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[00:00:04]

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

WE'RE GOING TO DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND SALUTE THE TEXAS FLAG.

WE DID THAT AT OUR CALLED BOARD MEETING RIGHT BEFORE THIS.

THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEOCONFERENCE.

A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

TRUSTEE DISTRICT ONE TRUSTEE EDWIN FLORES.

DISTRICT TWO TRUSTEE DUSTIN MARSHALL.

TRUSTEE DAN MITCHICHE ON HIS WAY HE'S IN ROUTE.

DISTRICT FOUR TRUSTEE CAMILE WHITE.

DISTRICT FIVE TRUSTEE JOHNSON'S HERE NOT IN THE ROOM CURRENTLY.

DISTRICT SIX TRUSTEE JOYCE FOREMAN.

DISTRICT SEVEN TRUSTEE BEN MACKEY.

DISTRICT EIGHT TRUSTEE JOE CARREÓN WHO'S ALSO IN THE BUILDING, NOT IN THE ROOM CURRENTLY, AND THEN MYSELF AND DR.

HINOJOSA OUR SUPERINTENDENT OF SCHOOLS.

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

TRUSTEE FLORES, IF YOU COULD PLEASE.

THE SAME GENERAL WARNING IS ENFORCED FOR THIS PARTICULAR BOARD BRIEFING.

SO, I MEAN, SOME JUST WANT TO REMIND EVERYONE THAT ANY PERSON BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE OR WHEN REQUESTED TO DO SO, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

I JUST WANT TO CONTINUE TO REMIND FOLKS THAT ALTHOUGH IT'S NOT REQUIRED, WE RECOMMEND WEARING A FACE MASK WHILE ON DISTRICT PROPERTY.

I DON'T SEE ANY ELECTED OFFICIALS IN THE ROOM.

OUR AGENDA CALLS FOR OUR PUBLIC FORUM PART OF THE MEETING.

THERE ARE NO SPEAKERS TO THE MEETING OR ANY AGENDA ITEMS. THE BOARD IS NOW GOING TO RETIRE INTO CLOSED SESSION.

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

THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM WHILE THE BOARD LEAVES THE MEETING TO ATTEND CLOSED SESSION.

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

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE [INAUDIBLE], INCLUDING BUT NOT LIMITED TO THE FOLLOWING TEXAS GOVERNMENT CODE SECTIONS 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEYS ABOUT PENDING OR CONTEMPLATED LITIGATION ON THE MATTER IN WHICH THE DUTY OF AN ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF THE PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER, INCLUDING LEGAL CONSULTATION AND ADVICE ON ISSUES RELATED TO ENGAGEMENTS AND OTHER SERVICES OF THE CURRENT SUPERINTENDENT OF SCHOOLS.

551.072 TO DELIBERATE THE PURCHASE EXCHANGE LEASE SELL OR VALUE OF REAL PROPERTY 551.074 TO DELIBERATE THE APPOINTMENT AND THE EMPLOYMENT EVALUATION REASSIGNMENT DUTIES DISCIPLINARY DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING ENGAGEMENTS AND OTHER SERVICES OF THE CURRENT SUPERINTENDENT OF SCHOOLS.

551.129 TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE CONFERENCE CALLS, VIDEO CONFERENCE CALL COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING, AND ADVICE ON ISSUES RELATED TO ENGAGEMENTS OR THE SERVICES OF THE CURRENT SUPERINTENDENT OF SCHOOLS.

THE TIME IS NOW 1:16 P.M.

AND WE ARE IN CLOSED SESSION.

ALL THE INFORMATION AND REPORTS WILL BEGIN WITH THE 2022 PRELIMINARY STAAR AND EOC RESULTS.

[7. INFORMATION/REPORTS]

YEAH. MR. CHAIRMAN AND BOARD MEMBERS.

TODAY, SUPERINTENDENT'S REPORT IS GOING TO INCLUDE TWO ITEMS ONE, THE PRELIMINARY STAAR RESULTS AND AN UPDATE ON RACIAL EQUITY.

SO DEPUTY SUPERINTENDENT SUSANA CORDOVA WILL CARRY US THROUGH THE FIRST ONE AND WE'LL HAVE THE BALANCE OF THE TEAM FOR THE OTHER ONE.

SO, SUSANA, IF YOU'LL TAKE IT FROM HERE, PLEASE.

ABSOLUTELY. THANK YOU TRUSTEES AND SUPERINTENDENT HINOJOSA FOR THE OPPORTUNITY TO SHARE THE PRELIMINARY RESULTS FROM OUR STAAR AND EOC.

I DO WANT TO CAUTION EVERYBODY TO NOTE THAT THESE ARE PRELIMINARY RESULTS ONLY.

THEY REFLECT THE RESULTS THAT WE'VE RECEIVED FROM OUR ONLINE TESTING, WHICH IS MORE THAN 99% OF OUR TESTS.

WE DO STILL HAVE SOME PAPER TESTS THAT WE HAVE NOT RECEIVED RESULTS FOR YET.

AND THIS IS NOT AN ACCOUNTABILITY REPORT.

IT SIMPLY IS SHARING INFORMATION ABOUT WHERE WE ARE WITH OUR RESULTS.

SO THE FIRST THING TO NOTE IS THAT DESPITE FALLING SIGNIFICANTLY DURING THE PANDEMIC BETWEEN 2019 AND 2021, WE HAVE SEEN THIS YEAR SIGNIFICANT GAINS IN READING.

AND WE HAVE SURPASSED.

EXCUSE ME SUSANA, WE HAD A GLITCH, WE NEED TO STOP.

I'M SORRY. WE'RE BACK NOW IN OPEN SESSION.

TRUSTEES WE ARE NOW ON THE INFORMATION REPORTS AND WE WILL BEGIN THE 2022 PRELIMINARY START EOC AND RESULTS.

THANK YOU.

1:40.

1:40. THANK YOU.

SO I'LL REPEAT JUST WHERE WE ARE ON THE EXECUTIVE SUMMARY.

SO DESPITE FALLING SIGNIFICANTLY DURING THE PANDEMIC, WE'VE SEEN A DRAMATIC REBOUND IN READING IN PARTICULAR, AND WE HAVE SURPASSED THE PRE-PANDEMIC RESULTS OF 2019. THE READING GAINS FROM 2021 TO THIS YEAR WERE AS HIGH AS 18 PERCENTAGE POINTS FOR AFRICAN AMERICAN STUDENTS AT SPECIFIC GRADES THAT WE'LL LOOK AT. OUR MATH GAINS FROM 21 TO 22 RANGED FROM 5 POINTS TO 12 POINTS FOR ALL STUDENTS.

[00:05:05]

BUT WE HAVE NOT YET HIT OUR PRE-PANDEMIC PERFORMANCE.

AND WE DO WANT TO NOTE THAT OUR AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS GAINS WERE OVERALL GREATER, WHICH INDICATES THAT WE'RE MAKING PROGRESS TOWARD CLOSING THE GAP. WE WILL HAVE SEVERAL SLIDES, AND SO I'M NOT GOING TO SPEAK ALL OF THE WORDS ON EVERY SLIDE, BUT I WOULD LIKE TO JUST POINT OUT SOME OF THE WAYS IN WHICH WE SHOULD BE VERY PROUD OF PERFORMANCE.

EVERY SLIDE WILL FOLLOW THIS SAME FORMAT.

THIS IS A SLIDE THAT LOOKS AT GRADES THREE THROUGH FIVE READING, AND WE'LL SHOW YOU IN THE LIGHTEST COLOR ON THE LEFT, THE PERFORMANCE IN 2019, THE DROP THAT WE SAW IN 2021.

YOU'LL RECALL WE DON'T HAVE SCORES FROM 2020.

AND THEN THE DARKEST COLOR ON THE RIGHT SIDE FOR EVERY BAND IS THE MOST RECENT YEAR 2022 .

ORANGE IS THE APPROACHES, GREEN IS MEETS AND MASTERS IS BLUE.

AND SO FOR THIRD GRADE, FOR EXAMPLE, WE SAW A SIX POINT GAIN FROM 2021 TO THIS YEAR, NOT QUITE YET AT PRE-PANDEMIC LEVELS, AN EIGHT POINT GAIN IN READING AT THE MEETS LEVEL AND A SIX POINT GAIN AT THE MASTER'S LEVEL.

FOR FOURTH GRADE YOU'LL SEE WE GAINED TEN POINTS FROM LAST YEAR TO THIS YEAR IN APPROACHES, 13 POINTS AT MEETS, WHICH IS HIGHER THAN PRE-PANDEMIC.

ANY TIME WE'RE ABOVE OUR PRE-PANDEMIC LEVEL, WE'VE PLACED A BOX AROUND THE SCORE AND 9 POINTS AT MASTERS.

IN FIFTH GRADE WERE TWO POINTS UP AT APPROACHES, TWO POINTS UP AT MEETS AND TWO POINTS UP AT MASTERS.

AGAIN ABOVE PRE-PANDEMIC LEVELS.

IN SIXTH THROUGH EIGHTH GRADE YOU'LL BE ABLE TO SEE THAT AT EVERY GRADE AND EVERY LEVEL WITH THE EXCEPTION OF EIGHTH GRADE APPROACHES, AND WE'VE MADE SIGNIFICANT GAINS, MOST IN THE DOUBLE DIGITS AND ALL EXCEPT EIGHTH GRADE APPROACHES ABOVE PRE-PANDEMIC LEVELS.

THIS IS AGAIN IN READING.

THIS NEXT SLIDE WILL GIVE THAT SAME INFORMATION FOR AFRICAN AMERICAN STUDENTS.

YOU CAN SEE FOR OUR AFRICAN AMERICAN STUDENTS IN GRADES THREE, FOUR AND FIVE, WE'RE UP DOUBLE DIGITS IN ALMOST EVERY GRADE AND SCORE LEVEL AND ABOVE PRE-PANDEMIC LEVELS FOR EVERYTHING EXCEPT APPROACHES AT FIFTH GRADE.

SO TREMENDOUS KUDOS TO OUR TEACHERS WORKING WITH OUR AFRICAN AMERICAN STUDENTS.

AND THEN AGAIN, IF YOU TURN TO THE NEXT SLIDE, YOU'LL SEE THAT SAME PERFORMANCE INCREASES FOR OUR AFRICAN AMERICAN STUDENTS AT SIXTH THROUGH EIGHTH GRADE, AGAIN, ABOVE PRE-PANDEMIC LEVELS AT EVERY GRADE WITH DOUBLE DIGITS AT MOST, WITH THE EXCEPTION OF EIGHTH GRADE APPROACHES.

NEXT SLIDE, PLEASE, FOR OUR EMERGENT BILINGUAL STUDENTS.

AGAIN, WE'RE LOOKING AT READING HERE.

WE HAVE SEEN SOME GAINS AND SOME NICE MOVEMENT.

FIFTH GRADE IS AN AREA WHERE WE SEE THAT WE'RE NOT YET REACHING THOSE LEVELS THAT WE NEED TO IN TERMS OF WHERE WE WERE WITH ONE OF THE ONLY PLACES WHERE WE SAW DECLINES. NEXT SLIDE FOR OUR EMERGENT BILINGUAL STUDENTS IN READING FOR SIXTH THROUGH EIGHTH GRADE, WE SEE SIMILAR TO OUR AFRICAN AMERICAN STUDENTS GAINS AT EVERY GRADE AND EVERY SCORE LEVEL.

AND THE ONLY GRADE THAT IS NOT ABOVE THE PRE-PANDEMIC LEVEL IS EIGHTH GRADE APPROACHES.

WE'RE GOING TO SHIFT NOW TO LOOK AT OUR MATH OUTCOMES.

SO WHEN YOU LOOK AT OUR MATH OUTCOMES, YOU'LL AGAIN SEE THE TREND THAT WE HAVE INCREASES AT ALL GRADE LEVELS AND ALL PERFORMANCE LEVELS, NOT YET QUITE ABOVE PRE-PANDEMIC.

AND SO IN THIRD THROUGH FIFTH GRADE, YOU CAN SEE THE INCREASES IN SCORES THAT WE HAVE THERE.

NO GREEN BOXES INDICATING THAT WE'RE NOT YET ABOVE PRE-PANDEMIC LEVEL.

NEXT SLIDE, PLEASE.

IN SIXTH THROUGH EIGHTH GRADE, AGAIN, WE'VE SEEN INCREASES HERE AS WELL.

GOOD MOVEMENT FROM THE DROP THAT WE HAD LAST YEAR, BUT NOT QUITE AT PRE-PANDEMIC LEVELS HERE EITHER.

FOR OUR AFRICAN AMERICAN STUDENTS, AGAIN, WE'RE SEEING INCREASES AT ALL GRADES AND ALL SCORE LEVEL PERFORMANCES FROM LAST YEAR TO THIS YEAR.

BUT WE'RE STILL NOT ABOVE PRE-PANDEMIC LEVELS IN THREE THROUGH FIVE MATH.

AND THEN AGAIN FOR SIX THROUGH EIGHT MATH, AGAIN, WE'RE SEEING INCREASES, BUT NOT QUITE YET ABOVE PRE-PANDEMIC LEVELS.

SO WE STILL HAVE WORK TO DO THERE.

FOR OUR EMERGENT BILINGUAL STUDENTS, THE TREND WILL CONTINUE.

WE'RE IN THIRD THROUGH FIFTH GRADE MATH.

WE SEE INCREASES NOT YET AT PRE-PANDEMIC LEVELS, AND THE SAME TREND CONTINUES FOR GRADES SIXTH THROUGH EIGHTH MATH WHERE WE SEE JUMPS AND IN EIGHTH GRADE, IN PARTICULAR, BIG JUMPS, BUT NOT QUITE WHERE WE WERE BEFORE THE PANDEMIC.

FOR OUR NEXT SECTION, WE'RE GOING TO BE LOOKING AT OUR END OF COURSE, ASSESSMENT RESULTS.

AND AGAIN, I WANT TO STRESS THESE ARE PRELIMINARY RESULTS FROM OUR ONLINE ASSESSMENTS I FAILED TO MENTION.

[00:10:05]

LET ME CLARIFY.

WE DON'T ALWAYS HAVE STATE RESULTS FOR STUDENTS AROUND THE STATE BECAUSE THE MAJORITY OF THE STATE IS STILL TAKING TESTS ON PAPER. AND SO WE DON'T HAVE THOSE RESULTS YET.

WHAT YOU'LL SEE IN THIS SECTION IS THE RESULTS OF END, OF COURSE ASSESSMENTS IN DALLAS COMPARED TO THE RESULTS OF END OF COURSE, ASSESSMENTS AROUND THE STATE FOR STUDENTS WHO COMPLETED THE ONLINE ASSESSMENTS.

AND WE HAVE MADE GREATER GAINS THAN THE STATE TOWARD PRE-PANDEMIC LEVELS IN ALGEBRA ONE, BIOLOGY AND US HISTORY.

OUR GAINS IN ENGLISH ONE AND ENGLISH TWO ARE SLIGHTLY GREATER OR SIMILAR TO THE STATE.

AND WE KNOW THAT THIS IS AN AREA WHERE WE WILL NEED TO FOCUS INTENTLY NEXT YEAR TO ACCELERATE THE PROGRESS.

AND THEN WE DO SEE THAT RESULTS FOR AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS ACROSS ALL END OF COURSE ASSESSMENTS ARE EITHER SLIGHTLY UP OR RELATIVELY STABLE FROM LAST YEAR TO THIS YEAR, WHICH DEFINITELY INDICATES THAT WE NEED MORE FOCUS TO CLOSE THE GAP FOR OUR STUDENTS.

SO ON THIS SLIDE, WHAT YOU'LL SEE HERE IS AN EXAMPLE OF WHERE DALLAS IS IN COMPARISON TO THE STATE.

THE DARK LINES IN ALL CASES ARE DALLAS, THE LIGHTER LINES ARE THE STATE PERFORMANCE.

YOU CAN SEE THAT WE ALL DROPPED FROM 19 TO 21.

THERE HAS BEEN AN INCREASE IN ALGEBRA ONE ACROSS THE STATE AS WELL AS IN DALLAS.

BUT YOU CAN SEE IN ALGEBRA ONE, AT THE APPROACHES LEVEL, WE'RE FLAT AS THE STATE IS FLAT.

AT THE MEETS LEVEL, WE'RE UP NINE POINTS, CLOSING THE GAP WITH THE STATE.

THE STATE IS ONLY UP THREE POINTS.

AND AT THE MASTER'S LEVEL, WE'RE UP TEN POINTS.

THE STATE IS ONLY UP FIVE POINTS.

NOW WE'LL LOOK AT OUR PERFORMANCE IN ALGEBRA ONE FOR ALL STUDENTS, FOR AFRICAN AMERICAN STUDENTS AND EMERGENT BILINGUAL STUDENTS.

YOU CAN SEE HERE THAT WE'RE SEEING INCREASES ACROSS THE BOARD, BUT WE ARE STILL NOT YET AT ALGEBRA ONE PRE-PANDEMIC LEVELS FOR THE MOST PART.

AND SO THAT'S A PLACE WE KNOW THAT WE'LL CONTINUE TO NEED TO WORK.

BIOLOGY HAD LARGER GAINS, ONE YEAR GAINS AT ALL THREE PERFORMANCE LEVELS THAN THE STATE FOUR POINTS AT THE APPROACHES LEVEL COMPARED TO 1.5 POINTS COMPARED TO TWO POINTS AT THE MEETS LEVEL THREE POINTS COMPARED TO FLAT AT THE MASTER'S LEVEL FOR DALLAS.

AND THEN THE NEXT SLIDE, OUR BIOLOGY SCORES INCREASED AT ALL LEVELS AND FOR ALL GROUPS AT THE APPROACHES MEETS AND MASTER'S LEVEL.

WHEN WE LOOK AT OUR OWN PERFORMANCE FOR ALL STUDENTS, FOR AFRICAN AMERICAN STUDENTS, AND FOR EMERGENT BILINGUAL STUDENTS.

OUR U.S. HISTORY SCORES ALSO HAVE LARGER ONE YEAR GAINS AT ALL THREE PERFORMANCE LEVELS THAN THE STATE.

AT THE APPROACHES LEVEL, WE GAINED TWO POINTS TO THE STATES ONE, WE GAINED FOUR POINTS AT THE MEET LEVEL COMPARED TO THE STATES ONE POINT AND TWO POINTS AT THE MASTER'S COMPARED TO FLAT PERFORMANCE AT THE STATE.

AND THEN AGAIN FOR OUR US HISTORY SCORES, WE'VE SEEN INCREASES AT ALL GRADES AND ALL LEVELS FOR STUDENTS, FOR ALL OF OUR STUDENTS, FOR OUR AFRICAN AMERICAN STUDENTS, AND FOR EMERGENT BILINGUAL STUDENTS STILL NOT YET AT PRE-PANDEMIC LEVELS.

ENGLISH ONE WE LOST LESS GROUND AT THE APPROACHES AND MEETS LEVELS AND MADE SLIGHTLY HIGHER GAINS AT THE MASTER'S LEVEL.

WHAT YOU CAN SEE HERE IS THAT THE STATE AS WELL AS DALLAS ARE SEEING DROPS IN APPROACHES AND MEETS.

WE DIDN'T DROP QUITE AS MUCH AS THE STATE DID IN THOSE CASES.

WE DROPPED ONE POINT AT APPROACHES COMPARED TO THE THREE POINTS THAT THE STATE DROPPED ONE POINT AT THE MEETS LEVEL COMPARED TO TWO POINTS THE STATE DROPPED ONE POINT AT MASTERS. WE GREW AT ONE POINT AT THE MASTER'S LEVEL FOR ENGLISH ONE.

AND THEN HERE'S A PLACE WHERE WE REALLY WANT TO DIG INTO WHAT'S HAPPENING ON A SCHOOL BY SCHOOL BASIS.

WE'RE EITHER SEEING FLAT OR SLIGHTLY DECREASED PERFORMANCE AT ENGLISH ONE.

WE DID WE WILL FOLLOW UP AND SHARE SOME OF THE SIZE OF THE NUMBER OF STUDENTS WHO WERE TESTED.

WE DID TEST SIGNIFICANTLY MORE STUDENTS THIS YEAR THAN WE DID LAST YEAR.

AND SO WHILE WE'RE NOT SEEING THE LEVEL OF INCREASES THAT WE WANT TO SEE YET, WE DO KNOW THAT WE TESTED MORE STUDENTS AND THAT MAY ALSO CONTRIBUTE TO WHAT WE SEE HERE.

FOR ENGLISH 2 NEXT SLIDE, PLEASE.

THE RESULTS FOR DALLAS AND FOR THE STATE WERE FAIRLY FLAT.

WE DID NOT SEE LARGE INCREASES AT ANY OF THE LEVELS, AND WHEN WE LOST SOME GROUND, THE STATE LOST MORE GROUND THAN WE DID.

AND SO WE DEFINITELY SEE THAT THIS IS A PLACE WHERE FLAT PERFORMANCE INDICATES THAT WE NEED MORE FOCUS.

NEXT SLIDE, PLEASE. AND THEN WHEN WE LOOK AT OURSELVES FOR ALL OF OUR STUDENTS, AS WELL AS AFRICAN AMERICAN AND EMERGENT BILINGUAL, WE HAVE SLIGHT GAINS FOR AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS, BUT STILL NOT YET AT PRE-PANDEMIC LEVELS, WITH THE EXCEPTION OF EMERGENT BILINGUALS WHERE WE'RE

[00:15:05]

BEGINNING TO EXCEED THE PERFORMANCE THAT WE HAD IN THE PAST.

I'D BE HAPPY, WELL TO PASS IT ON TO THE END OF THE YEAR RACIAL EQUITY UPDATE.

GOOD AFTERNOON.

BOARD MEMBERS AS WELL AS SUPERINTENDENT.

DR. QUINN AND I WOULD LIKE TO GIVE AN END OF THE YEAR UPDATE ON OUR RACIAL EQUITY EFFORTS.

AND AS THE PRELIMINARY STAAR RESULTS DEMONSTRATED, THE DISTRICT CONTINUES TO WORK WITH INTENTIONALITY TO IMPROVE OUTCOMES FOR AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS IN TARGETED WAYS.

WE'VE ALSO DEEPLY INVESTED IN ADDING SIGNIFICANT RESOURCES TO ADDRESS THOSE ACHIEVEMENT GAPS, AND THE PRIORITIES THAT YOU CAN SEE ON THE BOTTOM HALF OF THIS SLIDE SHOULD LOOK PRETTY FAMILIAR TO THE BOARD, GIVEN THAT THE RACIAL EQUITY DEPARTMENT, ALONG WITH OTHER DEPARTMENTS, HAVE PRESENTED THE PROGRESS MADE ON THOSE PRIORITIES THROUGHOUT THE YEAR.

THESE WORK STREAMS REPRESENT OUR HYPOTHESIS ON HIGH LEVERAGE MOVES THAT WILL MAKE THE MOST PROGRESS ON THE OVERALL EQUITY OF EACH PILLAR.

SO THIS SET OF PRIORITIES WAS ROLLED OUT IN THE 2019-20 SCHOOL YEAR, AND WE PLAN TO CONTINUE TO REFINE THESE PRIORITIES TO MEET THE NEEDS OF OUR STUDENTS OVER TIME.

AND WE BELIEVE THAT THEY WILL CONTINUE TO MOVE THE NEEDLE FOR OUR AFRICAN AMERICAN AND SECONDARY EMERGENT BILINGUAL STUDENT ACHIEVEMENT.

SO WHAT'S NEW ON THIS SLIDE ARE THE PILLAR METRICS THAT ARE IN THAT TOP ROW WHICH REPRESENT OUR ASPIRATION TO CAPTURE PROGRESS ACROSS THE FULL SET OF WORK UNDER EACH PILLAR.

THESE METRICS WERE CHOSEN TO BOTH REINFORCE THE DISTRICT'S DEFINITION OF WHAT EQUITY AND EXCELLENCE LOOKS LIKE, AS WELL AS USING THE COMMUNITY INPUT TO ASSESS HOW WE'RE DOING AS A DISTRICT ON OUR RACIAL EQUITY EFFORTS AND IN DEVELOPING THESE METRICS THAT ARE IN THAT FIRST ROW.

THERE ARE A COUPLE OF THINGS THAT WE WANTED TO MAKE SURE THEY INCLUDED.

ONE, THAT THEY'RE EASY TO UNDERSTAND.

THEY'RE ALIGNED TO DISTRICT STRATEGY, THEY'RE PRECISE, AND THEY MEET EXTERNAL EXPECTATIONS OF WHAT PROGRESS SHOULD LOOK LIKE.

SO SOME OF THESE METRICS ARE INTENDED TO BUILD THE DISTRICT'S CAPACITY TO DISAGGREGATE DATA IN MEANINGFUL WAYS.

FOR EXAMPLE, OUR FAMILY SURVEY WE'RE LOOKING AT, IT HASN'T HISTORICALLY BEEN DISAGGREGATED BY RACE.

SO FOR THIS UPCOMING YEAR, WE'RE LOOKING TO MAKE THAT DISAGGREGATION AND OTHERS HAVE BEEN CHOSEN TO ALIGN WITH OVERALL DISTRICT PRIORITY MEASURES, SUCH AS OUR CONSTRAINTS.

AND DUE TO COVID DISRUPTIONS WE DON'T HAVE THE TREND DATA FOR YOU TODAY.

HOWEVER, WE HAVE SELECTED INTERIM MEASURES, WHICH YOU CAN SEE IN THAT MIDDLE ROW THAT'S OUTLINED IN BLUE.

AND THOSE ARE THINGS THAT WE CAN CALCULATE NOW THAT DR.

QUINN WILL SHARE WITH THE BOARD.

BUT WE FELT IT WAS IMPORTANT FOR US TO HAVE THOSE INTERIM MEASURES TO HOLD OURSELVES ACCOUNTABLE TO THE PROGRESS WHILE WE WORK TO BUILD BACK OUR FULL SET OF SYSTEMWIDE DATA.

SO I'M GOING TO NOW TURN IT OVER TO DR.

QUINN TO SHARE HOW WE'VE MADE PROGRESS OVER THE PAST YEARS AND LOOKING AT THE PILLAR METRICS.

OKAY. DR. QUINN. THANK YOU.

SO OUR 2019 BASELINE DATA FOR EACH PILLAR METRICS ARE SHOWN HERE.

AND AS CHIEF LEAR PREVIOUSLY EXPLAINED THE PURPOSE OF THE INTERIM METRICS, IT'S IMPORTANT TO NOTE THAT WE ARE USING INTERIM METRICS AND DISAGGREGATING THEM BY HIGH PRIORITY CAMPUSES VERSUS NON HIGH PRIORITY CAMPUSES FOR THREE OF OUR PILLARS, MEANING EQUITABLE LEADERSHIP AND OPERATIONS, COMMUNITY ENGAGEMENT AND FACILITY EQUITY.

AND ALSO, WE DID NOT HAVE ANY PRE-PANDEMIC BASELINE DATA FOR THE CULTURALLY COMPETENT AND DIVERSE WORKFORCE PILLAR.

WHAT YOU CAN SEE, THOUGH, IS OUR STARTING POINT WHERE WE IDENTIFIED DISTRICT WIDE INEQUITIES THAT DESERVED OUR DISTRICT'S FULL ATTENTION AND OUR IMMEDIATE RESPONSES. FOR EXAMPLE, INSTRUCTIONAL EQUITY BASELINE DATA SHOW THAT AFRICAN AMERICAN STUDENTS AND SECONDARY EMERGENT BILINGUAL STUDENTS WERE ASSIGNED TO PROFICIENT ONE AND ABOVE TEACHERS AT LOWER RATES THAN THEIR PEERS.

AND BASELINE DATA ALSO SHOWED US THAT AT SECONDARY EMERGENT BILINGUALS AND AFRICAN AMERICAN STUDENTS WERE ENROLLED IN ADVANCED COURSES AT LOWER RATES THAN THEIR PEERS.

A LOOK AT THE EQUITABLE LEADERSHIP AND OPERATIONS PILLAR REVEALED THAT HPCS AT THE TIME RETAINED PRINCIPALS AT LOWER RATES

[00:20:03]

WHEN COMPARED TO NON HPC SCHOOLS AND THE FAMILIES OF HPC SCHOOLS EXPRESSED LOWER LEVELS OF SATISFACTION ABOUT THE DISTRICT'S DIRECTION.

AND THEN IN FACILITY CONDITIONS AT SECONDARY HPCS THEY WERE OF LOWER QUALITY THAN THOSE OF NON HPCS.

NEXT SLIDE. SO THAT'S WHERE WE STARTED.

AND SINCE THEN, IN THE PAST TWO YEARS, WE'VE BEGUN TO MAKE PROGRESS ON OUR RACIAL EQUITY JOURNEY.

IT'S IMPORTANT, THOUGH, THAT WE ACKNOWLEDGE THAT WE HAVE NOT ARRIVED AND THAT THERE IS STILL MORE WORK TO BE DONE AND PROGRESS TO BE MADE.

OUR MOST CURRENT DATA FOR THE PILLAR METRICS AND THE INTERIM METRICS.

DR. QUINN? YES. IF I COULD JUST INTERRUPT YOU FOR A SECOND.

TRUSTEE FLORES DID YOU? YEAH.

JUST SUPER QUICK. ES AND SS AND RLA.

CAN YOU FILL US IN ON THOSE? BECAUSE WE'RE SITTING HERE TALKING ELEMENTARY SCHOOL.

LOOK AT THAT.

SORRY. HAVE WE LEARNED NOTHING? WE ARE IN ACRONYM HEAVEN.

ALL RIGHT. ELEMENTARY SCHOOL.

AND SECONDARY SCHOOL RLA? READING LANGUAGE ARTS.

OKAY. JUST MAKING SURE.

THANK YOU. THANK YOU FOR STOPPING US TO GET THAT CLARIFICATION.

APOLOGIES, DR.

HINOJOSA. ALL RIGHT.

HE TEACHES US BETTER THAN THIS.

YOU TAUGHT US. WE JUST DIDN'T LEARN IT SIR.

OKAY. ALL RIGHT, SO WE LOOK AT WHERE WE STARTED, AND NOW WE'RE ON THIS SLIDE TO TALK ABOUT WHERE WE ARE AS OF TODAY.

IN THE PAST TWO YEARS, WE'VE BEGUN TO MAKE THE PROGRESS.

BUT WE DO ACKNOWLEDGE THAT WE HAVE MORE PROGRESS TO MAKE.

AND SO WHAT OUR MOST CURRENT DATA FOR THE PILLAR METRICS AND THE INTERIM METRICS YOU CAN SEE HERE.

SO WITH REGARDS TO THE INSTRUCTIONAL EQUITY PILLAR, AT THE END OF OUR CALCULATIONS THIS YEAR, WE WILL FINALLY BE ABLE TO HAVE TEI RATINGS APPLIED SO WE CAN MAKE SURE THAT WE KNOW WHO OUR PROFICIENT ONE TEACHERS ARE AT THIS TIME, BECAUSE DURING THE PANDEMIC WE DIDN'T HAVE THOSE RATINGS . WITH SECONDARY AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS WE'RE STILL WE'RE ENROLLED IN ADVANCED COURSES, BUT THEY'RE STILL AT LOWER RATES.

FEW GAINS HAVE BEEN MADE WITH MATHEMATICS SHOWING THE GREATEST FOR BOTH STUDENT GROUPS.

ADVANCED COURSE ENROLLMENT APPARENTLY IS AN AREA WHERE WE WILL CONTINUE OUR COLLABORATIONS WITH SCHOOL LEADERSHIP AND WITH TEACHING AND LEARNING AS THEY SUPPORT PRINCIPALS IN DEVELOPING OUR NEXT STEPS TO EXPAND THE FOUNDATIONAL WORK THAT WE HAVE BEGUN WITH THE OPT OUT POLICIES FOR OUR STUDENTS, WE'RE ACTUALLY CLOSING EQUITABLE LEADERSHIP AND OPERATION GAPS.

AS YOU CAN SEE, HPCS RETAINED A HIGHER PERCENTAGE OF PRINCIPALS THAN NON HPC AT THE END OF THE 2021 SCHOOL YEAR.

AND FOR COMMUNITY ENGAGEMENT IN THE SPRING OF 2021, PARENTS AT HPCS AND NON HPCS EXPRESSED SIMILAR SATISFACTION LEVELS ABOUT THE DISTRICT'S DIRECTION.

AND WHILE FACILITIES CONDITIONS ACROSS ALL CAMPUSES HAVE IMPROVED AND REMAIN EQUITABLE AT THE ELEMENTARY LEVEL, CONDITIONS AT SECONDARY NON HPCS HAVE IMPROVED MORE THAN THOSE AT THE SECONDARY HPCS AND THE BOND AND FACILITIES DEPARTMENT ARE WELL AWARE OF THESE DATA AND THEY ARE BEGINNING TO PRIORITIZE WAYS TO MAKE SURE THAT OUR FACILITIES ARE MORE EQUITABLE AT THE SECONDARY LEVEL.

AND FINALLY, IN THE LAST COLUMN, THIS IS DATA THAT YOU'VE SEEN BEFORE.

YOU CAN SEE THE EQUITY MINDSET, PROFESSIONAL LEARNING, COMPLETION RATES FOR OUR DISTRICT.

SO IN CLOSING, WE WOULD JUST LIKE TO THANK YOU, BOARD MEMBERS FOR CONTINUING TO HOLD OUR DISTRICT ACCOUNTABLE FOR ELIMINATING SYSTEMIC AND SYSTEMATIC DISPARITIES SO THAT WE CAN ENSURE EQUITY FOR ALL OF OUR STUDENTS.

WE ARE VERY HOPEFUL AFTER WORKING THESE TWO YEARS, THAT THESE PILLAR METRICS WILL BE INSTRUMENTAL IN COMMUNICATING TO ALL OF OUR DALLAS ISD STAKEHOLDERS THAT OUR DISTRICT IS VERY RESPONSIBLE AND RESPONSIVE IN OUR EFFORTS TO CLOSE THOSE EQUITY GAPS, AND WE'RE VERY HOPEFUL THAT WE WILL BE SUSTAINING THAT PROGRESS OVER TIME.

THANK YOU. TRUSTEES QUESTIONS.

YES.

WHO WAS FIRST? TRUSTEE FOREMAN, TRUSTEE MARSHALL AND TRUSTEE MACKEY AND TRUSTEE MAXIE.

SO I'LL START WITH RACIAL EQUITY AND I'LL TRY TO GET THROUGH TO YOU, SUSANA, BECAUSE I HAVE SOME QUESTIONS ALSO.

FROM THE RACIAL EQUITY PERSPECTIVE ONE OF THE THINGS THAT I KNOW BASICALLY FROM DISTRICT SIX AND MY COMMUNITY, THERE'S BEEN A LOT OF QUESTIONS ABOUT PARENT ENGAGEMENT.

[00:25:03]

AND I HEARD YOU SAY THAT PARENT ENGAGEMENT IS BETTER.

SO WHAT MECHANISM ARE WE USING TO MEASURE THAT THE PARENT ENGAGEMENT IS BETTER? THANK YOU. TRUSTEE FOREMAN, SO WE HAVE HAD HISTORICAL DATA USING OUR CLIMATE SURVEYS AND WE USE THE CLIMATE SURVEYS, BUT WE'VE ALSO SENT THOSE SURVEYS TO PARENTS.

AND SO ONE OF THE QUESTIONS IS, IS THE DISTRICT HEADED IN THE RIGHT DIRECTION? AND SO WE'VE PULLED THAT DATA FROM THE SURVEY.

SO IS THAT DATA AVAILABLE? BECAUSE I WOULD LIKE TO SEE IT AND I'D LIKE TO SEE IT BASED ON TRUSTEE DISTRICTS SO THAT THERE IS A CLEAR UNDERSTANDING OF THE DIFFERENTIAL BETWEEN TRUSTEE DISTRICTS AND PARTICULARLY PARENT ENGAGEMENT, WHICH HAS BEEN A STRUGGLE FOR DISTRICT SIX.

AND I THINK OTHER TRUSTEES WILL PROBABLY ATTEST TO SOME OF THE STRUGGLES OF THAT.

SO I'D LIKE TO SEE THAT PARTICULAR DATA AND AND THEN I'D LIKE TO SEE A DISAGGREGATION BETWEEN THE HPC SCHOOLS AND SCHOOLS IN GENERAL, JUST TO GET A CLEAR UNDERSTANDING, BECAUSE WHAT I DO KNOW IS THAT ALL AFRICAN AMERICAN STUDENTS ARE NOT JUST IN HPC SCHOOLS.

CORRECT. AND SO WE NEED TO START DIVING INTO THAT ALSO TO BE ABLE TO GET A GOOD UNDERSTANDING OF WHAT'S GOING ON.

THEN THE NEXT QUESTION IS ADVANCED COURSES.

SHANNON WILL TELL YOU THAT I'VE BEEN DRIVEN BY TRYING TO ENSURE THAT OUR STUDENTS HAVE AN OPPORTUNITY FOR ADVANCED COURSES AND TO BE PUT IN A POSITION WHERE THEY ARE IN LINE FOR HONORS.

AND I KNOW THAT IT'S AT A LOWER RATE, BUT I THINK WHAT MIGHT BE A LITTLE BIT DISTURBING FOR ME IS, IS THAT MANY OF THE STUDENTS THAT ARE TAKING THE ADVANCED COURSES DON'T LOOK LIKE ME.

AND THEN THE QUESTION IS, HOW DO WE PUT THEM IN A POSITION? DO WE START AT ELEMENTARY SCHOOL TALKING ABOUT ADVANCED COURSES? AND I SEE SHANNON TRYING TO COME UP.

DR. QUINN.

YES. TRUSTEE FOREMAN THE BOARD ACTUALLY PASSED A POLICY THAT HELPS US AUTOMATICALLY PLACE FIFTH GRADE STUDENTS WHO MEET MASTER'S MEETS AND MASTER'S LEVEL ON STAAR INTO SIXTH GRADE HONORS PROGRAMING.

WHAT I'M EXCITED ABOUT IS THIS PARTICULAR GOAL EXPANDS THAT TO NOT JUST FOCUS ON FIT TO SIXTH GRADE, WHICH WE'RE NOW AT ABOUT 90% ENROLLMENT THERE.

BUT BEYOND THAT, ENSURING THAT MORE STUDENTS ARE GAINING ACCESS TO ADVANCED COURSEWORK AND IN SUSTAINING PERSISTING IN THOSE CLASSES.

AND WHAT SUPPORT DO THEY GET THROUGH THAT PROCESS? OR ARE THERE SUPPORTS? THERE ARE WE WE HAVE BRIDGING CLASSES THAT SCAFFOLD AND SUPPORT STUDENTS WHO MAYBE NEED HELP WITH PARTICULAR SKILLS THAT THEY HAVEN'T BEEN EXPOSED TO OR HAVEN'T HAD THE OPPORTUNITY TO PRACTICE.

AND THOSE ARE AT THE MIDDLE SCHOOL LEVEL AND AT THE HIGH SCHOOL LEVEL IN ADDITION TO SPECIALIZED TUTORING, SUMMER PROGRAMING AND SPECIALIZED TRAINING FOR TEACHERS AS WELL.

THANK YOU. I THINK I HEARD DURING THE PANDEMIC THAT WE DIDN'T HAVE TEI RATINGS, BUT I THOUGHT WE DID BECAUSE THAT'S BASED ON THE WAY TEACHERS ARE PAID.

CAN SOMEBODY HELPED ME WITH THAT? I SEE ROBERT COMING.

YEAH, WE WERE NOT ABLE TO GENERATE TEI EFFECTIVENESS LEVELS.

SO THOSE RATINGS ARE THEY'RE ONLY GOING TO BE THE PEOPLE THAT EARNED EFFECTIVENESS LEVELS FROM 2018-19.

THEY'RE USING THEIR RATINGS FROM 2018 2019.

BUT THE RATINGS ARE STILL THERE, CORRECT? YEAH. AND THEY WILL BE GETTING NEW RATINGS HERE IN A COUPLE OF MONTHS.

OKAY. I JUST I HEARD ONE THING.

I WAS JUST TRYING TO MAKE SURE I WAS RIGHT AND THEN I WAS GLAD TO HEAR THAT THE PRINCIPAL POOL IN MOST OF YOUR HIGH PRIORITY CAMPUSES HAVE BEEN SOMEWHAT CONSISTENT AND THAT WE'VE BEEN ABLE TO RETAIN PRINCIPALS.

TO ME, THAT IS ONE OF THE KEY FACTORS IN TERMS OF MOVING SCHOOLS FORWARD, IS THAT YOU CAN RETAIN GOOD LEADERSHIP.

[00:30:07]

BUT MY QUESTION ALSO IS HOW DO WE LOOK IN RETAINING TEACHERS? ARE WE RETAINING TEACHERS AT THE SAME LEVEL WE'RE RETAINING THE PRINCIPALS.

AND THAT IS A GOOD QUESTION, TRUSTEE FOREMAN AND I DON'T KNOW IF MR. ABEL HAS THAT DATA FOR YOU.

IF NOT WE CAN GET THAT DATA FOR YOU. YOU CAN GET THAT INFORMATION FOR ME, BECAUSE I'D REALLY LIKE TO MAKE A COMPARISON AS TO HOW WE'RE RETAINING TEACHERS ALONG WITH PRINCIPALS. BOTH ARE EXTREMELY IMPORTANT.

AND THEN I'LL I THINK I'LL BE THROUGH WITH YOU GUYS ON THIS LAST POINT I WOULD CHALLENGE YOU ON ELEMENTARY SCHOOLS, FACILITIES BEING EQUITABLE.

I WOULD CHALLENGE YOU ON THAT.

AND I WOULD ASK YOU TO TAKE A DEEP DIVE INTO MAKING SURE THAT THAT IS ACCURATE, THAT THEY ARE EQUITABLE. BUT THANK YOU FOR YOUR WORK, AND THANK YOU FOR ANSWERING MY QUESTION.

THANK YOU, SUSANA.

ONE OF MY QUESTIONS IS SOMEWHAT SIMILAR TO THE QUESTION WITH THEM IS, IS THAT WHEN YOU'RE COMPARING THE READING SCORES FOR LIKE THIRD TO FIFTH GRADE, ARE WE JUST PARTICULARLY FOR AFRICAN AMERICANS, ARE WE REFERRING TO JUST THE HPC CAMPUSES OR ARE WE REFERRING TO AFRICAN AMERICANS IN GENERAL? THIS IS THE RESULTS OF ALL AFRICAN AMERICANS.

IF YOU'RE LOOKING AT, FOR EXAMPLE, ON PAGE SIX AND SEVEN BUT MY SLIDE, DON'T GIVE ME A NUMBER.

BUT I JUST WANTED TO MAKE SURE THAT THAT WAS THE RESULTS OF ALL AFRICAN AMERICAN STUDENTS IN THIRD GRADE, FOR EXAMPLE, WHO TOOK THE STAAR TEST IN READING.

SO IT'S NOT A SCHOOL, IT'S ALL STUDENTS, ALL COMBINED.

VERY GOOD. I THINK THAT'S GREAT.

AND THEN I DON'T HAVE A SLIDE NUMBER, BUT I AM CONCERNED WHEN WE TALK ABOUT EMERGENT BILINGUAL GRADES 3 THROUGH 5 IN THE FIFTH GRADE WHERE WE ARE DECREASING.

DO WE KNOW WHY THAT IS HAPPENING? YEAH, THAT'S DEFINITELY AN AREA OF CONCERN.

I THINK CHIEF TREJO HAS SOME HYPOTHESIS ABOUT THIS.

WELL, I SEE TWO PEOPLE COMING.

I'LL TAKE BOTH.

I WILL SAY THAT WE OBVIOUSLY JUST RECEIVED THE DATA.

AND SO ONE OF THE THINGS THAT OUR STAFF IS DOING IS WE LOOK WE'RE LOOKING AT THE NUMBER OF POTENTIAL VACANCIES THAT WE HAD IN THOSE CAMPUSES ABSENCES, AND ALSO LOOKING AT HOW OUR STUDENTS WERE PERFORMING INTERNALLY WITH OUR ASSESSMENTS IN THIRD GRADE AND FOURTH GRADE TO SEE THE OUTCOMES IN FIFTH GRADE.

SO WE'VE ALSO BEGAN ANALYZING THE ASSESSMENTS TO SEE KIND OF WHAT'S GOING ON.

AND WE'RE DOING SOME OF THE PROGRAMMATIC EVALUATIONS WITH IN TANDEM WITH CHIEF TREJO'S POSITION.

SO HER DIVISION.

WHERE WE ARE GOING TO MONITOR TRUSTEE FOREMAN THAT ENGLISH TESTING AND THE SPANISH TESTING TO DETERMINE HOW WE ARE PROVIDING THE RIGHT SUPPORTS FROM THIRD TO FIFTH GRADE SO THAT WHEN TESTS ARE GIVEN IN ONE LANGUAGE OR THE OTHER, WE KNOW THAT WE'RE TESTING IN THE APPROPRIATE LANGUAGE.

I MISSED THAT. SO ENGLISH STAAR VERSUS SPANISH STAAR.

WE'VE GOT TO GET THE DATA AND DISAGGREGATE THAT TO SEE IF SOME OF THESE DROPS ARE IN ONE LANGUAGE VERSUS THE OTHER.

HOW MANY SPANISH STAAR TESTS DO WE DO? I DON'T HAVE THAT NUMBER OFF THE TOP OF MY HEAD.

I CAN CHECK IN AND GET THAT FOR YOU.

COULD YOU GET THAT FOR ME? SURE CAN. BECAUSE THEY TRANSITION AFTER THE FIFTH GRADE, CORRECT TO ENGLISH, THEY TRANSITION AT DIFFERENT TIMES.

BUT YES, THEY CAN GO ALL THE WAY THROUGH FIFTH GRADE IN SPANISH.

THAT'S CORRECT. AND THERE'S NO SIXTH GRADE SPANISH.

THAT'S CORRECT. OKAY.

HAVE WE EVER LOOKED AT IF THERE WAS A DROP OFF AT THAT TIME FOR OUR STUDENTS? BECAUSE. YES, MA'AM.

AND WHAT DOES THAT LOOK LIKE? THERE IS A DECLINE BETWEEN FIFTH AND SIXTH GRADE RELATED TO STAAR SCORES.

IT IS SOMETHING WE ARE STUDYING AND LOOKING AT HOW WE CAN HELP PREVENT THAT DROP IF IT'S RELATED TO LANGUAGE ACQUISITION.

SO IT WOULD BE GOOD TO KNOW HOW MANY STUDENTS TRANSITION MAYBE AT THE THIRD GRADE, THE FOURTH GRADE, AND THEN THE FIFTH GRADE, AND THEN DO SOME CORRELATION REGARDING HOW WELL THEY DO ONCE THEY TRANSITION OFF SO THAT I WILL KNOW THAT WE'RE DOING OUR BEST JOB TO MAKE SURE THEY'RE GETTING WHAT THEY NEED.

[00:35:02]

THANK YOU. TRUSTEE FOREMAN WE'RE OVER 15 SECONDS.

WE'LL COME BACK TO YOU. WAS IT THE FIRST ROUND? TRUSTEE MARSHALL FOLLOWED BY TRUSTEE MACKEY.

SO BRIEFLY, JUST START WHERE JOYCE LEFT OFF.

I WANT TO COSIGN ON THAT LAST COMMENT.

I THINK WE DO A POOR JOB OF TRACKING STUDENTS ONCE THEY LEAVE.

WE SEEM TO BE CONTENT TO TALK ABOUT THEM BEING IN TRANSITION OR TALK OR MEASURE MOBILITY ON A SCHOOL BY SCHOOL BASIS.

BUT I, FOR ONE, HAVE NEVER SEEN ANY REPORTS SINCE I'VE BEEN ON THE BOARD THAT SHOW HOW STUDENTS PERFORM DESPITE THEIR MOVEMENT AND THEIR TRANSFERS FROM ONE SCHOOL TO THE OTHER.

SO IT'D BE INTERESTING TO CUT THE DATA THAT WAY.

SO I ALSO WANT TO TOUCH ON YOUR PORTION, SUSANA.

THESE ARE PRETTY AMAZING AND SHOCKING RESULTS.

YOU KNOW, IN A GOOD WAY.

I MEAN, A YEAR AGO, I WOULD HAVE BEEN YOU KNOW, I WOULD HAVE WAGERED HEAVILY THAT YOU GUYS WEREN'T GOING TO SEE THESE LARGE GAINS, ESPECIALLY GETTING BACK TO THE, YOU KNOW, THE ONES THAT ARE BOXED OR THE ONES THAT ARE ABOVE THE PRE-PANDEMIC LEVEL.

SO KUDOS TO EVERYBODY INVOLVED.

I GUESS I'M INTERESTED TO KNOW WHAT YOU ATTRIBUTE THESE GAINS TO.

AND, YOU KNOW, SORT OF RELATED TO TRUSTEE FOREMAN'S QUESTIONS ON THE ONES WHERE THERE WEREN'T.

SO I GUESS QUESTION ONE IS WHAT DO YOU ATTRIBUTE THE GAINS TO ON THE ONES THAT WE ARE DOING REALLY WELL? AND THAT BEGS THE QUESTION OF MY SECOND QUESTION, WHICH IS ON THE ONES THAT WERE NOT DOING AS WELL, WHAT DID WE NOT DO THAT'S THE SAME, ESPECIALLY IN ENGLISH ONE AND ENGLISH TWO. SURE. SO CAN YOU TELL ME A LITTLE BIT MORE ABOUT THE CONTEXT BEHIND THOSE NUMBERS? YEAH. SO SURE. SO I WANT TO NAME FIRST AND FOREMOST, WHEN WE SAW THE LARGE INCREASES, WE ALSO WERE PLEASANTLY SURPRISED FOR SURE.

WE DEFINITELY HAVE DUG IN TO DETERMINE THAT THERE AREN'T ANY KIND OF TESTING IRREGULARITIES.

WE KNOW THAT THAT'S THE CASE.

I WAS JUST GOING TO ASK THAT IF THERE'S ANY SCALE CHANGES OR? YEAH, THE SCALE WAS JUST RELEASED AND THERE ARE VIRTUALLY UNCHANGED SCALES FROM LAST YEAR TO THIS YEAR.

GOOD. THERE ARE TWO THINGS I THINK THAT WE CAN THAT WE WANT TO MAKE SURE THAT WE ARE LOOKING AT.

YOU KNOW, WE HAD REALLY SIGNIFICANT DECLINES.

AND SO THE BIG JUMPS UP IN SOME CASES ARE SORT OF RIGHT, GETTING RIGHT, GETTING BACK TO WHERE WE WERE.

AND SO THE FACT THAT WE'VE HAD KIDS IN SCHOOL ALL YEAR, THE FACT THAT WE KEPT TEACHERS WE'RE 600 TEACHERS OVER FORMULA BECAUSE OF THE INCLUSION OF ESSER FUNDS, WE'VE HAD A VERY EXPLICIT FOCUS ON AFRICAN AMERICAN STUDENTS, PARTICULARLY IN SCHOOLS THAT HAVE A HIGH CONCENTRATION OF AFRICAN AMERICAN STUDENTS. SO I BELIEVE THAT IT'S LIKELY THAT ALL OF THOSE THINGS HAVE PAID OFF TO SOME DEGREE.

WE DON'T HAVE THE STATE COMPARISON BENCHMARK, AND SO IT'S HARD FOR US TO KNOW, IS THIS A TREND THAT THE ENTIRE STATE IS SEEING? AND I JUST WANT TO RECALL FOR EVERYBODY, DALLAS TESTED VIRTUALLY ALL STUDENTS ONLINE.

SO THIS IS THE EARLIEST WE'VE EVER HAD RESULTS.

AND WE DON'T HAVE THE STATE COMPARISON BENCHMARK YET.

THE MAJORITY OF THE STATE CONTINUED TO DO PAPER TESTS.

SO THIS IS ONLINE COMPARED TO ONLINE FOR THE MOST PART, AND OUR ONLINE COMPARED TO LAST YEAR'S ASSESSMENTS FOR OURSELVES.

WHEN WE DO HAVE STATE ASSESSMENT RESULTS, WE'LL BE ABLE TO PUT IT INTO BETTER CONTEXT.

IN TERMS OF.

AND LET ME INTERRUPT RIGHT THERE.

YOU KNOW, I ALWAYS TELL MY TEAM ALL DATA IS RELATIVE.

WE HAVE DATA AT THE SECONDARY THAT'S RELATIVE, BUT NOT NECESSARILY AT THE ELEMENTARY.

SO WE'LL BE VERY INTERESTED TO SEE HOW THOSE PLAY OUT.

THAT'S RIGHT. AND I ALSO WANT TO ADD, FIRST OF ALL, THE TEACHERS.

THAT DATA THAT YOU HAVE AT THE SECONDARY LEVEL SHOWS US OUTPACING THE STATE RIGHT. YOU KNOW, ENGLISH IS DEFINITELY THE AREA WHEN WE LOOK AT OTHER SECONDARY ASSESSMENTS, OUR ENGLISH RESULTS TEND TO LAG OUR MATH RESULTS. IN GENERAL, WHEN YOU LOOK AT THINGS LIKE TSIA, WHEN YOU LOOK AT THINGS LIKE SAT, PARTLY FOR OUR LANGUAGE LEARNERS, THERE MAY BE MORE CHALLENGES THAN THAT.

WE THINK THIS IS AN AREA WE NEED TO LEAN INTO IN TERMS OF THE FLAT OR LOWER RESULTS IN SECONDARY ENGLISH ONE.

ALSO ATTRIBUTE I MEAN, I WENT TO A LOT OF SCHOOLS DURING THE PANDEMIC AND OUR TEACHERS WERE WARRIORS.

THEY DID A TREMENDOUS JOB UNDER THE TOUGH CONDITIONS AND OUR STUDENTS WERE COMPLIANT, SO THEY DIDN'T HAVE TO FIGHT THEM ABOUT THE MASKS AND THEY WERE REALLY WORKING HARD.

SO WE'RE GOING TO THANK OUR TEACHERS, BUT ALSO SAW A LOT OF COLLABORATION EVERYWHERE, ESPECIALLY WITH BETWEEN TEACHING AND LEARNING AND SCHOOL LEADERSHIP.

THEY REALLY WORKED VERY WELL TOGETHER IN GETTING THE GOOD STUFF TO THE PRINCIPALS AND THE TEACHERS AS QUICKLY.

SO I WOULD ALSO ATTRIBUTE THAT TO SOME OF THAT.

TRUSTEE MARSHALL IF I CAN JUST ADD, I THINK WHENEVER THERE'S INTENTIONALITY AND WE ARE FOCUSING IN TARGETED WAYS AND WE'RE

[00:40:09]

GIVING SUBSTANTIAL, SIGNIFICANT ADDITIONAL RESOURCES FOR OUR MOST FRAGILE KIDS, WE'RE GOING TO SEE GAINS.

SO I YOU KNOW, I FELT THAT THE WORK THAT WE WERE DOING FOR OUR AFRICAN AMERICAN STUDENTS AND OUR EMERGENT BILINGUAL STUDENTS, I THINK IT'S BECAUSE THERE'S SOME INTENTIONALITY.

THERE'S TARGETED AND THERE'S TARGETED PRACTICES AND THEN THERE'S THE RESOURCES.

WELL, I MEAN, THIS IS ONE OF THE MOST ENCOURAGING PRESENTATIONS I'VE SEEN SINCE I'VE BEEN ON THE BOARD.

AND I'D ENCOURAGE YOU GUYS TO GET REALLY THOUGHTFUL AND DEEP ON WHAT THE KEY DRIVERS WERE OF THIS GAIN, BECAUSE WHATEVER WE'RE DOING HERE, WE NEED TO DO MORE OF IT. I MEAN, RIGHT? LIKE IF WE CAN SEE DOUBLE, DIGIT GAINS IN MATH AND READING IN SOME OF THESE AREAS, YOU KNOW, LET'S GET TO THE BOTTOM OF WHAT'S CAUSING IT AND DO IT MORE AND MORE AND MORE.

I MEAN, WE DON'T NEED TO BE RECOVERING FROM A PANDEMIC IN ORDER TO WANT TO SEE DOUBLE DIGIT GAINS IN THESE AREAS.

WE SHOULD BE DOING THAT EVERY YEAR.

AND IF THERE'S RESOURCES YOU NEED FROM THE BOARD TO DO THAT, I THINK WE YOU KNOW, I DON'T WANT TO SPEAK FOR EVERYBODY, BUT I'D BE SHOCKED IF YOU DIDN'T GET THEM.

SO I DON'T KNOW WHAT KIND OF SORT OF DIAGNOSTIC YOU'RE DOING ON MAYBE IT'S CYNTHIA'S GROUP, I DON'T KNOW.

BUT LOOKING AT WHAT'S WORKING AND WHAT'S NOT.

BUT WE NEED TO GET TO THE BOTTOM OF THIS BECAUSE THIS IS THE MOST ENCOURAGING DATA I'VE SEEN IN A LONG TIME.

AND I THINK IF YOU LOOK AT THAT PILLAR METRIC, OF COURSE, THAT'S NOT AN EXHAUSTIVE LIST, BUT THOSE PILLAR METRICS, I MEAN, WE DID SPEND A LOT OF TIME DECIPHERING WHAT'S GOING TO BE THE HIGHEST LEVER TO GET THE BEST GAIN.

YEAH. AND I WANT TO COME BACK TO THE PILLAR STUFF ON THE EQUITY PIECE, BUT JUST, THE RAW DATA IS WHAT I'M REACTING TO.

I MEAN, IT'S, PRETTY INCREDIBLE.

I THINK IT'S A REALLY GOOD POINT TO JUST SAY, LIKE HOW TREMENDOUSLY HARD OUR TEACHERS AND LEADERS HAVE WORKED.

YEAH. THIS IS OBVIOUSLY A LOT OF PEOPLE WORKING REALLY HARD TO GET KIDS BACK ON TRACK.

BUT, YOU KNOW, I JUST WANT TO UNDERSCORE THAT WE DON'T NEED TO BE.

SURE. WE'RE YOU KNOW, IF WE CAN DO IT IN RECOVERY MODE, THEN WE SHOULD DO IT [INAUDIBLE] [LAUGHTER].

YEAH. WELL, AND LIKE A REALLY CONCRETE EXAMPLE IS OUR CENTRAL OFFICE EXPERTS SPENT UPWARDS OF EIGHT WEEKS, 2 TO 3 DAYS A WEEK INSIDE OUR MOST HIGHLY IMPACTED SCHOOLS, DOING SMALL GROUP INSTRUCTION FOR STUDENTS.

AND THAT WAS SOMETHING THAT WE DID INTENTIONALLY TO TRY TO SUPPORT THE EXTREME NEEDS THAT WE SAW.

THESE ARE SOME OF THE MOST HIGHLY TRAINED EXPERTS IN SHANNON'S TEAM WHO WENT OUT TO DO THAT KIND OF WORK.

I WOULD HIGHLY ENCOURAGE US TO CONTINUE EFFORTS LIKE THAT.

YEAH. AND YOU KNOW, TO THE POINT OF SORT OF ISOLATING WHAT THE KEY LEVERS THAT YOU PULLED ARE HERE.

I MEAN, IF IT'S RESOURCE RELATED, THIS IS A PERFECT SORT OF PACKAGE, AND OPPORTUNITY FROM A LEGISLATIVE ADVOCACY PERSPECTIVE TO BE ABLE TO TIE THIS TO BUDGET AND FUNDING AND PER PUPIL ALLOTMENT AND INFLATION ADJUSTMENTS.

AND SOME OF THE ADVOCACY STUFF THAT WE'VE TALKED ABOUT IN THE PAST, LIKE IF WE'RE GOING TO OUR STATE LEGISLATORS AND SAYING, HEY, LOOK, WE SPENT X PERCENTAGE MORE MONEY AND WE SAW, YOU KNOW, 12 PERCENTAGE POINT GAINS IN THIRD GRADE READING SCORES.

I MEAN, THAT'S TYING MONEY TO RESULT.

SO IF WE REALLY THINK IT'S ABOUT RESOURCE INVESTMENT, THEN LET'S DEVELOP AN ADVOCACY PACKAGE AROUND THAT AND, YOU KNOW, AND USE THAT IN AUSTIN.

SO KUDOS TO YOU GUYS.

I JUST WANT TO MAKE SURE THAT WE'RE NOT RESTING ON OUR LAURELS.

WE'RE SORT OF DISSECTING AND DIAGNOSING WHAT WORKED HERE AND SCALING IT.

AND THEN, YOU KNOW, ON THE EQUITY PIECE.

FROM WHAT I CAN TELL.

AND I WANT TO COME BACK TO THAT IN A SECOND.

THERE'S BEEN A LOT OF GOOD WORK HERE AND A LOT OF PROGRESS.

AND I THINK YOU'RE GETTING DOWN TO TRACKING THINGS THAT THE YOU KNOW, THE METRIC LEVEL, WHICH, AS YOU KNOW, APPEALS TO ME AND IS SOMETHING THAT I WANT TO SEE MORE OF.

BUT TO BE REALLY HONEST, I'M HAVING A REALLY HARD TIME UNDERSTANDING THESE SLIDES.

AND IT'S MOSTLY A FORMATTING THING.

BUT AND I KNOW I'VE GOTTEN OLDER AND I'VE RECENTLY HAD SOME VISION PROBLEMS, BUT I CAN'T READ THESE AT ALL.

I MEAN, THEY'RE TOO SMALL.

THE FONT IS TOO LITTLE.

I'VE [INAUDIBLE], YOU KNOW, ON MY OWN COMPUTER HERE.

I'VE EXPANDED IT TO 150% SO THAT I CAN SEE IT, BUT THE FONT IS ALL BLEEDING TOGETHER WHEN YOU BLOW IT UP.

I MEAN, THIS IS JUST TOO HARD TO READ.

I LITERALLY CAN'T SEE WHAT YOU'RE SHOWING ME HERE.

[LAUGHTER] AND SO FROM A FORMATTING PERSPECTIVE, THIS NEEDS TO BE BIGGER, BIGGER FONTS, LESS ON THE PAGE.

YOU NEED TO STOP USING ACRONYMS THAT WE DON'T UNDERSTAND.

I MEAN, ALMOST EVERYTHING ABOUT THE WAY THAT THIS DATA IS SHOWN ON THESE PAGES MAKES IT CHALLENGING FOR US TO UNDERSTAND WHAT'S HAPPENING HERE.

SURE. AND THAT'S NOTED.

AND WE DID TALK ABOUT IT'S A LOT OF NUMBERS.

IT'S WAY TOO I MEAN, TO ME, THIS SHOULD BE LIKE PROBABLY TEN SLIDES AND YOU'VE GOT IT CRAMMED INTO THREE AND IT'S CRAMMED IN SUCH A STATE THAT I HONESTLY CAN'T READ IT.

[00:45:05]

SO I FEEL LIKE THERE'S A LOT OF POSITIVE THINGS GOING ON HERE THAT I'M HAPPY ABOUT.

BUT I, YOU KNOW, I LIKE TO DIGEST DATA AND I LITERALLY CAN'T READ THIS SO.

WE'LL REFORMAT IT.

I HOPE THAT YOU REFORMAT IT AND CIRCULATE IT AROUND IN A WAY THAT WE CAN UNDERSTAND IT, OR AT LEAST I CAN UNDERSTAND IT IF I'M NOT SPEAKING FOR OTHERS.

AND I HOPE THAT THE NEXT TIME YOU COME BEFORE THE BOARD THAT THIS IS A LOT EASIER TO DIGEST BECAUSE I THINK YOUR TEAM IS DOING A LOT OF GOOD WORK HERE THAT'S HELPING A LOT OF KIDS, BUT I NEED TO BE ABLE TO READ IT.

THANKS. THANK YOU, TRUSTEE MARSHALL.

TRUSTEE MACKEY. THANK YOU, PRESIDENT HENRY.

SO STARTING WITH THE SCORES AND KIND OF WHERE DUSTIN WAS LEAVING OFF ON THAT.

FIRST OF ALL, CONGRATULATIONS, DR.

HINOJOSA, DEPUTY SUPERINTENDENT CORDOVA, MRS. HEWITT, YOU KNOW, EVERYONE ON THE TEAM THAT'S DONE A LOT OF THIS WORK BECAUSE THESE ARE PHENOMENAL NUMBERS.

I HEARD SOME OF THIS QUESTION ANSWERED IN THAT LAST ONE, AND THEN I HEARD SOME GENERAL THINGS.

MY QUESTION SPECIFICALLY ZOOMING IN ON TO AFRICAN-AMERICAN ACHIEVEMENT IN LITERACY.

SO WE SAW SOME MASSIVE GAINS THERE UP ABOVE IN A LOT OF INSTANCES, PRE-PANDEMIC LEVEL, WHICH IS PHENOMENAL.

I HAVE ALL OF DEREK'S OLD SLIDES ABOUT THE DIFFERENT TYPES OF RECOVERIES, AND THIS LOOKS MUCH MORE LIKE A V-SHAPED RECOVERY THAN A LONG, J-SHAPED RECOVERY.

CAN YOU SPEAK A LITTLE BIT MORE TO THE SPECIFIC STRATEGIES THAT WE KNOW OF? I'VE HEARD READING INTERVENTIONIST MENTIONED AND I'VE HEARD THE NEWEST ONE THAT YOU JUST MENTIONED ABOUT OUR CENTRALIZED CURRICULUM EXPERTS IN CLASSROOMS, A PREDOMINANCE OF THE TIME DOING SMALL GROUP.

ARE THERE ANY OTHER THINGS THAT WE FEEL THESE STRATEGIES, THESE FUNDING THINGS THAT WE REALLY DID INVEST IN AND THEY'VE STARTED TO SHOW DIVIDENDS? YEAH. I MEAN, I THINK, YOU KNOW, IT'S ALWAYS CHALLENGING IS WE CAN TALK ABOUT CORRELATIONS AND NOT CAUSATION.

YOU KNOW, IN ADDITION, I THINK WE'VE HAD AN ENORMOUS EFFORT AROUND SOCIAL EMOTIONAL LEARNING.

WE'VE HAD ALL OF THE WORK AROUND KEEPING KIDS IN SCHOOL AND NOT BEING SUSPENDED.

IT'S REALLY CHALLENGING, I THINK, TO PINPOINT ANY SINGLE ONE OF THE EFFORTS OR INITIATIVES THAT WE'VE ENGAGED IN TO TRY TO REENGAGE STUDENTS BACK IN SCHOOL.

I THINK THIS BOARD HAS BEEN VERY PASSIONATE ABOUT STUDENT ACTIVITIES AS A WAY FOR KIDS TO BE DEEPLY ENGAGED.

THAT WORK HAS BEEN ONGOING AS PART OF THE RECOVERY.

SO I WOULD SAY I THINK IT'S REALLY CHALLENGING TO SAY ONE OF THOSE THINGS IN PARTICULAR.

LET ME ALSO ADD, ALL DATA IS ALSO RELATIONAL.

AND SO PART OF IT IS WE DID A LOT OF DIFFERENT THINGS AND IT'S WAY TOO EARLY TO KNOW WHICH WORKS THE BEST.

FOR EXAMPLE, AT OUR 60 HIGH PRIORITY CAMPUSES, WE HAD STUFF AFTER SCHOOL FROM FROM 3 TO 6 P.M..

WE ALSO HAD THE INTERSESSION CALENDAR'S AT SOME OF THOSE.

WE HAD OUR BEST TEACHERS THE WEEK THAT THE KIDS WERE OFF.

WE JUST DON'T KNOW IF THAT WAS THE LEVER THAT PULLED IT.

THAT'S SOMETHING THAT THIS BOARD WILL HAVE TO LEARN AND STUDY.

BUT WE JUST BASICALLY GOT THIS DATA.

WE WANTED TO GET IT IN FRONT OF YOU.

THE NEXT QUESTION WILL BE THE WHY AND THE HOW AND YOU KNOW NOW WE'VE GOT SUMMER SCHOOL GOING AND SUMMER BREEZE.

AND SO AND IF THE KIDS ARE THERE FOR ENRICHMENT AND ALL OF A SUDDEN WE TRICK THEM INTO LEARNING, WE NEED TO KNOW IF THAT'S WHAT'S WORKING.

SO THEY'RE GOING TO BE A LOT OF DIFFERENT THINGS THAT ARE JUST WAY TOO PRELIMINARY FOR US TO KNOW.

BUT WE WANTED TO SHARE THE GOOD NEWS WITH YOU OF THE TRENDS AT THIS POINT.

BUT I'M SURE BETWEEN CECILIA'S TEAM AND AND OUR PRINCIPALS AND WE MAY NEED TO HAVE FOCUS GROUPS OF PRINCIPALS, WHAT DO THEY THINK HELPED THEM THE MOST BASED UPON THE DATA? AND SO I THINK THERE'LL BE MUCH MORE TO COME ON THAT LATER.

BUT IT IS I'M GLAD THAT YOU'RE ALREADY LOOKING INTO YOU KNOW, WE'RE LOOKING FOR THE WHY RIGHT NOW.

RIGHT NOW WE JUST KNOW THE WHAT.

NOW WE NEED TO FIND OUT THE WHY.

YEAH, THANK YOU FOR THAT.

AND I THINK, YOU KNOW, PAM, YOU AND I HAVE HAD THIS CONVERSATION AND I KNOW DR.

OAKELEY, I KNOW YOU AND YOUR TEAM STUDY THIS AND WE GET THAT GIGANTIC MANUAL OF A LOT OF FORMULAS.

ONE OF THE THINGS THAT I THINK WOULD BE REALLY IMPACTFUL WHEN THAT COMES OUT IS I KNOW YOU STUDY THESE DIFFERENT THINGS.

LET'S LOOK AT READING INTERVENTIONISTS.

LET'S LOOK AT THE SUMMER PROGRAMS AN EXECUTIVE SUMMARY THAT IS NON MATHEMATICAL THAT SAYS THIS DID HAVE A HIGH PROBABILITY OF IMPACTING STUDENT ACHIEVEMENT IN THESE AREAS BASED ON OUR RESEARCH.

AND I THINK WE AS A BOARD NEED TO SEE THAT SEPARATE FROM ALL OF THE MATHEMATICS BEHIND IT.

AND WHAT I WOULD LOVE AND THIS IS GOING TO GO TO MY NEXT QUESTION HERE IS HOW ARE WE USING THAT WHEN WE SET THE BUDGET IN JUNE, RATHER THAN JUST WE THINK WE WANT THIS, WE THINK WE NEED THIS, YOU KNOW, THESE TWO THINGS THAT HAVE BEEN TALKED ABOUT AS EXAMPLES, READING INTERVENTIONISTS.

ARE WE GOING TO BE ABLE TO POINT TO THE BUDGET AND SAY, YES, WE'RE ACTUALLY BECAUSE WE CAN'T WAIT WE CAN'T WAIT THREE YEARS TO FIGURE OUT THE DATA AND BE SURE ABOUT IT AND THEN SAY, ALL RIGHT, NOW WE'RE GOING TO INVEST MORE IN IT.

[00:50:01]

WE NEED TO TAKE OUR BEST GUESSES BASED ON THIS AND WHATEVER DATA WE DO HAVE AND SAY WE'RE GOING TO DOUBLE DOWN ON THESE THINGS SO WE CAN CONTINUE TO SEE IT UNTIL WE SEE THE DATA THAT SHOWS THAT IT'S NOT WORKING.

SO ON EITHER OF THESE ANY OF THESE AREAS, WHERE CAN WE EXPECT IN THE BUDGET EXPLICITLY TO SEE CONTINUED INVESTMENTS IN AREAS THAT WE THINK ARE WORKING? SURE. IN THE PRELIMINARY BUDGET THAT WE SHARED LAST MONTH, WE DID HAVE AN EXPANSION OF THE READING INTERVENTIONISTS BECAUSE THE PRELIMINARY RESULTS FROM OUR INTERNAL DATA DEFINITELY DEMONSTRATED THAT IT WAS MAKING AN OUTSIZED IMPACT ON READING.

AND SO THE EXPANSION OF THOSE POSITIONS IS IN THE BUDGET.

IN TERMS OF THE WORK WITH OUR CENTRAL OFFICE TEAMS, THAT REALLY IS SORT OF LIKE THE HIDDEN RESOURCE IN PEOPLE'S TIME AND MAKING DETERMINATIONS ABOUT HOW WE CAN CONTINUE TO USE PEOPLE'S TIME WHO ARE ALREADY ON STAFF TO REALLOCATE WHAT THEY DO WITH THEIR TIME.

YEAH. SO IN THAT ONE IS THAT.

WAS THAT USE OF RESOURCES THIS YEAR? IS THAT PART OF THEIR REGULAR JOB DESCRIPTION OR WAS THAT BASED ON THE NEEDS THAT CAME OUT FROM THE PANDEMIC THIS YEAR THAT THEY WERE GOING TO HELP THOSE YES. SO I SECURED PERMISSION FROM THE FEDERAL DEPARTMENT OF EDUCATION TO ALLOW US TO USE TITLE ONE EMPLOYEES TO SUPPORT TITLE ONE SCHOOLS IN ADVANCING THEIR TITLE ONE PLAN WITHOUT ANY RESTRICTIONS TO THE AMOUNT OF TIME THAT THEY DID THAT.

AND SO WE GOT PERMISSION FROM THE DEPARTMENT OF EDUCATION TO HAVE CENTRAL OFFICE EMPLOYEES, BOTH GENERAL FUNDED AND TITLE FUNDED, TO BE ABLE TO WORK IN SCHOOLS WITHOUT ANY LIMITATIONS IN THE AMOUNT OF TIME THAT THEY CAN DO THAT.

IS THERE ANY LIMITATIONS ON OUR GENERAL FUNDED PEOPLE TO BE ABLE TO DO THAT? NO. ARE WE PLANNING TO. SO WHAT I HEARD IN THAT IS, IS THIS NOT QUITE IN THEIR JOB DESCRIPTION? THIS IS SOMETHING NEW THAT WE DID THIS YEAR BASED ON NEED? THAT'S CORRECT. DO WE HAVE PLANS TO CONTINUE THAT NEXT YEAR? YEAH, THAT WAS PART OF THE ACTION PLANNING PROCESS THAT CAME OUT OF MIDYEAR ACPS.

AND I WOULD ANTICIPATE THAT IF WE SEE THE SAME KIND OF NEED, WHICH WE LIKELY WILL, THAT WE WOULD CONTINUE TO DO THAT.

I'VE NOT SEEN A YEAR OF DATA WHERE WE DON'T HAVE THAT NEED.

WE'VE HAD THESE PERSISTENT ACHIEVEMENT GAPS FOR AS LONG AS I CAN LOOK BACK ON DATA IN DALLAS.

SO, YOU KNOW, I ALMOST PERSONALLY I WOULD LIKE TO SEE US SAY THAT WORKS.

SURE. YOU JUST SAID WE HAVE OUR BEST, MOST EXPERT CURRICULUM DEVELOPMENT PEOPLE IN CENTRAL STAFF AND THEY WERE SUPER HELPFUL ON CAMPUSES.

I WOULD HOPE WE GO AND THINK ABOUT CHANGING THE JOB DESCRIPTIONS.

SO THAT'S A PART OF IT, PUTTING OUR BEST PEOPLE IN FRONT OF STUDENTS.

SO THERE IS NO RESTRICTIONS ON GENERAL STAFF.

I HOPE WE EXPLORE THAT AND HAVE THOSE CONVERSATIONS.

I ALSO ASSUME.

AND MY KNOWLEDGE OF TITLE ONE, TITLE ONE IS EXTRA FUNDING TO HELP SUPPORT STUDENTS WHO HAVE HIGHER NEEDS.

SO IF WE HAVE TITLE ONE FUNDED STAFF, I DON'T WHAT WOULD BE THE REASON THE DOE WOULD SAY YOU CANNOT USE YOUR TITLE ONE STAFF TO HELP AT TITLE ONE CAMPUSES.

YEAH, THAT'S WHY I ACTUALLY GOT CONFIRMATION FROM THE FEDERAL DEPARTMENT OF EDUCATION THAT WE COULD.

OKAY. YEAH, I WOULD LOVE TO SEE US I MEAN, I THINK THAT'S A REALLY POWERFUL LEARNING.

AND I THINK THERE'S, YOU KNOW, THAT CREATES A TOTALLY DIFFERENT LAYER OF SO I WOULD LOVE TO SEE US AND HEAR MORE ABOUT OUR PLANS TO BE ABLE TO REALLY LOOK STRATEGICALLY AT WHAT WE'RE ASKING AND HOW OUR CENTRAL STAFF IS THERE TO SUPPORT THE CAMPUS BECAUSE THAT'S WHAT EVERYONE HERE IN THIS ROOM IS HERE FOR IS SUPPORTING THOSE CAMPUSES.

SO I WOULD LOVE TO HEAR THE PLAN AND WHAT WE'RE LOOKING AT AND I LOOK FORWARD TO FOLLOWING UP ON THAT AS WE GO FORWARD.

DO WE HAVE AS FAR AS THESE THE COMPARISON? WHAT PERCENTAGE OF OUR KIDS THAT WERE ELIGIBLE TO TAKE STAAR LAST YEAR ACTUALLY TOOK STAAR? BECAUSE I KNOW IT WASN'T REQUIRED IF SOMEONE WAS AT HOME OR WHATNOT.

DO WE HAVE ANY? 85% TOOK STAAR LAST YEAR AND WE'RE SIGNIFICANTLY HIGHER THIS YEAR AREN'T WE? YEAH, I WOULD ASSUME WE'RE CLOSER TO THE 99%.

YEAH.

THAT'S NOT AS BIG AS A GAP AS I THOUGHT.

SO. THAT'S HELPFUL TO KNOW.

SO. THANK YOU.

THIS IS SUPER ENCOURAGING. I'M EXCITED TO DIG INTO THAT.

I'M GOING TO ASK A LOT MORE QUESTIONS WHEN WE GET TO THE BUDGET ON HOW WE'RE DOING THAT.

BUT THIS IS A GREAT START AND CONGRATULATIONS TO EVERYONE ON THE TEAM THAT HAS HELPED MAKE THIS A REALITY FROM EVERYONE SITTING IN THIS ROOM THROUGH ALL OF OUR CAMPUSES AND EVERYONE. I MEAN, THIS IS HUGE.

JUMPING ON TO THE RACIAL EQUITY.

I BRIEFLY COSIGN DUSTIN'S POINT.

IT WAS VERY HARD TO READ.

HOWEVER, I DO LIKE A LOT OF PLUS SIGNS THAT I SEE HERE AND THE WAY THAT YOU HAVE DISCUSSED IT GOING FORWARD.

[LAUGHTER].

JUST TO MAKE SURE I MEAN WE HAVE THESE MONTHLY ARE THESE THE SAME GOALS WE REPORT ON MONTHLY? ARE WE MORE IN DEPTH MONTHLY? YES. EACH ONE OF THOSE CAME BACK TO THE BOARD THROUGHOUT THE YEAR, EITHER A PRESENTATION OR A BOARD UPDATE.

RIGHT. BUT I'M JUST ASKING, WHEN WE DO PROGRAMMATIC EQUITY, YOU TALKED ABOUT THESE, IF I REMEMBER CORRECTLY.

[00:55:02]

YES. CORRECT. THAT'S AWESOME.

I WOULD LOVE TO SEE IT. WHAT WOULD BE REALLY HELPFUL FOR ME IN ADDITION? WELL, DO WE HAVE GOALS SET FOR THESE? LIKE THIS IS WHERE WE HOPE TO SEE A GROWTH IN CHANGING THE NUMBER OF PROVISION ONE TEACHERS IN SCHOOLS.

WE DO AND YOU KNOW WE WOULD LIKE TO HAVE AN OVERARCHING GOAL FOR EACH PILLAR.

AND THAT'S WHAT WE'RE TALKING ABOUT ON THAT FIRST ROW.

OKAYAND SO THAT WOULD BE HELPFUL TO KNOW IF WE MADE IT.

ARE WE ON TRACK LIKE GREEN, RED, YELLOW ON EACH OF THESE TO KNOW.

ARE WE MAKING THE PROGRESS WE EXPECT TO SEE OR NOT? THAT WOULD BE VERY HELPFUL FOR ME AT A GLANCE.

AND I HAVE ONE MORE QUESTION, BUT I WILL SAVE IT FOR MY NEXT ROUND.

THANK YOU, TRUSTEE MACKEY. TRUSTEE JOHNSON.

YES. THANK YOU, PRESIDENT HENRY.

BECAUSE MY QUESTION IS KIND OF GOING TO MARRY TOGETHER.

THE FAMILIES THAT I GUESS I WOULD START KIND OF WITH RACIAL EQUITY.

AND I HEARD TRUSTEE FOREMAN KIND OF STARTED OUT WITH THE QUESTION THAT I WAS ASKING, FAMILIES THAT BELIEVE WE ARE HEADED IN THE RIGHT DIRECTION.

AND WHAT WAYS DID YOU GUYS CONTACT FAMILIES? SO WE HAVE AN OUTSIDE A THIRD PARTY WHO ACTUALLY SO THAT IT'S REFEREED SO WE'RE NOT DOING IT INTERNALLY BUT THE OUTSIDE GROUP CONTACTS THE FAMILIES AND WE HAVE A REPORT THAT WE ACTUALLY SEND TO THE TRUSTEES SO THAT YOU CAN SEE THAT.

SO IT'S, THEY DO CALLS.

OKAY. CAN YOU GIVE ME THE REPORT.

OF COURSE. FOR DISTRICT FIVE? BECAUSE I'LL. I CAN GIVE YOU THE FULL REPORT AND IT HAS IT BROKEN DOWN.

OKAY. THAT'S GREAT. BECAUSE I WILL WHEN I'M LOOKING AT THE DISTRICT, MY DISTRICT IN PARTICULARLY, I WANT TO SEE HOW MANY PARENTS ACTUALLY, BECAUSE DISTRICT FIVE IS VERY LARGE. SO I WANT TO KNOW HOW MANY PARENTS ACTUALLY WAS CONTACTED TO SAY WE'RE HEADING IN THE RIGHT DIRECTION.

AND IT'S A RANDOMIZED SAMPLING.

THE REASON WHY I ASKED THAT AND LOOKING AT THE AND I KNOW WE DON'T HAVE THE NUMBERS HERE FOR 2021 WHEN LOOKING AT THE INSTRUCTIONAL EQUITY NUMBER PERCENTAGE OF STUDENTS WITH PROFICIENT ONE PLUS TEACHERS, WHEN WILL WE HAVE THAT IN? SO WE'LL HAVE THAT IN THE FALL OF 22.

OUR TEACHERS GET THEIR SCORECARDS IN SEPTEMBER.

OKAY. REASON WHY I ASK THAT BECAUSE I KNOW THE LAST POWERPOINT PRESENTATION THAT WE'VE HAD THAT I'VE KIND OF GONE OVER, IT WASN'T VERY FAVORABLE THAT IN MY OPINION, CONCERNING HOW MANY PROFICIENT ONES AND THIS GOES BACK WHEN DR.

ELIZALDE WAS HERE.

AND SO WHICH LEADS ME TO WHEN I'M LOOKING AT APPROACHES.

SO WHEN I'VE HAD THIS MEETING WITH CHIEF ROBERT AND SOME OF OUR PRINCIPALS, WHEN WE'RE LOOKING AT APPROACHES VERSUS MEETS VERSUS MASTERS, RIGHT? SO WHEN I'M LOOKING AT, I GUESS THIS IS DISTRICT OVERALL WHERE WOULD APPROACHES BECAUSE I KNOW WHAT I'VE BEEN MY DEFINITION IN THE SIMPLEST FORM DEFINE APPROACHES.

ANYONE. I MEAN, AND SUSANA, YOU MAY WANT TO JUMP IN HERE, BUT WHAT WE LOOK AT IS MEETS, BECAUSE MEETS IS AT GRADE LEVEL.

SO APPROACHES IS NOT AT GRADE LEVEL.

CORRECT. APPROACHES IS NOT AT GRADE LEVEL.

MEETS IS GRADE LEVEL.

SO WHEN I'M LOOKING AT APPROACHES AND THE DATA THAT I RECEIVED IN MY DISTRICT, I'M NOT THRILLED.

BECAUSE IT DOESN'T SHOW THAT.

AND I UNDERSTAND THAT WE JUST CAME OUT OF A PANDEMIC.

RIGHT. SO SOME OF THOSE APPROACHES, I HAVE MORE IN APPROACHES LITERALLY IN MEETS AND VERY FEW AND MASTERS.

WE SENSE THAT WE'RE NOT MEETING THE NEED FOR STUDENTS IN DISTRICT FIVE.

THEN I GO ASK HOW CAN I BE AS A TRUSTEE, BE A BETTER RESOURCE TO MY PRINCIPAL SAYING MY STUDENTS IN MY DISTRICT? THEN WE COME TO FIND OUT THAT WE DON'T.

NOT ONLY DO I NOT HAVE PROFICIENT ONE TEACHERS, BUT I DIDN'T EVEN HAVE TEACHERS THAT WAS REALLY CERTIFIED.

ONE OF MY SCHOOLS WE ONLY HAD 5 CERTIFIED TEACHERS THE WHOLE YEAR.

SO HOW CAN KIDS LEARN? WE ONLY HAVE FIVE CERTIFIED TEACHERS IN A WHOLE YEAR.

THAT'S A CONCERN.

SO WHAT IS THE FIX? BECAUSE WHERE I'M NOT SEEING IT FROM AN EQUITABLE STANDPOINT AND WHEN I RAN FOR THIS PARTICULAR SEAT, I PROMISED SAFE LEARNING ENVIRONMENTS, EQUITABLE RESOURCES AND QUALITY PROGRAMS. YOU KNOW I DON'T SEE EQUITABLE RESOURCES WHEN I'M LOOKING AT EQUITABLE RESOURCE, I'M NOT JUST TALKING ABOUT BRICK AND MORTAR.

I'M TALKING ABOUT TEACHERS, QUALIFIED TEACHERS WHO ARE EQUITABLE RESOURCES FOR STUDENTS.

SURE. BUT I'M NOT SEEING THAT IN MY SCHOOLS.

AND I'M GOING OVER.

CHIEF ABEL WOULD TELL YOU, I'M HAVING HIM SEND ME EVERYTHING, BECAUSE I'M VERY CONCERNED WHEN I'M LOOKING AT IT.

I DON'T I WANT MORE MEETS AND MASTERS, BUT MY KIDS CAN'T GET THERE IF THEY DON'T HAVE QUALIFIED TEACHERS IN FRONT OF THEM.

[01:00:01]

EVEN AT ONE OF MY SCHOOLS THAT'S AN ACE.

WE DON'T WE DIDN'T EVEN ACE SCHOOL THAT WAS NOT EVEN PROPERLY FILLED WITH STRONG TEACHERS.

WE ONLY HAD FIVE CERTIFIED TEACHERS IN THE ACE SCHOOL.

RIGHT. BUT HOW CAN THAT HAPPEN? WHAT'S THE FIX ON THAT? BECAUSE THAT'S NOT EQUITY TO ME.

SURE. NO, I MEAN, YOU'RE SPOT ON.

IT IS A REALLY IMPORTANT AREA OF FOCUS TO MAKE SURE THAT WE'RE RECRUITING AND RETAINING TEACHERS DISTRICT WIDE, BUT PARTICULARLY FOR HIGH NEEDS SCHOOLS. CHIEF ABEL, DO YOU WANT TO TALK A LITTLE BIT ABOUT YOUR TEACHER RETENTION EFFORTS? YEAH. SO WE OBVIOUSLY DEFINITELY AGREE THAT THE RETENTION AND TRAINING OF THOSE WRAPAROUND SUPPORTS FOR OUR TEACHERS ARE DEFINITELY GOING TO BE CRITICAL FOR THOSE VACANCIES. YOU MENTIONED AT YOUR ACE CAMPUS, YOU HAD, YOU KNOW, THAT RESTS ON ME.

SO WE'LL DEFINITELY DO BETTER AS WE GO FORWARD.

SOME OF THE THINGS WE ARE DOING TO HELP RECRUIT NEW TALENT AS WELL AS RETAINING IS WE DID MAKE A VERY AGGRESSIVE MOVE ON OUR SALARY SCHEDULE, AS YOU KNOW, TO MOVE THAT UP FOR OUR TEACHERS AS WELL AS OUR RETENTION STIPEND, WE HAVE THE RETENTION STIPEND COMING FORWARD AND EVEN FOR NEW TALENT, WE HAVE THE SIGNING BONUS TO COME ONE AS WELL.

SO ZERO YEAR TEACHERS WILL COME INTO DALLAS MAKING $62,000 AND OUR EXPERIENCED TEACHERS THAT ARE HERE ON STAFF WILL ALSO REALIZE THAT THAT JUMP AS FAR AS YOUR TEI LEVELS MOVING UP AS WELL. SO WHAT APPROACHES WHAT ARE WE DOING NOW TO MAKE SURE THAT WE HAVE BESIDES THE I THINK YOU'RE TALKING ABOUT THE DISTRICT INNOVATION, CORRECT.

YES. WHAT TEACHERS THAT'S NOT A PART OF THAT PROGRAM HOW MANY CERTIFIED QUALIFIED MASTERY TEACHERS DO WE HAVE? HOW DID A CAMPUS THAT'S A ACE CAMPUS, WHICH I THINK ACE IS A GREAT PROGRAM A RESOURCE FOR THE KIDS, HOW DID THEY ONLY HAVE FIVE CERTIFIED TEACHERS IN THE SCHOOL? YEAH, I DEFINITELY I WAS NOT AWARE OF THAT.

SO AGAIN, I'LL TAKE OWNERSHIP OF THAT AND I'LL HAVE TO RESEARCH THAT AND SEE WHAT THE CHALLENGE THERE WAS AND JUST MAKE A PROMISE THAT WE'RE DEFINITELY GOING TO DO BETTER AS WE GO FORWARD FOR NEXT YEAR.

OKAY. TRUSTEE JOHNSON, I THINK IT'S IMPORTANT TO KNOW AND I GET IT, THE SLIDE IS NOT GOOD, BUT THIS SLIDE SHOWS ONE OF THE METRICS THAT WE'LL TRACK BECAUSE YOU'RE RIGHT.

I MEAN, WE SHOULD HAVE THE HIGHEST QUALITY TEACHER IN FRONT OF OUR MOST FRAGILE STUDENTS IN FRONT OF ALL STUDENTS.

SO YOU CAN SEE THERE IT SAYS PERCENTAGES OF STUDENTS WITH PROFICIENT ONE OR HIGHER TEACHERS.

SO WE RECOGNIZE THAT THAT IS A HIGH LEVER AND ONE THAT WE SHOULD BE TRACKING.

SO AS WE GO THROUGH THE YEAR, YOU'LL SEE WHERE WE ARE.

YEAH. AND ONE THING I ALSO WANT TO ADD, EVEN THOUGH WE'VE NOT HAD OUR TEI EFFECTIVENESS LEVELS GENERATED, WE HAVE RECEIVED OUR TIA DESIGNATIONS WHICH ARE SIMILAR BUT NOT QUITE THE SAME. AND OVER HALF OF THOSE DESIGNATIONS WENT TO OUR HPC CAMPUSES.

SO IT SHOWS THAT EVEN THOUGH WE'VE NOT HAD TIA RESULTS OVER THE LAST COUPLE OF YEARS, DO THAT WITH OUR HPC TEACHER STIPENDS AND THINGS OF THOSE NATURES IN OUR RECRUITING EFFORTS AND AS WELL AS THE OPEN TRANSFER PROCESS WITH SCHOOL LEADERSHIP THAT WE ARE BRINGING TALENT AND GROWING TALENT AT THOSE HPC CAMPUSES.

SO WE ARE OPTIMISTIC THAT ONCE WE DO GET OUR RESULTS IN SEPTEMBER, THAT WE'LL HAVE VERY POSITIVE RESULTS.

SO AT OUR HPC CAMPUSES, WE ARE INCREASING THE STIPEND FOR IT TO BE MORE COMPETITIVE TO KEEP SOME OF THE TEACHERS THERE.

BECAUSE WHAT WE HAVE DONE IS WE SOME OF MY STRONG TEACHERS THAT WAS IN OUR HPC CAMPUSES LEFT TO GO DO ACE BECAUSE OF THE STIPEND.

SO WHICH IN RETURN LEAVES ANOTHER HOLE IN THAT PARTICULAR SCHOOL, WHICH NOW THE PRINCIPAL HAS TO NOW AT THE LAST MINUTE, GO FIND ANOTHER TEACHER THAT MAY NOT BE AS STRONG AS THAT ONE THAT JUST LEFT.

AND NOW KIDS ARE IN A DESPERATE SITUATION.

SO HAVE WE INCREASE THE STIPEND FOR THE HPC CAMPUSES SO THEY CAN ALSO BE COMPETITIVE AND WE CAN KEEP STRONG TEACHERS AT THOSE LOCAL NEIGHBORHOOD SCHOOLS? YEAH, I THINK RIGHT NOW OUR PROPOSAL IS TO KEEP THOSE STIPENDS FOR ACE AND HPC THE SAME.

WHEN YOU LOOK AT THE ACE STIPEND, IT IS MORE THAN THE HPC STIPEND, BUT WHEN YOU LOOK AT THE ADDITIONAL HOURS AND DAYS THAT THE ACE TEACHERS HAVE TO HAVE TO WORK AS BEING AS PART OF THAT ACE CAMPUS WITH THE EXTENDED WORKDAYS AND THE EXTENDED PD DAYS, ETC., AND THINGS OF THOSE NATURES.

WHEN YOU PULL THAT PIECE OUT THE ACTUAL EXTRA MONEY FOR I GUESS INCENTIVE TO STAY OR GO TO THE ACE OR HPC CAMPUS ARE VERY, VERY COMPARABLE.

THE DIFFERENCE IN THOSE TWO STIPENDS IS VERY MUCH DEPENDENT UPON THOSE EXTRA HOURS, WHICH IS WHAT THE DIFFERENCE IS.

I WOULD LIKE TO CHALLENGE YOU WITH THAT BECAUSE I CAN TELL YOU IN MY HPC CAMPUS, THOSE TEACHERS AND PRINCIPALS STAY JUST AS LONG AND WORK JUST AS HARD.

YEAH. SO EVEN THOUGH THEY'RE NOT DOCUMENTED OR GETTING THE STIPEND FOR THE HOURS THAT THEY'RE DOING, THEY'RE ACTUALLY DOING THE WORK AND STAYING JUST AS LONG AND, LEAVING GOING THERE AT SUN UP AND THEN GOING ACTUALLY LEAVING SUN DOWN AND SOMETIMES HAVING, YOU KNOW, MEN TO WALK THEM OUT BECAUSE THEY'RE REALLY DOING THE WORK.

SO.

I DEFINITELY GET THAT. WE CAN KIND OF TALK OFFLINE ABOUT THAT BECAUSE SOME OF MY TEACHERS THAT'S IN THE HPC CAMPUS ARE WORKING JUST AS HARD AS THOSE THAT'S IN THE ACE CAMPUS BECAUSE THEY'RE THEY HAVE LOST A STRONG TEACHER.

[01:05:05]

SO NOW MY PRINCIPAL HAS TO WORK EVEN HARDER TO TRY TO MAKE SURE THAT THOSE KIDS ARE STILL GETTING QUALITY INSTRUCTION.

AND IN SOME CASES, MY PRINCIPALS HAVE HAD TO GO IN CLASSROOMS TO ASSIST BECAUSE WE'VE LEFT A BIG HOLE IN OUR NEIGHBORHOOD SCHOOLS IN DISTRICT FIVE, WHICH IS THE REASON WHY WE HAVE VERY FEW MEETS AND VERY FEW MASTERS, BUT A LOT OF APPROACHES, YOU SEE, WHAT I'M SAYING.

YEAH. SO THAT'S WHY I SAY IT KIND OF GOES BACK AND FORTH WHEN I'M LOOKING AT THIS.

IT TIES INTO RACIAL EQUITY TO ME.

YEAH, YES, I DEFINITELY UNDERSTAND YOUR POINT AND TAKE THAT TO HEART.

AND JUST FOR A CLARIFICATION ON WHAT I SAID, I PROBABLY SHOULD HAVE STATED THE REQUIRED HOURS, NOT THE OVERALL HOURS.

I DO KNOW THAT THOSE TEACHERS DO WORK LONG, HARD HOURS, AS EVIDENCED BY SOME OF THEIR RESULTS.

SO I'LL BE HAPPY TO TAKE IT OFFLINE AND SEE IF WE WORK SOMETHING OUT.

OKAY. THANK YOU. THANK YOU TRUSTEE JOHNSON.

TRUSTEE FLORES THEN MICCICHE.

I THINK THAT MIGHT WRAP UP THE FIRST ROUND.

YEAH. SO JUST A COUPLE OF DIFFERENT THINGS I WANT TO COMMEND EVERYONE FOR ALL THE HARD WORK.

I MEAN, WHEN WE FIRST STARTED TRYING TO FIGURE OUT WHAT THIS RECOVERY WAS GOING TO LOOK LIKE.

AND THE FACT THAT I SEE SO MANY IN THESE SLIDES, ESPECIALLY IN SLIDES 5, 6, 7.

I MEAN, THAT IS A V-SHAPED RECOVERY, RIGHT? THOSE ITEMS WITH THE BOX AROUND THEM ARE, IN FACT, A V-SHAPED RECOVERY.

IT MEANS THAT WE HAVE NOT JUST ONLY CAUGHT UP TO WHERE WE NEED IT TO BE, BUT SURPASSED OUR PRE-PANDEMIC NUMBERS.

SO I JUST WANT TO COMMEND THE TEAM, ALL THE PRINCIPALS, ALL THE TEACHERS FOR THEIR HARD WORK FOR MAKING THIS POSSIBLE.

AND I DON'T CARE WHAT KIND OF RESOURCES WE HAD TO PUT INTO IT, BUT IT CERTAINLY PAID OFF.

IT'D BE REALLY GOOD TO SEE, I GUESS ONCE WE HAVE KIND OF ALL THE DATA, WHAT IMPACT IF ANY OF THE EXTENDED YEAR SCHOOLS HAD AND THOSE OPTIONS.

BUT THIS IS FANTASTIC.

I MEAN, THIS IS REALLY, TRULY REMARKABLE THAT WE HIT EVERY SINGLE ONE OF THOSE WHEN I LOOK THROUGH THE SLIDES AND I SEE HOW MANY BOXES ARE AROUND THESE NUMBERS.

I'M JUST GLAD OF THE AMAZING WORK TO GET BACK TO PRE-PANDEMIC NUMBERS.

I MEAN, AGAIN, THEY'RE PRELIMINARY NUMBERS AND THESE ARE COMPARED.

I WAS GOING TO ASK THE QUESTION ON THESE.

SO, YOU KNOW, YOU WERE VERY CLEAR THAT THESE ARE FOR PEOPLE WHO TESTED ONLINE.

DO WE KNOW KIND OF WHAT THE PAPER VERSUS ONLINE IS FOR THE STATE? I KNOW FOR US, 99% OF OUR KIDS TESTED ONLINE.

SO DO YOU KNOW WHAT THE PERCENTAGE IS OF THE STATE THAT TESTED PAPER VERSUS ONLINE? SO MAYBE I'LL KIND OF DOUBLE UP ON THE QUESTION.

THE REASON I'M ASKING THE QUESTION IS IF LET'S JUST SAY THEORETICALLY ONLY THE URBAN DISTRICTS DID ONLINE, THEN WE'RE ONLY COMPARING OURSELVES TO URBAN.

IT'S LIKE 50% OF THE DISTRICTS AND 50%, AND THERE'S NO DIFFERENCE BETWEEN URBAN, RURAL, WHATEVER.

THEN IT'S A BETTER SAMPLE.

I WAS JUST CURIOUS ABOUT THAT.

SO WHEN I GOT THE THREE EIGHT DATA AND HAD NOTHING TO COMPARE IT TO, I REACHED OUT TO SOME OF THE URBAN DISTRICTS HOUSTON, FORT WORTH, AUSTIN, SAN ANTONIO, AND ASKED THEM WHAT DOES YOUR RESULTS LOOK LIKE? BECAUSE WE'RE SEEING THIS AND ALL OF THEM BUT ONE RESPONDED, FORT WORTH DID 50% OF ONLINE AUSTIN WAS THERE, THREE FIVE WAS MORE ONLINE.

SO THEY DIDN'T I MEAN SORRY, DOING PAPER.

DID I SAY ONLINE? SAN ANTONIO DID.

AUSTIN DID THREE, FIVE PAPERS SO THEY DIDN'T HAVE ALL THEIR RESULTS.

HOUSTON WAS 90% PAPER.

SO 10% ONLINE.

WOW.

SAN ANTONIO GAVE ME SOME DATA, BUT NOT COMPLETE.

SO THEY I THINK THEY TESTED MORE ONLINE.

SO YOU MEAN MORE PAPER? I WASN'T. THEY THINK THEY DID MORE ONLINE BECAUSE THEY DID GIVE ME SOME RESULTS.

SAN ANTONIO. WOW.

THAT'S REALLY SURPRISING.

ANYWAYS, SO IT'LL BE GOOD TO SEE ONCE KIND OF THE FULL SET OF DATA.

BUT I MEAN, THIS IS WHAT WE HAVE.

I MEAN, WE'VE NEVER HAD THIS DATA THIS EARLY.

THIS IS I MEAN, DON'T WE USUALLY SEE THIS STUFF IN LIKE OCTOBER? WELL, NO, WE GET IT IN JUNE.

SO. RIGHT. SO.

AND IT'S A NEW SYSTEM.

THE STATE HAS A NEW SYSTEM.

SO THE PAPER THAT HAS NEW MATH GRIDABLES IS TAKING LONGER TO SCORE.

SO THAT'S WHY WE DON'T HAVE THAT.

SO IT'S SEVERAL DIFFERENT FACTORS.

OKAY. I MEAN, THIS IS GREAT.

SO I'M VERY GRATEFUL. SO GOING DOWN TO THE SO SWITCHING OVER TO THE RACIAL EQUITY STUFF.

YOU KNOW, THESE THINGS ARE SO SMALL THAT I CAN'T REALLY READ THEM.

[01:10:03]

MAYBE NEXT TIME WHEN YOU DO.

I'M JUST JOKING.

I JUST HAD TO PILE ON.

[LAUGHTER] THANK YOU, TRUSTEE FLORES.

I GET IT. NO, I REALLY.

I NEED SOME NEW MATERIAL FOR MY LAST STAFF MEETING.

I'M, LIKE, BLOWING THIS THING UP.

AND I COULDN'T TELL IF SOME OF THESE WERE, LIKE, POSITIVES OR NEGATIVES.

I MEAN, THAT'S HOW BIG I HAD TO, LIKE, SEE THIS THING.

AND I'M SO GLAD THAT THEY'RE ALL POSITIVE BECAUSE THAT MEANS THAT OUR INVESTMENT IS WORKING OFF AND THE WORK FROM YOUR OFFICE IS PAYING OFF.

SO KUDOS TO ALL OF YOU AND THE HARD WORK OF THE TEAM.

I THINK THAT GETTING THESE NUMBERS ALL HEADED IN THE RIGHT DIRECTION WILL MAKE A HUGE DIFFERENCE.

AND THE NUMBERS WE WERE JUST TALKING ABOUT UP ABOVE, ESPECIALLY WHEN IT COMES TO FACILITIES, ACCESS TO INTERNET AND THE STAKEHOLDER SATISFACTION, I THINK THAT THAT PLAYS A BIG ROLE.

I'M GLAD THAT WE'RE FOCUSING ON BOTH THE EMERGENT BILINGUAL AND THE AFRICAN AMERICAN STUDENTS, BECAUSE, YOU KNOW, IN MY AREA, IT'S PRETTY MUCH YOU KNOW, YOU GO TO SOME OF MY HIGH SCHOOLS AND SOME OF MY MIDDLE SCHOOLS, IT'S, YOU KNOW, 99.9%, YOU KNOW, LOW SOCIOECONOMIC STATUS AND 99% EMERGENT BILINGUALS. SO THAT REALLY MAKES A BIG DIFFERENCE.

AND IN DISTRICT ONE, IT MAKES A BIG DIFFERENCE DISTRICT WIDE.

BUT JUST TO REMIND MY FELLOW TRUSTEES, YOU KNOW, ANY TIME THEY'RE WELCOME TO COME VISIT DISTRICT ONE SCHOOLS, YOU WILL SEE LEVELS OF POVERTY AS HIGH AS ANYWHERE IN THE CITY OF DALLAS. AND THEN THE ADDED CHALLENGE OF THE EMERGENT BILINGUAL.

AND IT IS HARD TO DO OUTREACH TO THE EMERGENT BILINGUAL PARENT COMMUNITY JUST BECAUSE THEY'RE NOT USED TO BEING ENGAGED WITH SCHOOLS.

I MEAN, THE CONTEXT OF HAVING GROWN UP IN MEXICO, I MEAN, YOU'RE NOT WELCOME IN SCHOOLS IN MEXICO, PARENTS AREN'T ALLOWED IN.

YOU WAIT FOR YOUR LITTLE KID OUTSIDE OF THE SCHOOL AND YOU LINE UP AND YOU WAIT FOR THE PROFESSIONALS TO BRING YOU THE KID.

SO IT'S A VERY DIFFERENT CONTEXT.

AND WE PROBABLY DON'T ALWAYS UNDERSTAND THE CULTURAL ASPECT OF IT.

AND TO GET THOSE PARENTS TO COME INTO THE BUILDING AND SAY, HEY, THIS IS YOU'RE WELCOME HERE.

WELL, FOR A LOT OF THESE, AGAIN, THE CONTEXT OF SOMEBODY FROM MEXICO, YOU KNOW, IN MEXICO, SCHOOL BUILDINGS ARE FEDERAL FACILITIES.

SO IF YOU ARE NOT HERE DOCUMENTED AND YOU THINK THAT THAT'S A FEDERAL FACILITY, WHY WOULD YOU WALK IN THERE? WHY DO YOU THINK THESE PEOPLE ARE ASKING YOU TO COME IN? ARE THEY GOING TO TRAP YOU OR SOMETHING? SO, YOU KNOW, HAVING THAT UNDERSTANDING OF THE DIFFICULTY IT IS TO DO THAT KIND OF OUTREACH WORK, I THINK IS REALLY IMPORTANT FOR THE TEAM TO UNDERSTAND.

AND SO I'M VERY GLAD TO SEE, YOU KNOW, POSITIVE NUMBERS.

SO KEEP UP THE GOOD WORK AND, YOU KNOW, NEXT TIME MAYBE YOU CAN MAKE THESE THINGS.

I JUST HAD TO PILE ON.

[LAUGHTER] DR. LEAR. SO THANK YOU BOTH FOR YOUR HARD WORK.

THANK YOU, TRUSTEE FLORES. TRUSTEE MICCICHE.

OKAY, SO I'LL GO THERE TOO.

BUT I WOULD HAVE SAID IT MUCH MORE DIPLOMATICALLY.

I WOULD HAVE SAID AN AREA FOR GROWTH WOULD BE IN THE SIZE OF THE FONT.

SO I THINK WE GOT IT.

I JUST WANT TO POINT OUT MY BOXES AND NUMBERS WERE REALLY, REALLY BIG.

[LAUGHTER] BUT ACTUALLY, SUSANA, YOUR CHARTS.

THERE WAS A REASON [LAUGHTER]. ARE ACTUALLY IN LINE WITH WHAT I HAD SUGGESTED IN A COUPLE OF OTHER MEETINGS ABOUT MAKING SURE THAT THERE WAS A TAKEAWAY TITLE ON THE TOP OF THE CHART RATHER THAN KIND OF A GUESSING GAME AS TO WHAT WE'RE SUPPOSED TO SEE FROM THE CHART.

AND I THOUGHT THOSE WERE REALLY GOOD AS WELL AS THE INFORMATION.

THANK YOU. THERE'S A REAL, I THINK, SENSE OF OPTIMISM NOW ABOUT THE FACT THAT WE CAN RECOVER FROM THIS PANDEMIC. IF YOU REMEMBER, BACK A YEAR AGO, WE WERE ALL HEARING THINGS ABOUT LOST GENERATION, RIGHT? AND HOW THE LEARNING WOULD NEVER BE RECOVERED, THAT WE'D BE OFF TRACK FOR A GENERATION.

AND I REALLY FEEL A WHOLE LOT BETTER NOW HAVING SEEN THESE SURPRISINGLY GOOD RESULTS, I WILL BE INTERESTED TO SEE THE BENCHMARKING IN LOTS OF DIFFERENT WAYS, THE TRADITIONAL WAYS THAT WE DO WITH OTHER DISTRICTS OUR SIZE, THE DIFFERENCE BETWEEN THE PAPER TEST AND THE ELECTRONIC TESTS.

AND THERE'S ONE THING THAT IS NOT HERE THAT I'VE HEARD PRINCIPALS TALK ABOUT, AND THAT IS THE INTERSESSION CALENDAR AND THE TIMING OF THE STAAR TESTS.

SO IF YOU ARE A SCHOOL ON THE INTERSESSION CALENDAR, YOU ACTUALLY HAVE ALL OF YOUR KIDS EXCEPT MAYBE WITH THE POSSIBLE EXCEPTION OF THE KIDS WHO ACTUALLY ATTEND THE INTERSESSION WEEKS.

[01:15:04]

REMEMBER, NOT ALL KIDS ARE ATTENDING DURING THE INTERSESSION PERIODS, RIGHT? THEY'RE OFF FOR THE WEEK. BUT, THE KIDS WHO ARE NOT ATTENDING THE INTERSESSION WEEKS ARE ACTUALLY TAKING THE STAAR TEST WITH LESS TIME OF INSTRUCTION BEFORE THEY TAKE THE TEST.

SO I DON'T KNOW HOW WE'RE GOING TO EVALUATE THAT ASPECT OF THIS.

I'M AFRAID THAT IT MIGHT ACTUALLY GIVE US A FALSE READING, THAT WE MIGHT THINK THAT, WELL, MAYBE THE INTERSESSION CALENDAR IS NOT WORKING BECAUSE STUDENTS HAVE LOWER SCORES IF THAT'S THE WAY THEY COME OUT.

BUT IT MAY NOT BE COMPARING APPLES TO APPLES BECAUSE ONE BATCH OF KIDS IS GETTING THE FULL AMOUNT OF TIME BEFORE THEY TAKE THE STAAR TEST.

AND THE KIDS IN THE INTERSESSION SCHOOLS WOULD BE TAKING THE TESTS WITH NOT AS MUCH TIME OF INSTRUCTION.

SO I HOPE YOU'LL DIVE INTO THAT AS THE INFORMATION BECOMES MORE AVAILABLE.

MOST OF THE THINGS THAT I WAS GOING TO ASK ABOUT MY COLLEAGUES HAVE COVERED.

I DO WANT TO GO TO THE RACIAL EQUITY SLIDES FOR A SECOND.

AND I ACTUALLY HAVE A COMPUTER THAT IS LARGE ENOUGH TO I CAN READ THE PLUSES AND THERE'S BUT FOR THOSE WITH YOU KNOW POOR EYESIGHT, I SYMPATHIZE WITH THEM.

WHAT I WOULD LIKE, I AM VERY ENCOURAGED BY THE RESULTS HERE.

WHAT I WOULD LIKE TO DO, THOUGH, IS ASK YOU WHAT THE TWO OR THREE BIGGEST CHALLENGES ARE? WE SEE LOTS OF POSITIVE INDICATIONS HERE, BUT HAVING PREPARED THIS DATA AND REVIEWED IT EXTENSIVELY TO MAKE THIS PRESENTATION. WHERE ARE WE WEAKEST? WHAT ARE OUR BIGGEST CHALLENGES? AND I LIKE SEEING LOTS OF PLUSES, BUT I JUST WANT TO KNOW FROM THE PEOPLE WHO ARE ACTUALLY TRYING TO IMPLEMENT THESE BOARD POLICIES, WHERE ARE WE? WHERE DO WE NEED THE MOST HELP? WHAT ARE THE BIGGEST CHALLENGES? SO I WOULD SAY THAT THE TRUSTEES HAVE ALREADY TALKED ABOUT SOME OF THE CHALLENGES THAT WE HAVE, PARTICULARLY WITH PROFICIENT ONE TEACHERS BEING IN FRONT OF OUR STUDENTS, CERTIFIED TEACHERS BEING IN FRONT OF OUR STUDENTS, JUST MAKING SURE THAT THE PEOPLE WHO WE PUT IN FRONT OF THEM ARE THE ONES WHO HAVE THE MOST EXPERTISE. AND SO SEEING THE GAINS THAT SUSANA TALKED ABOUT IN HAVING CENTRAL OFFICE STAFF GOING OUT AND HELP, THAT HAS REALLY KIND OF LEVELED IT OFF.

BUT WHEN WE GET THE TEI RATINGS FOR THIS, THIS SEASON, THIS YEAR, THEN WE'LL BE ABLE TO DETERMINE, LIKE, WHERE DO WE WANT TO INCENTIVIZE THE TEACHERS TO GO AT CAMPUSES THAT ARE HPC AND EVEN TRUSTEE JOHNSON SCHOOLS LIKE THE NON CERTIFICATION AND YOU KNOW, THE NON THE PROFICIENT RATINGS BEING NOT WHAT THEY SHOULD BE.

WE'VE JUST SEEN THAT PUTTING THOSE STUDENTS WITH THE TEACHERS WHO HAVE THE MOST EXPERTISE.

SO THE BIGGEST CHALLENGE IS THE TEACHER QUALITY METRIC USING THE TEI RATINGS.

YEAH. AND WE HAVEN'T BEEN ABLE TO MEASURE IT BECAUSE WE JUST DIDN'T HAVE IT.

SO WHEN WE EVEN HAVE OUR MEETINGS, WE SET GOALS AND WE TALK ABOUT NEXT STEPS, BUT WE WON'T KNOW WHAT'S REALLY WORKING UNTIL WE GET THOSE RATINGS.

OKAY. AND THEN WHAT'S THE SECOND BIGGEST CHALLENGE? I GUESS ANOTHER ONE THAT I WOULD LOOK AT IN PROGRAMMATIC EQUITY, WE'VE MADE SOME GAINS WITH OUR RIGOROUS COURSES FOR ALL STUDENTS, BUT OF COURSE WE'RE SPECIFICALLY LOOKING AT AFRICAN AMERICAN AND EMERGENT BILINGUAL, AND I THINK THAT WE HAVE OPPORTUNITY TO MAXIMIZE OUR GROWTH THERE.

CHIEF TREJO SPOKE ABOUT A POLICY THAT WE HAVE AND OUR DEFAULT FOR ANY STUDENT WHO'S AT MEETS OR MASTER'S SHOULD BE A RIGOROUS COURSE.

AND I THINK WHAT MAY HAPPEN IS OVER THE SUMMER, THE MASTER SCHEDULE CHANGES.

AND, YOU KNOW, SOME OF THE STUDENTS ARE MOVED IN A DIFFERENT COURSE.

SO WE HAVE TO WORK ON CLOSING THAT LOOP ONCE THAT MASTER SCHEDULE CHANGES AND STUDENTS ARE IN THE COURSES.

SO CHIEF HEWITT HAS REALLY BEEN WORKING TO ENSURE THAT.

SO I THINK THAT'S ANOTHER ONE THAT WE LOOK AT.

AND THEN OF COURSE, ALWAYS WORKING WITH EQUITY MINDSET AND MAKING SURE THAT WE'RE MAKING DECISIONS WITH AN EQUITY

[01:20:03]

LENS, WITH A RACIAL EQUITY LENS.

AND ONE OF THE THINGS DR.

QUINN AND I HAVE BEEN WORKING ON IS REALLY TO CREATE AN EQUITY ASSESSMENT INSTRUMENT TO HELP CAMPUSES AND DEPARTMENTS MAKE DECISIONS THROUGH A RACIAL EQUITY LENS, BECAUSE IT REALLY DOES COME DOWN TO INTENTIONALITY, TARGETED PRACTICES AND RESOURCES. OKAY.

AND IN TERMS OF WHAT THE BOARD CAN DO TO SUPPORT THIS, I THINK EVERYBODY ON THE BOARD IS VERY, VERY MUCH IN FAVOR OF MAKING THIS A HIGH PRIORITY AND HELPING IN ANY WAY WE CAN. BUT IF THERE ARE THINGS THAT THE BOARD SHOULD BE DOING OR THAT THE BOARD IS DOING, THAT IS IMPEDING, AND WE CAN HAVE AN OFFLINE CONVERSATION ABOUT THAT IF THAT'S THE CASE.

BUT I DO WANT TO ENCOURAGE YOU TO LET US KNOW HOW WE CAN HELP.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

TRUSTEE FOREMAN. THIS IS THE SECOND ROUND.

SO ONE OF THE REASONS I LOVE PAPER IS I CAN SEE MINE.

[LAUGHTER]. THEY'RE UP HERE SQUINTING TRYING TO SEE.

THANK YOU, TRUSTEE FOREMAN. I CAN SEE.

I CAN SEE WELL, YOU GUYS ARE GOOD.

JUST A FEW MORE QUESTIONS AND COMMENTS.

SUSANA ONE OF THE THINGS, AND I DON'T KNOW IF WE CAN DO THIS OR NOT, I SEE WHERE WE'VE COMPARED OURSELVES TO THE STATE, BUT WHAT ABOUT THE REGION? IS THERE A POSSIBILITY WHEN THE NUMBERS COME IN? YES, CERTAINLY.

THAT WE DO THE REGION TO JUST TO SEE WHERE WE FIT WITHIN THAT WHOLE REGIONAL ASPECT AND HOW FAR AHEAD WE ARE, I HOPE IN TERMS OF LOOKING AT THAT, I WOULD APPRECIATE THAT.

YEAH. ONCE WE HAVE THE DATA, WE'LL BE ABLE TO DO THAT.

ONCE YOU GET THE DATA, I WOULD LOVE TO SEE THAT.

WE TALKED A LOT ABOUT PROFICIENT ONE AND ABOVE TEACHERS IN THE CLASSROOM.

AND SO I'VE GOTTEN THE DATA OVER THE PAST FEW YEARS BASED ON A SCHOOL, BY SCHOOL AND BY TRUSTEE DISTRICT. THE LEVEL OF THE PROFICIENCY OF THE TEACHERS.

SO I'D LIKE TO SEE THAT DATA FOR THIS YEAR.

I KNOW WE HAVEN'T DONE ANYTHING WITH TEI, BUT IT'S STILL JUST AS IMPORTANT TO SEE WHERE WE ARE.

YOU HAVE TO SEE WHERE YOU'RE STARTING TO BE ABLE TO MOVE FORWARD.

AND I WOULD LIKE TO JUMP.

TRUSTEE FOREMAN REALLY QUICKLY ON THAT.

WE CAN, BUT WE WON'T HAVE 2022 UNTIL FALL.

THE TEI SCORE UNTIL THE FALL.

RIGHT. BUT WHAT WE USE FOR THIS YEAR.

OH SURE. YEAH.

WHAT WE USE FOR THIS YEAR JUST TO HAVE SOME KIND OF A BACKDROP OF WHERE WE'RE TRYING TO GO.

I DO GET WE WON'T HAVE 2022 UNTIL FALL.

SO THAT'S GOOD.

AND WHY NOT JUST A COUPLE OF THINGS AND PAM, THIS IS FOR YOU.

AND SUSANA, ONE OF THE THINGS I THINK THAT MIGHT BE OF SOME BENEFIT IN TERMS OF RETAINING QUALITY TEACHERS WITHIN THE HIGH PRIORITY CAMPUSES MIGHT BE USING SOME KIND OF A MECHANISM THAT'S BEEN USED IN THE PAST, AND THAT WAS TO HAVE LONG TERM CONTRACTS FOR THOSE PARTICULAR TEACHERS.

OF COURSE YOU'RE GOING TO PAY THEM, BUT LONG TERM CONTRACTS.

SO IF YOU GET A THREE YEAR CONTRACT, THAT TEACHER WOULD STAY ON THAT CAMPUS FOR THREE YEARS.

AND SO YOU DON'T HAVE THEM ROLLING IN AND OUT, ROBERT WHICH WOULD I THINK BENEFIT THE STUDENTS BECAUSE CONSISTENCY MEANS A LOT IN TERMS OF WHERE YOU ARE WITH STUDENTS.

I DON'T KNOW IF THAT'S POSSIBLE, SUSANA, BUT I THINK THAT'S SOMETHING WE SHOULD LOOK AT AND IT MIGHT BE JUST SOME TEST CAMPUSES, BUT I JUST THINK THAT'S A REALLY GOOD WAY TO KEEP HIGH QUALITY TEACHERS ON A PARTICULAR CAMPUS.

AND I DON'T KNOW IF THAT'LL WORK, BUT I THINK THAT'S A GOOD OPPORTUNITY.

AND THEN I'D JUST LIKE TO CLOSE WITH I'M IN AGREEMENT WITH TRUSTEE MACKEY IN REGARDS TO WE HAVE A LOT OF INSTRUCTIONAL COACHES IN THE DISTRICT.

INSTRUCTIONAL COACHES ARE SUPPOSED TO BE THE BEST AT WHAT THEY DO.

I'D LIKE TO SEE SOME OF THOSE PEOPLE MOVE TO THE CAMPUSES SO THAT WE HAVE THE BEST AT WHAT THEY DO ON THE CAMPUS WHERE THEY'RE NEEDED THE MOST.

THEY'RE NOT NEEDED AT 9400 LIKE THEY'RE NEEDED ON THE CAMPUSES TIFFANY.

I'D JUST LIKE TO SEE SOME OF THOSE INSTRUCTIONAL COACHES MOVE, AND THAT'S SOMETHING YOU GUYS WOULD HAVE TO LOOK AT.

[01:25:05]

BUT I THINK THAT'S ANOTHER GREAT OPPORTUNITY TO PUT QUALITY, QUALITY PEOPLE IN FRONT OF YOUR HIGH PRIORITY CAMPUSES SO THAT YOU CAN HAVE GREATER GAINS.

THESE ARE GOOD, BUT I THINK THAT WOULD BE AN OPPORTUNITY TO HAVE GREATER GAINS.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

TRUSTEE MACKEY. THANK YOU.

SO I HAVE ONE MORE QUESTION.

SO ON THAT.

BUT I DO WANT TO COSIGN JOYCE'S COMMENT ABOUT POTENTIALLY LONGER TERM CONTRACTS WHERE YOU HAVE EXCELLENT TEACHERS.

I THINK THAT'S REALLY A GREAT THING TO EXPLORE.

MY QUESTION IS AROUND WE TALKED A LITTLE BIT ABOUT THE AUTOMATIC ENTRANCE AND IT WAS WHAT THE BOARD PASSED AROUND, MEETS AND MASTERS GOING DIRECTLY INTO HONORS COURSES IN SIXTH GRADE.

WOULD IT BE [INAUDIBLE] I MEAN, I THINK JUST PERSONALLY, THAT SHOULD BE THE STANDARD FOR ANYONE.

IF A KIDS AT MEETS AND MASTERS THAT THEIR DEFAULT SHOULD BE AN HONORS COURSE OR A HIGHER LEVEL COURSE.

IS THERE A REASON THAT THAT SHOULDN'T BE THE CASE? WHAT'S OUR PROCEDURE AROUND THAT? BECAUSE WE KNOW HOW FRAUGHT THAT IS WITH INDIVIDUAL IMPLICIT BIASES AND OTHER DECISIONAL FACTORS.

I THINK IT'S DEFINITELY AN IDEA THAT WE CAN EXPLORE TRUSTEE MACKEY.

ONE OF THE THINGS THAT COMES FIRST TO MIND IS THE IDEA THAT STUDENTS, ONCE THEY GET INTO THAT MIDDLE SCHOOL AND HIGH SCHOOL LEVEL, WE'RE LOOKING AT ENGAGEMENT AS WELL AND THEIR OPPORTUNITIES TO SLOT IN THEIR ELECTIVES AND PATHWAYS.

CAREER INSTITUTES P-TECH YOU KNOW DIFFERENT WAYS TO APPROACH A HIGHER LEVEL COURSE CAN BE ACCOMPLISHED IN A VARIETY OF WAYS.

RIGHT? SO IT WOULD ALMOST BE A CASE BY CASE BASIS IN LOOKING AT WHAT IS THE MOST RIGOROUS COURSEWORK THAT THAT STUDENT CAN HAVE, WHILE STILL BALANCING ENGAGEMENT AND STUDENT ACTIVITIES TO KEEP THEM WELL-ROUNDED IN THEIR APPROACHES.

OKAY. I CAN SEE SOME OF THAT, ESPECIALLY GETTING INTO HIGH SCHOOL.

BUT AT A CERTAIN POINT, IF A KID IS AT MASTER'S, SHOULD WE REALLY JUST ACQUIESCE AND LET THEM GO INTO A REGULAR ENGLISH CLASS IF THEY COULD BE JUST FINE IN HONORS OR PRE AP? THAT'S A DIFFERENT CONVERSATION.

SO MAYBE THE WAY TO GO ABOUT THAT WOULD BE POTENTIALLY AN OPT OUT AS OPPOSED TO HAVING THE OPT IN FOR FOR ANY OF THOSE AREAS.

YOU KNOW, I JUST WANT TO REMOVE AS MANY BARRIERS AS POSSIBLE THAT CROP UP, THAT KEEP KIDS OUT OF THOSE COURSES, THAT WE LOOK AT OUR DATA AND WE SEE IT ACROSS THE BOARD AND THAT'S WHY WE'RE ADDRESSING IT. SO I WOULD LOVE TO KNOW, I GUESS THIS ISN'T A QUESTION FOR NOW, BUT MAYBE THINK ABOUT IT AS YOU ALL LOOK AT THIS I'D A, FOR THE TRACKER WOULD LOVE TO SEE THE DATA ON MEETS AND MASTERS STUDENTS IN HONORS COURSES IN SEVENTH, EIGHTH GRADE, ETC.

AND THEN B, IF YOU ALL HAVE A RECOMMENDATION FOR ANYTHING THIS BOARD CAN DO, TO TRUSTEE MICCICHEE'S POINT WHETHER WE NEED TO EXPAND THE POLICY OR NOT, WE'D LOVE TO SUPPORT THAT. THANK YOU TRUSTEE MACKEY.

TRUSTEE WHITE. HELLO.

I REALLY DON'T HAVE A LOT OF QUESTIONS BECAUSE EVERYONE'S SPEAKING AND ANSWERED MOST OF WHAT I WOULD HAVE SAID ANYWAY.

BUT ONE OF THE QUESTIONS THAT I AM CONCERNED WITH IS THE SHORTAGE OF TEACHERS ON THE CAMPUSES, WHICH IF THERE IS A SHORTAGE, THAT MEANS THAT THE CLASSROOM SIZES ARE BEING INCREASED.

AND I'M SURE WE ALL KNOW THAT MAINLY YOUNGER KIDS THRIVE BETTER IN SMALLER CLASSROOM SIZES.

SO I AM VERY CONCERNED ABOUT THAT.

I'M ALSO CONCERNED THAT, WELL, NOT SO MUCH AS THE TEACHERS THAT WE JUST RECENTLY APPROVED TO GO ONTO OUR CAMPUSES THAT WEREN'T CERTIFIED.

BUT I DO WANT TO MAKE SURE THAT EVERYTHING IS DONE IN A TIMELY MANNER AND ON SCHEDULE FOR THEM TO GET CERTIFIED.

AND FOR SOME OF THOSE THAT HAVE BEEN THERE MAYBE THREE YEARS AND WHO HAVEN'T OBTAINED THEIR CERTIFICATION.

I THINK THAT I DON'T KNOW IF YOU GUYS HAVE COACHES FOR THEM OR WHAT THE CASE MAY BE, BUT THAT NEEDS TO ALSO BE ADDRESSED.

I'M SURE THEY WANT TO DO IT.

I MEAN, I'VE KNOWN THAT THERE WERE TEACHERS THAT DIDN'T WEREN'T ABLE TO COMPLETE CERTAIN PORTIONS OF THE COURSE.

AND THEY HAD TO THEY WERE ASKED TO LEAVE THE CAMPUS AT ONE POINT.

AND I JUST DON'T WANT TO SEE THAT HAPPENING DUE TO THE FACT THAT WE ARE IN A TEACHER CRUNCH.

AND I DO UNDERSTAND IT'S NOT JUST US.

IT'S ALL OVER. AND I ALSO IT'S ALSO IMPORTANT TO ME THAT WHEN WE DO GET LONG TERM SUBS IN, THAT THEY DO GET SOME TYPE OF TRAINING.

WE DON'T JUST NEED A LOT OF WARM BODIES BABYSITTING.

WE NEED SOMEONE THAT'S DOING LESSON PLANS AND ALSO HAS A MENTOR FOLLOWING THEM TO MAKE SURE THAT THE STUDENTS ARE KEPT ON TRACK SO THAT THEY DON'T LOSE ANY

[01:30:02]

LEARNING. AND I GUESS THAT'S IT.

THANK YOU. THANK YOU, TRUSTEE WHITE.

HAVE A FEW COMMENTS.

SUPPORT A LOT OF WHAT I'VE HEARD FROM MY COLLEAGUES.

I WANT TO CONGRATULATE EVERYONE INVOLVED REGARDING THE GROWTH.

I THINK WE HAD A PRETTY BLEAK PICTURE THAT WE WERE ALL PRETTY CONCERNED ABOUT.

SO IT'S GOOD TO SEE THIS TYPE OF PROGRESS.

I HOPE THAT WE CAN CONTINUE THIS TRAJECTORY.

I KNOW THE TRAJECTORY ISN'T EASY, BUT I'D LOVE TO SEE IT CONTINUE.

THERE'S CONVERSATIONS ABOUT, YOU KNOW, WHAT'S THE CAUSATION, A CORRELATION.

TO THE EXTENT WE CAN DIG INTO THAT.

I WOULD LOVE TO SEE THAT. I'LL KNOW IF THERE'S SCHOOLS WHERE, YOU KNOW, MAYBE FOUR OF THESE SUPPORTS WERE IMPLEMENTED, BUT ONE WASN'T.

AND THAT ONE WAS IMPLEMENTED IN ANOTHER SCHOOL.

EVEN IF IT'S A SMALL TEST CASE, IT'D BE NICE TO SEE IF THERE'S SOME WAY WE CAN CHURN THE DATA TO SEE IF THERE'S ONE THING THAT'S WORKING IN A MORE IMPACTFUL WAY THAN OTHERS.

IF NOT, I'M FINE TO CONTINUE TO THROW WHATEVER WE CAN AT IT AND GETTING THIS TYPE OF GROWTH.

ON THE RACIAL EQUITY ASPECT.

DON'T THANK YOU AGAIN FOR, YOU KNOW, THE WORK IN THIS DEPARTMENT.

THANK YOU FOR BEING CONSISTENT IN PRESENTING IN EACH ONE OF THESE PILLARS AND CONTINUE TO SHOW US AN UPDATED SOURCE STAGE FRONT OF MIND.

I THINK THE MOMENT WE START PUTTING IT FRONT OF MIND, I THINK SOME OF THE STUFF STARTS TO SLIP.

THAT'S I DON'T KNOW HOW YOU HOW YOU DESCRIBED IT, BUT YOUR DESCRIPTION OF FINALLY PUTTING RESOURCES, YOU PROBABLY SAY MORE ELOQUENTLY THAN I CAN, BUT I THINK THIS IS WHAT THIS THESE OUTCOMES ARE WHAT WE GET WHEN WE'RE VERY INTENTIONAL AROUND THIS PARTICULAR ISSUE.

AND I THINK THIS BOARD AND THE ADMINISTRATION HAS BEEN VERY INTENTIONAL.

SO GREAT NUMBERS.

NOT SURPRISED BECAUSE WE'VE ACTUALLY PUT SOME FORCE BEHIND THESE INITIATIVES.

THERE WAS A COMMENT THAT WAS MADE, I THINK IT WAS ROBERT ABELL WAS TALKING ABOUT HALF THE DESIGNATION.

WAS IT ON TIA? CAN YOU DESCRIBE THAT AGAIN? YOU SAID HALF OF THE DESIGNATIONS WERE AT HBC CAMPUSES.

AND WHAT DESIGNATION? YEAH. SO WE HAVE OUR AND THE ACRONYMS ARE A LITTLE BIT CONFUSING.

SO WE HAVE THE TEI, THE TEACHER EXCELLENCE INITIATIVE.

THE STATE HAS A KIND OF A PAY FOR PERFORMANCE INCENTIVE PROGRAM, WHICH IS THE TEACHER INCENTIVE ALLOTMENT DISTRICTS THAT GO INTO THAT THEY HAVE THE TIA.

THEY'RE ABLE TO DESIGNATE THE TOP THIRD OF THEIR TEACHERS BASED ON THEIR INTERNAL SYSTEMS FOR ONE OF THREE DESIGNATIONS.

AND THOSE DESIGNATIONS ARE TIA DESIGNATIONS.

THE TIA IS NOT AS RIGOROUS AS THE TEI, BUT IT IS A LITTLE BIT INDICATIVE.

SO THOSE WE LOOK AT WHAT THE TIA DESIGNATION IS THAT WENT OUT, A MAJORITY OF THEM ARE AT OUR HPC CAMPUSES, EVEN THOUGH OUR HPC CAMPUSES ARE ONLY CURRENTLY A THIRD. AREN'T THERE DIFFERENT LEVELS OF THE TI OR I'M MISSING SOMETHING.

YEAH, THERE'S THREE LEVELS FOR THE TIA.

SO ALL LEVELS YOU'RE SAYING HALF OF THOSE PEOPLE THAT GOT ANY TIA DESIGNATION AT ANY LEVEL, HALF OF THOSE ARE ON HPC CAMPUSES.

YEAH, ABOUT THAT. AND IT'S NEW DESIGNATIONS, NEW DESIGNATIONS THAT WERE ISSUED THIS YEAR.

SOME OF THEM COULD HAVE HAD DESIGNATIONS FROM PREVIOUS YEARS.

DO YOU HAVE SIMILAR INFORMATION ON ACE CAMPUSES? I DO.

I DON'T HAVE IT OFFHAND.

WHEN WE LINKED THE HBCUS, THOSE INCLUDE OUR CAMPUSES.

SO IT'S AN AGGREGATE. BUT I CAN BREAK THAT DOWN AND GET IT TO YOU.

OK. SO THE THE STRUCTURAL EQUITY PILLAR, WHEN WE'RE TALKING ABOUT PERCENTAGE OF STUDENTS OF PROFICIENT ONE OR ABOVE TEACHERS, WE DON'T HAVE THE DATA FOR 2020, 2021, 21-2022. HOW IS THE RACIAL HOW IS ANYONE ACTUALLY HOW ARE WE PLACING IF YOU TALK ABOUT ACE OR HBC, HOW ARE REPLACING PROFICIENT OR HOW ARE WE TRYING TO PLACE PROFICIENT ONE OR ABOVE TEACHERS AT THESE CAMPUSES? WE DON'T HAVE THESE RATINGS, SO WE STILL GOING BACK TO 1920.

YEAH, IT'S ACTUALLY A HYBRID SYSTEM FOR THIS YEAR.

IT'S EITHER ONE OF THE TWO, SO YOU COULD HAVE A CARRYOVER TEI RATING FROM THE PREVIOUS YEAR.

SO OUR TEACHER'S EXCELLENCE INITIATIVE RATING OR IF YOU RECEIVED A T 1920 FROM 1920.

YES, SIR. OR YOU ALSO COULD HAVE EARNED A TIA DESIGNATION IN THE LAST COUPLE OF YEARS.

AND WE USE OUR INCENTIVES BASED ON BOTH OF THOSE LEVELS AT THIS TIME.

SO EVEN THOUGH YOU MAY NOT HAVE BEEN ABLE TO EARN A TEI LEVEL THE LAST COUPLE OF YEARS, YOU HAVE BEEN ABLE TO EARN A TIA DESIGNATION FROM..

WHICH TIA LEVELS ARE YOU TARGETING? THE TOP THREE? THE THREE LEVELS OF TIA IS THE TOP BASICALLY 30% OF YOUR OF YOUR 33% OF YOUR TEACHERS.

SO IT WOULD BE THE TOP TIER OF OUR TEACHERS WHICH WOULD EQUATE TO OUR PROFICIENT ONE PLUS.

OKAY. I DON'T HAVE ANY OTHER QUESTIONS IF I DON'T THINK I SEE ANY OTHER ONES.

THANK YOU FOR THIS INFORMATION.

SO NOW TALK ABOUT THE SLIDES AND THE FONT SIZE, BUT APPRECIATE YOUR TIME THIS AFTERNOON.

WE DON'T WANT THAT TO BE THE TAKEAWAY.

[01:35:03]

IT'S HARD NOT TO TALK ABOUT IT.

YOU WILL GET REVISED SLIDES.

OKAY. ALL RIGHT, TRUSTEES, WE FINISHED INFORMATION REPORT.

WE'RE HEADING TO B, DISTRICT COOPERATIVE PURCHASING AGREEMENTS WITH RELATED FEES AND PURPOSES.

SUPERINTENDENT, OR YOUR TEAM.

HAVE GOT DWAYNE THOMPSON COMING FORWARD.

THIS IS A REQUIREMENT THAT WE HAVE TO PUT IN FRONT OF YOU.

SO I'LL HAVE DWAYNE GIVE YOU A BRIEF OVERVIEW.

MR. PRESIDENT. YES, THANK YOU, MR. PRESIDENT. TRUSTEES, WE'RE PRESENTING WHAT'S REQUIRED BY LAW, AND THAT IS A LIST OF THE CO-OPS, WHICH THERE ARE 24 AND IF THERE ARE ANY FEES ASSOCIATED WITH THOSE CO-OPS.

AND SO FROM THE LIST THAT'S BEEN PROVIDED, YOU CAN SEE THAT THERE ARE A FEW THAT HAVE FEES, BASICALLY A TOTAL OF THREE THAT ARE PAID FROM THE GENERAL FUND OF $100, AND THEN ONE FOR CHILD NUTRITION FOR THE URBAN SCHOOL FUND OR URBAN SCHOOL FOOD ALLIANCE OF 19,000 FOR THAT CO-OP.

SO I WOULD ENTERTAIN QUESTIONS THAT YOU HAVE.

TRUSTEE FOREMAN. SO GOING I HAVE JUST A COUPLE OF QUESTIONS.

THE FIRST QUESTION IS HOW MUCH DID WE BUY THIS SCHOOL YEAR FROM EACH ONE OF THESE CO-OPS? WE JUST HAVE TO GET THAT INFORMATION.

YEAH, I DON'T. I KNOW YOU DON'T HAVE IT, BUT.

BUT YOU CAN GET IT FOR ME.

AND WITH THE CO-OP'S, IS THERE A SHIPPING CHARGE INVOLVED WITH SOME OF THESE PRODUCTS THAT ARE COMING FROM DIFFERENT AREAS OF THE COUNTRY REALLY? I THINK IT DEPENDS ON THE VARIOUS CO OP THERE COULD BE, BUT AND THE VARIOUS PRODUCT, IT MAY BE BASED ON WEIGHT, BUT IF THERE IS SUCH A CHARGE, I CAN WE CAN CAN YOU GET THAT FOR ME? BECAUSE ONE OF THE THINGS THAT YOU KNOW HOW I FEEL ABOUT CO-OPS IS, IS THAT WE THIS IS A THE REQUIREMENT TAKES CARE OF THE PROCUREMENT PART. BUT I'M STILL NOT CONVINCED THAT EVERY TIME WE PURCHASE FROM A CO-OP, WE'RE GETTING THE BEST VALUE.

SO I'M JUST TRYING TO FIND OUT A LITTLE BIT MORE INFORMATION, IF YOU DON'T MIND.

MORE THAN HAPPY TO PROVIDE IT FOR YOU.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

I DON'T SEE ANY OTHER QUESTIONS ON B, WE'RE GOING TO GO TO C, 2022-2023 DISTRICT IMPROVEMENT PLAN.

THANK YOU PRESIDENT HENRY AND I WILL BE COVERING THE DISTRICT IMPROVEMENT PLAN FOR US.

NEXT SLIDE, PLEASE.

SO JUST AS A REMINDER, THE DISTRICT IMPROVEMENT PLAN IS DESIGNED TO SUPPORT THE ACHIEVEMENT OF OUR DISTRICT GOALS BY FOCUSING ON STRATEGIC INITIATIVES.

IT IS A WAY FOR US TO ALIGN OUR LOCAL AND FEDERAL FUNDS TO THE GOALS AND STRATEGIC INITIATIVES AND TO THE DATABASE NEEDS OF CAMPUS STAFF AND STUDENTS.

WE DO BUILD THIS BASED ON A COMPREHENSIVE NEEDS ASSESSMENT THAT LOOKS AT FOUR RESULTS IN FOUR AREAS.

WE LOOK AT THE DEMOGRAPHICS OF OUR DISTRICT, INCLUDING STUDENT STAFF, SCHOOL DISTRICT, PARENT AND COMMUNITY DEMOGRAPHICS.

WE LOOK AT OUR STUDENT ACADEMIC ACHIEVEMENT FROM BOTH INTERNAL AND EXTERNAL ASSESSMENTS.

WE LOOK AT OUR SCHOOL PROCESSES AND PROGRAMS, INCLUDING INSTRUCTIONAL PROGRAMING, CURRICULA PROGRAMING, PERSONNEL, ORGANIZATIONAL, ADMINISTRATIVE.

AND THEN WE ALSO USE INFORMATION FROM SURVEYS AROUND CULTURE, CLIMATE VALUES AND BELIEFS.

NEXT SLIDE. SO IT IS DIVIDED INTO THREE SECTIONS.

WE HAVE A SECTION ON A STUDENT OUTCOME GOALS.

WE FOLLOW THAT WITH OUR STRATEGIC INITIATIVES THAT ARE LISTED HERE.

AND THEN WE HAVE ADDITIONAL FOCUS AREAS, AREAS THAT WE KNOW.

WHILE THEY MAY NOT DIRECTLY TARGET ONE ASPECT OF THE GOALS OR THE INITIATIVES, THEY'RE ENABLING SYSTEMS TO ENSURE THAT WE HAVE THE RIGHT SUPPORTS TO ACHIEVE THE GOALS THAT WE'VE LAID OUT. AND SO THIS WILL LOOK FAMILIAR.

WE'RE GOING TO CONTINUE OUR FOCUS IN THE COMING SCHOOL YEAR ON THE FOLLOWING STRATEGIC INITIATIVES.

WE'LL CONTINUE OUR FOCUS ON EARLY LEARNING, AND MAINLY OUR EFFORTS WILL BE TO COMPLETE OUR HB THREE REQUIRED READING ACADEMIES.

AND WE WILL MAKE SURE THAT WE ARE ALSO INCREASING ENROLLMENT TO EXPAND AND IMPROVE PRE-K PARTNERSHIPS AND OUR COMMITMENT TO HELPING FAMILIES AND CHILDREN IN THE PRENATAL TO THREE SPACE THROUGH START STRONG DALLAS.

THE SECOND AREA IN OUR STRATEGIC INITIATIVES IS CAREER INSTITUTES.

THREE OF THE INTENDED FOR CAREER INSTITUTES HAVE LAUNCHED AND THE NEXT ONE IS PLANNED FOR THE NEAR FUTURE.

THE GOAL IS FOR OUR STUDENTS TO RECEIVE MULTIPLE CERTIFICATES AND CERTIFICATIONS THAT RESULT IN EMPLOYMENT OFFERS IMMEDIATELY UPON GRADUATION FOR LIVABLE WAGE JOBS. THE THIRD STRATEGIC INITIATIVE WE JUST TALKED ABOUT IS OUR RACIAL EQUITY STRATEGIC INITIATIVE, WHICH IS INTENDED TO MAKE SURE THAT WE'RE PROVIDING

[01:40:05]

RESOURCES THAT ARE SO NEEDED TO SUPPORT THE ACADEMICS, SUPPORTS THE STUDENT ADVOCACY AND OTHER EVIDENCE BASED PRACTICES FOR RACIAL AND EDUCATIONAL EQUITY.

THE FOURTH AREA IS OUR PUBLIC SCHOOL CHOICE PROGRAM.

THE EXPANSION WILL INCLUDE FOUR NEW PUBLIC SCHOOL CHOICE AND TWO PILOT PROGRAMS. WE'LL CONTINUE OUR FOCUS ON STRATEGIC COMPENSATION THROUGH OUR EXCELLENCE INITIATIVES.

HCM IS GOING TO CONTINUE TO SUPPORT MARKET LEADING TEACHER AND CAMPUS COMPENSATION, WITH THE EMPHASIS ON GREATER CHANGE TO TEI, PEI AND APEI EFFECTIVENESS LEVELS.

WE'RE LOOKING AT TARGETED STIPENDS FOR HIGHLY EFFECTIVE TEACHERS, SIMILAR TO WHAT WE'VE BEEN DISCUSSING HERE TODAY.

AND THEN WE'RE ALSO EXPANDING THE STRATEGIC COMPENSATION TO CENTRAL OFFICE EMPLOYEES IN AS WE CONTINUE TO EXPAND THAT TO THE ELIGIBLE DIVISIONS.

AND THEN FINALLY, THE NEW STRATEGIC INITIATIVE IS WORKING ON AN INTERNAL PIPELINE OF LEADERS FROM TEACHER TO TEACHER LEADER.

FROM TEACHER LEADER TO ASSISTANT PRINCIPAL.

FROM ASSISTANT PRINCIPAL TO PRINCIPAL.

RESIDENT AND FROM PRINCIPAL RESIDENT TO PRINCIPAL.

SO WHEN WE LOOK AT OUR AREAS OF FOCUS, WE'RE GOING TO CONTINUE TO FOCUS ON LEARNING, RECOVERY AND ACCELERATION.

WHAT WE JUST SAW IN THE RESULTS FROM OUR STATE ASSESSMENT IS WHY WE KNOW WHEN WE FOCUS ON LEARNING AND ACCELERATION, IT REALLY MATTERS.

WE'LL ALSO HAVE YEAR TWO OF OUR TWO YEAR PILOT AROUND CALENDAR CHANGES.

WE'LL CONTINUE OUR DISCIPLINED REDESIGN, LEARNING AND GROWING FROM THE EXPERIENCES THAT WE'VE HAD THIS YEAR.

WE WANT TO CONTINUE THE EXPANSION OF MENTAL HEALTH SERVICES, INCLUDING MORE LICENSED MENTAL HEALTH CLINICIANS, A NEW POSITION TO SUPPORT SYSTEM NAVIGATION AND CASE MANAGEMENT, AND USING A CLINICAL SCREENER FOR DEPRESSION.

THERE'S BEEN A LOT OF RESEARCH DONE ON THE INCREASE IN YOUTH DEPRESSION.

WE'RE GOING TO EXPAND OUR MTSS INTERVENTIONISTS.

THIS WAS A QUESTION THAT I THINK TRUSTEE MACKEY JUST TALKED ABOUT IN SUPPORT OF RACIAL EQUITY.

WE HAVE PROPOSED GOING FROM 20 TO 36 HIGHLY TRAINED READING INTERVENTIONISTS TO SUPPORT 20 ELEMENTARY SCHOOLS WITH HIGH AFRICAN-AMERICAN STUDENT ENROLLMENT.

AND THEN FINALLY, THE FINAL AREA OF FOCUS IS MOVING OUR DISTRICT MINIMUM WAGE FROM 1350 TO $15 AN HOUR AHEAD OF THE FEDERAL GOVERNMENT'S TIMELINE TO MAKE SURE THAT WE ARE DOING THAT IN ADVANCE OF THE 2025.

SO OUR NEXT STEPS WITH THIS PLAN REALLY IS TO JUST STAY TIGHTLY FOCUSED ON THE GOALS AND THE STRATEGIC INITIATIVES.

AND THIS IS IMPORTANT BECAUSE THE DISTRICT IMPROVEMENT PLAN IS WHAT OUR SCHOOLS USE AS THEY THINK ABOUT THEIR CAMPUS IMPROVEMENT PLANS.

THEY'RE IN THE PROCESS OF USING THE DATA THAT WE JUST RECEIVED TO MAKE SURE THAT THEY'RE FINALIZING THEIR CAMPUS IMPROVEMENT PLANS FOR THE COMING SCHOOL YEAR.

SO IF THERE ARE ANY QUESTIONS, I'D BE HAPPY TO ANSWER.

TRUSTEES QUESTIONS? TRUSTEE FOREMAN. TRUSTEE WHITE.

YES, I HAVE SEVERAL QUESTIONS AND I'LL JUST START WITH.

. WHAT WOULD BE GOOD FOR ME IS WE'VE HAD SOME OF THESE STRATEGIC INITIATIVES FOR YEARS.

I'D LIKE TO KNOW, AND I KNOW YOU DON'T HAVE THE INFORMATION NOW, BUT I'D LIKE TO GET HOW MUCH WE SPENT ON EACH ONE OF THESE STRATEGIC INITIATIVES, HOW MANY YEARS THEY'VE BEEN A STRATEGIC INITIATIVE, AND THEN SOME OUTCOMES BASED ON THE DOLLARS THAT WE SPEND, BECAUSE WE KEEP TALKING ABOUT THE SAME STRATEGIC INITIATIVES, BUT WE ALSO KEEP TALKING ABOUT SOME OF OUR STRUGGLES.

AND SO IT WOULD MAKE SENSE FOR US TO ASSESS AT SOME POINT.

DO WE NEED TO LOOK AT OTHER STRATEGIC INITIATIVES BECAUSE WE'RE STAYING RIGHT WHERE WE ARE? SO, SUSANNA, YOU TALKED ABOUT THE DISCIPLINE REDESIGN.

HOW HAS THAT WORKED? YEAH, I'LL LET DR.

LEAR RESPOND. NATALIE, HOW HAS THAT WORKED? I'M GOING TO ASK SHERRY WEST TO COME UP AND AND AS SHE COMES UP, I MEAN, I WOULD SAY OVERALL, IT'S BEEN A HUGE LEVER, I THINK.

AND I THINK MS. CORDOVA SPOKE ABOUT IT EARLIER.

WE HAVE MORE KIDS IN SCHOOL.

SO BECAUSE KIDS ARE IN SCHOOL AND BECAUSE WE ARE GETTING TO THE ROOT OF WHY THEY'RE ACTING OUT, THEN THEY'RE BACK IN CLASSROOM, THEY'RE BACK LEARNING.

AND WE SEE THE RESULTS IN OUR SCORES BECAUSE THEY'RE IN SCHOOL.

SO HAVE TO RESPOND.

AND MS. WESTON, I'VE HAD SEVERAL CONVERSATIONS.

[01:45:01]

YOU CAN'T LET 5% OF THE KIDS DESTROY THE EDUCATION FOR 95% OF THE KIDS.

I'LL REPEAT THAT. YOU CAN'T LET 5% OF THE KIDS DESTROY THE EDUCATION FOR 95% OF THE KIDS.

I CLEARLY BELIEVE WE SHOULD HAVE OUR STUDENTS IN SCHOOL.

BUT THERE ARE SOME TIMES THAT WE ARE RIGID.

BECAUSE THIS IS A GOAL THAT WE HAVE AND WE WANT TO STICK TO IT.

BUT I'D LIKE TO HAVE JUST SOME RAW DATA AND SHARE.

I DON'T KNOW IF YOU HAVE IT IN REGARDS TO I KNOW YOU HAVE THE NUMBERS IN REGARDS TO HOW MANY STUDENTS WERE PUT OUT OF SCHOOL THIS YEAR, BUT HOW MANY ACTUALLY WENT TO THE REDESIGN? AND THEN HAVE WE TRACK THEM TO BE ABLE TO KNOW THAT THEY'RE STILL IN SCHOOL? YOU MIGHT NOT HAVE THAT INFORMATION.

AND WE DO. IT'S IN THE TRACKER.

IT MIGHT EVEN BE ATTACHED TO THIS.

WE'LL READ IT TO ME.

I GOT A PAPER TRUSTEE FOREMAN.

WE'LL GO OFFLINE. I GOT A PAPER, BUT I'D LIKE TO KNOW.

OKAY. BECAUSE THAT'S EXTREMELY IMPORTANT TO ME, IS THAT WE WE DO GET THIS CORRECT.

I DO KNOW THAT THE INITIATIVE WAS BASED ON TRYING TO KEEP AFRICAN AMERICAN STUDENTS IN SCHOOL.

BUT I REPEAT.

YOU CAN'T LET 5% OF THE KIDS RUIN EDUCATION FOR 95% OF THE KIDS.

AND WE HAVE TO BE CAREFUL AS WE GO THROUGH THIS PROCESS OF TRYING TO MAKE SURE WE'RE WE'RE GETTING IT RIGHT.

SHERRY, DO YOU.

JUST FOR AN OVERALL BECAUSE I WOULD THINK IN THE SOUTHERN SECTOR, YOU MIGHT HAVE ONE SET OF NUMBERS AND THEN IT MIGHT NOT BE THE SAME IN THE NORTHERN SECTOR.

CAN YOU BREAK DOWN FOR THE REDESIGN HOW MANY STUDENTS IN THE SOUTHERN SECTOR? YEAH, I CAN GET THAT FOR YOU BECAUSE WE DID IT BY TRUSTEE DISTRICT, SO I CAN TAKE THE TRUSTEE DISTRICTS AND PUT THEM TOGETHER FOR YOU.

THAT WOULD BE GOOD.

AND THEN JUST. THANK YOU, SHERRY.

YOU'RE WELCOME. WE'VE TALKED ABOUT THIS A LOT ON THE EARLY LEARNING.

SUZANNA, YOU TALKED ABOUT WHAT DOES IT START STRONG? HOW MANY DISTRICTS ARE DOING THAT? DERRICK, ARE THERE ANY OTHER DISTRICTS BESIDES DALLAS RIGHT NOW INVOLVED IN START STRONG DALLAS? NOT CURRENTLY, NO, NO OTHER DISTRICTS.

AND SO I WOULD THINK WE HAVE NO DATA ON THAT, CORRECT? THAT'S CORRECT. OKAY.

I JUST CAUTION US, WE DON'T ALWAYS HAVE TO BE THE FIRST.

WE HAVE A GREAT OPPORTUNITY TO WORK WITH THE CHILD CARE CENTERS THAT WE CURRENTLY HAVE THAT CURRENTLY HAVE A LOT OF OUR CHILDREN.

AND I'D LIKE TO SEE US SPEND AS MUCH ENERGY TRYING TO MAKE SURE THAT ALL OF THOSE CHILDREN IN THAT CENTER BECOME OUR CHILDREN . 100% AGREE.

ALL OF THOSE CHILDREN.

AND WE HAVE THAT OPPORTUNITY IF WE'RE OPEN ENOUGH TO BEGIN TO DEVELOP THAT RELATIONSHIP A LITTLE BIT BETTER.

AND. I THINK I GOT MOST OF THAT.

ON THE PUBLIC SCHOOL CHOICE.

BRIAN, YOU MIGHT WANT TO HELP ME WITH THIS.

AND THIS IS A QUESTION I'VE ASKED FOR SEVERAL YEARS.

DO WE HAVE A FINITE NUMBER OF SCHOOLS THAT WE WANT TO HAVE AS THE PUBLIC SCHOOL CHOICE OR WE JUST CREATE. SORRY ABOUT THAT.

FIRST OF ALL, GOOD AFTERNOON.

GOOD AFTERNOON. NO, I THINK IT'S IMPORTANT WE DO HAVE SOME GOALS SET THAT WE REALLY WANT TO HELP TEN OF OUR NEIGHBORHOOD SCHOOLS BECOME INNOVATION SCHOOLS IF POSSIBLE.

BUT I THINK I USE THE WORD IF POSSIBLE, BECAUSE IN THE END, WE REALLY HAVE TO MAKE SURE THERE'S AN APPETITE FROM THE SCHOOL SIDE, FROM THE PRINCIPAL, FROM THE COMMUNITY, FOR EXAMPLE, TO TO REALLY TO HELP BUILD OUT THE INNOVATION CAMPUSES.

BUT ALSO, WE DO SEEK TO BUILD TRANSFORMATIONAL SCHOOLS WHEN THERE'S WHEN THERE'S A NEED, RIGHT.

SO I WOULDN'T SAY THERE'S A PARTICULAR NUMBER FOR TRANSFORMATION SCHOOLS, FOR EXAMPLE, BUT I WOULD SAY FOR INNOVATION SCHOOLS, WE DO SEEK TO HELP TEN SCHOOLS A YEAR AT A MINIMUM, BECAUSE WE KNOW THAT JUST LIKE THE WORK THAT CHARTER SCHOOLS ARE DOING, WE REALLY HAVE TO BRING OUR SCHOOLS SORT OF UP TO SPEED, IF YOU WILL, FROM A PROGRAMMATIC AND

[01:50:01]

SUPPORT PERSPECTIVE.

I GUESS THE CONCERN THAT I HAVE IS A LOT OF OUR CHOICE SCHOOLS OR SMALL SCHOOLS.

AND THAT'S NOT THE INTENT.

I KNOW. I KNOW IT'S NOT THE INTENT, BUT IT'S THE REALITY.

AND SO WITH THE REALITY OF MANY OF OUR CHOICE SCHOOLS BEING SMALL SCHOOLS, THAT IS SOMEWHAT OF AN ADVANTAGE OVER OUR NEIGHBORHOOD SCHOOLS.

AND THEY GET ADDITIONAL RESOURCES.

AND SO I JUST THINK AT SOME POINT WE SAY THIS IS WHERE WE ARE.

AND WE DRAW A LINE IN TERMS OF CREATING ADDITIONAL CHOICE.

SCHOOLS AND RESOURCES CAN BEGIN TO GO TO OUR NEIGHBORHOOD SCHOOLS SO THAT THEY WILL HAVE THAT SAME OPPORTUNITY.

I MEAN, I'VE HAD NEIGHBORHOOD SCHOOLS TO BECOME INNOVATIVE SCHOOLS JUST BECAUSE THEY NEEDED MONEY.

SO AT SOME POINT I THINK IT'S JUST A GOOD IDEA.

I'M JUST MAKING A SUGGESTION.

I'M ONE OF NINE. BUT AT SOME POINT.

WE CAN'T KEEP CREATING SMALL SCHOOLS.

WE GOT TO START TALKING ABOUT THOSE NEIGHBORHOOD SCHOOLS THAT WE HAVE.

I JUST I JUST WANT TO MAKE THAT POINT.

IF I MAY JUST JUST SPEAK TO THAT POINT.

AND I THINK PERVASIVELY OUR NEIGHBORHOOD SCHOOLS ARE THE INNOVATION SCHOOLS I'M TALKING ABOUT.

SO WHEN WE TALK ABOUT HAVING TEN INNOVATION SCHOOLS A YEAR, WE'RE ACTUALLY TALKING ABOUT NEIGHBORHOOD SCHOOLS AND HELPING THEM TO SORT OF EITHER STRENGTHEN WHAT THEY'RE DOING OR RE-IMAGINE THEMSELVES.

SO, IN FACT, THAT IS THE THE CRUX OF OUR EMPHASIS, OUR NEIGHBORHOOD SCHOOLS, NOT NOT OTHER SCHOOLS THAT ARE NEW AND UP AND COMING.

SO I JUST WANT TO BE CLEAR THAT WE ARE FOCUSING ON EXACTLY WHAT YOU'RE ASKING FOR.

NEIGHBORHOOD SCHOOLS GETTING MORE RESOURCES AND SUPPORTS TO DO THE WORK THAT WE WANT THEM TO DO AND TO ATTRACT NEIGHBORHOOD FAMILIES.

AND ARE YOU IN CHARGE OF THE CAREER INSTITUTES ALSO? DEPENDS WHAT YOUR QUESTION IS, BUT I MIGHT BE.

OH, YOU'RE QUICK BRIAN, YOU BETTER WATCH IT. IF IT'S GOOD.

YES, IF IT'S BAD. OSWALDO RUIZ.

YES, MA'AM, WE ARE.

OSWALDO ALVARENGA IS DEPUTY CHIEF.

HE'S HERE AS WELL. THE REASON I ASK THAT, IT'S THE FIRST OF ALL, IT'S A GREAT IDEA.

I'M BUT THE QUESTION IS, IN TERMS OF THE PROGRAMS WITHIN THE CAREER INSTITUTES, THEY'RE NOT GOING TO BE THE SAME.

BUT WHEN WE SCALE THEM, ARE WE SURE THAT EACH SCHOOL IS EQUITABLE IN TERMS OF PROGRAMS? LET ME ALLOW IF THAT MAKES ANY SENSE.

IT DOES LET ME ALLOW DEPUTY CHIEF ALVARENGA TO COME UP AND SPEAK TO THAT, AND I'LL ADD TO WHAT HE HAS TO SAY AS WELL.

SO THIS MIGHT BE A CASE WHERE HE'S THE OWNER OF A NOT ME.

OH, YOU'RE TRYING TO STEP OUT.

OKAY, NOW.

OKAY. AFTER THIS, I'M DONE.

THAT'S WHAT YOU SAID. OKAY.

TRUSTEE FOREMAN CAN YOU REPEAT THE QUESTION? SO I ASK IN TERMS OF PROGRAMMATIC EQUITY.

YES. IN OUR CAREER INSTITUTES, ARE WE ENSURING THAT THERE IS EQUITY? FOR INSTANCE, IF YOU THINK OF THE ONE IN MY AREA, THAT'S A RENOVATED BUILDING.

IF YOU THINK OF THE ONE THAT'S GOING IN NORTH DALLAS, THAT'S GOING TO BE A BRAND NEW BUILDING.

AND SO PROGRAMS ARE GOING TO BE GREATER PROBABLY, AND BE ABLE TO BE INSTITUTED IN THAT BRAND NEW BUILDING AS COMPARED TO THE ONE IN MY AREA.

SO I'M LOOKING FOR TO SEE IF WE'RE HAVING EQUITABLE PROGRAMS WITHIN THE.

OH, ABSOLUTELY. OKAY. I UNDERSTAND YOUR QUESTION.

ABSOLUTELY. SOME BUILDINGS WILL BE WELL, A LOT OF THE BUILDINGS ARE RENOVATED, BUT WE'RE GOING TO HAVE STATE OF THE ART PROGRAMS. THEY'RE GOING TO HAVE THE SAME EQUIPMENT AND THE SAME AMOUNT OF SPACE.

AND ACTUALLY, THE CAREER INSTITUTE SOUTH IS GOING TO BE OUR BIGGEST WITH ABOUT 200,000 SQUARE FOOT BUILDING THERE.

SO YOU'RE GOING TO SEE IN THE NEXT 18 TO 24 MONTHS A LOT OF BOND WORK GOING IN THERE.

SO IT'S AN EYE IN EQUITY TO MAKE SURE THAT THE FOUR QUADRANTS OF THE CITY HAVE STATE OF THE ART EQUIPMENT, HAVE INDUSTRY PARTNERS, AND HAVE ALL THE EQUITABLE PROGRAMS FOR OUR COMPREHENSIVE HIGH SCHOOLS.

THAT'S WHAT I'M LOOKING FOR.

THANK YOU. OKAY. YEAH, I WOULD JUST ADD, TOO, WE ACTUALLY WERE ABLE TO TOUR THE CAREER INSTITUTES OUT THE OTHER DAY TO SEE ACTUALLY MIDDLE SCHOOL STUDENTS ENGAGING SO THAT WE CAN WHET THEIR APPETITE.

AND SOME OF THE SPACES IS OUTSTANDING.

AND I THINK LIKE ONE EXAMPLE IS THE CYBERSECURITY SPACE.

IT'S STATE OF THE ART.

IT'S AMAZING.

SO I DO AGREE THAT WE ARE GOING TO HAVE EQUITY ACROSS OUR INSTITUTES.

CURRENTLY WE HAVE OUR EIGHTH GRADERS THERE FOR SUMMER BREEZE.

IF YOU WANT TO COME OUT AND SEE SOME EIGHTH GRADERS ENGAGED WITH THE EQUIPMENT AND OUR TEACHERS, NEXT WEEK WE'LL HAVE SOME SEVENTH GRADERS.

IT'S JUST FOR THAT WEEK TO WHET THEIR APPETITE.

THANK YOU FOR THE INVITATION.

I WILL DO THAT. ABSOLUTELY.

LET ME KNOW WHEN YOU'RE GOING. I'LL GO WITH YOU.

OKAY. THANK YOU, TRUSTEE.

I'LL CALL YOU. OH, I'M SORRY.

THANK YOU, TRUSTEE WHITE. I JUST I HAVE A QUICK QUESTION CONCERNING I THINK IT KIND OF FALLS IN WITH DISCIPLINE

[01:55:01]

REDESIGN. ARE THE CAMPUSES GOING TO RECEIVE DUE TO THE IN DUE TO THE FACT THAT WE HAVE HAD A LOT OF THINGS GOING ON IN THE COUNTRY.

I KNOW THAT SOME SCHOOLS YOU HAVE TO BE BUZZED IN AND THINGS OF THAT NATURE.

ARE WE GOING TO HAVE CAMERAS THAT'S GOING TO BE ON EVERY CAMPUS AND WILL THEY BE UPDATED? BECAUSE I THINK THESE COULD ASSIST WITH THE DISCIPLINE.

SOMEONE MAY CAN SEE IF A STUDENT IS LEAVING THE CAMPUS AND CAUSING HAVOC IN THE COMMUNITY OR IF THEY LEAVE THE CAMPUS AND THEY DO HAPPEN TO CAUSE SOME HAVOC IN THE COMMUNITY.

WE COULD GO AND TRACK THEM DOWN BECAUSE WE'LL HAVE THE FOOTAGE ON THE CAMERAS.

SO THAT IS ONE OF MY QUESTIONS.

IS THIS IS THIS SOMETHING THAT'S GOING TO BE ADDRESSED AS FAR AS THE DISCIPLINE REDESIGN? IT IS ADDRESSED.

IT'S ACTUALLY IN OUR BOND.

I MEAN, I COULD EITHER HAVE CHIEF THOMPSON OR BOND [INAUDIBLE] SPEAK TO IT, BUT IT IS IN THERE.

SO YES, IN THE BOND ISSUE, THERE WAS MONEY SET ASIDE FOR CAMERAS AND CAMERA UPGRADES AND ACTUALLY IN THE BOARD AGENDA IS AN RFP THAT WE DID SO WE COULD INCREASE THE NUMBER OF VENDORS THAT WE HAVE AVAILABLE BECAUSE RIGHT NOW WE HAVE ONE.

AND SO THE TIME DELAY IS GREAT.

AND SO WE HAVE GONE OUT FOR AN RFP TO BE ABLE TO EXPAND THE OFFERING, NOT NECESSARILY THE OFFERINGS, BUT DISBAND THE NUMBER OF VENDORS THAT ARE AVAILABLE TO US SO WE CAN GET THE WORK DONE FASTER.

AND I'LL PROBABLY JUST HAVE MORE QUESTIONS WHEN THAT COMES UP ON THE BUDGET ITEM.

THANK YOU. THANK YOU, TRUSTEE WHITE., TRUSTEE MICCICHE.

WELL, THANK YOU. THIS IS ACTUALLY A REALLY BROAD TOPIC SINCE THE WHOLE DISTRICT IMPROVEMENT PLAN, BUT I JUST WANTED TO ASK IF YOU WOULD CONSIDER PUTTING IN SCHOOL SAFETY AS AN AREA OF EMPHASIS NOW.

AND I KNOW WE'VE BEEN DOING SO MANY DIFFERENT THINGS TO TO TRY TO ENSURE THAT OUR FACILITIES ARE AS SAFE AS THEY POSSIBLY CAN BE WITH THE CAMERAS AND BUZZERS SYSTEMS AND THE DOUBLE ENTRY DOORS.

AND AND THAT WE HAVE LOTS OF TRAINING.

BUT BUT BUT I DO THINK AT LEAST COMMUNICATING ALL THE MANY THINGS WE'RE DOING IN THE AREA OF OF SCHOOL SAFETY MIGHT MERIT A MENTION IN INCLUSION IN THIS PLAN.

THANK YOU. OH, OKAY.

WAS IT TRUSTEE JOHNSON? AND THEN TRUSTEE FOR US.

THANK YOU. I WOULD LIKE TO KIND OF PICK BACK OFF WHERE TRUSTEE FOREMAN LEFT OFF.

DR. LUST.

I'M GONNA NEED YOU PROBABLY COME BACK AND WE'RE GOING TO TALK ABOUT A LITTLE BIT THE CAREER INSTITUTE'S.

WHAT ARE YOU DOING TO SUPPORT THE CTE PROGRAMS IN NEIGHBORHOOD SCHOOLS THAT HAVE PROGRAMS AS WELL? SOME OF THOSE PROGRAMS I KNOW I HAD MEETING WITH MEMBERS OF MY ROOSEVELT COMMUNITY THAT YOU HAVE SOME THAT WAS A PROGRAM THAT WAS IN ROOSEVELT.

AND ALL OF A SUDDEN IT WAS TAKEN.

IT WAS ADDED. IT WAS ADDED TO THE CAREER INSTITUTE.

SO YOU HAD TWO PROGRAMS SERVING THE SAME COMMUNITY.

SO WHAT WERE WE DOING TO SUPPORT THOSE CTE PROGRAMS? YEAH, I THINK IT'S A FAIR QUESTION.

WE KNOW THAT THE PROGRAMING AT CURRENT STUDENTS IS IMPORTANT, BUT WE ALSO RECOGNIZE IT'S VERY IMPORTANT AT THE HIGH SCHOOL CAMPUS.

AND SO WE'RE REALLY WHAT WE'RE SEEKING TO DO IS CREATE EFFICIENCIES ACROSS DALLAS ISD.

SO IF WE HAVE MULTIPLE CAMPUSES, FOR EXAMPLE, LET'S SAY IN THE SOUTHWEST QUADRANT OF THE CITY, THEN WE WOULD REALLY WANT TO MOVE TOWARDS THE EFFICIENCY SO THAT SCHOOLS AREN'T RUN THIN WITH STAFFING. RIGHT.

RATHER, WE WOULD HAVE MAYBE A HEALTH SCIENCE PROGRAM, FOR EXAMPLE, AT THE CAREER INSTITUTE RATHER THAN HAVING TWO OR THREE ACROSS A REGION, BECAUSE IT HELPS US BE MORE EFFICIENT AND HELPS THE SCHOOLS BE MORE EFFICIENT.

BUT WE ALSO RECOGNIZE THERE'S A BALANCE, RIGHT? OUR SCHOOLS ALSO HAVE CTE PROGRAMS AT THE CAMPUS AND WE SUPPORT THEM.

SO OUR JOB IS NOT JUST TO SUPPORT THE CAREER INSTITUTES.

WE ALSO SUPPORT THE CAMPUS BASED PROGRAMING WHEN IT'S THERE.

AND YOU'RE RIGHT, I JUST MET WITH ONE OF YOUR WE JUST MET WITH A COUPLE OF TIMES NOW WITH ONE OF THE COMMUNITY MEMBERS.

AND WE ARE HERE TO SUPPORT TO HELP THEM IDENTIFY AND GET INDUSTRY PARTNERS AND RESOURCES THAT ARE NEEDED FOR THE SCHOOL.

ANYTHING TO ADD? I JUST WANT TO I JUST WANT TO ADD THAT IF THEY HAVE A PROGRAM AT THE CAMPUS, WE ARE TOTALLY SUPPORTING THEM AND STRENGTHENING THAT PROGRAM.

AND WE DON'T WANT STUDENTS TO GO TO THE CAREER INSTITUTE FOR THAT PROGRAM, BUT WE'LL HAVE 14 OTHER PROGRAMS. SO IF A STUDENT IS INTERESTED IN THE HEALTH SCIENCES OR SOMETHING ELSE, THE STUDENTS THAT IF YOU HAVE A HEALTH SCIENCE PROGRAM, YOU NEED TO GO TO THE COMPREHENSIVE HIGH SCHOOL.

BUT IF YOU'RE INTERESTED IN CYBERSECURITY SOFTWARE DEVELOPMENT, IF YOU'RE INTERESTED IN MECHATRONICS, IF YOU'RE INTERESTED IN CONSTRUCTION, THEN YOU'LL HAVE THE OPPORTUNITY TO GO. SO IT'S NOT GOING TO DUPLICATE.

SO THOUGH, IF YOU HAVE, I THINK IT'S A HEALTH PROGRAM.

SO IF THE HELP PROGRAM IS IN ONE OF THE NEIGHBORHOOD SCHOOLS, ARE WE STILL GOING TO OFFER THAT SAME PROGRAM IN THE CAREER INSTITUTE?

[02:00:06]

NOT FOR THAT COMPREHENSIVE HIGH SCHOOL? AND ALL THE STUDENTS WILL STAY AT THEIR CAMPUS.

THEY MAY ASK AGAIN, IF WE HAVE THE HELP PROGRAM IN THE NEIGHBORHOOD SCHOOLS, ARE WE GOING TO OFFER THAT SAME PROGRAM IN THE CAREER INSTITUTE? WE WILL HAVE A YES OR NO ANSWER.

OKAY. SO WE'LL HAVE A PROGRAM FOR THE OTHER COMPREHENSIVE HIGH SCHOOLS.

SO WE'LL IF THE IF ONE CAMPUS HAS A CONSTRUCTION PROGRAM, WE WILL OFFER THE CONSTRUCTION PROGRAM TO THE OTHER EIGHT COMPREHENSIVE HIGH SCHOOLS, BUT NOT TO THAT CAMPUS BECAUSE THEY HAVE ONE.

BUT WHEN YOU'RE LOOKING AT THE SCHOOLS IN THE SOUTHERN SECTOR, WE'RE ONLY A FEW BLOCKS AWAY FROM EACH OTHER, A FEW MINUTES OF DRIVE AWAY FROM EACH OTHER.

SO IF I HAVE A SCIENCE PROGRAM AT ONE OF MY SCHOOLS, THEN I'M GOING TO DRIVE 10 MINUTES DOWN THE STREET AND HAVE THE SAME ONE IN THE CAREER INSTITUTE BASE TO WHERE THE CAREER INSTITUTES ARE LOCATED. RIGHT.

SO WHY WOULD WE HAVE THE SAME PROGRAMS IN THE CAREER INSTITUTE WHEN WE COULD JUST PUT THAT PROGRAM IN A NEIGHBORHOOD SCHOOL AND STRENGTHEN THE NEIGHBORHOOD SCHOOL? AND THOSE KIDS CAN GO TO THE NEIGHBORHOOD SCHOOL.

I WOULD SAY JUST I'LL ADD, I THINK TO YOUR QUESTION AROUND RESOURCING, RIGHT? FOR EXAMPLE, JUST THE OTHER DAY WHEN WE VISITED CAREER INSTITUTE SOUTH, THE DIRECTOR WAS SHOWING US THAT THE NEW SPACE FOR PHLEBOTOMY AND OTHER ASPECTS OF HEALTH CARE AND THE RESOURCES THAT ARE THERE ARE JUST PHENOMENAL.

AND I THINK THE BENEFIT IS BECAUSE WE CAN BRING SO MANY KIDS TOGETHER IN ONE SPACE.

IT ALLOWS US TO BE MORE EFFICIENT WITH OUR RESOURCES AND WITH THE OPPORTUNITIES.

AND WE HAVE TEACHERS WHO HAVE THE CERTIFICATIONS THAT WE NEED FOR STUDENTS, AND IT DOESN'T MAKE IT NEARLY AS DIFFICULT FOR PRINCIPALS TO THEN STAFF.

I WILL SAY TO I THINK TO THE QUESTION YOU'RE GETTING AT, WE ALSO RESPECT SCHOOLS AND THE PROGRAMING THAT THEY HAVE.

SO WE'RE NOT TRYING TO COMPETE OR DILUTE PROGRAMING AND WE'RE WORKING WITH SCHOOLS TO MAKE SURE THAT WE'RE NOT COMPETING AGAINST WORKING WITH.

THAT'S WHAT'S HAPPENING.

SO IF YOU'RE OVER HERE IN THE CAREER INSTITUTE SOUTH AND ONE OF THE HIGH SCHOOLS THAT'S IN THE VICINITY OR IN THE AREA IN THE SOUTHERN SECTOR HAVE THE SAME PROGRAM.

THEN YOU ARE COMPETING, WHICH IF THAT PROGRAM WAS JUST AT THAT PARTICULAR HIGH SCHOOL, THEN THOSE CHILDREN CAN GO TO THAT PARTICULAR HIGH SCHOOL AND GET THOSE, WHICH NOW HELPS THE ENROLLMENT IN IN OUR NEIGHBORHOOD SCHOOLS.

SO THAT'S ONE THING THAT I WANT THE ADMINISTRATION TO LOOK AT.

AND THE CAREER INSTITUTE.

I THINK TRUSTEE FOREMAN WAS SAYING AND WE'VE HAD THIS CONVERSATION PRE-COVID ABOUT THE THE CAREER INSTITUTE AND HOW MUCH IS THAT CAREER INSTITUTE NORTH.

HOW MANY SQUARE FOOT FOOTAGE? HOW MUCH MONEY THAT.

NO. I THINK THE OTHER THING I WOULD JUST ADD WHILE BRENT'S COMING FORWARD IS AROUND LIKE PROGRAMING, OTHER HIGH SCHOOLS, YOU KNOW, WE WE DON'T OFFER WE DON'T OFFER TRANSPORTATION LIKE IN THE MIDDLE OF THE DAY FROM ONE HIGH SCHOOL TO ANOTHER.

SO I THINK THAT'S THE OTHER THING TO CONSIDER, RIGHT? BECAUSE LOGISTICALLY, IT'S TOO MUCH.

AND IT WOULD IT WOULD BE VERY DIFFICULT TO PULL OFF AS A DISTRICT, I WOULD THINK.

RIGHT. YEAH, IT'S 80 MILLION.

80 MILLION. I HAD I JUST WANTED TO MAKE SURE I WAS CORRECT.

HOW MUCH DID CAREER INSTITUTE, ARE WE DOING A CAREER INSTITUTE IN WEST DALLAS? IN THE WEST? YEAH.

THE BUDGET IS 37.

37. WHERE'S THAT LOCATED? OH, WE HAVEN'T DETERMINED THE LOCATION YET.

SO 80 MILLION.

SORRY. I THINK WE KNOW WHERE THE CURRENTS DO.

WEST WILL BE. IT WILL BE AT IT WILL BE AT EDISON.

IT'LL BE IN EDISON, YES.

SO 80 MILLION IN THE NORTH.

HOW MUCH IS THE CAREER INSTITUTE IN THE SOUTH? 29. SO EIGHTY MILLION IN THE NORTH, 37 IN THE WEST AND 29 IN THE SOUTH.

29, RIGHT. IS THAT CORRECT? WHY? NOW I'M BACK ON EQUITY.

SO, YOU KNOW, SO I WANT YOU TO FOLLOW ME.

PART OF THE DUE TO A RENOVATION OF AN EXISTING BUILDING.

IF EDISON IT'LL BE WE'LL BE RENOVATING ITS..

I WANT A NEW SCHOOL LIKE THEY GET IN THE NORTH.

YOU'RE GETTING $80 MILLION IN THE NORTH.

I WANT $80 MILLION IN THE WEST.

AND I DON'T KNOW HOW TRUSTEE FOREMAN FEEL, BUT I WANT $80 MILLION IN THE SOUTH.

SOMEBODY EQUITY. SO WHILE WE GET OF HERE WE GO AGAIN WITH THIS RENOVATED STUFF.

WHY ARE WE ALWAYS GETTING RENOVATED IN THE SOUTH? BUT NORTH DALLAS DON'T HAVE TO FIGHT TO GET NEW SCHOOLS.

CAN Y'ALL ANSWER ME THAT? I'M STILL ON EQUITY.

I MEAN, IT'S QUIET, SOMEONE ANSWER ME THAT.

WELL, TRUSTEE JOHNSON, A NEW BUILD IS GOING TO BE MORE EXPENSIVE THAN A RENOVATION..

AND WE UNDERSTAND THAT.

BUT, DR. LEAR, I'M ASKING, WHY IS $80 MILLION IN THE NORTH, BUT RENOVATED IN THE SOUTH OR IN THE WEST? THAT'S NOT EQUITABLE.

SO IF YOU RECALL, THAT BUILDING IS BEING IS BEING RENOVATED DUE TO THE TORNADO.

ALL RIGHT. SO YOU'RE SAYING THAT WHERE TJ IS GOING, THAT'S WHERE IT'S GOING TO BE.

[02:05:01]

THE CAREER INSTITUTE. [INAUDIBLE] THE CAREER INSTITUTE IN THE NORTH IS AT THE OLD WALNUT HILL ELEMENTARY.

SO THE ONLY SPACE THAT WAS AVAILABLE WAS A PORTION OF THE OLD WALNUT HILL ELEMENTARY.

AND IN ORDER TO MAKE A CAREER INSTITUTE NORTH, WE HAD TO ADD SPACE.

WHEN YOU'RE GOING TO EDISON OR ANOTHER CAMPUS, THAT'S MUCH LARGER.

THE ADDED SPACE ISN'T AS MUCH.

SO THAT'S WHAT WE WERE INDICATING ON RENOVATION, BECAUSE WE'RE RENOVATING THE WALNUT HILL ELEMENTARY AS WELL.

RIGHT. BECAUSE IT GOT HIT BY A TORNADO.

SO WE HAD TO GUT IT AND RENOVATE IT FOR THIS.

BUT THAT WAS JUST A SMALL PORTION TO GET THE BUILDING ITSELF TO THE SIZE THAT'S REQUIRED FOR CAREER INSTITUTE.

SO THE THE 80 MILLION OF THE CAREER INSTITUTE IS THAT'S GOING TO BE A RENOVATED BUILDING OR A NEW BUSINESS [INAUDIBLE] THAT'S WHERE WALNUT HILL.

IT'LL BE A BOTH.

IT'S BOTH. SO IT'S GOING TO BE A WALNUT AND AND A CAREER INSTITUTE.

RIGHT. NO.

THE OLD WALNUT ELEMENTARY WILL BE A RENOVATION.

OKAY, BUT THAT BUILDING IS ONLY SO BIG.

AND SO IN ORDER TO GET FOR AUTOMOTIVE AND SO FORTH, WE HAVE TO ADD SPACE.

AND THAT'S THE NEW PORTION AT WALNUT HILL.

SO IT'S A NEW PORTION AT WALNUT HILL? THAT'S CORRECT. RIGHT. I REMEMBER WHAT CHIEF LANE SAID HAD THAT DISCUSSION WITH US.

SO I'M I'M AWARE OF THAT.

I'M SAYING WHY WE DON'T GET A NEW $80 MILLION CAREER INSTITUTE IN MY AREA? THAT'S WHAT I'M ASKING. SO WHEN THEY LAID OUT WHERE THE CAREER INSTITUTES WERE GOING TO GO, WE WERE GOING TO USE, FOR INSTANCE, THE EDISON. WE'RE GOING TO USE THE SPACE THAT'S AVAILABLE THERE AND RENOVATE THE SPACE THAT WAS ALREADY THERE.

THE SQUARE FEET IS IN VOLUME.

IS THERE ENOUGH FOR THE CAREER INSTITUTE? SO ALL WE NEED TO DO IS TO RENOVATE THAT SPACE.

BASICALLY IT'S MAKE SURE I UNDERSTAND IT'S ADDITIONAL SQUARE FOOTAGE FOR THE PROGRAMS THAT ARE REQUIRED TO BE IN EACH ONE OF THEM.

AND YOU DON'T NEED THOSE ADDITIONAL SQUARE FOOTAGE IN THE OTHER FACILITIES BECAUSE THE SQUARE FOOTAGE IS THERE.

YOU JUST NEED TO REPURPOSE IT.

IS THAT ACCURATE? THAT'S CORRECT.

SO IF WE'RE EVER, FOR INSTANCE, CAREER INSTITUTE AT LINCOLN, WE WOULD USE THE SPACE THAT'S THERE AND ADD IF WE NEEDED SPACE OR WE JUST RENOVATE THE SPACE THAT'S EXISTING.

I HEAR WHAT YOU'RE SAYING.

I'M NOT ACCEPTING THAT ANSWER.

BECAUSE FAR TOO LONG, WE HAVE HISTORY.

WE HAVE DATA THAT SHOWS IN THE NORTH, THEY GET NEW IN THE SOUTHERN SECTOR OR WEST WE GET RENOVATED.

I'VE BEEN HAVING THIS SAME CONCERN SINCE I'VE BEEN ON THIS SCHOOL, BUT ACTUALLY BEFORE I BECAME A TRUSTEE.

SO WE CONSIDER MAKING IT SOUND GOOD, BUT IT'S NOT GOOD.

AND I WANT THE SAME EQUITY.

I WANT THE SAME RESOURCES FOR MY KIDS ON THE WEST SIDE BECAUSE IT ONLY COST $2 MILLION TO TEAR DOWN A BUILDING.

I KNOW THAT BECAUSE WE WERE GOING TO DO THE OLD INSTITUTIONS LIKE THAT, THAT SITTING TRUSTEE FOREMAN THAT SOUTH OF CLIFF OCCUPIED 2.5 MILLION TO BE EXACT.

SO I WANT THE SAME EQUITY.

I REMEMBER THE NUMBERS, I HAVE THE NUMBERS, I HAVE THEM WRITTEN DOWN AND I WANT THE SAME EQUITY BECAUSE I'M GOING TO BE FIGHTING FOR THIS FOR OUR CHILDREN OVER IN THE WEST SIDE AND FOR OUR CHILDREN OVER IN THE SOUTHERN SECTOR TO GET THE SAME BUILDING THAT THEY GET IN THE NORTH ISLAND BECAUSE THEY DESERVE THE SAME THING.

THANK YOU TRUSTEE JOHNSON.

ANY OTHER QUESTIONS ON THE SECOND ROUND? TRUSTEE FLORES YEAH.

SO I WASN'T GOING TO JUMP IN ON WELL, LET ME LET ME JUMP IN ON THE QUESTION I WAS ACTUALLY GOING TO START WITH, WHICH HAD TO DO WITH WITH THE PART OF THE DISTRICT IMPROVEMENT PLAN.

IN TERMS OF THE LAST ITEM ABOUT THE INCREASING THE MINIMUM WAGE, HOW IS THAT GOING TO IMPROVE STUDENT ACHIEVEMENT? I JUST WANT TO KNOW AND THEN HOW IS THAT? THE OTHER THING THAT THAT CREATES, BECAUSE WE'VE SEEN THIS BEFORE IS THAT THEN IT CREATES COMPRESSION WITH THE DIFFERENT RATES AND SO THEN EVERYBODY ELSE GETS BUMPED.

AND SO THERE'S A BIG FISCAL LOAD ASSOCIATED WITH THIS.

SO SINCE SINCE THE ANSWER TO THE FIRST QUESTION IS THAT YOU CAN'T POSSIBLY TRY TO ARGUE THAT THIS WILL IMPROVE IMPROVED STUDENT ACHIEVEMENT THAN IT'S NOT.

BUT IN TERMS OF THE WAGE COMPRESSION THAT THIS IS GOING TO CREATE AND THEN ALL THE GRIEVANCES WE'RE GOING TO GET FROM PEOPLE WHO ARE GOING TO SAY, WELL, YOU KNOW, THE PERSON THAT GOT RAISED IS NOW MAKING MORE THAN I AM AFTER FIVE YEARS.

I MEAN, I'M JUST NOT SEEING THE THE RELEVANCE OF THAT ITEM TO THE DISTRICT IMPROVEMENT PLAN.

OR MAYBE I'M MISSING SOMETHING.

MAYBE SOMEBODY CAN CORRECT ME ON THAT.

YEAH, WE WOULD REALLY POSITION THIS AS AN EFFORT TO RECRUIT AND RETAIN TALENT, INCLUDING HOURLY WORKERS WITHIN THE DISTRICT.

YOU'RE ABSOLUTELY RIGHT ABOUT COMPRESSION.

AND IN THE BUDGET PROPOSAL THAT I BELIEVE CHIEF THOMPSON HAS BROUGHT FORWARD, HE ADDRESSES BOTH THE INCREASE AT THE FLOOR, AS WELL AS THE COMPRESSION ISSUES.

I MEAN, I DON'T KNOW IF THERE'S ANYTHING ELSE YOU WANT TO MENTION ABOUT THAT.

I DON'T KNOW IF DWAYNE HURT ME.

LOOK, I MEAN, AS LONG AS YOU GUYS HAVE TAKEN THAT INTO CONSIDERATION BECAUSE WE'VE SEEN THIS BEFORE, WE'VE YOU KNOW, THIS ISN'T THE FIRST TIME WE SEE THIS.

AND I JUST, YOU KNOW, MINIMUM WAGE COMPRESSION.

YEAH, I JUST DON'T SEE THIS AS IMPROVING THE DISTRICT.

BUT IF YOU GUYS THINK IT DOES, THEN WELL, I THINK ANY TIME YOU'RE INCREASING AND YOUR CORRECT, THERE IS A COMPRESSION, SO IT MAKES IT

[02:10:07]

WAY ACROSS ALL THE SCALES.

BUT ANYTIME YOU'RE ABLE TO PAY A WAGE BECAUSE WE HAVE SEVERAL POSITIONS THAT ARE NOT BEING FILLED BECAUSE OF THE WAGE, THE INCREASE IN THE COMPENSATION WILL ASSIST US TO BE ABLE TO FIND STAFF THAT MIGHT NOT COME FOR THE LESSER HOURLY RATE.

SO HAVING FILLED POSITIONS AS WE HEAR AND HAVE CONVERSATIONS ABOUT REGULARLY, IS GOING TO HELP PROVIDE SERVICES TO OUR STUDENTS.

I MEAN, THAT'S FINE.

SO, SO THEN THE OTHER QUESTION, SINCE THAT GOT BROUGHT UP AND SINCE THE CAREER INSTITUTES ARE NEAR AND DEAR TO MY HEART, SO I'M GOING TO HAVE TO HAVE BRIAN COME BACK HERE AND THOSE TWO, THOUGH. BUT, YOU KNOW, I KNOW, FIRST OF ALL, I CHALLENGED THE FALSE EQUIVALENCY OF SAYING, WELL, THERE'S THIS MUCH MONEY HERE AND THERE'S SUCH MONEY THERE AND WHATNOT.

AND, YOU KNOW, I WELCOME EVERY SINGLE TRUSTEE TO COME VISIT DISTRICT ONE SCHOOLS AT ANY GIVEN POINT IN TIME.

AND YOU CAN SEE THAT THE DISTRICT'S ONE SCHOOLS ARE ALSO 50 SOME ODD YEARS OLD AND ARE FULL OF ASBESTOS AND ALL THE OTHER NASTY STUFF.

AND WALK THOSE HALLWAYS AND TELL ME THAT THOSE ARE ANY DIFFERENT THAN ANYWHERE ELSE.

AND THE ANSWER IS THAT THEY'RE NOT.

YOU KNOW, WE DIDN'T BUILD THE BRAND NEW TJ THIS BOARD VOTED NOT TO BUILD A BRAND NEW TJ, AND WE'RE RENOVATING IT.

AND I SUPPORT THE DISTRICT, EVEN THOUGH THAT WAS NOT MY PREFERENCE.

BUT WE ARE RENOVATING IT AND IT'S LOOKING GREAT BECAUSE I WAS THERE LAST WEEK AND IT'S GOING TO LOOK AS GOOD AS SOC AS I HAVE BEEN TO VISIT SOC BEFORE IT WAS REBUILT AND AFTER IT WAS REBUILT.

SO I'M THERE. SO QUESTION FOR YOU GUYS IN TERMS OF.

IS EVERY SINGLE CAREER INSTITUTE EVERYWHERE IN THE CITY GOING TO HAVE THE SAME STATE OF THE ART EQUIPMENT? I'LL START THIS AND OSWALDO CAN FINISH.

YOU KNOW, THERE ARE A LOT OF THERE ARE A LOT OF INSTANCES WHERE OF THE SAME PROGRAMING, BECAUSE WE KNOW THE LABOR MARKET HAS TOLD US WHAT WE NEED FOR OUR STUDENTS AND WHAT'S BEST FIT RIGHT AND WHAT'S GOING TO BE LOCALLY MOST ADVANTAGEOUS FOR OUR STUDENTS FROM AN INCOME PERSPECTIVE.

RIGHT. AND AN OPPORTUNITY PERSPECTIVE.

AND THE ANSWER TO YOUR QUESTION IS ABSOLUTELY.

WE WILL HAVE, SAY, ART RESOURCES IN ALL FOUR OF OUR CAREER INSTITUTES, WHEN BUILT OUT.

ESWALDO. NO, I AGREE.

THAT'S BASED ON THE LABOR MARKET INFORMATION AND OUR INDUSTRY PARTNERS, THEY'RE TELLING US YOU NEED TO GET THIS EQUIPMENT AND NOT THAT ONE.

AND ALL THE CAREER INSTITUTES WILL HAVE THAT.

RIGHT. AND THAT'S THE WHOLE IDEA OF HAVING THE PARTNERS THERE, BECAUSE THEN THE PARTNERS TELL US WHAT KIND OF STATE OF THE ART EQUIPMENT.

NOW, IN TERMS OF HAVING EVERYTHING AVAILABLE EVERYWHERE, I MEAN, IT WOULD SEEM TO ME THAT LOGISTICS WOULD BE A LOT MORE FAVORABLE IN THE SOUTHERN SECTOR OF DALLAS, BECAUSE THAT'S BASICALLY WHERE THOSE NEW FULFILLMENT CENTERS ARE AND WHATNOT.

I MEAN, IS THAT NOT TRUE? CORRECT. BUT, YOU KNOW, WE WILL STILL OFFER LOGISTICS IN THE NORTH.

IT JUST MAY NOT BE AS LARGE A PROGRAM AS WHERE THERE'S A LOT MORE LABOR AVAILABILITY.

YES. BECAUSE IT'S A CAREER INSTITUTE WE'RE ABLE TO SCALE THE PROGRAMS. SO IF THERE'S MORE INTEREST AND THE INDUSTRY PARTNERS ARE LOOKING AT A CERTAIN PART OF THE CITY, WE CAN SCALE THAT SO IT CAN BE BIGGER OR SMALLER.

AS A MATTER OF FACT, IF I MAY, WE WERE AT CAREER INSTITUTE SOUTH AGAIN, AS I SAID EARLIER, AND ONE OF THE THINGS THAT THE DIRECTOR TOLD US THAT THEY HAD TO ADD CYBERSECURITY SECTIONS BECAUSE OF THE DEMAND.

AND SO I THINK WE HAVE TO REALLY LISTEN TO WHAT OUR STUDENTS ARE TELLING US THAT THEY WANT AND THEN MAKE SURE WE HAVE THE RESOURCES TO MATCH THE DESIRE.

AND THE ONE IN THE SOUTH IS FULLY BUILT OUT.

I MEAN, IT'S LIKE THE WHOLE THE WHOLE BALL OF WAX ARE NOT YET.

WHERE ARE WE? NO, NOT YET.

WE'RE THE BUILDING WAS IN GREAT SHAPE.

THEY LEFT IT IN GREAT SHAPE WHEN THE SOC MOVED OUT.

WE WE'VE DONE SOME WORK, BUT THERE'S STILL $28 MILLION WORTH OF BOND WORK THAT'S GOING IN.

AND IT'S GOING TO BE A BRAND NEW FACILITY IN THE FRONT OF THE BUILDING.

SO WE HAVE SOME ARCHITECT DRAWINGS AND WE DEFINITELY HAVE OUR COMMUNITY MEETINGS WHERE YOU CAN COME AND SEE THAT NEW BUILDING.

YEAH, BUT WE HAVEN'T EVEN STARTED THE ONE IN THE EAST, RIGHT? THE ONE IN THE EAST. NOT YET SO BUT BUT AT LEAST THE ONE IN THE SOUTH IS ALL UP AND RUNNING.

AND YOU KNOW, OVERALL, I MEAN, THE ONE IN THE NORTH IS THIS LITTLE ITTY BITTY THING WE HAVE IN SOME LEASED SPACE RIGHT NOW.

CORRECT. JUST TO BE CLEAR, THE CURRENT CITY EAST IS THE LINCOLN ANNEX AND WE ARE IMPLEMENTING IT THERE.

AND I THINK MAYBE YOU'RE ASKING ABOUT THE WEST NOW THAT WE ARE IMPLEMENTING THE EAST.

IT'S A SMALLER SCALE DUE TO SIZE OF THE FACILITY AND WE ARE OCCUPYING MORE ROOMS THIS YEAR.

BUT WE DO HAVE THAT OPPORTUNITY TO CONTINUE GROWING OUT.

BUT THE WEST, I THINK TO THE POINT YOU'RE MAKING, WE'VE NOT STARTED THE WEST YET.

OH, OKAY. WELL, AGAIN, I MEAN, IT HAS TO DO WITH, YOU KNOW, WHERE IT'S YOU KNOW, AGAIN, I'M I'M TRYING TO TO CHALLENGE THIS FALSE EQUIVALENCY OR I'M TRYING TO SAY, WELL, THIS MUCH MONEY IS BEING SPENT HERE.

I MEAN, WALNUT HILL WAS DESTROYED BY A TORNADO.

THE PIECE OF WALNUT HILL WE'RE GOING TO KEEP IS ONLY THE FRONT OF THE BUILDING BECAUSE THE NEIGHBORHOOD WANTED TO KEEP THE ARCHITECTURAL FRONT, BUT IT BASICALLY HAD TO BE GUTTED BECAUSE IT GOT DESTROYED BY THE TORNADO.

AND ALL THE BACK SIDE OF IT IS HAVING TO BE REPLACED COMPLETELY.

AND THAT'S WHERE ALL THE NEW CONSTRUCTION IS GOING ON.

[02:15:02]

SO IT'S MORE EXPENSIVE.

BUT WHAT'S GOING TO BE AVAILABLE THERE IS GOING TO BE THE SAME AS EVERYWHERE ELSE.

THE STUDENTS AND THE FIVE SCHOOLS THAT WILL BE ABLE TO TAKE ADVANTAGE OF THE CAREER INSTITUTE NORTH ARE GOING TO GET THE EXACT SAME KIND OF PROGRAMING THAT YOU'RE AVAILABLE EVERYWHERE. YEAH.

AND I WOULD ADD TO I THINK YOU'RE LOOKING AT THE EAST BECAUSE I BROUGHT THE EAST UP, IT WILL SEE A SIGNIFICANT DOLLAR AMOUNT FROM THE BOND BECAUSE THERE IS A SIGNIFICANT NEED.

SO I THINK JUST THE SAME AS YOU'RE TALKING ABOUT THE DOLLAR AMOUNT IN THE NORTH, I THINK THE EAST HAS A SIMILAR DOLLAR AMOUNT, IF I'M CORRECT.

SO IT WILL BE A SIGNIFICANT DOLLAR AMOUNT TO MEET THE NEEDS OF OUR STUDENTS, RIGHT.

IT WILL BE BASED ON THE NEEDS OF THE LOCATION.

SO IF IT WAS DETERMINED THAT IT NEEDED A BRAND NEW BUILDING, THEN THE BOND WOULD THEN ALLOCATE THAT KIND OF MONEY.

SO IT HAS TO DO WITH THE NEED.

IT HAS. IT'S NOT WANT.

IT'S NEED. SO I JUST WANTED TO POINT THAT OUT.

THANK YOU TRUSTEE FLORES.

TRUSTEE WHITE. OH, I'M SORRY.

I HAVE A QUESTION.

SINCE WALNUT HILL ELEMENTARY WAS BROUGHT UP AND I UNDERSTAND THAT THERE WAS SIGNIFICANT DAMAGE.

IS THERE LIKE 2018, THE STORM HIT AND IT STILL HASN'T BEEN, SOME OF THE WORK STILL HASN'T BEEN COMPLETED.

IS THAT RIGHT? THAT'S CORRECT.

YES, MA'AM. OKAY. SO DID I HEAR YOU CORRECTLY SAYING THAT THE CAREER INSTITUTE WOULD BE IN THE ELEMENTARY BUILDING? A PORTION OF THE BUILDING DOES STILL EXIST.

THE FRONT, THE PORTION THAT FACES MIDWAY ROAD STILL EXISTS.

AND SO THAT PART OF THAT BUILDING WILL BE UTILIZED.

SO IS THERE GOING TO BE A NEW WALNUT HILL ELEMENTARY CAMPUS THAT'S BEING BUILT? YES. AND IT IS GOING TO BE ADJACENT TO, IF YOU WILL, TJ HIGH SCHOOL, WHICH IS BEING REBUILT AND PARTIALLY ADDED ON TO.

TRUSTEE WHITE, WE'RE TAKING THE OLD CARRIE AND WALNUT HILL AND PUTTING THEM TOGETHER IN A PRE K.

BUT THE CAREER INSTITUTE IS GOING TO OCCUPY THE OLD BUILDING ONCE IT'S RENOVATED.

YES, MA'AM. OKAY. YEAH.

AND ALSO, I GUESS IT'S GOING TO MAKE, DUE TO IT SEEMS LIKE ALL OF THE CAREER INSTITUTES ARE GOING TO BE VARIOUS SQUARE FOOTAGE.

THERE'S NOT GOING TO BE YOU KNOW, WE'RE GOING TO PUT 200,000 SQUARE FOOT BUILDING HERE, HERE, HERE, EAST.

THEY'RE GOING TO BE DIFFERENT BECAUSE OF THE FACT THAT SOME BUILDINGS ARE BEING REPURPOSED.

THAT'S WHAT I'M GOING TO USE AS FAR AS THAT'S CONCERNED.

BUT SOMETHING THAT'S THAT I THINK YOU NEED TO DEFINITELY TAKE INTO PERSPECTIVE WHEN IT COMES TO WHAT ITEMS YOU DO DECIDE TO PUT IN THE CAREER INSTITUTES, IS THE FACT THAT JUST BECAUSE YOU'RE IN THE NORTHERN SECTION DOESN'T MEAN THAT IT'S GOING TO DICTATE WHETHER YOU HAVE A CAREER OR IF YOU DO LOGISTICS.

AND THE REASON THAT I'M MENTIONING THIS IS BECAUSE WHERE I STAY IN DISTRICT FOUR, WE HAVE TO DRIVE INTO OTHER AREAS IN ORDER TO FIND EMPLOYMENT THAT PAYS A DECENT WAGE.

WE DON'T HAVE EDS IN OUR COMMUNITY, THE CITY OF DALLAS, FOR WHATEVER REASON LET EDS AND ALL THE OTHER COMPANIES, TI MOVE OVER INTO RICHARDSON, INTO PLANO.

SO THAT'S WHERE WE DRIVE.

I KNOW PEOPLE THAT DRIVE WAY FROM OAK CLIFF INTO THE RICHARDSON AREA TO FIND A DECENT WAGE PAYING JOB.

SO DON'T LET THAT DICTATE TO YOU SAYING THAT, OH, WE NEED LOGISTICS OR WE NEED MANUAL LABORERS IN THAT AREA BECAUSE THE PEOPLE THAT ARE EDUCATED AND SKILLED, LIKE I SAID, WE DRIVE OUT, WE DRIVE HAVE TO DRIVE OUT OF OUR AREAS TO GET EMPLOYMENT TO IN ORDER TO SUPPORT OUR FAMILIES. AND IN MY AREA, WE HAVE A LOT OF HOUSE TOPS.

WE DON'T HAVE A LOT OF APARTMENT BUILDINGS LIKE IN SOME PARTS OF THE AREA, BUT THEY'RE TRYING TO COME IN AND WE WANT TO KEEP THEM OUT.

NO OFFENSE TO PEOPLE STAYING IN APARTMENTS, BUT THAT IS DEFINITELY SOMETHING THAT I WANT YOU TO MAKE SURE THAT IF YOU TECHNOLOGY IS THE CUTTING EDGE, THAT IS TRUE.

CODING, I COULD JUST GO ON AND ON WITH THE LIST OF THINGS WITH TECHNOLOGY THAT NEEDS TO ALSO BE INCLUDED IN NOT JUST DISTRICT FOUR, BUT THE SOUTHERN SECTOR ALL OVER.

WHAT IF YOU GUYS ARE GOING TO I THINK A GOOD PLAN WOULD BE TO DO A SURVEY AND SEE WHAT PEOPLE REALLY ACTUALLY WANT IN THAT AREA.

I DON'T WANT THIS TO BE LIKE THE PLEASANT GROVE EASTFIELD COLLEGE CAMPUS BECAUSE I FEEL LIKE THEY DIDN'T ASK WHAT WAS NEEDED IN THE COMMUNITY AND THAT IT'S JUST I WOULD HAVE HAD A I HAD I HAD A DIFFERENT VISION FOR THAT CAMPUS THAN WHAT THEY HAD.

AND THEY DIDN'T COMMUNICATE WITH THE COMMUNITY TO ASK US WHAT WE NEEDED.

SO I WOULD ADORE YOU TO DEFINITELY DO A SURVEY AND FIND OUT BECAUSE OUR KIDS, I MEAN, YOU SEE THEM AND IT'S NOT JUST OUR KIDS.

[02:20:05]

IT'S EVERYBODY YOU SEE EVERYBODY WALKING AROUND WITH CELL PHONES IN THEIR HANDS, ALL THESE OTHER DEVICES, YOU KNOW, IPADS DO PROGRAMING ON THEM.

SO PLEASE TAKE THAT INTO CONSIDERATION WHEN YOU'RE GETTING READY TO PUT THOSE PROGRAMS ON THE CAMPUS.

THANK YOU FOR YOUR TIME.

THANK YOU TRUSTEE WHITE.

TRUSTEE JOHNSON. I'M TRUSTEE.

OH NO, AT FIRST.

TRUSTEE FOREMAN. I DON'T KNOW WHO WAS FIRST.

OH, THANK YOU GUYS FOR ALLOWING ME TO GO FIRST.

I APPRECIATE IT.

THAT DOESN'T HAPPEN TOO OFTEN, BUT.

EXCUSE ME. JUST A COUPLE OF THINGS.

CLEARLY, THE CAREER INSTITUTE EAST, WHILE NOT IN MY DISTRICT, IS NEAR AND DEAR TO MY HEART.

IT'S THE OLD LINCOLN HIGH SCHOOL.

IT IS A HISTORIC BUILDING.

AND SO I AM SURE THERE WILL BE A LOT OF RENOVATIONS THAT WILL TAKE PLACE TO MAKE THAT THE KIND OF A CAREER INSTITUTE, JUST LIKE ALL THE OTHERS. SO I'LL BE LOOKING FORWARD TO THAT HAPPENING.

THERE'S A LOT OF CONVERSATION ABOUT INEQUITIES AND HOW DO WE DEAL WITH INEQUITIES? WELL, IT'S CLEAR THAT A LOT OF TIMES PEOPLE DON'T TAKE INTO ACCOUNT THAT THERE ARE MORE SCHOOLS SOUTH OF THE TRINITY THAN THEY ARE NORTH OF THE TRINITY.

I'LL SAY THAT AGAIN. THERE ARE MORE SCHOOLS SOUTH OF THE TRINITY THAN THERE ARE NORTH OF THE TRINITY.

AND I'M INCLUDING FOUR DISTRICTS.

MORE SCHOOLS SOUTH OF THE TRINITY THAN NORTH OF THE TRINITY.

BUT I THINK I FEEL TRUSTEE JOHNSON'S PAIN IN THE INEQUITIES.

WHAT I AM MORE CONCERNED ABOUT IS PROGRAMMATIC.

I DON'T WANT THE INEQUITIES IN PROGRAMS THAT WILL GIVE THESE YOUNG PEOPLE A START.

AND A GREATER START THAN THEY WOULD HAVE HAD WITHOUT GOOD PROGRAMS. AND SO AS YOU GO THROUGH THE PROCESS OF LOOKING AT THIS, I THINK IT SHOULD ALWAYS BE ON YOUR RADAR THAT THE LEVEL OF PROGRAMS SHOULD NOT BE INEQUITABLE, AT NO POINT.

I DO THINK TRUSTEE WHITE HAD A GOOD SUGGESTION.

I KNOW OSWALDO YOU ALL ALREADY STARTED LOOKING AT PROGRAMS, BUT MAYBE A SURVEY JUST TO THE COMMUNITY TO GET AN UNDERSTANDING OF WHAT THEY THINK THEY WANT. AND AT THE SAME TIME, MAKING SURE THAT WE KEEP CTE PROGRAMS WITHIN THE SCHOOLS ALSO, BECAUSE THAT IS ALSO AN ATTRACTION TO THE SCHOOLS, IS THAT WE DON'T DIMINISH CTE PROGRAMS AS WE GO THROUGH THE PROCESS. SO $39 MILLION, I EXPECT THAT TO BE SPENT.

I DON'T EXPECT ANY SHORTCUTS, BUT I ALSO EXPECT YOU TO MAINTAIN THE LEVEL OF PROGRAMS WITHIN ALL OF THESE, BECAUSE THAT'S WHERE WE MISS THE BOAT IS THE PROGRAMS. AND SO I UNDERSTAND TRUSTEE JOHNSON'S PAIN.

WE APPRECIATE THE EXPECTATION AND WE'RE GOING TO LIVE UP TO IT.

AND I WILL SAY THIS, AS WE EVEN LOOK AT ALREADY THESE CERTIFICATIONS EARNED BY OUR STUDENTS ACROSS ALL THREE CAREER INSTITUTES, WE ARE SEEING VERY SIGNIFICANT SUCCESS AND WE'RE VERY PLEASED WITH THE OUTCOMES OF OUR STUDENTS.

SO THANK YOU FOR THAT. THANK YOU, TRUSTEE FOREMAN.

TRUSTEE JOHNSON. THANK YOU.

WHILE I DO SUPPORT EVERYTHING THAT TRUSTEE FLORES IS GETTING.

EVERYTHING THAT HIS KIDS NEED.

WE'RE SUPPORTING. WE MAKE THAT CLEAR.

AND SO THEY WERE ATTACKED AND HAD A STORM.

AND BECAUSE OF THE STORM, WE UNDERSTAND.

BUT WE, TOO, HAVE HAD A STORM.

SO I WANT TO DEFINE THE STORM THAT WE'VE EXPERIENCED OVER IN THE SOUTHERN SECTOR.

IT'S CALLED UNDERFUNDED.

THAT'S A STORM.

IT'S CALLED INSTITUTIONAL RACISM, SYSTEMIC RACISM.

THAT'S A STORM THAT WE'VE HAD TO DEAL WITH IN THE BLACK COMMUNITY.

WHEN MY KIDS IN SOUTH OAK CLIFF WAS WALKING OUT AND PROTESTING AND I WAS IN THOSE STREETS PROTESTING.

THE KIDS AT ADAMSON DIDN'T PROTEST, THEY HAD A $64 MILLION BILL.

THEY'D HAVE TO WALK OUT NOT ONE TIME.

SO PLEASE DON'T SIT HERE AND TELL ME WHAT YOU'RE SAYING.

WE CAN HAVE GREAT PROGRAMS AND GREAT BUILDINGS, AND I'M NOT GOING TO BE QUIET BECAUSE CERTAIN PEOPLE GET UNCOMFORTABLE WHEN I START TALKING ABOUT EQUITY AND THE STUFF THAT WE HAVE EXPERIENCED IN THE BLACK COMMUNITY.

IT AIN'T NO SECRET.

AND I'M NOT THE ONLY ONE THAT'S GOING TO BE TALKING.

SO WE TOO HAD STORMS. MAJOR INEQUITIES, ECONOMIC INEQUITY.

[02:25:05]

KIDS DON'T WALK OUT OF SCHOOL.

SOME OF THEM SKIP, THOSE KIDS PROTEST FOR A BETTER SCHOOL.

WHILE EVERYBODY ELSE THAT WAS NONBLACK DIDN'T HAVE TO DO THAT.

AND WE HAVE THE DATA SINCE WE THOUGHT A LOT OF PEOPLE HAVE THE BLACK DATA, WE HAVE THE DATA FOR THAT TO.

SO I'M LOOKING AT SCHOOLS IN THE SOUTHERN SECTOR AND IN WEST DALLAS NOT JUST TO WANT EQUITY SHOULD BE A NEED.

AND SO I'M STICKING WITH WHAT'S GOING ON.

DISTRICT IMPROVEMENT PLAN, CAREER INSTITUTES AND RACIAL EQUITY.

SO I WANT OUR STORM TO BE ADDRESSED TO.

I AGREE WITH TRUSTEE FOREMAN.

EVERYTHING THAT SHE NEEDS FOR WE NEED IT.

BECAUSE KIDS SHOULD NOT BE MISTREATED BECAUSE OF THE COLOR OF THEIR SKIN OR THE ZIP CODE THEY LIVE IN.

I'VE BEEN SAYING IT FROM DAY ONE.

AND I'M VERY PASSIONATE ABOUT THAT.

AND WHEN I HEAR SOMEONE TRYING TO DILUTE THE SITUATION, THAT'S UPSETTING.

SO I'M GONNA BE ADVOCATING FOR THE SAME STUFF THAT THEY'RE GETTING IN THE NORTH, THE KIDS GETTING NORTH.

I WANT THE SAME STUFF FOR MY KIDS IN THE SOUTHERN SECTOR AND IN THE WEST SIDE OF TOWN.

THAT WAY I CAN BE A TRUSTEE AND NOT A COMMUNITY ORGANIZER AND BE IN THE STREETS PROTESTING AND FIGHTING FOR EQUITY.

THANK YOU, TRUSTEE MARSHALL.

TRUSTEE MARSHALL. I MEAN TRUSTEE JOHNSON.

I DON'T SEE ANY OTHER COMMENTS OR QUESTIONS.

I'LL TRUSTEE MICCICHE ALWAYS LATE WITH THE TRIGGER MAN.

YEAH. SORRY. SORRY ABOUT THAT, MR. PRESIDENT. BRENT WAS UP HERE A MINUTE AGO AND GAVE THE ALLOCATIONS FOR THE NORTH, SOUTH AND WEST.

AND I'M CURIOUS WHAT THE ALLOCATION IS FOR THE EAST.

DO YOU HAVE THAT, BRENT? THE BUDGET FOR THE EAST CAMP IS 86 MILLION.

OK THANK YOU. AND THE OTHER THING I WANTED TO COMMENT ON WERE THE CHOICE SCHOOLS.

I JUST WANTED TO SAY THAT THE THE CHOICE SCHOOLS, THE PROGRAMS THAT ARE GOING INTO THE NEIGHBORHOOD SCHOOLS, AT LEAST IN MY AREA, I THINK HAVE REALLY BEEN OUTSTANDING.

AND JUST RECENTLY WITH THE BRYAN ADAMS HIGH SCHOOL GRADUATION, THEY HAVE A LEADERSHIP ACADEMY PROGRAM THERE.

AND EVERY STUDENT WHO GRADUATED HAD TO PRESENT A A DEFENSE BEFORE A PANEL OF COMMUNITY MEMBERS.

IT REALLY CHANGED THE WAY THE WAY HIGH SCHOOL THE HIGH SCHOOL EXPERIENCE IS.

ALL OF US CAN REMEMBER HAVING KIDS WHO NEVER SAID A WORD IN CLASS FOR FOUR, FOUR, FOUR YEARS.

AND EACH ONE OF THESE KIDS GETS UP AND MAKES PRESENTATIONS IN THEIR SOPHOMORE YEAR AND IN THEIR SENIOR YEAR.

AND IT'S EVERY STUDENT IN THE SCHOOL.

AND IT'S REALLY BECOME A POPULAR PROGRAM, BUT ALSO A WAY FOR KIDS TO REALLY, REALLY ENGAGE AND LEARN HOW TO DO PUBLIC SPEAKING AND BECOME LEADERS.

SO I WOULD JUST JUST SAY THAT I'M VERY ENCOURAGED BY THESE BY YOUR ATTEMPTS TO PUT MORE INNOVATION PROGRAMS IN EXISTING NEIGHBORHOOD SCHOOLS.

AND I WANTED TO UNDERSCORE THE POINT YOU MADE, BRYAN, THAT YOUR PLAN IS TEN OUT OF THE 11 WOULD BE OF THE NEW INNOVATION.

SCHOOLS ARE TARGETED TOWARDS NEIGHBORHOOD SCHOOLS, IS THAT CORRECT? YES, OUR EFFORTS ARE AIMED AT NEIGHBORHOOD SCHOOLS.

OKAY. THANK YOU VERY MUCH.

THANK YOU. TRUSTEE MICCICHE.

I'M GOING TO BE BRIEF. THERE'S A LOT OF STUFF THAT I HEARD THAT I AGREE OR DISAGREE WITH.

I WANT TO START WHERE TRUSTEE MICCICHE LEFT OFF WITH PUBLIC SCHOOL CHOICE AND TRANSFORMATION VERSUS INNOVATION.

YOU'VE DONE A LOT OF WORK IN DISTRICT NINE, AND I'M NOT SAYING I'M HAPPY ABOUT IT.

THE COMMUNITIES THAT HAVE ADVOCATED FOR THE THINGS ARE THRILLED ABOUT IT.

THE [INAUDIBLE] PRINCIPAL AND COMMUNITY HAVE BEEN WORKING FOR YEARS TO MAKE THE FIRST IB SCHOOL SOUTH ARE THRILLED THAT THEY'RE AN IB SCHOOL THROUGH THE SCHOOL OF INNOVATION, STILL FOCUSED ON THE NEIGHBORHOOD, BUT NOW BEING ABLE TO PROVIDE THOSE NEIGHBORHOOD SCHOOLS IB OPPORTUNITIES.

NOW WE NEED TO FIGURE OUT MIDDLE SCHOOL, HIGH SCHOOL FOR THOSE KIDS, BUT I KNOW THAT COMMUNITY IS THRILLED ABOUT IT.

I KNOW WE'RE IN THE ROSE HEADING WITH THE K THROUGH EIGHT AND HS THOMPSON.

WE JUST HAD THE RIBBON CUTTING.

WE HAVE A GRADUATE OF HS THOMPSON IN THE ROOM.

HE'S TALKING RIGHT NOW SO HE CAN'T HEAR ME, BUT.

[02:30:02]

I'M NOT GONNA SAY WHAT I FEEL ABOUT IT, BUT THE COMMUNITIES THAT HAVE RALLIED BEHIND THESE OPPORTUNITIES ARE THRILLED ABOUT THE OPPORTUNITIES BEING PROVIDED FOR THEIR NEIGHBORHOOD KIDS IN THAT SPECIFIC COMMUNITY, WHETHER IT'S AS FAR EAST AS ACOUSTIC AND IN THE RO OR IN SUNNYSIDE, DALLAS, LIKE HS, THOMPSON, ETC..

SO I HEAR THE CRITIQUES.

BUT I DO WANT TO, YOU KNOW, GOT A LOT OF MESSAGES WHEN THOSE SCHOOLS GOT ACCEPTED, POSITIVE MESSAGES.

SO, YOU KNOW, I CAN GO ON AND ON, BUT THANK YOU FOR THOSE OPPORTUNITIES BECAUSE I THINK THEY'RE PROVIDING OPPORTUNITIES TO KIDS IN THE DISTRICT THAT I REPRESENT THAT DIDN'T HAVE THOSE TYPE OF OPPORTUNITIES. DUAL LANGUAGE, STEAM, I.B., MONTESSORI, ALL THINGS THAT WE ALL KNOW ARE GOOD FOR KIDS AND IS A RECRUITMENT MECHANISM, TO BE FRANK.

PARENTS WANT MONTESSORI.

WE SHOULD HAVE MONTESSORI IN DIFFERENT PARTS OF THE SCHOOL DISTRICTS AND WITH TAG.

I KNOW THAT'S NOT, YOU KNOW, INNOVATION OR TRANSFORMATION.

SO I JUST WANT TO PIGGYBACK OFF OF WHAT TRUSTEE MICCICHE WAS SAYING, AND THE CAREER INSTITUTE, I'M GLAD TO HEAR THAT ECHOING TRUSTEE FOREMAN'S POINT THAT ONE OF THE LOCATIONS WILL BE AT LINCOLN.

THERE'S A LOT OF POSITIVE THINGS HAPPEN IN THAT LINCOLN FACILITY.

SO THANK YOU FOR THAT. AND I DON'T WANT TO BELABOR SOME OF THE POINTS THAT ARE DISCUSSED.

WE CAN TALK OFFLINE, BUT I APPRECIATE THE PRESENTATION AT THE TIME FOR ALL THE FOLKS FROM THE ADMINISTRATORS PERSPECTIVE ON THESE VARIOUS ISSUES.

SO THANK YOU.

WE'RE GOING TO MOVE ON TO MINUTES SUBMITTED FOR APPROVAL.

[9. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES, THE MINUTES WILL BE SENT TO YOU BEFORE THE BOARD MEETING.

TRUSTEES WE HAVE A FEW STATUTORY ITEMS. THE FIRST ONE THAT YOU SEE ON THE AGENDA A, IS GOING TO BE PULLED BY THE ADMINISTRATION.

[10. STATUTORY ITEMS]

SO DISREGARD THAT ONE.

WE DO HAVE B IS GOING TO REMAIN I GUESS IT'LL BECOME A THE ONE INVOLVING THE DALLAS ISD NOMINEE TO THE TASB BOARD.

ARE THERE ANY QUESTIONS UNDER THAT STATUTORY ITEM? TRUSTEE FOREMAN. OKAY.

DO YOU HAVE A SEPARATE QUESTION? OKAY.

I GOT MY ANSWER FROM TRUSTEE MICCICHE.

DO YOU HAVE SOMETHING? I DO.

I WANTED TO SAY THAT I'M THE CURRENT REPRESENTATIVE AND WOULD BE HONORED IF THE BOARD WOULD RENOMINATE ME.

TRUSTEE MICCICHE. YOU MAKING IT CLEAR, TRUSTEE MICCICHE, ARE YOU MAKING IT CLEAR? WELL, THERE WAS A BLANK THERE.

SO I'M GIVING A BLANK STARE.

BUT ONE MASTER TRUSTEE TO ANOTHER MASTER TRUSTEE.

YOU GOT IT.

THANK YOU FOR YOUR SUPPORT.

I ONLY TOOK A NEW MASTER TRUSTEE TO COME OUT AT SOME POINT DURING THIS MEETING.

WE ARE NOW ON THE POLICY UPDATES.

[11. POLICY UPDATES]

EXCUSE ME, ARE THERE ANY QUESTIONS ON ANY OF THE POLICY UPDATES? C AND D? GO AHEAD, TRUSTEE MACKEY.

WE'LL START WITH B.

I'M GOING TO TRY TO GO DOWN THE LIST QUICKLY FOR THE CURRICULUM MASTERY.

WOULD THESE BE STATE STANDARDS? AND HOW DO THEY HOW DO THEY DIFFER FROM WHAT WE CURRENTLY ARE DOING? EXPECTATIONS AND STANDARDS FOR PROMOTION.

SO THEY'VE CHANGED THE WORD FROM MASTERY TO PROMOTION.

THOSE ARE THE TEKS STANDARDS ESTABLISHED BY THE STATE.

OKAY. THESE ARE TEAK STANDARDS.

YES, MA'AM. OKAY.

I WAS JUST TRYING TO MAKE SURE THEN I'M UNDER STANDARDS FOR MASTERY.

AND NUMBER TWO.

SO IS IS THIS A NEW STANDARD THAT WE'RE PUTTING IN? MASTERY OF THE SKILLS NECESSARY FOR SUCCESS AT THE NEXT LEVEL SHOULD BE VALIDATED BY ASSESSMENTS THAT MAY EITHER BE INCORPORATED INTO UNIT OR FINAL EXAMS AND MAY BE ADMINISTERED SEPARATELY.

THAT'S CORRECT. TRUSTEE FOREMAN.

THIS IS REFERENCING THE NEED TO ENSURE THAT WE ARE ASSESSING THE STUDENT'S LEARNING THROUGH REPRESENTATION WITH THEIR GRADES RATHER THAN THE STATE ASSESSMENT BEING THE GATEKEEPER FOR PROMOTION.

SO IT'S GOING TO BE GRADE AND NOT STATE ASSESSMENT.

THE STAAR WOULD BE THE STATE ASSESMENT.

YES, MA'AM. SO IT WOULD BE THERE.

GRADES.. CLASSROOM GRADES, AS OPPOSED TO THE STAAR?

[02:35:01]

YES, MA'AM. OKAY. THAT'S GOOD.

SO. UNDER PREKINDERGARTEN, GRADE ONE.

SO WHEN DID WE START GRADING PRE-KINDER? CENTER THE FIRST PARAGRAPH.

IS THAT NEW? NO, MA'AM.

THE BLACK LETTERING INDICATES THAT THAT HAS BEEN IN POLICY.

I WOULD HAVE TO GO BACK AND CHECK TO SEE WHEN THAT WAS ACTUALLY CREATED.

I'M NOT. YEAH, BECAUSE IT'S ALWAYS BEEN IN THERE.

IT'S ALWAYS BEEN. YES, MA'AM.

SO WOULD YOU IF IT'S ALWAYS BEEN IN THERE, THEN YOU WOULD HAVE THE NUMBERS FROM THE LAST TWO.

YEAH, THE LAST THREE YEARS.

NUMBERS FROM THE LAST THREE YEARS.

I'M SORRY, TRUSTEE FOREMAN.

NO, NO. YOU CAN SEND IT TO ME.

YOU CAN SEND IT TO ME. AND THEN GRADE ONE STUDENT SHALL BE CONSIDERED FOR RETENTION IF MASTERY OF GRADE LEVEL OBJECTIVES IF NOT REFLECTED.

SO HOW ARE WE GOING BACK TO RETAINING THE FIRST GRADE WHEN WE CAN NO LONGER BY THE STATE RETAIN THE THIRD AND EIGHTH GRADE? DID I READ THAT CORRECTLY OR INCORRECTLY? SO THIRD AND EIGHTH GRADE CAN STILL BE RETAINED, BUT THROUGH A PROCESS? THAT'S CORRECT. AND IT'S ACCORDING TO THEIR GRADES RIGHT HERE.

IT'S SAYING IN ACCORDANCE WITH STATE LAW.

GRADE ONE STUDENTS CAN BE RETAINED.

SO GRADE ONE, GRADE THREE AND GRADE EIGHT CAN BE RETAINED.

OKAY. SO I'D LIKE TO SEE THE STATE LAW FOR RETAINING FIRST GRADE.

I'VE NEVER SEEN THAT BEFORE.

OKAY. SO IF I CAN SEE THAT, I WOULD APPRECIATE IT.

YES, MA'AM. WE'LL GET THAT FOR YOU AND I THINK THAT'S IT.

YEAH, THAT'S IT.

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

TRUSTEE MACKEY. WE'RE GOING TO MOVE ON TO C, UNLESS ANYBODY ELSE HAS A COMMENT ON B.

AND THEN WE MOVE ON TO D ONCE YOU'RE FINISHED TRUSTEE MACKEY.

THANK YOU. SO THIS IS STUDENT CODE OF CONDUCT, CORRECT? AM I LOOKING TO THE RIGHT? YES. OKAY.

I SEE, CHERIE. SO, FIRST OF ALL, I WANT TO SAY THANK YOU, CHERIE, TO YOU, JAMIL, YOU AND YOUR ENTIRE TEAM FOR GETTING TOGETHER THE DATA THAT WAS ASKED FOR AND PUTTING SOME CLARITY AROUND THERE.

I DON'T SEE THE DATA THAT WAS SENT IN THE TRACKER IN THE POSTING FOR THIS, BUT I WOULD RECOMMEND THAT WE ADD IT BECAUSE I THINK THE DATA IS REALLY CRITICAL AND A LOT OF PEOPLE HAVE BEEN ASKING ABOUT THIS.

BUT I JUST WANT TO GO THROUGH SOME OF THESE BECAUSE TAKING A STEP BACK AND THEN WE'LL GET COME BACK INTO THE CODE OF CONDUCT RECOMMENDATIONS.

THERE IS SOME INCREDIBLE DATA THAT YOU WERE ABLE TO PUT TOGETHER BASED ON THAT.

AND SO I WANT TO MAKE SURE THAT I AM READING THIS RIGHT AND THAT WE'RE TALKING ABOUT IT THE RIGHT WAY.

YOU ALL COMPARED BASED ON THE REQUEST LAST TIME, 2018, 19.

SO PRIOR TO THE PANDEMIC WITH 2021-22 THIS YEAR IN A NUMBER OF DIFFERENT CATEGORIES TO SEE IF OUR MOVE TOWARDS THE RESET CENTER WAS MAKING POSITIVE STRIDES.

SO FIRST OF ALL, ON EXHIBIT B, IN THE 18-19 SCHOOL YEAR, WE HAD A 25% RECIDIVISM FOR STUDENTS GOING BACK IN ISSOSS MULTIPLE TIMES.

COMPARED TO THIS YEAR, A 19% GOING INTO THE RESET CENTER.

SO A 6% DROP IN THE AMOUNT OF STUDENTS RETURNING FOR OFFENSES.

THAT'S ENORMOUS.

WHEN WE TALK ABOUT FIGHTING IN 2018-19, WE HAD 6606 REFERRALS FOR FIGHTING.

THIS YEAR THAT FELL TO 2558, A 61% DECLINE IN THE AMOUNT OF INCIDENTS OF FIGHTING.

AND NOW, OBVIOUSLY, THERE'S SOME OF THIS AT THE BEGINNING OF THE YEAR WHERE I THINK WE HAD SOME STUDENTS STILL VIRTUAL OR WHATNOT, BUT THAT WAS A VERY SMALL NUMBER.

SO THAT'S HUGE.

I THANK YOU FOR PUTTING THIS SURVEY INFORMATION ON THERE ACROSS THE BOARD.

I WAS ACTUALLY SURPRISED AT HOW CONSISTENT IT WAS ACROSS THE ENTIRE DISTRICT, WITH THE SLIGHT EXCEPTION IN THE SOUTHEAST, BUT OVERALL VERY STRONG RESPONSES FROM STUDENTS ABOUT THEIR EXPERIENCE IN THE RESET CENTER.

SO THEN I THINK THE MOST STARK ONE.

EXHIBIT D, MAKE SURE I'M READING THIS RIGHT.

IN 2018-19, WE HAD 2237 IN SCHOOL SUSPENSIONS, 10,113 OUT OF SCHOOL SUSPENSIONS.

SO WE'RE TALKING ABOUT 12,300 SUSPENSIONS.

THAT'S NOT EVEN INCLUDING DAEP.

I'M READING THAT RIGHT, RIGHT? RIGHT. AND SO, AGAIN, WE REMOVED IN SCHOOL AND OUT OF SCHOOL SUSPENSION FOR THESE DISCRETIONARY DECISIONS THIS YEAR.

[02:40:06]

AND THE NUMBER OF PLACEMENTS FOR THOSE SAME THINGS THAT WOULD HAVE PLACED THEM IN A RESET CENTER IS NOW DOWN TO 2191.

IS THAT CORRECT? SO WE WENT FROM NEARLY 15,000 OUT OF CLASS PLACEMENTS TO UNDER 4000 OUT OF CLASS PLACEMENTS THIS YEAR.

THAT IS ENORMOUS.

AND THEN THE DISCIPLINE DISPARITY, WHILE WE STILL HAVE A WAYS TO GO, WE ARE TRENDING IN THE RIGHT DIRECTION BY A FACTOR OF DOUBLE DIGITS IN TERMS OF REPRESENTATIVE DISCIPLINE, STILL NOWHERE CLOSE TO WHERE WE NEED TO BE, BUT DRASTICALLY IMPROVED FROM FALL OF 21 TO SPRING OF 22.

SO AGAIN, A LOT OF THINGS TO DO THERE TO IMPROVE THAT, BUT.

WAS WHAT I JUST OVER VIEWED ACCURATE FROM YOUR PERSPECTIVES? YES. SO THAT TO ME SAYS THAT THIS WE ARE ON THE RIGHT PATH.

AND I THINK FOR ALL THE STUDENTS THAT ARE IN RESET CENTERS, WE STILL GET STATE FUNDING AS OPPOSED TO OUT-OF-SCHOOL SUSPENSION WHERE WE DID NOT GET STATE FUNDING FOR THEM.

CORRECT. SAY THAT AGAIN.

A STUDENT IS FUNDED BASED ON THEIR ATTENDANCE.

IF A STUDENT IS OUT OF SCHOOL SUSPENDED, WE DO NOT GET FUNDED.

THAT'S CORRECT. WE DO GET FUNDED IF THEY'RE IN A RESET CENTER ON CAMPUS.

DO WE HAVE AN IDEA OF HOW MUCH MORE FUNDING WE GENERATED? TO SUPPORT THESE STUDENTS BASED ON RESET CENTERS INSTEAD OF OUT-OF-SCHOOL SUSPENSION.

SO IT WOULD BE THE TOTAL NUMBER OF STUDENTS THAT WERE OFF CAMPUS FOR THE SUSPENSIONS MULTIPLIED BY THE AVERAGE DAILY RATE. AND I THINK DR.

HINOJOSA WALKED OVER, HE MENTIONED SOMETHING TO ME IN PASSING THAT IT WAS OVER $2 MILLION THAT IS GOING BACK INTO INVESTING.

SO I DON'T I'M NOT GOING TO HOLD HIM TO THAT.

BUT FORGET THAT FUNDING IS SOMETHING THAT CAN GO DIRECTLY BACK INTO SUPPORTING THESE RESEARCH BASED STRATEGIES THAT ARE HELPING KIDS.

AND THEN TO TRUSTEE FOREMAN'S POINT, WHICH IS A REALLY GOOD ONE, IS YOU CAN'T LET 5% OF STUDENTS DISRUPT THE LEARNING FOR 95% OF STUDENTS.

AND I APPRECIATED YOU ALL IN EXHIBIT A, BRINGING TOGETHER THE DATA AROUND.

WE'VE TALKED A NUMBER OF TIMES ABOUT, YOU KNOW, THERE'S A FEW STUDENTS THAT THE RESET CENTER JUST ISN'T WORKING FOR.

IT'S NOT IT'S CONTINUING TO BE AN ISSUE, ETC..

AND AM I READING THIS CORRECTLY THAT IN TOTAL OF STUDENTS WHO HAD MULTIPLE VIOLENT OFFENSES LIKE FIGHTING OR THREATS, THAT WAS ONLY 377 STUDENTS ACROSS OUR ENTIRE DISTRICT THAT HAD MULTIPLE OF THOSE, CORRECT? YES. FOR THE SCHOOLS THAT HAVE RESET CENTERS.

YES. RIGHT. OKAY. YES, THAT'S RIGHT.

FOR THAT'S MIDDLE SCHOOL TO HIGH SCHOOL.

YES. ALL THE COMPREHENSIVE SCHOOLS.

YEAH. AND SO I CAN TOTALLY UNDERSTAND WHY WE NEED TO SET A SOME SORT OF ADDITIONAL SUPPORT, WHETHER IT'S A CENTRALIZED RESET CENTER WITH MORE SUPPORT FOR THOSE STUDENTS.

AND THE WAY I READ THAT YOUR TRACKER IS THERE IS THERE WOULD BE THIS CRITERIA.

WOULD THAT BE STUDENTS WHO ARE INVOLVED IN MORE THAN ONE OF THESE ARE SUBJECT TO APPROVAL FROM THE DEPUTY CHIEF WOULD BE THE ONES THAT ARE ELIGIBLE FOR THE CENTRALIZED RESET CENTER. RIGHT. SO WE ARE ADDRESSING THE CONCERN OF SOME STUDENTS ARE CONTINUING TO MAKE ISSUES AND HAVE DEEPER ROOTED THINGS THAT NEED TO GET WORKED OUT.

WE NEED TO PROVIDE THEM ADDITIONAL SUPPORT AND THIS IS A WAY TO IDENTIFY THEM.

ALL RIGHT. SO WITH THAT AND WITH THIS DATA AND AGAIN, THANK YOU FOR PROVIDING I THINK THIS IS INCREDIBLY CLEAR AND HELPFUL TO LOOK AT.

AND IT UNDERSCORES THE FACT THAT WE ARE ON THE RIGHT PATH.

AND I WILL HAPPILY SUPPORT A CENTRALIZED PROJECT SAFE SPACE PROGRAM TO MAKE SURE THAT WE CAN CONTINUE TO GIVE THE STUDENTS WHO NEED THE SUPPORT THE MOST THAT SUPPORT, AND MAKE SURE THAT THEY'RE NOT CONTINUING TO DISRUPT THE EDUCATIONAL ENVIRONMENT FOR EVERYONE ELSE.

SO THANK YOU ALL FOR THAT.

I'M REALLY EXCITED TO SEE THIS DATA.

I THINK IT IS SOMETHING THAT'S REALLY POWERFUL AND I LOOK FORWARD TO SUPPORTING IT.

THANK YOU. TRUSTEE MACKEY. TRUSTEE FOREMAN.

I THANK YOU FOR THE DATA THAT YOU PROVIDED.

I ACTUALLY THIS IS MY SEVENTH YEAR AS A TRUSTEE, AND THIS YEAR I ACTUALLY WALKED ON A CAMPUS.

AND BOTH OF YOU GUYS KNOW THAT I ACTUALLY WALKED ON A CAMPUS BECAUSE OF THE DISRUPTIONS THAT WERE CONTINUAL.

AND UNFORTUNATELY, I DON'T THINK THE PRINCIPALS HAVE HAD ENOUGH LEEWAY.

TO BE ABLE TO TALK ABOUT THE STUDENTS THAT WERE CONSISTENTLY CREATING BAD SITUATIONS.

[02:45:01]

AND SO I HAVE SOME LEVEL WITH THEM NOT BEING ABLE TO MOVE SOME OF THOSE STUDENTS.

AND IT WAS BECAUSE OF A NEW POLICY THAT WE HAD IN PLACE.

WE ALL KNOW THAT WHEN WE TALK ABOUT ISS AND OSS, THEY WERE DIFFERENT ON EVERY CAMPUS.

THEY WERE NEVER THE SAME.

I VISITED MANY OF THEM.

THEY WERE NEVER THE SAME.

AND SO THERE'S NO REAL COMPARISON WHEN YOU TALK ABOUT WHO'S IN THERE AND WHO'S NOT IN THERE.

I DON'T WANT US TO CONCENTRATE ON DOLLARS.

WHEN WE'RE TALKING ABOUT EDUCATING OUR KIDS AND IF THERE IS AN OPPORTUNITY TO MOVE SOME OF THE STUDENTS TO A SAFER PLACE AND A SAFER SPACE SO THEY CAN GET WHAT THEY NEED TO BE ABLE TO REJOIN THE CAMPUS IN A MUCH BETTER SPACE.

I AM FOR THAT.

BUT IN THE PROCESS AND I LOVE SOME OF THE NUMBERS THAT TRUSTEE MACKEY TALKED ABOUT.

BUT I ALSO KNOW THAT COMPARATIVELY SPEAKING, COMPARING 2018-2019 TO 2021-2022.

IT'S NEBULOUS.

WE'VE GOT MANY MORE PROBLEMS THAN WE HAD BEFORE.

WHY ARE WE BRINGING MORE CLINICIANS ON THE CAMPUSES? BECAUSE WE GOT MANY MORE PROBLEMS. AND I JUST WANT TO MAKE SURE THAT THROUGH THE PROCESS WE DON'T GET CAUGHT UP ON FEELING GOOD ABOUT SOMETHING THAT WE'VE DONE AND DON'T LOOK FURTHER TO TRY TO CREATE A SAFE SPACE FOR ALL KIDS AND FOR THE TEACHERS, AND GIVING THE PRINCIPALS LEEWAY TO BE ABLE TO GET PEOPLE OFF OF THEIR CAMPUS THAT CONTINUOUSLY BECOME A PROBLEM.

SO I'M GOING TO BE SUPPORTING IT 100%.

I MIGHT HAVE GONE A STEP FURTHER, BUT SHERRY TOLD ME I COULDN'T.

SO. SO I'M GOING TO BE SUPPORTING IT.

THANK YOU. ARE YOU TRUSTEE FOREMAN TRUSTEE JOHNSON? YES, WITH. WITH THE RESET CENTER.

I'M ASKING THIS QUESTION BECAUSE IT WAS ASKED TO ME IF A STUDENT, TWO STUDENTS JUST HAD A FIGHT.

IT'S BEEN.

IT HAS HAPPENED WHERE BOTH OF THOSE STUDENTS END UP IN THE SAME ROOM, WHICH IS IN THE SAME RESET CENTER.

LIKE HOW HOW DID WE JUST MOVE THE FIGHTERS TO THE SAME SPACE? SO HOW DO WE RECTIFY THAT SITUATION AND WHAT IS THE RAMIFICATIONS FOR THEM FIGHTING? IF YOU HAVE A FIGHT, YOU KNOW, DO WE GO TO THE SAME SPOT? BECAUSE IF WE DO THAT, THE FIGHT IS GOING TO CONTINUE.

AND IN CERTAIN SCHOOLS IN MY DISTRICT, IT'S JUST THAT THAT FIGHT IS JUST NOT BETWEEN TWO PEOPLE.

IT MAY START WITH TWO PEOPLE, BUT MOST OF THESE FIGHTS COME FROM EITHER NEIGHBORHOODS THAT COME TO THE SCHOOL, AND THESE ARE GANG RELATED ISSUES. SO NOW WE'RE GOING TO HAVE A BRAWL OR IT'S GOING TO TURN INTO SOMETHING REAL BIG.

SO HOW DO WE ADDRESS THOSE ISSUES? BECAUSE IF THEY JUST FINISH FIGHTING, THEY SHOULDN'T HAVE.

IF SOMETHING HAS TO BE DONE WHERE THEY DON'T GO TO THE SAME ROOM.

RIGHT. SO THAT DAY THEY DON'T GO TO THE SAME ROOM.

THAT DAY THEY GET SEPARATED.

ONE MAY GO TO ONE AP OFFICE, ONE MAY GO TO THE COUNSELOR'S OFFICE, AND THEN THEY CALL IT.

THAT'S NOT HAPPENING. SO THAT SHOULD BE HAPPENING.

SO WE'LL HAVE TO ADDRESS THAT WITH CHIEF HEWITT.

WE'LL NEED TO KNOW THE SITUATION SO SHE'LL BE AWARE AND SHE CAN DEAL WITH THAT.

BUT WHAT SHOULD BE HAPPENING IS THEY SHOULD BE SEPARATED.

THERE SHOULD BE A PARENT PHONE CALL.

PARENT. IF IF THIS CAMPUS ADMINISTRATOR CANNOT GET THE SITUATION CALMED DOWN TO HAVE THE KIDS GO THROUGH THE REST OF THE DAY, THEN THEY CAN'T GO HOME FOR THAT DAY.

BUT THE NEXT DAY, YES, THEY COME BACK AND THEY ARE IN THE SAME ROOM BECAUSE EVEN IF WE SUSPENDED THEM FOR TWO OR THREE DAYS, THEY'RE EVENTUALLY GOING TO COME BACK AND BE IN CLASS TOGETHER. THEY'RE GOING TO BE IN THE CAFETERIA TOGETHER.

SO IT'S BETTER FOR US TO BRING THEM BACK TO THAT RESET CENTER TOGETHER WHERE WE HAVE ENOUGH STAFF TO DEAL WITH THE SITUATION, BECAUSE THEY KNOW ON THOSE DAYS IF THEY'RE GOING TO HAVE KIDS COME BACK, THAT THEY NEED ADDITIONAL PEOPLE.

AND THAT'S WHEN THEY REACH OUT TO JAMEEL AND HE'LL GET ADDITIONAL PEOPLE THERE.

THAT'S WHERE THEY DO THOSE CIRCLES.

THAT'S WHERE THEY TRY TO GET TO THE ROOT OF WHY ARE YOU FIGHTING? IS IT A GANG ISSUE? IS IT A COMMUNITY ISSUE? IS IT BECAUSE YOUR PARENTS DON'T GET ALONG? YOU KNOW, WHAT IS THE PROBLEM THAT YOU CAN'T GET ALONG SO THAT WE CAN TRY TO GET TO THE ROOT BECAUSE THEY'RE GOING TO BE IN THE SAME BUILDING AND WE CAN'T LIKE YOU SAID, WE CAN'T HAVE THEM EVERY DAY THEY SEE EACH OTHER, THEY FIGHT BECAUSE WE HAVEN'T ADDRESSED THE ISSUE.

[02:50:03]

SO THAT'S WHY WE NEED THIS PROGRAM TO KEEP WORKING TOWARD WHY ARE YOU FIGHTING? WHAT CAN WE DO TO RESOLVE IT? WE'VE EVEN HAD TO HAVE CIRCLES WITH PARENTS, YOU KNOW, BECAUSE WE'VE HAD PARENTS THAT COME TO THE SCHOOL AND SAY, I DON'T CARE WHAT Y'ALL DO, THEY'RE GOING TO FIGHT.

I'VE TOLD THEM FIGHT EVERY TIME THEY SEE EACH OTHER.

WELL, ONCE THE GROUP WORKED WITH THE PARENTS AND GET TO THE ISSUE OF WHY THE PARENTS COULDN'T GET ALONG, THEY ACTUALLY RESOLVED AN ISSUE LIKE THAT.

SO IT IS DEFINITELY WORKING THROUGH THE ISSUES, GETTING THE KIDS TOGETHER TO FIGURE OUT WHAT THE PROBLEM IS AND MAYBE THEY CAN'T GET ALONG, MAYBE THEY CAN'T STAND EACH OTHER AND EVERY TIME THEY SEE EACH OTHER, THEN WE'VE GOT TO GO BACK TO THE COUNSELORS AND SAY, OKAY, HOW DO WE MAKE SURE THESE TWO STUDENTS AREN'T IN THE SAME CLASSES, DON'T HAVE THE SAME LUNCH PERIOD? MAYBE WE HAVE TO CREATE A SAFETY PLAN SO THAT THERE'S SOMEONE THAT WALKS ONE OF THEM TO CLASS EVERY DAY.

BUT UNLESS WE ADDRESS THOSE ISSUES AND FIND OUT FROM THE KIDS WHAT THE ISSUES ARE AND HOW CAN WE RESOLVE IT, THEN WE WON'T BE ABLE TO TO RECTIFY THOSE. THE CIRCLE IS GREAT FOR ME BECAUSE THAT'S WHY I SUPPORT BAM AND WOW, RIGHT? SO BAM AND WOW IS VERY STRONG AND I'VE ATTENDED A BAM MEETING, SO THAT'S WHY I'M ABLE TO ADVOCATE AND SAY WHAT I'M EXPERIENCED.

SOME OF THESE SOME OF THESE ISSUES LEADS TO THE SENSELESS GUN VIOLENCE THAT WE SEE IN OUR COMMUNITY.

SO THAT'S WHY I'M SAYING THAT IT HAS TO BE A SERIOUS FIX.

AND ALTHOUGH I'M GOING TO BE SUPPORTING AND GIVING THIS A CHANCE, IT HAS TO BE A SERIOUS FIX SO THAT WE DON'T LOSE MORE KIDS TO UNNECESSARY, SENSELESS GUN VIOLENCE, BECAUSE SOMETIMES THAT'S WHERE IT ENDS UP.

AND SO THAT'S WHY I'M ASKING THESE QUESTIONS, BECAUSE I'VE SEEN IT IN MY SCHOOLS.

I KNOW WHAT GOES ON. AND THEN SOMETIMES THE PRINCIPALS DON'T FEEL LIKE THEY HAVE SUPPORT.

AND SO WE NEED TO DO MORE TO GIVE TEACHERS AND PRINCIPALS SUPPORT.

SO IF SOMETHING'S GOING ON, THEY CAN CONTROL THE ENVIRONMENT AND NOT CONTINUE TO HAVE AN ENVIRONMENT THAT'S OUT OF CONTROL, YET CONTROL AT THE SAME TIME.

SO THANK YOU SO MUCH.

THANK YOU, TRUSTEE JOHNSON.

I THINK WE HAVE ANY OTHER COMMENTS ON POLICY UPDATES.

I'M GOING TO MOVE TO THE CONSENT AGENDA ITEM STARTING WITH SORRY, I HAVE D AS WELL.

YOU'RE RIGHT. GO AHEAD, TRUSTEE MACKEY.

I KNOW HOW YOU FEEL. SO JUST REAL QUICK.

THANK YOU. I KNOW THIS IS A CONTINUATION OF THE CONSTRAINTS THAT WE SPOKE ABOUT LAST TIME BECAUSE THOSE ARE HOUSED IN AE LOCAL.

I SEE A LOT OF THE FEEDBACK TAKING INTO ACCOUNT THAT WAS DISCUSSED AT THE LAST MEETING.

I DID HAVE TO.

ONE SUGGESTION, ONE QUESTION AND POSSIBLY ANOTHER SUGGESTION THAT I THINK WOULD BE BENEFICIAL.

THE FIRST ONE, THE SUGGESTION IS ON THE STAFF.

ON THE STAFF.

PERCEPTION CONSTRAINT, WHICH IS CONSTRAINT NUMBER TWO.

I SEE WE HAVE THE ONE GPM OR CPM OF END OF YEAR DATA.

I WOULD RECOMMEND THAT WE ADD A SECOND ONE.

THAT IS THE FALL DATA.

WE DO THIS CLIMATE SURVEY TWICE.

WE KNOW THAT FALL AND SPRING ARE NOT NECESSARILY COMPARABLE, BUT I THINK IT'S IMPORTANT TO TAKE A MID-YEAR LOOK AT WHERE WE ARE AND END OF YEAR, LOOK AT WHERE WE ARE.

WE ALREADY GIVE THE SURVEYS, SO I WOULD RECOMMEND WE HAVE CPM 2.1 FOR THE FALL AND CPM 2.2 FOR THE SPRING.

SO WE CAN GET TO LOOKS AT THAT IN THE YEAR AND A CONSISTENT FASHION.

SO. IF YOU HAVE FEEDBACK OR WANT TO RESPOND, FEEL FREE.

IF NOT, NO WORRIES.

THANK YOU, TRUSTEE MACKEY.

I GUESS THE ONLY CONCERN I HAVE IS WE HAVE AN OUTSIDE AN OUTSIDE GROUP WHO DOES THIS SURVEY AND THERE IS A COST ASSOCIATED. SO I WOULD WANT WE ALREADY DO THE SURVEY, RIGHT.

BUT WE WOULD BE DOING IT AN ADDITIONAL TIME.

WE ALREADY DO THE STAFF SURVEY TWICE.

I'M SORRY. I'M SORRY.

YOU'RE. YOU'RE ASKING FOR US.

I GOT IT. OKAY. YEAH.

OKAY. AS FAR AS THE STUDENT ONE, THOUGH, THAT IS ANOTHER ONE.

I THINK IT WOULD BE IMPORTANT TO SEE A FALL AND A SPRING ONE.

I'M GOOD WITH THIS. HOW IT IS.

I WOULD BE CURIOUS ABOUT WHAT MY COLLEAGUES THOUGHT ABOUT A STUDENT PERCEPTION SURVEY TWICE A YEAR, GENERALLY ABOUT THAT I WOULD GO AS THE BOARD GOES ON THAT ONE, BUT I APPRECIATE THE DISAGGREGATION THAT WE SEE THERE.

4.2 IS THE ONLY ONE I HAD QUESTIONS ON, WHICH IS.

THE GAP BETWEEN AFRICAN-AMERICAN AND EMERGING BILINGUAL STUDENTS WHEN COMPARED TO OTHER STUDENTS IN ROLAND BURGOS COURSEWORK WILL BE REDUCED.

ARE WE GOING TO PUT NUMBERS TO THAT? DO WE HAVE A GOAL ON WHAT THAT SHOULD LOOK LIKE? IT KIND OF GOES INTO THE CONVERSATION WE WERE HAVING EARLIER.

THAT'S TOO BROAD FOR ME, AND I WOULD LIKE TO HAVE SOME SPECIFIC TARGET THAT WE'RE AIMING FOR THERE.

WHERE ARE WE WITH THAT? MAYBE WE JUST DON'T HAVE A BASELINE.

RIGHT. AND WE NEED TO ESTABLISH THAT BASELINE.

OKAY. SO THAT'S WHAT I WOULD BE LOOKING FOR.

TO HAVE A SPECIFIC THING. THE SAME THING WITH CPM 4.1.

WHAT'S OUR BASELINE? THIS COULD BE EXACTLY LIKE THE PILLAR GOALS.

[02:55:02]

HERE'S THE GOALS WE'RE AIMING FOR AND WHERE THEY ARE.

BUT I THINK THOSE DO NEED TO BE QUANTIFIABLE TO SEE IF WE'RE ACTUALLY MAKING THE IMPROVEMENT WE EXPECT TO MAKE AT THAT RATE.

SO. AND THEN THE LAST SUGGESTION I HAVE IS JUST WHERE WE HAVE ANNUAL SUPERIOR SCHOOL FIRST RATING, POTENTIALLY, INCLUDING A NUMBER THAT WE WOULD WANT IT ABOVE 95 OR ABOVE. BUT I'M OPEN TO THAT.

SO THOSE ARE MY THOUGHTS AND I APPRECIATE YOU ALL TAKING THE TIME TO GO THROUGH THIS.

THANK YOU. TRUSTEE MACKEY YOU ASKED ABOUT COLLEAGUES ON THE BOARD? I AGREE BOTH ASPECTS.

THE CLIMATE AND STUDENT SURVEY HAVING TWO DATA POINTS.

SEE MUCH MORE BENEFIT IN BEING ABLE TO SEE THE GROWTH OR DECLINE ONE WAY OR ANOTHER AS OPPOSED TO ONE DATA POINT.

AND THEN THAT BASELINE AS YOU'RE LOOKING AT THAT.

YOU KNOW, I GUESS I'M A FAN OF MATH BECAUSE IT'S NORMALIZED AND YOU CAN SEE HOW YOUR STUDENT COMPARES TO OTHER STUDENTS REGARDLESS OF AGE.

IS THERE ANY WHEN YOU TALK ABOUT WE HAVE TO EVALUATE BASELINE OR ARE YOU THINKING ABOUT MATH? WHAT WOULD BE THE BASELINE AS FAR AS CLOSING THAT GAP? YOU'RE TALKING ABOUT 4.2.

YES. COULD SOMEONE SCROLL UP TO 4.2? WHOEVER HAS CONTROL OF THE.

YES. SO THE GAP BETWEEN BLACK STUDENTS AND EMERGING BY RIGOROUS COURSEWORK.

YES. YEAH. AND SO CECILIA'S GROUP PULLS THAT DATA TOGETHER AND THAT INCLUDES HONORS AP IB DUAL CREDIT. SO YOU'RE COMPARING THE GRADES IN THOSE? WHAT ARE WE COMPARING? HOW DO WE KNOW WHEN IT'S REDUCED? I MEAN, THEY ELIMINATED, BUT.

YEAH, IT'S THE STUDENTS ENROLLED AND THOSE NUMBERS.

IT'S THE RIGHT.

IT'S THE ACCESS AND OPPORTUNITY.

I MISSED THAT BALL.

THIS IS, I GUESS, TRUSTEE MICCICHE THAT YOU WORKED HARD ON THESE OR THE ADMINISTRATION IS THE REASON WE CHOSE THAT AS THE CPM FOR.

ENSURING [INAUDIBLE] ET CETERA.

EQUITY. AND THIS ALIGNS TOO WITH THE PILLARS THAT WE HAVE.

SO WE WERE TRYING TO MAKE SURE THAT WE WERE ALIGNED AND WE'RE CHOOSING THAT A HIGH ONE OF THE HIGHEST LEVERAGE ACTIONS THAT CAN SHOW THAT WE HAVE PARITY OK.

OKAY. THANK YOU. ALL RIGHT, SO NOW I THINK I CAN MOVE ON TO THE CHIEF OF STAFF DIVISION.

JUST GOING TO MAKE IT OPEN, IF YOU COULD TELL ME IF YOU HAVE ANYTHING.

[13. CHIEF OF STAFF DIVISION]

[INAUDIBLE].

I RUBBED OFF ON BEING DOWN HERE.

YOU KNOW, IT'S THIS SIDE OF A TABLE REAL QUICK.

I THINK I UNDERSTAND THE ANSWER BASED ON WHERE WE ENDED THIS ADJUSTMENT FOR THE CHIEF INTERNAL AUDITOR AS PER THE AUDIT COMMITTEE.

I JUST WANT TO MAKE SURE IT'S ACCURATE THAT THIS WOULD BE IN LINE WITH THE REST OF OUR EQUIVALENT STAFF ACROSS THE DISTRICT WITH THE BASE RAISED, OR IS THERE SOMETHING DIFFERENT HAPPENING HERE? BECAUSE I DIDN'T SEE ANY ATTACHMENTS.

I CAN PROBABLY ANSWER THAT, IF THAT'S ALL RIGHT, MR. PRESIDENT. YEAH, THE THE THE INSTRUMENT THAT WAS APPROVED BY THIS BOARD AT THE LAST BOARD MEETING DID NOT HAVE A PERFORMANCE RELATED SCALE FOR EVALUATING THE COMPENSATION INCREASE AMOUNT AND TYING THAT TO PERFORMANCE.

SO IN THE ABSENCE OF THAT SCALE, ON THE ON THE CHIEF AUDITOR'S PERFORMANCE INSTRUMENT IS THE RECOMMENDATION OF THE AUDIT COMMITTEE FOR THE CHIEF AUDITOR THIS YEAR TO BE TREATED LIKE EVERY OTHER CHIEF AND RECEIVE A RAISE COMMENSURATE WITH WHAT ALL OTHER CHIEFS RECEIVE, REGARDLESS OF THE SCORE ON THE PERFORMANCE EVALUATION. OKAY.

THANK YOU. THAT WAS WHAT I NEEDED.

THANK YOU, TRUSTEE MACKEY.

YOU SAID 59 POINTS ARE TOO COMFORTABLE.

YEAH. AND I THINK MICHELLE BROUGHTON IS HERE AS WELL.

OKAY. SO WELCOME TO THE HOT SEAT, MICHELLE.

JUST A COUPLE OF QUICK QUESTIONS IN REGARDS TO USING THE MAP TESTS.

I GUESS THIS IS THE SIXTH GRADE OR SEVENTH GRADE READING, SEVENTH GRADE READING.

SO IN ACCORDANCE WITH I GUESS THE POLICY IS THAT WE CAN SUPPLEMENT THIS THE MAP TEST INSTEAD OF THE STAAR TEST.

[03:00:08]

AM I READING THAT CORRECTLY OR INCORRECTLY? SO IT'S NOT THE STAAR TEST.

IT'S ACTUALLY IN THE PLACE OF THE TEXAS MIDDLE SCHOOL FLUENCY ASSESSMENT.

THAT'S NOT WHAT THE DOCUMENT SAYS, BUT I WILL ACCEPT THAT.

SO HOW LONG HAVE WE BEEN TAKING THE STAR TEST? I MEAN, THE LAB TEST.

I'M SORRY. WE'VE BEEN TAKING THAT FOR ABOUT FOUR YEARS NOW.

SO WE WOULD BE RIGHT IN THAT.

YES, MA'AM. THAT LINE.

SO THIS WHAT I'M READING SAYS THE TEA MANDATES THE SEVENTH GRADE STUDENTS WHOSE PERFORMANCE ON THE GRADE SIX STAR READING ASSESSMENT DID NOT DEMONSTRATE READING PROFICIENCY BE GIVEN A DIAGNOSIS READING INSTRUMENT ADOPTED BY THE COMMISSIONER.

THAT'S CORRECT. SO I DIDN'T UNDERSTAND THAT OTHER PIECE.

AND THIS IS WHAT WE ARE SUPPLEMENTING.

SO LAST QUESTION ON THIS.

HOW DID WE DO ON THE MATH TEST? THE SPECIFIC SCORES FOR THE MAP FLUENCY TRUSTEE FOREMAN.

I'D HAVE TO GET FOR YOU ON THAT.

CAN YOU SHARE THAT? SURE CAN.

OKAY. ALL RIGHT.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN. ANY OTHER QUESTIONS? THE CHIEF OF STAFF.

14, 15, 16, 17.

OKAY, WAIT A MINUTE. I'M GOING THROUGH MY BINDER.

HOLD ON. TAKE THE TIME.

NOT TOO MUCH. THEY AIN'T KEPT ME OUT LAST NIGHT.

OH, ME MAKE OFF.

19B. THAT'S WHAT HE GETS FOR SITTING DOWN HERE.

19B.

JUST FOR WHEN YOU GOT THE FLOOR.

I HAVE A QUESTION ABOUT 16.

DO YOU THIS TIME? TRUSTEE WHITE? THANK YOU SO VERY MUCH. I GREATLY APPRECIATE IT.

MY QUESTION IS CONCERNING THE POOLS.

I'VE SEEN SEVERAL CONTRACTS IN HERE FROM SEVERAL DIFFERENT DIVISIONS.

AND THERE WAS I THINK THERE WAS ONLY ONE OF THEM THAT BASICALLY SAID THAT IT WAS FOR PAINTING AND ROOF REPAIR.

BUT THERE'S LIKE THREE OR FOUR OF THEM IN HERE IN THE PACKET THAT WE HAVE.

CAN SOMEONE GIVE ME INFORMATION? HOW MANY POOLS DO WE HAVE? AND I ALSO LOOKED AT DATA THAT SAID THAT THEY HAD BEEN THAT THERE WAS RENOVATION WORK THAT HAD BEEN DONE ON PREVIOUSLY.

AND IT DIDN'T STATE, YOU KNOW, HEY, WE'RE GOING TO DO THE POOL THAT'S ON BUCKNER OR WE'RE GOING TO DO THE POOL THAT OVER NEAR HARRY STONE.

IT DIDN'T GIVE ANY DETAIL.

AND I WAS JUST WONDERING, WHY DO WE HAVE AND IT'S A LOT OF MONEY TO ME AND I JUST NEED SOME I JUST WANT SOME INFORMATION, PLEASE.

TRUSTEE WHITE, CAN YOU CLARIFY YOUR ITEM? WELL, I KNOW 16 IS ONE OF THEM.

16A? THAT ONE IS WITH VENDORS ON PROFESSIONAL CONFERENCES AND SPECIAL EVENT SPEAKERS.

IF I CAN JUST CLARIFY, A POOL OF VENDORS IS ACTUALLY A GROUP OF VENDORS.

THAT'S THE TERMINOLOGY THAT WE USE.

AND SO IT'S JUST REFERENCING THE GROUP OF VENDORS FOR THAT SPECIFIC ITEM.

THANK YOU. YOU'RE ABSOLUTELY CORRECT.

I'M JUST. I'M SORRY.

BUT WHEN IT DOES COME UP THAT THOSE ARE MY QUESTIONS.

SO AND I PROBABLY SHOULD PULL SOME OF THE INFORMATION NOW.

ALL RIGHT. TRUSTEE FOREMAN WAS IT 19? YES, 19.

19A. 19A?

[18. LEADING AND LEARNING DIVISION]

YES. SHANNON, HOW MANY CONTRACTS DO WE HAVE FOR INSTRUCTIONAL MATERIAL? IT JUST SEEMS LIKE I'VE SEEN SEVERAL.

YES, MA'AM. THE TWO WE'RE BRINGING FORWARD TO THIS TIME PRIOR TO THIS, I WOULD PROBABLY HAVE TO GET WITH PROCUREMENT TO LOOK AT THE ANY CURRENT CONTRACTS THAT ARE IN PLAY RIGHT NOW. I WOULD REALLY IT'S THE SAME THING, SAME CONCERN I HAVE ABOUT TECHNOLOGY.

SURE, WE HAVE LOTS OF CONTRACTS AND WE'RE SPENDING OFF OF EACH ONE OF THEM.

AND I'M NOT SAYING THAT IT'S NOT NEEDED, BUT IT'S JUST REALLY GOOD TO KNOW EXACTLY HOW MUCH YOU'RE PUTTING IN THE BUDGET BASED ON THESE PARTICULAR SPINS.

SO IF YOU COULD GET THAT FOR ME, I WOULD WOULD APPRECIATE IT.

YES, MA'AM. AND THEN I GOT.

ANYONE ELSE ON ITEM 19?

[03:05:05]

ITEMS 20, 21 AND 22? QUESTIONS SAY 20.

DR. FORMAN OK 20A? YEAH, THIS IS ABOUT HEAD START.

NOPE, THAT'S NOT.

YES, 20A.

HI, LINA. HI, TRUSTEE FOREMAN.

HOW MANY STUDENTS DO WE HAVE IN THAT HEAD START PROGRAM? SO FOR THIS PARTICULAR COLLABORATION PROGRAM, WE HAVE 138 STUDENTS ENROLLED.

AND HOW MANY DID WE HAVE LAST YEAR, DO YOU KNOW? I DON'T HAVE LAST YEAR'S NUMBER.

I CAN GET THAT FOR YOU.

YEAH. COULD YOU GET THE LAST TWO YEARS? BECAUSE I THINK WE'VE HAD THIS CONTRACT ABOUT THREE YEARS.

YES, MA'AM. IT'S A GREAT PROGRAM.

SO I'M JUST WONDERING HOW MANY STUDENTS WE HAVE ACTUALLY HAVE AND HOW MANY WE COULD TRY TO GET FROM THIS PROGRAM? YES, MA'AM. THANK YOU.

OKAY. THANK YOU. WE'RE STILL IN THE LEADING AND LEARNING DIVISION.

ANY QUESTIONS ON 21A? TRUSTEE FOREMAN, YOU HAVE THE FLOOR.

SO THIS IS FOR ACADEMIC ENRICHMENT.

AND CAN SOMEBODY TELL ME WHAT ACADEMIC ENRICHMENT IS? SO WE'RE THESE ARE THE PROGRAMS LIKE OUR VISUAL AND PERFORMING ARTS STUDENT ACTIVITIES.

SO THINGS LIKE BAND, CHOIR, DANCE, ELEMENTARY MUSIC, FILMMAKING, MARIACHI, THERE'S A LIST IN THERE.

I JUST REASON I ASK THAT QUESTION.

I NEVER THOUGHT OF BIG THOUGHT AS THAT KIND OF A PROGRAM, BUT I SEE IT'S GETTING THE MAJORITY OF THE MONEY.

SO THAT'S WHY I ASKED THAT, BECAUSE IT JUST KIND OF JUMPS OUT ON ME.

$796,407.89 OUT OF 1.29080 483.

SO I REALLY JUST LIKE TO GET A BETTER UNDERSTAND.

SO IF YOU CAN JUST TELL ME, SIT IN A TRACKER OR SOMETHING WHAT THOSE PROGRAMS LOOK LIKE, I WOULD APPRECIATE IT.

YES, MA'AM. THANK YOU.

THANK YOU. 21B.

I'M SORRY, 21B? MM HMM. GO AHEAD.

IT'S THE SAME THING WITH THE ACADEMIC ENRICHMENT, CORRECT? THE PREVIOUS ONE, TRUSTEE FOREMAN WAS FOR PROFESSIONAL DEVELOPMENT.

THIS ONE IS FOR ACTUAL MATERIALS.

OKAY, SO THIS ONE IS FOR MATERIALS.

THE OTHER ONE WAS FOR PROFESSIONAL DEVELOPMENT.

YES, MA'AM. OKAY.

ALL RIGHT. THAT MAKES MORE SENSE.

YES, MA'AM. ALL RIGHT. THANK YOU.

THANK YOU. OKAY.

MOVING ON TO THE REST OF LEADING AND LEARNING.

22. THROUGH YOU TOO FAST.

AND I CAN'T TURN PAGES THAT WAY.

22. I MARKED MINE.

SO I'M TURNING.

I'M TURNING I'LL TURN IT ON.

TURN IT. 26A.

OK 26A CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE AN INTERLOCAL COOPERATIVE AGREEMENT BY AND BETWEEN THE DALLAS INDEPENDENT SCHOOL

[25. SCHOOL LEADERSHIP DIVISION]

DISTRICT AND THE CITY OF DALLAS FOR THE USE OF ATHLETICS FACILITIES FOR FIVE YEARS.

100,000 GENERAL FUNDS.

26A. TRUSTEE FOREMAN, I HAVE VINCENT REYES AND SYLVIA SALINAS HERE TO ANSWER ANY QUESTIONS OR THIS ITEM. VINCENT AND SYLVIA.

HELLO. JUST A QUICK QUESTION.

I SEE THIS IS $100,000 FOR THIS ATHLETIC FACILITY AGREEMENT.

SO ARE THERE ANY OTHER COSTS THAT ARE INCURRED WITH USING THESE FACILITIES LIKE CLEAN UP SECURITY? NO, MA'AM. NO.

NO OTHER COSTS? NO, MA'AM.

I'M JUST. ALL RIGHT.

I'LL TAKE YOUR WORD.

THANK YOU. OKAY.

AND YOU CAN STAY FOR 26B TOO.

26B TRUSTEE FOREMAN.

AGAIN, THIS IS SOMETHING WITH THE CITY OF DALLAS WHERE WE'RE TALKING ABOUT PUTTING IN $5 MILLION FOR THIS PARTICULAR PROJECT.

AND MY QUESTION IS, HOW MUCH IS THE CITY PUTTING IN?

[03:10:06]

AND THIS IS WHAT BUCKNER OR REVERCHON.

HOW MUCH IS THE CITY WE'RE PUTTING IN? 5 MILLION. HOW MUCH IS THE CITY PUTTING IN THE CITY PUT IN ABOUT 500,000 TO SECURE THE DESIGN PHASE OF THE BALLPARK.

SO WHY DO WE TAKE THE HEAVIER LOAD OF 5 MILLION? BUT THEY'RE ALSO PUTTING IN THE AMOUNT FOR MAINTENANCE, SUPPORTING THE UPKEEP OF THE FIELD.

SO THEY'RE GOING TO DO ALL THE MAINTENANCE THAT WILL BE NO BURDEN ON THE DISTRICT, NO MAINTENANCE, NO SECURITY.

YEAH, THERE WILL BE SOME BURDEN FOR THE DISTRICT, BUT IT'LL BE MINIMIZED BECAUSE IT'S MAINLY THE CITY THAT'S HANDLING.

SO DO WE HAVE AN ESTIMATE OF WHAT THAT BURDEN WOULD BE? AND THE REASON I'M ASKING THAT QUESTION IS WHEN I LOOK AT WHAT THE CITY HAS PUT IN THE CITY PARK AND THEN LOOK AT WHAT WE'RE PUTTING IN FOR A CITY PARK.

I JUST WANT TO MAKE SURE WE'RE JUST NOT GETTING THE WRONG END OF THE DEAL.

YES, MA'AM. WE CAN GET THAT ESTIMATION FOR YOU ON OUR TRACKER.

YEAH, AND SO I WOULD ASSUME THE RAW END OF THE DEAL.

I WOULD ASSUME IN THIS CONTRACT IT WOULD STATE FOR SECURITY PURPOSES THAT WHAT WE WOULD BE WE WOULD HAVE TO LOOK AT.

AND FROM A MAINTENANCE STANDPOINT, ALSO WHAT WE WOULD HAVE TO LOOK AT.

I DON'T WANT US TO PAY FOR A CITY PARK AND THEN WE END UP MAINTAINING IT AND SECURITY THAT JUST IS NOT IN THE BEST INTEREST.

OUR DOLLARS ARE FOR EDUCATING STUDENTS AND $5 MILLION CAN GO IN ONE OF MY SCHOOLS.

I'LL TAKE IT. AS OPPOSED TO PUTTING IT IN A PARK.

SO I JUST LIKE TO KNOW WHAT OUR OUR COMMITMENT IS.

THANK YOU. TRUSTEE JOHNSON TRUSTEE WHITE.

YES. THIS IS THE REVERCHON.

CORRECT. IF MY MEMORY SERVED ME, I WAS TRYING TO PULL UP.

IT'S JUST LIKE THE SEVEN OR $8 MILLION PROJECT.

I'M TALKING TO DWAYNE.

I THINK ORIGINALLY IT WAS SEVEN OR 8 MILLION WHEN THEY WERE TALKING ABOUT PUTTING IN TURF.

BUT SINCE WE'VE PULLED THAT OUT OR THEY'RE USING GRASS, IT'S A LITTLE OVER TOTAL, $5 MILLION AT THE MAX.

SO WE DROPPED THE FAMILY.

CAN WE GET THOSE NUMBERS NOW? HOW MUCH THEY'RE PUTTING UP? I KNOW SHE SAID WE'RE PUTTING IN TRACKER, BUT I LIKE THOSE NUMBERS NOW.

HOW MUCH ARE WE INVESTING AND HOW MUCH IS THE CITY INVESTING? CAN WE GET THOSE NUMBERS NOW? YEAH, OUR BASED ON THAT AGREEMENT OUR PORTION, WHICH AS A DISTRICT WOULD INCLUDE MONEY THAT THE FOUNDATION HAS RAISED FOR THIS PROJECT, BUT IT'D BE NOT TO EXCEED 5 MILLION.

AND WE WOULD BE, YOU KNOW, BEST WE COULD DO WOULD BE GUESSING ON HOW MUCH THEY SPEND ON ARCHITECT FEES AND SO FORTH TO GET THE DRAWINGS READY.

BUT AS I THINK VINCE SAID, THEY PROBABLY SPENT FIVE OR 600,000 ON THAT.

SO IT'S BEEN FIVE OR 600,000.

YES, SIR. AND THE FIVE I SAW OUT OF FIVE, 600,000, THE 5 MILLION, WE'RE GOING TO SAY 5 MILLION.

THAT'S ALL OF OUR FUNDS.

SO IT'S THE CITY DOING ANYTHING FINANCIALLY OR ARE WE CARRYING THE BULK OF THE LOAD? SO THEY'RE PAYING FOR THEY WOULD BE PAYING FOR THE ARCHITECT AND DESIGN AND ALL THAT WORK TO GET READY FOR BID, BASICALLY BE PAYING FOR THE WORK TO REDO THE FIELD AND THE STANDS AND SO FORTH.

AND THEN AS VINCE HAS MENTIONED THERE, THEY ARE RESPONSIBLE FOR THE FUTURE MAINTENANCE OF THE FACILITY.

DO WE KNOW HOW MUCH OF THE FUTURE MAINTENANCE OF THE FACILITY THAT THEY'RE GOING TO BE RESPONSIBLE FOR? WELL, ALL THAT I DON'T KNOW.

I MEAN, WE'D HAVE TO THAT'S WHAT WE WERE INDICATING.

WE'D HAVE TO WE'D BE SPECULATING ON HOW MUCH WE ESTIMATE THAT COST.

I'D HAVE TO GET WITH DAVID TO FIND OUT, YOU KNOW, THE AVERAGE COST OF MAINTENANCE OF A FIELD.

WELL, I REMEMBER BECAUSE REVERCHON, IN MY DAYS, I THINK WE SHARE THAT WITH TRUSTEE MARSHALL AND I SUPPORT IT THEN.

I SUPPORT IT NOW.

BUT I WOULD LIKE TO KNOW THE DOLLARS AND CENTS THAT THAT WE'RE DEALING WITH, BECAUSE TRUSTEE FOREMAN HAS MADE ASKED THAT AND I'M NOT AGAINST THE PROJECT, BUT I STILL WANT TO KNOW THE BUSINESS OF IT.

YEAH. SO THEIR ESTIMATED ANNUAL MAINTENANCE IS ABOUT 83,000.

SO 83,000 OVER 30 YEARS OF THE AGREEMENT OR $2.4 MILLION OR SOMETHING LIKE THAT.I'M SORRY. OR 83 TIMES 30.

TRUSTEE MARSHALL, YOU WANT TO HELP BECAUSE I KNOW WE WORKED ON THIS A TIME BEFORE.

OKAY. YEAH.

SO MY QUESTION IS IT'S GOING TO HELP KIDS AND IT'S GOING TO BE THERE FOR KIDS.

SO I'M HAVING A PROBLEM WITH THAT. BUT HOW MUCH ARE WE CARRYING THE BULK OF THE LOAD? THAT'S MY QUESTION. ARE WE CARRYING THE BULK OF THE LOAD UP TO $5 MILLION?

[03:15:05]

SO ARE THEY MATCHING US WITH $5 MILLION OR ARE THEY COMING HALFWAY? YEAH. SO 83,000 A YEAR FOR 30 YEARS IS $2.5 MILLION.

AND THEN THEY'VE ALREADY SPENT ABOUT SIX.

SO THEY'RE GOING TO THEY'RE GOING TO PUT IN OVERTIME UPFRONT AND OVERTIME ABOUT 3 MILLION.

AND WE'RE PUTTING IN UP TO FIVE.

RIGHT. AND CHIEF RAY HAS SAID THAT WE'RE GOING TO STILL HELP WITH THE MAINTENANCE.

ARE WE STILL HELPING WITH THE MAINTENANCE? THERE'S A PROPOSED ENHANCED MAINTENANCE PLAN TO USE A PROFESSIONAL MAINTENANCE COMPANY TO COME IN THERE'S AN ENHANCED MAINTENANCE PLAN THAT COMES ALONG WITH THIS SO WE CAN BRING IN PROFESSIONAL BASEBALL FIELD MAINTENANCE COMPANY, YOU KNOW, PERIODICALLY TO MAKE SURE THAT THE FIELD STAYS AT PAR.

YOU KNOW, THE PLAYING FIELD THAT WE PAID FOR.

YEAH. SO WE HAVE THAT.

WE WILL CARRY THAT COST ACCRUED.

WE HAVE THAT COST IN THE AGREEMENT.

IT'S ASKING FOR THE DISTRICT TO HANDLE UP TO 50% OF THE COST.

THAT'S WHAT I WAS TRYING TO SAY.

THANK YOU. I'M SUPPORTING IT.

BUT I JUST WANT TO SAY THANK YOU.

THANK YOU.

I WAS JUST WONDERING, AS FAR AS IT WENT, WHEN THIS IS ALL SAID AND DONE, WE'RE BASICALLY GOING TO BE PUTTING IN A WHOLE NEW BALL FIELD.

FROM WHAT I CAN SEE FROM THE ITEMS THAT ARE BEING REQUESTED, THE LANDSCAPE, THE FIELD, RESTROOMS, PARKING, STUFF LIKE THAT.

I GUESS MY QUESTION IS, WAS IT MORE FEASIBLE TO LEASE THIS VERSUS US PURCHASING SOMETHING AND HAVING ON OUR OWN? WE'RE NOT WE'RE NOT PURCHASING.

I UNDERSTAND. WE'RE NOT. BUT MY QUESTION WAS, WAS IT MORE FEASIBLE FOR US TO LEASE VERSUS VERSUS PURCHASE? I MEAN, WELL, WE HAVE SAVED MONEY.

I MEAN, SINCE WE'RE ALREADY WE'RE PAYING FOR EVERYTHING FOR THIS AND IT'S NOT OUR PROPERTY.

I UNDERSTAND THERE'S A 30 YEAR LEASE, BUT THAT WAS MY QUESTION.

WHEN THIS PROJECT WAS LOOKED AT, WAS IT EASIER TO JUST DO THIS VERSUS US PURCHASING LAND AND DOING IT OURSELVES? NORTH DALLAS IN THAT AREA IS PRETTY MUCH LANDLOCKED.

AND THAT'S AND THAT'S PRIMARILY THE NORTH DALLAS HIGH SCHOOL HOME FIELD.

BUT IT'S ALSO UTILIZED WILL BE ALSO UTILIZED BY OTHER HIGH SCHOOLS AND OUR MIDDLE SCHOOLS AS WELL.

OK. YEAH, BECAUSE I DIDN'T, I DID SEE INFORMATION WHERE THEY WERE SAYING THAT OTHERS WILL BE ABLE TO USE THE FIELD, BUT I GUESS THAT'S WHEN WE'RE NOT.

WE HAVE PRECEDENT AS FAR AS USING THE FIELD FIRST.

OH, ABSOLUTELY. OK YES, BUT ANOTHER QUESTION IS.

WELL, THE TERM 30 YEARS.

IS THAT BASICALLY STANDARD? SO IN THE END, THE BOND ISSUE WAS A JOINT PROJECTS LINE ITEM, AND THIS IS PART OF THAT.

AND IN ORDER FOR US TO PARTICIPATE IN THAT WITH THOSE DOLLARS, IT HAS TO BE 30 YEARS.

OKAY. THANK YOU SO MUCH.

WE HAVE TRUSTEE FLORES, DEPUTY SUPERINTENDENT CORDOVA.

DID YOU TURN ON YOUR LIGHT JUST TO COMMENT ON THE ADMINISTRATION? OKAY. SO I JUST NEED JUST SOME CLARITY.

SO SO THIS WILL BE THE HOME FIELD FOR NORTH DALLAS HIGH SCHOOL AND THEN WHAT OTHER MIDDLE SCHOOLS AND WHATNOT ARE GOING TO USE IT? WELL, IT'LL DEPEND ON THE SCHEDULING, BUT IT WILL BE UTILIZED.

FOR EXAMPLE, OUR MIDDLE SCHOOLS WOULD HAVE AN OPPORTUNITY TO PLAY THERE.

AT ONE POINT THE MIDDLE SCHOOL CITY CHAMPIONSHIP WAS PLAYED AT REVERCHON, AND SO IT WAS A BIG DEAL.

YOU KNOW, MY SON GOT TO EXPERIENCE THAT AT REVERCHON, SO IT WAS PRETTY COOL.

AND THEN AS NEEDED, YOU KNOW, OTHER HIGH SCHOOLS WILL BE SCHEDULED THROUGH THERE AS WELL, BUT IT WILL BE PRIMARILY USED BY NORTH DALLAS HIGH SCHOOL.

OH, OKAY. YEAH, BECAUSE THEY DON'T THEY DON'T HAVE SPACE THERE.

SO THIS MAKES THIS MAKES PERFECT SENSE.

I WAS JUST CURIOUS KIND OF WHAT THE IDEA WAS.

AND WE GET PRIORITY.

ARE WE GOING TO HAVE ARE WE GOING TO HAVE SIGNAGE THAT SAYS THIS IS KIND OF LIKE OUR FIELD OR WE'RE WORKING ON THAT ACTUALLY WITH ESPECIALLY AS WE'RE DOING SOME FUNDRAISING FOR IT AS WELL. SO THERE'S OTHER FUNDRAISING THAT GOES GOING TO GO ALONG WITH THIS LIKE OTHER PARTIES.

YEAH, WE HAVE WE HAVE FOLKS THAT ARE INTERESTED IN DONATING TO THE UPGRADE AND TO THE RENOVATION OF THE PARK.

YEAH, BUT THAT'S KIND OF NONE OF OUR BUSINESS.

I JUST. I JUST WANT TO MAKE SURE OUR KIDDOS ARE GOING TO GET THE FACILITY THAT THEY NEED.

YEAH. SO FOR ROUND ONE? YEAH. TRUSTEE MARSHALL VINCENT.

WHERE DO WE END UP ON CONCESSIONS THERE.

IS THIS INCLUDE ANY FACILITY FOR SELLING CONCESSIONS? YEAH THERE'S THE THE ENHANCEMENTS DO INCLUDE SOME AREA FOR FOR FOR THE SCHOOLS LIKE TO SET UP TO SELL SELL

[03:20:04]

THEIR GOODS AND STUFF.

I'M TRYING TO LOOK AT THE RENOVATIONS HERE.

I JUST KNOW AT ONE POINT WE WERE DEBATING WHETHER THERE NEEDED TO BE FOOD TRUCKS OR THERE WAS GOING TO BE A CONCESSION AREA.

AND IF THERE IS A CONCESSION AREA, I'M WONDERING IF THE NORTH DALLAS EITHER PTA OR BOOSTER CLUB OR SOMEHOW WHATEVER ENTITY THAT THEY DEEM APPROPRIATE IS ABLE TO SELL CONCESSIONS THERE TO BENEFIT THE SCHOOL? YES, ABSOLUTELY. THAT WAS THE POINT OF HAVING AN AREA THAT WOULD BE AVAILABLE FOR CONCESSIONS.

THE FOOD TRUCK IDEA DIDN'T GO OVER SO WELL WITH SOME OF THE COMMUNITY MEMBERS.

AND SO THE CITY IS SUPPORTIVE OF US HAVING REVENUE ACCESS FOR FUNDS FOR CONCESSIONS SOLD DURING OUR GAMES.

THAT'S RIGHT. GREAT. THANKS.

MR. PRESIDENT, WE'RE ON 26B WRAPPING UP AROUND ONE.

AND I DO HAVE A QUESTION, IS THIS SOMETHING THAT YOU CONSIDER A WIN WIN FOR BOTH THE CITY AND THE SCHOOL DISTRICT, TAKING INTO ACCOUNT THE FACT THAT THERE'S NO PLACE ELSE WE CAN ACQUIRE PROPERTY FOR NORTH DALLAS, I'D JUST LIKE YOU TO SORT OF DEVELOP THAT, IF THAT IS, IN FACT THE POSITION THAT THE ADMINISTRATION IS TAKING. ABSOLUTELY.

FOR FOR FOR NORTH DALLAS HIGH SCHOOL, AS WELL AS OUR MIDDLE SCHOOLS AND OTHER HIGH SCHOOLS THAT BENEFIT FROM FROM PLAYING AT REVERCHON.

IT'S A HUGE WIN WIN FOR OUR KIDS.

YOU KNOW, RIGHT NOW WE'RE HAVING TO BUS NORTH DALLAS TO, YOU KNOW, PLEASANT GROVE FIELD OR OTHER FIELDS THAT BECOME AVAILABLE AND SORT OF BE ABLE TO JUST, YOU KNOW, SEND THEM RIGHT, YOU KNOW, RIGHT UP THE ROAD THERE TO REVERCHON.

THAT'S GOING TO BE A HUGE WIN FOR US.

AND LIKE I'VE COMMUNICATED TO OUR ATHLETICS DEPARTMENT, JUST GETTING OUR MIDDLE SCHOOLS THE OPPORTUNITY TO PLAY AT A FIELD LIKE THAT, ESPECIALLY, YOU KNOW, HAVING OUR CITY CHAMPIONSHIP, YOU KNOW, PLAYED THERE.

I MEAN, IT'S REALLY A LOT OF FUN AND REALLY A GREAT BENEFIT FOR OUR KIDS.

AND WE WILL HAVE PRIORITY ON THE USAGE OF THE FIELD? YES, SIR. AND THEN JUST IN TERMS OF PICKUP GAMES AND OTHER PEOPLE USING IT, I ASSUME THAT OUR KIDS WILL BE AMONG THE CONSTITUENTS OF THE CITY WHO WILL BE ABLE TO USE THAT, EVEN WHEN IT'S NOT PART OF AN ORGANIZED DISTRICT EVENT.

IS THAT CORRECT? YES.

YEAH, IT'S FOR THE FIELD IS SPECIFICALLY FOR AMATEUR BASEBALL, WHICH INCLUDES OUR OF COURSE, OUR MIDDLE SCHOOL AND HIGH SCHOOL KIDS.

SO LEAGUES, AMATEUR LEAGUES AND THINGS LIKE THAT CAN BENEFIT FROM THAT AS WELL.

OKAY. THANK YOU.

AND AROUND YOU HAVE SOMETHING HAPPEN IN ROUND ONE.

THANK YOU. TRUSTEE MICCICHE? I'VE BEEN HEARING A FEW COMMENTS ABOUT THE CITY'S OKAY WITH THIS.

I THINK TRUSTEE MARSHALL IS TALKING ABOUT CONCESSIONS AND THE REVENUE.

YOU SAID THE CITY IS OKAY WITH THIS.

IS THAT PART OF THIS INTERLOCAL AGREEMENT TO HAVE IT REVIEWED? IS IT IN WRITING OR IT'S JUST SOME SORT OF.

YEAH, ACTUALLY, THE CITY COUNCIL VOTED TO APPROVE THE AGREEMENT, I BELIEVE IT WAS LAST WEDNESDAY.

YOU UNANIMOUSLY, UNANIMOUSLY APPROVED IT IN THE AGREEMENT.

IS THERE LANGUAGE SAYING THAT WE GET THE REVENUE IF OUR PTA DOES CONCESSIONS OR WE JUST WHEN YOU ANSWER THAT QUESTION, WHY? WHY ARE YOU WHAT'S THE UNDERLYING SUPPORT THAT THE CITY'S AGREED TO THAT.

YEAH. BECAUSE THAT COUNCIL UNANIMOUSLY SUPPORTED BY THE COUNCIL'S WHAT, TWO YEAR TERMS. [INAUDIBLE] I WANT TO MAKE SURE THAT WHEN YOU SAY THAT STATEMENT, THAT SOMEONE'S BOUND TO DO THAT.

LIKE, IT'S NOT JUST.

IT'S A 20 PLUS PAGE INTERLOCAL AGREEMENT THAT WAS VOTED ON BY COUNCIL.

THAT IS, IT LOCKS THEM IN TO A 30 YEAR TERM.

SO IT'S NOT SOMETHING THAT SUBSEQUENT COUNCILS CAN.

THE REVENUE PIECES IN THERE? NOT AGREEMENT FROM THE DISTRICT.

THE REVENUE PIECE IS IN THERE OR THERE'S OTHER QUESTIONS THAT PEOPLE THAT WAS MY QUESTION AND I WAS TOLD YES, BUT I CAN'T ANSWER.

I'LL GO BACK THROUGH AND CHECK THOROUGHLY AND AND GIVE YOU THE EXACT PAGES WHERE THAT'S IN TRUSTEE MARSHALL.

ANOTHER ONE, A FEW PEOPLE ASK QUESTIONS AND THE ANSWER WAS THE CITY'S OKAY WITH THAT? OR THE CITY AGREES IF TO ME, IF IT'S NOT IN THAT AGREEMENT THAN THEY HAVEN'T IN FACT AGREED TO IT, I DON'T KNOW HOW ELSE WE COULD SAY THEY AGREED TO IT.

SO IF WE CAN GET CONFIRMATION IN THAT REGARD AND THAT'S ALL I HAD.

OH, I DID HAVE ANOTHER ONE LAST YEAR IS WHAT I'M TALKING ABOUT.

YEAH, GO AHEAD. SORRY. OH, SECTION 5.9 DISTRICT AND ITS AFFILIATES MAY OFFER SERVICES, REFRESHMENTS AND PRODUCTS IN THE FIELD ONLY DURING DISTRICT'S EVENTS WITH PRIOR WRITTEN APPROVAL OF THE CITY, WHICH SHALL NOT BE UNREASONABLY WITHHELD.

SO SHALL THE DISTRICT AND AFFILIATES GROUPS SHALL RETAIN ALL REVENUES GENERATED FROM ANY SUCH SETS.

THANK YOU.

[03:25:03]

WHAT'S ON PAGE TWO IS THE IS THE LANGUAGE ABOUT PRIORITY SCHEDULING FOR THE DISTRICT.

[INAUDIBLE] CHAMPIONSHIPS OR MIDDLE SCHOOL CHAMPIONSHIPS.

YOU MENTIONED GAMES WILL BE HOSTED HERE.

SO WHEN OUR FAMILIES COME THERE, THIS MIGHT HAVE AN ANSWER TO LIKE PARKING.

IS THERE AVAILABILITY? WILL THEY BE CHARGED APART THERE? THEY'RE GOING TO WE WON'T CHARGE TO PARK, BUT THEY'RE REDOING THE PARKING SURFACE AS WELL.

ALL RIGHT. SOUNDS GREAT.

I DON'T HAVE ANYTHING ELSE.

I HAVE ONE. JUST QUICK.

CAN WE GO AHEAD? YEAH, I JUST WANTED TO.

THERE WERE A LOT OF PEOPLE INVOLVED IN THIS.

I JUST WANT TO THANK DR.

HINOJOSA AND HIS STAFF, AS WELL AS THE DALLAS EDUCATION FOUNDATION AND THE MICHAEL YOUNG FOUNDATION FOR PUTTING UP MONEY HERE, THE THE LOCAL COMMUNITY MEMBERS, AS WELL AS THE CITY COUNCIL AND THE PARK BOARD STAFF, AND THANK CALVERT COLLINS IN PARTICULAR, FOR LEADING THE CHARGE ON THIS.

IT'S BEEN A LONG TIME COMING, AND I THINK THIS IS A WIN WIN FOR THE CITY AND THE SCHOOL DISTRICT AND SOMETHING THAT, YOU KNOW, THE CITY HAS HAD MULTIPLE FALSE STARTS AT WITH OTHER PLANS.

SO I'M GLAD THAT EVERYONE'S COALESCED AROUND THIS ONE.

AND, YOU KNOW, I'M THRILLED FOR THE KIDS AT NORTH DALLAS, YOU KNOW, IN ADDITION TO BEING, I BELIEVE, THE HIGHEST POVERTY RATE SCHOOL IN DISD HIGH SCHOOL IN DISD, AS WELL AS THE HIGHEST HOMELESS POPULATION IN DISD, NORTH DALLAS HIGH SCHOOL IS VERY, VERY LANDLOCKED AND I THINK IS THE SMALLEST FOOTPRINT OF ANY COMPREHENSIVE HIGH SCHOOL FROM A LAND PERSPECTIVE THAT WE HAVE.

AND THOSE STUDENTS HAVE VERY, VERY LITTLE ACCESS TO ANY ATHLETIC FACILITIES FOR ANY SPORT.

AND THE FACT THAT WE'RE ABLE TO STEP UP AND DO THIS FOR THOSE KIDS, I THINK IS SUPER IMPORTANT.

SO THANK YOU ALL FOR ALL YOUR HARD WORK.

THAT'S ALL I HAVE. THANKS.

THANK YOU. TRUSTEE MARSHALL TRUSTEE JOHNSON? YES. AND I WANT TO THANK TRUSTEE MARSHALL BECAUSE I REMEMBER WHEN WE WAS DEALING WITH THIS, WHAT, ABOUT TWO YEARS OF FREE COFFEE? IT'S BEEN A WHILE. SO AND I KNOW THAT I THINK TRUSTEE CARREON.

YOU HAVE IT NOW. SO THOSE WE KNOW A LOT OF YOU, MR. VANCE, WE, YOU KNOW, WE DEALING WITH THIS STUFF NOW.

SO THOSE KIDS OVER AT NORTH DALLAS DESERVE IT.

AND SO AND THANK YOU FOR WHAT YOU'RE DOING IN THE DISTRICT WITH OUR BASEBALL FACILITIES.

YOU'RE DOING A GREAT JOB, MR. REYES, AND I APPRECIATE THE WORK THAT YOU'RE DOING.

I THINK THOSE KIDS ARE GOING TO REALLY ENJOY HAVING A NICE FACILITY AND GETTING GET SOME MORE WINS.

THANK YOU. THANK YOU, TRUSTEE JOHNSON.

OF COURSE, I COULDN'T DO IT WITHOUT THE HELP OF CHIEF THOMPSON OR WITHOUT THE HELP OF DAVID BATES AND BRANT ALFORD.

I THINK THAT WRAPS UP 26B TRUSTEES 28.

TRUSTEE FOREMAN.

28A WHICH IS THE DISTRICT OF INNOVATION.

[27. STRATEGIC INITIATIVES DIVISION]

SO I'M LOOKING ON THE JUSTIFICATION PAGE AND I'LL JUST START BY WE'VE JUST HAD THIS WONDERFUL CONVERSATION ABOUT THE GAINS THAT OUR CHILDREN HAVE MADE IN A REALLY KIND OF A ROUGH TIME.

AND THEN THE FIRST THING I LOOK AT WHEN I SEE ON THE DISTRICT OF INNOVATION, I SEE THAT WE'RE TRYING TO.

MITIGATE THE CRITICAL SHORTAGE OF CERTIFIED EDUCATORS IN CORE SUBJECTS.

THAT'S A PROBLEM.

NOT IN CORE SUBJECTS.

I THINK WE NEED TO DO SOME OTHER THINGS, LIKE MAYBE SOME OF THESE PEOPLE THAT 9400 NEED TO GO BACK TO THE CLASSROOM.

SOME OF THEM ARE CERTIFIED.

LIKE INSTRUCTIONAL COACHES.

THEY'RE NOT IN SCHOOLS.

BUT FOR US, THIS BOARD TO SIT HERE AND TALK ABOUT THE GAINS THAT WE'VE MADE AND THEN SUPPORT TEACHERS IN CORE SUBJECTS.

THAT WOULD BE WHAT'S CALLED SUBJECTS.

WOULD THAT BE ALGEBRA? WOULD IT BE MATH? SCIENCE? HISTORY.

READING. AND THEN WHEN I GO TO I GUESS THIS IS PAGE.

PAGE SEVEN.

IT INDICATES.

[03:30:01]

EC EARLY CHILDHOOD THROUGH THE SIXTH GRADE CORE SUBJECTS.

I'M FOR DISTRICT OF INNOVATION.

BUT I AM NOT FOR BRINGING IN UNCERTIFIED TEACHERS IN CORE SUBJECTS.

I RAIL AGAINST THAT WITH THE CHARTER SCHOOLS.

WHERE THEY HAVE UNCERTIFIED TEACHERS.

THERE IS NO WAY THAT I CAN SUPPORT THAT PIECE.

I CLEARLY UNDERSTAND UNCERTIFIED TEACHERS IN CTE AND SOME OF OUR OTHER CLASSES, BUT NO WAY JOSE IN CORE SUBJECTS.

AND I JUST CAN'T UNDERSTAND AND MAYBE YOU GUYS CAN EXPLAIN TO ME BECAUSE I CAN GET EMOTIONAL SOMETIMES, BUT I CAN'T UNDERSTAND FOR THE LIFE OF ME THE GAINS THAT WE'VE MADE.

AND THEN WE WANT TO BRING IN TEACHERS IN CORE SUBJECTS.

AND THAT THAT JUST DOESN'T INCLUDE JUST PLAIN ENGLISH CLASSES IS ER, MATHEMATICS, SCIENCE AND SOCIAL STUDIES.

WHY WOULD WE DO THAT? HELP ME, PLEASE.

HELP ME UNDERSTAND IT.

SURE. AND TRUST YOU.

FOREMAN, I APPRECIATE YOUR QUESTIONS AND DEFINITELY HAVE THE SAME CONCERNS.

I THINK WHEN WE APPROACHED THIS ISSUE, WE WE DEFINITELY EVALUATED OUR CURRENT SITUATION AND WHAT KIND OF GO THROUGH THAT LOGIC PIECE.

AND THEN I'LL JUMP IN AND ALSO KIND OF HOPEFULLY SHORE UP SOME OF THOSE CONCERNS THAT YOU HAVE.

WE'RE LOOKING AT A NATIONAL AND LOCAL AND STATE TEACHER SHORTAGE.

IT'S JUST THE FACT IT'S ONE OF THE THINGS THAT WE'RE WE'RE WORKING ON.

YOU KNOW, ANOTHER FACTOR THAT HAS HAD US HAMPERED IS WHEN WE LOOK AT OUR UNIVERSITY PROGRAMS. AND JUST SINCE THE PANDEMIC STARTED, THEY'RE GENERATING OVER AROUND 20% LESS CANDIDATES AGAIN HAVING AN OVERABUNDANCE ON NON TRADITIONAL CERTIFIED CANDIDATES.

IN ADDITION TO THAT, WHEN WE LOOK AT WHAT WE'RE PROBABLY GOING TO GET THIS YEAR AND THIS IS JUST OFF THE CUFF, WE'RE PROBABLY GOING TO LOOK PROBABLY ANOTHER 25% REDUCTION IN THE NUMBER OF UNIVERSITY BASED TEACHERS THAT WE WOULD HAVE RECEIVED IN 2019.

IN ADDITION TO THAT INCREASED SHORTAGE.

YOU KNOW, WE'RE ALSO TRENDING A LITTLE BIT LOWER ON OUR APPLICATIONS.

THE OVERALL INTEREST IN THE TEACHING FIELD, THE ECONOMY IS REALLY HOT.

THERE'S LOTS OF JOBS OUT THERE AND WE ALWAYS SEE A NATURAL DECLINE ON THAT.

SO WE'RE ALREADY EXPERIENCING AROUND PROBABLY A FIVE OR 6% DECREASE IN OUR APPLICATION NUMBERS AS WELL.

SO WHEN WE LOOK AT WHAT OUR FUTURE NEEDS ARE GOING TO BE, THAT ALSO FACTORS IN.

ONE OF THE THINGS IS, IS WE'VE ADDED THOSE 650 ESSER POSITIONS WITH OVER HALF OF THOSE POSITIONS THAT ARE GOING TO BE AT OUR HBC CAMPUSES.

WHAT WE DON'T WANT TO DO IS, LIKE WE MENTIONED EARLIER, IS WE DON'T WANT TO CREATE THAT BECAUSE WE WANT TO MAKE SURE WE HAVE THE ABILITY TO FILL THESE POSITIONS, BUT WE ALSO WANT TO FILL THEM WITH HIGHLY, HIGHLY QUALIFIED AND CAPABLE INDIVIDUALS.

SO WE DEFINITELY HAVE THAT THAT PIECE THAT WE'RE GOING TO LOOK AT.

ROBERT, JUST BEFORE YOU GO ANY FURTHER, BECAUSE, YOU KNOW, MY ATTENTION SPAN SOMETIMES CAN BE KIND OF CRAZY IF YOU THINK YOU'RE GOING TO PUT SOME UNCERTIFIED TEACHERS IN THE HIGH PRIORITY CAMPUSES.

YOU AND I ARE GOING TO BOX.

RIGHT? THAT'S NOT GOING TO HAPPEN.

THAT IS NOT GOING TO HAPPEN.

TIFFANY. LISTEN TO ME.

WE'VE MADE GOOD GAINS.

WE CAN'T GO BACKWARDS.

BY PUTTING UNCERTIFIED TEACHERS.

WHAT I WOULD SUGGEST, AGAIN, AS I SUGGESTED EARLIER, FIRST STARTED LOOKING AT THE NUMBER OF INSTRUCTIONAL COACHES THAT YOU HAVE THAT ARE CERTIFIED TEACHERS THAT HAD 9400.

THAT'S WHERE YOU START.

THAT'S WHERE YOU START.

SO SOME OF THOSE PEOPLE BACK IN THE CLASSROOM, I'M NOT TALKING ABOUT MESSING WITH THEIR SALARY, BUT I AM TALKING ABOUT BACK IN THE CLASSROOM.

WE HAVE AN ABUNDANCE.

WE GOT ALMOST 200 IN EARLY CHILDHOOD.

WE HAVE AN ABUNDANCE.

I'VE LOOKED AT THE NUMBERS.

THAT'S WHERE WE START.

THEN WE MOVE FROM THERE.

BUT IF WE'RE GOING TO TALK ABOUT UNCERTIFIED TEACHERS IN OUR HIGH PRIORITY CAMPUSES, TRUSTEES.

HOW MUCH FURTHER BACK ARE WE GOING TO GO? WE'RE STRUGGLING. WE'RE CERTIFIED TEACHERS.

I HOPE NOBODY CAN SUPPORT THAT.

[03:35:01]

NOBODY. I DON'T CARE WHERE YOU LIVE.

NORTH DALLAS. SOUTH DALLAS.

WEST DALLAS. NOBODY SHOULD SUPPORT THAT.

WE NEED TO FIND ANOTHER WAY.

I'M NOT AGAINST DISTRICT OF INNOVATION.

I'M RAILING AGAINST THE PIECE THAT DON'T MAKE SENSE TO ME.

AND THAT'S TO PUT UNCERTIFIED TEACHERS TO TALK ABOUT IT ALL THE TIME WITH CHARTER SCHOOLS, PERIOD.

THEY CAN'T MATCH US BECAUSE WHAT? THEY HAVE UNCERTIFIED TEACHERS.

WE CAN'T GO THERE.

ALL RIGHT. THANK YOU. AND JUST ONE CLARIFICATION TO TRUSTEE FOREMAN.

WE'RE DEFINITELY LOOKING TO HAVE QUALIFIED INSTRUCTORS AND CERTIFICATION DOES NOT NECESSARILY LEND ITSELF TO AS A PREDICTOR FOR THAT.

ROBERT, LET ME ASK YOU A QUESTION.

SINCE YOU SAID THAT I WAS GOING TO LET YOU GO, BUT I'M NOT NOW.

OKAY. RETRACTED.

HOW ARE YOU GOING TO QUANTIFY THAT? HOW ARE YOU GOING TO QUALIFY THAT IF THEY'VE NEVER TAUGHT BEFORE? SURE. SO AS WE GO THROUGH AND YOU LOOK AT WHAT THE STATE REQUIRES FOR SOMEBODY TO QUALIFY FOR AN ALTERNATIVE CERTIFICATION PROGRAM, THEY HAVE A CERTAIN NUMBER OF HOURS.

I'LL TELL THEM THAT. I THINK IT'S LIKE 12 COLLEGE HOURS IN ELEMENTARY, 15 HOURS IN SECONDARY FOR CONTENT.

WHAT OUR PROPOSAL WOULD BE IS WE WOULD ACTUALLY SET OUR STANDARDS AT OR HIGHER THAN THAT.

WE WOULD HIRE SOMEBODY, FOR EXAMPLE, WHO HAD 24 CORE CONTENT HOURS IF THEY WERE GOING TO BE CONSIDERED FOR THAT ELEMENTARY GENERALIST POSITION, AND 20 HOURS IF THEY'RE GOING TO BE IN THAT SECONDARY CORE CONTENT.

SO THEY'RE GOING TO HAVE THAT ACADEMIC PIECE.

AND IF YOU'LL REMEMBER, RIGHT AROUND 2017, THE CERTIFICATION PATHWAY THAT THE STATE HAD IN PLACE IS YOU DIDN'T NEED TO TAKE YOUR CERTIFICATION TEST UNTIL AFTER THREE YEARS OF TEACHING.

SO REMEMBER, THIS PROCESS WOULD LET US DO IS WE WOULD BE ABLE TO COME IN, STILL HAVE THE MINIMUM GPA, HAVE THE HIGHLY QUALIFIED CANDIDATE POOL.

RIGHT. BUT ALSO BE ABLE TO PUT SUPPORTS IN TO MAKE SURE WORKING WITH TEACHING, LEARNING AND SCHOOL LEADERSHIP TO HIT THAT THAT PEDAGOGY PIECE AND THE THINGS THEY NEED IN THE CLASSROOM. SO HOW LONG DOES IT TAKE TO DO THAT? ROBERT THAT DOESN'T HAPPEN OVERNIGHT.

IF AND WE KNOW THAT YOU ARE LEANING MORE TOWARD NEW COLLEGE GRADUATES WHO NORMALLY MOVE AROUND. IF THEY COME IN AT 62,000, IT DOESN'T MEAN THEY'RE GOING TO STAY.

YES, MA'AM.

I JUST THINK YOU'RE A GREAT GUY.

BUT ON THIS, I WOULD I CANNOT SUPPORT THAT.

I WANT YOU TO LOOK RELOOK AT ALL THE OTHER STUFF IN DISTRICT OF INNOVATION.

I'M GOOD WITH BRIAN.

THAT PIECE RIGHT THERE.

I'M NOT GOOD WITH THAT.

WE NEED TO RETHINK THAT AND RELOOK AT THAT AND TRY TO FIND ANOTHER WAY INSTEAD OF PUTTING IT IN DISTRICT OF INNOVATION, WHICH MEANS THAT YOU WILL HAVE IT FOR HOW MANY YEARS? IT WOULD BE UP TO FIVE OR THE DURATION OF THE.

FIVE YEARS THAT WE WOULD BE DOING THAT.

THAT'S JUST NOT. THAT'S AN UNACCEPTABLE.

THAT'S JUST UNACCEPTABLE.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN. WE HAVE TRUSTEE JOHNSON FOLLOWED BY TRUSTEE.

WHITE AND TRUSTEE MARSHALL FOLLOWED BY WHITE.

WHAT IS IT? SORRY, TRUSTEE MARSHALL.

IT'S MIXED UP ON THIS THING, SO IT'S CONFUSING ME.

IT'LL BE FIXED BY NEXT POINT LESS.

GO AHEAD. OKAY.

WELL, TRUSTEE JOHNSON HAVE ANYTHING.

IT'S YOU AND TRUSTEE WHITE? YES. TRUSTEE WHITE? AND I WHOLEHEARTEDLY UNDERSTAND WHAT WAS JUST MENTIONED BY TRUSTEE FOREMAN. I'M CONCERNED ABOUT THAT AS WELL.

I DEFINITELY WANT HIGHLY QUALIFIED TEACHERS IN THE CLASSROOM, BUT I'M ALSO LOOKING AT REALITY.

AND THE REALITY IS WE DO HAVE A SHORTAGE.

AND THAT'S WHY IT'S REALLY IMPORTANT FOR ME.

THE QUESTION THAT SHE ASKED YOU, HOW LONG WILL IT TAKE TO GET THESE TEACHERS CERTIFIED? I UNDERSTAND YOU SEE, FOR FIVE YEARS, BUT WE DON'T FIVE YEARS.

I MEAN, I JUST ASKED EARLIER BECAUSE I KNOW THERE ARE SOME PEOPLE THAT HAVE BEEN ON CAMPUSES THAT WE ACTUALLY APPROVED AND LISTS THAT WERE NOT CERTIFIED.

BUT I AM ALSO LOOKING AT THE FACT THAT WE DO HAVE A SHORTAGE.

AND WHEN ONE TEACHER DOESN'T COME IN OR TWO PEOPLE, TWO TEACHERS CALL OUT FOR THAT DAY, THEY'RE SHUFFLING STUDENTS AROUND IN THE OTHER CLASSROOMS. THEY'RE DIVIDING THEM UP AND SHUFFLING THEM AROUND IN OTHER CLASSROOMS. AND THAT'S A PROBLEM BECAUSE, YOU KNOW, IT MAY NOT EVEN BE THE CORE CURRICULUM AREA THAT THEY ARE SUPPOSED TO BE IN THAT DAY. BUT BECAUSE THE TEACHER ISN'T THERE, THEY HAVE TO GO SOMEWHERE BECAUSE THEY'RE THERE.

[03:40:02]

SO WHAT CAN WHAT DO YOU HAVE AN IDEAL? BECAUSE IF THIS PROGRAM CAN TAKE IT CAN BE DONE IN, LET'S SAY, TWO YEARS.

CAN WE I MEAN, IF WE HAVE COMMITMENTS FROM THOSE WHO ARE THAT YOU'RE SEEKING.

I UNDERSTAND YOU SAID THE APPLICATION PROCESS IS DECREASED 5%.

BUT FOR THOSE WHO DO TAKE.

IS THERE GOING TO BE A DEADLINE FOR THEM? AND I DON'T I MEAN, I UNDERSTAND FIVE YEARS.

THEY MAY BE THERE. WE MAY ASK THEM TO BE THERE FOR FIVE YEARS, BUT WE DON'T WANT THEM THAT WHOLE TIME TO BE THERE AND NOT HAVE THEIR CREDENTIALS IN PLACE.

YEAH, AND TOTALLY AGREE.

AND ONE CLARIFICATION I DEFINITELY WANT TO PUT IS THE APPLICATION WOULD BE FOR THE FIVE YEARS WHAT WE WOULD DO IF YOU IN A TRADITIONAL ALTERNATIVE CERTIFICATION PROGRAM, YOU GET AROUND 30 HOURS OF LIKE PEDAGOGY AND CLASSROOM MANAGEMENT AND THEY AVERAGE AROUND 60 HOURS OF TEST PREPARATION.

WHEN YOU'RE TRYING TO BECOME A FIRST YEAR TEACHER, THAT TEST PREP IS NOT WHAT YOU NEED, RIGHT? YOU NEED THE PEDAGOGY, THE CLASSROOM MANAGEMENT, THOSE KIND OF THINGS.

SO THROUGH THIS PROGRAM, WE CAN DO IS WE CAN ACTUALLY CREATE OUR PD PLAN SOLELY AROUND THE SKILLS THEY NEED TO BE SUCCESSFUL IN THAT CLASSROOM FOR THE FIRST YEAR AND THEN THE SECOND YEAR WE CAN MOVE ON.

WE'RE OUR PLAN IS TO ROUTE THEM THROUGH OUR DALLAS AC PROGRAM AND START WORKING ON THEIR CERTIFICATION THAT SECOND YEAR.

BUT WHAT THIS DOES ALLOW US TO DO IS TO SPEND THAT FIRST YEAR FOCUSING ON THE THINGS THEY NEED IN THE CLASSROOM TO BE ABLE TO BE SUCCESSFUL VERSUS FOCUSING ON TEST PREP BECAUSE THE THE ALL STAR PROGRAMS THAT ARE BASICALLY GUIDED BY THAT THAT PASS RATE.

RIGHT. THAT'S HOW THEY GET THEIR ACCOUNTABILITY OR WHATEVER FROM THE STATE.

AND YOU ALSO BRING UP A REALLY GOOD, STRONG POINT IS WHEN YOU DO HAVE THOSE VACANCIES, IT HAS A NEGATIVE IMPACT ON NOT ONLY OTHER TEACHERS, BUT THE KIDS IN THE CAMPUS AS WELL.

AND ONE THING WE DEFINITELY FACE EVERY YEAR, WHICH I THINK THIS WOULD HAVE A REALLY LARGE IMPACT ON, IS HOW THE PROGRAMS ARE SET UP, IS THE THE CANDIDATES GO THROUGH THEIR PROGRAM AND THEIR PD AND THEIR TEST PREP DURING THE SUMMER AND THEN THEY TAKE THEIR THEIR TEST, YOU KNOW, IN THE SUMMERTIME, A LOT OF TIMES THEY DON'T GET RESULTS UNTIL LATE JULY OR EVEN EARLY AUGUST. SO EVERY YEAR, BETWEEN 100 AND 150 TEACHERS THAT ARE IN OUR PIPELINE TO BE HIRED RIGHT AROUND AUGUST 1ST, PLUS OR MINUS A LITTLE BIT, WE GET A NOTICE FROM THEIR CERTIFICATION PROGRAM. THEY DIDN'T PASS THEIR TEST AND THEY'RE NO LONGER ABLE TO BE A TEACHER FOR US, EVEN THOUGH THEY HAD ALL THE CONTENT KNOWLEDGE, THEY'VE DONE ALL THE TRAINING, THEY DON'T HAVE THOSE PIECES.

AND WHAT THAT ENDS UP CREATING IS AN IMMENSE HARDSHIP ON OUR CAMPUSES, EVEN DURING A NORMAL YEAR.

I MEAN, A NORMAL YEAR, YOU KNOW, WE ALL JUST KNOW THE TALENT POOL JUST GETS LESS.

BY THE TIME YOU GET TO AUGUST, THE CHANCES OF FINDING AN EQUAL QUALITY REPLACEMENT IS VERY, VERY LOW, ESPECIALLY DURING THIS THIS CRITICAL SHORTAGE AREA.

THE ODDS ARE MOST LIKELY THAT IS GOING TO RESULT IN ADDITIONAL VACANCIES THAT WE ARE NOT ABLE TO FILL PRIOR TO SCHOOL STARTING OR EVEN THROUGHOUT PART OF THE SCHOOL YEAR, WHICH IS DEFINITELY NOT ADVANTAGEOUS TO OUR KIDS.

SO HOW LONG YOU'RE SAYING THAT THIS PROCESS CAN GO? UP TO THREE YEARS SINCE YOU'RE GOING TO TAKE THE FIRST YEAR PREPPING THEM? YES, MA'AM. SO, I MEAN, BECAUSE I KNOW THAT I MEAN, I'VE LOOKED INTO THIS BEFORE, BEFORE I CAME TO MY SENSES.

THAT'S WHY I REALLY ADMIRE TEACHERS.

IT'S JUST NOT MY CALLING.

DOING THIS PROCESS. YOU'RE SAYING THAT THEY CAN'T EVEN START ON IT THAT FIRST YEAR.

I KNOW I SAW WHERE YOU GUYS ARE INTERESTED IN CLASSROOM DISCIPLINE.

I GET THAT.

I GET SOME OF THE THINGS THAT YOU'RE SITTING HERE SAYING YOU WANT TO FOCUS ON, BUT.

I GUESS I'M JUST, I JUST WANT THE TIME PERIOD TO BE, YOU KNOW, LIKE IF YOU GO, IF YOU'RE IN A FOUR YEAR UNIVERSITY AND YOU GO YEAR ROUND, YOU CAN ACTUALLY SHORTEN YOUR TIME PRACTICALLY IN HALF.

IF YOU GO TO SUMMER SCHOOL, YOU KNOW, ALL THIS OTHER STUFF THAT YOU CAN DO.

I'M JUST REALLY WANTING TO HEAR YOU SAY, BUT I DON'T WANT YOU TO LIE.

I WANT THE TRUTH. I REALLY WANT TO HEAR YOU SAY THAT YOU GUYS CAN DEVELOP SOMETHING SO THAT EVEN THOUGH YOU'RE TEACHING THEM THESE SKILLS THAT FIRST YEAR, THAT THEY'LL BE ALSO WORKING ON COURSEWORK THAT WILL GET THEM TO THE FINISH LINE A LOT SOONER.

YEAH, I MEAN, I BELIEVE THAT.

AND HONESTLY, I WOULD SAY THAT THAT REALLY IS DEPENDENT ON THAT TEACHER.

SO IF A TEACHER IS COMING IN AND YOU KNOW, THEY'RE KILLING IT AND ROCKETING, THE PRINCIPAL FEELS COMFORTABLE.

I WOULD LOVE FOR THEM TO TAKE ON ADDITIONAL DUTIES AND COME TO SOME OF OUR SUPPORT CLASSES, BUT I WOULD RELY ON THAT PRINCIPAL FEEDBACK TO MAKE SURE THAT THEY'RE DOING SUCCESSFUL. BEING A FIRST YEAR TEACHER IS HARD FOR ANYONE, RIGHT? AND FROM MY PERSPECTIVE, I REALLY THINK THAT WE WOULD BE ABLE TO GET THEM FULLY CERTIFIED BY THE END OF THAT THIRD YEAR OF THE PROGRAM.

THANK YOU. TRUSTEE.

TRUSTEE JOHNSON.

I'M SORRY. TRUSTEE MARSHALL.

I REALLY DON'T WANT ME TO TALK TO YOU.

GO, GO. YOUR NAME IS MAXIE IN THIS THING AND VICE VERSA.

SO I'M GONNA CALL YOU ALL THE WRONG NAMES ALL NIGHT.

ROBERT, I APPRECIATE YOU SPENDING SOME TIME TALKING WITH ME ABOUT THIS BEFORE THE MEETING.

AND YOU SENT ME AN EMAIL ON MAY 31ST THAT I'D LIKE TO TALK A LITTLE BIT ABOUT, AND THEN I'D LIKE TO SUGGEST THAT YOU FORWARD IT THROUGH BOARD SERVICES TO THE REST OF THE BOARD,

[03:45:03]

BECAUSE I THINK A LOT OF THE POINTS THAT HAVE BEEN DISCUSSED ARE SUMMARIZED BY YOU QUITE WELL.

IN THAT EMAIL AND THE CONCLUDING PARAGRAPH, YOU HAVE SEVEN REASONS WHY YOU THINK THAT THIS IS A GOOD IDEA.

I'M GOING TO READ THOSE AND PAUSE IN BETWEEN EACH ONE FOR YOU TO SAY ONE OR TWO SENTENCES.

EMPHASIS ON ONE OR TWO SENTENCES OF WHY, OF WHY THOSE THINGS ARE TRUE.

AND IN SOME CASES, I'M JUST GOING TO SAY WHAT I THINK THE SENTENCE IS, AND YOU CAN TELL ME IF I'M RIGHT OR WRONG.

SO YOUR FIRST REASON WAS ACTUALLY THAT THIS PROPOSAL WILL ALLOW US TO INCREASE THE DIVERSITY OF OUR TEACHER TALENT POOL AND REMOVE THE DISPARATE IMPACT ON POTENTIAL EDUCATORS OF SBC CERTIFICATION TESTING.

THIS IS ONE WHERE I WANT TO ADD A COUPLE OF SENTENCES MYSELF.

YOU ATTACHED A SLIDE TO THE EMAIL THAT SHOWS THAT THERE'S ACTUALLY A 16% DIFFERENTIAL IN PASS RATES ON THE PPR BETWEEN WHITE AND BLACK CANDIDATES, WHICH IMPLIES THAT WE ALL KNOW AT THIS TABLE EQUITY IS ONE OF OUR PRIORITIES.

WE TALKED ABOUT THE NEED TO RECRUIT BLACK MALE EDUCATORS IN PARTICULAR AND PRINCIPALS OVER THE LONG TERM.

BUT IN FACT, THIS CERTIFICATION PRECLUDES US FROM DOING THAT CURRENTLY BECAUSE THERE'S A 16% DIFFERENTIAL IN THE PASS RATE OF BLACK TEACHERS FROM WHITE TEACHERS.

SO YOUR PROPOSAL WILL ACTUALLY ALLOW US TO HIRE MORE BLACK MALE EDUCATORS, CORRECT? ABSOLUTELY. OKAY, GREAT.

THE SECOND THING ON YOUR EMAIL WAS THAT THIS PROPOSAL WILL ALLOW US TO HAVE AN OVERALL STRONGER INSTRUCTIONAL PROGRAM ACROSS THE DISTRICT AND INCREASE STUDENT LEARNING AND OUTCOMES THAN IF WE DID NOT ADOPT THIS AMENDMENT BY DECREASING THE NUMBER OF TEACHER VACANCIES.

ANYTHING YOU WANT TO ADD THERE? JUST BY IF WE HAVE THIS PROGRAM IS ADOPTED, IT WILL HAVE LESS VACANCIES IN OUR CLASSROOM.

YOU'LL HAVE LESS CLASSROOMS BEING COMBINED, LESS PEOPLE HAVING TO COVER CLASSES DURING THEIR CONFERENCE PERIOD, LET THE TEACHERS REGAIN THEIR ENERGY.

AND I THINK IT'LL BE AN OVERALL BETTER INSTRUCTIONAL PROGRAM FOR OUR TEACHERS AND STUDENTS.

AND SOME OF THE COMMENTS HAVE IMPLIED THAT THOSE TEACHERS WOULD BE OF LOWER QUALIFICATION.

BUT IN FACT, YOUR PROPOSAL, THESE THE SLIDES YOU ATTACHED TO THE EMAIL SAY THAT THE QUALIFICATIONS FOR THIS DOI CORE CONTENT PERMIT ARE ACTUALLY HIGHER THAN THE QUALIFICATIONS THAT ARE REQUIRED WITH THE TEXAS BASED ALTERNATIVE CERTIFICATION PROGRAM.

SO THESE TEACHERS, ALTHOUGH THEY WON'T HAVE THE CERTIFICATION, WILL HAVE A BACHELOR'S DEGREE, A GPA CUT OFF A COURSE SUBJECT, CUT OFF OF AT LEAST WHAT IS IT, 24 SEMESTER CREDIT HOURS, WHEREAS THE CERTIFICATION ONLY REQUIRES 12, WE'RE GOING TO REQUIRE 24 AND ALSO THE SECONDARY SEMESTER CREDIT HOURS, THE TA REQUIRES 15 AND WE'RE GOING TO REQUIRE 24. SO WE'RE ACTUALLY HIRING MORE QUALIFIED TEACHERS WITH THIS PROPOSAL THAN WE WOULD OTHERWISE BE.

IS THAT CORRECT? ABSOLUTELY. THEY WILL HAVE GREATER.

THIRD, YOU SAID THAT WE WILL ALLOW US TO DECREASE THE NUMBER OF LONG TERM SUBSTITUTES NEEDED FOR 22-23.

CAN YOU ELABORATE ON THAT? AGAIN, THIS WILL DECREASE OUR VACANCIES, I PREDICT, BY A COUPLE OF HUNDRED.

SO I THINK THAT'S GOING TO HAVE A DRAMATIC IMPACT ON ALMOST EVERY CAMPUS.

OKAY. YOU ALSO SAID THAT IT'LL ALLOW US TO TARGET AND ENGAGE WITH DEGREED, NON-CERTIFIED, HIGH QUALITY DALLAS ISD TAS AND EXPAND OUR GROW YOUR OWN EFFORTS.

CAN YOU COMMENT ON THAT? YEAH, WE HAVE ABOUT 75 OR 100 TAS THAT HAVE DEGREES THAT ARE NOT CURRENTLY TEACHERS.

THIS WOULD ALLOW US TO TARGET THEM FOR RECRUITMENT INTO THE DOI AND LET THEM BECOME TEACHERS AND THEN LET US MOVE THEM INTO THE CERT PROGRAM FOR THE SECOND YEAR.

YOU ALSO SAID THAT IT WILL ALLOW US TO ADAPT TO THE CURRENT REGIONAL, STATE AND NATIONAL LABOR SHORTAGES RELATIVE TO TEACHER APPLICANTS.

TRUSTEE WHITE JUST TALKED A LITTLE BIT ABOUT THAT, BUT ONE THING I WANT TO CLARIFY IS THAT THE SLIDES THAT YOU SENT ACTUALLY HIGHLIGHT THE OTHER DISTRICTS IN NORTH TEXAS THAT HAVE ALREADY DONE THIS, WHICH INCLUDE NORTHSIDE ISD, ALLEN ISD, DESOTO ISD, FORNEY ISD, IRVING ISD, MESQUITE ISD, NORTHWEST ISD, PLANO ISD.

ALDINE, AUSTIN, FORT BEND, KATY, COPPELL, HIGHLAND PARK.

THE LIST GOES ON. SO THE REALITY IS THAT THE DISTRICTS THAT WE'RE ALREADY COMPETING WITH FOR TALENT HAVE ALREADY MADE THIS CHANGE.

AND SO JUST TO BE COMPETITIVE IN THE MARKETPLACE, WE NEED TO DO THE SAME.

IS THAT CORRECT? YES, SIR.

YOU ALSO SAID THAT IT WILL ALLOW US TO MAINTAIN EQUAL TO OR HIGHER ACADEMIC STANDARDS FOR OUR TEACHERS VERSUS OTHER ALTERNATIVE CERTIFICATION TEACHERS AND EXCEED ACADEMIC REQUIREMENTS FOR TEACHERS BY THE TA.

THIS IS THE ONE THAT I PUSHED YOU ON A LITTLE BIT AND YOU ACTUALLY SENT ME SOME DATA THAT SAYS THAT FROM A PERFORMANCE PERSPECTIVE, THE TEACHERS THAT WE CURRENTLY HAVE IN THE DISTRICT WHO ARE NOT CERTIFIED ARE ACTUALLY PERFORMING BETTER THAN THE ONES THAT WE HAVE THAT ARE CERTIFIED.

CAN YOU ELABORATE ON THAT? YEAH. FOR OUR CURRENT UNCERTIFIED TEACHERS, THEIR AVERAGE SUMMATIVE SCORES ARE 75.7, WHICH IS ACTUALLY HIGHER THAN OUR OTHER EARLY CAREER TEACHERS FROM ALL PROGRAMS OR UNIVERSITY BASED PROGRAMS THAT ARE 71.5.

WHEN WE LOOK AT THE SPRING STUDENT EXPERIENCE SURVEY, OUR UNCERTIFIED TEACHERS SCORED HIGHER THAN OUR OTHER NON DOI OR OUR CERTIFIED TEACHERS.

THEY SCORED AN 80.4% POSITIVE REACTION VERSUS THE 74% FOR THE CERTIFIED TEACHERS AND THE PERCENT OF STUDENTS MEETING THE SLO FOR OUR DOI VERSUS THE CERTIFIED TEACHERS ARE BASICALLY THE SAME, THERE'S NO DIFFERENCE.

GREAT. AND THEN YOUR LAST POINT WAS THE SAME ONE THAT YOU MADE PREVIOUSLY AROUND THE 125 TO 150 VACANCIES THAT POP UP IN EARLY AUGUST WHEN FOLKS END UP FAILING THEIR CERTIFICATION. AND THIS ALLOWS US TO NOT END UP RIGHT AT THE BEGINNING OF SCHOOL HAVING 150 CLASSROOMS WITH NO TEACHER.

[03:50:07]

AND SO I APPRECIATE THAT POINT AS WELL.

I THOUGHT YOUR EMAIL WITH YOUR SEVEN REASONS THAT THIS IS A GOOD IDEA WAS PRETTY COMPELLING.

I'D ENCOURAGE YOU TO SEND IT AROUND TO THE REST OF THE TRUSTEES AND I WILL ABSOLUTELY BE SUPPORTING THIS.

THANK YOU. THANK YOU.

THANK YOU. TRUSTEE MARSHALL. TRUSTEE JOHNSON.

YES, I DO UNDERSTAND WHERE TRUSTEE FOREMAN IS COMING FROM.

DO WE STILL HAVE OUR AC PROGRAM? WE DO. TIM, WHAT'S GOING ON WITH THAT? WE WE HAVE AN AC PROGRAM.

WE'RE ABLE TO DO ALL THE CERTIFICATION AREAS, INCLUDING THE CORE CONTENT AREAS.

WE HAVE VERY GOOD RATINGS, GREAT ACCOUNTABILITY PIECE ON THAT.

WE'RE VERY EXCITED ABOUT SOME OF THE CHANGES.

WE'VE WE'VE EXPANDED SOME OF OUR SUPPORTS THERE AND WE'RE VERY EXCITED THE CAPABILITIES.

AND I KNOW THAT IF WE ARE GIVEN THIS OPPORTUNITY, I KNOW THAT WHEN WE INCLUDE THEM IN OUR PROGRAM FOR THE SECOND YEAR FOR THE TEST PREP, THAT THEY WILL THEY WILL BE SUCCESSFUL.

SO AND AS WELL AS TRUSTEE MARSHALL WAS SAYING, WE'VE HAD VERY LONG CONVERSATIONS ABOUT THIS WITH THE DISTRICT OF INNOVATION.

ARE YOU GOING TO INCORPORATE THEM SOME KIND OF WAY INTO THE INTO OUR AC PROGRAM? WHAT'S YOUR PLAN FOR THAT? YEAH, MY PLAN WOULD BE TO THE FIRST YEAR TO FOCUS ON THOSE CLASSROOM BASED SKILLS THAT THEY NEED WITH THE STUDENTS DIRECTLY.

AND THEN THE SECOND YEAR, MOVE THEM INTO THE CERTIFICATION PROGRAM.

SO WE SAY WE'RE STILL GOING TO GET INTO THE CERTIFICATION PROGRAM.

SO WE'RE JUST NOT GOING TO LEAVE AS THE DISTRICT OF INNOVATION.

WE'RE JUST GETTING THEM IN. AND THEN YOU'RE GOING TO YOU'RE GOING TO MOVE THEM RIGHT OVER THERE.

YEAH. AND I'LL JUST SAY, BEFORE WE MOVE ON TO THAT SECOND YEAR, THE EXPECTATIONS WILL BE THE SAME FROM THE PRINCIPAL.

SO IF THE PRINCIPAL WANTS TO NOT RENEW THEM OR NOT MOVE FORWARD WITH THEM, WE WOULD STILL SUPPORT THAT PRINCIPAL IN THAT IF WE NEEDED TO.

OKAY. SO WITH THAT BEING SAID, THEN I CAN SUPPORT THIS.

I KNOW WE DO NEED CERTIFIED TEACHING FROM OUR KIDS, BUT IF DALLAS ISD, IT SEEMS LIKE IT'S LIKE WE'RE TRYING TO GROW OUR OWN.

IS THAT WHAT WE'RE LOOKING AT? BUT YOU'RE BECAUSE I WANT TO MAKE SURE WE'RE ON RECORD, THAT YOU'RE DEFINITELY GOING TO MAKE SURE THAT THOSE TEACHERS IS GOING TO GET INTO OUR AC PROGRAMS, CORRECT? YEAH. I MEAN, IT'S WE WOULD OFFER OUR PROGRAM IF THEY VOLUNTARILY CHOOSE TO DO A THIRD PARTY, WE WOULD STILL SUPPORT THEM WITH OUR TRAINING, THOUGH, BUT AN ALTERNATE CERTIFICATION PROGRAM WITH THE PREFERENCE FOR DALLAS ISD.

AS TRUSTEE FOREMAN HAS A STRONG POINT, BECAUSE WHEN YOU HAVE NEW TEACHERS COMING OUT OF COLLEGE AND SOME OF OUR HPC, OUR HIGH PRIORITY CAMPUSES, THAT'S A STRUGGLE FOR THEM.

YEAH, THAT'S A STRUGGLE.

AND SO WE WANT TO MAKE SURE THAT THEY UNDERSTAND WHAT'S GOING ON AND WE PICK THE RIGHT PEOPLE.

BUT I WILL BE SUPPORTING IT BASED OFF OF WHAT YOU JUST SAID.

AND OF COURSE, WE'VE HAD SEVERAL CONVERSATIONS ABOUT IT.

BUT IF YOU'RE GOING TO MAKE SURE THEY'RE IN AC PROGRAMS, THEN THEY'RE GOING TO GET CERTIFIED AND WE'RE GOING TO RAISE OUR OWN.

AND I SUPPORT THAT. THANK YOU, SIR.

THANK YOU. THANK YOU.

TRUSTEE JOHNSON. TRUSTEE FOREMAN.

SO I'VE BEEN LISTENING TO EVERYBODY.

AND ONE OF THE THINGS I DON'T LIKE IS WHENEVER SOMEBODY WANTS SOMETHING, THEY TALK ABOUT YOU GOING TO HIRE MORE BLACK MEN.

THAT'S NOT THE HOOK.

THAT IS NOT THE HOOK FOR ME.

IT'S THE WRONG HOOK.

WE SHOULDN'T BE DOING THAT.

SO WE'RE TALKING ABOUT APPROXIMATELY 200 EMPLOYEES.

IS THAT WHAT YOU'RE SAYING? YEAH. I MEAN, THAT WOULD THAT WOULD BE MY GUESS.

AND MY ESTIMATE GETS AROUND 200.

HOW MANY INSTRUCTIONAL COACHES DO WE HAVE IN THE DISTRICT THAT ARE NOT ON A CAMPUS? I DO NOT HAVE INFORMATION, BUT I CAN DEFINITELY GET THAT FOR YOU.

COULD YOU PLEASE GET THAT FOR ME? BECAUSE WHEN I THINK ABOUT 200, I THINK WE'VE GOT THAT MANY INSTRUCTIONAL COACHES.

ANOTHER QUESTION IS FOR THE TAS THAT BECOME TEACHERS, WHAT PROCESS? BECAUSE WE KNOW THEY DO THIS.

SO WHAT PROCESS ARE THEY CURRENTLY USING AND WHAT WOULD BE DIFFERENT? CURRENTLY, THEY ARE REQUIRED TO GO THROUGH AN ALTERNATIVE CERTIFICATION PROGRAM.

THEY HAVE TO PASS THEIR PPR.

THEY ALSO HAVE TO PASS THEIR CONTENT TEST.

AND ONCE THEY PASS ALL THAT AND THEY DO THE ALL THE TEST PREP AND ALL THAT STUFF FOR THE AC PROGRAM, INTERNAL OR EXTERNAL, THEN ONLY THEN ARE THEY ABLE TO BE IN FRONT OF OUR KIDS TEACHING EVEN THOUGH.

OH, RIGHT. THAT'S LIKE THE PEDAGOGY TEST.

IT'S LIKE THE THEORY OF TEACHING TEST YOU HAVE TO TAKE BEFORE AND AND REALLY WHAT KIND OF INSPIRED THIS? THIS DIRECTION, I THINK IS ABOUT THREE WEEKS AGO, MAYBE THREE, MAYBE FOUR WEEKS AGO, TEA ACTUALLY PUBLISHED THEIR OWN INTERNAL MEMO THAT SAID THAT THE PPR WAS BASICALLY NOT EQUITABLE AND THEY WERE MOVING TO A DIFFERENT TEST OVER THE NEXT THREE YEARS.

AND SO THAT HAS A VERY DISPARATE IMPACT OF THAT 16% THAT WAS MENTIONED EARLIER.

BUT EVEN THEN, WHAT THAT DID IS IT MADE ME START LOOKING AT THE CORE CONTENT AREAS AS WELL.

AND WHEN YOU GO AND LOOK AT THE STATEWIDE CORE CONTENT AREAS FOR HISTORICALLY UNDERSERVED POPULATIONS, YOU HAVE GAPS OF ANYWHERE FROM 17 TO 37% LOWER FOR AFRICAN AMERICANS.

SO IT'S A ROADBLOCK TO GET INTO TEACHING.

AND THEN YOU HAVE 5 TO 25% DEPENDING ON THE DIFFERENT TESTS TO GET IN AS WELL.

SO THERE'S DEFINITELY SOME DISPARATE IMPACTS.

[03:55:02]

AND THOSE HISTORICAL INEQUITIES, I THINK, ARE TRANSFERRING INTO THAT.

WHEN I LOOK BACK AT MY OLD TEST, WHEN I TOOK MY CERTIFICATION TEST BACK AND, YOU KNOW, 85% OF MY CONTENT WAS FROM WHAT I HAD IN HIGH SCHOOL, RIGHT? SO IF YOU HAVE AN I MEAN, IF YOU'RE A PROPERLY SERVED INDIVIDUAL THROUGH HIGH SCHOOL, YOU'RE PROBABLY GOING TO PASS THOSE CONTENT TEST.

I MEAN, HONESTLY, THE ONLY THING THAT WASN'T ON THERE WAS GEOLOGY BECAUSE I DIDN'T TAKE GEOLOGY IN HIGH SCHOOL, BUT ALMOST EVERYTHING ELSE WAS ON THAT EXAM.

I COULD HAVE PASSED THE TEST WITH JUST THAT HIGH SCHOOL PIECE.

AND SO FOR ME, THAT'S WHERE THE TRUE EQUITY PIECE COMES IN, THAT I THINK THAT'S GOING TO OPEN UP OUR ENTIRE POPULATION OF APPLICANTS THAT ARE QUALIFIED.

THEY'RE GOING TO DO A GREAT JOB AND WORK WITH OUR KIDS IS NOT JUST AFRICAN AMERICAN MALES, BUT IT'S GOING TO BE AFRICAN-AMERICAN MALES, AFRICAN-AMERICAN FEMALES, HISPANIC MALES, HISPANIC FEMALES BECAUSE IT'S GOING TO REMOVE THAT BARRIER, THAT UNFAIR BARRIER THAT HAS THAT ROADBLOCK FOR ME.

AND THAT WAS ONE OF MY DRIVING FORCES.

I CONTINUE TO SAY TELL ME HOW MANY INSTRUCTIONAL COACHES THAT ARE CERTIFIED.

THEY'RE NOT IN THE CLASSROOM.

DO WE HAVE IT THIS DISTRICT AND START THERE.

YES, MA'AM. TRUSTEE WHITE? AND I HEAR WHAT YOU'RE SAYING.

AND THIS IS DIFFICULT, BUT AT THE SAME TIME, EVERYBODY IS NOT GOING TO PASS. AND I THINK WE KNOW THAT EVERYBODY WHO GOES INTO THIS PROGRAM NOT GOING TO PASS, THEY MAY DECIDE IT'S NOT FOR THEM.

AND WE'RE BACK TO SQUARE ONE.

AND I DEFINITELY AM ADVOCATING FOR CERTIFIED TEACHERS.

AND THAT'S WHY I AM ASKING AND I UNDERSTAND YOU SAID THREE YEARS, BUT I HOPE THERE SOME WAY YOU CAN SHAVE SOME TIME OFF OF THAT.

ANOTHER THING ALSO, AND I GUESS I MENTIONED THAT BECAUSE YES, PEOPLE CAN HAVE A DEGREE AND YES, THEY CAN HAVE THE SCORES. BUT WHEN IT COMES TO IT, SOME PEOPLE DON'T TAKE, DON'T DO WELL IN TESTING, JUST VARIOUS FACTORS.

AND I REALLY JUST WANT TO MAKE SURE THAT SOME THINGS THAT I HEAR THAT ARE HAPPENING NOW DON'T CONTINUE TO HAPPEN.

I DON'T WANT STUDENTS NOT BEING SUPERVISED BECAUSE THERE'S NOT TEACHERS THERE AND MORE STUDENTS BEING ABLE TO GET AWAY WITH OTHER THINGS BECAUSE THERE'S NOT ENOUGH SUPERVISION. SO ONCE AGAIN, I'M JUST.

I KNOW WE NEED TO DO SOMETHING.

DEFINITELY NEED TO DO SOMETHING.

I KNOW WE DON'T HAVE THE REMEDY FOR EVERYTHING, BUT.

WE DO NEED A QUICK FIX.

THANK YOU. I DO THINK THIS WILL HELP.

TRUSTEE FLORES? TRUSTEE WHITE, I JUST WANT TO VERY, VERY QUICKLY COMMENT ON SOMETHING, YOU KNOW, KIND OF TAKE THE SHINE OFF THE CERTIFIED TEACHER, WHOLE THING.

YOU KNOW, YOU GO TO HOCKADAY.

NOT A SINGLE TEACHER CERTIFIED.

YOU GO TO ST MARK'S, YOU GO TO PARISH, YOU GO TO EPISCOPAL, YOU GO TO ST MONICA'S, YOU GO TO ST RITA'S.

YOU GO TO ANY OF THESE PRIVATE OR PAROCHIAL SCHOOLS, NOT A SINGLE ONE OF THOSE.

ALL THE RICH PEOPLE SEND THE KIDS TO THEIR SCHOOLS AND NOT A SINGLE ONE OF THEM IS CERTIFIED.

SO I DON'T THINK THAT THERE'S ANY CORRELATION WHATSOEVER BETWEEN THE CERTIFICATION.

I THINK IT'S IMPORTANT THAT IT'S MANDATED BY THE STATE.

SO THAT'S GREAT. I'LL BE SUPPORTING THIS ITEM.

BUT BUT BEFORE WE GET TOO FAR INTO THE WEEDS ABOUT LIKE THIS IS LIKE A MUST ALL WE MUST DIE ON THIS SWORD.

RICH PEOPLE IN TOWN DON'T.

SO JUST THOUGHT I'D MENTION THAT.

THANK YOU. I HAVE A BRIEF COMMENT.

I THINK I'LL GET INTO THE HEART OF THE ISSUE.

I HEAR A LOT OF MY CONCERNS, A LOT OF THE CONCERNS FROM MY COLLEAGUES.

WHAT I DO WANT TO SHOW JUST SOME QUICK APPRECIATION FOR YOUR APPROACH TO THIS.

I DO AGREE WITH TRUSTEE MARSHALL THAT SEVEN LISTS IS PROBABLY HELPFUL TO SHARE WITH TRUSTEES IN PARTICULAR THAT I GUESS PR ASPECT.

I THINK IT'S KIND OF A, FROM MY PERSPECTIVE FOR ME SPEAKING, IT'S A TESTAMENT TO THAT TYPE OF RACIAL EQUITY TRAINING THAT WE HAD FOR ALL OUR STAFF.

AND THAT WAS THE QUESTION THAT EARLY. I DON'T KNOW WHY WE'RE NOT CLOSER TO 100%.

IT'S ALSO IN THE EIGHTIES AND NINETIES.

I DON'T SEE CHIEF LEAR OR QUINN, BUT THAT SHOULD BE CLOSER TO 100%.

BUT BUT WHETHER THE WAY YOU'RE ADDRESSING THIS ISSUE IS RIGHT OR WRONG, I APPRECIATE THAT YOU TOOK A RACIAL EQUITY LENS.

AND LOOKING AT THAT AND DIGGING INTO THOSE OUTCOMES FROM THOSE PR TESTS, WE SEE THAT WITH EVERYTHING THE SAT, THE LSAT, THE STAAR EXAM, THE SAME TYPE OF INEQUITIES IN THE TESTING.

SO IT EITHER, AGAIN SAYS THAT BLACK KIDS ARE UNDERPERFORMING AT THE SAT, LSAT, THE STAAR, THERE'S SOMETHING WE'RE NOT DOING ON THE FRONT END.

SO I THINK I APPRECIATE YOU TAKING THAT APPROACH AND RECOGNIZING THAT THERE'S INEQUITIES IN SOME OF THESE STANDARDIZED TESTING.

I THINK SOME OF THE PEOPLE WITH PHDS IN THE ROOM WILL TELL YOU THAT THE BIGGEST INDICATOR ON HOW YOU DO ON THESE STANDARDIZED TESTS OR THESE DDRS, THESE LSATS, SATS IS THE OTHER

[04:00:03]

DEGREES OF YOUR PARENTS.

ONE, AND THEN TO THE WEALTH OF YOUR PARENTS.

THAT'S NOT SOMETHING THAT'S HIGH ACROSS THE BOARD IN URBAN SCHOOL DISTRICT.

SO I APPRECIATE YOU LOOKING AT THAT AND THAT TYPE OF WAY AND COMING UP WITH THE SOLUTION, WHETHER PEOPLE SUPPORT IT OR NOT.

I THINK YOU TOOK A VERY STRONG RACIAL EQUITY APPROACH TO AT LEAST ONE OF THE REASONS WHY YOU'RE BRINGING THIS TO THE BOARD.

SO I APPRECIATE THAT.

THAT'S ALL I WANTED TO SAY ON THAT TOPIC.

ANY OTHER QUESTIONS OR COMMENTS? YES, MR. PRESIDENT, JUST ALONG THOSE LINES, THE APPROACH THAT YOU'RE SUGGESTING IS IS A VERY COMMON TEACHER DIVERSITY STRATEGY THAT IS EMPLOYED AROUND THE COUNTRY TO TO TO DELAY THE REQUIREMENT FOR CERTIFICATION IN ORDER TO EXPAND THE POOL AND TO AND TO GIVE MORE PEOPLE A CHANCE.

AND AND THE STUDIES ALSO SHOW THAT THE QUALITY OF TEACHING IS IS NOT ADVERSELY IMPACTED.

SO I DO INTEND TO SUPPORT THIS AS WELL.

THANK YOU. I DON'T SEE ANY OTHER COMMENTS.

WE'RE GOING TO THANK YOU FOR THIS PRESENTATION.

WE'LL KEEP GOING.

TRUSTEES IS ANYTHING ELSE IN ALL THE STRATEGIC INITIATIVES DIVISION? I'LL GIVE YOU ALL TIME. THAT'S 28.

MR. PRESIDENT, IF I MAY.

28. IF I CAN JUST SPEAK TO 28B THERE'S AN ERROR.

I WANT TO BE CLEAR WITH THE BOARD ON THE.

SO ON 28B, IT SAYS IT REFERENCES 11.

NOT TO EXCEED $11 MILLION OVER SIX YEARS.

AND IF YOU RECALL, I DID PRESENT OUR REDESIGNED REIMAGINE COLLEGE AND CAREER ADVISING LAST MONTH DURING THE INFORMATION REPORTS AND IT'S $11 MILLION ANNUALLY.

SO THIS WILL BE UPDATED FOR THE BOARD MEETING.

BUT I WANT TO BE CLEAR, WITH THIS BOARD TODAY, THAT'S ACTUALLY GOING TO BE $66 MILLION OVER SIX YEARS, NOT $11 MILLION OVER SIX YEARS.

I'M GLAD YOU CLARIFIED THAT.

SMALL DIFFERENCE.

SINCE HE BROUGHT IT UP.

THEY LOVE $1,000,000 WOULD BE EXPENDED ON WHAT IT WOULD BE THE VENDORS THAT WE'RE USING FOR OUR COLLEGE AND CAREER READINESS? THAT'S CORRECT. YES, MA'AM.

THAT'S EXACTLY RIGHT.

OKAY. THANK.

ALL RIGHT. SO I'M GOING TO GO ON TO TRUSTEE WHITE.

MY NAME IS NOT SHOWING UP FOR SOME REASON.

THE NAMES ARE OFF. THAT'LL BE FIXED BEFORE NEXT MINUTE.

SORRY. I GUESS MY QUESTION IS, CAN YOU GIVE ME A COMPARISON BETWEEN 28? I THINK IT'S 28A AND, NO 28B AND 29.

WHAT'S THE WHAT'S THE BIG DIFFERENCE BETWEEN THE TWO AND? YES. I THINK THAT'S A THAT'S A GOOD QUESTION BECAUSE 28B IS AIMED AT HAVING WE HAVE CURRENTLY WE HAVE COLLEGE ACCESS PROVIDERS IN OUR HIGH SCHOOLS THAT SUPPORT MOSTLY PERVASIVELY OR SENIORS WITH DIFFERENT ASPECTS OF GETTING READY TO GO TO COLLEGE OR THEIR CAREER.

RIGHT. FINANCIAL AID, ET CETERA.

AND I THINK SO WITH 29, I THINK IT'S A, B AND C, WE'RE WORKING WITH LOCAL COLLEGES AND UNIVERSITIES WHO HAVE STUDENT MENTORS AS WELL AS ADULT MENTORS HELP COME INTO OUR SCHOOL AND HELP OUR KIDS WITH SOME OF THE SAME WORK.

SO REALLY WHAT HAPPENS IS WE HAVE AN OFFICE ESTABLISHED AT EACH HIGH SCHOOL ESSENTIALLY WHERE THE COLLEGE ACCESS PROVIDER IS STATIONED, WHERE SOME OF THESE PARTNERS FROM THAT ARE REFERENCED UT DALLAS, UT DALLAS AND SMU, THEY'RE IN OUR SCHOOLS SUPPORTING OUR STUDENTS, MENTORING THEM AND HELPING THEM WITH THEIR PATH FORWARD, WITH THEIR CAREER. AND THERE'S NO FINANCIAL IMPACT WITH THE 329.

SO BASICALLY THERE'S GOING TO BE TWO DIFFERENT PROGRAMS. AND I DO NOTICE THAT THESE ARE GOING TO [INAUDIBLE].

I'M GOING TO PROBABLY BE GOING BETWEEN THE TWO, BUT 29 A IS BASICALLY GOING TO BE THE TRIO PROGRAM.

THAT'S RIGHT. THAT'S THE MENTORING PROGRAM.

SORRY. YES. YES.

AND UPWARD BOUND IS ALSO BEING USED AS A IS I MEAN, BECAUSE I KNOW THERE ARE TWO DIFFERENT PROGRAMS. NUMBER ONE, WE'RE BOUND AND TRIO OR SEPARATE AND WITH UPWARD BOUND, I DON'T KNOW IF IT'S BEEN ANY CHANGES, BUT THE STUDENTS NORMALLY RECEIVE A STIPEND IN ORDER TO PARTICIPATE IN THAT PROGRAM.

AND ALSO, THERE'S VERY OTHER THINGS THAT ARE PROVIDED TRIPS, OTHER EXPERIENCES THAT STUDENTS MAY NOT RECEIVE, THEY WILL RECEIVE WITH THIS PROGRAM? THAT'S RIGHT. I WAS ACTUALLY YES, I WAS A UNC DALLAS YESTERDAY AND ACTUALLY HAD MANY, MANY STUDENTS FROM SOUTH AND SOUTHERN DALLAS WHO WERE THERE IN GRADES 912, WHO WERE

[04:05:01]

INTERACTING, WHO WERE ACTUALLY THERE FOR OUR CAMP.

AND WE'RE GETTING THE EXPERIENCE OF WHAT COLLEGE IS LIKE AND WHAT TO EXPECT AND HOW TO PLAN, ET CETERA.

BECAUSE I KNOW THIS HAS BEEN HOSTED, THE UPWARD BOUND HAS BEEN HOSTED FOR MANY YEARS AT SMU.

SO I GUESS THESE OTHERS ARE GETTING INTO IT NOW.

SO WHAT IS THE COST FOR, I KNOW YOU SAID THE FIRST ONE IS 11.

6 MILLION FOR THE FIRST TIME WAS $11 MILLION ANNUALLY FOR SIX YEARS.

YES. THE 28B.

AND THE OTHER ONE IS HOW MUCH? THE OTHER 29, A, B AND C.

THERE IS NO FINANCIAL IMPACT.

THERE'S NOT A COST THERE.

IT'S FREE. OKAY.

SO BUT THE YOU MENTIONED THE 11 MILLION.

SO WHO'S SOMEBODY PAYING THAT, RIGHT? YES, MA'AM, WE ARE DALLAS ISD.

IS THIS OKAY? SO IT'S NOT IT'S FREE FOR THE STUDENTS, BUT SOMEBODY IS PICKING UP THE TAB FOR THESE STIPENDS AND WHAT HAVE YOU? NO, NO, WE'RE NOT PAYING.

WELL, WE'RE PAYING THE PROGRAM PROVIDER.

VENDOR. YES, RIGHT.

YES. AND WE'RE PAYING BASICALLY.

WE'RE PAYING FOR IT.

IT'S KIND OF LIKE WHETHER YOU WANT TO SAY WE'RE WATCHING THE MONEY OR WHATEVER, WE'RE PAYING FOR IT AND THEY'RE GIVING IT OUT.

SO. HOW WAS IT DETERMINED THE SCHOOLS THAT THAT HAD? BECAUSE I'M LOOKING AT THE LIST OF SCHOOLS AS WELL.

HOW WAS IT DETERMINED THAT THE LIST OF SCHOOLS THAT WERE USED AND HOW MANY VENDORS.

WHICH ITEM ARE YOU? ARE YOU ON TRUSTEE.

ARE YOU ON 28B OR 29? 28A.

28 B, I'M SORRY. OK YES, MA'AM.

OF COURSE.

EVERY SINGLE HIGH SCHOOL WILL HAVE A COLLEGE AND CAREER ADVISING PROGRAM, SUPPORT.

AND MATTER OF FACT, LAST WEEK OR EARLIER THIS WEEK, I SHOULD SAY, EVERY HIGH SCHOOL PRINCIPAL CAME TO THIS BUILDING AND HEARD FROM THE POSSIBLE VENDORS AND THEY ACTUALLY MADE THEIR OWN SELECTION AS WE DO ANNUALLY.

THE DIFFERENCE IS THIS YEAR THEY MADE THEIR SELECTION AND WILL REMAIN FOR TWO YEARS IF THIS ITEM IS APPROVED BY THIS BOARD.

OKAY. SO IN ESSENCE, THEY'RE GETTING A NUMBER OF PROGRAMS, ONE ON THIS TRIO.

ONE OF THEM IS UPWARD BOUND, AND THERE COULD BE SOME OTHERS.

I GUESS I HAVE ANOTHER MY LAST AND FINAL QUESTION, BECAUSE I KNOW WITH THE TEXAS HIGHER EDUCATION COORDINATING BOARD, THEY SPONSORED THINGS WHERE THEY ACTUALLY PROVIDED RESOURCES AND THEY ALSO PROVIDED VOLUNTEERS, WHICH WAS THE VISTA PROGRAM. IS ANY OF THAT BEING UTILIZED BECAUSE THERE WAS A PROGRAM CALLED THE GOLD PROGRAM, THE GOLD CENTERS THAT WAS THERE.

AND IT DIDN'T ONLY REACH SENIORS.

IT REACHED ALL THE WAY DOWN TO EIGHTH GRADE TO MAKE SURE THAT THEY SET GOALS AND THAT THEY HAD THE VISION OF WHAT THEY WERE GOING TO DO.

THEY KNEW WHAT CLASSES NEEDED TO BE TAKEN.

IS THAT GOING TO HAPPEN WITH ANY OF THESE PROGRAMS HERE? ABSOLUTELY. I HEARD YOU JUST SAY SENIORS, BUT I'M ASKING ABOUT, YOU KNOW, BECAUSE IF THEY KNOW BEFORE THE CREDITS, YOU KNOW, STUDENTS HAVE A CERTAIN PERIOD BEFORE THEY START GETTING CREDITS.

AND IF THEY THEY KNOW.

SO THAT'S MY QUESTION.

YEAH, ABSOLUTELY. SO 28B, WHICH IS COLLEGE ACCESS, COLLEGE AND CAREER ADVISING, THAT'S FOR STUDENTS IN GRADES NINE THROUGH 12.

THAT'S WHAT WE'RE PAYING FOR AS A DISTRICT.

BUT THE OTHER ITEMS 29, A, B AND C, THOSE THAT WILL ALSO IMPACT STUDENTS IN GRADES 9-12.

YES. OKAY.

THANK YOU. YOU'RE WELCOME.

TRUSTEE FOREMAN? JUST REAL QUICK, BRIAN.

YOU KNOW, I SUPPORT THIS 100%.

I'VE SEEN IT IN ACTION AND EDUCATION IS FREEDOM, I THINK IS ON EACH ONE OF MY CAMPUSES.

AND I'M EXCITED ABOUT THE WORK THAT THEY'RE ABLE TO DO WITH THESE YOUNG PEOPLE.

WHEN YOU THINK OF STUDENTS GETTING $250,000 FROM TCU AND THOSE KINDS OF SCHOLARSHIPS THAT THEY NORMALLY WOULD NOT HAVE GOTTEN WITHOUT THIS KIND OF INTERVENTION, I SUPPORT IT 100%.

THANK YOU. I THINK THAT'S ALL THE QUESTIONS FOR 28 AND 29.

TRUSTEES, WE'RE GOING TO GO ON INFORMATION TECHNOLOGY DIVISION.

ARE THERE ANY QUESTIONS? THAT'S 33.

[31. INFORMATION TECHNOLOGY DIVISION]

33C. TRUSTEE FOREMAN? GO AHEAD WITH 33C.

I GUESS MY QUESTION IS IT SAYS AN UPGRADE OF SECURITY SYSTEMS, BUT IT DOESN'T SAY WHERE.

IS IT THE SECURITY SYSTEMS IN THE SCHOOLS?

[04:10:01]

IS IT THE SECURITY SYSTEMS? ALL SECURITY SYSTEMS? YES, MA'AM. GOOD AFTERNOON, TRUSTEE FOREMAN.

GOOD AFTERNOON. IT'S GOING TO BE ALL CAMPUS SYSTEMS. THESE ARE ALL CAMPUS SYSTEMS? YES, MA'AM. AND WILL THIS ENABLE US TO FIX THE PROBLEMS THAT WE'VE HAD ON SEVERAL OF OUR CAMPUSES WITH NOT BEING ABLE TO HAVE ACCESS TO SYSTEMS? YES, COMPLETE SYSTEM.

YES, MA'AM. AND SO HOW WOULD WE BE ROLLING THIS OUT? IS IT LOOKING AT THE CAMPUSES THAT DON'T CURRENTLY HAVE THE ACCESS TO ALL OF THE SYSTEMS THAT THEY NEED, LIKE THE CAMERAS AND THOSE KINDS OF THINGS? BECAUSE I THINK I WAS TOLD AT ONE TIME WE ONLY HAD ONE VENDOR AND WE WERE HAVING A DIFFICULT TIME GETTING WHAT WE NEEDED.

THAT'S CORRECT. TRUSTEE FOREMAN AND I'LL BE HAPPY TO SEND YOU THE ROLLOUT PLAN THAT SHOWS HOW WE'RE GOING TO MAKE THAT HAPPEN.

OKAY. THANK YOU.

TRUSTEE MARSHALL. SO I'M THRILLED TO SUPPORT THIS, AND I'M ALSO LOOKING FORWARD TO HEARING BACK FROM THE ADMINISTRATION ON FIVE OR SIX SECURITY RELATED ITEMS I SAID LAST WEEK FOR CONVERSATION, BUT ONE THING THAT CAME UP AND SOME EMAIL EXCHANGES WITH OTHER SENIOR ADMINISTRATORS WAS THE IDEA OF HAVING SECURITY SYSTEMS AND LOCKING MECHANISMS CONTROLLABLE BY CENTRAL ADMINISTRATION SO THAT WE COULD GO INTO LOCKDOWN AND THAT COULD BE ACTIVATED BY SOMEONE IN A CENTRAL LOCATION, WHETHER THAT'S THE DCI PD OR EVEN SOMEONE IN THIS BUILDING.

DOES THIS BUDGET PROVIDE FOR THAT POSSIBILITY? I WOULD HAVE TO EXPLORE THAT MORE IN DETAIL.

I'M NOT SURE IF THAT WAS A PART OF THE ORIGINAL SCOPE, BUT HAPPY TO LOOK AT THAT BECAUSE WE KNOW THAT WAS A REQUEST THAT CAME RECENTLY.

ALL RIGHT. YEAH. IF YOU CAN FOLLOW UP WITH ME OFFLINE, I'D APPRECIATE THAT.

I MEAN, 87 MILLION BUCKS, IT'S A LOT OF MONEY.

SO I DON'T KNOW WHAT, I HAVE NO IDEA WHAT THAT SORT OF SYSTEM WOULD COST.

I THINK, SUSANNAH, I THINK THEY DID IT IN DENVER.

BUT I DON'T KNOW IF, YOU KNOW, OFF THE TOP OF YOUR HEAD WHAT THEY SPENT ON IT, BUT YOU KNOW, THAT THAT SORT OF SYSTEM, I THINK, WOULD BE INVALUABLE AND BEARS FURTHER INVESTIGATION IF WE'RE NOT ALREADY CONSIDERING IT.

THANKS. THANK YOU, TRUSTEE MARSHALL.

MAYBE A LITTLE OFF TOPIC, BUT THE SECURITY, I THINK DR.

LEE WILL BE SENDING US SOME INFORMATION EITHER THIS WEEK OR NEXT WEEK'S BOARD UPDATE REGARDING SAFETY UPDATES, INCLUDING RESPONSE, THOUGH WON'T SPEAK FOR HER RESPONSES TO THE INQUIRIES YOU MADE.

ALL RIGHT. THERE'S NOT ANYTHING ELSE ON TECHNOLOGY SERVICES.

WE'RE GOING TO MOVE TO FINANCIAL SERVICES.

ANY QUESTIONS IN FINANCIAL SERVICES?

[34. FINANCIAL SERVICES DIVISION]

ANYBODY GOT ANYTHING FOR 38? IF NOT? MIKE.

TRUSTEE FOREMAN MIKE.

MIKE. I'M LEANING OVER LIKE I CAN'T HEAR YOU.

JUST A QUICK QUESTION.

WHEN ARE WE GOING TO RECEIVE THE BUDGET BOOK? JULY 15TH.

NO, WE'RE NOT.

NO, WE'RE NOT.

YOU KNOW, YOU BETTER BE NICE.

I WANT ME TO GET YOU ON YOUR LAST FEW DAYS.

ALL THE BUDGET DOCUMENTS HAVE ALREADY BEEN UPLOADED, SO I'M GOING TO GUESS.

I'M TRYING TO FIND OUT.

I'LL BE FINDING OUT WHY YOU HAVEN'T GOTTEN A BOOK.

BECAUSE WE'VE ALREADY UPLOADED ALL THE DOCUMENTS.

THEY'RE ALL UPLOADED? YES, MA'AM. OKAY.

I'LL HAVE TO GO LOOK FOR THEM BECAUSE WE HAVE A HEARING BEFORE THE BOARD MEETING AS REQUIRED.

ALL THOSE ARE UPDATED.

OKAY, SO.

I'LL JUST. CAN YOU SHARE THOSE WITH ME? I DON'T KNOW WHERE THEY'RE UPDATED.

SURE. NORMALLY, NORMALLY, A PROCESS IS TO GIVE THE TRUSTEES A BUDGET BOOK.

OKAY. SOME OF THESE PEOPLE DON'T LIKE THAT.

I DO. SO THAT I HAVE AN OPPORTUNITY TO SIT DOWN AND GO THROUGH THE BUDGET BEFORE WE ACTUALLY VOTE ON THE BUDGET.

SO IF NOBODY ELSE WANTS IT, I DO.

PLENTY OF INFORMATION. I GOT THE BOOK ALREADY, SO I HAVEN'T.

DID YOU ALL GO GET IT? YEAH.

I THINK IT'S ALREADY BEEN PUBLISHED AND DISTRIBUTED.

SO THERE MIGHT HAVE BEEN NO IT HASN'T BEEN DISTRIBUTED TO OR MAY HAVE BEEN AN OVERSIGHT, BUT IT'S ALREADY GONE OUT.

DON'T SAY THAT. DON'T DO THAT.

I SAID AN OVERSIGHT WE GOT.

THANK YOU, TRUSTEE MARSHALL. THANK YOU, TRUSTEE FOREMAN.

I'LL DO THAT. TRUSTEE WHITE, DO YOU HAVE A QUESTION? CAN I GO BACK? YOU HAVE THE FLOOR, HUH? OH, CAN I GO BACK AND VISIT? IT'S NOT THE NUMBER SHE JUST MENTIONED.

IT'S 33 C. YEAH, ACTUALLY, I'M SORRY.

[04:15:04]

ARE THERE ANY OTHER QUESTIONS ON 33C? OK 33B THIS TIES IN WITH THE SECURITY SYSTEM AND I WAS JUST WANTING TO KNOW IN HERE IT'S LISTED THAT IT'S FOR WHAT WAS IT, SEVEN YEARS.

MAKE SURE I'M ALMOST ON THE RIGHT.

NINE. I'M SORRY.

BECAUSE THERE'S SEVERAL OF THESE THAT'S PERTAINING TO THE SECURITY SYSTEM.

AND ONE OF THEM IS TALKING ABOUT HOW THE CAMERAS WOULD BE UP FRONT TO ALLOW ACCESS. BUT I ALSO WANT TO MY QUICK QUESTION IS THIS IS THE CURRENT CONTRACT? THAT WE HAVE FOR SECURITY.

I THOUGHT I SAW IT SOMEWHERE.

HAS IT BEEN UNDER THE HISTORICAL DATA? ON THE NEXT PAGE.

IT WAS FROM MAY 24, 2018, AND I THINK IT WAS FOR A NUMBER OF YEARS.

HAS IT? I THINK IT WAS FOR FIVE YEARS.

HAS THAT CONTRACT? SO HAS THAT CONTRACT BEEN DISPOSED OF OR WAS IT JUST THEY WERE GOING TO DO IT IN STYLE AND ONCE THEY COMPLETED IT, IT WAS OVER? I THOUGHT I READ SOMETHING IN HERE ABOUT THAT.

IF I CAN INTERJECT, I BELIEVE TRUSTEE WHITE'S REFERRING TO THE LANGUAGE AROUND THE TERM FOR WHICH THE MONEY CAN BE SPENT, WHICH SAYS IT'S FOR SEVEN YEARS.

IT'S NOT A CONTRACT. IT'S A POOL OF MONEY THAT CAN BE SPENT OVER A SEVEN YEAR PERIOD.

THAT WAS THE HISTORICAL.

YES, THAT WAS THE CONTRACT PRIOR.

YES. THIS CONTRACT WILL ALLOW US TO HAVE MULTIPLE VENDORS FOR FIVE YEARS.

RIGHT. AND.

SO BUT WE HAVE LIKE HOW MANY CONTRACTS DO WE HAVE LIKE THIS? BECAUSE THERE'S AT LEAST THERE WAS ONE WE JUST DISCUSSED.

THEN THERE'S THIS IS FOR SECURITY.

33B IS FOR SECURITY.

CORRECT? THAT'S FOR NETWORK MAINTENANCE.

B IS FOR NETWORK MAINTENANCE.

IS THAT PERTAINING TO? NOT PERTAINING TO SECURITY.

THAT'S MORE OF OUR NETWORK EQUIPMENT.

AND OF COURSE, I KNOW WE'RE GOING TO NEED NETWORK IN ORDER FOR THE SECURITY CAMERAS AND FOR OUR SCHOOLS.

I'M ON 33C NOW.

THE CLOSED CIRCUIT SYSTEMS, THE CAMERAS.

AND SO IF THERE'S A CAMPUS THAT HAS MAYBE OLDER CAMERAS, YOU'RE GOING TO GO THROUGH THE ENTIRE SCHOOL AND REPLACE EVERYTHING. IS THAT RIGHT? AS PART OF THE BOND? THERE WAS REFRESH AND UPGRADES FOR CAMERAS FOR CAMPUSES.

YES, MA'AM. SO I'M ASKING.

SO 33C, IT'S COMING FROM THE BOND.

YES. SO BECAUSE THERE ARE SOME CAMPUSES THAT HAVE SECURITY CURRENTLY HAVE SECURITY SYSTEMS AND SOME OF THE CAMERAS ARE NOT WORKING AND SOME OF THE CAMERAS ARE IN BLIND SPOTS THAT SERVE NO PURPOSE IF YOU CAN'T SEE, YOU KNOW, WHAT'S GOING ON IN THAT AREA.

SO YOU'RE SAYING THAT THAT SYSTEM WILL EITHER IF IT'S NOT COMPATIBLE, IT WILL BE TOTALLY REVAMPED, THE ENTIRE SYSTEM? CORRECT. THERE'S A COUPLE OF PHASES.

SO THERE'S REPAIR, THERE IS REPLACEMENT OF SYSTEMS. ALL OF THOSE THINGS WILL HAPPEN FOR ALL CAMPUSES.

AND. I THINK THAT'S IT.

THANK YOU. THANK YOU, TRUSTEE WHITE.

TRUSTEE FOREMAN REMIND ME. WE'RE ON FINANCIAL SERVICES.

I LET HER GO BACK BECAUSE.

OKAY. OKAY. SO WE'RE ON FINANCIAL SERVICES.

ANY QUESTIONS ON FINANCIAL SERVICES? TRUSTEE FOREMAN. NO, I WANT TO KNOW, IS THE SECURITY CAMERAS ALREADY? ARE THERE ANY OTHER QUESTIONS ON THE AGENDA? OKAY. SO IT IS.

I DON'T EVEN KNOW WHAT TIME IT IS.

5:54 P.M.

AND THIS MEETING IS ADJOURNED.

THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.