[1. NOTICE AND RETURN]
          [00:00:03]
          BLOCK BOARD BRIEFING. 
          GOOD AFTERNOON. WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED. 
          GOOD AFTERNOON, AND WELCOME TO THE BOARD BRIEFING OF THE DALLAS INDEPENDENT SCHOOL
DISTRICT BOARD OF TRUSTEES. 
          WE WILL FOREGO THE PLEDGE OF ALLEGIANCE AND THE SALUTE TO THE TEXAS FLAG,
AS WE JUST DID, BOTH IN THE MOMENTS AGO. THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT AND PARTICIPATING
SIMULTANEOUSLY BY VIDEO CONFERENCE A QUORUM. 
          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 SIX. JOYCE FOREMAN. DISTRICT SEVEN BEN MACKEY. 
          DISTRICT NINE ED TURNER. DOCTOR STEPHANIE ELIZALDE,
OUR SUPERINTENDENT OF SCHOOLS JOINS US. AND I AM JOE CARREÓN TRUSTEE FOR DISTRICT EIGHT AND THE BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND
SPANISH AT DALLAS ISD DOT ORG. ESTA EN ESTA DISPONIBLE EN INGLÉS Y EN ESPANOL IN DALLAS ISD PUNTO ORG. IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER,
I WANT TO LET IT BE KNOWN THIS MEETING WILL BE CONDUCTED IN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY B E DE 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 MEETING WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, WILL BE ASKED TO LEAVE AND OR ESCORTED FROM THE MEETING
IMMEDIATELY. 
          TRUSTEES WILL NOW TURN TO ITEM THREE. THREE A RECOGNITION OF ELECTED OFFICIALS IN THE
AUDIENCE. 
          [3. ACKNOWLEDGEMENTS]
AND I SEE WE HAVE WITH US, COUNCILMAN JESSE MORENO. 
          THANK YOU FOR BEING HERE, SIR. ARE THERE ANY OTHERS? I DON'T THINK I SEE ANY OTHERS. SO THEN TRUSTEES WILL NOW TURN TO AGENDA ITEM FOUR PUBLIC
FORUM. 
          [4. PUBLIC FORUM ]
OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING. WE WILL HAVE SPEAKERS TO
AGENDA AND NON-AGENDA ITEMS. SPEAKERS. PLEASE BE MINDFUL THAT CHILDREN MAY BE IN ATTENDANCE. THE AUDIENCE SHOULD NOT BE EXPOSED TO LEWD,
TO 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. 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. FAILURE TO ADHERE TO THIS RULE WILL RESULT IN FORFEITURE OF YOUR TRY. 
          MISS HARDY, WOULD YOU PLEASE CALL THE NAMES OF THE SPEAKERS? GOOD EVENING. 
          I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK. 
          WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME. 
          PLEASE LISTEN CAREFULLY FOR YOUR NAME. WILL THE FIRST TWO SPEAKERS PLEASE COME TO THE
MICROPHONE? TAYLOR ESTELLE AND CLARISSA GARCIA RODRIGUEZ,
FOLLOWED BY MARION PATTERSON, DEBORAH RHODES AND TASHA PRINCE. 
          TAYLOR. ESTELLE. HI, MY NAME IS TAYLOR. OKAY,
MY NAME IS TAYLOR. 
          ESTELLE. IN CASE ALL OF YOU DON'T KNOW, MY SON MELO ESTELLE ATTENDS JJ RHODES. 
          HE'S BEEN THERE FOR A COUPLE OF MONTHS NOW. HE'S BEEN THRIVING. 
          HE'S DOING WELL. HE'S EXCELLED. AND THAT HAS EVERYTHING TO DO WITH THESE LOVELY LADIES
RIGHT HERE, WHICH ARE THE FOUNDATION OF JJ RHODES. THEY CREATE A SAFE ENVIRONMENT FOR OUR CHILDREN TO
FEEL SEEN BE HEARD. 
          AND US AS PARENTS, WE FEEL COMFORTABLE WITH THEM BEING THERE. 
          JJ ROSS HAS BEEN IN OUR COMMUNITY FOR OVER SIX DECADES. 
          THAT'S THE ESSENCE OF JJ ROSE. WE'VE HAD SUCCESSFUL INDIVIDUALS COME FROM SOUTH DALLAS WHO
HAVE BECOME POLITICIANS, ENGINEERS, SUCCESSFUL DOCTORS. WE NEED JJ ROSE TO REMAIN OPEN SO OUR CHILDREN CAN CONTINUE
TO THRIVE AND EXCEL. 
          THESE ARE THE FUTURE LEADERS OF THE WORLD. THESE ARE THE FUTURE POLITICIANS. 
          THESE ARE THE FUTURE DOCTORS. THE MOST IMPORTANT THING ABOUT JJ ROSE IS THE FACT THAT THEY
HAVE AFTER SCHOOL PROGRAMS. EVERYBODY KNOWS PARENTS WORK 8 TO 5. THAT IS THE BENEFIT OF JJ ROSE IS A DUAL LANGUAGE
PROGRAM. 
          WE HAVE CHILDREN THAT ARE THREE AND FOUR YEARS OLD,
SPEAKING SPANISH FLUENTLY TO THEIR PARENTS EVERY DAY. 
          THAT IS IMPORTANT. WE CANNOT CONSOLIDATE JUST BECAUSE OF A FINANCIAL DEFICIT. 
          THERE ARE OTHER SOLUTIONS THAT WE NEED TO COME UP WITH AND THAT WE ALL NEED TO FIGURE OUT. 
          I'M HERE TO VOICE THIS AS A PARENT, BECAUSE IT'S ALARMING TO ME TO KNOW THAT WE'RE
CONSOLIDATING A SCHOOL, AND THE NIECE OF THE SCHOOL DIDN'T EVEN KNOW ABOUT IT. 
          THAT'S KIND OF WILD. WITHIN A MATTER OF THREE WEEKS,
WE'VE PETITIONED AS A COMMUNITY BECAUSE THAT'S WHAT JJ ROSE IS. 
          [00:05:02]
IT'S A FAMILY. THAT'S WHY WE SEND OUR KIDS THERE. 
          AND WE'VE COME UP WITH ALMOST 600 SIGNATURES. 
          WITH THAT BEING SAID, JUST IMAGINE WHAT WE'RE DOING ANOTHER WEEK. 
          THE NEWS HAS ALREADY BEEN INVOLVED. IN CASE YOU DON'T KNOW,
VARIOUS NEWS OUTLETS. 
          SEVERAL OF THEM TUNE IN. YOU'LL SEE IT JUST BECAUSE A LOT OF THINGS ARE HAPPENING FROM A
HIGHER STANDPOINT THAT ARE ABOVE THE PARENTS. 
          LIKE I SAID, IT DOESN'T IT DOESN'T EQUATE TO CONSOLIDATING AND MOVING OUR CHILDREN TO
ANOTHER SCHOOL. 
          I UNDERSTAND THAT AT THE END OF THE DAY, EVERYTHING EQUATES TO ATTENDANCE. 
          WITH ATTENDANCE COMES MORE FUNDING. BUT I MEAN,
JJ ROSE DOES HAVE THE SPACE. 
          IT DOES HAVE THE TEACHERS AND IT JUST HAS THE CULTURE THAT WE NEED FOR ALL OF OUR CHILDREN
TO CONTINUE TO SUCCEED AND EXCEL. 
          AND I BELIEVE THAT COLLECTIVELY, AS A COMMUNITY AS A WHOLE WILL CONTINUE TO FIGHT FOR
WHAT'S RIGHT. 
          AND WE'RE GOING TO STAND UP AND DO WHAT NEEDS TO HAPPEN TO KEEP JJ ROSE OPEN AND NOT
CONSOLIDATE. 
          THANK YOU. GOD BLESS Y'ALL. HAVE AN AMAZING EVENING. 
          CLARISSA RODRIGUEZ FOLLOWED BY MARION PATTERSON AND DEBORAH RHODES. 
          OKAY. GOOD EVENING, BOARD MEMBERS. SO I STAND BEFORE YOU TODAY NOT AS JUST A PARENT,
BUT AS SOMEONE WHO BELIEVES WHOLEHEARTEDLY THAT WHEN SOMETHING IS WORKING FOR OUR CHILDREN, WE SHOULD FIGHT TO PRESERVE IT. 
          NOT LOOKING FOR REASONS TO ELIMINATE IT. SO JOSEPH J. 
          RHOADS LEARNING CENTER IS NOT A FAILING SCHOOL. 
          AND FROM MY UNDERSTANDING, IT IS A B RATED SCHOOL. 
          OUR CHILDREN ARE SHOWING UP. OUR ATTENDANCE IS EXCEPTIONAL AND THE FUNDING IS THERE. 
          SO MY QUESTION IS SIMPLY WHY ARE WE CONSIDERING CLOSING A SCHOOL THAT IS SUCCEEDING? THIS IS A DECISION THAT IS ESPECIALLY PERSONAL TO MY FAMILY AS WE HAVE ALREADY HAD. 
          AND THIS IS MY FAMILY IN THE FRONT ROW, BUT THIS IS ALREADY HAD ONE CHILD SUCCESSFULLY
COMPLETE ROADS. 
          WE HAVE A SECOND. OUR SECOND CHILD IS CURRENTLY ATTENDING JOSEPH J ROADS. 
          AND THEN WE HOPE TO HAVE TWO MORE THAT WE'LL GET TO ENJOY THAT EXCEPTIONAL OPPORTUNITY. 
          WE HAVE EXPERIENCED FIRSTHAND THAT THE DIFFERENCE THAT THE SCHOOL MAKES WE HAVE WATCHED
OUR CHILDREN GROW. 
          WE HAVE WATCHED THEM LEARN, BUILD CONFIDENCE,
SUCCEED, AND DEVELOP LOVE FOR AN EDUCATION IN AN ENVIRONMENT CREATED ESPECIALLY FOR THEM. AND I WANTED NOTHING MORE THAN FOR MY YOUNGER CHILDREN TO
EXPERIENCE THAT SAME FOUNDATION. 
          WE TALKED, WE'RE TALKING ABOUT THREE AND FOUR YEAR OLDS,
CHILDREN WHO ARE JUST BEGINNING THEIR EDUCATIONAL JOURNEYS, CHILDREN WHO NEED STABILITY, CONSISTENCY, FAMILIARITY,
AND IN AN ENVIRONMENT DESIGNED SPECIFICALLY FOR THEIR DEVELOPMENTAL NEEDS. 
          EMERGING THESE CHILDREN INTO ANOTHER CAMPUS,
ESPECIALLY ONE WITH OLDER STUDENTS WHEN THEY'RE JUST LEARNING TO NAVIGATE ALREADY ATTENDING A NEW SCHOOL IS A DISRUPTION TO THAT VERY FOUNDATION THAT WE'RE LOOKING SO HARD
TO BUILD. 
          I UNDERSTAND THE FINANCIAL ARGUMENT. I UNDERSTAND THE OPERATING OF ONE SCHOOL MAY BE
CHEAPER THAN OPERATING TWO. 
          I HEARD THAT A LOT ALREADY. BUT CHEAPER DOES NOT ALWAYS MEAN BETTER. 
          FINANCIAL EFFICACY SHOULD NEVER COME AT THE EXPENSE OF OUR CHILDREN'S EDUCATIONAL
EXPERIENCES. 
          WE CANNOT CLAIM TO PRIORITIZE EARLY CHILDHOOD EDUCATION WHILE SIMULTANEOUSLY DEMONSTRATING
AN ENVIRONMENT WHERE OUR YOUNGEST LEARNERS ARE THRIVING. 
          OUR CHILDREN ARE NOT JUST NUMBERS ON A SPREADSHEET. 
          THEY ARE NOT AN ITEM IN A BUDGET. THEY ARE, LIKE MR. TAYLOR SAID, OUR FUTURE. AND AS A MOTHER OF SOON TO BE FOUR,
I'M NOT JUST ADVOCATING FOR MY CHILDREN OR THE CHILDREN HERE THAT ARE ENROLLED TODAY, BUT I'M ALSO ADVOCATING FOR THE CHILDREN WHO HAVE NOT YET EVEN WALKED THROUGH THOSE DOORS, INCLUDING THE TWO THAT WE HAVE THAT HAVE NOT YET WALKED THROUGH THOSE DOORS. 
          SO I'M HERE TODAY BECAUSE OUR CHILDREN DESERVE MORE THAN THE CHEAPEST OPTION. 
          THEY DESERVE THE BEST OPPORTUNITY. THANK YOU. 
          THE MARION PATTERSON FOLLOWED BY DEBORAH RHODES AND TASHA PRINCE. 
          GOOD EVENING, BOARD MEMBERS. MY NAME IS MARION PATTERSON AND I AM THE PARENT OF A PRE-K
THREE STUDENT LANE AND SHE ATTENDS JJ RHODES. 
          I STAND FIRMLY AGAINST CLOSING OUR SCHOOL LANE IS THE FIFTH PATTERSON CHILD TO ATTEND THIS
PROGRAM. 
          OUR FAMILY RECOMMENDED RHODES BECAUSE OF THE EDUCATION AND CARE THE CHILDREN RECEIVED. 
          AND NOW, AS A PARENT HERE, I UNDERSTAND WHY LANE IS DOING EXCEPTIONALLY WELL. 
          SHE IS LEARNING AND GROWING IN CONFIDENCE AND EXCITED ABOUT SCHOOL. 
          ROSE IS BUILDING HER FOUNDATION FOR SUCCESS. THE ENVIRONMENT FITS OUR YOUNGEST LEARNERS. 
          THE SPACES. THE ROUTINES. INSTRUCTIONS SUPPORT THEIR DEVELOPMENT. 
          [00:10:04]
LANE HAS TWO TEACHERS, BUT I FEEL THE LOVE FROM EVERY TEACHER AND STAFF MEMBER AT DROP OFF
PICK UP AND EVENTS. 
          THE CARE GIVES ME A PEACE OF MIND. A SCHOOL THAT IS WORKING FOR OUR CHILDREN DESERVES
INVESTMENT AND PROTECTION. 
          THE DRIVE FROM ROSE TO H.S. THOMPSON MAY APPROXIMATELY BE SIX MINUTES,
BUT WHAT ABOUT THE PARENTS WHO WALK THEIR CHILDREN TO SCHOOL EVERY DAY? A SHORT DRIVE DOES NOT MEAN A SAFE, MANAGEABLE WALK WITH SMALL CHILDREN. 
          MY THREE YEAR OLD CANNOT GET ON A SCHOOL BUS BY HERSELF EVERY SINGLE DAY. 
          AND AS HER MOTHER, I WILL DEFINITELY NOT BE COMFORTABLE WITH THAT. 
          WHAT REALISTIC OPTIONS WILL FAMILIES HAVE? BASED ON WHAT HAS BEEN SHARED,
I HAVE NEVER HEARD CLEAR ANSWERS FROM THE FIRST MEETING IN OCTOBER. 
          THE ANSWERS MUST COME BEFORE THE DECISION MOVES FORWARD. 
          I ALSO HAVE NOT RECEIVED A SURVEY. I HOPE I RECEIVE IT SOON BECAUSE I FEEL LIKE MY VOICE
AND EVERY AFFECTED PARENTS VOICE SHOULD BE HEARD. 
          PLEASE EXPLORE EVERY FUNDING OPPORTUNITY AND EVERY ALTERNATIVE TO CLOSURE. 
          OUR CHILDREN'S SAFETY, STABILITY AND ACCESS MUST COME FIRST. 
          I PROUDLY CALL ROSE LANE'S FIRST ROAD TO SUCCESS. 
          I URGE YOU TO VOTE AGAINST CLOSING JJ ROSE. THANK YOU. 
          DEBORAH ROSE FOLLOWED BY TASHA PRINCE. GOOD EVENING. 
          I'M A LITTLE TOO SHORT FOR THIS ONE, SO FORGIVE ME. 
          MY NAME IS TASHA PRINCE AND I AM A FORMER D ISD STUDENT. 
          I'VE BEEN A RESIDENT OF DALLAS FOR 55 YEARS. I STAND BEFORE YOU AS A PROUD GRANDPARENT OF
PRE-K THREE STUDENT AT THE JOSEPH J. 
          ROSE SCHOOL. HAVING EXPERIENCED THE SCHOOL DISTRICT AS A STUDENT AND NOW SEEING IT THROUGH
THE EYES OF MY GRANDCHILD, I UNDERSTAND THE IMPORTANCE OF EQUALITY, EDUCATION,
STABILITY, AND COMMUNITY SUPPORT. 
          I STRONGLY BELIEVE THAT JOSEPH J. ROSE DESERVES THE OPPORTUNITY TO REMAIN OPEN. 
          HAVING JOSEPH J. ROSE HAS EARNED A B RATING AND IS DEMONSTRATING ACADEMIC GROWTH. 
          MY QUESTION IS SIMPLE WHY WOULD WE CLOSE A SCHOOL THAT IS SHOWING PROGRESS INSTEAD OF
INVESTING IN ITS CONTINUED SUCCESS? JOSEPH J. ROSE IS NOT IS IS ONE OF ONLY TWO OF THE REMAINING PRE-K PRE-K,
FOUR SCHOOLS. 
          THE IMPORTANCE OF THIS PROGRAM REACHES BEYOND OUR IMMEDIATE NEIGHBORHOOD. 
          PARENTS ARE TRAVELING MORE THAN 45 MINUTES TO BRING THEIR CHILDREN TO JOSEPH J. 
          ROSE BECAUSE THEY RECOGNIZE THE VALUE OF ITS EARLY CHILDHOOD CURRICULUM AND EDUCATIONAL
OPPORTUNITIES. 
          THIS SPEAKS VOLUMES. WE MUST ALSO RECOGNIZE THE SCHOOL'S HISTORY AND GENERATIONAL IMPACT. 
          SEVERAL GENERATIONS OF FAMILIES HAVE WALKED THROUGH THOSE DOORS,
CREATING MEMORIES, BUILDING RELATIONSHIPS, AND ESTABLISHING EDUCATIONAL FOUNDATION. JOSEPH J. 
          ROSE IS MORE THAN A BUILDING. IT'S A PART OF OUR COMMUNITY AND OUR HISTORY AND A LEGACY. 
          JOSEPH J. JOSEPH J. EXCUSE ME, OFFERS MUCH MORE THAN TRADITIONAL CLASSROOM EDUCATION. 
          IT'S IN RESOURCES. IT HAS BILINGUAL CLASSES,
GED CLASSES, COOKING CLASSES, ART PROGRAMS, MUSIC PROGRAMS, SOCCER, CHEERLEADING, A COMMUNITY PANTRY, AND A RESOURCE CENTER. 
          THESE PROGRAMS ALSO PROVIDE VALUABLE EDUCATIONAL,
RECREATIONAL, AND COMMUNITY RESOURCES FOR THE CHILDREN AND THE FAMILY. 
          WE MUST ALSO RECOGNIZE THE IMPORTANCE OF THE STUDENT TO TEACHER RATIO. 
          CLOSING THE SCHOOL WOULD AFFECT MORE THAN BUILDING. IT WOULD IMPACT OUR CHILDREN,
OUR FAMILY, OUR EDUCATORS, WORKING PARENTS, AND GENERATIONS OF COMMUNITY MEMBERS WHO DEPEND ON THOSE
RESOURCES. 
          I ASK THAT YOU WOULD RESPECTFULLY CONSIDER THOSE ALTERNATIVES BEFORE MOVING FORWARD WITH
CLOSURE. 
          I ALSO ASK THAT THE DISTRICT CAREFULLY CONSIDER THE FAMILIES TRAVELING FROM SURROUNDING
COMMUNITIES TO ACCESS THAT EDUCATION. 
          A SCHOOL IS NOT MEASURED SOLELY BY ITS WALLS OR ENROLLMENT NUMBERS. 
          IT IS MEASURED BY THE LIVES IT TOUCHES, THE FAMILIES IT SUPPORT AND THE GENERATIONS IT
PREPARES FOR THE FUTURE. 
          OUR CHILDREN ARE NOT JUST ENROLLMENT NUMBERS,
THEY ARE OUR FUTURE. 
          LET'S NOT BE THE GENERATION THAT CLOSES THE DOORS ON A SCHOOL THAT IS OPEN DOORS FOR
GENERATIONS BEFORE US. 
          WHY CLOSE THE DOORS WHEN WE CAN INVEST IN THOSE DOORS INSTEAD OF CLOSING OPPORTUNITIES? LET'S INVEST IN THEM. LET'S PRESERVE THE HISTORY,
STRENGTHEN THE FUTURE, AND GIVE OUR CHILDREN AND FAMILIES THE OPPORTUNITY THAT THEY DESERVE TO GROW TOGETHER. I RESPECTFULLY REQUEST THAT THE SCHOOL BOARD,
SUPERINTENDENT AND DISTRICT LEADERSHIP RECONSIDER THE PROPOSED CLOSURE OF THE JOSEPH JEROME SCHOOL AND EXPLORE EVERY POSSIBLE ALTERNATIVE TO KEEP THE VALUABLE EDUCATION
INSTITUTION OPEN. 
          THANK YOU. DEBORAH RHODES. 
          GOOD AFTERNOON, BOARD OF TRUSTEES AND SUPERINTENDENT OF SCHOOLS. 
          MY NAME IS DOCTOR DEBORAH RHODES, THE NIECE OF DOCTOR JOSEPH J. 
          RHOADS, 1890 TO 1951. HE WAS CHALLENGED A CHAMPION FOR EDUCATION AND EQUAL PAY FOR
TEACHERS. 
          WITH ME IS MY SON, JOSEPH WILLIAM RHOADS. I AM AN EDUCATOR. 
          I TEACH MATHEMATICS. I'VE TAUGHT THE ISD COLLEGIATE P-TECH V TECH EARLY COLLEGE HIGH
SCHOOL STUDENTS FROM BRYAN ADAMS HIGH SCHOOL SKYLINE, CONRAD SPRUCE AND SEAGOVILLE. AT PRESENT, I'M TEACHING STUDENTS FROM LINCOLN HIGH SCHOOL
AND SOME OF THEM ATTENDED JOSEPH J. 
          [00:15:07]
RHOADS ELEMENTARY SCHOOL, DE ISD VALUES EARLY LEARNING,
AND IN 2019 MADE A COMMITMENT BASED ON EQUITY TO PRE-K THREE AND FOUR SCHOLARS AT JOSEPH J. RHOADS LEARNING CENTER AND TO THE FAIR PARK
COMMUNITY. 
          THIS EQUITY COMMITMENT WAS NOT BASED ON ENROLLMENT OFFSETTING COSTS ASSOCIATED WITH THE
SCHOOL, EVEN THOUGH JJ ROSE HAS INCREASED ITS ENROLLMENT BY 30% IN THE LAST FIVE YEARS,
ONLY 50 OF THE 122 SCHOLARS FEED INTO H.S. THOMPSON ELEMENTARY SCHOOL. 
          AGAIN, THE DECISION TO IMPLEMENT PRE-K THREE FOUR PROGRAM AT RHODES WAS BASED ON EQUITY,
NOT MONEY. 
          WHY IS JOSEPH J. RHODES LEARNING CENTER IMPORTANT? IT PROVIDES EXCEPTIONAL EDUCATION IN THE SUNNY SOUTH DALLAS,
A PROUD DUAL LANGUAGE SCHOOL. 
          UNLIKE PRE-K PARTNERSHIP SCHOOLS, JJ RHODES OFFERS 7 A.M. 
          TO 5:30 P.M. IS OPEN DURING THAT TIME. JOSEPH HAS A RICH HERITAGE IN IN THE FAIR PARK AREA. JUDGE JERRY ROSE IS A MODEL SCHOOL. IT IS THE ONLY PRE-K THREE AND PRE-K FOUR IN
SOUTH DALLAS. 
          IT HAS A RESOURCE CENTER. THE RESOURCE CENTER HELPS SUPPORT THE SCHOOL AND KEEPS THE
LIGHTS ON. 
          I READ BECAUSE OF THE ATTACHED RESOURCE CENTER. 
          FOR EVERY $100 OF THE DALLAS ISD BUDGET, IT COSTS ONLY $0.09 TO OPERATE. 
          JJ RHODES AS A RESEARCHER. I BELIEVE A DAY THE DATA GIVEN STUDIES SHOULD BE COLLECTED FOR
THIS TYPE OF MODEL FOR FUTURE SCHOOL IMPLEMENTATIONS. LET'S SEIZE THE MOMENT. DISTINGUISHED TRUSTEES. 
          LET'S SEE HOW PUBLIC SCHOOL WORKS IN OUR FAVOR. 
          AND DON'T MAKE ANY CHANGES TO J.J. RHODES CENTER. 
          WITH THE OUTCOME OF THE RECENT EDUCATION, THE ELECTION. 
          THE FUTURE OF PUBLIC PRESIDENT. CARRY ON. THIS CONCLUDES. 
          THANK YOU. TRUSTEES WILL NOW TURN TO AGENDA ITEM FIVE. 
          CLOSED SESSION. HOWEVER, THE BOARD WILL NOT RETIRE TO CLOSED SESSION AT THIS BRIEFING,
SO TRUSTEES WILL TURN TO AGENDA ITEM SIX A CONSTRAINT PROGRESS MEASURES CP 
          [6. VISION/PROGRESS MONITORING ]
MS 4.1 AND 4.2. SUPERINTENDENT. THANK YOU PRESIDENT. 
          I'LL TURN THAT OVER TO OUR DEPUTY SUPERINTENDENT,
EDUARDO RAMOS. 
          GOOD EVENING, PRESIDENT CARRION SUPERINTENDENT ELIZALDE MEMBERS OF THE BOARD. 
          TONIGHT WE'RE GOING TO HEAR ABOUT CONSTRAINT PROGRESS MEASURES 4.14.2. 
          AND OUR GOAL PROGRESS MEASURES. PROPOSED GOAL PROGRESS MEASURES AS WELL. 
          WE'RE HAPPY TO REPORT ON THE NEXT SLIDE THAT WE MET BOTH OF OUR CONSTRAINT PROGRESS
MEASURES. 
          STARTING WITH CONSTRAINT PROGRESS MEASURE 4.1. 
          SPECIFICALLY, THE ANNUAL AUDIT DID CONCLUDE WITH ZERO FINDINGS SAME AS THE PREVIOUS YEAR. 
          ALSO WITH CONSTRAINT PROGRESS MEASURE 4.2, THE DISTRICT DID RECEIVE A FIRST RATING OF
SUPERIOR. 
          THAT IS THE HIGHEST RATING AVAILABLE FOR FINANCIAL SOLVENCY. 
          ULTIMATELY, CONSTRAINT PROGRESS MEASURE FOUR MEASURES THE DISTRICT'S FINANCIAL SOLVENCY. 
          WHEN YOU LOOK AT CONSTRAINT PROGRESS MEASURE 4.1,
IT ENSURES THAT THE ANNUAL AUDIT SHALL HAVE AN UNQUALIFIED OPINION. 
          AND SO WE DID MEET THAT IN THE 2526 SCHOOL YEAR,
AS WELL AS THE 2627 SCHOOL YEAR. 
          THAT SPECIFIC OPINION MEASURES THE INDEPENDENT AUDITOR'S JUDGMENT THAT THE DISTRICT'S
FINANCIAL STATEMENTS ARE FAIRLY AND APPROPRIATELY PRESENTED WITHOUT ANY IDENTIFIED EXCEPTIONS AND IN COMPLIANCE WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES. 
          CONSTRAINT PROGRESS MEASURE 4.2 MEASURES OUR SCHOOL FIRST RATING,
WHICH IS A FINANCIAL RATING FOR THE DISTRICT THAT ENSURES THAT WE DO ACHIEVE A SUPERIOR ACHIEVEMENT, WHICH IS THE HIGHEST FINANCIAL GRADE THAT THE SCHOOL DISTRICT CAN ACHIEVE. 
          WE DID ACHIEVE THAT IN THE 2526 SCHOOL YEAR. WE ACHIEVED A 96 GRADE IN THE 2627 SCHOOL
YEAR. 
          THIS CURRENT SCHOOL YEAR, WE ACHIEVED A 98 GRADE. 
          [00:20:05]
SO AS FAR AS OUR NEXT STEPS TO ENSURE THAT WE CONTINUE THIS FINANCIAL SOLVENCY,
THE FINANCIAL DEPARTMENT WILL CONTINUE TO WORK WITH THE INTERNAL AUDIT DEPARTMENT ON RECOMMENDATIONS TO ENSURE STRONG INTERNAL CONTROLS AND OPERATIONAL EFFICIENCIES. 
          WE WILL ALSO ENSURE THAT OUR RETURN ON INVESTMENT PROCESS WILL CONTINUE TO BE AN INTEGRAL
PART OF THE BUDGETING PROCESS, AND LEADERSHIP WILL CONTINUE TO REDUCE THE CURRENT YEAR BUDGET DEFICIT,
CURRENTLY AT 128 MILLION. 
          TO ENSURE THAT WE MAINTAIN OUR REQUIRED LOCAL POLICY. 
          THREE MONTHS OF UNASSIGNED FUND BALANCE. SO WE WILL CONTINUE TO WORK AT REDUCING THAT
OVERALL BUDGET DEFICIT, ESPECIALLY DUE TO OUR CURRENT DECLINING ENROLLMENT. 
          AND TRUSTEES, AS YOU ALL MAY RECALL, WHILE YOU ALL HAD ALREADY ADOPTED AND APPROVED THE
GOALS, WE STILL NEEDED TO PROVIDE YOU THE UPDATE ON THREE GOAL PROGRESS MEASURES THAT WERE
ALIGNED TO GOAL ONE WITH REGARD TO THIRD GRADE READING. AND IN THIS AREA IN PARTICULAR, WE WERE WAITING FOR A BENCHMARKING. 
          AS THE SPANISH LANGUAGE OF I-READY WAS STILL BEING CALIBRATED. 
          WE NOW HAVE THE DATA WITH SOME WITH THE ABILITY TO DO SOME STATISTICAL ANALYSIS. 
          AND SO WE'RE PROVIDING YOU THE UPDATES ON THE TARGETS THAT WE'VE CREATED FOR GPM 1.1. 
          WE ARE CURRENTLY BENCHMARKING. WELL WE DID BENCHMARK FOR THE 2526 SCHOOL YEAR. 
          THAT TARGET WAS SET AT 45. WE WILL FOR GPM 1.1. 
          AND WE WILL USE ONE POINT INCREASES FOR AS A MINIMUM FOR THE NEXT FOUR YEARS WITH GPM 1.2 CURRENTLY 67.8. WE WILL UTILIZE A POINT STARTING WITH NEXT YEAR OR THIS CURRENT SCHOOL
YEAR 2627. WE'LL GO TO 68.75 WILL BE THE TARGET, AND WE WILL MOVE 0.75 OR 70 5/100 OF A POINT OVER THE NEXT THREE CONSECUTIVE YEARS FROM THE 68.75. 
          AND THEN LASTLY IN GPM 1.3. BENCHMARKING STARTING FOR 2526 AT 86. 
          WE WILL DO 0.5 INCREASES FOR THE NEXT CONSECUTIVE FOUR YEARS. 
          GETTING US TO 1.149, 1.271, AND 1.3 AND 88 AS THE TARGETS FOR THE 2930 SCHOOL YEAR. THERE WAS ONE OTHER AREA THAT WE MADE THE ADJUSTMENT,
MOVING ALL EIGHTH GRADERS TO TAKE THE MATHEMATICS TEST. WE USED TO HAVE EIGHTH GRADERS THAT WERE IN ALGEBRA ONE,
NOT TAKE THE BENCHMARKING EIGHTH GRADE LEVEL TEST, WHICH THEN DIDN'T PROVIDE US THE ABILITY TO SHOW GROWTH. 
          SO WITH THOSE STUDENTS, WE DID BENCHMARK LAST YEAR,
THAT WAS AT 20. 
          AND WE WILL SET THOSE. WE KNOW THAT IN MATHEMATICS IN PARTICULAR,
WE NEED TO ACCELERATE THAT GROWTH. 
          SO WE'LL BE USING OUR I-READY. AND FOR THOSE GROWTH PROGRESS MEASURES WE'LL USE A ONE
POINT. 
          ACCELERATE THAT TO TWO POINTS THE FOLLOWING YEAR. 
          THREE POINTS THE CONSECUTIVE YEAR AFTER THAT WORKING TO GET A TEN POINT INCREASE IN JUST
FOUR YEARS. 
          WE'RE GOING TO BE VERY AGGRESSIVE IN THIS PARTICULAR AREA AS WE ACCELERATE MATH
INSTRUCTION. 
          LASTLY, I'M SORRY, CONSTRAINT 1.2, WHICH IS THE ONE BOARD. 
          THIS WAS NEW THAT WE CREATED AS YOU ALL INVOLVED OUR COMMUNITY WITH HABITS OF MIND. 
          AND SO KNOWING THAT WE DID OUR FIRST YEAR OF GRADUATES WITH HABITS OF MIND. 
          AND I THINK ACTUALLY AT THE END OF THE YEAR,
WE MAY HAVE PRESENTED AN 85%, BUT THEN OUR SUMMER GRADUATES ALSO CONTINUED WORKING ON HABITS OF MIND AND RECEIVED ANOTHER 3% OF THOSE GRADUATES. 
          SO WE ENDED UP AT 88%. AND WE THINK WE NEED TO ENSURE THAT WE MAINTAIN THAT AND DON'T FALL
BELOW THE 88% SUCCESS RATE ON HABITS OF MIND FOR CONSTRAINT 1.2. AND JUST AS A REMINDER,
WHEN WE'RE LOOKING AT EQUATING SOME OF THE DATA THAT WE'RE UTILIZING THAT ARE ALIGNED TO THE STANDARDS,
BUT NOT NECESSARILY THE STATE ASSESSMENT ITSELF, THIS PARTICULAR TABLE AND CHART PROVIDES US EVIDENCE THAT I-READY PROFICIENCY SCORES ARE
ACTUALLY MUCH HIGHER THAN THE STATE ASSESSMENT PLACEMENT. YOU CAN SEE THAT THE STAR IS STAR,
OR THE STATE ASSESSMENT IS INDICATED BY THE 
          [00:25:07]
TRIANGLE. AND IN PARTICULAR, I WANTED TO POINT OUT EIGHTH GRADE MATHEMATICS STAR
IDENTIFIES AT TWO LEVELS BELOW WHAT WE CONSIDER WHAT I ALREADY WOULD CONSIDER ON GRADE LEVEL AND THEN
ABOVE GRADE LEVEL. 
          SO YOU CAN SEE THAT IT FALLS BELOW THE ON GRADE LEVEL AS MEASURED BY I-READY. 
          SO KNOWING THAT IS ALSO PLAYS A ROLE IN HOW WE DETERMINE WHAT THE I-READY EQUIVALENT IS. 
          SO ESSENTIALLY I-READY IS MORE RIGOROUS, IF YOU WILL,
THAN THE STAR EIGHTH GRADE ASSESSMENT. 
          AND THAT CONCLUDES THAT PORTION. THANK YOU SUPERINTENDENT. 
          TRUSTEES. I SEE. TRUSTEE. FOREMAN. SO SUPERINTENDENT,
ON THE THE NUMBERS THAT YOU JUST GAVE US, HOW HOW DOES THAT COMPARE TO OTHER DISTRICTS OR DO WE EVEN MEASURE OTHER DISTRICTS WHEN WE
DO THE CONSTRAINTS. 
          THE CONSTRAINTS ARE VERY THEY'RE KIND OF TIED SPECIFICALLY TO DALLAS ISD. 
          I DON'T KNOW WHAT OTHER DISTRICTS SPECIFICALLY MEASURE THE CONSTRAINTS. 
          NOW THE GPM NUMBERS, WE CAN GIVE YOU SOME COMPARISON TO OTHER DISTRICTS THAT ARE,
FOR INSTANCE, IN THE COUNCIL OF GREAT CITY SCHOOLS WITH REGARD TO HOW LARGE URBAN'S ARE DOING. 
          AND BUT WITH REGARD TO THE CONSTRAINTS LIKE,
FOR INSTANCE, HABITS OF MIND, I DON'T KNOW, ANOTHER DISTRICTS THAT THAT'S DOING THAT WAS A SPECIFIC GOAL THAT YOU ALL CREATED RIGHT FROM YOUR COMMUNITY
MEETINGS. 
          AND SO FOR THAT CONSTRAINT, I DON'T KNOW ANY OTHER SCHOOL DISTRICTS THAT ARE DOING IT THE
WAY WE ARE. 
          WE CAN CERTAINLY DELVE DEEPER INTO IT, BUT THE ONES WE CAN PROVIDE YOU SOME COMPARISON FOR
ARE THE G P MS IN THE 1.1, 1.2, 1.3, AND IN THE GOAL FOR WITH EIGHTH GRADE MATH. 
          I'M HAPPY TO PROVIDE THAT IN THE TRACKER. THANK YOU. 
          BECAUSE ONE OF THE THINGS I'M THINKING PERSONALLY IS,
IS THAT WE'RE LOOKING AT OURSELVES, BUT WE'RE NOT LOOKING AT WHAT'S GOING ON IN THE UNIVERSE. 
          AND SOMEHOW I THINK WE, WE NEED TO TO DO THAT. 
          AND THAT'S JUST A COMMENT. AND THEN I WANT TO GO BACK TO THE 4.1 AND 4.2. JUST TO ASK A COUPLE OF QUESTIONS. AND THESE ARE CONCERNS THAT I'VE RAISED IN THE
PAST. 
          SO THEY'RE NOT NEW CONCERNS. WHEN WE TALK ABOUT THE ANNUAL AUDIT AND THAT THERE ARE NO
FINDINGS. 
          HOW LONG HAVE WE USED THE CURRENT AUDITING COMPANY? I BELIEVE WE'VE USED THE CURRENT AUDITING COMPANY OVER TEN YEARS. 
          WE RECENTLY DID A REBID THAT SERVICE TWO YEARS AGO. 
          AND THEY WON THE REBID. AND WHAT IS THE INDUSTRY STANDARD FOR USING A PARTICULAR AUDITOR? SO THE INDUSTRY STANDARD IS BEST PRACTICE. YOU WOULD LIKE TO AT LEAST GO OUT FOR A REBID
EVERY FIVE YEARS. 
          AND THAT IS OUR CURRENT PRACTICE, NOT JUST A REBID. 
          BECAUSE I UNDERSTAND THE REBID. RIGHT. BUT WHAT IS THE INDUSTRY STANDARD IN USING THE SAME
AUDITING COMPANY FOR TEN YEARS? YEAH, I DON'T I DON'T KNOW IF THERE'S AN INDUSTRY STANDARD. I JUST KNOW THERE'S A STANDARD
TO REBID. 
          I BET THERE'S SOME KIND OF STANDARD REGARDING USING THAT SAME AUDITING COMPANY OVER AND
OVER AND OVER. 
          AND EACH TIME WE HAVE NO FINANCIAL FINDINGS. YOU TALKED A LITTLE BIT ABOUT THE MAKING SURE
THAT WE'RE ABLE TO CAPTURE OUR OUR THREE MONTHS WORTH OF THREE MONTHS WORTH OF PAYMENTS TO BE ABLE TO KEEP OUR OWN UP WITH THE STATE. 
          DO WE KNOW HOW MUCH THAT ACTUALLY IS IN TERMS OF DOLLARS? SO OUR CURRENT UNASSIGNED FUND BALANCE SITS AT 635 MILLION. 
          THAT'S AT 4.25 MONTHS OF FUND BALANCE. OKAY. SO WE'RE WE'RE OVER CURRENTLY,
CORRECT. 
          OKAY. THANK YOU. I HAD ANOTHER. LET ME JUST. ALL RIGHT. 
          THANK YOU. I CAN FIND MY OTHER QUESTIONS. TRUSTEE MACKEY. 
          YES. THANK YOU FOR THIS. THANK YOU AGAIN FOR YOUR WORK,
ESPECIALLY IN REGARDS TO THE FINANCES. 
          IT'S AMAZING TO SEE HOW FAR DALLAS ISD HAS COME. 
          I DO HAVE A QUESTION ON THAT BUILDING OFF OF TRUSTEE FOREMAN'S QUESTION ABOUT THE FUND
BALANCE. 
          [00:30:05]
I THINK I SAW ON AN EARLIER SLIDE THAT BASICALLY,
BASED ON OUR PROJECTIONS THIS YEAR, WE'RE LOOKING AT A DEFICIT OF ABOUT 125 MILLION. 
          IS THAT MORE OR LESS ACCURATE? ORIGINALLY, WE ADOPTED A DEFICIT OF 104 MILLION BASED ON
OUR ENROLLMENT PROJECTIONS. 
          THAT HAS GROWN TO 128 MILLION. GOT IT. SO BASED ON A ROUGH ESTIMATE,
IF WE'RE AT THE I THINK YOU SAID 600 SOME NUMBER CURRENTLY, IF WE ACTUALLY SHOW UP ON BUDGET THIS YEAR AND HAVE $128 MILLION DEFICIT,
THAT WOULD LOWER IT TO AROUND 4,000,400 MILLION, MAYBE A LITTLE BIT MORE. 450 ROUGHLY. HOW DO WE HAVE A SENSE OF HOW MANY MONTHS THAT WOULD
BE? WE WOULD STILL MEET THE THREE MONTHS OF FUND BALANCE,
LOCAL POLICY, BUT WOULD WE BE CLOSE TO IT? WE WOULD BE CLOSE TO IT. GOTCHA. YES. THANK YOU. 
          SWITCHING GEARS, I APPRECIATE THE UPDATE ON ALL OF THE PROGRESS MEASURES. 
          I DO HAVE ONE QUESTION. I REMEMBER VIVIDLY GOING THROUGH THE GOAL SETTING PROCESS,
AND I FEEL VERY CONFIDENT THAT THE GOALS THAT WE SET ARE VERY RIGOROUS. 
          SO MY LENS LOOKING AT THESE PROGRESS MEASURES AND THE TARGETS IS REALLY AROUND. 
          DO I FEEL CONFIDENT THAT THE TARGET MEASURES DO ALIGN TO THAT RIGOROUS LEVEL OF GOALS? MAYBE. MAYBE NOT. I JUST HAVE QUESTIONS AROUND IT. THE 2526 TARGET,
IS THAT AN ACTUAL NUMBER OR IS THAT ASSUMED BASED ON OUR BEST GUESS GUESSES? NO, THOSE ARE ACTUALS. WE JUST COULDN'T. WE HAD ACTUALS,
BUT WE DIDN'T HAVE ENOUGH DATA TO TRUSTEE FOREMAN EARLIER QUESTION. 
          WE DO COMPARE OURSELVES TO THE UNIVERSE. WE DON'T JUST LOOK AT OURSELVES. 
          AND SO WHILE WE ANALYZE THAT DATA, IT'S HOW WE WERE ABLE TO THEN RECOGNIZE THAT,
FOR INSTANCE, IN THE 1.3 KINDERGARTEN STUDENT ACHIEVEMENT LEVEL,
WE'RE ACTUALLY SITTING ABOVE MORE THAT WE'RE IN THE TOP QUARTILE OF COUNCIL OF GREAT CITY SCHOOLS. SO WE ALSO ARE MEASURED WITH REGARD TO HOW MUCH
HIGHER DO WE THINK WE CAN PERFORM WITHIN THAT AREA WHILE STILL KNOWING WE NEED TO DO BOTH A COMPARISON INTERNAL AS WELL AS A
COMPARISON TO EXTERNAL. 
          GOTCHA. AND ARE ALL OF THE ASSESSMENTS THAT WE USE IN EACH OF THESE I. 
          READY? YES. OKAY. I GUESS WHAT WOULD. AND YOU MIGHT HAVE THE ANSWER NOW,
WHICH I'D LOVE TO. 
          OTHERWISE I'D BE HAPPY TO SEE IT IN THE TRACKER OR YOU SEND IT TO ME. BUT THE THING THAT
WOULD MAKE ME COMFORTABLE WITH THIS IS BECAUSE WHEN I JUST LOOK AT IT ON THE FACE, FOR INSTANCE, I KNOW WE HAVE IDENTIFIED SECOND GRADE AFRICAN AMERICAN STUDENTS BECAUSE WE'VE
HISTORICALLY HAD WEAKER ACHIEVEMENT, AND WE HAVE MADE AN INTENTIONAL CHOICE AS THIS BOARD TO PUT MORE RESOURCES THERE AND MAKE
MORE FOCUS THERE TO MAKE SURE THAT WE ARE CLOSING THOSE GAPS. I WOULD WANT TO FEEL COMFORTABLE AND CONFIDENT ABOUT WHAT'S BEHIND THE 45 TO 49 ON I-READY,
AND WHY THAT WOULD CORRELATE WITH US MEETING A VERY AGGRESSIVE GOAL TARGET IN THIRD GRADE. 
          IT LOOKS LIKE WE'RE GOING FROM 45 TO 55, WHICH IS A VERY STRONG GOAL. 
          AND SO I WOULD JUST NEED SOME HELP. MAYBE YOU HAVE THE INFORMATION ABOUT WHY THESE
PERCENTAGES, LIKE THE KINDERGARTEN ONE I GET GIVEN IT'S SO HIGH AND SO FAR REMOVED, BUT ESPECIALLY FOR THE GRADES ONE AND TWO AND THE SECOND GRADE AFRICAN AMERICAN STUDENT
ACHIEVEMENT DOESN'T LOOK ON ITS FACE LIKE IT ALIGNS WITH THE GOAL TARGETS. 
          BUT YOU CAN HELP ME, MAKE ME COMFORTABLE WITH THAT. YEAH. 
          SO AND WE'LL BREAK OUT THE OTHER STUDENT GROUPS AND PUT THAT IN A TABLE AND SEND THAT. 
          I'M LOOKING AT OUR ASSISTANT SUPERINTENDENT CORTEZ. 
          BUT WHEN WE COMPARE THE OTHER STUDENT GROUPS,
THOSE WOULD BE IF WE WERE DOING THE SAME GOAL PROGRESS MEASURES, THOSE WOULD BE IN THE AREA OF 0.5 GROWTH, WHICH IS WHY YOU SEE HERE THIS IS ACCELERATED
GROWTH. 
          WE WENT TO ONE POINT, BUT I HEAR YOUR QUESTION AS WELL. 
          BECAUSE IT'S NOT ONE THAT WE HAVE IDENTIFIED HERE,
DOESN'T MEAN WE DIDN'T USE IT. 
          AND IF WE PUT THAT IN A TRACKER, YOU'LL SEE THE COMPARISON THEN OF THE GROWTH THAT WE'RE
ANTICIPATING FOR OTHER STUDENT GROUPS AND WHY THIS IS ACTUALLY AN ACCELERATED GROWTH MODEL. YEAH, THAT'S HELPFUL FOR ME TO KNOW THAT. 
          AND THAT WOULD BE REALLY HELPFUL TO SEE THAT WE'RE ACTUALLY PLANNING ON WITH ALL OF OUR
STRATEGIES, MOVING TWICE AS FAST WITH OUR AFRICAN AMERICAN SECOND GRADE STUDENTS, GIVEN THE ACHIEVEMENT GAPS THAT WE HAVE SEEN AND PUTTING MORE RESOURCES THERE,
IT WOULD HELP ME TO BECOME. 
          AND AGAIN, AT THE END OF THE DAY, WHAT IS REALLY GOING TO JUDGE US IF WE'RE MAKING OUR
GOALS, THEN THEY'RE ALIGNED. I THINK DOWN THE LINE, IF WE CONSISTENTLY SEE WE'RE NOT, WE'RE MEETING THESE TWO PROGRESS MEASURES,
BUT NOT THE GOAL. 
          THAT WOULD BE A DIFFERENT QUESTION ABOUT THAT. WE'LL DEFINITELY PUT THAT FOR ALL OF YOU IN
THE TRACKER. 
          THANK YOU SO MUCH. TRUSTEE CURRIE JUST HAD A FOLLOW UP QUESTION ON SLIDE EIGHT,
WHICH IS THE COMPARISON OF I-READY TO STAR. 
          AND REALLY, I JUST WANTED TO MAKE SURE I UNDERSTOOD HOW TO READ THIS CHART BECAUSE IT ONE, I'VE GOT AN EIGHTH GRADER AND SO THAT'LL HAVE SOME INTERESTING CONVERSATIONS WITH HIM ONCE
I SORT OF LOOK AT THIS. 
          BUT, BUT I SEE AS WE LOOK THE DIFFERENT COLORS,
YELLOW IS ONE GRADE LEVEL BELOW LIGHT GREEN IS EARLY ON GRADE LEVEL AND IT LOOKS LIKE A DARKER GREEN IS ON MID ON GRADE LEVEL. IS THERE A TIME COMPONENT TO THIS THAT I'M LOOKING
AT AS WELL? LIKE ARE THESE DIFFERENT MEASURES IN WHICH THE TESTS ARE TAKEN OR. 
          WELL, FOR THIS UNDERSTAND HOW IT WORKS FOR THIS PARTICULAR COMPARISON. 
          SO I READY TO YOUR POINT, WE TAKE THAT AT THE BEGINNING OF THE YEAR,
MIDDLE OF THE YEAR AND END OF YEAR. 
          [00:35:02]
SO FOR THIS COMPARISON, WE'RE DOING APPLES TO APPLES. 
          SO THE STAR WHICH IS GIVEN AT THE END OF THE SCHOOL YEAR,
WE'RE COMPARING THAT TO THE END OF YEAR. 
          I-READY. SO BUT I WANT TO EMPHASIZE YOUR QUESTION. 
          EACH MEASURE FOR I-READY BEGINNING, MIDDLE AND END IS NOT THE SAME METRIC. 
          AT THE BEGINNING OF THE YEAR, A BEGINNING EIGHTH GRADER IN MATHEMATICS,
WE WOULD EXPECT A CERTAIN KNOWLEDGE AND SKILL LEVEL THE MIDDLE OF THE YEAR. 
          WHEN WE TAKE I-READY AGAIN, THAT LEVEL GOES UP. 
          IT DOESN'T STAY THE WAY IT WAS AT THE BEGINNING,
BECAUSE YOU ARE EXPECTING THAT WE ARE GETTING ADDITIONAL GROWTH THROUGHOUT THE YEAR. 
          SO THAT'S WHY, TO YOUR QUESTION, IT IS IMPORTANT THAT WE TELL YOU SO. 
          WHICH I-READY IS STAR BEING COMPARED TO HERE IN ORDER TO BE EQUIVALENT? THIS IS THE END OF YEAR. I-READY. AND SO WHEN WE SEE THE ONE LEVEL BELOW EARLIER MID,
THAT'S A WAY TO CATEGORIZE OUTCOMES ON THE END OF THE YEAR. I-READY TEST. SO AN END OF THE YEAR. I-READY STUDENT WHO ENDS UP SCORING ONE LEVEL
BELOW, YOU KNOW, OBVIOUSLY APPEARS TO TREND TO BE NOT LIKELY TO MAKE MEAT MEAT ON STAR. 
          BUT A STUDENT WHO IS SCORED AS A MID ON GRADE LEVEL AND I-READY AT THE END OF THE YEAR
LOOKS LIKE THEY LIKELY WILL REACH THE MEAT STANDARD ON STAR. IS THAT CORRECT? CORRECT. WHAT ANOTHER PIECE OF DATA OR ANOTHER WAY TO LOOK AT IT IS
WE'RE USING THE GOLD STANDARD HERE WITH OUR TRIANGLE BECAUSE WE'RE USING MEATS NOT APPROACHES. SO IF WE DID APPROACHES THAT PARTICULAR INDICATOR WOULD
BE CLOSER IF NOT BELOW WHERE THE ONE GRADE LEVEL BELOW. SO THERE'S DISCREPANCIES WITH STATE ASSESSMENTS ALONG
WITH BOTH CRITERION AND NORM REFERENCED TESTS LIKE I-READY. 
          NOW WE SPECIFICALLY USE I-READY BECAUSE IT'S THE CLOSEST WITH THE STANDARDS TO THE STATE
ASSESSMENT SO THAT WE CAN HAVE IT DOESN'T MEAN YOU'RE GOING TO HAVE THE EXACT SAME SCORE. IT MEANS IT GIVES US THE SAME PREDICTABILITY. 
          I MAY IT MAY STILL BE DIFFERENT, BUT IT GIVES ME THE SAME ALIGNMENT. 
          AND SO THAT'S IMPORTANT BECAUSE NOW FROM HERE WE CAN PREDICT THAT STUDENTS WHO ARE ON
I-READY, LET'S SAY MID-YEAR, ARE ON EARLY ON GRADE LEVEL,
THEN LIKELIHOOD THEY ARE GOING TO BE AT MEETS OR ABOVE BY THE TIME STAR IS GIVEN. 
          SO THE WHOLE POINT OF GIVING I-READY EARLIER ON IS IN FACT FOR US TO DO THE INTERVENTION,
THE SCAFFOLDING AND THE EXTENSION SO THAT WE GET ALL STUDENTS AT THE MEETS OR ABOVE. AND SO THEN THEN TAKING THAT AND APPLYING IT TO THE LET'S,
LET'S GO TO SLIDE FIVE. I THINK JUST SO I MAKE SURE I UNDERSTAND HOW THIS IS TRANSLATING INTO
OUR G P MS SO WHAT WE'RE SAYING IS, IS THAT, YOU KNOW, OUR 2526 TARGET IS THAT THOSE STUDENTS,
LET'S SAY IN GPM, ONE SECOND GRADE AFRICAN AMERICAN STUDENTS, YOU KNOW, RIGHT NOW OUR TARGET THIS YEAR IS FOR 45% OF THOSE STUDENTS TO BE AT THE DARK
GREEN BUBBLE ON THE OTHER SIDE. 
          AND OUR GOAL IS TO GET THAT UP TO 49% BY 2930. 
          IS THAT CORRECT? IT IS WITH ONE, I THINK DIFFERENTIATION OR DISTINCTION RATHER THAT I NEED
TO MAKE. 
          THESE ARE A PREDICTOR OF A PREDICTOR BECAUSE WE DON'T HAVE A STATE ASSESSMENT AT THESE
GRADES. 
          THAT'S CORRECT. YES. SO WE'RE HAVING TO DRAW THEN CORRELATIONS FROM LOWER GRADES TO THEN
WHAT WILL ALSO ANTICIPATE. 
          SO IT'S AN ALIGNMENT TO A CORRELATION. GOT IT. 
          SO YOU USE THE THE CORRELATION OF WHAT YOU CAN MEASURE IN YEARS WHERE YOU DO HAVE STAR TO
MAKE GOOD EDUCATED GUESSES ABOUT WHAT IT SHOULD LOOK LIKE IN FIRST GRADE AND SECOND GRADE. AND THEN YOU'RE USING THOSE TO THEN CREATE GP MS. CORRECT? OKAY. THANK YOU. I JUST WANTED SOME CLARITY ON HOW IT WORKED,
I APPRECIATE IT. 
          TRUSTEE WEINBERGER. THANK YOU. CHIEF RAMOS GOT A QUICK QUESTION. 
          KIND OF A FOLLOW ON QUESTION TO TO TRUSTEE. FOREMAN. 
          YOU MENTIONED THAT WE HAD REBID OR PUT OUT FOR COMPETITIVE BID. 
          WE HAVE PARTNERS ALSO THAT KIND OF OVERSEE THE AUDITOR,
YOU KNOW, A TEAM THAT OVERSEES THE AUDIT DOES THAT, HAS THAT BEEN THE SAME TEAM FOR TEN YEARS OR HAS THAT CHANGED? SO WE'VE HAD AS FAR AS THE OVERALL INTERNAL FINANCE DEPARTMENT,
WE'VE HAD PRETTY STABLE FINANCE TEAM IN THE DISTRICT. 
          SO WE'VE HAD SOME PRETTY STRONG INTERNAL CONTROLS. 
          IN ADDITION TO THAT, WE'RE HEAVILY, WE HEAVILY AUDIT OURSELVES INTERNALLY. 
          WE, WE AUDIT OUR RATE, WE AUDIT OUR CONSTRUCTION FUNDS. 
          AND SO JUST, AND WE INVEST IN AN INTERNAL AUDIT DEPARTMENT. 
          AND SO ALL THESE AUDITS TRANSLATE TO STRONG INTERNAL CONTROLS IN THE DISTRICT FINANCIAL
CONTROLS. 
          YES, YES. BUT I GUESS MY QUESTION, THOUGH, IS WITH RESPECT TO WEAVER TIDWELL,
WHO HAS BEEN OUR AUDITOR FOR A WHILE, THEY HAVE A GROUP THAT COMES IN AND EXTERNAL AUDITORS THAT COME IN AND AUDIT US. 
          [00:40:04]
HAS THAT BEEN THE SAME PARTNER FOR TEN YEARS,
OR DO THEY TURN OVER? DO THEY HAVE DIFFERENT PARTNERS? SO I WOULD SAY EVERY ABOUT THREE YEARS WE HAVE A NEW AUDIT PARTNER THAT OVERSEES OUR AUDIT. 
          SO THEY DO KIND OF ALTERNATE WHO OVERSEES THE AUDIT THAT THEY DO FOR DALLAS ISD. 
          SO SO I GUESS WE HAVE THE BIDDING PROCESS THAT HAPPENS PERIODICALLY. 
          AND THEN WE HAVE THE CHANGE IN THE EXTERNAL AUDIT PARTNER THAT HAPPENS PERSONNEL WITHIN
THAT GROUP. 
          OKAY. THANK YOU. THANK YOU FOR THAT CLARIFICATION. 
          THEN I HAVE A QUESTION ABOUT THE EIGHTH GRADE BASELINE. 
          I DON'T KNOW WHAT PAGE THAT WAS ON, IF YOU DON'T MIND. I THINK IT WAS EIGHT. 
          OR SIX. GREAT. SO JUST TO CLARIFY, I HEARD YOU SAY IT,
BUT I DIDN'T. 
          I'M NOT SURE I HEARD IT CORRECTLY. ALL EIGHTH GRADERS ARE INCLUDED IN THAT 20. 
          THAT'S CORRECT. OKAY. THANK YOU. AND THEN MY LAST QUESTION GOES BACK TO THE KINDERGARTEN
SCORES. 
          WHICH I DON'T KNOW WHAT PAGE THOSE WERE ON RIGHT THERE,
BUT I SEE THAT, THAT, THAT 86 AND THEN IS 86 OR 89. 
          IT GOES, IT'S TOO FAR FOR ME TO SEE MY GLASSES. IT,
IT STARTS AT 86. 
          LAST YEAR WAS 86 KINDERGARTEN AND THEN GOES UP TO 88. 
          SO I'M CURIOUS IN THOSE KINDERGARTEN YOU KNOW,
I KNOW WE'VE ADDED A LOT OF PRE-K SEATS. 
          IF YOU LOOK BACK AT THAT NUMBER, HAS THE KINDERGARTEN READINESS INCREASED OVER TIME BY
VIRTUE OF THE PRE-K SEATS WE'VE ADDED OVER TIME? I'D HAVE TO GET THAT DATA. I DO KNOW THAT WHEN WE DISAGGREGATE THE DATA EVERY YEAR,
STUDENTS WHO ATTEND PRE-K OUTPERFORM THE STUDENTS WHO DON'T ATTEND THE PRE-K PROGRAM. 
          BUT I'D NEED TO ACTUALLY GO SEE OVER TIME. I MEAN,
MY INSTINCT FROM LOOKING AT DATA OVER TIME IS TO SAY YES, BUT I WOULD NEED TO GET THE DATA AND PROVIDE IT. 
          AND THEN I GUESS WHEN THOSE PRE-K THREE AND FOUR ARE LOCATED KIND OF WITHIN A SCHOOL WHERE
YOU HAVE A PRE-K THROUGH FIVE, PRE-K THROUGH SIX OR PRE-K THROUGH EIGHT. HOW IS I GUESS IS THERE A VERTICAL ALIGNMENT SO
THAT THE THREE, THE FOUR, THE FIVE, THE SIX, THEY KIND OF LINE UP IN TERMS OF KIND OF BUILDING ON THE
THINGS THAT THEY'RE LEARNING. 
          SO IS KINDERGARTEN READINESS A FUNCTION OF VERTICAL ALIGNMENT? OH,
ABSOLUTELY. 
          YEAH. ALL OF THE CURRICULUM. THE STANDARDS THEMSELVES ARE ALL CREATED. 
          WE HAVE TABLES ACTUALLY THAT SHOW THIS PARTICULAR STANDARD. 
          LET'S TAKE IF I WERE LOOKING AT LETTER SOUND RECOGNITION FOR A THREE YEAR OLD FOR A FOUR
YEAR OLD AND FOR KINDER, THAT PARTICULAR STANDARD WOULD BE BACKWARDS DESIGNED WITHIN THE CURRICULUM THAT WE UTILIZE
FOR THREE YEAR OLDS AND FOUR YEAR OLDS. 
          AND THEN I GUESS IN THE DATA, WHEN THE WHEN THE AND THIS MIGHT BE A,
I GUESS IN THE DATA, WHEN THE ELEMENTARY SCHOOLS ARE LOOKING AT THEIR KINDERGARTEN READINESS OR THEIR FIRST
GRADE READINESS, ARE THEY DO THEY HAVE CONVERSATIONS KIND OF UP AND DOWN,
UP AND DOWN THE ROAD TO THIRD GRADE AND THEN BACK TO PRE-K THREE AND FOUR TO SEE WHAT TO ADJUST IN TERMS OF READINESS. SO PART OF THE PLCS AND THE PARTICULAR ACADEMIC PROFESSIONAL
LEARNING INVOLVES THAT EVERY TEACHER AT A GRADE LEVEL ALSO BE PROFICIENT WITH THE STANDARDS OF THE GRADE LEVEL ABOVE AND THE STANDARDS OF THE
GRADE LEVEL BELOW THAT ALIGN TO THAT PARTICULAR TEXAS ESSENTIAL KNOWLEDGE AND SKILL. 
          AND SO ONE, YES, THOSE ARE PART OF KNOWING HOW TO SCAFFOLD FOR STUDENTS THAT MAY NEED SOME
ADDITIONAL INTERVENTION OR ASSISTANCE, BUT STILL IN A TIER ONE INSTRUCTION OR STUDENTS WHO ARE READY TO ACCELERATE. 
          SO YOU HAVE TO KNOW THE GRADE LEVEL ABOVE AS WELL. 
          AND THEN EACH STUDENT ALSO CARRIES ESSENTIALLY THEIR PORTFOLIO OF PERFORMANCE. 
          SO WE'VE GOT DASHBOARDS WHERE TEACHERS CAN THEN SEE HOW DID STUDENTS PERFORM THROUGHOUT
THE TIME THAT THEY'VE BEEN IN ELEMENTARY SCHOOL OR LEADING UP TO MIDDLE SCHOOL OR JUNIOR HIGH, ETC.. EXCELLENT. 
          OKAY. THANK YOU FOR THAT CLARIFICATION, I APPRECIATE IT. TRUSTEE SANDERS DOCTOR MIGHT HAVE
SPOKEN TO THIS A LITTLE BIT EARLIER, BUT JUST A CLARIFYING QUESTION FOR ME THE,
FOR THE CHANGES THAT WE ANTICIPATE COMING FOR THE STAR TEST, EVEN THOUGH THESE AREN'T STAR TESTED GRADES,
DO THEY AFFECT THE CHEEKS OR ANYTHING IN THAT, IN THAT SPACE? OR IS IT JUST SIMPLY TESTING THAT WOULD EVENTUALLY CHANGE,
WHICH AGAIN, DOESN'T AFFECT THESE GRADES, BUT ARE MARKS? DOES THAT HELP? DOES IT DOES IT AFFECT OUR PROJECTIONS? IS WHAT I'M ASKING REALLY DO THESE DATA HELP US IN. 
          I'M NOT SURE I'M UNDERSTANDING YOUR QUESTION. LET ME CLARIFY IT. THE CHANGES THAT WE'RE
ANTICIPATING IN HOW THE FUTURE GRADES ARE ASSESSED, DOES THAT AFFECT WHAT OUR PROJECTIONS WOULD BE FOR TRYING TO PREDICT HOW THESE THINGS
ALIGN IN THE EARLIER 
          [00:45:01]
GRADES? DOES THAT MAKE SENSE? I THINK SO. ALL RIGHT. 
          SO THERE'S IT'S A BOTH AND. OKAY. ONE WE WANT TO BE ABLE TO DO PREDICTABILITY DEFINITELY BETWEEN SECOND LEADING TO THIRD GRADE. THAT SHOULD BE AS TIGHT AS WE CAN BE. 
          THE TIGHTER TIGHTER NESS WOULD COME WITH WHAT EARLY THIRD GRADE I READY BEGINNING OF YEAR
ULTIMATELY ALIGNS TO END OF YEAR. 
          BUT THE SECOND AND I WOULD SAY MORE IMPORTANTLY THAN THE PREDICTABILITY IS THE ABILITY TO
INTERVENE AND EXTEND. 
          RIGHT. SO REALLY, THE DATA BEING MORE ACTIONABLE FROM THE TEACHER SIDE OF KNOWING,
BECAUSE WHAT, WHAT THESE NUMBERS DON'T REVEAL IS FOR EVERY SINGLE STUDENT,
THERE ARE AREAS OF STRENGTH THAT I HAVE AND THERE ARE AREAS THAT I HAVE CHALLENGES. 
          AND SO THIS ALLOWS US TO NOT JUST LOOK AT A FINAL SCORE,
BUT ACTUALLY TO TAILOR OUR INSTRUCTION. 
          IF THE MAJORITY OF STUDENTS IN A PARTICULAR CLASS SHARE A PARTICULAR STRENGTH,
THEN I WANT TO EXTEND THAT FOR THAT PARTICULAR GROUP OF STUDENTS. FOR STUDENTS THAT ARE HAVING CHALLENGES,
THEN I WANT TO BE ABLE TO INTERVENE. 
          AND SO I THINK MORE IMPORTANTLY, THAT'S OUR FIRST. 
          WE ACTUALLY DON'T WANT TO BE PREDICTED PREDICTABLE. 
          WE WANT TO BE ABLE TO ACTUALLY ACCELERATE. BUT WE DO KNOW WE HAVE TO HAVE AN IDEA OF WHERE
DOES THIS LOOK LIKE WE'RE GOING TO LAND, BUT AT THE SAME TIME CONTINUE TO TRY TO INTERVENE TO OUTPERFORM THE PREDICTABILITY. 
          OKAY. AND IT'S, IT'S OUR THOUGHT THAT EVEN IF THE STATE CHANGES THE TEST,
THAT DOESN'T NECESSARILY AFFECT THE, LIKE YOU SAID, THE WAY THAT WE WANT TO MEASURE SO THAT WE CAN IDENTIFY WHERE
WE NEED TO INTERVENE. 
          I THINK THAT THE STRENGTH HERE IS THAT'S WHY WE'RE USING A TX OR TEKS ALIGNED ASSESSMENT. 
          OKAY. BECAUSE THE STANDARDS ARE THE STANDARDS. 
          NOW, HOW THEY GET ASSESSED DOES HAVE AN IMPACT ON STUDENT OUTCOMES TO SOME EXTENT. 
          HOWEVER, IF WE'RE STILL TEACHING EXAMPLES, CONTEXT CLUES,
CONTEXT CLUES, OR CONTEXT CLUES, IF WE'RE TEACHING INFERENCING, INFERENCING IS INFERENCING. 
          IF WE'RE TEACHING PROBLEM SOLVING WITH PROPORTIONALITY,
THAT'S STILL PROBLEM SOLVING WITH PROPORTIONALITY SEPARATE FROM WHAT THE ASSESSMENT MAY OR MAY NOT BE. OKAY. OKAY. GOT IT. ALL RIGHT. THANK YOU. 
          TRUSTEES. ANYONE ELSE FOR ROUND ONE? SEEING. SEEING NONE. 
          ROUND TWO TRUSTEE FOREMAN. I'LL MAKE THIS QUICK,
I THINK. 
          TRUSTEE WEINBERG ASKED A QUESTION ABOUT THE CHANGING OF THE LEAD AUDITOR. 
          AND IT HAPPENS ABOUT EVERY THREE YEARS. WELL,
IN MY OPINION, CHANGING THE LEAD AUDITOR DOES NOT CHANGE THE PEOPLE THAT WORKER BEES THAT COME IN AND DO THE AUDIT. SO THAT'S, THAT IS A NOT THE DIFFERENCE THAT I'M LOOKING FOR. 
          AND I KNOW SPECIFICALLY, I'VE ASKED ON MORE THAN ONE OCCASION FOR ANY NOTES GIVEN TO THE
STAFF OR THE DISTRICT IN REGARDS FROM THE AUDITORS, BECAUSE A LOT OF IT'S NOT IN THE FINDINGS. 
          IT'S IN THE NOTES. AND I CAN SAY THAT BECAUSE OF AND YOU WEREN'T HERE AT THE TIME,
BUT WHEN WE HAD SOME ISSUES WITH PROCUREMENT AND THEY CAME IN AND DID AN AUDIT AND THERE WERE NOTES THAT WERE SHARED WITH THE BOARD SO THAT WE COULD SEE WHAT
HAPPENED. 
          SO I'VE ASKED FOR THOSE NOTES ON MORE THAN ONE OCCASION,
AND CHANGING THE LEAD PERSON DOES NOT CHANGE ANYTHING. 
          THANK YOU. ANYONE ELSE FOR ROUND TWO? OKAY. SEEING NONE THEN. 
          THANK YOU FOR THE. THANK YOU FOR THE PRESENTATION. TRUSTEES WILL TURN TO AGENDA ITEM SEVEN
SEVEN A THE SUPERINTENDENT'S REPORT. 
          [7. INFORMATION/REPORTS ]
LEGISLATIVE PRIORITIES. SUPERINTENDENT. SO SOMEONE MAY HAVE SEEN THE NEWS LATELY,
AND TEXAS IS A LITTLE DIFFERENT TODAY THAN IT WAS TUESDAY BEFORE. I WOULD SAY 10:00 10 P.M. 
          OR SO. AND THAT IS PART OF THE REASON WHY WE DID NOT UNDERTAKE THE DEVELOPMENT OF
LEGISLATIVE PRIORITIES, BECAUSE THIS ABSOLUTELY CHANGES WHAT I THINK THIS BOARD WILL NOW WANT TO SET AS SOME
LEGISLATIVE PRIORITIES, AS YOU ALL KNOW GIVEN THE PREVIOUS LEADERSHIP,
WE WERE, WE WERE BASICALLY KIND OF DIRECTED AS TO WHAT WOULD BE ENTERTAINED AND WOULDN'T BE ENTERTAINED. 
          WE ARE NOW IN A NEW TEXAS, I THINK TEXAS THAT IS MORE SUPPORTIVE OF PUBLIC SCHOOLS. 
          AND I THINK THIS GIVES US AN OPPORTUNITY TO REALLY HAVE DIALOG WITH LEGISLATORS WITH
REGARD TO WHAT THE PUBLIC SCHOOLS NEEDS ARE. 
          AND SO WE'RE GOING TO BE EMBARKING ON SOME ACTIVITIES AND I'M GOING TO TURN IT OVER AT
THIS TIME TO JOHN DELANDER, 
          [00:50:08]
WHO WILL BE ASSISTED WITH BY JASON STANFORD. THANK YOU. 
          THANK YOU, SUPERINTENDENT, AND GOOD AFTERNOON,
TRUSTEES. 
          OBVIOUSLY WE'RE GOING TO HAVE A NEW GOVERNOR. WE'RE GOING TO HAVE A NEW LIEUTENANT
GOVERNOR. AND WITH THE DEMOCRATS TAKING CONTROL OF THE TEXAS HOUSE FOR THE FIRST TIME SINCE 2003, WE'RE GOING TO HAVE A NEW SPEAKER OF THE HOUSE,
AND IT'S GOING TO TAKE CONSIDERABLE TIME FOR THIS LEADERSHIP TEAM TO GET ITS FOOTING. 
          BUT BEFORE BEFORE THEY START PUTTING A STAMP ON HOW THEY PLAN TO GET THINGS ACCOMPLISHED. 
          REMEMBER, HOWEVER, THERE'S STILL A REPUBLICAN MAJORITY IN THE SENATE. 
          SO THERE'S GOING TO BE A LOT OF BACK AND FORTH BETWEEN THE TWO CHAMBERS. 
          ALL OF THIS MAY NOT NECESSARILY CHANGE OUR NEEDS AS A SCHOOL DISTRICT,
BUT IT WILL CHANGE THE WAY THAT WE AND OTHER SCHOOL DISTRICTS, AS WELL AS OUR PARTNER ORGANIZATIONS APPROACH THIS NEXT LEGISLATIVE SESSION THAT BEGINS IN
JANUARY. 
          AND AS SUPERINTENDENT ELIZALDE SAID OUR GOAL TODAY IS TO WORK WITH YOU TO BEGIN TO DEVELOP
THE DISTRICT'S LEGISLATIVE AGENDA IN THIS NEW ENVIRONMENT. 
          AND IN JUST A LITTLE BIT, WE WILL ASK EACH OF YOU TO WRITE DOWN WHAT YOU THINK OUR
PRIORITIES SHOULD BE, AND THEN WE WILL BUILD TRY TO BUILD CONSENSUS AROUND THOSE PRIORITIES. 
          IN A COUPLE OF WEEKS, WE'LL HAVE AN OPPORTUNITY TO MEET WITH OUR LEGISLATIVE DELEGATION,
AND THEN WE'LL GET SOME INITIAL FEEDBACK FROM THEM. 
          THEN WE WILL RETURN BACK TO YOU IN DECEMBER TO FINALIZE THESE PRIORITIES. 
          SO FIRST, LET'S REVIEW WHAT HAPPENED DURING THE LAST SESSION. OBVIOUSLY THERE WAS A RECORD
AMOUNT OF FUNDING THAT WAS APPROVED. 
          IT WAS $8.5 BILLION THAT WENT TO PUBLIC EDUCATION. 
          NOW, WHILE THAT WAS APPRECIATED VERY MUCH, TECHNICALLY,
TECHNICALLY, IT DID NOT RETURN US OR OTHER SCHOOL DISTRICTS TO 2020 LEVELS. WHEN YOU FACTOR IN THE IMPACT OF INFLATION. 
          AND LET ME ADD ONE OTHER THING. WHILE 8.5 BILLION WAS APPROVED. 
          AN EXAMPLE IS OURSELVES AND I WOULD SAY 90% OF SCHOOL DISTRICTS IN NORTH TEXAS AROUND US
ALL SAW DROPS IN STUDENT ENROLLMENT. AND SO IN TEXAS, YOU ALL KNOW WE GET PAID BASED ON ATTENDANCE,
FIRST OF ALL, NOT ENROLLMENT. 
          SECONDLY, WITH THE DROPS IN ENROLLMENT, THAT MEANS THEY DID NOT HAVE TO FUND WHAT THEY HAD
ALREADY APPROPRIATED. 
          SO THERE ARE MILLIONS, HUNDREDS OF MILLIONS OF DOLLARS THAT THEY HAVE THAT ARE FROM THAT
8.5 BILLION THAT HAVE NOT BEEN DISTRIBUTED. OKAY. SO THAT 8.5 AND TO MAKE IT MORE REAL TO DALLAS ISD,
WE ESSENTIALLY RECEIVED ZERO OF THOSE DOLLARS, BY THE WAY, BECAUSE OF WHAT'S CALLED HOLD HARMLESS. 
          AT LEAST THAT'S THE WAY THAT IT WAS EXPLAINED TO US BY THE AGENCY. 
          AND SO WE WERE SUPPOSED TO GET SOMEWHERE IN THE NEIGHBORHOOD OF AROUND RIGHT UNDER $100
MILLION FROM THE PREVIOUS YEAR. 
          WE ENDED UP GETTING ZERO ZERO. SO UTILITIES,
DIESEL, JUST LIKE EVERYONE IN OUR AUDIENCE. 
          AND JUST LIKE ALL OF US, OUR LIGHT BILLS ARE HIGHER,
OUR INSURANCE IS HIGHER. 
          WE HAVEN'T EVEN OPENED THE DOOR YET. AND YET THERE WERE $0 ALLOCATED TO DALLAS ISD. 
          NOW, THAT WASN'T TRUE FOR EVERY DISTRICT, BUT IT WAS TRUE FOR US. 
          AND AGAIN, IT'S BECAUSE OF. AND I ONLY SAY THAT BECAUSE NOT ONLY DO I THINK YOU ALL WANT
TO BE ASSERTIVE IN IN OUR NEW PRIORITY, IN OUR NEW LEGISLATIVE PRIORITIES. BUT I WANT TO EMPHASIZE THAT THERE ARE DOLLARS ALREADY
SITTING THAT HAVE NOT BEEN SPENT. 
          AND I'M A LITTLE BIT PASSIONATE ABOUT THE DOLLARS THAT HAVEN'T CALMED DOWN NOW. 
          WITH REGARD TO DOLLARS THAT HAVEN'T BEEN PROVIDED TO PUBLIC SCHOOLS. 
          WELL, LET ME ADD ONE MORE THING TO THAT. AND THAT'S THE THE COST OF DIESEL HAS INCREASED
NEARLY 80% SINCE THIS TIME TWO YEARS AGO. 
          AND THAT'S JUST THAT'S PROJECTED TO COST OUR SCHOOL DISTRICT AN ADDITIONAL $3.3 MILLION
JUST THIS SCHOOL YEAR ALONE. 
          ALSO DURING THE 89TH, YOU MAY REMEMBER THAT ESAS,
OTHERWISE KNOWN AS VOUCHERS EDUCATION SAVINGS ACCOUNTS WERE APPROVED BY THE LEGISLATURE, COSTING $1 BILLION A YEAR. IF THE LEGISLATURE CHOOSES TO CONTINUE THAT PROGRAM,
IT WOULD COST AT LEAST DOUBLE THAT AMOUNT TO COVER THE BIENNIUM. 
          THE 8889 SESSION ALSO ADDRESSED CHANGES TO THE STATE'S ACCOUNTABILITY SYSTEM TO BEGIN NEXT
SCHOOL YEAR, A NEW MISCONDUCT, REPORTING REQUIREMENTS AND CELL PHONE BAN. 
          AND I'M JUST HITTING THE HIGHLIGHTS. I'M NOT EVEN MENTIONING THE TEN COMMANDMENTS. THERE
WERE ABOUT THERE WERE PASSED DEALING WITH EDUCATION. 
          SO 90TH SESSION OF THE LEGISLATURE. A LOT OF THINGS ARE IN FLUX,
INCLUDING WHAT WE'VE ALREADY TALKED ABOUT, NEW LEADERSHIP AT THE STATE AND LEGISLATIVE LEVELS. 
          WE'LL ALSO HAVE A NEW CHAIR OF THE EDUCATION COMMITTEE IN THE HOUSE,
POSSIBLY IN THE SENATE, 
          [00:55:01]
AS WELL AS NEW MEMBERS FOR EACH OF THOSE COMMITTEES. 
          AND AGAIN, IT'S GOING TO TAKE A WHILE FOR ALL OF THAT TO TAKE SHAPE. 
          ONE OTHER NOTE. IT APPEARS THAT THE MAKEUP OF THE STATE BOARD OF EDUCATION WILL BE
CHANGING, GOING FROM A BOARD THAT WAS A REPUBLICAN SUPERMAJORITY TO ONE THAT IS NOW A MAJORITY OF
DEMOCRATS, THERE'S STILL ONE RACE THAT IS VERY CLOSE. SCHOOL DISTRICTS AND THEIR SUPPORTING
ORGANIZATIONS, OF WHICH WE'LL REVIEW SHORTLY, ARE POISED TO SEEK ADDITIONAL FUNDING FOR UNDERFUNDED
MANDATES, INCLUDING SCHOOL SAFETY AND SECURITY, SPECIAL EDUCATION AND TRANSPORTATION. 
          THOSE THREE ITEMS ALONE ARE THE MAIN DRIVERS TO THE FUNDING SHORTFALL OUR DISTRICT IS
CURRENTLY FACING. 
          SIMILAR TO OTHER DISTRICTS, AND LAWMAKERS COULD ADDRESS THOSE IN TWO DIFFERENT WAYS. 
          THEY COULD ADDRESS IT THROUGH THE BASIC ALLOTMENT AND THEN THE NEW ALLOTMENT FOR BASIC
COSTS THAT THEY CREATED DURING THE LAST SESSION. 
          ALSO EXPECT AT LEAST ONE BILL CREATING A MANDATORY INFLATION ADJUSTMENT ALONG WITH THE
BASIC ALLOTMENT. 
          SO EVERY TIME THE BASIC ALLOTMENT WOULD GO UP SO TOO WOULD IF INFLATION GOES UP SO TOO
WOULD THE BASIC ALLOTMENT. 
          EXPECT SCREEN TIME AND THE USE OF AI BOTH IN CLASSROOMS AND IN GRADING STANDARDIZED TESTS
TO BE DEBATED AT THE CAPITOL. 
          THOSE HAVE BOTH BEEN HOT ITEMS DURING THE INTERIM,
AND WE EXPECT THAT ONLY TO CONTINUE. 
          ADDITIONAL PROPERTY TAX RELIEF WAS A BIG TOPIC DURING THE CAMPAIGN. 
          BUT GIVEN THE OUTCOME OF THE ELECTION, IT'S DIFFICULT TO KNOW WHAT TO WHAT EXTENT IT WILL
CONTINUE TO BE ADDRESSED OR DISCUSSED BY STATE LAWMAKERS. 
          AND SINCE SCHOOL DISTRICTS RECEIVE MUCH OF THEIR FUNDING THROUGH PROPERTY TAXES,
WE ARE GOING TO MONITOR THIS VERY CLOSELY SO THAT ANY TAX RELIEF THAT MAY BE PROVIDED DOESN'T REDUCE FUNDING FOR SCHOOLS. THE FUTURE OF ACCOUNTABILITY IS GOING TO BE DISCUSSED. 
          THAT CAME UP OFTEN DURING THE CAMPAIGN OR ON THE CAMPAIGN TRAIL. 
          THAT INVOLVES BOTH THE STAR TEST OR THE SON OF STAR,
THE NEXT STAR, ALONG WITH SUSPENDING THE A THROUGH F ACCOUNTABILITY SYSTEM. 
          SO THOSE ARE GOING TO BE DEBATED AT THE CAPITOL. 
          FINALLY, VOUCHER VOUCHERS AND ESAS, AS I MENTIONED EARLY EARLIER,
WE'RE IN THE FIRST YEAR OF THAT. 
          I HEARD AN ANALYSIS YESTERDAY THAT SAID PROGRAMS OF FAMILIES ALREADY ENROLLED ARE HARD TO
UNWIND. 
          SO WE'LL SEE WHERE THAT GOES. EXPECT SOME FIGHTS OVER THAT BETWEEN THE,
THE HOUSE AND THE SENATE. 
          FINALLY UNINTENDED CONSEQUENCES OF THE FORMULA. 
          AND CHIEF RAMOS CAN EXPLAIN THIS A LITTLE BIT BETTER THAN I CAN,
BUT THE UNINTENDED CONSEQUENCES OF THE FORMULA AND THE AMOUNT OUR SCHOOL DISTRICT RECEIVES BECAUSE OF THE TEACHER INCENTIVE ALLOTMENT AND ITS IMPACT ON HOLD HARMLESS PROVISIONS IS
COSTING US MONEY. 
          BASICALLY DALLAS ISD RECEIVES LESS IN FUNDING THAN EXPECTED BECAUSE OF THE UNINTENDED
CONSEQUENCES BY THE NUANCES IN THE STATE FUNDING FORMULA. WE'RE LOSING OUT ON MILLIONS OF DOLLARS BECAUSE WE PAY OUR BEST
TEACHERS MORE. 
          IT'S SORT OF WHAT WE CALL A GOOD TEACHER TAX,
AND IT IMPACTS OUR BUDGET BY TENS OF MILLIONS OF DOLLARS. 
          WE'RE ALREADY WORKING TO ADDRESS THIS WITH REPRESENTATIVE JOHN BRYANT. 
          AGAIN, THESE ARE JUST THE HIGHLIGHTS. EXPECT THOUSANDS OF BILLS TO BE FILED BY LAWMAKERS,
AND WE'RE GOING TO DO OUR BEST TO KEEP UP WITH ALL OF THEM. 
          SO AT THIS POINT, I'M GOING TO HAND IT OVER TO JASON TO TALK THROUGH WHAT SOME OF OUR
PARTNER ORGANIZATIONS HAVE PUT TOGETHER AS LEGISLATIVE PRIORITIES. 
          GOOD EVENING SUPERINTENDENT. MR. PRESIDENT. TRUSTEES. 
          WE ARE GOING TO TAKE YOU THROUGH WHAT THE PARTNER ORGANIZATIONS AND SOME LOCAL ISDS ARE
DOING IT NOT SO THAT WE CAN FIND CONSENSUS WITH THEM, BUT IN DANGER OF STEPPING ON TRUSTEE SANDERS BRAND. 
          IF YOU WANT TO BE THE BEST, YOU GOT TO SEE THE REST. SO HERE'S TASB. 
          AS YOU CAN SEE, THEY'RE GOING OVER A NUMBER OF DIFFERENT SUBJECTS,
NOT SOLELY FOCUSED ON ON FUNDING, BUT EVERYTHING IS OBVIOUSLY TIED TO FUNDING. THEY'RE LOOKING AT IT THROUGH THE LENS OF
OUTCOMES, SCHOOL SAFETY, SPECIAL, SPECIAL EDUCATION, EDUCATION WORKFORCE. 
          YOU CAN SEE FOR YOURSELF, IT'S A PRETTY GOOD,
STRAIGHTFORWARD LEGISLATIVE AGENDA THAT FOCUSES ON WHAT WE'RE DOING FOR A LIVING. 
          I DO WANT TO DIRECT YOUR ATTENTION, THOUGH, TO LEVELING THE PLAYING FIELD. AND THIS MIGHT
NOT PLAY A AS BIG A ROLE GIVEN WHO OUR GOVERNOR IS ABOUT TO BE, BUT THEY WOULD, IT SAYS, REQUIRING ACCOUNTABILITY FOR OUTCOMES AND RESPONSIBLE TAXPAYER
SPENDING, SPENDING IN EVERY PUBLICLY FUNDED SCHOOL. THAT'S ABOUT VOUCHER TRANSPARENCY. 
          THAT'S ABOUT ACCOUNTABILITY STANDARDS TO THE VOUCHER. 
          AND THAT IS SOMETHING THAT HAS BIPARTISAN APPEAL. 
          TSA WE BOILED DOWN HOW MANY PAGES WAS THIS? ABOUT FIVE. 
          THEY HAD FIVE PAGES OF LEGISLATIVE AGENDA. IT WAS COMPREHENSIVE. 
          THIS IS THEIR FIRST DRAFT. THEIR CHAIRMAN HAS MADE NOISE ABOUT MAYBE WANTING TO PARE IT
DOWN. 
          YOU'RE SITTING NEXT TO HER. THEY, YOU CAN GROUP THEM THOUGH INTO FOUR CATEGORIES. 
          [01:00:04]
ONE SUSTAINABLE FUNDING. THERE'S ONE WHOLE PAGE ON DIFFERENT WAYS TO FUND STUDENT LEARNING
AND EMERGENCY EMERGING TECHNOLOGY. 
          THAT'S WHERE YOU GET YOUR SCREEN TIME AND YOUR ACCOUNTABILITY. ACCOUNTABILITY IS NUMBER
THREE. 
          AND THEN OF COURSE, NUMBER FOUR, CONTINUED IMPLEMENTATION OF 2025 LEGISLATION,
WHICH IS ONGOING AND ALWAYS CHANGING. 
          THIS TEXAS SCHOOL COALITION WAS CREATED FOR SCHOOL FUNDING. 
          SO THEREFORE, THERE ARE ALMOST ENTIRELY FOCUSED ON SCHOOL FUNDING. 
          BUT THEY DO AN INTERESTING JOB HERE OF TYING THE SCHOOL FUNDING TO WHAT IT'S SUPPOSED TO
DO. 
          THEY'RE NOT JUST SAYING, GIVE US MORE MONEY. THEY'RE SAYING GIVE US MORE MONEY SO THAT WE
CAN GET TO YOUR MANDATES, THAT WE CAN. COMPLIANCE IS AN INTERESTING ISSUE THAT'S BUBBLING UP THAT ISN'T BEING DRIVEN
BY ORGANIZATIONS. 
          IT'S PEOPLE ARE TRYING TO COMPLY WITH THE LAW AND FINDING THAT IT IS CAUSING THEM TO SPEND
MORE MONEY ON COMPLIANCE. 
          AND THAT IS AN INTERESTING THING THAT WE'RE HEARING. SHOWING WHERE EVERY SCHOOL TAX DOLLAR
GOES. 
          AGAIN, THAT'S ABOUT VOUCHER TRANSPARENCY BECAUSE WHAT RECENTLY THEY WERE SAYING WE CAN'T
WE'RE NOT GOING TO TELL YOU WHERE IT'S ALL SPENDING AND WHAT IT'S BEING SPENT ON AND THEN SUPPORT TAX RELIEF THAT PROTECTS SCHOOL FUNDING. THAT GETS BACK TO THE HOLD
HARMLESS PROBLEM WE HAVE WITH THE GOOD TEACHER TAX. AND WE DID A REVIEW OF PRETTY MUCH EVERY ISD IN NORTH TEXAS UNIFORMLY,
OVERWHELMINGLY FOCUSED ON PLEASE GIVE US MORE MONEY. 
          OKAY, SO THANKS TO THANKS TO YOU, THE LEADERSHIP OF THIS BOARD AND THE SUPERINTENDENT AND
STEADY LEADERSHIP OVER TIME. 
          DALLAS ISD IS REALLY IN A UNIQUE POSITION AS WE HEAD INTO THIS SESSION,
AND WE KNOW MANY OTHER DISTRICTS WOULD LOVE TO BE IN OUR SHOES. 
          YOU HAVE HELPED POSITION DALLAS ISD AS A STATEWIDE LEADER IN PUBLIC EDUCATION AND
WORKFORCE DEVELOPMENT, THANKS TO YOUR CONTINUED FOCUS ON STUDENT ACHIEVEMENT. 
          WE ARE SUCCESSFULLY EXECUTING ON BOTH YOURS AND THE PRIORITIES OF THE LEGISLATURE,
BOTH THE REPUBLICAN LEGISLATURE OF THE PAST AND WHAT WILL BE THE DEMOCRATIC LEGISLATURE IN THE FUTURE. SO AS WE MOVE FORWARD,
WE FEEL LIKE WE ARE TRUE EXEMPLARS AND THAT DALLAS ISD IS REDEFINING WHAT CAN AND SHOULD BE EXPECTED FROM TEXAS SCHOOLS. 
          OF COURSE, WE'RE STILL A WORK IN PROGRESS, BUT WE'RE OFTEN HELD UP AS AN EXAMPLE FOR OTHER
SCHOOL DISTRICTS TO FOLLOW. 
          IN ADDITION, DOCTOR ELIZALDE IS ROUTINELY CALLED UP,
CALLED UPON BY THE CURRENT STATE AND LEGISLATIVE LEADERSHIP TO PROVIDE COUNSEL ON ISSUES OF IMPORTANCE. THIS DID NOT HAPPEN OVERNIGHT,
BUT IT IS BECAUSE OF A RELENTLESS PURSUIT ON THE BEST POSSIBLE OUTCOMES FOR ALL STUDENTS. 
          AND SO THAT'S WHY. AS TEMPTING AS IT MAY BE TO SIMPLY ASK FOR MORE MONEY,
IT'S REALLY NOT IN OURS WHERE THE STATE'S BEST TERM LONG INTEREST IN TERMS OF PUBLIC EDUCATION. OUR PRIMARY FOCUS, GIVEN OUR STATURE,
IS TO SERVE AS A TRUSTED RESOURCE TO STATE LEADERSHIP, LAWMAKERS AND POLICY MAKERS AS TEXAS CONSIDERS HOW BEST TO ACHIEVE OUR COMMON GOALS IN
PUBLIC EDUCATION AND WORKFORCE DEVELOPMENT. 
          IF WE DO THAT AND WE DO IT WELL, WE WILL CONTINUE TO BUILD AND CONTINUE TO BUILD A
TRUSTING RELATIONSHIP WITH KEY LAWMAKERS AND LEADERSHIP. 
          WE BELIEVE IT WILL BEST SERVE NOT ONLY OUR SCHOOL DISTRICT AND OUR STUDENTS,
BUT THE MILLIONS OF STUDENTS WHO ATTEND PUBLIC SCHOOLS THROUGHOUT THE STATE. 
          SO WE'LL OPEN IT UP FOR QUESTIONS IN A MOMENT. BUT FIRST,
LET'S TALK ABOUT NEXT STEPS. 
          WE'RE GOING TO GIVE YOU A FEW MINUTES TO WRITE DOWN WHAT YOU BELIEVE OUR LEGISLATIVE
PRIORITIES SHOULD BE. 
          AND AS IT SAYS ON THE SLIDE THE NEXT SLIDE. OH,
THERE WE GO. 
          PLEASE MAKE A LIST OF 4 TO 5 PRIORITIES. AND IF YOU HAVE 2 TO 3,
THAT'S FINE TOO. 
          TRY TO COMBINE EACH PRIORITY TO SIX WORDS OR LESS. 
          AND THEN ONCE YOU'RE FINISHED PLEASE RAISE YOUR HAND SO WE KNOW THAT YOU'VE COMPLETED THE
ASSIGNMENT. 
          AND THEN ONCE ALL OF YOU ARE FINISHED, WE'LL GO AROUND THE HORSESHOE. AND THEN EACH ONE OF
YOU WILL LIST YOUR TOP PRIORITY. 
          IF SOMEONE ALREADY LISTS YOURS, THAT'S FINE. GO ON TO THE NEXT ONE. 
          AND THEN WE'LL GO AROUND THE HORSESHOE UNTIL WE HEAR EVERYBODY'S PRIORITIES. 
          AND SO WITH THAT, LET'S TAKE A FEW MINUTES TO WRITE A FEW OF THOSE IDEAS DOWN AND THEN LET
US KNOW WHEN YOU'RE FINISHED. 
          ANY QUESTIONS. ALL RIGHT. 
          THANK YOU. 
          [01:06:30]
WHEN SHE DID THAT. 
          ON THE SCREEN AND TOOK A PICTURE. 
          THANK YOU. 
          THANK YOU. I GOT IT. THANK. 
          YOU. OH. 
          I SEE ONE READY? TWO. THREE. FOUR. FIVE. SIX. 
          SEVEN. IS THERE ANYONE NOT READY? OKAY, I THINK WE'RE READY. 
          TRUSTEE CURRIE. TRUSTEE MACKEY STILL WORKING ON IT. 
          YEAH. YOU'RE GOOD. BOTH. GOOD. OKAY, WE'LL START ON MY LEFT. 
          WE'LL START WITH TRUSTEE. FOREMAN. OKAY. DO YOU WANT TO GIVE US YOUR TOP PRIORITY? IN THE MIC. BUT I'M TRYING TO SAY TO BEN. I CUT IT OFF. 
          ONE, ONE QUICK THING. I WANT TO APOLOGIZE TO THE PEOPLE FROM SOUTH DALLAS WHO STAYED HERE
TO TRY TO HEAR WHAT WE HAD TO SAY, AND THEY WERE CUT OFF AND DID NOT. THEY DIDN'T HEAR WHAT THE BOARD HAD TO SAY. 
          I APOLOGIZE FOR THAT. YEAH. SO I HAVE FOUR AND MY FIRST ONE IS TO REVISIT RECAPTURE AND THE FORMULA FOR RECAPTURE. 
          WE'RE NOT A RICH DISTRICT. WE'VE GOT STUDENTS. 
          WE'VE GOT TO TRY TO MAKE SURE THAT WE EDUCATE. 
          OKAY. THAT'S ONE AND WE'RE GOING TO GO AROUND. 
          THE SECOND ONE IS, OH YEAH, WE'RE GOING TO, WE'RE JUST. 
          JUST ONE, YOUR TOP ONE. AND THEN WE'RE GOING TO GO TO THE NEXT. AND THEN WE'LL COME BACK.
WE'LL COME BACK. 
          OKAY. TRUSTEE MACKEY. GOSH. THIS WILL PROBABLY GET LOOPED WITH A LOT OF THINGS,
BUT FUN. 
          NOT ENROLLMENT, NOT ATTENDANCE, ENROLLMENT FUN DOWN ENROLLMENT. 
          TRUSTEE CURRIE. I'LL JUST START WITH, YOU KNOW,
THE BASIC ONE THAT I THINK IS ON PEOPLE'S MINDS, ADDITIONAL FUNDING. YOU KNOW, WE, WE DID NOT COME CLOSE TO ADDRESSING THE INFLATION COST
THAT WE'VE RECEIVED SINCE THE LAST LEGISLATIVE SESSION. 
          SO ADDITIONAL FUNDING. AND THE ONLY THING I WANT TO ADD CARDS. 
          WELL, THAT'S FINE, BUT THAT'S FINE. BUT I'M GOING TO IGNORE YOU AND DO WHAT I WANT TO DO
ANYWAY. 
          YOU KNOW, THAT INCLUDES BOTH THE BASIC ALLOTMENT AND ALSO ADDRESSING UNFUNDED MANDATES.
THE ONLY THING I WAS THINKING ABOUT WAS WHETHER WE FRAME THE DISCUSSION AROUND RETURNING THE STATE TO ITS PRIOR FUNDING LEVELS. WHAT'S HAPPENING? 
          [01:10:03]
SAY THAT AGAIN. RETURNING THE STATE TO ITS PRIOR FUNDING LEVELS. 
          WHAT I MEAN BY THAT IS YEAR OVER YEAR, THE AMOUNT THAT THE STATE IS PAYING FOR PUBLIC
EDUCATION RELATIVE TO TAXPAYERS IS GOING DOWN. 
          IT USED TO BE IN THE 30%. IT'S DOWN TO THE TEENS AT THIS POINT. 
          AND SO ONE WAY TO FRAME THE DISCUSSION ON ADDITIONAL FUNDING IS HAVING THE STATE PAY ITS
FAIR SHARE. 
          EXCELLENT. TRUSTEE SANDERS 1000 WORDS. ONE I'M BOTH OF THOSE TWO WERE ON MY LIST. SO IF WE CAN PUT CHECK MARKS,
I DON'T KNOW IF WE'RE IF WE'RE COUNTING THAT PUT POLICY BASED LIMITS ON STATE TAKEOVERS OR ELIMINATE THEM ENTIRELY. 
          OKAY. AND YOU NOTICE THOSE DOTS UP THERE. WE'RE GOING TO USE THE DOTS IN A MOMENT AND HAVE
YOU ALL DETERMINE YOUR PRIORITIES. 
          ALL RIGHT. PRESIDENT. KARLA. ON PRE-K. PRE-K MEANING FUNDED. 
          YEAH. FULL DAY FUNDING. FULL DAY PRE-K. TRUSTEE. 
          WEINBERG. FUND SPECIAL EDUCATION SERVICES. AT THE LEVEL THAT THEY ACTUALLY COST. TRANSPORTATION AND SECURITY. GREAT FUN. 
          SPECIAL ED TRANSPORTATION AND SECURITY. TRUSTEE GARCIA. 
          I'M LOOKING AT WHICH ONE HASN'T BEEN SAID. KIND OF I THINK TIATIA. YEAH, I FIXING THE FORMULA SO WE DON'T GET THE GOOD TEACHER TEXT RIGHT. 
          FIXING. TIA THANK YOU. TRUSTEE TURNER. YEAH. JUST A JOE CARREÓN WAS THAT PRE-K THREE AND PRE-K FOUR. YOU WANT TO FULLY FUND IT? THAT'S ALREADY THREE. 
          YEAH. OKAY. ALL RIGHT. SO I CAN SCRATCH THAT. 
          FULLY FUNDED REQUIRED SECURITY PERSONNEL. FULLY FUNDING REQUIRED SECURITY PERSONNEL. 
          THANK YOU. TRUSTEE MICCICHE. AND INFLATION ADJUSTMENT TO AUTOMATIC INFLATION ADJUSTMENT TO STATE FUNDING. 
          AND I'LL TAKE THIS OPPORTUNITY. JOHN, I KNOW YOU ARE THE THE KING OF ADVOCATING FOR
INFLATION ADJUSTMENTS, BUT YOU NEED TO PUT QUOTES AROUND THE RECORD INCREASE IN STATE FUNDING BECAUSE WHEN YOU
NEED 15 BILLION TO CATCH UP WITH INFLATION, AN 8.5 BILLION, EVEN THOUGH IT MIGHT BE RECORD IN NOMINAL
DOLLARS, IS NOT A RECORD INCREASE. AND I JUST FOUND THAT PRETTY OFFENSIVE. 
          SO I THINK IF YOU WOULD FIX THAT SLIDE, I WOULD CERTAINLY APPRECIATE IT. 
          OKAY. THANK YOU. ALL RIGHT. WE'LL START BACK OVER ON THE LEFT HAND SIDE. 
          TRUSTEE FOREMAN. DID THEY COVER YOURS? WELL,
ONE OF THEM, I THINK JOE COVERED THE ONE WITH THE FULLY FUNDING THE PRE K THREE. 
          SO THAT WAS ONE OF THEM. BUT I STILL HAVE MORE. 
          DON'T WORRY. REMOVE THE A THROUGH F ACCOUNTABILITY SYSTEM. 
          TRUSTEE MACKEY. AMPLIFY OUR SUPERINTENDENT'S VOICE FOR PROVEN STRATEGIES. 
          AND WHAT I MEAN BY THAT, JUST FOR CONTEXT, IS I AGREE WITH YOU. 
          I DON'T THINK THERE'S A SINGLE SUPERINTENDENT IN THE STATE WITH THE SAME CACHET THAT WE
HAVE IN DOCTOR ELIZALDE. 
          AT THE END OF THE DAY, WE STILL HAVE A REPUBLICAN SENATE. 
          THERE'S GOING TO HAVE TO BE COMPROMISE. I THINK BACK AND FORTH. I THINK THERE'S NOBODY'S
VOICE THAT'S MORE POWERFUL THAN OUR SUPERINTENDENT. SO I WOULD BE ALL FOR HEARING FROM THE PRACTITIONERS AND MAKING SURE HER VOICE IS ELEVATED,
WHETHER IT'S RULES, LAW, POLICY, IT'S IMPACTS. 
          EXCELLENT. TRUSTEE CURRIE. ACCOUNTABILITY FOR ALL STATE FUNDED PUBLIC SCHOOL COMPETITORS. 
          IF YOU RECEIVE A STATE DOLLAR FOR, FOR EDUCATION,
WE NEED TO HAVE WE NEED TO BE ABLE TO MEASURE WHAT YOU'RE DOING AND SEE HOW IT COMPARES TO WHAT WE'RE DOING. TRUSTEE SANDERS. 
          SPECIFICALLY ADJUSTING UPDATES, WHICH MEANS INCREASE THE SPECIFIC TRANSPORTATION
ALLOCATION FOR PUBLIC SCHOOLS. 
          OKAY. PRESIDENT. CARRY ON. THAT WAS KIND OF INCLUDED IN TRUSTEE WEINBERG SO THAT THAT'S
ALREADY UP THERE. 
          [01:15:04]
OH, YEAH. YOU SAID LIKE THREE THINGS AT ONCE THOUGH. 
          YEAH. SO SO DOCTOR LEHRER'S ALREADY GOT IT UP THERE. 
          SO YOU CAN JUST CROSS THAT ONE OFF BECAUSE WE'RE GOING TO BE PUTTING UP SOME YEAH,
YEAH. 
          TRANSPORTATION ALLOCATION. OKAY, FINE. THE OTHER ONE IS YOU GET ANOTHER ONE THEN. 
          OKAY. THANK YOU. THE, THE OTHER ONE IS MAINTAIN OUR COLLEGE AND CAREER MILITARY READINESS INCENTIVE FUNDING. MAINTAIN CMR. YES, AND CTE. PRESIDENT CARRY ON. MAYBE IN THEIR TANGENTIALLY. BUT THIS IDEA OF WORKFORCE EDUCATION,
WORKFORCE DEVELOPMENT, AND THE INCREASE OF TEACHER PAY. 
          INCREASED TEACHER PAY. EXPLAIN TO ME THE WORKFORCE DEVELOPMENT. 
          JUST ENSURING THAT WE'RE DEVELOPING THE NEXT GENERATION OF EDUCATORS,
SPECIFICALLY IN AREAS OF NEED, RIGHT? INCENTIVIZING PEOPLE TO GO TO COLLEGE IN THESE SPACES,
PAYING FOR THAT EDUCATION SO THAT WE HAVE THOSE EDUCATORS AND COUNSELORS AND, AND AND OTHER PRACTITIONERS, MEDICAL CLINICIANS THAT WE NEED IN OUR SCHOOLS. 
          Y'ALL GOT THAT? CAN YOU SAY THAT? I THINK I THINK DOCTOR LEHRER IS STILL THE LAST ONE
HERE. 
          YES. SO DO WE INCENTIVIZE. INCENTIVIZE. WORKFORCE AND AREAS OF. 
          TRUSTEE WEINBERG. WELL, YOU KNOW THE ACCOUNTANT IN ME. 
          I THINK THAT WE NEED TO PRESERVE ACCOUNTABILITY,
WHATEVER THAT MEANS. 
          I THINK DALLAS ISD HAS DONE SUCH A GOOD JOB OF BEING FAVORABLY COMPARING APPLES TO APPLES
ACROSS THE STATE THAT PRESERVATION OF ACCOUNTABILITY, WHATEVER IT LOOKS LIKE, I THINK IS CRUCIAL. 
          OKAY, SO WE'VE GOT ONE THAT SAYS REMOVE A THROUGH F ACCOUNTABILITY AND THEN ANOTHER THAT
SAYS PRESERVE ACCOUNTABILITY. 
          YEAH. SAY THAT AGAIN. THEY'RE THE OPPOSITE, I FEEL LIKE. 
          YEAH. TRUSTEE GARCIA. WHERE'D THEY GO? NOT JUST MAINTAIN, BUT INCREASE CMR FUNDING. YEAH. 
          SO DO YOU AGREE TO THAT? I AGREE. YEAH. I WOULD JUST ADD ON TO THAT OTHER ONE. 
          YEAH. TRUSTEE TURNER. ELIMINATING SCHOOL VOUCHERS. 
          ELIMINATING SCHOOL VOUCHERS. 
          TRUSTEE MICCICHE. YOU KNOW, JOHN, YOU'RE SUPPOSED TO GET ONE THROUGH NINE AND THEN THE
10TH PICK SHOULD GO THIS WAY. 
          YOU EVER BEEN? I THINK I THINK WE SHOULD GO BACK AND THEN. 
          OKAY. THIS IS A DIFFERENT ASPECT OF RECAPTURE,
BUT RECAPTURE MONEY THAT IS TAKEN FROM PROPERTY RICH DISTRICTS NEEDS TO GO TO PROPERTY POOR DISTRICTS,
NOT TO THE GENERAL FUND. 
          DIRECTORY CAPTURE DOLLARS BACK TO SCHOOL DISTRICTS,
NOT TO THE STATE'S BUDGET. 
          SO JUST SO CLARIFICATION, YOURS IS HAVE NO RECAPTURE OR NO. 
          OKAY. SO WE'LL WE'LL PUT UP. I JUST WANT TO CLARIFY BECAUSE THEN THOSE ARE TWO DIFFERENT
ONES. 
          OKAY. GOT THEM. OKAY. ARE THERE STILL PRIORITIES THAT HAVE NOT BEEN LISTED YET? OKAY. WE'LL START BACK OVER HERE WITH TRUSTEE FOREMAN. 
          REMOVE THE STAR TEST. OH. I'M SORRY. REMOVE THE STAR TEST AND USE A NATIONAL NORMS TEST. 
          REMOVE STAR. MOVE TO NATIONAL NORM. 
          LANGUAGE REQUIREMENTS. FIX BOND LANGUAGE REQUIREMENTS. 
          AFTER WATCHING ALL THESE BONDS COME THAT HAD ALL KINDS OF LANGUAGE ON IT,
I'M WONDERING WHY WE DON'T FIX BOND LANGUAGE REQUIREMENTS. 
          IT'S A THOUGHTFUL GROUP. TRUSTEE CURRIE. I'M. 
          THIS IS SIMILAR TO TRUSTEE WEINBERG, BUT I DO BELIEVE IT'S DIFFERENT ENOUGH TO MENTION. SO
I WOULD WORD IT RATHER THAN PRESERVE ACCOUNTABILITY, 
          [01:20:03]
PRESERVE EDUCATIONAL REFORMS, WHICH IS A BROADER TENT THAN THAT WHICH INCLUDES THAT WE IT
NEEDS TO BE WE NEED TO HAVE SOME WAY TO MEASURE SUCCESS SO THAT WE KNOW WHAT SCHOOLS ARE WORKING OR NOT, WHETHER OR NOT WE PUBLISH THEM AND PENALIZE THE WAY WE DO. I
CAN CERTAINLY AGREE WITH SOME CHANGES, BUT THERE'S GOT TO BE SOME WAY TO MEASURE SUCCESS. 
          THE EMPHASIS ON CMR TIA THE OTHER EDUCATIONAL REFORMS THAT HAVE LED TO DRAMATIC
IMPROVEMENTS IN DALLAS ISD AND OTHERS. 
          WE NEED TO PRESERVE THOSE IN A VERY DIFFERENT ENVIRONMENT THAN WHAT WE'VE BEEN IN. SO IN
THE INTEREST OF TRYING TO COMBINE A COUPLE OF THINGS. 
          TRUSTEE WEINBERG, IS IT OKAY FOR THAT TO BE LISTED UNDER YOURS? PRESERVE EDUCATION REFORMS. YEAH. TRUSTEE SANDERS YES. 
          HE SAID ELIMINATE SENATE BILL 571 FROM THE LAST LEGISLATIVE SESSION, WHICH WAS THE BILL THAT INCREASED THE RISK OF TEACHERS BEING REPORTED TO TEA POTENTIALLY
JEOPARDIZING THEIR CERTIFICATIONS. 
          THAT'S THE DIVERSITY EQUITY LANGUAGE. NO, NO,
THAT'S THE MINIMUM REQUIRED REPORTING. 
          YEAH. WE TALKED ABOUT IT A LITTLE BIT EARLIER. RIGHT. THAT'S THE ONE WHERE WITHOUT ANY
INVESTIGATION. 
          EXACTLY. WITHOUT AN INVESTIGATION, AS SOON AS AN ANONYMOUS CALL COMES IN. 
          YEP. OKAY. WE HAVE TO REPORT WITHIN 48 HOURS. 
          AND. AND A TEACHER COULD BE PUT ON A DO NOT HIRE LIST BEFORE AN INVESTIGATION HAS
FINISHED. 
          AND GIVEN THE CURRENT LAW YOU JUST READ. CORRECT. 
          SO YOU'RE REPEALING REVEALED THAT LAW. OKAY. YES. 
          RIGHT. ELIMINATE PRESIDENT CATION. I THINK THIS IS ON THERE AND KIND OF DIFFERENT WAYS,
BUT GENERALLY JUST ALL UNFUNDED OR UNDERFUNDED MANDATES. SO I,
SO WE'RE SPEAKING TO IT IN TRANSPORTATION SECURITY. 
          I THINK WE SPEAK TO IT IN SPECIAL EDUCATION,
BUT GENERALLY THERE'S MORE THAN THAT. 
          RIGHT? SO ANY UNDERFUNDED OR UNFUNDED MANDATES? YEAH, I DO THINK THAT THAT'S UP UNDER TRANSPORTATION AND,
AND SECURITY OR WHAT YOU COULD DO IS, IS YEAH. YEAH, YEAH. TRANSPORTATION AND SECURITY ARE ALL PART OF THE UNFUNDED MANDATES,
INCLUDING SPECIAL ED. 
          THAT'S AN UNFUNDED MANDATE TO. ALL RIGHT. TRUSTEE WEINBERG. 
          YOU'RE GOOD. YOU'RE COVERED. ALL RIGHT. WE'VE GOT ONE. 
          IS COVERED SO FAR. ALL RIGHT. TRUSTEE GARCIA LIKE EQUITY LANGUAGE OR SB 12. 
          CONTINUED CONVERSATION. SB 12 LANGUAGE. I WOULD SAY I'M JUST GOING TO GO FOR IT. 
          YEAH. YES. WHICH WAS THAT WAS THAT THE PARENT BILL OF RIGHTS OR SOMETHING? ALL RIGHT. SO SB 12. TRUSTEE MICCICHE. 
          OH I'M SORRY. TRUSTEE ED TURNER. I'M SORRY I SKIPPED RIGHT OVER YOU. 
          OKAY. IT'S ALL GOOD. PROBABLY A GOOD THING YOU DID,
BECAUSE I WAS GOING TO SAY PAY SCHOOL BOARD TRUSTEES. 
          I'M SERIOUS. I'M SERIOUS. I'M SORRY. I SAID I'M SERIOUS. 
          ARE YOU SERIOUS? YEAH. YEAH. OKAY. COMPENSATE TRUSTEES. 
          AND THE LAST SHALL BE LAST AGAIN. SO. I WILL LIMIT LIMIT CHARTER SCHOOL EXPANSION, AND I. AND I GOT A REAL PROBLEM WITH BRAND NEW CHARTER SCHOOLS
OPENING UP WHEN THERE ARE NINE A AND B SCHOOLS IN A TWO MILE RADIUS. 
          ALL THEY DO IS DEFUND OUR SCHOOLS. THANK YOU. 
          BACK OVER TO TRUSTEE FOREMAN. SUPERINTENDENT,
I THINK YOU HIT ON SOMETHING THAT I HAVE SOME CONCERNS ABOUT, AND IT'S THE DIVERSITY AND EQUITY LANGUAGE AND REMOVING THAT LANGUAGE. 
          I DON'T REMEMBER WHICH BILL THAT IS, BUT THAT IS SENATE BILL 12 IS WHERE IT STARTS. 
          BUT WE'LL EXPAND THAT EVEN BECAUSE THAT'S THAT WAS IN SB 12. 
          YEAH. BUT LET'S ACTUALLY RESTORE EQUITY AND DIVERSITY. 
          INCLUSION. RIGHT. ANY MORE TRUSTEE MACKEY. MY LAST ONE IS BETTER STATE POST-GRADUATION
DATA. 
          WE SHOULD BE ABLE TO SEE HOW OUR KIDS ARE DOING AFTERWARDS. THAT THE STATE WOULD COLLECT
IT. 
          [01:25:06]
YEAH. THE STATE SHOULDN'T COMPEL TASB OR WHATEVER TO PUBLISH THAT. 
          WE SHOULD GET A REPORT THAT SHOWS. HERE ARE HOW YOUR KIDS ARE DOING ONE YEAR OR TWO YEARS. 
          IF WE HAVE THE DATA. GREAT. THAT'S A GOOD ONE. 
          MY LAST ONE, I WOULD COMBINE THE LANGUAGE ON FUNDING BASED ON ENROLLMENT VERSUS ATTENDANCE
AND FUNDING TIED TO INFLATION IN THE CONCEPT OF STABILIZED EDUCATION FUNDING. 
          JUST THE WAY I PITCH IT. STABILIZE EDUCATION FUNDING BY BOTH TYING IT TO INFLATION INDEX AND ON ENROLLMENT. 
          YEAH. SO WE HAVE FUND ON ENROLLMENT NOT ATTENDANCE. 
          AND WE HAVE INFLATION ADJUSTMENT FOR STATE. IS THAT INCLUDED THERE OR I JUST BECAUSE I
WANT I WANT TO MAKE SURE WE HIT AS MANY THINGS AS WE CAN. 
          I WOULD COMBINE THOSE INTO ONE CONCEPT, WHICH IS EDUCATION FUNDING IS VERY LOOSEY GOOSEY. 
          LET'S JUST MAKE IT STREAMLINED, WHICH MEANS TIE IT TO INFLATION AND MAKE IT BASED ON
ENROLLMENT SO THAT WE DON'T THINK OUR DOLLARS ARE ONE THING ONE DAY AND THEY BECOME A DIFFERENT THING ANOTHER. SO HOW YOU ALL DECIDE TO PUT THEM TOGETHER? WE'LL DO THAT AFTER
WE GET ALL THE PRIORITIES UP THERE. 
          OKAY. BUT I'M DONE. OKAY. INCREASED FUNDING FOR WHOLE CHILD SUPPORTS. 
          SPECIAL FUNDING. AND I AND I'LL BE SPECIFIC. OUT OF SCHOOL TIME FUNDING. 
          SO THAT WOULD INCLUDE AFTER SCHOOL AND SUMMER PROGRAMING. 
          AND THEN ALSO BEST WAY I CAN CATEGORIZE THIS IS SOCIAL SERVICES. 
          SO MENTAL HEALTH, MENTAL HEALTH SERVICES AND SUPPORTS WHICH,
WHICH WOULD ALSO INCLUDE SUBSTANCE ABUSE AS WELL. 
          SO WHOLE CHILD SUPPORT. PRESIDENT. CARRY ON. I'M GOOD. 
          OKAY. GOOD. SAVING THE BEST FOR LAST YEAR. I,
I THOUGHT TRUSTEE SANDERS WAS GOING TO MAKE THE POINT THAT I WAS THINKING ABOUT, BUT IT'S ACTUALLY A LITTLE DIFFERENT. 
          I THINK AFTER SCHOOL PROGRAMING IS SOMETHING THAT THE STATE SHOULD INCENTIVIZE AND SUPPORT
IN A BIG WAY. 
          THAT'S KIND OF WHAT HE SAID. IT'S TALKING ABOUT THE WHOLE CHILD AFTER SCHOOL,
SUMMER SCHOOL OR SUMMER PROGRAMING. 
          NOT NECESSARILY SUMMER SCHOOL, BUT SUMMER PROGRAMING,
MENTAL HEALTH, AFTERSCHOOL SUBSTANCE ABUSE. SO YES, NO, THAT'S WHAT WE SAID. TRUSTEE MITCH. WE'RE ALIGNED. 
          OKAY. DOES ANYBODY HAVE. DOES ANYBODY HAVE ANY OTHERS THAT ARE BURNING THAT NEED TO BE PUT
UP ON THE BOARD? OKAY. YOU'VE EACH BEEN GIVEN SIX DOTS. AND SO WHAT WE'RE GOING TO DO RIGHT NOW IS YOU CAN
PUT ALL OF YOUR DOTS ON ONE. YOU CAN. SPREAD THEM OUT. YOU CAN DO TWO. 
          COLORS DON'T MEAN ANYTHING. COLORS ARE ALL THE SAME. 
          NOW DO WE NEED TO COMBINE ANY OF THOSE UP THERE. 
          WHAT I'D RECOMMEND IS WE JUST LET THEM PUT ALL THEIR DOTS UP THERE. 
          OKAY. I THINK WE'VE HEARD A LOT OF CONVERSATION. 
          I THINK ONCE WE SEE ALL THOSE PRIORITIES SINCE WE'RE COMING BACK IN DECEMBER,
LET'S JUST GATHER THIS DATA, LET'S PUT IT TOGETHER, AND THEN WE CAN PROVIDE IT TO THEM IN ADVANCE. 
          THEY CAN GIVE US FEEDBACK BEFORE THE NEXT TIME WE GET TOGETHER. THAT'S GREAT. YOU MADE THE
TEACHER MISTAKE. YOU LET THEM ALL GET UP BEFORE YOU WERE DONE WITH THE INSTRUCTIONS. BUT I'M SAVING US TIME THOUGH ANYWAY. TRUSTEE MACKEY BECAUSE I'M CHANGING MY LESSON PLAN AS WE SPEAK. THANK YOU. 
          YES. YES. 
          DO YOU WANT TO GET. REALLY? 
          [01:30:15]
YEAH. YEAH. 
          SEE SEE SEE. LET ME SHOW YOU WHAT THE SMILE IS. SEE THAT SMILE? HE TOOK IT AGAIN. THAT'S LESSON. 60. 
          ANYTHING ABOUT. THIS BRAND NAME? YEAH. YOU GOTTA, YOU GOTTA CURVE. 
          DOES ANYBODY STILL HAVE ANY DOTS? OKAY. HOW YOU DOING? LET ME GET. YOU ABLE TO MOVE AROUND? THEY DIDN'T GO TO. I'M NOT SURE, BUT I KNOW. 
          Y'ALL, Y'ALL, Y'ALL. Y'ALL WENT TO THE PUMPKIN PATCH,
Y'ALL. Y'ALL DIDN'T GO TO HIM. Y'ALL WENT TO TAKE PICTURES THAT Y'ALL Y'ALL AIN'T ON THERE. BUT NOTHING OUT HERE. HE AIN'T GONE. 
          OKAY. WELL, NOW. I'M SURE SHE'S ASLEEP THE WHOLE TIME. 
          AND SHE GOT UP AND SHE WOKE UP BECAUSE EVERY PICTURE I SAW,
SHE WAS SLEEPING. 
          THAT'S WHY I SAID SHE AIN'T EVEN. SHE WAS AWAKE. 
          SHE AIN'T GONNA REMEMBER NOTHING. EVER HAPPENED. 
          SHE WAS SLEEPING. I MEAN. SHE TOLD ME SHE WAS. 
          EXCELLENT. OKAY. THANK YOU ALL. A LOT OF GREAT IDEAS. 
          A LOT OF GREAT SUGGESTIONS. AND WE REALLY DO APPRECIATE IT. WE'RE GOING TO TAKE THESE
BACK. OUR GOAL IS TO TYPE ALL THIS OUT, SO THAT WAY WE CAN PUT IT IN THE BOARD UPDATE. 
          TRY TO GET THAT TO YOU ON SUNDAY. AND THEN AGAIN,
LIKE I MENTIONED, WE'RE GOING TO BE MEETING WITH OUR DELEGATION HERE FAIRLY SOON. 
          AND THEN WE'RE GOING TO BRING THIS BACK TO YOU IN DECEMBER. 
          THANK YOU. THANK YOU, CHIEF DELANDER AND MR. STANFORD. 
          AND AGAIN, WHAT WE'LL DO IS WE WILL PUT ALL OF THIS,
SUMMARIZE WHAT WE HEARD, WHAT WE THINK WE HEARD, AND GIVE YOU AN OPPORTUNITY EVEN BEFORE THE DECEMBER MEETING. 
          WE WILL PUT THIS IN THE BOARD UPDATE THIS SUNDAY,
AND THAT WILL GIVE YOU OPPORTUNITY TO GIVE US WRITTEN OR VERBAL FEEDBACK EVEN BEFORE THE DECEMBER MEETING. SO BECAUSE I'M SURE WE MAY NOT HAVE CAPTURED SOMETHING EXACTLY THE WAY
YOU WANTED IT. 
          AND THAT WAY WE CAN MAKE THOSE ADJUSTMENTS BEFORE THE DECEMBER GROUPING. 
          THANK YOU VERY MUCH. OKAY. THANK YOU FOR THANK YOU FOR THAT TEAM. 
          WE'LL TURN TO AGENDA ITEM SEVEN B, SB QUARTERLY REPORT FISCAL YEAR 2026 2027,
QUARTER ONE. 
          GOOD EVENING, DOCTOR ELIZALDE AND AND OUR TRUSTEES. 
          IN AN EFFORT TO EXCEED OUR GOODS AND SERVICES GOALS,
WE HAVE IDENTIFIED 121 VENDORS WHO HAVE BEEN AWARDED CONTRACTS WITH THE DISTRICT BUT ARE NOT SBA CERTIFIED. 
          [01:35:05]
SO THEREFORE, WE'RE ARE COLLABORATING WITH THREE CERTIFICATION AGENCIES AND WE ARE
CONDUCTING SBE CERTIFICATION WORKSHOPS, AND THE GOAL OF THE WORKSHOPS IS TO STREAMLINE THE CERTIFICATION PROCESS,
WHICH CAN BE VERY LENGTHY. 
          ON THE NEXT PAGE, ON THE NEXT PAGE, BASICALLY,
WE BASICALLY JUST HIGHLIGHTED SOME OF THE ONGOING PROGRAMS THAT WE'RE IMPLEMENTING, SUCH AS OUR BURN ACADEMIES AND OUTREACH. NEXT,
MISS PARTY WILL PRESENT OUR FIRST QUARTER DATA. 
          THANK YOU, MR. WILLIAMS. TRUSTEE SUPERINTENDENT,
I'LL SHARE WITH YOU THE SBE UTILIZATION FOR THE 2020 BOND PROGRAM. 
          THE BOARD HAS AN ESTABLISHED SBE GOAL OF 30%. 
          OUR YEAR TO DATE NUMBERS REPRESENT 64.50%, AND IN THE AREA OF PROFESSIONAL SERVICES,
THE BOARD HAD AN ESTABLISHED GOAL OF 35%, AND WE HAVE 36.09% SB UTILIZATION. 
          SO WE'RE SEEING IN BOTH OF THOSE RESPECTIVE CATEGORIES. 
          THE NEXT SLIDE THAT YOU HAVE BEFORE YOU IS ACTUALLY THE CONSTRUCTION MANAGER AT RISK. 
          TOTAL SB UTILIZATION. IN COMPARISON TO A 30% SB GOAL,
THE UTILIZATION IS 50.96%. 
          THE NEXT SLIDE WILL REPRESENT YOUR SB UTILIZATION EXCLUDING BOND FUNDS. 
          THE FIRST ANALYSIS WOULD REPRESENT YOUR FUND 1.99. 
          WITH THAT, WE HAVE A 30% GOAL. THE ACTUAL UTILIZATION WITH CERTIFIED FIRMS IS 18.09%. 
          WE ALSO LIKE TO SHOW THOSE FIRMS THAT ARE DESIGNATED AS NON CERTIFIED,
AND THAT REPRESENTED 16.49%. 
          THE NEXT ANALYSIS WOULD BE THE DISTRICT WIDE FUNDS. 
          AND AGAIN, IT WILL EXCLUDE YOUR BOND FUNDS. WE HAVE A 30% SB GOAL. 
          THE ACTUAL UTILIZATION IS 13.83% WITH CERTIFIED COMPANIES. 
          AND AS IT RELATES TO THOSE THAT ARE NOT CERTIFIED. 
          THAT NUMBER REPRESENTS 13.48%. AND AS MR. WILLIAMS INDICATED,
WE HAVE INITIATIVES DESIGNED TO INCREASE SB UTILIZATION WITH NON-CERTIFIED FIRMS. THAT CONCLUDES OUR PRESENTATION. 
          WE'RE NOW OPEN IT UP TO ANY QUESTIONS. THANK YOU FOR THE PRESENTATION. 
          TRUSTEES. TRUSTEE. SANDERS. AS ALWAYS, THANK YOU SO MUCH,
MISS PARTY, MR. WILLIAMS, FOR THIS PRESENTATION. I HAVE SOME HYPOTHETICAL QUESTIONS FOR YOU. 
          IF YOU FEEL LIKE YOU HAVE A GOOD ANSWER, THAT'S COOL,
BUT IF NOT, THAT'S FINE TOO. 
          BUT GIVEN SOME OF THE CONVERSATIONS WE JUST HAD ABOUT OUR LEGISLATIVE PRIORITIES,
I'M INTERESTED IN IF THERE IS A PERSPECTIVE THAT YOU ALL MAY HAVE ABOUT LEGISLATIVE PRIORITIES WE SHOULD BE THINKING ABOUT RELATIVE TO
YOUR WORK IN, YOU KNOW, IN AS A TRUSTEE. I'M JUST INTERESTED IN HEARING,
YOU KNOW, WE TALKED ABOUT WHAT WE'RE WHAT WE THINK WE MIGHT POTENTIALLY PUSH FOR REGARDING DEI, I. JUST WANT TO GET Y'ALL'S PERSPECTIVE. 
          I WOULD SAY MY PERSPECTIVE IS THERE HAS BEEN SOME DISCUSSIONS THAT THEY THERE IS A ATTEMPT
TO INCREASE THE SIZE STANDARDS FOR SMALL BUSINESSES. AND SOME OF THOSE SIZE STANDARDS ARE GOING TO BE EXTREMELY LARGE. 
          SO IN THAT CAPACITY, WE HAVE THE CONCERN THAT THE COMPANIES THAT WE ARE HERE TO ACTUALLY
SUPPORT AND UTILIZE AND HELP THEM TO GROW WILL BE COMPETING WITH COMPANIES THAT ARE WAY LARGER THAN THEM. 
          THANK YOU. YES, THAT IS THAT'S THE KIND OF THING THAT I WANTED TO KNOW TO HAVE A FLAG FOR. 
          SO IT CAN POTENTIALLY HELP US AS WE'RE ADVOCATING FOR WHAT WE NEED TO ADVOCATE FOR DOWN IN
AUSTIN. 
          THAT'S REALLY HELPFUL. THANK YOU. SO JOE POINTED TO ME AND LOOKED AT ME BECAUSE HE KNOWS I'M ALWAYS GOING TO BE AN ADVOCATE FOR THIS OFFICE. 
          AND AGAIN, THANK YOU FOR THE WORK THAT YOU DO IN REGARDS TO SMALL BUSINESSES AND MINORITY
AND WOMEN OWNED BUSINESSES UNDER THE SMALL BUSINESS UMBRELLA. YOU GUYS DO AN EXCELLENT JOB AND WE APPRECIATE ALL OF YOUR WORK,
BUT WE STILL GOT TO GET THOSE NUMBERS UP FOR GOODS AND SERVICES. 
          CORRECT. YOU BETTER BE ON TOP OF THOSE BAD BOYS BECAUSE I'M WATCHING YOU. 
          [01:40:03]
YES, MA'AM. AND WE'RE MAKING SURE THAT WE DO THAT. 
          OKAY. THANK YOU. MA'AM. OKAY. TRUSTEE. IS ANYONE ELSE? AND SEEING NOTHING FURTHER. THANK YOU SO MUCH FOR THE PRESENTATION. 
          THANK YOU. TRUSTEES FOR AGENDA ITEM NINE. THE MINUTES ARE POSTED AND DILIGENT FOR YOUR
REVIEW. 
          [9. MINUTES SUBMITTED FOR APPROVAL   ]
TRUSTEES WILL THEN TURN. IS THERE ANY QUESTIONS UNDER. 
          [10. POLICY UPDATES   ]
I'M SURE THERE IS POLICY POLICY UPDATES. TEN A TEN A TRUSTEE MACKEY. 
          YEAH. I JUST WANT TO SAY THANK YOU. FIRST OF ALL,
FOR EVERYONE ENGAGING IN THIS GREAT CONVERSATION AT THE NIGHT MEETING. I KNOW IT WAS A LATE NIGHT. THANK YOU TO TRUSTEE MICCICHE AND TRUSTEE GARCIA FOR ADDING YOUR LANGUAGE
AMENDMENTS. 
          I PERSONALLY FULLY SUPPORT BOTH OF THOSE. I THINK THEY'RE GREAT ADDITIONS TO THE POLICY
AND I WELCOME THAT. 
          AND NOW JUST ADD TRUSTEES, PLEASE, IF YOU HAVE. 
          IF THERE ARE OTHER AMENDMENTS YOU HAVE IN MIND,
PLEASE SUBMIT THOSE TIMELY SO THAT OUR BOARD SERVICES TEAM CAN MAKE SENSE OF THEM, AND SO THAT WE CAN PRESENT THEM TO THE FULL BOARD AT THE NIGHT MEETING FOR FOR A VOTE. 
          ANYTHING ELSE UNDER POLICY UPDATES? OKAY. SEEING NOTHING THEN. 
          THEN LET'S GO TO CHIEF OF STAFF DIVISION. ANYTHING UNDER QUESTION UNDER 13 14, 
          [12. CHIEF OF STAFF DIVISION   ]
15, 13, 14 OR 15. OKAY. SEEING NONE THEN TRUSTEES. 
          WE'LL GO TO ACADEMICS AND TRANSFORMATION DIVISION. 
          [16. ACADEMICS AND TRANSFORMATION DIVISION   ]
ANYTHING UNDER 17? OKAY. OKAY. THEN THERE'S 17. 
          THE TRUSTEES WILL GO TO SCHOOL LEADERSHIP DIVISION. ANYTHING UNDER 18. 
          [18. SCHOOL LEADERSHIP DIVISION   ]
19. TRUSTEE SANDERS. YES. SORRY. 19. 1998. GO AHEAD. JUST STARTING OFF. ONE. ANYTIME. SCHOOL CLOSURES ARE PART OF THE CONVERSATION,
AS WE ALL KNOW. THESE ARE THESE ARE HEAVY CONVERSATIONS,
TOUGH CONVERSATIONS TO HAVE. 
          I'LL START OFF WITH TALKING ABOUT SOME OF THE DECISIONS THAT WE'RE HAVING TO MAKE IN
DISTRICT FIVE. 
          BUT ELEMENTARY SCHOOL IS A UNIQUE IS A UNIQUE SCENARIO. 
          THE REASON WHY WE'RE TALKING ABOUT CONSOLIDATING BUD IS BECAUSE OF ACADEMIC PERFORMANCE. 
          THIS LAST YEAR, BUD RECEIVED AN F RATING THE YEAR BEFORE IT RECEIVED A D RATING. 
          AND THEN THE YEAR BEFORE THAT IT WAS AN F I,
CORRECT? ONE OF THE CHALLENGES THAT I GUESS WILL SOON BE CALLED THE PREVIOUS ADMINISTRATION BROUGHT
WAS THEY BECAME INCREASINGLY MORE AND MORE AGGRESSIVE ON SCHOOL TAKEOVERS. 
          YOU GUYS, NOT YOU GUYS. THE PUBLIC PROBABLY HAS HEARD ABOUT SOME OF THESE RECENTLY. 
          FORT WORTH ISD HOUSTON ISD, OF COURSE, SEVERAL OTHER ISDS ACROSS THE STATE. 
          AND IT ONLY TAKES ONE SCHOOL IN ORDER FOR THE STATE TO COME IN AND ELIMINATE THE BOARD OF
TRUSTEES, APPOINT THEIR OWN BOARD. AND IN MY OPINION ELIMINATE PUBLIC VOICE AND, AND, AND SHARED STAKEHOLDER SHIP WITH THESE SCHOOLS. 
          BUT ELEMENTARY WAS ONE OF THOSE SCHOOLS IN DALLAS ISD,
ONE OF THE FEW THAT DID NOT PERFORM PARTICULARLY WELL. 
          AND THEN WE HAVE A PLAN. AND CHIEF HEWITT PRESENTED A LITTLE BIT EARLIER ON THE OPTIONS
THAT WERE AVAILABLE TO US, LEST WE RISK ACTUAL TAKEOVER. NOW, I THINK WE'RE LOOKING FORWARD TO A NEW ADMINISTRATION. THINGS COULD BE VERY, VERY DIFFERENT. 
          BUT EVEN RIGHT NOW, IT'S A LITTLE BIT OF A PRECARIOUS TIME BECAUSE WHO KNOWS WHAT CAN
HAPPEN BETWEEN NOW AND THEN. 
          AND WE HAVE A DEADLINE BY WHICH WE HAVE TO ACTUALLY SUBMIT OUR SCHOOL PLAN,
WHICH IS NOVEMBER. 
          SO I'M NOT GOING TO GET IT TWISTED THAT, THAT,
THAT I DON'T THINK WE HAVE ANY ROOM TO PLAY FAST AND FREE. 
          AND WHO KNOWS WHAT WOULD HAPPEN ON THE WAY OUT IF THERE'S AN ON THE WAY OUT EVEN HAPPENING
RIGHT NOW. 
          FOR THE CURRENT COMMISSIONER AND LEADERSHIP IN TEA. 
          SO WITH THAT SAID, THAT'S WHY WE'RE HAVING TO MAKE THIS DECISION. 
          WE'VE HAD SEVERAL MEETINGS WITH THE BUD COMMUNITY. 
          AND PART OF THE THING THAT'S THAT'S THE BRIGHT SIDE OF A TOUGH CONVERSATION IS THE BOND
THAT WAS JUST PASSED BY THIS COMMUNITY MEANS THAT 
          [01:45:09]
WE'RE GOING TO BE GETTING A BRAND NEW CEDAR CREST ELEMENTARY. WE'RE GOING TO BE GETTING A
BRAND NEW JOHN NEELY BRYAN ELEMENTARY, AND THE STUDENTS WHO ARE AT THE BUD ELEMENTARY SCHOOL WOULD BE HAVING AN OPPORTUNITY TO GO
TO EITHER OF THOSE. 
          AND WE'RE CREATING A SCENARIO FOR THOSE FAMILIES TO BE ABLE TO PARTICIPATE IN THE
CONVERSATIONS AROUND WHAT THE NEW SCHOOL WOULD LOOK LIKE. 
          I SAY ALL OF THIS BECAUSE I WANTED TO, YOU KNOW,
PUT ON A PUBLIC RECORD. 
          WHY BUD ELEMENTARY IS IS VERY, VERY IMPORTANT. 
          THE NEXT ONE HAROLD. SORRY, NOT. HAROLD, I APOLOGIZE. 
          HARLEY. HARLEY IS A PHENOMENAL BUILDING. IT IS A IS IN A HISTORIC BUILDING. 
          I WANT TO CREDIT THE ADMINISTRATION AND THE LEADERSHIP FOR THE CONVERSATIONS THAT WE'VE
BEEN HAVING WITH THAT COMMUNITY OVER THE LAST SEVERAL WEEKS. 
          SPECIAL CREDIT TO CHIEF HEWITT FOR COMING IN AND BEING A PART OF AND FACILITATING SOME OF
THESE. 
          IT IS OUR EARLY LEARNING. WELL, I WOULD SAY EARLY EDUCATION CENTER. 
          SO IT WAS PRE-K ALL THE WAY TO SECOND GRADE. WE HAVE LOW ATTENDANCE SIMPLY BECAUSE THAT'S
KIND OF THE FORMAT OF THE SCHOOL. AND OUR CURRENT BUDGET DEFICIT DOES NOT GIVE US A LOT OF WIGGLE ROOM AROUND
THIS SPECIFIC CAMPUS. 
          AND SO WE'RE GOING TO TAKE THE TIME TO HAVE THE CONVERSATION. 
          WE'VE TAKEN THE TIME TO HAVE THE CONVERSATION WITH THE COMMUNITY,
AND NOW WE'RE ENGAGING THE COMMUNITY ON WHAT HAPPENS WITH THE BUILDING ITSELF, WHICH WE ARE THEN TAKING INTO CONSIDERATION,
GIVEN THAT IT IS A HISTORIC BUILDING AND, YOU KNOW, I WILL GO TO MY GRAVE NOT FIGHTING FOR SOMETHING THAT IS IN A FREEDMAN NEIGHBORHOOD,
TO BE TREATED WITH THE RESPECT AND LEGACY THAT HIS HISTORY DESERVES. SO I'LL STOP THERE IN MY FIRST GO ROUND. 
          AND I HAVE SOME ADDITIONAL THOUGHTS THEREAFTER. 
          TRUSTEE. FOREMAN. SO I'LL START OUT WITH ABOUT STORY,
WHICH IS IN MY DISTRICT. 
          AND THERE'S BEEN NUMEROUS CONVERSATIONS REGARDING THAT STORY,
WHICH WAS A DFD, BUT ONE POINT AWAY FROM A C IF I HAVE THAT CORRECT,
AM I CORRECT? TWO POINTS, TWO POINTS AWAY FROM A C. I THOUGHT IT WAS ONE BUT TWO POINTS AWAY FROM A C. 
          THE LAST TIME AND THERE HAVE BEEN CONVERSATIONS ABOUT CREATING A PRE K THREE SCHOOL. I MEAN NOT PRE K THREE. I'M SORRY PRE K THROUGH EIGHT SCHOOL. 
          AND NOW I UNDERSTAND THAT THE CONVERSATION IS MOVING THEM TO TODD WHICH I FULLY SUPPORT
THAT. 
          BUT I DO WANT US TO, TO REALLY UNDERSTAND THAT I THINK THE WINDS OF TIME ARE GOING TO
CHANGE WITH THE NEW ELECTED GOVERNOR. AND SO I WANT TO MAKE SURE THAT WE,
WE, WE GET THAT PART, BUT I WANT TO GO ON TO WHAT'S NEAR AND DEAR TO MY HEART. 
          FIRST OF ALL, I'LL SAY IT AGAIN. I'M SORRY TO THE PEOPLE FROM SOUTH DALLAS. 
          WHO STAYED HERE TO HEAR THIS CONVERSATION? AND THE MAJORITY OF YOU ARE GONE. 
          BUT FOR THOSE OF YOU ON THIS BOARD WHO DON'T KNOW IT,
I'M STRAIGHT OUT OF SOUTH DALLAS AND I SUPPORT THE SOUTH DALLAS COMMUNITY. 
          THERE ARE ONLY TWO OF US ON THIS BOARD THAT WAS HERE FOR CLOSURES IN 2012. 
          WAS THE SUPERINTENDENT OF 11 SCHOOLS. THE MAJORITY OF THOSE IN SOUTH DALLAS. 
          I'M GOING TO SAY THAT AGAIN, THE MAJORITY OF THOSE IN SOUTH DALLAS. 
          WE HAVE A BUDGET DEFICIT OF 114 MILLION, BUT WE'RE TALKING ABOUT 1.3 MILLION TO PRESERVE A LEGACY IN SOUTH DALLAS. 1.3. TO PRESERVE A LEGACY. 
          YES, WE HAVE A BUDGET DEFICIT, BUT WE'RE PAYING $80,000 TO PRE-K. 
          THREE TEACHERS. THAT'S WHERE WE START. THAT'S WHERE WE START. I DON'T WANT TO SEE THIS SCHOOL CLOSING. 
          [01:50:03]
I HOPE THAT THIS BOARD UNDERSTANDS THE DEVASTATION TO SOUTH DALLAS. 
          I'VE WATCHED PEARL SEE ANDERSON BE SOLD OFF FOR PENNIES BASED ON THE ACREAGE. 
          I WATCHED PHYLLIS WHEATLEY TURN INTO A CHARTER SCHOOL. 
          I'VE WATCHED THAT. I'VE SEEN STUDENTS MOVE FROM SOUTH DALLAS SCHOOLS TO SCHOOLS THAT ARE
OUT OF THE SOUTH DALLAS DISTRICT. 
          TRUSTEE ED TURNER YOU PROBABLY DON'T KNOW IT,
BUT I'VE TALKED ABOUT WHY DON'T WE LOOK AT BRINGING SOME OF THOSE STUDENTS BACK INTO SOUTH DALLAS BY REDRAWING THE LINES? I HAVEN'T GOTTEN ANYWHERE WITH THAT,
BUT I'M GOING TO CONTINUE THAT FIGHT. 
          I SUPPORT SOUTH DALLAS, I SUPPORT JJ RHODES,
AND I HOPE THIS BOARD WILL UNDERSTAND THE MAGNITUDE OF CLOSING ANOTHER SCHOOL IN SUNNY SOUTH DALLAS. TRUSTEE TURNER. 
          YES. I DEFINITELY APPRECIATE THIS CONVERSATION. 
          AND I WANT I WANT THE COMMUNITY TO KNOW THIS IS THAT WE AS A BOARD,
WE ASK THE SUPERINTENDENT TO BRING US SOME TOUGH DECISIONS TO MAKE. 
          THAT'S WHAT WE ASK THE SUPERINTENDENT TO DO AND HER AND HER TEAM. 
          THAT'S WHAT THEY DID. THEY HAD MEETINGS IN THE COMMUNITY. 
          THEY TALK WITH PARENTS TO BRING US SOME TOUGH RECOMMENDATIONS. 
          WHILE AS A SCHOOL BOARD TRUSTEE, I KNOW WE HAVE TO MAKE TOUGH DECISIONS WHEN IT COMES TO
CONSOLIDATIONS. 
          BUT WE ALSO, AS A BOARD, HAVE TO MAKE TOUGH DECISIONS ON WHAT TO KEEP. 
          AND WHEN WE LOOK AT. FOR EVERY $100 THAT WE SPEND,
IT ONLY COSTS US $0.09 OF OUR BUDGET. 
          IF WE CLOSE JJ ROADS, THE MESSAGE THAT WE'RE SENDING TO THE SOUTH DALLAS COMMUNITY IS THAT
PRE-K THREE, PRE-K FOUR IS NOT WORTH A DIME. THAT'S THE MESSAGE THAT WE'RE SENDING. 
          SO THINGS I WANT TO ASK WHEN WE TALK ABOUT PRE-K THREE,
PRE-K FOUR. 
          YOU MENTIONED THAT ENROLLMENT IS ABOUT 250 STUDENTS THAT YOU NEED TO HAVE A SCHOOL,
RIGHT? NO, THAT WAS A COMPARISON SLIDE OF WHAT, TWO,
TWO SCHOOLS TO 500. 
          IT ACTUALLY TAKES IN THE NEIGHBORHOOD OF ABOUT 350. 
          IF YOU'RE TALKING AND IF I'M UNDERSTANDING YOUR QUESTION. 
          RIGHT. THAT'S MY QUESTION. THE DOLLARS THAT WE GET PER STUDENT AND THEN THE EXPENDITURE OF
STAFF IN GENERAL. 
          RIGHT. IT TAKES ABOUT 350 STUDENTS TO, TO NOT HAVE OVER OVER THE FUNDING THAT WE RECEIVE. 
          AND I AND I UNDERSTAND THAT. SO MY QUESTION IS,
HOW MANY STANDALONE PRE-K SCHOOLS IN THE DFW AREA, OR EVEN IN THE STATE OF TEXAS, HAS ENROLLMENT OF 350 KIDS. 
          I WOULDN'T HAVE THAT DATA HERE. NO, BECAUSE THERE'S NONE. 
          IT ABSOLUTELY DOESN'T EXIST. NOT EVEN IN THE UNITED STATES OF AMERICA. 
          SO COMPARING THAT, I UNDERSTAND THE IMPORTANCE OF HAVING A LOT OF KIDS IN ONE SCHOOL FOR
RESOURCES, FOR DOLLARS. MY POINT IS, THAT'S NOT HOW STANDALONE PRE-K CENTERS WORK. 
          NOW ALL IT'S IN PART, IT'S ALL. IT'S IN PART. 
          CURRENTLY HAVE KIDS IN THE SCHOOL RIGHT NOW? NO. 
          SO ON OCTOBER, WHAT PARENTS DID YOU MEET FROM ARLINGTON PARK? WE ACTUALLY CONNECTED WITH THE PARENTS AT THE BEGINNING OF THE SCHOOL YEAR. AND THOSE
PARENTS AND FAMILIES ARE CURRENTLY AT OBADIAH NIGHT. 
          RIGHT. BUT I ASKED THE QUESTION EARLIER ABOUT HAVE YOU HAD PARENT MEETINGS WITH PARENTS
PRIOR TO OCTOBER? BUT THAT'S NEITHER HERE NOR THERE. SO I DON'T WANT TO BEAT THAT DEAD HORSE. 
          OKAY. NOW, WELL HOLD ON. TRUSTEE ED TURNER THE CONVERSATION WITH THEM WAS THAT WE'RE ONLY
GOING TO BE 14 STUDENTS THERE. 
          AND SO WE ASKED THEM WOULD THEY? WE DIDN'T SAY WE'RE GOING TO CLOSE. 
          WE SAID, WOULD YOU GO TO OBADIAH NIGHT SO WE WOULDN'T JUST HAVE ONE STUDENT,
ONE SCHOOL, ONE TEACHER HERE FOR THOSE STUDENTS, WHICH MAKES PERFECT SENSE. THAT WAS THE I JUST WANT TO CLARIFY THE CONVERSATION BECAUSE IT
SOUNDED LIKE YOU'RE SAYING WE HAD A CONVERSATION WITH THEM ABOUT CLOSING PRIOR TO OCTOBER, AND THAT WASN'T OUR CONVERSATION WITH THEM. OKAY. 
          IT WAS JUST ABOUT RELOCATING. OKAY. OUR PARTICULAR RABBIT HOLE. 
          BUT HAS THE ENROLLMENT AT JJ ROSE INCREASED OR HAS IT DECREASED OVER THE LAST FEW YEARS? IT'S FLUCTUATED. IT'S GONE UP. A FEW STUDENTS AND IT'S GONE DOWN AND HAD A DECLINE ONE
YEAR AND IT'S GONE UP. 
          [01:55:05]
SO FROM OVER THE LAST FIVE YEARS FLUCTUATIONS FROM THE BEGINNING,
95 STUDENTS AND CURRENTLY WE'RE AT 121 STUDENTS, RIGHT. SO WE HAVE 30 SEATS AVAILABLE. CORRECT. 
          130 SEATS. THAT'S CORRECT. 132 SEATS AVAILABLE. 
          OKAY. OKAY. NOW, YOU MENTIONED THAT H S THOMPSON. 
          SO ARE WE SAYING THAT ALL 122 KIDS AT JJ RHODES ARE GOING TO GO TO H.S. 
          THOMPSON? THAT'S FOR A PARENT TO DECIDE. WHAT WE DO HAVE IS THE AVAILABILITY TO RECEIVE
ALL 130 OR 21 STUDENTS AT H.S. THOMPSON. SO WE HAVE THE CAPACITY TO RECEIVE ALL 122 KIDS. 
          YES. AJ THOMPSON FOR PRE-K THREE. PRE-K FOUR. 
          YES. THAT'S CORRECT. AND OUR RECOMMENDATION WAS THAT THEY ALL STAY WITHIN A WING OF H.S. 
          THOMPSON FOR EARLY CHILDHOOD. SO IT WOULD BE PRE-K,
THREE PRE-K, FOUR KINDER AND FIRST GRADE. 
          AND WHEN WOULD THIS INFORMATION SHARED WITH PARENTS THAT YOU HAVE THE SPACE FOR 122 KIDS? I'VE BEEN HAVING FOCUS GROUP MEETINGS AND THAT I'LL CONTINUE TO HAVE THROUGHOUT THE MONTH
OF NOVEMBER, BECAUSE THAT'S THE FIRST TIME I'VE HEARD THIS. NOW WHEN WE TALK ABOUT THE BOUNDARIES,
HOW MANY KIDS ARE ACTUALLY ZONED TO H.S. 
          THOMPSON 50 STUDENTS. OKAY. HOW MANY ARE ZONED TO CHARLES RICE. 
          LET ME PULL THAT UP. IT'S NINE. HOW MANY ARE ZONED TO DUNBAR? CURRENTLY IT'S 21. RIGHT. SO WE'RE TALKING ABOUT 37 KIDS THAT EITHER THAT COME TO JJ
RHODES OUTSIDE OF SUNNY SOUTH DALLAS. THAT MEANS THOSE PARENTS THAT PASSED UP AT LEAST THREE DAYCARES,
TWO NEIGHBORHOOD SCHOOLS, A FEW CHARTER SCHOOLS JUST TO DRIVE THEIR KIDS TO SUNNY SOUTH DALLAS TO GO TO SCHOOL. 
          WHAT HAPPENS TO THOSE KIDS? THEY WOULD HAVE THE OPTION TO GO TO H.S. 
          THOMPSON AND WORK AND HAVE THEIR STUDENTS SERVED BY THE SAME TEACHERS. 
          OKAY. NOW JJ RHODES, THEY HAVE THEY HAVE AFTER SCHOOL PROGRAM. 
          WHAT OTHER PRE-K SCHOOLS DO WE HAVE TO HAVE AFTER SCHOOL PROGRAMING? THE THREE PROGRAMS THAT WE HAD AVAILABLE. SO ARLINGTON PARK N W HARLEY AND J. 
          J RHODES ALL HAD. AFTER SCHOOL PROGRAMS IN THAT PROGRAM WOULD REMAIN AT H. 
          S THOMPSON IF THEY WERE TO MOVE TO H. S THOMPSON. 
          AND WHAT ABOUT THE TWO WAY DUAL LANGUAGE PROGRAM? H S THOMPSON WE CREATED A TWO WAY DUAL LANGUAGE PROGRAM AT H. 
          S THOMPSON A FEW YEARS AGO SO THAT THERE WAS ALIGNMENT BETWEEN THE PRE-K PROGRAM AND H. 
          S THOMPSON AS THOSE STUDENTS ROLLED UP TO H. S THOMPSON. 
          RIGHT. BUT WE ALSO UNDERSTAND THAT THERE'S A MARKET FOR PARENTS WHO ARE NOT READY TO SEND
THEIR KIDS TO A SCHOOL THAT ARE FOR BIGGER KIDS. 
          IS THAT CORRECT? I'M SORRY, I DON'T I MEAN, THERE IS A MARKET FOR PARENTS WHO DO NOT WANT
TO SEND THEIR KIDS TO A SCHOOL WITH A PRE-K THROUGH FIFTH GRADE SCHOOL. SOME PARENTS ARE HAPPY WITH OUR WITH JUST PRE-K THREE,
PRE-K FOUR. 
          I WOULD IMAGINE THAT WE DEFINITELY HAVE PEOPLE WHO FEEL THAT WAY. 
          AND I WOULD ALSO STATE THAT WE HAVE PRE-K THREE AND PRE-K FOUR ACROSS DALLAS ISD. 
          IT'S IN ALL OF OUR SCHOOLS, WITH THE EXCEPTION OF LAKEWOOD AND H.S. 
          THOMPSON AT THIS TIME. OKAY, MY NEXT QUESTION HERE BECAUSE WHAT YOU MENTIONED TO US WAS PARENTS GOING TO THEIR LEGACY SCHOOLS. LIKE AGAIN,
THIS IS THE FIRST TIME I'VE HEARD ALL 122 KIDS WOULD BE ABLE TO GO INTO H.S. THOMPSON. SURE. NOW I'M SORRY. OKAY. 
          AND THEN BECAUSE THE BIG DIFFERENCE HERE FOR ME IS. 
          I DON'T KNOW HOW WE'RE GOING TO GET 122 KIDS IN IN H.S. 
          THOMPSON AND THEN WHEN WE START TALKING ABOUT CONSTRUCTION,
THE PERMITTING PROCESS AND ALL OF THAT LIKE THAT, THAT BECOMES A WHOLE NOTHER HEADACHE. YES. TRUSTEE TURNER WE DON'T NEED TO DO
CONSTRUCTION. 
          WE ACTUALLY WALKED H.S. THOMPSON WITH OUR STAFF WITH THE JJ ROAD STAFF WITH BRANT ALFORD
OVER BOND AND CONSTRUCTION AND ALSO OUR CHIEF BEAR OVER OPERATIONS. 
          WE DID THAT WALK LAST FRIDAY TO SEE THE WING OF H. 
          S THOMPSON THAT COULD HOLD ALL OF THE STUDENTS. 
          OKAY. ALL RIGHT. WELL THAT'S ALL THE QUESTIONS I HAVE FOR THIS ROUND. 
          THANK YOU. TRUSTEES. ANYONE ELSE FOR ROUND ONE SEEING NO. 
          ROUND ONE, THE TRUST. OKAY. I JUST WANTED TO SAY BEFORE WE GO TO ROUND TWO BECAUSE I WANT
TO HAVE SOME QUESTIONS, BUT I JUST WANTED TO SAY PERSONALLY, I DO KNOW WHAT IT IS LIKE TO BE AT A SCHOOL THAT IS
CONSOLIDATED. 
          [02:00:06]
TRUSTEE FOREMAN REFERENCE REFERENCED THOSE SCHOOLS THAT WERE CLOSED,
11 SCHOOLS THAT WERE CLOSED IN 2012. 
          ONE OF THOSE SCHOOLS WAS JAMES FANNIN ELEMENTARY. 
          THAT WAS A SCHOOL WHERE MY LAW FIRM HAD ADOPTED IT. 
          I WAS THE FOUNDER AND CHAIR OF OUR PARTNERSHIP PROGRAM. 
          WE WERE THERE FOR SEVEN YEARS. I WAS CHAIR OF THE COMMITTEE. 
          ONCE WE STARTED REALLY LISTENING TO WHAT THE PRINCIPAL NEEDED THAT SCHOOL,
WE WERE ABLE TO HELP THAT SCHOOL IMPROVE ITS ACCOUNTABILITY RATINGS. IT REACHED EXEMPLARY STATUS EVERY YEAR. 
          WE HAD TO RENEW THAT PARTNERSHIP. AND EVERY YEAR I HAD TO GO THROUGH TO OUR MANAGEMENT
COMMITTEE AND GET THEM TO, YOU KNOW, PUT THIS ONE FIRST INSTEAD OF THE MANY OTHERS THAT OTHER LAWYERS IN THE FIRM
WANTED TO DO. 
          I WAS TOTALLY COMMITTED TO THAT SCHOOL. I CAME TO THE BOARD TWICE TO PLEAD WITH THE BOARD
NOT TO NOT TO CLOSE DOWN THAT SCHOOL. IT WAS A LOW ENROLLMENT SCHOOL. IT HOVERED AROUND 250 STUDENTS AT THE TIME. 
          IT WAS THE LARGEST SCHOOL IN TERMS OF ENROLLMENT OF THE 11 THAT THAT WERE EVENTUALLY
CLOSED. 
          AND WITH THE AND I WAS FRUSTRATED, INFURIATED AND UPSET THAT THAT SCHOOL WAS CLOSED. AND THE KIDS WERE SENT OFF TO THREE DIFFERENT SCHOOLS. 
          AT THE TIME. NOW THAT AREA, IT'S THE ROSS AVENUE CORRIDOR AREA HAS. 
          I DON'T KNOW, 6 OR 7 SCHOOLS THAT ARE WITHIN A MILE OF EACH OTHER. 
          AND I CAN SEE, LOOKING BACK IN TIME THAT IT,
IT WAS IMPOSSIBLE TO KEEP ALL THESE SCHOOLS THAT HAD SUCH LOW ENROLLMENT OPEN AT A COST THAT THAT MADE, MADE SENSE GIVEN THE BUDGET CONSTRAINTS IN 2011. SOME OF YOU MAY RECALL THAT THE STATE HAD A HUGE CUT IN EDUCATION FUNDING BECAUSE OF A BUDGET CRISIS. 
          SO SO I, I DO UNDERSTAND TRYING TO FIGURE OUT WAYS THAT WE CAN SAVE MONEY SO THAT WE CAN KEEP STUDENT SERVICES UP IN,
DURING THAT PERIOD OF TIME. 
          I REMEMBER WE, WE STARTED SHARING A LIBRARIAN WITH BONHAM AND A NURSE WITH BONHAM
ELEMENTARY, ONE OF THE OTHER SCHOOLS THAT AT THAT POINT IN TIME CLOSED. 
          IT LATER REOPENED AS SOLAR PREP FOR GIRLS. BUT IT WAS,
IT WAS, IT WAS IMPOSSIBLE TO HAVE FULL STAFFING AT A SCHOOL THAT HAD SUCH, SUCH LOW, LOW ENROLLMENT. 
          AND, AND I, I GO THROUGH ALL OF THIS BECAUSE I,
I, I DO UNDERSTAND THE EMOTIONS BEHIND IT. 
          THE AND THE, THE HISTORY OF THE SCHOOL AND BUT AS TIME HAS GONE ON,
WE'VE SEEN THAT THE DECLINING ENROLLMENT IN THE ROSS AVENUE CORRIDOR HAS ONLY HAS ONLY ACCELERATED. 
          WE'RE IN A WE'RE AT A POINT NOW WHERE WE'VE GOT ALL OF THESE THESE SCHOOL BUILDINGS IN AN
AREA WHERE NOT THAT MANY KIDS LIVE. 
          AND WE'VE WE'VE TRIED TO DO THINGS LIKE CREATE THE CREATE CHOICE SCHOOLS AND ALL ALONG
THAT, THAT CORRIDOR TO BRING TO BRING KIDS INTO THE SCHOOLS. 
          BUT WE'VE GOT MORE BUILDINGS THAN THAN WE NEED IN CERTAIN PARTS OF TOWN. 
          NOW, NONE OF THAT WOULD HAVE MADE ME FEEL ANY BETTER WHEN,
WHEN I WAS COMING UP TO THE BOARD AND SAYING, PLEASE DON'T, DON'T CONSOLIDATE THE SCHOOL AND AND PLEASE DON'T CLOSE THE SCHOOL. 
          BUT I JUST. I JUST WANT EVERYONE TO KNOW THAT I LOOK AT IT WITH THE IDEA THAT. 
          WHAT CAN WE DO TO GET THE RIGHT ANSWER IN A WAY THAT IS THE LEAST PAINFUL FOR EVERYONE INVOLVED? SO WHEN WE, AS WE START TALKING MORE ABOUT THE DIFFERENT,
THE 5 OR 6 DIFFERENT CLOSURES THAT WE'RE, WE'RE, WE'RE HAVING TO ADDRESS. 
          I JUST WANT PEOPLE TO HAVE THAT BACKGROUND. THANK YOU. 
          ANYONE ELSE FOR ROUND ONE? SEEING NONE. ROUND TWO. 
          TRUSTEE SANDERS. SO I WANT TO TALK ALSO ABOUT JJ RHODES. 
          [02:05:06]
HERE'S MY POSITION AS IT IS AS I, YOU KNOW, LOOKING AT THIS FROM THE INFORMATION THAT'S
BEEN SHARED WITH US, WITH THE DISTRICT, TALKING TO COMMUNITY MEMBERS AS WELL. 
          AND THEN THE OTHER PART IS, IS THAT'S IMPORTANT,
I THINK IS LOOKING AT HISTORY BOTH RECENT AND LONGER. 
          SO GOING BACK TO WHAT TRUSTEE FOREMAN REFERRED TO A LITTLE BIT EARLIER,
THE CLOSURES IN 2012, SIX OUT OF THE 11 WERE SCHOOLS IN THE SOUTH DALLAS AREA. 
          THE, THE CHALLENGE THAT I THINK WE'RE FACING HERE IS AND BEING SOMEONE WHO'S BEEN A
PRACTITIONER IN, YOU KNOW, THE BIG E WORD THAT WE HAVEN'T BEEN ALLOWED TO SAY BUT MIGHT BE ALLOWED TO SAY
SOON AGAIN. 
          WITH EQUITY IS THAT IF WE, IF WE LOOK AT HISTORY,
WHAT I'M ENCOURAGING US AS A BOARD TO THINK ABOUT IS TO OPEN OUR LENS A LITTLE WIDER THAN THE CURRENT SNAPSHOT THAT WE'RE FACING RIGHT NOW,
AND A LITTLE WIDER WOULD SAY THE IMPACT OF THE SCHOOL CLOSURES HAVE NOT BEEN EQUALLY BORNE THROUGHOUT THE DISTRICT. 
          AND WHEN I SAY THROUGHOUT THE DISTRICT, I MEAN LITERALLY THROUGHOUT THE GEOGRAPHY OF THE
DISTRICT. I THINK JJ ROSE IS AN IS A UNIQUE ASTERISK IN OUR LIST BECAUSE IT'S THE ONE SCHOOL THAT IS NOT JUST A SCHOOL. 
          IT'S ALSO A RESOURCE CENTER. AND ONE OF THE THINGS THAT THE DISTRICT HAS ALREADY COMMITTED
TO, WHICH I COMMEND THE DISTRICT FOR, IS MAINTAINING THAT RESOURCE CENTER RIGHT THERE BASED ON
THE WORK THAT WAS DONE. 
          IN FACT, KIND OF GOING BACK TO OUR OWN WORDS IN 2020 THAT I THINK REALLY CAPTURED THE
SPIRIT OF IT SAID THAT WE HAD A REPORT THAT WE PUT OUT AND WE SAID THAT THIS NOTION,
THIS IDEA, THIS CONCEPT IS TO SUPPORT THE WHOLE CHILD AND COMMUNITIES THAT HAVE BEEN HISTORICALLY AND SYSTEMATICALLY OPPRESSED BY DALLAS ISD AND OTHER GOVERNMENTAL
INSTITUTIONS. 
          WITH THAT BEING THE CASE, I DON'T LOOK AT JJ RHODES AS A SCHOOL. 
          QUITE FRANKLY, I LOOK AT IT AS A RESOURCE CENTER WITH AN EARLY CHILDHOOD COMPONENT THAT IS
PART OF IT. 
          AND IF WE LOOK AT IT THROUGH THAT LENS, YOU'RE ABSOLUTELY RIGHT THAT YEAH,
JUST BY A BY A STUDENT HEAD COUNT. 
          NO, IT IS, IT IS, YOU KNOW, IT DOESN'T MAKE FINANCIAL SENSE. 
          THERE'S NOT ENOUGH REVENUE COMING IN. BUT ALSO,
IF WE WERE TO LOOK AT IT AS THE, THE SOURCE OF THE RESOURCE THAT WE PUT IN SOUTH DALLAS, IN PART BECAUSE OF THE DELETERIOUS IMPACT OF THE EARLIER CLOSINGS PREVIOUSLY. 
          THEN THEN TO ME, IT JUSTIFIES GIVING THIS THING A SECOND OR ANOTHER LOOK AND MORE THOUGHT. 
          HERE'S WHERE I STAND. THERE'S GOING TO HAVE IF IF EVERYTHING THAT WE JUST PUT UP ON THAT
BULLETIN BOARD, ALL OF THOSE STICKY NOTES. IF WE AREN'T ABLE TO GET ANY KIND OF SUCCESS IN GETTING
ADDITIONAL FUNDING FOR PUBLIC EDUCATION, IF WE AREN'T GOING TO BE ABLE TO CANCEL OUT VOUCHERS,
IF WE AREN'T GOING TO BE ABLE TO, AND I WOULD LOVE FOR US TO BE ABLE TO LIMIT THE AMOUNT OF CHARTERS THAT ARE ABLE TO COME IN AND BE PREDATORY TO SOME DEGREE TO THE PUBLIC. 
          ISD WE'RE GOING TO HAVE TO HAVE MORE ROUNDS OF THESE TOUGH CONVERSATIONS. 
          THAT'S JUST A FACT. THE DOLLARS AND CENTS HAVE TO ADD UP AND THEY HAVE TO MAKE SENSE. 
          THAT IS OUR CHARGE AS A TRUSTEE AS AS A BOARD OF TRUSTEES. 
          AND QUITE FRANKLY, THE TAXPAYERS REQUIRE IT. WELL,
WITH THAT BEING THE CASE, I THINK WE NEED TO SEE WHAT HAPPENS WITH THIS LEGISLATIVE SESSION. I THINK WE NEED TO SEE IF WE CAN GET TO THIS PLACE. 
          AND I WOULD SAY I WOULD ASK THAT OF THE OF THE LIST. 
          I AM ASKING FOR JJ ROSE TO BE PUT INTO A FUTURE CONVERSATION AS OPPOSED TO AN EARLIER
CONVERSATION, GIVEN WE'RE GOING TO HAVE TO KEEP THE BUILDING OPEN ANYWAY,
AND IT WILL CONTINUE TO BE A RESOURCE CENTER. 
          WE'RE GOING TO HAVE IN THE THE RELATIVE SAVINGS DON'T JUSTIFY TO ME BEING IN THIS ROUND. 
          AND WE FIGHT LIKE HECK IN AUSTIN FOR THE FUNDING TO MAKE US WHOLE AS A SCHOOL DISTRICT SO
THAT WE'RE NOT JUST TALKING ABOUT THIS PARTICULAR ROUND, BUT WE'RE TALKING ABOUT ANY OTHER FUTURE ROUNDS BEING ABLE TO STOP THEM. 
          I DON'T THINK WE STOP THE ENTIRE PROCESS. I THINK WE WE'RE GOING TO HAVE TO FIND SAVINGS
RIGHT NOW BECAUSE YOU CAN'T JUST SAY, 
          [02:10:08]
YOU KNOW, HAIL MARY AND SEE WHAT HAPPENS. BUT THIS ASTERISK,
THIS ASTERISK IS IMPORTANT ENOUGH BECAUSE OF WHAT I PERCEIVE AS AN OVER IN A, A HEAVILY WEIGHTED IMPACT OF ANOTHER CLOSURE HAPPENING SPECIFICALLY IN
SOUTH DALLAS WHEN IT IS BORN, THE GREATER BRUNT OF CLOSURES THROUGHOUT THE DISTRICT,
IN THE TIMES WHERE WE'VE HAD TO MAKE THEM. 
          TRUSTEE FOREMAN. SO BYRON SAID A FEW THINGS THAT I WANTED TO SAY. 
          I'LL START OUT WITH MY ELEMENTARY SCHOOL WAS CLOSED IN THAT 2011 CLOSURE,
WHICH WAS JULIUS FRAZIER ELEMENTARY SCHOOL, AGAIN IN SUNNY SOUTH DALLAS. 
          I, TOO, BELIEVE THAT THE SOUTH DALLAS COMMUNITY HAS BORE A LOT OF CLOSURE. 
          BUT I'VE ALSO AND I SAID THIS IN THE SUPERINTENDENT KNOWS I'VE SAID THIS TO HER IS,
IS THAT WE SHOULD HAVE BEEN LOOKING AT REDISTRICTING, SOME OF THOSE SCHOOLS. SO IN THE 80S,
WHEN SPRUCE WENT THROUGH HAVING TO BE RESTRUCTURED, WE MOVED DIXON CIRCLE TO SPRUCE. THAT'S IN SOUTH DALLAS. 
          THAT'S IN SOUTH DALLAS. WE ALSO HAD SITUATIONS,
AND MOST OF THE BOARD MEMBERS DON'T KNOW THIS, BUT WITH OM ROBERTS, WHEN I GREW UP, THOSE STUDENTS WENT TO SOUTH DALLAS. 
          NOW THEY GO TO JAIL ALONG. AND WOODROW WILSON. 
          STILL IN SOUTH DALLAS. IN MY MIND, AND I JUST BELIEVE THAT THERE ARE POSSIBLY OTHER
SCHOOLS WITH LOW ENROLLMENT, ALSO LIKE OBADIAH KNIGHT. NOW, I UNDERSTAND THAT WE'RE TALKING ABOUT SECOND ROUNDS AND LOOKING AT ADDITIONAL SCHOOLS,
AND I BELIEVE THAT J.J. 
          RHODES SHOULD BE PULLED OFF THE LIST. I HAVE A SCHOOL ON THE LIST,
BUT I AM IN SOLID WITH THE SUPERINTENDENT IN TRYING TO MAKE THAT WORK FOR THAT SCHOOL. I AM NOT SOLID IN TRYING TO CLOSE J.J. 
          RHODES, AN INSTITUTION. AND BY THE WAY, THE SCHOOL IS GOING TO STAY OPEN ANYWAY BECAUSE
YOU GOT THE RESOURCE CENTER IN IT. 
          AND WE DO TEACH ENGLISH TO SOME OF THE PARENTS IN THAT SCHOOL ALSO. 
          SO THE SCHOOL IS GOING TO STAY OPEN. THE BUILDING WILL STAY OPEN. 
          AND ONE OF THE THINGS SUPERINTENDENT I THINK THAT WAS ON THAT LIST THAT'S IMPORTANT IS WE
TALKED ABOUT FULLY FUNDING PRE-K THREE. 
          BECAUSE THIS BOARD MADE THE DECISION TO DO FULL DAY PRE-K THREE. 
          BUT WE ONLY GET PAID FOR HALF A DAY. THAT IS NOT A BAD DECISION. 
          BUT THAT ALWAYS INTO THE COSTS THAT WE'RE BEARING RIGHT NOW WITH JJ ROADS. 
          THANK YOU. TRUSTEE MACKEY. YES, THANK YOU. AND THANK YOU TO MY COLLEAGUES FOR YOUR
THOUGHTFUL COMMENTS AND THE CONVERSATION. 
          THIS IS PROBABLY ONE OF THE HARDEST THINGS WE ALWAYS HAVE TO VOTE ON WHEN IT COMES TO
SCHOOL CONSOLIDATIONS AND CLOSURES, AND I RECOGNIZE THAT FULLY. AND THANK YOU TO YOU,
SUPERINTENDENT ELIZALDE CHIEF HEWITT. 
          I KNOW HOW MUCH TIME, EFFORT AND ENERGY I KNOW THIS IS. THIS IS AS HEAVY ON YOUR HEARTS AS
IT IS ON ANYBODY ELSE'S. 
          I DO HAVE A FEW SPECIFIC. I MEAN, ONE THOUGHT I HAVE OFF THE TOP AND I KNOW WE TALK A LOT
ABOUT THE 2011 SCHOOL CLOSINGS AND HOW HARD THAT IS. 
          AND, YOU KNOW, I WASN'T IN THE DISTRICT AT THE TIME,
BUT I ABSOLUTELY BELIEVE THAT. I ALSO JUST LOOK AT SEPARATE FROM THE FUNDING. 
          AND I KNOW WE LEAD WITH FUNDING FOR A LOT OF TANGIBLE REASONS. 
          BUT THE REALITY IS, IN 20 1516, I THINK WE HAD ABOUT 160,000 KIDS IN THIS DISTRICT. 
          THAT WAS AFTER 2011. NOW WE'RE AT JUST UNDER 130. 
          DEMOGRAPHIC TRENDS CONTINUE TO SHIFT IN THIS DIRECTION TO TRUSTEE SANDERS POINT. 
          THIS IS SOMETHING WE ARE ALL GOING TO GRAPPLE WITH. 
          AND TODAY IT IS IN A FEW PARTICULAR DISTRICTS. 
          TRUE. BUT I MEAN THIS I KNOW THIS IS SOMETHING THAT I'LL BE ASKED TO VOTE ON IN DISTRICT
SEVEN, AND OTHERS WILL AS WELL. I JUST A REALITY THAT WE'RE GOING TO HAVE TO GRAPPLE WITH
REGARDLESS OF WHAT HAPPENS IN THE LEGISLATURE. 
          AND I'M AS HOPEFUL AS ANYBODY THAT WE CAN GET SOME ADDITIONAL FUNDING IN THIS WAY. 
          BUT I THINK THE REALITY IS WE HAVE TO WE'RE GOING TO HAVE TO GRAPPLE WITH THIS OVER THE
COMING YEARS REGARDLESS. 
          [02:15:03]
I DO I DID HEAR TWO SPECIFIC QUESTIONS FROM OUR SPEAKERS,
AND THANK YOU TO THEM FOR STAYING AND SHARING THAT, THAT I DO WANT TO JUST MAKE SURE IS ADDRESS. ONE I HEARD WAS AROUND THE NEED FOR FULL DAY
BEFORE AND AFTER SCHOOL PROGRAM. 
          I THINK THEY SAID 7 TO 530. CAN YOU CONFIRM FOR ME THAT IN THAT CASE,
THAT IN ANY OF THESE SITUATIONS. 
          JJ RHODES FOR SURE. BUT OF COURSE, IN ANY OF THEM,
IF THEY HAVE ACCESS TO AN AFTER SCHOOL PROGRAM LIKE THAT, THEY WILL STILL HAVE ACCESS TO A PROGRAM IN THOSE SAME HOURS AT THE NEW SCHOOLS. 
          YES, WE'VE CONNECTED WITH OUR EARLY CHILDHOOD GROUP,
AND THEY HAVE CONFIRMED THAT THEY WILL MAINTAIN THE PROGRAMS THAT THE CURRENT THE CAMPUS IS CURRENTLY OFFER AT THEIR NEW LOCATION. THANK YOU. 
          AND THE SECOND ONE I HAVE WAS AROUND TEACHERS,
AND WE'VE GOT GREAT TEACHERS. 
          AND I KNOW IN THIS INSTANCE IN THE CONSOLIDATIONS,
I KNOW. 
          HOW DOES THIS WORK FOR TEACHERS? I WOULD ASSUME THAT WE DO AS MUCH AS WE CAN TO KEEP THE
TEACHERS WITH THE KIDS, AND THEY WOULD JUST MOVE ALSO. IS THAT ACCURATE OR HOW DO YOU ALL MOVE AROUND STAFF AS IT
RELATES TO THAT? YES, OUR STAFFING FORMULA REMAINS THE SAME OR OUR STAFFING. 
          YEAH, THE FORMULA THAT WE USE FOR STAFFING REMAINS THE SAME. 
          AND THE STUDENTS MOVE WITH THE TEACHERS. IF THE STUDENTS MOVE,
THE TEACHERS MOVE. 
          I THINK WHAT WE ARE GOING, WHAT WE'RE LOOKING AT WHEN WE'RE THINKING ABOUT THE SAVINGS IS
THE DUPLICATION IN, LET'S SAY, CUSTODIAL COSTS OR CAFETERIA COSTS OR SOME OF THOSE OTHER INDIVIDUALS. 
          YEAH. AND I KNOW FROM MY DAYS AS A PRINCIPAL AT A SMALL SCHOOL THAT WAS AROUND 300 KIDS,
THOUGH IT DID GROW, THAT SCHOOL EXPERIENCE WOULD HAVE BEEN RADICALLY DIFFERENT IF IT WASN'T HOUSED WITH THE
REST OF THE TOWN VIEW SCHOOLS AND HAD ACCESS TO ELECTIVES AND DIFFERENT OPPORTUNITIES. 
          I AM CURIOUS, I WOULD IT IS. WHAT I HAVE SEEN IN EDUCATION IS THAT THERE IS,
YOU KNOW, SMALL SCHOOLS ARE GOOD THINGS IN A LOT OF WAYS FOR CERTAIN. 
          BUT THERE ARE SOME YOU LOSE PROGRAMS, YOU LOSE ACCESS TO. 
          TUTORING, MENTAL HEALTH SUPPORTS, THINGS THAT THOSE OVERHEAD COSTS COULD GO BACK TO PAY
FOR. 
          AND I WOULD BE CURIOUS TO KNOW IN ANY OF THESE,
HOW IS THE DISTRICT THINKING ABOUT THE ADDITIONAL PROGRAMS OR RESOURCES THAT STUDENTS MIGHT HAVE ACCESS TO IF WE ARE ABLE TO USE THOSE FUNDS ELSEWHERE? I GET THAT WE HAVE A DEFICIT, BUT IS THAT SOMETHING WE'RE THINKING ABOUT AND HOW HOW ARE
WE THINKING ABOUT THAT? YES. 
          IN THE CONSOLIDATION PLAN, ONE OF THE CONVERSATIONS WE WILL HAVE IF THIS IS APPROVED IS
CONVERSATIONS WITH PARENTS AND FAMILIES AND COMMUNITIES ABOUT WHAT PROGRAMS THEY'D LIKE TO SEE. 
          CHIEF GAYLORD HAS COMMITTED HER EXTRACURRICULAR PROGRAMS AND OTHER GROUPS TO COME TO THE
TABLE AND ACTUALLY ENGAGE WITH FAMILIES ABOUT WHAT THEY'D LIKE TO ALSO ADD AT THOSE CAMPUSES. AND I WOULD HOPE THAT WE DO THAT FRONT OF MINE,
I THINK, AS WE GO FORWARD INTO ANY FUTURE ITERATION. 
          AND IF YOUR RECOMMENDATION CHANGES OR IF IT DOESN'T,
THAT WE LOOK AT AND SEE THAT WHEN WE HAVE THESE CONVERSATIONS, WE LEAD WITH. HERE ARE SOME THINGS WE WOULDN'T BE ABLE TO OFFER THAT WE ARE ABLE TO OFFER
IN THESE NEW. I THINK THAT HELPS MAKE IT MORE CONCRETE, AT LEAST FOR ME. THAT WOULD JUST BE HELPFUL TO SEE BECAUSE YES, WE ARE IN A DEFICIT. 
          WE CAN'T. WE'RE NOT PROMISED ANYTHING IN THE LEGISLATURE YET,
AND I HOPE THAT CHANGES. 
          AND THE REALITY IS WE STILL HAVE $128 MILLION DEFICIT,
AND OUR ENROLLMENT IS FALLING THAT WE ARE GOING TO HAVE TO GRAPPLE WITH. SO I JUST THANK YOU FOR WAITING THROUGH THIS AND THINKING ABOUT ALL THE POSSIBLE OPTIONS HERE,
AND WE'LL LOOK FORWARD TO FURTHER THE CONVERSATION. 
          TO TRUSTEE CURRIE. THANK YOU. JUST A COUPLE OF QUESTIONS FOR CLARIFY. 
          ONE, I DO APPRECIATE I'LL ECHO BEN'S COMMENTS,
THE DIALOG THAT I'VE HEARD FROM ALL THE TRUSTEES AND I VERY MUCH APPRECIATE THAT. 
          ONE I, I TRUSTEE SANDERS MADE A COMMENT ABOUT THIS BEING A RESOURCE CENTER. 
          I JUST WANT TO MAKE SURE I UNDERSTAND WE HAVE PRE-K,
THREE, FOUR PROGRAMS AND ANY OTHER RESOURCE CENTER. 
          IS THIS THE ONLY ONE THAT WE HAVE? THIS IS THE ONLY ONE. 
          OKAY. AND THEN THE ONLY OTHER QUESTION IS YOU ANSWERED A LOT OF QUESTIONS IN YOUR
PRESENTATION ABOUT WHERE THE KIDS WOULD GO AND WHERE THE TEACHERS. 
          AND SO I WON'T FOLLOW UP ON THOSE, BUT I HAVE AN UNDERSTANDING THE ANSWER TO THIS,
BUT I WANT TO MAKE SURE I'M RIGHT. 
          WHO IS THE PRINCIPAL? WHERE ARE THE PRINCIPAL AND THE ASSISTANT PRINCIPALS,
THE ADMINISTRATION FOR JJ RHODES, ARE THEY HOUSED THE JJ RHODES, ARE THEY SOMEWHERE ELSE? SO WE HAVE A PRINCIPAL AND TWO
ASSISTANT PRINCIPALS. 
          THE PRINCIPAL OF JJ RHODES IS ALSO THE PRINCIPAL OF H. 
          S THOMPSON. AND WE, THE ASSISTANT PRINCIPALS ARE HOUSED AT THOMPSON AND ALSO AT JJ RHODES. 
          THEY ARE ABLE TO GO BACK AND FORTH BASED ON NEED PROGRAMS,
ETC. 
          SO THEY'RE HAVING TO COVER TWO DIFFERENT CAMPUSES THAT ARE ABOUT SIX MINUTES APART. 
          SO SOME DAYS THOSE ADMINISTRATORS ARE AT JJ RHODES AND SOME DAYS THEY'RE AT THOMPSON. 
          IS THAT CORRECT? YES. AND AND SCHEDULE. THERE'S A WHOLE LOT OF OTHER FACTORS BESIDES THIS, BUT THIS WILL PUT ALL THE ADMINISTRATORS AND ALL THE TEACHERS IN THE SAME PLACE AT THE
SAME TIME. 
          CORRECT. THANK YOU. TRUSTEE ED TURNER. YEAH. SO WHEN IT COMES TO OUR PRE-K PARTNERSHIPS, THE PRINCIPAL AND THE PEOPLE ON HIS TEAM OR HER TEAM,
WHOEVER THAT IS, 
          [02:20:07]
WHY WOULD THEY BE HOUSED? THE PRE-K PARTNERSHIPS ARE INDEPENDENT FROM DALLAS ISD. 
          WE HAVE A PARTNERSHIP WITH THEM, BUT THEY'RE NOT HOUSED IN OUR FACILITIES. 
          RIGHT. BUT THOSE TEACHERS ANSWER TO WHO? I'LL ASK CHIEF GAYLORD TO COME UP HERE TO TALK A
LITTLE BIT MORE ABOUT PRE-K PARTNERSHIPS. 
          I'VE ALSO GOT DOCTOR RAMOS COMING UP HERE. SO TELL ME THE QUESTION AGAIN. 
          SO WE HAVE A PRE-K PARTNERSHIPS RIGHT. YEAH WE HAVE 37 SECONDS RIGHT. 
          AND THAT'S WHO DOES THE D I'D STAFF ANSWER TO IN THOSE PARTNERSHIPS. 
          ALL RIGHT. SO AT THE 37 SITES, WE HAVE ALMOST A THOUSAND KIDS ENROLLED IN THAT. 
          THERE'S A PRINCIPAL AND THERE'S FOUR ASSISTANT PRINCIPALS. AND THEY LITERALLY SPEND THEIR
DAYS TRAVELING THROUGHOUT THOSE 37 SITES WHERE THEY HOUSED. 
          WHERE DO WE GET UP? OR SHE GO GET UP AND GO TO WORK EVERY DAY. 
          THEY ARE OUT IN THE FIELD EVERY SINGLE DAY. IF THEY DO HAVE AN IN-OFFICE DAY. 
          MR. PIPKINS REPORTS TO CHARLIE AND THE CAMPUS SITES THAT HE'S,
HE'S OVERSEEING. 
          RIGHT. BUT IF WE'RE PROPOSING CLOSING HARTLEY,
WHY IS IT NOT POSSIBLE THAT WHAT'S HIS NAME AGAIN? MR. PIPKINS PRINCIPAL PIPKINS. WHY CAN'T HE NOT BE HOUSED OUT OF JJ ROSE ALONG WITH THE
OTHER ASSISTANT PRINCIPALS. 
          I MEAN, OUR EXPECTATION OF THE PRINCIPALS IS THAT THEY'RE WITH THE KIDS. 
          THEY'RE MOVING AROUND. RIGHT? SO WHEN THEY WHEN WE SAY THEIR HOUSE,
THEY NORMALLY HAVE A STATION THAT THEY'RE ROTATING THROUGH. 
          AND THEN ALSO AT THE SAME TIME, THEY'RE MOBILE BETWEEN SOME OF THE NEIGHBORHOOD SCHOOLS. 
          RIGHT. SO IT'S NOT POSSIBLE FOR THEM TO BE ABLE TO BE HOUSED OUT OF JJ ROADS. 
          NO. THEY COULD. I MEAN, THEY COULD THEY COULD THEY COULD BE HOUSED THERE. 
          THEY COULD BE HOUSED IN ANY OF THE CAMPUSES. YOU'RE YOU'RE CORRECT. 
          THEY COULD BE HOUSED THERE. THE ANSWER TO WOULD THAT WOULD BE YES. 
          OKAY, GOOD. OKAY. ALL RIGHT. THAT'S THAT'S ALL I HAVE FOR THAT. 
          OKAY. NOW, WHEN WE TALK ABOUT POPULATION TO,
YOU KNOW, TRUSTEE MITCH KEYES POINT OUT APARTMENT COMPLEX, IS THE ENROLLMENT DECREASING? SUNNY SOUTH DALLAS IS NOT HAVING THAT PROBLEM. 
          I LIVE IN SUNNY SOUTH DALLAS. THERE HAS BEEN OVER 15 HOMES BUILT ON MY STREET ALONE. 
          I LITERALLY SEE WHITE PEOPLE WALKING DOWN SOUTH DALLAS WITH THEIR DOGS. 
          WE HAVE A STARBUCKS IN SUNNY SOUTH DALLAS NOW. 
          DO YOU THINK THEY'RE BUILDING A STARBUCKS IN A COMMUNITY THAT'S DECREASING IN POPULATION? I DON'T THINK SO. SO WHILE I UNDERSTAND THAT SCHOOLS CLOSE,
YOU KNOW, SOME YEARS BACK, THOSE WERE MY SCHOOLS. 
          I WENT TO PHILLIS WHEATLEY, I WENT TO PERCY ANDERSON. 
          I WENT TO JOHN HENRY BROWN. THOSE SCHOOLS ARE NOT THERE ANYMORE. 
          SO THIS IS VERY PERSONAL FOR ME. ESPECIALLY SOMEBODY WHO GREW UP IN SUNNY SOUTH DALLAS,
TO SEE A SCHOOL THAT IS A VALUABLE ASSET BEING CONSOLIDATED. WE DON'T HAVE THE STOMACH FOR THAT ANYMORE. 
          AND THAT'S WHY I'M ASKING THIS BOARD TO MAKE A TOUGH DECISION ON MAINTAINING J.J. 
          RHODES AND CONTINUE TO INVEST IN J.J. RHODES. 
          AND I KNOW IT REQUIRES INVESTMENT. SO MY QUESTION TO THE ADMINISTRATION IS THAT IF THIS
BOY MADE A DECISION TO ALLOW JJ ROSE TO STAY OPEN, WHAT TYPE OF RESOURCES WOULD YOU NEED TO MAKE THE SCHOOL
SUCCESSFUL? WE CAN'T MAKE IT BE FISCALLY SUCCESSFUL. IT'S NOT CREATED THAT WAY. 
          WITH THE NUMBER OF WITH WITH IT BEING CURRENTLY CO-LOCATED IN THE RESOURCE CENTER,
THERE'S NEVER GOING THERE ARE NOT ENOUGH STUDENTS EVEN WITH A FULL DAY PRE-K THREE. THAT'S WHY IT TAKES ABOUT 350 STUDENTS TO
BASICALLY EVEN OUT THE COST OF, OF THE EXPENSES FOR TEACHER SALARIES AND BENEFITS AND RESOURCES. 
          AND SO THERE REALLY ISN'T A WAY FROM THAT VANTAGE POINT. 
          IT'S NOT US NEEDING MORE RESOURCES. AS YOU POINTED OUT EARLIER,
THERE'S A PERCENTAGE OF STUDENTS THAT ARE CURRENTLY THERE THAT WE RECRUITED THERE. 
          THEY DON'T RESIDE IN THAT ATTENDANCE BOUNDARY. 
          AND SO WE'VE WORKED VERY HARD TO RECRUIT. I KNOW THE TEAM HAS GONE OUT. 
          THEY'VE KNOCKED ON DOORS SO THAT WE COULD HAVE WE WANT TO FILL EVERY SEAT. 
          RIGHT. I MEAN, ANYTIME WE HAVE A TEACHER THAT HAS SEATS,
WE WANT TO FILL THOSE SEATS. 
          [02:25:07]
AND SO THERE ISN'T LIKE IF YOU, IF WE HAD THIS MANY DOLLARS,
THIS IS HOW WE COULD MAKE IT WORK BECAUSE THERE AREN'T ENOUGH SEATS THERE. 
          SO IN 2019, WAS IT STILL OPERATE IN A DEFICIT. 
          YES. 2020. YES. 2021. YES. IT HAS ALWAYS OPERATED IN THE DEFICIT. 
          CORRECT. IS THAT CORRECT? RIGHT. THAT'S CORRECT. AND WE'VE ALL AS A BOARD WE MADE A
COMMITMENT TO INVEST IN EARLY CHILDHOOD. 
          WE ARE EXPANDING. WE WANT UNIVERSAL PRE-K. SO WHEN YOU CAME TO THE COMMUNITY,
NOT YOU, BUT, WELL, YOU WAS PART OF THE GROUP AS WELL. WHEN THE DISTRICT CAME TO THE COMMUNITY AND
PROMISED THIS RESOURCE CENTER WITH AN EARLY CHILDCARE CENTER, YOU ALREADY KNEW THE FINANCIAL IMPLICATIONS BY STARTING THIS. 
          IS THAT CORRECT? WELL, I AT THAT TIME, NO, I DID NOT. 
          I WASN'T THE SUPERINTENDENT. OKAY. I WOULD ASSUME AS YOU WERE CHIEF OF SCHOOLS. 
          CORRECT? YES, SIR. BUT I WASN'T THE RUNNING THE FINANCIALS. 
          I UNDERSTAND, I UNDERSTAND. BUT THE BOARD AT THAT TIME KNEW THAT IT WOULD BE OPERATING IN
A DEFICIT, THAT IT WASN'T BREAKING EVEN. AND WE STILL CONTINUE TO INVEST. 
          WHAT'S DIFFERENT THIS TIME? WHEN THE ENROLLMENT HAS ACTUALLY INCREASED. 
          WHEN THE POPULATION OF SUNNY SOUTH DALLAS HAS INCREASED. 
          WHEN WE HAVE SCHOOLS LIKE DUNBAR THAT'S BUSTING OUT THE SEAMS,
WHEN WE HAVE SCHOOLS LIKE CHARLES RICE, THAT IS ALMOST AT CAPACITY. WHEN WE HAVE A POPULATION IN SUNNY SOUTH DALLAS THAT'S GROWING
BACK. 
          I DON'T UNDERSTAND IF THE TRAJECTORY IS GOING IN THE RIGHT DIRECTION. 
          WHY NOW? NOW? BECAUSE WE ARE AT A DEFICIT. DECIDE THAT WE DON'T WANT TO DO THIS ANYMORE. 
          SO IT KIND OF CONFUSES ME WHEN IF THIS IS ABOUT THE MONEY,
THEN THAT'S ONE CONVERSATION. 
          BUT IF IT'S NOT ABOUT THE MONEY, AND IF THE BOARD CAN SUPPORT THIS AND OFFER YOU
ADDITIONAL RESOURCES THAT YOU COULD POSSIBLY BRING TO THE BOARD TO SUPPORT THIS INITIATIVE, THEN I DON'T UNDERSTAND WHAT WOULD THE CHALLENGE WOULD BE TO MAINTAIN THE
SCHOOL BEING OPEN. 
          I JUST DON'T I DON'T SEE THAT. SO I DO UNDERSTAND HAVING ALL THE KIDS IN ONE PLACE AND
THINGS OF THAT NATURE. 
          AND AGAIN, THIS IS THE FIRST TIME I'VE HEARD THAT 122 KIDS PRE-K,
THREE PRE-K, FOUR KIDS CAN FIT IN IN A H.S. THOMPSON. AND I JUST I DON'T FEEL OPTIMISTIC ABOUT THAT. 
          AND I DON'T WANT TO FEEL AS IF YOU'RE JUST KIND OF PULLING. 
          I'M NOT SAYING I'M NOT I'M NOT SAYING THAT THAT YOU'RE JUST PULLING OUT THE AIR. I JUST I
DON'T HAVE I DON'T TRUST THAT. 
          I REALLY DON'T. AND I DO SEE THE FINANCIAL SIGNIFICANCE,
BUT WE HAVE ALWAYS INVESTED IN THIS BECAUSE THIS WAS ABOUT EQUITY AND YES, TRUMP ABBOTT FORCED US TO CHANGE OUR LANGUAGE ON EQUITY AND THINGS OF THAT
NATURE. 
          BUT THAT DON'T MEAN WE TAKE AWAY THE PRACTICE OF EQUITY. 
          AND THAT'S WHAT THIS IS ABOUT. IT'S ABOUT THIS BOARD VOTING ON EQUITY AND WHAT'S RIGHT FOR
THE SOUTH DALLAS COMMUNITY. 
          BASED ON ALL THE THINGS THAT WENT WRONG, AND WE SHOULD CONTINUE TO MEASURE THE PROGRESS OF
OUR PRE-K THREE CENTER AT J.J. 
          ROSE, THE DUAL LANGUAGE PROGRAM. AS THESE KIDS GO INTO H.S. 
          THOMPSON, WE SHOULD WE SHOULD MONITOR AND MEASURE THAT. 
          AND IT SHOULD BE SOMETHING OF SUCCESS THAT WE CAN LOOK BACK AND SEE THAT THIS WAS WORTH
THE INVESTMENT. 
          I JUST DON'T THINK IT MAKES SENSE TO CLOSE THE SCHOOL OR CONSOLIDATE A SCHOOL OVER
SOMETHING. 
          THAT'S 9% OF OUR BUDGET. THAT'S MY THOUGHTS ON IT. 
          OKAY. TRUSTEE FOREMAN YOU OKAY? I'LL TRY TO BE BRIEF. 
          ROUND THREE AND NO OBJECTIONS TO ROUND THREE. 
          OKAY. GO AHEAD. BUT I WANTED TO HAVE ONE MORE. 
          ROUND TWO. ALL RIGHT. GO AHEAD. TRUSTEE. OKAY. 
          SO. WE CERTAINLY GOT A LOT OF EMAILS REGARDING THIS AND ONE OF THE ONE OF THE CONCERNS RAISED IN THE EMAIL WAS ABOUT SAFETY AND YOU KNOW,
I AGREED WITH ALL OF THE GENERAL STATEMENTS THAT SAFETY IS IMPORTANT AND SAFETY IS,
IS, IS PARAMOUNT AND, AND SO FORTH. 
          I ASKED FOR, YOU KNOW, ANY INDICATION OF IS ONE SCHOOL SAFER THAN THE OTHER? 
          [02:30:04]
IS ONE MORE DANGEROUS THAN THE OTHER? AND AND BECAUSE I'D BE CONCERNED ABOUT THAT,
BECAUSE IF, IF WE HAVE KIDS IN ONE SCHOOL WHO ARE THREE AND FOUR THAT ARE IN SAFE SCHOOL,
AND THE SCHOOL THAT WE'RE CONTEMPLATING ASSIGNING THEM TO H S THOMPSON HAS FIVE AND SIX AND YOU KNOW,
ALL THE WAY UP TO ALL THE WAY UP THROUGH ELEMENTARY SCHOOL STUDENTS OF THOSE AGES. 
          WELL, THEN, YOU KNOW, THEN WE HAVE A THEN WE HAVE A REAL PROBLEM. 
          BUT I'M NOT GETTING THE SENSE NOW THAT ANYBODY IS SAYING THAT ROADS IS SAFER THAN H S THOMPSON RIGHT. WE'RE CONCERNED ABOUT SAFETY OF ALL KIDS IN ALL PLACES. 
          AND AND THAT THIS PROPOSAL IS NOT PROPOSING TO MOVE KIDS OUT OF A SCHOOL THAT IS MORE SAFE
TO A SCHOOL THAT IS LESS SAFE. 
          IS EVERYBODY IN AGREEMENT WITH THAT OR CHIEF HEWITT,
I THINK DID SOME COLLECTION OF SOME DATA. 
          YES. WE MET WITH CHIEF MARTINEZ, WHO ACTUALLY IN A COMMUNITY MEMBER ASKED US TO. 
          SORRY. YES. AND ONE OF THE COMMUNITY MEETINGS,
THEY ASKED US TO EVALUATE THE SAFETY OF JJ RHOADES VERSUS H. 
          S THOMPSON. AND WHAT WE WERE ABLE TO ACTUALLY DEDUCE IS THAT H. 
          S THOMPSON, WHEN WE LOOKED AT STUDENT REFERRALS ACROSS THIS ENTIRE SCHOOL YEAR,
SO FAR, THERE'S THREE STUDENT REFERRALS. 
          THERE ARE DISCRETIONARY REFERRALS. AND SO THE SENSE THAT THERE WAS A BEHAVIOR SORT OF
CONCERN AT H S THOMPSON THE DATA DOESN'T BEAR THAT. AND ACTUALLY WE HAVE LESS STUDENT BEHAVIOR ISSUES THAT ARE SHOWING
UP IN REFERRALS COMPARED TO OTHER SCHOOLS THAT ARE ONE OF THE ONES THAT HAVE THE LEAST AMOUNT OF STUDENT DISCIPLINE. 
          IN ADDITION TO THAT, WE LOOKED AT THE NEIGHBORHOOD CONCERNS AND SOME OF THE CONCERNS THAT
WE SAW RELATED TO, AND I'M NOT SURE HOW MUCH I CAN SHARE PUBLICLY WITHOUT PUTTING IT IN A TRACKER,
BUT SOME OF THE ISSUES THAT WE SAW AROUND H S THOMPSON WERE LIKE DISORDERLY CONDUCT DWI ASSAULT. JJ RHODES WE ACTUALLY SAW MORE AROUND THE CAMPUS,
MORE ASSAULTS, MORE DRUG OFFENSES, VANDALISM AND TRESPASS. SO WE SAW A SLIGHTLY DIFFERENT TYPE OF ACTIVITY AROUND THOMPSON
THAN THAN JJ RHODES. 
          OKAY. THAT'S HELPFUL THAT THE PROPOSAL IS NOT PROPOSING TO MOVE KIDS FROM A SAFER SCHOOL
TO A LESS SAFE SCHOOL IS WHAT IS WHAT I'M GATHERING FROM THAT. AND I KNOW THE COMMUNITY WAS CONCERNED ABOUT THAT AND,
AND RAISED IT. 
          AND I APPRECIATE YOU DOING, DOING THAT EVALUATION. 
          AND THEN I JUST WANT TO MAKE SURE BECAUSE SOME OF THE FACTS AS THEY'VE COME OUT HERE AND
SOME OF THE THINGS THAT I RECEIVED IN THE EMAILS, I WANT TO MAKE SURE THAT WE, WE'RE TALKING ABOUT THE SAME THINGS. 
          SO THERE'S, THERE'S STILL A COMMITMENT TO, TO PRE-K TO SERVE THESE SAME STUDENTS. 
          BUT RIGHT. THERE'S NOT, THERE'S NOT IT'S NOT LIKE WE'RE SAYING WE'RE NO LONGER COMMITTING
TO HAVING PRE-K FOR THESE STUDENTS WHO ARE CURRENTLY ATTENDING SCHOOL AT RHODES. RIGHT. WE'RE THEY'RE GOING TO GET PRE-K NO MATTER WHAT. 
          SO IT'S NOT A QUESTION OF US DEVALUING PRE-K. 
          IT'S JUST WE'RE SAYING THAT BECAUSE OF THE ECONOMICS AND BECAUSE THE SCHOOLS ARE. 
          BASICALLY EQUIVALENTLY SAFE. WE WANT YOU WANT TO SERVE THEM AT A SCHOOL THAT IS A MILE AND
A MILE AWAY, 1.2 MILES AWAY. RIGHT. SO THE COMMITMENT TO PRE-K AND SERVING THESE STUDENTS STANDS JUST
AT A DIFFERENT LOCATION. 
          YEAH. THAT'S CORRECT. AND I'LL TELL YOU THAT AT OUR ORIGINAL RECOMMENDATION WE THOUGHT
THAT STUDENTS WOULD GO BACK TO THEIR HOME SCHOOLS IN EFFECT, LIKE STUDENTS WOULD GO BACK TO DUNBAR OR RICE. 
          THAT WAS SORT OF THE ORIGINAL RECOMMENDATION,
BUT WE WERE CHALLENGED TO GO BACK AND RETHINK THAT OPTION. 
          TALKED A LOT WITH COMMUNITY AND THEN WENT BACK TO REEVALUATE. 
          H S THOMPSON AND DETERMINED THAT WE DO, IN FACT,
HAVE THE CAPACITY. 
          AND THAT'S WHY WE WENT WITH BOND AND CONSTRUCTION,
THE CAPACITY TO SERVE ALL THE STUDENTS AT AT H S THOMPSON. 
          OKAY. IN THE PRE-K PROGRAM. AND THEN AGAIN, TO RECAP,
THE THE BUILDING STAYS OPEN. 
          THE RHODES BUILDING STAYS OPEN AS A COMMUNITY CENTER,
CONTINUING TO SERVE THE COMMUNITY AND CARRY ON THE LEGACY OF MR. RHODES. THAT'S CORRECT. SO WE'RE NOT TALKING ABOUT PREPARING IT TO BE SOLD OFF AS A
SURPLUS BUILDING OR ANYTHING 
          [02:35:06]
LIKE THAT. THE, THE, THE COMMITMENT TO USING THAT SCHOOL PROPERTY TO SERVE THE COMMUNITY
REMAINS UNDER YOUR PROPOSAL? YES. UNDER THIS RECOMMENDATION? YES. OKAY. AND THEN THE AFTER SCHOOL PROGRAMING,
THAT'S THE SAME THING. 
          THE AFTER SCHOOL PROGRAMING OPTIONS WILL FOLLOW THE THE STUDENTS IF THEY MOVE TO H.S. 
          THOMPSON. YES. THAT'S OUR RECOMMENDATION. OKAY. 
          SO CURRENTLY WE'RE WE, WE HAVE AT RHODES KIDS WHO ARE THREE YEARS OLD AND FOUR YEARS,
FOUR YEARS OLD. 
          SO THE FOR THE AND THIS PROPOSAL WOULD TAKE EFFECT WHEN NEXT SCHOOL YEAR. 
          SO THE FOUR YEAR OLDS ARE ARE LEAVING ANYWAY,
RIGHT. 
          THEY ARE GOING TO THOMPSON OR THEY'RE GOING TO ANOTHER SCHOOL. 
          BUT THEY ARE THEY ARE LEAVING. SO THE, THE, THE FAMILIES THAT ARE DIRECTLY IMPACTED ARE
THE ARE GOING TO BE THE THE FAMILIES WHO HAVE THE THREE YEAR OLDS AT THE SCHOOL WHO WERE COUNTING ON BEING
ABLE TO GO TO, TO RHODES FOR, FOR THEIR FOUR YEAR OLD PRE-K. 
          AND THEN, OF COURSE, ANYBODY ELSE WHO WANTED TO BE,
WHO WANTED TO GO TO THIRD GRADE TO PRE-K THREE AT AT J.J. RHODES. CORRECT. AND WHAT ARE THE HOW MANY ARE IN EACH OF THOSE CLASSES? WE HAVE 45 IN PRE-K, 345 STUDENTS IN PRE-K, THREE. 
          OKAY. AND THEN WHAT? 70 IN THE REMAINDER IN PRE-K FOUR. 
          OKAY. I BELIEVE THAT'S THE NUMBER. IS THAT THE NUMBER? CORRECT. 
          SO DO YOU DO WE DO WE KNOW HOW THE CHILDREN GET TO SCHOOL? I'M SORRY, I WANTED TO I WANTED TO CORRECT THIS. I LOOKED AT MY SLIDE AND REALIZED IT
WASN'T UPDATED. IT'S 57, JUST FOR CLARITY IN PRE-K THREE. OKAY. DO WE KNOW HOW THE CHILDREN GET TO SCHOOL? GENERALLY, IS IT THERE'S ALWAYS GOING TO BE AN ADULT WITH THEM,
WALKING THEM OR DRIVING THEM? DO WE HAVE ANY? THAT'S MY ASSUMPTION. IS, IS THAT ASSUMPTION RIGHT? AND DO WE KNOW WHAT THE BREAKDOWN IS? THERE ARE 50 STUDENTS THAT ARE ZONED TO H S
THOMPSON. 
          THE REMAINDER OF THE STUDENTS IN THE 121 STUDENTS ARE ZONED TO OTHER SCHOOLS. 
          LIKE TATUM PRESTON HOLLOW. SO THEIR DRIVERS,
THOSE KIDS ARE DRIVERS. 
          AND THEN OF THE H S THOMPSON STUDENTS WE HAVE A,
I THINK WE HAVE ABOUT TEN AND I HAVE THE PRINCIPAL THAT'S IN THE BACK, I BELIEVE, BUT ABOUT 10 OR 15 OF THEM THAT ARE WALKERS CURRENTLY. 
          AND THEN WE NEED TO BREAK IT DOWN INTO WHETHER THEY'RE PRE-K THREE OR PRE-K FOUR. OKAY. 
          ALL RIGHT. AND YOU SAID THE THE TEACHERS, IF THIS PLAN GOES THROUGH,
WOULD MOVE OVER TO H. 
          S AS THOMPSON AS WELL. CORRECT. THE POSITIONS OF PEOPLE ALWAYS HAVE THE OPTION TO APPLY FOR OTHER PLACES. RIGHT. OKAY. ALL RIGHT. 
          THAT'S ALL I HAVE. I JUST WANTED TO MAKE SURE I UNDERSTOOD THE PARAMETERS OF WHAT WAS WAS
BEING ASKED. 
          OKAY. SEE FOR ROUND TWO, TRUSTEE GARCIA. SO I WANTED TO GO BACK. 
          I TOOK SOME NOTES DURING OUR SPEAKERS. AND THEN OF COURSE,
WE'VE RECEIVED THOSE EMAILS. 
          YOU KNOW, I THINK TRUSTEE MITCHELL COVERED A LOT,
BUT I WANTED TO GO CIRCLE BACK ON SAFETY. 
          WHEN WE TALK ABOUT SAFETY, I GUESS I'M ENVISIONING THE WAY THE CENTER. 
          SO THERE'S A CENTER AND THEN THERE'S THE EARLY. 
          EDUCATION WING OR SETUP, RIGHT. ARE THERE THE RESOURCE CENTER? IS IT OPEN TO ADULTS? LIKE ARE THERE ANY CURRENT CONCERNS WITH SAFETY IN THIS BUILDING AT
J.J. 
          RHODES? I MEAN, I THINK THE WAY THAT IT'S IT'S DESIGNED ALL,
ALL THE EARLY LEARNING IS ON ONE SIDE. 
          SO, I MEAN, THERE'S ANY TIME WE HAVE ADULTS,
YOU KNOW, WE'RE GOING TO BE CONCERNED. 
          BUT THERE ARE VERY SPECIFIC SPACES FOR THOSE. 
          SO I WOULDN'T SAY THAT AT J.J. RHODES, THERE'S LIKE MORE CONCERN WITH THAT. 
          I THINK THE WAY IT WAS DESIGNED WITH THAT HALLWAY ENTERING WITH THE VESTIBULE,
IT'S VERY SECURE. 
          AND THEN OKAY. AND THEN AS FAR AS LIKE THE H S THOMPSON,
I BELIEVE THE SCHOOL, RIGHT. 
          [02:40:04]
IS, IS THAT A BETTER SETUP OR IS IT. WHAT'S THE SETUP THERE? I BELIEVE IT'S A, IS IT A NEWER BUILDING? IT IS A NEWER FACILITY AND THEY'RE THE WAY WE
WOULD RECONFIGURE FOR NEXT YEAR. 
          WHEN I SAY RECONFIGURE, I'M NOT TALKING CONSTRUCTION. 
          WE'RE TALKING ABOUT JUST ENSURING THAT WE WOULD PUT ALL OF THE THREE AND FOUR YEAR OLDS
TOGETHER IN THE SAME WING. 
          SO WE WOULD NEED TO MOVE SOME SECOND GRADE CLASSROOMS INTO OTHER PARTS OF THE FACILITY. 
          BUT THERE IS ABSOLUTELY. THERE ARE SIX CLASSROOM SPACES AVAILABLE. 
          WE WOULD PUT THEM TOGETHER IN ONE WING, AS CHIEF HEWITT POWELL DESCRIBED TO ME,
AND THEY WOULD ALL BE IN ONE PART OF THE FACILITY. 
          AND I THINK YOU ADDED EVEN A DROP OFF AND A PICKUP ON THAT SIDE. 
          YES, YES, THAT SIDE HAS ITS OWN ENTRY. AND SO THEY'D HAVE THEIR OWN CIRCULAR DRIVE ENTRY. 
          AND THEN WE WOULD NEED TO PUT THE RECEIVING SORT OF SECURE VEGETABLE COMPONENT THERE. 
          THAT'S IT. OKAY. AND THEN THE OTHER THING THAT WAS MENTIONED BY SOME COMMENTS,
IT WAS THE TEACHERS, I BELIEVE THE IT WOULD CONTINUE TO BE TWO TEACHERS. 
          AND THEN SOMEONE HAD MENTIONED STUDENT TO TEACHER RATIO. 
          IS THAT SOMETHING WE'VE ALREADY EVALUATED WITH THE POTENTIAL CONSOLIDATION? THANK YOU FOR ASKING THAT. THE CLASS SIZES REMAIN THE SAME. 
          WE HAVE THOSE ARE VERY SPECIFIC CLASS SIZES. AND SO THOSE ARE 22 TO 1 FOR FOUR YEAR OLDS
AND 20 TO 1 WITH OUR THREE YEAR OLDS. 
          AND WE WOULD MAINTAIN THAT. NOW A LOT OF THAT IS DEPENDENT ON HOW MANY STUDENTS SHOW UP. 
          SO IF ONLY 18, YOU KNOW, SHOW UP, THEN IT WOULD BE AN 18 TO 1. 
          AND EACH OF THEM WOULD ALSO STILL KEEP THEIR TEACHER ASSISTANT THAT THEY WOULD CURRENTLY
HAVE. 
          OKAY. OH, SO IT WOULD BE THE SAME TEACHER. YES. 
          OKAY. AND THEN I THINK I BELIEVE WE TALKED ABOUT THE PROGRAM ALREADY. 
          SOMEONE MENTIONED A SURVEY. I KNOW YOU MENTIONED YOU WERE DOING FOCUS GROUPS AS WELL. 
          IS THERE A SURVEY TO THE TO THE PARENTS DIRECTLY? I KNOW THAT THERE HAVE BEEN OUTSIDE COMMUNITY SURVEYS,
BUT NOT NECESSARILY BY DAD, BUT BY COMMUNITY LEADERS, BUT IS THAT THE PLAN TO DO A SURVEY AND WHEN WOULD THAT GO OUT? YES, WE, WE DID THE SURVEYS, WE ALLOWED FOR SURVEY FEEDBACK DURING EACH OF THE COMMUNITY
MEETINGS. 
          AND THERE IS A QR CODE FOR THEM TO INPUT THEIR SURVEY INFORMATION. 
          AND IN ADDITION TO THAT, WE ASKED THE PRINCIPALS TO INCLUDE IT IN THEIR NEWSLETTERS SO
THAT IT WOULD GO OUT TO PARENTS. 
          OKAY. AND THEN OKAY. AND THEN LET'S SEE. AND THEN WE MENTIONED THAT THIS,
THE RESOURCE CENTER WILL REMAIN OPEN. 
          AND WHAT ARE THE CURRENT HOURS AND WILL IT BE REMAINING OPEN AT THOSE SAME,
LIKE THAT SAME TIME FRAME? SO THE HOURS FLUCTUATE BASED ON THE CLASSES THAT WE HAVE THERE,
BUT IT WILL MAINTAIN THE SAME HOURS THAT IT'S HAD IN THE LAST THREE YEARS. 
          OKAY. AND THEN. LET'S SEE. 
          OKAY. I BELIEVE THAT'S ALL MY QUESTIONS FOR THIS ROUND. 
          TRUSTEE WEINBERG, ROUND TWO. I JUST HAVE A QUICK FOLLOW ON TO THE SAFETY QUESTION. 
          YOU KNOW, KIND OF THINK ABOUT SAFETY IN ADDITION TO THE QUESTIONS ASKED IN TERMS OF,
OF KIND OF YOU MENTIONED WHERE THE KIDS ARE KIND OF DROPPED OFF. 
          I ARE THE INTERSECTIONS EQUALLY BUSY? ARE THEY LESS BUSY? KIND OF WHAT'S THE, WHAT'S THAT? WHAT'S THAT STATUS AS TO WHERE YOU KIND OF ARE GOING TO
PUT THE PRE-K FOLKS? THEN ANOTHER QUESTION I HAVE IS THE SECURITY OFFICER,
LIKE DOES THE SCHOOL? DOES JJ RHODES HAVE A FULL TIME SECURITY OFFICER RIGHT NOW? JJ RHODES HAS A SECURITY OFFICER AND SO DOES H.S. 
          THOMPSON. THEY BOTH HAVE SECURITY OFFICERS. AND WHAT ABOUT A SCHOOL NURSE? H.S. THOMPSON HAS A SCHOOL NURSE. AND ALSO JJ RHODES HAS A SCHOOL NURSE. 
          OKAY. AND THEN WHAT ABOUT MENTAL HEALTH CLINICIANS? WE HAVE COUNSELORS. AND THEN MENTAL HEALTH CLINICIANS HAVE A CASELOAD THAT THEY WORK WITH
THAT AT THOMPSON OR AT RHODES OR AT SERVICE, BOTH CAMPUSES. SO THERE'S LIKE A MENTAL HEALTH CLINICIAN THAT SERVICES SO MANY ELEMENTARY
CAMPUSES. 
          I DON'T WANT TO, IF YOU WANT TO SPEAK TO THAT DOCTOR. YEAH. 
          SO THE MENTAL HEALTH CLINICIANS HAVE ANYWHERE BETWEEN 3 AND 5 SCHOOLS AT THE ELEMENTARY
LEVEL. 
          AND SO IS THERE ANY ECONOMY? I GUESS MY QUESTION THEN IS IS THERE ANY ECONOMY OF SCALE
FROM A SAFETY PERSPECTIVE, FOR THOSE THREE AND FOUR YEAR OLDS TO BE LOCATED AT THOMPSON VERSUS AT RHODES,
OR IS IT AN EQUIVALENT IN PARALLEL SITUATION? IT WILL BE PARALLEL IN THAT. SO RIGHT NOW, WHETHER THE STUDENTS ARE DROPPED OFF. 
          [02:45:02]
YOU ASKED ABOUT THAT FIRST. THERE'S SORT OF A MAIN STREET THAT THEY'RE DROPPED OFF ON. 
          SECOND STREET AT JJ ROADS AT H S THOMPSON IT'S A SIDE,
IT WOULD BE A SIDE STREET TO ACCESS THAT CIRCULAR DRIVEWAY. 
          SO IT WOULD BE ACTUALLY A NEIGHBORHOOD SIDE STREET. WITH REGARDS TO SAFETY IS THERE A
PARALLEL. 
          YES. IT BASED ON THE INCIDENTS WE SEE, THERE'S ABOUT THE SAME NUMBER OF INCIDENTS WITHIN
THE SURROUNDING COMMUNITY. 
          THEY'RE A LITTLE BIT MORE I DON'T KNOW THE TERMINOLOGY. 
          THEY'RE A LITTLE BIT MORE IMPACTFUL. I'LL SAY,
I DON'T KNOW IF THAT'S THE APPROPRIATE WORD. 
          AT JJ ROADS THAT WE'RE SEEING, WE'RE SEEING MORE ASSAULTS AROUND JJ ROADS THAN WE DO SEE
AT H. 
          S THOMPSON AND THIS IS COMMUNITY BASED. THIS IS NOT WITHIN IN THE CAMPUS. 
          AND THE LAST QUICK QUESTION IS THERE A FENCE. I,
I, I CAN'T REMEMBER IS THERE A FENCE AT ROADS. 
          YOU KNOW HOW WE HAVE PUT BEEN PUTTING FENCES WITH THE BONDS KIND OF AT THE VARIOUS AROUND
THE ENTIRE BUILDING. 
          THERE'S NOT A FENCE. AND THEN AT THOMPSON, IS THERE A FENCE? THERE'S. IT'S A NEW SCHOOL. SO IS THERE A FENCE THERE? FENCING AROUND THE. OKAY. OKAY. 
          THANK YOU. OKAY. LET'S SEE. TRUSTEE TRUSTEE FOREMAN IN ROUND THREE. 
          ANY OBJECTION? NO. OKAY. THANK YOU. SO CHIEF HEWITT,
YOU SAID THE SAVINGS WAS GOING TO BE 1.3 MILLION. LET ME GO BACK AND LOOK. IS THAT CORRECT? YEAH. I'M GOING TO JUST DOUBLE CHECK. I'LL PULL IT UP RIGHT NOW. WHILE YOU'RE PULLING IT
UP, MY QUESTION IS I JUST HEARD ALSO THAT THE PRINCIPAL AND THE TWO ASSISTANT PRINCIPALS ALSO
WORK AT H. 
          S THOMPSON. SO WHICH BUDGET ARE THEY ON. THEY'RE ON H S THOMPSON BUDGET. 
          SO THEY'RE NOT ON THE WE DIDN'T COUNT THEM. WE DIDN'T PUT THEM ON THE JJ RHODES. 
          OH YOU MEAN FOR THESE SAVINGS. SO WHAT I WHAT I NEED IS A BREAKDOWN OF WHAT THIS $1.3
MILLION IS. 
          YES, WE CAN DO THAT. I'LL GET A BETTER UNDERSTANDING OF WHAT THAT IS. 
          AND WHAT I WILL SAY IS I HEARD TRUSTEE MITCH TALK ABOUT SAFETY. 
          THE AVERAGE PRE-K THREE AND PRE-K FOUR PARENT WOULD PREFER THEIR STUDENTS BEING IN A
SMALLER ENVIRONMENT, NOT WITH FIFTH AND SIXTH GRADERS. 
          THAT'S THE AVERAGE. AND THAT'S PART OF THE SAFETY CONCERN THAT THAT MIGHT BE ADDRESSED IN
TERMS OF, OF UNDERSTANDING WHAT PARENTS ARE SAYING. YES,
THE SCHOOL WILL REMAIN OPEN, BUT IT'S NOT A SCHOOL. 
          IT'S JUST LIKE THE FRAZIER HOUSE. THAT'S NOT A SCHOOL. 
          THE BUILDING IS THERE. IT'S NOT A SCHOOL. AND YOU TWO SIT ON THIS BOARD. 
          WHEN WE GAVE AWAY SCHOOLS IN SOUTH DALLAS. YOU TWO SIT ON THIS BOARD. 
          AND IT'S FRUSTRATING FOR ME BECAUSE YOU KNOW WHAT HAPPENED,
AND SO DO I. 
          THAT'S FRUSTRATING FOR ME. I THINK PART OF WHAT THE PARENTS AND THE PEOPLE FROM SOUTH
DALLAS ARE SAYING IS DON'T KEEP DUMPING ON US. 
          FIGURE OUT A BETTER WAY. PULL THIS ITEM AND LET'S WORK THROUGH IT. 
          IT'S A BUNCH OF SMART PEOPLE ON THIS BOARD. NOBODY IS CONTESTING. 
          NOT ONE OTHER CLOSURE. AND SUPERINTENDENT, YOU KNOW,
I CAN BE REALLY MEAN, BUT I SAID NOTHING TO YOU ABOUT BACKSTORY WHEN YOU CAME TO ME. 
          I SUPPORTED YOU. AND I'M ASKING FOR SUPPORT IN PULLING THIS PARTICULAR SCHOOL OFF,
AND LET'S WORK THROUGH THIS PROCESS. 
          THE COMMUNITY IS ASKING IT, AND I'M ASKING IT BECAUSE I THINK WE CAN. 
          AND WHAT I REALLY WANT. THE REASON I REALLY WANT TO SEE THIS BUDGET IS I WANT TO SEE IF
THERE ARE DUPLICATIONS, JANITORIAL SERVICE. I KNOW CAFETERIA WORKERS ARE PROBABLY ON HERE TOO,
BUT WE DON'T EVEN PAY THAT. 
          THE FEDERAL GOVERNMENT PAYS THAT. SO THAT'S WHY I'M TRYING TO SEE EXACTLY WHAT ARE WE
SAVING CHIEF HEWITT? WHAT ARE WE SAVING? WE CAN PROVIDE. AND THAT'S RHETORICAL. 
          CHIEF, YOU KNOW ME. THAT'S RHETORICAL. SO YOU DON'T HAVE TO ANSWER IT. 
          BUT I'M JUST SAYING THIS IS AN OPPORTUNITY FOR US TO SHOW SOME STRENGTH FOR SOUTH DALLAS. 
          AND I'M ASKING THE BOARD MEMBERS THAT DO HAVE A HEART. 
          BEING. HEAR ME. HEAR ME ON THIS ITEM. HEAR ME. 
          [02:50:02]
PLEASE HEAR ME. SO YOU TRUSTEE ED TURNER. YES. AGAIN, I'M NOT AGAINST CONSOLIDATION. 
          I'M FOR SMART CONSOLIDATION BECAUSE, YOU KNOW,
LAST YEAR WE CONSOLIDATED P PREP WITH IGNITE. 
          I FULLY UNDERSTAND THAT AND I SUPPORT IT. AND WE EVEN TALKED ON THIS LIST. 
          WHERE ARE WE GOING TO BE CONSOLIDATION SCHOOLS. 
          WE'RE ALL ABOUT, OH I CAN'T PRONOUNCE MR. KNIGHT,
BUT KNIGHT ONLY HAS 229 KIDS. 
          IS THAT CORRECT? SOMEWHERE AROUND THERE. PULL IT UP. 
          I'LL PULL IT UP. RIGHT. SO IT MAKES SENSE TO ADD ANOTHER SCHOOL IN THERE TO ADD TO THAT
POPULATION, RIGHT? THE SAME WAY WE DEAL WITH PELL PREP AND A NIGHT NOW H S THOMPSON HAS A ROUGHLY 500
KIDS. 
          WHAT DOES IT HAVE THE CAPACITY TO HOLD? 695 STUDENTS. 
          SO WE BRING IN AN EXTRA 122 KIDS. WE WOULD TAKE ENROLLMENT UP TO 622. 
          POSSIBLY. POSSIBLY. AND. SO THAT SCHOOL WILL POSSIBLY BE BUSTIN OUT THE SEAMS LIKE MLK HAS A WAITING LIST, JUST LIKE JJ ROSE IS BUSTIN OUT THE SEAMS JUST LIKE SOUTH DALLAS IS STEADY
GROWING. 
          SO EVENTUALLY, FIVE YEARS FROM NOW, WE'RE GOING TO HAVE SCHOOLS BUSTING OUT THE SEAMS IN
SUNNY SOUTH DALLAS. 
          THAT IS SOMETHING TO THINK ABOUT. NOW, TRUSTEE MITCH K,
I KNOW YOU TALKED ABOUT SAFETY, BUT SOMETHING YOU GOT TO UNDERSTAND ABOUT SOUTH DALLAS AND THE CULTURE OF SOUTH DALLAS. PEOPLE IN SOUTH DALLAS LIVE IN THEIR HOODS AND THEY STAY IN
THEIR NEIGHBORHOODS. 
          IF YOU LIVE IN THE AREA, YOU KIND OF STAY TO THAT AREA. 
          YOU KIND OF DON'T GO INTO ONE OTHER'S TERRITORY. 
          THAT'S JUST A CULTURE THING IN SUNNY SOUTH DALLAS. 
          BUT I CAN SEE WHY PEOPLE IN SUNNY SOUTH DALLAS DO NOT WANT TO SEND THEIR KIDS DOWN TO
BONTON, JUST BECAUSE OF THE BAD PERCEPTION THAT THE BON TON COMMUNITY GETS. 
          I'M NOT SAYING THAT BONTON IS BAD. MY FAMILY IS FROM BONTON. 
          SOME PEOPLE LIKE THE J.J. RHODES COMMUNITY AND I KNOW SHE'S PRESENTED DATA AROUND THE
SURROUNDING COMMUNITY. 
          WELL, THEY GOT CRIME AND EVERYTHING GOING ON EVERYWHERE ACROSS DALLAS. 
          OKAY. THEY GOT CRIME IN DEEP ELLUM. SO LET'S NOT LET CRIME BE A FACTOR WHEN WE'RE TALKING
ABOUT IS THAT THE SCHOOL IS SAFE ITSELF, BUT SOME PARENTS ARE NOT COMFORTABLE SENDING THEIR KIDS DOWN TO BON-TON. 
          THEY'RE JUST NOT. IF YOU GREW UP ON THE PARK ROAD SIDE OF PLACES,
YOU DIDN'T GO TO BON-TON, AND THAT'S A CULTURE THING. SO WE WOULD ACTUALLY END UP LOSING KIDS BECOMING H.S. 
          THOMPSON. WE WOULD ACTUALLY LOSE KIDS. AND THAT'S THE REALITY. 
          AND WE WOULD LOSE KIDS. ON THE OPPORTUNITY TO GET A DUAL LANGUAGE PROGRAM. 
          ARE YOU ABOUT TO CUT ME OFF? YOU GOT TO LISTEN LIKE YOU'RE ABOUT TO SNAP OR SOMETHING,
YOU KNOW, RESPECTING YOUR. 
          DO YOU NEED ME SOME TIME TO YOU OKAY. I COULD DO THAT. 
          ARE YOU MAKING ME NERVOUS OVER HERE? YOU JUST TAPPING AND STUFF. BUT ANYWAY. 
          ALL RIGHT. BUT, TRUSTEE. IT'S MY BOY RIGHT HERE,
MAN. 
          WE COOL? BUT WHAT I WANT Y'ALL TO UNDERSTAND IS THAT SOUTH DALLAS IS VERY SENSITIVE ABOUT
SCHOOL CLOSURES. 
          AND I UNDERSTAND YOU ALL ARE LOOKING AT NUMBERS AND I GET IT. 
          BUT YOU HAVE TO THINK ABOUT THE QUANTITATIVE DATA,
AND YOU HAVE TO THINK ABOUT THE LONG TERM OPPORTUNITIES OF HAVING THE LAST ONLY PRE-K CENTER THAT'S HOUSED IN SUNNY SOUTH DALLAS,
WHERE PARENTS CAN SEND THEIR KIDS TO. 
          THEY TRUSTED AND THEY CAN STILL HAVE A PIPELINE TO GO TO DUAL LANGUAGE AT H.S. 
          THOMPSON IF THEY CHOOSE TO CONTINUE A DUAL LANGUAGE PROGRAM. 
          AND I THINK THE DISTRICT HAS NOT DONE A GOOD JOB IN PROMOTING THE TWO WAY DUAL LANGUAGE
PROGRAM AT H.S. 
          THOMPSON. AND THAT'S BECAUSE I HAVE PARENTS AT J.J. 
          RHODES THAT COME TO ME AND SAY, I DIDN'T KNOW THAT THERE WAS A TWO WAY DUAL LANGUAGE
PROGRAM AT H.S. 
          THOMPSON. AND THEN WHEN I ASKED, I SAID, MR. THOMPSON,
I DON'T WANT TO SEND MY KID TO H.S. 
          THOMPSON. I DON'T KNOW, IT'S JUST A BAD REP. I MEAN,
I'M JUST I'M JUST BEING COMPLETELY HONEST WITH YOU WHEN I HAVE TO HEAR THESE CONVERSATIONS. SO I AM REALLY CHALLENGING THIS BOARD TO PAUSE THE BRAKES ON JJ RHODES. 
          AND LET'S LOOK AT THIS LEGISLATIVE SESSION. AND THEN LET'S COME BACK INTO THIS. 
          LET'S MEASURE IT. AND THEN LET'S POSSIBLY COME BACK AND REVISIT IT IN THE FUTURE. 
          AND LET'S SEE HOW THE POLITICAL WINDS WORK IN OUR FAVOR,
WHICH I BELIEVE THEY WILL WORK IN OUR FAVOR. 
          [02:55:02]
I THINK MAKING THIS DECISION IS PREMATURE, AND THE RESULTS WILL ONLY MAKE DALLAS ISD LOOK
MORE NEGATIVE AND TAKE AWAY FROM ALL THE GOOD THINGS THAT WE ARE DOING. COMBINING JJ RHODES WITH H. 
          S THOMPSON IS NOT THE RIGHT DECISION. IT'S NOT WHAT THE PEOPLE WANT. 
          IT'S NOT WHAT THE COMMUNITY WANT. AND WE AS A BOARD OF TRUSTEES HAVE TO MAKE A TOUGH
DECISION. 
          AND A TOUGH DECISION WE HAVE TO MAKE IS WHAT TO KEEP. 
          AND THIS IS WHAT THIS IS AN INVESTMENT WORTH KEEPING. 
          THANK YOU. THANK YOU, TRUSTEE SANDERS. JUST ONE ADDITIONAL THOUGHT,
WHICH IT WAS. 
          I THINK FOR THE FOR THE GOOD OF, OF THE COMMUNITY AND HOW WE'RE HAVING THESE CONVERSATIONS
ABOUT SCHOOL CLOSURES, I THINK IT'S IMPORTANT TO SHARE SOME OF THE OTHER MEASURES THAT THE DISTRICT IS ALREADY
TAKING TO CONSTRAIN COSTS. 
          THIS IS NOT THE ONLY THING THAT THE DISTRICT IS DOING. 
          IT'S NOT EVEN THE ONLY THING THAT THE DISTRICT IS PROPOSING. 
          I THINK IT'LL BE GOOD FOR FOLKS TO KNOW THAT THIS IS ONE THING,
THE CONSOLIDATIONS AND NOT THE ONLY STRATEGY THAT THE DISTRICT, BECAUSE I ALREADY KNOW THAT WE'VE BEEN LOOKING AT HOW DO WE SAVE MONEY FOR YEARS NOW? WE'VE BEEN LOOKING AT WHAT WE DO WITH THE CENTRAL OFFICE. 
          WE'VE BEEN LOOKING AT WHAT WE DO AND PRIORITIZING CERTAIN COMMITMENTS THAT WE WE AS A
DISTRICT, THE ADMINISTRATION AND THE BOARD HAVE HELD TO. 
          WE'RE GOING TO MAKE SURE WE PAY OUR TEACHERS. 
          WE'RE GOING TO MAKE SURE THAT WE PRIORITIZE THE CLASSROOM. 
          WE'RE GOING TO MAKE SURE WE DO THAT AND WE'LL WE'LL LOOK AT OTHER THINGS. 
          I THINK IT'S IMPORTANT TO FLAG THAT BECAUSE I NEED EVERYBODY TO UNDERSTAND THAT THESE YOU
KNOW, THESE EVEN THOUGH WE'RE HAVING A TOUGH CONVERSATION,
IT'S NOT BECAUSE THE DISTRICT OR ANYONE HAS LEAPT TO THE HARDEST DECISION THAT WE WOULD HAVE TO MAKE FOR A COMMUNITY. SO I WANTED TO FLAG THAT AS WELL. 
          TRUSTEE MICCICHE. AND I JUST WANTED TO FOLLOW UP ON THE SAFETY POINT AND SORRY I MADE YOU
NERVOUS THERE BY TAPPING MY MICROPHONE. 
          THE COMMUNITY, THERE WERE SO MANY MESSAGES FROM COMMUNITY MEMBERS ASKING ABOUT SAFETY AND
AND ALSO ASKING THAT A SAFETY EVALUATION BE DONE. AND NO ONE HAD ASKED THAT QUESTION IN OUR DISCUSSION BY
THE TIME I GOT RECOGNIZED TO SPEAK, SO THAT I AM GLAD THAT A SAFETY EVALUATION HAS BEEN DONE. 
          AND THAT YOU'VE LOOKED AT STATISTICS AND, AND TRAFFIC AND,
AND SO FORTH. 
          THOSE ARE, THOSE ARE THINGS THAT ARE, ARE QUANTITATIVE TYPE MEASURES THAT WE CAN,
WE CAN LOOK AT THE QUALITATIVE TYPE THINGS THAT TRUSTEE TURNER JUST SAID,
WELL, I DON'T, I DON'T KNOW, BUT IT'S HARD, IT'S HARD FOR ME TO EVALUATE THAT, BUT AT LEAST,
AT LEAST THE REQUEST FROM THE COMMUNITY TO EVALUATE SAFETY HAS BEEN ANSWERED. AND AND I APPRECIATE THE ADMINISTRATION STEPPING UP TO DO THAT AND THE
CARE IN WHICH THEY THEY TOOK TO MAKE SURE THAT THEY RESPONDED TO THE COMMUNITY ON THAT
QUESTION. 
          SO THANK YOU. YES. CAN I ASK ONE QUESTION? ANY OBJECTION TO ROUND FOUR FOR TRUSTEE TURNER? I JUST HAD ONE QUESTION. HAVE WE DONE A TRAFFIC STUDY FOR H. 
          S THOMPSON? WHEN YOU SAY A RECENT TRAFFIC STUDY. 
          A RECENT TRAFFIC STUDY. I WOULD HAVE TO FIND. NO,
I DON'T KNOW THAT WE'VE DONE IT OR NOT. BECAUSE IF YOU HAVE YOU YOU KNOW, IT'S ONLY ONE ONE AND A HALF LANE. IT'S A ONE LANE AND A BIKE LANE. 
          SO IF YOU'RE GOING TO BE BRINGING IN AN ADDITIONAL 100 AND SOME FAMILIES,
THAT'S A TRAFFIC NIGHTMARE. 
          I MEAN, THE SUPERINTENDENT, NOT THE SUPERINTENDENT. 
          THE PRINCIPAL HAD TO PUT IN A REQUEST FOR A STOP SIGN BECAUSE THE TRAFFIC IS SO BAD IN THE
MORNING. 
          AND I REALLY CHALLENGE YOU ALL TO GO THERE IN THE MORNING TO SEE WHAT DROP OFF LOOK LIKE. 
          GO THERE IN THE AFTERNOON TO SEE WHAT PICKUP LOOKS LIKE. 
          AND THEN YOU'RE MAKING THESE RECOMMENDATIONS. BUT YOU HAVEN'T EVEN DONE A TRAFFIC STUDY TO
EVEN TELL US IS IT TRULY, TRULY SAFE TO BE BRINGING IN ADDITIONAL 100 KIDS TO A SCHOOL THAT DON'T EVEN LIVE IN THE
MAJORITY OF THE KIDS, ONLY 50 KIDS LIVE IN THE H. S THOMPSON BOUNDARY. 
          SO WHAT ABOUT THE OTHER KIDS? AND THEN WE GOT 34 FAMILIES THAT ARE DRIVING IN. 
          THEY'RE COMING OUT 175, WHICH IS ALREADY BACKED UP AND BOTTLENECKS RIGHT THERE AT 175
COMING TO PLEASANT GROVE. 
          AND YOU HAVEN'T EVEN PROVIDED A TRAFFIC STUDY. 
          [03:00:02]
SO HOW'S THE BOARD SUPPOSED TO EVEN SAY THAT THIS IS A SAFE SITUATION FOR FAMILIES WITHOUT
A TRAFFIC STUDY? AND WE'RE TALKING ABOUT A SCHOOL AND BON-TON IS CALLING IT OFF. 
          I MEAN, IT WAS DONE THAT BY DESIGN. YOU KNOW,
YOU REALIZE WHAT PEOPLE DON'T KNOW THE HISTORY OF BON-TON. IT WAS DESIGNED SO BLACK PEOPLE CAN BE IN THE FLOODED AREA, AND YOU PUT ALL THE POOR PEOPLE IN ONE AREA,
AND THEN WHEN THEY DECIDE TO MOVE OUT THAT AREA, YOU START BOMBING THEIR HOUSES. THAT'S WHAT HAPPENED. 
          SO THIS COMMUNITY IS ALREADY GOT A WHOLE TRINITY FOREST BEHIND IT. 
          THERE'S NOWHERE ELSE TO GO. YOU CAN ONLY GO NORTH. 
          SO YOU'RE NOT. THEN THEY ARE BUILDING MORE HOUSES IN THE BOSTON AREA. 
          YOU GOT THE ROSE TERRACE PROJECTS THAT CLOSED DOWN. 
          THEY'RE BUILDING MORE HOUSING OVER THERE IN THE ROSE TERRACE COMMUNITY. SO WHAT ABOUT
THOSE FAMILIES IN THE POPULATION THAT'S GOING TO BE GROWING? H S THOMPSON FIVE YEARS FROM NOW, IF YOU PUT THIS 122 OVER THERE,
FIVE YEARS FROM NOW, H. 
          S THOMPSON IS GOING TO BE BUSTING OUT THE SEAMS. IT'S LAND LOCKED. 
          YOU GOT A RAILROAD TRACK RIGHT BEHIND IT. WHERE CAN YOU EVEN BUILD AN ADD ON TO THE
SCHOOL? YOU CANNOT. I REALLY RECOMMEND THE ADMINISTRATION TO GO BACK TO THE DRAWING BOARD. 
          REMOVE THIS OFF THE AGENDA. GO BACK TO THE DRAWING BOARD AND COME BACK WITH SOME BETTER
OPTIONS FOR THIS BOARD TO MAKE AN INFORMED DECISION, BECAUSE IT IS VERY SHORT TO ASK THIS BOARD TO MAKE A DECISION WHEN YOU HAVE YET TO DO A
TRAFFIC STUDY. 
          THANK YOU. TRUSTEES. THANK YOU. TRUSTEES. WE'LL TURN TO FINANCIAL SERVICES DIVISION. 
          [20. FINANCIAL SERVICES DIVISION   ]
ARE THERE ANY QUESTIONS? UNDER FINANCIAL SERVICES DIVISION,
THAT'S 21, 22, 23 AND 24. 
          SEEING NOTHING UNDER FINANCIAL SERVICES DIVISION TRUSTEES WILL TURN TO CONSTRUCTION
SERVICES DIVISION. 
          [25. CONSTRUCTION SERVICES DIVISION   ]
ANY QUESTIONS UNDER CONSTRUCTION SERVICES DIVISION,
WHICH IS, OF COURSE 26 AND 27. 
          OKAY. SEEING NOTHING UNDER THAT, THEN TRUSTEES WILL TURN TO POLICE DIVISION. 
          ARE THERE ANY QUESTIONS UNDER POLICE DIVISION,
WHICH IS 29. 
          [28. POLICE DIVISION ]
OKAY. AND TRUSTEES WILL NOW THEN TURN TO AGENDA ITEM 30. 
          ADJOURNMENT. THE TIME IS 7:28 P.M. AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.