[1. Notice and Return]
[00:00:02]
WILL YOU PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE?
[2. Moment of Silence and Pledge of Allegiance]
REMAIN STANDING FOR THE PLEDGE ALLEGIANCE AND SALUTE TO THE TEXAS FLAG.THEY JOINED US. AND I'M JUSTIN HENRY, BOARD PRESIDENT, PRESIDENT IN ORDER TO ORDER FOR THE BOARD TO HOLD THIS MEETING IN EFFECTIVE THE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AS THE PUBLIC TO ABIDE BY THE RULES OUTLINED ON BOARD POLICY BED THE LOCAL PERTAINING TO PUBLIC PARTICIPATION IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT A DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
DON'T SEE ANY ELECTED OFFICIALS.
[4. Discussion Items]
OKAY, WE'RE GOING TO MOVE ON TO OUR DISCUSSION.DR. ELIZADE. THANK YOU, PRESIDENT HENRY.
WE WOULD LIKE TO KEEP OUR BOARD INFORMED IN A VERY TRANSPARENT MANNER.
THERE ARE OBVIOUSLY CHANGES THAT OCCUR THROUGHOUT ANY BOND PROGRAM.
WE CONTINUALLY EVALUATE DATA AND WANT TO BE RESPONSIVE TO THE FACT THAT THIS IS A HUGE INVESTMENT.
AND SO I'M GOING TO ASK OUR CHIEF, ALFRED BRENT, TO MAKE THIS PRESENTATION TO US.
WHILE I KNOW IT'S VERY, VERY DIFFICULT, WE DO HAVE NOTEPADS AND PENS AND PENCILS AVAILABLE.
WOULD YOU PLEASE JOT DOWN QUESTIONS, COMMENTS, CONCERNS THAT YOU MAY HAVE AS WE MOVE THROUGH THE PRESENTATION AND IF AT ALL POSSIBLE? I WOULD LIKE TO REQUEST THAT WE WAIT TO HAVE THE DISCUSSIONS UPON COMPLETION OF THE PRESENTATION.
SO I'LL TURN IT OVER TO CHIEF BRENT.
THANK YOU, SUPERINTENDENT ELIZALDE.
THANK YOU, MR. PRESIDENT AND FELLOW BOARD MEMBERS.
TODAY I'LL BE PRESENTING, PRESENTING WITH CHIEF BATES AND DEPUTY SUPERINTENDENT THOMPSON.
ON OUR SLIDE, WE HAVE I'LL GIVE YOU GUYS A BRIEF OVERVIEW OF THE BOND PROGRAM, AND I'M GOING TO TALK ABOUT WHAT WE'VE DONE, WHAT WE'RE DOING AND WHAT'S NEXT FOR THE BOND.
AND IF YOU HAVE ANY QUESTIONS, WE'LL OPEN IT UP AT THAT TIME AND THEN WE'LL ADJOURN.
AS YOU CAN SEE IN EACH ONE, WE'RE OVER 50% OF THE PROJECTS ARE ACTIVE IN YOUR CURRENT DISTRICT.
IT REPRESENTS 136 AND WE HAVE 85 PROJECTS STILL PENDING.
WE PASS THE BOND NOVEMBER 2020.
IN JANUARY, FEBRUARY, MARCH, WE PROCURED OUR PROGRAM MANAGER ARCHITECT, BUT WE REALLY STARTED THE DESIGN PHASE MID JUNE 20-21, JUNE, JULY AND AUGUST.
[00:05:02]
AS YOU CAN SEE WHERE WE'RE AT IN THIS LAST QUARTER TOO, WE'VE ACTUALLY WITH SOME OF OUR QUICK STARTS, WE'VE ACTUALLY STARTED CONSTRUCTION AND WE'RE ACTUALLY CLOSED OUT A FEW PROJECTS AND WE'RE GOING TO MORE DETAIL ABOUT THAT LATER.THIS JUST GIVES YOU [INAUDIBLE] WE'VE WE'VE CONTRACTED OVER $586 MILLION.
THAT'S 2247 POS WE'VE ISSUED IN THAT SHORT AMOUNT OF TIME.
NOW THIS NEXT SLIDE IS A SLIDE I'M VERY PROUD OF.
THIS REPRESENTS THE JOBS WE'VE CREATED WITH THE BOND PROGRAM.
WELL, I THINK BY THE END OF THIS BOND, WE'RE GOING TO FAR EXCEED THAT NUMBER.
2229. A LOT OF YOU HAVE BEEN ON THESE ZOOM CALLS WITH ME.
SO MY IN-PERSON MEETINGS, THIS IS THE TOTAL COUNT OF PARTICIPANTS WE'VE RECEIVED IN THOSE MEETINGS.
BUT THIS DOES NOT COUNT THE RIBBON CUTTING, AS SOME OF YOU GUYS HAVE RECENTLY JOINED WITH ME, WHERE I DON'T HAVE WE DON'T HAVE A SIGNING SHEET TO KEEP UP WITH ALL THOSE ATTENDEES. THIS ALSO ON FACEBOOK, WE IT'S BEEN RETWEETED AND RESHARED ABOUT 112,000 TIMES.
WE'VE ALSO DONE A LOT OF OUTREACH.
I HAD A BID PREVIEW IN JUNE WITH THE MWB DEPARTMENT.
WE HAD 379 ATTENDEES, 114 ARCHITECTS AND STRATEGIC PARTNERS.
SO YOU CAN SEE TOGETHER WE HAD CLOSE TO 500 ATTENDEES AT OUR BID PREVIEWS.
AND THE PURPOSE OF THIS WAS TO ATTRACT CONTRACTORS TO LET THEM KNOW THE WORK WE'RE DOING.
AND WE HAD FIVE INFORMATIONAL SESSIONS TALKING ABOUT HOW YOU DO BUSINESS WITH DISD, OUR JOB PROGRAM, AND OTHER WAYS TO ENGAGE WITH THE DISTRICT.
WE HAD 79 PROJECTS DISPLAYED AND IT WAS AGAIN ABOUT EDUCATING THE VENDOR COMMUNITY REGARDING THE 2020 BOND PROGRAM, SHOWCASING OUR PROJECTS AND JUST CULTIVATING A NETWORKING OPPORTUNITY.
NEXT I'M GOING TO PASS IT OVER TO CHIEF BATES TO TALK ABOUT OUR QUICK START.
THANK YOU. I'M VERY PROUD OF THE QUICK START, WHICH IS THE CAPITAL IMPROVEMENT PROGRAM.
WHILE CHIEF ALFRED HAS A VERY HEAVY LIFT AND HAS STARTED WITH A DESIGN PHASE AND HAS MULTIPLE SCHOOLS IN THE DESIGN AND NOW WE'RE STARTING TO BID, WE NEEDED THAT TO FILL THAT VOID BETWEEN HAVING ACTUAL MONEY AND GOING THROUGH THE PROCUREMENT PROCESS, GOING THROUGH THE DESIGN, GOING THROUGH THE CITY, AND THEN ACTUALLY COMING TO THE BOARD FOR APPROVAL.
WE'RE STARTING BASEBALL AND SOFTBALL GRAPHICS PACKAGES.
SO VERY, VERY HAPPY AND PROUD OF THAT.
IT IS A LOT OF WORK THAT HAS TAKEN PLACE OVER THE COURSE OF THE LAST YEAR.
AND I JUST WANT TO ADD THAT UNDER CHIEF ALFRED'S LEADERSHIP, IT REALLY HAS BROUGHT SOME FOCUS AND STABILITY TO THE CONSTRUCTION SERVICES DEPARTMENT AND MARRIED WITH MAINTENANCE AND FACILITY SERVICES NOW. I FEEL VERY CONFIDENT IN THIS BOND.
AND I KNOW SOME OF YOU GUYS ARE FOLLOWING US ON THAT AS WELL.
I'M COUNTING WE HAVE 186 PROJECTS NOW TO CORRELATE THAT TO THE 220 I SHOWED YOU EARLIER.
OUR PROJECT, SOMETIMES YOU'LL SEE ON THESE DOTS IT'S A HALF A DOT OR TRY DOT.
THAT'S THE MULTIPLE PROJECTS THAT WE HAVE GOING ON AT THAT CAMPUS.
AS CHIEF BATES JUST DESCRIBED.
SOMETIMES WE HAVE ATHLETICS PROJECT GOING ON.
WE MIGHT HAVE AN MVP PROJECT GOING ON, JUST SOME OF THOSE QUICK STARTS.
NEXT, I'LL GO INTO THE BREAKDOWN OF YOUR INDIVIDUAL DISTRICTS.
SO STARTING WITH DISTRICT ONE, THERE'S A TOTAL OF 19 PROJECTS.
AND WHAT I'M HIGHLIGHTING HERE IS DEGOLYER CAMPUS.
[00:10:01]
WE COULD GO THROUGH SEVERAL, BUT DEGOLYER, WE'RE DESIGNING IT FOR 650 STUDENTS.IT RECENTLY BID AND WE HAVE A FALL OPENING OF 2024, WE'RE TRACKING ON THAT ONE.
DISTRICT TWO, YOU HAVE 18 PROJECTS.
HERE I'M HIGHLIGHTING THE GENEVA HEIGHTS.
WE'VE ALREADY STARTED THE DEMO OF THAT OLD BUILDING.
RELOCATED THE STUDENTS TO THE FORMER JILL STONE.
YOU HAVE A TOTAL VALUE OF 201 MILLION THAT WE'RE MANAGING.
THIS ONE WILL BE COMING TO THE BOARD THIS MONTH FOR APPROVAL FOR OUR GC.
DISTRICT THREE. YOU HAVE 20 PROJECTS TOTAL AND WE HAVE 14 ACTIVE.
HERE I'M HIGHLIGHTING RAS AND A TOTAL OF 180 MILLION.
NEXT, WE HAVE DISTRICT FOUR, A TOTAL OF 23 PROJECTS.
14 ARE CURRENTLY ACTIVE FOR A TOTAL OF 245 MILLION.
THAT CAMPUS IS BEING DESIGNED FOR 750 STUDENTS.
IT'S CURRENTLY BEING ADVERTISED RIGHT NOW.
IT'S IT JUST HAD ITS SECOND ADVERTISEMENT IN THE SUNDAY'S PAPER.
DISTRICT FIVE, WE HAVE A TOTAL OF 28 PROJECTS IN DISTRICT 514 ACTIVE.
I'M HIGHLIGHTING ALBERT C BLACK, WHICH IS GOING TO BE ONE OF OUR LARGEST ELEMENTARIES AT 900.
THIS IS A CONSOLIDATION OF THE PEACE AND BUSHMAN CAMPUS.
THIS ONE CURRENTLY IS TRENDING FOR A MID-YEAR OPEN AT 2025 JUST BECAUSE OF THE MAGNITUDE AND SIZE.
DISTRICT 6, 26 PROJECTS, 22 ACTIVE.
A LOT OF THESE ARE IN PRE DESIGN AND DESIGN PHASES, BUT HERE I'M HIGHLIGHTING THE CAREER INSTITUTE SOUTH, WHICH IS AT THE OLD VILLAGE FAIR CAMPUS. THIS ONE I REALLY LIKE WHAT THE ARCHITECT WAS ABLE TO DO THE DESIGN.
YOU HAVE 277 MILLION UNDER DESIGN, I MEAN, IN THAT DISTRICT BEING INVESTED.
DISTRICT SEVEN, WE HAVE 29 PROJECTS, 12 CURRENTLY ACTIVE HERE AND FOR A TOTAL OF 294 MILLION.
HERE I'M HIGHLIGHTING KIRK HALL IN OAK CLIFF.
THIS REALLY, I REALLY LIKE THE DESIGN OF THIS CAMPUS.
WE'VE HAD SEVERAL COMMUNITY MEETINGS AND EXCITED ABOUT GETTING THIS FROM GOING FORWARD.
THIS IS DESIGNED FOR 650 STUDENTS AND ALSO IS TRACKING 2024.
NEXT I HAVE DISTRICT EIGHT, WHICH HAS A TOTAL OF 28 PROJECTS.
18 ARE CURRENTLY ACTIVE FOR A TOTAL OF 213 MILLION.
HERE I'M HIGHLIGHTING NORTH DALLAS RIBBON CUTTING WE RECENTLY WENT TO THAT WAS VERY WELL ATTENDED AND EVEN GOT TO ATTEND A LITTLE BIT OF THE PARADE AFTERWARDS. AND IT WAS GREAT SEEING THE COMMUNITY COME OUT AND SUPPORT US THE WAY THEY DID.
NEXT WE UP WE HAVE DISTRICT NINE.
THERE ARE 30 PROJECTS IN DISTRICT NINE.
20 ARE CURRENTLY ACTIVE, 210 MILLION OF BUDGETED FOR THAT DISTRICT.
AGAIN, RECENTLY WE ATTENDED THE LINCOLN MEETING THAT WAS WELL ATTENDED.
WE HAD TWO OF OUR TRUSTEES PRESENT AND WHERE WE'RE TALKING ABOUT DOING A NEW ADDITION AND ALSO AT THE ADMINISTRATION ADDITIONS AND ATHLETICS ADDITIONS, AS WELL AS SOME LONG NEEDED RENOVATIONS OF THAT CAMPUS.
I THINK THIS IS GOING TO BE A GREAT PROJECT AS WE GO THROUGH IT.
BUT NEXT, I WANT TO TALK ABOUT WHAT WE'RE SEEING IN THE MARKET.
WHEN WE STARTED, WHEN WE DID THE ASSESSMENT BACK IN 2018 AND WE LOOK FORWARD TO THE 2020 BOND.
WE BASICALLY BUDGETED THESE NEW SCHOOLS, THESE NEW CAMPUSES FOR ABOUT 300 BUCKS A SQUARE FOOT.
AND THERE WAS ALSO WE ALSO PLACED A 12% OF INFLATION BACK IN 2018 TO GET US THROUGH THE BOND.
AS YOU SEE ON THE CHART, WE'VE SEEN PRICES GO UP AND DOWN.
[00:15:03]
BUT AS OF RECENT, WE'RE SEEING UNPRECEDENTED INFLATION IN THE MARKET WHERE WE'RE SEEING RANGES BETWEEN FOUR AND 450.SO I WANTED TO SHOW YOU A BREAKDOWN OF OUR BUDGETS FOR EACH CAMPUS.
THE BIGGEST CULPRIT, OF COURSE, YOU SEE THE 124% FOR STEEL.
I MEAN, THAT'S AN UNPRECEDENTED INCREASE YEAR OVER YEAR.
AND THERE'S NOT ANYTHING WE COULD [INAUDIBLE] OUT OF THE PROJECT.
THESE ARE BUILDING ESSENTIALS.
SO I'M GOING TO TURN IT OVER TO CHIEF THOMPSON.
HE'S GOING TO TALK ABOUT WHAT'S NEXT.
SO AS WE'VE BEEN HAVING CONVERSATIONS ABOUT AND WE'RE DESCRIBING THIS AS WHAT NEXT AND AND BRENT IS OUTLINING THE INFLATION, WE'RE OBVIOUSLY MONITORING THAT AND IN CONJUNCTION WITH THE CONSTRUCTION, THEN OBVIOUSLY WE NEED FINANCING.
SO AT THE AT THE NEXT BOARD IN NOVEMBER, YOU'LL BE ASKED TO CONSIDER APPROVING US TO SELL ANOTHER 600 MILLION OF BONDS TO HELP US FUND THE PROJECTS THAT ARE CURRENTLY IN DESIGN.
BUT AT OUR CURRENT PACE AND WE MEET WEEKLY ON THESE PROJECTS TO GET UPDATES AND AS OUR CURRENT PACE, WE'RE ANTICIPATING THAT WE WILL BE BEGINNING THE FINAL DESIGN OF PROJECTS IN 2028 AND SO THAT THEY'LL BE DESIGNED AND THEY'LL BE CONSTRUCTION.
SO WE'RE PROGRESSING AND IT COULD BE A LITTLE SOONER THAN THAT.
BUT LET'S JUST SAY FOR A CONVERSATION THAT WOULD BE AT 2028.
SO THE THING THAT I HAD TO HIT THE TEAM WITH AND THEN WE WENT TO THE CHIEFS RETREAT WAS IF WE'RE GOING TO BE DONE WITH A CURRENT PROJECTS IN DESIGN IN 2028, A SMOOTH TRANSITION WE NEED TO LOOK AT IF WE'RE GOING TO HAVE A FUTURE BOND ISSUE.
AND THAT SEEMS VERY QUICK OR DOESN'T SEEM THAT QUICK.
I GUESS MAYBE IF YOU'RE IN 2022, YOU'RE TALKING ABOUT 2028, BUT WHEN YOU'RE TALKING ABOUT THE PLANNING THAT'S REQUIRED NOT ONLY TO HAVE A COMMITTEE BUT ALSO TO ASSESS ALL THE BUILDINGS YOU'RE LOOKING AT ROUGHLY IN SOME TIME IN 24 TO BE ABLE TO START THE PROCESS, EVEN THOUGH THE BOARD DOESN'T ACT TO CALL AN ELECTION IF IT'S IN NOVEMBER OF 28 UNTIL AUGUST OF 28.
BUT AS WE'RE TRACKING INFLATION, THE QUESTION THEN BECOMES, ARE WE GOING TO HAVE TO MAKE ADJUSTMENTS OR ARE WE GOING TO ASK THE VOTERS, AS OTHER DISTRICTS HAVE DONE, TO CONSIDER THE INFLATION COST THAT'S HAPPENED SO WE CAN FINISH PROJECTS? RIGHT NOW WE HAVE A PLAN, AS BRENT HAS MENTIONED, BUT THE KEY IS WE'RE TWO YEARS IN AND SO WHAT WE'RE DOING IS JUST WILL BE ABLE TO GIVE YOU THE INFORMATION TO SAY THESE ARE THE THINGS WE'RE TRACKING.
WE CAN HAVE FURTHER DISCUSSIONS AND IF YOU HAVE INSIGHT ON THAT, BUT JUST UNDERSTAND THAT ANY TIME WE HAVE AN ELECTION, WHILE THAT FORMAL ACTION OF THE BOARD IS ONLY IN AUGUST OF IF IT'S A NOVEMBER ELECTION, THE PLANNING AND THE ANALYSIS IS SEVERAL YEARS IN ADVANCE.
AS BRENT MENTIONED, WE WERE HAVING EVALUATIONS BACK IN 2015 FOR WHAT WAS VOTED ON IN 20.
WE TYPICALLY HOLD THOSE IN NOVEMBER.
SO THAT'S JUST SOMETHING FOR US TO CHEW ON.
WE'RE NOT PROPOSING TO HAVE THAT DISCUSSION TONIGHT OF WHEN WHEN ARE WE GOING TO HAVE A BOARD ELECTION, BUT WE WANT TO THROW IT OUT THERE THAT THERE IS OBVIOUSLY THERE'S AN END DATE TO THIS ONE.
AND AT SOME POINT WE NEED TO START HAVING A CONVERSATION ABOUT WHAT THE NEXT ONE IS.
AND AND IF, FOR INSTANCE, INFLATION IS IT BECOMES A GREATER ISSUE THAN IT IS NOW AND CONTINUES TO ESCALATE, THEN IT MAY MEAN THAT TIMETABLE FROM 28 NEEDS TO ESCALATE TO BE ABLE TO ACCOMMODATE THE REMAINDER OF THE PROJECT.
SO THAT CONCLUDES OUR PRESENTATION.
IF YOU HAVE QUESTIONS OF ANY OF US, WE'D BE MORE THAN HAPPY TO ANSWER THOSE.
I'LL SEE TRUSTEE FOREMAN FIRST.
JUST TURN ON YOUR LIGHT AND WE'LL FOLLOW THE NORMAL PROTOCOL.
[00:20:02]
TRUSTEE FOREMAN. THANK YOU.JUST A FEW QUESTIONS REGARDING THE BOND, PARTICULARLY LOOKING AT THE INFLATION COST.
SO WITH IT BEING UP SO HIGH, WHAT IS THAT? 15%? 20% THAT WE'RE TRACKING BETWEEN 17 AND 20%.
OKAY. SO HOW HOW DOES THAT AFFECT ALL THE PROJECTS THAT YOU CURRENTLY HAVE ALREADY BID? DOES THAT AFFECT ANY OF THOSE PROJECTS? ARE THOSE FUTURE PROJECTS THAT WILL BE AFFECTED? LIKE I SAID, WE HAVE INFLATION SET ASIDE THAT WE CAN USE TO OFFSET THAT COST FOR THE CURRENT BIDS.
SO BUT THE INFLATION THAT YOU SET ASIDE WAS 12%, CORRECT? CORRECT. SO THERE'S A HIGHER INFLATION COST.
CORRECT. THE PERCENTAGE IS HIGHER.
THE RINO'S REALLY ISN'T ARE NOT CURRENTLY EXPERIENCING THAT.
SO IT'S NOT ACROSS THE BOARD EVERY PROJECT.
SO HOW MANY NEW BILLS DO WE HAVE? HOW MANY NEW CAMPUSES DO WE HAVE? 15. 15 OUT OF HOW MANY PROJECTS? 220, 221.
OF THE 54 MILLION ON THE QUICK START, HOW MUCH BUSINESS IS GONE TO MINORITY CONTRACTORS? I DON'T HAVE THAT WITH ME.
BUT I CAN I CAN PULL THAT OFF.
IT JUST MAKES MORE SENSE TO ME.
WHAT I WAS GOING TO WHAT I WAS GOING TO INDICATE IS IT'S PART OF THE 2020 BOND THAT MWB DOES REPORT.
AND I THOUGHT THE LAST PRESENTATION WAS LIKE 50% IN 2020.
YEAH, BUT THE QUICK START IS A PART OF THAT.
I'LL BE LOOKING AT THAT BECAUSE I'D LIKE TO SEE THAT BROKEN OUT SEPARATELY, BECAUSE I KNOW THAT ON YOUR NEWS, NEW PROJECTS, YOU HAVE THE ARCHITECTS AND YOU HAVE THE SOFT COST ALSO INVOLVED IN THAT, WHICH THAT'S WHERE WE GET A BIGGER BANG ON THE MINORITY PARTICIPATION.
I THINK I DON'T REMEMBER WHICH ONE SAID IT, BUT THE FINAL DESIGNS WILL BE IN 2028.
BUT WITH THE CURRENT INFLATION RATE, DO WE GET TO THE FINAL DESIGNS BASED ON THE DOLLARS THAT WE HAVE? CURRENTLY YES. THE BULK OF THE COST IS IN CONSTRUCTION.
I DON'T SEE AN ISSUE NOT BEING ABLE TO COMPLETE DESIGN AT THIS POINT.
AND THEN ON THE EXCUSE ME, ON THE QUICK STARTS.
DID WE TOUCH EVERY HIGH SCHOOL? ALMOST. SOME HAVEN'T STARTED YET, LIKE BASEBALL AND SOFTBALL.
BUT THERE HAS BEEN ALLOCATION FOR..
SO DO WE HAVE ANY IDEA WHEN WE WILL FINISH QUICKSTART? IT'LL BE BEFORE AUGUST OF NEXT YEAR.
BEFORE AUGUST OF NEXT YEAR? YES, MA'AM. THAT'S ALL THE QUESTIONS I HAVE RIGHT NOW.
MIGHT HAVE SOME ADDITIONAL QUESTIONS.
THANK YOU ALL FOR THIS PRESENTATION.
SO A FEW FOLLOW UP QUESTIONS THAT WAS REALLY HELPFUL AS FAR AS THE INFLATION GOING BACK TO THAT.
SO YOU MENTIONED RIGHT NOW ON THE NEW BILLS, WE'RE RUNNING 17 TO 20% INFLATION ON THOSE.
SO IF WE SEE INFLATION FALL AS LONG AS THE AVERAGE IS AT 12%, WE SHOULDN'T BE OVER THE CASE.
RIGHT. DO WE HAVE AN IDEA OF FOR THE PROJECTS ALLOCATED AND SPENT SO FAR, WHAT HAS BEEN OUR AVERAGE INFLATION, BOTH NEW BUILD AND CONSTRUCTION? WHAT THAT THE WEIGHTED AVERAGE IS IS? NOMINAL ON THE RENOVATIONS ON THE NEW IS 17%.
[00:25:01]
THAT TO COME UP WITH.BUT WE DON'T HAVE THAT RIGHT NOW.
OKAY. YEAH, THAT WOULD BE HELPFUL, AT LEAST IN DETERMINING HOW CLOSE WE ARE TO THAT 12% THRESHOLD.
SO KUDOS FOR WORKING THROUGH THAT.
AND I APPRECIATE I GOT THE EMAIL OR THE TRACKER TODAY WITH ALL OF THE DIFFERENT BOND ALLOCATIONS.
AND I'M NOT SO MUCH I DON'T HAVE ANY QUESTIONS ABOUT THE ACTUAL PROJECT AMOUNT.
MY THE BIGGEST THING THAT I HAVE IN MY MIND IS ESPECIALLY AS YOU MENTIONED, YOU KNOW, THREE YEARS WHEN I TALK ABOUT A NEW BOND NOW, BUT IN THREE YEARS TIME WE WOULD HAVE TO START PLANNING IF THERE WAS CONTINUED COST OVERRUN DUE TO INFLATION, ETC..
AND IT IS WE PASSED THE BIGGEST BOND IN THE HISTORY OF TEXAS.
WE ABSOLUTELY NEED TO MAINTAIN THE PUBLIC TRUST IN THE WORK THAT WE ARE DOING.
IT WAS REALLY HELPFUL FOR ME TO SEE THE SPREADSHEET THAT YOU ALL PUT TOGETHER.
HERE WAS THE ORIGINAL PROJECT.
WE'RE STILL ON TRACK FOR THIS PROJECT.
THE AMOUNTS MAY VARY, BUT THE SCOPE IS THE SAME AND WE PLAN TO GET THERE.
OR THIS ONE RAN UP BECAUSE WE DID A CONSOLIDATION HERE OR WE MADE A CHANGE THERE.
THIS IS WHAT I VOTED FOR WHEN I WHEN WE WERE COMING TO BOND, YOU GAVE ME THIS ALL OF THESE SHEETS THAT WERE AVAILABLE PUBLICLY ABOUT HERE'S OUR PLANS FOR THIS SCHOOL, $6 MILLION THAT'S GOING TO DO X, Y, AND Z.
HAS THE SCOPE CHANGED OR NOT? DO WE HAVE RIGHT NOW WHEN YOU ON THE BOND DASHBOARD, YOU CAN ONLY SEE THE SCHOOL AND THE CURRENT AMOUNT AND NO OTHER CONTEXT.
IT'S STILL HERE. THE PROJECT TIMELINE IS THIS DATE.
THE AMOUNT MAY BE DIFFERENT, BUT THAT'S BECAUSE WE ONLY STARTED THE PROJECT.
IS THERE ANY WAY TO CONSIDER ADDING THAT CONTEXT TO THE DASHBOARD SO IT CAN BE MORE HOLISTIC FOR THOSE LOOKING? YEAH, THE DASHBOARD IS A WORK IN PROGRESS.
SO WE HAVE HAD THAT CONVERSATION.
I JUST DON'T WANT TO I DON'T WANT THE TEAM TO HAVE TO RESPOND TO THAT QUESTION.
I'LL RESPOND TO THE QUESTION WITH REGARD TO US HAVING CONVERSATIONS BOTH FROM AND I CONTINUE TO LEARN, REALLY FOCUSING ON, AS YOU MENTIONED, TRUSTEE MACKEY THE SCOPE OF THE PROJECT.
DEPUTY SUPERINTENDENT THOMPSON REMINDS ME OFTEN WHEN WE FIRST STARTED OFF WITH THESE PROJECTS TO BEGIN WITH, WE DID THE BEST WE COULD WITH WHAT WE THOUGHT THEY WERE GOING TO COST ANYWAY FROM THE BEGINNING.
SO IN SOME INSTANCES WE MAY HAVE ACTUALLY BUDGETED TOO MUCH AND THE SCOPE OF THE PROJECT MAY NOT BE AS HIGH EVEN WHEN YOU TAKE INTO ACCOUNT THE INFLATION.
THE GOAL AND THE TEAM UP TO THIS POINT, AND I WANT TO EMPHASIZE THAT UP TO THIS POINT FEELS VERY CONFIDENT THAT THE SCOPE CAN BE COMPLETED ON ALL THE PROJECTS.
IF WE STAY WITHIN THAT, WE DON'T.
ANOTHER ADDITIONAL INCREASE OF, LET'S SAY, INFLATION ON ON THINGS THAT ARE ALREADY OUTSIDE OF.
AS TRUSTEE FOREMAN MENTIONED, WE BUDGETED FOR 12, 14% AND WE'RE AT 18 AND SOME INSTANCES AND SO ON.
HERE'S SOME ADJUSTMENTS WE MADE.
IF WE FOCUS ON IS THE SCOPE OF THE PROJECT STILL COMPLETE? I THINK IS GOING TO BE A KEY COMPONENT.
SO WE WILL BE MAKING SOME ADJUSTMENTS TO THAT IN SOME TRANSPARENCY.
I ALSO WANT TO BE MINDFUL OF HOW MUCH TIME ARE WE SPENDING IN MAKING CONTINUAL ADJUSTMENTS FOR THE TEAM TO BE INVESTING IN THAT TIME? I THINK TO THIS POINT IT WOULD BE IMPORTANT FOR THE TRANSPARENCY OF EVERYONE KNOWING WHERE THOSE PROJECTS ARE.
AND THAT GETS THE ROOT OF MY CONCERN.
AS LONG AS LONG AS WE'RE SHOWING THE SCOPE AND WHAT'S CHANGING OR WHAT'S NOT.
HOW ARE WE UTILIZING THE BOND OVERSIGHT COMMITTEE? I REMEMBER US APPOINTING PEOPLE AFTER THIS PASSED.
I THINK THAT CONVENED A FEW MEETINGS, BUT I HAVEN'T HEARD MUCH ABOUT WHAT THEY'RE DOING, HOW THEY'RE MEETING, WHAT FEEDBACK THEY'RE GIVING, WHAT KIND OF UPDATES THEY'RE GETTING, WHAT'S BEEN GOING ON WITH THE BOND OVERSIGHT.
YEAH, WE MEET WITH THEM QUARTERLY.
I BELIEVE WE'RE ON OUR THIRD OR FOURTH MEETING, AND THEY'RE PRETTY EXCITED ABOUT WHAT WE'RE SHOWING.
[00:30:01]
I'M GIVING THEM A SIMILAR PRESENTATION AS I'M GIVING YOU GUYS TONIGHT, AND IT'S BEEN ALL POSITIVE FEEDBACK SO FAR.ALL RIGHT. THOSE ARE THE QUESTIONS I HAVE FOR NOW.
THANK YOU ALL FOR THIS, ALL THIS WORK.
I KNOW IT'S A LOT AND YOU ALL ARE DOING GREAT WORK.
THANK YOU TRUSTEE MACKEY, TRUSTEE WHITE, TRUSTEE MICCICHE.
ONE QUESTION IS I'M NOT SURE IF JOHN QUINCY ADAMS IS MARKED AS A HISTORICAL LAND SITE OR NOT, BUT I UNDERSTAND IT IS ONE OF THE OLDEST SCHOOLS IN THE PLEASANT GROVE AREA.
IS THAT CORRECT? I DIDN'T RUN ACROSS THAT IN OUR RESEARCH, BUT IT HAS NO HISTORICAL MARK ON IT.
WE DIDN'T HAVE TO GO THROUGH A LANDMARKS COMMISSION FOR IT.
WE'RE CURRENTLY SCHEDULED TO DEMO IT.
IN THIS MONTH, WELL, NEXT MONTH, YEAH, THAT'S WHY THAT'S WHY I WAS ASKING, BECAUSE, YOU KNOW, I HAVEN'T HAD A COMMUNITY MEETING, SO.
MY OTHER QUESTION IS WERE THERE ANY FUTURISTIC POPULATIONS, PROJECTIONS DONE? I HEARD IT MENTIONED THAT YOU WERE GOING TO HAVE A ELEMENTARY SCHOOL.
I THINK IT WAS ALBERT C BLACK WITH OVER 900 ELEMENTARY STUDENTS IN THAT SCHOOL.
HAS THERE BEEN A POPULATION PROJECTION AS FAR AS IS THE POPULATION SLATED TO INCREASE WITHIN THE NEXT 5 TO 10 YEARS? IS IT GOING TO DECREASE? FOR EXAMPLE, AT JOHN QUINCY ADAMS, THE CURRENT ENROLLMENT IS 444 AND WE'RE PROJECTING A 750 CAMPUS.
SO YEAH, WE HAD A DEMOGRAPHIC STUDY DONE OVER THE NEXT TEN YEARS.
SO THE CAMPUSES AND THE SIZES WE'RE DESIGNING TAKE THAT INTO ACCOUNT.
SO FOR EVERY CAMPUS THAT'S ON THIS LIST, THERE HAS BEEN A POPULATION PROJECTION.
YES, MA'AM. AND I WANT TO ADD, ALL OF THEM ARE BEING BUILT OVER WHAT THE PROJECTIONS ARE.
THAT'S THE SIZE THAT'S BEING BUILT IN IN HOPES THAT AS WE BUILD THE SCHOOL, NUMBER ONE, WE HAVE SEEN INCREASES IN ENROLLMENT WHEN NEW BUILDS ARE CREATED AND THEN STILL HAVING ROOM BECAUSE THAT ONE'S A CONSOLIDATION BETWEEN BUSHMEN AND PEASE.
AND SO NOT ONLY DID WE MAKE SURE WE HAD PLENTY OF SPACE THERE, THEY EVEN ADDED ADDITIONAL.
MY NEXT QUESTION IS I HEARD IT MENTIONED THAT IT WAS MORE EXPENSIVE FOR A NEW BUILD VERSUS A RENOVATION AS FAR AS COST PER SQUARE FOOT IS CONCERNED.
I'M JUST WONDERING, CAN YOU EXPLAIN THAT TO ME WHY THAT IS THE CASE? WELL, LIKE ON A MATERIAL SLIDE, CONCRETE, STEEL, THOSE THINGS GO INTO NEW CONSTRUCTION THAT AREN'T A FACTOR IN A LOT OF YOUR RENOVATIONS.
THANK YOU TRUSTEE WHITE. TRUSTEE MICCICHE.
THANK YOU. I HAD A QUESTION RELATING TO CAREER CENTER EAST.
WHAT WHAT IS THE TIMELINE FOR THAT? AND. WE'RE IN THE EARLY PHASE.
IT'S AT THE LINCOLN CAMPUS AND AT THE HISTORIC BUILDING AT LINCOLN AND NAPOLEON BUILDING.
WE'VE GOT TO GO THROUGH A PROGRAM AND EXERCISES.
WE'RE PROJECTING AT 126 RIGHT NOW.
BUT WE STILL HAVE A LOT OF UNDEFINED SCOPE WE HAVE TO GET THROUGH FOR CAREER INSTITUTES.
SO IT IS GOING TO BE IN THE OLD LINCOLN BUILDING.
YES SIR. RIGHT, AND IS THE HISTORIC DESIGNATION, DOES THAT COVER THE WHOLE BUILDING OR IS IT MORE LIKE THE WAY, SAY, BOOKER T IS WHERE THE WERE THE FACING WAS KEPT? BUT THERE'S BASICALLY A NEW BUILDING BEHIND THE FACING.
HOW DO YOU PLAN ON APPROACHING IT.
YEAH THAT'S CORRECT THAT THAT ONE PORTION OF THE BUILDING IS UNDER HISTORIC DESIGNATION.
[00:35:05]
SO THAT'S WHAT OUR ARCHITECTS ARE WORKING ON, BEING ABLE TO KEEP THAT FRONT FACING THE REST OF THE BUILDING, THE LINCOLN ACTUAL LINCOLN HIGH SCHOOL AND ALL OF THAT IS A DESIGNATED SITE.OKAY. SO WHAT WE WOULD ANTICIPATE TO SEE BY 2026 IS ESSENTIALLY A NEW BUILDING FOR CAREER CENTER EAST, BUT PRESERVING THAT HISTORICAL FACING PART OF IT.
CORRECT. AND IN THE MEANTIME, CAREER EAST IS WHERE IT'S AT THAT SAME BUILDING.
IT'S AT THAT SAME BUILDING WITH NOT ALL OF THE EQUIPMENT AND SO FORTH.
SO WE'VE MADE SOME MODIFICATIONS TO THE BUILDING FOR INSTANCE, THE CLASSROOMS THAT WERE NEEDED, THE SIZE, THE SPACE AND SOME SOME OF THE DIFFERENT, YOU KNOW, PROGRAMING ASPECTS.
AND WE'RE CURRENTLY WORKING ON AN AREA FOR THEIR LUNCHROOM AND CAFETERIA.
SO WE'VE MADE IT VERY LIVABLE AS A CAREER INSTITUTE UNTIL WE CAN INVEST THE MAJOR DOLLARS.
BUT IN TERMS OF THE EQUIPMENT THAT YOU NEED FOR THE PROGRAMING, IS THAT ALL THERE? GOOD AFTERNOON. WE DO HAVE THE EQUIPMENT THERE THAT WE NEED.
I THINK WHAT'S IMPORTANT TO NOTE IS THE EXPANSION OF CAREER INSTITUTE EAST.
BUT WE DO HAVE THE INSTRUCTIONAL MATERIAL THERE.
THANK YOU. THANK YOU, TRUSTEE MICCICHE.
JUST VERY QUICKLY, A COUPLE OF DIFFERENT THINGS.
THE LAST THREE BONDS HAVE HAD MAJOR CHANGES.
WHEN ESPECIALLY THE LAST ONE WHERE WE DECIDED TO WORK ON THE HIGH SCHOOLS.
AND SO THERE WERE PROJECTS THAT THE BOARD DECIDED AND WE GET TO DECIDE ON THOSE THINGS.
AND THERE ARE CERTAIN PROJECTS THAT WE'VE DELIVERED.
WE'VE SAID THIS IS WHAT WE'RE GOING TO DO, AND I THINK IT'S IMPORTANT.
BUT JUST A REMINDER THAT THE BOARD DOES GET TO DECIDE IF WE CHANGE DECIDE TO CHANGE DIRECTIONS.
IN THE OH FIVE BOND, THERE WAS A MAJOR CHANGE IN THE BOND BECAUSE MARSHALL WAS GOING TO GET A A NEW WING AND WE DECIDED NOT TO PUT A NEW WING THERE AND INSTEAD BUILT SAM TASBY, WHICH WAS ABSOLUTELY THE RIGHT DECISION TO MAKE.
SO JUST TO JUST TO REMIND US THAT THAT, YES, WE NEED TO BE.
BUT IT'S ABOUT IT'S NOT ABOUT THE AMOUNT, IT'S ABOUT DELIVERING THE PROJECT, BECAUSE SOMETIMES YOU DISCOVER SOMETHING WHEN YOU'RE DOING A RENOVATION THAT'S GOING TO REQUIRE A LOT MORE MONEY TO FIX IN WHAT YOU ANTICIPATED.
AND THEN YOU'RE WORKING ON ANOTHER ONE WHERE, GUESS WHAT, YOU GET TO SAVE THAT SAME AMOUNT.
AND SO THE MONEY GETS TO GO BACK INTO THE POT TO PAY FOR THE ONE WHERE IT WENT OVER.
SO I THINK THAT'S JUST SOMETHING TO BEAR IN MIND.
THE OTHER THE OTHER THING TO BEAR IN MIND ON THESE ON THESE FAMOUS HISTORICAL DESIGNATIONS, I MEAN, WE GOT WE WERE FORTUNATE ENOUGH THAT WE WE SOLD CROSIER TECH BEFORE IT GOT THE HISTORICAL DESIGNATION, AND THEN IT SAT THERE FOR 20 SOME ODD YEARS UNTIL SOMEBODY DECIDED TO SPEND ALL THIS RIDICULOUS AMOUNT OF MONEY TRYING TO FIX IT. WHENEVER A BUILDING GETS A HISTORICAL DESIGNATION, ONE, IT'S ONCE THIS PROCESS STARTS, THERE IS NO STOPPING IT.
AND SO JUST AND WHEN YOU WHEN YOU GET THE HISTORICAL DESIGNATION, WE'RE GOING TO SPEND A FORTUNE FIXING THOSE THINGS AND FORGET THESE $300 FOR 50 OR FOOT.
THE PRICE IS JUST SKYROCKET ON THOSE THINGS TO THE POINT WHERE WHEN WE WHEN WE BUILT THE NEW ADAMSON, WE GOT LEFT HOLDING THE BAG ON AN OLD ADAMSON, WHICH GOT ALLEGEDLY, YOU KNOW, QUOTE UNQUOTE, HISTORICALLY DESIGNATED THAT BUILDING.
THERE IS NOTHING HISTORIC ABOUT THAT OLD BUILDING WHEN WE ANALYZE THIS.
THERE'S ABSOLUTELY NOTHING HISTORIC ABOUT THAT OLD BUILDING.
BUT THE CITY STARTED THE PROCESS.
AND ONCE THE PROCESS GOT ROLLING AND IT GOT DESIGNATED AND SO WE GOT LEFT HOLDING THE BAG, SPENDING.
I DON'T KNOW WHAT IT'S COST US TO KEEP IT.
IN COMPLIANCE FOR THE LAST DECADE THAT WE'VE OWNED IT.
I KNOW WE'RE GOING TO USE IT FOR SOMETHING ELSE NOW, BUT JUST SO THAT PEOPLE REALIZE THAT THERE'S A SIGNIFICANT COST TO THOSE HISTORICAL DESIGNATIONS AND MOST OF THE TIME THEY'RE ABSOLUTELY NOT WARRANTED.
[00:40:03]
SO JUST WANTED TO MENTION THOSE TWO THINGS.THANK YOU. THANK YOU TRUSTEE MARSHALL.
TRUSTEE FOREMAN. CALLED TRUSTEE MARSHALL FIRST.
DID YOU CALL HIM FIRST? YOU DID SAY MARSHALL.
I DON'T KNOW WHO HE'S. THANK YOU TRUSTEE FLORES.
I WILL SAY TRUSTEE MARSHALL IS THE ONLY ONE I THINK THAT HAS VOTED TODAY.
SO. GOOD JOB. GO AHEAD, TRUSTEE FOREMAN.
FIRST, LET ME MAKE A CORRECTION.
I SERVED ON THE 2002, 2008 AND WAS ON THE 2015 BEFORE I CAME ON THE BOARD.
SO I'M VERY FAMILIAR WITH BOND PROJECTS AND WANTED TO MAKE THAT CLEAR.
FROM A HISTORICAL DESIGNATION STANDPOINT.
WE GAINED VERY MUCH FROM HAVING BOOKER T WASHINGTON AS A HISTORIC DESIGNATION, AND WE WILL ALSO GAIN HAVING LINCOLN AS A HISTORIC DESIGNATION. BOOKER T WASHINGTON WAS THE FIRST AFRICAN AMERICAN SCHOOL IN DALLAS.
AND BY THE WAY, I ATTENDED THAT HISTORIC BUILDING.
A COUPLE OF QUESTIONS, AND ONE OF THEM IS THE CAREER DEVELOPMENT CENTER SOUTH.
I DON'T RECALL COMMUNITY ENGAGEMENT IN THAT PARTICULAR PROJECT.
I MIGHT HAVE MISSED IT, BUT I WOULD LIKE TO SEE US HAVE AS MUCH COMMUNITY ENGAGEMENT AS POSSIBLE BECAUSE THAT ACTUALLY ENCOMPASSES MY DISTRICT AND TRUSTEE MAXIE JOHNSON'S DISTRICT ALSO.
SO WE NEED TO HAVE SOME COLLABORATION ON THAT TO MAKE SURE I MIGHT HAVE MISSED IT.
THERE'S SO MUCH GOING ON, BUT JUST WANTED TO TO BRING THAT UP.
AND THEN THE OTHER THING, THE LAST QUESTION THAT I WILL ASK IS ARE THERE ANY PROJECTS THAT ARE DISTRICT WIDE IN THIS BOND PROGRAM? BECAUSE THAT QUESTION HAS NOT BEEN ASKED.
TRUSTEE FOREMAN MEAN, LIKE A DISTRICT CENTRAL FACILITY OR A DISTRICT..
LIKE A DISTRICT CENTRAL FACILITY, ANYTHING THAT IS NOT RELEVANT TO SCHOOLS.
UM, I'M TRYING TO THINK AS WELL.
SO WOULD SOMEBODY PLEASE LOOK INTO THAT FOR ME? BECAUSE I DO WANT TO DELIVER EXACTLY WHAT WE TOLD THE PUBLIC WE WERE GOING TO DELIVER AND DON'T WANT TO ADD THINGS THAT WE DON'T KNOW ABOUT UNTIL THE LAST MINUTE.
SO IF SOMEBODY WOULD LOOK INTO THAT, I WOULD APPRECIATE IT.
YOU DON'T HAVE TO DO IT RIGHT NOW.
JUST GET IT BACK TO ME, PLEASE.
THANK YOU. THANK YOU, TRUSTEE FOREMAN.
ONE COMMENT IN A LINE OF QUESTION.
I WOULD LOVE TO SEE IT DISAGGREGATED.
AND THEN THE SECOND PIECE IS JUST A LINE OF QUESTIONING.
SO WE'RE TALKING ABOUT CONSTRUCTION.
HOW DO WE FINANCE THIS CONSTRUCTION? SELL THE BONDS.
HOW MANY HOW MANY DOLLARS OF BONDS HAVE WE ALREADY ISSUED? AROUND ABOUT 470 OUT OF FROM 2020.
AND WE'RE GOING TO ASK THE BOARD FOR AUTHORIZATION.
SO ANOTHER 600 MILLION, 470 MILLION.
SO I KNOW WE'VE HAD THIS CONVERSATIONS OFF LINE, BUT I'D ALSO LIKE TO SEE THAT INFORMATION INCLUDED IN CONSTRUCTION PRESENTATIONS AND PARTICULARLY ALSO BACK TO TRUSTEE FOREMAN'S POINT, THE MWP DISAGGREGATION OF THAT FINANCING ASPECT.
SO I WOULD LOVE TO SEE BOTH OF THOSE INCLUDED IN ALL THESE PRESENTATIONS RELATED.
SO INSTEAD OF CONSTRUCTION BOND, I WOULD LOVE TO JUST BE A BOND PRESENTATION.
SO THE FINANCING AND THE CONSTRUCTION SIDE AND WE'LL TALK ABOUT THE ACCOUNTABILITY ON THE BACK END.
I DON'T KNOW IF ANY OTHER TRUSTEES HAVE TRUSTEE JOHNSON.
[00:45:02]
I CONCUR WITH TRUSTEE HENRY.I THINK YOU SAID WE HAVE ONE COMING UP THAT'S SELLING.
WE'RE IN NOVEMBER, WE'LL BE ASKING THE BOARD TO AUTHORIZE US TO SELL.
THE SALE WOULD ACTUALLY BE IN DECEMBER FOR US TO COLLECT THE PROCEEDS IN DECEMBER.
BUT WE WILL BE ASKING THE BOARD TO ALLOW US TO DO THAT.
AND YOU AND YOU WILL BRING ALL THAT INFORMATION TO THE BOARD.
ALSO, CAN WE I'M LOOKING HERE ON PAGE 20.
AND PLEASE FORGIVE ME FOR BEING LATE.
TRAFFIC WAS A LITTLE DIFFICULT.
IT'S A LITTLE DIFFICULT IN TEXAS.
I SEE THAT IT'S GIVEN US MORE INFLATION.
SO I GUESS WHAT WE'RE LOOKING AT, WE WAS AT TWO, I GUESS IF I'M READING THIS RIGHT IN 2020, WE'RE SAYING 300, 2019, 285,000 SQUARE FEET.
AND IN 2021-22 LOOK LIKE THAT'S GOING TO BE 430,000 SQUARE FEET.
SO WHERE DOES THAT PUT US IN OUR PROJECTS? BECAUSE WE BUDGETED FOR ONE.
SO WHERE DOES THAT PUT US IN PROJECTS THAT NEED TO BE COMPLETED? AND THEN THOSE PROJECTS THAT WE PROJECT THE BUDGET FOR SEEMS LIKE, IF I'M LOOKING CORRECTLY, THAT WE'RE GOING TO BE REALLY OVER THE BUDGET THAT WE KIND OF INTEND TO BE.
SO IF A PROJECT COSTS $10 LESS THEN BACK THEN THAT'S GOING TO ACTUALLY COST $20.
SO WHAT DO WE DO WITH THOSE PROJECTS? WILL WE COMPLETE IT, WILL WE TAKE THINGS FROM THE COMMUNITY THAT WAS PROMISED? WHAT WILL WE DO WITH THOSE PROJECTS? WELL, I'LL START NOW AND I'LL LET CHIEF THOMPSON ADD ON AS WELL.
SO AND THESE ITEMS AS WE WENT THROUGH AND JUST THIS SLIDE HERE SHOWS THE VARIOUS TRADES SO THE GREATEST AMOUNT OF INFLATION THAT WE'RE EXPERIENCING IS ON NEW BUILDS, RIGHT? SO OUR NEW CONSTRUCTION, THE REMODELS WE AREN'T EXPERIENCING.
WE WERE JUST REALLY FOCUSED ON WHAT THE NEW BUILDS ARE COSTING.
RIGHT. SO WITH THE INFLATION, I KNOW AS TIMES EXTEND INFLATION INCREASES, CORRECT? IN SOME CASES IT DOES.
IN OTHER CASES, FOR INSTANCE, IF IT GOES TOO HIGH, THEN CONSTRUCTION IN MANY AREAS WILL STOP.
RIGHT? THEY INTEREST RATES GO TOO HIGH.
SO I AS A BUSINESS OWNER WILL NOT BUILD THE BUILDING THAT I WAS PLANNING ON.
SO CONSTRUCTION STOPS, WHICH THEN CAUSES PRICES, SOME PRICES TO COME BACK DOWN.
SO IT'S NOT ALWAYS A CONTINUAL ESCALATION.
IT DEPENDS ON THE THE OVERALL ECONOMY AND THE USE.
THERE'S MEETING DEMAND AT THIS POINT.
RIGHT, RIGHT. SO AS A STEEL COMPANY, YOU CAN SELL IT FOR WHATEVER PRICE YOU CAN GET.
AND IF PEOPLE AREN'T BUILDING, YOU'RE LOOKING FOR WAYS TO SELL IT.
SO IT GENERALLY IT GOES UP AND DOWN, AS YOU CAN IMAGINE, A MARKET DOES.
SO WE'RE NOT ANTICIPATING IT CONTINUE TO ESCALATE.
IT'S GOING TO HIT A PLATEAU AND THEN COME DOWN SOME.
AND WE DO KNOW THE FED'S ANTICIPATING RAISING THE RATES AGAIN.
AND SO THAT WILL THAT WILL IMPACT.
BUT IT IS GOING TO BE SEVERAL MONTHS BEFORE THAT IMPACT IS FELT.
IT IS NOT. YOU KNOW, EVERY TIME THE FED RAISES THE RATE, IT DOES NOT HAVE AN IMMEDIATE IMPACT.
IT DOES TAKE A LITTLE WHILE FOR THAT TO TRICKLE THROUGH THE ECONOMY.
BUT WE ARE MONITORING THAT NOW.
AND AS IT SITS RIGHT NOW WHERE THE INFLATION IS NOW, WE CAN COMPLETE OUR PROJECTS.
SO WITH THAT, WITH THAT BEING SAID, [INAUDIBLE] I THINK THAT'S YOUR TITLE.
YOU KNOW, I CALL YOU BROTHER THOMPSON.
WHAT WHAT DOES THAT'S BROTHER THOMPSON YA'LL.
BUT WHAT DOES THAT LOOK LIKE WITH THE PROJECTS.
DO WE LOCK THE COMPANIES IN SO THEY CAN GO AHEAD AND GET THE PROJECTS GOING SO THEY CAN.
SO OUR PROJECT IS GOING TO CONTINUE TO INCREASE.
HOW DO WE DO THAT SO WE DON'T LOSE AS A DISTRICT.
WHEN WE WHEN, WHEN BRENT BIDS THE PARTICULAR ITEM, WE TELL THEM WE WANT THIS COMPLETED BY X DATE.
SO THEY BUILD INTO THEIR ESTIMATE WHAT THEY BELIEVE THEIR COST IS GOING TO BE OVER THAT TIME.
[00:50:03]
THE BID, THEN THEY'RE GOING TO HOLD TO THEIR PRICE AND AND COMPLETE THE PROJECT.YEAH, THAT'S CORRECT. WE'RE KIND OF TRYING TO PUT THESE PROJECTS OUT RIGHT NOW.
I MEAN, OVER THE NEXT COUPLE OF MONTHS YOU'RE GOING TO SEE ME BRINGING THESE NEW SCHOOLS TO BID AND WE'RE GETTING LUMP SUM CONTRACTS AND THOSE PRICES ARE LOCKED IN AT THAT POINT AND WE'RE HOLDING THOSE CONTRACTS ACCOUNTABLE.
SO THAT'S PART OF OUR STRATEGY RIGHT NOW.
GET THIS STUFF OUT IN THE MARKET BEFORE THE PRICES INCREASE EVEN MORE.
THANK YOU. THAT'S ONE OF THE THINGS THAT I THINK I SPOKE WITH YOU AND CHIEF BATES ABOUT THIS.
SO WE JUST WANT I WANT TO MAKE SURE WE HAVE IT OPENLY DISCUSSED THAT THE DISTRICT HAS A PLAN.
WE UNDERSTAND WHAT'S GOING ON AND NO PROJECT WILL BE HINDERED.
FOR NOT BEING MESSED OVER AND ETC..
SO WE'RE PUTTING IN A CLAUSE OF IF WE SEE INFLATION GOING DOWN THAT WE NEED TO REVISIT THEIR AGREEMENT BECAUSE THEY'VE THEY'VE THEY'VE BUILT IT IN THAT THEY'RE GOING TO SEE ADDITIONAL COST. SO WE'RE TRYING TO PROTECT THE DISTRICT BOTH WAYS.
THANK YOU SO MUCH. THANK YOU, GUYS.
THANK YOU, TRUSTEE JOHNSON. I THINK THAT'S ALL ON THE BOND PRESENTATION, SUPERINTENDENT.
I WOULD JUST LIKE TO TAKE A MOMENT TO THANK OUR TEAM.
I KNOW YOU ALL RECOGNIZE HOW HARD THEY HAVE BEEN WORKING.
I DO THINK IT IS I HAVE NOT SEEN ANOTHER SCHOOL DISTRICT THAT HAS A PUBLIC DASHBOARD THAT PRESENTS THAT TYPE OF BOND INFORMATION, AND CERTAINLY WE CAN IMPROVE ON IT.
GOOD AFTERNOON. I'M PRESIDENT HENRY, OUR TRUSTEES AND SUPERINTENDENT ELIZALDE.
DURING THE PRESENTATION, YOU'LL RECEIVE UPDATES TO OUR TA ACCOUNTABILITY SYSTEM, OUR CURRENT AND HISTORICAL PERFORMANCE DATA, WHICH HAS INFORMED OUR METHODOLOGY AND MODELING FOR THE PROPOSED PATHWAYS TO REACH OUR STUDENT OUTCOME GOALS.
NOW, IN OUR CURRENT METHODOLOGY, WE USE THE OVERALL STUDENT OUTCOME GOALS TO CREATE CAMPUS TARGETS.
WE'RE PROPOSING A METHODOLOGY AND MODEL THAT LEADS TO PATHWAYS WHICH PERSONALIZE THOSE TARGETS FOR STUDENTS, TEACHERS IN EACH CAMPUS, WHICH WILL BUILD UP TO OUR OVERALL OUTCOME GOALS.
AND WHAT I MEAN BY THOSE PERSONALIZED PATHWAYS, YOU CAN GO TO THE NEXT SLIDE, THANK YOU.
. IS THAT EACH STUDENT RECEIVED ACHIEVES AT LEAST ONE YEAR OF GROWTH AND THERE'S A PLAN FOR EACH STUDENT TO ATTAIN MEETS PERFORMANCE WITHIN ABOUT A 1 TO 3 YEAR HORIZON.
THE NEXT SLIDE, AND THIS IS JUST A QUICK REMINDER THAT STAAR IS DIVIDED INTO FOUR ACHIEVEMENT BANDS.
WE HAVE DOES NOT MEET APPROACHES, MEETS AND MASTERS AND NOW TAS CONSIDERING DIVIDING THESE PERFORMANCE BANDS INTO ADDITIONAL PERFORMANCE LEVELS, WHICH I'LL DESCRIBE OVER THE NEXT FEW SLIDES.
FOR INSTANCE, STUDENTS THAT GROW IN DOES NOT MEET OUR LOW DOSE, DOES NOT MEET BAND AND THEY GROW TO LIKE A HIGH, DOES NOT MEET THOSE STUDENTS MIGHT NOT BE CALCULATED AND EVEN STUDENTS WHO GROW WITHIN THE APPROACHES PERFORMANCE BAND FROM LOW APPROACHES TO HIGH APPROACHES WOULD NOT BE CALCULATED NECESSARILY AND DOES NOT IN OUR DOMAIN ONE CALCULATION, AND IF WE REMEMBER DOMAIN ONE WAS NEVER MEANT TO CALCULATE GROWTH.
IT WAS MEANT TO CALCULATE ABSOLUTE STUDENT PERFORMANCE.
THIS SLIDE JUST IDEALLY REPRESENTS THAT ALL STUDENTS NEED TO HAVE AN INDIVIDUALIZED PATHWAY.
SO IF WE LOOK, WE CAN SEE THAT A STUDENT AT LOW DOES NOT MEETS FOR THE 2021-2022 SCHOOL YEAR COULD POTENTIALLY TAKE MULTIPLE YEARS, EVEN MORE THAN THE THREE YEAR HORIZON WE DISCUSSED EARLIER TO GET TO A MEET'S PERFORMANCE.
[00:55:04]
AND WE'LL TALK ABOUT OUR PLAN TO MOVE STUDENTS LIKE THAT TO MEETS OVER THE NEXT COUPLE OF YEARS.AND IN THIS SLIDE, WHAT WE WANT TO SHOW IS THAT ALL OF OUR THOSE STUDENTS THAT ARE IN THAT APPROACH MEETS IN MASTERS PERFORMANCE BANDS THAT THEY ARE THEIR CONTRIBUTIONS ARE CALCULATED DIFFERENTLY WITHIN THE DOMAIN ONE INDEX.
SO IF THEY'RE A MASTER'S STUDENT, FOR INSTANCE, THEY WOULD CONTRIBUTE, LET'S SAY, THREE POINTS.
A STUDENT AT FORMS THAT MEETS WOULD CONTRIBUTE ABOUT TWO POINTS IN A STUDENT THAT PERFORMS, THAT APPROACHES, REGARDLESS OF WHETHER ITS APPROACH IS LOW OR APPROACHES HIGH WOULD CONTRIBUTE ONE POINT TO THE OVERALL CALCULATION AND SO I'M GOING TO GO BACK KIND OF TO SOMETHING I WAS TALKING ABOUT EARLIER.
WE KNOW THAT IF WE JUST HAVE OUR STUDENTS MOVE UP ONE GRADE LEVEL OR ACHIEVE AT LEAST ONE GRADE LEVEL OF LEARNING OVER THE COURSE OF EACH YEAR, THAT WOULD STILL ENSURE THAT OUR ACHIEVEMENT GAPS PERSIST.
WE NEED TO GROW THEM A YEAR PLUS.
ON THE NEXT SLIDE, PARDON ME ONE POINT THAT WE WANT TO HIGHLIGHT, WHICH IS WHY WE BELIEVE THAT A TA IS CONSIDERING THOSE PERFORMANCE LEVELS WITHIN EACH BAND, IS THAT IT TAKES SPECIFICALLY IN SOME BANDS A LOT MORE WORK TO MOVE TO THE NEXT PERFORMANCE BAND.
SO IF YOU SEE, FOR INSTANCE IN DOES NOT MEET, THERE IS A 16 QUESTION DIFFERENCE TO GO FROM A VERY, VERY LOW DOES NOT MEETS TO THE PERFORMANCE APPROACHES BANDS AND SO AND ALSO IF YOU LOOK DOWN AT MEETS OR MASTERS, THERE ARE VERY FEW QUESTIONS.
AND SO I'LL TELL YOU IN THE NEXT SLIDE WHY THAT'S KIND OF IMPORTANT.
AND SO WHAT WE DID IN THIS METHODOLOGY IS WE LOOKED AT OUR CURRENT STUDENT BASELINE DATA AND THEIR POTENTIAL GROWTH TARGETS, AND THEN WE CALCULATED THE TYPICAL ATTAINMENT RATES WITHIN EACH GRADE LEVEL AND SUBJECT AREA BASED ON THE HISTORIC HISTORICAL DATA THAT WE HAVE.
AND THEN WE APPLY IT TO OUR STUDENTS, OUR STUDENT GROWTH TARGETS THAT WE HAVE NOW.
AND WE CALCULATED THAT OVER THE COURSE OF THE NEXT COUPLE OF YEARS TO SET REVISED TARGETS.
AND SO THIS IS JUST A GRAPHICAL MODEL TO REPRESENT WHAT I JUST STATED IN WORDS.
JUST BECAUSE IT'S CUTE, WE PUT IT IN THERE.
BUT IN ANY CASE, IT BASICALLY JUST SHOWS WE'RE LOOKING AT THE STUDENT GROWTH GOALS.
WE WANTED TO MAKE SURE THAT WE HAD A PERSONALIZATION OF THOSE STUDENT OUTCOME GOALS, THESE BIG, BROAD GOALS THAT ARE FOCUSED AT THE CLASSROOM, CAMPUS AND STUDENT LEVEL.
IN THIS NEXT SLIDE, I'LL JUST HIGHLIGHT, YOU CAN SEE ALL FIVE GOALS REPRESENTED.
AND YOU'LL NOTE ON THIS PARTICULAR SLIDE THAT THERE WAS A SWITCH BETWEEN OUR PREVIOUS GOAL FOUR AND GOAL FIVE, AND WE JUST DID THAT TO MAKE THE GOALS MORE SEQUENTIAL. AND SO I'LL HIGHLIGHT THE CHANGES ON OUR EACH GOAL.
AGAIN, YOU'LL SEE THAT THE OVERALL GOAL IS NOT DOES NOT HAVE ANY CHANGE LANGUAGE IN GOAL ONE.
BUT IF WE MOVE DOWN TO GPMS 1.1, 1.2 AND 1.3, YOU'LL NOTE THAT WE SHIFTED THE USE OF ALL ASSESSMENTS TO REVIEW THESE GOALS TO READING AND MATH.
AND AGAIN, WE'RE FOCUSED ON IN THAT PARTICULAR GOAL, ALL STUDENTS ARE AFRICAN AMERICAN STUDENTS AND ARE MEET STUDENTS IN GPM, 1.3.
NEXT SLIDE. HERE ON THIS SLIDE.
[01:00:05]
YOU CAN TALK A LITTLE BIT MORE ABOUT THE METHODOLOGY AND QUESTIONS, BUT ON THIS SLIDE, I JUST WANTED TO SHOW THE REVISED TARGETS FOR ALL GPMS AND INCLUDING THE REVISED GOALS TARGET. BUT AGAIN, OUR OVERALL OUTCOME GOAL FOR 24-25 REMAINS THE SAME.IN GOAL TWO, YOU CAN SEE THAT WE REMOVED THE KINDERGARTEN READINESS GPM TO FOCUS ON THIRD GRADE, MIDDLE OF THE YEAR PROJECTIONS TOWARDS STAAR.
WE DID THAT TO ENSURE THAT WE HAD A LEADING INDICATOR THAT WAS MORE ALIGNED TO THE OUTCOME GOAL.
AND IN G AND WE ADDED ADDITIONAL GPM, FIRST GRADE AFRICAN-AMERICAN STUDENTS AND ALL OF THOSE STUDENTS WHO SCORE AGAIN ABOVE THE 50TH PERCENTILE ON THEIR END OF YEAR MAP ASSESSMENT.
ON THE NEXT SLIDE, YOU'LL SEE THAT WHAT WE WANTED TO REALLY FOCUS ON IS THE SAME COHORT YEAR OVER YEAR TO DETERMINE WHAT OUR POTENTIAL OUTCOME WOULD BE IN THIRD GRADE.
AGAIN, YOU SEE THE REVISED TARGET AND THE OUTCOME GOAL REMAINS THE SAME.
IN GOAL THREE, THE MODELING IS VERY SIMILAR TO THIRD GRADE READING, AND IN THIS GOAL THREE YOU SEE THAT THE MODELING IS NOW FOR THIRD GRADE I'M SORRY, MATH.
AH THIRD GRADE MATH, GPM 3.1 FOCUSES ON MIDDLE OF THE YEAR MAP FOR OUR THIRD GRADE STUDENTS.
3.24 FOCUSES ON THE SECOND GRADE COHORT FOR ART AS SECOND GRADE STUDENTS.
AND THEN I'M SORRY, I SAID MIDDLE OF THE YEAR, END OF YEAR FOR OUR THIRD SECOND GRADE STUDENTS AND THEN GPM 3.3 FOCUSES ON FIRST GRADE PERFORMANCE AT THE END OF THE YEAR FOR OUR FIRST GRADE STUDENTS.
AND AGAIN, YOU CAN SEE THE REVISED TARGETS.
FOR GOAL FOUR, YOU CAN SEE THAT WE HAVE WE'RE UTILIZING AGAIN THE CHANGE FROM GOAL FIVE TO GOAL FOUR FOR THAT SEQUENTIAL READING OF OUR GOALS.
AND THEN FOR GOAL FIVE, I WILL TURN IT TO DR.
ONE SCORE OF THE ANNUAL TAPER REPORT.
THE PREVIOUS GOAL WAS SET FROM 42 TO MOVE TO 54.
THUS WE'RE RECOMMENDING A GOAL OF 65%.
BUT BEFORE I GO FURTHER INTO THE GPM, I THINK A FEW THINGS I WANT TO POINT OUT, ONE OF WHICH IS THE TARGETS, THE GPMS THAT WE HAVE IN PLACE NOW IN ONE ONE ADJUSTMENT WE'RE PROPOSING, THEY ALL LEAD TO ENSURING MOVING THE NEEDLE ON OUR DOMAIN, ONE SCORE, BUT MORE IMPORTANTLY, THEY ALL LEAD TO ENSURING THAT OUR STUDENTS THRIVE POST GRADUATION OF HIGH SCHOOL WITH CREDENTIALS TO EITHER TO GO INTO COLLEGE OR GO INTO THE WORKFORCE AND WELL PREPARED TO DO SO.
AND THEN THE LAST THING I'LL SAY BEFORE GOING TO GPMS IS ALL FIVE OF OUR GPMS ARE DIRECTLY ALIGNED TO HOUSE BILL THREE AND HELP SUPPORT THE WORK THAT WE'RE DOING IN THAT SPACE AS WELL.
SO GOING INTO GPM 5.1 AND 5.2, THERE ARE NO RECOMMENDED CHANGES FOR THE THE END TARGET.
5.1 IS AIMED AT TSI COLLEGE READINESS VIA AN ASSESSMENT, WHETHER IT BE TSI SAT OR ACT 5.2 IS AIMED AT INDUSTRY BASED CERTIFICATIONS.
AND THEN MOVING TO 5.3, THAT'S AIMED AT LEVEL ONE AND LEVEL TWO CERTIFICATES.
WE ARE PROPOSING AN ADJUSTMENT TO THE END TARGET OF 450, AND I'LL TALK ABOUT THAT IN A FEW MOMENTS.
AND THEN WE MOVE TO THE NEXT SLIDE.
4.4, AS YOU RECALL, WAS THE COMPLETION OF FINANCIAL AID.
[01:05:09]
AND SO WE FEEL LIKE THAT'S THE A GOOD PROPOSED SWITCH BECAUSE THAT AGAIN ALIGNS WITH HOUSE BILL THREE AND OBVIOUSLY SOMETHING WE VALUE OF GETTING OUR STUDENTS CREDENTIALS AS THEY GRADUATE FROM HIGH SCHOOL.BUT WE ARE PROPOSING AN ADDITIONAL LANGUAGE IN THERE TO INCLUDE THE NUMBER OF ASSOCIATE DEGREES ATTAINED AS WELL, BECAUSE WE DO HAVE STUDENTS WHO ARE GRADUATING WITH AN ASSOCIATE DEGREE WHO ARE THEN GOING INTO THE MARKET.
WE ARE RECOMMENDING SOME PROPOSED ADJUSTMENTS TO YEAR 22-23 AS WELL AS 23-24.
AND THEN FOR 5.2, AS I SAID, THERE ARE SIGNIFICANT CHANGES WITH INDUSTRY BASED CERTIFICATIONS PROPOSED BY THE STATE THAT WE BELIEVE WILL HAVE AN IMPACT ON OUR THE WORK, THE OUTCOMES THAT WE ACHIEVE.
BUT SO WHILE WE'RE NOT MAKING RECOMMENDATIONS FOR CHANGE NOW, WE ARE RECOMMENDING POTENTIALLY THAT WE MAY NEED TO COME BACK TO THE TABLE HERE IN ABOUT A YEAR FROM NOW, DEPENDING ON WHAT THE IMPACT IS.
AND WE JUST NEED A LITTLE BIT OF TIME TO UNDERSTAND WHAT THE IMPACT MAY BE.
5.3 I SPOKE OF EARLIER, AND THAT'S THAT ADJUSTMENT TO 450 REFLECTS THE FACT THAT WE'VE HEARD YOU, WE'VE HEARD OUR PRINCIPALS AND WE'VE HEARD OUR STAFF AND KIND OF PIVOTING AWAY FROM SOME OF SOME OF THE APPLIED SCIENCE PATHWAYS.
AND THOSE PATHWAYS ALLOW OUR STUDENTS TO EARN SEARCH.
SO WE'VE HEARD YOU AND WE'VE MADE THAT ADJUSTMENT.
WE ARE SUGGESTING THAT THE BASELINE WOULD BE THE CURRENT COHORT OF GRADUATES FROM THIS PAST MAY, WHICH LANDED AT 59% USING THE END TARGET OF 62% INCREASING A PERCENT EACH YEAR.
THEN FINALLY, 5.5 AGAIN, JUST ADDING LANGUAGE TO INCLUDE THE STUDENTS ATTAINING AN ASSOCIATE DEGREE.
SO WITH THAT, I THINK THAT CONCLUDES THE PRESENTATION.
THANK YOU, DR. LUSK. TRUSTEE MARSHALL.
SO BEFORE I ACTUALLY GET INTO QUESTIONS, I HAVE A REQUEST OF THE SUPERINTENDENT AND THE TEAM.
THERE'S CLEARLY BEEN A TON OF WORK THAT'S GONE INTO THIS, BUT IT LOOKS TO ME FROM GLANCING THROUGH IT LIKE THAT, A LOT OF THE WORK SHOWS UP IN THE APPENDIX RATHER THAN IN THE CORE OF THE DOCUMENT.
I'M WONDERING IF YOU ALL ARE WILLING AND ABLE TO SPEND MAYBE ANOTHER FIVE OR 10 MINUTES WALKING THROUGH YOUR PRESENTATION, BUT FOCUSING ON THE APPENDIX SLIDES, BECAUSE I THINK THOSE WOULD ANSWER A LOT OF MY QUESTIONS AND QUESTIONS THAT I WOULD WAGER SOME OF THE OTHER TRUSTEES ARE GOING TO HAVE AS WELL.
ARE YOU ALL UP FOR THAT? OKAY.
SURE WE CAN GO AHEAD AND DO THAT.
I THINK DEFINITELY, AS WE TALKED ABOUT THE METHODOLOGY EARLIER ON THIS PARTICULAR SLIDE, I THINK THIS REPRESENTS THE MODELING AND SOME OF THAT METHODOLOGY AS WE DISCUSSED.
SO WE HAD OUR EVALUATION AND ASSESSMENT DEPARTMENT RUN OUR NUMBERS BASED ON OUR BASELINE, OUR CURRENT STUDENT BASELINE DATA AND THEIR PROJECTED TARGETS FROM TA.
AND SO THE FIRST MODEL DEMONSTRATES AND IT'LL SHOW IN SUBSEQUENT SLIDES THOSE ACTUAL NUMBERS.
BUT AT FIRST, THE FIRST MODEL WE RAN WAS IN A PERFECT WORLD.
IN A PERFECT WORLD, IF 100% OF OUR STUDENTS REACHED THEIR GOAL, NEXT YEAR'S GOAL, AND EVERY STUDENT ACTUALLY MOVED UP AT LEAST ONE GRADE LEVEL. WHAT DOES THAT REPRESENTATION LOOK LIKE AS FAR AS OUR TARGETS ARE CONCERNED? AND SO I DON'T WANT TO GO BACK AND FORTH THROUGH SLIDES, BUT I WILL SAY ON THE NEXT SLIDE, IF YOU CAN SEE SLIDE, CAN YOU GO TO THE NEXT SLIDE? PEOPLE CAN GO, OH, I'M SORRY.
AND THIS KIND OF EXPLAINS IT HERE.
BUT I'LL. MAYBE WE CAN STAY HERE.
AND THEN THE SECOND MODEL WE RAN WAS AN ASPIRATIONAL WORLD.
SO WHAT IF EVERY STUDENT MEETS THEIR TARGET AND THE STUDENTS THAT NEEDED TO MAINTAIN THEIR TARGET AND MAINTAIN THEIR GROWTH, THEY GREW.
AND SO THAT'S KIND OF I KIND OF WANT TO GO TO THE NUMBERS.
CAN I SHOW THIS? BECAUSE I WANT TO HAVE THEM LOOK AT THIS AS I DISCUSS.
GO DOWN ONE MORE SLIDE, ONE MORE, SLIDE DOWN.
SORRY TO FEEL IT. THE FOOD, FOUR STAFF AND TRUSTEES.
SORRY, I'VE JUST BEEN TOLD TO TELL YOU IT'S GOING TO BE BIG.
[01:10:01]
SO AT 6:00 PM IF YOU'RE GOING TO EAT, PLEASE FEEL FREE TO COME OVER HERE AND GRAB SOME FOOD.IT WILL BE PICKED UP AT 6:00 PM.
GO BACK ALL THE WAY UP TO THE LITTLE GRAPHIC AND THEN THE ASPIRATIONAL WORLD.
WE HAVE OK SOME OF OUR STUDENTS OR THE MAJORITY OF OUR STUDENTS MOVE UP A LEVEL AND MOST OF OUR STUDENTS MAINTAIN THEIR LEVEL, AND THERE'S NO STUDENTS WHO EVER DROP.
YOU HAVE SOME STUDENTS WHO WILL MOVE UP.
YOU HAVE SOME STUDENTS WHO WILL DROP OR REGRESS.
AND WE HAVE SOME STUDENTS WHO WILL MAINTAIN.
WHAT THAT PARTICULAR MODEL DOES IS IT ACTUALLY LEAVES US FLAT AND VERY FAR FROM OUR GOAL.
SO THEN WE SAID, OKAY, WELL, WHAT IS THE ACTUAL RECOMMENDED ACCELERATED MODEL? AND IN THAT PARTICULAR ACCELERATED MODEL, WHAT WE LOOKED AT IS SOME OF OUR STUDENTS WILL GROW, SOME OF OUR STUDENTS WILL DROP.
AND SOME OF OUR STUDENTS WILL MAINTAIN.
BUT IF WE CAN GET A PERCENTAGE OF OUR STUDENTS, AT LEAST FIVE OF OUR STUDENTS WHO WOULD HAVE MAINTAINED TO GROW AND AT LEAST 5% OF OUR STUDENTS WHO WOULD HAVE DROPPED TO MAINTAIN, THEN THAT ACTUALLY PUSHES US CLOSEST TO OUR GOAL.
SO THAT IS THAT MODEL AND THAT PARTICULAR CONCEPT AND THEN WE CAN GO THROUGH THAT.
DO YOU HAVE A QUESTION ON THE.
YEAH. SO MAYBE I DO WANT THIS TO BE MY QUESTION TIME INSTEAD OF YOU JUST PRESENTING.
ALTHOUGH I DON'T KNOW WHY I'M DOWN 4 MINUTES ALREADY.
AND OUR AND OUR FOR THE GOALS, NOT THE GPMS BUT FOR THE GOALS AND YOU'RE ASSESSING WHAT THE MIGRATION PATH TO GET US FROM WHERE WE ARE TODAY TO WHERE WE NEED TO BE IN 2025.
CORRECT. AND THEN TO CHOOSE AMONGST THEM THE ONE THAT YOU THINK IS THE MOST REASONABLE.
IS THAT THE THEORY BEHIND THIS? YES, CORRECT. OKAY.
SO ON PAGE 34, LOOKING AT THE MIGRATION PATH FOR GOAL TWO.
I'M ASSUMING THE RED IS WHAT YOU WANT US TO FOCUS ON, WHICH IS 41 TO 44, RIGHT? YES, BECAUSE IT WAS 49 AND 52.
AND NOW THE BLACK IS WHAT IT WAS.
AND RED IS WHAT? IT'S THE NEW PROPOSAL.
WHERE DOES THAT SHOW UP ON SLIDE 36 AS ONE OF YOUR FOUR OPTIONS.
THIS ACTUALLY THIS SLIDE RIGHT HERE IS OUT OF CONTEXT.
IT'S ACTUALLY SHOULD BE WITH THE GOAL TWO SLIDES.
SO IF YOU CONTINUE THIS IS A GOAL TWO SLIDE..
OH THIS IS GOAL TWO AND THE OTHER ONES GOAL ONE.
RIGHT. AND SO IF YOU GO TO THE NEXT SLIDE.
SO WHERE ARE THE APPLES TO APPLES SLIDE.
RIGHT. I'M SORRY, GO TO 35 AND GO TO.
CAN YOU. CAN YOU GO DOWN? THANK YOU. NAVIGATE.
YEAH. THIS SLIDE? YEAH, THIS SLIDE WENT BACK TO GOAL TWO.
SORRY ABOUT THAT. AND SO WHAT WE SHOULD BE ON IS 36.
AND I'M NOT GOING TO FLIP BACK AND FORTH, BUT IF I'M ON SLIDE 36 AND WE'RE TALKING ABOUT GOAL ONE, IS IT THE GOOD NUMBERS THAT YOU CHOSE, THE 54? I MEAN, THE SORRY, THE 42 MOVING IT 44 TO 47 TO 50.
NOW WE'RE CHOOSING THE ACCELERATED NUMBERS.
AND IF YOU SEE THE ACCELERATED GETS US TO WITH THAT PARTICULAR MODEL, IT GETS US TO 56 AT MEETS.
AND THEN WHAT YOU SEE IN THE NEXT SLIDE..
SO THE 42, 46, 51 AND 56 IS WHAT I'M GOING TO SEE IF I FLIP ALL THE WAY BACK TO.
AND WHAT YOU SEE ON PAGE 38 IS THE DIFFERENCE.
IT'S SORT OF THE DELTA BETWEEN THAT MODEL GETS US TO 56 WHEN WE ACCELERATE AND DO THE YEAR PLUS GAIN FOR OUR STUDENT GROUPS, PARTICULARLY OUR AFRICAN AMERICAN STUDENT GROUP.
SO THE MODEL ITSELF WILL GET US TO 56.
AND THEN THE ADDITIONAL GROWTH, ACCELERATED GROWTH FOR AFRICAN AMERICAN STUDENTS WILL GET US TO 58.
SO WE'RE RECOMMENDING ACCELERATED.
PLUS THE ACCELERATION OF OUR AFRICAN-AMERICAN STUDENTS TO HELP CLOSE THE ACHIEVEMENT GAP.
[01:15:10]
CAN SOMEONE. I'M SORRY.GO AHEAD. CAN SOMEONE TAKE ONE OF THE GOALS ON THE SIDE AND JUST MAKE THREE SLIDES, MAYBE OR FOUR SLIDES WHERE THEY'RE ALL COMPRESSED? MAYBE WE CAN. YEAH.
BUT I GET THE CONCEPT OF WHAT YOU'RE ARTICULATING.
ELIZALDE THIS MORNING ABOUT THIS.
BUT NOW YOU'RE SAYING THAT YOU LAYERED ON SOME ACCELERATION ONTO THE ACCELERATED MODEL.
SO WHAT WE'RE ANTICIPATING IS THAT WE ALSO HAVE TO HAVE OUR AFRICAN-AMERICAN STUDENTS GAIN A YEAR PLUS FOR A PERCENTAGE OF THESE AFRICAN-AMERICAN STUDENTS. OTHERWISE, WE CONTINUE THE CURRENT ACHIEVEMENT GAP THAT WE HAVE.
OKAY. KAREN, DID YOU WANT TO ADD? I THINK I GET THE THEORY OF THIS, ALTHOUGH I THINK WE'VE GOT TO FIGURE OUT A BETTER WAY TO ARTICULATE THIS, BECAUSE THIS IS A LOT FOR THIS BOARD TO DIGEST, I THINK.
AND WHAT I THINK IS GOING TO BE A RELATIVELY SHORT AMOUNT OF TIME.
SO LET ME TAKE A BIGGER STEP BACK AND ASK SOME MORE FUNDAMENTAL QUESTIONS.
THE GUIDING THEORY OF THIS WAS KEEP THE GOAL TARGET FOR 2525 THE SAME, RIGHT? SO WHEN THE MEDIA IS LOOKING AT THIS, WE'RE NOT SAYING KIDS ARE GOING TO BE DOING ANY WORSE NOW THAN THEY WOULD HAVE IF WE DIDN'T CHANGE THESE TARGETS.
WE'RE JUST ACKNOWLEDGING THAT BECAUSE OF THE DIP OF COVID, WE NOW HAVE TO CHANGE THE PATHWAY OF MIGRATION TO GET THE KIDS UP TO THAT LEVEL IN 2025 BECAUSE THEY TOOK A HIT FROM COVID SLIDE.
RIGHT. OKAY, SO I CAN GET ON BOARD WITH THAT CONCEPTUALLY, EVEN THOUGH I HAVE BEEN THE ONE THAT HAS BEATEN THE TABLE THE MOST, SAYING I DON'T WANT TO CHANGE GOALS BECAUSE YOU'RE CHANGING INTERIM TARGETS, NOT THE GOAL.
YOU ARE, HOWEVER, CHANGING THE GPMS A LOT, WHICH I LIKE THAT BETTER THAN CHANGING THE GOALS.
BUT I STILL AM NOT IN LOVE WITH THE IDEA OF CHANGING THE GPMS. IF I WERE TO STEREOTYPE ALL THE CHANGES THAT YOU'RE MAKING, THEY FALL INTO A COUPLE OF BUCKETS FROM MY PERSPECTIVE.
ONE IS THAT YOUR STANDARDIZE STANDARDIZING AROUND MAP, RIGHT? YOU'RE CHANGING THE ASSESSMENT ITSELF.
RIGHT. BUT THAT INTRODUCES THE PROBLEM OF CALIBRATION, RIGHT? BECAUSE IN SOME CASES YOU WERE USING ACPS OR SOME OTHER TESTS.
SO NOW YOU MIGHT NOT KNOW WHAT THE TARGET NUMBERS NEED TO BE BECAUSE YOU CHANGED THE ASSESSMENT.
BUT IN BOTH ACP MODELS AND THE MAP MODELS, THEY ARE PROJECTIONS TO THE STAAR.
THEY BOTH HAVE A STAAR PROJECTION.
SO THOSE STAAR PROJECTIONS THEMSELVES DON'T PARTICULARLY CHANGE.
IT MAY BE THE SCORES YOU NEED ON THE MAP CHANGE, BUT THE STAAR PROJECTION ITSELF WOULD REMAIN.
DOCTOR WARE JUST SO THAT EVERYONE KNOWS WHICH YOU MIGHT INTRODUCING YOURSELF AND YOUR POSITION.
I AM THE EXECUTIVE DIRECTOR OF ASSESSMENT HERE FOR THE DISTRICT.
GREAT. WELL, NICE TO MEET YOU AND THANKS FOR THAT.
THAT ANSWER. SO YOU'RE CHANGING THE TEST.
SECOND IS THAT YOU ARE CHANGING THE 2025 TARGETS FOR THE GPMS. AND I GUESS MY QUESTION THERE IS IN MANY CASES, THOSE GPM TARGETS LOOK PRETTY LOW RELATIVE TO THE GOAL 2025 TARGET.
SO THAT BEGS THE QUESTION OF WHETHER OR NOT THE GPM IS IS ACTUALLY A PREDICTOR AND IS HIGHLY CORRELATED TO THE ATTAINMENT OF THE GOAL, WHICH IN THIS CASE IT LOOKS ON SEVERAL OF THESE LIKE IT'S NOT LIKE.
SO I'LL PAUSE THERE AND LET YOU REACT TO THAT.
SO THERE IS A HISTORICAL RECORD OF THESE AND HOW WELL THEY, WHERE THEY CORRELATE.
[01:20:03]
ALSO ABOUT WHAT SORT OF NUMBER DO YOU NEED HERE IN ORDER WHEN WE GET TO THE END OF THE YEAR, WHAT DO YOU GET? AND THERE'S AN INTERESTING GROWTH ELEMENT THAT HAPPENS BETWEEN MIDDLE OF YEAR, WHETHER IT'S ACP OR MAP AND END OF YEAR, THAT IS, WE DO A LOT OF GROWING IN THAT THE BEGINNING OF THE YEAR, THE MIDDLE OF THE YEAR ESTIMATE WOULD SAY, OH, YOU'RE ONLY DOWN HERE, BUT WE HAVE TRADITIONALLY GOTTEN OUR GROWTH IN THAT TIME. SO THIS REFLECTS THAT HISTORICAL TREND OF THOSE NUMBERS LOOK LOWER.AND SO WE STARTED TO TRUST THEM, AS OK, EVEN THOUGH WE THOUGHT IT YEAH, AGAIN, HISTORICALLY THAT HAS BEEN TRUE.
AND SO WE'RE FOLLOWING THAT SAME PATTERN.
WELL, YOU'RE ANSWERING OTHER TRUSTEE'S QUESTIONS.
THERE'S A SLIDE IN HERE, THAT SLIDE NINE, THAT CONFUSES ME HEAVILY.
I SUSPECT THIS IS MY IGNORANCE ON UNDERSTANDING HOW DOMAIN ONE IS CALCULATED.
BUT WHAT DOES IT MEAN THAT A STUDENT IS CALCULATED, IS COUNTED THREE TIMES IF THEY'RE AT THE MASTER'S LEVEL IN DOMAIN ONE? SO, AND I TOLD THE TEAM THAT THIS WAS GOING TO BE A, DO YOU REMEMBER THAT, JUST FOR THE RECORD.
SO, BECAUSE STUDENTS ACTUALLY ARE COUNTING IN APPROACHES , MEETS AND MASTERS , IF I'M MASTERS , I COUNT THREE TIMES. I GET A POINT FOR APPROACHES , I GET A POINT FOR MEETS, AND THEN I GET A POINT FOR MASTERS .
IF ALL I'M IN IS APPROACHES , THEN THAT'S ONLY ONE BUCKET.
SO I GET ONE POINT. THAT'S A TEA CALCULATION.
SO THAT'S NEWS TO ME. AND IT'S IT'S VERY CONCERNING TO ME, RIGHT? BECAUSE THAT CREATES A VERY PERVERSE INCENTIVE FOR THE DISTRICT.
RIGHT. LIKE WHEN WE WANT TO MOVE OUR DOMAIN ONE PERFORMANCE, THAT IMPLIES WE ARE FAR MORE INCENTED TO TAKE OUR HIGHLY PERFORMING KIDS AND MAKE THEM EVEN MORE HIGHLY PERFORMING SINCE THEY COUNT SO MANY TIMES.
I MEAN, THAT'S PRETTY MUCH THE OPPOSITE OF OUR EQUITY.
LITTLE ACTUALLY HELPED RUN SOME OF THESE.
WE COULD DEMONSTRATE WHERE WE COULD GET SIGNIFICANT GROWTH IN DOMAIN ONE, MOVING STUDENTS FROM MEETS TO MASTERS AND THOSE THAT ARE IN HIGH APPROACHES TO MEETS, COMPLETELY IGNORING STUDENTS THAT ARE IN LOW APPROACHES.
THE ONLY DIFFERENCE IS THAT IN DALLAS ISD, THIS BOARD HAS ALSO FOCUSED ON AFRICAN AMERICAN STUDENTS.
AND BECAUSE THAT'S A GOAL, THEN WHAT WE WOULD SEE IS WE WOULD HAVE A VERY HIGH DOMAIN ONE, GOAL ONE, AND WE WOULD NEVER, WE WOULD BE SHOWING SOME HUGE REGRESSION IN DOMAINS TWO AND THREE.
ALL RIGHT, I'M OUT OF TIME. I'LL HAVE SOME MORE QUESTIONS, BUT I'LL WAIT.
THANKS. THANK YOU TRUSTEE MARSHALL.
TRUSTEE MACKEY, FOLLOWED BY FOREMAN.
AND FOR ALL YOUR THOUGHTS. IT'S CLEAR YOU ALL PUT A LOT OF THOUGHT, TIME, EFFORT, ENERGY INTO THIS.
WE'RE GOING TO DO IT IN A WAY THAT IS SUSTAINABLE AND ACTUALLY CAN ACHIEVE THAT.
THE, YOU HAVE DONE, BECAUSE MY WORRY WAS THE SAME, THE GPMS CORRELATIVE TO THE THIRD GRADE.
THEY'RE NOT PERFECT, BUT WE HAVE HISTORICAL DATA.
SO YOU'RE SAYING, BASED ON OUR HISTORICAL DATA, YOU ALL HAVE RUN ANALYSIS OF THAT AND SAID IF WE ARE TRYING TO GET TO 58%, THEN WE NEED TO BE HERE IN THIRD GRADE, HERE IN SECOND GRADE, HERE IN FIRST GRADE FOR ALL OF THESE GPMS. YEAH. TRUSTEE MACKEY, THE EXAMPLE YOU JUST GAVE SPECIFICALLY RELATES TO GOALS TWO AND THREE.
THAT IS TRUE AS WELL ACROSS ALL GRADE LEVELS.
YEAH, BECAUSE GOAL FIVE IS DIFFERENT.
CORRECT? IN THE FUTURE AS WE GO FORWARD.
I'M GOING TO TRUST YOU ON THAT. AND Y'ALL DID THAT MATH.
AND I KNOW YOU ALL ARE DOING GOOD WORK THERE.
AND SO I'LL LOOK FORWARD TO SEEING THAT.
AND I DO APPRECIATE TRYING TO ALIGN THESE BETTER WITH, YOU KNOW, IF WE'RE HITTING THE GPMS THAT WE'RE LOOKING AT IN THE MIDDLE OF THE YEAR, THEN WE CAN FEEL CONFIDENT THAT WE ARE ON TRACK TO SEE IT AT THE END OF THE YEAR.
SO I'LL LOOK FORWARD TO AS WE GO FORWARD THERE.
I DO HAVE SOME SPECIFIC QUESTIONS.
[01:25:03]
IT ALSO MAKES SENSE TO ME WHY WE KIND OF ADJUSTED THE END OF YEAR TARGET FOR THE GPMS, OR THE END OF CYCLE TARGET, ESPECIALLY WHERE WE CHANGED EXAMS. SO WE WENT FROM FALL ACP TO MIDDLE OF THE YEAR MAP, DIFFERENT BASELINES, DIFFERENT CORRELATIONS, ETC.SO THAT, FOR GOAL ONE, IT LOOKS LIKE THAT IS THE CASE EVERYWHERE.
SO I DON'T HAVE ANY QUESTIONS THERE.
IT LOOKS LIKE WE WERE USING END OF YEAR MAP BEFORE AND NOW HAVE A NEW END OF YEAR MAP.
WE'RE STILL USING THE SAME EXAM, BUT WE ADJUSTED THE TARGET THERE.
TRUSTEE MACKEY, IF YOU'LL REMEMBER.
OOPS, I WENT THE WRONG DIRECTION.
IF YOU'LL REMEMBER WHEN WE SET THESE GPMS BACK IN 2018 OR 19, WE DID NOT HAVE BASELINE DATA FOR MAP.
SO THIS IS A MUCH MORE RIGOROUS AND MUCH MORE ALIGNED TARGET SETTING PROCESS.
I JUST HOPE IT BEARS OUT AS WE GO FORWARD.
BECAUSE YOU'RE RIGHT. THIS WAY HE DID SET THOSE ORIGINALLY.
I THINK ALL THE REST ARE ON MAP THERE.
ALL RIGHT. MOVING TO THE NEXT QUESTION, HELP ME ON GOAL TWO UNDERSTAND THE REASONING WHERE, THE OTHER ONE SEEMED TO MAKE SENSE, LIKE WHERE WE'RE AT, WHERE WE HOPE TO GROW ON AN UPWARD TREND.
THE ONE THAT SEEMS LIKE AN OUTLIER TO ME IS GOAL TWO, WHERE WE ARE GOING FROM 40%, 39.6%, TO 41%, TO 44%. IN THE AREA WHERE WE'VE MADE THE MOST GAINS IN THE PANDEMIC.
SO, LIKE, THAT'S A 1.4% JUMP, THEN A 3% JUMP, FOLLOWED BY A 12% JUMP.
HELP ME UNDERSTAND WHY THOSE ARE THE EFFECTIVE AND MEANINGFUL TARGETS FOR THAT.
THERE'S A COUPLE OF THINGS TO KEEP IN MIND HERE.
LET'S START WITH THE BAD NEWS FIRST.
SO THE DATA FEEDING INTO GOALS TWO AND GOAL THREE HAS BEEN GOING IN THE WRONG DIRECTION.
SO WE HAVE SEEN THOSE GPMS GO DOWN AND YOU EVEN SEE IT ON THIS SLIDE.
SO THERE'S THE REALITY THAT WE HAVE TO CHANGE THE TRAJECTORY OF THAT CURVE.
WE'VE GOT TO STOP LOSING GROUND AND HAVE TO START GAINING GROUND.
THEY'VE NEVER TAKEN STAAR BEFORE.
SO EVERYTHING THAT WE CAN DO FOR GOAL ONE AND GOAL FOUR, WORKS A BIT DIFFERENTLY.
BUT WE'RE LOOKING AT OVER THE PAST THREE YEARS, INCLUDING THIS YEAR, WHERE HAVE STUDENTS STARTED IN THAT PARTICULAR GRADE LEVEL AND HOW MUCH GROWTH HAVE WE SEEN TO THE END OF YEAR, WHETHER WE'RE PROJECTING TO STAAR FOR GOAL, FOR THE GOAL ITSELF, OR TO END OF YEAR MAP FOR ONE OF THE GPMS. AND THEN TO YOUR POINT, WE'VE GOT ROOM TO TO MAKE UP.
SO WE'RE ALSO ADDING STRETCH TARGETS TO THOSE.
I KNOW THAT WE'VE GOT TO CHANGE TRAJECTORY AND CLOSE GAPS OVER TIME.
OKAY. SO YOU'RE SAYING BASED ON THE BEGINNING OF THE YEAR DATA THIS YEAR VERSUS BEGINNING OF THE YEAR DATA LAST YEAR FOR THIRD GRADERS? SO, AND I THINK WHAT I HEAR YOU SAY, AND IF I REMEMBER, I DON'T REMEMBER THE NUMBERS EXACTLY, LAST YEAR THE THIRD GRADERS CAME IN THEY WERE AT X.
THIS YEAR, THE THIRD GRADERS CAME IN, THEY ARE AT SIX OR SEVEN POINTS LOWER.
OR AT THE SAME LEVEL IN SOME CASES.
WE STARTED THIS YEAR ALSO AT 27.
SO WE'VE GOT TO THINK HOW DO WE NOT JUST END UP AT 39.6 BUT DO BETTER AND THAT SOME OF THE WORK WE'RE DOING THROUGHOUT THE YEAR? BUT THAT'S ALSO AN ACCELERATED TARGET THAT WE'RE SETTING TO SAY WE'VE GOT TO GET TO 41 TO BE ON THE RIGHT PATH TO 56.
WELL, I GUESS I HAVE A COUPLE OF THOUGHTS AND CONCERNS THAT SOMEWHAT MAKE SENSE.
HOWEVER, I WOULD POSIT THAT'S EXACTLY WHY WE SHOULD INVEST MORE INTO THIS AND MOVE THE NEEDLE MORE BECAUSE MOVING IT, EVEN IF THEY'RE COMING IN AT THE SAME , MOVING AT ONE POINT
[01:30:03]
AND SO I'M CURIOUS WHAT WE DO NEED TO PAY ATTENTION TO THAT.YOU KNOW, DOES, LET'S LOOK AT TWO POINT.
THEN I'M LOOKING AT, WHERE IS IT, TWO POINT.
WHEN WE'RE TALKING ABOUT SECOND GRADERS AND FIRST GRADERS, WE SEE LARGER AND LARGER.
WE SHOULD SEE LARGER AND LARGER JUMPS.
AND THAT WILL BE TO ME THE MOST TELLING.
SO I DON'T WANT TO SPEND A TON OF TIME THERE.
THE GOAL FIVE HAS US AT FOR THE NEXT THREE YEARS AT 65, 65 AND 65.
THAT TO ME SAYS WE NEED A NEW GOAL, JUST IN GENERAL.
IF OUR GOAL IS JUST TO MAINTAIN, MAYBE WE DEFINE IT DIFFERENTLY, ETC.
WHAT'S YOUR TAKE ON, A REACTION TO THAT? IT'S WHAT I ALLUDED TO IN 5.2, THE GPM RELATED TO INDUSTRY BASED CERTIFICATIONS.
BUT THE STATE HAS REALLY PUT DOWN SOME SOME RULES THAT HAS CHANGED THE GAME A LOT.
SO FOR EXAMPLE, OUR CURRENT SENIORS, THEY, IN ORDER TO TRIGGER ACCOUNTABILITY, THEY HAVE TO TAKE A LEVEL TWO COURSE WITH THE STATE AS IDENTIFYING IT AS AN ALIGNED CERTIFICATION EXAM.
NOW, THAT DOESN'T SEEM LIKE THAT SEEMS REASONABLE, RIGHT? EXCEPT THAT IF YOU THINK ABOUT, FOR EXAMPLE, OUR STUDENTS IN P-TECH EARLY COLLEGE, THEY ACTUALLY MAKE MANY OF OUR STUDENTS GET WORD AND OFFICE CERTIFICATIONS, BUT SOME OF THOSE WON'T COUNT BECAUSE NOW THE STATE IS SAYING THAT.
SO LET ME PAUSE. ARE YOU PROPOSING THE 65 FOR THREE YEARS? BECAUSE THE, IT'S GOING TO BECOME HARDER AND HARDER TO HIT THAT BECAUSE OF THE THINGS THAT THEY'RE SCALING BACK WITH REGARDS TO THE FORGIVE ME FOR RAMBLING A BIT, BUT YES, IT WILL HAVE AN IMPACT.
OKAY. AND THEN THE LAST ONE, HELP ME.
5.5. DO WE NOT INCLUDE STUDENTS WITH ASSOCIATE'S DEGREES? NO, SIR. THEY ARE NOT INCLUDED.
SO IF WE ARE NOW INCLUDING ASSOCIATE DEGREES, WHICH I AGREE, I THINK WE SHOULD, SHOULD WE CONSIDER RAISING IT FROM 67 A LITTLE BIT HIGHER? THAT'S A CONVERSATION WE COULD HAVE.
YES. I MEAN, IT'S A POSSIBILITY.
AND SO WE HAVE SOME WORK TO DO.
THAT'S THE ONE THAT DOESN'T MAKE SENSE FOR ME AT THIS TIME.
THANK YOU. THANK YOU ALL FOR YOUR WORK.
THIS IS YOU KNOW, THIS IS A LOT.
AND YOU GUYS ARE PUTTING A TON OF TIME, EFFORT AND ENERGY ON IT.
THANK YOU, TRUSTEE MACKEY. TRUSTEE FOREMAN.
SO THIS IS A LOT TO DIGEST IN ONE SETTING, BUT I WILL SAY JUST A FEW THINGS THAT I'VE NOTED.
AND THAT IS WHILE SOME OF MY COLLEAGUES SAID THE GOAL DIDN'T CHANGE, THEY'RE TALKING ABOUT THE END GOAL, THAT 2024-2025, BECAUSE THE GOALS HAVE CHANGED AND THAT'S QUITE OBVIOUS THAT THEY'VE CHANGED IN THE SUBSEQUENT YEARS OF 2023, 2022-2023, 2023-2024.
THOSE GOALS HAVE CHANGED AND THEY'VE DECREASED.
AND SO ONE OF THE THINGS, ONE OF THE QUESTIONS I HAVE IS CAN YOU CONVINCE ME THAT WITH ALL OF THE RESOURCES THAT WE'RE PUTTING INTO THESE SCHOOLS, THAT OUR GOALS, LIKE IN GOAL ONE, IT DROPPED SEVEN POINTS.
IN GOAL TWO, IN 2023-2024, IT DROPPED FIVE POINTS.
SO, I UNDERSTAND WHAT HAPPENS IN 2024-2025.
I MIGHT NOT EVEN BE HERE ON THIS BOARD AT THAT TIME, BUT I AM CONCERNED THAT WE ARE INVESTING A LOT TO TRY TO MOVE STUDENTS AND, BUT WE'RE DECREASING OUR GOALS.
AND THAT'S JUST NOT IN ONE AREA, SUPERINTENDENT.
SO THAT IS A REAL CONCERN TO ME.
AND BY THE PERCENTAGE POINTS THAT WE ARE DROPPING OUR GOALS.
AND LET ME JUST GO ON BEFORE YOU ANSWER, BECAUSE I KNOW YOU WANT TO ANSWER.
I CAN SEE YOU'RE SITTING ON EDGE THERE.
ONE OF THE THINGS THAT ALSO CAUGHT MY ATTENTION WAS.
[01:35:03]
THE STUDENT ACHIEVEMENT FOR AFRICAN AMERICANS.WHERE WE ARE LOWERING GOALS, BUT WE SAY THAT'S A PRIORITY.
SO IF THE GOALS ARE LOWERED, DO WE PUT MORE EFFORT IN OR DO WE JUST GO WITH THE GOAL? IF THAT'S REALLY A PRIORITY, THEN I'M LOOKING AT GOAL THREE.
AND YOU ALSO DROPPED THAT FOR YOUR 2024-2025 GOAL.
YEAH, GOAL TWO, IT WAS ALSO DROPPED FOR AFRICAN AMERICANS.
IS THERE SOME RATIONALE BEHIND THAT? YES, MA'AM.
I JUST DIDN'T, I WANTED TO MAKE SURE THOSE ARE YOUR QUESTIONS.
SO LET'S START WITH GOAL ONE FOR JUST A MINUTE.
OKAY. SO THE GOAL PROGRESS MEASURES.
ABSOLUTELY. YOUR FIRST OBSERVATION.
THE END FIVE YEAR TARGET, WHICH IS FOR THE 2024 ON GOAL 1 DID NOT CHANGE, THE 58.
BUT THE YEARLY TARGET GOALS FOR 2022 AND THE 2023 SCHOOL YEAR.
ABSOLUTELY. THE TRAJECTORY THAT WE ARE PROPOSING, THAT WE'RE DISCUSSING, WERE DIFFERENT.
FIRST, WITH GOAL 1 IN DOMAIN ONE, THE WAY IN WHICH DOMAIN ONE IS CALCULATED BY THE STATE, IT WILL ONLY COUNT STUDENTS THAT ARE IN APPROACHES THAT GET ON STAAR APPROACHES, MEETS AND MASTERS .
IF WE COULD GO TO THE SLIDE FOR A MOMENT THAT SHOWS THE THE DIFFERENT LOW APPROACHES.
WE GET A STUDENTS WHO ARE IN LOW, DOES NOT MEET RIGHT.
AND THEY GET TO THE HIGH, DOES NOT MEET.
WE ARE NOT GOING TO BE ABLE TO SHOW THAT GROWTH IN DOMAIN ONE.
IT'LL SHOW UP IN THE FOLLOWING YEAR WHEN THEY GET TO APPROACHES AND SO THAT'S WHY OUR TEAM HAS NOTED THAT WE HAVE TO DO BOTH, NOT JUST YEAR, BUT WE ALSO HAVE TO DO COHORTS OF STUDENTS, FOLLOWING STUDENTS, ENSURING THAT WE'RE GETTING THAT GROWTH.
SO THE FIRST THING IS THAT IN GOAL ONE, WE CAN SEE TREMENDOUS GROWTH AND IT WON'T SHOW.
UNTIL THE 23-24 SCHOOL YEAR AND THE 24-25.
MAPPING OUT THAT TYPE OF GROWTH WOULD INDICATE THAT MEANS THE ONLY WAY IT'S GOING TO BE MEASURED IN DOMAIN ONE WILL BE A SLOWER ACCELERATION, ALTHOUGH STUDENTS ARE GOING TO BE ACCELERATED, BUT IT'S NOT GOING TO COUNT THEM.
THE GOAL 2, THE GOAL PROGRESS MEASURE ALSO CHANGED, AS DID THE 2.2, 2.1 AND 2.2 WHEN WE REFERENCE OUR AFRICAN AMERICAN STUDENTS, BECAUSE THE GOAL HERE WAS RECOGNIZING THAT ULTIMATELY IT IS ABOUT THE DISPARITY IN THEIR PERFORMANCE.
SO THE GOAL PROGRESS MEASURES THAT WE HAD WHILE THEY ARE LOWER IN GOAL PROGRESS MEASURE 2.2, THE 38, EVEN ALL THE WAY OUT TO 24-25, SHOWS A DECREASE IN GAP BETWEEN THE ALL STUDENTS GROUP AND AFRICAN AMERICAN STUDENTS BECAUSE OUR PROJECTIONS OF WHERE ALL STUDENTS WERE GOING TO PERFORM, WE'RE SAYING THAT WASN'T ACCURATE EITHER.
SO WHILE WE'RE LOWERING GOALS, WE'RE LOWERING GOALS WHILE STILL HAVING INCREASED ACCELERATION FOR AFRICAN AMERICAN STUDENTS AT A RATE HIGHER THAN OTHER STUDENTS.
SO, SUPERINTENDENT, THANK YOU FOR THAT EXPLANATION.
BUT WHAT I SEE AND ENVISION IS, IS THAT, YES, YOU'RE COMPARING IT TO OTHER STUDENTS, BUT YOU'RE DROPPING, YOU'RE OR ACTUALLY CHANGING THE GOAL BY A SMALL PERCENTAGE POINT.
SO, FOR INSTANCE, IF YOU LOOK AT GOAL 2.
[01:40:02]
ACTUAL. 27.4.AND WE'RE ONLY SAYING WE'RE GOING TO INCREASE TO 30.
SO. TO ME, THAT DOESN'T, FOR ME PERSONALLY, THAT DOESN'T SAY WE'RE GOING TO PUT THE SAME EMPHASIS WE WOULD HAVE HAD IF WE CONTINUED AT 42. NOW, NOW, LET ME CONTINUE, PLEASE.
WHAT YOU MEASURE IS WHAT YOU'RE GOING TO WORK ON THE HARDEST.
AND WHILE I KNOW THAT THESE GOALS ALSO ARE PART OF YOUR CONTRACT, IT IS IMPORTANT TO ME FOR US TO TRY TO KEEP A HIGHER STANDARD. I HEARD TRUSTEE MARSHALL SAY IF THE MEDIA SAW THIS, THEY WOULD THINK THAT WE DIDN'T CHANGE OUR TARGET.
WE DIDN'T CHANGE OUR TARGET FOR 2024-2025, BUT WE CHANGED OUR TARGET.
AND SO THAT HAS SOME CONCERN FOR ME.
WHAT I WOULD LIKE TO SEE BEFORE I CAN EVEN BUY INTO THIS IS TO UNDERSTAND WHAT THE STAFF HAS IN MIND REGARDING MEETING THESE GOALS AND EXCEEDING THESE GOALS.
I UNDERSTAND TRACKING INDIVIDUAL STUDENTS.
THAT WAS VERY MUCH A BIG THING IN MY DISTRICT, AND I'VE HAD THAT CONVERSATION WITH CHIEF HEWITT MORE THAN ONE TIME BECAUSE I WAS AMAZED BY THE WAY THAT INDIVIDUAL STUDENTS WAS TRACKED, PARTICULARLY IN THE KIMBALL FEEDER PATTERN.
BUT I DO HAVE SOME REAL CONCERNS AS WE CHANGE THAT TRAJECTORY.
AND THEN THE I GUESS THE SECOND QUESTION, I'LL FIND IT.
ON THE, AND THIS IS ON PROGRESS.
SO IN MOST CASES, IF YOU EARN 60 HOURS, YOU ATTAIN A ASSOCIATE'S DEGREE.
WHAT HAPPENS A LOT OF TIMES IN OUR P-TECH SCHOOLS, AND I'M SURE YOU'RE AWARE OF THIS, IS THAT THE STUDENTS WALK WITH A DEGREE BEFORE THEY ATTAIN THE ACTUAL 60 HOURS.
THEY CAN COME BACK AND COMPLETE IN THE SUMMERS.
IS THAT CORRECT? THEY CAN DO, I BELIEVE, IT'S UP TO SIX HOURS PRIOR TO GRADUATION.
YES. AND SO HOW WILL THAT AFFECT THIS GOAL.
THAT, WE ARE TRACKING THE RESULTS BASED UPON ACTUAL ACCOMPLISHMENT OF IT.
SO DO WE ALSO COUNT THE STUDENTS WHO GET THE DEGREE IN THE SUMMER? THIS IS NOT A LAG YEAR, BUT THIS IS COUNTED THROUGH AUGUST.
TO YOUR POINT, TRUSTEE ELIZALDE, TO MAKE SURE WE CAN CAPTURE IT.
I'M NOT A TRUSTEE. [LAUGHTER] LET ME TELL YOU. SORRY.
I JUST WANTED TO MAKE SURE THAT I UNDERSTOOD CORRECTLY HOW THAT.
BUT JUST TO YOUR POINT, THOUGH, TRUSTEE FOREMAN.
LUSK, GRADUATE AND THEN WE WE ALLOW THAT SUMMER.
IS THAT INCLUDED IN THAT SCHOOL YEAR OR IS IT WHEN WE GET THE REPORT. WE DO COUNT.
WELL, WE AS A DISTRICT ARE REPORTED NOW, IF YOU WILL, BUT WE DO.
UNFORTUNATELY, TRUSTEE ELIZALDE. TALKED THROUGH YOUR TIME.
[LAUGHTER] I WOULD LIKE TO ADD TRUSTEE.\ CARREON, ARE YOU OKAY WITH THAT? PUT YOU ON THE SPOT.
GO AHEAD, I DON'T NEED IT. OH, MY GOSH.
REAL QUICK. GO TO 2.2 TO TRUSTEE FOREMAN'S POINT.
AND I THINK TO ALL OUR TRUSTEES QUESTIONS.
WHAT I THINK WOULD BE HELPFUL AS I SAT WITH THE TEAM IS THEY SHOWED ME STUDENT PERFORMANCE, NOT JUST OVER TIME, BUT CURRENT STUDENTS AND THEN SHOWED ME THAT THESE STUDENTS WILL GO TO THIS, THESE STUDENTS WILL GO HERE AND THEN STILL SHOWING ALL OF THAT BECAUSE PLEASE KEEP IN MIND AGAIN THAT THE BAR HERE FOR 2.2 IS
[01:45:04]
ON OR ABOVE.AND SO WHEN WE HAVE STUDENTS THAT NEED MORE THAN ONE YEAR'S GROWTH, WE WILL GET THEM THERE.
AND IF YOU ALREADY SPOKE TO IT, MY APOLOGIES.
CAN WE GO TO, AS AN EXAMPLE, JUST GPM 2.1 TO THE TARGETS? BOTH WELL, GPM 2.1.
SOMEONE'S GOING TO SPEAK TO ME.
AND THIS IS ALSO A CASE IN GOAL 3 AND GPM 3.1 AND I THINK SOMEWHERE ELSE.
WHY THE JUMP IN FROM 22 TO 23 IS I GUESS, THREE POINTS AND THEN THE JUMP FROM FROM 23 TO 24 IS EIGHT POINTS.
AND SO I GUESS WOULDN'T THAT START, DOESN'T START GETTING HARDER ACTUALLY.
SO WOULDN'T WE WANT TO, I GUESS MAYBE THAT'S WHAT YOU WERE SPEAKING TO.
BUT YEAH, GO AHEAD. I'M GOING TO START AND THEN I'M GOING TO ASK DR.
LITTLE OR ONE OF THE OTHER TEAM BECAUSE DEREK AND I TALKED ABOUT THIS AND EVERYBODY ELSE WAS LIKE, WHAT ARE YOU ALL TALKING ABOUT? BUT BOTH OF US WERE ON THE SAME PAGE.
SO YOU COULD TAKE, FOR INSTANCE, AND LET ME SEE IF I CAN, LET'S SAY THAT OUR 21-22 WAS 40.
AND THEN SO 40 TO 56 IS 16 POINTS.
SO THAT MEANS WE NEED TO ASK OURSELVES, WHERE ARE OUR STUDENTS? NOW OVER TIME, WE SHOULD ABSOLUTELY HAVE STUDENTS GETTING THAT ACCELERATED GROWTH, HENCE THE INVESTMENT THAT THIS BOARD HAS MADE IN EARLY LEARNING.
HOWEVER, THE REALITY IS THAT IF YOU GO TO, YOU SHOW THE RAW SCORE CONVERSION CHART.
WHAT I WANT TO REEMPHASIZE IS THIS IS AN ACTUAL PERFORMANCE CHART.
YOU'LL NOTE THE RED IS DID NOT MEET.
I COULD HAVE ONE QUESTION RIGHT OR I COULD HAVE 16 QUESTIONS RIGHT.
AND I'M STILL GOING TO BE COUNTED AS A STUDENT IN DID NOT MEET.
THEN I CAN BE IN APPROACHES WHICH IS THE SECOND LARGEST BAND.
RIGHT, ANYWHERE FROM 17 QUESTIONS TO 24.
I'M STILL NOT ON GRADE LEVEL, SO WE HAVE STUDENTS CURRENTLY IN THIRD GRADE THAT ALTHOUGH THEY HAVEN'T TAKEN THIS ASSESSMENT, I WOULD SUBMIT TO YOU, THEY ARE ALL ALONG THIS CONTINUUM AND WE COULD GET THEM ALL TO IMPROVE.
NONE OF THEM ARE GOING TO COUNT IN THAT GOAL UNTIL THEY HIT THE BLUE BOX.
WE'RE GOING TO GET MORE STUDENTS BECAUSE THERE WILL BE FEWER STUDENTS IN THAT DID NOT MEET SECTION.
AND SO OVER THE THREE YEARS, WE WILL HIT OR EXCEED THAT LAST FIFTH YEAR TARGET GOAL.
OKAY. WELL, WE'LL JUST FOLLOW UP ON THAT.
AND I APPRECIATE ALL OF THIS INFORMATION.
YOU KNOW, I'VE OFTEN ASKED FOR THE APPENDIX AND NO PAGE LIMITS.
AND WHEN YOU GET IT ALL, IT ACTUALLY IS EXTREMELY COMPLICATED.
BUT I THANK YOU FOR GIVING US WHAT WE ASKED FOR.
[LAUGHTER] IT IS A LOT TO DIGEST.
JUST ON THE LAST POINT THAT THE SUPERINTENDENT MADE.
IF WE STEP AWAY FROM THIS FOR A SECOND AND TRY TO USE A CONCEPTUAL ANALOGY AND, YOU KNOW, IN THE OLD FASHIONED WAY OF DOING THINGS, BACK WHEN I WAS IN SCHOOL, YOU KNOW, AN A WAS 90 TO 100 AND A B WAS 80 TO 90 OR 80 TO 89, AND AN F WAS A 0 TO 60.
AND SO IF YOU TOOK A TEST AND YOU GOT A 20 ON THAT TEST, YOU GOT AN F.
BUT IF YOU WORKED REALLY HARD AND YOU GOT UP TO A 50 ON THE NEXT TEST, YOU STILL GOT AN F.
[01:50:04]
AND THEN IF YOU TOOK THE TEST AGAIN, ANOTHER TEST, AND YOU GOT A 55, YOU'RE STILL GOING TO GET AN F.AND I THINK THAT'S THE SAME KIND OF CONCEPT HERE WITH THAT SLIDE THAT YOU HAVE AND DID NOT MEET, THAT YOU COULD BE MAKING PROGRESS, BUT YOU'RE STILL IN THAT RED CATEGORY.
AND SO I THINK WHAT YOU'RE SAYING IS YOU HAVE FIGURED OUT A WAY TO MEASURE THAT KIND OF PROGRESS THAT IS MORE DETAILED THAN IF YOU JUST SAID MEETS OR DOESN'T MEET.
CORRECT. OKAY, LET ME JUST ASK ABOUT THE ASSESSMENTS.
SO WE ARE GOING TO MOVE AWAY FROM ACPS TO MAP FOR PURPOSES OF MEASURING OUR GOALS.
RIGHT. SOMEBODY SAY, YES, THERE'S A LOT OF SMILING.
MAYBE. SO FOR THE PURPOSES OF THE GOALS WE ARE CONSIDERING OR RECOMMENDING THE CONSIDERATION OF THE USE OF MAP FOR PROJECTION TO STAAR OUTCOMES. YES, SIR.
DOES THAT IMPLY THAT THERE'S A POSSIBILITY OF REDUCING THE RELIANCE ON ACPS AND THE NUMBER THAT ARE ACTUALLY TAKEN? YES. OKAY.
SO LET ME GO BACK TO PAGE 21 AND THERE'S SORT OF A VOCABULARY THAT IS NOT PARTICULARLY INTUITIVE TO PEOPLE.
RIGHT. SO IN THE, LET'S JUST TAKE GOAL 2.
AND THE VOCABULARY FOR GOAL IS THE NUMBER 56 AT THE VERY FAR END OF THAT FIRST LINE.
IF YOU LOOK AT THE COLUMN IMMEDIATELY TO THE LEFT OF THAT.
THAT IS NOT A GOAL IN THIS BOOK, IN THIS SORT OF INSIDER VOCABULARY.
THAT IS A GOAL PROGRESS MEASURE.
THAT SECOND TO LAST COLUMN IS A COLUMN THAT IS SHOWING GOAL PROGRESS MEASURES.
I THINK IT'S A TARGET TO GOAL.
YES, SIR. IT'S SHOWING INTERIM PROGRESS TOWARDS THE OVERALL GOAL.
OKAY, SO THEN TELL ME WHAT A GOAL PROGRESS MEASURE IS.
SO LET ME BACK UP FOR JUST A SECOND, JUST TO MAKE SURE I GET THIS.
SO WHEN THIS WAS FIRST CREATED, THE TRAINING AND TRUSTEE MACKEY CAN CORRECT ME SINCE HE'S DOING THIS TRAINING THESE DAYS. THIS IS ABOUT SETTING A FIVE YEAR GOAL, WHICH IS THE 24-25 THAT IS LISTED THERE.
ALONG THE PROCESS OF CREATING A FIVE YEAR GOAL, YOU THEN HAVE TO GO BACK AND CREATE ANNUAL TARGETS.
THEN THE GIRLS PROGRESS MEASURES SHOULD BE CREATED TO ALIGN AND INFORM SO THAT YOU CAN INTERVENE AND KNOW WHETHER YOU, AM I ON TARGET TO REACHING THAT GOAL.
THE GOAL PROGRESS MEASURES ARE ALL SUPPOSED TO BE ABOUT, ARE WE ON TARGET TO REACHING THAT GOAL BEFORE THE END OF THE YEAR? OKAY. OKAY. THANK YOU.
I THINK IN COMMON DISCOURSE, PEOPLE THINK OF TARGETS AND GOALS AND THEY USE THEM INTERCHANGEABLY AS SYNONYMS. BUT FOR THE PURPOSE OF THIS ANALYSIS, WE ARE USING THESE TERMS WITH SPECIFIC TYPE DEFINITIONS.
SO AS I LOOK ACROSS, SO WHEN WHEN FOR GOAL 2, YOU SAY THE PROPOSAL IS NOT TO CHANGE THE GOAL.
BUT YOU ARE TALKING ABOUT CHANGING TARGETS ALONG THE WAY TO GETTING THAT GOAL.
SO, AND THIS FOLLOW UP ON TRUSTEE CARREÓN'S QUESTION, SO WE GO FROM THE ACTUAL OF 39.6 ON THIS ON GOAL 2, TO A NEW TARGET OF 41 INSTEAD OF THE OLD TARGET OF 49, AND THAT'S A 2.4 OR 1.4 INCREASE.
[01:55:01]
AND I SORT OF UNDERSTAND THAT THAT CONNECTS BACK TO THIS, THAT FIRST ANALOGY THAT I WAS TALKING ABOUT, THAT YOU'RE GOING TO SEE PROGRESS TAKING PLACE WITHIN THAT DID NOT MEET BAND.AND JUST LIKE MY EXAMPLE, YOU GET A 20 AND THEN YOU GET A 40 AND THEN YOU GET A 55.
IT'S NOT SHOWING UP, BUT IT WILL START TO SHOW UP IN THAT THIRD YEAR.
IS THAT CONCEPTUALLY WHAT YOU'RE TRYING TO TELL? CORRECT. THAT'S SPOT ON.
I'M SORRY, JOHNSON. YOU WERE FIRST.
NO YOU WERE FIRST, ACCORDING TO THE BUTTON.
AND THEN MARSHALL. THAT'S ROUND TWO.
RIGHT. OKAY. WE'LL HAVE SOMETHING IN ROUND ONE.
SO LET ME GO BEFORE YOU. I JUST HAVE A QUICK QUESTION.
WHAT WILL THE DIFFERENCE BE AND WHAT WILL IT DO FOR OUR KIDS IF WE GO FROM ACPS TO MAPS? SO HOW WOULD THEY LOOK? WHAT WOULD THAT DO? I'LL JUST QUICKLY SPEAK TO MAP.
BOTH HAVE A STAAR PROJECTION CORRELATION, SO WE HAVE THE BENEFIT OF THOSE.
IN MAP WHAT WE ALSO HAVE IS SORT OF THE INTERVENTIONS THAT ARE EMBEDDED WITHIN MAP .
SO ESSENTIALLY SAYS IF A STUDENT IS PERFORMING HERE, HERE'S AN INTERVENTION THAT YOU SHOULD PROBABLY CONSIDER AS A TEACHER TO MOVE THE STUDENT FROM ONE TARGET DURING THE YEAR TO ANOTHER TARGET DURING THE YEAR TO ANOTHER TARGET DURING THE YEAR, SO THAT THEY CAN ULTIMATELY MEET THEIR GOAL.
THE OTHER THING WITH MAP IS YOU HAVE BEGINNING, MIDDLE AND END OF YEAR.
AND THEN LASTLY, MAP ALSO HAS MULTI YEAR LONGITUDINAL SO WE CAN SEE KINDER ALL THE WAY TO EIGHTH GRADE HOW STUDENTS HAVE GROWN OVER TIME.
IT'S CORRELATED, WHICH IS NOT SOMETHING WE CAN DO.
SO THAT'S WHERE I'M GOING TO GET TO.
SO THE ACP'S DOES NOT SHOW THAT? WHAT DOES THE ACP SHOW? IT DEMONSTRATES ESSENTIALLY THAT STUDENTS MASTER CONTENT THAT WAS TAUGHT DURING THE PROJECTED SEMESTER OR DURING THE SEMESTER.
AND MAPS WOULD SHOW MORE THAN THAT? IT SHOWS GROWTH OVER TIME.
YES. BUT DOES IT ALSO SHOW MASTERING THE CONTENT? THERE IS A CORRELATION BETWEEN THE CONTENT AND WHAT'S TESTED ON MAP.
YES. THAT'S [INAUDIBLE]. THANK YOU SO MUCH.
SO I'M JUST GOING TO SAY I LOVE THE APPENDICES.
I MEAN, I JUST, BRING IT ON, AS MANY AS YOU WANT.
I HAVE NO PROBLEM LOOKING AT THESE.
THESE ARE AWESOME. I WAS GOING TO I WAS GOING TO POINT TO 44 BECAUSE I THINK THERE WAS A LOT OF DISCUSSION ABOUT KIND OF THIS SLIDE 44, ABOUT THIS IDEA OF THE PROJECTIONS AND THE ACCELERATION. I THINK THAT ONE'S A PRETTY GOOD, AT LEAST FROM MY LOOKING AT IT, THIS IS THE RAMP UP.
THIS IS WHAT'S SHOWING I THINK SOMEBODY ASKED, COULD WE SEE IT IN THIS FORMAT? AND I THINK WHEN I WAS LOOKING THROUGH THE SLIDES, THIS IS THE ONE THAT CAUGHT MY ATTENTION BECAUSE IT SHOWS US KIND OF THAT JOURNEY FROM, YOU KNOW, DOES NOT MEET TO THE MEET. AND THEN THIS IS WHY WE CAN, IT ACCUMULATES.
AND THEN YOU ADD MORE PEOPLE AT THE VERY END TO OUR TARGET OR TO OUR WELL, THESE ARE GPMS. BUT I THINK THAT THAT'S A GOOD VISUAL.
THAT HELPS UNDERSTAND KIND OF THE THINKING, THE STAFF'S THINKING.
IF YOU LOOK AT SLIDE 46, KIND OF THE ACTUAL THE PRE COVID, THE PROPOSED TARGETS, THIS ONE HAPPENS TO HAVE LIKE NO DATA BEFORE THE 2019-20, WHEREAS A BUNCH OF THESE OTHER ONES DO HAVE THE DATA BEFORE.
I THINK IT'S IMPORTANT THAT WE MOVE TO, WITH SOME ALACRITY, TO GET THESE GOALS SET.
AND SO TWO THINGS, JUST POINTS TO MAKE.
ONE IS THIS THEN HELPS THEM ALIGN WHAT THEY NEED TO DO AND TWO, WHICH IS, THIS IS JUST THE GOAL SETTING AND WHATNOT.
BUT IN TERMS OF BUDGETING AND FUNDING AND MAKING SURE WE'RE PUTTING THE RESOURCES BEHIND DOING THIS.
[02:00:06]
I MEAN, WE'RE TELLING THE ADMINISTRATION, LOOK, THIS IS IT.THIS IS WHAT WE WANT YOU GUYS TO DO.
YOU ALL FIGURE OUT HOW ARE YOU GOING TO PAY FOR ALL THIS AND PUT THE RESOURCES.
HE'S LOOKING AT ME LIKE, NO, NO.
I JUST THINK IT'S VERY IMPORTANT THAT ONCE THESE THINGS ARE SET, THAT WE REALIZE THAT THAT HAS IMPLICATIONS IN TERMS OF RESOURCES AND TUTORING AND GETTING BEHIND THOSE KIDDOS SO THAT WE CAN GET THEM TO WHERE THEY NEED TO BE.
I'M NO PROBLEM SWITCHING TO THE MAP .
I THINK IT GIVES US A BETTER CORRELATION.
AND I TOTALLY GET THE THE CONCEPT THAT THE BEGINNING OF YEAR, MIDDLE OF YEAR AND THEN KIND OF WHAT THE STAAR SCORE IS GOING TO BE, IT'S PROBABLY MORE LIKE A HOCKEY STICK. AND IF YOU ALL'S DATA SHOWS THAT, THEN I'M SURE THAT IF IT'S BEEN THAT WAY FOR THE LAST DECADE, IT'S GOING TO CONTINUE TO BE THAT WAY GOING FORWARD.
SO JUST WANTED TO THANK YOU GUYS FOR THESE.
I THINK THAT THIS IS GREAT STUFF.
DR. ELIZALDE, VERY PROUD OF THE TEAM AND THE WORK THAT YOU GUYS ARE DOING ON THIS.
THANK YOU. THANK YOU, TRUSTEE FLORES.
I THINK I'M GOING TO WRAP UP THE FIRST ROUND.
I HAVE SOME COMMENTS AND QUESTIONS, HOPEFULLY OUR STANDARD 10 MINUTES.
SO I'M GETTING TEXTS FROM MY WIFE ABOUT PARENT CONFERENCE.
SO I'LL START WITH MAP VERSUS ACP.
WHAT I LIKE ABOUT MAP IS THIS TRANSPARENCY AND KIND OF EMPOWERMENT.
BUT TO ANSWER KIND OF TRUSTEE JOHNSON'S POINT FROM A PARENT'S PERSPECTIVE, YOU KNOW, IT'S NORMALIZED AGAINST STUDENTS, THEIR SAME GRADE LEVEL, THEIR SAME YEAR, NOT LAST YEARS THIRD GRADERS OR TWO YEARS AGO THIRD GRADERS.
SO IT'S VERY EMPOWERING FOR PARENTS.
AND I THINK IT'S VERY GOOD INFORMATION.
THE ACP TO ME IS KIND OF AN INTERNAL DISD DOCUMENT THAT REALLY MEANS NOTHING TO ME.
SO I THINK IT HELPS IN THAT WAY.
I HOPE WE CAN USE IT IN THAT WAY, AND I LIKE THAT IT'S CONSISTENT.
SO I THINK IT'S A MUCH MORE ENERGIZED SCORE AS OPPOSED TO WHAT I THINK IS A KIND OF SANITIZED ACP FROM A OUTSIDE THE DISTRICT PERSPECTIVE. SO, YOU KNOW, ONE OF THE QUESTIONS WE'RE GOING TO ASK TONIGHT IS, YOU KNOW, WHAT WAS MY SON'S MATH SCORE? WE'RE GOING TO GOOGLE IT AND SEE WHAT PERCENTILE HE'S IN.
WE'RE GOING TO SEE DOES HE NEED SUPPORTS OR NOT? AGAIN, SOME PARENTS CAN DO THAT.
BUT I KNOW OUR COMMUNITY IS IF I COULD TAKE MATH SCORES FROM A SCHOOL AND GIVE IT TO A PARTNER OR A COMMUNITY CHURCH, THEY CAN KNOW HOW THEY COULD WORK WITH THAT KID, JUST KNOW WHICH KIDS TO WORK WITH.
SO IF WE CAN START WITH THAT GPM 2.2, I THINK A LOT OF FOLKS HAVE TALKED ABOUT IT TODAY.
I'LL START ON THE POINT ABOUT, I GUESS, OUTSIDE OF DISD LOOKING AT THIS DATA? THAT RIGHT TRUSTEE, WHAT SLIDE WAS THAT FLORES.
LIKE MY KIDS IN THIRD GRADE, THEY GO TO FOURTH GRADE, THEY GO TO FIFTH GRADE.
AND I'M WATCHING THAT GROWTH OVER TIME.
I'M NOT COMPARING MY KID TO A THIRD GRADER LAST YEAR.
THEY'RE ALSO DIFFERENT SUBSETS.
I'M LOOKING AT YOU BECAUSE WE PLAY SPORTS.
YOU KNOW, I LIKE THE APPLES TO APPLES TRACKING KIDS AND I LIKE THAT THE ADMINISTRATION MADE A SHIFT TO ACTUALLY HAVE THE GOALS TRACK THESE KIDS FIRST GRADE IN SECOND GRADE AND THIRD GRADE, BECAUSE TO ME, THAT'S A MUCH MORE IF YOU PULL YOURSELF OUT OF THE WEEDS, THIS ISN'T WHAT YOU DO EVERY DAY, DAY IN AND DAY OUT.
THAT'S A MORE LOGICAL WAY TO LOOK AT IT, IN MY OPINION.
SO THAT'S HELPFUL. THANK YOU FOR FLAGGING THAT TRUSTEE FLORES.
YOU WANT THIS ONE OR YOU WANT THE GOAL? I WANT THE GOAL. YEAH.
THAT HAS THIRD GRADERS FROM LAST YEAR AND THE YEAR BEFORE THAT AND THE YEAR BEFORE THAT.
SO WE TALKED ABOUT THIS NUMBER AND THIS TRAJECTORY IN THIS PATH.
[02:05:07]
KIND OF SHARE TRUSTEE FOREMAN'S CONCERN ABOUT THE AGGRESSIVENESS AND THE LOWERING OF THE GOAL.TRUSTEE MARSHALL MENTIONED THIS BEFORE.
I'M GOING TO SAY GOALS WHICH I KNOW WHAT I'M TALKING ABOUT.
THE GPMS, BOTH THE GPMS AND THE GOALS.
WHAT I THINK I WOULD LIKE TO EXPRESS FROM THIS SIDE OF THE TABLE IS, YOU KNOW, I DON'T FEEL LIKE THIS BOARD HAS BEEN ASKED TO SUPPORT KIND OF THE WAY YOU WERE TALKING ABOUT TRUSTEE FLORES.
I DON'T FEEL LIKE THERE'S BEEN AN ASK.
TO THE EXTENT THAT THIS BOARD IS KIND OF ASKED FOR AN ASK.
SO IT'S A BIT FRUSTRATING A BIT, I FEEL TO SEE GOALS GO DOWN AND FEEL LIKE WE HAVEN'T HAD THAT ASK YET, SO I'M HOPING IT COMES TRUSTEE FLORES, FOR THESE GOALS GET IDENTIFIED AND THERE'S A TARGETED PLAN AND THERE'S A BIG ASK FOR US BECAUSE THAT'S A BIG PUSH, ESPECIALLY WHEN WE SAY DR. LITTLE. I CAN SAY THAT WITHOUT MESSING UP.
YOU SEE THE DATA WENT THE WRONG WAY.
THAT'S THE BAD NEWS. SO IT'S GOING THE WRONG WAY.
WE'VE GOT A LONG WAY TO GO AND WE'RE LOWERING OUR GPMS. I'M JUST WAITING FOR LIKE A BIG ASK.
I DON'T KNOW WHAT THE PATH IS.
I KNOW THIS IS A DATA DRIVEN BOARD AND WE'LL RESPOND TO THAT.
IF WE GET DATA THAT'S PERSUASIVE, THAT MOVES THESE SUBSETS OF STUDENTS, I THINK WE WILL SUPPORT IT.
WHEN WE TALK ABOUT RESOURCES, YOU KNOW, WE DON'T CONTROL RESOURCES.
WE DO APPROVE THE BUDGET AND BUDGET AMENDMENTS.
SO THAT'S KIND OF MY STATEMENT.
EVEN WITH IT LOWERED IT'S A BIG PUSH.
AND I'M WAITING FOR AN ASK, SO I'LL LEAVE THAT THERE.
I WANT TO KNOW WHAT THE SHIFTING GOALS LOOKS LIKE FOR THE CAMPUS LEVEL.
SO ALL THE WAY FROM THE PRINCIPAL TO THE TEACHER TO THE STAFF, TO THE STUDENTS, TO THE FAMILIES, WHAT ARE THESE NUMBERS? WHAT DO THEY LOOK LIKE? WHAT IS THIS GOING TO LOOK LIKE FOR A TEACHER? THEY'VE ALREADY DONE MAPS FOR THE BEGINNING OF THE YEAR.
DR. LITTLE, WHY DON'T YOU TAKE US THROUGH THAT ACTIVITY IN A SUMMARY FASHION? YEAH, I'LL CERTAINLY DO MY BEST.
SO YOU'RE LOOKING AT DISTRICT LEVEL GOALS.
SO WE DO THE SAME THING OR WE WILL DO THE SAME THING ONCE THESE ARE SET WITH EACH CAMPUS.
SO I'VE SEEN A LOT OF EDUCATORS DO THAT.
AGAIN, WE TALKED ABOUT THAT COMPARISON AND I DIDN'T FOLLOW ALL IT.
I DON'T NEED TO FOLLOW ALL OF IT.
I'M NOT GETTING THE EDUCATION FROM THIS SEAT OR IN ANY OTHER SEAT.
WHEN WE TALK ABOUT WE'RE COMPARING THIS AND WE'RE TRYING TO ACCELERATE IT, IS WHAT I WAS HEARING.
CAN WE GET, I PREFER IN THESE SLIDES A COMPARISON.
SO IF I SEE THAT SECOND GRADE AFRICAN-AMERICAN STUDENTS IN 2020, I HAVE NO IDEA IF THAT 32.8, WHAT THE REFERENCE POINT IS TO THE ASIAN STUDENTS, TO THE HISPANIC STUDENTS, TO THE WHITE STUDENTS, TO ALL STUDENTS.
AND I ALSO NEED TO SEE IT YEAR OVER YEAR FOR IT TO BE HELPFUL TO ME.
AND I GUESS I COULD ASK YOU OFFLINE, BUT.
SO I COULD SEE IF THAT GROWTH IS.
YEAH. TRUSTEE HENRY WE HAVE 30 TO 34 AND THREE POINT, 2.2.
I DON'T KNOW WHAT THAT LOOKS LIKE IN COMPARISON TO THE WHITE STUDENTS, FOR EXAMPLE.
WHAT IS OUR, WHAT IS THE GOAL FOR? WE DON'T. SO THE BOARD DOESN'T OFFICIALLY ADOPT GPMS FOR OTHER STUDENT GROUPS.
WHAT ARE THE OUTCOMES FOR WHITE STUDENTS IN 2.2? WE CAN GET YOU THAT DATA.
SO LIKE 20. I SEE. 2020-21, 2020 TO.
ONE OTHER NOTE TO ADDRESS TRUSTEE FOREMAN'S QUESTION AND WHAT YOU'RE BRINGING UP HERE.
I GOT LIKE, A MINUTE AND A HALF. OH, SORRY.
[02:10:01]
I'LL COME BACK AROUND. SORRY.I'LL GET IN TROUBLE CONTROL FOR THAT LATER.
AND I'M OFF TRACK, SO I'M JUST WASTING MY TIME NOW.
CAN WE GO TO THE SLIDE 11? I KNOW IT'S SHIFTY WITH HOW WE GET POINTS OR WHATEVER BASED ON WHATEVER DID NOT MEET.
WHAT'S OUR GOAL HERE? LIKE, IF WE WERE TO ASSERT PERCENTAGES THAT DID NOT MEET APPROACHES, MEETS AND MASTERS, DO WE HAVE A DISD INTERNAL GOAL LIKE OUTSIDE OF WHAT TEA IS DOING AND PLAYING AROUND? IF YOU GET 16 RIGHT YOU DID NOT MEET.
THAT'S ALL THE SAME TO ME AT THE END.
I GUESS THERE HAS TO BE A CUTOFF LINE AND I KNOW WE DON'T GET UNTIL WE GET MEET, BUT WHAT'S OUR LIKE? DO WE HAVE AN INTERNAL GOAL FOR THE PERCENTILES IN THOSE FOUR? WE WOULD WANT TO HAVE A MINIMUM OF 60% OF OUR STUDENTS AT THE MEETS.
A GOAL THAT WE COULD HOLD YOU ACCOUNTABLE TO? SO NOT LIKE.
SO WE DON'T HAVE A GOAL IN TERMS OF ONE THAT THE BOARD HAS ADOPTED THAT IS ONLY MEETS.
WHERE SHOULD WE BE ON THIS? I MEAN, YOU HAVE TO KNOW WHERE YOU SHOULD BE IF YOU'RE TRYING TO.
WE NEED TO GET TO 60% OF OUR STUDENTS.
AND WHAT'S THE PERCENTAGE NOW? IT DEPENDS ON THE CONTENT, BUT IT'S PART OF THE GPM.
SO THERE'S A MEETS GPM FOR THE GOALS.
I'LL COME BACK AROUND. I THINK TRUSTEE MARSHALL IS NEXT.
SO I'LL PICK UP WHERE YOU LEFT OFF TO MAKE IT EASIER.
I HAVE FOUR OR FIVE COMMENTS I WANT TO MAKE AND THEN A COUPLE OF QUESTIONS.
SO FIRST IS IF WE CAN FLIP TO SLIDE 72 AND BUILD OFF WHAT TRUSTEE HENRY WAS JUST TALKING ABOUT.
BUT THE, THIS IS SHOWING OUR LOW DOES NOT MEET IN OUR HIGH DOES NOT MEET.
AND I THINK THE POINT IS IF YOU LOOK AT THE GRAY AND THE PINK, THERE'S A LOT IN THE GRAY.
AND IF YOU LOOK AT THE ORANGE AND THE YELLOW, THERE'S A LOT IN THE ORANGE.
AND SO, YOU KNOW, YOU CAN MOVE UP WITHOUT ACTUALLY QUALIFYING FOR ANY IMPROVEMENT.
BUT JUST IN, THIS ALSO ANSWERS YOUR QUESTION BECAUSE YOU CAN SEE ANY SUBJECT THERE.
IN READING, WE'RE AROUND 40% AND SO ON, WHICH I THINK IS WHAT YOU WERE TRYING TO GET AT.
I THINK WE NEED TO BECAUSE THIS IS A LOT TO DIGEST.
I ALSO WOULD COMMENT THAT THE FORMAT OF SLIDE 38 IS WHAT I THINK THIS BOARD IS YEARNING FOR.
THAT'S ALSO IN THE APPENDIX AND THAT NEEDS TO BE ELEVATED TO THE MAIN BODY OF FUTURE CONVERSATIONS BECAUSE THIS IS WHAT, THIS IS WHAT EACH GOAL, THE TRANSITION OF WHAT YOU'RE PROPOSING, HOW IT, WHERE THE RUBBER MEETS THE ROAD IS GOING FROM THE GREEN LINE TO THE DOTTED BLUE LINE.
SO I WOULD LIKE TO SEE THAT IN OUR NEXT CONVERSATION.
AND SUPERINTENDENT ELIZALDE, YOU MENTIONED THAT WHEN YOU WERE REVIEWING THIS WITH THE TEAM THAT THEY SHOWED YOU SOME DATA ON A STUDENT LEVEL ABOUT WHICH STUDENTS CAN GO UP FROM ONE GROUP TO THE NEXT BUT NOT QUALIFY FOR DOMAIN ONE.
AND I'D LIKE TO ACTUALLY GET INTO THE EXCEL.
I WANT NOT ONLY THE APPENDIX, BUT ALSO THE EXCEL DOCUMENT THAT WAS USED TO CREATE THE APPENDIX.
AND THEN A COUPLE OTHER QUICK COMMENTS BEFORE I GET INTO MY QUESTIONS.
ONE IS THAT I THINK YOU'RE HEARING A LOT OF POSITIVE FEEDBACK ABOUT MAP, NOT JUST IN THE CONTEXT OF THESE GOALS, BUT ALSO WITH THE, THREE TIMES A YEAR SPACED OU,T STUDENT BY STUDENT LEVEL DATA AND THE CORRELATION TO STAAR.
NO NEED TO THROW IT OUT. HE DID IT.
AND THEN THE LAST THING I'LL SAY BEFORE I GET INTO MY QUESTIONS IS WHERE I ENDED IN ROUND ONE.
[02:15:04]
I'M VERY CONCERNED THAT WE HAVE MADE ALL THIS CONVERSATION ABOUT DOMAIN ONE, AND YET DOMAIN ONE IS COUNTING KIDS THREE TIMES IF THEY'RE AT THE MASTER'S LEVEL.THAT IS, THAT FLIES IN THE FACE OF EQUITY, RIGHT.
LIKE WE ARE, WE ARE PROVIDING.
I'M ALL ABOUT INCENTIVE ALIGNMENT AND WE ARE PROVIDING AN INCENTIVE TO ALL OF YOU GUYS AND TO EVERYBODY AT THE CAMPUS LEVEL TO FOCUS ON THE KIDS THAT ARE DOING THE BEST TO ADVANCE THEM TO THE NEXT LEVEL, RATHER THAN FOCUSING ON THE KIDS THAT ARE DOING THE WORST TO ADVANCE THEM TO THE NEXT LEVEL, BECAUSE WE GET TRIPLE THE POINTS. IT'S A, IT'S A SCREWED UP INCENTIVE STRUCTURE.
SO I THINK WE NEED TO BE VERY THOUGHTFUL ABOUT WHETHER OR NOT WE'VE SCREWED UP WITH THESE GOALS.
IF IT IS. I MEAN, I THINK WE MAY NEED TO REVISIT THAT AND ACTUALLY THINK ABOUT ON THIS SLIDE, PROVIDING A GOAL BASED INCENTIVE STRUCTURE TO MOVE THE GRAY INTO THE PINK AND MOVE THE ORANGE INTO THE YELLOW, BECAUSE THOSE ARE THE KIDS THAT ARE THE FURTHEST, FURTHEST BEHIND AND THOSE ARE THE ONES THAT NEED THE RESOURCES.
AND WE'VE GOT TO GET THIS RIGHT.
SO WHILE I CAN APPRECIATE TRUSTEE FLORES' NEED FOR SPEED, I WANT TO MAKE SURE THAT WE GET THIS RIGHT AND THAT WE DON'T KEEP REVISITING IT OVER AND OVER AGAIN BECAUSE, YOU KNOW, WE'VE, WE JUST NEED TO BE CREATING THE RIGHT INCENTIVE STRUCTURE.
SO I'LL GET OFF MY SOAPBOX AND I HAVE A COUPLE OF QUESTIONS.
NUMBER ONE IS ONE OF THE OTHER CHANGES.
SO WE ARE LOOKING TO READING AND MATHS TO BE THE PRIMARY DRIVERS OF THIS CONVERSATION, MAINLY BECAUSE MAP DOES PROVIDE US READING AND MATH THROUGH ALL THROUGH THE GRADES, WHEREAS THE SCIENCE TEST IS SPECIFIC TO THOSE GRADE LEVELS WHERE IT'S TESTED.
AND WE DO CONSIDER THE SOCIAL STUDIES AND THE SCIENCE TESTS TO BE REPRESENTATIONS OF READING AND HOW WELL STUDENTS CAN READ AND ACTUALLY THE MATHEMATICS TEST AS WELL, HOW MUCH THEY CAN COMPREHEND ON THOSE TESTS.
SO I THINK I AGREE WITH EVERYTHING YOU JUST SAID, BUT JUST BECAUSE SCIENCE AND SOCIAL STUDIES ARE LOWER DOWN THE IMPORTANCE CURVE THAN MATH AND READING DOESN'T MEAN THAT THEY SHOULDN'T MAKE THEIR WAY ON TO THIS LIST.
YEAH, WELL, I WAS GOING TO SAY.
WHEN WE FIRST SET UP THESE GOALS, WE ACTUALLY HAD A CONVERSATION ABOUT THE FACT THAT WE, I MEAN, WE WERE VERY DELIBERATE ABOUT SAYING ALL SUBJECTS AND, YOU KNOW, AND THIS WAS JUST, I KIND OF FEEL LIKE YOU SLIPPED IN A READING AND MATH CHANGE.
AND WE'VE HAD NOW AN HOUR LONG CONVERSATION ABOUT THIS AND THIS HASN'T EVEN COME UP.
MY APOLOGIES. THE GOAL STILL CONTINUES TO HAVE ALL SUBJECT AREAS.
SO THE GOAL LANGUAGE ITSELF MAINTAINS ALL SUBJECT AREAS.
IT'S THE GPMS THAT WE'RE FOCUSING ON, READING AND MATH.
BUT NOW NONE OF THE GPMS ARE MEASURING ANY OTHER SUBJECTS.
THAT'S CORRECT. THAT GIVES ME A LITTLE HEARTBURN.
CAN I JUST? TALK ABOUT THAT OFFLINE.
I DON'T THINK WE NEED TO SOLVE IT RIGHT NOW, AND I'M SHORT ON TIME.
I'M NOT REALLY THRILLED WITH THAT IDEA EITHER.
SO WE CAN TRACK FROM FIRST GRADE TO SECOND GRADE TO THIRD GRADE.
WE DO NOT ASSESS MAP UNTIL END OF YEAR KINDERGARTEN RIGHT NOW.
WE MIGHT CONSIDER MOVING THAT TO MIDDLE OF YEAR, BUT WE WOULD NOT GO AS FAR AS BEGINNING OF YEAR.
SO IT DOES NOT BECOME THE SAME TOOL FOR TEACHERS THAT IT IS IN THE OTHER GRADE LEVELS.
LIKE, I'D LIKE TO DO WHAT YOU SAID FOR FIRST, SECOND AND THIRD AND STILL HAVE KINDERGARTEN ON THERE.
[02:20:08]
SO I STRONGLY ENCOURAGE US TO REVISIT SOME SORT OF PUBLIC GOAL PROGRESS MEASURE THAT'S ASSOCIATED WITH KINDERGARTEN.AND THEN, BRIAN, I ONLY GOT TO SAVE TWO MINUTES FOR ME TO YELL AT YOU, WHICH IS UNFORTUNATE BECAUSE THAT'S THE PRIMARY THING THAT I WANTED TO DO WITH MY 10 MINUTES IS YELL AT YOU.
ON SLIDE, ON SLIDE 28, I AGREE WITH EVERYTHING BEN MACKEY SAID.
IT MAKES NO SENSE AT ALL TO HAVE YOUR GOAL FOR '22, '23, '24, '25 ALL BE 65.
I DIDN'T. I HEARD YOUR ANSWER.
TO MAINTAIN EXACTLY WHERE I AM RIGHT NOW.
LIKE AND I KNOW THAT'S NOT WHAT YOU SAID.
YOU SAID THAT THE TEST IS, THE THINGS YOU KNOW, IT'S BECOMING HARDER AND HARDER TO MAINTAIN THAT.
COME ON. I MEAN, WE GOT TO DO BETTER THERE.
I REALLY THINK WE GOT TO UP OUR GAME.
5.2 WE HAVE GOING DOWN IN '23.
CAN YOU EXPLAIN THAT TO ME? ABSOLUTELY. AND GOAL 5 IS REALLY CONFUSING TO ME.
HERE'S THE REASON FOR 5.2, BECAUSE THE, IT IS, YOU KNOW, IT'S LAG DATA.
SO ESSENTIALLY THIS, THE RESULTS FROM LAST YEAR, WE ANTICIPATE A SIGNIFICANT JUMP FROM 10.3 TO PROBABLY ABOUT 30%, AROUND 30%. SO THAT WAS THE RATIONALE FOR MOVING IT UP BECAUSE.
BUT THEN YOU WENT DOWN TO 24.5.
WE DID. AND THAT WAS BASED UPON THE RULE.
THAT WAS THE ORIGINAL, THAT WAS THE ORIGINAL TARGET.
IT'S A FAIR ONE, BUT THAT'S I JUST THINK WE'RE CRUSHING IT IN THIS AREA AND WE'VE GOT TO ADAPT THE GOALS ACCORDINGLY.
I MEAN, ANY GOAL THAT YOU'RE ABSOLUTELY CLEARLY GOING TO CRUSH IS NOT A GOOD GOAL, RIGHT? LIKE THE GOAL HAS TO BE ATTAINABLE, BUT A STRETCH, YOU KNOW, AND I DON'T THINK ANYTHING ON THIS PAGE IS A STRETCH.
AND GOAL 5.3 YOU HAVE, IN 2020 WE WERE AT 460 AND YOU HAVE YOUR GOAL FOR 2022 BEING 440, FOR '23 BEING 445 AND FOR '25 BEING 450.
SO IN FOUR YEARS WE'RE GOING TO BE LOWER THAN WE WERE IN THE COVID YEAR OF 2020 AT 579.
I MEAN, THAT IS HARD TO DIGEST.
I'D BE HAPPY TO TAKE THIS OFFLINE IN THAT OTHER CONVERSATION, BUT I WOULD, I WOULD VOTE AGAINST THIS PROPOSAL SIMPLY FOR WHAT'S ON GOAL 5 ALONE. I MEAN. MAY I SPEAK TO 5.3? THANK YOU TRUSTEE MARSHALL.
GO AHEAD, DOCTOR LUSK AND THEN TRUSTEE CARREON. YEAH.
I JUST WANT TO POINT OUT THAT FOR 5.3, AS I STATED EARLIER, WHEN I KIND OF WENT THROUGH THE DECK AND I WENT THROUGH IT QUICK, BUT WE HAVE MOVED AWAY TO A FAIR DEGREE FROM THE ASSOCIATION OF APPLIED SCIENCES BECAUSE OF THE FEEDBACK WE HEARD FROM THIS BOARD AND FROM PARENTS AND OUR SCHOOLS.
THAT BEING THE CASE, IT REDUCES THE OPPORTUNITIES FOR STUDENTS TO EARN A CERTIFICATE.
THUS THE REASON FOR THE REDUCTION.
SO WE HAVE PIVOTED AWAY FROM THAT.
AND SO IT'S NOT REALISTIC TO SAY THAT THE NUMBERS WOULD STAY THE SAME WHEN WE'RE MOVING AWAY FROM THAT AND MOVING TOWARDS MORE OF A CORE COMPLETE, AN EARLY COLLEGE HIGH SCHOOL MODEL EARNING AN ASSOCIATE.
SO WE'RE 140 OF THE 580, THAT TYPE OF DEGREE.
WE'VE GOT TO WRAP THIS UP. IT IS DECREASED.
I CAN MEET WITH YOU THANK YOU, TRUSTEE MARSHALL, DR.
I WANT TO THANK TRUSTEE FLORES FOR POINTING OUT PAGE 44.
I THOUGHT THAT WAS, I THINK IT'S, I AGREE.
I THINK IT'S SUPER HELPFUL FOR GOALS IN TWO AND THREE SOME GPMS CAN BE SET LOOKING AT COHORT CHANGES OVER TIME, BUILT FROM THE BOTTOM UP.
SO I GUESS THEN MY QUESTION IS ON PAGE 23.
I SEE THAT, I SEE IT FOR GOAL 2.
BUT FOR GOAL 3, YOU START WITH GPM 3.3 FOR 2022, THAT NUMBER IS 32.
AND IN THAT SAME COHORT, WE EXPECT THEM TO GO DOWN TO 30.
IS THAT IN '23 TO? SOMEONE TO SPEAK TO ME ABOUT THAT.
IF WE CAN START AT THE BOTTOM.
TRUSTEE CARREÓN, IN GPM 3.3 LOOK AT THE 32 IN RED.
THOSE ARE FIRST GRADERS THIS YEAR, SO WE NEED THEM IN TWO MONTHS TO HIT THAT 32.
NEXT YEAR. AND THIS DOES LOOK A LITTLE STRANGE.
THEY BECOME THAT MIDDLE 30 IN RED.
YEAH. THE REASON WHY THAT GOES DOWN IS BECAUSE THAT'S BEEN A SHARP DECLINE THAT WE'VE BEEN SEEING.
AND SO WE'RE ACTUALLY PROJECTING LOWER LOSS THAN WHAT WE'VE HAD.
[02:25:04]
IT'S NOT YET CHANGING THE TRAJECTORY OF THE CURVE, BUT THEY ALSO BECOME PART OF THAT 42 AT THE END OF 2.1.SO OVER TIME, OVER THEIR FIRST, SECOND AND THIRD GRADE YEAR, WE HAVE CHANGED THEIR TRAJECTORY TO IMPROVING ACHIEVEMENT AND THEY'LL BE PART OF THAT GROUP THAT HAS TO HIT THAT 42. I'M GOING TO NEED A LITTLE MORE TIME WITH THAT.
[LAUGHTER] OKAY. WE'LL TALK ABOUT IT.
THANK YOU. TRUSTEE MARSHALL, I THINK HE WAS GOING IN THE DIRECTION THAT I WAS GOING TO ASK CONCERNING THE MAP S.
DOES MAPS TEST OTHER SUBJECTS OUTSIDE OF READING AND MATH? OTHER ELECTIVES? DOES IT ONLY TEST READING AND MATH? THAT'S WHAT I WAS CONCERNED ABOUT.
CURRENTLY IT DOES TEST SCIENCE IN ADDITION TO READING AND MATH.
WE ANTICIPATE THAT IT WILL HAVE HIGH SCHOOL SUBJECT SPECIFIC TESTS IN THE FUTURE.
THOSE ARE NOT AVAILABLE AT THIS TIME.
SO RIGHT NOW, IS IT? READING, MATH AND SCIENCE.
IS THAT SO? IS IT TESTING ANYTHING IN HIGH SCHOOL, LIKE IS IT TESTING THE NINTH GRADERS.
YES, SIR. WE TEST UP THROUGH NINTH GRADE.
THAT'S CORRECT. ANYTHING OUTSIDE OF, OTHER THAN THAT, IT IS NOT TESTING.
I HAVE A LOT OF QUESTIONS OFFLINE.
OKAY. WE'LL BE HAPPY TO TALK WITH YOU.
OKAY. THANK YOU. TRUSTEE WHITE.
I HAD A BRIEF DISCUSSION WITH THE SUPERINTENDENT AND ONE OF THE CHIEFS ABOUT THIS, BUT SETTING GOALS ARE GREAT.
AND WHEN YOU LOOK AT THE SCALE FROM WHICH WE'VE ARRIVED AT THESE NUMBERS, MY QUESTION IS, WHAT ARE, WHAT TOOLS ARE WE GOING TO GIVE THE TEACHERS IN ORDER TO MAKE THESE TARGETS WITHOUT DRIVING THE WHIP OR WHAT HAVE YOU, WHAT MAY SAY? WHAT TOOLS ARE WE GOING TO GIVE THEM IN ORDER TO EFFECTIVELY BE ABLE TO, NOT ONLY MEET THESE NUMBERS, BUT HOPEFULLY EXCEED THESE NUMBERS? TRUSTEE WHITE, WE HAVE SEVERAL TOOLS IN PLACE THIS YEAR AT THIS TIME.
WE HAVE OUR MTSS INTERVENTIONISTS.
WE'VE LOOKED AT INTERVENTIONS FOR OUR CAMPUSES.
OUR CAMPUSES ARE ABLE TO LOOK AT THEIR OWN CURRENT DATA.
IF YOU REMEMBER, WE'RE LIKE LOOKING AT THE STUDENT LEVEL DATA AND THEN THE CAMPUS DATA.
AND SO THEY'RE ABLE TO UTILIZE THEIR OWN CAMPUS TRACKER TO FOLLOW AND FOLLOW THE GROWTH OF EACH STUDENT TO MEET THEIR GOALS FOR THIS SCHOOL YEAR, NOT ONLY AS IT RELATES TO STAAR, BUT ALSO THEIR MAP GOALS.
AND SO THEY HAVE TOOLS TO TRACK THE STUDENTS AND THEN ALSO THE RESOURCES TO GROW THOSE STUDENTS.
AND SO WE'VE HEAVILY INVESTED WITH THE SUPPORT OF THE BOARD, OUR BOARD OF TRUSTEES, MANY OF THE RESOURCES THAT THEY'RE UTILIZING IN THEIR CLASSES AND IN THEIR CAMPUSES NOW.
SO OTHER THAN LOOKING AT DATA, WHICH IS GREAT TO SEE WHERE YOU AT, WHERE YOU'RE WHERE THEY'RE CURRENTLY AT, BECAUSE OF COURSE, YOU WANT TO TEST THE STUDENT TO SEE WHAT THEY HAVE GAINED OR LOST DURING THE SUMMER AT THE BEGINNING OF THE SCHOOL YEAR.
BUT I'M NOT SURE HOW MANY OF YOU HAVE BEEN IN THE CLASSROOM.
IT PROBABLY HAS BEEN QUITE SOME TIME.
A LOT HAS CHANGED SINCE YOU'VE BEEN IN THE CLASSROOM.
SO WHEN YOU SAY RESOURCES, I'M LOOKING FOR MORE THAN JUST YOU SAYING, OKAY, THEY HAVE THE DATA TO LOOK AT WHERE THE GROWTH IS BECAUSE OF COURSE WE KNOW WE HAVE DATA, WE HAVE IT HERE THAT'S BEEN PROVIDED.
RESOURCES, PROGRAMMING, VOLUNTEER SUPPORT, INCREASE FOR KINDER, BECAUSE IT'S VERY IMPORTANT TO MAKE SURE A CHILD IS READING EARLY.
I'M STRONGLY FOR KIDS READING IN KINDER AND PRE-KINDERGARTEN.
IT'S DOABLE. IT'S BEEN HAPPENING.
SO THAT'S WHAT I'M ASKING AS FAR AS WHAT RESOURCES ON THAT LEVEL.
YES, TRUSTEE WHITE. I THANK YOU FOR THAT QUESTION.
WE HAVE CURRICULAR RESOURCES THAT ARE PROVIDED TO OUR TEACHERS THAT INCLUDE FOR READING PARTICULARLY SPECIFIC LESSONS AND PATHWAYS ON PHONICS INSTRUCTION, ON COMPREHENSION INSTRUCTION, AND THAT'S COUPLED WITH PROFESSIONAL LEARNING.
[02:30:02]
ONE EXAMPLE OF THAT IS OUR READING ACADEMY.WE HAVE INVESTED QUITE A BIT OF TIME IN COACHING AND PROFESSIONAL LEARNING FOR OUR KINDER THROUGH THIRD GRADE TEACHERS ON HOW TO TEACH STUDENTS TO READ.
SO THAT'S A COUPLE OF EXAMPLES.
FOR THE OTHER SUBJECT AREAS, WE WOULD LOOK AT SOFTWARE PROGRAMING THAT TRUSTEE HENRY MENTIONED, THE I-EXCEL BEING ATTACHED TO THE MAP RESULTS THAT ARE VERY TARGETED FOR PARTICULAR AREAS TO GROW IN.
SO THERE'S A PLETHORA THAT I'D BE HAPPY TO GO OVER WITH YOU IF YOU'D LIKE TO DO THAT.
YES. AND I DON'T WANT TO TAKE UP YOUR TIME, BUT I DO WANT TO JUST REITERATE OUR TEAM.
I WANT TO THANK SHANNON, TIFFANY.
THEY WALK CLASSROOMS TWICE A WEEK MINIMUM WITH TEAMS. TO YOUR POINT, TRUSTEE WHITE.
DR. LITTLE HAS A TEAM OF EARLY LEARNING SPECIALISTS WHO ALSO DO THAT.
YOU'RE EXACTLY RIGHT. THE TEACHER IS THE ONE WHO BEST KNOWS WHAT'S WORKING IN THEIR CLASSROOMS. AND I KNOW THAT THEY GATHER DATA ON BEST PRACTICES AND THEN WE WORK TO SHARE THAT.
AND I KNOW WE COULD SPEND SOME TIME.
I'D BE HAPPY TO SPEND SOME TIME WITH YOU OFFLINE.
WE HAVE TRUSTEE FOREMAN, FOLLOWED BY TRUSTEE MICCICHE.
SO CAN I GET MY QUESTION ANSWERED NOW, SINCE IT'S MY TIME? I'M NOT PAYING FOR ANYTHING.
YES, DEREK. LET'S DO IT, TRUSTEE FOREMAN.
AND I THINK THIS WILL ADDRESS SOMETHING THAT AT LEAST FOUR OF YOU HAVE RAISED AS A CONCERN.
SO I'LL TRY TO DO THIS IN MAYBE LIKE 90 SECONDS, TRUSTEE FOREMAN.
AGAIN, LET'S GO TO THE BOTTOM OF THE SLIDE FOR THOSE FIRST GRADERS TWO YEARS AGO THAT WERE 29%.
THAT 29 BECAME THE NEXT YEAR'S SECOND GRADERS AT 27.4.
SO TO MY EARLIER COMMENT, WE LOST GROUND.
THAT'S WHERE THIS YEAR'S SECOND GRADERS WERE LAST YEAR.
AND SO WE'RE TRYING TO GROW THAT BY EIGHT RATHER THAN BY LOSING BY TWO.
SO THAT'S PART OF THE ADDITIONAL EFFORT.
AND THE WAY THAT WE'RE CHANGING THE TRAJECTORY IS BY SAYING WE'VE GOT TO MOVE FASTER AND FURTHER.
BUT WE ALSO HAVE TO LOOK AT WHERE STUDENTS WERE WHEN THEY CAME IN.
WHATEVER THE EXPLANATION IS, I THINK THAT'S THE STRUGGLING PART.
SHANNON, JUST A LITTLE BIT ABOUT WHAT TRUSTEE WHITE IS ASKING.
I THINK THE QUESTION IS AND TIFFANY, WE'VE HAD SOME CONVERSATIONS ABOUT THIS, KNOWING WHAT THE INTERVENTIONS ARE BECAUSE THEY'RE GOING TO BE DIFFERENT ON DIFFERENT CAMPUSES.
THERE MIGHT BE READING COACHES ON ONE CAMPUS, THERE MIGHT BE MATH COACHES ON ANOTHER CAMPUS.
AND WHAT WE DON'T HAVE IS, AS A BOARD, WE DON'T KNOW WHAT ALL THOSE INTERVENTIONS ARE.
AND I THINK IT WOULD BE GOOD TO HAVE A GOOD UNDERSTANDING BY SCHOOL, PARTICULARLY THE ELEMENTARY SCHOOLS, BY SCHOOL, WHAT THOSE INTERVENTIONS LOOK LIKE AND WHAT KIND OF PROGRESS WE'VE HAD WITH THOSE PARTICULAR INTERVENTIONS, BECAUSE AT SOME POINT WE MIGHT HAVE TO PIVOT, I F THOSE INTERVENTIONS ARE NOT WORKING.
AND THEN THE OTHER THING I THINK THAT TRUSTEE WHITE DIDN'T SAY THAT I WILL SAY IS THAT WE HAVE STUDENTS IN AND OUT OF SCHOOLS AND SOMETIMES A LOT MOVING FROM CAMPUS TO CAMPUS.
HOW ARE WE CAPTURING THAT PARTICULAR ASPECT? BECAUSE THAT'S A HUGE PIECE THAT'S HAPPENING NOW.
A LOT OF THAT IS MORE AT THE HIGH SCHOOL LEVEL, BUT IT DOES HAPPEN.
SO HOW ARE WE, HOW ARE WE ADDRESSING THAT? TRUSTEE FOREMAN, THOSE STUDENTS, THE DATA THAT WE HAVE IS CENTRALIZED.
BUT THE TEACHERS THAT GET THOSE STUDENTS, WHAT KIND OF INTERVENTIONS DO WE HAVE IN PLACE THAT WOULD ADDRESS THAT FOR THOSE PARTICULAR TEACHERS? BECAUSE WE DO HAVE THE SHIFTING IN AND OUT.
[02:35:04]
AND I JUST, I'M JUST ASKING THAT QUESTION AS A THOUGHT PROVOKING QUESTION TO BE ABLE TO DEAL WITH THAT PIECE, BECAUSE THAT DOES AFFECT ACTUALLY WHAT HAPPENS.I DON'T THINK I HAD ANY OTHER QUESTIONS.
WELL, IF YOU HAVE ANY OTHER QUESTIONS.
SORRY. I WANT TO UNYELL AT DR.
LUST BECAUSE, YOU KNOW, IT IS POSSIBLE TO HAVE GOALS.
I MEAN, WE DID THAT WITH GOAL NUMBER SIX.
SO IT MAY BE THAT THIS BECOMES AN IRRELEVANT METRIC IF WE'VE ALREADY HIT, YOU KNOW, THE NUMBER.
IF OUR GOAL IS 65% OF OUR KIDS WILL GRADUATE WITH THEIR HIGH SCHOOL DEGREE AND THEIR ASSOCIATE'S DEGREE AND WE ARE AT 65% AND ALL THE ADJACENT SCHOOL DISTRICTS ARE LIKE 35 OR 38%.
NOW ARE WE GOING TO BE ABLE TO GET ABOVE 65? I DON'T KNOW. BUT THE POINT IS THAT THERE IS A POINT AT WHICH ATTENDANCE RATES.
YEAH, WE CAN SAY, WELL, WE'RE GOING TO INCREASE OUR ATTENDANCE RATE FROM 95.6 TO 97.
SO, YOU KNOW, I THINK THAT TRUSTEE MARSHALL'S POINT IS GOOD POINT.
WE'RE KILLING IT, LIKE WE DID WITH GOAL NUMBER SIX IN CO AND EXTRACURRICULAR ACTIVITIES.
BUT YOU KNOW WE'LL BE GLAD TO HAVE THE DISCUSSION ABOUT WHETHER THAT'S THE RIGHT METRIC.
SO IF WE'RE JUST KEEPING A PLACEHOLDER FOR NOW, GREAT.
HE PROBABLY HEARD ME TALKING ABOUT HIM.
SO I'M JUST GOING TO YELL AT YOU AND SAY, HEY, I HEAR YOU.
I SEE WHERE YOU'RE GOING WITH IT.
I HEAR TRUSTEE MARSHALL IN TERMS OF LIKE, YOU KNOW, SHOULD WE DUMP THIS THING? YEAH, MAYBE YOU SHOULD LOOK AT SOMETHING ELSE THAT'S MORE RELEVANT.
BUT. I APPRECIATE YOU BEING UNYELLED AT.
THANK YOU SO MUCH [LAUGHTER]. I THINK YOUR TIME IS UP, SIR.
NO KIDDING. [LAUGHTER] NO. YOU'VE DONE WITH YOUR 10 MINUTES.
I CAN KEEP ON YELLING [LAUGHTER].
I APPRECIATE. I WOULD JUST SAY THIS.
I DON'T THINK WE'VE MAXED OUT.
I DON'T THINK THAT'S THE MESSAGE AT ALL.
AND WE JUST HAVE TO DO A LITTLE BIT OF REALIGNMENT AND GIVE US A LITTLE BIT OF TIME.
AND THAT'S REALLY THE MESSAGE. BUT I APPRECIATE IT.
THANK YOU, TRUSTEE FLORES, TRUSTEE MICCICHE.
WELL, IN ALL OF THIS YELLING AND UN YELLING, I ACTUALLY THOUGHT I HEARD YOU SAY THAT THE MEASUREMENT OF OF CAREER AND COLLEGE READINESS HAD CHANGED SO THAT WE'RE NOT LOOKING AT THE SAME MEASUREMENT FOR THE DIFFERENT YEARS.
SO WHAT WOULD BE GOOD IS TO BE ABLE TO HAVE AN APPLES TO APPLES COMPARISON.
SO KIND OF A WHAT IF, WHAT IF THE NEW WAY OF MEASURING COLLEGE AND CAREER READINESS WAS APPLIED IN THE PRIOR YEARS? AND THEN IF WE DID THAT, WOULD WE BE SEEING A JUST A FLATTENING OUT OF WHAT OUR GOAL IS, OR WOULD WE ACTUALLY BE LOOKING AT INCREASES AS TARGETS? AND SO AM I CORRECT IN UNDERSTANDING THAT THEY'RE CHANGING THE MEASUREMENT SO THAT A 65% UNDER THE OLD RULES MIGHT BE A 50% UNDER THE NEW RULES? AND SO THAT WE'RE AND IF WE TRY TO AND WE SET THE GOAL AT 65%, AGAIN, WE HAVE TO GROW 15% TO ACTUALLY LOOK FLAT ON THIS CHART.
YES, THE SCALE SCORE WILL BE ADJUSTED FOR COLLEGE AND CAREER READINESS.
[02:40:05]
THOSE CERTIFICATIONS, NOW THE STATE IS SAYING THOSE DON'T COUNT BECAUSE OF THE RULE CHANGE, WHICH REALLY IS DIFFICULT TO MEET.OKAY. THANK YOU. APPRECIATE IT.
THANK YOU. THANK YOU, TRUSTEE MICCICHE.
I HAVE COMMENTS ON THE SECOND ROUND IF WE COULD GO TO 2.2 AGAIN.
BUT IF WE CAN START ALSO CREATING AS A REQUEST, A CHART, THAT TO YOUR POINT.
DR. LITTLE, IF WE TRACK THOSE FIRST GRADE AFRICAN-AMERICANS, IF YOU START WITH 2.3 AT 22 AND THEN YOU GO TO 2.2 AND YOU'RE AT 30, WE DON'T HAVE THE THIRD GRADE, BUT I WOULD LIKE TO SEE HOW THAT GOES ALL THE WAY TO 24-25, INCLUDING THE ULTIMATE GOAL.
SO IF YOU DON'T GET RID OF IT, YOU GET RID OF GPM 2.1 ON THIS SLIDE IT MOVE THE 50 UP.
YOU UNDERSTAND WHAT I'M SAYING? JUST SO WE CAN TRACK THAT GROUP ALL THE WAY ACROSS AND SEE WHAT THEIR GOAL IS IN THE GROWTH ALL THE WAY THERE.
AND THAT MIGHT BE IN THE APPENDIX.
SOMEONE TEXT ME IF IT IS, BUT I WOULD LIKE TO SEE THAT.
OTHER TRUSTEES HAVE ALREADY SAID THAT.
BUT, YOU KNOW, IF WE'RE GOING TO SPEND ON HOW LONG WE'VE BEEN ON THIS, BUT IT'S I'D RATHER BE SPENDING THIS TIME OR WHATEVER TENSIONS CREATED BETWEEN THE BOARD AND ADMINISTRATION, ETC., ON THESE PARTICULAR TOPICS.
AND I THINK EVERYONE ON THE BOARD AGREES.
I SHOULDN'T SAY I KNOW Y'ALL KNOW THIS BOARD.
WE'RE CONCERNED ABOUT THESE THINGS.
SO I THINK, YOU KNOW, I THINK IT'S A GREAT JOB.
THANK YOU, TEAM, FOR WORKING TO GET IT TO THIS POINT.
THANK YOU FOR THE EFFORT. HOPEFULLY WE'LL CONTINUE ALL WORKING COLLECTIVELY ON THESE SPECIFIC GOALS, BUT THIS IS THE STUFF THAT'S WORTH TALKING ABOUT FOR HOWEVER MANY HOURS WE STAY HERE AND MAYBE NOT SOME OF THE OTHER STUFF WE DO, BUT THAT'S JUST ME.
IF THERE'S NOT ANY OTHER COMMENTS, QUESTIONS.
THANK YOU. THAT'S IT. MAY I SAY SOMETHING? I WOULD LIKE TO JUST TAKE A MOMENT OF TRUE PRIDE.
OAKLEY, WHO'S WHO'S BEING VERY HUMBLE OVER THERE ALLOWED, SHE WAS PRESENT, ALONG WITH DR.
WARE, WHO'S ALSO TRIES TO BE VERY HUMBLE.
BUT THE STATISTICIANS IN THE ROOM CONTINUED TO KEEP US ON POINT.
SO WE HAD TEACHING AND LEARNING FROM SHANNON, FROM CHIEF TREJO TO DR.
LITTLE. WE HAD SCHOOL LEADERSHIP, WE HAD DR.
LUSK, WE HAD DEPUTY CHIEF ALVARENGA.
THIS WAS TRULY A TEAM FROM ALL OF THE AREAS.
AND I REALLY APPRECIATE SERVING A BOARD WHO IS CONSTANTLY FOCUSED ON STUDENT ACADEMIC ACHIEVEMENT.
AND EVEN IF THEY ARE YELLING AT US, IT'S OKAY.
WE HAVE HUGE DISPARITIES THAT WE NEED TO CORRECT.
AND I JUST WANT TO SAY THANK YOU TO OUR TEAM.
I JUST GAVE SOME BRIEF PARAMETERS AND THEY TOOK IT AND RAN WITH IT.
I REALLY APPRECIATE OUR TEAM AND EVERYTHING THAT THEY DID.
AND WE APPRECIATE TIFFANY HEWITT ALSO.
DID YOU I DIDN'T HEAR YOU SAY TIFFANY, SO I WANT TO SAY TAKE IT.
TIFFANY, I APPRECIATE YOU BECAUSE I BUG YOU THE MOST, BUT.
ACTUALLY TRUSTEES AND STAFF AND EVERYONE.
WE'RE GOING TO TAKE A FIVE MINUTE RECESS, IF THAT'S OKAY WITH EVERYONE.
WE CAN BE BACK IN YOUR SEATS AT 650.
[02:45:09]
THANK YOU, TRUSTEES IT'S 6:51.WE'RE GOING TO MOVE ON TO THE TEAM BUILDING EXERCISE THAT'S GOING TO BE LED BY DR.
LOZADA I'M GOING TO DO THE FIRST ACTIVITY.
[02:55:29]
YOU KNEW THE VISION.[02:55:46]
BEING STUDENT CENTERED.BUT WE ALSO NOTICED THAT FOR THEN, HOW THAT AFFECTS ME IN MY ROLE, IS THAT I HAVE TO MAKE SURE THAT OUR TEAM KNOWS WHAT THEY'RE WORKING TOWARDS.
AND WE WANT TO THANK YOU FOR WORKING TOGETHER AS A TEAM TO HELP US SET THAT VISION.
THANK YOU. AND I'LL TURN IT OVER.
WE HAVE THE OTHER PART OF TEAM BUILDING IN ADDITION TO TALKING ABOUT YOUR GOALS AND WHERE YOU ARE AND YOUR BOND IS, WE HAVE TO SPEND SOME TIME TALKING ABOUT ROLES AND RESPONSIBILITIES, WHICH IS WHY I BROUGHT YOU EACH A COPY OF THIS.
NEVER SAY I NEVER GAVE YOU ANYTHING.
WE ARE NOT GOING TO READ IT VERBATIM BECAUSE THAT'S NOT HOW I DO THINGS.
BUT AT THE END OF THE CONVERSATION, I NEED TO ASK YOU WHAT FURTHER CONTINUING EDUCATION YOU NEED INDIVIDUALLY AND AS A BOARD, NOT BECAUSE ANYBODY IS GOING TO FOLLOW YOU AROUND AT CONFERENCES OR CHECK TO SEE IF YOU'VE DONE IT, BUT IT'S TO GIVE YOU THE VISION OF WHAT YOU NEED TO GO FORWARD.
SO BE THINKING ABOUT THAT AS WE TALK.
WE ALSO I WAS ASKED TO TALK A LITTLE BIT ABOUT BOARD OPERATING PROCEDURES.
I DON'T THINK WE'RE GOING TO DO ANYTHING EXTENSIVE WITH THAT EXCEPT TO SAY THAT BOARD OPERATING PROCEDURES SAY HOW THIS GROUP WANTS TO CONDUCT YOURSELVES AND HOW THE PREVIOUS BOARD OR TWO BOARDS AGO DID IT OR WITH A DIFFERENT SUPERINTENDENT IS DIFFERENT.
SO I JUST WANT TO START BY ASKING YOU, HOW'S IT GOING? WHAT ARE YOU EXCITED ABOUT THIS YEAR? THAT WASN'T RHETORICAL. SO WE ALL HAVE OUR MOUTHS FULL.
WE'LL FORGIVE YOU FOR CHEWING.
DON'T CHOKE. I'M EXCITED ABOUT A FEW THINGS.
FIRST AND FOREMOST IS THE PROGRESS THAT THIS DISTRICT HAS MADE SINCE COVID.
THESE BOARD MEMBERS PROBABLY DON'T WANT TO HEAR IT TOO MUCH, BUT I'M THE ONLY TRUSTEE THAT HAD NO DS AND NO FS ON THE ACCOUNTABILITY RATING.
OK. SO I'M EXCITED ABOUT THAT.
YEAH, THEY PROBABLY DON'T WANT TO HEAR THAT.
I MEAN, NO, THEY DON'T WANT TO HEAR IT ANYMORE.
SHE GOT IT. BUT OVERALL, WHEN YOU LOOK AT THE DISTRICT IN ACCOUNTABILITY, WE MADE A B.
THAT'S EXCITING FOR AN URBAN DISTRICT WITH MANY CHALLENGES AFTER COVID.
THANK YOU. WHO ELSE? WHAT ARE YOU EXCITED ABOUT? SO I'M EXCITED ABOUT THE CONTINUATION OF THE PROGRESS.
YOU KNOW, OFTEN SCHOOL DISTRICTS GO THROUGH A BUNCH OF CHANGE WHEN THEY GET A NEW SUPERINTENDENT, AND I AM EXCITED THAT THIS BOARD FOUND A SUPERINTENDENT UNANIMOUSLY, GOT EXCITED ABOUT IT.
SO I'M EXCITED ABOUT THE OPPORTUNITY WE HAVE TO NOW PUSH THE ENVELOPE EVEN FURTHER.
I'M EXCITED ABOUT THAT. I'M EXCITED ABOUT THAT FOCUS AS WE GO FORWARD.
OKAY. THANK YOU. WHO ELSE? WHO NEXT? YES, SIR.
[03:00:05]
THINGS, LIKE WE ARE USING THE AIR TIME OUTSIDE OF SOME CHANGES I THINK WE NEED TO MAKE TO OUR BROADER PUBLIC MEETING SECTION OF OUR AGENDA.BUT OUTSIDE OF THAT I THINK WE HAVE FOCUSED MORE TIME AND ENERGY AND AGENDA POINTS ON TOPICS THAT DRIVE OUTCOMES FOR KIDS RATHER THAN GOING AROUND IT AROUND DEBATING THINGS THAT ARE OF LOWER IMPORTANCE.
WHO ELSE? I'M EXCITED, I THINK OUR SUPERINTENDENT HAS USED THE WORD REFINE.
SO IT'S LIKE AN ERA OF REFINEMENT AND IT KIND OF BUILDS OFF OF WHAT OTHER FOLKS ARE SAYING, BUILDING OFF OF PROGRESS, BUILDING OFF OF GREAT INITIATIVES, BUT MOSTLY NOT CHANGING THINGS, BUT REFINING THINGS.
I THINK TODAY WAS AN EXAMPLE OF THAT.
I THINK IT WAS A GOOD EXAMPLE OF THAT.
THANK YOU. WHO ELSE? YES, SIR. YES, MY ANSWER WILL BE A LITTLE DIFFERENT.
WE'RE GOING TO GET BETTER. SO ONE OF THE THINGS I'M EXCITED ABOUT IS THAT WE'RE STILL ALIVE.
WE'VE LOST FRIENDS AND LOVED ONES.
SO THE FACT THAT GOD HAS BLESSED US TO STILL BE ABLE TO STILL BE HERE TO CONTINUE THIS WORK FOR KIDS IS VERY IMPORTANT, BECAUSE IF WE'RE NOT HERE, YOU KNOW, OF COURSE WE'RE GOING TO CONTINUE, BUT WE'RE HERE.
THAT'S SOMETHING I'M EXCITED ABOUT.
ABSOLUTELY. THERE WAS A LOT OF LOSS OVER THE LAST COUPLE OF YEARS.
SO WHO ELSE? WHAT ARE YOU EXCITED ABOUT? YES, SIR. WELL, I'M EXCITED ABOUT THE ACADEMIC ACHIEVEMENT THAT WE'VE MADE THROUGHOUT THE DISTRICT AND THE ALSO EXCITED ABOUT THE OPPORTUNITIES THAT WE HAVE EXPANDED FOR STUDENTS ACROSS THE BOARD FROM P-TECH OR TO OUR CTE PROGRAMING AND OUR CHOICE SCHOOLS.
AND I'M EXCITED THAT WE HAVE A SUPERINTENDENT WHO KNOWS THE DISTRICT INSIDE OUT AND WHO LED OUR REALLY OUR TURNAROUND IN THE SCHOOLS.
YES, I LOVE THAT SHE'S COMING BACK HOME.
K WHAT ELSE? WHAT ARE YOU EXCITED ABOUT? I'M EXCITED. I'M A NEW MEMBER, OF COURSE.
AND TO SINCE I DID ALL MY TRAINING, I HAVE ALL MY CE I DON'T REALLY NEED TO DO ANYMORE.
SO I'M PRETTY EXCITED TO CONTINUE TO LEARN THE ADMINISTRATION TOP DOWN.
AND I'M ALSO EXCITED THAT WE DO HAVE A NEW SUPERINTENDENT THAT IS ON BOARD AND JUST GETTING TO KNOW MY COLLEAGUES AS WELL AS THE NEW SUPERINTENDENT AND THE STAFF THAT I HAVE MET ON CAMPUS AND IN ADMINISTRATION SO FAR.
AND I'M JUST EXCITED ABOUT ALL THE NEW POSSIBILITIES AND THE THINGS THAT I WANT TO GET DONE FROM NOT JUST MY DISTRICT, BUT DALLAS ISD AS A WHOLE, BECAUSE I FEEL DALLAS IS ONE OF THE GREATEST SCHOOL DISTRICTS.
GOOD. AND I'M NOT JUST SAYING IT JUST TO IMPRESS ANYBODY.
I BELIEVE, JUST LIKE, YOU KNOW, ONE OF THE LOCAL PASTORS HERE IN THE METROPLEX, I ALWAYS SAY ABOUT SOMETHING, WHY YOU KNOW, HEAVEN HIS IS DIFFERENT, BUT MINE IS.
WHY GO ANYWHERE ELSE WHEN DISD HAS ALL THAT YOU NEED IN ORDER TO GET YOUR CHILD A GOOD QUALITY EDUCATION? SO I FIRMLY BELIEVE THAT.
AND I THINK A LOT OF PEOPLE THAT I HAVE MET HERE, THEY REALLY ARE ABOUT EDUCATION, AND THAT'S WHAT I WANT TO BE ABOUT, EVEN THOUGH THIS DISTRICT IS A BUSINESS.
OUR MAIN FOCUS IS OUR PRODUCT, I FEEL, WHICH IS OUR STUDENTS.
WHEN WE HANDLE PEOPLE'S MOST PRECIOUS COMMODITY, WHICH IS ACTUALLY THEIR CHILDREN AND THEIR MONEY.
YES, MA'AM. SO BUT THAT'S CONGRATULATIONS ON GETTING ALL THOSE CONTINUING EDUCATION, THINGS DONE THAT IS YOUR UNPAID JOB WITH THE MANDATORY TRAINING REQUIREMENT.
SO THANK YOU. WHO ELSE? WHAT ARE YOU EXCITED ABOUT? AND I'M GOING TO ASK YOU IN A MINUTE WHAT CAUSES YOU CONCERN? SO DON'T THINK I'M POLLYANNA.
I'M EXCITED WE GOT CHICK-FIL-A.
MY GRANDSON SHOULD OWN STOCK IN CHICK-FIL-A, SO I COULDN'T PASS THAT ONE UP.
[03:05:03]
THAT ONE. I'M JUST EXCITED ABOUT THE NEW LEADERSHIP ON OUR SUPERINTENDENCY.I'M EXCITED ABOUT THIS BOARD AND TRUSTEE WHITE JOINING US.
I THINK THAT WE'VE GOT A GREAT FOCUS ON WHERE WE'RE HEADED.
SO I'M JUST I'M JUST GLAD TO BE PART OF THE ONGOING CHANGE THAT'S HAPPENING.
AND FROM WHAT I'VE HEARD, THEY ARE WILLING TO BE PUSHED HARD.
AND THAT'S WHAT'S GOING TO MAKE THIS AN AMAZING TEAM.
WHAT ELSE? WHAT ARE YOU EXCITED ABOUT? BEFORE WE GET TO WHAT'S.
WHAT CAUSES YOU CONCERN? OH, SORRY. I SHOULD ALSO ADD THAT WE HAVE A FANTASTIC LEADERSHIP TEAM BESIDE THE, YOU KNOW, HELPING THE SUPERINTENDENT.
YEAH, YOU PROBABLY SHOULD HAVE.
I'VE BEEN AT THIS FOR A LONG TIME, AND THIS IS THE BEST GROUP WE'VE HAD.
AND I KNOW THIS IS THE HONEYMOON PERIOD AND THIS IS RECORDED.
SO IF YOU ALL NEED TO REMIND THEM THAT THEY SAID THIS.
WHAT ELSE? WHAT ARE YOU EXCITED ABOUT? I'VE ALREADY SPOKEN. I'M ALSO EXCITED, THOUGH, THAT JUSTIN HENRY IS OUR BOARD PRESIDENT AND IS GOING TO SUM UP EVERYTHING FOR US RIGHT HERE.
SPOKEN AS A PAST, PAST BOARD PRESIDENT.
I SEE YOU'RE EXCITED ABOUT THAT.
WHAT THEY SAID IS WHAT THEY SAID.
IT'S A GOOD SUMMARY. WE HAVE TRUCK OR TREAT THIS WEEK.
ONE OF MY KID'S SCHOOLS, WE HAVE A FALL FESTIVAL.
ANOTHER ONE. MY WIFE WENT TO AN IN-PERSON PARENT TEACHER CONFERENCE.
SO FOR MY FIRST GRADER, IT'S THE FIRST TIME TO DO ANY OF THOSE THINGS.
THEY'RE THE FIRST, THE SECOND.
AND YOU'LL BE ABLE TO HAVE VOLUNTEERS BACK IN THE WAY WE HAVE NOT BEEN ABLE TO GO TO A CLASSROOM.
ALL THE THINGS. YEAH, FIELD DAYS, EVERYTHING.
WHAT ELSE, BECAUSE WE'RE GOING TO TALK ABOUT WHAT CONCERNS YOU BUT WHAT ARE YOU EXCITED ABOUT? I APPRECIATE YOU SAYING YOU'RE EXCITED ABOUT THE BOARD, BECAUSE NOT EVERY BOARD SAYS THAT AND.
IT'S IMPORTANT BECAUSE YOU'RE ALL SUPERSTARS IN YOUR OWN RIGHT.
BUT WHAT MATTERS IS WHEN YOU GET TO WHERE YOU'RE PLAYING LIKE A TEAM.
BECAUSE WE'VE WE SAW IN THE OLYMPICS YEARS AGO, WE THOUGHT EVERY TIME BASKETBALL WENT TO THE OLYMPICS, THEY WERE GOING TO WIN THE GOLD BECAUSE THEY WERE ALL HIGHLY PAID PROFESSIONAL BASKETBALL PLAYERS.
AND THEN ONE YEAR THEY WENT AND THEY DIDN'T WIN.
AND IT WASN'T BECAUSE THEY WEREN'T EACH GREAT IN THEIR OWN RIGHT.
IT WAS BECAUSE THEY DID NOT GEL AS A TEAM.
SO WHAT I'VE BEEN WATCHING FROM THE BACK AND WHAT I WANT YOU TO THINK ABOUT ALL THE TIME IS HOW DOES THIS TEAM WORK TOGETHER? BECAUSE I APPRECIATE THAT YOU ARE HERE.
TRUSTEE WHITE BUT THAT MEANS SOMEBODY LEFT.
AND WHEN MY MOM PASSED AWAY IN 2008, I WENT ON THE GRIEF WEBSITE AND IT SAID, WHENEVER SOMEONE LEAVES, THERE ARE THINGS THAT PERSON DID THAT HAVE TO BE DONE, YOU KNOW, WHETHER IT'S COOKED THE TURKEY OR WHATEVER IT IS.
SO WHENEVER YOU HAVE A CHANGE IN IN YOUR TEAM, YOU'VE GOT TO FIGURE OUT WHAT DID WE LOSE AND WHAT DID WE GAIN? WHAT DO EACH OF YOU BRING THAT ENHANCES THIS TEAM? SO I WANT TO SPEND JUST A MINUTE.
I'M SORRY. THE QUESTION WAS, WHAT DO WE GAIN? WHAT DO YOU BRING IN? WHAT DO YOU BRING TO THIS TEAM? OH, I FEEL THAT I AM BRINGING THE KNOWLEDGE AND THE SKILL THAT I HAVE FOR MY COMMUNITY AND THE LOVE OF CHILDREN. OKAY.
YES, SIR. I WOULD SAY EXPERIENCE AND WILLINGNESS TO LOOK AT THINGS OBJECTIVELY.
OKAY. I'M GOING TO COME BACK TO YOU, TRUSTEE.
WHAT DO YOU BRING TRUSTEE HENRY.
NOPE, NOPE. YOU CAN'T. YOU CAN'T PUSH IT BACK.
[03:10:02]
SHE CAN GO. SHE'S GOING AT THE END.WHAT DO I BRING TO THIS BOARD? A COMMITMENT TO EQUITY.
I DON'T THINK IT'S UNIQUE, BUT.
YES. WHAT DO YOU BRING? I THINK I BRING THE LENS AND THE VOICE OF THE COMMUNITY TO DISCUSS THE DISPARITIES AS TRUSTEE HENRY SAID, ABOUT RACIAL EQUITY AND EDUCATIONAL INEQUITIES THAT WE HAVE SUFFERING IN MY COMMUNITY.
THANK YOU. SO I WOULD SAY THAT I BRING THE VOICE OF THE IMMIGRANT TO THE TABLE AND ALSO HAVE THE VOICE OF SOMEBODY WHO SERVED WAY TOO LONG ON THE SCORE.
BUT THANK YOU. I THINK I BRING THE EDUCATOR'S PERSPECTIVE TO THE SCHOOL BOARD.
TRUSTEE FOREMAN WHAT DO YOU BRING? I'M BRINGING A WEALTH OF EXPERIENCE OVER 30 YEARS, BEING INVOLVED WITH THE DISTRICT.
PROBABLY KNOW EVERY SUPERINTENDENT THAT WAS HERE DURING THAT TIME FRAME.
SO I BRING ALL OF THAT TOGETHER IN ONE BIG PIECE.
AND OF COURSE, I PUSH THE RACIAL EQUITY PIECE.
WELL, YOU'RE NOT A BABY, SUPERINTENDENT, BUT YOU ARE A SUPER A NEW SUPERINTENDENT HERE.
I THINK I BRING AN UNRELENTING SUPPORTIVE ACCOUNTABILITY LENS OF OUR WORK, LOOKING AT OUR TEAM BEING EVALUATED ULTIMATELY BY STUDENT ACADEMIC OUTCOMES AND SPECIFICALLY THE CLOSURE OF DISPARITY IN THOSE ACADEMIC ACHIEVEMENT.
OKAY. THAT IS A RICHNESS THAT EACH ONE OF YOU BRINGS.
AND I KNOW IF I'D LET YOU TALK LONGER, YOU WOULD HAVE GONE INTO MORE DETAIL.
HOW? I ASKED HOW THE DISTRICT WAS DOING AND WHAT YOU WERE PROUD OF.
AND I APPRECIATE YOU LOOKING AT THE GOALS, BUT HOW ARE YOUR STUDENTS DOING IN WAYS THAT AREN'T MEASURED? BY STAAR SCORES.
BY CCMR. HOW ARE THEY DOING? SO I'LL GO FIRST.
I'M ACTIVELY INVOLVED WITH MANY OF MY SCHOOLS, AND SO I'VE SEEN THE STUDENTS PROGRESS IN TERMS OF WE HAVE HOMELESS STUDENTS WHO WE'RE WORKING WITH TO TRY TO MAKE SURE THAT THEY GET WHAT THEY NEED.
WE HAVE STUDENTS THAT NEED ADDITIONAL SERVICES, ADDITIONAL RESOURCES FROM CLINICIANS.
I'VE SEEN THAT WORK WITHIN THE SCHOOLS.
AND I'VE BEEN ABLE TO SEE THAT WITH MY OWN EYES AND I'M PROUD OF WHAT'S GOING ON.
ABSOLUTELY. THOSE ARE THINGS THAT COME IN THEIR BACKPACKS EVERY DAY.
YES. THAT SOMETIMES WE DON'T EVEN KNOW ABOUT.
WHAT ELSE? BUT THEY DO IN THE SCHOOLS.
YES, THE TEACHERS KNOW THE COUNSELORS KNOW THE PRINCIPALS KNOW, THEY KNOW.
ALSO, THE FACT THAT WE ARE NOW FOCUSING ON THEIR HOLISTIC EXPERIENCE THROUGH SURVEYS TO UNDERSTAND AND BETTER IDENTIFY WHAT EXPERIENCE KIDS ARE HAVING SO WE CAN MAKE SURE THAT THIS IS THE PLACE THAT THEY WANT TO BE AS WELL.
WHO ELSE? YOU WERE ASKING MORE ABOUT? WHAT PEOPLE ARE FEELING IN THE DISTRICT.
IS THAT WHAT YOUR QUESTION WAS? IT'S HOW ARE YOUR KIDS DOING IN WAYS THAT ARE NOT MEASURED BY TEA NECESSARILY? THEY'RE NOT MEASURED. I DIDN'T HEAR THAT PART.
I'M SORRY. I WOULD SAY STRESSED.
YEAH, I THINK WE'VE BEEN EVERYBODY'S BEEN THROUGH A VERY.
SORT OF UNHEARD OF TURMOIL AND THE LAST COUPLE OF YEARS AND I DON'T KNOW THAT KIDS HAVE.
AND I THINK YOU'LL FIND THAT YOUR STAFF HAS NOT EITHER.
YEAH. SO WHAT ELSE? HOW ELSE ARE YOUR KIDS DOING THAT IN WAYS THAT AREN'T MEASURED? I WAS. I'M SORRY.
I HAVE NEVER SEEN SO MANY GUNS THAT ARE BEING BROUGHT ON TO CAMPUSES.
[03:15:03]
I DON'T EVEN KNOW HOW TO GET A GUN MYSELF OTHER THAN GOING AND, YOU KNOW, PURCHASING IT OVER THE COUNTER.IT CONCERNS ME THAT I FEEL LIKE OUR NOT JUST OUR STUDENTS, BUT THE STAFF IS STRESSED BECAUSE OF THINGS THAT ARE GOING ON WITH THE STUDENTS.
I THINK THAT I WISH IN A PERFECT WORLD THAT WE HAD COUNSELORS FOR OUR STUDENTS AND OUR STAFF BECAUSE JUST LIKE TRUSTEE MARSHALL SAID, THE STRESS LEVEL, IF IT WAS FROM RED BEING NON TO GREEN TO IT WOULD BE ON THE HIGHEST LEVEL. AND I FEEL IT.
AND THAT'S NOT UNIQUE TO DALLAS.
WHAT ELSE? HOW ARE YOUR KIDS DOING IN WAYS THAT AREN'T MEASURED ON? I'M PROBABLY GOING TO COME FROM A DIFFERENT VEIN.
AND IT'S HUGE, RIGHT, BECAUSE YOU HAVE DIFFERENT LEVELS OF SECOND FIRST.
FIRST SECONDARY, LOWER LEVEL SCHOOLS.
BUT I'M SAY HOPEFUL AND EXCITED BECAUSE IT'S A NEW YEAR.
THEY GET TO START THINGS OVER.
THEY'VE BEEN THROUGH THE ROUGHEST OF THE ROUGH, IF I CAN SAY IT LIKE THAT.
YES. BUT ALSO WE WON STATE HERE IN DALLAS ISD.
AND NOW TO LOOK AT IT THAT WE'RE FACING THE SAME CHALLENGES AGAIN WITH MORE HOPE.
I THINK THE HOPE BRINGS MORE EXCITEMENT TO BALANCE OFF THE STRESS THAT WE'RE FEELING ACADEMICALLY.
I THINK OUR STUDENTS ARE IMPROVING AFTER BEING IN SUCH A PERIOD OF HIGH STRESS.
THEY'RE EXCITED ABOUT BEING BACK, BACK IN SCHOOL.
THEY REALLY WANT TO BE IN SCHOOL.
THE OTHER THING IS THAT THERE ARE SOME OF OUR STUDENTS THAT HAVEN'T COME BACK.
AND, YOU KNOW, SO WHERE ARE THEY? AND I'M CONCERNED ABOUT THAT.
I WOULD SAY YOUR STAFF IS TOO.
WHAT ELSE? I THINK THE WORD I WOULD USE IS RESILIENT.
MEAN, THERE'S FAR TOO MANY ARE UNWELL.
BUT I DO SEE THE EXCITEMENT AND THE HAPPINESS THAT HAPPENS AT SCHOOL EVENTS AND IN THE CLASSROOM.
SO. HOW ARE YOU TAKING CARE OF THE KIDS? THE PEOPLE WHO TAKE CARE OF YOUR KIDS? WHAT ARE WE DOING TO TAKE CARE OF STAFF? BECAUSE WE KNOW STAFF IS STRESSED.
WE KNOW THAT PEOPLE HAVE LEFT THE PROFESSION.
WE KNOW THAT STAFF HASN'T COME BACK IN SOME CASES.
SO WHAT ARE YOU DOING? WHAT IS WHAT ARE YOU DOING? OTHER THAN GIVING SUPPORT PHYSICALLY OR ASKING, I CALL THE PRINCIPALS AND THAT'S HOW CAN I SUPPORT YOU? AND JUST ENCOURAGING THEM, GIVING THEM ENCOURAGING WORDS.
OTHER THAN THAT, PRAYING FOR THEM.
REALLY, REALLY PRAYED. PRAYER WORKS.
SO I WAS EXCITED TO SEE IN THIS WEEK'S BOARD UPDATE THAT ROBERTS WORKING ON A MENTORSHIP PROGRAM FOR NEW TEACHERS, WHICH I THINK IS SOMETHING LONG OVERDUE AND IS REALLY EXCITING FOR US TO BE ABLE TO SUPPORT OUR NEWER EDUCATORS IN IT IN A JOB THAT'S ALREADY HARD IN A TIME PERIOD, THAT'S THE HARDEST, YOU KNOW.
SO KUDOS TO YOU GUYS FOR WORKING THROUGH THAT.
I WAS REALLY GLAD TO SEE THAT.
AND I THINK THAT HELPS TO TAKE CARE OF THE STRESS FOR EVEN EXPERIENCED TEACHERS.
WHAT ELSE? THERE ARE DIFFERENT LEVELS OF STAFF, THERE'S ADMINISTRATION, AND THEN THERE IS OUR
[03:20:06]
CAMPUS STAFF.SO IT'S HUGE IN TERMS OF IF YOU RAISE THE MINIMUM WAGE, THAT MEANS EVERY LEVEL HAVE TO BE SCALED UP.
SO THAT WAS AN OPPORTUNITY TO REACH OUT AND TRY TO ASSIST OUR PEOPLE THAT ARE HOURLY EMPLOYEES.
I THINK WHAT I DO IS I'M A CHEERLEADER FOR MY SCHOOLS AND IT STARTS WITH THE PRINCIPALS.
WHO ELSE? WHAT ELSE? I THINK PART OF THE ANSWER IS IT'S NOT NOT ENOUGH TO DEAL WITH WHAT THEY'VE GONE THROUGH.
SO THERE ARE THE COMPENSATION ELEMENTS THAT THAT WE'VE THAT JOYCE MENTIONED THERE WAS A RETENTION BONUS AND YOU KNOW, COMPETITIVE SALARIES IN THE MARKET.
THOSE ARE SOME TANGIBLE THINGS, BUT IT'S NOT ENOUGH.
I MEAN I KNOW THE SUPERINTENDENT IS IS LOOKING FOR WAYS TO TAKE THINGS OFF A TEACHER'S PLATE TO BETTER SUPPORT THEM. YOU KNOW, AS A BOARD WE'VE TRIED TO HELP WITH THE THE TEACHER SHORTAGE BY BY CONSIDERING OTHER PIPELINES TO MAKE SURE THAT WE DON'T HAVE EMPTY CLASSROOMS OR HAVE TO SPLIT CLASSES AND THOSE KINDS OF THINGS.
BUT BUT WHAT WHAT OUR STAFF WENT THROUGH IS IS NOT SOMETHING THAT WE CAN WAVE A MAGIC WAND AND FIX.
BUT, YOU KNOW, WE ARE I MEAN, WE DON'T PROBABLY DO IT ENOUGH.
BUT BUT WE TO EVERY PERSON ON THIS BOARD APPRECIATES THE WAY OUR TEACHERS STEPPED UP AND TRY TO EXPRESS THAT. I MEAN THE IT'S COVID WAS UNPRECEDENTED FOR AND DIFFICULT FOR EVERYBODY.
BUT IT WAS IT'S MORE DIFFICULT IN A HIGH POVERTY DISTRICT.
AND I'M JUST PROUD OF THE STAFF AND THE WAY WHAT THEY STEPPED UP TO TO MEET THE NEEDS OF THEIR KIDS.
I WASN'T SURE IF YOU WERE GOING TO GO.
IT'S BEEN A LONG PROCESS, BUT I AM TRYING TO MAKE SURE I CONNECT WITH ALL OF MY PRINCIPALS JUST TO LET THEM KNOW THAT I AM SUPPORTING THEM AND ASKING THEM WHAT THEY NEED.
I UNDERSTAND THIS IS ABOUT TEACHERS, BUT I THINK COMMUNICATION WITH PRINCIPALS ARE KEY BECAUSE WHEN THEY KNOW THAT YOU PUT TEACHERS FIRST.
I THINK. THEN COMING ON THE CAMPUS, BEING A TYRANT.
AND BECAUSE, YOU KNOW, WHEN PEOPLE PUT DEMANDS AS IT TRICKLES DOWN, AN ORDER CAN COME UP FROM HERE.
AND BY THE TIME IT GETS TO WHERE THE CAMPUS, IT'S, OH, GOD, WE'VE GOT TO GET THIS DONE BECAUSE WE DON'T WANT THE SUPERINTENDENT RIDING US OR WHATEVER THE CASE MAY BE FOR THEM TO GET THE GOAL MET, BECAUSE ULTIMATELY, THE GOAL AS FAR AS, YOU KNOW, GETTING THINGS DONE IS HAPPENING ON THE CAMPUS.
THAT'S WHERE WE DO ALL OUR NUMBER COUNTING.
SO IT'S IMPORTANT TO ME THAT TEACHERS ARE RESPECTED, THEY ARE PROFESSIONALS.
AND WHAT SOCIETY SEEMS TO BE DOING TODAY IS MAKING THEM SEEM LIKE, OH, THAT'S JUST A TEACHER, NOT LIKE IT WAS.
I WAS GOING TO SAY IN 1930, BUT ANYWAYS, THAT WAS THAT WAS JUSTICE, YOU KNOW, WHEN THEY WERE HIGHLY RESPECTED.
[03:25:02]
AND, YOU KNOW, IN THE COMMUNITY AND OTHER PLACES, THE ROLES HAVE CHANGED AND TEACHERS HAVE A HARD JOB.IT'S NOT. I REALIZE IT'S NOT MY CALLING.
AND FOR THOSE WHO HAVE TAKEN ON THE ROLE TO DO IT, THE WAY THE SHIFT HAS HAPPENED AS FAR AS THE RESPECT FACTOR, NOT, YOU KNOW, FROM IT'S DIFFICULT.
AND IF I HAD THE RESOURCES AND I HAPPENED TO WIN THIS $600 LOTTERY, I WOULD DEFINITELY GIVE THEM BONUSES BECAUSE THEY REALLY DESERVE IT.
I ABSOLUTELY AGREE WITH YOU THAT IT IS A CALLING.
AND WHAT I TELL PEOPLE ALL THE TIME IS WHEN I WAS IN SCHOOL, I THOUGHT MY MOTHER AND THE SCHOOL WERE ON THE SAME SIDE AGAINST ME AND THAT HASN'T BEEN TRUE FOR SO LONG BECAUSE NOW WE'VE SHIFTED TO THE PARENT AND THE CHILD AGAINST THE SCHOOL.
AND I HAD HOPED DURING COVID THAT WHEN KIDS WENT HOME, PARENTS WOULD SAY, YOU KNOW, THIS IS A LOT HARDER THAN I THOUGHT. YOU KNOW, SCHOOLS AND TEACHERS AND STAFF DO SO MUCH MORE.
BUT WHENEVER IT WAS TIME TO GO BACK, I THINK ALL THAT WENT OUT OF THE WINDOW.
AND IF WE KNOW THAT, HOW DO WE RESTORE THAT RESPECT? HOW DO WE GET THE COMMUNITY AND PARENTS TO UNDERSTAND THAT IMPORTANT ROLE? SO HOW DO WE DO THAT? I MEAN, THAT'S THAT'S WHY I DO WHAT I DO, BECAUSE ULTIMATELY THAT'S WHAT AFFECTS STUDENT ACHIEVEMENT, IS HOW WELL WE TAKE CARE OF THOSE FOLKS.
OKAY. WHAT ELSE CONCERNS YOU? AND I'M NOT LOOKING AT ANYBODY.
AND YOU WERE GOING TO SPEAK. I'M SO SORRY, TRUSTEE MACKEY.
YOU'RE SO SWEET. YOU JUST SAT THERE AND.
NO, NO, IT'S ALL I WAS TRYING TO.
YES, I AM. YEAH, THAT WAS ALL HE HEARD.
I THOUGHT THE QUESTION WAS WHAT? WHAT DO OUR STAFF AND OUR TEACHERS NEED? IS THAT WHAT CONCERNS US ABOUT.
IT'S BOTH. IT'S WHAT ARE YOU DOING TO TAKE CARE OF THE FOLKS THAT TAKE CARE OF YOUR KIDS? GOTCHA. AND SO, YOU KNOW, I THINK WE TALK ABOUT WE'VE DONE GOOD THINGS IN COMPENSATION AND ALL OF THAT.
AND I DON'T THINK THAT'S WHY PEOPLE TEACH.
EVERYONE AT EVERY OTHER LEVEL THAT WE'RE DOING EVERYTHING WE CAN TO SUPPORT THEM, WHETHER THAT MEANS LOOKING AT WHAT TYPES OF SUPPORTS CAMPUSES NEED, READING, INTERVENTIONISTS OR WHATEVER ELSE, GOING TO CAMPUSES AND HELPING TEACHERS.
THAT MEANS WE THINK ABOUT OUR THEORY OF ACTION, EMPOWERING OUR BEST STAFF AND OUR EDUCATORS WHO HAVE SHOWN AND HAVE A TRACK RECORD OF IT TO DIFFERENTIATE BETWEEN WHO'S WHO'S GOT IT.
SO I THINK THAT THAT THAT WILL BE, I THINK, SOMETHING THAT WE SHOULD HAVE DONE A LONG TIME AGO AND HAVE A LITTLE MORE STRUCTURED AND TO LET PEOPLE KNOW THAT WE APPRECIATE THEIR WORK.
WHAT ELSE CONCERNS YOU? IF THAT QUESTION IS BROADER THAN WHAT I PREVIOUSLY ANSWERED ABOUT STAFF ISSUES, I WOULD SAY FUNDING FOR PUBLIC SCHOOLS AT THE AT THE STATE LEVEL.
I MEAN, I THINK WE ALL KNOW THAT TEXAS IS IN THE BOTTOM TEN STATES IN TERMS OF FUNDING, EVEN AFTER THE, YOU KNOW, THE HB THREE LEGISLATION THAT EVERYBODY CHEERED.
WE'RE STILL IN IN THE BOTTOM IN THE MISSISSIPPI QUINTILE IN TERMS OF FUNDING FOR PUBLIC EDUCATION.
AND AS WE SAW IN THE BOND PRESENTATION, INFLATION IS GOING UP RAPIDLY.
[03:30:10]
BILLION SURPLUS TO SPEND ON OTHER THINGS BECAUSE, YOU KNOW, EDUCATION IS TAKEN CARE OF.SO I AM WORRIED THAT IN REAL EFFECT THAT FUNDING FOR PUBLIC EDUCATION IS GOING DOWN FROM A LEVEL THAT WAS REALLY NOT ACCEPTABLE IN THE FIRST PLACE.
AND THIS IS A LEGISLATIVE YEAR.
WHAT ELSE CONCERNED YOU? I'M CONCERNED EVERY TIME THE LEGISLATURE MEETS.
BUT IT GIVES US A CHANCE TO GET IN FRONT OF THEM.
WHAT ELSE CONCERNS YOU? ONE OF THE THINGS THAT CONCERNS ME IS UNFUNDED MANDATES.
WHEN WE COULD BE UTILIZING RESOURCES SOMEPLACE ELSE, WE GET A THY SHALL DO THIS AND THAT REALLY DOES BOTHER ME. JUST ONE OF MANY THINGS.
BUT YEAH, THAT IS SOMETHING THAT BOTHERS ME.
WELL, ONE OF THE MOST RECENT ONES WAS ABOUT SCHOOL SAFETY.
YOU KNOW, WHAT KIND OF LOCKS DO WE HAVE? WHAT KIND OF DOORS DO WE NEED TO HAVE? WHAT KIND OF CHECKS DO WE NEED TO DO? AND YOU'RE FUNDING THAT.
ONE OF THE MANY THINGS AND THAT IF YOU IF YOU SAY YOU TRULY CARE ABOUT STUDENTS AND THEIR SAFETY.
YOU SHOULD HAVE PUT SOME MONEY BEHIND YOUR BELIEFS AND YOUR ACTIONS TO MAKE US BELIEVE IT AND FEEL IT THAT YOU REALLY, TRULY DID MEAN WHAT YOU SAID.
YEAH. THIS IS OUR CHANCE TO SAY THAT TO THEM.
SHIFTING JUST A LITTLE BIT BECAUSE I WAS ASKED TO COVER BOARD OPERATING PROCEDURES.
ARE THERE ANY QUESTIONS THAT THIS GROUP HAS ABOUT YOUR CURRENT PROCEDURES AND WHAT NEEDS TO CHANGE? BECAUSE THE ONES I HAVE WERE CHANGED IN 2017.
WE'RE NOT GOING TO DO IT TONIGHT.
BUT JUST IS THERE ANYTHING THAT JUST IS TOP OF MIND? WHY ARE YOU LAUGHING? BECAUSE HE KNEW I WAS SAYING WE HAVE BOARD OPERATING PROCEDURES.
THERE DUE FOR AN UPDATE, I THINK.
OKAY, THEN WHY DON'T WE NOT TACKLE THAT ONE TONIGHT AND JUST MOVE THAT ALONG? BUT I JUST WANT TO TELL YOU, I WAS ASKED TO.
YOU SO WE WOULDN'T TELL IT BECAUSE SOMEBODY WILL BLOCK IT.
SO WHAT? SO WE'RE NOT TALKING ABOUT IT? YOU KNOW, I WOULD SAY THERE'S NOTHING TOP OF MIND FOR ME IN PARTICULAR.
SO REGARDLESS WHAT YOU AGREE OR DISAGREE WITH, THIS SHOULD BE ON A REGULAR CYCLE THAT THE BOARD UPDATES IT AND LOOKS AT AND SAYS, YEP, THAT'S WHAT WE DO OR MAKES CHANGES OR IT NEEDS TO HAPPEN. I THINK WE ARE DUE FOR THAT.
AND BEING A NEW TRUSTEE, I WAS LIKE WAITING BECAUSE I READ THIS AND I WAS LIKE, SOMEBODY'S GOING TO COME FORWARD AND BE MY MENTOR OR MY BOARD MENTOR. BUT YEAH, THERE ARE SOME THINGS THAT I FEEL LIKE DEFINITELY NEED TO BE UPDATED IN OUR BOARD PROCEDURE AND JUST VOLUNTEERING.
IT'S A PIECE OF PAPER. WELL, IF YOU LOOK AT THE HISTORY OF DALLAS ISD AND HOW THE BOARD IS INTERACTED, IT'S STILL INDIVIDUALS AND INDIVIDUALS THAT ARE ELECTED BY A COMMUNITY THEY GET TO SERVE AND REPRESENT.
SO I THINK I CAN'T SPEAK FOR PEOPLE, BUT I THINK PEOPLE MOST ANSWER TO THE COMMUNITY THEY REPRESENT, THEY, YOU KNOW, GET ELECTED HERE, COME WITH A SENSE OF, YOU KNOW, NOT A MANDATE, BUT SOME CONFIDENCE THAT THEY'RE HERE BECAUSE THEY GOT ELECTED.
SO YOU CAN WRITE WHATEVER YOU WANT IN THOSE BOOKS.
IF YOU CAN'T FIND A WAY TO MANAGE RELATIONSHIPS ACROSS THE BOARD.
HOUSTON ISD HAS BOARD OPERATING PROCEDURES.
SO DOES AUSTIN, SO DOES SAN ANTONIO, AND YOU CAN GO ONLINE AND GOOGLE SOME OF THEIR MEETINGS.
IT'S GOING TO BE TRANSPARENT AND NOT TO KNOCK THEM, BUT I THINK IT'S AN IMPORTANT DOCUMENT.
[03:35:08]
THERE'S TOPICS YOU COULD PUT ON THERE THAT WE WOULD GO NINE DIFFERENT WAYS ON, BUT WE AGREED ON THOSE GPM.SO IT'S VERY EASY TO HAVE A CONVERSATION, EVEN IF IT'S TOUGH.
SO, YEAH, YOU KNOW, WHETHER WE UPDATE IT OR NOT.
AND AS LONG AS WE HAVE THESE PEOPLE ON THIS BOARD, I THINK WE CAN MOVE FORWARD.
I DO THINK THAT THIS MAGNIFICENT DOCUMENT IS CERTAINLY WORTHY OF AN ANNUAL REVIEW AND AND UPDATING.
AND I WANTED TO ASK TRUSTEE HENRY A QUESTION ON THAT ON PAGE 18.
BUT BUT I ALSO MUST SAY THAT EVEN THOUGH I DIDN'T KNOW ONE RAN UP, I DID ASK AND ANY OF THEM THAT I'VE CALLED AND ASKED INFORMATION TO, THEY HAVE BEEN SO WONDERFUL AND I GREATLY APPRECIATE YOU.
SO SAY YOU HAVE EIGHT MENTORS.
I DIDN'T KNOW ONE OF US WAS SUPPOSED TO BE.
I WANT TO GO ON THE RECORD THAT I THINK EVERY DISTRICT SHOULD HAVE A BOARD OPERATING PROCEDURE, TRUSTEE MARSHALL AND DRUM LINE THAT SAYS IF YOU DON'T READ THE MANUAL, YOUR HEAD WOULD BE SHAVED.
CAN I GET YOU ALL TO COMMIT TO ACTUALLY LOOK AT THESE? NOT TONIGHT, BUT AND BECAUSE I UNDERSTAND WHAT YOU'RE SAYING ABOUT HOW IT'S ONLY AS GOOD AS THE PEOPLE HERE, BUT IT IS ACTUALLY HOW THE PEOPLE HERE SAY THEY WANT TO BE GOVERNED.
BUT I MEAN, A WHOLE HEAP OF Y'ALL ARE LAWYERS.
AND SEE, I DON'T USUALLY HAVE A PROBLEM HOLDING SOMEONE ELSE MUTUALLY ACCOUNTABLE.
BUT ARE YOU AGREEING TO LET SOMEONE HOLD YOU ACCOUNTABLE TO BE ABLE TO SAY, YOU KNOW, TRUSTEE HENRY, WHEN YOU SAID THIS, YOU KNOW, THIS IS WHAT CAME UP FOR ME? DO YOU SEE WHAT I'M SAYING? I THINK THE ONLY THING I WAS SAYING IS THAT I PERSONALLY WOULD PUT THE RELATIONSHIPS BEFORE THE DOCUMENT, BECAUSE EVEN SO, LET'S SAY I DO SOMETHING OUT OF LINE. THEY WANT TO HOLD ME ACCOUNTABLE.
SO IF YOU DON'T HAVE THAT RELATIONSHIP, YOU DON'T WANT TO GO THERE.
IT'S SO YOU DID THE LAWYER ANALYSIS.
NO ONE ELSE WANTS TO GO TO COURT.
SO THIS IS A DOCUMENT THAT PUTS THOSE FENCES.
BUT IF WE GO TO COURT, WE'RE IN A REALLY BAD SITUATION.
IF WE HAVE TO GO TO COURT, I'M HOPING YOU DON'T GO TO COURT.
THAT'S WHAT IS THE DIFFERENCE.
I AGREE WITH WHAT TRUSTEE HENRY SAID, BUT I'M WILLING TO ACCEPT UNQUALIFIED PRAISE FOR ANYTHING IN THIS MAGNIFICENT DOCUMENT. OKAY.
I'M GOING TO GIVE YOU SOME PRAISE.
GO AHEAD. NO, BUT I ACTUALLY DID READ THIS AND IT DID HELP ME A LOT.
YES. AND I THINK I MENTIONED THIS TO YOU BEFORE, BUT I WANT TO PUBLICLY MENTION THAT THIS WONDERFUL DOCUMENT THAT WAS WRITTEN BY THIS WONDERFUL MAN WAS SO HELPFUL FOR US.
IT'S GETTING REALLY THICK IN HERE.
YOU JUST SAID YOU WERE CONFUSED AND NOW YOU PRAISING IT.
TEAM BUILDING WORK. THAT'S HOW WE KNOW THAT.
WE KNOW HOW MUCH THAT PRAISE IS WORTH.
TRUSTEE MICCICHE, THE COLOR IS BEAUTIFUL.
OH, WE'RE ALL ON A CHICK-FIL-A HIGH, MY NEW FAVORITE TRUSTEE.
NO, WE'RE NOT ON A CHICK-FIL-A HIGH.
DO YOU LIKE THE SOUTH OAK CLIFF GOLD COLOR.
YOU LIKE IT? YEAH. Y'ALL HAVE BEEN HERE TOO LONG, BUT THEY WON A STATE CHAMPIONSHIP LAST YEAR.
WE DID. WE HAVE ANOTHER ONE COMING THIS YEAR.
YOU CAN KEEP MOVING ALONG. WE'RE GOING TO BE HERE.
[03:40:05]
WHERE WAS I? WHY WAS I HERE? CAN WE TALK A LITTLE BIT ABOUT THE SUPERINTENDENT'S ENTRY PLAN BEFORE WE FINISH THIS UP? ONLY BECAUSE I THOUGHT IT WAS REALLY WELL DONE.BUT I'M HAPPY TO GO THROUGH THAT.
I'D LOVE FOR YOU TO GO THROUGH IT NOW.
YOU'RE SO WELCOME. AND THEN I'LL COME BACK AND FINISH UP.
AS YOU ALL MAY RECALL, WE TALKED ABOUT A MINIMUM OF 100 PEOPLE IN 100 DAYS ACROSS OUR DISTRICT.
FOR ME TO GATHER INFORMATION, BOTH THE QUANTITATIVE DATA IS EASY TO IDENTIFY. WE HAVE LOTS OF DATA IN OUR DISTRICT ABOUT HOW SCHOOLS ARE DOING, BUT HOW PEOPLE ARE FEELING IS EQUALLY IMPORTANT, THAT QUALITATIVE DATA.
SO THE VERY FIRST QUESTION ABOUT HOW DO INDIVIDUALS SAY WHAT OUR ORGANIZATIONAL MISSION AND HOW DO YOU MEASURE IF WHAT WE'RE DOING, HOW ARE WE DOING? WHAT IS IT THAT THEY THINK WE DO THAT WE WERE CREATED TO DO? AND HOW DO THEY THINK WE SHOULD MEASURE THAT? SO. WANTING TO IDENTIFY THE MOST FREQUENT LEE MENTIONED ITEMS. YOU CAN SEE THAT I FIND THIS SO INTERESTING HOW MUCH TIME WE SPEND TODAY ON ACADEMIC GOALS, BECAUSE THE VERY FIRST ITEM WAS ACADEMIC OR STUDENT SUCCESS.
THE SECOND ONLY DIFFERENCE OF ONE IS PREPARING STUDENTS FOR HIGHER ED OR LIFE AFTER HIGH SCHOOL.
THE CORRELATION OF WHAT OUR COMMUNITY ACROSS THE SPECTRUM THINKS.
OUR JOB IS WHY WE EXIST AND HOW WE SHOULD BE EVALUATED.
WE ALSO OBVIOUSLY WANTED TO IDENTIFY ANY OF THE OTHER HIGH LEVERAGE THINGS.
YOU SEE EQUITY BEING A THIRD, VERY CLOSE THIRD.
AND YET THE EXPECTATION OF OUR COMMUNITY ON EQUITY IS REALLY VERY INSPIRING.
AS THE SUPERINTENDENT, THEY WANTED TO TALK ABOUT STUDENT VOICE AND STUDENT INPUT.
ARE WE TAKING CARE OF OUR PEOPLE? BEYOND COMPENSATION IS ABSOLUTELY IMPORTANT.
I REMEMBER BEING A TEACHER EARLY ON IN MY CAREER, NOT 1930, BUT EARLY ON IN MY CAREER.
SO COMPENSATION IS ABSOLUTELY IMPORTANT.
BUT HOW WE VALUE EMPLOYEES BEYOND COMPENSATION IS EQUALLY IMPORTANT.
SO YOU CAN SEE A VARIETY OF THEMES THAT WERE PRESENT.
BUT I THINK AGAIN, THOSE FIRST THREE OR FOUR OR FIVE ARE REALLY, REALLY IMPORTANT.
WE WANTED TO PULL OUT STATEMENTS THAT WERE WRITTEN SPECIFICALLY.
WE HAD A LOT OF PEOPLE THAT WERE RESPONDING TO THIS IN A WRITTEN FORM OF I WOULD MEET WITH THEM AND THEY'RE LIKE, CAN I GET A COPY OF THE QUESTIONS? I WANT TO WRITE ANSWERS AND SEND IT IN TO YOU.
I'VE NEVER HAD THAT HAPPEN BEFORE.
AND IT WAS TRULY THAT WAS REALLY INTERESTING.
AND SO WE PULLED OUT SOME OF THE STATEMENTS OF WHAT THEY WROTE IN RESPONSE.
SO I'D LIKE TO JUST HIGHLIGHT I WON'T READ ALL OF THEM, BUT I'D LIKE TO HIGHLIGHT THINGS LIKE WE ARE DESIGNED TO CREATE A WAY FOR OUR STUDENTS TO BECOME SUCCESSFUL CRITICAL THINKERS WHO CAN CONTRIBUTE POSITIVELY TO SOCIETY.
I BELIEVE THE DISTRICT IS HEADED IN THE RIGHT DIRECTION.
PRIDE IS BEING INSTILLED IN OUR COMMUNITIES.
[03:45:03]
THAT'S YOUR WORK.QUESTION TWO, WHAT'S THE EXPECTATION THAT OUR COMMUNITY HAVE OF THE SUPERINTENDENT? NOT SURPRISING, COMMUNICATION.
COMMUNICATION, COMMUNICATION, FREQUENT AND THAT IT'S CLEAR.
LOOK AT. THE NEXT EQUALLY IMPORTANT RESPONSE IS AN APPRECIATION FOR.
EMPLOYEES AND AN EQUITABLE ORGANIZATIONAL CULTURE.
SO YOU SEE EQUITY AGAIN EVEN IN A DIFFERENT FRAME, BUT IT'S STILL ABOUT EQUITY AND VALUING.
AND THEN YOU SEE PRIORITIZING STUDENTS.
THERE IS A LOT OF INTEREST IN IN REALLY EXPECTING ME, I THINK RIGHTFULLY SO.
WHERE IS THE COLLABORATION WITH OTHER GOVERNMENTAL ENTITIES AND OTHER PARTNERS, WHETHER THAT'S THE COMMUNITY AT LARGE AND PARTNERSHIPS, THE CITY, THE COUNTY HOSPITAL DISTRICTS? THERE'S SO MANY OPPORTUNITIES THAT WE HAVE, AND 17, I REALLY THINK IS CONNECTED TO THE VERY FIRST RESPONSE WITH COMMUNICATION, NOT ONLY FREQUENT AND CLEAR, BUT THEY WANT HONEST, EVEN IF IT'S BAD NEWS.
THEY WOULD RATHER HAVE THAT THAN NOT HAVE AUTHENTICITY.
CERTAINLY IT'S MY JOB TO RESPOND TO THIS, BUT THIS ONE, IT HURT MY HEART.
BUT WE CANNOT FIX WHAT WE DO NOT ACKNOWLEDGE.
MANY OF OUR CUSTODIANS AND CAFETERIA STAFF FEEL NEGLECTED.
LIKE THERE ARE TWO SEPARATE WORLDS.
AND I WOULD ADD, LIKE THEY ARE ALL IMPORTANT.
THEN I ASKED THEM. OF COURSE, I WAVED THE MAGIC WAND.
WHAT WOULD BE YOUR FIRST PRIORITY? PRESIDENT HENRY YOU MENTIONED RELATIONSHIPS.
THE VERY FIRST THING THEY SAID THEY WOULD WORK ON.
IT'S RELATIONSHIPS AND LISTENING AND TRULY ALLOWING PEOPLE TO BE PROBLEM SOLVERS IN THEIR OWN CHALLENGES RATHER THAN THE TOP TELLING THEM WHAT NEEDS TO OCCUR. THEY'RE CONCERNED ABOUT TEACHER RECRUITMENT AND RETENTION BECAUSE THEY SAID THAT WOULD BE THEIR FIRST PRIORITY.
YOU SEE THE ACADEMIC THREAD AGAIN.
AND THEN LOOK AT THE FIFTH ITEM, WHICH IS WHY I WANTED TO MENTION EQUITY AT THE BEGINNING.
WE'RE ON QUESTION THREE AND ONCE AGAIN, THE THEME OF EQUITY.
A FEW RESPONSES TO THIS QUESTION INCLUDE.
CLEARLY, EQUITY SAID IN DIFFERENT WORDS, BUT HERE, EMPHASIZING WHAT THEIR EXPECTATION IS AND WHAT THEIR FOCUS WOULD BE IF THEY WERE THE SUPERINTENDENT. QUESTION FOUR.
INTERESTING. SIMILAR TO QUESTION KAY ASKED US WHAT ARE THEY PROUD OF? WHAT IS OUR COMMUNITY, OUR PARTNERS PROUD OF? THEY'RE PROUD OF OUR CCMR, THEY'RE PROUD OF P-TECH.
THEY'RE PROUD OF EARLY COLLEGE HIGH SCHOOLS.
THEY'RE PROUD OF CAREER INSTITUTES, THEY'RE PROUD OF CHOICE AND TRANSFORMATION.
WHAT ARE THEY PROUD OF? THEY'RE PROUD OF RACIAL EQUITY AND CULTURAL RELEVANCY.
THEY'RE ALSO PROUD OF WHAT THE BOARD HAS ADOPTED AS A RESOLUTION AND POLICIES THAT ARE CONNECTED TO THAT AND A DEPARTMENT THAT EXISTS FOR THAT FOCUS. IN A FEW STATEMENTS FROM HERE.
I FEEL THAT REWARDING TEACHERS WHO DO THEIR JOB WELL HELPS US RETAIN QUALITY TEACHERS.
[03:50:02]
I AM PROUD THAT THE DISTRICT OPENED AN OFFICE OF TRANSFORMATION AND INNOVATION.WHAT ARE THINGS THAT MAYBE WE SHOULD RETHINK OR POSSIBLY DISCONTINUE? AND THEY ANSWERED IT, AS DALLAS ISD DOES IN A POSITIVE SUPPOSITION, NOT A NEGATIVE ONE, BUT RATHER TO IMPROVE SECURITY UPDATES AND REFINING TO TEI.
AND TO A COUPLE OF MY COLLEAGUES WHO HAVE RAISED THIS MULTIPLE TIMES.
THE THIRD ITEM, CHANGES TO PURCHASING FUNDING POLICIES OR PROCEDURES . IMPROVE IT WITH COMMUNICATION IN THE DISTRICT.
AND THEY'VE ALSO, WHILE PROUD OF CHOICE SCHOOLS, THEY ALSO SAID MAYBE WE NEEDED TO PUMP THE BRAKES A LITTLE BIT AND A FEW STATEMENTS FROM THESE FROM THIS QUESTION.
CLEARLY ITS SAFETY AND SECURITY IS ON THE MINDS OF EVERYONE AS IT IS FOR ME.
WE NEED TO BE MORE PROACTIVE AND TAKE MORE PREVENTATIVE MEASURES IN TERMS OF SECURITY AND EQUALLY EMPHASIZING THE CONCERNS WHEN THEY REFERENCED TEI MANY TEACHERS FEEL THAT TEI IS UNFAIR AND PAY INCREASES ARE LIMITED, IF THE TOP TIER LEVELS ARE MAXED OUT.
PLEASE REVISIT AND CONTINUE TO MAKE ADJUSTMENTS TO MAKE IT MORE EQUITABLE.
AND THE LAST ONE IS JUST THE CATCH ALL THAT WE ALL WANT TO ASK.
WHAT DID I NOT ASK THAT YOU THINK I NEED TO KNOW? AND SO IT WAS INTERESTING, THE EMPHASIS ON THE POSITION OF OF THE SUPERINTENDENCY AND AND HOW OUR DISTRICT VALUES THAT THAT'S A THAT IT TRULY IS THE SUPERINTENDENCY, NOT THE SUPERINTENDENT.
IT'S US. IT'S ME WORKING TOGETHER WITH OUR BOARD OF TRUSTEES.
IT'S US WORKING TOGETHER WITH OUR EXECUTIVE LEADERSHIP TEAM AND HOW IMPORTANT THAT ROLE IS.
AS I CLOSE THIS OUT, IT'S CLEAR TO ME THAT THAT THEY THEY EXPECT, AS YOU DO, THE ONGOING COMMUNICATION AND CLARIFICATION, AND THAT WHEN WE'RE WRONG, WE SAY WE'RE WRONG AND WE SAY WE'RE SORRY AND WE MEAN IT.
THEN I THOUGHT WE'D DO JUST A.
I COULDN'T THINK OF IT. IT'S A WORD CLOUD.
SO THE MOST COMMON WORDS THAT ARE UTILIZED APPEAR IN THIS PARTICULAR SLIDE.
AND IT REALLY DOES RESONATE WITH THE FOR THE FIVE GOALS THAT THIS BOARD HAS ADOPTED AND THE WAY IN WHICH YOU EXPECT US, SPECIFICALLY ME, TO GET THE JOB DONE, TO DO SO IN A CARING MANNER AND TRULY ENSURE THAT WE ARE LEADING WITH LOVE AS WE WORK RATHER THAN WITH AN ENVIRONMENT OF FEAR, RATHER A SUPPORTIVE ENVIRONMENT.
WE CAN ALL BE HELD ACCOUNTABLE AND WE CAN STILL DO IT IN A SUPPORTIVE WAY.
THANK YOU. THE LAST THING I HAVE TO ASK IS FURTHER CONTINUING EDUCATION.
SO WHAT DOES THIS BOARD NEED? NOT FROM ME, NOT FROM TABBY, BUT WHAT WOULD MAKE YOU BE A MORE COHESIVE, BETTER BOARD THAN YOU ARE EVEN NOW? I THINK HAVING SOME SOCIAL TEAM BONDING TIME THAT'S OUTSIDE OF THIS ENVIRONMENT IS IMPORTANT.
ABOUT FOUR YEARS AGO, JOYCE AND I SHARED A MARGARITA AT A MEXICAN RESTAURANT.
YEAH. REALLY? REALLY. I JUST PUT TWO STRAWS IN IT.
OKAY, WHAT ELSE? WHAT ELSE DOES THIS TEAM NEED? MARGARITAS WITH YOUR CHICK FIL A.
HOW MANY MORE MINUTES DO WE NEED TO MEET THE REQUIREMENT? WELL, ARE YOU READY TO GO, SIR? NO, I'M READY TO LISTEN.
I WAS JUST. THIS I HAVE TO ASK THIS QUESTION IS, AS SOON AS YOU ALL ANSWER IT, WE CAN LEAVE.
[03:55:01]
YES, I DO AGREE WITH MR. MARSHALL. MARGARITAS? NO. BUT THE SOCIALIZING PART.BECAUSE I DIDN'T GET TO SOCIALIZE WITH A LOT OF THEM.
SO THAT THAT IS SOMETHING THAT I FEEL SHOULD HAPPEN.
OKAY. I'LL SHARE A MARGARITA WITH YOU IF YOU WANT.
COOL. HE'S GOING TO GIVE YOU ONE SIP.
WE'VE HEARD THAT. CONTINUED HONEST DIALOG WHEN WE COME.
EXACTLY. ANYONE ELSE? HEARING NOTHING FURTHER.
I'M NOT GOING TO ASK YOU ANY MORE QUESTIONS.
WELL, THANK YOU FOR YOUR TIME.
LATE INTO THE EVENING AND HANGING AROUND AND SEEING SOME OF OUR PROCESS.
SO REALLY APPRECIATE YOUR TIME AND THE QUESTIONS AND I THINK WE DON'T HAVE ANYTHING ELSE.
THIS MEETING IS ADJOURNED. THANK YOU ALL.
* This transcript was compiled from uncorrected Closed Captioning.