Jun 11, 2026 Board Briefing

QUESTIONS? TRUSTEE WEINBERG.

THANK YOU, TRUSTEES.

OKAY, I'VE GOT A FEW QUESTIONS.

QUICK CLARIFYING QUESTIONS.

WILL YOU PULL UP ONE OF THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR? OKAY, SO AT THE BEGINNING OF THE YEAR, IF YOU'RE, CALL IT AN 8TH GRADER, SHOULD YOU BE EXPECTED TO KNOW THAT STUFF? IS IT TESTING 8TH GRADE KNOWLEDGE, SO YOU SHOULD NOT KNOW IT OR NOT KNOW MUCH OF IT? IT'S TESTING 8TH GRADE OR WHATEVER GRADE LEVEL WE'RE REFERRING TO AT THAT MOMENT IN TIME.

SO IT'S SAYING IF, FOR INSTANCE, BEGINNING OF YEAR, WHAT WOULD A BEGINNING OF YEAR EIGHTH GRADER, WHAT SHOULD THEY KNOW? SO YOU'RE BEING COMPARED AGAINST THE FIRST MONTH, IF YOU WILL, OF AN EIGHTH GRADER.

BY THE END OF THE YEAR, YOU'RE NOT BEING COMPARED TO THAT SAME, YOU'RE NOW BEING COMPARED TO WHAT SHOULD YOU KNOW BY THE END OF EIGHTH GRADE.

SO IT'S A PROGRESSIVELY MORE RIGOROUS ASSESSMENT OVER TIME.

AND RELATIVE TO A BODY OF KNOWLEDGE.

THAT PROGRESSES, SO THE COHORT IN THE BODY OF KNOWLEDGE, RIGHT? AT A NATIONAL LEVEL.

SO I'VE GOT A COUPLE OF QUESTIONS.

I'M GOING TO CALL IT UP HERE.

SO ONE QUESTION I HAVE, SO ON PAGES 4 AND 5, IF AT THE END OF THE YEAR 45% ARE ON GRADE LEVEL IN READING OR 30% IN MATH, 36% IN MATH, FOR THE FIRST AND SECOND GRADE AFRICAN AMERICAN KIDS.

WHAT STRATEGIES NEEDED TO BE DEPLOYED TO HAVE THEM BE SUCCESSFUL ON GRADE LEVEL? READERS BY THIRD GRADE.

SO IF YOU'RE AT, CALL IT, I THINK, IS THAT THE MATH? I CAN'T SEE THE, IS THAT MATH?

[00:20:01]

IT'S MATH.

OKAY, SO IF YOU'RE AT MATH AND YOU'RE AT 37 PERCENT AT THE END OF THE YEAR, DOES THAT MEAN YOU WOULD START THE NEXT YEAR OSTENSIBLY AT 37 PERCENT? LIKE, HOW WOULD YOU WALK THAT FORWARD? AND THEN THE SECOND PART OF THAT QUESTION WILL BE, HOW DOES THAT TIE TO ANTICIPATED STAR TEST SCORES? YEAH.

DO YOU WANT TO STEP? OKAY.

SO THE IDEA IS THAT WE HAVE OUR STUDENTS AT 37% AT THE END OF THE YEAR, BUT WE ALSO KNOW WHAT HAPPENS THROUGHOUT THE SUMMER IS THAT SUMMER MELT AND SOME LEARNING LOSS THAT OCCURS, WHICH IS WHY WE'RE GOING TO DO ADSI AT SOME OF OUR CAMPUSES TO HELP THOSE STUDENTS.

AND SO WE EXPECT SOME LOSS.

SO THIS IS, I WANT TO SAY, THIS IS NOT JUST KIDS ON GRADE LEVEL.

THESE ARE KIDS WHO MASTERED RIGHT AND SO WE ANTICIPATE THAT, WE EXPECT SOME LEARNING LOSS, AND THEN WE WOULD WANT TO TAKE THIS AND WALK IT FORWARD FOR OUR THIRD GRADERS TO HELP US ANTICIPATE WHAT WE COULD SEE ON START.

AND SO WE HAVE PROGRESS MEASURES FOR THAT THIRD GRADE AS WELL.

AND THEN THERE'S A DATA, I MEAN, OBVIOUSLY WE'RE NOT SHOWING YOU THE DISAGGREGATED DATA.

SO THEN, LIKE, IT CAN ALSO THEN SAY OF THE, LET'S TAKE THE 63% THAT ARE NOT AT THE MASTERY LEVEL.

FOR GRADE TWO THAT ARE AFRICAN-AMERICAN STUDENTS.

BUT OF THOSE 63%, WHAT PERCENT WERE CLOSE TO BEING ON? SO ALL OF THAT IS THEN DIVIDED UP INTO A LOW, MEDIUM, HIGH, BECAUSE THEY'RE NOT ALL OFF THE MARK BY THE SAME AMOUNT.

SO THEN THAT DATA IS THEN DISAGGREGATED SO THAT WHEN WE START THE NEXT SCHOOL YEAR.

THOSE STUDENTS THAT WERE THE CLOSEST TO BEING AT THE MASTERY LEVEL, SO I WANT TO REITERATE THAT I-READY IS FAR MORE RIGOROUS BECAUSE IT'S COMPARING NOT A SUBSET OF STATE STANDARDS, BUT RATHER A NATIONAL, MORE IN LINE WITH NAEP EXAMS. AND SO WE'RE GOING TO SEE, AS YOU'VE SEEN BEFORE, THAT THESE NUMBERS, THEY'RE CORRELATED TO OUR STATE ASSESSMENT IN TERMS OF HOW WE PERFORM, BUT THEY'RE NOT.

DIRECT LINKS.

AND SO THEY DO GIVE US EARLY INDICATORS FAR EARLIER THAN WE'VE SEEN BEFORE.

SO THEN EACH STUDENT THEN HAS THEIR INDIVIDUAL PROFILE DESIGNED SO THAT EACH TEACHER THAT IS RECEIVING THOSE STUDENTS KNOWS WHAT AREAS OF STRENGTHS THEY HAVE AND WHAT ARE THE AREAS THAT WE NEED TO FILL.

SO EVEN THOUGH A STUDENT MAY SEEM TO HAVE SCORED THE SAME, IT DOESN'T MEAN THAT WE HAVE THE SAME GAPS.

SO MY PROFILE WOULD...

STILL BE DIFFERENT FROM LET'S SAY MR. CARRION'S DEPENDING ON WHAT OUR PROFILES ACTUALLY READ.

OKAY THAT'S SUPER HELPFUL SO JUST TO JUST TO BE CLEAR THAT THIS IS A MASTERY NOT A MEETS PARALLEL RIGHT? THAT'S CORRECT.

AND SO THAT MAKES A LOT MORE SENSE THANK YOU THAT'S REALLY CLARIFYING.

BECAUSE WE'RE TRYING TO HAVE HIGHER STANDARDS AND HIGHER EXPECTATIONS SO THAT BY THE TIME THE STATE ASSESSMENT COMES THEN THEY'RE ABLE TO MEET THAT EASILY.

ALL FOR IT I LOVE IT I THINK THAT IS CRUCIAL TO YOU KNOW HAVE THOSE HIGH STANDARDS FOR ALL KIDS.

SO THEN MY NEXT QUESTION IS WITH THESE END-OF-YEAR SCORES PLUS THE STAR SCORES WE'RE GOING TO TALK ABOUT WHAT HOW DO YOU WHAT DO YOU DO WITH KIDS WHO ARE SHOWING THAT THEY MAY NEED A LITTLE BIT MORE SUPPORT BETWEEN THIS YEAR AND THE BEGINNING OF THE NEXT SCHOOL YEAR? ATZI I HEARD YOU SAY IT WAS ONE WAY ARE THERE ANY OTHER WAYS? SO RIGHT NOW I THINK WE HAVE ABOUT 16,000.

I WAS GOING TO SAY 13, THANK YOU.

16,000 OF OUR STUDENTS THAT ARE SITTING IN A SUMMER SCHOOL PROGRAM.

AND IN THAT SUMMER SCHOOL PROGRAM, WE'RE DOING MATHEMATICS AND READING TO HELP THEM BEAT LEARNING LOSS, BUT ALSO TO FILL IN GAPS THAT THEY MIGHT HAVE.

WE ALSO HAVE ADSEE.

AND THEN MOST OF OUR ELEMENTARY SCHOOLS WILL HAVE FISH CAMPS WHERE STUDENTS CAN COME IN ABOUT A WEEK EARLIER AND WE CAN BEGIN TO DIAGNOSE.

DIAGNOSE SOME OF THE NEEDS THAT THEY HAVE, GET THEM ACCLIMATED TO SCHOOL, AND ALSO START FILLING IN SOME OF THOSE GAPS.

EXCELLENT.

LET ME OH, ANOTHER CLARIFYING QUESTION.

THAT'S HELPFUL.

AND I BELIEVE THAT'S IT.

DID ALL EIGHTH GRADERS TAKE THE EIGHTH GRADE MATH? YES.

SO EVEN THOSE WHO WERE TAKING ALGEBRA, THAT'S JUST A FULL COMPREHENSIVE ALL EIGHTH GRADERS.

YEAH, AND THAT'S WHY I THINK ON THIS WE HAVE THE WHOLE.

YEAH, WE'RE WAITING FOR A, IT'LL BE A NEW DATA POINT WE'VE GOT TO LOOK AT.

OKAY, GOOD, BECAUSE I THINK THIS WILL BE RELEVANT AND INTERESTING IN OUR NEXT CONVERSATION.

I APPRECIATE YOU ALL.

SO THE LAST QUESTION KIND OF HIT ON WHERE I WAS GOING TO GO.

TRUSTEE PORTMAN.

SUPERINTENDENT, IT WOULD BE GOOD FOR US TO KNOW HOW MANY STUDENTS ARE IN THESE CLASSIFICATIONS AND THEN HOW MANY STUDENTS ACTUALLY

[00:25:01]

TOOK THE TEST, BECAUSE SOMETIMES YOU CAN DISAGGREGATE THE NUMBERS BASED ON THE NUMBER OF STUDENTS THAT TOOK THE TEST AND THE NUMBER OF STUDENTS THAT'S IN THAT CLASSIFICATION.

AND I'M ALWAYS INTERESTED, PARTICULARLY IN MIDDLE SCHOOL, AND TRYING TO FIGURE OUT, BECAUSE THAT'S WHERE WE HAVE A REAL ROUGH GO SOMETIMES, AND TRYING TO FIGURE OUT HOW DO WE GET THESE STUDENTS.

SO I'D REALLY LIKE TO KNOW HOW MANY OF THOSE STUDENTS ARE IN EACH ONE OF THESE CATEGORIES.

AND THEN ANOTHER CLARIFYING QUESTION, AND I'LL ASK YOU THIS BECAUSE WE'VE HAD THIS CONVERSATION BEFORE, ABOUT WE SWITCHED FROM MAP TO IREADY.

HOW ARE YOU FEELING ABOUT THAT? SWITCH? YEAH, THE DATA ARE MUCH MORE TIGHTLY ALIGNED TO OUR ACTUAL STATE PERFORMANCE WITH IREADY THAN WHAT WE WERE SEEING WITH MAP.

SO RIGHT NOW, THE TEAM IS FEELING LIKE THAT WAS THE RIGHT SWITCH TO MAKE.

WE'LL CONTINUE, OBVIOUSLY, TO MONITOR IT, BUT IT'S SHOWING MUCH MORE PREDICTABILITY IN HOW STUDENTS, OF COURSE, WE'VE ONLY USED IT NOW FOR TWO YEARS, BUT WE'RE SEEING A MUCH TIGHTER CORRELATION.

THE STUDENTS THAT WERE INDICATING AT THOSE GRADE LEVELS, OF COURSE, THAT THEY WOULD MEET.

THIS IS MASTERY, SO THIS IS THE LEVEL ABOVE WHAT WE WOULD SEE ON STAR IN THOSE THREE CATEGORIES.

BUT THEN WHEN WE DISAGGREGATE THIS DATA AT THE MEETS LEVEL, WE'RE GETTING A MUCH CLOSER, WHAT WE THINK WOULD BE MEETS IS WHAT'S SHOWING UP AS MEETS ON STAR.

AND THEN, CHIEF HEWITT, YOU MENTIONED THE FISH CAMPS.

SO WILL THERE BE INDIVIDUALIZED FISH CAMPS FOR INDIVIDUAL CAMPUSES OR WILL WE JUST BE USING A BLANKET KIND OF FISH CAMP? CAMPUSES ARE ABLE TO DESIGN THEIR OWN BACK-TO-SCHOOL FISH CAMPS AND THEY LAST ANYWHERE BETWEEN A DAY OR TWO TO A WEEK.

THEY ARE ABLE TO ESTABLISH THEIR OWN.

CLARIFY FOR ME REAL QUICK.

THE GOAL...

SO, FOR INSTANCE, USING GO3, STUDENT OUTCOME GOAL 3, WHEN IT SAYS, IN READING, WRITING, DOMAIN 1, AVERAGE OF APPROACHES, MEETS, AND MASTERS, DID I HEAR THAT THESE NUMBERS REFLECT THE MEETS AND MASTERS, NOT THE APPROACHES? HELP ME UNDERSTAND. THIS WOULD REALLY BE IN ALIGNMENT MORE WITH THE MASTERS CATEGORY ON STAAR BECAUSE I-READY IS FAR MORE RIGOROUS. GOT IT. SO WHEN WE DID A STUDY OF STAIR-STEPPING RIGHT THERE, THIS DESIGNATION HERE ALIGNS WITH WHAT WE GET AT THE MASTERS LEVEL ON STAAR 2.0? GOT IT. GOT IT.

GOT IT. AND IT'S NOTAGAIN, THESE AREN'T EVEN THE STAAR SCORES. THESE ARE I-READY SCORES THAT ARE HELPING US GET A BETTER PEG ON WHAT OUR STAAR PERFORMANCE WILL ULTIMATELY END UP BEING.

YOU ALLUDED TO THIS BEFORE, CHIEF HEWITT, I KNOW YOU SAID IT WAS YOU'VE BEEN COOKING IN THE KITCHEN ON WHAT OUR MIDDLE SCHOOL STRATEGY WAS GOING TO BE.

AND THEN FOR JIM.

IF YOU COULD JUST GIVE A SENSE OF WHAT THAT OVERVIEW MIGHT BE FOR THE GYM STRATEGY NEXT YEAR.

YES, I THINK THE PROBABLY THE BEST WAY TO DESCRIBE IT IS SORT OF ACADEMIC RIGOR MEETS.

THE DEVELOPMENTAL NEEDS OF A MIDDLE SCHOOL CHILD.

AND SO WE'LL FOCUS ON THE STRUCTURES THAT WE KNOW WORK FOR MIDDLE SCHOOL STUDENTS AND THAT'S IMPORTANT FOR THEIR DEVELOPMENT, LIKE ADVISORY, LIKE MENTORSHIP, SO THE SENSE OF BELONGING, ENGAGEMENT, AND WHAT WE'RE CALLING SORT OF EXCELLING OR ACCELERATION AROUND THAT ACADEMIC SUPPORT IS WHAT WE'RE GOING TO FOCUS ON FOR JIM.

AND SO IT'S A SUPPORT FOR OUR SIXTH GRADERS IF THEY'RE IN A COMPREHENSIVE SCHOOL.

IT'S THE SUPPORT FOR STUDENTS ALL THROUGHOUT MIDDLE SCHOOL.

SO UTILIZING LIKE A SMALLER SCHOOL WITHIN A SCHOOL VERSION.

SO WHILE WE WILL BE UTILIZING MORE RESOURCES TO MAKE THAT HAPPEN, RATHER THAN BEING A SIXTH GRADER IN A COMPREHENSIVE MIDDLE SCHOOL, YOU'RE STILL ON A COMPREHENSIVE MIDDLE SCHOOL, BUT WE MIGHT BE, FOR INSTANCE, ISOLATING ALL SIXTH GRADERS TO A CERTAIN WING.

A CERTAIN FLOOR AND THEY WOULD ALL SHARE THE SAME TEACHERS SO THAT STUDENTS ARE FEELING A PART OF A BIG SCHOOL BUT THEY ARE WITHIN BECAUSE REMEMBER WE'RE MAKING A SHIFT FROM AN ELEMENTARY CAMPUS WHERE YOU HAD ONE MAYBE TWO TEACHERS NOW YOU HAVE SIX TEACHERS THAT'S A SHIFT BUT HOW CAN WE DO THAT

[00:30:02]

WITHOUT IT BEING YOU'RE ONE OF 900 KIDS AT A MIDDLE SCHOOL NOW YOU'RE ONE OF 300 KIDS IN A SIXTH GRADE CAMPUS SO AND EACH CAMPUS WORKING WITH CHIEF HEWITT MAY HAVE DESIGNED IT SLIGHTLY DIFFERENT.

THEY'RE NOT ALL, BECAUSE THEY DON'T ALL HAVE THE SAME NUMBER OF STUDENTS.

THEY DON'T ALL HAVE, SO THERE MAY BE DIFFERENCES IN THE WAY THAT, IF YOU WILL, A MORE PERSONALIZED GRADE LEVEL OF INSTRUCTION IS BEING DELIVERED.

BUT THEY ARE ALL GOING TO BE WORKING TOWARDS HAVING THAT MORE, A SMALLER VERSION IN A LARGER SCHOOL SETTING.

TRUSTEE GARCIA.

IF YOU CAN GO BACK TO THE SLIDE ABOUT WE WERE WAITING FOR DATA IN PARTICULAR WITH THE SPANISH STUDENTS.

CAN YOU JUST GIVE ME OVERVIEW OR HOW DO WE KNOW THAT STUDENTS ARE ON TRACK OR WHEN DO WE EXPECT THAT? WE STILL HAVE INDIVIDUAL DATA FOR THEM BUT WE DIDN'T HAVE A BASELINE FOR THE SPANISH LANGUAGE READING TEST THAT'S READING WRITING TEST THAT OR THE READING TEST THAT IREADY GIVES.

LAST YEAR WAS THE FIRST YEAR, AND YOU REALLY NEED TWO CYCLES TO ESTABLISH A BASELINE. SO AFTER THIS YEAR, WE WILL NOW BE ABLE TO ESTABLISH A BASELINE. NEXT YEAR, WHEN WE BEGIN TO PRESENT EVEN THE BEGINNING-OF-YEAR DATA, WE WILL HAVE WHAT THAT BASELINE YIELDED US.

BUT I STILL HAVE TO COME BACK TO YOU ALL TO INFORM WHETHER THE TARGET THAT I'M PRESENTING IS ACCEPTABLE TO YOU ALL BECAUSE YOU ALL DIDN'T VOTE ON THAT PARTICULAR PORTION BECAUSE WE DIDN'T HAVE IT. SO WE'LL NEED TO BE BRINGING YOU SOME ADDITIONAL DATA WITH REGARD TO THAT. BUT THAT'S WHAT BUT EACH STUDENT STILL HAS A WHERE ARE THEY ON THIS? ON THE DIFFERENT...

YES, IT'S JUST AN AGGREGATE OF THE DATA THAT WE DON'T HAVE TO SAY WHETHER WE MET THE TARGET OR NOT.

OKAY, YEAH, BECAUSE I WONDERED IF YOU WOULD NEED SEVERAL YEARS OF IT OR THEN POTENTIALLY SOME OF THIS COULD SHIFT.

SO THAT'S STILL TO COME.

POTENTIALLY.

WE SHOULD NOW HAVE ENOUGH DATA TO ESTABLISH THAT BASELINE.

SO AT THE BEGINNING OF THE SCHOOL YEAR IN AUGUST, WE'LL BE BRINGING YOU A RECOMMENDATION FOR THAT PARTICULAR TARGET.

SO, WE'RE STILL PROVIDING YOU THE DATA OUTCOMES. WE JUST AREN'T ABLE TO TELL YOU WHETHER WE MET THE TARGET BECAUSE WE DIDN'T ESTABLISH THE TARGET.

SO, AS A REMINDER, WHAT'S IN THAT BECAUSE I GOT CONFUSED WHEN I WAS FIRST LOOKING AT THE SLIDES THAT THE TEAM PUT TOGETHER. THE ORANGE BOX OF DATA, WHERE ITTHOSE ARE THE TARGETS THAT WERE SET, AND THEN THE DATA TO THE LEFT OF THAT WERE THE ACTUAL RESULTS. OKAY. OKAY. I JUST WANTED TO MAKE SURE I UNDERSTOOD THAT.

AND THEN, IN TERMS OFI KNOW WE DID COVER THE MIDDLE SCHOOL MODEL, AND THESE ARE ALREADY EXISTING IN SOME OF OUR MIDDLE SCHOOLS. SOME CAMPUSES ALREADY HAVE IT.

MIDDLE HAS THIS, CORRECT? AND THEN HOW DO YOU PICK, OR IT'S JUST GOING TO BE ACROSS THE BOARD, I GUESS? WE CHOSE OUR COMPREHENSIVE MIDDLE SCHOOLS WITH GRADES 6 THROUGH 8. OKAY. AND THEN, IN TERMS OF THE IMPLEMENTATION DASHBOARD, YOU MENTIONED THIS IS WHERE WE HAVE ALL OF THE PROFESSIONAL VIDEOS, THE PROFESSIONAL DEVELOPMENT VIDEOS, AND ALL OF THE THINGS.

I GUESS I'M JUST WONDERING.

I KNOW IT'S DISRUPTIVE IN A POSITIVE WAY, BUT I ALSO CONSIDER, LIKE, WHAT IS THAT IMPLEMENTATION? DOES IT ADD TO THE TIME OR DOES IT MAKE THINGS EASIER FOR TEACHERS? A LOT OF IT IS FOR LEADERS.

OH, FOR LEADERS.

YEAH, IT'S REALLY TO LOOK AT IMPLEMENTATION, AND WE LOOK AT EVERYTHING FROM I-READY, NUMBER OF MINUTES KIDS ARE ON, NUMBER OF LESSONS THEY'VE COMPLETED, HOW FAST THEY'RE MOVING THROUGH THE LESSON TO THE CURRICULUM-EMBEDDED ASSESSMENTS TO DOING THEIR EXTENDED CONSTRUCTIVE RESPONSES AND THE SHORT CONSTRUCTIVE RESPONSES, AND THEN A FEEDBACK LOOP WHEN SCHOOL.

LEADERS AND DISTRICT LEADERS WALK CAMPUSES TO GIVE TEACHERS FEEDBACK.

IT'S JUST KIND OF WHAT WE CALL LIKE OUR ONGOING PROGRESS MEASURE FOR CLASSROOMS AND FOR CAMPUSES.

YES, I WANT TO REITERATE THE THE DASHBOARD ITSELF IS GOING TO BE DOWN ALL THE WAY TO A CLASSROOM AND A STUDENT LEVEL.

SO WHAT WE'RE PRESENTING TO YOU HERE IS THE AGGREGATE OF THE WHOLE DISTRICT, BUT EVERY CAMPUS IS GOING TO LOOK DIFFERENT.

SOME SLIGHTLY DIFFERENT, SOME LOOK VERY DIFFERENT.

SOME MAY NEED NO ADDITIONAL SUPPORT.

SO IF I'M THE PRINCIPAL, I WANT TO LOOK AT MY IMPLEMENTATION DASHBOARD.

I WANT TO ALSO BE ABLE TO SEE HOW ARE THINGS GOING IN PARTICULAR CLASSROOMS. I MIGHT HAVE TWO CLASSROOMS THAT SEEM TO BE DOING VERY WELL AND ONE THAT ISN'T.

WHAT KIND OF SUPPORT SO THAT WE'RE EVEN TARGETING THE SUPPORT TO THE TEACHER THAT'S PROVIDING INSTRUCTION TO THE STUDENT.

BECAUSE NOT ALL THREE TEACHERS MAY NEED THE SAME LEVEL OF SUPPORT.

[00:35:01]

SO MAYBE I NEED TO BE VISITING THIS CLASSROOM MORE OFTEN THAN I'M VISITING THE OTHER TWO TO PROVIDE SUPPORT.

SO IF I HAVE TO GO DIG FOR THIS DATA, THAT'S WHERE I LOSE TIME.

SO CREATING THESE DASHBOARDS THEN ALLOW OUR CAMPUS LEADERS AND OUR DISTRICT-LEVEL LEADERS WHO SUPERVISE CAMPUSES TO GO IN QUICK.

LET ME JUST PULL IT UP.

I SEE IT RIGHT HERE.

OH, I HAVE THESE QUESTIONS, AND THEN HOW CAN I PROVIDE SUPPORT? OKAY.

YEAH, THAT'S VERY HELPFUL BECAUSE I WAS JUST THINKING ABOUT IT IN A DIFFERENT WAY.

AND SO, AND...

NOW THAT I LISTEN TO THIS, IT'S LIKE, OH, OKAY, THIS IS ACTUALLY VERY DRIVEN SO THAT YOU DON'T HAVE TO SPEND A LOT OF TIME.

BECAUSE I'M ALWAYS THINKING OF THE TIME COMPROMISE, RIGHT, WITH OUR LEADERS AND TEACHERS HAVE.

SO I THINK THAT'S ALL MY QUESTIONS.

ANYONE ELSE FOR ROUND ONE? AND TRUSTEE WEINBERG, ROUND TWO.

I JUST HAVE A QUICK FOLLOW-UP QUESTION, AND THAT WAS A GREAT CLARIFICATION BECAUSE THAT ALSO HIGHLIGHTS, I THINK, THE ABILITY, I THINK WHAT YOU ALL ARE DOING FOR STUDENTS TO HAVE AGENCY IN THEIR OWN GROWTH, RIGHT, THEIR OWN KNOWLEDGE OF THEIR TRACK.

SO THAT'S A GREAT CLARIFYING QUESTION.

IT MADE ME ALSO, I WANTED TO ASK A QUESTION ABOUT THE MATH ACADEMIES.

HOW MANY GENERALLY-ISH TEACHERS, MATH TEACHERS, HAVE.

BEEN IN THE MATH ACADEMIES AND AT WHAT GRADES, GRADE LEVELS THUS FAR? AND THEN WHAT'S ANTICIPATED? FOR OUR MATH ACADEMIES IT'S ABOUT 2,500 TEACHERS THAT HAVE GONE THROUGH IT.

NOW KNOWING THAT THE STATE JUST CAME OUT WITH A NEW VERSION IT ALL RESETS.

SO FOR THIS FIRST YEAR WE'RE GONNA HIT ABOUT 500.

IT'S K-3 MATH WITH THE EXPECTATION THAT BY 30, 31 ALL OF THEM HAVE TO HAVE GONE THROUGH IT.

ALL K-3 TEACHERS? MATH TEACHERS.

ALL K-3 MATH TEACHERS.

AND SO THE 2,500 THAT WENT THROUGH, WHAT GRADE LEVELS WERE THOSE IN THE MATH ACADEMY? THAT WAS K-5, AND THEN WE DID A DIFFERENT VERSION FOR 6-8, BUT IT WAS NOT AS ROBUST AS WHAT WE ORIGINALLY DID WITH K-5.

SO K-5 WILL BE GETTING A DOUBLE DOSE NOW, THE DALLAS ISD VERSION, AND NOW THE NEW STATE VERSION THROUGH DALLAS ISD.

AND THEN IN TERMS OF THE MIDDLE SCHOOL MATH, WHAT ARE THE PLANS FOR THAT, IF ANY? SITUATION, WE ARE CONTINUING TO PUSH THAT OUT.

WE WORK WITH CHIEF HEWITT, AND WE IDENTIFY SCHOOLS.

THAT WAY WE CAN HAVE THE BANDWIDTH AND THE CAPACITY TO GET THAT ACCOMPLISHED.

BUT WE STILL HAVE SIX THROUGH EIGHT MIDDLE SCHOOL MATH ACADEMIES.

SO YOU HAVE THE FRAMEWORK YOU'VE IMPLEMENTED? THAT'S HOMEGROWN IN DALLAS ISD.

CAN I SAY THAT, HOMEGROWN IN DALLAS ISD? GREAT, THANK YOU.

TRUSTEE CURRY.

I JUST WANT TO FOLLOW UP ON THE MATH ACADEMIES.

HOW DIFFERENT IS WHAT WE'RE NOW DOING FOR THE STATE THAN WHAT WE DID BEFORE? AND SOMETIMES THE STATE LIKES TO COPY US BECAUSE WE DO SOME GOOD THINGS.

I'M CURIOUS IF THEY'RE LEARNING ANYTHING FROM US IN THIS PROCESS.

SOME OF IT'S SIMILAR.

IN OUR VERSION, TEACHERS GOT THREE DAYS.

IN THEIR VERSION, TEACHERS GET FIVE DAYS THROUGHOUT THE COURSE OF THE YEAR.

TWO OF THOSE ARE FACE-TO-FACE, AND THE OTHER THREE ARE DONE THROUGH VIRTUAL ASSIGNMENTS AND...

PRODUCTS THAT THEY'RE GOING TO CREATE THAT SOMEONE'S GOING TO HAVE TO GIVE THEM FEEDBACK THROUGH.

THE CONTENT ISN'T ANY DIFFERENT.

IT'S A LOT OF THE FORMAT.

TRUSTEES, ANYONE ELSE FOR ROUND TWO? SEEING NONE,

[7. INFORMATION/REPORTS ]

THEN THANK YOU SO MUCH FOR THE PRESENTATION.

TRUSTEES, WE'LL NOW TURN TO AGENDA ITEM SEVEN, INFORMATION REPORTS, BEGINNING WITH 7A, THE SUPERINTENDENT'S REPORT.

SUPERINTENDENT? SO WE'RE GOING TO START WITH THE DISTRICT IMPROVEMENT PLAN.

AND I'LL HAVE AGAIN CHIEF HEWITT AND CHIEF GAYLORD WILL GO AHEAD AND MAKE THIS PRESENTATION AND THEN WE SAVE THE BEST FOR LAST THEN WE'LL GET TO OUR STAR DATA.

THANK YOU SUPERINTENDENT.

SO WE ARE GOING TO PRESENT THE DISTRICT IMPROVEMENT PLAN WHICH SERVES AS OUR CONTINUOUS ROPE OUR ROADMAP FOR CONTINUOUS IMPROVEMENT.

THE PLAN ALIGNS OUR DAILY WORK WITH THE BOARD'S LONG-TERM VISION WHILE ENSURING OUR DISTRICT RESOURCES, STAFFING, PROGRAMS, AND FUNDING DECISIONS ARE FOCUSED ON STUDENT SUCCESS. SO, WE BUILD THE PLAN AROUND DATA, STAKEHOLDER INPUT, AND THE UNIQUE NEEDS OF EACH OF OUR CAMPUSES AND OUR COMMUNITIES. THANKS. AND THE DISTRICT IMPROVEMENT PLAN, JUST AS A REMINDER, IS A WORKING DOCUMENT. IT'S DESIGNED, AGAIN, TO NOT ONLY ALIGN OUR VISION AND OUR GOALS, BUT ALSO FEDERAL FUNDING AND OUR INITIATIVES, GOALS, AND CONSTRAINTS TO OUR STUDENT OUTCOMES. AND SO, THE PLAN IS DEVELOPED THROUGH A PROCESS, WHICH IS THE COMPREHENSIVE NEEDS ASSESSMENT, AND IT COVERS FOUR KEY AREAS.

ARE WERIGHT SLIDE? THERE WE GO. THANK YOU. FOUR KEY AREAS, WHICH ARE DEMOGRAPHICS, AND THAT LOOKS AT A HOLISTIC VIEW ACROSS THE DISTRICT; STUDENT LEARNING,

[00:40:01]

AND OF COURSE WE'RE LOOKING AT THE DATA THAT WE RECEIVED FROM STAAR, I-READY, AND OTHER MASTERY CHECKS; OUR PROCESSES AND PROGRAMS, WHICH INCLUDES OUR HIRING PROCESSES, CURRICULUM MATERIALS, SOME OF OUR PRE-K AND OTHER PROGRAMS, JUST TO NAME A FEW; AND THEN OUR PERCEPTION SURVEYS, WHICH INCLUDES OUR STAFF CLIMATE AND CULTURE SURVEY, OUR STUDENT SURVEY, AND OUR PARENT SURVEYS. AND SO THAT DISTRICT IMPROVEMENT PLAN COMMITTEE, IT CONSISTS OF VARIOUS DEPARTMENTS ACROSS DALLAS ISD, AND IT MEETS QUARTERLY TO CREATE THE DOCUMENT, TO MONITOR IMPLEMENTATION, AND TO ADJUST STRATEGIES BASED ON THE NEEDS OF OUR DISTRICT.

OH, I'M SORRY.

NOW, IT'S INTENTIONALLY DESIGNED AROUND THESE GOALS.

I THINK I'LL DO THIS ONE FIRST.

BUT IT'S INTENTIONALLY DESIGNED AROUND THESE GOALS, THE FIVE WORD OUTCOME GOALS.

AND SO I JUST WANT TO ALSO TELL YOU THAT IT'S ALSO ALIGNED TO THE CONSTRAINTS BELOW.

AND SO AS WE JUST FOR THE GENERAL PUBLIC, AS WE CONTINUE TO DEVELOP OUR DIP TO MONITOR DIP AND IMPLEMENT IT ONE THING THAT WE THAT WE CONTINUOUSLY COME BACK TO ARE THE CONSTRAINTS THAT ARE SET BY OUR BOARD TO ENSURE THAT WE MAINTAIN AN AMBITIOUS VISION OF PURSUING OUR GOALS BUT ALSO MONITORING WHAT WE HOLD AS VALUABLE AND DEAR WITHIN OUR DISTRICT AND NOW I'LL TURN OVER SOME OF OUR STRATEGIC STRATEGIES TO CHIEF GAYLORD SO FOR STRATEGIC INITIATIVES, THIS SLIDE REALLY OUTLINES EIGHT HUGE INITIATIVES THAT DRIVE THE ENTIRE COMPREHENSIVE STRATEGY TO IMPROVE STUDENT OUTCOMES.

THE FIRST BEING OUR HIGH QUALITY INSTRUCTIONAL MATERIALS, THE FOCUS ON TIER 1 INSTRUCTION FOR ALL STUDENTS.

SECOND ONE, OUR EARLY LEARNING STRATEGY, BUILDING ON THE FOUNDATION FOR OUR YOUNGEST LEARNERS.

WE KNOW THE QUICKER WE GET THEM, THE BETTER OFF THEY DO.

THE THIRD ONE IS OUR EXTENDED LEARNING EXPERIENCES WHICH IS VERY ROBUST.

OPPORTUNITIES FROM SUMMER BREEZE TO ATHLETICS TO AFTER SCHOOL TO EXTRACURRICULAR.

OUR MENTAL HEALTH SERVICESREALLY MAKING SURE WE PRIORITIZE THE MENTAL WELL-BEING OF ALL STUDENTS AND STAFF WITH COUNSELING SERVICES AND CRISIS SUPPORT TO ENSURE THAT EVERYONE HAS A HEALTHY LEARNING ENVIRONMENT. SCHOOL CHOICEWE KNOW WE'VE OFFERED A DIVERSE RANGE OF EDUCATIONAL OPPORTUNITIES FOR FAMILIES TO SELECT, ALIGNED TO THEIR STUDENTS' INTERESTS, STRENGTHS, AND ACADEMIC NEEDS. STRATEGIC COMPENSATIONINVESTING IN OUR EDUCATORS BY CREATING PATHWAYS TO RECRUIT, RETAIN, AND REWARD HIGHLY EFFECTIVE EDUCATORS.

COLLEGE, CAREER, AND WORKFORCE READINESSPREPARING STUDENTS FOR POST-GRADUATION SUCCESS, INCREASING ACCESS TO COLLEGE CREDIT, INDUSTRY CERTIFICATIONS, AND WORKFORCE CREDENTIALS. AND THE LAST ONE IS OUR DISTRICT SUPPORT INITIATIVESPROVIDING DIFFERENTIATED RESOURCES, COACHING, AND SUPPORT TO CAMPUSES WITH THE GREATEST NEED. SO, WHEN WE LOOK AT NEXT YEAR, 202627, THESE KIND OF ILLUSTRATE A COUPLE OF EXAMPLES THAT WE'RE GOING TO PULL OUT. FOR HQIM, FOR HIGH-QUALITY INSTRUCTIONAL MATERIALS, WE'VE BROUGHT YOU THE EXCITING STUDENT LEARNING VOYAGES. WE PILOTED THAT THIS YEAR WITH A COUPLE OF GRADE LEVELS. WELL, GUESS WHAT? IT'S GOING DISTRICT-WIDE NEXT YEAR.

ALL K-8 STUDENTS WILL BE GOING ON FIELD TRIPS TO EXPLORE, AND ALL OF THOSE ACTIVITIES ARE ALIGNED TO OUR CURRICULUM UNITS.

THE SECOND IS OUR WEEKLY, OUR SILT LEARNING VIDEOS.

I TALKED ABOUT THAT EARLIER, THE WEEKLY PREP VIDEOS THAT WE'VE CREATED.

UNDER EARLY LEARNING, TWO THINGS WE'VE BROUGHT YOU THAT EVERYONE IS KIND OF AWARE OF IS PILOTING PRE-PRIMER, A GRADE BETWEEN KINDERGARTEN AND FIRST GRADE DESIGNED TO BUILD FOUNDATIONAL ACADEMIC, EMOTIONAL, AND MOTOR SKILLS.

THIS IS NOT A GRADE THAT IS A REPEAT GRADE.

THIS IS A NEW GRADE LEVEL THAT ALLOWS STUDENTS TO ACCESS FIRST GRADE CURRICULUM IN A STRUCTURED SETTING.

AND THIS MODEL IS VERY POPULAR IN PRIVATE SCHOOLS.

AND WE FEEL LIKE THIS IS A GOOD ADDITION FOR DALLAS ISD STUDENTS.

ALSO, UNIVERSAL PRE-K AT NO COST.

REGARDLESS OF FAMILY INCOME, ENROLLMENT IS CURRENTLY OPEN.

OPEN SEATS ARE AVAILABLE, SO PLEASE ENROLL.

WE NEED EVERYBODY TO TELL 25 PEOPLE TOMORROW.

TO TELL 25 PEOPLE THAT YOU KNOW THAT HAS A THREE OR FOUR YEAR OLD THAT THEY NEED TO ENROLL IN DALLAS ISD'S UNIVERSAL PRE-K.

THE NEXT PIECE IS AROUND EXTENDED LEARNING EXPERIENCES.

THIS YEAR WE'RE PILOTING A PROGRAM THAT AS CHIEF HEWITT DISCUSSED THE EARLY START ADDS THE ADDITIONAL DAYS OF SCHOOL YEAR.

WE'LL BE ACCELERATING LEARNING AT 20 SCHOOLS BY ADDING DAYS AT THE BEGINNING OF THE SCHOOL YEAR.

THE GEMS PROGRAM WE TALKED ABOUT IN THE PREVIOUS PRESENTATION WITH GROWING EXCELLENCE IN THE MIDDLE SCHOOLS.

[00:45:01]

OUR LAST PIECE AROUND COLLEGE CAREER AND WORKFORCE STRATEGY IS, AND I THINK THIS IS EXCITING, IS OUR TSI, TSIA BLITZ.

THIS YEAR, CHIEF HEWITT AND TEAM LAUNCHED A TWO-WEEK DISTRICT-WIDE INITIATIVE THAT PROVIDED INTENSIVE ONE-DAY ENGLISH LANGUAGE ARTS AND MATH CAMPS AT EVERY COMPREHENSIVE HIGH SCHOOL TO RAISE OUR TSIA SCORES.

THE INITIATIVE FOCUSED ON SENIORS WHO WERE CLOSE TO MEETING THE TSI READINESS REQUIREMENTS.

PROVIDING A LOT OF TARGETED SUPPORT.

LASTLY IS RISE.

THIS IS RETENTION, INTERVENTION.

STUDENT PROGRESS AND ENGAGEMENT.

IT'S A CROSS-FUNCTIONAL INITIATIVE FOCUSING ON KEEPING HIGH SCHOOL STUDENTS ON TRACK FOR GRADUATION, BRINGING A LOT OF TEAMS TOGETHER, COUNSELING SERVICES, ATTENDANCE FOR CREDIT, ATHLETICS, RESOURCE RESET CENTER COORDINATORS, IDENTIFYING ANY STUDENT THAT MIGHT NEED SUPPORT TOWARDS GRADUATION AND COORDINATING A LOT OF INTERVENTIONS TO MAKE SURE THEY'RE SUCCESSFUL.

THE NEXT STEP RIGHT NOW IS OBVIOUSLY USING THE DISTRICT IMPROVEMENT PLAN. THIS HAS BEEN PRESENTED TO OUR DAT COMMITTEE. CAMPUSES ALL HAVE THEIR OWN INDIVIDUAL CAMPUS IMPROVEMENT PLAN. IF YOU WERE A PRINCIPAL, YOU ALIGN YOUR CAMPUS IMPROVEMENT PLAN AROUND THE DISTRICT GOALS AND ALSO YOUR CAMPUS GOALS, AND THEN FROM THERE, IMPLEMENT THOSE GOALS WHEN ALL OF THE STUDENTS COME BACK. AND NOW, WHAT EVERYONE'S REALLY BEEN WAITING FOR. SO, WE WILL WRAP UP THIS SECTION BY GIVING YOU A REMINDER THAT ALL OF THE DATA IN REGARD TO STAAR ARE ALL PRELIMINARY.

STUDENTS THAT DO NOT COUNT HAVE NOT BEEN EXTRACTED FROM THIS DATA, SO THE DATA CAN STILL GO UP.

IT COULD GO DOWN.

IN MOST INSTANCES IN DALLAS ISD, THE DATA IMPROVES WHEN STUDENTS THAT CAME TO US AFTER THE OFFICIAL DATE ARE EXTRACTED FROM THE DATA. WE ALSO DON'T HAVE ENOUGH INFORMATION TO PROVIDE ALL THE WAY TO THE CAMPUS LEVEL BECAUSE, AS YOU KNOW, THERE ARE THREE DOMAINS.

DOMAIN 1, 2A AND 2B.

AND 2A AND 2B ARE STILL NOT KNOWN BECAUSE THOSE ARE COMPARISON GROUPS TO OTHER SCHOOLS SIMILAR TO THE ONE THAT IS BEING EVALUATED OR INDIVIDUAL STUDENT GROWTH.

SO THOSE DATA ARE STILL NOT PRESENT.

THAT BEING SAID, LET ME GIVE US SOME HIGHLIGHTS WITH REGARD TO ALL SUBJECTS AND ALL GRADES.

YOU'LL SEE ALL READING LANGUAGE ARTS, WHICH INCLUDES THE EOC, WHICH MEANS ENGLISH 1 AND ENGLISH 2 ARE ALL INCORPORATED, YOU'LL SEE THAT THERE ARE GAINS AT THE APPROACHES, AT THE MEETS, AND THE MASTERS.

IN ALL MATH, INCLUDING ALGEBRA 01, YOU SEE GAINS ACROSS ALL THREE AREAS, APPROACHES, MEETS, AND MASTERS.

YOU SEE IN SOCIAL STUDIES, WHICH INCLUDES EIGHTH GRADE AND U.S. HISTORY, THERE IS GROWTH IN ALL THREE AREAS, APPROACHES, MEETS, AND MASTERS.

AND IN ALL SUBJECTS, IF THEY ARE ALL COMBINED, YOU SEE GROWTH AT APPROACHES, MEETS, AND MASTERS.

I WANT TO SPECIFICALLY CALL OUT MEETS.

WE KNOW THAT'S THE GOLD STANDARD.

THAT'S THE ON-GRADE LEVEL.

AND YOU NOW SEE THAT THREE OUT OF THE FOUR ARE AT 50 OR ABOVE PERCENT WITH THE ONE AREA THAT HAD A FIVE-POINT GAIN IN THE ALL MATH AREA.

AND THAT IS A FIVE-POINT GAIN.

WE'RE AT 45 PERCENT.

THAT'S COMPARING YEAR TO YEAR.

NOW LET'S BREAK DOWN THE READING LANGUAGE ARTS BY GRADE LEVEL AND WE'LL SEE THAT IN READING WE HAD GROWTH AT APPROACHES, MEETS, AND MASTERS.

IN FOURTH GRADE WE HAD WE STAYED STABLE AT THE APPROACHES AND MEETS LEVEL AND WE HAD A ONE PERCENT INCREASE AT THE MASTER'S LEVEL.

IN GRADE FIVE READING LANGUAGE ARTS WE HAD GROWTH IN APPROACHES, MEETS AND MASTERS IN GRADE SIX.

WE HAD GROWTH IN APPROACHES, MEETS, AND MASTERS.

IN GRADE SEVEN, WE HAD GROWTH IN APPROACHES, MEETS, AND MASTERS.

AND IN GRADE EIGHT, WE HAD GROWTH IN APPROACHES, MEETS, AND MASTERS.

I WANT TO POINT OUT THAT THIS IS THE FIRST TIME THAT OUR MIDDLE GRADES SAW CONSISTENT GROWTH ACROSS THE BOARD. SO THOSE IMPLEMENTATIONS THAT YOU HEARD OUR TEAM TALK ABOUT ARE CURRENTLY YIELDING SOME OUTCOMES, AS WE CAN SEE HERE.

OUR READING LANGUAGE ARTS PERFORMANCE AT THE GOLD STANDARD IS ACTUALLY THE HIGHEST THAT YOU SEE IN ALL GRADE LEVELS. AGAIN, A MIDDLE SCHOOL GRADE IN READING LANGUAGE ARTS IS THE HIGHEST, WITH GRADE 8 BEING AT 58.

GRADE 6 IS THE THIRD HIGHEST AT 52, AND GRADE 5 IS AT 56.

NEXT SLIDE, PLEASE. SO NOW LET'S MOVE TO MATHEMATICS.

IN THE MATHEMATICS AREA BROKEN DOWN BY GRADE, WHAT YOU'LL SEE HERE IS

[00:50:01]

AT GRADE THREE, WE HAD GROWTH IN APPROACHES, MEETS, AND MASTERS.

IN GRADE FOUR, WE HAD GROWTH IN APPROACHES, MEETS, AND MASTERS.

AT GRADE FIVE, WE HAD GROWTH IN APPROACHES, MEETS.

ONE AREA WAS MASTERS WAS A DECREASE OF ONE.

AT GRADE SIX, WE HAD GROWTH IN ALL THREE APPROACHES, MEETS AND MASTERS.

YOU SEE THERE ARE NO DATA FOR GRADE SEVEN.

WE DID NOT TEST ANY STUDENT IN MATH IN GRADE SEVEN.

AS YOU RECALL, WE ACCELERATED BECAUSE WE HAVE HIGH EXPECTATIONS FOR ALL OUR STUDENTS.

WE ACCELERATED ALL STUDENTS TO GRADE EIGHT MATH.

THEIR PERFORMANCE AS A SEVENTH GRADER ON THE GRADE EIGHT MATH STAR WILL THEN INDICATE WHETHER THE STUDENT CAN PURSUE.

GRADE 8 MATH OR ARE PREPARED FOR ALGEBRA.

IF THEY'RE NOT PREPARED FOR THE ALGEBRA, THEN THAT GRADE 8 WILL INCORPORATE THE PRE-ALGEBRA SKILLS SO THAT STUDENTS ARE MOVING ON THAT ARE PREPARED.

I WANT TO POINT OUT, GIVEN THAT WE TESTED ALL 7TH GRADERS AT THE 8TH GRADE MATH LEVEL, THE FACT THAT OUR DATA STAYED STABLE AND ACTUALLY HAD A 1% INCREASE AT THE APPROACHES NEGATES THE THE COMMENT THAT SOMEONE WOULD SAY IF YOU TESTED SEVENTH GRADERS, ALL OF THEM IN GRADE EIGHT, THEN THEY WILL NOT PERFORM WELL.

THAT DID NOT SHOW UP IN THE DATA.

AND WE WILL BE ABLE TO DISAGGREGATE THAT FOR YOU WITHIN THE NEXT TWO WEEKS.

I'LL BE ABLE TO SHOW YOU HOW SEVENTH GRADERS SPECIFICALLY DID.

SO THE NEXT SLIDE, WE HAVE GRADE 5 SCIENCE AND GRADE 8 SCIENCE, BUT YOU SEE NO DATA THERE BECAUSE IN THE WORDS OF THE TEXAS EDUCATION AGENCY, THIS IS THE ZONE OF UNCERTAINTY.

I AM NOT MAKING THAT UP.

THAT IS HOW IT IS REPORTED CURRENTLY BECAUSE THERE WERE NEW STANDARDS AND SO THEY HAVE NOT YET ARRIVED AT THE TARGET AND SO STUDENT SCORES ARE REPORTED AS THEY ARE IN THE ZONE OF UNCERTAINTY.

SO I CANNOT PROVIDE YOU.

ANY INFORMATION WITH REGARD TO THAT UNTIL WE GET THE FINAL DATA FILE WHICH IS ANYWHERE FROM TWO TO FOUR WEEKS.

IN GRADE EIGHT YOU'LL NOTICE THAT WE HAD EIGHTH GRADE SOCIAL STUDIES WE IMPROVED IN ALL THREE AREAS APPROACHES MEETS AND MASTERS.

IN OUR END OF COURSE TEST WE HAVE A LITTLE MORE INFORMATION ON OUR END OF COURSE TEST WITH REGARD TO THIS FIRST LET ME JUST DISCUSS THE COMPARISON OF LAST YEAR TO THIS YEAR.

SO ENGLISH 1, YOU'LL SEE, HAD INCREASES IN APPROACHES AND SIGNIFICANTLY IN MEETS.

AT THE MASTER'S LEVEL, WE SAW A DECREASE OF TWO POINTS, BUT I'D LIKE TO POINT OUT THAT THE STATE ACTUALLY HAD A DECREASE OF THREE AT THE MASTER'S LEVEL.

AND ENGLISH 2, YOU SAW AN INCREASE IN ALL THREE.

WELL, MASTER STAYED THE SAME.

AT ENGLISH 2, TO THE STATE ALSO STAYED THE SAME.

IN ALGEBRA 1, YOU SEE INCREASES IN ALL THREE AREAS, EVEN THOUGH WE DO TEST EIGHTH GRADERS, AND A FEW SEVENTH GRADERS TAKE THE ALGEBRA 1 END OF COURSE TEST, AND WE STILL SAW INCREASES IN APPROACHES, MEETS, AND MASTERS.

AND IN THIS PARTICULAR AREA, I WOULD LIKE TO SHARE THAT DALLAS ISD OUTPERFORMS THE STATE.

SO THE STATE IS ACTUALLY AT 82% AT THE APPROACHES, IS AT 54% AT THE MEETS, AND IS AT 30% AT THE MASTERS.

WITH REGARD TO BIOLOGY, YOU SEE ALSO INCREASES IN ALL THREE AREAS, APPROACHES, MEETS, AND YOU SEE DOUBLE-DIGIT GAINS IN MEETS AND MASTERS.

WE ARE VERY CLOSE TO THE STATE'S STANDARD AT THE MEETS AND MASTERS.

WE ARE AT THE STATE STANDARD IN BIOLOGY AT THE APPROACHES LEVEL AT 93.

THE STATE IS AT 71, WHERE WE'RE AT 69.

SO WE ONLY LAG BY THREE POINTS, TWO POINTS WITH REGARD TO THE MEETS.

AND AT THE MASTER'S LEVEL, WE ONLY LAG BY TWO POINTS.

THE STATE'S AT 35, WE'RE AT 33.

AND WITH U.S.

HISTORY...

WE ARE AT OR ABOVE THE STATE.

WE WERE STABLE AT 93.

THE STATE IS AT 93.

AT THE MEETS LEVEL, DALLAS ISD IS AT 71.

THE STATE IS AT 70.

AND AT THE MASTER'S LEVEL, DALLAS ISD IS AT 41, AND THE STATE IS AT 37.

SO WE ARE OUTPERFORMING AT THE HIGH SCHOOL AND OF COURSE LEVEL ASSESSMENTS.

[00:55:06]

IN FACT...

AT YOUR TABLE, YOU SHOULD SEE A HARD COPY PRINTED.

AND IF YOU LOOK AT CHANGE OVER TIME, I WOULD LIKE TO JUST POINT OUT THAT THE DALLAS ISD CHANGE OVER TIME FAR EXCEEDS THE STATE CHANGE OVER TIME.

YOU'LL NOTICE ALGEBRA 1, OVER FOUR YEARS, WE'VE SEEN AN 18-POINT GAIN AT APPROACHES.

THE STATE SAW AN 8.

AT THE MEETS LEVEL, ALGEBRA 01, 18-POINT GAIN FOR DALLAS ISD.

ONLY EIGHT FOR THE STATE AND AT THE MASTER'S LEVEL DALLAS ISD SAW AN INCREASE OF SEVEN AT THE MASTER'S LEVEL WHERE THE STATE SAW NONE.

IN BIOLOGY DALLAS ISD HAD A 17, 22 AND 16 PERCENT INCREASE OVER FOUR YEARS, RESPECTIVELY, THE STATE HAD 11, 14, AND 12 IN APPROACHES, MEETS, AND MASTERS.

IN ENGLISH 1, WE USED TO BE 16 POINTS BEHIND THE STATE AT THE APPROACHES.

WE ARE NOW ONLY, WE CUT THAT IN HALF.

IT'S NOW EIGHT POINTS.

AT THE GOLD STANDARD OF WE USED TO BE 14 POINTS AWAY, WE'RE NOW AT SEVEN.

AND AT THE MASTERS, WE USED TO BE THREE POINTS AWAY.

WE'RE NOW ONLY TWO.

IN ENGLISH 2, WE USED TO BE 10 POINTS AWAY FROM THE STATE.

WE ARE ONE POINT AWAY FROM WHERE THE STATE IS THAT APPROACHES IN ENGLISH 2.

WE USED TO BE 12 POINTS AWAY AT MEETS.

WE'RE NOW THREE POINTS AWAY FROM THE STATE. AND AT MASTERS, WE WERE TWO POINTS AWAY. WE ARE AT THE STATE-LEVEL MASTERS RESULTS. WE DO NOT HAVE A GAP.

THE STATE HAD ZERO. EXCUSE ME.

WITH U.S. HISTORY, WE WERE NINE POINTS AWAY. WE'RE NOW FOUR.

AND THE STATE HAD A FOUR-POINT GAIN. EXCUSE ME. AT MEETS HISTORY, WE HAD A TEN-POINT GAIN. THE STATE HAD A MINUS ONE. AND AT MASTERS, WE HAD A SEVEN-POINT GAIN. THE STATE ACTUALLY HAD A SEVEN-POINT DROP. SO, ALL OF THESE ARE GOING TO BE WITHIN A YEAR OR TWO. IF WE CONTINUE THIS KIND OF GROWTH, WE WILL BE AT OR ABOVE THE STATE. WHICHWE DON'T RESEMBLE THE STATE. THE STATE IS ABOUT 64% ECONOMICALLY DISADVANTAGED. DALLAS ISD IS ABOUT 89% ECONOMICALLY DISADVANTAGED. SO BEING AT THE STATE LEVEL REALLY IS REFLECTIVE OF THE WORK THAT THE TEACHERS, OUR CAMPUS LEADERS, AND ALL OF THE SUPPORT STAFF ARE DOING.

THIS IS THEIR WORK, AND OUR STUDENTS' AND OUR FAMILIES', OBVIOUSLY.

AND SO TRULY GREAT GAIN OVER THE LAST FOUR YEARS.

I THINK DALLAS ISD IS ACHIEVING AND ACCELERATING THAT IMPROVEMENT AT A FASTER RATE THAN ANY OTHER SCHOOL DISTRICT IN THE REGION.

I CAN EASILY FACTUALLY STATE THAT.

YOU ALSO SEE REGION 10 SHOWN THERE JUST BECAUSE THOSE ARE OUR SURROUNDING DISTRICTS, AND THEY ALSO REFLECT DIFFERENT.

DEMOGRAPHIC ECONOMICS THAN WE DO SO WHETHER WE'RE TALKING ABOUT PLANO, RICHARDSON GARLAND, DESOTO PARTS OF DUNCANVILLE, REGION 10 AS A WHOLE YOU CAN SEE THAT DATA PERFORMANCE THERE AS WELL SO I STILL DON'T HAVE THAT I KNOW EVERYBODY WOULD LIKE THE CAMPUS LEVEL RESULTS WHICH I I DON'T I CAN'T PROVIDE THOSE AT THIS TIME WE ANTICIPATE THOSE WITHIN WITHIN THE SECOND OR THIRD WEEK OF JULY, OF COURSE, AS SOON AS WE GET THOSE, WE WILL BRING THOSE OUT TO YOU AS QUICKLY AS POSSIBLE.

AND THAT WILL CONCLUDE THIS SECTION, AND WE CERTAINLY ARE ENTERTAINING ANY QUESTIONS YOU MAY HAVE.

WE HAD OUR LUNCH OR MEETING.

WE DO OUR MONTHLY MEETINGS.

AND YOU.

GAVE ME A TRAILER THAT WE WOULD BE LOOKING PRETTY SOLID, AND THIS IS, THAT'S ACCURATE.

THIS IS LOOKING VERY SOLID.

IT'LL BE A WHILE BEFORE WE GET, YOU KNOW, OUR OFFICIAL ACCOUNTABILITY RATINGS.

THOSE COME IN THE FALL, RIGHT? AROUND WHAT TIME DO THOSE THINGS USUALLY LAND? YEAH, WE'LL HAVE SOME PRELIMINARY FINAL DATA IN LATE JULY.

BUT TEA OFFICIALLY WILL PROBABLY GIVE US THAT INFORMATION UNTIL EARLY AUGUST.

AND THEN THE OFFICIAL OFFICIAL IS UNTIL, I MEAN, WHEN YOU GET THE TAPER REPORT ITSELF DOESN'T EVEN COME OUT UNTIL DECEMBER OR JANUARY.

BUT THEY WILL GIVE US THAT INFORMATION SOMETIME BETWEEN NOW AND THE FIRST OF

[01:00:01]

AUGUST AND I SEE MR. CORTEZ BACK THERE SO HE CAN COME UP AND AND GIVE ME SOME EXACT HE CAN GIVE US SOME EXACT DATES THAT'LL BE HELPFUL FOR THE ENTIRE BOARD.

YES THAT WOULD BE THAT'D BE GREAT THE THE THING THAT I'M SEEING OBVIOUSLY IT'S GROWTH AND RELATIVE GROWTH TO THE REST OF THE STATE THAT'S SOMETHING TO REALLY BE PROUD OF KUDOS TO YOU DR.

ELIZALDE.

TO THE LEADERSHIP TEAM AND EXECUTING ALL THE WAY FROM TOP DOWN.

THE OTHER THING THAT I'M NOTING IS OUR DEMOGRAPHICS.

OUR DEMOGRAPHICS RELATIVE TO THE REST OF THE STATE, IT'S SOMETHING THAT WE'VE SAID FOR A LONG TIME, AND WITH DEDICATION, FOCUS, AND QUITE FRANKLY, THE PERSEVERANCE AND FOCUS THAT THIS BOARD HAS HAD, OBVIOUSLY PRIOR TO ME EVEN GETTING HERE, BUT HAPPY TO JOIN THE RANKS.

THAT'S WHAT MAKES THIS KIND OF SUSTAINABLE GROWTH A THING OVER THE YEARS.

AND SO CONGRATULATIONS TO THE ENTIRE TEAM EFFORT THAT IT TOOK TO GET HERE.

THE THING THAT I'M INTERESTED IN IS HOW DO WE CONTINUE DOWN THIS PATH KNOWING THAT WE HAVE CHALLENGED THE PIKE IN OUR FUNDING AND STRUCTURES? IT FEELS LIKE THE PLANS THAT HAVE BEEN SUBMITTED TODAY KEEP US ON THIS PATH, BUT ARE THERE ANY TWEAKS, STRATEGIES ON THE HORIZON? ARE YOU SEEING ANYTHING DOWN THE LINE THAT COULD BE SOMETHING THAT WOULD TAKE US OFF OUR PATH, OR DO YOU FEEL CONFIDENT THAT WE'RE HEADING IN THE RIGHT DIRECTION AND WE ARE STAYING THE COURSE? SO LET ME HAVE MR. CORTEZ FIRST GIVE US THE DATES OF WHEN SOME DATA WILL BE RELEASED.

YES, THANK YOU.

NO, WE ARE LOOKING AT OUR FINAL DATA FILES COMING IN TOWARDS THE END OF JULY.

EOC DATA WE SHOULD HAVE AROUND JULY 14TH, AND OUR 3-8 DATA WILL BE DELIVERED JULY 27TH.

AT THAT POINT, WE'LL HAVE OUR PRETTY SOLID ACCOUNTABILITY ESTIMATES FOR YOU TO START TALKING THROUGH.

ALSO, THEN THE STATE WILL DELIVER THEIR OFFICIAL A-F RATINGS FOR US.

RELEASED TO US BY ABOUT AUGUST 15TH AND THEN WE'LL HAVE A MONTH TO PRESENT THEM FORMALLY HERE AT A BOARD MEETING.

GOT IT SO IT WILL BE BEYOND OUR ZONE OF UNCERTAINTY ON OUR SCIENCE BUT THEN ALSO 82 WE WHAT WAS OUR DID WERE WE 82 OR 83? 83.

83 THAT'S RIGHT YOU'RE RIGHT.

THAT YOU REFERENCED PLANO.

THAT'S RIGHT.

THEY'RE THE LOW, THE LOW, LOW EXPECTATIONS OF COLLEGE.

NO, I'M KIDDING.

NO, I WOULD NOT STRIKE THAT FROM THE RECORD.

EVERYBODY HAS HIGH EXPECTATIONS.

NO ONE'S PAYING ATTENTION.

SO WHAT I'M ANTICIPATING, THOUGH, IS OUTSIDE OF EVERYTHING, OUTSIDE OF SOME UNIQUE WAYS THAT WE APPLY OUR RATINGS, WE SHOULD HAVE ANOTHER B ACROSS THE BOARD AS A DISTRICT, POTENTIALLY.

LIKELY, AND MAYBE A HIGHER NUMBER SCORE THAN WE HAD IN THE PREVIOUS YEAR.

ANTICIPATING.

I WON'T HOLD YOU TO THIS.

SURE.

THAT IS WHAT IT APPEARS TO BE ON TRACK FOR.

AND THEN TO ANSWER YOUR OTHER QUESTION, I THINK WE WANT TO ENSURE THAT OUR INNOVATION IS CONTINUED IMPLEMENTATION OF THE BEST.

PRACTICES THAT WE'VE SEEN.

AND SO WE HAVE ADDED SOME THINGS, AS YOU ALL KNOW ALREADY, THAT WE'VE DISCUSSED EVEN IN THIS DISTRICT IMPROVEMENT PLAN, YOU KNOW, PILOTING PRE-PRIMER THAT I THINK WOULD MAKE OUR EARLY LEARNING EVEN STRONGER THAN IT IS NOW.

UNIVERSAL PRE-K, WHICH WE ALREADY KNOW HAS ALREADY BEEN OF ASSISTANCE AS WE DID SOME OF THE SCHOLARSHIP STUDENTS THAT TRUSTEE FOREMAN AND WHEN YOU HAD BROUGHT THAT FORWARD, ALLOWING US TO ACCEPT MORE STUDENTS, NOW OPENING THAT UP TO EVERYONE.

LIKE, THESE ARE THE THINGS, THESE ARE LEARNED THINGS THAT, AND I WANT TO UNDERSCORE SOMETHING YOU SAID.

ALL OF THIS SUCCESS HAS STARTED WITH THIS BOARD.

IT IS THIS BOARD'S UNRELENTING FOCUS ON STUDENT ACADEMIC ACHIEVEMENT AND HIGH EXPECTATIONS THAT HAS PRODUCED THESE RESULTS.

AND IT PROVES YET AGAIN.

THAT IT DOESN'T MATTER WHAT OUR BACKGROUNDS ARE.

ALL MEANS ALL.

ALL KIDS CAN BE SUCCESSFUL.

[01:05:03]

AND WHEN WE PROVIDE THE RESOURCES AND THE INSTRUCTIONAL STRATEGIES THAT ARE FOUNDED IN GOOD RESEARCH, WE YIELD THE RESULTS.

OUR KIDS CAN PERFORM AT ALL LEVELS OF EXCELLENCE.

OKAY, THANK YOU, DR.

LIZALDE.

YOU SAID WHAT MY OBSERVATION WAS, WE'RE INNOVATING FOR SURE, RIGHT? THE PRE-PRIMER, THE...

UNIVERSAL PRE-K AND ALSO THE PRESENTATION WE JUST MADE ON THE FIELD TRIPS THAT IS UH NEXT YEAR ARE WE IS NEXT YEAR THE YEAR THAT WE'RE EXPANDING IN THE SUBJECTS FOR THOSE AS WELL ALL K-8 ALL K-8 THOSE INNOVATIONS WITHIN THE CONSTRAINTS OF WHAT THE BOARD GOALS AND THE STRATEGIES HAVE BEEN SET OUT AND LAID OUT TO BE AND SO I JUST WANT TO HIGHLIGHT FOR FOR US FOR THE PUBLIC.

WE'RE MOVING FORWARD.

NO ONE'S RESTING ON THE LAURELS.

WE'RE INNOVATING, BUT THESE ARE STRATEGIC INNOVATIONS THAT FEEL CONTIGUOUS TO A THEME THAT WE'VE HAD FOR MULTIPLE YEARS FOR THIS SUSTAINED GROWTH.

AND SO THAT'S THE THING THAT I WANT TO MAKE SURE WE ALL SEE, WE ALL NOTICE, AND CAN TRACK BACK TO THE GROWTH THAT WE'RE BEING ABLE TO SEE HERE.

SO THANK YOU, PRESIDENT.

SEAN AND TRUSTEE CURRY.

I'M GOING TO BE THE HYPE MAN.

THIS IS REMARKABLE.

I MEAN, THIS IS, YOU LOOK AT THAT, I WISH I HAD A HIGHLIGHTER LIKE I WAS IN A COURTROOM RIGHT NOW.

THE FOURTH YEAR DISD NUMBER, THE FOURTH YEAR GROWTH VERSUS THE DISD VERSUS THE STATE.

ALGEBRA 1, 18 POINTS OF GROWTH VERSUS 8 FOR THE STATE.

18 POINTS OF GROWTH IN MEETS VERSUS 8 FOR THE STATE.

7 POINTS OF GROWTH IN MASTERS VERSUS 0 FOR THE STATE.

YOU JUST GO DOWN THAT WHOLE COLUMN, WE ARE DRAMATICALLY OUTPERFORMING THE STATE.

AND AS YOU SAID, OUR DEMOGRAPHICS DON'T LOOK LIKE THE STATE.

YOU KNOW, 89% OF OUR STUDENTS ARE ECONOMICALLY DISADVANTAGED STUDENTS.

THAT'S NOT WHAT THE STATE LOOKS LIKE.

AND YET WE ARE ABLE TO OUTPERFORM, TO GROW BETTER THAN WHAT THE STATE IS DOING.

THIS TELLS ME A COUPLE THINGS.

ONE, IT'S JUST SOMETHING WE SHOULD ALL BE INCREDIBLY PROUD OF.

YOU AND YOUR LEADERSHIP TEAM SHOULD BE PROUD OF.

IF I'M NOT MISTAKEN, YOU CORRECT ME IF I'M WRONG, YOUR FIRST YEAR AS SUPERINTENDENT WAS 2022 TO 2023, CORRECT? THAT MIGHT BE WHY I CHOSE TO START IN 2022.

SO I'M SEEING THESE NUMBERS AS MATCHING UP WITH YOUR REIGN, FOR LACK OF A BETTER TERM, YOUR TERM, FOR LACK OF A BETTER TERM.

WELL, I LIKE TO SAY MAYBE I JUST GOT TO JOIN THE TEAM THAT WAS ALREADY DOING REALLY GREAT WORK.

I WANT TO POINT THAT OUT.

THIS ALSO JUST TELLS ME IS THE BELIEF THAT STUDENTS LIKE OURS THAT HAVE THE ECONOMIC CHALLENGES THAT WE HAVE CAN'T COMPETE.

CAN'T LEARN, CAN'T GROW IS JUST DEMONSTRATIVELY AND DEFINITIVELY FALSE.

OUR STUDENTS CAN LEARN, OUR TEACHERS CAN TEACH AS LONG AS WE HAVE HIGH EXPECTATIONS AND WE GIVE THEM THE TOOLS AND THE RESOURCES WE NEED.

SO I JUST WANT TO, I MEAN, LOOK, THERE ARE LOTS OF PLACES WE CAN CONTINUE TO GROW AND DO BETTER.

WE NEED TO CATCH UP IN THE STATE IN A LOT OF DIFFERENT PLACES, BUT SOMETIMES IT'S NICE TO JUST TAKE A STEP BACK AND GO.

THAT'S JUST REMARKABLE.

I MEAN, THAT'S REMARKABLE GROWTH, AND WE NEED TO NAME IT OUT LOUD.

AND THANK YOU, DR.

ELIZALDE, FOR YOUR LEADERSHIP, BECAUSE THAT FOUR-YEAR AVERAGE IS YOUR FOUR-YEAR AVERAGE.

SO THANK YOU.

TRUSTEE FOREMAN.

I HATE TO BE A STICK IN THE MUD, BUT I'M ONE THAT'S BEEN HERE FOR A WHILE.

THIS GROWTH HAS BEEN COMING FOR YEARS, AND DR.

ELIZALDE HAS JUST TAKEN IT TO ANOTHER LEVEL.

THE BOARD, IN FACT, HAS BEEN WORKING ON THESE INITIATIVES FOR YEARS.

AND I'M NOT TALKING ABOUT TWO YEARS OR THREE YEARS.

I'M TALKING ABOUT A LOT OF YEARS.

AND SO IT'S REALLY GOOD TO SEE THAT IT'S BEGINNING TO TAKE SHAPE AS WE THOUGHT IT WOULD.

I JUST HAVE A COUPLE OF QUESTIONS THAT I'D LIKE TO ASK.

I'M REALLY INTERESTED, BECAUSE I DON'T UNDERSTAND IT, THE PRE-PREMIER PROGRAM.

MAYBE, DR.

LOZADA, YOU CAN KIND OF HELP ME WITH THAT.

LET ME JUST FINISH BECAUSE I'M GOING TO TIE ALL OF THIS IN.

YES, MA'AM.

YOU DON'T WANT ME USING YOUR TIME.

YES, MA'AM.

NO, MA'AM.

SO I NEED TO KNOW A LITTLE BIT ABOUT THE PROGRAM, AND THEN I NEED TO UNDERSTAND HOW THE PARENTS ARE INFORMED ON THIS PRE-PRIMARY PROGRAM AND HOW DO THEY BUY INTO THIS SITUATION.

THAT'S IT.

SO RESEARCH HAS INDICATED THAT BETWEEN EITHER PRE-K AND KINDER OR KINDER AND FIRST, STUDENTS DEVELOPMENTALLY MATURE BOTH ACADEMICALLY AND SOCIALLY AT DIFFERENT RATES.

THAT BY THE TIME THEY ENTER SECOND GRADE, IT'S A GOOD INDICATOR, AS YOU ALL ALREADY KNOW, AND YOU SET THE THIRD

[01:10:03]

GRADE READING AND MATH GOALS.

YOU WE AS HUMANS HAVE CREATED THESE GRADE-LEVEL BANS.

THERE'S NO REAL SCIENCE.

WE SAID IF YOU'RE THIS AGE, YOU SHOULD BE IN THIS GRADE.

WE DON'T EVEN AGREE STATE TO STATE WHAT AGE, WHAT BIRTH DATE SHOULD DETERMINE WHAT GRADE YOU'RE IN.

SO TEXAS JUST HAPPENED TO PICK SEPTEMBER 1 AS THE CUTOFF DATE.

OTHER STATES CHOOSE LATER OR EARLIER.

AND THE DATA IS...

YOU QUALIFY TO START KINDER THAT YEAR, BUT YOU MAY NOT BE READY FOR KINDER WORK YET.

THAT DOESN'T MEAN YOU'RE NOT SMART.

IT JUST MEANS WE ALL DEVELOP AT A MUCH DIFFERENT RATE WITHIN KINDER TO SECOND GRADE.

SO THERE HAS BEEN ADDITIONAL STUDIES DONE ON IF WE WOULD GIVE KIDS JUST AN ADDITIONAL AMOUNT OF TIME NOT TO REPEAT A GRADE BUT TO EXTEND THEIR LEARNING IN ANOTHER GRADE CALLED PRE-PRIMER BETWEEN KINDER AND FIRST SOME SCHOOLS DO IT BETWEEN PRE-K AND KINDER THIS IS WIDELY USED IN PRIVATE SCHOOLS THEN STUDENTS NOT ONLY GET IF YOU WILL CAUGHT UP THEY ACTUALLY BEGIN TO OUTPERFORM THEN THEIR PEERS AND AGAIN, USUALLY IT'S...

INDIVIDUALS WHOSE BIRTHDAYS ARE IN THAT JUNE, JULY, AND AUGUST.

CURRENTLY WE ARE ONLY TAKING STUDENTS WHOSE PARENTS, AS WE STUDIED THEIR STUDENTS KINDERGARTEN PERFORMANCE, THAT WE VISITED WITH YOU AND WE SAID THIS IS WHAT WE THINK STEPHANIE YOUR DAUGHTER NEEDS.

WE WOULD RECOMMEND THIS.

DO YOU AGREE? AND IF YOU SAID NO THEN STEPHANIE WOULD GO TO FIRST GRADE.

SHE WOULDN'T GO TO PRE-PRIMARY.

SO THERE THERE IS NO REQUIREMENT.

REQUIREMENT, AND THAT'S WHY IT'S A VERY SMALL PILOT RIGHT NOW, AND IT IS COMPLETELY UP TO THE PARENT.

I DON'T HAVE ENOUGH DATA TO BRING THE BOARD THAT I WOULD SAY I WANT A MANDATE THAT WE WOULD DO THIS, BECAUSE WE FIRST NEED TO SEE, DOES IT GENERATE THE KIND OF DATA THAT I'VE SEEN IN OTHER PLACES? AND WOULD IT BE PILOT SCHOOLS OR ALL SCHOOLS? NO, RIGHT NOW WE ARE ONLY DOING A FEW SCHOOLS.

I THINK IT'S EIGHT, IF THAT.

OH, 12.

12 SCHOOLS.

AND COULD YOU JUST SHARE, NOT HERE, BUT WITH THE BOARD ON WHAT THOSE SCHOOLS WILL DO? OH, YES.

ABSOLUTELY.

YEAH, WE CAN ADD THAT TO THE BOARD UPDATE IF YOU'LL MAKE A NOTE.

WE'LL ADD THOSE.

AND EACH SCHOOL MAY HAVE JUST ONE CLASS, TRUSTEE FOREMAN, AND ANOTHER SCHOOL MAY HAVE DECIDED THEY WANTED TO DO TWO.

BUT I THINK ALL OF THEM ARE JUST DOING ONE.

AND SO THE LAST QUESTION IS, BECAUSE WE HAVE THESE PARTNERSHIPS FOR PRE-K, AND THE KIDS WILL BE COMING INTO KINDER, HOW ARE WE GOING TO FILTER THOSE PARTNERSHIPS ALSO? SO ALL OF THE PARTNERSHIPS, THOSE KIDS WOULD AGAIN, THEY WOULD JUST COME INTO KINDER LIKE THEY TYPICALLY WOULD.

WE WOULDN'T BE ENTERTAINING OR HAVING A CONVERSATION WITH PARENTS UNTIL THE END OF KINDERGARTEN.

THAT'S WHY I DIDN'T PLACE IT BETWEEN PRE-K AND K, BECAUSE WE RECEIVE SO MANY STUDENTS.

AND WE ALSO HAVE A LARGE PERCENTAGE OF PARENTS WHO DON'T SEND KIDS TO KINDERGARTEN, THEY BRING THEM INTO FIRST GRADE.

THIS WILL ALLOW US TO ASK THE PARENT, RATHER THAN BRINGING THEM INTO FIRST GRADE WHEN THEY HAVEN'T HAD KINDER OR PRE-K, WOULD THEY LET US PUT THEM IN PRE-PRIMER INSTEAD OF GOING STRAIGHT TO FIRST GRADE? MAKES SENSE.

I'M ACTUALLY GOING TO GO TO TRUSTEE MITCH GAY.

TRUSTEE MITCH GAY, CAN YOU HEAR US? YES, I CAN.

GO AHEAD.

CAN EVERYBODY HEAR ME? YES, WE CAN HEAR YOU.

WELL, I WANT TO JOIN IN THE CONGRATULATIONS.

AND THANKS TO YOU, DR.

ELIZALDE, TO ALL OF OUR EDUCATORS AND STAFF, AND TO ALL OUR COMMUNITY PARTNERS.

THESE ARE REALLY AMAZING RESULTS.

THEY'RE INSPIRING, AND WE REALLY DO APPRECIATE THE HARD WORK THAT GOES INTO IMPROVING THE OPPORTUNITIES AND OUTCOMES FOR OUR STUDENTS.

SO THANK YOU VERY MUCH.

I DO WANT TO RAISE TWO OTHER POINTS, AND ONE IS I THINK YOU THANK YOU.

ACTUALLY UNDERSTATED THE COMPARABLE DEMOGRAPHIC CHALLENGES THAT WE HAVE BY NOT REFERRING TO THE FACT THAT WE HAVE TWICE AS MANY KIDS, HALF OF OUR DISTRICT, AS EVERYBODY I THINK ON THE BOARD KNOWS, THAT ARE ENGLISH LEARNERS.

AND THAT'S AN ENORMOUS CHALLENGE AND TO ACHIEVE THESE RESULTS AND TO BEST THE STATE ON SO MANY OF THESE CATEGORIES.

IS REALLY,

[01:15:02]

REALLY TREMENDOUS.

SO I THANK YOU FOR THAT.

THE OTHER THING I JUST WANTED TO SAY WAS, WE'VE SEEN THESE RETURNS.

ON OUR INVESTMENT, WHICH OF THE INVESTMENTS ARE PRODUCING THE RETURNS.

AND I KNOW THAT'S AN ISSUE WE'VE STRUGGLED WITH TRYING TO IDENTIFY, BUT AS WE ARE CELEBRATING THESE TREMENDOUS GAINS, WHICH ASPECTS ARE DOING THE MOST IN TERMS OF IMPACTING THE RESULTS? AND IT'S MORE OF A RHETORICAL QUESTION, BUT IT...

IT'S SOMETHING THAT I THINK WE NEED TO THINK ABOUT AND ADDRESS SO THAT WE CAN TWEAK WHAT'S GOING ON.

BUT THANK YOU FOR EVERYTHING, AND I'LL SIGN OFF AT THIS POINT.

THANK YOU, TRUSTEE WEMBERT.

I ECHO MY COLLEAGUES' EXCITEMENT AND THANKS TO ALL WHO HAVE HELPED CREATE THESE INCREDIBLE OUTCOMES IN PROGRESS.

ACROSS THE BOARD.

IT'S GREAT TO SEE AND REALLY I THINK IT WAS SO WELL SAID BY MY COLLEAGUES.

THANK YOU ALL FOR EXPRESSING IT SO WELL.

CONGRATULATIONS TO YOU ALL AND THANK YOU FOR YOUR HARD WORK AND WELL DONE STUDENTS AND FAMILIES.

I DO HAVE A COUPLE QUICK QUESTIONS.

SO ON OUR STRATEGIC INITIATIVES, I'M GLAD WE HAVE THAT SLIDE UP, ON OUR HIGH QUALITY INSTRUCTIONAL MATERIALS, IS THIS YEAR FOUR OR YEAR THREE? WE JUST FINISHED THREE, WE'RE ABOUT TO START FOUR.

SO THERE'S BEEN TIME, I THINK, I IMAGINE, TO IDENTIFY SHINING STARS, PEOPLE WHO DO IT REALLY WELL.

YOU KNOW, IT'S UNIFORM WHAT YOU TEACH, BUT HOW YOU DO IT CAN BE UNIQUE.

HOW DO YOU ALL IDENTIFY THAT AND SHARE THOSE BEST PRACTICES, OR DO YOU? I MEAN, REALLY, WE CALL THEM BRIGHT SPOTS, AND THOSE ARE PEOPLE THAT...

HOW MANY TIMES HAVE YOU HEARD US SAY ACADEMICS IS THE DESIGN AND SCHOOL LEADERSHIP IS THE IMPLEMENTATION? SO THE DASHBOARD THAT WE WERE TALKING ABOUT, THAT'S ONE OF THE WAYS WHERE WE CAN REALLY LOOK TO SEE HOW DID CERTAIN LESSONS OR CERTAIN ACTIVITIES ROLL OUT.

AND THEN FROM THERE, IT'S LEADING SILT.

THEY BECOME LEADERS WITHIN THEIR REGIONS.

I KNOW THAT FROM SCHOOL LEADERSHIP, THEY'RE INVOLVED WITH TRAINING OTHER PEOPLE.

AS FAR AS LIKE AN EXEMPLAR, AS FAR AS LIKE FILMING OR CODIFYING AN EXEMPLAR, A LOT OF THOSE SYSTEMS ARE KIND OF WHAT WE BUILD THROUGH ALL OF OUR RUBRICS.

AND I KNOW AT THE CENTRAL OR THE DISTRICT LEVEL, OUR REGIONAL SUPERINTENDENTS WORKING WITH THEIR EXECUTIVE DIRECTORS WILL ACTUALLY THEN, WITHIN FEEDER PATTERNS, IDENTIFY THOSE, AND THEN THEY'LL USE THOSE AS A SITE FOR OTHER TEACHERS TO GO AND VISIT WHEN THEY SEE THOSE.

EXEMPLARS OF TEACHERS THAT ARE DOING GREAT WORK.

THEY DO THAT WITHIN THE FEEDER PATTERN THEMSELVES.

I DON'T KNOW THAT WE'VE ACTUALLY, NOW THAT YOU RAISE THAT QUESTION, YOU KNOW, MAYBE WE NEED TO ALMOST LIKE TAKE A COLLECTION OF NAMES FROM OUR REGIONAL SUITS OF TEACHERS THAT ARE, YOU KNOW, JUST DOING OUTSTANDING WORK IN CERTAIN PARTICULAR LESSONS UTILIZING HIGH QUALITY INSTRUCTIONAL MATERIALS THAT STAND OUT SO THAT WE CAN IF THEY'RE NOT ALREADY ON SILT OR IF THEY'RE NOT ALREADY IDENTIFIED, HOW ELSE CAN WE IDENTIFY THAT EXEMPLAR THAT'S ACTUALLY HAPPENING IN REAL TIME? AND KIND OF AS A FOLLOW-ON, I IMAGINE THOSE VIDEOS, THE SILT VIDEOS, I KEEP THINKING AND TALKING ABOUT THOSE.

I THINK WE ALL ARE KIND OF EXCITED.

IT SEEMS LIKE SOMETHING THAT'S A GREAT RESOURCE IF YOU'RE A NEW TEACHER WHEN YOU HAVE YOUR PERSON IN YOUR CAMPUS AND THEN AT THE BROADER LEVEL.

PROVIDING YOU WITH THAT TRAINING.

ARE YOU ABLE TO ACCESS THOSE AS A TEACHER YOURSELF IF YOU WANT TO GO UNDERSTAND LIKE ONE DAY TO THE NEXT? OH, YEAH, THERE'S A REPOSITORY THAT WE HAVE THAT YOU CAN GET YOUR DALLAS ISD ACCESS.

IF YOU HAVE DALLAS ISD ACCESS, YOU CAN SEE ALL OF THEM.

AND SO THE TEACHERS ARE ABLE TO KIND OF ACCESS THIS AND USE THAT, YOU KNOW, MAYBE IF THEY'RE NEW OR IF THEY'RE IN ORDER, IF THEY WANT TO SELF-DEVELOP.

AND NO, THE TEAM THAT CREATES IT THEY'RE ALWAYS GETTING FEEDBACK.

THEY MADE ME THIS REALLY COOL IMAGE RIGHT HERE BECAUSE I KNOW THEY WANT TO SHOUT OUT BECAUSE WE ALREADY ARE ASKING THEM FOR YEAR TWO, HOW ARE WE GOING TO GET EVEN BETTER? AND REALLY IT'S MAKING SURE WE FIND MORE WAYS TO SHOW EFFECTIVE INSTRUCTIONAL MODELING.

IT'S ALSO REALLY MAKING SURE WE CAN IDENTIFY STUDENT WORK SAMPLES.

A LOT OF THAT IS JUST STARTING WITH WHAT'S EFFECTIVE STUDENT WORK AND WHAT IS INEFFECTIVE STUDENT WORK OR NOT RIGOROUS ENOUGH.

WE JUST WILL TALK ABOUT WHEN WE DO THE STAR TEST, THEY STILL DO THE ESSAYS.

AND WHEN YOU DO THE ESSAYS, THE

[01:20:01]

TEACHERS ARE USING RUBRICS.

SO HAVING VIDEOS AROUND WHAT'S THE HIGHEST EFFECTIVE ESSAY SOMEONE HAS WRITTEN VERSUS A STUDENT THAT'S STRUGGLED, THERE'S A LOT OF WAYS THAT WE CAN CONTINUE TO FINE-TUNE AND GROW THE DISTRICT IN A WAY WITH THE VIDEOS.

I THINK THAT'S GREAT BECAUSE THAT GIVES AGENCY TO THE TEACHERS WHO MAY, AGAIN, BE CURIOUS.

SO ANOTHER QUESTION I HAVE IS...

ON THE COLLEGE CAREER AND WORKFORCE, I THINK THIS MIGHT, IT RELATES TO THIS AND IT MIGHT HAVE TIED BACK.

YEAH, I DON'T SEE THE INVESTMENT IN COUNSELORS, CAREER AND COLLEGE COUNSELORS, BUT I, WE'RE CONTINUING.

YEAH, YES, YEAH.

THIS IS JUST KIND OF PULLING OUT FOR YOU SOME NEW, SOME NEW PIECES.

THAT WE'RE PULLING OUT OF THIS.

BUT FOR THE MOST PART, THE MAJORITY OF THE STRATEGIES THAT WE'VE BEEN DOING, WE'RE STILL MOVING WITH THE SAME MOMENTUM.

GOOD, GOOD.

AND THE COUNSELOR EVALUATION INITIATIVE, ALL THAT IS PROGRESSING AND CONTINUING AND INVESTING.

WE'RE INVESTING IN THAT.

GREAT.

AND THEN AGAIN, I THINK TO THE EARLIER QUESTION, KIND OF TAKING THE APERTURE WIDER, YOU KNOW, MORE BROADLY IN THE STAR DATA AS YOU GET IT IN, AND I THINK IN THE YEARS PAST YOU'VE DONE THIS, BUT KIND OF IDENTIFYING BRIGHT STAR CAMPUSES, BRIGHT STARS, WHERE BEST PRACTICES CAN KIND OF EVOLVE AND BE SHARED.

I SEE THE MINDSET OF CONTINUOUS INNOVATION, YOU KNOW, OVER AND OVER AND OVER.

IS THAT ON YOUR MIND THIS YEAR AGAIN? OH YEAH, AND I THINK WE JUST NEED TO MAKE THAT A LITTLE MORE OF A SYSTEMATIC APPROACH.

AGAIN, I THINK WHAT HAPPENS IS, AND WE NEED TO BRING A COLLECTION OF WHERE THOSE ARE, BECAUSE EACH OF THE REGIONAL SUPS WORKING WITH THEIR EXECUTIVE DIRECTORS AND THOSE FEEDER PATTERNS, THEY KNOW WHERE THOSE ARE AND THEY UTILIZE THEM EVEN AMONGST, BETWEEN EACH OTHER, RIGHT? THEY SHARE BEST PRACTICES, WHETHER IT'S, YOU KNOW, DR.

ZISK AND DR.

BERNARDINO.

THEY'RE CONSTANTLY ALL TALKING.

BUT I DON'T KNOW THAT WE'VE COLLECTED THAT TO DEMONSTRATE, LIKE HERE ARE ALL THE CAMPUSES WHERE THERE ARE EXEMPLARS GOING ON, AND THAT WOULD BE A GOOD PRACTICE FOR US TO, EVEN IF IT'S PART OF A BOARD UPDATE, BUT JUST TO GIVE YOU EACH OF YOU HAVE EXEMPLARS IN YOUR SCHOOLS, AND IT WOULD BE A GREAT PLACE BECAUSE AS YOU DO VISITS, WHAT A GREAT PLACE TO VISIT IF NOT A TEACHER THAT WE'VE EVEN HIGHLIGHTED AND THEIR GREAT WORK.

AND SO IT MIGHT EVEN BE SOMETHING THAT OUR COMMUNICATIONS TEAM COULD ADD IN IS, YOU KNOW, WHERE WE HAVE SOME BRIGHT SPOTS OR THOSE EXEMPLARS AT THE CAMPUS LEVEL.

THAT'S A GREAT IDEA.

THAT WOULD BE GREAT.

IT'S ALWAYS FUN TO ALSO KIND OF IN TURN HIGHLIGHT TO OUR COMMUNITIES ALL THAT GREAT WORK THAT'S GOING ON.

IT'S OUT THERE.

IT'S CLEAR.

LOOK AT THE RESULTS.

BUT IT'S FUN TO KNOW.

SO I THINK THAT CONCLUDES MY QUESTIONS.

THANK YOU VERY MUCH.

TRUSTEE GARCIA.

CONGRATULATIONS.

THIS IS IMPRESSIVE INITIAL DATA.

I KNOW WE'RE ALL EXCITED TO SEE CASE-BY-CASE EACH SCHOOL.

AND ALSO JUST THANK YOU FOR ALL YOUR SUPPORT OF ALL OF OUR KIDS.

ONE QUESTION THAT COMES TO MIND, I KNOW WE HAVE IT IN THE SLIDE HERE, THE DISTRICT SUPPORT INITIATIVE SCHOOLS.

WHEN WE RECEIVE THAT DATA, DOES THAT IMPACT THIS LIST? I KNOW THERE WERE SEVERAL SCHOOLS, BUT I'M JUST THINKING AHEAD AND MAYBE THE QUESTION IS PREMATURE.

HOW WILL, ARE THERE ANY CHANGES THERE PROJECTED OR DOES THAT, IS IT BASED OFF OF ANY DATA THAT'S STILL TO COME? SO, YEAH, IT'LL BE BASED OFF OF THE DATA THAT'S STILL TO COME.

THAT DATA IS STILL IN A PRELIMINARY STAGE AND, OF COURSE, WE NEED ALL THE DATA SET TO COMPLETE OUR DOMAIN ONE DATA ACHIEVEMENT.

WE ARE LOOKING AT MAYBE REVISING THE LIST JUST A TINY BIT, BUT THAT'S JUST TO ADD SOME CAMPUSES THAT WE WANT TO GO BACK TO AND THINK THROUGH.

THAT LONG-TERM SUPPORT FOR THOSE CAMPUSES JUST TO ENSURE THAT WE'RE NOT PULLING SUPPORT AWAY FROM THEM TOO QUICKLY.

YEAH, THAT'S WHAT I WOULD IMAGINE.

BUT I'M THINKING OF THE SCHOOLS, IN PARTICULAR DISTRICT 4, THAT ARE THERE, AND IT'S NOT SUGGESTING.

BUT THE ONES YOU HAVE ARE GOING TO KEEP.

IF ANYTHING, THERE'S ONE SCHOOL YOU HAVE THAT WE TOOK SOME SUPPORTS AWAY A COUPLE YEARS AGO THAT WE THINK WE'RE GOING TO NEED TO RETURN SOME SUPPORTS.

OKAY, YEAH, AND OKAY, I JUST WANTED TO BE SURE THAT I UNDERSTOOD THAT PART.

AND THEN IN TERMS OF UNIVERSAL PRE-K, I KNOW I TOOK A PICTURE OF IT BECAUSE I WAS LIKE, WELL, I CAN FIND 25 FRIENDS AND FIND MORE KIDS.

BUT ARE WE SEEING ANY, ARE NUMBERS LOOKING GOOD? IS THIS ATTRACTING MORE FAMILIES? OUR NUMBERS ARE COMPARABLE TO WHAT WE'VE DONE IN THE PAST.

I WILL TELL YOU THIS.

WE HAVE HAD A LOT OF COMMUNITY PARTNERS WANTING TO SUPPORT US.

I MEAN, I FEEL LIKE THE WORD IS OUT.

THERE ARE, FROM EVERY QUADRANT OF THE CITY, WE'VE GOT PARTNERS.

I KNOW OUR EARLY LEARNING TEAM

[01:25:01]

WAS JUST AT 4 OAK CLIFF DOWN, THEY WERE WANTING TO DO A PUSH AND A NEIGHBORHOOD WALK.

SO LITERALLY, IT'S COMPARABLE AT THE SAME TIME.

I KNOW THIS IS THE TIME OF THE YEAR WHERE WE KIND OF DIP A LITTLE BIT, AND THEN IT KIND OF STARTS TO RAMP BACK UP.

AROUND THE END OF JULY, SO WE'LL KEEP YOU POSTED ON THAT.

SO IF THERE ARE GROUPS, THEY CAN REACH OUT AND THEY CAN SUPPORT YOU WITH THAT KIND OF LIKE GRASSROOTS INITIATIVE.

YES.

YES, WE'VE GOT CALL CENTERS.

WE'VE GOT Y'ALL HAVE I MEAN, THE SUPPORT THAT HAS BEEN GIVEN AROUND THE EARLY LEARNING INITIATIVE TO REALLY GO MAKE SURE WE GET OUR KIDDOS IS WONDERFUL BECAUSE THE DATA JUST CONTINUES TO I SAY IT EVERY YEAR.

THE FASTER WE GET THEM, THE BETTER THEY DO.

AND THE LONGER THEY STAY HERE, THE BETTER THEY DO.

AND THEN YOU MENTIONED THE BLITZ SO THAT HAPPENED AT ALL THE HIGH SCHOOLS OR WHAT WAS IT? YES.

OKAY, OKAY.

AND THEN, OH AND THEN CAMPUS IMPROVEMENT PLANS, WHEN ARE THOSE DUE? OR BECAUSE YOU SAID THAT WE'RE STILL WAITING ON THAT.

YEAH, THE DRAFT IS COMPLETED BEFORE PRINCIPALS LEAVE IN JUNE AND THEN IT'S A WORKING DOCUMENT SO THEY'LL COME BACK AND REFINE THEM ONCE THEY GET THEIR SET OF DATA IN THE SUMMER.

AND THEN REFINE THEM AGAIN AFTER EACH SET OF DATA.

SO IT'S WORKING THROUGHOUT THE YEAR.

I JUST WANTED TO BE SURE THAT I HAD THAT IN MIND.

WELL, I THINK THIS CONCLUDES ALL MY QUESTIONS.

TRUSTEES, ROUND TWO.

THE EARLY START ADDSI, DOES THAT START, DID THAT START THIS, IS THAT STARTING THIS UPCOMING YEAR OR IS IT? YES, IT'LL START THIS SUMMER.

SUPER QUICK QUESTION.

GOT IT, GOT IT.

AND SO THIS, THE ADDSI.

GRANT.

IS IT A GRANT OR IS IT A PROGRAM? LIKE HOW DO THEY DEFINE IT? IT'S A, WELL I THINK WHAT HAPPENS IS WE'RE REIMBURSED FOR THE DAYS THAT OUR STUDENTS GO TO SCHOOL.

AND WHEN WE ENTER INTO IT, IS THE STATE OFFERING THAT AS ADDITIONAL RESOURCES YEAR TO YEAR? IS IT LIKE A TWO YEAR OR THREE YEAR TRANCHE? IT'S JUST EACH YEAR THAT WE PARTICIPATE.

AND I DO WANT TO CLARIFY, WE GET SOME REIMBURSEMENT.

GREAT.

I'M EXCITED.

AND SO, BECAUSE I THINK INITIALLY IT KIND OF LOOKS LIKE IT'S SUPPOSED TO BE LIKE ZERO, BUT THAT IS NEVER THE WAY IT ACTUALLY WORKS OUT.

BECAUSE NONE OF THE TRANSPORTATION COSTS ARE FACTORED IN, MATERIALS AND SUPPLIES.

SO THERE ARE ALWAYS ADDITIONAL THINGS THAT BUT BUT WE DO WE WOULD BE ABLE TO RECOUP MORE MONEY FOR THAT THAN WE HAVE BEFORE.

TRUSTEES, ANYONE ELSE FOR ROUND TWO? SEEING NO ONE ELSE, THANK YOU ALL FOR THE PRESENTATION.

TRUSTEES, WE WILL NOW TURN TO AGENDA ITEM 9A.

[9. MINUTES SUBMITTED FOR APPROVAL ]

WE'LL BRING TO YOUR ATTENTION, IT WILL BE THE MINUTES.

THE MINUTES ARE POSTED INDILIGENT FOR YOUR REVIEW.

[10. STATUTORY ITEMS ]

AND APPROVAL AT THE NIGHT MEETING TRUSTEES I WANT TO TURN YOUR ATTENTION TO STATUTORY ITEMS 10 SPECIFICALLY A WELL ALL THREE A IS CONSIDER AND TAKE POSSIBLE ACTION TO NAME THE DISTRICT'S DELEGATE REPRESENTATIVE FOR THE 2026 TAZBY DELEGATE ASSEMBLY B IS TO NAME THE DISTRICT'S ALTERNATE REPRESENTATIVE IF TRUSTEES NO ACTION WILL BE TAKEN AT THIS BOARD BRIEFING BUT AT THE THE NIGHT MEETING REPRESENTATIVES WILL BE NOMINATED AND VOTED ON DURING THE JUNE 25TH BOARD MEETING.

A COMMITTEE REPRESENTATIVE WILL BE NOMINATED.

AND VOTED ON DURING THE JUNE 25TH BOARD MEETING.

THIS C, SPECIFICALLY TRUSTEES, IS IN ACCORDANCE WITH TEXAS EDUCATION CODE 37.109, THE SCHOOL SAFETY AND SECURITY COMMITTEE, AND THE GUIDELINES ESTABLISHED BY THE TEXAS SCHOOL SAFETY CENTER.

EACH SCHOOL IS REQUIRED TO ESTABLISH A SCHOOL SAFETY AND SECURITY COMMITTEE.

THE COMMITTEE MUST INCLUDE THE PRESIDENT OF THE BOARD OF TRUSTEES AND ONE MEMBER OF THE BOARD OF TRUSTEES OTHER THAN THE PRESIDENT.

AND THEN THERE'S THAT.

SO ANY QUESTIONS ON UNDER STATUTORY ITEMS? THEN LET'S GO.

IS IT NOT STATUTORY ITEMS? OKAY.

THEN TRUSTEES WILL TURN TO POLICY UPDATES.

[11. POLICY UPDATES ]

[01:30:03]

ANY QUESTIONS ON POLICY UPDATES? SEE TRUSTEE FOREMAN 11A I HEARD? OKAY, 11A.

ON THE, I GUESS THIS IS NEW LANGUAGE, AND I'M ON PAGE TWO WHERE IT TALKS ABOUT THE MONITORING CALENDAR.

IS THAT SOMETHING NEW THAT WE'RE DOING, OR IS THAT SOMETHING WE'VE DONE IN THE PAST? IT ISN'T NEW.

WE USE A MONITORING CALENDAR EVERY MONTH TO REPORT OUT ON STUDENT OUTCOME GOALS.

THIS IS JUST SUGGESTING IT SHOULD BE IN THE REG OR THE EXHIBIT.

DOES THAT ALSO INCLUDE THE PAGE 03, THE MONITORING PROGRESS? RIGHT, THAT'S THE MONITORING PROGRESS CALENDAR.

WHEN YOU SAY PAGE THREE, MONITORING PROGRESS, THIS IS JUST SAYING THAT WE'RE GOING TO BRING THE GOALS FORWARD EACH MONTH.

AND ON PAGE...

AND WE'RE SAYING EVERY MONTH, NO SPECIFIC MEETING DATE OR ANYTHING.

RIGHT.

IT'S REALLY DOING WHAT WE DO IN PRACTICE, BUT NOW IT'S BEING CODIFIED.

TRUSTEES, ANY OTHER QUESTIONS FOR 11A OR ANY OTHER FOR UNDER POLICY UPDATES? 11B.

OKAY, WE HEARD 11B.

TRUSTEE FORMAN? I DON'T KNOW.

TRUSTEE WEINBERG HAD HER HAND UP.

I DON'T KNOW IF IT WAS 11B.

SO I'M JUST GOING TO START OUT BY MAKING A STATEMENT.

THIS PARTICULAR POLICY.

SPEAKS TO LIMITING SPEAKERS AT THE BOARD MEETINGS.

I WANT TO BE CLEAR ABOUT MY POSITION.

THIS BOARD WENT TO THE PUBLIC A MONTH AGO ASKING THE BOARD TO GIVE THE LARGEST BOND THAT THEY'VE GIVEN.

AND NOW WE'RE TALKING ABOUT LIMITING.

THE SPEAKING TIME FOR THE SPEAKERS, I THINK THAT IS UNCONSCIONABLE FOR THIS BOARD TO EVEN CONSIDER THAT.

A QUESTION.

SO THIS SPEAKS TO OVER 20 SPEAKERS, AND THEN THEY WOULD GET A MINUTE APIECE.

COULD SOMEBODY PLEASE TELL ME HOW MANY TIMES HAVE WE HAD OVER 20 SPEAKERS? TRUSTEE FOREMAN, I WOULD HAVE TO LOOK IN THE TRACKER.

WE DID SUBMIT THAT, BUT I WOULD HAVE TO PULL THAT UP.

THE REASON I ASK THAT QUESTION IS I THINK THAT'S RARE THAT WE HAVE OVER 20 SPEAKERS.

AND I JUST THINK THAT THIS ITEM SHOULD NOT GO FORWARD BASED ON OUR COMMITMENT TO THE COMMUNITY TO WORK WITH THEM, AND NOW WE DON'T WANT TO LISTEN TO THEM.

THAT JUST DOESN'T MAKE SENSE TO ME.

AND I THINK TRUSTEES WHO ARE NOT WILLING TO LISTEN, MAYBE YOU'RE IN THE WRONG PLACE.

BECAUSE WE SHOULD BE LISTENING TO WHAT THE PEOPLE SAY.

I DON'T ALWAYS AGREE WITH WHAT COMES FORWARD.

BUT I AM WILLING TO GIVE THE PUBLIC AN OPPORTUNITY TO SPEAK.

I FEEL VERY UNCOMFORTABLE ASKING FOR $6.5 BILLION ONE MONTH.

AND THE NEXT MONTH, CUTTING OFF SOME SPEAKING OPPORTUNITIES.

THAT JUST DOESN'T MAKE SENSE TO ME.

SO CAN SOMEBODY HELP ME UNDERSTAND? MAYBE THE TWO THAT WERE THE OTHER TWO CO-SIGNERS, MAYBE YOU ALL CAN EXPLAIN TO ME WHY THAT MAKES SENSE.

DO YOU HAVE A POINT OF INFORMATION TO A SPECIFIC? THE TWO THAT CO-SIGNED ON THIS, I SEE BEN'S NOT HERE, SO IT WOULD BE BYRON AND PRIS.

MAYBE THEY CAN EXPLAIN IT TO ME.

RIGHT.

THE REASON WHY I WAS WILLING TO

[01:35:01]

CO-SIGN AND HAVE THIS CONVERSATION IS THAT WAS THE MAIN THING.

I WANTED TO MAKE SURE THAT WE COULD ACTUALLY HAVE A CONVERSATION ABOUT BRINGING FORWARD A POLICY THAT COULD MAKE US AND BRING US TO THE MOST EFFICIENT USE OF TIME.

A CLARIFICATION, WHAT WOULD HAPPEN UNDER THIS POLICY IS IF THERE'S MORE THAN 20 SPEAKERS, THEN THE SPEAKER TIME WOULD BE TWO MINUTES, AND IF IT WAS MORE THAN 30 SPEAKERS, IT'D BE A MINUTE.

AND SO IT'S NOT SAYING THAT WE WOULD CUT OFF THE NUMBER OF SPEAKERS.

WHAT IT'S DOING IS IT'S SAYING THAT IF WE HAVE A VERY LARGE GROUP OF SPEAKERS, THEN THE TIME WOULD JUST BE CONSTRAINED BASED ON THAT.

NOW...

ONE OF THE OTHER THINGS THAT WE ALSO SAID IS BY ANY TIME AND BY ANY MEANS, IF WE AS A BOARD SAID, YOU KNOW, THIS IS A TOPIC THAT WE REALLY WANT TO SPEND A LOT OF TIME ON AND WE NEED TO MAKE SURE THAT, YOU KNOW, THERE'S THERE'S A OUTCRY OR INTEREST FROM THE PUBLIC.

WE CAN WAIVE THIS POLICY AT ANY TIME.

AND SO THAT WAS THE CONVERSATION.

WE WANTED TO HEAR ALL OF OUR TRUSTEE PERSPECTIVES ON IT.

AND THAT'S WHY WE WANTED TO BRING IT HERE AND THEN GO THROUGH THE PROCESS OF DELIBERATING.

POINT OF CLEARING, WHAT'S THE POINT OF INFORMATION? WE DON'T WAIVE THE POLICY.

WE WOULD JUST EXTEND THE TIME BACK TO THREE MINUTES, RIGHT? RIGHT.

YOU HAVE TO WAIVE THE POLICY.

IF YOU ADOPT THIS POLICY, YOU WOULD HAVE TO WAIVE THE POLICY.

WELL, THE POLICY, THE WAY IT'S WRITTEN, WELL, YOU, I MEAN, I'M OPEN TO HOW IT NEEDS TO BE WRITTEN, BUT THE WAY IT'S WRITTEN, IT SAYS THE BOARD BY MAJORITY VOTE MAY WAIVE THE POLICY AT ANY MEETING.

IS THAT WHAT I'M SAYING? THAT'S WHAT IT SAYS.

TRUSTEE PORTER, FURTHER QUESTIONS? I WANT TRUSTEE GARCIA TO ALSO GIVE ME HER PERSPECTIVE, AND THEN I WILL CONTINUE.

YEAH, OF COURSE.

SO I WAS ALSO IN SUPPORT OF THIS.

AND TO CLARIFY, MY PERSPECTIVE IS NOT THAT WE WOULD ELIMINATE PUBLIC SPEAKER VOICE OR COMMUNITY ENGAGEMENT.

THE WAY I...

ALSO SAW IT WAS WE'RE ALLOWING THIS BOARD TO, YOU KNOW, HAVE THE ABILITY TO LISTEN AT ANY POINT SO THAT COULD BE WAIVED.

SO THEN I FELT LIKE THAT WAS SUFFICIENT TO IF WE WANTED TO LISTEN TO, YOU KNOW, IF WE HAD MORE THAN ENOUGH SPEAKERS AND OR A CERTAIN NUMBER OF SPEAKERS AND THEN WE SAID, YOU KNOW WHAT, THIS IS DEFINITELY ONE WE NEED TO WAIVE THIS.

THAT WAS A CONSIDERATION FOR ME BECAUSE I DEFINITELY WOULDN'T JUST SAY FLAT OUT THIS IS ALWAYS THE CASE.

AND THEN THE OTHER THING TO CONSIDER, I MEAN, WHEN WE TALK ABOUT COMMUNITY, OUR ROLES DO NOT ALWAYS, IT'S NOT ALWAYS FROM THIS POSITION, RIGHT, IN THIS ROOM.

AND SO IN MY PERSPECTIVE, IT PUSHES TRUSTEES TO BE OUT IN THEIR LOCAL COMMUNITIES, ENGAGING, HAVING TOWN HALLS.

IT DOES NOT SUGGEST THAT WE WOULD NOT LISTEN TO COMMUNITY MEMBERS IN A DIFFERENT PUBLIC SPACE.

AND ALSO, YOU KNOW, DEFINITELY WE'RE ACCESSIBLE.

DIFFERENT THROUGH DIFFERENT MEANS AND SO I'M VERY CONSCIOUS OF THAT I THINK THE UNDERLYING ELEMENT IS ALWAYS THE TIME COMMITMENT OF OUR SEATS, RIGHT? WE KNEW, WHEN WE WERE UP FOR THIS, WHAT WE WERE GETTING OURSELVES INTO TO SOME DEGREE.

BUT I THINK ALSO IN TERMS OF OUR STAFF TIMEAND I CONSIDER THAT AS WELLBECAUSE OUR STAFF TIME IS PRECIOUS, AND WE ALSO WANT TO BE SURE THAT THEY'RE FOCUSED ON OUR KIDS. SO THOSE WERE THE REASONS WHY I SUPPORTED IT. I DEFINITELY AGREE THAT WE HAD COMMUNITY MEMBERS SUPPORTING US FOR THE BOND, AND IT'S DEFINITELY A PLACE WHERE I WOULD NOT WANT TO DIMINISH THAT. I WANT TO ENCOURAGE MORE COMMUNITY MEMBERS TO SPEAK TO US. BUT I ALSO THINK THERE ARE OTHER WAYS. CAN I GO? YEAH, IT'S YOUR TURN. YES. OKAY. SO, I GOT SOME TIME. GOOD. ONE OF THE REASONS I ASKED THEM WAS BECAUSE I WANTED TO GET AN UNDERSTANDING DIRECTLY FROM THEM. ONE OF THE THINGS THAT I UNDERSTAND IS THAT BEING ELECTED AS TRUSTEE FROM DISTRICT 6, I STILL WANT TO HEAR FROM OTHER DISTRICTS. I HAVE COMMUNITY MEETINGS, BUT I WANT TO HEAR FROM PEOPLE THROUGHOUT THE DISTRICT, AND THAT'S BASED ON MY RELATIONSHIPS THROUGHOUT THIS DISTRICT. IT'S NOT JUST IN DISTRICT 6; IT'S THROUGHOUT THE DISTRICT.

AND SO I NEED TO HEAR FROM THEM WHETHER I AGREE WITH THEM OR NOT.

I WANT TO BE WILLING TO BE OPEN SO THAT THEY WILL HAVE AN OPPORTUNITY.

I THINK, AND I'M NOT SURE, DR.

LEAR, BUT I THINK WE SHOWED WHERE THERE MIGHT HAVE BEEN TWO MEETINGS.

I THINK, YOU KNOW, I'M NOT SMART, BUT I THINK THERE MIGHT HAVE BEEN.

THE TRACKER SHOWS TWO TIMES THIS YEAR.

THAT'S WHAT I THOUGHT.

AND THREE TIMES LAST YEAR.

RIGHT, RIGHT.

AND SO I JUST WANTED TO MAKE SURE I HAD IT WAS IN MY MIND CORRECT.

[01:40:02]

AND IN 22-23 IT WAS SEVEN TIMES.

YES.

SO FOR ME IT MAKES SENSE FOR US NOT TO BE PUSHING THIS TYPE OF AGENDA.

NOW I PERSONALLY HAVE ASKED THE BOARD PRESIDENT TO HAVE A POLICY COMMITTEE BECAUSE I DON'T THINK TWO OR THREE TRUSTEES NEED TO BE BRINGING THE POLICIES THAT THEY WANT TO BRING TO THE BOARD.

I THINK THERE NEEDS TO BE A POLICY COMMITTEE, SO I'M PUBLICLY SAYING THAT ALSO, SO THAT THERE IS AN OPPORTUNITY FOR US TO LOOK AT ALL OF OUR POLICIES IN CONJUNCTION WITH EACH OTHER INSTEAD OF ONE HERE, ONE HERE, ONE HERE, ONE OFF.

I WILL NOT BE SUPPORTING ANYTHING THAT LIMITS THE PUBLIC'S ABILITY TO TELL ME WHAT THEY THINK.

WHETHER I AGREE WITH THEM OR NOT, I STILL WANT TO HEAR THEIR POSITION.

I SEE CHAIR TRUSTEE CURRY NEXT.

SO I AGREE, AND THAT'S WHY I DON'T THINK THIS POLICY LIMITS THE PUBLIC'S ABILITY TO PROVIDE FEEDBACK TO US.

AND, IN FACT, I THINK IT DOES THE OPPOSITE.

I THINK IT ALLOWS THINK ABOUT WHAT HAPPENS IN A NORMAL MEETING.

FIRST OF ALL, LET'S PUT THIS IN CONTEXT.

AUSTIN ISD LETS EVERYBODY HAVE ONE-MINUTE PERIOD, NO END IN A STORY.

HOUSTON ISD IS TWO MINUTES.

YOU KNOW, WE ARE ALREADY DOING MORE IN ALLOWING THE PUBLIC TO SPEAK THAN ANY OTHER LARGE DISTRICT AND SORT OF COMPARABLE TO THOSE TWO CITIES. SO, I DO WANT TO PUT THIS IN CONTEXT.

BUT THE WAY I VIEW THIS POLICY IS, WHEN WE HAVE A WHOLE LOT OF PEOPLE THAT WANT TO SPEAK, WE WANT THEM TO HAVE THE OPPORTUNITY TO DO SO. SO, IF YOU JUST DO SOME MATH, IF YOU HAVE 40 SPEAKERS AND YOU PUT THREE MINUTES APIECE ON EACH SPEAKER, THAT'S 120 MINUTES. THEN YOU'VE GOT TO WALK UP TO THE MICROPHONE AND BACK.

YOU'VE GOT 150 MINUTES OR SO, MAYBE, IF THAT'S A LITTLE MUCH.

BUT YOU'RE AT LEAST TWO HOURS, TWO AND A HALF HOURS, BEFORE SOMEONE GETS TO ACTUALLY HAVE THEIR SAY.

THAT DOESN'T ALLOW PEOPLE TO HAVE AN OPPORTUNITY TO SPEAK. THAT MEANS PEOPLE MAY NOT BE ABLE TO SPEAK WHEN THEY OTHERWISE WOULD BE ABLE TO.

AND SO, I THINK A POLICY LIKE THIS GIVES PEOPLE MORE OPPORTUNITIES TO BE ABLE TO COMMUNICATE.

AND I THINK THAT IS ONE OF THE MAIN REASONS I'M INTERESTED IN DISCUSSING IT.

THIS IS A DISCUSSION.

WE'LL SEE HOW THE POLICY EVOLVES IN THE CONVERSATIONS.

THERE'S LOTS OF DIFFERENT WAYS IN WHICH YOU COULD THINK ABOUT IT.

MAYBE YOU TALK ABOUT, IS THIS SOMETHING THAT...

RULES APPLY TO ONLY ISSUES THAT ARE NOT GERMANE TO BOARD TOPICS.

I DON'T KNOW HOW IT WILL PLAY OUT.

THAT WILL BE CONVERSATIONS WE'RE HAVING AT THE BOARD LEVEL.

BUT I DON'T THINK IT'S A FAIR CHARACTERIZATION TO SAY THAT WE'RE GOING TO PREVENT THE PUBLIC FROM BEING ABLE TO SPEAK.

THAT'S WHAT YOU SEE IN OTHER DISTRICTS WHERE THEY SAY, HEY, IT'S AN HOUR, AND AT AN HOUR CUT OFF YOU'RE DONE AND WE DON'T LISTEN TO YOU ANYMORE.

THAT HAPPENS IN OTHER DISTRICTS.

THAT DOES NOT HAPPEN AT DALLAS ISD.

WHAT WE'RE SAYING IS IF YOU WANT TO SPEAK, AND WE'VE GOT 40 PEOPLE THAT WANT TO SPEAK ON A TOPIC, WE WANT TO MAKE SURE THEY'VE GOT THE TIME AND THE ABILITY TO DO SO.

WE WANT TO MAKE SURE THAT WE'RE BEING RESPECTFUL OF OUR STAFF AND THE MANY PEOPLE THAT HAVE TO COME AND SIT THROUGH MEETINGS THAT LAST UNTIL 11, MIDNIGHT.

THAT'S HOW I VIEW THIS AS AN OPPORTUNITY TO GIVE MORE PEOPLE THE CHANCE TO HAVE THEIR VOICES HEARD.

AND I APPRECIATE PEOPLE WANT TO HAVE AS LONG A TIME AS THEY CAN TO TALK.

I'M SURE THEY'D LOVE IT TO BE FIVE MINUTES.

I'M SURE THEY'D LOVE IT TO BE SEVEN MINUTES.

BUT IN MY EXPERIENCE, A SHORT...

EFFECTIVE COMMUNICATION ABOUT WHAT REALLY MATTERS, IT'S MUCH MORE PERSUASIVE AND IT'S MUCH MORE MEANINGFUL FOR US TO BE ABLE TO HEAR, NOT JUST FROM THOSE WITH THE STAMINA TO LAST THROUGH THE MEETING, BUT ALSO FROM MORE PEOPLE SO THAT THEY CAN BE ABLE TO SPEAK.

BUT AGAIN, AS YOU JUST SAID, IT'S ONLY TWO MEETINGS THAT THIS HAS HAPPENED, WHAT, IN THE LAST YEAR OR TWO YEARS? YEAR.

SO, YOU KNOW, THIS IS, I MEAN.

RESPECTFULLY, I SEE MR. HOOK WITH HIS HAND IN THE AIR.

MR. HOOK'S GOING TO GET THE CHANCE TO COME AND SPEAK, AND NINE TIMES OUT OF TEN, HE'S GOING TO GET HIS THREE MINUTES.

MR. CECCARELLI'S GOING TO GET HIS THREE MINUTES.

THEY'RE GOING TO GET THEIR THREE MINUTES.

IT'S AT TIMES IN WHICH WE NEED PEOPLE WANT TO COME AND TALK ABOUT, FOR EXAMPLE, NAMING, WHICH IS ONE OF THE SITUATIONS WHERE WE HAD A WHOLE LOT OF DIFFERENT PEOPLE COME AND SPEAK.

PEOPLE SHOULDN'T HAVE TO WAIT THREE HOURS TO BE ABLE TO HAVE THEIR VOICE HEARD.

THAT'S WHY I THINK THIS POLICY ACTUALLY OPENS UP THE OPPORTUNITY FOR MORE PEOPLE TO COME AND FOR US TO HEAR FROM MORE.

SO YOU KNOW, THIS IS A DISAGREEMENT.

THAT'S PART OF THE DEMOCRATIC PROCESS IS THAT WE DON'T ALWAYS HAVE TO AGREE THE SAME WAY.

BUT I DON'T NECESSARILY THINK IT'S A FAIR CHARACTERIZATION TO BE ABLE TO SAY THAT WE'RE TRYING TO STIFLE OR LIMIT THE PUBLIC'S OPPORTUNITY TO SPEAK.

THEY CAN EMAIL ANY OF US.

THEY CAN COME AND SPEAK.

AND WE CAN HAVE LITERALLY AN UNLIMITED NUMBER OF SPEAKERS IF THEY SHOW UP.

WE JUST WANT TO BE RESPECTFUL OF PEOPLE'S TIME SO THAT WE CAN HEAR FROM AS MANY AS POSSIBLE.

SO, YOU KNOW, MY EARLIER...

COMMENTS WERE JUST ANSWERING TRUSTEE FOREMAN DIRECTLY

[01:45:01]

BUT THE REASON WHY I'M SPEAKING TOWARD THIS AS A POLICY THAT WE SHOULD CONSIDER IS BECAUSE AT THE END OF THE DAY EVERYBODY IS HERE HAVING A CONVERSATION ABOUT A PARTICULAR TOPIC AND IF WE HAVE ONE OF THOSE TOPICS THAT GETS A LOT OF PUBLIC INTEREST THEN HAVING AN EFFICIENT WAY BY WHICH WE CAN MAKE SURE EVERYBODY GETS THEIR VOICE HEARD, I THINK IT'S SOMETHING WORTH CONSIDERING.

I HAVE ZERO PROBLEM WITH HEARING AND LISTENING TO PEOPLE WHO MIGHT DISAGREE WITH ME OR HAVE A DIFFERENT PERSPECTIVE THAT I NEED TO HEAR.

MATTER OF FACT, THAT'S KIND OF THE POINT OF THIS.

I WANT TO BE ABLE TO GET A WIDE RANGE OF INPUT.

I WANT TO GET A WIDE RANGE OF FEEDBACK.

AND...

YOU KNOW, TO YOUR POINT, TRUSTEE FORMAN, YOU DON'T RUN FOR PUBLIC OFFICE UNLESS YOU HAVE A LITTLE BIT OF A THICK SKIN AND YOU CAN TAKE WHATEVER GETS DISHED AT YOU, RIGHT? ASSUMING THAT EVERYBODY'S PLAYING WITHIN THE RULES OF OUR ANNOUNCEMENT AT THE VERY BEGINNING OF THESE MEETINGS.

NOW, WITH THAT BEING THE CASE, THERE'S MANY PUBLIC MEETINGS AT MUNICIPAL ENTITIES THAT GO SHORTER THAN THREE MINUTES.

IF WE WANTED TO, YOU KNOW...

TOSS OUT THE ONE MINUTE AND JUST KEEP THE TWO MINUTE AND SET, YOU KNOW, WHATEVER OUR SPEAKER COUNT IS.

I'M OPEN TO I'M OPEN TO THOSE THOUGHTS, THOSE THEORIES, THOSE SUGGESTIONS.

BUT AT THE END OF THE DAY, THIS IS NOT DESIGNED TO SILENCE VOICES.

IT'S IT'S THE OPPOSITE.

AND I WOULD I WOULD HOPE THAT WE CAN HAVE THAT CONVERSATION WITHOUT NECESSARILY.

ASSIGNING A NEFARIOUS, YOU KNOW, INTENT BEHIND IT, BECAUSE AT THE END OF THE DAY, I THINK ALL OF US, AT LEAST, YOU KNOW, THE COLLEAGUES THAT WE HAVE UP HERE, WANT TO HEAR FROM THE PUBLIC.

I WOULD NOT BE OPEN TO, AS A MATTER OF FACT, I THINK WE HAD AN EARLY CONVERSATION ABOUT TAKING AWAY A TIME LIMIT TOWARD PUBLIC SPEAKING.

WE ALREADY HAVE LIMITS.

THE LIMIT IS THREE MINUTES AS IT IS RIGHT NOW.

WHAT WE'RE SAYING IS ADJUSTING THAT SO THAT WE CAN GET MORE PEOPLE WITHIN A REASONABLE TIME TO BE ABLE TO COME AND SHARE.

SO, THANK YOU.

TRUSTEE WEINBERG.

I JUST WANT TO I GET THE TENSION HERE.

ALL OF US, I THINK, AGREE THAT IT'S IMPORTANT TO HEAR THE PUBLIC AND EVERYBODY NO TENSION.

NO TENSION.

AND HAVE EVERYBODY HAVE THE OPPORTUNITY TO SAY THEIR PIECE.

I THINK THE TENSION IS NOT IN OUR PERSON.

THE TENSION IS BETWEEN THE OPPORTUNITY FOR EVERYBODY TO EXPRESS EVERYTHING THEY WANT TO SAY VERSUS THE TIME LIMITS AND THAT THE PEOPLE EVEN WHO COME TO SPEAK HAVE.

SOME PEOPLE HAVE KIDS AT HOME.

THEY'VE GOT JOBS THEY'VE GOT TO GET UP FOR THE NEXT DAY.

THEY'VE GOT THINGS TO DO.

AND SO WHAT I LIKE ABOUT THIS COMPROMISED POSITION IS THE OPPORTUNITY TO LET EVERYBODY USE THEIR VOICE AND HAVE THE OPPORTUNITY TO SPEAK IN A...

IN A YOU KNOW PROPORTIONATE WAY SO THAT EVERYBODY CAN CAN FIND THAT TIME TO DO IT BY LIMITING IT WHEN THERE'S A VERY LARGE EXTRAORDINARY NUMBER OF SPEAKERS UM TO ONE MINUTE I THINK IN AGREEMENT WITH KIND OF WHAT TRUSTEE CURRY SAID MAKING SURE THAT PEOPLE ARE CONCISE IN WHAT IT IS THAT THEY WANT TO COMMUNICATE AND WANT FOR US TO HEAR UM SO UM I FIND I WHEN I WAS READING THIS IT TOOK ME A COUPLE TIMES I HAD TO REALLY THINK IT THROUGH BUT I SUPPORT IT BECAUSE I NICELY BALANCES THAT TENSION BETWEEN WANTING EVERYBODY TO HAVE THE OPPORTUNITY TO SPEAK WHEN THERE'S LOTS OF FOLKS AND GIVING THEM THE TIME TO DO IT.

AND I ALSO LIKE THAT WE CAN WAIVE THE SPEAKER TIME OF THREE MINUTES IF IT'S DEEMED IMPORTANT BY THE BOARD.

WE DON'T WAIVE, OF COURSE, THE WHOLE POLICY.

WE WAIVE THE THREE-MINUTE LIMIT.

SO I THINK THAT THAT IS SOMETHING THAT ALSO WAS SUPER IMPORTANT TO ME WHEN I READ THIS.

AND AGAIN, EMPHASIZING WE'RE NOT LIMITING.

THE NUMBER OF SPEAKERS, IT'S INFINITE.

SO WE'RE JUST LIMITING THE TIME THEY CAN USE WHEN THERE'S A LOT OF THEM.

SO I'LL BE SUPPORTING IT, AND I JUST APPRECIATE ALL THE DIALOGUE, AND I APPRECIATE EVERYBODY'S VIEWPOINTS ON IT BECAUSE IT MADE ME MORE SOLID IN MY VIEWS ON HOW I THINK IT SHOULD GO.

SO THANKS.

TRUSTEE GARCIA? I ALSO WANT TO REITERATE THAT I BELIEVE, WELL, THE ACTUAL POLICY DOES ALREADY STATE THAT YOU CAN BRING SUPPLEMENTAL MATERIALS.

TO THE BOARD MEETING AND MANY TIMES WHEN I'VE SAID HERE I WATCH PEOPLE READ A DOCUMENT AND SO IF THAT WAS TIMED AND IN THIS THREE MINUTES IT COULD BE TEN TWENTY MINUTES OF IT COULD BE MANY PAGES RIGHT I THINK THOSE THINGS CAN BE PROVIDED AND ADVANCED AND GIVEN TO THE

[01:50:01]

BOARD SO THAT'S ANOTHER WAY OF EXPRESSING MORE THAN THAT JUST SIMPLE CONCISE STATEMENT SO IF I DO WANT TO I WANTED TO REMIND PEOPLE OF THAT AND OF COURSE I DEFINITELY DON'T SEE THIS AS THE LIMIT.

I KNOW THAT THERE'S THE TIME FACTOR BUT THAT HAS EXISTED AND SO I DID WANT TO MENTION THAT THAT WAS MY CONSIDERATION IN PARTICULAR WITH THE OPPORTUNITY TO WAIVE THE THREE MINUTES OR THE POLICY.

I'LL JUST BRIEFLY SAY, START ROUND TWO WITH TRUSTEE FOREMAN IN A SECOND, BUT TRUSTEE, AS A REMINDER, YOU CAN SUBMIT AMENDMENTS TO THIS POLICY PER OUR POLICY BE UP UNTIL 12 HOURS BEFORE THE MEETING.

OBVIOUSLY, OUR BOARD SERVICES TEAM WOULD APPRECIATE THAT YOU SUBMIT THAT PRIOR TO 12 HOURS BEFORE THE MEETING, BUT BOARD POLICY DOES ALLOW YOU TO SUBMIT AMENDMENTS IF THIS PARTICULAR LANGUAGE IS NOT SUITABLE TO YOU.

WITH THAT SAID, I'M NOT SEEING TRUSTEE MICHIGAY.

FOR ROUND ONE, SO I'LL GO WITH ROUND TWO, TRUSTEE FOREMAN.

SO I WANT TO CLARIFY MYSELF.

FIRST OF ALL, TRUSTEE WEINBERG, I'M NOT UPSET.

WHEREVER YOU WANT.

I'M NOT UPSET.

I SPEAK THIS WAY.

SOMETIMES BLACK PEOPLE JUST GET EMOTIONAL, ESPECIALLY BLACK WOMEN.

SO I JUST WANT YOU TO UNDERSTAND THAT.

BUT I AM CONCERNED.

AND I HEARD TRUSTEE CAREY TALK ABOUT AUSTIN ISD.

HAVING ONE MINUTE AND HOUSTON ISD HAVING TWO MINUTES.

BOTH OF THEM UNDER STATE CONTROL.

IT'S CLOSE.

YOU KNOW THEY'RE LOOKING AS WELL AS I DO.

SO THEY GOT ISSUES.

WE DON'T HAVE THOSE ISSUES AND PART OF THE REASON WE DON'T HAVE SOME OF THOSE ISSUES IS BECAUSE OF THOSE PEOPLE OUT THERE WORKING WITH US TO BE ABLE TO BE ABLE TO MOVE THE ISD FORWARD.

I HEAR WHAT EVERYBODY SAY BUT NONE OF YOU REMEMBER 12 O'CLOCK MEETINGS AT 3700 ROSS BUT THE SUPERINTENDENT.

YOU WERE AROUND A SHORT PERIOD OF TIME.

I'M TALKING ABOUT LONG, LONG, HOW LONG? OH, OKAY, YOU REMEMBER, YOU DIDN'T SAY HOW LONG.

BUT WHAT I WILL CLEARLY SAY...

IS THAT MY ADVOCACY IS NOT FOR LONG MIDNIGHT MEETINGS, WHICH WE DO NOT HAVE, EVEN AT THE TIMES WHERE WE'VE HAD SEVERAL SPEAKERS.

THEY'RE NOT MIDNIGHT MEETINGS.

AGAIN, I AM CONCERNED THAT WE HAVE A PUBLIC THAT WE'VE ASKED FOR $6.5 BILLION, AND MANY OF THESE TRUSTEES WENT OUT AND GOT IN THESE PEOPLE'S FACE AND ASKED FOR IT.

AND NOW, THE NEXT MONTH, WE COME BACK WITH A POLICY THAT DOES LIMIT THEM, IF THERE'S MORE THAN 30 SPEAKERS.

NOW, I REALIZE THAT IT DOES NOT MEAN THAT THAT'S GOING TO BE AT EVERY MEETING, BUT FOR THIS BOARD TO WAIVE A POLICY, I'M SKEPTICAL.

I HAVE SOME CONCERNS, AND I JUST WANT TO MAKE SURE THAT THE PUBLIC HAS THE OPPORTUNITY TO BE ABLE TO ADDRESS US.

I DON'T WANT TO BE HERE ALL NIGHT EITHER.

I WORK A FULL-TIME JOB, BUT I'M WILLING TO LISTEN TO WHAT THE PUBLIC HAS TO SAY TO ME, AND THAT'S MY LAST WORD.

SHOWING TRUSTEE CURRY.

YOU KNOW, I VERY MUCH APPRECIATE TRUSTEE FOREMAN'S COMMENTS.

WHAT I HEAR IN THIS IS NOT A DISAGREEMENT IN VALUES.

I HEAR WE BOTH WANT TO HEAR FROM THE PUBLIC.

IT'S JUST A MATTER OF WHAT'S THE BEST POLICY.

TO BE ABLE TO DO THAT, ONE THAT ALLOWS MORE EASILY MORE PEOPLE TO BE ABLE TO SPEAK VERSUS ONE THAT MAY ALLOW PEOPLE TO SPEAK LONGER BUT MAY END UP BEING LESS PEOPLE THAN WE WOULD HEAR OTHERWISE.

AND THAT'S A POLICY DISAGREEMENT.

THAT'S THE PURPOSE OF HAVING MEETINGS LIKE THIS IS TO HAVE THAT DISCUSSION AND TO SEE WHAT WE ULTIMATELY END UP.

BUT I APPRECIATE TRUSTEE FORMAN'S COMMENTS.

I APPRECIATE THE OTHER COMMENTS.

I JUST I DO DISAGREE WITH THE NOTION THAT THOSE OF US WHO ARE AT LEAST WILLING TO ENTERTAIN OR DISCUSS THE IDEA ARE NOT WILLING TO HEAR FROM THE PUBLIC.

IN MY VIEW, THIS IS A WAY, HOW CAN YOU MORE EFFECTIVELY HEAR FROM MORE OF THE PUBLIC? BECAUSE VOLUME, IN MANY WAYS, IS EVEN MORE IMPORTANT THAN AN

[01:55:43]

INDIVIDUAL ONE SPEAKER.

WHEN SO MANY PEOPLE COME TO SPEAK ON A TOPIC, THAT'S HOW WE KNOW THAT PEOPLE ARE IN PASSION.

AND I WANT TO MAKE SURE THAT WE GIVE PEOPLE THE OPPORTUNITY TO DO THAT.

TRUSTEE, IS ANYONE ELSE FOR ROUND TWO ON THIS, ON 11B? OKAY.

SORRY.

TRUSTEE GARCIA.

JUST ADDITIONALLY, YOU KNOW, I'M, AS ONE OF THE TRUSTEES THAT SUPPORTS THIS AND PUT IT ON THE AGENDA, YOU KNOW, I THINK WE'RE STILL IN A I WE CAN TALK CONTINUE TO TALK MORE ABOUT THIS I DEFINITELY I'M ON THE SIDE OF I DIDN'T SEE THIS AS LIMITING I SAW IT AS ADDING MORE VOICES AND HAVING MORE PEOPLE COME I ALSO RECOGNIZE THAT EVEN THE TIME THAT WE HAVE OUR MEETINGS IS NOT ALWAYS GOING TO WORK FOR EVERYONE, RIGHT? SO, IN SOME ESSENCE, WE HAVE TO HAVE A GUIDELINE. AND, YOU KNOW, THESE CHANGES WERE MEANT TO INCREASE PARTICIPATION, AND I THINK THAT WE'RE HAVING GREAT CONVERSATION, WHICH IS THE WAY THAT I LIKE TO SEE IT. SO, I APPRECIATE THE COMMENTS, EVEN IF THEY'RE OPPOSED TO POTENTIALLY THIS CHANGE IN POLICY. DOES ANYONE ELSE HAVE ANYTHING FOR 11B? OKAY.

SEEING NONE, ANYTHING ELSE UNDER POLICY UPDATES, 11C? 11C, JUST BEFORE ME. OKAY. THIS IS ANOTHER POLICY CHANGE THAT DOES BOTHER ME SOMEWHAT.

AND IN THIS POLICY CHANGE, THIS IS ADDRESSING THE SUPERINTENDENT'S EVALUATION.

AND THE POLICY CHANGE IS THAT THE BOARD WOULD MEET, AND THEN THEY WOULD ALLOW THE BOARD PRESIDENT AND WHOEVER THE CHAIR IS OF THE SUPERINTENDENT'S EVALUATION COMMITTEE TO.

TO GO AND SPEAK DIRECTLY WITH THE SUPERINTENDENT INSTEAD OF THE ENTIRE BOARD.

I'VE BEEN ON THIS BOARD FOR 12 YEARS.

THAT'S NEVER HAPPENED BEFORE.

AND I DON'T MEAN ANY DISRESPECT, BUT IF YOU CAN JUST SEE THE CONVERSATION THAT WE JUST HAD REGARDING THE PREVIOUS POLICY, I AM PROBABLY THE ONLY PERSON THAT CAN SPEAK FOR ME.

THE ONLY PERSON THAT CAN SPEAK FOR ME.

AND WHILE I HAVE MUCH RESPECT FOR THE SUPERINTENDENT, FOUGHT TO GET HER HERE.

I BELIEVE ALL TRUSTEES SHOULD BE INVOLVED IN HAVING A CONVERSATION WITH THE SUPERINTENDENT ABOUT HER EVALUATION.

WE HAVE TWO EMPLOYEES THAT WORK DIRECTLY FOR THE BOARD.

ONE IS THE SUPERINTENDENT AND ONE IS THE INTERNAL AUDITOR.

WE SPEAK DIRECTLY TO THE INTERNAL AUDITOR.

AND WE SHOULD BE ABLE TO SPEAK DIRECTLY TO THE SUPERINTENDENT.

I JUST THINK THAT IS JUST BEYOND ME.

AND I WILL NOT SUPPORT THE ENTIRE BOARD NOT SPEAKING TO THE SUPERINTENDENT.

YOU WANT TO LIMIT THE TIME? I'M GOOD WITH THAT.

BUT I JUST CANNOT TRUST ANYBODY TO SPEAK FOR ME.

I SPEAK FOR ME DIRECTLY, AND SOMETIMES IT'S A LITTLE DIFFERENT.

BUT I MEAN WELL.

BUT I JUST DO NOT BELIEVE THAT THIS IS AN APPROPRIATE POLICY TO BE ABLE TO DEAL WITH WHAT GOES ON WITH THE SUPERINTENDENT.

YOU WANT ME TO EVALUATE HER, BUT YOU DON'T WANT ME TO SPEAK TO HER ABOUT MY EVALUATION.

THAT MAKES NO SENSE TO ME, SO I WILL NOT BE SUPPORTING THAT EITHER.

SEE, ON 11, IS IT STILL ON 11C, TRUSTEE WIMBER? OKAY, 11C, TRUSTEE WIMBER.

I HAD SOME QUESTIONS ABOUT THIS POLICY AS WELL, AND SO I ACTUALLY HAD AN OPPORTUNITY TO VISIT WITH TRUSTEE MACKEY, AND MY UNDERSTANDING IS, AND I JUST WANTED TO GET VERIFICATION FROM THE OTHER TWO WHO ARE SUPPORTING IT, THAT THE INTENT BEHIND THIS IS TO MORE, THIS IS FOR THE FORMAL EVALUATION PROCESS, ONE, THAT IT DOESN'T PREVENT US FROM GIVING FEEDBACK TO THE SUPERINTENDENT IN OUR MONTHLY MEETINGS OR RECEIVING AND GIVING FEEDBACK AND GIVING FEEDBACK FORMALLY AND INFORMALLY.

THIS IS INSTEAD, A PROCESS BY WHICH THE FEEDBACK IS GIVEN AS A CORPORATE BOARD, LIKE AS A CORPORATE ENTITY, AS ONE UNIT THAT WE GOVERN AS, CORRECT? THAT IS CORRECT.

YEAH, THAT'S THE INTENT.

AND SO, AND SO THE END OF, WE WOULD HAVE A CLOSED SESSION, SORT OF THE WAY IT WOULD WORK, WE'D HAVE A CLOSED SESSION, WE WOULD HAVE OUR BACK AND FORTH AND CONVERSATION, ASSIMILATE INFORMATION AND THAT INFORMATION WOULD BE BROUGHT BY THE PRESIDENT AND THE SUPERINTENDENT EVALUATION COMMITTEE CHAIR.

THE ASSIMILATION OF WHATEVER IT WAS THAT WE DECIDED WOULD BE BROUGHT TO HER IN SOME MANNER.

CORRECT.

AND THAT WOULD BE THE VOICE OF THE COLLECTIVE BOARD.

YEP.

AND FOR CLARITY, THAT WOULDN'T PRECLUDE US HAVING CONVERSATIONS DIRECTLY WITH THE

[02:00:01]

SUPERINTENDENT OR GIVING HER FEEDBACK EITHER ONGOING THROUGHOUT THE YEAR OR? RIGHT.

YEAH, YOU WERE STILL ABLE TO DO THAT.

JUST WANTED TO GET SOME CLARITY ON THAT.

IS IT CURRY FOR 11C? YES.

I GUESS I WAS PROBABLY JUST GOING TO REPEAT SOMETHING WHAT TRUSTEE WEINBERG JUST CLARIFIED, BUT WE AS A BOARD DO AN EVALUATION.

THE EVALUATION IS AGGREGATED INTO A SET OF AGGREGATE NUMBERS.

THOSE AGGREGATE NUMBERS AND FEEDBACK ALSO IS AGGREGATED, AND THIS PROCESS JUST MEANS THE CORPORATE BODY OF THE BOARD SPEAKS.

YOU KNOW, I DON'T FEEL, I DON'T HAVE AS STRONG OF FEELINGS ABOUT THIS POLICY AS I MIGHT OTHERS, BUT I JUST, THE NOTION THAT WE DON'T GET TO SPEAK TO THE SUPERINTENDENT, I THINK WE'VE ALL ALLUDED TO MANY TIMES, THAT THE SUPERINTENDENT IS NOT REQUIRED UNDER BOARD POLICY TO MEET WITH ANY OF US AND PRIVATELY ONE-ON-ONE, TO MY KNOWLEDGE, AND YET SHE CHOOSES TO DO SO VOLUNTARILY TO EVERY SINGLE ONE OF US.

AND I THINK, YOU KNOW, TRUSTEE FOREMAN, I THINK YOU'D BE HARD-PRESSED TO SAY YOU DON'T HAVE THE ABILITY TO TELL THE SUPERINTENDENT WHAT YOU THINK.

YOU WOULDN'T LET ANYBODY TELL YOU YOU COULDN'T.

THAT'S RIGHT.

NOT EVEN A SUPER TENDER.

AND SO THE NOTION IS GOING TO LIMIT YOUR ABILITY TO SHARE YOUR THOUGHTS.

MAY I CLARIFY? SURE.

BECAUSE THAT'S NOT MY POINT.

ACTUALLY, IT'S VERY DIFFICULT FOR ANYONE TO TELL ME THAT I CAN'T SPEAK BECAUSE I'M SPEAKING WHEN I FEEL LIKE IT.

THAT'S NOT THE ISSUE.

THE ISSUE IS A FORMAL PROCESS.

A FORMAL PROCESS OF THE SUPERINTENDENT AND I MEET FREQUENTLY AND WE HAVE CONVERSATIONS FREQUENTLY.

I'M PROBABLY THE ONLY ONE THAT TAKES NOTES INTO THE CONVERSATION, SO IT'S NOT LIKE WE DO NOT MEET.

THAT'S NOT THE POINT.

THE POINT IS THIS IS HER FORMAL EVALUATION.

WE GIVE FEEDBACK ON HOW WE THINK THE SUPERINTENDENT'S PROGRESS IS AT THAT TIME.

I DON'T FEEL COMFORTABLE WITH TWO PEOPLE.

THE PRESIDENT HAS BEEN THE PRESIDENT FOR THREE YEARS.

MACKIE HASN'T BEEN OVER THE SUPERINTENDENT'S EVALUATION COMMITTEE FOR THREE YEARS.

I JUST DON'T FEEL COMFORTABLE.

AND IT'S NOT MACKIE AND I CHATTED UP ALL THE TIME, SO IT'S NOT THAT.

IT'S JUST THAT I FEEL MORE COMFORTABLE.

YOU HAVE TWO EMPLOYEES WORKING FOR YOU, BUT YOU GOT A MIDDLEMAN THAT'S GOING TO CARRY YOUR WORD.

THAT DOESN'T EVEN MAKE SENSE.

SO, TRUSTEE WEINBERG, IT'S NOT A BAD, CAN I SPEAK TO THE SUPERINTENDENT? WAIT A MINUTE, I'M SORRY, I'M SORRY, I TOOK YOUR TIME.

OKAY, SO THANK YOU ALL, AND I SEE TRUSTEE GARCIA FOR 11C? OH, YES, AND I...

I AGREE WE WANT TO HAVE CONVERSATIONS WITH THE SUPERINTENDENT AND EVEN WHEN IT COMES DOWN TO THE EVALUATION, BUT I EXPERIENCING THE EVALUATION AND MAYBE I'VE ONLY EXPERIENCED IT ONE TIME.

SO I DEFINITELY USE THAT AS A DISCLAIMER BUT I RECOGNIZE THAT AS A FORMAL BOARD HAVING A AN EVALUATION IN THE THE UNCOMFORT OF THE WAY WAS PERFORMED THIS THIS LAST TIME I WAS A PART OF IT I THINK THAT NEEDS TO BE MORE EFFICIENT AND EFFECTIVE AND THIS WAS WITH THE NEW LANGUAGE THAT WAS ADDED TO ADDRESS THE CONCERN THAT TRUSTEES WOULD NOT LIKE WE WANT INDIVIDUAL TRUSTEES TO STILL HAVE THE RIGHT TO EXPRESS WHAT THEY SHARED IN THEIR OWN EVALUATION AND SO IT SAYS AS THE CHANGE RIGHT THAT ALL INDIVIDUAL TRUSTEES STILL RETAIN THE EXISTING RIGHTS UNDER THIS POLICY AND LAW TO SHARE INDIVIDUAL COMMENTS WITH THE SUPERINTENDENT AT THAT TIME OF THESE OF THE ACTUAL EVALUATION AND SO YES, IT IS THROUGHOUT THE YEAR OR YOUR ONE-ON-ONE, BUT EVEN AFTER THE CONVERSATION THAT THE CHAIR HAS AND THE PRESIDENT HAS WITH THE SUPERINTENDENT THERE? WE'RE STILL ALLOWED TO DISCUSS THOSE COMMENTS BECAUSE OF COURSE WE MAY BE COMING FROM OUR DIFFERENT PERSPECTIVES AND UM, I THINK THIS CHANGE STILL ALLOWS FOR THAT SANDERS, LET ME SEE.

FOR THIS POLICY, THE GOAL, AT LEAST FROM MY PERSPECTIVE, WAS TO BE ABLE TO HAVE A REALLY ACTUALLY CLEAR CLARION CALL FROM THE BOARD AS A UNIT TO THE SUPERINTENDENT.

THE PROCESS IS ALREADY A...

A PROCESS THAT HAPPENS OUTSIDE OF THE, YOU KNOW, WE'RE NOT DOING THE SUPERINTENDENT EVALUATION AT THE HORSESHOE.

WHAT WE ARE DOING, THOUGH, IS WE'RE GOING TO HAVE IN THIS PROCESS HERE THE CONVERSATION AS A BOARD COLLECTIVELY TOGETHER ABOUT HOW WE THINK THE SUPERINTENDENT HAS DONE AND IS

[02:05:06]

DOING.

AND WHAT ARE THE GLOWS, GROWS, WHAT ARE THE THINGS THAT NEED TO CHANGE, WHAT ARE THE THINGS THAT NEED TO BE CONTINUING.

WE HAVE THAT CONVERSATION COLLECTIVELY TOGETHER SO THAT WE PUT TOGETHER A STRUCTURED, FORMAL VOICE ON HOW THE SUPERINTENDENT HAS PERFORMED OVER THAT PREVIOUS YEAR.

WHAT I EXPECT IN THAT AND MAKE SURE THAT AND I WANT TO MAKE SURE, YOU KNOW, THIS POLICY PASSES, WE'RE GOING TO HAVE TO GO THROUGH AND ACTUALLY, YOU KNOW, PROCESS THIS THING.

THERE NEEDS TO BE A CLEAR WAY THAT...

DISSENTING VOICES OR FEEDBACK THAT IS, YOU KNOW, MIGHT NOT NECESSARILY BE SO POSITIVE, IS ABLE TO BE COMMUNICATED AS THE TOTALITY OF WHAT THE BOARD IS SHARING WITH THE SUPERINTENDENT.

IT'S NOT TO SUPPRESS THAT.

AND ALSO, TO THE POINTS THAT HAVE BEEN MADE, WE ABSOLUTELY HAVE SPACE, FORUM, AND PROCESS, AND EVEN HISTORY OF BEING ABLE TO TELL THE...

SUPERINTENDENT, EXACTLY WHAT ANY BOARD MEMBER FEELS NEEDS TO BE HAPPENING.

AND SO ALL THIS IS, IT'S JUST A FINE TUNING OF A PROCESS.

IT IS NOT DESIGNED TO SILENCE, SUPPRESS OR MUTE, PARTICULARLY DISSENTING VOICES THAT THAT THAT SAY, YOU KNOW, THAT MIGHT NOT NECESSARILY AGREE WITH A BROADER GROUP.

RIGHT.

REGARDLESS OF ANYBODY SITTING UP HERE RIGHT NOW.

POLICY HAS TO BE WRITTEN FOR NOT JUST THE INDIVIDUALS WHO ARE HERE, BUT AS WE'RE LOOKING DOWN THE LINE, NO MATTER WHO MIGHT BE SITTING IN ANY OF OUR SEATS.

SO THE GOAL IS, IN MY OPINION, WAS FOR EFFICIENCY, CLARITY, AND ULTIMATELY DESIGNED TO CREATE THE CAPACITY FOR EVERYBODY TO BE ABLE TO SHARE THEIR VOICE IN A WAY THAT IS EASILY DIGESTIBLE AND THEN CONSISTENT.

THAT SAID, AGAIN, THAT'S WHY WE'RE HAVING THIS CONVERSATION.

I WANT TO HEAR PEOPLE'S PERSPECTIVE.

TRUSTEE FOREMAN, YOURS IS WELL TAKEN, AND I APPRECIATE IT.

AND SO THOSE ARE MY POINTS, AND I GUESS THAT'S WHY I WANTED TO AT LEAST BRING THIS CONVERSATION TO THE TABLE.

ROUND TWO, TRUSTEE FOREMAN.

AND JUST QUICKLY, I WON'T BELABOR THE CONVERSATION.

IT DOES APPEAR THAT IT'S DESIGNED.

TO KEEP OUT DISSENTING VOICES.

THAT'S WHAT IT APPEARS.

IT MIGHT NOT SEEM LIKE THAT TO YOU, BUT IT DOES APPEAR THAT WAY.

AND NOT NECESSARILY THAT I WOULD BE A DISSENTING VOICE AGAINST THE SUPERINTENDENT.

WE GET ALONG FINE AND WE WORK WELL TOGETHER.

SHE DON'T ALWAYS LIKE WHAT I SAY.

I DON'T ALWAYS LIKE WHAT SHE SAY, BUT WE WORK IT OUT ONE WAY OR THE OTHER.

BUT I THINK IF YOU'RE ASKING ME TO EVALUATE HER.

AND THEN YOU WANT TO SIT DOWN AND TALK TO ME ABOUT WHAT MY EVALUATION IS FOR HER.

AND THEN YOU TAKE TO HER WHAT I SAY.

THAT JUST DOESN'T MAKE SENSE TO ME.

AND I WOULD CAUTION YOU.

THERE ARE TWO INDIVIDUALS THAT REPORT DIRECTLY TO THE BOARD.

BECAUSE WHAT? NO, I'M JOKING, I'M JOKING.

I DO LAUGH EVERY NOW AND THEN.

THERE ARE TWO INDIVIDUALS THAT REPORT DIRECTLY TO THE BOARD, AND THEY BOTH SHOULD HAVE THE SAME PROCESS INSTEAD OF DIFFERENT PROCESSES.

SO I WON'T BE SUPPORTING IT, BUT THAT'S WHERE I STAND.

ANYONE ELSE FOR ROUND TWO FOR 11C? OKAY.

THEN ANYTHING ELSE UNDER POLICY UPDATES? I SEE TRUSTEE WEINBERG.

I HAVE TWO QUICK QUESTIONS ON THE EEP AND EF.

SO WAIT A MINUTE.

11D.

OKAY SO WE'LL GO TO 11D FIRST THEN.

I JUST WANT TO MAKE SOME QUICK POINTS AND I THINK THIS REALLY NEEDS TO BE RE-LOOKED AT IN REGARDS TO THE NAMING POLICY.

TRUSTEE FOREMAN 11D.

A LOT OF THE RESPONSIBILITY FOR THE NAMING POLICY HAS BEEN SHIFTED TO THE SBDM.

SOME SCHOOLS DON'T HAVE REAL FUNCTIONAL SBDMS. THEY HAVE THEM, BUT THEY'RE NOT REAL FUNCTIONAL.

THE OTHER THING IS THAT YOUR SBDMS CAN BE, THE PRESIDENT OF THAT GROUP, CAN BE SOMEONE OUTSIDE OF THE COMMUNITY.

OUTSIDE OF THE COMMUNITY, IT COULD BE A CORPORATE PARTNER OR

[02:10:02]

SOMEONE OUTSIDE OF THE COMMUNITY.

DO WE WANT TO PUT ALL OF THAT RESPONSIBILITY ON THE SBDMS? I THINK SOME CLARITY MIGHT BE.

IN REGARDS TO MAKING SURE THAT THERE'S A CLEAR UNDERSTANDING WHAT A COMMITTEE FROM THE COMMUNITY, THAT'S WHAT I'VE ALWAYS USED IS A COMMITTEE FROM THE COMMUNITY FOR NAMING POLICIES, NOT SBDM.

SBDM THEN EVENTUALLY SIGNS OFF ON IT, BUT IT'S A COMMITTEE FROM THE COMMUNITY BECAUSE A LOT OF PEOPLE ON THE SBDM MIGHT NOT LIVE IN THAT PARTICULAR COMMUNITY AND MIGHT NOT UNDERSTAND THE PARTICULARS OF THAT COMMUNITY, BUT THE WAY THIS POLICY IS WRITTEN, THAT'S THE WAY IT WOULD BE.

THE OTHER THING IS IS THAT, EXCUSE ME, WHEN WE ASSIGN ALL OF THE BUILDING NAMING, IT'D BE THE LIBRARY OR WHATEVER, TO THE SBDM, YOU HAVE THAT SAME SITUATION.

I KNOW OF A PARTICULAR SCHOOL WHERE THE PRINCIPAL WAS NOT FROM THE SCHOOL AND THEY NAMED THE STUFF, BUT IT WASN'T PEOPLE OF PROMINENCE.

IT WAS PEOPLE THEY KNEW WITHIN THAT SCHOOL COMMUNITY.

AND SO YOU HAVE TO BE REALLY COGNIZANT OF EVERYBODY ON AN SBDM DOESN'T HAVE ALL OF THE PARTICULARS OF THAT COMMUNITY.

IT DOESN'T MAKE THEM BAD PEOPLE.

IT JUST MEANS THEY DON'T HAVE THE HISTORICAL PERSPECTIVE.

AND THIS POLICY TURNS ALL OF THAT OVER TO THEM.

AND WHAT I WILL SAY IS THAT IT HASN'T BEEN A LOT OF NAMING, AND WHEN IT WAS, THIS BOARD WENT ALONG WITH THE PEOPLE THAT WAS DOING ALL THAT NAMING AND WE'RE SEEING ALL THAT.

THIS IS THE ONE WHO STOOD UP AND SAID, I'M NOT SUPPORTING THAT, OR I'M NOT SUPPORTING THAT.

AND NOW WE WANT TO CHANGE THE POLICY, BUT WE'RE GOING, WE'RE TAKING EVERYTHING FAR TO THE LEFT AS OPPOSED TO ASKING SOME QUESTIONS OF PEOPLE WHO HAVE BEEN INVOLVED IN THE PROCESS.

WE'RE JUST MAKING SOME KNEE-JERK REACTIONS, IN MY OPINION.

AND SO I THINK THIS POLICY REALLY NEEDS TO BE REWORKED AND MAKE SURE THAT WE HAVE A CLEAR UNDERSTANDING ABOUT A COMMUNITY COMMITTEE FOR NAMING AS OPPOSED TO SBDMS. TRUSTEE SANDERS, 11D? YES, YES.

GO AHEAD.

I'D ACTUALLY LIKE TO GET SOME MORE FEEDBACK FROM TRUSTEE FOREMAN ON THAT.

CAN I DIRECT MY TIME? HEARD.

ON SBDMS, OFTENTIMES NOT NECESSARILY HAVING ALL THE HISTORICAL CONTEXT, YOU SAID YOU SAID A COMMUNITY WHAT DID YOU SAY? WHAT DID YOU CALL IT? A COMMUNITY NAMING COMMITTEE.

HOW WOULD THAT, IN YOUR MIND YOU DON'T HAVE TO HAVE ALL THE ANSWERS RIGHT NOW. YEAH, YEAH.

TRUSTEE FARMER, PUT YOUR MIC ON PLEASE.

SO THE COMMUNITY NAMING COMMITTEE, THE WAY IT WORKED FOR ME IS THAT I FOUND A GROUP OF PEOPLE, PUT THEM ON THE COMMITTEE.

I WAS NOT THE CHAIR OF THE COMMITTEE.

ACTUALLY, IT WAS THE LADY WHO RAN AGAINST ME MY FIRST TIME RUNNING FOR SCHOOL BOARD.

BUT PUT TOGETHER THAT COMMITTEE AND THEN WE IDENTIFIED SCHOOLS THAT WE THOUGHT NEEDED TO BE RENAMED.

AND THEN WE WENT AROUND AND AROUND AND THEN WE FINALLY CAME UP WITH THE SCHOOLS.

AND THEN WE STARTED TO WORK WITH THE SBDM IN TERMS OF NAMING THAT PARTICULAR SCHOOL.

OKAY, I SEE.

SO I'LL SAY IT BACK TO YOU.

THE COMMUNITY NAMING COMMITTEE WASN'T LIKE PER SCHOOL.

THERE WASN'T LIKE A PER SCHOOL NAMING COMMITTEE.

IT'S A, YOU KNOW, THAT FEEDBACK MAKES SENSE ON SOME OF THE LIMITATIONS OF THE SBDM.

I THINK THE INTENT BEHIND ALL OF IT WAS TO CREATE A CAPACITY FOR CAMPUSES TO HAVE MORE, TO YOUR POINT, YEAH, FOR.

CAMPUS AND COMMUNITY TO HAVE MORE CONTROL IN THE ORIGINATION OF, HEY, THIS IS SOMETHING THAT WE WANT TO SEE FOR OUR SCHOOL, OUR NEIGHBORHOOD, OUR COMMUNITY.

YOU KNOW, WHETHER THAT'S THE RIGHT ENTITY OR NOT, OR IF THERE'S A DIFFERENT STRUCTURE, I KNOW I'M OBVIOUSLY TRUSTEE MACKEY IS GOING TO HAVE TO.

YOU KNOW, TALK ABOUT IT, CONSIDER IT, BUT I'M OPEN TO IT.

IT'S JUST, I THINK WE WERE, I THINK IT WAS OVERLY LEVERAGED FOR THE TRUSTEE

[02:15:02]

TO HAVE WAY TOO MUCH POWER TO JUST COME IN AND CHANGE A SCHOOL OR CHANGE A FACILITY NAME BEFORE.

AND SO THIS IS TRYING TO MOVE IT TO BE MORE IN THE HANDS OF THE COMMUNITY ITSELF.

AT LEAST THAT'S THE GOAL OR THE INTENT FROM MY PERSPECTIVE.

SO I'M OPEN TO TALKING ABOUT THE ENTITY THOUGH THAT IS THE BEST ORIGINATION OF THE IDEA.

TRUSTEE GARCIA, 11D? YES.

OKAY, TRUSTEE GARCIA.

I APPRECIATE THAT PERSPECTIVE, TRUSTEE FOREMAN, BECAUSE IN THINKING ABOUT THE SBDM, IT IS COMPOSED OF WHO? IT COULD BE A VARIETY OF STAKEHOLDERS, AND SO, ALTHOUGH THEIR VOICES ARE IMPORTANT, THERE COULD BE OTHER VOICES TO BE HEARD. SO, I DO THINK THAT'S SOMETHING THAT WE SHOULD CONSIDER. AND OBVIOUSLY THERE ARE OTHER WAYS THAT WE HAVE LISTED, SUCH AS A SURVEY, BUT OBVIOUSLY SURVEYS CAN ALSO HAVE CHALLENGES BECAUSE, WHEN YOU LOOK AT A SURVEY, IT JUST DEPENDS ON WHO'S COMPLETING THE SURVEY AND HOW FAR IT REACHES AND, YOU KNOW, WHAT'S THE FIDELITY OF GETTING IT OUT, RIGHT, AND MAKING SURE THAT YOU'RE GETTING ACCURATE RESPONSES. AND SO, WHEN I THINK OF THAT, YOU KNOW, THAT COMMITTEE YOU MENTIONED, IT COULD BE SOMETHING THAT STRENGTHENS THIS. I KNOW THE LANGUAGE THERE WAS ALSO LANGUAGE ADDED TO HIGH SCHOOL IN PARTICULAR BECAUSE ALUMNI ASSOCIATIONS MAY BE OPERATING COMPLETELY SEPARATE OR NOT BE PART OF THE SBDM. SO, THERE'S THAT LAYER AS WELL.

BUT I DEFINITELY AM INTERESTED IN EXPLORING HOW WE BRING IN THAT PIECE OF MAYBE THESE ARE PEOPLE THAT KNOW THE HISTORY, THAT ARE ALUMNI, BUT NOT INVOLVED IN AN ALUMNI ASSOCIATION, AND THEN, OF COURSE, OTHER STAKEHOLDERS. BECAUSE I DO WANT TOI DON'T THINK IT SHOULD BE UP TO, YOU KNOW, MAYBE THIS CORE GROUP OF PEOPLE SINCE IT'S ON THE SBDM, BUT MAYBE THERE IS SOME INVESTMENT THERE.

SO PERHAPS HAVING A COMMITTEE COULD ALLOW MORE VOICE. SO, I'M INTERESTED IN EXPLORING THAT SOME MORE.

TRUSTEES, DOES ANYONE ELSE FOR 11D? SEEING NOTHING FURTHER FOR 11D, TRUSTEES, ANYTHING ELSE UNDER POLICY UPDATES, 11? TRUSTEE WEINBERG. I HAVE A QUESTION ON E, WHICH IS THE BOARD POLICY EEP FOR CHIEF GAYLORD.

OKAY, TRUSTEE WEINBERG.

AND THE QUESTION IS, THE POLICY REQUIRES AN INSTRUCTIONAL PLAN OR SYLLABUS TO BE MADE AVAILABLE TO DISTRICT ADMINISTRATION AND STUDENTS.

AND MY QUESTION IS, HAS THIS BEEN A REQUIREMENT BEFORE? WHAT ADDITIONAL WORK DOES IT REQUIRE? AND WHAT OTHER OPPORTUNITIES MIGHT BE ASSOCIATED WITH IT? THIS IS A NEW POLICY.

WE HAVE TO ADOPT A NEW POLICY PER SENATE BILL 12.

IN THAT POLICY, IT REQUIRES THAT WE INCREASE TRANSPARENCY WITH PARENTS.

AND SO WHAT WE'RE BRINGING YOU IS A DRAFT LOCAL VERSION THAT LETS EVERYONE KNOW THAT EACH SEMESTER, THE BEGINNING OF EVERY SEMESTER, EVERY TEACHER WILL BE POSTING THEIR INSTRUCTIONAL PLAN OR THEIR COURSE SYLLABUS.

BUT THE REASON YOU'RE ASKING THIS QUESTION IS BECAUSE YOU'VE HEARD IN THE PAST THAT DALLAS ISD HAS ALREADY DONE THIS.

FOR K-5 MATH, 6- THROUGH ALGEBRA TO MATH AND K THROUGH 8 READING LANGUAGE ARTS IN ENGLISH AND SPANISH.

THIS NEW REQUIREMENT WILL MAKE US DO THIS PRE-K THROUGH 12, ALL CONTENT AREAS FOR EVERY CLASS FOR STUDENTS.

SO IN A WAY, I GUESS IT'S SORT OF COLLEGE PREP, RIGHT? BECAUSE WHEN YOU GET TO COLLEGE, NORMALLY YOU HAVE A SYLLABUS.

THAT'S THE SILVER LINING, PERHAPS? AND IT ALIGNS WITH PARENTS BEING ABLE TO SUPPORT THEIR STUDENTS AT HOME.

SO HAVING OPPORTUNITIES, YOU KNOW THAT WE ALREADY SEND SO MANY NEW PIECES HOME FROM PRINCIPALS AND CAMPUS LEADERSHIP.

SO IF PARENTS WANT TO SEE WHAT THEIR KIDS ARE DOING OR LEARN ADDITIONAL THINGS, WE ALREADY HAVE A VERY ROBUST PARENT WEBSITE.

IF ANYTHING, WE'VE JUST CHARGED THE TEAM THAT WE'RE JUST GOING TO NEED TO EXPAND IT.

WE WANT THIS TO BE MORE OF A DISTRICT-LED PIECE BECAUSE A LOT OF THE THINGS THAT TEACHERS ARE TEACHING IN THE CLASSROOM IT'S WE'VE ADOPTED HQIM.

YEAH.

SO IT'S JUST KIND OF FORMALIZING WHAT I IMAGINE TEACHERS WERE PLANNING ANYWAY SO THAT IT'S TRANSPARENT TO EVERYBODY.

I WOULD SAY FOR OUR TEAM IT'S NOT AS DISRUPTIVE BECAUSE WE ALREADY HAD THE PHILOSOPHY.

WE WANTED EVERYONE TO BE VERY TRANSPARENT WITH OUR CURRICULUM.

FOR SOME DISTRICTS RIGHT NOW THIS IS A VERY NEW CONCEPT.

GOTCHA.

THANK YOU FOR CLARIFYING.

[02:20:03]

DOES IT FORM YOU 11E? YES.

OKAY, 11E, PLEASE FORM.

SO, ANGIE, I JUST HAVE TWO OR THREE QUESTIONS.

THE FIRST QUESTION IS THESE ARE GOING TO BE ALL NEW TEACHERS, ALL TEACHERS.

SO THE NEW HIRES, HOW DO THEY GET INTO THE SYSTEM? THEY'LL GET ACCESS WHEN THEY GET HIRED TO BE ABLE TO GET ACCESS INTO ALL OF THE PLATFORMS THAT WILL THEN ALLOW THEM TO POST THEIR INFORMATION.

SO NEW HIRES, SOME OF THEM ARE NEW TEACHERS.

ALL TEACHERS, ALL STUDENTS THAT WOULD BE TIED INTO OUR STUDENT INFORMATION SYSTEM THAT HAVE A CLASS OF THE TEACHER OF RECORD.

SO THE TEACHER OF RECORD WOULD BE ABLE TO UPLOAD THEIR SYLLABUS FOR PARENTS TO SEE.

MAYBE I'M MISSING.

IF I'VE GOT A NEW HIRE THAT COMES IN THAT'S NOT A TEACHER, AND THE FIRST OF THE YEAR THEY'VE GOT TO HAVE A SYLLABUS, HOW DO WE WORK THROUGH THAT? OH, FOR US, IT'S MORE OF THE GRADE LEVEL.

THE GRADE LEVEL WOULD WORK TOGETHER, AND AT THE CAMPUS LEVEL, THEY WOULD WORK TOGETHER.

AND THEN AT THE DISTRICT LEVEL, WHAT WE'RE DOING IS DOING THAT FOR THEM FOR THE MOST PART.

AND IF THERE'S A CHANGE, THE DISTRICT WOULD ALSO DO THAT? YEAH, WE'RE GOING TO REALLY PUSH IT OUT FROM THE DISTRICT WEBSITE TO CAMPUS WEBSITES.

LIKE, FOR INSTANCE, ENGLISH 01, THAT SYLLABUS.

IT'S GOING TO BE THE SAME FOR ALL ENGLISH 1 CLASSROOMS, RIGHT? SO RATHER THAN MAKING THE POOR TEACHERS WHO ALREADY HAVE TOO MUCH ON THEIR PLATE, THAT THEY NOW HAVE TO GO DO THAT, WE'RE GOING TO DO IT.

NOW, IT DOESN'T TELL HOW EACH TEACHER IS TEACHING IT, BUT THAT WAY TEACHERS DON'T HAVE TO WORRY ABOUT TAKING TIME TO DO THAT.

THAT WAS MY QUESTION.

YEAH, THAT'S WHERE I THOUGHT YOU WERE GOING.

THAT ANSWERED IT.

PROCEEDS ANYONE ELSE FOR 11E? AND ANYTHING ELSE UNDER POLICY UPDATES? 11.

YES, I HAD ONE MORE QUICK QUESTION, BUT I THINK IT'S FOR CHIEF HEWITT ON A DIFFERENT POLICY.

WHICH ONE? WELL, I'M LOOKING.

HANG ON.

IT'S THE EEF.

EEF? IT'S F-E-F. OKAY, SO 11-H.

ANYTHING BEFORE 11-H? HEARING NOTHING, WE'LL GO WITH 11-H. TRUSTEE WEINBERG? CAN YOU PROVIDE AN EXAMPLE OF A RELEASED TITLE? TIME COURSE.

I JUST DIDN'T KNOW WHAT THAT WAS.

JUST GIVE A QUICK EXPLANATION.

YEAH, SURE.

IT WOULD BE A COURSE THAT'S OFFERED BY A RELIGIOUS ENTITY.

SO IT COULD BE A COURSE STUDYING THE KORAN OR A HEBREW RELIGIOUS STUDY COURSE OR SOMETHING IN THE CATHOLIC STUDIES FOR A STUDENT, AND THEY WOULD TAKE IT AT THE RELIGIOUS SITE.

OH, SO IT ONLY PERTAINS TO THAT.

IT WOULDN'T BE LIKE RANDOM ECONOMICS THAT YOU COULDN'T GET? NO.

IT HAS TO BE RELIGIOUS. OKAY.

THANK YOU. THANK YOU FOR CLARIFYING. TRUSTEES, ANYONE ELSE FOR 11H? OKAY. 12A.

OKAY. ANY TRUSTEES, BEFORE WE GET TO 12A, ANYTHING ELSE UNDER POLICY UPDATES, 11I? OKAY. SEEING NONE, TRUSTEES, WE WILL TURN TO 12A. YES, AND

[12. PROPOSED NAMING OF FACILITIES ]

12A IS THE RENAMING OF CESAR CHAVEZ LEARNING CENTER TO THE EAST DALLAS ELEMENTARY SCHOOL CENTER. TRUSTEES, THIS IS BROUGHT OUT OF OUR POLICY CYCLE AND REQUIRES WAIVERS, AND I CAN SPEAK TO SOME OF THE HISTORY HERE, BUT BEFORE I DO, TRUSTEE FOREMAN, GO AHEAD. OKAY. AND I DON'T NEED THE HISTORY. I GET IT.

BUT WHAT I AM GOING TO SAY IS THAT THIS IS WHY WE'RE WHERE WE ARE ON THE NAMING POLICY, BECAUSE WE KEPT WAIVING POLICY.

WE WAIVED POLICY. MOST OF YOU GUYS WEREN'T HERE, SO I'M NOT BLAMING ANYBODY. I'M JUST SAYING THAT WE WAIVED POLICY OVER AND OVER AND OVER AND OVER. ON NAMING, WE WAIVED POLICY OVER AND OVER AND OVER. I'M NOT AGAINST THE CHANGE, BUT I JUST WANT TO BE CLEAR THAT THAT HAS BEEN A PRACTICE OF THIS BOARDWAIVING POLICY ON NAMING.

OKAY, THEN I'LL SPEAK TO THIS JUST FOR THE BENEFIT OF THE ENTIRE BOARD HERE.

OF COURSE, WE ALL KNOW WHAT BRINGS US TO THIS RENAMING, BUT I WANTED TO SPEAK TO THE OWNERSHIP THAT THE CAMPUS COMMUNITY TOOK IN THE PROCESS TO GET HERE.

THIS IS OWNED BY THE CAMPUS COMMUNITY, THE SPDM THERE, WHICH IS MADE UP OF TEACHERS AND PARENTS AND COMMUNITY LEADERS AND CAMPUS LEADERSHIP.

THERE WERE MULTIPLE KIND OF ROUNDS OF INPUT HERE.

FIRST, THERE WAS A...

A REQUEST WAS MADE FOR ALL RECOMMENDATIONS OR POSSIBLE SUBMISSIONS.

THEN THE SPDM TOOK THAT LIST NARROWED IT DOWN TO A HANDFUL.

I THINK THERE WERE OVER HUNDREDS I THINK OF RECOMMENDATIONS THAT WERE SUBMITTED.

THE SPDM TOOK THAT LIST NARROWED IT DOWN TO A HANDFUL AND THEN AND THEN SENT THAT

[02:25:04]

OUT VIA A GOOGLE VOTE FOR THE CAMPUS COMMUNITY TO VOTE ON AND THEN THE SPDM TOOK THOSE VOTES AND AND THEN BROUGHT.

THIS RECOMMENDATION FORWARD TO THE BOARD AND OF COURSE WE'RE BRINGING IT OUT OF CYCLE WITH THE HOPES OF BEING ABLE TO START THE NEW ACADEMIC YEAR FRESH AND WITHOUT THE BAGGAGE OF THE CURRENT NAME SO HAPPY TO TAKE ANY QUESTIONS FOR THE BOARD ANY OTHER QUESTIONS ON 12A SEEING NONE THEN TRUSTEES ANYTHING UNDER CHIEF OF STAFF DIVISION WHICH IS UH 15 IT'S JUST ANYTHING UNDER 15.

TRUSTEE FOREMAN 15.

NO, 17A.

[16. ACADEMICS AND TRANSFORMATION DIVISION ]

OKAY, SO NOTHING UNDER 15. I WOULD SAY, SO WE'LL GO TO 17A.

17A, TRUSTEE FOREMAN.

AND DO YOU THINK, ACTUALLY, PUT THIS IN THE TRACKER FOR ME? I'M CURIOUS AS TO HOW MANY IB PROGRAMS DO WE HAVE.

HOW MANY OF THOSE IB PROGRAMS ARE CERTIFIED AS IB? OKAY, KEEP GOING.

AND WHAT THE ADDITIONAL RESOURCES ARE? YOU'RE ACTING LIKE THE SUPERINTENDENT.

I JUST LIKE IT WHEN I HAVE YOUR ANSWER IN FRONT OF ME.

WE HAVE 15 RIGHT NOW.

15? AND HOW MANY ARE CERTIFIED AS IB? 15.

ALL 15 ARE CERTIFIED? 15? YES.

AND THEN THE ADDITIONAL RESOURCES FOR THE IB CERTIFICATION.

IT'S ADDITIONAL STAFF AND SOME OTHER THINGS.

YEAH, I'LL GET A LIST FOR YOU.

ALL RIGHT.

TRUSTEES, ANYONE ELSE FOR 17A? OKAY. TRUSTEES, ANYTHING ELSE UNDER ACADEMIC AND TRANSFORMATION DIVISION, WHICH IS 17, 18, OR 19? I HEARD 18A.

TRUSTEES, SANDERS? QUESTION, IS THIS, OBVIOUSLY WE'VE BEEN DOING THIS PARTNERSHIP FOR A WHILE.

ARE THESE NEW VENDORS, PARTNERS, OR IS THIS KIND OF A CONTINUATION OF WHAT WE HAVE BEEN DOING ALREADY WITH OUR COMMUNITY? WE BRING YOU THIS EVERY YEAR, THESE PARTNERSHIPS.

SO THERE'S THREE.

ONE'S RETURNING, TWO ARE NEW.

SO IS THIS A TOTAL LIST OR IS THERE LIKE ANOTHER LIST THAT'S ON A DIFFERENT LIST? THERE'S ANOTHER LIST.

EXACTLY.

CAN WE PUT IN THE TRACKER JUST THE TOTAL LIST? YEP.

PERFECT.

THAT'S IT.

WE HAD TRUSTEE FOREMAN FOR 18A.

TRUSTEE SANDERS ASKED ONE OF THE QUESTIONS THAT I WANTED TO ASK, BUT THE $460,000.

COULD WE HAVE A BREAKDOWN ON EXACTLY WHAT THAT'S FOR? IS THAT FOR TEACHERS? IS THAT FOR WHAT OTHER EXPENSES? IT'S FOR THE STIPENDS IN THE CLASSROOM AT THE PARTNERSHIP CENTERS OVER FIVE YEARS.

SO A FIVE-YEAR PERIOD? YES, MA'AM.

FOR THREE ENTITIES? YEAH.

FOUR ENTITIES, THREE RETURNING AND ONE NEW? THREE TOTAL.

ONE RETURNING TO NEW.

OH, OKAY.

TRUSTEE, THAT WAS ANYONE ELSE FOR 18A? SEEING NO ONE ELSE FOR 18A.

TRUSTEES, ANYTHING ELSE UNDER ACADEMICS AND TRANSFORMATION, 17, 18, OR 19? 18B.

18B, TRUSTEE SANDERS.

IS THE REASON WHY THIS ONE HAS TO BE SEPARATE JUST BECAUSE IT'S A GOVERNMENT ENTITY THE HEAD START? AGREEMENT SO FOR HEAD START IT IS A FEDERAL ORGANIZATION AND WE DON'T PROVIDE A STIPEND TO THEM THEY PROVIDE US SERVICES WITH FUNDS TO THE DISTRICT OKAY GREAT GREAT SO ARE THEY SO WHEN WE SAY THAT WE HAVE UNIVERSAL PRE-K NOW IT DOESN'T THE HEAD STARTS WILL BE SEPARATE AND APART FROM THAT OR ARE THEY ALSO PART OF THAT LIST OF PLACES WHERE PEOPLE COULD OPT IN? THEY COULD BE POTENTIALLY PART OF THAT LIST, BUT THEY DO RECRUITMENT EFFORTS THROUGH TEXAS WORKFORCE COMMISSION AND TEXAS WORKFORCE SOLUTIONS.

SO IT IS POSSIBLE THAT SOME OF THE HEAD STARTS COULD END UP HAVING MIXED INCOME FAMILIES,

[02:30:04]

SOME THAT WOULD BE OUTSIDE OF THE TRADITIONAL FREEDOM.

SO IT WOULD STILL HAVE TO BE UNDER THE TRADITIONAL HEAD START.

IF YOU'RE IN HEAD START, YOU HAVE TO MEET THOSE FEDERAL GUIDELINES.

CORRECT.

SO THIS IS OUTSIDE OF OUR NEW EXPANSION POLICY.

AND THIS HEAD START IS FOR FRIDAY, THOSE THREE DISTRICT CAMPUSES.

TRUSTEE, IS ANYONE ELSE FOR 18B?

[20. SCHOOL LEADERSHIP DIVISION ]

OKAY, THEN ANYTHING UNDER 19? 21A.

OKAY, WELL, 21A, TRUSTEE FOREMAN.

ANGIE, IS THIS YOU? I JUST NEED SOMEBODY TO EXPLAIN EXACTLY WHAT THIS IS.

ELEVATION COMPLIANCE SOFTWARE.

SURE.

I THINK SOMEONE FROM ELIZABETH'S TEAM IS HERE ALSO, BUT I'M GOING TO TAKE MY BEST STAB AT IT.

OH, COME ON DOWN.

WHY ARE YOU TAKING A STAB? HE'S HERE.

CASTLE, ASSISTANT SUPERINTENDENT IN SPECIAL ED.

HI, GOOD EVENING.

TRUSTEE FOREMAN, THIS IS A PROGRAM THAT'S UTILIZED TO TRACK PEMS DATA, STATE DATA THAT WE HAVE TO REPORT TO TEA FOR FUNDING AND ACCOUNTABILITY PURPOSES.

OKAY, WHAT ARE WE CURRENTLY USING? WE'RE STILL USING THE SAME SOFTWARE.

THIS IS THE SAME SOFTWARE? I BELIEVE SO, YES.

SO NOW YOU CAN TAKE A STAB AT IT.

YES, WE'RE CURRENTLY USING THE SOFTWARE, AND WE NEEDED TO TAKE IT BACK TO EXTEND THE CONTRACT WITH IT.

ANYONE ELSE FOR 21A? ANYTHING ELSE UNDER SCHOOL LEADERSHIP DIVISION, WHICH IS 21 OR 22? TRUSTEE SANDERS? YEAH, 22A.

22A.

SANDERS? COULD YOU EXPLAIN, IS THIS SOMETHING THAT WE'VE BEEN DOING ALREADY AS WELL, LONG TERM? YES.

ALL RIGHT.

IT'S ANNUAL.

GREAT.

AND SO, JUST FOR MY OWN TRUSTEE...

NEW GUY AWARENESS.

HELP ME UNDERSTAND A LITTLE BIT ABOUT, YOU KNOW, ONE, HOW LONG WE'VE BEEN DOING THIS, WHERE DID THE STRATEGY COME FROM, AND REALLY HOW IT'S HELPING.

BECAUSE OBVIOUSLY I THINK THIS IS A GREAT RESOURCE, BUT IF YOU COULD JUST SHARE A LITTLE BIT MORE ABOUT THE PROGRAM.

YEAH.

WE'VE BEEN DOING THIS OVER FIVE YEARS.

THIS IS REALLY TO ADDRESS THE NATIONWIDE SHORTAGE FOR SPEECH-LANGUAGE PATHOLOGISTS.

THIS IS A GREAT OPPORTUNITY TO CREATE THAT PIPELINE.

SO THIS PARTNERSHIP WITH UNT, DALLAS AT THE COLLIER CENTER, ALLOWS THE STUDENTS THAT ARE PRACTITIONERS, THEY WILL RECEIVE THE MENTORSHIP FROM DALLAS ISD STAFF IN OUR SCHOOLS, BUT THEY'RE ALSO SUPERVISED IN ALL THE DOCUMENTATION THAT'S REQUIRED FOR THEIR CERTIFICATION THROUGH THE UNIVERSITY.

WE TYPICALLY ACQUIRE TWO TO THREE PER YEAR OF SPEECH-LANGUAGE PATHOLOGISTS THROUGH THIS PROGRAM.

AWESOME.

AND THE FUNDING FOR THIS, DO THEY CONTRIBUTE TO IT, OR IS IT A PAID SERVICE THAT WE...

WE PROVIDE SOME OF THE FUNDING FOR THE STAFF, SOME OF THE COST THAT'S REQUIRED, BUT IT'S PRETTY NOMINAL FOR MINIMAL, IF YOU WILL, FOR WHAT WE'LL BE ABLE TO GET.

RIGHT NOW, SPEECH-LANGUAGE PATHOLOGISTS ARE REALLY DIFFICULT TO COME BY.

WE'RE FIGHTING OTHER DISTRICTS.

WE'RE FIGHTING CONTRACT STAFF, CONTRACTORS, TO BE ABLE TO GET THEM, SO BE ABLE TO OBTAIN A...

THERAPISTS THAT ARE COMING RIGHT OUT OF COLLEGE WE'RE ABLE TO KIND OF GROW OUR OWN.

AWESOME, AWESOME AND I'M ASSUMING WE'RE NOT EXCLUSIVE TO THIS UH THERE'S PROBABLY OTHER DISTRICTS THAT DO IT WITH UTD AS WELL OR IS THIS REALLY ARE WE THE ONLY ONES DOING THIS WITH THEM? THERE ARE SOME OTHER SCHOOL DISTRICTS BUT WE WERE THE FIRST TO START

[23. FINANCIAL SERVICES DIVISION ]

WITH THEM.

GOT IT OKAY OH THIS IS GREAT THANK YOU.

TRUSTEES ANYONE ELSE FOR 22A? OKAY ANYTHING THEN UNDER FINANCIAL SERVICES DIVISION WHICH IS 24.

25B.

25B, TRUSTEE FOREMAN.

SO CAN, THE LANGUAGE IS KIND OF STRANGE.

AND THERE'S ACTUALLY VENDORS.

IT SAYS CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE THE ADDITION.

OF FUNDING SOURCES TO THE EXISTING BOARD DOC.

SO ARE WE ADDING THIS TO A PO? WHAT ARE WE DOING? SO WHEN THE ORIGINAL ITEM WAS

[02:35:01]

APPROVED BY THE BOARD, IT WAS APPROVED TO ONLY PURCHASE FROM THE INTERNAL SERVICE FUND.

THIS ALLOWS US TO PURCHASE FROM THE GENERAL OPERATING, SPECIAL REVENUE, AND BOND FUNDS.

NO ADDITIONAL FINANCIAL IMPACT.

WELL, I UNDERSTAND NO ADDITIONAL FINANCIAL IMPACT, BUT IT REALLY IS.

WHEN YOU'RE COMING FROM ANOTHER FUND, THAT'S A FINANCIAL IMPACT.

AND SO WHAT I DON'T UNDERSTAND FROM A PROCUREMENT.

PERSPECTIVE, HOW WE CAN MOVE THIS FROM ONE PURCHASE ORDER TO ANOTHER PURCHASE ORDER.

MAYBE YOU CAN HELP ME WITH THAT.

SO WE'RE NO LONGER USING THE INTERNAL SERVICE FUND.

WE'RE CLOSING THAT FUND.

SO IN ORDER FOR US TO BE ABLE TO USE THESE VENDORS, WE HAVE TO COME TO THE BOARD TO AUTHORIZE US TO PURCHASE AND USE THE GENERAL OPERATING, SPECIAL REVENUE, AND BOND PROGRAM.

OTHERWISE, WE CAN NO LONGER USE THESE VENDORS.

SO WHAT'S THE INTERNAL SERVICE FUND? THE INTERNAL SERVICE FUND BASICALLY IS THE SELF-SUSTAINED FUND THAT ALLOWED US TO USE THE PRINT SHOP.

A SELF-SUSTAINED FUND? LIKE AN ENTERPRISE FUND.

LIKE AN ENTERPRISE FUND? YES.

AND HOW MUCH WAS IN THAT FUND? BECAUSE I'M NOT FAMILIAR WITH THAT FUND.

SO THAT FUND WAS SUPPOSED TO ALLOW US TO BASICALLY BREAK EVEN.

IT WAS ACTUALLY COSTING US ABOUT $1.5 MILLION, SO WE CHOSE TO CLOSE THAT FUND.

IT WAS COSTING US $1.5 MILLION.

TRUSTEE FOREMAN, OUR INTERNAL PRINT SHOP, SO THE PRINT SHOP WOULD CHARGE US TO, SO LIKE I WAS, WHEN I WAS AN EXECUTIVE DIRECTOR OVER THE CONRAD SCHOOLS.

THEY WOULD CHARGE YOU TO PRINT SOMETHING YOU WANT.

RIGHT, BUT THAT WAS SUPPOSED TO SUSTAIN THAT DEPARTMENT.

WHAT THEY COLLECTED FROM A CAMPUS TO PAY FOR JOBS OR FROM A DEPARTMENT, BUT IT NEVER DID.

WE STILL HAD TO PUT MORE MONEY FROM THAN DISTRICT RESOURCES TO PAY FOR THAT DEPARTMENT.

SO IT MAKES NO SENSE.

SO WHEN I DID OUR RETURN ON INVESTMENT, THIS IS ONE OF THE AREAS WHERE I TOLD STAFF WE NEEDED TO MAKE SOME ADJUSTMENTS.

SO I'M NOT GOING TO KEEP, IN A NUTSHELL, I'M NOT KEEPING THE PRINT SHOP OPEN BECAUSE WE ACTUALLY DO BETTER BY JUST GETTING THE PRINT JOBS DONE WITH THE EXISTING VENDORS.

BUT BECAUSE THOSE FUNDS ARE LISTED FOR A PRINT SHOP, I HAVE TO ASK YOUR PERMISSION.

I HAVE TO HAVE THE BOARD VOTE TO GIVE ME AUTHORIZATION TO THEN UTILIZE THOSE FUNDS TO EXTEND TO THE VENDORS THAT WE HAVE LISTED.

IT'S A LITTLE BIT COMPLICATED FROM A PROCUREMENT STANDPOINT BECAUSE WHAT YOU'RE DOING IS YOU'VE OUTSOURCED.

THROUGH YOUR PRINT SHOP TO THESE VENDORS.

IS THAT WHAT I'M UNDERSTANDING? WELL, WE'RE ADDING IT.

WE ALREADY HAVE THAT LIST HAS ALREADY BEEN APPROVED.

SO WHAT'S BASICALLY HAPPENING IS INSTEAD OF THE CAMPUSES PAYING THE PRINT SHOP, NOW THEY'RE PAYING THE EXTERNAL VENDOR.

WHAT I'M NOT UNDERSTANDING, IF THE LIST IS ALREADY APPROVED, UNDER WHAT PURCHASE ORDER WAS IT APPROVED? THE VENDORS WERE APPROVED AND THE BUDGET WAS APPROVED.

UNDER WHICH PURCHASE ORDER WERE THEY APPROVED? YOU DIDN'T, IT WASN'T A PURCHASE ORDER.

YOU ONLY APPROVED THE VENDOR LIST.

I JUST NEED, CAN I SEE THE FACT SHEET FOR THAT APPROVAL? AND THIS IS JUST MY OLD PURCHASING HAT.

THAT'S NOT MAKING A LOT OF SENSE TO ME.

AND SO IF I COULD JUST SEE THE FACT SHEET FROM WHEN WE DID THAT, APPROVE THESE VENDORS.

YES, IT'S ON THE BOARD DOC.

IT'S ON THE BOARD DOC, OKAY.

YEAH, I'D LIKE TO SEE THAT. I'LL GET CANDACE TO VISIT WITH YOU. YEAH, YEAH.

SHE'S HERE, SO CANDACE CAN VISIT AND GET A GOOD UNDERSTANDING BECAUSE THAT'S JUST NOT JIVING. OKAY. THANK YOU. OKAY. TRUSTEE CURRY, THIS IS 25B AS WELL. YEAH, I JUST WANTED TO SUMMARIZE WHAT I THINK I HEARD EVERYONE SAY, JUST TO MAKE SURE I UNDERSTAND IT.

WE HAD A BUCKET OF MONEY SET ASIDE TO PAY AN INTERNAL PRINT TEAM, AND THAT INTERNAL PRINT TEAM WAS ACTUALLY COSTING US MORE THAN IF WE JUST USED THE VENDORS INSTEAD. AND SO WE ELIMINATED THE INTERNAL PRINT TEAM. THE MONEY IS STILL ALLOCATED. WE BASICALLY NEED TO TAKE THAT MONEY OUT OF THAT ALLOCATION SO THAT WE CAN USE IT FOR THE VENDORS. CORRECT.

IS THAT RIGHT? OKAY. I JUST WANTED TO MAKE SURE I UNDERSTAND HOW IT WORKS. AND THAT'S JUST NO NEW FINANCIAL IMPACT BECAUSE WE'RE NOT ASKING FOR ANY MORE DOLLARS.

WE JUST WANT TO BE ABLE TO USE THE DOLLARS WE HAVE ALLOCATED MORE EFFICIENTLY.

WITH THE OUTSIDE VENDORS THAN WE WERE ABLE TO DO WITH THE INSIDE PRINT TEAM.

THAT'S CORRECT.

CAN I CLARIFY? BECAUSE I HATE WHEN PEOPLE TRY TO CLARIFY AGAINST ME.

OH, I WAS NOT TRYING TO CLARIFY.

LET ME JUST, LET ME FINISH.

WAIT A SECOND.

I BELIEVE IT'S STILL MY TIME.

LET ME FINISH.

I SAID IT'S STILL MY TIME.

I JUST WANT TO.

TRUSTEES, PLEASE.

LET ME FINISH.

TRUSTEE CURRY, GO AHEAD.

I HATE THAT.

OKAY, I JUST WANT TO BE CLEAR.

I WAS ASKING BECAUSE I WAS CONFUSED.

I WAS NOT ATTEMPTING TO CLARIFY ANYTHING YOU WERE SAYING.

[02:40:02]

I DID NOT UNDERSTAND.

THAT'S ALL I WANTED TO SAY.

I YIELD THE REST OF MY TIME TO WHOEVER NEEDS IT.

OKAY, NOW, IS THERE ANYONE ELSE FOR ROUND ONE ON THIS? IF NOT, ROUND TWO, TRUSTEE FOREMAN.

SO WHAT I'M ASKING FOR IS FROM A PROCUREMENT STANDPOINT, I WANT TO KNOW WHEN WE ACTUALLY WENT OUT TO THESE VENDORS BECAUSE WE HAD AN INTERNAL PRINT SHOP THAT WAS DOING THE WORK.

AND WE'LL GET THAT.

I DO WANT TO CLARIFY BECAUSE I LEFT THIS OUT.

WE WERE DOING BOTH THINGS.

IN OTHER WORDS, THERE WAS AN INTERNAL PRINT SHOP.

AND WE WERE ALREADY USING OUTSIDE VENDORS TOO BECAUSE THE PRINT SHOP ITSELF COULD NOT DO IT ALL.

OKAY, THAT MAKES MORE SENSE.

AND SO NOW I UNDERSTAND YOUR QUESTION.

I WASN'T FOLLOWING YOUR QUESTION.

SO NOW I UNDERSTAND WHY YOU'RE ASKING THAT.

SO WE WERE USING OTHER VENDORS THAT YOU HAD APPROVED BECAUSE WE'VE ALWAYS HAD ANOTHER FUND.

BUT NOW I NEED TO MOVE THE FUND THAT'S DEDICATED TO THE PRINT SHOP OVER TO GIVE ME THE ADDITIONAL SPENDING AUTHORITY SO I CAN GO TO THOSE SAME VENDORS.

BUT I'LL MAKE SURE CANDICE...

CAN GET WITH YOU TO MAKE SURE WE ANSWER ALL THOSE QUESTIONS.

ALL RIGHT.

THANK YOU SO MUCH.

YES, MA'AM.

TRUSTEES, ANYONE ELSE FOR 25B? SEEING NONE.

THEN, TRUSTEES, ANYTHING FOR 26, 27, OR 29A? 29A, 29A, TRUSTEE FORDHAM.

SO THIS IS FOR ADDITIONAL SOFTWARE.

WHAT ARE WE CURRENTLY USING IN TERMS OF ASSET AND INVENTORY MANAGEMENT SOFTWARE? CURRENTLY THE DISTRICT USES TIPWEB. IT'S A SOFTWARE THAT WE ARE CURRENTLY USING.

AND WHEN DID WE PURCHASE TIPWEB? TIPWEB WAS PURCHASED, LET ME SEE.

LOOKS LIKE IN 2021.

COULD YOU JUST, ON THE TRACKER, GIVE ME THAT INFORMATION AND WHAT THE COST WAS AND HOW LONG THE CONTRACT WAS FOR? YES.

TRUSTEE, IS THERE ANYONE ELSE FOR 29A? I HAVE A QUICK QUESTION.

GO AHEAD, 29A.

YEAH, ON THE INVENTORY SOFTWARE? SO I REMEMBER OVER THE YEAR IN OUR AUDIT COMMITTEE, WE HAD LOTS OF CONVERSATIONS ABOUT INVENTORY AND ASSETS AND IN TRACKING ASSETS CAN YOU KIND OF JUST DISCUSS THIS SOFTWARE AND HOW IT WILL HELP ADDRESS SOME OF THOSE CONVERSATIONS SO SO THIS IS A SOFTWARE THAT THE DISTRICT BASICALLY USES TO TRACK ALL OF THE DISTRICT'S INVENTORY AND SO IT ENSURES THAT NOT ONLY WE DO WE TRACK OUR INVENTORY BUT WE TRACK THE COST OF THE INVENTORY ANYTIME WE DECIDE TO NO LONGER OR DISPOSE OF INVENTORY, WE ALSO KEEP TRACK OF THAT.

AND SO IT'S IMPORTANT FOR THE DISTRICT TO MAKE SURE THAT BASICALLY EVERY SINGLE CLASSROOM, EVERY ASSET THAT WE HAVE IN EVERY DEPARTMENT, WE ARE ABLE TO LABEL IT, TRACK IT, WHETHER IT'S TECHNOLOGY, WHETHER IT'S ANY TYPE OF EQUIPMENT.

WE ACTUALLY HAVE THE ABILITY TO TRACK IT, VALUE IT.

WITHIN THE DISTRICT AND WE'RE TALKING ABOUT MILLIONS AND MILLIONS OF DOLLARS.

YEAH AND ACROSS NOT SILOS BECAUSE IT'S NOT THE RIGHT BUT DIFFERENT DEPARTMENTS MULTIPLE DEPARTMENTS.

YEAH IN DIFFERENT OPERATIONS AND SO WILL THIS EFFORT HELP PROVIDE MORE TRANSPARENCY AND CLARITY IT HELPS US STREAMLINE THE PROCESS AND IT BRINGS IN THE TECHNOLOGICAL ASPECT TO IT AS WELL GREAT. THANK YOU.

IS ANYONE ELSE FOR 29A? SEEING NONE, THEN ANYTHING UNDER

[30. CONSTRUCTION SERVICES DIVISION ]

CONSTRUCTION SERVICES? DIVISION 31H? OR 31H? 31H.

TRUSTEE FOREMAN. HOWDY. HELLO.

I'M MIKE GARCIA, THE EXECUTIVE DIRECTOR OF CONSTRUCTION SERVICES, SITTING IN FOR CHIEF BRENT ALFRED TODAY. OKAY. WELL, YOU'RE GOING TO BE IN TROUBLE. YES, MA'AM.

MY BARK IS WORSE THAN MY BITE, SO DON'T WORRY ABOUT IT. SO, THIS IS 31H, AND IT'S IN REGARD TO A COOPERATIVE AGREEMENT FOR THE PURCHASE OF FURNITURE, WHICH HAS NO DOLLAR AMOUNT ATTACHED TO IT.

AND SO IS THERE A DOLLAR AMOUNT THAT WE ARE ATTACHING TO THIS? SO THE DISTRICT ORIGINALLY AWARDED A LIST OF VENDORS FOR FF&E.

THIS CONTRACT TIES A COOPERATIVE PURCHASING CONTRACT TO FF&E.

BECAUSE WE'RE LOOKING AT A LARGE BOND PROGRAM, $6.2

[02:45:20]

MILLION, WE WANT TO MAKE SURE THAT WE HAVE THE FLEXIBILITY FOR OUR CAMPUSES, WHETHER IT'S LOOKING FOR SPECIALIZED FURNITURE, YOU'RE LOOKING AT CAREER AND TECH FURNITURE, ROBOTICS, ANYTHING LIKE THAT.

IF WE CANNOT FIND IT FROM THE VENDORS THAT WE APPROVED, WE HAVE THE FLEXIBILITY TO GO AND LOOK FOR THAT FURNITURE THROUGH COOPERATIVE VENDORS.

AND SO THAT ENSURES THAT WE ARE ABLE TO PURCHASE THE FURNITURE NEEDED.

STILL LOOKING AT THE COMPETITIVE PRICING BECAUSE WE STILL WOULD GET THREE QUOTES FROM COOPERATIVE CONTRACTS.

SO I UNDERSTAND THAT.

BUT THIS CREATIVE WAY OF PUTTING TOGETHER THESE PURCHASES AND THESE FACE SHEETS WITHOUT HAVING ANY DOLLAR AMOUNT ATTACHED OR EXACTLY WHICH.

PURCHASE AGREEMENT THAT IT'S GOING TO TIE INTO MAKES IT A LITTLE BIT COMPLICATED.

I HEAR WHAT YOU'RE SAYING, TRUSTEE FOREMAN.

IF WE HAD PUT LIKE WHERE IT WAS ORIGINALLY APPROVED SO THAT THAT WAY IT'S GOING WITH THE ONE.

AND THE DOLLAR AMOUNT SO THAT YOU HAVE A.

YEAH, WE CAN DO THAT.

YEAH, BECAUSE THIS IS JUST BLANK.

YEAH, IT'S IN THE BOARD DOCS.

IT DOESN'T INCREASE THE FF&E BUDGET.

IT TIES IT BACK TO THE ORIGINAL APPROVAL.

AND IF YOU'RE GOING TO DO A FACE SHEET, IF YOU PUT THAT INFORMATION ON THERE, THEN YOU WON'T HAVE ME SAYING ANYTHING.

BECAUSE I'M ABLE TO READ IT.

WE'LL PUT IT ON THERE.

THIS RIGHT HERE? UNDERSTOOD.

MY BINDER.

TRUSTEE, IS ANYONE ELSE FOR 31H AND ANYTHING FURTHER UNDER CONSTRUCTION SERVICES DIVISION? 31.

31I.