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[1. NOTICE AND RETURN]

[00:00:04]

THE TIME IS 3:51 P.M.. WE HAVE A QUORUM, AND THIS MEETING HAS BEEN HEARING HAS BEEN DULY POSTED.

GOOD AFTERNOON AND WELCOME TO THE PUBLIC HEARING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. IF YOU ARE ABLE, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND THE SALUTE TO THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THEE.

TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.

A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. TRUSTEE FOR DISTRICT ONE.

LANCE CURRIE. DISTRICT TWO. SARAH WEINBERG. DISTRICT THREE.

DAN MICCICHE. DISTRICT FOUR. PRISMA GARCIA. DISTRICT FIVE.

BYRON SANDERS. DISTRICT SEVEN BEN MACKEY. OUR SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE ELIZALDE JOINS US.

AND I AM JOE CARREÓN TRUSTEE FOR DISTRICT EIGHT AND BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND IN SPANISH AT DALLAS ISD DOT ORG.

ESTA REUNION EN INGLÉS Y EN ESPANOL IN DALLAS ISD PUNTO.

ORG. IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THIS MEETING WILL BE CONDUCTED IN 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 OR VERBAL UTTERANCE OR ELECTRONIC DISTURBANCE, INCLUDING HACKING OR OF ANY VIRTUAL COMPONENT OF THE MEETING, IS UNLAWFUL.

ANY PERSON BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY. WHILE ADDRESSING THE MEETING OR WHILE ATTENDING THIS MEETING WILL BE ASKED TO LEAVE AND OR ESCORTED FROM THE MEETING IMMEDIATELY.

TRUSTEES WILL NOW TURN TO AGENDA ITEM 2.02 RECOGNITION OF ELECTED OFFICIALS IN THE AUDIENCE.

ARE THERE ANY ELECTED OFFICIALS WITH US IN THE AUDIENCE? I THINK I SEE ANY I THINK I SEE ANY. OKAY. AND TRUSTEES, WE'LL TURN TO ITEM THREE, THE PUBLIC FORUM PORTION.

NOW FOR THIS. 345 PUBLIC HEARING, I WAS INFORMED THAT NO ONE SIGNED UP TO SPEAK.

I KNOW THERE ARE SOME THAT ARE SIGNED UP FOR THE 4:00 BOARD BRIEFING.

SO THEN WITH THAT TRUSTEES, WE'LL TURN TO AGENDA ITEM FOUR 4.01 CLOSED SESSION.

THERE IS NO CLOSED SESSION FOR THIS. SO THE TRUSTEES WILL NOW TURN TO AGENDA ITEM 5.01, THE DISCUSSION ITEM DISCUSSION OF THE RECOMMENDED SCHOOL CLOSURES.

[5. DISCUSSION ITEM ]

SUPERINTENDENT. THANK YOU, PRESIDENT AND MEMBERS OF THE BOARD.

AS WE AS CHIEF HEWITT POWELL COMES UP TO DISCUSS OUR PHASE TWO.

I WOULD LIKE TO REMIND THE BOARD PHASE ONE, WHICH WE UNDERTOOK LAST YEAR, INCLUDED THE CONSOLIDATION CLOSURE OF ILEARN AND OUR HYBRID SCHOOL OF TECHNOLOGY UTILIZATION.

WE ALSO DID CO-LOCATIONS WITH CITY LAB AND IDEA, AND WE ALSO DID A CONSOLIDATION CLOSURE, AS YOU MAY RECALL, OF PEEL PREP AT SAM HOUSTON TO IGNITE A J.W.

RAY. WE NOW BRING BEFORE YOU RECOMMENDATIONS FOR PHASE TWO.

AND AS ALWAYS THESE ARE EXTREMELY CHALLENGING RECOMMENDATIONS TO MAKE.

WE ARE STILL FACED WITH THE SAME CHALLENGES THAT YOU ALL HAVE SEEN AT OTHER SCHOOL DISTRICTS, AND WE HAVE CONTINUED TO WORK DILIGENTLY TO MINIMIZE THE NUMBERS THAT WE MIGHT NEED TO BRING TO THE BOARD.

SO NONETHELESS, WE HAVE AND ARE CONTINUING WITH PHASE TWO.

CHIEF HEWITT POWELL WILL DO THE RECOMMENDATIONS.

AS A REMINDER TO THE BOARD. THIS ITEM IS LISTED IN OUR BOARD BRIEFING AGENDA.

AND SO OF COURSE DISCUSSION AND QUESTIONS CAN ALSO TAKE PLACE DURING THAT TIME.

AND AS BOARD PRESIDENT, YOU MENTIONED THERE ARE SPEAKERS THAT HAVE SIGNED UP TO THIS ITEM FOR THE 4:00.

SO I KNOW THE BOARD MAY WANT TO HEAR THOSE BEFORE MAYBE EVEN ASKING QUESTIONS, BUT AT THIS TIME, I'LL TURN IT OVER TO CHIEF HEWITT. POWELL. AND SHE'LL BEGIN WITH THE PRESENTATION.

THANK YOU. GOOD AFTERNOON, PRESIDENT KURIAN SUPERINTENDENT ELIZALDE AND OUR TRUSTEES.

TODAY WE'LL REVIEW OUR RECOMMENDED SCHOOL CONSOLIDATIONS, AND THE REASON BEHIND THESE RECOMMENDATIONS, AND HOW WE PROPOSE TO SUPPORT STUDENTS AND FAMILIES THROUGH THAT TRANSITION.

[00:05:04]

WE RECOGNIZE THAT FAMILIES AND STAFF HAVE DEEP CONNECTIONS TO THEIR SCHOOLS.

THE COMMUNITIES HAVE A DEEP CONNECTION TO THEIR SCHOOL, AND NONE OF US WANT TO HAVE THIS CONVERSATION.

UNFORTUNATELY, THE RECOMMENDATIONS THAT WE'RE BRINGING FORWARD REQUIRE US TO CONSIDER BOTH OUR FINANCIAL RESPONSIBILITY AND THE EDUCATIONAL EXPERIENCE THAT WE WANT TO PROVIDE FOR ALL OF OUR STUDENTS. SO WE ARE IN A PLACE WHERE WE ARE RECOMMENDING THESE CLOSURES AND CONSOLIDATIONS.

AND REALLY, IT BOILS DOWN TO WE HAVE A FINANCIAL CHALLENGE WITH OUR BUDGET, AND IT REQUIRES US AGAIN TO MAKE THESE DECISIONS.

WE ALSO HAVE THIS OPPORTUNITY THROUGH BOND INVESTMENT AND OUR BOND DOLLARS.

WE, AS YOU ALL REMEMBER, WE HAVE A HISTORIC BOND ELECTION THAT WE JUST PASSED OF $6.2 BILLION.

AND SO THESE BOND FUNDS CANNOT, HOWEVER, SUPPLANT OR HELP US WITH OUR GENERAL OPERATING EXPENDITURES.

BUT WHAT WE'D LIKE TO DO IS TAKE AND USE THESE BOND FUNDS AS A LEVERAGE TO PROVIDE ADDITIONAL OPPORTUNITIES FOR OUR STUDENTS ACROSS THE BOARD.

WHILE WE, IN EFFECT, FACE THESE FINANCIAL CONSTRAINTS.

WE BEGAN THIS SCHOOL YEAR WITH A SIGNIFICANT PROJECTED DEFICIT OF $104 MILLION.

AND AT THE BEGINNING OF THE SCHOOL YEAR, OUR PROJECTED ENROLLMENT WAS 132,000 STUDENTS.

UNFORTUNATELY, WE ENDED AT THE CURRENT TIME WITH ABOUT 128,000 STUDENTS, JUST AROUND 129,000 STUDENTS, WHICH IS A SIGNIFICANT DECREASE OF ABOUT 3000 STUDENTS.

THAT HAS AN IMPACT ON OUR OVERALL FINANCIAL BUDGET.

THE STATE OF TEXAS CURRENTLY ALLOWS US FUNDING BASED ON THE NUMBER OF STUDENTS WHO ENROLL AND WHO SHOW UP EVERY SINGLE DAY.

SO IT'S AT ADA FUNDING METHODOLOGY THAT THEY UTILIZE.

WE ALSO LOST STUDENTS LAST YEAR. AND SO THAT SORT OF BRINGS OUR CURRENT DEFICIT, OUR CURRENT PROJECTED DEFICIT TO $128 MILLION STUDENTS.

AND SO THAT OBVIOUSLY INCREASES THE FINANCIAL PRESSURE THAT WE'RE FACING AS A DISTRICT.

WE WANTED TO BRING FORWARD MODELING JUST TO SHOW HOW WE'RE THINKING ABOUT BRINGING FORWARD THESE RECOMMENDATIONS.

AND IN THIS PARTICULAR MODEL, WE WANTED TO ILLUSTRATE THE COST OF OPERATING TWO CAMPUSES WITH ABOUT 250 STUDENTS IN EACH CAMPUS, COMPARED TO ONE CAMPUS SERVING ABOUT 500 STUDENTS ON THE RIGHT.

THE CONSOLIDATION WOULD REDUCE THE DUPLICATION THAT WE WOULD EXPERIENCE AT THE TWO CAMPUSES, INCLUDING SOME STAFF, LIKE IN THIS PARTICULAR MODEL AT TWO CAMPUSES, I WOULD NEED TWO NURSES, RIGHT? I WOULDN'T HAVE THE DUPLICATE NEED OF TWO NURSES OR TWO PRINCIPALS IN THAT RESPECT.

BUT IT BASICALLY SHOWS US ALSO THAT THERE'S ABOUT A 2.6 MILLION OR PARDON ME, ABOUT.

YEAH, 2.6 MILLION ESTIMATED SAVINGS IN THIS PARTICULAR MODEL.

WE NEED, WE BASICALLY, IN A SENSE, NEED LESS FTES OR LESS POSITIONS FOR ONE CAMPUS SERVING 500 STUDENTS COMPARED TO TWO CAMPUSES SERVING 250 STUDENTS. AS WE CAME AND THOUGHT ABOUT THE CONSIDERATIONS FOR WHAT CAMPUSES WE WOULD IDENTIFY FOR, FOR THESE CONSOLIDATION CONSIDERATIONS, WE FIRST CONSIDERED ENROLLMENT AND WE LOOKED MOSTLY AT CAMPUSES THAT WERE PROJECTED UNDER OR HAVE ENROLLMENT UNDER ABOUT 300 STUDENTS.

WE ALSO WANTED TO ENSURE THAT IN THE CRITERIA THAT WE WOULD UTILIZE FOR OUR CONSOLIDATION RECOMMENDATION THAT WE WANTED TO MAINTAIN THE SCHOOL ZONE, THAT FEEDER PATTERN. WE WANT TO ENSURE THAT STUDENTS COULD CONTINUE ON TO THEIR MIDDLE SCHOOL OR THEIR HIGH SCHOOL FEEDER PATTERN.

WE ALSO WANTED TO LOOK AT CAMP AT CAMPUSES THAT COULD BE CONSOLIDATED WITHIN ABOUT A TWO MILE RADIUS.

SO WE LOOKED AT THAT TWO MILE DISTANCE RADIUS TO ENSURE THAT WE WOULD THAT STUDENTS WOULD NEED WOULD NOT NEED TO TRAVEL TOO FAR OUT OF THEIR CURRENT ATTENDANCE ZONE.

WE ALSO WANTED TO CONSIDER THE ACADEMIC IMPACT OF THE CAMPUS AND LOOK AT THE ACADEMIC HISTORY OF THE CURRENT CAMPUS.

AND MOSTLY, WE REALLY WANTED TO THINK ABOUT THE OPPORTUNITIES THAT ARE PRESENTED FOR OUR STUDENTS WHO WOULD HAVE TO LEAVE THEIR CURRENT CAMPUS, WHAT FACILITIES, OPPORTUNITIES, WHAT THEY HAVE, AND WHAT ENHANCED STUDENT EXPERIENCES MIGHT THEY HAVE AT A CAMPUS THAT HAS MORE STAFF, MORE AFTER SCHOOL ACTIVITIES, MORE CLUBS, MORE ENGAGEMENT OPPORTUNITIES FOR OUR STUDENTS.

SO AS THE SUPERINTENDENT STATED, THIS IS PHASE TWO.

WE HAVE SOME OF THE CAMPUSES THAT ARE LISTED IN PHASE ONE AND PHASE TWO ARE PROPOSED SCHOOL CONSOLIDATIONS,

[00:10:06]

PARDON ME, INCLUDE J.J. ROADS MOVING TO H. S THOMPSON.

THOSE STUDENTS WOULD TRANSITION TO H. S THOMPSON HARLEY EARLY LEARNING CENTER, WHICH WOULD TRANSITION TO CEDAR CREST AND ARLINGTON PARK, WHICH ACTUALLY WOULD THOSE STUDENTS HAVE TRANSITIONED TRANS TRANSITIONED ALREADY, PARDON ME TO OBADIAH KNIGHT.

AND IN THIS PARTICULAR PORTION OF THE PHASE, WE'RE LOOKING AT OUR EARLY LEARNING CENTERS.

COLLECTIVELY, THE ADDITIONAL PROPOSED CAMPUSES THAT WE HAVE INCLUDE HAROLD BUDD.

AND WITH THAT PARTICULAR CAMPUS, WE'RE LOOKING AT THE ACADEMIC HISTORY AND PERFORMANCE OF THAT CAMPUS.

AND THAT CAMPUS WOULD BE CONSOLIDATED TO THE CEDAR CREST AND JOHN NEELY BRYANT OF FEEDER PATTERN.

WE ALSO HAVE ZARAGOZA. THOSE STUDENTS WOULD TRANSITION TO LIPSCOMB AND ALSO EAST DALLAS.

I APOLOGIZE THAT EAST DALLAS IS MISSING OFF OF THIS SLIDE.

IN ADDITION, WE ALSO HAVE BALLARD STORY AND THOSE STUDENTS WOULD TRANSITION TO FREDERICK TODD.

WE'RE ALSO CONSIDERING ADDITIONAL PHASES OF CONSOLIDATIONS BASED ON OUR CURRENT AND PROJECTED FUTURE FINANCIAL CONSTRAINTS.

WE JUST WANTED TO TAKE THIS SLIDE JUST TO SHOW THE STUDENTS REPRESENTED ACROSS THE FIVE CAMPUS COMMUNITIES IN OUR RECOMMENDED CONSOLIDATIONS.

AND WE CAN SEE THAT THESE CONSOLIDATIONS IMPACT PREDOMINANTLY OUR AFRICAN AMERICAN AND HISPANIC POPULATION, WHICH MAKES UP A GOOD MAJORITY OF OUR, OUR SCHOOL SYSTEM, THE DEMOGRAPHICS FOR OUR STUDENTS, OUR SCHOOL SYSTEM, BUT WE WANTED TO SHOW THAT AND ALSO SHOW THAT THE ENROLL, THE ENROLLMENT FIGURES DESCRIBED IN THESE PARTICULAR COMMUNITIES REMIND US THAT EVERY TRANSITION IMPACTS AN INDIVIDUAL STUDENT, RIGHT.

WE'RE NOT JUST LOOKING AT FACILITIES AND BUILDINGS. WE'RE, WE'RE THINKING ABOUT STUDENTS AND THE FAMILIES THAT ARE IMPACTED AS WELL.

AS WE THINK THROUGH THE TRANSITION, WE ALSO NEED TO THINK ABOUT THE CHOICES THAT WE WOULD WANT FOR OUR FAMILIES AND OUR PARENTS SHOULD WE MOVE FORWARD.

AND SHOULD YOU ALL DECIDE TO VOTE FOR THESE CONSOLIDATIONS? WE WANTED TO HAVE THE CONVERSATIONS EARLY ENOUGH WITH OUR PARENTS AND WITH COMMUNITIES AND WITH YOU ALL TRUSTEES, SO THAT FAMILIES HAVE ADDITIONAL PATHWAYS. LOOKING FORWARD TO THE NEXT 2728 SCHOOL YEAR.

AND THE PATHWAYS, THEY WOULD INCLUDE ATTENDING THE NEWLY ZONED LEGACY SCHOOL.

THOSE PARENTS COULD ALSO CONSIDER TRANSFERRING TO ANOTHER LEGACY SCHOOL ANYWHERE IN DALLAS ISD.

THEY WOULD ALSO HAVE OPEN TO THEM THE ABILITY TO APPLY TO ANY OF OUR NUMEROUS MAGNET AND OR CHOICE TRANSFORMATION SCHOOLS.

WE WANTED TO SHOW HERE THE AMOUNT OF ENGAGEMENT WE'VE HAD UP TO.

TO DATE AROUND OUR CONSOLIDATION CONVERSATIONS.

WE HAVE HAD SO FAR. 23 COMMUNITY MEETINGS. WE'VE ALSO PULLED TOGETHER ABOUT FOUR FOCUS GROUPS, AND WE HAVE A FEW MORE THAT ARE ALREADY SCHEDULED.

WE'VE HAD 11 STAFF MEETINGS AND ADDITIONAL OPPORTUNITIES FOR FEEDBACK FROM EACH CAMPUS IN THE FORM OF A SURVEY.

SO AT EVERY CAMPUS, WE'VE SENT OUT THE SURVEY REGARDING THE CONSOLIDATIONS.

TWICE. WE THIS DEMONSTRATES THE ROUND ONE INITIAL COMMUNITY MEETINGS.

WE HAD ROUND TWO. AND AGAIN, WE ALSO HAVE SOME ADDITIONAL MEETINGS SCHEDULED FOR THE MONTH OF NOVEMBER.

WE, I AM JUST JUST DEMONSTRATING HERE THE FREQUENTLY ASKED QUESTIONS THAT WE HAD FROM OUR COMMUNITY THAT WE WERE ABLE TO ANSWER AT EACH OF THESE MEETINGS.

AND SOME OF THOSE WERE, HOW DID THE DISTRICT DETERMINE WHICH CAMPUSES WE WERE GOING TO CONSOLIDATE? WHAT WOULD HAPPEN WITH TRANSPORTATION, AND THEN HOW MIGHT WE UTILIZE THE FACILITIES IF THE PROPOSAL IS APPROVED? AND ONE OF THE THINGS THAT WE'VE BEEN ABLE TO TO DO ALREADY AT AT LEAST A COUPLE OF THOSE SITES IS HAVE SOME ENGAGEMENT CONVERSATIONS WITH COMMUNITY AROUND THEIR RECOMMENDATIONS FOR THE FUTURE USE OF THOSE FACILITIES.

AGAIN, I JUST WANTED TO SHOW SOME ADDITIONAL CONVERSATIONS AND FREQUENTLY ASKED QUESTIONS THAT WE RECEIVED FROM THOSE COMMUNITIES.

THEY REALLY WANTED US TO EXPLAIN WHY, HOW WE MIGHT SUPPORT FAMILIES AND STUDENTS AS THE TRANSITIONS POTENTIALLY OCCUR, AND ALSO WHAT WOULD HAPPEN AND WHAT WOULD THAT TRANSLATE THAT TRANSITION LOOK LIKE? ONE BIG CONVERSATION THAT WE HAD, NOT ONLY WITH THOSE THOSE CAMPUSES THAT WE'RE RECOMMENDING FOR CONSOLIDATION, BUT ALSO FOR THE CAMPUSES THAT WOULD RECEIVE STUDENTS, IS REALLY THINKING ABOUT HOW WE WOULD ENGAGE THE THE NEWLY FORMED CULTURE FOR THAT PARTICULAR RECEIVING SCHOOL. OUR CAMPUS LEADERS ARE PREPARED TO HAVE CONVERSATIONS WITH THE WIDER COMMUNITY AROUND WHAT THEY WANT.

[00:15:04]

AS A PORTRAIT OF A SCHOLAR, THE SORT OF THE HABITS OF SUCCESS AND HABITS OF MIND THAT THEY WANT FOR THEIR PARTICULAR SCHOLARS.

THEY ARE READY TO ENGAGE IN CONVERSATIONS AROUND CAMPUS CULTURE WHAT THEY WANT AS THE DAILY EXPERIENCE OF THE STUDENTS AND ALSO WHAT THAT NEW FAMILY ENGAGEMENT MODEL MIGHT LOOK LIKE AT THE CAMPUS. IN ADDITION TO THAT, WE WANT ALL OF THE CAMPUS FAMILIES AND IMPACTED STUDENTS TO ALSO ENGAGE IN ADDITIONAL CONVERSATIONS AROUND WHAT COULD THEIR STUDENT EXPERIENCE BE ON A DAY TO DAY BASIS AND ALSO HAVE INPUT AROUND ADDITIONAL PROGRAMING OPPORTUNITIES FOR THE PARTICULAR CAMPUS.

WE ALSO WANTED TO START THESE CONVERSATIONS EARLY BECAUSE IN SOME INSTANCES, SUCH AS CEDAR CREST, WE ARE IN THE PROCESS OF BEGINNING TO DISCUSS THE NEW FACILITY DESIGN, AND WE'D LIKE FOR THOSE CAMPUSES TO BE INVOLVED IN THOSE CONVERSATIONS AROUND THE FACILITY DESIGN AND CHARRETTE MODELING FOR EACH OF THESE CAMPUSES.

OUR PROPOSED TRANSITION TIMELINE WAS TO ENGAGE IN COMMUNITY MEETINGS IN OCTOBER, IN THE MONTH OF NOVEMBER, FOR US TO BEGIN CAMPUS TOURS. FOR PARENTS OF THOSE THAT ARE CONSOLIDATED, GOING TO THE.

THE RECEIVING CAMPUSES WILL ALSO PLAN. SHOULD THIS MODEL BE.

OR SHOULD THIS PROPOSAL BE APPROVED? OUR SCHOOL APPLICATION WORKSHOPS WHERE THEY CAN DETERMINE WHETHER THEY WANT TO TRANSFER TO ANOTHER CAMPUS OR APPLY TO A CHOICE MAGNET PROGRAM. WE'LL ALSO HAVE SOME CAMPUS PROGRAMING WORKSHOPS.

AND THAT INCLUDES THE DISCUSSIONS AROUND THAT CLIMATE AND CULTURE, NEW PROGRAM OPPORTUNITIES FOR STUDENTS.

AND IN THE SPRING FOR MANY OF THOSE CAMPUSES THAT ARE UNDER CONSTRUCTION, THOSE PARENTS AND FAMILIES CAN BEGIN ENGAGING IN IN THE BUILDING DESIGN INPUT MEETINGS. NOW I'D LIKE TO TURN YOUR ATTENTION TO OUR T A TURNAROUND PLAN FOR HAROLD BUDD. WE ARE IN THE PROCESS OF YOU HEARD EARLIER, PARDON ME OR LAST MONTH ABOUT OUR TIP AND OUR PLAN. AND NOW WE ARE BRINGING FORWARD THE TURNAROUND PLAN OR THE TAP PLAN THAT IS REQUIRED BY TEA FOR HAROLD BUDD.

OUR TURNAROUND PLAN IS A FORMAL PLAN TO ADDRESS THE PERSISTENT ACADEMIC UNACCEPTABLE PERFORMANCE AT A CAMPUS.

THE GOAL IS TO IMPROVE STUDENT ACHIEVEMENT THROUGH REALLY THINKING THROUGH STRATEGIC OPERATIONAL STRATEGIES THAT THAT CAMPUS MIGHT UTILIZE.

WE'RE REQUIRED TO DO THIS ACCORDING TO OUR TEXAS EDUCATIONAL CODE.

AND ALSO THIS REQUIRES A BOARD APPROVAL. SO WHY HAROLD BUDD HAS A TAP PLAN? IT IS REQUIRED BECAUSE WE'VE HAD TWO UNACCEPTABLE YEARS OF, OF, OF UNACCEPTABLE PARDON ME, UNACCEPTABLE ACADEMIC ACHIEVEMENT FOR THAT PARTICULAR CAMPUS.

WE HAVE FIVE OPTIONS TO, TO RECOMMEND AN ATTACK PLAN AS A DISTRICT.

AND OF THOSE FIVE ONE OF THEM INCLUDES THE INTENSIVE CURRICULUM AND INSTRUCTIONAL IMPROVEMENTS.

WE ARE CURRENTLY USING AN H. Q I'M SO IN THE TAP PLAN.

ONE OF THE THINGS THEY WANT TO KNOW IS WHAT HIGH QUALITY CURRICULUM MIGHT YOU BRING FORWARD? AND WE BELIEVE WE'RE CURRENTLY ACROSS DALLAS ISD USING A HIGH QUALITY INSTRUCTIONAL MATERIAL.

THE OTHER RECOMMENDATION YOU CAN MAKE IS TO TURN THE CAMPUS INTO AN ACCELERATING CAMPUS OR A SMALL CAMPUS, AND HAROLD BUDD IS CURRENTLY ONE OF OUR DSI CAMPUSES THAT ARE ALREADY RECEIVING ADDITIONAL RESOURCES.

AND IN ADDITION TO THE RESOURCES THAT WE HAVE UNDER DSI DSI DESIGNATION, WE'VE ACTUALLY ADDED ADDITIONAL RESOURCES ON TOP OF THAT TO ENSURE THE SUCCESS AND SUPPORT OF HAROLD BUDD.

AS WE ADDED THOSE RESOURCES LAST YEAR AND ADDITIONAL RESOURCES THIS YEAR.

YOU COULD ALSO RECOMMEND AN IMPROVED GRADUATION PLAN.

HOWEVER, IT'S AN ELEMENTARY SCHOOL, SO IT DOES NOT APPLY.

AND THE OTHER THING THAT WE COULD OFFER, WE COULD ALSO RECOMMEND IS A TURNAROUND PARTNERSHIP OR SB 1882 PARTNERSHIP.

WHAT THAT WOULD REQUIRE IS FOR DALLAS ISD TO TO, IN A SENSE, GIVE UP GOVERNANCE OF THAT PARTICULAR CAMPUS AND BE SUPPORTED BY A CHARTER SCHOOL NETWORK OR SYSTEM.

WE DECIDED TO RECOMMEND CLOSURE AND REASSIGNMENT.

BECAUSE IF WE WERE TO GO WITH THE PARTNER, THE 1882 PARTNERSHIP WE HAVE NO CONTROL OVER WHETHER THE THE CHARTER SCHOOL WILL BE SUCCESSFUL OR NOT.

SO WITH THE RECOMMENDED THE, THE RECOMMENDATIONS THAT ARE PRESENT OR PARDON ME, THE OPTIONS THAT ARE PRESENT, WE RECOMMEND CLOSURE. SO THIS IS AVAILABLE UNDER OUR TEA CODE.

[00:20:09]

AND IT DOESN'T NECESSARILY MEAN ABANDONMENT. WHAT IT MEANS IS THAT THE FACILITY IS GOING TO BE REPURPOSED FOR ANOTHER EDUCATIONAL USE.

SO THE COMPONENTS OF THE TURNAROUND PLAN INCLUDE A SCHOOL IMPROVEMENT STRATEGY.

AND WE WILL WORK WITH OUR PERSONNEL TO CONTINUE TO BUILD THEIR CAPACITY.

WE ALSO MUST HAVE PARTICULAR MILESTONES THAT WE UTILIZE TO ENSURE THAT WE'RE BUILDING CAPACITY AND OBSERVING THE INSTRUCTIONAL IMPROVEMENT ACROSS THE BOARD FOR THE STAFF AND FOR OUR STUDENTS.

AND THAT INCLUDES OUR MONITORING OF PLCS. ENSURING STUDENT TEACHERS ARE DELIVERING HIGH QUALITY INSTRUCTION AND INCLUDING AND MONITORING THE OBSERVATION AND FEEDBACK CYCLE. IN ADDITION, THERE IS ADDITIONAL MONITORING BY TI TO ENSURE THAT WE ARE MONITORING THE PERFORMANCE OF THE DATA AND ALSO OF THE OUTCOME GOALS FOR STUDENTS.

AT THIS POINT WE ARE REQUIRED TO HAVE A BOARD HEARING.

AND WE HAD TO POST THE HEARING AT LEAST 30 DAYS BEFORE THE BOARD SUBMISSION, WHICH WE, WE DID, WE MET THAT CRITERIA TODAY IS OUR BOARD HEARING.

AND WE MUST SUBMIT ELECTRONICALLY TO TEA THE OUTCOME OF OUR BOARD VOTE.

AND THIS TIME I'M PREPARED TO TAKE QUESTIONS.

I JUST WANT TO CLARIFY THAT THE BUD HAD TO BE ADDITIONALLY PRESENTED BECAUSE THAT IS REQUIRED UNDER THE TEXAS EDUCATION CODE. THAT'S WHY THE TAP, THAT PARTICULAR SCHOOL HAD ALL OF THOSE ADDITIONAL REQUIREMENTS.

AND IN ADDITION TO, OF COURSE, THE ENTIRE COMPREHENSIVE PLAN.

THANK YOU. OKAY. THANK YOU FOR THE PRESENTATION, TRUSTEES.

JUST I WANT TO FLAG FOR YOU ALL. WE DO HAVE SPEAKERS WAITING TO SPEAK FOR THE 4 P.M.

POSTED BRIEFING. THESE MATTERS ARE ALSO PART OF THAT.

NOT TO DISCOURAGE, BUT JUST WE DO HAVE FOLKS HERE, BUT ARE THERE QUESTIONS AT THIS POINT? I SEE TRUSTEE CURRIE. WELL, YOU HIT ON WHAT I WAS GOING TO SAY, WHICH IS I KNOW WE HAVE SEVERAL MEMBERS OF THE PUBLIC WHO WANT TO BE SURE TO HAVE THEIR VOICES HEARD HERE, AND THAT THIS IS ON THE 4:00 AGENDA AND SO THAT THEY'LL BE ABLE TO I DON'T WANT THEM TO HAVE TO WAIT FOR 45 MINUTES OF DISCUSSION TO BE ABLE TO HAVE THEIR VOICES HEARD. SO I WILL RESERVE MY QUESTIONS LATER.

OBVIOUSLY, MY FELLOW TRUSTEES CAN DO WHAT THEY THINK IS BEST, BUT AND THEY CERTAINLY WILL.

BUT I'M GOING TO WAIT FOR MY QUESTIONS UNTIL THE NEXT MEETING SO THAT WE CAN HEAR FROM THE PUBLIC.

TRUSTEE. FOREMAN. THANK YOU. I THINK BYRON, BUT I GUESS HE MUST HAVE CUT HIS LIGHT OFF BECAUSE KERRY TOLD YOU TO.

I GOT IT, I GOT IT, SO, BUT BUT I STILL HAVE JUST A FEW QUESTIONS THAT THAT I NEED SOME CLARITY ON.

AND AND ONE OF THOSE AND I THINK THE PUBLIC NEEDS CLARITY ON IT TOO.

WHEN WE TALKED ABOUT THE CONSOLIDATION AND THE MONEY THAT WE SAY WE DON'T HAVE IT BROKEN DOWN BY SCHOOL, AND THE PUBLIC NEEDS TO UNDERSTAND WHAT IT IS BY SCHOOL.

HOW MUCH MONEY DO WE SAVE BY SCHOOL? SO IF SOMEBODY COULD TELL US WHAT THAT IS.

YES, I HAVE IT. ONE SECOND. SO FOR CJJ RHODES ONCE WE CONSIDER STAFF MOVEMENT, WE'RE LOOKING AT A PROJECTED $1.2 MILLION SAVINGS FOR HARLEY N W HARLEY. WE'RE LOOKING AT A PROJECTED SAVINGS OF $1 MILLION, OR JUST OVER $1 MILLION FOR HAROLD BUDD.

IT'S A PROJECTED SAVINGS OF $1.9 MILLION FOR ZARAGOZA PROJECTED SAVINGS OF $2.3 MILLION. AND FOR BOARD STORY IT IS $2.3 MILLION.

AND THOSE ARE JUST ROUNDED OUT NUMBERS. THEY'RE NOT EXACT.

THANK YOU. AND COULD YOU GIVE ME THE NUMBER OF STUDENTS THAT WOULD BE AFFECTED AT EACH SCHOOL, PLEASE? YES. THE CURRENT ENROLLMENT AT J.J. RHODES IS 121 STUDENTS AT N.W. HARLEY. WE HAVE 111 STUDENTS. AT HAROLD BUDD.

WE HAVE 317 STUDENTS AT ZARAGOZA. I HAVE 254 STUDENTS.

AND ABOUT STORY 313 STUDENTS. OKAY. AND DO YOU HAVE THE CLOSEST SCHOOL TO

[00:25:05]

THESE SCHOOLS THAT YOU'RE TALKING ABOUT CLOSING THAT THESE STUDENTS MIGHT GO TO IN TERMS OF MILES? YES. OH, LET ME PULL IT FROM HERE.

I HAVE. I'M GOING TO GIVE YOU WHAT WE HAVE FOR OUR RECOMMENDATIONS.

AND IF WE NEED SOME ADDITIONAL, THEN WE CAN ADD IT TO THE TRACKER FOR THE OTHER SCHOOLS THAT ARE CLOSE, BECAUSE SOME SCHOOLS ARE RELATIVELY JUST ABOUT THE SAME AMOUNT OF SAME SIMILAR DISTANCE.

SO FOR JJ ROADS, WE HAVE H S THOMPSON, WHICH IS 0.93 MILES AWAY FROM THE SCHOOL, SO IT'S LESS THAN A MILE.

FOR HARLEY. THE DISTANCE TO CEDAR CREST IS 1.3 MILES.

ARLINGTON PARK THE DISTANCE WAS 2.7 MILES TO OBADIAH KNIGHT.

FOR ZARAGOZA TO EAST DALLAS THE DISTANCE WAS 0.82 MILES AND THEN FROM ZARAGOZA TO WILLIAM LIPSCOMB, THE DISTANCE IS 1.5 MILES. OKAY. AND ON STORY WITHOUT STORY TO TODD. OH, GIVE ME A SECOND.

I'M SORRY. THAT'S NOT DIFFERENT. I MEAN, ONE SECOND.

I APOLOGIZE, GIVE ME ONE SECOND. BECAUSE ON STORY, I KNOW THERE'S TWO OPTIONS.

I BELIEVE STILL ON THE TABLE. IS THAT CORRECT, SUPERINTENDENT? WE. OH, I'M SORRY, I'M ASKING THE SUPERINTENDENT.

OKAY. MY MY APOLOGIES. THANK YOU BABY. NO. AT THIS TIME, WE'RE BRINGING ONE RECOMMENDATION.

AND WHAT WOULD THAT BE, TODD? OKAY. AND WHAT IS THE MILEAGE TO THE MILEAGE? MILEAGE IS TWO MILES. TWO MILES.

OKAY. AND CHIEF, YOU MIGHT NOT HAVE THE ANSWER TO THIS, SO SOMEBODY ELSE MIGHT HAVE TO HELP ME.

AND I'M ASKING THESE QUESTIONS SPECIFICALLY SO THE PUBLIC CAN GET A GOOD UNDERSTANDING.

AND I THINK PEOPLE KNOW WHERE I'M GOING. WHAT IS THE POLICY FOR BUS TRANSPORTATION FROM SCHOOL TO SCHOOL? WHAT IS THE MILEAGE? ANY STUDENTS THAT ARE OUTSIDE A TWO MILE RADIUS AT ANY OF OUR SCHOOLS ARE PROVIDED TRANSPORTATION.

THEN IN ADDITION TO THAT, IF THERE ARE ANY HAZARDOUS ROUTES THAT ARE WITHIN TWO MILES, THEY WOULD ALSO QUALIFY FOR TRANSPORTATION.

AND THEN THERE'S ALSO TRANSPORTATION THAT IS PROVIDED TO CHOICE AND MAGNET SCHOOLS AND CAREER INSTITUTES SCHOOLS.

WOULD ANY OF THESE SCHOOLS LIKE ROADS? WOULD IT QUALIFY FOR TRANSPORTATION OR.

HARDLY. IT WOULD DEPEND IF THE WHERE THEIR RESIDENCE WAS, IF IT'S WITHIN THE TWO MILE OR IF IT WAS IF THERE WAS A HAZARDOUS ROUTE, IT WOULD ALL DEPEND ON WHERE THEIR ORIGINATION OF RESIDENCE IS.

SO HAVE WE LOOKED AT THAT? WE HAVE LOOKED AT IT.

CAN SOMEBODY TELL ME HOW MANY STUDENTS WOULD GET TRANSPORTATION? YES, WE CAN PROVIDE THAT. I CAN TELL YOU WHAT SPECIFICALLY RELATED TO ROADS WE WOULD BE ABLE TO PROVIDE TRANSPORTATION.

AND ALSO FOR THE STUDENTS IN CEDAR CREST, WE WOULD BE ABLE TO PROVIDE TRANSPORTATION, BUT TO GIVE YOU THE EXACT NUMBER OF STUDENTS, I'D HAVE TO PROVIDE THAT TO YOU. THAT'S THE CONCERN IS BECAUSE AT ROADS, YOU HAD 121 STUDENTS.

AND IF WE ONLY PROVIDE TRANSPORTATION FOR 20 STUDENTS, WE GOT 100 STUDENTS STILL LEFT OUT TO TRY TO GET THERE.

FOR N W HARDLY. IT WOULD BE THE SAME. YOU HAVE 111 STUDENTS, AND IF WE ONLY PROVIDE TRANSPORTATION FOR 11 STUDENTS, THEN WE HAVE 100 STUDENTS. THAT WOULD STILL HAVE TO.

SO I'M TRYING TO FIGURE OUT IF WE UNDERSTAND THE TRANSPORTATION, PARTICULARLY I'M LOOKING AT ROADS AND HARDLY BECAUSE THEY ARE PRE-K

[00:30:02]

CENTERS. SO WE HAVE THREE AND FOUR YEAR OLD CHILDREN.

YEAH. I CAN SEE HOW SOMEONE MIGHT THINK THAT WE'RE CURRENTLY PROVIDING 100% TRANSPORTATION.

WE'RE NOT, BUT WE'RE NOT. SO WE NEED TO DO THE COMPARISON OF APPLES TO APPLES.

SO WE'LL TAKE THAT BACK TO THE TEAM AND BRING THAT COMPARISON FOR YOU.

WELL, THE PROBLEM I HAVE WITH THAT IS, IS IF WE'RE VOTING ON IT, ARE WE? WE'RE NOT VOTING UNTIL. THAT'S THE REASON WE HAVE THIS MEETING IS TO PROVIDE ENOUGH TIME.

THANK YOU. YOU'RE WELCOME. THANK YOU. AND THEN I GUESS THE LAST QUESTION THAT I HAVE AND SUPERINTENDENT, YOU CAN ANSWER THIS BECAUSE WE'VE HAD CONVERSATIONS ABOUT STORY.

AND IF WE MOVE ALL THE STUDENTS TO ONE SCHOOL, HOW DOES THAT AFFECT TODD OR DOES IT AFFECT TODD? AND YES, IF YOU WOULD GO AHEAD AND DO THAT. WE DID AN ANALYSIS TO DETERMINE THE ACADEMIC IMPACT, AND TODD WOULD REMAIN TO BE. THEY WOULD BE ABLE TO.

WE LOOKED AT THE WE GEOLOCATED THE STUDENTS TO LOOK AT WHERE THEY LIVE.

AND WE ALSO LOOKED AT THEIR ACADEMIC HISTORY WHEN WE WERE MAKING RECOMMENDATIONS IN OUR DIFFERENT MODELS AND OPTIONS TODD WOULD ACTUALLY REMAIN A B IT WOULD NOT BE ACADEMICALLY IMPACTED.

IT WOULD NOT BE IMPACTED. CORRECT. OKAY. ALL RIGHT.

THANK YOU. BUT. TRUSTEE. FOREMAN TO HIGHLIGHT THAT, AS YOU MENTIONED, FOR THE PUBLIC, BECAUSE I DON'T THINK PEOPLE NECESSARILY KNOW THE QUESTION YOU ASK IS CURRENTLY THE LAW REQUIRES A NEW SCORE FOR THE CAMPUS THAT IS RECEIVING THE STUDENTS.

AND SO IF IF THE SCHOOL IS AN ACADEMICALLY NEGATIVELY AFFECTED, THEN THAT SCORE GOES WITH THAT SCHOOL.

SO THANK YOU FOR ASKING THAT QUESTION. THANK YOU.

YOUR TURN. YES. I'M I'M I'M GONNA ASK ONE QUICK QUESTION, BUT I'M RESERVE THE REST OF MY QUESTIONS FOR THE, THE BOARD BRIEFING. ARE WE GOING INTO CLOSED SESSION TODAY? NO, THERE'S NO CLOSED SESSION. OKAY, GREAT. I DO WANT TO ENCOURAGE THE PARENTS AFTER YOU HAVE SPEAK YOUR CONCERNS TO THE BOARD TO STICK AROUND.

PART OF THE CONVERSATION SO YOU CAN HEAR WHAT THE BOARD IS TALKING ABOUT.

BUT THE ONE QUESTION I WANT TO ASK THE ADMINISTRATION IS, HOW LONG HAVE YOU ALL MET WITH HARLEY PARENTS AND ARLINGTON PARK PARENTS ABOUT POSSIBLE CONSOLIDATIONS? HOW LONG IS THIS CONVERSATION BEEN TAKING PLACE WITH BOTH CAMPUSES? WE BEGAN THE CONVERSATIONS IN OCTOBER, OCTOBER.

AND WHEN DID YOU START THESE CONVERSATIONS WITH JJ ROSE PARENTS? OCTOBER. SO SINCE OCTOBER? YES. I HAD A MEETING.

OKAY. YES. ALL RIGHT. THANK YOU. SO JUST FOR CLARIFICATION, NOT LAST YEAR OR YEAR BEFORE Y'ALL STARTED CONVERSATION WITH ARLINGTON PARK OR OR HARLEY. NOT IN 2020. NO. WE EARLY 2025. AT THAT TIME, WE WE WEREN'T.

WE THE FINANCIAL CONCERNS THAT WE HAVE AT THIS TIME, WE DID NOT HAVE LIKE MULTIPLE YEARS OF THE SAME FINANCIAL CONCERNS, WHICH IS WHAT'S BRINGING US TO MAKE THESE RECOMMENDATIONS CURRENTLY.

AND IN ADDITION, OUR GOAL WAS TO HAVE THE CONVERSATIONS WITH PARENTS EARLY ENOUGH SO THAT THEY MIGHT HAVE A CHOICE SO THAT WE WOULD HAVE THE CONVERSATION FOR SOMETHING THAT MIGHT IMPACT THEM THE FOLLOWING SCHOOL YEAR, NOT THE CURRENT SCHOOL YEAR.

OKAY. BECAUSE I DON'T RECALL ANY MEETINGS IN OCTOBER FOR JJ ROWE'S PARENTS TO TALK ABOUT CONSOLIDATION.

YES, I CAN TELL YOU. HOLD ON. WE HAD OUR FIRST MEETING ON OCTOBER 13TH AND WE HAD ANOTHER MEETING AT JJ RHODES ON OCTOBER 26TH. I'M SORRY, IT'S OCTOBER.

I'M THINKING ABOUT LAST YEAR. MY BAD. NO, WE WOULDN'T HAVE HAD CONVERSATIONS LAST YEAR.

OKAY. SO YOU GOT TO HAVE NO CONVERSATIONS LAST SEMESTER WITH ANY PARENTS FROM HARLEY OR ARLINGTON PARK? NO. OKAY. ALL RIGHT. THANK YOU. THAT'S ALL I HAVE.

TRUSTEES. ANYONE ELSE FOR THIS? 345. OKAY. SEEING NONE.

SEEING NONE. THEN TRUSTEES WILL TURN TO AGENDA ITEM SIX FOR THE 345 HEARING ON AGENDA.

THE TIME IS 4:25 P.M., AND THIS HEARING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.