[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]
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GOOD MORNING, AND WELCOME TO THE BOARD BRIEFING AND MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.
WE WILL DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG AS WE JUST COMPLETED THEM IN OUR PRIOR MEETING.
THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY VIA VIDEO CONFERENCE.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
DISTRICT ONE EDWIN FLORES, DISTRICT TWO JUSTIN MARSHALL, DISTRICT THREE, DAN MICCICHE, DISTRICT FOUR, KARLA GARCIA, DISTRICT FIVE, MAXINE JOHNSON, DISTRICT SIX, JOYCE FOREMAN, DISTRICT SEVEN, BEN MACKEY, DISTRICT EIGHT, JOE CARREON AND DISTRICT NINE, JUSTIN HENRY.
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 EN ESPANOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE TRUSTEE CARREON? [SPANISH].
IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THAT THE PUBLIC ABIDE BY THE RULES OUTLINED IN BOARD 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 THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
EVERYONE IS ASKED TO PLEASE WEAR YOUR MASK OVER YOUR MOUTH AND NOSE 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 WHEN REQUESTED TO DO SO BY OUR SECURITY OFFICERS MAY RESULT IN A PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
WE WILL NOW MOVE ON TO SECTION TWO, RECOGNITION OF ELECTED AND PUBLIC OFFICIALS.
I DON'T SEE ANYONE HERE IN THE AUDIENCE.
SO NOW WE'LL MOVE ON TO OUR THE PUBLIC FORUM.
OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.
HOWEVER, I WAS INFORMED NO ONE SIGNED UP TO SPEAK.
THEREFORE, THE BOARD WILL MOVE ON TO ITEM FOUR, THE BOARD WILL NOW RETIRE TO A
[4. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
CLOSED SESSION.THE PUBLIC AND STAFF ARE ARE WELCOME TO STAY CONNECTED TO ZOOM WHILE THE BOARD LEAVES THIS MEETING OR STAY IN THIS ROOM.
THE PUBLIC PARTICIPATION FOR THE MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETIRED A CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING SECTIONS 551.071 FOR PRIVATE CONSULTATION WITH THE 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 CLEARLY CONFLICTS WITH THIS CHAPTER.
551.072 TO DELIBERATE THE PURCHASE EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY, 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.
551.076, TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT.
AND 551.089 TO DELIBERATION SECURITY ASSESSMENTS OR DEPLOYMENTS RELATED TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION, AS DESCRIBED IN SECTION 2059.055B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.
AND WE ARE BACK IN OPEN SESSION.
NO ACTION WAS TAKEN IN CLOSED SESSION.
[5. VISION/PROGRESS MONITORING]
WE ARE NOW GOING TO MOVE ON TO SECTION FIVE, OUR VISION AND PROGRESS MONITORING STUDENT OUTCOME GOALS, GPMS 2.2 AND 3.2.YES, MR. PRESIDENT, WE'LL HAVE DEPUTY SUPERINTENDENT SUSANA CORDOVA WALK US THROUGH THE LATEST INFORMATION.
THANK YOU, PRESIDENT MACKEY TRUSTEES, MR. SUPERINTENDENT, I'M PLEASED TO BE ABLE TO SHARE AN UPDATE OF WHERE WE ARE WITH OUR STUDENT OUTCOME GOALS FOR THE GROWTH PROGRESS MONITORING MEASURES 2.2 AND 3.2.
BEFORE I GET STARTED, I WOULD JUST LIKE TO THANK THE FOLKS FROM OUR EARLY EDUCATION TEAM WHO HAVE WORKED ON THIS AND IN PARTICULAR, DR.
ELENA HILL, WHO HELPED US WITH THIS NEXT SLIDE.
SO AT A HIGH LEVEL, I WANTED TO SHARE THE FOLLOWING HEADLINES FOR THE DATA THAT WE'RE GOING TO BE LOOKING AT.
SO FOR OUR KINDERGARTEN READINESS, OUR BEGINNING OF THE YEAR DATA FROM OUR LITERACY SCREENER SHOWS A RISE IN OUR KINDERGARTEN READY RATE, BUT WE HAVE NOT YET RECOVERED TO OUR PRE-PANDEMIC RATES.
AND SO THAT'S SOMETHING THAT WE KNOW IT'S GOING TO BE IMPORTANT FOR US TO CONTINUE TO WORK ON.
BUT WE ARE SEEING THE BENEFITS OF PRE-K AND WE CONTINUE TO SEE MUCH HIGHER KINDERGARTEN READINESS RATES FOR CHILDREN WHO ATTEND OUR DALLAS ISD PRE-K PROGRAMS. SO THAT'S DEFINITELY SOMETHING THAT IS AN AREA WE WANT TO CONTINUE TO INVEST IN.
KINDERGARTEN MATH IS SHOWING PROMISE.
OUR MATH INCREASES CONTINUE YEAR OVER YEAR, BUT WE STILL KNOW THAT WE HAVE
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SIGNIFICANT OPPORTUNITIES FOR GROWTH AND OUR GRADE LEVEL READING IS ASSESSED FOR THIS GROWTH FOR THIS GPM VIA RUNNING RECORDS.WE KNOW THAT THIS IS A REAL KEY TO IMPROVING OUR LITERACY LITERACY LEVELS.
THAT DATA IS NOT QUITE READY YET.
IT WILL BE READY IN NOVEMBER, AT WHICH POINT WE'LL SHARE IT WITH YOU.
WE DO HAVE SOME PROXY DATA THAT WE WANT TO SHARE FOR WHERE WE ARE RIGHT NOW.
AND SO JUST TO ORIENT OURSELVES TO THE ACTUAL GOALS, WE'RE GOING TO BE LOOKING AT THE TWO BLUE BARS AND THE DATA FOR WHERE WE ARE WITH THAT.
AS YOU RECALL, WE HAD REVISED TARGETS FOR LAST YEAR TO BASELINE FOR RUNNING RECORDS AT 40.
WE DON'T YET HAVE THAT DATA FROM THE BEGINNING OF THE YEAR, BUT WE WILL BE SHARING THAT AS SOON AS WE HAVE IT AVAILABLE.
AND THEN THE BASELINE FOR THE TEA WAS HAD BEEN REVISED TO 40.
WE DID SURPASS THAT IN OUR BEGINNING OF THE YEAR DATA.
AND SO THAT'S SOMETHING THAT WE KNOW IS GOING TO BE IMPORTANT.
WE WERE NOT CLEAR WHEN WE MADE THOSE REVISIONS WHAT THE IMPACT OF THE PANDEMIC WOULD BE.
AND SO THIS IS A PLACE WE WANT TO CONTINUE TO FOCUS ON FOR GROWTH.
THIS IS PART OF THE CONVERSATION WE HAD DURING THE SUPERINTENDENT SCHOOL SETTING CONVERSATION A COUPLE OF WEEKS AGO.
SO TO GROUND OURSELVES IN GPM TO POINT TO RUNNING RECORDS, WHICH ARE AN INDIVIDUAL ASSESSMENT OF A STUDENT'S ACTUAL READING ARE CRUCIAL TO MONITORING WHERE WE ARE WITH HELPING OUR YOUNGEST LEARNERS LEARN TO READ THAT DATA, AS I MENTIONED, WILL BE AVAILABLE IN NOVEMBER.
BUT I JUST WANT TO WALK THROUGH REALLY QUICKLY THE BACKGROUND AND WHERE WE HAVE BEEN WITH THIS, WE STARTED USING RUNNING RECORDS AS PART OF THIS PROCESS IN THE 19-20 SCHOOL YEAR.
AND SO WE IN THAT YEAR HAD BEGINNING IN MIDDLE OF THE YEAR DATA FOR FIRST GRADE, FOR SECOND GRADE AND WE HAD MIDDLE OF THE YEAR DATA FOR KINDERGARTEN.
WE DID NOT HAVE ANY END OF THE YEAR REPORTS BECAUSE OF THE PANDEMIC.
LAST YEAR, WE DID PURCHASE AN APP TO BE ABLE TO DO VIRTUAL ASSESSMENTS TO HELP US GATHER INFORMATION FOR OUR STUDENTS, BOTH IN-PERSON AND VIRTUALLY.
WE WERE ABLE TO COLLECT RESULTS FOR BEGINNING, MIDDLE AND END OF THE YEAR, FOR FIRST AND SECOND GRADES AND FOR MIDDLE OF THE YEAR AND END OF YEAR FOR KINDERGARTEN.
THIS YEAR IS THE FIRST TIME THAT WE ARE IMPLEMENTING THE BEGINNING OF THE YEAR ASSESSMENT FOR KINDERGARTEN.
AND SO WE WILL BE SETTING A BASELINE AND THEN GOING FORWARD, WE'LL HAVE A BEGINNING, MIDDLE AND END OF YEAR DATA FOR ALL THREE GRADES KIND FIRST AND SECOND GRADE.
SO BECAUSE WE DIDN'T HAVE OUR RUNNING RECORD DATA READY YET, WE WANTED TO SHOW SOME PROXIES FOR WHERE WE ARE.
ONE OF THE ASSESSMENTS THAT WE GIVE TO OUR KINDERGARTEN STUDENTS IS THE TEXEA.
AND SO WE WANTED TO GIVE YOU SOME INDICATIONS OF WHAT TEXEA IS TELLING US.
THE THREE BARS REPRESENT THE LAST THREE YEARS FOR WHICH WE HAVE BEGINNING OF THE YEAR DATA.
NINETEEN TWENTY TWENTY TWENTY ONE AND TWENTY ONE TWENTY TWO.
AND YOU CAN SEE IF YOU LOOK AT THE LITERACY SCREENER, WHICH IS THE CLOSEST PROXY THAT WE HAVE FOR AN INTEGRATED READING ASSESSMENT.
YOU CAN SEE THAT WE ARE NOT QUITE BACK TO WHERE WE WERE PRE-PANDEMIC, BUT WE HAVE REGAINED ABOUT HALF OF WHAT WE HAD LOST LAST YEAR AFTER THE DISRUPTIONS IN MARCH OF 2020 AND THE BEGINNING OF THE YEAR SCREENING.
SO WE THINK THAT'S GOOD NEWS AND IT'S TRENDING IN THE RIGHT DIRECTION, BUT WE STILL KNOW THAT WE'RE GOING TO HAVE TO CONTINUE TO WORK VERY HARD TO ACCELERATE PROGRESS FOR OUR STUDENTS.
I THINK THIS IS A REALLY IMPORTANT PAGE IN THIS REPORT, WHICH CONTINUES TO DEMONSTRATE THE IMPACT THAT PRE-K HAS FOR OUR STUDENTS.
ON THE LEFT, YOU'LL SEE THE MAP THAT LOOKS AT THE NUMBER OF STUDENTS WHO WERE ELIGIBLE FOR PRE-K BUT DID NOT ATTEND OUR CLASSROOMS. ONLY 39 PERCENT OF STUDENTS WHO ARE ELIGIBLE FOR PRE-K BUT DIDN'T ATTEND WERE READY FOR KINDERGARTEN ON OUR SCREENER, WHEREAS 74 PERCENT OF THE STUDENTS WHO DID ATTEND PRE-K IN OUR CLASSROOMS WERE KINDERGARTEN READY.
THAT IS A REALLY IMPORTANT MESSAGE IN TERMS OF THE WORK THAT WE HAVE TO DO TO RECRUIT ALL OF THE ELIGIBLE STUDENTS TO OUR.
CLASSROOMS, BECAUSE IT CLEARLY IS MAKING A SIGNIFICANT DIFFERENCE IN TERMS OF THE READINESS FOR KINDERGARTEN AND FOR LEARNING.
SO ON GPM 3.2, WE'RE LOOKING AT THE PERFORMANCE OF OUR KINDERGARTEN STUDENTS IN MATH.
AND SO WHAT YOU CAN SEE HERE AGAIN, WE HAD SEEN A PRETTY SIGNIFICANT DROP OFF FROM THE PANDEMIC FROM 49 PRE-PANDEMIC TO 40.
WE ARE CONTINUING TO SEE THAT MOVE UP.
SO WE'RE ABOVE THE BEGINNING OF THE YEAR LEVEL FROM LAST YEAR.
BUT WE KNOW THAT WE STILL HAVE SIGNIFICANT GROWTH TO DO.
WE ENDED THE YEAR REALLY STRONG LAST YEAR, AND SO WE'RE GOING TO CONTINUE TO FOCUS ON HOW WE CAN ACCELERATE THAT, KNOWING THAT THIS WILL REALLY MAKE A DIFFERENCE FOR OUR STUDENTS IN THE FUTURE.
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I WANTED TO DIG IN A LITTLE BIT AROUND HOW PRE-K REALLY IS MAKING A DIFFERENCE FOR ALL OF OUR STUDENTS, PARTICULARLY WHEN WE THINK ABOUT MATH.AND I THINK THIS IS IMPORTANT BECAUSE MATH, AS WE ALL KNOW, HAS TAKEN A BIGGER HIT BECAUSE OF THE PANDEMIC THAN READING HAS.
AND SO WE KNOW THAT WE'RE GOING TO NEED TO CONTINUE TO FOCUS ON THE ACCELERATION OF MATH PERFORMANCE FOR OUR STUDENTS.
SO THESE THREE BARS SHOW NOT YEARS, BUT WHETHER OR NOT STUDENTS PARTICIPATED IN PRE-K OR NOT.
AND SO THE DARKEST BLUE OUR STUDENTS WHO ARE ELIGIBLE FOR PRE-K BUT DID NOT PARTICIPATE.
THE MIDDLE BAR IS STUDENTS WHO ATTENDED PRE-K AND THEN THE BAR ON THE RIGHT SIDE OF EACH SET SHOWS ALL OF OUR STUDENTS.
IF THEY HAD PRE-K, IF THEY WERE ELIGIBLE AND DID NOT PARTICIPATE IN PRE-K, OR IF THEY WERE NOT ELIGIBLE FOR PRE-K AND ATTENDED PROGRAMS OUTSIDE OF THE DISTRICT OR WERE AT HOME AND THE AGGREGATE OF ALL OF THAT.
WHAT YOU CAN SEE HERE IS THAT FOR OUR BLACK STUDENTS, MORE THAN DOUBLE THE NUMBER OF STUDENTS WERE READY FOR KINDERGARTEN.
IF THEY ATTENDED OUR PRE-K CLASSROOMS, IT WAS MORE THAN TRIPLE THE NUMBER OF OUR LATINX STUDENTS.
SO OBVIOUSLY THIS IS MAKING A VERY SIGNIFICANT DIFFERENCE.
ONE THING THAT I WOULD LIKE TO POINT OUT IS FOR OUR BLACK STUDENTS WHO ATTENDED PRE-K, THEY ACTUALLY ARE PERFORMING AT A HIGHER LEVEL THAN ALL OF OUR STUDENTS WHO ATTENDED PRE-K.
52 PERCENT OF OUR BLACK AND AFRICAN-AMERICAN STUDENTS WERE READY BASED ON THOSE ASSESSMENTS, COMPARED TO 49 PERCENT OF ALL STUDENTS WHO ATTENDED PRE-K.
IT IS DEFINITELY TRENDING IN THE RIGHT DIRECTION, SIGNIFICANT GROWTH THAT IS NEEDED TO MAKE SURE THAT WE HAVE THE NUMBERS OF STUDENTS READY FOR KINDERGARTEN ACROSS THE BOARD.
SO I WOULD LIKE TO CALL OUT SOME OF THE NEXT STEPS THAT WE ARE DOING BASED ON THIS BEGINNING OF THE YEAR DATA.
WE WILL HAVE OUR RUNNING RECORD DATA AVAILABLE IN NOVEMBER, AND WE WILL SHARE THAT WITH YOU AS SOON AS IT'S READY.
WE WANT TO MAKE SURE THAT WE'RE SUPPORTING OUR TEACHERS WITH ACCELERATION OPPORTUNITIES FOR THEIR STUDENTS, AND SO WE HAVE SOME EXAMPLES IN THE APPENDIX OF THE ACCELERATION FOCUSED CURRICULUM SUPPORTS.
WE DON'T WANT TEACHERS TO HAVE TO WORK TO DEVELOP OR FIND LESSONS.
WE ACTUALLY HAVE CREATED LESSONS THAT TEACHERS CAN USE TO DROP IN TO SUPPORT THEIR STUDENTS WITH MATH AND READING ACHIEVEMENT.
IT'S AT THEIR FINGERTIPS VERY ENGAGING IN TERMS OF THE DESIGN AND STRUCTURE AND ALIGNED TO GRADE LEVEL EXPECTATIONS.
WE'RE GOING TO CONTINUE TO SUPPORT OUR TEACHERS WITH CONTENT SPECIFIC PROFESSIONAL DEVELOPMENT REALLY TARGETED AT BOTH THE SCIENCE OF TEACHING, READING AS WELL AS SUPPORTS AROUND EARLY EDUCATION.
AND THEN PROBABLY MOST IMPORTANTLY, WE'RE GOING TO CONTINUE TO REALLY RAMP UP OUR EFFORTS AROUND RECRUITMENT BECAUSE WE KNOW THAT THE PRE-K ENROLLMENT, WHILE IT IS HIGHER THAN IT WAS LAST YEAR, IS STILL NOT BACK UP TO THE LEVELS THAT IT WAS PRE-PANDEMIC.
AND SO WE WANT TO CONTINUE OUR PUSH FOR RECRUITING OUR YOUNGEST LEARNERS, INCLUDING MAKING SURE THAT THE SCHOLARSHIP OPPORTUNITIES ARE AVAILABLE FOR STUDENTS WHO ARE ELIGIBLE FOR PRE-K, BUT MAY NOT BE ABLE TO PARTICIPATE ABSENT THOSE SCHOLARSHIPS.
SO WITH THAT, I'D BE HAPPY TO TAKE ANY QUESTIONS.
THANK YOU FOR THIS CRITICAL REPORT ON HOW OUR KIDS ARE DOING.
TRUSTEES, WHAT QUESTIONS OR DISCUSSION DO WE HAVE HERE? WE'LL START WITH TRUSTEE FOREMAN AND TRUSTEES, IF YOU ARE ONLINE, IF YOU CAN RAISE YOUR HAND, I CAN CALL ON YOU NEXT.
SO I JUST HAVE, EXCUSE ME, HAVE A FEW QUESTIONS AND I'M STARTING ON SLIDE ONE.
AND TRYING TO UNDERSTAND THE ACTUALS THAT ARE PRESENTED FOR 2020-2021, IS THIS THE ACTUAL SCORES BY TESTING? THAT'S CORRECT.
SO IF I'M LOOKING AT GPM 3.2, IF WE ACTUALLY IN 2020-21 SCORED SIXTY SIX POINT ZERO, BUT WE REDUCED THE BASELINE TO FORTY.
DO WE HAVE A THE RATIONALE FOR REDUCING IT THAT LOW? SURE.
SO JUST AS A REMINDER, THE SEQUENCE OF HOW THIS PLAYED OUT WAS IN SETTING THE TARGET.
WE ACTUALLY WERE MAKING A GUESS AT WHERE WE WOULD LAND AND WE DIDN'T REALLY HAVE ENOUGH DATA TO MAKE AN ASSESSMENT OF HOW IT WOULD PLAY OUT.
WE WERE VERY PLEASANTLY SURPRISED TO SEE THE RESULTS BY THE END OF THE YEAR.
DR. HILL, IF YOU'RE AVAILABLE, IF YOU WANT TO TALK A LITTLE BIT MORE? THAT'S A GOOD ANSWER BECAUSE THAT LEADS TO MY NEXT CONCERN.
IF WE'RE SET THE TARGET AT 40 AND IN 2020-2021, WE WERE AT 66.
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I THINK THE TARGET NEEDS TO BE REVISITED BASED ON THE INFORMATION THAT WE HAVE NOW BECAUSE THAT DOESN'T GIVE YOU ANY INCENTIVE TO MOVE FORWARD IF THE TARGET IS ALMOST IT'S 26 PERCENTAGE POINTS LESS.WE DID HAVE A CONVERSATION ABOUT THIS WHEN WE WERE LOOKING AT GOAL SETTING.
WE DO WANT TO MAKE SURE THAT WE ARE FOCUSED ON NOT JUST MEETING BUT EXCEEDING THE TARGETS, AND WE FEEL LIKE WE'RE IN A VERY STRONG POSITION TO BE ABLE TO SIT DOWN.
SO SUSANA, I HAVE TO BE REALLY CLEAR WITH MY POSITION.
IF I SEE 40, THAT'S WHAT YOU'RE GOING FOR.
AND TO TELL ME THAT YOU WANT TO EXCEED DOESN'T REALLY ANSWER MY QUESTION.
HINOJOSA, YOU'VE BEEN AROUND ME LONG ENOUGH TO KNOW IS THAT WE HAVE TO PUSH FOR THE HIGHEST LEVEL OF EXPECTATION THAT WE CAN GET.
AND IF YOU'RE 26 PERCENTAGE POINTS OVER WHAT YOUR TARGET IS NOW, THAT JUST DOESN'T MAKE A LOT OF SENSE TO ME, AND I CLEARLY UNDERSTAND THAT YOU DIDN'T HAVE ENOUGH DATA TO START WITH, BUT YOU GOT MORE DATA NOW AND IT MIGHT NEED TO BE REVISITED.
I CAN JUMP IN JUST FOR ONE SECOND BECAUSE I THINK YOU.
LET ME FINISH, YOU'LL GET YOUR TIME, BUT I DON'T NEED THE TRUSTEES TO TRY TO ANSWER ME, I'M SPEAKING SPECIFICALLY TO THE ADMINISTRATION.
UH, IN REGARDS TO WHAT THE ADMINISTRATION'S GOAL WAS SET AT, WHERE WE UNDERSTOOD WE WERE WERE LAST YEAR, AND WHAT WE'RE GOING TO TRY TO DO THIS YEAR.
THERE ARE TWO THINGS THAT I JUST WANT THE BOARD TO REMEMBER.
ONE, YES, WE ARE AT 66 AND WE ARE PLEASANTLY SURPRISED AND VERY EXCITED ABOUT IT.
IF YOU REMEMBER, WE DID GO BACK OVER THE TARGET'S LAST YEAR BECAUSE OF COVID AND WE WERE IT WAS VERY CLEAR THAT THE BOARD DID NOT WANT TO REVISIT TARGETS AGAIN AND SO THAT'S ONE OF REASONS.
THE BOARD OR SOME BOARD MEMBERS? IT WAS CLEAR THAT THE TARGETS NEEDED TO REMAIN THE TARGETS, AND I WANT TO ALSO REMIND YOU THAT THE GOAL IS SIXTY NINE AND SO.
I JUST I WANT YOU TO HAVE CONFIDENCE THAT WE'RE NOT GOING TO JUST REST ON OUR LAURELS AND STAY AT SIXTY SIX.
I MEAN, WE ARE REALLY LOOKING TO GO BEYOND 66 AND RECOGNIZE THE GOAL IS 69.
BUT I DO UNDERSTAND WHAT YOU'RE SAYING.
SO I'M MOVING ON TO PAGE EIGHT.
AND SUSANNA, YOU TALKED ABOUT THE TEACHERS AND TARGETING GROWTH.
SO IS IT GOING TO BE CONTENT SPECIFIC? OR IT'S JUST DIFFERENT PROGRAMS THAT THEY CAN PICK UP.
IS IT CONTENT SPECIFIC? THESE ARE LESSONS THAT ARE CONTENT SPECIFIC.
AND THEN THE QUESTION, I FIND IT.
SO I'M ON PAGE FOUR, SO YOU HAD 39 PERCENT OF THE ELIGIBLE STUDENTS THAT DID NOT ATTEND DALLAS ISD PRE-K AND WERE PRE-K READY.
SO WERE THESE STUDENTS IN OTHER DAYCARE FACILITIES, EXCUSE ME, CHILD CARE FACILITIES? OR WHERE WERE THEY? SO THAT THEY ARE PRE-K READY? I BELIEVE, AND DR. HILL, CAN YOU RESPOND TO THIS? YEAH.
THANK YOU TRUSTEE FOREMAN FOR THAT QUESTION.
AND SO THE WAY THIS GRAPH READS IS THIRTY NINE PERCENT OF ELIGIBLE STUDENTS WHO DID NOT ATTEND PRE-K WERE PRE-K READY.
IT DOES MEAN THAT THEY DID NOT ATTEND DALLAS ISD PRE-K.
THERE'S ALWAYS THE CAVEAT THAT THEY COULD HAVE PARTICIPATED IN AN OUTSIDE PRE-K.
BUT DO WE KNOW IF THEY DID OR IF THEY WERE JUST STUDENTS AT HOME? WE DON'T KNOW THAT INFORMATION.
IS THAT INFORMATION NOT AVAILABLE OR? SO WE WOULD KNOW IF A STUDENT ATTENDED OUR PRE-K, BUT WE WOULD NOT HAVE A WAY OF KNOWING LIKE IF THEY ATTENDED A PRIVATE PRE-K OR MAYBE ANOTHER HOME CHILD CARE
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SITUATION, WE WOULD NOT HAVE THAT INFORMATION.IS THIS ONLY FOR PRE-K THREE OR PRE-K FOUR? THIS IS FOR BOTH PRE-K THREE AND PRE-K FOUR.
AND SO WE DO HAVE PARTNERSHIPS WITH OTHER DAYCARE PROVIDERS, CORRECT OR CHILDCARE PROVIDERS.
I KEEP SAYING DAYCARE, I'M GOING TO GET KILLED.
I AM SO, SO WE HAVE PARTNERSHIPS? ARE WE COUNTING THE STUDENTS IN THE PARTNERSHIPS? CAN WE COUNT THOSE SO THAT WE HAVE AN OPPORTUNITY TO UNDERSTAND HOW MANY STUDENTS ARE IN OUR PARTNERSHIPS? THEY MIGHT NOT BE IN A DISD CLASS IN THE PARTNERSHIP, BUT THEY ARE ATTENDING PARTNERSHIPS.
DO WE HAVE ACCESS TO THAT KIND OF DATA? WE DO HAVE ACCESS TO THE DATA FOR THE DALLAS ISD CLASSROOMS INSIDE OF THE CHILD CARE CENTERS.
AND THIS DATA IS REFLECTIVE OF ALL OF OUR PRE-K CLASSROOMS, INCLUDING THE CLASSROOMS INSIDE OF OUR CHILDCARE PARTNERSHIPS.
I THINK YOU MIGHT BE MISSING ME.
SHE'S ASKING, CAN WE GET THE DATA FOR THE STUDENTS IN THE CENTER, BUT NOT IN A CLASSROOM THAT WE KNOW THE DISTRICTS? I WOULD HAVE TO DEFINITELY CHECK ON THAT.
I'M NOT SURE ABOUT THAT TRUSTEE FOREMAN.
I WILL CHECK ON THAT IN OUR PARTNERSHIPS, THOUGH WE DO.
WE'VE DONE AN ANALYSIS AND THERE ARE ONLY NINE CLASSROOMS OUTSIDE OF DALLAS ISD IN OUR CURRENT PARTNERSHIPS.
IN OTHER WORDS, IN MANY OF OUR PARTNERSHIP PROGRAMS, YOU KNOW, DALLAS ISD WILL HAVE ONE OR TWO CLASSROOMS AND IN ONLY NINE INSTANCES, ARE THERE CLASSROOMS THAT ARE NOT THAT DON'T BELONG TO DALLAS ISD.
THERE'S PRE-K THREE AND PRE-K FOUR.
SO IN ALL OF OUR PARTNERSHIPS THERE, THEY ONLY HAVE NINE CLASSROOMS OUTSIDE OF DISD.
IN OUR CURRENT PARTNERSHIPS, THERE ARE ONLY NINE CLASSROOMS THAT ARE NOT ASSOCIATED WITH DALLAS ISD.
I WOULD JUST STRONGLY SUGGEST YOU CHECK THOSE NUMBERS.
BECAUSE I DEAL WITH SOME OF THE PARTNERSHIPS, I STRONGLY SUGGEST YOU CHECK.
AND THOSE NUMBERS, AND THE ONLY REASON I'M ASKING THAT QUESTION IS TO QUALIFY, THAT IF WE HAVE A STRONGER PARTNERSHIPS WITH SOME OF OUR CHILD CARE PROVIDERS, THAT THERE'S A GREATER OPPORTUNITY FOR US TO INFLUENCE THOSE STUDENTS ALSO IN THAT SOME OF THOSE NUMBERS WOULD MOVE OVER TO POINT TO OUR SIDE.
OTHER TRUSTEES? I DO HAVE SOME QUESTIONS AND SOME CLARIFICATIONS, BUT I THINK WE HAVE IF WE HAVE ANYONE ONLINE AGAIN, IF YOU'RE ONLINE, TRUSTEES, PLEASE SPEAK UP OR RAISE YOUR HAND.
WHO'S RESPONSIBLE FOR SETTING THE GOALS? THE BOARD OR THE ADMINISTRATION? SO, TRUSTEE MACKEY, IT'S IN COLLABORATION.
RIGHT, BUT WHO IT IS IN COLLABORATION? WHO ULTIMATELY DECIDES THE BOARD ADOPTS THE BOARD GOALS? THAT'S CORRECT.
AND I THINK TRUSTEE HENRY, WHEN HE WAS PRESIDENT, THAT WAS ONE OF THE VERY FIRST THINGS WE DID IS WE CAME TOGETHER AND WE SET THESE FIVE GOALS AND THERE ARE FIVE YEAR TARGETS.
AND THEN BASED ON THOSE, THE ADMINISTRATION WORKS TO DEVELOP PROGRESS MEASURES THAT WOULD HELP US TRACK WHETHER OR NOT WE'RE ON TRACK TO MEET THOSE GOALS.
AND I BELIEVE ONCE THAT'S DONE, THEN THE BOARD ADOPTED AND ACCEPTED THE ENTIRE DOCUMENT WITH THE GOALS AND THE PMS AND ALL OF THE TARGETS FOR FIVE YEARS.
IS THAT CORRECT? THAT'S CORRECT.
SO LAST YEAR, PANDEMIC HIT THERE WAS NEEDED TO BE CHANGES, AND I DO REMEMBER US DISTINCTLY DISCUSSING THIS AND ADOPTING AN ADJUSTED BASELINE.
THIS RED NUMBER FOR ONE YEAR ONLY IS THAT CORRECT AND FOR THAT YEAR.
AND THAT'S WHAT THIS REVISED 20-21 TARGET IS? CORRECT.
BUT AT THAT TIME, I DO REMEMBER THE DISCUSSION AND THE VAST MAJORITY, IF NOT ALL, TRUSTEES SAID WE DON'T WANT TO CHANGE WHERE WE'RE EVENTUALLY HEADING HERE.
AND SO, YOU DON'T HAVE THE ABILITY ON YOUR OWN AS ADMINISTRATION TO CHANGE THE 21-22 TARGET.
NO, AND IF YOU RECALL, WE JUST APPROVED AE, WHICH HAS THE GOALS IN IT AND WE MADE THE ONLY REVISION WE MADE WAS TO A GOAL, I BELIEVE WAS THEORY OF ACTION BECAUSE WE NEEDED TO HAVE BASELINE DATA.
AND WE ALSO IN THE CONSTRAINTS MADE IT CONSISTENT WITH THE GOALS THAT 2025.
MY POINT IN THIS IS THIS IS A DOCUMENT AGREED UPON BY THE BOARD AND ADMINISTRATION
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THAT LAYS OUT WHERE WE'RE GOING NOW.AS DATA COMES IN, WE MIGHT DETERMINE THAT SOME OF THESE PROGRESS MEASURES, THEIR NUMBERS WERE OFF OR CAN BE ADJUSTED TO BETTER CORRELATE WITH THE GOALS.
BUT AGAIN, THE PROGRESS MEASURE IS THEIR AIM IS TO MATCH WHETHER OR NOT WE'RE ON TRACK TO MEET THAT GOAL.
SO I JUST WANT TO, RAY, AND THIS WAS THE POINT I WAS TRYING TO MAKE IS THAT THIS IS NOT SOMETHING THAT YOU AS A ADMINISTRATION CAN CHANGE.
WE THAT IS A COLLABORATIVE CONVERSATION HERE, WHICH I THINK IT IS A VALUABLE CONVERSATION FOR US TO HAVE THIS YEAR.
AND I THINK IT'S SOMETHING WE SHOULD DO IS GIVE COVID NOW THAT WE'VE GOT DATA.
DOES IT CORRELATE WITH WHERE WE'RE GOING? AND LET'S MAKE SURE THAT WE REVISIT THOSE GOALS GOING FORWARD.
BUT I JUST WANTED TO MAKE THAT CLEAR BECAUSE I KNOW YOU GUYS CANNOT CHANGE THAT.
THAT IS THE BOARD'S RESPONSIBILITY TO SET THE GOALS IN CONJUNCTION WITH YOU.
SO DIVING INTO SOME OF THIS DATA, MY FIRST BIG QUESTION IS BASED ON THE DATA, I KNOW WE'RE JUST STARTING TO GET DATA IN.
THE ONE THING I'M MISSING FOR 2.2 AND 3.2 IS DO WE FEEL LIKE WE ARE ON TRACK OR NOT QUITE ON TRACK TO MEETING OUR GOAL FOR THIS YEAR, THIS FIFTY SEVEN AND THE FIFTY SEVEN? WHAT'S YOUR ANALYSIS OF THIS RIGHT NOW? AND THEN I'LL GO FURTHER THERE.
SO FOR 2.2, I THINK IT WILL BE SIGNIFICANTLY CHALLENGING TO MEET THE END OF YEAR TARGET GIVEN OUR PERFORMANCE.
AND THAT, I THINK LOOKS AT ALL OF THE IMPACTS THAT WE'VE SEEN AND THE DRAMATIC DECLINE THAT WE EXPERIENCED.
I THINK, FRANKLY, FOR 3.2, IT'S LIKELY THAT WE WILL MEET OR EXCEED THREE POINT TWO.
AND I THINK IT'S IMPORTANT AS WE LOOK AT ALL OF THESE THAT WE RECOGNIZE THERE ARE SO MANY UNKNOWNS IN WHAT THE EXPERIENCE OVER, YOU KNOW, MANY MONTHS OF DISRUPTIONS HAVE BEEN FOR OUR STUDENTS.
AND I THINK IT'S INTERESTING LOOKING BACK AT OUR LAST PRESENTATION ABOUT PRIOR YEAR DATA, DO I REMEMBER CORRECTLY THAT WE SUFFERED THE BIGGEST LOSS IN MATH FROM THE PREVIOUS YEAR? THAT'S CORRECT.
AND SO FROM THESE AT OUR KINDERGARTEN LEVEL, OUR MATH IS ACTUALLY STRONGER THAN WHAT OUR LITERACY IS, RIGHT NOW.
WHAT DO WE ATTRIBUTE THAT TO? IS THERE SOMETHING DIFFERENT AT THE KINDERGARTEN PRE-K LEVEL THAT IT'S A DIFFERENT SKILL SET OR YOU'RE NOT AS FAR ALONG IN THE READING PROCESS? OR WHY AREN'T WE SEEING THAT SWITCH FROM MATH TO ENGLISH? I'LL SAY A HEADLINE, AND THEN I'LL CALL ON DR.
HILL TO ALSO RESPOND WITH MORE DEPTH.
YOU KNOW, ONE OF THE THINGS THAT WE DID DO AS A RESULT OF THE CHANGES LAST YEAR WAS WE REALLY TRIED TO FOCUS ON THE MOST ESSENTIAL ASPECTS OF THE CURRICULUM.
AND IN MATH, I BELIEVE THAT BECAUSE OF THAT TIGHT FOCUS ON SKILL DEVELOPMENT THAT WE HAVE SEEN STRONGER PERFORMANCE THERE.
BUT I'LL LET DR. HILL GO IN MORE DEPTH.
THAT'S EXACTLY RIGHT FOR OUR KINDERGARTEN MATH.
WE WERE REALLY ABLE TO FOCUS ON A LOT OF HANDS ON EXPERIENCES FOR STUDENTS.
WE KNOW THAT MANY OF THEM WERE AT HOME LAST YEAR.
HOWEVER, YOU KNOW, WE DID PROVIDE SOME VIRTUAL MANIPULATIVES AND SURELY WHEN THEY DID START TO RETURN TO CLASS TO MAKE SURE THAT TEACHERS HAD ACCESS AND STUDENTS HAD ACCESS TO THAT.
ADDITIONALLY, WE PROVIDED SOME TARGETED LESSONS IN THE CURRICULUM THAT REALLY CALLED OUT THE SKILLS THAT WE KNEW STUDENTS WERE GOING TO HAVE TO HAVE TIME AND PRACTICE WITH IN ORDER TO BUILD ON THEIR OWN SUCCESS AND BE SUCCESSFUL.
AND THEN THE OTHER JUST CLARIFYING POINT HERE IS THAT THIS IS THE BEGINNING OF THE YEAR, SO THIS IS BASED ON ESSENTIALLY ALL THE INSTRUCTION THAT STUDENTS HAVE RECEIVED LAST YEAR AND A LITTLE BIT AT THE BEGINNING OF THIS YEAR.
BUT WE KNOW THAT THIS YEAR IS GOING TO BE A MAJOR YEAR FOR US WITH ALL OF THE EXTRA TUTORING AND SUPPORTS THAT WERE POURING IN THERE, THE DIFFERENT CALENDARS, ET CETERA.
SO WE SHOULD BE ABLE TO SEE THE FRUITS OF OUR LABOR THIS YEAR IN NEXT YEAR'S BEGINNING OF THE YEAR DATA AND THIS YEAR'S END OF THE YEAR DATA.
IS THAT CORRECT? THAT'S CORRECT.
WHAT DO YOU NEED FROM THIS BOARD TO CONTINUE TO INVEST IN THIS LITERACY, TO CONTINUE TO BRING THAT UP AND PUT US ON TRACK THROUGHOUT THIS YEAR? WHAT SHOULD WE BE EXPECTING TO DO TO SUPPORT YOU IN THAT? YEAH.
I KNOW THAT WAS A ROBUST PART OF THE CONVERSATION AT THE BEGINNING OF THIS SCHOOL YEAR.
I DO THINK THE CONTINUED FOCUS IS GOING TO BE IMPORTANT.
I ALSO THINK IT'S GOING TO BE REALLY IMPORTANT THAT WE GRAPPLE WITH THE REALITIES OF HOW STEEP THE CLIMB BACK IS GOING TO BE AND SOME OF THE COMPLICATING FACTORS, INCLUDING TALENT AND BEING ABLE TO RECRUIT PEOPLE INTO MANY OF THE OPPORTUNITIES THAT WE HAVE.
IT HAS BEEN SLOWER GOING FOR ALL OF US.
I BELIEVE IN NORTH TEXAS IN TERMS OF OUR ABILITY TO RECRUIT TALENT IN FOR THINGS LIKE TUTORING OR PROGRAMS THAT WE KNOW CAN MAKE A BIG DIFFERENCE.
AND SO I THINK BOTH STAYING FOCUSED ON THIS WORK, AS WELL AS HELPING US GRAPPLE
[00:30:07]
WITH SOME OF THOSE VERY REAL CHALLENGES.AND THEN JUST FINALLY DISAPPOINT, I AM ECSTATIC TO SEE THE CONTINUED IMPACT THAT OUR PRE-K PROGRAM IS HAVING.
I MEAN, THESE THE CHARTS AND THE DATA HERE ARE ABSOLUTELY STUNNING AND TO SEE THE DIFFERENCE, AND I KNOW WE'VE GOT A LOT MORE WORK TO DO IN EARLY LEARNING, EVEN GOING BEYOND PRE-K AND WHAT WE CAN DO TO SUPPORT A DEVELOPMENT OF JUST EARLY CHILDHOOD IN AND ACROSS DALLAS.
TRUSTEES, ANYONE ELSE FOR FIRST ROUND? OK, SECOND ROUND TRUSTEE FOREMAN, SO I JUST WANT TO ASK A HISTORICAL QUESTION.
IS IT HISTORICALLY CORRECT THAT STUDENTS ARE STRONGER IN MATH THAN THEY ARE IN LANGUAGE AND LITERACY? DOES ANYBODY KNOW THE ANSWER TO THAT? STUDENTS NORMALLY STRONGER IN MATH THAN LANGUAGE AND LITERACY? I DON'T KNOW.
SO EARLY DEVELOPMENT OFTEN DEPENDS ON THE EXPOSURE AT THE ZERO TO THREE RANGE, LANGUAGE DEVELOPMENT TENDS TO BE THE ONE THAT COMES OUT AHEAD BECAUSE OF THE INTERACTION WITH VERBAL DISCUSSION AND OPPORTUNITIES TO READ BOOKS AND DIFFERENT THINGS LIKE THAT.
MATHEMATICS CAN BE BROUGHT FORWARD, BUT THEY'RE TYPICALLY THE RESEARCH SHOWS THAT IT HAS TO BE INTENTIONAL, COUNTING INTENTIONAL CATEGORIZATION, COLOR RECOGNITION AND SORTING AND THINGS LIKE THAT.
I'D HAVE TO LOOK INTO THAT TRUSTEE FOREMAN TO KNOW, YOU KNOW, WHICH RESEARCH OUT THERE TELLS US IF MATH TENDS TO BE STRONGER.
THAT WOULD BE INTERESTING TO SEE IF MATH TENDS TO BE STRONGER SINCE WE'RE IT'S A TREND HERE IT IS.
AND SO IF IT'S A TREND HERE, I JUST WONDER IF IT'S A TREND ANYWHERE ELSE, BECAUSE IT WOULD BE IMPORTANT TO JUST KNOW THAT AS WE.
PAT OURSELVES ON THE BACK FOR THE MATH PARTICIPATION IS HISTORICALLY, HOW DOES THAT WORK? YEAH, IN THE DEVELOPMENTAL STAGES, I'LL LOOK INTO THAT FOR YOU.
I WILL TELL YOU IN LIKE SCHOOL AGE AND BEYOND, READING TENDS TO BE THE STRONGER POINT BECAUSE IT'S GOT A MORE NATURAL FLUIDITY.
AND MATHEMATICS REQUIRES MORE EXPLICIT INSTRUCTION FOR THE MORE COMPLEX PROCESSES.
BUT I'LL LOOK INTO IT YES, MA'AM.
SEEING NOTHING ELSE HERE, WE'LL MOVE ON TO OUR NEXT ITEM, WHICH IS INFORMATION
[6. INFORMATION/REPORTS]
REPORTS, AND WE'LL BEGIN WITH THE SUPERINTENDENCE REPORT.MEMBERS OF THE BOARD WILL GIVE OUR REPORT, BUT I ALSO WANT TO LOOK AT THE COVER PAGE, AND THAT'S THE ONLY PAGE THAT MY STAFF WILL LET ME PRESENT ON THE SUPERINTENDENT'S REPORT.
BUT I'M ACTUALLY VERY PROUD OF THAT PAGE BECAUSE I THINK TRUSTEE FOREMAN THAT MAY BE GET THEM EARLY COLLEGE, HIGH SCHOOL.
AND I JUST WANT TO SHOW HOW, TO SHOW THAT THAT IS WHAT A BEAUTIFUL PICTURE OF THOSE YOUNG PEOPLE AND HOW GREAT THEY LOOK AT THAT EARLY COLLEGE AND THAT SCHOOL LOOKS GREAT.
SO I JUST WANT, AND I THINK, THEIR BLUE RIBBON.
SO, OK, I GUESS THE STAFF IS YOU ALL'S REPORT NOW YOU ALL CAN GO TO THE NEXT SLIDE.
SO THANK YOU AGAIN, TRUSTEES, FOR THE OPPORTUNITY TO PRESENT AN UPDATE ON THE FOLLOWING TOPICS TODAY WE'LL BE GIVING AN UPDATE ON OUR ASR GROUP 1A ACTIVITIES AND WHERE WE ARE WITH THEM ARE AFTER SCHOOL EXPANSION, RACIAL EQUITY, OUR DISTRICT OF INNOVATION, PLANNING AND UT SOUTHWESTERN PROJECT.
SO THE FIRST GROUP OF TOPICS FROM OUR ESSER WORK THAT WE WANTED TO HIGHLIGHT WERE THE PROJECTS IN GROUP 1A.
AS A REMINDER, WE'VE CATEGORIZED ALL OF OUR ESSER WORK INTO FOUR DIFFERENT GROUPS.
THE ONE, A AND B TOPICS ARE THE LARGEST AND MOST SIGNIFICANT IN TERMS OF THE IMPACT THAT THEY CAN PROVIDE TO THE DISTRICT AND TO OUR STUDENTS.
AND WE WANTED TO SHARE WHERE WE ARE WITH THEM.
THE TUTORING SERVICES BUDGET HAS BEEN ADJUSTED SIGNIFICANTLY TO MEET SCALE ONCE HOUSE BILL FORTY FIVE FORTY FIVE PASSED.
WE HAD TO EXPAND THE NUMBER OF STUDENTS THAT WE WERE DIRECTING TUTORING SERVICES TO, AND SO WE DID EXPAND THAT BUDGET PRETTY SIGNIFICANTLY.
AND ANOTHER HIGHLIGHT IS THAT OUR RESET CENTERS ARE FULLY STAFFED AND OPERATIONAL AT THE 52 CAMPUSES WHERE THEY'RE WORKING.
WE'RE USING A STOPLIGHT DIAL FROM RED TO GREEN TO JUST GIVE AN INDICATION OF WHERE
[00:35:02]
WE ARE.AS I MENTIONED IN THE LAST PRESENTATION, OUR TUTORING SERVICES PROJECT IS HAVING SOME MINOR ISSUES, PARTICULARLY AROUND STAFFING AND GETTING STAFFED UP AND AGAIN AROUND THE BUDGET IN TERMS OF MAKING ADJUSTMENTS TO MEET THE KIND OF SCALE THAT WE'RE TALKING ABOUT.
BUT FOR THE MOST PART, ALL OF THE REST OF THE 1A HIGHLIGHTS ARE ON TRACK AND WITHIN BUDGET.
I DO WANT TO SHARE JUST SOME HIGHLIGHTS FROM THE EXTENDED SCHOOL YEAR AS PART OF THIS WORK.
WE FINISHED OUR FIRST INTERCESSION OPPORTUNITY IN SEPTEMBER, AND IT WAS A REALLY GREAT SESSION WITH VERY, VERY POSITIVE FEEDBACK, BOTH FROM STAFF AND FROM STUDENTS.
WE DID SEE, AS A REMINDER, IT'S FOUR DAYS DURING THE INTERCESSION WEEK.
MONDAY IS A STAFF DAY FOR STAFF PLANNING AND REVIEW OF DATA.
TUESDAY THROUGH FRIDAY IS A STUDENT FACING TIME.
WE DID SEE A SLIGHT DROP OFF ON FRIDAYS AND SO WE ARE GOING TO WORK REALLY HARD ON MAKING SURE THAT WE DON'T SEE THAT DECLINE.
BUT STAFF FEEDBACK WAS OVERWHELMINGLY POSITIVE AND A VERY STRONG COMMITMENT FROM STAFF TO CONTINUE TO WORK ON INTERSECTIONS IN THE FUTURE.
SO REALLY GREAT NEWS ABOUT THE EXTENDED TIME OPPORTUNITIES FOR OUR STUDENTS.
THANK YOU, TRUSTEE IS PRESIDENT MBEKI.
DR. NGOZI, THE AFTER SCHOOL PROGRAMING, WE'RE EXCITED TO PROVIDE A REPORT ON THIS.
THIS IS THE FIRST SCHOOL YEAR THAT DALLAS ISD HAS LAUNCHED OUR DIRECT RUN AFTER SCHOOL PROGRAMING AT MORE THAN 55 CAMPUSES.
AND JUST WANT TO CLARIFY THAT AFTER SCHOOL PROGRAMING IS SEPARATE FROM OUR TUTORING SERVICES, THE TUTORING SERVICES TARGET SPECIFIC ACADEMIC NEEDS BASED ON HOUSE BILL 4545.
WHILE OUR AFTER SCHOOL PROGRAMING SUPPORTS ENRICHMENT AND EXPOSURE TO EXTRACURRICULAR ACTIVITIES, THE AVENGERS AND BEYOND CLUB AND THE ELITE TEEN CLUB CREATE SAFE SPACES FOR STUDENTS TO ENGAGE IN THESE ACTIVITIES THAT BUILD ACADEMIC ENRICHMENT AND HELP CLOSE THE OPPORTUNITY GAP.
WE'RE EXCITED THAT OVER 3000 STUDENTS ARE ENROLLED IN THE DISTRICT RUN AFTER SCHOOL PROGRAMS. THESE CAMPUSES REPRESENT ELEMENTARY AND MIDDLE SCHOOLS THAT ARE HIGH PRIORITY STATUS OR ARE INCLUDED IN OUR EQUITY INDEX SCORES.
WE'VE ACTUALLY EXCEEDED OUR GOAL ALREADY OF PARTICIPATION IN THESE AFTER-SCHOOL PROGRAMS, AND DUE TO HIGH DEMAND, WE'VE ACTUALLY NEEDED TO EXPAND THE OPPORTUNITY AT MANY CAMPUSES, INCREASE ENROLLMENT AS WELL AS WE HAVE A FEW WAITING LISTS OUT THERE.
I WANT TO GIVE A SHOUT OUT TO LANG, WHO IS OUR LARGEST GROUP WITH ONE HUNDRED AND FORTY TWO STUDENTS REGISTERED AND PARTICIPATING.
THROUGH THIS PROGRAM, CAMPUSES ARE ABLE TO CUSTOMIZE THEIR AFTER SCHOOL PROGRAMING AND THE PRINCIPALS GET TO SELECT CONTENT SPECIFIC CURRICULUM THAT DEAL WITH ACADEMICS, ATHLETICS, AVOCATION, SERVICE AND LEADERSHIP AND VISUAL AND PERFORMING ARTS.
ONE OF OUR MOST POPULAR SESSIONS IS ACTUALLY YOGA AT THIS POINT.
MYSELF, THERE WE GO, ALONG WITH OUR AFTER-SCHOOL PROGRAMING, WE JUST WANT TO REITERATE THAT PARTNERS CONTINUE TO PLAY A VITAL ROLE IN OUR AFTER-SCHOOL PROGRAMING AND WE'RE GOING TO CONTINUE TO MAINTAIN THOSE STRONG RELATIONSHIPS.
THIS IS OUR GOAL TO ENSURE THAT ALL OF OUR SCHOOLS AND CAMPUSES HAVE AFTER-SCHOOL PROGRAMING BY 2025.
AND YOU CAN SEE HERE SOME OF OUR BIGGEST PARTNERS ARE SHOWN ON THE SLIDE AND THEY OFFER A VARIETY OF OPPORTUNITIES.
WE ALSO HAVE THE MAP WHERE IT'S INDICATING WHERE WE'VE GOT DISTRICT RUN, NON PARENT PAID AND PARENT PAID OPPORTUNITIES ACROSS THE DISTRICT SO THAT WE ARE COGNIZANT THAT WE WANT OPPORTUNITIES EVERYWHERE FOR ALL STUDENTS.
OUR GOAL FOR 22-23 IS TO ADD AN ADDITIONAL 30 SCHOOLS TO OUR DALLAS ISD AFTER SCHOOL PROGRAM AND OPT IN BASIS SO THAT WE CAN CONTINUE TO EXPAND THAT SUPPORT TO CAMPUS PRINCIPALS.
THE OPTION IS GOING TO BE AVAILABLE TO CAMPUSES IN NOVEMBER SO THAT FINAL SELECTIONS CAN BE MADE AND PARENTS CAN BE INFORMED DURING OUR DISCOVER DALLAS ISD CAMPAIGN SO THEY'LL KNOW WHAT OPPORTUNITIES ARE AT THE CAMPUSES THAT THEY'RE CHOOSING DURING THIS PROCESS.
AND THAT CONCLUDES MY SECTION OF THE UPDATE.
CAN WE GET DR. QUINN ON THE LINE? I'M READY TO GET STARTED.
THANK YOU, DR. QUINN, IF YOU'RE PICKING.
IF WE CAN PUT THE SLIDES UP, I CAN HAVE SOMEONE TO TO GET OUR FIRST SLIDE.
IT SHOULD BE RIGHT BEHIND SHANNON'S.
AND YOU KNOW, WHAT I'M SEEING IS A REFLECTION OF MYSELF, SO I'M JUST GOING TO
[00:40:04]
TALK.OK? SO TAKING ADVANTAGE OF CLASSES IN MIDDLE SCHOOL, TAKING ADVANTAGE OF OUR ADVANCED COURSES ACTUALLY CREATES A FOUNDATION OF INTELLECTUAL STIMULATION THAT WILL PREPARE OUR STUDENTS FOR COLLEGE AND CAREERS.
ACCESS TO ADVANCED COURSEWORK REALLY BEGINS IN FIFTH GRADE WHILE STUDENTS ARE STILL IN ELEMENTARY SCHOOL.
AND OUR GOAL IS TO ENSURE THAT OUR AFRICAN-AMERICAN AND OUR EL STUDENTS HAVE ACCESS TO HONORS COURSES BEGINNING AS EARLY AS SIXTH GRADE.
AND AS WE KNOW, BOARD POLICY EHEC WAS INSTRUMENTAL IN CREATING A DEFAULT OR OPT OUT PROCESS WHEREBY FIFTH GRADE STUDENTS WHO EARN MEETS OR MASTER'S ON STAAR WOULD AUTOMATICALLY BE ENROLLED IN 6TH GRADE MATH, SCIENCE, READING AND SOCIAL STUDIES HONORS COURSES.
AND GIVEN THE RECENT CHANGE IN POLICIES, RIO CONTINUES WORKING WITH THE VARIOUS DEPARTMENTS SO THAT WE CAN HAVE THE ANNUAL OUTCOME GOAL THAT YOU SEE HERE OF ENROLLING A MINIMUM OF 90 PERCENT OF LAST YEAR'S QUALIFYING FIFTH GRADERS IN SIXTH GRADE HONORS COURSES THIS YEAR.
INTER-DEPARTMENTAL COLLABORATIONS BEGAN AS EARLY AS THE SUMMER TO PREPARE FOR OUR STUDENTS RETURN IN THE FALL, TEACHING AND LEARNING COUNSELING SERVICES, SCHOOL LEADERSHIP, EVALUATION AND ACCOUNTABILITY ALL ENGAGED IN A PROCESS OF IDENTIFYING STUDENTS, REVIEWING AND REVISING MASTER SCHEDULES.
IN SOME INSTANCES, CREATING HONORS COURSES, TRACKING ENROLLMENT AND COMPARING THE ENROLLMENT TO THE NUMBER OF STUDENTS WHO ACTUALLY HAD MEETS AND MASTERS ON STAAR.
AND THEN QUITE A BIT OF COMMUNICATION HAD TO OCCUR.
COMMUNICATING THE POLICY AND PROCESSES TO ADMINISTRATORS, COUNSELORS, TEACHERS, PARENTS AND EVEN STUDENTS WHO ARE SAYING, WHY AM I IN AN HONORS COURSE? AND WE HAD TO EXPLAIN POLICIES, PROCEDURES, WHAT, WHAT WE WERE DOING WITH THEM AS WELL.
SO ACROSS THE DISTRICT, YOU'LL SEE IN THE LAST COLUMN ACROSS THE DISTRICT, EIGHTY SEVEN PERCENT OF ALL ELIGIBLE STUDENTS WHO WERE IN 5TH GRADE LAST YEAR ARE ENROLLED IN 6TH GRADE HONORS COURSES THIS YEAR, WITH EIGHTY FOUR PERCENT OF ELIGIBLE AFRICAN-AMERICAN STUDENTS ENROLLED AND EIGHTY SIX OF ELIGIBLE EL STUDENTS ENROLLED.
SO I'D LIKE TO JUST CALL OUR ATTENTION TO SOME RECENT STATE LEGISLATION THAT WE HAD AS WE WORK TO RECOGNIZE DIVERSITY AND ESTABLISH EQUITY FOR ALL OF OUR STUDENTS.
OUR DISTRICT WILL BE TRANSITIONING FROM THE TERM THAT WE'VE KNOWN FOR QUITE SOME TIME.
ENGLISH LEARNERS OR ELSE WE WILL BE TRANSITIONING TO THE TERM EB, EMERGENT BILINGUALS IN ALIGNMENT WITH THE STATE'S NEWLY ADOPTED LANGUAGE.
SO JUST GET USED TO HEARING THE TERM EB FOR EMERGENT BILINGUALS.
OVER THE PAST FEW YEARS, WE HAVE SEEN AN INCREASE IN AFRICAN-AMERICAN AND EB STUDENT ENROLLMENT IN HONORS COURSES, AND MOST NOTABLE IS THE INCREASE OF ENROLLMENT THIS SCHOOL YEAR.
THE GRAPHS THAT YOU SEE ON THIS SLIDE SHOW THE PERCENT OF QUALIFIED STUDENTS WHO ARE ENROLLED IN HONORS, MATH AND SCIENCE THIS FALL.
SO THESE ARE OUR FIFTH GRADERS WHO ARE NOW IN SIXTH GRADE HONORS.
THE FIRST BAR, THE BLUE ONE, REPRESENTS THE AFRICAN-AMERICAN STUDENTS.
THE BLACK BAR REPRESENTS THE EMERGING BILINGUAL STUDENTS, AND THE LAST BAR REPRESENTS ALL OF THE DISTRICT'S FIFTH GRADERS, WHO ARE PLACED INTO SIXTH GRADE AND WITHIN EACH BAR.
PLEASE PAY ATTENTION TO THE NUMBER THAT'S IN PARENTHESES THAT REPRESENTS THE ACTUAL NUMBER FOR THAT PERCENT.
FOR EXAMPLE, IF YOU LOOK AT THE TWENTY ONE TWENTY TWO MATH PARTICIPATION AND ENROLLMENT, YOU WILL SEE THAT EIGHTY SIX PERCENT OR 307 AFRICAN AMERICAN SIXTH GRADERS ARE NOW ENROLLED IN HONORS MATH WITH 90 PERCENT, OR ONE THOUSAND SEVEN HUNDRED AND NINETY NINE EMERGING BILINGUAL SIXTH GRADERS BEING ENROLLED IN HONORS MATH.
AND I WANT TO ALSO CALL YOUR ATTENTION TO THE MISSING DATA FROM THE TWENTY TWENTY ONE SCHOOL YEAR.
AS YOU KNOW, WE USE THE PREVIOUS YEAR'S 5TH GRADE DATA TO INFORM THE SIXTH GRADE HONORS ENROLLMENT, AND THERE WAS NO STAR ADMINISTERED TO FIFTH GRADERS IN THAT PREVIOUS 19-20 SCHOOL YEAR.
SO THAT'S WHY THE DATA IS MISSING, BUT NEVERTHELESS, AS YOU COULD SEE, BOTH
[00:45:01]
AFRICAN-AMERICAN AND EMERGENT BILINGUAL ENROLLMENT PERCENTAGES HAVE CONTINUED TO INCREASE.SO LET'S GO TO THE NEXT SLIDE.
NOW READING SOCIAL STUDIES DATA THAT'S PRESENTED HERE, IT'S THE SAME WAY AS THE MATH AND SCIENCE, AND THIS IS THE FIRST YEAR FOR AUTOMATIC ENROLLMENT INTO HONORS READING IN SOCIAL STUDIES, AND THERE IS AN UPWARD TREND OF ENROLLMENT FOR STUDENTS WHO SCORE MEETS IN MASTER'S ON STAR IN ALL FOUR AREAS OF CONTENT.
AND IT'S EVIDENT THAT THROUGH INTENTIONAL STRATEGIC COLLABORATION, WE ARE SEEING MORE AFRICAN-AMERICANS AND EMERGENT BILINGUAL STUDENTS ENROLLED IN OUR HONORS COURSES.
SO INCREASING ACCESS TO HONORS COURSES IS JUST ONE STEP CLOSER TO PROVIDING THE EQUITABLE OPPORTUNITIES FOR OUR AFRICAN-AMERICAN AND EMERGENT BILINGUAL SIXTH GRADERS WITH OUR OUTCOME GOAL OF 90 PERCENT HAVING YET TO BE REACHED.
WE DO SEE THAT WE ARE TRENDING UPWARD IN EACH CONTENT AREA FOR BOTH STUDENT GROUPS, AND THE POLICY AND PRACTICES THAT WE'RE INCORPORATING ARE DEFINITELY MAKING A DIFFERENCE AND DECREASING OUR OPPORTUNITY GAPS.
BUT WE HAVE HAD SOME CHALLENGES.
FOR EXAMPLE, ELEMENTARY SCHOOLS THAT OFFER SIXTH GRADE HAVE FEWER TEACHERS, SO THAT PRESENTS A MASTER SCHEDULING CHALLENGE TO DESIGNATE TEACHERS OR TO CREATE HONORS COURSES ON THOSE ELEMENTARY CAMPUSES THAT INCLUDE SIXTH GRADE.
A SIMILAR CHALLENGE OCCURS IN MIDDLE SCHOOL, WITH LOWER NUMBERS OF STUDENTS WHO SCORE AT THE MEETS OR MASTERS LEVEL, AND THOSE CAMPUSES HAVE TO BE QUITE CREATIVE WITH THEIR TEACHER ASSIGNMENTS AND THEIR MASTER SCHEDULING TO ACCOMMODATE THE SMALLER NUMBERS IN PREPARATION FOR THE UPCOMING SCHOOL YEAR.
DEPARTMENTS WILL CONTINUE TO WORK CLOSELY WITH SCHOOLS TO ENSURE THAT ALL OF OUR SIXTH GRADERS HAVE ACCESS TO HONORS IN THE CONTENT AREAS, AND WE ANTICIPATE AS OUR STUDENTS CONTINUE TO RECEIVE THE EXCELLENT CLASSROOM INSTRUCTION THAT THEY'RE RECEIVING, WE ANTICIPATE AN INCREASE IN THE DENOMINATOR OF AFRICAN-AMERICAN AND EMERGENT BILINGUAL STUDENTS WHO WILL SCORE IN THE FUTURE THIS YEAR AT MEETS AND MASTER'S AND IN SUBSEQUENT YEARS SO WE CAN TAKE THE THE ENROLLMENTS TO SCALE.
GOOD AFTERNOON, PRESIDENT MACKEY, MEMBERS OF THE BOARD, DR.
HINOJOSA, AS YOU'RE WELL AWARE, DISCOVER DALLAS ISD IS QUICKLY APPROACHING AS IT IS ALWAYS IN.
THIS BEGINS IN NOVEMBER AND RUNS THROUGH JANUARY 31.
AND WITH THAT, WE'RE EXCITED TO TALK TO YOU TODAY ABOUT AN OPPORTUNITY THAT YOU'RE AWARE OF, BUT IT WILL BE AN OPPORTUNITY DURING THE CHOOSE DALLAS ISD EVENT.
OVER THE LAST TWO AND A HALF YEARS, WE'VE WORKED ALONGSIDE WITH A NEW PARTNER, UT SOUTHWESTERN, AND HAVE HAD A GREAT RELATIONSHIP.
AND AS A RESULT, AS YOU KNOW, YOU PROVED GROUNDLESS A FEW MONTHS AGO.
WE'LL BE LAUNCHING A SCHOOL THIS COMING SCHOOL YEAR, SO WE THOUGHT IT WOULD BE PRUDENT TO SHARE WITH YOU THAT SCHOOL CHOICE OPTION WILL BE, IN FACT, ON THE SCHOOL CHOICE OPPORTUNITY FOR FAMILIES.
IN ADDITION, AS YOU'LL RECALL, IT WAS ALSO PART OF THE BOND RECOMMENDATION THAT WAS BROUGHT FORWARD AND OF COURSE, APPROVED BY THE COMMUNITY.
BUT IN ADDITION, THE SCHOOL WILL BE A BIOMEDICAL STEM SCHOOL, WHICH IS REALLY EXCITING.
I THINK WHAT'S EVEN MORE EXCITING IS THE THE COMMITMENT THAT WE HAVE FROM UT SOUTHWESTERN AS IT RELATES TO THE OPPORTUNITIES THEY'LL PROVIDE TO OUR STUDENTS AND EXCUSE ME, THE COLLABORATION THEY WILL HAVE WITH OUR STAFF, YOU KNOW, WHETHER THEY SERVE AS GUEST SPEAKERS, LEARNING EXPERIENCES OR JUST OTHER OPPORTUNITIES.
THEY EVEN HAVE A NOBEL PRIZE WINNER WHO'S ALREADY COMMITTED TO WORKING WITH THE PROGRAM, WITH OUR SCHOOL, WITH OUR STUDENTS, AND WE'RE REALLY EXCITED ABOUT THAT.
WE WILL LAUNCH NEXT YEAR AT GRADES PRE-K THROUGH ONE AND THEN EACH YEAR ROLL UP A GRADE LEVEL THROUGH EIGHTH GRADE WITH A TOTAL OF ABOUT 650 STUDENTS.
AND SO WITH THAT, I WILL TRANSITION TO NEXT SLIDE, PLEASE.
AND YOU CAN JUST SEE SOME OF THE ACTIVITIES HERE OR THE OPPORTUNITIES OUR STUDENTS WILL HAVE, WHETHER IT BE IN THE BIOMEDICAL AND STEM SPACE OR HANDS ON EXPERIENCES.
THERE WILL BE TREMENDOUS OPPORTUNITIES FOR OUR STUDENTS TO ENGAGE WITH THE STAFF AND JUST LEARN FROM THE LEARN FROM THE ENVIRONMENT IN WHICH THEY WILL BE VERY CLOSE TO IT, THE FOREST PARK LOCATION THAT WAS APPROVED A FEW MONTHS AGO.
SO WE'LL TRANSITION TO DISTRICT OF INNOVATION DURING THE 84TH LEGISLATIVE SESSION.
THE DISTRICT OF INNOVATION BECAME AN OPPORTUNITY THAT WAS APPROVED FOR DISTRICTS TO ACCESS EXEMPTIONS PENDING BOARD APPROVAL TO GO THROUGH THE PROCESS.
BACK IN 2015, THE BOARD HAD APPROVED, I SHOULD SAY, FOR THE DISTRICT OF INNOVATION FOR DALLAS ISD, AND THAT APPROVAL WAS FOR A FIVE YEAR PERIOD.
SO AS SUCH, WE ARE COMING TO A CLOSE IN JULY THAT THAT TIME PERIOD WILL END.
[00:50:03]
AND SO AS WE BEGIN THE PROCESS TO LOOK FOR OR TO BEGIN TO LOOK TOWARDS THE FUTURE, WE WANT THE OPPORTUNITY TO CONTINUE.AND OF COURSE, WE WILL ENGAGE IN THE PROCESS OVER THE NEXT SEVERAL MONTHS.
SO WITH THAT, I WANT TO SHARE WITH YOU A TIMELINE OF.
REMIND THAT THE GROUP OF THE INNOVATIONS THAT WE AS A DISTRICT CURRENTLY UTILIZE, ONE OF WHICH IS THE START OF SCHOOL DAY FLEXIBILITY, AND THAT HAS HELPED US TREMENDOUSLY AS WE HAVE TRADITIONALLY HAVE STARTED THE SCHOOL YEAR EARLIER.
SUBSEQUENT TO THE APPROVAL OF THE INNOVATION, BECAUSE IT ALLOWS US TO END THE FIRST SEMESTER BEFORE WINTER BREAK, WHICH ALSO ALLOWS OUR STUDENTS TO TAKE THE END OF SEMESTER EXAMS, WHICH WE CALL THE AKP'S ASSESSMENT, OF COURSE, PERFORMANCE.
IN ADDITION, IT GIVES MORE INSTRUCTIONAL TIME TO OUR STUDENTS AND STAFF EARLIER IN THE YEAR PRIOR TO THE ASSESSMENT OF STAR OR EOC.
SO THAT HAS BEEN VERY HELPFUL.
AND THEN IN ADDITION, WE HAVE THE TEACHER CERTIFICATION EXEMPTION THAT WE'VE UTILIZE FOR OUR CAREER AND TECHNOLOGY EDUCATION TEACHERS AND ON THE NEXT SLIDE.
BEFORE WE GO THERE, YOU'LL SEE IN A MINUTE JUST SOME OF THE BENEFITS.
BUT QUICKLY GOING THROUGH THIS TIMELINE TODAY, OF COURSE, STARTS THE PROCESS SHARING WITH YOU TODAY, THE INTENT TO MOVE TOWARDS RENEWAL AND TOWARDS, OF COURSE, APPROVAL BY THIS BOARD.
BUT IN ADDITION, TOMORROW THERE WILL BE A BOARD UPDATE THAT YOU'LL RECEIVE THAT WILL ASK YOU TO RECOMMEND A REPRESENTATIVE FROM YOUR TRUSTEE DISTRICT TO SERVE ON YOUR BEHALF.
NOVEMBER THE 1ST THROUGH DECEMBER 17TH THE DOI COMMITTEE, THEN ONCE FORMED, WILL THEN MEET TO LOOK AT CONSIDERATIONS AND MAKE RECOMMENDATIONS TO OUR DISTRICT ADVISORY COMMITTEE.
AND OF COURSE, ULTIMATELY THIS BOARD.
AND THEN COME JANUARY, WE WOULD THEN POST A PLAN ON THE DISTRICT'S WEBSITE FOR THE COMMUNITY TO BE BE AWARE OF AND BE ABLE TO SEE THE RECOMMENDATIONS THAT ARE BEING MADE.
AND THEN, OF COURSE, IN FEBRUARY, WE THEN MOVE TOWARDS SEEKING APPROVAL FROM THE BOARD TO BECOME A DISTRICT OF INNOVATION, AS IT CONCLUDES IN JULY.
MOVING TOWARDS THE NEXT CYCLE OF FIVE YEARS.
AND JUST QUICKLY, YOU WANT TO SHARE WITH YOU.
I THINK THE BENEFITS FROM THE TEACHER CERTIFICATION EXEMPTION JUST TO YOUR LEFT, YOU'LL SEE THREE OF OUR INSTRUCTORS FROM HER CAREER INSTITUTES, CAREER INSTITUTES HEALTH MS. HOLLY IS IN THE HEALTH SCIENCES AND BRINGS A VAST EXPERIENCE.
AS WITH HER JOB RELATED EXPERIENCES WITH HER AND WITH OTHERS EXPERIENCES, OUR STUDENTS WOULD NOT HAVE SOME OF THE OPPORTUNITIES THEY HAVE AND UNDERSTANDING THE WORK THAT SHE SHE HAS BROUGHT WITH HER ON THE BOTTOM LEFT AS MR. LOPEZ EASING CAREER INSTITUTE NORTH.
HE IS AN HVAC TEACHER AND BRINGS MUCH EXPERIENCE, OF COURSE, AS WELL THAN THE BOTTOM RIGHT.
AND I SHOULD ADD, MR. LOPEZ ALSO TEACHES A COURSE IN DUAL LANGUAGE, WHICH IS REALLY IMPORTANT FOR OUR STUDENTS AS WELL AS WE HEARD.
DR. QUINN REFERENCED EB, WHICH CURRENTLY EL, WHICH WILL BECOME EB.
HE'S REALLY MEETING THE NEEDS OF OUR EL LEARNERS, AND THAT'S REALLY IMPORTANT TO US.
AND THEN LAST BUT CERTAINLY NOT LEAST, I ACTUALLY GOT TO MEET MR. TILLEY AT CAREER EAST, AND HE BRINGS 30 YEARS OF EXPERIENCE.
HE HAS A SMALL BUSINESS, SO YOU CAN IMAGINE THE OPPORTUNITIES AND EXPERIENCE IS ABLE TO HE'S ABLE TO SHARE WITH OUR STUDENTS.
SO JUST WANT TO SHARE A LITTLE BIT PERSONAL SIDE, SOME OF THE GREAT TEACHERS AND EDUCATORS WE HAVE IN OUR DISTRICT THAT ARE MAYBE A LITTLE BIT NONTRADITIONAL, BUT HAVE THE PASSION TO SERVE OUR STUDENTS.
AND IF YOU LOOK TO THE RIGHT, YOU CAN ALSO SEE ON THE THE SCHOOLS THAT UTILIZE THIS OPPORTUNITY FOR EXEMPTIONS AND THEIR CTE PROGRAMS, CAREER TECHNOLOGY ED PROGRAMS. SO IN ADDITION TO CAREER INSTITUTES, WE HAVE SCHOOLS THAT ARE ALSO USING THE EXEMPTION, AND WITHOUT THIS EXEMPTION, WE WOULDN'T BE ABLE TO PROVIDE THE EXPERIENCES.
AND I THINK MOST IMPORTANTLY, WE WOULDN'T BE ABLE TO PROVIDE THE STUDENTS OPPORTUNITIES TO LEAD THE LEAD TOWARD CERTIFICATIONS THAT THEY ARE GETTING WITHIN OUR PROGRAMING.
TRUSTEES, WE'RE NOW TAKING ANY QUESTIONS OR DISCUSSIONS.
WE'LL BEGIN WITH TRUSTEE MARSHALL, FOLLOWED BY TRUSTEE FOREMAN AND AGAIN, IF YOU ARE ONLINE, PLEASE RAISE YOUR HAND OR SPEAK UP.
SO I APPRECIATE THE UPDATE ON A VARIETY OF ITEMS I'VE TALKED OFFLINE.
WITH SOME FOLKS ABOUT MOST OF THESE THINGS, BUT THE DISTRICT OF INNOVATION, ONE WAS NEWS TO ME.
SO BRIAN, I YOU KNOW, I SUPPORTED THIS LAST TIME AND WOULD SUPPORT IT AGAIN.
BUT I'M ASSUMING THIS PROCESS YOU'VE LAID OUT ON SLIDE 13 IS A TEA REQUIREMENT FOR US TO GO THROUGH THOSE STEPS OF THAT PROCESS.
IT IS A REQUIREMENT AND WE FOLLOW THESE STEPS IN THE RENEWAL.
IF YOU KIND OF GO TO THE SITE, THEY HAVE A RENEWAL PROCESS AND IN ADDITION, WE'RE ACTUALLY REPLICATING THE PROCESS WE DID LAST TIME AS WELL.
THAT'S THE CRUX OF MY QUESTION.
I'M WONDERING IF THERE'S A SHORTER, MORE ABBREVIATED RENEWAL OPTION FOR THE PROCESS RATHER THAN RECREATING THE PROCESS THAT WE DID BEFORE ALL OVER AGAIN.
ESSENTIALLY, WE DO NEED TO FOLLOW THE PROCESS BECAUSE THERE NEEDS TO BE A COMMITTEE.
[00:55:01]
AND SO ESTABLISHING A COMMITTEE IS IMPORTANT AND THEN ALSO A LITTLE BIT OF TIME, OBVIOUSLY, FOR THE COMMITTEE TO WEIGH IN.SO THE STEPS THAT WE HAVE OUTLINED ARE REQUIRED.
I GUESS TO YOUR POINT, IF WE CHOSE TO BE A LITTLE QUICKER ABOUT IT.
WE COULD SHORTEN THE TIMELINE BETWEEN NOVEMBER ONE AND DECEMBER 17TH, BUT WE JUST FELT LIKE HAVING MULTIPLE MEETINGS WOULD BE APPROPRIATE FOR THE COMMITTEE TO REALLY WEIGH IN AND THINK ABOUT THE OPPORTUNITIES.
SO I'M NOT SURE HOW MANY FOLKS AT THE SENIOR LEADERSHIP TABLE WERE HERE FOR THIS DISCUSSION FIVE YEARS AGO.
I KNOW MOST OF THE TRUSTEES OF THIS TABLE, WITH THE EXCEPTION OF JOYCE AND I, WERE NOT HERE FOR THIS DISCUSSION, BUT THERE WAS A NUMBER OF ARGUMENTS MADE BY FOLKS IN OPPOSITION TO DOI THAT THIS WAS GOING TO BE THE END OF THE DISTRICT AND ALL THESE TERRIBLE THINGS WERE GOING TO HAPPEN AND THERE WAS GOING TO BE, YOU KNOW, FALLOUT OF US BECOMING A DISTRICT OF INNOVATION THAT WOULD FAR OVERWHELM THE BENEFITS THAT YOU JUST ARTICULATED IN TERMS OF TEACHER CERTIFICATION AND EXTENDED SCHOOL DAY.
AND I HONESTLY CAN'T EVEN REMEMBER WHAT THOSE ARGUMENTS WERE.
BUT HAVE THERE BEEN AS THERE HAVE BEEN ANY NEGATIVE CONSEQUENCE AT ALL OF HAVING OF HAVING DOI? THERE HAS NOT.
I THINK IT MIGHT BE HELPFUL TO EVEN FOR ROBERT ABLE TO COME UP.
THERE ARE GUARDRAILS THAT WERE ESTABLISHED DURING THE FIRST DOI PROCESS.
AND HE, YOU KNOW, HE CAN TALK THROUGH SOME OF THOSE JUST AS AN EXAMPLE.
BUT THERE HASN'T BEEN ANY PROBLEM.
AND I THINK THE IMPORTANT PIECE TO NOTE TOO IS IF YOU GO TO THE NEXT SLIDE, PLEASE, THE NEXT SLIDE REALLY SHOWS THAT WE HAVE 49 DOI TEACHERS.
AND IF YOU THINK ABOUT THE NUMBER OF TEACHERS IN DALLAS ISD, THESE ARE TEACHERS THAT ARE NEEDED IN THIS SPACE ONLY.
SO WE HAVEN'T GONE BEYOND THE GUARDRAILS THAT WERE SET.
BUT ROBERT, YOU WANT TO WEIGH IN? YEAH, I MEAN, I THINK ONE OF THE GREATEST STRENGTHS OF THE DAY IS WE DID PUT GUARDRAILS IN PLACE, FOR EXAMPLE, FOR THE CERTIFICATION PIECE TEACHERS WHO WANTED TO TAKE ADVANTAGE OF THAT OPPORTUNITY, THEY HAD TO HAVE ANYWHERE FROM FIVE TO SEVEN YEARS EXPERIENCE WITHOUT A BACHELOR'S DEGREE AND THEN UP TO TWO YEARS OF EXPERIENCE WITH AN ASSOCIATE'S DEGREE.
SO THROUGH THIS PROCESS, WE'VE HIRED OVER 50 TEACHERS.
THAT WOULD HAVE PROBABLY BEEN VACANCIES WHO WOULD NOT HAVE BEEN ABLE TO FILL BASED UPON THE CERTIFICATION NEED.
AND WE BELIEVE IT'S CRITICAL, ESPECIALLY AS WE EXPAND SOME OF OUR CAREER INSTITUTE OPTIONS AS WELL.
SO THOSE GUARDRAILS THAT ARE IN PLACE YOUR CONTENT AND HAVING THE SAME GUARDRAILS IN PLACE WITH THE RENEWAL GOING FORWARD? YES, SIR.
SO YOUR PLAN IS TO PROPOSE EXACTLY WHAT WE HAVE NOW JUST CONTINUING FOR ANOTHER FIVE YEARS.
YOU KNOW, WE KNOW WE WANT TO KEEP THE CURRENT EXEMPTIONS THAT ARE IN PLACE.
BUT YOU KNOW, I THINK WHAT WE ALSO WANT TO DO IS LOOK AT OTHER POSSIBILITIES WITHIN REASON.
AND I THINK THAT'S WHY WE WANT TO BRING THE COMMUNITY TOGETHER AND BE THOUGHTFUL FOR A SIX WEEKS PERIOD.
I'M JUST LEERY OF A PROCESS THAT STARTS THIS WHOLE DEBATE ALL OVER AGAIN WITH, YOU KNOW, GIVEN THAT WHAT WE'VE IMPLEMENTED AND HAD FOR FIVE YEARS WITH THE GUARDRAILS THAT ARE IN PLACE HAS DONE EXACTLY WHAT WE THOUGHT IT WOULD DO.
IT'S BEEN BENEFICIAL FOR THE DISTRICT AND HAD NO NEGATIVE CONSEQUENCES.
SO TO ME, IF WE CAN JUST STAY THE COURSE, HAVE THE SAME THING, RENEW IT WITH AS LITTLE FANFARE AND AS QUICK OF A PROCESS AS POSSIBLE.
THERE'S NO REASON TO OPEN A CAN OF WORMS THAT YOU KNOW, PEOPLE MAY FEAR THAT WE'RE REALLY GOING TO CHANGE THE WAY WE'RE DOING DESTRUCTIVE INNOVATION AND THAT WE'RE GOING TO TRY TO USE OTHER, YOU KNOW, OTHER EXEMPTIONS FROM THE STATE.
YOU KNOW, IF WE CAN JUST STAY THE COURSE.
I THINK NOBODY SAID ANYTHING NEGATIVE ABOUT THIS FOR FIVE YEARS SINCE IT SINCE WE DEBATED IT IN THE PAST.
SO IF WE CAN MINIMIZE THE HOOPLA, THAT WOULD BE A POSITIVE THING FROM MY PERSPECTIVE.
TRUSTEE FOREMAN? AND ROBERT, YOU CAN STAY THERE.
I THINK WITH THE DISTRICT OF INNOVATION, THERE WERE A LOT OF QUESTIONS AND CONCERNS.
AND THE ONLY REASON IT'S WORKED IS BECAUSE PEOPLE DID QUESTION IT.
PEOPLE FORCED THE DISTRICT TO PUT THOSE GUARDRAILS IN PLACE SO THAT IT WOULDN'T BE ON THE OTHER SIDE, AND I PERSONALLY APPRECIATE THAT BECAUSE I WAS ONE OF THE ONES ASKING A LOT OF QUESTIONS IN THE DISTRICT AT THAT TIME DIDN'T HAVE ALL THE ANSWERS.
BUT THE DISTRICT DID IN FACT, TAKE THE CONCERNS INTO CONSIDERATION THROUGH THE PROCESS.
AND THIS HAS WORKED SO FAR, BUT IT'S ONLY BECAUSE YOU WERE QUESTIONED AND HAD GUARDRAILS PUT AROUND WHAT YOU WERE ABLE TO DO.
I WAS ONE OF THE ONES ASKING A LOT OF QUESTIONS ABOUT THE DISTRICT OF INNOVATION AND HOW IT WAS GOING TO WORK AND HOW I WAS GOING TO AFFECT TEACHERS, HOW I WAS GOING TO AFFECT CERTIFICATION, WHERE WE'RE GOING TO GET TEACHERS IN CLASSROOMS THAT WERE NOT CERTIFIED, JUST OUR NORMAL TRADITIONAL CLASSROOMS. I ASK ALL THOSE QUESTIONS AND I ASKED THEM FOR A REASON.
AND THE REASON WAS IS THAT WE COULD PUT SOME GUARDRAILS IN PLACE AND THANK YOU FOR THAT.
SO I WANTED TO MAKE THAT CLEAR AND THANK YOU, ROBERT.
UH, I HAVE SOME OTHER QUESTIONS, I JUST WANTED TO CLARIFY THAT PART.
[01:00:03]
BUT STARTING WITH AND I THINK SYDNEY, YOU MIGHT BE ABLE TO HELP ME WITH THIS, PARTICULARLY ON THE ESSER FUNDS, AND THE TUTORING SERVICES, THIS IS ON PAGE THREE.ONE OF THE THINGS I'VE BEEN CONCERNED ABOUT IS WITH THE TUTORING SERVICES, ARE WE ONLY LOOKING AT OUR TRADITIONAL PARTNERS AND LARGE INSTITUTIONS OR ARE WE LOOKING AT OTHER AVENUES TO TRY TO BE ABLE TO GET TUTORS? AND THE REASON I ASK THAT QUESTION IS THAT, YOU KNOW, WE HAVE RETIRED TEACHERS, WE HAVE RETIRED ADMINISTRATORS, WE HAVE INDIVIDUALS WHO HAVE RETIRED THAT WORKED MAYBE IN THE CAFETERIA FOR THE DISTRICT.
AND I'M JUST WONDERING IF WE HAVE SOMETHING IN PLACE THAT IN FACT, WILL REACH OUT TO THOSE INDIVIDUALS BECAUSE A LOT OF TIMES WE BECAUSE WE'RE A LARGE ORGANIZATION? WE THINK THE ONLY PEOPLE THAT CAN HELP US IS ANOTHER LARGE ORGANIZATION.
AND SO I'M ASKING, I GUESS I'M WONDERING AND SPEAKING OUT LOUD, DO WE HAVE SOME PROCESS IN PLACE THAT WOULD IN FACT TRY TO REACH OUT TO OTHER INDIVIDUALS? A REALLY, REALLY GREAT POINT, WE ARE TRYING TO WORK WITH GROUPS OF ALL DIFFERENT SIZES.
I BELIEVE DERRICK LITTLE IS ONLINE AND SO HE CAN TALK SPECIFICALLY ABOUT SOME OF OUR OUTREACH EFFORTS AND WOULD LOVE TO PUT IN A PLUG IF YOU PERSONALLY HAVE CONNECTIONS WITH PEOPLE WHO ARE INTERESTED IN TUTORING.
IF YOU GIVE US THOSE NAMES, WE CAN ACTUALLY CONNECT WITH THEM INDIVIDUALLY AS PART OF THIS EFFORT, BECAUSE I KNOW SOME PEOPLE MIGHT WANT TO DO TUTORING AT A SPECIFIC SCHOOL.
DERRICK, ARE YOU? ARE YOU ONLINE? CAN YOU RESPOND? YES, ABSOLUTELY.
EXCUSE ME, WE ARE VERY OPEN TO ALL SOLUTIONS WHEN IT COMES TO TUTORING, SO WE WOULD LOVE FOR RETIRED EDUCATORS OR STAFF MEMBERS TO COME BACK AND BE PART OF THIS EFFORT.
AND THAT WILL SUPPLEMENT WHAT WE'RE DOING.
ALSO WITH CONTRACTED SERVICES, WHICH IS A MAKES A VERY LARGE NATIONAL ORGANIZATIONS AND MUCH SMALLER, MORE LOCAL AND REGIONAL ORGANIZATIONS.
SO THIS IS A BIT OF AN ALL OF THE ABOVE SOLUTION THAT WE'RE TAKING.
SO DEREK, I THINK MY QUESTION WAS IS DO WE HAVE A PROCESS IN PLACE TO DO AN OUTREACH TO SMALLER GROUPS OF PEOPLE? AND IT SOUNDS LIKE WE DON'T, BUT WE WOULD BE INTERESTED IN TRYING TO DO TO TRY TO DO THAT? YES.
TRUSTEE FOREMAN, AS MS. CORDOVA MENTIONED, IF FOLKS CAN CONNECT US WITH INDIVIDUALS OR SMALLER GROUPS, WE WOULD BE HAPPY TO TALK AND MEET WITH THEM.
WE'VE ALSO DONE A LOT OF WORK THROUGH OUR DISTRICT SOCIAL MEDIA CHANNELS, NEWS REPORTS.
WE'VE HAD A SET OF JOB FAIRS ONCE ALREADY.
THERE'S ANOTHER NEXT WEEK AND WE'VE BEEN PARTNERING WITH THE LOCAL WORKFORCE SOLUTIONS BOARD TO PUT OUT TO ALL OF THE PEOPLE THAT THEY HAVE ON THEIR LISTSERV WHO ARE LOOKING FOR EMPLOYMENT AS WELL.
SO MAYBE I DIDN'T STATE IT THE RIGHT WAY.
SOMETIMES I GET A LITTLE CONFUSED.
I THINK IT'S A GOOD OPPORTUNITY FOR US TO PUT TOGETHER SOME KIND OF OUTREACH.
FOR INDIVIDUALS WHO MAY OR MAY NOT HAVE BEEN INVOLVED WITH THE DISTRICT TO SEE IF THEY ARE WILLING TO COME BACK INTO THE DISTRICT TO TUTOR SPECIFICALLY TARGETING RETIREES, IT SOUNDS LIKE YOU'RE SAYING.
RETIREES, WHETHER THEIR EDUCATORS OR NOT, BECAUSE SOMETIMES TUTORING IS TAUGHT IN SCHOOLS BY PEOPLE OTHER THAN EDUCATORS.
AND SO IT MIGHT BE A GREAT OPPORTUNITY.
SO I JUST LIKE TO SEE US PUT SOMETHING TOGETHER.
SO THE NEXT QUESTION IS ON THE RESET CENTERS.
DO WE HAVE, HAVE WE PUT IN PLACE SOMETHING THAT WILL EVALUATE THE EFFECTIVENESS OF THE RESEARCH CENTERS AND THE NUMBER OF STUDENTS THAT GO INTO THE RESET CENTERS? SO TRUSTEE FOREMAN, I HAVE I'M SHERRI CHRISTIAN ON THE LINE, BUT I DO WANT YOU TO KNOW THAT THE RESET CENTERS WILL BE ONE OF THE INITIATIVES THAT WE WILL BE EVALUATING SO THAT ENA DEPARTMENT HAS A TEAM LOOKING AT THE RESET CENTERS THROUGHOUT THE YEAR SO THAT THERE IS AN EVALUATION, BUT THERE'S FURTHER INFORMATION THAT SHERRY CAN GIVE YOU.
WE ARE DOING A FORMAL EVALUATION.
WE ALSO HAVE TOOLS IN PLACE NOW FOR WALKTHROUGHS THROUGH THE RESEARCH CENTER SO THAT IF IT'S PRINCIPAL AND EXECUTIVE DIRECTOR OR STAFF FROM OUR DEPARTMENT, THAT'S GOING IN.
[01:05:05]
WE KNOW EXACTLY WHAT TO LOOK FOR AND THE THINGS THAT WE WANT TO ADDRESS TO ENSURE THAT THE RESEARCH CENTER IS BEING SUCCESSFUL.IN ADDITION, WE HAVE SURVEY TICKETS THAT WE'RE GOING TO HAVE KIDS START FILLING OUT TO MAKE SURE WHEN THEY'RE LEAVING THE RESEARCH CENTER, THEY CAN GIVE US FEEDBACK ON WHAT THEIR EXPERIENCE WAS AND IF THEY FEEL LIKE THEY GOT THE TOOLS AND SUPPORT SO THAT THEY CAN MOVE FORWARD WITHOUT CREATING OFFENSES AGAIN.
AND SHERI, ARE WE ARE WE TRACKING THE STUDENTS THAT GO INTO THE RESEARCH CENTERS AND IF THEY ARE RE OFFENDERS? ABSOLUTELY.
AND I CAN ACTUALLY GIVE YOU A PIECE OF DATA HERE REAL QUICK WHEN WE PULL THAT BACK UP.
WE ARE DEFINITELY LOOKING AT THE RESEARCH CENTER DATA AND WHAT THOSE NUMBERS LOOK LIKE.
AND AS OF AUGUST AND SEPTEMBER, WE HAD 532 OFFICIAL REFERRALS TO THE RESEARCH CENTERS.
AND OF THOSE 532 STUDENTS, WE HAD 43 THAT CAME BACK A SECOND TIME.
SO WE ARE DEFINITELY LOOKING AT THE STUDENTS THAT COME TO THE CENTER.
AND IF ANY OF THOSE STUDENTS COME BACK, OKAY, OK, THAT'S VERY GOOD.
ON PAGE FOUR, THIS IS THE INTERCESSION UPDATE.
I'M JUST CURIOUS AS TO THE DROP OFF OF STUDENTS FROM TUESDAY TO FRIDAY AND HOW THAT AFFECTS THE STUDENT'S LEARNING PROCESS, THAT'S A LARGE DROP OFF OF STUDENTS, IT IS TRUSTEE FOREMAN AND WE ARE MONITORING THAT.
THE ORIGINAL GOAL IS TO HAVE 50 PERCENT OF THE PARTICIPATING CAMPUSES.
AND I'M SORRY, THE CAMPUS IS IN ABOUT 50 PERCENT OF THEIR STUDENT POPULATION TO THE INTERCESSION WEEK AND TO HAVE AT LEAST TWO THIRDS OF THOSE STUDENTS ATTEND AND PARTICIPATE THE FULL TIME.
WE DID NOTICE THE LARGE DROP OFF IN THE FRIDAY, AND SO WHAT WE'RE LOOKING TO DO IS HOW CAN WE CREATE INCENTIVES AND OPPORTUNITIES FOR STUDENTS TO INCLUDE THAT FRIDAY IN THEIR FOUR DAY WEEK COMPLETION OF THE ACTIVITIES? IT'S SOMETHING WE'RE GOING TO HAVE TO MONITOR IN THE CAMPUS PRINCIPALS ARE REALLY ON TOP OF IT.
IT WAS A GREAT EXPERIENCE, SO WE DO WANT TO MAKE SURE THAT ALL FOUR DAYS ARE INCLUDED AS PART OF THAT PACKAGE.
IT JUST SEEMS LIKE THAT'S A HUGE DROP OFF.
AND SO OF COURSE, THERE WOULD BE LEARNING LOSS IF IT'S THAT KIND OF A DROP OFF.
SO I'M TRYING TO UNDERSTAND JUST A STATEMENT.
FOR THE FIRST TIME, DALLAS ISD HAS A ROBUST DISTRICT RUN AFTER SCHOOL PROGRAM.
DALLAS ISD HAS HAD AN AFTER SCHOOL PROGRAM EVER SINCE I WAS IN SCHOOL.
SO WHAT IS SO DIFFERENT TO MAKE THIS THE FIRST TIME WE'VE EVER HAD A ROBUST PROGRAM? SO I'LL START THAT AND THEN I'M GOING TO PASS IT OVER TO OUR NEW DIRECTOR, MEL DEVONSHIRE OF AFTER-SCHOOL PROGRAMING TO FINISH UP.
I WOULD SAY I AGREE THIS MAY BE A MISCOMMUNICATION, TRUSTEE FOREMAN.
WHAT WE MEANT TO SAY WAS DALLAS ISD IS NOW PROVIDING MORE CENTRALIZED SUPPORTS FOR AFTER SCHOOL PROGRAMING AT DESIGNATED CAMPUSES.
MEL, ARE YOU ONLINE? MR. DEVONSHIRE? GOOD AFTERNOON.
CAN YOU ADD TO THAT ABOUT THE ROBUST PROGRAMING AND SUPPORTS THAT ARE PROVIDED TO CAMPUSES WHO ARE PARTICIPATING IN THE DALLAS ISD CENTRALIZED GROUP? ABSOLUTELY.
GOOD AFTERNOON, EVERYONE, AND THANK YOU TRUSTEE FOREMAN FOR THAT QUESTION.
JUST TO REITERATE WHAT CHIEF TREJO JUST STATED, I THINK THAT IT'S REALLY JUST REFERRING TO THE FACT THAT HISTORICALLY IN RECENT YEARS, ESPECIALLY MOST OF THE AFTER SCHOOL PROGRAMS HAVE BEEN PARTNER RUN PROGRAMS, AND THIS YEAR THE EMPHASIS IS ESPECIALLY ON THE DISTRICT RUN PROGRAMS AT THESE SITES.
I JUST THINK WHEN YOU PUT THINGS IN WRITING, REMEMBER THAT MIGHT BE THE ONLY TRUSTEE THAT'S READING.
BUT I'M READING AND THAT JUST KIND OF STRUCK ME THE WRONG WAY.
AND I THINK HE JUST ANSWERED SOME OF THE QUESTIONS.
WE DO HAVE PARTNERSHIPS, BUT WE ARE NOW LOOKING AT MORE DISTRICT RUN PROGRAMS, WHICH I THINK IS IS GOOD.
BECAUSE THERE ARE SMALL AGAIN, JUST LIKE I TALKED ABOUT THE THE TUTORING, THERE ARE SMALL COMPANIES THAT DO AFTER-SCHOOL PROGRAMS THAT THAT COULD PLAY INTO THE DISTRICT RUN PROGRAM, SO I'M GOOD OR GOOD ABOUT THAT.
BUT ONE OF THE THINGS THAT SOMEONE MENTIONED WAS WE COULD REACH OUT MORE FOR
[01:10:01]
WITH THE DISCOVERY DALLAS ISD CAMPAIGN.SO NORMALLY, AND CORRECT ME IF I'M WRONG, BECAUSE IT CHANGES AND I'M GETTING A LITTLE OLDER, SO I COULD FORGET, BUT DISCOVER ISD USUALLY WERE FOR OUR MAGNET SCHOOL PROGRAMS AND OUR SPECIALIZED PROGRAMS. IS THAT CORRECT? IT'S FOR MULTIPLE, SO IT WOULD BE FOR A P-TECH, WHICH OBVIOUSLY OUR NEIGHBORHOOD SCHOOLS, IT WOULD BE FOR MAGNET, IT WOULD BE FOR TRANSFORMATION.
IT WOULD BE FOR IB SCHOOLS AND TRANSFER.
P-TECH IS A PART OF OUR NEIGHBORHOOD SCHOOLS.
SO MY QUESTION ON THAT? CAN I PAUSE? SORRY.
WE'LL COME BACK AROUND FOR A SECOND ROUND.
TRUSTEE MICCICHE? THANK YOU, MR. PRESIDENT.
WELL, THERE'S A LOT OF TOPICS IN THIS SLIDE DECK, BUT I'M ONLY GOING TO TOUCH ON A COUPLE FIRST ON THE DISTRICT OF INNOVATION.
I'M GLAD THAT HAS WORKED OUT SO WELL.
I BELIEVE WE ARE AMONG THE THOUSAND FIFTY DISTRICTS IN THE STATE.
THERE ARE PROBABLY 1000 OF THEM NOW THAT HAVE DONE THE DISTRICT OF INNOVATION, YOU KNOW, IN A BETTER STATE STATE LAW SYSTEM.
THE ABILITY TO HIRE TEACHERS WITH CTE CREDENTIALS AND JUST START SCHOOL AT THE DISTRICT SELECTION DATE WOULD BE JUST IN THE STATUTE BY DEFAULT.
BUT OUR ADOPTION OF THE DISTRICT OF INNOVATION PLAN HAS ALLOWED US TO DO THOSE THINGS, AND IT HAS OPERATED EXACTLY AS INTENDED.
AND ALL OF THESE FEARS THAT WERE OUT THERE ABOUT THIS BEING A BACKDOOR ATTEMPT TO DO HOME RULE ARE ALWAYS UNFOUNDED.
AND AFTER FIVE YEARS, THEY'VE BEEN PROVEN UNFOUNDED.
I'M GLAD THAT WE WILL GO THROUGH THE PROCESS AGAIN BECAUSE THERE MAY BE SOME OTHER ASPECTS THAT WOULD BE OF BEING A DISTRICT OF INNOVATION THAT WOULD BE WORTH CONSIDERING.
AND IN ANY EVENT, WE DON'T HAVE ANY CHOICE BECAUSE THAT'S WHAT THE LAW REQUIRES.
I WANTED TO ASK THE QUESTION ON AFTER SCHOOL AND TUTORING BECAUSE IN THE PRESENTATION THERE WAS.
A DISTINCTION MADE THAT TUTORING WAS WAS NOT WAS DISTINCT FROM THE AFTER SCHOOL PROGRAMING, BUT THAT RAISED A QUESTION FOR ME AS TO WHEN IS THE TUTORING DONE? IS THE TUTORING DONE ON A PULL OUT BASIS OR IS IT ALSO DONE AFTER SCHOOL, JUST JUST IN ADDITION TO OTHER AFTER-SCHOOL PROGRAMS? THANK YOU FOR THAT QUESTION, TRUSTEE MICCICHE.
TUTORING CAN ACTUALLY OCCUR AT ANY POINT BEFORE SCHOOL, DURING THE SCHOOL DAY, AFTER SCHOOL WEEKENDS, SUMMER.
SO WHAT I WAS ATTEMPTING TO DISTINGUISH BETWEEN WAS THE IDEA THAT WE HAVE A TUTORING PROGRAM THAT CAN OCCUR AT ANY OF THOSE TIME POINTS.
AND THEN WE ALSO HAVE AN AFTER SCHOOL PROGRAM THAT FOCUSES ON ENRICHMENT AND EXTRACURRICULAR ACTIVITIES.
SO NOT NECESSARILY THE TIME FRAME AS MUCH AS THE TYPE OF ACTIVITY THAT WOULD OCCUR WITHIN EACH PROGRAM.
OK, SO THE THING YOU ALWAYS WORRY ABOUT WITH TUTORING IS WHEN IT'S DONE ON A PULL-OUT BASIS, IT MAY BE MORE EFFECTIVE THAN WHEN YOU KNOW, HAVING A CHILD IN THE CLASSROOM NOT UNDERSTANDING WHAT'S GOING ON MIGHT AS WELL TAKE THEM OUT AND TUTOR HIM TO HELP CATCH HIM UP ON SOMETHING ELSE.
BUT I'VE ALWAYS THOUGHT THAT THAT WAS THAT WAS KIND OF A HARD TRADEOFF TO MAKE, AND THAT TUTORING SHOULD BE TO GENERALLY TRY TO BE IN ADDITION TO REGULAR SCHOOL, NOT IT'S NOT NOT DONE ON A PULL-OUT BASIS.
SO DO WE HAVE ANY IDEA HOW, HOW OFTEN.
WHEN WE WHEN WE'RE DOING THE TUTORING, IT'S ON A DONE ON A PULLOUT BASIS, SO TRUSTEE MS. KID, THAT'S ACTUALLY PART OF HOUSE BILL 4545 PARAMETERS.
IS THAT ANY TUTORING PROVIDED HAS TO BE SUPPLEMENTAL TO THE CORE INSTRUCTION.
SO THAT IS PART OF THE PARAMETERS THAT WE ARE FOLLOWING IS TO ENSURE THAT STUDENTS HAVE ACCESS TO THEIR CORE INSTRUCTION AND THEN RECEIVE SUPPLEMENTAL TUTORING SERVICES TO SUPPORT THE CORE INSTRUCTION.
AND THEN JUST ON THE SCOPE OF BOTH THE TUTORING AND THE AFTER SCHOOL PROGRAMING, I'M ALWAYS CONCERNED ABOUT IT JUST NOT BEING BIG ENOUGH TO COVER A SIGNIFICANT NUMBER OF OUR STUDENTS.
AND SO, WHAT NUMBER OF STUDENTS IS COVERED BY THE AFTER SCHOOL
[01:15:01]
PROGRAM THAT WE THAT WERE CONTEMPLATING? AND WHAT'S THE NUMBER THAT WOULD BE COVERED BY MY TUTORING? SO I'LL ASK DEREK LITTLE TO ADDRESS THE TUTORING QUESTION AND THEN MR. DEVONSHIRE TO ADDRESS THE AFTER SCHOOL QUESTION FOR YOU IN TERMS OF STUDENT PARTICIPATION.TRUSTEE MICCICHE, FOR TUTORING, WE'RE LOOKING AT TENS OF THOUSANDS OF STUDENTS LIKE WE'RE TRYING TO TARGET UPWARDS OF 40000 STUDENTS RECEIVING TUTORING OVER THE COURSE OF THIS SCHOOL YEAR AND THEN IN THE SUMMER AS WELL.
AND HOW MANY NEED IT? THAT NUMBER IS DRIVEN BY THE HOUSE BILL 4545 REQUIREMENTS OF STUDENTS WHO DID NOT PAY SORRY DID NOT TAKE OR DID NOT PASS THE STAAR OR EOC EXAM LAST SPRING.
IT ALREADY ACCOUNTS, THOUGH, FOR THE TEACHERS THAT ARE SERVED BY A TIA DESIGNATED TEACHER.
WE HAVE ABOUT SEVENTEEN THOUSAND STUDENTS RIGHT NOW, ROSTERED IN A CLASSROOM WITH A TIA DESIGNATED TEACHER.
SO THE 40 THOUSAND IS WHAT'S LEFT THAT WOULD BE REQUIRED TO RECEIVE TUTORING.
MEL, DO YOU WANT TO TAKE THE AFTER SCHOOL POPULATION? YES, THANK YOU.
TRUSTEE MICCICHE, IN TERMS OF THE AFTER SCHOOL POPULATION, OUR GOAL INITIALLY WAS TO ENSURE THAT AT LEAST THREE THOUSAND STUDENTS WOULD PARTICIPATE IN THE DISTRICT RUN AFTER SCHOOL PROGRAM, AND AS OF TODAY, WE'VE EXCEEDED THREE THOUSAND ONE HUNDRED STUDENTS THAT ARE CURRENTLY PARTICIPATING.
IT'S KIND OF WHERE MY CONCERN IS, I MEAN, WE DO THIS EVERY YEAR WITH THE CITY OF DALLAS AND THERE THE SUMMER OF LEARNING AND YOU LOOK AT ALL THEIR STATISTICS AND A LOT OF THEM ARE VERY IMPRESSIVE.
BUT THE ONE THAT'S NOT IS THAT IS WHAT DOES N EQUAL? AND N EQUALS LIKE 5000 STUDENTS AND WE HAVE, YOU KNOW, 145 THOUSAND STUDENTS.
SO I'M JUST JUST WONDERING IF WE HAVE A FEEL FOR HOW MANY STUDENTS ARE COVERED BY.
BY THE DISTRICT, PLUS ALL OF OUR PARTNERS.
AND HOW MANY STUDENTS ARE JUST NOT PART OF ANY ANY SUMMER PROGRAMS AT ALL? TRUSTEE MICCICHE, IF I CAN JUMP IN ON THAT QUESTION, I WOULD SAY THAT'S SOMETHING WE'RE PAYING CLOSE ATTENTION TO THROUGH THE MAPS AND THE DESIGNATION OF THE PARTNERS THAT WERE LISTED.
WE ARE LOOKING TO DETERMINE THAT ALL STUDENTS AT ALL CAMPUSES HAVE SOME TYPE OF OPPORTUNITY FOR AFTER-SCHOOL ENRICHMENT, AND WE'D HAVE TO TAKE A LOOK AT THE NUMBERS AND GET WITH OUR PARTNERS TO DETERMINE A LITTLE BIT MORE CLEARLY EXACTLY HOW MANY STUDENTS ARE PARTICIPATING.
THE NUMBERS THAT MR. DEVONSHIRE MENTIONED ARE SPECIFICALLY FOR THIS NEW PROGRAM THAT'S DALLAS SUPPORTED AFTER SCHOOL, AND WE'RE EXPANDING THAT BY 30 CAMPUSES NEXT YEAR IN HOPES THAT WE CAN GET TO THE POINT BY 2025 THAT ALL CAMPUSES HAVE THAT TYPE OF SUPPORT AND OPPORTUNITY.
OKAY, BUT RIGHT NOW, DO WE HAVE 30 THOUSAND KIDS TOTAL COVERED OR DO WE HAVE 6000 KIDS? I'D HAVE TO GET BACK TO YOU ON THOSE NUMBERS BETWEEN OUR HOME PROGRAM, DALLAS ISD PROGRAM AND THEN OUR PARTNERSHIP PROGRAMS. I'D HAVE TO GET BACK TO YOU ON THE NUMBERS.
THANK YOU, TRUSTEE MICCICHE, I KNOW WE HAVE TRUSTEE GARCIA NEXT, BUT TRUSTEE HENRY HAS REQUESTED IF HE CAN GO REALLY QUICKLY IN FRONT, DO YOU HAVE ANY CONCERNS WITH THAT? GO AHEAD, TRUSTEE HENRY.
WE'LL COME BACK TO TRUSTEE GARCIA NEXT.
I HAD A FEW QUESTIONS, SOME FOLKS ALREADY ANSWERED THE QUESTIONS THAT I HAD.
WE START WITH THE RACIAL EQUITY PROGRAMMATIC EQUITY IN THE HONORS ENROLLMENT.
I THINK THESE ARE GREAT NUMBERS, GREAT GROWTH AT THE SAME QUESTIONS TRUSTEE FOREMAN HAS AROUND THE DIP.
FOR EXAMPLE, IN MATH, THERE'S 307, I GUESS, AFRICAN-AMERICAN KIDS, AND THEN THIS SCHOOL YEAR AT 179.
BUT YOU KNOW, IF WE GET ANY ADDITIONAL INFORMATION, I DON'T NEED THAT NOW.
I'LL LOVE TO SEE WHY WE THINK THOSE NUMBERS EXIST.
BUT WHAT I DID WANTED TO POINT OUT ON THAT GRAPH IS, YOU KNOW, WE TALK ABOUT RACIAL EQUITY A LOT AND IT'S DEEPLY PASSIONATE MINDS, YOU KNOW, CHIEF LEAR AND WE FOCUS ON BLACK STUDENTS, ENGLISH LANGUAGE LEARNERS.
BUT WHAT I WANT FOLKS TO ALSO RECOGNIZE, I DON'T THINK THIS IS THE PRIMARY REASON TO DO THIS.
BUT WHEN YOU FOCUS ON OUR AFRICAN-AMERICAN AND ENGLISH LANGUAGE LEARNING THE KIDS, I THINK YOU ALSO SEE THAT ALL OF OUR STUDENTS ARE ALSO DOING THE, ALL NUMBERS DOING
[01:20:05]
BETTER.SO IF YOU LOOK AT THE 19-20 MATH, THERE WAS SIXTY NINE PERCENT.
WE EMPHASIZE BLACK AND ENGLISH LANGUAGE LEARNERS IN ALL NUMBERS NOW AT 91 PERCENT.
I MEAN, I JUST WANT TO MAKE A POINT THAT WHEN YOU FOCUS ON BLACK AND ELL STUDENTS, IT'S NOT AT A COST TO OTHER STUDENTS.
ALL STUDENTS ARE GOING TO BENEFIT WHEN YOU DO THOSE TYPE OF THINGS.
SO I THINK THIS IS A GOOD GRAPH TO SHOW THAT.
SO I'M EXCITED ABOUT THE HIGH PERCENTAGES FOR BLACK KIDS, AND I'M EXCITED ABOUT THE HIGH PERCENTAGE OF ENGLISH LANGUAGE LEARNERS, AND I'M EXCITED THAT ALL OF OUR STUDENTS ARE NOW ENROLLING ON THIS PROGRAM AT A HIGHER RATE THAN THEY WERE BEFORE, BECAUSE THAT MEANS THEY'RE GOING TO GET MORE OPPORTUNITIES.
YOU KNOW, I'M EXCITED ABOUT THE PARTNERSHIP WITH THE SOUTHWEST, AND I WON'T BELABOR THAT POINT, I HAVE A QUESTION AROUND THE SOUL, DR.
LUST FOR YOU, THE DISTRICT OF INNOVATION.
SO WE HAVE TEACHERS THAT ARE IN THE CLASSROOM, NOT CERTIFIED NOW UNDER DOI.
ARE THEY GOING TO HAVE TO BE CERTIFIED NOW THAT YOU'RE REAPPLYING? OR DO THEY KNOW THE PARAMETERS? SORRY, GO AHEAD.
YEAH, THE PARAMETERS HAVE NOT CHANGED.
AND WHAT YOU'LL SEE, ROBERT, I MEANT ABOUT THIS, AND WHAT HE'S GOING TO SHARE WITH YOU IS THAT THERE ARE CERTAIN PARAMETERS THAT FOR WHICH THEY HAVE TO MEET.
BUT SOME CASES NO CERTIFICATION IS NOT REQUIRED.
CERTIFICATION IS NOT REQUIRED.
WHAT THEY ARE ISSUED IS A LOCAL PERMIT, AND THAT PERMIT IS VALID AS LONG AS THEY STAY WITH DALLAS ISD SINCE WE ISSUED THE LOCAL PERMIT.
AND IT'S CONTINGENT UPON OUR DOI APPLICATION GOING FORWARD AS LONG AS WE CAN CONSIDER THAT PATHWAY GOING FORWARD.
SO FAR, OUR TURNOVER RATE, OUR RETENTION RATE HAS BEEN SUPER HIGH FOR OUR DOI TEACHERS.
WELL ABOVE 90 PERCENT, ALMOST NINETY FIVE POINT NINETY FOUR PERCENT SOMEWHERE IN THAT RANGE.
SO WE'RE VERY, VERY SUCCESSFUL IN THERE.
WE ALSO HAVE A LOT OF, I GUESS, CRITERIA THAT WE LOOK AT WHEN WE'RE SELECTING THOSE TEACHERS.
IT GOES THROUGH NOT ONLY THE PRINCIPAL AND SCHOOL LEADERSHIP RECOMMENDATION, IT GOES TO ACM, IT GOES THROUGH THE DTE DEPARTMENT.
SO EVERYBODY HAS A CHANCE TO LOOK AT THOSE QUALIFICATIONS.
AND WHEN WE LOOK AT IT, WE HAVE IF, FOR EXAMPLE, IF A PERSON DOESN'T HAVE A DEGREE THEY GET, THEY HAVE TO HAVE FIVE TO SEVEN YEARS OF EXPERIENCE IN THAT FIELD TO BE ABLE TO QUALIFY.
AND WITH AN ASSOCIATE'S DEGREE, IT'S TWO YEARS OF EXPERIENCE.
SO FAR, ALL OF OUR DOI CANDIDATES HAVE ACTUALLY HAD AN ASSOCIATE'S DEGREE OR HIGHER.
ONE OF THE GREATEST ADVANTAGES OF THE DOI PROGRAM IS THAT AS YOU COME IN AS AN ALTERNATIVE CERTIFIED TEACHER TO GO THROUGH CERTAIN PROGRAMS, ABOUT $5000, SO WE'RE ABLE TO GIVE THEM THAT PERMIT FOR FREE, SAVES THEM THAT $5000 AND WE LEAVE THEM ON THAT LOCAL PERMIT.
SO THAT LETS US ATTRACT PEOPLE INTO OUR DISTRICT WHO WOULD NOT NORMALLY COME.
THAT WAS, YOU KNOW, YOU RAISED A QUESTION WHEN YOU ANSWERED THE INITIAL QUESTION.
I ASKED THE RETENTION RATE, WHAT WAS THE NUMBER AND WHY IS IT? I THINK IT'S A GOOD THING, BUT WHY DO YOU THINK IT'S SO HIGH? YOU KNOW, PART OF IT, I THINK, IS THAT DALLAS ISD IS A GREAT PLACE TO WORK WITH A VERY GREAT COMPENSATION SKILL THROUGH OUR TIPS.
ALSO, THE WRAP AROUND SUPPORT WE PROVIDE FOR OUR TEACHERS AND THE PERMIT IS VALID WITHIN DALLAS ISD.
SO THEY WOULD HAVE TO GO THROUGH ANY OTHER PROCESS TO GO TO ANOTHER DISTRICT OR RECEIVE A CERTIFICATION.
SO IT DOES GIVE US THAT ADVANTAGE.
SO TEACHERS THAT ARE TEACHING AS A RESULT OF DOI WITHOUT A CERTIFICATION, THE RETENTION RATE IS NINETY ONE PERCENT OVER WHAT? NINETY THREE TO NINETY FIVE.
I CAN GET THE SPECIFIC NUMBER FOR YOU.
IS THAT OVER THE WHOLE PERIOD OF THE? I'M SORRY.
WHAT'S THE PERIOD? FOR ANYBODY WHO CAME IN THROUGH DOI THROUGH THE ENTIRE PERIOD.
SO IT LAUNCHED IN 2017 ESSENTIALLY, RIGHT? I THINK THE OTHER THING I'LL ADD AROUND LIKE WHY? WHY IS THE RETENTION RATE SO HIGH? JUST TALKING TO SEVERAL OF THE TEACHERS WHO, FOR EXAMPLE, IN THE CAREER INSTITUTE, THEIR PASSION FOR THE WORK.
YOU KNOW, AS I TALKED TO MR. TILLEY IN THE PICTURE YOU SAW, I MEAN, HE REALLY EXUDED PASSION AROUND HELPING KIDS AND CONNECTING WITH THE KIDS.
AND YET, YOU KNOW, AND MOST IMPORTANTLY, UTILIZING WHAT HE'S DONE FOR 30 YEARS TO IMPART TO THE STUDENTS, YOU COULD REALLY JUST HEAR THE PASSION.
DON'T HAVE ANY ANOTHER QUESTION.
PRESIDENT AND TRUSTEE GARCIA THANK YOU, TRUSTEE HENRY.
TRUSTEE GARCIA? CAN YOU HEAR ME? YES.
THIS QUESTION IS FOR CHIEF TREJO.
YOU MENTIONED THAT THE BARRIERS AROUND THE POLICY TO INCLUDE FIFTH GRADERS INTO SIXTH GRADE ON OUR COURSES HAS BEEN ESTABLISHED.
WHAT'S IT LIKE FOR UPPER GRADES SEVENTH, EIGHTH AND GOING INTO HIGH SCHOOL? WE ACTUALLY HAVE AN OPEN ENROLLMENT POLICY FOR PARTICIPATION IN HONORS, COURSES AT THE MIDDLE SCHOOL LEVEL, SO ANY STUDENT CAN OPT IN TO TAKE AN HONORS COURSE AT THE MIDDLE SCHOOL LEVEL.
THEY DON'T NECESSARILY HAVE TO MEET THAT THRESHOLD CRITERIA AT OR ABOVE.
SAME GOES FOR AP COURSES, STUDENTS CAN OPT IN TO PARTICIPATE IN ADVANCED PLACEMENT COURSES AS WELL AT THE HIGH SCHOOL LEVEL.
AND WHAT ARE WE DOING TO ENCOURAGE MORE PARTICIPATION? I KNOW THIS SUBJECT DISCUSSION THAT'S COME UP BEFORE WITH OUR OFFICE OF RACIAL EQUITY.
BUT I'M MORE, I GUESS, MY QUESTION IS, I'M MOSTLY INTERESTED IN HOW MANY OF
[01:25:05]
OUR STUDENTS, BY THE TIME THAT THEY GRADUATE HIGH SCHOOL, ARE GRADUATING WITH SOME SORT OF COLLEGE LEVEL COURSES OR CREDITS? DO WE HAVE THAT NUMBER CURRENTLY? HOW MANY STUDENTS GRADUATED WITH COLLEGE LEVEL COURSES IS THAT YOU'RE TALKING ABOUT ASSOCIATE DEGREES OR JUST IN GENERAL, ANY COURSE? IN GENERAL, ANY COURSE, ANY CREDITS.YEAH, I'D HAVE TO GET THAT NUMBER FOR YOU, TRUSTEE GARCIA.
I COULDN'T CALL THAT OFF THE TOP OF MY HEAD, AND I'M NOT SURE DR.
SHE MIGHT BE ABLE TO HELP WITH THAT.
DR. ROGERS, DO YOU HAVE A PERSPECTIVE ON THAT? I GUESS NOT.
I'LL GET THAT INFORMATION FOR YOU, IT'LL BE A TRACKER.
THERE'S DR. ROGERS, DR. ROGERS? I DON'T HAVE THE TOTAL NUMBER, BUT TO YOUR POINT, YES, WE CAN WORK TO OBTAIN THE INFORMATION.
TREJO AND WHAT I HOPE TO SEE, THOUGH, IS THAT AS THE OPPORTUNITIES OF CAREER INSTITUTES AND CERTIFICATIONS, ASSOCIATE DEGREE BEING WHATEVER SUPERINTENDENT GOALS THAT THOSE THINGS ARE MOTIVATING MORE OF OUR STUDENTS TO IN FACT PARTICIPATE.
IF IT'S AN OPEN ENROLLMENT, I THINK THAT LIFTS THE BARRIER OF ACCESS.
BUT I THINK UNDERSTANDING THE IMPORTANCE OF HOW THAT SETS STUDENTS UP FOR SUCCESS ACADEMICALLY.
AND IF WE'RE TALKING ABOUT POST-SECONDARY OPPORTUNITIES AND ENROLLMENT, I'M MOST INTERESTED IN THAT ACCESS LEADING TO OPPORTUNITY TO BE MOST COMPETITIVE IN THAT IN THAT SPACE.
AND I THINK IF WE WERE TO HAVE A GOAL, A METRIC THAT WE'RE TRYING TO ACHIEVE FOR THAT NUMBER OF STUDENTS, THAT WOULD BE MOST HELPFUL FOR US TO GET THERE.
HUGE KUDOS, THOUGH, TO THE AVAILABILITY OF DIFFERENT WAYS THAT STUDENTS CAN GET THERE.
BUT IF WE HAVE AN OPEN ENROLLMENT, I WANT TO SEE MORE STUDENTS.
CHIEF TREJO, YOU MENTIONED THAT WE HAD 84 TO 86 PERCENT OF OUR EB AND AFRICAN-AMERICAN STUDENTS WHO WOULD BE ELIGIBLE TO ENROLL IN THOSE UNDER COURSES DOING SO.
WHAT ABOUT THE REST OF THE STUDENTS? WHY IS THAT PARTICIPATION OF 100? SO I THINK IT WAS DR.
QUINN WHO ADDRESSED THOSE, SO I MAY TURN THAT QUESTION OVER TO DR.
TRUSTEE GARCIA, SO I THINK ONE OF THE OVERALL WAS 87 PERCENT, SO THAT 13 PERCENT WOULD BE A FEW THINGS.
ONE, THEY'RE EITHER NOT ENROLLING.
TWO, THEY DIDN'T GET ENROLLED INTO THE COURSE OR THREE THEY'VE MOVED FROM THE SCHOOL.
THOSE ARE ALL MY QUESTIONS, THANK YOU.
WE HAVE LOST QUORUM IN THE ROOM TEMPORARILY AND WE'LL RESUME AS SOON AS WE HAVE A FIFTH TRUSTEE BACK IN THE ROOM.
I DON'T KNOW IF THERE'S ANYONE ELSE IN FIRST ROUND.
SO WE WILL MOVE TO SECOND ROUND.
TRUSTEE FOREMAN? TRUSTEE MACKEY THIS IS EDWIN.
NO, I JUST WANT TO COMMEND THE STAFF ON THE GREAT WORK THAT'S GOING ON.
OF COURSE, WE ALWAYS HAVE A LONG WAY TO GO, BUT REALLY PROUD OF OF THE WORK THAT WE'RE DOING.
AND JUST WANTED TO, YOU KNOW, ON THE ON THE ISSUE OF THE DISTRICT OF INNOVATION.
THERE WERE SEVERAL THINGS THAT I THOUGHT THAT WE SHOULD HAVE TRIED TO HAVE DONE A COUPLE OF, YOU KNOW, FIVE YEARS AGO, AND I CERTAINLY WANT US TO THINK BOLD THIS TIME TO REALLY WANT TO PUSH THE ENVELOPE.
WE CLEARLY PUSH THE ENVELOPE THE LAST TIME AND WE'RE VERY, VERY SUCCESSFUL, AS WE'RE SEEING NOW THAT WE WERE ABLE TO ACTUALLY HAVE TEACHERS FOR OUR CAREER INSTITUTES AND THOSE WILL CONTINUE TO GO TO GROW.
I MEAN, I HAVE NO PROBLEMS WITH HAVING GUARDRAILS.
BUT I REALLY WANT US TO LOOK AT SOME OF THE OTHER OPTIONS.
YOU KNOW, THE COMPETING SCHOOLS AND SCHOOL SYSTEMS HAVE THAT THAT PERHAPS WE DON'T SEE.
WE CAN PUSH THE ENVELOPE AND TRY TO GET SOME OF THOSE INNOVATIONS.
AND REALLY FLEXIBILITY IS MORE THAN ANYTHING TO BE ABLE TO PUSH FORWARD.
SO THAT WAS IT, THANK YOU, PRESIDENT MACKEY.
NOW WE WILL MOVE ON TO SECOND ROUND, AND WE'LL BEGIN WITH TRUSTEE FOREMAN.
AND JUST TO START WHERE I LEFT OFF, I WAS ACTUALLY ON PAGE, I BELIEVE IT'S SIX.
AND BRIAN, I THOUGHT YOU HAD SAID SOMETHING REGARDING THE, THAT THERE WOULD BE OPPORTUNITIES AT THE DISCOVERY DALLAS ISD CAMPAIGN.
AND I GUESS THAT'S FOR AN AFTER SCHOOL EXPANSION.
AND I WAS TRYING TO CLARIFY THAT DISCOVER DALLAS ISD.
IF I REMEMBER IT CORRECTLY OR FOR OUR MAGNET SCHOOLS, IT'S FOR ALL OF OUR SCHOOLS?
[01:30:03]
IT'S FOR ALL SCHOOLS.IT'S AN EFFORT TO REALLY, I MEAN, YOU THINK ABOUT FOR SOUTHERN DALLAS AND PARTICULARLY RIGHT THERE ARE A LOT OF CHARTERS THERE.
SO REALLY, IT'S FOR ALL OF OUR SCHOOLS TO SHOWCASE THEIR WORK AND RECRUIT.
SO THAT'S THE WAY IT STARTED OUT.
BUT IF I REMEMBER CORRECTLY THE LAST COUPLE OF YEARS, IT HASN'T QUITE BEEN THE SAME.
IT STARTED OUT AT ELLIS DAVIS AND ALL THE SCHOOLS WERE THERE.
WHEN I WENT TO THE ART MUSEUM DOWNTOWN WHERE IT WAS, ALL THE SCHOOLS WERE NOT THERE.
IT WAS MAGNET SCHOOLS AND SPECIALIZED SCHOOLS.
YEAH, AND I CHECKED WHILE WE WERE JUST KIND OF DISMISSED AND IT WILL BE EVERY SCHOOL AND IT'S VIRTUAL, SO IT MAKES IT EASIER TO.
BUT WAS I WRONG? ABOUT THE MUSEUM? WAS I WRONG ABOUT IT BEING FOR MAGNET SCHOOLS AND SPECIALIZED SCHOOLS THE LAST TIME? ANGIE IS ONLINE.
LET ME ASK ANGIE GAYLORD TO WEIGH IN.
I DON'T THAT'S CALLED TRUSTEE.
NO, SHE'S CORRECT BEFORE COVID, ORIGINALLY, IT WAS ALL SCHOOLS, AND THEN THAT CHANGED TO JUST OPEN ENROLLMENT MAGNET SCHOOLS, TRANSFORMATION SCHOOLS AND, I THINK INNOVATION SCHOOLS.
AND THEN WHAT CHANGED LAST YEAR WITH COVID, WHEN EVERYONE WENT VIRTUAL, WE CHANGED OUR PLATFORM.
SO NOW THAT ALL SCHOOLS ARE BACK IN OUR CENTRALIZED ENROLLMENT PLATFORM MOVING FORWARD, IT WILL BE ALL SCHOOLS.
I KNEW I WAS CORRECT, BUT WHAT I WANT TO MAKE SURE OF IS THAT IT'S NOT JUST VIRTUAL.
BECAUSE ALL OF OUR PARENTS DON'T HAVE ACCESS, WE TALK ABOUT TECHNOLOGY ALL THE TIME, AND THE LACK THEREOF.
AND SO ALL OF OUR PARENTS DON'T HAVE ACCESS, SO IF THERE'S AN OPPORTUNITY AND I DON'T KNOW WHAT WE CAN DO DURING THIS COVID SITUATION, BUT IF THERE'S AN OPPORTUNITY TO DO SMALL SCALES ON DIFFERENT AREAS OF TOWN, I THINK THAT WOULD BE APPROPRIATE IF THERE'S AN OPPORTUNITY BECAUSE I WANT TO MAKE SURE THAT ALL CHILDREN HAVE ACCESS TO THAT.
TRUSTEE FOREMAN, WE'LL TAKE THAT BACK TO THE TEAM.
ALL RIGHT, THANK YOU VERY MUCH.
THIS IS RACIAL EQUITY, AND MAYBE YOU CAN TAKE THIS, PAM.
SO OF THE NUMBER OF STUDENTS THAT QUALIFY, AND DO NOT TAKE THE HONORS COURSES.
DO WE INTERVENE AT ANY TIME TO TRY TO ENCOURAGE THEM OR INFLUENCE THEM, BECAUSE FROM THE WAY IT SOUNDS LIKE IS, IS EVEN IF THEY'RE IN A SCHOOL, THAT'S A D OR F.
THERE MIGHT NOT BE ANY OPPORTUNITIES FOR HONORS COURSES THERE.
SO THAT'S ONE OF THE REASONS WHY WE HAVE THIS AS A GOAL AND WE INCORPORATED INTO A POLICY SO THAT WE'RE MAKING SURE THAT WE'RE TRACKING IT.
SO WE DO NEED TO INTERVENE IF WE SEE THAT A STUDENT IS THAT MEETS OR MASTERS AND THEY'RE NOT IN AN HONORS COURSE.
SO WE HAVE DONE A BETTER JOB AND YOU CAN SEE ON THE DATA THAT WE HAVE DONE A BETTER JOB, BUT I'M NOT SAYING THAT THERE'S NOT STILL MORE ROOM FOR IMPROVEMENT.
WELL, AND I GUESS I THANK YOU FOR INTERVENING.
BUT AGAIN, THE QUESTION WOULD BE IF A STUDENT IS IN A FAILING SCHOOL AND THERE IT MEETS AND MASTERS.
DO HOW ARE WE GOING TO CREATE AN OPPORTUNITY FOR THEM, AND I KNOW YOU HAVE TO WORK ON THAT, SO I KNOW YOU DON'T HAVE AN ANSWER, BUT I JUST WANTED TO RAISE THAT AS A CONCERN AND A QUESTION BECAUSE YOU MIGHT ONLY HAVE FOUR OR FIVE STUDENTS IN THAT SCHOOL THAT COULD BE IN THAT HONORS CLASS.
AND IF YOU LOOK AT THIS SLIDE HERE, YOU SEE, I'M SORRY, I'M ON 10.
YOU'LL SEE COURSE CREATIONS, INCREASED COURSE OFFERINGS.
AND THEN YOU ALSO SEE IN CHALLENGES, MASTER SCHEDULE ADJUSTMENTS AND COURSE CREATIONS, BECAUSE PERHAPS THERE WASN'T THE OPPORTUNITY THERE.
SO WE HAVE PUT SOME STOPGAPS IN PLACE TO MAKE SURE THAT WE'RE LOOKING AT THE MASTER SCHEDULES AND THAT THERE IS EQUITY ACROSS THE BOARD SO THAT STUDENTS HAVE THAT OPPORTUNITY WHO MAY BE IN A DEVELOPING OUR FOCUS SCHOOL.
WHAT GRADE LEVEL DID YOU SAY THE NEW SCHOOL WAS GOING TO START AT WITH UT SOUTHWESTERN? YES, MA'AM.
IT WILL BE PRE-K THREE YEAR OLDS THROUGH FIRST GRADE.
SO WHAT HAPPENS TO THE PRE-K CENTER WE HAVE IN ARLINGTON PARK?
[01:35:02]
IT'S DOING QUITE WELL, AND I CAN TELL YOU THAT, FOR EXAMPLE, THERE'S A UT SOUTHWESTERN ALONE, THEY HAVE A DAYCARE CENTER.AND OF COURSE, WE WERE VERY COGNIZANT OF THAT.
SO WE ARE VERY CAREFUL WHEN WE'RE WORKING WITH UT SOUTHWESTERN NOT TO INTERFERE WITH THAT , BUT THEY HAVE SEVERAL 200 STUDENTS THERE, SO THERE'S AN OPPORTUNITY.
I KNOW, AND MANY OF THOSE STUDENTS ARE FROM UT SOUTHWESTERN.
SO MY QUESTION AGAIN IS, AS YOU PLAN THIS OUT, WE TOOK A SCHOOL FROM ARLINGTON PARK BEFORE.
AND AS YOU PLAN THIS OUT, GOING FROM PRE-K TO THE SECOND GRADE, THERE IS A POSSIBILITY THAT YOU'RE NOT GOING TO BE ABLE TO RUN TWO PRE-K CENTERS IN THAT SAME AREA.
AND SO DO YOU REPRESENT ARLINGTON PARK NOW? OK.
SO THERE'S AN OPPORTUNITY TO LOSE THAT SCHOOL AND THAT COMMUNITY DOES NOT DESERVE THAT.
WELL, I'LL TELL YOU THIS TRUSTEE FOREMAN, WE ALSO REALLY SURVEYED THE STAFF THERE TO AT UT SOUTHWESTERN AND THERE WAS A VERY STRONG APPETITE FOR STEM, AND I THINK THAT'S A VERY SPECIFIC SPACE.
AND THERE ARE MANY FAMILIES THERE WHO HAVE KIDS.
YOU'RE TALKING ABOUT SOMETHING THAT I'M NOT TALKING ABOUT.
I USED TO WORK FOR UT SOUTHWESTERN, GREAT INSTITUTION.
MY ISSUE IS YOU ARE STARTING AT THE SAME GRADE LEVEL THAT WE HAVE A PRE-K CENTER THAT ONLY HAS 200 KIDS.
AND SO I'M CONCERNED THAT THAT COMMUNITY WILL LOSE ANOTHER SCHOOL, AND SO THE DISTRICT NEEDS TO DO SOMETHING NOW, YOU KNOW, THAT POSSIBILITY IS THERE.
SUSANA, THE DISTRICT NEEDS TO START LOOKING AT THAT NOW.
WE KEEP PROPPING UP NEW SCHOOLS, BUT SOMETIMES AT THE EXPENSE OF OTHER SCHOOLS.
THAT'S A COMMUNITY THAT IS PREDOMINANTLY AFRICAN-AMERICAN, BUT THE PRE-K CENTER IS PREDOMINANTLY ANGLO.
WE DON'T NEED TO LOSE ANOTHER SCHOOL IN THAT NEIGHBORHOOD.
AND I THINK THAT'S MY LAST QUESTION.
I'VE RECEIVED JUST TONS OF GREAT FEEDBACK FROM OUR ANNOUNCEMENT OF OUR BIOMEDICAL SCHOOL, GOT TEXT MESSAGES AND PHONE CALLS, AND A LOT OF FOLKS ARE EXCITED.
FOREMAN'S POINT, WE DO THINK AS A TEAM MAY HAVE SOME MEETINGS AROUND WHAT WE'RE DOING THERE AND LOVE FIELD AND THE MEDICAL DISTRICT BECAUSE IT'S NOT JUST ARLINGTON PARK THAT WE HAVE THERE, BUT ALSO OBADIAH KNIGHT AND MAPLE ON AND, YOU KNOW, NEED SIMILAR NUMBERS AND THEY'RE ALL VERY CLOSE TO EACH OTHER THERE.
AND SO AND I'M SURE WE'VE THOUGHT PUT SOME THOUGHT INTO IT, BUT IT REALLY WOULD STILL TRUSTEE FOR ALL THOSE SCHOOLS KIND OF BROUGHT ON BOARD AND KIND OF UNDERSTAND THE PLAN THERE IN THE AREA.
BUT I CAN SAY FOR THE SCHOOL A LOT OF EXCITEMENT, BOTH ONLINE AND IN THE PHONE CALLS AND EMAILS I'VE RECEIVED.
WE WILL BE VERY COGNIZANT OF THAT.
WE WILL WORK WITH THE LEADER OF ARLINGTON PARK TO THE POINT MADE BY BOTH TRUSTEES BECAUSE YOU'RE RIGHT, WE DON'T WANT TO MOVE KIDS AROUND.
WE WANT STUDENTS TO STAY WHERE THEY'RE AT AND THRIVE.
AND CLEARLY ARLINGTON PARK IS DOING QUITE WELL.
I THINK THE OTHER THING I'LL SAY TO ADD TO YOUR POINT, THERE WAS A TOWN HALL LAST WEEK IN THE EVENING FOR THE UT SOUTHWESTERN AND THERE WERE 325 ATTENDEES.
SO I THINK THAT TELLS US THAT THERE'S A STRONG MARKET THERE.
AND I WOULD SAY THE OTHER THING THAT WE HAD LOOKED AT WHEN WE CONSIDER THIS OPPORTUNITY, THERE'S A CHARTER OVER THERE, A COUPLE OF CHARTERS OVER THERE, THAT'S REALLY OUR ANGLE, RIGHT? LET'S FIND STUDENTS WHO ARE NOT IN OUR SCHOOLS.
OUR GOAL IS NOT TO MOVE STUDENTS OUT OF THEIR CURRENT SCHOOL, RATHER FIND STUDENTS WHO ARE NOT ENROLLED WITH US.
SO THANK YOU FOR THE FEEDBACK AND WE'LL DEFINITELY THINK OF IT.
TRUSTEE JOHNSON? YES, I WANT TO MAKE A STATEMENT.
ALTHOUGH IT'S NOT IN MY DISTRICT, THE MEDICAL DISTRICT, I THINK THEY'RE GOING TO BE BENEFITING FROM WHAT WE'RE DOING IN DALLAS ISD.
THINGS ARE ALSO GOING TO MAKE IT DIFFICULT FOR THAT CHARTER SCHOOL THAT'S OVER THERE TO LAST.
I'M OFTEN SAY THAT, YOU KNOW, WE'RE DOING GREAT AS FAR AS WHEN I WHEN I LOOK AT
[01:40:05]
US PERFORMING AGAINST CHARTER SCHOOLS AND DALLAS ISD, IT'S TO DOING AN AWESOME JOB.BUT THIS HERE IS A WORK THAT I THINK EVEN THOUGH IT'S NOT IN MY DISTRICT, I'M VERY EXCITED TO SEE THAT HAPPENING BECAUSE MY CHURCH IS ACTUALLY OVER THE BRIDGE.
YOU KNOW, COMING FROM WEST DALLAS, AND I KNOW THIS IS GOING TO BE SOMETHING THAT'S GOING TO BE TALKED ABOUT.
OF COURSE, WE'RE DOING GREAT THINGS OVER WITH THE [INAUDIBLE].
THAT'S GOING TO HAPPEN IN THE CURRENT PINKSTON.
SO I THINK WHAT WE'RE DOING IS A I WOULD DECLARE TO BE INNOVATIVE, BUT WE DO ALSO WANT TO STRENGTHEN OUR NEIGHBORHOOD SCHOOLS AND MAKE SURE THAT WHAT WE'RE DOING IS ALSO PLACING THINGS IN OUR NEIGHBORHOOD SCHOOLS TO STRENGTHEN THEM AND JUST, YOU KNOW, DOING WRAPAROUND SUPPORT ON WHAT WE NEED TO DO, NOT JUST FOR THE INNOVATION AS FAR AS STEM PROJECT, BUT ALSO AGAINST [INAUDIBLE].
I LOVE WHAT'S GOING ON, AND I THINK THIS IS A GAME CHANGER AND SO AWESOME, THE WORK THAT YOU AND YOUR TEAM IS DOING.
MR. PRESIDENT, MAY I RESPOND REALLY QUICKLY IN REGARDS TO? MY STATEMENT REGARDING THE SCHOOL, BECAUSE I AT NO TIME SPOKE TO THE ISSUE OF I DIDN'T WANT THE SCHOOL.
BUT DALLAS ISD SAYS THEY'RE DOING GOOD, BUT WE STILL HAVE SO MANY CHARTERS COMING UP, I'M FIGHTING CHARTERS EVERY DAY, EVERY DAY.
SO I DON'T LIKE IT WHEN PEOPLE TRY TO BRUSH OVER AN ISSUE.
I'M FIGHTING CHARTERS EVERY DAY, NEW CHARTERS.
IN DIFFERENT AREAS OF TOWN, NOT IN MY AREA.
DIFFERENT AREAS OF TOWN, AND JUST BECAUSE WE PUT A SCHOOL UP DOESN'T MEAN THAT THEY'RE NOT GOING TO CONTINUE TO PUT CHARTERS UP.
SO I MEAN, THAT'S JUST A MISREPRESENTATION OF WHAT I SAID.
WHAT I SAID AND I STAND BY IT IS, ARLINGTON PARK HAS LOST A SCHOOL BEFORE AND WE NEED TO BE COGNIZANT OF THAT AS WE GO THROUGH THE PROCESS.
ALL RIGHT, I DON'T SEE ANYONE ELSE FOR SECOND ROUND ANYONE ONLINE.
THANK YOU ALL FOR YOUR GREAT WORK.
TRUSTEES, WE WILL NOW MOVE ON TO THE OTHER ITEMS HERE.
WE WILL APPROVE THE MINUTES AT THE BOARD MEETING.
SO NOW I'LL MOVE ON TO POLICY UPDATES.
[9. POLICY UPDATES]
DOES ANYONE HAVE ANY QUESTIONS AROUND POLICY UPDATES? A WAS PULLED BY ADMINISTRATION, BUT FOR B, C, D AND E.IF ANYONE HAS ANY QUESTIONS OR DISCUSSION REGARDING THOSE, GO AHEAD AND LIGHT YOUR LIGHT ON.
I THINK I HAVE SOMETHING ON B.
[B. Consider and Take Possible Action to Approve Amendment of Board Policy FFA (LOCAL) Student Welfare-Wellness and Health Services (Second Read, Sponsored by Tiffany Huitt, Chief of School Leadership)]
UM, THE LANGUAGE IN THE I GUESS, THE REVISION OR THIS, MAYBE THIS IS THE ORIGINAL LANGUAGE IT SAYS FOR THE COMMITTEE, THE CHAT COMMITTEE WILL BE SCHOOLED HEALTH PROFESSIONALS, MEMBERS OF THE BOARD, SCHOOL ADMINISTRATORS AND MEMBERS OF THE PUBLIC.WELL, THEY'RE NOT MEMBERS OF THE BOARD SERVING OR SHOULD BE INDIVIDUALS APPOINTED BY THE BOARD, NOT MEMBERS OF THE BOARD.
WE MAY NEED TO GO BACK AND MAKE THAT CHANGE, TRUSTEE FOREMAN.
ANY OTHER QUESTIONS AROUND POLICIES? AND AGAIN, IF YOU ARE ONLINE, FEEL FREE TO JUST SHOUT OUT IF YOU HAVE ANYWHERE THAT WE NEED TO STOP.
[E. Discussion of Board Policy CL (LOCAL) Buildings, Grounds, and Equipment Management (First Read, Sponsored by Dwayne Thompson, Chief Business Officer)]
OH SORRY, GO AHEAD.9E? GO AHEAD, TRUSTEE FOREMAN.
SO THIS IS A POLICY OF A LEAGUE THAT WAS BOUGHT FORTH BY TRUSTEE MACKEY REGARDING SILVER LEEDS CERTIFICATION.
AND THE QUESTION THAT I CONSISTENTLY ASK IS, IS THAT I DO UNDERSTAND THE LEEDS PROGRAM, BUT MY QUESTION IS WHAT'S THE ADDITIONAL COST? TO HAVE ALL OF OUR NEW BUILDINGS BASED ON THE SILVER LEED, WHAT IS THE ADDITIONAL COST? WELL, THE ONLY WAY TO DEFINITIVELY IDENTIFY THAT IS TO BID SEPARATELY WITH THE LEED ITEMS AND THE NON LEED ITEMS, BUT AS WE PROGRESS THROUGH CONSTRUCTION, WE USE A STANDARD PER SQUARE FOOT COST.
AND AS LONG AS IT'S NOT EXCEEDING THAT, IT'S THEN THE COST FOR THE ADDITIONAL REQUIREMENTS FOR THE LEED IS INCORPORATED IN THE PER SQUARE FOOT.
[01:45:02]
YEAH, YOU'RE NOT GOING TO BE ABLE TO IDENTIFY UNLESS YOU BEAT THEM INDEPENDENTLY AS AN AD D ON OR SOMETHING ELSE TO BE ABLE TO IDENTIFY THE SPECIFIC COST FOR THOSE ITEMS. SO IS THERE AN ADDITIONAL LEED COST? WELL.NORMALLY? I THINK NORMALLY YOU WOULD ANTICIPATE THAT THERE IS SOME ON THE FRONT, RIGHT, SO THERE'S SOME ADDITIONAL CONSTRUCTION COST FOR SOME OF THE ITEMS, BUT THEN YOU'RE ALSO LOOKING AT SAVINGS OF ENERGY, WHICH IS NOT PART OF THE CONSTRUCTION COST.
THAT'S AT THE BACK END OF IT, WHICH COULD BE 20 YEARS OUT? COULD BE HERE FOR THE LESS, DEPENDING ON THE SOURCE.
AS I ALWAYS SAY, IS I AM INTERESTED IN SOME THINGS SOUND REALLY GOOD AND SOME THINGS SOUND LIKE WE SHOULD TRY TO DO THEM.
BUT I'M ALWAYS INTERESTED IN THE COST.
AND JUST TO DO IT AND NOT KNOW THE COST DOESN'T MAKE SENSE TO ME.
BECAUSE SOME OF THE THINGS THAT'S BASED ON LEEDS WE CAN DO WITHOUT LEED CERTIFICATION.
IS THAT CORRECT? OH, YOU CAN HAVE ENERGY SAVINGS WITHOUT LEED CERTIFICATION.
AND SO AGAIN, MAYBE SOMEBODY NEEDS TO GO BACK AND TRY TO FIGURE OUT.
WHAT IT COSTS TO HAVE SEVERAL LEEDS, BECAUSE JUST DOING IT DOESN'T MAKE SENSE TO ME.
AND WE COULD HAVE A DISCUSSION ABOUT THE POSSIBILITY OF DOING [INAUDIBLE] BIDS, SO YOU COULD SEE THE SPECIFIC, BUT AGAIN, THERE'S TWO AND I KNOW, YOU KNOW, THIS IS JUST TWO SIDES OF THE COIN.
THERE'S AN INITIAL COST AND THEN THERE'S THE SAVINGS LATER ON.
AND THAT'S INDEFINITE, RIGHT? I MEAN, IT GOES ON PAST, EVEN IF YOU RECOUP YOUR INITIAL COST IN 10 YEARS OR 15 YEARS.
YOU STILL GOT TO RECOUP THE COST.
SO IS THERE A GENERAL STANDARD OF HOW MUCH MORE CONSTRUCTION WILL COST, SAY, IS IT SEVEN PERCENT MORE, FIVE PERCENT MORE? IS THERE SOMETHING GENERALIZED SO THAT WE'LL HAVE AN UNDERSTANDING? NO, I DON'T.
COULD YOU DO THAT? SEE IF THERE IS SOMETHING, BUT I DON'T BELIEVE THERE IS BECAUSE DEPENDING ON THE LEVEL THAT YOU GO TO, OBVIOUSLY CERTAIN THINGS ARE GOING TO COST MORE OR LESS.
BUT WE CAN LOOK AND SEE IF THERE'S YOU CAN GENERALLY PAY MORE.
WE COULD LOOK AND SEE IF THERE IS SOMETHING THAT.
COULD YOU DO THAT, BECAUSE I DO KNOW THERE'S AN ADDITIONAL COST FOR LEEDS AND YOU KNOW THAT, TOO.
CORRECT AND THAT'S, ANY TIME YOU'RE DOING ENERGY SAVINGS FROM NOT ANY TIME, BUT GENERALLY WHEN YOU'RE DOING YOUR SAVINGS, YOU HAVE AN UPFRONT COST THAT YOU RECOUP OVER A PERIOD OF TIME.
JUST COULD YOU DO THAT FOR ME? THANK YOU VERY MUCH.
I DO JUST WANT TO CORRECT THAT SINCE YOU CALLED MY NAME ON THIS ONE.
THIS IS NOT A POLICY THAT I WROTE OR I BROUGHT.
IT SAYS SUBMITTED BY BEN MACKEY.
TRUSTEE MACKEY HAS SUGGESTED THE FOLLOWING.
DID YOU? SO THAT MAY BE FROM THE GROUP WORTH OF SO MAYBE SOMEONE CAN SPEAK TO THIS, BUT I BELIEVE THIS CAME FROM OUR WHEN WE PASSED THE RESOLUTION.
I THINK IN 2020 SPRING, WE PUT TOGETHER WITH ALL TRUSTEE APPOINTEES, THE COMMUNITY, THE ENVIRONMENTAL SUSTAINABILITY AND A GROUP THAT REVIEWED ALL OF THIS AND MADE RECOMMENDATIONS.
I BELIEVE THIS IS THE CONTINUATION OF THIS.
I KNOW I DIDN'T HAVE A HAND IN WRITING ANY OF THAT.
IT'S THE GROUP THAT EACH TRUSTEE APPOINTED ONE PERSON WE MET FOR OVER A YEAR.
WE CAME UP WITH RECOMMENDATIONS.
WE DID A PRESENTATION AS A PART OF THE GREEN RESOLUTION, AND THIS WAS THE NEXT STEP.
IT WAS REGULATIONS AND POLICY, AND THIS IS ONE OF THE POLICIES THAT WE'RE BRINGING FORWARD FROM THAT GROUP.
LIKE I SAID, I DO FULLY SUPPORT WHAT THE DIRECTION WE'RE GOING HERE TO TRUSTEE FOREMAN'S POINT, I AGREE.
I KNOW THAT WAS DISCUSSED AT LENGTH AROUND THE COST AND LOOKING AT NOT JUST BUILDING COSTS BUT LIFETIME COSTS, WHICH IS ANOTHER WHOLE DISCUSSION.
I THINK WE NEED TO CONTINUE TO LOOK AT FOR ALL OF OUR INFRASTRUCTURE AS WE GO FORWARD.
BUT AGAIN, I JUST WANT TO THANK ALL THE COMMUNITY MEMBERS WHO PUT IN SO MUCH TIME, EFFORT AND ENERGY OVER THAT YEAR TO BRING US TO THIS POINT AND STARTING TO SEE SOME OF THESE THINGS COME FORWARD.
SO I APPRECIATE THAT AND APPRECIATE YOUR WORK.
OK, SO THAT WASN'T YOU, YOUR NAME IS JUST ON THERE.
I'M NOT SURE WHERE YOU'RE GOING ON THAT YES AGENDA.
UNDER JUSTIFICATION, TRUSTEE MACKEY HAS SUGGESTED THE FOLLOWING.
YEAH, SO THAT'S INCORRECT AND PROBABLY NEEDS TO BE CORRECTED ON THAT.
BUT I DO FULLY SUPPORT IT, SO CARRY ON.
PRESIDENT MACKEY, CAN WE GO BACK TO FFA IN MS. FOREMAN'S QUESTION BECAUSE I WANT TO MAKE SURE THAT WE'RE CLEAR ON THAT WITH THAT
[01:50:04]
LANGUAGE THAT'S IN THERE ON FFA, WHICH WAS.I'M THERE UNDER THE LEGAL POLICY AND I JUST WANT TO MAKE SURE THAT THIS IS CLEAR THAT IN HERE IT'S AND I THINK WHAT THIS POLICY IS TRYING TO SAY IS WHAT THE ROLE WOULD BE BECAUSE THERE HAS TO BE AN OPPORTUNITY FOR THE POLICY ITSELF HAS TO GIVE A DESCRIPTION OF THE MANNER IN WHICH PARENTS, STUDENTS, REPRESENTATIVES OF THE SCHOOL FOOD AUTHORITY, TEACHERS OF PHYSICAL EDUCATION, SCHOOL HEALTH PROFESSIONALS, THE SCHOOL BOARD, SCHOOL ADMINISTRATORS AND THE GENERAL PUBLIC ARE PROVIDING AN OPPORTUNITY TO PARTICIPATE IN THE DEVELOPMENT, IMPLEMENTATION AND PERIODIC REVIEW AND UPDATE OF THE LOCAL SCHOOL WELLNESS POLICY, AND I BELIEVE THAT'S WHAT THAT PROVISION IS TRYING TO DO.
SO IF THAT IS IN FACT WHAT IT'S TRYING TO DO, THEN MEMBERS OF THE SCHOOL BOARD STILL DON'T HAVE AN OPPORTUNITY TO REVIEW.
IT WOULD BE MEMBERS OF THE SCHOOL BOARD UP POINTING MEMBERS TO THAT COMMITTEE, NOT THE BOARD THEMSELVES.
CORRECT? WELL, I THINK IN THIS MANNER, YOU ARE GETTING THAT OPPORTUNITY AND THEY DO BRING THAT FORWARD FOR YOU ALL TO REVIEW THAT.
AM I CORRECT IN THAT? THEY BRING IT FORWARD, BUT YOU KNOW, WE CAN HAVE AN OFFLINE CONVERSATION ABOUT THE LANGUAGE BECAUSE I'M NOT CLEAR THAT THIS IS THE CORRECT LANGUAGE.
SEEING NO MORE ON POLICY, WE WILL MOVE NOW TO OUR LEADING AND LEARNING DIVISION.
TRUSTEES, ARE THERE ANY QUESTIONS ON OUR LEADING AND LEARNING UNDER SCHOOL LEADERSHIP? SO VISUAL AND PERFORMING ARTS AND SPECIAL SERVICES? WE HAVE 12A.
[A. Consider and Take Possible Action to Authorize, Negotiate, and Enter into Term Agreements for the Purchase of Library Print, Digital, and Processing Services for Districtwide Use (Not to Exceed $12,000,000 Over Five Years Including Renewal Options / General Operating/Special Revenue/Bond Funds)]
ANY OTHER ONES? I DON'T KNOW HAVE TO GO THROUGH A BOOK, I'M STARTING ON A.12A, TRUSTEE FOREMAN? OK, I NOTICE THAT THERE'S AN INCREASE IN COSTS.
SO THE LAST CONTRACT DATE WAS, WELL, IT WAS ON HERE.
WHAT WAS THE LAST CONTRACT DATE? THIS IS SHOWING SEPTEMBER 27TH, 2018.
TRUSTEE FOREMAN, IS THAT WHAT YOU'RE? YEAH.
AND I'M TRYING TO UNDERSTAND WHY THE INCREASE IN COST? THE COST THAT WE'RE RECOMMENDING NOW IS 12 MILLION OVER FIVE YEARS, THE PREVIOUS ONE WAS NOT TO EXCEED 18 MILLION.
SAY THAT AGAIN, I MISSED THAT.
SO THE ONE WE'RE BRINGING RIGHT NOW IS NOT TO EXCEED 12 MILLION OVER FIVE YEARS WITH RENEWAL OPTIONS IN THE HISTORICAL INFORMATION IT WAS SHOWING NOT TO EXCEED 18 MILLION.
SO ARE YOU REDUCING THE COST FROM LAST YEAR BECAUSE I CAN'T, I DON'T KNOW.
IT'S A REDUCTION OF COST, IT'S SHOWING 12 MILLION OVER FIVE YEARS WITH THIS.
OK AND THE LAST CONTRACT WAS 2018? THOSE 18 MILLION? NOT TO EXCEED 18 MILLION.
AND HOW MUCH DID WE EXPEND FROM THE 18 MILLION? WE'VE ENCUMBERED SEVEN MILLION OF THAT.
SEVEN MILLION SO WHY DID WE INCREASE TO, WHY DID WE DO 12 MILLION? WELL, WE'RE DOING 12 MILLION OVER FIVE YEARS INSTEAD OF THREE.
THERE WAS NO YEAR LIMIT IN THE PREVIOUS ONE.
IT JUST SAID UP TO 18 MILLION, NOT TO EXCEED 18 MILLION.
THERE WAS NO TIMELINE INDICATION.
WE WILL MOVE ON TO THE SCHOOL LEADERSHIP DIVISION, ANY QUESTIONS UNDER THE SCHOOL LEADERSHIP DIVISION, THAT'S 15A.
[A. Consider and Take Possible Action to Authorize, Negotiate, and Enter into an Agreement with Recommended Vendor for Exclusive Beverage Vendor Partnership for Districtwide Use (Not to Exceed $275,000 Over Five Years Including Renewal Options / General Operating/Special Revenue/Bond Funds)]
15A.SO JUST TO I DON'T QUITE UNDERSTAND THE PROCUREMENT, SO THIS IS FOR BEVERAGES? YES.
IS THIS FOR BEVERAGES AT OUR SPORTS EVENTS? YES, AND ACROSS CAMPUSES IN DALLAS.
BECAUSE WHAT DIDN'T MAKE SENSE TO ME WHEN IT SAYS HAVING AN EXCLUSIVE BEVERAGE
[01:55:01]
PROVIDER WILL INCREASE THE OVERALL SPECTATOR EXPERIENCE AND ADD VALUE TO EACH EVENT? ASSIST WITH SPECIFIC DEPARTMENT NEEDS SUCH AS COOLERS, WATER BOTTLES.SO THAT DIDN'T MAKE A LOT OF SENSE TO ME.
SO, I GUESS IF YOU INDICATE THAT IT'S FOR SCHOOL NEEDS AND FOR ATHLETICS, THAT MAKES A LOT MORE SENSE.
OK, SO IF YOU GUYS WERE JUST KIND OF MAKE SURE THAT THAT GETS IN.
SEEING NO OTHER QUESTIONS UNDER 15A, WE WILL NOW MOVE ON TO THE STRATEGIC INITIATIVES DIVISION 17 A THROUGH E.
[A. Consider and Take Possible Action to Approve the Agreement Between Dallas College, Dallas Independent School District, and Redhouse Virtual Education for Kimball High School Implementation of P-TECH (October 28, 2021 - June 30, 2023 With Up To (2) One-Year Renewable Options/No Financial Impact)]
SO, BRIAN? YES, MA'AM.I SEE WE HAVE A LOT OF THESE NEW PARTNERSHIPS.
AND I WAS TRYING TO READ THROUGH THE PARTNERSHIPS TO UNDERSTAND THESE ARE P-TECH PARTNERSHIPS, BUT TRYING TO READ THROUGH TO SEE EXACTLY WHAT THE PARTNER WAS GOING TO DO.
AND IN THE AGREEMENT, I REALLY CAN'T UNDERSTAND WHAT THE PARTNER'S RESPONSIBILITY IS, ALTHOUGH WE ARE SIGNING OFF ON SEVERAL DIFFERENT THINGS.
SO THAT KIND OF CONCERNED ME AND ONE OF THEM IS THAT THEY TALK ABOUT A FACILITY WHERE THE PARTNER WILL HAVE SPECIFIC SPACE.
THIS ONE FOR KIMBALL, THE FACILITY IS AT 3601 MARSALIS AVENUE.
I DON'T EVEN KNOW WHERE THAT IS.
BUT WHEN DID WE START SUPPLYING SPACE FOR PARTNERS? WELL, I'LL LET DR.
ROGERS SPEAK TO THAT, BUT I JUST REALLY QUICKLY, I THINK TO YOUR POINT AROUND, WHAT DO PARTNERS DO.
THEY ARE VERY, THEY'RE ARE TREMENDOUS VALUE ADD IN THAT THEY PROVIDE EXPERIENCES FOR OUR STUDENTS THAT OUR STUDENTS WOULD OTHERWISE NOT GET, WHETHER IT BE JUST SHADOWING OR HEARING ABOUT THE WORK THAT'S DONE IN A PARTICULAR PATHWAY LIKE MECHATRONICS AT KIMBALL.
SO THEY'RE CRITICAL TO THE WORK AND THEY REALLY ADD THE COMPONENT RATHER BEYOND THE THEORETICAL, THEY ACTUALLY HAD THE PRACTICAL.
BUT TO THE POINT OF THE SPACE YOU ASKED ABOUT, DR.
ROGERS, CAN YOU PROVIDE SOME? LET ME JUST JUST FOR A MINUTE ON ON THE PARTNERSHIP SIDE, SINCE YOU YOU ADDRESSED THAT ISSUE.
I CLEARLY RESPECT HAVING PARTNERS FOR OUR SCHOOLS.
THE AGREEMENT DOESN'T IDENTIFY WHAT THE PARTNERS WILL OR WILL NOT DO.
JUST READING THE AGREEMENT AS I SAW IT.
SO THERE'S NO REAL IDENTIFICATION, ALTHOUGH WE DO HAVE THOSE PARTNERS.
TRUSTEE FOREMAN, AS I LOOK AT PAGE TWO OF 10 OF THE DOCUMENT UNDER ROLES AND RESPONSIBILITIES.
MAYBE YOU DIDN'T SEE THAT PAGE, BUT IT DOES.
I DID, IN FACT, I GOT SOME NOTATIONS ON IT.
BUT NUMBER ONE SAYS THE INDUSTRY PARTNER WILL BE COMMITTED TO THE FULL IMPLEMENTATION OF THEIR OVERALL SCHOOL MODEL, MEANING THEY'RE GOING TO FOLLOW THE P-TECH BLUEPRINT AND SUPPORT THE SCHOOL AS AS IT'S OUTLINED IN GRADES NINE, 10, 11 AND 12.
WITH REGARD TO THE CURRICULUM AND, OF COURSE, NUMBER TWO TALKS ABOUT MENTORING STUDENTS, I THINK THESE ARE CLEAR ENOUGH, I BELIEVE, BUT ALSO BROAD ENOUGH TO LEAVE SOME LATITUDE.
SO WHEN THE SCHOOL DOES PROVIDE SOME DIRECTION, THEY CAN HELP THE STUDENTS WITH REGARD TO WHAT WE REQUEST.
AND THEN, IF YOU GO ON TO SINCE YOU'RE ON THAT PAGE, JUST LOOK AT NUMBER THREE, OK FOR THE INDUSTRY PARTNER WILL PROVIDE A DEDICATED STAFF MEMBER TO MANAGE INDUSTRY PARTNERS RESPONSIBILITY.
THIS DEDICATED STAFF PERSON WILL BE AVAILABLE TO SUPPORT THE RELATIONSHIP UNDER THIS AGREEMENT.
THE STAFF PERSON WILL, AMONG OTHER DUTIES, COORDINATE SITE VISITS AND ALL THAT, I UNDERSTAND THAT.
UNDER THIS AGREEMENT, THE LOCAL PARTNERSHIP IS COMPRISED OF REPRESENTATIVES FROM JUSTIN F.
NO MANDATE OF WHO WILL DECIDE WHO PARTICIPATES.
SO DOES THE PARTNER DECIDE WHO PARTICIPATES OR DOES THE DISTRICT DECIDES WHO PARTICIPATES ? FROM THE DALLAS ISD SIDE, WE OBVIOUSLY HAVE DEDICATED STAFF, SUCH AS THE ASSISTANT PRINCIPAL WHO'S DEDICATED SOLELY TO THE P-TECH PROGRAM.
WE HAVE A WORKPLACE LEARNING COORDINATOR WHO IS CRITICAL TO THE FACILITATION OF SUCH WORK.
SO I THINK AGAIN, I FEEL LIKE THIS IS DIRECT ENOUGH, BUT LEFT OPEN ENOUGH THAT IT ALLOWS EACH ENTITY TO DECIDE WHO SHOULD ENGAGE.
AND THE PARTNERS DO OUTLINE AND IDENTIFY SOMEBODY FROM THEIR PERSPECTIVE WHO WILL BE THE POINT OF CONTACT AND WHO WILL INTERACT WITH OUR KIDS, ET CETERA.
SO AGAIN, MY CONCERN IS THAT THE PARTNERS DON'T KNOW OUR KIDS, WE DO.
AND SO WITH THE PARTNERS MAKING DECISIONS, THAT'S THAT'S A CONCERN OF MINE NOW THAT YOU MENTION THAT.
BUT BACK TO WHEN DID WE START LEASING SPACE FOR PARTNERS? I DON'T BELIEVE WE'RE LEASING SPACE, BUT DR.
ROGERS, WOULD YOU PLEASE WEIGH IN?
[02:00:02]
YEAH, DR. ROGERS, HELP ME OUT HERE.NOW WE DON'T LEASE SPACE, HOWEVER, WE DO PROVIDE SPACE WHERE THE PARTNERS OR IF THEY'RE WORKING WITH STUDENTS AND ENGAGING WITH THE STUDENTS AND PROJECTS AND ACTIVITIES.
WHERE IS 3601 MARSALIS? I'M WONDERING IF.
I PULLED UP THE AGREEMENT AND I SEE YEAH, I THINK THE SCHOOL, IS THAT SOUTH OAK CLIFF? YES, THEY ASKED.
THAT PARTICULAR PARTNER ALSO SUPPORTS SOUTH OAK CLIFF AS AN INDUSTRY PARTNER AS WELL.
YEAH, BECAUSE I'M LOOKING AT THE AGREEMENT, THE AGREEMENT FOR RED HOUSE FOR KIMBALL.
AND IT DOES SAY 3606 SOUTH WESTMORELAND.
LET ME TURN TO PAGE FIVE, BECAUSE MAYBE THERE'S A TYPO TRUSTEE FOREMAN.
SO I THINK WHEN THE AGREEMENT WAS PUT TOGETHER, DR.
ROGERS, I SEE ON PAGE FIVE, BULLET FIVE OR NUMBER FIVE, I SHOULD SAY, DOES SAY 3601.
SO THE PROGRAM, THIS PARTNERSHIP, EXISTS AT SOUTH OAK CLIFF AND KIMBALL HIGH SCHOOL.
AND IT'S BRAND NEW TO KIMBALL HIGH SCHOOL? HOW LONG HAS IT BEEN AT SOUTH OAK CLIFF? IT'S BRAND NEW TO BOTH.
BRAND NEW TO BOTH? YES, WE STARTED LAST YEAR WITH A LETTER OF INTENT.
AND WE'VE JUST GOT TO THE PLACE OF WORKING THROUGH THE LEGAL PROCESS TO PRESENT THE INTERLOCAL AGREEMENT.
SO THIS IS A VIRTUAL EDUCATION? IT IS A COMPANY THAT PROVIDES VIRTUAL EDUCATION SOFTWARE, SO VIRTUAL RED HOUSE ACTUALLY CREATES SOFTWARE AND VIRTUAL REALITY TECHNOLOGY.
AND SO THEY'RE SHOWING THE STUDENTS HOW TO PROGRAM THROUGH THE MECHATRONICS AND INFORMATION TECHNOLOGY PATHWAYS TO CREATE AND UTILIZE THE SOFTWARE PLATFORMS AND PROGRAMS TO CREATE AND UTILIZE THAT TYPE OF TECHNOLOGY.
IT IS A SMALL, MINORITY OWNED BUSINESS THAT IS SUPPORTED BY MICROSOFT.
ROGERS AND DR. LUSK, IF THAT KIND OF INFORMATION IS PUT IN YOUR AGREEMENT AND DOCUMENTATION, IT MAKES IT MUCH EASIER FOR PEOPLE LIKE ME TO UNDERSTAND WHICH WAY YOU'RE GOING.
I'M GLAD TO HEAR THAT, BUT THAT'S NOWHERE IN HERE, THAT KIND OF INFORMATION.
DOES THAT MAKE SENSE? YES, MA'AM.
AND THEN THE LAST THING AND I'LL TRY TO FIND IT, IT'S ON ONE OF THEM BECAUSE THESE ARE ALL THE PRETTY MUCH THE SAME.
THE AND I'M LOOKING ON PAGE SIX OF 10B.
SO, AND CORRECT ME IF I'M WRONG, IT LOOKS LIKE WE'RE TRYING TO GET AWAY FROM DATA SHARING AGREEMENTS, BUT WE'RE STILL SHARING DATA BY DESIGNATING THE INDUSTRY PARTNER AS A SCHOOL OFFICIAL.
ROGERS, YOU WANT TO SPEAK TO THE LEVEL OF DATA THAT IS AFFORDED TO THE PARTNER? SO THE PARTNERS JUST HAVE BASIC INFORMATION FROM STUDENTS.
THEY KNOW THAT THEIR NAMES ARE PATHWAYS THAT THEY'RE SUPPORTING, BUT INDIVIDUAL INFORMATION LIKE GRADES, TEST SCORES, THOSE TYPE OF THINGS THE PARTNERS DO NOT HAVE.
SO THAT'S NOT WHAT I GATHER FROM THIS.
WHEN YOU TELL ME THAT YOU'RE DESIGNATING THEM AS A SCHOOL OFFICIAL AND THAT THIS CIRCUMVENTS FERPA.
THAT'S NOT WHAT THAT TELLS ME, BECAUSE FERPA SAYS YOU CAN GET ANY INFORMATION.
IF YOU CIRCUMVENT FERPA, YOU CAN GET ANY INFORMATION, SO THAT'S NOT EXACTLY WHAT THIS SAYS TO ME.
ONCE YOU DEDICATE THEM AS A SCHOOL OFFICIAL, THEY HAVE ACCESS.
SO THAT LANGUAGE DOESN'T MATCH WHAT YOU SAID, DR.
AND I WISH YOU GUYS WOULD CORRECT THAT, BECAUSE I AM CONCERNED ABOUT THE NUMBER OF PEOPLE THAT HAVE ACCESS TO OUR DATA.
I AM CONCERNED, AND SO THAT LANGUAGE NEEDS TO BE STRENGTHENED SO THAT THESE
[02:05:05]
PEOPLE ARE NOT OFFICIALS BECAUSE EVERYBODY'S NOT LOOKING AT IT.ONCE WE STOP LOOKING, HOW MUCH DATA DO THEY GET? I DON'T KNOW.
ANY OTHER QUESTIONS ON THESE ITEMS HERE? YES.
COULD YOU EXPLAIN THE VIRTUAL PART? I'M CONCERNED WHAT'S GOING TO HAPPEN VIRTUALLY FOR THESE STUDENTS.
WHAT'S GOING TO HAPPEN VIRTUALLY FOR ALL STUDENTS WHO ARE ENGAGED VIRTUALLY WITH WITH THEIR COLLEGE COURSES? IS THAT WHAT YOU'RE ASKING, TRUSTEE JOHNSON? SO IS THIS FOR THE ENTIRE PROGRAM? ARE YOU ASKING ABOUT, EXCUSE ME, THE INDUSTRY PARTNER? YES, THEY ACTUALLY DEVELOP SOFTWARE THAT VIRTUAL SCHOOLS AND TECHNOLOGY USES COMPANIES, COLLEGES AND UNIVERSITIES.
AND SO THEY ARE ACTUALLY WORKING WITH THE STUDENTS IN OUR IT AND MECHATRONICS PATHWAYS TO HELP THEM UNDERSTAND THE BUSINESS SIDE OF UTILIZING TECHNOLOGY.
IT IS LIKE INFORMATIONAL TECHNOLOGY AND SOFTWARE COMPANY THAT'S SUPPORTED THROUGH THE MICROSOFT SMALL BUSINESS AND MINORITY INITIATIVE.
SKELLION IS THE PERSON WHO LEADS THE WORK WITH THE STUDENT, AND THEY'RE ACTUALLY SHOWING THE STUDENTS HOW TO CREATE GAMIFICATION PLATFORMS IN A VARIETY OF THINGS USING A VIRTUAL TECHNOLOGY PLATFORM SO THE STUDENTS ARE NOT SAVING VIRTUAL INSTRUCTION WITH RED HOUSE.
WHAT THEY ARE DOING IS TEACHING THE STUDENTS HOW TO CREATE IT AND USE THE PLATFORM.
SO BASICALLY ALIGNS WITH OUR IT PATHWAY, I THINK IS PROBABLY THE SHORT ANSWER, BUT I THINK WHAT YOU PROVIDED WAS REALLY SOME A LITTLE BIT OF DEPTH OF, YOU KNOW, HOW IT CONNECTS.
I WOULD LIKE TO TALK WITH YOU OFFLINE BECAUSE I WANT TO BRING THIS TO THE COMMUNITY AND MAKE THE COMMUNITY AWARE OF WHAT'S GOING ON.
SO THEY'LL BE AWARE OF WHAT WHAT RESOURCES THAT'S GOING ON CONCERN THIS PARTICULAR PIECE IN SOUTH OAK CLIFF HIGH SCHOOL.
ANY OTHER ITEMS HERE AROUND OUR STRATEGIC INITIATIVE DIVISION? SEEING NONE, WE'LL MOVE TO OUR INFORMATION TECHNOLOGY DIVISION 19A AND B AND 20A.
[18. INFORMATION TECHNOLOGY DIVISION]
TRUSTEES, DO YOU HAVE ANY QUESTIONS ON 19A AND B OR 20A? 19A.[A. Consider and Take Possible Action to Authorize, Negotiate and Enter into Approved Cooperative Agreements for the Purchase of Various Software Products and Services for Districtwide Use (Not to Exceed $4,500,000 Over One Year / General Operating/Special Revenue/Bond Funds)]
WE'LL BEGIN WITH YOU, TRUSTEE FOREMAN.CAN YOU HELP ME UNDERSTAND HOW WE CAN GO TO COOPERATIVE VENDORS, NEGOTIATE THE PRICE AND THEN BRING IT BACK TO THE BOARD ? OK, SO THE COOPERATIVES PROVIDE US A LIST OF VENDORS THAT HAVE AGREED TO SUPPLY MATERIALS GOODS IN THIS CASE, SOFTWARE.
AND THEY HAVE A GENERIC PRICE THAT THEY GIVE TO THAT CO-OP.
THEN IF WE'RE INTERESTED IN PURCHASING THAT, THEN WE CAN FURTHER NEGOTIATE THAT PRICE TO A SOMETHING THAT'S ACCEPTABLE TO THE DISTRICT.
SO WHEN DID THAT START? BECAUSE I ALWAYS BELIEVED THAT THE COOPERATIVE VENDORS GO OUT FOR BID.
THEY GET A PRICE, AND THEN WE PURCHASE FROM THAT COOPERATIVE PRICING.
THAT'S THE WAY IT'S ALWAYS BEEN DONE.
THAT WOULD BE THE MAXIMUM PRICE YOU COULD PAY.
IF YOU CAN THEN NEGOTIATE WITH THE VENDOR FURTHER, THEN YOU CAN GET A LESSER PRICE.
SO THAT WOULD IN ESSENCE BE THE MAXIMUM PRICE YOU WOULD PAY IF YOU UTILIZE THE CO-OP.
AND YOU'RE ALLOWED TO TAKE A COUPLE OF VENDORS FROM THE CO-OP AND NEGOTIATE AND THEN COME BACK TO THE BOARD? WHEN THIS CASE, WHERE.
IT SAYS PURCHASES WILL BE NEGOTIATED WITH ONE OR MORE VENDORS AND MADE THROUGH BOARD AUTHORIZATION.
I THINK WHAT WE'RE REFERRING TO IS NOT ONE AGAINST ANOTHER, BUT FOR A SPECIFIC PURPOSE, LIKE, FOR INSTANCE, MICROSOFT, WE WOULD BE NEGOTIATING WITH MICROSOFT.
THERE'S NO OTHER PROVIDER OF MICROSOFT EITHER THEMSELVES OR ADOBE, FOR INSTANCE.
[02:10:01]
BUT THAT'S NOT THE WAY THIS READS.SO MAYBE YOU NEED TO CHANGE YOUR LANGUAGE AND MAKE IT CLEAR THAT YOU'RE NOT .
THE WAY I SEE IT IS, IS THAT YOU MIGHT HAVE TWO VENDORS THAT YOU WANT TO BUY A WIDGET FROM AND YOU'RE GOING TO GO AND NEGOTIATE WITH THOSE TWO VENDORS AND THEN COME BACK TO THE DISTRICT FOR US TO APPROVE IT.
FROM WHAT YOU'RE SAYING, IT'S DIFFERENT.
IN THIS PARTICULAR INSTANCE, BECAUSE IT'S SPECIFIC SOFTWARE FOR, YOU KNOW, LIKE DOCUSIGN, YOU'RE NOT GOING TO BE ABLE TO COMPETE, THERE'S ONLY ONE DOCUSIGN.
BUT IF YOU WERE DOING A TRUCK, YOU KNOW, WE'RE GOING TO A CO-OP FOR A TRUCK, THEN YOU MAY BE NEGOTIATING WITH TWO DEALERS FOR THAT PARTICULAR BRAND OF TRUCK.
BUT THIS IS TECHNOLOGY, AND THAT'S NOT WHAT WE'RE DOING, BUT THAT'S WHAT THIS IS.
ANY OTHER QUESTIONS ON 19A, B OR 20A? WELL, B.
[B. Consider and Take Possible Action to Approve the District's Membership in MiCTA to Allow for Participation in Their Cooperative Purchasing Program (Over Five Years / No Fiscal Impact)]
THIS, I GUESS, IS A NEW CO-OP, AND JUST JUST A QUICK QUESTION.HAVE WE DONE AN ASSESSMENT OF THIS CO-OP PROGRAM? WE WERE A MEMBER, BUT NOW WE WANT TO BE A PART OF THE CO-OP BECAUSE SOME CO-OPS OPERATE AT A DIFFERENT LEVEL IN TERMS OF PRICING.
AND MANY OF THE CO-OPS THAT WE GET INVOLVED WITH, WE HAVE TO PAY.
A PERCENTAGE OVER WHAT THAT COST IS.
SO I'M JUST TRYING TO FIGURE OUT IF WE ASSESS THIS CO-OP AT ALL.
GOOD AFTERNOON, TRUSTEE FOREMAN.
I DON'T BELIEVE WE HAVE ASSESSED I'M SURE THERE IS AN ADMINISTRATIVE COST.
WE CAN FIGURE OUT WHAT THAT ADMINISTRATIVE COST IS FOR ANY TRANSACTION OR PURCHASE THAT WE THAT WE DO.
COULD YOU DO THAT PLEASE? YES, MA'AM.
BECAUSE THEY WORK AT DIFFERENT LEVELS, AS YOU KNOW.
SO IF YOU WERE TO ASSESS THAT FOR ME, I WOULD APPRECIATE IT.
[A. Consider and Take Possible Action to Authorize, Negotiate and Enter into Agreements with a Recommended Pool of Vendors for the Purchase of a Districtwide Radio Communication Solution, Including Infrastructure, Hardware, Software, Peripherals and Services (Not to Exceed $5,000,000 Over Five Years Including Renewal Options / General Operating/Special Revenue/Bond Funds)]
GO AHEAD, TRUSTEE FOREMAN.SO THIS PROCUREMENT IS KIND OF DIFFERENT.
MY CONCERN IS, IS THAT SO THERE'S ALL THESE DIFFERENT LEVELS.
DO THEY ALL INTERCONNECT ALL THESE DIFFERENT COMPANIES BECAUSE YOU'VE GOT DIFFERENT LEVELS OF DIFFERENT THINGS THAT YOU COULD PROCURE? WOULD THEY ALL INTERCONNECT TOGETHER? SAY, FOR INSTANCE, WE BOUGHT THE RADIOS AND WE BOUGHT THE RADIOS FROM MOTOROLA, BUT WE WANTED TO DO THE SAFETY PIECE FROM VIACOM.
WILL ALL OF THIS INTERCONNECT? IT DEPENDS, TRUSTEE FOREMAN.
YOU'RE RIGHT, THIS IS A VERY COMPLEX PROCUREMENT, THERE'S LOTS OF DIFFERENT CATEGORIES OF RADIO EQUIPMENT.
WE WERE TRYING TO BE AS SPECIFIC AS POSSIBLE, YOU KNOW, UNDER THE GUIDANCE OF PROCUREMENT TO DO THAT.
SO LET ME GIVE YOU SOME EXAMPLES IN WHY I SAY IT DEPENDS.
SO IF WE WERE TO BUY REPLACEMENT RADIOS FOR SCHOOL PRINCIPALS AND WE WERE TO BUY ONE MOTOROLA RADIO AND ONE KENWOOD RADIO, IF THEY'RE ON THE SAME FREQUENCY, YES, MA'AM, THEY WILL INTERCONNECT.
WITH A DIFFERENT SCENARIO LIKE THE P25 RADIOS THAT YOU SEE FOR POLICE.
THEY MAY NOT INTEGRATE WITH THE CAMPUS RADIOS, SO IT DEPENDS ON HOW YOU SET UP AND CONFIGURE THOSE RADIOS, WHETHER THEY'LL CROSS INTO THE OTHER FREQUENCIES THAT WE'RE USING FOR THE OTHER BUSINESS PURPOSES.
SO I DON'T WANT TO JUST ANSWER YES AND AND GIVE YOU SOME FALSE EXPECTATION THAT EVERYTHING IS GOING TO TALK TO EVERYTHING ELSE BECAUSE THAT'S NOT REALLY THE WAY THIS IS DONE.
AND I HOPE THAT AS YOU GO THROUGH THE PROCESS, THOUGH, IS THAT IT'S TAKEN INTO CONSIDERATION BECAUSE YOU'VE GOT SO MANY LAYERS HERE.
AND THAT'S WHAT YOU DON'T WANT TO DO.
AND ACTUALLY, I WOULD SAY THAT THIS PUTS US IN A BETTER POSITION FOR INTEROPERABILITY.
SO USING THAT EXAMPLE OF POLICE RIGHT, THEY'RE MOVING UP A LEVEL IN TECHNOLOGY AND SOPHISTICATION SO THAT THEY CAN INTEROPERATE WITH AND, YOU KNOW, COMMUNICATE WITH DALLAS PD OR OTHER PUBLIC SAFETY RESPONDERS.
SO THIS PUTS THEM IN A BETTER POSITION FOR THAT TYPE OF INTEROPERABILITY.
[02:15:01]
ALL RIGHT.SEEING NO OTHER QUESTIONS HERE, WE'LL MOVE ON TO THE FINANCIAL SERVICES DIVISION.
ARE THERE ANY QUESTIONS UNDER THE FINANCIAL SERVICES DIVISION? 22A AND B, 23A-D, AND 24A-C, 25A, 26A, AND ALL OF 24.
ANY QUESTIONS ON ITEMS UNDER FINANCIAL SERVICES? SO ON 22B? 22B.
TRUSTEE HENRY, DO YOU HAVE AN ITEM AS WELL? YES, 27I.
27I? T22B, 27I, ANY OTHERS? I HAVE 23A, ALSO.
ALL RIGHT, SO WE'LL DO 22B FOLLOWED BY 23A, FOLLOWED BY 27I.
[B. Consider and Take Possible Action to Authorize, Negotiate and Enter into Agreements with Omnia Partners Purchasing Cooperative with Recommended Vendor for Job Order Contract (JOC) Products and Services for Districtwide Use (Not to Exceed $2,500,000 Over Four and a Half Years Until January 2026, Including Renewal Options / General Operating/Special Revenue/Bond Funds]
OK.THIS PARTICULAR PROCUREMENT FOR THE JOB ORDER CONTRACTORS.
DWAYNE HAS HEARD THIS BEFORE, AND I DON'T KNOW IF YOU GUYS WERE ABLE TO GET AN ANSWER TO THIS.
BUT WHEN THIS WAS BRIEFED IN THE AUDIT COMMITTEE, ONE OF THE CONCERNS I HAD THEN AND STILL HAVE IS IS THAT THIS VENDOR THAT WE'RE USING WILL BE ABLE TO BRING THEIR OWN CONTRACTORS TO THE TABLE.
AND WHAT WHAT I'M MOST CONCERNED ABOUT IS, IS THAT WE HAVE A LOT OF SMALL BUSINESS JOB CONTRACTORS ALREADY THAT HAVE BEEN WITH THE DISTRICT FOR A WHILE AND WITH THIS VENDOR BEING ABLE TO DO THE BIDDING FOR US, I'M CONCERNED THAT THEY WILL BRING WORKERS THAT THEY'RE FAMILIAR WITH TO THE TABLE AND THE PEOPLE THAT WE'VE BEEN WORKING WITH WILL BE LEFT OUT.
SO I JUST WANT TO MAKE SURE THAT THERE HAS BEEN SOME CONSIDERATION, SOME CONVERSATION ABOUT THAT AND THAT WE'VE GOT SOME STOP GAPS IN PLACE TO MAKE SURE THAT THAT DOESN'T HAPPEN.
WE MET WITH GORDIAN AFTER THE INTERNAL AUDIT AND HAD THAT SPECIFIC QUESTION ABOUT OR A CONVERSATION ABOUT, WELL, ABOUT SEVERAL THINGS.
BUT ONE OF THEM WAS ABOUT THE LOCAL VENDORS.
AND I WANT TO BE CLEAR THAT THEY'RE BIDDING IT WITH US, RIGHT? WE'RE PROVIDING THEM THE LIST OF VENDORS THAT THEY ARE GOING TO GO OUT AND SOLICIT BIDS FROM.
SO WE'VE HAD CONVERSATIONS WITH THEM AND WITH MWBE ABOUT THOSE OUTREACH PROCESSES AND THE GENTLEMAN THAT WILL BE OVERSEEING OR IF APPROVED BY THE BOARD THAT BE OVERSEEING THE GORDIAN PORTION, ALSO RUNS THE CHICAGO PUBLIC SCHOOLS OR HAS IN THE PAST RUN THE CHICAGO PUBLIC SCHOOLS.
AND SO BUT WE DID HAVE A SPECIFIC CONVERSATION, HE SAID, WE COULD, IF WE CHOSE TO, WE COULD HAVE, YOU KNOW, LIMITS ON PERIMETER AND SAY ANY VENDOR OVER, YOU KNOW, X NUMBER OF MILES OR SO FORTH, BUT REALLY BE FOCUSED IN ON THE ABILITY FOR OUR LOCAL VENDORS THROUGH THEIR OUTREACH EFFORTS TO BE ABLE TO PARTICIPATE.
BUT I THINK THE KEY INGREDIENT WITH THAT IS IS THAT THE BIDS ARE WITH US AND THAT THEY DO IN CONJUNCTION WITH US, THEY'RE NOT OUT HERE BY THEMSELVES AND MORE IMPORTANTLY, THE ONLY PEOPLE THEY'RE GOING TO SOLICIT ARE OUR VENDORS.
SO THEY MAY HAVE A VENDOR THAT WANTS TO PARTICIPATE AND WILL SIGN UP.
BUT IF THEY DON'T MEET OUR CRITERIA OR FILL OUT THE PAPERWORK OR WHATEVER THE CASE MAY BE, THEY WON'T BE ON THE LIST THAT THEY COULD EVEN SOLICIT TO.
SO ALL THE VENDORS WILL BE FROM OUR VENDOR POOL THAT THEY WILL EVEN SOLICIT BIDS FROM.
SO AGAIN, THAT'S A CONCERN AND I'LL BE WATCHING.
AND I MADE IT CLEAR TO THEM THAT YOU WOULD.
DID YOU TELL THEM I WATCHED HARD, OK? I DO NOT PLAY.
ANY OTHER QUESTION ON 22B? WE'LL NOW MOVE TO 23A AND WE'LL BEGIN WITH TRUSTEE FOREMAN.
[A. Consider and Take Possible Action to Authorize an Increase to the Existing Agreements, and Waive Board Policy CH (Local) to Exceed 25% of the Original Contract with Recommended Pool of Vendors for Plumbing Services for Districtwide Use (Not to Exceed $6,873,000/$11,873,000 Aggregate / General Operating/Special Revenue/Bond Funds)]
SO.TRYING TO UNDERSTAND WHY WE'RE WAIVING BOARD POLICY SPECIFICALLY ON THE PLUMBING SERVICES DISTRICTWIDE.
YES, MA'AM, THERE'S THREE DIFFERENT ITEMS AND THEY'RE ALL RELATED TO THE WINTER STORM.
WHEN THE WINTER STORM OCCURRED, WE DID NOT ASK THE BOARD TO DECLARE AN EMERGENCY.
WE HAD VENDORS AND A POOL OF VENDORS AVAILABLE FOR US TO RESOLVE THE ISSUES THAT WERE CAUSED BY THE WINTER STORM.
THESE ITEMS ARE TO ASK THE BOARD TO REPLENISH WHAT WE UTILIZED OF THAT AUTHORIZATION DUE TO THE WINTER STORM.
AND SO OBVIOUSLY, IF WE'RE ASKING, THE ASK EXCEEDS TWENTY FIVE PERCENT.
[02:20:05]
BUT WHAT WE'RE WANTING TO DO IS GET BACK TO HAVING THE ADEQUATE AUTHORIZATION FOR US TO PROCEED WITH NORMAL PLUMBING, BOTH IN SERVICES SUPPLIES AND THE THIRD ONE WAS FOR DISASTER RECOVERY OR DISASTER ASSISTANCE AS FAR AS CLEANUP.SO THEY'RE ALL DIRECTLY RELATED TO THE WINTER STORM.
THAT'S A GOOD ANSWER, BUT I'M A VISUAL PERSON.
SO IF YOU HAD JUST PUT IN HERE TO REPLENISH THE DOLLARS THAT WE'D ALREADY SPENT, THAT WOULD HAVE WORKED.
I WOULDN'T HAVE EVEN ASK YOU A QUESTION, BUT THAT'S NOT THE WAY THAT ACTUALLY READS.
I'LL TRY TO DO BETTER IN THE FUTURE.
HOPEFULLY, WE WON'T HAVE ANOTHER WINTER STORM.
OH, PLEASE DON'T EVEN TALK ABOUT IT.
WELL, NOW MOVE ON TO 27I AND WE'LL BEGIN WITH TRUSTEE HENRY.
[I. Consider and Take Possible Action to Award and Enter into a Contract with Recommended Vendor to Add an Addition to and Renovate James Madison High School in Conjunction with the Bond Program (Not to Exceed $37,587,027 Bond Funds)]
THANK YOU, PRESIDENT MACKEY.WHEN WE TALKED ABOUT THIS BEFORE.
I JUST HAVE A I HAVE A QUESTION AND A COMMENT.
SO 27I FROM BOND FUNDS, WHICH BOND ARE WE TALKING ABOUT? THIS IS 2015.
DO WE HAVE ANY OTHER 2015? THE LAST PROJECT THAT JUST YET TO BID IS HOLLAND.
THE SECOND TO LAST? THAT'S CORRECT.
SO MY COMMENT THAT, YOU KNOW, SHARED WITH PREDATES YOU OVERWHELMINGLY.
BUT I STILL WANT TO MAKE A COMMENT THAT WE PASSED THE BOND IN 2015, AND IT'S2021 TOWARDS THE END OF 2021.
AND WE'RE JUST NOW GETTING THIS ON THE AGENDA, WHICH TO ME IS JUST, YOU KNOW, HIGHLY UNACCEPTABLE.
I CAN START WITH RACIAL EQUITY OR I COULD JUST START WITH THE QUALITY OF THE PROGRAMING.
FOR THOSE LISTENING AND NOT READING, THE ITEM IS ADD AND ADDITION TO RENOVATE JAMES MADISON, THE GREAT JAMES MADISON HIGH SCHOOL.
AND IF YOU OPEN IT UP, WHICH I JUST OPENED UP THE WRONG ONE, IT'S INVOLVING THE GYMNASIUM.
SO A LOT OF OUR HIGH SCHOOLS, PROBABLY ALREADY HIGH SCHOOLS THAT HAVEN'T HAD A COMPETITIVE GYM STARTED YET.
SUNSET'S GOING ON RIGHT NOW AND THE CONSTRUCTION GOING ON, BUT THEY HAVEN'T, THEY HAVEN'T THERE.
BRYAN ADAMS, THEY'RE STILL BUILDING THE OTHERS SOME 15 MONTHS.
YES, SIR.BRYAN ADAMS HAS STARTED.
SUNSET HAS STARTED, BUT THEY'RE NOT, OBVIOUSLY, THEY'RE IN THE EARLY STAGES OF CONSTRUCTION.
SO I'LL LET THE OTHER TRUSTEES DEAL WITH THAT.
BUT IN FACT, THAT THIS IS IT'S 2021, AND WE'RE JUST NOW BEGINNING HAVING BEGAN.
IT'S COMING BEFORE THE BOARD, THE RENOVATION.
WE'LL HAVE THE RENOVATION TO CREATE THE COMPETITIVE GYM AT THE GREAT JAMES MADISON HIGH SCHOOL IS JUST WE HAVE TO DO BETTER THAN THAT.
FROM MY PERSPECTIVE, IT'S ALSO NOT ONLY THE BEST PROGRAM IN THE DISTRICT, THE BEST PROGRAM IN THE STATE CONSECUTIVELY AT TIMES WHEN WE TALK ABOUT BASKETBALL.
SO I JUST IT'S VERY FRUSTRATING TO SEE SOMETHING FROM THE 2015 AND THAT THOSE YOUNG MEN AND GIRLS COULD HAVE BEEN USED IN THE PRACTICE AS THEY GO AHEAD AND COMPETE FOR STATE YEAR AFTER YEAR, BASICALLY.
IT'S A SHAME TO ME THAT, YOU KNOW, THE BEST BASKETBALL TEAM IN THE STATE, NOT BY MY STANDARDS, BY THE RINGS THEY HAVE ON THEIR FINGERS, HAS HAD TO WAIT THIS LONG TO GET A COMPETITIVE GYM.
I DON'T HAVE A COMMENT OR QUESTION, BUT I JUST WANT TO GO ON THE RECORD AND SAY THAT.
ANY OTHER QUESTIONS OR COMMENTS HERE? YES, GO AHEAD, TRUSTEE JOHNSON.
HOW MUCH MONEY DO WE HAVE LEFT IN THE 2015 BOND? THAT WE HAVE NOT USED? SO, WE HAVE SEVERAL PROJECTS IN PROCESS RIGHT NOW, RIGHT, OBVIOUSLY IN CONSTRUCTION, AND SO WE WON'T BE ABLE TO DETERMINE EXACTLY HOW MUCH IS REMAINING UNTIL THAT'S FINISHED.
WE ALSO HAVE HOLLAND THAT'S LEFT TO BID.
SO I DO ANTICIPATE THERE WILL BE SOME REMAINING, BUT I CAN'T TELL YOU EXACTLY HOW MUCH OF THIS PARTICULAR MOMENT.
SO YOU'RE SAYING THAT YOU DON'T KNOW HOW MUCH MONEY WE HAVE LEFT OUT OF THE 2015 BOND? CAN YOU REPEAT YOUR QUESTION ONE MORE TIME? I'M SORRY.
YOU'RE SAYING YOU DON'T KNOW HOW MUCH MONEY WE HAVE LEFT IN THE 2015 BOND AND THIS IS 2021.
NO, I GUESS WHAT I WAS EXPECTING A QUESTION TO BE WAS HOW MUCH IS GOING TO BE REMAINING AFTER ALL THE PROJECTS IS DONE.
YES, WE OBVIOUSLY KNOW HOW MUCH CASH WE HAVE, BUT WE HAVE OBLIGATIONS AGAINST THAT OR UPCOMING OBLIGATIONS AGAINST THE CASH THAT WE HAVE IN PLACE.
[02:25:03]
SO I WAS TRYING TO ANSWER THE QUESTION OF I DON'T KNOW HOW MUCH WILL BE REMAINING AFTER ALL, THE PROJECTS HAVE BEEN AND BEEN COMPLETED YET, BUT I DO KNOW HOW MUCH IS OF CASH IS AVAILABLE.SO I DON'T KNOW IF YOU WHAT YOU WERE EXPECTING ME TO ASK, BUT LET ME ASK IT.
HOW MUCH MONEY DO WE HAVE LEFT IN THE 2015 BOND? SO AS FAR AS CASH GOES WITHOUT TAKING AND CONSIDERING ANY OBLIGATIONS THAT ARE COMING OR THAT ARE IN PLAY, I BELIEVE THERE'S CASH OF ABOUT $180 MILLION.
CAN YOU CAN YOU EMAIL ME OR PUT IT IN THE TRACKER? HOW MUCH MONEY WE TOTALLY HAVE WITH THIS CASH? I JUST WANT TO KNOW THE TOTAL AMOUNT.
RIGHT, AND I CAN GET YOU THE FINANCIALS OF THAT.
YES, PLEASE GIVE ME THAT, THAT'S WHAT I NEED.
YEAH, MY COMMUNITY HAS BEEN ASKING THAT QUESTION.
AND SO IF YOU GIVE ME THAT AND I CAN SHARE THAT WITH MY WITH MY TAXPAYERS BECAUSE THEY'RE ASKING THAT QUESTION, HOW MUCH MONEY DO WE HAVE LEFT REMAINING IN THE 2015 BOND, YOU HAVE CASH.
SO RIGHT NOW WE HAVE AN ANSWER OF 180 MILLION.
SO THE REST OF IT, I WILL APPRECIATE IT.
TRUSTEES, IF THERE ARE NO OTHER QUESTIONS WITH FINANCIAL SERVICES DIVISION, WE WILL MOVE TO POLICE DIVISION.
ARE THERE ANY QUESTIONS AROUND 30? SEEING NONE, THAT BRINGS US TO THE CLOSE OF OUR AGENDA.
[A. Consider and Take Possible Action to Authorize, Negotiate and Enter into an Agreement with Recommended Vendor for the Purchase of Body Cameras and In-Car Video (Not to Exceed $1,600,000 Over Five Years Including Renewal Options / General Operating/Special Revenue/Bond Funds)]
30A.CHIEF LAWTON, WHO WOULD I BE SPEAKING WITH? CHIEF LAWTON IS OVER WITH THE PROTESTING THAT'S HAPPENING.
SO WE WILL BE GETTING I SEE THAT WE WILL BE GETTING CAMERAS, BODY CAMERAS.
AND I ASK THIS QUESTION BEFORE SOME ASK AGAIN, WHAT ABOUT UPDATING THE CAMERAS WITHIN OUR SCHOOLS? ABSOLUTELY.
AND WE'VE HAD CONVERSATIONS ABOUT THAT AND WE ARE ACTUALLY IN THE PROCESS OF DOING THAT.
JACK, DO YOU WANT TO SPEAK TO IT? SURE, IS THERE.
GOOD AFTERNOON, IS THERE A SPECIFIC QUESTION ABOUT THE SURVEILLANCE CAMERAS IN THE SCHOOLS? YEAH, THEY DON'T WORK WHEN WE'RE GOING GET SOME CAMERAS THAT ACTUALLY WORK IN OUR SCHOOLS.
YES, SIR WE ARE WORKING ON THAT.
SO WE'VE RECENTLY HIRED AN INTERNAL TEAM TO BEGIN WORKING ON THE CAMERA SYSTEMS THEY ARE RIGHT NOW ASSESSING.
THEY'RE STARTING WITH THE HIGH SCHOOLS AND ASSESSING THE CAMERA SYSTEMS AT THE HIGH SCHOOLS AND IDENTIFYING GAPS.
AND WE'RE WORKING WITH OUR AUTHORIZED VENDORS TO GO AHEAD AND START UP THAT WORK.
SO FOR EXAMPLE, WE'RE GETTING READY TO KICK OFF A PROJECT OUT AT CARTER HIGH SCHOOL STARTING NEXT MONDAY TO GO AHEAD AND ADD SOME CAMERAS AND SOME CAPACITY TO THAT SYSTEM.
OK, WHAT ABOUT OUTSIDE ATHLETIC FIELDS? I'LL HAVE TO CHECK ON THAT ONE, SIR, AND GET BACK TO YOU TO SEE WHERE THOSE FALL IN THE SCOPE, BUT I WOULD THINK THAT THEY WERE INCLUDED WITH A WITH THE HIGH SCHOOLS BECAUSE WE HAVE PEOPLE DRIVING UP AND DOWN OUR STREET SHOOTING, AND OUR KIDS BE OUT THERE.
AND WE HAVE NOW THREATS, PEOPLE MAKING THREATS TO HARM OUR SCHOOLS; RIGHT? AND OUR KIDS BE OUT THERE PRACTICING AFTER SCHOOL, SO IT'S A SAFETY CONCERN FOR ME.
WHAT ABOUT? TRUSTEE JOHNSON? WE'RE NOT SUPPOSED TO BE ABLE TO SPEAK ABOUT GENERAL CAMERAS.
THIS IS POSTED JUST FOR BODY CAMERAS AN IN-CAR VIDEO.
WE CAN'T SPEAK ON THINGS NOT RELATED TO THE AGENDA DIRECTLY.
I DON'T THINK IT'S A PROBLEM BECAUSE WE'RE TALKING ABOUT SAFETY, WE'RE TALKING ABOUT CAMERAS.
AND SO I'M TALKING ABOUT SAFETY.
SO I'M GOING TO ASK MY QUESTION.
WHAT ABOUT THE CAMERAS THAT'S AT ATHLETIC FACILITIES OR ARE THEY BEING UPDATED? I'LL CHECK ON THAT, SIR, AND GET BACK TO YOU WITH A TRACKER.
I'M NOT SURE IF THE STATUS OF ATHLETIC FIELDS AT THIS POINT, BUT WE'LL DEFINITELY LOOK AT IT.
ANY OTHER QUESTIONS ON 30A? ALL RIGHT, THE TIME IS 3:06 P.M.
AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.