[1. NOTICE AND RETURN] [00:00:02] IN THE MEETING HAS BEEN DULY POSTED. GOOD EVENING AND WELCOME TO THE BOARD BRIEFING. A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. WE'LL DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG AS WE CONDUCTED THEM AT THE PREVIOUS MEETING. FOLLOWING. TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE. THE QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. FROM DISTRICT ONE, WE HAVE TRUSTEE LANCE CURRIE. DISTRICT TWO WE HAVE ME SARAH WEINBERG DISTRICT THREE, WE HAVE TRUSTEE DAN MICCICHE. DISTRICT FOUR, WE HAVE PRISMA GARCIA IN DISTRICT FIVE. BYRON SANDERS, DOCTOR STEPHANIE ELIZALDE SUPERINTENDENT OF SCHOOLS, JOINS US. AND I'M SARAH WEINBERG VICE PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLAS ISD DOT ORG. SIMULTANEOUS ENGLISH ESPANOL AND DALLAS ISD PUNTO. ORG. IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION, ENGAGING IN CONDUCT THAT OBSTRUCTS OR INTERFERES WITH THE MEETING, WITH THE INTENT TO PREVENT OR DISRUPT THE MEETING BY PHYSICAL ACTION, VERBAL UTTERANCE OR ELECTRONIC DISTURBANCE, INCLUDING HACKING OF ANY VIRTUAL COMPONENT OF THE MEETING, IS UNLAWFUL. ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THE MEETING, WILL BE ASKED TO LEAVE AND OR ESCORTED FROM THE MEETING IMMEDIATELY. DO WE HAVE. WE'RE MOVING ON TO AGENDA ITEM NUMBER THREE. DO WE HAVE ANY ELECTED OR PUBLIC OFFICIALS IN THE AUDIENCE? I DON'T SEE ANY. SO WE'LL MOVE ON TO ITEM NUMBER FOUR. [4. PUBLIC FORUM] WHICH CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING. WE'LL HAVE SPEAKERS TO NON-AGENDA ITEMS. SPEAKERS PLEASE BE MINDFUL THAT CHILDREN MAY BE IN ATTENDANCE. THE AUDIENCE SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE, OR EXPLICIT LANGUAGE FROM SPEAKERS. AND THOSE THAT USE SUCH LANGUAGE WILL BE ASKED TO LEAVE AND OR ESCORTED FROM THE MEETING IMMEDIATELY. PLEASE ADDRESS THE BOARD RATHER THAN INDIVIDUAL TRUSTEES AND REFRAIN FROM USING INDIVIDUALS NAMES, INCLUDING STUDENTS NAMES. THE DISTRICT HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT SPEAKERS AVAIL THEMSELVES OF THE GRIEVANCE POLICY TO SEEK RELIEF VIA THOSE PROCEDURES. EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER OWN STATEMENTS. SUBSTITUTIONS ARE NOT ALLOWED AND YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE. FAILURE TO ADHERE TO THIS RULE WILL RESULT IN FORFEITURE OF YOUR TIME. MISS FLORES, WILL YOU PLEASE CALL THE NAMES OF THE SPEAKERS? THANK YOU. GOOD EVENING. I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK. WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME AND PLEASE LISTEN CAREFULLY FOR YOUR NAME. ROBERT CECCARELLI. GOOD AFTERNOON EVERYBODY. CAN YOU HEAR ME? I WOULD LIKE TO SEE PINKSTON, CARTER AND SOUTH OAK CLIFF PRINCIPLES TO COME HERE AND I WOULD LIKE TO HEAR WHAT THEY HAVE TO SAY ABOUT HOW THEY DID SO WELL, SO QUICKLY. OKAY. I'D LIKE TO HEAR WHAT THEY HAVE TO SAY VERY MUCH. I THINK THE PUBLIC NEEDS TO KNOW TOO. MISS ALEXANDRA OR SUPERINTENDENT. OKAY. DATA AND TRANSPARENCY. MISS SUPERINTENDENT TALKS ABOUT DATA AND TRANSPARENCY. I GAVE HER THE DATA. 2025 CHILDREN AT RISK. ALL THOSE 12 F'S FOR DDS AND COLLEGE READINESS. I BELIEVE 13 DDS AND THREE FS AND STUDENT ACHIEVEMENT 2025. OKAY. I ASKED THE SCHOOL BOARD MEMBER ABOUT THIS. THIS PERSON SAID, I GOT TO LOOK IT OVER AGAIN. WE NEED TRUTH. MISS. MISS SUPERINTENDENT, YOU'RE NOT TELLING THE TRUTH TO THE ADULTS. I GAVE YOU THE INFORMATION. YOU NEVER EMAILED ME. AND YOU TALK ABOUT IT, BUT YOU DON'T DO IT. OUR NEXT THING IS SOUTH OAK CLIFF. THEY GOT A REWARD. GOLD RIBBON REWARD FOR CHILDREN AT RISK. MAXIE JOHNSON WAS VERY HAPPY ABOUT IT. BUT HOW COME YOU DON'T TALK ABOUT THE NEGATIVITY OF CHILDREN AT RISK? WHY IS IT JUST ONE? WHY WAS IT ONE SIDE ONLY? THAT'S TRUE. IT'S GOING TO COME OUT BECAUSE YOU DON'T WANT TO HEAR THE NEGATIVITY LIKE THE HIGH SCHOOLS. YOU BROUGHT UP ABOUT THE HIGH SCHOOLS DID WELL ONE TIME BEFORE THAT, YOU NEVER MENTIONED THE HIGH SCHOOLS. LISTEN TO ME, PLEASE. I'M TELLING THE TRUTH. THAT'S WHAT YOU DON'T. YOU'RE NOT. YOU DON'T LEARN. YOU DON'T LEARN WHAT I'M SAYING. OKAY, NOW, THE FOUR MAGNET SCHOOLS. THIS REALLY BLOWS ME AWAY. I'M GOING TO BE SAYING THIS TILL THE NEXT YEAR. SO YOU HAVE TO GET USED TO IT BECAUSE YOU'RE NOT DOING IT. YOU'RE NOT DOING IT. FOUR MAGNET SCHOOLS GOT REWARDS FROM US, US NEWS AND WORLD REPORT. OKAY, THAT CAME FROM 2024. THEY JUST WROTE IT UP THREE WEEKS AGO FROM THE DALLAS MORNING NEWS. OKAY, WHY I'M SAYING THIS? BECAUSE THEY DID. I CHECKED OUT REGULAR HIGH SCHOOLS IN DALLAS, CHECKED THIS OUT. THE TWO SCHOOLS THAT GOT AN A, THIS IS VERY SERIOUSLY. CARTER AND SOUTH OAK CLIFF. THEY GOT A'S RIGHT ON THE COLLEGE READINESS ON U.S. NEWS AND WORLD REPORT. THEIR COLLEGE READINESS WAS 6% AND 9%. [00:05:05] THE REST OF THE HIGH SCHOOLS WERE WAY ABOVE IT, WAY ABOVE IT. THAT'S HOW BAD IT IS. OKAY, SO YOU UNDERSTAND THE REST OF THEM HAD 2,025%. THE AVERAGE WAS 26%. ONE HAD 50%. SO YOU HAVE TWO WAYS THAT GOT THE GOT THE A'S FOR THE SCHOOLS, BUT THEY'RE THE WORST OF THE WORST OF THE WORST OF COLLEGE READINESS. YOU DON'T CARE BECAUSE YOU'RE VERY CONTENT HOW YOU'RE DOING. BUT AFTER THEY LEAVE, THEY'RE GOING TO FACE THE OTHER SCHOOLS THAT ARE NOT POVERTY. YOU'RE GOING POVERTY TO POVERTY. HOW THEY RANK THE SCHOOLS, THAT'S WRONG. POVERTY SCHOOL. IF YOU'RE THE BEST, YOU'RE STILL GOING TO DO BAD. WHEN YOU LEAVE THE ISD YOU NEED TO BE. BE MORE OPEN MINDED. MISS SUPERINTENDENT, YOU'RE NOT DOING IT. I'LL BE ON YOU LIKE MIKE MILES. TRUST ME. MOVING ON TO ITEM FIVE. CLOSED SESSION. I'VE BEEN INFORMED THAT THE WILL BE NO CLOSED SESSION TODAY, SO WE'LL MOVE ON TO ITEM NUMBER SIX. [6. VISION/PROGRESS MONITORING] VISION AND PROGRESS MONITORING. SIX AYE WE'LL TURN TO SUPERINTENDENT ELIZALDE. THANK YOU. THANK YOU, TRUSTEE WEINBERG. AS CHIEF HEWITT, POWELL AND CHIEF GAYLORD COME UP TO THE FRONT, THESE ARE. WE'RE BEGINNING AGAIN OUR PRESENTATION AND REPORTS TO THE BOARD ON OUR PROGRESS MEASURES. AND SO WE'LL BE STARTING WITH OUR VISIONING. AND I'LL ALSO IN MY REPORT WILL BE BRINGING YOU AN UPDATE SPECIFICALLY ON OUR BEGINNING OF YEAR I-READY. AND SO RIGHT NOW I'M SEEING THAT MY REPORT IS UP THERE AS OPPOSED TO THE VISIONING. THERE WE GO. LET'S SEE IF WE CAN GET THE STUDENT OUTCOME GOALS. THERE WE GO. AND SO WITH THAT, I'LL TURN IT OVER TO CHIEF POWELL WILL GET US STARTED. THANK YOU. GOOD AFTERNOON, TRUSTEES AND DOCTOR, BEFORE WE BEGIN, I WOULD LIKE TO DRAW YOUR ATTENTION TO THE STUDENTS FROM PIEDMONT GLOBAL ACADEMY ON THIS SLIDE. THEY'RE PREPARING FOR A HANDS ON EXPERIENCE WITH OUR CAREER EXPLORATORY MOBILE LAB. AND WE WANTED TO SELECT THIS THIS PARTICULAR IMAGE BECAUSE WE THOUGHT IT WAS A GOOD WAY TO DEMONSTRATE THE CONTINUUM THAT WE HAVE IN DALLAS ISD AROUND COLLEGE AND CAREER READINESS. WE PREPARE OUR EARLIEST LEARNERS TO BE PREPARED FOR MIDDLE SCHOOL, TO PREPARE THEM FOR THE WORKFORCE THAT THEY WILL ENTER INTO. AND THAT DOESN'T START IN IN HIGH SCHOOL BY ANY MEANS. IT STARTS MUCH EARLIER. AND SO THANK YOU FOR ENGAGING IN THIS PARTICULAR DOCUMENT. OKAY. SO FOR OUR EXECUTIVE SUMMARY WHAT WE WANTED TO DO WAS STREAMLINE THE SUPPORT. SO IT LOOKS SLIGHTLY DIFFERENT THAN WHAT WE TYPICALLY DO. AND WE WANTED TO PROVIDE YOU WITH A HIGH LEVEL OVERVIEW OF OUR GP MS GROUP BY READING AND MATHEMATICS FOR OUR EARLY CHILDHOOD STUDENTS AND ALSO OUR MIDDLE GRADES. WE CAN SEE THAT OUR READING RESULTS FOR OUR BEGINNING OF THE YEAR ACHIEVEMENT WAS SLIGHTLY MIXED COMPARED TO LAST YEAR. WE HAD EITHER FLAT OR JUST A SLIGHT DECLINE IN OUR EARLY GRADE LEVELS. WHILE WE HAD SOME NOTABLE IMPROVEMENT IN SIXTH TO EIGHTH GRADES, BUT WE OVERALL ARE ON TRACK ACROSS THE NINE METRICS THAT WE HAVE TARGETS FOR IN MATHEMATICS. WE MET OUR OUR, WE'RE ON TRACK FOR ALL THE TARGETS ACROSS EARLY CHILDHOOD AND MIDDLE GRADES. NEXT SLIDE. FOR GOAL FIVE FOR OUR VERIFIED CLASS OF 2025. AND I'LL JUST REMIND YOU THIS IS LAGGED DATA. OUR 94.5% OF OUR GRADUATES MET AT LEAST ONE CMR INDICATOR, AND WE'LL TALK A LITTLE BIT MORE ABOUT THOSE INDICATORS THROUGHOUT THE PRESENTATION, WHICH EXCEEDED THE TARGET BY 14.5 POINTS. IN ADDITION, WE ARE PROGRESSING FOR OUR TSI ATTAINMENT OF OUR WHICH EXCLUDES COLLEGE PREP COURSE FOR THIS PARTICULAR YEAR ASSESSMENT ONLY. WE WERE AT 33.5 FALLING JUST SHORT OF THE TARGET BY 0.5 PERCENTAGE POINT. BUT WE THOUGHT WE'D BE VERY TRANSPARENT AND SAY WE FELL JUST SHORT OF THE TARGET. AND FOR DUAL CREDIT, WE HAD OUR, OUR DUAL CREDIT AND ALSO FOR THE NEXT ONE, OUR I GUESS IT'S ON THE NEXT SLIDE. WE MET THAT PARTICULAR TARGET AND WE ALSO MET THE TARGET OF OUR STUDENTS THAT ARE ON TRACK TO GRADUATE BETWEEN NINE AND 11TH GRADE, EXCEEDING THE TARGET BY SIX POINTS. AND ALSO THE NUMBER OF OUR GRADUATES COMPLETED PERSONAL FINANCIAL LITERACY. WE'VE MET THAT TARGET EXCEEDING THAT PARTICULAR TARGET BY 15.5 PERCENTAGE POINTS. SO BEFORE WE BEGIN, I'M JUST GOING TO REMIND YOU ALL, AS YOU ALL KNOW, WE HAVE YET TO SET THE TARGET FOR STUDENT OUTCOME GOAL ONE. IF WE RECALL, OUR ASSESSMENT WAS SLIGHTLY DIFFERENT IN 2425. IT WAS A SPANISH LANGUAGE ASSESSMENT WHICH IS DIFFERENT FROM THIS YEAR'S ASSESSMENT. SO ONCE WE RECEIVE THE DATA, THE NATIONAL COMPARISON DATA WILL BRING FORWARD LANGUAGE TO SET THAT PARTICULAR TARGET FOR STUDENT OUTCOME GOAL ONE IN [00:10:09] FORWARD IN OCTOBER. BUT WE CAN CERTAINLY LOOK AT OUR YEAR OVER YEAR DATA AND WE CAN SEE THAT WE WERE RELATIVELY FLAT IN OUR PERFORMANCE FOR OUR GRADES. OUR SECOND GRADE AFRICAN AMERICAN STUDENTS IN OUR GRADES. STUDENTS IN GRADES FIRST AND SECOND GRADE STUDENTS WITHIN ONE PERCENTAGE POINT COMPARED TO THE PERFORMANCE LAST YEAR. AND WE HAD A SLIGHT DECLINE FOR OUR KINDERGARTEN STUDENTS. AND JUST SO YOU KNOW, WE ARE IN THE PROCESS OF COMBING THROUGH OUR DATA TO SEE THE IMPACT ON OUR BEGINNING OF THE YEAR PERFORMANCE AT A STUDENT LEVEL AND AT THE CAMPUS LEVEL AS WELL. FOR STUDENT OUTCOME GOAL TWO, WE CAN SEE THAT WE HAD WE EXCEEDED OUR PERFORMANCE FROM LAST YEAR. WE HAD. WE MET THE TARGET FOR. WE'RE ON TRACK FOR THE END OF YEAR TARGET. AND WE CAN ALSO SEE THAT WE HAD A HIGHER PERFORMANCE THAN OUR BEGINNING OF YEAR DATA FOR ALL GPMS ACROSS THE BOARD IN MATHEMATICS IN STUDENT OUTCOME GOAL THREE. AGAIN, WE CAN SEE THIS IS OUR LITERACY FOR MIDDLE SCHOOL. AND AGAIN, WE ARE ON TRACK FOR MEETING OUR END OF YEAR TARGET. AND WE HAVE A HIGHER PERFORMANCE FOR THE BEGINNING OF THE YEAR. STUDENTS ACROSS ALL MIDDLE GRADE LEVELS COMPARED TO LAST YEAR. AND WHAT WE KNOW IS THAT WE WE BELIEVE THAT THE MOMENTUM THAT WE CREATED WITH LAST YEAR'S STRATEGIES FOCUS ON TIER ONE INSTRUCTION, STRONG PLCS, OBSERVATION, AND FEEDBACK, ALONG WITH THE ACADEMIC STRATEGIES THAT WE PUT IN PLACE, THAT WE CAN SEE THAT CONTINUED MOMENTUM AT THE BEGINNING OF THE SCHOOL YEAR WITH OUR STUDENT OUTCOMES. IN ADDITION, WE SEE A SIMILAR A SIMILAR TREND FOR OUR MIDDLE SCHOOL MATHEMATICS. AGAIN, THIS SORT OF INDICATES THAT IT'S A SYSTEMIC, WE FOCUSED ON MATHEMATICS AND WE'RE SEEING STRONG OUTCOMES IN MATHEMATICS ACROSS THE BOARD. I'LL REMIND YOU THAT IN EIGHTH GRADE WE AGAIN, VERY MUCH LIKE ELEMENTARY SCHOOL, WE HAD A DIFFERENT COHORT OF STUDENTS THAT TESTED LAST YEAR. LAST YEAR, I BELIEVE WE HAD OUR STUDENTS AND OUR EIGHTH GRADERS AND ALGEBRA ONE STUDENTS TOOK THE ASSESSMENT THIS YEAR. AND LAST YEAR WAS ONLY OUR STUDENTS IN EIGHTH GRADE MATHEMATICS WHO TOOK THE ASSESSMENT. AND SO I BELIEVE WE WILL HAVE, WE WILL BRING FORWARD THE LANGUAGE TO SET THAT TARGET IN OCTOBER AS WELL. IN GOAL FIVE, THIS AGAIN IS A LAG LAG MEASURE. SO WE'RE REFLECTING OUR 2025 2020. OUR 2025 STUDENTS ARE ACTUALS, BUT OUR 2025 STUDENTS, OUR CLASS OF 2025. AND WE CAN SEE THAT THEY HIT THIS TARGET AT 94.5. I'D LIKE TO JUST TAKE A MOMENT. AND IN THIS THIS PARTICULAR SLIDE, AND JUST POINT OUT THAT WE COMPLETE THE COMPLETED THE CMR RATE OF 94.5, WHICH MEANS THAT AT LEAST 94.5 OF OUR STUDENTS MET THAT PARTICULAR EARNED A CMR INDICATOR THROUGH INDUSTRY BASED CERTIFICATIONS, MILITARY READINESS OR COLLEGE PREP OR TSI ASSESSMENT. WHAT I'D LIKE TO POINT OUT, HOWEVER, IF YOU LOOK AT THE CLASS OF 2026, OUR PARTICULAR ESTIMATE HERE, YOU'LL SEE THAT WE WANTED TO MODEL FOR YOU THE RULE CHANGE THAT WILL IMPACT THAT CLASS NEXT YEAR. WITH THE 2027 RULE CHANGES, THERE ARE FOUR LARGE RULE CHANGES WE'RE ANTICIPATING. ONE IS THAT THERE WILL BE A CHANGE IN THE WEIGHTED IBCS THAT WILL BE OFFERED TO OUR STUDENTS. THEY WILL WAIT. WE WILL HAVE A CAP ON OUR TIER THREE IBCS, AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT I'M SURE IN QUESTIONS. IN ADDITION TO THAT, WE WILL HAVE THE MILITARY READINESS INDICATOR WILL REQUIRE A SPECIFIC SCORE FOR ASVAB. SO IT WON'T JUST BE ENLISTMENT. YOU'LL ALSO HAVE TO EARN A PARTICULAR SCORE. AND THEN LASTLY THEY HAVE REMOVED THE COLLEGE PREP COURSE FOR MATHEMATICS THAT IS NO LONGER APPROVED. WHAT WE DID FOR THE, FOR THE PURPOSE OF THIS SLIDE IS WE WANTED TO MODEL FOR YOU ALL WHAT THAT LOOKS LIKE. IF WE JUST TAKE ONE OF THE POTENTIAL CHANGES AND APPLY THAT RULE TO THE CLASS OF 2026. SO YOU CAN SEE THAT THAT 95 JUST FOR THAT ONE RULE CHANGE, NOT ALL FOR, BUT FOR THAT ONE RULE CHANGE THAT DROPS THAT ESTIMATE FROM 95 TO 85, THAT WOULD BE THE CHANGE FOR JUST ONE RULE CHANGE. AND WE'RE WERE ANTICIPATING FOUR OF THEM NEXT YEAR. AND SO WE'LL BRING WE CAN ANSWER MORE QUESTIONS ABOUT THAT AND QUESTIONS AND ANSWERS. I MEAN, MORE QUESTIONS. YEAH. AND THEN NEXT WE HAVE OUR SEE SUCCESSION AS TO THE NUMBER OF STUDENTS WHO MET THROUGH AN ASSESSMENT. BOUTTE. NOW REMEMBER WE EXCLUDED THE COLLEGE PREP COURSE HERE. SO THIS IS ONLY OUR 2025 GRADUATES WHO ACTUALLY EARNED CREDIT BASED ON AN ASSESSMENT. [00:15:01] AND WE CAN SEE THAT 33.5% OF OUR STUDENTS MET THAT MET THAT PARTICULAR TARGET FALLING JUST SHORT OF OUR 34% TARGET. WE ALSO INCLUDED THE ESTIMATE FOR THE CLASS OF 2026. AND WE CAN SEE THAT WE'RE ESTIMATING CONSERVATIVELY 40.8% INCREASE. AND WE'LL TALK MORE ABOUT THAT IN OUR NEXT STEPS. AND THEN NEXT WE WILL SHOW OUR PERCENTAGE OF GRADUATES WHO ARE MEETING THE 15 DUAL CREDIT HOURS, AND WE ACTUALLY MET THIS GOAL AT 22.4% OF OUR STUDENTS. AND WE CAN SEE AN INCREASE OF ALL IN POSITIVE CHANGE FOR ALL OF OUR STUDENT GROUPS. GROUPS MEETING THIS PARTICULAR METRIC AS WELL. AGAIN, IN THIS PARTICULAR METRIC, WE'RE LOOKING AT OUR NINTH TO 11TH GRADE STUDENTS WHO ARE ON TRACK TO GRADUATE. OUR TARGET WAS 88% AND WE ACTUALLY EXCEEDED THAT PARTICULAR TARGET. AND WE HIT 94% OF OUR STUDENTS THAT ARE ON TRACK TO GRADUATE. AND WE CAN SEE THAT OUR STRONGEST GROUP OF STUDENTS WHO ARE ON TRACK ARE OUR JUNIORS. AND OF COURSE, WE DO A LOT OF WORK WITH THEM, AND WE HAVE IMPLEMENTED SOME ADDITIONAL SUPPORTS FOR OUR FRESHMEN AND SOPHOMORES AS WELL, TO ENSURE THAT THAT NUMBER INCREASES OVER THE COURSE OF THE SCHOOL YEAR FOR OUR GPM 5.4. WE ALL KNOW THE IMPORTANCE OF DALLAS ISD STUDENTS DEVELOPING FINANCIAL LITERACY SKILLS IN HIGH SCHOOL TO HELP BUILD POST-GRADUATION INDEPENDENCE. SO WE'RE HAPPY TO REPORT THAT WE ACHIEVED THE 20.4% COURSE COMPLETION RATE FOR THE PERSONAL FINANCIAL LITERACY GPM, WHICH SIGNIFICANTLY SUPPRESSED, SURPASSED THE PREVIOUS YEAR. REMINDER THIS GPM REFLECTS LAGGED DATA. ALSO, WITH THE CLASS OF 2025, WE ALSO INCLUDED THE ESTIMATES FOR THE CLASS OF 2026, WHICH IS NOW EXPANDED ALMOST AN ADDITIONAL TWO MORE PERCENTAGE POINTS, MOVING FROM 20.4% TO 22.3%. AND OUR HIGHEST GROWTH WAS A 4.2 PERCENTAGE POINTS FOR OUR AFRICAN AMERICAN STUDENTS. SO AFTER LOOKING AT ALL OF THIS DATA, WE BRING YOU OUR WHAT WE'RE DOING NOW. WHAT'S OUR STRATEGY BEHIND THE WORK? SO WHAT WE KIND OF WANTED TO PULL OUT WAS FROM THE BEGINNING OF GPM, 1.1 AND 1.3. THE REMINDER OF STICKING TO THE CURRICULUM, BUT ALSO REALLY LEVERAGING OUR DISTRICT WIDE LAB BLOCK, WHICH WE DEPLOY TO BUILD PROFICIENCY IN LITERACY AND NUMERACY FOR ALL STUDENTS. ALL K-2 STUDENTS HAVE A READING GOAL TRACKER WHICH INCLUDES SKILL SCORE, PERFORMANCE LEVEL, SCORE BY LITERACY DOMAIN, AND THEN ALSO A PLAN OF ACTION FOR EVERY STUDENT. IN ADDITION TO THAT, WITH TSI, WE EXPANDED OUR ASSESSMENT WINDOWS. CHIEF HEWITT AND THE TEAM WE'RE GOING TO TEST EIGHTH GRADERS FOR THAT ARE ACCELERATED IN ALGEBRA TO START BROADENING HIGH SCHOOL OPPORTUNITIES FOLLOWING SOME ADVANCED COURSEWORK. IN ADDITION TO THAT INTENSE BLITZ AND TEST PREPARATION BOOT CAMPS DESIGNED TO ENHANCE STUDENT PERFORMANCE. AND OUR THIRD PIECE AROUND CMR IS MAKING SURE THAT WITH OUR DUAL CREDIT ACCESS, WE'RE ADVANCING THE 15 FOR ALL CAMPAIGN TO SUPPORT STUDENTS IN EARNING A MINIMUM OF 15 DUAL CREDIT HOURS. IN ADDITION TO THAT, WITH IVC ATTAINMENT, WE'RE DOING SOME EDUCATOR DEVELOPMENT OFFERING SPECIALIZED JOB LIKE PROFESSIONAL LEARNING FOR CTE TEACHERS TO BOOST STUDENT ATTAINMENT IN INDUSTRY BASED CERTIFICATIONS. THANK YOU, CHIEF HEWITT. CHIEF GAYLORD TRUSTEES. DO WE HAVE ANY QUESTIONS, DAN? THANK YOU. LET ME ASK A COUPLE OF HIGH LEVEL QUESTIONS. ON THE FINANCIAL LITERACY COURSE IS THAT IS THAT A COURSE THAT RUNS AN ENTIRE SEMESTER OR IS IT A ONE DAY JUNIOR ACHIEVEMENT PROGRAM OR WHAT IS IT? IT'S A, IT'S A SEMESTER COURSE. IT'S A VERY ROBUST SEMESTER COURSE. WE'VE GOT TWO OPTIONS. WE'VE GOT AN ELECTIVE OPTION. WE ALSO HAVE AN ECONOMICS OPTION THAT FALLS UNDER THE SOCIAL STUDIES STRAND. BUT YOU HAVE SEEN A LOT OF STUFF WITH FINANCIAL LITERACY. OUR TEAM REALLY TOOK THE CHARGE TWO YEARS AGO. SO WE'VE GOT A LOT OF WORK AROUND FINANCIAL LITERACY DAY, FINANCIAL LITERACY EVENTS, BUT THOSE ARE ON TOP OF THE HIGH SCHOOL COURSE. OKAY, THAT'S GREAT NEWS. I'M GLAD WE'RE MAKING SUCH GOOD PROGRESS HERE. AND THEN ON THE JUST GENERALLY ON THE BEGINNING OF THE YEAR NUMBERS, I'M TRYING TO FIGURE OUT HOW THAT ACTUALLY OPERATES IN TERMS OF THE MEASUREMENT. [00:20:01] IS IT STUDENTS FINISHED SCHOOL IN MAY, THEY HAVE THE SUMMER OFF OR MOST OF THEM DO. AND THEY COME BACK AND THEY SHOW UP AND WE, WE TEST THEM. RIGHT. AND YEAH, IT'S LIKE THE SECOND WEEK OF SCHOOL. YEAH. OKAY. SO I GUESS THERE'S A LARGE COMPONENT OF SUMMER MELT THAT GOES ON THERE. I MEAN, HOW DO WE HOW DO WE GET THE NUMBER, THE BEGINNING OF THE YEAR TEST SCORES TO BE HIGHER? AND PRESUMABLY THAT INDICATES THAT THE STUDENTS HAVEN'T LOST GROUND OVER THE SUMMER. IF WE CAN KEEP THOSE THOSE THOSE NUMBERS UP. SO, SO I WOULD SAY FIRST, JUST MAKING SURE THAT WE'RE ALL CALIBRATED ON THE NUMBER THAT WE ARE LOOKING AT DEMONSTRATE STUDENTS THAT ARE AT OR JUST ABOVE GRADE LEVEL. SO THESE STUDENTS ARE BEING ESTABLISHED, THEY'RE BEING ASSESSED ON MAYBE JUST A LITTLE, YOU CAN SEE A LITTLE BIT OF THAT UNFINISHED LEARNING. SO LET'S SAY I'M A STUDENT AND I MAY HAVE HAD ONE COMPONENT OF, OF MY SECOND GRADE THAT I NEEDED TO LEARN AT THE END OF THE YEAR. WELL, WHEN I COME BACK AT THE BEGINNING OF THE SCHOOL YEAR, I STILL NEED TO CLOSE THAT LITTLE ONE COMPONENT OF THE SECOND GRADE MATHEMATICS THAT I NEEDED TO LEARN. AND THEN I CAN BEGIN ON GRADE LEVEL LEARNING SORT OF THE CONTENT FOR THAT PARTICULAR GRADE LEVEL. SO WHAT WE'RE MEASURING HERE AND WHAT WE'RE LOOKING AT ARE STUDENTS WHO FOR THIS PURPOSE ARE JUST AT OR ABOVE GRADE LEVEL. IS THAT THE BEST WAY TO DESCRIBE IT? SO I DON'T KNOW THAT WE SEE A TON OF SUMMER MELT HERE MORE THAN WE SEE THAT. IF YOU'RE ASKING LIKE, WHAT IS KIND OF THE THE AGE OLD QUESTION, I THINK WE HAVE TO ATTACK THAT WITH CERTAIN DIFFERENT WHAT DIFFERENT THINGS, RIGHT? LIKE ETSY IS ONE THING. THE OTHER THING THAT WE DO IS THE LAB BLOCK THAT CHIEF GAYLORD IS IMPLEMENTING ACROSS THE BOARD. AND THAT'S TO IDENTIFY QUICKLY THE THE COMPONENTS THAT I NEED TO FILL IN QUICKLY TO FINISH THAT UNFINISHED LEARNING AND THEN MOVE QUICKLY ON. WELL, AND IT ALSO GIVES US A BASELINE FOR THIS NEW COHORT. SO WHEN WE LOOK AT THESE, I'M GOING TO GIVE YOU THIS EXAMPLE OF 25, 26 AND 2627. RIGHT. WE'RE COMPARING LAST YEAR'S GROUP WHEN THEY FIRST CAME IN. SO IT'S ALMOST LIKE A HOCKEY STICK. WHAT WE'RE GOING TO SEE IS WHEN THEY FIRST COME IN THE SECOND WEEK OF SCHOOL, WE'RE GETTING A CLEAR BASELINE OF WHERE THEY ARE ON THAT NEW GRADE LEVEL. AND THEN FROM THERE, THEY'RE GOING TO HAVE THE REST OF THE YEAR BY THE END OF THE YEAR, THAT TARGET FOR EOY TO GET TO THE TARGET, WE WANT THEM TO GET TO UNDERSTOOD ON THAT PART. IT'S THE SETTING OF THE BASELINE THAT THAT I'M WONDERING ABOUT. IS THERE A WAY THAT THEY CAN START OUT AT A HIGHER BASELINE IF WE DO CERTAIN INTERVENTIONS OR TAKE CERTAIN ACTION DURING THE SUMMER? WELL, AND WE HAVE A VERY ROBUST SUMMER PROGRAMING. I MEAN, OUT OF 130,000 KIDS, WE HAD OVER 30,000 KIDS INVOLVED IN SUMMER LEARNING. BUT AT THE AT THE END OF THE AT THE END OF THE DAY, THE MAJORITY OF OUR KIDS, WHEN WE'RE COMING IN, YOU CAN SEE THAT THEY'RE STAYING IN A WHAT WE SEE IN THE BEGINNING OF THE YEAR WITH THE TOOLS WE PUT IN PLACE, JUST COMPLETELY ACCELERATES THEM AT A FAST RATE THAT WE NORMALLY BRING YOU BY THE END OF THE YEAR THAT THEY'RE IMPROVING. OKAY. AND AS YOU MENTIONED, THESE ARE DIFFERENT COHORTS. SO WE'RE NOT COMPARING THE PROGRESS OF, OF, OF KIDS IN A COHORT. AND THAT, THAT RELATES TO SOME OF THE HIGH SCHOOL ISSUES THAT I WANT TO TALK ABOUT. BECAUSE I'VE MENTIONED THIS IN, IN PAST YEARS AND, BUT I'VE ALWAYS BEEN TROUBLED BY THE FACT THAT THE NINTH GRADE CLASS AND THE 10TH GRADE CLASS AND THE 11TH GRADE CLASS ARE LARGER THAN THE 12TH GRADE CLASS AND HOW MANY STUDENTS WE LOSE. AND I GET, YOU KNOW, SOME OF THE DIFFICULTIES OF DOING COMPARISONS. IT'S BETTER TO LOOK AT THE WHOLE COHORT THAN, JUST COMPARING DIFFERENT YEARS. AND I KNOW THERE'S A BIG BACKLOG IN NINTH GRADE HAVING TO DO WITH PROMOTIONAL ISSUES. BUT WHERE, WHERE ARE WE IN BEING ABLE TO SAY WE HAD 8000 KIDS IN THE 10TH GRADE CLASS? AND OF THOSE 8000 KIDS, 7999 GRADUATED OR 6000 GRADUATED. I MEAN, WHAT, WHAT DOES THAT PICTURE LOOK LIKE? YEAH, SURE. I'M ACTUALLY THANK YOU FOR THAT QUESTION. THERE'S A COUPLE OF THINGS. THE FIRST THING I'M GOING TO TALK ABOUT, I'M GOING TO ANSWER YOUR QUESTION IN REVERSE IF THAT'S OKAY. I'M GOING TO REVERSE ENGINEER IT. ONE THING THAT WE NOTICED LAST YEAR IS EXACTLY WHAT YOU'RE TALKING ABOUT. AND THAT IS, CAN WE SUCCESSFULLY SAY THAT WE'RE TRACKING ALL OF OUR STUDENTS AND ACTUALLY STARTED PRIOR TO LAST YEAR. [00:25:07] THIS IS AT THE DIRECTION OF DOCTOR ELIZALDE IN HER INFINITE WISDOM. SO A COUPLE OF YEARS AGO, ACTUALLY, SHE SAID, WHAT ARE WE DOING TO ENSURE THAT OUR MIDDLE SCHOOL KIDS ARE MOVING TO NINTH GRADE? WHAT ARE WE DOING? AND SO WHILE WE HAD A LOT OF INTERVENTION PROGRAMS WITH JACKIE MCFARLAND'S WORK, WE HAVE OUR PHOENIX AND WE HAVE ALL OF THESE INTERVENTION PROGRAMS. THE QUESTION IS, IS HOW ARE WE BEING PROACTIVE ABOUT ENSURING THESE KIDS GO TO NINTH GRADE? SO WITH THAT SAID, WE TOOK AND CREATED SHE IMPLEMENTED WITH DOCTOR LUSK, ACTUALLY OUR NINTH GRADE ON TRACK PROGRAM. AND THAT BEGAN TO TRACK AND ENSURE THAT OUR EIGHTH GRADERS ARE MOVING ON TO NINTH GRADE, NINTH GRADE, AND THEY'RE BECOMING MUCH MORE SUCCESSFUL. SO THAT HAPPENED A COUPLE OF YEARS AGO. AND SINCE THEN, WHAT WE'VE IMPLEMENTED OVER THIS PAST YEAR IS A PROGRAM CALLED RISE. AND THE IDEA IS THAT WE'RE TRACKING EVERY SINGLE STUDENT WITH ALL OF THEIR INDICATORS THROUGH RETENTION INTERVENTION, STUDENT ENGAGEMENT, AND STUDENT PROGRESS. AND SO WE HAVE A TEAM OF INDIVIDUALS THAT ARE ON THE CAMPUS THAT IS CHECKING EVERY SINGLE STUDENT THAT MAY HAVE A FLAG. THEY'RE MEETING ABOUT THAT STUDENT, TALKING ABOUT INTERVENTIONS ARE WHAT WE'RE DOING, SUPPORTING THAT STUDENT, AND WHAT CAN WE DO TO PREVENT THEM FROM DROPPING OUT. SO CAN WE TRACK THE STUDENTS BY NUMBERS? ABSOLUTELY. I THINK THE GOAL IS INSTEAD OF BEING REACTIVE, RESPONDING TO DROPOUTS, WHICH IS WHAT SOME OF THE SYSTEMS THAT WE'VE HAD IN THE PAST. WE'RE WORKING TO BE MORE PROACTIVE TO PREVENT THE DROPOUT. HOPEFULLY THAT ANSWERS YOUR QUESTION. WELL, I'LL ADD THAT OUR ENTIRE COUNSELING MODEL AT THE HIGH SCHOOL LEVEL WAS RESTRUCTURED FOR THAT SPECIFIC PURPOSE. AND IT'S ALSO PART OF THE SCHOOL COUNSELOR EXCELLENCE INITIATIVE THAT WE IMPLEMENTED THIS SCHOOL YEAR WHICH WILL PROBABLY NEED TO TWEAK SOME, BUT NONETHELESS, IN THAT PARTICULAR AREA, PART OF THAT EVALUATION INCLUDES INCREASING THE NUMBER OF COUNSELORS SO THAT THERE WOULD BE A MANAGEABLE LOAD SO THAT COUNSELORS COULD ACTUALLY IDENTIFY EXACTLY WHAT YOU'RE POINTING OUT. TRUSTEE, WHICH IS THESE STUDENTS AT THE END OF THE FIRST NINE WEEKS. WHAT DO ATTENDANCE PERCENTAGES LOOK LIKE? WHAT ARE THEIR GRADES LOOKING LIKE? LET'S INTERVENE BEFORE WE END UP BUILDING THAT LARGE NINTH GRADE CLASS THAT NOW NEED ADDITIONAL ACCELERATION. WE KNOW WE'LL NEED SOME, BUT WE CAN DO MUCH BETTER EARLIER ON. SO IT'S GOING TO PROBABLY BE ANOTHER YEAR BEFORE WE'LL HAVE TWO CONSECUTIVE YEARS OF DATA TO DEMONSTRATE THE GROWTH THAT WE'RE HAVING WITH THAT MODEL. OKAY. WELL, I THINK THAT'S A THAT'S A VERY REASONABLE APPROACH. I THE DATA IS NOT HERE. IT'S KIND OF ON PAGE 12 WHAT WHAT I'M LOOKING AT, BUT I WOULD JUST WONDER IF YOU COULD, AT LEAST FOR THE HIGH SCHOOLS IN, IN DISTRICT THREE, JUST PROVIDE ME WITH THE, SAY, THE CLASS OF 2026, THAT COHORT WHAT HOW BIG WAS THAT COHORT WHEN THEY WERE IN 10TH GRADE, 11TH GRADE AND 12TH GRADE. BECAUSE I KNOW IT WAS. WE USED TO HAVE GIGANTIC GAPS. AND I AND I SAVED THAT SOME OF THAT DATA. SO. BUT IF YOU COULD JUST SHOW ME WHAT THOSE, THOSE GAPS ARE NOW WHAT THAT, WHAT DIFFERENTIAL DIFFERENCE IS, I'D APPRECIATE IT. WE'LL DO THAT FOR ALL TRUSTEE DISTRICTS. OF COURSE. OKAY. THANK YOU. AND THEN ON THE JUST ON THE EXCLUSION OF THE COLLEGE PREP FROM OUR GOALS. I HAVE A I REMEMBER THE DISCUSSION GENERALLY, BUT I DON'T REMEMBER SPECIFICALLY WHAT WAS GOING ON. THE COLLEGE PREP ROUTE TO GETTING CMR CREDIT WAS WE FOUND THAT TO BE NOT RIGOROUS AND DIDN'T WANT TO USE IT. IS THAT THE WELL, THE AGENCY ALTERED ITS COURSE OF ACCEPTING COLLEGE PREP COURSE AS A SUBSTITUTE. IF THEY. THEY HAD TO. STUDENTS STILL HAD TO TAKE THE COURSE AND RECEIVE AN A OR A B. I THINK I SEE DOCTOR NEVILLES IN THE AUDIENCE. I THINK STUDENTS HAVE TO OBTAIN AN A OR A B IN THE COURSE. THEY COULDN'T JUST TAKE THE COURSE. THEY HAD TO GET AN A OR A B, AND THEN THAT PARTICULAR COLLEGE PREP COURSE COULD SUBSTITUTE FOR GETTING THE ACTUAL TSI ASSESSMENT COLLEGE READINESS SCORE NECESSARY. THAT COULD COME FROM TSIA OR IT COULD COME FROM SAT OR AN ACT COURSE TEST, NOT A COURSE. SO THE AGENCY HAS NOW INDICATED THAT THAT WILL NO LONGER BE THE CASE. STUDENTS WILL ACTUALLY HAVE TO OBTAIN IT. NOW WE STILL SEE SOME SUCCESS BECAUSE IT'S NOT GOING TO COUNT. DOESN'T MEAN WE'RE NOT GOING TO DO IT BECAUSE STUDENTS IMPROVED ON THEIR TSI PERFORMANCE ON THE TEST ITSELF IN [00:30:01] MANY INSTANCES AFTER TAKING THE COURSE, BUT THE COURSE ITSELF CAN BE A MEANS TO IMPROVING YOUR TSI TEST PERFORMANCE BUT CAN'T SUBSTITUTE FOR IT. AND SO AT YOUR ALL'S DIRECTION, WE ACTUALLY CREATED A GOAL PROGRESS MEASURE SO THAT WE CAN KEEP YOU INFORMED OF HOW WE ARE IMPROVING JUST ON THE TEST, NOT ON THE COLLEGE PREP COURSE. AND THAT IS ONE OF THE RULES THAT WILL GO INTO EFFECT FOR THE THIS FOR THE FOLLOWING SCHOOL YEAR. AND SO THIS WILL BE OUR LAST YEAR THAT WE COULD UTILIZE COLLEGE PREP COURSE AS PART OF THE COLLEGE PREP CRITERIA UNDER STATE ACCOUNTABILITY. AND THEN THERE'S ALSO THE OUTCOMES BASED FUNDING THAT WITHOUT THE TSI MET COMPONENT, THE DISTRICT CAN'T QUALIFY FOR THOSE OUTCOMES BASED FUNDS. OKAY. THANK YOU. I, I, I APPRECIATE THAT AND I, I REMEMBER THAT. ALL RIGHT. TRUSTEE MICCICHE, MAY WE GET A SECOND ROUND? I'M JUST GOING TO SAY THANK YOU FOR. THANK YOU FOR THE WORK. THANK YOU. THANK YOU. SORRY ABOUT THAT. APPRECIATE YOU. TRUSTEE CURRIE. THANK YOU FOR THIS INFORMATION. IT'S VERY, VERY INTERESTING. I WANT TO NERD OUT ON IT JUST A LITTLE BIT AND ASK SOME QUESTIONS. SO IF WE COULD START WITH SLIDE SEVEN THAT WE WERE LOOKING AT, BECAUSE I JUST WANT TO MAKE SURE I UNDERSTAND HOW TO READ THE DATA CORRECTLY. SO THIS WAS THE SLIDE THAT WAS ON THE SCREEN DURING MUCH OF TRUSTEE. MITCH KEYES QUESTIONS. SO AS I UNDERSTAND IT, IF WE'RE THINKING ABOUT COHORTS, THE THE 21.3% THAT WE SEE FOR SEVENTH GRADE AND 25, 26, THOSE BECAME THE STUDENTS THAT ARE THE 24.6 IN GPM, 3.1 FOR 2627. IS THAT CORRECT? PROBABLY ABOUT 86%. OKAY. YES. AND OF THE YOU KNOW WHAT I'M SAYING ABOUT WITH WITH LOSSES FROM YEAR TO YEAR LOSSES FROM IS WHAT I'M SAYING. IT'S NOT AN EXACT, BUT IT'S ALMOST 90% BETWEEN 86 TO 90% OF THAT DIAGONAL, WHAT I'LL CALL THE DIAGONAL THAT YOU'RE REFERRING TO. YOU'RE CORRECT. AND SO THE 21.3 THAT WAS MEASURING THAT COHORT AGAINST AT THE BEGINNING OF LAST YEAR AGAINST THE TEAC STANDARDS FOR WHAT A SEVENTH GRADER SHOULD KNOW AT THE END OF THE YEAR. IS THAT RIGHT? EXCEPT I WOULD SAY THAT THE TEAKS PER SE, THERE'S A LOT OF OVERLAP ON WHICH THIS IS THE ASSESSMENT WE'RE USING. I READY, GOT IT. AND SO IT'S, IT'S ALSO NATIONALLY ALIGNED. AND SO WHAT WE REFER TO THIS AS GRADE LEVEL PROFICIENCY AS OPPOSED TO A 1 TO 1 TEXAS STANDARDS ALIGNMENT. NOW THERE'S A LOT OF OVERLAP, BUT IT'S NOT EXACTLY 1 TO 1. TRUSTEE CURRIE AND I DIDN'T I THINK IT'S THROUGH US FOR THE LOOP OF THE WORD TEAKS BECAUSE I SAW IT IN THE QUESTION, BUT I GET YOUR POINT. IT OUR ASSESSMENT THAT WE ARE USING, WHICH IS OUR OUR BEST EFFORT TO MEASURE THAT. THAT IS A SEVENTH GRADER. THAT'S THE PERCENTAGE AT THE BEGINNING OF THEIR SEVENTH GRADE YEAR THAT WERE ASSESSING AT PROFICIENT FOR THE SEVENTH GRADE MATERIAL. AND SO THEN THE 24.6, THAT'S WHAT AN EIGHTH GRADER IS ASSESSING AT PROFICIENT FOR THE EIGHTH GRADE YEAR. OKAY. THANK YOU. THAT'S VERY HELPFUL. ONE, I SEE A MEASURABLE INCREASE IN EACH OF THOSE COHORTS AS I LOOK. AND SO WHEN I HEAR YOU TALK ABOUT THE SUMMER SCHOOL WORK AND OTHER EFFORTS THAT WE'VE DONE, AND OBVIOUSLY IT WOULD PROBABLY ENCOMPASS A LOT OF THE LEARNING THAT HAPPENED ALL DURING SEVENTH GRADE YEAR. BUT IT, IT SHOWS THAT OUR STUDENTS THAT ARE THAT STARTED SEVENTH GRADE ARE NOW MORE READY STARTING EIGHTH GRADE THAN THEY WERE BEFORE. AND THAT SEEMS TO BE REFLECTIVE OF A LOT OF THE INITIATIVES THAT WE'VE BEEN WORKING ON. SO I WANT TO MAKE SURE THAT WE POINT THAT OUT AND CONGRATULATE YOU ON THAT, THAT GROWTH. THAT'S A REALLY GOOD NUMBER. AND MATERIAL IMPROVEMENTS ACROSS THE BOARD. ONE THAT CONFUSED ME A LITTLE. AND WE CAN IF THIS IS A LONGER CONVERSATION, WE COULD TAKE IT OFFLINE. BUT. BUT I SEE THE 24.6 AT THE BEGINNING OF THE YEAR. AND THEN OUR TARGET AT THE END OF THE YEAR IS A 30. SO DOES THAT MEAN THAT WE ARE HOPING FOR ABOUT 5.4% MORE STUDENTS TO BE PROFICIENT IN EIGHTH GRADE AT THE BEGINNING OF THE YEAR THAN THE END OF THE YEAR? SO ON THIS PARTICULAR ASSESSMENT, THE ANSWER IS YES. THAT IS NOT STAR. GOT IT. I WANT TO POINT OUT AGAIN THAT WHEN WE DID AN ALIGNMENT STUDY OF I-READY WITH STAR, WHICH I'M GOING TO REFER TO AS STAR 2.0, BECAUSE IT DID CHANGE AND EVERYBODY'S PRETENDING LIKE IT DIDN'T, BUT IT DID. AS THE GRADE LEVEL INCREASES, THE ALIGNMENT. MEANING WHAT, WHAT OUR STAR 2.0 SAYS IS MEETS GRADE LEVEL IN SIXTH GRADE IS HERE, AND I ALREADY SAYS ON GRADE LEVEL PROFICIENCY IS HERE, SEVENTH GRADE HERE AND I ALREADY. [00:35:02] SEVENTH GRADE IS THE GAP EACH YEAR. THE GAP BETWEEN THE STATE ASSESSMENT AND WHAT I-READY SAYS IS GRADE LEVEL PROFICIENT INCREASES. IT'S A CONTINUUM FROM THIRD THROUGH EIGHTH GRADE. THAT'S VERY HELPFUL. BASICALLY, WE'RE AIMING FOR HARDER TARGETS THAN THE STATE MAY NECESSARILY CORRECT, WHICH IS WHY WE WANT TO SHOW YOU ALL USING ANOTHER ASSESSMENT FOR TWO REASONS, NOT JUST THE STATE MEETS, YOU KNOW, APPROACHES, MEETS AND MASTERS, BUT ALSO AN ASSESSMENT THAT CAN DO BOTH CRITERION AND NORM REFERENCE AT THE SAME TIME SO THAT WE CAN SEE HOW OUR STUDENTS ARE COMPARING NATIONALLY. BUT IT ALSO SETS THAT BAR HIGHER. IT ALSO STILL ALLOWS US USING I-READY TO SEE HOW MUCH VALUE WAS ADDED FOR STUDENTS FROM BEGINNING OF YEAR TO END OF YEAR, WHICH AGAIN, OUR CONCERN WITH END OF YEAR TO THE NEXT YEAR IS YOU LOSE THE SUMMER MELT THAT TRUSTEE MICCICHE YOU WERE TALKING ABOUT. YES, WE WANT TO DO THINGS TO IMPROVE AND DECREASE THAT, BUT THE REALITY IS A TEACHER GETS A STUDENT AT THE BEGINNING OF THE YEAR, IRRESPECTIVE OF WHATEVER HAPPENED DURING THAT SUMMER, AND WE WANT TO MAKE SURE THAT ON OUR T, WE'RE EVALUATING THEM ON WHAT VALUE THEY ADDED THAT YEAR, NOT HOLDING THEM ACCOUNTABLE FOR WHERE THE STUDENT ENDED THE PREVIOUS YEAR, WHICH IS WHAT THE STATE DOES. THE STATE HOLDS US ACCOUNTABLE FOR WHERE THE STUDENT ENDED THE PREVIOUS YEAR TO THE NEXT YEAR, NOT THROUGH THE YEAR. THAT'S VERY HELPFUL. VERY CLARIFYING. THANK YOU. AND I'LL JUST POINT OUT AGAIN, I'M BOTH YOU KNOW, THE GPA, THE THREES AND THE FOURS. YOU KNOW, WE HAVE SOME MATERIAL IMPROVEMENTS IN BOTH READING AND MATH. AND I THINK THAT'S VERY REFLECTIVE OF THE SUMMER PROGRAMS AND OTHERS. YOU'VE BEEN TALKING ABOUT ALL THE WORK OF THE TEACHER DID THE PRIOR YEAR. AND SO THAT'S GREAT NUMBERS. I WANTED NOW TO LOOK AT GOAL NUMBER FIVE. I HAD A QUESTION ABOUT, YOU KNOW, I REALLY APPRECIATE SHOWING THE SORT OF CONVERSION OF WHAT WE THINK THE SCORE IS GOING TO BE WITH THE NEW RUBRIC THAT'S GOING TO BE OUT NEXT YEAR. BUT WHAT I THOUGHT I UNDERSTOOD YOU STATING WAS THERE'S ACTUALLY BE FOUR RULE CHANGES. WHAT WE'RE SEEING HERE IS JUST LOOKING AT ONE AND NOT THE OTHER FOUR. DO WE EXPECT THE OTHER THREE TO MATERIALLY DROP THESE NUMBERS EVEN LOWER. OR HOW DO WE THINK THIS WOULD LOOK IF WE WERE TO THINK OF ALL FOUR RATHER THAN JUST ONE CHANGE? YES. WE WE ANTICIPATE A LARGER DECLINE. WE JUST CAN'T ANTICIPATE WHAT IT WILL LOOK LIKE BECAUSE THE THE CALCULATION IS TOO COMPLICATED AND WE DON'T HAVE ALL THE DATA AND WE DON'T KNOW EXACTLY WHERE THEY'RE GOING TO LAND WITH THEIR CALCULATIONS. AND SO IT'S A BIT OF A BLACK BOX. WE COULD TAKE A STAB AT IT, BUT IT WOULD TRULY BE NO. AND THAT MAKES SENSE TO ME. YOU MAY HAVE SOME OVERLAP. YOU MAY HAVE ONE STUDENT THAT FITS IN A FEW DIFFERENT CATEGORIES. AND HOW DO YOU SORT THAT? SO IT MAKES SENSE. I JUST WANTED TO THANK YOU FOR, FOR CLARIFYING THAT ON ON 5.1, THE NEXT G PM ON THE BELIEVE THE NEXT SLIDE ON SLIDE TEN. SO AGAIN, THANK YOU FOR, FOR SHOWING THIS INFORMATION AND VERY USEFUL. DO WE, DO WE KNOW, DID WE DO WE HAVE THIS NUMBER FOR 24. WE'RE LOOKING AT 2526 ACTUAL, DO WE HAVE THE NUMBER FOR 2425 TO SEE GROWTH BETWEEN YEARS. WHAT IF YOU DON'T HAVE IT NOW WE CAN DO IT IN THE TRACKER. YEAH, I CAN PUT IT IN THE TRACKER, BUT I THANK YOU. I CAN PUT IN TRACKER. AND THEN ON 5.3 THE NEXT SLIDE. MY QUESTION. WELL, I DO THOUGHT IT WAS INTERESTING, SORT OF THE PATTERN WHERE YOU HAVE A SLIGHT DIP IN READINESS FROM FRESHMAN TO SOPHOMORE AND THEN A JUMP IN JUNIOR, WHICH I ASSUME IS BECAUSE YOU PUT EFFORTS INTO THE JUNIOR YEAR TO CATCH THEM BACK UP. BUT I JUST WANTED TO SAY OUT LOUD, I THOUGHT THE PATTERN WAS INTERESTING. HOW DOES THIS COMPARE TO OUR ACTUAL GRADUATION RATES? ARE WE SEEING WE SEE A JUNIOR CLASS WHERE THE ON TRACK NUMBER IS 95%. I JUST DON'T RECALL WHAT OUR SEE, OUR GRADUATION RATE WAS LAST YEAR TO SORT OF KNOW HOW THESE LINE UP. AND IF YOU DON'T HAVE THAT, I'D LOVE TO SEE THAT IN THE TRACKER AS WELL. WE CAN PUT IT IN THE TRACKER. THIS WAS HIGHER THAN OUR OUR GRADUATION RATE, BUT WE'LL GET THE FINAL NUMBERS WITH THE TAPER REPORT. THANK YOU. AND THEN ON 5.4 ON THE FINANCIAL LITERACY. AGAIN, VERY WONDERFUL THAT WE'RE NOW TRACKING THIS AND WE'RE DOING THIS. IT'S A GREAT JUMP. WELL ABOVE TARGET. I DON'T I. THIS IS OUR STANDARD OF GREATEST, I THINK IT'S, I HAVE NO COMPLAINTS WITH IT, BUT I AM, I AM CURIOUS. THIS IS MEASURING COMPLETION. YOU KNOW, I'M ASSUMING THE DISTRICT HAS SOME INTERNAL WORK THAT IT'S DOING ON EFFICACY TO SORT OF MAKE SURE THAT LIKE NOT JUST COMPLETING THE COURSE, BUT YOU ACTUALLY LEARN WHAT WE WANT YOU TO LEARN THE WAY YOU USUALLY MEASURE THAT IN TESTS IN STAR AND OTHERS. [00:40:06] THIS IS A DIFFERENT KIND OF ANIMAL. AND I DON'T KNOW IF I'M USING THE RIGHT TERMINOLOGY OR NOT, BUT, YOU KNOW, I'M JUST WONDERING WHAT WE'RE DOING TO TRACK WHATEVER COURSES WE ARE OFFERING. ARE THEY GETTING US THE RESULTS WE'RE LOOKING FOR? YEAH. AND, AND I WOULD LOVE TO HEAR SOME THOUGHTS ON THAT. AT THE END OF THE DAY, YOU'RE RIGHT, WE'RE TRACKING THIS SINCE IT IS A COURSE WITH GRADES AND WE'RE SEEING GOOD RESULTS WITH KIDS THAT ARE IN THE COURSE. NOW OBVIOUSLY THERE'S TWO DIFFERENT OPTIONS. SO THE CURRICULUM FOR THE PERSONAL FINANCIAL LITERACY ELECTIVES A LITTLE BIT DIFFERENT THAN THE ONE THAT NOW GETS YOU THE GRADUATION CREDIT WITH ECONOMICS. BUT THIS HAS BEEN A NEW SPACE FOR TEXAS, AND THIS BOARD WENT OUT OF THE GATE BEFORE THE STATE DID TO MAKE THIS A PRIORITY. AND SO AROUND THE WORK IN THE CLASSROOM, AROUND THE WORK, AND MAKING SURE THAT THIS IS BIGGER THAN JUST A GRADE, THE TEAM HAS PUT A LOT OF EFFORT INTO MAKING SURE THAT FOR OUR KIDDOS, THAT THERE'S AN EXPECTATION THAT BY THE TIME THEY GRADUATE, THEY'RE GOING TO HAVE A STRONG MUSCLE TO FLEX IN THIS SPACE. THANK YOU. WELL, I'LL JUST WRAP UP BY SAYING I'VE GOT THREE SECONDS LEFT. I DON'T KNOW OF ANY OTHER DISTRICT THAT PROVIDES THE LEVEL OF DETAIL AND DATA TO THE PUBLIC THAT WE DO. AND SO I JUST WANT TO COMPLIMENT EVEN IF IT TAKES TEN EXTRA SECONDS. THE SUPERINTENDENT AND HER TEAM FOR THE TRANSPARENCY AND THE FOCUS ON DATA THAT WE ALL CAN USE. CAN I JUST KEEP FILIBUSTERING? I DON'T HAVE I DON'T HAVE A MIC CUTTER. SORRY, GUYS. AND I WOULDN'T. ANYWAY, ALL OF YOU HAVE SUCH WONDERFUL THINGS TO SAY, BUT YOU WILL GET A SECOND ROUND TO DO THAT. SO, TRUSTEE SANDERS, PLEASE. ACTUALLY, SEVERAL OF MY QUESTIONS HAVE BEEN ASKED. JUST A COUPLE MORE. 15 FOR ALL CAMPAIGN. WHAT DOES THAT ENTAIL SPECIFICALLY? I'M GOING TO ALLOW DOCTOR NEVILLS TO COME UP AND TALK GIVE YOU MORE DETAIL. I'M GOING TO GIVE YOU KIND OF A HIGH LEVEL OVERVIEW. BUT IT'S THE IDEA THAT WE WANT MORE STUDENTS TO HAVE ACCESS TO DUAL CREDIT. WE KNOW THAT IF THEY CAN TAKE AT LEAST 15 HOURS OF COLLEGE COURSEWORK, THEIR TRANSITION INTO COLLEGE MAKES THEM MUCH MORE SUCCESSFUL AND LIKELY TO PERSIST. AND SO WE STARTED A PILOT THIS YEAR WITH ABOUT NINE CAMPUSES WHERE WE'RE ENSURING THAT IN THEIR MASTER SCHEDULE, THE STUDENTS HAVE ACCESS TO 15 COLLEGE CREDIT HOURS, DUAL CREDIT HOURS. AND SO THAT WOULD INCLUDE THEIR MATH, READING, SCIENCE. AND THIS WAS SO THAT NOT JUST STUDENTS THAT WERE IN P-TECH OR EARLY COLLEGE HIGH SCHOOL. IN OTHER WORDS, THIS IS ANOTHER ANOTHER AVENUE FOR STUDENTS TO GET THAT DUAL CREDIT WITHOUT NECESSARILY WITHOUT BEING. SO IT'S NOT IF I REMEMBER, WE WERE TRACKING THESE. DOCTOR NEVILLE'S CORRECT ME, BUT WE'RE TRACKING THESE DIFFERENTLY FROM KIDS THAT ARE IN EARLY COLLEGE, HIGH SCHOOL AND P-TECH. THIS IS NOT AN OVERLAP. WE'RE NOT COUNTING KIDS TWICE. OKAY, GREAT. ONE THAT'S WHAT I WHEN I HEARD 15 FALL, I ASSUMED THAT IT WAS SOMETHING LIKE THAT. THAT'S I THINK A GREAT MOVE IN DEMOCRATIZING THE OPPORTUNITY FOR MORE STUDENTS. IN ORDER TO DO THAT, WHAT ARE THE IMPLICATIONS FOR STAFFING, RESOURCING, SCHEDULE, THINGS LIKE THAT. WE ARE WORKING CURRENTLY WITH DALLAS COLLEGE AND WITH CAMPUSES. AND SO WE ACTUALLY HAD A MEETING TODAY WITH SPRUCE, WHERE WE SAT DOWN WITH THE STAFF TO MAP OUT THE CLASSES THAT STUDENTS WOULD TAKE AT EACH GRADE LEVEL FROM NINTH THROUGH 12TH. AND SO IT IS, YOU KNOW, WE DO HAVE TO HAVE OWNERSHIP FROM THE CAMPUS AS WELL. BUT WE LOOK AT THE STAFF THEY HAVE THAT'S DUAL CREDENTIALED. AND WE ALSO UTILIZE DALLAS COLLEGE STAFF. OKAY. AND I APOLOGIZE IF THIS WAS IN ONE OF THE BOARD UPDATES. COULD YOU ALL SHARE THE LIST OF THE PILOT SCHOOLS FOR 15 FOR ALL? YES. THANK YOU. NEXT QUESTION WAS NOT INCLUDED IN THIS, BUT JUST KIND OF IMPLIED IT WAS A THOUGHT THAT I WAS HAVING WITH OUR COLLEGE READINESS PARTNERS THAT WE HAVE ON DIFFERENT CAMPUSES. AND GIVEN THE CHANGES WITH TEA HOW, HOW ARE WE MAKING SURE THEY'RE MOVING WITH US ON WHAT THE EXPECTATIONS ARE FOR US, HOW WE'RE SHIFTING AS WELL. WE HAVE A LOT OF MEETINGS. DOCTOR NEVILLES AND OSWALDO ALVARENGA, THEY ACTUALLY MEET WITH THEM MONTHLY. WE HAVE MEETINGS WITH OUR PARTNERS, OUR HIGHER EDUCATIONAL PARTNERS IN ADDITION TO OTHER DISTRICTS ACROSS THE BOARD. AND SO THAT SORT OF SYNERGY AND THAT VERY COMMON WORK ALLOWS US TO MOVE THE WORK FORWARD. WE'RE ALL VERY MUCH ALIGNED. OKAY. AWESOME. DOCTOR, DO YOU WHAT WAS THE RATIONALE BEHIND T [00:45:02] A'S CHANGING OF THE NOT ACCEPTING THE COLLEGE COLLEGE COURSE. YEAH. I MEAN, THEY THERE'S SOME STUDIES THAT SHOWED THAT STUDENTS WERE NOT AS READY AND THAT IT SHOULDN'T COUNT AS A SUBSTITUTE. HOWEVER MOST, MANY OF OUR INSTITUTIONS AND AGAIN, DOCTOR NOBLE'S CORRECT ME IF INFORMATION THAT I'M SAYING ISN'T STILL ACCURATE. THEY WILL IF THE STUDENT GETS AN A OR A B IN THAT COLLEGE PREP COURSE, AND THEY'RE NOT REQUIRED TO TAKE THE REMEDIAL COURSE. AM I CORRECT ON THAT? YES, MA'AM. AND SO IT SAVES STUDENTS. AND THAT'S WHY, EVEN THOUGH IT IS GOING TO BE PART OF A STUDENT'S SCHEDULE, IF I JUST SIMPLY SAY TO OUR TEAM, IT DOESN'T COUNT. SO WE'RE NOT GOING TO USE IT ANYMORE BECAUSE IT DOESN'T COUNT. WE ACTUALLY WOULD HURT OUR STUDENTS. AND WHEN THEY WOULD THEN START AT DALLAS COLLEGE AS AN EXAMPLE, AND THEY HADN'T MET THE REQUIREMENT AND THEY HADN'T TAKEN A COLLEGE PREP COURSE, THEY WOULD BE FORCED TO TAKE REMEDIAL COURSES IN THAT AREA. AND SO I'M CERTAINLY NOT SAYING EVERY UNIVERSITY WOULD DO IT THAT WAY, BUT DALLAS COLLEGE ALLOWS THAT COLLEGE PREP COURSE. IS AGAIN, IF THE STUDENT IS PERFORMING AT A HIGH ENOUGH LEVEL. RIGHT. AND THEN OUR OWN RESEARCH DEMONSTRATES THAT THE STUDENTS IMPROVE EVEN IF THEY DON'T ULTIMATELY MEET THAT TSI TEST SCORE OF COLLEGE READINESS, THEY GET CLOSER TO MEETING IT AFTER THEY ARE SUCCESSFUL IN THAT COURSE. AS ONE WOULD IMAGINE, IF YOU STUDY FOR IT SPECIFICALLY, YOU'RE MORE LIKELY TO IMPROVE. BUT THE AGENCY DID RECOGNIZE THAT TOO MANY INDIVIDUALS AT SOME SCHOOL DISTRICTS WERE USING IT AS A BAND AID AND NOT USING IT TO ACTUALLY GET STUDENTS IMPROVING IT. AND THAT THAT WAS MORE WIDESPREAD, AND THEREFORE THEY REMOVED IT AS A DIRECT SUBSTITUTE. OKAY. ALL RIGHT. THANK YOU. THOSE ARE MY QUESTIONS. THANK YOU. TRUSTEE SANDERS. TRUSTEE TURNER. YES, THANK YOU FOR THE INFORMATION. MY QUESTION IS THE MAJORITY OF THEM ARE HAVE ALREADY BEEN ANSWERED. BUT I'M LOOKING AT A GOAL ONE AND GOAL TWO. AND MY CONCERN IS US MAD MOVING IN A POSITIVE DIRECTION VERSUS A LITERACY MOVING, NOT KIND OF MOVING IN THE OPPOSITE DIRECTION. COULD YOU EXPLAIN TO ME LIKE WHAT'S GOING ON AND WHAT'S THE REASON FOR THAT DECLINE? YEAH, I CAN TELL YOU SPECIFICALLY, IF YOU LOOK AT GOAL PROGRESS MEASURE 1.3 KINDER. THE KIDS LAST YEAR THAT TOOK THE ASSESSMENT WHERE THEY FELL. AND THEN THE KIDS THIS YEAR THAT TOOK THAT ASSESSMENT, THAT NEW GROUP OF KIDS LAST YEAR, 24% OF THOSE KIDS HAD NOT GONE TO PRE-K THIS YEAR. 30% OF THOSE KIDS HAD NOT GONE TO PRE-K. AND OUR DATA SHOWS IF YOU GO TO OUR PRE-K, YOU'RE GOING TO DO BETTER. SO WE GOT WORK TO DO. WHEN YOU COME IN NEW. WE'RE GOING TO GET YOU GOING. YEAH. YOU KIND OF ANSWERED MY QUESTION. THAT WAS MY THOUGHT PROCESS. AND I WANTED TO KNOW THE DATA OF KIDS WHO ARE GOING IN PRE K THREE PRE K FOUR. HOW ARE THEY DOING COMPARED TO THOSE KIDS WHO ARE JUST FIRST YEAR PRE-K THERE? IF YOU WENT FIRST YEAR KINDERGARTEN, I'M SORRY. YEAH. IF YOU WENT TO IT'S ALMOST LIKE IF YOU WENT TO THREE YEAR OLD, FOUR YEAR OLD AND NOW KINDER, YOU'RE DOING THE BEST. IF YOU WENT JUST PRE-K FOUR TO KINDER, YOU'RE DOING SECOND TO BEST. IF YOU'RE COMING IN BRAND NEW, KINDER, YOU DIDN'T GO TO EITHER ONE. YOU'RE RIGHT NOW IN, IN, IN A GROUP THAT WE'RE GOING TO PUT YOU IN A VERY STRONG ACCELERATION FOR KINDERGARTEN LITERACY AND NUMERACY, RIGHT? SO IT WOULD BE SAFE TO SAY THAT THE SOLUTIONS THAT WE ARE PUTTING IN PLACE IS BY OFFERING UNIVERSAL PRE-K. AND WITH THE PROGRAM FOR KINDERGARTEN KIDS GOING TO FIRST GRADE, POSSIBLY STILL, I DON'T KNOW THE TERMINOLOGY THAT YOU CALL FOR IT, I DON'T REMEMBER BUT STAND BACK A YEAR SO THEY CAN GET CAUGHT UP OUR PRE PRIMER PRE PRIMER. YEAH THAT'S EXACTLY RIGHT. RIGHT. SO THAT ALL ALIGNS WITH YOUR SOLUTION TO PREVENT THIS THIS LAG AND NOT LAG BUT PREVENT THIS DECLINE. YES. BECAUSE WE'VE GOT A REALLY SHARP HILL ONCE THEY HIT THIRD GRADE. OKAY. THAT'S ALL I HAD. THANK YOU. THANK YOU. TRUSTEE TURNER TRUSTEE GARCIA, THANK YOU FOR THIS REPORT. I WAS ACTUALLY IN A SCHOOL ONCE AND THEY WERE DOING THEIR I READY ASSESSMENT. AND SO I TRY TO BE VERY QUIET. I THINK MY QUESTIONS I THINK IF I FLIP TO PERSONAL FINANCE I KNOW THAT YOU MENTIONED THIS IS A COURSE, A SOCIAL STUDIES ELECTIVE. I JUST THINK, I MEAN, IT'S VERY IMPRESSIVE THE PERCENTAGE. BUT THEN I WONDER IF THERE IS ANY PREDICTION FOR WELL, ONE, HOW DO YOU MAINTAIN THIS KIND OF GROWTH? [00:50:01] OR DO WE ENVISION THERE IS A PLATEAU AT SOME POINT WHERE STUDENTS MAYBE ARE LIKE MAYBE THE INTEREST OR MAYBE HOW DO YOU FIT IT OR THE RESOURCING BEHIND IT? BECAUSE I, I KNOW IT WAS LIKE 20 20.4. SO WE BECAUSE OF WHAT THIS BOARD YOU KNOW, DIRECTED US WITH REGARD TO THIS BEING IMPORTANT TO THE COMMUNITY IS OF COURSE, WHY WE EMBARKED ON THIS. HOWEVER CHIEF GAYLORD ALLUDED TO THE FACT THAT THIS IS NOW GOING TO BECOME A STATE REQUIREMENT FOR GRADUATION, BUT IT WON'T GO INTO EFFECT UNTIL IS IT THREE MORE YEARS FOR THE SENIOR CLASS BECAUSE IT AFFECTS THE ENTERING FRESHMAN CLASS? SO THIS NEW FRESHMAN CLASS THAT JUST STARTED WILL HAVE TO HAVE A PERSONAL FINANCIAL LITERACY COURSE IN ORDER TO GRADUATE THEIR YEAR OF GRADUATION. SO IT STARTS WITH THEIR FRESHMAN CLASS, BUT IT'S JUST ONE COURSE THAT THEY'LL NEED ONE SEMESTER COURSE TO GRADUATE. SO WE ARE, BECAUSE OF THIS BOARD, WE ARE WAY AHEAD OF THAT, BUT WE'RE NOT GOING TO SEE A DROP OFF BECAUSE NOW IT'S ACTUALLY GOING TO BECOME A GRADUATION REQUIREMENT SO THAT YOU ALL JUST YOU'RE JUST AHEAD. SO AND WE DIDN'T WANT TO SUGGEST REMOVING IT BECAUSE IT'S A GRADUATION REQUIREMENT BECAUSE AGAIN, IT WON'T ACTUALLY GO INTO EFFECT UNTIL 2030. SO WE WANTED TO CONTINUE BRINGING THIS DATA TO YOU ALL AS THE YOU AND THE COMMUNITY DEEM THIS, SO, YOU KNOW, VITAL TO STUDENT SUCCESS. YEAH. YEAH. AND I, I APPRECIATE THE CONTEXT AND I DO REMEMBER IT BECOMING A STATE MANDATE. I JUST WASN'T SURE ON THE TIMELINE. AND THEN OF COURSE, YOU KNOW, WE'RE, WE'RE AHEAD. BUT THEN IT'S LIKE, WELL, YOU HAVE TO GET TO 100% REALLY. SO, SO THAT'S WHY I MENTIONED THIS VERSUS, YOU KNOW, I THINK WE HAD OUTLINED 45% BY 2030. YEAH. BUT IN THIS PARTICULAR GPM WE SPECIFICALLY YOU ALL HELPED US CRAFT THIS WORDING AND THIS SAYS GRADUATES. GRADUATES, RIGHT? YEAH. AND SO WE'RE FOUR YEARS AHEAD. AND WE ANTICIPATE, THOUGH, AGAIN, THAT STUDENTS THE STUDENT INTEREST, I THINK WE'VE SEEN IT ALREADY BUILT INTO THE MASTER SCHEDULE. LIKE WE CAN TELL HOW MANY STUDENTS HAVE ACTUALLY REGISTERED AND ARE IN THOSE COURSES. AND THOSE ARE OUR LEADING INDICATORS FOR US INTERNALLY TO BE ABLE TO MAKE SURE THAT WE'RE CONTINUING TO IMPROVE THE TARGET. AND IN TERMS OF THIS PARTICULAR COURSE, WHEN WE THINK ABOUT AND HERE'S JUST ME THINKING OUT LOUD, BUT WHEN YOU THINK ABOUT CMR, RIGHT. AND COLLEGE FINANCE, RIGHT. IS THAT A COMPONENT OF THE COURSE? BECAUSE I THINK THERE'S ONE ASPECT OF, YOU KNOW, GETTING STUDENTS TO DO THE COURSEWORK AND, YOU KNOW, PUSHING THEM TO HAVE THE 15 HOURS PLUS. BUT FINANCES, WHEN I THINK OF COMMUNITIES, THEY'RE FOCUSED ON THAT. AND SOMETIMES THEY'RE LIKE, WELL, THIS IS ALL I CAN, I DON'T KNOW IF I CAN GO TO COLLEGE BECAUSE BECAUSE OF THE PRICE. SO I WONDER HOW YOU TIE THOSE TWO TOGETHER. IF YOU DO. I THINK WE COULD HAVE THE TEAM PUT IN THE TRACKER. WHAT THE. OR EVEN IN THE BOARD UPDATE, WE COULD PUT WHAT THE COURSE REQUIREMENTS ARE. AND AS A MATTER OF FACT, I BELIEVE ALL OF THESE COURSE SYLLABI ARE NOW REQUIRED TO BE ONLINE. AND SO BUT WE CAN MAKE IT EASIER THAN YOU HAVING TO GO LOOK FOR THEM. WE CAN ATTACH THEM TO THE BOARD UPDATE AND THAT, THAT WILL GIVE YOU AN IDEA OF THINGS YOU'RE THINKING, ARE THOSE INCLUDED IN THE COURSE? AS YOU WERE TALKING, I WAS THINKING ABOUT THINGS THAT I, YOU KNOW, AFFECTED ME WHEN I WAS A COLLEGE STUDENT AND DIDN'T KNOW THINGS ABOUT CREDIT CARDS. AND YOU'RE RECEIVING THEM AND YOU'RE THINKING, THIS IS GREAT. AND THEN THINKING, THAT'S A GROUP OF STUDENTS LIKE MYSELF THAT WOULD HAVE FOUND THEMSELVES IN DEBT VERY QUICKLY WITHOUT A MEANS TO REPAY IT AND NOT UNDERSTANDING INTEREST RATES. SO I DON'T KNOW, TO BE HONEST WITH YOU, I'M OFF THE TOP OF MY HEAD. DON'T KNOW WHAT THOSE COURSE EXPECTATIONS ARE. BUT I'M SURE WE CAN GET THEM TO YOU, AND MAYBE THAT'LL HELP WITH SOME OTHER QUESTIONS YOU MAY HAVE. YEAH. AND I DON'T MEAN TO GET IN THE WEEDS EITHER, BUT I IN LOOKING AT NEXT STEPS, I KNOW THAT ONE OF. WITH 15 FOR ALL. AND AND THESE CERTIFICATES THAT ARE GEARED TOWARD PROFESSIONAL DEVELOPMENT, IT JUST SEEMS LIKE IT'S SO APPARENT THAT THERE'S A TIE IN THERE OR THERE COULD BE MORE OF A TIE IN. AND THEN AN ADDITIONAL QUESTION, I KNOW WE TALKED A LOT ABOUT THE CHANGES TO CRM. THERE WAS PARTICULAR SCORES FOR ASVAB FOR MATH. SO SO DO WE HAVE THOSE YET? WE'RE STILL WAITING FOR THEM. WE'RE STILL WAITING FOR SOME OF THE DETAILS. YES. BECAUSE WHEN WE DO THE ANALYSIS OF WHAT IT WOULD HAVE BEEN, IS THAT AVAILABLE BY SO THE AGENCY. [00:55:05] WELL, NO, BECAUSE WE, WE DON'T WANT TO CREATE, WE'D HAVE TO CREATE. IT'S A LOT OF TIME. IT'S A LOT WITH SOMETHING WE DON'T YET HAVE SOLIDIFIED FROM THE AGENCY. WE DON'T KNOW WHICH ASPECTS ARE ACTUALLY GOING TO BE INCLUDED, WHICH ONES ARE NOT. WHAT PERCENTAGES. AND SO THEN TO DO THAT ALL THE WAY TO THE INDIVIDUAL STUDENT LEVEL AT EVERY HIGH SCHOOL, AND THEN THE AGENCY CHANGES THEIR MIND BEFORE THEY FINALIZE IT. WE WOULD BE PRESENTING INFORMATION. THAT WOULDN'T BE ACCURATE. AND THEN TRYING TO EXPLAIN. SO THAT'S WHY WE JUST AND THAT'S WHY WE JUST TOOK ONE. IT'S GOING TO BE LOWER THAN WHAT WE'VE PRESENTED. WE'RE PRESENTING A BEST CASE SCENARIO RATHER THAN A WORST CASE SCENARIO. MAYBE WE SHOULD HAVE DONE THE OTHER WAY. BUT IT'S A LOT OF CALCULATIONS. YEAH. WELL I JUST I SIMPLY WONDERED BECAUSE WHEN I LOOK AT THIS, I'M, I START TO DRILL DOWN LIKE WHAT, WHAT, WHAT PARTICULAR SCHOOLS POTENTIALLY HAVE MORE OF A LAG, RIGHT. BUT, BUT YEAH, I BECAUSE I'M THINKING ABOUT IT THE INVERSE WAY. BUT I UNDERSTAND THAT THAT'S PROBABLY NOT REASONABLE RIGHT NOW. AND THEN I THINK I'M I'LL HOLD ON. ANY OTHER QUESTIONS? THANK YOU. THANK YOU. TRUSTEE GARCIA. TRUSTEE. FOREMAN. THANK YOU. SORRY I WASN'T HERE FOR THE PRESENTATION, BUT OF COURSE, I GOT MY TRUSTY BINDER, AND I HAVE SOME QUESTIONS. AND I'LL JUST START OUT WITH PAGE TWO ON THE PRESENTATION. AND I NOTE THAT WE FOR THE BEGINNING OF THE YEAR, WE ACTUALLY TALKED ABOUT KINDER THROUGH SECOND AND GRADES SIX THROUGH EIGHT. WHAT HAPPENED TO GRADES THREE THROUGH FIVE? TRUSTEE. FOREMAN. THESE WAS A REVIEW OF OUR GOAL ONE AND TWO AND OUR GOAL ONE AND TWO ONLY LOOK AT K TWO AND MAXIMIZING THIRD GRADE. AND THEN THREE AND FOUR IS MIDDLE SCHOOL. OKAY. SO BUT WE CAN GET YOU WE CAN GET YOU THE INFORMATION FOR THREE THROUGH FIVE. YEAH. ALL OF THE DATA. I THINK ALL OF THE DATA ARE ACTUALLY GOING TO BE AVAILABLE IN MY SUPERINTENDENT'S REPORT FOR EVERY GRADE LEVEL BECAUSE THESE. YEAH, THAT'S THE ONE THAT'S COMING UP RIGHT NOW. THIS IS THE ONE THAT'S ALIGNED TO THE GOALS THAT YOU ALL APPROVED. THAT'S WHY THAT'S THE ONLY DATA THAT WE PUT IN THESE SLIDES IN ALIGNMENT WITH THE GOALS. IT JUST SEEMS A BIT TRICKY WHEN YOU DON'T HAVE. WE'RE JUST FOLLOWING THE GOALS THAT YOU ALL. MAYBE WE NEED TO CHANGE THEM. CHANGE THE GOALS. YEAH, BECAUSE THAT SEEMS A BIT DIFFERENT WHEN WE DON'T PUT. WE'RE JUST ALIGNED TO THE GOALS. YEAH. BUT A QUESTION ABOUT THE PRE-K THREE AND THE PRE PRIMER. SO LAST YEAR PRE-K THREE WAS HALF DAY. CORRECT. NO, MA'AM. LAST YEAR WE WENT THE FIRST YEAR WE WENT FULL DAY, FIRST YEAR, FULL DAY. YES, MA'AM. OKAY. THANK YOU. OKAY. AND THEN ON THE PRE PRIMER PROGRAM, HOW MANY THREE YEAR OLD CLASSES DO WE HAVE. SO PRE PRIMER IS NOT RELATED TO THE THREE YEAR OLD. IT WOULD BE WHEN THEY GET TO KINDER I GET THAT. BUT AFTER KINDER YEAH IT STARTS LOOKING AT IT. IF I HEARD YOU CORRECTLY THEY START LOOKING AT IT IN PRE-K THREE. NO MA'AM. OKAY. WHAT DID I HEAR? I DON'T KNOW WHAT YOU HEARD. OKAY. SO WHEN DO YOU START LOOKING AT PRE PRIMER AFTER KINDERGARTEN. IT'S IF WE IMPLEMENT IT, IT'S BETWEEN KINDER AND FIRST GRADE. IT'S AN EXTENSION, A BRIDGE BETWEEN STUDENTS THAT MAY NOT QUITE BE READY FOR FIRST GRADE. SO IT'S PRE PRIMER. AND THEN THEY WOULD GO TO FIRST GRADE THE FOLLOWING YEAR. BUT THAT'S WITH THE PARENT'S PERMISSION. CURRENTLY. YES MA'AM. CURRENTLY ARE WE LOOKING AT CHANGING THAT AFTER I GATHER DATA I COULD POSSIBLY BE BRINGING A CHANGE. RIGHT NOW I DON'T HAVE ANY DATA TO MAKE ANY RECOMMENDATIONS. SO CURRENTLY IT IS ONLY AT A FEW SCHOOLS AND IT'S I BELIEVE IT'S AT SEVEN SCHOOLS AND ONLY BY PARENT CHOICE. AND IT'S ONLY FOR US TO LOOK AT THOSE STUDENTS WHOSE PARENTS WERE ALREADY THINKING OF HOLDING THEM BACK, WHOSE BIRTHDAYS WERE IN THE SUMMER. THERE WERE CERTAIN CRITERIA FOR THE STUDENTS. AND THEN WE'LL GATHER HOW THE STUDENTS DO BEFORE WE EVEN KNOW. FIRST OF ALL, SHOULD WE EVEN CONTINUE IT? SO I'D LIKE TO HAVE A BETTER UNDERSTANDING OF EXACTLY WHAT THAT LOOKS LIKE AND WHAT YOU'LL BE LOOKING LIKE FOR [01:00:05] DATA TO BE ABLE TO HOLD THOSE. SURE. I'LL BRING THAT. I'LL PUT THAT PRESENTATION THAT WE DID AT THE END OF THE YEAR. WE'LL PUT THAT IN THE BOARD UPDATE. OKAY. AND ALSO THE SEVEN SCHOOLS WHERE IT'S CURRENTLY LOCATED. OH, ABSOLUTELY. SO THAT I'LL HAVE A BETTER UNDERSTANDING OF WHAT THAT LOOKS LIKE. THANK YOU. SO ON GPM 5.2. WHAT WAS THE TARGET GOAL? THE TARGET WAS 22 AND WE MET TARGET. YES, MA'AM. OKAY. THANK YOU. AND WE EXCEEDED GPM 5.3, RIGHT? CORRECT. YES, MA'AM. AND I'M LOOKING ON PAGE SIX OF THE PRESENTATION. AND ON GPM 2.1. WE DID ADDRESS THE AFRICAN AMERICAN PERCENTAGE OF STUDENT ACHIEVEMENT, BUT WE DID NOT ADDRESS THE HISPANIC PERCENTAGE. IS THERE A REASON FOR THAT? IS THAT JUST THE GOAL? AS YOU MAY RECALL. TRUSTEE. FOREMAN. BECAUSE AFRICAN AMERICAN STUDENTS ARE PART OF THE INITIATIVE TO ENSURE THAT STUDENTS WHO WERE PERFORMING AND NEEDING THE MOST GOT THE MOST SERVICES. YOU ALL APPROVED GOAL PROGRESS MEASURES THAT FOCUSED ON MAKING SURE WE'RE HELD ACCOUNTABLE FOR SPECIFICALLY FOR GROWTH IN AFRICAN AMERICAN STUDENTS. THEN WE LOOKED AT GRADES ONE AND TWO TO ENSURE THAT THAT PERFORMANCE IS SHOWING UP, THAT THAT EARLY LEARNING INVESTMENT IS SHOWING UP IN GRADES THREE. AND SO THE GOAL PROGRESS MEASURE IS TO SEE IT BEFORE IT BECOMES THE GOAL. AND THE SAME WITH THE KINDERGARTEN ACHIEVEMENT. SO THAT'S WHY HISPANIC STUDENTS ARE NOT SPECIFICALLY CALLED OUT IN THE GOAL PROGRESS MEASURES. AND ALL OF THEM ARE JUST THIS PARTICULAR ONE. NO, MA'AM. THESE ARE THE GOAL PROGRESS MEASURES THAT WE'VE HAD IN PLACE THAT ARE SPECIFICALLY ENSURING THAT THE STUDENTS THAT NEEDED THE MOST ASSISTANCE THAT WE'RE PROVIDING AND DEMONSTRATING THAT WE'RE MAKING GROWTH FOR THOSE STUDENTS, AND THAT ALIGNS THEM WITH THE GOALS THAT YOU ALL ADOPTED. I JUST ASKED THAT QUESTION BECAUSE JUST IN READING SOME INFORMATION. I KNOW HISPANIC STUDENTS DIDN'T DO WELL IN GRADES THREE IN MATH. AND SO I THINK THOSE KINDS OF THINGS HAVE TO BE CALLED OUT TO THE BOARD SO THAT WE WILL MAKE SURE THAT ALL STUDENTS GET WHAT THEY NEED. OH, ABSOLUTELY. AND WE DID WE DID REPORT THOSE OUT WHEN WE REPORTED THE STUDENT GROUPS IN STAR PERFORMANCE, HIGHLIGHTING THE AREAS THAT YOU TALKED ABOUT WERE THE AREAS WHERE HISPANIC STUDENTS WERE NOT DOING WELL, AND THEN AREAS WHERE WE HAD STUDENTS THAT WERE DOING WELL. THIS IS MERELY THE SAME PROCESS OF THE VISIONING. THIS IS NOT. THANK YOU FOR BRINGING THAT UP. THIS IS NOT TO SAY THESE ARE STUDENTS THAT THESE ARE THE AREAS THAT YOU ALL AS A BOARD PRIOR TO THIS NEXT SET OF FIVE YEARS. IN FACT, STARTING SINCE 2018, WE'VE SPECIFICALLY MADE SURE THAT STUDENTS WHO NEEDED THE MOST THAT WE PRIORITIZED THEM. OKAY, I THINK THAT'S MY LAST QUESTION FOR NOW. I HAVE A QUICK CLARIFYING QUESTION ON THE DUAL CREDIT AND ACTUALLY ALSO ON THE PERSONAL FINANCIAL LITERACY. IS THERE A MINIMUM GRADE THAT STUDENTS MUST MAKE IN ORDER FOR IT TO COUNT, OR DO THEY JUST HAVE TO TAKE IT AND FINISH IT FOR PERSONAL FINANCIAL LITERACY? IT'S PASSED THE TEST PASSED THE END OF I MEAN, PASSED THE COURSE. AND THEN FOR DUAL CREDIT, IT WOULD BE THE SAME THING JUST PASSED. THAT'S HOW YOU GET THE CREDIT. YES. OKAY. THANK YOU. ANY QUESTIONS FOR SECOND ROUND? ALL RIGHT. SEEING THAT WE HAVE NO QUESTIONS, WE'LL MOVE ON TO THE INFORMATION REPORTS AGENDA ITEM [7. INFORMATION/REPORTS] NUMBER SEVEN. WE'LL TURN TO THE SUPERINTENDENT FOR HER REPORT. SO NOW I'M GOING TO PRESENT SPECIFICALLY THE IREADY DATA, WHICH YOU SAW A FEW GRADE LEVELS THAT WERE ALIGNED WITH THE GOALS. AND THIS WILL SPECIFICALLY HAVE EACH GRADE LEVEL. [01:05:04] I DO WANT TO POINT OUT THAT WE DO KNOW THAT THIS YEAR WE STARTED THE ADDITIONAL SCHOOL DAYS AT 2020 CAMPUSES. WE'LL BE ABLE TO USE THAT DATA. THOSE ARE THE 20 SCHOOLS THAT STARTED TEN DAYS EARLIER THAN THE REST OF THE STUDENTS. AS DID THOSE, THOSE STAFFS AT THOSE 20 CAMPUSES. AND THEN THEY ALSO HAVE ADDITIONAL SATURDAYS. SO WE'LL BE ABLE TO SEE IF THAT INVESTMENT IN THE, WHAT THE STATE REFERS TO AS AD C WILL HELP US WITH SOME OF THE SUMMER REGRESSION THAT WE SEE. SO RIGHT NOW, WE'RE STILL GOING TO BE SEEING WHILE THERE ARE OVER 3000 STUDENTS THAT DO PARTICIPATE IN SOME PROGRAMING, WE HAVEN'T DIRECTLY CONNECTED IT TO SPECIFICALLY IREADY DATA PER SE. IT'S JUST BEEN A VARIETY OF DIFFERENT SUMMER PROGRAMS. SO THAT BEING SAID, I'LL START WITH K TO EIGHT READING ALL STUDENTS. AGAIN, THIS IS REALLY JUST TO GET A, I'M GOING TO CALL IT A, A BAROMETER. IT'S A STARTING POINT OF WHERE DO WE SEE THE SAME PATTERNING THAT WE'VE SEEN IN PREVIOUS YEARS? AND WHAT I DEFINITELY WANT TO HIGHLIGHT, AS WAS MENTIONED EARLIER, IS THIS TIME TRUSTEE FOREMAN DOES HAVE EVERY GRADE LEVEL AS YOU WERE ASKING, SO YOU CAN SEE THEM ALL HERE. BUT IT'S BEGINNING OF YEAR FROM LAST YEAR TO BEGINNING OF THIS, OF THE YEAR THIS YEAR. SO WE'RE NOT COMPARING THE EXACT SAME STUDENTS, RIGHT? BECAUSE THOSE KINDERGARTEN STUDENTS ARE OVERWHELMED FOR THE MOST PART, ARE NOW IN FIRST GRADE AND FIRST GRADE ARE NOW IN SECOND AND SO ON. BUT THE TEST THAT THEY TOOK IS FOR THAT GRADE LEVEL. AND IT'S ACTUALLY ASKING, ARE THEY ON GRADE LEVEL FOR THIS TIME OF YEAR AT THAT GRADE LEVEL BASED ON I-READY, WHICH DOES HAVE TO SOME EXTENT AN OVERLAP WITH THE STATE TX OR TEXAS, TX. BUT IT'S NOT ONLY THAT, IT ALSO LETS US COMPARE NATIONALLY SO THAT WE CAN DO THAT. PLUS, THE MOST IMPORTANT THING IS HOW MUCH VALUE ARE OUR TEACHERS, OUR CAMPUS LEADERS, ADDING TO OUR STUDENTS FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR, BECAUSE THAT'S ULTIMATELY WHERE WE SEE WHAT WE END UP SEEING IS A LOT OF THE HOCKEY STICK. AND SO YOU SEE THE SAME PATTERN THAT AS THE GRADE LEVEL AND THE RIGOR INCREASES FROM KINDERGARTEN TO EIGHTH GRADE. YOU SEE THAT WE STILL HAVE LARGE PERCENTAGES OF STUDENTS AT THE BEGINNING OF THE YEAR THAT ARE NOT MET ON GRADE LEVEL, WITH THE GREEN BEING, OF COURSE, ON GRADE LEVEL AT THAT TIME OF YEAR AND THEN PARTIALLY MET. THE GRADE LEVEL PROFICIENCY IS IN THE YELLOW, BUT THEN YOU CAN SEE THE RED. AND SO WE'VE SEEN SOME AREAS WHERE MAYBE THERE WAS A SLIGHT IMPROVEMENT, BUT THERE ARE ALSO SOME AREAS WHERE THERE WERE SOME WHERE IT WAS COMPLETELY FLAT. SO WE SEE THAT THAT'S THE FIRST THAT'S ON SLIDE TWO, WHICH IS ALL STUDENT GROUPS. AND IT'S ALSO BOTH LANGUAGES, ENGLISH AND SPANISH. THEN WHEN WE GO TO SLIDE THREE, THIS SPECIFICALLY IS STUDENT GROUPS BUT IT'S ALL GRADE LEVELS. SO WE HAVE OUR AFRICAN AMERICAN STUDENTS, WE HAVE HISPANIC STUDENTS. SO HERE'S SOME OF THE HISPANIC STUDENTS BEGINNING OF YEAR TO BEGINNING OF YEAR. AGAIN, NOT A 1 TO 1 COMPARISON BECAUSE NOT ALL THE STUDENTS ARE EQUALLY REPRESENTED ECONOMICALLY DISADVANTAGED AND THEN EMERGENT BILINGUALS, ESSENTIALLY, THE PATTERNS REMAIN PRETTY STEADY THAT AT THE BEGINNING OF THE YEAR, WE'RE GOING TO THE SAME PERCENTAGES OF STUDENTS IN EACH OF THESE BUCKETS. NOW, THE REASON THIS IS IMPORTANT TO US IS SO THAT WE CAN DEMONSTRATE WHAT KIND OF GROWTH THE SCHOOL YEAR ADDS TO STUDENTS BY THE END OF THE YEAR. THEN SLIDE FOUR. WE HAVE THE SAME DATA. THIS TIME THOUGH IS MATH. THIS SHOWS AGAIN SOME OF THE SAME PATTERNING, ALTHOUGH YOU CAN SEE THAT EARLY ON IN MATH, THE DIFFERENCES ARE QUITE STARK IN TERMS OF WHAT'S CONSIDERED ON GRADE LEVEL. IF YOU COMPARE, WE HAD MORE STUDENTS THAT WOULD HAVE BEEN ON GRADE LEVEL, IN GREEN IN THE READING AND LESS IN THE MATH, WHICH WE ALL KNOW WE'VE SEEN SINCE COVID, PARTICULARLY MORE CHALLENGING TO IMPROVE AS MATHEMATICS [01:10:03] IS VERY IT'S A VERY SEQUENTIAL TYPE OF INSTRUCTION. AND IF YOU MISS SOMETHING, IT HAS A GREAT IMPACT ON NEW LEARNING. WHEREAS READING AND WRITING, THAT TYPE OF COMPREHENSION IS MORE COHESIVE. AND WHILE IT GETS MORE COMPLEX, IT'S THE SAME SET OF SKILLS. AND THEN LASTLY, SLIDE FIVE IS LIKE WE SHOWED IN SLIDE THREE, WHICH IS THE STUDENT GROUPS. AND AGAIN, I WOULDN'T CONSIDER THESE NECESSARILY IMPROVEMENTS, AND WE'RE NOT NECESSARILY LOOKING FOR THE IMPROVEMENT, BUT WE STILL WANTED TO COMPARE WHERE WERE WE STARTING LAST YEAR TO WHERE ARE WE STARTING THIS YEAR? AND THEN THIS ESTABLISHES THAT BASELINE. SO WE WILL BRING YOU REMEMBER, WE WILL BRING YOU MIDDLE OF THE YEAR AND THEN WE WILL BRING YOU END OF YEAR. PLUS. WE WILL ALSO HAVE STAR 2.0 DATA, BUT THAT'S MUCH FURTHER ON. SO THAT'S THE IREADY DATA. AND THEN WE'RE GOING TO HAVE A HIGHLIGHT. DOCTOR HILL IS GOING TO TALK TO US THROUGH OUR WRITING STRATEGY SPECIFICALLY. AND THEN WE'LL TAKE SOME QUESTIONS. DOCTOR HILL I'M GOING TO START IT ACTUALLY. SO YOU GOT A LOT OF INFORMATION AROUND IREADY. BUT THE CAVEAT WITH IREADY, THE ONE THING THAT IS NOT ON IREADY IS WRITING. SO WE HAVE A COMPREHENSIVE, DELIBERATE K-12 WRITING STRATEGY TO INCREASE STUDENT SUCCESS. IF YOU LOOK, WE THIS IS A KIND OF A BUSY SLIDE, BUT IT GIVES YOU A LITTLE BIT OF STARTING OUT. YOU KNOW THAT WITH STAR THERE IS THE EXTENDED CONSTRUCTED RESPONSE. WE TALKED TO YOU ABOUT IT EVERY YEAR, 50% OF ALL OF THE STUDENTS IN THE STATE OF TEXAS GOT A ZERO ON THAT WRITING RESPONSE. AND SO I'VE GIVEN YOU A LITTLE BIT OF A HIGHLIGHT OF HOW MUCH THAT ONE QUESTION COUNTS ON YOUR THREE THROUGH EIGHT STAR EXAMS AND YOUR ENGLISH ONE AND TWO. AND IT REALLY IS JUST THE REMINDER THAT WRITING BUILDS A FOUNDATION THAT EVEN CONTINUES WITH COLLEGE READINESS ACROSS TSIASAT AP AND IB. ANOTHER SLIDE THAT WE THINK IS INTERESTING THAT LEANS INTO OUR WRITING STRATEGY, AND THAT IS CAMPUSES OFTEN ASK US WHEN WE'RE TRAINING PRINCIPALS OR TRAINING TEACHERS ABOUT THAT EXTENDED, CONSTRUCTED RESPONSE WITH WRITING, WHAT'S THE REQUIREMENT THAT THAT KIDS NEED TO GET CERTAIN BANDS FOR THEIR GRADE? SO WHAT WE'VE GIVEN YOU, THIS IS THE OUR AVERAGE E, C, R SCORES, WHICH SHOWS THE LIKELIHOOD OF REACHING A PERFORMANCE DOMAIN, HIGHLIGHTING THE THE THE. CONTINUING TO HIGHLIGHT THE ROLE OF STRONG WRITING INSTRUCTION AND OFFERING A BENCHMARK TO SUPPORT STUDENT SUCCESS. TO REACH THE MEETS PERFORMANCE BAND, THIRD GRADERS NEED A CUMULATIVE SCORE OF THREE ON THE ECR, WHILE FIFTH AND SIXTH GRADERS REQUIRE HIGHER SCORES. SO EVERY YEAR THAT BAND IS GETTING HIGHER WHEN THE STATE'S GRADING THESE ASSESSMENTS, MAINTAINING HIGH EXPECTATIONS IN K TWO LEADING INTO THIRD GRADE, THEN CONTINUING ON INTO LATER YEARS. I THINK AT THE LAST BOARD MEETING, YOU ALL SPECIFICALLY ASKED, KNOWING THAT WE WERE BRINGING YOU A THIRD GRADE STRATEGY. WELL, WHAT ARE YOU DOING IN K TWO? SO BEING INTENTIONAL DALLAS ISD IS REINFORCING EARLY WRITING FOUNDATIONS AND GRADES K TWO THREE THROUGH TARGETED PROFESSIONAL LEARNING FOCUSED ON SCAFFOLDING SENTENCE MECHANISMS, GRADE LEVEL GRAMMAR CONVENTIONS TO SUPPORT CONSISTENT CLASSROOM EXECUTION. EDUCATORS ARE EQUIPPED WITH CONCRETE EXEMPLARS. WE'VE DONE A LOT OF THAT TRAINING THIS YEAR. DOCTOR HILL IS GOING TO TALK ABOUT THAT IN A SECOND. EVEN INCLUDING FIRST AND SECOND GRADE WRITING SAMPLES TO BENCHMARK STUDENT MASTERY SO THAT THERE'S DAILY GUIDED WRITING INSTRUCTION TO BUILD THAT FOUNDATION IN THE THIRD GRADE. AND WITH THAT, I'M GOING TO TURN THAT OVER THIS OVER TO DOCTOR ELENA HILL. THANK YOU SO MUCH, CHIEF. GOOD EVENING EVERYONE. SO WE DEFINITELY WANT OUR STUDENTS TO CONTINUE WRITING ACROSS ALL DISCIPLINE ALL CONTENT AREAS. AND SO THIS SLIDE IS REALLY JUST TO SHOW YOU THAT WRITING DOES SHOW UP IN OUR SCIENCE AND SOCIAL STUDIES CLASSROOMS AS WELL. AND SO IN SCIENCE, WE DEFINITELY WANT OUR STUDENTS TO TO WRITE AND DEVELOP A STRONG IDEAS AND THROUGH THEIR CLAIM EVIDENCE AND REASONING. AND THEN IN SOCIAL STUDIES, WE HAVE OUR STUDENTS ANALYZING PRIMARY AND SECONDARY SECONDARY RESOURCES. AND SO WRITING ABOUT THOSE IS ALWAYS CERTAINLY HELPFUL. WHEN WE TALK ABOUT OUR PLAYBOOK. AND CHIEF GAYLORD DID BRING THE PLAYBOOK LAST TIME AND SHE PROBABLY HAS IT TODAY. SO WHEN WE TALK ABOUT OUR OUR WRITING PLAYBOOK, WE LOOK AT OUR ACTUAL H. Q I'M THAT WE'RE USING AS WELL AS WHAT WE'RE CALLING CLARITY DOCUMENTS, WHICH IS WHAT OUR TEAM DOES TO FURTHER CLARIFY WHAT THE EXPECTATIONS ARE FOR THE CLASSROOM. WHEN WE WHEN WE PUT ALL OF THOSE THREE RESOURCES TOGETHER, THAT'S TRULY WHAT THE COHESIVE CURRICULUM THAT CHIEF GAYLORD SPOKE ABOUT. [01:15:04] THAT'S WHERE IT COMES INTO PLAY. WE CAN'T JUST HAVE ONE. ALL THREE HAVE TO WORK TOGETHER. AND SO OUR WRITING CONTINUUM IN OUR WRITING PLAYBOOK IS IMPORTANT. THIS IS AN EXAMPLE OF THE WRITING PLAYBOOK FOR LEADERS. AND SO WE WANT OUR PRINCIPALS AND OUR EXECUTIVE DIRECTORS TO DEFINITELY BE ABLE TO KNOW EXACTLY WHAT WRITING INSTRUCTION SHOULD LOOK LIKE IN DALLAS ISD ACROSS THE CLASSROOMS. AND SO THIS WRITING PLAYBOOK REALLY IS SUPER EXPLICIT, AND IT HELPS EVERYONE SEE EXACTLY WHAT GOOD WRITING INSTRUCTION WILL LOOK LIKE. AND THEN LASTLY, I JUST WANT TO MENTION THAT WE HAVE TAKEN OUR WRITING TRAINING ON A ROAD SHOW. AND SO WE STARTED IN AUGUST WITH OUR EXECUTIVE DIRECTORS AND PRINCIPALS HAVING AN INTIMATE SETTING WITH THEM TO REALLY GO OVER OUR WRITING STRATEGY HERE IN DALLAS ISD. WE CONTINUED WITH OUR ASSISTANT PRINCIPALS AND SILT COMING UP NEXT WEEK. AND THEN THROUGHOUT THE SCHOOL YEAR, WE'RE HAVING EXECUTIVE DIRECTOR LEADERSHIP SERIES WITH SCHOOL LEADERSHIP, WHERE WE ARE SPENDING TIME BLOCKS OF TIME TO TWICE A MONTH, JUST GOING DEEP INTO THE CONTENT AREA WITH OUR EXECUTIVE DIRECTORS. THAT'S RIGHT. THANK YOU ALL SO MUCH FOR THAT THOROUGH PRESENTATION. WE'LL FIELD QUESTIONS NOW. TRUSTEE CURRIE. I'M HAVING FLASHBACKS. I WAS HELPING MY SON WITH HIS LR ESSAY LAST NIGHT. HE ASKED ME TO HELP CHECK HIS GRAMMAR, WHICH REALLY BECAME A CONVERSATION ABOUT DO YOU UNDERSTAND INDEPENDENT AND DEPENDENT CLAUSES? I THINK I BLEW HIS MIND WITH A COLON. I DON'T THINK HE UNDERSTOOD AT ALL HOW THAT WORKED, BUT IT WAS BUT BUT IT'S THE REPS. IT'S DOING IT OVER AND OVER AGAIN THAT HELPS HELPS LEARN THAT. SO THANK YOU FOR THAT. THAT'S VERY INTERESTING. I HAD SOME STARTING QUESTIONS REALLY PRIMARILY ABOUT THE DATA AT THE BEGINNING. IF WE COULD GO BACK YOU KNOW, SLIDE TWO AND SLIDE THREE REALLY STARTED TO, WE CAN START THERE. SO I, I KNOW THAT WE ARE, THIS IS REALLY A SETTING A BASELINE FOR WHAT WE'RE TRYING TO DO FOR THE YEAR. BUT I DO WANT TO POINT OUT, I DO SEE PROGRESS. I SEE IF I PARTICULARLY LOOK AT THE NOT MET STANDARD. IT IS DECLINING IN, I BELIEVE EVERY SINGLE YEAR ON THE SLIDE. AND IT DOES THAT BOTH IN SLIDE TWO AND SLIDE THREE. AND IN SEVERAL OTHER SLIDES THAT WE'LL SEE THROUGHOUT SLIDE FOUR AS WELL. AND YOU STOP ON SLIDE FOUR. I ACTUALLY WANTED TO GO BACK TO THAT. SO I JUST WANT TO POINT OUT THAT WE WE ARE SEEING MEASURABLE PROGRESS IN WHERE STUDENTS ARE AT THE BEGINNING OF THE YEAR. AND I NATURALLY, OF COURSE, ATTRIBUTE THAT TO THE WORK THAT THE TEAM IS DOING AND THE, AND THE TEACHERS AND ADMINISTRATORS THAT WANT TO MAKE SURE WE CALL THAT OUT. I ALSO WANT TO I THINK THIS ONE WAS PARTICULARLY INTERESTING IN LOOKING AT THE GREEN AND LOOKING AT HOW MATH GROWS SO MUCH IN THE MET STANDARD BETWEEN, YOU KNOW, FIRST GRADE THROUGH SIXTH GRADE. YOU KNOW, THERE'S BEEN A LOT OF EMPHASIS WE'VE DONE AS A DISTRICT ON, YOU KNOW, THE MATH ACADEMIES AND OTHERS. AND YOU SEE THAT IN THE DATA. AGAIN, YOU SEE THAT IN THE RESULTS. AND SO I WANTED TO JUST TAKE A MOMENT TO, TO POINT THAT OUT. AND SO, AND SAY THAT I DO SEE IMPROVEMENTS AND CONGRATULATE YOU ON THAT. ON WHEN WE START TALKING ABOUT WRITING STRATEGY, YOU ACTUALLY MENTIONED I-READY, AND IT'S AN INTERESTING COMMENT YOU MADE ABOUT HOW I-READY DOESN'T HAVE WRITING. I DO KNOW ONE QUESTION AND THIS IS SOMETHING AGAIN, WE CAN TALK IF I'M KIND OF GETTING FAR AFIELD, BUT I DO GET A LOT OF QUESTIONS FROM PARENTS ABOUT I-READY AS SORT OF WRAPPED UP IN THE BROADER CONVERSATION WE HAVE ABOUT STUDENTS BEING IN FRONT OF SCREENS. AND I-READY IS A TESTING THAT WE DO ON SCREENS AND OTHERS. AND I JUST, YOU KNOW, FOR ANY PARENTS THAT ARE LISTENING THAT HAVE CONCERNS ABOUT THE NUMBER OF TESTING THAT ALREADY, I WAS WONDERING IF ANYONE COULD KIND OF SPEAK TO WHY WE, I MEAN, I KNOW WHY WE DO THAT, BUT TO GIVE US, GIVE THE PUBLIC SOME COMMENTARY ON WHY IT'S IMPORTANT, WHY WE USE THAT TOOL AND WHY WE'RE MINDFUL OF BALANCING THAT TOOL ALONG WITH THE NEED TO NOT ALWAYS BE ON SCREENS. WELL, I'LL, I'LL START AND I'LL SEE IF CHIEF GAYLORD, DOCTOR HILL WOULD LIKE TO ADD MORE CLARITY. FIRST AND FOREMOST, OF COURSE, THE STATE ASSESSMENT IS ALL 100% ONLINE. WE DON'T EVEN HAVE AN OPTION. WE USED TO HAVE AN OPTION WHERE PARENTS COULD REQUEST PAPER AND PENCIL. THAT OPTION NO LONGER EXISTS. NO MORE SCANTRONS. THERE'S NO MORE SCANTRONS. SECONDLY, THE TEST HAS MODIFIED BEEN MODIFIED TO THE POINT WHERE YOU'RE NO LONGER ALSO JUST ON THE SCREEN SELECTING A, B, C, AND D. IN FACT, IN THE MATHEMATICS PORTION ALONE, YOU WOULD THINK MATH WOULD JUST BE A, B, C, AND D. I'LL GET TO THE READING AND WRITING IN A MOMENT. [01:20:01] AT THIRD GRADE, 43 TO 44% OF THE MATH QUESTIONS HAVE TO BE ANSWERED USING TECHNOLOGY ENHANCED, MEANING YOU'RE NOT JUST SELECTING A, B, C, OR D, YOU ARE DOING A DRAG AND DROP. YOU'RE DOING A A COMPUTATION ONLINE AND THEN SELECTING YOU'RE DOING A DRAWING, YOU'RE DOING GRAPHING, YOU'RE FILLING IN DIGITS ON GRAPH LINED PAPER. SO THE MECHANISM OF STUDENTS, IF WE, YOU KNOW, WAIT UNTIL THE LAST MINUTE, FIRST OF ALL, THEN STUDENTS WILL NOT HAVE THAT SKILL BECAUSE IT'S MORE THAN JUST BEING ABLE TO DO IT. I MEAN, YOUR, YOUR HANDS HAVE TO BE ABLE TO ACTUALLY OBVIOUSLY MANIPULATE THE LAPTOP IN, IN ITS PAD IN ORDER TO ANSWER THOSE QUESTIONS IN THAT WAY WHEN WE GET TO THE WRITTEN COMPONENT AND THE READING AND WRITING COMPONENTS THEMSELVES, BECAUSE THEY'RE NOW TOGETHER, IT'S NOT READING TEST AND THERE'S RIGHT, IT'S MIXED TOGETHER READING AND WRITING. SO WHEN STUDENTS GET TO WHAT WE CALL THE E S OR THE SCARS, RIGHT? SHORT CONSTRUCTED RESPONSES OR EXTENDED CONSTRUCTED RESPONSES, THE STUDENTS HAVE TO USE THE KEYBOARD IN ORDER TO RESPOND. IN ADDITION TO ANSWERING QUESTIONS THAT SOMETIMES ALSO REQUIRE WRITTEN RESPONSES. SO THE, THE FIRST THING IS THE STATE IS REQUIRING STUDENTS TO TEST IN THIS MANNER. THEN OF COURSE, THERE ARE WAYS FOR US TO UTILIZE TECHNOLOGY IN A WAY TO ENHANCE THE INDIVIDUALIZATION OF WHAT WE GATHER DATA FROM ON IREADY. AND SO IT CAN CREATE A GUIDE FOR A TEACHER SPECIFICALLY FOR STEPHANIE, IN THE AREAS IN WHICH SHE CAN BE ADVANCED, BECAUSE IT CAN SHOW THAT I'M REALLY MAXING OUT HERE. AND SO THAT PARTICULAR SET OF PLAYLISTS, IF YOU WILL, ALL OF THAT CAN STILL BE TEACHER GUIDED. AND IT DOESN'T MEAN, BY THE WAY, THAT THE INSTRUCTION IS ALL ONLINE. WE STILL HAVE. I WAS IN THE SCHOOL TODAY. I WAS AT KARLA TODAY AND THERE'S PAPER AND PENCIL AND BOOKS IN OUR SCHOOLS, IN OUR CLASSROOMS. AND I KNOW ALL OF THESE TRUSTEES, ALL OF YOU ALL GO TO SCHOOL. SO I KNOW YOU ALL SEE STUDENTS WITH PAPER, PENCIL, BOOKS, READING, WRITING, RESPONDING. SO WE DO BELIEVE THAT. AND WE HEAR PARENTS AND WE AGREE WITH PARENTS. AND WE ALSO UNDERSTAND THAT ON THE STATE REQUIREMENT SIDE, WE HAVE TO ENSURE THAT STUDENTS ARE PREPARED. AND LASTLY, WHEN WE DO COLLECT FROM AN ASSESSMENT LIKE THIS, WHICH IS WHY IT'S ONLY GIVEN THREE TIMES A YEAR AND IT CHANGES IN LENGTH RIGHT AT THE BEGINNING. IT'S NOT AS LONG A TEST. AT THE END OF THE YEAR, IT'S A LITTLE LONGER BECAUSE IT'S TESTING STUDENTS IN THAT PARTICULAR GRADE THAT PARTICULAR MONTH. AM I IN THIRD GRADE AT THE BEGINNING OF THE YEAR? WHERE SHOULD I BE? SO THIRD GRADE ASSESSMENT AT THE END OF THE YEAR IS NOT THE SAME ASSESSMENT FROM THE BEGINNING OF THE YEAR. THE RIGOR INCREASES BECAUSE THE GRADE LEVEL RIGOR INCREASES, BUT THAT DATA ALLOWS US TO CAPTURE IT QUICKLY SO THAT WE CAN RESPOND TO THAT DATA MORE READILY AND LOOK FOR PATTERNS IN WHICH WE THEN NEED TO CHANGE CURRICULUM CHANGE INSTRUCTIONAL DELIVERY. DO WE HAVE ISSUES AT A PARTICULAR SCHOOL? IS THIS DISTRICT WIDE? IS IT A PARTICULAR CLASSROOM? DO WE NEED DIFFERENT SUPPORTS? AND SO WE WOULD NOT BE ABLE TO RESPOND IN REAL TIME IF WE WERE NOT DOING SOME OF THIS UTILIZING TECHNOLOGY. THANK YOU. VERY, VERY HELPFUL. ON THE WRITING INSTRUCTION, AS I SORT OF GO BACK AND LOOK AT WHEN WE TALK ABOUT THE PROFESSIONAL LEARNING, IS THIS A SIMILAR INITIATIVE TO WHAT WE DID WITH MATH ACADEMIES, BUT FOCUSED ON WRITING? IS IT A SIMILAR CONCEPT OR IS THAT NOT A FAIR WAY TO THINK ABOUT IT? IT'S DEFINITELY THANK YOU FOR THAT QUESTION. IT'S DEFINITELY A COHESIVE APPROACH BECAUSE WE KNOW IN DALLAS ISD WE NEED A DEFINITE WRITING STRATEGY. AND SO WHILE IT'S NOT SOMETHING COMING FROM THE STATE LIKE THE MATH ACADEMIES ARE IT'S DEFINITELY SOMETHING THAT'S IMPORTANT TO US. AND SO WE JUST WANT TO MAKE SURE THROUGHOUT PRE K THROUGH 12 THAT WE UNDERSTAND HOW WRITING PROGRESSES AND WHAT STUDENTS SHOULD BE ABLE TO DO BY THE TIME THEY GET TO HIGH SCHOOL. WELL, AND I WANT TO, AND IF I, IF I'VE GOT THIS WRONG, DON'T CORRECT ME BECAUSE I'M BRAGGING AND I DON'T WANT TO BE CORRECTED. BUT IF I REMEMBER RIGHT, WE STARTED THINKING ABOUT MATH ACADEMIES AND THAT CONCEPT BEFORE THE STATE REQUIRED IT. YES, SIR. SO I WANT TO MAKE SURE WE GIVE CREDIT WHERE CREDIT IS DUE ON THAT. THE LAST POINT I WOULD MAKE IS JUST I'M REALLY EXCITED ABOUT THIS FOCUS. YOU KNOW, MY FIRST YEAR WRITING COURSE AT BAYLOR AND UNDERGRAD WAS CALLED THINKING WRITING AND RESEARCH. AND IT WAS INTENTIONALLY NAMED THAT BECAUSE YOUR ABILITY TO, TO THINK IS REALLY YOUR ABILITY TO WRITE, YOUR ABILITY TO EXPRESS WHAT COMES INTO YOUR MIND. AND SO YOU KNOW, FOCUSING ON THAT, MAKING SURE OUR KIDS HAVE THAT INSTRUCTION IS VERY HELPFUL. I GUESS THE LAST PIECE, IF THEY'RE DOING ALL OF THIS WRITING ON THE STAR TEST AND OTHERS, THAT MEANS THEY'RE TYPING ON KEYBOARDS FOR THEIR ANSWERS. [01:25:05] IS THAT CORRECT? SO I THIS IS ANOTHER QUESTION WE CAN TALK ABOUT ANOTHER TIME. MY SON PECKING AWAY ONE FINGER AT A TIME. YOU KNOW, I DO WONDER WHAT WE DO TO HELP TEACH STUDENTS HOW TO HOW TO USE EFFECTIVELY USE A KEYBOARD MORE EFFECTIVELY. AND THAT'S MAYBE BEYOND THIS TOPIC, BUT IT'S CERTAINLY SOMETHING I'D LOVE SOME MORE INFORMATION ABOUT AT SOME POINT. SO THANK YOU. THANK YOU. TRUSTEE CURRIE TRUSTEE SANDERS. ONE QUESTION ON OR MAYBE SET OF QUESTIONS, THE ON PAGE I GUESS IT'LL BE EIGHT FOR THE ACR AVERAGE BY PERFORMANCE BAND. CLARIFY FOR ME AGAIN, I THOUGHT I HEARD THE SCORE THAT WE'RE TRYING TO HIT IS A THREE FOR THIRD GRADE. RIGHT. IS THAT, DOES THAT MEAN. SO SO I PROBABLY DIDN'T SAY THIS WHEN I INTRODUCED THIS, BUT THIS IS WHAT THE DALLAS ISD TEAM HAS DONE AS A PREDICTABILITY. THE STATE IS NOT GIVING US THIS. THIS IS US GOING THROUGH THOUSANDS AND THOUSANDS OF ESSAYS OVER THE YEARS, COMING UP WITH AN AVERAGE AND THEN SEEING WHAT THE STATE IS RESPONDING WITH. OKAY. AND SO FROM WHAT WE SEE, BECAUSE WE WANT TO BE ABLE TO ANSWER THAT QUESTION WHEN WE TRAIN IN EXECUTIVE DIRECTORS, WE'RE TRAINING TEACHERS, WE'RE TRAINING PRINCIPALS, AND THEY'RE SAYING, I'VE GOT THIS KID ANGIE, THAT MADE A ONE LAST YEAR. WHAT, WHAT DOES THIS STUDENT NEED TO DO TO BE ABLE TO, TO MEET, MEET THIS GOAL? THIS IS OUR WAY OF REALLY SHOWING EVERYONE WHAT THEY HAVE TO HAVE. AND THEN AS THAT GOES UP THROUGHOUT THE YEARS. OKAY. SO IN MY, MY ALPHABET SOUP IS OFF. E C STANDS FOR EXTENDED CONSTRUCTED RESPONSE. IT'S RESPONDING TO AN ESSAY QUESTION. IT'S ONE QUESTION THAT'S 20% OF THE TEST. I KNEW THAT I WAS JUST TRYING TO SEE IF YOU HAD THE RIGHT DEFINITION. DID WE PASS? YEAH. YOU DID. I CRUSHED IT. OKAY. SO. THE IN KIND OF GOING BACK TO IT, WHAT WE'RE SAYING IS WE ARE SETTING A GOAL OF TRYING TO GET OUR THIRD GRADERS TO A THREE, BECAUSE IF WE CAN DO THAT, THAT BETTER PREDICTS THEIR CAPABILITY OF BEING ABLE TO PASS LATER ON WHEN THEY ACTUALLY HAVE TO TAKE THE TEST. WHEN WE WHEN WE RAN ALL THE TESTS, THE KIDS THAT ENDED UP WITH MEETS IN THAT AREA HAD AN AVERAGE OF 2.66. CORRECT. AND SO WE KNOW THAT IF WE CAN GET THEM THERE, THEY'RE LIKELY TO BE AT MEET. SO WE'RE USING OUR OWN INTERNAL DATA AND RUNNING PATTERNS AND QUERIES. AND THAT'S WHAT OUR ASSISTANT SUPERINTENDENT CORTEZ'S DEPARTMENT WORKS ON. AND THEN THEY BRING THAT DATA FORWARD. THEN CHIEF GAYLORD, DOCTOR HILL THEN BRING THAT SO THAT WE CAN THEN BECAUSE IT'S A QUESTION I DON'T THINK YOU REMEMBER. TRUSTEE SANDERS BUT. TRUSTEE. FOREMAN RIGHT IN THE. MY. IN THE ORIGINAL ORIGINAL ORIGINAL STATE ASSESSMENT, WRITING USED TO BE GIVEN SEPARATE. IT WAS GIVEN IN FOURTH GRADE AND IT WAS GIVEN IN SEVENTH GRADE. AND YOU GOT A SCORE FROM 1 TO 4. SO WE WOULD ALWAYS SAY, BECAUSE BY THEN THE STATE HAD TOLD US, IF YOU GET A THREE OR A FOUR, YOU PASS. SO WE KNEW WHAT NUMBER THE STATE IS NO LONGER. THEY NO LONGER GIVE US THOSE GUIDELINES. THEY DON'T SAY THIS NUMBER IN THE WRITING IS WHAT THE STUDENT NEEDS. SO OUR TEAM ISN'T WAITING FOR THEM TO GIVE US. THEY JUST RAN DATA AND FOUND OUT THAT STUDENTS THAT WERE AT MEETS WERE GETTING IT ON AVERAGE, A 2.66. GOT IT. OKAY, SO THE STATE MOVED AWAY FROM A ONE, TWO, 3 OR 4 MEANS PASS. AND WHAT IT'S NOW IT'S NOW ONE. SO THINK ABOUT ALL THOSE YEARS FOR 30 YEARS. YEAH, IT WAS A READING TEST. THERE WAS A WRITING TEST. NOW THERE'S ONE TEST. THAT'S RIGHT. OKAY. AND ON THAT ONE TEST, THERE'S ONE QUESTION THAT COUNTS ALMOST 20%. AND IT'S THAT WRITING ESSAY, THE STATE OF TEXAS. IN THIRD GRADE, 50% OF EVERY KID IN THE STATE OF TEXAS GOT A ZERO. RIGHT DALLAS ISD WE DID BETTER THAN THAN THE STATE, BUT BARELY. AND SO WHEN WE'VE GOT PRINCIPLES THAT ARE CALLING US SAYING, WHAT CAN WE DO? WHAT CAN WE DO? WE WANTED TO GIVE THEM SOME HARD FACTUAL INFORMATION BECAUSE WE'RE GIVING THEM STUDENT ESSAYS. WHAT I'LL DO IS I'LL GIVE A STUDENT ESSAY OF A STUDENT THAT GOT A ZERO, A ONE, A TWO, A THREE, A FOUR, AND THEN PRINCIPALS COLLECTIVELY CAN GO IN AND SAY, OH, THAT'S WHAT THESE THAT'S WHAT THE STUDENT NEEDS TO BE ABLE TO ILLUSTRATE. IT'S JUST A NEW GAME. IT'S A NEW. AND EVERY YEAR WE'RE KIND OF GETTING BETTER AT AT THIS. YEAH. AND I THINK I THINK I UNDERSTAND IT NOW. SO SAYING THIS BACK TO YOU WHAT, WHAT WE SEE HERE, THIS AVERAGE IS THIS OVER ONE YEAR OR DID WE LOOK OVER A COUPLE OF YEARS, A FEW YEARS. THIS IS OUR LAST YEAR. GOT IT. LAST YEAR. [01:30:01] THAT LOOK BACK LOOKING AT WHOEVER GOT TO MEETS APPROACHES DID NOT MEET MASTERS. THIS WAS THE AVERAGE SCORE THAT THEY WOULD HAVE GOTTEN. THAT'S RIGHT. ALL RIGHT. AND SO NOW WITH THIS ON THE LOOK FORWARD AS WE'RE TRYING TO PLOT WHAT OUR BULL'S EYE SHOULD BE FOR OUR STUDENT GROUP, YOU KNOW, WHATEVER CAMPUS WE'RE AT, THIS IS KIND OF THE MARK THAT WE'RE SAYING WE NEED TO BE AT IN ORDER FOR US TO HAVE AS ACCORDING TO OUR RESEARCH FROM LAST YEAR, WHAT WE NEED TO BE HITTING IN ORDER FOR US TO BE SUCCESSFUL THIS YEAR. OKAY. GOT IT. BUT THIS IS HOME GROWN. YES, IT'S HOME GROWN, WHICH MEANS IT'LL BECOME WE'LL WE'LL HAVE A COUPLE OF YEARS RUN ON THIS NEXT YEAR, AND WE'LL HAVE EVEN MORE DATA TO SEE. ONE IS THE STATE CONSISTENT OR ARE THEY SHIFTING AROUND A LITTLE BIT TOO? BUT EITHER WAY, THIS HAS HELPED US GET EVEN MORE FINE TUNED, ALMOST WITH A LASER ON WHERE WE NEED TO BE PREDICTIVELY FOR OUR KIDS TO BE ABLE TO PASS. GOT IT. UNDERSTOOD. THAT WAS. I THINK I MISUNDERSTOOD IT A LITTLE BIT, BUT I'M HERE NOW. OKAY. THANK YOU. THANK YOU. TRUSTEE SANDERS. TRUSTEE FOREMAN. THANK YOU. JUST A COUPLE OF QUESTIONS ON THE I'M LOOKING AT THE THE WRITING AND THE QUESTION IS, IS DO WE STILL TEST THROUGH THE FIFTH GRADE IN SPANISH, THE STAR TEST? YES. YES, MA'AM. HOW MANY OTHER DISTRICTS DO THAT? EVERY DISTRICT THAT HAS STUDENTS WHOSE LPAC DETERMINED THAT A STUDENT SHOULD TEST IN SPANISH. SO COULD YOU GIVE ME A LIST OF THE THE CAMP, THE CAMPUSES THAT ARE NOT CAMPUSES, BUT THE SCHOOL DISTRICTS THAT DO STILL TEST IN SPANISH ANY ANY DISTRICT THAT HAS A STUDENT THAT IS BILINGUAL AND IT WAS DETERMINED BY LPAC. SO I WOULDN'T. OUR SCHOOL DISTRICTS HAVE. IF THEY HAVE A. IF THE LPAC DETERMINES THAT THAT'S THE LANGUAGE OF INSTRUCTION FOR THAT CONTENT, THEN THEY'RE REQUIRED BY LAW TO TEST IN SPANISH. SO IT WOULD JUST BE GOOD FOR ME JUST TO KNOW THOSE DISTRICTS. IF YOU COULD PUT THAT, I WOULDN'T BE ABLE TO GIVE YOU THAT INFORMATION. WHY NOT? BECAUSE EVERY DISTRICT IS, I DON'T KNOW ALL THE STUDENTS THAT THEY HAVE. THERE'S 1200 DISTRICTS, BUT HE KNOWS WHICH DISTRICTS TEST IN SPANISH TO THE FIFTH GRADE. IF YOU'D WANT TO PUT IN A PIR TO TEA TO GIVE US TO GIVE US THAT INFORMATION, I CAN CERTAINLY WORK WITH OUR GENERAL COUNSEL, AND I ONLY ASKED THAT QUESTION JUST BECAUSE AS THEY TRANSITION OUT OF THE FIFTH GRADE AND WE'RE TALKING ABOUT WRITING, WHAT DOES THAT LOOK LIKE AND WHAT DOES THAT IMPACT ON WHAT WE'RE TRYING TO DO? THAT'S WHY I ASKED THAT QUESTION. AND THEN JUST REAL QUICKLY I'M LOOKING ON PAGE TWO OF THE SLIDES. AND I NOTICED SOMETHING A LITTLE BIT DIFFERENT. EXCUSE ME. WHEN YOU LOOK AT METZ KINDER FIRST AND SECOND, WE DECLINED JUST A PERCENTAGE POINT OR SO. BUT BUT WHAT I HEARD WAS THAT WE WENT UP IN EVERY AREA. AND SO I JUST WANT TO, YOU KNOW, US TO REALIZE THAT WE STILL ARE DOING GREAT WORK, BUT WE HAVE WORK TO DO. SO WE DIDN'T GO UP IN EVERY AREA. WE DID DECLINE. WE DECLINED IN KIND. FROM 30 TO 27 IN FIRST GRADE, WE STAYED THE SAME. IN SECOND GRADE. WE DECLINED BY ONE POINT. SO I JUST WANTED THE PUBLIC TO UNDERSTAND THAT PART. THANK YOU. ANY OTHER QUESTIONS? TRUSTEES. THANK YOU, SUPERINTENDENT AND TEAM FOR THAT REPORT. MOVING ON NOW TO ITEM NUMBER EIGHT ACCOUNTABILITY AND DISTRICT OPERATIONS. WE HAVE NOTHING THERE. SO WE'RE GOING TO MOVE ON TO NUMBER NINE MINUTES SUBMITTED FOR APPROVAL. [9. MINUTES SUBMITTED FOR APPROVAL] TRUSTEES. THE MINUTES ARE POSTED IN DILIGENT FOR YOUR REVIEW. WE'RE NOW GOING TO MOVE ON TO STATUTORY ITEM NUMBER TEN. [10. STATUTORY ITEM] CONSIDER AND TAKE POSSIBLE ACTION TO ACCEPT AND APPROVE THE RESOLUTION FOR EDUARDO RAMOS TO SERVE ON THE BOARD OF TRUSTEES OF THE LONE STAR INVESTMENT POOL. DO YOU HAVE ANY QUESTIONS? OH. THANK YOU. TRUSTEE GARCIA. DOES THIS I KNOW ONE QUESTION I HAD WAS, DOES THIS IMPROVE OR, OR HOW DOES THIS AFFECT THE DISTRICT'S STEWARDSHIP OF FUNDS? [01:35:07] AND DOES THIS, I JUST WANT EVERYONE TO KNOW IF THERE'S ANY COMPROMISE IN THE ABILITY, YOU KNOW, IF YOU'RE INVOLVED IN THIS YOUR ABILITY TO PUT THE DISTRICT'S INTEREST ABOVE THE GROUP OR THIS ENTITY. SO THE TASB LONE STAR INVESTMENT POOL, IT'S GOVERNED BY THE PUBLIC FUNDS INVESTMENT ACT AND THE DISTRICT. OUR INVESTMENTS ARE ALSO GOVERNED BY THE PUBLIC FUNDS INVESTMENT ACT. PART OF THAT ACT. WE ARE REQUIRED TO MAKE SURE THAT OUR INVESTMENTS ARE DIVERSIFIED. SO THE DISTRICT WE CURRENTLY INVEST IN SEVEN INVESTMENT POOLS JUST TO MAKE SURE THAT WE COMPLY WITH THOSE LAWS AND AND REGULATIONS. SO DESPITE ME BEING ON THIS BOARD, I STILL HAVE THE OBLIGATION TO MAKE SURE THAT OUR INVESTMENTS CONTINUE TO BE DIVERSIFIED. IN ADDITION TO THAT, THE BOARD DOES RECEIVE FOUR QUARTERLY INVESTMENT REPORTS. SO YOU ALL WOULD BE ABLE TO MAKE SURE AND SEE THAT WE CONTINUE TO HAVE OUR INVESTMENTS DIVERSIFIED. AND THIS IS AN UNPAID POSITION. THAT'S CORRECT. GREAT. THOSE ARE ALL MY QUESTIONS. NEXT UP TRUSTEE CURRIE. I DO NOT MEAN TO HAVE THAT HIT. NEXT UP TRUSTEE. FOREMAN. SO WHAT'S THE TIME FRAME FOR THIS? IS THIS INDEFINITE OR WHAT'S THE TIME FRAME? SO THE NOMINATION BOARD MEMBERS SERVE A THREE YEAR TERM THREE YEAR TERM. OKAY. SO IT WOULD BE NICE IF THAT'S PUT IN THE DOCUMENT THAT IT'S A THREE YEAR TERM SO THAT THERE'S A CLEAR UNDERSTANDING. THANK YOU. ANY MORE QUESTIONS? ALL RIGHT. MOVING ON TO NUMBER [11. POLICY UPDATES] 11. ITEM NUMBER 11. WE'RE GOING TO BE LOOKING AT POLICY UPDATES. DO WE HAVE ANY QUESTIONS. 11. AYE. TRUSTEE. FOREMAN. YES. ON 11 A CORRECT. YES. THANK YOU. I SEE BYRON IS OUT OF THE ROOM. COULD WE COME BACK TO THAT? BECAUSE I DON'T WANT TO. YES. NO PROBLEM. SO COULD WE COME BACK? THANK YOU. WE'LL TABLE THAT FOR A MINUTE. ANY OTHER QUESTIONS ON ITEM NUMBER 11. A THROUGH J. ALL RIGHT. TRUSTEE FOREMAN 11 B. SO I'M LOOKING AT THE PARAGRAPH THAT SAYS ANY EMPLOYEE WHO REFUSES TO UNDERGO MEDICAL, MENTAL OR EMOTIONAL EVALUATION MAY BE PLACED ON AN UNAPPROVED LEAVE OF ABSENCE WITHOUT PAY, PENDING COMPLIANCE. SO WHAT ABOUT THE EMPLOYEES RIGHTS TO BE TO BRING FORTH A MEDICAL PERSON? AND IS THE DISTRICT DOING THIS BASED ON A MEDICAL. BECAUSE WHAT IT LOOKS LIKE IS GOING THROUGH YOUR BENEFITS DEPARTMENT. SO IS A MEDICAL PERSON MAKING THIS DECISION OR THE BENEFITS PERSON MAKING THAT DECISION? NO. THE. SO THE THE EMPLOYEE WOULD GO AND THEY WOULD GET A MEDICAL DOCTOR OR A, OR A MEDICAL PHYSICIAN OF SOME KIND. AND THEY WOULD PRESENT THAT INFORMATION TO THE BENEFITS DEPARTMENT, WHICH WOULD THEN GO TO THE BENEFITS REVIEW. BUT THEY DON'T MAKE THE DECISION, BUT THEY, THEY, THEY LOOK AT ALL ACCOMMODATIONS AND THINGS OF THAT NATURE, WHETHER WHAT THIS IS. SO I WOULD LIKE FOR FOR THE EMPLOYEES SAKE, THE EMPLOYEE NEEDS TO HAVE AN UNDERSTANDING THAT THEY GO TO A MEDICAL DOCTOR BECAUSE THIS JUST SAYS IT GOES TO THE BENEFITS DEPARTMENT. AND SO IT WOULD BE GOOD IF THAT LANGUAGE IS IN THERE TO BE ABLE TO ADDRESS ANY CONCERNS EMPLOYEES MIGHT HAVE. SURE, WE CAN ADD THAT. THANK YOU. TRUSTEE TURNER YEAH, I HAD A QUESTION. I DON'T SEE ANY ANY OTHER QUESTIONS ON BE OKAY. AND WE'RE GOING TO PAUSE AND GO BACK TO AYE. AND THEN WE'LL GO TO SEE, OKAY, WE'RE GOING TO TAKE A DEEP BREATH AND WE'RE ALL GOING TO GO BACK TO AGENDA ITEM 11 A AND WE HAVE A QUESTION FROM TRUSTEE. FOREMAN. YES. SO TRUSTEE SANDERS AND I HAD A LONG CONVERSATION REGARDING THIS PARTICULAR POLICY, AND I STILL HAVE SOME CONCERNS BECAUSE ACTUALLY WHAT'S IN HERE IS THE ORIGINAL DOCUMENT ALMOST THAT WE JUST, [01:40:09] WE HAD TALKED ABOUT SOME OF THOSE THINGS DIDN'T MAKE SENSE. SO HOW DID WE GET BACK TO THE ORIGINAL DOCUMENT? THANK YOU. TRUSTEE FOREMAN TRUSTEE SANDERS FIRST I WANT TO CLARIFY BECAUSE I KNOW THERE'S A BUNCH OF VERSIONS FLOATING OUT THERE. ARE YOU LOOKING AT C VERSION? C I DON'T HAVE VERSION C OKAY. JUST THE ORIGINAL. THAT'S WHAT WAS UPLOADED BECAUSE, YOU KNOW, I HAVE MY TRUSTY BINDER. SO VIRGIN SEA IS ON THE IT'S IN THE BOARD DOCUMENT NOW. IT'S IN THERE NOW. YEAH. I AND LORD KNOWS I, I DON'T I DON'T KNOW WHEN IT WAS CHANGED. WHAT ARE YOU SAYING? YOU PRINTED IT. PRINTED IT OUT. SEE YOU TRYING TO SAVE HIM. WELL, ONE TRUSTEE MACKEY UPLOADED IT. I THINK IT WAS UPLOADED ON TIME. I MEAN, WE CAN WE CAN CLARIFY. IT WAS UPLOADED ON TIME, BUT THE THE ORIGINAL WAS UPLOADED. OKAY. SO THEY HAVE THE THE THE ORIGINAL IS ON THERE AND I THINK THE SEA IS ON THERE AS WELL. LET ME WALK THROUGH KIND OF THE, THE HIGHLIGHTS BECAUSE A LOT OF WHAT WE TALKED ABOUT IS IN IS IN THE VERSION C. SO I WANT TO MAKE SURE WE WE DO THAT. LET ME WALK IT THROUGH AND I'M GONNA HIT THE BULLET POINTS. AND THEN WE CAN, YOU KNOW, KEEP DISCUSSING IN CASE THERE ARE ADDITIONAL QUESTIONS. SO FIRST OF ALL, JUST WANTED TO, YOU KNOW, REMIND EVERYBODY WHY WE WERE DOING IT IN THE FIRST PLACE. RIGHT NOW, WE DO VOTE ON EVERYTHING RIGHT FROM THE DOOR TO THE HALLWAY TO. AND SO WHAT WE'RE TRYING TO DO IS FIND SOME EFFICIENCIES. ONE OF THE OTHER THINGS IS MAKING SURE THAT WE HAD ACTUAL REFLECTION FROM THE COMMUNITY AND NOT JUST A RUBBER STAMP. RIGHT NOW, THE CURRENT PERMUTATION IS ONE SIGNATURE FROM THE SBDC CAN BE INTERPRETED AS A PROXY OF THE SBDC PERIOD. WE DON'T HAVE THAT CLARITY IN THE POLICY. SO WE'RE FIXING THAT. AND THEN WE JUST GOT MORE SPECIFIC ABOUT THE RENAMING PROCESS. SO WHAT THIS POLICY DOES, THE VERSION THAT WE HAVE HERE AND THE VERSION THAT WE HAVE HERE APPROVES NAMING AND RENAMING OF SCHOOL BUILDINGS SCHOOLS, BUILDINGS, AND THEN THE STANDALONE DISTRICT WIDE FACILITIES. WHAT IT DOES DO IS MOVE THE RESPONSIBILITY OF PARTS OF A BUILDING OUT OF THE PURVIEW OF THE BOARD OF TRUSTEES. SO WE STOP VOTING ON ON, YOU KNOW, SAY, EVERY PLAQUE OR A FOCUS ON THE DECISIONS THAT MATTER. IT GIVES US THE ABILITY TO FOCUS ON THE, ON THE HIGHER LEVEL DECISIONS. WHAT IT ALSO DOES IS IT CREATES CLEAR AND FAIR CRITERIA. SO NAMES CAN HONOR DISTINCTIVE PLACES. THEY CAN BE PROMINENT PEOPLE. IT DOESN'T PREJUDICE OR OVERINDEX ON ANY TYPE OF NAMING OVER ANOTHER TYPE OF NAMING. THE REAL RENAMING PROCESS IS, IS UNIQUE IN THAT IT CREATES A DEMONSTRATED ONE. IT SAYS THAT A RENAME CAN HAPPEN WITH A DEMONSTRATED AND COMPELLING REASON. AND THEN THE PROPOSAL CAN COME FROM ANYWHERE, BUT IT SPECIFICALLY NAMES A TRUSTEE. NAMING COMMITTEE, WHICH WAS FEEDBACK THAT WE GOT FROM YOU. TRUSTEE. FOREMAN. THAT WAS, THAT WAS A CRITICAL THING THAT WE WANTED TO PUT IN THERE. ONE OF THE FIXES FROM THIS PARTICULAR AREA WAS ACKNOWLEDGING THAT SB MS THERE'S VARYING. WE BY POLICY, WE'RE SUPPOSED TO HAVE SB DM. SO IT'S A, IT MOVES IT TO A IT ALMOST KIND OF AN ADMINISTRATIVE FUNCTION, AS OPPOSED TO THE PLACE WHERE NAMING ETHOS IDEAS AND EVERYTHING ELSE HAS TO BE GENERATED. SO WE CAN TAKE IT FROM A NUMBER OF DIFFERENT PLACES. BUT BECAUSE WE DO WANT TO LEVERAGE THE THING THAT WE REQUIRE IN POLICY TO EXIST ON ALL OF OUR SCHOOLS, THAT'S WHY WE STILL HAVE THAT SB, DM, SIGNATURE MAINTAIN IN THE PROCESS. HOWEVER, NOW IT'S NOT, YOU KNOW, YOU PULL ONE SB DM PERSON ASIDE, IT HAS TO BE AN ACTUAL VOTE FROM THE SB DM THE DISTRICT THEN STEPS IN PURELY FROM ADMINISTRATIVE CAPACITY IN ORDER TO DO THE OTHER THINGS THAT WE SAY WE WANT TO DO TO, TO REALLY DEMOCRATIZE THIS AND PUT THIS IN THE COMMUNITY'S HANDS, THAT COMMUNITY SURVEY. THE, THE SCHOOL HOLDS THE PUBLIC MEETING. SO THESE ARE, THEY'RE KIND OF MOVING THE GEARS OF THE, OF THE MACHINE, BUT THEY'RE NOT THE ONES HOLDING THE AGENCY OF THE DECISION. GUARDRAILS. SO ONE OF THE OTHER THINGS IS WE, WE INSTITUTED OUR PROPOSING A CAP OF FOUR RENAMINGS PER [01:45:07] TRUSTEE DISTRICT IN A SINGLE YEAR. SO NO DISTRICT CAN REALLY FLOOD THE SYSTEM AND WE GET TO HAVE MORE, I WOULD SAY, MORE EFFICIENT USES OF OUR TIME. AND THEN I THINK, YOU KNOW, IF WE'RE GOING TO DO A RENAMING, THERE'S THERE'S SOME GRAVITY THAT COMES WITH THAT DECISION. AND SO YOU DON'T WANT TO JUST UNDER ONE TRUSTEE, YOU KNOW, HYPOTHETICALLY RENAME THE WHOLE DISTRICT, RIGHT? SO THAT'S WHY THERE'S A CAP OF FOUR PER YEAR. AND THEN LET ME HIT ON THE OTHER. OH. NEW SCHOOL. SO BRAND NEW SCHOOLS THAT DON'T HAVE AN SBDC YET BECAUSE THEY HAVEN'T OPENED. THERE'S, THERE'S LANGUAGE IN THERE THAT CLARIFIES WHAT THAT PROCESS WOULD LOOK LIKE. SO THE DISTRICTS TRUSTEE WOULD LEAD THE NAMING, CONVENES THE TRUSTEE DISTRICT NAMING COMMITTEE, AND THEN RUNS THE SAME PROCESS MINUS THE CAMPUS VOTE. BECAUSE AGAIN, WE DON'T HAVE A CAMPUS. AND THEN FOR DISTRICT WIDE FACILITIES FOR THIS ONE, EXAMPLES WOULD BE STADIUMS OR SERVICE CENTERS, THINGS OF THAT NATURE. THE BOARD CONVENES THE COMMITTEE IN THE TRUSTEE APPOINTS EACH TRUSTEE WOULD APPOINT A MEMBER AND THE COMMITTEE PICKS ITS OWN CHAIR. AND THE SUPERINTENDENT SITS WITHOUT A VOTE. AND THE SUPERINTENDENT IS THERE AS A REFLECTION OF, YOU KNOW, THE ADMINISTRATION IS GOING TO HAVE TO WALK THIS ADMINISTRATIVELY THROUGH. SO THAT'S WHY THE SUPERINTENDENT IS, PRESENT. SO IN THIS INSTANCE AGAIN THESE ARE DISTRICT WIDE FACILITIES. THIS POLICY REVISION SHOWS THAT WE RECOGNIZE THIS IS SERVING THE ENTIRE DISTRICT. AND SO EACH TRUSTEE WOULD HAVE REPRESENTATION. LAST THING HERE IS I WANT ADDRESSING A FEW THINGS. ONE WE WANTED TO MAKE SURE THAT THESE CHANGES REFLECTED THAT THERE'S OFTENTIMES MORE KNOWLEDGE ABOUT THE HISTORY OF A NEIGHBORHOOD, THE HISTORY OF A COMMUNITY, AND OFTENTIMES A HISTORY OF THAT SCHOOL EXISTING OUTSIDE OF OUR TRADITIONAL STRUCTURES. MAYBE WHOEVER THE PRINCIPAL IS AT THE TIME OR WHOEVER IS LEADING THE SITE BASED DECISION MAKING TEAM AT THE TIME. THAT'S WHY NAMING THAT THE TRUSTEE HAS THE OPPORTUNITY TO CONVENE THAT THAT THAT BROADER COMMITTEE CAN ACCOUNT FOR THIS, THIS COMMUNITY HISTORICAL KNOWLEDGE TO BE TRANSFERRED INTO THIS PROCESS AND TO HELP GUIDE THE PROCESS. AND THEN WANT TO NAME AGAIN. IT'S NOT DESIGNED TO GIVE OVER THE DECIDING POWER TO THE ADMINISTRATION, BUT IT IS DESIGNED IN ORDER FOR THE ADMINISTRATION TO CARRY, YOU KNOW, THE, THE LOAD OF THE WHO'S ISSUING OR, YOU KNOW, PUTTING OUT THE SURVEYS. SO IT'S NOT UP TO THE TRUSTEE OR SOMEBODY ELSE TO WHOEVER'S GOOD WITH EMAIL AND HAS A REALLY GOOD LISTSERV AT THE TIME. SO I'LL STOP THERE AND SEE IF I CAN ANSWER ANY OTHER QUESTIONS. YOU KNOW, BEN WASN'T HERE TODAY, SO I SAID I'D WALK YOU THROUGH AS A COAUTHOR. BUT WOULD LOVE TO SEE IF WE CAN ADDRESS ANY OF THE DISCREPANCIES OR NEED CLARIFICATION. THANK YOU. TRUSTEE SANDERS TRUSTEE. FOREMAN. ANY MORE QUESTIONS? YES. SO I'LL JUST START OUT WITH YOU LISTENED. WELL, A LOT OF THE THINGS YOU JUST REPEATED ARE THINGS THAT I BROUGHT FORTH IN REGARDS TO MY CONCERNS, AND MY CONCERN HAPPENED TO HAVE BEEN THE LAST ONE THAT YOU REITERATED, AND THAT IS, IS THAT THE TRUSTEES KNOW MORE ABOUT THEIR DISTRICTS IN MOST CASES THAN THE ADMINISTRATION. AND WITH THE WAY THE OTHER POLICY WAS WRITTEN, IT WAS ACTUALLY GIVING MORE CREDENCE AND WEIGHT TO THE ADMINISTRATION. AND THAT I DON'T WANT TO GIVE UP. I DO UNDERSTAND THE CONCERNS ABOUT YOU WEREN'T ON THE BOARD AT THE TIME, BUT THERE WERE A LOT OF SCHOOLS RENAMED. BUT THIS BOARD VOTED YES ON ALL OF THEM. I'M THE ONLY ONE THAT PROBABLY VOTED NO ON SOME OF THEM, BUT I STILL WANT TO MAKE SURE THAT THERE'S THAT OPPORTUNITY. THIS IS MUCH CLOSER ALIGNED TO WHERE I AM IN OUR CONVERSATION THAT WE HAD. AND SO WHEN I SAW WHAT WAS IN MY BINDER. IT WAS PRETTY MUCH THE SAME. UNDERSTOOD. AND WE'LL HAVE A LITTLE MORE CONVERSATION. THANK YOU. OKAY. THANK YOU. TRUSTEE. FOREMAN. TRUSTEE SANDERS, DO YOU HAVE ANY QUESTIONS? OH, NO. OKAY. YES. ANYONE QUESTION YOURSELF. I QUESTION MYSELF SOMETIMES. TRUSTEE CURRIE, PLEASE. TRUSTEE. TRUSTEE ED TURNER. SORRY, I'M STILL LOOKING. IT'S BOTTOM UP, NOT TOP DOWN. WE'RE STILL ON. YEAH. YOU'RE ON C, RIGHT? YEAH, I'M ON C, WE'RE ON B. YOU GOT A QUESTION? JUST A COUPLE QUESTIONS ON B ON I'M LOOKING AT THE PRINTOUT THAT WAS ON MY DESK OF C. [01:50:03] SO THIS IS NOW IN SECTION. I DON'T KNOW. IT'S THE POINT WHERE WE TALK ABOUT IT'S YOU CAN'T CHANGE WITHIN A 50 YEAR PERIOD OF TIME. YEAH. I WANT TO UNDERSTAND. I MEAN, THERE HAVE BEEN TIMES WHERE FOR VARIOUS CIRCUMSTANCES, SOME OF THEM NOT WONDERFUL. WE'VE NEEDED TO CHANGE THE NAME OF A SCHOOL. HOW DO WE DEAL WITH THAT, WITH THIS LIMITATION WRITTEN INTO THE POLICY THAT SAYS IT CAN CHANGE EVERY 50 YEARS? I'M OPEN TO A SUGGESTION ON HOW WE DO THAT. I THINK THE, AND THIS, THIS PARTICULAR POINT, I ACTUALLY, IT WASN'T MY PARTICULAR EDIT. SO I THINK TRUSTEE MACKEY WOULD PROBABLY HAVE A LITTLE BIT MORE. AND I'M NOT SAYING THAT THAT THING WE SHOULDN'T PROBABLY RENAME SCHOOLS OVER AND OVER AGAIN, COMMUNITIES, YOU KNOW, ADOPT NAMES. AND SO I THINK IT'S A GOOD TO HAVE A LIMIT. IT'S JUST THERE ARE CIRCUMSTANCES. AND THE ANSWER MAY BE THE DREADED CONCEPT OF, OF WAIVING POLICY FOR EMERGENCIES. BUT YOU KNOW, THAT THAT THAT MAY BE WHAT THE ANSWER IS. BUT THANK YOU. THAT HELPS ME. THEN THE, THE OTHER QUESTION I HAD, AND THIS DOESN'T HAPPEN THAT OFTEN, BUT IT DOES. IT HAPPENED WHEN WE DID THE CAREER INSTITUTE. I'M NOW LOOKING AT THE NEW SCHOOLS. SO YOU HAVE A NEW SCHOOL FACILITY. IT MAY NOT BE NAMED AFTER ANYONE IN PARTICULAR. WHEN IT OPENS, IT'S JUST THE CAREER INSTITUTE OR IT'S JUST, YOU KNOW, I DON'T KNOW. I'LL PICK A RANDOM NAME. SOUTHWEST DALLAS HIGH SCHOOL, WHICH DOESN'T EXIST, BUT MAKE THAT UP. YEAH. IF WE WANT TO RENAME THAT AFTER A PERSON TO HONOR THEM, WOULD WE NEED TO WAIT THE SAME 50 YEARS? THAT'S A GOOD QUESTION. DOESN'T HAVE THE SAME SORT OF HISTORICAL CONNOTATION. YEAH. OR NOT. AND I DON'T KNOW THE ANSWER TO THAT. AND AGAIN, IT MAY BE THE ANSWER IS THOSE ARE SUCH ONE OFF UNIQUE CIRCUMSTANCES THAT THAT'S WHAT WAIVING POLICY IS FOR. BUT THAT IS, THAT IS HOW Y'ALL HAVE DONE IT IN THE PAST. JUST, JUST TO REITERATE THE POINT ON BOTH, FOR INSTANCE, FORMER CHAVEZ. WHETHER IT MET THE 50 YEARS OR NOT, BECAUSE OF THE CIRCUMSTANCES INVOLVED THAT THE BOARD WAIVED THAT POLICY. AND THEN THE CAREER INSTITUTES, THOSE ARE LIKE PLACEHOLDERS, RIGHT? THAT WE SPECIFICALLY GIVE THEM. AND THEN, BUT YES, BY POLICY, YOU WOULD STILL HAVE TO WAIVE THAT. BUT THOSE HAVE BEEN, I THINK REASONABLE REASONS. TO CHANGE, I DON'T THINK I NEED ANY ADDITIONAL. I THINK I'M COMFORTABLE WITH THE LANGUAGE. JUST. THERE MAY BE CIRCUMSTANCES WHERE WE HAVE TO MAKE SOME ADJUSTMENTS AND THAT'S THAT'S WHAT WE'RE HERE FOR. ONE OF THE THINGS THAT I'LL, I'LL DO A LITTLE BIT OF HOMEWORK AROUND IS JUST SO WAVING DOESN'T FEEL LIKE SUCH A BLUE SKY. SOMETHING, SOMETHING. THERE MIGHT BE SOME CRITERIA THAT WE, WE PUT AROUND WHAT A, WHAT IS A JUSTIFIED WAIVER? RIGHT. I'LL, I'LL DO JUST A LITTLE BIT OF THINKING AROUND THAT. IT, IT, IT MIGHT JUST BE, YOU KNOW, WE DO THE WAIVERS, RIGHT. AND NOT TO OVERCOMPLICATE THINGS AS MUCH, BUT LET ME GO BACK AND DO, I'LL DO A LITTLE BIT MORE HOMEWORK ON THAT. AND THEN YEAH, I JUST FOR DISCUSSION AND I'M NOT SURE WHETHER I LIKE THIS OR NOT, I JUST DON'T WANT TO, NOT TO THINK ABOUT IS, YOU KNOW, I DON'T EVEN KNOW IF WE COULD UNDER THE RULES DO THIS, BUT JUST FOR THE FOR NAMING CREATE A HIGHER THRESHOLD FOR WAIVER THAN OTHERS. SO THAT WAIVER ONLY HAPPENS WHEN IT'S SO OBVIOUS THAT THERE'S NOT THERE'S A CONSENSUS AMONG THE BOARD. YEAH. I DON'T EVEN KNOW IF THAT'S ALLOWED BY THE RULES OR NOT, BUT IT'S AND I'M NOT SURE IT'S A GOOD IDEA OR NOT. I'VE THOUGHT THROUGH IT ALL, BUT IT'S JUST SOMETHING I'M THINKING ABOUT. OKAY. OKAY. YEAH. LET ME DO LET ME DO SOME WORK ON THAT. AND THEN WE'LL BRING IT BACK. AYE. SUPERINTENDENT ELIZALDE. YES. I HEARD THE SUPERINTENDENT WILL SIT IN AND I NOTICED IN SOME OTHER AREAS IT SAID SUPERINTENDENT OR DESIGNEE. OH YES. SO GIVEN THE AMOUNT OF TIME THAT THIS COULD OR COULD NOT TAKE, I WOULD JUST REQUEST THAT THERE, IF POSSIBLE, THAT THE BOARD CONSIDER LANGUAGE THAT WOULD BE SUPERINTENDENT OR DESIGNEE AS PART OF WHEREVER THE SUPERINTENDENT IS LISTED IN THIS PARTICULAR DOCUMENT. I DON'T THINK YOU HAVE ANYTHING ELSE TO DO. AND SO THIS WOULD BE A WONDERFUL TIME FOR YOU TO MAYBE JUST TAKE IN ANOTHER MEETING OR SO. NO, I CAN'T TELL YOU HOW EXCITED THE TEAM AND I ARE ABOUT THIS POLICY. SUPER EXCITED. SUPER EXCITED. OKAY. YEAH. NO, IT SHOULD BE DESIGNEE. AND THAT, THAT THAT SHOULD BE REFLECTED EVENLY THROUGHOUT. OKAY. AND YOU'RE STILL WITH C, RIGHT? TRUSTEE ED TURNER OKAY, A QUICK, JUST A QUICK CLARIFICATION. THERE WERE TWO VERSIONS ON HERE. SO CW VERSION B WAS POSTPONED TO A DATE CERTAIN LAST MONTH TO THE SEPTEMBER BOARD MEETING. SO WE'LL NEED TO VOTE ON IT. AND THEN IF IT DOESN'T PASS WE'LL BRING FORWARD VERSION C JUST AS A TECHNICALITY. SO WE CAN JUST MAKE SURE THAT THAT'S CLEAR. BUT THAT'S WHY THERE WERE TWO VERSIONS IF THAT IS CLEAR AS MUD. [01:55:06] YEAH. ALL RIGHT. SO ANY OTHER QUESTIONS ON THE NAMING POLICY? TRUSTEE MICCICHE. THANK YOU. I'M WONDERING, IS THIS A UNIQUE NAMING POLICY THAT WE'RE CREATING FOR DALLAS ISD, OR IS THIS BASED ON A POLICY THAT ANOTHER DISTRICT OR MANY DISTRICTS HAVE? TO MY KNOWLEDGE, THIS ISN'T BASED ON POLICIES THAT OTHER DISTRICTS HAVE. I THINK IT'S BEEN LEARNINGS FROM WHAT SOME OTHER DISTRICTS HAVE, BUT NOT FROM A TEMPLATE I DON'T BELIEVE. DO YOU THINK THIS IS GOING TO RESULT IN MORE THINGS BEING NAMED OR FEWER THINGS BEING NAMED? IT'S MY SUBJECTIVE OPINION ON THIS IS THAT IT WOULD BE FEWER THINGS BEING NAMED SIMPLY BECAUSE THERE'S A LITTLE BIT MORE PROCESS BUILT IN, I THINK A HIGHER TIER OF A HIGHER STANDARD OF THE, OF THE WORK AND, AND INPUT REQUIRED. AND IT LITERALLY HAS A CAP TO. SO THAT'S THE OTHER PART. AND WHEN WE'RE TALKING ABOUT HAVING THE LOCAL COMMUNITY'S NAME THINGS WITHOUT BOARD APPROVAL, WHAT, WHAT IS THE SAFEGUARD THAT THEY DON'T NAME THINGS AFTER, SAY, A PERSON THAT IS IF IT HAD COME TO THE FULL BOARD, WOULD THE FULL BOARD WOULD NOT HAVE NAMED IT, BUT IT SORT OF SHOWS UP IN THE PRESS AND IN THE MEDIA THAT THEY'VE JUST NAMED A SCHOOL AFTER SOMEBODY WITH A CRIMINAL RECORD OR CHE GUEVARA GUERRA OR SOMETHING, OR SOMEBODY THAT IS IS JUST NOT SOME SOMEBODY, SOME A NAME THAT THE DISTRICT DOES NOT WANT TO BE ASSOCIATED WITH. AND YOU THE EXAMPLE YOU USED WAS NAMING A SCHOOL AND IT COULD BE WHEN WHEN THE MEDIA JUMPS ON ON THE DISTRICT. I GOT YOU. IT COULD BE A HALLWAY. DALLAS ISD IS HONORING, YOU KNOW, THIS TERRORIST BECAUSE THIS SMALL GROUP OF PEOPLE HAD THE ABILITY TO GET THIS TO GET THIS NAME THROUGH WITHOUT THE KIND OF SCRUTINY THAT WOULD OTHERWISE HAPPEN, OR AT LEAST HAS A GREATER CHANCE OF HAPPENING. IF THE WHOLE BOARD HAD TO SAY, WHO IS THIS GUY? TELL ME MORE. YOU KNOW, DID WE DO DID WE DO A BACKGROUND CHECK? DO I MEAN, FORTUNATELY, THIS BOARD HAS BEEN VERY GOOD ABOUT MAKING SURE THAT WE NAME PEOPLE, WE NAME THINGS WHEN IT'S WHEN THEY'RE NAMED AFTER PEOPLE IN A RESPONSIBLE WAY. I MEAN, SOMETIMES WE GET THINGS, THINGS WRONG. WE DON'T WE DIDN'T KNOW ABOUT THE BACKGROUND OF, OF, OF CHAVEZ UNTIL VERY RECENTLY, BUT NEITHER DID THE WHOLE WORLD. SO WE AS CUMBERSOME AS THE EXISTING POLICY HAS BEEN AS MUCH TIME AS IT HAS TAKEN, WE REALLY HAVEN'T GOTTEN THAT MANY THINGS WRONG. AND THAT'S, THAT'S ONE OF THE FEW THAT I CAN THINK OF. BUT NOW WHEN THIS WHEN THE THE ABILITY TO NAME SOMETHING GETS PUT INTO A SMALL, TINY GROUP, THEY'RE STILL ACTING ON BEHALF OF DALLAS ISD. AND I JUST WONDER IF SOMEBODY COMES UP WITH A NAME THAT NONE OF US HAVE KNOW ANYTHING ABOUT. IT BECOMES A DALLAS ISD ACTION. IT BECOMES DALLAS ISD EXPOSURE. AND I CAN REMEMBER A LONG TIME AGO READING ABOUT WHAT THE MASSACHUSETTS LEGISLATURE WOULD DO. THEY'D ALWAYS BE. THEY'D ALWAYS LET A LEGISLATOR NAME SOMETHING OR HAVE A RESOLUTION HONORING SOMEBODY. AND AT ONE POINT THEY THEY PRAYED. THEY HONORED AND PRAISED THE ACTIONS OF ALBERT DESALVO. WELL, WHO WAS HE? HE WAS THE BOSTON STRANGLER. AND AND THE THE ENTIRE THE ENTIRE LEGISLATURE HAD THIS HABIT OF JUST DEFERRING TO WHATEVER ONE PERSON, ONE LEGISLATOR, WANTED TO DO. AND SO I, I, I AM SOMEWHAT CONCERNED ABOUT HAVING SMALL GROUPS BEING ABLE TO NAME SOMETHING WITHOUT ANY SCRUTINY BY THE BOARD OR ANY OR ANY DETAILED SCRUTINY, AND THEN HAVING TO HAVE THE DISTRICT DEAL WITH IT. AND, AND I DON'T REALLY WANT TO SAY. YEAH, WELL, THAT HAPPENED. I DIDN'T HAVE ANYTHING TO DO WITH IT. SORRY. NOBODY REALLY RESPECTS THAT KIND OF AN ANSWER. [02:00:03] SO I I'VE REFRAINED FROM TALKING ABOUT THIS POLICY BECAUSE I'VE, I'VE HAD CONCERNS ABOUT IT, BUT IT JUST IT SEEMS TO HAVE A LOT OF SUPPORT AND I'M NOT I'M NOT QUITE SURE THAT THIS POLICY IS BETTER THAN WHAT WE'VE GOT WITH ALL OF ITS WITH WITH ALL OF ITS FLAWS. THANK YOU. TRUSTEE. MR. ANY OTHERS FOR FIRST ROUND? YOU TWO. OKAY, I'M GONNA TURN MY LIGHT OFF TILL I GET. I GOT YOU, I WROTE YOU DOWN. DO YOU. OKAY. ARE YOU. YEAH, I CAN DO. FIRST ROUND. FIRST ROUND. OKAY. TRUSTEE GARCIA. I THINK YOU KNOW, I WAS PART OF SUPPORTING THIS I'VE BEEN PART OF SUPPORTING. AND I STILL SUPPORT SOME CHANGES. I THINK I JUST HAD SOME QUESTIONS IN THIS LAST ITERATION. I, I'M HAPPY TO SEE SOME OF THE THINGS IMPLEMENTED THAT TRUSTEE FOREMAN MENTIONED. BECAUSE I THINK AFTER ONE OF THE MEETINGS I LEFT HERE THINKING, WELL, THERE THERE COULD BE MORE POSSIBILITIES. ONE OF THE AREAS THAT I WAS THINKING A LOT ABOUT WAS THE NEW SCHOOLS AND DISTRICT FACILITIES, PRIMARILY BECAUSE, YOU KNOW, I THINK ABOUT MY DISTRICT AND I THINK, WELL, IS IF WE SAY THAT THIS WAS THE POLICY AND IF I DECIDED AS A TRUSTEE THAT, YOU KNOW WHAT, WE ARE HAVING A NEW SCHOOL IN SEAGOVILLE. SO I SHOULD CONVENE SOME PEOPLE AND I CAN CREATE A COMMITTEE. AND WE CAN, YOU KNOW, IDENTIFY A DIFFERENT NAME THAN SEAGOVILLE ACADEMY. I THINK THE, YOU KNOW, I FEEL CONFLICTED WITH THAT. IF I'M TRULY THINKING ABOUT COMMUNITY AND I KNOW IT SAYS LIKE BEFORE THERE'S A SBM. BUT, BUT OF COURSE, YOU KNOW, AND I'VE NEVER BUILT A NEW SCHOOL, BUT I'M JUST THINKING IT WOULD TAKE SOME TIME. BUT HOW WOULD THOSE INDIVIDUALS NECESSARILY REFLECT THAT CURRENT SCHOOL OR THAT WHAT THAT SCHOOL COULD BECOME? AND SO, YOU KNOW, IT DOES GIVE ME THAT ABILITY TECHNICALLY, RIGHT, BASED ON THIS. AND SO HOW EARLY, HOW SOON CAN IT HAPPEN? AS SOON AS WE KNOW, LIKE TECHNICALLY THERE IS NO PARAMETER INDICATOR. SO I'M THINKING, OH, IF THIS GOES INTO PLAY, TECHNICALLY, IF THERE IS A NEW SCHOOL COMING IN MY DISTRICT, I CAN COME AND, YOU KNOW, GATHER A GROUP BECAUSE THERE'S NO SBM THERE AT THE TIME. AND I CAN MAKE IT, YOU KNOW, DECIDE AND BRING IT FORWARD TO THE BOARD SO THAT THAT I HESITATE, YOU KNOW, AS A AS I'M THINKING ABOUT ALL THE OTHER THINGS WE'VE ADDED TO THE OTHER AREAS, I WOULD HESITATE, YOU KNOW, JUMPING AHEAD AND, AND DOING THAT AS A TRUSTEE. AND THAT'S MAYBE JUST MY PERSONAL CONCERN, BUT IT JUST GIVES ME MAYBE TOO MUCH POWER IN THAT WAY. BECAUSE, YOU KNOW, I THINK A NAME WOULD BE REPRESENTATIVE OF THAT COMMUNITY. SO THAT WAS ONE OF THE AREAS THAT I STRUGGLED WITH. I ALSO STRUGGLED WITH THE SUPERINTENDENT OR DESIGNEE. BECAUSE I THINK WHO IS THE DESIGNEE? YOU KNOW WHAT? YOU KNOW, I, I DO BELIEVE THAT OUR ADMINISTRATION KNOWS ABOUT THE COMMUNITIES, BUT ALSO WE'RE KIND OF LOOSE ON THE COMMITTEE. WE SAY THEY MAY CONVENE A TRUSTEE, MAY CONVENE THIS NAMING COMMITTEE. SO WHAT ABOUT IF I'M A TRUSTEE WHO IS NOT GOING TO CONVENE A COMMITTEE AND THEN WE START TO HAVE DISCREPANCIES ACROSS DIFFERENT DISTRICTS. SO THAT'S ANOTHER AREA WHERE I WORRIED LIKE EITHER IT'S ALMOST LIKE WE DO IT OR WE DON'T DO IT. BECAUSE, YOU KNOW, TRUSTEE TURNER MAY SAY HE'S GOING TO DO A COMMITTEE, BUT THEN ONE SCHOOL, I MIGHT HAVE A RATIONALE, BUT I THINK THE PERCEPTION WILL BE DIFFERENT. FOR, FOR OUTSIDE COMMUNITY. AND THEN. I THINK IT DOES ONE THING TO HIGHLIGHT. IT'S FOR, FOR RENAMINGS PER YEAR. IT SEEMED PRETTY REASONABLE. I DIDN'T KNOW IF THERE WAS A TIME. MAYBE THERE HAS BEEN TRUSTEE FOREMAN CAN PROBABLY TELL ME IF THERE WAS A TIME WHERE THERE WERE MORE THAN FOUR RENAMINGS PER TRUSTEE DISTRICT. I WONDERED WHAT THE RATIONALE ON FOR I UNDERSTAND LIKE, OKAY, WELL, THAT DOESN'T SEEM LIKE A LOT OR IT DOESN'T SEEM LIKE YOU CAN LOOK AT IT, YOU CAN CREATE YOUR OWN RATIONALE, BUT, BUT THEN WHAT IS THE RATIONALE? AND SO THOSE ARE SOME OF THE THINGS THAT, YOU KNOW, JUST STOOD OUT TO ME AS IF I'M THINKING ABOUT IT FROM MY TRUSTEE DISTRICT. AND THEY'RE MAYBE NOT QUESTIONS, BUT THEY ARE IN SOME WAYS LIKE THEY'RE AMBIGUOUS. I THINK IT WAS A APPRECIATE YOUR, YOUR INSIGHT. ROUND TWO. TRUSTEE. FOREMAN. SO TRUSTEE GARCIA. THEIR CONCERNS AND THERE ARE REASONABLE CONCERNS IN REGARDS TO NAMING. THAT'S WHY I HAD SO MUCH PUSHBACK TO START WITH, WITH A NAMING POLICY, BECAUSE IT BECOMES VERY SENSITIVE. [02:05:04] AT ONE POINT WE HAD A LOT OF SCHOOLS BEING RENAMED. IT NEVER HAPPENED IN MY TENURE, AND I DON'T THINK IT HAPPENED IN THE IN WHICH CASE, TENURE EITHER THAT MANY SCHOOLS BEING RENAMED AT ONE TIME. I HAVE SOME OF THE SAME CONCERNS THAT YOU GUYS HAVE. WHEN DAN SPOKE ABOUT NAMING SPECIFIC PARTS OF A SCHOOL AND NOT BRINGING IT TO THE BOARD, THAT IS A CONCERN. THAT IS AN ABSOLUTE CONCERN BECAUSE WHAT ULTIMATELY HAPPENS IS WE'RE GOING TO SHOULDER THE BURDEN. AND SO ANY NAMING OF ANYTHING IN ANY SCHOOL SHOULD COME TO THIS BOARD TO BE ABLE SO WE CAN MAKE A DECISION BECAUSE IT'S GOING TO BE ON US WHETHER WE WANT TO TAKE IT ON OR NOT. AND THERE ARE SOME PEOPLE THAT WILL NAME THINGS JUST BECAUSE THEY WANT TO NAME THINGS AND THEY HAVE THE POWER TO MAKE MOVES. SO I THINK. TRUSTEE SANDERS THAT SHOULD BE SOMETHING YOU CONSIDER IN YOUR ITERATION OF OF CHANGING THAT BECAUSE ALL OF THAT NEEDS TO TAKE PLACE. TRUSTEE GARCIA I SPOKE ABOUT FOR IT WAS UP TO FOUR. SO THAT THERE IS AN OPPORTUNITY FOR PEOPLE WITH NEW SCHOOLS AND THOSE KINDS OF THINGS TO DO UP TO FOUR. I'VE ONLY DONE IN ALL MY TIME IN THE DISTRICT. I'VE ONLY DONE THREE. AND IT'S TOO LONG TO EVEN TALK ABOUT. BUT I'VE ONLY DONE THREE. AND SO THE UP TO FOUR WAS TO BE ABLE TO ALLOW PEOPLE WHO WANTED TO DO SOMETHING DIFFERENT TO BE ABLE TO DO THAT. THANK YOU. THANK YOU. TRUSTEE FOREMAN. ARE YOU B OR C? NO. I'M ON THIS TOPIC. B OKAY. TRUSTEE ED TURNER OKAY. YEAH, YOU DID WAKE ME UP. NO, I DEFINITELY AGREE WITH TRUSTEE. MITCH K AS I'M, YOU KNOW, THINKING MORE ABOUT EVEN SITUATIONS. JUST GIVE YOU A PRIME EXAMPLE. AT MADISON HIGH SCHOOL, THERE WAS A, THERE WAS A TIME WHERE THEY WANTED TO NAME THE PRINCIPAL WANTED TO NAME THE UPCOMING COMPETITION GYM AFTER SOMEBODY WITHOUT HAVING TO GO THROUGH THE ALUMNI ASSOCIATION. RIGHT. AND THEN A PRINCIPAL CAN BASICALLY SELECT WHO THEY WANT ON THE S P, D M SO THEY CAN CIRCUMVENT THE PROCESS. BUT UNLESS IT COMES TO THE BOARD, THERE HAS TO BE SOME LEVEL OF CHECKS AND BALANCES IN PLAY. SO IF IT WASN'T BECAUSE YOU HAD TO GO TO THE BOARD, MADISON HIGH SCHOOL COULD HAVE HAD A COMPETITION GYM NAMED AFTER SOMEONE WHO NEVER, EVER ATTENDED MADISON HIGH SCHOOL, WHO NEVER, EVER TAUGHT A KID AT MADISON HIGH SCHOOL. AND AT THE SAME TIME, ONLY BECAUSE IT'S JUST MY BUDDY. I'M GONNA NAME A COMPETITION GYM AFTER THEM, AND I'M NOT GOING TO EVEN INCLUDE THE ALUMNI ASSOCIATION AT ALL BECAUSE I DON'T LIKE THE ALUMNI ASSOCIATION. SO I THINK DEFINITELY GRANTED TRUSTEE MITCH CASE A POINT THAT IS SOMETHING WE CAN CONSIDER. AND THEN WE HAVE TO ALSO THINK ABOUT SOME OF THE RADICAL TIMES THAT WE'RE IN. WELL, IF THERE ARE CERTAIN COMMUNITIES THAT WANT TO NAME A HALLWAY AFTER CERTAIN POLITICAL FOLKS THAT HAVE CERTAIN IDEOLOGIES THAT DON'T ALIGN WITH THE DISTRICT OR THE COMMUNITY BELIEFS, RIGHT? BUT THAT'S SOMETHING THEY WANT TO DO AND THEY HAVE THE POWER TO DO IT. AND THEY STACK THE THE S, P, D, M AND STACK THE MEETINGS IN SUCH A WAY TO MAKE THEM WIN. RIGHT. AND THEN YOU DON'T COME BEFORE THE BOARD. AND THEN NOW ALL OF A SUDDEN YOU GOT SOMETHING THAT COULD BE DISTASTEFUL OR DISRESPECTFUL TO A WHOLE NOTHER GROUP OF PEOPLE IN THAT PARTICULAR SCHOOL. SO I DEFINITELY AGREE WITH TRUSTEE. MITCH K AND I THINK THAT IS SOMETHING THAT WE NEED TO DEFINITELY THINK ABOUT HAVING SOME GUARDRAILS AND NOT PUTTING ALL THAT CONTROL WITHIN THE COMMUNITY. BUT AT THE SAME TIME, I DO AGREE THAT I, THE POLICY FOR NAMING IT HAD TO HAVE SOME TYPE OF TEETH PUT INTO IT TO AND CREATE A REAL, TRUE PROCESS THAT INCLUDED THE COMMUNITY, THE ADMINISTRATION AND GO THROUGH A REAL GOOD PROCESS. SO THAT'S, THAT'S MY $0.02 ON IT. THANK YOU. THANK YOU. TRUSTEE TURNER TRUSTEE CURRIE I JUST WANTED TO I HEAR SOME OF THE CONCERNS THAT HAVE BEEN RAISED. I THINK THEY'RE VALID CONCERNS THAT NEED TO BE DISCUSSED. WE NEED TO SEE IF WE CAN CONTINUE TO REFINE. AT THE SAME TIME, I DO THINK THERE ARE A LOT OF GOOD IN THE POLICY THAT THAT WOULD BE USEFUL. AND SO I WOULDN'T USE THE EXPRESSION, I WOULDN'T THROW THE BABY OUT WITH THE BATHWATER. I THINK LET'S LET'S CONTINUE TO TALK ABOUT REFINING IT. SO, YOU KNOW, I DO RECALL CIRCUMSTANCES WITH, YOU KNOW, MAYBE SOME ELECTED OFFICIALS WHO BECOME ELECTED OTHER PLACES PUTTING ON, [02:10:05] YOU KNOW, LOTS OF DIFFERENT NAMES AND LOTS OF DIFFERENT SCHOOLS AND HALLWAYS AND, AND CLASSROOMS. AND IT BECAME A WHOLE LOT. AND I THINK THAT'S PART OF WHAT THIS IS TRYING TO ADDRESS IS, HEY, LET'S NARROW THIS DOWN TO WHAT REALLY MATTERS RATHER THAN HAVING TO DEAL WITH ALL OF IT AT THE SAME TIME, YOU KNOW, ALLOWING SOMEONE TO NAME SOMETHING WITHOUT ANY SORT OF OVERSIGHT AS I SEE THAT CONCERN. SO I JUST WOULD ENCOURAGE, YOU KNOW, TRUSTEE SANDERS AND TRUSTEE MACKEY NOT TO GET RID OF THE POLICY, BUT TO CONTINUE TO REFINE IT. I DON'T THINK WE, I KNOW WE HAVE A I'D LOVE TO OBVIOUSLY GET IT IN PLACE BEFORE, YOU KNOW, THE NEXT CYCLE IN JANUARY AND FEBRUARY. BUT I'D RATHER MAKE SURE WE HAVE A GOOD POLICY. WE'RE COMFORTABLE WITH. AND IF SO, IF WE HAVE TO GO UNDER THE OLD POLICY FOR ANOTHER YEAR. YOU KNOW, I DON'T THINK THAT'S THE END OF THE WORLD EITHER. BUT I THINK THERE'S A LOT OF GOOD HERE. I DO THINK, YOU KNOW, WE, YOU KNOW, I THINK WE, I CAN'T IMAGINE WHY WE WANT TO RENAME MORE THAN FOUR SCHOOLS IN AN ENTIRE DISTRICT IN ONE YEAR. THAT SEEMS THAT'S A GOOD LIMITATION. YOU KNOW, I THINK I THINK A LOT OF THE STRUCTURE OF MAKING SURE THE COMMUNITY IS INVOLVED IS GOOD. IT CREATES A MORE ADMINISTRATIVE BURDEN. SO WE HAVE TO MAKE SURE WE BALANCE THAT. BUT THERE'S A LOT OF GOOD HERE AND I JUST WANT TO MAKE SURE EVEN WITH THE CRITICISMS WE'RE TALKING ABOUT, THAT WE POINT THAT GOOD OUT, EVEN THOUGH I THINK WE SHOULD CONTINUE TO REFINE. THANK YOU. TRUSTEE CURRIE AND TRUSTEE SANDERS. JUST REALLY GRATEFUL FOR ALL THE FEEDBACK. THIS HAS BEEN A LABOR OF, I THINK, COLLECTIVE THOUGHT AND I THINK SOME PRETTY GOOD NUANCE THAT'S BEEN ADDED ALONG THE WAY. AND I'LL JUST BE HONEST, YOU KNOW, THIS IS THE KIND OF THING THAT I REALLY APPRECIATE FROM THIS BOARD TO BE ABLE TO LEARN FROM EACH OTHER. EVERY TIME WE BRING THIS FORWARD AND REALLY IN ALL OF OUR CONVERSATIONS, I FEEL LIKE I LEARN SOMETHING, I GET SOME NEW INSIGHT AND I'M ABLE TO BRING SOME THINGS JUST A LITTLE BIT OF BEHIND THE, THE NOTION OF THE, THE TRUSTEE NAMING COMMITTEE WHAT IT DOES IS IT, IT, IT DOES NAME EXPLICITLY, QUITE FRANKLY, AN IDEA THAT TRUSTEE FOREMAN ELEVATED THAT I THINK IS A, IS A GOOD ONE. BUT IF YOU GO TO THE POLICY AND YOU SEE IT SAYS A NAME CAN COME FROM ANY DIRECTION, RIGHT? WE CAN WE CAN GET PEOPLE WHO WANT TO HAVE INPUT FROM ANY DIRECTION, RIGHT. WE SAY THAT BECAUSE IT ACCOUNTS FOR THE DIFFERENCES IN PEOPLE'S DISTRICTS. AND QUITE FRANKLY, I THINK THE DIFFERENCES IN APPROACHES OF TRUSTEES, BUT NAMING THE TRUSTEE NAMING COMMITTEE WAS A WAY TO ACKNOWLEDGE THAT WHEN YOU SAY THERE ARE MULTIPLE WAYS THAT AN IDEA CAN GET GOING, BUT THE PROCESS BECOMES OFFICIAL ONCE WE START TO ACTUALLY HAVE THINGS SIGNED UP, IT ACKNOWLEDGES THAT THERE'S GOING TO BE A LOT OF WAYS THAT PEOPLE COME UP WITH AN IDEA. SOMEBODY MIGHT SEND A LETTER TO THEIR TRUSTEE AND SAY, HEY, I WOULD REALLY LIKE TO SEE THIS HAPPEN. OR YOU COULD HAVE A GROUP, AN ALUMNI GROUP THAT'S OUT THERE AND SAYS, YOU KNOW WHAT? WE. WE'VE GOT SOME ENERGY GOING AROUND THIS. WE THINK IT WOULD BE GREAT, OR IT COULD BE EXPRESSLY A TRUSTEE NAMING COMMITTEE. THERE MIGHT BE A TRUSTEE WHO WANTS TO HAVE A A STRUCTURED PROCESS FOR THEM TO HAVE THEIR COMMUNITY MEMBERS REVIEW THEIR SCHOOL DISTRICT, SORRY, THE, THE NAMES IN THEIR, IN THEIR PARTICULAR DISTRICT. IT CAN COME FROM A LOT OF DIFFERENT WAYS. BUT I, I THOUGHT IT WAS IMPORTANT ENOUGH TO NAME THAT SPECIFIC WAY BECAUSE ONE, QUITE FRANKLY, THE FEEDBACK FROM TRUSTEE FOREMAN, BUT TO ALSO ACKNOWLEDGING THAT IT'S NOT JUST THAT WE'RE NOT TAKING THE RESPONSIBILITY OUT OF THE HANDS OF THE TRUSTEE IS KIND OF THE PRIMARY STEWARD THAT WE'RE ULTIMATELY GOING TO HAVE TO VOTE ON. SO THAT'S WHY THAT'S NAMED. AND, AND I, AND I DO THINK IT'S IMPORTANT TO MAINTAIN SOME DEGREE OF FLEXIBILITY. SO IT DOESN'T SAY WE'RE FORCING THE HAND OF EVERY TRUSTEE WHO COMES THROUGH AND HOW THEY WANT TO LEAD AND REPRESENT US. I, I'M HEARING THE FEEDBACK AROUND THE NAMING PARTS OF BUILDINGS AND, YOU KNOW, TRUSTEE MICCICHE THAT'S A GREAT EXAMPLE OF WHY I THINK IT'S, IT'S A BIT OF A RISK TO HAVE IT BE A LITTLE TOO LOOSE. I DO WONDER IT RIGHT NOW, WE DON'T HAVE ANY RESTRICTIONS ON WHAT A PERSON COULD SAY THEY WANT TO NAME. AND I DO WONDER IF THERE MIGHT BE SOME THINGS THAT WE NEED TO DECIDE AS A BOARD ON WHAT ELEVATES TO THE LEVEL OF NAME, JUST TO DRAW IT TO ITS FURTHEST, MAYBE RIDICULOUS EXAMPLE. BUT YOU KNOW, THIS THIS DOORKNOB IS A SPECIAL DOORKNOB, AND I AND I WANT TO NAME IT AFTER SOMEBODY SPECIAL. RIGHT. THERE'S LOTS OF DOOR KNOBS. THERE'S LOTS OF SPECIAL PEOPLE. [02:15:03] AND ALSO, THE BOARD SHOULD NOT EVER HAVE TO VOTE ON A DOORKNOB NAMING. THAT'S A THAT'S AN ABSURD EXAMPLE. BUT MAYBE NOT. MAYBE NOT TOO ABSURD, BECAUSE I COULD ABSOLUTELY SEE MANY PEOPLE SAYING THAT THEY WANT TO NAME THIS CLASSROOM, THIS CLASSROOM, THIS CLASSROOM, THIS CLASSROOM, IN THIS CLASSROOM. RIGHT. WHERE DO YOU WHERE DO WE DRAW LIMITS AND LINES? AND I KNOW, I DON'T KNOW, MAYBE THAT'S HANDLED IN THE NUMBER OF NAMING OR RENAMINGS THAT CAN BE BROUGHT. I. THERE'S PROBABLY A LITTLE BIT MORE THOUGHT AROUND THAT ONE. BUT I DO UNDERSTAND THAT LEAVING IT OUTSIDE OF THE PURVIEW OF AN ELEVATED VOTE TO THE BOARD OF TRUSTEES COULD MAYBE JUST PUT A LITTLE BIT TOO MUCH AGENCY OUT THERE IN THE COMMUNITY. SO DULY NOTED. AND THAT'LL BE PART OF THE HOMEWORK IN BETWEEN AS WELL. JUST A POINT OF INFORMATION. IS TRUSTEE MACKEY GOING TO LEAVE YOU TO DO THIS BY YOURSELF? EVERY TIME WE TALK ABOUT THIS POLICY? TRUSTEE MACKEY IS GOING TO HAVE TO SUBMIT TO ME HIS TRAVEL AGENDA FOR THE NEXT 6 TO 7 MONTHS. IF WE'RE GOING TO BE WORKING NOW, HE, YOU KNOW, IT JUST SO HAPPENED IT ENDED UP BEING THIS WAY. BUT BUT NO, HE'S HE'S HIS WONDERFUL SELF WILL BE SITTING RIGHT THERE IN THAT CHAIR NEXT TO HIM. WE TALK ABOUT THIS. THANK YOU, TRUSTEE SANDERS. THAT WAS ROUND TWO. WE'VE GOT ROUND TWO. TRUSTEE MICCICHE. OKAY, WELL. THANK YOU. YOU KNOW, WE WERE SPENDING A LOT OF TIME ON NAMING, AND THIS IS THIS IS WHAT TROUBLED ME AND WHY I DIDN'T SPEAK UP BEFORE. I WAS JUST HOPING THIS POLICY WOULD JUST GO, YOU KNOW, AND BUT THE THE MORE I THINK ABOUT IT, THE EXISTING NAMING POLICY HAS HAS REQUIREMENTS, RIGHT. AND YOU HAVE TO AND YOU HAVE TO PRESENT THE REASON WHY YOU WANT THE NAME TO BE CHANGED. AND THERE'S A PROCESS THAT HAS TO BE FOLLOWED. AND THEN WE'VE HAD THE, THE, THE OTHER PROVISION, I THINK IT WAS IN BED LOCAL WHERE THREE TRUSTEES CAN PUT ANYTHING ON THE BOARD, BOARD AGENDA. AND FOR A LONG TIME, NOBODY THOUGHT NAMES WERE APPROPRIATE FOR USING THAT. AND THEN IN RECENT YEARS, WE'VE HAD NAMING BASED ON THE THREE TRUSTEE WITH NO EXPLANATION. RIGHT? WITH JUST OKAY, THREE TRUSTEES WANTED ON THE AGENDA. IT'S ON THE AGENDA. ALL OF THE REQUIREMENTS AND GUIDELINES IN THE NAMING POLICY ARE ARE JUST, JUST IGNORED. IF YOU IF YOU ACTUALLY ARE A TRUSTEE THAT WANTS TO KNOW, WELL, WHY ARE WE VOTING ON SOMEBODY WHO OR SOME SOME NAME WITHOUT ANY EXPLANATION AT ALL? YOU'RE KIND OF AS AS ONE OF THE SIX WHO DIDN'T SPONSOR THE THE CHANGE, YOU'RE IN THE POSITION OF APPEARING TO ATTACK THE PERSON WHOSE NAME IS IS BEING SUGGESTED. AND I WOULD THINK THAT AT A MINIMUM, IF THAT THREE TRUSTEES CAN PUT ANYTHING ON THE AGENDA AND A NAME HAS TO BE. AND IT'S A NAME THAT THOSE TRUSTEES SHOULD HAVE TO EXPLAIN WHY THEY WANT TO MAKE THAT CHANGE, NOT PUT THE BURDEN ON THE OTHER SIX TO SAY, WELL, YOU KNOW, DOES IT MEET THE REQUIREMENTS? YOU KNOW, WHAT? DO YOU NEED AN EXCEPTION? WHY, WHY, WHY CAN'T IT GO AT THE REGULAR TIME? AND IT'S I AND I'VE SEEN THE DRAFTS AND THE DRAFTS JUST BASICALLY SAY THE THREE TRUSTEE PUTTING IT ON THE AGENDA PROCEDURE IS COMPLETELY EXEMPT FROM ANY NAMING POLICY AND ANY NAMING REQUIREMENTS. THERE'S NO REQUIREMENT TO SAY THIS PERSON, YOU KNOW, MEETS ALL OF THE REQUIREMENTS THAT HAVE BEEN IN THE LONG STANDING NAMING GUIDELINES. IT'S JUST, OKAY, YOU VOTE ON IT. AND IF SOMEBODY SAYS, WHO IS THIS? OR WHY DO THEY NEED AN EXCEPTION? WHAT? SO I'M REALLY CONCERNED THAT WHAT WE WHAT WE ARE DOING AND TRYING TO DEAL WITH A A PROBLEM THAT WE'VE HAD IN RECENT YEARS WHERE WE HAD TOO MANY TOO MUCH TIME SPENT ON NAMES, TOO MANY THINGS BEING RENAMED. AND I'VE SUPPORTED, I THINK, ALMOST ALL OF THE RENAMING. SO I'M NOT, I, YOU KNOW, I'M, I'M AS YOU KNOW, COMPLICIT AS ANYBODY IN, IN, IN THIS, BUT IN TRYING TO SOLVE THAT PROBLEM, WE HAVE NOW INSTITUTIONALIZED THE THREE TRUSTEE NAMING THING, PROCEDURE EXEMPTION FROM ALL THE REQUIREMENTS. [02:20:04] AND THEN WE'RE DELEGATING, AS I WAS SAYING BEFORE, TO THESE TO THESE SMALL GROUPS WITH NO OVERSIGHT, THE ABILITY TO NAME SOMETHING IN THE DISTRICT THAT ALL OF US HAVE TO TAKE RESPONSIBILITY FOR. SO I'M CONCERNED ABOUT THE AMOUNT OF TIME WE'RE SPENDING ON THIS. I'M CONCERNED ABOUT WHETHER THIS IS GOING TO BE ANY BETTER THAN WHAT WE'VE ALREADY GOT. AND I'M CONCERNED ABOUT BEING HELD ACCOUNTABLE FOR SOMETHING BEING NAMED IN THE DISTRICT THAT COULD IT COULD BE OFFENSIVE AND THAT THE BOARD WOULD NEVER VOTE ON, BUT GETS THROUGH ANYWAY. SO I, I DON'T KNOW HOW TO SPEND LESS TIME ON THIS BECAUSE I'VE, IT KEEPS COMING BACK AND I'VE BEEN PRETTY, PRETTY SILENT ON IT. BUT I DON'T SEE THIS AS AN IMPROVEMENT OVER WHAT WE'VE GOT. I THINK THE WAY, THE WAY TO IMPROVE WHAT WE'VE GOT IS BETTER DISCIPLINE AMONG TRUSTEES TO SAY, YOU KNOW, MAYBE PUT A PUT A LIMIT ON THE NUMBER OF PROPOSALS AS YOU WERE SUGGESTING THERE. BUT I THINK I THINK WE'RE SPENDING WAY TOO MUCH TIME TO GET SOMETHING THAT IS NOT GOING TO BE MUCH OF AN IMPROVEMENT AND PROBABLY SET US BACK. THANK YOU. TRUSTEE MICCICHE. SO WE'VE BEEN THROUGH ROUNDS ONE AND ROUNDS TWO, AND IT'S NOT I GUESS, AND WE SO WE SPENT A LOT OF TIME ON IT. SO THANK YOU ALL FOR YOUR FEEDBACK. I THINK IT'S SUPER THOUGHTFUL. APPRECIATE YOU BYRON. TRUSTEE SANDERS FOR QUARTERBACKING THIS AND FOR TAKING ALL THAT FEEDBACK. THESE ARE GOOD CONVERSATIONS. MOVING ON, WE ARE STILL ON AGENDA ITEM 11. AND GOOD NEWS, TRUSTEE TURNER, YOU'RE UP FOR 11 C I'VE SPENT ENOUGH TIME ON C I, I SEND MY QUESTIONS TO THE TRACKER. GREAT. ANY OTHERS ON AGENDA ITEM 11 A THROUGH J D TRUSTEE FOREMAN D. HELLO. HEY, ROBERT. IS THE REQUIREMENT FOR THIS ADDITIONAL TRAINING? IS IT ALL ON DISTRICT TIME OR IS ANY OF THIS ON THEIR PERSONAL TIME? REQUIRED TRAININGS ARE GENERALLY HAVE TIME PROVIDED. IT COULD ALSO BE IN THAT WINDOW WHERE THEY'RE ALLOWED TO HAVE PROFESSIONAL DEVELOPMENT AFTER SCHOOL OR MEETINGS AFTER SCHOOL. BUT GENERALLY FOR THE REQUIRED TRAININGS, WE EITHER DO IT THROUGH OUR COMPLIANCE TRAINING, WHICH WE GIVE THEM THOSE, THOSE HOURS BACK, OR IT COULD BE DURING A PROFESSIONAL DEVELOPMENT DAY. SO JUST READING THIS, THE WAY IT'S WRITTEN, IT DOESN'T INDICATE THAT. SO THE FIRST THING I THOUGHT OF WAS, IS THIS ON THEIR TIME OR IS IT ON DISTRICT TIME? I KNOW THE MAJORITY OF IT IS PROBABLY ON DISTRICT TIME, BUT I WOULD NOT WANT TO THINK THAT WE'RE HAVING REQUIREMENTS THAT WOULD TAKE THAT PERSONAL TIME. SO IF THAT CAN BE ADDRESSED. OKAY. YEAH. AND I THINK YOU WERE TALKING ABOUT D WHICH IS PROFESSIONAL DEVELOPMENT, BUT YEAH, LET ME GET WITH MY TEAM AND SEE WHAT WE CAN DO ON THE DMA, WHICH IS THE NEXT ONE, WHICH IS THE REQUIRED STAFF DEVELOPMENT. YEAH. JUST, JUST MAKING SURE THAT IT'S A CLEAR UNDERSTANDING OF WHAT WE'RE DOING. AND I'VE GOT THE NEXT ONE UP TOO. SO THANK YOU. TRUSTEE. FOREMAN FOR ITEM E IS ANYBODY ELSE ON ITEM D? OH, OKAY. TRUSTEE. FOREMAN ITEM E SO WHERE WOULD THEY RECEIVE THE LIST OF PROFESSIONAL DEVELOPMENT? SO SORRY. TRUSTEE FOREMAN TURN MY MICROPHONE UP. YEAH. SO THE PROFESSIONAL DEVELOPMENT AND MAKE SURE YOU ARE ON DMA LOCAL, WHICH IS THE REQUIRED IF YOU WILL LOOK IT REFERENCES THE SBDC CLEARINGHOUSE. AND WE CAN PROVIDE A COPY OF THAT, THE ASPEC CLEARINGHOUSE, WHETHER THE TRAININGS ARE REQUIRED BY THE STATE. IT INCLUDES THINGS LIKE SUICIDE PREVENTION, FOREMAN, POSITIVE RELATIONSHIPS WITH STUDENTS, STUDENTS BULLYING, SEX ABUSE, AND RECOGNIZING SEX TRAFFICKING, CYBER SECURITY. THERE'S A LONG LIST OF THAT. I CAN PUT THAT IN THE TRACKER FOR SURE, BUT IT'S ALSO PUBLISHED BY TO ACTUALLY NEED IT IN THE TRACKER. BUT LOOKING AT THE POLICY, IT DOESN'T SAY WHAT YOU JUST SAID. IF YOU LOOK, MAYBE I'M MISSING IT ON THE, ON A LOCAL, IF YOU LOOK DOWN ON A LOCAL. YES, MA'AM. DMA IF YOU THE, THERE'S A SECTION THAT WE, WE ADDED A SECTION FOR CLARITY. OKAY. YEAH. WE HAD THAT SAME THING WITH THE OLD POLICY. WE TRIED TO HIGHLIGHT IT LIKE YOU WERE SAYING. OKAY. ALRIGHT. JUST SEND THAT TO ME IN THE TRACKER, I APPRECIATE IT. SURE. ANY OTHER QUESTIONS ON ITEM THAT WAS F OR G? [02:25:05] I HAVE ON ONE. ON F ON F. OKAY. THAT WAS E. SO WE'RE GOING TO MOVE ON TO AND THAT'S JUST WHY WAS IT REMOVED? YEAH. WHEN WE LOOKED AT THIS POLICY, WE MOVED SOME OF THE, THE LANGUAGE TO DEEM LOCAL AND DEEM REGULATION SO THIS POLICY CAN BE DELETED AND ALL THAT FUNCTIONALITY IS STILL MAINTAINED. AND THAT IS ASSUMING THAT THIS VERSION OF DM LOCAL THAT YOU ARE VOTING ON, IF THAT'S APPROVED, THEN THIS POLICY WOULD NOT BE NEEDED. SO DM LOCAL IS POLICY. DM REGULATION IS LOCAL BOARD REGULATION IS STAFF CORRECT? YES, MA'AM. OKAY. THANK YOU. THANK YOU. TRUSTEE FOREMAN. ANY OTHERS ON 11GHI OR J G TRUSTEE FOREMAN ON G. AND THAT WAS THE SAME THING. THIS IS SO THAT'S. YOU'RE JUST CHANGING IT AROUND TO DIFFERENT LANGUAGE FOR LOCAL AND REGULATION. RIGHT? YES, MA'AM. OKAY. AND ON DME, THE REALLY IT'S MOSTLY LANGUAGE STUFF. LIKE YOU'RE SAYING, THE ONE BIG CHANGE IS WE ADDED A PIECE THAT IF YOU'RE DOING RESEARCH IN THE DISTRICT, YOU GET PERMISSION TO DO THE RESEARCH, BUT YOU ALSO SUBMIT THE ARTICLE TO THE DISTRICT PRIOR TO PUBLICATION SO THAT WE WOULD OBVIOUSLY BE ABLE TO LOOK AT THAT FIRST TOO. SO IT'S SUBMITTED TO WHO IN THE DISTRICT. IT'S EVALUATING EVALUATION AND ASSESSMENT DEPARTMENT. OKAY. THANK YOU. MAKE ME MISS NAMING ALL OF A SUDDEN. THANK YOU CHIEF. WE HAVE HIJH TRUSTEE FOREMAN ITEM H. SO THE QUESTION FOR ITEM H IS UNDER CAPITAL ASSETS. IT DOESN'T LIST ANY OF THE IT ITEMS. WOULD THAT BE CONSIDERED CAPITAL ASSETS IF THEY'RE VALUED UNDER THIS CHANGE IF THEY'RE VALUED AT OVER 10,000. YES. OKAY. BUT WHEN IT LISTS THAT'S NOT ON THERE. IT JUST. SO MAYBE THERE NEEDS TO BE SOME CLARIFICATION IF SOMETHING IS VALUED OVER 10,000 BECAUSE IT LISTS WHAT WOULD BE CONSIDERED. BUT THAT'S NOT CONSIDERED. AND WE SPEND SO MUCH MONEY ON IT. OKAY. DOES THAT MAKE SENSE? YES. THANK YOU. DID YOU HEAR THAT, BYRON? CHIEF RAMOS, I HAVE A QUICK QUESTION ON THAT. THAT THIS CHANGES AS A RESULT OF THE CHANGE AT THE STATE LEVEL. IS THAT CORRECT? BOTH THERE'S BEEN A CHANGE TO THE FEDERAL AND STATE GUIDELINES. AND SO THIS WOULD MAKE US HELP US COMPLY WITH THOSE GUIDELINE CHANGES. OKAY. AND THEN KIND OF UNDER THAT, YOU'RE STILL THAT DOESN'T MEAN YOU'RE NOT GOING TO PAY ATTENTION TO THINGS THAT COST $9,999.99 AND UNDER. YOU'RE JUST GOING TO ACCOUNT FOR THEM DIFFERENTLY ON THE BOOKS, RIGHT? CORRECT. SO CAPITALIZATION IS AN ACCOUNTING OF HOW WE VALUE OUR ASSETS. FIXED ASSETS IS HOW WE TRACK OUR ASSETS. SO WE TRACK EVERYTHING VALUED AT $100 OR MORE. AND THAT'S NOT GOING TO CHANGE. GREAT. GREAT. AND THEN ONE QUESTION I HAVE KIND OF PURSUANT TO TRUSTEE FOREMAN QUESTION, WOULD THE IT STUFF GO UNDER F.F.A. IS THAT A BIG UMBRELLA OR WOULD IT BE ITS OWN SEPARATE BUCKET? SO DEPENDING ON IF IT'S PART OF CONSTRUCTION, IT WOULD GO UNDER F.F.A. OKAY. IF WE PURCHASE IT SEPARATELY AS NOT PART OF CONSTRUCTION, THEN IT WOULD BE PART OF THIS CAPITALIZATION. THANK YOU. ANYBODY ELSE ON THAT ITEM? H. ALL RIGHT, MOVING ON TO ITEM I OR J. 11 I OR J. J. TRUSTEE FOREMAN. SO. CHIEF. HEWITT. YES, MA'AM. THE POLICY STATES THAT THE INFORMATION WOULD GO TO TEACHING STAFF ON THE CAMPUS. AND THA'S CORRECT. BUT WHAT ABOUT THE OTHER EMPLOYEES ON THAT CAMPUS? THAT'S THEIR DAILY. YEAH. IT'S STAFF ON THE ITS STAFF ON THE CAMPUS THAT RECEIVES THE INFORMATION. SO YOU'RE SAYING THAT YOU WANT IT TO BE CLARIFIED THAT IT SHOULD BE STAFF BECAUSE THE WAY IT READS IS BASICALLY TEACHERS AND TEACHERS ASSISTANTS. AND IF IT'S GOING TO BE ALL OF THE EMPLOYEES ON THE CAMPUS, WHICH I THINK IT SHOULD BE. [02:30:03] THAT WOULD JUST MAKE MORE SENSE. WOULD THAT MAKE SENSE, SUPERINTENDENT? YES. YES, MA'AM. I ACTUALLY THOUGHT THERE WAS A COMMA BETWEEN TEACHING STAFF, BUT IT SAYS TEACHING. IT'S TEACHING STAFF. TEACHING AIDES. AND THAT'S IT. YEAH. IT SHOULD IT SHOULD INCLUDE EVERYONE. THERE SHOULD NOT BE ANYONE THAT IS LEFT OFF. SO WE CAN ABSOLUTELY CLARIFY THAT. THAT'S JUST REAL EASY. THANK YOU MA'AM. ALL RIGHT. MOVING ON. WE DON'T HAVE ANYTHING UNDER CONSENT AGENDA TONIGHT. [13. CHIEF OF STAFF DIVISION] SO WE'RE GOING TO MOVE ON TO THE CHIEF OF STAFF DIVISION NUMBER 13. ANY QUESTIONS. NUMBER 14. VOLUNTEER AND PARTNERSHIP SERVICES. SO NUMBER 15 LEGAL SERVICES. VOLUNTEER SERVICES. OH. BACKING UP. BACKING UP. HE'S 14. AYE. SO JOHN, I JUST TALKED ABOUT HOW MUCH MONEY WE SPEND ON IT. AND I CONTINUE TO HAVE A PROBLEM WITH THE WAY THIS REPORT IS PRESENTED. FIRST OF ALL, IT'S NOT LEGIBLE. IT'S SO SMALL. IT'S EXTREMELY IMPORTANT TO ME BECAUSE IT GIVES ME AN OPPORTUNITY TO SEE WHO'S DONATING, WHERE THE DONATIONS ARE GOING AND WHAT DISTRICTS, WHICH I'VE ASKED QUESTIONS ABOUT IT ALMOST EVERY EVERY TIME IT COMES UP. SO IF THERE COULD BE ANOTHER WAY THAT THIS COULD BE PRESENTED, SUPERINTENDENT, SO THAT IT'S LEGIBLE SO THAT I CAN GET A CLEAR UNDERSTANDING OF WHAT'S GOING ON. I KNOW WE'RE TRYING TO PUT A LOT OF DATA ON ONE SHEET, BUT IT MUST BE A POINT 0.000 FONT BECAUSE IT'S SO SMALL. SO IF THERE'S ANOTHER WAY THAT WE COULD DO THAT, SO I CAN GET A CLEAR UNDERSTANDING BECAUSE I DO LIKE TO SHARE THIS INFORMATION WITH SOME PEOPLE IN MY COMMUNITY ALSO. THANK YOU. TRUSTEE. FOREMAN. ON THIS ITEM. TRUSTEE MICCICHE. YES, I JUST WANTED TO RECOGNIZE ALL THE PEOPLE WHO HAVE DONATED TO THIS DISTRICT THAT THIS IS A LOT OF TIME AND MONEY THAT HAS BEEN DONATED. SO SORRY, PAUSE A MOMENT. ARE YOU OKAY? THE MEDICAL PERSON. WELL. YOU'RE OKAY. OKAY. OKAY. OKAY. THANK YOU. UNTIL YOU SAY YOU'RE OKAY, I. I'M HAPPY TO SEE THAT THE EMBARRASSMENT WAS DID MORE HURT THAN THE FALL. SO. SO I'M GLAD. I'M GLAD EVERYBODY'S OKAY. I JUST, AGAIN, WANTED TO THANK EVERYBODY FOR DONATING TO THE DISTRICT. AND I DO KNOW WE WE SEND OUT LOTS OF MESSAGES AND PRESS RELEASES OF, OF THANKS AND CERTAINLY GET A LOT FROM THE DALLAS EDUCATION FOUNDATION. AND I SEE IT ALL THROUGHOUT DALLAS ISD MEDIA, BUT WE CAN NEVER DO ENOUGH. AND I THINK IT IS REALLY IMPORTANT FOR US TO NOT JUST PASS BY THIS AND, AND, AND REALLY GIVE A SHOUT OUT TO ALL THOSE WHO HAVE SUPPORTED US. AND IF, JOHN, IF YOU AND YOUR TEAM OR, YOU KNOW, THINK OF OTHER WAYS TO SAY THANK YOU, I THINK IT'S REALLY IMPORTANT IN BUILDING A COMMUNITY RELATIONS AND SHOWING APPRECIATION. THANKS. TRUSTEE. FOREMAN. IS IT AROUND TWO? NO. OKAY. 15 LEGAL SERVICES. THANK YOU. THANK YOU. TRUSTEE MICCICHE. THANK YOU DONORS AND PARTNERS. TRUSTEE. FOREMAN 15 AYE ALL RIGHT. 15 A. SO THE QUESTION THAT I HAVE IS JUST REGARDING THE LIST OF ATTORNEYS THAT WE HAVE IN THE PAST, [02:35:08] ATTORNEYS HAVE BEEN QUALIFIED OR ON THE LIST BASED ON DIFFERENT CATEGORIES. I DON'T SEE THAT ON ON HERE. IS THERE A REASON FOR THAT? SO BASICALLY WE'VE, WE HAD 19 FIRMS BEFORE AND THE FIRMS THAT RESPONDED, WE LOOKED AT ALL OF THEIR QUALIFICATIONS AND THEIR EXPERTISE. AND BASED ON THE RESPONDENTS, WE LOOKED AT 14 FIRMS. THE ONLY DIFFERENCE IS WE DIDN'T PULL THEM BASED ON THE DIFFERENT EXPERTISE. SO WE CAN DO THAT IN THE FUTURE. COULD YOU. YEAH. ON THIS ONE ALSO, I'D LIKE TO SEE IT CATEGORIZED SO I CAN KNOW WHAT THE EXPERTISE IS. YEAH, WE JUST DIDN'T SPLIT HIM UP THIS YEAR. BUT WE CAN DO THAT. ALL RIGHT. THANK YOU. ANY OTHER QUESTIONS ON 15? THANK YOU, CHIEF RAMOS. THANK YOU. TRUSTEE. FOREMAN. MOVING ON TO SCHOOL LEADERSHIP DIVISION AGENDA ITEM NUMBER 16. ANY QUESTIONS. THAT'S ALSO ENCOMPASSING ITEM 17. 17 YES. 16 I JUST WANTED TO PULL CHIEF HEWITT'S LEG, BUT I'LL LET HER GO. [16. SCHOOL LEADERSHIP DIVISION] ALL RIGHT. WE'LL GO TO 17 WHERE I THINK YOU'LL GET MAYBE THE OPPORTUNITY THERE. 17 TO SPEAK WITH CHIEF HEWITT. AND CHIEF THIS PROBABLY NEEDS TO BE PROCUREMENT BECAUSE IT'S BASED ON A CORPORATE COOPERATIVE AGREEMENT. AND WE NORMALLY SAY WE'RE GOING TO DO THREE BIDS AND I JUST HAVE A QUESTION IN REGARDS TO IF IT'S GOING TO BE THREE BIDS FROM THE SAME COOPERATIVE, COOPERATIVE ENTITY OR IF IT'S GOING TO BE FROM DIFFERENT ENTITIES. SO BECAUSE IT'S A COOPERATIVE AGREEMENT, THIS WOULD BE FOR MULTIPLE VENDORS. BECAUSE ALSO IT'S FROM A COOPERATIVE AGREEMENT, WE WOULD OBTAIN THREE QUOTES BEFORE WE WOULD MAKE A PURCHASE. ALSO THE BUDGET IS LARGER BECAUSE IT INCLUDES BOND FUNDS. WHAT DOES THAT MEAN? I'M SORRY. WHAT DOES THAT MEAN? SO AS WE ENTER THE 2026 BOND PROGRAM AND WE BUILD OUR NEW BUILDINGS, PART OF THE PURCHASES INVOLVE CTE EQUIPMENT. AND SO THAT IS WHY THERE'S AN INCREASE IN THE BUDGET. OKAY. SO YOU'RE SAYING THERE ARE ADDITIONAL FUNDS BASED ON THE BOND FOR EQUIPMENT. THAT'S CORRECT. SO THAT MEANS I CAN GET SOME OF THE THINGS I'VE BEEN ASKING ABOUT. THAT'S CORRECT. THANK YOU. ALL RIGHT. THAT IS. ANYBODY ELSE GOT ANYTHING ON AGENDA ITEM NUMBER 17. MOVING ON TO 18. CTE CAREER AND TECHNICAL EDUCATION. 19 FINANCIAL SERVICES DIVISION. 20 FINANCIAL SERVICES. [19. FINANCIAL SERVICES DIVISION] 21 TREASURY SERVICES. WHAT DID YOU SAY? 22 AYE. ALL RIGHT. 22 AYE. TRUSTEE. FOREMAN UNDER BUDGET SERVICES. I GUESS THE QUESTION THAT I HAVE IS THAT WE'RE RECEIVING ADDITIONAL GRANTS FOR FOR THE HOMELESS. AND HOW DO WE TRACK THE. AND MAYBE YOU CAN ANSWER THAT, BUT HOW DO WE TRACK ACTUALLY THE SERVICES THAT WE ARE GIVING TO THE HOMELESS. I THINK THAT WOULD ACTUALLY COME THROUGH DOCTOR LAIR AND AND JOHN D LANDERS DEPARTMENT. WE'D HAVE TO GET MORE SPECIFICS FOR YOU. OKAY. COULD COULD YOU PLEASE, BECAUSE I HAVE BEEN INVOLVED WITH SOME DOCTOR WITH SOME HOMELESS SITUATIONS AT PARTICULAR SCHOOLS. AND I HAVE OFTEN WONDERED WHAT THE DISTRICT DOES TO TRACK THE SERVICES, THE NUMBER OF STUDENTS THAT WE HAVE THAT ARE HOMELESS BECAUSE WE KNOW IT'S INCREASING. AND WHAT DO WE DO TO TRACK THOSE SERVICES AND WHAT SERVICES WE ACTUALLY PROVIDE TO THOSE HOMELESS STUDENTS AND POSSIBLY ALSO TO THEIR FAMILIES. YEAH. AND TRUSTEE. FOREMAN. WE CAN GET THAT INFORMATION FOR YOU. PUT IN A TRACKER AND JOHN'S TEAM DOES TRACK THAT. OKAY. ALL RIGHT. ANY QUESTIONS? ALL RIGHT. WE'RE MOVING ON TO 2324. 25. 25. TRUSTEE. FOREMAN. [24. OPERATION SERVICES DIVISION] [02:40:05] COMING UP. IS THAT THE ONLY WAY I GET HIM IN THE ROOM? JUST A QUICK QUESTION, CHIEF ALBERT. HOW MANY NEW BUSSES ARE WE ANTICIPATING BASED ON THIS PROCUREMENT? I'LL LET MR. HARRIS PROVIDE THAT NUMBER. TRUSTEE. FOREMAN. WE'RE LOOKING AT PURCHASING 394 TO 98 BUSSES. AND ONCE OUR TOTAL FLEET. MR. HARRIS TOTAL FLEET RIGHT NOW TEN 1048. AND DOES THIS INCLUDE THE WHITE FLEET ALSO? NO, MA'AM. AND WHAT'S THE WHITE FLEET NUMBER? WHITE FLEET NUMBER IS ABOUT 620. OKAY. THANK YOU. YOU'RE WELCOME. THANK YOU. TRUSTEE. FOREMAN. MOVING ON TO 26. 27. 28. [27. CONSTRUCTION SERVICES DIVISION] 2028. 28, 28. WHICH LETTER? YOUR CHOICES ARE A THROUGH H. IT'S JUST THE WHOLE THING. THE WHOLE THING. OKAY. TO UNDERSTAND THE CONCEPT. THANK YOU. AND WHAT DOES THAT CONCEPT LOOK LIKE? IT'S A LOT OF, LOT OF STUFF. I COULDN'T GO THROUGH ALL OF IT, BUT EVIDENTLY WE'VE CREATED A CONCEPT FROM AN EDUCATIONAL STANDPOINT REGARDING NEW BUILDINGS. WHERE DID THAT CONCEPT COME FROM? HAVE WE USED SUCH A CONCEPT IN THE PAST? I THINK YOU'RE REFERRING TO ITEM G, THE ED SPEC 28 G. YEAH. 28 G. THE CONCEPT HAS BEEN AROUND A WHILE. YOU APPROVED THE SPEC IN THE 2020 BOND PROGRAM. WE RENEWED THEM EVERY FIVE YEARS OR SO. SO IT WAS TIMED WITH THE 2026 BOND TO UPDATE AND RENEW THE EDUCATIONAL SPECS WE PROVIDE OUR ARCHITECTS. OKAY. AND WHAT IS THE DIFFERENCE IN THESE SPECS IN THE 2020 TO MADE SOME CHANGES ON HOW WE QUANTIFY CLASSROOM SIZES. SO IT JUST UPDATED TO. THAT'S WHAT THEY HAD ISSUED, BUT IT'S VIRTUALLY THE SAME. IT MATCHES THE SAME MODEL WE'VE WE'VE HAD FOR THE LAST COUPLE OF YEARS. BUT THIS ACTUALLY TALKS ABOUT A LOT OF THINGS LIKE TECHNOLOGY FINISHES AND ALL OF THOSE DIFFERENT THINGS THAT WE CHANGE ANY OF THAT BASED ON TEA OR DID WE CHANGE ANY BASED ON. NO, THAT PRIMARILY LIES IN OUR TECHNICAL DESIGN GUIDELINES. LIKE, YOU KNOW, IT SAYS IVCT WHAT TYPE OF FLOOR, WHAT TYPE OF PAINT WE ALLOWED. IT ALSO ALLOWS WITH IF CITY CODE CHANGE FOR CERTAIN MATERIALS, PAINTS SUSTAINABILITY JUST TO ALIGN WITH THAT. SO IS THERE ANY WAY THAT WE CAN SEE WHAT THOSE CHANGES LOOK LIKE JUST ON A SPREADSHEET OR SOMETHING? WHAT WE CAN DO IS WE CAN PROVIDE YOU LAST, THE LAST TIME IT WAS APPROVED. AND THEN YOU COULD, YOU CAN DO A SIDE BY SIDE COMPARISON. YEAH, JUST TO SEE WHAT THE CHANGES LOOK LIKE BECAUSE IT'S A LOT. YES, MA'AM. WE CAN SHOW YOU. WE CAN JUST SHOW YOU WHAT? LAST YEAR. WHAT? NOT LAST YEAR. IT WAS FIVE YEARS AGO, 2020, THE THE FIVE YEARS AGO. I CAN WE CAN PROVIDE YOU THAT. AND THEN YOU HAVE THE ONE FOR THIS YEAR AND THEN YOU CAN DO A COMPARISON. THAT'S FINE. YES, MA'AM. THANK YOU. ANY OTHER QUESTIONS ON THE AGENDA ITEM 28. ALL RIGHT. WE'LL GO TO 29 REAL PROPERTY MANAGEMENT. YES. TRUSTEE. FOREMAN. THIS AGREEMENT WITH THE VETERANS ADMINISTRATION. WHEN DID WE ACTUALLY DO THAT? IT WAS FAIRLY RECENT. I CAN SEE IF ORLANDO CAN COME UP HERE AND SPEAK TO THE EXACT TIME FRAME. THAT WAS IT A BOARD VOTE? IT WAS ABOUT TWO YEARS AGO, MISS FOREMAN. WAS IT A BOARD VOTE? YES. OKAY. COULD YOU PROVIDE ME WITH THAT DOCUMENTATION FOR THE BOARD VOTE, PLEASE? CERTAINLY. BECAUSE WHAT I SEE IS, IS THAT EVIDENTLY, SOMETHING DIDN'T WORK OUT. CORRECT. THEY WEREN'T ABLE TO FUND THE THE CREATION OF THE PARKING LOT THAT THEY WANTED. [02:45:02] SO THEY WERE WANTING TO REMOVE THAT PARTICULAR LOT FROM THE, FROM THE AGREEMENT. OKAY. AND SO THAT LOT COMES BACK TO THE DISTRICT. CORRECT. OKAY. ALL RIGHT. THANK YOU. YOU'RE WELCOME. THANK YOU. ANY OTHER QUESTIONS ON 29? WE'LL MOVE ON TO ITEM 30. POLICE DIVISION AND 31. POLICE. ANY QUESTIONS THERE? [30. POLICE DIVISION] 318. TRUSTEE FOREMAN 31 AYE. SO WHEN DID WE PURCHASE THE LAST RECORDS MANAGEMENT SYSTEM? YES, MA'AM. PURCHASED IT FIVE YEARS AGO. 2021. DO WE KNOW THE COST? FIVE YEARS AGO? YES, MA'AM. AVERAGE COST FOR THE CURRENT SYSTEM WAS AROUND 25,000 EACH YEAR. OKAY. THANK YOU. YES, MA'AM. ALL RIGHT. WELL, THANK YOU ALL FOR HUMORING ME ON MY FIRST ROUND OF THE GAVEL. AND THE TIME IS 658, AND MEETING IS ADJOURNED. ALL RIGHT. * This transcript was compiled from uncorrected Closed Captioning.