH ADDITIONAL RESOURCES TOTAL ARE WE TALKING ABOUT BY TAPPING INTO THE ADS PROGRAM? ARE YOU TALKING ABOUT FINANCIAL DOLLARS? SO I'LL ASK CHIEF RAMOS TO COME UP HERE, BUT I THINK WE HAD AN ESTIMATE FOR THE SUMMER START PROGRAM TO BE ABOUT $5 MILLION. IT'S ABOUT HOW MUCH WE RUN.
AND THEN OUR EARLY START AT SEA IS ABOUT ANOTHER $5 MILLION, AND WE CAN ESSENTIALLY RECOUP ABOUT HALF OF THAT COST BACK FOR BETWEEN BOTH PROGRAMS. AND YOU CAN CORRECT ME IF I'M WRONG.
BUT WITH THE NEW FUNDING THAT THE STATE HAS IMPLEMENTED, WE WOULD RECOVER 5.3 MILLION.
SO THAT WOULD ACTUALLY FUND THE NEW PROGRAM. ALL RIGHT.
GREAT. THANK YOU I APPRECIATE IT. THOSE ARE MY QUESTIONS.
[02:55:03]
THANK Y'ALL. APPRECIATE YOU. ALL RIGHT. TRUSTEES ANYTHING ELSE ON CHIEF OF STAFF? OKAY. MOVING ON TO SCHOOL IMPROVEMENT. ANY QUESTIONS ON SCHOOL IMPROVEMENT? TRUSTEE. TURNER, IF I CAN JUST LET THE BOARD KNOW.WE DO HAVE A PUBLIC HEARING ON THIS ITEM AT THE NIGHT MEETING, AND IT'S REALLY WE DO THIS ANNUALLY, JUST LIKE WE DO TAPER, AND IT'S JUST SHARING WHAT OUR TARGETED IMPROVEMENT PLANS ARE.
SO WE'LL HAVE THAT PUBLIC HEARING ON JANUARY 22ND AT 545, AND IT'LL BE ON THIS ITEM.
OKAY. THANK YOU. ALL RIGHT. SCHOOL LEADERSHIP DIVISION.
ANY QUESTIONS ON SCHOOL LEADERSHIP? ALL RIGHT.
[14. SCHOOL LEADERSHIP DIVISION]
MOVING RIGHT ALONG. 17 A OKAY. ALL RIGHT. 17 A FINANCIAL SERVICES.[16. FINANCIAL SERVICES DIVISION]
TRUSTEE FOREMAN. SURE. THANK YOU. CHIEF, DO WE HAVE AGREEMENTS WITH COPIER AND PRINTER COMPANIES? YES WE DO. AND WHY DO WE NOT HAVE AN AGREEMENT WITH THEM FOR THEIR SUPPLIES? THE INK AND TONER? WHY DO WE GO TO A BI BOARD FOR THAT? BECAUSE WE CAN GET BETTER PRICING FROM BY BOARD COOPERATIVE PRICING.SO WOULD YOU SHARE? BECAUSE I USED TO BE IN THIS BUSINESS, AND SO WOULD YOU SHARE WITH ME? WHAT KIND OF PRICING YOU CAN GET FROM BI BOARDS COMPARED TO WHAT YOU CAN GET FROM THE OEM? YES, MA'AM. I CAN SEND YOU THAT INFORMATION. OKAY. BECAUSE I WOULD LIKE TO SEE THAT.
YES, MA'AM. THANK YOU. AND THEN JUST ONE OTHER QUESTION REAL QUICKLY.
I'VE NOTICED ON THE BI BOARDS, WE'RE ALWAYS SAYING WE'RE GOING TO GET THREE QUOTES.
THAT'S CORRECT. SO WHAT DOES THAT MEAN? THAT MEANS ANYTIME ANY OF OUR DISTRICT STAFF OR DEPARTMENT PURCHASES FROM A COOPERATIVE, THEY MUST OBTAIN THREE QUOTES BEFORE THEY CAN MAKE THAT PURCHASE, SO THAT WE CAN ENSURE THAT WE GET THE BEST PRICING.
SO THEY ARE CALLING THE BUY BOARDS AND ASKING THEM FOR A QUOTE.
THAT'S CORRECT. THREE DIFFERENT BIBLE. THREE DIFFERENT WORDS. YES. DO WE EVER TEST THAT AGAINST THE OUTSIDE MARKET OF BUY BOARDS? YES. HOW OFTEN? EVERY EVERY TIME THERE'S A COOPERATIVE PURCHASE THAT HAS TO HAPPEN.
SO YOU GO TO THE GENERAL MARKET ALSO. NO, THIS IS JUST FROM THE COOPERATIVES.
OKAY. I WOULD JUST LIKE TO SEE US BECAUSE I'M SEEING THIS MORE AND MORE.
AND IT SOUNDS GOOD TO START WITH WHEN WE FIRST STARTED IT, BUT WE'RE GETTING MORE BY BOARD PURCHASES AND WE'RE GETTING THE SAME RESPONSE, WHICH DOESN'T GIVE THE OUTSIDE PEOPLE AN OPPORTUNITY TO DO BUSINESS WITH THE DISTRICT.
THE BUY BOARDS HAVE INCREASED. OKAY. AND SO I'D JUST LIKE TO SEE WHAT THAT LOOKS LIKE.
OKAY. THANK YOU. OKAY. ANYTHING ELSE ON FINANCIAL SERVICES? 17 B IS UP THERE. TRUSTEE FOREMAN. THANK YOU.
I DIDN'T REALLY GET A CHANCE TO DO MUCH READING, SO I GOT YOU.
SO YOU GUYS ARE GOOD. I'M LOOKING AT LINE ITEM 34, WHICH IS THE EXPENDITURES, AND IT'S ON TRANSPORTATION. DO WE GET REIMBURSED BY THE STATE ON ANY TRANSPORTATION? WE DO RECEIVE SOME TRANSPORTATION FUNDING, BUT WE DO.
IT'S A SHORTFALL. IT DOESN'T COVER ALL OF OUR TRANSPORTATION COSTS.
SO WHEN THAT GOES BACK INTO THE GENERAL BUDGET, WHEN WE RECEIVE THAT FUNDING, THAT'S CORRECT.
BECAUSE EVERYTHING I SEE I DON'T SEE AN OFFSET.
AND I WAS ASKING THE SAME THING ABOUT TECHNOLOGY EARLIER BECAUSE WE GET.
SO IT WOULD BE GOOD FOR ME TO UNDERSTAND FROM THE STATE WHAT DO WE GET REIMBURSED FOR? I KNOW FOR FOOD SERVICES, THAT'S A FEDERAL CORRECT.
AND WE GET REIMBURSED FOR THAT. AND I'LL NEVER SEE A LINE ITEM FOR THAT.
THE LARGER ONES ARE TRANSPORTATION, SPECIAL ED, EARLY EDUCATION, BILINGUAL.
BUT I CAN SHARE THOSE. CAN YOU SHARE THAT AND THEN JUST SHARE WHAT WE RECEIVED LAST YEAR.
SO I GET A GOOD UNDERSTANDING. YES. THANK YOU SO MUCH.
OKAY. ANYTHING ELSE ON 17. ALL RIGHT. MOVING ON.
TREASURY SERVICES. ANYTHING ON TREASURY SERVICES.
[03:00:03]
OKAY. ANYTHING ON BUDGET SERVICES 19. A TRUSTEE FOREMAN.SORRY, I HAVE TO TURN THIS AROUND SO I CAN READ IT.
WE HAVE ON HERE. I'M ON PAGE TWO. COULD YOU JUST WALK THROUGH THE PRIOR IMPROVEMENTS ON THE ASSIGNED AND UNASSIGNED BALANCE? YES. SO THE PRIOR APPROVALS FOR THE ASSIGNED FUND BALANCE EARLY ON IN THE YEAR, THE 3.1 MILLION IS PART OF THE 2425 P0 ROLLOVER THAT OCCURS EARLY ON IN THE MONTH OF JULY. THEN WE ALSO APPROVED PLEASANT GROVE.
GROVE STADIUM IMPROVEMENTS. THAT WAS 714,000.
THAT WAS TURF IMPROVEMENTS. ALSO IN THE UNASSIGNED FUND BALANCE.
THE MAJORITY OF THIS WAS AS A RESULT OF HOUSE BILL TWO THAT THE CHANGE IN STATE FUNDING.
SO EARLY ON IN MAY, THE BOARD APPROVED $128 MILLION DEFICIT.
THEN THE LEGISLATURE APPROVED AND FINALIZED STATE FUNDING.
AND SO WE REDUCED THAT DEFICIT TO $93 MILLION.
SO THE NET WAS A $40 MILLION INCREASE TO OUR FUNDING.
SO HOW WOULD TARA, ON BEHALF, HOW WOULD THAT GO INTO THE STATE FUNDING.
SO THE RAISES THAT THE TEACHERS AND STAFF RECEIVED THAT AFFECTED OUR CALCULATION.
AND AND THAT'S JUST AN ACCOUNTING ENTRY. BUT THAT AFFECTED THAT ESTIMATE.
OKAY. BUT I'M CONFUSED. YOU SAID THE STATE CHANGED THE FUNDING AND THEN THE TEARS ON BEHALF WAS PART OF WHAT THE STATE CHANGED. THAT'S CORRECT. OKAY. THAT'S A FUNDING CALCULATION.
OKAY. THANK YOU. I'LL TALK TO YOU MORE ABOUT THIS.
OKAY. ONE ON ONE. OKAY. TRUSTEE. TURNER. YES.
SO MY QUESTION IS, WHAT IS THIS BUDGET AMENDMENT ISSUE ACTUALLY SOLVING? SO THIS WAS EARLY ON IN THE YEAR WHEN THE BOARD ADOPTED THE ORIGINAL BUDGET.
WE ADOPTED THE BUDGET NOT KNOWING WHAT THE FINAL STATE FUNDING THE OUTCOME WAS GOING TO BE BECAUSE OF THE LEGISLATIVE SESSION WHEN THE LEGISLATURE FINALIZED THEIR FUNDING WITH HOUSE BILL TWO. AND SO THE BUDGET AMENDMENT SINCE SINCE THE BUDGET IS A PLANNING DOCUMENT, THE FINAL OUTCOME OF THE LEGISLATURE ALLOWED US TO AMEND OUR BUDGET TO MAKE IT MORE ACCURATE.
AND SO WE MADE THAT AMENDMENT IN SEPTEMBER. AND SO THAT ALLOWED US TO NOW HAVE AN ACCURATE BUDGET.
SO BY THE TIME WE END THE YEAR, OUR NUMBERS WILL BE MORE ACCURATE.
SO WITH THIS NEW BUDGET, HOW WOULD IT HAVE AN IMPACT ON CAMPUSES COMING UP? SO IT DID NOT TOUCH THE CAMPUSES. THE MAJORITY OF THE ADJUSTMENTS WERE WITH TEACHER PAY RAISES AND STAFF PAY RAISES, WHICH WAS AN INCREASE TO THE PAY RAISES. OKAY.
THOSE TWO QUESTIONS I HAVE. THANK YOU. OKAY. THANK YOU. TRUSTEE ANYONE ELSE FOR 19 A OKAY THEN ANYTHING UNDER OPERATION SERVICES DIVISION 21. HOW ABOUT CONSTRUCTION SERVICES
[22. CONSTRUCTION SERVICES DIVISION]
DIVISION 23 OR 23. BE OKAY. HER 23 B 23 B TRUSTEE FOREMAN.BRANT. JUST CURIOUS. EXCUSE ME. JUST CURIOUS WHY WE DID A CMR FOR A PROJECT THAT'S $5 MILLION? NO, THE PROJECT'S OVER 5 MILLION. THAT'S JUST FOR GMP ONE.
WHAT'S THE TOTAL AMOUNT OF THE PROJECT? THIS IS PRE-KINDERGARTEN THROUGH THE EIGHTH PRE-K.
I DON'T HAVE IT IN MY NOTES. I'LL PUT IT IN. THE TRACK IS APPROXIMATELY 40 PLUS MILLION.
OKAY. ALL RIGHT. THANK YOU. MR. TURNER. YES. MINE IS REGARDING A FIRST OF ALL, THANK YOU FOR ALL THE WORK THAT HAPPENED AT COMSTOCK.
IT LOOKS AMAZING. PEOPLE IN THE COMMUNITY ARE VERY 2023 A.
YES, SIR. I'M SORRY, I APOLOGIZE. FROM WHAT I'VE SEEN, IT LOOKS REALLY, REALLY GOOD.
A LOT OF PEOPLE IN THE COMMUNITY ARE REALLY HAPPY ABOUT IT. I WANTED TO KNOW THERE'S $2 MILLION.
[03:05:04]
WHAT IS IT BEING SPENT FOR? YEAH, IT'S A CHANGE ORDER TO CAPTURE SOME MISSING SCOPE.LIKE THEY WERE DOING ONE BANK OF WINDOW. SO IT'S TO CAPTURE THE REST OF THE WINDOWS.
OKAY. ALSO FOR ROOF MODIFICATIONS THEY RAN INTO SOME ISSUES WITH LIFTING THE CURBS, MECHANICAL AND ELECTRICAL, PLUMBING CONNECTIONS THAT WERE JUST UNFORESEEN THAT THE GC DIDN'T HAVE IN HIS BID.
OKAY, SO SOME OF THOSE WINDOWS THAT HADN'T BEEN DONE ARE GOING TO BE DONE NOW.
CORRECT. ARE THOSE THE OUTSIDE WINDOWS OR THE ONES FACING THE COURTYARD? I HAVE TO GET PICTURES ON THE DIAGRAM. I CAN FOLLOW UP WITH YOU ABOUT THAT.
OKAY. ALL RIGHT. THANK YOU. AND I'LL REACH OUT TO YOU OFFLINE. THANK YOU.
THANK YOU. TRUSTEES. ANYONE ELSE FOR 23? OKAY.
ANY QUESTIONS? UNDER 24. OR 24. A TRUSTEE SANDERS.
NEW TRUSTEE QUESTION. CAN YOU PLEASE EXPLAIN THIS? THIS IS A FAVORITE ONE. A LITTLE ORLANDO. HE'S THE PROFESSOR AT THIS ONE.
OKAY. 23. YES. THIS IS A STANDARD PROCESS. SO WHEN THE WHEN A PROPERTY IS TAXED, FORECLOSED ON THE COUNTY TRIES TO SELL IT AND GET BACK ALL THAT'S OWED ON THE PROPERTY TAXES, LIENS, YOU KNOW, INTEREST.
SO IN THIS INSTANCE, THESE ARE PROPERTIES THAT WERE STRUCK OFF TO THE CITY OF DALLAS. AND WE'RE AUTHORIZING THE CITY OF DALLAS TO ACT AS OUR TRUSTEE, TO GO AHEAD AND TRY TO SELL THIS PROPERTY. AND MOST LIKELY, THEY'LL GET LESS FOR IT THAN WHAT'S ACTUALLY OWED ON IT.
ALL RIGHT. SO I'LL. SO THESE ARE NOT DISTRICT PROPERTIES.
OKAY, MOST OF THESE PROPERTIES WOULD BE WHAT WE WOULD CALL UPSIDE DOWN.
OKAY. THEY OWE MORE THAN WHAT THE ACTUAL LAND IS WORTH.
WHEN YOU SAY STRUCK OFF, THAT MEANS LIKE HERE, Y'ALL.
OKAY, I'M 40% THERE. I'LL ASK YOU AFTERWARDS.
I APPRECIATE IT. THANK YOU. OKAY. ANYONE ELSE FOR 24? A ANYONE FOR 24 B? OKAY. ANYONE FOR 25? ADJOURNMENT? YES. OKAY. THE TIME IS 8:10 P.M. AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.