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[00:00:03]

THE TIME IS NOW 12:06 P.M.

GOOD MORNING, AND WELCOME TO THE BOARD BRIEFING AND MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF

[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

[2. ACKNOWLEDGEMENTS]

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEOCONFERENCE, A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

DISTRICT ONE, EDWIN FLORES, DISTRICT TWO, DUSTIN MARSHALL, VIA VIDEO CONFERENCE, DISTRICT THREE, DAN MICCICHE, VIA VIDEO CONFERENCE, DISTRICT FOUR, KARLA GARCIA, DISTRICT SIX, JOYCE FORMAN, DISTRICT SEVEN, BEN MACKEY, DISTRICT EIGHT, JOE CARREÓN AND DISTRICT NINE, JUSTIN HENRY, VIA VIDEO CONFERENCE.

OUR SUPERINTENDENT OF SCHOOLS, MICHAEL HINOJOSA JOINS US AND I AM BEN MACKEY, BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA THROUGH DALLAS ISD AND ESPANOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

[INAUDIBLE] IN ORDER FOR THE PRESIDENT, PRESIDENT MACKEY, I WOULD ALSO JUST CLARIFY THAT TRUSTEE JOHNSON IS AVAILABLE ON ZOOM AS WELL.

OH TRUSTEE JOHNSON, THANK YOU, TRUSTEE MACKEY, THANK YOU, TRUSTEE MARSHALL, THANK YOU.

TRUSTEE MAXIE JOHNSON JOINS US VIA VIDEO CONFERENCE AS WELL, MY APOLOGIES.

[3. PUBLIC FORUM]

IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THE MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASKS PUBLIC TO ABIDE BY THE RULES OUTLINED IN BROAD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.

ADDITIONALLY, IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREFORE CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.

EVERYONE IS ASKED TO PLEASE WEAR YOUR MASK OVER YOUR NOSE AND MOUTH WHILE ON DISTRICT PROPERTY. ANY PERSON WHO REFUSES TO WEAR A MASK BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS BOARD MEETING SHALL BE ASKED TO LEAVE BY SECURITY OFFICERS.

FAILURE TO LEAVE THE MEETING WHEN REQUESTED TO DO SO BY OUR SECURITY OFFICERS, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

SO WE WILL NOW MOVE ON TO ACKNOWLEDGMENTS.

DO WE HAVE ANY ELECTED PUBLIC OFFICIALS? I DON'T SEE ANY.

SO WE'LL NOW MOVE ON TO NUMBER THREE, OUR PUBLIC FORUM, OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.

I'M TOLD, HOWEVER, THAT WE HAVE NO SPEAKER SIGNED UP TO SPEAK AT THIS MEETING, SO THEREFORE WE WILL MOVE INTO ITEM FOUR, THE BOARD WILL NOW RETIRED A CLOSED SESSION.

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

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

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

THE BOARD WILL RETIRE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING SECTIONS 551071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

55072, DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY, 551074, T O DELIBERATE THE APPOINTMENT, EMPLOYMENT AND EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER EMPLOYEE AND 551089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO THE INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION, AS DESCRIBED BY SECTION 2059.055B POINT OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES. THE TIME IS NOW 12:10 P.M.

AND WE ARE IN CLOSE SESSION.

ALL RIGHT, THE TIME IS NOW 1:39 P.M.

AND THE BOARD RETURNS TO OPEN SESSION.

NO ACTION WAS TAKEN WHILE IN CLOSED SESSION.

WE'RE NOW GOING TO MOVE ON TO ITEM FIVE VISION AND PROGRESS MONITORING, SO I'M GOING TO

[5. VISION/PROGRESS MONITORING]

TURN IT OVER TO DR.

REYNOLDS AND THE TEAM FOR STUDENT OUTCOME GOALS ONE AND FIVE AND CONSTRAINTS ONE THROUGH THREE. YES, MR. PRESIDENT, MEMBERS OF THE BOARD, THANK YOU FOR THIS OPPORTUNITY.

I'LL TURN IT OVER TO THE STAFF WHO WILL BE GUIDING US THROUGH THIS LATEST INFORMATION REGARDING THE STUDENT OUTCOME GOALS.

GREAT, THANK YOU, THANK YOU, PRESIDENT MACKEY, TRUSTEES AND DR.

HINOJOSA. I'M HERE TO PRESENT THE OUTCOMES OF OUR RESULTS ON OUR GOALS AND THE CONSTRAINTS. SO STARTING JUST WITH SOME HIGH LEVEL REPORTING, AS WE ANTICIPATED, WE HAVE

[00:05:05]

SEEN AN IMPACT ON OUR ACCOUNTABILITY AROUND GOAL ONE, DOMAIN ONE AND THE CONSTRAINTS STATEWIDE. WE DID SEE DECLINES IN DOMAIN ONE, WHICH IS COMPRISED OF STAR OUTCOMES AND END, OF COURSE, ASSESSMENTS.

WE SAW DECREASES ACROSS TEXAS AND DALLAS ALSO EXPERIENCED THOSE DECLINES.

WE'VE SEEN THAT HAPPEN ALSO AS WELL ON OUR END, OF COURSE, ASSESSMENT AND MAP DECLINES.

WE ALSO SAW PARTICIPATION RATES DECLINE AND WE, LIKE MANY DISTRICTS, IF YOUR STUDENTS PARTICIPATE IN THOSE ASSESSMENTS, WE DROPPED FROM 97 SEVEN PERCENT TO 88 PERCENT.

MUCH OF THAT OBVIOUSLY WAS IMPACTED BY BOTH IN-PERSON AND VIRTUAL LEARNING AND SOME OF THE CHALLENGES THAT WE SAW WITH THAT.

NEXT SLIDE, PLEASE. SO WE'RE GOING TO JUMP INTO WHERE WE ARE WITH OUR FIRST GOAL, GOAL ONE, DOMAIN ONE FOR ALL STUDENTS IN GRADES SIX THROUGH EIGHT FELL BELOW THE ADJUSTED TARGETS. AND YOU CAN SEE HERE THAT FOR THE FIRST GOAL WE HAD ADJUSTED, OUR TARGET TO 43, OUR ACTUAL PERFORMANCE ENDED UP AT THIRTY SIX.

I THINK IT WAS CHALLENGING TO ANTICIPATE WHAT THE IMPACT OF THE PANDEMIC WOULD BE WHEN WE MADE THOSE ADJUSTED TARGETS.

AND WE CAN SEE THAT WE DID FALL SHORT OF THAT.

JUST AS A QUICK REMINDER, WE WILL NOT HAVE OUTCOMES FOR GPM ONE POINT ONE, ONE POINT TWO OR ONE POINT THREE.

WE DON'T HAVE ACP DATA TO BE ABLE TO CALCULATE THOSE THOSE AREAS.

NEXT SLIDE FOR GRADES, FOR GOAL FIVE, WHICH IS LOOKING AT OUR MIDDLE GRADES, AGAIN, WE DID FALL SHORT OF THE ADJUSTED TARGETS.

OUR ACTUAL PERFORMANCE WAS AT THIRTY ONE PERCENT AGAINST THE THIRTY NINE PERCENT TARGET.

AGAIN, WE WON'T HAVE ACP PERFORMANCE FOR OUR MIDDLE GRADES.

AND WHEN WE LOOK AT OUR MAP ASSESSMENT, WE HAD ADJUSTED THAT TARGET TO 39.

WE DIDN'T MAKE IT TO THIRTY SIX POINT FIVE, BUT AGAIN, SHORT OF THE ANTICIPATED TARGET THAT WE HAD HOPED FOR. UH, NEXT SLIDES, WE'RE GOING TO LOOK AT OUR PERFORMANCE ON CONSTRAINTS. WE'RE SLIGHTLY MORE NEGATIVE THAN THE PREVIOUS PANDEMIC YEAR, FOUR CONSTRAINTS FOR TWO OF THE THREE CONSTRAINTS, AND THEN WE HAVE NEW BASELINE DATA TO DEMONSTRATE. SO WHAT YOU CAN SEE HERE IS WE HAD SET A GOAL FOR THE FIRST CONSTRAINTS DON'T ALLOW A LOW LEVEL OF CAMPUS STAFF SATISFACTION.

WE WANTED TO SEE THAT DROP TO TWENTY ONE PERCENT.

WE REMAINED RELATIVELY FLAT AT 25 PERCENT.

OBVIOUSLY, WE DO WANT TO SEE GREATER PERCENTAGES OF CAMPUS SATISFACTION.

BUT I DO THINK FOR A YEAR OF PANDEMIC IN THE WAY THAT WE HAD EXPERIENCED THAT WE SEE FLAT PERFORMANCE IS ACTUALLY GOOD NEWS THAT IT HASN'T DECLINED MORE.

FOR CPM, TWO POINT ONE FOR OUR STUDENTS RESPONDING WE WANTED TO MAKE SURE THAT WE SAW THAT STUDENTS RESPONDING TO STUDENT EXPERIENCES NEGATIVELY OR NEUTRALLY WILL DECREASE FROM TWENTY FIVE TO TWENTY ONE.

AGAIN, WE SAW THAT FLAT ACROSS THAT AND THEN FOR THREE POINT ONE, WHICH IS THE REPORTING OF OUR PRINCIPALS, WE'RE ESTABLISHING A BASELINE.

THE MAJORITY OF OUR PRINCIPALS HAD POSITIVE FEEDBACK.

WE HAD THIRTEEN POINT SIX PERCENT OF OUR PRINCIPALS WHO GAVE US NEGATIVE OR NEUTRAL FEEDBACK ON THOSE CONSTRAINTS.

SO LET ME PAUSE AND SEE IF THERE ARE ANY QUESTIONS ON HOW WE'VE DONE WITH THOSE, THOSE TWO GOALS. THANK YOU, WE'LL START WITH QUESTIONS.

WE'LL BEGIN WITH TRUSTEE FOREMAN AND IF ANY TRUSTEES ARE ONLINE, IF YOU CAN USE THE RAISE HAND FEATURE, SO I CAN SEE THAT.

OK. DR. HINOJOSA, SO THIS IS WHAT I WAS WORKING ON, WAITING ON YOU YESTERDAY.

SO A FEW QUESTIONS, DR.

HINOJOSA SAID YOU'RE WORKING, WAITING ON ME, SO.

SO I HAVE JUST A FEW QUESTIONS TO START WITH, AND I'LL START JUST ON PAGE TWO, WHERE WE TALKED ABOUT THE DOMAIN ONE, STAR RESULTS DECREASED ACROSS TEXAS.

WHAT WOULD BE GOOD FOR ME IS WE ACTUALLY PUT THE NUMBER IN SO THAT I CAN SEE THE NUMBERS AS YOU DO THE REPORTS, BECAUSE I'M A REAL VISUAL PERSON AND IT'S EASIER FOR ME TO COMPARE BASED ON PUTTING THOSE NUMBERS IN ALONG WITH OUR RESULTS.

SO YOU HAVE THE STATE'S RESULTS AND YOU HAVE THE DISTRICT'S RESULTS, AND THAT'S ON BULLET POINT ONE AND THREE OF THOSE, OK.

AND THEN UM ON, THIS IS PAGE SEVEN, AND ON CPM, ONE POINT ONE WHERE WE TALK ABOUT THE PERCENTAGE OF CAMPUSES WITH NEGATIVE AND NEUTRAL RESPONSES ON CLIMATE SURVEY ABOVE THE CAMPUS

[00:10:03]

DIRECTION WILL DECREASE FROM TWENTY FOUR PERCENT.

ONE OF THE THINGS THAT I FIRST THINK ABOUT IS HOW MANY NEW PEOPLE DO WE HAVE ON THE CAMPUSES AND HOW IS THAT GOING TO IMPACT THIS SURVEY BECAUSE WE HAVE A LOT OF NEW PEOPLE IN THE DISTRICT? WE HAVE A LOT OF NEW TEACHERS, A LOT OF NEW PRINCIPALS, AND HOW DOES THIS IMPACT THE SURVEY? IT PROBABLY WILL, BECAUSE WE'VE MOVED PEOPLE AROUND IF THEY'RE NOT NEW TO THE DISTRICT, THEY'RE NEW TO A SCHOOL.

AND SO I'M WONDERING HOW THAT WILL IMPACT.

I DON'T KNOW IF WE CAN CAPTURE THAT OR NOT, BUT THAT WOULD BE INTERESTING.

AND THEN ON A CPM, TWO POINT ONE.

THE PERCENTAGE OF STUDENTS RESPONDING NEGATIVELY.

SO WE HAVE, WE HAVE A SITUATION WHERE WE HAVE VIRTUAL AND IN-PERSON STUDENTS AND HOW ARE WE GOING TO MEASURE THEM DIFFERENTLY OR ARE WE MEASURING THEM TOGETHER BECAUSE THE EXPERIENCE IS CERTAINLY DIFFERENT? YEAH, THAT'S TRUE. AND SO THAT WOULD BE A QUESTION THAT I WOULD ASK.

AND ON CPM, THREE POINT ONE, AGAIN, IT'S RELATIVE TO THE NUMBER OF NEW PEOPLE THAT WE HAVE IN PLACE, WE HAVE NEW PRINCIPALS IN PLACE.

AND SO WITH THE NEW PRINCIPALS IN PLACE, THEY'RE PROBABLY NOT GOING TO GET THE SAME RATINGS AS A PRINCIPAL THAT'S BEEN ON THE CAMPUS FOR SEVERAL YEARS.

AND I'M EXPERIENCING IT RIGHT NOW WITH NEW PRINCIPALS.

SO ARE WE GOING TO TAKE THAT INTO CONSIDERATION AS WE GO THROUGH THIS PROCESS? I THINK WE SHOULD.

SURE. I THINK THAT'S A REALLY GOOD POINT.

IN ALL CASES, THE NEUTRAL CATEGORY IS ACTUALLY LARGER THAN THE DISAGREE OR STRONGLY DISAGREE CATEGORY, AND THAT MAY REFLECT NEW PEOPLE, NEW POSITIONS.

I WILL TAKE IT BACK TO SEE IF WE CAN DISAGGREGATE BY LONGEVITY, EITHER ENROLL OR IN DISTRICT. I'M NOT SURE IF THAT'S PART OF THE INFORMATION WE COLLECT, BUT I'M PARTICULARLY INTERESTED TIFFANY IN THE PRINCIPALS.

BECAUSE WE HAVE A LOT OF NEW PRINCIPALS THROUGHOUT THE DISTRICT, AND WHAT WE DON'T WANT TO DO IS HAVE A NEGATIVE IMPACT ON THEIR FUTURE BASED ON THEIR FIRST YEAR OF BEING A PRINCIPAL AT A PARTICULAR SCHOOL.

SOME OF THEM MOVING FROM ELEMENTARY SCHOOLS TO MIDDLE SCHOOLS, SOME OF THEM MOVING FROM MIDDLE SCHOOLS TO HIGH SCHOOLS.

SOME OF THEM CHANGE IN HIGH SCHOOLS OR CHANGE IN MIDDLE SCHOOLS OR CHANGE IN ELEMENTARY SCHOOLS. SO I THINK WE HAVE TO BE EXTREMELY CAREFUL AS WE DO THAT.

AND THEN LASTLY, WE HAVE CAMPUSES, BUT PARTICULARLY OUR MAGNET CAMPUSES, OUR OTI CAMPUSES, THOSE ARE VERY SMALL CAMPUSES COMPARED TO CAMPUSES WITH A THOUSAND KIDS, 2000 KIDS, 4000 KIDS.

AND WE'RE TRYING TO LOOK AT IT ALL AS ONE, AND I THINK WE NEED TO HAVE SOME WAY OF MAKING SURE THAT IT'S EQUAL AS WE GO THROUGH THIS PROCESS, IF THAT MAKES SENSE.

I THANK YOU, I THINK IT DOES.

OK, THANK YOU. SEE, DOCTOR HINOJOSA, I WASN'T JUST PLAYING.

OK, THANK YOU, TRUSTEE FOREMAN.

TRUSTEES, OTHER QUESTIONS HERE? TRUSTEES ONLINE.

SO I DO HAVE A COUPLE QUESTIONS, SO FIRST OF ALL, THANK YOU FOR BRINGING THIS, I THINK THIS IS THE MOST IMPORTANT THING THAT A BOARD DOES IS MONITOR PROGRESS TOWARDS ITS GOALS.

MY FIRST QUESTION ABOUT THIS IS SO STARTING WITH I KNOW THE DATA FROM THE PRIOR GOAL.

I MEAN, WE TALKED ABOUT THESE LAST TIME SPECIFICALLY BECAUSE BASED ON LAST YEAR'S DATA AND WHERE WE DON'T HAVE DATA.

ON THESE CONSTRAINTS WHERE ARE THE TRENDS? DO WE SEE WHAT TRENDS DO WE SEE? IS IT HAPPENING AT CERTAIN SCHOOLS, IN CERTAIN FEEDER PATTERNS? IS IT THE SAME SCHOOLS OVER AND OVER AGAIN? IS IT EVENLY AND RANDOMLY DISTRIBUTED? WHERE IS THIS COMING FROM AND WHAT HAVE WE GLEAN FROM THE DATA THAT WE'VE LOOKED AT TO UNDERSTAND WHAT WE NEED TO DIAGNOSE? I HAVEN'T LOOKED AT PREVIOUS DISAGGREGATED DATA.

I THINK FRANKLY, THE BIGGEST OPPORTUNITY THAT WE EXPERIENCE ON THE CONSTRAINTS IS MOVING THE NEUTRAL CATEGORY.

SO WHEN YOU LOOK AT THE CLIMATE SURVEY CPM ONE POINT ONE, THE NEUTRAL CATEGORY IS SIXTEEN POINT FOUR PERCENT.

THE DISAGREE IS SEVEN POINT FIVE AND STRONGLY DISAGREE IS FORTY FOUR POINT THREE.

SO YOU CAN SEE IT'S BIGGER AS A NEUTRAL CATEGORY.

AND SO THOSE ARE PEOPLE WHO COULD GO EITHER DIRECTION.

AND I THINK THERE'S A LOT OF OPPORTUNITY FOR US TO MOVE BY REALLY TARGETING BOTH THE THE PEOPLE WHO ARE IN THE DISAGREE, BUT ALSO IN THE NEUTRAL CATEGORY.

[00:15:03]

FOR EITHER THE STAFF OR THE STUDENTS, ARE THERE CERTAIN CAMPUSES THAT HAVE A HIGHER PREPONDERANCE OF NEUTRAL OR NEGATIVE RESPONSES? IF SO, ARE THERE TRENDS AMONG THOSE? I'M, I ACTUALLY DON'T KNOW.

TIFFANY, I'M NOT SURE IF YOU HAVE ANY OF THAT INFORMATION AT HAND.

TRUSTEE MACKEY, WE CAN GET YOU MORE DETAILED DATA, BUT WHAT WE KNOW IS THAT TYPICALLY OUR MAGNET OCI CAMPUSES TYPICALLY HAVE MORE POSITIVE RESPONSES AND THEN SOME OF OUR COMPREHENSIVE CAMPUSES, TYPICALLY YOU'LL SEE MORE NEGATIVE AND NEUTRAL RESPONSES WHEN YOU HAVE TO TRUSTEE FOREMAN'S POINT, A NEWER PRINCIPAL, A NEW ADMINISTRATIVE STAFF.

YOU'LL SEE THAT FOR EITHER THE YEAR OR THE NEXT YEAR OR TWO UNTIL EITHER STAFF IS SUPPORTED OR SOME OF THE CULTURAL SHIFTS AND CHANGES TAKE PLACE.

SO YOU TYPICALLY HAVE MORE NEGATIVE RESPONSES WHERE YOU SEE MORE, WHERE YOU SEE NEWER STAFF, IF THAT MAKES SENSE.

WE DEFINITELY DID SEE I'M LOOKING AT THE BREAKDOWN ELEMENTARY VERSUS SECONDARY, AND WE DEFINITELY SAW SIGNIFICANTLY LOWER ENGAGEMENT IN SECONDARY THAN WE DID IN ELEMENTARY.

SO ELEMENTARY ENGAGEMENT WAS AT 74 PERCENT SATISFACTORY.

SECONDARY ENGAGEMENT WAS AT 54 PERCENT.

I THINK THAT DEFINITELY REFLECTS SOME OF THE CHALLENGES WE HAVE WITH ENGAGING HIGH SCHOOL STUDENTS, IN PARTICULAR ON THE HYBRID SCHEDULE THAT WE KNOW THAT WE WANT TO DO DIFFERENTLY THIS YEAR. HOW DO EACH OF THOSE COMPARED TO THEIR NATIONAL NORMS? BECAUSE I KNOW THERE'S A DIFFERENT NATIONAL NORM FOR SECONDARY THAN THERE IS FOR ELEMENTARY AND ELEMENTARY GENERALLY SKEWS HIGHER IN THE RAW PERCENTAGE.

HOW DO THOSE COMPARE TO NATIONAL NORMS? WE CAN DEFINITELY FOLLOW UP TO GET THAT FOR YOU.

UM. DO WE SEE ANY TRENDS ON THE STUDENTS AROUND STUDENT GROUPS, ANY PARTICULAR EITHER DEMOGRAPHIC CATEGORIES OR SCHOOLS IN WHICH STUDENTS ARE SCORING THEIR EXPERIENCE LOWER THAN OTHERS? AGAIN, YOU WILL TEND TO SEE A MORE POSITIVE RESPONSE FOR OUR MAGNET STUDENTS, OUR OTI STUDENTS, SO CHOICE SCHOOLS AND ELEMENTARY STUDENTS.

SO BY THOSE GROUPS, YOU'LL SEE MORE POSITIVE RESPONSES, FOR DEMOGRAPHICS WE CAN GET THAT BREAK DOWN FOR YOU. YEAH, I THINK GENERALLY AND AGAIN, I APPRECIATE THAT WE HAVE THIS, I THINK THAT IT IS PERFUNCTORY IF WE DON'T ACTUALLY HAVE THE DATA TO BE ABLE TO UNDERSTAND AND KNOW WHAT WE'RE GOING TO DO DIFFERENT.

I THINK THE QUESTION HERE IS WHAT ACTION STEPS ARE WE TAKING AS A DISTRICT TO SPECIFICALLY TARGET THE AREAS OF IMPROVING THIS? YEAH, WE HAVE DATA FOR YOU AND WE ARE TAKING VERY SPECIFIC ACTION STEPS FOR EACH OF THE CONSTRAINTS. SO FOR INSTANCE, WITH OUR, I'LL JUST GIVE AN EXAMPLE WITH OUR CLIMATE SURVEY RESPONSES, ONE OF THE THINGS THAT OUR ONE OF THE THINGS THAT WE'RE DOING IS WE ACTUALLY CREATED A CULTURE RUBRIC BASED OFF THE DATA THAT WE SAW, AND WE'RE ASKING OUR ED'S TO WALK WITH PRINCIPALS AROUND THAT PARTICULAR CULTURAL RUBRIC FOR THOSE AREAS THAT WE KNOW WE NEED TO FOCUS ON.

WE ALSO HAVE OUR PRINCIPALS DOING SORT OF COACH CULTURE CHECKS AND WALKS, WORKING TOGETHER TO DETERMINE WAYS THAT THEY CAN INCREASE THE CULTURE AND CLIMATE FOR OUR CAMPUSES.

AND WE USE THE DATA SPECIFICALLY TO DEVELOP THOSE RUBRICS AND TO COME UP WITH SOME OF THE ACTION STEPS AND AGAIN WE CAN SHARE THE ACTION STEPS THAT WE'RE TAKING AROUND THE CAMPUSES, THE STUDENTS AND ALSO PRINCIPALS, WE CAN SHARE THAT WITH YOU.

SO FOR INSTANCE, WHERE WE TALKED ABOUT PRINCIPAL EMPOWERMENT, WE'VE CREATED SOME FOCUS GROUPS AND ADVISORY GROUPS.

WE'VE CREATED DIFFERENT GROUPS TO HELP US WITH TO COME UP WITH WAYS THAT WE CAN EMPOWER OUR PRINCIPALS. WE'RE DOING A LOT OF WORK WITH ESSER FUNDS AND WE ALSO HAVE ACROSS DIVISIONAL GROUP THAT'S WORKING WITH US TO COME UP WITH STRATEGIES AROUND SOME OF THIS WORK AS WELL. AND I THINK, BOARD AND DR. HINOJOSA. I THINK JUST TO ADD TO THE CONVERSATION AS WE LOOK AT THREE POINT ONE, THE THEORY OF ACTION BEFORE WE HAD DATA, WE HAD ANECDOTAL DATA, IF YOU WILL, QUALITATIVE DATA TELLING US THAT WE NEED TO MAKE SOME ADJUSTMENTS, THE THEORY OF ACTION AND OBVIOUSLY WE PRESENTED THAT TO THE LAST BOARD BRIEFING.

AND I THINK THE OTHER PIECE THAT SPEAKS DIRECTLY TO PRINCIPALS AWARENESS AND UNDERSTANDING AND SATISFACTION IS WE WILL ALSO BEGUN TO DEVELOP MONTHLY COMMUNICATIONS.

THE PRINCIPALS, FOR EXAMPLE, LETTING THEM KNOW WHAT AUTONOMY IS OR SUPPORTS OR SORT OF ON THE HORIZON FOR THAT PARTICULAR MONTH OR THE NEXT MONTH AND A HALF SO THAT THEY CAN ENGAGE IN THOSE SUPPORTS OR AUTONOMY IN A TIMELY FASHION.

AND THAT WAS SOME OF THE FEEDBACK WE RECEIVED WHEN WE MET WITH THE HIGH PRIORITY CAMPUS PRINCIPALS. SO I JUST WANT TO SHARE THAT WITH YOU AS WELL.

YOU KNOW, WE AS WE HAVE THIS DATA, I THINK YOU MAKE A GOOD POINT.

WE NEED TO DOVE DEEPER INTO IT.

BUT ALSO, I THINK THERE ARE SOME ADJUSTMENTS THAT WE'VE MADE ALREADY, EVEN IN ADVANCE OF THE DATA. PRESIDENT MACKEY, WE HAVE DR.

[00:20:03]

OAKLEY ON LINE HERE.

SHE CAN ADD A LITTLE BIT ABOUT YOUR QUESTION.

CECILIA, YES, THANK YOU.

I WANTED TO ADD ABOUT THE PRINCIPAL SURVEY, WE DO NOT HAVE THAT BROKEN DOWN BECAUSE THAT IS ANONYMOUS. WE GET THAT FROM THE VENDOR.

AND SO WE JUST HAVE AN AGGREGATE FOR THE PRINCIPAL DATA.

AND THAT WAY THEY CAN FEEL COMFORTABLE RESPONDING WITHOUT ANYTHING COMING BACK.

AS IN THE CLIMATE SURVEY, THOSE INDIVIDUAL REPORTS ARE OUT THAT TIFFANY WAS TALKING ABOUT MS. HEWITT AND I THINK THAT WE CAN BREAK THAT RECORD THAT DOWN FURTHER.

A STUDENT, WE HAVE THE DATA THAT COMPARES, THIS IS THE FIRST TIME OUR SURVEY HAD A NATIONAL COMPARISON.

SO I HAVE THAT PRESENTED TO YOU OR PROVIDE IT TO YOU.

THE DATA BY STUDENT GROUPS HAVE TO SEE IF WE CAN GET THAT AT THE DISTRICT LEVEL, BUT WE DEFINITELY HAVE IT AT THE CAMPUS LEVEL THAT IT'S ON A PLATFORM, EVEN THAT YOU HAVE ACCESS TO. AND THAT'S WHAT, THAT'S ALL I WANTED TO ADD, THANK YOU.

THANK YOU, YEAH, I UNDERSTAND THE ANONYMITY OF THE THREE POINT ONE THAT MAKES SENSE TO ME. I THINK MY HOPE GOING FORWARD ON ALL OF THESE, WHETHER IT'S ABOUT THESE CONSTRAINTS OR THE GOALS, IS THAT THIS IS NOT JUST A BROAD, HIGH LEVEL HERE, GENERALLY WHAT THE SCORES ARE AND YOU KNOW, WE'RE DOING CULTURE WALKS LIKE, I THINK THIS IS THE VENUE FOR US TO REALLY DIG IN TO THE OUTCOMES.

AND WHERE ARE WE ADDRESSING AND HOW ARE WE DOING THIS? BECAUSE IN THE NEXT QUESTIONS, I NEED TO COME FROM THE BOARD, IN MY OPINION ARE, WELL THEN WHAT DO WE NEED TO DO TO FURTHER SUPPORT YOU IN IMPROVING THE CULTURE OR IMPROVING OUTCOMES IN THESE AREAS? BECAUSE I GOT A WHOLE HOST OF QUESTIONS.

I MEAN, BASED ON THE PANORAMA SURVEY, ARE AFRICAN-AMERICAN STUDENTS PERCEIVING THEIR EXPERIENCE THE SAME WAY THAT OUR HISPANIC STUDENTS ARE, THE SAME WAY THAT OUR BILINGUAL ESL STUDENTS ARE LIKE, THAT'S WHAT I FEEL LIKE IS REALLY IMPORTANT AND MISSING FROM THIS CONVERSATION. I DON'T THINK THE BOARD IS EQUIPPED TO ASK THOSE QUESTIONS BECAUSE WE CAN'T SEE THAT. AND THAT WOULD BE MY HOPE GOING FORWARD AS WE MOVE INTO THIS AND AS WE MOVE INTO REGULAR MONITORING OVER WHAT'S HAPPENING OVER THE COURSE OF THE YEAR.

BUT MY ONLY OTHER QUESTION AROUND GOALS IS WHEN CAN WE EXPECT TO START TO SEE VOY DATA FROM OUR MAP ASSESSMENTS IN SOME OF THE OTHER ONES I KNOW WE HAD THIS DATA IS FROM LAST YEAR, BUT I KNOW WE'RE IN THE PROCESS OF REALLY GETTING THAT UP AND RUNNING.

WHEN CAN THE BOARD ANSWER THAT QUESTION? YES, WE HAVE TO THE END OF SEPTEMBER BEFORE OUR TRADITIONAL SCHOOLS HAVE FINISHED TESTING WITH THE MAP. I THINK WE ARE SCHEDULED FOR GPM TWO POINT ONE OR THREE POINT ONE NEXT MONTH. BUT I'M NOT SURE WE'LL HAVE IT EXACTLY, BUT WE SHOULD START HAVING IT WITHIN THE NEXT MONTH OR SO.

GREAT, THANK YOU FOR THAT.

UM, TRUSTEES, ANY OTHER QUESTIONS? TRUSTEES ONLINE.

YES, THIS IS TRUSTEE JOHNSON, TRUSTEE JOHNSON GO AHEAD.

I DON'T KNOW IF IT WAS KIND OF BLINKING OUT OVER HERE ON MY END, IS THIS RESULT? I'M SORRY. SO YOU GUYS GOT TO SEE ME.

I'M SORRY. IS THIS THE GPM FOR LAST YEAR OR THE YEAR BEFORE THAT? WHAT RESULTS OF THIS, AND IF NOT, WHEN WILL WE GET THE UPDATED INFORMATION? SO THIS REFLECTS LAST YEAR'S DATA, AND FOR COMPARISON PURPOSES, WE HAVE THE PREVIOUS TWO YEARS WORTH OF DATA AS WELL.

OK, MS. HEWITT, I KNOW CULTURE AND CLIMATE HAS A LOT TO DO WITH THE SUCCESS OF EVERY CAMPUS.

CAN YOU GIVE ME THE CULTURE AND CLIMATE SURVEY, THE CLIMATE SURVEY FOR THE SCHOOLS AND DISTRICT FIVE AND PARTICULARLY THE MIDDLE SCHOOLS AND HIGH SCHOOLS? AND THEN WE'LL WORK TOWARD THE ELEMENTARY BECAUSE I WANT TO SEE WHERE WE'RE AT, BECAUSE I THINK THAT HAS A LOT TO DO WITH THE SUCCESS OF OUR CAMPUSES.

SO CAN YOU PROVIDE THAT WITH ME? PLEASE, FOR ME, PLEASE? YES, SIR. I WILL DEFINITELY SHARE THAT WITH YOU.

I'LL GET THOSE THAT INFORMATION TO YOU IF YOU CAN GIVE ME THAT ASAP.

I THINK TRUSTEE MACKEY SAID THIS.

THIS IS WHAT WE DO AS TRUSTEES.

THIS IS VERY IMPORTANT. SO I WOULD LIKE TO SEE WHERE WE ARE WITH THAT BECAUSE THAT'S GOING TO TELL A LOT ABOUT THE SUCCESS OF OUR CAMPUS AND WHAT WE NEED TO DO TO IMPROVE THAT. THANK YOU SO MUCH.

THANK YOU, TRUSTEE JOHNSON, ANY OTHER TRUSTEES ONLINE.

WITH QUESTIONS. ALL RIGHT, THANK YOU ALL.

WE WILL MOVE ON TO ITEM SIX INFORMATION REPORTS AND BEGIN WITH DR.

[6. INFORMATION/REPORTS]

HINOJOSA LEGISLATIVE UPDATE.

THANK YOU, MR. PRESIDENT, MEMBERS OF THE BOARD.

THE REPORT WILL BE BRIEF, BUT WE DID HAVE SOME LEGISLATIVE ACTIVITY FROM THE SECOND SPECIAL SESSION AND NOW POTENTIALLY FROM THE THIRD SPECIAL SESSION.

BEGINNING FIRST OF ALL, WITH THE SPECIAL SESSION THAT JUST CONCLUDED, WE'RE NOT GOING TO GO INTO MUCH DETAIL ON THESE BECAUSE THE ENROLLED VERSION IS JUST NOW BEING ANALYZED AND WE'LL TELL YOU HOW MUCH OF THIS IMPACTS THE DISTRICT, BUT MORE MUCH MORE INFORMATION WILL

[00:25:01]

BE AVAILABLE SOON, AND WE'LL GET THAT TO YOU.

SO WHAT PASSED WAS SENATE BILL ONE, WAS THE HIGHLY DEBATED ELECTION BILL, WHICH WILL HAVE AN IMPACT ON TRUSTEE ELECTIONS.

AND THAT'S SO THAT ONE IS SOMETHING THAT IS A LOT MORE TO COME, BUT WE DON'T HAVE ANYTHING IN DEPTH TO COVER TODAY.

SENATE BILL THREE, ALSO PASSED, WHICH WAS THE ANTI CRITICAL RACE THEORY.

IT WAS MODIFIED CAREFULLY TO PROTECT TEACHERS SO THAT THEY WOULDN'T GET IN TROUBLE AND PROVIDED SOME OTHER SITUATIONS ABOUT TRYING TO LESSEN THE IMPACT OF THIS BILL.

BUT IT DID PASS, AND WE'RE ANALYZING THAT ONE AS WELL.

SENATE BILL SEVEN PASSED, WHICH IS A 13TH CHECK FOR TRS RETIREE'S.

SENATE BILL EIGHT, EXTENDS A TAX REFUND IN THE AMOUNT OF THE HOMESTEAD EXEMPTION FOR HOME OWNERS THAT QUALIFY, AND THAT'S TO BE FUNDED BY THE STATE.

SENATE BILL NINE REQUIRES SCHOOLS TO PROVIDE INSTRUCTIONAL MATERIALS AND ADOPT POLICIES ABOUT THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING, VIOLENCE, ET CETERA.

SENATE BILL 15 PASSED, WHICH WE TESTIFIED ON BEHALF OF, WHICH WE MIGHT REGRET, WHICH IT ALLOWS US TO DO VIRTUAL INSTRUCTION.

HOWEVER, IT WAS SO COMPLEX AND CONVOLUTED IN THE END.

AS OF RIGHT NOW, WE DON'T KNOW IF WE'LL HAVE ANY STUDENTS THAT QUALIFY FOR IT OR IF WE WANT STUDENTS TO QUALIFY FOR IT.

THERE WAS SO MUCH DEBATE AND GOING BACK AND FORTH AND THEN SOME UNINTENDED CONSEQUENCES.

SO THAT ONE WE WE'RE GOING TO DO OUR VIRTUAL PROGRAM AT LEAST FOR NINE WEEKS AND PROBABLY FOR A SECOND NINE WEEKS.

BUT WE DON'T KNOW THAT WE'LL GET MUCH IN AS FAR AS STATE RESOURCES BECAUSE OF THE CONVOLUTED NATURE OF THAT BILL.

ALSO, HOUSE BILL FIVE PASSED, WHICH IS THE APPROPRIATIONS PIECE THAT PAYS FOR ALL OF THIS INFORMATION. SO.

AND ALSO ALLOWED ARTICLE 10 TO PASS SO THAT THE STATE CAN CONTINUE TO OPERATE BECAUSE THEY WERE THREATENED THAT THEY WOULDN'T BE ABLE TO OPERATE THE LEGISLATIVE BUDGET BOARD OR ANY OF THE LEGISLATIVE OFFICES WITHOUT THAT PASSING.

THAT WAS THE SECOND GENERAL SESSION.

THE THIRD GENERAL SESSION IS GOING TO START NEXT WEEK.

I'M SORRY ON SEPTEMBER THE 20TH, MAYBE NEXT WEEK.

I DON'T KNOW. I'M GETTING CONFUSED NOW, AND THE CALL IS VERY NARROW RIGHT NOW.

ONE OF IT IS REDISTRICTING, WHICH YOU KNOW ALL ABOUT.

SECOND IS HOW THE STATE IS GOING TO HELP US SPEND OUR FEDERAL DOLLARS, THE AMERICAN RESCUE PLAN APPROPRIATIONS.

SO THERE'S GOING PROBABLY TO BE SOME MISCHIEF IN THAT ONE.

THE THIRD ONE, TRANSGENDER STUDENT PARTICIPATION IN UIL SPORTS.

THE FOURTH ONE IS PROHIBITING SCHOOL ENTITIES AND STATE GOVERNMENTS, ANY GOVERNMENTS FROM MANDATING MASK, I MEAN, MANDATING COVID 19 VACCINES.

THE MASK MANDATE DID NOT MAKE THE CALL SO THAT ONE IS NOW GONE AWAY, IT'S GOING TO WORK ITS WAY THROUGH THE COURTS.

BUT SAN ANTONIO ISD IS MANDATING VACCINES FOR THEIR ENTIRE DISTRICT, AND SO THIS IS GOING TO FLY DIRECTLY IN THE FACE OF THAT, THEIR DECISION.

WE HAVE NOT GONE DOWN THAT PATH AS OF YET.

THE ONLY ONE, THE ONLY CALL THAT DOES NOT AFFECT SCHOOL DISTRICTS IS THE UNLAWFUL RESTRAINT OF A DOG.

SO I DON'T KNOW, BUT THAT'S A CALL RIGHT NOW FOR THE SPECIAL SESSION.

THERE'S ALREADY ONE OF OUR SENATORS, AND IT'S NOT.

IT'S A SENATOR WHO REPRESENTS A VERY SMALL PORTION OF OUR DISTRICT HAS ALREADY FILED FIVE BILLS. SENATE BILL, 11, TO PROHIBIT VACCINATION STATUS DISCRIMINATION.

SENATE BILL, 13, RELATED TO PROHIBITING VACCINE MANDATES.

SENATE BILL 14, I'M SORRY THAT WAS SENATE BILL 14.

SENATE BILL 13 WAS ABOUT EXEMPTIONS TO VACCINE MANDATES.

SENATE BILL 17 WAS ABOUT LIABILITY PROVISION OF A LIABILITY INSURANCE COVERAGE FOR GENDER TRANSITIONING OR GENDER ASSIGNED MEDICAL PROCEDURES FOR STUDENTS FOR CHILDREN.

AND THEN SENATE BILL TWENTY SIX, NOT ALLOWING A POLITICAL SUBDIVISION TO USE PUBLIC FUNDS FOR LOBBYING ACTIVITIES.

SO, WELCOME BACK TO THE FUTURE.

WE GOT MORE LEGISLATION COMING, I'M SURE WE'LL BE SOMEWHAT ACTIVE.

I'LL BE GLAD TO TRY TO ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE, BUT THAT CONCLUDES MY LEGISLATIVE UPDATE.

[00:30:02]

THANK YOU, DR. HINOJOSA, TRUSTEES, DO WE HAVE ANY QUESTIONS FOR DR.

HINOJOSA HERE? TRUSTEE JOHNSON, TRUSTEE JOHNSON, GO AHEAD.

COULD YOU GET MORE WITH THE CRT, THE CRITICAL RACE THEORY? WHAT DOES THAT MEAN FOR US? OR ARE WE ABLE TO OUR TEACHERS ABLE TO TALK OR TEACH ABOUT BLACK HISTORY AND HISPANIC HISTORY OR MEXICAN HISTORY? BECAUSE I BELIEVE, OF COURSE, OUR STUDENTS NEED TO KNOW OUR HISTORY AND THEIR HISTORY.

SO WHAT DOES THAT LOOK LIKE IN THE FUTURE FOR DALLAS ISD? WE'RE ANALYZING THAT. I DON'T KNOW IF SHANNON OR DR.

LEAR HAVE ANY FURTHER INFORMATION.

WE THINK WE CAN CONTINUE WITH THOSE PROGRAMS BECAUSE OF SOME OF THE COMPROMISES THAT WERE MADE, AND THERE'S REALLY NO, NOT A LOT OF ENFORCEMENT ABILITY IN THAT CRITICAL RACE THEORY. SO JUST LIKE THE MASK SITUATIONS THERE, IT WAS VERY NEBULOUS ABOUT WHAT THE ENFORCEMENT WAS.

THERE'S VERY LITTLE, IT'S VERY NEBULOUS ABOUT ENFORCEMENT, SO WE'RE NOT GOING TO CURB A LOT OF OUR ACTIVITIES.

WE ARE GLAD THAT TEACHERS ARE GETTING PROTECTION BECAUSE I PROMISE YOU SOMEONE IS GOING TO VIDEOTAPE A TEACHER'S LESSON AND TRY TO TURN IT INTO THE CRT POLICE AND AT LEAST OUR TEACHERS ARE PROTECTED.

TRUSTEE JOHNSON, THERE'S A LOT YET TO BE, OUR ATTORNEYS ARE GOING TO HELP US FIGURE OUT, YOU KNOW, HOW WE CAN CONTINUE TO DO OUR RACIAL EQUITY INITIATIVE IN SPITE OF THIS LEGISLATION. DR. LEARY, ANYTHING TO ADD TO THAT? NO, I THINK THAT YOU'VE CAPTURED IT WELL.

I DO THINK THAT WE'RE GOING TO NEED TO HAVE A COMMUNICATION STRATEGY WITH OUR TEACHERS TO MAKE SURE THAT THEY UNDERSTAND, YOU KNOW, THAT WE'RE NOT TEACHING CRITICAL RACE THEORY AND JUST TO MAKE SURE THAT THEY'RE COMFORTABLE WITH THE INFORMATION THEY RECEIVE.

BUT OUR AFRICAN-AMERICAN STUDIES AND MEXICAN-AMERICAN STUDIES COURSES AREN'T GOING TO BE IMPACTED. THANK YOU, DR.

HINOJOSA AND DR. LEARY.

EVEN THOSE THAT'S TRYING TO DEFINE THE CRITICAL RACE THEORY REALLY DO NOT KNOW ABOUT IT, TRYING TO DEFINE SOMETHING THEY REALLY DO NOT KNOW ABOUT.

AND OF COURSE, YOU GUYS KNOW THAT I'VE GONE TO AUSTIN TO SPEAK OUT AGAINST WHAT THEY'RE TRYING TO DO, BUT I'M APPRECIATIVE TO KNOW THAT THE SUPERINTENDENT AND ADMINISTRATION IS STILL WORKING TOWARD MAKING SURE THAT OUR STUDENTS KNOW OUR AFRICAN-AMERICAN HISTORY AND OUR MEXICAN HISTORY AND WORKING WITH THE RACIAL EQUITY DEPARTMENT TO PROTECT OUR TEACHERS.

BUT THIS IS SOMETHING THAT NEEDS TO BE TAUGHT IN OUR SCHOOLS.

SO THANK YOU FOR YOUR EFFORTS AND STANDING STRONG CONCERNING THIS SITUATION, DR.

HINOJOSA. THANK YOU, THANK YOU, TRUSTEE JOHNSON.

ANY OTHER QUESTIONS HERE? I HAVE ONE QUESTION, JUST ONE STATEMENT IN REGARDS TO THE VIRTUAL SCHOOL BILL, I KNOW YOU MENTIONED THERE WAS A LOT OF CONVOLUTED ASPECTS TO IT.

WHAT CAME OF THE REQUIREMENT THAT WAS DISCUSSED AROUND? YOU COULD ONLY BE ELIGIBLE FOR FUNDING FOR STUDENTS WHO LIVE WITHIN YOUR ATTENDANCE ZONE BOUNDARY, DID THAT FALL OFF? WHERE WHERE DID THAT END UP? THAT'S STILL A REQUIREMENT, AND THERE ARE SO MANY OTHER DISQUALIFIERS THAT WAS THE LEAST OF OUR WORRIES. BUT YEAH, THAT'S STILL IN PLAY.

OK, AND THEN LIKE TRUSTEE JOHNSON, I JUST WANT TO ENCOURAGE US AS A DISTRICT TO CONTINUE TO FIGHT ANY OF THIS LEGISLATION THAT INFRINGES ON OUR STUDENTS RIGHTS, THREATEN THE SAFETY OF OUR STUDENTS, LIKE THE ASSAULT ON TRANSGENDER STUDENTS, LIKE THE ASSAULT ON OUR RACIAL EQUITY WORK. AND I JUST HOPE THAT WE CONTINUE TO PUBLICLY PUSH AGAINST THAT AGENDA. ABSOLUTELY.

TRUSTEES IF THERE ARE NO OTHER QUESTIONS THERE.

WE WILL MOVE ON TO ITEM B, THE SUPERINTENDENTS REPORT, ESSER UPDATE ENROLLMENT, VIRTUAL LEARNING AND RACIAL EQUITY.

THANK YOU, THANK YOU, MR. PRESIDENT, MEMBERS OF THE BOARD.

THERE ARE NEW FORMAT WILL START OUT WITH THEIR SUPERINTENDENT'S REPORT ON THE ITEMS YOU HAVE IDENTIFIED, AND I WILL NOW TURN IT OVER TO OUR DEPUTY SUPERINTENDENT, SUSANA CORDOVA, WHO WILL START WITH OUR ESSER UPDATE.

YES, THANK YOU, THANK YOU, PRESIDENT MACKEY AND TRUSTEES.

WE DO HAVE SOME UPDATES AND I WANT TO BRIEFLY DISCUSS WHERE WE ARE WITH OUR ESSER FUNDING. WE'VE SPENT QUITE A BIT OF TIME SINCE THE AWARD WAS ANNOUNCED, BUILDING THE STRUCTURES TO ENSURE THAT WE HAVE GOOD MONITORING PROCESSES AND PLANS IN PLACE TO DELIVER ON THE OUTCOMES THAT ESSER IS INTENDED TO DO.

WE HAVE STRUCTURES THAT WILL FACILITATE OUR ABILITY TO MONITOR PROGRESS, TO COORDINATE ACROSS OUR DEPARTMENTS AND TO RESOLVE ANY DEPENDENCIES TO MAKE A QUICK, INFORMED DECISIONS TO ENSURE THAT WE HAVE GOOD COMMUNICATION AWARENESS AND BUY IN AND TO USE GOOD PROGRESS MONITORING PROCESSES FOR IMPLEMENTATION AND PROCESS IMPROVEMENT.

WE'VE REALLY FOCUSED ON CROSS DIVISIONAL COLLABORATION TO BE ABLE TO DO THAT AND WILL BE REPORTING TO THE BOARD ON A VERY REGULAR BASIS WHERE WE ARE.

NEXT SLIDE, PLEASE.

I WANTED TO JUST QUICKLY REMIND EVERYBODY WHAT THE LARGEST EXPENDITURES OUT OF OUR ESSER FUNDS ARE. THE VAST MAJORITY OF THE FUNDING IS TARGETING LEARNING, RECOVERY AND

[00:35:04]

ACCELERATION TO TRY TO ADDRESS MANY OF THE CONCERNS THAT YOU HAVE EXPRESSED AROUND OUR STUDENT PERFORMANCE.

THE BIGGEST LINE ITEMS IN THOSE AREAS ARE AROUND LOWER CLASS SIZE AND OUR EXTENDED SCHOOL YEAR. BUT YOU CAN SEE THE EXPENDITURES, THE TOP 20 EXPENDITURES ON THE RIGHT THAT GO ALONG WITH LEARNING, RECOVERY AND ACCELERATION IN OUR EQUITABLE ACCESS AND LEARNING ENRICHMENT. THE LARGEST EXPENDITURES GO INTO OUR CELL TOWER PILOT AND DEVICE EXPANSION.

WE WANT TO MAKE SURE THAT STUDENTS HAVE THE ABILITY TO TAP INTO LEARNING BOTH IN SCHOOL AND OUTSIDE OF SCHOOL, ALONG WITH MANY OF THE EXTENDED SCHOOL OPPORTUNITIES THAT ARE AROUND ENRICHMENT AND ENGAGEMENT.

AND THEN FINALLY, OUR HEALTHY STUDENTS, SCHOOLS AND COMMUNITIES LOOKS AT MANY OF THE INFRASTRUCTURE IMPROVEMENTS AROUND AIR QUALITY AND HEALTHY ENVIRONMENTS, ALL OF OUR PPE.

BUT IT ALSO INCLUDES THE WORK THAT WE'RE DOING AROUND OUR RESET CENTERS.

AND SO ON A REGULAR BASIS, WE WILL BE PROVIDING WRITTEN UPDATES AS WELL AS UPDATES HERE AT THIS TABLE WITH WHERE WE ARE WITH OUR ESSER FUNDS.

SO THANK YOU FOR THAT. OK, SO WE BEGAN PREPARING FOR OUR ENROLLMENT PROCESS IN APRIL OF LAST YEAR, AS YOU KNOW, MANY OF OUR MAGNET SCHOOL SELECTIONS ARE THE STUDENTS ARE RECEIVE THEIR ACCEPTANCE LETTERS FOR THOSE PROGRAMS. TYPICALLY, IN APRIL, WE BEGIN OUR PRE-K ENROLLMENT THAT TAKES PLACE IN APRIL AS WELL.

FORTY FIVE DAYS PRIOR TO THE START OF SCHOOL, WE TYPICALLY START OPENING OUR ENROLLMENT CENTERS FOR THE NEXT SCHOOL YEAR TO ENCOURAGE OUR INCREASED ENROLLMENT NUMBERS AND PRE ENROLLMENT NUMBERS. AND SO THAT'S AVAILABLE AS WELL.

AND THEN OUR CAMPUS STARTED ENROLLMENT EVENTS THIS YEAR.

WHAT YOU WOULD HAVE SEEN THIS SCHOOL YEAR'S CAMPUS IS DOING, LIKE NEIGHBORHOOD WALKS, CAMPUSES DOING THINGS AND ACTIVITIES LIKE ENROLLMENT DAYS AND ENROLLMENT NIGHTS FOR THEIR PARENTS SO THAT WE CAN INCREASE ENROLLMENT FOR OUR STUDENTS AS WE START THIS SCHOOL YEAR AFTER THE SECOND DAY OF THE CALENDAR.

SO IT DIDN'T MATTER IF IT WAS BASED CALENDAR OR INTERCESSION CALENDAR OR REDESIGNED CALENDAR. WE DROPPED OUR NO SHOWS AND THEN WE HAVE OUT 18 DAYS AFTER THE BASE CALENDAR, WE DO A PRINCIPAL VERIFICATION TO DETERMINE IF THE ACTUAL BODIES THAT SHOWED UP ON CAMPUS MATCHES WHAT WE EXPECTED IN OUR PROJECTED NUMBERS.

AND THEN WE HAVE OUR TEAM SNAPSHOT DATE ON AUGUST 29TH.

NEXT SLIDE, WHAT WE FOUND FOR OUR ACTUAL 15 DAY COUNT THIS SCHOOL YEAR WAS ONE HUNDRED AND FORTY THREE THOUSAND THREE HUNDRED AND NINETY STUDENTS, AND THAT'S AGAINST OUR PROJECTION OF ONE HUNDRED AND FORTY FIVE THOUSAND FORTY FIVE STUDENTS.

AND SO THAT'S WHERE WE'RE CURRENTLY SITTING WITH OUR ENROLLMENT.

I'LL TAKE OVER AT THIS POINT TO GIVE YOU SOME NEWS AROUND PRE-K ENROLLMENT, WHICH IS EXCEEDING PROJECTIONS AT THIS POINT.

THE BAR CHART ON THE LEFT REPRESENTS OUR FOCUS ON BUILDING BACK PRE-K ENROLLMENT FROM THE PANDEMIC DROP. AS YOU CAN SEE IN THE NUMBERS THERE ARE CURRENT ENROLLMENT REPRESENTS TEN THOUSAND ONE HUNDRED AND FIFTY THREE STUDENTS AS BROKEN BETWEEN PRE-K THREE AND PRE-K FOUR ENROLLMENT SIZES.

THE CHART ON THE RIGHT SHOWS THE BREAKDOWN BETWEEN THE PROGRAMMATIC OPTIONS THAT WE HAVE AVAILABLE, AS WELL AS THE STRAIGHT THREE YEAR OLD AND FOUR YEAR OLD PROGRAMING ON CAMPUS.

WE DID EXPAND OUR PRE-K THREE CLASSROOMS DURING THE 21-22 SCHOOL YEAR, AND THAT IS BOOSTING SOME OF OUR ENROLLMENT IN THE THREE YEAR OLD PROGRAMING.

ADDITIONAL DETAILS WILL BE PROVIDED IN A BOARD UPDATE TOMORROW TO GIVE YOU SOME MORE INFORMATION AROUND THIS, BUT WE ARE EXCITED THAT PRE-K IS MOVING IN AN UPWARD TRAJECTORY AT THIS POINT. ALSO, I WANTED TO GIVE YOU A QUICK UPDATE AROUND OUR VIRTUAL ACADEMY OFFERING AS A COVID STRATEGY FOR OUR STUDENTS.

AS YOU KNOW, AROUND THE WEEK OF AUGUST 24TH, WE DID WORK TO COLLABORATE WITH OUR SCHOOL LEADERSHIP TEAM, OUR OTI TEAM AND OUR ENROLLMENT TEAMS TO SET UP A VIRTUAL OPTION FOR OUR STUDENTS. AT THIS TIME, WE HAVE ABOUT 1600 STUDENTS ENROLLED WHO REPRESENT THE TARGET AUDIENCE, WHICH WERE 11 YEAR OLD STUDENTS AND UNDER WHO ARE NOT ELIGIBLE FOR THE VACCINE, AS WELL AS HOMEBOUND OR MEDICALLY FRAGILE STUDENTS.

WE OFFER A CORE INSTRUCTION ONLINE THROUGH SYNCHRONOUS MODULES, SO THEY HAVE DIRECT INTERACTION WITH TEACHERS, AS WELL AS SOME ASYNCHRONOUS INSTRUCTION WITH PHYSICAL EDUCATION AND SELECT ELECTIVE AVAILABILITY.

THIS IS AN INVESTMENT, AS DR.

HINOJOSA MENTIONED ON THE PART OF THE DISTRICT AS A COVID STRATEGY TO SUPPORT FAMILIES WHO WANT TO BE IN SCHOOL BUT HAVE CONCERNS ABOUT THE SAFETY WITH THE THE COUNTY BEING IN THE RED AT THIS TIME.

[00:40:02]

THE VIRTUAL ACADEMY WILL CONTINUE ON A NINE WEEK ROTATING BASIS, AS MENTIONED BEFORE, AND WE WILL REEVALUATE EACH NINE WEEK PERIOD TO DETERMINE CONTINUATION.

WE DO ANTICIPATE THAT WE WILL BE IN EFFECT PROBABLY FOR THE FIRST TWO NINE WEEKS AND WE'LL MAKE DECISIONS AS THEY COME.

SO AS WE TURN TO INTERNSHIPS, WE'RE REALLY PROUD, EXCITED OF THE WORK THAT OUR STUDENTS ARE ABLE TO DO THIS SUMMER WITH INTERNSHIPS AND AS YOU CAN SEE, THEY'VE MORE THAN DOUBLED FROM TWO YEARS AGO AND GIVEN THE FACT THAT WE ARE STILL IN THE PANDEMIC AND MOST OF MOST OF THESE INTERNSHIPS WERE VIRTUAL, AND WE'RE REALLY GRATEFUL FOR OUR INDUSTRY PARTNERS FOR ACTUALLY TAKING A CHANCE ON OUR STUDENTS.

AND I THINK THE MORE THE MORE THEY ENGAGE, AND WE ALL SEE THE RECIPROCAL BENEFIT FOR OUR STUDENTS, BUT ALSO FOR THE THE INDUSTRY PARTNERS.

AND SO WE'VE GONE FROM 165 TWO YEARS AGO TO 416.

AND I THINK WHAT'S IMPORTANT IS JUST SHARE SOME EXAMPLES.

YOU KNOW, P-TECH IMPORTANT ASPECT, OF COURSE, IS THE WORKPLACE LEARNING PIECE, AND OUR STUDENTS ARE GETTING A VERY GOOD GLIMPSE AND OPPORTUNITIES TO ENGAGE IN JUST A FEW NUMBERS I WANT TO SHARE WITH YOU FROM SOME OF THE INDUSTRY PARTNERS.

AMERICAN AIRLINES HAD HAD SEVEN INTERNS THIS SUMMER.

ACCENTURE HAD TWENTY ONE.

PEPSICO HAD THIRTY.

THOMSON REUTERS HAD 50 AND IBM HAD ALMOST THREE HUNDRED.

SO IT'S JUST AMAZING WHAT THEY'RE DOING TO PROVIDE EXPERIENCES FOR OUR STUDENTS.

AND I THINK ALSO THE NEXT SLIDE YOU'RE GOING TO SEE, THEY'RE ALSO EMPLOYING OUR STUDENTS BECAUSE THEY SEE THE BENEFIT.

AND SO AS YOU LOOK AT THE NUMBERS, OUR STUDENTS COLLECTIVELY EARN ONE POINT SIXTY SEVEN MILLION DOLLARS, WHICH IS PRETTY, PRETTY PHENOMENAL.

TO THE RIGHT, YOU CAN SEE SOME OF THE JOB OPPORTUNITIES THAT THEY HAD, MANY OF WHICH WERE VIRTUAL, SOME FACE TO FACE.

BUT I'LL EVEN TELL YOU THAT THE CIO OF AMERICAN AIRLINES ALLOWED ONE OF OUR STUDENTS TO BE AN INTERN.

SO I JUST THINK THAT SPEAKS TO THE INVESTMENT THAT OUR PARTNERS ARE MAKING AND HOW IMPRESSIVE IT IS THE WORK THAT'S HAPPENING ACROSS OUR PARTNERS.

THERE ARE CURRENTLY 46 OF OUR P TECH GRADUATES WHO ARE ACTUALLY EMPLOYED BY OUR PARTNERS.

AND THEN WE HAVE EIGHT MORE WHO ACTUALLY ARE IN THE INTERVIEW PROCESS WITH AMERICAN AIRLINES FOR I.T.

POSITIONS. SO JUST WHAT WE WANT TO SHARE THAT WITH YOU BECAUSE WE ARE MAKING GREAT PROGRESS EVEN IN SPITE OF THE PANDEMIC AND THE WORK IS MAKING A DIFFERENCE FOR OUR STUDENTS. SO IN THE RACIAL EQUITY DEPARTMENT, WE ARE CONTINUING TO HAVE A FOCUS ON RESOURCE AND EQUITIES.

WE'RE BUILDING THIS YEAR UPON THE WORK THAT HAPPENED LAST YEAR, AND WE'VE SEEN A LOT OF PROGRESS IN MANY OF THE PILLARS, BUT WE'VE ALSO SEEN THAT THERE'S SOME ATTENTION THAT NEEDS TO HAPPEN IN SEVERAL OF THOSE PILLARS.

FOR EXAMPLE, WE SAW THAT THERE WERE SOME DISCREPANCIES OR INEQUITIES WITH DISCIPLINE, AS WELL AS BECAUSE OF COVID.

WE NEED FAR MORE TIME FOR ACCELERATING STUDENT LEARNING.

SO YOU CAN SEE UNDER PROGRAMMATIC EQUITY, WE'VE ADDED OUR RESET CENTERS AND INSTRUCTIONAL EQUITY. WE'VE ADDED EXPANDED TIME OR COLLABORATIVE TIME FOR TEACHERS.

I WOULD, I THINK I HAVE DR.

QUINN ON THE LINE THERE, AND SO I'D LIKE TO ASK HER TO ADD A LITTLE MORE TO THE STRATEGY AND THE PRIORITIES THAT WE HAVE UNDER EACH OF THOSE PILLARS.

THANK YOU, DR. LEAR.

HERE YOU CAN SEE OUR DISTRICT'S EQUITY YEAR AT A GLANCE, WHICH INCLUDES ALL DEPARTMENTAL EQUITY EFFORTS AND WORK STREAMS. INSTRUCTIONAL EQUITY PRIORITIES BEGIN WITH RECRUITING AND RETAINING OUR MOST EFFECTIVE TEACHERS TO TEACH AT CAMPUSES THAT HAVE BEEN IDENTIFIED AS HIGH PRIORITY.

AND THEN WE WANT TO PRIORITIZE PROVIDING THOSE TEACHERS WITH SUFFICIENT TIME TO COLLABORATE WITH THEIR COLLEAGUES ON USING CULTURALLY RELEVANT AND RESPONSIVE CURRICULAR MATERIALS THAT WILL INCORPORATE RIGOR AND DIFFERENTIATION.

IN ADDITION TO THOSE CORE SUPPORTS, WE BELIEVE THAT TARGETED READING INTERVENTION IS ESSENTIAL TO ACCELERATE, ACCELERATE LEARNING AND CLOSE ACHIEVEMENT GAPS FOR OUR STUDENTS WHO HAVE EXPERIENCED THE MOST PROFOUND LEARNING LOSS.

ANOTHER PRIORITY FOR THE YEAR IS GOING TO BE TO ENSURE THAT WE ARE PROVIDING EQUITABLE PROGRAM OPPORTUNITIES FOR OUR STUDENTS, AND THIS PRIORITY IS ACTUALLY TWOFOLD.

ON THE ONE HAND, WE ARE IMPLEMENTING PROACTIVE AND RESTORATIVE PRACTICES THAT ARE DESIGNED TO KEEP OUR STUDENTS IN SCHOOL AND NOT INTERRUPT THEIR LEARNING.

AND WE'RE ALSO BEING VERY CAREFUL AND CAUTIOUS TO REFRAIN FROM OVERLY IDENTIFYING STUDENTS AS EMOTIONALLY DISTURBED OR ANY OTHER SPECIAL EDUCATION LABELS.

BUT THEN, ON THE OTHER HAND, WE ARE INTENTIONALLY ENSURING THAT OUR STUDENTS HAVE EQUITABLE OPPORTUNITIES TO ENROLL IN ADVANCED COURSES AND HAVE EXPOSURE TO HONORS CURRICULA. WE'VE INCREASED THE NUMBER OF MENTORS WHO WILL ASSIST WITH RECRUITING, SUPPORTING AND PROVIDING STUDENTS WITH EQUITABLE ACCESS TO MAGNET AND CHOICE PROGRAMING.

AND THIS YEAR WE ARE ALSO EXPANDING THE MENTOR SUPPORT TO INCLUDE OUR HIGH SCHOOL ENGLISH

[00:45:03]

LEARNER NEWCOMERS SIMILAR TO INSTRUCTIONAL EQUITY.

THE INSTRUCTIONAL EQUITY PILLAR IS OUR EQUITABLE LEADERSHIP AND OPERATIONS PILLAR, WHICH PRIORITIZES RECRUITING AND RETAINING OUTSTANDING LEADERS TO PROVIDE INSTRUCTIONAL LEADERSHIP AT OUR HIGH PRIORITY CAMPUSES.

IT'S CRITICAL ALSO THAT WE SUPPORT OUR LEADERS IN UNDERSTANDING THE SPECIFICS THAT EXIST AT THEIR OWN SCHOOLS.

AND SO THE USE OF A PRINCIPAL DASHBOARD THAT HIGHLIGHTS STUDENTS AND TEACHERS PROGRESS AND DEMOGRAPHICS WILL ALLOW PRINCIPALS TO MAKE THE NECESSARY INSTRUCTIONAL SCHEDULING AND STAFFING DECISIONS THAT MAY BE REQUIRED TO CLOSE THE EQUITY GAPS.

WE ALSO KNOW THAT WE CAN SUPPORT OUR LEADERS BY IMPROVING OUR VERY OWN CENTRAL OFFICE COORDINATION AND COHERENCE, AND BY CONTINUALLY MEASURING AND MONITORING EACH DEPARTMENT'S EQUITY PROGRESS AND MAKING CORRECTIONS UP TO 30 DAYS.

I'M SORRY, I'LL BE BACK AS SOON AS I GET THEM DONE.

THANK YOU. ALL RIGHT.

I'M SORRY. I HAVE TO GO. EXCUSE ME, OUR PRIORITIES UNDER CULTURALLY COMPETENT AND DIVERSE WORKFORCE SIMULTANEOUSLY AIM TO, FIRST OF ALL, INCREASE THE DIVERSITY OF BOTH OUR CAMPUS AND CENTRAL OFFICE STAFF, AS WELL AS CREATING WELCOMING SPACES FOR DIVERSE PERSPECTIVES THROUGH EQUITY MINDSET, PROFESSIONAL DEVELOPMENT AND LEARNING.

AND THEN ALSO ENGAGEMENT PRIORITIES INCLUDE BOTH STUDENT AND PARENT INVOLVEMENT IN OUR SCHOOLS, AS WELL AS THE WORK FROM OUR INTERDEPARTMENTAL EQUITY PROGRESS TEAM WHO ACTUALLY CREATE THE GOALS AND IMPLEMENT THE STRATEGIES AROUND ALL OF THE WORK THAT YOU SEE HERE.

ALSO, WE ENGAGE WITH THE TRUSTEE APPOINTED ADVISORY COUNCIL, OR TAC, AS IT'S BETTER KNOWN, AND THEY GIVE US INPUT AND FEEDBACK ON OUR DISTRICT'S EQUITY GOAL AND PROGRESS.

OUR FIRST MEETING WITH THESE TWO GROUPS WILL BE HELD THIS MONTH.

WE CONTINUE ALSO TO PRIORITIZE ACCESS TO TECHNOLOGY AND OTHER RESOURCES IN OUR HIGHEST NEEDS NEIGHBORHOODS SO THAT STUDENTS WILL HAVE HIGH SPEED BROADBAND, AS WELL AS TAKE ADVANTAGE OF THE WRAPAROUND SERVICES THAT OUR STUDENT AND FAMILY RESOURCE CENTERS WILL OFFER. NEXT SLIDE, PLEASE.

OUR PLAN IS TO CONTINUE TO PROVIDE MONTHLY FOCUSED UPDATES ACROSS ALL OF THESE WORK STREAMS THAT YOU'VE SEEN HERE TODAY IN EITHER THE SUPERINTENDENTS REPORT AT BRIEFINGS OR THE FRIDAY BOARD UPDATES.

ALL OF THE UPDATES WILL CONTINUE TO OUTLINE THE INPUTS, THE OUTPUTS AND THE OUTCOMES, ALONG WITH THE PROGRESS INDICATORS FOR ON AND OFF TRACK STATUS.

HOPEFULLY, THIS YEAR AT A GLANCE CALENDAR WILL ALLOW YOU TO SEEK INPUT FROM YOUR CONSTITUENTS PRIOR TO EACH MONTHLY BOARD UPDATE AND THAT THE ACTUAL UPDATES WILL PROVIDE INFORMATION FOR YOU TO SHARE OUR DISTRICT'S EQUITY PROJECTS WITH YOUR VARIOUS COMMUNITIES. THANK YOU.

SO AT THAT TRUSTEES, WE'RE HAPPY TO ADDRESS ANY QUESTIONS YOU HAVE.

THANK YOU FOR THE COMPREHENSIVE REPORT.

TRUSTEES WILL BEGIN WITH QUESTIONS AND IF YOU ARE ONLINE, PLEASE RAISE YOUR HAND.

WE'LL START WITH TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE GARCIA.

SO I HAVE A FEW QUESTIONS, AND I SEE YOU UP HERE NOW, SO I'M GOING TO START BY DIRECTING THESE QUESTIONS IN REGARDING THE ESSER FUNDS AND HOW WE'RE GOING TO GO ABOUT MAKING SURE THAT WE USE THEM IN AN EFFICIENT WAY.

THERE'S SOME QUESTIONS ABOUT SOME OF THE TERMINOLOGY THAT WE HAVE ON THE PRESENTATION, AND I'M STARTING ON PAGE TWO.

AND IT'S THE SECOND BULLET COORDINATION AND RESOLVE DEPENDENCIES ACROSS ACTIVITIES TO MAXIMIZE CAMPUS IMPACTS.

SO I DON'T UNDERSTAND WHAT THE DEPENDENCIES WOULD BE, WHAT THEY WOULD ACTUALLY LOOK LIKE.

MAYBE AN EXAMPLE WOULD HELP ME.

SO AN EXAMPLE OF THAT MIGHT BE IF A SCHOOL NEEDS TO HAVE POSITIONS HIRED TO BE ABLE TO START IMPLEMENTING A PROGRAM, WE'RE DEPENDENT ON THE HIRING OF PEOPLE TO BE ABLE TO EXECUTE IT. IF THE HIRING HAS TO GO THROUGH ONE DEPARTMENT BEFORE IT CAN ACTUALLY GET TO THE CAMPUS, WE WANT TO MAKE SURE THAT WE'RE WORKING TOGETHER TO RESOLVE SOME OF THOSE BARRIERS THAT SOMETIMES SLOW THINGS DOWN.

SO THERE WOULD BE MULTIPLE LEVELS OF CAMPUS PROBLEMS THAT MIGHT BE DIFFERENT BASED ON THE TYPES OF CAMPUSES THEY ARE CORRECT.

ELEMENTARY, OTI, MAGNET SCHOOLS.

AND SO I THINK BREAKING THOSE DOWN WOULD BE MUCH BETTER FOR ME, AWARENESS AND BUY-IN ACROSS THE DISTRICT.

[00:50:02]

IT'S THE SAME THING IS TRYING TO GET THE ELEMENTARY SCHOOLS TO BUY INTO WHAT THE HIGH SCHOOLS ARE DOING IS A BIT DIFFERENT, TRYING TO GET THE MAGNET SCHOOLS TO BUY INTO WHAT YOUR COMPREHENSIVE SCHOOLS ARE DOING, THAT'S A LITTLE DIFFERENT.

AND I JUST THINK IT'S SUCH A BIG DISTRICT THAT THOSE KINDS OF THINGS HAVE TO BE BROKEN DOWN INTO CATEGORIES, SO THERE'S AN OPPORTUNITY TO ADDRESS THEM ALL.

AND THEN BASED ON THE DECISION MAKING MODEL.

THIS HAS BEEN A CONCERN OF MINE IS THAT FROM A SCHOOL LEADERSHIP STANDPOINT, WE'VE HAD A CONSISTENT TURNOVER IN LEADERSHIP.

AND SO I BELIEVE OVER THE LAST 10 OR 11 MONTHS, WE'VE HAD THREE DIFFERENT PEOPLE IN THAT SEAT. AND SO I DON'T I'M NOT CLEAR THAT THOSE INDIVIDUALS HAVE BEEN HAD TO HAVE HAD THE OPPORTUNITY TO BE INVOLVED IN THE PROCESS TO MAKE SURE THAT WHAT HAPPENS IN THE SCHOOLS THEY OWN IT NOT ANOTHER DEPARTMENT, BUT THEY OWN IT.

AND SO AN UNDERSTANDING THAT THE BUCK STOPS, EXCUSE ME, WITH SCHOOL LEADERSHIP AND THAT THE DEPARTMENTS ARE OTHER DEPARTMENTS ARE SUPPORT.

THAT'S RIGHT FOR SCHOOL LEADERSHIP.

THEY ARE NOT LEADING, GUIDING AND DIRECTING.

YOU HEAR ME, TIFFANY.

OH, THERE YOU ARE. THEY'RE NOT LEADING, GUIDING AND DIRECTING IS THAT THEY BECOME SUPPORT. AND THEN MY EXPECTATION OF SCHOOL LEADERSHIP IS THAT SCHOOL LEADERSHIP STEPS UP TO FILL THOSE GAPS THAT I CURRENTLY SEE.

AND PART OF THAT HAS BEEN THE TRANSITION OF LEADERSHIP WITHIN THAT PARTICULAR SITUATION.

SO I HAD TO SAY THAT, EXCUSE ME, THEN THE PART ABOUT THE TEACHERS BEING ABLE TO, ONE OF THE THINGS I'VE HAD SOME CONCERNS ABOUT IS TEACHERS BEING ABLE TO TEACH AND NOT TEACHERS BEING OVERLY INUNDATED WITH PD AND TRAINING.

EVERY TIME WE GET A NEW WIDGET, WE RUN TO THE TEACHERS, WANT THE TEACHERS TO BE TRAINED AND THEY'RE ALREADY WORKING THEIR BEHINDS OFF IN THESE SCHOOLS WITH OUR CHILDREN THAT ARE BEHIND. SO JUST BECAUSE WE SEE SOMETHING NEW ON THE MARKET DON'T MEAN WE NECESSARILY HAVE TO BUY IT. ONE OF THE THINGS THAT THAT I THAT CONCERNS ME ABOUT THE DISTRICT IS WHEN WE HAVE THINGS THAT WORK.

WE WANT TO THROW THAT AWAY AND TRY SOMETHING NEW, IF IT'S WORKING, THEN WE NEED TO BE CONSISTENT AND WE ALWAYS HAVE TO REMEMBER THAT WE HAVE DIFFERENT SEGMENTS OF SCHOOLS WITHIN THIS DISTRICT. WE HAVE OUR NEIGHBORHOOD SCHOOLS, WE HAVE OUR OTI SCHOOLS, WE HAVE OUR MAGNET SCHOOLS AND THEY'RE NOT ALL FUNCTIONING THE SAME.

AND I'LL GET TO SOME OF THAT LATER.

SO I'M ON ACTUALLY ON PAGE THREE.

I'M TRYING TO MOVE FAST BECAUSE MY TEN MINUTES WILL MOVE FAST.

AND IT TALKS A LITTLE BIT ABOUT ENGAGING OUR STUDENTS.

AND ONE OF THE THINGS I THINK WE WE'VE GOTTEN AWAY FROM IS THE EXTRACURRICULAR ACTIVITIES THAT WE AS A BOARD HAD ASKED THE DISTRICT TO MAKE SURE THAT ALL OF OUR CHILDREN WERE INVOLVED IN EXTRACURRICULAR ACTIVITIES.

THAT IS WHAT WE BELIEVE OR WHAT I STILL BELIEVE IS SOMETHING THAT WE NEED TO CONTINUE TO ENGAGE IN. THEN ON PAGE FIVE.

WELL, WHEN WAS THE DISTRICT AT OVER A HUNDRED AND SIXTY THOUSAND STUDENTS? DO WE KNOW THAT? SOMETIMES BEFORE 2017-2018.

SO DO WE DO WE HAVE AN UNDERSTANDING OF WHEN THE DISTRICT WAS AT ONE HUNDRED AND SIXTY THOUSAND AND I ASKED THAT QUESTION ONLY BECAUSE I SEE THE DECLINE.

RIGHT...

AND SO TO MEASURE DECLINE, YOU GOT TO MEASURE IT BY YEARS, NUMBER OF STUDENTS, AND WE'RE NOT, WE'VE GOT A GRAFT, BUT WE'RE NOT STARTING WHEN WE WERE UP AND THEN PROGRESSIVELY MOVING DOWNWARD, WHICH WE'RE CONTINUING TO DO, BUT THAT'S BASED ON COVID AND SOME OTHER THINGS. SO I JUST LIKE TO SEE US MAKE SURE WE HAVE HAVE A GOOD UNDERSTANDING OF WHEN WE HAD A HIGH POINT AND NOW WHERE WE ARE, THEN I'M ON PAGE SIX.

[00:55:01]

AGAIN THIS IS, I WAS WORKING ON THIS WHILE I WAS WAITING ON DR.

HINOJOSA.

SO THIS IS ABOUT OUR PRE-K ENROLLMENT, AND EXCUSE ME, SHANNON, I SEE WHERE AND IF I'M READING THIS INCORRECTLY, PLEASE HELP ME.

AND WE'VE GOT THE BAR ON THE SIDE FOR 2021 FOR PRE-K THREE AT TWO THOUSAND FIVE HUNDRED AND SEVENTY EIGHT.

BUT THEN IF I LOOK OVER AT ON THE SIDE, I SEE ONE THOUSAND FIVE HUNDRED AND FIFTY IN 2021 . THOSE ARE PROJECTIONS, AND THEN THE ACTUAL WAS ONE THOUSAND EIGHT HUNDRED AND EIGHTY TWO. SO AM I READING THAT INCORRECTLY? NO, MA'AM. THAT'S CORRECT.

THE TOTAL OF THE TWO THOUSAND FIVE HUNDRED AND SEVENTY EIGHT IS ACTUALLY A COMBINATION OF THAT PRE-K THREE, THREE YEAR OLD NUMBER PLUS A COUPLE OF THE OTHER PROGRAMMATIC SECTIONS.

THEY'RE BROKEN OUT BY PROGRAM.

SO I CAN GET YOU LIKE WHAT MAKES UP THAT TWENTY FIVE, SEVENTY EIGHT, WHEN YOU DO THAT, REMEMBER I'M VISUAL.

YES, MA'AM. SO WHEN YOU PUT THOSE NUMBERS ON THERE AND THEY DON'T MATCH UP, THERE'S ALWAYS GOING TO BE A QUESTION.

OK, THANK YOU.

AND COULD YOU GIVE THAT BREAKDOWN FOR ME? YES, MA'AM. THEN THE VIRTUAL ACADEMY.

I THINK THAT'S YOU TOO, SHANNON.

DO WE KNOW HOW MUCH WE'VE CURRENTLY SPENT ON THE VIRTUAL ACADEMY? BECAUSE MAYBE ARE THE TRUSTEES KNOW, BUT I DON'T KNOW HOW MUCH WE'VE CURRENTLY SPENT AND ACTUALLY HOW MANY STUDENTS WE HAVE, BECAUSE THAT IS AN EXPENSE.

I DO NOT HAVE A BREAKDOWN OF THE ACTUAL EXPENSE TO DATE SINCE OUR OPENING DATE, BUT I CAN GET THAT FOR YOU. RIGHT NOW, WE HAVE APPROXIMATELY SIXTEEN HUNDRED STUDENTS AND THERE'S STILL SOME LEVELING OCCURRING RIGHT NOW.

SO A COUPLE OF THINGS I'D LIKE TO KNOW HOW MUCH WE'VE SPENT TODAY ON THE VIRTUAL.

THEN I'D LIKE TO KNOW THE NUMBER OF TEACHERS THAT WE HAVE, THE NUMBER OF STUDENTS AND STUDENTS BROKEN DOWN BY GRADE LEVEL AND AND IF AT ALL POSSIBLE, BY TRUSTEE DISTRICT.MIC] OK, AND THEN, BRIAN, THIS ONE IS FOR YOU, I CAN'T LEAVE YOU OUT. THIS IS ON THE STUDENTS THAT WE'VE HAD THAT HAVE DONE INTERNSHIPS.

THAT'S A GOOD MOVE.

BUT WE KNOW THAT PEOPLE HAVE BEEN DOING INTERNSHIPS FOR YEARS.

I THINK ABOUT SENATOR ROYCE WEST AND THE EMMETT CONRAD INTERNSHIP THAT I HELPED ON.

SO WHEN I WHEN I BREAK THE NUMBERS DOWN, IT WAS ABOUT THREE THOUSAND SEVEN HUNDRED AND EIGHTY DOLLARS PER STUDENT, ABOUT TWENTY ONE HOURS THE STUDENT SPENT DURING THE SUMMER.

SO IT'S ABOUT TWENTY ONE HOURS, THREE THOUSAND SEVEN HUNDRED AND EIGHTY DOLLARS.

NOT A LOT OF MONEY, BUT WHEN WE PUT THE MILLION DOLLARS IN, IT LOOKS REALLY, REALLY LOFTY, SO THE ONLY THING I WOULD SUGGEST IS THAT IF WE CAN EXTEND THE TERM, LIKE IF IT'S TWO MONTHS INSTEAD OF TWENTY ONE DAYS SO THAT THERE'S SOMETHING REALLY IN IT FOR THE STUDENTS NOW, I KNOW WE DON'T WE DON'T CALL THE SHOTS ON THAT, BUT IT WOULD BE REALLY NICE FOR US TO TRY TO PUT SOME OTHER THINGS IN THERE.

YEAH, I'LL JUST SAY TRUSTEE FOREMAN, YEAH, AGREED, AND OBVIOUSLY, GIVEN THE INDUSTRY PARTNER'S BANDWIDTH CAPACITY, THE LENGTH VARIED. SO SOME WERE SHORTER, SOME ARE LONGER BUT UNDERSTOOD.

YES, SO IF YOU JUST TAKE A LOOK AT THAT AND THEN TRUSTEE FOREMAN WILL COME BACK AROUND IN THE SECOND ROUND. WE'LL GET THERE QUICKLY.

TRUSTEE GARCIA, THANK YOU, PRESIDENT MACKEY.

ALL GREAT QUESTIONS, TRUSTEE FOREMAN NOW THAT WE'RE ACTUALLY WE'RE STILL ON INTERNSHIPS, [INAUDIBLE] STUDENTS EARNING ABOVE THE MINIMUM WAGE, AS HIGH SCHOOL STUDENTS VERY PROUD TO SEE THEM EARNING, WOULD AGREE THAT AN EXTENDED PERIOD OF TIME FOR AN INTERNSHIP IS A BETTER OPPORTUNITY FOR THEM AS WELL.

I'M GOING TO MOVE ON JUST CHRONOLOGICALLY.

THE NEXT THING THAT I HAD ON MY NOTES WAS GOING BACK TO VIRTUAL SCHOOL [INAUDIBLE] YOU MENTIONED, I THINK YOUR COMMENT WAS AROUND, WE'LL REASSESS AT THE SECOND NINE WEEKS.

IS THAT TO SAY THAT IT CAN AND WILL BE REEVALUATED AS TO WHETHER WE'LL CONTINUE WITH VIRTUAL ACADEMY AS A WHOLE? THAT'S CORRECT. SO AGAIN, OUR VIRTUAL ACADEMY IS THIS COVID STRATEGY FOR THE PURPOSE OF WE'RE IN A RED DESIGNATION RIGHT NOW, AND WE HAVE FAMILIES THAT DO QUALIFY FOR MEDICALLY FRAGILE, HOMEBOUND OR HAVE OPTED INTO THE VIRTUAL ACADEMY FOR FOR A FAMILY DECISION

[01:00:03]

SAFETY PURPOSE AND IT IS NOT FUNDED RIGHT NOW BASED ON SENATE BILL 15 OUR PARTICULAR PROGRAMMATIC VERSION DOES NOT MEET THE CRITERIA FOR SENATE BILL 15 AND SOME DIFFERENT WAYS, AND IT'S VERY CONVOLUTED, AS THE SUPERINTENDENT MENTIONED.

SO WE HAVE TO REEVALUATE AT EACH NINE WEEK PERIOD TO DETERMINE DO WE CONTINUE TO OFFER THE PROGRAM AS A WHOLE AND FOR SAFETY PURPOSES FIRST FOR FAMILIES? AND WE'LL DO THAT EVERY NINE WEEKS.

DURING THAT TIME, THOUGH, WE WILL BE WORKING WITH EACH FAMILY INDIVIDUALLY TO ENSURE THAT STUDENTS THAT ARE PARTICIPATING ARE ABLE TO MEET THE COMMITMENTS AND DEMONSTRATE SUCCESS.

ARE THEY ATTENDING CLASS OR ARE THEY MAKING GOOD GRADES OR ARE THEY TURNING IN ASSIGNMENTS? WHAT CAN WE DO TO HELP THEM BE SUCCESSFUL IN THAT ENVIRONMENT? AND IF THOSE COMMITMENTS ARE ARE NOT BEING ADHERED TO, WE WILL BE MEETING WITH EACH FAMILY TO DETERMINE IF CONTINUING IN THE VIRTUAL ACADEMY IS THE BEST OPTION FOR THEIR STUDENT. AND HOW IS THE EXPERIENCE IN THIS VIRTUAL ACADEMY DIFFERENT FOR A STUDENT WHO'S CURRENTLY ENROLLED VIRTUAL ACADEMY THAN IT WAS WHEN LAST YEAR WHEN WE OFFERED VIRTUAL LEARNING? GOOD QUESTION.

SO WE DO HAVE A DAILY SCHEDULE FOR EACH STUDENT.

THEY HAVE A TEACHER IN THE CLASSROOM THAT PROVIDES SYNCHRONOUS DIRECT INSTRUCTION.

THEY DO HAVE SOME ASYNCHRONOUS INDEPENDENT WORK.

THEY RECEIVE ALL FOUR CORE CLASSES THROUGHOUT THE COURSE OF THE DAY, SO THEY'RE PARTICIPATING IN A FULL SCHOOL DAY.

IT'S SIMILAR TO THE WAY THEY DID LAST YEAR.

I THINK ONE OF THE DIFFERENCES WOULD BE THE CAPACITY OF THE CENTRAL OFFICE AND OF THE TEACHERS TO BE SUCCESSFUL IN THAT DIRECT INSTRUCTION ENVIRONMENT, TO BE ABLE TO ENSURE THAT STUDENTS ARE GETTING WHAT THEY NEED.

AND REMEMBER, IT IS ONLY ELEMENTARY GRADES THAT WE'RE WORKING WITH AT THIS TIME, AND WE DO FEEL LIKE WE'VE GOT MORE EXPERIENCE AND CAPACITY TO BE ABLE TO MAKE THAT SUCCESSFUL FOR THE FAMILIES THAT ARE COMMITTED TO IT.

AND ARE YOU SEEING THAT THE LARGER GROUPS OF STUDENTS? I'M IMAGINING YOU HAVE FAMILIES THAT HAVE CHILDREN WHO ARE IN ELEMENTARY SCHOOL, MORE THAN ONE CHILD IN ELEMENTARY SCHOOL.

IS THAT WHAT YOU'RE SEEING? COMPROMISE THE 1600 STUDENTS, SORT OF A HOUSEHOLD WHOSE CHILDREN CAN AND QUALIFY FOR VIRTUAL LEARNING? DEFINITELY. IT'S VERY TYPICAL THAT IF ALL OF THE CHILDREN ARE 11 AND UNDER, THE WHOLE HOUSEHOLD IS PARTICIPATING AND THE PARENTS HAVE A STRUCTURE AT HOME TO SUPPORT THAT PARTICIPATION, PARTICULARLY WITH OUR YOUNGEST LEARNERS.

DOES THAT, IS THAT CURRENTLY REFLECTED, DOES IT LOOK DIFFERENTLY ACROSS THE TRUSTEE DISTRICTS AT THIS POINT IN TIME WHEN YOU BREAK THAT? AND I THINK THAT'S WHAT TRUSTEE FOREMAN WAS ASKING FOR? YEAH, WE WOULD HAVE TO PULL THOSE NUMBERS FOR YOU WITH THE ORIGINAL ENROLLMENT.

THE ENROLLMENT WAS PRETTY EVENLY DISTRIBUTED ACROSS ALL THE TRUSTEE DISTRICTS, BUT WITH THE LEVELING PROCESS AND WE DID HAVE SOME FAMILIES DECIDE TO RETRACT AND GO BACK TO IN-PERSON, I'D HAVE TO RE-UP THOSE NUMBERS AGAIN TO BE SURE THAT THE DISTRIBUTION WAS STILL PRETTY EVENLY DISTRIBUTED.

THE GRADE LEVELS, AS TRUSTEE FOREMAN MENTIONED, ARE PRETTY EVENLY DISTRIBUTED AS WELL AROUND 200 STUDENTS PER GRADE LEVEL, A LITTLE BIT LESS AT THE SIXTH GRADE LEVEL FOR OUR 11 YEAR OLDS IN SIXTH GRADE.

AND WHY ARE THEY TELLING YOU THEY'RE GOING BACK ON CAMPUS IF THEY WERE IN VIRTUAL LEARNING, THEY JUST PREFER THE IN-PERSON INSTRUCTION.

OK, OK.

MY NEXT QUESTION WAS AROUND THE RESOURCE CENTERS AND I THINK THIS IS ON SLIDE 10.

UNDER FACILITY AND LOCATION EQUITY RESOURCE CENTERS, IF I COULD GET JUST A FEW MORE DETAILS ON WHAT THE WHAT SPECIFICALLY THE RESOURCE CENTERS ARE DOING, HOW IS THE STRATEGY HERE DIFFERENT THAN WHAT WE DID LAST YEAR? THANK YOU, TRUSTEE GARCIA.

SO THE STRATEGY HASN'T CHANGED.

WE STILL HAVE THE FOUR RESOURCE CENTERS.

AND AT THIS POINT, AND MAYBE DR.

QUINN CAN SPEAK A LITTLE BIT, BUT WE WANT TO MAKE SURE THAT THE COMMUNITY AND THE NEIGHBORHOODS ARE INVOLVED AT ALL POINTS IN AS WE CREATE THE RESOURCE CENTER.

SO SHE HAS BEEN WORKING WITH EACH OF THOSE NEIGHBORHOODS.

WE DO HAVE THE THEMES FOR EACH RESOURCE CENTER AND I THINK I SENT THAT IN A BOARD UPDATE, BUT I CAN CERTAINLY SEND IT AGAIN WHERE YOU CAN SEE WHAT THOSE WRAPAROUND SERVICES WILL BE FOR EACH NEIGHBORHOOD, FOR EACH AREA THAT WE OPTED TO PUT THEM IN.

AND THAT SPRUCE AND I THINK YOU WERE INVOLVED IN ONE OF THOSE PINKSTON, ROOSEVELT AND LINCOLN. AND SO IT LOOKS LIKE AT THIS POINT, WE'LL START WITH THE LINCOLN AREA, AND WE'RE CURRENTLY SPEAKING IN A GROUP AROUND HOW WE'LL PHASE IN THE FUTURE RESOURCE CENTERS.

BUT THE STRATEGY HASN'T CHANGED, AND WE'RE LOOKING AT STARTING WITH LINCOLN AND PROBABLY HAVING THAT UP IN THE NEXT YEAR AND A HALF.

[01:05:01]

WE'RE CURRENTLY STARTING WITH THE ARCHITECT AND THE DESIGN NOW.

OK, SO THE RESOURCE CENTERS AS A WHOLE ARE IN THE PLANNING PHASE.

THIS IS THE BOND 2020 RESOURCE CENTERS.

YES, IT'S THE SAME RESOURCE CENTERS.

WE JUST, WE HAVE IT IN HERE TO SHOW WHERE IT ALIGNS ON EACH PILLAR.

OK, OK, UNDERSTOOD, THANK YOU.

AND THEN MY OTHER QUESTION GOES AROUND THE PROGRAMMATIC EQUITY.

AND IF ANYTHING HAS CHANGED THIS SCHOOL YEAR COMPARED TO LAST SCHOOL YEAR, WITH THINGS LIKE THE OFFERING OF ADVANCED COURSES, COURSEWORK, PRE AP MAGNET CHOICE, PARTICULARLY THE COURSE OFFERINGS, AND [INAUDIBLE] YOU WANT TO SPEAK ON THAT? THERE HASN'T BEEN A CHANGE IN COURSE OFFERINGS, OUR MAIN FOCUS HERE IS ENSURING THAT ACCESS IS IS HANDLED EQUITABLY ACROSS THE DISTRICT SO THAT ALL STUDENTS HAVE THE OPPORTUNITY TO PARTICIPATE IN HONORS PROGRAMING, PARTICULARLY AT THE MIDDLE SCHOOL LEVEL.

IS THERE ANYTHING DIFFERENT THIS YEAR THAN LAST YEAR? HAS ANY OF THAT ACCESS CHANGED? I KNOW WE HAD A DISCUSSION AROUND ACCESS TO ADVANCED COURSES AND HOW WE LOOK AT AND EVALUATE SIXTH GRADE STUDENTS VERSUS OTHER YOUNGER GRADES.

SO THE POLICY CHANGES HAVE OCCURRED, AND WE HAVE SEEN A SIGNIFICANT INCREASE IN STUDENT PARTICIPATION IN THE SIXTH GRADE WITH STUDENTS WHO ARE QUALIFYING.

OK, AND I'LL ASK THAT MUCH BECAUSE I KNOW IN A VERY EXCITED TO SEE THEMES OR MONTHLY THEMES AROUND EACH OF THESE SUBJECTS SO VERY MUCH APPRECIATE THE VERY CLEAR LAYOUT OF EACH OF THESE. I'LL GO THEN TO THE ESSER UPDATES.

ARE THESE THE ONLY THING THAT IS PUBLISHED ON THE WEBSITE THAT I'VE SEEN SO FAR WERE THE PROJECTED NUMBERS FOR EACH OF THE CATEGORIES, THE POWERPOINT PRESENTATION THAT WE GOT BACK IN JUNE.

ARE THERE ANY PLANS TO MAKE A PUBLIC DASHBOARD OR TO PUBLISH THIS INFORMATION ON OUR WEBSITE? BROKEN DOWN BY JUST THIS CURRENTLY DOESN'T EXIST ON THE WEBSITE.

WILL WE HAVE THIS UP ON THE WEBSITE? THANK YOU, TRUSTEE GARCIA.

I'M GOING TO ASK IF DEREK LITTLE IS ON ZOOM? YES. GOOD AFTERNOON, TRUSTEE GARCIA.

WE DO HAVE A TEMPORARY DASHBOARD LINKED ON THE WEBSITE.

IT IS A BIT COVERED UP RIGHT NOW AND WE ARE WORKING TO REFRESH THAT ENTIRE SITE TO MAKE THIS ALL MUCH MORE TRANSPARENT.

SO WE HAVE THE SAME INTENTION.

IS WHAT YOU'RE ASKING ABOUT.

OK. YES, ABSOLUTELY.

THANK YOU. AND IT WOULD BE, I MEAN, BIG FAN OF DASHBOARDS.

CAN YOU FIND WHAT YOU'RE LOOKING FOR? I LOVE HOW THIS IS LAID OUT ALREADY, EVEN ON THIS SLIDE.

BUT IF IT'S PUBLICLY AVAILABLE AND UP ON THE WEBSITE, I THINK THAT SATISFIES JUST THE NEED FOR TO ANSWER QUESTIONS TO THE PUBLIC.

SO THANK YOU FOR THAT.

AND ALSO, I GUESS, DEREK, THIS QUESTION IS ALSO FOR YOU ABOUT THE PRE-K ENROLLMENT.

HOW DID WE HOW DID WE ACHIEVE HIGHER NUMBERS THAN THE PROJECTED NUMBERS FOR PRE-K ENROLLMENT? I'LL ANSWER THAT FIRST.

THE PARENTS WERE READY TO SEND THEM BACK.

THAT'S TRUE. AND TRUSTEE GARCIA, I WOULD SAY THAT QUESTION USED TO BE FOR ME, BUT THE BEST ASSISTANT SUPERINTENDENT OF EARLY LEARNING, DR.

ELENA HILL, CAN ACTUALLY TAKE THAT ONE.

THANK YOU. HI, TRUSTEE GARCIA.

WE HAD A LOT OF COLLECTIVE EFFORTS THIS YEAR.

I THINK YOU REMEMBER WE HAD SOME DRIVE THRU EVENTS WHERE WE HAD SOME IN-PERSON ASSISTANCE FOR PARENTS THAT MADE IT EASY FOR THEM TO STAY IN THEIR CAR, GET THEIR CHILD REGISTERED FOR SCHOOL. WE DID A LOT OF THAT IN MAY AS WELL AS AUGUST.

WE HAD SOME TARGETED MAILING THAT WE DID AROUND LOWER ENROLLED SCHOOLS, AND WE HAD A LOT OF CAMPUS SUPPORT.

WE COULDN'T DO THIS WITHOUT, YOU KNOW, THE WORK OF THE CAMPUS PRINCIPALS THAT REALLY PROMOTING THEIR PROGRAMS AND JUST REALLY KEEPING AWARENESS AND JUST HAVING PARENTS FEEL AS SAFE AS, YOU KNOW, POSSIBLE THAT YOU KNOW, THEY CAN SEND THEIR KIDS BACK TO SCHOOL.

AND THAT WE'RE READY FOR THEM TO GIVE THEM A QUALITY EDUCATION.

IT SOUNDS LIKE WE LEARNED A LOT ABOUT REACHING MORE PARENTS WHERE THEY'RE AT.

EVEN AFT AND THEIR NATIONAL PRESIDENT WAS IN HERE TODAY TO MEET WITH US BECAUSE THEY DID HELP US ROUND UP THE STUDENTS AND BRING THEM BACK.

SO WE'RE REALLY PROUD OF THEIR EFFORTS AND WORKING COOPERATIVELY.

THE FACT THAT WE GOT 97 PERCENT OF OUR ATTENDANCE OF OUR PROJECTION, MAYBE EVEN CLOSER TO 98 AND ONLY ONE PERCENT VIRTUAL IS REALLY QUITE AN ACCOMPLISHMENT, ESPECIALLY WITH THE LITTLE ONES, BECAUSE LAST YEAR THE PARENTS HAD.

IF YOU'RE A PARENT OF A THREE YEAR OLD OR A FOUR YEAR OLD, YOU HAD TWO CHOICES, SEND THEM TO SOMEONE YOU DON'T TRUST DURING THIS TERRIBLE PANDEMIC.

YOU DON'T KNOW, YOU DON'T TRUST OR PUT THEM ON A DEVICE FOR FIVE HOURS A DAY.

BOTH OF THOSE WERE BAD OPTIONS.

AND SO NOW THEY'RE STARTING TO COME BACK BECAUSE THEY REALIZE THAT THEY NEED TO BE IN SCHOOL. BUT THE ALLIANCE HELPED US GET THAT DONE, AND WE REALLY WANT TO THANK THEM PUBLICLY FOR HELPING GETTING OUT THERE AND HELPING US ON THAT MATTER.

NOT JUST PRE-K WITH ALL THE GRADES, BUT BUT OBVIOUSLY THE PRE-K WAS PART OF IT.

THANK YOU, TRUSTEE GARCIA.

TRUSTEE CARREÓN. THANK YOU, MR. PRESIDENT. I HAVE A QUESTION ON BACK TO THE ESSER FUNDS, I GUESS, SLIDE THREE OF THE PRESENTATION. I MEAN, I MEAN, SO MANY OF THESE THINGS, IF

[01:10:10]

ARE ARE MOVING ALREADY.

I HAVE A QUESTION SPECIFICALLY AROUND, I GUESS THE BIGGEST LINE ITEM THERE, THE LOWERING OF THE CLASS SIZE.

WHEN IS THE TIMELINE TO IMPLEMENT THAT? DEREK, ARE YOU ON THE LINE? I AM HERE, AND I WOULD ASK IF ROBERT WANTS TO WEIGH IN ON THAT AS WELL.

WE'RE IN THE PROCESS TRUSTEE CARREÓN OF LOOKING AT CAMPUS STAFFING AND MAKING THOSE ADJUSTMENTS. BUT ROBERT ABEL MAY WANT TO PROVIDE A BIT MORE DETAIL ON THAT RESPONSE.

I'M SORRY, COULD YOU REPEAT THAT QUESTION, DEREK? THE TIMELINE FOR THE LOWER CLASS SIZE ACTIVITY.

YEAH. OUR FALL LEVELING HAS BEEN PUSHED BACK A LITTLE BIT, YOU MEANT FOR THE FOLLOWING PIECE. I APOLOGIZE. YES.

OUR FALL LEVELING TIMELINE HAS BEEN PUSHED BACK, OBVIOUSLY, TO LET OUR ENROLLMENTS THUS STABILIZE. SO WE'RE WORKING WITH SCHOOL LEADERSHIP AND CECELIA OAKLEY'S GROUP NOW.

I THINK WE MAY NEED TO PUSH BACK THAT WE'RE A LITTLE BIT AS LONG AS WE'RE ALLOWED TO.

AND I WAS TALKING TO DON WALKER AND WE'RE HAVING A FOLLOW UP MEETING WITH CECILIA OAKLEY ON THAT TIMELINE. CAN I JUST PROVIDE A LITTLE BIT OF CONTEXT? THE IDEA IS THAT WE'RE STARTING THAT PROCESS THIS FALL, SO WE SHOULD SEE LOWER CLASS SIZES THIS FALL AS WE BEGIN FALL LEVELING.

AND LET ME ADD TO THAT IN THE PAST BECAUSE WE DIDN'T HAVE THESE RESOURCES.

IF A CLASS DIDN'T MAKE, THEN WE WOULD COMBINE CLASSES OR WE WOULD MOVE TEACHERS.

WE NOW HAVE A LITTLE BIT OF A DIFFERENT LUXURY TO START TRYING TO DO THAT THROUGH ATTRITION. AND MAYBE NOW BECAUSE WE HAVE THESE ADDITIONAL DOLLARS, WE WON'T HAVE TO BE AS STRICT ABOUT BREAKING UP SMALL CLASSES, AND THAT'S THAT'S GOING TO HELP US ON THAT STRATEGY. OK, OK, THAT'S PERFECT.

THANK YOU. AND THEN MY ONLY OTHER QUESTION IS AROUND.

WHAT WAS IT? THE VIRTUAL ACADEMY.

AND SPECIFICALLY, I GUESS I WANTED TO KNOW OUR INVESTMENT OF FOUR MILLION PER QUARTER.

I MEAN, I GET THAT THE VIRTUAL ACADEMY COSTS MONEY, BUT CALCULATED IN THIS $4 MILLION.

IS THIS IS THIS ALSO TAKING INTO ACCOUNT THE FUNDS THAT WERE NOT BEING? OK. I SEE. YEAH, YOU GUYS KNOW WHERE I'M HEADED.

OKAY, WE'RE NOT BEING REIMBURSED BY THE STATE? THAT'S CORRECT. SO IN ESSENCE, IT'S NO COST BECAUSE AT THE END OF THE AT THE END OF THE LINE, WE FEEL LIKE A LOT OF THESE STUDENTS WOULDN'T HAVE COME BACK TO DALLAS IN THE FIRST PLACE. RIGHT. SO, YOU KNOW, THE COST INCURRED TO PAY FOR THE MISSED ADA IS ACTUALLY A RECAPTURE, BUT THIS IS A $4 MILLION TO TO COVER COSTS OF STAFF THAT ARE CURRENT STAFF THAT HAVE BEEN MOVED TO SUPPORT THE VIRTUAL ACADEMY.

OK, THAT MAKES SENSE. THANK YOU.

IT'S ALL THE QUESTIONS I HAVE.

THANK YOU. THANK YOU.

TRUSTEE FLORES. AND THEN AGAIN, IF WE HAVE ANY TRUSTEES, IF YOU CAN JUST RAISE YOUR HAND AND I'LL ASK AGAIN IN A SECOND.

SO REAL QUICK ON THAT. ON THAT LAST ISSUE, IT TRIGGERED A THOUGHT.

YOU KNOW, NOW THAT WE'VE LEARNED A LOT MORE ABOUT KIND OF VIRTUAL LEARNING AND WHAT WORKS AND WHAT DOESN'T WORK, IN FACT TRUSTEE MACKEY AND I WERE HAVING A DISCUSSION A WHILE AGO ABOUT, YOU KNOW, REALLY STARTING TO RETHINK, ESPECIALLY AT THE HIGH SCHOOL LEVEL KIND OF CLASS SIZES AND WHO'S TEACHING OUR KIDS AND THEN MAYBE TRYING TO FIND KIND OF THE BEST TEACHERS THAT MAYBE WOULD DO VIRTUAL FOR MORE KIDS AND THEN BE THEN HAVE THE CLASSROOM TEACHERS, YOU KNOW, SUPPORT KIND OF MORE LOCALLY? HAVE WE STARTED TO THINK ALONG THOSE LINES TO SEE IF WE COULD GET THE GOOD STUFF AS DR.

YEAH, LET ME START WITH THAT.

WE'VE HAD WE'VE HAD TWO STRATEGIES FOR VIRTUAL INSTRUCTION.

ONE IS OUR COVID RESPONSE STRATEGY AND WE SEE HOW NARROW THAT IS.

BUT SECOND, WE HAVE A LONG TERM STRATEGY AND PART OF IT OUR HYBRID SCHOOL IS NOW UP AND FUNCTIONING, AND WE'RE LEARNING SOME THINGS THERE.

BUT ALSO AS WE TALK ABOUT A LONGER TERM STRATEGY FOR VIRTUAL INSTRUCTION, THERE'S ALSO GOING TO BE A SPECIAL COMMISSION THAT THE STATE IS PUTTING TOGETHER ABOUT THE FUTURE OF THAT. AND I'VE BEEN I'VE ASKED IF I THINK THEY'RE KIND OF MAD AT ME RIGHT NOW ABOUT SOMETHING ELSE, BUT I'M ASKING IF I COULD PARTICIPATE IN THAT OPPORTUNITY TO DO SOME OF THE THINGS THAT YOU'RE TALKING ABOUT. AND THAT'S KIND OF WHAT WE'RE DOING WITH RESET CENTERS NOW. WE'VE GOT TO THINK DIFFERENTLY.

IF WE'RE GOING TO HAVE ASYNCHRONOUS INSTRUCTION, WHY DON'T WE HAVE OUR BEST TEACHERS WHO HAVE GOTTEN THE BEST RESULTS? HAVE THOSE LESSONS AVAILABLE FOR OUR RESETS.

AND SO THERE'S RIGHT NOW, YOU KNOW, WHEN YOU'RE IN A CRISIS, YOU'RE JUST TRYING TO FIGURE OUT HOW TO GET OUT. AND SO WE'RE DEALING WITH THOSE ISSUES, BUT WE HAVE A VISION IN THE LONG TERM OPPORTUNITY.

[01:15:02]

I KNOW THAT SUSANA AND SHANNON AND TIFFANY ALWAYS BRING THAT WE'RE ON PARALLEL TRACKS HERE. ANYTHING YOU LADIES WANT TO ADD TO THAT CONVERSATION? I CAN TELL YOU, WE ARE PILOTING A COUPLE OF OPPORTUNITIES LIKE THAT, PARTICULARLY AROUND EQUITABLE ACCESS TO ADVANCED COURSES, AS WELL AS SOME FOREIGN LANGUAGE COURSES WHERE WE KNOW WE JUST DON'T HAVE THE TEACHER TO BE ABLE TO OFFER THAT AT ALL CAMPUSES.

SO WE'RE LOOKING AT STREAMING OPPORTUNITIES FOR INSTRUCTION IN THOSE PARTICULAR AREAS.

SO IT'S ONE WAY THAT WE'RE LOOKING AT EXPANDING VIRTUAL OPTIONS.

I WOULD JUST ADD THAT AND IT KIND OF GOES BACK TO WHAT TRUSTEE GARCIA TALKED ABOUT PREVIOUSLY. HOW IS THE EXPERIENCE DIFFERENCE? DIFFERENT. WELL, WE'RE NOT DOING SIMULTANEOUS LEARNING.

SO THAT'S ONE BIG DIFFERENCE.

WE ARE FOCUSING ON JUST THESE DEDICATED VIRTUAL TEACHERS WHO WILL HAVE VIRTUAL PLCS, HAVE AN OPPORTUNITY TO WORK WITH ONE ANOTHER.

WE WORK VERY CLOSELY WITH [INAUDIBLE] AND CHIEF WILSON'S DEPARTMENT TO MAKE SURE THAT WE HAD GREAT TEACHERS WHO COULD PROVIDE THIS INSTRUCTION TO OUR STUDENTS AND WE'RE LOOKING AT ALL THE BEST STRATEGIES.

SO WE'RE ALSO WORKING VERY CLOSELY WITH STRATEGIC INITIATIVES AND EVERYTHING THEY OFFER FOR THE PL LEARNING TO ENSURE THAT WE'RE PROVIDING LIKE THE MOST RECENT RESEARCH BASED PRACTICES TO OUR STUDENTS IN VIRTUAL EDUCATION, AND I SHOULD ALSO [INAUDIBLE] AS WELL.

THANKS. SO, SO ALONG THOSE LINES, I MEAN, HOW HOW ARE WE FUNDING THIS INITIATIVE? AND YOU KNOW, MAYBE THERE'S AN AN ANSWER IS JUST KIND OF YOU'RE DOING IT AS PART OF YOUR REGULAR WORK, BUT IT JUST BE INTERESTING TO SEE IF IF YOU KNOW, AS WE START PLANNING FOR THE BUDGET FOR NEXT YEAR AND WHATNOT, THAT WHERE WE HAVE THESE KIND OF.

KIND OF ALMOST LIKE A STARTUP, IF YOU WANT TO THINK OF IT THAT WAY, YOU HAVE THESE STARTUP IDEAS, YOU HAVE A CONCEPT, YOU SAID, HEY, THIS, THIS COULD REALLY WORK AND BUT IT'D BE GOOD TO PUT TOGETHER A CROSS-FUNCTIONAL TEAM AND THERE SHOULD BE SOME KIND OF BUDGET ASSOCIATE. I'M NOT SAYING A HUGE BUDGET, BUT JUST SOMETHING ASSOCIATED WITH BEING ABLE TO, YOU KNOW, DO THE RESEARCH AND TRY TO FIND OUT WHAT TOOLS ARE AVAILABLE, YOU KNOW, HELP SUPPORT THE TEACHERS.

IF YOU SAY, HEY, THESE ARE THE, YOU KNOW, OUR TOP VTR TEACHERS WHO ARE, WE'RE GOING TO FOCUS ON ALGEBRA.

AND YOU KNOW, THERE'LL BE SOME, YOU KNOW, A STIPEND OR SOMETHING TO HELP THEM TO RECORD THESE THINGS JUST TO KIND OF COME UP WITH SOMETHING THAT WE CAN SAY, HEY, YOU KNOW, FOR OUR, YOU KNOW, STRATEGIC STARTUP PROJECTS, YOU KNOW, OUR X WHAT DO THEY CALL IT? THE X PRIZE.

WELL, LET ME TELL YOU DR.

FLORES. YOU KNOW, THIS IS GOING TO BE A YEAR LIKE NO OTHER.

AND NOW WE'RE GOING TO HAVE ACTUALLY, I KNOW A TRUE RESEARCHER, WHICH I'M NOT WOULD SCOFF AT WHAT I'M ABOUT TO SAY BECAUSE WE'RE ACTUALLY GOING TO HAVE ALMOST LIKE A CONTROL GROUP AND A TREATMENT GROUP ON MANY DIFFERENT THINGS ON RESET CENTERS ON THE YEAR ROUND CALENDAR. WHAT DO WE CALL IT PAM? THE THE THE FIVE SCHOOLS, THE REDESIGN DAY.

DO WE HAVE THOSE FIVE SCHOOLS AND WHAT IMPACT HAS ALL THAT EXTRA TIME HAD ON THEM AND OUR OUT OF SCHOOL TIME OR THREE TO SIX P.M.

TIME, OUR SUMMER LEARNING TIME? THEN WE GOT THE INTERSECTION SCHOOLS THAT ARE DOING ALL THAT AND THEN SO AND THEN WE GOT THE PEOPLE THAT DIDN'T REALLY JUMP OUT THERE.

THEY STAY WITH THE TRADITIONAL CALENDAR THAT WE'LL BE COMPARING ALL THOSE.

SIMILARLY, SOME OPPORTUNITIES HERE TO COMPARE, WHICH FOR SOME OF THE STUDENTS THAT ARE ONLINE, HOW WHO WAS EFFECTIVE WITH THEM AND HOW TO DO THAT.

SO WE'RE GOING TO LEARN AN AWFUL LOT.

DESPITE THE BIG CHALLENGES WE'RE GOING TO HAVE THIS YEAR, I THINK WE'RE GOING TO HAVE SOME VERY SIGNIFICANT LEARNINGS WHILE WE'RE ON THIS PATH.

I MEAN, I THINK IT'S A IT'S A FANTASTIC OPPORTUNITY AGAIN FROM THE RESEARCH, AS A FORMER RESEARCHER MYSELF WHO CAN UNDERSTAND, YOU KNOW, WHERE YOU'RE GOING WITH THIS.

CERTAINLY, CERTAINLY VERY ENCOURAGED BY BY THE OPPORTUNITY THAT, YOU KNOW, FOR WHATEVER REASON WE GOT AND YOU KNOW, OTHER THING TO BEAR IN MIND AND TO CHANNEL MY BEST, MIGUEL SOLIS IS TO TRY TO LOOK AT SOME OF THE ANALYTICS AROUND THIS AND DO SOME PREDICTIVE ANALYTICS AND SAY, HEY, NOW THAT WE HAVE THIS DATA, NOW THAT WE CAN, WE LOOK BACK AND SAY AND SEE IF THERE ARE SOME VARIABLES, SOME FACTORS THAT THAT WOULD WE CAN START TO PREDICT IF WE SAY, HEY, THESE ARE THE CHARACTERISTICS OF THE TEACHERS THAT ARE REALLY GOOD AT VIRTUAL LEARNING.

AND CAN WE IDENTIFY THOSE CHARACTERISTICS SO THAT NEXT YEAR WHEN WE GO RECRUITING TO X, Y OR Z CAMPUS, WE'RE LOOKING FOR, YOU KNOW, THESE KINDS OF SKILLS.

I JUST THINK IT'S IT'S A IT'S A REALLY NEAT TIME AND GIVEN OUR RESOURCES AND OUR SIZE THAT WE'D BE ABLE TO PULL SOMETHING LIKE THAT OFF.

BUT AGAIN, YOU NEED TO HAVE KIND OF A A SKUNKWORKS OF FOLKS THAT ARE KIND OF THINKING OF THESE THINGS. AND I DON'T KNOW IF YOU KNOW, FOR NEXT YEAR, YOU KNOW, PUTTING A BUDGET

[01:20:04]

AROUND SOME KIND OF, YOU KNOW, I KNOW WE HAVE OUR STRATEGIC INITIATIVES AND STUFF, AND MAYBE THAT'S THE BEST PLACE FOR IT.

BUT DO WE HAVE SOME FOLKS THAT ARE JUST, YOU KNOW, PEOPLE WITH ECONOMICS DEGREES FROM YALE AND, YOU KNOW, DARTMOUTH AND CORNELL THAT JUST.

THINK THIS STUFF UP AND WRITE SOME SOFTWARE, ANYWAY, I THINK IT'S IT'S VERY EXCITING AND, YOU KNOW, I THINK WE HAVE GREAT OPPORTUNITY TO DO SOME NEW WORK, SO THANK YOU.

THANK YO TRUSTEE FLORES.

TRUSTEES ZOOMING IN.

DO YOU ALL HAVE ANY QUESTIONS? OK, NOT HEARING ANYONE, WE'LL BEGIN SECOND ROUND TRUSTEE FOREMAN.

OK, THANK YOU.

AND THIS GOES.

TO THIS IS JUST A STATEMENT TO SHANNON REGARDING PRE-K.

I THINK ONE OF THE THINGS THAT WAS NOT MENTIONED WHEN WE TALKED ABOUT ADDITIONAL STUDENTS IN PRE-K IS THAT WE ALSO ADDED SOME ADDITIONAL PRE-K PARTNERS AND SOMETIMES WE FAIL TO WANT TO MENTION THAT.

ALSO A PRE-K PARTNER IN RED BIRD MALL, WHICH IS IVY.

AND I THINK WE NEED TO MENTION THOSE PRE-K PARTNERS AS OFTEN AS WE CAN TO LET THEM KNOW THAT WE ARE PARTNERS WITH THEM AND THAT DISD DOES VALUE THAT OPPORTUNITY.

IN FACT, I'D LIKE TO SEE US WORK WITH THEM MORE TO GET MORE OF THEIR STUDENTS BECAUSE IN MOST OF THOSE PRE-K PARTNERSHIPS, WE ONLY HAVE ONE CLASS AND THERE ARE ADDITIONAL CLASSES WITHIN THOSE PARTNERSHIPS.

BUT WE HAVE NOT GAINED THEM BECAUSE OF US NOT WANTING TO SPEND ADDITIONAL DOLLARS TO TO GET THOSE STUDENTS. SO I THINK WE REALLY NEED TO TAKE A TAKE A STRONG LOOK AT THAT.

AND THEN I'LL GO.

I SEE DR. LEAR LEFT, BUT ON THE RACIAL EQUITY SIDE, AND I'LL JUST START WITH SPEAKERS].

YES, I'M HERE. OK.

DR. QUINN, I'LL JUST START WITH THE FIRST ONE THAT I STILL HAVE SOME REAL CONCERNS ABOUT IS THE THE DISCIPLINE IN THE RESET CENTERS.

YES.

THERE IS. I JUST DON'T SEE ANY DEFINED GUIDELINES FOR RESET CENTER.

THINGS LIKE HOW MANY TIMES CAN A STUDENT GO TO A RESET CENTER BEFORE THEY'RE EXPELLED? WHAT, WHAT, WHAT? LET ME FINISH, PLEASE.

WHAT WHAT I THINK IS EXTREMELY IMPORTANT IS, IS THAT WE HAVE TO WORK WITH STUDENTS.

BUT IF THERE IS A SEVERE DISCIPLINE PROBLEM BECAUSE WHAT CHILDREN WILL DO IF THEY KNOW THERE ARE NO LIMITS, THEY WILL CONTINUE TO PUSH UP AGAINST THAT.

AND SO I WOULD LIKE TO SEE FROM THE RESET CENTER CENTERS SOME SPECIFIC GUIDELINES THAT WOULD ADDRESS CHILDREN THAT CONTINUE TO GO TO RESET AND HOW THAT WORKS BECAUSE AT SOME POINT I BELIEVE WE HANDICAP THE TEACHERS AND THE PRINCIPALS IN THOSE SCHOOLS WHEN THEY CANNOT GET RID OF STUDENTS THAT CONSISTENTLY CAUSE PROBLEMS KNOWING THAT THEY WILL NOT BE KICKED OUT OF SCHOOL.

AM I A PROPONENT OF JUST KICKING KIDS OUT OF SCHOOL? OF COURSE NOT, BUT I DO THINK THAT THAT WE NEED TO REDEFINE OR WE NEED TO DEFINE, MAYBE NOT REDEFINE, BECAUSE THIS IS NEW.

I THINK WE NEED TO DEFINE SPECIFICALLY IN WRITING WHAT THE RESET CENTERS GUIDELINES ARE AND WHAT WHAT THAT LOOKS LIKE, DR.

QUINN. AND THAT'S A STATEMENT.

OK. SO WE HAVE SHERRY CHRISTIAN, WHO IS LEADING THAT WORK, AND SO SHE MAY WANT TO CHIME IN ON IF WE HAVE THE GUIDELINES FOR HOW MANY TIMES THE STUDENT CAN VISIT THE RESOURCE CENTER PRIOR TO BEING ACTUALLY SUSPENDED.

AND SHE.

SHE'S HERE NOW. SO YEAH, OK.

SHERRY, YOU WANT TO ADD ANYTHING TO THAT? YES. AND I APOLOGIZE.

MY COMPUTER FROZE UP DOWN THERE, SO YOU GET ME IN PERSON.

OK, SO WITH THE RESET CENTERS, WE HAVE WORKED TO DEFINE WHAT THAT LOOKS LIKE AND WHAT STUDENTS WOULD GO TO THE RESET CENTER FOR.

BECAUSE THERE ARE SPECIFIC ISSUES LIKE I KNOW ONE OF THE BIGGEST ONE IS FIGHTING.

SO WE'VE HAD CONVERSATIONS AROUND FIGHTING.

SO IF THERE IS A FIGHT ON THE CAMPUS, THEY WILL GO HOME THAT DAY TO HAVE A COOL OFF PERIOD, TO RESET AT HOME, TO GET THE SCHOOL UNDER CONTROL BEFORE THE KIDS ARE BROUGHT BACK TO THE ENVIRONMENT.

[01:25:02]

ON THE NEXT DAY WHEN THEY RETURN TO THE CAMPUS.

THERE ARE SERVICES THAT THEY WILL RECEIVE IN THE RESET CENTER, FOR EXAMPLE, THEY'LL GO THROUGH RESTORATIVE CIRCLES SO THAT THEY CAN FIND OUT WHAT THE ISSUE IS, WHY THE STUDENTS WERE FIGHTING. WE'VE EVEN NOW HAD A RESET WITH RESTORATIVE CIRCLE WITH PARENTS.

WE HAD AN ISSUE WITH SOME PARENTS THAT SAID, WE DON'T CARE WHAT YOU DO.

THE KIDS ARE GOING TO FIGHT EVERY TIME THEY SEE EACH OTHER.

SO WE HAD TO RESET THE PARENTS AND HAVE A CIRCLE WITH THE PARENTS, SO THEY GO IN THERE.

WE HAVE THE CLINICIANS THERE.

WE'RE GETTING THEM SIGNED UP FOR SERVICES WITH THE CLINICIANS.

SO THERE'S A HOST OF SERVICES THAT THEY GET SO THAT THEY CAN CHANGE THOSE BEHAVIORS BEFORE THEY GO BACK TO CLASS.

SO THERE ARE A COUPLE OF THINGS.

IF STUDENTS ARE FIGHTING AND THEY'RE IN AND YOU'RE GOING TO PUT THEM IN THE SAME ROOM, THAT'S A PROBLEM. YOU ONLY GOT ONE RESET ROOM.

SO. THAT'S JUST A PROBLEM. BUT WHAT I WOULD LIKE TO SEE IS JUST IN WRITING HOW WE'RE MANAGING THE RESET CENTERS TO MAKE SURE THAT WE'RE DOING WHAT'S RIGHT BY CHILDREN AND NOT MAKE SURE WE'RE NOT MAKING A POLITICAL STATEMENT AT THE BEHEST OF DOING WHAT'S RIGHT FOR KIDS. THAT I WOULD LOVE TO SEE THAT SO.

AND I THINK PROBABLY MOST OF THE BOARD MEMBERS WOULD LIKE TO SEE THAT INFORMATION BECAUSE THAT'S GOING TO BE IMPORTANT AND YOU KNOW WHY I'M UP, UP, UP, UP IN ARMS ABOUT THAT.

SO I NEED TO SEE SOMETHING IN WRITING.

THEN THE RECRUIT AND RETAIN PRINCIPALS AT HIGH NEED SCHOOLS.

TIFFANY, WE HAVE A CONSTANT TURN.

YOU CAN LEAVE SHERRY FOR NOW.

WE HAVE A HIGH TURNOVER IN MANY OF OUR HIGH NEED SCHOOLS IN TERMS OF PRINCIPALS, ALONG WITH TEACHERS AND SO FROM THE RACIAL EQUITY.

AND PAM, WE'RE TALKING ABOUT RECRUITING AND RETAINING.

SO DO WE HAVE SOME KIND OF PROCESS IN PLACE, FOR INSTANCE, IF WE HAVE A PRINCIPAL THAT IS WANTING TO LEAVE A HIGH NEEDS CAMPUS? ARE WE COUNSELING WITH THAT PRINCIPAL TALKING TO THAT PRINCIPAL, UNDERSTANDING THE CONCERNS OF THAT PRINCIPAL AND SEEING IF THERE IS SOMETHING WE CAN DO TO WORK WITH THE PRINCIPAL IF THE PRINCIPAL IS A GOOD PRINCIPAL? I DON'T KNOW IF WE'RE DOING THAT BECAUSE I THINK WHAT WE END UP DOING IS THE PRINCIPAL COMES TO US AND WE SAY THANK YOU FOR YOUR SERVICE AND THEY'RE GONE.

BUT I JUST THINK WE NEED TO HAVE SOMETHING IN PLACE THAT WOULD WORK PARTICULAR NOT NOT JUST HIGH NEED CAMPUSES, BUT PARTICULARLY WITH HIGH NEED CAMPUSES.

BECAUSE THE CONSTANT TURNOVER OF PRINCIPALS AND TEACHERS AND ADMINISTRATORS PERIOD IN THOSE SCHOOLS SET THE SCHOOLS BACK.

I'M EXPERIENCING THAT TODAY.

SO THAT'S WHY I'M ALL UP IN ARMS ABOUT THAT.

SO I JUST LIKE TO SEE US HAVE YOU DON'T HAVE TO ANSWER IT BECAUSE I KNOW THE ANSWER.

BUT I'D LIKE TO SEE SOMETHING IN PLACE THAT WOULD ADDRESS THAT PARTICULAR PERSON.

THE DIVERSITY IN WORKFORCE, PAM, I'VE SHARED THIS WITH YOU.

THIS IS A DOCUMENT THAT SHOWS IN SOME DEPARTMENTS WE DON'T HAVE DIVERSITY, REALLY.

AT THE TOP LEVEL.

WE NEED TO ADDRESS THAT.

WE NEED TO ADDRESS THAT, WE PUT IT UP, WE PUT IT IN WRITING.

BUT ARE WE ACTUALLY ACTING ON WHAT WE SAY WE'RE GOING TO ACT ON? AND I THINK WE SHOULD, AND I THINK WE SHOULD MONITOR THAT THROUGH THE PROCESS BECAUSE THE PEOPLE AT THE TOP LEVEL ARE THE ONES THAT HIRED THE PEOPLE UP UNDER THEM.

AND SO YOU CAN FIND A PATTERN OF BEHAVIOR BASED ON THAT.

AND I THINK THAT NEEDS TO BE LOOKED AT, DR.

HINOJOSA. AND THEN MY LAST CONCERN.

NO, IT'S NOT MY LAST.

I GOT ONE MORE PAGE.

PARENTAL INVOLVEMENT AND STUDENT INVOLVEMENT.

AND THIS IS DEFINITELY FOR RACIAL EQUITY.

WE STRUGGLE AND NOT YOU.

IT'S JUST A FACT THAT OUR STUDENTS IN OUR HIGH NEEDS CAMPUSES, WE STRUGGLE TO GET THE PARENTAL INVOLVEMENT.

HAVE WE PUT FORTH SOME PRACTICES THAT COULD GET MORE PARENTS INVOLVED? AND I DON'T KNOW WHAT THAT LOOKS LIKE.

THAT COULD BE A SATURDAY DINNER.

OR I DON'T KNOW.

BUT BUT IT'S A STRUGGLE TO GET THE PARENTS INVOLVED, AND WE ALL KNOW THE REASON MAGNET SCHOOLS AND OTI SCHOOLS WORK IS BECAUSE IN MOST OF THOSE SCHOOLS, THE PARENTS ARE

[01:30:04]

INVOLVED BECAUSE THEY'RE INVOLVED IN GETTING THOSE KIDS IN THOSE PARTICULAR SCHOOLS.

SO I'M SPECIFICALLY SPEAKING TO NEIGHBORHOOD SCHOOLS WHERE WE STRUGGLE.

I'D LIKE TO SEE US TRY TO DO SOMETHING TO GET THEM INVOLVED.

AND THEN ON THE STUDENT INVOLVEMENT POINT, IT'S THE SAME ISSUE.

IF THEY'RE IN MAGNET SCHOOLS OR OTI SCHOOLS, THEY'VE CHOSE THOSE SCHOOLS, IN THE NEIGHBORHOOD SCHOOLS, THEY'RE NOT CHOOSING THAT PARTICULAR SCHOOL IN SOME CASES.

NOW I'VE GOT SOME SCHOOLS WHERE PEOPLE WILL DIE TO GO TO ONE SCHOOL OR ANOTHER.

BUT TRYING TO GET THE STUDENTS MORE INVOLVED, I THINK THAT'S SOMETHING ELSE WE SHOULD LOOK AT. AND THEN LASTLY, THIS IS ON PAGE 11.

IT IS THAT WE CONSTANTLY TALK ABOUT THE DECLINE IN ACADEMIC ACHIEVEMENT FOR AFRICAN-AMERICANS, AND WE MONITOR IT BASED ON TESTING BECAUSE THAT'S WHAT WE HAVE.

BUT IT'S DIFFERENT SETS OF TESTING.

AND I STILL QUESTION IF ALL OF THE TESTS ARE EQUITABLE IN TERMS OF THE WAY WE MONITOR.

AND SO I WOULD ASK THE RACIAL EQUITY DEPARTMENT.

TO TAKE A LOOK AT THAT AND TO SEE IF THERE IS EQUITY IN THE WAY THAT WE ARE TALKING ABOUT THE DECLINE OF ACADEMIC ACHIEVEMENT FOR AFRICAN-AMERICANS.

SECONDLY. DR.

WILSON HAS HEARD THIS MORE THAN SHE PROBABLY WANTS TO.

IN MOST OF THE HIGH PRIORITY SCHOOLS, YOU HAVE FEW PROFICIENT ONE AND PROFICIENT TWO AND MASTER TEACHERS.

WE KEEP TALKING ABOUT, WE'RE GOING TO DO SOMETHING ABOUT IT.

WHEN DO WE DO THAT? TRUSTEE FOREMAN, I WHAT I'D LIKE TO DO IS TO BRING YOU THE DATA.

OK. BECAUSE WE HAVE IMPROVED IN THAT AREA, IT'S LIKE AT SOME HIGH SCHOOLS THAT ARE HIGH PRIORITY, YOU MIGHT HAVE TWO OR THREE.

I MEAN, IT'S BEEN A IT'S BEEN A REAL FOCUS.

YES. OK, I WANT TO SEE THAT DATA BECAUSE MY DATA IS FROM LAST SCHOOL YEAR.

BUT YOU KNOW, I GOT IT. I KNOW YOU DO.

SO YOU BETTER BRING BRING IT RIGHT.

THANK YOU, TRUSTEE FOREMAN.

AND THEN ONE ONE LAST THING.

I'D LIKE TO SEE THE THE DISTRICT, AND THIS IS FOR TIFFANY.

I'D LIKE TO SEE THE DISTRICT BEGIN TO HAVE ROUNDTABLE DISCUSSIONS WITH PRINCIPALS SEPARATING ELEMENTARY AND SECONDARY.

TO BEGIN TO HAVE A GOOD CONVERSATION ABOUT WHAT THEIR NEEDS ARE, WE THINK WE KNOW THEIR NEEDS. BUT IN ALL CASES, WE DON'T KNOW THEIR NEEDS AND THEY'RE DIFFERENT WHEN YOU GET TO YOUR OTI AND MAGNET SCHOOLS AND YOUR NEIGHBORHOOD SCHOOLS.

SO I'D LIKE TO SEE US TRY TO HAVE SOME ROUNDTABLE DISCUSSIONS TO GET THE TEACHERS MORE.

I MEAN, THE PRINCIPALS MORE ENGAGED.

YES, WE'LL SEND YOU THOSE DATES.

OK. THOSE DISCUSSIONS THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

I JUST HAVE TWO QUICK QUESTIONS.

FIRST ONE ON THE ESSER, I APPRECIATE SEEING THE BREAKDOWN OF ALL THE DIFFERENT EXPENSES.

ONE QUESTION I HAVE HERE IS SOMEWHERE EMBEDDED IN THIS IS THERE GIVING SOME FUNDS DIRECTLY TO CAMPUSES TO BE ABLE TO UTILIZE FOR NEEDS OF THEIR CAMPUS? I'M NOT TALKING ABOUT MASSIVE AMOUNTS, BUT WE GOT SIX, SEVEN, EIGHT BILLION, 100 BILLION MILLION DOLLARS LIKE, ARE WE GETTING THAT TO CAMPUSES SO THEY CAN USE IT BASED ON THEIR NEEDS AS WELL? TO SOME EXTENT.

TRUSTEE MACKEY. WE ARE WORKING ON A TIERED SUPPORT PLAN FOR CAMPUSES THAT INCLUDES DIRECT FUNDS TO CAMPUSES AND WILL HAVE THAT SOLIDIFIED HERE SOON.

WE'RE WORKING ON ALL THE DETAILS.

SO YES, WE ARE MOVING IN THAT DIRECTION.

YES. GREAT. I'M GLAD TO HEAR THAT AND I ALSO JUST WANT TO APPLAUD THE DISTRICT.

SHANNON, YOUR TEAM, EVERYONE THAT'S BEEN INVOLVED WITH THE VIRTUAL SCHOOL FOR PUSHING THAT FORWARD. I TALKED TO AT LEAST 30 TO 50 PARENTS PRIOR TO US DOING THAT, THAT OUR DALLAS ISD PARENTS, THEY WANT TO SEND THEIR KIDS TO DALLAS ISD, BUT THEY DID NOT FEEL SAFE SENDING THEM IN PERSON AND THEY WERE LOOKING FOR OTHER OPTIONS.

AND NOW THEY ARE THRILLED TO HAVE THAT OPTION TO BE ABLE TO BE THERE, GET AN EDUCATION FROM DALLAS ISD AND WILL HAPPILY RETURN TO OUR SCHOOLS AS SOON AS IT'S SAFE TO DO SO.

SO I THANK YOU ALL FOR DOING THAT AND APPLAUD THAT.

THE ONLY QUESTION I HAVE ON THAT, SHANNON, YOU KIND OF ANSWERED THIS.

IF A PARENT DOES DECIDE THAT, HEY, THIS ISN'T WORKING OUT THE WAY I EXPECTED IT TO.

I KNOW THEY CAN'T SWITCH BACK AND FORTH, BUT CAN THEY OPT TO GO BACK TO IN-PERSON AT ANY POINT, BUT KNOWING FULL WELL, THEY DO NOT HAVE THAT ONLINE SPOT ANYMORE? YES, WE ARE ALLOWING THEM TO GO BACK AT THE NINE WEEKS POINT.

[01:35:01]

SO AT THE SAME POINT WHERE WE'RE HAVING DISCUSSIONS WITH PARENTS, WHETHER THEIR STUDENTS ARE DOING WELL ACADEMICALLY OR NOT, THEN AT THE NINE WEEKS WE'RE ASKING THEM TO CHOOSE AT THAT TIME TO GO BACK IN THAT WAY, A CAMPUS CAN PLAN FOR THE ON CAMPUS INSTRUCTION TO ENSURE OUR CLASS SIZES STAY SMALL.

SO WE'RE WANTING THEM TO AT THIS POINT, SWITCH BACK AT THE NINE WEEKS.

BUT IF THEY'RE THERE FOR THREE WEEKS, THEY DO NOT HAVE THE OPTION TO GO BACK TO IN-PERSON CLASSES UNTIL THE END OF THE NINE WEEKS.

IS THAT CORRECT? WE CAN. WE CAN TAKE IT CASE BY CASE BASIS.

OUR RECOMMENDATION WOULD BE THE NINE WEEKS, BUT OF COURSE, IT'S A CASE BY CASE AND WE'RE WORKING WITH EVERY FAMILY INDIVIDUALLY.

GREAT.

THANK YOU SO MUCH. ALL RIGHT, TRUSTEES, I DON'T SEE ANYTHING ELSE.

SO I APPRECIATE THE ADMINISTRATION'S DETAIL IN THIS AND WE WILL MOVE ON TO ITEM SEVEN AND EIGHT MINUTES SUBMITTED FOR APPROVAL.

TRUSTEES ARE THERE ANY QUESTIONS THESE MINUTES WILL BE PROVIDED AT THE BOARD MEETING FOR APPROVAL? NEXT, WE'LL MOVE UNDER TO NUMBER NINE STATUTORY ITEMS CONSIDERING POSSIBLE

[9. STATUTORY ITEMS]

ACTION TO APPROVE A RESOLUTION OF APPOINTING A BOARD MEMBER TO SERVE ON THE BOARD OF DIRECTORS FOR DCAD FOR TWO YEARS BEGINNING JANUARY 1ST, 2021.

THE CURRENT TERM FILLED BY PRESIDENT OR FILLED BY EDWIN FLORES IS EXPIRING.

WE WILL NEED TO ELECT SOMEONE TO SERVE IN THIS POSITION.

NOMINEES WILL BE TAKEN AT THE MONTHLY BOARD MEETING.

SO DOES ANYONE MAKE QUESTIONS HERE? GO AHEAD. TRUSTEE FLORES.

I'M WILLING TO SERVE FOR ANOTHER TWO YEARS IF FOLKS [INAUDIBLE].

THANK YOU. I'VE ENJOYED THE TIME AT DCAD.

IT'S A VERY WELL RUN ORGANIZATION.

THANK YOU, TRUSTEE FLORES.

ANY OTHER QUESTIONS HERE? ALL RIGHT, WE'LL GO BY SEGMENT, SO I WILL PAUSE AT EACH SEGMENT AND GET PEOPLE INTO IT FIRST. WE WILL START WITH POLICY UPDATES 10 A THROUGH E, F WAS PULLED, SO ANY QUESTIONS

[10. POLICY UPDATES]

ON 10 A THROUGH E? 10 A.

10 A, WE'LL BEGIN THERE TRUSTEE FOREMAN.

AND IF YOU ARE ONLINE, WHENEVER I ASK THAT, PLEASE FEEL FREE TO COME OFF OF MUTE AND NOTE ANY ITEMS THAT YOU WOULD WISH TO STOP AT.

YOU READY? SURE.

PAGE FIVE.

SO I'M ON PAGE FIVE.

THIS IS STRATEGIC COVENANTS LINE ONE.

SO WE, WE USED TO HAVE THE COVENANTS AND COMMITMENTS AS A PART OF OUR WEBSITE, WHICH WAS ON THE WEBSITE, WE REMOVED THAT.

WELL, THE COVENANTS FOR THOSE WHO DON'T KNOW WHAT THE COVENANTS AND COMMITMENTS ARE, THEY WERE ACTUALLY DEVISED WHEN WE GOT FROM UNDER THE COURT ORDER IN 2003.

AND I'VE ALWAYS BEEN A PROPONENT OF CONTINUING TO MAKE SURE THAT THOSE COVENANTS AND COMMITMENTS WERE VISIBLE AND THAT THE DISTRICT ATTEMPTED TO LIVE BY THOSE COVENANTS AND COMMITMENTS AND WE REFUSED TO LEAVE THEM UP.

AND UNDER ONE THIS, I WOULD RATHER SEE THE COVENANTS AND COMMITMENTS ACTUALLY IN THE DOCUMENT AS WRITTEN, SO THAT THERE'S A CLEAR UNDERSTANDING AND WHEN WE TALK ABOUT UNITARY STATUS.

UNITARY STATUS JUST BASICALLY GOT US OUT OF COURT SAYING WE HAD ONE SCHOOL, BUT WE KNOW WE DON'T HAVE UNITARY.

WE KNOW THAT WE DON'T HAVE TO DISCUSS THAT.

WE ALREADY KNOW THAT.

AND SO EXCUSE ME, I'D LIKE TO SEE THAT JUST BASED ON WHAT IT WAS.

AND AGAIN, I'VE ALREADY HAD MY COMMENTS ABOUT STAFF DIVERSITY AND MAKING SURE THAT THAT WE DO THE RIGHT THING.

I'M ON PAGE SIX.

AND HOPEFULLY, I DON'T KNOW HOW WE PUT THIS IN HERE UNDER AE, BUT I'VE BEEN A REAL PROPONENT OF LOWERING CLASS SIZES.

WE WE LOWER CLASS SIZES UNDER BILINGUAL AND ESL.

BUT WHEN WE LOOK AT OUR OTHER STUDENT POPULATION, WE'RE NOT LOWERING CLASS SIZES BASED ON THAT. AND SO I DON'T KNOW HOW WE PUT THE ESSER LANGUAGE IN HERE, BUT IT WOULD BE GOOD TO BE ABLE TO GET A CLEAR UNDERSTANDING THAT WE ARE LOOKING AT AT THAT BASED ON THE FACT THAT WE KNOW CLASS SIZES NEED TO BE LOWERED SO WE CAN GET BETTER STUDENT ACHIEVEMENT.

AND THOSE ARE MY CONCERNS ABOUT THAT.

THANK YOU, TRUSTEE FOREMAN.

TRUSTEES, ANY OTHER QUESTIONS REGARDING 10 A AE LOCAL? ALL RIGHT. SEEING NONE, ARE THERE ANY OTHER ITEMS UNDER 10?

[01:40:03]

E. 10 E? ANYTHING ELSE? ALL RIGHT.

WE'LL MOVE TO 10 E TRUSTEE FOREMAN.

[E. Discussion of Board Policy FFAF (LOCAL) Wellness and Health Services-Care Plans (First Read, Sponsored by Tiffany Huitt, Chief of School Leadership)]

SO I GUESS THIS WOULD.

THIS IS CHIEF HEWITT AND SHERRY CHRISTIAN AND SHERRY, ARE YOU ON? YES, I'M ON. OK.

SO MY MY QUICK QUESTION, CHIEF HEWITT IT IS THAT WE ARE CHANGING THIS BASED ON THE STATE HEALTH DEPARTMENT, BUT WE DON'T AND THIS IS BASED ON A TASB RECOMMENDATION.

BUT WE DON'T SPEAK TO FEDERAL HEALTH REGULATIONS.

HAS THAT INCORPORATED INTO THIS CHANGE, OR DO WE KNOW? I HAVE A SHERRY. I MEAN, ONLINE, THAT'S GOING TO ANSWER SOME OF THESE ADDITIONAL QUESTIONS IN MORE DETAIL. GO AHEAD.

SURE. OK, SO TRUSTEE FOREMAN, ARE YOU REFERRING TO FFAC OR FFAF? AF. OK, SO ON FFAF, WHAT WE HAVE HERE IS THE TASB RECOMMENDATION TO JUST MOVE THAT LANGUAGE TO REGULATION.

SO BASICALLY, THIS IS ABOUT FOOD ALLERGIES AND THESE CHANGE, LIKE EVERY YEAR, USUALLY ABOUT EVERY TWO YEARS, WE HAVE CHANGES REGARDING FOOD ALLERGIES.

SO THE RECOMMENDATION WAS SIMPLY TO JUST PICK THIS LANGUAGE UP AND MOVE IT TO [INAUDIBLE] SO THAT WHEN THERE ARE CHANGES REGARDING FOOD ALLERGIES, THEY WOULD JUST BE UPDATED IN [INAUDIBLE].

SO THE QUESTION WAS, THESE ARE STATE.

WHERE IS FEDERAL? DO WE HAVE FEDERAL REGULATIONS ANYWHERE? OK, LET ME CHECK ON THAT, BECAUSE THAT HAS NOT BEEN A QUESTION THAT WE'VE DEALT WITH BEFORE, SO I WOULD HAVE TO CHECK ON THAT.

I KNOW I'M JUST ONE OF THOSE PROBLEM CHILDREN.

BUT BUT IF WE'RE GOING TO TALK ABOUT STATE AND I SAY THIS MORE OFTEN THAN NOT, JUST BECAUSE TASB SAY IT NEEDS TO BE DONE.

WE GOT TO MAKE SURE IT FITS US.

AND IF I'M GOING TO IF I'M GOING TO VOTE ON SOMETHING TO TALK ABOUT STATE ALLERGIES, I WANT TO KNOW ABOUT THE FEDERAL REGULATIONS BECAUSE WHERE DO WE GET THE MONEY FROM? THE FEDS. SO.

RIGHT, SO I WILL CHECK ON THAT, I JUST KNOW WE ALL OF THE MANDATES THAT ARE HANDED DOWN TO US WITH REGARD TO ALLERGIES, WHEREVER THEY COME FROM, WE ADHERE TO ALL OF THOSE.

SO I'LL JUST CHECK AND MAKE SURE THAT WE'VE COVERED IN ADDITION TO THE STATE, IF THERE ARE ANY FEDERAL REGULATIONS THAT ARE DIFFERENT THAN THE STATE THAT WE'RE ADDRESSING THOSE AS WELL. AND TYPICALLY STATE AGENCIES INCORPORATE FEDERAL REQUIREMENTS THROUGH THEIR MANDATES. BUT AS YOU KNOW, OUR STATE AND OUR FEDS ARE FIGHTING FEDS JUST NOW SUED THE STATE, SO ALL'S FAIR IN LOVE AND WAR.

SO [INAUDIBLE]. I DON'T WANT TO HAVE TO TELL YOU WHAT I FEEL RIGHT NOW.

BUT BUT AGAIN, I WILL SAY TO THE ADMINISTRATION, JUST BECAUSE TASB SAYS IT HAS TO BE DONE, WE NEED TO MAKE SURE IT'S SOMETHING THAT WE NEED TO DO AND THAT WE'RE DOING IT TO ITS ENTIRETY RATHER THAN JUST THE CONVENIENCE OF TASB SAYS.

TASB HANDLES A LOT OF DISTRICTS OVER A THOUSAND DISTRICTS.

MOST OF THEM ARE SMALL.

SO A LOT OF THINGS THAT TASB IS DOING MAY NOT NECESSARILY BE FOR US.

YES, TRUSTEE FOREMAN, I THINK THE ONLY THING WE WERE PLANNING TO DO HERE WAS TO MOVE THE LANGUAGE TO REGULATION.

I KNOW, BUT SEE REGULATIONS, YOU CONTROL POLICY I CONTROL.

OKAY. YES, MA'AM. THANK YOU.

THANK YOU, TRUSTEE FOREMAN, ANY OTHER QUESTIONS ON 10E? TRUSTEES ONLINE? ALL RIGHT, WE'LL MOVE TO SECTION 12, LEADING AND LEARNING.

[13. Special Education]

ARE THERE ANY QUESTIONS UNDER LEADING AND LEARNING? 13 A OR 13 B? ALL RIGHT. OK.

ANY UNDER 14? THERE'S SCHOOL LEADERSHIP DIVISION 15 A TRUSTEE FOREMAN.

[15. School Leadership]

DR. WILSON, CAN YOU COME UP HERE TOO.

PLEASE, I CAN'T LET YOU GET BY, EITHER.

THEY'LL SAY I'M SHOWING FAVORITISM.

IT'S ON THE LEEDS PROGRAM, THE PRINCIPALS.

AND TRUSTEE FOREMAN, AND WE ALSO HAVE [INAUDIBLE] HERE IS ONLINE TO ANSWER SOME ADDITIONAL QUESTIONS REGARDING THIS CONTRACT.

[01:45:02]

SO I'VE HAD CONVERSATIONS WITH DR.

WILSON ABOUT THE LEEDS PROGRAM AND MAKING SURE THAT WE HAD CANDIDATES FROM THE SOUTHERN SECTOR AND THIS PROGRAM, TEXAS A&M IS ACTUALLY TAKING PEOPLE FROM OUR LEEDS PROGRAM.

AND I WOULD. IT'S NOT.

THIS IS THE MASTER'S DEGREE.

YEAH, THIS PROGRAM ALLOWS OUR.

PRINCIPAL CERTIFICATION.

YEAH, THIS ALLOWS INDIVIDUALS IN DALLAS ISD TO PARTICIPATE IN THE TEXAS A&M UNIVERSITY OF COMMERCE TO JUST PURSUE A MASTER'S DEGREE.

YEAH. ARE THEY COMING FROM A PROGRAM? ANY PROGRAM? NOT.

I'M SORRY. I MEAN, DO YOU WANT TO ANSWER? BUT NOT PARTICULARLY, NO.

[INAUDIBLE] THIS IS OPEN TO ALL TEACHERS AND INDIVIDUALS SEEKING A MASTER'S DEGREE IN EDUCATIONAL LEADERSHIP WITH PRINCIPAL CERTIFICATION.

SO THIS IS JOINING OUR PATHWAYS TO SCHOOL LEADERSHIP THAT WE HAVE A PARTNERSHIP WITH SMU AND UNT DALLAS.

AND THIS IS AN ADDITIONAL UNIVERSITY THAT WE WOULD BE PARTNERING WITH TO GROW OUR NEXT SET OF LEADERS.

SO WHAT I WANT TO MAKE SURE OF IS THAT THERE'S AN OPPORTUNITY FOR PEOPLE, TEACHERS AND ASSISTANT PRINCIPALS SOUTH OF THE TRINITY TO ALSO PARTICIPATE IN THIS PROGRAM BECAUSE WE'VE HAD ISSUES IN THE PAST WITH THEM NOT BEING ABLE TO PARTICIPATE.

AND AS WE ROLL OUT NEW PROGRAMS, WE NEED TO ENSURE THAT THERE IS EQUITY POUND.

YOU HEAR ME, YOU ON THAT PHONE, YOU DIDN'T HEAR ME.

YEAH, WELL, TRUSTEE FOREMAN, ONE OF THE ONE OF THE THINGS THAT TEXAS A&M COMMERCE IS GIVING US THE OPPORTUNITY TO DO IS EXPAND THE NUMBER OF OF INDIVIDUALS WHO CAN ENTER THE PROGRAM. AND THAT'S WHY I BELIEVE THE LEED TEAM SOUGHT A PARTNERSHIP WITH THEM.

WE'RE ALSO WORKING WITH THEM TO INCREASE OTHER PARTNERSHIP OPPORTUNITIES FOR TEACHERS AND AND LEADERS WHO WANT TO MOVE INTO INTO ADMINISTRATION.

SO THAT'S WHY WE'VE ADDED THEM AS A PARTNER.

SO BUT AM I WRONG IN THE LEED PROGRAM THAT WE NOT HAVE SOME ISSUES BEFORE? YEAH, WE DID. WE'VE HAD QUITE A FEW INDIVIDUALS IN THEIR VARIOUS PROGRAMS FROM ALL OVER THE DISTRICT, BUT WE CERTAINLY HAVE A CONCERTED EFFORT WITH THIS PROGRAM IN PARTICULAR OF FOCUSING ON INDIVIDUALS FROM ALL SECTORS OF DALLAS AND HIGH PRIORITY SCHOOL LEADERSHIP IS A MAIN FOCUS OF THIS PROGRAM.

WE'RE DEFINITELY GOING TO LOOK AT THE DIVERSITY OF THE OF THE CANDIDATES AND WHERE THEY COME FROM TRUSTEE FOREMAN.

THANK YOU VERY MUCH. YES, MA'AM.

THANK YOU, TRUSTEE FOREMAN, TRUSTEE FLORES.

YOU KNOW, SO, SO YOU KNOW, WHEN YOU KNOW THERE'S DIVERSITY AND THEN THERE'S DIVERSITY, RIGHT? SO I JUST WANT TO MAKE SURE THAT, YOU KNOW, WHEN WE'RE TALKING ABOUT DIVERSITY, WE'RE TALKING ABOUT DIVERSITY IN ALL DIVERSITY SO THAT WE HAVE DIVERSITY IN OUR, YOU KNOW, RANKS.

IT'S ALSO VERY IMPORTANT TO HAVE HIGH QUALITY JUST TO MAKE SURE THAT WE DON'T, YOU KNOW, LOSE FOCUS ON THAT. THANK YOU.

THANK YOU, TRUSTEE FLORES.

IF WE DON'T HAVE ANY OTHER QUESTIONS FROM ONLINE, WE WILL MOVE ON TO STRATEGIC INITIATIVES DIVISION.

IS THERE ANY QUESTIONS ON OUR STRATEGIC INITIATIVES DIVISION 17 A THROUGH G? YES. TRUSTEE GARCIA WHICH ONE? 17 A.

17 A. ALL RIGHT.

[A. Consider and Take Possible Action to Approve the Interlocal Agreement Between Texas A&M University-Commerce and Dallas Independent School District for TAMUC/Dallas ISD Pathway Programs Consisting of The President's Promise and Rising Lion Scholarships (September 30, 2021 -August 31, 2026 with Two (1) Year Renewable Option/No Financial Impact)]

17 A WE'LL START WITH TRUSTEE GARCIA, FOLLOWED BY TRUSTEE FOREMAN.

I'M VERY EXCITED TO SEE TERMINOLOGY THAT I'M VERY FAMILIAR WITH.

17 A. HOW MANY MORE PROGRAMS LIKE THIS DO WE HAVE IN THE DISTRICT CURRENTLY? IS THIS THE FIRST OF ITS KIND AND IS THIS SOMETHING THAT STARTS WITH OUR EFFORT OR IS IT THE UNIVERSITY PARTNERS COMING TO US? YEAH. DR. ROGERS IS ON THE LINE, I WILL LET HER SPEAK DIRECTLY TO THIS, DR.

ROGERS, YOU WANT TO SPEAK TO THE ITEM? YES. GOOD AFTERNOON.

WE ARE WORKING WITH SEVERAL PARTNERS TO CREATE GAP SCHOLARSHIP OPPORTUNITY.

THIS WAS A JOINT EFFORT AT TEXAS A&M COMMERCE APPROACHED US ABOUT PROVIDING THEIR PRESIDENT PROMISING RISING PROGRAM.

AND HOW ARE STUDENTS NOTIFIED AND HOW EARLY DO THEY KNOW OF THE AVAILABILITY OF THIS PROGRAM? WE WILL BEGAN PROMOTING THE INFORMATION TO OUR 11TH GRADE STUDENTS AND OUR 12TH GRADE STUDENTS. ONCE OUR AGREEMENT IS APPROVED, WE WILL WORK WITH COMMUNICATIONS AND ALSO

[01:50:01]

HAVE INFORMATION PUSHED OUT ON OUR WEBSITE AND OTHER FORMS IN WHICH OUR COLLEGE ACCESS PROVIDERS AND COUNSELORS [INAUDIBLE].

THANK YOU. I ALSO WOULD HOPE THAT EVEN INFORMATION AND PATHWAYS LIKE THESE ARE THINGS THAT ARE EIGHTH GRADERS ARE LOOKING AT AS THEY'RE CHOOSING ENDORSEMENTS AND GOING THROUGH THEIR SORT OF AS EARLY AS POSSIBLE, NOTIFYING THEM OF OPPORTUNITIES LIKE THIS THE BETTER, BUT VERY EXCITED TO SEE THIS PARTNERSHIP.

VERY EXCITED TO SEE COMMERCE BLAST DOLLAR TUITION SCHOLARSHIPS FOR STUDENTS.

SO JUST GREAT KUDOS AND HOPE TO SEE MORE MORE OF THESE LOCKED IN INTO THE WAY THAT A STUDENT CAN EXPERIENCE AND GRADUATE FROM DALLAS ISD.

SO THAT'S REALLY ALL I HAVE.

THANK YOU. THANK YOU, TRUSTEE GARCIA, TRUSTEE FOREMAN.

SO JUST TO JUST A COUPLE OF THINGS, I WANT TO JUST QUICKLY TOUCH ON THE DIVERSITY ISSUE.

THAT'S NOT A NEW ISSUE FOR ME.

I SPEAK TO DIVERSITY ALL THE TIME AND I WILL CONTINUE TO DO THAT TO MAKE SURE THAT THIS DISTRICT DOES DIVERSIFY IN ITS ACTIONS.

JUST A COUPLE OF QUESTIONS.

IT'S GOOD TO SEE NEW PARTNERSHIPS.

A QUESTION, DR.

ROGERS. SO WOULD THESE BE STUDENTS THAT RECEIVE THE AASI DEGREE OR THE AA DEGREE? ACTUALLY, THIS IS OPEN TO ALL DISTRICT GRADUATES.

SO, SO THAT MEANS THAT EVEN WITH THE AASI DEGREES, THEY WILL BE ABLE TO TAKE ALL OF THE CREDITS THAT THEY'VE EARNED? YES.

OK, THAT'S GOOD. [INAUDIBLE] DEGREE.

AND IN FACT, A LOT OF OUR GRADUATES FROM ONE OF OUR PROGRAMS THAT EARNED AAS DEGREE TRANSFERRED FULLY TO A&M COMMERCE, AND WE LOOK FORWARD TO THEM BEING GRADUATES WITHIN THE NEXT YEAR FROM THE FOUR YEAR UNIVERSITY.

OKAY. MY CONCERN WAS THAT THEY WOULD TAKE ALL OF THE CREDITS BECAUSE I DO KNOW SOME SCHOOLS THAT DON'T TAKE THEM.

THAT'S CORRECT. SO THAT'S THAT'S VERY GOOD.

SORRY, I JUST WANT TO ADD, I THINK YOUR QUESTION IS A FAIR ONE, BUT THERE ARE TRANSFER PATHWAYS THAT ARE ESTABLISHED SO THAT OUR STUDENTS DON'T HAVE TO TRIP UP AND LOSE CREDITS ALONG THE WAY. THAT'S GOOD.

THAT'S GOOD. SO THE OTHER QUESTION IS WHEN THEY WHEN THEY GET TO TEXAS A&M IS TEXAS A&M.

IS THIS A SCHOLARSHIP PROGRAM? IT IS. LAST DOLLAR, GO AHEAD, DR.

ROGERS. IT'S THE LAST DOLLAR.

BUT WE HAVE LAST DOLLAR SCHOLARSHIP PROGRAMS NOW WHERE THE STUDENTS ACTUALLY ARE NOT GETTING ANY MONEY FROM THOSE ORGANIZATIONS BECAUSE MOST OF THEM ARE QUALIFIED FOR THE PELL GRANT. SO THAT'S WHY I'M ASKING THE QUESTION.

GO HEAD DOCTOR ROGERS.

YES, SO THIS IS SLIGHTLY DIFFERENT IN THAT THE TUITION AND FEES WOULD COST MORE THAN THE PELL GRANT WOULD COVER.

SO THIS IS A GAP SCHOLARSHIP FOR STUDENTS WHO QUALIFY FOR THIS [INAUDIBLE].

YOU'RE BREAKING UP, YOU HAVE TO SPEAK A LITTLE BIT LOUDER, DR.

ROGERS. MY APOLOGIES.

THIS IS A GAP FUNDING, AND SO THE TUITION AND FEES FOR THIS UNIVERSITY ARE MORE THAN WHAT A PELL GRANT WOULD TYPICALLY COVER IN TERMS OF FULL COST.

SO THIS WOULD BE OF A FINANCIAL BENEFIT TO STUDENTS AND THEIR FAMILIES.

OKAY, I DIDN'T QUITE GET IT, BUT I THINK WHAT THE POINT IS THAT IT'S BASICALLY FILLING THE GAP BETWEEN WHAT THE PELL GRANT COVERS AND WHAT STUDENTS WOULD STILL OWE WOULD STILL OWE. SO THIS SCHOLARSHIP IT WOULD BASICALLY IT WOULD COVER THE ENTIRE TUITION.

THAT WOULD THAT WOULD NOT BE COVERED THROUGH PELL GRANT AND OTHER SCHOLARSHIPS.

OK. ALL RIGHT. THANK YOU.

YES, MA'AM. THANK YOU, TRUSTEE FOREMAN.

TRUSTEES IF THERE ARE NO OTHER QUESTIONS FOR THE STRATEGIC INITIATIVES DEPARTMENT.

WE WILL MOVE ON TO THE FINANCIAL SERVICES DEPARTMENT, SO 19 A THROUGH 25 A, TRUSTEES ARE THERE ANY ITEMS WITH QUESTIONS ON FINANCIAL SERVICES? YES. 22A.

WE HAVE 22A ANY OTHER ONES FROM TRUSTEES ? YEAH. 22A IS GOOD.

ALL RIGHT. 22A.

WE'LL START WITH TRUSTEE FOREMAN THIS TIME THEN TRUSTEE GARCIA.

[A. Consider and Take Possible Action to Ratify and Approve Applications and Accept Grant Funds - September 2021 (Not to Exceed $2,205,732 Special Revenue Funding Sources)]

THAT'S FINE. YOU CAN START WITH THEM.

I'M TRYING TO GET TO MY NOTES.

TRUSTEE GARCIA.

SURE. TAKING A LOOK AT THE DETAILED INFORMATION SHEET AND LOOKING SPECIFICALLY AT THE 2021, 2022 SSI COMMUNITY PARTNERSHIP GRANT THAT ALL THOSE CAMPUSES ARE PARTICULARLY DISTRICT FOUR CAMPUSES.

SO QUESTIONS AND I THINK THIS COULD PROBABLY BE TAKEN OFFLINE IS THIS TOTAL AMOUNT REFLECTED? IF I'M NOT MISTAKEN, THIS IS A FOUR YEAR GRANT THAT WAS PROVIDED BY SSI.

[01:55:15]

YEAH, IT IS A FOUR YEAR GRANT, AND YOU'RE RIGHT FOR THE SCHOOLS THAT REFERENCES HERE.

CORRECT. AND THIS IS WHAT YEAR ARE WE NOW IN THIS GRANT IMPLEMENTATION? IT WAS KIND OF CONSECUTIVE GRANT, SO I'M TRYING TO DETERMINE THE STARTING POINT OF THIS ONE, SO THAT'S [INAUDIBLE].

SURE, NO PROBLEM. AND BECAUSE IT RELATES SPECIFICALLY TO MY DISTRICT, I'M HAPPY TO TAKE THIS OFF LINE. JUST, YEAH, I CAN GET MORE INFORMATION FOR YOU SO THAT I CAN KIND OF SHOW THE CHRONOLOGY OF THE GRANTS AND WHAT WAS RECEIVED BY THE SCHOOLS.

ABSOLUTELY. I'D LOVE TO SEE THAT. OK, THANK YOU.

THANK YOU TRUSTEE GARCIA, TRUSTEE FOREMAN.

OK. I'M PARTICULARLY INTERESTED IN THE HOUSTON KOREAN EDUCATION CENTER AND THE KOREAN GRANT FOR A LANGUAGE WITHIN THE DISTRICT.

SO I'M ACTUALLY EXCITED TO SEE THAT.

GREAT. AND AND WONDERING HOW TO HOW ARE WE ROLLING THIS GRANT OUT IS IT'S TO OUR DUAL LANGUAGE, HOW DO WE ROLL THIS? SO THIS IS ACTUALLY PART OF OUR LANGUAGES OTHER THAN ENGLISH.

IT IS NOT PART OF THE DUAL LANGUAGE PATHWAY.

TRUSTEE FOREMAN. AND THIS WOULD BE A CONTINUATION OF AN OFFERING BECAUSE WE HAVE MORE STUDENTS THAT ARE GETTING INVOLVED IN KOREAN.

OK. AND SO WE ALREADY HAVE IT IN SOME SCHOOLS? THIS IS A CONTINUATION OF THAT.

DO WE KNOW WHICH SCHOOLS? I CAN GET THAT FOR YOU.

SHANNON AND AND TRUSTEE FOREMAN.

THIS IS ARLENA GAYNOR.

WE CURRENTLY HAVE BRIAN ADAMS FROM [INAUDIBLE] PARTICIPATING IN THE PROGRAM RIGHT NOW.

BRAIN ADAMS, [INAUDIBLE] AND WHO BABY? TOWNVIEW.

WHERE IN TOWNVIEW? TOWNVIEW IS A HUGE COMPLEX.

[INAUDIBLE] DO YOU KNOW WHICH WHICH SCHOOL WITHIN TOWNVIEW HAS ACCESS TO THE KOREAN? THIS IS OUR ARLENA GAYNOR, OUR EXECUTIVE DIRECTOR OF LANGUAGE LITERACY AND SOCIAL STUDIES. OH, SHE'S GREAT.

SHE IS. SO WE HAVE IT IN THE BUSINESS SCHOOL RIGHT NOW.

ALL RIGHT. THANK YOU.

THANK YOU, ARLENA.

THANK YOU, TRUSTEE FOREMAN.

ARE THERE ANY OTHER ITEMS IN THE FINANCIAL SERVICES DIVISION? FROM TRUSTEES ONLINE? ALL RIGHT. SEEING NONE, THE TIME IS NOW 3:33 P.M.

AND THIS MEETING IS ADJOURNED.

WE WILL TAKE A FOUR MINUTES TO GET SET UP FOR OUR REDISTRICTING MEETING.

* This transcript was compiled from uncorrected Closed Captioning.