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[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

[00:00:03]

THE TIME IS NOW 2:39 P.M.

WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED.

WE WILL DISPENSE WITH THE PLEDGE OF ALLEGIANCE, A SALUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEE'S ARE PRESENT EDWIN FLORES, DUSTIN MARSHALL, DAN MICCICHE, KARLA GARCIA, MAXIE JOHNSON, JOYCE FOREMAN, BEN MACKEY, JOE CARREóN AND JUSTIN HENRY, OUR SUPERINTENDENT OF SCHOOLS DR.

HINOJOSA JOINS US.

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

[SPANISH] ON MARCH 16, 2021 GOV.

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 CORONAVIRUS 19 COVID-19 PANDEMIC.

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 A VIDEO CONFERENCE VIA ZOOM.

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

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

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

WE APOLOGIZE IN ADVANCE FOR ANY UNFORESEEABLE 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 TLMA@OAG.GOV.

I WOULD ALSO LIKE TO ENCOURAGE EVERYONE TO PLEASE WEAR THEIR MASKS ABOVE THEIR NOSE AND MOUTH AT ALL TIME.

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

[3. PUBLIC FORUM]

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 THE RULE WILL BE INTERRUPTED AND INFORMED THAT YOUR COMMENTS ARE OUT OF ORDER.

[INAUDIBLE], WILL YOU PLEASE CALL THE SPEAKERS? YES, WE HAVE ONE SPEAKER, MR. BILL BETSON.

YOU WILL HAVE THREE MINUTES TO SPEAK.

I PRESUME I CAN REMOVE MY MASK TO SPEAK, IS THAT CORRECT? OK, JUST CHECKING BILL BETSON IN DALLAS, TEXAS, AND I'M COMMENTING REGARDING THE SLIDES THAT ARE PRESENTED FOR THE SUPERINTENDENT'S PRESENTATION.

FIRST, I WANT TO SAY I'M VERY, VERY PROUD, AS IS MOST OF DALLAS I THINK ABOUT THE DECISIONS THIS DISTRICT HAS MADE TO PROTECT US FROM COVID.

IT WAS THE ONLY WAY TO GO.

THANK YOU.

BUT REGARDING THAT SLIDE PRESENTATION, I'M VERY CONCERNED THAT THERE WAS VIRTUALLY NOTHING IN IT REGARDING STUDENTS MENTAL HEALTH AND ESPECIALLY RELATED TO THE STRESS THEY'RE GOING THROUGH UNDER COVID.

I WOULD HIGHLY RECOMMEND THAT THIS ISSUE BE DISCUSSED AMONG MENTAL HEALTH PROFESSIONALS IN THE DISTRICT AND THAT EVERY SINGLE STUDENT BE EXPOSED TO THE ISSUE BECAUSE WE KNOW THEY'RE GOING THROUGH IT AT HOME IN SILENCE.

AND THAT'S THE WORST THING.

I WAS A MENTAL HEALTH PROFESSIONAL FOR CHILDREN IN THIS CITY FOR 50 YEARS AND STILL SEE MYSELF WORKING IN THAT CAPACITY.

THE STUDENTS MUST KNOW THEY ARE NOT ALONE IN THE TIME CAPSULE PROJECT, I AM DOING THAT WE DO WITH CHILDREN WRITING LETTERS BACK AND FORTH TO THEIR PARENTS.

WE ARE GOING TO BE RECOMMENDING THAT THE TOPIC OF QUESTIONS RELATED TO COVID BE BROUGHT UP SO THE CHILDREN CAN TALK ABOUT IT AND BRING IT TO THE ATTENTION OF THEIR PARENTS AND DO IT IN WRITING.

SO THEY HAVE A RECORD 10 YEARS FROM NOW AND 15 YEARS FROM NOW.

AND THE PARENTS AND GRANDPARENTS CAN RESPOND TO THE EXPERIENCE THEY'RE HAVING WITH COVID RIGHT NOW.

NOW, OBVIOUSLY, IN THREE MINUTES, I CAN'T OUTLINE THE HEALTHIEST WAY THIS SHOULD BE DONE.

YOUR PROFESSIONALS WOULD KNOW HOW TO DO IT.

BUT PLEASE BRING THE ISSUE OF COVID STRESS THAT OUR STUDENTS ARE ENDURING TO THE FRONT, TO THE TO BEING SPOKEN ABOUT IN OUR SCHOOLS BECAUSE WE KNOW OUR CHILDREN ARE SUFFERING FROM IT AND OUR PARENTS ARE SUFFERING FROM IT.

AND IF WE WERE TO HAVE OPEN DISCUSSION, IT WOULD HELP.

THANK YOU VERY MUCH FOR YOUR WORK.

THIS CONCLUDES OUR SPEAKERS.

THANK YOU.

[4. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]

THE BOARD WILL NOW RETIRE TO CLOSED SESSION.

THE PUBLIC AND STAFF ARE WELCOME TO STAY CONNECTED TO ZOOM WHILE THE BOARD LEAVES THE MEETING AND ATTENDS CLOSED SESSION.

THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSE SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE FIVE FIVE ONE CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT INCLUDED BUT NOT LIMITED TO THE FOLLOWING SECTIONS.

SECTION A FIVE FIVE ONE ZERO SEVEN ONE FOR PRIVATE CONSULTATION WITH

[00:05:02]

THE ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS OF THIS CHAPTER, INCLUDING SAFETY PROTOCOLS B TO DELIBERATE THE PURCHASE EXCHANGE, LEASE SALE OR VALUE OF REAL PROPERTY, AND C TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINARY DISMISSAL OF A PUBLIC OFFICER EMPLOYEE.

THE TIME IS NOW 2:44 P.M.

AND WE ARE ON CLOSED SESSION FOR APPROXIMATELY 30 MINUTES.

THE TIME IS NOW 3:23 AND WE ARE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

WE ARE NOW ON ITEM FIVE PROGRESS MONITORING, STUDENT OUTCOME GOALS AND STAAR

[5. VISION/PROGRESS MONITORING]

UPDATE.

MR. PRESIDENT, MEMBERS OF THE BOARD, SUSANA CORDOVA, WILL GIVE US AN UPDATE ON STUDENT OUTCOME GOALS WITH THE LATEST INFORMATION, ALONG WITH SOME STAAR INFORMATION.

SO, SUSANA CORDOVA, YOU'LL TAKE OVER, PLEASE.

THANK YOU.

THANK YOU.

PRESIDENT MACKEY TRUSTEE SUPERINTENDENT HINOJOSA FOR THIS OPPORTUNITY TO SHARE AN UPDATE ON WHERE WE ARE WITH OUR STUDENT OUTCOME GOALS WITH A SPECIFIC LOOK AT HOW WE PERFORMED ON STAAR AND END OF COURSE ASSESSMENTS LAST WEEK, LAST YEAR.

I WANT TO START WITH JUST SOME HEADLINES AND THEN WE'LL GO A LITTLE BIT MORE.

WE'LL GO DEEPER INTO EACH OF THESE AS WE ANTICIPATED.

WE DID SEE STUDENT ACHIEVEMENT TAKE A HIT THIS PAST YEAR, VERY NEGATIVELY IMPACTED BY THE PANDEMIC.

WE SAW THAT STATE WIDE AS WE LOOKED AT IT.

AND WE WILL DO A COMPARISON BETWEEN WHERE DALLAS IS AND WHERE THE STATE IS.

WE SAW STATEWIDE DECLINES IN STAR AND, OF COURSE, ASSESSMENTS REVEALING THE SIGNIFICANT NEED FOR RECOVERY AND ACCELERATION.

THE GOOD NEWS IS THAT WHILE WE DID DECLINE IN MOST GRADES, WE DECLINED LESS THAN THE STATE AND WE WERE ABLE TO MINIMIZE SOME OF THAT IMPACT, PARTICULARLY IN COMPARISON WITH OTHER LARGE URBAN DISTRICTS.

ANOTHER HEADLINE IS THAT, UNFORTUNATELY, WE HAVE LOST MORE GROUND WITH OUR HIGH SCHOOL STUDENTS, WHICH WE DEFINITELY BELIEVE IS A CORRELATION WITH THE AMOUNT OF TIME THAT STUDENTS SPENT IN VIRTUAL LEARNING.

AS YOU KNOW, OUR HIGH SCHOOLERS WERE ON A HYBRID SCHEDULE AND WE DO SEE THAT OUR HIGH SCHOOL STUDENTS LOST MORE GROUND IN THEIR END OF COURSE, ASSESSMENTS BOTH IN COMPARISON WITH THE STATE AND WITH OTHER DISTRICTS.

WE DID SEE LESS LOSS IN READING THAN WE DID IN MATH.

AND MATH DEFINITELY WAS AN AREA OF SIGNIFICANT CONCERN THROUGHOUT LAST YEAR AND CONTINUES TO BE AN AREA OF CONCERN.

WE ALSO HAD LOWER PARTICIPATION THAN WE TYPICALLY HAVE, AND WE HAD FEWER STUDENTS WHO PARTICIPATED LAST YEAR THAN IN PREVIOUS YEARS.

WHAT IS OF PARTICULAR CONCERN WHEN IT COMES TO PARTICIPATION RATES? AS WE BELIEVE THAT IT'S LIKELY THE STUDENTS WHO DID NOT PARTICIPATE WOULD BE STUDENTS WOULD ALSO SHOW EVIDENCE OF LEARNING LOSS, PROBABLY TO A HIGHER DEGREE THAN STUDENTS WHO DID PARTICIPATE.

AND THEN FINALLY, THE LAST HEADLINE I WANTED TO SHARE IS THAT WHEN WE LOOK AT ABSOLUTE PERFORMANCE, I DO WANT TO JUST REMIND EVERYBODY WE DO NOT HAVE GROWTH FROM THE PAST YEAR.

THERE WAS NOT TWO YEARS OF CONSECUTIVE DATA FOR A GROWTH METRIC TO BE PROVIDED.

BUT WHEN WE LOOK AT ABSOLUTE PERFORMANCE, WE STILL CONTINUE TO SEE VERY PERSISTENT EQUITY GAPS THAT IS SHARED IN EQUITABLY ACROSS OUR STUDENT GROUPS.

SO I'LL JUMP NOW INTO THE ACTUAL RESULTS.

SO WHAT I'D LIKE TO CALL YOUR ATTENTION TO, WE REALLY HAVE TRIED TO DEMONSTRATE WHERE DALLAS IS IN COMPARISON WITH THE STATE AND WITH IN COMPARISON WITH OTHER DISTRICTS IN EACH OF THE GRAPHS THAT YOU'LL SEE OVER THE NEXT COUPLE OF SLIDES, DALLAS IS REPRESENTED BY THE ORANGE BAR.

THE BLUE LINE THAT GOES ACROSS THE PAGE DEMONSTRATES WHERE THE STATE WAS WITH THEIR LEARNING LOSS.

AND SO, FOR EXAMPLE, IN THIRD GRADE, THE STATE DROPPED 18 PERCENTAGE POINTS FOR THIRD GRADERS IN MATH.

DALLAS ALSO DROPPED, BUT DALLAS ONLY DROPPED BY 16 POINTS.

AND SO THE ORANGE BAR YOU CAN SEE THERE ON THE LEFT SIDE IS A LITTLE BIT HIGHER THAN THE STATE BECAUSE WE LOST GROUND, EVERYBODY LOST GROUND, BUT WE LOST LESS GROUND THAN THE STATE AVERAGE.

AND THEN YOU CAN SEE WHERE OTHER DISTRICTS ARE.

OTHER LARGE DISTRICTS FROM AROUND THE STATE ARE REPRESENTED BY THE OTHER BARS.

AND SO IN WHEN WE LOOK AT MATH HERE, DALLAS LOST LESS THAN THE STATE IN ALL GRADES EXCEPT FOR FOURTH GRADE AND EIGHTH GRADE.

AGAIN, THIS IS READING READING WE PERFORMED SLIGHTLY BETTER IN READING THAN WE DID IN

[00:10:01]

MATH, AS I MENTIONED BEFORE, AND PERFORMED BETTER THAN THE STATE, LOST GROUND, BUT LESS GROUND THAN THE STATE IN EVERY GRADE EXCEPT FOR THIRD GRADE.

THIS IS WHAT IT LOOKS LIKE FOR HIGH SCHOOL, AND AS I MENTIONED PREVIOUSLY IN OUR HIGH SCHOOL HEADLINE, OUR HIGH SCHOOLERS HAD WORSE PERFORMANCE THAN THEIR PEERS IN ELEMENTARY AND MIDDLE SCHOOL.

AND YOU CAN SEE HERE THAT OUR HIGH SCHOOL STUDENTS, THE ORANGE BARS, LOST MORE GROUND THAN THE STATE AVERAGE LOSS ACROSS ALL SUBJECT AREAS AND ACROSS ALL GRADE LEVELS.

SO UNFORTUNATELY, WE KNOW THAT WE HAVE MORE GROUND TO RECOVER WITH OUR HIGH SCHOOL STUDENTS.

THIS NEXT CHART WILL DEMONSTRATE THE ABSOLUTE PERFORMANCE OF OUR STUDENTS.

AND IN THIS SLIDE, WE'RE ONLY LOOKING AT DALLAS STUDENTS BY GRADE LEVEL AND BY TWO METRICS.

THE RED BARS, THE DARK RED WILL REPRESENT WHERE WE WERE IN 2019 WITH DOES NOT MEET NUMBERS AND THE LIGHT RED WILL REPRESENT WHERE WE ARE THIS PAST SCHOOL YEAR WITH DOES NOT MEET.

AND YOU CAN SEE THAT BY GRADE ACROSS EACH OF THOSE LINES AND THE GREEN BARS DEMONSTRATE THE DARK GREEN WHERE WE WERE IN 2019 WITH THE NUMBER OF STUDENTS WHO WERE AT MEET'S OR ABOVE, AND THEN THE LIGHT GREEN WHERE WE ARE THIS LAST YEAR.

AND SO YOU CAN SEE IN VIRTUALLY EVERY GRADE, IN FACT, IN EVERY SINGLE GRADE AND CONTENT HERE IN MATH AND READING, WE HAVE MORE STUDENTS WHO ARE AT THAT DOES NOT MEET AND FEWER STUDENTS WHO ARE AT THE MEETS OR ABOVE LEVEL ACROSS ALL GRADES AND CONTENTS.

SO THAT OBVIOUSLY IS VERY CONCERNING.

THERE ARE SOME GRADES WHERE THE LOSS WAS LESS, BUT WE KNOW THAT THAT'S GOING TO BE REALLY CRITICALLY IMPORTANT FOR US TO WORK ON WHEN WE LOOK AT OUR HIGH SCHOOL STUDENTS, AGAIN, SAME TREND.

THE ONLY PLACE WHERE WE DID SEE A SLIGHT INCREASE IN THE NUMBER OF STUDENTS WHO ARE MEETING OR HIGHER IS IN ENGLISH, TWO.

SO THAT IS A SMALL, BRIGHT SPOT, ALTHOUGH THE NUMBER OF STUDENTS WHO ARE AT DOES NOT MEET ALSO INCREASED FOR OUR ENGLISH TWO STUDENTS THIS PAST YEAR.

AND SO AT THIS TIME, WHAT I'D LIKE TO DO IS WALK THROUGH WHERE WE ARE WITH OUR STUDENT OUTCOME GOALS AND WE DEFINITELY HAVE HAD MIXED RESULTS EVEN AS WE LOOK AT THE REVISED SCHOOLS.

I KNOW THIS BOARD LOOKED AT REVISIONS TO THE FIVE YEAR TRAJECTORY OF GOALS FOR THE DISTRICT IN THE FALL OF LAST YEAR.

AND SO WE HAVE HAD SOME MIXED RESULTS.

THERE ARE SOME PLACES WHERE WE HAVE FALLEN SHORT AND OTHER PLACES WHERE WE'RE ACTUALLY MEETING OR EXCEEDING WE'LL JUMP INTO THAT NEXT.

SO I DO WANT TO JUST MAKE SURE THAT WE'RE ALL AWARE FOR OUR FIRST GOAL, OUR STUDENT OUTCOME.

GOAL NUMBER ONE, LOOKING AT THE PERFORMANCE OF STUDENTS IN DOMAIN ONE, WE WILL NOT HAVE A DATA AVAILABLE FOR THAT.

AND SO WE HAVE THE REVISED TARGETS.

WE HAVE THE TRAJECTORY OF WHERE WE'VE BEEN, BUT WE WILL NOT BE RECEIVING A DOMAIN ONE SCORE SO THAT INFORMATION WILL NOT BE AVAILABLE FOR THIS PAST SCHOOL YEAR.

AS WE LOOK AT THE NEXT SET OF GOALS, FOR GOALS, TWO AND THREE, YOU CAN SEE THE REVISED TARGET IN THE SECOND COLUMN FROM THE RIGHT, AND THEN YOU CAN SEE THE ACTUAL PERFORMANCE BOTH AT THE TOP LEVEL GOAL AND THEN THE GPMS. THERE ARE TWO BRIGHT SPOTS THAT YOU CAN SEE HERE FOR GPM 2.2 STUDENT ACHIEVEMENT LEVELS FOR KINDERGARTEN STUDENTS, SCORING AT OR ABOVE GRADE LEVEL WILL INCREASE USING OUR RUNNING RECORD.

WE DID MEET THAT GOAL, 40 PERCENT OF OUR STUDENTS MET THAT GOAL.

AND THEN FOR GPM 3.2, YOU CAN SEE THAT FOR THE REVISED GOAL, WE ACTUALLY EXCEEDED THE INITIAL GOAL THAT WE HAD SET FOR OURSELVES.

WE REVISED IT TO 40 FROM 55 AND OUR ACTUAL PERFORMANCE WAS AT 66.

BUT IN OTHER CASES, WE FELL SHORT OF OUR ACTUAL GOALS.

AND YOU CAN SEE THE NUMBERS THERE.

AND THEN WE WANTED TO SHARE SOME INFORMATION FOR SOME UPCOMING GOALS, JUST SO THAT YOU HAVE A WINDOW INTO WHERE WE'RE GOING TO BE HEADING FOR STUDENT ACHIEVEMENT AROUND GOAL FOUR WE HAVE SOME ESTIMATES FOR WHERE WE WILL BE AND OUR ESTIMATES LOOK LIKE FOR GOAL FOUR GPM 4.1 AND 4.2 THAT, WE ESTIMATE THAT WE WILL BE MEETING THOSE GOALS.

WE DO NOT HAVE INFORMATION AVAILABLE FOR THE NEXT COUPLE TO BE ABLE TO GIVE A SENSE OF WHERE WE ARE YET.

AND THEN IN THE LAST GPM, 4.5, WE'VE FALLEN SHORT OF THAT AROUND THERE.

AND THEN FOR GOAL FIVE, JUST AS A PREVIEW, AGAIN, WE WILL NOT HAVE INFORMATION AVAILABLE FOR GOAL FIVE 5.1, 5.2.

AND WHEN WE LOOK AT 5.3 PERCENT OF MIDDLE GRADE STUDENTS SCORING AT OR ABOVE THE 50TH PERCENTILE USING MATH, WE DID FALL SHORT OF THAT GOAL AS WELL.

[00:15:03]

SO AT THAT POINT, I'D BE HAPPY TO PAUSE AND TAKE ANY QUESTIONS THAT YOU MAY HAVE.

TRUSTEES, WHAT QUESTIONS DO WE HAVE? WE'LL START WITH TRUSTEE MICCICHE, FOLLOWED BY TRUSTEE FOREMAN.

THANK YOU FOR THE PRESENTATION AND I DO APPRECIATE THAT, THE CHANGE IN THE FORMAT OF IT THAT HAS MADE IT A LITTLE BIT EASIER TO FOLLOW.

AND THANK YOU.

THANK YOU FOR DOING THAT.

CAN YOU GO BACK TO PAGE 11? WHAT I WANTED TO FOCUS ON WAS THAT THE MAGNITUDE OF THE MISSES THAT WE HAD AND IT LOOKS LIKE THERE'S THAT ONE ONE LINE, THE FOURTH ONE FROM THE TOP.

MM HMM.

CAN YOU WALK US THROUGH THAT? YOU'RE TALKING ABOUT GOAL THREE.

STUDENT ACHIEVEMENT AT THE THIRD GRADE STATE ASSESSMENT IN MATHEMATICS AT THE MEET'S PERFORMANCE LEVEL OR ABOVE WILL INCREASE.

INITIALLY, WE HAD SAID FROM 42.3 TO 56, WE HAD RESET THAT TARGET TO 26 AND WE MISSED THAT.

WE WERE AT 25.3 PERCENT OF OUR STUDENTS HITTING THAT MEETS OR ABOVE LEVEL IN THIRD GRADE IN MATH.

AND WHAT WHAT DO YOU THINK ACCOUNTS FOR THAT? I REMEMBER WE DID RESET IT, BUT WHAT YOU KNOW, SO DEFINITELY WE'VE SEEN DRAMATIC DROPS IN MATHEMATICS.

THAT'S TRUE BOTH HERE IN DALLAS AND AROUND THE STATE.

MATH SEEMS TO BE AN AREA WHERE SOME OF OUR OWN DISCUSSIONS HAVE BEEN FOR STUDENTS WHO ARE PARTICIPATING IN VIRTUAL INSTRUCTION.

THE LACK OF TIME IN CLASS PARENTS FREQUENTLY HAVE LESS KNOWLEDGE, PARTICULARLY AS MATH BECOMES MORE COMPLEX, TO BE ABLE TO SUPPORT THEIR STUDENTS WELL IN MATH AT HOME.

SO THOSE ARE A COUPLE OF THE THINGS WE DID SEE A HUGE DROP OFF IN OUR BEGINNING OF YEAR TESTING LAST YEAR REGAINED SOME OF IT.

BUT REALLY AT MID-YEAR LAST YEAR, OUR STUDENTS WERE ABOUT WHERE THEY SHOULD HAVE STARTED THE YEAR FROM THE PREVIOUS YEAR'S INTERRUPTION.

AND THEN WE SAW PROGRESS SLOW DOWN DRAMATICALLY FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR.

SHANNON, DID YOU WANT TO ADD ANYTHING ELSE? I AGREE THAT'S WHERE WE WERE LOOKING AT IT, THE ACTUAL TYPE OF INSTRUCTION NEEDED FOR MATHEMATICS BECAUSE IT IS SEQUENTIAL AND DOES REQUIRE VERY CONCRETE AND EXPLICIT INSTRUCTION.

IT WAS DIFFICULT TO PERFORM THAT AT HOME.

SO WITHOUT HAVING THE TEACHER THERE WITH THE BACKGROUND AND THE EXPERTISE, IT'S HARD TO CONTINUE THAT INSTRUCTION IN MATHEMATICS.

OK, AND DID WE HAVE ANY OTHER DROP OFFS THAT WERE AS ENORMOUS AS THAT ONE? I WOULD SAY SOME MATH.

MATH IN GENERAL IS AN AREA OF SIGNIFICANT CONCERN OUR ALGEBRA ONE AT HIGH SCHOOL WAS ALARMINGLY LARGE IN TERMS OF THE NUMBER OF STUDENTS.

ALGEBRA ONE HAS HISTORICALLY BEEN AN AREA THAT I THINK OUR DISTRICT HAS BEEN VERY SUCCESSFUL AT HELPING STUDENTS PASS AND OF COURSE, ASSESSMENTS.

WE HAD A DRAMATIC DECLINE IN ALGEBRA ONE.

I THINK THE SILVER LINING TO THIS SORT OF DARK THUNDERCLOUD IS THAT THERE IS VERY EFFECTIVE TUTORING THAT HAS BEEN DEVELOPED BOTH INTERNALLY AND NATIONALLY FOR STUDENTS IN MATH, MATH DOES TEND TO BE SOMETHING THAT IS SEQUENTIAL.

PART OF WHAT WE KNOW OUR STUDENTS NEEDED MORE OPPORTUNITIES WAS TO WORK ON THE COMPUTATIONAL ASPECTS OF MATHEMATICS SO SOME OF THE SKILL BUILDING THAT DOES WORK VERY WELL IN TUTORING.

AND SO THE GOOD NEWS IS THERE ARE REALLY STRONG TUTORING PROGRAMS THAT WE CAN PROVIDE FOR OUR STUDENTS AROUND MATHEMATICS IN PRIOR TO THE COVID SLIDE, PART OF COVID ITSELF, MATH WAS A RELATIVE STRENGTH FOR US.

SO WE HAVE SOME SOME BASIS FOR OPTIMISM THAT WE WILL GAIN THE GROUND BACK WHEN WE CAN, WE CAN GET THE KIDS IN IN CLASS DOING MATH ON A REGULAR BASIS.

OK, THANK YOU VERY MUCH.

THANK YOU, TRUSTEE MICCICHE.

TRUSTEE FOREMAN.

SO, SUSANA, I HAVE A FEW QUESTIONS AND MAYBE FOR THE THREE OF YOU, MAYBE I CAN GET SOME COMFORT LEVEL.

WE ALL KNOW THAT COVID HAS REALLY TURNED EVERYTHING UPSIDE DOWN.

BUT THE QUESTION I HAVE IS THROUGH THE PROCESS, WE WERE TALKING ABOUT SUMMER LEARNING, THREE DIFFERENT CALENDARS, TRYING TO MOVE STUDENTS FORWARD.

HOW ARE WE ASSESSING THAT WE'RE MOVING IN THE RIGHT DIRECTION? AND WHEN DO WE THINK THAT WE PIVOT IF WE'RE NOT MOVING IN THE RIGHT DIRECTION? YEAH, I THINK IT'S A REALLY, REALLY GREAT QUESTION.

AND I VERY MUCH APPRECIATE THE SPIRIT OF CONTINUOUS IMPROVEMENT THAT'S BUILT

[00:20:03]

INTO IT.

SO ONE OF THE FIRST THINGS THAT WE'RE DOING, YOU KNOW, WE BUILD PLANS BASED ON WHAT WE BELIEVE WAS THE HISTORIC PERFORMANCE OF OUR SCHOOLS, PARTICULARLY AROUND THE CALENDAR.

WE DIDN'T REALLY HAVE A LOT OF DATA YET.

WHAT THIS DEMONSTRATES TO US IS, FRANKLY, WE HAVE FAR MORE SCHOOLS THAT ARE GOING TO NEED SUPPORT THAN JUST THE SCHOOLS THAT ARE USING THE EXTENDED CALENDARS, EITHER THE REDESIGN CALENDAR OR THE INTERSESSION CALENDAR.

SO WE KNOW WE NEED TO ALLOCATE MORE SUPPORT QUICKLY TO THOSE SCHOOLS.

WE ARE ALSO LOOKING AT HOW WE CAN USE BOTH LEADING AND LAGGING INDICATORS BEFORE WE GET TEST SCORES TO HELP US DETERMINE HOW EFFECTIVE WE ARE AT IMPLEMENTING THINGS LIKE THE EXTENDED DAY TUTORING, USING THE INFORMATION THAT WE GET OUT OF THOSE PROGRAMS TO HELP THE CONTINUOUS IMPROVEMENT CYCLE.

SO I HEAR YOU.

BUT AGAIN, ONE OF THE THINGS WE DON'T DO WELL AS A DISTRICT IS ASSESS WHERE WE ARE OFTEN ENOUGH, IN MY OPINION.

AND IT DOESN'T ALWAYS MEAN TESTING.

THERE ARE THINGS THAT WE COULD DO TO TRY TO FIGURE OUT WHAT WE MIGHT NEED TO DO MORE.

I'M VERY CLEAR THAT MOST OF OUR SCHOOLS ARE GOING TO NEED HELP.

MANY OF THEM DIDN'T CHOOSE THE EXTENDED CALENDAR BECAUSE ACTUALLY WE'RE GOING TO TIE THOSE TEACHERS OUT BY THE TIME THE SUMMER GETS HERE, THEY'RE GOING TO BE UP IN THERE.

THEY'LL PROBABLY BE PULLING MY HAIR OUT, PAM.

BUT BUT I JUST WANT TO MAKE SURE THAT WE HAVE SOMETHING IN PLACE THAT'S GOING TO ASSIST.

SURE.

AND THEN THERE'S A AND THIS IS A TOUCHY SUBJECT, BUT I'M GOING TO BRING IT UP ANYWAY WHEN WE'RE ASSESSING OUR ELEMENTARY SCHOOL STUDENTS, THE MAJORITY OF OUR HISPANIC STUDENTS TEST IN SPANISH.

NO OTHER DISTRICT DOES THAT, BUT OURS DO.

AFRICAN-AMERICAN STUDENTS ARE TESTING, OF COURSE, IN ENGLISH AND HOW WE ASSESS THE RIGOR OF THE HISPANIC TEST COMPARED TO JUST THE REGULAR STAAR TESTS, AND THE REASON I ASK THAT QUESTION IS WE COULD BE PUTTING AN HONEST ON SOME CHILDREN THAT THEY DON'T DESERVE BECAUSE IS IT APPLES TO APPLES? AND I THINK THIS IS THE APPROPRIATE TIME SINCE WE'VE GONE THROUGH COVID, THIS IS THE APPROPRIATE TIME TO LOOK AT AND MAKE SURE THAT WE ARE DOING THE ASSESSMENT CORRECTLY, BECAUSE AS AN ANALYST, I DON'T LIKE A LOT OF TIMES IS WE PUT LABELS ON LABELS ON CHILDREN, PARTICULARLY AFRICAN-AMERICANS THEY'RE FAR BEHIND.

WE COMPARE THEM TO THE WHITE STUDENTS IN THE DISTRICT.

AND GUESS WHAT? MOST OF THEM ARE IN MAGNET SCHOOLS OR SPECIALTY SCHOOLS, WHICH ARE SMALL.

SO I THINK NOW IS AN APPROPRIATE TIME.

AND I SEE YOU BACK THERE, TIFFANY, COME ON UP HERE.

YOU DON'T GET OFF THE HOOK EITHER.

THANK YOU.

I THINK NOW IS THE TIME FOR US TO MAKE THAT ASSESSMENT.

ARE WE COMPARING APPLES TO APPLES TO MAKE SURE THAT WHEN WE SAY BLACK CHILDREN ARE THIS FAR BEHIND? IS IT IN ESSENCE, A TRUE STATEMENT.

BECAUSE I'M NOT SURE I DON'T KNOW THE ANSWER, BUT YOU GUYS ARE SMART.

SO YOU GUYS CAN HELP ME FIGURE OUT THE ANSWER SO THAT AS WE GO THROUGH THIS PROCESS, WE WILL KNOW WHERE OUR CHILDREN REALLY ARE AND COMPARE THEM ON AN EQUAL FIELD.

SURE.

AS OPPOSED TO A DIFFERENT TEST.

YEAH, IF THAT MAKES SENSE.

I VERY MUCH APPRECIATE THE SPIRIT OF THE QUESTION, AND I THINK IT IS ON ALL OF US TO MAKE SURE THAT THE LANGUAGE THAT WE USE WHEN WE DESCRIBE PERFORMANCE IN NO WAY ATTRIBUTES PERFORMANCE TO SOMETHING ABOUT OUR STUDENTS AS OPPOSED TO WHAT WE ARE DOING AS ADULTS TO RAISE OUR STUDENTS UP.

I THINK THAT'S YEAH, I THINK THE QUESTION IS, IS WHEN WE'RE DOING ASSESSMENTS THAT WE ARE SURE IS COMPARING APPLES TO APPLES.

I'M NOT SAYING THE HISPANIC STUDENTS DOING IT IN SPANISH IS A BAD THING.

OH, YEAH, I UNDERSTAND.

THAT'S NOT WHAT I'M SAYING.

WHAT I'M SAYING IS WE NEED TO MAKE SURE THAT IT'S THE SAME RIGOR.

IF YOU GOT THE ENGLISH STAAR AND IT'S FIVE QUESTIONS ON MATH.

AND YOU GOT THE SPANISH STAAR AND HIS THREE QUESTIONS ON THAT, IS THAT THE SAME RIGOR? AND I JUST THINK THAT THAT IS SOMETHING THAT WE HAVE NOT TAKEN A STRONG LOOK AT AND WITH WHAT WE'RE DEALING WITH NOW AFTER.

WELL, IT'S NOT POST COVID YET, BUT I'M HOPING IT GETS THERE IS THAT WE TAKE A LOOK

[00:25:01]

AT THAT TO MAKE SURE AS WE DEFINE THESE CHILDREN SO FAR BEHIND, BECAUSE I REALLY I DO TAKE OFFENSE TO BLACK STUDENTS DOING WORSE THAN WHITE STUDENTS WHEN MOST OF THEM ARE IN OUR SPECIALTY SCHOOLS.

THEY CHOSE TO GO TO THOSE SCHOOLS IN MOST CASES, AND THEY GET MORE RESOURCES THAN THE NEIGHBORHOOD SCHOOLS IN MY AREA.

AND SO AS WE GO THROUGH THIS PROCESS, AND I'M ONLY BRINGING THAT UP NOW BECAUSE I THINK A PART OF THIS, ALONG WITH THE THEORY OF ACTION, ALL OF THAT GOES TOGETHER TO MAKE SURE THAT WE ARE EQUITY TO MAKE SURE THAT WE ARE DOING THE RIGHT THING PERSON OVER SCHOOLS.

TEACHING AND LEARNING TO MAKE SURE THAT THERE IS A LEVEL PLAYING FIELD FOR ALL OF OUR STUDENTS AND THAT WE'RE NOT ASSESSING THEM DIFFERENTLY, BUT CALLING IT SOMETHING ELSE, IF THAT MAKES SENSE.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

TRUSTEE GARCIA, THANK YOU FOR THE PRESENTATION.

I WANT TO FOCUS IN A BIT ON THAT VERY LAST OF THE HEADLINES AND THE EXECUTIVE SUMMARY THAT EQUITY GAPS PERSIST AND EQUITABLY ACROSS STUDENT GROUPS.

SO I'M JUST I'M LOOKING AT IF I'M LOOKING AT THE SAME PRESENTATION JUST ACROSS GRADE LEVELS.

BUT CAN YOU SPEAK MORE TO THESE INEQUITIES ACROSS STUDENT GROUPS? SURE, THE STATEMENT REALLY IS THAT WHEN WE LOOK AT PERFORMANCE, WE DIDN'T SEE THAT ALL STUDENT GROUPS EXPERIENCED THE SAME AMOUNT OF LOSS.

AND AS WE LOOK AT THEM, AS WE LOOK AT THE AMOUNT OF LOSS THAT OCCURRED BY DISAGGREGATED GROUPS OF STUDENTS, THAT WE DEFINITELY SAW THAT THERE WAS A REFLECTION OF THE HISTORIC, INEQUITABLE DISTRIBUTION OF PERFORMANCE ACROSS DIFFERENT GROUPS.

AND I THINK THIS GETS TO TRUSTEE FOREMAN'S CONCERN AROUND HOW IS IT THAT WE BOTH USE LANGUAGE TO DESCRIBE WHAT ACCURATELY WHAT'S HAPPENING AND THEN WHAT WE ARE WHAT ARE WE DOING TO ADDRESS THE NEED FOR MORE ACCELERATION FOR SOME GROUPS OF STUDENTS.

YES, YES.

I FOLLOW, I'D BE INTERESTED IN SEEING THE DATA BROKEN DOWN FURTHER.

I'LL LEAVE IT AT THAT.

OK, AND THEN HIGH SCHOOL SPACE WELL PARTICULARLY EIGHTH GRADE, EIGHTH GRADE MATH IS WHAT WORRIES ME ON PAGE SEVEN.

THESE STUDENTS TRANSITIONING ONTO HIGH SCHOOL AND GIVEN WHAT WE'VE SEEN IN HIGH SCHOOL.

PARTICULARLY ALGEBRA ONE, ACCELERATED LEARNING.

WELL, FOR SOME STUDENTS.

STUDENTS NOT MEETING GRADUATION REQUIREMENTS, WHICH I KNOW IS ANOTHER ONE OF MY WORRIES, THIS SCHOOL YEAR.

WHAT ARE WE WHAT ARE WE LOOKING FORWARD TO NOW THAT WE HAVE THIS DATA, PARTICULARLY IN OUR HIGH SCHOOL SPACE? LET ME PUT IT ON THIS SLIDE, BECAUSE I THINK THIS SPEAKS TO TRUSTEE MICCICHE QUESTION.

LIKE, WHERE WHERE ELSE DO WE SEE BIG DROPS BECAUSE HISTORICALLY WE HAVE HAD VERY HIGH PASS RATES.

64 PERCENT OF OUR STUDENTS AT THE MEET'S OR HIGHER LEVEL IN ALGEBRA ONE THAT DROPPED TO 32 WAS A 32 POINT DROP.

AND SHANNON YOU WANT TO TALK ABOUT HOW WE'RE APPROACHING THAT? ABSOLUTELY.

SO WE ARE APPROACHING OUR ACCELERATION AND TUTORING PLAN WITH A SPECIAL EMPHASIS ON ALGEBRA ONE.

SO MUCH SO THAT WE'VE CREATED CURRICULUM PROJECTS THAT HAVE MANY LESSONS AVAILABLE FOR TEACHERS TO PICK UP AND UTILIZE IMMEDIATELY IN THE CLASSROOM FOR GAPS FILLERS FOR STUDENTS THAT ARE SHOWING THEIR MISSING SKILLS THAT THEY NEED FOR ALGEBRAIC EXPRESSIONS.

WE HAVE BRIDGING CAMPS THAT WE'RE WORKING ON THAT CAN OCCUR BEFORE AND AFTER SCHOOL THROUGHOUT THE SUMMER AS WELL.

AND WE HAVE A SPECIAL EMPHASIS ON TRAINING WITH OUR ALGEBRA ONE TEACHERS TO HELP THEM RECAPTURE SOME OF THE PREREQUISITE SKILLS THAT OUR STUDENTS MAY BE MISSING AT THIS POINT AND NEED TO FILTER BACK IN TO OUR DAILY INSTRUCTION SO THAT STUDENTS CAN FOCUS ON GRADE LEVEL INSTRUCTION AND PREPAREDNESS FOR THAT ALGEBRA ONE EXAM.

I THINK ALONG THE SAME LINES, TOO, JUST FROM NOTIFICATIONS THAT ARE COMING IN MAYBE TO THE REST OF MY COLLEAGUES TOO.

WHAT DO WE TELL A PARENT THAT'S FRIGHTENED TO SEE MAYBE RESULTS FROM THEIR STUDENTS WHO HAVE PERFORMED BETTER ONE SCHOOL YEAR COMPARED TO THIS? WHAT CAN WE TELL THEM THAT WE ARE DOING TO HELP YOUR CHILD THIS SCHOOL YEAR, OTHER THAN, OF COURSE, THE THINGS YOU'VE ALREADY SHARED? SURE.

SO I DEFINITELY THINK THAT THE WORK THAT WE HAVE IN FRONT OF US IS NOT GOING TO BE ONE THING.

IT REALLY IS ABOUT MORE TIME IN PERSON.

IT'S PART OF THE REASON WHY WE THINK IT'S SO CRITICAL FOR STUDENTS TO BE BACK IN PERSON.

I THINK THE HIGH SCHOOL EVIDENCE IS REALLY CLEAR THAT WHEN STUDENTS HAD LESS

[00:30:04]

TIME IN PERSON, THEY DIDN'T PERFORM AS WELL.

AND WHILE ALL OF OUR KIDS WERE IMPACTED BY THE DISRUPTIONS OF THE LAST 18 MONTHS, OUR HIGH SCHOOL STUDENTS HAD SIGNIFICANTLY MORE LOSS.

SO TIME IN SCHOOL IS REALLY CRITICAL.

IT'S PARTICIPATION IN THE OPPORTUNITIES FOR EXTENDED LEARNING, BOTH CO CURRICULARS.

THERE'S SO MUCH RESEARCH THAT WHEN STUDENTS ARE ENGAGED IN CO CURRICULARS, IT SORT OF SEEMS LIKE COUNTERINTUITIVE.

BUT, YOU KNOW, TIME IN SPORTS, IN ATHLETICS, IN ARTS REALLY DOES MAKE KIDS, GIVES THEM MORE REASON TO BE IN SCHOOL AND MORE REASON TO DO WELL IN SCHOOL.

SO WE WANT TO MAKE SURE THAT KIDS ARE TAKING ADVANTAGE OF ALL OF THOSE ADDITIONAL OPPORTUNITIES AND REALLY, REALLY STRESSING THE AVAILABILITY OF THE EXTENDED TIME FOR TUTORING AND AFTER SCHOOL, BECAUSE WE KNOW THEY'RE NOT GOING TO MAKE THIS UP IN THE REGULAR SCHOOL YEAR.

WE'RE NOT GOING TO GAIN GROUND ACCELERATION IN JUST A REGULAR SCHOOL YEAR.

WE NEED MORE TIME.

CAN I JUST ALSO ADD THAT I THINK IT'S REALLY IMPORTANT THAT WE ALSO REMEMBER LAST YEAR AND THE EXPERIENCES THAT STUDENTS HAD LAST YEAR AT HOME, LEARNING AT HOME THEIR MENTAL HEALTH AND WELLNESS WAS REALLY AND YOU COULD SEE IT COME OUT IN THE STUDENT OUTCOMES.

AND SO THAT'S WHY WE REALLY WANT OUR STUDENTS TO COME BACK IN PERSON.

WE ALSO HAVE THE ADVISORY PERIODS WHERE WE'RE REALLY FOCUSING ON THAT HEALTH AND WELLNESS FOR OUR STUDENTS AND ENSURING THAT SEL PRACTICES ARE DONE THROUGHOUT THE DAY.

WE ANTICIPATE THAT WHEN THEY COME BACK THAT WE CAN SUPPORT THEM IN THAT WAY, THAT THAT SHOULD ALSO SHOW UP IN THE OUTCOMES AS WELL.

ABSOLUTELY.

THAT'S IT FOR [INAUDIBLE] THANK YOU.

THANK YOU, TRUSTEE GARCIA TRUSTEE FLORES.

SO HAVE WE GIVEN ANY OR DO WE HAVE A PLAN OR ANY THOUGHT TO, YOU KNOW, THIS IDEA OF KIND OF THE RED SHIRT YEAR WHERE FAMILIES COULD CHOOSE TO HOLD THEIR KIDS BACK? AND HOW WOULD WE GO ABOUT DOING THAT? I'LL SPEAK.

I'LL START WITH THAT ONE.

CERTAINLY, FAMILY COMES TO US, WILL COUNSEL WITH THEM ON INDIVIDUAL OPPORTUNITIES, REDSHIRTING BEFORE YOU START IS USUALLY PRETTY GOOD.

BUT THE DATA IS OVERWHELMING THAT IF YOU REPEAT ONE YEAR, YOU'RE ABOUT 80 PERCENT CHANCE OF GRADUATING.

IF YOU IF YOU STAY BACK TWO YEARS NOW, YOU'RE LIKE 40 PERCENT CHANCE OF GRADUATING.

SO WE HAVE TO BE VERY CAREFUL WHEN WE COUNSEL THEM.

WHAT IS THE MAKEUP OF THE INDIVIDUAL STUDENT? HOW MUCH AGENCY DO THEY HAVE? HOW MUCH SUPPORT DO THEY HAVE? THOSE ARE THE KINDS OF CONVERSATIONS WE HAVE WITH THEM AS WE MEET WITH THEM INDIVIDUALLY.

SUSANA AND OTHERS WANT TO ELABORATE.

YEAH, I'D ALSO LIKE TO SAY THAT I THINK IT'S ALSO IMPORTANT TO REMEMBER THAT WHILE THIS WAS A SIGNIFICANT AND NOT TO DIMINISH IT IN ANY WAY SIGNIFICANT INTERRUPTION IN EDUCATION ACROSS THE WORLD, THERE HAVE BEEN OTHER INTERRUPTIONS IN EDUCATION THAT HAVE BEEN LONG TERM.

AND SO WE ACTUALLY DID GO BACK AND LOOK AT THE RESEARCH ON HOW DO YOU ADVANCE STUDENT LEARNING AND HELP MAKE UP FOR THAT LOST TIME IN LEARNING QUICKLY.

AND SO THAT'S WHY YOU SAW AND SOME OF THE RESEARCH THAT WE TALKED ABOUT AROUND ACCELERATION.

THAT'S NOT ONLY WHAT A LOT OF DISTRICTS ARE DOING, BUT IT'S ALSO HAS SOME HISTORIC AND RESEARCH BASED SIGNIFICANCE THAT IF YOU ACCELERATE THE STUDENT, THAT SHE ACTUALLY CAN MAKE UP THAT LEARNING QUICKLY AND YOU CAN ACTUALLY DO IT.

IF YOU DO IT, YOU ACTUALLY IMPACT OUR STUDENT GROUPS, OUR MINORITY ETHNIC STUDENT GROUPS.

THEY ACTUALLY BENEFIT FROM ACCELERATION MORE THAN REPEATING THE GRADE LEVEL OR REPEATING THE CURRICULUM FROM THE YEAR BEFORE.

SO THAT'S WHY WE'VE TAKEN AN ACADEMIC APPROACH TO ACCELERATION FOR DALLAS ISD.

WELL, LET ME ASK THE QUESTION A DIFFERENT WAY, SO A LOT OF A LOT OF PRIVATE SCHOOLS, FOR EXAMPLE, HAVE THIS CONCEPT OF PRIMER WHERE THEY'VE MADE UP A GRADE.

I DON'T KNOW IF THEY'RE JUST DOING IT TO GET, YOU KNOW, ANOTHER YEAR'S WORTH OF TUITION OUT OF YOU.

BUT, YOU KNOW, THEY CERTAINLY THEY CERTAINLY TEND TO ENCOURAGE IN PARTICULAR BOYS TO DO IT.

THEN, OF COURSE, YOU KNOW, WHEN THEY GET TO EIGHTH GRADE, THEY HAVE ADVANTAGES IN TERMS OF MATH AND ALGEBRA AND OTHER THINGS SINCE THEY'RE ACTUALLY A YEAR OLDER THAN THE BRAIN IS DEVELOPED MORE AND THEY'RE TAKING THEY'RE SATS AND WHATNOT.

BASICALLY A YEAR OLDER.

I MEAN, THAT WE YOU KNOW, IS THERE ANY VALIDITY TO THAT? DOES THAT HELP US, HURT US? I'M JUST I'M JUST EXPLORING THE IDEA.

I KNOW THAT THE COMMISSIONER HAS MENTIONED THE OPTION FOR PARENTS, BUT IF YOU GUYS DON'T THINK IT'S A GOOD IDEA, THEN AT LEAST WE CAN TELL PARENTS, HEY, WE DON'T THINK IT'S A GOOD IDEA, BECAUSE THEN YOU NEED TO BE READY, PREPARED FOR THOSE DISCUSSIONS AT THE

[00:35:01]

CAMPUS.

IF THEY DO COME UP, APART FROM THE DATA THAT TALKED ABOUT ABOUT THE CHANCES OF GRADUATING ON COHORT WITH A REPEAT OF A GRADE LEVEL.

I'VE WORKED WITH AND DONE THE RESEARCH AROUND THE PRIMER GRADES IN THE PRE GRADES OR EVEN THE, YOU KNOW, THE OPPORTUNITY FOR MIXED GRADES WHERE YOU'VE GOT A YOUNGER GRADE MIXED IN AND MANY OF THOSE ARE PUT IN PLACE FOR SOCIAL DEVELOPMENT AND WITH STUDENTS WHO ARE NOT NECESSARILY OF THE SAME AGE GROUP ALL THE TIME, THEY'VE GOT AN EARLY BIRTHDAY.

AND AND THERE ARE A LOT OF FACTORS THAT GO INTO WHETHER OR NOT THAT'S AN APPROPRIATE PLACEMENT.

SO, AGAIN, AS MENTIONED, WE WOULD TALK TO EVERY PARENT THAT'S INTERESTED IN THAT.

BUT I THINK AT THIS TIME, LOOKING AT REPEATING OR REMEDIATING THE RESEARCH TELLS US THAT IS NOT THE BEST WAY TO RECAPTURE UNFINISHED INSTRUCTION FOR OUR STUDENTS.

WE BELIEVE THAT ACCELERATION AND GRADE LEVEL CONTENT WITH SCAFFOLDS FOR MISSED INSTRUCTION ARE PREREQUISITE SKILLS WILL GAIN MORE GROUND OVER TIME.

JUST I MEAN, THE REASON WHY SO TO JUST PUSH BACK JUST A TOUCH, YOU KNOW, THE REASON WHILE, YOU KNOW, THE RESEARCH WAS DONE ON KIDS THAT WERE HELD BACK FOR DIFFERENT FOR SOMETHING OTHER THAN THE FACT THAT THEY'VE HAD A YEAR OF VIRTUAL INSTRUCTION.

SO I'M NOT SURE IT'S COMPARING APPLES TO APPLES.

BUT I MEAN, Y'ALL RAISED ASKED A QUESTION JUST BECAUSE I THINK IT'S IT'S WORTHY OF DISCUSSION.

BUT IF YOU GUYS HAVE A PLAN AND KNOW WHAT YOU'RE GOING TO DO, THEN BECAUSE WHAT IF A PARENT SHOWS UP ON MONDAY AND SAYS, HEY, I REALLY I SAW COMMISSIONER SAID RED SHIRT, YOU KNOW CAN YOU HELP ME OUT, YOU KNOW, WE'RE GOING TO HAVE THE RESOURCES AT THE CAMPUS TO BE ABLE TO SAY, HEY, SOMEBODY IN CENTRAL OFFICE HELP OR THEY'RE GOING TO BE TRAINED OR WHAT ARE WE GOING TO DO ANYWAY? I JUST I'M ASKING THE QUESTION OUT LOUD.

Y'ALL KNOW WHAT YOU'RE DOING, SO HOPEFULLY WE'LL BE READY.

THANK YOU.

THANK YOU, TRUSTEE FLORES, ANY OTHER QUESTIONS FOR FIRST ROUND? I'VE GOT A FEW ADDITIONAL ONES I WANT TO KIND OF DIG INTO THE QUESTION THAT TRUSTEE FOREMAN ASKED.

YOU KNOW, WE'VE SEEN YOU GUYS HAVE BEEN REALLY INTENTIONAL ABOUT THE PLANS SINCE DATING BACK TO DECEMBER LAST YEAR.

WHAT WE'RE DOING AROUND EXTENDED SCHOOL YEAR AFTER SCHOOL OPTIONS, ALL OF THOSE.

AND WE WENT THROUGH AND MADE THOSE DECISIONS BASED ON WHERE THE DATA WAS AT THE MOMENT.

OBVIOUSLY, NOW WE HAVE NEW DATA THAT IS COMPLETE FOR ALL OF OUR SCHOOLS, THE SCHOOLS THAT ARE IMPLEMENTING.

AND I KNOW THERE ARE SOME CHOICE IN THIS IMPLEMENTING THE INTERSESSION CALENDAR AND THE EXTENDED SCHOOL YEAR, AS WELL AS THE AFTER SCHOOL PROGRAMS. HOW CLOSELY DID THOSE END UP ALIGNING? WE KNOW I KNOW EVERYONE HAS BEEN BEHIND WHAT THEY SHOULD BE GIVEN THIS.

HOW DID THOSE ALIGN WITH OUR SCHOOLS THAT, BASED ON THIS DATA, NEED THE MOST ACCELERATION AND SUPPORT AND RESOURCES? YEAH, GREAT QUESTION.

SO WE HAVE DONE SOME RANKING OF OUR SCHOOLS BY BOTH ABSOLUTE PERFORMANCE AND SIZE OF DROPS AND THEN TRIANGULATED THAT AGAINST THE SCHOOLS THAT ARE PARTICIPATING IN THE EXTENDED CALENDAR, WHICH IS THE FIRST PROBABLY THE MOST INTENSIVE INTERVENTION THAT WE'RE OFFERING TO STUDENTS.

AND THEN LOOKED AT WHAT ARE THE SCHOOLS THAT REPRESENT EITHER A SIGNIFICANT CONCERN BECAUSE OF ABSOLUTE PERFORMANCE DROPS OR THE SIZE OF THE DROP TO DETERMINE HOW WE CAN ENSURE THAT THOSE SCHOOLS ALSO HAVE ACCESS TO THE KIND OF SUPPORTS THAT WE KNOW THEY'RE GOING TO NEED.

THERE ARE SCHOOLS, FOR EXAMPLE, THAT ARE NOT HIGH PRIORITY CAMPUSES WHERE WE SAW ABSOLUTE PERFORMANCE SIGNIFICANTLY DECLINE WITH LARGE, SIZABLE DROPS.

AND SO WE ARE LOOKING AT HOW TUTORING, FOR EXAMPLE, CAN BE A RESOURCE, HELPING SCHOOLS GET ACCESS TO TUTORING PROVIDERS EARLY TO MAKE SURE THAT THEY HAVE THE SUPPORT THAT THEY NEED TO HELP THEIR STUDENTS.

SO IS IT ACCURATE TO SAY THAT BASED ON THE DATA, THIS DATA, YOU ARE NOW SHIFTING RESOURCES IN RESPONSE TO THE SCHOOLS THAT NEED IT MOST, AND THAT INCLUDES TUTORING, ACCESS, ANY OTHER SUPPORTS THAT WE ARE LOOKING TO PRIORITIZE? THAT'S CORRECT.

WE'LL TALK A LITTLE BIT MORE DURING THE SUPERINTENDENTS REPORT ABOUT TUTORING, SPECIFICALLY BECAUSE TUTORING IS SOMETHING THAT WE'LL BE USING ACROSS THE DISTRICT, ACROSS ALL CAMPUSES.

BUT WE ARE LOOKING AT SOME OF THE THE THE KIND OF RESOURCES THAT MAY NOT SEEM LIKE THE FIRST RESOURCE, BUT MATCHING A SCHOOL WITH A PREFERRED PROVIDER TO MAKE SURE THAT IF THERE ARE LARGE NUMBERS OF STUDENTS WHO ARE BEHIND AND IT'S NOT A HIGH PRIORITY, CAMPUS DOESN'T HAVE ACCESS TO SOME OF THE ADDITIONAL TOOLS THAT ARE HIGH PRIORITY CAMPUSES HAVE THAT THEY GET ACCESS TO THEIR MATCHING WITH THEIR TUTORING, THEIR PREFERRED TUTORING PROVIDER, FIRST.

ARE THERE ANY SUPPORT OUTSIDE OF TUTORING THAT YOU ARE LOOKING TO MANEUVER TO THE SCHOOLS THAT ARE SHOWING THE HIGHEST NEEDS.

GO AHEAD.

[00:40:01]

I MENTIONED THE CURRICULUM PRODUCTS THAT WE HAVE PUT TOGETHER, WE'VE GOT SCRIPTED LESSONS, GUIDED LESSONS, ACCELERATION LESSONS THAT HAVE ALL BEEN CREATED FOR ALL OF THESE GRADE LEVELS.

AND WE'LL BE PROVIDING TARGETED PROFESSIONAL LEARNING OPPORTUNITIES, ALONG WITH REHEARSALS WITH OUR TEACHERS TO HELP ENSURE THAT OUR TEACHERS RECOGNIZE THE WHAT WE'RE CALLING POWER STANDARDS FOR THE GRADE LEVEL AND ENSURING THAT WE CAN MAKE MAKE SURE THAT STUDENTS MASTER THOSE GRADE LEVEL STANDARDS IN ORDER IN ORDER TO BE PREPARED FOR THE OUTCOMES ON THE ASSESSMENTS.

OK, WHAT ABOUT ON THE PERSONNEL SIDE? I KNOW WE'RE GOING TO COME TO LEVELING PRETTY FAST AND WE'LL SEE WHERE THAT IS.

YOU KNOW, AT THE END OF THE DAY, SOME OF THESE CAMPUSES PROBABLY NEED MORE PERSONNEL TO HELP AND BE ABLE TO DO SMALL GROUPS OUTSIDE OF A TUTOR.

ARE WE THINKING ABOUT ANYTHING DIFFERENTLY IN TERMS OF THOSE TYPE OF THINGS AS WELL TO GET MORE SUPPORT ON THOSE CAMPUSES? YEAH, SO ONE OF THE THINGS THAT WE'RE DOING ALSO IS WE'RE SHIFTING EVEN THE WAY THAT WE'RE SUPPORTING THE CAMPUSES.

I KNOW THAT YOU ARE VERY FAMILIAR WITH OUR ACE MODEL AND HOW WE DO THE WORK WITH OUR ACE SCHOOLS AND WHAT OUR SCHOOL LEADERSHIP HAS COME TOGETHER AND WORKED ON IS A PLAN TO PROVIDE SOME OF THOSE RESOURCES THAT WE HAVE TRADITIONALLY ONLY PROVIDED TO OUR ACE CAMPUSES, TO SOME OF THESE ADDITIONAL SCHOOLS THAT NEED THAT SUPPORT AS WELL.

SO WE HAVE OUR EXECUTIVE DIRECTORS WORKING WITH THE ACE OFFICE AROUND THAT.

WE'RE ALSO THINKING ABOUT HOW WE ARE, HOW WE'VE DISTRIBUTED OUR IOCS TO MAKE SURE THAT THEY'RE IN THE LOCATIONS WHERE THEY NEED THAT SUPPORT AND ALSO THE WAY THAT WE'RE PROVIDING THE PROFESSIONAL DEVELOPMENT.

I KNOW EARLIER IN THE SUMMER YOU HEARD US TALK ABOUT HOW WE WERE GOING TO DO THE PLC'S HOPEFULLY DURING THE SCHOOL DAY.

AND SO WE'VE BEEN WORKING WITH SOME OF THE PRINCIPALS AND THEIR MASTER CALENDARS TO MAKE SURE THAT WE CAN PIPE THAT PROFESSIONAL IN PROFESSIONAL DEVELOPMENT DURING THE SCHOOL DAY AND NOT AFTER SCHOOL TO SUPPORT THOSE THOSE CAMPUSES.

SO WE ARE ACTUALLY NOT ONLY DEVELOPING SORT OF THIS HIGH LEVEL OF SUPPORT FOR PERSONNEL AND SHIFTING RESOURCES, BUT WE'RE ALSO TALKING TO PRINCIPALS AND WE'RE ASKING THE PRINCIPALS TO TALK TO THEIR TEACHERS ABOUT WHAT ARE THE THINGS THAT YOU THINK THAT YOU ALSO MIGHT NEED THAT WE MAY HAVE MISSED AT THIS LEVEL.

SO SORT OF THIS SORT OF TOP DOWN AND ALSO GRASSROOTS EFFORT PLAN AROUND SUPPORT FOR CAMPUSES.

I THINK ALSO BASED ON THAT QUESTION WE'LL HAVE THE OPPORTUNITY TO DO SOMETHING DIFFERENTLY, BECAUSE IN A TYPICAL YEAR, WITHOUT ALL THE STIMULUS DOLLARS, WE WERE ON THE MARGINS ABOUT LEVELING.

BUT NOW AND ACTUALLY WE DON'T HAVE WE DIDN'T HAVE A LOT OF MIXED AGE CLASSES AND WE ALSO PUT IN EXTRA POSITIONS SO THAT WE WOULDN'T HAVE TO DO A LOT OF SHUFFLING AND LEVELING.

BUT IT'S HOW WE USE THOSE RESOURCES WHEN AT THOSE GRADE LEVELS FOR THE ONES THAT ARE STRUGGLING THE MOST AND QUITE HONESTLY, SOMETIMES ARE GOING TO BE A LITTLE BIT MORE DIRECTIVE IF THE DATA IS REALLY BAD ON A PARTICULAR CAMPUS, PRINCIPAL WANTS TO DO BETTER, BUT SOMETIMES WE REALLY GOT TO HELP THEM AND BE MORE DIRECT ABOUT THESE ARE SOME APPROACHES YOU NEED TO TAKE.

DR. WILSON YEAH, SPECIFICALLY, PRESIDENT MACKEY, WE ARE MOVING, LEVELING TO MID-SEPTEMBER BECAUSE WE DON'T THINK THAT WE'LL HAVE ENOUGH INFORMATION EARLY, EARLY ON TO MAKE THOSE ADJUSTMENTS.

SO WE WANT SCHOOLS, CAMPUSES TO GET OFF TO A GOOD START AND THEN MAKE MAKE DECISIONS AS WE MOVE INTO THE INTO THE YEAR.

ONE OF THE AREAS, ONE OF THE LARGEST AREAS IN OUR ESSER PLAN, THOUGH, IS AROUND LOWER CLASS SIZE.

AND SO OUR GOAL REALLY IS TO MAKE SURE THE RESEARCH IS VERY, VERY CLEAR THAT THE BEST INTERVENTION IS A GREAT TEACHER IN A CLASSROOM.

AND SO WE WANT TO MAKE SURE THAT WE'RE USING AS MUCH OF OUR FUNDING AS POSSIBLE ON DEVELOPING, RETAINING AND SUPPORTING OUR GREAT TEACHERS AND ENSURING THAT SMALLER CLASS SIZES CAN HELP OUR STUDENTS WHO ARE STRUGGLING THE MOST.

YEAH, THANK YOU.

THANK YOU FOR THAT.

THAT'S EXACTLY WHAT [INAUDIBLE] I KNOW.

WE'VE MADE A WHOLE BUNCH OF THESE DECISIONS, WHAT WE DO IN SPRING LEVELING TO MAKE SURE WE WEREN'T HAVING MIXED GRADE LEVELS.

WE WERE MINIMIZING THAT.

SO I'M EXCITED HERE THAT WE WILL CONTINUE TO DO IT.

AND WHAT I'VE HEARD IS THAT WE'RE ALSO GOING TO DO WITH THE LENS OF WHICH SCHOOLS NEED IT THE MOST AND ESPECIALLY TRY TO MAKE SURE THAT THOSE SCHOOLS DON'T HAVE ADDITIONAL ROAD BUMPS AND ALL THAT AS WE GO FORWARD.

YOU DIDN'T DIVE INTO LIKE ANY DEMOGRAPHIC OR STUDENT GROUPS OR ANYTHING LIKE THAT.

WAS THERE ANY TRENDS? I KNOW YOU HAD THE LAST BULLET POINT ON YOUR EXECUTIVE SUMMARY OF EQUITY GAPS PERSIST.

ARE THERE ANY TREND LINES THAT YOU SAW WITHIN THE STUDENT GROUPS THAT YOU'RE INTENSELY FOCUSED ON THIS YEAR OR HAVING TO DO ANYTHING DIFFERENT? I THINK, FRANKLY, THEY MIRROR THE TRENDS THAT WE'VE SEEN HISTORICALLY IN THE PAST WHERE SOME OF OUR GROUPS OF STUDENTS, AFRICAN-AMERICAN STUDENTS, ENGLISH LEARNERS HAVE HAD A MORE SIGNIFICANT IMPACT IN THEIR LEARNING, BOTH IN ABSOLUTE PERFORMANCE AND IN

[00:45:04]

DROPS.

AND SO THOSE ARE GOING TO CONTINUE TO BE AREAS THAT WE FOCUS ON NOW.

OK, THANK YOU FOR THAT.

I ALSO I REALLY APPRECIATE TRUSTEE FOREMAN ASKING THE QUESTION ABOUT WHAT ARE WE DOING TO MONITOR THIS.

I KNOW ONE OF THE GOALS IS TO HAVE MORE FREQUENT REPORTS, SPEND MORE TIME ON THIS EXACT THING, WHICH IS THE HEART AND SOUL OF WHAT WE DO AS A SCHOOL DISTRICT.

SO I'M EXCITED TO SEE HOW WE'RE ADJUSTING AS WE GO FORWARD.

MY LAST QUESTION WITH MY LAST MINUTE, THIRTY SECONDS IS WHAT DO YOU ALL NEED FROM THIS BOARD TO BE ABLE TO SUPPORT THE WORK THAT NEEDS TO HAPPEN TO MOVE OUR STUDENTS FORWARD? SO I'LL TAKE A STAB FROM MY PERSPECTIVE, I THINK IT'S ALWAYS IMPORTANT TO MAKE SURE THAT WE ARE SPENDING TIME AT THE TABLE LIKE THIS WHERE WE ARE DIGGING INTO IT, WHERE THE CRITICAL FRIEND QUESTIONS HAPPEN AROUND, YOU KNOW, IS THE PLAN PRODUCING RESULTS? I THINK IT'S ALWAYS CHALLENGING BECAUSE YOU WANT TO MAKE SURE THAT YOU'RE INVESTING ENOUGH TIME FOR A PLAN TO GAIN TRACTION, BUT NOT SO MUCH TIME THAT IF IT'S NOT PRODUCING RESULTS, THAT YOU'RE SPINNING YOUR WHEELS.

AND SO I THINK HAVING THAT KIND OF CRITICAL FRIEND CONVERSATION AT THIS TABLE FROM THE BOARD IS INCREDIBLY BENEFICIAL TO THE STAFF.

ALL DO REALLY WELL IS EXPLAIN OFTEN OUR PLANS TO YOUR CONSTITUENTS.

SO I THINK CONTINUING TO DO THAT WORK IS BENEFICIAL FOR US BECAUSE NOT EVERYONE HAS AN OPPORTUNITY TO WATCH THE BOARD MEETING.

SO WHEN YOU DO HEAR THIS INFORMATION TO CONTINUE TO HAVE THOSE COMMUNITY MEETINGS EXPLAIN THAT INFORMATION IS BENEFICIAL.

THANK YOU.

THANK YOU, TRUSTEES ANYTHING FOR A SECOND ROUND? TRUSTEE MARSHALL SPEAK UP IF YOU HAD SOMETHING.

I'M FINE, THANK YOU.

ALL RIGHT, TRUSTEE FOREMAN, I'M SORRY.

ALL RIGHT, WELL, THEN, THAT'S IT.

THANK YOU ALL FOR THAT.

WE'LL MOVE ON TO THE NEXT ITEM.

WE'LL NOW MOVE ON TO ITEM SIX, THE SUPERINTENDENCE REPORT THEORY OF ACTION,

[6. INFORMATION/REPORTS]

SUMMER PROGRAMING UPDATE EXTENDED YEAR CALENDAR.

FB 45 45 AND TUTORING AS A NICE SEGWAY FROM THAT LAST PRESENTATION.

THANK YOU.

AND THANK YOU, MR. PRESIDENT.

I WANT TO THANK OUR BOARD PRESIDENT FOR COMING TO US WITH A SUGGESTION AND A GREAT IDEA ABOUT HOW WE HANDLE OUR REPORTS.

SO AS YOU CAN TELL, THIS IS CALLED THE SUPERINTENDENCE REPORT, BUT WE ACTUALLY ARE GOING TO LIST THE ITEMS WE'RE GOING TO TALK ABOUT THROUGH YOUR BAGS AND SUMMER PROGRAMING UPDATE.

EXTENDED YEAR CALENDAR, HOUSE BILL 45 45 AND TUTORING.

AND THIS WILL BE A NEW FORMAT.

AND SO WE HAVE THE TEAM TO GO OVER THE SLIDES TOGETHER.

AND SO WE HOPE THAT THIS WILL EXPEDITE.

WE STILL GET THE BIG STUFF IN FRONT OF YOU, BUT WE'RE MORE EFFICIENT WITH OUR TIME AND OUR PRESENTATION.

SO BUT I WANT TO THANK PRESIDENT MACKEY FOR THE SUGGESTION.

AND SO AT THIS TIME, I'LL TURN IT OVER TO OUR TEAM WHO WILL CARRY US THROUGH THIS PRESENTATION.

THANK YOU.

SO THANK YOU.

AND THANK YOU AGAIN FOR THE OPPORTUNITY TO SHARE SOME HIGHLIGHTS OF THE WORK THAT'S UNDERWAY.

WE WILL BE TAKING A SMALL PORTION OF THIS PRESENTATION TO TOUCH ON IT.

AND I WANT TO KICK US OFF FIRST TALKING ABOUT OUR THEORY OF ACTION.

WE SPENT QUITE A BIT OF TIME THIS SUMMER AS THE LEADING AND LEARNING TEAM WORKING ACROSS TEACHING AND LEARNING STRATEGIC INITIATIVES AND SCHOOL LEADERSHIP TO REALLY FOCUS ON THIS CONCEPT OF EQUITY AND EXCELLENCE BY ELEVATING COLLEGE AND CAREER READINESS FOR ALL OF OUR STUDENTS.

WE WANT TO MAKE SURE THAT WITHIN THAT WE ARE THINKING ABOUT HOW WE DO THIS WITH A FOCUS ON RACIAL EQUITY, BECAUSE WE KNOW THAT THE IMPACT HAS NOT HIT ALL OF OUR STUDENTS IN THE SAME WAY AND THAT WE NEED TO BE ACCELERATING PROGRESS FOR GROUPS OF STUDENTS WHO HAVE BEEN MORE HEAVILY IMPACTED BY THE PANDEMIC, MITIGATING LEARNING LOSS FOR ALL OF OUR STUDENTS, AND DOING THAT WITH A FOCUS ON VERY HIGH QUALITY DISCIPLINARY LITERACY AND THE THEORY OF ACTION THAT WE HAVE IN OUR DISTRICT VERY MUCH HELPS US THINK ABOUT PUTTING THIS INTO CONTEXT WITHIN EACH OF OUR SCHOOLS.

AND SO WHEN WE LOOK AT OUR THEORY OF ACTION, IT FIRST STARTS WITH YOUR POLICY AND THAT THIS POLICY REALLY DOES HELP US GUIDE THE CHOICES AND THE DECISIONS THAT WE MAKE AROUND SUPPORTING OUR STUDENTS AND REALIZING THE VISION OF BECOMING THE URBAN PREMIER SCHOOL DISTRICT.

AND AS YOU WELL KNOW, OUR THEORY OF ACTION IS MANAGED INSTRUCTION WITH EARNED EMPOWERMENT.

AND I'LL TURN IT OVER TO [INAUDIBLE].

THANK YOU.

FIRST OF ALL, GOOD AFTERNOON, PRESIDENT MACKEY, MEMBERS OF THE BOARD AND DR.

HINOJOSA.

THANK YOU.

SO AS WE CONTINUE ON IN THIS PRESENTATION, I THINK IT'S THE TIMING IS PERFECT, OBVIOUSLY, TO SHARE A THEORY OF ACTION AS WE BEGIN THIS NEXT NEW SCHOOL YEAR.

AND WE DID HAVE AN OPPORTUNITY TO SHARE OUR UPDATED THEORY OF ACTION

[00:50:02]

WITH OUR PRINCIPALS.

AND SO WE'RE REALLY PLEASED ABOUT THAT.

BUT AS WE THINK ABOUT THE WORK, YOU KNOW, EACH YEAR WE WE COME BACK TO THE TABLE AS A GROUP AND IT'S ACROSS DEPARTMENTAL GROUP THAT REALLY LOOKS AT THE THEORY OF ACTION, THINKS ABOUT WHERE THE ECONOMY IS, WHAT ARE THE STANDARDS OF SERVICE AND WHAT THE SCHOOLS NEED.

AND I THINK AT THE URGING OF PRESIDENT MACKEY AND A FEW OTHERS, WE REALLY HAD TO KIND OF FIGURE OUT, YOU KNOW, THE AUTONOMIES WERE PRETTY GOOD.

THEY NEEDED SOME WORK.

BUT WE ALSO HAD TO FIGURE OUT WHAT WERE THE SUPPORTS THE SCHOOLS WERE GETTING, HOW ARE WE DIFFERENTIATING TO MEET THE NEEDS OF SCHOOLS? AND I THINK THE LAST CONVERSATION WE JUST HEARD REALLY DOVETAILS WELL INTO WHAT YOU'RE GOING TO HEAR TODAY, BECAUSE THE SUPPORT YOU'RE GOING TO SEE IN JUST A LITTLE BIT SPEAK DIRECTLY TO SOME OF THE SUPPORTS THAT YOU EXPECT TO SEE.

AND I HEARD YOU TALK ABOUT A FEW MOMENTS AGO.

SO FIRST, I'M GOING TO START WITH THE AUTONOMIES, AND WE DO HAVE SIGNIFICANT UPDATES ON THE AUTONOMIES.

YOU CAN SEE ON THE SLIDE THAT QUITE A FEW ARE NEW, BUT ALSO QUITE A FEW ARE UPDATED.

AND WE'RE VERY PLEASED ABOUT THAT.

AND I WILL SAY THIS, IT WAS A SIGNIFICANT EFFORT ACROSS THE DISTRICT TO REALLY THINK ABOUT WHAT SCHOOLS NEED.

AND MORE IMPORTANTLY, WE DIDN'T JUST GUESS WHAT SCHOOLS NEEDED.

WE MET WITH PRINCIPALS.

WE GOT FEEDBACK, THERE WAS COLLABORATION WITH PRINCIPALS, THERE WAS FEEDBACK WITH DEPARTMENTS.

AND WE REALLY ASKED DEPARTMENTS TO REALLY STRETCH THEMSELVES AND FIGURE OUT WHAT CAN THEY DO FOR SCHOOLS.

THAT IS REALLY GOING TO HELP THEM MOVE THE NEEDLE FOR ACADEMICS AND JUST SOME ASPECTS OF CULTURE AND CLIMATE.

THEY'RE GOING TO HELP THEM.

SO ON THIS SLIDE, I'LL MOVE QUICKLY.

BUT I THINK A FEW POINTS I WANT TO SHARE WITH YOU, AND ONE OF WHICH IS UNDER CHIEF OF STAFF, THE AUTONOMY OF HOLD WORTH LEADERSHIP DEVELOPMENT PROGRAM.

AS YOU WELL KNOW, THIS SENIOR LEADERSHIP TEAM IS ACTUALLY ENGAGING IN HOLDS WORTH RIGHT NOW AS WE SPEAK AND WILL SPEND A YEAR DOING THAT BEFORE OTHERS.

BUT AS WE LOOKED OUT ON THE HORIZON FOR THE NEXT FOUR YEARS AFTER THIS, PRINCIPALS WILL BE ABLE TO ENGAGE IN DEVELOPING FURTHER THEMSELVES AS LEADERS.

AND WE WILL ACTUALLY FOCUS ON COMPETING CAMPUSES TO DO THAT.

SO THAT'S ONE ADDITION THAT WE'RE REALLY PROUD, PROUD OF AND WE THINK WILL MAKE A DIFFERENCE AND REALLY ENERGIZE OUR LEADERS.

AS I LOOK AT TEACHING AND LEARNING, THAT'S ANOTHER THAT IS DIFFERENT AND UNIQUE THIS YEAR.

TEACHING, LEARNING.

[INAUDIBLE] AND HER TEAM HAVE STEPPED UP AND THEY'VE PULLED TOGETHER.

FINANCIAL RESOURCES TO ALLOW PRINCIPALS IN THEIR TEAMS TO CONSIDER SUPPLEMENTAL INSTRUCTIONAL RESOURCES THAT THEY WANT THEY WON'T TAKE THE PLACE OF THE CURRICULUM, BUT THERE WILL BE SUPPLEMENTAL RESOURCES THAT WILL HELP AID THE WORK OF THE CAMPUS.

AND SO CAMPUSES CAN APPLY FOR THOSE RESOURCES AND THEN RECEIVE THOSE RESOURCES BASED UPON THE NEED AND THEIR ABILITY TO ARTICULATE THE NEED AND THE VISION FOR WHAT THEY WANT TO ACCOMPLISH.

I'LL TURN JUST FOR A MOMENT TO SCHOOL LEADERSHIP.

AND BY THE WAY, ALL THE AUTONOMIES YOU SEE ARE NOT THE FULL COMPLEMENT.

WE HAVE TOTAL OF 29, BUT THE ONE SCHOOL LEADERSHIP I WANT TO TURN TO IS A LEAD PROGRAM.

MENTOR AND LEAD HAS REALLY DONE AS WELL AS THE DISTRICT TO FIND, TO DEVELOP AND CREATE STRONG LEADERS FOR OUR PRINCIPAL PROGRAM AND THE PRINCIPAL PIPELINE, I SHOULD SAY.

AND WITH THAT, WE HAVE THE OPPORTUNITY NOW TO ALLOW PRINCIPALS WHO HAVE GONE THROUGH THE PRINCIPAL IMPACT COLLABORATIVE, WHICH WE KNOW AS PIC TO BECOME MENTORS IN THE LEAD PROGRAM.

AND THEN FINALLY, EVEN A FUN ONE I'LL TURN TO EVEN WHEN FOOD AND CHILD NUTRITION SERVICES FOUND SOMETHING FUN AND MEANINGFUL AND THEY HELP SUPPORT THE CULTURE, OR THEY WE'LL HAVE A FOOD TRUCK THAT CAN GO TO THE SCHOOL AND PROVIDE AN OPPORTUNITY FOR STUDENTS AND STAFF TO HAVE A GOOD TIME AND JUST ENJOY CULTURE AND JUST ESTABLISH A CULTURE A LITTLE BIT FURTHER.

SO AS I GO THE NEXT SLIDE, THIS NEXT SLIDE KIND OF GETS TO THE HEART OF THEORY OF ACTION AND THEORY OF ACTION.

WE HAVE STANDARDS OF SERVICE, MEANING EVERY SCHOOL SHOULD EXPECT TO SEE CERTAIN SUPPORTS AND RESOURCES IN A SCHOOL.

FOR EXAMPLE, IF WE THINK OF ELEMENTARY SCHOOL, EVERY ELEMENTARY SCHOOL IS GOING TO RECEIVE SUPPORTS AND SERVICES FROM EARLY LEARNING.

HOWEVER, AS WE THINK ABOUT THE NEEDS AND WE LOOK AT THE RATING AND OTHER FACTORS SUCH AS THE INTENSITY OF POVERTY AND EQUITY OPPORTUNITIES, WE THEN CAN DIFFERENTIATE RESOURCES.

AND I THINK THAT'S WHAT THE LAST CONVERSATION WAS ABOUT.

HOW DO WE DIFFERENTIATE RESOURCES? SO WITH THAT, YOU'RE WELL AWARE OF OUR HIGH PRIORITY CAMPUSES AS WELL AS CAMPUSES WHO NEED SUPPORT, SUCH AS DEVELOPING IN FOCUS.

AND WITH THAT, THE NEXT SLIDE SPEAKS DIRECTLY TO THAT.

SO THE NEXT SLIDE JUST PROVIDES SOME OF THE SUPPORTS THAT HAVE BEEN PROVIDED.

AND I WOULD TELL YOU, I WAS OVERWHELMED BY THE COMMITMENT BY DIFFERENT DEPARTMENTS TO SUPPORT SCHOOLS AND FIGURE OUT WHAT SUPPORTS CAN BE PUT IN PLACE.

AND AS YOU KNOW, WE ALREADY HAD SOME REALLY GREAT SUPPORTS IN PLACE IN DALLAS ISD.

BUT I THINK THE QUESTION WAS, HAVE WE CODIFIED THEM TO REALLY MAKE SURE THE PRINCIPALS AND EVEN WE KNEW WHAT THEY WERE FROM A SYSTEMIC APPROACH.

SO THAT'S REALLY THE EFFORT THAT WE TRY TO PUT FORTH, BUT ALSO ADD ON TO.

SO I'LL TURN TO A FEW [INAUDIBLE].

THEY HAVE A LOT OF SUPPORTS THAT THEY'VE PROVIDED AND IN JUST A FEW I'LL SHARE PRIORITY JOB FAIRS, HIGH PRIORITY CAMPUSES, HPC'S, IN ADDITION THEY HAVE RESIDENT TEACHER PLACEMENTS THAT REALLY HELP TO HELP THE CAMP TRAIN TEACHERS AND GET THEM READY TO BE ON A CAMPUS AND PUT THEM ON CAMPUSES WITH GREAT NEED.

IF I GO TO TEACHING AND LEARNING, THE AFTER SCHOOL PROGRAM IS VERY SIGNIFICANT FROM 3:00 TO 6:00, FIVE DAYS A WEEK.

[00:55:02]

WE KNOW NOT ONLY IS IT GOING TO HELP ACADEMICS, BUT IT'S ALSO GOING TO ENHANCE STUDENT EXPERIENCE, WHICH IS GOING TO DRIVE THE IMPROVEMENT OF ACADEMICS AND THEN JUST A FEW OTHERS I'LL POINT TO IN SCHOOL LEADERSHIP THE DIFFERENTIATE IN COACHING, WHETHER WE THINK ABOUT INSTRUCTIONAL LEADERSHIP COACHES WHO SUPPORT CAMPUSES ON A DAILY BASIS AND DIFFERENTIATING THEIR SUPPORTS, OR EVEN THINK ABOUT THE EXECUTIVE DIRECTOR IN THE TIME THAT THEY CHOOSE TO DIFFERENTIATE AND SUPPORT THE PRINCIPLE BASED UPON SCHOOL NEED.

THESE ARE JUST SOME EXAMPLES OF REALLY IMPORTANT SUPPORTS THAT WE PUT IN PLACE.

AND THEN AS I LOOK AT IT IN OPERATIONS, BOTH ARE LOOKING ARE MAKING SURE THAT HIGH PRIORITY CAMPUSES RECEIVE FIRST IN LINE PRIORITY SUPPORT.

SO IF WE'RE TALKING ABOUT MAINTENANCE WORK ORDERS, THEY WILL HAVE FIRST PRIORITY SUPPORT.

IF WE THINK ABOUT IT, THEY WILL HAVE FIRST PRIORITY SUPPORT AND THEN EVEN TECHNOLOGY DEPLOYMENT.

IT IS COMMITTED TO MAKING SURE THAT OUR HIGH PRIORITY CAMPUSES RECEIVE TECHNOLOGY AS A PRIORITY FOR HIGH PRIORITY CAMPUSES.

SO THEY GET THEM FIRST AND THEN LAST.

BUT NOT LEAST, IF I LOOK AT CHIEF OF STAFF EVER SO BRIEFLY, FUNDS HAVE BEEN ALLOCATED FROM THE RACIAL EQUITY OFFICE TO INCENTIVIZE CAMPUSES, THE HIGH PRIORITY CAMPUSES, THAT IS, FUNDS TO INCENTIVIZE BEHAVIOR, ACADEMICS AND ATTENDANCE.

SO AS WE THINK ABOUT THE LEARNING LOSS AND SOME OF THE CULTURE WE'RE TRYING TO CREATE AND THE SUPPORTS WE WANT TO PROVIDE, THIS WILL REALLY AID IN AN EFFORT TO MAKE SURE THAT STUDENTS ARE REALLY INCENTIVIZED TO BE PART OF AND AND CONTINUE TO THRIVE AND WORK HARD TOWARDS THEIR GOALS.

SO AS I LOOK AT THE NEXT SLIDE, I DON'T WANT TO BELABOR THE POINT, BUT I THINK WHAT THIS SLIDE ILLUSTRATES IS THE COMMITMENT FROM THE DIVISIONS ACROSS THE DISTRICT.

BUT ALSO, AS YOU LOOK AT THE DIFFERENT ASPECTS OF THE PIECES UNDER EACH DIVISION, IF YOU WILL, IT KIND OF SPEAKS TO THE SUPPORT PROVIDED FROM EACH DIVISION AND THE EFFORTS THAT HAVE BEEN BROUGHT FORTH BY THESE DIFFERENT DIVISIONS.

AND THEN I GO TO THE NEXT SLIDE AS WE SHIFT A LITTLE BIT TO THE LOCAL ACCOUNTABILITY SYSTEM.

OBVIOUSLY, WE WANT OUR PRINCIPLES TO KIND OF KNOW THE ACCOUNTABILITY SYSTEM WE WILL HAVE MOVING FORWARD.

AND OBVIOUSLY IS A DISTRICT WE HAD OUR 50 PERCENT OF THE ACCOUNTABILITY WAS FROM THE STATE, 30 PERCENT AS YOU.

PROBABLY, AS YOU CAN RECALL, CAME FROM OUR CEI OR SCHOOL EFFECTIVENESS INDEX, 10 PERCENT CAME FROM THE CULTURE AND CLIMATE DATA, THEN 10 PERCENT CAME FROM THE STUDENT EXPERIENCE, WHICH WAS EXTRACURRICULAR AND STUDENT SURVEY.

WE HAVE TO PIVOT A BIT BECAUSE, AS YOU KNOW, WE DON'T HAVE DATA FROM DATA FROM THE LAST TWO YEARS, IF YOU WILL.

THAT'S CONSISTENT YEAR OVER YEAR.

SO THAT REALLY NEGATES OUR ABILITY TO HAVE SEI SCHOOL EFFECTIVENESS DATA.

SO IF WE GO TO THE NEXT SLIDE, YOU CAN SEE THAT WE WERE MAKING RECOMMENDATION AND THIS RECOMMENDATION SHOWS US RECOMMENDING A 60, 20, 20.

AND WHAT THAT MEANS REALLY MEANS IS USING 60 PERCENT OF THE STATE'S THE SCHOOL'S STATE ACCOUNTABILITY RATHER THAN 50, BECAUSE WE DON'T HAVE THE SEI ANY LONGER, JUST TEMPORARILY.

THAT IS THEN PIVOTING TO HAVE 20 PERCENT FOR CULTURE AND CLIMATE, THEN 20 PERCENT FOR STUDENT EXPERIENCE, WHICH WOULD BE THE SURVEY AS WELL AS EXTRACURRICULAR ACTIVITIES.

SO WITH THAT, I'M GOING TO TURN TURN IT OVER TO MY TEAM HERE TO CONTINUE ON THE PRESENTATION.

SO WE ARE SUPER EXCITED TO REPORT TO YOU ABOUT OUR SUMMER LEARNING OPPORTUNITIES.

AS YOU RECALL, OUR SHIFTED CALENDAR STARTED OUR SUMMER PROGRAMING ON JUNE 22ND, AND IT RAN ALL THE WAY THROUGH TO JULY 30TH.

AND AS YOU CAN SEE IN OUR SUMMER COOL PROGRAM, WE HAD A LOT OF SUCCESS WITH A HUGE FOCUS ON HANDS-ON ACTIVITIES AND SOCIAL EMOTIONAL LEARNING.

IT REALLY WAS AN OPPORTUNITY FOR STUDENTS TO RECONNECT WITH THEIR SCHOOLS, THEIR TEACHERS AND THEIR SCHOOL FAMILY.

WE RECEIVED A LOT OF FEEDBACK FROM PARENTS AS WELL AS A TIP OF THE HAT IN THE THREE CHEERS FROM THE DALLAS MORNING NEWS, WHICH WE WANTED TO SHARE WITH YOU HERE.

NEXT SLIDE, PLEASE.

AND OF COURSE, OUR P-TECH TEAM BROUGHT ADDITIONAL ASSISTANCE WITH OUR HIGH SCHOOL STUDENTS COMING IN STRONG FOR SUMMER BRIDGE, ACCELERATED PROGRAMING AND DUAL CREDIT HUBS.

AND THEN, OF COURSE, WE HAD OUR CREDIT RECOVERY SERVICES AND SUPPORT WITH EOC RECAPTURE.

ALL IN ALL, WE SERVED A LITTLE OVER 17000 STUDENTS THIS SUMMER IN THE VARIOUS PROGRAMS FROM SUMMER SCHOOL, DUAL LANGUAGE PRE-K AND THEN ALL OF OUR HIGH SCHOOL PROGRAMING.

WE WANT TO TALK TO YOU A LITTLE BIT ABOUT THE REDESIGN, THE VARIOUS CALENDARS, JUST AN UPDATE ON WHERE WE ARE WITH THOSE.

OUR REDESIGN CALENDARS STARTED OFF STRONG NINE DAYS AGO.

I CAN'T BELIEVE WE'RE ALREADY NINE DAYS INTO THE SCHOOL YEAR FOR OUR REDESIGNED CAMPUSES.

WHO ARE THE TRAILBLAZERS REALLY IN LOOKING AT HOW TIME CAN BE USED DIFFERENTLY? THEY'RE GETTING 10000 MINUTES OF INSTRUCTION OVER THE COURSE OF THIS YEAR AND THEY ARE FOCUSED ON ACCELERATION, ACADEMIC RECOVERY AND REALLY SEL HOW CAN WE SUPPORT THE THE NEEDS OF OUR STUDENTS THROUGH SOCIAL EMOTIONAL LEARNING.

THEY'RE TYING IN TEACHER PROFESSIONAL LEARNING AND INTERVENTION BLOCKS.

AND AS OF THE VERY FIRST DAY OF SCHOOL, WE WERE VISITING CAMPUSES.

[01:00:02]

KIDS WERE BACK AND WE WERE IN FULL FORCE IN EVERY CLASSROOM, TEACHERS READY TO GO.

EACH OF THOSE SCHOOLS HAS CREATED UNITS AND SPECIALIZED INSTRUCTION.

AND THERE'S A BLURB IN THE APPENDIX JUST FOR YOUR NOTATION AROUND WHAT IS THEIR FOCUS FOR THIS YEAR FOR OUR INTERSESSION CAMPUSES.

WE STARTED ON MONDAY.

AND SO WE ARE ABOUT FOUR DAYS INTO OUR INNER SESSION AND OUR STUDENTS RETURNED FOR THE ACCELERATOR PROGRAM PRIOR TO MONDAY, LAST WEDNESDAY THROUGH FRIDAY TO GET AN ORIENTATION RECAPTURE, SOME GUIDANCE AND SOME JUST SOME LOVE FROM THEIR SCHOOLS ABOUT RECONNECTING AND FOCUSING ON THIS UPCOMING SCHOOL YEAR.

ALL OF THE INTERSESSION WEEKS WILL COVER CONTENT AND INCLUDE TIME FOR ELECTIVES AS WELL.

IN OUR FIRST ACTUAL INTERSESSION WEEK WILL BEGIN SEPTEMBER 20TH.

THAT TITLED CURRICULUM IS AS HEROES AND VILLAINS.

AND WE'RE GOING TO BE FOCUSED ON REALLY READING AND LITERACY.

BUT WE ARE CERTAINLY VERY, VERY EXCITED TO SEE HOW OUR STUDENTS WILL DO IN OUR REDESIGN AND INTERSESSION CAMPUSES.

INVITATIONS WILL BE GOING OUT SHORTLY TOWARDS THE END OF THIS MONTH IN SPANISH AND ENGLISH FOR IDENTIFIED STUDENTS WHO ARE GOING TO BE PARTICIPATING IN INTERSESSION.

AND WE HOPE THAT YOU WILL CONTINUE TO ENCOURAGE OUR CAMPUSES TO PARTICIPATE WITH PROGRESS MONITORING IN MIND.

WE WILL BE KEEPING A WATCHFUL EYE ON THESE SPECIALIZED CAMPUSES TO SEE HOW STUDENT OUTCOMES ARE IMPACTED BY THE ADDITIONAL TIME.

SO WE ARE APPROACHING A NEW MANDATE FROM THE STATE THAT WE ARE FRAMING AROUND OUR CURRENT EFFORTS FOR TUTORING, AS PRESIDENT MACKEY MENTIONED, WE ARE LOOKING AT TUTORING AS A HUGE EFFORT IN THE DISTRICT AND HOW WE CAN RECAPTURE LEARNING.

AND HOUSE BILL 45 45 ACTUALLY CREATES SOME OPPORTUNITIES FOR US TO INCREASE AND FURTHER THE WORK THAT WE HAD ALREADY STARTED.

BUT WE WANTED TO MAKE YOU AWARE OF THESE REQUIREMENTS FROM HOUSE BILL 45 45, THAT INDIVIDUALIZED ACCELERATION THROUGH TUTORING.

THERE ARE A COUPLE OF CHANGES WE WANTED YOU TO BE AWARE OF.

THERE ARE NO LONGER MULTIPLE ADMINISTRATIONS OF THE STAAR EXAMINED THE FIFTH AND THE EIGHTH GRADE AS THERE WERE IN THE PAST.

IT DOES ELIMINATE THE GRADE PLACEMENT COMMITTEE TO FORM AN ACCELERATED LEARNING COMMITTEE THAT REMOVES RETENTION FOR FIFTH AND EIGHTH GRADE AS THE SOLE BASIS ON STAAR.

AND IT CANCELS PREVIOUSLY OPTIONAL EXAMS FOR ALGEBRA TWO AND ENGLISH TWO.

KEY THINGS THAT WE WANT YOU TO TO THINK ABOUT IN THIS PARTICULAR BILL IS EVEN THOUGH SOME OF THE LANGUAGE HAS CHANGED, THESE COMMITTEES ARE GOING TO BE FOCUSED ON ACCELERATED INSTRUCTION.

THE COMMITTEES ARE FOR [INAUDIBLE] BUT ACCELERATED TUTORING IS FOR ALL STUDENTS WHO DID NOT PASS A STAAR EXAM IN GRADES THREE THROUGH HIGH SCHOOL IN THIS BILL, IT ALSO ALLOWS A MECHANISM FOR PARENTS TO REQUEST A SPECIFIC TEACHER.

HOWEVER, THAT REQUEST DOES NOT NECESSARILY GUARANTEE THAT WE'RE GOING TO BE ABLE TO GRANT THE REQUEST THAT'S BEEN MADE.

THERE ARE TWO WAYS, ACCORDING TO HOUSE BILL 45 45, THAT WE CAN COMPLY WITH THE REQUIREMENTS.

AND BECAUSE DALLAS IS A TEACHER INCENTIVE ALLOTMENT DISTRICT, WE HAVE THE OPPORTUNITY TO PLACE STUDENTS AND SATISFY THE REQUIREMENTS OF HOUSE BILL 45 45 WITH A DESIGNATED TIA TEACHER.

IN DOING SO, WE'RE ENROLLING STUDENTS WITH A TEACHER WHO HAS EXEMPLIFIED MASTERY AND RECEIVES THAT DESIGNATION, AND WE KNOW THAT THEY'LL RECEIVE HIGH QUALITY INSTRUCTION THERE.

THE SECOND OPTION IS IF THEY ARE NOT PLACED WITH A TIA DESIGNATED TEACHER, WE ARE TO PROVIDE 30 HOURS A TUTORING IN EACH CONTENT AREA FOR WHICH THE STUDENT DID NOT PASS THE STAAR EXAM.

THE NEXT SLIDE SHOWS YOU THE SCALE IS TREMENDOUS, SO TO TRUSTEE MACKEY'S POINT, WE ARE NOW LOOKING TO SCALE OUR TUTORING OPPORTUNITIES ACROSS THE DISTRICT IN ORDER TO MEET THE NEEDS.

AS YOU CAN SEE WITH THESE NUMBERS, WE HAD APPROXIMATELY 34,000 STUDENTS IN GRADES THREE THROUGH EIGHT WHO DID NOT PASS AT LEAST ONE STAAR EXAM.

9,600 IN GRADES NINE THROUGH TWELVE, 8,877 WHO DID NOT TAKE THE AT LEAST ONE STAAR EXAM AT THE THREE THREE EIGHT LEVEL AND 7,100 IN 9 THROUGH 12 WHO DID NOT PARTICIPATE IN AT LEAST ONE EOC.

THESE NUMBERS ADD UP TO APPROXIMATELY 55,300 INDIVIDUAL STUDENTS AND APPROXIMATELY 60,000 INDIVIDUAL TEST NEEDS THAT WE ARE GOING TO BE WORKING TOWARDS.

[01:05:02]

IT IS A STAGGERING NUMBER FOR US, BUT WE DO HAVE A PLAN.

WE ARE GOING TO, AS YOU CAN SEE HERE, WE HAVE ALREADY PREPARED A TUTORING SERVICE PROVIDER GUIDE AND ARE ON OUR WAY FOR THE MATCH SHOWCASE, AUGUST 12TH AND 13TH TO RANK SCHOOLS WHERE THEY HAVE THE OPPORTUNITY TO SELECT TUTORING PROVIDERS THAT THEY FEEL LIKE WILL MEET THEIR NEEDS.

MANY OF OUR CAMPUSES HAVE ALREADY BEGAN PLANS AROUND THEIR MASTER SCHEDULING AND SCHEDULING FOR TUTORING FOR STUDENTS IN ORDER TO MEET THE REQUIREMENTS OF HOUSE BILL 45 45, AS WELL AS SELECT THOSE TUTORING NEEDS SO THAT WE CAN BEGIN THOSE IN MID-SEPTEMBER ONCE WE HAVE MORE FORMAL DATA TO ANALYZE AROUND SPECIFIC STUDENT NEEDS.

BASED ON THOSE RANKINGS IN THE MATCH, I JUST WANT TO NOTE THAT OUR FIRST PREFERENCE WILL BE GIVEN TO OUR HIGH PRIORITY CAMPUSES WITH THEIR SCHOOLS TO BE MATCHED TO THAT, TO THEIR PROVIDER.

THAT'S IT.

ALL RIGHT, THANK YOU ALL FOR THAT, TRUSTEES DO YOU HAVE ANY QUESTIONS ON THE SUPERINTENDENT'S REPORT? WE'LL BEGIN WITH TRUSTEE FOREMAN.

SO DID TIFFANY LEAVE THE ROOM? YES, MA'AM.

YOU DON'T NEED YOUR COMPUTER.

IT'S NOT GOING TO BE THAT TOUGH.

SO HOW MANY AND THIS IS JUST AN ESTIMATE FROM YOUR STANDPOINT, HOW MANY NEW PRINCIPLES DO YOU HAVE IN YOUR SCHOOLS, IN THE SCHOOLS, THROUGHOUT THE DISTRICT? DO YOU KNOW SUSANA.

YES, WE HAVE IT'S CLOSE TO 40, I THINK THE ROUGH ESTIMATE IS 37, BUT CLOSE TO 40.

THE REASON I ASK THAT QUESTION IS BECAUSE WHILE THERE'S A PLAN IN PLACE TO DO THE AFTER SCHOOL PROGRAMS AND THOSE KINDS OF THING, YOU GOT NEW PRINCIPALS THAT'S COMING IN AND THEY DON'T EVEN KNOW.

AND MANY OF THOSE SCHOOLS WHERE THERE ARE NEW PRINCIPALS ARE WHERE? THEY'RE IN THE HIGH PRIORITY AREA.

AND SO WHILE I THINK IT'S LAUDABLE THAT YOU HAVE A PLAN IN PLACE, I THINK WE ALSO HAVE TO TAKE INTO CONSIDERATION THAT WE'VE GOT NEW PRINCIPALS, NEW STAFF, AND TO GET THAT DONE, IT'S GOING TO TAKE EXTRA EFFORT TO GET THOSE SUMMER PROGRAMS. AND THEN I JUST WANT TO SHARE THIS IS JUST AN ASIDE.

IS THAT I DID HAVE A FORMER PRINCIPAL WHO CALLED ME WANTING TO DO A GROUP OF FORMER TEACHERS AND FORMER PRINCIPALS WHO HAPPEN TO LIVE IN MY AREA, BUT THEY WANTED TO DO SOME TUTORING, BUT THEY WEREN'T ABLE TO GET TO ANYBODY TO HAVE A CONVERSATION ABOUT THAT.

SO I'LL BE GLAD TO SHARE THAT INFORMATION, BECAUSE I KNOW YOU'VE ALREADY GONE OUT FOR A BID.

BUT I THINK IT'S IMPORTANT THAT IF THERE ARE GROUPS OF PEOPLE WHO WANT TO BE ABLE TO DO THIS FOR OUR STUDENTS, I THINK WE SHOULD BE ASKING QUESTIONS, EVEN IF THERE IS IF YOU HAVE TO GO OUT FOR BIDS OR IF IT'S A VOLUNTEER.

I DON'T KNOW WHAT THAT PARTICULAR POSITION IS BECAUSE I THINK WE'RE GOING TO RUN OUT OF TUTORS.

THAT'S WHAT I'M SAYING.

ABSOLUTELY.

AND SO TRUSTEE FOREMAN, I DO HAVE [INAUDIBLE] HERE WHO ARE OVERSEEING OUR TUTORING.

AND WE ARE GOING TO DO EXACTLY THAT IS TO LOOK TO STAND UP AT DALLAS ISD TUTOR AS OUR SECOND LAYER OF OPPORTUNITY.

SO WE WOULD LOVE TO GET THAT INFORMATION AND BE ABLE TO REACH OUT AND CONTACT THEM.

I'LL BE GLAD TO TO SHARE THAT.

YOU KNOW, ONE OF THE THINGS THAT I LOOK AT IS WHEN YOU TALK ABOUT ALL THE ECONOMIES THAT WE HAVE, BRIAN, IS IT ALWAYS COMES TO QUESTION TO ME WHICH SCHOOLS ACTUALLY ARE GETTING THE AUTONOMIES AND IF IT'S ANY HIGH PRIORITY CAMPUSES THAT ARE GETTING THESE AUTONOMIES.

AND WHICH ONES THEY'RE GETTING.

YES, I THINK IT'S A FAIR QUESTION.

I DON'T HAVE THAT IN FRONT OF ME, BUT I'LL BE GLAD TO SEND YOU.

I'LL PUT A TRACKER, I SHOULD SAY, TO YOU TO PROVIDE WHO IS RECEIVING AUTONOMIES, AT WHAT LEVELS, ET CETERA.

AND I WAS I WAS GLAD TO SEE THAT YOU DID TALK ABOUT BECAUSE I HAD A BIG QUESTION ABOUT YOUR.

THIS IS ON SLIDE NUMBER SIX, YOUR OPERATIONS AND YOUR INFORMATION TECHNOLOGY.

YOU TALKED ABOUT FIRST IN LINE DEPLOYMENT AND PRIORITY PREFERENCE FOR WORK ORDERS THAT YOU DID SAY THAT WAS FOR HIGH PRIORITY CAMPUSES BECAUSE THAT IT ACTUALLY DIDN'T SAY THAT ON YOUR.

YES.

AND FORGIVE ME, TRUSTEE FOREMAN, YOU'RE RIGHT.

THIS ENTIRE PAGE, THIS IS THESE ARE ALL AIMED AT HIGH PRIORITY CAMPUSES.

[01:10:02]

SO THAT, YES, THESE ARE AIMED AT SCHOOLS WHO HAVE THE GREATEST NEED.

SO DR.

HINOJOSA MAYBE YOU CAN HELP ME WITH THIS, WE HAD A STRONG EMPHASIS ON EXTRACURRICULAR ACTIVITY FOR YEARS AND IT WAS VERY BENEFICIAL.

I DON'T HEAR US TALKING ABOUT THAT ANYMORE.

DO WE STILL HAVE THAT EMPHASIS I SEE SOME HEAD SHAKING? DO WE STILL HAVE THAT EMPHASIS? AND WHAT ARE WE DOING TO ENSURE THAT OUR STUDENTS AND PARENTS KNOW THAT WE HAVE THAT STRONG EMPHASIS? BECAUSE I KNOW COVID HAS DONE SOME THINGS THAT KIND OF PUSHED THAT.

NO, ACTUALLY, WE DO.

AND IN FACT, BRIAN, IF YOU GO THEORY OF ACTION NOW, IT'S STILL GOING TO BE 20 PERCENT OF THE THEORY OF ACTION IS THE STUDENT EXPERIENCE AND MUCH THAT IS ABOUT EXTRACURRICULAR ACTIVITIES.

I'VE BEEN VERY IMPRESSED ON HOW CREATIVE OUR PEOPLE HAVE GOTTEN, ESPECIALLY LIKE FOR THIS THE AFTER FOR THE HIGH PRIORITY CAMPUSES, THE 60 CAMPUSES, THE 3:00 O'CLOCK TO 6:00 O'CLOCK EXPERIENCE, MUCH OF THAT IS GOING TO BE ENRICHMENT.

SO THE KIDS WANT TO COME BACK.

THEN WE'LL HIT THEM WITH SUBSTANCE ON ACADEMICS.

AND SO BRIAN OR SHANNON Y'ALL WANT TO ELABORATE ON SOME SPECIFICS, BUT I WAS VERY IMPRESSED WITH WHAT WAS PUT TOGETHER FOR THIS SUMMER AND FOR AFTER SCHOOL.

SO I THINK I WANT TO JUST POINT TO I THINK WE'VE GOT TO AS WELL AS FIRST OF ALL, I THINK WHAT WE RECOGNIZE IS A DISTRICT IS THE WHOLE CHILD APPROACH IS IMPORTANT TO YOUR POINT.

RIGHT.

SO WE DID ACTUALLY INCREASE THE NUMBER OF POINTS OR THE PERCENTAGE, I SHOULD SAY, BECAUSE WE HAD TO ADJUST EARLY AS WE ACTUALLY INCREASED THE PERCENTAGE OF EXTRACURRICULAR FROM 5 PERCENT TO 10 PERCENT BECAUSE THERE WAS AN OPPORTUNITY TO DO THAT.

ALSO, THE STUDENT SURVEY COUNTS FROM 5 PERCENT TO 10 PERCENT.

SO WE ACTUALLY INCREASED IT RATHER THAN DECREASED IT.

WELL, I'M NOT FOND OF THAT STUDENT SURVEY, SO THAT'S A WHOLE NOTHER.

OK, FAIR ENOUGH.

YOU KNOW THAT.

SO I'M ACTUALLY ON PAGE NUMBER NINE NOW.

AND I NOTICED THE STATE ACCOUNTABILITY WENT UP TO 60 PERCENT, WHICH SHOULD BE THE STAAR TEST AS WE WHEN WE DECIDED TO HAVE OUR OWN RATING SYSTEM, WHAT WAS THE PERCENTAGE OF STATE ACCOUNTABILITY WE HAD TO HAVE TO BE ABLE TO DO? THE MINIMUM REQUIREMENT IS 50 PERCENT.

YOU HAVE YOUR LOCAL ACCOUNTABILITY SYSTEM HAS TO BE YOU HAVE TO USE THE STATE DATA, IF YOU WILL, FROM STAAR SLASH END OF COURSE, AT LEAST 50 PERCENT OR GREATER.

SO WE AS A DISTRICT, THE PREVIOUS SLIDE, SLIDE EIGHT, DEMONSTRATES THAT, THAT WE DID HAVE 50 PERCENT AND WE'VE MOVED TO 60 THIS JUST FOR TEMPORARILY.

SO THERE'S A QUESTION IN MY MIND ABOUT THAT.

DR. HINOJOSA WHY WOULD WE MOVE TO 50 PERCENT WHEN WE KNOW SO MANY OF OUR STUDENTS ARE SO FAR BEHIND AND WHEN THEY TAKE THE STAAR TEST, SO MANY ARE FAILING? I CAN ANSWER THAT VERY WELL AND ACTUALLY OURS IS MORE RIGOROUS.

AND IT'S ALSO WHEN WE HAD THAT SCHOOL EFFECTIVENESS INDEX, WHICH WILL GO BACK TO IT, IT'S HOW MUCH VALUE DO YOU ADD? SO YOU TAKE THE KID THAT YOU HAVE AND HOW MUCH DID YOU IMPROVE THEM? AND THAT'S GOING TO BE EXTREMELY VALUABLE AS A GROWTH METRIC GOING FORWARD.

BUT THIS YEAR, WE'RE HAD TO PUT IT ON PAUSE BECAUSE WE CAN'T GET THAT DATA AS IS IN THE AUDIENCE, BUT WE CAN'T GET THAT DATA BECAUSE OF ALL THE TESTS THAT WE DIDN'T TAKE.

AND SO WE'LL GO BACK TO THE 50.

BUT I THINK IT'S MORE RIGOROUS AND THAT'S WHAT WE FOUND OUT.

WE HOLD OURSELVES TO A HIGHER STANDARD THAN EVEN THE STATE AND BECAUSE WE MEASURE MORE THINGS.

SO WHILE I AGREE IT'S MORE RIGOROUS, SOMETIMES WE CAN SHOOT OURSELVES IN THE FOOT BY TRYING TO BE TOO LOFTY.

AND I JUST THINK WE NEED TO BE REALLY CAREFUL BECAUSE IF IT DOESN'T COME OUT AS WE PLANNED, WE RAISE THE BAR.

AND THIS IS JUST, IN MY OPINION, A DIFFICULT TIME TO RAISE THE BAR.

THAT'S JUST MY OPINION, AND I'LL LEAVE IT THERE, BUT I DO THINK IT'S A IT'S NOT THE RIGHT TIME TO RAISE THE BAR.

ON A SUMMER PROGRAM AGAIN, AND I'M ACTUALLY ON PAGE 11, HOW MANY ADDITIONAL STUDENTS DID WE SERVE THIS YEAR IN THE SUMMER PROGRAM COMPARED TO LAST YEAR'S SUMMER PROGRAM? IT'S A LITTLE DIFFICULT TO SAY IN THAT THE SITUATIONS WERE DIFFERENT.

SO BEFORE WE HAD SSI AND WE HAVE TO GO BACK TO 2019, WE'RE LOOKING AT PROBABLY ABOUT 12,000 TOTAL STUDENTS.

THEY WERE REQUIRED TO ATTEND IN ORDER TO BE PROMOTED TO, YOU KNOW, FIFTH AND EIGHTH GRADE THIS YEAR.

WE HAD OVER 17,000.

AND IT WAS JUST THEY WANTED TO ATTEND.

THERE WAS NOT ANY PROMOTION OR RETENTION CRITERIA PLACED ON THAT ATTENDANCE.

[01:15:05]

SO I FEEL REALLY GOOD ABOUT THE THE OVERALL PROGRAM AND THE NUMBERS.

WE WEREN'T REALLY KNOWING WHAT TO EXPECT BASED ON JUST THE CHALLENGES OF THE YEAR AND ENROLLMENT AND THE FACT THAT IT WAS OPTIONAL.

SO WE ACTUALLY HAD MORE STUDENTS IN IT BASED ON FROM AN OPTIONAL STANDPOINT.

THAT'S GOOD.

I WAS GOING TO TALK ABOUT THE CALENDAR, BUT FORGET IT.

I CAN'T KEEP IT ALL TOGETHER ITS' SO MANY.

SO I'LL LET THAT SLIDE.

WE KNOW THAT THE EIGHTH GRADE, PARTICULARLY FOR OUR STUDENTS.

IS DIFFICULT.

WE HAVE A LOT OF STUDENTS THAT FAILED AT THE EIGHTH GRADE.

AND THE [INAUDIBLE] PLACEMENT COMMITTEE ACTUALLY MOVED, MANY OF THEM ON.

SO WE KNOW THAT THEY'VE STRUGGLED AT THAT LEVEL IN THE EIGHTH GRADE.

WE KNOW THAT MIDDLE SCHOOL, THEY'VE STRUGGLED.

DO WE HAVE A PLAN IN PLACE THAT'S GOING TO EFFECTIVELY.

HELP THOSE CHILDREN, MOVING THEM ON IS NOT THE ANSWER.

I KNOW WE'RE FOLLOWING STATE LAW, BUT JUST MOVING THEM ON IS NOT THE ANSWER.

IF YOU KNOW YOU GOT A SORE IN A PARTICULAR SPOT, YOU NEED TO WORK ON THAT SORE.

AND SO I WOULD HOPE THAT THROUGH THIS THEORY OF ACTION IS THAT WE COME UP WITH SOMETHING SPECIFICALLY THAT'S GOING TO DEAL WITH OUR STRUGGLING EIGHTH GRADERS BEING MOVED ON BASED ON LAW.

NOT BASED ON ABILITY, BUT BASED ON LAW AND TIFFANY, I THINK THE PRINCIPLES IN THOSE MIDDLE SCHOOLS ARE GOING TO HAVE TO TAKE SOME HONEST ON THIS TO PARTICULARLY MAKE SURE THAT WE ARE LOOKING AT THOSE PARTICULAR STUDENTS, BECAUSE IT'S GOING TO BE SOME PASSED ON THE HIGH SCHOOL THAT ARE NOT READY.

THANK YOU, TRUSTEE FOREMAN.

WE'LL COME BACK FOR A SECOND ROUND.

TRUSTEE GARCIA.

THANK YOU, PRESIDENT MACKEY, THANK YOU FOR THIS PRESENTATION.

MY QUESTION WAS SPECIFICALLY ABOUT THE TUTORING.

SO IT'S 30 HOURS OF REQUIRED TUTORING.

THAT'S CORRECT PER SUBJECT AREA.

PER SUBJECT AREA.

AND THIS IS THROUGHOUT THE PROGRESSION OF THE SCHOOL YEAR? THAT'S CORRECT.

OK, AND THIS CAN BE MET AFTER SCHOOL, DURING SCHOOL, WEEKENDS SPEAKERS] THE CONSTRAINT AROUND IT IS THAT IT NEEDS TO BE SUPPLEMENTAL TO CORE INSTRUCTION, SO IT CANNOT SUPPLANT THEIR REGULAR INSTRUCTION DURING THE DAY.

AND THOSE THAT WOULD BE FURTHER THAN LIMITED BY WHICHEVER TUTORING SERVICE PROVIDER THE CAMPUS DECIDES TO GO WITH.

I THINK IT'S IT'S A COMBINATION.

SO IT'S AN AND STATEMENT.

SO WE WOULD HAVE THE TUTORING SERVICE PROVIDER THERE, AS WELL AS ADDITIONAL OPPORTUNITIES WHERE THE CLASSROOM TEACHER MIGHT BE PROVIDING TUTORING AT OPPORTUNE TIMES THROUGHOUT THE DAY TO MEET THAT STUDENT'S NEEDS.

OK.

AND WE ARE LOOKING AT A VARIETY, NOT JUST IN PERSON OPTIONS, BUT ALSO VIRTUAL OPTIONS, DEPENDING ON THE NEEDS AND AND THE ABILITY TO TO MEET WHATEVER REQUIREMENTS WE NEED FOR EACH STUDENT TO LEARN.

SO.

OK, AND HOW ARE WE MONITORING PROGRESS WITH TUTORING? IS ARE WE USING EO, SORRY NOT EOCS, ARE WE'RE USING AND.

WELL, WHAT ARE WE USING? SO WE'RE CONTINUING TO USE OUR ASSESSMENT SYSTEMS. AND I KNOW CHIEF HEWITT MAY WANT TO JUMP IN WITH THIS AS WELL, BUT WE WILL HAVE COMMON ASSESSMENTS THAT WILL MEASURE AT THE GRADING PERIODS AS WELL AS OUR ASSESSMENTS OF SEMESTER EXAMS. IN ADDITION TO THAT, WE'LL BE LOOKING AT DOCUMENTING THE TUTORING TO TELL WHAT'S BEING EFFECTIVE AND WHAT WHAT ISN'T EFFECTIVE FOR THOSE PURPOSES AND COMPARING THOSE TO THE STUDENT OUTCOMES THAT WE HAVE.

YEAH, AND I WOULD JUST ADD THAT WE'RE ALSO PLANNING TO USE SOMETHING.

I THINK CHIEF TREJO ALLUDED TO THIS, THAT WE'RE ALSO PLANNING TO JUST USE SOME FEEDBACK DATA FROM THE EXPERIENCES OF THE STUDENTS AND THE TEACHERS AND THE PRINCIPALS, HOW THEY'RE EXPERIENCING THOSE TUTORING PROVIDERS AS WELL.

SO IT'LL BE SOME SURVEY DATA IN ADDITION TO LIKE THE ACTUAL OUTCOMES FROM STUDENTS.

AND AS IT CURRENTLY STANDS, YOU WOULD HAVE ONE PROVIDER PER CAMPUS OR CAN THERE BE MULTIPLE PROVIDERS? WHAT'S THE SETTING? IT COULD POTENTIALLY BE MULTIPLE PROVIDERS, SOME PROVIDERS ARE JUST READING CONTENT ONLY, SOME MAY BE MATH ONLY.

AND IF I SEE CORRECTLY ALSO ON OUR AGENDA FOR REVIEW IS THE POTENTIAL TO HAVE HIGH SCHOOL SENIORS AND JUNIORS AND SENIORS BE A PART OF THIS TUTORING FORCE.

AS WELL.

[01:20:01]

THAT'S CORRECT.

SO WE'RE LOOKING AT IT FROM OUR THIRTY TWO AWARDED PROVIDERS AND TODAY WE ACTUALLY HAVE A SHOWCASE TODAY AND TOMORROW TO MATCH THOSE UP AS CHIEF TREJO MENTIONED.

AND THEN WE'RE ALSO LOOKING AT HIRING TUTORS AND WE HAVE A POSITION POSTED NOW.

SO THAT'S WHERE SOME RETIRED TEACHERS COULD GO ONLINE AND APPLY TO BE A TUTOR.

AND WE WILL CONTINUE THOSE SAME SERVICES OF MATCHING UP THE TUTORS WITH THE CAMPUSES JUST SIMILAR TO A JOB FAIR.

AND THOSE THOSE APPLICANTS INCLUDE JUNIOR AND SENIOR HIGH SCHOOL STUDENTS.

AWESOME.

THAT'S WONDERFUL.

THAT'S REALLY GREAT TO HEAR.

NOW, TAKING A LOOK AT PAGE, MAKE SURE OF THE NUMBER, SLIDE 11 FOR HIGH SCHOOL STUDENTS.

HOW MANY MORE STUDENTS ARE WE EXPECTING TO OR I GUESS WE'RE LOOKING AT CREDITS TO DATE.

HOW MUCH MORE DO WE EXPECT THAT TO INCREASE ONCE GRADE VERIFICATION HAS BEEN COMPLETE? YOU REPEAT YOUR QUESTION? SURE IS, ARE WE EXPECTING SUBSTANTIAL INCREASE IN CREDITS, EARNED CREDIT RECOVERY ONCE THAT GRADE VERIFICATION HAS BEEN COMPLETE? OH, YES.

YES, MA'AM.

AND ALSO, WE ARE ALSO EXPECTING MORE GRADUATES ONCE WE FINISH THE CREDIT VERIFICATION.

AND ALSO WE HAVE SOME STUDENTS THAT ARE STILL WORKING ON, THEY DID.

THEY JUST MISSED SUMMER GRADUATION.

BUT WE ANTICIPATE THAT THEY WILL EARN THE CREDITS NEEDS TO BE GRADUATES.

AND SO WE'RE LOOKING AT THE STUDENTS WHO ARE LIKE OFF COHORT TO HAVE A PLAN FOR THEM, FOR THOSE STUDENTS WHO NEED ADDITIONAL CREDITS AS WELL.

WONDERFUL.

I THINK THAT IS EVERYTHING FOR NOW.

THANK YOU, PRESIDENT MACKEY.

THANK YOU.

TRUSTEE GARCIA TRUSTEE JOHNSON.

THANK YOU, PRESIDENT MACKEY.

THANK YOU FOR YOUR PRESENTATION, I THINK, TUTORS BEING A POSSIBLE RETIRED TEACHERS.

I THINK THAT'S AN AWESOME IDEA.

RETIRED EDUCATORS.

THAT'S GREAT.

I HAVE A SIMPLE QUESTION WITH THE AFTER SCHOOL PROGRAMS AND TUTORING, ETC., DOES THIS COME OUT OF THE BUDGET, THE PRINCIPAL'S BUDGET OR THE SCHOOL BUDGET? IT DOESN'T.

WHAT IF THEY HAVE SO GO AHEAD, GO AHEAD.

NO SIR IT DOES NOT, WE'RE FUNDING THESE THROUGH A VARIETY OF SOURCES, BUT THE MAJORITY OF IT IS COMING FROM OUR ESSER FUNDING.

OK, WHAT ABOUT THE.

AND I'M ASKING QUESTIONS BECAUSE I'VE BEEN PRESENTED WITH THIS FROM OUR EDUCATORS.

WHAT ABOUT THE OTHER ORGANIZATIONS THAT WANT TO GET INVOLVED WITH AFTERSCHOOL PROGRAMING AND KIND OF STILL WORK ON THE SAME LINES? DO THE SCHOOLS HAVE TO PAY FOR THAT OR HOW DOES THAT WORK? SO IF YOU ARE IF YOU HAVE RECOMMENDATIONS FOR PROVIDERS AND AWARE OF THEM, IF YOU COULD LET LET ME KNOW ABOUT THOSE.

WE ARE MEETING WITH THOSE INDIVIDUAL PROVIDERS AND LOOKING AT A BEST FIT, THAT'S BEST MATCH.

SOMETIMES IT MAY COME FROM THE DISTRICT FUNDING.

IT DEPENDS ON WHAT WE'VE ALREADY EARMARKED AND DEDICATED FOR THE TUTORING FUNDING, OR IT COULD COME FROM THE SCHOOL FUNDING AS WELL.

BUT WE'LL DO OUR BEST TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF THE SCHOOLS FOR EACH TYPE OF TUTORING NEED.

COOL.

SO IF THE TEACHERS CAN AFFORD IT, WE WILL STILL MAKE SURE IF THOSE ORGANIZATIONS HAVE BEEN AWARDED THAT THEY'LL STILL BE ABLE TO WORK THEIR PROGRAM.

WE WILL WE WILL WORK WITH THEM TO SEE IF WE CAN FIND A GOOD MATCH.

OK, COOL, IS THAT A GUARANTEE? LIKE, WE'LL MAKE SURE THAT HAPPENS? NO, I CAN'T MAKE A GUARANTEE ON THAT.

BUT WE DEFINITELY ARE LOOKING FOR EVERY OPPORTUNITY.

SO AT THIS POINT, I DON'T KNOW THAT WE'LL BE TURNING PEOPLE AWAY, CONSIDERING THE NUMBER OF TUTORS THAT WE NEED.

SO, AGAIN, ONCE AGAIN, I WOULD BE HAPPY TO MEET WITH ANY ORGANIZATIONS THAT YOU'RE THAT YOU'RE AWARE OF.

AND WE CAN CERTAINLY SIT DOWN AND DETERMINE IF THERE'S A GOOD MATCH.

AWESOME, I'LL TRY TO GIVE IT TO YOU BEFORE TODAY'S OVER.

THANK YOU.

PRESIDENT MACKEY.

I HAVE SOME QUESTIONS.

ALRIGHT, I'VE GOT TRUSTEE FLORES NEXT, FOLLOWED BY YOU.

THANK YOU, PRESIDENT MACKEY.

SO TO CONNECT A COUPLE OF DIFFERENT THINGS TO PIGGYBACK ON WHAT TRUSTEE FOREMAN ASKED ABOUT HAVING TO DO WITH THE CO AND EXTRACURRICULAR ACTIVITIES.

I WAS ONE OF THE TRUSTEES THAT WAS AGAINST DROPPING THAT AS A METRIC THAT WE WERE, YOU KNOW, MEASURING.

AND AND DR.

[INAUDIBLE] DID PROMISE ME THAT THAT IS SOMETHING WE WOULD CONTINUE TO KEEP AN EYE ON AND THAT WE WOULDN'T DROP THE BALL ON THAT AND TAKE THE BALL OFF OF THAT.

SO IS THERE YOU KNOW, IS THERE ANY PLAN OR IS IT POSSIBLE TO GET SOME KIND OF REPORT JUST TO GET A ROUGH IDEA THAT WE'RE STILL HIT, YOU KNOW, BECAUSE WE WERE KILLING IT? I MEAN, WE WERE ABSOLUTELY KILLING IT.

AND I JUST WANT TO MAKE SURE WE'RE STILL KILLING IT.

COMPLETELY, WE AGREE SO MUCH THAT WE ACTUALLY ALLOCATED ADDITIONAL ESSER DOLLARS INTO ENRICHMENT AND CO-CURRICULAR EXPERIENCES BECAUSE WE KNOW IT IS SO MOTIVATIONAL AND THE RESEARCH IS VERY, VERY CLEAR THAT WHEN STUDENTS PARTICIPATE IN EXTRACURRICULAR,

[01:25:01]

CO-CURRICULAR ACTIVITIES, THEY DO BETTER ACADEMICALLY.

AND SO THAT IS ONE OF THE AREAS OF INVESTMENT THAT WE'RE MAKING WITH ESSER BECAUSE WE KNOW IT HAS SUCH A STRONG RESEARCH BASE.

CHARLOTTE DO YOU WANT TO TALK A LITTLE BIT ABOUT THAT? WE STILL, EVEN THOUGH THIS LAST YEAR OUR CAMPUSES STILL COLLECTED ALL THE EXTRACURRICULAR INVOLVEMENT.

SO WE CAN DEFINITELY GET YOU A REPORT.

OF COURSE, IT'S GOING TO LOOK A LITTLE DIFFERENT THAN IT HAS IN THE PAST JUST BECAUSE NOT EVERYBODY WAS IN PERSON FOR THE ENTIRE YEAR.

BUT EXTRACURRICULAR ONCE AGAIN WAS ONE OF THE BRIGHT SPOTS OF LAST YEAR.

THOSE THAT WERE ABLE TO PARTICIPATE, YOU KNOW, THAT WAS THE HIGHLIGHT OF THEIR YEAR.

SO WE KNOW IT CHANGES THE SCHOOL EXPERIENCE FOR STUDENTS.

WELL, FOR REALLY EVERYBODY IN THE SCHOOL CLIMATE, CULTURE, RECRUITMENT AND RETENTION, EVERYTHING.

AND WE'VE ALWAYS REMAINED FOCUSED ON GETTING KIDS INVOLVED.

SO IN SORT OF FOLLOW UP ON THAT.

SO, I MEAN, I DON'T NEED TO HAVE THE INFORMATION OR THE DATA OR ANYTHING LIKE THAT JUST, YOU KNOW, JUST TO MAKE SURE THAT IT'S.

YEAH, I, I PRESUME, GUESS, TOTAL GUESS, YOU KNOW LIKE SCHOOLS IN DISTRICT ONE DO HAVE A LOT OF PARTICIPATION AND THEY'RE HITTING THEIR NUMBERS WAY, WAY HIGH, YOU KNOW, JUST TO MAKE SURE THAT, YOU KNOW, WE'RE KEEPING AN EYE ON THE FACT THAT IT'S KIND OF HAPPENING THAT SAME EVERYWHERE, NOT JUST, YOU KNOW, IN KIND OF POCKETS THAT THEN HIDE OR NOT HIDE, BUT THAT THERE'S MORE VARIABILITY IN PLACES AND THERE'S VARIABILITY THAT WE KIND OF PROVIDE THE SUPPORT, SOME OF THE EXTRA FUNDING AND ALL THAT STUFF TO THOSE LOCATIONS THAT NEED TO KIND OF PUMP IT UP, JUST AS I'M JUST ASSUMING.

AND ONCE IT'S THERE, THERE'S GOOD PARTICIPATION.

JUST WOULD LIKE TO MAKE SURE THAT THERE'S PARTICIPATION EVERYWHERE AND IF THEY NEED EXTRA RESOURCES THAT THAT WE PUT THOSE WHERE THEY'RE NEEDED.

SO SO THAT WAS ONE QUESTION ON A COMPLETELY DIFFERENT QUESTION.

SWITCHING TO THE THEORY OF ACTION AND DOC KNOWS THAT I'VE BROUGHT THIS UP MANY, MANY TIMES, YOU KNOW, ABOUT MANAGED INSTRUCTION WITH EARNED EMPOWERMENT.

AND TRUSTEE GARCIA AND I WERE OUT AT CRSS A COUPLE OF WEEKS AGO.

AND, YOU KNOW, WE WERE TALKING ABOUT OUR THEORY OF ACTION AND A LOT OF OTHER DISTRICTS WERE VERY IMPRESSED THAT WE HAD A THEORY OF ACTION THAT WAS PRETTY SET IN STONE FOR FOR A LONG, LONG TIME.

AND DR. H KNOWS THAT I'VE ASKED A LOT ABOUT YOU KNOW, WE DO THE MANAGED INSTRUCTION GREAT.

BUT WHERE'S OUR, YOU KNOW, THE EARNED EMPOWERMENT? AND SO I'M REALLY GLAD TO SEE I WAS LOOKING AT KIND OF HOW THE YOU KNOW, THE KIND OF A NEW NEW FANGLED, YOU KNOW, UPDATED AUTONOMIES AND STUFF LIKE THAT.

BUT IN TERMS OF KIND OF LIKE FIGURING OUT WHETHER PEOPLE ARE ACTUALLY USING THEM WOULD BE INTERESTING TO NOTE THAT, YOU KNOW, YOUR YOUR OFFERED THESE NEW THINGS.

BUT HOW MANY OF THE CAMPUSES THAT ARE ELIGIBLE THAT ARE ACCOMPLISHED THROUGH FOCUSED OR ACCOMPLISHED IN BREAKTHROUGH ARE ACTUALLY TAKING ADVANTAGE OF THIS? AND GOING TO THE QUESTION OF, YOU KNOW, HOW MUCH IS IT USED? WE CAN PROVIDE A REPORT.

AND I THINK ALSO WE REALLY USE THE PRINCIPAL VOICE TO GUIDE AND DRIVE THE AUTONOMIES THAT WORK, CREATE OR ADD OR UPDATED.

SO I THINK WE FEEL WE FEEL CONFIDENT OF THOSE THAT WE KEPT FROM THE PREVIOUS ITERATION, IF YOU WILL.

RIGHT.

AND THEN WHAT WE'VE ADDED, I THINK, WILL REALLY HELP PRINCIPALS SEE THE BENEFITS.

AND THERE WAS A LOT OF POSITIVE FEEDBACK EVEN RECENTLY WHEN WE PRESENTED AROUND THE AUTONOMIES.

BUT QUITE FRANKLY, WHAT I'M MORE EXCITED ABOUT THE SUPPORT RIGHT NOW BECAUSE WE DIDN'T HAVE ANYTHING CODIFIED.

SO I THINK BOTH ON THE CONTINUUM, I THINK WE'RE A MUCH BETTER PLACE THAN WE WERE.

TO THAT BECAUSE I NOTICED THAT AS WELL.

AND I WAS VERY IMPRESSED.

AND I THOUGHT, WOW, THAT'S REALLY COOL IN TERMS OF, YOU KNOW, SO SO MAYBE OUR THEORY OF ACTION SHOULD BE MANAGED INSTRUCTION WITH ADDITIONAL SUPPORTS AND EARNED OR SOMETHING.

[LAUGHTER] YEAH.

SOMETHING THAT REFLECTS THE FACT THAT THAT IF YOU ARE MANAGED INSTRUCTION, BUT THERE ARE SOME PLACES THAT NEED THE EXTRA SUPPORT.

SO I WAS VERY EXCITED TO SEE THIS.

AND AND I THINK THAT ALIGNS VERY, VERY WELL WITH OUR OUR THEORY OF ACTION.

AND, YOU KNOW, I DON'T KNOW IF IN OUR RETREAT, PRESIDENT MACKEY, YOU KNOW, WE CAN KIND OF GET EVERYBODY UP TO SPEED WITH WHAT WE MEAN BY THIS AND KIND OF HOW IT FITS IN THE CONTEXT OF THE WHOLE SCHOOL DISTRICT.

BECAUSE ONE OF THE THINGS WE LEARNED AT CRSS IS THAT IN ONE OF THE CASE STUDIES HAD TO DO WITH THE FACT THAT YOU KIND OF NEED TO THE NEW FOLKS THAT COME IN AS NEW FOLKS COME IN.

I MEAN, I'M THE OLD GUY, RIGHT? AND I WAS THERE WHEN WE CAME UP WITH THIS STUFF.

SO TO ME, IT'S ALL SECOND NATURE.

AND, YOU KNOW, I'VE LIVED IT AND, YOU KNOW, I WAS THERE.

BUT I THINK I MAY BE THE ONLY PERSON HERE WHO WENT THROUGH THOSE CRSS TRAININGS SEVEN, EIGHT, 10 YEARS AGO THAT THAT KIND OF LIVED IT AND SORT OF BRING EVERYBODY ELSE UP TO SPEED.

I MEAN, YOU GUYS UNDERSTAND WHAT IT IS, BUT BUT JUST KIND OF HOW IT FITS IN THE CONTEXT OF THE DISD AND HIGH STUDENT MOBILITY AND WHAT OTHER SCHOOL DISTRICTS THAT ARE ADVANCED AND THAT THAT THAT'S THEY WERE ALL MANAGED INSTRUCTION DISTRICTS THAT WE KIND OF ADDED THE EARNED EMPOWERMENT.

SO I THINK THAT, I DON'T KNOW IF THAT'S SOMETHING WE CAN DO.

BUT JUST TO, YOU KNOW, TO LEVEL SET SO EVERYBODY UNDERSTANDS KIND OF WHAT WE

[01:30:05]

ARE AND TO PASS THAT ON TO THE TO THE NEW SETS OF TRUSTEES.

SO THANK YOU.

THANK YOU, TRUSTEE FLORES.

TRUSTEE MARSHALL.

THANK YOU, MR. PRESIDENT.

SO I'LL JUST PICK UP WHERE TRUSTEE FLORES LEFT OFF THAT REGARDING THE THEORY OF ACTION.

I'M ALSO VERY PLEASED THAT WE'RE THINKING ABOUT THE SUPPORTS IN ADDITION TO THE EARNED AUTONOMIES.

BUT I DID HAVE ONE POINT OF CLARIFICATION.

BRIAN, EARLIER YOU WERE ASKED A QUESTION ABOUT WHETHER OR NOT ANY OF THE EARNED AUTONOMIES ARE BEING USED AT THE AT THE SCHOOLS THAT ARE STRUGGLING THE MOST.

AND YOU SAID THAT Y'ALL WERE WORKING ON THAT.

AND THAT WAS A CONFUSING ANSWER FOR ME, BECAUSE MY UNDERSTANDING, I JUST WANT TO MAKE SURE THAT NOTHING HAS CHANGED.

BUT MY UNDERSTANDING IS THAT YOU EARN AUTONOMIES IF YOU'RE A OR B CAMPUS AND THAT YOU HAVE SUPPORTS IF YOU ARE A SCHOOL THAT'S STRUGGLING.

SO I JUST WANT TO MAKE SURE THAT WE'RE NOT THERE HASN'T BEEN SOME CHANGE IN THE PROCESS HERE WHERE WE'RE ACTUALLY GRANTING AUTONOMIES TO SCHOOLS THAT ARE STRUGGLING BECAUSE THAT DOESN'T MAKE MUCH SENSE TO ME.

NO.

NOT AT ALL, I OBVIOUSLY MISSPOKE.

AND I THINK, YOU KNOW, IS WE PROVIDED JUST A SNAPSHOT OF SOME OF THE SUPPORTS.

THOSE REALLY SPEAK TO OUR HPCS AND WHICH THEY'RE GOING TO BE COMPETING, DEVELOPING OR FOCUS SCHOOLS.

AND YOU'RE RIGHT, THE AUTONOMIES ARE GOING TO BE AIMED AT ACCOMPLISH AND BREAKTHROUGH SCHOOLS.

AND THERE ARE JUST A COUPLE OF AUTONOMIES THAT ARE AIMED AT COMPETING SCHOOLS.

BUT FOR THE MAJORITY OF THE.

OK, HERE WE GO.

SORRY, SO YEAH THE AUTONOMIES, YOU'RE RIGHT, THEY ARE THEY ARE FOR ACCOMPLISH AND BREAKTHROUGH SCHOOLS AND JUST A FEW, JUST A COUPLE ARE COMPETING.

SO I MISSPOKE IN SAYING THAT.

OK, GREAT.

THANKS FOR CLARIFYING THAT.

SO MOST OF MY QUESTIONS ABOUT THE TUTORING PROGRAM FOR SHANNON.

AND, YOU KNOW, THE LAST TIME I HEARD ABOUT THIS, I THINK WE WERE TALKING ABOUT HIRING EIGHTEEN HUNDRED TUTORS.

BUT NOW THE SLIDE THAT YOU HAVE IN THE PRESENTATION SAYS THAT THERE ARE THIRTY FOUR THOUSAND PLUS KIDS THAT ARE GOING TO QUALIFY FOR AT LEAST WHAT IS IT THREE HOURS OF TUTORING? 30 HOURS OF TUTORING, YES SIR, PER SUBJECT.

GONNA NEED A LOT MORE THAN EIGHTEEN HUNDRED TUTORS.

HOW MANY DO WE THINK WE NEED NOW? WELL, WE BASED ON THOSE NUMBERS, WE'VE GOT AT LEAST FIFTY FIVE THOUSAND UNIQUE STUDENTS THAT WILL NEED TUTORING IN ORDER TO MEET THE HOUSE BILL 4545 REQUIREMENT, UP TO SIXTY THOUSAND THAT HAVE POTENTIALLY NOT PASSED ONE OR MORE STAAR ASSESSMENTS.

NOW, THESE TUTORS DON'T NEED TO BE INDIVIDUALIZED TUTORS NECESSARILY.

SO WE CAN DO GROUP TUTORING, SMALL GROUP SESSIONS.

WE CAN LOOK AT VIRTUAL OPTIONS, WE CAN LOOK AT OUTSIDE OF SCHOOL DAY OPTIONS.

SO RIGHT NOW, I DON'T KNOW THAT I CAN GIVE YOU A SOLID NUMBER.

WELL, I MEAN, I'M JUST WONDERING WHAT THE RATIO IS THERE.

I MEAN, IF THERE'S FIFTY FIVE THOUSAND UNIQUE TUTORS AND THERE'S 30 HOURS PER.

YOU KNOW, PER STUDENT, THERE'S GOT TO BE A NUMBER OF STUDENTS THAT THAT INDIVIDUAL TUTOR CAN HANDLE EVEN WHEN ACCOUNTING FOR DOING IT AT HOME OR VIRTUALLY.

SURE.

WE OUGHT TO BE ABLE TO GET BACK INTO THE NUMBER OF TUTORS SHOULDN'T WE? YEAH.

THERE WE GO.

APOLOGIZE, TRUSTEE MARSHALL, BUT I THINK DEREK IS READY AND LIVE, GO AHEAD DEREK.

THANKS DOC, TRUSTEE MARSHALL YOU ARE ASKING A VERY STICKY WICKET QUESTION BECAUSE THERE ARE A LOT OF FACTORS THAT GO INTO IT.

BUT EVEN WITH THE FIFTY FIVE THOUSAND, IF WE DID THOSE IN GROUPS OF THREE TO ONE, SO THREE STUDENTS TO ONE TUTOR AND EVERY TUTOR DID AT LEAST 10 GROUPS OVER THE COURSE OF THE WEEK, THAT STILL IS ABOUT EIGHT HUNDRED TUTORS.

WE'RE ACTUALLY NOT SOLVING FOR NUMBERS OF TUTORS ANYMORE, THOUGH.

WE'RE SOLVING FOR NUMBERS OF STUDENTS AND THAT CAN COME THROUGH ONE TUTOR WHO'S FULL TIME, WHO WORKS ONE ON ONE WITH KIDS OR ONE TUTOR WHO'S FULL TIME AND WORKS IN GROUPS OF FIVE TO ONE AND DOES TWENTY FIVE SESSIONS A WEEK.

AND SO THE SHOWCASE THAT CHARLA MENTIONED EARLIER IS ACTUALLY HOW WE'RE GOING TO HAVE A MUCH BETTER HANDLE ON THAT ANSWER AS WE MOVE INTO NEXT WEEK, BECAUSE THE CAPACITY OF THESE ORGANIZATIONS AND THE MODEL THAT THEY USE VARIES WIDELY.

AND SOME OF THEM, YOU KNOW, THIS IS A BIT OF A STRETCH, BUT TECHNICALLY HAVE, YOU KNOW, FROM OUR PERSPECTIVE, UNLIMITED CAPACITY BECAUSE THEY CAN SOURCE TUTORS FROM ANYWHERE IN THE COUNTRY.

WELL, I'M GLAD YOU BROUGHT THAT UP, BECAUSE I'VE JUST SPENT THE LAST FEW MINUTES READING, READING YOUR TUTORING SERVICE PROVIDER GUIDE, WHICH I THINK YOU HAVE A LINK TO IN THE PRESENTATION, BUT IT WASN'T ATTACHED TO THE DOCUMENT.

[01:35:01]

AND I THINK THAT THAT THAT GUIDE IS HELPFUL AND IT'S HEADED IN THE RIGHT DIRECTION.

BUT WHAT'S CONCERNING TO ME IS YOU HAVE A NUMBER OF TUTORING SERVICE PROVIDERS HERE AND YOU'VE GOT A LITTLE KIND OF A PROFILE OF EACH ONE INSIDE A LITTLE SQUARE THAT SAYS, YOU KNOW, WHAT THEY WHAT CONTENT AREAS THEY CAN TUTOR AND ALSO ASK THEM FOR THE NUMBER OF CAMPUSES THAT THEY CAN DEAL WITH AND THE NUMBER OF STUDENTS PER CAMPUS THAT THEY CAN DEAL WITH.

AND A YOU KNOW, SOME OF THE SOME OF THE MORE REPUTABLE TUTORING SERVICES THAT WE'RE ALL AWARE OF IN DALLAS ANSWERED THOSE QUESTIONS FAIRLY AND LEGITIMATELY BY GIVING A FINITE NUMBER OF CAMPUSES AND A FINITE NUMBER OF STUDENTS THAT THEY CAN HANDLE.

BUT THERE ARE A TON OF PROVIDERS ON HERE THAT ANSWERED THOSE QUESTIONS WITH THE WORD UNLIMITED, WHICH YOU JUST ALSO SAID THAT DEREK AND, YOU KNOW, UNLESS THAT'S PUTTING SOMEBODY IN FRONT OF A COMPUTER SCREEN TO WATCH A VIDEO, I DON'T SEE HOW INDIVIDUALIZED TUTORING CAN.

A VENDOR COULD POSSIBLY HAVE AN UNLIMITED CAPACITY.

I UNDERSTAND THAT THEY MIGHT BE ABLE TO RECRUIT FROM PLACES OUTSIDE OF DALLAS.

BUT, YOU KNOW, IF WE WENT TO ONE OF THESE TUTORING COMPANIES THAT CLAIMS TO HAVE AN UNLIMITED CAPACITY AND TOLD THEM THAT WE NEEDED TO HAVE THEM TUTOR FIFTY FIVE THOUSAND KIDS BY NEXT WEEK, THAT'S NOT GOING TO HAPPEN.

SO I GUESS I'M I'M JUST I GET THAT Y'ALL ARE WORKING HARD AND IT LOOKS LIKE YOU'VE MADE A LOT OF PROGRESS, BUT I JUST SIMPLY CAN'T GET MY HEAD AROUND HOW WE'RE POSSIBLY GOING TO HAVE ENOUGH TUTORS TO DELIVER ON 30 HOURS OF INSTRUCTION FOR FIFTY FIVE THOUSAND KIDS.

TRUSTEE MARSHALL.

IF I CAN RESPOND BRIEFLY TO THAT.

DEFINITELY APPRECIATE THE ANXIETY AND CONCERN THERE.

AND WE SHARE IT A THOUSAND PERCENT WITH YOU.

BUT BUT TO YOUR POINT ON HOW DO WE MAKE THIS HAPPEN, WE ACTUALLY HAVE PUT THAT QUESTION DIRECTLY TO SOME OF THESE ORGANIZATIONS TO SAY, LIKE, IF EVERY CAMPUS CHOOSES YOU AS THEIR FIRST CHOICE AND WE WANT TO BRING YOU IN TO MEET THE FULL SCALE OF THE DISTRICT, CAN YOU DO THAT? AND HOW WILL YOU DO IT? AND THERE ARE SOME OF THOSE ORGANIZATIONS THAT SAID, YES, ACROSS THE COUNTRY WE HAVE 30 TO 40 THOUSAND PEOPLE THAT WE CAN BRING TO BEAR, NOT ONLY FOR DALLAS ISD, BUT FOR OTHER DISTRICTS TO MAKE THIS HAPPEN.

AND LITERALLY, WHILE WE WERE SITTING HERE IN THIS CONVERSATION TEA RELEASED THEIR LIST OF SUBSIDIZED AND APPROVED PROVIDERS, AND SOME OF THEM ARE THE SAME AND THEY'RE INDICATING THE SAME THING, THAT WE CAN MEET CAPACITY NOT ONLY JUST FOR DALLAS ISD, BUT FOR MANY DISTRICTS STATEWIDE.

WELL, I HOPE THAT'S TRUE, DEREK.

I'M GLAD YOU SHARE MY ANXIETY, MY ANXIETY, BUT YOU'RE PAINTING A VERY ROSY PICTURE AND THAT'S A LOT OF TUTORING HOURS, I HOPE WE CAN COME UP WITH IT BECAUSE I THINK IT'S A THAT'S EXACTLY WHAT WE NEEDED TO BE DOING FROM AN INTERVENTION PERSPECTIVE.

I JUST WORRY ABOUT WHETHER OR NOT WE'RE GOING TO BE ABLE TO PULL THAT ONE OFF.

YEAH, TRUSTEE MARSHALL.

I WOULD SAY MY ANXIETY HAS SHIFTED IN THE LAST MONTH FROM CAPACITY IN TERMS OF TUTORS TO LOGISTICS AND ACTUALLY HOW WE GET IT DONE DURING THE DAY.

THAT IS WHAT HAS BECOME THE MUCH MORE DIFFICULT PROBLEM TO SOLVE FOR.

OK, GREAT.

WELL, AND MY LAST QUESTION IS, IF I'M ASSUMING THAT ESSER FUNDS CAN BE USED FOR THESE TUTORING EXPENSES, CORRECT? THAT'S CORRECT.

OH, SORRY SHANNON.

GO AHEAD.

SO ARE WE PLANNING ON HAVING THESE TUTORS ONCE WE FIND THEM AND HAVE ARRANGEMENTS WITH THESE VENDORS.

WE'RE PLANNING ON HAVING THIS ONE ON ONE INTERVENTION CONTINUE THROUGHOUT THE TERM OF ESSER FUNDS, WHICH I THINK WE TALKED ABOUT LAST TIME, BEING UP TO FOUR OR FIVE YEARS AFTER WE SUPPLANT SOME OF OUR OWN GENERAL FUNDS.

THAT'S RIGHT.

WE ARE THINKING ABOUT THIS AS A FIVE YEAR INITIATIVE.

THAT NUMBER OF FIFTY FIVE THOUSAND SHOULD ABSOLUTELY DROP OVER TIME.

BUT YES, WE WILL HAVE TUTORING CAPACITY AT A FAIRLY LARGE SCALE FOR THAT ENTIRE DURATION.

WELL, THAT'S TERRIFIC.

THAT'S, MAY THE FORCE BE WITH YOU IN PULLING THAT OFF.

THANK YOU, TRUSTEE MARSHALL, TRUSTEE CARREON.

I SEE YOUR LIGHT ON THE FLOOR.

OK TRUSTEE MICCICHE.

THANK YOU, MR. PRESIDENT.

I WANTED TO FOLLOW UP ON THE TUTORING ISSUE WE ALLUDED TO, I GUESS, IN THE LAST BRIEFING, AND THAT IS A NUMBER OF CITIES HAVE LAUNCHED TUTORING INITIATIVES USING VOLUNTEER TUTORS TO TRY TO GET EVERY CHILD TO READ AT GRADE LEVEL BY THIRD GRADE.

I BELIEVE FORT WORTH MAY HAVE IT CONSIDERED IT OR TRIED TO, BUT THERE ARE A NUMBER OF CITIES AROUND THE NATION THAT HAVE DONE THAT.

I DON'T KNOW HOW SUCCESSFUL THEY ARE.

BUT IS IS IT POSSIBLE FOR US TO TRY TO TAKE A LOOK AT SOME OF THE BEST PRACTICES THERE AND MAYBE FIND THIS AS A PARTIAL SOLUTION? TRUSTEE MICCICHE, ABSOLUTELY.

IN TERMS OF HOW WE ARE PRIORITIZING THIS JUST TO BE TOTALLY TRANSPARENT BECAUSE OF THE

[01:40:01]

SCALE WE'RE OBVIOUSLY LOOKING AT WHERE WE CAN TRY AND CONTRACT WITH REPUTABLE PARTNERS TO HELP MEET THAT NEED, THEN WE ARE LOOKING AT, AS WE DISCUSSED, WITH TRUSTEE FOREMAN A BIT EARLIER AND WHAT CHARLA SAID, LOOKING AT FOLKS WE CAN HIRE AND BECOME PART OF OUR OWN DALLAS ISD TUTORING STAFF.

AND THEN WE ARE ALSO GOING TO LOOK AT VOLUNTEER OPPORTUNITIES THROUGHOUT THE CITY.

WE'RE WORKING CLOSELY WITH GARLAND AND RICHARDSON AS WELL TO THINK ABOUT A JOINT EFFORT ON THAT AND ALSO LOOKING AT SOMETHING THAT DC HAS DONE AROUND SOMETHING CALLED CITY TUTOR, WHERE THEY'VE CREATED A PATHWAY AND A PLATFORM FOR VOLUNTEERS, AS YOU'RE SUGGESTING, TO GET SYNCHED UP WITH A CLASSROOM OR CAMPUS AND PROVIDE SUPPORT.

OK, AND I CAN REMEMBER WHEN I FIRST GOT ON THE BOARD, I SAW A BUNCH OF DATA AND I'M NOT SURE IF IT WAS READING PARTNERS OR CATCH UP TO CATCH UP AND READ AND REALLY NOT THE VENDORS THAT [INAUDIBLE].

BUT THE DATA WAS PRETTY STRONG, SHOWING THAT WITH 30 HOURS OF TUTORING THAT THAT CHILD COULD CATCH UP IN READING BY.

BY ADDING ANOTHER SIX MONTHS OF CATCH UP TIME, SO I WAS JUST.

AND THEY WERE USING READING PARTNERS AND CATCH UP IN READING, I BELIEVE WERE USING VOLUNTEERS TO DO THAT.

AND I JUST I CERTAINLY REALIZED THAT YOU PAY A TUTOR AND TUTOR'S A FORMER TEACHER.

YOU'VE GOT A BETTER SHOT AT GETTING GETTING MORE EFFECTIVE RESULTS.

BUT.

IT DID SEEM LIKE SOME OF THESE PROGRAMS WERE FAIRLY EFFECTIVE AND THEY WERE RELATIVELY LARGE SCALE, NOT 50 THOUSAND LARGE SCALE, BUT AT LEAST A FEW THOUSAND.

SO I WOULD JUST ENCOURAGE YOU TO LOOK AT THAT AS ONE OF THE TOOLS IN THE TOOLBOX, BECAUSE LIKE EVERYBODY ELSE WHO'S ALREADY SPOKEN, IT JUST SEEMS ALMOST IMPOSSIBLE TO REACH THAT MANY, MANY KIDS WHO NEED THE TUTORING HELP AND THAT WE'RE OBLIGATED TO PROVIDE.

THANK YOU.

THANK YOU, TRUSTEE MICCICHE, FOR THE END OF FIRST ROUND.

I DO HAVE A COUPLE OF QUESTIONS.

WE'LL START WITH THEORY OF ACTION.

SO AS YOU ALL KNOW, I'M A HUGE SUPPORTER OF THEORY OF ACTION.

I THINK IT'S A GAME CHANGER FOR OUR DISTRICT.

MY FIRST QUESTION HERE AND ALSO I LOVE THE SUPPORT.

I THINK THAT IS INCREDIBLY IMPORTANT FOR US TO PUT FORWARD AND KNOW THAT WE ARE ACTUALLY SPENDING ADDITIONAL TIME, EFFORT, ENERGY, GETTING PROBLEMS OUT OF THE WAY OF OUR EDUCATORS THAT ARE ON OUR CAMPUSES WHERE STUDENTS NEED THEM THE MOST AND MAKING SURE THAT THEY CAN FOCUS ON IT.

SO KUDOS TO THAT.

MY BIG QUESTION HERE IS, AND IT'S A BROADER QUESTION AS WE GO FORWARD AND THINK ABOUT THIS IS A LOT OF THEORY OF ACTION SUPPORTS FOR SCHOOLS BASED ON THEIR GRADE AND WHAT WHAT HAPPENS THERE.

HAVE WE THOUGHT ABOUT WHAT THAT LOOKS LIKE FOR TEACHERS? WE HAVE BUILT THE TEI SYSTEM.

WE HAVE TEACHERS WHO WE KNOW ARE EXEMPLARY THAT ARE NOW NAMED BY THE STATE AS MASTER TEACHERS.

WE ALSO KNOW WHICH TEACHERS ARE STRUGGLING BASED ON THIS.

HAVE WE THOUGHT ABOUT WHAT KINDS OF AUTONOMIES ARE THERE FOR TEACHERS AT THE TEACHER LEVEL? IF THEY DO CARRY A MASTER DESIGNATION OR IF THEY ARE IN THE UPPER ECHELONS OF OUR TEI SYSTEM THAT WE KNOW WE WANT TO RETAIN? BECAUSE I THINK THE SAME SUPPORTS THAT ARE BEHIND THIS IDEA FOR SCHOOLS AND SCHOOL LEADERS PROBABLY MAINTAINS THE SAME FOR TEACHERS.

CANDIDLY, WE HAVE NOT AND I THINK REALLY YOU WERE PART OF THE REASON OF BRINGING THIS, THE IDEA OF CODIFYING SUPPORTS, RIGHT.

AND SO MAYBE THAT'S THE NEXT GENERATION OF OUR WORK.

AND SO AS WE SIT HERE, YOU KNOW, WE'RE LOOKING AT EACH OTHER AND THAT'S A PRETTY GOOD IDEA, HOW DO WE INCORPORATE THAT? SO MAYBE THAT'S THE NEXT PHASE OF THE WORK THAT WE THINK ABOUT THAT.

YEAH, I CAN TELL YOU FROM BEING A PRINCIPAL, I KNOW LIKE, YOU KNOW, IF YOU HAD A CERTAIN LEVEL OF PRINCIPAL, YOU DIDN'T HAVE TO GO TO SPECIFIC TRAININGS THAT SOMETIMES MIGHT NOT BE APPLICABLE UNLESS IT WAS LEGALLY REQUIRED AND THAT ALLOWED THEM TO INNOVATE, DO OTHER THINGS, ET CETERA, AND FREED UP MORE TIME.

I WOULD LOVE TO SEE US DO THAT THING, THOSE SAME THINGS FOR OUR TEACHERS.

WE GOT A LOT OF GREAT RESOURCES, A LOT OF GREAT GUIDES, A LOT OF GREAT EXAMPLES AND SCRIPTED LESSONS, ET CETERA.

THAT COULD BE REALLY HELPFUL IF I'M A NEW TEACHER OR IF I MAY BE STRUGGLING OR BEING KIND OF OFF.

WE'VE GOT OTHER TEACHERS THAT WE JUST WANT TO KEEP ON ROCKING AND INNOVATE NEW THINGS, AND I THINK WE SHOULD BE ABLE TO DIFFERENTIATE THERE.

SO I'M GLAD Y'ALL ARE CONSIDERED THINKING ABOUT THAT IN THE FUTURE.

I WANT TO JUMP DOWN TO HOUSE BILL 4545.

ONE THING, IF YOU GO TO SLIDE 15, I LOVE THE SPIRIT OF THIS LAW.

I AM VERY FEARFUL OF A LOT OF THE DOCUMENTATION WORK AND THE DICTATION OF EXACTLY WHAT MUST HAPPEN.

AND I REALLY WANT TO MAKE SURE THIS DOES NOT WE DO EVERYTHING IN OUR POWER TO MAKE SURE IT IS NOT ANOTHER BURDEN ON OUR SAME TEACHERS, THAT THEY HAVE TO DO MORE

[01:45:01]

PAPERWORK, MORE THIS, MORE THAT, AND WE FIND A WAY TO SUPPORT THEM IN IT.

SO MY FAVORITE THING IS THIS OPTION NUMBER ONE.

I MEAN, WE SPENT A LOT OF TIME, EFFORT AND ENERGY IDENTIFYING WHO OUR TEACHERS ARE THAT MOVE KIDS THEM THE MOST AND ARE MOST EFFECTIVE.

WHAT ARE WE DOING IN TERMS OF OPTION ONE? HOW ARE WE UTILIZING THIS STRATEGICALLY? SO WE'RE NOT WORRIED ABOUT FINDING TUTORS.

WE STILL MAY WANT TO DO THAT, BUT THIS JUST SOUNDS LIKE A NO BRAINER.

PUT YOUR TEACHERS THAT HAVE THE BIGGEST PROVEN TRACK RECORD OF MOVING KIDS WITH STUDENTS WHO NEED THEM THE MOST.

OK, I THINK, CHIEF HEWITT WILL FOLLOW UP ON WHAT I ADD THERE, WE ABSOLUTELY AGREE WITH YOU BOTH ON THE SPIRIT OF THE LAW IS EXACTLY RIGHT.

AND OPTION ONE IS REALLY GREAT FOR OUR DISTRICT.

WHAT CAMPUSES ARE DOING RIGHT NOW IS THEY'RE GOING THROUGH THEIR ROSTERS OF STUDENTS WHO EITHER DID NOT PASS OR DID NOT TAKE STAAR, AND THEY'RE INDICATING WHETHER THEY'RE CURRENTLY ENROLLED IN ONE OF THOSE TEACHERS.

SO THAT 55,000 NUMBER IS GOING TO SHRINK ONCE WE GET SORT OF FINAL SCHEDULES AND CLASS ASSIGNMENTS IN PLACE.

OBVIOUSLY, THAT'LL CHANGE SOME OVER THE NEXT WEEK OR SO WITH START OF SCHOOL.

BUT WE HAVE VERY MUCH ENCOURAGED OUR CAMPUSES TO TAKE FULL ADVANTAGE OF THAT PLACEMENT WHILE BALANCING THAT RESPONSIBILITY ON TEACHERS, BECAUSE IT'S ALSO SOMETHING IF THAT'S YOUR WHOLE DAY IN TERMS OF YOUR CLASS LOAD.

BUT WE WILL BE ABLE TO SHARE LATER HOW WE ARE BALANCING BOTH OF THOSE OPTIONS IN TERMS OF NUMBER OF STUDENTS.

I WOULD SAY DITTO.

I THINK DEREK CAPTURED IT.

BUT NO, SERIOUSLY, AS SOON AS WE GOT THIS INFORMATION, OUR TEACH AND LEARNING TEAM DID A REALLY GREAT JOB OF TURNING THIS INFORMATION AROUND TO OUR EDS AND WHO TURNED IT AROUND TO PRINCIPALS.

SO OVER THE LAST FEW WEEKS, THEY'VE ACTUALLY DONE THIS WORK.

AND SO WE'RE ROLLING OUT THOSE MASTER SCHEDULES AND WE WILL SEE THOSE NUMBERS HERE SOON.

WE SHOULD HAVE SOME INFORMATION WE CAN SHARE WITH YOU HERE.

YEAH, I'M EXCITED TO HEAR Y'ALL ARE THINKING ABOUT THAT AND LOOKING AT IT.

I WOULD LOVE TO SEE US CONTINUE TO MOVE TO A STAGE WHERE WE KNOW EVERY STUDENT IN THE SYSTEM GETS PLACED WITH A TEACHER.

THAT'S RIGHT FOR THEM.

I THINK SO OFTEN WE ALL KNOW THE STORY OF, YOU KNOW, OF A PARENT WANTS A DIFFERENT TEACHER BECAUSE THEY'VE HEARD THAT THAT TEACHER IS THE BEST TEACHER FOR WHATEVER REASON.

WHETHER IT'S TRUE OR NOT, YOU KNOW, IT CREATES A SYSTEM WHERE PARENTS WITH AGENCY ARE GETTING A LEG UP ON PARENTS WHO MAY NOT BE ABLE TO ADVOCATE FOR THAT, THEIR STUDENTS IN THE SAME WAY.

SO I LOVE THE IDEA OF CONSIDERING AND THINKING AS WE GO FORWARD THERE.

WHAT ROADBLOCKS DO Y'ALL FORESEE AROUND LIKE.

POTENTIAL EXTRA WORK FOR TEACHERS OUTSIDE OF JUST LIKE WE NEED LIKE ONE ON ONE TIME TUTORING WITH KIDS, ET CETERA.

THAT'S IMPORTANT WORK.

BUT DO YOU ALL SEE ANY ISSUES WITH PAPERWORK OR EXTRA CLERICAL TASKS? AND IF SO, WHAT ARE WE DOING TO MITIGATE THAT? SO TEACHERS AND OTHER EDUCATORS CAN FOCUS ON EDUCATING KIDS AND NOT ALL THE CLERICAL STUFF? THAT'S A REALLY GREAT POINT.

THE BIGGEST CONCERN THERE IS ACTUALLY ON THE ACCELERATED LEARNING COMMITTEE REQUIREMENTS.

SO WE HAVE TO HAVE AN ACCELERATED LEARNING COMMITTEE MEETING FOR ANY STUDENTS IN GRADES THREE, FIVE OR EIGHT THAT DID NOT PASS OR DID NOT TAKE.

THAT'S A LOT TO GET OUT EVERY TIME YOU TALK ABOUT 4545.

BUT THE NUMBER OF STUDENTS IN THOSE GRADE LEVELS IN OUR DISTRICT IS IS REALLY LARGE, GIVEN THE DATA THAT YOU SAW EARLIER.

SO THEREFORE, EACH OF THOSE STUDENTS REPRESENTS AN INDIVIDUAL UNIQUE ACCELERATED LEARNING COMMITTEE MEETING THAT HAS TO OCCUR.

AND THE LAW SPECIFICALLY REQUIRES A TEACHER FROM THE PRIOR GRADE LEVEL TO PARTICIPATE IN THOSE MEETINGS.

WHAT WE ARE VERY MUCH TRYING TO DO TO MINIMIZE THIS TRUSTEE MACKEY IS TO USE OUR SST SYSTEM AND OUR NTS INTERVENTION INFRASTRUCTURE TO CONSOLIDATE ALL THAT AT ONCE.

SO YOU'RE NOT COMING TO AN INTERVENTION SUPPORT MEETING AND SEPARATELY GOING TO AN ALC MEETING.

BUT THE REQUIREMENT FOR THE PRIOR GRADE LEVEL TEACHER IS SOMETHING THAT IS GOING TO BE A CHALLENGE FOR SURE.

OK, THANK YOU FOR THAT.

IT IS, YOU KNOW, I HOPE WE KEEP AN EYE ON THAT AND MAKE SURE THIS IS AN EVOLVING THING AND WE'RE GOING TO HAVE TO BE THOUGHTFUL ABOUT HOW WE DO IT.

SO I APPRECIATE Y'ALLS [INAUDIBLE] HERE.

SO THAT CONCLUDES MY REMARKS THERE.

DO WE HAVE ANYTHING FOR SECOND ROUND? ALL RIGHT, SEEING NONE, THANK YOU ALL FOR THAT.

KEEP UP THE GREAT WORK, WE'LL MOVE ON TO B MINORITY WOMEN BUSINESS ENTERPRISE M/WBE QUARTERLY REPORT FOR 2021 QUARTER FOUR.

OK.

GOOD AFTERNOON, MS. PARTEE AND I WILL PRESENT OUR M/WBE FOURTH QUARTER REPORT.

ON THE FIRST PAGE, YOU HAVE A LIST OF OUR PROJECTS AND INITIATIVES THAT FOCUS ON OUR EFFORT TO INCREASE THE UTILIZATION OF M/WBE AWARDED VENDORS THROUGHOUT THE DISTRICT.

[01:50:02]

AND IF I MAY, I WOULD LIKE TO JUST MENTION A COUPLE OF THOSE INITIATIVES.

FIRST, BEING AWARDED DIRECTORY, AWARD OF VENDOR DIRECTORY, WHICH HAS BEEN DISTRIBUTED I KNOW TO YOU ALL.

AND ADD WE'VE HAD THE DISTRICT BUSINESS ACADEMY, WE HAD 17 OF THEM AND WE HAD OVER 400 PARTICIPANTS.

SO THEREFORE THAT GUIDE WAS DISTRIBUTED TO THEM ALSO.

IN ADDITION TO THAT, WE'RE GOING TO WE HAVE TO SCHEDULE A FALL VENDOR EXPO.

AND IN ADDITION TO THAT, WE HAVE A M/WBE DASHBOARD THAT'S BEING ROLLED OUT.

AND WE REALLY APPRECIATE THE COLLABORATION THAT WE'VE HAD ALL YEAR WITH THE IT AND PROCUREMENT DEPARTMENT AS WE TRACK VENDORS WHO HAVE PARTICIPATED IN OUR WEBINARS, OUR SESSIONS ON VARIOUS TRAINING SESSIONS AND OUR ACADEMIES, AND THEN THEY HAVE BIDED AND BEEN AWARDED CONTRACTS WITH THE DISTRICT.

AND SO LAST THING I WANT TO MENTION IS THAT I WANT TO THANK DR.

SUMMER ROGERS AND DEREK LITTLE FOR THEIR SUPPORT OF OUR DEPARTMENT THIS YEAR.

NOW WE'LL TURN THE REPORT OVER TO MS. PARTEE AND SHE'LL GIVE US YOU THE DATA FOR OUR DEPARTMENT.

THANK YOU, MR. WILLIAMS. TRUSTEES I WILL PRESENT THE 2015 BOND PROGRAM TOTAL M/WBE UTILIZATION.

THE NUMBERS REFLECT CUMULATIVE TO DATE PAYMENTS.

ON BOND FUND AND CONSTRUCTION.

WE HAVE FIFTY THREE PERCENT M/WBE UTILIZATION.

OUR GOAL WAS THIRTY PERCENT FOR PROFESSIONAL SERVICES.

WE HAVE A BOARD ESTABLISHED GOAL OF 35 PERCENT AND OUR ACTUAL UTILIZATION WAS 39.27.

SO WE EXCEEDED IN BOTH OF THOSE RESPECTIVE CATEGORIES.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE 2008 BOND PROGRAM CUMULATIVE M/WBE UTILIZATION, FOR CONSTRUCTION.

WE HAVE A 30 PERCENT GOAL.

UTILIZATION WAS FORTY NINE PERCENT.

FOR BOND FUND AND PROFESSIONAL SERVICES.

OUR GOAL IS THIRTY FIVE PERCENT AND THE ACTUAL UTILIZATION IS THIRTY NINE PERCENT.

WE EXCEEDED IN BOTH OF THOSE RESPECTIVE CATEGORIES.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE BRIDGE PROGRAM.

TOTAL M/WBE UTILIZATION AGAIN REPRESENTING CUMULATIVE TO DATE TOTALS FOR BOND FUND AND CONSTRUCTION.

WE HAVE A GOAL OF THIRTY PERCENT.

THE UTILIZATION WAS SEVENTY THREE PERCENT.

FOR BOND FUND AND PROFESSIONAL SERVICES.

THERE IS A BOARD ESTABLISHED THIRTY FIVE PERCENT M/WBE GOAL.

HOWEVER, OUR UTILIZATION WAS TWENTY FOUR PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS TO CMAR, WHICH IS THE CONSTRUCTION MANAGER AT RISK CUMULATIVE TO DATE UTILIZATION, BOND FUND AND PROFESSIONAL SERVICES GOAL IS 35 PERCENT.

THE UTILIZATION IS SEVENTY TWO POINT ONE PERCENT.

THE CONSTRUCTION M/WBE GOAL IS 30 PERCENT.

HOWEVER, OUR ACHIEVEMENT WAS 14 PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE [INAUDIBLE] I'M SORRY IS FUND ONE NINETY NINE, WHICH IS GENERAL OPERATING, WE HAVE A BOARD ESTABLISHED GOAL OF 30 PERCENT.

HOWEVER, OUR UTILIZATION IS TWENTY POINT SEVEN TWO PERCENT.

ALSO, AS WE TOOK AN ANALYSIS BETWEEN FISCAL YEAR COMPARISONS LAST FISCAL YEAR, 19, 20 IT WAS SEVENTEEN POINT SEVEN NINE PERCENT.

HOWEVER, THIS QUARTER, CUMULATIVE TO DATE IS TWENTY POINT SEVEN TWO PERCENT.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE DISTRICT WIDE FUNDS, NON BOND FUNDED OPPORTUNITIES ARE INCLUDED IN THIS CATEGORY.

WE HAVE A GOAL OF 30 PERCENT.

HOWEVER, OUR UTILIZATION IS TWENTY ONE POINT FOUR PERCENT.

I WOULD LIKE TO SHARE WITH YOU SOME PHOTOS OF SOME OF OUR CUSTOMER SERVICE ORIENTED M/WBE VENDORS, BARRY HONORé WITH HONORé OFFICE PRODUCTS, MICKEY FARUQUE WITH SMART GROUP SYSTEMS. ELIZABETH PONCE WITH PICASSO CONTRACTORS AND ROSE KEY WITH ADVERTISING MATTERS.

THEY ARE ALL CERTIFIED MINORITY AND WOMEN OWNED COMPANIES.

THE NEXT SLIDE IS JUST SIMPLY A THANK YOU, THANK YOU TO DR.

HINOJOSA AND THE BOARD OF TRUSTEES FOR YOUR CONTINUOUS SUPPORT OF THE DISTRICT'S M/WBE PROGRAM EFFORTS.

WE WILL NOW ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE.

THANK Y'ALL FOR YOUR COMPREHENSIVE REPORT, TRUSTEES DO WE HAVE ANY QUESTIONS? WE'LL START WITH TRUSTEE FOREMAN.

GOOD AFTERNOON.

GOOD AFTERNOON ONCE AGAIN, THANK YOU GUYS FOR THE WORK THAT YOU DO TO ENSURE THAT THERE'S EQUALITY WHEN IT COMES TO CONTRACTING SERVICES WITHIN THE DISTRICT.

I AM EXTREMELY APPRECIATIVE.

[01:55:02]

THE FIRST SLIDE THAT YOU WAS ON THE 2015 BOND PROGRAM.

YES.

SO DURING, HOW MUCH DO WE HAVE LEFT IN THE 2015 BOND? JUST AN ESTIMATE.

I'M NOT GOING TO HOLD YOU TO IT.

MAYBE.

I'D HAVE TO GET THAT OFF THE EXACT OF THE FINANCIALS, I DON'T KNOW, BUT WE HAVE ABOUT THREE OR FOUR PROJECTS THAT ARE LEFT TO BID.

OK, STILL LEFT TO BID? YES, MA'AM.

AND THEN THERE'S THERE'S PROBABLY 30 SOME ODD THAT ARE IN PROGRESS NOW.

THIRTY IN PROGRESS.

OK.

AND ARE ANY OF THOSE CMAR OR ARE THEY ALL? THEY'RE ALL, THEY'RE ALL REMAINING IS CSP.

CSP, ALL CSP.

OK, THAT'S WHAT I NEEDED TO KNOW.

THANK YOU VERY MUCH FOR THAT [INAUDIBLE] BECAUSE WHEN YOU LOOK AT THE FIFTY THREE PERCENT TO DATE, THAT IS VERY GOOD.

I DON'T KNOW IF THERE'S ANOTHER GOVERNMENT ENTITY IN THIS AREA THAT'S DOING ANY BETTER THAN THAT ON CONSTRUCTION.

DO YOU KNOW ANY? DO YOU KNOW? I DO NOT AT THIS TIME I DON'T.

SO JUST LOOK INTO THAT, JUST MAKE A COMPARISON OF WHAT WE'RE DOING AND WHAT THEY'RE DOING, I THINK WE'RE ON THE TOP.

I REALLY DO.

AND I DO APPRECIATE THAT.

AND EVEN ON THE PROFESSIONAL SERVICES, THE THIRTY NINE PERCENT, IT'S ALMOST 40 PERCENT.

THAT IS IMPRESSIVE.

AND I JUST WANT YOU TO KNOW THAT AFTER MY 30 YEARS OF BEING IN BUSINESS, I WANT YOU TO KNOW THAT'S EXTREMELY IMPRESSIVE.

WHEN WE GET TO THE CONSTRUCTION MANAGER AT RISK.

WHILE THE PROFESSIONAL SERVICES IS COMING IN AT SEVENTY TWO PERCENT.

I THINK.

SOME PEOPLE THINK THAT'S A GOOD NUMBER.

THIS IS A STARTUP OF A PROJECT, AND SO IT MIGHT GIVE IT MIGHT SKEW THE PERCEPTION OF WHAT IT'S GOING TO LOOK LIKE.

AND I JUST WANT TO MAKE IT CLEAR THAT THIS IS ONLY THE BEGINNING OF A OF A PROCESS AND.

WE GOT A HUNDRED MILLION DOLLAR CONTRACTS, THIS IS THIS IS JUST THE BEGINNING.

AND LASTLY.

WE STILL STRUGGLE WITH.

THE OPERATIONAL FUNDS AND THE PERCENTAGE, I THINK OUR GOAL IS 30 PERCENT.

THAT IS CORRECT.

AND WE'RE AT TWENTY ONE PERCENT.

THAT'S CORRECT.

TWENTY POINT SEVEN TWO.

OK.

AND I KNOW YOU GUYS ARE DOING EVERYTHING YOU CAN TO MOVE TO MOVE THAT NEEDLE, BUT DO WE PARTNER WITH OTHER ORGANIZATIONS TO FIND OUT SOME OF THE VENDORS THAT THEY'RE USING THAT WE MIGHT POSSIBLY APPROACH? WELL, WE'VE ASKED OUR PARTNERS TO DO.

WE REFER TO THEM AS STRATEGIC PARTNERS, SOME OF OUR PUBLIC ENTITIES, WE SEND THEM OUR UPCOMING BUSINESS NOTIFICATIONS AND ASK THAT THEY PLEASE FORWARD THEM TO THEIR MEMBERSHIP AS WELL.

AND A LOT OF THE TIMES WE DO JOINT TRAINING AND WORKSHOPS TOGETHER SO WE CAN ENCOURAGE ONE ANOTHER VENDORS TO UTILIZE ONE ANOTHER.

WELL, THANK YOU VERY MUCH AND THANK YOU FOR THE WORK THAT YOU GUYS DO.

I APPRECIATE YOU.

YOU'RE WELCOME.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN, ANY OTHER QUESTIONS HERE? THANK Y'ALL FOR YOUR WORK.

THANK YOU.

OUR AGENDA NOW MOVES ON TO SECTION EIGHT, MINUTES SUBMITTED FOR APPROVAL,

[8. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES.

THE MINUTES WILL BE SENT TO YOU PRIOR TO THE BOARD MEETING.

NEXT UP IS ITEM NINE STATUTORY ITEMS.

[9. STATUTORY ITEMS]

CONSIDER AND TAKE POSSIBLE ACTION TO NAME THE DISTRICT'S 2021, 22 BOARD REPRESENTATIVE TO THE COUNCIL OF GREAT CITY SCHOOLS.

ARE THERE ANY QUESTIONS UNDER THIS STATUTORY ITEM? GO AHEAD, TRUSTEE FOREMAN.

THIS IS JUST REALLY QUICK, I HAD A QUESTION, AND THIS IS ON PAGE TWO OF EIGHT.

AND IT'S.

THIS IS BDF, RIGHT? NO, WE'RE ON STATUTORY.

THIS IS JUST COUNCIL OF GREAT CITY SCHOOLS APPOINTEE.

SORRY, OK, NO.

WE'LL GET TO BDF NEXT.

OK.

IF ANYONE IS INTERESTED IN BEING THE COUNCIL OF GREAT CITY SCHOOLS REP, WE WOULD TAKE THAT NOMINATION, BUT THAT DECISION WILL BE MADE OFFICIAL ON.

THE NIGHT MEETING, DO WE HAVE ANY VOLUNTEERS WHO ARE INTERESTED? PRESIDENT MACKEY, I'M GONNA NOMINATE MYSELF.

TRUSTEE GARCIA NOMINATES HERSELF, IS ANYONE ELSE THAT IS INTERESTED?

[02:00:02]

OK, THE BOARD WILL TAKE ACTION AT THE NIGHT MEETING WITH HEARING, NO ONE ELSE WILL PUT YOUR NAME IN FOR THAT AND IT WILL BECOME OFFICIAL AT THE NIGHT MEETING IF THERE WERE NO OTHER QUESTIONS OR WHATNOT.

OK, NOW MOVING ON TO POLICY ITEMS NUMBER 10 BDF, I KNOW TRUSTEE FOREMAN HAS THE

[10. POLICY UPDATES]

FLOOR FOR QUESTIONS HERE.

BDF.

OK, SHANNON, THIS IS JUST REAL QUICK.

I'M ON PAGE TWO OF EIGHT.

YES, MA'AM.

AND IT'S THE THIRD BULLET, THE [INAUDIBLE] SHALL ENSURE THAT LOCAL COMMUNITY VALUES ARE REFLECTED IN ANY POLICY RECOMMENDATIONS MADE TO THE DISTRICT CONCERNING THE IMPORTANCE OF DAILY RECESS FOR ELEMENTARY SCHOOL STUDENTS.

YES, MA'AM.

AND I.

I THINK WE SHOULD PUT SOMETHING IN THAT, LIKE BY COMMUNITY MEETINGS OR COMMUNITY OUTREACH, JUST SO IT'S A REWARDING THING THAT I THINK NEEDS TO BE DONE.

AND THEN ON PAGE FOUR OF EIGHT.

AND THIS IS ON THREE POINT FIVE.

GOT IT.

SO AND IT'S JOINT USE AGREEMENT OR STRATEGIES FOR COLLABORATION.

MY QUESTION IS, WOULD THIS BE BY A SOLE SOURCE BID, OR WOULD IT BE SOME KIND OF JUSTIFICATION OF RESEARCH AND THEN GO OUT FOR BID? TRUSTEE FOREMAN, I MAY NEED TO CHECK ON THE BACKGROUND AROUND THAT, WHETHER IT'S A SOLE SOURCE OR WHAT EXACTLY WE'RE TALKING ABOUT IN TERMS OF STRATEGIES FOR COLLABORATION WITH COMMUNITY ORGANIZATIONS, WHETHER THEY'RE PROVIDING CURRICULUM AND IT NEEDS TO BE A PROCURED METHOD OR IT'S SOME TYPE OF INTER LOCAL AGREEMENT.

OK.

I CAN FIND OUT FOR YOU.

COULD YOU DO THAT? SURE.

THAT'S IT.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

ANYONE ELSE ON ITEM 10? WE'LL NOW MOVE ON TO THE CHIEF OF STAFF DIVISION.

[12. CHIEF OF STAFF DIVISION]

ARE THERE ANY QUESTIONS UNDER THE CHIEF OF STAFF DIVISION THAT IS 13 AND 14? 13A.

WE HAVE 13 A TRUSTEE FOREMAN.

WELL, SOMEBODY'S GONNA ANSWER ME, SUSANA IS THAT YOU? I GUESS IT HAD TO BE ME, SINCE CHIEF OF STUFF'S NOT HERE.

AND CHIEF OF STUFF.

GO FIND HER.

SHE'S GOT STUFF TO DO.

GOT STUFF TO DO IS ANSWER ME, GET UP.

COME ON, CHIEF OF STUFF.

YOU TRYING TO GET SHANNON UP THERE TO HELP YOU? NO, NO, NO SHANNON THIS IS YOU.

THAT'S OK [INAUDIBLE].

YES, THIS IS UNDER VOLUNTEER AND PARTNERSHIPS.

YES, MA'AM.

AND ONE OF THE THINGS THAT I KNOW IS THAT THROUGH SOME OF OUR.

PARTNERSHIPS AND RESOURCES, SOME ARE SPECIFICALLY IDENTIFIED FOR SPECIFIC SCHOOLS WHEN WE GET DONATIONS IN THOSE KINDS OF THINGS AND THEN SOME OF THAT, WE HAVE DISCRETION AS TO WHERE WE PUT THE RESOURCES.

HAVE WE EVER TAKEN A LOOK AT HOW WE ARE DISTRIBUTING THOSE SPECIFIC RESOURCES THAT WE HAVE CONTROL OVER? RIGHT.

AND SO TRUSTEE FOREMAN, I WOULD I NEED TO REALLY LOOK AND LOOK INTO THAT AND WORK WITH [INAUDIBLE] AND LIBBY, BUT WE CAN CERTAINLY DRILL INTO IT JUST TO MAKE SURE.

YEAH, I JUST THINK IT'S REALLY IMPORTANT THAT WE TAKE A LOOK AT IT, BECAUSE SOMETIMES I THINK SOME SCHOOLS GET A LOT MORE BASED ON DONATIONS AND WE DON'T TAKE INTO CONSIDERATION THOSE SCHOOLS THAT ARE NOT GETTING VERY MUCH.

WHEN YOU HAVE SOME SCHOOLS GET A MILLION DOLLARS FROM JERRY JONES.

RIGHT.

BUT YOU HAVE OTHER SCHOOLS THAT REALLY NEED A LOT OF RESOURCES.

AND WE MIGHT BE PASSING OUT A THOUSAND DOLLARS PER SCHOOL, BUT THAT SAME SCHOOL THAT GOT THE MILLION DOLLARS STILL GETS THE THOUSAND DOLLARS.

NO, YOU'RE ABSOLUTELY RIGHT.

SO IF YOU GUYS WOULD JUST TAKE A LOOK AT THEIR CHIEF OF STUFF I APPRECIATE IT.

YES.

THANK YOU.

SORRY.

THANK YOU, TRUSTEE FOREMAN.

ANYTHING ELSE ON THE CHIEF OF STAFF DIVISION? OH, YEAH, ON 14A.

[02:05:05]

THAT WOULD BE LIBBY, I'M ASSUMING.

OK, LIBBY, I DON'T KNOW THE ANSWER.

OK, BUT I'M GOING TO ASK THE QUESTION.

ALL RIGHT.

WHEN WE, WHEN I STARTED TO LOOK AT THE DOLLAR AMOUNT THAT THE PREVIOUS CONTRACT HAD, THIS CONTRACT IS MORE THAN DOUBLE THE AMOUNT.

SO I'M ASSUMING THERE'S A REASON FOR THAT.

IT'S THE SAME LENGTH OF TIME, BUT IT'S MORE THAN DOUBLING THE AMOUNT.

YES, MA'AM.

DO WE HAVE WHAT IS THE REASON THAT WE ARE DOING THAT? AND JUST THE RATIONALE? WE HAVE NOTICED TRUSTEE FOREMAN WE'VE SEEN A TREND OF JUST A STEADY INCREASE IN THE NEED FOR ADDITIONAL MARKETING SERVICES, NOT JUST THOSE THAT COME FROM OUR DEPARTMENT, BUT DISTRICT WIDE.

SO ALL OF THE DEPARTMENTS UTILIZE THAT RFP FOR THAT.

AND MANY OF THEM HAVE ARE EXPERIENCING A NEED TO TO DO MORE OUTREACH AND MARKETING SERVICES, TO RECRUIT AND TO DEVELOP CAMPAIGNS TO BUY.

A LOT OF IT IS BUYING MEDIA TIME.

AND THAT TIME HAS DOUBLED.

TRIPLED, REALLY.

AND THEN WHEN YOU ADD THE FACT THAT WE ARE NOW HAVING TO WORK ACROSS A LOT OF DIFFERENT MEDIUMS, SO WE'RE STILL WORKING IN THE VIRTUAL WORLD WHILE WE'RE ALSO STILL WORKING IN THE TRADITIONAL WORLD OF REACHING OUR OUR TARGET AUDIENCES.

SO THAT IS TRIPLE THE COST IN THAT WE'VE NOTICED IN THE LAST FEW YEARS.

THERE IS A STEADY, INCREMENTAL INCREASE IN THE AMOUNT THAT WE'VE BEEN WE'VE HAD BEEN REQUESTED TO SPEND.

ALL RIGHT.

THANK YOU.

THANK YOU TRUSTEE FOREMAN, TRUSTEE JOHNSON.

YES.

I JUST WANT TO SAY TO MS. LIBBY AND HER STAFF, WE'VE SEEN THE COMMERCIALS ON TELEVISION AND THE THINGS THAT'S HAPPENED.

I JUST WANT TO COMMEND YOU PUBLICLY BECAUSE YOU'RE DOING AN AWESOME JOB IT'S GREAT WHEN YOU SEE [INAUDIBLE] THAT YOU SEE DALLAS ISD GIVEN IN THE BUSINESS.

SO I APPRECIATE THE ADVERTISING, THE MARKETING AND LETTING EVERYBODY KNOW WHAT WE HAVE GOING ON IN DALLAS ISD.

GREAT JOB.

THANK YOU.

THANK YOU, TRUSTEE JOHNSON.

OK, WE'RE MOVING ON TO THE LEADING AND LEARNING DIVISION TRUSTEES.

ARE THERE ANY QUESTION UNDER THE LEADING AND LEARNING DIVISION?

[15. LEADING AND LEARNING DIVISION]

THAT'S SIXTEEN A, SEVENTEEN A AND B AND EIGHTEEN A.

I HAVE.

SEVENTEEN B.

ALL RIGHT.

TRUSTEE FOREMAN 17 B.

I MUST HAVE BEEN ASLEEP WHEN I WAS MARKING THIS LAST NIGHT.

HELLO, MADAM.

JUST A QUICK QUESTION.

THIS SEEMS TO BE AN AGREEMENT WITH THE UNIVERSITY OF NORTH TEXAS AND DISD FOR THE REGIONAL DAY SCHOOL PROGRAM.

SO IS THIS A NEW AGREEMENT? YES, THIS IS A NEW AGREEMENT.

THERE IS A SHORTAGE OF DEAF EDUCATION EXPERTS AND THERE ARE IN THE NATION.

AND SO WE'RE HAVING THE PARTNERSHIP TO MAKE SURE WE ARE BRINGING IN THOSE TEACHERS INTO DALLAS ISD.

SO IS THERE ANY REVENUE EXCHANGE? BECAUSE I CAN'T TELL BY THIS.

NO, THERE'S NO REVENUE EXCHANGE.

OK.

AND THEN THE LAST QUESTION THAT I HAVE ON THE AGREEMENT IS STILL ON PAGE ONE IS THAT IT SAYS THE AGREEMENT IS EFFECTIVE ON SEPTEMBER 1ST, 2021, AND TERMINATES ON MAY THE 27, 2022 AT THE OPTION OF THE DISTRICT, THEIR AGREEMENT MAY BE RENEWED FOR ADDITIONAL YEARS, PROVIDED THAT THE DISTRICT IS GIVEN UNIVERSITY [INAUDIBLE].

WHAT IT BASICALLY WHAT I BASICALLY READ IS, IS THAT THIS AGREEMENT CAN GO ON INTO INFINITY WITHOUT STOPPING BECAUSE IT HAS NO STOP POINT.

THE DISTRICT HAS TO AGREE TO LET IT CONTINUE, BUT THERE'S NO NO ASSESSMENT POINT, NO STOP POINT, IT CAN GO TO INFINITY WITH THE WAY THAT IT'S WORDED, BECAUSE EACH YEAR YOU MIGHT BE GONE SHANNON.

RIGHT.

MICHELLE MIGHT BE GONE.

SOMEBODY NEW MIGHT COME IN.

LIKE WE HAVE SO MANY NEW PEOPLE AROUND HERE AND THEY DON'T TAKE A LOOK AT IT.

[02:10:01]

SO AT SOME POINT IT HAS TO BE A STOP POINT.

SURE.

AND THEN RENEGOTIATE IT, IF THAT MAKES SENSE.

YES, MA'AM.

IT DOES.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

TRUSTEE GARCIA.

ITEM 18.

SURE.

THANK YOU, PRESIDENT MACKEY.

ALL RIGHT, SO IF I'M LOOKING AT THIS CORRECTLY, SO THESE ARE STUDENTS WHO ARE CURRENTLY ENROLLED AT DALLAS COLLEGE OR THESE OUR OWN HIGH SCHOOL JUNIORS AND SENIORS WHO WOULD BE ABLE TO PARTICIPATE? THESE ARE CURRENT STUDENTS THAT ARE ENROLLED AT DALLAS COLLEGE THAT ARE PART OF THE OFF CAMPUS FEDERAL WORK STUDY PROGRAM, AND THEY ARE IN THE EDUCATIONAL PATHWAY.

OK, THIS WOULD NOT INCLUDE OUR STUDENTS WHO ARE CURRENTLY TAKING DUAL CREDIT AT DALLAS COLLEGE OR DUAL CREDIT COURSES AT COLLEGES THAT THESE ARE EXPLICITLY DALLAS COLLEGE ENROLLED STUDENTS.

CORRECT.

OK.

AND OUR TUTORING SERVICES WOULD QUALIFY FOR OFF CAMPUS WORK STUDY FOR THESE STUDENTS.

THAT'S CORRECT.

THAT'S AMAZING.

THAT'S THAT'S INCREDIBLE.

AND I'M VERY HAPPY TO SEE A WAGE THAT IS HIGHER THAN WHAT THEY WOULD FIND ANYWHERE ELSE AROUND THE NEIGHBORHOOD.

VERY EXCITING TO SEE THAT AND PUTTING THE SKILLS TO AT PLAY WITH STUDENTS AT EARLIER GRADES.

HOW ARE WE REACHING OUT TO THESE STUDENTS? IS THIS A DALLAS COLLEGE EFFORT? IS THIS OUR EFFORT? HOW ARE WE MAKING SURE THAT WE LET THEM KNOW OF THIS GREAT OPPORTUNITY? IT'S REALLY A JOINT EFFORT.

SO DALLAS COLLEGE HAS ALREADY DONE TWO DIFFERENT INFORMATIONAL SESSIONS THAT STUDENTS COULD SIGN UP FOR.

WE WERE A PART OF THOSE TO HELP KIND OF PROMOTE SOME INTEREST THERE.

THE PROFESSORS ARE ALSO ENCOURAGING THEM AS PART OF IT, YOU KNOW, TO EXPERIENCE TEACHING.

IT'S GREAT, GREAT TO GET INTO THE FIELD OF WORK THAT THEY'RE INTERESTED IN GOING INTO.

SO IT'S BEEN A JOINT EFFORT.

THAT'S WONDERFUL.

THANK YOU.

THAT'S ALL MY QUESTIONS, BUT THANK YOU PRESIDENT MACKEY.

THANK YOU, TRUSTEE GARCIA.

IF I DON'T SEE ANY OTHER QUESTIONS HERE, WE'RE GOING TO MOVE ON TO THE SCHOOL LEADERSHIP DIVISION, TRUSTEES.

[19. SCHOOL LEADERSHIP DIVISION]

ARE THERE ANY QUESTIONS UNDER THE SCHOOL LEADERSHIP DIVISION? 22, 23 B.

GO AHEAD, TRUSTEE FOREMAN.

I DON'T SEE ANY OTHER ONES.

AND PUT YOUR MIC ON, PLEASE.

WAITING ON SOMEBODY TO COME, I DON'T HAVE ANYBODY TO TALK TO.

THEY ARE RUNNING SCARED.

WHERE ARE THEY? SCHOOL LEADERSHIP 23B AROUND THE UNIVERSITY OF TEXAS AT DALLAS.

STRATEGIC INITIATIVES.

POST-SECONDARY PARTNERSHIPS.

OH, THAT'S MY FAULT.

YEAH, I GOT US CONFUSED.

SORRY.

SCHOOL LEADERSHIP IS 20 A AND B, ANYTHING ON A AND B? NO.

OK, STRATEGIC INITIATIVES.

MY APOLOGIES, 23 B TRUSTEE FOREMAN.

[21. STRATEGIC INITIATIVES DIVISION]

IT'S JUST A QUICK QUESTION.

WHO ARE THE IDENTIFIED SCHOOLS FOR THIS PARTICULAR PROGRAM? THE SCHOOLS WILL BE UPDATED UNDER THE NEW AGREEMENT.

WE HAD FIVE SCHOOLS PREVIOUSLY, BUT THE NEW SCHOOLS HAVE NOT FULLY BEEN IDENTIFIED.

SO WHAT WERE THE FIVE SCHOOLS WE HAD IN THE PAST? BECAUSE THIS DOESN'T.

YES, IN THE PAST IT WAS THE SCHOOL OF BUSINESS AT TOWNVIEW, WT WHITE, SPRUCE, MOLINA, ROOSEVELT.

AND SO THIS WILL GIVE US AN OPPORTUNITY TO EXPAND TO MORE SCHOOLS ACROSS THE DISTRICT.

AND HOW MANY ADDITIONAL SCHOOLS ARE WE ADDING? IT'S CONTINGENT UPON THEIR FUND RAISING EFFORTS, BUT THEY ARE LOOKING TO EXPAND TO AT LEAST TWO TO THREE MORE SCHOOLS.

AND WHOSE FUNDRAISING EFFORTS? IT IS UNT.

I'M SORRY, UT DALLAS THE BUSINESS SCHOOL THAT DOES THE FUNDRAISING.

OH, THEY DO THE FUNDRAISING THEMSELVES.

YES.

OK.

IT WAS THEIR INITIATIVE STARTED BY DEAN [INAUDIBLE] AND HE FELT LIKE THAT THE REPRESENTATION OF THE STUDENTS ATTENDING THE UT DALLAS SCHOOL WHILE THEY HAD A LARGE MINORITY POPULATION, IT WASN'T REFLECTIVE OF THE GENERAL DALLAS COMMUNITY.

AND SO HE SAID THAT THIS IS HIS LEGACY WORK AND HE WANTED TO MAKE A COMMITMENT TO THE STUDENTS OF DALLAS ISD TO HELP SUPPORT THEM GETTING INTO THE UT SCHOOL OF BUSINESS AT DALLAS.

OK, THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS UNDER THE STRATEGIC INITIATIVES DIVISION? OK, SEEING NONE, TRUSTEES ARE THERE ANY QUESTIONS UNDER THE INFORMATION

[24. INFORMATION TECHNOLOGY DIVISION]

TECHNOLOGY DIVISION? YES 25 A PLEASE.

GO AHEAD TRUSTEE FOREMAN.

AND JACK, THIS IS QUICK, YOU DON'T EVEN HAVE TO SIT DOWN.

[02:15:11]

WHAT I NEED IS, IS THAT THE BOARD KEEPS GETTING THESE MULTIMILLION DOLLAR PURCHASE ORDERS FOR TECHNOLOGY.

YES.

AND AS YOU KNOW, I'M A VISUAL PERSON, SO I NEED TO HAVE A LISTING FOR THE LAST YEAR, ALL OF THE I.T.

PURCHASE ORDERS THAT HAVE COME FORTH.

THEN I CAN SEE EXACTLY WHAT WE'RE WHAT WE'VE SPENT AND WHAT WE'RE SPENDING ON IT.

AND IF YOU WOULD IDENTIFY THAT BASED ON IF THEY'RE DEVICES, IF IT'S SERVICES, IF IT'S PROGRAMS, I WOULD LIKE TO SEE THAT.

YES, MA'AM.

WE COULD DO THAT.

OK, THANK YOU.

YES.

THANK YOU, TRUSTEE FOREMAN.

IF THERE'S NO OTHER QUESTIONS, WE'LL MOVE ON TO THE FINANCIAL SERVICES DIVISION TRUSTEES.

[26. FINANCIAL SERVICES DIVISION]

ARE THERE ANY QUESTIONS UNDER THE FINANCIAL SERVICES DIVISION? JUST A QUICK QUESTION.

ON WHICH ITEM? THIS IS ON 27 A.

27A.

GO AHEAD, TRUSTEE FOREMAN.

SO DWAYNE.

WHEN I WHEN I READ THIS, I'M JUST READING THAT TOP, IT TALKS ABOUT GIVING THE TRUSTEES DELEGATING CONTRACTUAL AUTHORITY AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER TEXAS EDUCATION CODE, SUCH AND SUCH AND SUCH.

AND THEN AT THE AT THE END OF IT, IT SAYS THIS INCLUDES APPROVAL OF THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDITS.

IT JUST SEEMS A LITTLE BIT SKEWED FOR US TO USE THE LANGUAGE OF DELEGATING THE PURCHASING POWER TO THE DISTRICT JUST FOR THE ATTENDANCE CREDITS.

SO THE LANGUAGE IS A LITTLE BIT, I THINK, CONVOLUTED.

I CERTAINLY KNOW THAT THE SUPERINTENDENT WILL DO THAT.

BUT IT'S A CONTRACTUAL AUTHORITY TO OBLIGATE THE SCHOOL DISTRICT UNDER TEXAS EDUCATION CODES.

SO IT'S LIKE WE DELEGATING OUR AUTHORITIES FOR MORE THAN JUST THIS PIECE.

SO IF YOU JUST LOOK AT THE LANGUAGE, IT WOULD BE I WOULD APPRECIATE IT.

WE CAN DO THAT.

OK, THANK YOU.

ANY OTHER QUESTIONS HERE THAT I'LL HAVE A QUICK QUESTION, DOES IT INCLUDE ANYTHING ELSE BUT THE TAX CREDITS OR KINDNESS CREDITS? SORRY.

NO, THIS IS THIS AGENDA ITEM IS FOR US TO SUBMIT THE APPLICATION THAT WE HAVE TO SUBMIT FOR RECAPTURE.

AND THIS GIVES THE BOARD, THE BOARD, GIVEN THE SUPERINTENDENT THE AUTHORITY TO SIGN THAT APPLICATION.

THANK YOU.

ALL RIGHT, TRUSTEES IF THERE ARE NO OTHER QUESTIONS ON THE FINANCIAL SERVICES DIVISION.

IT'S A LOT OF ITEMS THERE, ANY OTHER ONES THERE, SOME.

OK, I'M ON 28 B, TRUSTEE FOREMAN B.

WHEN I LOOK, I'M LOOKING AT 2020-2021 AND THE DELINQUENT TAXES.

WELL, IT APPEARS THAT.

WE ARE CONSISTENTLY NOT COLLECTING.

TAXES AND THE RATE IS GOING UP, AM I READING THAT CORRECTLY OR AM I NOT READING IT CORRECTLY? AND I'M NOT A DELINQUENT TAXPAYER.

I MEAN, WE WE HAVE THIS IS WHAT WE ACTUALLY COLLECTED IN DELINQUENT TAXES FOR THE MONTH.

THIS IS JUST THE MONTHLY WELL IT'S GOT MONTH AND THEN YEAR TO DATE AND WHAT WE BUDGETED FOR THE YEARS.

OK.

ALL RIGHT.

I WAS JUST TRYING TO MAKE SURE THAT WE WEREN'T GETTING FURTHER BEHIND IN DELINQUENT TAXES.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

ANY OTHER ITEMS YOU HAVE? 28D.

28D.

GO AHEAD.

SO 28D, IT BASICALLY LOOKS LIKE A PLACEHOLDER CONSIDER AND TAKE POSSIBLE ACTION TO ADOPT A RESOLUTION EXPRESSING THE INTENT TO FINANCE CERTAIN EXPENDITURES THAT THE DISTRICT HAS INCURRED OR WILL OCCUR INCUR.

SO ARE THESE THE EXPENSES THAT WE'RE TALKING ABOUT? WHAT THIS IS, IS THIS WOULD BE A REIMBURSEMENT AGREEMENT THAT IF WE IN THE INTERIM OF THE 2020 BOND, THAT WE INCUR IN EXPENSE IN THE GENERAL FUND, THIS WOULD ALLOW THE BOND FUND TO REIMBURSE US UP TO THE DOLLAR AMOUNT THAT'S LISTED HERE IF IN CASE WE HAD TO SPEND SOME MONEY OUT OF THE GENERAL FUND BEFORE WE'VE SOLD BONDS.

SO THAT'S FORTY FIVE MILLION FOR BUSSES, THREE BILLION FOR CONSTRUCTION AND

[02:20:10]

TWO HUNDRED AND SEVENTY MILLION FOR ACQUISITION.

AND THAT WILL BE I KNOW THIS IS JUST IN CASE, BUT THAT'S MORE MONEY THAN WE HAVE IN THE BOND.

SO THE THE ITEMS OF THE ON THE SECOND PAGE ARE THE ITEMS THAT WERE IN THE BOND ISSUE THAT WERE APPROVED.

THE DOLLAR AMOUNT ON THE FRONT PAGE IS THE THREE POINT FIVE BILLION OF ALL OF IT.

BUT BASICALLY WHAT WE'RE ANTICIPATING OR MAKING SURE THAT IF WE NEED TO SPEND ANY MONEY OUT OF THE GENERAL FUND, THAT WE CAN GET REIMBURSED FOR THAT.

SO ARE WE ANTICIPATING SPENDING THREE POINT FIVE BILLION NO? IT WOULD BE A SMALL AMOUNT OF WE NEED TO HAVE A CONTRACTOR SERVICES OR SOMETHING IN THE INTERIM BEFORE WE SELL BONDS.

FOR ME, ALWAYS GIVING AUTHORITY LIKE THAT SOMETIMES BECOMES A LITTLE BIT COMPLICATED, THAT'S WHY I'M ROLLING MY EYES.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

IF THERE'S NO OTHER QUESTIONS I CAN MOVE ON TO YOUR NEXT ITEM.

OH, YES, IT'S 28 F IT'S IN FRONT.

GO AHEAD.

SO WE'RE ADOPTING A TAX RATE, A M&O TAX RATE OF ONE POINT ZERO ZERO SIX TWO.

WHAT WAS IT LAST YEAR? IT WAS A ONE POINT ZERO FIVE FOUR SEVEN, SO IT'S FOUR POINT EIGHT FIVE CENT REDUCTION.

AND THIS IS BASED ON A TEA FORMULA, RIGHT? YES, IT IS BASED ON THE AMOUNT OF VALUE THAT INCREASED IN EXCESS OF THE TWO AND A HALF PERCENT INITIAL BASE.

AND JUST REFRESH MY MEMORY, THE M&O WHEN WE WENT FOR THE TREE WAS HOW MUCH AFTER THAT WAS SUCCESSFUL.

THAT WAS A DOLLAR SEVENTEEN DOLLAR SEVENTY.

OK, THANK YOU.

THANK YOU, TRUSTEE FOREMAN TRUSTEE FLORAS, SO DWAYNE TO FOLLOW UP ON THAT, SO WE'RE REDUCING TAXES, WE'RE REDUCING THE TAX RATE, RIGHT? WE'RE REDUCING THE TAX RATE, WHICH MEANS THE TAXPAYERS ARE GOING TO PAY A LOWER RATE THAN WE DID LAST YEAR.

THAT'S CORRECT.

SO WE'RE REDUCING THE TAX RATE.

TAX RATE.

YES.

YES.

OR JUST MAKING SURE THAT IT'S CLEAR THAT THAT I AM VOTING IN FAVOR OF REDUCING THE TAX RATE.

THANK YOU, AND ITS BASED ON THE STATE MAKING US DO IT.

SO.

SO, ALL RIGHT.

NEXT, ITEM ANY OTHER QUESTIONS ON THAT ITEM.

ALL RIGHT.

WE'RE MOVING ONWARD.

29A.

29A GO AHEAD DWAYNE WHERE ARE YOU GOING? DWAYNE YOU GOT A LOT OF ITEMS. WHERE ARE YOU GOING? HINOJOSA QUESTION BASED ON THE DOCUMENT THAT WE HAVE DR.

HINOJOSA OUR FUND BALANCE BASICALLY SHOWS TO BE DETERMINED.

WE NEED TO KNOW FUND BALANCE AMOUNTS.

I KNOW YOU HAVE AN ISSUE WITH IT, BUT I HAVE AN ISSUE WITH US NOT KNOWING WHAT THE FUND BALANCE IS.

IF WE ARE TO BE STEWARDS OF THE REVENUE THAT COMES IN FROM OUR TAXPAYERS, WE HAVE TO KNOW WHAT THEY ARE.

SO TO BE DETERMINED DESIGNATION REALLY DOESN'T WORK FOR ME.

I NEED TO KNOW EXACTLY WHAT WE HAVE IN THE FUND BALANCE CURRENTLY.

AND THEN MONTH TO MONTH.

THAT'S IMPORTANT TOO.

AND THEN LET'S I SAID THAT THAT WAS A LOT DR.

HINOJOSA.

I LOOKED AT THE REVENUE, AND THIS IS ON PAGE TWO WHAT WE'LL BE SPENDING FOR.

AND I'M ASSUMING THESE ARE DOLLAR AMOUNTS THAT WILL BE ADDED TO THE BUDGET.

IS THAT CORRECT? THAT'S CORRECT.

THEY'LL BE ADDED TO THE BUDGET AND WE WILL ASSIGN FUND BALANCE FOR THOSE.

SAY THAT AGAIN.

THEY WILL BE OUT OF THE BUDGET AND WE'LL USE ASSIGNED FUND BALANCE, SO WE'RE USING ASSIGNED FUND BALANCED MONEY, BUT I DON'T KNOW WHAT THE ASSIGNED FUND

[02:25:05]

BALANCE IS.

OUR CURRENT AS OF THE FISCAL YEAR LAST YEAR, AUDIT OUR UNASSIGNED FUND BALANCE WAS SIX HUNDRED SIXTY ONE MILLION.

WE WILL WE ARE PROJECTING WILL BE IN A SIMILAR RANGE THIS YEAR FOR OUR UNASSIGNED FUND BALANCE.

BUT UNTIL WE GET OUR AUDIT, WE WON'T KNOW THE EXACT AMOUNT.

SO WHY DON'T WE JUST PUT WHAT WE HAVE DEWAYNE AND PUT THE MONEY SO THAT WE'LL KNOW THAT WE DON'T HAVE THE NEW FUND BALANCE? AND THEN I HAD SOME JUST SOME QUESTIONS.

LIKE DESIGNED CENTRAL FISCAL NOTE.

BIG IDEAS CONTEST FISCAL NOTE.

ARE THOSE ITEMS THAT.

OK, I SEE SOME PEOPLE COMING UP, OK? HEY.

HELLO.

HEY, WHAT IS WHAT IS THE DESIGN CENTRAL FISCAL NOTE, WHICH IS WHAT THREE HUNDRED FORTY THOUSAND DOLLARS? YES, MA'AM.

SO THAT'S A NEW PROGRAM THAT WE'RE GOING TO LAUNCH FOR LEADERSHIP TRAINING FOR OUR CENTRAL OFFICE STAFF AND DESIGN THINKING, REALLY SEEDING INNOVATION FOR ALL THE CHIEFS ACROSS THE BOARD, ACROSS THE BOARD IN DALLAS ISD CURRENT, WE HAVE THOSE PROGRAMS FOR TEACHERS AND FOR PRINCIPALS.

DID YOU SAY FOR FOR CHIEFS? NO, NO, NO, NOT FOR CHIEFS.

WANTING TO TO THINK THROUGH THEIR DIVISION.

YEAH, OK, THAT'S BETTER.

AND WHAT ABOUT THE BIG IDEA CONTEST? OK THE BIG IDEA CONTEST IS ANOTHER NEW FISCAL NOTE THAT WE'RE THINKING THROUGH, AND THAT'S TO SEED INNOVATION FOR KIDDOS AND STAFF.

AND SO WE'RE GOING TO HAVE AN ANNUAL BIG IDEA PITCH COMPETITION WHERE KIDS STARTING IN PRE-K ALL THE WAY THROUGH 12TH GRADE CAN COME AND COMPETE IN A DISTRICT WIDE CHALLENGE FOR INNOVATION, ENTREPRENEURSHIP, YOU KNOW, CREATING SOLUTIONS TO PROBLEMS IN THEIR WORLD.

AND AND THERE'S A LOT OF DISTRICTS AROUND THAT HAVE DONE THIS TO A LITTLE BIT.

BUT WE'RE SUPER EXCITED TO THINK THROUGH HOW WE DO THAT FOR CAMPUSES SO TEACHERS AND PRINCIPALS CAN ASSIGN TEAMS AND KIDS CAN, YOU KNOW, THROW THEIR BIG IDEA TO US.

TRUSTEE FOREMAN, IS MARK CUBAN GOING TO BE A JUDGE ON IT? I HOPE.

BUT WE'VE GOT A LOT OF KIDS THAT RIGHT NOW ARE CREATING THEIR OWN APPS.

THEY'RE CREATING THEIR OWN GAMES, THEY'RE CREATING SOME THINGS.

AND WE FEEL LIKE THIS IS A GOOD FORUM FOR KIDS.

SO THAT'S THE BIG IDEA OF PITCH COMPETITION.

OK, AND THEN MAYBE THIS IS NOT YOU REALTOR DESIGN PROJECT A FISCAL NOTE FOR THAT.

OH, IT'S ME.

IT'S YOU, IT IS ME.

WHAT.

SO WE KNOW WE'VE GOT A LOT OF RECRUITING AND MARKETING FOR OUR NEIGHBORHOOD SCHOOLS AND OUR CHOICE SCHOOLS.

AND SO WE MEET WITH A LOT OF REALTORS ACROSS THE BOARD.

THIS THIS REALLY IS A PROJECT PLAN TO HELP US REDESIGN OUR MARKETING MATERIALS WITH [INAUDIBLE] SHOP SO THAT APARTMENT LOCATORS, REALTORS, EVEN OUR HOUSING AUTHORITY, THEY'VE GOT MATERIAL THAT SHOWS WHAT THE NEW PIECES ARE FOR DALLAS ISD.

WE'VE GOT A LOT OF NEIGHBORHOOD SCHOOLS.

SO BIRDIE ALEXANDER IS AN EXAMPLE IT'S A NEW FINE ARTS ACADEMY IN SOUTHERN DALLAS.

WE WANT TO BE ABLE TO REALLY SHOW THE COMMUNITY ALL OF THOSE NEW PIECES.

AND SO THIS SPECIFICALLY THIS NOTE IS AROUND WORKING WITH REALTORS APARTMENT LOCATIONS AND PEOPLE IN THE COMMUNITY THAT CAN SELL THAT STORY FOR DALLAS ISD.

SO THE ONLY ONE I REALLY UNDERSTAND ON HERE IS THE SPED CAMERAS, BUT I THOUGHT DR.

HINOJOSA WE WERE GOING TO PAY THAT OUT OF ANOTHER BUDGETED AMOUNT.

THE SPED CAMERAS, WE DIDN'T SAY THAT, BUT I THINK YOU DID.

NO, NOT TO MY UNDERSTANDING IT THEY'RE TO BE PAID OUT OF 199 AND WE VERY LIKELY WON'T NEED TO SPEND ALL THAT MONEY THIS YEAR.

BUT IT'S RESERVING THAT IN CASE WE DO.

IN CASE THOSE ARE NEEDED BUT THAT WAS RESERVED AT A 199 GENERAL OPERATING OK.

SO WAS IT 199 OR ARE WE TALKING ABOUT THE FUND BALANCE BECAUSE THIS IS SUPPOSED TO BE ASSIGNED FUND BALANCE AMOUNTS.

[02:30:01]

SO IS THE SPED CAMERAS OUT OF 199 OR.

I'M JUST THERE OUT OF 199, THEY'D BE PART OF THIS ASSIGNED FUND BALANCE, SO WE HAVE THE UNASSIGNED FUND BALANCE, BUT THEN WE ALSO HAVE ANOTHER PORTION THAT WE CALL THE ASSIGNED FUND BALANCE.

SO THEY'RE BOTH IN 199.

AND AND SO THAT WILL BE A PORTION OUT OF THE ASSIGNED FUND BALANCE.

SO YOU'RE YOU WANT TO ADD ALL OF THIS TO THE ASSIGNED FUND BALANCE, WHICH IS USUALLY FUND BALANCE AMOUNTS THAT WE PAY OUT TO SOMEBODY ELSE BALANCES IS SOMETHING SPECIFIC.

THAT WAS MAYBE NOT IN THE ORIGINAL BUDGET THAT WAS APPROVED IN JUNE.

AND THEN THOSE ARE OFTEN ONETIME TYPE EXPENDITURES.

YEAH, I THOUGHT THINGS LIKE WHEN WE WENT OUT FOR PROGRAMS FOR CONSTRUCTION, WE HAD AN A SSIGNED FUND BALANCE AND WE COULDN'T SPEND THAT PARTICULAR AMOUNT AND THEN WE HAD THE UNASSIGNED.

I NEVER SAW US PUT PROGRAMS LIKE THIS IN THE ASSIGNED FUND BALANCE AMOUNT, IS THAT NEW? IN THE LAST COUPLE OF YEARS, WE'VE HAD ITEMS IN THE ASSIGNED FUND MANAGER, CORRECT, THAT WE HAVE A LONG TERM PAYMENT THAT'S ASSIGNED AND SPENT OVER THE COURSE OF, YOU KNOW, 15, 20 YEARS.

BUT FOR INSTANCE, LAST YEAR IN THE ASSIGNED FUND BALANCE, WE HAD ALL THE ITEMS THAT WE NEEDED FOR PPE COVID RELATED ONLINE.

WE PUT ALL THAT ASSIGNED SO WE COULD SPEND THAT IN WHAT WAS NOW LAST FISCAL YEAR, WELL IT GOT BY ME.

DARN.

THANK YOU.

ALL RIGHT, THANK YOU.

ALL RIGHT, THANK YOU, TRUSTEE FOREMAN, TRUSTEE JOHNSON.

YES.

I WANT TO MAKE SURE I HEARD CORRECTLY WITH [INAUDIBLE] TO BE DETERMINED WITH OUR ASSIGNED FUND BALANCE.

YOU SAID WE ARE WAITING ON THE AUDIT.

WHAT'D YOU SAY WE'RE WAITING ON THE AUDIT TO KNOW WHAT OUR FUND BALANCE WILL BE.

TO GET OUR EXACT FUND BALANCED YES, SIR.

WE'LL HAVE TO WAIT FOR AN AUDIT.

WHAT'S THE TIMELINE AND DATE ON THAT.

OUR AUDIT WAS DUE IN NOVEMBER.

NOW WE CAN WE CAN PROJECT, FUND BALANCE AND GIVE YOU AN IDEA.

BUT IT WOULD BE AN ESTIMATE.

I UNDERSTAND.

OK, BUT SOMEWHERE IN NOVEMBER, YOU SAID, NO, WE CAN WE CAN PROVIDE SOMETHING SOONER.

BUT THERE ARE TIMES WHERE THEY MAKE THE CHANGES.

AND SO IT JUST WITH THE UNDERSTANDING THAT IT'S NOT CORRECT.

AND THAT'S WHY IN THE PAST HAS BEEN TO BE DETERMINED.

BUT WE CAN DEFINITELY GIVE YOU THE ESTIMATE THAT WE HAVE NOW BECAUSE WE'RE WHILE WE'RE STILL GOING THROUGH THE LAST FISCAL YEAR WE'RE PRETTY MUCH CLOSED OUT AND READY TO FINALIZE WITH THE AUDITORS.

THANK YOU.

THANK YOU, TRUSTEE JOHNSON.

ALL RIGHT, THAT SEEMS TO BE IT FOR 29A, ANYTHING IN 30 OR 31.

I'M LOOKING DON'T SAY ANYTHING DR.

WILSON.

ANYTHING IN 32, 33, 34, ALL RIGHT TEAM THE TIME IS NOW 5:51 AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.