YEAH, I KNOW. I GET THE IDEA OF MULTIPLE SERVANTS BEING BURDENSOME.
[1. Notice and Return]
[00:00:06]
I LIKE THE IDEA OF CONSISTENCY DR. HINOJOSA.I THINK THAT WORKS. ORGANIZATIONS OF ADULTS LIKE CORPORATIONS OR FOR STAFF OR EDUCATORS.
BECAUSE THEORETICALLY YOU PROBABLY HAVE THE SAME DIRECT MANAGER, DIRECT RAPPORT YEAR TO YEAR UNLESS CHANGE STOPS.
BUT WITH STUDENTS, A LOT CHANGES EACH YEAR.
THE TEACHER THAT I HAVE IN FIRST GRADE IN THE SCHOOL [INAUDIBLE] SAY IN SCHOOL.
WELL, YOU MIGHT HAVE THE SAME TEACHER.
SO WE TALK ABOUT GROWTH OPPORTUNITIES.
IT MAKES SENSE TO ME TO DO YEAR OVER YEAR AND BE CONSISTENT.
IT GIVES YOU A SNAPSHOT, ALLOWS YOU TO ADJUST AND PIVOT.
BUT IF THOSE ADJUSTMENTS, THOSE RESOURCES OR WHATEVER YOU DID FALL ON THAT INITIAL SURVEY ACTUALLY WORKED ON THAT BECAUSE THE NEXT YEAR THEY'RE IN A DIFFERENT ENVIRONMENT AND THEY MIGHT GO FROM A TEACHER THAT THEY DIDN'T LIKE AT ALL, TO TEACHERS THAT THEY LIKED AT ALL SCHOOLS OR FELT SAFE OR A PLACE WHERE THEY WERE REALLY THERE TODAY.
[3. Discussion Items]
YOU DON'T HAVE ANY THOSE IN THE DISTRICT, BUT DOES THAT MAKE SENSE, DR.DID YOU HAVE A RECOMMENDATION OF A TIME FRAME THAT YOU THINK WOULD BE MOST APPROPRIATE WITH THE STUDENTS? WE HAVE MULTIPLE [INAUDIBLE] A FEW WEEKS.
[INAUDIBLE] THE BEGINNING OF YEAR ONE, IS A MIDDLE OF YEAR ONE, END OF YEAR ONE.
OKAY. DOES THAT WORK IS THEN NOT NEED TO GO HARDER OR BE OKAY.
AND AT THE END WE SEE THE END OF THE YEAR WHERE THE KID ENDS UP.
SO I DON'T KNOW, I DEFER TO PEOPLE, BUT SOMEWHERE TOWARDS THE END OF THE SCHOOL YEAR TO SEE IF IF THAT CHANGE GOT BETTER, IF IT GOT WORSE, IF THE INTERVENTIONS WORK OR THEY DIDN'T WORK.
I THINK THAT HELPS INFORM THE SYSTEM AS WELL.
YOU START SEEING WHAT INTERVENTIONS.
I JUST DON'T KNOW HOW WE EVALUATE WHETHER IT WORKS OR NOT.
THERE ARE SOME DISTRICTS THAT HAVE PILOTED THE USE OF PULSE CHECKS, WHICH ARE NOT FULL SURVEYS, BUT THEY'RE LIKE LITTLE DIP STICKS AROUND ASPECTS OF CULTURE THAT I THINK MIGHT BE A SOLUTION TO WHAT TRUSTEE HENRY IS DESCRIBING.
AND THEN AT THE END OF THE YEAR, YOU KNOW, WE HAVE ANOTHER SURVEY JUST TO SEE HOW WELL STUDENTS DID FROM OCTOBER TO THE END OF THE YEAR. AND THEN NOW THE END OF THE YEAR WILL JUST BE THE TIME FRAME THAT WE GIVE THE SURVEY.
I MEAN, WE CAN I CAN TALK TO STAFF ABOUT THAT.
PRESIDENT MACKEY, WHERE AM I ON TIME? 5 MINUTES.
SO GOING BACK TO THAT QUESTION TO WHO GETS THAT INFORMATION FROM THE SURVEY? GRADES, THE STUDENTS WHO TAKE THE SURVEY ARE GRADES 3 THRU 12.
AND THEN WE WILL CREATE A MONITORING CALENDAR FOR THE CONSTRAINTS.
WHO GETS THE ANSWERS TO THE TERMS OF THE SURVEY? SO [INAUDIBLE] SO STAFF WILL GET THE DATA AND WE'LL HAVE A MONITORING CALENDAR AND WE'LL PRESENT IT TO THE BOARD.
BUT SCHOOL PRINCIPALS WILL ALSO SEE THE DATA FOR THEIR SCHOOL, CORRECT? YES. WOULD EDUCATORS SEE THE DATA FOR THEIR CLASSROOM? [INAUDIBLE] YES.
IF I'M A PARENT, I WOULD LIKE TO KNOW HOW MY KIDS FEELS ABOUT THEIR CLASSROOM AND THEIR SCHOOLWORK.
I'M AN EDUCATOR. I WANT TO KNOW IF I'M CREATING A POSITIVE CULTURE.
SO I WANT TO EXPLORE WAYS TO USE.
OF OUR STUDENTS. THAT'S ALL I HAD ON THAT.
I JUST WANT TO MAKE A COMMENT ON THE CONSTRAINT NUMBER FOUR.
[00:05:07]
KIDS EVERY DAY AND THE [INAUDIBLE] AND I THINK THAT'S PROBABLY THE BIGGEST LEVER THAT WE HAVE.THAT'S ALL I HAVE FOR THE NEXT.
I APPRECIATE THE QUESTIONS BEING INCLUDED.
THANK YOU. THANK YOU, TRUSTEE HENRY.
FIRST OF ALL, I WANT TO THANK YOU ALL FOR THE OPPORTUNITY TO PRESENT THE MWBE THIRD QUARTER REPORT.
OUR BOND ACADEMY THAT WE'VE COMPLETED.
AND WE HAVE ANOTHER LAST BOND ACADEMY WHICH IS SCHEDULED FOR JUNE.
NEXT WE HAD 150 PARTICIPANTS AND OUR KNOWLEDGE IS POWER BUSINESS CONFERENCE.
AND WE MADE SURE THAT WE ENCOURAGED CONSTRUCTION COMPANIES, PROFESSIONAL SERVICES VENDORS AND GOODS AND SERVICES VENDORS TO BID FOR CONTRACTS WITH DALLAS ISD.
RECENTLY, WE HAVE SCHEDULED AND CONDUCTED A MEETING.
SMALL BUSINESSES, AND WE FOCUSED ON THE TRAINING THEM ON BUSINESS, FINANCE AND RESOURCES.
AND LAST BUT NOT LEAST, BUT MS. PARTEE AND I HAVE CONTINUED TO MEET WITH THE PRIME VENDORS WHO HAVE RECEIVED LARGE CONTRACTS WITH DALLAS ISD, ENCOURAGING THEM TO INCREASE THEIR UTILIZATION OF OUR MWBE CERTIFIED SUBCONTRACTORS.
AND NOW TO THE DATA REPORT BEFORE YOU HAVE THE 2015 BOND TOTAL MWBE UTILIZATION.
OUR GOAL WAS 30% IN CONSTRUCTION AND WE'VE MET 53.56%.
THE GOAL FOR PROFESSIONAL SERVICES WAS 35% AND WE MET 40.31%.
AS FAR AS THE TOTAL MWBE UTILIZATION ARE, OUR GOAL WAS 30% FOR CONSTRUCTION, BUT WE MET 73%.
AND THEN PROFESSIONAL SERVICES.
OUR GOAL WAS 35% AND WE MET 25%.
AND THE CONSTRUCTION MANAGER AT RISK.
EXCUSE ME, OUR GOAL WAS 35% FOR PROFESSIONAL SERVICES, BUT WE MET 74.4% ON PROFESSIONAL SERVICES CMAR AND CONSTRUCTION.
WHEN IT COMES TO THE FUND 199 GENERAL OPERATING BUDGET FOR OUR MWBE UTILIZATION, OUR GOAL WAS 30% AND WE MET 14.5%.
OUR GOAL WAS 30% AND WE MET 15.65%.
AND NOW WE OPEN FOR QUESTIONS.
[00:10:03]
THANK YOU SO MUCH. TRUSTEES, ANY QUESTIONS? WE WILL START WITH TRUSTEE FOREMAN.THANK YOU, MR. WILLIAMS, FOR THE REPORT.
I'M ALWAYS INTERESTED IN LOOKING AT WHAT'S HAPPENING WITH MINORITY OWNED FIRMS. AND WHAT I DON'T SEE IN THE REPORT IS AN ACCOUNTING FOR THE 2020 BOND.
AND MAYBE, DUANE, YOU NEED TO BE UP HERE, TOO, SO I CAN CAN UNDERSTAND.
OKAY. BASICALLY, WE WILL START REPORTING ON THE 2020 BONDS.
THAT'S A SEPARATE BOND FUND, A FUNDING SOURCE.
AND WE WILL START REPORTING ON THAT VERY SOON.
I KNOW WE'RE SPENDING BOND MONEY.
I KNOW WE'RE SPENDING INSURANCE MONEY THAT'S BASED ON CONSTRUCTION.
YES, YOU'RE CORRECT. WE HAVE STARTED SPENDING 2020 AND THEY HAVE ACCESS TO THAT THROUGH ORACLE.
SO I ANTICIPATE IN THE NEXT QUARTER THAT THEY WILL BEGIN REPORTING THAT AS OF THAT QUARTER.
SO I WOULD LIKE TO SEE THAT AND THEN STAY THERE DUANE, DON'T GO AWAY ON ON THE CONSTRUCTION MANAGER AT RISK. WHERE WE SHOW A 74.4% PROFESSIONAL SERVICES CATEGORY.
SO NOW THE CONSTRUCTION MANAGER AT RISK IS SET UP A LITTLE BIT DIFFERENT THAN YOUR CSP.
AND SO THERE IS FRONT MONEY THAT GOES TO THE COMPANY FOR GETTING IN AT THE FRONT END, IS THAT CORRECT? THERE'S A SMALL PAYMENT TO THE COMPANY FOR PRE CON.
USUALLY IT'S ABOUT 25,000 FOR THEM TO BE INVOLVED IN THE DESIGN PROCESS ALONG THE WAY.
AND SO THESE DOLLARS THAT WE HAVE HERE FOR THE PROFESSIONAL SERVICES, IS THAT INCLUSIVE OF THE DESIGN PROCESS OR THE MAJORITY OF THAT IS GOING TO BE FOR ARCHITECTS? THIS IS ONLY ARCHITECTS.
I WOULDN'T SAY IT'S ONLY ARCHITECTS, BUT I WOULD SAY THE MAJORITY OF THEM.
AGAIN, AS I SAID A LITTLE BIT EARLIER, PERCENTAGES CAN BE DECEPTIVE.
AND SO WE DON'T DO 74% NOTHING WITH MINORITIES.
SO THAT CAN BE SOMEWHAT THE PERCEPTION IS BECAUSE I'VE HEARD BOARD MEMBERS AROUND THIS TABLE TALK ABOUT CMAR AND SAY, OH, LOOK AT WE'RE DOING SO MUCH BETTER THAN WE'VE DONE IN THE PAST.
BUT THEN LOOK AT THE DOLLAR AMOUNT.
AND MR. WILLIAMS, I'M NOT GETTING ON YOU.
I'M JUST TALKING ABOUT THE PROCESS OF REALLY UNDERSTANDING WHAT IS GOING ON.
THAT'S UNDERSTOOD. AND ACTUALLY IN THE CATEGORY FOR AFRICAN AMERICANS UNDER THIS CONSTRUCTION MANAGER AT RISK, IT'S ACTUALLY ZERO.
AND I DON'T KNOW I KNOW YOU'RE CALCULATING THIS BASED ON PAYMENTS, SO.
IF YOU LOOK AT THE VERY TOP, IF YOU LOOK AT THE VERY TOP LINE, IT'S 4% FOR AFRICAN-AMERICAN MALE.
FOR INSTANCE, THE VALLEY VIEW PROJECT IS PROBABLY CONSTRUCTION MANAGER AT RISK.
WE'RE GOING TO WE HAVE THAT AT WEST END DALLAS AND WE ALSO HAVE THEM AT RISK FOR THE TJ AND NEW INTERNATIONAL SCHOOL BUILDINGS. THOSE ARE THE PROJECTS.
NO, DOWNTOWN IS A DESIGN BUILD.
OKAY. SO IF I HAD AN UNDERSTANDING OF HOW MUCH THE PROJECTS ARE AS WE GO THROUGH THE PROJECT, JUST ANOTHER LINE TO LET ME KNOW HOW MUCH THE PROJECTS AMOUNT TO BECAUSE THESE ARE SMALL AMOUNTS.
[00:15:09]
AND WOMEN. AND SO I'M LOOKING FORWARD TO SEEING SOME OF THOSE SAME KINDS OF NUMBERS.BUT THE WAY THAT THE PAYMENTS ARE GOING, IT'S A LITTLE BIT DIFFERENT.
SO I JUST LIKE TO SEE JUST A LITTLE BIT MORE DETAIL ON THE CONSTRUCTION MANAGER AT RISK TO GET A BETTER UNDERSTANDING OF HOW MUCH WE'RE SPENDING, HOW MUCH WE'VE ALLOCATED, HOW MUCH WE'VE ALREADY SPENT, AND THEN HOW MUCH THE PROJECTS ARE BECAUSE THE PROJECTS ARE USUALLY BIGGER SO. THAT'S NO PROBLEM.
YES, WE'LL DO THAT. ALL RIGHT.
THANK YOU. NOW YOU CAN GO DWAYNE.
ARE THERE ANY OTHER QUESTIONS HERE? ALL RIGHT, HEARING NONE. THANK YOU SO MUCH, MR. WILLIAMS. WE APPRECIATE IT.
WE WILL NOW MOVE ON TO ITEM NINE.
SO NOW WE'LL MOVE ON TO ITEM TEN A.
TRUSTEES, ARE THERE ANY QUESTIONS FOR 10 A? I'LL GIVE EVERYONE A CHANCE TO CATCH UP WITH THEIR PAPERS, AND THEN WE'RE GOING TO BE MOVING THROUGH EACH OF THE SEGMENTS AS NORMAL TO SEE IF THERE ARE ANY QUESTIONS ON IT.
SEEING NONE ON 10A WE WILL NOW MOVE ON TO 11 POLICY UPDATES.
THIS IS 11 A THROUGH E AND I KNOW WE ARE GOING TO HAVE A QUESTION ON E, SO I GUESS, IS THERE ANY OTHER QUESTIONS ON A THROUGH D? NO. SO WE WILL START WITH 11 E, THE STUDENT CODE OF CONDUCT.
AND I THINK THERE'S A BRIEF PRESENTATION TO I KNOW OF THIS.
TEN E, STUDENT CODE OF CONDUCT.
AS YOU KNOW, EVERY YEAR WE HAVE A STUDENT CODE OF CONDUCT TASK FORCE.
ALL RIGHT. THANK YOU. GOOD AFTERNOON.
HINOJOSA, THANK YOU FOR HAVING US SHARE THESE UPDATES.
FOR STARTERS, AS RECOMMENDED BY THE TASK FORCE, THE FOLLOWING OFFENSES WILL BE ADDED TO LEVEL 1A SKIPPING CLASS, LOITERING AND SLAP BOXING.
THOSE WERE NOT PREVIOUSLY IN THE STUDENT CODE OF CONDUCT.
THE TASK FORCE ALSO RECOMMENDED ORGANIZING, SUGGESTED ACTIONS TO SUPPORT THE DEVELOPMENT AND PROVIDE PROGRESSIVE DISCIPLINE ACTIONS FOR CERTAIN OFFENSES.
PROVIDE ADDITIONAL EXAMPLES IN THE GLOSSARY TO MINIMIZE THE CONFUSION AROUND DIFFERENT CONSEQUENCES AND PROVIDE CONCRETE EXAMPLES FOR CLASSROOM DISRUPTIONS WHICH CAN WHICH CAN ALSO BE SUBJECTIVE FOR SOME TEACHERS AND ADMINISTRATORS.
THE TASK FORCE ALSO AGREED TO INCREASING THE LEVEL FOR THE FOLLOWING OFFENSES.
THE POSSESSION AND DISTRIBUTION OF PORNOGRAPHIC MATERIALS WILL BE MOVED TO A LEVEL 2B OFFENSE AND LEAVING SCHOOL GROUNDS WILL MOVE TO A LEVEL 2A OFFENSE, AND DIRECTING PROFANITY TOWARDS STUDENTS WILL ALSO BE MOVED TO A LEVEL 2B OFFENSE.
[00:20:05]
THERE. THE TASK FORCE ALSO REVIEWED SEVERAL INCIDENTS THAT WERE ASSIGNED TO A LOWER LEVEL AND DETERMINED THAT THE SERIOUSNESS OF THOSE OFFENSES SHOULD BE CLASSIFIED AT A HIGHER LEVEL.AND LASTLY, DRUGS, NON FELONY WITH THC WILL BE MOVED TO A LEVEL THREE MANDATORY OFFENSE.
AND IN ADDITION TO THE DAEP, WE ARE MAKING A SUGGESTION FOR A SHORTENED DAP PLACEMENT FOR STUDENTS DUE TO THE ONGOING VIOLENCE AND SAFETY ISSUES THAT ARE ON CAMPUS.
I'M GOING TO LET SHERRY TALK A LITTLE BIT MORE ABOUT THAT.
HOLD ON. LET ME PULL MY MY DATA HERE.
AND SO WHAT WE FOUND, FOR EXAMPLE, WITH CLASS C ASSAULTS, WE HAD 35 STUDENTS THAT COMMITTED AT LEAST TWO OFFENSES AROUND ASSAULT CLASS C, WE HAD EIGHT THAT DID THAT THREE TIMES.
ONE STUDENT THAT'S DONE IT FOUR TIMES AND TWO STUDENTS THAT HAVE DONE IT FIVE TIMES.
WHEN WE LOOK AT FIGHTING, WE HAVE 235 STUDENTS THAT HAVE FOUGHT TWICE.
WE HAVE 58 STUDENTS THAT HAVE FOUGHT THREE TIMES, 15 STUDENTS FOUR TIMES.
AND WE EVEN HAVE TWO STUDENTS THAT HAVE HAD FIVE FIGHTS.
SO WE FELT LIKE WE NEEDED TO GET A HANDLE ON THESE SITUATIONS WHERE WE HAVE KIDS THAT ARE CONSTANTLY CREATING SITUATIONS IN A CAMPUS THAT ARE OF A VIOLENT OR AGGRESSIVE TYPE BEHAVIOR.
SO FOR THAT, WE'RE RECOMMENDING A LEVEL IN THE CODE OF CONDUCT WHERE THESE STUDENTS COULD GO TO DAEP FOR FIVE DAYS, WHERE THEY WOULD BE INVOLVED IN A CURRICULUM THAT WORKS ON THESE VIOLENT BEHAVIORS, HELPING THEM PROBLEM SOLVE, HELPING THEM MAKE GOOD DECISIONS SO THAT THEN WHEN THEY COME BACK TO CAMPUS, THEY MEET WEEKLY WITH THEIR CLINICIAN TO THEN START PRACTICING THE THINGS THAT THEY LEARN SO THAT WE CAN CUT DOWN ON THESE REPETITIVE, VIOLENT OFFENSES.
SO THAT IS A MAJOR CHANGE THAT WE ARE RECOMMENDING TO THE CODE OF CONDUCT.
ALL RIGHT, I GUESS WE'LL OPEN THE FLOOR FOR ANY QUESTIONS.
TRUSTEES. WE'LL BEGIN WITH QUESTIONS.
I THINK TRUSTEE CARREÓN WAS FIRST FOLLOWED BY TRUSTEE JOHNSON.
SORRY, TRUSTEE JOHNSON FOLLOWED BY TRUSTEE CARREÓN.
THANK YOU. THE PROBLEM THAT I HAVE IS YOU GUYS WAS TRYING TO MEET WITH ME, I THINK, LAST WEEK.
AND I KNOW I TOLD YOU THAT MY SCHEDULE WAS FULL, YET WE'RE STILL HERE.
SO I KNOW YOU MET WITH TRUSTEE CARREÓN, BUT YOU DIDN'T MEET WITH ME.
AND WE EXPRESSED THAT WE HAD SOME ISSUES CONCERNING THIS.
AND WE ASKED THIS PRIVATELY, NOT FOR YOU NOT TO DO THIS, ESPECIALLY AT THE LAST MINUTE LIKE THIS.
SO TRUSTEE JOHNSON THE REASON WE PUT IT ON IS BECAUSE WE HAVE TO HAVE STUDENT CODE OF CONDUCT IN AUGUST AND THE TRUSTEES HAVE TO HAVE TWO READS.
SO WE'RE NOT ASKING TO MAKE TO HAVE ANY ACTION.
WE'RE PUTTING IT ON BECAUSE THERE NEEDS TO BE TWO READS.
AND I CAN STEP IN. YOU CAN WE CAN TALK ABOUT THIS, BUT I'LL TAKE THE FULL RESPONSIBILITY, BECAUSE I DID ASK THEM TO SAY IF IT'S GONE TO THE POLICY COMMITTEE, IT DOES NEED TO GO TO POLICY COMMITTEE FIRST. AND I BELIEVE THIS DID CORRECT? THAT IT STILL COMES TO THE BOARD FOR ITS TWO READS BEFORE IT NEEDS TO GET DONE.
WE DON'T AGREE WITH WHAT'S BEEN GOING ON, WHAT'S BEEN SAID.
THANK YOU TRUSTEE JOHNSON, TRUSTEE CARREÓN.
AND I'LL JUST. I'LL JUST PICK UP WHERE TRUSTEE JOHNSON LEFT OFF.
YOU DID MEET ADDITIONALLY WITH ME.
I MEAN, FULL RESPECT TO TRUSTEE JOHNSON.
I WAS HOPING YOU'D MEET WITH HIM AS WELL.
[00:25:08]
WELL, WHEN THE CENTRAL RESET CENTER IDEA WAS BROUGHT TO US IN THE FALL IN THIS BOARD PUSHED BACK ON THAT IDEA.I GUESS WHAT I WANT TO ASK IS HOW IS.
FIVE DAY DAEP DIFFERENT THAN CENTRAL RESET.
SO CENTRAL RESET WAS FOR SEVERAL DIFFERENT OFFENSES.
SO IT WAS NOT NECESSARILY JUST FOR A SAFETY CONCERN.
THIS PLACEMENT IS TRULY ABOUT SAFETY.
IT IS FOR THOSE STUDENTS WHO ARE CONSTANTLY CREATING A SITUATION ON THE CAMPUS THAT ARE VOLATILE, THAT INVOLVE FIGHTING, THAT INVOLVE ASSAULTS, THAT THIS WOULD GIVE PRINCIPALS AN OPTION TO PUT TO RECOMMEND THESE STUDENTS FOR A PROGRAM TO TRY TO CATCH THE BEHAVIOR EARLY AND CHANGE IT.
SO, FOR EXAMPLE, LET'S SAY THE STUDENT HERE THAT'S BEEN IN FIVE FIGHTS BEGINNING OF THE SCHOOL YEAR, WEEK ONE GETS IN A FIGHT, THE PRINCIPAL CAN SAY, OKAY, THIS IS A STUDENT WHO'S LAST YEAR HAD FIVE FIGHTS.
WHERE THEY WOULD GET AND THIS IS TRULY A COMPREHENSIVE TRAINING PROGRAM.
AND THEN THEY WILL HAVE FOLLOW UPS EVERY WEEK TO PRACTICE.
SO THEY WILL PRACTICE WEEKLY DEALING WITH AND WORKING THROUGH THE THINGS THAT THEY LEARNED IN THE TRAINING SO THAT WE CAN STOP THIS BEHAVIOR, SO THAT THIS STUDENT, AGAIN NEXT YEAR DOESN'T GET THEMSELVES INVOLVED IN FIVE FIGHTS.
SO IT'S SOMETHING THAT WE WANT TO BE PROACTIVE TO HELP STUDENTS THAT WE SEE DO THESE THINGS OVER AND OVER AGAIN AND CREATE AN UNSAFE OR CHANGE THE CULTURE AND CLIMATE OF A CAMPUS.
OK. WHY FIVE DAYS? IT JUST SEEMS ARBITRARY.
IS THERE A REASON BEHIND THAT OR WHY NOT SIX DAYS OR SEVEN? OR WHY NOT FOOL DAEP SPEAK TO THAT? SO WE WE HAVE TO FIND A BALANCE BECAUSE FOR THE MOST PART, THE KIDS WILL BE FOCUSING ON BEHAVIOR.
THIS IS TRULY TRYING TO WORK WITH THEM ON CHANGING THEIR BEHAVIORS.
AND SO WE DON'T WANT A WIDE RANGE OF DAYS, BUT AT THE SAME TIME, WE NEED ENOUGH TIME TO COMPLETE THE TASK THAT WE WANT TO COMPLETE, TO GET THE STUDENTS TO SERVICES THAT THEY NEED TO TRY TO CHANGE THE BEHAVIOR.
SO YOU MENTIONED LOOKING AT DIFFERENT PROGRAMS. IS THE CURRICULUM AT THE FIVE AT THE PROPOSED FIVE DAY DAEP BASED OFF OF OTHER THINGS? WE'VE SEEN OTHER CURRICULUMS. MAYBE YOU SPOKE TO THAT ALREADY. I MISSED IT.
WE WERE TOLD ABOUT A PROGRAM OUT OF THE BOYS AND GIRLS CLUB.
NOW THEY DON'T HAVE IT IN TEXAS.
AND SO WE RESEARCHED THAT PROGRAM.
AND SO WE'RE TAKING SEVERAL COMPONENTS FROM THAT TO PUT INTO THE CURRICULUM.
IS PACE FIVE DAYS? NO PACE IS A 15 DAY PROGRAM.
SO IT'S A LITTLE BIT LONGER THAN WHAT WE'RE LOOKING AT.
DO YOU HAVE ANY DATA? I DON'T EXPECT YOU TO HAVE IT NOW, THAT SUGGESTS THE PACE IS EFFECTIVE IN CORRECTING BEHAVIOR OR HELPING KIDS.
AND THEY SAID IT WAS WORKING REALLY WELL FOR THEM.
WHAT ABOUT THRIVE? DO WE HOW LONG IS THRIVE? THRIVE IS IT'S NOT A SET PROGRAM WHERE IT'S A DAY AFTER DAY AFTER DAY.
IT'S DIFFERENT COMPONENTS THAT WORK WITH KIDS ON CHANGING THEIR BEHAVIORS AND GETTING POINTS.
[00:30:05]
AND SO WITH THOSE POINTS, THEN THEY CAN GO SHOPPING IN A STORE.SO IT'S REALLY DOING POSITIVE BEHAVIOR CHANGES SO THAT'S MORE WHAT THEIR PROGRAM LOOKS LIKE.
AND WE'VE JUST STARTED THOSE CONVERSATIONS WITH THEM.
SO WE'RE WALKING THROUGH THAT NOW.
DO WE HAVE ANY DATA FROM THAT AS WELL? DO WE HAVE DO WE HAVE DATA FROM THRIVE? I DO NOT HAVE DATA FROM THRIVE, NO.
LET'S LET ME ASK ABOUT THE THE CODE OF CONDUCT COMMITTEE.
DID WE HAVE ANY PRINCIPALS FROM SOUTHERN DALLAS ON THE CODE OF CONDUCT COMMITTEE? YES. WE HAD RAQUEL STEWART FROM DAYTON MIDDLE SCHOOL WHO SERVED ON THAT COMMITTEE AS WELL, THE TASK FORCE.
WE ALSO HAD JENNIFER TECKLENBURG, WHO REPRESENTS SAMUEL HIGH SCHOOL.
OKAY, I DON'T KNOW IF I WHAT LET ME ASK THIS FOR DR.
LEER AND UNDERSTAND THAT WE OBVIOUSLY NEED A CODE OF CONDUCT.
I MEAN, THEORETICALLY, WE COULD HAVE JUST OFFERED UP THE CODE OF CONDUCT THAT WE HAVE NOW AND THEN RENEWED IT FOR A SECOND OR ANOTHER, ANOTHER YEAR, IS THAT RIGHT? SURE. I MEAN, THE BOARD COULD APPROVE THE CODE OF CONDUCT THE WAY IT STANDS NOW.
BUT USUALLY EVERY YEAR WE HAVE A TASK FORCE TO LOOK AT ANY KIND OF ADJUSTMENTS THAT NEED TO BE MADE.
I GUESS THIS IS JUST ONE OF THOSE SITUATIONS, AGAIN, WHERE I'M NOT ENTIRELY SURE, PRESIDENT MACKEY, ABOUT THE POINT OF THE POLICY COMMITTEE WE HAD BOTH MEMBERS OF THE POLICY COMMITTEE HAD MAJOR ISSUES ON THIS POINT, AND THEN THEY WERE STILL BROUGHT FORWARD.
I'M A LITTLE CONFUSED AS TO WHAT WHAT THE POINT OF THE COMMITTEE IS THAT I MEET WITH MONTHLY.
THAT'S MORE JUST JUST A POINT.
AND NOT LOOKING FOR A RESPONSE RIGHT NOW.
BUT I THINK SO THAT WE SHOULD LOOK AT AND THINK ABOUT.
I MEAN, WHAT I DO WANT TO SAY IS, IS WHAT I WANT TO WORK ON TOGETHER MOVING FORWARD INTO NEXT YEAR IS REALLY MAKING THE WORK OF THE STUDENT CODE OF CONDUCT COMMITTEE A LITTLE MORE INCLUSIVE, MORE FEEDBACK, MORE ROBUST THINGS THAT ARE REALLY IMPORTANT THING. AND, AND I'VE BEEN SPEAKING WITH MY APPOINTEE AND REPRESENTATIVE, IT JUST SEEMED LIKE IT WASN'T WHAT, WHAT IT NEEDED WOULD, WHAT I WOULD EXPECT IT TO BE.
I MEAN, AGAIN, I JUST I'M GIVING PAUSE.
WE'RE FOCUSED ON HELPING KIDS AND LESS SO.
AND I HEARD LESS OF THAT AT THE TIME AROUND.
I HEARD MORE ABOUT, YOU KNOW, HELPING KIDS ADDRESS THE ISSUES THAT THEY'RE DEALING WITH.
BUT, YOU KNOW, I'M JUST LEERY AROUND THIS.
ARE YOU JUST TRYING TO SELL ME CENTRAL RESET AGAIN BY ANOTHER NAME? AND SO, IN FACT.
IT IS THE RIGHT DOCUMENT. IS THIS IS THE MOST UPDATED ONE OR IS THIS THE ONE FROM? I GUESS IT IS. SO THAT IS TO SAY.
THAT'S ALL MR. PRESIDENT MACKEY, THANK YOU.
TRUSTEE FOREMAN. JUST A FEW THOUGHTS.
I'M ON CAMPUSES MORE THAN I'VE EVER BEEN ON CAMPUSES.
YOU GUYS HAVE SEEN ME BASED ON CHAOS.
IT IS UNFAIR TO WANT 5% OF THE STUDENTS TO DISRUPT EDUCATION FOR THE OTHER 95%. THAT'S UNFAIR TO THOSE STUDENTS.
WE HAVE TO DO SOMETHING TO ADDRESS THE ISSUES.
WE CAN'T BE POLITICAL ABOUT SOMEONE NOT WANTING KIDS TAKEN OFF THE CAMPUS.
THESE BOARD MEMBERS ARE NOT ON CAMPUS EVERY DAY.
I'VE NEVER PHYSICALLY WALKED ON A CAMPUS WITHOUT CALLING A PRINCIPAL TO THIS YEAR.
[00:35:08]
IT WAS ABSOLUTE CHAOS.AND FOR ANYBODY NOT TO WANT TO TRY TO DO SOMETHING TO MOVE THESE STUDENTS TO AN ENVIRONMENT WHERE THEY CAN GET THE ADDITIONAL WORK THAT THEY NEED.
I ACTUALLY THINK THEY SHOULD BE THERE FOR THE FULL DEAP 14 DAYS.
BECAUSE THEY HAVE TO DEAL WITH THESE CHILDREN ON A DAY TO DAY BASIS.
5% OF THE KIDS DISRUPTING EDUCATION FOR ANOTHER 95%.
WHAT CAN WE BE THINKING? I BELIEVE THAT YOU TRIED TO FIND COMPROMISE.
YOU'RE A LITTLE BIT MORE GENEROUS THAN ME.
WHEN PRINCIPALS ARE CALLING, SAYING THAT THEY'RE HAVING ISSUES AND WE'RE UP HERE POLITICKING.
AND IF WE CAN'T DO THAT, THEN WE ALL NEED TO GO HOME.
THANK YOU. THANK YOU TRUSTEE FOREMAN, TRUSTEE GARCIA.
JUST A QUICK QUESTION. AS I'M READING THROUGH THIS, I'M LOOKING SPECIFICALLY AT PAGE FIVE.
AND THOSE IF I'M NOT IF I'M UNDERSTANDING THIS DOCUMENT CORRECTLY, THOSE WOULD INCLUDE THINGS LIKE BULLYING, GANG ACTIVITY, HIT LISTS, KNIFE POSSESSION, NOT ILLEGAL KNIFE PROFANITY, THREATS THAT SOME OF THE FOLLOWING ACTIONS THAT COULD BE UNDER THE DISCRETION OF CAMPUS PERSONNEL TO ADMINISTER WOULD INCLUDE ASSIGNMENT OF SCHOOL DUTIES, SUCH AS SCRUBBING DESK OR PICKING UP LITTER OR COMMUNITY SERVICE, REFLECTIVE ASSIGNMENT OR RESTORATIVE PRACTICE.
AM I INTERPRETING THIS CORRECTLY? YES, MA'AM. I'M JUST THAT ONE BULLET POINT ALONE SEEMS VERY ODD TO ME, GIVEN THE POTENTIAL ASSIGNMENTS FOR LOWER LEVEL OFFENSES THAT SEEM TO BE MORE IN LINE WITH THE RESTORATIVE PRACTICE APPROACH THAT WE'VE DISCUSSED EXTENSIVELY OVER THE LAST FEW MONTHS.
WHERE DID THAT ONE COME FROM? ARE WE ADDING IT? REMOVED IT? WHAT'S THE NATURE OF THIS ONE PARTICULAR BULLET POINT OF ASSIGNMENT DUTIES LIKE SCRUBBING DESK OR PICKING UP LITTER? IT JUST SEEMS COMPLETELY OUT OF PLACE COMPARED TO EVERY OTHER BULLET POINT THAT WE HAVE HERE.
YES TRUSTEE GARCIA, SO IN ADDITION TO BEING ASSIGNED TO THE RESET CENTER FOR THOSE BEHAVIORS, THE PRINCIPAL CAN OFTEN OPT IN TO IMPLEMENT THAT ASSIGNMENT OF SCHOOL DUTIES TO KIND OF ALSO SHOW THE STUDENTS THAT THERE IS AN ACCOUNTABILITY FACTOR FOR THE BEHAVIOR THAT THEY'RE EXHIBITING.
IN ADDITION TO RECEIVING A RESTORATIVE PRACTICE, SO IT WOULDN'T NECESSARILY BE DONE IN ISOLATION.
BUT THEN, HEY, IF YOU DEFAME THE SCHOOL'S PROPERTY, THEN MAYBE YOU CAN SPEND THE DAY WITH THE, YOU KNOW, CAMPUS CUSTODIAN AND MAKING SURE THAT YOU UNDERSTAND, YOU KNOW, TO KIND OF REINFORCE WHY WHAT YOU DID WAS, YOU KNOW, NOT APPROPRIATE AND HELP YOU, YOU KNOW, HAVE A DIFFERENT PERSPECTIVE IN CASE YOU'RE FACED WITH, YOU KNOW, WANTING TO DO THAT BEHAVIOR AGAIN.
OKAY. SO WE'RE NOT TALKING ABOUT THIS.
AND THIS IS ANOTHER INCLUSIVE LIST OF OTHER POTENTIAL ASSIGNMENTS.
AND THERE'S THIS ONE SCRUBBING DESK AND PICKING UP LITTER.
SO I APPRECIATE YOUR RESPONSE IN THAT REGARD.
[00:40:04]
TRUSTEES. ANY OTHER QUESTIONS HERE FOR FIRST ROUND? GO AHEAD, TRUSTEE MARSHALL.YEAH, I JUST HAVE MORE OF A PROCEDURAL QUESTION, AND I GUESS THIS IS FOR SHERRY OR ANYBODY FROM THE SENIOR ADMINISTRATION, BUT THE STUDENT CODE OF CONDUCT IS PART OF REGULATION. IS THAT CORRECT? WELL IT'S NFO, SO IT'S ONE OF OUR POLICIES.
IT'S AN NFO REGULATION, NOT A FO LOCAL.
SO I GUESS MY QUESTION IS, WHY ARE WE TALKING ABOUT THIS? I'VE BEEN ON THE BOARD FOR SEVEN YEARS AND I DON'T THINK Y'ALL HAVE EVER BROUGHT THE LINE ITEM CHANGES OF WHICH OFFENSES ARE IN WHICH CATEGORIES TO THE BOARD FOR DISCUSSION.
SO YES, YOU DON'T NEED OUR APPROVAL TO DO THIS, RIGHT? WELL, WE BRING WE BROUGHT IT EVERY YEAR SINCE I'VE BEEN DEALING WITH IT EVERY YEAR.
YES, AS LONG AS I'VE BEEN DOING IT.
SO IS IT JUST NEVER BEEN PULLED OFF CONSENT? MAYBE TWICE IT'S BEEN PULLED OFF CONSENT, BUT IT'S BEEN VERY FEW TIMES.
SO IS THAT JUST OUT OF OUT OF SORT OF JUST RECURRING? YOU DO IT BECAUSE IT'S TRADITION.
I WOULD HAVE TO REFER TO LEGAL ON THAT.
Y'ALL DON'T BRING US ANY REGULATIONS TO DISCUSS AT THE BOARD.
SO I'M JUST TRYING TO FIGURE OUT WHY YOU NEED US TO VOTE ON IT.
I MEAN, ISN'T THIS JUST SOMETHING THE ADMINISTRATION TAKES CARE OF? SO REGULATIONS..
TRUSTEE MARSHALL, THESE ARE REQUIRED BY LAW TO ANNUALLY GET VOTED ON THE STUDENT CODE OF CONDUCT.
THE ACTUAL HANDBOOK, THE DOCUMENT.
YES, SIR. SO IT'S THE DOCUMENT IS IN REGULATION, BUT THE LOCAL POLICY SAYS THAT WE MUST APPROVE.
THIS IS AN EXCEPTION TO TYPICAL REGULATION.
WE MUST VOTE ON THE REGULATION.
ANYONE ELSE FOR FIRST ROUND? SO I'VE GOT A COUPLE OF QUESTIONS HERE.
AND WE DO HAVE A POLICY CHAIR AND A POLICY COMMITTEE, AND THE PURPOSE OF THAT COMMITTEE IS FOR TRUSTEES TO BE ABLE TO GIVE FEEDBACK THAT DESIGNATED TRUSTEES TO BE ABLE TO GIVE FEEDBACK ON POLICIES BEFORE THEY COME TO THE BOARD.
AND I BELIEVE YOU TOOK INTO ACCOUNT THAT NOW IT'S TRUSTEES.
IT'S TOTALLY WITHIN THEIR PREROGATIVE TO AGREE WITH IT, DISAGREE WITH IT.
I DON'T LIKE IT. THAT'S THAT'S WHAT WE HAVE THIS HERE.
BUT THE POLICY COMMITTEE DOES NOT HAVE VETO POWER ON SAYING A POLICY CANNOT COME TO THE FULL BOARD FOR DISCUSSION, ESPECIALLY WITH ONE AS CRITICAL AS THIS ONE FOR THE ENTIRE BOARD TO BE ABLE TO WEIGH IN.
SO THAT'S THE PURPOSE AND THAT'S THE REASON FOR THE POLICY COMMITTEE.
MY QUESTION ON THIS IS WE DO HAVE A YEAR WORTH OF DATA NOW.
WE TRIED SOMETHING RADICAL AND SOMETHING IMPORTANT.
AND I BELIEVE I WAS AT A COMMUNITY CONVERSATION IN ADAMSON LAST NIGHT.
AND DR. HINOJOSA SPOKE TO THE SUCCESS OF SOME OF THIS WHEN WE LOOK AT OUR DATA.
MY FIRST QUESTION, I STILL HAVEN'T BEEN PRESENTED WITH ANY DATA ON THIS.
WHEN ARE WE GOING TO SEE THE DATA FROM THIS YEAR ON THE RESET CENTERS? SO WE PLAN ON PRESENTING THE DATA AT THE JUNE.
OKAY. AWESOME. YES, WE HAVE COMPREHENSIVE YEAR TO DATE DATA TO PRESENT TO THE BOARD.
IN MY MIND, I AM STILL 100% WITH THE HEART OF WHAT WE SET OUT TO DO WHEN WE STARTED THIS PROCESS.
NOW WE'VE GOT A YEAR'S WORTH OF DATA UNDER OUR BELT.
SO THERE'S DEFINITELY LEARNINGS AND I LOOK FORWARD TO SEEING THE DATA AS CORROBORATED BY OUR PARENT AND OUR STUDENT AND OUR EDUCATOR EXPERIENCES, BUT ALSO LOOKING AT THE DATA TO MAKE SURE WE ARE REALLY SOLVING PROBLEMS THAT ARE THERE.
AND SO. THAT'S WHAT I'M REALLY GOING TO BE LOOKING FOR IN TERMS OF DO OUR SOLUTIONS THAT YOU'RE PROPOSING HERE MEET THE PROBLEMS AND NOT ARE MORE EXPANSIVE THEN? SO I'LL GIVE YOU AN EXAMPLE.
YOU GAVE THE STATISTICS ON THE NUMBER OF STUDENTS WHO HAVE FOUGHT TWO THROUGH FIVE TIMES.
HOW MANY STUDENTS FOUGHT ONLY ONCE DURING THIS YEAR? DO WE HAVE THAT? I DON'T HAVE THAT DATA.
WE ONLY HAVE THE RECIDIVISM, THE NUMBER OF STUDENTS WHO FOUGHT TWO OR MORE TIMES.
BUT I CAN GET THEIR INFORMATION FOR YOU.
[00:45:02]
YES, I DO.RIGHT. AND I'M SORRY, IT WAS TWO 243 HAD TWO FIGHTS.
BUT I WAIT FOR THE DATA PRESENTATION FOR US TO REALLY DIVE INTO THAT.
SO IN THIS CURRENT REVISION, DOES THIS GIVE FULL DISCRETION FOR A PRINCIPAL TO SEND ANYBODY THEY WANT AFTER FIGHTING ONCE INTO THIS DAEP PROGRAM? NO, THEY WOULD HAVE TO PRESENT THEIR SCENARIO TO THEIR DEPUTY CHIEF FOR APPROVAL TO GO INTO THIS PROGRAM.
OKAY. WELL, I WOULD LIKE TO SEE SOME SPECIFIC AND GUIDEPOST.
I SAID THIS LAST TIME WHEN WE TALKED ABOUT IN JANUARY SOME GUIDEPOSTS AROUND THIS.
SO THE EXAMPLE YOU GAVE MAKES A LOT OF SENSE.
THIS KID HAD FIVE INNER ALTERCATIONS LAST YEAR.
YOU KNOW, WE NEED TO DO SOMETHING.
THEY NEED MORE INTENSIVE SUPPORT IN THE FIRST WEEK OF SCHOOL.
WHAT I DON'T WANT TO SEE IS FIRST WEEK OF SCHOOL.
HALF THE SCHOOLS THAT HAVE A FIGHT SAY THESE KIDS ARE ALL GOING TO THE DAEP.
THE OTHER HALF SAY NO, WE'RE GOING TO TRY TO WORK WITH THEM A DIFFERENT WAY.
ACCORDING TO WHAT I HEARD FROM DR.
HINOJOSA LAST NIGHT, AGAIN, WE'LL SEE THE DATA WHEN IT'S THERE.
SO THAT'S GOING TO BE MY BIG QUESTION.
AND IT'S NOT GOING TO BE A PERFECT ROAD.
BUT I DO WANT TO SEE US BE THOUGHTFUL ABOUT WHAT WE'RE PROPOSING.
ANYONE ELSE FOR SECOND ROUND ON THIS, TRUSTEE FOREMAN.
SHERRY. WHAT I'D LIKE TO SEE IF WE'RE GOING TO BRING DATA FORWARD IS SCHOOL BY SCHOOL, BECAUSE I DON'T WANT IT ALL AGGREGATED IN ONE NUMBER AND ONE SCHOOL MIGHT NOT HAVE THE ISSUES THAT THE OTHER SCHOOLS HAVE.
I'D ALSO LIKE TO SEE THE DATA ON HOW MANY STUDENTS ACTUALLY HAVE GONE TO THE RESEARCH CENTER MORE THAN ONCE TO SEE IF THERE'S BEEN IF THERE'S NOT, THAT CONNECTION HAS NOT BEEN THERE TO CHANGE THAT STUDENT'S ACTIVITY.
BUT I DON'T WANT TO I DON'T WANT TO MAKE THAT MISTAKE IN TRYING TO UNDERSTAND THE DATA.
SO IF YOU TRY TO CLARIFY IT AS MUCH AS POSSIBLE, I WOULD APPRECIATE IT.
THANK YOU. THANK YOU TRUSTEE FOREMAN.
TRUSTEE MICCICHE. MR. PRESIDENT, THIS ACTUALLY IS A QUESTION THAT IS PARTIALLY DIRECTED TO YOU, AND IT CONCERNS THE QUESTION OF DATA.
WE'VE BEEN TALKING ABOUT DATA.
WHAT KIND OF DATA ARE WE LOOKING FOR? AND I WANT TO SO I'LL REPEAT THAT.
OTHER TRUSTEES HAVE ASKED FOR DATA.
WELL, ACTUALLY, DATA MEANS NUMBERS, BUT IT ALSO MEANS REPORTS FROM THE FIELD.
SO WHAT KINDS OF DATA ARE YOU LOOKING FOR? YEAH. SO WHAT WOULD BE HELPFUL FOR ME? I'LL SPEAK FOR MYSELF.
WHAT WOULD BE HELPFUL FOR ME? I AGREE WITH YOU. IT CAN BE BOTH.
HAPPY TO LOOK AT THAT AS WELL.
SO THE DATA I WOULD BE LOOKING FOR THERE IS FIRST OF ALL, A COMPARISON OF OUR INCIDENTS THAT REQUIRED RESET CENTER OR DAP, THE SAME EQUIVALENT LEVEL OFFENSES THIS YEAR AS COMPARED TO PRE-PANDEMIC.
IF WE HAVE IT, YOU CAN GO BACK, I GET THE PANDEMIC HERE.
IT WAS DIFFERENT EVEN IF YOU WANT TO DO IT BY SEMESTER.
[00:50:01]
SO YOU MIGHT NOT BE ABLE TO LIKE WHATEVER IS MOST APPLES TO APPLES A COMPARISON OF THAT? MY HOPE WOULD BE THAT WE HAVE SEEN A DECREASE IN DATA INCIDENCES.I WOULD LOOK AT THE RECIDIVISM RATES, HOW MANY TIMES WE HAVE MULTIPLE KIDS ENGAGE IN THIS .
OK AND THEN IS THAT A COMPARISON? DO WE HAVE LESS RECIDIVISM NOW THAT WE'VE BEEN USING THE RESET CENTERS? SO I'D WANT TO SEE THAT.
SO I'D WANT TO SEE IF THOSE DISPARITIES HAVE IMPROVED.
AND THEN I WOULD LIKE TO SEE THAT BROKEN DOWN BY SCHOOLS.
IF WE HAVE ANY INSTANCES WHERE SOME SCHOOLS HAVE HAD VERY MINIMAL INCIDENCES IN A VERY SUCCESSFUL PROGRAM, I'D LOVE TO KNOW WHAT'S HAPPENING THERE WHERE OTHER SCHOOLS MIGHT NOT MIGHT HAVE HAD AN INCREASE. I'D LOVE TO KNOW WHAT'S HAPPENING THERE AND WHAT WE'RE DOING TO ADDRESS IT.
SO THOSE ARE SOME OF THE AREAS THAT I WOULD REALLY BE INTERESTED TO SEE AS PART OF THIS PROGRAM.
OKAY. THANK YOU, MR. PRESIDENT. I THINK THAT'S HELPFUL.
AND I THINK THAT IF OTHER TRUSTEES HAVE OTHER DATA ITEMS THAT THEY WANT INCLUDED, THAT THEY CONTACT THE ADMINISTRATION AND LET THEM KNOW WHAT IT IS.
BECAUSE I THINK IT WOULD BE HELPFUL FOR ALL OF US TO BE ON THE SAME PAGE.
AND RATHER THAN JUST HAVE THE ADMINISTRATION SORT OF GUESS AT WHAT WE MIGHT WANT TO SEE.
AND YOU DID AN EXCELLENT JOB IN SUMMARIZING SOME ITEMS. I MEAN, WE ALL WANT WE ALL WANT THIS PROGRAM TO SUCCEED.
AND WE ARE WE'RE SORT OF OUT THERE BLAZING A TRAIL.
THANK YOU. THANK YOU TRUSTEE MICCICHE.
TRUSTEE JOHNSON FOLLOWED BY TRUSTEE CARREÓN.
I WANT TO THANK PRESIDENT MACKEY.
I THINK THAT HE COVERED IT ALL.
SO THANK YOU, TRUSTEE MACKEY, FOR DOING THAT.
I ALSO WANT TO SAY BEFORE I BECAME A TRUSTEE, I WAS SUPPORT STAFF.
[INAUDIBLE] I'M NOT A POLITICIAN.
I'VE SEEN KIDS GET KICKED OUT OF SCHOOL.
BECAUSE THEY HAD A ROUGH MORNING BECAUSE THEY SAW THEIR MAMA GET HIT BY THEIR FATHER.
AND WAS SUSPENDED BECAUSE NO ONE TOOK THE TIME TO TALK TO THAT CHILD.
NOW, WE HAD TO JUST SIT DOWN AND TALK TO HIM AND SEE WHAT'S REALLY GOING ON.
AND THE LIST GOES ON AND ON AND ON.
FROM THE BEGINNING OF THE MORNING TO SOMETIMES SIX AND 7:00.
SO MY PASSION IS A LITTLE DIFFERENT.
BECAUSE I WORKED IN THE TRENCHES IN DALLAS ISD.
SO WHEN I'M ASKING FOR INFORMATION, I'VE ALSO SEEN SOME TEACHERS, EDUCATORS PROVOKE A CHILD, AND THEN WANT TO SUSPEND THE CHILD. BUT AIN'T NOBODY GETTING ON THEIR TEACHER.
SO THE INFORMATION THAT TRUSTEE MACKEY SAID IS IMPORTANT.
SO MY DATA IS A LITTLE BIT DIFFERENT BECAUSE I'VE SEEN IT.
AND THE KID DIDN'T WANT TO COME BACK TO SCHOOL.
AND SO THEY WAS GETTING REJECTION FROM HOME AND THEN GETTING REJECTION FROM THE SCHOOL.
SO I'M NOT READY TO KICK EVERYBODY OUT.
IT'S WHAT I MEANT. SO I BELIEVE IF YOU GIVE EVERYTHING THAT TRUSTEE MACKEY JUST SUMMED IT UP.
BUT I DON'T WANT YOU TO THINK THAT WE'RE TRYING TO LEAD KIDS THAT'S REALLY BEING A MENACE AND TEARING UP THE SCHOOL AND NOT SUPPORTING OUR EDUCATORS WHERE THEY CAN'T LEARN IN THE SCHOOL.
[00:55:01]
THAT'S NOT WHAT I'M SAYING.I DON'T THINK THAT'S WHAT TRUSTEE CARREÓN IS SAYING EITHER.
BUT WE ALSO CAN'T GET RID OF KIDS.
THEY HAVE REAL ISSUES AND THEY NEED JUST COUNSELING.
I WOULD I WOULD REALLY, REALLY APPRECIATE IT.
TRUSTEE CARREÓN. YEAH, THANK YOU, PRESIDENT MACKEY.
AND I JUST WANT TO SECOND EVERYTHING YOU SAID, PRESIDENT MACKEY, REGARDING THE DATA.
I MEAN, AT THE END OF THE DAY, THAT'S BEEN THE MAIN ISSUE WITH THIS ENTIRE CONVERSATION.
WHY THERE WAS PUSH BACK IN THE FALL.
WHY WERE YOU. WHY ARE WE TRYING TO CHANGE WHEN WE DON'T HAVE DATA INFORMATION YET? SAME IDEA HERE IN THE SPRING.
I STILL HAVEN'T BEEN PROVIDED WITH ANY INFORMATION THAT WHAT WE'RE CURRENTLY DOING ISN'T WORKING.
I'M ALSO LOOKING FOR SOME DATA THAT SPEAKS TO WHY THIS IS THE RIGHT CHANGE.
RIGHT. LIKE WHY? WHY DOES A FIVE DAY DAEP? FOR ME, THAT'S THE MAIN POINT OF OF THIS WHOLE CODE OF CONDUCT.
THE BIG POLICY CHANGE HERE IS A FIVE DAY DAEP.
WHY IS THAT? WHY IS WHY DO WE FEEL THAT THAT'S THAT'S GOING TO HELP KIDS AND ALSO GET THEM BACK TO THE CLASSROOM FASTER? LIKE WHAT DOES THAT.
WHAT PROGRAMS IS IT, WHETHER IT'S THE PACE PROGRAM DATA OR OTHER OTHER INFORMATION THAT WE'VE WE'VE FOUND, WHAT SUGGESTS TO US THAT THAT'S GOING TO BE A GOOD ANSWER FOR THIS? RIGHT.
SO THAT'S ALL I THINK, PRESIDENT MACKEY.
THANK YOU, TRUSTEES, ANYTHING ELSE IN SECOND ROUND? I BELIEVE YOU ALREADY HAD THE SECOND ROUND.
IF THERE'S NO OPPOSITION, I WILL ALLOW A THIRD ROUND UNLESS ANYONE IS OPPOSED.
OKAY. NO, I'M NOT GOING TO DO NINE.
YOU HEARD WHAT SHE SAID ABOUT PUNCHES.
DAN SHE WILL PUNCH YOU. GO AHEAD TRUSTEE FOREMAN.
HI KNOWS I'VE SAT NEXT TO HIM FOR YEARS.
SO JUST A JUST A QUICK QUESTION.
WHEN WE SET UP THE RESET CENTERS, WHAT DATA DID WE HAVE? WHAT RESEARCH DATA DID WE HAVE TO DO THAT OR DID WE HAVE RESEARCH DATA? AND IF WE DID, WILL YOU SHARE IT WITH ME.
YOU DON'T HAVE TO DO IT TODAY.
BUT WILL YOU SHARE THAT RESEARCH DATA WITH ME, IF WE HAD IT.
SO I'M NOT GOING TO SAY THERE WAS RESEARCH DATA.
THERE WAS CONVERSATIONS AROUND THE IMPACT ON STUDENTS NOT BEING IN SCHOOL.
ALL RIGHT. A LOT OF GOOD DISCUSSION.
HOPEFULLY THAT PROVIDES HELP AS YOU ALL GO FORWARD.
WE APPRECIATE YOU HAVING THE DISCUSSION AND ENGAGING WITH US.
WE WILL NOW CONTINUE GOING THROUGH AND ADDRESSING DIFFERENT OTHER ITEMS. SO, AGAIN, TRUSTEES, BE READY.
IF YOU WANT TO PAUSE ON ANY OF THESE ITEMS, I'LL TRY TO TAKE IT SLOW.
I WILL START WITH THE CHIEF OF STAFF DIVISION, WHICH INCLUDES 14 A, 15 A AND B, ANY QUESTIONS ON 14 A OR 15 A AND B, 15 A? ALL RIGHT. WE'LL BEGIN WITH THAT TRUSTEE FOREMAN.
WHO'S ANSWERING ME? SO I KNOW THIS IS NOT A NEW EXPENDITURE.
THE ONE THAT TALKS ABOUT THE TEA SUPPORT SERVICE PROVIDERS FOR CAMPUS INTERVENTIONS UNDER THE STATE ACCOUNTABILITY SYSTEM. SO I KNOW IT'S NOT NEW, BUT IS THE $600,000, IS IT FOR.
IS IT PER YEAR? AND AND DOES IT INCLUDE A CERTAIN NUMBER OF SCHOOLS OR WE CHARGE SO MUCH PER SCHOOL? SO TRUSTEE FOREMAN, I'M GOING TO ASK CHUCK CZARNECKI TO COME IN, BUT IT IS ANNUAL.
SO WE WE HAVE THIS ANNUAL AND IT'S FOR UNDERPERFORMING SCHOOLS.
[01:00:02]
THERE HE IS RIGHT BEHIND YOU.YEAH, I WAS GOING TO SAY, YEAH, COME ON UP AND I'LL ADD TO IT WHILE HE'S COMING UP.
OKAY. IT IS FAR UNDERPERFORMING SCHOOLS.
AND BASICALLY WE'RE LOOKING AT THIS AMOUNT FOR NEXT SCHOOL YEAR.
THIS WOULD BE FOR NEXT SCHOOL YEAR.
AND SO THAT'S WHY WE HAVE THE 600,000.
CHUCK, DID YOU WANT TO ADD TO THAT? THESE ARE GENERALLY THE REQUIRED EXPENDITURES FROM THE AGENCY.
AND I DO KNOW THAT IN THE LAST EIGHT YEARS, THE LAST TWO YEARS, WE HAVE NOT SPENT ANYTHING.
IT DOESN'T MEAN THAT THE FUNDS WILL BE SPENT, BUT THEY AT LEAST ARE ALLOCATED IN CASE THAT WE NEED THEM TO PAY FOR INTERVENTIONS THAT WE NEED TO USE FOR THE SCHOOLS REQUIRED BY TEA.
SO I DO UNDERSTAND, BUT I GUESS MY QUESTION WAS, IS, IS THERE A CERTAIN AMOUNT PER SCHOOL FOR THE INTERVENTION OR IS IT JUST AN OVERALL AMOUNT? AN OVERALL AMOUNT? IT'S AN OVERALL AMOUNT.
AND IN THE 15, 16 YEAR WE HAD HOW MANY LOW PERFORMING SCHOOLS WE HAD AROUND 43 DURING THAT TIME.
I KNOW. I JUST WANTED TO HAVE YOU SAY THAT.
OKAY. I JUST WANTED YOU TO SAY THAT.
ALL RIGHT. WHERE WE ARE NOW FROM 43 LOW PERFORMING SCHOOLS.
THANK YOU, TRUSTEE FOREMAN. ANY OTHER QUESTIONS ON THIS ROUND? ALL RIGHT. YEP, GO AHEAD.
TRUSTEE JOHNSON, HOW MANY LOW PERFORMING SCHOOLS WE HAVE NOW? SEVEN. SEVEN.
THANK YOU. WHERE ARE THEY LOCATED? WE HAVE TWO F CAMPUSES AND THE REST OF THEM ARE D'S CONSIDERED BY THE STATE.
BUT WE HAVE WE CURRENTLY HAVE SEVEN THAT ARE IN ACCOUNTABILITY.
MOST OF THEM ARE IN SOUTH DALLAS.
OKAY. THE OAK CLIFF, THE SOUTHERN SECTOR OR SOUTH DALLAS? YES. WHAT'S THERE? HOW MANY ARE THERE IN DISTRICT FIVE? LET ME HELP YOU. I MEAN, HOW MANY ARE IN DISTRICT FIVE? IS IT TWO? CEDAR CREST. CEDAR CREST AND WHAT'S THE OTHER? JUST ONE.
ALL RIGHT. SO WE'LL MOVE ON TO HUMAN CAPITAL MANAGEMENT.
THAT'S THE INTERLOCAL AGREEMENT BETWEEN UTD AND DALLAS ISD.
WE WILL DO LEADING AND LEARNING DIVISION.
SO ANY QUESTIONS UNDER LEADING AND LEARNING 19 A AND B, 20 A AND B, 21 A, 22 A, ANY QUESTIONS THAT ARE THOSE 19 A AND B, ANY OTHER ONES FOR THESE? ALL RIGHT 19 A AND B, TRUSTEE FOREMAN, LET'S START WITH 19A.
THANK YOU. IT'S A PROCESS QUESTION IN REGARDING TO THESE TWO PROCUREMENT REQUESTS.
SO WE HAVEN'T VOTED ON SHAC YET, BUT WE'VE ALREADY GONE OUT FOR BID ON THESE MATERIALS.
SO WHEN YOU ASKED EARLIER, WHAT WHICH ARE THE THE GROUPS THAT WE EVALUATED FOR THE PURPOSES OF THE SHAC TO BRING A RECOMMENDATION TO YOU, THIS IS THE LIST. SO WE WANTED TO ENSURE THAT WE HAD A METHOD OF PROCUREMENT TO BE ABLE TO BRING A FINAL RECOMMENDATION TO YOU.
AS MANY THERE'S MORE THAN ONE RECOMMENDED CURRICULUM BEING BROUGHT TO THE BOARD FOR CONSIDERATION.
[01:05:01]
THANK YOU. IS THAT THE SAME QUESTION FOR BOTH OF THEM? TRUSTEE FOREMAN YOU HAVE DIFFERENT QUESTION ON 19B.SAME QUESTION. I THINK WE'RE GOOD.
ANY OTHER QUESTIONS ON 19 A OR B? 20 A.
SO THIS IS FOR $5 MILLION FOR PRIVATE MUSIC LESSONS FOR STUDENTS DISTRICT WIDE. THE QUESTION I WOULD HAVE IS HOW MANY STUDENTS IN THE SOUTHERN SECTOR HAS TAKEN ADVANTAGE OF THIS PREVIOUSLY? SO THIS IS A NEW PROGRAM TRUSTEE FOREMAN.
THIS IS BRAND NEW. YES, MA'AM.
AND IT'S. HOW ARE WE IDENTIFYING DISTRICTWIDE WIDE BY SCHOOL? BY. SO WE WANTED TO WORK THROUGH THE PROCUREMENT PROCESS TO BE ABLE TO ENSURE THAT WE COULD GET VENDORS THAT WOULD BE ABLE TO SECURE THIS.
SO WE WILL WORK CLOSELY WITH OUR SCHOOL LEADERSHIP FRIENDS TO IDENTIFY CAMPUSES AT THE ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL LEVEL TO CREATE STRONG FEEDER PATTERNS LIKE A BIRDIE ALEXANDER, FOR EXAMPLE, THAT WOULD..
THOSE WOULD BE BIRDIE ALEXANDER, THE NEW JUDGE BEDFORD AND IN CHARTER HIGH SCHOOL.
THANK YOU, TRUSTEE FOREMAN. ANYTHING ELSE ON 20A? TRUSTEE MICCICHE.
ANY OTHER ITEMS HERE? SCHOOL LEADERSHIP DIVISION.
24A. WE'LL START WITH YOU TRUSTEE MICCICHE.
OK UM, THIS IS A A NAME CHANGE AND THIS IS WHAT IS OUR POLICY ABOUT NAME CHANGES THAT IT WOULD BE DONE ONCE A YEAR.
IS THAT RIGHT? AND THAT GOOD GOVERNANCE REQUIRED US TO STICK TO THE ONES OF THE YEAR POLICY.
ALL RIGHT, ALL RIGHT, ALL RIGHT.
OKAY. OKAY. AND I UNDERSTAND THAT SOMEBODY WAS A PASSIONATE ADVOCATE TO THAT.
GOOD GOVERNANCE REQUIRED A ONCE A YEAR POLICY, AND I'VE IGNORED MONTH AFTER MONTH AFTER MONTH.
SO I FIGURED WHY NOT TAKE ADVANTAGE OF IT? WELL, I APPROVING THIS NAME CHANGE AND FOR IT TO BEING ON THE CALENDAR, I JUST WANTED TO POINTED THIS OUT.
THANK YOU, TRUSTEE MARSHALL AND TRUSTEE MICCICHE.
THANK YOU. ANY OTHER QUESTIONS HERE? TIFFANY CAME UP READY FOR SOME QUESTIONS.
WE'LL MOVE ON TO 25 INFORMATION TECHNOLOGY.
THAT'S 26 A AND B, 27, EIGHT THROUGH C AND 28 A.
ANY QUESTIONS ON ANY OF THOSE? WHICH ONES? TRUSTEE FOREMAN.
OH, ALL RIGHT. WE'LL BEGIN WITH 26A TRUSTEE FOREMAN.
MICROPHONE. THIS IS A DWAYNE QUESTION, REALLY? BECAUSE THERE ARE SEVERAL ITEMS ON HERE THAT ARE COOPERATIVE BUYS.
AND I KEEP ASKING OVER AND OVER, HOW ARE WE ENSURING THAT WE ARE GETTING BEST VALUE? AND IN HERE IT MUST BE ABOUT FIVE OR SIX COOPERATIVE PURCHASES.
AND THERE, HOW DO WE MEASURE THIS? HOW DO WE MAKE SURE WE'RE GETTING BEST VALUE? SO EACH OF THE CO-OPS DO TAKE RPS FOR THE ITEMS THAT THEY PUT ON THERE.
THAT'S TO MEET THE STATE GUIDELINES.
THAT MEANS YOU DON'T HAVE TO GO OUT AND BID FOR IT.
BUT THAT DOESN'T NECESSARILY MEAN THAT'S BEST VALUE.
BECAUSE YOU DON'T HAVE TO GO OUT FOR BED.
WE AVERTED. SO IF YOU WOULD INDICATE THAT THAT WOULD KEEP MY MOUTH CLOSED REGARDING SOME OF THESE, BECAUSE IT'S IT'S EASIER TO GO WITH THE CO-OP BECAUSE YOU DON'T HAVE TO GO OUT.
BUT IF YOU'VE HAD AN RFP OUT ON THE STREET SOMEWHAT, NOBODY RESPONDED.
[01:10:01]
AND I WOULD LOOK AT THAT TOTALLY DIFFERENT AND WE'LL MAKE SURE WE INDICATE THAT.SO IF YOU INDICATE THAT AND THEN ON SOME IN SOME CASES, JUST PICKING UP A PHONE AND VALIDATING A PRICE FROM A VENDOR WOULD ALSO HELP.
TO SHOW THAT YOU GOT BEST VALUE BECAUSE COOPERATIVE PURCHASING IS NOT ALWAYS BEST VALUE.
AND SO WE JUST NEED TO MAKE SURE THAT'S MY BIG DEAL.
ANY OTHER QUESTIONS ON 26? AYE. ANY OTHER ITEMS FROM THE INFORMATION TECHNOLOGY DIVISION? 27 B 27 B TRUSTEE FOREMAN.
THIS IS A $9 MILLION PURCHASE.
AND THEN AGAIN, I'M ASSUMING THIS IS FOR THE WHOLE ORACLE SUITE.
WHAT WAS OUR WHAT WAS OUR RFP IN THE IN THE PAST WHAT WAS THE LAST RFP THAT WE HAD? SO THE LAST ONE WE DID WAS IN 2019 FOR A TOTAL OF 9.9 OVER 39 MONTHS.
AND WE. WE ARE CONTINUING WITH ANOTHER THREE YEARS AS WE LOOK AT WHAT WE WANT TO DO MOVING FORWARD.
SO WHAT DOES THAT MEAN AS WE LOOK AT WHAT WE WANT TO DO MOVING FORWARD? SO WE HAD SOME BOND FUNDS ALLOCATED TO LOOK AT WHAT WE WANTED THE ENTIRE SYSTEM TO LOOK LIKE.
SO THIS WOULD TIE US OVER WHY WE LOOK AND EVALUATE THE SYSTEMS THAT WE WANT TO DO FOR ERP.
SO YOU'RE TALKING ABOUT CHANGING SYSTEMS OR I THINK THERE'S A LOT OF DIFFERENT OPPORTUNITIES TO LOOK AT, NOT NECESSARILY CHANGE, BUT MAYBE EVEN LOOK AT CLOUD VERSIONS OF THE SAME SYSTEM.
SO THE TEAM JUST WANTS TO BE ABLE TO MAKE SURE THEY EVALUATE WHAT'S BEST FOR THE DISTRICT.
TRUSTEE FOREMAN ANY OTHER QUESTIONS ON THIS OR ANY OTHER INFORMATION TECHNOLOGY DIVISION ITEMS? SAME THING. SO I HAVE A QUESTION ON 28.
SO THIS IS THE CELLULAR CELLULAR NETWORK AND IT'S A PILOT PROJECT? YES, MA'AM. DO WE KNOW WHY WE'RE DOING A PILOT PROJECT FOR CONNECTIVITY WHEN WE'VE ALREADY DONE SEVERAL DIFFERENT KINDS OF PROJECTS LIKE BUILDING TOWERS AND THOSE KINDS OF THINGS? WHY ARE WE DOING ANOTHER PILOT PROJECT? SO THIS IS ACTUALLY FOR THE UNITS THAT GO IN THE STUDENTS HOMES FOR THOSE PILOT TOWERS.
SO FOR THE TEN TOWERS, THIS WOULD ALLOW US TO EXPAND TO MEET DEMAND IN THOSE AREAS AND ALLOW MORE STUDENTS TO GET ON THAT PILOT NETWORK. ALL RIGHT.
LIKE I WAS LIKE JUST OUT THERE JUST TALKING.
SO PLEASE EXPLAIN THAT TO ME BECAUSE I WANT TO KNOW A LITTLE BIT MORE THAN WHAT YOU'RE SAYING.
ABSOLUTELY. SO ANY STUDENT THAT WANTS TO BE A PART OF THE PRIVATE CELLULAR NETWORK HAS TO HAVE A LITTLE UNIT IN THEIR HOUSE OR EVEN SOMETIMES ON THE OUTSIDE OF THEIR HOUSE THAT WILL PICK UP THAT SIGNAL.
AND SO THAT'S WHAT THE CPS OR THIS PURCHASE ALLOWS US TO DO, IS TO EXPAND AND GIVE MORE STUDENTS THE DEVICE THAT WILL ALLOW THEM TO BE A PART OF OUR PRIVATE NETWORK. SO OUT.
SO WHAT WE HAVE RIGHT NOW, OUR KIDS ARE NOT ABLE TO GET ON WI FI WITHOUT THIS PARTICULAR DEVICE.
CORRECT. THE STUDENTS WHO ARE PARTICIPATING RIGHT NOW CAN.
SO WE HAVE ABOUT 700 STUDENTS WHO HAVE DEVICES RIGHT NOW IN THEIR HOMES FOR THOSE TEN TOWERS.
SO WHEN WE WAS GOING THROUGH COVID AND AFTER THAT, WE WAS ASKING FOR.
IS THIS SOMETHING TOTALLY DIFFERENT? BECAUSE KIDS CAME TO ME AND SAID THAT EVEN THOUGH WE GAVE THEM LAPTOPS, LAPTOPS.
AND WHAT'S THE OTHER THING? CHROMEBOOKS.
WHAT'S THE HOT SPOT? THE HOT SPOTS, IT'S LIKE. AND NOW I'M A LITTLE OLD SCHOOL.
I'M SORRY. THE HOT SPOTS, THEY WERE STILL NOT ABLE TO GET ON INTERNET.
CORRECT. SO IT DEPENDS ON IF THE HOT SPOT WAS LIMITED FOR SOME REASON, SOME STUDENTS.
SO HERE'S THE CHALLENGE WITH HOTSPOTS IS IT GETS THE DATA GETS CONSUMED VERY QUICKLY.
AND SO IF THEY WERE HAVING PROBLEMS, THAT COULD HAVE BEEN PART OF THE ISSUE.
WHAT THIS REQUEST IS FOR IS REALLY TO USE THE TOWERS THAT WE'VE PUT UP THOSE TEN TOWERS AND BE ABLE TO LEVERAGE THE INTERNET SERVICE THROUGH THOSE TOWERS FOR STUDENTS. RIGHT.
SO DIFFERENT THAN, SAY, A TEN GIGABYTES.
AND THEN WE WOULD SAY, WELL, THAT WAS GOING TO DO UNLIMITED.
SO THEY CAN SO THEY CAN HAVE UNLIMITED ACCESS TO THE INTERNET WHILE THEY DO THEIR WORK.
[01:15:01]
RIGHT. BUT THEN ALSO, MY KIDS SAID THAT THEY COULD NOT GET ON IT, THAT SOME OF THE KIDS COULD NOT GET ON IT, THAT THEY HAVE TO GO OUTSIDE TO BE ABLE TO GET ON THE INTERNET AND NOT STAY ON THE INSIDE BECAUSE THEY CANNOT GET CONNECTIONS.SO IT'S THIS WHAT THE DEVICE THAT YOU'RE SAYING IS THAT TO PREVENT THEM FROM HAVING TO GO OUTSIDE? YES. WE DON'T WANT ANY STUDENT TO HAVE TO GO OUTSIDE TO USE THE INTERNET.
SO THIS WILL HELP MAKE SURE THAT THAT RANGE FROM THE TOWER GETS INTO THE HOME.
SO, I MEAN, AND YOU SAID WE HAVE 700 DEVICES, ABOUT 700 RIGHT NOW.
WHEN DO WE START GIVING THOSE OUT? EARLIER THIS YEAR.
I KNOW. EXCUSE ME, IN THE SUMMER OF LAST YEAR WAS WHEN THE FIRST TOWER WAS UP.
AND SO NOW YOU'RE COMING BACK AND SAYING, OH, WE NEED THIS DEVICE.
SO I'M VERY INTO WHAT'S GOING ON AND I WOULD DEFINITELY WANT TO SPEAK WITH YOU AND I WANT YOU TO SPEAK WITH MY COMMUNITY BECAUSE IT'S A VERY, VERY BIG ISSUE THAT WE'VE GOT TO HAVE RIGHT NOW, ESPECIALLY IN THE SOUTHERN SECTOR.
7521675203. I'D BE HAPPY TO YOU.
GOOD AFTERNOON. QUICK QUESTION FOR YOU.
GOING AROUND ALONG THE SAME RATIONALE THAT MY COLLEAGUES ARE BRINGING HERE, IT WAS UNDER MY UNDERSTANDING THAT THE CELLULAR, PRIVATE CELLULAR NETWORK WOULD CONNECT STUDENTS TO THIS WI FI SERVICE.
THERE'S TEN TOWERS, 700 STUDENTS.
WHAT NUMBER IS IT GOING TO GROW TO ONCE WE HAVE THESE UNITS THAT YOU'RE LOOKING FOR? SO WE'VE HAD A COUPLE OF DIFFERENT STUDIES TO TRY TO FIGURE OUT WHAT THAT WOULD BE.
NOT ALL 40,000 APPLIED FOR THE FOR OUR PREVIOUS DISD SERVICES.
AND WE'RE TRYING TO COVER THAT GAP WITH THE TOWERS.
AM I INTERPRETING THAT? SO I ACTUALLY HAVE THREE, THREE DIFFERENT LEVELS THAT WE'RE TRYING TO COVER.
SO THAT'S THAT'S LEVEL NUMBER ONE.
LEVEL TWO IS OUR TOWER SYSTEM.
AND THEN THE OTHER OPTION REALLY IS AROUND HOTSPOTS AND USING THOSE AS NEEDED.
SO WE'VE GOT A COUPLE OF DIFFERENT WAYS WE'RE TRYING TO MAKE SURE THAT STUDENTS HAVE ACCESS.
AND IS THIS ONE A PREREQUISITE OF NOT HAVING CURRENT SERVICE AT HOME? YES. I MEAN, THIS WOULD BE FOR STUDENTS WHO DIDN'T QUALIFY FOR THE HOME WIRED.
THERE'S NOT SERVICE IN THAT AREA AND WE HAVE A TOWER IN THAT AREA THAT COULD SERVICE THEM.
AND THE SERVICES AT THE HOME WAS A SHORT TERM THAT WAS WE WERE LOOKING AT FUNDING FOR IT.
WHAT WAS IT, TWO YEARS? THAT'S CORRECT.
IT'S TWO YEARS. AND THEN AFTER THOSE TWO YEARS, WOULD WE THEN MOVE THOSE STUDENTS OVER TO THESE CELLULAR NETWORKS? ABSOLUTELY. THAT WOULD BE THE PLAN.
OKAY. BUT THIS IS NOT THE LONG TERM SOLUTION.
WELL, THE TOWERS ARE A LONG TERM SOLUTION.
VERY WELL. THANK YOU. THANK YOU FOR THAT CLARIFICATION.
THANK YOU TRUSTEE GARCIA. TRUSTEE MARSHALL.
BUT THERE'S TWO DIFFERENT APPROACHES HERE, RIGHT? ONE IS ONE IS A HOTSPOT CONNECTED TO A EITHER AT&T OR VERIZON CELLULAR SERVICE THAT IS TRYING TO PENETRATE THE WALLS OF A HOME AND MAY OR MAY NOT HAVE THE SIGNAL STRENGTH TO DO SO, IN WHICH CASE THEY MIGHT HAVE TO STEP OUTSIDE OR GO SOMEWHERE WITH A STRONGER SIGNAL STRENGTH TO GET THE HOTSPOT TO REGENERATE A WI FI NETWORK NEAR IT.
CORRECT. THE OTHER IS A CELLULAR TOWER THAT WE OWN AND OPERATE THAT WE'VE NOW ROLLED OUT TEN OF THESE AND HOPEFULLY WILL BE MORE. BUT TO BE CONNECTED TO THAT, YOU NEED ONE OF THESE DEVICES THAT'S IN THE HOUSE THAT WILL THEN NOT ONLY PICK UP THE SIGNAL, BUT THEN REBROADCAST A WI FI SIGNAL WITHIN THEIR HOUSE AND ALSO DO FILTER CONTENT FILTERING LIKE THE DALLAS ISD NETWORK DOES, RIGHT? THAT IS CORRECT. SO IT'S NOT THAT THESE DEVICES THAT THAT ARE CONNECTED TO THE CELL TOWERS, THOSE ARE NOT HAVING CONNECTIVITY PROBLEMS THAT ARE CAUSING KIDS TO NOT BE ABLE TO GET SERVICE IN THEIR HOUSE.
IT'S THE HOTSPOTS THAT ARE DOING THAT.
SO SOME OF THE CPE UNITS THAT WE'RE GOING TO BUY WOULD ALLOW THAT UNIT TO GO UP A LITTLE BIT TALLER AND IT HAS A LITTLE ANTENNA ON IT THAT STICKS ON THE WINDOW THAT ALLOWS THEM TO GET A BETTER SIGNAL. SO YOU'RE VETTING EACH EACH KID'S HOUSEHOLD TO SAY THIS IS CLOSE ENOUGH TO A CELLULAR TOWER WHERE THE DEVICE WILL PICK UP THE SIGNAL IF IT'S IN THE RIGHT
[01:20:09]
PLACE AND THEN FINDING THE RIGHT PLACE FOR IT TO BE IN.WE'LL BEGIN SECOND ROUND TRUSTEE FOREMAN.
DO YOU HAVE MORE HERE? ALL RIGHT.
THANK YOU FOR THOSE GREAT QUESTIONS AND THE ANSWERS.
SORRY, TRUSTEE JOHNSON. GO AHEAD.
WHERE ARE THE KIDS, THAT THE 700 KIDS WHERE WHERE AREA ARE THEY LOCATED IN? I CAN GET YOU A LIST OF THE TOWERS AND THE STUDENTS THAT ARE AROUND THERE.
YOU DON'T HAVE THAT RIGHT NOW. I DO.
SO THE TOWERS ARE LINCOLN, SOUTH OAK CLIFF, ROOSEVELT, DUNBAR, RICE, PINKSTON AND SPRUCE.
THANK YOU, TRUSTEES. THANK YOU.
WELL, NOW MOVING ON, FINANCIAL SERVICES DIVISION.
TRUSTEES, ARE THERE ANY QUESTIONS ON FINANCIAL SERVICES DIVISIONS, WHICH INCLUDE SECTIONS 30, 31, 32, 33, 34, 35, 36, 32A 36A.
WE'LL START WITH THOSE TWO AND THEN GO FROM THERE.
WE'LL START WITH 32A. TRUSTEE FOREMAN.
YOU'RE GOING TO BRING HER TO THE HOT SEAT THE FIRST TIME SHE'S IN A MEETING.
TO GO THROUGH THE BUDGET AMENDMENTS FOR ME? THERE'S 32A.
YES, MA'AM. TAMIKA CAN WALK YOU THROUGH THE BUDGET AMENDMENT.
I'VE HAD THE PLEASURE TO MEET ALL OF YOU IN PERSON, WITH THE EXCEPTION OF TRUSTEE HENRY.
SO I'M GOING TO EXTEND A VIRTUAL HANDSHAKE TO HIM UNTIL I HAVE THE OPPORTUNITY TO SEE HIM IN PERSON.
TRUSTEE FLORES I HAD AN OPPORTUNITY TO SEE HIM AT THE EDUCATOR OF THE YEAR EVENT.
SO THERE ARE NO CHANGES TO THE GENERAL FUND FROM LAST MONTH TO THIS MONTH.
SO THERE IS NOT AN AMENDMENT THERE OR ANY ADJUSTMENTS.
THE ONLY ADJUSTMENT OR AMENDMENT IS TO THE DEBT SERVICES FUND, AND THAT IS BECAUSE WE RECENTLY REFUNDED SOME BONDS TO CAPITALIZE ON SOME SAVINGS. SO THAT'S WHY YOU SEE THAT ADJUSTMENT THERE THAT WE ARE REQUESTING.
SO WHAT IS THE CHANGE IN THE FUND BALANCE? CHANGE IN THE FUND BALANCE.
THERE HAS NOT BEEN A CHANGE IN THE FUND BALANCE FROM LAST MONTH TO THIS MONTH.
IS THAT WHAT YOU'RE ASKING? SO THE THE BEGINNING FUND BALANCE WAS 923 MILLION? YES, MA'AM. THE BEGINNING FUND BALANCE ON THE ORIGINAL BUDGET? MM HMM. YES.
AND THEN AS OF APRIL 30TH, THAT NUMBER REMAINS.
AND THEN AS OF NOW, THAT NUMBER REMAINS.
SO THE PROJECTED FUND BALANCE IS FOR 20 IS FOR JUNE OF 2022.
THE THAT FOR THE END OF THE END OF THE YEAR IS THAT THE PROJECTED FUND BALANCE.
AND IF IT IS, WHAT IS THE DIFFERENCE IN THAT $200 MILLION? OKAY. SO THE PROJECTED FUND BALANCES IS AS IF ALL THE REVENUE IS ARE COLLECTED EXACTLY WHAT WAS BUDGETED AND ALL THE EXPENDITURES, THE ENTIRE BUDGET WAS SPENT IN 100% IF THAT OCCURRED.
THAT WOULD BE THE ENDING FUND BALANCE.
AND IN THIS CASE, AS OF MAY 31.
SINCE WE HAVE ONE MORE MONTH AND I DON'T KNOW IF THERE WILL BE ANOTHER BUDGET AMENDMENT OR NOT, I WOULD ANTICIPATE THERE WILL BE FOR THE MONTH OF JUNE, AND THAT WILL RESULT IN WHATEVER THAT PROJECTED FUND BALANCE IS.
BUT THE FUND BALANCE IS REFLECT IS BASED ON 100% OF REVENUE BEING THE REVENUE BEING EXACT 100% AND EXPENDITURES 100%, WHICH OBVIOUSLY NEITHER ONE OF THOSE WILL HAPPEN.
THANK YOU. THANK YOU, TRUSTEE FOREMAN.
[01:25:03]
GO AHEAD TRUSTEE JOHNSON, BROTHER DWYANE, WE'RE GETTING READY TO HAVE A DISTRICT FIVE BUDGET MEETING FOR DALLAS ISD.ALL RIGHT. WE'LL MOVE ON TO 36A TRUSTEE GARCIA.
WE'RE GETTING CLOSER TO GOOD EVENING.
FOR 36A I DO HAVE A QUESTION HERE ON PURCHASE OF PORTABLE CLASSROOMS. JUSTIFICATION HERE IS TO HANDLE THE SHIFTING DEMOGRAPHICS OF THE DISTRICT.
I'D LIKE TO CLARIFY ATTACHED TO THIS, THOUGH, ARE THE TORNADO IMPACTS OF THE TORNADO.
AND THIS RELATES SPECIFICALLY TO THOMAS JEFFERSON.
BUT CAN WE CLARIFY HOW MANY PORTABLES, WHERE WILL THEY BE PLACED AND WHAT DEMOGRAPHIC INFORMATION DO WE HAVE TO HELP US JUSTIFY THE PURCHASE OF MORE PORTABLES AGAINST OTHER BIGGER.
ITEMS LIKE BUILDING WINGS, ETC..
SURE. SO THIS IS GOING TO SERVE AS TWO FOLD, RIGHT? ONE SWING SPACE FOR FUTURE BOND PROJECTS.
BUT ORIGINALLY THIS POOR DOCK IS FOR THE SCOVILLE AREA, SO THERE ARE TWO IN PARTICULAR SCHOOLS.
SEAGOVILLE MIDDLE SCHOOL, I THINK, IS IN NEED OF ABOUT SIX PORTABLES FOR NEXT YEAR.
AND THE PORTABLES ARE TWO CLASSROOMS IN EACH PORTABLE.
IT'S A IT'S A NEWER STYLE PORTABLE.
AND THAT WAY WE CAN MOVE THEM AROUND FOR SWING SPACE, FOR FUTURE BOND PROJECTS.
AND THE OTHER ONE IS KLEBERG ELEMENTARY SCHOOL.
SO THAT WAS THE INITIAL REASON FOR BRINGING THIS FORWARD.
WHEN THEY MOVE OUT, WE CAN UTILIZE THOSE AS WELL AFTER THEY MOVE IN JANUARY.
SO THESE PORTABLES ARE SPECIFICALLY FOR THE SEAGOVILLE COMMUNITY, SEAGOVILLE, KLEBERG.
WELL, THE BOARD DOC ALLOWS ME TO BUY THEM FOR DISTRICT WIDE PURPOSES, BUT THAT IS THE FUND.
ALL RIGHT. I HOPE SEAGOVILLE RESIDENTS HEARD THAT.
TRUSTEE MICCICHE, FOLLOWED BY TRUSTEE FOREMAN.
THANK YOU. DAVID, I HAVE A QUESTION JUST ABOUT WHETHER THEY ARE ACTUALLY PORTABLE PORTABLES, BECAUSE IT SEEMS LIKE ONCE WE HAVE A PORTABLE IN PLACE, IT STAYS THERE FOR FOREVER OR WHEN IT'S NOT, WHEN WE DETERMINE IT CAN'T BE USED ANYMORE, THEY'RE DEMOLISHED.
SO DO THEY MAKE PORTABLES THAT ARE PORTABLE, CORRECT? YES. SO AND I USED TO TEACH OUT OF ONE.
SO I KNOW AS A DISTRICT WE WANT THEM GONE.
RIGHT. THESE ONES ARE DIFFERENT.
THESE ARE THE LONG, SKINNY STYLE THAT CAN BE HOOKED UP AND MOVE THE WHEELS, STAY ON THEM.
WE DO SKIRT THEM AND WE WE BUILD RAMPS TO THEM.
AND THAT'S WHY WE SPECIFICALLY ARE PURCHASING THESE FOR THE 2020 BOND.
WE'RE ABLE TO MOVE THESE AROUND FROM SITE TO SITE AS NEEDED.
SO THESE ARE PORTABLE, NOT THE 50 YEAR PORTABLES THAT WE HAVE ON OUR CAMPUSES.
THANK YOU. THANK YOU, TRUSTEE MICCICHE.
ANYONE ELSE HERE? JUST. THESE ARE ANY OTHER QUESTIONS ON OUR FINANCIAL SERVICES DIVISIONS? SEEING NONE.
WE WILL MOVE ON TO WE HAVE POLICE DIVISION.
ANY QUESTION FOR 39 A? TRUSTEE MARSHALL 38A SORRY.
SORRY, CHIEF, YOU ALMOST MADE IT.
SO I'M GLAD TO SEE THAT WE HAVE THIS LOCAL AGREEMENT WITH THE DALLAS POLICE DEPARTMENT.
I'M CURIOUS, FIRST OFF, WHAT HAS CHANGED? IT LOOKS LIKE THIS. THIS IS A FIVE YEAR AGREEMENT.
SO AM I CORRECT IN ASSUMING WE HAD ONE THAT'S EXPIRING? THAT WAS FOR THE LAST FIVE YEARS.
TO BE HONEST WITH YOU. WE DIDN'T HAVE ONE.
WE JUST HAD AN AGREEMENT AND WE WERE SUPPORTING EACH OTHER.
SO IT WAS SORT OF AGREED TO IN THEORY, BUT NOT ON PAPER.
ABSOLUTELY. SO NOW WE HAVE ONE FOR FIVE YEARS.
SO IT'S ACTUALLY ON PAPER SHOULD WE NEED TO REFER TO.
BUT SINCE THERE WASN'T ONE, IS THERE ANYTHING IN THIS AGREEMENT THAT'S DIFFERS IN ANY WAY FROM THE WAY YOU'VE HISTORICALLY DEALT WITH DPD? YES, SIR. SO WHAT WHAT WE'VE ADDED SPECIFICALLY TO THIS ONE IS THE TITLE NINE INVESTIGATIONS.
SO WE'VE HAD CONVERSATIONS WITH THE DALLAS POLICE DEPARTMENT WITH ABOUT THE IMPORTANCE.
[01:30:09]
AS FROM THEM BECAUSE THEY ARE RESPONSIBLE FOR INVESTIGATING THOSE TYPE OF CRIMES.OKAY, GOOD. WELL, I WAS PLEASED TO SEE THIS IN LARGE PART BECAUSE I THINK THERE'S OFTENTIMES EITHER A MISUNDERSTANDING ABOUT WHO'S RESPONSIBLE FOR WHAT BETWEEN THE TWO ORGANIZATIONS, OR THERE'S FINGER POINTING BETWEEN THE TWO OF THEM WHERE ONE IS SAYING THAT'S DISD PD'S RESPONSIBILITY AND YOU GUYS ARE SAYING SOMETHING DIFFERENT.
AND MY CHIEF CONCERN ABOUT THIS, AS YOU KNOW, IS THE RECENT EVENTS AT WOODROW, WHICH RELATES TO THE INTER LOCAL AGREEMENT THAT WE HAVE WITH THE PARK DEPARTMENT AND THE CITY OF DALLAS FOR THE USAGE OF WILLIS WINTERS PARK, FORMERLY RANDALL PARK.
AND I NOTICED IN THIS, IN THIS INTERLOCAL AGREEMENT THAT THERE'S NO REFERENCE TO ANY, ANYTHING THAT WOULD IMPACT THAT SITUATION.
SO IN OTHER WORDS, THIS INTER LOCAL AGREEMENT ISN'T REFERENCING OTHER INTER LOCAL AGREEMENTS OR UNIQUE CIRCUMSTANCES WHERE THERE IS A COLLABORATION BETWEEN THE CITY AND THE SCHOOL DISTRICT LIKE THERE IS AT RANDALL PARK.
AND THAT RANDALL PARK IS NOT UNIQUE.
SO I'M NOT EXPECTING YOUR INTERLOCAL AGREEMENT TO REFERENCE RANDALL PARK SPECIFICALLY, BUT THIS DOCUMENT DOESN'T REFERENCE ANY SCENARIOS WHERE THERE IS AN INTER LOCAL AGREEMENT OR SOME SORT OF COLLABORATION BETWEEN THE CITY OR THE PARK DEPARTMENT AND THE DISTRICT.
SO I WOULD HOPE THAT WE COULD WORK INTO THIS INTER LOCAL AGREEMENT, SPECIFIC DETAILS ABOUT WHO IS RESPONSIBLE FOR SAFETY AND SECURITY AND UNDER WHAT SCENARIOS AND AT WHAT DATES, DAYS OF THE WEEK AND TIMES OF DAY, SO THAT WE CAN ELIMINATE SOME OF THE FINGER POINTING THAT'S HAPPENED AT WILLIS WINTERS PARK AND PRESUMABLY AT OTHER AREAS OF THE CITY WHERE THERE'S KIND OF A UNIQUE PARTNERSHIP BETWEEN THE CITY AND THE SCHOOL DISTRICT.
SO IS THAT SOMETHING THAT YOU GUYS HAVE EITHER CONSIDERED OR IS IT SOMETHING THAT YOU COULD PERHAPS WORK INTO THIS DOCUMENT BEFORE IT'S VOTED ON BY THE BOARD? SO WE SPECIFICALLY HAVE AN AGREEMENT WITH THE CITY AS FAR AS THE DISTRICT, AS FAR AS PUTTING THAT WITHIN THIS DOCUMENT, WE COULD DO THAT.
SO BUT WE COULD DEFINITELY REACH OUT TO THEM AND SEE IF THERE'S SOME WAY THAT WE CAN INCLUDE THAT OR SAY, I'M NOT I'M NOT AN EXPERT ON THE OTHER PLACES THAT THE DISTRICT HAS COLLABORATIVE ARRANGEMENTS WITH THE CITY OR WITH THE PARK DEPARTMENT.
SO SOMEBODY SMARTER THAN ME WOULD NEED TO BE INVOLVED IN THIS.
BUT YOU GET WHERE I'M HEADED, RIGHT? LIKE I'M SAYING, I WANT TO CAPTURE RESPONSIBILITY FOR SAFETY AND SECURITY IN THESE SPECIAL CIRCUMSTANCES THAT ARE NOT THE TYPICAL ROUTINE RUN OF THE MILL DAY TO DAY OPERATION OF BOTH DEPARTMENTS.
SO ANY WAY THAT YOU GUYS COULD DO THAT, OR IF YOU COULD RUN THAT BY THE YOUR DPD COUNTERPARTS AND SEE IF THEY HAVE ANY CONCERNS ABOUT THAT, I'D APPRECIATE IT BECAUSE FURTHER CLARITY IN THOSE PARTICULAR CIRCUMSTANCES AND I KNOW IT WOULD HELP IT AT WOODROW AND IT MAY HELP ELSEWHERE, I THINK FURTHER CLARITY AROUND THOSE SCENARIOS WOULD HELP A LOT FROM A SAFETY AND SECURITY PERSPECTIVE.
WE CAN DEFINITELY LOOK AT THAT.
PERFECT. THANK YOU, SIR. THANK YOU TRUSTEE MARSHALL.
TRUSTEES, ANY OTHER QUESTIONS HERE? ALL RIGHT. THANK YOU, CHIEF LAWTON.
AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.