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[00:00:03]

THE TIME IS 5:31 PM AND WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED.

GOOD EVENING AND WELCOME TO THE PUBLIC HEARING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. WE WILL DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND SALUTE TO THE TEXAS FLAG AT THIS TIME AND WILL DO SO DURING OUR REGULAR BOARD MEETING.

THE FOLLOWING TRUSTEES ARE HERE PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY ZOOM VIDEO CONFERENCE EDWIN FLORES, DUSTIN MARSHALL, DAN MICCECHI, KARLA GARCIA.

MAXINE JOHNSON, WHO'S STILL OUT OF THE ROOM ALONG WITH KARLA GARCIA, JOYCE FOREMAN, JOE CARREON AND JUSTIN HENRY WHO IS ALSO OUT OF THE ROOM, BUT HERE.

AND I AM BEN MACKEY AND WE ARE JOINED BY OUR SUPERINTENDENT OF SCHOOLS, DR.

MICHAEL HINOJOSA. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA, THROUGH DALLAS ISD IN ESPANOL, ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE, TRUSTEE FLORES? ON MARCH 16TH, 2021 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 COVID-19 PANDEMIC.

IN ACCORDANCE WITH THOSE SUSPENDED RULES, WE CERTIFY THE FOLLOWING.

A NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE FOR AT LEAST 72 HOURS.

B WE HAVE A QUORUM IN ATTENDANCE AT THIS MEETING.

EITHER PHYSICALLY OR TRUSTEES ARE IN ATTENDANCE SIMULTANEOUSLY THROUGH VIDEO CONFERENCE VIA ZOOM C, WE ARE MEETING BY USE OF ZOOM MEETING SOFTWARE APPLICATION, WHICH ALLOWS TWO WAY COMMUNICATION FROM MEMBERS OF THE PUBLIC.

D ALL MEETING PROCEDURES WILL ADHERE TO BOARD ADOPTED PROCEDURES TO THE EXTENT PRACTICABLE. E AN AUDIO RECORDING OF THIS MEETING IS BEING MADE AND WILL BE AVAILABLE TO THE PUBLIC.

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

IF YOU HAVE ANY QUESTIONS ABOUT THESE SUSPENDED LAWS, PLEASE CALL THE OFFICE OF ATTORNEY GENERAL AT (888) 672-6787.

OR BY EMAIL AT TOMA@OAG.TEXAS.GOV.

NEXT WILL RECOGNIZE ANY PUBLIC OFFICIALS.

I DON'T SEE ANY IN THE ROOM CURRENTLY.

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

[3. Public Forum]

MS. GULLY, WILL YOU PLEASE CALL THE SPEAKERS? YES, WE HAVE ONE SPEAKER, MR. BILL BETSEN.

MR. BETSEN, YOU HAVE THREE MINUTES TO SPEAK.

BILL BETSON, 6717 CLIFFWOOD, DALLAS, TEXAS.

THERE IS NO DOUBT THE COVID-19 PANDEMIC NECESSITATED FEDERAL FUNDING TO MAKE UP THE HUGE GAPS IN PERFORMANCE THAT HAVE BEEN CAUSED BY THE PANDEMIC.

NOW DALLAS ISD IS RECEIVING A TOTAL OF 446.6 MILLION DOLLARS OVER THE FOUR YEARS INVOLVED, WHICH STARTED LAST YEAR GETTING THAT MONEY.

HOWEVER, NOWHERE IN THE SLIDESHOW OR IN THE INFORMATION MADE PUBLIC IS THERE ANY INDICATION AS TO HOW THESE MILLIONS OF DOLLARS HAVE BEEN ANNUALLY ALLOCATED BY SCHOOL SO THAT THE PUBLIC CAN BE ASSURED IT IS EQUITABLY DISTRIBUTED.

SUCH A LISTING SHOULD HAVE BEEN MADE PUBLIC FOR EACH OF THE FOUR ANNUAL BUDGETS AFFECTED.

THE EASIEST WAY FOR THIS TO BE ACHIEVED WOULD BE TO ADD SIX VARIABLES TO THE SCHOOL INFORMATION FILE UNDER RESOURCES IN THE DALLAS ISD DATA PORTAL FOR THE SIX FUNCTIONS FUNDED WITH THESE FEDERAL FUNDS IN EACH SCHOOL.

THESE SIX FUNCTIONS ARE DESCRIBED ON PAGE FOUR OF TODAY'S SLIDE PRESENTATION.

DISD IS IMPROVING, BUT THE DOCUMENTATION YOU MAKE EASILY AVAILABLE TO THE PUBLIC MUST BE CONSISTENT WITH THE EQUITY AND TRANSPARENCY VALUES EACH OF YOU CLAIM TO BE EMBRACING.

PLEASE USE AN EXPANDED SCHOOL INFORMATION FILE AS THE MAJOR TOOL IN YOUR TRANSPARENCY.

UPDATE THE DATA CONSTANTLY WITH DATES FOR THE MOST RECENT UPDATES GIVEN ULTIMATELY ARCHIVE EACH SCHOOL YEAR SO THAT IT'S AVAILABLE TO REFLECT DISD PROGRESS FROM YEAR TO YEAR.

SUCH TRANSPARENCY WILL MAKE DISD INCREASINGLY ATTRACTIVE TO MORE FAMILIES.

IT WILL LEAD DALLAS TO HOLD THE POSITION OF BEING THE NATION'S LEADER IN URBAN PUBLIC EDUCATION. THE DISD ENROLLMENT RECORD OF ONE HUNDRED AND SEVENTY THREE THOUSAND SEVEN HUNDRED NINETY NINE STUDENTS FROM 1969 HAS REMAINED THE ALL TIME, DISD ENROLLMENT

[00:05:06]

RECORD FOR 52 YEARS.

THAT FACT REFLECTS A COLLECTION OF EMBARRASSMENTS FOR OUR CITY, MOSTLY CENTERED ON OUR RACISM. DALLAS IS CHANGING WITH CONSTANTLY IMPROVING TRANSPARENCY AND EQUITY.

DALLAS ISD WILL ULTIMATELY BREAK THIS 1969 ENROLLMENT RECORD.

THANK YOU. THIS CONCLUDES OUR SPEAKERS.

THANK YOU. WE'LL NOW MOVE ON TO ITEM 4.1, THE 2021-2022 FEDERAL PROGRAMS THAT BEGAN ALSO.

[4. Discussion Item]

YES, MR. PRESIDENT, MEMBERS OF THE BOARD, THANK YOU FOR GIVING US THIS OPPORTUNITY.

I'M VERY I'M EXTREMELY PROUD OF DUANE THOMPSON AND SUSANA CORDOVA, WHO HAVE PUT THIS PLAN TOGETHER OVER MANY MONTHS, ALONG WITH THEIR TEAMS WHO HAVE BEEN WORKING DILIGENTLY.

WITHOUT FURTHER ADO, I'LL TURN IT OVER TO THE TEAM TO GIVE YOU THE PRESENTATION AS REQUIRED BY LAW.

THANK YOU. GOOD AFTERNOON, PRESIDENT MACKEY, TRUSTEES AND DR.

HINOJOSA, AS WE GET THE POWERPOINT UP, LET'S SEE.

THE FIRST PART OF THE PRESENTATION IS THE REOCCURRING FEDERAL PROGRAMS THAT WE'LL COVER.

THAT'S THE. BUT THAT'S NOT THE RIGHT COURSE. THAT'S THE BUDGET FOR THE NEXT HEARING.

WE NEED THE NEXT.

THANK YOU VERY MUCH.

I'M UNABLE TO ADVANCE.

SO I HAD THE. HERE.

OK, THANK YOU, AS WE GO THROUGH THIS.

THESE ARE THE REOCCURRING FEDERAL PROGRAMS THAT WE HAVE AND BASICALLY YOU CAN SEE THE FUN NO RELATED TO THOSE THE ACTUAL EXPENDITURES FOR 2019-20, THE CURRENT 2021 BUDGET AND WHAT WE HAVE CURRENTLY BEEN ALLOCATED IN THE 2022 FISCAL YEAR.

SO ROUGHLY IT STAYS AROUND 140 MILLION DOLLARS.

I ANTICIPATE THAT THE 21-22 AFTER THAT IN THE FISCAL YEAR AND HAVE SOME CARRYOVER THAT THAT WILL BE ADDED. SO WE VERY CLOSE TO THE 147 FOR THE LAST THREE YEARS.

THOSE ARE BROKEN DOWN BY TITLE ONE, TITLE TWO, AS YOU CAN SEE THERE, VARIOUS CATEGORIES.

THE NEXT SLIDE. AND BY THE WAY, THE PUBLIC HEARING IS RELATED TO THE NEW REQUIREMENTS OF ESSER, WHEN ESSER WAS PASSED.

THAT WAS ONE OF THE STIPULATIONS WITHIN THE LEGISLATION WAS THAT FEDERAL PROGRAMS NEEDED TO BE PRESENTED IN A PUBLIC MEETING, WHICH IS WHAT WE'RE DOING HERE.

SO THE NEXT SLIDE BASICALLY SHOWS BROKEN DOWN BY FUNCTION HOW WE ARE CURRENTLY EXPENDING THOSE FUNDS OR PROPOSE TO SPEND THOSE FUNDS FOR 21-22.

SO YOU CAN SEE THE PORTION THAT'S INSTRUCTION, CURRICULUM AND DEVELOPMENT AND SO FORTH AS AS WE PROGRESS THROUGH THERE.

SO I WOULD ANSWER BEFORE WE GO ON TO THE ESSER PORTION OF THE PRESENTATION, I WOULD ANSWER ANY QUESTIONS THAT YOU HAVE ABOUT THESE ITEMS. TRUSTEES, DO WE HAVE ANY QUESTIONS ON THE SLIDES PRESENTED THUS FAR? SEEING NO QUESTIONS, WE'LL CONTINUE THROUGH THE PRESENTATION.

SO THANK YOU, PRESIDENT MACKEY, TRUSTEES, AND SUPERINTENDENT HINOJOSA, THANK YOU FOR THIS OPPORTUNITY TO SHARE OUR UPDATE ON ESSER FUNDING FOR THE DALLAS INDEPENDENT SCHOOL DISTRICT. AS A REMINDER, THE ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUND WAS AUTHORIZED BY CONGRESS TO SUPPORT SCHOOLS AND STUDENTS AS WE RECOVER FROM THE PANDEMIC.

THERE HAVE BEEN THREE ROUNDS OF FUNDING WHICH ARE INTENDED TO SUPPORT A MULTI-YEAR EFFORT TO REOPEN SCHOOLS SAFELY, SUPPORT ACCELERATION OF LEARNING AS WELL AS MITIGATE LEARNING LOSS THAT MAY HAVE RESULTED FROM THE DISRUPTIONS OF THE PANDEMIC.

HERE IN DALLAS ISD, WE HAVE RECEIVED THREE ROUNDS OF FUNDING TOTALING OVER 846 MILLION DOLLARS, WHICH WE CAN USE FOR THIS EFFORT IN OUR CURRENT SCHOOL YEAR, AS WELL AS OVER THE NEXT THREE YEARS. WE'RE REQUIRED TO DEVELOP A PLAN AND SUBMIT IT TO THE TEA FOR THEIR

[00:10:03]

APPROVAL AND WE WILL BE SHARING THAT WITH YOU TODAY.

NEXT SLIDE, PLEASE. I HAVE BEEN INCREDIBLY ENCOURAGED AND IMPRESSED WITH THE FORESIGHT OF THE DALLAS INDEPENDENT SCHOOL DISTRICT, AND YOU, OUR TRUSTEES IN THE THOUGHTFULNESS OF THE PLANNING THAT HAS BEEN UNDERWAY EVEN PRIOR TO KNOWING IF, WHEN AND HOW MUCH FUNDING WOULD BE AVAILABLE FROM THE FEDERAL GOVERNMENT AS WE EMERGE FROM THE COVID PANDEMIC.

IT'S INCREDIBLY ENCOURAGING ALSO TO SEE HOW THE ESSER FUNDS WILL ALLOW US TO AMPLIFY THOSE EFFORTS. IT'S IMPORTANT TO REMEMBER THAT ESSER FUNDS WILL ONLY PROVIDE ONE TIME USAGE FUNDING, WHICH ARE REQUIRED TO BE USED OVER A VERY SHORT PERIOD OF TIME.

ON AN ANNUAL BASIS, WE CAN ANTICIPATE AN INFUSION OF 1.8 TIMES OUR FEDERAL TITLE DOLLARS, AS IS SEEN HERE IN THIS BAR GRAPH.

WE WILL ALSO CONTINUE TO USE THE ADDITIONAL FUNDS TO HELP ACCELERATE PROGRESS TOWARD OUR DISTRICT GOALS, INCREASING OVERALL PERFORMANCE FOR OUR STUDENTS, FOCUSING ON THIRD GRADE READING PROFICIENCY, ALL OF THE EFFORTS IN EARLY LITERACY THAT LEAD TO THAT THIRD GRADE MATH PROFICIENCY, COLLEGE AND CAREER READINESS, AS WELL AS MIDDLE GRADE ACHIEVEMENT.

NEXT SLIDE, PLEASE. AS YOU KNOW, WE HAVE BEEN TALKING TO YOU FOR QUITE SOME TIME ABOUT OUR PLANS TO MITIGATE LEARNING LOSS AND TO ACCELERATE PROGRESS FOR QUITE SOME TIME.

IN ADDITION TO YOUR FEEDBACK, WE HAVE SOUGHT EXTENSIVE INPUT FROM PARENTS, TEACHERS AND LEADERS INITIALLY WITH OUR SCHOOL STAFF AND STUDENTS, AND THEN EXTENDING IT OUT TO PARENTS IN THE LARGER COMMUNITY ON TOPICS INCLUDING THINGS AS THE CALENDAR CHANGES ACCESS TO TECHNOLOGY AND THE INTERNET, INCLUDING INTERNET SPEEDS AND THE OVERALL APPROACH TO USING OUR FEDERAL DOLLARS FROM ESSER, WE'VE HAD OVER 80,000 INTERACTIONS WITH STAKEHOLDERS ON DIFFERENT ASPECTS OF THE PLAN, INCLUDING FOCUS GROUPS DIRECTLY WITH STUDENTS, TEACHERS AND LEADERS, TOWN HALLS MULTIPLE TIMES AND MANY SURVEYS.

OVERWHELMINGLY, WE HAVE HEARD THAT OUR COMMUNITY PRIORITIZES THE FOLLOWING THINGS, PROVIDING OPPORTUNITIES FOR INCREASED COMPENSATION, WHICH WE ARE PROVIDING FOR IN STIPENDS ALIGNED TO ACCELERATION TOWARD OUR GOAL, INCLUDING OPPORTUNITIES FOR TEACHERS TO RECEIVE STIPENDS AND EXTRA PAY WITH OUR CALENDAR CHANGES, ADDITIONAL SCHOOL TIME FOR OUR STUDENTS, AND AFTER SCHOOL ACTIVITIES AND SUMMER LEARNING.

WE'VE INCREASED THE SUPPORT FOR SOCIAL, EMOTIONAL LEARNING.

AND WE HAVE YOU WILL SEE THAT REFLECTED IN MORE MENTAL HEALTH SUPPORTS, SOCIAL EMOTIONAL LEARNING SUPPORTS AND OUR RESEARCH CENTERS.

OUR COMMUNITY HAS ASKED US TO PRIORITIZE TUTORING AND MORE ONE ON ONE SUPPORT FOR STUDENTS, WHICH IS PART OF THE HIGH DOSAGE TUTORING PRESENTATION THAT WE SHARED WITH YOU IN OUR LAST MEETING. AND THEN IMPROVED TECHNOLOGY AND INSTRUCTIONAL RESOURCES, WHICH YOU WILL SEE REFLECTED IN THE ONGOING WORK TO GIVE STUDENTS MORE ACCESS TO TECHNOLOGY, THE INTERNET AND HIGH QUALITY PRINT, AS WELL AS DIGITAL MATERIALS.

THAT IS LESS ABOUT VIRTUAL LEARNING AND MORE ABOUT 24 ACCESS TO LEARNING THAT WE KNOW WILL BE IMPORTANT AS OUR STUDENTS RECOVER.

OUR COMMUNITY ALSO ASKED US TO PROVIDE MORE TEACHERS AND STAFF FOR SMALLER CLASS SIZES, INCLUDING THINGS LIKE HELPING US ELIMINATE MIXED AGE CLASSROOMS, WHICH WE HAVE INCLUDED IN A LINE ITEM AROUND MORE STAFFING.

NEXT SLIDE, PLEASE. SO OUR COMPREHENSIVE ESSER PLAN INCLUDES THE PLANS THAT WE HAVE BEEN PRESENTING OVER THE PAST SEVERAL MONTHS, AND WE'RE GOING TO USE THIS AS AN OPPORTUNITY TO CONNECT THE DOTS AND ALLOW US TO AGGREGATE THESE PLANS TO DEMONSTRATE HOW WE WILL FUND THREE MAJOR STRATEGIES FOR OUR DISTRICT.

THE FIRST ONE, WE'RE CALLING HEALTHY STUDENTS, HEALTHY SCHOOLS, HEALTHY COMMUNITY.

THIS ADDRESSES THE NEEDS AROUND ARE THINGS LIKE VENTILATION, CONTINUED USE OF PPE, AS WELL AS MENTAL HEALTH AND BEHAVIORAL HEALTH PROFESSIONALS IN OUR SCHOOLS.

SECOND AREA, STRATEGY AREA IS EQUITABLE ACCESS TO LEARNING AND ENRICHMENT.

THIS FOCUSES ON MAKING SURE THAT OUR STUDENTS HAVE WHAT THEY NEED TO FULLY ENGAGE IN LEARNING WHILE ALSO HAVING ACCESS TO ENRICHMENT OPPORTUNITIES.

WE WANT TO PROVIDE THE KIND OF ENRICHMENT EXPERIENCES THAT FAMILIES OF MEANS CREATE FOR THEIR CHILDREN. FOR THE CHILDREN ARE HERE IN DALLAS ISD BECAUSE WE KNOW THAT MOTIVATION FOR LEARNING HAPPENS WHEN ENGAGING ENRICHMENT ACTIVITIES OCCUR.

AND THEN FINALLY, THE LARGEST AREA IS LEARNING RECOVERY AND ACCELERATION.

WE'VE TALKED WITH YOU EXTENSIVELY ON THIS SUBJECT, AND THIS STRATEGY SPANS ALL OF THE MITIGATING LEARNING LOSS INITIATIVES, INCLUDING YOUR EXTENDED YEAR TUTORING, SUMMER LEARNING AND ACCELERATED LEARNING OPPORTUNITIES.

SO WHEN YOU THINK ABOUT THOSE THREE OVERARCHING STRATEGIES, YOU CAN SEE THAT WE THEN BEGIN TO DRILL DOWN TO FIVE ACTIONABLE PROGRAMS HEALTHY SCHOOLS, MENTAL HEALTH SERVICES, OPERATION CONNECTIVITY, STUDENT ENGAGEMENT AND INTEREST DEVELOPMENT AND MITIGATING LEARNING LOSS. AND THEN AT A FINER GRAIN SIZE ACTIVITY TYPES.

AND YOU SEE JUST AN ASSORTMENT OF THE ACTIVITY TYPES THAT ARE ON THE SLIDE THAT WILL HELP US ACCELERATE OUR PROGRESS TOWARD OUR GOALS.

NEXT SLIDE, PLEASE. SO WE ALSO WANTED TO SHOW A FEW DIFFERENT VIEWS OF HOW THE FUNDING

[00:15:04]

WILL CREATE THE IMPACT THAT WE ARE LOOKING AT IN THE FIRST GRAPH.

ON THE LEFT SIDE OF THE SCREEN, YOU'LL SEE THAT WE HAVE A PIE CHART THAT SHOWS THE ALLOCATION OF FUNDS BY STRATEGY.

OVER 50 PERCENT OF THE FUNDING WILL GO INTO LEARNING RECOVERY AND ACCELERATION, FOLLOWED BY EQUITABLE ACCESS TO LEARNING AND ENRICHMENT AND HEALTHY STUDENTS, HEALTHY SCHOOLS, HEALTHY COMMUNITY. WHEN YOU LOOK AT IT BY PROGRAM TYPE, AGAIN, THE LION'S SHARE OVER 50 PERCENT GOES INTO MITIGATING LEARNING LOSS, FOLLOWED BY OPERATION CONNECTIVITY AND THEN CLOSE TO EVENLY DISTRIBUTED ACROSS HEALTHY SCHOOLS, MENTAL HEALTH SERVICES AND STUDENT ENGAGEMENT AND INTEREST DEVELOPMENT.

WE ALSO WANTED TO SHOW HOW THE FUNDING WILL BE SPENT OVER TIME.

AS I MENTIONED EARLIER, THIS IS TIME BOUND FUNDING THAT WILL REQUIRE US TO THINK THOUGHTFULLY ABOUT THOSE INVESTMENTS OVER TIME.

THE TOP CHART THAT YOU CAN SEE THERE LAYS OUT THE EXPENSES BY YEAR.

STARTING WITH THIS YEAR, WE WILL BE ABLE TO EXPENSE ALLOWABLE EXPENDITURES FROM THIS CURRENT SCHOOL YEAR INTO ESSER, WHICH WILL HELP US FREE UP SOME OF OUR OWN DOLLARS THAT WE'VE ALREADY CONSIDERED USING TO BE ABLE TO USE FOR OTHER PURPOSES AND THEN OUT THROUGH THE OUT YEARS AND THEN THE BOTTOM SLIDE.

WHAT YOU WILL SEE IS HOW THE FUNDING IS SPREAD OUT ACROSS THE DIFFERENT ACTIVITY AT THE TOP LEVEL. AGAIN, YOU CAN SEE FOR MULTIPLE YEARS TEACHING AND LEARNING WILL BE THE LARGEST AREA OF EXPENSES FOLLOWED BY TECHNOLOGY.

I DO WANT TO CALL YOUR ATTENTION BRIEFLY TO THE BAR AT THE FAR RIGHT ON THE BOTTOM, WHICH IS OUR INDIRECT COSTS, ESSER DOES ALLOW US TO PUT FUNDING INTO INDIRECT COSTS, WHICH WILL HELP US SMOOTH OUT THE CLIFF EFFECT AT THE END OF THE THREE YEARS, GIVING US SOME FUNDING TO SMOOTH OUT INTO THE FUTURE PAST THAT THREE YEAR WINDOW THAT WE HAVE.

THE FEDERAL GOVERNMENT DOES ALLOW FOR THIS, AND WE KNOW THAT THIS WILL HELP US EXTEND THOSE FUNDINGS, PARTICULARLY GIVEN THAT IT'S SUCH A LARGE INFUSION.

WE WANT TO MAKE SURE THAT WE'RE SMOOTHING ANY CLIFF EFFECTS THAT MAY HAPPEN.

AND SO THE AMERICAN RECOVERY PLAN, WHICH FUNDS ESSER, STRESSES THE RETURN TO IN-PERSON SCHOOLING AND THE CONTINUITY OF SERVICES, ALL WITHIN THE CONTEXT OF SAFETY.

SO WE JUST HAVE HERE A REMINDER OF OUR THREE CALENDARS THAT WE WILL BE USING, STRESSING THE RETURN IN PERSON WITH OUR SCHOOL DAY REDESIGN STARTING AUGUST 2ND, OUR INTERSESSION SCHOOLS 41 OF THEM STARTING ON AUGUST 9TH, AND THEN THE REMAINING SCHOOLS STARTING IN MID-AUGUST ON THE 16TH.

AND AGAIN, ALSO WANT TO STRESS THAT THE RETURN TO IN-PERSON INSTRUCTION IS ALSO COUPLED BY THE FOCUS ON SAFETY PROTOCOLS.

WE WILL CONTINUE TO FOLLOW THE CDC'S RECOMMENDATIONS FOR RETURN TO IN-PERSON LEARNING AND ANY OF THE NEED FOR CONTACT TRACING, QUARANTINING PRACTICES THAT MAY STILL BE IN PLACE THROUGHOUT THIS NEXT COMING SCHOOL YEAR.

AND SO I WANTED TO JUST BRIEFLY TOUCH ON THE NEXT STEPS THAT WE HAVE WITH OUR ESSER PLAN.

SO OBVIOUSLY THIS MEETING, THIS PUBLIC HEARING WAS A CRITICAL PORTION OF OUR PLANNING PROCESS. AND SO, ONCE WE ARE COMPLETED WITH THIS HEARING AND ANY FEEDBACK THAT COMES OUT OF THIS PRESENTATION, WE WILL BE WORKING ON OUR ESSER III SUBMISSION TO THE TEA, WHICH IS DUE IN LATE JULY. OUR GOAL IS TO FINISH THAT EARLIER, IN FACT.

OUR SECOND STEP AFTER THAT IS WE WILL BE LAUNCHING AND I BELIEVE THAT IT MAY BE ALMOST READY TO GO PUBLIC TODAY.

A PUBLIC DASHBOARD FOR THE ESSER PLAN FOR DALLAS ISD THAT WILL BE AVAILABLE TO THE ENTIRE COMMUNITY TO LOOK AT EVERYTHING THAT WE HAVE ALLOCATED WITH PUBLIC MONITORING PLANS ON THOSE EXPENDITURES. WE'LL FINISH OUR ESSER II PLAN.

IT SEEMS LIKE ESSER II WOULD HAVE BEEN BEFORE ESSER III, BUT WE ACTUALLY HAD FUNDING FROM ESSER III PRIOR TO ESSER II THAT PLAN WILL BE REQUIRED TO BE SUBMITTED TO THE TEA BY THE BEGINNING OF SEPTEMBER. WE ARE ALSO LAUNCHING AN IMPLEMENTATION AND IMPROVEMENT TEAM THAT IS A CROSS-DIVISIONAL TEAM TO COORDINATE THE IMPLEMENTATION, TO USE PROJECT PLANNING AND PROJECT MANAGEMENT PROTOCOLS TO ENSURE THAT WE ARE MONITORING THE WORK AND GUIDE CONTINUOUS IMPROVEMENT.

AND WE ARE ALSO IN THE PROCESS OF FINALIZING THE EVALUATION PROCESS THAT WE WILL BE USING FOR THE PROGRAMS AND ACTIVITIES TO ENSURE THAT THE FUNDING IS ACTUALLY ACHIEVING THE GOALS THAT WE HAVE LAID OUT FOR OURSELVES.

AND THEN I WILL JUST CALL YOUR ATTENTION TO THE APPENDIX, WHICH WE HAVE ADDED IN.

AND IT DOES GIVE A MUCH FINER GRAIN SIZE OF THE KINDS OF ACTIVITIES THAT ARE HAPPENING.

WE TRIED TO AGGREGATE THIS SO THAT WE COULD DISPLAY THESE ACTIVITIES HERE, PARTICULARLY WITH THE DOLLAR AMOUNTS THAT WILL BE EXPENSED BY THOSE DIFFERENT ACTIVITY TYPES, ACTIVITIES, AND THE ESTIMATED COSTS.

SO THANK YOU FOR THIS TIME, AND I'D BE HAPPY TO TAKE ANY QUESTIONS.

[00:20:03]

THANK YOU SO MUCH FOR THAT PRESENTATION.

TRUSTEES, DO WE HAVE ANY QUESTIONS? WE WILL BEGIN WITH TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE MARSHALL.

SO, THANK YOU FOR THE PRESENTATION.

JUST A COUPLE OF QUESTIONS.

SINCE WE'VE HAD AN OPPORTUNITY TO TALK SINCE THIS ISN'T GOING TO BE ABOUT MITIGATING LEARNING LOSS AND WE'RE LOSING MOST OF OUR LIBRARIANS.

IS THERE AN OPPORTUNITY TO RETHINK AND LOOK AT THAT PROCESS? BECAUSE I THINK THAT'S IMPORTANT TO LEARNING, PARTICULARLY IN YOUR ELEMENTARY SCHOOLS.

SO. HI, TRUSTEE FOREMAN . HI. LIBRARY MEDIA SERVICES WORKS WITHIN THE TEACHING AND LEARNING DIVISION, AND WE ARE TAKING A LOOK AT HOW WE CAN REDESIGN OUR LIBRARIES TO INFUSE GREATER FOCUS ON LITERACY AND UTILIZE THAT SPACE, PLACE AND PERSON IN A WAY THAT'S GOING TO BE MORE MEANINGFUL FOR MITIGATING LEARNING LOSS.

SO THAT DIDN'T ANSWER MY QUESTION.

THE QUESTION IS, WILL WE BE LOOKING AT BRINGING LIBRARIANS BACK BECAUSE MANY OF THEM HAVE LOST THEIR POSITIONS.

SO WILL WE BE LOOKING AT BRINGING THEM BACK TO BE ABLE TO DO WHAT YOU'RE TALKING ABOUT, HOW WE CAN FIND A WAY TO USE THAT SPACE AND THAT PERSON TO HELP MITIGATE THE LEARNING LOSS? NOT NECESSARILY.

WE WILL HAVE LIBRARY ASSISTANCE WITH MEDIA SPECIALIST ASSISTANTS IN EVERY LIBRARY, BUT THE PRINCIPALS HAVE CHOSEN, THROUGH OUR THEORY OF ACTION TO SUBSTITUTE SOME OF THOSE POSITIONS. WE STILL EXPECT THEM TO MEET THEIR LITERACY GOALS AND ONLY THE PRINCIPALS THAT ARE THE HIGHEST PERFORMING, ACCORDING TO OUR THEORY OF ACTION, HAVE THE OPPORTUNITY INITIALLY TO MAKE SOME OF THOSE ADJUSTMENTS.

SO BUT WE FULLY INTEND TO EXECUTE OUR LITERACY PROGRAM.

BUT WE ARE WE ARE SUPPORTIVE OF OUR THEORY OF ACTION PROCESS.

OK, SO THAT DIDN'T ANSWER MY QUESTION EITHER, BECAUSE THERE'S BEEN LOTS OF CALLS REGARDING THAT PARTICULAR SITUATION.

I'M SURE YOU GUYS HAVE HEARD IT.

THIS IS NOT NEW NEWS TO ANYBODY.

AND I, FOR ONE, KNOW THAT SOME OF THE MONEY THAT WE'VE ALREADY ALLOCATED WILL BE FREED UP BASED ON THE ESSER.

SO IF WE'RE FREEING UP MONEY, I THINK THAT IT IS IMPORTANT THAT FOR US TO TAKE A LOOK AT THAT PARTICULAR POSITION AND ONE OF THE THINGS ABOUT THE THE ESSER I, II, AND III IS THAT WE'RE MITIGATING LEARNING LOSS.

BUT NONE OF THIS MONEY GOES DIRECTLY TO THE CAMPUSES.

SO THE CAMPUSES KEEP NOT GETTING ADDITIONAL FUNDING BASED ON THE WAY WE'RE DOING THINGS.

AND SO, YEAH, THEY CHOOSE TO GIVE UP POSITIONS BECAUSE THEY DON'T HAVE THE FUNDING.

AND SO WE'VE GOT TO FIGURE OUT A BETTER WAY FOR CAMPUSES TO BE ABLE TO HAVE MORE FUNDING, TO BE ABLE TO DO SOME OF THE THINGS THAT THEY MIGHT FEEL IS BEST.

WHILE A SCHOOL IN DUSTIN'S AREA MIGHT BE DIFFERENT THAN A SCHOOL IN MY AREA.

WE'RE PUTTING THEM ALL IN A BOX UNLESS THEY ARE TRANSFORMATION OR INNOVATIVE.

AND WE'VE CONSISTENTLY CUT THE CAMPUS BUDGETS AND CUT THE CAMPUSES AND WE NEED TO LOOK AT A BETTER WAY. WE'VE GOT 800 MILLION DOLLARS COMING FROM ESSER..

I, II, AND III OR SOMEWHERE CLOSE TO THEIR RIGHT, DWAYNE? YES, RIGHT, ESSER I HAS ALREADY COMPLETED, BUT WE HAVE 784 MILLION FOR THE ESSER II.

SO, I'M CLOSE.

CORRECT. CLOSE ENOUGH.

SO, I'D LIKE TO SEE US MAKE SURE THAT THE CAMPUSES ARE BEING ABLE TO MAKE SOME OF THE DECISIONS BECAUSE EXCUSE ME, I MEAN, NO DISRESPECT, BUT EVERY TIME I TALK ABOUT EDUCATION AND WHAT'S GOING ON IN OUR SCHOOLS IS TEACHING AND LEARNING.

IT'S NOT SCHOOL LEADERSHIP.

AND SO THAT IS A CONCERN, SO I'M JUST MAKING A SUGGESTION THAT SINCE WE'RE GOING TO HAVE ADDITIONAL DOLLARS FREED UP, THAT WE NEED TO THINK ABOUT FORMULAS THAT WE'RE USING FOR OUR CAMPUSES AND I'LL LET IT REST THERE.

SO THANK YOU, TRUSTEE FOREMAN.

ONE CLARIFICATION I WOULD LIKE TO MAKE IS ACTUALLY SIGNIFICANT DOLLARS THAT ARE PASSING THROUGH DIRECTLY TO OUR SCHOOLS FOR ADDITIONAL POSITIONS, INCLUDING POSITIONS THAT WE'VE TALKED ABOUT HERE PREVIOUSLY, RESET CENTERS, ADDITIONAL TIME.

IN FACT, IF YOU GO TO THE APPENDIX, IF YOU GO TO THE APPENDIX SLIDE, ALMOST EVERY ONE OF THOSE DOLLARS ARE SPENT ON CAMPUSES.

ALL OF THE AFTER SCHOOL EXPANSION IS ON CAMPUS, THE EXTENDED SCHOOL YEARS ON CAMPUS.

SO, I MEAN, YOU CAN JUST GO DOWN THE LIST IN ALMOST EVERY ONE OF THOSE ARE ON THE

[00:25:02]

CAMPUSES. I JUST NEED TO SET THE RECORD STRAIGHT.

OK, WERE YOU SETTING THE RECORD STRAIGHT? AND LET ME TRY TO SET IT STRAIGHT FOR YOU.

WHAT I'M TALKING ABOUT IS THE FACT THAT WE'RE HAVING TO GIVE UP POSITIONS.

SOME OF THAT'S AFTER SCHOOL PROGRAM AND WE NEED ALL OF THAT.

AND WE NEED THE EXTENDED LEARNING, ALL OF THAT THAT WAS LISTED UP THERE.

I'M GOOD WITH ALL OF THAT.

WHAT I'M SAYING IS THAT PRINCIPALS HAVE HAD TO GIVE UP POSITIONS BASED ON THE FUNDING.

AND IF WE ARE GOING TO BE FREEING UP SOME OF THE BUDGET, WE NEED TO TAKE ANOTHER LOOK.

THAT'S WHAT I'M SAYING. AND THAT'S WHAT I'M STICKING BY.

THANK YOU. THANK YOU, TRUSTEE FOREMAN TRUSTEE MARSHALL, FOLLOWED BY TRUSTEE MICCICHE.

THANK YOU, MR. PRESIDENT. I DON'T HAVE TOO MANY COMMENTS.

I APPRECIATE YOU GUYS WALKING ME THROUGH THIS BEFORE THE MEETING, BUT I DO HAVE ONE CLARIFYING THING. YOU MENTIONED THE 850 MILLION, SOME ODD NUMBER AND I HAD IN MY HEAD ANCHORED ON THE 784, WHICH I THINK IS AS ESSER II AND III.

THAT'S CORRECT. SO, INSTEAD OF THE PROGRAM ALLOCATION, BREAKDOWN ACROSS THE 67 INITIATIVES OR WHATEVER IT IS. INTERFACING, THAT'S CORRECT.

TIES TO THE 784 AND THE 62, 61.9 THAT'S ALL ALREADY BEEN RECEIVED AND SPENT.

THAT IS CORRECT. AND LAST YEAR WHEN ESSER I WAS ALLOCATED, THAT'S WHAT THE STATES SUPPLANTED, WHAT THEY WERE SUPPOSED TO GIVE US IN STATE AID.

SO, IT EFFECTIVELY BECAME PART OF THIS UPCOMING SCHOOL'S SCHOOL YEAR BUDGET AND OR WAS DEDUCTED FROM ITS CURRENT EXPENSES.

THAT'S CORRECT. OK, I DON'T THINK I HAVE THAT FIGURED OUT IN MY HEAD BEFORE.

SO THE THE 784 THAT'S REMAINING, THAT'S FUTURE FACING HAS EITHER A TWO YEAR REMAINING TIMELINE OR A THREE YEAR REMAINING TIMELINE, RIGHT? THAT IS CORRECT. ESSER II IS TWO YEARS AND ESSER III IS THREE.

OK, SO YOUR WATERFALL CHART ON SLIDE 12 THAT HAS 121 MILLION IN THIS YEAR.

THAT'S ALL OF ESSER I PLUS SOME OF ESSER III.

ACTUALLY, THOSE ARE IF YOU LOOK AT THE BOTTOM, YOU'LL SEE THERE IN RED, THERE'S A 70 MILLION. SO THAT'S THE HOLD HARMLESS PLUS ESSER I? YES, BECAUSE ESSER I, I MEAN, EXCUSE ME, HOLD HARMLESS HAS TO COME OUT OF THE ESSER II ALLOCATION. SO WE'RE ANTICIPATING THEY'RE NOT CALLING IT A SUPPLANT, BUT THAT'S IN ESSENCE WHAT IT IS. IT HAS TO COME OUT OF THE DOLLAR AMOUNT WE RECEIVE FOR THIS FISCAL YEAR. OK, SO, DWAYNE, ONE THING WE TALKED ABOUT ON OUR CALL THAT I JUST WANT TO CALL TO MY COLLEAGUE'S ATTENTION IS THAT I ASKED YOU THE QUESTION ABOUT WHETHER OR NOT WE HAD TAKEN EVERY ELIGIBLE EXPENSE CATEGORY THAT COULD COUNT FOR ESSER AND ALLOCATED MONEY THAT WE WERE ALREADY GOING TO SPEND ANYWAY OUT OF OUR BUDGET INTO ESSER MONEY SO THAT WE CAN THEN FREE UP THOSE FUNDS TO BECOME PART OF OUR GENERAL OPERATING FUND.

AND YOU SAID THAT WE HAD DONE THAT.

THAT'S CORRECT. OK, SO IN OTHER WORDS, WE'RE TAKING MONEY THAT HAS TIME LINE RESTRICTIONS AND RESTRICTIONS ON HOW IT CAN BE SPENT, AND WE'RE CONVERTING IT, IN ESSENCE, INTO MONEY THAT IS UNRESTRICTED IN TIME OR INTENT? THAT'S CORRECT. AS WELL AS WE ARE, THIS IS ONLY HAS THREE YEARS.

SO WE'RE LOOKING TO BE ABLE TO FUND THE REOCCURRING COSTS PAST THE THREE YEARS.

OK, ONE THING I DIDN'T ASKED YOU ON OUR CALL THAT OCCURRED TO ME AFTERWARDS WAS AROUND CAPITAL EXPENDITURES.

IT LOOKS LIKE SOME OF THE CATEGORIES THAT ARE IN OUR LIST IN THE APPENDIX ARE CAP X.

SO IS IT FAIR FOR ME TO ASSUME THAT ESSER MONEY ISN'T RESTRICTED BETWEEN OUR KIND OF I & O BUDGET AND OUR INS BUDGET AND OUR I& O BUDGET? LIKE WE CAN FREELY SPEND THE MONEY BETWEEN EITHER? AS LONG AS IT MEETS THE CRITERIA OF THE FEDERAL GOVERNMENT.

SO IF YOU LOOK AT THE IMPROVEMENT OF AIR QUALITY FOR 40 MILLION, THAT COULD BE REPLACEMENT OF HVAC UNITS IN THE DISTRICT.

SO THEN WE ALSO, BACK TO MY OTHER QUESTION, AND WE ALSO LOOKED AT ALL THE CAPITAL EXPENDITURES FROM THE BOND PROGRAMS AND FIGURED AND EXCHANGED MONEY FROM ESSER INTO THE BONDS SO THAT WE'RE FREEING UP THE FUNDS? AND THAT'S WHAT WE HAVE TRIED TO DO HERE.

AND THE IDEA OR THE I GUESS THE CONCERN IS WE ONLY HAVE THREE YEARS TO SPEND IT.

SO DEPENDING ON HOW QUICKLY WE CAN GET CERTAIN THINGS DONE AS TO WHETHER OR NOT WE CAN MEET THAT DEADLINE.

AND I THINK DAVID BATES TOLD ME WE'D BE DONE WITH THE WHOLE BOND IN THREE YEARS SO WE CAN SPEND 3.5 BILLION.

THING THAT IS ASSOCIATED WITH CAPITAL IMPROVEMENT IS AIR QUALITY.

WHEN YOU LOOK AT THE REST, THERE'S REALLY NOTHING ELSE THAT YOU COULD IDENTIFY.

WELL, BUT MOST OF IT SPENDING BEEN COULD BE ARGUABLY PART OF THE BOND, TOO, RIGHT? I WAS THINKING ABOUT CONSTRUCTIONS, I'M SORRY, BUT YES, YOU AND WE ARE LOOKING AT THAT ON IT BECAUSE OPERATION CONNECTIVITY APPLIES.

[00:30:01]

OK, SO THANK YOU FOR ADDING THIS SLIDE TO THE APPENDIX.

I'M GOING TO TELL, I'M GOING TO I'M GOING TO SAY IN FRONT OF DR.

HINOJOSA WHAT I WHAT I TOLD YOU PRIVATELY, I KNOW YOU HAVE A 10 SLIDE RULE, BUT I'M NOT SURE THAT YOU HAVE A 10 SLIDE BOARD.

AND I, FOR ONE, FEEL MUCH BETTER ABOUT THE ALLOCATION OF ESSER FUNDING AFTER SEEING THIS LEVEL OF DETAIL. I THINK THAT THE PLAN YOU GUYS HAVE IN PLACE IS VERY ROBUST AND THOUGHTFUL AND DETAILED.

AND THE SLIDES IN THE MAIN BODY OF THE DECK, I DON'T THINK DO JUSTICE TO THE AMOUNT OF PLANNING AND FORETHOUGHT AND DETAIL THAT HAS REALLY GONE INTO THIS EXERCISE.

SO I APPLAUD YOU GUYS FOR THE WORK.

I WOULD JUST SUGGEST THAT AS WE GO FORWARD, PARTICULARLY WITH THIS LARGE OF A POOL OF MONEY, IT WOULD BE GOOD TO LOOK AT IT ON A MUCH MORE GRANULAR DETAIL LEVEL LIKE WE HAVE IN THE APPENDIX. AND I WOULD PUT A PLUG IN FOR, I KNOW, YOU'RE GOING TO HAVE A PUBLIC DASHBOARD, BUT I WOULD PUT A PLUG IN FOR HAVING A PERIODIC CHECK IN WITH THIS BOARD ON PROGRESS AGAINST THESE INITIATIVES IN TERMS OF BOTH, YOU KNOW, HOW MUCH OF THE FUNDS WE'VE SPENT, AS WELL AS WHAT RESULTS WE'VE GOTTEN FROM THOSE TO MAKE SURE THAT THERE'S ACTUAL ACCOUNTABILITY FOR HOW THIS MONEY IS BEING SPENT AND MAKING SURE THAT IT'S EFFECTIVE AND IMPROVING OUTCOMES AND MITIGATING LEARNING LOSS.

AND SO IF WE CAN CHECK IN ON THIS EVERY, YOU KNOW, QUARTER OR SIX MONTHS OR SOMETHING WITH THIS LIST AND KIND OF BENCHMARKS OF PROGRESS FOR THESE PROGRAMS, I THINK THAT WOULD BE USEFUL. THAT'S A VERY FAIR REQUEST, YES.

I DO WANT TO REALLY STRESS, I THINK, THE THOUGHTFULNESS THAT THIS BOARD HAS PUT INTO CONVERSATIONS WITH THE SUPERINTENDENT AROUND OUR DISTRICT GOALS ACTUALLY MEANS THAT AS WE ARE TALKING ABOUT OUR WORK TO ACCELERATE PROGRESS TOWARD THE DISTRICT GOALS, IT IS REFLECTED IN THE ESSER PLAN.

AND SO I WILL ENSURE THAT WHAT WE DO AS STAFF IS BRING UPDATES THAT ARE LARGELY FUNDED BY ESSER AROUND OUR STRATEGIES TO ACCELERATE LEARNING TOWARD THE GOALS.

THAT'S HELPFUL AS WELL, BUT I WOULD ALSO LIKE TO SEE IT NOT JUST FRAMED IN TERMS OF THE FIVE BOARD GOALS, BUT FRAMED IN TERMS OF HERE WAS OUR PLAN FOR THE 784 MILLION, HERE'S ALL THE INITIATIVES WE WERE GOING TO UNDERTAKE.

HERE'S WHERE WE ARE ON EACH ONE, HERE'S WHAT WE SPENT, AND HERE'S THE RESULTS YOU SEE.

THAT'D BE HELPFUL, TOO.

THANK YOU GUYS FOR YOUR WORK ON THIS.

YOU KNOW, I'M GRATEFUL THAT THE FEDS HAVE GIVEN US THIS MONEY AND I'M PLEASED THAT Y'ALL HAVE BEEN SO THOUGHTFUL ABOUT HOW WE'RE GOING TO SPEND IT.

THANK YOU, TRUSTEE MARSHALL.

TRUSTEE MICCICHE? THANK YOU, MR. PRESIDENT. FIRST, I'D LIKE TO SAY I APPRECIATE THE EFFORT THAT HAS GONE INTO THIS. I DO THINK IT IS THOUGHTFUL AND I'M VERY SUPPORTIVE OF THE THE PLAN THAT WE HAVE HERE. AND I'M VERY GRATEFUL THE FEDERAL GOVERNMENT HAS PROVIDED US WITH THESE RESOURCES. I DO WANT TO PICK UP ON SOMETHING THAT TRUSTEE FOREMAN BROUGHT UP ABOUT LIBRARIANS BECAUSE I'M GETTING A LOT OF COMMENTS ABOUT IT, AS WELL.

THE PUBLIC PERCEPTION, WHEN A PRINCIPAL CHOOSES TO HAVE A ANOTHER COUNSELOR OR ANOTHER AP INSTEAD OF A LIBRARIAN IS THAT WE ARE NOT FOCUSING ON THE LEARNING LOSS THAT HAS OCCURRED. AND THE ADMINISTRATION'S RESPONSE AS WELL, THE PRINCIPAL EXERCISE IN AUTONOMY, BUT WHAT THE PUBLIC NEEDS TO HEAR IS THAT WE ARE FOCUSED VERY INTENSELY ON LEARNING LOSS AND THAT WE HAVE ALL OF THESE EXTRA PROGRAMS THAT WE HAVE PUT IN PLACE, INCLUDING ACE PROGRAM, THE INTERSESSION CALENDAR, THE READING ACADEMIES AND SO FORTH.

AND THEY NEED TO KNOW WHAT THOSE PROGRAMS ARE AND, BECAUSE RIGHT NOW I HAVE JUST A LOT OF PEOPLE WHO THINK THAT ALL THAT HAS HAPPENED HERE IS THAT THE LIBRARIAN HAS LEFT IS GOING TO LEAVE THE CAMPUS, MEANING THAT ALL OF THE THINGS THAT THEY ASSOCIATE A LIBRARIAN WITH, INCLUDING HELPING KIDS TO READ THAT THE DISTRICT HAS, HAS SOMEHOW DECIDED THAT'S NOT IMPORTANT. AND THAT MESSAGE IS IT'S VERY, VERY DESTRUCTIVE TO THE SUPPORT FOR THIS DISTRICT WHEN WHEN YOU CANNOT EXPLAIN WHY SOMETHING LIKE THAT IS BEING DONE.

SO I WOULD REQUEST A DETAILED EXPLANATION OF HOW THESE THE SERVICES THAT PEOPLE GENERALLY ASSOCIATE WITH LIBRARIANS ARE GOING TO BE CARRIED OUT ON A PARTICULAR CAMPUS.

AND WHAT THE PROGRAMS ARE.

JUST SAYING THE WORD ACE DOESN'T DO IT.

OK, JUST SAYING THE WORDS READING ACADEMY DOESN'T DO IT.

[00:35:03]

AND IT IS, IT'S JUST, I GUESS, GETTING EXHAUSTED, REPLYING TO ALL OF THESE EMAILS THAT, NO, WE'RE NOT FAILING TO RECOGNIZE THE LEARNING LOSS AND ALL OF THESE PROGRAMS THAT ARE IN HERE ARE ACTUALLY DESIGNED TO DO THAT.

BUT UNLESS WE ARE COMMUNICATING TO THE PUBLIC WHAT IS HAPPENING, YOU'VE GOT THIS MASSIVE EFFORT GOING ON THAT NOBODY KNOWS ABOUT.

AND THEN YOU'VE GOT THIS MISUNDERSTANDING THAT THE LIBRARY, THAT WE'RE CLOSING THE LIBRARIES. AND THAT IS, THAT'S NOT WHAT'S HAPPENING.

BUT IT'S IMPORTANT FOR THE ADMINISTRATION TO TO ACTUALLY GET THE MESSAGE OUT.

THANK YOU. THANK YOU. THANK YOU, TRUSTEE MICCICHE.

TRUSTEE JOHNSON? YES, THANK YOU. I JUST GOT A SIMPLE QUESTION.

I'M LOOKING AT THE PLAN AND GOING OVER AND I HAVE MY COMMUNITY HAS A LOT OF QUESTIONS CONCERNING THE ESSER. SO I WILL BE HOSTING A COMMUNITY MEETING VERY SOON.

AND I WOULD LIKE FOR YOU, MR. LOT OF QUESTIONS THAT'S GOING TO BE ASKED CONCERNING THE FUNDING AND WHERE IT'S GOING AND ET CETERA. WILL YOU BE WILLING TO DO SO? SURE WE CAN PRESENT.

THANK YOU SO MUCH. THANK YOU, TRUSTEE JOHNSON.

ANY OTHER TRUSTEES? I JUST WANT TO SAY THANK YOU FOR THE DETAIL THAT YOU HAVE PUT INTO THIS.

I APPRECIATED THE CHART ON SLIDE SEVEN THAT ACCURATELY REPRESENTS HOW BIG THIS IS IN COMPARISON TO THE REST OF OUR BUDGET AND THE DETAIL TO WHICH THIS PLAN IS LAID OUT.

I THINK THAT MAKES A LOT OF SENSE.

I HAVE TWO QUICK QUESTIONS.

ONE, AND YOU ALLUDED TO IT AROUND, YOU KNOW, COMPENSATION FOR TEACHERS.

YOU ALLUDED TO THAT BECAUSE, YOU KNOW, WE SEE SURROUNDING DISTRICTS OFFERING A FLAT RATE TWO THOUSAND DOLLAR STIPEND OUT OF ESSER.

I THINK IRVING CITED THAT YESTERDAY, AS A WAY TO REWARD AND RETAIN TEACHERS.

NOW, I KNOW WE'VE TALKED A LOT ABOUT WHERE TEI COMPARES WITH THE PAY SCALE, ET CETERA.

CAN YOU TALK ABOUT THE DISTRICT'S STRATEGY AROUND THIS AS IT RELATES TO THAT? AND WHY OR WHY NOT DALLAS ISD WOULD BE CONSIDERING OR WOULDN'T BE CONSIDERING THAT AT THIS POINT? SURE. SO THANK YOU.

THERE WILL BE SIGNIFICANT FUNDING THAT GOES DIRECTLY TO OUR TEACHERS THROUGH ESSER.

SOME OF THAT WILL BE INCLUDED IN THE FUNDING THAT'S AVAILABLE THROUGH EXTRA PAY RELATED TO ADDITIONAL SCHOOL TIME.

SOME OF THAT THE AFTER SCHOOL ACTIVITIES, SUMMER PROGRAMING THAT'S RELATED TO THE INTERSESSION CALENDAR AND THE SCHOOL DAY REDESIGN CALENDAR.

AND LARGELY THE REASON WE'RE REALLY TRYING TO TIE IT TO THE ACTIVITIES THAT WE FEEL LIKE ARE GOING TO HELP MITIGATE LEARNING LOSS AND ACCELERATE LEARNING IS BECAUSE WE HAVE SET INCREDIBLY AMBITIOUS GOALS FOR OUR STUDENTS.

OUR STUDENTS HAVE CLEARLY GONE THROUGH A CHALLENGING TIME, AS HAVE OUR TEACHERS.

AND WE KNOW THAT THE BEST USE OF THE FUNDING WILL HELP US BOTH RETAIN AND REWARD PEOPLE, BUT ALSO PUSH US CLOSER TO OUR GOALS.

IS ROBERT ABLE BECAUSE I ASKED ROBERT KNOWING THIS WAS GOING TO COME UP, THAT OUR TEACHERS ON SOME OF THESE CAMPUSES, THE AMOUNT OF ADDITIONAL DOLLARS THAT THEY WERE GOING TO BE ABLE TO MAKE, ESPECIALLY OUR BEST TEACHERS WHO WE KNOW WHO THEY ARE, WE'RE GOING TO BE RECOGNIZING.

ROBERT, I THINK I HOPE YOU RECALL OUR CONVERSATION WHEN I ASKED YOU TO BE READY WITH THIS INFORMATION. YEAH.

SO FOR THE TEACHERS THAT ARE ON THOSE EXTENDED DAY CALENDARS, THEY'LL EARN AROUND 12 PERCENT, WHICH IS ANYWHERE FROM 6000 UP TO, I THINK, 12 THOUSAND DOLLARS ADDITIONAL COMPENSATION. BUT WORKING THOSE ADDITIONAL DAYS AND THAT SAME PERCENTAGE IS TRUE FOR OUR SUPPORT STAFF WHO WERE CALLED IN FOR THOSE AS WELL.

THANK YOU FOR THAT. AND THEN THE OTHER THING THAT YOU MENTIONED IN PASSING WAS AROUND, WE WERE ABLE TO ELIMINATE THE NEED FOR MIXED AGE STAFFING.

CAN YOU SPEAK TO THAT? I WAS EXCITED TO HEAR THAT.

I HADN'T HEARD THAT BEFORE. SURE, SO THANK YOU.

WE HAVE PUT FUNDING INTO OUR ESSER PLAN AROUND LOWERED CLASS SIZE IN OUR SMALL SCHOOLS IN PARTICULAR. IT CAN BE VERY CHALLENGING TO CREATE A CLASS SCHEDULE THAT ACCOMMODATES FOR CLASSROOM CONFIGURATIONS WHEN THE NUMBERS DON'T PLAY OUT EXACTLY RIGHT FOR ONE CLASS VERSUS TWO CLASSROOMS. AND SO SOME OF THE FUNDING IS BEING SET ASIDE FOR LOWER CLASS SIZE TO HELP ALLEVIATE SOME OF THE CHALLENGES OF MIXED AGE CLASSROOMS AND SMALL CLASSROOMS. THANK YOU, THAT'S EXCITING TO HEAR.

I APPRECIATE THE TIME, EFFORT AND ENERGY THAT'S BEEN PUT INTO THIS DETAILED PLAN AND EXCITED TO SEE IT ROLL OUT FOR OUR KIDS.

SO, WITH THAT WITH NO FURTHER QUESTIONS, THE TIME IS NOW 6:11 AND THIS MEETING IS

[00:40:03]

ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.