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[1. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

[00:00:04]

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

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

SIMULTANEOUSLY BY VIDEO CONFERENCE, A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. DISTRICT ONE EDWIN FLORES, DISTRICT TWO JUSTIN MARSHALL, DISTRICT THREE DAN M ICCICHE WILL BE JOINING US ONLINE.

DISTRICT FOUR KARLA GARCIA WILL BE JOINING US SHORTLY.

DISTRICT FIVE MAXIE JOHNSON, DISTRICT SIX JOYCE FOREMAN WILL NOT BE ABLE TO ATTEND.

DISTRICT SEVEN BEN MACKEY, DISTRICT EIGHT JOE CARREÓN, AND DISTRICT NINE JUSTIN HENRY WILL JOIN US VIRTUALLY. OUR SUPERINTENDENT OF SCHOOLS, MICHAEL HINOJOSA ALSO JOINS US AND I AM BEN MACKEY, BOARD PRESIDENT.

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

[SPANISH] WE RECOMMEND THAT EVERYONE, PLEASE, WHERE YOUR MASK ON YOUR NOSE AND MOUTH WHILE ON DISTRICT PROPERTY.

SO WE'LL BEGIN WITH ITEM TWO RECOGNITION OF ELECTED OFFICIALS, OF WHICH I DO NOT SEE ANY.

SO WE'LL MOVE ON TO PUBLIC FORUM.

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

HOWEVER, I WAS INFORMED THAT NO ONE SIGNED UP TO SPEAK.

THEREFORE, WE'LL MOVE ON. WE WILL NOT HAVE NEED FOR A CLOSED SESSION ITEM FOUR, SO WE WILL MOVE ON TO ITEM SIX PRESIDENTS.

[6. INFORMATION/REPORTS]

WE ARE NOW ON THE [INAUDIBLE].

TRUSTEES WE ARE NOW IN THE SUPERINTENDENT'S REPORT AND WE'LL BEGIN WITH THE P-TECH NATIONAL EXEMPLAR.

TEST, TEST. THANK YOU, PRESIDENT MACKEY, TRUSTEES AND SUPERINTENDENT.

IT'S MY PLEASURE TO BEGIN THE SUPERINTENDENTS REPORT WITH INFORMATION ABOUT OUR P-TECH PROGRAM AND THE ACCOLADES THAT WE ARE RECEIVING AS A NATIONAL EXEMPLAR.

AS YOU'LL SEE HERE ON THE SCREEN, WE'VE JUST PROVIDED MANY OF THE STATISTICS FROM OUR P-TECH PROGRAM. FROM THE BEGINNING OF ITS INCEPTION IN 2016, WE'VE AWARDED NINE HUNDRED SIXTY FIVE CERTIFICATES TO DATE FOR OUR STUDENTS.

WE'VE HAD OVER TWO THOUSAND FIVE HUNDRED CERTIFICATES EARNED IN MICROSOFT OFFICE.

WE'VE CONFERRED OVER TWENTY ONE HUNDRED ASSOCIATE'S DEGREES.

AS WE'VE PREVIOUSLY PREVIOUSLY SHARED, OUR STUDENTS IN THEIR INTERNSHIPS EARNED OVER ONE POINT [INAUDIBLE] DOLLARS, SOMETHING THAT I'D REALLY LIKE TO UNDERSCORE AS INCREDIBLY IMPACTFUL. WE'VE HAD OVER TWO HUNDRED FORTY THREE THOUSAND ALMOST NINE HUNDRED CREDITS EARNED TO DATE.

IF WE WERE TO PUT THAT INTO SAVINGS TO OUR FAMILIES AT THE VERY LOWEST TUITION RATE AT DALLAS COLLEGE, THAT'S A SAVINGS OF OVER NINETEEN MILLION DOLLARS TO OUR FAMILIES.

THAT IS REALLY AN INCREDIBLE ASSET TO OUR COMMUNITY TO THINK ABOUT HOW MUCH IT WOULD HAVE COST OUR FAMILIES TO PURCHASE THOSE CREDITS ONCE THEY WERE OUT OF HIGH SCHOOL.

THAT IS A COST SAVINGS TO THEM AS A RESULT OF THE P-TECH PROGRAM.

SO REALLY IS PRETTY TREMENDOUS.

THE REASON WE WANTED TO SHARE THIS AS A NATIONAL EXEMPLAR, WE ARE GETTING MORE AND MORE RECOGNITION FOR THE WORK THAT WE ARE DOING WITH OUR P-TECH PROGRAM, AND I WANTED TO SHARE JUST ONE EXAMPLE OF THE NATIONAL RECOGNITION THAT WE ARE RECEIVING.

WE RECENTLY HAD A VISIT FROM THE FERGUSON FLORISSANT SCHOOL DISTRICT.

THEY CAME INITIALLY ABOUT TWO MONTHS AGO WITH A GROUP OF SCHOOL DISTRICT PERSONNEL THAT YOU CAN SEE HERE LISTED ON IT.

THEY'RE SO INCREDIBLY IMPRESSED WITH THE WORK IN THEIR VISIT AT CONRAD, AT GILLIAM, AT WILMER HUTCHINS AND AT W.T.

WHITE THAT THEY ACTUALLY CAME BACK FOR A SECOND VISIT.

AND IN THE SECOND VISIT, THEY DIDN'T JUST BRING SCHOOL DISTRICT OFFICIALS, THEY BROUGHT CIVIC LEADERS.

AND THOSE CIVIC LEADERS INCLUDED REPRESENTATIVES FROM THE BUSINESS SECTOR IN THEIR COMMUNITY, AS WELL AS ELECTED OFFICIALS WHO CAME TO SEE THE IMPACT THAT P-TECH CAN HAVE, NOT JUST ON A SCHOOL DISTRICT BUT ACTUALLY ON THE BUSINESS COMMUNITY AS WELL.

SO VERY PROUD OF THE WORK THAT OUR CCR TEAM IS LEADING AND WANTED TO SHARE JUST SOME OF THOSE GREAT ASPECTS OF THE WORK THAT'S HAPPENING.

AND I'M GOING TO TURN IT OVER TO DR.

[INAUDIBLE]. AND I'M GOING TO TURN IT OVER TO DR.

[00:05:03]

QUINN AND JACK KELANIC.

GOOD AFTERNOON TO THE BOARD AND THE SUPERINTENDENT.

THE REO'S COLLABORATION WITH TECHNOLOGY FOR TODAY ALIGNS WITH FACILITIES AND LOCATION EQUITY PILLAR. CHIEF KELANIC AND I ARE GOING TO PROVIDE UPDATES ON THREE THINGS STUDENTS RECEIVING COMPUTERS, THE LAUNCHING OF LTE NETWORKS IN SOUTHERN DALLAS, AND FAMILIES WHO ARE TAKING ADVANTAGE OF FREE HOME INTERNET.

SO THE FIRST GOAL IS THAT BY JUNE 2022, THE PERCENTAGE OF AFRICAN-AMERICAN AND EL STUDENTS RECEIVING DISTRICT COMPUTING DEVICES WILL INCREASE TO 90 PERCENT FOR BOTH STUDENT GROUPS.

IT DEVELOPED A DASHBOARD TOOL TO IDENTIFY STUDENTS NEEDING TECHNOLOGY, AND THE REO COLLABORATED WITH THEM TO DEVELOP CULTURALLY APPROPRIATE SCRIPTS TO USE WHEN THEY CALL AFRICAN-AMERICAN AND EL FAMILIES WHO WERE SHOWN AS NOT HAVING COMPUTERS AT HOME.

THEY ALSO IMPROVED THE INTERNAL PROCESS TO EXPEDITE THE DELIVERY OF TECHNOLOGY EQUIPMENT TO OUR NEWLY ENROLLED STUDENTS, AND JACK IS GOING TO TALK ABOUT THE PROGRESS THAT THEY'VE MADE SO FAR. GREAT. THANK YOU.

DR. QUINN AND I AM PLEASED TO REPORT TODAY THAT WE EXCEEDED OUR TARGET OF 90 PERCENT TECHNOLOGY ADOPTION FOR THOSE STUDENT GROUPS BY ACHIEVING 94 PERCENT FOR AFRICAN-AMERICAN STUDENTS AND 96 PERCENT FOR OUR ENGLISH LEARNERS.

BASICALLY ELIMINATING THAT DISPARITY THAT WE SAW AT THE BEGINNING OF THE SCHOOL YEAR, WE WERE ALSO ABLE TO CONNECT WITH OVER FIVE THOUSAND FAMILIES VIA EMAIL OR TEXT MESSAGE OR CALL. WE ACTUALLY TALK TO MANY, MANY FAMILIES AS WE WERE TRYING TO CLOSE THIS GAP.

OK, SO THE SUCCESSES JACK HAS TALKED ABOUT A LITTLE BIT ABOUT THOSE SUCCESSES THAT WE'VE HAD AND SOME ADDITIONAL SUCCESSES THAT WE'VE HAD IS THAT WE'VE USED GRANT FUNDS AND PHILANTHROPIC DONATIONS.

ITS' BEEN ABLE TO INCREASE THE PRIVATE LTE SITES FROM 3 TO 10 LOCATIONS.

AND ANOTHER SUCCESS IS THAT THEY HAVE SECURED NEW PARTNERSHIPS WITH TRILOGY 5G, AND [INAUDIBLE]. GREAT, THANK YOU, AND TO SPEAK A LITTLE BIT MORE TO OUR CHALLENGES.

SO OUR RESULTS ON CONNECTIVITY HAVE BEEN MIXED.

WE'VE HAD WE'VE SEEN SUCCESS IN THE GROWTH OF OUR PRIVATE LTE NETWORKS AND WE'VE SEEN MAYBE SLOWER THAN WE WOULD PREFER ADOPTION OF OUR FREE HOME INTERNET PROGRAM.

AND SO SOME OF THE CHALLENGES THAT WE'RE WORKING THROUGH RIGHT NOW ARE JUST THE TIMELY DATA UPKEEP. YOU KNOW, AT THE CAMPUS AND THE INDIVIDUAL LEVEL TO MAKE SURE THAT WE HAVE UP TO DATE RECORDS FOR ALL OF OUR STUDENTS.

THE OTHER THE OTHER CHALLENGE THAT WE'VE HAD IS THAT, OF COURSE, DALLAS ISD IS NOT THE ONLY CONNECTIVITY SERVICE PROVIDER IN THIS COMMUNITY.

IN FACT, WE MAY NOT EVEN BE THE PREFERRED IN MANY CASES.

AND SO FAMILIES ARE STILL GETTING CONNECTED EVEN IF WE DON'T PROVIDE THOSE CONNECTIVITY SERVICES. BUT THEN IT'S DIFFICULT FOR US TO MEASURE THE OVERALL PROGRESS TOWARDS OUR GOALS. AND THEN I MENTIONED OUR OUR ADOPTION OF THE PRIVATE LTE SUBSCRIBERS IS A LITTLE BIT SLOWER, BUT WE ARE STARTING TO TO GET OUT FRONT OF SOME OF THOSE SUPPLY CHAIN ISSUES AND JUST THE OVERALL BRAND AWARENESS TO MAKE SURE THAT WE CAN CONNECT THOSE FAMILIES.

AND WE ARE IN A POSITION RIGHT NOW TO OFFER SERVICE TO OVER EIGHTY SEVEN HUNDRED FAMILIES FOR OUR NEXT STEPS.

WE HAVE CONVENED A STUDENT DEVICE TASK FORCE THAT'S WORKING CROSS-FUNCTIONALLY TO REALLY DIG INTO OUR POLICIES AND PROCEDURES AROUND STUDENT COMPUTERS.

WE ARE WORKING WITH OUR LOCAL COALITION AS WELL AS OUR COMMUNICATIONS DEPARTMENT, JUST TO INCREASE OUR OVERALL BRAND AWARENESS AROUND SOME OF THESE CONNECTIVITY INITIATIVES.

AND AND THEN LASTLY, WE'RE DIGGING INTO THE DATA.

SO WE HAVE REALLY GREAT DATA FOR SOME OF THE FAMILIES THAT HAVE REACHED OUT TO US AND HAD BEEN ELIGIBLE FOR THESE SERVICES, BUT FOR WHATEVER REASON FELL OFF IN THE PIPELINE.

AND SO WE'RE GOING BACK AND WE'RE GOING TO MINE THAT DATA.

WE'RE GOING TO REACH BACK OUT TO THOSE FAMILIES AND MAKE SURE THAT WE UNDERSTAND.

DID YOU GET CONNECTED AND IF IT WASN'T US, YOU KNOW, WAS THERE SOMETHING ABOUT OUR SERVICE THAT DIDN'T ALIGN WITH YOUR NEEDS OR HOW CAN WE HELP YOU IN THE FUTURE? AND THEN LASTLY, I REALLY WANT TO THANK DR.

QUINN FOR PUTTING US IN FRONT OF THE TECH COMMITTEE JUST THIS WEEK TO GAIN SOME ADDITIONAL FEEDBACK AND PERSPECTIVE ON HOW WE CAN INCREASE THOSE ADOPTION RATES ACROSS THE BOARD. SO THANK YOU, DR.

QUINN. AND I THINK WITH THAT, WE'RE TRANSITIONING TO THE PRE-K PARTNERSHIP UPDATE.

GOOD AFTERNOON TRUSTEE SUPERINTENDENT HINOJOSA, DALLAS ISD IS COMMITTED TO PARTNERING WITH LOCAL CHILD CARE IN ORDER TO REALLY PROVIDE HIGH QUALITY ACCESS TO PRE-KINDERGARTEN FOR ALL OF OUR LEARNERS.

AND SO TODAY WE ARE BRINGING FORTH A PLAN THAT OUTLINES SOME ADDITIONAL SUPPORTS AND ENHANCEMENTS TO OUR PRE-K PARTNERSHIP AS A WHOLE.

FIRST, I JUST WANT TO HIGHLIGHT SOME OF THE BENEFITS OF OUR PRE-K PARTNERSHIP.

[00:10:04]

NUMBER ONE, ACCESS TO HIGH QUALITY LEARNING ENVIRONMENTS.

IT DOES PROVIDE ACCESS FOR OUR BLACK CHILDREN TO HAVE THESE OPPORTUNITIES IN THE CLASSROOM. OUR PARTNERSHIPS ALSO SUPPORT THE CONTINUUM OF CHILDCARE AS A WHOLE, AND SO IT REALLY HELPS OUR SUSTAINING EFFORTS.

IT CERTAINLY SUPPORTS OUR FAMILIES THROUGH LITERALLY BRINGING THE DISTRICT TO THEM FOR FAMILIES THAT CHOOSE TO HAVE MORE OF A CHILD CARE EXPERIENCE IN A LOCAL CHILDCARE CENTER INSTEAD OF A CAMPUS BASED PROGRAM.

AND THEN IT HELPS BUILD OUR ENROLLMENT EFFORTS IN THE DISTRICT BECAUSE WE ARE REALLY BUILDING RELATIONSHIPS WITH FAMILIES EARLY.

AND SO IF YOU LOOK AT THE PIE CHART ON THE RIGHT, THE BIGGEST INVESTMENT THAT WE ARE COMMITTED TO REALLY INVOLVES DIRECT SERVICES TO STUDENTS.

AND SO WE HAVE PLANS TO ADD THREE FINE ARTS TEACHERS AND A COUNSELOR TO OUR PRE-K PARTNERSHIP SO STUDENTS CAN HAVE EXPERIENCES IN MUSIC, ART AND ADDITIONAL COUNSELING.

THE SECOND INVESTMENT IS WHAT WE'RE CALLING QUALITY IMPROVEMENT AND FACILITY GRANT ALLOTMENTS. THIS WILL BE FUNDED BY EARLY LEARNING, AND IT'S OPEN TO OUR [INAUDIBLE] PLUS PARTNERS. ESSENTIALLY, PARTNERS WILL HAVE THE OPPORTUNITY TO APPLY FOR FUNDING UP TO TWENTY FIVE THOUSAND DOLLARS TO IMPROVE QUALITY IN THEIR CENTERS.

THIS PORTION IS INTENDED TO BE ONGOING, SO OUR PARTNERS WILL HAVE THE OPPORTUNITY TO APPLY EACH YEAR.

AND THIRDLY, WE ARE COMMITTED TO PURCHASING MATERIALS FOR REPLACEMENT SO WE CAN ENSURE THAT OUR CAMPUS CLASSROOMS AND PARTNERSHIP CLASSROOMS ARE OUTFITTED EQUITABLY ACROSS THE PARTNERSHIP, AND THESE PURCHASES WILL BE BASED ON INDIVIDUAL CLASSROOM NEEDS.

SOMETHING THAT WAS EMPHASIZED DURING OUR TALKS WITH OUR PARTNERS WAS THE OPPORTUNITY FOR ADDITIONAL PROFESSIONAL DEVELOPMENT FOR THE TEACHERS AND THE PARTNERSHIP CLASSROOM, SPECIFICALLY ON TOPICS SUCH AS CULTURALLY RESPONSIVE PRACTICES, CLASSROOM MANAGEMENT AND THEN CONTENT RELATED TO THE DIFFERENT CONTEXTS BETWEEN A PARTNERSHIP CLASSROOM AND A CAMPUS SPACE PROGRAM.

AND SO WE'RE ALLOCATING SOME INVESTMENT THERE SO TEACHERS CAN TAKE ADVANTAGE OF SOME ADDITIONAL LEARNING OPPORTUNITIES.

AND THEN THE LAST THING THAT CAME THROUGH VERY CLEARLY WAS THE NEED FOR THE CENTER OWNERS AND DIRECTORS TO HAVE THE OPPORTUNITY TO ENGAGE IN REGULAR OFFERINGS THROUGHOUT THE YEAR AROUND TOPICS SUCH AS MAXIMIZING THEIR REVENUE, INCLUDING SUBSIDY, BLENDING THEIR FUNDING STREAMS, HELPING WITH THEIR MARKETING AND RECRUITMENT, AND THEN HAVING ASSISTANCE WITH INCREASING THEIR QUALITY.

AND SO THOSE ARE THE SUPPORTS THAT WE'RE BRINGING FORWARD TODAY.

WITH THAT TRUSTEE AS SUPERINTENDENT HINOJOSA WILL TRANSITION TO OUR LAST TOPIC IN THE UPDATE, WHICH IS AROUND STAAR REDESIGN, WE SENT OUT A RECENT UPDATE TO YOU.

THIS PAST FRIDAY REGARDING LEGISLATION WITH HOUSE BILL 3906 AND FEDERAL MANDATES THAT ARE REDESIGNING THE STAAR ASSESSMENT ACROSS THE STATE OF TEXAS WITH THE INTENT TO ALIGN INSTRUCTIONAL PRACTICES AND CURRICULUM WITH STRONG OUTCOMES FOR STUDENTS, YOU CAN SEE THE THREE MAIN AREAS DEAL WITH A CAP ON MULTIPLE CHOICE QUESTIONS, INTEGRATION OF READING AND WRITING, AS WELL AS 100 PERCENT ONLINE TESTING.

SO WHAT DOES THAT LOOK LIKE FOR US? IT MEANS THAT THE STATE IS PROVIDING ADDITIONAL GUIDANCE TO ALL LEAS AROUND WHAT IT MEANS TO HAVE EFFECTIVE CLASSROOM INSTRUCTION THAT LEADS TO GREATER OUTCOMES ON STAAR.

IN DOING SO, THEY'VE DONE A SIDE BY SIDE THAT SHOWS SOME OF THE RECOMMENDATIONS.

THE NEW STAAR REDESIGN WILL HAVE CROSS CURRICULAR PASSAGES THAT ARE BASED ON TEKS TAUGHT IN SCIENCE AND SOCIAL STUDIES, SO STUDENTS WILL HAVE EITHER LEARNED ABOUT THOSE TOPICS IN THE CURRENT GRADE YEAR OR IN PREVIOUS GRADES THAT WILL APPEAR ON THEIR STAAR EXAM.

THERE WILL BE AN INCLUSION OF A WRITING TEST IN ALL READING ASSESSMENTS, SO SHORT ANSWER WRITING WILL BE A PART OF THE NEW EVIDENCE BASED FOR STAAR WRITING, RATHER THAN THE FOURTH AND SEVENTH GRADE STANDALONES ASSESSMENTS THAT HAVE OCCURRED IN THE PAST.

THE NEW MULTIPLE CHOICE ITEM QUESTIONS ARE CALLED ENHANCED DIGITAL ITEMS, WHICH INCLUDE FOURTEEN DIFFERENT TYPES OF ITEMS SUCH AS MATCH TABLE DRAG AND DROP MULTIPART.

A LOT OF THEM ALIGN WITH THE WAY THAT STUDENTS DEMONSTRATE MASTERY IN THE CLASSROOM, NOW REPRESENTING FRACTIONS [INAUDIBLE] MODEL, SO ON AND SO FORTH.

FROM THERE, WE HAVE FULL, FULL TIME ONLINE ASSESSMENTS, ALL ASSESSMENTS AND ALL GRADE LEVELS AND ALL CONTENT AREAS WILL BE ALL ONLINE.

LAST SLIDE. IN ADDITION, THE STATE IS ALSO MOVING TO RECOMMEND HIGH QUALITY INSTRUCTION

[00:15:02]

MATERIALS.

ALONG WITH ASSESSMENTS.

WE WOULD LIKE TO ALIGN INSTRUCTIONAL PRACTICES AND CURRICULUM.

THE STATE MOVEMENT IS TOWARDS A KNOWLEDGE BASED INSTRUCTIONAL DESIGN THAT SUPPORTED BY THESE HQIM ARE HIGH QUALITY INSTRUCTIONAL MATERIALS, AND THEY ARE LEANING TOWARDS A SHIFT IN INSTRUCTIONAL PRACTICES FROM A FOCUS ON STANDARDS BASED ALIGNMENT OR A STANDARD AS THE TOPIC OF TEACHING TO A COMPLEX TEXT, PARTICULARLY IN READING LANGUAGE ARTS.

SO WE'LL START WITH A COMPLEX TEXT THAT STUDENTS ARE READING AND ENGAGING HEAVILY IN, AND THE STANDARDS WILL SUPPORT A DEEPER COMPREHENSION AND LEARNING THAT GOES ON IN THE CLASSROOM. AND THAT CONCLUDES THE PRESENTATION ON THE STAAR REDESIGN.

SO WITH THAT, TRUSTEES STAFF, WE'RE OPEN TO ADDRESS ANY QUESTIONS THAT YOU MIGHT HAVE.

THANK YOU ALL FOR THE MONTHLY UPDATE TRUSTEES.

WE'LL START WITH TRUSTEE JOHNSON.

YES, THANK YOU. I WOULD LIKE TO GO BACK TO THE EQUITY PIECE SURROUNDING THE I WANT TO CALL IT THE WI-FI, THE INTERNET DIGITAL DIVIDE.

I KNOW WE'VE HAD THIS CONVERSATION, JACK, CONCERNING THAT.

TELL ME WHAT'S GOING ON WITH THE BROADBAND EXPAND AND WHAT WE'RE OFFERING NEIGHBORHOODS BECAUSE THERE'S A MAJOR DIGITAL DIVIDE AND WE'VE HAD SEVERAL COMMUNICATION, SEVERAL MEETINGS IN THE COMMUNITY ABOUT THIS.

SO WHAT WHAT ARE WE DOING? I SEE EQUITY, ACCESS TO TECHNOLOGY AND THE CONNECTIVITY, BUT HOW WE'RE ABLE TO DO THAT WITH SUCH BROAD, WHICH WE DON'T HAVE BROADBAND IN CERTAIN AREAS? YES, SIR. SO WE'RE REALLY FRAMED AROUND TWO DISTRICT SPONSORED PROGRAMS CURRENTLY AND THEN A NEW A THIRD FEDERAL PROGRAM THAT HAS RECENTLY COME ONLINE, YOU KNOW, IN LATE 2020 21. SO THE TWO DISTRICT PROVIDED SPONSORED PROGRAMS. OUR NUMBER ONE, OUR FREE HOME INTERNET CONNECTIVITY PROGRAM, WHERE WE ARE OFFERING DISTRICT PAID SUBSCRIPTIONS, ONE YEAR SUBSCRIPTIONS TO EITHER AT&T OR TO SPECTRUM SERVICES. NOW OUR APPLICATION PERIOD HAS OPENED AND CLOSED FOR THE FOR FOR THAT PROGRAM, SO WE'RE NO LONGER ACCEPTING NEW APPLICANTS FOR THAT PROGRAM.

BUT WHAT WE ARE DOING IS WE'RE STILL WORKING THROUGH THE BACKLOG OF THOSE INSTALLATIONS WITH THE VENDORS TO TRY TO GET THOSE FAMILIES CONNECTED.

AND THE GOOD NEWS THERE IS THAT THAT PROGRAM WAS RECENTLY EXTENDED BY THE FEDS TO TAKE US ALL THE WAY OUT TO JUNE OF 2023.

SO THERE'S SOME GOOD NEWS THERE, EVEN THOUGH AGAIN, WE STILL HAVE SOME, WE STILL HAVE SOME WORK TO DO ON THAT PROGRAM.

THE OTHER PROGRAM IS IS THE THE PRIVATE LTE PROGRAM WHERE WE'RE ACTUALLY CONSTRUCTING THOSE TOWERS AT RIGHT NOW.

WE HAVE TEN SCHOOLS, SCHOOL COMMUNITIES THAT HAVE THIS HAVE THESE TOWERS ON THEIR ROOF TOPS, OR, YOU KNOW, ADJACENT TO THE SCHOOL, YOU PROBABLY SEND THEM AT LINCOLN AND SOUTH OAK CLIFF AND PINKSTON AND ROOSEVELT, SO SO ALL OF THOSE LOCATIONS WERE SPECIFICALLY IDENTIFIED BECAUSE WE KNEW THOSE WERE THE ZIP CODES OR THE NEIGHBORHOODS WHERE FAMILIES HAD THE GREATEST NEED, RIGHT? SO WE'VE NOW BUILT THOSE NETWORKS.

AND LIKE I SAID, WE WE'RE IN A GOOD POSITION IN THAT WE CAN PROVIDE LONG TERM SERVICES TO ABOUT EIGHTY SEVEN HUNDRED FAMILIES.

THAT'S ABOUT HOW MANY YOU KNOW WHAT OUR COVERAGE AREA REACHES, IF YOU WILL.

BUT NOW THE NAME OF THE GAME BECOMES REALLY GETTING THE WORD OUT THERE AND GETTING THOSE FAMILIES ADOPTED.

AND THEN YOU ALSO KNOW THAT LATER ON IN OUR AGENDA TODAY AND THE BUSINESS AGENDA, I'M MAKING SOME RECOMMENDATIONS FOR ONGOING CONSULTING SERVICES AND PARTNERSHIP WITH THE CITY BECAUSE WE DO INTEND TO GROW THAT NETWORK OVER TIME, RIGHT OVER THE NEXT TWO YEARS.

SO THAT HASN'T BEEN A DECISION THAT WE'VE MADE YET, THAT WE'VE ASKED THE BOARD TO MAKE YET. BUT THAT'S A RECOMMENDATION THAT WE'RE THAT WE'RE ULTIMATELY WORKING TOWARDS.

BUT RIGHT NOW WE'RE FOCUSED IN THESE TEN ZIP CODES THAT YOU SEE ON THE SLIDE, AND WE'RE FOCUSED AROUND THOSE TEN SCHOOL COMMUNITIES WHERE WE CAN CURRENTLY OFFER AGAIN FREE SERVICE, FREE SERVICE FOR OUR FAMILIES.

AND THEN THE THIRD ONE THAT I SHOULD MENTION THAT WAS RECENTLY UNVEILED BY THE THE FEDERAL GOVERNMENT, I THINK IT'S CALLED THE ACP PROGRAM.

I FORGET WHAT THE ACRONYM STANDS FOR AT THE MOMENT, BUT IT'S BUT IT IS A CONNECTIVITY PROGRAM IT'S NOT SPONSORED BY THE DISTRICT, BUT IT IS AVAILABLE AGAIN TO OUR FAMILIES TO GET. I THINK IT'S A THIRTY DOLLAR STIPEND TOWARDS THEIR HOME INTERNET CONNECTIVITY COSTS, AND WE ARE WORKING WITH OUR COALITION TO SUPPORT ADOPTION OF THAT PROGRAM TOO.

WE DON'T CARE REALLY HOW A FAMILY GETS CONNECTED.

WE JUST WANT THEM TO GET CONNECTED.

WHAT'S THE SUSTAINABILITY WITH THOSE PROGRAMS WITH? YOU SAYING YOU MENTIONED AT&T? YES, SIR. ARE WE ABLE TO SUSTAIN THAT LONGEVITY? AND WHAT'S THE COST THAT WE'RE DOING? YES, SIR. SO THAT LAST PROGRAM I MENTIONED, THAT ACP PROGRAM, I UNDERSTAND, IS AVAILABLE FOR THREE YEARS. SO THAT'S A PRETTY DECENT TIME HORIZON.

THE PRIVATE LTE SOLUTION THAT WE'RE PILOTING AND BUILDING RIGHT NOW AS WELL HAS A LONGER

[00:20:03]

TERM SOLUTION.

SO WE CAN, YOU KNOW, THAT'S YOU CAN THINK OF THAT AS A THREE, FOUR, OR FIVE YEAR SOLUTION BEFORE IT NEEDS KIND OF A TECH REFRESH.

THE SHORTEST TERM ONE IS THE FIRST PROGRAM THAT I MENTIONED THAT FREE HOME INTERNET PROGRAM SPONSORED BY THE DISTRICT.

THAT'S ONLY GOING TO RUN THROUGH JUNE 30TH OF 2023.

SO THE OTHER TWO PROGRAMS DO CARRY US A LITTLE BIT FURTHER.

BUT THAT'S THAT'S ABOUT OUR TIME FRAME IS IS SOMEWHERE IN THE THREE TO SPEAKERS] SO RIGHT NOW WE DON'T HAVE THE INFRASTRUCTURE FOR LONGEVITY? AT THE TEN SITES THAT WE'VE THE PRIVATE LTE SITES WE DO, SIR.

OKAY. I WANT I WANT TO MEET WITH YOU.

I WANT YOU TO MEET WITH SOME COMMUNITY MEMBERS CONCERNING THIS BECAUSE I'M VERY WELL AWARE OF THE DIGITAL DIVIDE, DIGITAL DIVIDE THAT WE ARE EXPERIENCING AND WE'VE BEEN ASKING AT&T TO EXPAND BROADBAND.

WE'VE, OF COURSE, WE'VE HAD EMAILS SENT THAT WE WERE SUPPOSED TO MEET WITH CERTAIN ONES AND THEY HAVE NOT MET WITH US OR THEY CANCEL THE MEETING FOR WHATEVER THE REASON.

BUT I KNOW THIS IS JUST NOT A PROBLEM IN THE SOUTHERN SECTOR, BUT A PROBLEM ACROSS THE BOARD. BUT CERTAIN COMMUNITIES THAT LACK THIS LACK CONNECTIVITY.

WE'RE PROVIDING CERTAIN CERTAIN STEPS LIKE, I GUESS, THE WILDFIRE [INAUDIBLE] WE WAS DOING FOR THEM.

BUT IT DOESN'T HELP IF YOU STILL DON'T HAVE CONNECTIVITY IN CERTAIN AREAS.

AND EVEN THOUGH WE HAVE TOWERS, I CAN TELL YOU NOW THAT THERE'S KIDS.

I'VE TALKED TO KIDS, I'VE TALKED TO PARENTS, COMMUNITY ORGANIZERS, PASTORS THAT WE'RE STILL LACKING CONNECTIVITY FOR STUDENTS AND WE REALLY SOLVE THIS PROBLEM WHEN WE EXPERIENCE THE VIRTUAL LEARNING SESSION.

WHEN STUDENTS STILL HAD TO COME UP TO SOUTH OAK CLIFF, STILL HAVE TO COME UP TO CERTAIN SCHOOLS JUST TO SIT ON THE STEPS OR EVEN THE PRINCIPAL HAVE TO OPEN UP THE LOBBY FOR KIDS TO DO THEIR WORK. SO WITH ALL THE TAX BREAKS THAT AT&T IS RECEIVING, ET CETERA, WE STILL HAVE A MAJOR DIGITAL DIVIDE THAT AND I DON'T I JUST LISTENING TO YOU, I STILL DON'T UNDERSTAND, SEE HOW WE'RE GOING TO HAVE THE INFRASTRUCTURE TO PROVIDE WHAT WE NEED TO PROVIDE LONGEVITY.

SO I WOULD LIKE TO KNOW AND I'VE HAD THIS CONVERSATION WITH DR.

HINOJOSA, BUT I NEED TO KNOW EXACTLY HOW MUCH HAVE WE SPENT AND HOW MUCH ARE WE PLANNING ON SPENDING? BECAUSE RIGHT NOW, IT JUST SEEMED LIKE THIS IS NOT OUR JOB TO PROVIDE CONNECTIVITY FOR EVERYBODY.

YES, SIR. AND I THINK I CAN AT LEAST BRING CLARITY TO THAT.

TO THAT LAST POINT AROUND, HOW MUCH HAVE WE SPENT? SO TO DATE, WE SPENT TWO POINT EIGHT MILLION AS PART OF OUR PILOT PROGRAM ON ON PRIVATE LTE. RIGHT.

AND DEPENDING ON HOW THE BOARD DECIDES TO SCALE IT OR NOT, SCALE IT IN THE FUTURE, I THINK WE HAVE EARMARKED SOMEWHERE BETWEEN ABOUT FORTY MILLION DOLLARS, WHETHER IN THE BOND, OR ACTUALLY, I THINK WE HAVE A REALLY GOLDEN OPPORTUNITY TO LEVERAGE THE ESSER FUNDS WHICH ARE ELIGIBLE FOR THIS TYPE OF SERVICE, AND THAT'S THAT'S THE DIRECTION THAT WE WERE LEANING. SO THAT'S HOW MUCH WE COULD POTENTIALLY INVEST.

WONT THE ESSER FUNDS RUN OUT EVENTUALLY? YES, SIR, THEY WILL. BUT THIS IS REALLY MOSTLY A CAPITAL SPEND.

IT'S REALLY A ONE TIME BUILD.

AND THEN IT'S JUST MAKING SURE THAT WE HAVE A SUPPORT MODEL, RIGHT, SO THAT WE CAN CONTINUE WITH THE INSTALLATIONS AND OR EQUIPMENT REPLACEMENTS ONCE THOSE TOWERS ARE BUILT. BUT THE BUT THE MAJORITY OF THE COST WOULD BE WOULD BE UP FRONT.

AND I APPRECIATE, I KNOW, I FEEL LIKE WE'RE DOING THINGS THAT WE SHOULDN'T HAVE TO DO, BUT WE'RE DOING IT BECAUSE OUR KIDS NEED IT.

SO I COMMEND THE WORK THAT YOU'RE DOING.

BUT I WOULD LIKE TO MEET WITH YOU.

I HAVE SOME PASSING COMMUNITY NGAN NEXT GENERATION ACTION NETWORK AND SOME OF OUR COMMUNITY ORGANIZERS THAT WE'RE ORGANIZING CONCERNING THIS MATTER BECAUSE THIS DIGITAL DIVIDE AND LACK OF BROADBAND IS THE ISSUE, AND I DON'T THINK WE SHOULD JUST FOOT THE FOOT THE BILL FOR ALL THE STUFF THAT'S GOING ON.

SO I'LL DEFINITELY BE INVITING YOU TO A STRONG COMMUNITY MEETING VERY SOON.

THANK YOU. THANK YOU.

TRUSTEE JOHNSON, TRUSTEE MICCICHE FOLLOWED BY TRUSTEE CARREÓN.

THANK YOU, MR. PRESIDENT.

I ALSO WANT TO THANK THE ADMINISTRATION FOR THE REPORT.

I THINK THAT'S REALLY GREAT NEWS ABOUT P-TECH AND GREAT WORK THERE, AND I'M ENCOURAGED BY THE STEADY PROGRESS THAT WE DO SEEM TO BE MAKING WITH RESPECT TO CONNECTIVITY.

AND I THINK WE JUST HAVE TO KEEP PLUGGING AWAY.

IT'S VITALLY IMPORTANT, BUT I APPRECIATE THE EFFORTS THERE.

I HAD A QUESTION THAT RELATED TO THE PRE-K PARTNERSHIPS AND IN PARTICULAR WITH RESPECT TO THE FUNDING AND THE EXPENSES.

IS THIS ONE TIME FUNDING AND IS IT A ONE TIME EXPENSE? AND TO WHAT EXTENT ARE WE ABLE TO USE ESSER FUNDS TO COVER THESE EXPENSES? THANK YOU FOR THE QUESTION.

THIS IS ACTUALLY INTENDED TO BE ANNUAL FUNDING TRUSTEE MICCICHE, AND IT'S GOING TO BE

[00:25:03]

COMING FROM THE EARLY LEARNING BUDGET ORG.

AND SO WE HAVE IT COVERED THERE FOR THE PERSONNEL, THAT WOULD BE SOMETHING THAT WOULD BE CAPTURED WITH THE STAFFING EACH YEAR.

OK, THANK YOU, I APPRECIATE THAT.

AND THEN WITH RESPECT TO THE CHANGES IN THE STAAR TEST, I'M ASSUMING THAT ALL OF THESE CHANGES ARE MANDATORY, THAT WE DON'T HAVE ANY CHOICES ABOUT IT.

AND I GUESS MY QUESTION TO THE ADMINISTRATION WOULD BE, HOW DO WE THINK THIS IS GOING TO AFFECT US? DOES IT DO THESE TESTS SEEM MORE FAIR AND REASONABLE? OR IS IT THE SAME OLD STUFF FROM FROM THE STANDPOINT OF WHETHER THEY'RE ACCURATELY MEASURING STUDENT GROWTH AND ACHIEVEMENT? THANK YOU FOR THAT QUESTION.

TRUSTEE MICCICHE YES, THESE ARE MANDATED BY THE STATE.

THEY WILL GO INTO PLAY IN THE UPCOMING SCHOOL YEAR 22-23.

WE DO NOT HAVE A CHOICE IN THESE CHANGES.

WE ARE SEEING THAT THERE WILL BE A CLOSER ALIGNMENT THROUGH THE CHANGES BEING RECOMMENDED TO WHAT INSTRUCTION LOOKS LIKE IN THE CLASSROOM AND HOW THAT COULD BE DEMONSTRATED ON A POTENTIAL ASSESSMENT.

IT'S STILL TO BE DETERMINED AS TO HOW STUDENTS ARE GOING TO PERFORM AT THIS POINT.

OK, THANK YOU VERY MUCH.

THANK YOU. TRUSTEE MICCICHE BEFORE WE GO TO TRUSTEE CARREON, I WANT TO GIVE DOC A FEW MOMENTS TO SPEAK. YEAH, YEAH, I APOLOGIZE FOR HAVING TO LEAVE, BUT OBVIOUSLY I NEED TO GET DOWN FOR THE KIMBALL BASKETBALL GAME TONIGHT AND ESPECIALLY IN LIGHT OF LAST NIGHT'S SITUATION. AND SO I SHARED THE UIL THAT I WOULD BE THERE TO HANDLE THE MEDIA SITUATIONS AS THEY ARISE. SO I'M GOING TO GET IN MY CAR AND HEAD DOWN.

I'M WITH THE ABLE STAFF TO BE ABLE TO HANDLE THIS.

SO THANK YOU FOR YOUR INDULGENCE.

THANK YOU, DR. HINOJOSA. WELL, I'LL MOVE TO TRUSTEE CARREÓN, FOLLOWED BY TRUSTEE GARCIA AND THEN FLORES. MY QUESTIONS ON THE ACCESS TECHNOLOGY TO THE COMPUTERS AND JACK, I GUESS I WANT TO EMPHASIZE A POINT AND THEN MAYBE ASK A QUESTION.

NINETY FIVE PERCENT OF STUDENTS ARE ASSIGNED A DEVICE.

THAT'S THAT'S INCREDIBLE.

THAT'S A GREAT JOB IN THE WORK THAT YOU'VE BEEN DOING TO MAKE THAT HAPPEN.

I KNOW THAT THAT'S KIND OF LIGHT YEARS WHERE WE WERE FIVE YEARS AGO, AND I KNOW THAT WAS KIND OF SPED UP BECAUSE OF THE PANDEMIC AND IT TOOK A LOT OF WORK.

THAT'S THAT'S SUPER IMPRESSIVE.

AND I JUST WANTED TO TAKE A MOMENT TO TO HIGHLIGHT TO HIGHLIGHT THAT THAT'S A REALLY GOOD WORK. WHAT I GUESS MY QUESTION IS AROUND THE THE FIVE PERCENT THAT ARE NOT ASSIGNED TO DEVICE IS SOME OF THAT JUST BECAUSE OF LIKE RELIGIOUS STUDENTS THAT ARE JUST JUST ON BOARDING OR SOME OF THAT OR WHO ARE THESE FIVE PERCENT OF STUDENTS? THANK YOU, SIR. IT'S A GREAT IT'S A GREAT QUESTION.

SO YES, WE'VE COME A LONG WAY AND NINETY FIVE PERCENT AT AN AGGREGATE LEVEL IS HIGHER THAN WE'VE THAN WE'VE EVER BEEN.

AND AND I WOULD I WOULD SUGGEST THAT THERE'S REALLY THREE ISSUES BECAUSE, RIGHT, SO WHY ARE WE NOT AT 100 PERCENT RIGHT? THAT'S THE THAT'S THE QUESTION I'M HEARING AND I THINK ABOUT.

SO NUMBER ONE, I WOULD SAY WE'RE PROBABLY UNDERREPRESENTING THE DATA TO SOME DEGREE, JUST BECAUSE OF THE QUALITY OF OUR RECORD KEEPING AT THIS DETAILED LEVEL.

SO FOR EXAMPLE, AND WHAT I MEAN BY THAT IS THERE ARE SURELY MORE STUDENTS THAT HAVE THE TECHNOLOGY IN THEIR HANDS, AND IT'S JUST A MATTER OF OUR DATA GETTING UPDATED TIMELY.

SO I WOULD ARGUE THAT WE'RE PROBABLY EVEN HIGHER THAN NINETY FIVE PERCENT.

THERE'S ANOTHER COMPONENT TO IT, AND THAT IS STUDENTS THAT OPT OUT FROM USING DISTRICT TECHNOLOGY. SO WE DO HAVE SOME STUDENTS THAT, YOU KNOW, OF AGENCY THAT HAVE ACCESS TO EQUIPMENT THAT'S PROBABLY BETTER THAN WHAT WE OFFER.

AND THAT'S FINE. WE CERTAINLY ACCOMMODATE THAT IN OUR SCHOOLS.

AND AND RIGHT NOW, THAT'S TRACKING A LITTLE BIT LESS THAN ONE PERCENT OF STUDENTS THAT OPT OUT, RIGHT? WE'VE JUST STARTED COLLECTING THAT DATA THIS YEAR AND AND I'M SURE THAT'LL GROW A LITTLE BIT OVER TIME, TOO, AS WE GET ALL THE WAY ACROSS THE DISTRICT.

SO THERE'S THAT IS KIND OF A SECOND FACTOR.

THE THIRD FACTOR IS JUST THE TURNOVER, RIGHT, BECAUSE STUDENTS COME AND GO FROM, YOU KNOW, EVEN THOUGH OUR OVERALL ENROLLMENT NUMBER STAYS PRETTY STABLE OVER TIME.

IT'S NOT ALWAYS THE SAME KIDS.

AND SO YOU ALWAYS HAVE KIDS COMING INTO THE SYSTEM AND KIDS EXITING THE SYSTEM.

AND AGAIN, WE JUST NEED TO KIND OF SPEED UP THOSE PROCESSES TO MAKE SURE THAT WE'RE COLLECTING THE TECH BACK FROM THE STUDENTS THAT ARE LEAVING AND THEN QUICKLY GETTING THAT INTO THE HANDS OF THE STUDENTS THAT ARE ENROLLING.

AND THAT MAKES SENSE. SO I JUST WANT TO SAY AGAIN, THANK YOU FOR YOUR WORK.

SUPER IMPRESSIVE. THANKS.

THAT'S ALL. MR. PRESIDENT, THANK YOU.

THANK YOU. TRUSTEE CARREÓN TRUSTEE GARCIA KARLA BY TRUSTEE FLORES.

HI, GOOD AFTERNOON. WITH WHAT I'M ABLE TO HEAR IN THE CAR AND CATCH UP REALLY QUICKLY.

FIRST, SHOUT OUT TO OUR DALLAS ISD P-TECH PROGRAM AND EVERYBODY INVOLVED.

[00:30:03]

I MEAN, THIS IS EXACTLY WHAT I DREAM UP FOR DISD IN TERMS OF WHAT WE CAN DO FOR STUDENTS WHEN THEY GRADUATE FROM HIGH SCHOOL.

SO HUGE KUDOS TO THAT.

VERY EXCITED ABOUT THESE NUMBERS AND I KNOW WE JUST PASSED A POLICY THAT WILL HELP US DO EVEN MORE GREAT THINGS IN DALLAS ISD.

SO THANK YOU SO MUCH.

I'M MOVING FORWARD TO THE EQUITY AND THIS CONVERSATION AROUND TECHNOLOGY.

FIRST OF ALL, I HIGHLY COMMEND YOU FOR PROVIDING US THIS DATA IN A WAY THAT IS ALIGNED TO A FRAMEWORK OF OUTCOME GOALS, INPUTS, OUTPUTS AND HELPING US UNDERSTAND HOW EVERYTHING THAT WE'RE DOING IS WORKING TOGETHER.

I THINK MOST OF MY QUESTIONS HAVE BEEN ANSWERED BY MY COLLEAGUES, BUT I DO HAVE A QUESTION. JACK, I BELIEVE THIS ONE'S FOR YOU ON PROGRESS TODAY ON OUR OUTPUTS ON SLIDE SEVEN. SO ROUGHLY EIGHT THOUSAND UNIQUE APPLICANTS.

WHERE ARE THE REMAINING NUMBERS? THOSE NUMBERS AT THE BOTTOM DON'T ADD UP TO THE EIGHT THOUSAND.

YES, MA'AM. ANOTHER GREAT QUESTION.

SO THANK YOU. YEAH.

SO OF THE EIGHT THOUSAND ELIGIBLE APPLICANTS THAT WE HAVE FIELDED WITH OUR HOME INTERNET FREE HOME INTERNET PROGRAM, WE'VE CONNECTED OVER A THOUSAND AND THAT NUMBER CHANGES EVERY WEEK. IT'S GOING UP NOT AS QUICKLY AS I WOULD LIKE TO SEE IT GO UP, BUT IT IS STILL IS STILL INCREASING.

WE HAVE THE NINE HUNDRED AND FORTY NINE THAT YOU SEE THAT ARE PENDING AUTHORIZATION FROM THE FAMILY. SO WHAT THAT MEANS IS WE'VE REACHED OUT THE PROVIDER HAS REACHED OUT EVEN TEA HAS REACHED OUT, BUT WE STILL HAVEN'T MADE THAT FINAL AUTHORIZATION WHERE THEY SAY, YES, PLEASE COME TO OUR HOUSE ON WHATEVER DATE AND INSTALL THE SERVICE.

BUT AGAIN, WE'RE JUST THE NAME OF THE GAME IS, YOU KNOW, CONTINUED OUTREACH AND MAKING THOSE THOSE CONNECTIONS.

AND THEN THE OTHER SEVEN HUNDRED SIXTY EIGHT ARE SCHEDULED BUT TO YOUR POINT, THERE'S SOME OTHER BIG BUCKETS HERE.

AND THE TWO BIG BUCKETS THAT I WOULD POINT OUT ARE THERE'S ABOUT TWENTY OVER TWO THOUSAND FAMILIES THAT HAVE WITHDRAWN FROM THE PROCESS.

AND THAT'S WHAT I MEAN WHEN I SAY I WANT TO, I WANT TO MINE THE DATA A LITTLE BIT AND REACH OUT, IF NOT TO ALL TWO THOUSAND OF THOSE FAMILIES, AT LEAST A SUBSET OF THOSE FAMILIES TO UNDERSTAND WHAT WHERE DID YOU GO? IS IT, YOU KNOW, WAS IT SOMETHING IN THE SERVICE THAT THAT DIDN'T AGREE WITH WHAT YOUR FAMILY NEEDS? MAYBE YOU GOT CONNECTED A DIFFERENT WAY.

MAYBE YOU MOVED WHATEVER THE CASE MAY BE.

SO WE'D LIKE TO GET SOME STATISTICAL DATA ABOUT THAT AND THEN THE OTHER LARGE BUCKET.

AND THIS WAS SURPRISING TO ME.

TRUSTEE GARCIA WAS THE NUMBER OF RESPONSES WE GOT FROM THE ISPS THAT SAYS I COULDN'T SERVICE YOU. SO WE ACTUALLY HAVE TWENTY FOUR HUNDRED FAMILIES OF THIS EIGHT THOUSAND RIGHT NOW, WHERE THE ANSWER WAS WE DON'T HAVE THE PRODUCT AVAILABLE FOR YOU.

SO I THINK THAT THAT SPEAKS VOLUMES ABOUT, YOU KNOW, ABOUT THE COMPLETENESS OF THE SERVICE PACKAGE THAT THE LOCAL PROVIDERS ARE ABLE TO TO OFFER.

TELL ME MORE ON THEY'RE NOT ABLE TO PROVIDE THE PRODUCT OR THE SERVICE.

WHY? SO WHEN WE WHEN WE DESIGNED THIS PROGRAM TRUSTEE GARCIA, WE OPTED FOR THE HIGHEST QUALITY SERVICES THAT ARE AVAILABLE IN THE MARKETPLACE.

SO WE ARE PROVIDING WE'RE OFFERING FIBER TO THE HOME PRODUCT.

I MEAN, THESE ARE VERY HIGH SPEED, HIGH PERFORMANCE PACKAGES AS WELL AS THE HIGH SPEED PACKAGES THROUGH TO THE CABLE PROVIDER.

RIGHT. WHAT WE DIDN'T DO AND THIS WAS A CONSCIOUS CHOICE, WAS NOT TO GO BACKWARDS TOWARDS THE OLD TECHNOLOGY AROUND THAT DSL SERVICE WHERE YOU'RE GETTING, YOU KNOW, VERY LOW SPEEDS. WE JUST DIDN'T.

WE JUST WANTED TO DO BETTER THAN THAT BECAUSE WE THINK THAT OUR FAMILIES NEED A HIGHER PERFORMANCE PACKAGE IN ORDER TO MEET THE EDUCATIONAL NEEDS.

AND SO WHAT THAT TELLS YOU IS, YEAH, MAYBE THE PROVIDERS, THE PROVIDERS ARE STILL OFFERING THOSE SERVICES IN SOME OF OUR NEIGHBORHOODS WHERE WE'RE TRYING TO CONNECT KIDS.

AND FOR ME, IT'S A GOOD REMINDER OF WHY WE'RE DOING THE PRIVATE LTE BECAUSE AGAIN, I THINK WE'RE PUTTING OURSELVES IN A BETTER POSITION TO PROVIDE A HIGH SPEED, HIGH QUALITY PRODUCT OVER THE LONG TERM.

SO I GUESS MY FOLLOWING QUESTION THEN IN THESE AREAS THAT WERE IDENTIFIED, DO WE HAVE A PRIVATE LTE NETWORK? SAYS THE OTHER OPTION OR WHAT'S THE NEXT BEST OPTION? YEAH, THAT'S WHY WE'RE GOING TO BE REACHING OUT TO FAMILIES.

SO WE MAY WE HAVE PRETTY DETAILED COVERAGE MAPS RIGHT NOW.

AND SO WE'RE LOOKING AT THOSE COVERAGE MAPS AND WE'RE TRYING TO MESH THAT AGAINST THESE TWENTY FOUR HUNDRED FAMILIES WHERE WE SAID NO TO OR THERE ALTERNATE ANSWER WAS NO.

AND SEE IF WE CAN'T PROVIDE THEM SERVICE ANOTHER WAY OR CONNECT THEM THROUGH A DIFFERENT AVAILABLE PROGRAM. OK.

I'D LOVE TO FOLLOW UP ON THAT ONE AS IT MOVES FORWARD.

YES, MA'AM. AND THEN A QUESTION ON THE STAAR REDESIGN.

SO I SEE HERE THE EVOLUTION.

WHAT DOES THAT MEAN IN TERM IN TERMS OF WHAT THE STUDENT CAN EXPECT TO SEE THE STUDENT EXPERIENCE AND THE PARENTAL EXPECTATIONS AROUND THIS EXAM.

SO THE STUDENT EXPERIENCE WILL TURN INTO A FULLY ONLINE ASSESSMENT, WHICH WE HAVE ACTUALLY BEEN PILOTING THIS PAST YEAR AND THE CURRENT YEAR.

WE WORK CLOSELY WITH DR.

OAKLEY'S TEAM, WHO LEADS THIS EFFORT WITH 100 PERCENT ONLINE TESTING.

[00:35:05]

THAT MEANS THE ABILITY TO RESPOND TO QUESTIONS ONLINE UTILIZE TOOLS, DIGITAL TOOLS SUCH AS GRAPHING CALCULATORS, RULERS, DIFFERENT THINGS LIKE THAT BEING ABLE TO UTILIZE DIGITALLY ENHANCED ITEM TYPES SUCH AS A DRAG AND DROP OR, YOU KNOW, A MIX OF MARCH MIX AND MATCH OR PART MULTIPLE PART.

THEY'RE ALSO GOING TO INCLUDE SOME NEW ACCOMMODATIONS THAT WILL BE REALLY, REALLY HELPFUL TO OUR SPECIAL NEEDS STUDENTS TEXT TO SPEECH SOME ENHANCEMENTS AROUND ZOOMING, HIGHLIGHTING HAVING A PROMPTER FOLLOW ALONG AS THEY READ.

SO THERE'S GOING TO BE QUITE A DIFFERENT EXPERIENCE WITH THESE TESTS ONCE THEY COME ONLINE NEXT YEAR.

I BELIEVE THE CONVERSATION PROBABLY INCLUDED HOW WE'RE GOING TO PREPARE.

YEAH, SURE DID. SO THAT'S PART OF THIS PRESENTATION IN THAT THE STATE IS PROVIDING PRETTY STRONG GUIDANCE AROUND RECOMMENDED INSTRUCTIONAL PRACTICES AS WELL AS HIGH QUALITY INSTRUCTION MATERIALS.

AND IN THE BOARD UPDATE THAT WAS RECENTLY SENT LAST FRIDAY, WE'LL BE PROVIDING ADDITIONAL UPDATES IN THE SERIES TO TALK ABOUT PILOTS AROUND THOSE MATERIALS.

HOW ARE WE EXPOSING STUDENTS AND TEACHERS AND SUPPORTING THEM AND UNDERSTANDING WHAT THE STAAR WILL LOOK LIKE? WHAT ARE THE INSTRUCTIONAL PRACTICES THAT WILL HELP US GET THE GREATEST OUTCOMES? AND THEN WHAT KIND OF CURRICULUM IS GOING TO PROVIDE THE BEST SUPPORT? I THINK THE MAIN FOCUS FOR US IS TO UNDERSTAND WE WANT THE BEST HIGH QUALITY EXPERIENCE FOR STUDENTS IN THE CLASSROOM AND THAT THOSE EXPERIENCES NEED TO BE TRANSLATED INTO HIGHER OUTCOMES ON STAAR.

AND WHAT IS IT TRAINING LOOKING LIKE RIGHT NOW FOR EDUCATORS, AS WELL AS THEY PREPARE TO TEACH AS THEY'RE TEACHING FOR AN ESSENTIALLY ONLINE EXAM? IS THAT CHANGING FOR ANYTHING IN THE CLASSROOM FOR THEM? SURE. SO WE HAVE ALREADY BEGAN TO ENHANCE SOME OF THE DIGITAL ITEMS INTO OUR CURRENT ASSESSMENTS. THERE ARE OPPORTUNITIES FOR ONLINE PRACTICE, BUT I THINK PROBABLY ONE OF THE BIGGEST OPPORTUNITIES FOR US HAS BEEN IN A PILOT THIS PAST YEAR OR THIS CURRENT YEAR WITH INSTRUCTIONAL MATERIALS THAT HAVE A BLEND OF ONLINE PARTICIPATION AND PRINT BASED PARTICIPATION SO THAT WE'VE GOT STUDENTS AND TEACHERS WORKING WITH THESE MATERIALS VERY CLOSELY IN A VERY SMALL PILOT, AND WE'RE UTILIZING THEIR FEEDBACK IN ADDITION TO THE STATE SUPPORT TO UNDERSTAND HOW WE EXPAND THAT ROLLOUT IN THE UPCOMING SCHOOL YEAR.

HOW OFTEN YOU COLLECTING DATA ON ON THAT TEACHER EXPERIENCE, TEACHER PREPARATION AS WE GO OUT EVERY MONTH TO DO OUR OWN OBSERVATIONS AND WE'VE BEEN WORKING WITH CONTRACTED SERVICES THROUGH TNTP.

THE NEW TEACHER PROJECT AND AS WELL AS TEA.

IN FACT, JUST THIS PAST TUESDAY, TEA WAS IN TO VISIT ONE OF OUR CAMPUSES AND TAKE A LOOK AT THE IMPLEMENTATION AND GATHER FEEDBACK FROM OUR OWN TEACHERS.

WE ARE SEEING VERY POSITIVE RESULTS, VERY POSITIVE FEEDBACK FROM THE PARTICIPATING CLASSROOMS RIGHT NOW, AND WE KNOW THAT THAT'S GOING TO HELP US WITH THE ROLLOUT IN THE FUTURE. I WOULD ADD THAT WE'RE CLOSELY WORKING WITH CHIEF HEWETT AND THE SCHOOL LEADERSHIP TEAM WHO'S BEEN AMAZING IN HELPING US UNDERSTAND HOW TO BEST ROLL OUT THESE RESOURCES, AS WELL AS INSTRUCTIONAL PRACTICES IN A WAY THAT WE CAN SUPPORT ALL TEACHERS AND STUDENTS TO HAVE THAT GREAT EXPERIENCE IN THE CLASSROOM THAT WILL TRANSLATE TO THE NEW WAY THAT THE ASSESSMENT WILL BE PRESENTED IN THE FUTURE.

I'M THINKING ABOUT ALL THE REASONS WHY THIS IS A POSITIVE, BUT THERE'S ALSO THE OTHER SIDE. CAN YOU TELL ME MORE ABOUT THE WAYS THAT YOU'RE THINKING ABOUT HOW STUDENTS WILL ADAPT? EDUCATORS WILL ADAPT, I THINK EVEN PARENTS.

SO I WOULD SAY THAT THE PIVOT IN COVID 19 HAS ALREADY PUT US ON ON A GREAT PATHWAY FOR THAT WHEN WE IMMEDIATELY WENT TO ONE HUNDRED PERCENT VIRTUAL AND ONLINE INSTRUCTION.

THERE WAS A BIG LEARNING CURVE ON HOW TO DO THAT EFFECTIVELY AND REALLY LEARN AS PARENTS, AS STUDENTS AND AS AS ADMINISTRATION AND FACULTY TO DO THAT WELL.

LOTS OF LESSONS LEARNED AROUND DIGITAL INSTRUCTION, ITS PLACE IN THE CLASSROOM, HOW TO BALANCE THOSE, WHAT ARE THE BEST PLATFORMS, WHAT ARE THE BEST TOOLS, WHAT ARE THE BEST INSTRUCTIONAL PRACTICES? SO I FEEL LIKE WE ARE IN A GOOD SPOT BECAUSE WE HAVE HAD THAT LEARNING TRAJECTORY AND NOW WE HAVE THE SUPPORT OF THE STATE AND GUIDANCE FROM THE STATE TO MOVE FURTHER IN THIS DIRECTION. SO I DO FEEL LIKE WE'RE IN A GOOD PLACE TO CONTINUE TO MOVE FORWARD.

I THINK THIS IS ANOTHER ONE THAT I'M GOING TO KEENLY WANT TO CONTINUE OBSERVING AS WE MOVE FORWARD. ABSOLUTELY. AND I CAN.

I THANK YOU FOR THE DEMONSTRATION OF SKILL BASED INSTRUCTION TOWARDS KNOWLEDGE, SPEECH INSTRUCTIONS. AND THAT WOULD CONCLUDE MY QUESTIONS.

THANK YOU, PRESIDENT. THANK YOU, TRUSTEE GARCIA TRUSTEE FLORES.

THANK YOU, PRESIDENT MACKEY.

SO REAL QUICK, I'M GOING TO THE P-TECH, SO I'M LOOKING AT THE SLIDE THAT HAS THE AMOUNT OF OF COLLEGE CERTIFICATES IN MICROSOFT AND ALL THAT STUFF.

SO DOES THIS INCLUDE ANY OF THE CAREER INSTITUTE OR IS THIS JUST PURE?

[00:40:02]

JUST AT P-TECH? THAT WAS ABOVE THE SLIDE.

I WASN'T SURE WHETHER WE WERE.

THIS IS GOOD AFTERNOON.

FIRST OF ALL, THIS IS STRICTLY P-TECH BECAUSE WE DON'T LIST CERTIFICATIONS.

WHAT WE'RE TALKING ABOUT CERTIFICATES AND ASSOCIATE DEGREES.

AND I GUESS WE LISTED MICROSOFT, BUT THIS ALL REPRESENTS P-TECH.

SO YES, THIS IS P-TECH EARLY COLLEGE SPACE, RIGHT? SO THE CAREER INSTITUTES WILL BE A DIFFERENT PRESENTATION.

AND I'M JUST WHEN I SAW THAT, I WAS LIKE, WELL, ARE WE MIXING AND MATCHING? SO NO, THIS IS AWESOME. I'M GLAD THAT THAT THIS IS JUST FROM THE P-TECH.

SO IT JUST SHOWS YOU KIND OF THE IMPACT, RIGHT? IF JUST THE TECHS ARE SAVING OUR FAMILIES NINETEEN MILLION DOLLARS WORTH OF, YOU KNOW, AND THAT'S AND THAT'S AT DALLAS COLLEGE RATES, THAT IS NOT AT FOUR YEAR UNIVERSITY RATES, WHICH ARE MUCH SIGNIFICANTLY HIGHER.

SO THAT NUMBER IS PROBABLY MULTIPLES, RIGHT? RIGHT. IT'D BE MULTIPLES OF THAT FOR EVEN JUST, YOU KNOW, UT OR A&M OR TEXAS TECH OR WHOMEVER. SO JUST I JUST WANTED TO POINT THAT OUT THAT THE PRESENTATION WAS VERY CLEAR.

THAT'S AT THE KIND OF THE BOTTOM DOLLAR PRICE FOR COLLEGE CREDITS, NOT YOU KNOW, THE KIND OF THE AVERAGE PRICE.

SO THE NUMBER IN MY MIND IS MUCH HIGHER.

SO THAT'S AWESOME.

WELL, WHILE WE'RE ON THIS SLIDE, I JUST WANTED TO KIND OF THANK ALL THE PARTNERS THAT MAKE THIS POSSIBLE.

I MEAN, THE ONLY REASON THAT WE CAN HAVE THIS KIND OF IMPACT IS BECAUSE OF ALL THE GREAT ORGANIZATIONS THAT WORK WITH US.

DALLAS COLLEGE, UNT, ALL OUR BUSINESS PARTNERS THAT ARE PART OF OUR P-TECHS AND THEY'LL COMMIT AND SO MANY OTHER ORGANIZATIONS THAT ARE INVOLVED IN THIS.

I JUST WANTED TO THANK THEM ALL.

I GAVE A PRESENTATION WITH THE DALLAS COLLEGE TRUSTEES IN SAN DIEGO AT THEIR MEETING AT THE COLLEGE TRUSTEE MEETING, AND IT WAS IT WAS A ROOM THIS SIZE AND THERE WERE PEOPLE STANDING ON THE ON THE BACK SIDE OF THE ROOM YOU KNOW, STANDING ROOM ONLY PRESENTATION.

AND SO MANY PEOPLE CAME UP TO US AND SAID, HOW DID YOU GUYS PULL THIS OFF? HOW WERE YOU ABLE TO GET ALL THESE ORGANIZATIONS INVOLVED AND PULLING TOGETHER AND MAKING? I MEAN, THEY JUST COULD NOT BELIEVE IT, THAT WHAT WE HAD BUILT HERE IN DALLAS AND, YOU KNOW, THEY GOT HER CARDS AND WANTED TO REACH OUT AND AND LOOKS LIKE AT LEAST.

SO THIS IS THIS THE FERGUSON FLORISSANT IN NORTH ST.

LOUIS. IT IS, YES, YEAH, SO THAT'S WHAT I THOUGHT.

HAVING LIVED IN ST. LOUIS, I WAS FAMILIAR WITH THE NAME, SO THIS IS THE FAMOUS FERGUSON, AND THERE'S SO MUCH INVESTMENT GOING ON IN THAT COMMUNITY IN THE NORTH PART OF ST.

LOUIS. AND, YOU KNOW, MAKING MAKING THEM PART OF KIND OF OUR OUR FAMILY OF OF P-TECHS AND GETTING, YOU KNOW, CREATING THOSE AMAZING OPPORTUNITIES FOR FOR THEIR KIDDOS.

I'M JUST IT'S AWESOME.

I HOPE MANY MORE PEOPLE COME TO VISIT.

I KNOW IT IMPACTS THEIR TIME, BUT IT REALLY IS.

IT REALLY IS REMARKABLE WHAT WE BUILT HERE.

AND THERE WERE SOME BIG DISTRICTS THAT CAME TO TALK TO ME AFTER THAT PRESENTATION, COMMUNITY COLLEGE DISTRICTS THAT WERE LIKE, WOW, WE CAN NEVER GET IN TOUCH WITH OUR HIGH SCHOOLS OR WE CAN'T REALLY WORK TOGETHER.

AND SO I JUST I JUST WANTED I JUST THINK IT'S IMPORTANT TO HIGHLIGHT HOW UNIQUE THIS IS AND KIND OF HOW LARGE IT IS AND HOW UNIQUE IT IS TO DALLAS AND HOW SO MANY IT TAKES SO MANY PEOPLE TO MAKE IT HAPPEN.

AND SO THANK THANKS TO YOU GUYS FOR WE'RE WORKING WITH ALL OUR PARTNERS.

I KNOW WHEN WE STARTED TALKING ABOUT THIS STUFF 10 OR 12 YEARS AGO, IT WAS IT WAS.

IT WAS TOUGH. I REMEMBER DENISE COLLIER, DR.

COLLIER WAS HERE AND WE HAD INITIAL DISCUSSIONS ABOUT DUAL CREDIT AND WHETHER THEY WERE GOING TO COUNT OR NOT COUNT AND CHALLENGES THAT WE HAD WORKING WITH DALLAS COLLEGE.

AND I'M SO GRATEFUL THAT 10 YEARS LATER.

BUT IT'S JUST LIKE, YOU KNOW, OH, WE'VE GOT TWO HUNDRED AND FORTY THREE THOUSAND CREDITS, AND IT TOOK A LOT OF HARD WORK TO GET HERE.

SO CONGRATS, CONGRATS TO THE TEAM.

SWITCHING OVER TO THE PART ABOUT TECHNOLOGY, I MEAN, IT SEEMS TO ME THAT IF WE'VE REACHED NINETY FIVE PERCENT GIVEN THE CHALLENGES, YOU KNOW, MY KIDS TURNED OUT IN THE TECHNOLOGY WHEN THEY WERE IN THE DISTRICT, RIGHT? SO WE WERE PART OF THOSE, THOSE FAMILIES THAT, YOU KNOW, HAD BETTER TECHNOLOGY.

AND SO BETWEEN THE FOLKS, AND I THINK YOU'RE PROBABLY UNDER AGAIN UNDERCOUNTING.

MY GUESS IS IT'S A LOT MORE THAN ONE PERCENT ARE TURNING DOWN OUR TECHNOLOGY.

AND THEN JUST WITH THE TURNOVER, THE TWO OR THREE PERCENT TURNOVER.

I MEAN, WE ARE KIND OF MAXED OUT IS THAT THAT'S WHAT IT'S JUST LIKE WHEN THEY [INAUDIBLE] WHEN YOU SAY, WELL, WE'RE FULLY STAFFED WHERE WE'RE ALWAYS FULLY STAFFED, EXCEPT FOR THAT TWENTY OR THIRTY OR FIFTY CLASSROOMS WHERE YOU KNOW WHEN YOU HAVE TWENTY THOUSAND EMPLOYEES, I MEAN, THAT HAPPENED.

SO. GOOD AFTERNOON FOR US AND THANK YOU.

YEAH, I TEND TO AGREE WITH YOU.

AND I THINK CHIEF TREJO MADE A GREAT POINT THAT WHEN WE MADE THE SWITCH TO ONLINE ASSESSMENT, THAT'S THAT'S ONE WE'RE ASSESSING 100 PERCENT OF THE KIDS.

[00:45:04]

AND SO. SO YEAH, WE SCRAMBLED.

WE STRUGGLED TO SOME DEGREE TO GET THE TECHNOLOGY IN EVERYBODY'S HANDS.

BUT I DO FEEL THAT WE COULD BE UNDERREPRESENTED AT NINETY FIVE PERCENT AND YOU MAY NOT SEE THOSE NUMBERS MOVE UP TOO MUCH MORE FROM HERE.

THE OTHER THE OTHER TOOL WE HAVE AT OUR DISPOSAL, OF COURSE, IS JUST, YOU KNOW, THE LOOKING TO SEE HOW MUCH A STUDENT IS ENGAGED ONLINE.

AND SO RIGHT, WE CAN FIND THOSE DISCONNECTS TO SAY, OH, WAIT A SECOND.

THIS STUDENT DOESN'T HAVE A TECHNOLOGY DEVICE YET.

WE SEE THEM ONLINE FOUR DAYS A WEEK OR, YOU KNOW, OR SO, SO WE CAN GO DEEPER INTO THE DATA ANALYSIS AND REALLY GET THERE.

BUT I THINK THAT'S WHAT WE'RE GOING TO FIND IS THAT IT'S WE'RE PROBABLY UNDERREPRESENTED A LITTLE BIT AT NINETY FIVE PERCENT AND I DON'T RAISE THAT ISSUE.

I RAISE IT TO SAY, HEY, GREAT JOB.

WE'VE GOTTEN THERE DOESN'T MEAN WE'RE GOING TO REDUCE OUR EFFORTS BECAUSE THERE IS ALWAYS GOING TO BE A FEW THOUSAND KIDS, A FEW HUNDRED KIDS, DOZENS OF KIDS THAT WHERE WE NEED TO GET THE STUFF IN THEIR HANDS AND THE TECHNOLOGY AND THE INTERNET AT HOME.

SO I'M NOT SAYING IT IS, YOU KNOW, PAT OURSELVES IN THE BACK.

WE'RE DONE. I'M JUST SAYING, KEEP UP THE GOOD WORK.

I KNOW YOU GUYS ARE WORKING HARD ON THIS.

THANK YOU. I REALLY APPRECIATE IT.

THE ONLY OTHER COMMENT I WOULD MENTION TO THAT POINT IS THAT IT STARTS OVER EVERY YEAR, RIGHT? SO THIS IS NOT A ONE TIME CHALLENGE.

YOU'RE NOT JUST ONE AND DONE.

THERE ARE NEW KIDS THAT ARE ROLLING IN OUR SYSTEMS NEXT YEAR, SO WE HAVE TO GO THROUGH THE SAME STEPS AND EFFORT AND PROCESSES TO GET THOSE THE NEXT YEARS KIDS CONNECTED AS WELL. AND SO FOR I MEAN, YOU MENTIONED THAT THERE'S LIKE AN OPENING AND CLOSING FOR THE ENROLLMENT OF CERTAIN THINGS.

IS THERE ANY WAY TO GET SOME FLEXIBILITY? SO THERE'S LIKE MORE ROLLING TYPE ENROLLMENT.

SO THE KIDS THAT DO SHOW UP IN OUR THEY SHOWED UP LAST WEEK TO OUR SCHOOL FOR THE FIRST TIME AND SO THAT THERE'S SOME OPPORTUNITIES FOR THEM.

YEAH, THAT'S A THAT'S A GREAT POINT.

I'M NOT SURE HOW MUCH FLEXIBILITY WE HAVE IN THIS POINT IN OUR FREE HOME INTERNET PROGRAM. BUT AS WE DESIGN, YOU KNOW AND PARTICIPATE AND SUPPORT OTHER PROGRAMS GOING FORWARD, I THINK IT'S A GREAT POINT THAT WE NEED THAT FLEXIBILITY TO BE OPEN AND NOT JUST HAVE NARROW APPLICATION WINDOWS, IF YOU WILL, RIGHT? BECAUSE A NEW FAMILY CAN ENROLL IN OUR DISTRICT ANYTIME AND POTENTIALLY NEED THESE SERVICES. SO I THINK IT'S A GREAT POINT.

OKAY. AND THEN THEN MY LAST QUESTION HAS TO DO WITH WITH THE STAAR THE NEW STAAR, ARE WE GOING TO CALL IT NEW STAAR? IS IT GOING TO BE SAME STAAR? IS IT'S GOING TO GET A NEW MAIN STAAR REDESIGNED? SO WE'LL JUST START SO DO WE KNOW AT THIS POINT CAN WE ANTICIPATE ANY READING OF THE TEA LEAVES OR HAVE THEY BEEN VERY EXPLICIT ABOUT HOW THIS IS GOING TO AFFECT THE ACCOUNTABILITY SYSTEM? SO AT THIS POINT, THEY HAVE INDICATED THEY WILL NOT DO A PAUSE HERE THAT RATINGS WILL CONTINUE AND SCORES WILL BE COUNTED.

THEY HAVE INDICATED THAT THEY WILL CONTINUE TO APPLY ON THE BACK END.

THE CUT POINTS TO TRY TO KEEP THE SAME NUMBER OF SCHOOLS IN EACH RATING BAND.

AND SO THE GOOD NEWS ABOUT A TEST LIKE THIS IS BECAUSE IT IS AN INTEGRATED READING AND WRITING TEST. FOR EXAMPLE, WHAT YOU DO TO PREPARE FOR THE TEST IS HIGH QUALITY TEACHING.

IT'S NOT THE KIND OF TEST THAT YOU SORT OF DRILL FOR.

SO THE GOOD NEWS IS FOR TEACHERS, IT LOOKS A LOT MORE LIKE THE KIND OF TEACHING THEY WANT TO BE ABLE TO ENGAGE IN.

IT WILL BE A MORE CHALLENGING ASSESSMENT FOR STUDENTS BECAUSE OF THE EMPHASIS ON WRITING AND NOT STRICTLY MULTIPLE CHOICE.

BUT ON THE BACK END, THE STATE HAS SAID THAT THEY ARE GOING TO CONTINUE TO APPLY CUT POINTS TO TRY TO KEEP THE SAME NUMBER OF SCHOOLS.

SO WHICH SCHOOLS LAND IN WHICH BAND WILL BE DIFFERENT POTENTIALLY.

IT IS REALLY IMPORTANT THAT WE ARE FOCUSING ON THE USE OF HIGH QUALITY INSTRUCTIONAL MATERIALS AND QUALITY TEACHING AND LEARNING TO PREPARE FOR EXAMS LIKE THIS.

OK, SO SO BASICALLY, THEY'RE GOING TO CARVE IT.

OK, OK, OK.

THAT'S IT. THOSE ARE MY QUESTIONS.

THANK YOU. THANK YOU, TRUSTEE FLORES.

I DO HAVE A COUPLE OF QUESTIONS. THANK YOU FOR THE GREAT PRESENTATION.

THE P-TECH NUMBERS ARE PHENOMENAL.

EXCITED TO SEE THAT, AND THAT'S ONLY GOING TO CONTINUE.

I'VE QUESTIONS ON.

LET'S START WITH THE EARLY LEARNING.

SO GLAD TO SEE A CONTINUED INVESTMENT.

I KNOW EVERY TIME WE BRING THE DATA BACK, WE SEE STUDENTS THAT WERE IN PRE KS AND IN OUR PARTNERSHIPS. WHEN THEY COME TO DALLAS ISD, THEY'RE PERFORMING HIGHER.

THEY'VE MATRICULATED AT HIGHER RATES AND WHATNOT.

SO EXCITED TO HEAR ABOUT THESE EXTRA SUPPORTS.

FIRST OF ALL, HOW DID WE DETERMINE THAT THESE WERE THE RIGHT EXTRA SUPPORTS? SO WE TALK TO THE PARTNERS? DID IT COME FROM THEM? WHERE DID IT COME FROM? THANK YOU FOR THAT QUESTION, TRUSTEE MACKEY.

THAT'S EXACTLY RIGHT.

AND WE DO SIT DOWN WITH PARTNERS AND WE DID HAVE THE OPPORTUNITY TO SIT DOWN WITH SOME OF WHAT WE CALL OUR PIONEERS WHO HAVE BEEN WITH US FOR SOME TIME AND JUST REALLY LISTEN TO THEM. AND WE ALSO HAVE COMMUNICATION WITH THEM THROUGH OUR PRINCIPAL WHO OVERSEES THE PRE

[00:50:03]

K PARTNERSHIP SCHOOL.

AND SO MANY OF THESE THINGS ARE THINGS THAT THEY HAVE BEEN ASKING FOR AND THAT WE'RE WE'RE HAPPY TO BE ABLE TO GIVE AT THIS TIME.

OH, THAT'S PHENOMENAL.

AND I'M EXCITED TO SEE THAT WE ARE INVESTING IN MORE PERSONNEL IMPROVEMENTS IN THE CURRICULUM AND WHAT STUDENTS ARE GETTING.

ONE THING I HEAR A LOT, THOUGH, IS, YOU KNOW, WE NEED MORE SEATS.

IS THERE IS THERE IS ANY OF THIS OR ARE WE LOOKING TO EXPAND THE NUMBER OF SEATS OR PARTNERSHIPS WITH OTHERS THAT HAVEN'T TAKEN PART IN THIS BEFORE? WHAT DO WE SEE ON THAT FRONT? YES, SIR. SO WE HAVE AN ANNUAL RFP THAT GOES OUT FOR EXPANSION PURPOSES, AND SO WE WILL BE COMING BACK TO THIS BOARD IN MAY FOR OUR ANNUAL INCREASE.

IT JUST DEPENDS HOW MANY HIGH QUALITY CHILD CARE CENTERS RESPOND.

AND SO EACH YEAR WE TRY TO INCREASE BETWEEN THREE AND AND EIGHT CLASSROOMS PER YEAR.

SO THIS IS SO THIS IS SEPARATE.

THIS IS IMPROVEMENTS TO THE PROGRAM ITSELF.

AND THEN THAT WILL BE THE EXPANSION.

YES, SIR. OK, THAT'S GREAT TO HEAR.

AND THEN DO WE HAVE ANY DATA AND WE MIGHT NOT HAVE IT HERE, AND THAT'S FINE.

BUT ON THE PERCENTAGE OF MATRICULATION FROM THESE PARTNERSHIP CENTERS TO DALLAS ISD SCHOOLS, WE ACTUALLY DO.

I DID CHECK THAT. AND SO FOR THIS CURRENT YEAR, WE HAVE ABOUT SIXTY PERCENT OF STUDENTS THAT WERE IN THE PRE-K PARTNERSHIP WHO HAD WHO ARE ENROLLED IN KINDERGARTEN.

AND SO, YOU KNOW, THAT IS VERY PROMISING.

IS THAT UP FROM STUDENTS THAT WE I MEAN, DO WE HAVE ANY DATA ON WHAT WE WOULD COMPARE THAT TO, I GUESS, BEFORE WE HAD PARTNERSHIPS, ANY SORT OF MATRICULATION DATA.

SO I DON'T HAVE THAT PARTICULAR DATA, BUT I CAN GET THAT FOR YOU.

OK. YEAH, THAT'S EXCITING TO SEE.

AND I JUST I THINK IT'S SOMETHING IMPORTANT TO TRACK TO SEE THAT THIS INVESTMENT IS PAYING OFF AS WELL.

SO THANK YOU FOR THAT. EXCITED TO SEE THIS WORK MOVING ON TO THE STAAR.

SO THAT WAS SUPER HELPFUL.

I APPRECIATED THE DISCUSSION AROUND THIS.

THE QUESTION I HAVE IS AS FAR AS I'M FAMILIAR, THERE'S A SEPARATE PILOT ASSESSMENT FOR STAAR THAT HELPS ALLOW TEACHERS TO BREAK UP STAAR RATHER THAN IT BEING ONE BIG TESTING DAY TO DO IT THROUGHOUT THE YEAR.

THAT'S SEPARATE THAN THIS.

CAN YOU TALK ABOUT? SURE, IF THIS IS ENGAGED IN THAT AND ARE WE GOING TO HAVE ANY SENSE OF TAKING PART IN THAT IF SCHOOLS WOULD WANT TO? SO, SO. HOUSE BILL 3906 DOES MANDATE WHAT THEY CALL A THREE YEAR A THROUGH YEAR ASSESSMENT PILOT, WHICH DOES RECOMMEND BREAKING UP THE STAAR INTO MULTIPLE ADMINISTRATION OPPORTUNITIES IN ALLOWING STUDENTS TO APPROACH THAT ASSESSMENT TWO TO THREE TIMES DURING THE YEAR, A PORTION AT A TIME TO REDUCE THE AMOUNT OF TIME THAT STUDENTS ARE ACTUALLY TESTING AND TO ALLOW FOR MORE INSTRUCTION THAT'S TARGETED AT THE NEEDS OF THE STUDENTS AT THIS TIME. I DON'T KNOW DR.

OAKLEY'S HERE. I DON'T BELIEVE WE ARE A PART OF THAT THROUGH YEAR ASSESSMENT PILOT.

SO BUT I CAN FIND OUT FOR YOU, TRUSTEE MACKEY AND GET GET BACK TO YOU ON THAT.

I KNOW WHEN I'VE SHARED THAT WITH TEACHERS, ESPECIALLY STAAR TEACHERS, THEY EXPRESS A HUGE DESIRE TO BE ABLE TO SAY IF I COULD.

INSTEAD OF THIS MY UNIT TEST, I CAN DO THIS AND THEN I CAN SEE WHICH KIDS ARE STRUGGLING AND STILL WORK WITH THEM. AND IT'S NOT SO MUCH OF JUST A BIG END OF THE ROAD THING THAT WE TRY TO PREPARE FOR ALL YEAR, BUT IT'S ACTUALLY INTEGRATED INSTRUCTION.

I'VE HEARD A LOT OF POSITIVE RESPONSES TO THAT.

SO IF THERE'S ANYTHING WE CAN DO TO EXPLORE THAT OR LOOK AT THAT AND THINK THAT'D BE A REALLY POWERFUL, WE'RE NOT CURRENTLY PART OF THE ASSESSMENT, AS CONFIRMED BY DR.

OAKLEY, BUT I KNOW THAT THE STATE IS LOOKING INTO THAT AND I KNOW THAT WE AS A DISTRICT ARE ALSO IN THE PROCESS OF CONSIDERING HOW ARE WE ALIGNING OUR ASSESSMENTS TO THE HIGH QUALITY INSTRUCTIONAL MATERIALS AS RECOMMENDED BY THE STATE AND THE ASSESSMENTS THAT GO ALONG WITH THOSE MATERIALS? GOTCHA. ALL RIGHT.

THANK YOU SO MUCH. SO WE WILL NOW MOVE ON TO SECOND ROUND TRUSTEE JOHNSON FOLLOWED BY TRUSTEE GARCIA. YES, WE'LL BE TALKING ABOUT THE PRE-K FIRST.

AGAIN, YOU'RE DOING AN AWESOME JOB WITH EVERYTHING THAT YOUR TEAM IS DOING.

WITH THE BROADBAND, WHEN WE TRY TO EXPAND.

I KNOW WE'VE HAD, LIKE I SAY, WE HAD COUNTLESS OF CONVERSATIONS AROUND THIS, SO I APPRECIATE EVERYTHING THAT YOU'RE DOING TO MAKE SURE OUR KIDS HAVE WHAT THEY NEED IN ORDER TO SUCCEED VIRTUALLY FREE.

I'M A BIG FAN OF PRE-K IS NEEDED.

I'M WORKING WITH SOME PEOPLE IN THE COMMUNITY CONCERNING PRE-K HAD A MEETING WITH TOD WILLIAMS AROUND IT AND IT WAS A PHENOMENAL MEETING AND IT'S SOMETHING I'VE BEEN VERY PASSIONATE ABOUT SINCE DAY ONE, ESPECIALLY BEING A COMMUNITY LIAISON IN ELEMENTARY SCHOOL AND WORKING AS A PASTOR IN THE COMMUNITY WITH OUR BABIES.

BUT I KNOW WE'RE AT DISTRICT FIVE.

WE'RE BUILDING ABOUT A FORTY FIVE MILLION DOLLAR NEW EDIFICE FOR THE [INAUDIBLE] STEAM SCHOOL. BUT AROUND THE CORNER, WE'RE MERGING THOSE SCHOOLS TOGETHER WITH ELIJAH AND PEACE AND FORMERLY BUSHMAN.

BUT ELIJAH AND PEACE IS ALSO GOING TO BE A PRE-K CENTER.

AND SO, DR. LUSK, WOULD YOU KIND OF BECAUSE I KNOW I HAVE PEOPLE LISTENING TO ME TODAY, I

[00:55:04]

KNOW WE'RE GOING TO DO THE PRE-K AS WELL AS I THINK IT'S THE KIDS ZONE.

SO CAN YOU? I KNOW THEY OWN THE AGENDA.

BUT CAN YOU KIND OF BECAUSE IT'S GOING TO BE A PARTNERSHIP WITH IT AND THE OPPORTUNITY THAT OUR PARENTS ARE GOING TO HAVE WITH JUST WITH PRE-K, IT'S GOING TO BE FULL DAY.

I KNOW WE'RE LOOKING AT FREE.

SO CAN YOU KIND OF GIVE A LITTLE EXPLANATION? SO PEOPLE, THAT'S LISTENING IN DISTRICT FIVE UNDERSTAND WHAT'S GOING ON? YES, SIR. ABSOLUTELY. SO [INAUDIBLE] INNOVATION ZONE IS THE LANGUAGE WE'VE COINED IT THUS FAR. BUT THE WHOLE INTENT OF THE OPPORTUNITY IS TO ALLOW STUDENTS ACROSS DALLAS ISD, FOR EXAMPLE, ELEMENTARY SCHOOLS, IN MULTIPLE GRADE SPANS TO BE ABLE TO COME TO THE LOCATION AND UNDERSTAND AND SEE AND EXPERIENCE THE PATHWAYS AND PROGRAMS OF STUDY THAT WE HAVE ACROSS DALLAS ISD.

YOU KNOW, WE HAVE SO MANY GREAT PROGRAMS. WE TALKED ABOUT P-TECH TODAY, RIGHT? AND SO MANY OF THE PATHWAYS ARE JUST SO PHENOMENAL FOR OUR KIDS, WHETHER WE TALK ABOUT CREATING PATHWAYS IN THE STEM SPACE, ET CETERA.

BUT IN ADDITION, OUR CAREER INSTITUTES HAVE SO MANY OPPORTUNITIES FOR OUR STUDENTS IN THE EARLIER, WE CAN GET THEM TO UNDERSTAND THE OPPORTUNITIES AND LET THEM SEE THEIR FUTURE.

THAT'S REALLY WHAT WE'RE TRYING TO DO.

I MEAN, WHEN YOU THINK ABOUT THE [INAUDIBLE] WE HAVE SIMULATOR A FLIGHT SIMULATOR, FOR EXAMPLE, RIGHT? AND THAT'S JUST A GREAT EXAMPLE OF ONE THING THAT WE'RE DOING TO NOT JUST TALK ABOUT THE CAREER PATH, BUT LET THEM EXPERIENCE THEIR CAREER PATH.

AND THAT'S EXACTLY WHAT WE INTEND TO DO WITH KID CITY INNOVATION ZONE SO THAT OUR KIDS FROM ALL OVER DALLAS ISD WILL COME TO THIS LOCATION AND EXPERIENCE THESE DIFFERENT PROGRAMS OF STUDIES AND PATHWAYS.

SO WE'RE WE'RE DOING THIS PROGRAM, THE KIDS ALONG WITH THE PRE-K IN ONE BUILDING, AND WE'RE REALLY KIND OF TARGETING OUR EARLY BABIES, GETTING THEM OPPORTUNITY TO TRY AND EXPAND THEIR KNOWLEDGE AND GROW.

SO WHEN THEY DO GET TO THAT NEXT LEVEL WITH THE SECOND, THE SECONDARY LEVEL, THEY ALREADY HAVE SOME EXPERIENCE TO BE KIND OF AWARE OF WHAT'S GOING ON.

ABSOLUTELY. I THINK WHAT WE RECOGNIZE IS LIKE, YOU KNOW, WE HAVE SOME GREAT PROGRAMING, BUT SOME OF OUR CHALLENGES ARE WE'RE WE'RE REALLY HELPING ADVISE STUDENTS TOO LATE.

SO WE NEED TO START THE ELEMENTARY LEVEL AND REALLY LET THEM THEIR EYES BE WIDE OPEN AS TO OPPORTUNITIES AND CONSIDERATIONS FOR THEIR FUTURE.

WELL, I APPRECIATE I'M DEFINITELY ON BOARD WHAT YOU'RE DOING AND I CAN'T WAIT TO BRING THIS TO OUR COMMUNITY. [INAUDIBLE] THANK YOU SO MUCH.

THANKS. THANK YOU, TRUSTEE JOHNSON, TRUSTEE GARCIA.

QUESTION FOR YOU, JACK, THE CONNECTIVITY YOU MENTIONED, JUST THE CONSISTENT NUMBER OF STUDENTS THAT WE HAVE HIGH MOBILITY, I THINK, AND THEN JUST CHANGES IN ENROLLMENT AS WE MOVE ON WITH THIS NEW SCHOOL YEAR.

DO WE HAVE THE CONNECTIVITY OF THE FAMILY AS PART OF INTAKE FORMS? I MEAN, HOW DO WE HOW DO WE KNOW THAT FAMILY WHEN THEY COME TO US WITHOUT HAVING TO CHASE THEM DOWN? THANK YOU, TRUSTEE GARCIA.

YES, GREAT QUESTION. SO WE DID ADD THAT QUESTION ON OUR ENROLLMENT FORM, I THINK LAST YEAR, RIGHT? AND YOU KNOW THAT WE'RE ROLLING OUT OUR NEW ENROLLMENT ONLINE ENROLLMENT SYSTEM AND WE AND WE'RE GETTING MORE AND MORE HITS AND FAMILIES REGISTERING THAT WAY.

SO OUR DATA IS ONLY GOING TO GET BETTER AND MORE COMPLETE GOING FORWARD IN THAT REGARD.

SO YEAH, IS IS WE GET MORE FAMILIES COMPLETING ONLINE REGISTRATION.

WE ASK THEM THAT QUESTION.

IT GIVES US THE ABILITY TO GET THEM IN THE APPLICATION PIPELINE OR CONNECTED TO WHICHEVER CONNECTIVITY, YOU KNOW, SERVICE PROVIDER IS AVAILABLE FOR THEM.

SO I ANTICIPATE THAT GETTING MUCH BETTER, MUCH MORE ROBUST GOING FORWARD.

SO A COMPLETELY DIGITAL PROCESS MOVING FORWARD.

YES, MA'AM. AWESOME.

OK, THANK YOU. THAT'S ALL.

THANK YOU. THANK YOU. THANK YOU.

TRUSTEE GARCIA ANYONE ELSE FOR SECOND ROUND? ALL RIGHT, THANK YOU ALL FOR THE COMPREHENSIVE UPDATE.

WE WILL NOW MOVE ON TO ITEM SIX B MINORITY WOMEN BUSINESS ENTERPRISE, MWB QUARTERLY REPORT FY 2021-22 QUARTER TWO.

GOOD AFTERNOON, EVERYONE.

MS. PARTEE AND I WOULD LIKE TO PRESENT OUR SECOND QUARTER MWB REPORT TO YOU.

BUT FIRST, I WOULD LIKE TO SHARE A COUPLE OF THE HIGHLIGHTS THAT WE HAVE, AND THE FIRST ONE IS THAT WE HAVE OUR AVAILABILITY AND DISPARITY STUDY REPORT AND RECOMMENDATIONS WILL BE SUBMITTED TO YOU IN THE BOARD BRIEFING IN MAY.

SECOND THING I WOULD LIKE TO SHARE IS THAT WE ARE CONDUCTING OUR OUTREACH AND TRAINING SESSIONS THROUGH COMMUNITY EVENTS AND WEBINARS, AND THAT'S FOR OUR FOR VENDORS WHO ARE WORKING WITH DALLAS ISD AND TO RECRUIT VENDORS TO START BIDDING FOR CONTRACTS WITH DALLAS ISD.

NEXT, WE HAVE OUR BUN ACADEMY, WHICH WE'VE WE PRESENTED THIS LAST YEAR, WE TALKED ABOUT OUR BUN ACADEMY WAS VERY SUCCESSFUL, AND SO WE HAVE CONTINUED OUR BUN ACADEMY FOCUSING ON

[01:00:06]

INCREASING OUR VENDORS BONDING CAPACITY AND INSURANCE CAPACITY.

AND THE LAST AREA THAT I WOULD LIKE TO SHARE WITH YOU IS THAT WE HAVE AN INITIATIVE THAT'S NEW AND THIS IS ONE THAT'S GOING TO HAVE A MAJOR IMPACT ON OUR DATA.

AND THAT IS WHERE WE ARE MEETING WITH PRIME VENDORS WHO HAVE BEEN AWARDED LARGE CONTRACTS WITH DALLAS ISD.

AND WE'RE ENCOURAGING THEM TO TO UTILIZE MWBE CERTIFIED CONTRACTORS IN AREAS SUCH AS CONSULTING, OFFICE SUPPLIES, TECHNOLOGY, AND ET CETERA.

SO THEREFORE, BASICALLY AND THESE MEETINGS HAVE BEEN VERY, VERY PROMISING AS WE'VE MET WITH THE HEADS OF THE VARIOUS COMPANIES, ET CETERA, AND THEY'RE COMMITTED TO UTILIZING MORE MWBE SUBCONTRACTORS.

AND THIS IS GOING TO HAVE A MAJOR IMPACT ON US MEETING OR EXCEEDING OUR GENERAL OPERATING GOALS. AND NEXT, WE'LL HAVE MS. PARTEE SHE WILL SHARE THE SECOND QUARTER, EXCUSE ME, DATA FROM MWBE.

THANK YOU, MR. WILLIAMS. GOOD AFTERNOON, TRUSTEES.

I WILL PRESENT TO YOU THE 2015 BOND PROGRAM, AND THIS IS A CUMULATIVE TOTAL MWBE UTILIZATION.

AS FAR AS THE CONSTRUCTION CATEGORY THE BOARD HAS ADOPTED AND APPROVED A THIRTY PERCENT MWBE GOAL.

OUR UTILIZATION WAS FIFTY FIVE POINT THREE FIVE PERCENT AS OF DECEMBER 31ST, 2021.

PROFESSIONAL SERVICES THE BOARD HAS ESTABLISHED A THIRTY FIVE PERCENT MWE PARTICIPATION GOAL AND AS OF DECEMBER 31ST, 2021, THE ACTUAL UTILIZATION WAS THIRTY EIGHT POINT SEVENTY SEVEN PERCENT.

THEREFORE, WE ARE EXCEEDING THE GOALS IN BOTH OF THOSE RESPECTIVE CATEGORIES FOR THE 2015 BOND PROGRAM.

THE NEXT PRESENTATION SLIDE I HAVE BEFORE YOU IS THE 2008 BOND PROGRAM.

TOTAL MWBE UTILIZATION FROM THE INCEPTION OF THE BOND PROGRAM THROUGHOUT DECEMBER THE 31ST, 21.

OF COURSE, THE BOND FUND, THE CONSTRUCTION GOAL IS THIRTY PERCENT.

OUR UTILIZATION WAS AT FORTY NINE PERCENT.

BOND FUND PROFESSIONAL SERVICES.

THE GOAL WAS THIRTY FIVE PERCENT AND THE ACTUAL UTILIZATION WAS THIRTY NINE PERCENT.

AS WE CONTINUE TO THE BRIDGE PROGRAM, TOTAL MWBE UTILIZATION CUMULATIVE TO DATE.

THE BOND FUND CONSTRUCTION GOAL WAS THIRTY PERCENT.

THE ACTUAL UTILIZATION WAS SEVENTY THREE PERCENT.

BOND FUND THE PROFESSIONAL SERVICES MWBE GOAL IS THIRTY FIVE PERCENT.

HOWEVER, THE UTILIZATION WAS TWENTY FIVE PERCENT, SO WE HAVE FALLEN SHORT IN THAT RESPECTIVE CATEGORY.

THIS SLIDE PRESENTATION BEFORE YOU, IS THE CONSTRUCTION MANAGER AT RISK, ALSO REFERRED TO AS CMAR, THE PROFESSIONAL SERVICES GOALS REMAIN THIRTY FIVE PERCENT.

THE ACTUAL UTILIZATION WAS SEVENTY FIVE POINT EIGHT PERCENT.

FOR CONSTRUCTION, THE GOAL WAS THIRTY PERCENT AND THE ACTUAL UTILIZATION WAS TEN POINT NINE PERCENT.

FOR OUR GENERAL OPERATING FUNDS REFLECTING FUND 199, THE GOAL IS THIRTY PERCENT AND THE ACTUAL UTILIZATION WAS FOURTEEN POINT ONE THREE PERCENT.

THE TOTAL MWBE UTILIZATION DISTRICTWIDE, EXCLUDING BOND FUNDED PROCUREMENTS, THE ACTUAL GOAL WAS THIRTY PERCENT, THE ACTUAL UTILIZATION WAS SIXTEEN POINT THREE PERCENT.

THAT INCLUDES THE PRESENTATION SLIDES, AND I WOULD LIKE TO RETURN IT OVER TO THE TRUSTEES FOR ANY PARTICULAR QUESTIONS YOU MAY HAVE.

THANK YOU SO MUCH. TRUSTEES WE'LL NOW TAKE QUESTIONS.

WE'LL START WITH TRUSTEE GARCIA.

GOOD AFTERNOON. THANK YOU FOR YOUR PRESENTATION.

I HAVE THE PLEASURE OF LEARNING MORE ABOUT THE STRATEGIC SESSIONS AND PARTNERSHIPS THAT ARE TAKING PLACE AND HUGE KUDOS TO YOU.

AND IT'S ALWAYS REALLY A GREAT PLEASURE TO SEE THE AWARDS THAT YOU ARE NOMINATED FOR AND RECEIVE. AND I ALWAYS ENJOY THE UPDATES THAT ARE PROVIDED TO ME ON OUR MEMOS AND OTHER THINGS COMING FROM YOUR DEPARTMENT.

SO THANK YOU VERY MUCH FOR THIS WORK.

I THINK IT'S CRITICAL TO CONTINUE LOOKING AT THE WAY THAT WE DIVERSIFY AND INCREASE ACCESS, AND CERTAINLY I THINK THAT YOU'VE DONE A PHENOMENAL JOB.

I LOOK FORWARD TO THE NEXT UPDATE AND I WILL LOVE TO FOLLOW UP JUST INDIVIDUALLY ON LEARNING MORE ABOUT THE WORK THAT GOES ON AROUND DIFFERENT COMMUNITIES IN DALLAS.

[01:05:03]

BUT THANK YOU SO MUCH, REALLY.

JUST A COMMENT. THANK YOU.

THANK YOU, TRUSTEE GARCIA TRUSTEE JOHNSON.

YES, I WOULD LIKE TO CONCUR.

THANK YOU GUYS FOR THE WORK THAT YOU'RE DOING.

I SEE IT GOING ON AND ANY WAY WE CAN CONTINUE TO BE A HELP TO YOU, LET US KNOW.

BUT YOU'RE DOING AN EXCELLENT JOB AND I WANT TO THANK YOU FOR YOUR LEADERSHIP AND YOUR TEAM. THANK YOU.

THANK YOU, SIR. THANK YOU.

TRUSTEE JOHNSON ANYONE ELSE FOR FIRST ROUND HERE? THANK YOU ALL FOR THE GREAT PRESENTATION.

THANK YOU. THANK YOU. WE WILL NOW MOVE ON TO ITEM EIGHT, CONSIDER AND TAKE POSSIBLE ACTION

[8. MINUTES SUBMITTED FOR APPROVAL]

TO APPROVE THE MINUTES SUBMITTED FOR APPROVAL.

YOU'LL RECEIVE THOSE AS WE GET TO THE MEETING, SO THAT'LL BRING US TO ITEM NINE.

TRUSTEES ANY QUESTIONS ON A OR B UNDER ITEM NINE? OK, SO THAT WILL MOVE US TO ITEM C DISCUSSION OF DISTRICT CONSTRAINTS.

[9. STATUTORY ITEMS]

AND SO I KNOW I HAD MENTIONED THIS AT OUR LAST MEETING, BUT WANTED TO PUT THIS ON THE AGENDA FOR OUR SCHOOL BOARD TO TALK ABOUT IF WE CAN GO TO THE NEXT SLIDE, PLEASE.

AS YOU ALL KNOW IN OUR AE LOCAL POLICIES THAT OUTLINE WHAT THE DISTRICT STANDS FOR AND THE WORK THAT WE'RE DOING.

AND AS PART OF LONESTAR GOVERNANCE, THIS SCHOOL BOARD HAS ADOPTED STUDENT OUTCOME GOALS AND CONSTRAINTS IN ALIGNMENT WITH THE WORK THAT WE EXPECT THE SUPERINTENDENT AND STAFF TO AIM FOR AND ACHIEVE.

AND SO, AS PER LONESTAR GOVERNANCE AND AS THE WAY WE LOOK AT THIS, THE STUDENT OUTCOME GOALS ARE DESCRIBING WHAT STUDENTS KNOW AND ARE ABLE TO DO, AND THESE ARE SPECIFICALLY AND INTENTIONALLY FOCUSED ON STUDENTS AND NOT ADULT OUTPUTS OR INPUTS OR ANYTHING LIKE THAT. IT IS ABOUT WHAT WE'RE DOING TO MOVE KIDS FORWARD.

I KNOW I THINK MOST PEOPLE WERE HERE WITH I THINK WITH THE EXCEPTION OF TRUSTEE CARREÓN IN 2019, WHEN THIS BOARD SAT DOWN THROUGH A NUMBER OF WORKSHOPS AND REALLY RETHOUGHT ABOUT WHAT OUR STUDENT OUTCOME GOALS FOR THE NEXT FIVE YEARS, WERE GOING TO LOOK LIKE AND COALESCE AROUND THEM AND VOTED ON THEM TO MAKE THOSE INTO FRUITION.

WE ACTUALLY HAVEN'T REVISITED OUR CONSTRAINTS SINCE 2016 WHEN THESE WERE ORIGINALLY DONE, FOR THE MOST PART AS A FULL BOARD.

AND AGAIN, THE IDEA OF A CONSTRAINT IS SOMETHING THAT THE SUPERINTENDENT AND THE DISTRICT ARE TO NOT VIOLATE AS THEY PURSUE THESE OUTCOMES, SO PURSUE THE STUDENT OUTCOME GOALS AT ALL COSTS, BUT NOT AT THE EXPENSE OF THESE OTHER COMMUNITY VALUES THAT WE HOLD DEAR.

AND SO IT IS TIME FOR US TO HAVE THIS CONVERSATION, AND THIS ONE IS JUST GOING TO BE A GENERAL CONVERSATION OF THE BOARD TO BE ABLE TO SHARE A LOT OF THESE.

I'VE HEARD TRUSTEES MENTION THIS A TON IN PASSING IN TERMS OF WHAT'S IMPORTANT TO THE DISTRICT, ET CETERA, BUT THEY'RE NOT CODIFIED IN OUR CONSTRAINTS AND THAT'S WHAT THE POINT OF THIS CONVERSATION IS.

SO IF WE CAN GO TO THE NEXT SLIDE, PLEASE.

HERE ARE THREE CURRENT CONSTRAINTS WE HAVE DO NOT ALLOW A LOW LEVEL OF CAMPUS SATISFACTION, DO NOT ALLOW A NEGATIVE STUDENT EXPERIENCE, AND DO NOT VIOLATE THE THEORY OF ACTION. AND EACH OF THESE HAS A PROGRESS MEASURE THAT'S HELPFUL FOR US TO DETERMINE WHETHER OR NOT THE DISTRICT IS ACTUALLY MEETING THESE.

AND JUST LIKE THE GOALS, THE BOARD OWNS THESE CONSTRAINTS WE SET THEM.

BUT THEN ADMINISTRATION HELPS TO DEFINE WHAT DOES SUCCESS LOOK LIKE BASED ON THEIR KNOWLEDGE OF THAT, AND WE HAVE A DISCUSSION ABOUT THAT.

AND SO GIVEN THIS, THESE SHOULD END UP LOOKING MUCH LIKE OUR BOARD GOALS.

BUT THEY ARE THE OTHER COMMUNITY VALUES THAT ARE IMPORTANT, AND THERE'S A NUMBER OF THINGS THAT THAT CAN BE DISCUSSED HERE.

SO IF WE GO TO THE NEXT SLIDE, PLEASE, THE PROPOSAL THAT I HAVE OUT FOR THIS CONVERSATION, I THINK IS IMPORTANT THAT IT GOES TO A NUMBER OF ITERATIONS IS FOR THIS BRIEFING FOR US JUST TO OPEN UP THE FLOOR, FOR TRUSTEES TO BE ABLE TO TALK ABOUT THINGS THAT WE THINK ARE REALLY POWERFUL AND IMPORTANT THAT THIS DISTRICT STANDS FOR.

AND I'LL GIVE ONE EXAMPLE EVERY SINGLE PERSON ON THIS BOARD TALKS ABOUT RACIAL EQUITY BEING A CRITICAL COMPONENT OF WHAT WE DO, AND WE SHOULD PURSUE STUDENT OUTCOMES, BUT NOT AT THE EXPENSE OF RACIAL EQUITY AND REALLY THINKING ABOUT THAT.

BUT THAT'S ACTUALLY NOT IN OUR CONSTRAINTS, BUT WE MONITOR IT.

SO HOW DO WE HAVE THIS CONVERSATION TO PUT THE MOST IMPORTANT COMMUNITY VALUES IN OUR CONSTRAINTS AND THEN MOVE THROUGH WE WOULD HAVE IN APRIL, YOU KNOW, ADMINISTRATION IS GOING TO LISTEN TO THESE AND HEAR TRUSTEES TALK ABOUT THIS, MAYBE ASK SOME CLARIFYING QUESTIONS, BUT THEN COME BACK WITH A PROPOSAL AND SAY, ALL RIGHT, HERE'S WHAT WE HEARD, AND HERE'S HOW WE WOULD RECOMMEND MEASURING THIS.

AND JUST LIKE THE GOALS CONVERSATION, WE WOULD MOVE THROUGH THIS AND LOOK AT IT IN APRIL PROVIDE FEEDBACK.

AND AGAIN, THERE WOULD BE SOME EDITS MADE, PERHAPS BASED ON FEEDBACK.

AND THEN IN MAY AND THEN WE WOULD ACTUALLY ADOPT THESE AND A UPDATED A LOCAL POLICY THAT HAS IT. SO WE HAVE NEWLY REVISITED GOALS THAT WE'VE DONE WITHIN THE LAST COUPLE OF YEARS AND CONSTRAINTS.

AND THIS WOULD COINCIDE PERFECTLY WITH OUR SUPERINTENDENT SEARCH TO BE ABLE TO HAVE THESE

[01:10:01]

TWO SIDE BY SIDE AND SAY, THIS IS WHAT THIS BOARD AND COMMUNITY VALUES.

HERE ARE THE GOALS WE EXPECT, AND HERE IS WHAT WE VALUE AS IMPORTANT.

SO THAT'S THE TIMELINE.

THAT IS THE REASONING FOR WHY I'VE PUT THIS ON THE AGENDA FOR US TO DISCUSS.

AND I THINK THAT'S THE LAST SLIDE.

IS THAT CORRECT? YES.

AND SO I DO WANT TO JUST OPEN IT UP TO THE FLOOR FOR TRUSTEES TO BE ABLE TO ASK ANY QUESTIONS AND THEN ALSO JUST SHARE ANY THOUGHTS.

THEY MIGHT HAVE INITIAL THOUGHTS AROUND REVISITING THESE CONSTRAINTS AND THINKING ABOUT WHAT THEY SHOULD ENCOMPASS IF THEY'RE MISSING SOMETHING CURRENTLY.

SO I'LL STOP THERE AND I WILL OPEN THE FLOOR UP TO ANY TRUSTEES.

TRUSTEE CARREON.

WELL, THANK YOU, PRESIDENT MACKEY, FOR FIRST AND FOREMOST FOR BRINGING FORWARD THIS CONVERSATION, I THINK IT'S A VERY IMPORTANT TIME.

I AGREE WITH YOU THE TIMING IS RIGHT AND IT'S AND IT'S BEEN TOO LONG SINCE THE BOARD HAS HAS THESE CONSTRAINTS.

AND I GUESS I HAVE NO REAL COMMENTS ON THE TIMELINE.

I THINK I AGREE WITH YOUR TIMELINE.

I JUST REALLY WANTED TO ECHO EXACTLY WHAT YOU SAID IN REGARDS TO WHEN I LOOK AT OUR CONSTRAINTS AND KIND OF SEE WHAT'S MISSING.

IT'S THAT IDEA THAT'S BEEN CENTRAL TO SO MUCH OF THE WORK THAT WE HAVE DONE AS A SCHOOL DISTRICT AND THIS IDEA OF EQUITY, RIGHT? THE IDEA THAT, YOU KNOW, AS WE MOVE FORWARD, AS WE REACH OUR STUDENT OUTCOME GOALS THAT NO ONE PART OF TOWN, NO ONE DEMOGRAPHIC, NO CAMPUS IS LEFT BEHIND, RIGHT OR IN THAT WORK OR DOES NOT HAVE EQUITABLE ACCESS TO THE RESOURCES.

SO I HOPE AS WE KIND OF MOVE FORWARD WITH THIS CONVERSATION THAT TO KIND OF SPEAK MORE TO THAT AND SEE THAT KIND OF PERHAPS WORK ITS WAY INTO FUTURE CONSTRAINTS.

THANK YOU. THANK YOU TRUSTEE CARREÓN.

TRUSTEE GARCIA, THANK YOU, PRESIDENT MACKEY, THIS CONVERSATION TO ME IS PRETTY TIMELY RIGHT NOW AS I ENGAGE MYSELF IN FURTHER PROFESSIONAL DEVELOPMENT AS AS A BOARD MEMBER AND LEARN MORE ABOUT GOVERNANCE FOCUSED ON ON STUDENT OUTCOMES.

I HAPPEN TO BE IN A COHORT ALONG WITH A COLLEAGUE FROM FORT WORTH ISD, AND WE HAVE THIS PRECISE CONVERSATION JUST LAST WEEKEND ABOUT CONSTRAINTS IN OUR DISTRICTS.

ONE OF THE THINGS THAT CAUGHT MY ATTENTION ABOUT FORT WORTH JUST DOWN THE ROAD FROM US WAS ALSO A COMMUNITY VALUE THAT CAME UP IN CONVERSATION.

AMONG OUR COHORT WAS CENTERED AROUND TRANSPARENCY IN COMMUNICATION FROM THE DISTRICT TO OUR COMMUNITY. THERE WAS ALSO ACCESS TO LEARNING AND VERY MUCH.

I FEEL LIKE THE WORK THAT WE'RE CURRENTLY DOING WITH OPERATION CONNECTIVITY AND OTHERS ARE A PART OF OUR WORK THAT WE ARE CURRENTLY DOING IN THAT REGARD.

I'M HAPPY TO IF IT HELPS TO SHARE A LITTLE BIT MORE ABOUT THEM, BUT THEY HAVE A SPECIFIC CONSTRAINT. I BELIEVE IT'S CONSTRAINT NUMBER FIVE, FOCUSED ON RACIAL AND ETHNIC EQUITY, AND I THINK THAT THE ONE THAT'S THE ACCESS TO TO LEARNING REALLY TIES IN REALLY WELL TO REALLY, A LOT OF THE WORK THAT'S CURRENTLY GOING ON IN OUR DISTRICT AND INCLUDING HIGH QUALITY INSTRUCTION AND INSTRUCTIONAL TIME AND OTHER THINGS, SO I'LL PUT THAT IN FOR MY FIRST ROUND. IT'S JUST A CONSIDERATION OF SOMETHING THAT I'M CURRENTLY UNDERGOING AND TRAINING AND HAPPY TO CONTINUE WITH WHAT I HEAR FROM MY COLLEAGUES.

THANK YOU, TRUSTEE GARCIA.

ANY OTHER TRUSTEES FOR FIRST ROUND? [INAUDIBLE] TRUSTEE FLORES.

I MEAN, I'M GLAD THAT WE'RE REVISITING THESE CONSTRAINTS.

YOU KNOW, THE YOU KNOW, SOMETIMES, YOU KNOW, WE PROBABLY FOR FIGURING OUT OUR CPM 1.1 THE PERCENT OF CAMPUSES OF NEGATIVE AND NEUTRAL RESPONSES ON CLIMATE SURVEYS AND ABOUT CAMPUS DIRECTION DECREASE FROM SUCH AND SUCH THE SUCH AND SUCH.

I MEAN, THAT'S THAT'S KIND OF A PRETTY GLOBAL.

AND I DON'T RECALL EXACTLY WHAT KIND OF KPIS OR ANYTHING WE USE AROUND KIND OF WITHIN THIS CATEGORY.

SAME THING WITH THE OTHER ONE STUDENT EXPERIENCE, YOU KNOW, THEORY OF ACTION, YOU KNOW, I DON'T RECALL EXACTLY WHAT OUR KPIS ARE WITHIN EACH ONE OF THESE, BUT IT'D BE GOOD TO KIND OF IF WE HAVE ANY TO, YOU KNOW, GET A LITTLE MORE GRANULARITY AROUND THAT, JUST KIND OF WALKING INTO THIS KIND OF BLIND.

THAT'S THE ONLY THING THAT COMES TO MIND.

THANKS. THANK YOU, TRUSTEE FLORES, AND I THINK IF WE CAN GO BACK ONE SLIDE, I THINK THESE

[01:15:01]

ARE THE ONLY KPIS THAT WE CURRENTLY USE.

SO I DON'T THINK WE HAVE ANY OTHER ONES.

THERE'S NOTHING UNDER THEM. THIS IS THE ONE TRUSTEE MARSHALL.

SO. MY ORIENTATION IS PROBABLY A LITTLE DIFFERENT THAN, I THINK, THE DIRECTION YOU'RE HEADED HERE. I'M CONCERNED ABOUT THE EXISTENCE OF CONSTRAINTS WITHIN THE LONE STAR GOVERNANCE MODEL AND WHEN WE SET THESE CONSTRAINTS.

I LIKE THAT THEY ARE RELATIVELY UNRESTRICTED MY ORIENTATION IS MORE TOWARDS SETTING A GOAL AND THEN GIVING THE ADMINISTRATION THE AUTONOMY TO EXPLORE WHATEVER LEVERS THEY CAN PULL TO ATTAIN THAT GOAL.

SO THESE CONSTRAINTS THAT WE'VE PREVIOUSLY HAD TO ME DON'T SEEM OVERLY RESTRICTIVE.

BUT I WOULD LIKELY RESIST ANY STRINGENT GOALS OR STRINGENT CONSTRAINTS.

EXCUSE ME, THAT WOULD HAMPER THE ADMINISTRATION'S ABILITY TO ACHIEVE OUR GOALS BECAUSE I THINK THE ORIENTATION TOWARDS THE GOALS NEEDS TO BE MUCH MORE PARAMOUNT THAN THE ORIENTATION TOWARDS THE CONSTRAINTS.

SO I DON'T HAVE ANY OBJECTIONS TO THE ONES THAT ARE ON THE PAGE.

BUT IF WE'RE THINKING ABOUT GETTING MORE ROBUST IN OUR CONSTRAINTS THAN THAT WOULD GIVE ME [INAUDIBLE].

SO THANK YOU, TRUSTEE MARSHALL ANYONE ELSE FOR FIRST ROUND? I DON'T KNOW IF WE HAVE ANYONE ON THE LINE FOR FIRST ROUND.

THEN I'LL DO MY FIRST ROUND, THEN WE'LL GO TO THE SECOND ROUND.

YOU KNOW, I AGREE WITH THAT.

TO SOME EXTENT, THESE CONSTRAINTS SHOULDN'T RESTRICT TO A FAULT.

BUT AT THE SAME TIME, I THINK THERE ARE THINGS THAT WE VALUE OR SAY WE VALUE AS A BOARD, BUT THEY'RE HOUSED IN DIFFERENT PLACES.

AND SO, FOR INSTANCE, WE MONITOR AND THINK ABOUT RACIAL EQUITY, BUT THAT'S NOT ONE OF OUR CONSTRAINTS. AND SO MY HOPE IN THIS CONVERSATION IS THAT WE CAN COALESCE AROUND THIS AND REALLY TALK ABOUT WHAT'S WHAT'S IMPORTANT TO THE DISTRICT BECAUSE THIS IS WHERE IT BELONGS ALONGSIDE OF THE STUDENT OUTCOME GOALS.

SO I ECHO TRUSTEE CARREÓN'S POINT.

I THINK HAVING A CONSTRAINT IN THERE THAT WE DO NOT OPERATE WITHOUT CONSIDERING THE IMPACT ON RACIAL EQUITY AND TRYING TO ALLEVIATE ALLEVIATE PAST PRACTICES THAT HAVE GONE OPPOSITE OF THAT.

SOMETHING ALONG THOSE LINES, I'M SURE THERE'S A LOT OF EXAMPLES OUT THERE.

I THINK THAT WOULD BE A REALLY IMPORTANT ONE.

AND THEN TO HIGHLIGHT THAT WE ALREADY HAVE GOALS THAT WE'RE WORKING TOWARDS, MAYBE TO USE SOME OF THOSE IN THE RACIAL EQUITY SPHERE THAT ARE THE MOST CRITICAL ONES FOR THIS DISTRICT AND UTILIZE THEM AS PROGRESS MEASURES FOR THAT CONSTRAINT.

I THINK THE THREE HERE, I WOULD STAND BEHIND ALL THREE OF THESE, THOUGH I WOULD LIKE TO SEE LIKE TRUSTEE FLORES HAD MENTIONED A LITTLE BIT MORE SPECIFICITY ON WHAT THIS MEANS, RATHER THAN JUST A SUPER HOLISTIC SURVEY.

YOU KNOW, HOW ARE WE ACTUALLY ENGAGING AND THINKING ABOUT THE STUDENT EXPERIENCE? I MEAN, DO THEY EVEN TAKE A SURVEY ON THEIR OVERALL SCHOOL EXPERIENCE? I THINK IT'S JUST FOR TEACHERS SPECIFICALLY.

SO HOW ARE WE THINKING ABOUT REALLY UNDERSTANDING THE STUDENT EXPERIENCE OR ENGAGING WITH, YOU KNOW, THE TEEN SCHOOL BOARD AND ASKING THEM ABOUT WHAT THIS WOULD LOOK LIKE? I'D BE CURIOUS TO SEE WHAT WE CAN GET THERE TO MAKE THESE A LITTLE BIT MORE SPECIFIC.

SAME THING WITH THE STAFF SATISFACTION.

THERE MAY BE OTHER WAYS TO EXPLORE THAT, BUT REALLY THINKING ABOUT, YOU KNOW, WHAT DOES THAT LOOK LIKE? HOW ARE WE MAKING SURE THAT DALLAS ISD IS THE PLACE THAT EVERYONE WANTS TO WORK.

THE ONLY OTHER ONE THAT I WOULD THROW OUT HERE AND I'D THROW OUT A COUPLE OF OTHER IDEAS.

I'VE HEARD A LOT OF PEOPLE WE ACTUALLY AND AGAIN, IN AN IDEAL WORLD, WE MEASURE THE SUPERINTENDENT'S EVALUATION BASED ON HOW THEY DID ACHIEVING THE GOALS AND THESE CONSTRAINTS. AND SO I THINK ANOTHER BIG ONE IS AROUND SUSTAINABLE OPERATIONS.

WE TALK ABOUT THE BUDGET.

THE BUDGET IS A MAJOR COMPONENT OF THIS THE SUPERINTENDENT'S EVALUATION, I BELIEVE WE SHOULD PROBABLY HAVE A CONSTRAINT AROUND SUSTAINABLE OPERATIONS AND POSSIBLE MEASURES THAT COULD MEASURE THAT. AS ARE WE MAINTAINING A BALANCED BUDGET.

ARE WE OR AT LEAST A HEALTHY FUND BALANCE TO THE IDEAL AMOUNT? ARE WE MAKING PROGRESS TOWARDS SOME OF THE SUSTAINABILITY GOALS THAT WE ALREADY HAVE IN THE DISTRICT THAT ARE TAKING PLACE? THAT WOULD BE AN APPROPRIATE TIME TO THINK ABOUT HAVING SMOOTH OPERATIONS IN THAT.

BUT I THINK THOSE ARE THE THINGS THAT WE WANT TO MAKE SURE LEADERSHIP KEEPS AN EYE ON THOSE AND DOESN'T SACRIFICE THEM ALL IN PURSUIT OF THE GOALS BAR NONE.

SO THOSE ARE JUST SOME IDEAS I HAVE.

I THINK THERE'S OPPORTUNITY TO ECHO OUR SUPPORT FOR EARLY LEARNING OR COLLEGE CAREER MILITARY READINESS HERE, POTENTIALLY, BUT I WOULDN'T WANT TO DUPLICATE AGAINST THE GOALS.

BUT THOSE ARE SOME IDEAS THAT I HAVE IN TERMS OF HOW I'M THINKING ABOUT THIS.

[01:20:03]

SO WE'LL GO SECOND ROUND TRUSTEE GARCIA, FOLLOWED BY TRUSTEE MARSHALL.

THANK YOU, PRESIDENT, THANK YOU. A QUESTION FOR ME REALLY WAS AROUND THESE BEING OUR KEY PERFORMANCE INDICATORS AROUND THE SURVEYS THAT ARE USED CLIMATE SURVEYS.

CAN WE CLARIFY FOR EACH OF THESE CONSTRAINTS WHAT THAT SURVEY IS AND HOW WE USE THAT SURVEY, HOW OFTEN AND WHAT IT'S DONE SAY THIS LAST YEAR? SO TRUSTEE GARCIA, WE USE OUR DISTRICT WIDE CLIMATE SURVEYS AND THOSE SURVEYS ARE GIVEN TWICE A YEAR, USUALLY IN DECEMBER, AND THERE'S ANOTHER WINDOW APRIL, MAY.

WHAT'S THE COMPLETION RATE TYPICALLY FOR THOSE? I WOULD HAVE TO GET THE COMPLETION RATE AND IT IT VARIES, HOWEVER AND [INAUDIBLE] YOU MAY HAVE THAT ON YOU, BUT USUALLY FOR THE CAMPUS DATA, IT'S IT'S A HIGH PARTICIPATION RATE. IT'S USUALLY PRETTY HIGH.

I DON'T HAVE IT SPECIFICALLY.

GOOD AFTERNOON. BUT THEY'RE USUALLY PRETTY, PRETTY HIGH BECAUSE THE EDS AND PRINCIPALS REALLY TRY TO GET THEM TO PARTICIPATE AND WE LEAVE THE WINDOW OPEN, YOU KNOW, TO MAKE SURE IT HAPPENS. THERE'S A LOT OF MONITORING OF THAT DATA.

SO IF YOUR THEORY OF ACTION, IT'S MEASURED TWICE ANNUALLY.

AND FOR THE FALL, FOR EXAMPLE, OF 21 WE HAD TWO HUNDRED AND TWELVE PARTICIPANTS OUT OF THE TWO, ABOUT TWO HUNDRED THIRTY WHICH IS VERY GOOD, RIGHT? AND THEN THE SPRING OF 21, WE HAD A HUNDRED EIGHTY FOUR PARTICIPANTS, SO STILL A STRONG NUMBER. BUT AGAIN, IT'S TWICE.

IT'S DONE TWICE ANNUALLY. OK, AND TRUSTEE TRUSTEE GARCIA REAL QUICK ON TWO.

THAT'S USUALLY OR THAT IS THE STUDENT EXPERIENCE, AND THAT PARTICIPATION WOULD BE HIGH AS WELL. THAT'S THE SAME CLIMATE SURVEY THAT'S GIVEN THIS TWICE A YEAR THAT YOU JUST MENTIONED. NO, THAT'S THE STUDENT EXPERIENCE SURVEY.

SO IT'S ACTUALLY ONCE A YEAR IN APRIL, AND THAT'S ESSENTIALLY AT THE CONCLUSION OF THE SCHOOL YEAR IN APRIL, IN APRIL.

AND CAN YOU TELL ME THEN HOW WHO REVIEWS THIS DATA AND HOW WE'RE USING IT TO CHANGE INPUTS OUTPUTS? AND I CAN ASK CHIEF HEWETT TO COME UP TO AND AND DR.

LUSK. BUT WE DO LOOK AT THE DATA IN JANUARY AS WELL AS IN MAY AND JUNE, AND THAT DATA REALLY DRIVES SOME OF THE ACTIONS THAT PRINCIPALS ARE DOING ON CAMPUS AND THEY SHARE THAT WITH THEIR STAFF. TIFFANY? YEAH, THANK YOU. SO ONCE WE RECEIVE THE RESULTS FROM THE CLIMATE SURVEY, NOT ONLY DOES THE SORT OF LEADERSHIP TEAM MYSELF EXECUTIVE DIRECTORS REVIEW THE SURVEY FOR THE CAMPUSES AND ALSO PRINCIPALS REVIEW IT AND SHARE IT WITH STAFF.

AND THEN WHAT WE DO IS WE ASK OUR PRINCIPALS TO TAKE THE AREAS OF OPPORTUNITY AND HIGHLIGHT AND TALK ABOUT WITH THE STAFF WHAT ARE THINGS THAT WE CAN DO TO IMPROVE IT.

SO I BELIEVE, LIKE ONE OF THE QUESTIONS SAYS, YOU KNOW, I FEEL LIKE I RECEIVE HIGH QUALITY FEEDBACK FROM MY PRINCIPAL.

SO LET'S SAY IF THAT AREA IS LOW, THEN WE WOULD ENGAGE WITH THE STAFF TO SAY, YOU KNOW, WHAT ARE SOME THINGS THAT WE CAN DO TO IMPROVE THE QUALITY OF FEEDBACK THAT YOU RECEIVE? WE KNOW WE'RE DOING THIS.

IS THAT IMPACTFUL? IS IT NOT IMPACTFUL? AND WHAT OTHER CHANGES CAN WE MAKE? SO REALLY, IT'S AN OPPORTUNITY TO DRIVE CHANGE AT THE LOWEST LEVEL OF IMPLEMENTATION AT A CAMPUS AS IT RELATES TO SOME OF THE QUESTIONS ON THAT CLIMATE SURVEY.

SO THAT HAPPENS.

AND THEN THE SAME THING HAPPENS WITH THE STUDENT EXPERIENCE SURVEY.

ONCE WE RECEIVE THOSE RESULTS, THEN WE GO BACK AND WE LOOK AT SORT OF THE PRACTICES AT THE CAMPUS OVERALL AND IN PARTICULAR DEPARTMENTS OR WITH TEACHERS IS PRETTY ANONYMOUS AS IT RELATES TO THE TEACHERS. BUT YOU MOST DEFINITELY CAN LOOK AT THE TRENDS.

AND THEN FROM THERE, THEY'RE ABLE TO IDENTIFY PROFESSIONAL DEVELOPMENT THAT MIGHT BE NEEDED AT THE CAMPUS FOR TEACHERS OR SOME SORT OF ENGAGEMENT THAT'S NEEDED FOR THE OVERALL CAMPUS.

AND I WOULD ADD FOR THE THEORY OF ACTION, THERE ARE TWO MAIN QUESTIONS TO BE ANSWERED.

ONE IS AROUND, YOU KNOW, IS THE THEORY OF ACTION PROVIDING A CONTINUUM OF ACTIONS AND RANGING FROM SUPPORTS EMPOWERMENT.

AND THERE'S ANOTHER ONE IS THAT IT'S BASICALLY DOING WHAT IT'S INTENDED TO DO.

BUT WITH THAT, WE USE THOSE DATA AND THOSE RESPONSES TO REALLY DRIVE THE CHANGES THAT WE MAKE ARE THE CONSIDERATION.

SO FOR EXAMPLE, WE GATHER THIS DATA LAST SPRING AND SIMULTANEOUSLY THAT WE ACTUALLY WERE MEETING WITH EACH CHIEF FROM EACH DIVISION, AS WELL AS DEPARTMENT LEADERS TO LOOK AT WHAT SUPPORTS ON AUTONOMY AS WE COULD.

WE COULD REALLY DEVELOP AND MAKE MORE AVAILABLE.

WE DID A LOT OF SIGNIFICANT CHANGE LAST YEAR AS A RESULT OF THESE DATA, AS WELL AS THE CONVERSATION, BUT PROBABLY MOST IMPORTANT.

WE ALSO MET WITH PRINCIPALS TO GET TO GET THEIR VOICE IN UNDERSTANDING WHAT WOULD HELP THEM BE IN A BETTER PLACE WITH WITH REGARD TO THE THEORY OF ACTION AND HOW THE WORK THAT WE'RE DOING AFFECTS THEM.

THANK YOU. THE REASON FOR MY QUESTIONS ARE TO UNDERSTAND IF THE ASSESSMENTS THEMSELVES

[01:25:01]

ARE WHAT WE'RE MEASURING IS IN FACT AS THOROUGH AS IT AS IT IS TO INFORM US ABOUT WHAT WE'RE DOING. THE STUDENT SURVEY STUDENT EXPERIENCE SURVEY IS THIS ONLINE? IS THIS IN PAPER? LAST YEAR WAS THE FIRST TIME WAS ONLINE, SO WE'RE GOING TO CONTINUE ONLINE, OK? I MYSELF WOULD PERSONALLY LOVE TO SEE THE KIND OF THE QUESTIONS THAT AND HOW WE'RE SEEKING UP AUTHENTIC FEEDBACK FROM STUDENTS.

THIS IS FOR TEI IT WAS EACH CHILD RATES TWO OF THEIR TEACHERS.

SO IT'S A SO IT'S A RANDOMIZED VERSION.

SO, YOU KNOW, NO TWO KIDS SITTING NEXT TO MAY HAVE THE SAME TEACHER THAT THEY'RE EVALUATING OR NOT EVALUATING, BUT TAKING HAVING DOCUMENTING THE EXPERIENCE THEY'RE HAVING WITH THAT TEACHER AND THOSE SURVEYS ARE ONLINE.

TEACHERS CAN SEE THEM.

THEY'RE VERY TRANSPARENT AND THERE'S AN ELEMENTARY, WHICH IS 3-5 AND THEN 6-12 SECONDARY VERSION. OK? AND WHAT CAN YOU TELL ME ABOUT THE CLIMATE SURVEY FOR PERFORMANCE MEASURE ONE? ALSO ONLINE? OH, IT'S IT'S YES, IT'S ALWAYS BEEN ONLINE.

THEY GET A LINK AND THEY ALWAYS DO THE SURVEYS FROM AN EXTERNAL VENDOR THAT THEY GET THE LINK BECAUSE IT'S ANONYMOUS.

WE AND SO THEY GET THEY DO THAT TWICE A YEAR.

OK, OK.

THANK YOU. APPRECIATEIT .THANK YOU, TRUSTEE GARCIA TRUSTEE MARSHALL.

SO I GUESS FIRST, I JUST HAVE A KIND OF PROCEDURAL QUESTION FOR YOU, PRESIDENT MACKEY, ABOUT YOUR SCHEDULE HERE ON SLIDE FOUR.

YOU JUST IN YOUR COMMENTS MENTIONED SOME POTENTIAL CONSTRAINTS THAT YOU WOULD LIKE TO EVALUATE IS ARE YOU CONSIDERING THIS THIS DISCUSSION TODAY, THE TIME TO DISCUSS THOSE OR IS THAT SOMETHING THAT YOU WANTED TO DO AT A FUTURE DATE? NO, I THINK THIS IS THE TIME TO DISCUSS THOSE BROADER POINTS.

I THINK AT THE END OF THE DAY, WE CAN HAVE THIS DISCUSSION, BUT ADMINISTRATION IS GOING TO HAVE TO SAY, OK, THIS IS WHAT WE HEARD, AND HERE'S WHAT WE THINK IS THE BEST WAY TO MEASURE THAT IF YOU'RE GOING TO MONITOR FOR MAKING PROGRESS OR NOT VIOLATING THESE CONSTRAINTS. SO I THINK NOW IS THE TIME TO APPROPRIATELY DISCUSS THAT.

AND THEN THERE'LL BE ANOTHER CONVERSATION AS THIS BOILS DOWN TO A WHAT IT LOOKS LIKE ON THAT PAST SLIDE THAT SHOWS THE CONSTRAINT, THE WORDING OF IT AND THE PROGRESS MEASURES FOR IT. OK, SO IF NOW IS THE TIME TO DISCUSS THOSE, THEN I WOULD LIKE TO TRY TO LAY OUT THE THINGS THAT YOU MENTIONED IN A MORE BULLET POINT LIST KIND OF FORMAT BECAUSE I'M NOT SURE THAT I GOT ALL OF THE THINGS THAT YOU MENTIONED, BUT I DO KNOW THAT SOME OF THE THINGS THAT YOU MENTIONED ARE EXACTLY WHAT I'M TALKING ABOUT, ABOUT BEING CONCERNED ABOUT TYING THE HANDS OF THE ADMINISTRATION.

SO THE TWO THAT I DID HEAR YOU SAY, AND PERHAPS AFTER I TALK ABOUT THESE TWO, YOU CAN TELL ME WHAT OTHER ONES YOU SAID.

BUT ONE WAS IMPLYING A CONSTRAINT ON THE THE MINIMUM AMOUNT IN THE FUND BALANCE.

THAT'S ABSOLUTELY NOT SOMETHING I WOULD SUPPORT AND SOMETHING THAT I WOULD NOT SUGGEST THAT WE DO. YOU KNOW, MY [INAUDIBLE] FROM MY PERSPECTIVE, THE THE REASON WE HAVE A RAINY DAY FUND IS FOR A RAINY DAY AND WHEN WHEN IT RAINS, YOU DON'T WANT TO BE IN A POSITION WHERE YOU TOLD THE ADMINISTRATION THAT THEY CAN ONLY SPEND ENOUGH MONEY TO BUY HALF AN UMBRELLA. YOU KNOW, THEY NEED TO HAVE THE DISCRETION AND THE AUTONOMY TO SPEND THAT MONEY WHEN IT'S NECESSARY.

AND TO ME, THAT IS A FUNDAMENTAL CORE COMPONENT AND RESPONSIBILITY OF BEING THE CEO OF AN ORGANIZATION IS TO UNDERSTAND HOW AND WHEN TO ACCESS THOSE FUNDS AND WHEN TO MAKE A PROPOSAL TO THE BOARD ABOUT ACCESSING THOSE FUNDS.

SO I WOULD FEEL VERY STRONGLY ABOUT NOT INCLUDING A FUND BALANCE CONSTRAINT.

AND I THINK A SECOND ONE YOU MENTIONED WAS AROUND SUSTAINABILITY MEASURES.

I'M NOT ENTIRELY SURE I KNOW WHAT YOU WHAT YOU WOULD HAVE IN MIND THERE.

AND ALTHOUGH I'M CERTAINLY SUPPORTIVE OF, YOU KNOW, THE RESOLUTION WE PASSED AND FUTURE EFFORTS TOWARDS SUSTAINABILITY.

THAT TO ME, SHOULD TAKE THE ORIENTATION OF A GOAL, NOT A CONSTRAINT, BECAUSE IF YOU WERE, YOU KNOW, I CAN'T THINK OF A HYPOTHETICAL SCENARIO, BUT IF THERE WERE SOME SCENARIO WHERE I COULD TRADE, YOU KNOW, EVERY KID IN THE DISTRICT LEARNING HOW TO READ FOR A SLIGHT INCREASE IN OUR CARBON EMISSIONS, I WOULD ABSOLUTELY TAKE THAT CHOICE AND EDUCATE EVERY KID. SO I DON'T WANT THE ADMINISTRATION PUT IN A POSITION WHERE THEY HAVE TO MAKE A TRADE OFF THAT MIGHT NOT BE IN THE BEST INTEREST OF KIDS WITH A COMPLETELY SEPARATE GOAL OF ENVIRONMENTAL STEWARDSHIP AND SUSTAINABILITY.

SO THAT IS A SECOND ONE THAT I WOULD HAVE A LOT OF HEARTBURN ABOUT.

[01:30:03]

WHAT WERE THE OTHER ONES YOU MENTIONED? SO THESE THREE RIGHT HERE, I THINK, ARE WORTHY OF CONSIDERATION AND CONTINUATION.

AND THE QUESTION IS, DO THOSE PROGRESS MEASURES ACTUALLY MATCH WHAT THEY'RE TRYING TO GET TO? I THINK THE ONLY OTHER ONE I THREW OUT THERE IS A DIFFERENT EXAMPLE WOULD BE RACIAL EQUITY AND JUST A QUICK CLARIFYING POINT TO BOTH OF THOSE THAT YOU JUST MENTIONED.

THAT'S AROUND JUST AN OPERATIONAL CONSTRAINT ABOUT NOT ALLOWING POOR OR UNSUSTAINABLE OPERATIONS. THOSE THOSE TWO SPECIFIC MEASURES ARE EXAMPLES THAT I GAVE.

I THINK IT WOULD BE INCUMBENT ON ADMINISTRATION TO SAY, WE ACTUALLY THINK THIS IS IMPORTANT, AND I HEAR YOUR POINT AND CONCERN ON THE FUND BALANCE ONE.

IF THAT'S THE CASE, THOUGH, THEN THAT NEEDS TO BE REMOVED FROM THE SUPERINTENDENT'S EVALUATION. IN MY OPINION, IF WE'RE GOING TO HOLD ONE PERSON ACCOUNTABLE, IT SHOULD BE WHAT WE'RE HOLDING THE DISTRICT ACCOUNTABLE TOO.

AND SO I'M TRYING TO THINK ABOUT MATCHING THOSE TWO THINGS UP.

I CERTAINLY APPRECIATE THAT SENTIMENT, AND I HAVE ALL SORTS OF PROBLEMS WITH THE SUPERINTENDENT EVALUATION INSTRUMENT AND HAVE FOR YEARS.

SO I'D BE VERY HAPPY TO HAVE A VERY SEPARATE AND ROBUST CONVERSATION ABOUT ALL THE PROBLEMS I THINK WE HAVE WITH THE EVALUATION INSTRUMENT.

BUT THIS SEEMS APART FROM THAT, FROM MY PERSPECTIVE.

AND SO THE OTHER TWO POINTS YOU ADDED WERE THESE UP HERE? AS I MENTIONED, I DON'T HAVE A PROBLEM WITH THESE, AND I DO THINK THAT THERE IS PROBABLY A GOOD CONVERSATION TO BE HAD ABOUT HOW TO RESTRUCTURE THE CPMS AND HOW TO MEASURE SOME OF THESE, PARTICULARLY THE STUDENT EXPERIENCE ONE.

SO I HAVE NO PROBLEMS WITH ANY OF THOSE.

AND, YOU KNOW, A RACIAL EQUITY ONE, I THINK WOULD BE INTERESTING DEPENDING ON HOW IT WAS WORDED AND WHAT THE CPMS WERE.

SO YOU KNOW, THAT ONE I THINK IS WORTHY OF A CONVERSATION, BUT THE OTHER TWO THAT WE TALKED ABOUT WOULD BE WOULD CAUSE ME A LOT OF HEARTACHE.

SO IF THE PROCESS IS THAT THE ADMINISTRATION IS GOING TO COME BACK WITH SOME PROPOSALS FOR WHAT THE CONSTRAINTS COULD OR SHOULD BE.

I'D LOVE TO BE CONSULTED OFFLINE ON THOSE CONSTRAINTS BEFORE WE REVIEW THEM AT THE NEXT BOARD MEETING. THANKS.

THANK YOU, TRUSTEE MARSHALL.

TRUSTEES ANY OTHERS FOR A SECOND ROUND.

NO, I JUST HAVE ONE QUESTION FOR CECILIA.

SO THIS STUDENT SURVEY EXPERIENCE IS ONLY BASED ON THE RESPONSES THAT STUDENTS PROVIDE FOR THOSE TWO SPECIFIC RANDOM TEACHERS, CORRECT? YES. OK.

YEAH. SEE, LIKE THAT IS SOMETHING I WOULD HOPE WE THINK ABOUT BECAUSE I COULD HAVE JUST HAPPENED TO GET TWO GREAT TEACHERS THAT ARE PHENOMENAL.

AND I LOVE THEIR CLASSES, BUT I HAVE A MAJOR ISSUES WITH MY EXPERIENCE AT THE SCHOOL AS A WHOLE, SO IT'S NOT REALLY MEASURING THE STUDENT EXPERIENCE IN THEIR SCHOOL.

AND SO I DON'T KNOW IF THAT LOOKS LIKE CONSIDERING, YOU KNOW, I THINK WE USE PANORAMA AND PANORAMA HAS A CULTURE AND CLIMATE TOOL FOR THE ENTIRE SCHOOL.

SO A STUDENT TO TAKE ONE FOR MY EXPERIENCE AT THE SCHOOL, PERHAPS WITH SOME FREE RESPONSE THAT THE SCHOOL COULD THEN REVIEW AND THEN LIKE, TAKE IT INTO ACCOUNT.

AND THAT'S THE KIND OF CONVERSATION I WOULD LIKE TO HAVE, BECAUSE I THINK THAT'S WHEN I SEE THIS. THAT'S MY ONE CONCERN WITH THIS.

BUT THE OTHER TEACHER THAT YOU'RE TALKING ABOUT, SOME OTHER STUDENTS ARE ALSO RESPONDING TO THAT TEACHER.

AND SO IT STILL WOULD BE THAT IT'S BEING TAKEN CARE OF MAY NOT BE YOUR EXPERIENCE, BUT IT HAS A SAMPLING SAMPLING SIZE THAT REPRESENTS ALL THE STUDENTS.

BUT WHAT I'M SAYING IS I THINK THERE'S MORE THAT GOES INTO A SCHOOL IN MY EXPERIENCE WITH A SCHOOL THAN JUST MY CLASSROOM TEACHER IN THAT MOMENT, I INTERACT WITH ADMINISTRATION AND COUNSELORS, ESPECIALLY AT THE HIGH SCHOOL LEVEL.

YOU KNOW, THERE'S A WHOLE LOT OF OTHER ELEMENTS.

SO THAT'S WHAT I WOULD HOPE THAT THIS INCURS.

AND WE THINK ABOUT THAT. I WOULD TAKE THIS TO THE STUDENTS, LIKE THE TEAM BOARD AND ASK THEM ABOUT WHAT'S A GOOD MEASURE FOR THAT.

SO. ALL RIGHT.

WELL, I APPRECIATE THE DISCUSSION FOR EVERYONE.

ANY OTHER QUESTIONS FOR SECOND ROUND? THANK YOU ALL. WE WILL MOVE ON AND WE WILL DO THIS BY CHUNK.

SO AGAIN, IF YOU HAVE ANY PARTICULAR QUESTIONS TO ASK ON ANY OF THESE ITEMS, PLEASE STOP ME. I'LL GO BY THAT. SO WE'LL START WITH POLICY UPDATES 10 A, B OR C.

[10. POLICY UPDATES]

ANY QUESTIONS ON A, B OR C FOR BDF, DFE AND EHA LOCAL.

TRUSTEE GARCIA, WHICH ONE? 10B. 10B.

ALL RIGHT. WE'LL START WITH DFE LOCAL.

TRUSTEE GARCIA. THANK YOU, PRESIDENT MACKEY.

GOOD AFTERNOON. A QUESTION FOR YOU ON HOW THIS AFFECTS.

SO MY UNDERSTANDING IS THIS THIS CHANGES THE PROCESS FOR RESIGNATIONS IN OUR DISTRICT.

NO, WE'RE REALLY JUST UPDATING IT TO MATCH WHAT THE CURRENT PROCESS IS LIKE.

FOR EXAMPLE, IT SAYS IN THERE THAT HCM CAN ONLY ACCEPT RESIGNATIONS.

WILL WE ACCEPT THEM FOR ALL WE ALWAYS HAVE.

WE'RE NOT CHANGING THE PROCESS.

WE'RE JUST CODIFYING WHAT'S ALREADY.

CURRENTLY GOING ON. OK.

OK. THAT'S WHAT I WANT TO CLARIFY.

THANK YOU. THANK YOU, ANYONE ELSE FOR 10A, B OR C?

[01:35:05]

ALL RIGHT, WE WILL NOW MOVE ON TO ITEM 12 CHIEF OF STAFF DIVISION.

[12. CHIEF OF STAFF DIVISION]

SO ANYTHING FOR 13A, 14 A THROUGH C.

ANY OF THOSE 13 A..

I'D JUST LIKE TO UNDERSTAND WHAT THE BACKGROUND CONTEXT OF.

OK WE'LL START WITH 13A. KARLA DO YOU HAVE A DIFFERENT ONE? 13A. OK.

WE'LL START WITH 13 A..

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

I JUST WANT SOMEONE TO TELL ME WHAT WHAT'S GOING ON WITH THIS ONE.

SO I'M GOING TO HAVE EITHER FAYE, SHANTELL OR RAMONA.

ON 13A, I CAN REPLY TO THIS, THANK YOU.

THIS IS SOMETHING THAT WE DO PERIODICALLY AND THE BOARD HAD VOTED TO DO BECAUSE WE HAD A LOT OF CAMPAIGN TREASURER REPORTS AND THINGS THAT WERE THAT WERE OUT THERE THAT WERE OUTSTANDING FOR SEVERAL YEARS.

AND SO TO REMOVE THOSE FROM PEOPLE WHO HAVE NOT UPDATED OR FOLLOW THE FINAL CAMPAIGN AND IT COULD BE SEVERAL YEARS IN BETWEEN THAT PARTICULAR TIME, THE BOARD HAS TO VOTE ON THAT AND THAT NOTIFICATION IS SENT TO THOSE PEOPLE.

SO SOME PEOPLE WILL COME AND UPDATE THEIR INFORMATION, OTHERS WILL NOT.

BUT THIS GIVES THEM AN OPPORTUNITY TO DO THAT.

AND WITHOUT DOING THAT, THEN THIS ALLOWS THE DISTRICT TO CLOSE THOSE FILES OUT.

SO I GUESS MY QUESTION OR CONCERN ABOUT THAT WOULD BE AND THIS IS JUST LACK OF KNOWLEDGE ON MY PART, BUT IF YOU ARE A CANDIDATE OR A FORMER OFFICEHOLDER OR A CURRENT OFFICEHOLDER WHO HAS A CAMPAIGN BALANCE IN YOUR CAMPAIGN FINANCE REPORT AND WE RESCIND THE APPOINTMENT OF THEIR CAMPAIGN TREASURER, WHAT HAPPENS TO THE BALANCE OF FUNDS IN THOSE ACCOUNTS.

HONESTLY, I CANNOT ANSWER THAT AT THIS TIME, I'D HAVE TO LOOK INTO THAT.

I'D LIKE TO KNOW THE ANSWER. I MEAN, THIS SEEMS TROUBLING TO ME BECAUSE THE MY UNDERSTANDING OF THE RULES OF CAMPAIGN FINANCE ACCOUNTS FOR FORMER OFFICE HOLDERS IS THAT THOSE FUNDS CAN BE HELD IN PERPETUITY IN THAT ACCOUNT TYPE AND THEN EITHER DONATED TO ANOTHER CANDIDATE TO A POLITICAL ACTION COMMITTEE OR TO A NONPROFIT.

BUT IN ORDER FOR THEM TO RETAIN THE ABILITY TO DO THOSE THINGS, THEY STILL HAVE TO BE HELD IN A CAMPAIGN FINANCE ACCOUNT.

AND WHAT I WANT TO KNOW BEFORE I WOULD VOTE ON THIS IS WHETHER US PASSING THIS WOULD RESCIND THE STATUS OF THAT ACCOUNT AS A CAMPAIGN ACCOUNT.

IF IT DOES WHAT THE FORMER OFFICEHOLDER IS SUPPOSED TO DO WITH THAT MONEY FROM A TAX PERSPECTIVE.

I'LL VERIFY THAT FOR YOU.

BUT IT'S MY UNDERSTANDING WITH THESE THEY HAVE AN OPTION THAN AT THAT TIME IF THEY HAVEN'T BEEN FILING THE REPORTS, THEN TO UPDATE THAT AND TO DO THAT OR FILE THE FINAL REPORT. BUT I WILL VERIFY THAT FOR YOU.

I'D BE RELUCTANT TO PUT THE ONUS ON A FORMER OFFICEHOLDER TO COME BACK TO US TO REFILE RATHER THAN JUST LETTING THEM KEEP THEIR CURRENT APPOINTMENT.

THAT SEEMS LIKE WE'RE GOING OUT OF OUR WAY TO CREATE DIFFICULTY FOR A FORMER ELECTED OFFICIAL, WHICH DOESN'T, YOU KNOW, DOESN'T SEEM TO ME LIKE SOMETHING WE SHOULD DO.

SO I'D LIKE TO KNOW MORE ABOUT THIS OR ELSE I'M INCLINED TO VOTE AGAINST IT.

THANKS. THANK YOU, TRUSTEE MARSHALL.

TRUSTEE GARCIA. ESSENTIALLY, SAME QUESTION JUST TRYING TO MAKE SENSE OF WHAT THIS MEANS.

I THINK TRUSTEE MARSHALL LAID OUT EVEN MORE CONCERNS THAN I WAS ANTICIPATING COMING THROUGH IT. THANK YOU. THANK YOU, TRUSTEE GARCIA.

I, TOO, WOULD BE INTERESTED TO HEAR WHAT WE FIND OUT, AND MAYBE IT BECOMES SOMETHING THAT IF THEY HAVE AND ARE SHOWING ZERO BALANCE IN THEIR ACCOUNT, THERE COULD BE SOMETHING THERE. ANYONE ELSE FOR SECOND ROUND? ALL RIGHT, THAT IS 13 A..

ANY QUESTIONS ON 14 A THROUGH C? SEEING NONE, AND IF OUR ONLINE TRUSTEES, IF YOU HAVE ANY, PLEASE JUST STOP ME.

JUST COME OFF OF MUTE.

ITEM 15 HUMAN CAPITAL MANAGEMENT 16 A.

ANY QUESTIONS ON 16 A REGARDING SUBSTITUTE TEACHERS? SEEING NONE.

17, LEADING AND LEARNING ANYTHING UNDER 18 A OR B OR 19 A.

[17. LEADING AND LEARNING DIVISION]

18A. OK.

SO 18A AND 19 A..

WE'LL BEGIN WITH 18A TRUSTEE GARCIA.

THANK YOU, PRESIDENT MACKEY.

I AM. CAN YOU TELL ME THEN WHO WHAT SOFTWARE PLATFORM WE'RE CURRENTLY USING? YEAH, THIS IS ACTUALLY AN EXTENSION OF THE CURRENT SOFTWARE PLATFORM

[01:40:01]

THAT WE'RE USING WITH QUALTRICS.

WHAT WE'RE TRYING TO DO IS EXPAND THE ABILITY OF QUALTRICS TO HELP US WITH PROFESSIONAL LEARNING FEEDBACK SO THAT WE CAN BE MORE INTENTIONAL ABOUT THE QUALITY OF THE PROFESSIONAL LEARNING THAT WE'RE PROVIDING AND ALIGN THAT TO OUR OVERALL OUTCOMES.

I HAVE DR. CHARISSA GOVAN, WHO'S OUR EXECUTIVE DIRECTOR OF PROFESSIONAL DIGITAL LEARNING HERE TO HELP. CAN YOU GIVE YOU AN EXAMPLE OF HOW EXACTLY THIS WORKS? SO WE WANT TO BE ABLE TO AT THE END OF EACH QUARTER, EVALUATE OUR CURRICULUM TO SEE HOW THE TEACHERS ARE FEELING ABOUT OUR CURRICULUM, BUT ALSO TO SEE HOW THE PARENTS AND STUDENTS ARE FEELING ABOUT THE CURRICULUM.

SO WE WOULD ADMINISTER A SURVEY TO THEM, GET THAT FEEDBACK BACK.

AND THEN WITH QUALTRICS, WE'RE ABLE TO TRIANGULATE THAT DATA WITH MULTIPLE DATA SOURCES AND BUILD A DASHBOARD.

I DON'T KNOW IF DR. OAKLEY IS HERE, BUT WE WILL BE ABLE TO TAKE ALL THOSE DIFFERENT PIECES AND MAKE BETTER DECISIONS GOING FORWARD ABOUT PROFESSIONAL DEVELOPMENT AND THE STUDENT PROGRAMS THAT WE'RE OFFERING.

AND THIS IS DISTRICT WIDE.

WE'RE ALL IN THE SAME PLATFORM, CORRECT? YES. OK. I'D LOVE TO SEE HOW THIS WORKS JUST ONE DAY MYSELF.

DASHBOARDS IS ALWAYS REALLY CURIOUS ON DATA ANALYTICS.

AND OF COURSE, THAT LEADS A LOT OF THE WORK THAT WE DO.

SO THANK YOU FOR THIS. JUST WANTED TO CLARIFY.

THANK YOU, TRUSTEE GARCIA TRUSTEE MARSHALL.

DID YOU HAVE A QUESTION HERE? ANYTHING ELSE FOR 18 A OR B? ALL RIGHT. 19A TRUSTEE MARSHALL.

YEAH. CAN YOU JUST REMIND ME WHAT THE HISTORY OF THE TUITION RATES HAS BEEN? SURE. I'VE GOT ARLENA HERE TO HELP US WITH THAT.

YEAH. GOOD AFTERNOON, TRUSTEE MARSHALL.

SO PRIOR TO THE PANDEMIC, THE TUITION RATE WAS FIVE THOUSAND TWO HUNDRED FIFTY DOLLARS AND THEN WE REDUCED THE AMOUNT.

CAN YOU GO BACK FURTHER IN HISTORY, LIKE AT THE BEGINNING WHAT WAS IT? AT THE BEGINNING WE HAD A NUMBER.

I HAVE IT RIGHT HERE.

IT WAS ABOUT SEVEN THOUSAND DOLLARS OR SO WHEN WE FIRST STARTED THE TUITION PROGRAM, BUT THEN IT WAS SET AT FIVE THOUSAND TWO HUNDRED AND FIFTY FOUR.

YOU KNOW, THE MAJORITY OF THE TIME UNTIL WE MADE THE REDUCTION BECAUSE OF THE PANDEMIC.

SO FORTY ONE.

SO FORTY ONE HUNDRED DOLLARS, YES, SIR.

IT WAS SEVEN THOUSAND NINE HUNDRED SEVENTY FIVE DOLLARS BACK IN 2016.

AND THEN WE WENT TO FIFTY TWO FIVE.

FIFTY TWO FIVE FOR FOUR YEARS.

AND THEN WE WENT TO FORTY ONE.

FOR ONE YEAR. FOR TWO YEARS.

WE ACTUALLY HELD IT OVER FOR TWO YEARS.

NOW YOU WANT TO GO BACK TO FIVE.

WE ARE. WE ARE ASKING TO INCREASE IT BACK TO WHAT WE WERE CHARGING PRIOR TO THE PANDEMIC.

YES, SIR. WHICH IS FIFTY TWO FIVE.

WELL, WE'RE ACTUALLY JUST GOING TO STOP AT FIVE THOUSAND.

WE'RE NOT GOING COMPLETELY BACK TO THE FIFTY TWO FIVE.

OK, SO I GUESS WHAT I'M CURIOUS ABOUT IS AT EACH BASICALLY TRYING TO ASSESS THE PRICE ELASTICITY OF DEMAND HERE.

SO AT EACH PRICE POINT WHAT WAS THE IMPACT ON ENROLLMENT AND AND DID WE HAVE ALL OF THE PRE-K AVAILABLE PRE-K SPOTS FULL AT EVERY PRICE POINT? SO THE IMPACT OF THE ENROLLMENT HAS THAT IT'S INCREASED EACH YEAR, THE TUITION.

AND SO THIS YEAR WE ARE AT ONE SIXTY FOUR.

AND THEN LAST YEAR, THIS TIME WE WERE AT ONE FIFTY SIX TUITION STUDENTS SO THAT THE ACTUAL TUITION STUDENTS ARE INCREASING.

IF THE SECOND PART OF THAT QUESTION IS ARE THEY ARE THE TUITION SEATS FULL AT EACH SITE? WAS THAT THE QUESTION? YEAH. LIKE, ARE THEY INCREASING BECAUSE OF DEMAND OR BECAUSE WE INCREASED SUPPLY.

I BELIEVE THEY'RE INCREASING BECAUSE WE'RE ATTRACTING FAMILIES TO OUR SCHOOLS SIMPLY BECAUSE OF LIKE THE GREAT THINGS THAT OUR SCHOOLS ARE DOING AND PARENTS ARE TAKING ADVANTAGE. BUT ALL THE SPOTS WERE SOLD OUT EVERY YEAR, RIGHT? IS THAT TRUE OR NOT. FOR TUITION? NO, THERE HAVE BEEN AVAILABLE SEATS.

OK, SO WHEN IT WAS UP AT SEVEN THOUSAND, WE WEREN'T QUOTE UNQUOTE SELLING ALL THE SEATS.

THAT IS CORRECT.

OK, AND THAT'S WHY WE CAME DOWN TO FIFTY TWO FIVE IN THE FIRST PLACE.

YES, SIR. OKAY.

AND WHAT'S THE WHAT'S THE CUTOFF IN ANNUAL INCOME FOR A FAMILY OF TWO THAT ALLOWS THEM TO GET FREE ACCESS? YES, SIR, I HAVE THAT RIGHT HERE.

I DON'T HAVE THAT MEMORIZED.

THAT'S ALL RIGHT. NO WORRIES.

ALL RIGHT, SO FOR A FAMILY OF TWO TO BE CONSIDERED FOR FREE, THE CUTOFF IS THIRTY TWO THOUSAND TWO HUNDRED AND TWENTY SEVEN DOLLARS.

OKAY. AND DO WE KNOW WHAT THREE AND FOUR YEAR OLD PRE-K EQUIVALENT WOULD BE AT EXTERNAL NON DISD PROVIDERS, LIKE IF PARENTS WERE PAYING TO SEND THEIR KIDS TO ANOTHER INSTITUTION? WHAT WOULD THEY BE PAYING? SO WE DID SOME RESEARCH ON THAT, AND MUCH OF WHAT WE'VE GOTTEN BACK IS ANNUAL RATES OF

[01:45:02]

LIKE NINETEEN THOUSAND TEN THOUSAND TO NINETEEN THOUSAND THAT PARENTS ARE PAYING.

HOW MUCH MONEY DO WE MAKE ON THIS? SO THIS LAST YEAR, WE MADE ABOUT THREE HUNDRED THOUSAND.

THREE HUNDRED AND FORTY TWO THOUSAND ONE HUNDRED EIGHT DOLLARS.

SO THE INCREASE THAT YOU'RE PROPOSING IS LIKE A ROUGHLY A TEN PERCENT INCREASE.

YES, SIR. IT WOULD BE ABOUT NINETY DOLLARS A MONTH TO THE FAMILIES.

SO IN AGGREGATE, IN THE DISTRICT, IT MIGHT ONLY RAISE THIRTY THOUSAND.

THAT'S CORRECT. WHAT ARE YOU DOING WITH THE EXTRA MONEY? SO THIS MONEY ACTUALLY GOES BACK INTO THE DISTRICT'S GENERAL FUND.

YOU'RE NOT SPENDING IT ON PRE-K.

I AM NOT. WHY NOT? WELL, IT'S FOR ALL OF US.

IT'S THE DISTRICT'S MONEY.

WE SPEND IT ON PRE-K.

ALL RIGHT. I'M SUPPORTIVE OF THIS.

THANK YOU FOR BEING PREPARED TO ANSWER ALL THOSE MATH QUESTIONS.

I APPRECIATE IT. THANK YOU.

THANK YOU. TRUSTEE MARSHALL.

TRUSTEES IS THERE ANY OTHER QUESTIONS HERE? TRUSTEE FLORES. SO I WAS LOOKING AT THE DETAIL SHEET ON THIS, AND I NOTICED THAT KRAMER ONLY IS LISTED HERE FOR PEAK K4 .

BUT WE HAVE A PRE-K CENTER THERE, SO, YOU KNOW, KRAMER'S MY SCHOOL NOW, RIGHT? I'M JUST SAYING, NO, NO, NO, NO, NO.

OH NO, NO, SORRY. I'M SORRY.

SO NO, NO, NO, NO, NO, NO, NO, NO, NO.

I WAS THINKING OF A DIFFERENT SCHOOL.

HOW COME? SORRY, ANNE FRANK, WHY ISN'T ANNE FRANK LISTED ON HERE.

SO THEY COULD HAVE A PRE-K PROGRAM BUT IT'S JUST NOT TUITION BASED.

BECAUSE THEY HAVE A PRE-K CENTER, AND WE BUILT THE PRE-K CENTER THERE BECAUSE I NOTICED NATHAN ADAMS WAS ON THIS LIST.

SO THIS LIST. IT ALSO HAS A PRE-K CENTER.

SO I'M JUST WONDERING WHY WHEN WE BUILT THESE CUSTOM BUILT PRE-K CENTERS, WHY WE DON'T HAVE BOTH PRE-K THREE AND FOUR THERE, THAT'S JUST THE QUESTION.

SO WE, YOU KNOW, WE REALLY LOOK AT, YOU KNOW, THE LANDSCAPE TO SEE LIKE WHERE WE'RE GOING TO ADD THREE AND FOUR YEAR OLD CLASSES.

IF YOUR QUESTION IS ABOUT IF YOU KNOW WHERE WE HAVE TUITION OR NOT, LIKE WE REALLY TAKE FEEDBACK FROM THE THE CAMPUS PRINCIPAL AS WELL AS LOOKING AT THE APPETITE OF THE ACTUAL COMMUNITY TO SEE IF IT CAN SUPPORT A TUITION BASED PROGRAM.

IF THAT'S ANSWERING YOUR QUESTION.

OK, LET ME ASK THE QUESTION A DIFFERENT WAY.

SO AT ANNE FRANK, WHERE WE HAVE A CUSTOM BUILT STANDALONE WELL IT'S PLUGGED INTO THE CAMPUS, BUT IT'S PART OF THE CAMPUS, THERE JUST AREN'T ANY SPOTS FOR A PRE-K THREE BECAUSE THEY'RE FULLY USED UP BY OUR NEED KIDS.

YES, SIR, WE ARE VERY WELL ROBUST AT ANNE FRANK.

RIGHT. I MEAN, THAT'S JUST THAT'S WHY I NOTICED IT WASN'T ON HERE BECAUSE I LOOKED UNDER.

IT'S IN THE HILLCREST FEEDER PATTERN.

YES, SIR. BUT SO IT'S JUST THAT THERE AREN'T ANY SPOTS.

THAT IS CORRECT. OKAY. THANK YOU.

THANK YOU TRUSTEE FLORES. TRUSTEES ARE THERE ANY OTHER QUESTIONS HERE? ALL RIGHT, THANK YOU ALL.

[20. SCHOOL LEADERSHIP DIVISION]

WE'LL MOVE ON TO THE SCHOOL LEADERSHIP DIVISION.

ARE THERE ANY QUESTIONS UNDER TRUSTEE OR SCHOOL LEADERSHIP DIVISION? 21 A THROUGH K.

SURROUNDING NAMINGS. SO TRUSTEE FLORES.

SO IS THERE, I WAS LOOKING AT THIS TABLE, SO IS THERE A WAY, A WAY TO KNOW BECAUSE I COULDN'T SEE HERE WHETHER THIS WAS OUR EVERY SINGLE ONE OF THESE COMING FROM A TRUSTEE BECAUSE SOMETIMES WE JUST GET COMMUNITY PEOPLE THAT SEND THEM IN AND THE TRUSTEE DOESN'T KNOW ANYTHING ABOUT IT, AND THEY FIRST SEE IT WHEN IT SHOWS UP ON THIS LIST VERSUS ONE THAT A TRUSTEE IS PUSHED KIND OF AND DONE THE WHOLE SPDM PTA THING THAT SO THERE'S THIS REPORT DOESN'T LIKE, GIVE ME ANY INDICATION ONE WAY OR THE OTHER.

I'M NOT. NONE OF OUR IN DISTRICT ONE.

I'M JUST CURIOUS ABOUT WHAT THIS TABLE IS TELLING US.

YES, ACTUALLY, WE STARTED THE PROCESS THIS YEAR OF IF A NAME COMES FORWARD TO SCHOOL LEADERSHIP THAT WE ACTUALLY REACH OUT TO THE TRUSTEE TO ENSURE THAT THEY ARE AWARE AND THEY ARE IN FULL SUPPORT OF THE NAME.

AND SO EVERY ALL OF THE NAMES ON THIS LIST, A TRUSTEE HAS BEEN INFORMED AND HAS BEEN A PART OF THE PROCESS. THAT'S MY UNDERSTANDING, YES.

SO I MEAN, I BELIEVE WE HAVE A PROCESS IN POLICY ABOUT WHAT HOOPS THEY NEED TO JUMP AND SIGN OFF. SO I TAKE IT FOR ALL OF THESE.

THEY'VE JUMP THROUGH THE HOOPS AND THEIR SIGN OFF, AND WE'RE ALL GOOD.

YES. OK, THANK YOU.

THANK YOU. TRUSTEE FLORES.

TRUSTEE MARSHALL. THERE'S ONE MISSING ON THIS LIST THAT I'VE BEEN EMAILING YOU ABOUT, SO I DON'T KNOW WHERE IT IS IN THE PROCESS.

IT MAY NOT BE COMPLETED YET, BUT THE ATHLETIC FACILITY AT WOODROW.

WE'RE NOT COMPLETE YET.

YEAH, WE HAVE. I HAVE A COUPLE THAT ARE STILL PENDING AND THOSE PROCESSES ARE NOT COMPLETE JUST YET.

OK, SO IF IT CAN'T BE COMPLETED PRIOR TO THIS BOARD MEETING, ARE YOU GOING TO BRING IT TO THE NEXT ONE? I'M GOING TO BRING IT.

YES, I HAVE ABOUT THREE OF THEM.

I'M GOING TO BRING. OKAY, THANKS.

[01:50:02]

THANK YOU, TRUSTEE MARSHALL.

ANY OTHER QUESTIONS ON ANY OF THE TRUSTEE SCHOOL NAMING? ALL RIGHT, WE ARE NOW GOING TO MOVE ON TO ITEM TWENTY TWO, WHICH INCLUDES STRATEGIC

[22. STRATEGIC INITIATIVES DIVISION]

INITIATIVES, SO 23 A.

AND 23 B, ANY QUESTIONS IN THE STRATEGIC INITIATIVES? 23A. 23A WE'LL START THERE WITH TRUSTEE GARCIA.

GOOD AFTERNOON. SO THIS IS FRITO-LAY AT SOUTH OAK CLIFF HIGH SCHOOL.

CAN YOU TELL ME MORE ABOUT THIS PARTNERSHIP? FIRST OF ALL, I THINK IT'S TREMENDOUSLY EXCITING AND WHAT WE CAN EXPECT TO SEE IN THIS PARTNERSHIP. YES, THIS IS AN [INAUDIBLE] THAT'S RENEWABLE.

SO WE'VE BEEN WORKING THROUGH IT LATE.

BUT DR. USAMAH RODGERS IS ON ZOOM.

SO DR. USAMAH RODGERS, CAN YOU SHARE SOME MORE DETAILS AROUND FRITO-LAYS ENGAGEMENT IN SOUTH OAK CLIFF HIGH SCHOOL? YES. FRITO-LAY HAS BEEN AN AMAZING PTECH TYPE PARTNER FOR THE LAST FIVE YEARS, AND THIS IS THEIR RENEWAL AGREEMENT.

THE THINGS THAT THEY'VE DONE, THEY SUPPLY A FOOD PANTRY FOR STUDENTS [INAUDIBLE] FOOD.

THEY HELD COMMUNITY JOB CREATORS, AND THEY PARTICIPATE IN STUDENT RECRUITMENT AND THEY HOST SUMMER INTERNSHIPS.

AND SO IT'S THEIR CONTINUATION OF THE PTECH PARTNERSHIP.

THAT'S PHENOMENAL. WHEN I THINK ABOUT THE WORK THAT OUR COMMUNITY IN DALLAS CAN DO FOR OUR STUDENTS, THIS IS EXACTLY THE KINDS OF THINGS THAT I THAT I REALLY ADVOCATE FOR AND APPRECIATE. SO THANK YOU FOR THIS UPDATE.

THAT'S MY QUESTIONS ON 23A AND THEN, YEAH, NO FURTHER QUESTIONS ON STRATEGIC.

THANK YOU, TRUSTEE GARCIA. ANYTHING ELSE FOR 23A.

B. I DO HAVE JUST A QUICK QUESTION.

THE WAY I UNDERSTAND THIS IS THIS IS JUST AN UPDATE TO THE TIMELINE DUE TO THE INCLEMENT WEATHER. IS THAT ACCURATE? YES, SIR. THAT'S EXACTLY RIGHT.

DUE TO, IF YOU RECALL, EARLY JANUARY OF THE PANDEMIC, THERE WAS QUITE A FLARE UP OF COVID. AND THEN, OF COURSE, THEN WE HAD SNOW, AND SO WE HAD TO GO VIRTUAL BECAUSE OF THE COVID CHALLENGE.

BUT ALSO THERE WERE DAYS WHERE PRINCIPALS DIDN'T HAVE THE OPPORTUNITY TO ASSESS STUDENTS, ET CETERA. SO MARCH ONE IN THE HBJ IS THE CUTOFF, AS YOU WELL KNOW, AND WE KNEW WE COULDN'T MEET THAT TIMELINE. SO THIS IS THE REQUEST FOR THE WAIVER.

OK. IS THERE ANY THIS IS JUST A LANGUAGE THING.

DOES THIS NEED TO BE A RATIFICATION SINCE WE'VE ALREADY MADE THOSE ADJUSTMENTS, BY THE WAY, I HEARD A LOT OF PARENTS WERE REALLY HAPPY YESTERDAY.

YES, NOTIFICATIONS WENT OUT YESTERDAY.

NOTIFICATIONS, BUT DOES THIS SEEM TO BE A RATIFICATION? I'M GLAD YOU HAVE QUESTIONS THEN.

SO MAYBE ANSWER THAT FOR US FOR BOARD SERVICES IF THIS SEEMS TO BE A RATIFICATION BECAUSE WE'RE ALREADY PAST PART OF THE TIMELINE HERE OR WHATNOT.

YEAH. THIS WAS DUE TO BE DONE BY MARCH 1ST, AND OBVIOUSLY THE WAIVER WAS SUBMITTED AFTER THE FACT, I THINK IS THE POINT BEING MADE.

YEAH. SO DR.

LUSK, YOU CAN CHANGE THE LANGUAGE FOR THE NIGHT.

OK. OK. ALL RIGHT.

THANK YOU. APPRECIATE YOU AND ALL THE WORK.

THANK YOU. WE'LL NOW MOVE ON TO 24 INFORMATION TECHNOLOGY.

[24. INFORMATION TECHNOLOGY DIVISION]

25 A, B, C AND 26A TRUSTEES ANY QUESTIONS ON INFORMATION TECHNOLOGY DIVISION.

25A.

25 A. WE'LL START THERE.

TRUSTEE GARCIA. JACK, I WOULD APPRECIATE HELPING IF YOU HELPING ME UNDERSTAND, SO WE'RE LOOKING AT CONSULTING SERVICES FOR CYBERSECURITY AND WE'RE WORKING THE RECOMMENDED VENDOR IS THE SAME VENDOR THAT WE HAD LAST YEAR.

YES, MA'AM. OK.

GIVEN THE INCIDENTS THAT WE'VE HAD IN DISD SURROUNDING CYBERSECURITY, WHY THE SAME CONSULTING SERVICES? YEAH, THANK YOU FOR THAT QUESTION.

NUMBER ONE, THEY'RE JUST FAMILIAR WITH OUR ENVIRONMENT, WITH OUR PROGRAMS, WITH OUR TEAM.

AND ACTUALLY, THEY'VE PERFORMED REALLY WELL FOR US.

SO I DON'T NECESSARILY ATTRIBUTE, YOU KNOW, THE CHALLENGES THAT WE EXPERIENCED WITH OUR CYBERSECURITY EVENT TO THIS FIRM.

IN FACT, THEY HELPED US TO MOBILIZE QUICKLY AND RESPOND AND CONTAIN THAT EVENT IN A WAY THAT IT DIDN'T TURN INTO SOMETHING BIGGER.

SO AGAIN, I CAN I CAN CERTAINLY UNDERSTAND, YOU KNOW, THE POTENTIAL ASSOCIATION TO SAY, HEY, WAIT, WE HAD A CYBERSECURITY CONSULTANT, WE HAD A CYBER EVENT.

ARE THEY THE RIGHT VENDOR? I STILL THINK THEY'RE DOING GOOD WORK.

AND THE OTHER PART OF THIS IS THAT WE HAVE AUGMENTED THE SCOPE FOR THEM TO INCLUDE VULNERABILITY ASSESSMENT OF SOME AREAS THAT THAT WEREN'T PREVIOUSLY IN SCOPE FOR THEM.

AND IF I'M NOT MISTAKEN, WE HAVE.

WE HAD A REPORT THAT WAS ISSUED AND THERE WERE SOME WEAKNESSES IDENTIFIED.

THESE ARE THE SAME THINGS THAT WE'RE USING OUR CONSULTANTS TO GO THROUGH.

IS THAT WHAT YOU'RE SAYING? THAT SCOPE IS INCLUSIVE.

[01:55:02]

YEAH. SO TWO THINGS HERE.

SO IT WAS REALLY IT CAME DOWN TO THE SCOPE OF THE VULNERABILITY ASSESSMENTS, RIGHT? SO WE'D ASK THEM TO LOOK AT CERTAIN AREAS OF OUR ENVIRONMENT.

NOW WE'RE ASKING THEM TO LOOK AT MORE.

SO IT'S A BROADER ASSESSMENT OF OUR ENVIRONMENT AND WE'RE ASKING THEM TO DOUBLE DOWN AND ASSIST IN SOME OF THE REMEDIATION WORK FOR THE THINGS THAT WE FIND DURING THOSE ROUTINE VULNERABILITY ASSESSMENTS.

OK, AND THE AMOUNT NOT TO EXCEED ONE HUNDRED FORTY THOUSAND OR THAT 16 MONTHS.

HOW DOES THAT COMPARE TO THE PREVIOUS TIME WE AUTHORIZED AN AGREEMENT OF THIS KIND? IT'S AN INCREASE IN SPAN.

I DON'T HAVE THE EXACT AMOUNT HANDY, BUT I WANT TO SAY WE WERE SOMEWHERE AROUND SEVENTY FIVE THOUSAND DOLLARS ON THE LAST ENGAGEMENT.

OK. I HOPE TO MAKE SENSE OF THE INCREASED COST AND INCREASED SCOPE, AND THEN, OF COURSE, THE INCREASED PROTECTION FIRST FOR OUR ENTIRE DISD COMMUNITY.

BUT THANK YOU FOR ANSWERING THOSE QUESTIONS.

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

TRUSTEES ANY OTHER QUESTIONS HERE? ALL RIGHT, SO SEEING NOTHING ELSE ON TWENTY FOUR, TWENTY FIVE A THROUGH C AND 26 A WE'LL NOW MOVE ON TO THE FINANCIAL SERVICES DIVISION.

TRUSTEES. ARE THERE ANY QUESTIONS UNDER THE FINANCIAL SERVICES DIVISION, WHICH INCLUDES 28A, 29A THROUGH D, 30A.

31A, AND 32A THROUGH.

J AND 33A AND B.

ANY QUESTIONS UNDER OUR FINANCIAL SERVICES DIVISION.

SEEING NONE, IT LOOKS LIKE DWAYNE IS GOING TO GET OFF A LITTLE BIT EASY ON THOSE.

I DO. I DO WANT TO.

NOW THAT WE'RE COMING TO THE CLOSE OF OUR AGENDA, I DO WANT TO GO BACK IF THERE'S NO OPPOSITION AS FAYE HAS AN ANSWER FOR US UNDER THE QUESTION ON 13 A..

AND SO 13 A WAS THE TERMINATION OF TREASURER.

SO FAYE, IF YOU WANT TO GIVE US THEIR UPDATES THERE.

JUST TO QUICKLY TO HELP, I WENT OUT TO THE TEXAS ETHICS COMMISSION AND LOOKED THIS UP AND I JUST WANTED TO MAKE SURE I WAS CORRECT BEFORE I HAD SAID ANYTHING BEFORE PREVIOUSLY.

BUT AS LONG AS YOU HAVE MONEY IN THE FILING, YOU STILL HAVE TO FILE YOUR ACTUAL CAMPAIGN FINANCE REPORT AND THEN IF YOU DON'T HAVE ANY, YOU CAN FILE YOUR FINAL REPORT.

YOU WOULD NOT. THIS WOULD NOT BE APPLICABLE IF YOU STILL HAVE THE REPORTS COMING THROUGH.

SO WHAT THIS IS ASKING TO DO IS FOR PEOPLE WHO HAVE NOT FILED THE REPORTS AS REQUIRED T HEY'VE BEEN OUT HERE FOR SEVERAL YEARS AND IT'S ASKING THAT THOSE THOSE PEOPLE BE ONE NOTIFIED. AND THEN IF THERE'S NO RESPONSE THEN WE CAN TERMINATE.

THANK YOU FAYE. TRUSTEE MARSHALL.

SO I JUST WANT TO PLAY BACK WHAT I THINK I JUST HEARD, SO IF A CANDIDATE, IF A FORMER OFFICE HOLDER STILL HAS MONEY IN THEIR ACCOUNT, THEY'RE SUPPOSED TO BE FILING CAMPAIGN FINANCE REPORTS TWICE A YEAR LIKE THEY WERE WHEN THEY WERE IN OFFICE.

CORRECT. CORRECT. AND IF THEY'RE WHAT YOU'RE SAYING IS IF THEY HAVE MONEY IN THEIR BANK ACCOUNT, THEY SHOULD KEEP FILING THOSE.

BUT WHAT HAPPENS RIGHT NOW, IF THEY DON'T.

THEN IF THEY'RE NOT FILING THE REPORTS, THEN THAT'S WHAT THESE THIS BOARD DOCUMENT WILL ALLOW US TO REACH OUT TO THOSE PARTICULAR PEOPLE.

LET THEM KNOW THAT IF THEY DON'T UPDATE THEIR INFORMATION AND OR FILE THOSE REPORTS, THAT WE WILL BE ALLOWED TO TERMINATE.

SO I'M NOT SURE THAT ANSWERS MY QUESTION ABOUT WHAT HAPPENS TO THE MONEY THAT'S STILL IN THE ACCOUNT. LIKE WHAT? THE PERSON THAT DIDN'T LIKE IF THEY'D NEVER FILED THE REPORTS THEY WERE SUPPOSED TO, AND YOU SEND THEM A FORM LETTER THAT SAYS, WE'RE ABOUT TO REPEAL YOUR APPOINTMENT OF A CAMPAIGN TREASURER AND THEN THEY STILL DON'T REPLY TO THAT.

AND SO YOU DO YOU YOU REPEAL THEIR CAMPAIGN TREASURER.

WHAT HAPPENS TO THEM IS THE MONEY IN THAT ACCOUNT NO LONGER IN A CAMPAIGN FINANCE ACCOUNT. THAT THEN I WOULD PROBABLY HAVE TO ACTUALLY CONTACT THE ETHICS DEPARTMENT AND FIND THAT OUT, BECAUSE THAT'S THE NATURE OF MY QUESTION, BECAUSE I FEEL LIKE THIS IS A GRAY AREA WITH THE IRS BECAUSE IF IT BECOMES IF THEY HELD MONEY IN THAT ACCOUNT, LIKE, YOU KNOW, I HAVE AN ACCOUNT AT COMERICA WITH MY CAMPAIGN FINANCE MONEY IN IT.

OF COURSE, I'M FILING THE REPORTS EVERY TWICE A YEAR LIKE I'M SUPPOSED TO.

BUT IF I IF I STOPPED DOING THAT, THE IRS IS NOT GOING TO CONSIDER THAT MONEY MINE.

AND IF THEY DID THAT, I MEAN, THAT WOULD BE A BENEFIT TO ME, RIGHT? BUT RIGHT NOW IT JUST BECAME MY MONEY, WHICH SAYS SOMETHING ABOUT THIS FROM A TAX PERSPECTIVE, DOESN'T ADD UP IN MY MIND BECAUSE IF WE RESCIND THE CAMPAIGN TREASURER

[02:00:03]

APPOINTMENT AND IT'S NO LONGER A CAMPAIGN FINANCE ACCOUNT.

WHAT BECOMES OF WHAT HAPPENS TO THE MONEY? I CAN VERIFY THAT FOR YOU, ALTHOUGH EVERY PERSON WHO HAS A CAMPAIGN FINANCE REPORT, USUALLY THEY'RE RESPONSIBLE FOR MAKING SURE THAT THEY KNOW WHAT OCCURS WITH THOSE ACCOUNTS. BUT I WILL FOLLOW UP WITH THAT TO VERIFY IF THAT'S THE CASE AND WE CAN PUT SOMETHING IN THE TRACKER FOR YOU IF THAT'LL HELP YOU TO FEEL MORE COMFORTABLE WITH THAT.

BUT IT WOULD.

THIS IS FOR PEOPLE WHO HAVE TAKEN NO ACTION OR NOT DOING ANYTHING AND HAVE NOT FOR SEVERAL YEARS, AND THEY WILL BE NOTIFIED PRIOR TO THAT.

YEAH, I'D LOVE TO GET THAT INFORMATION.

THANKS. THANK YOU, TRUSTEE MARSHALL.

ANY OTHER FOLLOW UP QUESTIONS HERE? I THINK THE OTHER THING THAT MIGHT BE HELPFUL IS LOOKING AT ALL OF THE PEOPLE THAT WE HAVE TREASURERS FOR.

IT MAY BE A MOOT POINT IF ALL OF THEM HAVE A ZERO ACCOUNT BALANCE IN THE LAST ONE THEY FILED VERSUS HOW MANY PEOPLE HAVE BALANCE AND SHOULD BE FILING THAT AREN'T THAT NUMBER MIGHT ACTUALLY HELP US MAKE SOME DECISIONS.

WELL, MY UNDERSTANDING, THOUGH, IS THAT SHE WANTS TO DO THIS FOR THE PEOPLE THAT HAVE NOT FILED THE FORM THAT SAYS THAT THEY HAVE NO MONEY IN THEIR ACCOUNT.

ISN'T THAT RIGHT? IT'S A FINAL REPORT HAVE MONEY IN THEIR ACCOUNT AND NOT FILING.

RIGHT, RIGHT. THEY SHOULD BE.

I GOTCHA. OK, THEN YES, I AGREE WITH TRUSTEE MARSHALL.

ALL RIGHT. SO ANYTHING ELSE ON 13A? ALL RIGHT. THAT BRINGS US TO THE CLOSE OF THIS AGENDA.

THE TIME IS NOW 1:52 P.M AND THIS MEETING IS ADJOURNED.

WE HAVE EIGHT MINUTES BEFORE WE'LL OPEN UP FOR THE CALLED BOARD MEETING.

* This transcript was compiled from uncorrected Closed Captioning.