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[00:00:01]

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

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

IF YOU PLEASE STAND AND JOIN ME IN A MOMENT OF SILENCE FOR THE THIRD GRADE STUDENT IN SS CONNOR ELEMENTARY SCHOOL WHO TRAGICALLY PASSED AWAY AFTER BEING STRUCK BY A VEHICLE.

OUR THOUGHTS AND PRAYERS ARE WITH THE STUDENT'S FAMILY AND THE SCHOOL FAMILY.

PLEASE REMAIN STANDING AFTER THE MOMENT OF SILENCE FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATED IN SIMULTANEOUSLY BY VIDEOCONFERENCE.

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

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

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

COULD YOU DO US THE HONOR PLEASE.

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

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF THE MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY.

AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THE REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE.

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

WE WANT TO REMIND EVERYONE THAT ALTHOUGH NOT REQUIRED, WE DO RECOMMEND THE WEARING OF A FACE MASK WHILE ON DISTRICT PROPERTY.

WE'RE GOING TO MOVE ON TO THE ACKNOWLEDGEMENT OF ELECTED OFFICIALS.

I DON'T THINK I SEE ANY IN THE ROOM.

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

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

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

THE BOARD IS GOING TO RETIRE TO CLOSE SESSION.

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

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

THE BOARD WILL RETIRE THE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.

CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF AN ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

SECTION 551.072 TO DELIBERATE THE PURCHASE EXCHANGE LEASE SELLER VALUE OF REAL PROPERTY.

SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.

SECTION 551.076, TO DELIBERATE REGARDING THE DEPLOYMENT OF OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR SERVICES OR SECURITY AUDIT.

SECTION 551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055, SUBSECTION B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE, SECURITY DEVICES AND SECTION 551.129 TO CONSULT WITH HIS ATTORNEYS BY TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE CALL OR COMMUNICATIONS OVER THE INTERNET AND OPEN MEETING AND OR CLOSED MEETING. THE TIME IS NOW 11:40 A.M.

AND WE ARE IN CLOSED SESSION.

ALRIGHT THE TIME IS NOW 12:21 P.M.

WE BACK IN OPEN SESSION.

THE BOARD DIDN'T TAKE ANY ACTION IN CLOSED SESSION.

TRUSTEES WERE ON SECTION SIX, THE VISION IN PROGRESS MONITORING SECTION.

[6. VISION/PROGRESS MONITORING]

WE HAVE A PRESENTATION ON STUDENT OUTCOME GOALS GPM 2.1 AND 3.1.

DR. ELIZALDE. THANK YOU, PRESIDENT HENRY.

THIS WAS INTENDED TO BE A JOINT PRESENTATION BETWEEN OUR CHIEF OF SCHOOL LEADERSHIP AND OUR CHIEF ACADEMIC OFFICER, AND

[00:05:08]

WE ARE MANAGING THE SITUATION.

SO WE ARE GOING TO GO AHEAD AND PROCEED.

AND SO CHIEF [INAUDIBLE] AND ASSISTANT SUPERINTENDENT ALENA HILL WILL BE FACILITATING THIS PRESENTATION.

THANK YOU, SUPERINTENDENT ELIZALDE.

PRESIDENT HENRY, MEMBERS OF THE BOARD, WE WILL BE PRESENTING TO YOU THE UPDATE OF GPMS, 2.1 AND 3.1 TODAY, WHICH MEASURES OUR AFRICAN AMERICAN ACHIEVEMENT IN SECOND GRADE.

ON THIS FIRST SLIDE, WE WOULD START WITH GPM 2.1, WHICH MEASURES READING ACHIEVEMENT FOR OUR SECOND GRADE STUDENTS AT THE 50TH PERCENTILE AND ABOVE.

OUR BEGINNING OF YEAR ACHIEVEMENT SHOWS SIMILAR ACHIEVEMENT TO LAST YEAR AS SHOWN IN THE BAR GRAPH AT THIS TIME WITH 28%.

AND IN ORDER TO MEET OUR 2023 END OF YEAR TARGET, WE WOULD NEED TO GAIN APPROXIMATELY 14 PERCENTAGE POINTS DURING THE COURSE OF THIS YEAR FROM BEGINNING TO END OF YEAR.

NEXT SLIDE. SORRY.

THANK YOU. THE NEXT SLIDE REPRESENTS OUR GPM 3.1, WHICH MEASURES MATH ACHIEVEMENT FOR OUR SECOND GRADE AFRICAN AMERICAN STUDENTS. AND WE CAN SEE THAT ACHIEVEMENT IS GREATER AT THIS TIME THAN IT WAS LAST YEAR AT THE 50TH PERCENTILE, SHOWING 26% AT OUR BEGINNING OF YEAR MEASURE AS COMPARED TO LAST YEAR, IT WAS 23%.

SO THAT IS AN INCREASE, A SLIGHT INCREASE OF THREE PERCENTAGE POINTS.

WE WOULD NEED TO GAIN ABOUT TEN PERCENTAGE POINTS IN ORDER TO MEET OUR 2023 TARGET AT THE END OF THIS SCHOOL YEAR, FROM BEGINNING OF YEAR TO END OF YEAR.

THIS SLIDE REALLY REPRESENTS WHAT WE'D LIKE TO FOCUS ON, UNDERSTANDING THAT WE DID NOT SEE NECESSARILY THE GAINS THAT WE WOULD LIKE TO SEE WITH OUR AFRICAN AMERICAN STUDENTS.

WE WANT TO FOCUS ON WHAT ARE WE GOING TO DO TO MAKE ADJUSTMENTS AND AND SUPPORT OUR STUDENTS.

AND SECOND GRADE ARE AFRICAN AMERICAN STUDENTS IN MAKING ADDITIONAL ACCELERATED GROWTH.

THIS SLIDE TALKS ABOUT THE FOUR AREAS THAT WE ARE FOCUSED ON EQUITY, LITERACY, CURRICULUM AND INSTRUCTION FOR EQUITY.

WE HAVE BEEN SUPPORTING APPROXIMATELY 82 HIGH PRIORITY CAMPUSES BY PROVIDING K K THROUGH TWO COACHING SUPPORT DIRECTLY TO OUR TEACHERS.

THAT'S REALLY IMPORTANT IN THESE TIMES BECAUSE WE DO HAVE TEACHERS WHO ARE IN CLASSROOMS THAT DON'T NECESSARILY COME IN WITH THE SAME SKILL SETS AS SOME OF OUR EXPERT TEACHERS IN THE CLASSROOM. SO THAT COACHING MAKES A BIG DIFFERENCE.

WE'RE GOING TO BE ADJUSTING THAT IN THIS SCHOOL YEAR AND ADDING APPROXIMATELY 17 COACHES SO THAT WE CAN INCREASE OUR SUPPORTS IN 99 CAMPUSES.

IN ADDITION, AS YOU ARE AWARE, THROUGH OUR RACIAL EQUITY OFFICE GOALS, WE HAVE INCREASED OUR READING INTERVENTIONISTS FOR OUR PREDOMINANTLY AFRICAN AMERICAN CAMPUSES BY 16 FOR A TOTAL OF 36 THAT WILL BE FOCUSED EXCLUSIVELY ON READING INTERVENTIONS.

UNDER THE AREA OF LITERACY, WE ARE CONTINUING TO SUPPORT OUR HOSPITAL THROUGH READING ACADEMIES THAT FOCUS ON SYSTEMATIZING THE SCIENCE OF TEACHING READING, FOUNDATIONAL SKILLS THAT INCLUDES PHONICS, INSTRUCTION AND COMPREHENSION.

WE HAVE LAUNCHED THIS PAST YEAR WE LAUNCHED COHORT TWO, THE HOUSE BILL THREE READING ACADEMIES THAT WAS ABOUT 46 CAMPUSES.

THIS YEAR WE ARE IN OUR FINAL YEAR OF MASS TRAINING FOR READING ACADEMIES, WHERE WE WILL FOCUS ON 52 CAMPUSES AND WE WILL CONTINUE TO SUPPORT IMPLEMENTATION OF THOSE SKILLS LEARNED DURING THAT TRAINING FOR COHORTS ONE AND TWO BEYOND THIS YEAR.

NOW THAT THE LARGE TRAININGS ARE COMPLETED, WE WILL HAVE A SYSTEM IN PLACE TO SUPPORT ANY NEW TEACHERS THAT COME IN THAT HAVE NOT COMPLETED THE READING ACADEMY.

UNDER CURRICULUM, WE WANTED TO TAKE THOSE STRUCTURED SKILLS THAT ARE EARLY LEARNING TEACHERS ARE LEARNING THROUGH READING ACADEMIES AND..

EXCUSE ME SARA, WE LOST OUR QUORUM.

WE HAVE TO PAUSE FOR A SECOND.

WE KEEP GOING. WE HAVE QUORUM.

WE HAVE. WELL, WE DON'T HAVE QUORUM.

ALL RIGHT. GO AHEAD. THANK YOU.

SO WE HAVE EMBEDDED SCIENCE AND TEACHING READING STRATEGIES INTO THE CURRICULUM AND MADE THOSE REALLY APPARENT INSIDE OF THE CURRICULUM.

AND NOW WE ARE WORKING ON EXPANDING THOSE CURRICULUM SUPPORTS AS WELL AS EMBEDDING THEM IN OUR TRAININGS SO THAT TEACHERS CAN PRACTICE THOSE SKILLS LEARNED IN TRAINING IN THE CLASSROOM. OUR LAST AREA OF ADJUSTMENT IS AROUND INSTRUCTION, WHERE WE ARE WORKING WITH MAP READING FLUENCY PROGRAM THAT ALLOWS US TO

[00:10:02]

INDIVIDUALIZE AND UNDERSTAND WHERE STUDENTS ARE IN THEIR FOUNDATIONAL READING SKILLS AND THEN MAKE DECISIONS IN THE CLASSROOM TO SUPPORT THOSE READING SKILLS VERY INTENTIONALLY AND WILL BE WORKING DISTRICT WIDE WITH THE MAP READING FLUENCY PROGRAM TO GAUGE READING LEVELS AND REDUCE TEACHER BURDENS SO THAT TEACHERS CAN FOCUS ON INSTRUCTION AND HOW TO USE THAT DATA TO IMPLEMENT IN INSTRUCTION.

JUST AS A FINAL SUMMARY FOR READING OUR SECOND GRADE END OF YEAR PRE-COVID ACHIEVEMENT TARGET WAS NOT MET.

WE ARE ACKNOWLEDGING THAT OUR BEGINNING OF YEAR READING DATA DOES NOT SHOW GROWTH FROM LAST YEAR TO THIS YEAR, AND THIS IS A HUGE AREA OF FOCUS FOR US AS DISCUSSED IN THE ADJUSTMENTS.

AND OF COURSE MATHEMATICS, WE DID NOT MEET OUR GOAL FROM PRE-COVID ACHIEVEMENT.

THE TARGET WAS NOT MET AND THE BEGINNING OF YEAR DATA SHOWS SLIGHT GROWTH FROM LAST YEAR TO THIS YEAR.

AND THIS CONCLUDES OUR REPORT.

THANK YOU FOR THAT REPORT. TRUSTEES, TRUSTEE FOREMAN.

SHANNON, I HAVE A FEW QUESTIONS.

I KNOW THAT WE'VE REALLY TAKEN A FOCUS ON AFRICAN AMERICAN STUDENTS, AND I'M REALLY APPRECIATIVE OF THAT.

BUT ONE OF THE THINGS THAT HAS BEEN A CONSTANT CONCERN OF MINE IS, IS THAT WHEN WE FOCUS ON AFRICAN AMERICAN STUDENTS, WE NORMALLY FOCUS ON THOSE THAT ARE IN ON CAMPUSES THAT ARE PREDOMINANTLY AFRICAN AMERICAN, WHICH WOULD BE HIGH PRIORITY.

WE HAVE A LOT OF AFRICAN AMERICAN STUDENTS THAT ARE NOT ON THOSE CAMPUSES, AND I NEVER HEAR US TALK ABOUT WHAT METHODOLOGY WE'RE GOING TO USE TO ADDRESS THOSE STUDENTS. SO, SUPERINTENDENT, I'D LIKE FOR US TO AT LEAST DELVE INTO LOOKING AT HOW DO WE ADDRESS STUDENTS THAT ARE ON CAMPUSES THAT ARE NOT PREDOMINANTLY AFRICAN AMERICAN, WHICH WOULD BE HIGH PRIORITY TO ENGAGE THEM BECAUSE THEY ARE A PART OF THE SCORES THAT WE GET. AND SO WE HAVE TO FIGURE OUT HOW WE FIX THAT PART, IF THAT MAKES SENSE.

DOES THAT MAKE SENSE? YES, MA'AM.

OKAY. SO THE OTHER QUESTION THAT I HAVE IS WE NEED 14 PERCENTAGE POINTS ON THE READING.

SO I LISTENED TO WHAT YOU SAID ABOUT THE THINGS THAT WE WERE GOING TO DO TO TRY TO ACHIEVE THOSE 14 PERCENTAGE POINTS.

BUT I STRUGGLE, AND PART OF THE REASON I STRUGGLE IS BECAUSE IF WE LOOK AT THE WAY OUR STRUCTURE IS CURRENTLY, K THROUGH THE SECOND GRADE IS IN TEACHING AND LEARNING AND WE HAVE THE THIRD GRADE THROUGH THE 12TH GRADE.

I MEAN, IS IN, IT'S IN NOT TEACHING AND LEARNING, SAY IT AGAIN.

EARLY LEARNING.

YES, MA'AM. AND THEN THE OTHER IS ON THE OTHER SIDE.

SO WE'VE GOT, K WELL PRE-K THROUGH THE SECOND GRADE UNDER ONE GROUP.

AND THEN WE GOT THE THIRD GRADE THROUGH THE 12TH GRADE UNDER ANOTHER GROUP.

IT JUST DOESN'T MAKE GOOD SENSE TO ME THAT STRUCTURE IS THE BEST STRUCTURE FOR US TO BE ABLE TO CAPTURE ALL THESE CHILDREN AND TO BE ABLE TO DO THE THINGS WE DO BECAUSE THERE'S SOME DUPLICATION OF EFFORT.

BY THE TIME THEY GET TO THE THIRD GRADE, YOU'RE TRYING TO PICK UP WHAT DIDN'T HAPPEN IN THE SECOND GRADE.

AND AND IT SHOULD BE SOME CONTINUITY, AS FAR AS I'M CONCERNED, REGARDING MAKING SURE THAT THESE CHILDREN GET EXACTLY WHAT THEY NEED AND THAT WE'RE ABLE TO SCORE BETTER.

AND I THINK I GOT ONE OTHER QUESTION REGARDING THAT.

AND SUPERINTENDENT, YOU KNOW, THIS HAS BEEN A BIG ISSUE OF MINE, IS THAT WE DON'T ALWAYS HAVE OUR BEST TEACHERS ON THESE PARTICULAR CAMPUSES.

OUR BEST TEACHERS USUALLY ARE ON OUR SPECIALIZED CAMPUSES, BUT THE NEED IS ON THESE CAMPUSES.

AND WE KNOW THAT SOME OF THAT WORKS BY PUTTING RESOURCES INTO TEACHERS TO PUT THEM ON THE CAMPUSES AND TO KEEP THEM THERE.

I STRONGLY SUGGEST THAT WE RETHINK OUR THOUGHT PROCESS ON ONE YEAR CONTRACTS FOR QUALITY TEACHERS AND INCENTIVIZE SOME OF THOSE QUALITY TEACHERS TO GO ON SOME OF THESE CAMPUSES THAT WE REALLY NEED.

ACE IS A GOOD EXAMPLE OF HOW WE GOT THOSE TEACHERS THERE AND THEY STAYED THERE.

AND I JUST THINK WE NEED TO TRY TO RETHINK OUR PRIORITIES IN TERMS OF HOW DO WE GET TEACHERS TO ACTUALLY STAY ON OUR CAMPUSES THAT WE

[00:15:05]

REALLY NEED THEM.

AND PART OF THAT IS IF YOU GET A GOOD TEACHER AND THEY KNOW THEY'VE GOT A TWO YEAR, THREE YEAR OR FIVE YEAR CONTRACT, THAT MAKES IT EASIER FOR THEM TO STAY THERE AND THEY'RE INCENTIVIZED TO BE ABLE TO DO THAT.

THAT'S I THINK THAT'S HOW WE MOVE THE NEEDLE ON MAKING SURE THAT NOT JUST AFRICAN AMERICAN CHILDREN THAT ARE STRUGGLING, BUT ANY CHILDREN WITHIN OUR DISTRICT THAT ARE STRUGGLING IS THAT WE RETHINK HOW WE DO THIS.

ONE YEAR CONTRACTS WERE GOOD AT ONE TIME.

WE NEED TO RE THINK THAT PROCESS.

AND THEN LASTLY.

THIS IS ON PAGE FOUR OF YOUR SLIDES.

JUST TO REEMPHASIZE WHAT I SAID, 82 CAMPUSES IS WHERE WE HAD THE COACHING.

WE HAVE 320 SOMETHING CAMPUSES.

AND HOW MANY OF THOSE ARE ELEMENTARY? PROBABLY 250.

SO WE HAVE 236 SCHOOLS AND ABOUT 140 ROUGHLY ELEMENTARY.

SO WE HAVE ABOUT TWO THIRDS, WE'VE ADDRESSED ABOUT TWO THIRDS OF THE CAMPUSES THAT ARE ELEMENTARY AND A LITTLE MORE THAN THAT NOW THAT WE'VE ADDED, I THINK TO YOUR POINT, WHICH IS EXACTLY WHERE THE TEAM ADDED THE ADDITIONAL 17 IS TO GET CLOSER TO, REGARDLESS OF WHETHER IT'S A PREDOMINANTLY AFRICAN AMERICAN CAMPUS OF STUDENTS OR WHETHER IT'S A HIGH PRIORITY CAMPUS.

THE IDEA OF HOW ARE WE SERVING AFRICAN AMERICAN STUDENTS, PERIOD, REGARDLESS OF WHAT SCHOOL THEY ARE AT OR WHERE? YES, MA'AM. OKAY.

ALL RIGHT. THANK YOU VERY MUCH FOR INDULGING ME.

THANK YOU, TRUSTEE FOREMAN, TRUSTEE MACKEY.

THANK YOU, AND THANK YOU FOR THE REPORT.

I HAVE A WHOLE LOT OF QUESTIONS IN THE SAME VEIN AS TRUSTEE FOREMAN, ACTUALLY.

BUT ONE QUICK QUESTION.

MAYBE I MISSED IT ON 2.1.

WHAT WAS THAT STAR OR SORRY, NOT STAR MAP FOR 2.1? THAT'S CORRECT. SO FOR BOTH OF THEM, IT'S MAP OK.

SO OBVIOUSLY WE WERE HELD STEADY AND SLIGHTLY RAISED IN MATH HERE.

BUT I DO WANT TO DIG INTO WHAT WE TALK ABOUT, BECAUSE THIS IS WE'VE GOT A WE PICKED THIS GROUP BECAUSE WE HAVE HISTORICALLY UNDERSERVED AFRICAN AMERICAN STUDENTS AND WE CONTINUE TO DO SO. AND WE NEED TO SEE THAT RISE.

AND SO THAT'S WHY I APPRECIATE DR.

ELIZALDE SAYING WE'RE GOING TO START PUTTING SOME MORE RESOURCES.

SO I WOULD HOPE AND I'M ASKING A WHOLE BUNCH OF QUESTIONS JUST TO SEE IF WE HAVE LOOKED AT IT YET.

AND THIS IS WHAT I WOULD BE REALLY INTERESTED IN DIGGING IN WITH AND WHAT I WOULD HOPE WE GET TO THE POINT OF BEING ABLE TO DIG IN WITH THIS HERE.

DO WE KNOW WHAT PERCENTAGE OF AFRICAN AMERICAN SECOND GRADERS HAD ACCESS TO A READING INTERVENTIONIST FOR A CONSISTENT AMOUNT OF TIME LAST YEAR? FOR THE READING INTERVENTIONIST, I DON'T KNOW IT BY PERCENTILE.

WE HAD 20 READING INTERVENTIONISTS THAT SERVED APPROXIMATELY 600 STUDENTS.

RIGHT. AND HOW MANY TOTAL STUDENTS? WE'RE TALKING ABOUT 1900 STUDENTS BASICALLY HERE? YES, THAT'S CORRECT. 600 STUDENTS THAT THE READING INTERVENTIONISTS SERVED.

HOW MANY OF THEM WERE AFRICAN AMERICAN SECOND GRADERS DO WE KNOW? OH, OF THAT NUMBER. NO, SORRY, I DON'T I CAN DIG INTO THAT BECAUSE I THINK THAT'S A REALLY WE TALK ABOUT READING INTERVENTIONISTS GENERALLY, AND MAYBE THEY HAVE IMPACT GENERALLY. I WOULD HOPE THAT WE COULD COME BACK AND SAY, HEY, OUT OF THE 1900 KIDS, WE ALSO WERE ABLE TO SERVE 250 OF THEM WITH READING INTERVENTIONISTS.

HERE ARE THOSE SCORES COMPARED TO EVERYBODY ELSE'S.

IS IT WORKING OR NOT? AND HOPEFULLY WE SEE THAT IF IT'S WORKING, WE CAN MOVE FORWARD WITH THAT.

IF IT'S NOT WHERE WE KNOW WHAT WE NEED TO DO.

DO WE HAVE ANY IDEA OF WHAT PERCENTAGE OF THESE 1900 KIDS HAD ACCESS TO INTERSESSION OR SUMMER PROGRAMS OR ANY OF THE UNIQUE THINGS WE'VE DONE WITH THE CALENDAR TO TRY TO GET MORE KIDS ON TARGET? TRUSTEE MACKEY WE CAN CERTAINLY GET THAT INFORMATION TO YOU.

SOME OF THESE STUDENTS WERE AT INTERSESSION CAMPUSES.

WE JUST NEED TO CALCULATE THE NUMBERS FOR YOU AND DO WE KNOW HOW THOSE KIDS PERFORMED COMPARED TO THE REST OF THE GROUP? WE WILL CUT THAT DATA FOR YOU AND GET THAT TO YOU.

DO WE KNOW WHAT PERCENTAGE OF THESE 1900 KIDS HAD ACCESS TO HIGH DOSAGE TUTORING IN WHICHEVER WAY WE WERE ABLE TO DO THAT LAST YEAR? SO THAT HAPPENS TO BE SO ALL THESE THREE QUESTIONS, IT'S VERY INTERESTING.

AT LEAST THESE THREE HAVE BEEN WORKING WITH OUR TEAM ON BECAUSE THERE'S SO MANY.

SO AS AN EXAMPLE, JUST WITH THE HOUSE BILL 4545 REQUIREMENT OR THE HIGH DOSAGE TO TUTORING, THERE WERE ONLY APPROXIMATELY AS OF YESTERDAY, I BELIEVE, DR.

LITTLE REPORTED TO TO DR.

LEAR. MY QUESTION ABOUT 600 STUDENTS THAT HAD RECEIVED DISTRICT WIDE THAT HAD RECEIVED THE FULL 30 HOURS, WAS THAT ABOUT RIGHT? AND I WOULD JUST ADD.

AND SO EVEN THAT WAS JUST OVERALL, NOT EVEN THEN AT THAT POINT, GOING DOWN TO HOW MANY OF THEM WERE HERE IN THIS BAND.

[00:20:07]

MY BET WOULD BE ZERO, BECAUSE THEY'RE NOT UNDER 4545 AS SECOND GRADERS, RIGHT? WELL, NO, BUT WE'VE BEEN IDENTIFYING LIKE EVEN INTERVENTIONISTS.

HOW MANY OF THOSE WERE HOURS THAT WERE BASED ON THE SAME PHILOSOPHY? I MEAN, WHETHER IT'S 4545 OR HIGH DOSAGE INSTRUCTION BY A TRAINED INDIVIDUAL.

RIGHT. SO BEING ABLE TO IDENTIFY, I THINK, THE BIGGEST CHALLENGE AND WHICH IS WHY WE WANT TO LOOK AT THE DATA, AT LEAST FOR THE REST OF THIS SEMESTER BEFORE WE EVEN BRING YOU A DECISION POINT REGARDING THINGS LIKE INTERVENTION, SO ON.

YEAH, THAT MAKES SENSE.

I'M NOT EVEN I MEAN, I WOULD I MEAN, SO SOME OF THE OTHER ONES THAT I HAD HERE.

OR WHAT PERCENTAGE OF THOSE 1900 KIDS HAD A NEW TEACHER, HAD A PROGRESSING TEACHER, HAD A PROFICIENT TEACHER, HAD A DISTINGUISHED TEACHER, AND WHAT WERE THEIR BEGINNING OF THE YEAR SCORES LIKE BASED ON THEIR LAST YEAR? TEACHER LIKE, I WOULD BE WILLING TO BET AND THIS IS NOT ABOUT SUMMER OR INTERSESSION OR ANY OF THOSE.

YES, ABSOLUTELY. WE'LL LOOK AT THAT LATER ON.

I WOULD HOPE WE ARE LOOKING AT EACH OF THESE DIFFERENT AREAS AND ALL OF THESE INTERVENTIONS WE'RE TRYING, WHICH WHAT PERCENTAGE OF THESE KIDS WERE UNDER A TEACHER THAT HAD A READING ACADEMY? I MEAN, IS READING ACADEMY ACTUALLY MAKING A DIFFERENCE IN THIS SPECIFIC ONE? I DON'T KNOW. BUT I WOULD HOPE WE ARE LOOKING AT ALL OF THOSE DIFFERENT INTERVENTIONS WITH THIS SUBSET OF 1900 KIDS THAT WE ARE TRACKING, THAT WE HAVE PRIORITIZED AND WE'RE ABLE TO SAY, THIS IS WHY WE'RE GOING TO BRING YOU THIS REQUEST TO ADD 50 MORE READING INTERVENTIONISTS OR WHY WE'RE GOING TO BRING YOU THIS REQUEST TO ADD THIS AFTER SCHOOL PROGRAM, OR HERE'S WHAT WE'RE GOING TO DO TO GET MORE PROFICIENT ONE TEACHERS IN FRONT OF THESE KIDS THAT WE'RE TALKING ABOUT RIGHT HERE IS I THINK WE CAN START TO LOOK AT THAT.

IT JUST IS LOOKING ANOTHER LAYER UNDERNEATH IT.

AND I HOPE WE GET TO THAT POINT BECAUSE THAT'S WHAT'S REALLY GOING TO MOVE THE NEEDLE, BECAUSE SOMETIMES IT'S HARD TO SEE IT JUST WITH THESE 1900 STUDENTS.

YOU KNOW, THEY MIGHT BE THE SAME, BUT THAT MIGHT BECAUSE ONE GROUP OF THEM THAT HAD ACCESS TO CERTAIN RESOURCES, THEY MIGHT HAVE GROWN AND OTHERS FELL BECAUSE THEY DIDN'T HAVE IT.

I DON'T KNOW. AND THAT'S WHAT I WOULD HOPE WE GET TO.

YEAH, JUST ON BEHALF OF THE TEAM, THE BIGGEST CHALLENGE, I MEAN, ALL THE QUESTIONS YOU'RE ASKING ARE ALL THE ONES THAT THE TEAM IS DIVING INTO.

AND I JUST WANT TO I KNOW YOU KNOW THIS, BUT FOR THE EDIFICATION OF ANYONE THAT MAY BE WATCHING US OR MAY WATCH THIS LATER, SINCE WE'RE RECORDED, IS THE COMPLEXITY AROUND NOT ONLY DID THEY RECEIVE WHAT LEVEL OF TEACHER DID THEY HAVE, WHAT TYPE OF INTERVENTION DID THEY RECEIVE? WHAT WAS THEIR ATTENDANCE RATE? BECAUSE WE HAD MANY STUDENTS WHO WERE GREATLY AFFECTED DURING DELTA OR OMICRON.

SO ON TOP OF THAT, IT'S A IT'S THAT CASCADING EFFECT OF THE DATA ON TOP OF THE DATA.

AND I KNOW YOU KNOW IT VERY WELL.

AND SO HAVING TO TEASE ALL THAT OUT AND MAKE SURE THAT WE'RE NOT INFERRING SOMETHING WAS BAD WHEN IN FACT IT MIGHT HAVE BEEN SUPER GOOD.

BUT BECAUSE THEY HAD A VERY HIGH OR VERY POOR ATTENDANCE, HIGH ABSENTEEISM, WE MAY BE MISINTERPRETING THAT CORRELATION.

SO THE TEAM IS AND THAT'S WHY IT'S TAKING LONGER PROBABLY THAN WE OUR TEAM WOULD NORMALLY HAVE THIS DATA RIGHT AWAY.

IT'S THE COMPLEXITY OF WHAT EVOLVES THROUGHOUT THE YEAR.

BUT WE WILL WORK ON THAT AND WE'LL SEE HOW QUICKLY WE CAN BRING YOU A KIND OF AN ENTIRE SHEET THAT LISTS AS MANY OF THOSE INTERVENTIONS THAT WE CAN.

YEAH, AND THAT WOULD BE I MEAN, AND I THINK THAT'S WHAT GIVES US AS THE BOARD THE CLEAREST PICTURE WHEN YOU ALL COME AND SAY WE NEED THIS, WE NEED TO EXPAND EARLY LEARNING SEATS, WE NEED TO ADD READING OF JUST LIKE THAT'S THE KIND OF DATA THAT WOULD BE REALLY HELPFUL FOR US.

AND I KNOW WE'RE NOT GOING TO BE ABLE TO SAY WITH 100% CERTAINTY THAT IT WAS THE READING INTERVENTIONIST THAT DID ALL OF THAT WORK OR THEIR ATTENDANCE RATES.

BUT AT LEAST WE CAN HAVE SOME IDEAS ON WHAT ARE THOSE METRICS THAT WE KNOW, WHAT WE'RE PUT ON THE NEXT PAGE THAT WE'RE TRYING, THESE THINGS THAT WE SEE ARE THEY HAVE A CORRELATION, WHETHER IT'S CAUSATION FULLY, I DON'T KNOW.

BUT IF, LIKE WE ARE LOOKING AT THOSE CORRELATIONS AND SEEING WHICH OF THOSE STRATEGIES ARE HAVING A BIGGER OUTSIZED IMPACT, THEN THAT'S WHERE WE DOUBLE DOWN AND CONTINUE TO STUDY. SO I LOOK FORWARD TO SEEING THAT HOPEFULLY WHENEVER OUR NEXT GPM MONITORING IS NEXT MONTH THAT WE'RE HAVING THOSE SAME CONVERSATIONS.

THANK YOU. THANK YOU, TRUSTEE MACKEY, TRUSTEE MICCICHE.

THANK YOU. A LOT OF MY QUESTIONS HAVE ALREADY BEEN JUST ANSWERED, BUT AS I LOOK THROUGH THE STRATEGIC ADJUSTMENTS FOR 22 AND 2023 AND THE ADJUSTMENTS TO THE INTERVENTIONS THAT YOU'RE MAKING.

THERE'S A LOT OF MORE OF THE SAME, TRY TO FIGURE OUT WHAT'S WORKING AND DO MORE OF IT WHERE WE CAN.

BUT IS THERE ARE THERE OTHER INTERVENTIONS THAT ARE UNDER CONSIDERATION? IS THERE SOMETHING ON THE WISH LIST THAT WE'RE NOT TRYING WE HAVEN'T TRIED OR THAT WE'D LIKE TO TRY, BUT WE THINK IS COST PROHIBITIVE OR I'M JUST TRYING TO.

SO AT THIS TIME, TRUSTEE MICCICHE, I THINK WHAT WE ARE FOCUSED ON IS REALLY WORKING WITH THE INTERVENTIONS THAT WE GOT IN PLACE THAT HAVE SHOWN PROMISE IN

[00:25:04]

HELPING AS SUPERINTENDENT ELIZALDE ALLUDED TO, FOR EXAMPLE, READING ACADEMY TRAINING, TEACHING TEACHERS ABOUT THE SCIENCE OF TEACHING, READING THE COMPLEXITIES OF APPLYING THAT IN A CLASSROOM TAKE TIME TO DO.

AND IF WE ADD ADDITIONAL INTERVENTIONS OR ADDITIONAL TRAINING OR ADDITIONAL THINGS HAPPENING, IT TAKES AWAY FROM OUR OPPORTUNITY TO DEEPEN UNDERSTANDING AROUND THAT SCIENCE OF TEACHING, READING, TRAINING.

SO I THINK WHAT WE'RE TRYING TO DO IS SELECT HIGH PAYOFF STRATEGIES AND REALLY DOUBLE DOWN ON THOSE STRATEGIES AND DIG IN DEEPLY TO DO EXACTLY WHAT TRUSTEE MACKEY IS SAYING.

CAN WE TEASE OUT THE DATA THEN TO DETERMINE WHICH ONES ARE HAVING THE GREATEST IMPACT? I APPRECIATE THAT.

AND THINGS THAT, YOU KNOW, ARE ALONG THE LINES OF ADDING ON THAT SORT OF COME TO MIND FOR ME WOULD BE THINGS LIKE AFTER SCHOOL PROGRAMING.

ARE WE ENSURING THAT ALL OF THESE STUDENTS ARE INVOLVED IN SOME SORT OF AFTERSCHOOL PROGRAMING THAT WOULD FURTHER THEIR THEIR EDUCATIONS, OR ARE THEY COME OR DO THEY GO HOME FROM SCHOOL AND WATCH TV AND PLAY VIDEO GAMES WHEN THEY COULD BE DOING SOMETHING THAT'S EQUALLY INTERESTING TO THEM, BUT ACTUALLY FURTHERING THEIR EDUCATION? TRUSTEE MICCICHE THAT IS SOMETHING THAT WE ARE LOOKING AT, JUST ANALYZING THE AMOUNT OF AFTERSCHOOL PROGRAMS AND OPPORTUNITIES THAT WE HAVE ACROSS THE DISTRICT FOR OUR STUDENTS.

BUT WE JUST WANT TO KIND OF RED FLAG THAT.

THAT MIGHT BE SOMETHING THAT SINCE WE ARE TRYING TO MAKE ADJUSTMENTS TO IMPROVE PERFORMANCE THAT HAS NOT BEEN ADEQUATE.

MAYBE, YOU KNOW IN ADDITION TO MEASURING WHAT WE'VE BEEN DOING AND TRYING TO FIGURE OUT WHICH DIALS TO ADJUST TO THAT, THAT JUST MAYBE THE AFTER SCHOOL ASPECT OF IT WOULD BE SOMETHING THAT MIGHT BE WORTHY OF CONSIDERATION.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

I HAVE A FEW COMMENTS, I THINK SOME OF MY COLLEAGUES HAVE ALREADY SHARED SOME OF MY QUESTIONS OR CONCERNS.

I THINK LIKE MOMENTS LIKE THIS ARE WHY WE HAVE THESE AS GOALS, SO WE CAN HAVE THESE DISCUSSIONS THAT WE WEREN'T HAVING BEFORE AND REALLY SEE THE DATA.

THIS MAYBE I'M MISSING, THIS ONE'S COUNTER TO THE THE STATE ASSESSMENT DATA WE RECEIVED RIGHT.

DIDN'T WE HAVE GROWTH IN THAT AREA? YES, THAT'S CORRECT. SO DO WE DO AN EVALUATION? I LIKE MATH BETTER, BUT THAT'S JUST ME.

BUT IS THERE A DISTINCTION BETWEEN WHILE WE SEE GROWTH WITHIN AFRICAN-AMERICAN STUDENTS AND THEN THE EVER SEEN A DECLINE IN READING AND MATH? SO FOR THE READING PORTION OF IT, WHEN WE LOOK DOWN INTO THE ACTUAL STUDENT LEVEL DATA, WHAT WE'RE FINDING IS A LACK OF IMPROVEMENT AROUND FOUNDATIONAL READING SKILLS, PHONICS COMPREHENSION AND FLUENCY.

THOSE ARE SKILLS THAT ARE NOT NECESSARILY MEASURED AT THE STATE LEVEL BECAUSE THEY ARE WORKING ON THE APPLICATION OF OUR TEXAS ESSENTIAL KNOWLEDGE AND SKILLS.

SO IN READING, WE WOULD LIKE TO SPEND MORE TIME FOCUSED ON THOSE FOUNDATIONAL READING SKILLS AT THE FIRST AND SECOND GRADE LEVEL, KEEPING IN MIND THAT OUR CURRENT SECOND GRADERS ARE ONES WHO PERHAPS MISSED INSTRUCTION DUE TO, AS SUPERINTENDENT ELIZALDE MENTIONED, DUE TO OMICRON OR DUE TO COVID.

SO REMEMBER, THEIR KINDERGARTEN YEAR WAS THE COVID YEAR.

LAST YEAR FOR THEM IN FIRST GRADE WAS THE OMICRON YEAR.

AND NOW THIS IS OUR FIRST OPPORTUNITY TO CONTINUE TO DEEPEN TO PROVIDE ADDITIONAL INSTRUCTION IN FOUNDATIONAL READING AT THE SECOND GRADE LEVEL, PARTICULARLY.

WHEN WE START USING MATH, FIRST GRADE? WAS THE FIRST GRADE, YES.

RIGHT. YEAH. OKAY.

DOES THE ADMINISTRATION... SORRY, WE DO KINDER END OF YEAR? YES, SIR. SO WE START WITH MAP AT THE KINDERGARTEN YEAR END OF YEAR AND THEN FROM THERE FIRST GRADE ON..

I REMEMBER MY SON TAKING MATH END OF YEAR.

BUT IS THERE A PREFERENCE BETWEEN IF THIS BOARD WAS TO EVALUATE THE PERFORMANCE OF OUR STUDENTS FROM THE ADMINISTRATION PERSPECTIVE MAP AS COMPARED TO STAAR? WELL, WE LIKE TO GO ON RECORD.

OF COURSE, WE WOULDN'T HAVE A WE DON'T HAVE A STATE ASSESSMENT PRIOR TO GRADE THREE AVAILABLE.

SO WE THINK MAP IS CRITICAL.

WE ALSO KNOW THAT THERE ARE VERY TIGHT CORRELATIONS BETWEEN MAP AND STAAR PERFORMANCE IN THE FUTURE YEARS.

SO WE WOULD WANT TO CONTINUE TO USE MAP.

AND I DO WANT TO REITERATE THE FACT THAT SO THIS PARTICULAR DATA SET OF AS WE LOOK AT THAT, THAT PARTICULAR METRIC ON 2.1, THIS IS ACTUAL SECOND GRADE PERFORMANCE, RIGHT, FOR THIS STUDENT GROUP.

AND I WANT TO NOT ONLY OMICRON, NOT ONLY DELTA, AND I'M NOT USING THIS AS A REASON WHY WE WON'T REACH OUR GOALS.

[00:30:04]

I JUST WANT TO FRAME WHY WE MAY BE WHERE WE ARE IN COMPARISON TO WHAT THIS STAAR SHOW AFRICAN AMERICAN STUDENTS MAKING GREAT GAIN.

THOSE STUDENTS HAVE HAD MORE SCHOOL TIME, SEPARATE FROM OMICRON, SEPARATE FROM DELTA BECAUSE THEY'VE BEEN IN SCHOOL LONGER BECAUSE THEY'RE OLDER VERSUS STUDENTS THAT WERE IN SECOND GRADE ARE STUDENTS IN THE KINDERGARTEN YEAR.

MARCH OF 2020 IS WHEN COVID HIT.

WE ESSENTIALLY HAD ALMOST AN ENTIRE YEAR OF STUDENTS HAVING VERY LITTLE IN-PERSON INSTRUCTION.

AND I THINK OUR STUDENTS WHO ARE AT HIGHEST RISK ALSO ARE THE ONES THAT THEN HAD AN EVEN GREATER NEGATIVE IMPACT ON THAT LACK OF INSTRUCTION FACE TO FACE. AND OUR TEAM IS, IS AND I HAVE CONFIDENCE THAT OUR PLAN AND OUR TEAM IS GOING TO ILLUSTRATE THAT BY MIDDLE OF YEAR, WE ARE GOING TO SHOW SOME SIGNIFICANT IMPROVEMENTS WHEN WE MAKE THIS REPORT COMES TO YOU AGAIN.

LET ME MAKE SURE I'M CLEAR ON THE WAY I READ THIS.

SO THE 32.8 IN READING THAT THOSE KIDS ARE THIRD GRADERS NOW.

THIS DATA SET TRUSTEE HENRY IS FOR LAST YEAR SECOND GRADERS FOR THE LAST THE THE 21-22 WAS LAST YEAR'S DATA. BUT THEN WE DID ALSO INCLUDE THIS YEAR'S SECOND GRADERS FOR THE BEGINNING OF THE YEAR MEASURE.

SO THE 2020, 2021 ACTUAL 32.8, WHAT GRADE ARE THEY IN? THIRD GRADE. THE 21-22 ACTUAL, WHAT GRADE ARE THOSE KIDS IN? THEY'RE IN THIRD GRADE THIS YEAR.

YES, SIR. THAT'S WHAT I UNDERSTAND.

THE THERE'S A SLIDE WITH INPUTS AND OUTPUTS.

I'LL GET TO THAT IN A SECOND. BUT WHEN WE SEE THIS DROP, QUOTE UNQUOTE, I KNOW BEN WAS ASKING TRUSTEE MACKEY THAT'S A REALLY GOOD QUESTION.

HAVE WE DONE INTERNAL EVALUATIONS AS TO WHY THE NUMBERS LOOK LIKE THAT.

TRUSTEE HENRY WHEN WE WHEN WE LOOKED AT OUR STUDENT LEVEL DATA LAST YEAR, WHAT CHIEF TREJO MENTIONED IS EXACTLY WHAT WE SAW.

WE SAW STUDENTS STRUGGLING THE MOST WITH THE IMPORTANT FOUNDATIONAL SKILLS THAT THEY NEED WHEN WHEN THEY'RE IN SECOND GRADE AND LEARNING TO READ.

AND SO IT'S THE ENCODING, IT'S THE DECODING, IT'S FLUENCY THAT REALLY HAS EVERYTHING TO DO WITH READING COMPREHENSION IN MATH.

WHAT SHOWED UP THE MOST WAS ALGEBRAIC REASONING, WHICH IS IN YOUNG CHILDREN.

IT LOOKS LIKE THE ABILITY JUST TO SEE PATTERNS AND RELATIONSHIPS AS WELL AS COMPUTATION.

AND BECAUSE THE STUDENTS, IF THEY WENT TO PRE-K, THAT WOULD HAVE BEEN QUOTE UNQUOTE NORMAL YEAR FOR THEM.

BUT WHEN THEY GOT INTO KINDERGARTEN, THEY HAD A INTERRUPTED YEAR THAT YEAR AND THEN FIRST GRADE WAS VARIED FOR OUR STUDENTS.

AND SO LAST SCHOOL YEAR WHEN THEY WERE IN SECOND GRADE, IT WAS THEIR FIRST OPPORTUNITY TO JUST HAVE TRADITIONAL SCHOOL AS WE KNOW IT.

AND WE BELIEVE THAT THAT IS A BIG REASON OF WHY WE'RE SHOWING THE LACK.

SO I DON'T HAVE A PHD IN EDUCATION.

I TRUST YOU ALL. SO WHEN WE'RE LOOKING AT THESE INPUTS, HOW DO THESE INPUTS CONNECT TO THOSE UNDERLYING THINGS THAT YOU JUST OUTLINED? GOOD QUESTION. SO IF WE..

I DON'T KNOW, DO THESE THINGS ADDRESS WHICH YOU JUST DESCRIBE? YES. AND I THINK IT'D BE HELPFUL FOR A TRUSTEE PERSPECTIVE TO SEE.

I NEED TO SEE THAT CONNECTION.

YEAH, WE CAN DO THAT. AND IF WE WANT TO SEE OUTPUTS, I THINK YOU SAID MORE OF THE SAME.

IT'S JUST. I THOUGHT OUTPUTS WOULD BE MORE.

WE HAD TEN.

PEOPLE THAT WERE DOING COACHING SUPPORTED THIS CAMPUS AND IT PROVIDED THIS TYPE OF OUTPUT FOR THE KIDS.

AND WE'VE COMPARED THAT TO OTHER CAMPUSES.

WE KNOW THAT WAS EFFECTIVE FOR THESE REASONS.

THEREFORE, WE SHOULD WE SHOULD HIRE MORE OR SOMETHING.

TO THAT MATTER WOULD BE HELPFUL FOR ME.

THIS IS HARD FOR ME. TO ME, THIS COULD BE TITLED MORE OF THE SAME, BUT I DON'T KNOW WHY WE'RE DOING MORE.

YOU PROBABLY DO BECAUSE OF WHAT YOU JUST DESCRIBED, WHICH IS ABOVE MY PAY GRADE.

BUT, FROM THIS PERSPECTIVE, I WOULD LIKE TO GET A BETTER UNDERSTANDING AND LIKE MACK IS AN EDUCATOR, SO HE'S IN THERE ASKING ALL THE RIGHT QUESTIONS.

IT'S I TAKE A STEP BACK WHEN HE'S ASKING THOSE QUESTIONS THAT WE DON'T HAVE THE ANSWERS OR WE HAVEN'T.

WE NEED TO LOOK AT THAT. I DON'T KNOW WHAT'S GOING ON IN THAT SENSE, BECAUSE THIS IS A PRIORITY TO THIS BOARD.

IT'S ONE OF OUR GOALS.

WE HAVE A RACIAL EQUITY OFFICE.

I DON'T KNOW IF THEY HAVE SUPPORT AND STAFF THAT CAN IF EVERYONE'S BUSY.

DO THEY HAVE PEOPLE THAT CAN CHURN THROUGH THIS INFORMATION TO GET THE DATA THAT SOMEONE BEING ASKED THOSE QUESTIONS, ALRIGHT BEN.

WHEN TRUSTEE MACKEY ASKED US QUESTIONS, THERE'S ANSWERS.

BUT YOU KNOW THE NUMBERS AND WE ALREADY KNEW WE WERE BEHIND WITH BLACK STUDENTS, AS ALL PEOPLE ARE.

I FEEL LIKE THIS URGENCY SHOULD BE ALWAYS PRESENT IN THIS REGARD.

AND IT'S MY KID IS ONE OF THESE KIDS.

[00:35:02]

I UNDERSTAND WHAT YOU'RE SAYING THAT DID NOT HAVE A NORMAL PRE-K OR FIRST GRADE.

SO THOSE ARE JUST SOME COMMENTS.

I DON'T KNOW IF ANYONE WANTS TO RESPOND.

I HEARD FROM CHIEF HEWITT ISSUES OF VACANCIES AND CONSISTENCIES IN CLASSROOMS FOR SOME OF OUR LOWER GRADED SCHOOLS.

I DON'T SEE ANYTHING HERE ABOUT THAT, SO I DON'T NEED AN ANSWER.

BUT I'M CURIOUS, WHAT ARE WE DOING AROUND TO MAKING SURE? I THINK MACKEY DID TIME, MAKING SURE WHEN WE HAVE A TEACHER IN FRONT OF THESE HIGH PRIORITY CAMPUSES OR ACE SCHOOLS AND WE HAVE A HIGH PERFORMING TEACHER.

SO WHAT I HEARD IS SOMETIMES WE DIDN'T HAVE EVEN CONSISTENCY.

AND THAT'S KIND OF WHAT I HEARD IS SOME OF OUR LOWER DNF SCHOOLS DIDN'T HAVE, FOR WHATEVER REASON, HEALTH, WHATEVER IT MIGHT BE.

AT SOME POINT THERE WAS A LACK OF CONSISTENCY WITH EDUCATION, WHICH MAKES SENSE.

SO THOSE KIDS DIDN'T PERFORM WELL.

SO. UM.

A LOT OF COMMENTS.

I LIKE ANY INCENTIVE WHERE THERE'S MULTIYEAR ADDITIONAL MONEY.

AGAIN, I THINK THIS BOARD I CAN'T SPEAK FOR ON BEHALF OF THIS BOARD, MAYBE I CAN, BUT I SHOULDN'T SPEAK ON BEHALF OF THIS BOARD.

BUT I THINK WE'RE WILLING TO SUPPORT THIS.

PEOPLE HAVE ASKED TO BE AMBITIOUS, BUT, YOU KNOW, AMBITIOUS WITH LIKE, WE KNOW THIS WORKS.

SO I'M JUST KIND OF LIKE, READY TO JUMP.

BUT YOU NEED TO BE KNOWN.

NO NEED TO KNOW WHERE TO JUMP IN, HOW HIGH.

SO I'LL SHUT UP ON THAT POINT.

BUT THAT IS BOTHERSOME TO ME, AND I KNOW IT'S NOT ANYONE'S PARTICULAR FAULT, BUT IT'S PRETTY BOTHERSOME TO ME.

TRUSTEE WHITE HAS SOME.

TRUSTY WHITES AND THEN WE'LL GO BACK AROUND THE HORN WITH FOREMAN AND MACKEY.

TRUSTEE WHITE. YES.

THANK YOU SO VERY MUCH.

I HOPE YOU CAN HEAR ME OKAY.

ONE OF MY AND ALL OF THE QUESTIONS WERE GREAT.

I FEEL IF I HAD THE PERFECT RUBRIC TO WE WANT TO OBTAIN INFORMATION.

BUT ONE ALSO KEY QUESTION THAT I DIDN'T HEAR OR IF I MISSED IT, I DO APOLOGIZE, WAS WHAT ABOUT THE CLASSROOM SIZE? AND AS FAR AS THE CLASSROOM SIZE IS CONCERNED, ARE THERE AND I UNDERSTAND THAT WE'RE SUPPOSED TO BE GETTING THERE 17 COACHES, BUT THE COACHES ARE SUPPOSED TO BE FOR THE ACTUAL TEACHERS, I'M ASSUMING.

BUT WHAT ABOUT AN ASSISTANT FOR THE CLASSROOM TEACHER FOR EARLY LEARNERS? BECAUSE THAT THAT'S KEY AS WELL.

AND THAT'S MY QUESTION.

WHAT ARE THE CLASSROOM SIZE FOR THIS? SO ANY OF OUR CAMPUSES THAT ARE UNRATED AS DEFINED BY THE STATE OR D OR FS HAVE TO REMAIN BELOW THE STATE REQUIREMENT OF 22 TO 1.

HOWEVER, IN MOST INSTANCES, THESE CAMPUSES HAVE SIGNIFICANTLY LOWER THAN THE 20 TO 1 OR CERTAINLY THE 22 TO 1.

THE BEST THING, THOUGH, IS THIS IS ANOTHER DATA POINT THAT I NEED OUR TEAM TO JUST PUT A SPREADSHEET TOGETHER WHERE WE CAN HAVE ALL OF OUR CAMPUSES AND THEN ALL OF THE DATA THAT'S JUST BEEN TALKED ABOUT HERE AT THE DAIS, WE NEED TO HAVE WHAT WAS THE PROGRESSING LEVEL OF THE TEACHER OR PROFICIENCY LEVEL OF THE TEACHER? WHAT WAS THE CLASS SIZE? WHAT WAS THE ATTENDANCE RATE? WAS THE TEACHER ALREADY READING ACADEMY TRAINED? IS THIS AN INTERSESSION? IS THIS A, SO I THINK WE'VE BEEN LOOKING, AS I'VE TALKED TO THE TEAM AND AS I'M LISTENING TO YOU BOARD MEMBERS, WE'VE BEEN TALKING ABOUT THIS DATA, I'VE BEEN TALKING WITH OUR TEAM, BUT WE REALLY HAVE I HOPE OUR TEAM IS LISTENING REFLECTIVELY.

WE'VE BEEN TALKING ABOUT THESE AS DISCRETE DATA SETS AND WE REALLY NEED TO PUT ALL OF THESE TOGETHER SO THAT THERE'S ACTUALLY THE ABILITY FOR US TO LOOK AT WHAT THE CORRELATIONS ARE AMONGST MULTIPLE VARIABLES, BECAUSE THERE ARE MANY THINGS THAT WE'RE DOING IF WE LOOK AT THEM AS DISCRETE ITEMS AS OPPOSED TO PUTTING THEM ACROSS THE BOARD SYSTEMICALLY, I THINK THAT DATA WILL REVEAL QUITE A BIT, INCLUDING WHETHER STUDENTS ARE INVOLVED IN ANY EXTRA CURRICULAR AFTER SCHOOL THINGS.

AND SO THIS IS IT IS A VERY DIFFICULT SET OF DATA TO PRESENT TO YOU.

AND WE ALSO KNOW THAT WE HAVE TO AND WE ALSO KNEW THAT WE HAD TO BE VERY TRANSPARENT IN WHAT THE DATA SET SAID RATHER THAN TRYING TO MITIGATE WHAT THE NUMBERS ARE SAYING.

AND YOU ALL HAVE GIVEN US A TREMENDOUS AMOUNT OF REALLY GREAT FEEDBACK THAT WE WILL BE ABLE TO TAKE IN THIS NEXT WEEK.

I ASSURE YOU WE WILL DEDICATE SOME SPECIFIC TIME TO PUTTING THESE TOGETHER AND CLASS SIZE WILL BE ONE OF THEM.

SO THANK YOU AS WELL, TRUSTEE WHITE, FOR THAT QUESTION IN THE MIDDLE.

[00:40:06]

OKAY. I WANT TO THANK YOU TRUSTEE FOREMAN, TRUSTEE MACKEY.

LET ME HOP IN BECAUSE I WANTED TO PIGGYBACK ON WHAT DR.

ELIZALDE JUST SAID. THIS WILL BE MY LAST COMMENT.

BUT WHEN YOU WHEN AS I IMAGINE WHAT YOU'RE TALKING ABOUT WITH THE QUESTIONS MACKEY AND FOREMAN AND OTHER FOLKS ARE ASKING, WHY IN A SPREADSHEET? I MEAN, I DON'T WANT BE SO NEGATIVE, BUT WE HAVE A HUGE OPPORTUNITY.

I MEAN, OTHER DISTRICTS DON'T HAVE GOALS LIKE THIS.

OTHER DISTRICTS DON'T HAVE RACIAL EQUITY.

OFFICE THAT TABLE IS GOING TO BE SUPER UNIQUE, NOT ONLY IN THE STATE OF TEXAS, BUT NATIONWIDE.

SO, YOU KNOW, I KNOW YOU FEEL PUSHING FROM THE BOARD, BUT YOU HAVE SUCH A UNIQUE WE HAVE SUCH A UNIQUE OPPORTUNITY TO CAPTURE GREAT INFORMATION FOR BLACK KIDS AND FIGURE OUT WHAT IS WORKING AND WHAT IS NOT WORKING.

MAYBE THE READING INTERVENTION AND YOU NEED TO HAVE A LONGER SCHOOL YEAR.

YOU PUT THOSE THINGS TOGETHER AND LOOK AT THESE OUTCOMES YOU GET.

SO I THINK YOU KNOW WHERE YOU MIGHT HEAR FRUSTRATION OR PUSHBACK.

IT'S JUST THAT DOCUMENT ALONE WILL BE UNIQUE.

SO WHY NOT LIKE, WHY NOT US? WHO ELSE IS DOING IT? AND THEN THINK ABOUT THE POSITIVE.

IF WE DO IT THE RIGHT WAY AND WE FIND OUT THE THREE OR FOUR KEY LEVERS, WHATEVER IT MIGHT BE, BECAUSE WE TRIED THESE DIFFERENT THINGS THAT I MEAN, WE COULD WE CAN RUN WITH THIS AND WE MEANING LIKE URBAN SCHOOL DISTRICTS, COULD RUN WITH THIS.

OKAY. YOU'RE WELCOME.

JUST TO DELVE IN JUST A LITTLE BIT MORE ON THE CLASSROOM SIZE, BECAUSE WE ALL KNOW SPECIFICALLY THAT THE SMALLER THE CLASS IS, THE BETTER THE OUTCOME IS PROBABLY GOING TO BE BECAUSE THE TEACHER HAS MORE OPPORTUNITY TO DEAL WITH THE STUDENTS.

AND WE'VE EXPERIENCED THAT WITH ELL.

SO WE KNOW WHAT THAT LOOKS LIKE.

I KNOW WE'RE NOT GOING TO BE ABLE TO MATCH THAT BECAUSE WE IN FACT GET ADDITIONAL FUNDING TO BE ABLE TO DO SOME OF THAT.

BUT AT THE SAME TIME, IT WOULD BE REALLY NICE TO MAKE A COMPARISON ON THOSE SMALL CLASS SIZES WITH OUR ELL LEARNERS AND COMPARE THOSE TO ALSO TO OUR AFRICAN AMERICAN STUDENTS AND THEIR CLASS SIZE AND SEE IF THERE'S REALLY A BIG DIFFERENCE IN THE TWO.

I WOULD THINK THERE PROBABLY IS, BECAUSE YOU JUST GET MORE ATTENTION IN A SMALLER CLASS SIZE.

BUT I THINK WE SHOULD MAKE A COMPARISON BECAUSE I THINK THAT TEMPLATE WOULD HELP US TO UNDERSTAND EXACTLY WHERE WE SHOULD BE GOING.

AND MAYBE IT'S NOT THE SAME NUMBER.

IT'S SMALL. I MEAN, IT'S LARGER THAN THE NUMBER, BUT IT STILL WOULD BE SOMEWHERE FOR US TO START FROM AND TO COME UP WITH SOME KIND OF IDEA.

YEAH AND JUST TO ADD A LITTLE BIT MORE CLARITY AND AGAIN, MY QUESTIONS, I THINK ALL THE QUESTIONS HERE ARE EXCITEMENT AND CARE ABOUT WANTING TO MOVE THE NEEDLE ON THIS AND GIVE YOU ALL EVERYTHING YOU NEED TO DO SO.

SO JUST TO BE CLEAR, BASED ON THIS SLIDE, WHAT I WOULD HOPE TO SEE AND I THINK WHAT WE'VE ALL KIND OF ALLUDED TOO IS SO LAST YEAR WE DID K-2 COACHING AT 82 HIGH PRIORITY CAMPUSES.

I WOULD HOPE, AND WE'VE GOT A PHENOMENAL DATA TEAM WITH DR.

OAKLEY AND ALL OF HER PEOPLE THAT RUN THESE TYPE OF REPORTS.

WE COULD LOOK AT THOSE 82 CAMPUSES OUT OF THE 1900 KIDS, 70% OF THOSE AFRICAN-AMERICAN SECOND GRADERS WERE IN THOSE CAMPUSES.

WHAT WAS THEIR SCORES VERSUS EVERYBODY ELSE? AND WE CAN SEE IF THAT'S MAKING A DIFFERENCE OR NOT.

I SEE WE SCALED THAT TO OR 99.

I WOULD HOPE THAT WE'VE GOT DATA THAT BACKED UP THAT THAT ACTUALLY MOVED THE NEEDLE.

AND AGAIN, IT'S NOT PERFECT, BUT IT'S WE HAVE AN IDEA.

AND THAT WAY WE CAN LOOK AT THIS, YOU KNOW, CLASS SIZES.

WE TALK ABOUT CLASS SIZES A LOT.

I'M NOT ENTIRELY SURE IF IT MAKES A HUGE DIFFERENCE OR NOT.

I WOULD LOVE TO SEE THAT. WHICH PERCENTAGE OF THOSE KIDS WERE IN A CLASS SIZE UNDER 16 VERSUS OVER 16? AND THEN LET'S DIVE INTO THAT.

SO THAT'S WHAT I WOULD JUST HOPE THAT WE DO, WHETHER IT IS IN THE END OF THE YEAR REPORT THAT THE PUBLICIZED GIGANTIC MANUAL OF ALL OUR PROGRAM EVALUATIONS, LIKE Y'ALL ARE THE EDUCATORS, Y'ALL ARE THE EXPERTS TO BE ABLE TO SAY, HERE ARE THE THINGS THAT WE THINK ARE OUR BETS THAT ARE MAKING A DIFFERENCE HERE.

THIS IS THE BEST RESEARCH THAT WE CAN DO TO EVALUATE.

AND I THINK BACK TO THAT ERS REPORT THAT TALKED ABOUT HERE ARE THE TEN RESEARCH BASED PRACTICES THAT MAKE A DIFFERENCE IN TERMS OF OUR RACIAL EQUITY, AND HERE IS THE ACCESS THAT KIDS HAVE TO IT. I WOULD LOVE TO SEE.

I MEAN, WE COULD EVEN USE THOSE THAT ARE APPLICABLE TO THIS.

WHAT PROGRESS ARE WE MAKING? SO THAT'S JUST A CONCRETE EXAMPLE BASED ON THIS SLIDE.

THANK YOU. AND THANK YOU ALL FOR BRINGING THIS AND ENGAGING THIS CONVERSATION.

YEAH, THANK YOU. ALL RIGHT.

I THINK THAT'S IT FROM THE TRUSTEES PERSPECTIVE.

THANK YOU ALL FOR THE PRESENTATION.

WE'RE MOVING ON TO INFORMATION ON REPORTS, SUPERINTENDENTS REPORT.

[7. INFORMATION/REPORTS]

THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD.

WE'LL HAVE I DO, OF COURSE, HAVE OUR TEAM AVAILABLE TO GET TO TECHNICAL RESPONSES TO MY REPORT FOR TODAY'S BRIEFING.

THERE ARE THREE AREAS I'D LIKE TO FOCUS ON, UM AN UPDATE ON OUR LOCAL ACCOUNTABILITY SYSTEM, AN UPDATE ON THE EXTENDED SCHOOL YEARS, WHETHER

[00:45:04]

THAT'S INTERSESSION OR REDESIGN, ALONG WITH INTRUDER DETECTION AUDITS AND THE INFORMATION THAT WE CAN SHARE.

ON THE THIRD SLIDE I'LL START WITH OUR LOCAL ACCOUNTABILITY SYSTEM AND WE'D LIKE TO JUST GO A LITTLE BIT DOWN MEMORY LANE FOR JUST A MOMENT.

WE ACTUALLY STARTED OUR LOCAL ACCOUNTABILITY SYSTEM MANY YEARS AGO.

CERTAINLY, DR. HINOJOSA LED THIS WORK UNDER WHAT USED TO BE CALLED OUR SPF OR OUR SCHOOL PERFORMANCE FRAMEWORK.

WE WERE ACTUALLY DEVELOPING THAT, NOT KNOWING THAT THE STATE WAS GOING TO COME UP WITH A LOCAL ACCOUNTABILITY SYSTEM.

AND THAT THEN KIND OF IS HOW WE SEGMENTED THEN INTO MAKING SOME ADJUSTMENTS TO WHAT WAS THE SPF AND APPLYING FOR A LOCAL ACCOUNTABILITY SYSTEM.

SO DID WANT TO BRING FORTH INFORMATION REGARDING THAT THAT WAS TO CREATE AND SUPPORT THE THEORY OF ACTION OF EARNED AUTONOMIES.

AND THAT WAS ESSENTIALLY IN A NUTSHELL, IT'S A LITTLE MORE COMPLEX THAN WHAT I'M ABOUT TO DESCRIBE.

BUT SCHOOLS THAT ARE DOING REALLY WELL WITH STUDENT OUTCOMES THAT WE PROVIDE THEM ADDITIONAL FREEDOMS TO CONTINUE DOING WELL AND THAT SCHOOLS THAT WERE NOT DOING WELL IN TERMS OF THE WAY IN WHICH WE SERVE OUR STUDENTS, THAT THAT WE PROVIDE ADDITIONAL SUPPORTS, TRULY MEANING WE WOULD PROVIDE ADDITIONAL RESOURCES, WHETHER THAT'S TIME, TALENT AND OR TREASURE, SO THAT THEY WOULD END UP BEING ABLE TO PROVIDE THAT TYPE OF STUDENT OUTCOMES.

SO CURRENTLY THE STATE WHERE YOU SEE DOMAINS ONE THROUGH THREE AND THE STATE COMPONENTS OF A LOCAL ACCOUNTABILITY SYSTEM REQUIRE US TO USE THE STATE DATA FOR 50%.

THEN WE HAVE, WHICH IN OUR CASE ARE IT'S THE ACTUAL STATE ACCOUNTABILITY.

SO DALLAS ISD ACTUALLY HAS SIX DOMAINS.

DOMAINS ONE THROUGH THREE ARE THE STATE OF TEXAS DOMAINS AND DOMAINS FOUR, FIVE AND SIX ARE DALLAS ISD CREATED DOMAINS.

THIS WAS THE WHOLE CHILD APPROACH, RIGHT, WHERE WE WOULD LOOK AT GROWTH THAT WE COULD UTILIZE IN A SCHOOL EFFECTIVENESS INDEX BECAUSE DALLAS ISD HAS HAD SEIS OR SCHOOL EFFECTIVE INDICES MANY, MANY YEARS, DECADES.

WE WANTED TO HAVE CULTURE AND CLIMATE AS PART OF THAT WHOLE CHILD.

HOW DO OUR OUR STAFF AND PARENTS FEEL ABOUT OUR ORGANIZATION AND THE KINDS OF SERVICES WE'RE PROVIDING ALONG WITH STUDENT EXPERIENCE OR STUDENT VOICE? AND THAT WAS UNDER STUDENT SURVEY EXTRACURRICULAR ACTIVITY ENGAGEMENTS.

THAT WAS THE STUDENT EXPERIENCE, WHICH WAS 10% THE CULTURE AND CLIMATE.

AS I MENTIONED, STAFF AND PARENT SURVEYS MADE UP 10%.

AND THE SEI, WHICH YOU'LL SEE LAGGED, MEANING WE GET IT FROM THE PREVIOUS YEAR FOR US TO GET THAT COMPARISON DATA OF GROWTH, AND THAT'S 30%.

COLLECTIVELY THEN WE PUT ALL OF THIS TOGETHER TO GIVE US A LOCAL ACCOUNTABILITY SYSTEM.

NOW, BEFORE WE GO TO SLIDE FOUR.

WHAT I WANT TO COMPARE THIS TO IS THAT EVERY OTHER SCHOOL DISTRICT IN THE STATE OF TEXAS ONLY UTILIZES DOMAINS ONE THROUGH THREE THE STATE ACCOUNTABILITY DATA.

SLIDE FOUR, PLEASE.

WHAT DID THAT DO WITH REGARD TO DALLAS ISD? AND THE REASON THIS IS IMPORTANT TO US IS BOTH INTERNAL AND EXTERNALLY.

IT COULD HAVE SOME EFFECTS.

SO OUR FINAL RATINGS, WHICH OUR FINAL RATINGS ARE BASED ON THE PREVIOUS SLIDE, I JUST DEMONSTRATED THE DOMAINS ONE THROUGH SIX.

YOU WILL SEE THAT UNDER ACCOMPLISHED, WE HAD 12% OF OUR SCHOOLS.

IF WE DID NOT HAVE THE LOCAL ACCOUNTABILITY SYSTEM.

IF YOU WOULD WE WOULD.

YOU WOULD COVER UP, FINAL RATINGS THAT SAYS JUST FINAL RATINGS.

AND ON THE RIGHT HAND SIDE, WE ACTUALLY IF WE WERE COMPARING OURSELVES TO OTHER SCHOOL DISTRICTS, UTILIZING THE SAME METRICS, WE ACTUALLY WOULD HAVE HAD 21% OF OUR SCHOOLS ARE A'S, IF YOU WILL.

SO WHILE THE TOTAL NUMBER OF A'S, B'S AND C'S UNDER THE STATE RATINGS IS 90%, AND THE PERCENTAGE OF ACCOMPLISHED BREAKTHROUGH AND COMPETING UNDER THE LOCAL ACCOUNTABILITY SYSTEM IS ALSO 90%, YOU SEE THAT IT'S ALMOST DOUBLE THE NUMBER OF A'S THAT WE WOULD HAVE HAD IF WE WERE USING THE SAME ACCOUNTABILITY SYSTEM THAT EVERY OTHER SCHOOL DISTRICT IN THE STATE OF TEXAS IS UTILIZING.

[00:50:06]

SO THE REASON WE THINK THAT'S IMPORTANT IS INTERNALLY THERE'S AN EFFECT.

IF I'M A TEACHER, A PARENT, A COMMUNITY MEMBER OF A SCHOOL THAT UNDER THE STATE RATING IS AN A, BUT UNDER THE LOCAL ACCOUNTABILITY SYSTEM IS BREAKTHROUGH, I MAY KIND OF BE FEELING LIKE I'VE BEEN GYPPED, BECAUSE EVERYBODY ELSE IN THE STATE OF TEXAS WAS MEASURED ON THESE PARTICULAR CRITERIA.

AND WE'VE ADDED CRITERIA.

AND WHILE I THINK IT'S NOBLE AND IMPORTANT THAT WE CONTINUE TO MEASURE THAT, THERE IS ALSO SOME COST AND I DON'T MEAN COST FINANCIALLY, I MEAN COST TO HOW PEOPLE MAY BE FEELING.

AND WE THINK AS YOU DO THAT, THAT'S AN IMPORTANT PORTION OF HOW SUCCESSFUL OUR DISTRICT IS.

IT MAY ALSO HAVE SOME IMPACT ON HOW OTHERS MAY SEE OUR SCHOOLS.

PEOPLE MAY BE MAKE AND I USE THE WORD MAY BECAUSE I DON'T HAVE ANYTHING OTHER THAN ANECDOTAL DATA.

RIGHT. WE HAVEN'T GONE AROUND AND SAID, HOW MANY OF YOU CHOSE NOT TO CHOOSE, NOT DECIDED NOT TO CHOOSE A DALLAS ISD SCHOOL BECAUSE IT WAS RATED AS COMPETING WHEN IN FACT IT WAS BREAKTHROUGH.

I DON'T KNOW THAT.

WE JUST HEAR STORIES AND ANECDOTES FROM OUR CAMPUSES AS WELL AS CONVERSATIONS WE MAY BE HAVING.

NOW I THINK THE PRINT ON THIS PARTICULAR SHEET DOESN'T QUITE ILLUSTRATE WHAT WE WERE WANTING TO DEMONSTRATE IN THIS 18-19 AND 21-22. BUT WE WANTED TO ALSO SAY HOW MANY CAMPUSES WERE, IF YOU WILL, HELPED BY THE LOCAL ACCOUNTABILITY.

AND IN TERMS OF THEY ACTUALLY IMPROVED OR HOW MANY ACTUALLY WERE HARMED, THOSE ARE MY WORDS BY UTILIZING LOCAL ACCOUNTABILITY VERSUS STAYING WITH A STATE.

KEEP IN MIND, YOU CANNOT LOCAL YOUR WAY OUT OF AN UNRATED OR A D OR AN F SCHOOL.

SO A CAMPUS AT THE STATE RATES AS A D OR AN F THAT WE CALL DEVELOPING OR FOCUS CANNOT UTILIZING ANY OTHER METRICS CANNOT IMPROVE. SO THOSE STAY CONSISTENT REGARDLESS.

THE DIFFERENCE WE'RE TALKING ABOUT ARE THOSE THREE PREVIOUS, WHETHER YOU'RE AN A, B, A C, OR AN ACCOMPLISHED BREAKTHROUGH AND COMPETING.

SO I'M GOING TO ASK DR.

LEAR TO REMIND ME ON SLIDES FOUR, WHAT THOSE NUMBERS INDICATE, HOW MANY CAMPUSES AND 20 18-19 THE STATE RATING RAISED THEIR PERFORMANCE VERSUS THE STATE RATING LOWERED THEIR PERFORMANCE.

SURE, OF COURSE.

SO YOU SEE NINE THERE, WE SHOW THAT NINE SCHOOLS ACTUALLY IMPROVED WITH THEIR RATING IN 18-19.

33 DECLINED OR THEY DECREASED.

AND THEN IF WE GO TO 21-22, WE HAVE THREE THAT WERE IMPROVED AND THEN 41 WHO DECREASED.

AND SO I THINK IT'S JUST IMPORTANT THAT WE ALSO STAY OBJECTIVELY LOOKING AT WHAT'S THE OVERALL IMPACT, THOUGH, ON CAMPUSES.

SO THAT CONCLUDES THE PORTION OF THE LOCAL ACCOUNTABILITY SYSTEM THAT I JUST WANTED TO BRING UPDATES TO.

AND I WOULD RATHER PAUSE SO THAT WE DON'T GET INTO TOO MANY OTHER INFORMATIONS BECAUSE YOU MAY HAVE QUESTIONS, JUST OR COMMENTS EVEN.

AND WHILE THERE'S NO ACTUAL BOARD ACTION NEEDED, WE ALSO KNOW IT'S IMPORTANT TO STAY TRANSPARENT WITH BOTH OUR BOARD AND OUR COMMUNITY ABOUT CONVERSATIONS WE'RE HAVING WITH INTERNAL DECISIONS ABOUT WHETHER WE SHOULD CONTINUE WITH LOCAL ACCOUNTABILITY OR NOT.

THANK YOU DR. ELIZADE. TRUSTEE FOREMAN.

THANK YOU.

SUPERINTENDENT, WE'VE HAD A CONVERSATION ABOUT THIS.

I HAVE EXPERIENCED MY OWN PERSONAL EXPERIENCE WITH SOME OF MY CAMPUSES ARE THE ONES THAT THE RATING WENT DOWN.

THEY WERE DEPRESSED BECAUSE THEY ACTUALLY IF THEY HAD AN A AND IT DROPPED TO A B, THEY WERE NOT VERY HAPPY ABOUT IT.

AND OF COURSE, I WAS LUCKY IN MY TRUSTEE DISTRICT.

I HAD NO D'S AND NO F'S REALLY, BUT I HAD SOME A'S THAT DROPPED TO B'S AND THEY WERE VERY UNCOMFORTABLE WITH THAT AND ACTUALLY FELT THAT THEY WERE BEING TREATED UNFAIRLY.

BECAUSE IF YOU LOOK THROUGHOUT THE STATE AND USING JUST THE STAR TEST, THEY WERE EQUAL TO THOSE OTHERS IN THE STATE WITH AN A, BUT NOW YOU HAVE A B RATING.

I THINK THAT HAS A LOT TO DO WITH MORALE OF THE STAFF AND OF THE SCHOOLS REGARDING THOSE KINDS OF DIPS.

AND IF YOU REALLY LOOK AT THE SHEET THAT THIS IS I GUESS THIS IS FOUR.

[00:55:06]

WHEN YOU GO FROM 26 A'S UH FROM 47 A'S, WITH THE STATE RATING DOWN TO 26, WHEN YOU USE THE LOCAL ACCOUNTABILITY, THAT'S A DRASTIC NUMBER AND A BIG CHANGE AND THAT AFFECTS EVERY ONE OF THOSE SCHOOLS IN SOME SHAPE, FORM OR FASHION.

THEN YOU GO BACK AND YOU LOOK AT THE BS, WHICH ARE THE BREAKTHROUGHS? YOU INCREASE BECAUSE YOU DROP THE A'S TO B'S JUST BASED ON US SELF IMPOSING THIS ON OURSELVES.

AT SOME POINT IT MIGHT HAVE BEEN A GOOD IDEA, BUT ONE OF THE THINGS THAT I CONSISTENTLY THINK ABOUT IS, IS THAT SOMETIMES YOU HAVE TO PIVOT AND SHIFT.

AND YOU HAVE TO PIVOT AND SHIFT BASED ON A SITUATION, THE IDEAS THAT MAKE MORE SENSE AT THAT TIME.

AND I, FOR ONE, BELIEVE WE NEED TO BE COGNIZANT OF WHAT HAPPENS ON OUR CAMPUSES.

I AM NOT AN EDUCATOR.

BUT I DO UNDERSTAND THE IDEA OF EMPLOYEES.

I WAS A 35 YEAR BUSINESS OWNER.

SO I DO UNDERSTAND THE MORALE OF EMPLOYEES.

AND WHEN WE START MESSING WITH THE MORALE OF THE EMPLOYEES, THAT ALSO AFFECTS OUR STUDENT GROWTH.

SO I JUST WANTED TO SAY THAT.

THANK YOU TRUSTEE FOREMAN, TRUSTEE MICCICHE.

THANK YOU. I SUPPORT THE ADMINISTRATION'S RECOMMENDATION HERE FOR ALL THE REASONS THAT THE SUPERINTENDENT MENTIONED AND SOME OF THE REASONS THAT TRUSTEE FOREMAN MENTIONED.

I THINK THE DATA IS HELPFUL TO CONTINUE TO GATHER AND UTILIZE, BUT THERE REALLY IS NO VALUE TO US TO LOWER OUR OWN RATING THAT IS USED TO COMPARE OUR PERFORMANCE WITH THE PERFORMANCE OF OTHER DISTRICTS IN THE AREA, WITH THE PERFORMANCE OF CHARTER SCHOOLS THAT ARE OPERATING WITHIN DALLAS ISD. IT'S ALMOST A SELF-INFLICTED WOUND TO JUST GIVE OURSELVES A LOWER GRADE WHEN WE CAN USE THIS DATA TO MAKE IMPROVEMENTS THAT WE THINK ARE IMPORTANT, BUT WE DON'T.

ONE OF THE THINGS THAT WE DON'T NEED TO DO IS TO BE IN THIS COMPETITIVE WORLD WITH ARTIFICIALLY LOWER METRICS THAN EVERYONE ELSE.

SO I THINK THIS IS AN IMPORTANT AND IMPORTANT CHANGE.

I JUST DO WANT TO EMPHASIZE THAT I THINK THE METRICS THAT WE HAVE ARE USEFUL TO US.

I GUESS THAT'S ALL I HAD.

THANK YOU TRUSTEE MICCICHE, TRUSTEE MARSHALL.

THANK YOU, MR. PRESIDENT. DR.

ELIZALDE, I JUST WANTED TO CLARIFY, WHEN YOU TALKED ABOUT US TALKING ABOUT THIS ISSUE WITH US OFFLINE.

YOU TALKED ABOUT BOTH AN INTERNAL AND AN EXTERNAL ARGUMENT.

AND I THINK IN YOUR OPENING REMARKS, YOU ALLUDED TO AN INTERNAL AND EXTERNAL ARGUMENT AND THEN ONLY TALKED ABOUT THE INTERNAL ONE.

EXTERNAL PERSPECTIVES.

IN AN AGE WHERE FAMILIES THAT LIVE ON THE BORDERS BETWEEN DIFFERENT TRADITIONAL ISDS HAVE THE ABILITY TO ATTEND OTHER DISTRICTS SCHOOLS IN ADDITION TO THE POSSIBILITY OF THEM ATTENDING CHARTER SCHOOLS.

I THINK IT'S UNREASONABLE FOR US TO BELIEVE THAT A PARENT OR ANY FAMILY MEMBERS ARE GOING TO UNDERSTAND THAT DISD HAS ONE ACCOUNTABILITY SYSTEM AND THE STATE HAS A DIFFERENT ACCOUNTABILITY SYSTEM.

AND SO IF THEY'RE PERHAPS COMPARING US TO A GRAND PRAIRIE ISD SCHOOL OR DESOTO OR LANCASTER ISD SCHOOL OR AN UPLIFT SCHOOL, AND THOSE SCHOOLS HAVE A'S AND WE'VE GIVEN OURSELVES A B, EVEN THOUGH IF WE WERE ON THE SAME ACCOUNTABILITY SYSTEM, WE WOULD HAVE HAD AN A, I DON'T THINK IT'S REASONABLE TO EXPECT PARENTS TO UNDERSTAND THAT DISTINCTION.

SO FROM MY PERSPECTIVE, IN A VERY COMPETITIVE WORLD WHERE WE ARE TRYING TO DISTINGUISH OURSELVES AND MAKE SURE THAT PARENTS ARE AWARE OF THE PERFORMANCE OF OUR SCHOOLS, I THINK WE NEED TO PLAY ON THE SAME LEVEL PLAYING FIELD IF WE'RE TO ATTRACT KIDS

[01:00:01]

BACK THAT HAVE LEFT THE DISTRICT TO ATTEND EITHER CHARTERS OR NEIGHBORING DISTRICTS.

SO SO IT'S THAT EXTERNAL ARGUMENT.

I CERTAINLY AGREE WITH YOUR INTERNAL ARGUMENT AS WELL FROM A TEACHER MORALE PERSPECTIVE, BUT I'M MOST COMPELLED BY THE IDEA OF ALLOWING PARENTS TO MAKE AN EDUCATED DECISION BASED ON TRANSPARENCY AND ACCURATE COMPARISON DATA BETWEEN DIFFERENT SCHOOL SYSTEMS. SO I JUST WANTED TO CALL THAT OUT BECAUSE I YOU MADE THAT ARGUMENT WHEN WE TALKED OFFLINE, AND I THINK THAT'S A COMPELLING ONE.

THANK YOU, TRUSTEE MARSHALL.

AND I DID FORGET TO MENTION THAT BECAUSE I THINK YOU ALSO RAISED A VERY GOOD POINT IN THAT TRIAD OF HOW MANY PARENTS DO WE THINK ARE ACTUALLY DOING THOSE COMPARISONS.

AND THAT'S WHY I JUST WANTED TO NOTE THAT IT'S ANECDOTAL, OF COURSE, BUT TO YOUR POINT, I THINK SO WELL MADE THAT I DON'T KNOW HOW MANY ARE COMPARING AND THEY WOULD NOT KNOW HOW WOULD THEY KNOW THAT THEY'RE COMPARING APPLES AND ORANGES.

SO THANK YOU FOR HIGHLIGHTING THAT.

THANK YOU, TRUSTEE MARSHALL.

I WANTED TO PIGGYBACK ON TRUSTEE MARSHALL WITH THE PERCEPTION EXTERNALLY.

YOU DON'T KNOW IF THE PARENTS KNOW, PERIOD ABC.

I THINK PARENTS WALK INTO SCHOOLS AND FEEL THE CULTURE OF THE SCHOOLS, AND I THINK THAT'S PROBABLY THEIR BIGGEST LEVER, INCLUDING KEEPING THEIR KID AT THAT SCHOOL.

BUT I THINK WHEN I SEE SIGNS FROM OTHER LOCAL ISDS ON BILLBOARDS AND THEY PUT THEIR LETTER UP ON THE BILLBOARD, THEY'RE NOT PUTTING AN ASTERISK NEXT TO IT.

THEY'RE NOT EXPLAINING WHAT IT MEANS.

THEY'RE JUST PUTTING A LETTER IN OUR NEIGHBORHOODS OR ON OUR HIGHWAYS AND OUR DISTRICT.

SO, YOU KNOW, I THINK IT'S IMPORTANT THAT PERCEPTION GET ACKNOWLEDGED.

AND WHEN THE MEDIA IS WRITING WHATEVER THEY WRITE OR IT'S ON THE NEWS AND WHEN THE SCORES GET RELEASED, NO ONE'S SAYING AN ASTERISK NEXT TO DISD AND EXPLAINING THE EXTRA THINGS THAT WE DO. THEY'RE JUST PUTTING DISD NEXT TO DESOTO ISD, NEXT TO [INAUDIBLE]..

SO I THINK THERE'S A VERY PERSUASIVE PERCEPTION ARGUMENT AND INTERNAL ARGUMENT WITH CULTURE WITHIN THE DISTRICT.

BUT I WANT TO GO BACK TO CULTURE BECAUSE WE'VE HAD THIS CONVERSATION ABOUT OTHER STUFF RECENTLY THAT I JUST FIRMLY BELIEVE CULTURE, EACH STRATEGY PERIOD.

SO I THINK I'D BE CURIOUS SOME OF THOSE ACCOMPLISHED SCHOOLS, WHAT THEIR CLIMATE SURVEYS LOOK LIKE.

MY GUESS, I'M JUST GUESSING THAT THEY'RE ON THE HIGHER END, NOT THE LOWER END PERCENTILE WISE.

SO AS WE REMOVE OR WE THINK ABOUT REMOVING SOME OF THIS STUFF THAT WE KNOW IS IMPORTANT, WE CAN'T LOSE SIGHT OF THAT CULTURE.

MIGHT BE WHY WE WOULD HAVE HAD 47 A SCHOOLS OR GETTING STUDENT PERSPECTIVE AND UNDERSTANDING WHAT THEIR EXPERIENCE IS AND HOW ENGAGED AND HOW MUCH THEY CARE ABOUT GOING TO SCHOOL MIGHT BE WHY WE WOULD HAVE GOT 47.

SO I THINK THEY WERE THERE FOR A REASON.

I SUPPORT THE ADMINISTRATION SHIFT, BUT I THINK IF YOU'RE NOT CAREFUL AND LOSE SIGHT OF THE CULTURE OF CAMPUSES AND HOW MUCH STUDENTS ARE ENGAGED AND LIKE GOING TO SCHOOL, ETC., AND FEEL LIKE WE MIGHT SEE THOSE NUMBERS GO A DIFFERENT DIRECTION, AGAIN, THAT'S ALL ANECDOTAL, NOT ANECDOTAL.

I'M SURE I'LL MAKE A REQUEST.

I WOULD LOVE TO SEE WHERE THOSE ACCOMPLISHED SCHOOLS, WHAT THEIR CLIMATE SURVEYS ARE PERCENTILE ACROSS THE DISTRICT, LIKE WHAT PERCENTILE ARE THEY IN AND AND TO BE SCHOOLS. AND I THINK, YOU KNOW, AGAIN, I DON'T WANT TO DETACH THOSE.

I DON'T THINK THAT'S WHAT YOU'RE SAYING.

BUT TO QUOTE FLORES, THIS ISN'T HERE.

WHAT'S MEASURED USUALLY MATTERS.

AND IF YOU DON'T MEASURE IT AND IT'S NOT PUBLIC, DOES IT MATTER ANYMORE? SO, AGAIN, I SUPPORT THE ADMINISTRATION'S STANCE, BUT I WANT TO SEE.

HOW WE'RE GOING TO CONTINUE TO HOLD OURSELVES ACCOUNTABLE FOR CULTURE AT THE CAMPUS LEVEL AND THE EXPERIENCE THE STUDENTS ARE HAVING AT THEIR CAMPUSES.

THAT'S ALL I HAVE. TRUSTEE MACKEY YEAH, THANK YOU FOR THAT.

I'M NOT GOING TO REHASH EVERYTHING EVERYONE SAID.

I THINK YOU ALL MAKE SOME GOOD POINTS, BOTH INTERNAL AND EXTERNAL.

I SUPPORT ADMINISTRATIONS RECOMMENDATION TO TRUSTEE HENRY'S LAST POINT, THOUGH, I WOULD NOTE, AND I THINK THAT'S WHERE IT'S SO IMPORTANT AND WHY I'M SO THANKFUL THAT THIS BOARD COALESCED AROUND ITS GOALS AND ITS CONSTRAINTS.

AND THOSE CONSTRAINTS NOW INCLUDE A STUDENT HOLISTIC MEASURE OF WHAT THEIR CULTURE IS LIKE.

IT INCLUDES THE STAFF SURVEY AND IT INCLUDES.

AND SO I WOULD EXPECT THAT WE SEE THOSE AS PART OF THESE UPDATES, JUST LIKE WE DID OUR VISION MONITORING PROGRESS.

THAT'S WHAT WE'RE DIGGING INTO AND HOLDING THEM ACCOUNTABLE ON THAT.

SO I THINK THAT WILL STILL BE PUBLIC.

WE WILL STILL HAVE THE CONVERSATION.

I LOOK FORWARD TO THE WORK Y'ALL ARE DOING ON THAT, WHETHER OR NOT IT'S PART OF OUR SPECIFIC ACCOUNTABILITY SYSTEM.

PARENTS DON'T CARE ABOUT THE NUANCES OF THIS.

AND IN FACT, MY BET WOULD BE ACCOUNTABILITY AS A WHOLE GETS REVISITED IN THE LEGISLATURE THIS YEAR.

SO WHO KNOWS WHERE THAT LANDS TO? IF I COULD JUST SAY ONE MORE THING, IF WE COULD GO BACK TO ONE MORE SLIDE.

SLIDE. YES.

SO I DO WANT TO HIGHLIGHT SOMETHING YOU TRUSTEES TRIGGERED A THOUGHT.

THE OTHER ISSUE WITH THE LOCAL ACCOUNT COMPONENT IS THE DISTRICT.

WE OURSELVES, YOU ALL, ALL OF US, COLLECTIVELY, WE CREATED HOW WE DETERMINE WHAT SUCCESS LOOKED LIKE IN THESE

[01:05:08]

DOMAINS. SO WE COULD HAVE ACTUALLY AT WHAT POINT DID WE SAY THAT WAS A SUCCESSFUL STAFF CLIMATE SURVEY, GIVEN WHETHER 70% SAID IT WAS A GREAT PLACE TO WORK, WHETHER.

SO THE QUESTIONS THAT ARE EVEN ASKED, ALL OF THAT WAS EVEN DETERMINED INTERNALLY.

AND THE REASON I RAISED THIS IS WE WILL ALWAYS AND IT'S CERTAINLY A REQUIREMENT BECAUSE IT'S IN THE CONSTRAINTS, BUT WE ALSO KNOW IT'S A BEST PRACTICE.

A SCHOOL CAN BE PERFORMING VERY WELL ACADEMICALLY.

HOW DO PEOPLE FEEL ABOUT THAT? SCHOOL IS EQUALLY IMPORTANT, AND SO WE ALWAYS WANT TO CORRELATE CAMPUSES AND THEIR ACADEMIC PERFORMANCE WITH HOW PEOPLE INTERNALLY AND EXTERNALLY FEEL ABOUT OUR SCHOOLS SO THAT WE CAN CONTINUE TO ENSURE THAT CULTURE AND CLIMATE IS OF IMPORTANCE.

THE LAST THING I'LL SAY HERE IS, AS TRUSTEE MACKEY JUST MENTIONED, THE STATE IS LOOKING AT MAKING SOME ADDITIONAL COMPONENTS POSSIBLE IN PART OF THE NEXT ROUND OF WHAT AN ACCOUNTABILITY SYSTEM WOULD LOOK LIKE.

AND SO SOMEONE MIGHT SAY, WELL, YOU ALL ARE TAKING THIS.

YOU MIGHT NOT BE MOVING FORWARD WHEN THE STATE IS GOING TO COME OUT WITH THESE VERY SAME THINGS.

YES. BUT THEN WE'D BE BEING COMPARED TO OTHERS AROUND THE SAME METRICS RIGHT NOW.

AND WE DON'T KNOW WHAT THOSE CUT POINTS WOULD BE.

RIGHT NOW, WE'RE THE ONLY ONES THAT ARE HOLDING OURSELVES ACCOUNTABLE IN AN ACCOUNTABILITY SYSTEM.

SO WE AGREE AND WE WOULD ACTUALLY SUPPORT TO SOME EXTENT AT THE STATE LEVEL DIFFERENT METRICS, DIFFERENT THINGS BEING MEASURED TO SAY HOW WELL A SCHOOL IS DOING.

AND WE'RE MERELY SAYING WE ALL NEED TO BE BEING COMPARED ON THE SAME ITEMS RATHER THAN BEING HELD ACCOUNTABLE TO DIFFERENT THINGS BECAUSE OF THE COMPETITIVE NATURE IN OUR ORGANIZATIONS NOW.

SO THANK YOU SO MUCH FOR INDULGING ME ON THAT PARTICULAR TOPIC.

YEAH, I WANT TO REITERATE THAT I SUPPORT THIS PROPOSAL.

BUT ONE THING THAT SUPERINTENDENT ELIZALDE YOU MENTIONED IS THAT WE ACTUALLY BECAUSE WE DETERMINE THE OTHER FACTORS THAN THE NON STATE FACTORS OURSELVES, WE COULD ACTUALLY CHANGE THE CUTOFF POINTS AND NOT DISADVANTAGE US AS MUCH AS WE DISADVANTAGE OURSELVES WITH WITH SORT OF THE HIGH LEVELS THAT YOU NEED TO TO REACH TO TO GET A HIGH SCORE IN ONE OF THE CLIMATE AREAS SO WE COULD ACTUALLY TINKER A BIT WITH THE LOCALLY DESIGNATED FACTORS.

I DON'T WANT TO DO THAT.

I THINK WE SHOULD BE USING THE SAME STANDARD THAT EVERYBODY ELSE IN THE STATE IS USING.

BUT I JUST WANTED PEOPLE WHO ARE LISTENING TO KNOW THAT WE'VE THOUGHT ABOUT THE FACT THAT WE COULD CHANGE THE THE LOCAL FACTORS AND MOVE THE CUT SCORES TO MORE FAVORABLE TARGETS, SO TO SPEAK.

AND THEN JUST A FINAL COMMENT ON THIS THE STATE ASPECT, IT WOULD BE GOOD, I THINK, FOR THE STATE TO INCLUDE OTHER FACTORS, BE BEYOND DOMAINS ONE, TWO AND THREE, AND THAT THAT IS SOMETHING THAT I COULD SUPPORT IF THE STATE WILL FACTOR IN SOME OF THESE OTHER METRICS THAT WE'VE BEEN USING, THEN THAT WOULD BE GREAT.

BUT GIVEN THAT WE CAN ONLY CONTROL WHETHER WE DO A LOCAL ACCOUNTABILITY SYSTEM OR JUST USE THE STATE NUMBERS, I'M VERY SUPPORTIVE OF JUST USING THE STATE NUMBERS SO THAT WE'RE APPLES TO APPLES WITH OTHER DISTRICTS AND WITH CHARTER SCHOOLS.

THANK YOU. THANK TRUSTEE MICCICHE.

BEFORE WE GO ON TO THE REST OF YOUR PRESENTATION, JUST CAN YOU GO TO THE FIRST LINE? I'M GOING TO MAKE THIS NOT A REQUEST, BUT JUST COMMENT THE VERY, VERY FIRST LINE.

THAT'S SLIDE TOO.

YEAH. SO THANK YOU FOR PUTTING PRINCIPAL BARNETT AND SOME OF OUR STUDENTS IN DESIGNATING WHAT SCHOOL IT IS WITH WOODROW.

I TRULY APPRECIATE THAT.

THE NEXT SLIDE. I DON'T KNOW WHO THIS YOUNG LADY IS, BUT IT'S CLEAR SHE'S AT TOWN VIEW FROM JUDGE BARRETT.

BUT I APPRECIATE THE USAGE OF OUR KIDS AND OUR STAFF.

JUST ONE MORE PICTURE TOWARDS THE END.

THAT DOESN'T HAVE A DESIGNATION TO ANY.

WELL, JUST LOVE THEM. IF WE'RE GOING TO USE THE SLIDES AND SOME OF OUR GREAT EDUCATORS AND STUDENTS JUST TO SEE AT LEAST THE SCHOOLS ARE AT HELPS ME A LOT.

[01:10:01]

SO THANK YOU FOR WHOEVER DID THAT.

SO OUR NEXT UPDATE IS WHERE ARE WE ON OUR EXTENDED YEAR SCHOOL AND HOW WE'RE UTILIZING THIS AS ONE OF THE SEVERAL VARIABLES, AS TRUSTEE MACKEY MENTIONED EARLIER, AND GATHERING DATA ON HOW THIS MAY INFORM OUR CONTINUED PRACTICES MOVING FORWARD.

SO THIS IS OF COURSE, ONE AREA THAT WE UTILIZED TO PROVIDE ADDITIONAL INSTRUCTION.

THERE'S BEEN A LOT OF CONVERSATION HERE AROUND WELL, DURING COVID AND THE LOSS, I DO WANT TO JUST REMIND EVERYONE THIS WAS ACTUALLY PROPOSED BY THE AGENCY PRIOR TO THE PANDEMIC. SO THE ACTUAL RESEARCH BEHIND THIS CAME PRIOR TO COVID.

WHILE IT CERTAINLY IS APPLICABLE DURING COVID, ITS UTILIZATION GOES BEYOND JUST THAT.

OF COURSE, IT IS SOMETHING THAT'S RESEARCH BASED.

WE WANTED TO ENSURE THAT COMMUNITIES AND SCHOOLS WERE INVOLVED IN THE DECISION ABOUT WHAT CALENDAR THAT WOULD BE UTILIZED AT THAT SCHOOL. AND THERE IS SOME DEPENDING ON THE PARAMETERS AROUND THE ACTUAL DESIGN.

THERE IS SOME FUNDING.

I WOULD WANT TO BE CLEAR, NONE OF THIS HB THREE KIND OF SUPPORT FINANCIALLY COVERS THE ENTIRE FISCAL NOTES, BUT IT IS SUPPORTED BY HOUSE BILL THREE.

ON OUR NEXT SLIDE, JUST A REMINDER, THERE ARE THREE CALENDARS.

THE FIRST ONE IS OUR WHAT I'M STILL GOING TO CALL A TRADITIONAL REFERRED TO HERE AS A BASE CALENDAR.

THEN WE HAD AN INTERSESSION WHERE 41 SCHOOLS OPTED INTO THIS.

THE MAJORITY OF OVERWHELMING MAJORITY WERE ELEMENTARY SCHOOLS.

AND THEN WE HAD A HANDFUL OF SCHOOLS THAT CHOSE A SCHOOL DAY REDESIGN, WHICH TRULY DID TOOK TRULY DID TAKE MORE DAYS OF INSTRUCTION.

INTERSESSION HAS TO SOME EXTENT, BUT IT'S SPACED OUT DIFFERENTLY.

SO I THINK IT'S IMPORTANT AS WE LOOK AT THOSE, THOSE ARE NOT ALL THERE ARE VERY MANY DIFFERENCES BETWEEN THOSE TWO THAT ARE IMPORTANT TO HIGHLIGHT.

OUR NEXT SLIDE REALLY TALKS ABOUT WHAT IS IT THAT WE'RE EXPECTING TO SEE FROM THESE ADDITIONAL DAYS? OF COURSE, WE'RE EXPECTING WE WERE EXPECTING AND CONTINUE TO SEE ACCELERATED GROWTH THAT STUDENTS WOULD IMPROVE AT A FASTER PACE, THAT THAT INSTRUCTION WOULD ALSO INFORM THAT THERE'S GOOD CLIMATE BACK TO CULTURE AND CLIMATE AND AND THAT IN FACT, THERE WAS LESS LOSS OR LESS REGRESSION THINGS THAT WE USED TO REFER TO AS SUMMER SLIDE, THAT SOME OF THAT IS MINIMIZED BECAUSE OF THE PACING OF ADDITIONAL OR EXTENDED SCHOOL YEARS.

SO A VERY PRELIMINARY VIEW OF OUR DATA ILLUSTRATE THAT YOU KNOW, BASICALLY WE ARE BEGINNING TO SEE THAT THERE COULD BE SOME POSITIVE CORRELATIONS, WHICH WE ARE AGAIN, WE ARE EXPECTING RIGHT, THAT AS YOU ADD INSTRUCTIONAL TIME.

WE WOULD EXPECT TO SEE IMPROVEMENT IN IN ACADEMICS.

AND SO JUST OVERALL COMPARISONS, WE SAW IMPROVEMENT ACROSS THE BOARD FROM 21 TO 22, BUT YOU SEE SLIGHTLY GREATER IMPROVEMENT AT EITHER INTERCESSIONS SCHOOLS OR SCHOOL DAY REDESIGN.

AND THE NEXT SLIDE, WE'RE GOING TO CONTINUE TO GATHER MORE FEEDBACK BEFORE WE COME TOWARD BACK TO YOU.

WE THINK IT'S REALLY IMPORTANT AND WE CONTINUE TO GET OUR TEACHER AND TEAM MEMBER FEEDBACK.

IF WE BURN OUT OUR TEACHERS AND OUR STAFF AND THEY PROVIDE GREAT OUTCOMES, BUT THEN OVERALL DON'T WANT TO CONTINUE IN THAT MODEL, WE HAVE TO THINK LONG TERM. I DON'T KNOW THAT THAT'S WHAT'S HAPPENING.

THE MAJORITY OF OUR INITIAL SURVEY ARE TELLING US THAT TEACHERS ARE LIKE, NOT SURE YET.

WE WANT MORE TIME, SO WE WANT TO GIVE THEM MORE TIME.

AND THEN OUR STUDENT FEEDBACK IS CERTAINLY OUR MIDDLE SCHOOL STUDENTS ARE STILL KIND OF IN THE I DON'T KNOW THOUGH, FOR FOR MIDDLE SCHOOLERS, 50% OF THEM AGREEING TO ANYTHING IS KIND OF A POSITIVE.

I THINK IF YOU KNOW, MIDDLE SCHOOL STUDENTS AT ALL.

AND THEN OUR FAMILY FEEDBACK IS ALSO ON ON THE HIGHER END OF SUPPORTING IT.

WE ALSO DON'T WANT TO MAKE A RECOMMENDATION TOO SOON.

WE STILL HAVE A COUPLE MORE MONTHS THAT WE WANT TO GAIN SOME ADDITIONAL INFORMATION.

AND SO THE NEXT SLIDE, SPECIFICALLY ON INTERSESSION, THAT'S THE ONE WHERE 41 CAMPUSES WERE INVOLVED.

[01:15:08]

YOU CAN SEE OUR INITIAL FEEDBACK BELIEVE THAT IT HELPED BOTH THAT IT'S JUST BEEN IN GENERAL BENEFICIAL, THAT IT HELPED FROM A SOCIAL, EMOTIONAL, BALANCED LEVEL.

STUDENT FEEDBACK IS POSITIVE, FAMILY FEEDBACK IS POSITIVE.

ON THE NEXT SLIDE, WE WANTED TO SHOW YOU THE THE SPECIFIC TIMELINE SO THAT YOU CAN ANTICIPATE THAT IN FEBRUARY WE WOULD BE BRINGING THOSE RECOMMENDATIONS TO YOU.

SO YOU'D GET THAT AT THE BOARD BRIEFING OBVIOUSLY BEFORE, BECAUSE WE NEED TO HAVE ENOUGH TIME TO MAKE SURE CAMPUSES IS STILL HAVE THE OPTION OF CHOOSING THE MODEL.

AND THEN WHAT DOES THAT DESIGN WORK LOOK LIKE? HOW IS THE CALENDAR GOING TO BE DIVIDED UP SO THAT WE MEET ALL OF THE REQUIREMENTS? AND THAT CONCLUDES THAT NEXT SECOND OF THREE SESSIONS THAT I'M PRESENTING TO YOU.

AND AGAIN, I HAVE OUR TEAM WITH US TO ANSWER TECHNICAL QUESTIONS YOU MAY HAVE.

THANK YOU, DR. ELIZADE AND TRUSTEE MACKEY.

YEAH, THANK YOU FOR THIS.

SO FIRST OF ALL, ON SLIDE EIGHT, I THANK YOU.

THIS IS EXACTLY WHAT I WOULD HOPE WHEN WE TALKED ABOUT THE VISION AND THE PROGRESS MONITORING LIKE THIS TYPE OF THINGS.

I MEAN, JUST NOT SURE.

ARE WE 100% SURE THAT THAT'S THE REASON THAT WE'VE GONE? WE'VE GOT DIFFERENCES FROM NINE, TEN AND 12? NO, BUT IT'S HELPFUL DATA TO HAVE, AND SO I REALLY APPRECIATE THAT.

AND I'M GLAD TO SEE WE'RE LOOKING AT THIS.

I ALSO, IF I REMEMBER CORRECTLY, I MEAN, A LOT OF THIS IS WAS DONE LAST YEAR.

AND SO WE'RE REALLY NOT GOING TO SEE THE FULL BENEFITS IF THERE IS FULL BENEFITS UNTIL THIS YEAR PRETTY MUCH.

RIGHT. AND SO I WANT TO APPLAUD DR.

ELIZALDE AND THE TEAM AROUND NOT TO MAKE A QUICK AND HASTY DECISION ON THIS, BUT TO LOOK AT IT, LOOK AT THE DATA MIDDLE OF THE YEAR, SEE WHAT THAT'S LOOKING LIKE AS WE COME FORWARD ON THIS QUESTION ON THE PARENT AND COMMUNITY SURVEYS, ARE WE MAKING SURE, OBVIOUSLY CRITICALLY IMPORTANT, ARE WE MAKING SURE THAT WE ARE DIFFERENTIATING LIKE HOW FAMILIES AND STUDENTS ENGAGE IN THIS? BECAUSE I THINK YOU MIGHT GET DIFFERENT RESPONSES FROM PARENTS WHO HAD THEIR KID ATTENDING INTERSESSION VERSUS THE PARENTS WHOSE CHILD MIGHT NOT HAVE BEEN INVITED TO ATTEND INTERSESSION VERSUS JUST A PARENT IN THE AREA WHO ACTUALLY DOESN'T HAVE A KID AT THE SCHOOL AND HOW THEY FEEL ABOUT THIS.

SO HOW ARE WE MAKING SURE WE'RE LOOKING AT THOSE DIFFERENCES? REALLY GOOD QUESTION, TRUSTEE MACKEY.

THIS SURVEY DATA FROM FAMILIES ON THE SLIDE ARE SPECIFICALLY FROM FAMILIES WHOSE CHILD WAS ATTENDING INTERSESSION.

WE ALSO SURVEYED FAMILIES WHOSE CHILD NEVER SHOWED UP TO INTERSESSION TO UNDERSTAND THAT IMPACT, WHICH AGAIN WAS GENERALLY ALONG THE SAME LINES.

WE HAVE NOT DONE BROADER COMMUNITY SURVEYS.

IF YOU'RE NOT CONNECTED TO THAT SCHOOL, YOU DID NOT GET A SURVEY LAST YEAR.

THAT'S I JUST REMEMBER WHEN WE WERE GOING THROUGH THIS AND WE HAD A GENERAL ONE OUT.

YOU KNOW, I HEARD VERY STRONGLY FROM CERTAIN NEIGHBORHOODS THAT THEY DID NOT WANT IT.

BUT THEN YOU MEET WITH PARENTS AT A SCHOOL THAT IS HAVING WE REALLY WANT THIS AND HOW DO WE EXPAND IT? SO I'M GLAD WE'RE LOOKING AT THAT.

IF I'M CORRECT, OUR INTERSECTION YOU HAD ALLUDED TO HOUSE BILL THREE ARE FULLY REDESIGNED, ARE ACTUALLY CONSIDERED AS SCHOOLS AND THE ELEMENTARY SCHOOLS ARE ABLE TO DRAW DOWN FUNDING FROM HOUSE BILL THREE.

BUT THE INTERSESSION IS NOT.

IS THAT CORRECT? THAT'S CORRECT.

ONLY THOSE THREE ELEMENTARY SCHOOLS QUALIFY.

AND IF I REMEMBER CORRECTLY, THE REASONING WAS IS BECAUSE WE EXPLORED IT, BUT IT WAS GOING TO COST TOO MUCH MORE TO GET IT UP TO A BASE CALENDAR OF 180 DAYS, WHICH IS THE THRESHOLD THAT THE STATE REQUIRES.

RIGHT. THAT 180 DAYS AND TRUSTEE MACKEY, YOU AND I HAVE TALKED ABOUT IT.

THAT'S A REAL BIG HURDLE THAT I THINK IS CREATING THAT.

THE ONLY DIFFERENTIATION I'D STILL WANT TO MAKE IS WHILE WE DO GET THE FUNDING FOR THE SCHOOL DAY REDESIGN, IT'S STILL NOT 100% OF THE COST TO RUN IT, RIGHT.

THAT'S ALL. AND I WONDER AND AGAIN, I THINK THIS IS ALSO A BIG STRATEGY BASED ON OUR ESSER FUNDING, CORRECT.

SO OUR ESSER FUNDING IS MAKING A LOT OF THIS POSSIBLE AND WE PROBABLY HAVE TO REVISIT ALL OF THIS WHEN ESSER GOES AWAY IF IT STILL AS UNCHANGED.

I'M WONDERING IF THERE IS CONSIDERATION AT THE LEGISLATURE TO LOWER THE AMOUNT OF DAYS.

I THINK THEY'VE SEEN THAT ACROSS THE BOARD AT THE STATE.

180 IS A HUGE BARRIER FOR SCHOOL DISTRICTS TO COME ACROSS IF THEY ARE ABLE TO CONSIDER MOVING IT TO A 175 OR 173 SOMEWHERE IN THAT RANGE.

WOULD THAT MAKE IT MORE FEASIBLE FOR US TO CONSIDER MOVING THESE FORWARD IF THEY'RE EFFECTIVE? OR I MEAN, WHAT'S DALLAS ISD STANCE ON THAT? DERRICK'S LOOKING AT ME LIKE, CAN I ANSWER THAT? YES, YOU CAN ANSWER IT. I MEAN, I THINK JUST ON OUR INITIAL CONVERSATIONS, YES, WE DO THINK WHAT WE THINK, IT CHANGES THE WHOLE I MEAN, ONCE YOU TAKE THAT BARRIER OF 175 FROM 180 DOWN BACK TO WHAT TYPICALLY IS A 175, WE THINK IT DOES CHANGE.

AND I THINK PART OF YOUR THINKING, OF COURSE, FROM YOUR EXPERIENCE AS A CAMPUS LEADER AT A DISTRICT LEVEL AND A CAMPUS LEADER, TRUSTEE MACKEY IS THOSE

[01:20:08]

FIVE DAYS MAKE A BIG DIFFERENCE.

AND SO I THINK WE WOULD HAVE A LOT MORE PEOPLE THAT WOULD OPT IN.

OF COURSE, I'VE ONLY BEEN BACK A FEW MONTHS, SO I WOULD DEFER TO OUR TEAM TO SEE WHAT THEY'VE HEARD ANECDOTALLY.

THAT'S EXACTLY RIGHT SUPERINTENDENT ELIZALDE.

WE'VE ALSO HAD MANY CONVERSATIONS WITH TEACHERS, STAFF AND PRINCIPALS AT THESE SCHOOLS ALONG THE WAY.

AND ONE OF THE THINGS PEOPLE ARE QUESTIONING IS, DOES IT NEED TO BE THIS LONG? LIKE, EVEN IF THEY'RE ON BOARD WITH THE LONGER SCHOOL YEAR, THERE'S STILL A THAT TIME IN JUNE CAN BE TOUGH.

SO DO I HAVE TO GO ALL THREE WEEKS OR CAN WE DO ONE OR TWO? AND THAT CHANGE AT THE STATE LEVEL WOULD CERTAINLY HELP IN THAT AS WELL.

OK, AND THEN DIVING INTO THE SCHOOL DAY REDESIGN, OBVIOUSLY A SMALL SAMPLE SIZE.

I'M CURIOUS, ONE OF THE PARTS OF IT IS WE HEAR IT GETTING TALKED ABOUT A LOT IS, YOU KNOW, TEACHERS CAN FEEL BURNT OUT, ETC..

PART OF I KNOW THE INTENT ON A SCHOOL DAY REDESIGN WAS TO BE ABLE TO GIVE DISTRICTS FLEXIBILITY TO FREE UP MORE TIME FOR TEACHERS DURING THE SCHOOL DAY, EVEN THOUGH THERE MIGHT BE LONGER YEAR, THERE'S LESS TIME DURING THE SCHOOL DAY THAT TEACHERS ARE RIGHT DIRECTLY IN FRONT OF KIDS AND THEY HAVE MORE TIME TO BE ABLE TO PLAN OR JUST WORK, ETC.

WHAT ARE WE SEEING ON THAT ASPECT IN OUR REDESIGN SCHOOLS? WHAT ARE WE HEARING ABOUT THAT? I'M SURE WE'RE LEARNING A LOT OF THINGS THERE, BUT I AM CURIOUS WHAT WE'VE LEARNED SO FAR.

DEFINITELY MORE TO LEARN ON THAT FRONT WITH THE WAY WE STRUCTURED THE SCHOOL DAY REDESIGN.

THOSE TEACHERS ARE NOT GETTING THAT EXTRA TIME NECESSARILY EVERY DAY OF SCHOOL.

THEY'RE GETTING THEM ON SPECIFIC DAYS OF THE SCHOOL YEAR.

SO THE THREE ELEMENTARY SCHOOLS HAVE BUILT IN LONG WEEKENDS, ROUGHLY EVERY OTHER MONTH WHERE STUDENTS ARE OFF ON A FRIDAY, AND IT'S ON THOSE FRIDAYS THAT TEACHERS ARE GETTING EXTRA TIME OUT OF THEIR CLASSROOM, OUT OF THEIR DAILY WORK TO DO PLANNING AND COLLABORATION ACTIVITIES.

FOR THE TWO MIDDLE SCHOOLS, THOSE ARE ON HALF DAYS THROUGHOUT THE YEAR.

SO STUDENTS COME ON A WEDNESDAY MORNING, THEN THEY GO HOME THAT AFTERNOON ON THOSE WEDNESDAYS.

THAT'S WHERE THEY GET THAT EXTRA TIME FOR PLANNING AND COLLABORATION.

I THINK THE CHALLENGE IS WITH THAT, IF WE I THINK THERE'S A DESIRE I THINK THERE ARE TWO THINGS THAT I'VE HEARD AGAIN, ANECDOTALLY IS ONE, WHAT KIND OF CHILD CARE CAN BE PROVIDED BY THE DISTRICT? IF WE GO TO THIS FURTHER THAN JUST THE HANDFUL, THEN THE SMALL SAMPLE SIZE.

AND THE SECOND ONE IS AND WE ALL KNOW THERE'S THIS KIND OF INTERNAL THOUGHT THAT BECAUSE TEACHERS DON'T HAVE KIDS, THAT IT'S WELL, THEY DON'T HAVE KIDS.

THEY GET TO DO PLANNING AND THEY CERTAINLY LOVE THE PLANNING, BUT THEY'RE STILL NOT GETTING THE SAME SENSE OF RESET BECAUSE THEY STILL HAVE TO YOU'RE STILL PHYSICALLY PRESENT.

AND AS WE ALL KNOW, WHEN YOU'RE REALLY ACTIVELY INVOLVED IN PLANNING, THAT CAN BE AS TIRING AS WORKING WITH.

AND ACTUALLY YOUR KIDS TEND TO KIND OF BRIGHTEN UP OUR OWN, YOU KNOW, GIVE US ENERGY.

SO WHEN WE'RE WORKING WITHOUT OUR STUDENTS, SOMETIMES AS MUCH AS IT'S NECESSARY, IT'S HOW DO WE BALANCE THAT OUT AND TRULY GIVE THEM SOME ADDITIONAL TIME. SO AND I ACTUALLY THINK IT'S SUCH A GREAT POINT YOU'RE RAISING.

IT'S NOT EVEN JUST IN OUR REDESIGN AND OR INTERSESSION.

WE'RE STARTING CONVERSATIONS, PARTICULARLY FOR ELEMENTARY TEACHERS, BECAUSE AS YOU ALL KNOW, MANY OF OUR SECONDARY CAMPUSES HAVE ADDITIONAL TIME BUILT IN FOR THAT ADDITIONAL PLC DURING THE DAY, ELEMENTARY CAMPUSES ACROSS OUR DISTRICT DON'T HAVE THAT BUILT IN.

AND WE THINK THERE'S A WAY TO DO THAT.

AND WE'RE GOING TO BE WORKING, WHICH I THINK WOULD HELP ALL OF THOSE MODELS.

YEAH, THAT WAS GOING TO BE MY NEXT QUESTION IS WHAT ARE WE LEARNING FROM THIS THAT WE ARE STARTING TO THINK ABOUT APPLYING LIKE THAT? THAT ISN'T NECESSARILY PLANNING TIME, BUT IT'S JUST WORK TIME.

YOU CAN GET YOUR GRADING DONE, YOU CAN MAKE ALL THESE COPIES INSTEAD OF GOING HOME AND DOING YOUR GRADING.

SO I'M GLAD AND EXCITED TO HEAR US TALK ABOUT THAT.

UM. I APPRECIATE YOU ALL GOING THROUGH THIS PROCESS TO LOOKING AT THIS.

AGAIN, JUST TO PLUG THE POINTS I WAS MAKING ABOUT THE VISION AND GOAL SETTING.

I WOULD BE CURIOUS TO KNOW WHICH PERCENTAGE OF SECOND GRADE AFRICAN AMERICAN STUDENTS WERE IN ANY OF THESE MODELS AND WHAT DOES THE DATA LOOK LIKE COMPARED TO THEIR PEERS WHO ARE NOT. SO JUST AS WE GO FORWARD, AS WE THINK ABOUT THESE BIG STRATEGIES, HOW ARE WE MEASURING THE RETURN ON INVESTMENT IN TERMS OF STUDENT OUTCOMES? FOR EACH OF THESE, I'D BE CURIOUS TO SEE.

SO. THANK YOU ALL FOR BRINGING THIS.

THANK YOU ALL FOR YOUR WORK. I KNOW THIS IS NOT AN EASY THING TO REALLY THINK DIFFERENTLY ABOUT THE SCHOOL DAY, BUT I APPLAUD YOU DOING IT AND I ENCOURAGE YOU TO CONTINUE TO TRY AND ITERATE AND IMPROVE THESE PRACTICES AND SERVICE OF OUR STUDENTS.

TRUSTEE MACKEY, TRUSTEE FOREMAN FOLLOWED BY MICCICHE.

SO JUST TO FOLLOW UP ON JUST A FEW THINGS THAT TRUSTEE MACKEY SAID, ONE OF THE THINGS THAT KIND OF GOT MY ATTENTION WAS THE PARENT SURVEY. AND ACTUALLY, WHAT ARE WE REALLY ASKING THE PARENTS ABOUT THE LONGER SCHOOL DAY?

[01:25:09]

ARE THEY DO THEY LIKE A LONGER SCHOOL DAY? IS IT INTERFERING WITH THEIR CHILD CARE OPPORTUNITIES, THOSE KINDS OF THINGS? BECAUSE SOMETIMES WHEN WE DO SURVEYS, WE DON'T ASK ALL THE RIGHT QUESTIONS.

AND I JUST LIKE TO SEE US ASK THOSE SPECIFIC QUESTIONS TO BE ABLE TO REALLY UNDERSTAND WHAT IS IT THAT THE PARENT ACTUALLY LIKES ABOUT THE LONGER SCHOOL DAY. AND THEN, OF COURSE, I WANT TO JUST WEIGH IN ON THE TEACHERS, BECAUSE I'VE HEARD FROM TEACHERS ABOUT TEACHER BURNOUT.

THEY JUST FEEL LIKE THEY ARE JUST AT WIT'S END BECAUSE ON TOP OF THIS LONGER SCHOOL DAY, YOU'RE PUSHING ALL THIS TRAINING ON THEM, TOO. SO THEY'VE GOT A LOT OF TRAINING, LONGER SCHOOL DAYS, AND IT'S JUST A LOT FOR TEACHERS.

SO IT WOULD REALLY BE INTERESTING, I THINK, TO WORK WITH ROBERT ABELS GROUP TO LOOK AT THE TEACHERS THAT HAVE LEFT SOME OF THESE LONGER CALENDARS AND WHY THEY LEFT, BECAUSE USUALLY THERE'S A REASON AS TO WHY THEY LEFT.

AND THEN WE COULD KIND OF FIND OUT IF SOME OF THAT HAS TO DO WITH TEACHER BURNOUT OR IF THEY JUST FOUND ANOTHER OPPORTUNITY OR WHAT.

AND ALSO LOOKING AT IT FROM A TEACHER'S PERSPECTIVE, WHICH ONE OF THESE TEACHERS ARE PROFICIENT ONE AND ABOVE? AND IS IT AFFECTING THE PROFICIENT ONE AND ABOVE? AND ON THE STUDENT FOCUS GROUP, SOME OF THE SAME QUESTIONS FOR STUDENTS.

WHAT IS IT THAT YOU LIKE ABOUT A LONGER SCHOOL YEAR AND WHAT IS IT THAT YOU DON'T LIKE AND HOW DOES IT AFFECT YOUR SOCIAL BEING, IF YOU WILL, AS A STUDENT TO TRY TO UNDERSTAND THAT? AND THEN LASTLY, WE TALK A LOT ABOUT SCHOOL RATINGS EARLIER.

IT WOULD BE INTERESTING TO UNDERSTAND WHICH ONE OF THESE SCHOOLS ARE RATED AN A OR B, BOTH FROM THE STATE PERSPECTIVE AND THEN GOING BACK AND LOOKING AT ALSO THE STATE AND OUR LOCAL ACCOUNTABILITY TO SEE IF WHAT WE SAY WE'RE DOING, WE'RE ACTUALLY DOING BECAUSE YOU HAVE TO MEASURE IT TO BE ABLE TO MAKE SURE THAT WE'RE DOING WHAT WE THINK WE'RE DOING.

THANKS AGAIN. TRUSTEE FOREMAN, TRUSTEE MICCICHE.

THANK YOU. ON THE INTERCESSION SCHOOLS.

IF YOU CAN GO BACK TO THE SLIDE THAT SHOWS THE COMPARISON.

I GUESS IT WOULD BE SLIDE EIGHT.

RIGHT. SO I THINK THAT IS ENCOURAGING THAT THE DELTA WAS TEN COMPARED TO NINE FOR THE BASE CALENDARS. I THINK WE ALL SORT OF EXPECTED THAT IF WE HAD MORE SCHOOL, THAT WE'D SEE GREATER POSITIVE CHANGE.

AND IT DOES, IT DOES SO.

SO SOME CHANGE THERE. I'M NOT SO SURE HOW SIGNIFICANT IT IS, BUT, YOU KNOW, IT'S TEN OR 11% DIFFERENCE.

AND I AM WONDERING IF THAT MAY ACTUALLY BE UNDERSTATED, BECAUSE I REMEMBER TOWARDS THE END OF THE LAST SCHOOL YEAR, I VISITED SOME OF THE SCHOOLS THAT WERE STILL OPEN IN JUNE BECAUSE THEY WERE ON THE INTERSESSION CALENDAR.

AND ONE OF THE THINGS THAT THE PRINCIPALS POINTED OUT TO ME, WHICH I WAS NOT AWARE OF, IS THAT THE KIDS WHO ARE NOT BENEFITING FROM THE INTERSESSION WEEKS ACTUALLY HAVE FEWER DAYS OF INSTRUCTION BEFORE THEY TAKE THE STARR TEST THAN KIDS WHO ARE ON THE BASE CALENDAR.

AND IT SEEMS A LITTLE BIT COUNTERINTUITIVE BECAUSE WE THOUGHT IF YOU'RE IN THE INTERSESSION SCHOOLS, YOU'D HAVE MORE SCHOOLING.

BUT THE WAY THAT CALENDAR WORKS WITH ALL THE BREAKS IN BETWEEN IS THAT KIDS WHO ARE IN THE INTERSESSION SCHOOLS BUT WHO ARE NOT TAKING ADVANTAGE OF THE INTERSESSION WEEKS HAVE FEWER INSTRUCTION DAYS BEFORE THEY TAKE THE STAR AND THAT THAT ACTUALLY IN IN THE REPORTING SENSE DISADVANTAGES THOSE SCHOOLS.

BUT IN TERMS OF WHETHER OR NOT WE'RE ACTUALLY GETTING AN ACCURATE MEASUREMENT, DO WE LOOK AT ANYTHING OTHER THAN THE STAAR EXAM? IS THIS THESE NINE AND 10% GAINS? ARE THOSE STAAR GAINS OR ARE THOSE GAINS ON OTHER TESTS? TRUSTEE MICCICHE THESE ARE STAAR GAINS, SO THAT IS YEAR OVER YEAR CHANGES IN STAAR ACHIEVEMENT.

[01:30:02]

THE OTHER POINT..

OK THAT LET ME STOP YOU THERE.

SO SO TO UNDERSCORE THE POINT, IF IF THE KIDS WHO ARE IN THE INTERSESSION SCHOOLS WHO ARE NOT PART OF THE INTERSESSION WEEKS AND GETTING THAT EXTRA INSTRUCTION HAD MORE INSTRUCTION OR AS MUCH AS MANY DAYS OF INSTRUCTION AS THE KIDS ON THE BASE CALENDAR, WE MIGHT AT LEAST HYPOTHESIZE THAT THEY WOULD DO EVEN BETTER.

POTENTIALLY, THAT IS PART OF THE REASON WHY THIS IS A TWO YEAR EFFORT RATHER THAN JUST ONE TO SEE WHAT CHANGE OVER TIME LOOKS LIKE.

BACK TO SOMETHING TRUSTEE MACKEY MENTIONED A SECOND AGO.

THE ONLY OTHER THING I WOULD CALL OUT HERE ON THE INTERCESSION BUCKET IS THAT IS ALL STUDENTS AT THE INTERSESSION SCHOOL.

SO THAT'S THE COMBINATION RESULT OF STUDENTS WHO ATTENDED EXTRA INTERSESSION DAYS AND THOSE WHO ONLY CAME TO THE REGULAR DAYS OF THE SCHOOL YEAR.

I WOULD JUST LIKE TO SEE SOME FOCUS ON WHETHER OR NOT THAT THAT 10% GAIN, COMPARING IT TO THE 9% GAIN IS ACTUALLY POTENTIALLY UNDERSTATING.

THE BENEFIT OF THE INTERSESSION SCHOOLS BECAUSE WE'RE MAKING KIDS WHO ARE IN THE INTERSESSION CALENDAR TAKE THE TESTS.

THE STAAR TEST WITH FEWER DAYS OF INSTRUCTION.

AND YOU KNOW, YOU WOULD GENERALLY THINK THAT MORE DAYS OF INSTRUCTION WOULD LEAD TO BETTER ACADEMIC OUTCOMES. SO I JUST JUST WANT SOME FOCUS ON ON THAT PARTICULAR QUESTION.

AND IF THERE'S YOU KNOW, IF THERE'S A DIFFERENT TEST THAT WE ADMINISTER DURING THAT SAME PERIOD OF TIME WHERE WE CAN DO AN APPLES TO APPLES COMPARISON, KIDS IN THE INTERSESSION SCHOOLS WITH, YOU KNOW, 120 DAYS OF INSTRUCTION TAKING A TEST KIDS AND ON THE BASE CALENDAR SCHOOLS WITH 120 DAYS OF INSTRUCTION TAKING A TEST.

I MEAN WE'VE GOT WE HAVE SO MANY TESTS ALREADY BUT TO ONLY FOCUS ON THE STARR TESTS, I THINK THERE'S A BIAS THAT UNDERSTATES THE POTENTIAL BENEFIT OF THE INTERSESSION CALENDAR.

THANK YOU. THANK YOU, TRUSTEE MICCICHE, I DON'T SEE ANY OTHER QUESTIONS.

YOU HAVE ANYTHING ELSE, DR. ELIZADE? I HAVE A QUESTION. SORRY, TRUSTEE MARSHALL.

YOU'RE RIGHT. GO AHEAD. SORRY.

YEAH. SO I SEE Y'ALL ARE PLANNING TO BRING THIS TO US IN FEBRUARY.

AND OBVIOUSLY THERE'S QUITE A BIT OF TIME FOR FURTHER DISCUSSION BETWEEN NOW AND THEN.

BUT AND I KNOW THIS IS JUST IN THE FORM OF A SUPERINTENDENT'S UPDATE TODAY, SO THERE'S NOT TIME FOR A MORE ROBUST PRESENTATION.

BUT IT DOES SEEM FROM THESE SLIDES THAT IF YOU'RE READING BETWEEN THE LINES, IT LOOKS LIKE YOU GUYS ARE PLANNING TO BRING THIS RECOMMENDATION IN FEBRUARY TO DO THIS AGAIN.

AND I JUST WANT TO, I GUESS, ASK DEREK OR WHOEVER THE RIGHT PERSON IS TO SPEND SOME ADDITIONAL TIME WITH ME OFFLINE ON THIS, BECAUSE CERTAINLY THE DATA ON SLIDE EIGHT IS ENCOURAGING.

BUT THE LAST TIME THAT WE WALKED THROUGH DATA ON THE IMPACT OF THESE CALENDAR CHANGES, THE DATA WAS NOT VERY GOOD, AND I KNOW THAT. THE DATA WAS PRELIMINARY AND NOW YOU'VE HAD MORE TIME TO PASS.

AND IT LOOKS LIKE THE DATA IS MORE ENCOURAGING ON PAGE EIGHT.

BUT I WOULD LIKE TO UNDERSTAND SORT OF THE MIGRATION FROM WHERE WE WERE THE LAST TIME WE TALKED ABOUT THIS AS A BOARD TO HOW WHERE WE ARE TODAY AND AND ALSO GET A LOT MORE INTO THE WEEDS ON THE DATA ON PAGE EIGHT BEFORE I WOULD CONSIDER SUPPORTING THIS IN FEBRUARY.

SO I GUESS I JUST WANT TO CALL OUT THAT I'M INTRIGUED BY WHAT I'M SEEING HERE TODAY, BUT I WOULD NOT YET BE READY TO SUPPORT A RECOMMENDATION FROM THE ADMINISTRATION TO CONTINUE THIS, AND I'M OPEN TO FURTHER DISCUSSION ABOUT IT.

BUT I WANT TO KNOW WHY THE DATA LAST TIME WASN'T GOOD AND WHAT'S DIFFERENT THIS TIME AND AND ALSO GET A LOT MORE INTO THE WEEDS ON DATA BY BY GRADE AND BY SUBJECT, AND JUST UNDERSTAND THIS IN A MUCH MORE DETAILED FASHION.

SO, DEREK, IF YOU CAN REACH OUT AND GET SOME TIME ON MY CALENDAR, I'D APPRECIATE IT.

THANK YOU, TRUSTEE MARSHALL.

THE INTENT OF THE SUPERINTENDENT'S REPORT IS TO BE A FORESHADOWING OF CONVERSATIONS THAT WE THINK YOU ALL WOULD WANT MORE OF.

AND SO WE CAN ACTUALLY SET THIS UP AS A TRUSTEE TRIAD SO THAT AS WE GATHER THE DATA, WE'D HAVE AN OPPORTUNITY TO REALLY DIG IN TO YOUR POINTS.

SO WE'LL BE HAPPY TO GET MORE INFORMATION WITH DR.

LITTLE, AND THEN WE'LL CREATE THAT WAY IN ADVANCE OF THAT FEBRUARY WHEN WE WOULD BE BRINGING SOMETHING TO YOU.

[01:35:07]

WE'RE NOT TOTALLY CONVINCED YET EITHER.

WE JUST WANTED TO BRING AN UPDATE OF WHERE WE WERE AT THIS POINT.

OKAY, THANK YOU. AND THE LAST THE THIRD OF THE THREE UPDATES IS THE INTRUDER DETECTION AUDITS AS OUR COMMUNITY MAY OR MAY NOT KNOW.

I WANT TO KEEP RE-EMPHASIZING THAT CERTAINLY THIS BOARD AND THIS SUPERINTENDENT ARE COMPLETELY COMMITTED TO CONTINUING TO IMPROVE SCHOOL SAFETY, NOT JUST IN THE COMPLIANCE SENSE OF WHAT THE STATE IS REQUIRING, BUT FROM A COMMITMENT AND A CONVICTION OF ENSURING THAT WE DO EVERYTHING WE CAN TO KEEP VIOLENCE AWAY FROM OUR STUDENTS AND FROM OUR SCHOOLS.

THIS PARTICULAR REPORT IS ONLY A FUNCTION OF WHAT IS REQUIRED.

WE ARE DOING FAR MORE THAN THIS, BUT WE ARE REQUIRED TO BRING THIS FORWARD TO YOU.

SO A REMINDER, THE TEXAS SCHOOL SAFETY CENTER YOU WILL SEE ABBREVIATED AS THE TSC ARE CONDUCTING AUDITS OF EVERY SCHOOL DISTRICT.

IN OUR DISTRICT, THIS BEGAN SEPTEMBER 1ST, AND WHEN I SAY ALL SCHOOL DISTRICTS, IT MEANS EVERY SINGLE INDIVIDUAL CAMPUS.

THESE FINDINGS LET US KNOW WHETHER THEY SAW IF AN EXTERNAL OR AN EXTERIOR DOOR WAS NOT LOCKED AND THAT SOMEONE SO THEY GO AND RANDOMLY TRY DOORS.

WE DO THOSE OURSELVES INTERNALLY, TWICE A WEEK.

WE'RE REQUIRED TO DO THEM ONCE A WEEK.

WE DO THEM TWICE A WEEK.

THEN THESE AUDITORS COME IN AND RANDOMLY SELECT DOORS.

THEY RANDOMLY WALK THROUGH OUR BUILDING TO SEE IF ANYONE WHO DOES NOT HAVE A BADGE ON AS AN EXAMPLE, IS ALLOWED TO JUST BE WALKING THE BUILDING.

SO THEY'RE GOING TO WALK IN WITHOUT A BADGE AND SEE IF ANYONE STOPS THEM OR REDIRECTS THEM AND ESCORTS THEM BACK TO THE OFFICE.

OR DO THEY JUST WALK BY THEM? DO WE KEEP THE DOCUMENTATION THAT WE ARE IN FACT DOING THESE WEEKLY SWEEPS IS ANOTHER PORTION.

IF ANY OF THOSE AREAS ARE NOT FOUND IN COMPLIANCE, THEN WE HAVE TO MAKE SOME CORRECTIONS.

IF WE HAVE DOORS THAT THE DOOR LOCK IS BROKEN, WE HAVE A CERTAIN AMOUNT OF TIME TO GET THOSE REPAIRED AND THEN WE MUST, IN EXECUTIVE SESSION, PRESENT TO THE BOARD SPECIFIC FINDINGS AND SPECIFIC CORRECTIVE ACTIONS.

NEXT SLIDE, PLEASE.

AND SO WE HAVE DONE THAT TODAY.

YOU SAW US GO INTO EXECUTIVE SESSION.

OUR BOARD OF TRUSTEES IS HAS RECEIVED THE SPECIFICS OF THE 18 AUDITS THAT HAVE BEEN DONE UP TO DATE.

REMEMBER, WE HAVE OVER 230 SCHOOLS, SO NOT SURE THAT THE ENTIRE THOUGHT PROCESS OF SCHOOL DISTRICTS THE SIZE OF DALLAS OR A HOUSTON OR AN AUSTIN OR AN EL PASO WERE NECESSARILY TAKEN INTO ACCOUNT BECAUSE THE INTENT IS THAT ALL 230 PLUS SCHOOLS SHOULD BE REVIEWED BY THESE AUDITORS.

AND TO DATE, WE HAVE HAD 18.

THANK YOU VERY MUCH.

THANK YOU, DR. LOZADA.

ANY QUESTIONS ON THAT LAST PIECE? WE HAD OUR CLOSED SESSION DISCUSSION ON IT.

WE'RE GOING TO MOVE ON TO ACCOUNTABILITY IN DISTRICT OPERATIONS.

TRUSTEES, THE MINUTES WILL BE SENT TO YOU PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

WE ARE ON POLICY UPDATES.

[10. POLICY UPDATES]

WE'RE GOING TO PRESENT THE POLICY UPDATES.

DOCTOR WHO'S DOING THE POLICY UPDATE TRIAL.

EIF LOCAL, THIS IS THE SECOND READ, THE EIF LOCAL POLICY, WHICH IS BRINGING FORWARD CHANGES FOR THE STATE. WE CANNOT REQUIRE ADDITIONAL COURSES BEYOND WHAT THE STATE REQUIRES FOR STUDENTS TO BE ABLE TO GRADUATE AND THEN DELINEATING SOME RECOMMENDATIONS AROUND COLLECTION OF FASFA TASFA FOR STUDENT COMPLETION OF THOSE OF THOSE OPPORTUNITIES.

AGAIN, THIS IS A SECOND READ THAT WE'RE BRINGING FORWARD TODAY.

ALL RIGHT. THANK YOU. DON'T SEE ANY QUESTIONS OR COMMENTS WILL KEEP MOVE IT ALONG.

TRUSTEES, ARE THERE ANY QUESTIONS IN THAT CHIEF OF STAFF DIVISION 13 A? 14, JUST STOP ME IF YOU HAVE ONE.

HUMAN CAPITAL, SO 15 A, 17 A OR B?

[01:40:01]

17 A AND B.

OKAY. ALL RIGHT.

19 A AND B, 19A.

[18. SCHOOL LEADERSHIP DIVISION]

TRUSTEE CARREÓN 19A.

THANK YOU, SIR. I DON'T KNOW WHO'S GOING TO ANSWER SOME QUESTIONS.

YEAH. SO DR.

RAMIREZ IS ON HIS WAY UP, AND WE DO HAVE DR.

LUSK AVAILABLE.

UNFORTUNATELY, IN HIS FAMILY, THEY HAVE BEEN.

THEY GOT COVID.

SO WE DID NOT WANT DR.

LUSK HERE IN PERSON.

SO HE IS ON THERE HE IS.

HE DOESN'T HAVE IT.

BUT HIS WIFE, ONE OF OUR EXECUTIVE DIRECTORS, DOES.

SO WE'LL JUST LET HIM WAVE TO US FROM THE SCREEN.

BUT HE AND DR. RAMIREZ WILL BE HAPPY TO ADDRESS THE QUESTIONS.

TRUSTEE CARREÓN OKAY. THANK YOU.

SUPERINTENDENT ELIZADE, PRESIDENT HENRY.

DR. RAMIREZ, FIRST OF ALL, I WANT TO BEGIN BY SAYING THANK YOU FOR TAKING MY PHONE CALLS THIS WEEK AND LETTING ME GET ON MY SOAPBOX AND LISTEN, LISTENING TO ME RANT AND DO ALL THAT I DO. YOU'RE VERY PATIENT WITH ME, THANK YOU SO MUCH.

I JUST WANT TO HAVE I WANT TO HAVE A QUESTION ON THIS ONE.

I WANT TO START OFF WITH THE QUESTION ON THIS ONE.

AND THIS IS REGARDING ATTENDANCE BOUNDARY LINES IN NORTHWEST DALLAS.

AS WE CHANGE, AS WE AS WE CREATE A CHOICE SCHOOL WITH ONE AT HILL LEADERSHIP ACADEMY, I WANT TO START OFF WITH A QUESTION, YES OR NO IF YOU LIVE DIRECTLY ACROSS THE STREET FROM FOSTER ELEMENTARY SCHOOL SAY ON MIXING THE EAST SIDE, IF YOU LIVE DIRECTLY ACROSS THE STREET FROM FOSTER ELEMENTARY SCHOOL AND THIS PROPOSED ATTENDANCE BOUNDARY, ARE YOU ZONED TO FOSTER ELEMENTARY SCHOOL? TRUSTEE CARREÓN, IF YOU LIVE DIRECTLY ACROSS FROM FOSTER, YOU'LL BE YOUR ZONE TO WHERE THERE'S ELEMENTARY SCHOOL.

THAT'S RIGHT. SO THE ANSWER IS NO.

IF YOU LIVE DIRECTLY ACROSS THE STREET FROM FOSTER ELEMENTARY SCHOOL, YOU ARE NOT ZONED TO FOSTER ELEMENTARY SCHOOL.

CORRECT? TRUST FELLOW TRUSTEES.

SUPERINTENDENT, I JUST WANT TO TAKE AN OPPORTUNITY TO MAKE A POINT.

THERE ARE ATTENDANCE BOUNDARIES LIKE THIS ACROSS THE DISTRICT.

MY FAVORITE OF THESE ATTENDANCE BOUNDARIES IS THE THOMAS JEFFERSON ATTENDANCE BOUNDARY, WHERE YOU CAN LIVE ACROSS THE STREET ON [INAUDIBLE] HILL DIRECTLY ACROSS THE STREET FROM TJ.

YOU CAN THROW A ROCK AT IT AND HIT IT, BUT YOU ARE ZONED ALL THE WAY TO WT WHITE . SO IF YOU'RE RAISED IN AMERICA AND KNOW A LITTLE BIT ABOUT BROWN VS BOARD AND MENDEZ VERSUS WESTMINSTER AND REDLINING AND THESE TYPES OF THINGS, YOU BEGIN TO SUSPECT WHY THAT IS RIGHT.

BUT IF YOU'RE FROM NORTHWEST DALLAS, LIKE ME, WHERE FOSTER ELEMENTARY SCHOOL IS AND WHERE TJ IS AND YOU'RE BORN AND RAISED OFF WEBB CHAPEL, AND YOU UNDERSTAND ALL THAT THAT IMPLIES, RIGHT? THIS LINE HERE, THIS ATTENDANCE BOUNDARY LINE, ESPECIALLY THE ONE RIGHT IN FRONT OF FOSTER ELEMENTARY SCHOOL, THIS LINE SCREAMS DIVISION TO ME.

IT SCREAMS IT TO ME.

AND I KNOW DR.

RAMIREZ, SUPERINTENDENT, YOU, WE DIDN'T CREATE THESE LINES.

YOU DIDN'T CREATE THESE LINES.

BUT WHAT YOU'RE ASKING THIS BOARD TO DO AND YOU'RE ASKING ME TO DO IS TO APPROVE THESE LINES AND MOVE THEM FORWARD.

BUT THAT'S THE PROBLEM, RIGHT? WE ARE PERPETUATING THESE LINES.

THAT'S HOW YOU END UP WITH A FOSTER ELEMENTARY SCHOOL, A FOSTER ELEMENTARY SCHOOL THAT IS 98, 99% LOW INCOME AND 98 99% LATINO.

ALTHOUGH IT IS SITUATED IN A PREDOMINANTLY WHITE MIDDLE CLASS COMMUNITY, IT'S HOW YOU END UP ON THE TJ EXAMPLE.

IT'S HOW YOU END UP WITH A TJ THAT IS ALSO 95 PLUS PERCENT LOW INCOME AND 95% PLUS LATINO.

SURROUNDED BY MILLION DOLLAR HOMES.

RIGHT. WE ARE CONCENTRATING POVERTY.

[01:45:09]

AND I GUESS HERE'S THE IMPORTANT PART DR.

ELIZADE IS THE IMPORTANT PART IS THAT WE'RE DOING IT TO OURSELVES.

IN OUR DISTRICT, IN DISD.

IF YOU WERE ZONED, IF YOU LIVED ACTUALLY IF YOU ACTUALLY WERE ZONED TO FOSTER TJ AND YOU LIVED ACROSS THE STREET IN AN OPEN ENROLLMENT DISTRICT, YOU COULD CHOOSE TO GO TO WITHERS OR WT WHITE, RIGHT? YOU CAN DO THOSE THINGS RIGHT.

BUT WE ARE FACILITATING THAT DECISION FOR PEOPLE . AGAIN, FOLKS THAT LIVE RIGHT ACROSS THE STREET.

SO ALL I'M SAYING IS ON THIS PROPOSED MAP, I CAN'T COSIGN ON IT.

I WISHED I WAS KIND OF LOOPED IN A LITTLE BIT EARLIER, SUPERINTENDENT.

I REPRESENT MOST OF THE KIDS THAT GO TO FOSTER, AND I REPRESENT A GOOD PORTION OF KIDS THAT ACTUALLY GO TO WITHERS.

THAT MIGHT SURPRISE FOLKS, BUT ACTUALLY IT'S ACTUALLY DO AND I JUST WANT TO I JUST WANT TO CHALLENGE THE ADMINISTRATION TO BE MORE THOUGHTFUL ABOUT THESE ATTENDANCE BOUNDARIES, I THINK TRUSTEE FLORES IS NOT HERE, BUT I THINK ON THIS POINT, HE WOULD AGREE WITH ME THAT, YOU KNOW WE NEED TO SERIOUSLY THINK ABOUT HOW THESE BOUNDARIES HELP US ACHIEVE THE STUDENT OUTCOME GOALS THAT WE'VE AGREED TO.

SO THE LAST THING I JUST WANT TO SAY FOR THE PUBLIC AND FOR THE TEAM IS I WANT EVERYONE TO LOOK UP SOMETHING CALLED THE THE EQUAL EDUCATIONAL OPPORTUNITIES ACT.

THE EQUAL EDUCATIONAL OPPORTUNITIES ACT, WHICH IS A CIVIL RIGHTS ERA, FEDERAL LEGISLATION THAT ACTUALLY REQUIRES US TO ZONE KIDS TO THE SCHOOL MOST PROXIMATE TO THEM PRECISELY TO COMBAT AGAINST THIS TYPE OF SITUATION THAT YOU SEE FOSTERING PRECISELY TO COMBAT AGAINST DIVISION.

SO I JUST HAD TO MAKE THAT POINT KNOWN.

SO THANK YOU MR. RAMIREZ OR DR.

RAMIREZ. I HAVE NOTHING FURTHER.

THANK YOU. THANK YOU, TRUSTEE CARREÓN.

I HAVE TRUSTEE JOHNSON FOLLOWED BY MACKIE.

I WANT TO THANK TRUSTEE CARREÓN FOR HIS STATEMENT AND BRINGING THAT TO THE LIGHT.

THIS IS SOMETHING THAT WHEN YOU TALK ABOUT REDLINING AND THE HISTORY THAT YOU BROUGHT UP, SOMETHING THAT WE'VE BEEN DISCUSSING IN THE BLACK COMMUNITY DISTRICT FIVE FOR A LONG TIME, I HAVE APARTMENT THAT'S ABOUT 3 MINUTES FROM MY HOME AND IN MY COMMUNITY WE CALL IT THE BUTTER BEANS.

THOSE KIDS USED TO GO TO NOW JOHN LEWIS, SOCIAL JUSTICE ACADEMY, WHICH IS RIGHT AROUND THE CORNER.

BUT THEY HAVE TO GO FURTHER TO GET TO TODD MIDDLE SCHOOL THAN THEY DID TO GO TO JOHN LEWIS, WHICH IS OW HOLMES FORMERLY. SO THIS HAS BEEN A PROBLEM IN OUR COMMUNITY.

AND I'M ASKING THE ADMINISTRATION TO LOOK AT THESE LINES SO WE CAN FIX THESE LINES.

IT DOESN'T MAKE SENSE FOR SOMEONE TO LIVE ACROSS THE STREET BUT HAVE TO CATCH A BUS INSTEAD OF WALKING ACROSS THE STREET TO GO TO SCHOOL.

IT DOESN'T MAKE SENSE FOR THOSE KIDS THAT LIVE IN BUTTER BEANS APARTMENT TO HAVE TO GO RIGHT AND GO RIGHT PRETTY MUCH RIGHT AROUND THE CORNER TO HAVE TO TRAVEL NOW FURTHER JUST TO GET AN EDUCATION WHEN WE HAVE THE RESOURCE IN THE SCHOOL RIGHT IN THEIR NEIGHBORHOOD.

SO, AGAIN, AS TRUSTEE CARREÓN SAID, WE KNOW THAT YOU DID NOT MAKE UP THESE LINES, BUT THIS IS SOMETHING THAT WE HAVE BEEN DEALING WITH FOR A LONG TIME.

AND I'M ASKING THIS ADMINISTRATION, DOCTOR ELIZALDE, IF YOU WOULD CONSIDER RELOOKING AT THESE LINES AND INCLUDING THE TRUSTEES, AND SO WE CAN AT LEAST SEE WHAT'S GOING ON, BECAUSE WHEN WE HAVE COMMUNITY MEETINGS, THEY ASK US THESE QUESTIONS AND WE MUST BE ABLE TO GIVE AN ANSWER OF SOME SORT SO WE CAN EDUCATE OUR COMMUNITY ON HOW AND A LOT OF THESE ANSWERS CAME DR. RAMIREZ WHEN WE WAS DOING REDISTRICTING, THEY ACTUALLY THOUGHT THE TRUSTEES WAS DOING IN LINE WHEN WE CAME TO REDISTRICTING.

AND I HAD TO EDUCATE THEM LIKE, NO, THAT'S NOT WHAT WE'RE DOING, THAT FALLS UNDER ADMINISTRATION.

BUT I AM ASKING US TO WORK TOGETHER SO WE CAN MAKE SURE THAT WE'RE DOING THE BEST WE CAN AND DOING THE RIGHT THING FOR KIDS IN THE COMMUNITY AND SUPPORTING THE

[01:50:10]

SCHOOLS THAT NEED SUPPORTING.

SO THIS WOULD BE SOME THAT I WOULD BE STANDING WITH TRUSTEE CARREÓN I WOULD NOT BE ABLE TO SUPPORT THIS EITHER.

HIS POINT IS CLEAR.

MY COMMUNITY HAS MADE THE SAME CRY.

AND SO I WOULD BE I WOULD NOT BE SUPPORTING THIS.

I WOULD BE STANDING WITH TRUSTEE CARREÓN CONCERNING THIS AGENDA ITEM.

THANK YOU. THANK YOU TRUSTEE JOHNSON.

TRUSTEE MACKEY, FOLLOWED BY TRUSTEE FOREMAN.

YES. THANK YOU, PRESIDENT HENRY.

AND THANK YOU TO TRUSTEE CARREÓN FOR BRINGING THIS UP AND BEING VERY CLEAR ABOUT IT, BECAUSE I DO HAVE SOME CONCERNS ALONG THE SAME LINES.

I THINK WHEN WE THINK ABOUT THIS, WE OBVIOUSLY HAVE A PROCESS THAT'S BEEN A STANDARD PROCESS FOR HOW WE DO THESE ATTENDANCE BOUNDARIES.

SO I FIRST TO CLARIFYING A COUPLE OF CLARIFYING QUESTIONS AND THEN SOME REQUESTS AND OTHER ONES.

NUMBER ONE, WHEN I'M LOOKING AT THE MAP AND THE PRESENTATION ON SEVEN, I BELIEVE THE RED LINES INDICATE WHAT THE CURRENT ATTENDANCE BOUNDARIES ARE.

IS THAT ACCURATE? AND THE COLORS REPRESENT THE NEW ATTENDANCE BOUNDARIES THAT ARE PROPOSED UNDER THIS PLAN? YES, THAT'S CORRECT. SO THE RED LINES INDICATE THE CURRENT ATTENDANCE BOUNDARY LINES FOR FOSTER WITHERS AND WALNUT HILL AND THE PINK AND THE GREEN REPRESENT WHAT WE'RE PROPOSING IS THAT THE WALNUT HILL ATTENDANCE, BOUNDARY LINES GET DISSOLVED AND THOSE WILL BE DIVIDED UP HALF. WELL, IF IT'S NORTH OF WALNUT HILL, THEY'LL BE GOING TO WITHERS, SOUTH OF WALNUT HILL WILL BE GOING TO FOSTER.

THE GREEN AREAS.

WELL. IT DOESN'T LOOK LIKE ALL OF NORTH AND SOUTH OF WALNUT HILL ARE GOING TO EITHER OR.

IT LOOKS LIKE WE HAVE CARVED OUT AREAS, WHICH I THINK IS THE CONCERN THAT TRUSTEE CARREÓN IS REFERRING TO RIGHT.

WALNUT HILL IS A DIVIDING LINE FOR US, REFERRING TO THAT AREA THAT'S PINK, THAT'S SOUTH OF WALNUT HILL.

BUT THAT IS THE CURRENT WHERE THERE'S BOUNDARY WE HAVE WE DID NOT SEE IF WE GET THE MAP UP.

I'M SORRY. AND I HAVE THE OTHER MAP UP HERE.

YEAH, WE CAN GET THE MAP UP JUST SO THAT AS YOU'RE TALKING TRUSTEE MACKEY, I JUST WANTED TO SEE IF OUR THIS AND THIS IS WHERE YES, WE CAN GET PULL THAT UP.

AND SO WHAT IT LOOKS LIKE TO ME IS THAT A, WE HAVE LEFT WE HAVE DONE I THINK THIS IS GENERALLY ONE OF OUR HAS BEEN ONE OF OUR STICK IN THE GROUND IS THAT WE DON'T WANT TO MOVE STUDENTS IF THEY WE CAN OTHERWISE AVOID IT.

CORRECT. SO WE'VE TRIED TO MAXIMIZE THE AMOUNT OF KIDS WHO STAY AT THEIR CURRENT SCHOOL IN THESE.

IS THAT ACCURATE? THAT'S ACCURATE.

SO I THINK.

WHERE WE DON'T WE'RE NOT USING THIS AS AN OPPORTUNITY.

WHETHER WE SHOULD OR NOT IS CERTAINLY UP TO THE BOARD.

AND FOR WHILE THE ADMINISTRATION CAN FACILITATE AND WE WILL DO THAT AT THE WILL OF THE BOARD, THE ACTUAL ATTENDANCE BOUNDARIES ARE A BOARD DECISION.

SO AND I DO WANT TO JUST REITERATE THAT THE REAL CHALLENGE HERE IS NOT THAT I DON'T RECOGNIZE AND APPRECIATE CERTAINLY TRUSTEE CARREÓN VIEWPOINT AND TRUSTEE JOHNSON.

IT'S THAT IN FACT WHAT EVERYONE SAID IS TRUE.

THEY EXIST THROUGHOUT OUR ENTIRE DISTRICT, RIGHT? SO WHERE WOULD YOU ALL LIKE US TO START? BE HAPPY TO START SOME SMALL COMMITTEES AND YOU ALL GIVE US DIRECTION.

BUT THE PHILOSOPHY TO YOUR POINT IS WE WERE ONLY ATTEMPTING TO KEEP WHERE EVERYONE IS THAT DIDN'T NEED TO BE AFFECTED.

THAT'S WHAT WE WERE DOING AND THAT'S WHAT I BELIEVE WE'VE HISTORICALLY DONE.

AND WE HAVE A PROCESS FOR THIS.

NOW THAT DOESN'T CHANGE THE REALITY OF THE CONCERN OF PROBABLY WHY THESE LINES WERE DRAWN LIKE THAT 20 YEARS AGO, 30 YEARS AGO, WHENEVER THEY WERE DONE.

AND SO THERE IS THE SPECIFIC ISSUE HERE WHERE WE HAVE TRIED TO ADHERE TO OUR PRACTICES OF TRYING TO DO THE MINIMUM DISRUPTION POSSIBLE, WHICH I UNDERSTAND AND CAN SUPPORT. HOWEVER, I THINK THE UNDERLYING RACIAL EQUITY CONCERN HERE IS ABSOLUTELY VALID.

AND I WONDER MY BROADER QUESTION IS WE HAVE A RACIAL EQUITY DEPARTMENT.

ARE WE LOOKING AT ATTENDANCE BOUNDARY? WE'VE TALKED ABOUT AND THIS SCHOOL DISTRICT IS PIONEERING IN MIXED SOCIOECONOMIC SCHOOLS.

WE'VE SEEN MAJOR SUCCESS IN THAT REALM.

THERE'S A LOT OF RESEARCH BEHIND IT.

YOU KNOW, WHAT IS OUR RACIAL EQUITY DEPARTMENT DOING OR PLANNING TO DO GOING FORWARD TO LOOK AT HOW OUR ATTENDANCE BOUNDARIES ARE IMPACTING THAT? SO I HAVE NOT MADE THIS A PRIORITY.

THE PRIORITY HAS BEEN THE ACADEMIC ACHIEVEMENT AND THE DISPARITIES THAT HAVE OCCURRED.

SO I WANT TO BE VERY TRANSPARENT.

AND IN THAT I THE EQUITY OFFICE ABSOLUTELY HAS BEEN DOING A TON OF WORK IN THAT AREA, HAS BEEN FOCUSED ON THE ACADEMIC CONCERNS AT THIS POINT. AND, YOU KNOW, I THINK FROM WHAT I REMEMBER WHEN WE PURSUED MICK SOCIOECONOMIC

[01:55:08]

SCHOOLS AND FROM A LOT OF RESEARCH, THERE'S ACTUALLY EVIDENCE THAT SHOWS STUDENT OUTCOMES, ACADEMIC OUTCOMES ARE IMPROVED AND MIXED SOCIO ECONOMIC SITUATIONS.

AND I KNOW THAT WAS ONE OF THE REASONS WHY WE PURSUED THAT PATH, AND WE'VE SEEN THAT.

AND SO I DON'T KNOW IF IT'S AN EITHER OR STATEMENT, THOUGH I CAN DEFINITELY UNDERSTAND THE WE'VE GOT SOME HIGH PRIORITY THINGS WE'RE FOCUSED ON NOW.

I UNDERSTAND THAT.

I THINK IT IS WORTHWHILE FOR US TO CONSIDER OUR WIDER IMPACT ON HOW WE DO THIS AT A SYSTEMIC LEVEL.

AS FAR AS THIS SPECIFIC ONE GOES, I'LL BE SUPPORTING ADMINISTRATION'S RECOMMENDATION TO MOVE FORWARD WITH THESE BOUNDARIES BECAUSE IT FOLLOWS THE EXACT SAME PROCESS THAT WE HAVE DONE. WE HAVE. IT WOULD BE I WOULD HESITATE TO KIND OF RIP THIS AWAY RIGHT NOW AND THIS ONE AND SAY WE'RE NOT GOING TO PRIORITIZE KEEPING STUDENTS AT THE SCHOOL THEY'RE CURRENTLY ZONED FOR. SO I'LL BE SUPPORTING THIS.

BUT I DO THINK THE UNDERLYING CONCERNS THAT TRUSTEE CARREÓN HAS BROUGHT FORTH ARE VALID FOR US TO LOOK AT FROM A SYSTEMIC WAY BECAUSE IT DOES IMPACT STUDENT ACHIEVEMENT IN TERMS OF THE, FRANKLY, SEGREGATION OF OUR SCHOOLS BY THINGS THAT WE OWN.

LIKE MANY CITIES IN AMERICA.

BUT I THINK IT'S THAT'S GOING TO BE SOMETHING IMPORTANT TO LOOK AT DOWN THE LINE, ESPECIALLY AS IT RELATES TO IMPROVING STUDENT OUTCOMES THROUGH MIXED SOCIOECONOMIC SCHOOLS. THANK YOU.

THANK YOU. TRUSTEE FOREMAN FOLLOWED BY TRUSTEE MARSHALL.

TRUSTEE CARREÓN, WE HAVEN'T TALKED A LOT ABOUT SCHOOL ISSUES, BUT LET ME JUST SHARE THIS WITH YOU.

I HAD SOME CONCERNS ABOUT THE SAME THING THAT YOU'RE TALKING ABOUT.

I HAVE TWO SCHOOLS IN MY AREA THAT WERE CHANGED INTO CHOICE SCHOOLS.

I REJECTED THE SOCIOECONOMIC PIECE AND I MADE THEM DO A TWO MILE RADIUS PRIORITY FOR THE STUDENTS IN THAT AREA.

FOR THE SIMPLE REASON IS THAT I KNOW THAT YOU'RE PROBABLY ON THE SAME PAGE THAT I AM.

WHAT WE'RE TRYING TO DO IS TO PROVIDE QUALITY EDUCATION FOR CHILDREN IN THAT IMMEDIATE COMMUNITY.

AND SO BY DOING THE TWO MILE RADIUS AND YOU CAN GO AND CHECK THEM.

HULSEY STEAM ACADEMY WAS AN A THAT GOT LOWERED TO A B.

TWO MILE RADIUS VERDE.

ALEXANDER WAS A B SCHOOL, TWO MILE RADIUS, AND I REJECTED THE SOCIOECONOMIC PIECE.

SO WHILE PEOPLE SAY THAT'S THE WAY WE DO IT, THAT'S THE WAY SOME PEOPLE MIGHT DO IT.

BUT PERSONALLY, I AGREE WITH YOU, AND I'M GOING TO BE SUPPORTING YOU.

AND I'D LIKE THE ADMINISTRATION TO TAKE ANOTHER LOOK AT THAT, BECAUSE WHAT WE SHOULD BE DOING INSTEAD OF CREATING THESE LITTLE SILOS IS WE SHOULD BE MOVING TOWARD TRYING TO MAKE SURE THAT ALL OF OUR CHILDREN HAVE ACCESS TO QUALITY EDUCATION.

AND I KNOW THAT'S WHERE THE SUPERINTENDENT IS.

AND SO WE JUST NEED TO RETHINK, BECAUSE SOME PEOPLE WOULD SAY THAT'S THE WAY IT IS, NOT IF YOU PUSH ANOTHER DIRECTION.

TWO MILE RADIUS.

THANK YOU TRUSTEE FOREMAN, TRUSTEE MARSHALL.

THANK YOU, MR. PRESIDENT. SO I THINK I NEED TO UNDERSTAND TRUSTEE CARREÓN WISHES A LITTLE BETTER SO THAT I CAN PUT THEM IN THE RIGHT CONTEXT.

BECAUSE I AGREE WITH BOTH TRUSTEE CARREÓN THAT WE SHOULD USE OPPORTUNITIES TO UNWIND DISCRIMINATORY BORDERS THAT HAVE BEEN DRAWN IN THE PAST.

BUT I ALSO AGREE WITH TRUSTEE MACKEY THAT WE SHOULDN'T UPROOT KIDS THAT ARE ALREADY ATTENDING A SCHOOL AND HAVE THEM MOVED AGAINST THEIR WILL.

SO PERHAPS THERE'S SOME SORT OF GRANDFATHERING PROCESS THAT WE COULD CONSIDER.

BUT I GUESS I HAVE A POINT OF INQUIRY FOR TRUSTEE CARREÓN ABOUT WHAT WHAT DIFFERENCES HE WOULD LIKE TO SEE. AND, AND BEFORE I FORMALLY ASK HIM THAT QUESTION, I'M INTERESTED IN THE POINT ABOUT INCREASING SOCIOECONOMIC DIVERSITY WITHIN THE SCHOOL BECAUSE I ACTUALLY REPRESENT THE MAJORITY OF THE GREEN AREA THAT IS FORMERLY PART OF THE WALNUT HILL ELEMENTARY FEEDER PATTERN THAT WOULD BE MOVED.

FOSTER AND IF YOU LOOK AT THE THE SOUTHEAST CORNER OF EVERYTHING TO THE SOUTHEAST OF MIDWAY AND WALNUT HILL THERE, THAT IS SOME OF THE WEALTHIEST REAL ESTATE AND ALL OF DALLAS.

AND SO THAT ENTIRE GREEN AREA THAT'S EAST OF OF MIDWAY.

[02:00:02]

CAN YOU GIVE ME ONE SECOND TO GET THAT MAP UP OF WHAT YOU'RE REFERENCING SO THAT THEY CAN SEE BECAUSE I NEED OUR TEAM TO GET IT UP THERE? SURE. I THINK IT'S SLIDE SEVEN.

CAN I BLOW IT UP? SO THE ROAD SORT OF GOING NORTH TO SOUTH, THAT'S CUTTING RIGHT THROUGH THE GREEN PART.

RIGHT IN THE MIDDLE THERE IS MIDWAY ROAD AND THE GREEN LINE.

THE BORDER BETWEEN THE GREEN AND THE PINK IS WALNUT HILLS.

SO IF YOU LOOK SOUTHEAST OF THE INTERSECTION OF WALNUT HILL AND MIDWAY, THAT IS, I THINK LITERALLY LITERALLY ONE OF IF NOT THE MOST EXPENSIVE REAL ESTATE IN ALL OF DALLAS COUNTY.

SO FROM A SOCIOECONOMIC PERSPECTIVE, ADDING THAT AREA TO FOSTER ELEMENTARY WILL IMMEDIATELY INCREASE THE SOCIOECONOMIC DIVERSITY IN THAT SCHOOL.

AND FRANKLY, THE REAL ESTATE JUST WEST OF MIDWAY IS ALSO VERY EXPENSIVE.

SO SO I GUESS MY MY FIRST POINT IS THAT THE SOCIOECONOMIC ISSUES SEEM TO ME TO BE ACTUALLY IMPROVING DRAMATICALLY AT FOSTER WITH THIS MAP.

BUT IT DOES BEG THE QUESTION OF WHY THAT LITTLE PEEK PART IS CARVED OUT.

THAT IS SOUTH OF WALNUT HILL AND JO'S EXAMPLE THAT'S RIGHT ACROSS THE STREET FROM FOSTER YET ZONED FOR WITHERS.

SO I GUESS THAT'S A LONG WINDED WAY OF SAYING I THINK THE SOCIOECONOMIC SORT OF BALANCE OF THE SCHOOL WILL BE IMPROVED BY THE ADMINISTRATION'S PROPOSAL QUITE A BIT.

AND A QUESTION TO JOE OF WHAT IT IS THAT HE WOULD LIKE TO SEE THAT WOULD ADDRESS THE RACIAL INEQUITY ISSUE AND WHETHER THAT'S SPECIFICALLY JUST ADDING THE PINK PART THAT'S SOUTH OF WALNUT HILL TO THE FOSTER FEEDER PATTERN.

SO A QUESTION FOR YOU, JOE, AND THANK YOU FOR THAT QUESTION, TRUSTEE MARSHALL.

AND I DO WANT TO ACKNOWLEDGE THAT YOU'RE ABSOLUTELY RIGHT.

UNDER THIS PROPOSED MAP, FOSTER WILL BENEFIT IN THAT IN THAT THE THE MAJORITY OF THE MIDWAY HOLLOW, THE MAJORITY OF THE MIDWAY HOLLOW COMMUNITY WILL NOW BE ZONED INTO INTO FOSTER AND SO THAT THAT IS A STEP THAT IS DEFINITELY A STEP FORWARD.

AND I HAVE TO ACKNOWLEDGE THAT AND I'M HAPPY TO SEE THAT.

BUT AGAIN, TO YOUR POINT, THERE'S NOTHING TO THE LINE SHOULDN'T BE RED.

WE GOT TO PICK ANOTHER COLOR FOR THOSE LINES.

BUT IT DOES NOTHING TO THE ISSUES THAT THERE ARE NEIGHBORHOODS OR STREETS OR HOMES DIRECTLY ACROSS FROM FOSTER THAT ARE NOT ZONED TO FOSTER AND IF YOU'RE FROM THAT PART OF TOWN, YOU KNOW EXACTLY THE DEMOGRAPHIC CHANGES THAT HAPPEN RIGHT ON THAT STREET, RIGHT.

AND ALONG THAT STREET MIX IN AND IN THOSE STREETS.

SO, YEAH, THAT DOESN'T SIT WELL WITH ME AND JUST SOMETHING THAT I WON'T COSIGN.

BUT IN TERMS OF WHAT I WANT TO SEE, AGAIN, IT'S SOMETHING THAT I JUST ASKED THAT WE'VE BEEN MORE THOUGHTFUL OF.

I DON'T HAVE A SPECIFIC KIND OF THING I KNOW DOESN'T HAVE TO GO NECESSARILY TO WANTED HILL, BUT THE IDEA I THINK THAT DOESN'T SIT WELL WITH ANY OF US IS THE IDEA OF BEING RIGHT ACROSS THE STREET. YOU'RE NOT GOING TO GO TO THE ELEMENTARY SCHOOL.

I'M SURE WE AGREE WITH THAT.

SO WOULD YOU BE SUPPORTIVE IF THE ADMINISTRATION CAME BACK WITH THE CHANGE OF HAVING EVERYTHING SOUTH OF WALMART HILL BE ZONED FOR FOSTER WITH THE CAVEAT THAT ANY STUDENT THAT'S CURRENTLY ENROLLED AT WITHERS WOULD BE GRANDFATHERED IN TO STAY THERE.

IF THEY CHOSE TO, I WOULD BE.

OKAY. SO I, FOR ONE, WOULD LIKE TO PLAY A PART IN A CONVERSATION OFFLINE TO TALK ABOUT THIS FURTHER AND PERHAPS CONSIDER THAT SOLUTION THAT I JUST PROPOSED.

BUT I WOULD ALSO CAUTION THE BOARD AND THE ADMINISTRATION TO AVOID ADDRESSING THESE SORT OF SYSTEMIC ISSUES ON A ONE OFF BASIS. I AGREE COMPLETELY WITH WHAT TRUSTEE MACKEY SAID, WHICH IS THERE ARE A LOT OF EXAMPLES LIKE THIS THROUGHOUT THE DISTRICT, AND SOME OF MY COLLEAGUES HAVE HIGHLIGHTED ONES WITHIN THEIR OWN DISTRICTS.

I THINK THIS MERITS A HOLISTIC SORT OF EVALUATION BY THE RACIAL EQUITY OFFICE TO LOOK FOR SORT OF HISTORICAL LINES THAT SHOULD PERHAPS BE REVISITED ON A MACRO BASIS AND THAT WE TAKE A LOOK AT THAT HOLISTICALLY, PERHAPS RECONVENE THE ATTENDANCE BOUNDARY COMMITTEE, WHICH I DON'T BELIEVE HAS

[02:05:05]

MET IN THE LAST SEVERAL YEARS, AND MAYBE TAKE A HOLISTIC LOOK ACROSS THE DISTRICT RATHER THAN SORT OF ON A ONE OFF BASIS, CHERRY PICKING WHICH ONES WE ADDRESS AND WHICH ONES WE DON'T.

SO BUT AGAIN, I'D LOVE TO PLAY A ROLE IN A CONVERSATION OFFLINE.

AND PERHAPS WITH TRUSTEES, FLORES AND CARREON THE ADMINISTRATION, SINCE THIS IS IN THE HEART OF ALL THREE OF OUR DISTRICTS.

THANK YOU, TRUSTEE MARSHALL.

DR. ELIZADE, DID YOU HAVE...

YES, I THINK THAT THERE'S PLENTY OF OPPORTUNITY HERE FOR A WIN WIN WAY OF LOOKING AT THIS.

I DON'T HEAR ANY REQUESTS THAT WE CAN'T GO BACK AND LOOK TO SEE, ESPECIALLY BASED ON EVEN THE RECOMMENDATION OR THE THOUGHT THAT TRUSTEE MARSHALL JUST RAISED.

SO WHAT I'D CERTAINLY LIKE TO DO IS, IS REVISIT WHAT WE HAVE AND WHICH IS PART OF EXACTLY OUR BRIEFING IS WORKING EXACTLY AS IT'S INTENDED TO AND GET OUR TEAM TOGETHER AND AND VISIT WITH TRUSTEES MARSHALL, FLORES AND TRUSTEE CARREÓN.

WE WANT TO ENSURE THAT WE'RE WHILE WE DON'T DO ONE OFFS, THAT WE ALSO DON'T IGNORE AN OPPORTUNITY FOR IMPROVEMENT.

SO I THINK TRUSTEE MARSHALL TO YOUR POINT, WE CAN DO A BOTH END, RIGHT? WE CAN LOOK AT THIS ONE AND THEN WE CAN NOT BECOME CHERRY PICKING, BUT RATHER HAVE OUR EQUITY OFFICE BEGIN TO LOOK SYSTEMICALLY AT OUR ENTIRE KIND OF BODY OF WORK WITH REGARD TO BOUNDARIES AND THEN BEGIN TO LOOK AT A SYSTEMIC WAY OF ADDRESSING THEM AND BRINGING THAT EVENTUALLY TO THE TRUSTEES. WELL, ONE, THANK YOU FOR THAT, DR.

ELIZADE. ONE LAST THING I JUST WANTED TO ADD, WHICH IS THE I THINK THE ORIGINAL INTENT THAT BRYAN HAD IN BRINGING THIS TO THE BOARD WAS ACTUALLY NOT TO TALK ABOUT THE ISSUE THAT WE ARE TALKING ABOUT, BUT RATHER TO TALK ABOUT THE WAY THAT.

SO SORRY. THE NEW WALNUT HILL CHOICE SCHOOL LOTTERIES WOULD WORK.

AND I JUST WANTED TO ADD THAT I DO SUPPORT THE WAY THAT THAT LOTTERY IS SET UP IN THESE MATERIALS, BECAUSE I THINK IT'S IMPORTANT THAT WE ACKNOWLEDGE THAT THE FAMILIES THAT WERE ATTENDING WALNUT HILL PRIOR TO THE TORNADO HAVE LOST THEIR SCHOOL AND THERE AND THAT COMMUNITY ALREADY EXISTS AS A COHESIVE COMMUNITY UNIT AND I LIKE THE I LIKE THAT WE'RE GIVING THEM FIRST DIBS, SO TO SPEAK, ON ATTENDING THE NEW CHOICE SCHOOLS SO THAT THEY CAN STAY TOGETHER AS A COMMUNITY.

SO I JUST WANTED TO MENTION THAT.

BUT HE KNOWS THAT DESPITE THIS CONVERSATION ABOUT THE FOSTER ELEMENTARY ATTENDANCE BOUNDARY, THAT I THINK THAT THE HEART OF WHAT YOU WERE PROPOSING HERE AS IT RELATES TO THE TOY SCHOOL IS PROBABLY SOMETHING THAT I KNOW I DON'T WANT TO SPEAK FOR EVERYBODY, BUT I SUSPECT THAT THE BOARD COULD GET BEHIND EVEN IF WE ARE HAVING A DEBATE ABOUT THE FOSTER ISSUE.

ALL RIGHT. THANK YOU TRUSTEE MARSHALL.

TRUSTEE JOHNSON. YES.

I WANT TO FIRST LET ME THANK THE SUPERINTENDENT.

YOU SAID A STATEMENT, DR.

ELIZADE, THAT I APPRECIATE.

YOU SAID THAT WE'VE BEEN FOCUSED ON ACADEMICS AND I DON'T I THINK YOU'VE BEEN BACK FOR ABOUT 12 WEEKS.

SOMETHING LIKE THAT. PROBABLY FEEL LIKE TWO YEARS ALREADY.

THAT WAS IMPORTANT. I KNOW YOU HAVE A LOT GOING ON AND YOU'RE HAVING TO DEAL WITH SO MUCH AND WE'RE COMING SOMETIMES I PROBABLY FEEL LIKE COMING AT YOU WITH A LOT OF ISSUES THAT NEED TO BE ADDRESSED.

SO I THINK WE HAVE A WIN WIN HERE AND I WANT TO WORK WITH CONTINUE TO I THANK YOU, TRUSTEE MARSHALL, BECAUSE I THINK THE DISCUSSION WILL GIVE TRUSTEE CARREON A WIN WIN. AND SO IF WE CAN GET THAT, I CAN I CAN SUPPORT IT.

HOWEVER, WE STILL HAVE ISSUES WITH THOSE SAME SITUATIONS IN OUR DISTRICT.

AND I WANT TO APPRECIATE THE STAFF, DR.

ELIZALDE, FOR SAYING WE'RE GOING TO LOOK AT THIS HOLISTICALLY SO WE CAN MAKE BETTER CHOICES AND WORK WITH OUR COMMUNITIES BETTER.

AND I ALSO WANT TO APPRECIATE THE CORRECTION.

WE HAVE A SAYING TRUST BUT VERIFY.

SO WHEN WE WAS DEALING WITH THE REDISTRICTING ADMINISTRATION TOLD TRUSTEE JOHNSON IN MY COMMUNITY THAT THE READ THOSE LININGS WAS THE ADMINISTRATION AND NOT THE BOARD.

SO WHEN THE ADMINISTRATION CAME AND SPOKE WITH MY COMMUNITY, THAT'S WHAT THEY SAID.

NOW I SHOULD HAVE TRUST AND VERIFIED, AND I JUST TOOK ADMINISTRATION WORD CONCERNING THAT.

SO I WOULD LIKE TO WORK WITH YOU, DR.

ELIZALDE, BECAUSE WHEN ADMINISTRATION SAYING I'M BEING NICE BY NOT CALLING THEIR NAMES, BUT I WANT TO WORK WITH YOU SO WE CAN GET THIS THING DONE THE CORRECT WAY AND RIGHT INFORMATION CAN GET TO MY COMMUNITY BECAUSE NEXT TIME I WILL CALL NAMES.

THANK YOU SO MUCH.

[02:10:01]

THANK YOU, TRUSTEE JOHNSON.

I DON'T SEE ANY OTHER COMMENTS? THANK YOU, TRUSTEES. ARE THERE ANY OTHER COMMENTS UNDER SCHOOL LEADERSHIP DIVISION? I HAVE SOMETHING ON 19 B.

I'LL BE BRIEF.

I'M NOT REALLY A COMMENT, BUT I JUST WANT TO GIVE A THANK YOU TO THE FOLKS THAT JOINED US AT [INAUDIBLE] FOR THE MEETING IS A LOT DIFFERENT THAN THE MOMENTS I'VE HAD BEFORE HAVING THESE TIMES WHEN YOU WERE HERE.

THE FIRST TIME I DID SOMETHING LIKE THIS, BUT THE OLD TI STAFF WAS THERE.

PRINCIPALS OF ALL THE SCHOOLS WERE THERE THAT WERE IMPACTED BY THE BOUNDARY CHANGE.

THERE HAD BEEN ONGOING CONVERSATIONS WITH THEM.

BUT WHAT I LIKE MOST ABOUT IT, AND I THINK I SHARED IT WITH YOUR [INAUDIBLE] EACH OF THOSE PRINCIPALS GOT TO SHARE WITH THE COMMUNITY WHAT THEY WERE DOING AT THEIR SCHOOLS.

SO SILBERSTEIN HAS DUAL LANGUAGE AND SEL, GUZICK HAS I.B., EDNA ROSE MONTESSORI.

SO IT WAS REALLY AN OPPORTUNITY FOR THE PARENTS AND THE FOLKS IN THE COMMUNITY TO SEE THAT THEY HAVE A LOT OF OPTIONS AND I THINK IT'S PARTICULARLY IMPORTANT FOR THAT PART OF DISTRICT NINE BECAUSE THERE'S A LOT OF COMPETITION BOTH FROM MESQUITE AND SOME CHARTER SCHOOLS THAT ARE KIND OF CONCENTRATED IN THAT AREA.

SO I REALLY WANT TO APPLAUD THE OTI OFFICE FOR THE APPROACH THEY TOOK AND TO REALLY ENGAGING ALL ASPECTS OF THAT COMMUNITY.

ALL PRINCIPALS, ALL SCHOOL COMMUNITIES, THOSE ARE REALLY POSITIVE THING FOR ME TO SEE ALL FOUR PRINCIPALS UP THERE KIND OF CHEERLEADING FOR THEIR CAMPUSES AND THE COMMUNITY RECEIVING THAT. SO I WANT TO THANK ANGIE IS HERE IN THE ROOM.

DR. LUZ, ALL THE PRINCIPALS ARE THERE, SO THAT'S ALL I HAVE ON THAT.

NOT REALLY A QUESTION OR COMMENT.

ARE THERE ANY OTHER QUESTIONS IN THE STRATEGIC INITIATIVE DIVISION? INFORMATION TECHNOLOGY.

KEEP ROLLING. I'LL JUST STOP.

ME FINANCIAL SERVICES DIVISION.

[24. FINANCIAL SERVICES DIVISION]

SAY FINANCIAL SERVICES DIVISION AGAIN, THAT'S ALL THE WAY THROUGH 33.

IF THERE AREN'T ANY QUESTIONS, WE'RE ABOUT TO..

THEN 31 E SORRY, I DIDN'T KNOW IF YOU WERE GOING BY THAT.

31 E, TRUSTEE MACKEY.

I WAS TALKING TO DR.

LEAR CONCERNING THIS ON THE CATERING.

CAN..

I GOT AN EMAIL AND I WANT TO KNOW, DO WE? LET ME GO TO MY EMAIL.

I'M SORRY. DO WE HAVE WHEN WHEN CATERERS, WHEN CATERERS ARE IN A POOL AND THEY'RE CHOSEN OR THEY WHEN THEY HAVE A CONTRACT, DO THEY HAVE.

DO WE GIVE THEM A CERTAIN AMOUNT OF FUNDING THAT THEY HAVE OR DO? DO WE PROVIDE FUNDING TO THEM OR DO THEY HAVE TO GO AND WAIT FOR A SCHOOL OR ANYONE TO USE THEIR SERVICES? WE DO NOT GIVE INDIVIDUAL CREATORS A CERTAIN AMOUNT OF FUNDING.

THE BOARD AUTHORIZES AN AMOUNT THAT CAN BE USED ACROSS OR USED ACROSS THE ENTIRE BID FOR ALL APPROVED VENDORS THAT RESPOND TO THAT PARTICULAR BID ITEM.

SO THERE'S NOT A SPECIFIC AMOUNT ALLOCATED TO ANY ONE PARTICULAR CATERER.

OK IT WAS A CATERING THAT WE USE A BLACK OWNED BUSINESS AND IT WOULD SAY THAT THEY EXCEEDED THEIR FUNDING. THEREFORE, THEY COULD NOT GET ANY MORE BUSINESSES.

AND SO I WAS CONCERNED ABOUT THAT.

AND I SPOKE WITH DR.

LEAR ABOUT IT. I HAVE NOT SPOKEN WITH DR.

ELIZALDE, AND I WOULD LIKE TO KNOW WHAT DOES THAT MEAN? IS THAT A TRUE STATEMENT OR IS THAT A FALSE STATEMENT? THAT IS NOT A CORRECT STATEMENT.

PERHAPS THERE WAS A MISUNDERSTANDING ABOUT THE WORD AUTHORIZATION BECAUSE ONE SPECIFIC CATERER DOES NOT GET AN ALLOCATED AMOUNT.

LIKE I SAID PREVIOUSLY, THERE'S AN THE BOARD APPROVES AN AUTHORIZATION LIKE THEY DO ANY OTHER PRODUCT OR SERVICE.

AND SO THE CATERING WOULD NOT BE EXEMPT FROM THAT CRITERIA.

SO WHEN WE AND I'M ASKING YOU TO EDUCATE ME, SO I KNOW.

WHEN WE'RE SAYING WE'RE EXCEEDING FUNDING IN THIS PARTICULAR CATERER THAT HAS EXCEEDED HER FUNDING, WHAT DOES THAT ACTUALLY MEAN? DO THEY MEAN THAT SHE HAS TO CHOOSE OR THEY HAVE TO CHOOSE WHO THEY DO BUSINESS WITH IN DALLAS ISD? WHAT DOES THAT ACTUALLY MEAN? BECAUSE I LOOKED AT THE FUNDING OR THE MONEY THAT SEEMED LIKE IT WAS MADE, IT WAS 64,000.

BUT WHEN I LOOK AT OTHERS IN..

TRUSTEE JOHNSON.

YES. SO I DID RESPOND.

I DON'T KNOW IF YOU HAD A CHANCE TO SEE THE RESPONSE.

SO THIS HAS BEEN TAKEN CARE OF.

[02:15:02]

AND I DO THINK THAT MAYBE THERE WAS SOME MISINTERPRETATION OF THE VERBIAGE THAT WAS DISCUSSED.

SO IT HAS BEEN IT'S BEEN.

WHAT WAS THE RESULTS OF THAT? I'M SORRY, I WAS AT A FUNERAL.

WELL, WHAT WAS THE RESULTS OF THAT? BECAUSE I THINK THE CATERER WILL BE WORKING WITH US.

BECAUSE WHAT I'M ASKING DALIA, BECAUSE WHEN I'M LOOKING AT OTHER CATERERS, THAT'S NOT AFRICAN-AMERICAN.

THERE ARE 758,000.

THIS IS 64,000.

I'M TRYING TO UNDERSTAND WHEN I'M LOOKING AT EMAILS THAT SAYING BLACK BUSINESS HAVE EXCEEDED FUNDING AND THEY HAVE NOT EVEN MADE $100,000.

I'M HAVING CONCERNS WITH THAT.

SO THAT'S WHY I'M ASKING.

LIKE, I UNDERSTAND. YEAH.

AND I GUESS THE HAS EXCEEDED FUNDING.

I'M NOT SO SURE THAT THAT WAS THE THE RIGHT VERBIAGE THAT WAS THAT SHOULD HAVE BEEN COMMUNICATED.

OKAY. SO CAN I TALK TO YOU OFF LINE? ABSOLUTELY. BECAUSE I HAVE NAMES HERE.

SO I'M GONNA SHOW DR. ELIZADE, BUT I'M NOT SATISFIED WHEN BLACK PEOPLE I FEEL LIKE BLACK PEOPLE OR BLACK BUSINESSES ARE BEING MISTREATED BY OUR DISTRICT.

THAT'S A HUGE PROBLEM FOR ME.

SO I FEEL IT NECESSARY TO SAY THAT IS NOT WHAT WE DO.

AND IF THERE ARE ERRORS, WE NEED TO CORRECT THEM AND WE WILL SHOW YOU THAT.

AND DR.

LEAR DID LET ME KNOW THAT THERE WAS A CONCERN THERE.

SO I WOULD ABSOLUTELY LOVE TO JUST HAVE THAT CONVERSATION.

BUT I CERTAINLY WANT THE RECORD.

I WOULD CERTAINLY WANT THE RECORD TO REFLECT THAT DALLAS ISD WILL DO EVERYTHING TO ENSURE THAT WE ARE BEING EQUITABLE AND WHERE WE ARE NOT, WE WILL CORRECT IT.

THANK YOU FOR BRINGING IT TO OUR ATTENTION.

AND SINCE YOU MADE THAT STATEMENT DR.

ELIZADE, LET ME BE CLEAR THAT ARE PEOPLE AND I'VE SAID THIS PRIVATELY, THERE ARE PEOPLE IN ADMINISTRATION THAT HAVE SAID SOME VERY NASTY AND RUDE THINGS AND RACIAL THINGS THAT I'VE HEARD HIM ON THE PHONE. MISS TONI JOHNSON IS OUT THERE.

SHE'S HEARD IT. SO I'M BEING NICE BECAUSE YOU'RE HERE AND I BELIEVE IN YOU AND I BELIEVE YOU'RE GOING TO FIX IT.

THAT'S WHY WE THIS BOARD VOTED 9-0 FOR YOU.

BUT THIS STUFF HAS TO STOP BECAUSE IT'S GETTING OUT OF CONTROL.

AND, YOU KNOW, I WOULD CALL AND I'M REALLY TRYING TO BE RESPECTFUL, ALTHOUGH MY COMMUNITY IS BEING DISRESPECTED AND THIS BOARD HAS SAID SOMETHING ABOUT THIS IN THE PAST, SO I WANT THIS TO BE FIXED. THAT'S ALL I'M ASKING.

VERY NICELY.

THANK YOU. THANK YOU, TRUSTEES.

31E. YEAH.

JUST A QUICK QUESTION. I'M SUPER, SUPER EXCITED TO SEE US GETTING OFF THE GROUND WITH THE OLD ADAMSON RENOVATION.

I KNOW WE HAVE A COMMUNITY MEETING SCHEDULED FOR, I BELIEVE, OCTOBER 25TH.

I'LL HAVE TO VERIFY THAT DATE.

I'M JUST CURIOUS, A QUICK QUESTION.

WHAT DOES THIS ACTUALLY PAY FOR HERE, THE 700,000? IS THIS THE PLANNING PHASE OR IS THIS TO GET THE CONSTRUCTION DOCUMENTS? I JUST WANT TO MAKE SURE I'M UNDERSTANDING THAT SO I CAN COMMUNICATE IT CLEARLY.

AND THEN WHAT IS THE NEXT PHASE LOOK LIKE IN TIMELINE? YEAH, WE'RE PUTTING TOGETHER A SMALL PACKAGE TO GET THAT LIBRARY AREA TAKEN CARE OF.

THE ALUMNI EXPRESSED SOME CONCERNS ABOUT DOING A MUSEUM.

WE DO HAVE AN UPCOMING MEETING TO TALK ABOUT THE PLAN AND THOSE NEXT STEPS, AND THAT'S ALL DETAIL I HAVE AT THE MOMENT.

WHAT WHAT DOES THIS 700,000 GET US? [INAUDIBLE] DEMO AND RENTAL OF THAT LIBRARY SPACE? OH, SO THIS IS SPECIFIC TO THAT ONE PORTION OF THE PROJECT, NOT THE OVERALL PROJECT.

CORRECT. THANK YOU. I APPRECIATE IT.

I'M EXCITED TO SEE THIS GO FORWARD.

TRUSTEE MACKEY.

HE WAS 31E. TRUSTEE ARE THERE ANY OTHER QUESTIONS? 31, 32, 33.

NOT HEARING ANY, ONE MORE MINUTE.

Y'ALL DIDN'T LIKE THAT. 2:36 P.M..

THIS MEETING IS ADJOURNED. THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.