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>> GOOD AFTERNOON AND WELCOME TO THE BOARD BRIEFING,

[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

[00:00:03]

A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

>>

>> THANK YOU. THE FOLLOWING TRUSTEES ARE PRESENT: DISTRICT 2, DUSTIN MARSHALL.

DISTRICT 3, DAN MICCICHE.

DISTRICT 4, KARLA GARCIA.

DISTRICT 5, MAXIE JOHNSON, IS IN THE OTHER ROOM, DISTRICT 1, EDWIN FLORES.

DISTRICT 6, JOYCE FOREMAN. I SAW HER.

SHE WILL BE JOINING US IN A SECOND.

DISTRICT 7, MYSELF, BEN MACKEY.

DISTRICT 8, JOE CARREON, AND DISTRICT 9, JUSTIN HENRY, WHO WILL BE JOINING US VIA ZOOM.

OUR SUPERINTENDENT OF SCHOOLS, MICHAEL HINOJOSA JOINS US, AND I AM BEN MACKEY, BOARD PRESIDENT.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD AND ESPANOL ON FACEBOOK, AND THROUGH THE DISTRICT'S WEBSITE.

>>

>> ON MARCH 16TH, 2020, GOVERNOR GREG ABBOTT GRANTED A REQUEST BY ATTORNEY GENERAL KEN PAXTON TO TEMPORARILY SUSPEND A LIMITED NUMBER OF OPEN MEETINGS LAWS TO THE EXTENT NECESSARY TO ALLOW TELEPHONIC OR VIDEO CONFERENCE MEETINGS IN RESPONSE TO THE CORONAVIRUS COVID-19.

IN ACCORDANCE WITH THOSE SUSPENDED RULES, WE CERTIFY THE FOLLOWING, NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE FOR AT LEAST 72 HOURS.

WE HAVE A QUORUM IN ATTENDANCE AT THIS MEETING, EITHER PHYSICALLY OR TRUSTEES ARE IN ATTENDANCE SIMULTANEOUSLY THROUGH VIDEO CONFERENCE VIA ZOOM.

WE ARE MEETING BY USE OF ZOOM MEETING SOFTWARE, WHICH ALLOWS TWO-WAY COMMUNICATION FOR MEMBERS OF THE PUBLIC.

MEMBERS OF THE PUBLIC WHO WILL FOLLOW THE INSTRUCTIONS ON THE MEETING NOTICE FOR REGISTERING TO SPEAK DURING THE PUBLIC COMMENT PORTION WILL BE ALLOWED TO ADDRESS THE BOARD IN PERSON FOR THREE MINUTES.

ALL OTHER MEETING PROCEDURES WILL ADHERE TO BOARD-ADOPTED PROCEDURES TO THE EXTENT PRACTICABLE.

AN AUDIO RECORDING OF THIS MEETING IS BEING MADE AND WILL BE MADE AVAILABLE TO THE PUBLIC.

WE APOLOGIZE IN ADVANCE FOR ANY UNFORESEEN DIFFICULTIES AND ASK FOR PATIENCE AS WE NAVIGATE THESE UNPRECEDENTED CONDITIONS.

IF YOU HAVE ANY QUESTIONS ABOUT THESE SUSPENDED LAWS, PLEASE CALL THE OFFICE OF THE ATTORNEY GENERAL AT 888-672-6787 OR BY EMAIL AT TOMA@OAG.TEXAS.GOV.

WE'LL MOVE ON TO SECTION 2, ACKNOWLEDGMENTS.

[2. ACKNOWLEDGEMENTS]

I WOULD LIKE TO ENCOURAGE EVERYONE TO PLEASE WEAR YOUR MASK OVER YOUR MOUTH AND NOSE AT ALL TIMES.

I DON'T SEE IF WE HAVE ANY PUBLIC OFFICIALS PRESENT.

MOVING ON TO SECTION 3, THE PUBLIC FORUM.

[3. PUBLIC FORUM]

OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.

SPEAKERS, PLEASE BE REMINDED THAT SUBSTITUTIONS ARE NOT ALLOWED.

IF YOU SIGNED UP TO SPEAK, YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE.

SPEAKERS WHO FAIL TO ADHERE TO THIS RULE WILL BE INTERRUPTED AND INFORMED YOUR COMMENTS ARE OUT-OF-ORDER.

MS. GULLEY, WILL YOU PLEASE CALL THE SPEAKERS?

>> YES. OUR FIRST SPEAKER IS GEORGE RANGEL.

YOU WILL HAVE THREE MINUTES TO SPEAK.

WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.

>> GEORGE RANGEL. GOOD MORNING, PRESIDENT MACKEY, TRUSTEES, SUPERINTENDED HINOJOSA.

MY NAME IS GEORGE RANGEL, 334 CENTRE STREET, DALLAS, TEXAS 75208.

I'M THE EXECUTIVE VICE PRESIDENT AT ALLIANCE/AFT.

I'M SPEAKING TO YOU TODAY ON ITEM 31A, TO DISCUSS THE IMPORTANT ISSUE OF EMPLOYEE SALARY INCREASES.

THE DISTRICT INVESTS IN MANY PROJECTS AND PROGRAMS. SOME COST THOUSANDS OF DOLLARS, AND WE DON'T EVEN KNOW IF THEY WORK OR NOT, BUT THE BOARD MEMBERS VOTE ON THESE PROGRAMS. WHY? IT'S SIMPLE BECAUSE IT MAKES OUR DISTRICT BETTER.

WE'RE ASKING THAT YOU INVEST MONEY IN THE MOST IMPORTANT PIECE OF THE MACHINE.

WE'RE ASKING THAT YOU INVEST IN THE EMPLOYEES THAT CONTINUE TO MAKE THE DISTRICT A PREMIER DISTRICT.

TEN YEARS AGO, DISD CUSTODIAL STAFF TOOK A 10 PERCENT CUT.

THAT IS HOW LONG THAT MOST OF OUR CUSTODIAL STAFF HAVE BEEN WITHOUT A BUMP IN BASE SALARY.

NOT ONLY THAT, THE STIPEND THEY RECEIVE INSTEAD OF A BASE SALARY INCREASE HAS ALSO NOT BEEN INCREASED IN 10 YEARS.

WHILE THIS WOULD BE CONSIDERED UNACCEPTABLE IN ANY YEAR,

[00:05:03]

IT IS ESPECIALLY SHAMEFUL CONSIDERING THE YEAR WE'VE JUST HAD.

DURING COVID, WE HAVE RELIED ON OUR CUSTODIAL STAFF MORE THAN EVER.

DISD HAS LITERALLY PUT THE HEALTH AND SAFETY OF OUR STUDENTS AND STAFF IN THEIR HANDS.

YET ONCE AGAIN, DISD REFUSES TO INCREASE THE BASE FOR MOST EXPERIENCED CUSTODIAL STAFF.

THESE ARE THE SAME INDIVIDUALS WHO WE HEARD ABOUT IN THE NEWS AFTER THEY SLEPT IN THE SCHOOLS IN ORDER TO BETTER PROTECT THE BUILDINGS FROM HISTORIC WINTER STORMS. TIME AND AGAIN, WE HEREBY DISD CAFETERIA, TRANSPORTATION, TEACHER ASSISTANTS, NURSES GOING ABOVE AND BEYOND ONLY TO BE LOOKED OVER.

WE ASK THAT YOU INVEST IN YOUR EMPLOYEES.

AN INCREASE OF SEVEN PERCENT FOR PROFESSIONALS AND FIVE PERCENT ACROSS THE BOARD WITH $1,000 BONUS FOR SUPPORT STAFF IN 2022 IS WHAT WE'RE ASKING.

WHILE DISD CAN'T FIX EVERYTHING, WE CAN ENSURE THE PAY INCREASES GOING OUT THIS YEAR REFLECT THE INCREDIBLE WORK OUR HEROES DID THIS PAST YEAR.

IF WE ARE GOING TO CALL SUPPORT EMPLOYEES HEROES, LET'S DO BETTER THAN THE COST OF LIVING ADJUSTMENT.

PLEASE CONSIDER ALLIANCE/AFT'S PROPOSAL WHICH WOULD SHOW THE EMPLOYEES HOW VALUED THEIR WORK IS AND HAS BEEN THIS PAST YEAR.

THANK YOU FOR YOUR TIME AND CONSIDERATION.

>> OUR LAST SPEAKER IS RENA HONEA.

>> GOOD AFTERNOON, TRUSTEE MACKEY, TRUSTEES, AND SUPERINTENDENT HINOJOSA.

THAT SHOULD HAVE BEEN PRESIDENT MACKEY.

I'M RENA HONEA, PRESIDENT OF ALLIANCE/AFT.

WE'RE AT THE TIME WHERE THE BUDGET WILL BE VOTED ON IN TWO WEEKS.

YOU'VE HEARD FOR THE LAST COUPLE OF MONTHS FROM EMPLOYEES ABOUT THE NEED FOR A SALARY INCREASE THAT MATCHES THE VERBAL ACCOLADE YOU ALL HAVE BEEN GENEROUS TO GIVE.

THESE SAME EMPLOYEES THAT YOU'VE HEARD FROM ARE MANY OF THE ONES YOU'VE CALLED HEROES, BUT THE RECOMMENDATION, AGAIN, THIS YEAR IS THE SAME STATUS QUO PAY INCREASE THAT'S BEING GIVEN FOR THE LAST SEVERAL YEARS.

YET MORE HAS BEEN ASKED OF EACH ONE.

SOME OF OUR EMPLOYEES REPRESENTED DALLAS ISD IN THE NATIONAL NEWS.

SOME SLEPT IN THE BUILDINGS TO MAKE SURE THERE WAS HEAT.

SOME DROVE IN DANGEROUS CONDITIONS TO MAKE SURE STUDENTS ARRIVED AT SCHOOL SAFELY.

MANY PREPARED AND DELIVERED INSTRUCTION IN THE CLASSROOM AS WELL AS VIRTUALLY SIMULTANEOUSLY, AND SOME EVEN GAVE THEIR LIFE FOR THE STUDENTS IN THIS DISTRICT.

IT'S TIME FOR YOU TO BE AS BOLD AS THESE EMPLOYEES ARE AND FOLLOW THROUGH WITH THE DECENT PAY RAISE.

THE BOTTOM LINE HERE IS TO SHOW RESPECT IN REINVESTMENT FOR ALL DALLAS ISD EMPLOYEES.

EVERY MONTH THIS BOARD APPROVES MILLIONS OF DOLLARS FOR THINGS THAT NEVER REACH THE STUDENTS OR EMPLOYEES.

WHEN ARE YOU GOING TO CONSIDER THEM TO RECEIVE THE FUNDS THAT THE TAXPAYERS VOTED ON? WHEN ARE YOU GOING TO SAY THEY'RE WORTH MORE THAN THE STATUS QUO? WHEN ARE YOU GOING TO DECIDE TO BE THE LEADERS IN EMPLOYEE TREATMENT RATHER THAN FOLLOWING WHAT OTHER DISTRICTS DO.

WE ALL KNOW THAT IT'S THE RIGHT THING TO DO, BUT DO YOU HAVE THE WILL TO MAKE IT HAPPEN? AS I'VE SHARED WITH YOU BEFORE, A FIVE PERCENT INCREASE FOR ALL SUPPORT STAFF, WHICH IS APPROXIMATELY 7,700 EMPLOYEES, WOULD COST THE DISTRICT $12.5 MILLION.

A SEVEN PERCENT INCREASE FOR ALL CHAPTER 21 PROFESSIONALS, WHICH IS APPROXIMATELY 12,200 EMPLOYEES, IS 59.4 MILLION.

THESE PROPOSALS ARE THE REINVESTMENT THAT TRULY EXPRESS YOU MEAN WHAT YOU SAY.

DALLAS ISD IS FILLED WITH REAL HEROES.

EVEN THOUGH THIS INCREASE IS A RECURRING COST AND CONSIDERING THE FIVE-YEAR STRATEGIC COMPENSATION PLAN THAT OUR SUPERINTENDENT SPOKE OF BEFORE THE BOND WAS PASSED, NOW IS THE TIME TO REINVEST IN THESE EMPLOYEES.

IT'S THE RIGHT THING TO DO AND WILL ENCOURAGE RETENTION IN THE DISTRICT RATHER THAN THEM GOING TO THE SUBURBS OR LEAVING THE PROFESSION TOTALLY.

THANK YOU FOR YOUR CONSIDERATION AND YOUR TIME, AND FOR THE SERVICE THAT YOU ALL GIVE.

>> THIS CONCLUDES OUR SPEAKERS.

>> THANK YOU TO OUR SPEAKERS.

WE'LL NOW MOVE ON TO SECTION 4, CLOSED SESSION.

THE BOARD DOES NOT HAVE NEED FOR A CLOSED SESSION TODAY.

WE WILL THEN MOVE ON TO SECTION 5 AND SECTION 6.

[6. INFORMATION/REPORTS]

WE'LL BEGIN WITH 6A, DISCUSSION OF THE 87TH TEXAS LEGISLATIVE AGENDA.

>> THANK YOU, PRESIDENT MACKEY, MEMBERS OF THE BOARD.

IT WILL BE A VERY BRIEF REPORT.

YOU GOT A COMPREHENSIVE REPORT FROM OUR CONSULTANT LAST WEEK IN THE BOARD UPDATE.

IT WAS ONE OF THE MOST THOROUGH REPORTS THAT WE'VE EVER RECEIVED.

I DO WANT TO PUBLICLY THANK LOUANN MARTINEZ, OUR LEGISLATIVE CONSULTANT, AND THE MANY OTHERS WHO HELPED US.

[00:10:01]

WHILE I WANT TO COMMEND THE BOARD BECAUSE WE ADOPTED MOST OF OUR AGENDA, THE ONE THAT WE DIDN'T ADOPT, WE MIGHT BE ABLE TO ADOPT DURING THE SPECIAL SESSION BECAUSE IT WAS SUPPORTED BY JUST ABOUT EVERYBODY.

IT JUST FELL VICTIM TO A PROTOCOL ISSUE THAT HAPPENED ON HAVING A QUORUM.

WHILE WE DID ACCOMPLISH MOST OF OUR AGENDA, IT DIDN'T FEEL LIKE IT.

THIS SESSION WAS TOTALLY DIFFERENT IN TONE FROM THE PREVIOUS SESSION WHERE WE WERE THE DARLINGS OF THE PUBLIC EDUCATORS, WE WERE THE DARLINGS OF THE LEGISLATURE.

THIS TIME IT DIDN'T FEEL SO MUCH.

THERE WAS A LOT OF LEGISLATION AT THE VERY END THAT WAS VERY DISHEARTENING THAT'S GOING TO REQUIRE THE DISTRICT TO MAKE SOME FURTHER DECISIONS.

I DON'T WANT TO BELABOR THE POINT.

THAT'S MY OVERVIEW.

I'LL BE GLAD TO ENTERTAIN ANY QUESTIONS THAT ANY OF THE TRUSTEES MAY HAVE.

>> TRUSTEES, DO WE HAVE ANY QUESTIONS? THANK YOU, DR.

MOVING ON TO 6B, DISTRICT COOPERATIVE PURCHASING AGREEMENTS WITH RELATED FEES AND PURPOSES.

>> PRESIDENT MACKEY, TRUSTEES AND SUPERINTENDENT HINOJOSA BRIEFLY REQUIRED BY LAWS FOR US AS A DISTRICT TO PRESENT TO THE BOARD THE FEES ASSOCIATED WITH DISTRICT COOPERATIVES.

YOU CAN SEE THE LIST OF APPROVED COOPERATIVES AND THE OVERALL FEE RELATED TO THAT COOPERATIVE.

THE TOTAL IS $19,300, $300 IS SPECIFICALLY FOR GENERAL FUND BOND FUND, AND THEN THE $19,000 RELATES SPECIFICALLY TO CHILD NUTRITION.

I'D ANSWER ANY QUESTIONS THAT YOU HAVE.

>> THANK YOU. CHIEF THOMPSON.

TRUSTEES DO WE HAVE ANY QUESTIONS? TRUSTEE FOREMAN..

>> ARE THIS THE ONLY COOPERATIVES SO WE USE?

>> YES, MA'AM.

>> WE DON'T USE BUYBOARD ANYMORE.

>> BUYBOARD IS DOWN THERE UNDER TASBY, THIRD FROM THE BOTTOM.

>> IS TASBY IN CHARGE OF BIBLE WORK?

>> YES, MA'AM.

>> THERE ARE NO OTHER COOPERATIVES THAT WE USE.

I'M JUST TRYING TO MAKE SURE BEFORE I GO LOOK?

>> I DON'T BELIEVE SO. NO, MA'AM.

>> THANK YOU.

>> TRUSTEES. ANY OTHER QUESTION, TRUSTEE HENRY? WE'RE MOVING ON. THANK YOU SO MUCH FOR THAT.

WE'RE GOING 6C, RACIAL EQUITY UPDATE EQUITABLE LEADERSHIP AND OPERATIONS.

>> MS. PRESIDENT, MEMBERS OF THE BOARD AS WE DO REGULARLY, WE PROVIDE YOU AN UPDATE WITH OUR RACIAL EQUITY INITIATIVE.

I'LL TURN IT OVER TO DR. LEAH AND DR. QUINN TO GIVE US A PRESENTATION.

>> THANK YOU, SUPERINTENDENT.

GOOD AFTERNOON, PRESIDENT MACKEY AND BOARD OF TRUSTEES.

AS WE DO EACH MONTH, WE HAVE IDENTIFIED A PILLAR TO FOCUS ON.

IN THIS PARTICULAR MONTH, WE'RE FOCUSING ON LEADERSHIP AND OPERATIONS.

DO WE HAVE DR. QUINN IN THE AUDIENCE? MS. GRANT, THE MOUSE ISN'T WORKING ON THIS PARTICULAR SLIDE.

AS WE USUALLY DO, WE START OUR PRESENTATIONS JUST ACCLIMATING THE BOARD AS WELL AS OUR AUDIENCE WITH OUR SIX PILLARS, AND AS I SAID EARLIER, TODAY'S PRESENTATION WILL BE ABOUT EQUITABLE LEADERSHIP AND OPERATIONS.

WE HAVE AN AGENDA WE WANT TO FOCUS ON THREE MAIN AREAS.

[00:15:01]

ONE IS PRINCIPAL RETENTION.

THE SECOND IS EQUITABLE ACCESS TO EFFECTIVE PRINCIPALS, AND THEN THE LAST WE THOUGHT WOULD BE IMPORTANT THOUGH AS BOARD KNOWS THE DISTRICT WAS SELECTED TO BE PART OF THE HOULDSWORTH CENTER COHORT, AND WE THOUGHT IT WOULD BE IMPORTANT JUST TO BRING A LITTLE BIT OF INFORMATION ABOUT HOW THAT WORK WILL DOVETAIL INTO PRINCIPAL RETENTION AND ALSO BUILDING PIPELINES SYSTEMS. WITH THAT, I'M GOING TO TURN THE NEXT SLIDE OVER TO DR. QUINN.

>> GOOD AFTERNOON. THE FIRST UPDATE IS TO SHARE HOW SCHOOL LEADERSHIP AND HCM HAVE WORKED TOGETHER TO RETAIN HIGH-QUALITY, EXPERIENCED PRINCIPLES AT A HIGH PRIORITY CAMPUSES AND THEIR ANNUAL GOAL IS TO EXCEED A 90 PERCENT RETENTION RATE EACH YEAR.

NOW NOTICE THAT THE TIMELINE IS FROM OCTOBER TO OCTOBER BECAUSE HCM USES THE TEA PING SNAPSHOT DATE IN ORDER TO PROVIDE AND MAINTAIN CONSISTENCY, AND ALSO NOTE THAT HPCS WERE IDENTIFIED AND ANNOUNCED PRIOR TO THIS SCHOOL YEAR.

IN FACT, THEY WERE IDENTIFIED IN THE EARLY SPRING OF 1920.

HCM REVIEWED AND ANALYZED THE CURRENT HIGH PRIORITY CAMPUSES TURNOVER RATES PRIOR TO THEIR ACTUAL IDENTIFICATION AS AN HPC GROUP TO ESTABLISH A BASELINE OF 87.1 PERCENT, AND FROM OCTOBER 2019 TO OCTOBER 2020, THE PRINCIPAL RETENTION RATE INCREASED FROM THAT 87.1-91.1 PERCENT, AND SO FAR THIS GOAL HAS BEEN EXCEEDED, BUT OF COURSE, WE WILL CONTINUE TO MEASURE IT ANNUALLY EACH OCTOBER AGAINST THE EXPECTATION OF A GREATER THAN 90 PERCENT OUTCOME.

SOME STRATEGIC INPUTS THAT WILL SUSTAIN THEIR RETENTION OF THIS GOAL, ARE THAT HPC STIPENDS AWARDED FOR THE FIRST TIME THIS YEAR, ALONG WITH FEEDBACK THAT WAS SOLICITED AND RECEIVED DURING SEVERAL PRINCIPAL MEETINGS WHERE HPC PRINCIPLES WERE ASKED TO SHARE THEIR CHALLENGES AND THEIR NEEDS AND THEIR IDEAS FOR SUPPORT.

THAT FEEDBACK WAS IN TURN SHARED WITH DR. LUSK AND HIS TEAM AND ULTIMATELY ADDED TO THE THEORY OF ACTION AS A SPECIFIC HPC SUPPORT.

SOME EXAMPLES OF THOSE THEORY OF ACTION SUPPORTS ARE: SPECIAL JOB FAIRS, PRIORITY HIRING, PRIORITY RESPONSES TO WORK ORDERS, AND SPECIAL COACHING SUPPORT FOR SCHOOL REDESIGN AND MARKETING, AND IN AUGUST CHIEF LUSK IS GOING TO COME TO THE BOARD TO SHARE MORE DETAILS ABOUT THE SPECIFIC HPC THEORY OF ACTION SUPPORT.

NOW THIS SLIDE ADDRESSES THE CHALLENGE TO PROVIDE AFRICAN-AMERICAN STUDENTS WHO ATTEND OUR HPCS, MORE ACCESS TO PROFICIENT ONE AND ABOVE PRINCIPLES, AND WHILE THE PANDEMIC DRIVEN PAUSE AND SUBSEQUENT MODIFICATIONS TO OUR DISTRICTS EXCELLENCE INITIATIVES HAVE SOMEWHAT HANDICAPPED ACCESS TO CURRENT DATA ON PRINCIPAL EFFECTIVENESS.

HCM STILL HAS SET A RIGOROUS GOAL TO INCREASE THE NUMBER OF PROFICIENT AND ABOVE PRINCIPLED AT OUR HIGH PRIORITY CAMPUSES BY 3 PERCENTAGE POINTS ANNUALLY, SO THAT BY THE FALL OF 2022, THE PERCENTAGE OF PROFICIENT ONE ABOVE PRINCIPLES AT OUR HPCS WILL INCREASE FROM 48.8-51.8 PERCENT.

TO DRIVE THE ACCOMPLISHMENT OF THIS GOAL, HCM AND SCHOOL LEADERSHIP COLLABORATED TO IDENTIFY KEY IMPROVEMENTS TO THE PEI TOOL AND TO PROVIDE TARGETED PEI ALIGNED SUPPORT TO OUR HPC PRINCIPLES.

SOME PROGRESS TODAY, THE TWO TEAMS CONDUCTED PEI INFORMATION SESSIONS WITH EXECUTIVE DIRECTORS AND SCHOOL LEADERS TO RECEIVE FEEDBACK ON TWO PEI EQUITY MODIFICATIONS.

FIRST IN ALIGNMENT WITH A SIMILAR PROCESS IN TEI, PRINCIPLE TO MEET A MINIMUM SUMMATIVE OR PERFORMANCE SCORE AND WHO EARN A MINIMUM NUMBER OF POINTS FOR STUDENT ACHIEVEMENT WILL BE ELIGIBLE FOR UP TO 10 POINTS ANNUALLY ON THEIR PEI SCORECARD.

SECONDLY, RECOGNIZING THE GROWTH OF PRINCIPLES OVER TIME, THE SYSTEMS TARGETED DISTRIBUTION WILL BE ADJUSTED TO INCREASE THE NUMBER OF PROFICIENT 1 PRINCIPLES BY FIVE PERCENTAGE POINTS.

ADDITIONALLY, SCHOOL LEADERSHIP ADJUSTED AND INCREASED COACHING OPPORTUNITIES TO INTENTIONALLY

[00:20:02]

PROVIDE PEI ALIGNED SUPPORT TO OUR HPC PRINCIPLES IN ORDER TO ENHANCE THEIR GROWTH AND DEVELOPMENT.

SOME EXAMPLES INCLUDE EXECUTIVE DIRECTORS AND INSTRUCTIONAL LEAGUE COACHES PROVIDING CALIBRATION WALKS WITH CAMPUS LEADERS TO IDENTIFY TRENDS AND TO DETERMINE THE HIGHEST LEVERAGE FEEDBACK, FOR CONTINUOUS IMPROVEMENT IN TEACHING AND LEARNING.

ALSO THERE WERE OBSERVATIONS AND CONSULTATIONS ON CAMPUS CULTURE AND ORGANIZATIONS, AND EVEN PROFESSIONAL DEVELOPMENT REHEARSALS AND COACHING CONVERSATIONS WITH CAMPUS LEADERS TO MAXIMIZE THE EFFECTIVENESS OF THEIR ON-CAMPUS PD.

SCHOOL LEADERSHIP ALSO PROVIDED ADDITIONAL INSTRUCTIONAL COACHES TO CAMPUSES TO STRENGTHEN CONTENT DEVELOPMENT IN THE CLASSROOMS. NOW CHIEF LEAR'S GOING TO COME AND SHARE SOME EXCITING DISTRICT PARTNERSHIP OPPORTUNITIES THAT WE HAVE TO EXPAND PRINCIPLE SUPPORT.

>> TRUSTEES, AS I STATED AT THE ONSET OF THIS PARTICULAR PRESENTATION, WE ARE EXTREMELY EXCITED TO HAVE THIS OPPORTUNITY TO PARTNER WITH HOLDSWORTH.

THIS PARTICULAR DIAGRAM REALLY INTERSECTS WITH OUR WORK IN BUILDING PRINCIPAL LEADERS.

WE SEE THAT THERE ARE TWO MAIN INVESTMENTS AND THAT'S OUR DISTRICT LEADERSHIP AND OUR CAMPUS LEADERSHIP.

IF WE LOOK AT THIS PARTICULAR DIAGRAM, WE SEE THE ROOF REALLY LOOKS AT THE EQUITABLE AND EXCELLENT OUTCOMES FOR OUR STUDENTS.

WE KNOW THAT WITH STRONG LEADERS COMES HIGH ACHIEVEMENT AND IS PARTICULARLY A DRIVER WITH MAKING SURE THAT WE HAVE EQUITABLE OUTCOMES.

THEN WE GO INTO THE ROOF OF THE HOUSE, WHICH REALLY LOOKS AT THE EVIDENCE OF A PIPELINE READY FOR LEADERS AND THAT'S SHOWING US THAT WE NEED A STRONG BENCH.

WE KNOW THAT WHEN THE OPPORTUNITY ARISES TO PLACE A PRINCIPLE, WE NEED TO HAVE A PIPELINE READY FOR PLACEMENT AND THEN OF COURSE, STRONG STAFF ENGAGEMENT.

THE PILLARS OF THE HOUSE ALSO REFER TO HOW OUR FUTURE PRINCIPLES ARE PLACED.

WHEN WE ALSO GO DOWN TO THE ENABLERS HERE AND WE KNOW THAT, I APOLOGIZE, ACTUALLY WITH THE PILLARS OF THE HOUSE THERE, I CAN'T SEE IT 100 PERCENT, BUT WE ARE LOOKING AT IDENTIFYING PRINCIPLES, ALSO DEVELOPING PRINCIPLES OVER TIME, PLACING PRINCIPLES AND THEN SUPPORTING PRINCIPLES.

THEN WE GO UNDER AND WE SEE THE ENABLERS AND THAT REALLY IS THE FOUNDATION OF WHAT LEADERSHIP LOOKS LIKE AND WE HAVE TO CLEARLY DEFINE THE ROLES.

ALSO HAVE HUMAN CAPITAL DATA THAT IS READILY ACCESSIBLE TO DRIVE THE TALENT AND PLANNING AND DECISIONS, THE EVALUATION THAT IS MEANINGFUL AND DEVELOPMENTALLY ORIENTED.

WE ALSO HAVE TO HAVE A COMMUNICATION SYSTEM TO ENSURE THAT THIS PIPELINE WORKS.

ALL OF THIS RESTS ON THE FOUNDATION OF HAVING A HEALTHY DISTRICT CULTURE.

WE JUST WANTED TO SHARE THAT FRAMEWORK THAT WE WILL BE WORKING FROM AND THEN ALSO SHARE THE TIMELINE OVER THE NEXT FIVE YEARS AND SO YOU SEE WE HAVE TWO YEARS WITH THE DISTRICT LEADERSHIP.

WE START OUR FIRST COHORT WITH PRINCIPALS NEXT YEAR, AND THEN WE ADD ANOTHER COHORT THE FOLLOWING YEAR.

THAT GOES ALL THE WAY TO THE FINAL YEAR, WHICH IS OUR FIFTH YEAR.

WITH THAT, WE WILL TAKE ANY QUESTIONS THAT THE BOARD MIGHT HAVE REGARDING THE LEADERSHIP PILLAR.

>> THANK YOU FOR THAT. TRUSTEE IS DO WE HAVE ANY QUESTIONS? WE'LL GO TRUSTEE FOREMAN FOLLOWED BY TRUSTEE MARSHALL.

>> I AM TAKING MY MASK OFF BECAUSE I HAVE A FEW QUESTIONS.

I WANT TO START OUT WITH WHO WE LOOK AT THE 48, THE 2019, 2020 AND I THINK I'M ON SLIDE 5, THE 48.8 PERCENT THAT WE SAY ARE PROFICIENT ONE AND ABOVE.

HOW DOES THAT COMPARE TO THE REST OF THE CAMPUSES WITHIN THE DISTRICT?

>> I CAN'T SEE IT. IT'S NOT ON HERE EITHER.

>> HOW DO I TURN THIS ONE? THERE WE GO. GOOD AFTERNOON, TRUSTEES.

[00:25:04]

FOR ALL CAMPUSES, THE CURRENT DISTRIBUTION BASED ON THAT 1920 PEI EFFECTIVENESS ALTHOUGH WAS 53.8 PERCENT

>> I THINK MY QUESTION IS SUSIE, WE SAY THAT 48.8 PERCENT OF THE HIGH-PRIORITY CAMPUSES HAVE PROFICIENT ONE AND ABOVE.

OUTSIDE OF THE HIGH POLARITY CAMPUSES, WHAT IS THE PERCENTAGE FOR THE REST OF THE DISTRICT?

>> YES MA'AM, IT'S 56 PERCENT.

>> IT'S 56 PERCENT.

THEN WHEN WE EXTRACT THE ACE CAMPUSES OUT OF THE HIGH PRIORITY CAMPUSES, WHAT DOES THAT NUMBER LOOK LIKE? DO WE KNOW?

>> I DON'T HAVE THAT WITH ME TO IT.

>> OKAY. BECAUSE THAT'S AN IMPORTANT PIECE BASED ON THE FACT THAT THE ACE PRINCIPALS HAVE BEEN RECEIVING STIPENDS FOR YEARS.

I'D LIKE TO KNOW WHAT THAT LOOKS LIKE.

THEN HOW MANY OF THOSE PRINCIPLES ARE AFRICAN-AMERICAN MALES? BECAUSE THIS DISTRICT HAS A HARD TIME WITH AFRICAN-AMERICAN MALES.

>> THERE ARE 25 AFRICAN-AMERICAN MALE PRINCIPALS CURRENTLY.

>> THROUGHOUT THE DISTRICT OR HIGH PRIORITY?

>> THROUGHOUT THE DISTRICT.

>> HOW MANY SCHOOLS DO WE HAVE THAT HAVE PRINCIPALS?

>> TWO HUNDRED AND TWENTY FIVE.

>> TWO HUNDRED AND TWENTY FIVE.

DR. HALL, SO WHAT'S WRONG WITH BLACK MEN IN THIS DISTRICT? WHY CAN'T WE KEEP BLACK MALES IN THIS DISTRICT? CAN SOMEBODY ANSWER THAT QUESTION? WHY CAN'T WE KEEP BLACK MALES IN THIS DISTRICT? WHAT'S THE PROBLEM? IS THERE A PROBLEM?

>> TRUSTEE FOREMAN AND WE AIM TO RETAIN ALL OF OUR PRINCIPALS.

>> THAT'S NOT MY QUESTION.

I'M TALKING ABOUT HIGH PRIORITY CAMPUSES AND MANY OF THOSE HAPPENED TO BE WHERE AFRICAN AMERICAN STUDENTS ARE.

WHY CAN'T WE RETAIN BLACK MALES IN THIS DISTRICT, ESPECIALLY WHEN THEY MOVE TO ADMINISTRATION? WHAT'S THE PROBLEM.

>> THIS IS ONE OF THE FOCUSES ON LEADERSHIP

>> YEAH, BUT YOU KNOW, PAM, YOU KEEP TALKING ABOUT WHAT WE'RE GOING TO DO IN THE NEXT FIVE YEARS, I MIGHT NOT BE HERE.

IF I'M NOT HERE, THERE'S NOT GOING TO BE A LOT OF VOICES FOR AFRICAN AMERICAN MEN.

>>TRUSTEE FOREMAN IF YOU RECALL LAST YEAR, WE DID A WHOLE YEAR STUDY ON LOOKING AT DATA AND THIS CAME OUT OF THAT.

>> WE KNOW, BUT WE'RE NOT MOVING FAST ENOUGH.

WHY CAN'T WE RETAIN AFRICAN AMERICAN MALES IN LEADERSHIP IN THIS DISTRICT? WHY ARE WE NOW RECRUITING FROM THE OUTSIDE? ALL WE WANT TO TALK ABOUT IS HOW WE GOING TO MOVING THEM UP THE LADDER IN FIVE YEARS.

I'M NOT WAITING FOR THAT.

>> NO. I DON'T HAVE AN ANSWER.

>> I THINK YOU COULD. BUT I'D TELL YOU WHAT SOMEBODY BETTER FIGURE IT OUT.

SOMEBODY BETTER FIGURE IT OUT.

BECAUSE THIS IS RIDICULOUS.

WE CANNOT RETAIN AFRICAN AMERICAN MALES IN LEADERSHIP AT THIS DISTRICT AND I'M SICK OF TALKING ABOUT IT.

EVERYBODY LOOKING AT ME LIKE THEY CRAZY, I'M NOT CRAZY.

I KNOW WHAT I'M TALKING ABOUT.

WE GET ONE, WE KEEP THEM SIX MONTHS AND THEY'RE GONE.

WHAT'S WRONG WITH THIS DISTRICT? I STILL GOT MINUTES ON MY TEN MINUTES, SO LET ME KEEP ASKING QUESTIONS.

I HAD TO GET THAT OUT BECAUSE I AM TIRED OF IT.

WHAT DO WE CALL A HIGHLY EFFECTIVE PRINCIPAL OVER TIME? DOES THAT MEAN THE FIVE YEARS?

>> TRUSTEE FOREMAN, WE PUT THE HOLT WORK INFORMATION IN HERE JUST TO SHOW THAT THAT'S ONE COMPONENT THAT WE'RE WORKING ON TO BUILD A BENCH FOR PRINCIPALS.

WHEN YOU SAY FIVE YEARS, IT WAS SPECIFICALLY FOR HOLT WORK.

>> OKAY. WHY ARE WE JUST LEANING TOWARD HOLT WORK? WHY ARE WE NOT LOOKING AT HAVING SOME PROGRAM THAT WILL HAVE AN OUTREACH TO AFRICAN AMERICAN MALES THROUGHOUT THIS AREA, TRYING TO BRING THEM IN TO THIS DISTRICT

[00:30:04]

>> CORRECT. THIS PARTICULAR INITIATIVE OR PARTNERSHIP IS ONLY ONE ASPECT OF WORKING.

>> WHAT ARE THE OTHERS?

>> IF I COULD ASK CHIEF REDDICK.

OKAY. THANK YOU MICHELLE.

>> WELL, HE'S LEAVING SO WHY ARE YOU CALLING HIM? HE'S SORRY CHIEF REDDICK.

>> IT'S OKAY. I'M STILL HERE.

>> GOOD AFTERNOON, TRUSTEES.

WE DO HAVE MONET HARRIS IS ON THE LINE AND SHE IS OUR EXECUTIVE DIRECTOR FOR OUR LEAD PROGRAM, WHICH HAS OUR LEAD PIPELINE.

>> LET ME TELL YOU WHY I GOT A PROBLEM WITH THE LEAD PROGRAM.

NOT HARDLY ANY AFRICAN AMERICAN ASSISTANT PRINCIPALS FROM THE SOUTHERN SECTOR IS A PART OF THE LEAD PROGRAM.

>> MS. HARRIS, ARE YOU ON THE LINE?

>> I AM.

>> DO YOU HAVE ANY DATA POINTS FOR OUR LEAD PROGRAM?

>> I DO. WE HAVE APPROXIMATELY A 136 INDIVIDUALS THAT APPLIED FOR OUR PRINCIPLE FOR THIS YEAR, 10 PERCENT OF THOSE APPLICANTS WERE AFRICAN AMERICAN MALES.

IN OUR FINAL POOL WE HAVE 84 CANDIDATES WITH 11 PERCENT AFRICAN AMERICAN MALES.

IT IS A PRIORITY BECAUSE IT HAS ALSO STAYED CONSISTENT WITH THE PERCENTAGE OF THOSE THAT DID APPLY.

>> WHAT'S THE OTHER PERCENTAGE?

>> I'M SORRY.

>> WHAT'S THE OTHER PERCENTAGE BASED ON ETHNICITY?

>> THROUGH OUT ALL OF THE DIFFERENT RACIAL GROUPS?

>> YES, MA'AM.

>> OKAY. WE HAD EIGHT PERCENT HISPANIC MALE, PERCENT PERCENT WHITE MALE, AND THREE PERCENT OTHER MALE.

>> HOW DOES COME TO A 100 PERCENT.

>> I'M SORRY.

>> I'M TRYING TO GET TO THE 100 PERCENT.

YOU SAID 10 PERCENT AFRICAN AMERICAN.

>> WE HAD 54 PERCENT AFRICAN AMERICAN FEMALE, 14 PERCENT HISPANIC FEMALE, FIVE PERCENT WHITE FEMALE, AND 2 PERCENT OTHER FEMALE.

WE DO KNOW THAT OUR MALE LEADERS IS A PRIORITY.

WE WENT BACK AND EVEN LOOKED AT THAT IF IT WAS CONSISTENT WITH OUR TEACHING POPULATION.

75 PERCENT OF OUR PRINCIPAL CANDIDATE POOL IS FEMALE, 25 PERCENT MALE.

WE'VE HAD OUTREACH WITH JOHN VEGA TO CONNECT WITH OUR INITIATIVE WITH BRINGING MALE TEACHERS OF COLOR TO CAPITALIZE ON GETTING THEM INTO THE PIPELINE EARLY, EDUCATIONAL LEADERSHIP AND BECOME LEADERS IN OUR DISTRICT.

THAT'S OUR LONG-TERM PLAN.

BUT WE'VE ALSO REACHED OUT TO OUR HISPANIC ADMINISTRATORS ASSOCIATION, AS WELL AS OUR BLACK ADMINISTRATORS ASSOCIATION TO BEGIN RECRUITMENT AND HELP US IDENTIFY MALES OF COLOR EARLY ON.

>> DUSTIN ARE YOU SAYING MY TIME IS UP?

>> I THINK IT IS

>> OKAY.

>> WE'RE GOING OFF OF THIS CLOCK SO YOU STILL GOT ONE MINUTE LEFT, TRUSTEE FOREMAN.

>> THANK YOU VERY MUCH, SIR.

MONER, HOW MANY OF THOSE CANDIDATES CAME FROM SOUTHERN SECTOR ASSISTANT PRINCIPALS?

>> WE HAVE APPROXIMATELY, LET ME SEE, I HAVE IT BROKEN DOWN BY TRUSTEE.

>> WELL, IF YOU'RE GOING TO BREAK IT DOWN BY TRUSTEE THEN THAT'S FIVE, SIX, NINE AND SEVEN.

>> OKAY. IN TRUSTEE JOHNSON DISTRICT, WE HAVE 19 AND YOUR AREA, WE HAVE 13 AND IN, LET SEE, FIVE, SIX, SEVEN, EIGHT.

MR, CARRION 18 AND TRUSTEE HENRY 17.

>> THANK YOU. WE'LL COME BACK FOR A SECOND ROUND.

TRUSTEE MARSHALL FOLLOWED BY TRUSTEE JOHNSON.

THANKS. I WANT TO THANK YOU GUYS FOR YOUR HARD WORK HERE.

I CONTINUE TO BE IMPRESSED WITH EVERY UPDATE WE RECEIVE IN THE LAST SIX MONTHS OR SO FROM THIS OFFICE AND I THINK YOU'RE

[00:35:02]

BEING VERY VIGILANT AND STRUCTURED ABOUT FOLLOWING THE FRAMEWORK AND PROVIDING QUALITY UPDATES SO THANKS FOR STARTERS.

I WOULD JUST ADD BASED ON TRUSTEE FOREMAN'S COMMENTS.

I THINK WE ALL AGREE WITH THE OBJECTIVE IS HERE BUT I ALSO THINK RATHER THAN DWELL ON THE SIZE OF THE PROBLEM, WE NEED TO BE THINKING ABOUT SOLUTIONS.

I THINK THAT'S WHAT YOU GUYS ARE DOING AND SO I THINK WE ARE IN THE PROCESS OF ADDRESSING THESE VERY ISSUES THAT HAVE BEEN HIGHLIGHTED.

PARTICULARLY IN THESE HIGHER NEEDS SCHOOLS.

IT OCCURS TO ME THAT A LOT OF THE HIGHER NEEDS SCHOOLS THAT WE HAVE ARE ELEMENTARY SCHOOLS.

ONE OF THE THINGS I'VE BEEN BRINGING UP FOR THE LAST COUPLE OF YEARS AS IT RELATES TO PRINCIPAL COMPENSATION OUTSIDE OF THE RACIAL EQUITY ISSUE AND OUTSIDE OF THESE HPCS IS THE FACT THAT WE HAVE CREATED A STRONG INCENTIVE STRUCTURE FOR HIGH PERFORMING ELEMENTARY SCHOOL PRINCIPALS TO BECOME MIDDLE SCHOOL AND HIGH SCHOOL PRINCIPALS.

PART OF THE REASON WHY YOU SEE TURNOVER, PARTICULARLY IN THESE HIGHER NEED CAMPUSES, IS BECAUSE THEY WANT MORE MONEY.

THE WAY YOU GET MORE MONEY AS A PRINCIPAL IS YOU GET OUT OF AN ELEMENTARY SCHOOL.

IF WE REALLY WANT THESE PRINCIPALS, ESPECIALLY THOSE THAT ARE IN THESE HPCS THAT ARE ELEMENTARY SCHOOLS TO STAY, WE NEED TO CREATE SOME PAYMENT SYSTEM THAT MAKES IT AT LEAST CLOSE TO EQUITABLE TO KEEP THEM IN ELEMENTARY SCHOOLS INSTEAD OF MOVING TO MIDDLE OR HIGH SCHOOL.

ONE THING I WOULD THINK THROUGH IF I WERE YOU GUYS IS SOME DEGREE AND I HESITATE GOING FULL HOG ON THIS IDEA BECAUSE IT IS A MUCH HARDER THING TO BE A HIGH SCHOOL PRINCIPAL THAN IT IS TO BE AN ELEMENTARY SCHOOL PRINCIPAL.

THERE'S A LOT MORE TIME REQUIRED AND EXTRACURRICULAR ACTIVITIES AND PRESENCE OUTSIDE OF THE CLASS DAY REQUIRED OF A HIGH SCHOOL PRINCIPALS.

BUT I DO THINK WE NEED TO BE THINKING AT OUR HPC ELEMENTARY SCHOOLS ABOUT CHANGING PRINCIPAL COMPENSATION TO PROVIDE INCENTIVES.

NOT JUST TO STAY IN THAT SCHOOL, BUT TO STAY AS AN ELEMENTARY PRINCIPAL AND TO BRIDGE THE GAP BETWEEN AT LEAST MIDDLE-SCHOOL CAMP, IF NOT HIGH SCHOOL CAMP.

THAT'S ONE OBSERVATION I WOULD MAKE.

THE SECOND ONE IS, I'M INTERESTED TO HEAR WHAT YOU GUYS THINK ARE MOST EFFECTIVE PRINCIPAL RETENTION TOOLS WITHIN THE DISTRICT.

MY PERCEPTION AND I COULD BE WRONG, BUT THE PROGRAM THAT I'M AWARE OF, THAT IS MOST EFFECTIVE IN RETAINING OUR PRINCIPALS IS THE PIC PROGRAM.

THE PRINCIPAL IMPACT COLLABORATIVE.

THERE MAY BE BETTER PROGRAMS THAT WE HAVE.

IF THERE ARE, I'M NOT AWARE OF THEM.

I GUESS MY FIRST QUESTION IS, ARE THERE OTHER PROGRAMS THAT ARE EQUAL TO THAT IN EFFECTIVENESS OR BETTER? WE DO HAVE OTHER PROGRAMS OR WE DON'T? THEN SO FOR FOR THAT TRUSTEE MARSHALL, I WOULD ASK MANEY HARRIS OR SHONDA CLAYTON BROWN TO RESPOND TO THAT.

I'LL SPEAK TO THAT. WE DO HAVE OTHER PARTNERSHIPS.

WE HAVE ONE PARTNERSHIP WITH CAHN FELLOWS PROGRAM OF TEACHERS COLLEGE AT COLUMBIA UNIVERSITY.

WE'VE HAD SOME INDIVIDUALS PARTICIPATE.

APPROXIMATELY SIX INDIVIDUALS PARTICIPATE IN THAT PROGRAM.

WE'VE HAD OVER 40 INDIVIDUALS PARTICIPATE WITH PRINCIPAL IMPACT COLLABORATIVE AND WE'RE ALSO PURSUING A NEW PARTNERSHIP WITH RICE UNIVERSITY AND THEIR LEADERSHIP DEVELOPMENT PROGRAM.

GREAT. I WASN'T AWARE OF THE CAHN ONE.

I WAS AWARE OF THE RICE ONE.

I THINK THE NUMBER YOU'RE QUOTING FOR THE PIC PROGRAM OF 40 TEACHERS, THE REASON IT'S 40 IS BECAUSE YOU'RE AGGREGATING ACROSS ALL THE YEARS THAT WE'VE WORKED WITH PIC, CORRECT? CORRECT.

40 IS THE NUMBER BECAUSE IT'S BEEN FOUR OR FIVE YEARS THAT WE'VE BEEN WORKING WITH THEM.

IF YOU THINK ABOUT PIC ON AN ANNUAL BASIS, I THINK IT'S SINGLE DIGITS, MAYBE 10, MAYBE 12 PRINCIPALS.

YOU SAID WE HAVE SIX IN THE CAHN PROGRAM, AND HOW MANY IN THE RICE PROGRAM? RICE IS RELATIVELY HAVE NOT REACHED THE RICE PROGRAM AS OF YET.

WE HAVE JUST ENGAGED IN THE CONVERSATION ON WHAT THAT WOULD LOOK LIKE FOR INDIVIDUALS WHO ARE STARTING UP INTO THEIR LEADERSHIP AS WELL AS CURRENT PRINCIPALS.

ON THE CAHN FELLOW IT'S PREMASTER PRINCIPLES SO THAT IS A SMALL SELECT.

YOU GET WHERE I'M HEADED WITH THIS THOUGH.

WE'VE GOT MAYBE 15-20 PRINCIPALS THAT WE'RE ENROLLING IN THESE PROGRAMS TO RETAIN THEM.

THE ONE PROGRAM THAT WE'VE WORKED WITH FOR FOUR OR FIVE YEARS THAT WE THINK IS OUR BEST EXAMPLE, WE ENROLL 8-10, MAYBE 12 PRINCIPALS IN EVERY YEAR.

CORRECT.

IT IS BEYOND ME JUST FROM A BUSINESS PERSPECTIVE,

[00:40:01]

EVEN OUTSIDE OF EDUCATION.

ANY BUSINESSPERSON CAN TELL YOU THAT RETAINING YOUR HIGHEST PERFORMING EMPLOYEES IS MUCH AN ROI BASIS.

INVESTING IN THE RETENTION OF THOSE BEST EMPLOYEES PAYS WAY MORE DIVIDENDS THAN RECRUITING REPLACEMENTS FOR THOSE PEOPLE.

IT CONTINUES TO BE A LITTLE BIT BEYOND MY UNDERSTANDING WHY WE ARE NOT SCALING UP THESE RETENTION PROGRAMS THAT WE KNOW THAT ARE WORKING.

WE HAVE 230 SOMETHING PRINCIPALS AND WERE CHERRY-PICKING 15-20 OF THEM AND SAYING YOU GUYS, PLEASE STAY.

THE OTHER 210, ARE WE SAYING WE DON'T WANT THEM TO STAY? OR ARE WE SAYING WE THINK WE CAN SPEND MONEY ON RECRUITING AND FIND SOMEBODY BETTER? TO ME, WE OUGHT TO BE TAKING ALL THE MONEY, NOT ALL, BUT MOST OF THE MONEY WE'RE SPENDING ON RECRUITING AND PLOWING THAT INTO SCALING UP THESE RETENTION PROGRAMS. I DON'T KNOW IF PIC WOULD BE EVEN ABLE TO TAKE 100 OR 200 TISD PRINCIPALS THAT WOULD PROBABLY BREAK THEIR MODEL.

BUT IF THEY CAN'T HANDLE IT, THEN WE NEED TO FIND ENOUGH OTHER PARTNERS WHERE WE'VE GOT EVERYBODY THAT WE WANT TO STAY AND ENROLLED IN SOME PROGRAM THAT IS ENCOURAGING THEM TO DO SO AND GIVING THEM THE SUPPORT AND THE RESOURCES THAT THEY NEED TO STAY.

THAT'S THE LAUNCH WITH RICE AS A PARTNERSHIP TO ADD ANOTHER AVENUE FOR PRINCIPALS TO MERGE INTO.

WE HAVE TO ALSO TAKE A LENS OF NOT JUST MOST EFFECTIVE PRINCIPALS AND WHAT ARE WE DOING TO HELP LEVERAGE THEIR SKILLS SET AND POUR INTO THEM.

BUT ALSO A DIFFERENT AVENUE FOR THE ZERO, ONE AND TWO YEAR PRINCIPALS THAT ARE JUST LAUNCHING UP INTO THAT WORK.

THEN GETTING A PERCENTAGE OF WHAT DOES THAT LOOK LIKE ACROSS THE DISTRICT SO THAT WE HAVE AN UNDERSTANDING OF HOW MANY ZERO, HOW MANY ONE, HOW MANY TWO.

BECAUSE USUALLY BY YOUR THREE PRINCIPALS ARE LAUNCHING INTO THEIR LEGS IN ORDER TO RUN ALL THE AVENUES OF THE CAMPUS.

THEN WHAT IS THE NEXT TIER OF POURING INTO A PRINCIPAL THAT WE NEED TO THINK THROUGH? YEAH.

I GUESS MY FIRST POINT WOULD BE LET'S SCALE THOSE UP AS WELL AS WE CAN.

MY SECOND POINT WOULD BE WHILE WE'RE SCALING IT, I THINK THE ALLOCATION OF THE SPOTS NEEDS TO BE DIFFERENTIALLY ALLOCATED TOWARDS THESE HPCS.

RIGHT NOW THAT'S DEFINITELY NOT WHAT'S HAPPENING.

IF YOU LOOK AT THE PRINCIPALS THAT HAD BEEN ENROLLED IN PIC OVER THE LAST FOUR OR FIVE YEARS.

IF YOU CUT THAT BY TRUSTEE DISTRICT, I WOULD WAGER THAT THERE ARE MORE PRINCIPALS THAT HAD BEEN ENROLLED IN MY TRUSTEE DISTRICT THAN EVERYBODY ELSE AT THIS TABLE ADDED TOGETHERTHAT IS NOT AN EQUITABLE SPLIT OF THE VERY FEW SPOTS THAT WE ARE MAKING AVAILABLE.

DON'T GET ME WRONG, I'M THRILLED THAT THE PRINCIPALS OF MY TRUSTEE DISTRICT ARE BEING RETAINED AND ARE BEING PART OF THIS PROGRAM.

BUT IF WE'RE IF WE'RE GOING TO INVEST IN EQUITY, YOU GOT TO IDENTIFY THE BEST PRINCIPALS IN JOYCE'S DISTRICT AND JUSTIN DISTRICT AND MAXINE'S DISTRICT AND ALLOCATE THOSE SPOTS TO THEM.

TRUSTEE MARSHALL MAY I JUMP IN? YEAH.

THIS SPEAKS DIRECTLY TO YOUR POINT ABOUT VALIDATING THE WORK AND SO IS REFERENCED BY DR. QUINN.

WE HAVE ACTUALLY DONE A LOT OF WORK ON THEORY OF ACTION AND SPECIFICALLY FOR PRINCIPAL IMPACT COLLABORATIVE.

ACCOMPLISHED AND BREAKTHROUGH PRINCIPALS NOW HAVE THE OPPORTUNITY TO PARTICIPATE IN PRINCIPAL IMPACT COLLABORATIVE.

IT ALIGNS WELL WITH WHAT YOU'RE SAYING AND I THINK WE'RE MOVING IN THAT DIRECTION.

PERFECT. THANK YOU. THAT'S ALL I GOT.

THANK YOU TRUSTEE MARSHALL. TRUSTEE JOHNSON.

YES.

LOOK AT THE PRESENTATION HERE.

LET ME MINIMIZE THIS AND GO HERE.

>> YES.

>> HOW MANY EDS DO WE HAVE? WE'RE LOOKING AT PROSPERSHIP, BUT I UNDERSTAND WHEN WE SAY, THAT THIS IS EQUITABLE LEADERSHIP, THEY WERE LEADERSHIP.

HOW MANY EXECUTIVE DIRECTOR DO WE HAVE IN DALLAS ISD?

>> ONLY IN SCHOOL LEADERSHIP OR A CROSS?

>> SCHOOL LEADERSHIP ACROSS.

>> TWENTY.

>> TWENTY, HOW MANY ARE AFRICAN AMERICAN MEN?

>> WE HAVE ONE.

>> ONE? HOW MANY ARE AFRICAN AMERICAN FEMALE?

>> GIVE ME JUST A MOMENT. NINE.

>> NINE.

>> LET ME MAKE SURE, I'M GETTING THE TALLY HERE.

>> SEVEN.

>> SEVEN. WE CAN STOP RIGHT THERE.

DO WE NOT HAVE ANY STRONG BLACK MAN THAT CAN LEAD IN THIS DISTRICT?

>> YES, SIR, WE DO.

>> I'VE ASKED THIS QUESTION BEFORE, BECAUSE WE'RE LOOKING AT EQUITABLE LEADERSHIP.

WHAT'S THE STRUGGLE TO PROMOTE AN AFRICAN AMERICAN MALE IN LEADERSHIP.

OUT OF THIS BIG WONDERFUL DISTRICT THAT WE SERVE, THAT I REPRESENT.

WHY IS IT THAT WE CANNOT FIND AFRICAN AMERICAN MALE TO LEAD IN OUR DISTRICT?

[00:45:01]

ARE THEY BEEN OVERLOOKED? DO YOU DEEM THEM NOT QUALIFIER?

>>THINK IS A MULTIPRONGED APPROACH TO THAT QUESTION.

A LITTLE BIT MORE COMPLEX THAN JUST A SINGLE ANSWER, BUT I WILL TELL YOU THAT IT'S ABOUT MULTIPLE EFFORTS OF POURING IN, IDENTIFICATION, DEVELOPMENT, GROOMING EXPECTATION.

I THINK ALL THOSE THINGS POUR INTO WHAT IT LOOKS LIKE IN BEING INTENTIONAL ABOUT THIS IS A FOCUS THAT WE HAVE.

WHAT WE'RE DOING ABOUT BRINGING THAT TO THE FOREFRONT.

>> THE REASON WHY THIS IS IMPORTANT, BECAUSE WE SAY EQUITABLE LEADERSHIP.

THAT'S WHAT I'M FOCUSING ON YOUR POWERPOINT PRESENTATION.

NOW, I WENT BACK AND FOUND THE POWERPOINT PRESENTATION THAT CHIEF ALEXANDRA DID WHEN WE DID THE RACIAL EQUITY, AND WHAT WE DISCOVERED, THAT, ONE IN AFRICAN AMERICAN COMMUNITY.

LET ME PULL IT UP HERE.

ONE OUT OF TWO TEACHERS IN AFRICAN AMERICAN COMMUNITY WERE PROFICIENT.

ONE OUT OF TWO THAT MEANS 50 PERCENT BAD, 50 PERCENT GOOD, IN THE AFRICAN AMERICAN COMMUNITY.

I HAD THE EMAILS THAT I SENT, I HAVE THE POWERPOINT PRESENTATION.

WHY IS THAT STILL THE ISSUE? WHAT GROWTH HAVE WE DONE SINCE THEN, BECAUSE WHEN I TRIED TO DEFEND THE RACIAL EQUITY DEPARTMENT, MANY PEOPLE IN OUR COMMUNITY SAYS IT'S A JOKE.

LET ME JUST BE HONEST WITH YOU.

BECAUSE WHEN WE LOOK AT THE EQUITY, WHEN IT COMES TO AFRICAN AMERICAN MALE IN LEADERSHIP, THIS ONE AREA, EXECUTIVE DIRECTORS, ONLY ONE.

WHEN I TALK TO BLACK MEN IN THIS DISTRICT, THEY SAY THEY DON'T HAVE THE OPPORTUNITY TO LEAD.

BUT WHAT WE DO SEE ON TELEVISION, IS BLACK MEN GETTING KILLED, SHOT IN THE BACK, KNEES ON OUR NECK, BUT WE CAN'T LEAD.

WE DON'T HAVE AN OPPORTUNITY TO LEAD AND BE AN EXAMPLE TO YOUNG BLACK BOYS, THAT IMPOVERISHED AREAS THAT'S TRYING TO MAKE IT LOOKING FOR AN EXAMPLE SO YOU KNOW WHICH DIRECTION TO GO IN AND SOMEONE THEY CAN LOOK UP TO, TO BE A MENTOR THAT LOOKS LIKE THEM.

THAT'S THE PROBLEM, AND WE CAN'T HIDE IT.

WHEN ARE WE REALLY GOING TO DIVE INTO FIXING THE ISSUE? IN FIVE YEARS? CHIEF REED , I SAID THIS A YEAR AGO, THAT'S NOT SOON ENOUGH.

WE DID THE MATH, PROFESSION ONE.

THERE'S ONLY ONE ON MY CAMPUS AND THEN I LOOK AT PRE-SCHOOL.

BECAUSE WHEN WE CAME TO A'S , WE WE'RE TAKING TEACHERS OUT OF A HIGH PRIORITY CAMPUS AND IT WAS GOING WITH A'S BECAUSE THERE WAS PAYING MORE.

WE'RE LOSING GOOD TEACHERS IN HIGH PRIORITY CAMPUSES LIKE OW HOMES BECAUSE THEY'RE GIVING A $10,000 STIPEND, AND THEY HAVE KIDS IN SCHOOL.

YES, THEY'RE GOING TO DO WHAT'S BENEFICIAL FOR THEM, BUT WE'LL LEAVE A HOLE IN OTHER AREAS.

THAT'S MY EQUITABLE, AND WE ARE NOT HAVING EQUITABLE LEADERSHIP ACCORDING TO WHAT WE'RE REALLY SAYING, OUT OF 20 EXECUTIVE DIRECTORS.

I'M JUST GOING TO STAY THERE, I DON'T HAVE TO GO ANYWHERE ELSE, WE ONLY HAVE ONE.

CHIEF REED, YOUR GETTING READY TO LEAVE.

REALLY WANT YOU TO STAY.

>> YOU DON'T NEED TO GO.

>> I'LL PROBABLY SAY IT, AND WE DON'T ALL GET ALONG ON EVERYTHING, BUT I CAN HONESTLY SAY THAT YOU REALLY TRY TO WORK.

THAT'S NOT MY DECISION, BUT IT'S JUST MY OPINION.

MY DESIRE. THE COMMUNITY IN DISTRICT FIVE NEEDS TO SEE YOU.

OUR YOUNG BOYS NEED TO SEE YOU.

BY BUT WE HAVE TO FIX THIS.

DR. DIANA HOSEY, YOU'RE DOING A GREAT JOB.

WE DON'T SEE EYE TO EYE ON SOME THINGS, BUT YOU'RE WORKING WITH US IN THIS DISTRICT, AND I APPRECIATE THE EFFORT THAT YOU'RE DOING IN DISTRICT FIVE.

APPRECIATE THE EFFORT THAT YOU'RE DOING IN DALLAS AND INDEPENDENT SCHOOL DISTRICT.

BUT THIS IS SOMETHING THAT IT'S JUST A TOUGH DISCUSSION, BUT WE HAVE TO REALLY DEAL WITH IT.

OUR KIDS NEED TO SEE MORE OF OUR AFRICAN AMERICAN MALES IN LEADERSHIP.

[00:50:01]

THAT'S WHAT EQUITY LOOKS LIKE TO ME.

WE HAVE TO HAVE MORE THAN ONE AFRICAN AMERICAN MALE AS AN EXECUTIVE DIRECTOR, LEADING AND WORKING IN OUR COMMUNITY.

WHEN CAN WE FIX THIS? WHAT IS TO FIX? WHAT IS THE RESULT OF THIS MATTER? CAN ANYONE ASKS ME THAT AS AT THE TABLE?

>> TRUSTEE JOHNSON, I APPRECIATE THE FEEDBACK.

AGAIN, OUR WHOLE PURPOSE FOR BRINGING THIS IS TO SAY THAT THERE ARE SOME INEQUITIES IN THE DISTRICT AND THAT IS THE WORK THAT'S HAPPENING, CURRENTLY.

I CAN'T CHANGE THINGS OVERNIGHT, BUT WE ARE PUTTING FORTH THE EFFORT AND THE ENERGY AND THE INSIGHT ROUND ENSURING THAT WE DO HAVE EQUITY WHEN WE LOOK AT OUR LEADERS.

I GET AT THE EXECUTIVE DIRECTOR LEVEL IN SCHOOL LEADERSHIP, WE HAVE ONE AFRICAN AMERICAN MALE.

WE CAN LOOK ACROSS THE DISTRICT AND WE SEE OTHER DEMOGRAPHICS.

>> WHO'S THAT AFRICAN AMERICAN MALE?

>> DAMIEN STOVALL.

>> HIS NAME IS DAMIEN STOVALL, FORMER PRESIDENT OF

>> MR. STOVALL, I REMEMBER GUY THAT.

WE JUST MET HIM ABOUT A YEAR AGO, CORRECT?

>> CORRECT.

>> HE CAME FROM

>>A LITTLE LESS BUT YES.

>> SOMETHING LIKE THAT. I'LL REMEMBER THAT. GREAT GUY.

WE NEED MORE. AT THIS WHOLE DISTRICT, THAT'S NOT EQUITABLE, THAT IS NOT EQUITY AT ALL. THANK YOU.

>> THANK YOU, TRUSTEE JOHNSON.

ANYONE ELSE FOR FIRST ROUND?

>> TRUSTEE

>> THANK YOU, TRUSTEE GARCIA.

>> I'M TAKING A LOOK AT SLIDE 4 AND THE FEEDBACK SESSIONS THAT WERE CONDUCTED.

TELL ME MORE ABOUT THE IDENTIFIED AREAS THAT NEEDED SUPPORT.

>> GOOD EVENING, TRUSTEES AND WE DID HAVE TWO FEEDBACK SESSIONS WITH OUR LEADERS FOR HPC CAMPUSES, ONE ON JANUARY 28TH AND THE OTHER ON MAY 6TH.

AGAIN, LIKE DR. LUZ REFERENCED, WE DID FOCUS ON OUR THEORY OF ACTION, JUST MAKING SURE THAT WE HAD FEEDBACK FROM OUR PRINCIPALS IN ORDER TO PROVIDE ADDITIONAL SUPPORTS FOR THEM.

>> WHAT ARE WE HEARING FROM THEM?

>> SO I'LL LET DR. LUZ, TALK ABOUT SOME OF THE DECISIONS THAT THEY MADE ACCORDING TO THEORY OF ACTION.

>> SO THEIR VOICE IS VERY HELPFUL, I THINK, BECAUSE IN THE END, WE HAVE TO LISTEN TO OUR PRINCIPALS BECAUSE THEY'RE ON THE GROUND.

I THINK THAT'S THE WHOLE POINT OF THIS CONVERSATION.

JUST A FEW THINGS THAT THEY DID SHARE, SOME VERY BASIC PIECES AROUND, FOR EXAMPLE, WORK ORDERS.

MAKING SURE THE WORK ORDERS ARE PRIORITIZED ALL THINGS EQUAL IF THERE'S NOT AN EMERGENCY.

OPERATIONS HAS AGREED THAT THINK ABOUT JOB FAIRS, HPCS HAVE ACCESS TO FIRST PRIORITY JOB FAIRS AND THEY'LL HAVE FIRST ACCESS TO THE TEACHERS THAT BECOME AVAILABLE WITHIN THE SUPPORT OF HCM.

THINK ABOUT COACHING AND SUPPORT, WHETHER IT BE FROM EARLY LEARNING OR EXECUTIVE DIRECTORS, OR IOCS THAT IS DIFFERENTIATED TO MEET THE NEEDS OF THE PRINCIPLES IN THE SCHOOL.

IF THE SCHOOL DEMONSTRATES A GREATER NEED, THEY'RE GOING TO GET MORE FREQUENT SUPPORT AND TAILORED TO THE NEEDS OF THE CAMPUS.

THOSE ARE A FEW OF THE IDEAS.

THEY HAD LOTS OF IDEAS AND, EXCUSE ME, IN AUGUST, I LOOK FORWARD TO SHARING THOSE WITH YOU SO YOU CAN HEAR THE WHOLE BREADTH OF OPPORTUNITIES.

>> GREAT, THANK YOU. THAT'S ALL MY QUESTIONS.

>> THANK YOU, TRUSTEE GARCIA.

I WILL GO, TRUSTEE FOLLOWED BY TRUSTEE MITCH K.

>> THANK YOU-ALL FOR THE PRESENTATION.

CAN WE GIVE YOU-ALL AN OPPORTUNITY TO SPEAK ON THE HOLDSWORTH CENTER AND THE PARTNERSHIP.

SPEAK WHAT IS THE HOLDSWORTH CENTER, HOW THE PARTNERSHIP CAME ABOUT?

>> LET ME GET STARTED ON THAT AND THEN DR. LOU CAN ELABORATE.

HOLDSWORTH IS AN ARM OF RAISE YOUR HAND TEXAS AND RAISE YOUR HAND TEXAS WAS BIRTHED BY CHARLES BUTT, WHO FUNDED THIS INITIATIVE.

THE NAME HOLDSWORTH IS HIS MOTHER'S NAME.

WHAT CHARLES BUTT HAS DECIDED TO DO IS PUT A LOT OF MONEY IN THE DEVELOPMENT OF LEADERS IN PUBLIC EDUCATION.

THEY HAVE A CAMPUS IN AUSTIN WHERE THEY GET HIGH QUALITY TRAINERS THAT COME FROM HARVARD AND OTHER PLACES TO HELP DEVELOP LEADERSHIP.

THEY'VE INVESTED FREE OF CHARGE INTO OUR DISTRICT MILLIONS OF DOLLARS.

PART OF THE REQUIREMENT IS THAT THE TOP ADMINISTRATORS GO THROUGH TWO-YEAR PROGRAM ON TRAINING US.

[00:55:03]

FIVE OF THE CHIEFS AND MYSELF WILL BE PARTICIPATING IN THAT TWO-YEAR DISTRICT INITIATIVE FOR FREE.

THEN THEY'RE GOING TO TAKE 50 CAMPUSES AND THEY'RE GOING TO START DEVELOPING LEADERSHIP AT THE TEACHER LEVEL AND AT THE PRINCIPAL LEVEL AND EVERYONE IS ASSIGNED TO COACH.

WE GO ON THIS JOURNEY TOGETHER OVER AN EXTENDED PERIOD OF TIME AT THEIR EXPENSE.

THERE WERE 75 DISTRICTS THAT APPLIED AND THIS IS THEIR THIRD COHORT.

ACTUALLY, WE WERE ASKED TO APPLY AND IN THIS COHORT, I THINK THERE'S SIX DISTRICTS THAT GOT IN.

DR. LOU, WHAT DO YOU WANT TO ADD TO THE HOLDSWORTH?

>> I THINK THAT YOU CAPTURED IT WELL.

I THINK ANOTHER PIECE THAT'S SO IMPORTANT TO THIS WORK IS THE OPPORTUNITY TO SHARE BEST PRACTICES WITH OTHER DISTRICTS.

WE HAVE SIX DISTRICTS THAT SPAN ACROSS THE STATE OF TEXAS.

HOWEVER, GARLAND WAS ALSO SELECTED AND SO WE'RE LOOKING FORWARD TO SHARING BEST PRACTICES WITH GARLAND AND THE OTHER DISTRICTS THAT WERE SELECTED.

ALSO JUST HAVING AN OPPORTUNITY TO LOOK AT WHAT RESEARCH SAYS, "HOW CAN WE ADD VALUE? HOW CAN WE BUILD ON WHAT MS. HEALY AND MS. HARRIS HAVE REALLY BEEN ENTRENCHED IN OVER THE LAST FIVE YEARS?" IT REALLY IS LOOKING AT DEVELOPING LEADERS AND I TAKE BOTH OF WHAT TRUSTEE JOHNSON AND TRUSTEE FOREMAN HAD TO GIVE TO US THE FEEDBACK THAT THEY GAVE ON BLACK MALES.

THAT CAN BE SOMETHING ELSE THAT IS INTERWOVEN INTO THE WORK THAT WE DO SO THAT WE HAVE A REAL STRATEGIC PLAN TO ENSURE THAT WE DO HAVE EQUITABLE LEADERS ACROSS OUR DISTRICT.

>> THANK YOU ALL FOR THAT AND THANK YOU FOR PURSUING THE OPPORTUNITY WHEN PRESENTED TO US. IT'S GREAT.

I JUST HAVE ONE CLARIFYING QUESTION AND THAT'S ON SLIDE 4, FIRST BULLET POINT THERE, OCTOBER 2009, SORRY, 2019 TO OCTOBER 2020, PRINCIPAL RETENTION AT I PART OF CAMPUSES INCREASED FROM A 7.1 PERCENT TO 91.1 PERCENT.

DO WE KNOW WHERE THE NINE PERCENT THAT WE DIDN'T RETAIN WENT?

>> IF I COULD HAVE ROBERT OR SUZIE COME, THEY'RE FAR MORE IN THE DETAILS WITH THE DATA.

>> I ONLY ASKED THAT TO THE COMMENT ON IF YOU KNOW WHERE THEY WENT THEN MAYBE WE GET A SENSE AS TO WHY THEY WENT.

>> I THINK PART OF THIS IS HPCS THIS IS OUR FIRST YEAR IMPLEMENTING THE HPC.

IN SOME CASES THE PRINCIPLES COULD HAVE GONE TO A DIFFERENT SCHOOL, THEY COULD'VE BEEN PROMOTED.

BUT THE DATA POINT THAT WE HAVE THERE, IT STARTS WITH JUST A BASELINE OF CAPTURING THOSE PARTICULAR SCHOOLS.

BUT BECAUSE HPC, THIS IS OUR FIRST YEAR, I THINK IT COULD BE BECAUSE OF PRINCIPLES GOING TO DIFFERENT SCHOOLS THAT ARE NOT HPC.

>> IN TOTAL OF FIVE PRINCIPLES SEPARATED OR WERE MOVED EITHER OUT OF THE PRINCIPALSHIP THAT WAS TWO, THAT'S GENERALLY A PROMOTION WITHIN THE DISTRICT.

THREE SEPARATED FROM THIS TIME PERIOD.

THE REASON OUR PRINCIPALS LEAVE THE DISTRICT MATCH PRETTY CLEARLY, OUR TEACHER'S RETIREMENT IS THE LARGEST CONTRIBUTING FACTOR FOR PRINCIPLES SEPARATION.

>> GOT IT. THANK YOU. THAT'S IT.

>> THANK YOU. TRUSTEE CARROLL. TRUSTEE MITCH K.

>> THANK YOU, MR. PRESIDENT.

ALSO WANT TO THANK YOU ALL FOR THE PRESENTATION HERE.

I CERTAINLY HEAR THE CONCERNS EXPRESSED BY TRUSTEES JOHNSON AND FOREMAN AND I UNDERSTAND THEIR FRUSTRATION AND SHARE THEIR FRUSTRATION.

I THINK PART OF WHAT WE'RE TRYING TO DO WITH THE RACIAL EQUITY OFFICE AND WITH THE RACIAL EQUITY POLICY IS TO ADDRESS THESE PROBLEMS AND RATHER THAN DEFEND WHAT HAS BEEN THE CASE UP TILL NOW.

I REALLY FEEL VERY STRONGLY THAT THE BOARD IS UNITED IN TRYING TO ADDRESS THIS PROBLEM AND PUT THE RESOURCES IN PLACE TO DO THAT.

NO ONE IS HAPPY WITH THE STATUS QUO, INCLUDING THE ADMINISTRATION FROM ALL INDICATIONS.

ONE THING I WOULD LIKE TO ASK IS IF WE COULD HAVE

[01:00:01]

SOME MORE DATA ON WHERE WE STAND RELATIVE TO OTHER DISTRICTS THAT ARE COMPARABLE TO OUR DISTRICT SO WE HAVE AN IDEA OF WHETHER WE'RE DEALING WITH A NATIONAL PROBLEM.

IN ANY OF THAT, WHETHER WE ARE NOT, IT'S GOOD TO KNOW WHERE WE STAND, BUT WE DO NEED TO DO BETTER.

I DO WANT TO PICK UP ON SOMETHING THAT TRUSTEE FOREMAN SAID ABOUT LOOKING OUTSIDE THE DISTRICT FOR HIRING.

THERE ARE CERTAINLY PROS AND CONS TO THAT.

THE PROS IS OBVIOUSLY THAT WE GET SOMEBODY RIGHT AWAY IN PLACE.

THE CON IS WE HAVEN'T DEVELOPED SOMEONE THROUGH OUR RIGOROUS PRINCIPAL TRAINING SYSTEM.

BUT IN LOOKING AT THAT ALTERNATIVE, WE HAVE OUR AFRICAN AMERICAN MALE TEACHER HIRING INITIATIVE.

THAT COULD BE USED AS A MODEL TO INCREASE THE NUMBER OF AFRICAN-AMERICAN MALE PRINCIPALS THAT WE'RE HIRING.

IF WE CAN DO IT FOR TEACHERS, CAN WE CONSIDER DOING IT FOR PRINCIPALS? I DO KNOW THAT THE AFRICAN AMERICAN MALE PRINCIPALS THAT HAVE BEEN IN MY DISTRICT AND I CAN THINK RIGHT AT THE TOP OF MY HEAD, AT LEAST FIVE.

THEY KEEP GETTING PROMOTED OUT OF MY DISTRICT.

MR. ANTHONY MAZE SHOWED UP THAT ONE OF OUR SOME TASK WILL BE COMMUNITY DAYS AND HE IS THE CHIEF OF SCHOOL LEADERSHIP IN AUSTIN NOW AND WE'D LOVE TO HAVE HIM BACK.

BUT I HAVE TO SAY THAT THE MANY PRINCIPALS THAT I'VE WORKED WITH HAVE BEEN REALLY STRONG.

BUT IF WE COULD DO BOTH, FOLLOW THIS PATH TO DEVELOPING OUR OWN AND THEN LOOKING AT WHAT WE'RE DOING WITH OUR AFRICAN-AMERICAN TEACHER INITIATIVE, I THINK THAT WOULD MOVE THE BALL FORWARD.

I WANT TO REITERATE TOO THAT THE ADMINISTRATION SHOULD FEEL NOT LIKE THEY'RE PUSHING THE ENVELOPE WHEN YOU'RE GOING FOR THESE INITIATIVES.

YOU SHOULD FEEL THAT THE BOARD IS GOING TO SUPPORT YOUR REACHING HIGHER AND WORKING HARDER ON THIS INITIATIVE. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE.

TRUSTEE FLORES.

>> I MEAN, I'M JUST GOING TO ASK SOME QUESTIONS JUST BECAUSE I DO KNOW THE ANSWER TO IT.

BUT ONE THING TO KEEP IN MIND IS AND I'D BE INTERESTED IN SEEING THE NUMBERS ON THE LABOR POOL.

WE'RE ALL LIMITED BY WHATEVER THE LABOR POOL THAT IS AVAILABLE IN THE NORTH TEXAS AREA OR IN THE TEXAS AREA IN TERMS OF EMPLOYEES.

WHEN WE DRILL DOWN INTO FILLING THE BLANK 2, 0 GROUP OF CHOICE.

LET'S SAY THEY DID.

WE WANT TO DETERMINE HOW MANY LGBTQ FEMALE TRANSGENDER PRINCIPALS WE HAVE.

WELL, ONE OF THE QUESTIONS YOU HAVE TO ASK IS HOW MANY ARE OUT THERE? WHAT'S THEIR PERCENTAGE IN THE LABOR POOL? YOU MAY FIND OUT THAT IT'S 0.1 PERCENT, WHICH IS GREAT.

IF THE DISTRICT HIRES 0.2 PERCENT, THAT MEANS WE'RE DOING A 100 PERCENT BETTER THAN THE LABOR POOL.

YOU COULD JUST LOOK AT IT IN ANOTHER WAY AND SAY THEY ARE OVER-REPRESENTED BY A 100 PERCENT.

ONCE YOU START GOING AT NUMBERS AND SAYING," WELL WHAT'S THE NUMBER? WHAT'S THE PERCENT?" YOU WILL ALSO HAVE TO ASK YOURSELF, WHAT'S AVAILABLE? IF WHAT IS AVAILABLE, WHICH IS REALLY MORE A REFLECTION OF THE SCHOOLS OF EDUCATION, THEN WHAT WE'RE DOING? IN OTHER WORDS, IF THE SCHOOLS OF EDUCATION ARE ONLY GRADUATING 2.5 PERCENT AFRICAN-AMERICAN MALES.

WHAT WE'RE LOOKING AT HERE IS THAT 25 OUT OF 250, JUST TO MAKE THE MATH EASY, PRINCIPALS ARE AFRICAN-AMERICAN. THAT'S 10 PERCENT.

THOUGH, THAT MEANS THAT WE'RE DOING 400 PERCENT BETTER THAN THE AVAILABLE LABOR POOL.

UNLESS WE HAVE SOMETHING TO SAY,

[01:05:02]

WE CAN BEAT OURSELVES UP ALL WE WANT.

BUT ON THE OTHER HAND, IF YOU ASKED YOURSELF WITHIN THE LABOR POOL, NOT THAT THE LABOR POOL IS RIGHT.

THAT'S A PIPELINE PROBLEM.

THAT'S A PROBLEM DOWN IN AUSTIN AT THE HIGHER ED COORDINATING BOARD THAT THEY'RE NOT PAYING ATTENTION TO THESE THINGS.

BUT INSTEAD OF BEATING OURSELVES UP, LET'S SAY LET'S GET SOME REAL NUMBERS AND SAY, ARE WE BETTER THAN THE LABOR POOL? ARE WE NOT AS DOING AS WELL AS THE LABOR POOL? IF WE'RE NOT DOING AS WELL, WHAT CAN WE DO ABOUT IT? SOME OF THESE INITIATIVES, COMPENSATION AS TRUSTEE MARSHALL SAID.

BUT I'M NOT CONVINCED, ABSENCE SOME REAL NUMBERS, WHETHER OR NOT WE'RE DOING BETTER OR WORSE.

WE JUST DON'T HAVE THE CONTEXT.

I KNOW WE LOOKED AT THIS ABOUT 15 YEARS AGO AND SO I REMEMBER THE NUMBERS FROM THEN AND HOPEFULLY THE NUMBERS HAVE GOTTEN BETTER IN TERMS OF THE LABOR POOL.

BUT IN PRETTY MUCH EVERY SINGLE CATEGORY, WE DID PRETTY WELL IN COMPARISON TO THE LABOR POOL.

I WOULD JUST BE CURIOUS TO KNOW WHAT THAT NUMBER IS BECAUSE I'M SURE IT'S CHANGED AND I HOPE TO GOD IT'S CHANGED IN THE LAST 15 YEARS.

BUT FOR MY RECOLLECTION OF WAY BACK THEN, WE'RE DOING PRETTY DARN WELL.

THESE INITIATIVES THAT YOU'RE PUSHING THROUGH, MAYBE NOT AS WELL AS IN SOME AREAS.

MAYBE THE DISTRIBUTION AS TRUSTEE MARSHALL SAID IS NOT WHERE IT NEEDS TO BE.

I THINK THAT PUTTING SOME FOCUS ON SOME OF THESE AREAS.

I MEAN, NOBODY'S ASKED FOR HOW MANY AFRICAN, HOW MANY HISPANIC MALES ARE FILING THE BLANK IN COMPARISON TO OUR STUDENTS OR COMPARISON TO THE LABOR POOL? BUT IF WE DON'T KNOW THE LABOR POOL NUMBER, THEN WE'RE JUST CLUTCHING AT STRAWS.

I'D BE INTERESTED TO AND I DON'T EXPECT YOU GUYS TO HAVE THAT ANSWER.

I MEAN, YOU ALL CAN PUT IT ON A TRACKER, BUT THEN AT LEAST THEN WE'LL HAVE SOMETHING APPLES TO APPLES TO BE ABLE TO COMPARE TO.

AGAIN, I KNOW FROM 15 YEARS AGO WHAT THE NUMBERS WERE.

THEY WEREN'T PRETTY. UNFORTUNATELY, I HAVE A FEELING THAT THEY'RE NOT GOING TO BE A WHOLE LOT PRETTIER TODAY.

UNFORTUNATELY. THANK YOU.

>> ALSO BASED UPON THE LAST TWO COMMENTS FROM THE LAST TWO TRUSTEES, IT'S SAYING THAT I HAVE REGULARLY WITH MY STAFF, IS THAT ALL DATA IS RELATIVE.

I WOULD LIKE A REPORT FOR THE LAST 10 YEARS WHAT OUR PRINCIPAL TURNOVER RATE HAS BEEN.

THEN ON TOP OF THAT, I WANT TO KNOW THE EFFECTIVENESS RATE OF OUR PRINCIPAL TURNOVER SITUATION IN THE LAST 10 YEARS.

THEN I ALSO WANT THAT BROKEN DOWN BY DEMOGRAPHIC, BY ETHNICITY AND BY GENDER.

THEN I ALSO WANT ANOTHER REPORT THAT COMPARES THIS TO THE TEXAS URBAN COUNCIL, SO THAT WE CAN COMPARE OUR DATA WITH DATA OF EVERYONE WE COMPETE.

I WILL ALSO WANT TO COMPARE IT TO SUBURBAN DISTRICTS IN DALLAS COUNTY BECAUSE THEY ARE WHO WE COMPETE AGAINST.

I WANT ALL OF THAT INFORMATION AS SOON AS MY STAFF CAN GET IT. THANK YOU.

>> THANK YOU, I'M GOING TO JUST HAVE A FEW COMMENTS HERE.

I WANT TO TAKE US BACK AGAIN.

THANK YOU, TO THE ADMINISTRATION.

LOOKING BACK ON THE LAST FEW YEARS, EVEN SINCE 2017 WHEN THE AA POLICY AROUND RACIAL EQUITY WAS PUT INTO PLACE.

I THINK ERS CAME IN TO THE STUDY THAT IDENTIFIED SOME NECESSARY AREAS AND LEVERS FOR US TO MOVE IN THE DIRECTION OF RACIAL EQUITY.

BASED ON THAT, CHANGES ARE MADE TO AA POLICY THAT THIS BOARD SUPPORTED UNANIMOUSLY.

ONE OF THOSE WAS AROUND CONTINUING TO MONITOR WHAT'S HAPPENING AND WHAT WE'RE DOING.

YOU-ALL HAVE DONE EXACTLY THAT.

TO PUT THIS UP HERE, WE KNOW THAT THERE ARE SYSTEMIC ISSUES THAT ARE HERE IN DALLAS, BUT ALSO THAT DISTRICTS AROUND THE NATION HAVEN'T BEEN ABLE TO SOLVE YET.

I WANT TO APPLAUD YOU ALL FOR PUTTING THIS TOGETHER, PUTTING IT OUT THERE, SHARING WHAT PROGRESS WE'RE MAKING.

EACH OF THESE WE'VE INCREASED, NOT ENOUGH, BUT OF COURSE THIS IS NOT GOING TO HAPPEN OVERNIGHT.

THIS IS HARD MEANINGFUL WORK FROM THE PIPELINE ALL THE WAY THROUGH.

I JUST WANT TO APPLAUD YOU ALL FOR PUTTING THIS OUT HERE, FACILITATING THIS CONVERSATION, FOR CONTINUING TO KEEP IT TOP OF MIND AS WE CONTINUE TO EXPLORE IT AND PUSH FORWARD HERE.

THANK YOU FOR THAT. I JUST HAVE TWO QUESTIONS.

BEFORE I GET TO THOSE THERE'S A LOT.

OBVIOUSLY, WE KNOW THAT OUR POOL OF PRINCIPALS, TEACHERS, YOU NAME IT, IT'S NOT REPRESENTATIVE AND WE'RE NOT THERE YET AND I DON'T KNOW A DISTRICT THAT IS.

I MEAN, WHEN I LISTED TO THE LEAD STATISTICS, 22 PERCENT WERE HISPANIC OUT OF A DISTRICT.

THAT'S MORE THAN 70 PERCENT.

WE'VE GOT REPRESENTATION ISSUES THROUGHOUT THAT I KNOW YOU ALL ARE WORKING TO ADDRESS.

I APPRECIATE THAT AND TO KEEP IT TOP OF MIND HERE AND IN CONVERSATION I THINK IS WHAT WE NEED TO DO TO SEE THE PROGRESS THERE.

TWO QUICK QUESTIONS.

THE FIRST ONE IS ON SLIDE 4, I BELIEVE,

[01:10:03]

JUST GO BACK ONE SLIDE FROM HERE, THAT'S IT NEVER MIND.

I KNOW TRUSTEE MARSHALL ASKED ABOUT THE DIFFERENT PROGRAMS THAT HELP KEEP RETENTION.

BUT I'M SURE THERE ARE OTHER REASONS WHY WE'VE SEEN PRINCIPALS DECIDE TO STAY.

DO YOU HAVE ANY THOUGHTS ON THAT OR LIKE WHAT HAVE BEEN THE THINGS THAT WE'VE HEARD FROM PRINCIPALS WHETHER THEY'RE IN THEIR SERVICE OR WHATNOT? THAT SAY, I AM GOING TO STAY HERE AND I'M GOING TO RETAIN, THAT CONTRIBUTED TO THAT INCREASE.

>> I CAN START WITH THAT.

WE HAVE THE PRINCIPAL GROUP AND WE HAVE OUR TOP 15 PRINCIPALS THAT WE WORK WITH FOR A YEAR AND WE SPEND TIME WITH THEM TOGETHER.

DR. LEAH AND I TAKE THEM FOR SIX HALF-DAY SESSIONS AND MANY OF THOSE HAVE RETAINED.

WE ALSO RUNNING INTO A DIFFERENT PROBLEM.

WE'RE RUNNING INTO THE CEILING PROBLEM, IS THAT PEOPLE AT CENTRAL OFFICE ARE NOT LEAVING PEOPLE.

NOW SOME OF OUR TOP PRINCIPLES, AND THEY'VE BEEN THERE FIVE OR SIX YEARS.

WHEN I FIRST GOT BACK, I HAD TO GET A PICTORIAL DIRECTORY OF THE PRINCIPLES BECAUSE I WAS GONE FOUR YEARS AND WE HAD 65 PERCENT TURNOVER RATE OF OUR PRINCIPLES.

IN FACT, IT'S PROBABLY 85 PERCENT.

I COULDN'T RECOGNIZE WHO THEY WERE, SO WE HAD MOST OF THEM LEAVE.

NOW WE HAVE A DIFFERENT PROBLEM.

NOW OUR HIGH SCHOOL PRINCIPALS HAD BEEN THERE 5, 6, 7 YEARS, AND NOW THEY'RE LOOKING FOR PROMOTIONS AND THERE'S NO OPENINGS.

NOW THEY'RE HAVING A GO TO THE SUBURBS TO GET PROMOTIONS SO WE'VE CREATED A SITUATION WHERE WE HAVE SO MUCH STABILITY THAT I THINK IT'S GETTING LOST IN THIS CONVERSATION.

WE LOST ONE RIGHT HERE TO BE A SCHOOL BOARD MEMBER AND GET PROMOTED AT ANOTHER SCHOOL DISTRICT.

IT WAS ONE OF OUR TOP PRINCIPLES, SIT RIGHT HERE.

YOU'RE CAUSING THIS PROBLEM FOR WHITE MALE.WE'RE ONLY TALKING ABOUT PORTIONS OF THIS PICTURE.

WE NEED TO GET THE WHOLE PICTURE.

DR. LEAH YOU'VE BEEN AROUND THE LONGEST.

DR. WILSON I WANT YOU TO COME UP WITH BECAUSE YOU'VE BEEN AROUND WITH ME FOR FIVE OF THESE SIX YEARS.

>> COME SAVE HIM DR. WILSON.

>> I WANT TO KNOW WHAT ELSE YOU GUYS HAVE SEEN THAT HELP KEEP OUR PRINCIPLES BECAUSE NOW I JUST LOST THE TJ PRINCIPLE AND I WAS VERY DISAPPOINTED BECAUSE I WANTED HER TO GO BACK WITH HER KIDS TO THE SCHOOL THAT WE'RE GOING TO OPEN NEXT YEAR.

BUT SHE GOT AN ASSISTANT SUPERINTENDENT'S JOB OUT OF STATE.

SHE HAD TOLD ME SHE WANTED A PROMOTION, BUT WE JUST DIDN'T HAVE ANYTHING, SO SHE WENT OUT OF STATE, BECOME AN ASSISTANT SUPERINTENDENT.

DR. LEAH, DR. WILSON YOU ALL HAVE BEEN WITH ME THIS WHOLE JOURNEY.

WHAT ELSE ARE WE DOING.

I THINK OUR RETENTION IS PRETTY GOOD, SO WE'LL GET THAT DATA.

BUT WHAT ELSE HAVE YOU ALL SEEN?

>> I WAS TRYING TO STEAL TJ PRINCIPLE TOO.

>> I'LL HAVE DR. WILSON SPEAK AS WELL.

BUT ONE OF THE THINGS I DO WANT TO BRING TO THE TABLE IS, I THINK IN EDUCATION WE SEE IT'S PROBABLY A PREDOMINANTLY FEMALE FIELD.

I'M REALLY TAKING TO HEART WHAT TRUSTEE FOREMAN AND TRUSTEE JOHNSON STATED AND SO WHEN I LOOK AT THE SCHOOL LEADERSHIP EDS, I BELIEVE THERE ARE ONLY FOUR MALES.

WHEN WE LOOK AT A DISTRICT THAT'S 70 PERCENT HISPANIC, WE HAVE ONE HISPANIC EXECUTIVE DIRECTOR.

I JUST SAY THAT BECAUSE I THINK IT'S IMPORTANT THAT WE KNOW THAT WE ARE FEMALE DOMINANT AND THAT WE NEED TO DO, I MEAN THIS WHOLE CONVERSATION, IT HASN'T BEEN PRETTY, I DON'T FEEL GOOD ABOUT IT, BUT WHAT IT HAS DONE IS SAY, YOU KNOW WHAT, WE HAVE TO DO A BETTER JOB AND BE FAR MORE INTENTIONAL ABOUT A PIPELINE FOR MALES.

BECAUSE I JUST THINK IN OUR DISTRICT WE ARE I THINK THAT WE'RE A FEMALE DOMINANT.

>> YEAH. JUST QUICKLY, I'LL ADD TO THAT A LITTLE BIT.

EVEN WHEN YOU LOOK AT THE GOAL, YOU GUYS HAVE POINTED OUT ON PAGE FOUR THAT WE HAVE RETAINED 91 PERCENT AS OPPOSED TO 87 PERCENT BEFORE.

THESE ARE MALES AS WELL, STAYING AT THESE HIGH PRIORITY CAMPUSES AND NOT MOVING AROUND.

WHEN WE BEGAN THIS JOURNEY FIVE YEARS AGO, I GUESS DR. ENOS THE SIX YEARS AGO, WE WERE REPLACING ABOUT 48 AND I THINK ONE YEAR WE REPLACE MAYBE 60 PRINCIPALS IN A GIVEN YEAR.

THAT TURNOVER RATE CREATED A PROBLEM FOR US WITH FILLING THOSE PRINCIPLED POSITIONS AND AS WELL, THE TURNOVER RATE IN EXECUTIVE DIRECTOR WAS SIMILAR.

WE WERE REPLACING A LOT OF EXECUTIVE DIRECTORS AT THAT TIME AS THAT POSITION WAS A NEW POSITION AND WE

[01:15:01]

WERE TRYING TO FIGURE OUT WHO'S GOING TO BE SUCCESSFUL IN THIS POSITION.

THAT TURNOVER HAS SLOWED DOWN ENORMOUSLY.

I THINK LAST YEAR DR. ENOS, WE REPLACED PROBABLY LESS THAN 20 PRINCIPLES.

AGAIN, THE RATE OF TURNOVER HAS DECREASED AND SO THE OPENINGS AT THESE HIGHER LEVEL POSITIONS HAVE NOT BEEN AS NUMEROUS AS THEY WERE FIVE, SIX YEARS AGO.

THAT'S A GOOD PROBLEM, BUT A BAD PROBLEM.

BUT I AGREE WITH SOME OF THE IDEAS WE'VE HEARD HERE.

IN OUR DEPARTMENT, WE'RE GOING TO BEGIN TO LOOK AT HOW CAN WE REPLICATE THE BLACK MALE RESIDENCY TEACHER PROGRAM TO MAYBE INCLUDE A LEADERSHIP COMPONENT.

I KNOW DEPUTY SUPERINTENDENT CORDOBA HAS BEEN DISCUSSING AN INITIATIVE SIMILAR TO THIS.

THESE ARE SOME OF THE THINGS THAT WE DISCUSSED IS NOT A PROBLEM THAT WE'RE NOT AWARE OF.

IT'S NOT A PROBLEM THAT WE WOULDN'T LOVE TO FIX OVERNIGHT, BUT IT IS A PROBLEM WE'RE WORKING ON AND WE'RE SERIOUS ABOUT IT AND WE'RE COMMITTED TO CHANGING.

>> THANK YOU. THEN JUST ONE QUESTION ABOUT THE HOLDSWORTH CENTER.

VERY EXCITED ABOUT THIS.

WILL ALL PRINCIPLES OVER THE FIVE-YEARS GO THROUGH THIS? WILL WE HAVE EVERY PRINCIPAL OR WHAT PERCENTAGE OF OUR PRINCIPLES WE'LL GO THROUGH THE HOLDSWORTH CENTER.

>> LET ME START WITH THAT. PART OF THAT IS THAT FOR SMALLER DISTRICTS, YES, THEY TAKE EVERYBODY BUT WE HAVE 250 CAMPUSES.

THEY TOLD US 50 CAMPUSES, BUT ALSO THEIR SPECIALTIES NOT TURN AROUND.

THEY'RE NOT GOING TO TAKE A SCHOOLS ARE HIGH-PRIORITY CAMPUSES.

THEREFORE THEY WANT TO DEVELOP LEADERSHIP.

BUT REMEMBER, THEY'RE ALSO DOING TEACHER LEADERS.

THEY'RE GOING TURN TEACHER LEADERS INTO AP CANDIDATES AND THEN THEY'RE GOING TO TAKE AP CANDIDATES AND TURN THEM INTO PRINCIPAL CANDIDATES.

IT'S A WHOLE STRATEGY THAT THEY USE.

WE'VE TALKED ABOUT THAT.

WE'RE TALKING TO DR. LASTO ABOUT THE THEORY OF ACTION.

WHAT DOES THAT FIT IN THE THEORY OF ACTION? WE DON'T WANT TO SAY TO OUR MAGNET AND LTI PRINCIPLES.

WE WANT PRINCIPLES THAT ARE IN THE MIDDLE BECAUSE THEY'VE ADMITTED THEY DON'T DO TURN AROUND WORK.

DR. LEAH, WHAT ELSE TO ADD TO THAT

>> I THINK THAT'S 50 SCHOOLS OR IT'S ABOUT 12, 13 A YEAR.

>> THAT'S HELPFUL. WE'LL BEGIN SECOND ROUND.

WE'LL START WITH TRUSTEE MITCH KAY FOLLOWED BY TRUSTEE FOREMAN.

>> THANK YOU AND JUST TO FOLLOW UP ON THOSE SOME OF THE STATISTICS THAT I STARTED TO BRING OUT.

I DON'T WANT TO TAKE AWAY THE MESSAGE THAT WE WANT TO DO BETTER, THAT WE SUPPORT OR THAT I SUPPORT THIS PROGRAM.

BUT IF YOU SAY THAT WE HAVE 25 AFRICAN-AMERICAN MALE PRINCIPALS AND WE HAVE 225 PRINCIPLES IN TOTAL, THAT IS ABOUT 11 PERCENT.

IF YOU COMPARE THAT TO OUR STUDENT POPULATION, WHERE I THINK WE'RE ABOUT 24, 25 PERCENT AFRICAN-AMERICAN.

HALF OF OUR STUDENTS ARE MALE, HALF FEMALE.

WE'RE 12 PERCENT IN TERMS OF AFRICAN-AMERICAN MALE STUDENTS AND THEN IN OUR PRINCIPAL RANKS, WE'RE 11 PERCENT AFRICAN-AMERICAN MALE.

I WOULD GUESS IT WHEN WE LOOK AT ALL OF THESE STATISTICS, THAT WE WILL BE DOING A LOT BETTER THAN MOST OTHER DISTRICTS.

BUT WE'RE DALLAS ISD WE NEED TO DO A LOT BETTER THAN WE'RE DOING NOW.

I'M ENCOURAGED BY THIS PROGRAM THAT YOU HAVE IN PLACE.

I'M ENCOURAGED BY THE PARTNERSHIP.

I THINK WE NEED TO DO BETTER, BUT I DON'T THINK WE NEED TO LOOK AT THIS DISTRICT AS HAVING DONE TERRIBLE RELATIVE TO EVERYBODY ELSE.

I DON'T THINK THAT REALLY HELPS MOVE THE BALL FORWARD, BUT I'M FULLY IN SUPPORT OF THESE INITIATIVES AND THE ONE I SUGGESTED EARLIER ABOUT MIRRORING THE AFRICAN-AMERICAN MALE RESIDENCY PROGRAM. THANK YOU.

>> THANK YOU. TRUSTEE MITCH KAY. TRUSTEE FOREMAN.

>> I WANT TO START WITH A STATEMENT ABOUT NOT DWELLING ON THE PROBLEM.

FOR THOSE OF YOU IN THIS ROOM WHO DON'T LOOK LIKE ME, YOU DON'T UNDERSTAND THE PROBLEM.

THIS IS A PROBLEM THAT I'VE BEEN FIGHTING ALL OF MY LIFE.

YES, I'M GOING TO DWELL ON THE PROBLEM UNTIL WE CAN FIX IT, PERIOD.

[01:20:01]

FROM THERE, I WOULD JUST LIKE TO ALSO SAY TO THE PERSON WHO HAD SOME CONCERNS ABOUT THE LABOR POLL, AND LOOKING AT THE MAP AND HOW WE ARE OVER-REPRESENTED OR IF WE'RE OVER-REPRESENTED OR NOT.

IT MIGHT BE A WORTHLESS MAP.

LET'S BE CLEAR, WE DON'T HAVE THAT DATA TO TALK ABOUT, OR WHAT THE MATH LOOKS LIKE AND HOW MANY PEOPLE ARE AVAILABLE.

LOOK AT THIS WHOLE TABLE UP HERE.

HOW MANY OF YOU ARE FROM DALLAS? OH, THAT'S A RHETORICAL QUESTION.

HOW MANY? THEN WE SAY, OH, WHAT THE POLL HAS TO BE LIMITED TO DALLAS, WRONG, ABSOLUTELY WRONG.

BUT THAT'S THE FOOLISHNESS THAT I HAVE TO LISTEN TO WHEN IT COMES TO TALKING ABOUT AFRICAN AMERICANS.

WHEN I'M TALKING ABOUT AFRICAN AMERICANS, I'M NOT TALKING ABOUT ANGLO AND HISPANIC, I'M SPEAKING ABOUT AFRICAN-AMERICANS.

WHEN I SPEAK ABOUT ANGLO AND HISPANICS, I'M NOT TALKING ABOUT AFRICAN AMERICANS.

EVERY TIME WE HAVE THIS CONVERSATION THAT HAS TO HAPPEN.

I'M NOT TRYING TO MAKE YOU GUYS FEEL LIKE YOU'RE NOT TRYING TO DO ANYTHING.

WHAT I'M TELLING YOU IS, THERE'S AN URGENCY.

BECAUSE WE CONTINUE TO LOSE PEOPLE JUST LIKE JONATHAN SMITH CARTER.

WE CONTINUE TO LOSE GOOD PRINCIPALS, DR. JOSE, AND YOU DO NOTHING TO TRY TO KEEP THEM. AM I ANGRY? YES. AM I APOLOGETIC? NO, BECAUSE WE'VE GOT TO DO A BETTER JOB.

IT'S JUST IRONIC THAT MR. REDDICK, IS UP HERE TRYING TO TELL US ABOUT IT, AND HE'S LEAVING AFTER SIX MONTHS.

THAT'S IRONIC.

A BLACK MAN. THIS HAS TO CHANGE.

PAM, I AGREE WITH YOU THAT EDUCATION IS DOMINATED BY FEMALES, BUT WE CANNOT USE EXCUSES ANYMORE.

THAT'S WHAT WE'VE ALWAYS DONE.

YOU CAN STUDY A PROBLEM TO DEATH, AND STILL GET NO RESULTS.

STILL GETTING, NO RESULTS.

I'VE BEEN ON HERE SINCE 2014, AND HAVE I SAID ANYTHING DIFFERENT? NOPE. I WAS STILL FIGHTING THE SAME PROBLEM.

JUST A COUPLE OF QUESTIONS, I HAD TO GET THAT OUT OF THE WAY.

DON'T LOOK UP THERE PAM, TO SEE HOW MUCH TIME I GOT LEFT.

I SEE YOU.

I SEE EVERYTHING, OKAY? YOU KNOW THAT.

>>

>> WHEN WE TALK ABOUT COMPARING OURSELVES TO OTHER DISTRICTS, WE KNOW THAT DALLAS IS NOT DESOTO.

DON'T BRING ME NO COMPARATIVE OF A SMALL DISTRICT THAT GOT 8,000 STUDENTS.

THAT'S NOT A COMPARATIVE.

ONE HIGH SCHOOL, NOT A COMPARATIVE.

THERE ARE NOT A LOT OF COMPARISONS WITHIN THE STATE OF TEXAS, TO DALLAS INDEPENDENT SCHOOL DISTRICT, WHICH HAS BEEN A GREAT DISTRICT.

FOR THOSE OF YOU ALL WHO HAVE NOT BEEN AROUND LONG ENOUGH THAT JUST GOT TO THE TABLE, THERE WERE YEARS WE DIDN'T HAVE THIS ISSUE WITH AFRICAN-AMERICAN PRINCIPLES AND PROFESSIONALS.

WE WENT YEARS WITHOUT THIS.

BUT THOSE WHO KEEP SAYING THEY'D BEEN AROUND THE LONGEST, I'M NOT QUITE SURE.

I'VE BEEN ON THE BOARD THE LONGEST, BUT I'VE BEEN INVOLVED THE LONGEST.

I'M TELLING YOU THAT WE HAVE TO SHOW A SENSE OF URGENCY.

ONE QUICK QUESTION, PAM, HAS MY TIME RUN OUT? BECAUSE SHE IS WATCHING IT, REAL QUICK.

ON THE HIGH PRIORITY OF CAMPUSES WHAT'S THE ETHNIC BREAKDOWN OF THE PRINCIPLES?

>> YOU KNOW WHAT TRUSTEE?

>> I DON'T.

>> I MEAN,

>> CAN SOMEBODY SHARE IT WITH ME LATER?

>> YES, WE CAN. WE CAN DO THAT.

>> I HAVE IT.

>> YOU GOT IT? THANK YOU, SUSIE.

>> OF THE 88 PC CAMPUSES, 46, ARE AFRICAN-AMERICAN, 20 HISPANIC, 10 WHITE, AND 4 OTHER.

>> THANK YOU VERY MUCH, SWEETHEART.

[01:25:04]

THEN LASTLY, LET'S JUST GO BACK TO THE ED TURNOVER RATE, WHICH HAS BEEN HIGH.

BUT EVERY AFRICAN AMERICAN MALE THAT MOVED UP THE ED, DID WHAT?

>> MOST OF THEM WERE PROMOTED.

>> TO WHERE?

>> TO OTHER.

>> NICAEA DOUGLAS, ONE PROMOTED.

WITHIN THE DISTRICT, DON'T PLAY WORDS WITH ME, WE'LL GET INTO IT. NOT PROMOTED, NOT WITHIN THE DISTRICT.

THEY LEFT THE DISTRICT.

WHY IS THAT? WHY CAN'T WE RETAIN AFRICAN-AMERICAN MALES? THAT'S MY QUESTION.

I WANT THAT TO RESONATE WITH YOU AND YOU.

BECAUSE I WANT AN UNDERSTANDING OF WHY WE HAVE AN ISSUE.

WHEN THEY EXIT, DON'T WE ASK QUESTIONS, DR WILSON?

>> YES, MA'AM, WE DO.

>> DO WE HAVE THE ANSWERS TO THE EDS THAT HAVE LEFT, BECAUSE I'D LIKE TO SEE THEM?

>> YES, MA'AM, I'LL GIVE IT TO YOU.

>> WILL YOU PLEASE, THANK YOU, MA'AM.

YES, I'M ANGRY, AND THOSE WHO DON'T LIKE IT, I DON'T CARE.

>> THANK YOU, TRUSTEE

>> YES. UNLIKE TRUSTEE THESE DISCUSSIONS BECAUSE THIS IS IMPERATIVE FOR US TO HAVE THEM.

MY PHONE IS BLOWING UP, AND MANY OF THE COMMUNITY IN DISTRICT 5, WERE LISTENING AND SEEING WHAT'S GOING ON.

WHAT IS THE PLAN TO RECRUIT? TO RECRUIT AND RETAIN PRINCIPLES, OR EDS, OF AFRICAN-AMERICAN LEADER? WHAT PLAN DO WE HAVE?

>> TRUSTEE JOHNSON I WILL SHARE THAT.

THERE'S NOT A WRITTEN PLAN THAT SPEAKS TO THE DIRECT PIECE AROUND THAT, THAT WE HAVE IN SCHOOL LEADERSHIP.

BUT IT IS THE LENS THAT WE USE IN REGARDS TO, WHAT WE LOOK LIKE IN REGARDS TO THE LEADERSHIP THAT'S THERE.

ONE OF THE EFFORTS AROUND THAT IS, WHAT ARE THE GENDER RATIOS THAT WE HAVE, AS WELL AS THE SINGLE WHITE MALES, SINGLE HISPANIC MALE, SINGLE AFRICAN-AMERICAN MALE THAT EXISTS.

WHEN THERE IS AN INDIVIDUAL WHO STEPS AWAY, FOR WHATEVER THE CAUSE MIGHT BE, WHAT IS THE STRATEGY THAT WE HAVE MORE THAN A PLAN IN REGARDS TO, WHO'S NEXT UP, IN REGARDS TO THE WORK.

THE FIRST THING I'M LOOKING FOR, OR I WOULD HOPE THAT THE NEXT CANDIDATE IS LOOKING FOR IS TALENT.

TO SEE WHO IS THE MOST TALENTED PERSON AVAILABLE, WHO CAN STEP INTO THAT ROLE.

THEN THE NEXT THING IS, WHAT OTHER CATEGORIES DOES THAT PERSON COMPLETE? DOES THAT PERSON COMPLETE AS A MALE OR FEMALE, OR WHATEVER THE ETHNICITY MIGHT BE IN REGARDS TO THE NEED.

I THINK THAT'S THE DESERVING THING THAT THE DISTRICT SHOULD HAVE IN REGARDS TO WHAT THAT WORK LOOKS LIKE.

IN CASES, IT'S AN AFRICAN AMERICAN MALE, AFRICAN AMERICAN, FEMALE, HISPANIC MALE, AND THEN SO ON.

THEN TO SEE, WHAT DOES IT MATCH AN OPPORTUNITY, HOW DO THEY LINE UP?

>> TRUSTEE JOHNSON, IF YOU WOULD LIKE, WE HAVE MONET HARRIS ON THE PHONE AND THAT'S REALLY HER CORE COMPETENCY.

THAT'S THE WORK THAT SHE'S DOING IN THAT DIVISION.

MS. HARRIS, DID YOU WANT TO RESPOND TO THAT QUESTION AND THEN WHAT ARE SOME OTHER ACTIONS THAT WE'RE TAKING TO RETAIN AND RECRUIT PRINCIPLES?

>> NO, I ASKED WHAT IS THE PLAN? DO WE HAVE A PLAN? MS. HARRIS, THAT'S A YES OR NO. DO WE HAVE A PLAN?

>> OH, YES. WE DO.

>> IS IT WRITTEN DOWN?

>> IT'S EMBEDDED AS MR. RIDDICK SAID IN ALL HER WORK AND IT'S A LENS IN WHICH WE LOOK AT PARTNERSHIPS.

>> OKAY. THAT'S FINE. MS. HARRIS, I'M IN CONTROL.

I'M NOT TRYING TO BE RUDE EITHER.

AS YOU-ALL KNOW, I'M WATCHING MY TIME.

>> SURE.

>> THE ANSWER IS, NO, WE DON'T HAVE A WRITTEN PLAN.

NOW SURROUNDED BY GENIUSES IN THIS ROOM, WHICH YOU ALL IS GENIUSES, IS WHAT YOU DO.

BUT WE DON'T HAVE NO PLAN THAT'S WRITTEN DOWN.

SEE ABOUT SOMETHING I HAVEN'T PLANNED WRITTEN DOWN.

IT WAS AS I'VE BEEN KNOWING YOU PRIOR TO ME BECOME A TRUSTEE.

YOU ALWAYS HAVE THINGS WRITTEN DOWN THAT WE CAN GO BACK AND REFER TO WHEN TALK.

THAT'S JUST YOUR STYLE OF LEADERSHIP.

WE DON'T HAVE A PLAN, SO MY NEXT QUESTION IS, AND WHERE ARE WE FAILING? WHERE THE ANSWER IS, BECAUSE WE ALL HAVE WRITTEN PLAN, WE LOOK IN ANY FROM AN ALLIANCE THAT'S LIKE SHOOTING FROM THE HIP.

[01:30:06]

THAT'S THE ISSUE. YOU FAIL TO PLAN, YOU PLAN TO FAIL.

WE DON'T HAVE A WRITTEN PLAN.

WE HAVE IDENTIFIED AN ISSUE.

THIS IS THE SAME CONVERSATION THERE WE HAD A YEAR AGO.

HERE'S THE POWERPOINT PRESENTATION THAT YOU GAVE US A YEAR AGO.

I STARTED THIS THOUGH.

I DON'T THROW ANYTHING AWAY.

I DON'T ERASE ANYTHING.

YOU KNOW THAT THAT DR. LAYER, WE'VE TALKED AND I'VE GOT AN LITTLE BLUE BOOK.

YOU KNOW THAT DR. CYNTHIA I'VE TWO BLUE BOOKS THAT I'VE BEEN HAVING FOR YEARS.

EVERY CONVERSATION REMAIN.

>> SO TRUSTEE JOHNSON.

>> LET ME ASK THIS QUESTION, OUT OF ONE IS STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED IN AFRICAN-AMERICAN.

WE TALKED ABOUT PROFICIENT TEACHERS LAST YEAR WE SAID IS ONE OUT OF TWO.

IN ELEMENTARY, SECONDARY, WE SAYS ONE OUT OF TWO.

WHEN WE GO TO OTHER ETHNIC GROUPS IS TWO OUT OF THREE, SECONDARY'S ONE OUT OF TWO ECONOMICALLY STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED OR HISPANIC AND ENGLISH LEARNERS.

WHEN WE GET INTO STUDENTS WHO ARE ANY RACE BUT NOT ECONOMICALLY DISADVANTAGE IS THREE OUT OF FOUR, ELEMENTARY THREE OUT OF FOUR IS THAT DATA STILL THE SAME?

>> TRUSTEE JOHNSON, I'M SORRY, DR. LAYER.

LET ME JUST INTERJECT.

THAT DATA IS FROM 1819.

BECAUSE WE'VE BEEN ON A PAUSE, WE CANNOT GATHER THE SAME DATA ON TEI THAT WE WERE ABLE TO GATHER BEFORE.

I JUST WANT TO SAY THAT WE UNDERSTAND THAT IT'S IMPORTANT TO REMEMBER THAT AT THAT TIME IT WAS RELEVANT, BUT IT DOES NOT INCLUDE THE DATA THAT WE HAVE AFTER WE BEGAN THE HPCS INITIATIVE, AFTER WE EXPANDED THOSE CAMPUSES.

WE BELIEVE THAT THAT NUMBER IS NO LONGER 50 PERCENT.

WE HAVE INCREASED THE NUMBER OF HIGH-PERFORMING TEACHERS AT THE SCHOOLS SO

>> DO WE THAT WE HAVE THAT DATA?

>> BECAUSE WE HAVEN'T TAKEN TEST, WE DON'T HAVE THAT DATA.

>> THAT'S A FAIR ASSESSMENT BECAUSE OF COVID. I CAN GET

>> THAT'S RIGHT.

>> YES MA'AM.

>> YES

>> THAT'S A FAIR ASSESSMENT.

>> OKAY.

>> BUT WE STILL HAVE NOT WRITTEN DOWN A PLAN TO MY QUESTION.

>> NO, WE HAVE A WRITTEN PLAN, SIR, FOR HAVING INCREASED THE NUMBER OF HIGH-PERFORMING TEACHERS AT HPCS, WHICH IS A PART OF THE STEPPING STEPS WE INITIATE IT.

>> SO HE PLAN TO RETAIN WITHOUT LOSING PRINCIPLES AFRICAN-AMERICAN MALES, WE DO HAVE A WRITTEN PLAN?

>> YES, SIR.

>> OKAY. TWO LEADERS AT THIS TABLE TODAY SAID WE DON'T HAVE A WRITTEN PLAN IS ON AUDIT.

WE LOOK AT IT FROM A LENS, DID I HEAR THAT CORRECT.

>> YOU DID, AND I WANT TO BE CLEAR SO THAT WE DON'T HAVE ISSUE OF NOT BEING CLEAR.

THE PLAN IS FOR TEACHERS BASED ON THE DATA AND I WAS SPEAKING TO TEACHERS BASED ON THE DATA THAT TEACHERS GAVE US.

>> RIGHT. BUT, WHAT ABOUT PRINCIPLES?

>> I THOUGHT THAT YOU ASK ABOUT

>> RIGHT. MY QUESTION IS.

IS THERE A PLAN?

>> THERE IS A PLAN

>> POINT OF INFORMATION MR. PRESIDENT.

IF I MAY, TRUSTEE JOHNSON.

>> SURE.

>> YOUR QUESTION ACTUALLY WORDED RECRUITING AND RETENTION TOGETHER?

>> YES.

>> YOU SAID IT, DO WE HAVE A PLAN FOR RECRUITING AND RETENTION?

>> YES.

>> I'M QUITE CERTAIN WE HAVE A PLAN FOR RECRUITING PRINCIPLES BECAUSE I'VE HELPED TO WRITE IT AND I'VE SEEN IT AND I'VE WORKED WITH MONET ON IT, SO I KNOW THAT EXISTS.

WHAT I THINK THE CRUX OF YOUR QUESTION IS WHETHER OR NOT WE HAVE A PLAN FOR RETAINING FOR.

>> YES.

>> I DON'T KNOW THAT WE DO HAVE THAT.

IT SOUNDS LIKE WE PROBABLY DON'T, BUT I JUST WANT TO SEPARATE THESE TWO THINGS.

>> YES SIR.

>> BECAUSE WE DO HAVE A PLAN FOR RECRUITING PRINCIPLES.

>> THANK YOU TRUSTEE MARSHALL.

>> THERE IS A PLAN FOR RECRUITING AND RETAINING.

HOWEVER, I BELIEVE WHAT MS. HARRIS SAID WAS SHE WAS THINKING ABOUT SPECIFICALLY AFRICAN-AMERICAN.

>> OKAY.

>> YES.

>> OVERALL THERE'S A PLAN AND SO IT DOESN'T MEAN THAT WE CAN'T MODIFY IT.

LIKE IT WAS RAISED TODAY, THERE ARE THINGS THAT WE NEED TO ADJUST AND WE CAN DO THAT.

>> THE REASON WHY I'M ASKING AS YOU SEE ME LOOKING AT MY PHONE.

>> SURE, NOT A PROBLEM.

>> BECAUSE I'M ASKING QUESTIONS THAT MY COMMUNITY IS ASKING ME.

YOU ARE HERE, YOU HAVE ANSWERS.

THAT'S WHY YOU SEE ME PICKING UP THE PHONE, I'M BEING TRANSPARENT.

>> ABSOLUTELY.

>> CAN WE HAVE THAT PLAN IN WRITING.

CAN I READ THAT PLAN?

>> SURE. MISS HARRIS CAN YOU SUBMIT THAT TO OUR TRUSTEE TRACKER?

>> ABSOLUTELY.

>> THANK YOU.

>>OKAY. I HAVE A LITTLE BIT ABOUT A MINUTE AND A HALF TO SIT AND BEAT A DEAD HORSE, IF YOU WILL.

JUST TRY TO BEAT THE DRUM TO BRING NEGATIVE.

THAT'S NOT MY GOAL AND I'M NOT TRYING TO DO THAT.

BUT WE DO HAVE TO ADDRESS THE ELEPHANT IN THE ROOM. WE HAVE AN ISSUE.

MY PHONE IS BLOWN UP BECAUSE MANY PEOPLE DID NOT KNOW CHIEF RIDDICK WAS LEAVING.

[01:35:01]

THAT'S A CONCERN FOR MY COMMUNITY.

BECAUSE AGAIN, A STRONG AFRICAN-AMERICAN MALE WHO CAME IN, TOOK A LITTLE WHILE, PEOPLE STARTED GETTING USED TO THEM NOW CONVERSATION, ETC.

NOW HE'S LEAVING FOR WHATEVER THE REASON IS A CONCERN.

THE QUESTION IS VALID THAT EVERYONE IS ASKING, WHY ARE WE CONTINUING TO LOSE AFRICAN-AMERICAN MALE? IS IT US WHAT'S GOING ON? PEOPLE ARE CONCERNED.

I AM CONCERNED.

IT IS STILL A HIGH CONCERN AND IT IS PROBLEMATIC TO A DEGREE THAT OUT A 20 EXECUTIVE DIRECTORS IN THIS CONVERSATION WE HAD LAST YEAR, WE ONLY HAVE ONE AFRICAN-AMERICAN MALE.

THAT IS VERY ALARMING.

I HAD A ED, THEY CAME INTO THE DISTRICT WITH VERY FEW EXPERIENCE.

BUT HE'S ED THAT CAME FROM AUSTIN.

WE HAVE PEOPLE NOT ALL HIRABLE, WE JUST LOOKING AT THE FACTS.

PEOPLE THAT WAS HERE QUALIFIED, WAS OVERLOOKED.

>> THANK YOU, TRUSTEE JOHNSON.

ANYONE ELSE FOR A SECOND ROUND? TRUSTEE FLORES.

>> WELL I JUST WANT TO CORRECT SOMETHING THAT WAS SAID THAT I SAID, BUT I THINK I WAS VERY, VERY CLEAR WHEN I SAID MY QUESTION ABOUT THE LABOR POOL WAS THE NORTH TEXAS AREA AND THE STATE OF TEXAS.

I'LL REPEAT IT AGAIN.

THE NORTH TEXAS AREA AND THE STATE OF TEXAS.

THE RELATIVE LABOR POOL FOR TEACHERS AND YOU'LL FILL IN THE BLANKS ON THE REST OF THE STUFF.

BUT I JUST WANTED TO CLARIFY THAT BECAUSE I WAS EXTREMELY CLEAR ABOUT IT.

>> THANK YOU, TRUSTEE FLORES. ONE LAST POINT.

THANK YOU AGAIN FOR PUTTING THIS DATA OUT HERE.

THANK YOU FOR THE WORK OF IDENTIFYING THE PROBLEMS, PUTTING SOLUTIONS.

WE KNOW THIS IS NOT GOING TO BE SOLVED OVERNIGHT.

AGAIN, IN ALL OF THESE NUMBERS, WE CAN FIND THE LACK OF REPRESENTATION AND THAT WE KNOW THAT'S THE GOAL.

BUT I APPRECIATE YOU ALL WORK ON HERE AND LOOK FORWARD TO CONTINUING THAT TO GO FORWARD.

THANK YOU ALL SO MUCH. WE'RE GOING TO MOVE ON TO ITEM 6D, THE 2021, 2022 DISTRICT IMPROVEMENT PLAN.

>> YES, MR. PRESIDENT, MEMBERS OF THE BOARD.

IT'S THAT TERM A YEAR WHEN WE BRING TO YOU THE DISTRICT IMPROVEMENT PLAN AS REQUIRED BY LAW.

DR. LEAH HAS BEEN LEADING THIS CHARGE ALONG WITH HER TEAM.

WE'VE HAD TREMENDOUS VALUE ADDED BY OUR DEPUTY SUPERINTENDENT CORDOVA.

AT THIS TIME, I WILL TURN IT OVER TO THE TEAM TO GUIDE US THROUGH THIS PRESENTATION.

>> I KNOW THAT THIS ISN'T NEW TO ANYBODY AROUND THE HORSESHOE.

EACH YEAR, WE BRING THE DISTRICT IMPROVEMENT PLAN TO THE BOARD.

THIS IS A HIGH LEVEL OVERVIEW OF WHAT THE DISTRICT WILL BE WORKING ON IN THE UPCOMING YEAR.

ALSO, I SHOULD SAY THAT ALL OF THE CAMPUSES TAKE THEIR CAMPUS ACTION PLANS AND THEY TAKE IT FROM THIS PLAN.

AGAIN, HIGH-LEVEL OVERVIEW OF WHAT WE'LL BE FOCUSING ON THIS YEAR.

THIS SLIDE IS JUST SHOWING US THAT WE HAVE TO DO A NEEDS ASSESSMENT AND SOME OF THE THINGS THAT WE LOOK AT OUR DEMOGRAPHICS.

WE ALSO LOOK AT STUDENT ACADEMIC ACHIEVEMENT PROCESSES AND PROGRAMS. THEN OF COURSE, THE CULTURE AND PERCEPTIONS IS EXTREMELY IMPORTANT WHEN LOOKING AT THE FOCUS.

WE ALWAYS WANT TO MAKE SURE THAT WE ARE ALL ABOUT STUDENT OUTCOME GOALS, EVERYTHING THAT WE DO, AND THE DECISIONS THAT WE MAKE, WE SHOULD HAVE THEM ANCHORED IN OUR GOALS.

WE HAVE THE SAME FIVE STRATEGIC INITIATIVES, EARLY LEARNING, CAREER INSTITUTES, RACIAL EQUITY, PUBLIC SCHOOL CHOICE, AND STRATEGIC COMPENSATION.

THEN WE ALSO HAVE OUR ADDITIONAL FOCUS AREAS.

THE FIRST ONE THAT WE HAVE THERE IS MITIGATING LEARNING LOSS.

WE KNOW BECAUSE OF THE PANDEMIC, BECAUSE OF SOME OF THE DATA POINTS WE'VE GOTTEN BACK THAT WE NEED TO HAVE A STRATEGIC PLAN ON HOW ARE WE GOING TO MITIGATE THAT LEARNING LOSS OR NARROW THE GAP? WE'VE ALSO TALKED ABOUT DISCIPLINE REDESIGN BECAUSE AND WE'RE BRINGING THAT CODE OF CONDUCT TODAY WHERE WE ARE NO LONGER GOING TO HAVE SUSPENSIONS.

WE HAVE TO HAVE A STRATEGIC PLAN TO ENSURE THAT OUR STUDENTS ARE

[01:40:04]

NOT LOSING LEARNING IF THEY'RE NOT IN THE CLASSROOM.

WE NEED TO EXPAND OUR MENTAL HEALTH AND SOCIAL EMOTIONAL LEARNING OPPORTUNITIES FOR OUR STUDENTS.

WE'RE EXPANDING OUR DYSLEXIA SERVICES SO THAT IT MOVES TO OUR SECONDARY STUDENTS.

WE'RE RAISING COMPENSATION OR HOURLY WAGES.

THOSE ARE A COUPLE OF THINGS THAT AREN'T OUR STRATEGIC INITIATIVES, BUT DEFINITELY AN AREA OF FOCUS.

AGAIN, I THINK ALL OF YOU ARE VERY WELL VERSED IN OUR FIVE STUDENT ACHIEVEMENT GOALS.

WE PUT THEM IN HERE ONE, JUST TO KNOW THAT WE'RE ANCHORED IN THOSE GOALS BUT TWO, TO HAVE THE GOALS REFLECT SOME OF THE CONVERSATION THAT WE HAD BACK IN NOVEMBER.

YOU CAN SEE THAT THE GOAL HASN'T CHANGED BUT THE END DATE.

YOU SEE IT'S 2025.

>> AS CHIEF LAIR STATED, THERE ARE FIVE STRATEGIC AREAS THAT WE ARE FOCUSING ON IN OUR DISTRICT ACTION PLAN.

THERE'S A FOCUS ON EARLY CHILDHOOD TO EXPAND HB3 READING ACADEMIES SO THAT WE CAN IMPROVE SKILLS AND OUTCOMES FOR OUR STUDENTS.

THERE'S ALSO A FOCUS TO EXPAND ENROLLMENT AND PARTNERSHIPS, REFINE THE CURRICULUM, AND IMPROVE THE OVERALL QUALITY OF INSTRUCTION.

NEXT, WE HAVE THE CAREER INSTITUTES, AND CURRENTLY WE HAVE THREE OF THE FOUR LAUNCHED.

WITH THOSE, THEY ARE OPEN AND PROVIDING REAL WORLD EXPERIENCES FOR OUR STUDENTS SO THAT THEY CAN OBTAIN INDUSTRY CERTIFICATIONS AND EMPLOYMENT FOLLOWING GRADUATION.

NEXT IS OUR FOCUS ON RACIAL EQUITY.

THE RACIAL EQUITY DEPARTMENT PROVIDES RESOURCES TO SUPPORT THE ACHIEVEMENT OF RACIAL AND EDUCATIONAL EQUITY FOR HISTORICALLY MARGINALIZED STUDENTS.

THIS DEPARTMENT IS COLLABORATING WITH OTHER DEPARTMENTS ACROSS THE DISTRICT SO THAT WE CAN MONITOR, MEASURE, AND REPORT OUR PROGRESS IN EACH OF THE DEPARTMENTS.

IN ADDITION, THE DEPARTMENT PROVIDES AND SUPPORTS PROFESSIONAL DEVELOPMENT ACROSS THE DISTRICT ABOUT BUILD AN EQUITY MINDSET.

NEXT, WE HAVE OUR PUBLIC SCHOOL CHOICE.

WITH PUBLIC SCHOOL CHOICE, WE HAVE EXPANSION FOR THREE TRANSFORMATION SCHOOLS, 11 INNOVATION SCHOOLS, AND FOUR INNOVATION PILOT PROGRAMS. I WON'T READ THOSE FOR YOU, BUT THEY ARE LISTED ON THIS SLIDE.

WE'RE STILL UP WITH THAT ONE MORE ON THE SLIDE.

NEXT WE HAVE THE STRATEGIC INITIATIVE AROUND COMPENSATION AND THE TEACHER EXCELLENCE INITIATIVE.

HERE, HCM IS FOCUSED ON LEADING THE MARKET ON TEACHER COMPENSATION BY MAKING COVID RELATED MODIFICATIONS TO TEI TO PROVIDE VARIABLE FLAT RATE INCREASES TO ELIGIBLE TEACHERS AND STIPENDS TO HIGHLY EFFECTIVE TEACHERS AT ACE AND HIGH PRIORITY CAMPUSES.

NEXT WE'LL MOVE ON TO THE ADDITIONAL AREAS OF FOCUS.

IN ADDITION TO THE STRATEGIC INITIATIVES, WE HAVE AN AREA OF FOCUS ON MITIGATING THE LEARNING LOSS THAT'S BEEN SEEN DUE TO THE PANDEMIC.

THEREFORE, WE'VE GOT 46 SCHOOLS THAT HAVE OPTED INTO EXTENDED LEARNING PROGRAMS. WE ALSO HAVE 61 SCHOOLS THAT WILL BE TARGETED FOR AFTER-SCHOOL LEARNING.

ADDITIONAL SUPPORTS WILL FOCUS ON SUMMER SCHOOL AND TUTORING.

THE DISTRICT IS ALSO PROVIDING COMPENSATORY SERVICES TO ANY STUDENT RECEIVING SPECIAL EDUCATION.

THEY DID NOT RECEIVE RELATED SERVICES.

ANOTHER FOCUS THAT WE'VE BEEN TALKING TO YOU ABOUT IS THE REDESIGN OF DISCIPLINE.

THE FOCUS HERE IS TO HAVE A RESTORATIVE APPROACH RATHER THAN A PUNITIVE APPROACH WITH AN EMPHASIS ON CHANGING BEHAVIORS.

PROFESSIONAL DEVELOPMENT IS CRITICAL TO THE CHANGE OF MINDSET WHEN WE'RE LOOKING AT HOW WE'RE REDESIGNING DISCIPLINE. NEXT SLIDE.

THE NEXT FOCUS IS MENTAL HEALTH.

WITH MENTAL HEALTH, WE ARE LOOKING AT IMPLEMENTING A DEPRESSION SCREENER TO IDENTIFY STUDENTS NEEDING SERVICES.

WITH THIS, WE'RE GOING TO BE ADDING CLINICIANS AND CASE MANAGEMENT TO SUPPORT STUDENTS.

THE NEXT ONE IS DYSLEXIA.

DYSLEXIA SERVICES ARE AGAIN BEING EXPANDED TO PROVIDE HIGH-QUALITY SERVICES FOR SECONDARY STUDENTS BY UTILIZING TRAINING FROM THE WILSON READING SYSTEM AND THE SMU THERAPY PROGRAM, WHERE ADDITIONAL INTERVENTIONISTS WILL BE USED TO SUPPORT THESE EFFORTS.

FINALLY, THE DISTRICT IS WORKING TOWARD INCREASING THE MINIMUM HOURLY WAGE TO $13.50 AN HOUR.

[01:45:01]

THIS WILL INCREASE ABOUT 7300 STAFFS PAY BY ABOUT 11 TO 12 PERCENT.

WE'RE VERY EXCITED ABOUT THAT.

THEN ON THIS NEXT SLIDE YOU'LL SEE OUR NEXT STEP, WHICH INCLUDE OPERATING IN OUR NEW REALITY, STAYING FOCUSED ON THE GOALS AND STRATEGIC INITIATIVES AND SUPPORTING CAMPUSES AS THEY COMPLETE THEIR CAMPUS IMPROVEMENT PLANS FOR NEXT YEAR.

AT THIS TIME WE WILL ENTERTAIN ANY QUESTIONS.

>> TRUSTEES ANY QUESTIONS?

>> YEAH.

>> TRUSTEE MARSHALL THEN TRUSTEE FOREMAN.

>> I KNOW THIS DOCUMENTS PRIMARILY OF LEGAL FORMALITY AND MOST OF THESE THINGS ARE THINGS THAT WE'VE TALKED ABOUT MANY TIMES OVER.

BUT THE ONLY THING I'VE SEEN IN HERE THAT'S NEWS TO ME IS THE COMMENTARY AROUND EXPANSION OF DYSLEXIA SERVICES.

IF I DUMB THIS DOWN, IS IT FAIR FOR ME TO TRANSLATE THIS.

THAT WERE GETTING RID OF THE VIDEOS FOR HIGH SCHOOL KIDS AND REPLACING THEM WITH ACTUAL PRACTICES?

>> THAT'S CORRECT

>> TRUSTEE FOREMAN.

>> THIS IS QUICK SHARING.

IT APPEARS THAT PREVIOUSLY EARLY LEARNING HAD THEN PRE-K THROUGH THE SECOND GRADE.

ARE WE NOW EXPANDING IT TO THE THIRD GRADE?

>> HI, TRUSTEE FORMEN WILL YOU REPEAT THE LAST PART OF THAT QUESTION, PLEASE?

>> PREVIOUSLY, THE EARLY LEARNING WAS PRE-K THROUGH THE SECOND GRADE, AND SO NOW WE'RE EXPANDING IT THROUGH THE THIRD GRADE. IS THAT CORRECT?

>> FOR THE READING ACADEMIES, WE ARE EXPANDING TO THE THIRD GRADE BECAUSE THE READING ACADEMIES IS K33.

>> THAT'S JUST FOR READING ACADEMIES AND WE'RE NOT.

I DON'T KNOW IF I'VE TALKED TO YOU ABOUT THIS SHANNA, BUT I KNOW I'VE TALKED TO PAM ABOUT IT.

IT'S JUST THAT ALWAYS FELT THAT IT SHOULD GO THROUGH THE THIRD GRADE BUT I FEEL LIKE THE EARLY LEARNING DID NOT ACTUALLY WANT THE THIRD GRADE BECAUSE THAT'S A TESTING GRADE.

THAT IS A RELEVANT TESTING GRADE.

BUT MOST OF WHAT YOU DO IN EARLY LEARNING WEIGHS IN ON THAT.

I JUST ACTUALLY BELIEVE IT SHOULD BE PRE-K THROUGH THIRD.

BUT YOU'RE TELLING ME IT'S JUST THE READING ACADEMIES, BUT I REALLY WOULD LIKE FOR US TO TAKE A STRONG LOOK AT THAT JUST BECAUSE IT MAKES MORE SENSE.

>> WE CAN LOOK AT THAT, TRUSTEE FORMEN.

>> THANK YOU VERY MUCH.

ON THE CAREER INSTITUTES AND I KNOW YOU GUYS CAN'T ANSWER THIS, BUT JUST FOR MY EDIFICATION, IF SOMEONE COULD PUT ON THE TRUSTEE TRACKER THE DIFFERENT CERTIFICATIONS FOR EACH CAREER INSTITUTE SO THAT WE DON'T GET IN A SITUATION WHERE ONE INSTITUTE IS DOING MORE THAN ANOTHER INSTITUTE.

THEY WON'T ALL BE THE SAME I'M CLEAR OF THAT, BUT I WANT TO MAKE SURE THAT THERE CONTINUES TO BE SOME EQUITY IN THAT PIECE.

I WON'T TALK MUCH ABOUT RACIAL EQUITY.

I THINK I'VE DONE A LOT ABOUT THAT TODAY.

ON THE PUBLIC SCHOOL CHOICE.

FOR ME, WHAT WOULD BE GOOD TO GET A BETTER UNDERSTANDING IS THE TRANSFORMATION SCHOOLS THAT ARE NORTH OF I-30 AND SOUTH OF I-30 AND WHAT THOSE SCHOOLS LOOK LIKE NOW.

I DO HAVE A LIST OF ALL OF THEM, BUT I'M ALWAYS TRYING TO MAKE COMPARISON OF THE TWO, SO NORTH OF I-30 AND SOUTH OF I-30 AND EXACTLY WHAT PROGRAMS WOULD BE IN THOSE PARTICULAR SCHOOLS.

I'M ALWAYS EXCITED ABOUT COMPENSATION FOR OUR TEACHERS AND OTHER EMPLOYEES.

THAT IS ALWAYS GOING TO BE IMPORTANT TO ME.

ON THE EXPANSION OF MENTAL HEALTH SERVICES, JUST A QUICK QUESTION.

WE HAVE OUR YOUTH AND FAMILIES CENTERS.

HOW IS THAT ACTUALLY GOING TO PLAY IN WITH OUR YOUTH AND FAMILY CENTERS BECAUSE SHANNA, YOU AND I'VE HAD LOTS OF CONVERSATIONS ABOUT MANY TIMES WHEN OUR YOUNG PEOPLE ARE HAVING PROBLEMS, THERE ARE ISSUES AT THE HOME THAT ALSO PLAYS INTO THAT.

AS WE I GUESS DEVELOP A PLAN FOR CLINICIANS,

[01:50:03]

IT WOULD BE GOOD TO SEE HOW THAT WOULD ROLL INTO OR WHEN THERE WOULD BE A TRIGGER FOR THE YOUTH AND FAMILY CENTERS TO GET INVOLVED IF THAT MAKES SENSE, PAM?

>> YES.

>> BECAUSE WE DO HAVE A LOT OF ISSUES AT THE HOME. THANK YOU VERY MUCH.

>> THANK YOU, TRUSTEE FORMEN.

WE'RE GOING TO GO TO TRUSTEE GARCIA, FOLLOWED BY TRUSTEE MITCH K.

>> THANK YOU, PRESIDENT MCKEE, TRUTHFULLY, JUST A COMMENTARY HERE ON THE CAREER INSTITUTES.

I'VE HAD THE OPPORTUNITY OVER THE LAST MONTH TO VISIT TWO OF OUR CAREER INSTITUTES.

I AM ABSOLUTELY ASTONISHED BY THE PHENOMENAL WORK THAT IS GOING IN DALLAS ISD.

TON OF OUR MORE STUDENTS TO GRADUATE, WORKFORCE READY AND EARN A LIVING WAGE JOB.

THIS IS A TRUE ISSUE ALL OVER THE COUNTRY, BUT PARTICULARLY NEIGHBORHOODS LIKE MINE IN PLEASANT GROVE AND SOUTHEAST DALLAS CARE GRADUATES TO TAKE ON THAT NEXT STEP TO BE ABLE TO CARE FOR THEMSELVES AND THEIR FAMILIES.

IF YOU HAVEN'T HAD A CHANCE TO MY COLLEAGUES, PLEASE TAKE THE OPPORTUNITY TO VISIT.

THERE'S AN OPEN HOUSE THIS SATURDAY JUNE THE 12TH.

ENCOURAGE YOU TO GO VISIT.

BUT TRUTHFULLY AND MEANINGFULLY, EVERYTHING THAT IS GOING ON IN OUR CAREER INSTITUTES, IF YOU HAVEN'T HAD A CHANCE TO SEE THE STATE OF THE ART PROGRAM THAT THEY HAVE, THE EQUIPMENT THE STUDENTS ARE USING.

I MEAN, WE ARE TALKING ABOUT HIGH SCHOOL STUDENTS DOING THINGS THAT THE FOLKS IN MY FAMILY AND THE WORKFORCE, IF THEY HAD HAD SOMETHING LIKE THAT EARLIER, THOSE THINGS CAN REALLY PUSH PEOPLE AND PROPEL THEM TO BE REALLY SUCCESSFUL VERY EARLY ON.

THANK YOU FOR THAT WORK. I APPRECIATED THE OPPORTUNITY TO MEET WITH STUDENTS.

CAN YOU TELL US MORE ABOUT WHERE THESE CAREER INSTITUTES ARE GOING AND THEN THE CERTIFICATIONS ARE ONE OF THE MOST EXCITING PIECES FOR THESE HIGH-SCHOOL SENIORS.

>> ABSOLUTELY. TWENTY PLUS PATHWAYS AT EVERY CAREER INSTITUTE WITH THE OPPORTUNITY FOR FOUR PLUS INDUSTRY CERTIFICATIONS BY THE TIME THEY COMPLETE THE FOUR-YEAR SCALE.

JUST THE OTHER DAY WE COMPLETED ALMOST 700 CERTIFICATIONS JUST THIS YEAR ALONE OUT OF THE 1,150 STUDENTS ENROLLED.

LOOKING AT DOUBLING OUR ENROLLMENT FOR NEXT YEAR AND WANTING TO FOCUS ON EQUITABLE ACCESS TO LIVABLE WAGE JOBS WITH STACKABLE CERTIFICATIONS, STRONG PARTNERSHIPS WITH DALLAS THRIVES AND THE LABOR MARKET TO ENSURE THAT WE'RE GOING AFTER HIGH-GROWTH JOB AREAS THAT DO HAVE WAGES THAT ALLOW FOR ON AND OFF RAMPS FOR COLLEGE AS WELL AS GETTING RIGHT INTO THE LABOR MARKET.

VERY, VERY EXCITED AND HAPPY TO TAKE ANYONE WHO'S INTERESTED ON A TOUR OF FACILITIES.

>> THANK YOU, TRUSTEE GARCIA.

TRUSTEE MITCH K, FOLLOWED BY TRUSTEE FLORES.

>> THANK YOU. OBVIOUSLY, THIS PARTICULAR ITEM IS ABOUT THE ENTIRE DISTRICT, SO ALMOST ANYTHING IS FAIR GAME.

BUT I JUST WANT TO MAKE A COUPLE OF COMMENTS.

ONE ON THE CAREER INSTITUTES, I'M TOTALLY IN SUPPORT OF OUR EXPANSION OF THEM.

I THINK IT'S AN ABSOLUTE NECESSITY THAT WE HAVE THEM AND EXPAND THEM.

I WAS JUST LOOKING AT THE DESCRIPTION HERE AND I ASSUME THIS IS SUMMARY OF WHAT WE'D BE SUBMITTING TO THE PUBLIC AND TO DEA.

THE ONE THING THAT'S NOT IN THERE IS THE TRADITIONAL TRADES, WHICH I THINK IS A RELATIVELY BIG PART OF THE CAREER INSTITUTE.

JUST IN TERMS OF PEOPLE UNDERSTANDING WHAT WE'RE DOING WITH THE CAREER INSTITUTE SITE.

I THINK PROBABLY JUST NEED TO ADD SOMETHING IN THERE THAT SAYS WHERE TRADITIONAL TRADES LIKE PLUMBING AND CARPENTRY AND SO FORTH ARE PART OF IT.

I JUST WANTED TO GET ANOTHER COMMENT ABOUT THE PUBLIC SCHOOL CHOICE.

OBVIOUSLY, THE TRANSFORMATION SCHOOLS ARE THE BUILDINGS THAT ARE COMPLETELY NEW SCHOOLS IN TERMS OF WHAT'S GOING ON THERE WHEREAS THE INNOVATION SCHOOLS ARE WHEN WE BRING PROGRAMS TO NEIGHBORHOODS SCHOOLS.

YOU CAN SEE FROM THIS LIST HERE THAT THE VAST MAJORITY OF THE PROGRAMS ARE GOING INTO THE NEIGHBORHOODS, IN INNOVATION SCHOOLS.

I THINK THAT HAS BEEN SOMETHING THAT WE ON THE BOARD HAVE ASKED THE ADMINISTRATION DO MORE OF IS, IS PUT SOME OF THESE GREAT PROGRAMS INTO THE NEIGHBORHOOD SCHOOLS.

I JUST WANTED TO ACKNOWLEDGE THAT YOU WERE DOING IT AND EXPRESS MY APPRECIATION FOR THAT.

THE LAST THING I WANTED TO COMMENT ON, IT RELATES TO THE DISTRICT MINIMUM HOURLY WAGE.

[01:55:03]

I DON'T THINK A LOT OF PEOPLE REALIZE HOW SWEEPING AND IMPACTFUL THE CHANGES ARE THAT THE ADMINISTRATION IS PROPOSING HERE IN INCREASING THE DISTRICT HOURLY RANGE FROM $12.12-13.50 AN HOUR.

I WOULD LIKE US TO GET THAT MESSAGE OUT TO MORE FOLKS.

ESPECIALLY THE PART HERE THAT SAYS THIS INCREASE IN HOURLY WAGES WILL INCREASE ROUGHLY 7,300 EMPLOYEES WAGES 11-12 PERCENT.

I DON'T THINK THE GENERAL PUBLIC IS AWARE OF THIS MAJOR STEP THAT THE DISTRICT IS TAKING AND WOULD LIKE TO SEE MORE OF THAT INFO GETTING OUT.

THANK YOU. I THINK WE'RE ON THE RIGHT TRACK.

>> THANK YOU, TRUSTEE FLORES.

FIRST, LET ME SAY I'VE SEEN A LOT OF DISTRICT IMPROVEMENT PLANS IN MY LIFE AND I THINK THAT THIS ONE IT REALLY RESONATES WITH ALL THE DIFFERENT INITIATIVES THAT WE'RE WORKING ON.

I HAD A QUESTION TO FOLLOW UP ON SOMETHING THAT TRUSTEE FOREMAN SAID ABOUT WHAT OUR PLAN GOING FORWARD FOR NEXT YEAR IN TERMS OF MENTAL HEALTH.

JUST A LITTLE BIT MORE INFO AROUND THAT.

IT SEEMS TO ME WE'RE GOING TO COME BACK, THERE ARE GOING TO BE A LOT OF STUDENTS THAT ARE JUST POST-COVID.

STUFF COULD HAVE HAPPENED IN THEIR LIFE, FAMILY MEMBER OR SOMETHING, YOU KNOW, KIND OF.

WHAT IS OUR PLAN FOR REENTRY? I ASSUME WE'RE GOING IN-PERSON FULL TIME OR WHETHER THAT'S BEEN DECIDED OR NOT BUT IF WE ARE, WHAT'S OUR REENTRY PLAN FROM A MENTAL HEALTH PERSPECTIVE.

>> OKAY. ONE OF THE THINGS THAT WE'RE IMPLEMENTING IS A SCREENER FOR STUDENTS SO THAT WE CAN EVEN IDENTIFY STUDENTS WHO HAVEN'T COME FORWARD AND SAID THEY NEED ASSISTANCE BECAUSE, WITH OUR CLINICIAN WORK, WE HAVE TO KNOW THAT THE KIDS NEED HELP.

WE RELY HEAVILY ON THE TEACHERS AND THE COUNSELORS TO LET US KNOW WHICH CHILDREN WE NEED TO REACH OUT TO.

THIS SCREENER IS JUST ANOTHER TOOL TO HELP US IDENTIFY MORE STUDENTS THAT NEED HELP.

THEN, OF COURSE, STILL WORKING WITH TEACHERS, COUNSELORS, OTHER STUDENTS TO IDENTIFY ANY STUDENTS THAT NEED HELP.

THE PIECE THAT TRUSTEE FOREMAN WAS TALKING ABOUT WITH OUR YOUTH AND FAMILY, SYNERGY IS ANOTHER CRITICAL PIECE THAT WE'VE BEEN WORKING ON OVER THE LAST YEAR OF HOW WE MOVE MORE OF OUR STUDENTS FROM THE CLINICIAN BASED WORK IN A SCHOOL TO THE YOUTH AND FAMILIES CENTERS WHERE WE CAN SERVE NOT ONLY THE CHILD BUT THE FAMILY BECAUSE A LOT OF THE ISSUES THEIR CHILDREN ARE HAVING ARE RELATED TO THINGS THAT ARE HAPPENING IN THE HOME.

THINGS THAT THEY'VE SUFFERED DUE TO THE PANDEMIC ISSUES THAT WERE BROUGHT ABOUT.

MANY OF OUR STUDENTS HAVE LOST FAMILY MEMBERS DURING THE PANDEMIC.

WE'D KNOW THAT THERE IS A LOT GOING ON.

WITH THAT, IT IS THE IDENTIFYING AND FINDING OUR STUDENTS SO THAT WE CAN PROVIDE THOSE SERVICES WHICH IS THE REASON WHY WE'RE REQUESTING MORE CLINICIANS BECAUSE WE KNOW THE WORKLOAD IS JUST GOING TO CONTINUE TO INCREASE.

THE OTHER PIECE THAT WE'RE WORKING THROUGH OTHER ARE THE RESET CENTERS.

BECAUSE WE KNOW THAT A LOT OF TIMES STUDENTS CRY OUT FOR HELP THROUGH THEIR BEHAVIOR.

THE PERSON ASSIGNED TO THE CAMPUSES, WE'RE ACTUALLY CREATING A SPACE WITHIN THOSE RESET CENTERS SO THEY CAN ACTUALLY HAVE A LITTLE QUIET GLASSED OFF SECTION IN THOSE ROOMS SO THEY CAN WORK WITH THE STUDENTS WHO ARE COMING IN AND OUT OF THEIR RESET CENTERS IN ADDITION TO THOSE STUDENTS WHO ARE GETTING LONG-TERM SERVICES FROM, WHETHER IT BE THE CLINICIAN ON CAMPUS OR THE YOUTH AND FAMILY CENTER.

>> I HAVE ANOTHER, IT'S KIND OF A BIG CONCERN OF MINE THAT I THINK THEY WERE GOING TO NEED TO PUT SOME GOOD CONNECTIVE.

THIS MAY BE OUT OF LINE AND I COULD JUST THE ANSWER OFFLINE.

YOU KNOW, SINCE WE LOST THE FAMILY YOUTH CENTER AT TJ, WHAT ARE WE DOING ABOUT THOSE?

>> YES, WE HAVE EXTRA SUPPORTS THERE AT TJ FOR THE STUDENTS THERE.

WE ALSO ARE SERVING THEM THROUGH OTHER PROGRAMS BUT WE ARE WORKING ON GETTING THAT CENTER BACK UP AND RUNNING SO THAT THE STUDENTS WILL HAVE THAT.

IT WILL BE BACK UP AND RUNNING WHEN TJ COMES BACK ONLINE.

>> THANK YOU. THANK YOU, TRUSTEE FLORES.

I JUST HAVE A COUPLE OF QUESTIONS I WANT TO KEEP GOING WHERE TRUSTEE FLORES IS GOING.

I'M EXCITED TO HEAR ABOUT THE SCREENER.

WE KNOW WE'VE HAD OUR SHARE OF STUDENT TRAGEDIES THIS YEAR AND COVID.

WE KNOW THAT THAT IS DISPROPORTIONATELY IMPACTING OUR LGBTQ+ IDENTIFYING STUDENTS.

WHAT ARE WE DOING IN THAT SPECIFIC REALM TO PROVIDE SUPPORT THAT STUDENTS NEED TO BE ABLE TO AVOID THESE TRAGEDIES IN THE FUTURE BECAUSE WE'VE HAD FAR TOO ONCE TOO MANY, BUT WE'VE HAD FAR TOO MANY?

>> YES, WITH REGARD TO LGBTQ,

[02:00:01]

THAT DEPARTMENT IS WITH OUR COUNSELING SERVICES DEPARTMENT.

OUR COUNSELORS ARE WORKING CLOSELY WITH THE GROUPS OF STUDENTS THAT IDENTIFY.

WE ALSO HAVE A LOT OF TRAINING THAT WE CAN PROVIDE TO CAMPUSES ON HOW THEY CAN SUPPORT STUDENTS.

WE STARTED, PROBABLY ABOUT THREE YEARS AGO, A PROGRAM WHERE INDIVIDUALS COULD GO THROUGH THAT TRAINING AND THEN THEY ACTUALLY HAVE A BADGE THAT THEY WEAR THAT STUDENTS KNOW THAT'S A PERSON THAT THEY CAN REACH OUT TO IF THEY NEED SOMEONE TO TALK TO OR HAVE CONCERNS.

SCHOOLS HAVE ALSO BEEN ENCOURAGED TO START GROUPS OR PROGRAMS ON THEIR CAMPUSES SO THAT STUDENTS CAN COME TOGETHER AND HAVE A SAFE PLACE TO BE ABLE TO SHARE AND GET SUPPORT.

>> YEAH. I THINK THAT THE PROGRAM IS THE OUT FOR SAFE SCHOOLS PROGRAM, WHICH I KNOW HAS A HUGE IMPACT.

DO YOU KNOW IF THAT WILL BE OFFERED, I KNOW TEACHERS AND FACULTY TAKE PROFESSIONAL DEVELOPMENT EVERY SUMMER? IS THAT OFFERED AS PART OF OUR SUITE OF OFFERINGS FOR SCHOOLS?

>> I WILL CHECK WITH COUNSELING SERVICES TO SEE WHAT THEY'RE DOING AROUND THAT WORK NOW.

>> OKAY. YEAH. I'D BE INTERESTED AND I COULD SUBMIT A TRACK REQUEST FOR IT JUST TO SEE WHAT WE'RE DOING SPECIFICALLY IN A LENS OF LGBTQ STUDENTS.

I KNOW WE'VE GOT A LONG WAY TO GO.

I'D LIKE TO MAKE SURE WE'RE GETTING THE APPROPRIATE SUPPORTS THERE BUT I APPRECIATE YOUR FOCUS IN DETAIL IN THIS PLAN AND IT TRULY DOES HIT SOME OF THE BIGGEST LEVERS FOR DALLAS ISD. THANK YOU.

DO WE HAVE ANYONE FOR A SECOND ROUND? ALL RIGHT.

THANK YOU SO MUCH. WE'RE GOING TO MOVE ON TO ITEM 6E, REDEFINE DISCIPLINE IN DALLAS ISD.

>> MS. PRESIDENT, MEMBERS OF THE BOARD, I KNOW WE'VE MADE A LOT OF PROGRESS ON THIS INITIATIVE.

IT'S STARTING TO GET SOME LEGS AND REFINEMENT.

I WANT TO THANK ALL THE PEOPLE THAT WORKED VERY DILIGENTLY ON IT.

I THINK GO SOME OF THE SAME TEAM MEMBERS SHARED CHRISTIAN AND I DON'T KNOW IF ANYBODY ELSE HAS ANYTHING TO ADD.

>> GOOD AFTERNOON, PRESIDENT MAGGY, TRUSTEES, SUPERINTENDENT HINOJOSA.

LATER THIS MONTH YOU'LL BE VOTING ON, A STUDENT CODE OF CONDUCT THAT REDEFINES THE DISCIPLINE SYSTEM IN DALLAS ISD AND DOES AWAY WITH AN ANTIQUATED DISCIPLINE SYSTEM.

THE SYSTEM THAT DID NOT WORK FOR OUR STUDENTS OF COLOR AND SPECIFICALLY DID NOT WORK FOR OUR AFRICAN-AMERICAN MALE STUDENTS.

DR.

ONE DAY, HE WAS PART OF ONE OF OUR WORKING GROUPS.

HE PULLED ME ASIDE AND HE SAID, "VINCE, YOU KNOW THIS WORK OF ISS, OSS, AND SUSPENSIONS, IS PART OF THE BIGGER PICTURE OF WHAT DALLAS ISD HAS EMBARKED ON THE PAST FEW YEARS." IN ESTABLISHING THE RACIAL EQUITY POLICIES AND THE RACIAL EQUITY OFFICE, AND SOCIAL JUSTICE WORK THAT THIS BOARD AND OUR SUPERINTENDENT HAVE LED.

SHERRY AND I ARE EXCITED THAT AS A PRODUCT OF THAT WORK IS A BYPRODUCT IS THIS REDEFINED DISCIPLINE SYSTEM IN DALLAS ISD.

WHEN SHERRY AND I FIRST CAME TO YOU IN APRIL.

IT WAS RE-IMAGINING A DIFFERENT DISCIPLINE SYSTEM IN DALLAS ISD.

WITH FEEDBACK FROM THE COMMUNITY, FROM STAFF, FROM STUDENTS, WE ARE NOW AT A POINT WHERE IT'S A REDEFINED DISCIPLINE SYSTEM.

IT'S A MORAL IMPERATIVE AS EDUCATORS AND AS HUMAN BEINGS WHEN WE LOOK AT OUR DATA, NATIONAL, STATE, LOCAL, THAT WE DO SOMETHING DIFFERENT FOR KIDS AND FOR SCHOOLS.

WE'RE GOING TO HAVE TO DECONSTRUCT SEVERAL MINDSETS, PUNITIVE MINDSETS OF WHAT DISCIPLINE LOOKS LIKE.

WE'RE GOING TO HAVE TO PROVIDE EXCEPTIONAL TRAINING FOR OUR SCHOOLS, FOR TEACHERS, FOR OUR STAFF, PROVIDE GUIDANCE FOR OUR TEACHERS, AND THEN WE'RE GOING TO HAVE TO CONTINUE TO GET FEEDBACK AS WE MOVE THROUGH THE WORK, THROUGHOUT THE SCHOOL YEAR.

THAT'S A COMMITMENT I HAVE MADE, SHERRY HAS MADE, THE TEAM HAS MADE TO THE TEACHER GROUPS WE PRESENTED TO, TO THE ADMINISTRATIVE GROUPS WE PRESENTED TO, TO THE COMMUNITY GROUPS WE PRESENTED TO, THAT THIS IS AN ONGOING PROCESS THAT WILL CONTINUE TO GET FEEDBACK TO IMPROVE.

ABOUT SIX WEEKS THROUGHOUT THAT PROCESS AND HIGHLIGHTED SOME KEY AREAS THAT WE WILL CONTINUE TO WORK ON THROUGHOUT THE SCHOOL YEAR, INCLUDING CHANGING SOME OF THE TERMINOLOGY THAT IS IN OUR POLICIES.

LOOKING AT AUTHENTIC OUTREACH CAMPAIGNS THAT WE CONTINUE THROUGHOUT THE SCHOOL YEAR AS WE IMPLEMENT OUR DISCIPLINE SYSTEM AND IMPLEMENT OUR RESET CENTERS CONTINUE TO PROVIDE THE TRAINING AND RESOURCES THAT OUR SCHOOLS NEED AND THAT OUR STUDENTS NEED.

HERE'S SOME OF THE GROUPS OF FOLKS THAT WE ENGAGED IN INTERVIEWS AND ARE CONTINUING TO ENGAGE IN INTERVIEWS.

IN FACT, I JUST MET WITH A GROUP YESTERDAY AFTERNOON.

THE ONGOING DIALOGUE IS CRITICAL TO HEAR WHAT THE NEEDS ARE FROM OUR STUDENTS,

[02:05:06]

FROM OUR TEACHERS, AND FROM OUR ADMINISTRATORS.

HERE'S A HIGHLIGHT OF SOME STUDENT QUOTATIONS FROM THESE INTERVIEWS.

THERE'S ALSO SOME QUOTES IN THE APPENDIX THAT I SHARED BACK IN APRIL.

>> WHAT DOES A RESET SYSTEM LOOK LIKE? TO BEGIN, WE MUST ADDRESS THE NEEDS OF ALL OF OUR STUDENTS THROUGH TIER 1 INTERVENTIONS.

THESE INTERVENTIONS INCLUDE SEL STRATEGIES AND THAT WE'RE PROVIDING PROFESSIONAL DEVELOPMENT AND CLEAR EFFECTIVE COMMUNICATION, NOT ONLY WITH STAFF BUT ALSO WITH PARENTS.

NEXT, WE HAVE TIER 2 INTERVENTIONS.

IN THE TIER 2 INTERVENTIONS, ADDRESS BRINGING IN MTSS SUPPORTS, SST SUPPORTS, ADDITIONAL PROFESSIONAL DEVELOPMENT FOR THE RESET CENTER COORDINATOR, COUNSELORS AND OTHER STAFF ON CAMPUSES.

THIS IS ALSO WHERE WE BEGAN WORKING WITH STUDENTS AROUND RESTORATIVE PRACTICES AND TOOLS TO HELP THEM CONTROL THEIR BEHAVIOR ISSUES.

NEXT WE HAVE THE TIER 3 INTERVENTION AN THIS IS WHEN WE GET A LITTLE DEEPER.

THESE ARE FOR OUR STRUGGLING STUDENTS WHO ARE NEEDING THOSE ADDITIONAL SUPPORTS, THEY'RE NEEDING INDIVIDUALIZED PREVENTION, THEY'RE NEEDING MAYBE A BEHAVIOR CONTRACT AND QUITE A BIT OF SST SUPPORT.

THIS NEXT SLIDE, YOU'LL SEE WHERE WE ARE WORKING WITH VARIOUS DEPARTMENTS ACROSS THE DISTRICT.

TO BE HONEST, I DON'T THINK THERE'S A DEPARTMENT IN THE DISTRICT THAT WE HAVEN'T WORKED WITH WITH REGARD TO THIS PROCESS.

BUT ON THIS SLIDE, YOU'LL SEE MENTAL HEALTH SERVICES, THIS IS CRITICAL COUNSELING, SEL, OUR POLICE DEPARTMENT, STUDENT DISCIPLINE, MTSS, 504, AND SPECIAL EDUCATION.

ON THIS SLIDE, YOU'LL SEE WHAT A RESET CENTER ACTUALLY LOOKS LIKE.

OF COURSE, WE'LL HAVE AN AREA FOR RESTORATIVE CIRCLES IN THE ROOM.

WE'RE WORKING WITH OUR MAINTENANCE DEPARTMENT AROUND SOME COLOR IN THE ROOM THAT HAS CALMING COLORS, WE'VE GONE WITH A LIGHT BLUE, SO WE'RE HAVING ONE WALL PAINTED, SO THEY JUST MAKES THE ROOM FEEL MORE WARM AND INVITING WHEN THE STUDENTS COME IN.

FLEXIBLE SEATING. THEN OF COURSE, SOME TOOLS FOR STUDENTS TO HELP THEM IF THEY NEED TO COME IN IN COLUMNAR CELLS OR REGROUP BEFORE GOING ON TO SOME OF THE PRACTICES THAT WILL BE HOSTED IN THE CENTER.

THEN OUR NEXT STEPS, OF COURSE, WE'RE FINALIZING OUR COMMUNICATION TOOLKIT BECAUSE THERE WILL BE A LOT OF ITEMS THAT THE SCHOOLS WILL NEED TO IMPLEMENT THIS PROCESS.

WE'RE ALSO CONTINUING OUR COMMUNICATION WITH FAMILIES, WE'RE CONTINUING TO GET FEEDBACK AS VINCE MENTIONED.

WE'RE ALSO WORKING ON A REGULAR BASIS WITH THOSE 52 CAMPUSES THAT ARE RECEIVING THE RESET CENTER COORDINATOR.

TRAINING IS SET TO BEGIN THIS SUMMER AND ONGOING THROUGHOUT THE SCHOOL YEAR.

THEN WE'RE ALSO WORKING ON A PLAN FOR THE ELEMENTARY, MAGNET, AND OTI SCHOOLS BECAUSE THEY ALSO WILL NOT HAVE SUSPENSION, SO THERE WILL BE IDENTIFYING A PERSON THAT WILL SUPPORT THE WORK, BUT NOT NECESSARILY HAVE A FULL-TIME EMPLOYEE BECAUSE THEY DO NOT HAVE THE HIGH NUMBER OF SUSPENSIONS THAT OUR COMPREHENSIVE SCHOOLS HAVE.

WITH THAT, WE WILL ENTERTAIN ANY QUESTIONS.

>> THANK YOU SO MUCH FOR THE PRESENTATION AND THE WORK THAT YOU ALL PUT INTO THIS SO FAR.

TRUSTEES, ANY QUESTIONS? WE'LL START WITH TRUSTEE FORMAN, FOLLOWED BY TRUSTEE GARCIA, FOLLOWED BY TRUSTEE MARSHALL.

>> I ACTUALLY THINK IT'S TIME THAT WE LOOK AT SUSPENSIONS.

BUT I ALSO WORRY THAT WE DON'T GO TOO FAR BECAUSE CLEARLY, OUR TEACHERS ARE IN THAT CLASSROOM ON A DAY-TO-DAY BASIS.

JUST LOOKING AT THE PEOPLE THAT YOU ASK QUESTIONS, IT WAS MOSTLY TEACHERS WITH HIGH SUSPENSIONS.

A FEW, MAYBE WITHOUT HIGH SUSPENSIONS.

BUT I ACTUALLY THINK THERE SHOULD BE SOME SURVEY THAT GOES OUT.

A CHILD USING PROFANITY WITHIN A CLASSROOM DISRUPTS A WHOLE CLASSROOM.

IF WE'RE CALLING THAT A LEVEL 1A, I DON'T BELIEVE THAT.

PROFANITY SHOULD NOT BE USED IN THE CLASSROOM AND WE HAVE TO HANDLE THAT SERIOUSLY.

I THINK THAT LEADS TO THE OTHER ISSUE THAT I HAVE, WHERE WE HAVE, WHERE IS THAT FIGHTING? WHAT IS THAT A 1B? SOMEBODY HELP ME WITH FIGHTING.

[02:10:05]

I SAW EXAMPLE OVER THIS.

>> IS IT 2B?

>> 2B, YEAH, FIGHTING.

IS THAT AN OFFENSE WHERE STUDENTS CAN BE SUSPENDED?

>> WHAT WOULD HAPPEN IN THE CASE OF A FIGHT IS, THE DAY THAT THEY HAVE THE FIGHT, OF COURSE, THEY GO WITH THE CAMPUS BEHAVIOR COORDINATOR.

A LOT OF TIMES THEY'LL BRING THE COUNSELORS IN OR THE APS IN AND THEY WORK WITH THE KIDS THAT DAY TO GET EVERYTHING CALM DOWN, FIND OUT EXACTLY WHAT HAPPENED.

THEY BRING THE PARENTS IN TO PICK UP THE KIDS THAT DAY AND SO THE KIDS WILL GO HOME THAT DAY.

BUT THE NEXT DAY, THEY'LL COME BACK TO THE RESET CENTER AND THAT'S WHERE THEY'LL GO THROUGH THE RESTORATIVE PRACTICES CIRCLES, THEY'LL MEET WITH THE CLINICIANS, THEY'LL DO THEIR SWEET 360 EXERCISE ON HOW TO REACT DIFFERENTLY THAN FIGHTING.

THEY WON'T GO BACK TO THE CLASSROOM.

NORMALLY, WHAT WE DO IS THEY'LL BE SUSPENDED FOR A DAY TO THREE DAYS IF THEY HAVE A FIGHT.

THEY GO HOME, THEY STAY HOME FOR A COUPLE OF DAYS AND THEN THEY COME RIGHT BACK AND THEY GO RIGHT BACK TO CLASS.

FOR THE SITUATION NOW BECAUSE WE WANT TO CHANGE THE BEHAVIOR AND THEY DON'T COME BACK AND THEN THEY SEE THE KIDS IN THE CAFETERIA AND THEY FIGHT AGAINST THE NEXT DAY BECAUSE THAT'S WHAT WE HAVE A LOT OF TIMES, IT'S JUST A REPEAT OF THE PATTERN.

THEY GO HOME THE DAY OF THE FIGHT SO THAT EVERYBODY CALMS DOWN, SCHOOL GETS BACK IN ORDER, BUT THE NEXT DAY THEY COME BACK TO THE RESET CENTER AND THAT'S WHERE THEY GET THEIR SUPPORTS AND THEIR SERVICES SO THAT A COUPLE OF DAYS LATER THEY CAN RETURN TO THE CLASSROOM.

>> THE REASON I ASKED THAT QUESTION IS, THERE ARE FIGHTS EVERY DAY, ALMOST, PARTICULARLY ON OUR MIDDLE SCHOOL AND HIGH SCHOOL CAMPUSES.

TEACHERS ARE HAVING TO BREAK UP FIGHTS BECAUSE YOU DON'T HAVE ENOUGH OFFICERS TO HELP BREAK UP THE FIGHTS OR THEY CAN'T GET THERE FAST ENOUGH.

THERE'S A CHIEF BACK THERE.

THEY CAN'T GET THERE FAST ENOUGH.

I DON'T WANT TO SEE US PUSH A POLICY THAT GOES TOO FAR BECAUSE CHILDREN WILL FOLLOW YOUR EXPECTATIONS.

IF OUR EXPECTATIONS ARE FOR THEM NOT TO FIGHT AND WE ARE SAYING, YOU JUST GET A SLAP ON THE HAND FOR A FIGHT, I JUST THINK WE NEED TO BE CAREFUL NOT TO CARRY IT TOO FAR.

>> WHAT YOU DESCRIBED IS WHAT WE'RE TRYING TO CHANGE BECAUSE WHAT YOU'RE SAYING IS EXACTLY CORRECT.

THE FIGHTING JUST CONTINUES.

>> BUT THIS IS DIFFERENT GROUPS IS NOT ALWAYS THE SAME PEOPLE.

YOU HAVE MORE GIRLS FIGHTING NOW THAN YOU HAVE BOYS.

>> ABSOLUTELY

>> THEY FIGHT DIFFERENTLY.

I JUST WANT TO BE CAREFUL.

I KNOW THERE ARE PEOPLE OUT THERE PUSHING THIS ISSUE FROM THE OUTSIDE.

BUT I WANT TO BE CAREFUL AND MAKE SURE NUMBER 1, OF THE SAFETY OF OUR STUDENTS, AND NUMBER 2, THE SAFETY OF OUR STAFF.

BECAUSE IF WE'RE SAYING, YOU'RE NOT GOING TO GET SUSPENDED, GUESS WHAT THEY'RE GOING TO DO? THEY'RE GOING TO FIGHT.

SOME OF THEM, YOU WILL BE ABLE TO CHANGE THEIR BEHAVIOR BY THE INTERVENTIONS, SOME OF THEM YOU WILL NOT.

I JUST THINK WE NEED TO JUST BE CAREFUL.

I HEARD BEN SAY IT AND I ACCEPT IT, THAT IT'S A WORK IN PROGRESS AND CAN BE CHANGED.

BUT DON'T GET CAUGHT UP ON THE RED RIG FROM THE PEOPLE ON THE OUTSIDE WHO THINK THEY KNOW WHAT'S BEST.

GET CAUGHT UP ON WHAT THE PEOPLE ON THE INSIDE ARE TELLING YOU.

WHAT YOUR TEACHERS AND STAFF ARE TELLING YOU ABOUT CHANGE AND WHAT MAKES EFFECTIVE CHANGE.

I COULD CARE LESS ABOUT BEING POLITICALLY CORRECT IN THESE DAYS, PERIOD.

BUT I CARE A LOT ABOUT WHAT HAPPENS TO OUR CHILDREN AND OUR STAFF.

SO I JUST WOULD STRONGLY SUGGEST THAT YOU TAKE A LOOK AT THAT.

THEN LASTLY, I KNOW THERE'S A MANDATORY SUSPENSION FOR CERTAIN THINGS.

WOULD THAT BE EITHER ONE OF THESE LEVELS OR DOES THAT GO OUTSIDE OF THESE LEVELS?

>> THAT'S CORRECT. THERE WOULD BE LEVEL 3 AND LEVEL 4 FANTASY THAT ARE REQUIRED REMOVALS FROM THE CAMPUS.

THIS IS JUST FOR LEVEL 1, LEVEL 2 DISCRETIONARY OF FANTASY.

>> A COUPLE OF THINGS IS THAT, A PART OF YOUR PRESENTATION SHOULD ALSO INCLUDE THE MANDATORY? BECAUSE WHEN YOU SAY,

[02:15:01]

WE'RE NOT GOING TO SUSPEND ANYMORE TO THE PUBLIC AND THE EAR THAT IS OUT THERE LISTENING, THEY HEAR NO SUSPENSION.

BUT IF YOU'VE GOT MANDATORY SUSPENSION, YOU NEED TO BE ABLE TO HAVE THAT AS A PART OF YOUR PROGRAM SO THAT PEOPLE REALLY UNDERSTAND X IS X AND Y IS Y, IF THAT MAKES SENSE.

>> ABSOLUTELY.

>> ALL RIGHT. THANK YOU.

>> THAT IS ONE THING THAT WITH OUR GROUPS AND WITH OUR PRESENTATION, WITH MEDIA AND DIFFERENT THINGS, WE HAVE BEEN VERY SPECIFIC THAT THESE ARE SUSPENSIONS, THOSE ARE REMOVALS.

LEVEL 3S AND LEVEL 4S, WHEN THEY GO TO THE AP, THOSE ARE OUR MANDATORY REMOVALS.

>> I THINK THAT NEEDS TO BE IN EVERY PRESENTATION THAT YOU DO.

THOSE MANDATORY REMOVALS SHOULD BE A PART OF THAT PRESENTATION SO THAT PEOPLE WILL HAVE A CLEAR UNDERSTANDING OF WHAT WE'RE SAYING.

>> OKAY.

>> THANK YOU.

>> THANK YOU, TRUSTEE FORMAN.

TRUSTEE GARCIA, FOLLOWED BY TRUSTEE MARSHALL, FOLLOWED BY TRUSTEE FLORES.

>> HI. GOOD AFTERNOON. I'M TAKING A LOOK AT SLIDE 4.

THIS IS PAGE 4 AT THE BOTTOM.

SPECIFICALLY, WE'RE IN THE PROPER RESOURCING THROUGH THE USE OF DATA AND TECHNOLOGY.

DO WE HAVE A PROTOCOL IN PLACE IN THE WAY THAT WE'LL GATHER INFORMATION ABOUT STUDENT DISCIPLINE?

>> WE DO. CURRENTLY, WE'D HAVE A DASHBOARD THAT CAPTURES ALL THAT INFORMATION.

EVERY REFERRAL THAT IS ENTERED INTO THE SYSTEM IS CAPTURED BY CAMPUS AND THEN IT CAN BE DISAGGREGATED EVEN AT THE CAMPUS LEVEL.

WE STILL HAVE TO HAVE A REFERRAL TYPE SYSTEM FOR A RESET CENTERS SO THAT WE CAN CAPTURE THAT DATA.

>> WILL THAT BE PUBLICLY AVAILABLE?

>> THE OUTSIDE VIEW OF THE DASHBOARD, YES, BUT NOT THE SPECIFIC TEACHER OR STUDENT TYPE OF INFORMATION.

>> DEMOGRAPHICS ARE NOT PUBLIC INFORMATION?

>> YES. WON'T BE ABLE TO PROVIDE.

THAT'S PART OF THE PROCESS IS MONITORING THROUGHOUT WEEKLY THE NUMBER OF KIDS THAT ARE BEING SENT TO THE RESET CENTER SO THAT IT DOES NOT BECOME ANOTHER ISS IN DISGUISE AND ALSO TO MONITOR GENDER AND ETHNICITY SO THAT WE DON'T SEE THE SAME TYPE OF DATA THAT WE'RE SEEING RIGHT NOW IN OUR EYES FOR ISS.

>> HOW OFTEN WOULD THAT INFORMATION BE PRESENTED TO THE BOARD OF TRUSTEES?

>> WILL SET UP AN ANNUAL CADENCE.

WE'RE IN THE PROCESS OF SETTING UP A CALENDAR SO THAT WE HAVE AN ANNUAL CADENCE OF WHEN WE PRESENT INFORMATION.

I THINK WE'VE TALKED ABOUT AFTER THE FIRST NINE WEEKS, WHICH IS OUR GRADING PERIODS, THAT WE WOULD HAVE PRESENTATIONS.

OF COURSE, THESE ARE ONGOING PRESENTATIONS TO OUR LEADERSHIP GROUPS BUT IT'S ALSO A COMMITMENT TO THE COMMUNITY AT LARGE, WHICH INCLUDES OUR TEACHERS AND ADMINISTRATORS, THAT WE WOULD COME BACK ON A NINE-WEEK TIME BASIS TO PRESENT INFORMATION AND TO CONTINUE TO GET FEEDBACK SO THEY CAN TELL US, ESPECIALLY OUR PRINCIPALS AND OUR TEACHERS, EVANS THIS ISN'T WORKING THIS IS WORKING, CAN WE HAVE MORE OF THIS, THAT TYPE OF THING?

>> THANK YOU. I'M GOING TO GO FURTHER ALONG INTO THIS SLIDE.

SIXTH PAGE AT THE BOTTOM.

I'M LOOKING AT TIER 2 INTERVENTIONS, ENTRY AND EXIT INTO RESET CENTERS.

ARE WE SERVING STUDENTS WHEN THEY COME IN, WHEN THEY EXIT OUT AND HOW ARE WE INCORPORATING THAT FEEDBACK INTO THE STUDENT EXPERIENCE IN THESE RESETS CENTERS?

>> THAT'S CRITICAL INFORMATION THAT WHEN THE STUDENT COMES IN AND THIS UNION LEAVES, WE'RE GATHERING THAT SURVEY INFORMATION BECAUSE IT'S GOING TO INFORM US TWO WAYS.

ONE IS, ORDER SOME ADDITIONAL SUPPORTS THAT THAT RESET CENTER COORDINATOR AT THAT CAMPUS NEEDS BECAUSE THIS IS WHAT THE STUDENTS ARE SAYING.

THEY'RE EITHER SAYING, MAN, THIS IS REALLY GOOD FOR ME OR WHATEVER, OR THEY'RE SAYING, HEY, I'M NOT GETTING THIS TYPE OF SERVICE LIKE I THOUGHT I WAS GOING TO GET. THAT'S ONE WAY.

THEN WE KNOW, HEY, THAT RESET CENTER COORDINATOR PROBABLY NEEDS SOME ADDITIONAL TRAINING ON THIS PARTICULAR TOPIC OR THIS.

THE OTHER THING IS AS WE GATHER THAT DATA FROM THE 52 CAMPUSES, IT HELPS INFORM US OF THE TRENDS THAT WE'RE SEEING ACROSS THE RESEARCH CENTERS TO BETTER DEVELOP TRAINING THAT IS GOING TO BENEFIT ALL THE RESET CENTERS.

>> ON THE POINT THAT WAS MADE EARLIER ABOUT THIS NOT BECOMING ANOTHER ISS, IS THERE A CAP ON THE NUMBER OF DAYS THAT A STUDENT CAN BE AT THE RESET CENTER? HAS ANY BEEN ESTABLISHED?

>> THE MAXIMUM OF THREE DAYS HAS NOT BEEN ESTABLISHED AND ACTUALLY WAS JUST BROUGHT UP TO ME YESTERDAY, IS WE NEED TO SET UP WHAT IS THERE A CAP FOR THE YEAR THAT THEY CAN GO TO THE RESET CENTER.

THAT'S AN INTERESTING QUESTION BECAUSE IT REALLY DEPENDS ON THE STUDENT.

THE STUDENT GOING TO TO RESET CENTER MIGHT NOT BE GONE ON A REGULAR BASIS FOR SOME TYPE OF EGREGIOUS BEHAVIOR BUT THEY'RE GOING AND THEN THE RESETS AND LET'S SAY THEY'RE GOING ON A REGULAR BASIS.

IT'S AT THAT POINT THAT THE RESET CENTER COORDINATOR NEEDS TO SAY, I THINK I NEED TO BRING IN OUR MENTAL HEALTH SERVICES DEPARTMENT,

[02:20:01]

OR I NEED TO BRING IN THIS PARTICULAR DEPARTMENT.

I DON'T WANT TO SAY WE'RE GOING TO CAP IT BECAUSE A STUDENT THROUGHOUT THE SCHOOL YEAR CAN GO THROUGH ALL KINDS OF ITERATIONS OF LIFE, IF YOU WILL.

THEY MAY START OFF, ALL THOSE GOOD, MOM AND DAD ARE WORKING, GRANDPA IS WORKING, GRANDMA IS WORKING, THEN SOMETHING HAPPENS IN LIFE TO OUR STUDENTS AND THEY'RE GOING TO NEED ADDITIONAL SUPPORT.

MAYBE THEY AREN'T ABLE TO ACCESS CLEAN UNIFORMS. NOW THEY'RE GOING TO SCHOOL TWO OR THREE DAYS IN THE SAME UNIFORM AND THE NATURAL DEFENSE MECHANISM IS TO FIGHT OR BE UNRULY SO THAT THEY CAN GET KICKED OUT BECAUSE THEY'RE EMBARRASSED.

I DON'T WANT TO SET A CAP FOR THE YEAR, BUT AT THREE DAYS AT A TIME.

THEY CAN'T BE THREE DAYS OFF ONE DAY THAN BACK IN THERE THREE DAYS, THAT'S THE OTHER THAT AND WE NEED TO MONITOR BUT THAT'S A LONG WAY TO ANSWER YOUR QUESTION.

>> NO, I AM FOLLOWING AND I'M GOING TO GO DOWN AND ALSO TO SLIDE TEN THEN WHAT THE RESET CENTER IT ACTUALLY LOOKS LIKE.

WHAT'S FASCINATING TO ME AND I EXPERIENCED THIS WHEN I GOT TO COLLEGE MYSELF THAT THESE RESOURCES EXIST BUT BECAUSE THEY'RE NOT PART OF OUR DAILY LIFE.

I WALK INTO A ROOM AND I SEE THESE SENSORY TOOLS AND I DON'T KNOW WHAT TO DO WITH THEM, I DON'T HAVE THEM AT HOME.

HOW ARE STUDENTS GOING TO BE ENCOURAGED OR TAUGHT TO ENGAGE WITH THESE TOOLS THAT DON'T EXIST AT HOME ALREADY OR IN THE COMMUNITY.

>> THAT'S PART OF THE WORK OF THE RESET CENTER COORDINATOR AND THE TRAINING TO RECOGNIZE WHEN A STUDENT MIGHT NEED A FIDGET TOOL OR WHEN A STUDENT MIGHT NEED A ROCKING CHAIR TO ROCK BACK AND FORTH AND THEN THEY SLOW DOWN AND RELAX, TAKE A DEEP BREATH.

THAT'S PART OF THE TRAINING PROCESS.

RSL DEPARTMENT HAS DONE A GREAT JOB OF PROVIDING TRAINING THE PAST FOUR OR FIVE YEARS AROUND THESE TYPE OF STRATEGY IS NOT NECESSARILY A RESET CENTER, BUT AROUND USING DIFFERENT SENSORY TOOLS.

WE HAVE HAD A LITTLE BIT OF THAT IN PLACE AND NOW THIS WILL JUST TAKE IT TO A WHOLE NEW LEVEL WE THINK.

>> TRUSTEE GRACE , SEE IF I COULD JUST JUMP IN.

>> SURE.

>> IN MY EXPERIENCE, CHILDREN, AND FRANKLY ADULTS ADAPT REALLY QUICKLY TO IT.

IF YOU HAVE FIDGET OBJECTS ON THE TABLE, PEOPLE WHO LIKE TO TOUCH THINGS WILL JUST GRAVITATE TOWARD THEM AND PICK THEM UP AND FIDGET WITH THEM AND DOING IT.

PARTICULARLY BECAUSE WE ARE USING SOME OF THE THINGS LIKE ALTERNATIVE SEATING ARRANGEMENTS.

STUDENTS REALLY GRAVITATE TOWARD USING THEM AND IT CAN BE VERY, VERY EFFECTIVE AT CALMING.

>> I MIGHT JUST REQUEST SOME OF THOSE FOR MYSELF RIGHT NOW.

IT'S HARD TO SIT HERE FOR HOURS.

I'M WITH YOU. THANK YOU.

THAT IS I GUESS JUST FOLLOWING ALONG WITH AGAIN, MY EXPERIENCE IN COLLEGE WAS TELLING A STUDENT GO DO YOGA FOR 30 MINUTES. WE DON'T KNOW YOGA.

I DON'T DO YOGA AT HOME.

NOBODY DOES YOGA AT HOME. NOW I DO.

TRYING TO , INCORPORATE THESE THINGS INTO WHAT WILL BE THEIR LIFE AT HOME FROM SCHOOL, CAN EXPECT TO HAVE THAT SAME RESOURCES SUPPORT, NOT JUST IN THE RESET CENTER, IF THAT REALLY WORKS FOR THEM.

IDEAS TO BRING THAT FROM THE RESEARCH CENTER INTO THE CLASSROOM, INTO THE STUDENT EXPERIENCE.

>> YOU'RE BROUGHT UP THE KEY POINT, THE RESENT CENTER COORDINATOR AND WORKING WITH THE STUDENTS.

THERE HAS TO BE A FAMILY CONNECTION AS WELL SO THAT THE FAMILY KNOWS, HEY, WE'RE WORKING WITH YOUR SON OR DAUGHTER ON THIS, HERE'S WHAT WE DID WITH THEM.

SOME OF THAT MAY BE ABLE TO TRANSLATE TO THE HOME AND THAT'S PART OF THE WORK AS WELL AND TO THE ADULT PART, WHEN WE VISITED CLEVELAND IN 2015, I THINK IT WAS BECAUSE THEY HAVE A SIMILAR, BUT NOT TO THE EXTENT THAT WE'RE GOING, WE SAW THAT TEACHERS WOULD GO IN THERE IN BETWEEN CLASSES AND JUST TAKE A DEEP BREATH AND I FORGET WHAT THEY CALL THEIR RESET CENTERS, BUT THE TEACHERS WOULD UTILIZE IT AS WELL.

>> GREAT. LET ME ASK YOU ABOUT THE ADULTS THEN TOO, FOR THESE COORDINATOR.

YOU'VE GOT HERE IN NEXT SLIDE, SLIDE PAGE 11, 52 COMPREHENSIVE MIDDLE SCHOOL HIGH SCHOOL COORDINATORS.

ARE WE ON TRACK TO HAVE THEM READY BY THE BEGINNING OF THE SCHOOL YEAR?

>> THEY ARE POSTED.

PRINCIPLES ARE INTERVIEWING.

THERE WAS ONE GLITCH IN THE SYSTEM THAT WE'VE GOT FIXED.

WE KNOW THAT THERE ARE APPLICANTS AND PRINCIPLES ARE MOVING.

WILL NEED TO MOVE WITH GREAT SPEED OVER THE NEXT FEW MONTHS TO HELP OUR PRINCIPALS GET THOSE 52 PEOPLE HIRED.

BUT WE'VE BEEN MEETING WITH PRINCIPLES ON THE RESET CENTER COORDINATOR.

WE HAVE QUICK CLOSE WITH THEM ON A REGULAR BASIS AND GIVE THEM UPDATES ON THE JOB DESCRIPTION WHEN IT'S POSTED THAT THEY CAN START INTERVIEWING AND BE READY TO HIRE, WE ANTICIPATE THE FIRST DAY TO BE JULY 29TH FOR THESE RESET CENTER COORDINATOR.

>> TELL ME ABOUT THEIR TRAINING. HOW'S IT DIFFERENT THAN A TEACHERS TRAINING.

>> ITS EXTENSIVE. ONE IS THEY HAVE TO GO THROUGH THE BEHAVIOR MANAGEMENT COACH PROGRAM, WHICH IS 150 HOURS THROUGH REGION 13.

THEY HAVE RESTORITIVE SEO TRAINING, DISCIPLINE PHILOSOPHY AND DALLAS ISD TRAINING.

WE HAVE, IT'S NOT CLEAR ON THIS SLIDE, BUT I'D BE MORE THAN HAPPY TO SHARE A MATRIX THAT SHOWS ALL THE REQUIRED TRAINING THAT

[02:25:06]

RESETS CENTER COORDINATOR HAS TO GO THROUGH AND THERE'S MAYBE 15 OR SO TRAININGS THAT THEY HAVE TO COMPLETE.

IT'S VERY INTENSIVE, YEAR ONE, OF COURSE.

THEN WE HAVE IT BROKEN DOWN BY ASSISTANT PRINCIPAL COUNSELOR ALL THE WAY DOWN TO TEACHER, THE TYPES OF TRAININGS THAT ARE GOING TO BE AVAILABLE FOR ALL OF OUR SCHOOLS NOT JUST THESE 52 SCHOOLS ARE GETTING RESET CENTER COORDINATOR, BUT THE RESET CENTER COORDINATOR HAS TO GO THROUGH THE BEHAVIOR MANAGEMENT COACH TRAINING AND ALL THESE OTHER TYPES OF TRAININGS THAT ARE FAIRLY INTENSIVE.

>> THIS IS OF COURSE PRIORITY TO FOCUS ON THAT RELATIONSHIP BETWEEN THE COORDINATOR AND THE STUDENT AND THEIR EXPERIENCE AS A WHOLE.

I'M GLAD TO HEAR THAT TRAINING IS EXTENSIVE.

NOW, I'M GOING TO MOVE ON TO JUST ONE MORE THING.

I'M TAKING A LOOK AT THE APPENDIX AND THE FEEDBACK FOR THIS WORK THAT WAS INCORPORATED INTO WHAT WE'RE SEEING NOW, BUT IS THERE GOING TO BE A FORMAL ESTABLISHED COMMITTEE?

>> YES.

>> OKAY.

>> YES.

>> THAT'S COMPRISED OF A LOT OF THE SAME.

>> YES. THE FOLKS THAT WE INTERVIEWED AND THE PEOPLE THAT ARE PRESENTED TO AND GOT FEEDBACK FROM.

WE'LL HAVE ADMINISTRATORS, COUNSELORS, TEACHERS, A COUPLE OF EXTERNAL REPRESENTATIVES AS WELL.

>> THANK YOU. WE'VE GOT 10 MINUTES, SO WE'LL COME BACK FOR A SECOND ROUND.

TRUSTEE MARSHALL, FOLLOWED BY TRUSTEE FLORES.

>> THANK YOU FOR THIS WORK. I'M THRILLED WE'RE MOVING IN THIS DIRECTION.

I'VE MENTIONED IT AT SEVERAL RECENT BOARD MEETINGS, BUT I THINK ONE OF MY VERY FIRST BOARD MEETINGS IS WHEN WE VOTED ON THE BANNING OF SUSPENSIONS FOR SECOND GRADERS AND YOUNGER.

I REMEMBER ASKING A QUESTION AT THAT MEETING AS TO WHY WE WERE STOPPING AT SECOND GRADE AND IT DIDN'T MAKE SENSE TO ME AT THE TIME WHY THERE WAS ALL THIS HYPE ABOUT HOW WE SHOULDN'T USE SUSPENSIONS AS A TOOL FOR SECOND GRADERS, BUT IT WAS OKAY TO USE THEM FOR THIRD GRADERS.

I THINK THIS IS A NATURAL EVOLUTION OF THAT WORK THAT TRUSTEES ELISE INITIATED.

LUCKILY IT WAS PASSED AT THE STATE LEVEL.

I'M THRILLED THAT WE'RE FINALLY GETTING AROUND TO DOING IT.

I DO THINK THAT THIS IS GOING TO INTRODUCE SOME NEW CHALLENGES IN THE WAY THAT WE MANAGE DISCIPLINE.

I THINK THIS IS A PRETTY THOUGHTFUL APPROACH.

I HAVE A LOT OF QUESTIONS AROUND THE DATA THOUGH, WHICH I'M SURE IT'S NOT TERRIBLY SURPRISING TO ANY OF YOU.

THEN A FEW QUESTIONS ABOUT PERSONNEL AND ONGOING MONITORING.

I THINK TRUSTEE GARCIA HAD A LOT OF RELEVANT QUESTIONS FROM A DATA PERSPECTIVE AS WELL.

BUT WHEN WE THINK ABOUT THE DATA, IT'S RECENTLY COME TO MY ATTENTION THAT WE ALREADY HAVE A PRETTY DETAILED DISCIPLINE DATA REPOSITORY.

I FOR ONE, HAVE NEVER SEEN THAT.

I'M NOT SURE IF OTHER BOARD MEMBERS HAVE EVER SEEN IT, BUT MY UNDERSTANDING IS THAT WE CAN ACTUALLY DOUBLE CLICK DOWN TO THE TEACHER LEVEL.

IF I WERE TO ASK YOU WITH THAT DATA REPOSITORY RIGHT IN FRONT OF YOU, WHICH TEACHER IN BISD SUSPENDS KIDS MOST OFTEN YOU COULD ANSWER THAT WITH YOUR DATA REPOSITORY IN 10 SECONDS. IS THAT RIGHT?

>> YEAH.

>> IT'D BE 11 SECONDS BUT.

>> RECENTLY AND I KNOW THAT ANYBODY IN AROUND HERE HAS SEEN THAT.

BUT I'M INTERESTED WHAT THAT DATA HAS BEEN USED FOR IN THE PAST AND WHAT IT WILL BE USED FOR THE FUTURE, AND HOW THAT'S DIFFERENT FROM THE DATA, IF THE DATA WERE IN THAT REPOSITORY IS GOING TO CHANGE.

HOW IS IT GOING TO CHANGE MOVING FORWARD?

>> THE DATA WON'T CHANGE WITH REGARD TO THIS, THERE JUST WON'T BE A CATEGORY ANY LONGER FOR OSS.

WE WILL STILL HAVE REFERRALS TO THE RESET CENTER, WHICH WILL BE SIMILAR TO AN ISS REFERRAL OF DAYS PAST, WE'LL STILL HAVE THE REMOVALS TO DAP, BUT WE WILL STILL BE ABLE TO LOOK AT THE NUMBER OF REFERRALS TO THE RESET CENTER, THE NUMBER OF REMOVALS, HOW THEY'RE BROKEN DOWN BY ETHNICITY, BY SCHOOL, BY TEACHER.

>> THAT'LL BE READ OUT TO THE BOARD AT AN AGGREGATE LEVEL?

>> PRINCIPALS CAN SEE THAT DATA DAILY.

THEY CAN GO IN AND SEE IT.

WHAT WE WILL BE DOING WITH TRUSTEES IS ON A NINE-WEEK REPORT, WE WILL BE SENDING YOU THE DATA THAT SHOWS THE BREAKDOWN BY CAMPUS AND THEN ALL OF THEIR REFERRALS.

>> OKAY, THAT WILL BE IN THE BOARD UPDATE?

>> YES, IN THE BOARD EACH NINE WEEKS.

>> HOW IS THE RESET CENTERED SPECIALIST GOING TO BE ABLE TO USE THE DATA.

>> THE RESET CENTERED PERSON, THE CRITICAL THING FOR THE RESET CENTER IS REPETITION.

IT IS REPEAT OFFENDERS.

THAT'S WHAT WE'RE REALLY GOING TO BE LOOKING AT.

IF WE ARE HITTING OUR MARK, WE SHOULD STOP SEEING REPEAT OFFENDERS BECAUSE WHEN WE HAVE KIDS COME INTO THE RESET CENTER, WE SHOULD BE ABLE TO SUPPORT THEIR NEEDS, GET THEM SETUP WITH A CLINICIAN.

ONE OF THE THINGS THAT TRUSTEE GARCIA WAS TALKING ABOUT, THE STUDENTS WHO ARE CONSTANTLY COMING BACK, WE SHOULD MOVE THEM OUT OF THE RESET CENTER SYSTEM AND PUT THEM IN THE CLINICIAN SYSTEM.

THOSE ARE KIDS WHO NEED TO BE SET UP WITH A CLINICIAN WHETHER IT'S ON A WEEKLY BASIS, THEY MEET WITH THE MENTAL HEALTH CLINICIAN TO WORK THROUGH THE ISSUES THAT THEY'RE HAVING THAT ARE CREATING THESE BEHAVIORS SO THAT THEY'RE NOT NEEDING TO COME TO THEIR RECEIPTS CENTER.

[02:30:06]

THEY JUST NEED TO SEE THEIR MENTAL HEALTH CLINICIAN ON A REGULAR BASIS.

>> ARE WE CAPTURING QUALITATIVE DATA IN THERE AS WELL? IS IT IT ALL QUANTITATIVE? TRUSTEE GARCIA ASKED ABOUT STUDENTS SURVEYS LIKE EXIT AND ENTRY SURVEYS.

ARE WE GOING TO BE DOING THOSE KIND OF SURVEYS? ARE WE GOING TO CAPTURE THAT DATA IN THE SYSTEM AS WELL.

>> IT WON'T BE IN THE DISCIPLINE DASHBOARD, IT WILL BE ON A DIFFERENT SYSTEM.

>> WHY TWO SYSTEMS?

>> WELL, THE DISCIPLINE DASHBOARD IS WHERE WE PUT REFERRALS.

THAT'S WHERE THE REFERRALS GO IN AND THE OFFENSES AND THE CONSEQUENCES ARE CAPTURED.

THIS SURVEY WILL BE IN A DIFFERENT SYSTEM WHERE WE CAN GO THROUGH AND READ THOSE.

YOU WOULDN'T NECESSARILY WANT TO GO INTO THE DASHBOARD TO PULL OUT THOSE SURVEYS.

YOU WOULD WANT THOSE READILY AVAILABLE WHERE YOU CAN LOOK AT THE SURVEY.

>> I'M NOT SO SURE THAT IS WHAT I WANT.

I THINK HAVING THE QUANTITATIVE DATA IN THE SAME PLACE AS THE QUALITATIVE DATA MAKES A LOT OF SENSE BECAUSE THEN YOU CAN ACTUALLY SEE BASED ON STUDENT RESPONSE WHERE IT WAS EFFECTIVE THAT THIS WAS SENT TO THE RESETS CENTER AND CORRELATE THAT TO THE OFFENSE AND THE STUDENT THAT WAS GUILTY OF THE OFFENSE IN THE FIRST PLACE.

I GUESS I'D QUESTION WHETHER THAT MAKES SENSE FOR YOU ALL TO KEEP THEM SEPARATE.

BUT I'M REALLY INTERESTED IN HOW THE DATA WOULD BE USED BECAUSE I THINK WE CAN USE DATA FROM AN ACCOUNTABILITY PERSPECTIVE AT THE BOARD TABLE OR PUBLIC ACCESS TO MAKE SURE THAT WE'RE MAKING PROGRESS IN THIS.

BUT IF WE'RE REALLY GOING TO BE SMART ABOUT THE DATA, WE WANT IT TO FLAG THINGS IN REAL TIME AS THEY'RE HAPPENING.

THERE NEEDS TO BE SOME KIND OF AUTOMATION OF THE DATA SO THAT IT'S NOT JUST, HEY, I'M GOING TO GO QUERY A DATABASE.

IT SHOULD ACTUALLY IDENTIFY, FOR INSTANCE, IF THERE IS A TEACHER WHO IS CONSTANTLY SENDING PEOPLE TO THE RESET CENTER, THERE SHOULD BE SOME AUTOMATED ALARMS THAT ARE GOING OFF TO SOME MANAGEMENT LEVEL PERSON THAT'S SAYING, 'HEY, WE NEED TO INTERVENE WITH THIS TEACHER." OR IF THERE'S SOME STUDENT THAT IS REPETITIVELY GOING TO THE RESET CENTER, IT SHOULDN'T REQUIRE US TO GO MINE THE DATA AND FIGURE OUT THAT THAT ONE STUDENT HAS A PROBLEM.

THERE SHOULD BE SOME AUTOMATION THAT'S SAYING, "HEY, THIS KID'S GOT A PROBLEM, INTERVENE AND MAYBE EVEN SUGGESTS SOME INTERVENTION." I HOPE WE'RE THINKING ABOUT IT IN THAT REAL-TIME RESPONSE.

THEN TO TAKE THAT ONE STEP FURTHER, SINCE TRUSTEE ELISE IS IN HERE, I'LL SAY WHAT HE WOULD PROBABLY SAY, WHICH IS, IF WE'RE REALLY GOING TO BE SMART ABOUT THE DATA, WE SHOULD ACTUALLY USE IT TO PREDICT WHAT'S GOING TO HAPPEN IN THE FUTURE.

IF WE DID SOME REGRESSION ANALYSIS AND WE STARTED TO IDENTIFY VARIABLES IN PARTICULAR KIDS, AND THEN IN BEHAVIORS AND START TO REGRESS THE DATA AND IDENTIFY VARIABLES THAT ARE LIKELY TO RESULT IN A CHILD ENDING UP IN THE RESET CENTER, WE MIGHT EVEN BE ABLE TO INTERVENE WITH THAT KID BEFORE THE PROBLEMS HAPPEN.

THAT I THINK IS REALLY THE HOLY GRAIL.

I HOPE YOU GUYS ARE STARTING TO THINK ABOUT THAT.

I DON'T KNOW IF THERE'S ANYBODY IN CECILIA'S GROUP OR SOMEBODY WITHIN DIST THAT CAN DO THAT KIND OF REGRESSION ANALYSIS, OR IF WE NEED TO BRING IN A THIRD PARTY TO DO THAT.

BUT WE COULD BE BUILDING A PRETTY ROBUST SET OF DATA HERE THAT WE COULD USE FOR PREDICTIVE ANALYTICS AND SO I'D ENCOURAGE YOU GUYS TO THINK ABOUT THAT AS WELL.

>> TRUSTEE MARSHALL WE'LL FOLLOW UP ON THAT WITH CECILIA.

ONE OF THE THINGS YOU BROUGHT UP SOMETHING QUALITATIVE DATA, VENT, I DON'T KNOW IF YOU TALKED ABOUT JUST THE EMPATHY INTERVIEWS THAT YOU DID IN GETTING INPUT FROM THE STUDENT.

>> YEAH.

>> DO YOU WANT TO TALK ABOUT THAT?

>> YEAH. AS PART OF THE DESIGN THINKING PROCESS THAT WAS A CRITICAL PIECE IS DOING THOSE EMPATHY INTERVIEWS AND HEARING FROM OUR TEACHERS, HEARING FROM OUR STUDENTS, ON HOW THEY FELT ABOUT IT.

HOW THEY FELT AND THEY WERE FRANK AND HONEST ABOUT AND SOME OF THEM WERE PLAIN OUT SAYING, "HEY, JUST FEEL LIKE WE'RE BEING DISCRIMINATED AGAINST BECAUSE OF THE COLOR OF OUR SKIN AND THAT TYPE OF THING." THAT'S CRITICAL INFORMATION WE HAVE AND WE HAVE TO MAKE SURE THAT, AS I MENTIONED EARLIER, THAT THIS RESET CENTER DOES NOT BECOME ANOTHER ISS FOR OUR AFRICAN-AMERICAN STUDENTS.

LOOKING AT THAT DATA, WE HAVE TO LOOK AND SAY, "WAIT A MINUTE, WE STILL HAVE A BUNCH OF AFRICAN AMERICAN SENT TO THE RESET CENTER.

WE NEED TO LOOK AT AND SAY, IN THE FIRST ITERATION OF IT, ARE THEY GETTING SUPPORT SPECIFIC?

>> THAT'S WHAT I'M TALKING ABOUT, FLAGGING THAT KIND OF THINGS IN THE DATA AND HOPEFULLY IN AN AUTOMATED WAY, SO IT'S NOT UP TO INDIVIDUAL INTERPRETATION.

>> HERE IS THE OTHER THING INTO THE PREDICTIVE ANALYSIS IS WE HAVE DASHBOARDS WHERE WE KNOW OUR EIGHTH GRADERS GOING ON NINTH GRADE, JUST AS AN EXAMPLE, ON THAT DASHBOARD WE KNOW THIS KID HAS ALREADY HAD ISSUES GOING ISS OR OTHER THINGS, SO WE KNOW THAT GOING INTO NINTH GRADE, THERE'S SOME THINGS THAT WE COULD DO WITH THAT STUDENT AHEAD OF TIME ACADEMICALLY AND BEHAVIORALLY AS WELL.

WE HAVE THE DASHBOARDS THAT ARE CAPTURING.

>> WE TO PREEMPT THAT BEHAVIOR.

>> LET ME ASK PEOPLE HERE FOR A SECOND, THIS WHOLE PROGRAM IS GOING TO REQUIRE SOME STRONG LEADERSHIP,

[02:35:01]

BUT MY UNDERSTANDING IS THAT THE CURRENT EXECUTIVE DIRECTOR OF DISCIPLINE IS RETIRING AND THAT WE HAVE A JOB POSTING OUT THERE RIGHT NOW THAT HAS A NUMBER OF REQUIREMENTS FOR THE POST.

ONE OF WHICH IS THAT THIS PERSON MUST HAVE PREVIOUSLY BEEN A PRINCIPAL.

I'M CURIOUS WHY WE'RE NARROWING THE FIELD OF A POSITION THAT APPEARS TO ME TO BE BETTER SUITED TO SOMEONE IN THE BEHAVIORAL THERAPY KIND OF WORLD, TO SOMEONE THAT HAS BEEN A PRINCIPAL BEFORE.

WOULDN'T THIS PERSON BE BETTER OFF HAVING BEEN A PSYCHOLOGIST? THAT SOUNDS LIKE THE WRONG BACKGROUND TO ME.

>> A COUPLE OF THINGS, WE DO WANT THIS PERSON TO BE ABLE TO RELATE TO WHAT HAPPENS IN THE SCHOOLS FROM AN ADMINISTRATIVE POINT OF VIEW.

IN ADDITION, THIS PERSON SUPERVISES THE DAEP CAMPUS.

IN ORDER TO SUPERVISE A CAMPUS, THEY HAVE TO HAVE HAD PRINCIPAL EXPERIENCE.

>> WELL, MAYBE WE SHOULD RETHINK WHAT THAT SPAN OF RESPONSIBILITY IS.

I JUST THINK WE'RE PROBABLY CUTTING OFF A LARGE PORTION OF VERY VALUABLE CANDIDATES FOR THIS BY INSISTING THAT THEY BE A PRINCIPAL.

THAT ISN'T REALLY WHAT WE NEED HERE.

WE NEED SOMEBODY THAT'S A THERAPIST, THAT UNDERSTANDS HOW TO NAVIGATE PSYCHOLOGY AND DISCIPLINE.

LAST QUESTIONS AS I'M RUNNING OUT OF TIME, I'M WONDERING IF THE ADMINISTRATION WOULD BE WILLING TO CONSIDER HAVING A STANDING COMMITTEE THAT IS INVOLVED IN DISCIPLINE, SPECIFICALLY MADE UP OF STUDENTS, PARENTS, EDUCATORS AND EXPERTS IN THIS FIELD TO HELP GUIDE AND MONITOR PROGRESS ON THIS WORK GOING FORWARD.

>> AS LONG AS IT'S NOT BOARD MEMBERS, YES.

>> I DON'T WANT ANY PART OF IT.

IS THAT SOMETHING WE ALL NEED TO THINK ABOUT OR YOU'RE GETTING WITH IT? PERFECT. NO BOARD MEMBERS AND THEY CAN BE IN THE CHARTER.

THANK YOU. APPRECIATE YOUR WORK ON THIS.

>> THANK YOU, TRUSTEE MARSHALL, TRUSTEE FLORES, FOLLOWED BY TRUSTEE MICCICHE.

>> THANK YOU FOR YOUR WORK ON THIS.

I'M PRETTY EXCITED TO SEE THE POSSIBILITIES AND OPPORTUNITIES AND WELL, TRUSTEE SOLIS ISN'T HERE IN PERSON, HE'S WITH US IN SPIRIT AND ONLINE.

IS IT POSSIBLE FOR A STUDENT THAT FEELS, I'M ABOUT TO NEED THE SERVICES.

COULD THEY JUST SAY, '' HEY, I NEED A RESET?'' AS YOU WERE SAYING IN CLEVELAND, THE TEACHERS CAN GO TO THE RESET, IS IT POSSIBLE, IS IT AN OPPORTUNITY FOR STUDENTS TO SAY, '' HEY, I'M HAVING A BAD DAY, BAD STUFF HAPPENED AT HOME.

MAYBE I NEED TO RESET BEFORE I DO SOMETHING STUPID.'' IS THAT A POSSIBILITY? IS THAT SOMETHING YOU'VE THOUGHT ABOUT? I'M JUST PUTTING THE QUESTION OUT THERE.

>> YES.

>> ONLY IF YOU MAKE IT PERMISSIBLE FOR HUSBANDS TO GO TO THOSE RESEARCH.

>> WE'VE HAD QUITE A BIT OF CONVERSATION AROUND THAT EXACT QUESTION WAY FORWARD.

WHAT WE'RE WORKING TOWARD IS THE COUNSELOR ROLE.

WE DON'T WANT TO EXCLUDE THE COUNSELOR FROM THIS WORK.

THE FIRST STEP FOR THAT STUDENT WOULD BE TO GO TO THEIR COUNSELOR.

BECAUSE MORE THAN LIKELY THAT CHILD IS NEEDING SOME COUNSELING, NEEDING SOME GUIDANCE.

THEY WOULD GO TO THEIR COUNSELOR FIRST, SO THEY WOULD LET THEIR TEACHER KNOW, I REALLY NEED TO GO SEE A COUNSELOR.

I'M HAVING THIS ISSUE. THAT'S WHERE THEY WOULD GET THEIR PASS TO GO TO THE COUNSELOR.

THEN THE COUNSELOR WOULD HAVE THE CONVERSATION WITH THEM FIRST TO SEE WHAT'S GOING ON, WHAT ARE THE ISSUES.

IF THE COUNSELOR CAN HANDLE IT, THEY WOULD HANDLE IT.

IF NOT, THEN THE COUNSELOR WOULD WALK THAT STUDENT TO THE RESET CENTER AND IT MIGHT BE MEETING WITH THE CLINICIAN, MEETING WITH THEIR RESET CENTER COORDINATOR.

BUT THEIR FIRST STOP WOULD BE THE COUNSELOR'S OFFICE.

>> WHAT IF THERE'S SOMETHING MORE ACUE.

WHAT IF THEY'RE LIKE GETTING READY TO BEAT UP SOME OTHER KID AND THEY'RE LIKE, I REALLY THAT'S WANT TO SHOW UP.

WOULD WE ALLOW THAT?

>> AGAIN, IF THEY NEED TO JUST GET OUT OF THE CLASSROOM AND GO SOMEWHERE, THEY NEED TO GO GET THEIR COUNSELOR.

THAT'S ANOTHER PIECE THAT WE'RE WORKING ON IS MAKING SURE STUDENTS KNOW WHO THEIR COUNSELOR IS AND WHO THEY REACH OUT TO IF THEY'RE IN CRISIS.

BECAUSE THE COUNSELOR IS THE PERSON WHO MAKES LIKE THE REFERRALS TO THEIR CLINICIAN.

WE'RE WANTING TO WORK WITH A STUDENT ON A WEEKLY BASIS, AND WE'RE GOING THROUGH THE PERMISSION FORMS WITH THE PARENT TO GET THEM INTO SAFE CLINICIAN.

THEIR FIRST STOP IS THEIR COUNSELOR.

THAT'S THE PATHWAY THAT WE'RE CURRENTLY WORKING ON.

>> MORE OF A COMMENT OR A QUESTION.

I GUESS I'LL ASK IT IN THE FORM OF A QUESTION.

IF YOU REACHED OUT TO

[02:40:02]

THE CRIMINAL JUSTICE COMMUNITY ABOUT THIS PREDICTIVE ANALYTICS QUESTION.

THE REASON WHY I ASK THE QUESTION IS THAT THEY HAVE EXTENSIVE DATA AND THEY'VE DONE STUDIES AFTER STUDY.

EVEN WHEN I WAS IN LAW SCHOOL, I DID A JUVENILE JUSTICE CLINIC OR AS A DEFENSE ATTORNEY FOR JUVENILES.

ONE OF THE JUDGES THERE, JUDGE DIETZ, WHICH WE'VE HEARD THE NAME MANY TIMES.

HE RULED ON MANY UPWARD DECISION OR THE EDGE WOULD DECISION.

WHEN I WAS IN HIS COURT ROOM ONE DAY HE SAID, ''I CAN TELL YOU WHEN THE FIRST TIME A KID COMES IN.

I CAN TELL YOU WITH HIGH 90S PERCENT CERTAINTY, WHETHER I'M GOING TO SEE THIS KID AGAIN OR NOT.'' BECAUSE ONE TIME HE WAS REALLY ROUGH ON A KID.

THIS IS A KID WITH TWO PARENTS, GOOD PARENTS HAD GOOD JOBS.

THEN THEY'D BEEN ANOTHER KID THAT HE WASN'T AS WE'RE ROUGH ON AND I WAS LIKE WHY? I ASKED AFTERWARDS, ''WHY WERE YOU SO ROUGH ON THIS CASE?'' HE SAID, ''BECAUSE I KNOW THAT KID IS NOT GOING TO COME BACK.'' THEY KNEW HE COULD PREDICT WITH A PRETTY HIGH PERCENT CERTAINTY THE RECIDIVISM RATE BASED ON, TWO-PARENT FAMILY INCOME, ALL OF THE LEVEL OF EDUCATION.

THERE ARE ALL THESE VARIABLES AND I'M JUST WONDERING IF THAT'S SOME GROUP THAT WE'VE APPROACHED AND I INCURRED JUST TWO IF WE HAVE GREAT.

BUT I THINK THAT THERE IS A LOT OF RESEARCH AND DATA AROUND FACTORS THAT LEAD TO RECIDIVISM.

WHETHER IT'S BULLYING OTHER KIDS THROUGH THE WHOLE SPECTRUM OF COMMITTING A CRIMINAL ACT, I THINK THAT'S THE SAME DATA THAT YOU APPLIES AND COULD BE PREDICTIVE.

IN TERMS OF FOLLOWING UP ON TRUSTEE MARSHALL'S PREDICTIVE ANALYTICS AND AGAIN ITS TRUSTEE SOLIS'S HERE IN SPIRIT AND ONLINE.

I'M SURE THAT HE WOULD AGREE WITH THAT.

FINALLY, I GOT AN EMAIL FROM SOMEBODY ABOUT, ASK ALL THESE QUESTIONS AND THERE'S NO WAY I COULD ASK ALL THE QUESTIONS.

I'LL SEND IT TO YOU GUYS.

IN TERMS OF HAVING A TRACKING CALENDAR AND REPORTING DATA AND BEING ABLE TO, THEY MADE A LOT OF SENSE SO MAYBE THAT COULD BE AN OUTLINE OR SO.

TRUSTEE FOREMAN SAID ABOVE, OUTSIDE PEOPLE SENDING US STUFF.

RATHER THAN ASKING ALL THESE QUESTIONS, I'LL JUST SEND YOU THE EMAIL, IF IT MAKES SENSE, GREAT IF NOT, WELL.

I APPRECIATE YOUR WORK ON THIS.

I'M GLAD THAT WE'RE DOING THIS.

I THINK THAT FOR A LONG TIME, WE HAVEN'T FOCUSED OUR ATTENTION ENOUGH ON THE NEEDS OF THE KIDS, BUT YOU'D ALSO ON THE ADULTS.

WHO ARE THE ADULTS? I THINK HOPEFULLY WE'LL BE ABLE TO DO SOME DATA TRACKING ON THAT AS WELL.

THEN FOR THOSE WHO NEED THE HELP, PROVIDE THEM THE SUPPORT THAT THEY NEED TO CLASSROOM MANAGEMENT AND ALL THAT STUFF.

I THINK THAT IT'S AN AREA THAT, IN TERMS OF LONGER TERM IS THIS THING ROLLS OUT.

WE MAY ALSO BE WANTING TO PUT SOME RESOURCES AROUND THAT.

I DON'T KNOW IF THAT'S PART OF THIS OR SOMETHING ELSE, BUT JUST THOUGHT I'D MENTIONED IT. THANK YOU.

TO ADDRESS PART OF YOUR QUESTION AND COMMENT, I HAVE MET WITH THE CITY OF DALLAS POLICE DEPARTMENT AND SPECIFICALLY THEIR OUTREACH PROGRAMS. THAT'S ONE GROUP.

WE ALSO MET WITH THE GREATEST SOLUTIONS GROUP FROM BIG THOUGHT THAT THOSE WERE A LOT OF THIS WORK WITH OVERSIGHT OF PERMISSIVE.

THEN I'VE ALSO MET WITH THE TEXAS APPLESEED ON SOME OF THE WORK THAT THEY'VE DONE TO STUDY THAT WORK.

THEN AS A QUICK ASIDE, I JUST RECEIVED IT TAKES ALL THE TRUSTEES WILL GET SOME FIDGETY TOOLS SOON.

SINCE I STILL HAVE THREE MINUTES.

THIS WAS REALLY MORE THROUGH THE JUDICIAL SYSTEM.

I THINK THAT THE JUDGES THAT DO THAT THEY DO SPECIALIZE THEY DO JURY CORD.

I THINK THEY WOULD BE A GREAT RESOURCE.

BECAUSE THIS WAS AN AUSTIN AND HE TOLD US THAT THEY HAVE STUDIED THE LIVING DAYLIGHTS OUT OF THE STUFF.

BECAUSE THEY NEEDED TO KNOW WHAT THE ROOT CAUSES WERE AND WHAT WAS THE ANALYSIS AND WHY WERE THESE KIDS HERE AND HOW MANY OF THESE KIDS WERE THEY GOING TO GET BACK? BECAUSE HAS TO DO WITH HOW MANY PRISON CELLS AND HOW MANY RESOURCES THEY NEED TO EXPAND ON.

DO I SPEND ALL THESE RESOURCES ON THIS KID THAT I KNOW ISN'T GOING TO COME BACK.

OR I SPEND THE RESOURCES ON THE KID THAT IS VERY LIKELY TO COME BACK.

I THINK IF IT'S SOMETHING THAT I CAN HELP WITH, CONNECT PEOPLE TO I THINK WE KNOW A FEW JUDGES IN TOWN, BUT REALLY THE JUVENILE JUSTICE OF JUDGES WOULD PROBABLY BE THE BEST SOURCE FOR THAT. THANK YOU.

>> TRUSTEE FLORES YOU ASKED ME EARLIER ABOUT THE YOUTH AND FAMILIES CENTER AT TJ.

WHILE WE'RE DOING VIRTUAL RIGHT NOW,

[02:45:02]

FOR ALMOST OF THOSE STUDENTS, WE DO HAVE THE PORTABLES AT FOSTER FOR THE IN-PERSON ONCE WE'RE BACK IN PERSON UNTIL WE GET THE TJ YOUTH AND FAMILIES CENTER BACKUP AND RUNNING.

SO THEY WILL BE ABLE TO GO IN PERSON THERE AT THE FOSTER.

THANK YOU, TRUSTEE FLORES, WE'RE GOING TO MOVE ON TO TRUSTEE MICCICHE.

>> THANK YOU. I APPRECIATE THE WORK IN THIS AREA AND VINC, I APPRECIATE THE SLIDE ON STUDENT INPUT.

I THINK THAT'S REALLY CRITICAL AND I THANK YOU FOR HIGHLIGHTING SOME OF THAT INPUT.

I WANT TO COME BACK TO A POINT THAT TRUSTEE FORMAN MADE ABOUT MAKING SURE THE PUBLIC UNDERSTANDS WHAT A BAN ON SUSPENSION IS.

THIS IS SOMETHING THAT WE HAD A PROBLEM WITH IN 2017, THAT THERE WAS A LOT OF PUBLICITY THAT WE WERE GOING TO BAN SUSPENSIONS AND PEOPLE DIDN'T REALIZE THAT ASSAULTS WOULD RESULT IN SUSPENSION AND REMOVAL AND SO FORTH.

I WOULD ECHO WHAT TRUSTEE FORMAN SAID ABOUT THESE PRESENTATIONS THAT WHEN WE TALK ABOUT CHANGING OUR DISCIPLINE POLICY, WE'RE ALL INSIDE BASEBALL.

WE KNOW WHAT LEVEL 1, LEVEL 2 MEANS AND SO FORTH.

THE PUBLIC HAS NO IDEA WHAT THAT MEANS.

PART OF THE PRESENTATION NEEDS TO SAY THAT THESE 10 BAD THINGS ARE STILL GOING TO RESULT IN REMOVAL FROM THE CLASSROOM.

NO, WE'RE NOT ALLOWING KIDS TO BEAT UP TEACHERS OR THROW THEM ON THE GROUND AND THINGS LIKE THAT BECAUSE THAT'S WHAT I GET.

I REMEMBER IT WAS A REAL FIRESTORM BACK IN 2017.

THAT'S WHAT PEOPLE THOUGHT WAS GOING TO HAPPEN AND WE HAD TO STEP BACK AND GET A CONSENSUS ON WHAT IT MEANT.

I THINK THAT'S REALLY HELPFUL.

I ALSO RECEIVED THE SAME EMAILS THAT I BELIEVE TRUSTEE FLORES AND TRUSTEE MARSHALL RECEIVED, AND TRUSTEE MARSHALL ACTUALLY WENT THROUGH ALMOST ALL OF THOSE QUESTIONS.

BUT I THINK IT WOULD BE REALLY HELPFUL, ACTUALLY, I GOT A COUPLE OF THOSE EMAILS AND THEY'RE A LITTLE BIT DIFFERENT, IF YOU COULD REVIEW THOSE EMAILS AND DO AN FAQ, THAT WOULD ANSWER THOSE QUESTIONS, AND ANY OTHER QUESTIONS THAT YOU THINK WOULD BE IMPORTANT FOR THE PUBLIC AND FOR EMPLOYEES TO UNDERSTAND ABOUT THIS POLICY, INCLUDING, AS I SAID EARLIER, WHAT THINGS STILL CAN RESULT IN REMOVAL.

BUT I THINK WE'RE DEFINITELY ON THE RIGHT TRACK HERE.

I APPRECIATE TRUSTEE FLORES SUGGESTION ABOUT LOOKING INTO SOME OF THESE ISSUES WITH THE JUDICIAL SYSTEM AND WHAT THEY'VE IDENTIFIED AS PREDICTIVE.

EVERY TIME I HEAR THAT, I KNOW HOW CAREFUL YOU HAVE TO BE BECAUSE YOU DON'T WANT TO HAVE ANY OF THIS DATA, EITHER LOOK OR EITHER ACTUALLY DO OR APPEAR TO RESULT IN LABELING.

THIS KID IS GOING TO BE A TROUBLEMAKER OR THIS KID IS GOING TO WIND UP IN PRISON.

IN LOOKING AT ALL OF THAT, I JUST WANT TO BE REALLY CAREFUL THAT WE ARE USING THE DATA IN A HELPFUL WAY AND THAT EVERYBODY UNDERSTANDS THAT WE'RE TRYING TO USE THIS DATA IN A HELPFUL WAY, NOT IN A WAY TO LABEL SOMEONE AS A LOST CAUSE. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE. ANYONE ELSE? FIRST ROUND, TRUSTEE CARREON.

>> THANK YOU ALL FOR THE PRESENTATION.

WHEN WE LAST SPOKE ON THIS TOPIC, I HAD QUESTIONS AROUND VIRTUAL LEARNING AND WHAT IT WILL LOOK LIKE.

IT WAS ONE OF THE THINGS THAT I THINK I REALLY APPRECIATED FROM THE LAST PRESENTATION, IS THIS IDEA THAT WE'RE GOING TO CONTINUE LEARNING WHILE IN THE RESET CENTER.

OBVIOUSLY, THERE'S SOME BEHAVIORAL EXERCISES THAT WE HAVE TO GO THROUGH, BUT ONCE, WHEN TIME PERMITS WE'LL CONTINUE DOING LEARNING.

I THINK YOU HAD MENTIONED THAT IN DOING SO, WE WOULD CAPITALIZE ON WHAT WE'VE LEARNED FROM OUR VIRTUAL LEARNING EXPERIENCE HERE AND THIS LAST YEAR PLUS.

HAVE YOU ALL BEEN ABLE TO THINK THROUGH THAT MORE?

[02:50:06]

ARE YOU ABLE TO SPEAK TO HIM WHAT THAT'S NOW LOOKING LIKE?

>> YES, ABSOLUTELY. IF A STUDENT IS IN THE RESET CENTER AND LET'S SAY THEY'RE GOING TO BE THERE ALL DAY, THEY'RE NOT GOING TO ENGAGE IN THE RESTORATIVE PRACTICES OR SEL PRACTICES.

WELL, SEL SHOULD BE AUTOMATIC, BUT THEY'RE NOT GOING TO GET ENGAGEMENT IN SPECIFIC RESETS CENTER ACTIVITIES THE ENTIRE SCHOOL DAY.

THEY'LL ENGAGE WITH THE RESET CENTER COORDINATOR, BUT THEY KNOW THAT THEY'RE THERE THE ENTIRE DAY.

WHEN THEY'RE NOT ENGAGED WITH THE RESET CENTER COORDINATOR, THEY HAD THEIR DEVICE AND THE EXPECTATION IS THAT THERE'LL STILL BE A PLACE FOR THEM TO HAVE AN AREA TO SIT DOWN AND PIPE INTO THEIR CLASSROOM AND IN PARTICIPATING CONTINUE WITH THE LEARNING.

THAT'S HOW WE'RE GOING TO MAKE SURE THAT HAPPENS.

THE OTHER SCENARIO IS THE STUDENT MAY ONLY BE IN THERE FOR 45 MINUTES TO DO A RESET ACTIVITY.

THEN AFTER THOSE 45 MINUTES, THE EXPECTATION IS THESE KIDS NEEDS TO GO BACK TO THE CLASSROOM.

THAT'S THE WAY WE'RE APPROACHING, SO THAT THE ACADEMIC LEARNING CONTINUES.

>> I WANT TO BE CLEAR. AS YOU ENVISIONED.

THE OTHER DEVICE, WHAT'S ON OUR DEVICES? ARE THEY SAME AS LIKE WITH VIRTUAL LEARNING, THEY CAN SEE THEIR CLASSROOM INSTRUCTION? OR IS IT WITH MORE LIKE HANDOUTS OR ACTIVITIES THEY'RE SUPPOSED TO DO.

AT LEAST MY VISION AND WHAT I WOULD PREFER IS KNOWING THAT WE'RE ACTUALLY TAPPING INTO THE CLASSROOM AND CONTINUING WITH INSTRUCTION, BUT IS THAT WHERE WE ARE CURRENTLY?

>> I THINK IT'S GOING TO BE MORE ASYNCHRONOUS THAN SYNCHRONOUS.

IT WOULD BE IMPOSSIBLE TO HAVE ALL OF OUR TEACHERS STILL HAVE THE CAMERA ON AND DOING WHAT THEY'VE BEEN DOING FOR THE LAST YEAR.

WE DON'T WANT TO GO TO THAT, BUT I THINK THERE ARE, SHANNON, YOU CAN HELP US OUT WITH SOME ASYNCHRONOUS ACTIVITIES AS STUDENTS THAT WOULD BE MEANINGFUL THAT OUR ACCESS TO ALL OF THESE NOW CURRICULUM THAT WE HAVE.

SO SHANNON, WHY DON'T YOU BUILD ON THAT PIECE OF IT?

>> ABSOLUTELY. THANKS, DAN.

THERE'S COUPLE OF DIFFERENT OPTIONS THAT WE'RE GOING TO BE LOOKING AT.

ONE OF THEM IS THE ASYNCHRONOUS MODULES.

WE'VE ALREADY GOT A FULL CUSTOM-BUILT ASYNCHRONOUS MODULES THAT ARE BUILT INTO GOOGLE CLASSROOM, PEAR DECK, NEARPOD THAT CAN BE ACCESSED AND UTILIZE FOR SELF-PACING WITH A LITTLE BIT OF SUPPORT FROM THE BEHAVIOR SPECIALISTS OR THE COORDINATOR THAT'S GOING TO BE IN THE CLASSROOM.

IN ADDITION TO THAT, WE HAVE A SUITE OF ONLINE SOFTWARE TOOLS THAT HELP KIDS PARTICIPATE IN LEARNING, SUCH AS READING A TO Z, EXCEL LEARNING, IMAGINE MATH AND THINGS OF THAT NATURE THAT ARE DIAGNOSTIC AND THEY'RE BASED ON THAT STUDENT'S SKILLS WHERE THEY'RE AT AND KEEPS THEM LEARNING IN THE CLASSROOM.

>> INTERESTING, CARREON. I THINK YOU ASKED THE QUESTION THAT OTHERS HAVE HINTED AROUND ABOUT WE TALKED ABOUT SOME OF THIS IN 2017 AND WHY NOW? ONE OF THE THINGS, AND THIS IS REALLY JUST ONE OF MY RHETORICAL QUESTION.

I AIN'T SAY WE'RE GOING TO QUIT DOING THIS.

I JUST ASK A QUESTION, WHY WOULD I EVER SUSPEND A STUDENT AGAIN? THEN MY STAFF HAVE PICKED UP ON THAT.

SO WHAT PETER SINGH TALKED ABOUT STRETCHING THAT RUBBER BAND AND YOU GET THAT CREATIVE TENSION.

THE LAST THING WE DO IS LET THAT RUBBER BAND SNAP BACK TO THE WAY IT USED TO BE.

THAT'S WHAT MY TEAM HAS DONE, IS GONE BACK AND SAY NOW THAT WE'VE HAD THESE OPPORTUNITIES AND LEARN THESE THINGS, HOW CAN WE THEN, YES, WE STILL MAY NEED TO REMOVE THE STUDENT, BUT WE DON'T NEED TO SUSPEND THEM.

THEY CAME UP WITH THESE KINDS OF SOLUTIONS.

STILL A WORK IN PROGRESS.

THAT'S WHY YOU MAKE SOME GREAT POINTS ABOUT WHO IS ACTUALLY RUNNING THAT CENTER AND WHO'S GETTING THE TRAINING, AND HOW ARE WE DOING THIS? BECAUSE IT'S ALL ITERATIVE.

BUT I JUST STARTED ASKING THAT QUESTION ABOUT SIX OR SEVEN MONTHS AGO AND MY TEAM WENT AND PUT ALL THESE OPPORTUNITIES.

NOW IT'S THE RIGHT TIME AT THE RIGHT PLACE, AND NOW I THINK I'M COMFORTABLE THAT WE CAN EXECUTE ON THIS.

BUT THE TEACHER, LIKE JUSTICE FOREMAN SAID, THEY GOT TO HAVE CONTROL OF THEIR CLASSROOM.

THAT'S NON-NEGOTIABLE.

I THINK WE CAN HAVE BOTH.

I THANK YOU FOR PRESSING BACK ON WHAT IS THAT LEARNING GOING TO LOOK LIKE? BECAUSE AFTER YOU GET THEM CALM DOWN, READY TO LEARN, THEN YOU WANT THEM TO LEARN.

YOU DON'T WANT THEM JUST TO SIT THERE OR FALL ASLEEP IN THE RESET CENTER. THAT'S NOT WHAT WE WANT.

>> SURE. THANK YOU FOR THAT. WELL, I'LL JUST END WITH, I JUST WANT TO SECOND TRUSTEE DUSTIN.

DEAN, THAT'S YOUR NEW NICKNAME THEN, HIS QUESTION IS ALONG PREDICTIVE ANALYTICS AND I THINK THAT'S AGAIN, YEAH, IF WE CAN GET TO A POINT WHERE I RECOGNIZE DEFINITELY TRUSTEE MCKAY'S POINT.

I THINK HE'S SPOT ON THERE, BUT THERE ARE CERTAIN THINGS THAT DO TELL US, GIVE US A SIGN AS TO WHETHER A CHILD NEEDS INTERVENTION, EARLIER ABSENCES OR WHATEVER IT IS THAT WE CAN REALLY ADAPT THEM TO THE RESOURCES OFFERED IN THE RESET CENTER AND THOSE TYPES OF INTERVENTIONS.

I WANT TO DEFINITELY SECOND THAT.

THEN ALSO THE COMMUNITY COMMITTEE,

[02:55:01]

PARENTS AND FOLKS BECAUSE THIS IS A NEW SPACE FOR US AND YOU ARE SO CLOSE TO THE WORK.

HAVING OUTSIDE EYES CAN LOOK AT IT AND GIVE YOU HONEST FEEDBACK AS WE WORK THROUGH IT.

I THINK IT WOULD BE EXTREMELY HELPFUL.

THANK YOU BOTH.

>> THANK YOU FOR THAT.

>> JUST HAVE TWO QUICK QUESTIONS.

I KNOW WE'VE TALKED A LOT ABOUT THE RESOURCES THAT ARE A GO FOR STUDENTS HERE.

TRUSTEE MARSHAL'S, TRUSTEE DUSTY'S REQUEST AROUND DATA AND WHAT WE'RE DOING WITH THE DATA.

I ALSO KNOW WE'VE ALLUDED TO IT AND TALK SPECIFICALLY ABOUT IT, BUT WHAT ARE WE DOING WITH THAT DATA AS IT RELATES TO IDENTIFYING TEACHERS AND STAFF AND WORKING WITH STAFF TO CHANGE THEIR PRACTICES AND ADDRESS THEIR OWN BIASES, AND SENDING STUDENTS TO THE RESET CENTER?

>> YES. I'LL START WITH THIS AND VINCE CAN ADD ON.

ONE OF THE ROLES OF THE RESET CENTER COORDINATOR IS THE TRAINING THAT THEY RECEIVE.

THEY HAVE TO GO BACK THEN AND PROVIDE THAT TRAINING FOR THE CAMPUS STAFF AS WELL, SO THEY WILL GO BACK AND LET THE TEACHERS KNOW ON A REGULAR BASIS, WHAT ARE THE STRATEGIES THEY'RE USING IN THEIR RESET CENTER? HOW CAN THEY USE THOSE IN THE REGULAR CLASSROOM TO HELP SUPPORT THAT WORK? THE OTHER PIECE TO THAT IS, HOW DO WE IDENTIFY THOSE TEACHERS WHO ARE NEEDING SUPPORT IN THE REGULAR CLASSROOM, THAT ARE CONSTANTLY SENDING STUDENTS TO THE RESET CENTER.

BECAUSE IF WE'RE GETTING A LOT OF OUR REFERRALS FROM ONE TEACHER, WE KNOW WE NEED TO LOOK AT THAT TO CHANGE BEHAVIORS THERE.

THE DASHBOARD ACTUALLY IS SET UP CURRENTLY SO THAT IT HAS TRIGGERS IN THERE, THAT A PRINCIPAL IS NOTIFIED IF THERE ARE TEACHERS THAT ARE SENDING THE MAJORITY OF THE REFERRALS.

THERE ARE ALREADY STOP GAPS IN THERE THAT RED FLAG THOSE SO THAT THE PRINCIPAL KNOWS THAT'S A TEACHER THAT WE NEED TO WORK WITH.

THEN IN ADDITION TO THE PRINCIPAL SUPPORT, WE'RE NOW GIVING EACH CAMPUS A DIRECTORY OF THEIR DIRECT CONTEXTS.

IF A PRINCIPAL OR THE RESET CENTER COORDINATOR IS NEEDING HELP FROM THE MENTAL HEALTH DEPARTMENT OR THE SEO DEPARTMENT, THEY WILL HAVE A CONTACT THAT THEY HAVE THEIR DIRECT PHONE NUMBER, THEIR CELL PHONE NUMBER, SO THAT THEY CAN IMMEDIATELY GET IN TOUCH WITH THAT PERSON AND SAY, "HEY, I'VE GOT AN ISSUE, I NEED SUPPORT." THEN THAT PERSON WILL EITHER GO OR IF THEY'RE IN THE MIDDLE OF SOMETHING AND THEY CAN'T GET THERE THEN THEY'LL SEND SOMEONE ELSE SO THAT THEY'RE NOT HAVING A CALL AND LEAVE A MESSAGE AND NOT GETTING A RESPONSE, THEY CAN GET IMMEDIATE DIRECT ACCESS TO STAFF TO GET SUPPORTS.

>> THAT'S HELPFUL. I'M GLAD TO HEAR THAT.

IT'S FAIR TO SAY THAT WE'RE LOOKING AT THE DATA FROM A HIGHER LEVEL, SEEING WHERE THERE ARE DISCREPANCIES, WHERE THERE ARE CERTAIN TEACHERS OR CERTAIN CAMPUSES THAT ARE JUST SENDING A TON OF KIDS OVER AND OVER AGAIN TO THE RESET CENTER.

THERE ARE A SERIES OF CHECKS AND BALANCES TO IDENTIFY AND WORK WITH THOSE ADULTS THAT ARE IN THAT PROCESS AND MAKE SURE THAT THEY ARE DOING THEIR PART IN OVERCOMING BIASES TO BREAK THAT CYCLE, CORRECT?

>> CORRECT.

>> THAT'S GREAT TO HEAR. THE SECOND PART OF IT AS SUCH, ANOTHER QUESTION IS, IT'S GREAT THAT WE'VE CONTINUED TO ADD SUPPORTS AND PEOPLE IN THE DISTRICT, ETC.

ARE WE GOING TO ENGAGE COMMUNITY PARTNERS, USE TELEHEALTH SERVICES OR DO ANYTHING WITH THAT AS IT RELATES TO BRINGING MORE RESOURCES INTO STUDENTS THAT ARE MAYBE MORE SPECIALIZED THAN WE CAN OFFER?

>> WE ACTUALLY HAVE VERY SPECIALIZED SERVICES IN-HOUSE WITH OUR MENTAL HEALTH SERVICES.

FOR OUR WELL-BEING SIDE, WE HAVE PARKLAND THAT DOES THE WELLNESS PIECE, BUT FOR OUR MENTAL HEALTH, WE ACTUALLY EMPLOY PSYCHIATRISTS, PSYCHOLOGISTS, THERAPISTS.

WE'RE GOING TO HAVE THE TELEHEALTH PIECE IN THE RESET CENTER.

FOR EXAMPLE, IF THAT SCHOOL DOES NOT HAVE A ONE-TO-ONE CLINICIAN ON THEIR CAMPUS, THEY WILL HAVE A PERSON THAT IF A STUDENT IS IN THE CENTER AND NEEDS IMMEDIATE ASSISTANCE, THEY'LL LOG IN TO THE TELEHEALTH AND THEY'LL BE ABLE TO GET THOSE SERVICES IMMEDIATELY.

>> GREAT. YEAH. I WOULD JUST ENCOURAGE US AS WE GO FORWARD AND FORGE PARTNERSHIPS WITH HOSPITAL SYSTEMS, ALL THE OTHER ORGANIZATIONS THAT WORK TO CREATE THIS FABRIC OF SUPPORT THAT WE CAN ENGAGE THEM IN THAT PROCESS AS MUCH AS POSSIBLE.

THANK YOU ALL FOR YOUR WORK. WE'LL BEGIN THE SECOND ROUND.

DR.

>> YEAH. A COUPLE OF THINGS.

ONE IS THAT IF YOU LOOK AT ONE OF THE PICTURES, WE MADE SURE THAT WE WERE ORDERING SOME HEADPHONES BECAUSE LIKE MY WIFE WANTS TO WATCH THE NEWS IN THE MORNING BUT I CAN'T READ IF THE NEWS IS ON.

I CAN'T DO THAT. OTHER PEOPLE CAN.

I CAN'T CONCENTRATE AND READ WHILE THE NEWS IS ON.

A LOT OF KIDS ARE DIFFERENT, SO THAT'S ONE OF THE TOOLS THAT WE MAKE SURE THAT WE ARE GOING TO HAVE.

THE OTHER ONE IS MORE OF A RHETORICAL QUESTION AND I DON'T EXPECT AN ANSWER RIGHT NOW.

IT'S, WHY WOULD I EVER SUSPEND A STUDENT AGAIN? THIS RHETORICAL QUESTION IS BACK TO THE QUESTION THAT A COUPLE OF TRUSTEES ASK ABOUT IF IT'S ONE OR TWO TEACHERS THAT ARE ALWAYS SENDING KIDS, SO WHY SHOULD A KID MISS THE WHOLE DAY? THEY NEED TO GO TO ALGEBRA 1, BUT THEY NEVER MISBEHAVE IN ALGEBRA 1 BECAUSE THAT TEACHER ENGAGES THEM.

[03:00:03]

I WAS A VERY EFFICIENT ASSISTANT PRINCIPAL.

I JUST WASN'T VERY EFFECTIVE.

I WAS EFFICIENT AND THE TEACHERS LOVED ME BECAUSE MEN I DOLED OUT THE DISCIPLINE, GOT THEM IN, GOT THEM OUT, BOOM.

NOW, THE KIDS' BEHAVIOR DIDN'T CHANGE, BUT THEY GOT DEALT WITH.

MY RHETORICAL QUESTION IS, WHY WOULD A KID HAVE TO MISS THE WHOLE DAY IF IT'S ONLY ONE OR TWO CLASSES? OR MAYBE IT'S SO SEVERE THEY NEED TO HAVE SOMETHING, BUT I DON'T KNOW IF YOU ALL HAVE HAD A CHANCE THROUGH YOUR WORKING TEAMS TO STUDY THAT QUESTION? BUT IT MAY BE APPROPRIATE THAT THEY MISS PART OF THE DAY, BUT WHY MISS THE WHOLE DAY IN THEIR ACADEMIC CLASSROOM IF THE OTHER TEACHER ENGAGES THEM HAS NO PROBLEM? I BEHAVE VERY WELL WITH A COUPLE OF TEACHERS, ESPECIALLY THE ONES THAT WERE STRICT.

THE ONES THAT WERE LOOSEY-GOOSEY, I DIDN'T BEHAVE THAT WELL MYSELF.

>> YES, I WAS A WITNESS.

>> WE HAVE ADDRESSED THAT QUESTION, DR. NORRISON.

YOU'RE EXACTLY RIGHT, THE STUDENT MAY ONLY GO FOR THAT CLASS PERIOD BECAUSE THAT'S THE ONLY CLASS PERIOD THEY'RE HAVING ISSUES IN AND THEY'RE EXPECTED TO ATTEND ALL THEIR OTHER CLASSES.

BUT HERE'S THE KEY THING TO THAT.

THEY CAN'T KEEP GOING TO THE RESET CENTER ALL YEAR LONG AND NEVER GO TO THAT CLASS.

A COUPLE OF THINGS HAVE TO HAPPEN ON THAT CAMPUS, YOU EITHER GET THAT KID INTO ANOTHER ENGLISH 1 CLASS OR WHATEVER THE CASE MAY BE OR THROUGH THE RESET CENTER, WHICH WOULD BE MORE IDEAL, IS WORK WITH THAT STUDENT AND THAT TEACHER TO FOSTER STUDENT-TEACHER RELATIONSHIP SO THAT KID DOES WANT TO GO TO ENGLISH 1 CLASS AND THE RESET CENTER CAN BECOME A HANGOUT THE WHOLE YEAR, SO YES, SIR.

THAT IS ONE OF THE STRATEGIES THAT WE'VE COVERED.

>> THANK YOU. THANK YOU FOR THAT CLARIFICATION DOC.

ROUND 2, WE'LL START WITH TRUSTEE GARCIA.

>> SPED STUDENTS, HOW DO THEY PLAY INTO THE RESET CENTERS? DISCIPLINE FOR SPED STUDENTS.

>> YES. IF SPED STUDENT COMMITS A LEVEL 1 OR LEVEL 2 OFFENSE, THEN THAT CAMPUS WILL LOOK AT THE BEHAVIOR AND DETERMINE IF THE STUDENT CAN RECEIVE A REFERRAL TO THE RESET CENTER.

>> IS THERE ANYTHING SENSORY TOOLS AND EQUIPMENT? IS THAT SPECIALLY AVAILABLE TO SPED STUDENTS OR HOW ARE WE CONSIDERING THE NEEDS TO BE DIFFERENT OR MAYBE SIMILAR?

>> YEAH. I THINK TRUSTEES ARE NOT PRACTITIONERS AND NOT VERY MANY OF THEM EXCEPT FOR THEM MAY HAVE BEEN AN EDUCATOR.

BUT WE NEED TO TALK ABOUT SHANNON AND MAYBE WE WILL ADDRESS ABOUT WE CAN NOT DISCIPLINE THE STUDENT FOR THEIR DISABILITY OR THE HANDICAP AND CONDITION.

THAT'S PART OF IT. YOU HAVE TO DECIDE FOR.

WILL YOU HELP EXPLAIN THAT TOO SHANNON?

>> SURE. THERE IS A PROCESS CALLED A MANIFESTATION DETERMINATION MEETING, WHERE IF A STUDENT DOES COMMIT AN OFFENSE AND THEY ARE UNIDENTIFIED SPECIAL EDUCATION STUDENT, THERE IS SOME RULES AND REGULATIONS AROUND STAY PUT AND WHETHER OR NOT THERE CAN BE SOME TYPE OF PRESCRIBED DISCIPLINARY PROCEDURES.

THEY HAVE TO GO THROUGH THAT PROCESS TO SEE IF THEIR BEHAVIOR IS RELATED TO THEIR DISABILITY.

IF IT IS, THEN CERTAIN DISCIPLINARY PROCEDURES CANNOT BE APPLIED.

>> GREAT.

>> WE GO THROUGH THAT AND THAT TEAM MAKES A DETERMINATION AS TO WHAT CAN OR CANNOT HAPPEN WITH THAT STUDENT.

IN RESPONSE TO YOUR QUESTION ABOUT DO OUR SPECIAL EDUCATION STUDENTS HAVE ACCESS TO THINGS LIKE THIS? ABSOLUTELY. FOR MANY OF OUR SPECIAL EDUCATION STUDENTS, THESE THINGS ARE ACTUALLY WRITTEN INTO THEIR INDIVIDUAL EDUCATION PLAN AS NECESSARY ACCOMMODATIONS TO HELP THEM FULLY PARTICIPATE IN THE LEARNING ENVIRONMENT.

IF A STUDENT IS PLACED IN OR IS ALLOWED THE OPPORTUNITY TO GO TO THE RESET CENTER, THEIR MINUTES PRESCRIBED FOR THEIR CORE CONTENT AREA MUST BE PROVIDED.

SERVICES DO NOT STOP.

AS WE'RE APPLYING THE DISCIPLINARY OR THE RESET CENTER OPPORTUNITY, WE WILL STILL PROVIDE THOSE MINUTES.

THAT MAY LOOK LIKE A TEACHER GOING INTO THE CLASSROOM TO SUPPORT THEM WHILE THEY'RE IN THAT CLASSROOM OR MAYBE WE USE SOME VIDEO TOOLS TO DO THAT.

BUT THE SERVICES FOR CONTENT AND ACADEMICS WILL CONTINUE TO HAPPEN EVEN AS THOSE OPPORTUNITIES FOR THE RESET CENTER OCCUR.

>> RIGHT. I UNDERSTAND THE PREMISE OF ASSIGNING DISCIPLINE.

IT WAS MORE RESOURCING.

ENSURING THE APPROPRIATE RESOURCES AT THE RESET CENTER.

WE DON'T HAVE A CAP ON THE NUMBER OF TOTAL DAYS THE STUDENT CAN BE AT THE RESET CENTER.

BUT HOW MANY STUDENTS CAN YOU ACCOMMODATE AT A RESET CENTER AT A GIVEN TIME AND HOW DO YOU MANAGE MORE THAN ONE STUDENT AT A TIME?

>> YEAH. THAT'LL BE A CHALLENGE IN HELPING OUR RESET CENTER COORDINATOR IF THEY HAVE MULTIPLE STUDENTS IN THERE.

THAT'S WHY WE HAVE TO HAVE VARIOUS AREAS WHERE STUDENTS CAN GO AND ENGAGE IN A RESET ACTIVITY.

IT COULD BE SOMETHING WE'RE THERE ON THAT TREADMILL WITH THE LAPTOP OR MAYBE IF IT'S A FIGHT.

YOU HAVE FOUR OR FIVE KIDS IN THERE THAT WE'RE IN A FIGHT, THEN YOU ENGAGE THOSE STUDENTS IN THE RESTORATIVE CIRCLE OR SOME TYPE OF PRACTICE ACTIVITY.

[03:05:02]

THE OTHER TWO OR THREE STUDENTS ARE DOING THEIR ACADEMIC LEARNING.

THEY'VE ALREADY ENGAGED IN A RESET ACTIVITY, SO THEY'RE OVER HERE DOING THEIR ACTIVITY FOR THEIR CLASS.

IT'S ALMOST LIKE A SMALL GROUP INSTRUCTION, IF YOU WILL IN THE CLASSROOM.

YOU HAVE A GROUP OF STUDENTS OVER HERE WORKING ON A CERTAIN PROJECT AND THESE KIDS OVER HERE WORKING ON THIS AND THE RESET CENTER COORDINATOR HAS TO BE ABLE TO MANEUVER AND ASSIST THOSE STUDENT GROUPS.

IT'S VERY MUCH LIKE A SMALL GROUP SETTING IN THE RESET IF THEY HAVE MULTIPLE STUDENTS IN THERE.

>> JUST TO ADD TO THAT, THAT'S ANOTHER REASON WE DIVIDED THE LEVELS BETWEEN LEVEL A AND LEVEL B.

BECAUSE SOME OF THE THINGS IN THE PAST THAT A STUDENT MIGHT HAVE BEEN SENT TO ISS FOR A DAY, WE'RE NOW LOOKING FOR OTHER STRATEGIES BECAUSE THE CAMPUS BEHAVIOR COORDINATOR, THE PERSON WHO ASSIGNS THE DISCIPLINE, IS GOING TO HAVE TO BE VERY COGNIZANT OF HOW MANY STUDENTS THEY'RE PUTTING IN THEIR RESET CENTER SO THAT THEY DON'T OVERLOAD.

IT MAY BE A CONFERENCE WITH THE COUNSELOR, MAYBE A PARENT CONFERENCING.

THEY'RE GOING TO HAVE TO BE VERY SELECTIVE WITH THE CONSEQUENCES THEY'RE ASSIGNING SO THAT THEY DON'T JUST SAY, "EVERYBODY GOES TO THE RESET CENTER" BECAUSE THE RESET CANNOT ACCOMMODATE EVERYBODY.

THE OTHER REASON THAT WE'RE PLACING A SECTION OF THAT ROOM FOR THE CLINICIAN IS SO THAT THERE IS ANOTHER ADULT IN THAT ROOM.

BECAUSE FOR EXAMPLE, WHEN THEY HAVE A FIGHT, WE KNOW THE RESET CENTER COORDINATOR IS GOING TO NEED SUPPORT WHEN THOSE KIDS COME BACK AFTER A FIGHT.

SO THEY HAVE MULTIPLE PEOPLE IN THE ROOM BEFORE THEY GET THEIR RESTORATIVE CIRCLES TOGETHER AND DO THE THINGS THAT THEY DO TO GET WHERE THE KIDS CAN BE TOGETHER AGAIN.

>> OKAY. I'M LOOKING FORWARD TO WHAT I DON'T SEE WHICH IS COST ASSOCIATED ESTIMATED COSTS.

DO WE HAVE NUMBERS ON THAT SO FAR? IT'LL BE IN THE BUDGET PRESENTATION, IF I REMEMBER CORRECTLY.

>> OKAY, GREAT.

I LOOK FORWARD TO LEARNING MORE ABOUT THAT.

I THINK PRESIDENT MACKEY YOU MADE THIS COMMENT ABOUT HOW HELPFUL HAVING THE STUDENT QUOTATIONS ARE AT ANY GIVEN POINT IN TIME.

THAT QUALITATIVE PIECE TO ME IS REALLY JUST FUNDAMENTAL TO UNDERSTAND.

I REALLY APPRECIATE HAVING THIS IN THE APPENDIX AND I HOPE TO SEE IT ANYTIME THAT WE HAVE INFORMATION LIKE THAT IN THESE PRESENTATIONS THAT ARE EXTREMELY HELPFUL FOR ME TO LEARN MORE ABOUT THE ISSUE AT HAND.

>> STUDENTS WILL BE PART OF OUR ADVISORY GROUP THAT WE PUT TOGETHER.

>> ABSOLUTELY. I ALMOST HAVE A FROM THE COMICS THAT DR. NELSON HAS MADE.

THE IDEA THAT STUDENTS IF THIS SPACE WORKS AS INTENDED, THAT SOME OF THE THINGS THAT WE'RE SEEING HERE, THE FLEXIBLE SEATING, WHICH I KNOW ALREADY EXISTS IN THE CLASSROOM, THOSE MAY BE THINGS THAT PERMANENTLY STAY IN THE CLASSROOM IF WE FIND THAT THEY'RE VERY EFFECTIVE IN HELPING STUDENTS IN THE WAY THAT THEY ENGAGE WITH THEIR LEARNING IN ALL THESE DIFFERENT THINGS.

I LOOK FORWARD TO THAT DEVELOPMENT. THANK YOU SO MUCH.

>> THANK YOU, TRUSTEE GARCIA.

ANY OTHER FOR A SECOND ROUND? THANK YOU ALL FOR THE PRESENTATION AND YOUR CONTINUED WORK ON THIS.

WE'RE GOING TO MOVE ON NOW TO OUR FINAL INFORMATION REPORT HERE, OPERATION CONNECTIVITY UPDATE.

>> WELCOME MR. CHAIR AND MEMBERS OF THE BOARD.

WE'VE MADE A LOT OF PROGRESS ON THIS.

THERE IS STILL SOME CHALLENGES AND THERE'S SOME NEW SURPRISES THAT HAVE OCCURRED AND JACK'S DONE A GREAT JOB OF KEEPING OUR SENIOR TEAM INFORMED.

NOW I'LL TURN IT OVER TO JACK KALANICK TO APPRISE YOU OF WHERE WE ARE, THE UPDATE, AND THE JOURNEY THAT WE'VE BEEN ON.

BUT BEFORE HE BEGINS, I'M REALLY EXTREMELY PROUD OF THE WORK THAT HE HAS BEEN ABLE TO DO WITH A BROAD COALITION TO GET US TO THIS POINT.

JACK, IF YOU PICK IT UP FROM HERE PLEASE.

>> YES, SIR. GOOD AFTERNOON TRUSTEE, PRESIDENT MACKEY, TRUSTEES AND TODAY YOU WILL RECEIVE AN UPDATE ON THE NEXT PHASE OR OUR OPERATION CONNECTIVITY WORK, WHICH INCLUDES SOME DRAFT OR HIGHLIGHTS FROM OUR DRAFT STRATEGIC PLAN THAT'S GOING TO CARRY US FORWARD.

THAT PLAN WAS DEVELOPED BY OUR CONSULTANT CTC TECHNOLOGY AND ENERGY.

THE STRATEGIC PLAN INCLUDES AN INTENTIONAL EQUITY LENS AND THAT WE'RE IDENTIFYING AND TARGETING THE SPECIFIC AREAS OF OUR COMMUNITY WITH CONNECTIVITY GAPS.

FOR THE AGENDA TODAY, I WILL PROVIDE A BRIEF RECAP OF THE ACTIVITIES TO DATE.

THEN I WILL TURN IT OVER TO OUR CONSULTANTS FROM CTC TO

[03:10:01]

WALK US THROUGH THEIR HIGH-LEVEL FINDINGS AND RECOMMENDATIONS, AND THEN I'LL CLOSE BACK OUT WITH OUR NEXT STEPS.

AS YOU KNOW, DALLAS ISD SPEARHEADED OPERATION CONNECTIVITY, THE EARLY STAGES OF THE PANDEMIC, AND THAT QUICKLY EVOLVED INTO TWO DISTINCT COALITIONS.

ONE TO ADDRESS STUDENT CONNECTIVITY ISSUES AT THE LOCAL LEVEL AND ANOTHER TO ADDRESS THEM AT THE STATE LEVEL.

OUR INITIAL GOAL WAS AROUND GETTING STUDENTS CONNECTED VERY QUICKLY, WHICH WE DID WE ACHIEVE THIS GOAL IN LATE 2020.

OUR NEXT GOAL IS REALLY TO ADDRESS THE CHALLENGES MORE PERMANENTLY IN OUR COMMUNITY GOING FORWARD.

THE DALLAS COALITION, EFFECTUALLY KNOWN AS INTERNET FOR ALL, IS STILL VERY ACTIVE AND ENGAGED.

YOU CAN SEE THAT WE HAVE OVER 40 EDUCATION INSTITUTIONS, INCLUDING HIGHER RED GOVERNMENT AGENCIES, BUSINESS NON-PROFIT PARTNERS THAT ARE ALL WORKING TOGETHER ON THIS, AND AS THE COMMITTEE CONTINUES TO WORK, WE'RE ADOPTING MORE OF A FOCUS ON COMMUNITY OUTREACH AND ENGAGEMENT.

I WOULD LIKE TO NOTE THAT THE DISTRICT AND CITY OF DALLAS HAD BEEN VERY CLOSE PARTNERS OVER THE LAST YEAR IN THIS WORK AND HAVE WORKED COLLABORATIVELY ON SEVERAL CONNECTIVITY INITIATIVES, INCLUDING THE STUDENT DEVICES HOTSPOTS, INTER-LOCAL AGREEMENT FOR SHARED INFRASTRUCTURE, THE PILOT PROJECTS, THE PILOT PRIVATE CELLULAR NETWORK, THE CITY HAS A PILOT COMMUNITY WI-FI, WE'VE BEEN WORKING ON ALL OF THOSE INITIATIVES TOGETHER.

THE STRATEGIC PLAN THAT WE'RE ABOUT TO SEE WAS DEVELOPED OVER THE LAST SEVERAL MONTHS WITH SEVERAL INPUTS FROM THE COMMUNITY, AS WELL AS COLLABORATION BETWEEN THESE TWO GOVERNMENT AGENCIES.

THE DRAFT STRATEGIC PLAN REALLY FOCUSES ON THREE AREAS.

ONE IS THE UNIQUE OPPORTUNITY THAT WE HAVE RIGHT NOW WITH RESPECT TO FEDERAL FUNDING, THE SECOND IS AROUND EXPANDING INFRASTRUCTURE WHERE THAT MAKES SENSE, AND THE THIRD IS REALLY AROUND CONTINUING AND EXPANDING OUR EFFORTS AROUND DIGITAL EQUITY, WHICH INCLUDES THE TRAINING AND THE ADOPTION ISSUES TO MAKE THE MOST USE OF OUR TECHNOLOGY.

TODAY I AM JOINED BY LIZ CEDILLO PEREIRA FROM THE CITY.

SHE'S THE CHIEF OF EQUITY INCLUSION FOR CITY OF DALLAS, AND I'M ALSO JOINED BY JOANNE HOVIS, THE PRESIDENT OF CTC, AND ANDREW AFFLERBACH, WHO IS THE CEO AND CTO OF CTC AND THEY'RE JOINING VIA ZOOM.

JUST A QUICK INTRODUCTION OF JOANNE AND ANDREW.

JOANNE IS RECOGNIZED AS A RECOGNIZED AUTHORITY ON BROADBAND MARKETS AND ON THE EVOLVING ROLE OF PUBLIC-PRIVATE PARTNERSHIPS IN THE PROVISION OF COMMUNICATION SERVICES TO THE PUBLIC.

FOR MORE THAN 20 YEARS, SHE HAS DIRECTED CTCS CONSULTING SERVICE RELATED TO STRATEGIC PLANNING, MARKET ANALYSIS, BUSINESS MODELING, AND FINANCIAL ANALYSIS FOR LOCALITIES, STATES, TRIBAL GOVERNMENTS NATIONWIDE.

JOANNE LEAVES CTC TEAMS THAT ADVISE OR HAVE ADVISED THE STATES OF ALABAMA, CONNECTICUT, DELAWARE, GEORGIA, NEBRASKA, NEW MEXICO, NEW YORK, VERMONT, AND THE CITY OF ATLANTA, BOSTON, SAN FRANCISCO, SEATTLE, WASHINGTON DC, AND NOW DALLAS.

AS WELL AS THE STATEWIDE BROADBAND NETWORKS IN COLORADO, MARYLAND, AND PENNSYLVANIA.

SHE'S NATIONAL EXPERT IN THIS SPACE AND HAS TESTIFIED BEFORE CONGRESS AND PRESENTED TO THE FCC ON ISSUES RELATED TO RURAL BROADBAND, BROADBAND PUBLIC-PRIVATE INFRASTRUCTURE, AND THE DIGITAL DIVIDE.

DR. AFFLERBACH SPECIALIZES IN PLANNING, DESIGN, AND IMPLEMENTATION OF COMMUNICATION INFRASTRUCTURE AND NETWORKS.

HIS EXPERTISE INCLUDES EMERGING FIBER OPTICS AND WIRELESS TECHNOLOGIES AND STATE-OF-THE-ART NETWORKING APPLICATIONS.

HE OVERSEES ALL ENGINEERING WORK AT CTC AND HE'S A PROFESSIONAL ENGINEER LICENSED IN THE COMMONWEALTH OF VIRGINIA, DELAWARE, MARYLAND, AND ILLINOIS.

HE HAS PLANNED SPECIFIED FIBER OPTIC AND WIRELESS NETWORKS FOR LARGE CITIES, COUNTIES, REGIONS, AND MOST RECENTLY, THE SUPER REGIONAL INTEROPERABLE FIBER NETWORK IN THE NATION'S CAPITAL.

ANDREW WAS ALSO APPOINTED TO THE DISASTER RESPONSE AND RECOVERY WORKING GROUP FOR THE FCC'S BROADBAND DEPLOYMENT ADVISORY COMMITTEE.

WITHOUT FURTHER INTRODUCTION, I'D LIKE TO TURN IT OVER TO JOANNE AND ANDREW TO WALK US THROUGH THE STUDY AND SOME OF THE FINDINGS AND RECOMMENDATIONS. JOANNE.

>> THANK YOU VERY MUCH.

GOOD AFTERNOON, IT'S A REAL PLEASURE TO BE WITH ALL OF YOU.

THANK YOU FOR THE OPPORTUNITY TO SPEAK WITH YOU.

I JUST WANT TO CONFIRM THAT YOU CAN INDEED SEE ME, AND HEAR ME?

>> YES, WE CAN SEE AND HEAR YOU. THANK YOU.

>> GREAT, THANK YOU.

I WILL SPEAK TO SOME OF THE METHODOLOGY, THE PERSPECTIVE OF THE STUDY, AND OUR FINDINGS RECOMMENDATIONS.

THEN WHEN WE GET TO TECHNICAL MATTERS, WILL TURN IT OVER TO ANDREW FOR DISCUSSION OF THE ENGINEERING ELEMENTS.

[03:15:05]

LET ME START WITH A COUPLE OF OBSERVATIONS IF I MAY WHICH IS THAT, WE AS OUTSIDERS LOOKING IN AND OBSERVING THIS EFFORT OF THE DALLAS ISD AND THE CITY OF DALLAS HAVE BEEN QUITE ASTONISHED BY THE LEVEL OF COOPERATION BETWEEN THOSE TWO AND THE BREADTH OF THE COALITION THAT IS AT WORK ON THESE EFFORTS.

I JUST WANTED TO NOTE AS AN ASIDE THAT WE REALLY COMMEND YOU ON THAT BECAUSE IT SHOWS IN THE EFFORT THAT IS UNDERWAY, AS WELL AS THE SCALE AND POTENTIAL OPPORTUNITY FOR SOLUTIONS IN THIS CASE, AND IT'S BEEN A REAL PLEASURE TO WORK WITH THAT TEAM.

I'M ON SLIDE NUMBER 7, SO JUST SO THAT WE ARE ON THE SAME PAGE.

THE EFFORT THAT WE WERE ASKED TO UNDERTAKE IS TO IDENTIFY THE CHALLENGES AND PARTICULARLY TO IDENTIFY SOLUTIONS TO FILL GAPS RELATED TO THOSE CHALLENGES WHEN IT COMES TO ACCESS TO DIGITAL SERVICES, PARTICULARLY BROADBAND INTERNET SERVICES AMONG DALLAS ISD STUDENTS, AND THEN MORE BROADLY BECAUSE WE WERE ALSO WORKING ON THE CITIES INITIATIVE THROUGHOUT THE COMMUNITY.

THE LENS THAT WE WERE ASKED TO USE QUITE APPROPRIATELY, I THINK GIVEN THE NEEDS AROUND BROADBAND AND EVERYTHING WE HAVE ALL LEARNED IN THE PAST 15 MONTHS OF PANDEMIC, THE LENS WAS ALWAYS THROUGH THAT OF EQUITY.

HOW DO WE IDENTIFY WHERE THERE IS A LACK OF EQUITY WITH REGARD TO ACCESS TO BROADBAND INTERNET SERVICES AND HOW DO WE SEEK TO BETTER SOLVE THESE PROBLEMS FROM AN EQUITY STANDPOINT? CAN I HAVE THE NEXT SLIDE, PLEASE? WHAT WE HAVE DONE IN THIS REGARD IS GONE THROUGH A METHODOLOGY THAT JUST VERY BRIEFLY, TO SUMMARIZE IT FOR YOU, INCLUDES ANALYZING THE BROADER COMMUNITY THROUGHOUT THE CITY AND THE ISD FOOTPRINT TO UNDERSTAND WHAT IS HAPPENING? WHERE ARE THEIR NETWORKS? WHERE ARE THEIR SERVICES? WHERE ARE THEIR AREAS WHERE THAT MAY BE LACKING? HOW IS PRICING IN THESE VARIOUS AREAS? HOW DO THESE THINGS LINE UP WITH DEMOGRAPHIC FACTORS? ARE THERE GREATER CHALLENGES FOR THE LOWER-INCOME MEMBERS OF THE COMMUNITY, PARTICULARLY STUDENTS IN THIS REGARD? WE ALSO UNDERTOOK A RANGE OF DIFFERENT DATA COLLECTION MECHANISMS TO UNDERSTAND WHAT WAS HAPPENING ON THE SUPPLY SIDE OF MATTERS AS OPPOSED TO THE DEMAND SIDE.

THE SUPPLY SIDE WOULD MEAN EVALUATING HOW STUDENTS AND FAMILIES THROUGHOUT THE COMMUNITY ARE USING BROADBAND AND USED IT DURING THE EARLY MONTHS OF THE PANDEMIC IN PARTICULAR, AND WHERE THE GAPS AND CHALLENGES WERE FROM THAT STANDPOINT.

TO DO THAT, WE DID A VARIETY OF DIFFERENT DATA COLLECTION, BUT MOST IMPORTANTLY, A WRITTEN STATISTICALLY VALID SURVEY THAT WAS SENT OUT BY MAIL LATE LAST YEAR AND FOR WHICH WE THEN COLLECT THE DATA.

HAVING IDENTIFIED THE GAPS AND THE CHALLENGES, OUR ENGINEERING TEAM THEN DESIGNED STRATEGIES IN COLLABORATION WITH THE CITY AND THE ISD FOR UNDERSTANDING HOW THOSE GAPS COULD BE FILLED FROM AN INFRASTRUCTURE STANDPOINT TO PROVIDE SERVICES AND TARGETED WAYS TO STUDENTS AND MEMBERS OF THE COMMUNITY WHO STRUGGLED TO ACCESS OR TO AFFORD BROADBAND CONNECTIVITY SERVICES AND THEN BASED ON THAT, WE BUILT SOME COST ESTIMATES FOR A STRATEGY FOR TRYING TO FILL THOSE GAPS, NOT JUST IN THE SHORT-TERM, BUT IN THE LONGER TERM, AS WELL AS SOME PROGRAMMATIC SOLUTIONS.

TO SUMMARIZE FOR YOU THE RANGE OF SOLUTIONS THAT WE CONSIDERED, I WILL SAY THERE WERE THREE LARGE CATEGORIES.

THE FIRST ONE ARE THOSE INFRASTRUCTURE SOLUTIONS I JUST MENTIONED, FIBER-OPTIC NETWORKING, WIRELESS NETWORKING, ETC.

HOW DO WE ACTUALLY EXTEND THE NETWORKS TO THOSE STUDENTS WHO WOULDN'T OTHERWISE HAVE ACCESS, EITHER BECAUSE OF LACK OF AVAILABILITY OR LACK OF AFFORDABILITY OR SOME OTHER FACTOR, AND TRY TO FILL THOSE INFRASTRUCTURE GAPS? THAT'S THE FIRST CATEGORY.

THE SECOND CATEGORY HAS TO DO WITH SUBSIDY FOR THOSE WHO CAN'T AFFORD AND THEREFORE CAN'T ACCESS EVEN IF IT IS AVAILABLE, HOW DO WE TRY TO BRIDGE THAT AFFORDABILITY GAP USING FEDERAL BUT ALSO STATE AND LOCAL RESOURCES? IN THE FINAL CATEGORY, THOSE THAT ARE PROGRAMMATIC AND WHERE THERE'S BEEN SIGNIFICANT EFFORT AS WITH THE SUBSIDY AND INFRASTRUCTURE TYPES BY THE CITY AND BY THE ISD,

[03:20:02]

THAT PROGRAMMATIC EFFORT IS TO BUILD AND EXPAND PROGRAMS THAT WILL HELP MEMBERS OF THE COMMUNITY, PARTICULARLY STUDENTS WHO LACK ACCESS TO DIGITAL DEVICES, SUCH AS LAPTOPS OR TABLETS, OR WHO LACK THE DIGITAL SKILLS OR THE CONFIDENCE ABOUT THEIR SECURITY AND THEIR PRIVACY, TO BE ABLE TO FULLY UTILIZE THE INTERNET IN WAYS THAT WE KNOW ARE MEANINGFUL FOR PURPOSES OF EDUCATION AND OTHERWISE.

CAN I HAVE THE NEXT SLIDE, PLEASE? BRIEFLY, I WILL SHARE WITH YOU THAT OUR ANALYSIS IS THAT, AS YOU CAN SEE ON THIS MAP, THERE HAS BEEN AN INCONSISTENT INVESTMENT THROUGHOUT THE COMMUNITY.

THERE ARE AREAS OF THE COMMUNITY WHERE THERE IS NO REALLY ROBUST BROADBAND SERVICE AND THOSE ARE THE AREAS DOWN IN THE SOUTH THERE THAT YOU CAN SEE THAT ARE COLORED IN A MAROON TYPE COLOR.

THEN THERE ARE OTHER AREAS WHERE THERE IS SOME BROADBAND SERVICE AVAILABLE, BUT FAR LESS COMPETITION AND CONSUMER CHOICE THAN SOME.

GENERALLY MOST OF THE CITY, BUT NOT ALL OF THE ISD, CAN ACCESS BROADBAND INTERNET SERVICES FROM THE CABLE BROADBAND COMPANY.

BUT ONLY IN SELECT PARTS OF THE CITY IS THERE MORE THAN ONE CHOICE AND ONLY IN SELECT PARTS OF THE CITY IS THEIR FIBER TO THE HOME.

AS A RESULT, YOU CAN SEE THERE ARE REAL GAPS IN TERMS OF WHERE THERE HAS BEEN INVESTMENT WITH THE COMPETITION AVAILABLE IN SOME NEIGHBORHOODS BUT NOT IN OTHERS.

IF I CAN HAVE THE NEXT SLIDE.

NOT SURPRISINGLY, GIVEN THAT PRIVATE INVESTMENT DOLLARS FLOW TO THE AREAS WHERE RETURN IS GREATEST, THERE IS AN OVERLAP BETWEEN AREAS THAT HAVE LOWER LEVELS OF INVESTMENT AND THOSE THAT HAVE LOWER HOUSEHOLD INCOME.

THE NEXT SLIDE, PLEASE? ALSO, NOT SURPRISINGLY, WHAT WE FIND BASED ON THE DATA COLLECTED IS THAT WHILE THERE IS AN INTERNET ACCESS IN ALMOST ALL HOUSEHOLDS, IN MANY THE SERVICE IS NOT ADEQUATE TO MEET THE NEEDS OF STUDENTS FOR PURPOSES OF DISTANCE LEARNING, BUT ALSO FOR HOMEWORK AND THAT THE INADEQUATE SERVICE OR THE LACK OF SERVICE FREQUENTLY ALIGNS WITH HOUSEHOLD INCOME.

CAN I HAVE THE NEXT SLIDE? I'VE ALREADY SHARED MY PERSPECTIVE OBSERVING YOUR COMMUNITY AS WE HAVE SO MANY OTHERS THAT YOU REALLY HAVE AN EXEMPLARY MODEL FOR WRATH OF COALITION AND PARTNERSHIP.

WE'VE ALSO UNDERTAKEN SOME PRETTY SIGNIFICANT PILOTS AND EFFORTS BOTH IN THE PROGRAMMATIC AND ON THE INFRASTRUCTURE SIDE, AS WELL AS OF COURSE, PROVIDING SERVICES TO STUDENTS AT THE TIME OF THE PANDEMIC.

CAN I HAVE THE NEXT SLIDE? BASED ON THOSE FINDINGS AND IN PARTICULAR, ARE FINDINGS WITH REGARD TO THE GAPS IN THE COMMUNITY, WE MAKE A SERIES OF RECOMMENDATIONS THAT IF I CAN SHARE THEM IN A SIMPLIFIED WAY, WE ARE SUGGESTING THAT NOW REPRESENTS A PARTICULARLY IMPORTANT MOMENT, ANY UNIQUE MOMENT.

WE'RE TRYING TO SOLVE SOME OF THESE ISSUES FROM AN INFRASTRUCTURE AND A STRUCTURAL STANDPOINT BECAUSE OF THE AVAILABILITY OF GRANT AND OTHER FEDERAL FUNDS IN A WAY THAT WE HAVE NEVER SEEN WITH RESPECT TO BROADBAND.

IN ALL THE YEARS THAT THE COMMERCIAL INTERNET HAS EXISTED, I DON'T THINK THERE'S EVER BEEN AN OPPORTUNITY QUITE LIKE THIS TO ADDRESS BROADBAND AND DIGITAL EQUITY ISSUES WITH PUBLIC FUNDS IN QUITE THE SAME WAY AS EXISTS IN THE CURRENT MOMENT.

WE GO THROUGH AND ANALYZE A SERIES OF DIFFERENT TYPES OF FUNDING THAT COULD BE EXTREMELY VALUABLE FOR EXACTLY THIS PURPOSE IN THE SHORT-TERM, BUT IDEALLY SOLVING PROBLEMS FOR THE MEDIUM AND LONGER-TERM THROUGH INVESTMENTS.

CAN I HAVE THE NEXT SLIDE? ONE OF THOSE INVESTMENTS THAT HAVE MEDIUM AND LONG-TERM POTENTIAL IMPACT IS THE DEPLOYMENT OF WIRELESS INFRASTRUCTURE TO SERVE THE NEEDS OF STUDENTS WHO WOULD OTHERWISE NOT HAVE ADEQUATE INTERNET FOR A VARIETY OF REASONS, INCLUDING THAT THERE MAY NOT BE INTERNET AT BROADBAND LEVELS OF WORK-RELIABLE, BROADBAND LEVELS AVAILABLE WHERE THEY LIVE,

[03:25:01]

BUT ALSO BECAUSE THEY MAY NOT BE ABLE TO AFFORD, THEIR FAMILIES MAY NOT BE ABLE TO AFFORD WHAT IS AVAILABLE EVEN IF IT IS.

WE BUILT OUT A RANGE OF DIFFERENT MODELS FOR UNDERSTANDING WHAT THE TOTAL COST OF THIS COULD BE.

LET ME HAND THIS OVER TO DR. YARBOUGH BACK TO SPEAK TO THE ENGINEERING PARAMETERS OF OUR RECOMMENDATIONS.

>> GOOD AFTERNOON AND THANK YOU FOR HAVING US DURING TODAY.

WHAT WE DID IN A COUPLE OF DIFFERENT SCENARIOS HERE IS CREATE A MODEL OF WHAT WOULD HAPPEN, WHAT THE COST BE BOTH IN TERMS OF BUILD OUT AND IN TERMS OF OPERATION IF YOU HAD TAKEN THE NETWORK THAT IS BEING DONE AS A PILOT BY DISD CURRENTLY AT LINCOLN AND ROOSEVELT HIGH SCHOOLS AND YOU BUILD THAT OUT TO THE ENTIRE CITY AND WE'VE CREATED SCENARIOS THAT ARE FOCUSED ON DISD FAMILIES AND SCENARIOS THAT ARE FOCUSED ON THE CITY AS A WHOLE, BUT LOCALIZED TO PARTICULAR NEIGHBORHOODS OF A PARTICULAR NEED.

WHAT WE'VE FOUND IS THAT WE HAVE A RANGE OF DEPLOYMENT COSTS GOING TO SCALE ON THE ORDER OF ABOUT 900 PER FAMILY TO BUILD OUT TO 1,100 DEPENDING ON JUST THE RANGE OF THINGS THAT ARE STILL BEING DETERMINED WITH A TECHNOLOGY THAT'S RELATIVELY NEW AND COST APPROXIMATELY MORE IN THE LINES OF ABOUT $100 OR SO PER YEAR TO MAINTAIN, OPERATE, STEP AND THAT THING.

THERE'S MORE DETAIL IN THE REPORT, BUT AS YOU CAN SEE ARE ALSO LARGER NETWORK A SCENARIO WHERE YOU BUILD OUT TO MORE OF THE COMMUNITY, ENDS UP COSTING LESS ON A PER-FAMILY BASIS.

NEXT SLIDE, PLEASE? WHAT WE HAVE JUST ALSO IS A VERY GOOD SETUP AS FAR AS THE SCHOOLS AND DISD BUILDINGS AS A POTENTIAL JUMPING-OFF POINT FOR THIS TYPE OF NETWORK BECAUSE USING THE CBRS TECHNOLOGY AND USING THE DISD BUILDINGS, IT'S POSSIBLE TO REACH APPROXIMATELY 80 PERCENT OF THE DISD FAMILIES.

IN ADDITION, THE MAJORITY OF DISD HAVE FIVE RAPIDS ALREADY BUILT TO THEM, WHICH IS ESSENTIALLY A REQUIREMENT TO GET THE INTERNET BANDWIDTH OUT TO THE STUDENTS.

NEXT SLIDE, PLEASE? WHICH BRINGS US BACK TO THE PILOTS THAT ARE UNDERWAY THAT JACK AND HIS TEAM HAVE BEEN WORKING ON WITH THE FAMILIES AT LINCOLN AND ROOSEVELT AND THE PETER SCHOOLS IN THOSE AREAS.

A LOT OF GOOD DATA HAS COME OUT OF THIS, A LOT OF LESSONS HAVE BEEN LEARNED.

AS I MENTIONED, CBRS IS A NEW TECHNOLOGY FOR THIS TYPE OF PURPOSE, IT'S ONLY LAST YEAR THAT THE FCC MADE THAT SPECTRUM AVAILABLE.

THERE'S A LOT THAT NEEDS TO BE LEARNED AND A LOT THAT IS BEING LEARNED, AND A LOT THAT'S GOING TO BE PUT INTO PLAY AS FAR AS UNDERSTANDING HOW AN ENTITY LIKE DIST CAN SUPPORT THE COMMUNITY AT A LARGER SCALE AND OVER A LONGER-TERM AND DOING EVERYTHING THAT NEEDS TO REALLY HAVE IT FROM A TECHNICAL POINT OF VIEW ON INCLUDING MAKING IT INDOORS AND OUTDOORS AND EVERYTHING THAT NEEDS TO BE CONSIDERED.

FINALLY, ANOTHER RECOMMENDATION THAT WE THINK IS VERY IMPORTANT IS THE BACKBONE OF ALL OF THESE COMMUNICATIONS TECHNOLOGIES, THIS FIBER OPTICS.

THE CITY HAVING A FIBER OPTIC BACKBONE CAN GREATLY IMPROVE ITS ABILITY TO CONNECT CITY SERVICES, CONNECT SCHOOLS, AND ALSO CREATE MORE OPTIONS AS FAR AS ADDRESSING THE DIGITAL DIVIDE.

HAVING A FIBER-OPTIC BACKBONE THAT IS CITY OPERATED CREATES A LOT OF POSSIBILITIES FOR CONNECTING UP NEIGHBORHOODS AND PURSUING COMMUNITY DEVELOPMENT AND DIGITAL EQUITY TYPE EFFORTS.

NEXT SLIDE. I HAND IT BACK TO JOANNE. THANK YOU.

>> THANK YOU, ANDREW. I WILL JUST ADD FROM THE STRATEGY STANDPOINT THAT ANDREW'S ENGINEERING TEAM WORKED THROUGH THESE ENGINEERING DESIGNS AND COST ESTIMATES AND RECOMMENDATIONS IN PARALLEL WITH OUR ANALYSIS AND RECOMMENDATION THAT SERVICES OFFERED OVER SUCH A WIRELESS NETWORK BE OFFERED AT NO COST.

THERE IS NOT, BASED ON OUR ANALYSIS,

[03:30:04]

A MODEL THAT MAKES SENSE GIVEN THE EQUITY GOALS OF THIS INITIATIVE THAT WOULD BRING IN REVENUES FROM STUDENT FAMILIES.

OUR RECOMMENDATION WITH RESPECT TO MAXIMIZING THE IMPACT OF THIS KIND OF INVESTMENT FOR THE LOW-INCOME FAMILIES WHO CAN'T OTHERWISE AFFORD INTERNET, IS THAT IT BE PROVIDED AT NO COST TO THOSE FAMILIES.

THE NO COST MODEL ALSO HELPS TO MINIMIZE OPERATING COSTS IN CONSIDERABLE WAYS BUT IT SPEAKS I THINK VERY POWERFULLY ALSO TO THE MISSION OF EQUITY THAT IS AT THE CORE OF THIS INITIATIVE.

IS RECOGNIZING THAT THERE ARE A LOT OF STUDENTS WHO STRUGGLE FOR CONNECTIVITY DURING THE PANDEMIC AND ILLUSTRATION I THINK OF JUST SPEAKING NATIONALLY OF SOME OF THE STRUGGLES THAT HAVE BEEN THERE ALL ALONG, BUT BECAME MUCH MORE APPARENT.

CERTAINLY THE POLICYMAKERS IN WASHINGTON DC BECAME MUCH MORE APPARENT WHEN THE PANDEMIC BEGAN, ISSUES THAT HAD NOT COME TO THE FLOOR BEFORE THEN.

RELATED TO THAT, RECOMMENDATIONS FOR WAYS IN WHICH THE SCHOOL DISTRICT AND THE CITY COULD CONSIDER SUBSIDY PROGRAMS AND LEVERAGING FEDERAL FUNDS WHEREVER POSSIBLE FOR SUBSIDY PROGRAMS TO ENSURE THAT FAMILIES THAT CAN'T AFFORD SERVICE AND WHO MAY NOT BE REACHED BY THIS NETWORK OR IF THE NETWORK IS NOT AS EXPANSIVE AS IN THAT DIAGRAM ANDREW SHOWED, ARE ABLE TO GET SERVICE IN ANY EVENT,\ THROUGH SERVICES FROM COMMERCIAL CARRIERS.

>> JOANNE I'M GOING TO GO AHEAD AND INTERRUPT YOU REAL QUICK IF YOU CAN HEAR ME.

I'M JUST GOING TO FINISH THIS OUT HERE AND JUST IN THE INTEREST OF TIME.

YES, WE HAVE THIS RECOMMENDATION TO LEVERAGE THE BULK OF PURCHASES THAT ARE CURRENTLY AVAILABLE TO US THROUGH SPECTRUM AND COMCAST AND TEA IS PUTTING TOGETHER PROGRAMS FOR THAT.

THEN OUR FINAL RECOMMENDATION IS AROUND EXPANDING THE DIGITAL EQUITY INITIATIVES THAT HAD BEEN STARTED AS PART OF OUR PILOT AND SPECIFICALLY WE HAVE ONE BEACON PROGRAM THAT'S CALLED DIGITAL NAVIGATORS THAT HAS BEEN SUCCESSFUL AND WE ARE LOOKING TO POTENTIALLY EXPAND THAT.

JUST TO BRING US BACK TO NEXT STEPS, I WOULD LIKE TO MENTION THAT THIS GROUP HAD AN OPPORTUNITY TO BRIEF THE COUNTY ABOUT A WEEK AGO.

WE BRIEFED THE CITY EARLIER THIS WEEK.

WE ARE PLANNING TO PUBLISH OUR DRAFT STRATEGIC PLAN NEXT WEEK ON BOTH CITY AND DALLAS ISD WEBSITES FOR FEEDBACK, AND THEN LASTLY WE'RE GOING TO PUT TOGETHER OUR APPLICATIONS TO BEGIN TO TAKE ADVANTAGE OF THESE FUNDING OPPORTUNITIES.

THIS WINDOW IS OPEN AS SOON AS JULY 1.

THE LAST PIECE I'D LIKE TO MENTION BEFORE I OPEN IT UP TO QUESTIONS AND COMMENTS ARE, IS THAT I DO ANTICIPATE BEING BACK IN FRONT OF THE BOARD IN AUGUST WITH SOME RECOMMENDATIONS AND ASKING FOR AUTHORIZATION TO ENTER INTO THOSE TYPES OF AGREEMENTS SO THAT WE CAN PROVIDE THOSE HOME INTERNET SERVICES THROUGH THOSE COMMERCIAL PROVIDERS, WHICH I THINK WILL SPIN UP BY AUGUST.

WITH THAT, I'D LIKE TO JUST GO BACK TO THE PRESIDENT AND OPEN FOR QUESTIONS.

>> THANK YOU SO MUCH FOR THIS IN-DEPTH PRESENTATION, I KNOW THE WORK YOU-ALL HAVE BEEN DOING HERE HAS BEEN EXCEPTIONALLY STRONG AND LEADING THE PACK ON THIS.

WE'LL TAKE QUESTIONS, WE'LL START WITH TRUSTEE GARCIA.

>> FIRST OF ALL, THANK YOU FOR THE PRESENTATION.

THANK YOU FOR THOSE ON ZOOM.

THIS AUGUST 4TH CITY COUNCIL PRESENTATION, IS THIS TO MOVE FORWARD WITH RECOMMENDATION NUMBER 2 TO BUILD THAT CITY WIRED BACKBONE INFRASTRUCTURE OR IS THIS THE SAME PRESENTATION THAT'S GOING TO THE CITY COUNCIL?

>> THERE ARE MULTIPLE RECOMMENDATIONS HERE, THE ONE THAT I THINK WE WILL MOVE ON THE MOST QUICKLY IN AUGUST POTENTIALLY IS ACTUALLY THIS.

RECOMMENDATION NUMBER 4 TO LEVERAGE THE BULK PURCHASES AS A MEANS OF FILLING GAPS.

OUR STRATEGY WILL BE THIS, I THINK OF IT LIKE A PORTFOLIO OF SOLUTIONS.

RIGHT NOW OUR PORTFOLIO WAS ALL HOTSPOTS BUT GOING FORWARD, WE'RE GOING TO REDUCE OUR DEPENDENCY ON HOTSPOTS AND WE'RE GOING TO BEGIN TO INTRODUCE SOME OF THESE COMMERCIAL SERVICES AS A SOLUTION.

WE'LL BE ABLE TO DO THAT THROUGH THE STATE, THROUGH TEA.

THESE BULK PURCHASE MECHANISMS THAT THEY'RE PUTTING IN PLACE FOR US, THAT I BELIEVE THAT WE COULD BE BRINGING BACK TO THE BOARD AS SOON AS AUGUST.

IF WE DECIDE TO TAKE OUR PRIVATE CELLULAR NETWORK TO SCALE, WHICH IS ONE OF THE RECOMMENDATIONS HERE, IT'S A DIFFERENT RECOMMENDATION, THAT WOULD BE A DECISION PROBABLY FOR A DIFFERENT DAY.

BUT I THINK THE FIRST THING THAT WE COULD POTENTIALLY TAKE ACTION ON, OR YOU ALL COULD POTENTIALLY TAKE ACTION ON IS, ENROLLING IN THOSE BOX SUBSCRIPTION SERVICES WHERE THEY EXIST AND WHERE THEY'RE AVAILABLE.

[03:35:01]

I THINK JOANNE'S EARLIER POINT WAS, THEY'RE NOT AVAILABLE EVERYWHERE.

>> OKAY. THAT'S STILL TO SAY THAT BY THE BEGINNING OF THIS UPCOMING SCHOOL YEAR, WE CAN STILL GUARANTEE EVERY STUDENT WILL HAVE ACCESS TO RELIABLE CONNECTIVITY AT SCHOOL AND AT HOME.

>> THAT'S CERTAINLY OUR INTENT, RECOGNIZING THAT THE PORTFOLIO WILL BE SHIFTING THROUGHOUT THE COURSE OF THE YEAR.

>> THAT'S ALL I HAVE

>> THANK YOU, TRUSTEE GARCIA. TRUSTEE MARSHAL.

>> YEAH, I JUST HAVE A SHORT QUESTION STEMMING FROM TRUSTEE GARCIA'S QUESTIONS.

RECOMMENDATION 4, YOU SAID YOU IS THE ONE YOU'RE MOST LIKELY TO MOVE FORWARD WITH QUICKLY.

THAT'S ACTUALLY THE ONE THAT I LIKE THE LEAST.

THAT ONE SEEMS TO ME TO CREATE A MORAL HAZARD PROBLEM WHERE IF YOU GO INTO THE PRIVATE MARKET, YOU'RE BUYING SUBSIDIES THEN THERE'S GOING TO BE MORE PEOPLE WHO ALREADY HAVE PRIVATE INTERNET SERVICE AT THEIR OWN EXPENSE, WHO ARE ENCOURAGED TO QUIT HAVING IT AND STOP PAYING THEIR BILLS SO THAT THEY GET FREE SERVICE FROM A PRIVATE PROVIDER.

WE'D BE BETTER OFF, IN MY OPINION, FROM AN ROI PERSPECTIVE, JUST BUILDING A NETWORK AND NOT HAVING TO INCUR ONGOING EXPENSES THAT WILL GO UP OVER TIME BECAUSE OF THE MORAL HAZARD ISSUE I JUST DESCRIBED.

>> THANK YOU FOR POINTING THAT OUT. I THINK THAT IS A VERY INSIGHTFUL POINT.

THEN THE OTHER DRAWBACK TO THIS PARTICULAR RECOMMENDATION IS, IT'S NOT THE LONG-TERM SOLUTION, BECAUSE THESE SUBSCRIPTIONS ARE ONLY GOING TO BE ONE OR TWO OR MAYBE THREE YEARS.

I THINK THE BEAUTY OF THE OTHER RECOMMENDATION THAT WE HEARD FROM CTC ABOUT BUILDING THE NETWORK, THAT'S A MORE PERMANENT SOLUTION, THAT'S A FIVE OR A 10 YEAR SOLUTION.

THAT IS WHY CTC RECOMMENDED SEVERAL ALTERNATIVES WITH BUILDING AND YOU CAN SEE THERE'S ACTUALLY FOUR SCENARIOS THERE BUT THE TOP-LINE SCENARIO IS, IF YOU WANT TO GO ALL IN, THIS IS WHAT IT LOOKS LIKE.

THOUGH I APPRECIATE THE FEEDBACK.

>> UP UNTIL NOW, MY UNDERSTANDING OF THIS PROJECT DOC WAS THAT WE WERE INVESTING RESOURCES IN BUILDING OUT OUR OWN NETWORK.

NOT THAT WE WERE GOING TO FEED THE BEAST OF AT&T THROUGH PRIVATE SUBSIDIES.

I'M ALL FOR GETTING EVERYBODY ACCESS, BUT NOT THAT WAY I'D ENCOURAGE US TO GO BACK TO THE ORIGINAL PLAN.

>> NO, THANK YOU. THAT IS EXACTLY THE TYPE OF FEEDBACK THAT WE WERE HOPING TO GATHER TODAY BECAUSE WE HAVE TO LOOK AT IT BOTH WAYS.

YOU HAVE TO SAY, WHERE THERE ARE COMMERCIAL OPTIONS AVAILABLE, THERE'S MONEY ATTACHED WITH THAT.

LET'S LOOK AT THAT AS AN OPTION AS WELL AS THIS HERE'S WHAT

>> I WAS ACTUALLY THINKING EVEN THE OPPOSITE, WHICH IS AT ONE POINT WE WERE TALKING ABOUT IF WE BUILT OUT OUR OWN NETWORK AND HAD EXTRA CAPACITY ON THOSE TOWERS, THAT WE MIGHT HAVE A COMMERCIAL INTEREST AND GENERATING FUNDS FROM THOSE ASSETS.

>>

>> NOW WE'RE DOING A 180 ON THAT AND SAYING INSTEAD, WE WOULD FUND THOSE COMMERCIAL INTERESTS TO AT&T, WHICH ISN'T THE BUSINESS I THINK WE SHOULD BE IN.

THANKS.

>> THANK YOU.

>> THANK YOU, TRUSTEE MARSHALL. TRACEY FLORES.

>> THANK YOU. I HAVE SOME QUESTIONS ABOUT THIS.

IN TERMS OF, I'M LOOKING AT RECOMMENDATION TWO.

>> YES, SIR.

>> I TOTALLY AGREE WITH TRUSTEE MARSHALL.

WE'RE GOING TO BUILD OUR OWN BECAUSE WE ALREADY HAVE A FIBER NETWORK WITHIN THE DISTRICT.

ALL OUR BUILDINGS ARE CONNECTED THROUGH FIBER.

BASICALLY WHAT YOU'RE TALKING ABOUT IN THIS RECOMMENDATION NUMBER TWO IS HOW MANY ANTENNAS TO BUILD.

>> CORRECT.

>> THEN HOW MANY OF THEM WILL BE OURS, IS ONE OF MY QUESTIONS.

WILL THESE ALL BE OURS?

>> ALL OF THEM.

>> THE CITY OR THE COUNTY NOT GOING TO THROW IN SOME MONEY IN THE POT OR THIS IS JUST WE'RE LIFTING THIS ALL BY OURSELVES.

>> NO, I THINK THAT'S A GREAT QUESTION AND I WOULD INVITE ANDREW AND JOANNE TO WEIGH IN ON THAT.

I THINK THERE ARE EFFICIENCIES TO BE GAINED BY SHARING INFRASTRUCTURE AND THAT'S EXACTLY WHY WE WROTE THE INITIAL INNER LOCAL AGREEMENT WE DID BETWEEN DALLAS ISD AND CITY OF DALLAS TO SAY, HEY, WAIT, MAYBE THE DALLAS ISD DOESN'T HAVE TO BUILD EVERY TOWER.

MAYBE CITY OF DALLAS DOESN'T NEED TO BUILD EVERY SMART STREET LIGHT, WHATEVER IT IS OR THEY'RE BUILDING THEIRS AND WE'RE BUILDING OURS AND WE CAN SHARE EACH OTHER'S INFRASTRUCTURE TO TRY TO KEEP THOSE COSTS DOWN.

I THINK THAT SPIRIT IS VERY MUCH ALIVE.

I THINK ANDREW, PLEASE WEIGH IN.

BUT I THINK FOR THE BASIS OF THIS COST MODELING, THE ASSUMPTION WAS, THE DISTRICT WOULD PAY POTENTIALLY USING THE MONEY THAT'S AVAILABLE.

>> JACK AND TRUSTEE, I WOULD AGREE WITH THAT AND BASICALLY THIS IS A MODEL JUST TO SHOW HOW FAR YOU CAN GET USING DIST LEARN.

BOTH IN TERMS OF LIKE FINDING EXPERTISE AND RESOURCES.

CLEARLY, SO MUCH MORE CAN BE ACCOMPLISHED BY WORKING TOGETHER.

>> LET ME ASK A DIFFERENT QUESTION.

[03:40:03]

LET'S SAY THAT THE SCHOOL DISTRICT GOES AHEAD AND WE'LL DO LIKE LINE TWO.

WITH OUR COMMUNITY RESOURCE INDEX LESS THAN 40, WE HAVE 107 AND I MEAN, DALLAS ISD HAS THE ADVANTAGE.

WE HAVE ROOFTOPS ALL OVER THE PLACE.

THIS IS WHERE WE'D BEEN PUTTING THEM AND THERE'S THE COST AND WHATNOT.

BUT WILL THAT EXACERBATE IF YOU GO BACK TO SLIDE 9, IF WE PUT UP OUR OWN ANTENNAS WILL THE PRIVATE SECTOR SAY, SCREW IT, WE'RE DONE.

WE DON'T NEED TO DO THIS AND THEN PEOPLE WHO ARE NOT DIST STUDENTS DON'T GET ACCESS IN THOSE AREAS.

BECAUSE THE PRIVATE SECTOR IS GOING TO SAY, HEY, YOU'RE TAKING AWAY MY CUSTOMERS.

WHY SHOULD I PUT ANTENNAS THERE?

>> THAT'S A GREAT QUESTION.

I'M GOING TO ASK JOANNE PLEASE TO WEIGH IN ON THAT.

>> THE FOCUS OF THE NETWORK AND THE STUDENTS THAT WOULD BE SERVED.

IF IT IS PRIMARILY FOCUSED ON THE LOWER INCOME STUDENTS.

YOU'RE NOT TAKING CUSTOMERS AWAY.

YOU'RE FILLING GAPS WHERE CUSTOMERS HAVE NOT EMERGED BECAUSE IT'S NOT ECONOMICALLY VIABLE FOR THOSE FAMILIES.

I WOULD NOT EXPECT THAT THIS TARGETED WIRELESS DEPLOYMENT WOULD IMPACT PRIVATE SECTOR INVESTMENT PATTERNS.

THOSE PATTERNS TEND TO REFLECT, FIRST OF ALL, DENSITY AND SECONDLY, DEMOGRAPHICS.

AREAS OF LOWER DENSITY WILL SEE LESS INVESTMENT IN BOTH WIRELINE AND WIRELESS NETWORKS AND AREAS WITH LOWER HOUSEHOLD INCOME OR OTHER DEMOGRAPHIC FACTORS WILL ALSO FREQUENTLY SEE THAT AND THAT'S JUST A FUNCTION OF RETURN ON INVESTMENT CALCULUS BY PRIVATE SECTOR INVESTORS.

THE STRATEGY IS DESIGNED TO FILL SOME OF THOSE GAPS.

>> BUT ISN'T LIKE NOBODY EVER DONE THIS BEFORE AND NOBODY ANALYZED WHAT EFFECT IT HAD ON THE PRIVATE INVESTMENT? IT'S A RHETORICAL QUESTION.

IF THE ANSWER IS, NOBODY'S DONE THIS BEFORE.

YOU GUYS ARE THE FIRST, THAT'S FINE.

IF THE ANSWER IS, YEAH, THEY'VE DONE IT AND THIS IS WHAT THEY KNOW, BOTH ANSWERS ARE GOOD.

>> I DON'T BELIEVE ANY SCHOOL DISTRICT HAS EVER DONE IT AT THIS SCALE.

IN THE UNITED STATES, THERE HAVE BEEN SIGNIFICANT PILOTS AND SMALLER INITIATIVES, BUT I'VE NEVER SEEN ANYTHING THAT SUGGESTS THAT IT ADVERSELY WILL IMPACT PRIVATE INVESTMENT.

THESE ARE THE CONSUMERS, FOR THE MOST PART, THAT ARE NOT PRIVATE CUSTOMERS.

BASED ON MY KNOWLEDGE OF THE BROADBAND MARKETPLACE, THAT WOULD NOT BE MY PRIMARY CONCERN.

CERTAINLY, I THINK FOR PRIVATE COMPANIES, THEY WOULD BE DELIGHTED TO HAVE THE GISD AS A LONG-TERM CUSTOMER BUYING CONNECTIVITY FOR ALL STUDENTS.

THAT'S A VERY BIG AND RICH CONTRACT.

WITHOUT QUESTION, BUT THE LOW-INCOME INDIVIDUAL CONSUMERS, IT HAS IMPACT TO THEIR REVENUES, BUT NOT AT THE LEVEL THAT I THINK IT WOULD CHANGE ANY INVESTMENT PATTERNS.

>> YEAH. LET ME MOVE ON TO A DIFFERENT QUESTION.

WHETHER WE DID GOING BACK TO RECOMMENDATION NUMBER TWO IN OUR LITTLE TABLE.

LET'S SAY THAT WE DID ONE.

DISD DOES ALL OUR ROOFTOPS.

WE SERVE 77 PERCENT OF OUR STUDENTS.

EXPLAIN TO ME THE ANNUAL OPERATING COST OF 4.9-7.3 MILLION.

I MEAN, COULDN'T WE SPEND THAT 4.9-7.3 MILLION AND BUY SERVICES FOR ALL THESE STUDENTS FROM AT&T AND CHARTER.

I AM TRYING TO UNDERSTAND IF WE BUILD THESE ANTENNAS.

I MEAN, I CAN UNDERSTAND EVERY NOW AND THEN YOU NEED TO FIX THEM AND DO STUFF.

BUT WOW, I'M SURPRISED ON THAT ANNUAL COST.

>> I SEE YOUR POINT AND ANDREW MAY HAVE SOME COMMENTS ON, BUT I THINK THAT THE NUMBER YOU SEE, THE 4.9-7.3 IS WHAT IT COSTS TO SUPPORT, TO HAVE INSTALLERS, TO GO OUT AND MAINTAIN, REPLACE EQUIPMENT THAT GETS AGED, THAT THING.

BUT TO YOUR POINT, IF WE SET UP A MODEL THAT WE'RE AS WELL LEASING SPACE ON OUR ANTENNAS OR SOMEHOW GENERATING SOME OFFSET WITH THIS THAT COULD POTENTIALLY DRIVE THE ONGOING MAINTENANCE COST DOWN.

ANDREW, DID YOU HAVE ANY COMMENTS ON THAT?

>> YEAH. I THINK THE TRUSTEE IS VERY PERCEPTIVE BECAUSE THIS IS ONE OF THE FACTORS OF WIRELESS NETWORKING.

THERE'S A LOT OF REPAIR, REPLACEMENT, STAFFING, ADJUSTMENT, AND IT'S TELLING THAT OUR TECHNOLOGIES ARE 3G, 4G, 5G.

WHAT THAT MEANS IS THERE'S ALWAYS A G COMING AND YOU ALWAYS FACING A TECHNOLOGICAL CHANGE.

[03:45:03]

YOU HAVE TO PREPARE FOR IT.

BY COMPARISON, FOR EXAMPLE, FIBER OPTICS IS A MUCH LOWER PER-PERSON COST, HAS HIGH COST TO BUILD, BUT AT A RELATIVELY LOW COST FOR UPKEEP.

BUT THAT'S ALL. THIS IS AS A CONSIDERATION AS TO HOW YOU MAKE YOUR CHOICES BETWEEN THE DIFFERENT RECOMMENDATIONS HERE.

>> BUT IF WE WENT IN WITH LIKE 5G RIGHT OUT THE GATE AND JUST SAY WE'RE JUST GOING TO BUILD ALL THESE THINGS 5G, I MEAN, HOW MANY YEARS IS IT GOING TO BE TILL 6G OR EIGHT OR 12 OR WHATEVER IS NEXT COMES.

IS IT LIKE A FIVE YEAR FOR A 10 YEAR?

>> SIX OR SEVEN YEAR LIFE SPAN FOR EQUIPMENT DUE TO OBSOLESCENCE AND SOME WEAR OUT AND THAT THING.

>> BUT THAT WOULD BE THE ANTENNAS THEMSELVES, NOT LIKE THE THINGS THAT THEY SIT ON.

>> THE TOWERS.

>> THE TOWERS.

>> BUT THAT'S A RELATIVELY SMALL PART OF THE TOTAL BUDGET.

THERE'S MORE DETAIL IN THE REPORT THAT BREAKS THIS DOWN, BUT IF YOU'RE USING YOUR OWN STRUCTURE FOR THE TOWER, YOU BUILD IT AND YOU'RE NOT PAYING RENT TO A TOWER OWNER.

IF YOU ARE PAYING RENT TO A TOWER OWNER, THEN THAT BECOMES A HUGE COST AND THIS NUMBER BECOMES MUCH HIGHER.

BUT IF YOU'RE NOT DOING THAT, THEN THE MAJORITY OF YOUR COST HAS TO GO INTO THIS EQUIPMENT REPLACEMENT AND THE STAFFING THAT'S INVOLVED WITH WHAT CHASING ISSUES DOWN AND THAT SORT OF THING.

>> LET ME ASK ANOTHER QUESTION.

BECAUSE I'M RUNNING OUT OF TIME IN TERMS OF, IS ANYBODY OUT THERE THAT INSTEAD OF HAVING TO PUT ALL THIS MONEY IN IN CAPEX AND WE LEASED THEM AND SO IT WAS JUST ALL OPEX.

IS ANYBODY DOING THAT?

>> ON A WIRELESS NETWORK, I'M NOT NOT AWARE IN THIS REALM.

I MEAN, I THINK THAT THERE ARE POSSIBILITIES I THINK JACULATED TO THIS THAT YOU PUT UP ONE OF THESE POLES THAT'S A VERY DESIRABLE LOCATION FOR OTHERS TO CO-LOCATE IN THE COMMUNITY.

OTHER PROVIDERS. SAME THING WITH FIBER.

IF YOU'RE BUILDING FIBER TO THESE LOCATIONS.

THERE ARE A LOT OF OTHER WIRELESS PROVIDERS AND OTHER BUSINESSES AND PROVIDERS AND SO FORTH THEY WOULD WANT TO GET ON BOARD WITH WITH THAT, TO OFFSET YOUR COSTS AND ALL OF THIS DOES NOT TAKE ANY OF THAT INTO ACCOUNT AT THIS STAGE.

>> THANKS. IF WE COULD GO TO SLIDE NUMBER NINE.

I HAVE A QUESTION FOR DOCTRINE NOOSA.

YOU SEE THAT RED SPOT DOWN THERE AT THE BOTTOM RIGHT, DR. NEHOSA? DOES THAT HELP EXPLAIN WHY MY CALLS TO NANCY BINGHAM ALWAYS DROP-OFF?

>> SIGLERVILLE IS STILL IN AMERICA.

>>

>> WE'RE GOING TO GO TO TRUSTEE MICCICHE NEXT.

>> THANK YOU AND I REALLY APPRECIATE THIS INITIATIVE.

IT'S SO IMPORTANT FOR OUR STUDENTS TO HAVE ACCESS AND SO IMPORTANT TO OUR EQUITY INITIATIVES.

I JUST WANTED TO UNDERSTAND WHETHER THE RECOMMENDATIONS WERE ALL THOUGHT ARE THEY ALTERNATIVES OR ARE YOU RECOMMENDING THAT ALL FIVE BE ADAPTED?

>> I'D LOVE TO HEAR JOANNE'S THOUGHTS ON IT.

BUT I GO BACK TO THE PORTFOLIO EXAMPLE.

I THINK WE HAVE THE OPPORTUNITY TO SHAPE WHAT OUR FUTURE PORTFOLIO CONNECTIVITY TOOLS LOOKS LIKE.

THE THING I NOTE ABOUT THE COMMERCIAL SUBSCRIPTIONS AND TO TRUSTEE MARSHALL'S POINT IS IT'S QUICK.

IT'S EASY. THAT SERVICE ALREADY EXISTS WE DON'T HAVE TO BUILD ANYTHING AND THERE IS FEDERAL MONEY IN THIS MOMENT THAT'S AVAILABLE TO OFFSET 100 PERCENT OF THAT COST.

THAT'S HARD TO OVERLOOK.

>> IT'S A WHOLE LOT BETTER THAN THE HOTSPOTS THAT WE'RE CURRENTLY PAYING

>> RIGHT THERE, I WOULD RECOMMEND THAT WE MOVE AWAY FROM HOTSPOTS AND TOWARDS THAT POTENTIALLY.

NOW, THIS REALLY WASN'T ONE OF THE MOST IMPORTANT AREAS OF FEEDBACK THAT I WANTED FROM THIS GROUP AND THE REASON WE PRESENTED THIS AS A DRAFT REPORT IS BECAUSE I THINK WE DO HAVE THE OPPORTUNITY TO SHAPE THE PORTFOLIO BASED ON THE APPETITE OF THE BOARD AND HOW IMPORTANT THIS IS TO US.

HOW MUCH WE CARE ABOUT SOLVING THIS PROBLEM IN THE LONG RUN, KNOWING WHAT IT POTENTIALLY COSTS, HOW MUCH OF THAT COST IS OFFSET BY THE ONE-TIME FUNDING OPPORTUNITIES THAT WE SEE RIGHT NOW AND AS WELL KNOWING WHAT THE POTENTIAL ONGOING OPERATING COSTS ARE.

BUT JOANNE, DID YOU WANT TO ADD ANY ADDITIONAL CONTEXTS AROUND JUST THE WEIGHT AND STRENGTH OF THE RECOMMENDATIONS?

>> YEAH. THEY ARE NOT MUTUALLY EXCLUSIVE,

[03:50:01]

BUT THEY ARE POTENTIALLY ALTERNATIVES AND IN SOME WAYS A MENU.

IN FACT, THERE MAY BE CERTAIN AREAS WHERE THE PARTS OF THE MENU MAKE MORE SENSE.

THAT SOUTHERN MOST AREA OF THE DISD TERRITORY IS GOING TO BE ONE WHERE INFRASTRUCTURE SOLUTIONS ARE CRITICAL BECAUSE ALTERNATIVES MAY NOT EXIST.

A SUBSIDY PROGRAM SIMPLY MAY NOT ADDRESS WHAT IS NECESSARY OR WOULD BE SIGNIFICANTLY INFERIOR SERVICE.

BUT THEY ARE, I THINK YOU WOULDN'T WANT OR NEED TO ADOPT ALL OF THEM AT 100 PERCENT BECAUSE THEY ARE SOMEWHAT DUPLICATIVE OF EACH OTHER, BUT THEY GIVE A NUMBER OF DIFFERENT PATHWAYS OR A COUPLE OF DIFFERENT PATHWAYS.

ONE BEING A SUBSIDY PATH AND THE OTHER ONE BEING AN INFRASTRUCTURE AND FREE SERVICE, WHICH IS A DIFFERENT KIND OF SUBSIDY, BUT OVER A NETWORK OWNED AND CONTROLLED BY THE DISD.

>> IF WE GO BACK TO THE ALTERNATIVE WITH THE ANTENNAS ON SLIDE 15 THAT DOING THAT SOLUTION COULD REACH 80 PERCENT OF OUR FAMILIES.

WHERE IS THE 20 PERCENT ON THIS MAP THAT WOULD NOT BE REACHED BY THAT SOLUTION? MY UNDERSTANDING WHAT IS JUST BEEN SAID IS THAT FOR EDWIN'S CALLS TO NANCY TO GO THROUGH, WE HAD ROOFTOP TOWERS ON OUR SCHOOLS THAT WOULD ACTUALLY SERVE THAT SOUTHERN PART OF OUR DISTRICT THAT THERE AREN'T COMMERCIAL PROVIDERS OVER THERE.

IF THAT'S NOT WHERE OUR 80 PERCENT ROOFTOP ALTERNATIVE IS GOING TO MISS, WHERE DOES THE 80 PERCENT ROOFTOP ALTERNATIVE MISS IN OUR DISTRICT?

>> IF I CAN SPEAK TRUSTEE, YOU WOULD LOOK AT THE, I GUESS IT'S LIKE THE GREEN LOCATIONS ARE THE LOCATIONS OF EACH OF THE DISD FAMILIES.

THOSE WOULD BE THE INDIVIDUALS WHO ARE MORE THAN THE RANGE ESSENTIALLY OF THE SIGNAL FROM THE SCHOOL.

THIS DOESN'T MEAN THERE'S NO WAY TO REACH THEM.

THIS JUST MEANS THAT WE HAVE TO LOOK AT SOMETHING OTHER THAN THAT A DISD ROOFTOP AND THEIR POSSIBILITIES LIKE PUTTING UP A HOLE SOME PLACE.

I THINK THE OTHER TRUSTEE MENTIONED WORKING WITH THE CITY.

CITY HAS PARKS AND OTHER FACILITIES AND SO FORTH.

IT DOESN'T MEAN THAT THEY'RE OUT OF THE GAME BY ANY MEANS.

IT JUST MEANS THAT THIS PARTICULAR MODEL, 80 PERCENT IS RATHER HIGH IS THE POINT OF THIS.

YOU CAN DO SO WELL WITH JUST THE ROOFTOPS AND THEN BY USING OTHER PARTS OF A BAG OF TRICKS YOU COULD EVEN PUSH IT BEYOND THAT.

I GUESS IT'S THE WAY TO PUT IT.

>> TRUSTEE MICCICHE, IF I COULD. I THINK THE LIMITATION IS WHEN ANDREW SAID IT'S BY RANGE.

BECAUSE YOU ONLY HAVE A CERTAIN RADIUS AROUND EACH OF THOSE ANTENNAS AND THE 20 PERCENT GAP IS GOING TO FALL OUTSIDE OF THE RANGE OF ONE OF THOSE ANTENNAS, BUT NOT WITHIN THE RANGE OF THE NEXT SCHOOL, THE NEXT ANTENNA.

I THINK THE POINT IS YEAH, WE CAN BUILD ADDITIONAL INFRASTRUCTURE OR AT LEAST ADDITIONAL INFRASTRUCTURE IF WE WANTED TO GET THAT NUMBER UP CLOSER TO 100 PERCENT.

ANDREW, I'M SURE THAT WE COULD FLIP THIS MAP AND DO THE 20 PERCENT THE 20 PERCENT THAT WOULD NOT BE POTENTIALLY REACHED BY THAT SCENARIO OR WHAT IT WOULD LOOK LIKE IF WE WANTED TO GO FURTHER TO GET CLOSER TO 100 PERCENT.

>> HIGHER, TALLER ANTENNAS, DON'T DO IT.

>> THERE ARE A COUPLE OF ISSUES.

THERE'S A RANGE ISSUE THAT AT CERTAIN POINT, YOUR SIGNAL GOES DOWN WHEN YOU'RE FURTHER AWAY.

THERE'S ANOTHER FACTOR THAT YOU DON'T WANT TO HAVE TOO MANY PEOPLE CONNECTED TO THE SAME ANTENNA BECAUSE YOU'LL NO LONGER GET THE TYPES OF SPEEDS AND PERFORMANCE THAT YOU WANT.

IN THE SAME WAY THAT THE WIRELESS INDUSTRY IS PUTTING OUT MORE LOCATIONS, YOU DON'T WANT TO MAX OUT THE LOCATIONS YOU HAVE.

IT'S A BIT OF A BALANCING IT.

BUT TO JACK'S POINT, TO HIT THESE OTHER LOCATIONS WOULD BE A MATTER OF FINDING FAVORABLE PLACES TO PUT UP AN ANTENNA AND THEN JUST TO CONNECT THOSE AND THAT WOULD ADD SOMEWHAT TO THE BUDGET, BUT THEY ARE PURCHASED TO ALL OF THAT.

>> WELL, JUST BOTTOM LINE FOR ME, I LIKE USING THE COMMERCIAL PROVIDERS IN THE SHORT-TERM TO REPLACE THE HOTSPOTS AND TO GET IMMEDIATE CONNECTIONS.

LONG-TERM, I LIKE THEIR ROOFTOP SOLUTIONS WITH ONE RESERVATION, AND THAT IS THE REPLACEMENT COST TO MOVE TO THE NEXT GENERATION OF TECHNOLOGY.

[03:55:03]

TO A CERTAIN EXTENT, WHAT I WANT TO DO IS SAY, OKAY, WE'LL INVEST X MILLION DOLLARS, PUT THESE ANTENNAS ON OUR ROOFS, AND WE'RE DONE WITH IT.

BUT IF THIS BECOMES AN EXPENSIVE ONGOING COST THEN I THINK WE NEED TO HAVE A LONGER-TERM PROJECTION.

BECAUSE IT'LL BE LIKE A BOND PROGRAM ALMOST IF THE TECHNOLOGY IS GOING TO KEEP CHANGING, THAT EVERY TIME WE DO A BOND PROGRAM, WE'RE GOING TO HAVE TO HAVE A BIG SEPARATE PIECE TO RENEW OUR DIGITAL INFRASTRUCTURE.

BUT IF YOU COULD PROVIDE US SOMETHING ALONG THE WAY OF COSTS OR IF THERE'S ANY CRYSTAL BALL YOU CAN LOOK INTO TO GIVE US AN IDEA, BECAUSE I DON'T THINK WE'RE JUST DONE ONCE WE BUILD IT THE FIRST TIME.

>> LET ME JUST ASK WHILE WE HAVE ANDREW HERE.

ANDREW, DO YOU SEE ANOTHER POTENTIAL LARGE CAPITAL INVESTMENT NEEDED IN THOSE OUT YEARS BEYOND YEAR 5 OR YEAR 6 OR YEAR 7? OR IS THE REPLACEMENT ACCOUNTED FOR IN THE O&M MODEL?

>> I BELIEVE THE REPLACEMENT IS NOT FULLY ACCOUNTED FOR.

I THINK THAT THIS IS THE COST OF OPERATIONS OUT TO THAT SEVEN YEARS PLUS THE REPLACEMENT DUE TO THE NEED FOR REPAIRS AND SO FORTH.

ONE OTHER EXPENSE THAT WE HAVEN'T SPOKEN ABOUT, BUT IT'S VERY IMPORTANT AND JACK IS AWARE OF IT IS THAT THE MANUFACTURERS OF THE EQUIPMENT HAVE A YEARLY OR MONTHLY FEE JUST ASSOCIATED WITH USING THEIR EQUIPMENT FOR LICENSING, THEIR SOFTWARE, THIS PART OF THE PACKAGE THAT IS CONSTANTLY RENEWED AND IT'S ALSO ESSENTIALLY SOLD AS A SERVICE.

IN MANY CASES, DEPENDING ON WHICH VENDOR AND WHAT MODEL YOU USE, THERE'S A SUBSCRIPTION FEE YOU HAVE TO PAY FOR JUST SIMPLY MANAGEMENT OF THE NETWORK BECAUSE ALL OF THAT HAPPENS IN THE CLOUD.

I THINK THAT IT'S YOUR POINT TRUSTEE, A LOT CAN BE DONE TO FOCUS IN ON HOW DO WE DO THIS AS MUCH AS AN UPFRONT PROCESS, HOW DO WE WORK WITH A TECHNOLOGICAL APPROACH THAT RELIES THE LEAST ON THE YEARLY, AND IN AS POSSIBLE TO CUT THIS NUMBER DOWN SIGNIFICANTLY, PUT IT INTO THE CAPITAL AMOUNT AT THE BEGINNING? BUT IT'S UNAVOIDABLE.

BUT YOU'RE STILL GOING TO HAVE A SIGNIFICANT AMOUNT BUT THAT'S THE NATURE OF WIRELESS NETWORKING.

>> OKAY. THANK YOU.

I REALLY APPRECIATE THE EFFORTS IN THIS AREA.

THIS IS SOMETHING WE'VE GOT TO FIGURE OUT HOW TO DO AND HOW TO DO IT AS EFFICIENTLY AS POSSIBLE.

BUT I'M REALLY PROUD OF THE DISTRICT, DR. HINOJOSA FOR LAUNCHING THIS INITIATIVE AND THE LEADERSHIP JACK, YOU'VE SHOWN IN THIS AREA. THANKS.

>> THANK YOU.

>> THANK YOU, TRUSTEE MCKAY.

AS WE FINISH UP ROUND 1, IF NO ONE ELSE IS FOR ROUND 1, I JUST HAVE ONE CLARIFYING QUESTION.

IF I'M LOOKING AT RECOMMENDATION NUMBER 2, DIST ALL THAT'S 210.

THOSE ARE THE ROOFTOPS OF ALL OF OUR SCHOOLS BASICALLY, IT'S WHAT THAT REFERS TO, CORRECT?

>> NOT EXACTLY.

I THINK IN ANDREW'S MODELING, IT DIDN'T MAKE SENSE TO BUILD INFRASTRUCTURE ON EVERY SCHOOL BECAUSE.

>> GOT YOU.

>> BECAUSE OF OVERLAP.

>> GOT YOU. THEN THE SECOND ONE IS TARGETING ANY SCHOOL COMMUNITY WITH A CRI SCORE LESS THAN 40 AND THE SCHOOLS IN THAT AREA THAT WOULD TAKE TO DO THAT.

>> CORRECT.

>> THEN THE CITY RESIDENTS.

CAN YOU EXPLAIN TO ME THE DIFFERENCE BETWEEN THE CITY RESIDENTS? IS THIS JUST LOOKING AT A DIFFERENT CRITERIA AS FAR AS WHICH SCHOOLS WE WOULD PLACE THEM ON?

>> THAT'S CORRECT. I KNOW WE HAVE LIZ CEDILLO-PEREIRA ON WITH US, BUT THE CITY DURING COVID ALSO DEVELOPED ITS OWN INDEX IDENTIFIER IN TERMS OF WHERE THE MOST NEED WAS WITH RESPECT TO BECAUSE OF THE COVID IMPACT.

I KNOW THERE'S SEVERAL CRITERIA ASSOCIATED WITH THAT.

LIZ ARE YOU THERE, AND CAN YOU CLARIFY WHAT WERE SOME OF THE CRITERIA THAT YOU USED IN THIS MODEL?

>> I STILL AM HERE. THANK YOU, JACK, AND THANK YOU FOR THE QUESTION.

LIZ CEDILLO-PEREIRA, CHIEF OF EQUITY AND INCLUSION FOR THE CITY OF DALLAS.

WE USED EQUITY IMPACT ASSESSMENT TOOL TO UNDERSTAND WHERE OUR COMMUNITIES WERE BEING IMPACTED MOST DRAMATICALLY BY COVID AND ALSO LONGER-TERM USING SOME RISK SCORING.

IT SERVES REALLY AS A LOCAL DATA PROXY FOR A RANGE OF SOCIAL AND ECONOMIC CHALLENGES FACING OUR DALLAS COMMUNITIES.

RISKS LIKE COMMUNITIES OF COLOR AND THE PERCENTAGE OF WITHIN DIFFERENT COMMUNITIES, IS THERE 15 PERCENT OR MORE OF OUR FAMILIES AT OR BELOW 100 PERCENT OF THE FEDERAL POVERTY LEVEL? DO LESS THAN 60 PERCENT OF THE AREA OWN THE HOMES THAT THEY'RE IN? SUCH THINGS AS A CDC SOCIAL VULNERABILITY INDEX, AND AGE; 65 YEARS OR OLDER.

[04:00:01]

THAT'S WHAT THAT ALLUDES TO.

>> GOT YOU. THANK YOU, LIZ, FOR BEING HERE, AND THANK YOU FOR YOUR ENGAGEMENT IN THIS IN THE WORK YOU DO WITH THE CITY AS WELL.

WHEN I'M LOOKING AT THE MODELS, THE PEOPLE WHO WOULD BE SERVED WOULD THIS BE ALL PEOPLE WHO LIVE IN THE AREA? WOULD THIS BE ALL DALLAS ISD STUDENTS AND FAMILIES WHO LIVE IN THE AREA? WHAT'S THE DELINEATE, ARE THERE DIFFERENCES BETWEEN THE TOP 2 AND THE BOTTOM 2?

>> YES, SIR. TRUSTEE, THAT'S A VERY INSIGHTFUL QUESTION.

IN THE TOP 2 MODELS AND ANDREW CORRECT ME IF I MISSTATE ANYTHING HERE.

IN THE TOP 2 MODELS, WE'RE TALKING ABOUT JUST DALLAS ISD FAMILIES AND STUDENTS.

NOW WE COULD DISCUSS THAT FURTHER AND SAY, HEY, MAYBE YOU DO GET MORE BANK FOR YOUR BUCK BY EXTENDING ACCESS TO RESIDENTS THAT ARE NOT.

THAT'S A DIFFERENT DISCUSSION.

IN THE BOTTOM 2 MODELS, IT'S EVERYBODY.

ANDREW, DID I GET THAT RIGHT?

>> THAT'S CORRECT. THEN UPON REVIEW, IF I COULD JUST START THIS OUT, WE WERE CREATING ANOTHER SCENARIO FOR THE NEXT DRAFT OF THE REPORT THAT ACTUALLY IS A LARGER AREA, THAT'S CITY RESIDENTS ON LAND.

THAT'LL PROVIDE SOME MORE NUMBERS, COSTS FOR CONSIDERATION.

>> OKAY. THANK YOU FOR THAT CLARIFICATION.

THE CAPITAL COST IS VASTLY DIFFERENT, BUT OBVIOUSLY, THAT LOOKS LIKE IT'S BECAUSE IT'S FIVE SCHOOLS VERSUS 100 SCHOOLS, IS THAT BECAUSE THE GEOGRAPHICAL AREA OF COVID RISK 5, AND COVID RISK 5 AND 4 IS SO MUCH SMALLER THAN OUR CRI AREA?

>> THAT'S CORRECT. WE DID HAVE A SLIDE IN HERE THAT HAS A MAP OF THOSE AREAS, BUT GEOGRAPHICALLY IT'S JUST A SMALL AREA.

>> OKAY. BUT THERE'S STILL THIS 902.14 MILLION.

THAT'S AS THOUGH WHAT WILL CAUSE DALLAS ISD TO DO IT FULLY.

THIS IS NOT PRO-RATED BECAUSE THE CITY OF DALLAS OR OTHER ENTITIES WOULD PITCH INTO THESE SCENARIOS AS OPPOSED TO NOT.

THAT'S WHAT'S GOING TO BE I ASSUMED, DISCUSSED WHEN IT GETS PRESENTED TO THE CITY COUNCIL AND WE'LL GAUGE THE CITY'S APPETITE FOR COLLABORATION AT THAT TIME.

>> THAT'S RIGHT. I DON'T THINK THAT ANDREW ACCOUNTED FOR FUNDING SOURCE WITH THIS MODEL.

THIS WAS JUST THE NET COST. IS THAT CORRECT ANDREW?

>> THAT'S CORRECT. THAT'S THE CAUSE FOR ANYONE TO DO IT.

>> THANK YOU FOR THAT AND THANK YOU FOR ALL THE DETAIL HERE.

I THINK JUST TO GIVE YOU WHAT YOU NEED IN TERMS OF MY OWN THOUGHTS ON THIS, I CONCUR PRETTY STRONGLY WITH TRUSTEE MICCICHE, USING WHATEVER WE NEED TO DO IN THE SHORT TERM, WHETHER IT'S OTHER PROVIDER'S HOTSPOTS, WHATEVER COMBINATION TO MAKE SURE OUR FAMILIES HAVE THE INTERNET THEY NEED TO ACCESS PROGRAMS THE SUMMER AND THE NEXT SCHOOL YEAR ETC.

THEN LOOKING LONG-TERM AT BUILDING OUR OWN NETWORK.

I THINK SUBSIDIZING FOREVER, THAT PUTS US AT THE WHIMS OF WHATEVER ELSE IS HAPPENING.

OBVIOUSLY, THERE ARE COSTS AND REPLACEMENT COSTS AND WE DON'T WANT TO BE CAUGHT UP IN THIS, ALWAYS HAVING TO SPEND A BOND'S WORTH OF MONEY TO TRY TO KEEP UP WITH IT.

I'D REALLY BE INTERESTED TO HEAR WHAT THE APPETITE IS FOR COLLABORATION BECAUSE OBVIOUSLY THIS IMPACTS DALLAS ISD AND COMMEND YOU, DR. MELISSA, YOU, JACK AND THE TEAM FOR DRIVING FORWARD.

BUT THIS IS A CITY-WIDE ISSUE AND IT'S GOING TO TAKE A COLLABORATIVE ISSUE TO SOLVE.

WE'LL MOVE ON TO ROUND. WE'VE GOT TRUSTEE MARSHAL FOLLOWED BY TRUSTEE FLORES, FOLLOWED BY TRUSTEE GARCIA.

>> YEAH. I JUST HAVE A CLARIFYING QUESTION AND THEN I MAINLY WANT TO PICK UP WHERE TRUSTEE MICCICHE AND MACKY LEFT OFF, BUT ON RECOMMENDATION NUMBER 4, THE LANGUAGE ON PAGE 19 IS A LITTLE CONFUSING TO ME.

ARE YOU SUGGESTING THAT THE MONEY THAT WOULD BE USED TO DO THE BULK PURCHASES WOULD BE DISTRICT FUNDS OR IS THIS FEDERAL FUNDS THAT WE ARE REQUESTING, PROCURING AND THEN SPENDING?

>> IT'S THE LATTER.

IT'S FEDERAL FUNDS THAT WE WOULD BE.

>> IT COST THE DISTRICT NOTHING?

>> CORRECT.

>> THEN I'M ALL FOR THAT ONE.

THIS IS FEDERAL MONEY THEN THAT'S NOT OUR PROBLEM.

THAT MAY BE SOME BAD DECISION-MAKING AT THE FEDERAL LEVEL, BUT IT ISN'T OUR ISSUE.

>> I APOLOGIZE IF I WASN'T CLEAR ENOUGH ABOUT THAT.

IF YOU GO BACK TO SLIDE 13 AND YOU SEE THAT LOWER RIGHT-HAND CORNER.

THAT PARTICULAR FUNDING MECHANISM, THE EMERGENCY CONNECTIVITY FUND, IS ONLY FOR SCHOOLS AND LIBRARIES.

IT'S ADMINISTERED THROUGH E-RATE.

IT'S A 100 PERCENT REIMBURSABLE.

YES, I THINK FOR THAT RECOMMENDATION NUMBER 4, I THINK THAT WAS WHAT WE WERE SAYING IS," HEY, IF THERE'S 100 PERCENT MONEY ON THE TABLE RIGHT NOW."

>> THAT'S A SHORT-TERM POOL OF MONEY?

>> THAT'S CORRECT. I DON'T KNOW IF IT EXACTLY WHETHER IT'S ONE YEAR OR TWO YEARS, BUT YES, IT SHORT TERM.

>> WELL THEN I AGREE WITH DAN AND THE SHORT-TERM, SPEND THE FEDS MONEY, GIVE IT TO AT&T THEY COST US NOTHING.

THEN OVER THE LONG-TERM, WE BUILD OUR OWN INFRASTRUCTURE AND GET AWAY FROM AT&T.

THE THING I OBJECT TO IS GIVING PUBLIC FUNDS TO AT&T TO DO THIS.

I DON'T THINK THAT'S RESPONSIBLE OF THIS BOARD FROM A FIDUCIARY PERSPECTIVE.

I THINK IF WE CAN BUY OURSELVES SOME TIME TO BUILD

[04:05:04]

THE NETWORK WITH DIC FUNDS TO BUILD THE NETWORK AND USE FEDERAL FUNDS TO PROVIDE ACCESS IN THE SHORT-TERM, AND THAT'S ABSOLUTELY WHAT WE SHOULD DO.

PICKING UP WHERE DAN LEFT OFF THOUGH, IF WE DID BUILD THE INFRASTRUCTURE THAT WOULD COME FROM BOND IN TERMS OF OUR TWO BUDGETS, FROM THE OPERATING BUDGET VERSUS INS BUDGET, BUILDING THE INFRASTRUCTURE WOULD BE A CAPITAL EXPENDITURE THAT WOULD BE PAID FOR BY BOND MONEY RIGHT?

>> YES, SIR. TWO THINGS ON THAT.

NUMBER ONE, WE DID YOUR MARK AND ALLOCATE BOND FUNDS EXACTLY FOR CONNECTIVITY IN THE 2020 BONDS.

THERE ARE SOME FUNDS AVAILABLE AND NUMBER 2, THERE MAY STILL BE FEDERAL FUNDING OPPORTUNITIES TO THOSE OTHER PROGRAMS TO HELP OFFSET THOSE COSTS.

>> WHAT I'M CONCERNED ABOUT IS IF WE TRANSITION THIS TO AN ONGOING SUBSIDY PAYMENT TO AT&T, NOT ONLY DO I HAVE THE CONCERN ABOUT THAT BEING PUBLIC DOLLARS, BUT I ALSO HAVE THE CONCERN THAT IT THEN BECOMES AN OPERATING EXPENSE.

WE'RE WAY MORE CONSTRAINED IN OUR OPERATING BUDGET THAN WE ARE IN OUR INS BUDGET.

IF WE'RE GOING TO PAY FOR THIS, IT WOULD BE A LOT WISER OF US TO PAY FOR IT AS A CAPITAL EXPENDITURE THAN HAVE IT HIT OUR BUDGET EVERY YEAR AS AN ONGOING EXPENSE.

>> YES, SIR.

>> I GUESS MY LAST QUESTION IS JUST ABOUT YOUR NEXT STEPS.

IT SOUNDS TO ME LIKE AS WE'RE HAVING THIS DISCUSSION, WE ARE PERHAPS REFINING YOUR THINKING ABOUT WHAT THE NEXT STEPS ARE.

BUT WHEN YOU HAVE THE CITY COUNCIL PRESENTATION ON AUGUST 4TH, YOU'VE GOT SOME OPTIONS HERE THAT ARE NOT MUTUALLY EXCLUSIVE, BUT THEY ARE SUBSTITUTES FOR ONE ANOTHER.

WHAT IS THE PROCESS BY WHICH THE DECISION IS GOING TO BE MADE ABOUT WHICH OF THESE OPTIONS OR WHICH MULTIPLE ONES OF THE OPTIONS WE PURSUED GOING FORWARD? IT SOUNDS LIKE WE'RE GOING TO BE FOOTING A LARGE PORTION, IF NOT ALL OF THE BILL, DEPENDING ON WHAT THE CITY COUNCIL COMES BACK AND SAYS.

REGARDLESS OF WHAT HAPPENS AT THAT CITY COUNCIL MEETING ON AUGUST 4TH, THERE NEEDS TO BE SOME FOLLOW UP WITH THIS BOARD ABOUT WHAT WE'RE DOING.

WHAT'S IT GOING TO LOOK LIKE? WHAT'S THE PROCESS?

>> YES, SIR. THEN MAYBE I DID TAILOR THIS PRESENTATION SPECIFICALLY FOR YOU ALL AS THE DALLAS ISD BOARD OF EDUCATION BECAUSE THERE ARE ITEMS IN THE REPORT THAT DON'T NECESSARILY PERTAIN TO THE DISTRICT.

THERE ARE RECOMMENDATIONS THAT ARE SPECIFIC AND EXCLUSIVE TO THE CITY.

THEN THERE ARE SOME RECOMMENDATIONS THAT ARE EXCLUSIVE TO DALLAS ISD, AND I THINK THERE ARE SOME RECOMMENDATIONS THAT HAVE SOME OVERLAP.

I THINK YOUR POINT IS WELL-TAKEN.

LIZ, I DON'T KNOW IF YOU HAVE ANY THOUGHTS THAT YOU'D LIKE TO SHARE ON WHAT DECISIONS THE CITY COUNCIL MAY BE PRESENTED WITH IN AUGUST.

>> WELL, I WILL SAY THIS THAT I THINK OUR INTENTION TODAY THAT WILL LEASE FOR OUR OURSELVES AT THE CITY.

WE BRIEFED THE WORKFORCE EDUCATION EQUITY COMMITTEE WITH CTC AND JACK ON MONDAY TO RECEIVE THEIR FEEDBACK.

AS TRUSTEE SAYS, REFINING OUR I THINK OUR IDEAS AND POTENTIAL RECOMMENDATIONS BASED ON THE FEEDBACK WE RECEIVED IN OUR COMMITTEE AND THEN BEFORE, OF COURSE, THE TRUSTEES TODAY, AND THEN THE PLAN, AS WE HAD SPOKEN ABOUT IT PREVIOUSLY, WAS TO POST THE REPORT SO THAT WE CAN CONTINUE TO GET SOME FEEDBACK.

BUT AS WE USE CARES DOLLARS THAT WERE ALLOCATED TO THE CITY, WE HAD A LINE ITEM AN ALLOCATION OF UP TO $10 MILLION FOR THE USE OF BRIDGING THE DIGITAL DIVIDE, WHICH IN FACT HAS PAID FOR SOME OF THE WORK THAT CTC IS DOING IN CONJUNCTION WITH THE SCHOOL DISTRICT.

WE'LL CONTINUE TO LOOK AT IT LIKE THAT, IS, HOW DO WE CONTINUE TO PARTNER, LEVERAGE FUNDS AND BUILD MOMENTUM TOGETHER TO FORCE BRIDGE THIS DIVIDE.

>> TRUSTEE DUSTY.

CONTINUE THE MASSAGE THIS AND WE'LL MEET WITH THE BOARD PRESIDENT AND IF THEIR THINGS, ONCE WE KNOW WHICH ONES ARE OUR DOLLARS THAT ARE WE PUTTING UP THAT WE NEED TO COMMUNICATE BACK TO YOU.

THEN IF THE BOARD PRESIDENT WANTS TO CALL A SPECIAL MEETING BEFORE THE AUGUST 4TH MEETING, WE WILL JUST FOR THIS TOPIC OBVIOUSLY, BUT JUST DEPENDS ON HOW IT ITERATES.

BUT I DO THINK WE'VE LEARNED A LOT.

WE'VE GOT A LOT OF VALUABLE FEEDBACK TODAY AND SO WE GET AN A DIRECTION.

THERE'S A LOT OF CONSENSUS THAT'S EMERGING FROM THIS CONVERSATION.

I ALSO SAY THAT PART OF THE SENSE OF URGENCY IS A LITTLE BIT OVER BECAUSE WHEN THE WALKOUT HAPPEN AT THE CAPITAL, WE HAVE NO OPPORTUNITY TO OFFER VIRTUAL INSTRUCTION AT HOME.

BUT WE DO NOW HAVE ALL THESE TOOLS.

WE GOT TO BE ABLE TO UTILIZE THEM AND CAPITALIZE ON THEM.

[04:10:02]

WE BOUGHT OURSELVES SOME OTHER OPPORTUNITIES.

THE OTHER THING I ALSO WANT TO SAY, WHILE I HAVE THE MIC IS THAT I DO APPRECIATE JACK AND HIS TEAM BECAUSE AS WE WERE DOING THIS, I WENT TO HAWTHORNE. I DON'T KNOW.

I THINK IT'S IN YOUR DISTRICT AND WHAT THE HAWTHORNE AND I WAS AMAZED AT HOW THE PRINCIPLE NOW HAS DIRECT COMMUNICATION WITH THE PARENTS ON THE KIDS DEVICES THAT SHE NEVER HAD THAT COMMUNICATION WITH THE PARENTS.

OUR PARENTS CAN NOW APPLY FOR JOBS.

THEY CAN DO TELE MEDICINE.

THEY WERE GOING TO TAKE UP ALL THE DEVICES.

WE SAY," WAIT A MINUTE, WHAT ARE WE DOING? NOW THEY'VE GOTTEN USED TO HAVING THESE," THEY PIVOTED AND SAID, ''OKAY, WE'LL DO OUR INVENTORY CHECKS AND ALL THAT, BUT WE CAN'T CUT THEM OFF NOW WHILE WE HAVE THIS.'' WE'RE LEARNING AS WE GO DOWN THIS ROAD.

LET US SEE WHAT MIGHT BE AN ISSUE THAT THE BOARD NEED TO WEIGH IN.

WE'LL BE VERY CLEAR WITH BOARD PRESIDENT AND IF HE NEEDS TO CALL A SPECIAL MEETING, WILL DO THAT BEFORE THE AUGUST 4TH BOARD CITY COUNCIL PRESENTATION.

>> THAT SOUNDS REASONABLE. THANKS. I APPRECIATE IT.

THE LAST COMMENT I WOULD MAKE, AS I'M SURE, AT SOME POINT, WE'VE EITHER BEEN CONTACTED OR HAVE PROACTIVELY CONTACT AT&T SENIOR LEADERSHIP ABOUT THIS TOPIC.

OBVIOUSLY FROM A COMMERCIAL INTERESTS PERSPECTIVE, THEY HAVE A GREAT DEAL AT STAKE HERE.

IF WE BUILD AN INFRASTRUCTURE TO PROVIDE WI-FI TO EVERYBODY IN DALLAS THAT IS GOING TO COST AT&T QUITE A BIT OF MONEY.

I'M SURE THAT THEY HAVE A VESTED INTEREST IN TRYING TO CHANGE OUR ECONOMICS BY PROVIDING AN INCENTIVE FOR US TO PROCURE WI-FI ON BEHALF OF THE CITIZENS AS CHEAPLY AS POSSIBLE FROM THEM.

BECAUSE IF IT'S TOO EXPENSIVE FOR US, WE'LL JUST BUILD OUR OWN AND THEN THEY'LL HAVE TO DEAL WITH THE FALL OUT OF THAT.

I HOPE THAT WE'RE HAVING SOME STRONGLY WORDED CONVERSATIONS WITH THE FOLKS AT AT&T AND MAKING IT CLEAR THAT THERE'S AN OPPORTUNITY FOR THEM TO STEP UP AND DO SOMETHING FOR THE COMMUNITY HERE THAT MIGHT CHANGE OUR ECONOMICS AND CHANGE THE DECISION THAT THIS BOARD MIGHT MAKE.

>> THANK YOU. WE DO HAVE ONGOING CONVERSATIONS WITH AT&T AND THE OTHER PIECE THAT I WOULD NOTE IS DEEP IN THE REPORT AND YOU'LL SEE IT WHEN WE DID OUR SURVEY TO FAMILIES AND RESIDENTS ABOUT WHAT WERE THOSE BARRIERS TO ADOPTION COST WAS THE NUMBER 1.

>> YEAH. GREAT. THANKS.

>> THANK YOU. TRUSTEE MARSHALL, TRUSTEE FLORES.

>> I JUST HAVE A FEW FOLLOW-UP QUESTIONS.

LET'S SAY THAT WE WENT DOWN THIS PATH OF SHARING WITH THE CITY AND IT DOESN'T SOUND LIKE THE CITY HAS A BUDGET.

WE WOULD HAVE TO PONY ALL THIS UP AND IF THE CITY HAS A BUDGET THEN IT WOULD HAVE TO BE BOTH FOR THE CAPEX AND THE OPEX.

IF THEY PIGGYBACKED WITH US, THEN WE WOULD EXPECT THEM TO PAY FOR A CHUNK OF THIS.

>> WELL, IN FACT, THE CITY HAS ALREADY BEEN VERY GENEROUS WITH THEIR CARES ACT FUNDING TOWARDS SOME OF THESE INITIATIVES.

I DON'T KNOW IF YOU REMEMBER THOSE, BUT WE TOOK A COUPLE ACTIONS, SOME OF THESE ARE IN A LOCAL AGREEMENTS, BUT THEY PASSED THROUGH SOME OF THE MONEY THAT THEY HAD ON SPECIFICALLY FOR THE INVESTMENT IN THESE PROJECTS WITHIN DALLAS ISD.

>> OH, OKAY. BUT THAT MONEY WAS DESIGNATED FOR THAT, RIGHT?

>> YES. BUT AGAIN, I MEAN, LOOKING BACK AT THIS SLIDE, I THINK THERE'S LOTS OF OPPORTUNITIES AT THE CITY LEVEL, THE COUNTY LEVEL, THE DALLAS ISD LEVEL, THE STATE LEVEL, I THINK THERE'S A LOT OF OPPORTUNITIES FOR FUNDING.

I THINK THAT WAS WHAT STUCK OUT TO ME FROM JOANNE'S REPORTS AND HER COMMENTS SO MUCH AS THIS IS ONCE IN A LIFETIME OPPORTUNITY WITH THE AMOUNT OF FUNDING AND ATTENTION THAT THIS CURRENTLY HAS.

>> LET'S SAY WE DID THE PIGGYBACK CITY AND DIST TOGETHER ON OUR ANTENNAS, WHAT WOULD BE THE EFFECT OF ADDING JUST CITY RESIDENTS IN TERMS OF BANDWIDTH? WOULD THESE ANTENNAS BE ABLE TO HANDLE IT OR WOULD OUR KIDS BE FIGHTING OVER BANDWIDTH WITH THE RESIDENTS?

>> A COUPLE OF THOUGHTS AND THEN I WOULD ASK ANDREW TO WAY BACK IN ON IT.

WE DO KNOW THAT THERE'S LIMITATIONS; YOU CAN ONLY HAVE X NUMBER OF USERS AT A CONCURRENT TIME ON THE EQUIPMENT.

OR YOU'RE GOING TO HAVE TO JUST ADD MORE RADIOS AND REPEATERS, AND THAT'S GOING TO DRIVE YOUR CAPITAL COST UP.

THE OTHER THOUGHT THAT I HAVE ON IT IS WE CAN SHARE INFRASTRUCTURE AND ACTUALLY HAVE DIFFERENT NETWORKS.

WE CAN HAVE A PRIVATE CELLULAR DALLAS ISD HOME NETWORK, THAT'S ONE FLAVOR OF WIRELESS NETWORK THAT WE BROADCAST TO OUR STUDENTS IN OUR HOMES, AND THE CITY COULD HAVE A DIFFERENT FLAVOR OF NETWORK THAT'S A COMMUNITY WI-FI DIST FREE OR DALLAS FREE, WHATEVER YOU WANT TO CALL IT, LEVERAGING THE SAME INFRASTRUCTURE.

DOES THAT MAKE SENSE? THAT MAY BE THE WAY THAT WE DECIDE TO SHARE,

[04:15:01]

WHERE IT MAKES SENSE, WHERE OUR INTERESTS ALIGN AND OUR PRIORITIES ALIGN.

>> THE TOWERS WOULD BE THE SAME.

WE JUST THROW TWO ANTENNAS UP, ONE THAT WOULD TALK TO THEIRS AND ONE THAT WOULD TALK TO OURS.

>> THANK YOU. I THINK YOU CAPTURED THAT A LOT MORE SIMPLY THAN I DID.

ANDREW, DID YOU HAVE ANY ADDITIONAL THOUGHTS ON THAT?

>> I WOULD JUST SAY AND DESCRIBE IT THAT THAT IS A BETTER WAY TO GO.

ONE OF THE PROBLEMS YOU RUN INTO WITH THIS TECHNOLOGY IS THAT THERE'S ONLY SO MUCH SPECTRUM THAT'S AVAILABLE BECAUSE THIS IS A SLICE, AND THERE ARE OTHER SLICES THAT ARE USED FOR BY AT&T AND BY VERIZON AND EVERYBODY ELSE.

EVEN PUTTING UP A LOT OF DIFFERENT ANTENNAS, IT BECOMES QUITE DIFFICULT TO LOOK AT THIS AS SOMETHING THAT IS GOING TO SERVE ALL OF THE CITY RESIDENTS.

I WOULD RECOMMEND A DIFFERENT TECHNOLOGICAL APPROACH IF YOU'RE GOING TO BE GOING BEYOND JUST THE DIST FAMILIES ON A SCALE THAT IS REALLY CITYWIDE BECAUSE YOU'D USE START TESTS TO MAX OUT THE PHYSICS OF THINGS.

THE IDEA OF WHAT JACK SAYS OF SHARING ANTENNA MASTS WITH MULTIPLE ANTENNAS, I WOULD ALSO ADD SHARING FIBER, THE BACKBONE AND SO FORTH.

THE FIBER THAT DIST ALREADY HAS ARE A LOT OF WAYS TO MAKE THAT HAPPEN.

BUT I WOULDN'T RECOMMEND ON THE FACE OF IT, JUST SCALING THIS EXACT NETWORK THAT JACK AND HIS TEAM ARE BUILDING TO TRY TO BE ALL THINGS TO ALL PEOPLE.

>> THAT TRIGGERED A DIFFERENT QUESTION.

IN TERMS OF THE FIBER, WHERE ARE WE ON OUR BANDWIDTH ON FIBER? ARE WE MAXED OUT? ARE WE VERY LOW? WHAT'S OUR USAGE RATE?

>> YES, SIR. WE'RE IN A GREAT POSITION WITH RESPECT TO THE DISTRICT FIBER.

WE INVESTED IN A FIBER NETWORK PROBABLY A DECADE AGO AND EVER SINCE, AND SO WE DO HAVE VERY HIGH CAPACITY ON OUR FIBER.

WE ARE NOT ANYWHERE NEAR MAXING OUT ON IT.

THERE IS SOME HEADROOM THERE.

I THINK THE CITY HAS A SLIGHTLY DIFFERENT POSTURE WITH RESPECT TO FIBER AND THAT'S WHY THERE WERE SOME OTHER RECOMMENDATIONS IN THE REPORT SAY, "HEY, THE CITY SHOULD ACTUALLY BUILD ITS OWN FIBER RING FOR ITS BUSINESS AND OPERATIONS PURPOSES, AS WELL AS THESE DIGITAL EQUITY TYPE OPPORTUNITIES." WE'RE SLIGHTLY IN DIFFERENT POSITIONS ON THAT, BUT THE DISTRICT IS IN A REALLY GREAT POSITION TO LEVERAGE THAT AS AN ASSET TO MAKE THIS INVESTMENT MORE REACHABLE AND ACHIEVABLE FOR US.

>> LET ME ASK A QUESTION IN A DIFFERENT WAY.

IN TERMS OF RECOMMENDATION NUMBER 2, SO LET'S SAY THAT WE WENT WHOLE-HOG AND WE SAID, "YEAH, LET'S DO ALL".

WE WENT TO THE ESA, WHAT IS THIS? ESA 3, ESA 2.

WHERE ARE THE GOOD TIME PARTY ROCK AND ROLL, MONEY NEVER ENDS FREE CREDIT CARD MONEY? COULD WE ACTUALLY BUILD THIS IN THREE YEARS?

>> I BELIEVE SO. ANDREW, DO YOU AGREE?

>> I AGREE. I THINK IT'S SOMETHING YOU WANT TO GET GOING ON SOON, IF YOU WANT TO FINISH FROM NOW THAT IS, BECAUSE I THINK THERE ARE PLANNING STAGES AND THERE ARE PARTS THAT NEED TO BE PULLED TOGETHER.

BUT I THINK IT'S A PROJECT THAT CAN BE ACCOMPLISHED IN THAT TIME CERTAINLY.

>> BUT IF EVERYBODY IS DOING THIS ALSO, IT'S A QUESTION OF URGENCY.

WE HAVE TO BID THE SOUND, WE HAVE TO JUMP THROUGH ALL THE HOOPS, WHICH OF COURSE WE HAVE TO AND MUST AND SHOULD.

I'M JUST WONDERING, WITH THE LIMIT OF THE THREE YEARS ON THIS GOOD TIME PARTY ROCK AND ROLL MONEY, WHAT DID WE GET? DUANE'S 573 OR SOMETHING, SOME OUTRAGEOUS AMOUNT OF MONEY.

>> DUANE IS ALSO AND PART OF YOUR BUDGET PRESENTATION IS GOING TO SHOW YOU WHERE WE'RE GOING TO BE ABLE TO SET A FEW DOLLARS ASIDE FOR A COUPLE OF OTHER YEARS, AND SO WE'LL HAVE THAT PART OF THE BUDGET PRESENTATION TO

>> BECAUSE THE MAX PRICE IS 57.3, WHICH IS 10 PERCENT OF 573, COINCIDENTALLY.

OH, THE GOOD TIME PARTY ROCK AND ROLL IS 784? IT WENT UP? WOW.

>> WELL, THERE'S A LOT OF DIFFERENT BUCKETS AND THEN PLUS THE FEDS ARE STILL TALKING ABOUT AN INFRASTRUCTURE PACKAGE.

THERE'S AN URGENCY TO START MOVING.

>> WOW. THE PARTY NEVER ENDS WHEN IT'S OTHER PEOPLE'S MONEY.

WELL, THOSE ARE MY QUESTIONS. THANK YOU.

>> THANK YOU, TRUSTEE FLORES. TRUSTEE GARCIA.

>> MY QUESTIONS HAVE BEEN ANSWERED IN THE PREVIOUS ROUNDS, THANK YOU.

>> PERFECT. ANYONE ELSE FOR ROUND 2? THANK YOU SO MUCH, JACK AND YOUR TEAM, DR.

>> THANK YOU.

>> WE ARE GOING TO MOVE ON.

WE'RE GOING TO MAKE ONE CHANGE IN THE ORDER, BECAUSE IT'S A PRESENTATION WE'RE GOING TO MOVE TO 31A.

[31. Budget Services]

[04:20:02]

WE'RE GOING TO MOVE THAT UP NEXT, WHICH IS THE BUDGET PRESENTATION, AS I'M SURE A LOT OF QUESTIONS WILL COME OUT OF THAT AND THEN WE'LL MOVE ON TO THE REST OF THE AGENDA.

>> MR. PRESIDENT, MEMBERS OF THE BOARD, WE HAVE AN OPPORTUNITY TO BRING YOU A COMPREHENSIVE BUDGET PROPOSAL WITH A LOT OF MOVING PARTS.

I'M REALLY PROUD OF DWAYNE AND THE TEAM, FOR BEING ABLE TO PUT ALL THIS TOGETHER ON THE FLY.

WE HAD THE LEGISLATURE, WE HAD THE FEDS.

THE FEDS WERE GOING TO GIVE US SOME MONEY AND THE LEGISLATIVE SAID," WE'LL SEND YOU A NOTICE ON HOW LATER." BUT SOMEHOW, DWAYNE AND HIS TEAM HAD STAYED ON TOP OF THIS TO GIVE YOU A COHERENT, COMPREHENSIVE PLAN.

I'LL TURN IT OVER TO DWAYNE AND HIS TEAM.

>> THANK YOU VERY MUCH. PRESIDENT MACRON, TRUSTEES AND DR. HANNAH HOUSA.

WHAT YOU HAVE TONIGHT IS SOMEWHAT OF A REPEAT OF THE PREVIOUS MONTH.

THERE ISN'T A LOT OF CHANGES EXCEPT LAST MONTH AND THE PRESENTATION.

THERE ARE ITEMS THAT WE HAD COMMITTED TO GO AHEAD AND START, EVEN THOUGH WE HAD PUBLISHED THE MAY AGENDA DIDN'T HAVE SO3, WHICH IS $542 MILLION.

WE HAVE NOW INCORPORATED THOSE INTO MAIN PRESENTATION, AND I CAN RUN THROUGH THOSE FOR YOU.

THE OTHER SIDE, AS WE'VE DISCUSSED, JUST A MOMENT AGO, WAS THEY NOW HAVE RELEASED SO2 AND THAT WERE ELIGIBLE FOR $241 MILLION.

I WILL TELL YOU THAT THERE IS A CATCH TO SO2 AND IT JUST TO CLARIFY, THEY ARE FUNDING THE HOLD HARMLESS.

IF YOU REMEMBER THEM INDICATING THAT IF YOU RAISED YOUR ATTENDANCE, WHICH WE HAVE IN THE LAST SIX WEEKS THAT YOU ARE ELIGIBLE FOR WHAT I CONSIDER A HOLD HARMLESS OF ADA.

WE SHOULD BE ELIGIBLE FOR THAT, BUT THEY'RE GOING TO FUND THAT OUT OF A PORTION OF THE SR2.

THEY ARE NOT CALLING IT SUPPLANTING, THEY ARE SAYING THEY'RE FUNDING THAT, BECAUSE WE WEREN'T REALLY ELIGIBLE FOR THAT, BUT IT STILL QUACKS.

THE POINT IS, DEPENDING ON WHAT OUR FINAL NUMBERS ARE ON OUR ATTENDANCE FOR THE YEAR, THAT COULD BE 70 MILLION OR IT COULD BE DOWN TO 30 MILLION DEPENDING ON ALL THE MECHANICS BUT THERE WILL BE, WHAT I WOULD DESCRIBE TO YOU AS AN OFF THE TOP FOR THAT FUNDING THAT WE'RE GOING TO HAVE TO IDENTIFY.

WE'LL DISCUSS THAT A LITTLE BIT IN THE BUDGET AMENDMENT BECAUSE WE WILL HAVE TO, IF WE HAVE QUESTIONS ON THAT.

I WILL TELL YOU IN THE BUDGET AMENDMENT, WE'LL HAVE TO MAKE AN ADJUSTMENT FOR THE NIGHT MEETING JUST SIMPLY BECAUSE ON JUNE 3, YOU GAVE US NOTICE OF THAT.

WITH THOSE CHANGES, TO GET OUR BUDGET CORRECT AND NOT BUST FUNCTIONS, WE WILL HAVE TO MAKE AN ADJUSTMENT PREDOMINANTLY, TO RECAPTURE.

I WILL QUICKLY RUN THROUGH THE BUDGET.

BUT AGAIN, IT DID NOT CHANGE FROM THE LAST MEETING AND THERE MAY BE SOME ITEMS THAT YOU NEED CLARIFICATION ON, BUT WE'RE ANTICIPATING.

IS THIS THE CORRECT ONE? WE ARE ANTICIPATING STILL OUR TAX RATE TO GO DOWN.

WE'RE EXPECTING A FIVE PERCENT INCREASE IN THE ASSESSMENT.

WE ARE LOOKING AT STUDENT ENROLLMENT, PROJECTIONS OF 1465.

I WILL TELL YOU, WE DO GET REGULAR UPDATES ON THE ENROLLMENT OF OUR PRE-K STUDENTS.

WE HAD ESTIMATED THAT WE WERE GOING TO GET IT ROUGHLY 1500 MORE STUDENTS, THAN WE HAD THIS YEAR AND THEY'RE WELL ON TRACK FOR THAT.

WITH ALL THE EVENTS THAT THEY'RE HAVING TO, JUST FOR ME PERSONALLY, I'M MUCH LESS CONCERNED ABOUT THAT, THAN I WAS WHEN I FIRST STARTED THAT, BUT THAT'S AWESOME AND I APPRECIATE THEIR EFFORTS TO GO OUT AND DO THAT.

IF WE LOOK AT THE REVENUE SOURCE AND WE TALKED ABOUT THIS BEFORE, AS WE PROGRESS, THE LOCAL IS GOING TO CONTINUE TO INCREASE AS A PERCENTAGE, AS THE VALUES GO UP SINCE WE'RE A RECAPTURE DISTRICT.

THEN YOU LOOK AT THE GENERAL FUND REVENUE, JUST BY CATEGORY, YOU CAN SEE THAT CLEARLY AS WE GO THROUGH.

THE REASON WHY THERE'S AN INCREASE OF $24 MILLION, EVEN THOUGH THERE'S GOING TO BE A DECREASE IN

[04:25:05]

STUDENTS IS BECAUSE WE GET TO KEEP THE FIRST TWO AND A HALF PERCENT OF OUR VALUE GROWTH.

IF ANYTHING OVER 2.5 PERCENT IS REDUCTION TO TAX RATE, THE FIRST 2.5 PERCENT WE WILL GET TO REALIZE AS A DISTRICT.

WITH THAT IN MIND, WE WILL HAVE A SMALL INCREMENTAL INCREASE EACH YEAR AS LONG AS THAT LAW STAYS IN EFFECT.

WE HAVE THE HAVE THE STRATEGIC INITIATIVES WHICH ARE NOT NEW TO THE BOARD.

THEN WE LOOK AT THE GENERAL FUND EXPENDITURES AND YOU CAN SEE WHERE WE ARE ON THE OVERALL.

I WANT TO KEEP IN MIND THAT UNDER CONTRACTED SERVICES, THAT IS WHERE RECAPTURE IS.

AS WE GET INTO THE INDIVIDUAL FUNCTIONS WHICH ARE MOST GROUPS LOOK AT, YOU CAN SEE THAT 91, WHICH IS WATER REPURCHASE, THAT IS RECAPTURE, THAT WILL BE GOING UP FROM WHAT WE ESTIMATE THIS YEAR, 19 MILLION TO 58 MILLION NEXT YEAR IN OUR RECAPTURE.

WHICH WILL BE GOING DOWN BY A MILLION DOLLARS FOR NEXT YEAR AND THE REMAINING PORTIONS OF THAT.

THOSE REDUCTIONS THAT YOU SEE ARE DUE TO REDUCTIONS IN COVID EXPENSES.

THEN OF COURSE, WE HAVE FOOD SERVICE, KEEP REITERATING AND YOU'LL SEE THIS ON THE BUDGET AMENDMENT, THAT THE FOOD SERVICES ONLY WAY TO RAISE MONEY IS THROUGH THE ADDITIONAL SALES.

JUST SIMPLY BECAUSE EVERYONE HE'S FREE.

WE DO NOT HAVE THE OPPORTUNITY TO RAISE PRICES OR ANYTHING ELSE, AND SO THEY NEED PARTICIPATION.

WE'RE HOPEFUL THAT AS WE GO INTO NEXT YEAR WITH THE STUDENTS BE IN HERE, THERE WILL BE BACK TO WHAT WE CONSIDER NORMAL IN THAT REGARD.

WE ARE ANTICIPATING OVER THE COURSE OF NEXT YEAR AND PROBABLY THE YEAR FOLLOWING, WE'RE GOING TO BE IN A DEFICIT SITUATION.

WE'RE GOING TO CONTROL EXPENDITURES LIKE WE HAVE THIS YEAR BUT, THE GENERAL FUND WILL HAVE TO MAKE THAT UP BECAUSE AS WE ADD TO THE BUDGET, WE'VE ADDED TO THE MINIMUM SALARY SCHEDULE THAT DOES IMPACT CHILD NUTRITION.

THEY HAVE NO AVENUE TO GO GET ADDITIONAL RESOURCES.

THEN LAST IS DEBT SERVICE AND AS I ALWAYS POINT OUT TO THE NEXT TO THE BOTTOM AND THAT EXPENSES, YOU SEE THE DEBT SEASONS, THAT IS OUR OPPORTUNITY TO PUT INTO ESCROW TO PAY OFF DEBT EARLY.

SO WE'RE ANTICIPATING AROUND $52 MILLION OF PAYING OFF DEBT EARLY, WHICH JUST FREEZES UP INTO THE FUTURE.

QUICKLY I WENT THROUGH THE BUDGET, I KNOW YOU PROBABLY HAVE QUESTIONS, BUT I WONDER, JUST RUN THROUGH THAT FOR YOU.

>>POINT OF ORDER. MR. PRESIDENT, CAN I REQUEST THAT YOU GUYS ACTUALLY GO THROUGH THE COMPENSATION STUFF IN THE APPENDIX AS WELL, BEFORE WE OPEN THE QUESTIONS.

>>THAT'S FINE.

>>THANKS.

>>IF THE ACCEPTABLE I'LL HAVE ROBERT KNEW THAT.

>> NO, I FIGURED YOU WOULDN'T.

>> IF WE LOOK AT THE TOTAL INCREASES FOR OUR COMPENSATION FOR NEXT YEAR, THE TOTAL VALUE I GUESS BY FUNCTION OR BY AREA WILL BE LISTED RIGHT UP THERE.

FOR TEACHERS, THE TOTAL COST FOR THE RAISES WILL BE 17.1 MILLION.

FOR CHANGES IN ASSISTANT PRINCIPALS, PRIMARILY THE ELEMENTARY AP SCALE WILL BE CHANGING DUE TO MARKET VALUES PLUS THE CSEI IS ABOUT $200,000, WHICH IS OUR PILOT FOR THE IT DEPARTMENT WITH A TOTAL COST FOR EI'S AT AROUND $19.3 MILLION.

IF WE LOOK AT THE ADDITIONAL PIECES, WE'RE PROPOSING A TWO PERCENT OF MIDPOINT FOR ALL OTHER EMPLOYEES THAT ARE ON THE EI'S, AN ADDITION TO THAT WILL BE INCREASING THE DISTRICT MINIMUM WAGE PROPOSAL TO 13.50 PER HOUR.

THEN THE TOTAL COSTS ARE LISTED THERE FOR $19.5 MILLION FOR THE 13.50 RAISE AND THEN A LITTLE BIT UNDER $12 MILLION FOR THE OTHERS.

WHAT WE WILL BE PROPOSING IS DIFFERENTIATED RATES BASED UPON EFFECTIVENESS LEVEL OR TIA DESIGNATIONS.

IF YOU'RE NO RATING PROGRESSING 1 OR 2, IT WOULD BE $1,250.

PROFICIENT 1 AND PROFICIENT 2 ARE THE RECOGNIZED TIA, YOU'LL RECEIVE $1,500 RAISE.

IF YOU'RE AN EXEMPLARY TIA RATING OR A PROFICIENT 3 TEACHER, IT WOULD BE $1,750,.

THEN IF YOU'RE A MASTER TEACHER UNDER TIA, OR AN EXEMPLARY 1 OR 2 OR MASTER TEACHER AND OR TIA ASSISTANT, YOU'LL RECEIVE A $2,000 RAISE.

JUST AS A NOTE, WE HAVE A NEW COHORT OF THE TIA THAT WERE SUBMITTED THIS YEAR.

SO AS SOON AS WE HAVE THOSE RESULTS, THEY'LL PERCEIVE THOSE DESIGNATIONS IN THE EARLY FALL.

[04:30:03]

IN ADDITION TO THAT, WE ALWAYS HAVE SOME COMPENSATION VALUES FOR THE NEW HIRE SCHEDULE.

JUST MAKE SURE THAT IF WE HIRE IN MORE EXPERIENCED TEACHERS, WHICH WE'VE RECENTLY BEEN HIRING IN MORE TEACHERS THAN WHAT WE'VE BEEN GETTING FROM OTHER SURROUNDING DISTRICTS.

WE ALWAYS PUT SOME MONEY IN THERE TO HIRE THEM AND SO WE MAY HIRE THEM AND HIRE ON THAT NEW HIRE SCHEDULE THAN MAYBE SOME OF THE ZERO YEAR TEACHERS OR ONE YEAR TEACHERS THAT LEFT.

THAT'S WHAT THE TWO MILLION DOLLAR FOR THE NEW HIRE SCHEDULE IS.

THE TOTAL COST IS AROUND $17 MILLION FOR TEACHERS. NEXT SLIDE.

WHEN WE LOOK AT OUR PRINCIPALS, SO ANY PRINCIPAL WHO DOESN'T HAVE A RATING OR IS PROGRESSING 3 OR UP TO PROGRESSING 3 WILL HAVE THE $2,000.

IMPORTANT NOTE, WHEN WE'RE TALKING ABOUT NOT HAVING A RATING.

REMEMBER WE DON'T HAVE RATINGS FOR THE LAST TWO YEARS FOR ALL OF OUR EI'S.

SO WE DEFINITELY DON'T WANT TO PUNISH THOSE WHO HOLD THAT AGAINST THE EMPLOYEES BECAUSE IT WAS DUE TO COVID.

SO THAT'S WHY THAT CLAUSE IS IN THERE.

PROFICIENT 1 PRINCIPALS, THEY'LL RECEIVE $2,500.

IF YOU'RE AN EXECUTIVE DIRECTOR IN SCHOOL LEADERSHIP, THEN IT WOULD BE NO RATING UP TO PROGRESSING 3, AND THEIR EI WOULD BE $2,000 WITH PROFICIENT 1 OR HIGHER BEING 2,500.

THEN ONE BIG CHANGE ON OUR PAY SCALES.

WE LOOKED AT OUR MARKET ANALYSIS, WE FOUND ALL OF OUR EI'S WERE APPROPRIATELY PLACED.

THE BIGGEST EXCEPT FOR ONE, WHICH WAS OUR ELEMENTARY AP.

WE HAD OUR STAKEHOLDERS AND THEY WERE A LITTLE BIT BEHIND MARKET.

SO WE'RE ADJUSTING THEM UP $2,500-$3000 DOLLARS DEPENDING WHAT THAT LEVEL IS.

THEY WOULD EITHER GET THE RAISE ASSOCIATED WITH THEIR EI AFFECTING THIS LEVEL OR THEY WILL RECEIVE THAT $3,000 DOLLARS OR A COMBINATION OF BOTH OF THOSE DEPENDING ON WHERE THEY LAND IN THAT GROUP.

THE TOTAL COST FOR THAT IS AROUND 1.3 MILLION.

NEXT. THIS IS A SUMMARY SLIDE AND THEN AN IMPORTANT NOTE.

WE'RE ALSO INCREASING THE CDL RATES BY A DOLLAR AN HOUR.

THEY WILL RECEIVE MAYBE A COMBINATION OF THE 1,350 INCREASE OR THEY WOULD RECEIVE THE DOLLAR OR A COMBINATION OR PARTIAL OF BOTH.

WE'RE PREDICTING IN OUR DATA THAT OUR CDL DRIVERS WILL GET AROUND PLUS OR MINUS TWO DOLLARS PER HOUR FOR OUR EXISTING EMPLOYEES.

OBVIOUSLY, EVERYBODY KNOWS THAT THE CDL MARKET RIGHT NOW IS SUPER COMPETITIVE.

SO WE'RE HOPING TO INCENT THOSE EMPLOYEES TO STAY IN DALLAS AS WELL AS ATTRACT SOME OF OUR OTHER AREAS AS WELL.

>> TWO OTHER ADDENDUMS I WOULD LIKE TO ADD.

NUMBER 1 IS THE HOUSE OF REPRESENTATIVES PUT MONEY IN FOR DALLAS FOR THE TIA FIX.

IT DID NOT SURVIVE CONFERENCE COMMITTEE.

WE'RE GOING TO FUND IT.

WE CAN ABSORB IT THIS YEAR, BUT THAT'LL BE A CONVERSATION FOR THE FUTURE.

SECOND ADDENDUM IS THAT, HAD A MEETING THIS WEEK WITH STAFF AND I WAS BLOWN AWAY BY OUR 46 CAMPUSES WHO GOT THE ALTERNATIVE CALENDARS AND STAFF MEMBERS ON THOSE CALENDARS ARE GOING GET SIGNIFICANT OPPORTUNITY TO MAKE ADDITIONAL DOLLARS, EVERYBODY EXCEPT THE PRINCIPAL.

WE HAVE IN OUR COMPENSATION PACKAGE ALSO INCLUDED A STIPEND FOR THOSE PRINCIPALS WHO GOT THEIR SCHOOLS AND THEIR COMMUNITIES AND THEIR PARENTS TO ADOPT THESE CALENDARS THAT ARE GOING TO BE TRANSFORMATIVE.

THAT WAS AN OVERSIGHT ON OUR PART AND SO WE NEED TO SUPPORT THEM AND I THINK ALSO THEY'RE GOING TO, BECAUSE OF WHAT THEY'RE DOING AND THE SUPPORT THEY'RE GETTING FROM TEACHING AND LEARNING AND SCHOOL LEADERSHIP, I THINK THEY'LL, ON THE BACKEND, EARN MORE MONEY BECAUSE THEIR RESULTS ARE GOING TO BE PHENOMENAL.

I'M REALLY PROUD OF THOSE 46 SCHOOLS WHO MOVED MOUNTAINS TO HAVE THE ALTERNATIVE CALENDARS THAT THEY HAVE ALL OVER THE DISTRICT.

THAT'S INCLUDED AS AN ADDENDUM TO THIS PRESENTATION.

PLEASE CORRECT ANYTHING I JUST SAID.

>> THAT'S RIGHT ON. THEY SHOULD GET AROUND 12 PERCENT OPPORTUNITY TO EARN AN ADDITIONAL 12 PERCENT ON TOP OF EVERYTHING ELSE BASED ON THOSE.

>> THANK YOU FOR THAT. TRUSTEES, WE'LL TAKE QUESTIONS ON THE BUDGET. TRUSTEE MARSHALL.

>> I JUST HAVE ONE QUICK QUESTION AROUND COMPENSATION 3, 2, AND I'M SURE YOU WANT TO GET OUT OF HERE.

BUT I JUST WANT TO LOOK AT SLIDE 13 ON THE $1,250 FOR THE BUCKET FOR NO RATING PROGRESSING 1 OR PROGRESSING 2.

IT WOULD BE HELPFUL FOR ME IF YOU COULD WALK THROUGH THE DIFFERENT GROUPS OF PEOPLE THAT COULD BE IN THAT BUCKET GIVEN THE FACT THAT WE HAVEN'T ALLOWED TAI SCORES TO CHANGE FOR THE LAST TWO CYCLES.

WITH A PARTICULAR EYE TOWARDS HELPING ME ISOLATE PEOPLE THAT ARE NOT ACTUALLY PERFORMING WELL AS TEACHERS.

I WANT TO BE ABLE TO THINK ABOUT THAT BUCKET IN TERMS OF, I WANT TO SEPARATE IT INTO TWO BUCKETS OR MAYBE THERE'S THREE BUCKETS.

ONE IS SOMEBODY THAT'S SO NEW TO THE DISTRICT THAT THEY DON'T HAVE A RATING.

ANOTHER IS A GROUP OF PEOPLE THAT ARE HIGH POTENTIAL,

[04:35:02]

COULD BE GREAT TEACHERS, BUT GOT SCREWED BASICALLY BECAUSE WE COULDN'T EVALUATE THEM BECAUSE OF COVID AND THAT THERE WASN'T A CHANGE OF TAI.

THEN THE THIRD GROUP IS TEACHERS THAT ARE NOT ACTUALLY PERFORMING WELL.

>> YEAH. THE BIGGEST GROUP IN THAT POPULATION IS DEFINITELY THE ONES THAT WERE NEW HIRES IN 2019, '20 OR 2021 THAT HAVE NOT YET EARNED A FULL TAI EVALUATION.

IT'S ABOUT 30 PERCENT OF OUR TEACHERS.

THAT IS THE LARGEST PERCENTAGE OF THAT BUCKET, AROUND 3,000, GIVE OR TAKE.

THERE WOULD BE AROUND 1,800, THAT I WOULD SAY ARE PROFICIENT 1 THAT HAVE NOT OPTED TO UNDERGO ANY OF OUR REVISED GTR PROCESSES AND WOULDN'T BE ELIGIBLE FOR DESIGNATION, AND THEN THE POPULATION THAT'S PROGRESSING 1 AND PROGRESSING 2 THAT ARE MAYBE VETERAN TEACHERS THAT ARE NOT QUITE MEETING THE EXPECTATIONS.

IT'S A PRETTY SMALL POPULATION.

I'D SAY 200, 250 TEACHERS.

>> YOU PROBABLY KNOW WHERE I'M HEADED WITH THIS.

I DON'T LIKE THE IDEA OF GIVING THAT GROUP, THAT SMALL GROUP AT THE END, A RAISE.

I'M ALL FOR REWARDING PERFORMANCE AND GIVING ALL THESE OTHER FOLKS THAT ARE DOING WELL A RAISE.

BUT IT IRKS ME THAT WE WOULD BE ABLE TO IDENTIFY A GROUP OF TEACHERS THAT HAVE NOT HISTORICALLY PERFORMED WELL AND HAVE BEEN HERE A LONG TIME, DON'T SHOW ANY LIKELIHOOD OF IMPROVING THEIR PERFORMANCE AND WE'RE GOING TO GIVE THEM MORE MONEY.

>> WE DO HAVE 41 UNSAT TEACHERS BASED ON OUR BOARD POLICY, THEY WILL NOT BE RECEIVING RAISES.

>> SAY THAT AGAIN, THAT WE HAVE WE HAVE WHAT?

>> WE HAVE 41 UNSAT TEACHERS FROM THE PREVIOUS EVALUATION CYCLE.

>> THERE IS REALLY ANOTHER CATEGORY ON HERE OF NOT RECEIVING A RAISE?

>> CORRECT. YES.

>> GREAT. THAT'S GOOD.

YOU SHOULD PUT THAT ON THERE NEXT TIME IT'LL MAKE ME SHUT UP.

>> YES DEFINITELY, OMISSION. BUT AGAIN, I THINK SOME OF THE TEACHERS, MAYBE THEY DIDN'T PERFORM BACK IN 2018, BUT THEY HAVE HAD TWO YEARS OF DEVELOPMENT AND GROWTH AND OPPORTUNITIES AND SOME OF THOSE EMPLOYEES ARE GOING TO MOVE FORWARD AND SOME ARE NOT.

>> IT SOUNDS LIKE WHAT YOU'RE SAYING, IF I PARAPHRASE IT, IS OUR PHILOSOPHICAL ORIENTATION HERE IS THEY MAY HAVE GOTTEN BETTER IN THE LAST TWO YEARS.

WE JUST DON'T KNOW IT. WE'RE GOING TO GIVE THEM THE BENEFIT OF THE DOUBT AND GIVE HIM THE MONEY ANYWAY.

>> YEAH. WE DON'T KNOW WHAT TO SAY.

>> I CAN LIVE WITH THAT. I DON'T LIKE THE IDEA OF KNOWING THAT THEY'RE NOT GOING TO GET ANY BETTER AND GIVING THEM MORE MONEY ANYWAY.

THAT'S MY ONLY COMPENSATION QUESTIONS.

DWAYNE, I DON'T HAVE ANY QUESTIONS ABOUT ANYTHING YOU PRESENTED BUT I WAS INTERESTED THAT YOU BEGAN YOUR COMMENTARY TALKING ABOUT ESSER FUNDS AND THE TWO BUCKETS THAT YOU MENTIONED TOTAL $784 MILLION.

YOU SAID THAT THERE MIGHT BE A 30 TO $70 MILLION OFFSET OR WHATEVER YOU WANT TO CALL IT, THAT THEY'RE TAKING TO FUND THE HOLD HARMLESS.

THAT MEANS THAT WE'VE GOT 713 MILLION EXTRA DOLLARS THAT BY STATUTE WE HAVE TO SPEND THE NEXT THREE YEARS OR IT GIVES AWAY, RIGHT?

>> ESSER 2 HAS TO BE SPENT IN TWO YEARS

>> WELL, THAT MAKES MY QUESTION EVEN MORE SALIENT.

OF THE 241, IF WE GAVE 70 AWAY FOR THE HOLD THE HOLD HARMLESS, THAT'S A $171 MILLION.

>> YES, SIR.

>> IS THAT REPRESENTED IN YOUR BUDGET SOMEWHERE?

>> NO, SIR. THOSE ARE SEPARATE BUCKETS THAT WILL BE IDENTIFYING THROUGH SPECIAL REVENUE.

YOU WILL SEE THAT WE HAVE TO HAVE OUR APPLICATION IN FOR ESSER 3 IN JULY AND THEN IN SEPTEMBER FOR ESSER 2.

WHAT WE'RE CURRENTLY DOING ARE IDENTIFYING THOSE ITEMS THAT ARE ESSER ELIGIBLE OUTSIDE THE BUDGET OR THOSE ITEMS IN THE BUDGET THAT WE CAN MOVE OVER, AND WE'LL BE PRESENTING THAT AT THE PUBLIC FORUM TO YOU GUYS IN THE LARGE BUCKET FORMS AND DOLLAR AMOUNTS.

>> I DON'T UNDERSTAND THAT LAST SENTENCE. WHAT DOES THAT MEAN?

>> LET'S SAY THERE'S 15 ITEMS THAT ARE ELIGIBLE.

>> ELIGIBLE MEANING ESSER FUNDS CAN BE SPENT ON THAT?

>> THAT'S CORRECT.

>> OR THAT WE CAN MOVE SOMETHING OUT OF OUR CURRENT BUDGET INTO THAT?

>> THAT'S CORRECT. THERE'S 15 OF THOSE BUCKETS.

WHAT WE'RE DOING RIGHT NOW IS IDENTIFYING, AS WE'RE LOOKING AT MITIGATING LEARNING LOSS WOULD BE AN EXAMPLE OF THAT, HOW MUCH WILL WE HAVE THAT? HOW MUCH WOULD THAT COST?

>> I'M HOPING THAT'S WHAT ALL OF IT IS, IS MITIGATING LEARNING LOSS. THAT'S WHAT THE BUDGET IS FOR.

>> FOR ESSER 3, 20 PERCENT WAS REQUIRED TO BE SPENT FOR MITIGATING LEARNING LOSS.

THAT'S WHAT THE FEDERAL GOVERNMENT CAME WITH. THAT WAS THEIR REQUIREMENT.

WE'RE IN THE PROCESS OF DEVELOPING THOSE, UNLESS WE'RE MOVING IT OUT OF THE GENERAL FUND TO PUT IN ESSER REFUNDS, THAT'S A COMPLETELY SEPARATE ITEM.

>> I RECOGNIZE I'M ASKING THE FINANCE GUYS PROGRAMMATIC QUESTIONS, BUT MY CHIEF CONCERN IS THAT WE'VE GOT THIS WHOLE PILE OF MONEY AND WE DON'T YET SEEM TO HAVE A PLAN FOR HOW WE'RE GOING TO SPEND IT AND THE CLOCK FOR IT EXPIRING IS ALREADY TICKING.

[04:40:02]

>> WELL, I RESPECTFULLY DISAGREE WE'VE GOT SO MANY PLANS I'M TRYING TO HOLD BACK, BUT ALSO WHAT I WAS TRYING TO EXPLAIN EARLIER, DWAYNE WILL YOU EXPLAIN THE CONCEPT OF THE 14 PERCENT THAT YOU CAN DEFER, AND THEN WE DO HAVE THOSE SPECIFIC, ALL OF OUR STUFF THAT DERRICK PRESENTED, A LOT OF THAT CAN BE FUNDED BY SO WHY DON'T YOU START BUT I JUST DO WANT TO SAY WE DIDN'T HAVE A PLAN.

OH MY GOD, THAT'S ALL WE'VE BEEN DOING.

>> WHEN DO WE GET TO ENGAGE IN THAT PLAN? I GUESS IS A BETTER QUESTION.

>> THERE WILL BE A PUBLIC MEETING BEFORE THE NIGHT MEETING ON JUNE 24TH.

>> IN TWO WEEKS.

>> YES, SIR.

>> OKAY. THE ANSWER TO MY QUESTION IS TWO WEEKS FROM NOW, YOU'RE GOING TO COME AND SAY, HERE'S WHAT WE'RE GOING TO SPEND $713 MILLION ON?

>> CORRECT.

>> AWESOME. THEN I'LL SHUT UP. THANKS.

>> I STILL WANT YOU TO EXPLAIN OVERHEAD.

IN A FEDERAL PROGRAM, THEY ALLOW FOR WHAT IS CALLED INDIRECT COST.

THAT'S THE OTHER COST OF NOT DIRECTLY WITH THE PROGRAM.

THAT PERCENTAGE, THE MAXIMUM WE CAN CHARGE IS 14 PERCENT.

WHAT WE'RE INTENDING TO DO AND DISCUSSING IS TO CHARGE THE MAXIMUM OF 14 PERCENT.

WE WOULD PUT THAT MONEY INTO FUND BALANCE, ASSIGN IT IN THE FUND BALANCE.

THE RE-OCCURRING COSTS THAT WE'RE EXPERIENCING WITH THESE ITEMS THAT WE'RE FUNDING THROUGH ESSER, WE WOULD BE ABLE TO CONTINUE THOSE RE-OCCURRING COSTS INTO THE FUTURE PAST THE THREE YEARS.

OUR INTENT IS TO, WE WERE GIVEN AND AGREED TO A MINIMUM OF FIVE YEARS, BUT THE LAST PROPOSAL THAT WE WERE LOOKING AT, IF ALL THAT STAYED THE SAME, COULD GO ABOUT TO ALMOST EIGHT YEARS.

WE'RE LOOKING AT NOT ONLY WHAT CAN WE DO NOW, AND THEN LEVERAGE THE MONEY TO CONTINUE THAT INTO THE FUTURE FOR OUR CONTINUATION.

IF WE'RE DOING TUTORING, WE WOULD ANTICIPATE THAT WE NEED SOME TUTORING INTO THE FUTURE, PAST THE THREE YEARS.

WE'D BE ABLE TO FUND THAT THROUGH HOW WE'VE ASSIGNED THE FUND BALANCE.

>> WHEN YOU'RE THINKING THROUGH ALL THESE ITEMS YOU'RE GOING TO SPEND MONEY ON, I CAN'T REMEMBER WHAT IT WAS BUT THERE WAS ONE TIME WHEN NEIL BROUGHT LIKE 50 DIFFERENT ITEMS TO THE BOARD.

>> EXCEPTIONAL ITEMS OR FISCAL NOTES, YES.

>> WELL, AND WE ACTUALLY SAID THESE ARE THE ONES, WE ARE GOING TO DO SOMETHING LIKE THAT. THIS IS A LOT OF MONEY.

>> YEAH, BUT THERE'S A LOT OF STRINGS ATTACHED TO THIS MONEY TOO, AND ALSO WE HAVE THIS FUNDING CLIFF.

WE'VE BEEN VERY CAREFUL ABOUT HOW WE ORGANIZE THAT MONEY IN.

THAT'S WHY WE NEED TO HAVE A LITTLE BIT OF WIGGLE ROOM ABOUT INTO THE FUTURE.

BUT SOME OF THESE ITEMS, WE HADN'T PLANNED TO DO A NOMINAL GROUP TECHNIQUE, BUT LET'S TALK ABOUT IT AT OUR STAFF MEETING ON MONDAY.

>> OKAY. THANKS.

>> THANK YOU TRUSTEE MARSHALL. NEXT WILL BE TRUSTEE JOHNSON FOLLOWED BY

>> THANK YOU TRUSTEE I SEE THAT WE GO TO, MAKE SURE I'M CORRECT, THE 1,350 FOR OUR SUPPORT STAFF, CORRECT? WHAT WE NEED TO DO TO GET IT UP TO $15 AN HOUR? I THINK THIS HAS BEEN SOMETHING I'VE BEEN ASKING FOR IT SINCE I GOT ON THE BOARD.

AS SUPPORT STAFF, THEY DO A LOT OF THE WORK.

I WAS COMMUNITY LIAISON, TA, AND WE DO A LOT OF WORK HERE.

THEY'RE THE PILLARS OF THE SCHOOL A LOT OF TIMES HOLDING IT UP, ASSISTING THE PRINCIPAL, THE TEACHERS, AND SO I'M ONLY GOING TO HAVE $15 AN HOUR, THAT'S MINIMUM WAGE.

I THINK WALMART PAYS THEIR EMPLOYEES WITH $15 MINIMUM WAGE WHILE WE CAN'T DO THAT FOR OUR TEACHERS, OUR SUPPORT STAFF WHO'S DOING A REMARKABLE JOB IN DALLAS ISD.

>> WHEN WE DID LOOK AT THE THE FEDERAL GOVERNMENT TO ROLL UP TO $15 FOR THE MINIMUM WAGE, THEY WERE DOING THAT PROGRESSIVELY UP TO 2025.

WE MADE THIS STEP FROM 1212-1350 AND THEN AS WE PROGRESS, LOOK AT BEING ABLE TO DO THAT INTO THE FUTURE IN INCREMENTAL STEPS TO GET TO THE $15 AN HOUR.

THERE WAS A CONVERSATION WE HAD AND WHEN WE LOOKED AT WHAT THE FEDERAL GOVERNMENT WAS DOING OR PROPOSING TO DO BECAUSE THEY DID NOT PASS THAT, THEY WERE LOOKING AT DOING AN INCREMENTAL INCREASE ALL THE WAY TO 25.

>> WHEN ARE WE LOOKING TO INCREASE THAT MINIMUM WAGE TO $15 AN HOUR?

>> BASED ON THE AVAILABILITY OF FUNDS, WERE BE LOOKING AT THAT IN THE SAME TIME FRAME OF 2025.

IF WE CAN GET THERE SOONER WE WILL, AND IF WE CAN'T WE'LL USE THAT AS OUR GUIDE RIGHT NOW.

>> OKAY, I THINK IN 2025 WE'RE GOING TO PROBABLY HAVE TO MOVE THE MINIMUM WAGE UP TO MORE THAN $15 AN HOUR.

BECAUSE THIS IS DIFFICULT ON OUR SUPPORT STAFF AND THEY

[04:45:01]

DO A LOT OF WORK AND THEY NEED TO FEEL APPRECIATIVE OF THE WORK THAT THEY'RE DOING THROUGH THEIR PAY.

THIS IS SOMETHING THAT I'M GOING TO CONTINUE TO ADVOCATE FOR, ESPECIALLY BEING IN THEIR SEAT NOT TOO LONG AGO AND I KNOW THE WORK THAT WE DO, AND THAT WAS DONE JUST ME BEING A COMMUNE TO LIAISON.

THAT'S ONE THING THAT I THINK WE NEED TO REALLY LOOK INTO EVEN MORE AND MAKE THIS HAPPEN.

DR HANNA JOSE SAID ABOUT THE STIPEND FOR THE PRINCIPALS, I KNOW IT WAS 20 PERCENT.

CAN WE GIVE A PRETTY MUCH A DOLLAR AMOUNT OF THAT? WHAT DOES THAT LOOK LIKE FOR OUR PRINCIPALS BECAUSE WE HAVE PRINCIPALS THAT DO SO MUCH EVEN PRIOR TO WHAT WE CAN DO NOW? THEY'RE ON SATURDAY SCHOOLS, THEY'RE DOING SO MUCH ACROSS THE BOARD.

I WANT TO ADVOCATE FOR OUR PRINCIPALS AND MAKE SURE THAT WE'RE COMPENSATING THEM AND THEY FEEL APPRECIATED AS WELL.

>> YEAH. THE VALUE IS $3,000 AND WE ACTUALLY BRIEFED OUT THOSE PRINCIPALS YESTERDAY.

MR. LITTLE DID ONE OF HIS MEETINGS AND IT WAS VERY WELL-RECEIVED.

THEY WERE SUPER HAPPY AND APPRECIATIVE AND WE WERE REALLY GLAD TO BE ABLE TO DO THAT AND ROLL THAT OUT FOR THEM.

>> EACH PRINCIPAL WILL GET A STIPEND OF 3,000?

>> TO CLARIFY, IN THOSE 46 SCHOOLS THAT WENT TO THE ALTERNATIVE EXTRA TIME CALENDARS, YEAH.

>> THEY'LL RECEIVE HALF IN DECEMBER SO THEY'LL BE ABLE TO USE THAT FOR THAT WINTER SEASON AND THEN WE'LL HAVE ANOTHER HALF IN MAY THAT THEY WILL BE ABLE TO USE TOWARD ANY SUMMER PLANS THEY HAVE.

>> OKAY. THANK YOU.

>> THANK YOU, TRUSTEE JOHNSON. NEXT, WE'LL GO TO TRUSTEE MISCHKE.

>> OKAY, THANK YOU.

I'D LIKE TO JUST GO OVER SOME OF THE BIGGER PICTURE ITEMS SO THAT WE ALL HAVE THIS IN CONTEXT.

OUR O&M TAX RATE, THAT'S GOING DOWN A LITTLE, RIGHT?

>> YES, SIR. WE'RE ANTICIPATING THAT TO GO DOWN BETWEEN ONE AND TWO CENTS BUT THAT WILL BE STRICTLY DETERMINED ON THE OVERALL VALUE INCREASE THAT IS FINALIZED.

>> OKAY. THEN RECAPTURE GOES UP BY WHAT? 60 MILLION?

>> RECAPTURE IS PROJECTED TO BE AT 58 MILLION FROM 19 THIS YEAR SO IT'S CLOSE TO $40 MILLION.

>> OKAY, AND THEN ADMINISTRATIVE COST?

>> IS PROJECTED TO GO DOWN BY A MILLION.

>> OKAY. IN TERMS OF A COMPARISON WITH SAY THE TEA DATA, WHERE ARE WE ON ADMINISTRATIVE COST?

>> RIGHT, WE SEE THAT WHEN WE DO A PRESENTATION EVERY YEAR FOR THE FIRST RATING, WE'RE GENERALLY EITHER AT 10 WHICH IS THE HIGHEST YOU CAN RECEIVE IN POINTS.

DEPENDING ON THE FISCAL YEAR, HOW THAT WORKS, BUT THAT'S WHERE WE GENERALLY ARE.

>> OKAY. THEN JUST LOOKING AT OUR OVERALL BUDGET ON PERSONNEL IS WHAT? 80 PERCENT?

>> YES, SIR.

>> OKAY. ALL RIGHT.

SOME OF THE CONCERNS THAT I HAVE IN THE BUDGET AS IT STANDS NOW IS IN PART RELATED TO THE TEI FREEZE.

WE HAVE PEOPLE WHO CANNOT EARN A MERIT INCREASE RIGHT UNDER THE FREEZE SITUATION THAT WE HAVE IN PLACE.

>>YEAH, THEY CAN'T ADVANCE LEVELS, THEY CAN'T EARN A TIA DESIGNATION WHICH CAN INCREASE THEIR RAISE.

IT ALSO LET'S MOVE TO AN HPC CAMPUS OR AN ACE CAMPUS AND RECEIVE THAT ADDITIONAL COMPENSATORY STIPEND.

>> THEY CAN MOVE TO ANOTHER CAMPUS AND THEY COULD ALSO BE PART OF AN INTERCESSION SCHOOL, RIGHT? OR ALTERNATIVE CALENDAR SCHOOL MORE GENERALLY.

BUT WE DID HAVE SOME PEOPLE WHO ARE ADVANCING IN THEIR PROFICIENCY BUT THEY ARE STUCK IN TERMS OF BEING ABLE TO GAIN A MERIT INCREASE IN PAY.

>> YEAH, CORRECT. WE'RE UNABLE TO GENERATE EFFECTIVE ANYBODY ON OUR EI SYSTEM SO THAT'S FOR TEACHERS, PRINCIPALS, APS, NEDS IN SCHOOL LEADERSHIP.

WE'RE UNABLE TO MOVE THEM UP TO A PREDICTED EFFECT IN THIS LEVEL FROM THE DATA THAT WE HAVE AVAILABLE.

>> WHAT THEY GET IS WHATEVER ESSENTIALLY THE TWO PERCENT IS AS IT APPLIES TO THEIR OLD EVALUATIONS?

>> YEAH. IT WOULD BE LIKE THEIR 2018 TEI OR IT WOULD BE EITHER THAT OR

[04:50:01]

THIS YEAR'S OR NEXT YEAR'S TIA DESIGNATION WILL ALSO DETERMINE WHAT THEIR COMPENSATION INCREASE WOULD BE.

THIS SHOULD BE A 2.2-2.6 PERCENT RAISE FOR TEACHERS.

>> THAT APPLIES THE SAME FOR THE APS AND THE PRINCIPALS?

>> YES, SIR.

>> I HOPE YOU WILL CONSIDER IS WHETHER OR NOT WE HAVE SOME IDENTIFIED STARS IN THERE THAT ARE ESSENTIALLY LOCKED INTO A SITUATION WHERE THEY'RE NOT ABLE TO BENEFIT FROM WHAT WE'VE SET OUT THERE WITH TEI.

BECAUSE IT SEEMS TO ME THAT WHAT WE HAD FOR THE LAST COUPLE OF YEARS NOW IS ALMOST A SALARY SCALE, THE SENIORITY SCALE IN TERMS OF IT BEING LOCKED IN.

I DON'T KNOW WHAT THE ANSWER IS BUT WHAT I DO HEAR PEOPLE SAY, I'VE REALLY ADVANCED.

I CAN'T SHOW IT ON TEI AND SO I'M STUCK HERE IN THIS CATEGORY.

I REALIZED THERE ARE OTHER COMPENSATION POSSIBILITIES.

THAT THERE IS A RAISE BUT HOW DO WE HOLD OUR SUPERSTARS? SOME OF WHOM CAME TO THE DISTRICT BECAUSE THEY THOUGHT THEY COULD REALLY ADVANCE?

>> I GUESS TO START OFF WITH IS EVEN THE LEVELS WE ARE WE'RE PAYING OUR TEACHER WE BELIEVE ABOVE-MARKET BASED UPON THAT PIECE.

REMEMBER, WE NOW APPROVED THE SALARY SCHEDULE LAST YEAR FOR TEACHERS LIKE THE PROFICIENT ONES, FOR EXAMPLE, WE MARKED THOSE TO ALMOST 25 YEARS IN THE MARKET.

WE USED TO HAVE A VERY STRONG COMPETITIVE COMPENSATION PLAN FOR OUR TEACHERS, WE WOULD LOVE TO BE ABLE TO DO OUR TEI EFFECTS ON THESE LEVELS THIS YEAR, UNFORTUNATELY, THERE'S JUST NOT THE DATA PIECES TO DO THAT.

AGAIN, THE BIGGEST PIECE FOR US IS TO TRY TO DIFFERENTIATE THOSE RAISES BASED ON EITHER THE PAST PERFORMANCE OR THE CURRENT TIA DESIGNATION PERFORMANCE WHICH DOES USE THIS YEAR'S EVALUATION.

THEN ROLL THOSE OTHER ADDITIONAL OPTIONS OUT SUCH AS THE HPC STIPENDS, A STIPENDS, AND AGAIN, THE INTERSESSION CAMPUSES AS WELL.

>> MAY I ADD THE OTHER DAY I WAS IN A STAFF MEETING AND I ASKED FOR OUR COMMUNICATIONS PERSON TO LOOK UP THE DEFINITION OF A DILEMMA.

THE DILEMMA'S DEFINITION IS THAT THERE'S NOT A GOOD ANSWER.

HE COULD TALK ALL DAY BUT WE DON'T HAVE A GOOD ANSWER FOR THAT.

IS THIS THE CONSEQUENCES OF THIS PANDEMIC? WE CAN SIT HERE AND TRY TO EXPLAIN OUR WAY OUT OF IT BUT IT IS WHAT IT IS AND SO THERE'S NOT A GOOD ANSWER.

WE CAN FILL THE AIR BUT WE'RE NOT GOING TO GIVE YOU A GOOD ANSWER.

>> I DID WANT TO GO BACK TO THAT SAME SALARY SCALE CHART THAT I ASKED YOU TO PREPARE EVERY YEAR AND MAKE SURE THAT EVERYONE UNDERSTOOD THAT.

I GUESS I'LL ASK YOU TO CONFIRM THIS AND MAYBE PUT THIS AGAIN IN THE TRACKER.

BUT AT EVERY SERVICE LEVEL, CREDIBLE YEAR OF SERVICE, THE MIDPOINT OF OUR TEACHER COMPENSATION IS HIGHER THAN THE AVERAGE COMPENSATION IN OUR MARKET, IS THAT CORRECT? AT EVERY SINGLE LEVEL.

WHAT THAT DOES MEAN THOUGH, IS IF YOU'RE A 15-YEAR TEACHER HERE DOESN'T MEAN YOU'RE ABOVE THE MARKET AUTOMATICALLY WITH RESPECT TO THE OTHER DISTRICTS.

IT JUST MEANS THAT THE PEOPLE WHO HAVE 15 YEARS IN OUR DISTRICT IN THE AGGREGATE ARE AHEAD OF THE MARKET.

SOME WILL BE BELOW, SOME WILL BE ABOVE, AND SOME WILL BE RIGHT IN THE MIDDLE.

>> THAT'S CORRECT.

>> I THINK THAT'S A FAIR POINT TO POINT OUT THAT WE'RE COMPETITIVE IN THE MARKET WHERE WE'RE ON THE AVERAGE AHEAD IN THE MARKET.

BUT IN TERMS OF OUR ABILITY TO REDEEM THE PROMISE OF TEI, WE HAVEN'T FIGURED OUT A WAY TO LET THOSE PEOPLE WHO WOULD HAVE GOTTEN MERIT RAISES GO EVEN FURTHER.

[04:55:07]

I WANTED TO ALSO EXPRESS MY APPRECIATION AGAIN ON THE STAFF SALARY INCREASES.

THE CURRENT MINIMUM WAGES IS WHAT?

>> OURS IS 1,212.

>> NO, THE CURRENT MINIMUM WAGE IN DALLAS.

>> SEVEN FIFTY-ONE.

>> SEVEN FIFTY, SO WE'RE AT 1,212 YOU'RE PROPOSING TO GO TO 1,350 AND IN THE MEDIUM TERM WE ARE LOOKING TO GET TO THE $15 TARGET THAT HAS BEEN TALKED ABOUT A LOT BUT THAT ACTUALLY THE FEDERAL GOVERNMENT HAS NOT GOTTEN TO.

YEAH, I THINK IT'S COMMENDABLE THAT WE'RE MAKING SIGNIFICANT PROGRESS IN THAT AREA AND AS I SAID BEFORE, I WOULD LIKE MORE PEOPLE TO KNOW ABOUT THAT. THANK YOU.

>> THANK YOU, TRUSTEE MCKAY. TRUSTEE FOREMAN.

>> JUST A FEW QUESTIONS AND I'LL START OUT WITH THE HUMAN RESOURCE QUESTIONS NOT HUMAN CAPITAL MANAGEMENT AND NOT JELL-O.

>> HOW ABOUT PERSONNEL?

>> THAT'S GOOD TOO. WE NEED TO CHANGE THAT NAME, I HATE IT.

BUT JUST A COUPLE OF THOUGHTS.

PARTICULARLY I THINK ROBERT YOU SAID THERE WERE 46 TEACHERS THAT WILL NOT GET A RAISE.

>> YEAH.

>> BASED ON THIS RIGID SYSTEM THAT WE CALL TEI THAT WE COULD NOT DO IN EFFECT BECAUSE OF THE PANDEMIC.

>> NO, MA'AM, THAT'S BASED ON THE POLICY THAT WE HAVE THAT ANY INDIVIDUAL WHO RECEIVES AN UNSATISFACTORY RATING, WHETHER IT'S A CAMPUS STAFF MEMBER OR A CENTRAL OFFICE STAFF MEMBER, THEY RECEIVE NO INCREASE BASED ON OUR POLICY.

>> DR. WILSON, DO WE DO RATINGS THIS YEAR?

>> WE DID NOT DO RATINGS THIS YEAR.

>> THAT'S WHAT I'M REFERRING TO IS THAT THEY MIGHT HAVE BEEN UNSATISFACTORY THE YEAR BEFORE, BUT BECAUSE WE WEREN'T ABLE TO DO RATINGS THIS YEAR BASED ON THE PANDEMIC, WE HAVE PEOPLE WHO CAME TO WORK, PUT THEMSELVES AT RISK, PUT THEIR FAMILIES AT RISK, BUT WE'RE NOT ABLE TO MOVE THE NEEDLE FOR THEM.

I REALLY THINK WE SHOULD LOOK AT SOMETHING.

I JUST DON'T THINK THAT'S FAIR AND AGAIN, I'LL SAY IS BASED ON THIS RIGID SYSTEM BECAUSE YOU KNOW I FEEL ABOUT THE SYSTEM.

>> YES, MA'AM.

>> BUT WHEN YOU HAVE 46 PEOPLE WHO HAD TO GO TO WORK.

I WORK IN THE HEALTH PROFESSION AND I WENT TO WORK.

I THINK WE NEED TO FIGURE OUT SOME WAY.

I DON'T KNOW WHAT IT IS THAT BRING ANSWER, BUT I THINK WE NEED TO FIGURE OUT A WAY TO GIVE THEM SOME COMPENSATION.

I DON'T KNOW IF IT'S IS A STIPEND, I DON'T KNOW WHAT IT IS.

BUT IT'S NOT THEIR FAULT THE COVID CAME.

THEY COULD HAVE NOT HAD UNSATISFACTORY THIS TIME. WE DON'T KNOW.

>> YES, MA'AM.

>> I THINK WE NEED TO ACTUALLY LOOK AT THAT PIECE.

I THINK THAT'S ALL I HAVE FOR YOU GUYS.

I GOT A FEW OTHER QUESTIONS.

BUT DWAYNE, WHEN WE PUT TOGETHER THE OVERALL BUDGET, AND THEN LOOKED AT THE INCREASE IN TAXES THAT WE HAVE, DID WE TAKE INTO CONSIDERATION THAT BECAUSE OF COVID, MANY OF OUR FAMILIES ARE STRUGGLING AND THERE'S PROBABLY GOING TO BE MORE DELINQUENT TAXES THAN WE'VE HAD BEFORE? DID WE TAKE ANY OF THAT INTO CONSIDERATION?

>> WE DID LOOK AT HISTORICAL OVER A LONG PERIOD OF TIME, AND OBVIOUSLY COVID IS UNIQUE-

>> EXACTLY.

>> - BUT WE DID LOOK AT THAT AND WHAT I WOULD TELL YOU IS WE'RE NOT EXPERIENCING ANY OF THAT CURRENTLY.

>> WE DON'T THINK THAT'S GOING TO HAPPEN.

IS THAT WHAT WE'RE SAYING?

>> I THINK OUR PERCENTAGE THAT WE'VE ESTIMATED FOR DELINQUENT TAXES IS GOING TO BE REASONABLE.

>> I JUST WANT TO MAKE SURE I HEAR YOU CORRECTLY.

THEN I'M GOING TO JUST TO THE FUNCTIONS.

I'M STARTING AT FUNCTION 11.

IN 2019/2020, IT WAS 781 MILLION.

THIS YEAR IT'S A BILLION.

I'M ASSUMING THAT THAT'S MOSTLY SALARY.

[05:00:03]

>> YES, MA'AM. IT'LL BE IN THIS CASE TWO MORE YEARS OF SALARY INCREASE BUT ALSO INCLUDED IN LINE 11 PREDOMINANTLY IS THE AMOUNT THAT WE'RE GOING TO SPEND ON.

WE HAVE IT BUDGETED HERE RIGHT NOW, THE AMOUNT WE'RE SPENDING ON MITIGATING LEARNING LOSS, THOSE ADDITIONAL TUTORS, THAT TYPE OF INFORMATION IN THAT LINE RIGHT NOW.

>> IS IN THAT LINE?

>> YES, MA'AM.

>> THAT'S GOOD.

ON SCHOOL LEADERSHIP, WE WENT FROM IN 2019/2020 FROM 106 MILLION TO 125 MILLION.

BUT WE'RE STILL BLOATING ADMINISTRATION.

>> THE LINE 21 IS THE CAMPUS LEADERSHIP AS WELL AS THE LEADERSHIP OF THE CENTRAL OFFICE THAT DIRECTLY SUPPORTS THEM.

>> I'M NOT AS UPSET ABOUT CAMPUS LEADERSHIP BECAUSE I WANT TO SEE MORE PEOPLE ON THE CAMPUSES THAN I DO, I WANT TO SEE IN AN ADMINISTRATIVE POSITION.

>> I'M JUST GOING TO GIVE YOU A FOR INSTANCE AS WE ROLL OUT PROGRAMS, FOR INSTANCE, IN EARLY LEARNING, THERE ARE SOME INSTRUCTIONAL COACHES.

>> WE'VE GOT 100 OF THOSE.

>> THAT'S WHY AN INSTRUCTIONAL COACH WOULD GO.

>> WE'VE GOT 100 ALREADY.

>> READING SPECIALISTS ARE THOSE POSITIONS THAT SUPPORT THE CAMPUS.

>> I'M NOT FIGHTING WITH YOU, I'M JUST TELLING YOU WE GOT 100 ALREADY.

WE DON'T NEED ANYMORE.

>> YES, MA'AM.

>> FOOD SERVICES, 35?

>> YES, MA'AM.

>> I KNOW FOOD SERVICES RUNS INTO A DEFICIT.

IS THIS TO OVERLAP OR TO CATCH UP FOR THAT DEFICIT?

>> NO, MA'AM. THAT WOULD BE IDENTIFIED IN A TRANSFER.

THESE FOOD SERVICES COST ARE DIRECTLY RELATED TO IF YOU RECALL LAST YEAR, WE HAD A $750 STIPEND.

THAT ONE-TIME STIPEND THAT WOULD INCLUDE THAT IF THERE WAS A COVID SPECIFIC PAYMENT THAT WE NEEDED TO MAKE FOR SOMEONE TO WORK TO PROVIDE ADDITIONAL MEALS DURING SHUTDOWN PERIOD, THOSE WOULD BE CODED HERE.

WHAT YOU'LL SEE IN THE BUDGET MEMO IS THE ACTUAL TRANSFER THE EXPENSES ARE RECORDED IN CHILD NUTRITION AND THEN WE TRANSFER BASICALLY CASH TO THEM.

>> FUNCTION 41?

>> YES, MA'AM.

>> AGAIN, AND THIS IS FOR THE SUPERINTENDENT ALSO.

WE'RE LOSING STUDENTS BUT WE HAVE A BLOATED GENERAL ADMINISTRATION COST.

IN 2019/2020 WE WERE AT 47 MILLION, THIS YEAR IS AT 58 MILLION, BUT WE'RE LOSING STUDENTS.

WE'VE GOT MORE HEADS IN ADMINISTRATION THAN WE HAVE IN THE SCHOOLS.

I WAS GOING TO SEE THE DROP IN THE DATA SERVICES LINE 53.

COMMUNITY SERVICES, I SAW THERE WAS AN INCREASE IN FUNCTION 61, THAT'S A GOOD THING.

THEN LET'S SEE, THERE'S ONE MORE STARS I THOUGHT I SAW.

I GUESS THAT WAS IT. THOSE ARE THE THINGS THAT CONCERN ME. THANK YOU.

>>THANK YOU TRUSTEE FOREMAN. TRUSTEE GARCIA?

>> GOOD AFTERNOON. MY QUESTIONS PERTAIN MOSTLY TO TAKING A LOOK AT LAST SLIDE, SLIDE 15, NON-EI STAFF.

A FEW OTHER THINGS THAT I'VE CONSISTENTLY HEARD PARTICULARLY IN MY DISTRICT, IS A LOT OF COMPENSATION FOR OFFICE SUPPORT, MAINTENANCE OPERATIONS, TRANSPORTATION.

WHAT'S THE SALARY RANGE FOR OUR OFFICE SUPPORT, AS IT STANDS CURRENTLY IN THE DISTRICT?

>>YEAH, I'M SORRY, I DON'T HAVE THE EXACT NUMBERS IN MY HEAD BACK IN THE I CAN TELL YOU THAT THE OFFICE SUPPORT THE PARAPROFESSIONALS, TRANSPORTATION, FOOD SERVICE, CUSTODIAL, THEY'RE ALL LOOKING AT AROUND OF A 10 PERCENT INCREASE FOR NEXT YEAR PRIOR TO ANY OF THE EXTRA DAY

>> WE'RE ABOVE MARKET SITTING IN EACH OF THESE ROLES?

>> YES. WHEN WE LOOK AT SOME OF THE SURROUNDING DISTRICTS LIKE THEY ARE CURRENTLY POSTED,

[05:05:01]

I COULD DEFINITELY PUT IN THE TRACKER TOO, BUT THE MINIMUM WAGE FOR MOST DISTRICTS IN OUR AREA ARE BETWEEN 9.27 AND $11.

WE THINK WE'RE GOING TO BE CONSIDERABLY ABOVE THEM AS WELL.

WE ARE CONSIDERABLY ABOVE THEM NOW, BUT WE THINK WE'RE GOING TO CONTINUE THAT TREND.

>> THANK YOU FOR THAT RESPONSE. THEN I WILL GO BACK TO THE RESET CENTER QUESTION AND HOW THAT PLAYS INTO THIS BUDGET.

>> YES. I'M GLAD YOU ASKED THE QUESTION BECAUSE I FAILED TO MENTION IN MY ORIGINAL PRESENTATION THAT RESET CENTER BUDGET WHICH IS INCLUDED THERE IS FOUR MILLION.

>> THAT'S UNDER WHICH ONE OF THESE FUNCTIONS?

>> LET ME FIND IT HERE. IT'S PROBABLY MORE THAN ONE, BUT IT'S GOING TO BE IN PROBABLY THE 31, IT'S GOING TO BE SOME IN 21, AND THERE'S GOING TO BE SOME IN 11.

IT'S GOING TO DEPEND ON THE PERSON'S CERTIFICATION OR NON-CERTIFICATION BECAUSE WE'RE GETTING THE APPROPRIATE PERSON.

>> WE'RE LOOKING AT THAT POTENTIALLY BEING A REOCCURRING.

THAT'LL BE A REOCCURRING YEARLY COST?

>> YES, MA'AM.

>> THANK YOU. THAT'S ALL I HAVE.

>> THANK YOU TRUSTEE GARCIA.

TRUSTEE CARREON?

>> THANK YOU ALL. JUST WANT ONE THING.

I MENTIONED THAT THE LAST MONTHS FOR BRIEFING ON THIS TOPIC AND THAT'S OUR HOURLY WAGE.

I WANT TO APPLAUD THE TEAM FOR GETTING TO 1,350.

BUT AGAIN, I JUST WANT TO REITERATE WHAT I MENTIONED LAST MONTH, THAT FROM MY PERSPECTIVE, THIS BOARD, WELL I DON'T KNOW HOW MANY YEARS AGO WAS, VOTED TO PAY OUR WORKERS A LIVING WAGE.

THAT OBVIOUSLY HAS INCREASED IN THE YEARS AFTER.

THE LIVING WAGE AT THAT TIME WAS ACCORDING TO THE MIT CALCULATOR, 11 SOMETHING, I THINK.

TODAY THE LIVING WAGE IN DALLAS IS $15.

SOME OF US ARE GETTING MAYBE THAT NUMBER FROM THE FEDERAL NUMBER THAT'S ALWAYS BOUNCED AROUND THE MEDIA, BUT THAT'S JUST HAPPEN TO BE THAT IS WHAT THE NUMBER IS FOR THE DALLAS AREA AS WELL.

I WANT TO APPLAUD THE TEAM FOR GETTING TO 1,350, BUT I ALSO WANT TO ECHO TRUSTEE JOHNSON'S POINT THAT WE'VE MADE THE COMMITMENT TO A LIVING WAGE BEFORE AND THE SOONER WE CAN GET THERE THE BETTER.

WE KNOW ABOUT THE CHILD POVERTY RATE IN OUR CITY.

ONE OF THE HIGHEST, AT ONE POINT THE HIGHEST IN RECENT HISTORY, SO WHAT WE DON'T WANT TO DO IS CONTRIBUTE TO THAT.

THANK YOU DWAYNE FOR SAYING THAT IT'S POSSIBLE WE CAN GET THERE SOONER.

BUT I WOULD URGE THE TEAM TO REALLY CONSIDER GETTING THERE SOONER RATHER THAN LATER. THAT'S IT. THANK YOU.

>> THANK YOU. ANYONE ELSE FOR FIRST ROUND? I JUST HAVE A COUPLE OF QUESTIONS.

I APPRECIATE AND I KNOW COMING FROM LAST YEAR WHEN YOU HEARD THIS BOARD TALK ABOUT AND HAVE A DESIRE TO IMPROVE THE SALARY ESPECIALLY FOR OUR SUPPORT STAFF.

YOU ALL HAVE COME BACK AND DONE THAT HERE.

I HEAR MY COLLEAGUES AND I AGREE WITH MY COLLEAGUES AS WE CONTINUE TO EXPLORE THAT, LOOKING FORWARD TO MAKE SURE OUR EMPLOYEES DO HAVE A LIVING WAGE.

I KNOW YOU ALL WILL CONTINUE TO DO THAT AND BRING THAT BACK.

ONE QUICK QUESTION. I THINK, I ASKED ABOUT THIS LAST TIME I HAD A PRESENTATION.

I DON'T KNOW IF WE HAVE THE NUMBERS TODAY.

EVEN THOUGH AVERAGES DON'T TELL ALL THE STORY, DO WE HAVE WHAT THE AVERAGE RAISE WOULD BE FOR SUPPORT STAFF WITH ALL OF THESE THINGS INCLUDED?

>> YEAH. EACH ONE WOULD BE RIGHT AROUND 10 PERCENT PLUS OR MINUS 1/2 A PERCENT, BUT IT WOULD BE 10 PERCENT ON AVERAGE.

>> I ASSUME BASED ON THIS, THERE'D BE HIGHER PERCENTAGE RAISES FOR THOSE WHO ARE AT THE LOWER END OF OUR SCALE AS OPPOSED TO THE SUPPORT STAFF AT THE UPPER END OF THE SCALE.

>> CORRECT. FOR EXAMPLE, FOOD AND CHILD NUTRITION, MAINTENANCE AND OPERATIONS, STUDENT TRANSPORTATION, OFFICE SUPPORT, PARAPROFESSIONALS AND POLICE AND SECURITY, SHOULD ALL HAVE AN AVERAGE OF 10 PERCENT.

AGAIN, SOME OF THE LOWER SKILLS MAY HAVE A LITTLE BIT MORE WAYS WE MOVE THAT, THAT SHIFT UP TO 1,350.

>> FURTHER ON THE TEACHER SIDE, DID WE HAVE THE HIGH PARTY COMPASS STIPEND LAST YEAR AS WELL?

>> THIS WAS OUR FIRST YEAR FOR IT.

>> THE CURRENT YEAR THAT WE'RE IN, 2021?

>> CORRECT.

>> THEN IT WOULD JUST BE HELPFUL IF YOU HAVE THE DAY-TO-DAY, WHAT IS THE AVERAGE RAISE FOR TEACHERS THAT WE'RE PROPOSING ACROSS THE BOARD?

[05:10:04]

>> IT WOULD BE A 2.2-2.6 DEPENDING ON THOSE LEVELS FROM THE 1,250 UP TO THE 2,000.

>> IF WE GET ANY MORE CONCRETE DATA AS WE GO FORWARD, I THINK IT'D BE HELPFUL JUST TO HAVE THAT NUMBER.

I CAN MAKE A TRACK OR REQUEST FOR IT JUST TO BE ABLE TO GIVE A QUICK THING AT A GLANCE THERE.

APPRECIATE YOUR WORK FOR THAT AND WE WILL MOVE ON TO THE SECOND ROUND IF ANYONE HAS ANYTHING?

>> WE ALSO HAVE A SUMMARY MEMO GOING OUT IN THE BOARD THIS WEEK FOR YOU.

IT HAS A LOT OF THOSE SPECIFICS TOO.

>> PERFECT, PREEMPTING IT.

>> THANK YOU ALL SO MUCH FOR YOUR WORK ON THIS.

APPRECIATE YOUR TIME. SORRY, WE HAVE A SECOND ROUND OF QUESTION, TRUSTEE JOHNSON?

>> WHAT IS THE BUDGET FOR THE RACIAL EQUITY DEPARTMENT? I CHECK MY EYESIGHT JUST TO MAKE SURE I'M READING THIS CORRECTLY TO YOU.

THE PROPOSED BUDGET IS 4.8 MILLION.

WHAT ARE THOSE THAT COVER IN THEIR BUDGET?

>> CHELSEA JOHNSON, I CAN GIVE YOU THE LARGE BUCKETS OF IT IF YOU WANT I CAN SEND THAT TO YOU IN A TRACKER OR SIT DOWN WITH YOU.

BUT PART OF IT IS SALARY FOR THE EMPLOYEES THERE.

WE ALSO HAVE PROFESSIONAL DEVELOPMENT.

WE ALSO HAVE EVENTS FOR STUDENTS, AS WELL AS TEACHERS.

WE HAVE RESOURCES SUCH AS CULTURALLY RESPONSIVE PEDAGOGY.

WE WORK IN CONCERT WITH TEACHING AND LEARNING, SO THAT WE ALSO FIND MANY OF THOSE RESOURCES.

>> IS 4.8 MILLION?

>> I THINK IT'S 4.3.

>> I'M SURE HERE.

THE PROPOSED BUDGET IS 4.794180.

>> 4.8

>> YEAH. THAT'S WHY I'M SAYING 4.8, BUT I'M GIVING YOU THE EXACT.

>> I SHOULD ALSO SAY THAT WHEN WE MET IN JUNE AND I BELIEVE IT WAS TRUSTEE FOREMAN REALLY TALKED ABOUT CLASS SIZE REDUCTION AND ALSO MEETING SPECIALIST.

WE DO HAVE READING INTERVENTIONIST AT SEVERAL OF OUR SCHOOLS THAT ARE PREDOMINANTLY AFRICAN-AMERICAN.

THEN WE ALSO HAVE THE WAIVERS THAT ALLOWS FOR LOWER CLASS SIZE AND ARE PREDOMINANTLY AFRICAN-AMERICAN SCHOOLS SO THAT'S 60 PERCENT OR MORE.

THAT'S ANOTHER PORTION OF THE BUDGET.

>> THANK YOU FOR THAT AND PLEASE SEND ME THAT BREAK DOWN.

>> OF COURSE.

>> YEAH. BECAUSE I'LL BE ABLE TO MEET US AND I WANTED TO BE LET OUR COMMUNITY KNOW WHAT'S GOING ON IN OUR BUDGET, ESPECIALLY IN THERE BECAUSE THAT'S HOW IT'S CONCERNING DISTRICT 5.

>> HOPEFULLY, THE OTHER PIECE THAT I SHOULD SAY IS THE HIGH PRIORITY CAMPUSES WHERE THEY HAVE THE STIPENDS.

>> I'M SORRY, SAY THAT AGAIN. I'M SORRY.

>> THEY HAVE STIPENDS AT THE HIGH PRIORITY CAMPUSES, THE TEACHERS AND THE PRINCIPALS.

>> HOW MUCH IS THE STIPEND FOR THAT WE COVER IN A FEW MINUTES AGO? I DON'T KNOW. HOW MUCH IS THE STIPENDS? HOW MUCH IS THE STIPENDS FOR?

>> I DON'T HAVE IT MEMORIZED.

>> AMPERAGE. YOUR BROTHER ROBERT HAS IT.

>> YEAH. ROBERT PROBABLY DOES.

>> THE STIPEND LEVELS IT'S A $4500 STIPEND FOR PRINCIPALS.

AND THEN THE TEACHER STIPEND VARIES BY TEACHER INCENTIVE ALLOTMENT DESIGNATION OR TIE EFFECTIVENESS LEVEL AT $4,000, $6,000 OR $8,000.

[05:15:01]

>> 4,500 FOR PRINCIPALS AT HIGH-PRIORITY CAMPUS?

>> YES, SIR.

>> WHAT IS IT FOR TEACHERS?

>> AT 4,000, 6,000 OR 8,000?

>> IS THAT WHERE YOU FALL EVERY OFFICIAL ONE I'LL HIT.

AN ACE, IF YOU'RE ACE CAMPUS.

WHAT'S THE STIPEND FOR PRINCIPALS AT ACE CAMPUSES.

>> I BELIEVE IT'S 18,000.

>> $4,500 FOR A HIGH PRIORITY CAMPUSES.

FOR FRIENDS WITH HIS $4,500, CORRECT? I WANT TO MAKE SURE I'M CORRECT. I'LL WRITE IT DOWN FOR YOU.

>> HPC IS AT 4500.

>> HPC COPPER AND COUNSELING.

FOR ACE CAMPUSES 18,000 FOR THE PRINCIPLE?

>> FOR THE PRINCIPLE, IT'S 15,000, I'M SORRY.

APOLOGIES. EIGHTEEN THOUSAND IS THE TOP TEACHER LEVEL.

>> OKAY. THE PRINCIPLE IS HOW MUCH AT ACE CAMPUS?

>> 15,000.

>> HOW MANY ACE CAMPUS WE HAVE IN THE DISTRICT?

>> SAY THAT ONE MORE TIME?

>> HOW MANY CAMPUSES THAT WE HAVE THAT ARE ACE?

>> 23.

>> 23. HOW MANY IN DISTRICT 5?

>> ONE SECOND. I DON'T HAVE THAT NUMBER WITH ME.

I APOLOGIZE.

>> THAT'S COSINE OMAHA PRIOR TO CAMPUSES.

I KNOW THAT WE DON'T DEFEND THAT BUT I CAME TO THAT.

>> WELL, I THINK THE OTHER THING WE HAVE TO REMEMBER IS THAT ACE CAMPUSES HAVE ADDITIONAL TIME.

THEY HAVE A LONGER DAY AND THERE ARE OTHER CONDITIONS ASPECTS THAT THEY HAVE AND IS THAT

>>

>> OH, OKAY. SHE DOESN'T HAVE IT.

THERE ARE OTHER RESPONSIBILITIES THAT THEY HAVE THAT GO BEYOND WHAT OTHER OR THE HPC PRINCIPALS HAVE.

>> I ALSO WANT YOU TO COME VISIT SOME OF MY CAMPUSES AT HPC AND SEE HOW MUCH THEY WORTH PAY AT THE TIME THEY SUPPOSED TO WORK.

I GUARANTEE YOU SEE THAT THEY DESERVE MORE THAN $4,500.

GIVEN THE SURVEYS, THEY ARE THERE JUST THE AMOUNT OF TIME AND PUTTING THE SAME AMOUNT OF WORK IN, IN A LOT OF MY CAMPUSES.

THIS IS A DISCUSSION THAT WE'VE HAVE ONCE BEFORE, AND WE'RE GOING TO HAVE TO REVISIT THIS BECAUSE THIS IS JUST TOO FAR OF A GAP THAN OUR PRINCIPALS WHO ARE DOING A LOT OF WORK THEY'RE NOT GETTING CREDIT FOR IT OR BEING ACKNOWLEDGED FOR THAT IN OUR HIGH PRIORITY CAMPUSES.

WE'LL TALK ABOUT THAT MORE IN THE UPCOMING MEETINGS, I'M SURE.

>> OKAY.

>> BUT THIS HAS TO BE VISITED AND I'LL BE TALKING ABOUT THIS INDUSTRY FINE AS WELL.

I'LL BE INVITING YOU GUYS TO OUR COMMUNITY MEETINGS SO YOU CAN DISPLAY TO A WHOLE LOT OF OUR PARENTS.

WE DON'T ALWAYS SPEAK TRUTH ABOUT BECAUSE THAT'S A CONCERN. THERE'S A NEGLIGIBLE.

>> THANK YOU. WE'RE GOING TO MOVE ON TO ITEM 8, MINUTES.

[8. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES OF MINUTES WILL BE SENT TO YOU PRIOR TO THE BOARD MEETING WHEN WE WILL VOTE ON THEM.

[9. POLICY UPDATES]

MOVING ON THERE, WE ARE GOING TO BE ON SECTION 9, POLICY UPDATES A THROUGH G. PLEASE FLAG ME DOWN IF ANYONE HAS QUESTIONS ON ANYTHING.

I HEAR B ANY OTHER ONES FOR POLICIES? B, C AND E OR D?

>> D, DUSTY.

>> ALL RIGHT.

>> AND E.

>> AND E. ALL RIGHT, SO I'VE GOT FOUR HERE.

>> PARDON F.

>> NOT E F. ALL RIGHT.

WE'LL GO THROUGH B, C, D, AND F. WE'LL BEGIN WITH B TRUSTEE FOREMAN.

>> IT'S JUST ONE CLARIFICATION.

THE NEW LANGUAGE THAT'S ON HERE IS APPROVAL OF REQUIRED GRANT AND A WAR PLAN SHOW ME BY THE SUPERINTENDENT.

THAT'S YOURS. YOU'LL GET ON BACK UP HERE.

WHY DID YOU TRY TO LEAVE ME? DR. WILSON, YOU BETTER GET HIM.

HAVE THAT STATEMENT THERE WHEN THE BOARD ULTIMATELY WILL VOTE ON THESE CORRECT?

>> YES, THEY DO. I CAN GO BACK AND LOOK, BUT I BELIEVE THE CB POLICY HAS SOME SIMILAR LANGUAGE TO THAT RIGHT NOW.

>> IT MIGHT BE WRONG TOO.

>> BUT WHAT WE'RE INTENTIONALLY ADDING WAS THE PUBLIC NOTICE PORTION,

[05:20:05]

WHICH IS REQUIRED UNDER

>> I GET THAT PART.

BUT THIS IS A CLEAR INDICATION THAT IT'S SOLELY THE SUPERINTENDENTS.

DISCRETION AND OF COURSE, HE RUNS A DAY-TO-DAY ACTIVITIES.

BUT ULTIMATELY, THE BOARD WOULD VOTE ON THIS, I BELIEVE.

>> THERE'S ONE OF THEM TONIGHT, WHICH WE GET THE PRE-AWARD, AND YOU APPROVE THAT AND THEN AT THE END, WHEN ALL THE CARRYOVERS HAVE BEEN ADDED, YOU RATIFY THOSE GRANTS AT THE END.

>> RIGHT. THAT LANGUAGE MIGHT BE A LITTLE AWKWARD.

MAYBE SOMEBODY JUST NEEDS TO RE-WORD IT.

>> WE'RE GOING TO LOOK AT THAT.

>> YEAH, THIS IS LIKE A FINAL APPROVAL BY THE BOARD.

SOMETHING, SOME OTHER LANGUAGE.

>> WE CAN TAKE A LOOK AT THAT.

>> THAT'S IT. THANK YOU.

>> ANYONE ELSE ON ITEM B, TRUSTEE MARSHALL, OR YOU'RE READY FOR YOUR NEXT ONE? OKAY. ITEM C, EIA LOCAL, TRUSTEE MARSHALL.

>> I HAVE SOME QUESTIONS ON C AND D TOGETHER.

I CAN PROBABLY HANDLE ALL OF THEM AT THE SAME TIME.

BUT BEFORE I GET INTO THOSE QUESTIONS, CAN ANYONE TELL ME WHY THESE ARE ALL SINGLE READS?

>> THE LANGUAGE IS MAINLY CONFORMING LANGUAGE AROUND THE GRADING PERIODS, SO WE WANTED TO GO AHEAD AND GET THEM FINALIZED IN ONE READ.

>> OKAY. I WASN'T JUST REFERRING TO C AND D WITH A SINGLE READ, I THINK EVERYTHING BUT ONE ON THIS AREA IS A SINGLE READ WHICH IS NOT CONSISTENT WITH BOARD POLICY.

I WOULD JUST CAUTION THE ADMINISTRATION THAT I DO NOT WANT TO GET IN A HABIT OF ALL OF THESE THINGS BEING SINGLE READS EVERY TIME.

>> WE UNDERSTAND THAT, BUT WE'RE TRYING TO GET IT DONE BEFORE THE START OF THE SCHOOL YEAR,

>> I UNDERSTAND AND IF IT'S FEW AND FAR BETWEEN FOR GOOD REASON IT MAKES SENSE.

BUT WHEN EVERY SINGLE ITEM IN THE WHOLE SECTION BUT ONE IS A SINGLE READ, THAT'S CONCERNING.

ON THESE TWO ITEMS, REALLY WHAT I WANT TO KNOW, CHIEF THE LAST TIME EIA AND EIC WERE CHANGED BY YOUR DEPARTMENT, IT PROBABLY COST ME 1,000 HOURS OF MY TIME DEALING WITH COMMUNITY INPUT AND DOZENS AND DOZENS OF MEETINGS, SOME OF WHICH YOU WERE KIND ENOUGH TO ATTEND.

IN PART OF MY DISTRICT THAT THE STUDENT RANK, WELL, REALLY JUST RANK ON GPA AT THAT TIME, BUT THE RANK ORDER CHANGED IN THE MIDDLE OF THE YEAR AND AS A RESULT OF SOME POLICY CHANGES, FOLKS WERE KNOCKED OUT OF THE AUTOMATIC ADMISSION TO THE UT SYSTEM.

ARE REVISITING THE SAME TWO POLICIES, I JUST REALLY WANT YOU TO MAKE IT VERY CLEAR TO US AND TO THE BOARD AND TO THE PUBLIC AND ANYBODY ELSE THAT'S LISTENING.

HAS ANY CURRENT STUDENT'S RANK GOING TO CHANGE IN THE MIDDLE OF THE YEAR BECAUSE OF ANY CHANGES YOU'RE MAKING TO EITHER ONE OF THESE POLICIES?

>> NO. WE SPECIFICALLY JUST LOOKED AT CLEANING UP THE LANGUAGE AND SPECIFICALLY THE GRADING PERIODS LANGUAGE FOR THIS POLICY, SIX WEEKS LANGUAGE FOR THIS POLICY.

>> I READ THROUGH ALL THE CHANGES THAT YOU'RE MAKING AND IT'S LITERALLY LIKE CROSSING OUT V AND ADDING A AND YOU CROSS OUT THE TERM SIX WEEKS IN A NUMBER OF PLACES.

WHAT, IF ANY, SUBSTANTIVELY ARE YOU CHANGING ANY OF THESE POLICIES THAT IS BEYOND LANGUAGE?

>> WE JUST WANTED TO REALLY JUST CHANGE THAT LANGUAGE JUST TO REFLECT THE CALENDARS THAT WE HAVE CURRENTLY, AND THAT WE'VE ADOPTED FOR THE NEXT COUPLE OF YEARS AND ALSO ANTICIPATING THAT WE ALWAYS BRING IN COMMUNITY INPUT FOR THE CALENDAR CHANGES.

WITH THAT, WE JUST WANTED TO MAKE IT GRADING PERIODS AND NOT SIX WEEKS LANGUAGE. THAT'S IT.

>> OKAY, SO NO STUDENT'S GPA OR RANK, LIKE THE FORMULA IN THE COMPUTER THAT CALCULATES THE STAYED THE SAME AND NOTHING IS CHANGING.

>> EVERYTHING STAYS THE SAME.

>> OKAY. THANKS.

>> THANK YOU, TRUSTEE MARSHALL.

ANY OTHER QUESTIONS ON ITEM C? TRUSTEE FOREMAN AND TRUSTEE GARCIA, YOUR LIGHTS ARE ON.

>> NO.

>> DID THAT TAKE CARE OF YOUR QUESTION ON D AS WELL, TRUSTEE MARSHALL? OKAY. ANY OTHER POLICIES BEFORE I MOVE ON? WE'RE GOING TO MOVE ON TO SECTION 11,

[11. CHIEF OF STAFF DIVISION]

12, 13, AND 14 FOR THE CHIEF OF STAFF DIVISION.

DO WE HAVE ANY QUESTIONS ON 12A, 13A, OR 14A FROM ANYONE?

>> THIRTEEN A.

>> THIRTEEN A. ANY OTHERS? WE'LL START WITH 13A, TRUSTEE FOREMAN.

[05:25:05]

>> IF I COULD ASK MISS WEST OR MISS CHRISTIAN TO COME UP?

>>

>> NO.

>>

>> OKAY, MISS FOREMAN.

>> JUST A QUICK QUESTION.

JUST LOOKING AT THE TALLY SHEET IN TERMS OF THE REPUTATION OF THE VENDOR.

>> YES.

>> THE VENDOR THAT WE CHOSE DIDN'T HAVE HIGH REPUTATION.

BUT WE GAVE THEM 40 POINTS ON THE PURCHASE PRICE.

WAS THERE A REASON FOR THAT?

>> I WOULD HAVE TO ASK CANDACE TO COME UP AND HELP ME WITH THE REPUTATION PIECE.

THAT'S THE PART THAT THEY SCORE.

>> THE REASON I ASKED THAT QUESTION IS THAT, ONE OF THE THINGS THAT YOU CERTAINLY WANT TO LOOK FOR IN A VENDOR IS SOMEONE THAT HAS A HIGH REPUTATION.

SOMETIMES DOLLARS ARE NOT THE ULTIMATE END OF THE GAME.

WHEN I LOOKED AT THAT REPUTATION SCORE, IT JUST CONCERNED ME.

IS THERE A REASON THAT THEY HAD A LOW SCORE?

>> YES, MA'AM.

>> OKAY.

>> I'M HAPPY TO ADDRESS THAT QUESTION.

THE REPUTATION IS BASED ON THE REFERENCES THAT THE VENDOR ACTUALLY GIVES US, WE SEND THAT OUT TO THE REFERENCES THAT THEY SENT US, AND THAT SCORE IS BASED ON THEIR RESPONSE.

>> WHAT IS IT THAT THE REFERENCES SENT BACK THAT WE WEREN'T COMFORTABLE WITH?

>> WELL, WE EITHER MAY HAVE NOT GOTTEN A REFERENCE FROM THE VENDOR OR THE REFERENCE THAT THEY GAVE US, OR THE REFERENCE GAVE THEM A LOW SCORE IN AND OF THEMSELVES.

>> I'M TALKING SPECIFICALLY ABOUT THIS PROCUREMENT.

>> YES, MA'AM.

>> WOULD LIKE TO KNOW FROM THE REFERENCES, WHAT IS IT THAT WAS LOW OR NO RETURN, SO I'LL HAVE A BETTER UNDERSTANDING OF WHY WE WOULD GO WITH A VENDOR THAT DID NOT HAVE A HIGH SCORE?

>> ABSOLUTELY.

>> YOU CAN SHARE THAT WITH THE ENTIRE BOARD, I THINK THEY SHOULD KNOW THAT TOO.

THAT'S A QUESTION THAT WE SHOULD ASK ON EVERY PROCUREMENT IF WE SEE SOMETHING LIKE THAT.

>> YES, MA'AM.

>> ALL RIGHT. THANK YOU.

>> THANK YOU FOR THAT, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS ON 13A?

>> FOURTEEN A.

>> WE'LL MOVE ON TO 14A, TRUSTEE FOREMAN.

>> THIS IS REGARDING THE DEMOGRAPHIC STUDY.

DON'T ASK ME TO BE KIND JUST A COUPLE OF QUESTIONS, BECAUSE I HAVE HAD AN OPPORTUNITY TO TALK TO PAM AND SHERRY AND VEGA, AND I'M STILL STUCK ON, FROM A DEMOGRAPHIC STANDPOINT, WHERE IS IT WITHIN THAT REPORT THAT WE WOULD LOOK AT ETHNICITY? ONE OF THE CLEAR REASONS THAT I'M ASKING THAT QUESTION AND I'VE SHARED THIS WITH THEM IS, IS THAT WHEN I LOOK AT OTI SCHOOLS, MANY OF THEM, THE NEWEST SCHOOLS HAVE ABOUT 30 PERCENT ANGLO, OR SOMEWHERE CLOSE TO THAT.

BECAUSE PAM KEEPS TELLING ME IT'S NOT ALWAYS 30, SOMEWHERE CLOSE TO THAT.

>> IT'S ONE SCHOOL.

>> I DON'T KNOW WHERE WE ACTUALLY TAKE THAT INTO CONSIDERATION.

BEFORE THE PEOPLE ASK, "DO I NOT WANT ANGLO STUDENTS IN THE SCHOOL? I WANT EVERY STUDENT THAT WE CAN GET IN DISD.

THAT'S NOT THE QUESTION.

THE QUESTION IS THAT SOMEWHERE WE HAVE TO TAKE THOSE THINGS IN CONSIDERATION BECAUSE WITH OUR OTI SCHOOLS, WE ARE PUTTING MORE RESOURCES IN AND THEY'RE SMALLER SCHOOLS.

FROM A DEMOGRAPHIC STANDPOINT VALUE, WHERE DOES THAT PLAY IN?

>> THE DEMOGRAPHIC STUDY, ONLY LOOKS AT THE HISTORICAL TRENDS BY RACE, AND DOES NOT DO PRODUCTIONS, AND IN THE PAST, HAS NOT GOTTEN INTO ANALYSIS OF RACE BY CAMPUS, OR PROGRAM.

IF THAT'S SOMETHING THAT WE NEED TO PURSUE IN THE FUTURE, THAT WOULD NEED TO BE ADDED TO THE STATEMENT OF WORK THAT WAS REQUESTED.

>> THAT WAS NOT A PART OF THE STATEMENT OF WORK?

>> NO.

>> IT HAS NOT HISTORICALLY BEEN PART OF THAT AND THE LAST DEMOGRAPHIC STUDY THAT WAS DONE WAS IN 2016- 17.

THE SCHOOL CHOICE PROGRAM WAS FAIRLY NEW.

[05:30:01]

WE DIDN'T HAVE MANY CAMPUSES AT THE TIME, I THINK IT WAS MAINLY SOLAR GIRLS THAT HAD JUST STARTED AT THAT TIME.

>> BUT WE NOW HAVE MANY CAMPUSES.

>> CHOICE CAMPUSES.

>> THERE IS A TREND, THAT IS NOT THE SAME AS OUR NEIGHBORHOOD SCHOOLS, AND SO I DON'T UNDERSTAND WHY.

I DO UNDERSTAND, I'M JUST SPEAKING OUT.

WE HAVEN'T LOOKED AT IT, BUT I THINK THAT IS SOMETHING THAT WE NEED TO TAKE A LOOK AT, AND SEE WHERE WE'RE TRENDING.

IF WE GET A DEMOGRAPHIC STUDY THAT DOES NOT ADDRESS THAT, THEN WE'RE LEAVING OUT A BIG PIECE.

I MEAN 30 SCHOOLS.

>> YEAH, THAT'S QUITE A LOT.

>> OUT OF 220.

>> 25.

>> THAT'S A BIG CHUNK.

THAT'S WHY I'M ASKING THAT SPECIFIC QUESTION.

DWAYNE, I DON'T KNOW IF THEY CAN BE ADDED TO THE SCOPE, BUT I THINK LOOKING AT THAT PROCUREMENT AND SEEING THAT THERE'S AN OPPORTUNITY TO ADD ANYTHING IF YOU'RE NEGOTIATING THIS CONTRACT, THAT THERE'S AN OPPORTUNITY TO DO THAT.

I WOULD LIKE TO SEE THAT DONE SO THAT WE GET A CLEAR UNDERSTANDING OF EXACTLY, WHAT'S IN THE DISTRICT AND WHAT WE'RE DEALING WITH.

BECAUSE WE KEEP DEALING WITH THIS GROUP OF SCHOOLS SEPARATELY, BY FUNDING, BY RACE, AND WE NEED TO ADDRESS THE WHOLE ISSUE SO THAT WE CAN HAVE A COMPREHENSIVE PLAN TO MAKE SURE THAT ALL OF THE SCHOOLS ARE EQUALIZED.

THE DEMOGRAPHIC STUDIES ARE FOR FIVE YEARS?

>> CORRECT. YES.

>> FOR FIVE YEARS, SO IF WE DON'T DO IT NOW, WHEN ARE WE GOING TO DO IT? I JUST THINK IT'S IMPORTANT THAT WE DO THAT. THANK YOU.

>> THANK YOU.

>> THANK YOU FOR THAT TRUSTEE FOREMAN.

ANY OTHER QUESTION OF 14A? OKAY. WE'RE MOVING DOWN TO THE LEADING AND LEARNING DIVISION,

[15. LEADING AND LEARNING DIVISION]

16, 17, AND 18.

I HAVE 16 D. I ALSO WANT TO CALL 16 C , ARE THERE ANY OTHER ONES?

>> I'M SORRY, 16 A ALSO.

>>16 A. OKAY. WE'LL BEGIN WITH 16 A, TRUSTEE FOREMAN.

>> JUST A QUICK QUESTION AND IT'S PROBABLY A PROCUREMENT QUESTION.

DID WE IN FACT ADD TO THE LIST EVERYBODY THAT BID? BECAUSE IT LOOKS LIKE YOU-ALL COME.

>> YES, WE DID.

>> WHY DID WE DO THAT?

>> FOR THIS RFP, THIS IS TO FUND, TO GET THE PROGRAMS IN CTE GOING FOR THE NEXT FIVE YEARS, AND WE WERE EXPECTING OVER 200 VENDORS.

WITH ALL THE 16 DIFFERENT CAREER CLUSTERS, ONLY 65, APPLIED FOR THE RFP, AND BECAUSE THE NEED IS SO GREAT, WE WILL NEED ALL 65.

>> DO YOU THINK SO?

>> OH, YES. YES, MA'AM.

>> I WILL BE AROUND HERE FOR FIVE YEARS SO.

>> YOU'RE INVITED TO THE CURRENT SUITES, SO ABSOLUTELY.

>> THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN. ANYTHING ELSE ON 16 A? ALL RIGHT. WE'LL MOVE TO 16C.

>> I HAD ASKED FOR B.

>> OH, YOU ASKED FOR B, I THOUGHT YOU SAID D. MY FAULT.16 B, TRUSTEE MARSHALL.

>> HI, DERICK. IS THIS 15 MILLION FOR THE 1800S TUTORS?

>> YES, IT WOULD BE.

>> I GUESS I'M CONCERNED ABOUT HOW YOU GOT TO THIS LIST OF FOLKS IN THE PACKET.

YOU'VE GOT, I DON'T KNOW WHAT IT IS,34 AGENCIES.

CAN YOU GET 1800 TUTORS OUT OF THOSE 34 AGENCIES?

>> POTENTIALLY SO.

SOME OF THEM THINK THAT THEY CAN BRING SUBSTANTIAL CAPACITY TO BEAR.

WE HAVE SOME NATIONAL ORGANIZATIONS ON THAT LIST THAT RECRUIT TUTORS FROM ALL OVER THE COUNTRY, AND BECAUSE WE CAN DO VIRTUAL TUTORING, IT'S STILL LIVE BUT THE TUTOR AND THE STUDENT AREN'T NECESSARILY PHYSICALLY IN THE SAME PLACE.

WE THINK WE CAN SIGNIFICANTLY CLOSE THE GAP IF NOT NEEDED.

THE OTHER THING WE ARE DOING THOUGH, IS PLANNING FOR OUR OWN TUTORING OPERATION TO SUPPLEMENT WHAT THESE ORGANIZATIONS PROVIDE.

>> THE 15 MILLION ISN'T THE FULL PRICE TAG OF 1800?

>> IT DEPENDS ON HOW WE SPLIT THAT PORTFOLIO.

IF WE GO WITH THESE AND THAT'S OUR TOTAL TUTORING OPERATION, IT WOULD BE.

IT'S UNLIKELY TO WORK OUT THAT WAY WHERE THIS GROUP WILL SERVE PROBABLY THE MAJORITY OF THE NEED AND THEN WE WILL DO SOME DIRECT STAFFING AS WELL,

[05:35:04]

TO SUPPLEMENT IN OTHER AREAS.

>> WE SHOULD BE EXPECTING ANOTHER FISCAL NOTE ON TOP OF THE 15 MILLION TO GET TO 1800 TUTORS?

>> YEAH. WHAT CHIEF THOMPSON REFERRED TO EARLIER, THERE IS A TUTORING ITEM WITHIN THAT.

>> WITHIN WHAT?

>> WITHIN THE FUNDING PROPOSAL THAT'S COMING BACK TO YOU IN A COUPLE OF WEEKS.

>> WELL, I MEAN, SHOULDN'T THIS 15 MILLION BE AN ESTER FUNDING TOO.

I MEAN, THIS SEEMS LIKE IT WOULD BE EMINENTLY ELIGIBLE FOR THAT.

>> IT WILL QUALIFY, YES.

>> OKAY. I MEAN, I KNOW A LOT OF THESE ORGANIZATIONS ON HERE.

IN FACT, I'VE SERVED WITH A BUNCH OF THEM.

I DON'T SEE HOW THERE'S ANY WAY YOU'RE GOING TO GET 1800 TUTORS OUT OF THIS GROUP OF ORGANIZATIONS, AND I THINK WE NEED AT LEAST 1800 IF NOT MORE TUTORS.

>> YEAH.

>> I'M NERVOUS IF THIS IS OUR FULL LIST OF RESOURCES TO PULL FROM FOR THOSE TUTORS.

>> AGAIN, IT'S NOT EXHAUSTIVE.

OUR UNIVERSITY PARTNERS ARE NOT LISTED THERE.

WHAT WE WOULD STAFF ON OUR OWN IS NOT LISTED THERE.

I AGREE WITH YOU TOTALLY IN TERMS OF OUR LOCAL PARTNERS, THEY DO NOT HAVE CAPACITY TO BRING 1800 TUTORS TO THE TABLE.

BUT SOME OF THESE NATIONAL ORGANIZATIONS CAN BRING MULTIPLE HUNDREDS TO THE WORK.

>> ALL RIGHT. EACH TUTOR IS INTENDED TO INTERFACE WITH HOW MANY KIDS?

>> THAT DEPENDS ON THE TUTOR, IT DEPENDS ON THE STRUCTURE.

ONE-ON-ONE TUTORING IS THE MOST EFFECTIVE.

YOU CAN ALSO GO TO A THREE-TO-ONE RATIO THAT'S STILL AS STRONG, AS HIGHLY EFFECTIVE IN THE RESEARCH.

BUT THAT DEPENDS ON WHETHER A TUTOR IS JUST DOING THAT ONE GROUP PER WEEK, OR IF THEY'RE DEDICATING 15 TO 20 HOURS TO THE WORK A WEEK.

THAT NUMBER SCALES BASED ON THE INDIVIDUAL TUTOR.

>> YEAH, I'M JUST WONDERING WHAT WE SHOULD THINK OF AN ROI ON THE INVESTMENT THEN.

BECAUSE $15 MILLION FOR, EVEN IF YOU DID GET ALL 1800 TUTORS OUT OF THIS, THAT'D BE $8,300 PER TUTOR.

IS THAT $8,300 PER STUDENT?

>> NO. WE'LL BE ABLE TO SHARE WITH THE BOARD ONCE WE GET PEOPLE ASSIGNED WHAT THE PER STUDENT AVERAGES ARE AND WE CAN EVEN BREAK THAT DOWN BY ORGANIZATION, WHAT PER STUDENT WE'RE PAYING.

>> OKAY. WELL, IF I CAN HELP FIND OTHER SOURCES TO DRUM UP THESE TUTORS, WE NEED THEM ASAP, SO COUNT ME IN FOR ANYTHING I CAN DO.

>> ALL RIGHT. THANK YOU.

>> THANK YOU. ANYONE ELSE ON 16 B? TRUSTEE FOREMAN YOUR LIGHT'S ON, IS THAT FOR B?

>> THAT'S FOR C.

>> FOR C. WE'LL MOVE ON TO 16C.

FIRST, BEFORE I WANT TO GO IN ONE OF THE QUESTIONS THAT I HAD THERE WAS JUST TO GIVE YOU ALL SPACE I KNOW THERE ARE NO OTHER BOARD DOCS ASIDE FROM THIS HERE.

JUST TALK US THROUGH THAT AND THEN WE'LL TAKE QUESTIONS STARTING WITH TRUSTEE FOREMAN.

>> YES. THANK YOU FOR THE OPPORTUNITY TO TALK ABOUT THE PROCESS.

WE ACTUALLY BROUGHT OUR TEAMS TOGETHER EARLIER ON THIS FALL TO TALK ABOUT UNFINISHED LEARNING AND HOW OUR CENTRALIZED DEPARTMENTS COULD ACTUALLY IMPACT THE UNFINISHED LEARNING AT CAMPUSES. CAN I PULL THIS UP?

>> YES.

>> I WAS LIKE, THIS IS GOING TO BE HARD.

ONE OF THE WAYS THAT WE THOUGHT ABOUT IT WAS THAT WE REALLY NEED TO INCREASE OUR TIME AND OUR CAPACITY TO SERVE AS CAMPUSES MUCH MORE THAN WE'VE BEEN DOING IN THE PAST.

WE DID THIS PRIORITIZATION ACTIVITY WHERE WE LOOKED AT WHERE ARE OUR PRIORITIES AND WHAT IS OUR WORK STREAMS AND HOW ARE WE DELVING OR DIVIDING OUT OUR TIME.

WE WERE REALLY SHOCKED TO SEE THAT WE WERE SPENDING A SIGNIFICANT AMOUNT OF TIME IN OUR BUREAUCRATIC PROCESSES.

THAT INCLUDES RFPS, AND CONTRACTS, AND THINGS LIKE THAT.

WE DECIDED TO CENTRALIZE THAT.

WE WORKED WITH OTHER DIVISIONS AND SO THAT INCLUDED OTI, SCHOOL LEADERSHIP, AND ALSO OF COURSE, TEACHING AND LEARNING TO CENTRALIZE SOME OF THESE PROCESSES.

ONE OF THE PROCESSES THAT WE WANTED TO CENTRALIZE WAS PROFESSIONAL DEVELOPMENT AND WE CAME UP WITH SOME GOALS AROUND THOSE PROCESSES.

PROFESSIONAL DEVELOPMENT, WE SAID WE'D REALLY WANTED TO, OF COURSE, CENTRALIZE IT TO INCREASE TIME AND OPPORTUNITY FOR US TO SERVICE THOSE CAMPUSES, TO CREATE THAT ONGOING COMMUNICATION BETWEEN THOSE DIVISIONS, AND CREATE THESE NATURAL FEEDBACK LOOPS FOR OUR TEACHERS, PARENTS, AND STUDENTS, AND THEN TO CREATE MORE OF A SYSTEM FOR TRANSPARENCY.

WE GOT TOGETHER AND WE MADE A DECISION THAT WE WOULD BRING TOGETHER THESE TEAMS AND WE LOOKED AT THIS PROCESS AND WORKED THROUGH THE PROCESS FOR THE FALL.

WE DECIDED THAT WE HAD SOME ADDITIONAL PROFESSIONAL DEVELOPMENT NEEDS POTENTIALLY AND ALSO SOME DIGITAL TOOL NEEDS.

HOW WE CAME UP WITH THAT CONCEPT IS THAT WE STARTED VISITING CAMPUSES, TALKING TO EXECUTIVE DIRECTORS AND PRINCIPALS, TALKING TO TEACHERS.

WE DETERMINED THAT WE HAD ADDITIONAL NEED COMPARED TO WHAT WE HAD BROUGHT FORWARD WITH RFPS IN THE FALL AND PREVIOUSLY.

WE DECIDED THAT OUR TIMELINE WOULD BE A MAY RFP THAT WE WOULD BRING FORWARD TO THE BOARD FOR CONSIDERATION.

[05:40:03]

THEN AS WE DECIDED TO EXPAND THE SCOPE OF OUR FEEDBACK FROM OUR STUDENTS, TEACHERS, AND PARENTS, WE DECIDED, HEY, LET'S GO AHEAD AND BRING THIS IN AUGUST INSTEAD SO WE CAN GET MUCH MORE FEEDBACK THAN WE ALREADY HAD.

THEN LATER THAT MONTH IN APRIL, WE DISCOVERED THAT WE HAD A REALLY SPECIALIZED NEED FOR RFP FOR OUR SPECIALIZED PROGRAMS. MONTESSORI AND PTEC AND AVID AND SOME OF THESE ARE VERY SPECIALIZED PROGRAMS AND THAT THEY HAD RFPS THAT WERE EXPIRING IN JUNE.

WITH THAT, WE SAID, OKAY, THIS IS REALLY IMPORTANT.

WE NEED TO BRING FORWARD SOME RFP AND WE REALIZE THE TIME FRAME.

WE FIGURED THIS OUT LATER IN MAY.

THEN WE WERE ALSO AT THE SAME TIME GETTING FEEDBACK FROM TEACHERS AND LOOKING AT THEIR REQUESTS FOR SOME OF THE DIGITAL TOOLS AND WHAT THEY WERE USING IN CLASSROOMS THAT WERE NOT A PART OF VENDOR AGREEMENTS.

IF YOU THINK ABOUT WHAT WE BROUGHT FORWARD IN AUGUST WAS AROUND A LOT OF THE PLATFORMS, AND THEN THEY WERE DISCOVERING ALL THESE NEW WAYS OF REALLY ENGAGING STUDENTS ON THEIR OWN, BUT WE DIDN'T HAVE VENDOR AGREEMENTS FOR THOSE PARTICULAR TOOLS.

LOOKING AT THE TIMELINE, WE HAD AN OPPORTUNITY TO MEET WITH PROCUREMENT AND SAY, WHAT CAN WE DO? WHAT ARE OUR OPTIONS SO THAT TEACHERS COULD HAVE THIS PROFESSIONAL DEVELOPMENT IN THE SUMMER, KIDS COULD HAVE THE TOOLS THEY NEED AT THE START OF SCHOOL AND TEACHERS COULD HAVE EVERYTHING THAT THEY NEEDED TO START THE SCHOOL YEAR.

THEY JUST GAVE US AN OUTLINE AND SAID, YOU CAN THINK ABOUT JUNE.

WE STILL NEED TO MAKE SURE THAT WE GO OUT FOR AT LEAST 30 DAYS FOR THIS RFP.

WE WENT THROUGH THE TIMELINE PROCESS AND THEN THE RFP CLOSED ACTUALLY ON JUNE 3RD AT 2:00 PM.

FROM THAT PROCESS, WE STARTED THE WAIVER.

WE WANTED TO MAKE SURE THAT THIS WAS SITTING ON THE BOARD BRIEFING AGENDA HOWEVER, SO THAT WE COULD BE OPEN FOR A DISCUSSION, WE COULD TALK ABOUT THE PROCESS AND OUR INTENT, AND HOPEFULLY THAT YOU COULD AT LEAST HAVE A DISCUSSION WITH US AROUND THE CONSIDERATION.

ALSO REACHED OUT TO SEE IF WE CAN SCHEDULE SOME MEETINGS BECAUSE I KNOW YOU DON'T HAVE THE ACTUAL DOCUMENTS HERE TO ASK THOSE VERY POINTED QUESTIONS.

WE SCHEDULED SOME MEETINGS SO YOU WOULD HAVE AN OPPORTUNITY TO DO THAT ONCE WE UPLOAD THE DOCUMENTS AND WE'RE EXPECTING THAT ON THE 14TH.

>> WE PLAN TO PROVIDE THOSE DOCUMENTS PRIOR TO THE CONSENT AGENDA MEETING AT THE END OF THE MONTH FOR REVIEW AND WE'LL BE MEETING WITH YOU INDIVIDUALLY NOW THAT THE EVALUATIONS ARE COMPLETE.

>> THANK YOU. WE'LL START WITH TRUSTEE FOREMAN.

>> WHICH ONE ARE WE ON?

>> C OR D.

>> I'M ON D. WELL, ACTUALLY C. ACTUALLY, C AND D.

>> C AND D.

>> ON D WE DON'T HAVE THE DOCUMENTS, BUT LET ME TELL YOU WHERE I AM ON THAT.

I DON'T LIKE TO BE RUSHED.

I'M PROBABLY THE ONLY ONE THAT COMES WITH A BINDER THAT LOOKS LIKE THIS BECAUSE I DO LIKE TO READ IT AND I DO LIKE TO UNDERSTAND.

WHEN YOU BRING SOMETHING TO ME THE DAY BEFORE, NOT THAT IT'S BAD, IT'S A RUSH.

MY EXPECTATION, THIS IS IS THAT WE PLAN BETTER SO THAT THE BOARD IS NOT RUSHED.

WE HAVE A LOT TO GO OVER IN A SHORT PERIOD OF TIME.

WHEN YOU'RE TALKING ABOUT IN ONCE $21 MILLION, YOU DON'T RUSH SPENDING $21 MILLION.

THAT'S JUST NOT GOOD. WHAT IS IT IN? THAT'S IN C, AND D IS ANOTHER $9 MILLION.

THAT'S $30 MILLION THAT WE HAVE AS A PLACEHOLDER, WHICH I HATE PLACEHOLDERS.

WE HAVE AS A PLACEHOLDER THAT THE BOARD STILL DON'T HAVE INFORMATION ON. THAT'S NOT GOOD.

I KNOW THE INTENT IS THERE TO DO WHAT'S RIGHT, I DON'T QUESTION YOUR INTENT.

BUT WHAT I DO QUESTION, IS THAT THE ADMINISTRATION NEEDS TO DO A BETTER JOB.

ALL THESE NEW PROGRAMS THAT WE KEEP THROWING OUT HERE, WE'RE JUST THROWING THEM OUT.

IT'S LOTS OF MONEY.

JACK WILL TELL YOU, SAME QUESTIONS FROM ME.

WE'RE SPENDING THE MONEY, BUT WE JUST KEEP BRINGING IN NEW PROGRAMS AND HOPING THAT THEY WORK.

I JUST HAVE A HARD TIME WITH IT.

THANK YOU VERY MUCH AND I DO PLAN TO MEET WITH YOU.

>> THANK YOU, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS HERE ON C AND D?

[05:45:03]

I JUST HAVE ONE QUICK QUESTION ON D. I KNOW A FEW MONTHS BACK WE HAD A SIMILAR ONE FOR PROFESSIONAL DEVELOPMENT AND STUDENT ENGAGEMENT SPECIFICALLY AROUND CULTURAL COMPETENCY, RACIAL EQUITY, AND ANTI-RACIST WORK.

IS THIS ENCOMPASSING OF THE SAME THINGS THAT WERE IN THAT? HAS THERE BEEN ANY CHANGES? IS THIS SOMETHING DIFFERENT?

>> YES. FOR THE PROFESSIONAL DEVELOPMENT RFP WHAT WE'RE LOOKING AT SPECIFICALLY ARE FOR A SPECIALIZED PROGRAMS. THOSE PROGRAMS INCLUDE AGAIN, AVID, MONTESSORI SCHOOLS, SO THESE ARE VERY SPECIALIZED SPECIAL EDUCATION.

THERE ARE SOME PROGRAMS THAT ARE VERY SPECIALIZED TO THAT PARTICULAR CONTEXT AND CERTAIN AGES OF STUDENTS

>> WHAT YOU'RE SAYING IS THIS IS DIFFERENT THAN

>> IT'S DIFFERENT, YES.

>> THANK YOU. ANY OTHER QUESTIONS HERE, TRUSTEE JOHNSON?

>> JUST ONE QUICK QUESTION.

WHAT TRANSPIRED THAT WE ARE NOW GETTING THIS DOWN WITHOUT REALLY PLANNING IT? WHAT REALLY HAPPENED?

>> I THINK OUR ORIGINAL INTENT WAS TO PLAN.

WE ACTUALLY STARTED THE PLANNING PROCESS IN NOVEMBER.

WHAT REALLY TRANSPIRED WAS THAT WE WANTED MORE STAKEHOLDER FEEDBACK.

WE EXTENDED THE SURVEYS THAT WE HAD PUT OUT FOR OUR TEACHERS AND FOR STUDENTS.

WE WANTED TO DO MORE EMPATHY INTERVIEWS BECAUSE AS WE GATHERED MORE INFORMATION, WE WERE FINDING OUT THAT WHAT OUR ORIGINAL INTENT WAS AROUND MAYBE SOME OF THE PROFESSIONAL DEVELOPMENT NEEDS AND SOME OF THESE DIGITAL TOOLS ACTUALLY ENDED UP BEING VERY DIFFERENT ONCE WE GOT SOME OF THAT FEEDBACK.

IN A LOT OF PLACES, WE WERE VERY MUCH IN LINE, BUT THERE ARE A COUPLE OF PLACES THAT WE JUST DIDN'T ANTICIPATE.

WITH THAT IN MIND, THEN WE SAID, OKAY, WELL, LET'S TAKE THIS IN AUGUST.

THEN WHEN WE BROUGHT SOME OF THE SPECIALIZED GROUPS TO THE TABLE, WE REALIZED THAT WE ACTUALLY NEEDED TO REALLY ACCELERATE OUR ORIGINAL TIMELINE.

>> WE ALSO WANT TO MAKE SURE THESE ARE AVAILABLE IN AUGUST WHEN SCHOOL STARTS.

THAT'S PRE-EMPTING, WE HAVE TO COME IN JUNE TO BE ABLE TO GET IT AVAILABLE.

>> YOU ALL DID A SURVEY ON THE COMMUNITY?

>> YES, WE SURVEYED THE TEACHERS, WE'VE SURVEYED STUDENTS.

THE STUDENTS' SURVEY IS STILL OPEN BECAUSE WE'RE PLANNING TO TAKE MORE INFORMATION AND MORE FEEDBACK ABOUT THEIR LEARNING EXPERIENCES THIS YEAR THROUGHOUT THE PANDEMIC, AND WE ALSO HAVE A PARENT SURVEY.

>> WITH THE PARENTS' SURVEY IN DISTRICT 5, HOW WAS THAT RECEIVED BY OUR PARENTS?

>> WE LEFT THAT SURVEY OPEN.

WE STILL HAVE IT OPEN BECAUSE AGAIN, WE'RE COLLECTING ADDITIONAL INFORMATION.

I DON'T HAVE THAT DATA WITH ME, BUT WHEN WE MEET OFFLINE, I'M HAPPY TO SHARE WITH YOU THE INFORMATION WE HAVE.

>> CAN YOU PUT THAT IN A TRACKER?

>> YES, SIR.

>> THANK YOU.

>> ANY OTHER QUESTIONS HERE? THANK YOU ALL.

WE'RE GOING TO MOVE ON TO THE SCHOOL LEADERSHIP DIVISION, WHICH INCLUDES 20A AND 21A.

TRUSTEES DO YOU HAVE ANY QUESTIONS ON 20 OR 21 A.

MY APOLOGIES, 18 A. TRUSTEE MARSHALL.

>> I'M JUST CURIOUS IN READING THIS.

I DEBATED IN HIGH SCHOOL AND I THINK THAT'S PROBABLY THE MOST IMPACTFUL EDUCATIONAL EXPERIENCE I HAD AND I'M A BIG FAN OF US EXPANDING ACCESS TO DEBATE WITHIN THE IC.

WHEN READING THE DOCUMENTS ATTACHED TO THIS, THERE APPEARS TO BE A TARGET LIST OF SCHOOLS THAT WE'RE WORKING WITH HERE.

I'M CURIOUS WHY WE'RE NOT DOING THIS IN EVERY MIDDLE SCHOOL AND EVERY HIGH SCHOOL, ESPECIALLY AS WE LOOK THROUGH AN EQUITY LENS.

I THINK DEBATE IS A VERY IMPACTFUL WAY TO IMPROVE THE EDUCATIONAL EXPERIENCE AND SOME OF OUR UNDESERVED MIDDLE AND HIGH SCHOOLS, AND WE'D LOVE TO SEE THIS IN EVERY MIDDLE SCHOOL AND HIGH SCHOOL.

I'M CURIOUS WHY WE'VE CHERRY PICKED SOME AND HOW WE WENT ABOUT CHERRY PICKING THE ONES THAT WE CHOSE.

>> WELL, WE WANT IT IN EVERY SCHOOL AS WELL AND SO IT'S OFFERED TO EVERYONE.

WE REALLY REACH OUT TO THEM AS WELL AND TRY TO GET THEM INVOLVED IN THE VERY BEGINNING.

SOMETIMES THEY'RE LIMITED ON WHO HAS THE TIME TO COACH.

IT'S A PRETTY BIG COMMITMENT FOR THE TOURNAMENTS AND THE PRACTICES AFTER SCHOOL.

A LOT OF TIMES IT'S A STAFFING ISSUE, BUT THE OPPORTUNITY IS THERE FOR ALL.

>> WHEN YOU'RE SAYING THE OPPORTUNITY IS THERE AND THEY'RE HAVING PROBLEMS, ARE YOU REFERRING TO PRINCIPALS NOT CHOOSING TO HAVE THE PROGRAM ON CAMPUS? WHO IS THEY? WHO IS THE THEY IN YOUR STATEMENT?

>> NO. I THINK EVERYONE IS VERY SUPPORTIVE OF DEBATE AND RECOGNIZES THE BENEFITS OF IT.

IT'S AN OPT-IN ACTIVITY AND WE REALLY

>> OPT-IN BY THE PRINCIPAL OR OPT-IN BY A COACH OR BOTH?

>> BOTH, AND KIDS.

>> IF YOU HAD A MAGIC WAND TO WAVE AND MAKE THIS BE ON EVERY CAMPUS, WHAT PROBLEM WOULD YOU HAVE TO SOLVE?

>> STAFFING. IT'S REALLY A MATTER OF WE'VE HAD A GOAL, AS YOU KNOW, SINCE 2015 TO HAVE

[05:50:02]

EVERYBODY INVOLVED IN AT LEAST ONE EXTRA CURRICULAR CO-CURRICULAR ACTIVITY.

DEBATE IS ONE THAT HAS GROWN.

BUT EVERYONE IS CHOOSING ACTIVITIES TO GET INVOLVED IN.

>> SORRY TO INTERRUPT YOU, BUT FROM A MARKET DYNAMIC PERSPECTIVE THAT IMPLIES TO ME THAT THE STIPEND THAT COACHES ARE RECEIVING FOR DEBATE RELATIVE TO THE AMOUNT OF WORK THAT DEBATE REQUIRES, RELATIVE TO THE STIPEND THAT OTHER EXTRA CURRICULARS GET ON THE AMOUNT OF WORK REQUIRED FOR THAT IS, WE'VE SCREWED UP THE MARKET ECONOMICS. IS THAT FAIR?

>> I DON'T KNOW IF THAT'S FAIR.

>> WE NEED STIPEND TO BE BIGGER?

>> I DON'T KNOW IF THAT'S FAIR.

AS MUCH AS DALLAS ISD DOES A GREAT JOB OF OFFERING A VARIETY OF OPPORTUNITIES AND LOTS OF CAMPUSES ARE SPONSORING A VARIETY OF OPPORTUNITIES BASED ON STUDENT INTERESTS AND STUFF AVAILABILITY.

DEBATE IS ONE WE WANT TO INCREASE, WE OFFER IT TO ALL SCHOOLS AND WE WORK WITH CAMPUSES TO PUT THAT IN.

>> DEBATE IS NOT A FOOTBALL TEAM, RIGHT? YOU DON'T HAVE TO RECRUIT 53 PLAYERS.

YOU CAN RECRUIT TWO AND YOU CAN HAVE A DEBATE TEAM.

>> I AGREE.

>> I FIND IT HARD TO BELIEVE THAT THERE'S A SINGLE SCHOOL IN DISD, WHERE WE CAN'T FIND TWO KIDS THAT WANT TO DO IT TAKES TWO KIDS TO HAVE A POLICY DEBATE TEAM, RIGHT? I MEAN, SO BACK TO THE ORIGINAL QUESTION.

I DON'T GET WHAT THE CONSTRAINT IS HERE.

IF IT'S COACHING STAFF, RAISE THE STIPEND BECAUSE IT REQUIRES MORE TIME.

>> WE CAN CERTAINLY TAKE A LOOK AT THAT, TRUSTEE MARSHAL AND WORK WITH HCM ON THE POSSIBILITY OF A STIPEND INCREASE.

BUT AGAIN, WE HAVE A LOT OF OPPORTUNITIES AS PART FROM OUR ATHLETICS AND THAT GO INTO E-SPORTS AND ALL OF THE VISUAL AND PERFORMING ARTS OPPORTUNITIES THAT ARE NOT NECESSARILY PART OF UIL ORGANIZED ACTIVITIES AND THAT'S CHARLOTTE HELPS SUPPORT AND MOVES ON WITH THE CAMPUSES.

CERTAINLY, WE WANT TO INCREASE DEBATE AND WE'LL TAKE A LOOK AT THE STIPEND.

BUT IT'S OBVIOUSLY AN ISSUE WHERE WE WANT TO MAKE SURE THAT WE'RE BALANCING THE NUMBER OF OPPORTUNITIES TO STUDENT INTERESTS IN THE AVAILABILITY OF STAFF TO DO A GREAT JOB.

>> YEAH. WELL, I'M SURE WE HAVE SO MANY CHOICES, BUT LIKE I SAID, I THINK YOU CAN.

SINCE THIS PARTICULAR OPTION DOESN'T REQUIRE VERY MANY PARTICIPANTS, IT STANDS THE REASON THAT WE COULD HAVE IT ON EVERY CAMPUS.

I AM IMPRESSED BY THE WAY FROM AN EQUITY LENS PERSPECTIVE THAT IT APPEARS THAT THE TRUSTEE DISTRICTS THAT HAVE THE HIGHEST PARTICIPATION ARE THOSE IN THE SOUTHERN SECTOR, WHICH IS TERRIFIC.

BUT I WOULD LOVE TO SEE THIS IN EVERY SCHOOL.

YOU ALL CAN FIGURE OUT WHY THAT'S NOT HAPPENING AND LET US KNOW WHAT WE CAN DO TO HELP.

I FOR ONE WOULD BE EAGER TO HELP WITH THAT. THANKS.

>> ALL RIGHT. MOVING ONTO SCHOOL LEADERSHIP DIVISION 20A,

[19. SCHOOL LEADERSHIP DIVISION]

21A, ANY QUESTIONS ON SCHOOL LEADERSHIP DIVISION? SEEING NONE, WE'LL MOVE TO 22 THE STRATEGIC INITIATIVES DIVISION 23 A AND B.

[22. STRATEGIC INITIATIVES DIVISION]

ANY QUESTIONS ON 23 A OR B.

SEEING NONE, WE'LL MOVE ON TO SECTION 24, INFORMATION TECHNOLOGY DIVISIONS.

[24. INFORMATION TECHNOLOGY DIVISION]

THIS INCLUDES 25A, 26A AND B.

>> 25.

>> 25A, WE'LL START THERE.

TRUSTEE FOREMAN.

>> JACK, I'M TRYING TO GET AN UNDERSTANDING ON THE, IS THIS AN ADDITIONAL 24 MILLION THAT WOULD MAKE THIS PURCHASE ORDER A 120 MILLION?

>> YES, MA'AM. WE WERE LOOKING TO EXTEND THE EXISTING CONTRACT BY THE 25 PERCENT.

>> WHY?

>> JUST WHILE WE GO THROUGH THE PROCESS TO REPLACE TO RFP PROCESS TO GET A NEW CONTRACT.

>> WE SPENT $24 MILLION BEFORE WE GO THROUGH AN RFP PROCESS?

>> I DON'T ANTICIPATE THAT WE WILL.

IN FACT, WE DON'T HAVE ANY LARGE DEVICE ORDERS PENDING AT THIS POINT IN TIME.

>> WHY WOULD WE WANT TO INCREASE IT $24 MILLION?

>> OH, IT WAS JUST THAT WAS THE AMOUNT.

>> AS MUCH AS YOU COULD DO?

>> YEAH, IT WAS JUST AS MUCH AS WE COULD.

>> WHAT'S THE LEAST YOU CAN DO?

>> OH, I'M SURE WE COULD FIGURE OUT A SMALLER NUMBER THAT WOULD CARRY US THROUGH THE BRIDGE IF THAT WERE THE INTENT.

>> THAT MIGHT NOT BE THE APPETITE FOR THE ENTIRE BOARD.

BUT FOR ME, JUST THROW IN A NUMBER OUT THERE BECAUSE WE CAN DO IT.

>> SURE.

>> IF IT'S THERE, WHAT DO WE DO?

>> SURE.

>> WE SPEND IT.

>> YES, MA'AM.

>> I WOULD JUST CAUTION US WHEN WE START LOOKING AT

[05:55:02]

THESE DOLLAR AMOUNTS AND IT'S NOT JUST YOU, THEY JUST GOT IT TOO.

>> YES, MA'AM.

>> WE HAVE TO BE CAREFUL AS WE GO THROUGH THAT PROCESS.

REMEMBER EVERY LINE, AND I JUST HAVE A LOT OF QUESTIONS ABOUT THE WAY WE'RE DOING SOME THINGS, RIGHT NOW. THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN.

DO HAVE ANYTHING ELSE THERE?

>> NO. I'M ALMOST THROUGH.

>> ALL RIGHT. MOVING ON TO 27 FINANCIAL SERVICES DIVISION.

[27. FINANCIAL SERVICES DIVISION]

THAT'S 28A THROUGH C 29A, 30A THROUGH E, 31, WHERE WE ALREADY COVERED THE BUDGET, 32, 33.

>> THIRTY THREE.

>> THIRTY THREE. I GOT 33A. ANYTHING ELSE? THAT COVERS ALL THE WAY. LET'S START THERE.

33 A, TRUSTEE FOREMAN.

>> THEN I CAN CLOSE MY BINDER.

>>

>> THIS IS A $6 MILLION PROCUREMENT FOR INSURANCE.

>> IT'S FOR INSURANCE ADJUSTERS TO HELP US WITH CLAIMS.

>> OKAY. THIS IS FOR ADJUSTERS TO HELP US WITH THE CLAIMS. WHEN I WENT BACK AND LOOKED AT, IS THIS THE FIRST TIME WE'VE DONE THE INSURANCE ADJUSTERS FOR CLAIMS? NO?

>> NO, MA'AM. THIS COMPANY HAS BEEN WITH US FOR 11 YEARS.

>> THEY'VE BEEN WITH THIS FOR 11 YEARS?

>> CORRECT.

>> I'M LOOKING AT THE HISTORY PAGE AND TRYING TO UNDERSTAND IT.

THE AFTERMATH OF THE TORNADO WAS 7.5 MILLION AND WE RECEIVED 1.88 MILLION?

>> NO. WHAT WE PAY IS, ESSENTIALLY FOR THEIR SERVICES, WE PAY FIVE PERCENT OF WHATEVER CLAIMS THAT WE RECEIVE FROM THE INSURANCE COMPANY.

IF WE RECEIVE A MILLION DOLLARS THEN WE'LL BE PAYING 50,000 TO THE CLAIMS' ADJUSTER FOR HELPING US WITH THAT CLAIM.

>> OKAY. THAT MAKES MORE SENSE BECAUSE I WAS REALLY LOOKING CROSS-EYED AT THESE NUMBERS.

THAT MAKES A LOT MORE SENSE.

THAT ACTUALLY ANSWERED MY QUESTION.

>> OKAY.

>> THANK YOU TRUSTEES.

DO WE HAVE ANY OTHER ITEMS IN FINANCIAL SERVICES? ALL RIGHT. SEEING NONE.

THE TIME IS 6: 07 PM, AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.