Nov 03, 2022 Board Briefing

[00:00:02]

THIS MEETING HAS BEEN DULY POSTED AND WE HAVE A QUORUM.

PLEASE JOIN ME FOR A MOMENT OF SILENCE AND THE PLEDGE OF ALLEGIANCE.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

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

[3. ACKNOWLEDGEMENTS]

DISTRICT ONE, EDWIN FLORES.

DISTRICT TWO, DUSTIN MARSHALL.

DISTRICT THREE, DAN MICCICHE, DISTRICT FOUR, CAMILE WHITE.

DO NOT SEE TRUSTEE JOHNSON YET.

DISTRICT SIX, JOYCE FOREMAN, DISTRICT SEVEN, BEN MACKEY AND DISTRICT EIGHT, JOE CARREON IS NOT HERE AT THIS POINT, AND DISTRICT NINE BOARD PRESIDENT JUSTIN HENRY WILL BE PARTICIPATING LATER IN THIS MEETING.

OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE ELIZALDE, JOINS US.

AND I'M DAN MICCICHE, VICE PRESIDENT.

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

TRUSTEE FLORES, WOULD YOU PLEASE DO THE HONORS? [SPANISH] I DO KNOW THAT SENATOR ROYCE WEST IS IN THE BUILDING.

I DO NOT SEE HIM IN THE ROOM AT THIS POINT.

WE'RE NOW UP TO ITEM FOUR OF THE AGENDA.

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

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

ITEM FIVE OF THE AGENDA IS A CLOSED SESSION, AND WE DO HAVE A CLOSED SESSION TODAY.

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

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

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

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING SECTIONS.

TEXAS GOVERNMENT CODE SECTIONS 551.071, FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR IN A MANNER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER. SECTION 551.072, TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.

SECTION 551.074.

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

SECTION 551.076.

TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT.

SECTION 551.089, TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY; NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055(B) OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.

AND 551.129, TO CONSULT WITH HIS ATTORNEYS BY USE OF TELEPHONE CALL, VIDEOCONFERENCE OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING OR CLOSED SESSION.

THE TIME IS NOW 11:52 A.M.

[00:05:01]

I ANTICIPATE THAT THIS WILL NOT BE A VERY LONG CLOSED SESSION.

THANK YOU.

[6. VISION/PROGRESS MONITORING]

ITEM 6A STUDENT OUTCOME GOAL GPM 4.3 AND CONSTRAINTS 2.2, 3.1 & 4.2.

DR. ELIZALDE.

THANK YOU. DR.

BRIAN LUSK WILL TAKE US THROUGH.

THIS IS OUR REGULAR AREA OF.

DR. LEAR, GO AHEAD.

INTRODUCE THIS ITEM.

THANK YOU, DR. ELIZALDE.

GOOD MORNING. GOOD AFTERNOON, TRUSTEES.

WE ARE EXCITED TODAY TO BRING TO YOU SOME GOAL POGRESS MEASURES: 4.3, LOOKING AT CERTIFICATIONS OR CERTIFICATES AND THEN CONSTRAINTS 2.2, WHICH IS LOOKING AT POSITIVE CULTURE, 3.1 THEORY OF ACTION AND 4.2, RIGOROUS COURSES, LOOKING AT A COMPARISON OF OUR AFRICAN-AMERICAN AND EMERGENT BILINGUAL STUDENTS COMPARED TO ALL STUDENTS.

SO WE'D LIKE TO START WITH, WELL, MAYBE.

OH, THERE WE GO. START WITH AN EXECUTIVE SUMMARY JUST TO GIVE YOU KIND OF A HIGH LEVEL.

AND THEN WE HAVE SUBSEQUENT SLIDES AND WE'LL TAKE YOU MORE AT A GRANULAR LEVEL.

SO A HIGH LEVEL YOU'LL FIND THAT WE SURPASSED OR EXCEEDED OUR TARGET BY 48 POINTS ON LEVEL ONE AND TWO CERTIFICATES. WHEN WE LOOK AT OUR PERCENT OF POSITIVE CULTURE AND ENVIRONMENT SURVEY IN THE FALL AND IN THE SPRING, WE KNOW THAT ONLY THE CAMPUS STAFF COMPLETES THAT PARTICULAR SURVEY.

WE WERE AT 69.4% AND HAD A SLIGHT DECREASE OF 1.5 PERCENTAGE POINTS.

THEORY OF ACTION IS THE NEXT AREA WE'LL TALK ABOUT, AND WE LOOK AT OUR POSITIVE RESPONSES BY PRINCIPALS.

WE WANT TO ENSURE THAT OUR PRINCIPALS UNDERSTAND WHAT THE THEORY OF ACTION IS AND TO HOLD US ACCOUNTABLE TO MAKE SURE THAT THE IMPLEMENTATION IS THE WAY THAT IT IS MEANT TO BE.

SO WE SEE THAT.

AND THESE POINT ARE THESE PERCENTAGES ARE COMING FROM THE END OF LAST YEAR.

SO THAT'S 85.9 PERCENT AND WE HAD A SMALL DECREASE OF 0.5% THE PRIOR YEAR.

AND THEN THE LAST CONSTRAINT WE'LL LOOK AT IS COMPARING OUR AFRICAN-AMERICAN AND EMERGENT BILINGUAL STUDENTS COMPARED TO ALL STUDENTS LOOKING AT ARE WE CLOSING THE GAP IN PARTICIPATING IN RIGOROUS COURSES? ALL RIGHT, I'LL PICK IT UP FROM HERE.

AND FIRST OF ALL, GOOD AFTERNOON, VICE PRESIDENT MICCICHE, MEMBERS OF THE BOARD AND SUPERINTENDENT ELIZALDE.

AS I GET STARTED I THINK I'D JUST LIKE TO PROVIDE A LITTLE BIT OF BACKGROUND FOR US JUST IN LEVEL SET.

BUT AS WE THINK ABOUT LEVEL ONE AND LEVEL TWO CERTIFICATES, OUR CERTIFICATES ARE PRIMARILY EARNED IN OUR P-TECH PROGRAMS AND SPECIFICALLY IN OUR APPLIED SCIENCE PATHWAYS. SO I WANT TO JUST KIND OF START THERE.

AND JUST TO GIVE YOU A QUICK EXAMPLE, LET ME TAKE ONE EXAMPLE.

LET'S SAY NORTH DALLAS HIGH SCHOOL.

SO NORTH DALLAS HIGH SCHOOL, THEIR PROGRAM OF, THEIR PATHWAYS SOFTWARE PROGRAM DEVELOPER, AND OUR STUDENTS HAVE AN OPPORTUNITY TO EARN LEVEL ONE AND LEVEL TWO, FOR EXAMPLE, IN THAT PARTICULAR PROGRAM OF THE PATHWAY.

THE LEVEL ONE CERTIFICATE WOULD BE A PROGRAMMER LEVEL, AND THEN THE LEVEL TWO CERTIFICATE WOULD BE A SOFTWARE PROGRAMMER.

SO JUST PROVIDE A LITTLE BIT OF CONTEXT WITH THAT.

BUT AS NOTED, THE GOAL WAS 390 AND WE SURPASSED THAT AT 438.

THE NEXT CONSTRAINT IS REALLY LOOKING AT OUR POSITIVE CULTURE AND ENVIRONMENT.

AND AS I SAID EARLIER, OUR CAMPUS STAFF TAKES THIS SURVEY AND JUST WANTED TO GIVE YOU KIND OF AN OVERVIEW OF THE ITEMS THAT ARE PART OF THE POSITIVE CULTURE AND ENVIRONMENT CATEGORY.

YOU CAN SEE THAT THERE ARE TEN THAT FALL, TEN ITEMS THAT FALL UNDER THAT CATEGORY.

AND LAST YEAR OR 2021, WE WERE AT 70.9 AND WE WENT DOWN JUST A BIT TO 69.4. IF YOU LOOK DOWN AT ALL OF THE TEN ITEMS, YOU'LL SEE THAT THERE ARE SIX WHERE WE SAW A DECLINE OR A DECREASE AND THAT THERE ARE FOUR WHERE WE ACTUALLY HAD A POSITIVE TREND.

I WANT TO FIRST TAKE US TO THE MOST IMPROVED, AND THAT IS MORALE AT MY SCHOOL.

[00:10:06]

SO I JUST WANTED TO SHARE WITH THE BOARD THE ITEMS THAT ARE IN THIS PARTICULAR CATEGORY ON THE SURVEY.

I ALSO WANT JUST THE BOARD TO KNOW THAT THERE ARE THREE OTHER CATEGORIES ON THAT SURVEY, WHICH INCLUDE BELIEFS AND PRIORITIES, CULTURE OF FEEDBACK AND SUPPORT AND COLLEGE GOING CULTURE.

AS WE TURN TO CONSTRAINT 3.1 THAT AIMS AT THEORY OF ACTION.

THERE ARE TWO QUESTIONS THE PRINCIPALS ARE ASKED, AND YOU CAN SEE THOSE QUESTIONS THERE.

BUT ESSENTIALLY MAKING SURE THAT THE THEORY OF ACTION DOES PROVIDE A CONTINUUM OF SUPPORTS AND AUTONOMY TO OUR STUDENTS.

AND LAST YEAR WE DID A SIGNIFICANT AMOUNT OF WORK TO MAKE SURE THAT NOT ONLY DO WE HAVE AUTONOMY, BUT MORE IMPORTANTLY, WE HAD SUPPORTS FOR SCHOOLS SO THEY HAVE WHAT THEY NEED TO GET THEIR JOB DONE EFFECTIVELY.

THEN THE SECOND QUESTION IS AIMED AT EXECUTION.

ARE WE EXECUTING IT AS PLANNED AND AS DESIGNED? AND SO AS NOTED EARLIER, WE DID LAND AT 85.9 WITH A GOAL OF 86.4, SO WE DID MISS IT BY A HALF A PERCENTAGE POINT.

AND THEN, OF COURSE, THE TARGET FOR 2025 IS 90%.

THIS BRINGS US TO OUR LAST CONSTRAINT, WHICH IS 4.2.

AND THIS, AGAIN, IS LOOKING AT OUR GAP BETWEEN AFRICAN-AMERICAN, EMERGENT, BILINGUAL AND OTHER STUDENTS BEING ENROLLED IN A RIGOROUS COURSE.

AND YOU CAN SEE ON THE FAR RIGHT HAND SIDE THE DIFFERENT COURSES THAT WE WOULD DEFINE AS RIGOROUS.

AND SO THE THE CONSTRAINT REALLY COMBINES AFRICAN AMERICAN AND EMERGENT BILINGUAL STUDENTS.

BUT WE ALSO WANTED TO DISAGGREGATE THAT DATA OUT SO THAT YOU COULD SEE EACH STUDENT GROUP.

AND I WILL JUST TAKE US THROUGH ONE COLUMN AND YOU CAN JUST USE THAT STRUCTURE TO READ THE REMAINING.

I'M GOING TO START WITH 2021-2022.

AND SO YOU CAN SEE OUR FIRST STUDENT GROUP ARE AFRICAN-AMERICAN STUDENTS.

THERE ARE 75.2% OF OUR AFRICAN-AMERICAN STUDENTS WHO ARE ELIGIBLE FOR RIGOROUS COURSES WHO ARE ACTUALLY TAKING THOSE COURSES. IF WE GO TO OUR EMERGENT BILINGUAL, WE HAVE 79%.

AND IF WE HAVE ALL OF OUR STUDENTS, THAT'S 81.2%.

I WANT TO TAKE US DOWN BELOW TO THE ACTUAL CONSTRAINT.

SO IF WE LOOK AT THAT TOP LINE AND GO ALL THE WAY OVER TO 2021-22, YOU'LL SEE THAT BOTH STUDENT GROUPS ARE AT 77.8% AND THE REST OF THE STUDENTS ARE AT 86.7%, WHICH GIVES US AN 8.9% GAP.

AND AT THE VERY TOP OF THIS SLIDE, YOU CAN SEE THAT WE ARE MAKING PROGRESS TO OUR GOAL, WHICH IS 5%, OUR GOAL IS ALWAYS 0%. BUT IN THIS PARTICULAR CONSTRAINT, BY 2025, WE WANT TO GET TO AT LEAST 5%.

SO WE ARE MAKING STEADY PROGRESS IN THIS PARTICULAR AREA.

AND IN KEEPING WITH OUR PREVIOUS PRESENTATIONS THE LAST SEVERAL TIMES WITH INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS, EXCUSE ME, WE WILL TURN TO FIRST 4.3 CERTIFICATES. AND SO GOING TO INPUTS.

OUR P-TECH PATHWAYS ARE LABOR MARKET ALIGNED.

BUT I THINK PROBABLY MORE IMPORTANT TO THIS CONVERSATION IS THE FACT THAT WE HAVE A PROGRESS MONITORING PROCESS TO ENSURE THAT WE'RE FOCUSING ON THAT STUDENTS ARE EARNING THAT CERTIFICATE AND GETTING ACROSS THE FINISH LINE EVEN AS WELL FOR THE ASSOCIATE DEGREE.

WE DO ALSO HAVE SUMMER HUBS AND THEY'VE BECOME VERY SUCCESSFUL FOR US AS A DISTRICT TO MAKE SURE THAT OUR STUDENTS WHO MAY NEED EXTRA HELP OR MORE TIME IN FACT GET THAT HELP AND GET THAT TIME. AND SO AS I GO TO THE OUTPUTS, THIS SPEAKS DIRECTLY TO THE SUCCESS RATES, IF YOU WILL.

SO 2021, 460 CERTIFICATES WERE EARNED BETWEEN LEVEL ONE AND LEVEL TWO, AND THEN MOST RECENTLY 21-22, 438 CERTIFICATES WERE EARNED.

AND I THINK IT'S IMPORTANT TO NOTE THAT THE 374 OF THOSE CERTIFICATES WERE EARNED OUT OF 438 IN AN APPLIED SCIENCE PATHWAY.

AND THEN THE LAST I WOULD SHARE A STRATEGIC ADJUSTMENTS AND I THINK I SHARED THIS AT THE WORKSHOP, THAT WE ARE MOVING SIGNIFICANTLY.

WE'VE MOVED ACTUALLY 14 PATHWAYS FROM THE APPLIED SCIENCE TO THE ASSOCIATIVE ARTS OR ASSOCIATIVE SCIENCE DUE TO THE VOICES WE'VE HEARD HERE IN THIS ROOM AND BEYOND TO MAKE SURE THAT STUDENTS HAVE MORE OPPORTUNITIES TO TRANSFER TO FOUR YEAR COLLEGES AND UNIVERSITIES.

[00:15:05]

AND SO WE HAVE COME TOGETHER TO THINK THROUGH WHAT ARE DIFFERENT WAYS THAT WE CAN RECOGNIZE THE TALENTS OF OUR EMPLOYEES HERE IN THE DISTRICT. SO THERE ARE SEVERAL DIFFERENT STAFF RECOGNITION ACTIVITIES THAT WE DO AT A DISTRICT WIDE LEVEL AS WELL AT THE CAMPUS LEVEL.

I THINK EVERYONE HERE KNOWS ABOUT CORE FOUR , WHERE WE'RE FAST AND WE'RE URGENT FOR ALL.

WE'RE FOCUSED ON TRANSFORMING STUDENTS LIVES.

WE'RE FRIENDLY BY MAKING MEMORABLE MOMENTS AND WE'RE FLEXIBLE WITH STRIVING FOR THE YES.

AND SO THAT IS SOMETHING THAT ALL OF OUR EMPLOYEES AND OUR STAKEHOLDERS REALLY BELIEVE IN, AND THAT IS SOMETHING THAT WE CONTINUE TO EMBED IN OUR DAY TO DAY PRACTICES.

WE KNOW THAT OUR OFFICE MANAGERS ARE THE FRONT OF THE LINE AT OUR CAMPUSES.

DAVID BATES HAS BEEN JUST A WARRIOR FOR CULTURE OF THE MAINTENANCE AND OPERATIONS DEPARTMENT, AND WE DO DO A CENTRAL CENTRAL OFFICE SURVEY.

AND IN THE PAST THAT DEPARTMENT HAS STRUGGLED.

BUT AT THIS POINT THAT PARTICULAR DEPARTMENT IS REALLY RISING TO THE TOP.

AND A LOT OF THAT HAS TO DO WITH REALLY TAKING THOSE CORE FOUR AND USING THEM WITH THE DAY TO DAY PRACTICE.

WE'RE ALSO USING EVIDENCE BASED DATA THAT ALIGNS WITH THE CORE FOUR AND THE OUR EMPLOYEES, OUR STAFF TEACHERS ARE REALLY LOOKING AT EARNING THESE BADGES.

SO WE HAVE BADGES AND IT IS ALL ALIGNED TO THE RUBRIC OF THE CORE FOUR.

WE HAVE RECOGNITIONS.

OUR HUMAN CAPITAL MANAGEMENT DEPARTMENT HAS REALLY COME TOGETHER TO THINK THROUGH TEACHER OF THE YEAR AND EDUCATOR OF THE YEAR, AND WE HAD IN THE LAST COUPLE OF YEARS SOME PRETTY DYNAMIC EVENTS TO CELEBRATE THEIR TALENTS.

OVER AT THE, LET'S SEE AND THE STRATEGIC ADJUSTMENTS HERE.

I THINK I DID TALK SOME ABOUT THAT OR A LITTLE ABOUT THAT.

WE REALLY WANTED TO HIGHLIGHT AGAIN AT THE CAMPUS LEVEL WITH OUR MIDDLE SCHOOL PROGRAMS, FOCUS ON THE CORE FOUR AND HOW CAN WE BECOME FAR MORE SERVICE ORIENTED SO THAT OUR STAKEHOLDERS ARE FEELING WELCOMED AND PART OF OUR DISTRICT.

AND THEN MOVING TO CPM 3.1 CONSTRAINT PROGRESS MEASURE 3.13 OF ACTION.

I'LL START WITH THE, OF COURSE, THE INPUTS, AND I THINK IT'S IMPORTANT THAT WE CONTINUE TO LOOK AT HOW DO WE MAKE SUPPORTS AND AUTONOMY MEANINGFUL FOR SCHOOLS AND PRINCIPALS AND THEIR TEAMS. SO WE'VE MADE SIGNIFICANT ADJUSTMENTS THERE.

I THINK THE OTHER PIECE THAT WE RECOGNIZED THAT WE HAD TO DO BETTER WAS COMMUNICATION SO THAT PRINCIPALS AND THEIR TEAMS KNEW WHAT WAS AVAILABLE TO THEM, NOT JUST A ONE SHOT KIND OF CONVERSATION, BUT THROUGHOUT THE YEAR.

SO WE'VE ESTABLISHED A NEW MONTHLY NEWSLETTER THAT HELPS THEM UNDERSTAND WHAT'S AVAILABLE RIGHT NOW ON THE HORIZON SO THAT AS THE SCHOOL YEAR PROGRESSES, THEY KIND OF MAY FORGET ABOUT THE THEORY OF ACTION, HOW IT CAN HELP.

BUT WE'RE TELLING THEM ALONG THE WAY.

AND THEN, OF COURSE, SUMMER TRAINING.

THIS YEAR WE TOOK A DIFFERENT APPROACH.

WE ACTUALLY HAD SCHOOLS IN GROUPS BASED UPON THEIR RATINGS SO THEY COULD HEAR SPECIFICALLY WHAT THEY COULD ACCESS BASED UPON THEIR RATING.

AND WE FELT WE GOT A LOT OF FEEDBACK THAT THAT WAS HELPFUL.

AS WE LOOK AT OUTPUTS TO DATE.

EXCUSE ME, THERE ARE ADJUSTMENTS TO THE THEORY OF ACTION, AUTONOMY AND SUPPORTS LAST YEAR THAT WE MADE.

AND SO WE NOW HAVE 30 ECONOMIES AND MORE IMPORTANTLY, WE HAVE 47 SUPPORTS.

AND SO THAT HAS INCREASED SIGNIFICANTLY.

AND WHILE A NEWSLETTER IS NOT AN OUTPUT NECESSARILY, BUT IT IS SOMETHING THAT HELPS MAKE SURE THAT OUR PRINCIPALS HAVE ACCESS, WE'VE DONE THAT AS WELL.

AND THEN THE ADJUSTMENTS THAT WE'VE MADE, WE RECOGNIZE THAT ONGOING LEARNING OPPORTUNITIES HAVE TO BE AVAILABLE.

REAL TIME IS AUTONOMOUS OR SUPPORTS ARE SORT OF APPROACHING WITHIN THE NEXT MONTH, IF YOU WILL.

AND SO WE'RE DOING THAT AND THEN JUST MONITORING AND TALKING WITH PRINCIPALS, JUST GETTING ANECDOTAL INFORMATION ON HOW IS THIS HELPING YOU AND WHAT SHOULD WE THINK ABOUT DOING DIFFERENTLY SO WE CAN GET THESE RESOURCES TO YOU AND YOU DON'T HAVE TO COME LOOKING FOR THEM FOR YOURSELF? AND THEN OUR LAST CONSTRAINT, LOOKING AT RIGOROUS COURSES, STARTING IN THE INPUTS, WE DID HAVE A POLICY CHANGE WHERE AS A DEFAULT, ANY STUDENT IN FIFTH GRADE WHO IS AT MEETS OR MASTERS WOULD HAVE A DEFAULT IN SIXTH GRADE AND AN HONORS COURSE.

WE HAVE SPENT TIME ANALYZING THE AVAILABILITY OF ADVANCED PLACEMENT COURSES AT THE HIGH SCHOOLS.

SO REALLY SCOURING THE THE MASTER SCHEDULES TO SEE HOW MANY ADVANCED ADVANCED PLACEMENT COURSES ARE IN THE

[00:20:08]

AS FAR AS AN OUTPUT.

AND I THINK THAT PART OF THIS IS DUE TO THE POLICY CHANGE OF THE STUDENTS WHO ARE ELIGIBLE, THE QUALIFYING STUDENTS FOR ADVANCED PLACEMENT.

WE HAVE REACHED 93% ENROLLMENT.

OF THE 34 HIGH SCHOOLS, 23 OF THEM HAVE AT LEAST 10 ADVANCED PLACEMENT COURSES.

AND PRIOR TO HAVING A REAL FOCUS IN THIS AREA, WE WOULD LOOK AT MASTER SCHEDULES AND WE WOULD SEE SOME DISCREPANCIES WHERE SOME HIGH SCHOOLS WOULD HAVE, YOU KNOW, 10, 11, 12, 13 AND THEN OTHERS MIGHT HAVE ONE OR TWO.

SO WE'RE SEEING MORE ALIGNMENT ACROSS THE HIGH SCHOOLS IN THAT AREA.

THE LAST ONE, YOU KNOW, THERE IS AN IMPROVEMENT.

BUT I HAVE TO SAY THAT, YOU KNOW, THE IMPROVEMENT COMPARED TO OTHER STUDENT GROUPS, I THINK THAT THERE'S STILL SO MUCH MORE THAT WE CAN DO.

BUT I, YOU KNOW, I DO WANT TO CELEBRATE THAT WE HAVE MORE AFRICAN-AMERICAN STUDENTS WHO ARE PARTICIPATING IN AP COURSES, AND THE OUTCOMES HAVE IMPROVED AS WELL A S FAR AS QUALIFYING SCORES.

WE CONTINUE, AS FAR AS ADJUSTMENTS, TO MAKE TRAININGS AVAILABLE FOR OUR TEACHERS TO ENSURE THAT THEY ARE PREPARED FOR THE STUDENTS AND ALSO HAVING OPPORTUNITIES FOR STUDENTS SO THAT THEY'RE PREPARED FOR THE AP EXAM.

AND WE WORK TO INCREASE THE NUMBER OF STUDENTS WHO ARE RECEIVING A THREE OR BETTER ON THOSE EXAMS. SO WITH THAT, WE'LL TAKE QUESTIONS.

ALL RIGHT. TRUSTEE FOREMAN.

THANK YOU, TRUSTEE MICCHICHE.

PAM, THANK YOU AND DR.

LUSKF OR THE FOR THE UPDATE.

I HAVE SEVERAL QUESTIONS REGARDING THIS UPDATE AND I'LL JUST START OUT ON PAGE TWO.

I'LL TRY TO GO. I SEE EVERYBODY'S COMING.

DID THEY LEAVE YOU OUT ROBERT? NO, NEVER MIND.[LAUGHING] JUST JOKING.

JUST JOKING. SO IT WOULD BE REALLY GOOD FOR ME TO LIST.

HAVE A LIST OF ALL OF THE CERTIFICATES THAT ARE COMING FROM PARTICULAR HIGH SCHOOLS, BECAUSE WE KNOW THAT WHEN YOU START LOOKING AT THE P-TECH PROGRAMS IN THE DIFFERENT HIGH SCHOOLS, THEY'RE DIFFERENT.

AND SOME HIGH SCHOOLS ARE GETTING MORE THAN OTHERS ARE GETTING, THEY'RE GETTING MORE PARTNERSHIPS AND EVERYTHING ELSE.

AND SO JUST THE OVERALL, IT LOOKS LIKE WE MADE SOME PROGRESS, BUT I STILL HAVE SOME QUESTIONS IN TERMS OF THE WHOLE EQUITY PIECE AND IF THAT IS STILL INTO PLAY.

AND IF IT IS, I'D LIKE TO KNOW SO WE CAN FIGURE OUT A WAY TO TRY TO.

WE DO HAVE THE TRUSTEE FORM AND WE WILL PROVIDE IT FOR YOU.

OKAY. THANK YOU.

OKAY, SO I'M ON PAGE THREE AND I'M TRYING TO DO THIS WITHIN MY 10 MINUTES.

SO I SEE OUR TARGETS WERE ACTUALLY 390 AND WE WERE AT 438.

YES, MA'AM. WERE THERE ANY NEW OPPORTUNITIES CREATED TO MOVE US TO THAT NEXT LEVEL? ASSISTANT SUPERINTENDENT MS. NEVELS WILL COME FORWARD AND I'LL LET HER SPEAK DIRECTLY TO THAT IF YOU ALLOW.

HELLO. GOOD AFTERNOON.

GOOD AFTERNOON. SO TO YOUR QUESTION, WERE THERE ANY NEW OPPORTUNITIES CREATED? WE ARE SUNSETTING SOME OF THE A.A.S.

PROGRAMS AND WE HAVE BEEN SUNSETTING SINCE 2020.

BUT WITH THE SUNSET MOVING TO THE A.A.

AND A.S., THE NEW PATHWAYS THAT WE ARE PROPOSING WILL HAVE AT LEAST ONE CERTIFICATE OPPORTUNITY EMBEDDED.

SO, AND I'M STILL, THE QUESTION WAS, DID WE CREATE NEW OPPORTUNITIES TO GET TO WHERE WE ARE.

I IUNDERSTAND WHERE THE FUTURE IS? AND I'M EXCITED ABOUT THAT BECAUSE I HAPPEN TO BE ONE THAT HAVE RAISED A LOT OF CONCERNS ABOUT THE A.A.S.

PROGRAM, BECAUSE I'VE HAD STUDENTS THAT HAVE GONE ON TO COLLEGES AND THEY WERE THINKING THEY WERE A JUNIOR, BUT MANY OF THE COURSES WEREN'T ACCEPTED.

SO ALL I WAS TRYING TO FIND OUT IS DURING THIS TIMEFRAME, WAS THERE ANY NEW OPPORTUNITIES? AND IT SOUNDS LIKE WE'RE CREATING NEW OPPORTUNITIES.

TRUSTEE FOREMAN, YOU MEANING LIKE FROM, HOW DID WE GET FROM THE 390 TO THE FOURTH? WELL, NO, NOT NECESSARILY.

SO WE WENT TO 438 FROM 390.

BUT WAS IT DONE BASED ON THE PROGRAMS THAT WE CURRENTLY HAVE OR DID WE CREATE SOME NEW OPPORTUNITIES TO BE ABLE TO GET THAT DONE?

[00:25:06]

BUT YES, THEY ARE BASED UPON THE PROGRAMS THAT WE'VE HAD IN PLACE.

AND I THINK THE POINT THAT MS. NEVELS IS TRYING TO MAKE IN ADDITION TO THAT IS WE'RE ALSO ADJUSTING ALONG THE WAY.

YES, MA'AM. AND I DO APPRECIATE THAT.

THE ADJUSTMENT.

NOW I'M ON PAGE FOUR, AND THIS IS NOT A MS. NEVELS QUESTION. THIS IS A QUESTION ABOUT PARTICULARLY ABOUT THE DISCIPLINE IN THE SCHOOLS.

AND SO WE KNOW THAT WE'VE DROPPED ON SOME OF THESE CULTURAL THINGS WITHIN THE SCHOOLS.

WHAT PROCESSES DO WE HAVE IN PLACE TO ADDRESS WHERE WE'VE SLIPPED BACK? PARTICULARLY ONE OF INTEREST TO ME IS THE DISCIPLINE IN THE SCHOOLS.

THANK YOU, TRUSTEE FOREMAN, FOR FOR BRINGING THAT UP.

I'M GOING TO ASK CHIEF HUITT AND DEPUTY CHIEF CHRISTIAN TO ADDRESS THAT.

THANK YOU. SO ONE THING THAT WE DID LAST YEAR WAS WE HAD AN OPPORTUNITY TO WORK WITH SHERRY CHRISTIAN'S DEPARTMENT TO DETERMINE WHICH CAMPUSES WERE STRUGGLING WITH DISCIPLINE.

WE KNOW THAT LAST YEAR WAS A VERY DIFFICULT YEAR FOR CAMPUSES NOT ONLY IN DALLAS ISD, BUT ACROSS THE NATION.

AND SO WE IDENTIFIED THE CAMPUSES THAT HAD THE MOST DISCIPLINE, AND WE PROVIDED THEM WITH A DIFFERENT, ADDITIONAL RESOURCES.

SOME OF THOSE RESOURCES WERE MONITORS.

SOMETIMES THEY WERE ADDITIONAL TEACHERS TO SUPPORT THOSE STUDENTS WHO WERE REALLY FAR BEHIND.

AND WE NOTICED THAT THE STUDENTS WHO ARE REALLY FAR BEHIND IN SOME CASES CREATED A LOT OF THE DISCIPLINE ISSUES.

WE WORK REALLY CLOSELY WITH RESET CENTERS TO CREATE A CUSTOMIZED PLAN FOR EACH SCHOOL SO THAT IT WAS A RESPONSE BASED ON THAT PARTICULAR COMMUNITY NEED.

IN ADDITION, ONE OF THE OTHER THINGS THAT WE DID WAS WE REALLY FOCUSED ON DOING SOME CULTURAL ACTIVITIES FOR THE STUDENTS AND THE STUDENT BODY AT LARGE, AND WE ENSURED THAT THE CAMPUSES USED THE MONEY THAT THEY RECEIVED FROM ESSER FUNDS PROVIDED SOME ACTIVITIES FOR STUDENTS.

AND I'LL ALSO LET DEPUTY CHIEF CHRISTIAN RESPOND.

YES. AND SOME OF THE OTHER ITEMS THAT WE PROVIDING BASED ON TARGETED SCHOOLS IS ADDITIONAL RESOURCES.

FOR EXAMPLE, COMMUNITIES AND SCHOOLS.

WE'VE GOT WORKING WITH SOME OF THE CAMPUSES.

WE HAVE A GROUP OF JUDGES THAT WE HAVE WORKING WITH IDENTIFIED STUDENTS CALLED PIPELINE TO POSSIBILITIES.

SO WE HAVE SOME VERY TARGETED INTERVENTIONS THAT WE'RE DOING WITH CAMPUSES THAT ARE NEEDING THOSE SUPPORTS.

SO I GUESS, AND THANK YOU FOR THAT.

MY LAST QUESTION AND PROBABLY STATEMENT IS, IS THAT I'D LIKE TO SEE US TO CONTINUE TO MONITOR THOSE SCHOOLS TO MAKE SURE THAT THOSE NEW SUPPORTS ARE WORKING, BECAUSE IN SOME CASES WE MIGHT HAVE TO PIVOT AND DO DIFFERENT SUPPORTS AND NOT JUST GET STUCK ON THAT ONE SUPPORT.

THANK YOU VERY MUCH.

ONE THING I DID LIKE IS, IS THAT, YOU KNOW, WE KNOW MORALE HAS BEEN REALLY BAD IN SOME OF OUR SCHOOLS.

AND I SEE THERE'S AN UPTICK.

SO CLEARLY THAT MAKES THIS TRUSTEE HAPPY TO SEE THAT THE MORALE ISSUE IS BEING ADDRESSED.

I'M ON PAGE FIVE.

AND SO, BRIAN, I THINK THIS MIGHT BE YOUR QUESTION.

WHEN WE TALK ABOUT THE THEORY OF ACTION AND AUTONOMIES THAT THE SCHOOLS ARE HAVING AND THAT WE'VE ADDED ADDITIONAL AUTONOMIES, HAVE WE LOOKED AT WHICH AUTONOMIES THAT ARE FAVORABLE TO SCHOOLS AND HAVE WE TALK TO THE PRINCIPALS ABOUT THOSE PARTICULAR AUTONOMIES AND WHY? ABSOLUTELY.

FIRST, I WOULD SAY THAT WE HAVE A MONTHLY MEETING WITH, WHERE PRINCIPALS ARE INCLUDED.

OF COURSE, THAT'S NOT ALL. BUT WE DEFINITELY HAVE A CROSS SECTION OF PRINCIPALS, EXECUTIVE DIRECTORS, BECAUSE WE KNOW THEY'RE CLOSEST TO THE GROUND AND THEY'RE CLOSEST TO KNOWING WHAT WORKS.

WE HAVE REVISED THEM AND REVIEWED, REVIEW THEM AND REVISE THEM.

AND QUITE FRANKLY, BECAUSE OF THE LACK OF IMPLEMENTATION A COUPLE OF YEARS AGO, AND WE REALIZED THAT IT WAS, IT FELT LIKE IT WAS ONLY A THEORY OF ACTION OR AUTONOMY IN NAME ONLY. SO WE REALLY HAD TO REVISIT AND UNDERSTAND, AND WE ACTUALLY USED THE PRINCIPALS VOICE TO SHAPE WHAT IS IT THAT WE CAN DO TO HELP PRINCIPALS.

AND I'LL SAY THE LAST THING WE DID BEYOND AFTER LISTENING TO PRINCIPALS AND SCHOOL BASED TEAMS, WE ALSO THEN WENT TO DEPARTMENT HEADS, CENTRAL STAFF AND SAID, WHAT CAN YOU DO TO HELP SCHOOLS BOTH ON THE AUTONOMY AND THE SUPPORT SIDE? BECAUSE BOTH ARE IMPORTANT DEPENDING ON WHERE YOU SIT, RIGHT, FROM A SCHOOL WRITING PERSPECTIVE.

AND SO THEN WHEN WE GOT THOSE, WE THEN TOOK THEM BACK TO THE SCHOOL SIDE AND SAID, HEY, THESE ARE THIS IS WHAT'S BEING PROPOSED.

DOES THIS MAKE SENSE? WILL THIS HELP? SO, YOU KNOW, THE REASON I ASKED THAT QUESTION, BECAUSE I KNEW THAT MANY OF THE AUTONOMIES WERE NOT BEING USED.

WHAT I DO LIKE IS THAT YOU ARE INCLUDING PRINCIPALS, BUT I'D LIKE TO SEE YOU ROTATE PRINCIPALS, BECAUSE SOMETIMES WE GET COMFORTABLE WITH ONE GROUP AND ONE GROUP IS SAYING ONE THING, BUT THERE ARE OTHER PRINCIPALS THAT NEED TO BE INVOLVED IN THIS PROCESS.

[00:30:06]

ABSOLUTELY. I'M ON PAGE SIX.

AND JUST ONE, NOT JUST ONE QUESTION, BUT THE FIRST QUESTION IS ON THE HONORS CLASSES, THE APS, THE IBS, THE DUAL CREDITS AND THE CTE PROGRAMS. DO WE HAVE AT LEAST ONE ON EVERY HIGH SCHOOL CAMPUS? AND I'M NOT INCLUDING TRANSFORMATION IN INNOVATIVE SCHOOLS.

I'M TALKING SPECIFICALLY ABOUT OUR COMPREHENSIVE HIGH SCHOOLS.

SO TRUSTEE FOREMAN WE DO HAVE AT LEAST 10, I WAS LOOKING AT.

ON EVERY CAMPUS? ON 23 OF OUR CAMPUSES.

AND HOW MANY, HOW MANY, HOW MANY NEIGHBORHOOD HIGH SCHOOLS DO WE HAVE? COMPREHENSIVE HIGH SCHOOLS.

I THINK IT'S 23 OR 24 COMPREHENSIVE.

OKAY. I'M JUST TRYING TO MAKE SURE THAT THE COMPREHENSIVE HIGH SCHOOLS, ALL THE STUDENTS THERE ALSO HAVE ACCESS TO THE SAME PROGRAM SO THAT WE'RE NOT SEGMENTING ONE GROUP OF STUDENTS.

AND I THINK IT'S DUE TO THE INPUTS HERE THAT WE'RE ABLE TO NOW SAY, YES, THAT WE HAVE AT LEAST 10 RIGOROUS COURSES ON THE COMPREHENSIVE HIGH SCHOOLS.

AND LET ME TELL YOU WHY ASK THE QUESTION.

IF YOU LOOK AT AT THE BOTTOM OF PAGE SIX, WHERE YOU SAY THAT THERE ARE AFRICAN AMERICAN AND EMERGING BILINGUALS, WE HAVE 20,000.

RIGHT.

AND THEN ALL OTHER STUDENTS, 13,000.

SO THAT KIND OF MAKES ME WONDER, BECAUSE PROBABLY 78% OF OUR STUDENTS ARE HISPANIC.

AND SO WE'VE GOT THIS REAL LARGE NUMBER HERE FOR ALL OTHERS.

AND EVERYBODY AROUND THIS TABLE KNOWS HOW I AM ABOUT BEING INCLUSIVE.

RIGHT. AND MAKING SURE THAT ALL OF OUR CHILDREN HAVE THESE SAME OPPORTUNITIES.

ALL RIGHT. THANK YOU, TRUSTEE FOREMAN.

YOU'RE TRYING TO MAKE ME SHUT UP.

THAT'S WHAT YOU'RE DOING. I WOULD NOT.

THANK YOU. WE'LL LOOK FORWARD TO IT.

TRUSTEE MACKEY. YES, THANK YOU.

AND THANK YOU ALL FOR THE COMPREHENSIVE PRESENTATION.

SO MOVING THROUGH AND I KNOW WE'RE GOING TO TALK ABOUT TARGETS LATER, BUT I'M LOOKING AT SLIDE THREE, THE GPM 4.3.

I ASSUME THAT WHATEVER NEW TARGETS THE BOARD ADOPTS, THESE WILL BE UPDATED.

YES, SIR. THESE DON'T REFLECT THAT BECAUSE THEY HAVE NOT BEEN APPROVED.

OKAY. SO THEN I WANT TO JUMP TO, I'M GOING TO JUMP BACK TO WHERE TRUSTEE FOREMAN WAS WITH CONSTRAINT 4.2 ON SLIDE SIX.

THANK YOU FOR THIS. I THINK THIS IS A CLEAR INDICATION OF THE WORK THAT'S BEEN DONE.

I MEAN, THIS IS AN AREA WHERE YOU LOOK AT THIS WORK, THIS INTENTIONAL WORK GOING FROM 2018 TO 19, WHERE WE HAD AN 18% GAP AND THAT FALLING ALL THE WAY TO AN 8.9% GAP.

THAT REFLECTS A LOT OF INTENTIONAL WORK ON THE DISTRICT'S PART, ON EVERYBODY FROM CAMPUS STAFF, ALL THE WAY THROUGH THE SUPERINTENDENT AND TO THE BOARD FOCUSING ON THAT.

SO I AM GLAD TO SEE THIS.

OBVIOUSLY, WE WANT TO SEE THAT GAP AT ZERO.

SO MY FIRST QUESTION AND AGAIN, THE POPULATION OF STUDENTS HERE, THE TOTAL STUDENTS, I WOULD ASSUME OUR STUDENTS IN SEVENTH THROUGH 12TH GRADE, BECAUSE THOSE ARE THE ONES THAT ACCESS TO HONORS COURSES OR.

NO, ACTUALLY, THESE NUMBERS ARE 9-12.

NINE THROUGH 12TH ONLY.

OKAY. WHY? AND IS THAT DEFINED SOMEWHERE? IS IT BECAUSE, LIKE WE HAVE HONORS IN MIDDLE SCHOOL, RIGHT.

AND WE TALK ABOUT EIGHTH GRADE ACCESS TO ALGEBRA ONE, ETC.

WE DO. AND, DR.

OAKLEY, MAYBE I'LL HAVE YOU COME UP, BUT WE TAKE THE NUMBERS AND OUR HISTORICAL DATA HAS BEEN 9-12.

YEAH.

IS SOME OF THIS NOT IN ALIGNMENT WITH THE TAPER REPORT? BECAUSE I BELIEVE ON TAPER, IT'S A 9-12.

CORRECT. AND SO I THINK THIS WAS DEVELOPED, TRUSTEE MACKEY WHEN WE FIRST TALKED ABOUT THIS MIRRORING WHAT WAS ON TAPER.

RIGHT. THAT'S CORRECT. IT'S AN OLD CONSTRAINT THAT WE'VE BEEN LOOKING AT.

AND AT THAT POINT IT WAS 9-12.

SO IT'S SUBJECT TO CHANGE.

WE CAN GO BACKWARDS.

BUT RIGHT NOW.

AND OF COURSE HONORS HAS BEEN ADDED BECAUSE IF THERE WERE ANY PRE AP COURSES THAT LINED

[00:35:08]

YEAH, THERE YOU GO.

AND THAT'S FINE. AND I KNOW THE REASONS AND ALL THAT.

I KNOW WHEN, AT LEAST I'LL SPEAK FOR MYSELF, BECAUSE WE ADOPTED THIS RACIAL EQUITY CONSTRAINT RECENTLY AND WE ADOPTED CPMS 4.1 AND 4.2, I WAS UNDER THE IMPRESSION THAT WE WERE PAYING ATTENTION TO STUDENTS ACROSS THE CURRICULUM.

AND I KNOW WE PASSED SOME VERY SPECIFIC POLICY THAT YOU REFERENCE HERE, ALSO TALKING ABOUT MIDDLE SCHOOL, BECAUSE IF A KID IS ACCESSING RIGOROUS COURSES IN MIDDLE SCHOOL, THEN THAT HELPS THEM ALSO ACCESS IT IN HIGH SCHOOL AT A LARGE PERCENT.

I THINK I SAW SOME DATA RECENTLY FROM E3 ALLIANCE IN AUSTIN THAT SHARED THAT IF A KID HAS ACCESS TO CALCULUS VERSUS PRE CALCULUS IN HIGH SCHOOL, THERE ARE OVER TWICE AS LIKELY TO BE ABLE TO BE SUCCESSFUL IN A STEM FIELD.

YOU CAN'T DO THAT WITHOUT EIGHTH GRADE ALGEBRA.

SO I KNOW IN CPM 4.2, WE TALK ABOUT ALL RIGOROUS COURSES, SO I WOULD HOPE THAT WE ARE MEASURING THAT AND ANY FUTURE PRESENTATION REFLECTS THAT EVEN IF WE BREAK IT OUT BETWEEN HIGH SCHOOL AND MIDDLE SCHOOL.

AND MAYBE THAT'S WHAT WE CAN, THAT'S WHAT WE CAN DO.

WE SELECTED THIS SO THAT WE WOULD HAVE THE HISTORICAL DATA.

OKAY. YEAH. AND I THINK IT'S IMPORTANT WE MEASURE THAT, ESPECIALLY BECAUSE SOME OF OUR INPUTS AND OUTPUTS ARE FOCUSED ON MIDDLE SCHOOL.

SO WE ESTABLISH A BOARD POLICY FOR SIXTH GRADE, ETC.

RIGHT. SO THAT WOULD BE MY HOPE.

SO THEN I GUESS MY QUESTION, I'LL FOCUS IT AT HIGH SCHOOL NOW THOUGH I AM CURIOUS ABOUT MIDDLE SCHOOL ALSO, IS DO WE HAVE THIS DATA BROKEN OUT BETWEEN AFRICAN-AMERICAN STUDENTS, EMERGENT BILINGUAL STUDENTS AND BY GRADE LEVEL TO SEE IF WE HAVE TRENDS OR ISSUES IN AREAS AND GRADE LEVELS? WE CAN. WE DON'T HAVE IT WITH US RIGHT NOW.

AND I ASKED THAT QUESTION BECAUSE, AGAIN, THE HOPE THAT I WOULD HAVE KIND OF LIKE WHAT WE, WHEN WE TALKED ABOUT LAST TIME, IS AROUND WHERE THOSE ISSUES ARE AND WHAT WE'RE DOING TO STRATEGICALLY TARGET THOSE AREAS.

BECAUSE THE WHOLE NUMBER IS GREAT.

SO I'M CURIOUS THEN TO DIG INTO A FEW MORE OF THESE INPUTS.

THE TWO INPUTS THAT YOU ALL ARE LOOKING AT ARE, IF I'M READING THIS CORRECTLY, TARGETED SUPPORTS AT THE REMAINING 11 HIGH SCHOOLS.

SO WE KNOW BY CAMPUSES WE'VE GOT A NUMBER OF CAMPUSES THAT DON'T MEET THIS CRITERIA, CORRECT? CORRECT. THOSE ARE THE NON COMPREHENSIVE.

THOSE 11 HIGH SCHOOLS ARE NON COMPREHENSIVE.

AND ARE THEY LIKE AT A SIGNIFICANTLY LOWER ACCESS RATE? AND IT'S, AND SHANNON YOU CAN CORRECT ME IF I'M WRONG, BUT THOSE CAMPUSES ARE SMALLER.

AND SO TEACHING AND LEARNING HAS BEEN WORKING WITH THOSE CAMPUSES TO FIGURE OUT CREATIVE WAYS TO INCREASE THE NUMBER OF AP COURSES THAT ARE ON THEIR MASTER SCHEDULE. GOT YOU.

SO IF WE'RE GOING TO LOOK AT THEM AND LOOK AT THEIR CAMPUSES AND THIS SAME GAP ON THAT CAMPUS, WOULD WE SEE A WIDER GAP? AND THAT'S WHY WE'RE TARGETING THOSE 11.

LET ME ASK, LET ME CHANGE MY QUESTION.

DO WE HAVE, DO WE KNOW WHICH HIGH SCHOOLS HAVE THE WIDEST GAPS OR FURTHEST BEHIND THE 77.8%? I BELIEVE THAT WE CAN GET THAT DATA.

I'M NOT PREPARED TO TELL YOU WHICH CAMPUSES THOSE ARE AT THIS POINT, AT THIS MOMENT.

IF I, IF I MIGHT ADD DR.

LEAR, I WOULD SAY WIDEST GAPS IS SOMETHING THAT WE'D HAVE TO LOOK AT BY PROGRAMMATIC AND THINK ABOUT SOME OF OUR SMALLER HIGH SCHOOLS.

IF THEY OFFER P-TECH AND AP, BOTH OF THOSE ARE CONSIDERED RIGOROUS COURSEWORK.

RIGHT. SO SOME KIDS ARE GOING TO BE IN P-TECH AND SOME KIDS ARE GOING TO BE IN AP.

SO LOOKING AT GAPS, YOU WOULD HAVE TO ALMOST LAYER ALL OF THE PROGRAMMATIC OPTIONS ACROSS THE SINGLE HIGH SCHOOL AND CONSIDER IF THEY'RE NOT IN THIS RIGOROUS COURSEWORK, ARE THEY IN ANOTHER OPTION THAT IS ALSO CONSIDERED RIGOROUS THAT MIGHT SUPPORT THEIR COLLEGE CAREER PATHWAY? RIGHT. AND SO THESE 11 HIGH SCHOOL CAMPUSES THAT WE REFER TO HERE, THEY WERE CHOSEN BECAUSE THEY ARE THE SMALLEST ONES.

THEY CURRENTLY DO NOT HAVE AT LEAST 10 AP COURSE OFFERINGS.

SO THAT IS THE ONLY REASON WE ARE TARGETING THOSE PARTICULAR CAMPUSES IS WE'D LIKE TO STANDARDIZE THAT ALL OF OUR CAMPUSES HAVE AT LEAST 10 AP OFFERINGS.

SO THAT'S WHY THESE 11, WE'RE WORKING VERY CLOSELY WITH THEM TO LOOK AT CREATIVE OPTIONS FOR THAT.

THAT'S GREAT, AND I THINK WE SHOULD BE DOING THAT.

MY FEAR IS THAT SOME OF THESE STRATEGIC ADJUSTMENTS DON'T SEEM TO ALIGN TO WHAT THE DATA IS TO MOVE THAT NUMBER CLOSER AND CLOSER TO ZERO.

SO I DON'T KNOW, MAYBE THOSE 11 ARE ACTUALLY WHEN YOU LOOK AT THEIR AFRICAN-AMERICAN, EMERGENT BILINGUAL STUDENTS, MAYBE THEY'RE AT 100%.

[00:40:06]

AND YES, WE NEED TO EXPAND THE NUMBER, BUT THAT MIGHT NOT BE THE REASON THAT WE HAVE AN 8.9% GAP.

THERE MIGHT BE A NUMBER OF OTHER SCHOOLS THAT DON'T HAVE SIGNIFICANT RESOURCES, FOR WHATEVER REASONS THEIR STUDENTS AREN'T GETTING SCHEDULED INTO THOSE CLASSES THAT MAYBE NEED ADDITIONAL ATTENTION.

AND MY HOPE IS THAT IN THESE WE CAN SEE, HEY, HERE'S THE DATA, HERE'S WHAT'S GOING REALLY WELL.

OBVIOUSLY, THE WORK IS HAPPENING.

HERE ARE OUR SCHOOLS, OR OUR GRADE BANDS THAT WE SEE STRUGGLING IN.

TO GET TO THIS POINT, THEREFORE, HERE ARE THE ACTION STEPS WERE TAKING TO START TO CLOSE THIS GAP.

THESE TO ME FEEL GENERAL AND NOT LIKE ADDRESSING THE FACT THAT WE STILL HAVE A NINE PERCENTAGE POINT GAP HERE.

DOES THAT MAKE SENSE? AND SO, AGAIN, THAT'S MY HOPE ON ALL OF THESE AND THE QUESTIONS THAT I'M GOING TO COME WITH ON EVERY SINGLE ONE OF THESE CONSTRAINTS OR GOALS IS WHERE ARE WE FALLING SHORT? WHERE ARE WE DOING IT REALLY WELL? WHY IS IT REALLY WELL THERE? WHY IS IT NOT THE OTHERS? AND HOW CAN WE HELP MOVE THAT NEEDLE? SO SPECIFICALLY CARRYING IN ON THIS.

WE HAVE A BOARD POLICY FOR SIXTH GRADE AUTOMATIC HONORS COURSE ENROLLMENT BASED ON STAAR ACHIEVEMENT.

AND I THINK THIS WAS TO ADDRESS THE FINDING IN THAT ERS REPORT THAT SAID IF YOU ARE AFRICAN-AMERICAN OR EMERGENT BILINGUAL, YOU HAVE LESS ACCESS, EVEN IF YOU'RE ON LEVEL. CORRECT. HAVE WE SEEN THAT MAKE SIGNIFICANT STRIDES IN THE SIXTH GRADE HONORS COURSES? WE'RE CURRENTLY AT 93%.

AS OPPOSED TO, I DON'T REMEMBER WHAT IT WAS BEFORE.

WE STARTED AROUND 44. FORTY-FOUR.

I MEAN, SO THAT IS A HUGE SYSTEMIC BARRIER.

THESE AREN'T, WE'RE TALKING ABOUT KIDS THAT MET ALREADY, NOW HAVING ACCESS.

SO THAT'S A HUGE WIN.

WHAT DOES IT LOOK LIKE? WHAT'S OUR, DO WE KNOW OUR SEVENTH GRADE NUMBER? I DON'T HAVE THE SEVENTH GRADE NUMBER ON ME.

I WILL GET THAT FOR YOU.

BECAUSE MY FEAR IS THAT THEN IT FALLS OFF IN SEVENTH GRADE AND IT'S NOT AT 94% IN SEVENTH GRADE OR EIGHTH GRADE BECAUSE IT IS NO LONGER AN OPT OUT.

IT'S AN OPT BACK IN.

WE HAVE BUILT IN INTENTIONAL BRIDGES TO SUPPORT STUDENTS ENTERING INTO THOSE CLASSES WITH TUTORING, WITH SUMMER CAMPS, THINGS LIKE THAT, AND ENSURING THAT THEY'RE NOT OPTING OUT OF THOSE COURSES.

BUT THEY STAY IN SIXTH, SEVENTH AND EIGHTH GRADE BECAUSE OF THE COMPACTED CURRICULUM.

BUT, AND WITHOUT THE DATA, IT'S HARD TO HAVE THIS CONVERSATION.

BUT MY FEAR WOULD BE, AGAIN, IN SEVENTH GRADE IT'S NOT AN OPT OUT, IT'S AN OPT IN.

SO OTHER CONVERSATIONS CAN HAPPEN.

PEOPLE COULD NOT CHECK THE RIGHT BOX, ETC.

WE'LL FOLLOW UP. AND SO I WOULD BE IN STRONG SUPPORT OF THIS BOARD CONSIDERING THAT POLICY AGAIN.

I DON'T UNDERSTAND WHY IF YOU MEET, YOU SHOULD BE IN THE HONORS COURSE BARRING AN OPT OUT REGARDLESS, IN MY OPINION.

AND THEN IF WE DON'T HAVE THE CLASSES OR THE SUPPORT, THEN WE NEED TO ADD THAT.

TRUSTEE MACKEY, YOUR TIME IS UP.

COME BACK FOR A SECOND. OH WOW.

THAT WENT FAST. TIME FLIES WHEN HAVING FUN.

IT DEPENDS ON YOUR PERSPECTIVE.

ANYONE ELSE? ALL RIGHT.

LET ME TAKE A FEW MINUTES IN ROUND ONE.

AND FIRST I WANT TO GO TO THE SLIDE ON ON DISCIPLINE.

I GUESS THAT IS SLIDE FOUR.

AND IT'S THE FOURTH ITEM IN THE CHART.

DISCIPLINE IS ENFORCED CONSISTENTLY AND IT'S THE NEXT ONE.

UNRULY STUDENTS ARE NOT PERMITTED TO DISRUPT THE LEARNING ENVIRONMENT.

AND I SEE THAT BEFORE WE MADE SOME MAJOR CHANGES IN OUR DISCIPLINE POLICY, WE WERE AT ABOUT 60% ON THAT METRIC AND NOW WE'RE AT 62%.

SO I WANTED TO JUST KIND OF LOOK AT SORT OF THE POSITIVE ON THIS, BECAUSE I HAVE ACTUALLY HEARD A NUMBER OF COMPLAINTS ABOUT THE CHANGES WE'VE MADE IN OUR DISCIPLINE POLICY AND THAT THERE'S NOT ENOUGH TEETH IN THE DISCIPLINE POLICY.

I'VE HEARD THAT A LOT, BUT THIS IS SOMEWHAT OPTIMISTIC.

EVEN THOUGH THERE WAS A DECLINE, WE ALWAYS WE WANT THIS NUMBER GOING UP.

IT HASN'T DECLINED TO WHERE IT WAS BEFORE WE PUT THESE POLICIES IN PLACE.

SO TO ME, WHAT THIS INDICATES IS THAT THE THE NEGATIVE ASPECTS OF A THE NEW DISCIPLINE POLICY THAT WE'VE WE'VE PUT IN PLACE ARE NOT AS PRESENT AS THEY APPEAR TO BE FROM THE REPORTS THAT I'VE BEEN GETTING ANECDOTALLY.

SO I WOULD BE CONCERNED, BE MORE CONCERNED THAT IF THAT NUMBER WAS 60% IN 2018 AND

[00:45:03]

SO IT GIVES ME SOME CONFIDENCE THAT THE POLICY IS NOT DESTABILIZING THE SCHOOLS.

AND I WAS AFRAID FROM SOME OF THE ANECDOTAL REPORTS I WAS GETTING THAT WE WERE HAVING THAT ISSUE STILL OF COURSE, YOU KNOW, WE WANT TO MAKE SURE THOSE NUMBERS GO IN THE RIGHT DIRECTION.

BUT I JUST WANTED TO POINT THAT OUT AND THEN I WANTED TO GO TO THE CERTIFICATIONS QUESTION.

C. IS THAT IT UP THERE ON NUMBER THREE? YES, SIR. 438.

YEAH. SO IN THE PAST WE'VE TALKED ABOUT CERTIFICATIONS, LITTLE C CERTIFICATIONS AND BIG C CERTIFICATIONS, AND THE LITTLE C CERTIFICATIONS WERE THINGS LIKE, YOU KNOW, LEARNING HOW TO DO EXCEL AND YOU GET A CERTIFICATE FOR IT.

THIS IS.

THIS IS CERTIFICATES. YES, SIR.

OKAY. BUT THERE WERE SOME CERTIFICATES THAT WERE REALLY SIGNIFICANT.

LIKE THEY SHOWED THAT YOU WERE QUALIFIED TO BE A WELDER OR SOMETHING LIKE THAT.

AND THERE WERE OTHER CERTIFICATES THAT WERE JUST SORT OF, THEY WERE IMPORTANT AND THEY'RE GOOD TO HAVE, BUT THEY DON'T RISE TO THE LEVEL OF SHOWING THAT YOU HAVE THE QUALIFICATIONS AND CREDENTIALS FOR THE JOB.

SO I'M TRYING TO UNDERSTAND WHAT THE DEFINITION IS OF A CERTIFICATE HERE.

DOES, IS THIS CERTIFICATE THE CERTIFICATE LIKE THE EQUIVALENT OF THE ASSOCIATE'S DEGREE OR IS IT LIKE THE EQUIVALENT OF, YOU KNOW, JUST BEING ABLE TO DO WORD OR EXCEL? YEAH. SO LET ME CLARIFY.

I MISSPOKE. SO THESE CERTIFICATES, THESE ARE BASED UPON STUDENTS TAKING DUAL CREDIT COURSES IN A PARTICULAR AREA OF STUDY.

SO LIKE A CONCENTRATED AREA.

SO AS I SAID EARLIER, IT MIGHT BE SOFTWARE DEVELOPMENT PROGRAMMER, RIGHT? SO THAT MIGHT BE A PATHWAY OF THE STUDENT STUDYING, FOR EXAMPLE, AT NORTH DALLAS HIGH SCHOOL.

THEY WOULD TAKE FIVE, FIVE DUAL CREDIT COURSES.

THAT WOULD THEN, ONCE THEY TAKE THAT SEQUENCE OF COURSES, THEN THEY WOULD EARN A CERTIFICATE FOR HAVING COMPLETED THE COURSES.

IT WOULD MAKE THEM EMPLOYABLE IN THE MARKET JOB MARKET.

A CERTIFICATION IS THE MICROSOFT THAT YOU REFERENCED, AND THAT'S DIFFERENT.

THAT'S NOT THIS.

WE MEASURE THOSE. WE'RE GOING TO TALK ABOUT THOSE IN A BIT IN THE NEXT PRESENTATION.

BUT THESE, IF YOU'RE ASKING LIKE WHICH CREDENTIALS SEEM LIKE THEY MAY HAVE MORE IMPACT, I THINK IT KIND OF DEPENDS, RIGHT? BECAUSE THESE ARE IMPORTANT AND THESE THESE ALLOW OUR STUDENTS TO GET INTO THE JOB MARKET.

BUT IF WE THINK ABOUT CERTIFICATIONS, FOR EXAMPLE, FROM CAREER INSTITUTES OR SCHOOL BASED PROGRAMS OF STUDY FOR COURSES, THEY ALSO HAVE A LOT OF VALUE.

SO I THINK IT JUST DEPENDS ON THE AREA OF STUDY, I WOULD SAY.

OKAY. I GUESS I'D LIKE A LITTLE BIT MORE.

WE CAN TALK OFFLINE ON IT, BUT I DON'T KNOW IF WE'RE CELEBRATING AN INCREASE IN THE NUMBER OF KIDS, AS I SAID, GETTING GETTING EXCEL CERTIFICATIONS OR THE NUMBER OF KIDS WHO ARE WHO ARE GETTING CERTIFICATIONS THAT MAKE THEM QUALIFIED FOR THE WORKFORCE.

AND WE CAN TALK ABOUT THAT A LITTLE FURTHER.

BUT THAT'S MY THAT'S MY ISSUE.

AND IN THE PAST WE CALL THOSE LITTLE C CERTIFICATES AND BIG C CERTIFICATES.

SO, AND THERE'S A THERE'S A PLACE FOR ALL OF THEM.

I JUST WANT TO MAKE SURE THAT WE'RE MEASURING THE RIGHT THINGS, THE SIGNIFICANT THINGS.

AND THEN I WANTED TO GO TO PAGE EIGHT ON THE CERTIFICATIONS, ON THE APS TESTS AND SO FORTH. AND THIS ISSUE HAS HAS COME UP.

I THINK TRUSTEE FOREMAN BROUGHT IT UP.

BUT WHEN YOU SAY WE HAVE 23 SCHOOLS THAT HAVE 10 OR MORE, THAT'S EXCLUDING OUR MAGNET SCHOOLS, RIGHT? I ASSUME THE MAGNET SCHOOLS, YEAH.

SO. CHIEF TREJO, DO YOU WANT TO GET THAT? SIR, I CAN PROVIDE A LIST OF THE SCHOOLS THAT DON'T CURRENTLY HAVE THE OFFERINGS.

THAT DOES EXCLUDE, I BELIEVE, OUR MAGNET SCHOOLS OFF OF THEIR NEW MAGNETS.

SCHOOLS. OKAY.

YEAH. I WOULD LIKE TO SEE THAT LIST, BUT DO YOU KNOW WHAT THE NEIGHBORHOOD SCHOOLS ARE THAT DON'T? DO YOU HAVE THAT INFORMATION HERE?

[00:50:01]

OKAY. THEY HAVE P-TECH PROGRAMING, AT CTE, PATHWAY DUAL CREDIT OFFERINGS.

AND WHAT WE'RE TRYING TO DO IS CREATE AN EQUAL STANDARD OF 10 AP OFFERINGS ACROSS ALL CAMPUSES.

OKAY. I APPRECIATE THAT.

AND IT SOUNDS LIKE YOU'RE FOCUSING ON WHAT I WANT TO ASK YOU TO DO.

BUT AS I SEE THAT LIST, THOSE SCHOOLS ARE ALL IN THE SOUTHERN PART OF THE DISTRICT AND AS WE STRIVE TO MEET OUR EQUITY GOALS THAT DOES STAND OUT TO ME.

THANK YOU. THANK YOU.

I CAN'T WAIT ANY LONGER.

TRUSTEE FOREMAN. I FIGURED YOU COULDN'T, BUT IT'S OKAY.

SO I'LL START WITH WHERE TRUSTEE MICCICHE LEFT OFF.

I ASKED THAT QUESTION FOR A SPECIFIC REASON, ALTHOUGH I DIDN'T GET THE SAME RESPONSE THAT TRUSTEE MICCICHE GOT.

HE GOT THE NAMES BECAUSE I FELT LIKE, DR.

LEAR, THAT MANY OF THOSE SCHOOLS THAT DIDN'T HAVE THE OFFERING WOULD BE IN THE SOUTHERN SECTOR.

THAT'S AN ONGOING ISSUE THAT WE HAVE IN THIS DISTRICT IN TERMS OF EQUITY.

SO, DR.

LEAR AND SUPERINTENDENT.

MY EXPECTATION IS THAT THAT BE RESOLVED AS SOON AS POSSIBLE.

CHIEF HUITT, THOSE ARE MY EXPECTATIONS BECAUSE WE CONTINUE TO COME TO THE TABLE WITH THOSE PARTICULAR ISSUES AND IT ALWAYS ENDS UP THE SCHOOLS IN THE SOUTHERN SECTOR.

AND MY QUESTION CONTINUES TO BE, WHY? WHY? WE CAN DO BETTER.

YOUR EQUITY OFFICE BETTER GET TO STEPPING.

THEY NEED TO GET WITH IT.

THEY, WE SHOULDN'T FIND THIS OUT HERE.

THEY SHOULD BE ON TOP OF THAT KIND OF STUFF.

AND SO WE NEED TO MAKE A DIFFERENCE, BECAUSE I BELIEVE WE WANT TO.

BUT WE STILL HAVE TO IDENTIFY AND THEN PUT ACTION TO THAT.

I'M GOING TO GO BACK TO FOR, I HEARD TRUSTEE MICCICHE TALK A LITTLE BIT ABOUT THE WHOLE DISCIPLINE ISSUE.

BUT WHEN YOU HAVE 59.4% SAYING THAT THEY DON'T BELIEVE DISCIPLINE IS ENFORCED CONSISTENTLY.

THAT'S OVER HALF. THAT'S CLOSE TO HALF.

59.4%. SO THAT TELLS YOU THAT THERE IS AN ISSUE WHERE THE DISCIPLINE QUESTION COMES UP.

NOW, WE ALL KNOW THAT WITH COVID, THERE ARE ADDITIONAL THINGS THAT CAME UP AND OUR CHILDREN COMING BACK AND BEING OUT OF SCHOOL FOR SO LONG.

WE ALL KNOW THAT.

AND WE ALL ACCEPT THAT.

BUT I'M NOT ACCEPTING THAT 59% DO NOT BELIEVE THAT THE DISCIPLINE IS CONSISTENT AND ENFORCED CONSISTENTLY.

AND I COULD TALK ABOUT SOME ISSUES THAT I KNOW WHERE I DON'T BELIEVE IT HAPPENED AT ALL.

BACK TO PAGE SEVEN.

SO I THINK THERE WAS A CONVERSATION ABOUT BETWEEN CERTIFICATES AND CERTIFICATIONS, AND I AM IN FAVOR OF BOTH.

IN PARTICULAR INDUSTRIES, LIKE I'M IN THE HEALTH CARE INDUSTRY.

CERTIFICATES CAN MAKE A DIFFERENCE ON HOW YOU GET PROMOTED WITHIN THE HEALTH CARE INDUSTRY, NOT NECESSARILY A CERTIFICATION.

SO I DON'T THINK IT'S AN EITHER OR.

I THINK IT'S BOTH.

AND WHERE THE OPPORTUNITY PRESENTS ITSELF, WE SHOULD BE ABLE TO AFFORD BOTH OPPORTUNITIES FOR OUR STUDENTS.

SO I'M NOT AN EITHER OR ON THAT PARTICULAR ISSUE.

I'M ON PAGE EIGHT.

AND ONE OF THE THINGS THAT I OFTEN THINK ABOUT IN THIS DISTRICT AND I THINK PEOPLE DON'T REALLY CAPTURE IS THAT WE HAVE 20,000 EMPLOYEES. 10,000 OF THOSE EMPLOYEES ARE NOT TEACHERS.

THEY'RE NOT TEACHERS.

THEY'RE DOING A LOT OF WORK.

IT'S OUR CAFETERIA WORKERS, IT'S OUR MAINTENANCE WORKERS.

IT'S CUSTODIANS, BUT OUR RECOGNITION DOESN'T ALWAYS GO TO THEM.

[00:55:03]

WE DO LITTLE THINGS LIKE MAYBE A FACEBOOK SPOT OR SOMETHING LIKE THAT.

BUT WHEN WE TALK ABOUT TEACHERS, WE WANT TO DO A TEACHER OF THE YEAR.

WE WANT TO DO ALL OF THE GLAMOROUS THINGS.

I THINK A LOT OF TIMES WHERE WE GET CONFUSED IS WE THINK IT'S ALWAYS THE SALARY.

SOMETIMES IT'S JUST THE RECOGNITION AND THE LITTLE THINGS THAT MEAN SO MUCH TO PEOPLE.

AND SUPERINTENDENT, I WOULD JUST LIKE TO SEE US DO A BETTER JOB IN REACHING OUT TO ALL 20,000 OF OUR EMPLOYEES TO MAKE SURE THAT THEY KNOW HOW VALUABLE THEY ARE TO US AND THAT, WHEN THERE'S AN OPPORTUNITY, IF IT'S THE CUSTODIAN OF THE YEAR, WHEN THERE IS AN OPPORTUNITY FOR US TO HONOR AND RECOGNIZE THEM AT THEIR LEVEL, I THINK THAT WOULD MAKE A BIG DIFFERENCE.

BECAUSE WHAT I DO KNOW AFTER BEING AN EMPLOYEE FOR 30 YEARS, IS THAT PEOPLE WORK BEST FOR YOU WHEN THEY RESPECT YOU AND KNOW THAT YOU RESPECT THEM.

SO I JUST WANT US TO TAKE A DEEPER LOOK AT THAT PARTICULAR PIECE.

THANK YOU. TRUSTEE MACKEY.

I THINK TRUSTEE WHITE WAS ON BEFORE ME IF SHE WANTS TO GO.

TRUSTEE WHITE. THANK YOU.

I HAVE A COUPLE OF QUESTIONS.

ONE OF THEM IS CONCERNING SLIDE FIVE.

HOW MUCH, HOW MANY OF OUR STAFF MEMBERS WERE SURVEYED? WERE ALL OF THEM SURVEYED? IS THIS TEACHERS? I MEAN, SORRY, THIS IS PRINCIPALS, CORRECT? YES, MA'AM. THESE ARE PRINCIPALS.

WERE ALL OF THE PRINCIPALS SURVEYED FOR THIS SURVEY? THEY WERE ALL SURVEYED. AND I THINK DR.

OAKELEY CAN PROBABLY SPEAK TO THE NUMBER OF PARTICIPANTS WHO ACTUALLY COMPLETED THE SURVEY.

HELLO. I WOULD HAVE TO DOUBLE CHECK, BUT I BELIEVE THAT WE HAD ABOUT A 70 TO 80% PARTICIPATION RATE.

THAT'S USUALLY THE WHOLE CAMPUS, BECAUSE IT DOES GO TO THE WHOLE CAMPUS.

BUT LET ME CHECK SPECIFICALLY ON THE PRINCIPALS AND PROVIDE THAT TO YOU OR I'LL LOOK AT IT WHILE I'M LOOKING.

AND ALSO, WERE THE SURVEYS DONE ONLINE, WERE THEY ABLE TO,HOW WERE THE SURVEYS CONDUCTED? SO THIS IS BY POLICY.

WE HAVE TO HAVE AN EXTERNAL VENDOR ADMINISTER THE SURVEY THAT THIS SURVEY IS DONE BY HANOVER.

THEY SEND THE EMAILS TO ALL THE THE CAMPUS STAFF.

THEY MONITOR THAT AND WE GIVE THEM REMINDERS.

IT IS AN ONLINE SURVEY THAT GOES TO THE VENDOR AND THEN THEY PROVIDE THE RESULTS TO US.

AND THE REASON FOR MY QUESTIONING ON THIS MATTER IS BECAUSE IF I FEEL COMFORTABLE THAT WHAT I SAY IS NOT GOING TO GET BACK TO MY SUPERIOR, I'M GOING TO BE MORE OPEN AND HONEST.

AND THAT'S IMPORTANT I FEEL FOR THEM TO LET US KNOW WHAT, HOW THEY REALLY FEEL, BECAUSE IF THEY'RE JUST TELLING US ANYTHING, WE CAN'T ADDRESS WHATEVER ISSUES THEY'RE EXPERIENCING ON THEIR CAMPUSES.

AND ALSO, AS FAR AS THE STUDENTS ARE CONCERNED, THEIR SURVEY, THAT'S ON PAGE FOUR, CORRECT? ON PAGE FOUR.

THEIRS WAS CONDUCTED BY HANOVER AS WELL.

THE STUDENT'S IS DONE BY PANORAMA.

AND HOW MANY OF THE STUDENTS WERE SURVEYED? I MEAN, WELL, THIS WAS JUST SOMETHING THAT WAS DONE IN THE CLASS, WHICH.

I DON'T THINK WE HAVE STUDENT SURVEY DATA AS AN ITEM FOR DISCUSSION.

RIGHT. OKAY.

WELL, BACK TO FOREWORD SAYS CAMPUS STAFF.

HOW WAS THE STAFF SURVEYED? A SIMILAR WAY, THIS.

HANOVER? HANOVER/ THEY AGAIN SEND AN EMAIL AND WE PROVIDE PARTICIPATION RATES TO THE PRINCIPALS AND EDS TO MONITOR THAT.

AND WE HAVE A LOT OF REMINDERS AND WE NEVER GET DATA BACK THAT WOULD IDENTIFY, LIKE, FOR EXAMPLE, A PRINCIPAL THAT'S ALWAYS COLLAPSE.

AND SO WE NEVER KNOW WHO RESPONDED.

SO WHEN THIS SAYS CAMPUS STAFF, IS THIS ALSO INCLUDING EVERYONE ON THE ON THE CAMPUS?

[01:00:04]

AND WHAT WAS THE POPULATION OF PARTICIPANTS FOR THIS SURVEY? THE RESPONSE RATE? THAT'S PART WHAT I'M GOING TO TRY TO FIND FOR YOU.

OKAY. AND ALSO WHILE SHE'S DOING THAT, WHEN IT COMES TO CERTIFICATION, I UNDERSTAND WE HAVE THE P-TECH PROGRAM THAT'S CURRENTLY BEING WELL, THE CAREER TECH CENTERS.

I'M SORRY. LET ME LET ME CORRECT THAT.

WE NOW HAVE THE THE CAREER TECH CENTERS.

WE HAVE THE FOUR THAT WE'RE LOOKING AT PUTTING IN THE VARIOUS AREAS.

THE PROGRAMING THAT'S CURRENTLY IN THE ONES THAT'S OPERATING.

CAN SOMEONE EXPLAIN WHAT CERTIFICATIONS ARE THEY'RE GETTING? AND OF COURSE, IT DOES MAKE A DIFFERENCE.

LIKE TRUSTEE MICCICHE WAS SAYING, IF YOU'RE GETTING MICROSOFT CERTIFIED, EMPLOYERS REALLY LOOK AT THAT AS YOU ARE PROFICIENT IN WHAT YOU'RE DOING.

I DON'T KNOW THE DIFFERENT TYPES.

SO THAT'S WHAT I'M.

YEAH. DEPUTY CHIEF ALVARENGA WILL KIND OF TALK ABOUT THAT.

BUT I THINK AT A HIGH LEVEL RIGHT NOW, OBVIOUSLY WE HAVE THREE CAREER INSTITUTES THAT ARE IN PLACE AND WE HAVE STUDENTS AT.

THERE WILL BE FOUR TO YOUR POINT, AND THE PROGRAMING IS QUITE SIMILAR, BUT ALSO SPACE CONSTRAINTS KIND OF RIGHT NOW ARE, INHIBIT SOME OF THE GROWTH, SOME OF THE PROGRAMING.

SO OSWALDO, DO YOU WANT TO TALK ABOUT THAT? SURE. THE THREE CAREER CLUSTERS THAT MOST OF THE CERTIFICATIONS ARE COMING FROM ARE THE IT WORLD, THE COMPUTER SCIENCE WORLD, THE HEALTH SCIENCE WORLD AND THE CONSTRUCTION.

SO THERE'S ACTUALLY ABOUT 10 TO 12 DIFFERENT PROGRAMS OF STUDY INSIDE OF THOSE THREE CAREER CLUSTERS.

AND I DO KNOW THAT, FOR INSTANCE, I'M JUST USING THIS AS AN EXAMPLE BECAUSE I KNOW FOR SURE THAT SKYLINE IS ONE OF THE PLACES, AND I THINK CONRAD HAS, I THINK THEY MAY JUST HAVE THE IT PROGRAM, BUT SKYLINE HAS A NUMBER OF PROGRAMS ON THEIR CAMPUS.

HOW MANY CERTIFICATES AS FAR AS CAMPUS BASED, WHAT ARE THE VARIOUS CERTIFICATE CATEGORIES THAT WE HAVE FOR CAMPUS BASED THAT ARE STILL BASED ON THE CAMPUS? SO WE HAVE ROUGHLY FIVE CAREER CLUSTERS AND ROUGHLY 13 DIFFERENT PROGRAMS OF STUDY THAT THOSE ARE COMING FROM.

SO WE HAVE A, WE ACTUALLY SENT OUT A LIST OF THE CERTIFICATES, THE CERTIFICATIONS THAT WERE EARNED, BUT THAT WAS SENT TO AUGUST 11TH.

WE'LL GET THAT INFORMATION TO YOU.

IT'S ALL ABOUT CERTIFICATIONS THAT WERE IN LAST YEAR.

I MEAN, BECAUSE I.T.

IS GREAT, BUT, AND HEALTH IS GREAT BECAUSE THOSE ARE WHERE THE DEMANDS ARE.

BUT THERE'S ALSO, YOU KNOW, MECHANICS AND OTHER THINGS THAT, IT'S PLUMBING.

OH, YES, ABSOLUTELY.

WE HAD CCR FOR CONSTRUCTION, ELECTRICAL, PLUMBING, HVAC.

WE ALSO HAD AUTO TECH CAREER.

AND I MEAN, EXCUSE ME, AUTO TECH MAINTENANCE AND AUTO TECH COLLISION.

WE HAVE THOSE CERTIFICATIONS.

SO I KNOW FOR SURE THAT THERE IS ONE ON THE SPRUCE CAMPUS.

IS THAT RIGHT? THERE'S YES.

AS FAR AS AUTO IS CONCERNED.

YES. OKAY.

BECAUSE I MEAN, I KNOW THAT, I'M HOPING THERE IS MORE RESOURCES TO EXPAND THAT PROGRAM ON THAT CAMPUS AS WELL.

THANK YOU FOR YOUR TIME.

YES, MA'AM. I HAVE AN ANSWER FOR YOU.

SO FOR PRINCIPALS, THERE WERE 206 THAT RESPONDED.

AND FOR THE PARTICIPATION RATE, I NEED TO DOUBLE CHECK, BUT I'M LOOKING AT ABOUT 65%.

I HAVE TO MAKE SURE I'M LOOKING AT THE RIGHT YEAR.

SO, BUT I WILL FINALIZE THAT FOR YOU.

NOW, THIS IS THE ONE THAT YOU GAVE ME FOR THE 206.

IS THAT FOR THE PRINCIPLE THAT'S ON SLIDE FIVE, I BELIEVE.

SO OUT OF ROUGHLY ABOUT 230 PRINCIPALS, WE HAD 206.

WE HAD 10,917 RESPONDENTS ON THE SURVEY IN GENERAL, AND THAT WOULD PUT US ABOUT 65%.

[01:05:02]

AND I SEPARATED YES. ALL RIGHT. THANK YOU SO VERY MUCH.

I APPRECIATE IT.

TRUSTEE MACKEY.

THANK YOU. OVERALL QUESTION, DO WE HAVE A CALENDAR OF WHEN WE BRING THESE UPDATES THROUGHOUT THE YEAR? YES, WE DO. WHERE CAN I FIND THAT? I CAN. I CAN GIVE THAT TO YOU, TRUSTEE.

OKAY. I JUST THINK THAT WOULD BE HELPFUL.

AND THEN JUST TO MAKE SURE I'M LOOKING AT THIS AND THE DATA.

FOR 2.2 THIS IS FROM THE SPRING 2022 CLIMATE SURVEY.

CORRECT. SAME WITH 3.1.

SPRING 2022.

CORRECT. THE 4.2.

IS THIS CURRENT ENROLLMENT OR IS THIS AT THE END OF LAST YEAR? ACADEMIC YEAR? IT WAS LAST YEAR.

LAST YEAR, OKAY.

21-22. THESE ARE ALL HISTORICALLY WE'VE DONE THESE YEAR AFTER YEAR, THAT.

THIS WAY IT'S THIS, WE'RE NOT DOING IT ANY DIFFERENTLY THAN WE'VE DONE IT BEFORE.

YEAH, I'M JUST TRYING TO MAKE SURE I'M UNDERSTANDING THAT.

I THINK WHAT WOULD BE MOST HELPFUL FOR ME, WHAT I WOULD, AS WE THINK ABOUT THIS GOING FORWARD, YOU KNOW, PURPOSE OF PROGRESS.

I MEAN, THIS IS ALL DONE, RIGHT? IT IS WHAT IT IS. I'D BE VERY CURIOUS TO HAVE THESE CONVERSATIONS.

I THINK IT'D BE MORE BENEFICIAL CONVERSATION TO LOOK AT CURRENT ENROLLMENT DATA DURING THE MIDDLE OF THE YEAR.

NOW THAT WE HAVE THAT FOR 4.2, WE COULD RUN THAT REPORT IN OUR SYSTEM AND SAY RIGHT NOW WE'RE SITTING AT A 7.5% GAP OR WE'RE UP TO A 10% GAP AGAIN AND HAVE A CONVERSATION BASED ON THE DATA WE DO HAVE.

HAPPY TO DO THAT.

CERTAINLY, I CONSIDER THAT'S OUR INTERNAL WORK, THAT THAT'S WHAT WE DO AND WHAT WE'VE DONE IN THE PAST.

THAT WOULD BE A SHIFT FROM WHAT WE'VE DONE, BUT WE CAN CERTAINLY DO THAT.

THIS HAS BEEN ALWAYS TO BRING YOU WHAT DID WE END UP WITH RATHER THAN WHERE ARE WE AND WHAT ARE WE DOING ABOUT WHERE WE ARE, AS THAT'S BEEN THE INTERNAL WORK OF THE TEAM. BUT WE CAN CERTAINLY BRING I MEAN, WE'RE MORE THAN HAPPY TO HAVE A CHAT ABOUT ALL OF THE CALENDAR.

I THINK THAT'S THE NEXT TO YOUR POINT, WE CAN JUST BRING THE CALENDAR THAT WE HAVE PUT TOGETHER YEAR AFTER YEAR FOR ALL THE PROGRESS MEASURES AND WE CAN GET FEEDBACK.

THAT'S ANOTHER GREAT TRUSTEE TRIAD CONVERSATION AND WE CAN GET FEEDBACK ABOUT WHEN YOU ALL WOULD LIKE TO SEE THE DATA WHEN IT'S AVAILABLE.

BECAUSE THAT WOULD BE A CHANGE OF WHAT WE HAD DECIDED JUST IN TERMS OF WHAT DATA WE BRING.

YEAH, AND I THINK THAT'S A FAIR CONVERSATION.

I MEAN, I THINK THIS IS MORE I MEAN, THE PURPOSE OF THIS IS PROGRESS MONITORING.

THIS ISN'T PROGRESS MONITORING, THIS IS LOOKING AT WHAT HAPPENED LAST YEAR.

AND SO I THINK SIMILARLY WE DO A FALL CLIMATE SURVEY IN DECEMBER SOMETIME.

WE'LL PROBABLY HAVE DATA DISAGGREGATED BY JANUARY.

LIKE I'D BE, I THINK THAT CONVERSATION WOULD BE A REALLY ROBUST CONVERSATION BECAUSE IT'S BASED ON THIS DATA WE GOT THAT EVERYONE SAW.

HERE'S WHERE WE'RE AT. WE'RE ON TRACK.

WE'RE OFF TRACK. HERE IS WHAT WE'RE DOING TO GO FORWARD AND HAVE A CONVERSATION.

I THINK THAT WOULD BE MY THOUGHT AROUND THIS.

AND I THINK THE PURPOSE IN MY MIND OF PROGRESS MONITORING, I DO UNDERSTAND IT'S A CHANGE.

SECOND QUESTION, DO WE HAVE TARGETS SET OUT FOR THIS YEAR, FOR EACH OF THESE? IT'S PART OF AE (LOCAL).

RIGHT. I MEAN, I'M TALKING LIKE THE YEARLY TARGET.

SO LIKE IN 4.3, WE'VE GOT THE 2022-23 TARGET, THE 2023-24 TARGET, AND THE 24-25 TARGET.

I KNOW WE HAVE AN END TARGET SET OUT WITH THOSE.

DO WE HAVE LIKE INTERNAL TARGETS THAT WE LOOK AT FOR EACH YEAR AS WE MAKE IT TO THAT END TARGET? INTERNALLY, I MEAN, WE CAN TALK ABOUT MAKING IT SO THAT IT MIRRORS THE GOALS.

WELL, I THINK, I MEAN, I AGREE THAT THE SPECIFIC TARGETS REALLY FALL IN ADMINISTRATION'S PURVIEW.

I KNOW THE CONSTRAINT 4.2 OUR GOAL IS LESS THAN A 5% GAP.

SO, AND I DON'T KNOW WHAT THE TARGETS ARE, BUT I THINK IT'D BE HELPFUL FOR US TO HAVE THIS CONVERSATION KNOWING THAT OUR GOAL IS TO MOVE FROM 8.9 THIS YEAR TO SEVEN TO SIX TO FIVE OR WHATEVER IT HAPPENS TO BE.

I THINK IT'D JUST BE HELPFUL WITH THAT.

AND THEN EACH OF THESE, WHEN I LOOK AT SLIDE SEVEN AND EIGHT, I THINK I'VE MENTIONED THIS BEFORE, BUT ON EACH OF THESE IT'D BE HELPFUL TO KNOW WHERE, BASED ON YOUR ANALYSIS OF OUR CURRENT REALITY, WHETHER WE'RE ON TRACK OR NOT OFF TRACK, ON TRACK OR WHATNOT.

SO FOR 4.3 ON CERTIFICATES, WHAT WOULD YOU CLASSIFY THIS AS, THESE ARE OFF TRACK, SLIGHTLY OFF TRACK OR ON TRACK TO MEETING OUR THIS YEAR TARGET? YEAH. SO IF YOU LOOK AT THE SLIDE ABOVE THAT PRESENTED EARLIER, THE GOAL WAS 390.

WE LANDED AT 438.

SO I WOULD SAY WE'RE ON TRACK.

OR YOU'RE TALKING ABOUT ON TRACK FROM THE PREVIOUS YEAR OR CURRENT STATE.

I'M TALKING ABOUT RIGHT, SO RIGHT NOW AND OBVIOUSLY WE'RE ALL TALKING ABOUT THESE TARGETS AND I NOTICED THAT 22-23 TARGET IS ACTUALLY LOWER.

IT'S 425.

SO MY THOUGHT IS, YOU KNOW, THE PURPOSE OF THIS MONITORING IS TO SEE WHETHER OR NOT WHAT WE'RE DOING IS WORKING TOWARDS GETTING US TO THE EVENTUAL GOALS AND PROGRESS MEASURE THAT WE'RE SAYING AT THE END OF THE YEAR.

[01:10:02]

WE FEEL CONFIDENT THAT WE'RE ON TRACK TO MEET THE GOAL.

OKAY, AWESOME. AND THAT WOULD BE, I THINK IT'D BE HELPFUL IN THIS TO SAY WE'RE ON TRACK TO MEET NEXT YEAR'S TARGET BASED ON THIS.

SIMILAR ON STAFF CLIMATE.

ARE WE ON TRACK, OFF TRACK OR SLIGHTLY OFF TRACK TO MEET WHATEVER OUR TARGET IS NEXT YEAR? I WOULD SAY WE'RE ON TRACK.

ON TRACK. AND SO THAT WOULD BE.

THAT'S GREAT. AND I THINK THAT'S WHY IT'D BE HELPFUL IF WE HAVE MID-YEAR DATA.

WE KNOW IF WE'RE ON TRACK OR OFF TRACK, WE CAN HAVE THAT CONVERSATION.

FOUR POINT, OH SORRY, NOT FOUR.

3.1 THEORY OF ACTION.

ON TRACK, OFF TRACK.

SORRY. WOULDN'T GO THERE.

IT'S HARD TO GAUGE RIGHT NOW.

WE'RE INTO NOVEMBER, SO I DON'T WANT TO TELL YOU I HAVE A DATA POINT THAT'S GOING TO TELL US THAT.

WHAT WE ARE DOING, THOUGH, IS BEING PROACTIVE AND DOING SOME OF THE THINGS THAT WE TALKED ABOUT IN THE ADJUSTMENTS AS FAR AS COMMUNICATION, CONNECTING WITH PRINCIPALS AND MAKING SURE THAT THEY'RE WELL INFORMED AND THEY CAN MAKE, THEY CAN ACCESS RESOURCES REAL TIME.

AND THEN FOR 4.2 IN OUR PROGRESS MEASURE OF EVENTUALLY REDUCING THIS TO LESS THAN A 5% GAP.

WE WERE AT 8.9% LAST YEAR.

ARE WE ON TRACK TO CLOSING THAT GAP OFF TRACK OR CLOSING THE GAP? WHERE WOULD WE ESTIMATE OUR CURRENT REALITY? IN LIGHT OF THE CONVERSATION TODAY, WE'VE GOT TO LOOK AT SOME ADDITIONAL DATA POINTS.

ACCORDING TO THE PLAN THAT WE HAVE RIGHT NOW, WE ARE ON TRACK.

WE HAVE SEVERAL CAMPUSES THAT ARE VERY CLOSE TO MEETING THAT 10 COURSE TARGET.

AND WE WE ANTICIPATE THAT WE'RE GOING TO CONTINUE TO MAKE PROGRESS TOWARDS THIS GOAL.

YEAH, AND I APPRECIATE THAT.

I THINK AS WE GO FORWARD, IF IT IS POSSIBLE TO STATE WHERE WE THINK WE ARE BASED ON OUR PROGRESS MEASURES, THAT'S HELPFUL FOR US IN MY CONVERSATION.

AND TO TRUSTEE FOREMAN'S POINT ABOUT WHEN WE TALK ABOUT THESE, THE CAMPUSES YOU NAMED ARE SUPER CRITICAL ONES, PROBABLY HAVE LOWER ACCESS COMPARED TO OTHER CAMPUSES.

I DON'T KNOW. WE DON'T HAVE THE DATA TO KNOW.

WE FEEL GOOD ABOUT MAKING PROGRESS HERE BECAUSE WE SEE X, Y, AND Z HAPPENING.

SO, BUT OVERALL, I DEEPLY APPRECIATE YOUR WORK HERE.

I MEAN, ON ALL OF THESE, WE ARE, HAVE STRONG TRENDING IN THE RIGHT DIRECTIONS, ESPECIALLY 4.2.

SO I'M EXCITED TO SEE THAT.

BUT I AGAIN APPRECIATE THE TIME, EFFORT, ENERGY PUT INTO PUTTING THIS DATA FORWARD BECAUSE I THINK THIS IS THE MOST CRITICAL CONVERSATION WE HAVE ABOUT ANYTHING AS A BOARD AND AN ADMINISTRATION. SO THANK YOU.

TRUSTEE FLORES.

SO I'M GOING TO PICK UP WHERE TRUSTEE MACKEY LEFT OFF.

I MEAN, I THINK, YOU KNOW, PAM, YOUR OFFICE AND AND ALL YOU GUYS ARE DOING A GREAT JOB AND CONTINUE TO KEEP AN EYE ON THIS, ON THIS NUMBER.

I MEAN, I THINK THAT SOME OF THE QUESTIONS THAT TRUSTEE MACKEY ASKED ARE THE RIGHT QUESTIONS IN TERMS OF, YOU KNOW, ARE WE PUSHING THE MIDDLE SCHOOL STUDENTS INTO THESE HIGHER RIGOR COURSES AND DOES THAT THEN AFFECT THE OUTCOME? BUT, I MEAN, SOMETHING WE HAVE TO RECOGNIZE IS THESE SMALLER SCHOOLS, I MEAN, IT'S HARD TO FILL UP A CLASSROOM.

JUST ONE SOMETIMES.

AND SO MAKING THAT AVAILABLE, I THINK BEING CREATIVE ABOUT HOW WE MAKE THAT AVAILABLE, I TALKED A LONG TIME ABOUT, YOU KNOW, MAYBE HAVING KIND OF VIRTUAL SCHOOL TYPE WHERE ONE SCHOOL COULD BE GETTING THE CLASSES THAT ARE BEING TAUGHT AT TAG BY THE TAG PHYSICS TEACHER, BECAUSE MY, YOU KNOW, ONLY EIGHT KIDS IN MY SCHOOL WANT TO TAKE AP PHYSICS, BUT IF VIRTUALLY WE COULD HAVE THEM SITTING IN THE PHYSICS CLASS AT TAG.

I MEAN WE WANT TO TALK ABOUT RIGOR OR WANT TO TALK ABOUT GREAT OPPORTUNITY AND JUST BEING CREATIVE THAT WAY.

BUT I KNOW THAT YOU GUYS ARE WORKING REALLY, REALLY HARD ON THIS AND ARE PUTTING YOUR BEST EFFORTS BEHIND IT.

AND I REALLY, REALLY APPRECIATE THAT.

AND I THINK YOU GUYS ARE DOING A GREAT JOB.

SO APPRECIATE IT. THANK YOU.

ALL RIGHT. TRUSTEE FOREMAN.

QUICK. SO THIS IS MY THIRD TIME.

SUPERINTENDENT. I HEARD TRUSTEE MACKEY WANTING US TO PIVOT AND START BRINGING FORTH INFORMATION TO SEE IF WE'RE ON TRACK. I HAVE SOME CONCERNS ABOUT THAT BECAUSE I THINK ALL OF US HOLD YOU AND THE STAFF ACCOUNTABLE. AND IF YOU START TELLING US YOU'RE ON TRACK, THEN YOU DON'T MAKE IT, THEN THAT'S A WHOLE DIFFERENT CONVERSATION THAT WE'LL HAVE.

I ALSO DON'T WANT TO SEE US GET INTO A SITUATION WHERE WE'RE BEGINNING TO START TO OVERTAX OUR STAFF BY SENDING OUT ADDITIONAL SURVEYS TO SEE IF WE'RE ON TRACK.

I THINK FOR ME, WE SURVEYED THEM TOO MUCH TO START WITH AND WE WANT TO MAKE SURE THAT THEIR EFFORTS ARE FOCUSED ON THE

[01:15:08]

THAT'S WHERE I WANT TO MAKE SURE THEY'RE EFFORTS ARE FOCUSED, IS ON THE SCHOOLS.

I DO WANT EQUITY THROUGHOUT THE PROCESS, SO I WOULD LIKE TO HAVE UPDATES, BUT I DON'T WANT, I PERSONALLY DO NOT WANT TO SEE US START TALKING ABOUT IF WE'RE ON TRACK OR IF WE'RE NOT ON TRACK.

JUST THE UPDATES WOULD BE GOOD FOR ME AND ADDITIONAL SURVEYS, I CERTAINLY WOULD NOT WANT TO SEE FOR OUR STAFF.

OKAY. THANK YOU. ANYBODY ELSE ON THIS TOPIC? ALL RIGHT, LET'S MOVE TO ITEM SEVEN, INFORMATION REPORTS.

[7. INFORMATION/REPORTS]

THANK YOU, VICE PRESIDENT MICCICHE.

WE'RE GOING TO BEGIN.

THERE ARE THREE BIG BUCKETS.

AND I DO THINK AT THE END OF EACH BUCKET RIGHT NOW, IT WOULD BE BEST WHEN WE FINISH, PARTICULARLY THIS FIRST ONE.

WE'VE STARTED THAT INITIAL CONVERSATION ABOUT OUR GOALS AND ALIGNING THEM.

AND OF COURSE, THEY'RE OF UTMOST IMPORTANCE TO OUR DISTRICT.

AND THEY'RE ALSO OF IMPORTANCE BECAUSE WE WANT TO ALIGN THOSE TO THE SUPERINTENDENT'S EVALUATION AS WELL.

SO ARE WE GOING TO START WITH THE GOALS OR LEGISLATIVE UPDATES? SO NEVER MIND.

WE'LL START WITH LEGISLATIVE UPDATE AND WE ALL KNOW HOW BUSY IT IS.

AND I THANK EVERYONE FOR VOTING.

AND I'M WEARING MY, I'M GOING TO TAKE THE OPPORTUNITY TO REMIND EVERYBODY.

LET'S REMEMBER, A LOT OF PEOPLE SACRIFICED SO THAT WE CAN HAVE THE OPPORTUNITY TO VOTE.

I ENCOURAGE EVERYONE TO VOTE.

OUR TEAM HAS VOTED.

OUR TRUSTEES HAVE VOTED.

SO LET'S GET OUT TO THE POLLS.

AND WITH THAT, I'LL TURN IT OVER TO DR.

LEAR, WHO WILL WORK WITH CHIEF DAHLANDER.

ABSOLUTELY.

SO GOOD AFTERNOON, TRUSTEES IN I BELIEVE IT WAS MAY OF LAST YEAR.

WE TALKED ABOUT LEGISLATIVE PRIORITIES AND WE DID AN EXERCISE AND CAME UP WITH SOME LEGISLATIVE PRIORITIES.

SINCE THEN WE HAD SEVERAL INCIDENTS.

THE ONE THAT REALLY RINGS NEAR AND DEAR IS UVALDE, AND WE'VE HAD LOTS OF CONVERSATIONS AROUND SAFETY, WHICH THEN BROUGHT US BACK TO OUR LEGISLATIVE AGENDA.

AND I THINK ALL OF THE TRUSTEES HAVE INDICATED THAT WE SHOULD REVISIT THOSE LEGISLATIVE PRIORITIES.

AND WE HAD AN OPPORTUNITY IN OUR TRUSTEE TRIADS TO DISCUSS WHAT REALLY ROSE TO THE TOP.

AND SO JOHN TO LANDER HAS REALLY DONE THE LEGWORK IN TALKING TO OUR PARTNERS LIKE TEXAS SCHOOL ALLIANCE AND TEXAS URBAN COUNCIL, AND THEN ALSO PARTICIPATING ON THE TRIADS AND PULLING ALL THAT INFORMATION TOGETHER.

SO HE HAS FIVE PRIORITIES THAT HE'D LIKE TO SHARE WITH YOU AND THEN US HAVE A CONVERSATION AND AT THE END OF THAT CONVERSATION, REALLY HAVE AN UNDERSTANDING. ARE THESE THE FIVE THAT WE SHOULD MOVE FORWARD? THANK YOU. THANK YOU AND GOOD AFTERNOON, TRUSTEES.

IT'S GREAT TO BE WITH YOU. IT'S GREAT TO BE BACK WITH THE DALLAS INDEPENDENT SCHOOL DISTRICT.

YES, WE'VE HAD A LOT OF DIFFERENT DISCUSSIONS OVER THE COURSE OF THE LAST MONTH ABOUT WHAT OUR PARTICULAR LEGISLATIVE AGENDA IS.

AND SO THERE YOU GO. WE'RE GOING TO TALK ABOUT THREE THINGS IN A MOMENT.

LEGISLATIVE UPDATE AND THE GOALS AND TARGETS.

WE HAVE FIVE GOALS THAT WE'VE OUTLINED.

NUMBER ONE BEING SCHOOL SAFETY.

NUMBER TWO, BEING ADDITIONAL FUNDING TO ADDRESS LEARNING LOSS, TEACHER SHORTAGE AND INFLATION.

NUMBER THREE, ENSURING ACCOUNTABILITY OF TAX DOLLARS, WHICH IS NO VOUCHERS.

AND NUMBER FOUR, PRESERVE LOCAL DECISION MAKING, WHICH IS LOCAL CONTROL FOR SCHOOL BOARDS.

AND THEN NUMBER FIVE IS PRE-K FUNDING.

AND SO LET'S GO INTO MORE DETAIL ON EACH OF THOSE WE CURRENTLY RECEIVE FROM THE STATE, ABOUT $9.72 PER CHILD.

FOR SCHOOL SAFETY, WE'RE ASKING THAT THE STATE REIMBURSE US, PAY US THE AMOUNT THAT WE'RE PAYING RIGHT NOW, WHICH IS ABOUT $200 PER CHILD. SO THAT'S A VERY SIMPLE ASK.

I UNDERSTAND THAT WHEN HB THREE WAS BEING PASSED, THERE WAS DISCUSSION OF HAVING THAT ALLOCATION FOR SCHOOL SAFETY BE ABOUT $100.

SO IN LIGHT OF UVALDE, IN LIGHT OF EVERYTHING THAT IS GOING ON, IN LIGHT OF INFLATIONARY COSTS TOO, WE'RE ASKING JUST FOR THE STATE TO PAY US FOR WHAT WE'RE WE'RE PAYING FOR AND COVERING IN OUR BUDGET RIGHT NOW.

NUMBER TWO, ADDITIONAL FUNDING.

AND THAT'S THAT CALLS FOR INCREASING THE BASIC ALLOTMENT.

WE TALKED ABOUT PANDEMIC LEARNING, LOSS FOR TEACHER SHORTAGE AND INFLATION.

WE WANT TO SEE THE BASIC ALLOTMENT RAISED BY $200 PER STUDENT THAT HAS NOT BEEN RAISED IN FOUR YEARS.

[01:20:03]

WE'RE IN AN INFLATIONARY TIME.

NOT ONLY IS INFLATION HITTING OUR TEACHERS AND STAFF IN THE POCKETBOOKS PERSONALLY, BUT IT'S ALSO CAUSING SCHOOL DISTRICTS LIKE OURS TO HAVE TO PAY MORE FOR OUR OPERATING COSTS.

SECOND IS TO BASE STATE FUNDING ON ENROLLMENT RATHER THAN ON ADA.

THIRD IS TO SEEK A 10% DISCOUNT FOR MAKING AN EARLY RECAPTURE PAYMENT.

AND I WOULD POINT OUT AT THE VERY BOTTOM OF THAT SLIDE, WE ARE NOW PAYING $98 MILLION IN RECAPTURE.

THAT'S UP FROM NOTHING.

WE DIDN'T PAY ANYTHING IN 2017-18 AND IT WAS 17.8 MILLION IN 1920.

THAT FIGURE IS EXPECTED TO RISE IN THE NEXT FEW YEARS TO 349 MILLION.

SO IF WE MAKE THOSE EARLY RECAPTURE PAYMENTS AND WE CAN RECOUP SOME OF THAT MONEY.

AND THEN FINALLY, ADDITIONAL ACCESS TO ADDITIONAL GOLDEN PENNIES THAT WOULD ALLOW US TO BRING IN MORE MONEY.

NUMBER THREE, ENSURE ACCOUNTABILITY OF TAX DOLLARS.

WE OPPOSE EFFORTS TO USE PUBLIC DOLLARS TO SUPPORT A VOUCHER PROGRAM.

FOURTH ONE, WE TALKED ABOUT PRESERVING LOCAL DECISION MAKING.

WE DO NOT WANT TO SEE LAWMAKERS MAKING DECISIONS ON THEIR END THAT IMPACT US WHEN WE HAVE A LOCALLY ACCOUNTABLE, LOCALLY ELECTED SCHOOL BOARD HERE.

AND THEN NUMBER FIVE, PRE-K FUNDING.

WE'RE SEEKING ADDITIONAL FUNDING FOR PRE-K FOUR IF FULL FUNDING IS NOT VIABLE STATEWIDE, PROVIDE FULL FUNDING FOR STUDENTS IN TIERS FOUR AND FIVE OF POVERTY, WE HAVE TO SPEND $13.3 MILLION OVER WHAT WE RECEIVED THROUGH THE STATE'S EARLY EDUCATION ALLOTMENT.

THAT'S THOSE ARE THE FIVE GOALS THAT WE'VE ZEROED IN ON.

WE WANT TO YOU KNOW, WE'RE TRYING TO GET EVERYBODY IN ALIGNMENT TO WHERE EVERYBODY AGREES WITH ALL FIVE.

WE HEARD THE DISCUSSION DURING THE TRUSTEE TRIADS THAT WE SHOULD ALL BE IN AGREEMENT.

SO THAT WAY, WHEN WE'RE ALL DOWN THERE, WE'RE ALL SAYING THE SAME THING.

AND WITH QUESTIONS. AND WITH THAT TRUSTEES, IF YOU HAVE ANY QUESTIONS, THOUGHTS, FEEDBACK, AND ARE WE ON THE RIGHT TRACK? I MEAN, ARE WE ASKING FOR THE RIGHT FIVE THINGS HERE? AND WE FELT LIKE WE SHOULD NARROW IT DOWN TO FIVE BECAUSE IF WE DON'T WANT TO GO TOO FAR WITH TOO MANY DIFFERENT PRIORITIES AND WE DON'T WANT TO ASK FOR TOO LITTLE AS WELL.

OKAY. THANK YOU.

TRUSTEE MARSHALL TRUSTEE WHITE AND I THOUGHT I SAW TRUSTEE MACKEY.

SO I THINK THIS LIST LOOKS GREAT.

I THINK IT'S I MENTIONED IN OUR TRIAD MEETING THAT I THINK IT'S CRITICAL THAT WE PUT OUR LEGISLATIVE AGENDA IN THE CONTEXT OF WHAT IS LIKELY TO BE THE PRIMARY DISCUSSION AT THE UPCOMING SESSION.

AND WITH THE PRESSURE THAT THE GOVERNOR IS PUTTING IN HIS POLITICAL RACE ON VOUCHERS, I THINK THAT'S GOING TO BE THE DISCUSSION.

THAT'S GOING TO BE THE BATTLE THAT RAGES IN AUSTIN.

AND THEN I THINK HAVING US CHIMING IN ON THAT AS THE DISTRICT THAT WAS SORT OF TALKED ABOUT THE MOST RECENTLY WITH THE PASSAGE OF HB THREE AND THE SUCCESS WE'VE SEEN, I THINK WE'VE GOT SOME CREDIBILITY TO WEIGH IN ON A LOT OF THOSE CONVERSATIONS.

AND I THINK US FOCUSING ON THESE ISSUES AND PARTICULARLY SOUNDING THE BELL AGAINST VOUCHERS IS VERY WISE.

THE ONLY THING THAT I WOULD A MINOR QUIBBLE WOULD BE TO PUT THAT FIRST, YOU KNOW, WHEN YOU ARE LISTING THEM IN ORDER, YOU KNOW, I THINK FOCUSING ON THE BIGGEST THE BATTLE THAT WILL RAGE THE MOST IS WISE.

I'M GLAD SAFETY IS ON THERE.

CERTAINLY THE STATE NEEDS TO STEP UP AND HELP THERE, BUT I SUSPECT THAT WILL BE A LESS DIVISIVE TOPIC IN AUSTIN.

AND SO WHILE IT SHOULD BE ON OUR LIST, I'M NOT SURE THAT IT NEEDS TO BE FIRST JUST BECAUSE I DON'T KNOW IF SOMEBODY IS ONLY GOING TO LOOK AT THIS FOR 15 SECONDS.

WE WANT THE THE MOST DIVISIVE ISSUE TO BE THE LOUDEST MESSAGE AND THE FIRST THING THEY SEE.

SO THAT'S ALL I WOULD ADD. THANKS.

THANK YOU. TRUSTEE WHITE? QUICK QUESTION. AS FAR AS WITH PRE K FUNDING, HOW MUCH DOES THE STATE CURRENTLY PROVIDE US PER STUDENT? 77 -13 IS SIX.

ABOUT 64 MILLION WAS WHAT I WAS TOLD.

IS THAT CORRECT? WHAT? PER STUDENT. WE CURRENTLY RECEIVE $6,160 PER STUDENT.

THAT'S THE STATE FUNDING ALLOTMENT.

OKAY. SO BASICALLY, WHETHER IT'S PRE K OR ONE THROUGH 12, THERE IS 6104 PRIMARY SCHOOL AGE

[01:25:01]

OKAY. I'M I'M GOING TO AGREE WITH TRUSTEE MARSHALL AS FAR AS WHAT SHOULD BE A PRIORITY.

BUT I REALLY DO THINK VOUCHERS SHOULD REALLY BE HIGH OR HIGHER ON THE LIST.

SAFETY IS FIRST BECAUSE THAT'S OUR PRODUCT.

THE KIDS, THEIR SAFETY IS IMPORTANT.

FUNDING FOR OUR KIDS IS IMPORTANT.

VOUCHERS WILL.

WELL, WE KNOW WHAT VOUCHERS WOULD DO TO US.

AND AS FAR AS.

NUMBER THREE ON THE LIST, I REALLY WANT TO BASICALLY HEAR WHAT ARE SOME OF THE THINGS THAT YOU GUYS FEEL AS FAR AS LOCAL.

I MEAN, I HAVE MY IDEALS, BUT I WANT TO HEAR WHAT YOU FEEL SOME OF THE LOCAL DECISION MAKING AS FAR AS AND I'M ASSUMING THIS IS WITH TR CORRECT.

I'M ACTUALLY TALKING ABOUT LAWMAKERS DICTATING PARTICULAR BOOKS, THOSE KINDS OF THINGS.

THERE WAS ALSO THE BILL LAST SESSION I'M DRAWING A BLANK ON THE ONE THAT 45, 45, HB 45, WHICH HAS CAUSED US ALL SORTS OF CHALLENGES TO IMPLEMENT.

I MEAN, BECAUSE AND WHEN YOU REALLY LOOK AT IT, IT SEEMS LIKE THEY'RE BECOMING MORE INTRUSIVE AND TELLING US WHAT TO DO IN THE INCREASE OF UNFUNDED MANDATES.

I CAN JUST GO ON AND ON THINGS THAT I FELT THAT WAS REALLY INTRUSIVE.

BUT I MEAN, THERE IS AND FROM ALL THE AGENCIES, NOT JUST TA THERE'S A COUPLE OF OTHERS THAT I FEEL LIKE THEY'RE TELLING US THINGS WE HAVE TO DO, BUT THEY'RE NOT SENDING ANY RESOURCES WITH THAT.

AND I'M SORRY I DIDN'T CATCH YOUR NAME.

I'M SORRY. MY NAME IS JOHN DILLINGER, AND I JUST STARTED AS CHIEF OF PARTNERSHIPS AND INTER-GOVERNMENTAL RELATIONS.

OKAY. THAT WAS JOHN DELANEY DE LANDER.

DE LANDER. THANK YOU.

THANK YOU. RIGHT TRUSTEE MACKEY FOLLOWED BY TRUSTEE FOREMAN.

GOOD AFTERNOON, CHIEF ATLANTA.

WELCOME BACK. GLAD TO HAVE YOU.

A QUICK QUESTION. THIS MIGHT BE FOR PAM.

I KNOW WE WENT THROUGH THIS PROCESS IN APRIL OR MAY WHERE WE WENT THROUGH AND IDENTIFIED FIVE LEGISLATIVE PRIORITIES AS A BOARD.

I COULDN'T FIND THAT SHEET THAT KIND OF SUMMARIZES IT.

CAN YOU REMIND ME IF YOU HAVE IT WHAT THOSE FIVE WERE? I JUST WANT TO SEE HOW THESE TIED TO IT OR WHAT'S CHANGED SINCE WE DID THAT EXERCISE.

I WILL I WILL PULL IT UP.

BUT WHAT WE DID FIND WAS THERE WAS THERE WAS CORRELATION WITH THE FIVE THAT ARE HERE, BUT THERE ARE TWO, I THINK ONE AND I'LL PULL IT UP AND LET YOU KNOW.

BUT ONE HAD TO DO WITH UNDOCUMENTED STUDENTS AND MAKING SURE THAT WE PROVIDED WHAT WAS NECESSARY.

AND I'LL HAVE TO GET THE OTHER TRUSTEE MACKEY YEAH, IF YOU COULD GET THOSE I WANT TO MAKE.

AND IT LOOKS LIKE, YOU KNOW, I DON'T HAVE ANY QUALMS WITH OUR DISCUSSION OF THESE.

I THINK THESE ARE MORE OR LESS THE RIGHT THINGS.

I WOULD GIVE IN TO TRUSTEE MARSHALL POINT.

I DO THINK VOUCHERS ARE GOING TO BE A MAJOR FOCUS OF THE LEGISLATIVE SESSION THIS YEAR.

I'M GLAD WE'RE TAKING A STAND VERY CLEARLY IN THAT DIRECTION.

I WOULD HOPE WE DO THE SAME WITH UNDOCUMENTED STUDENTS IF THAT BECOMES A FOCUS AS WELL.

HOPEFULLY THAT IS AS SETTLED LAW ALREADY MOVE FORWARD AND NOT TOUCHED ON.

BUT I THINK WE NEED TO BE READY TO TAKE A STAND.

I DON'T THINK WE WOULDN'T.

BUT I WOULD BE CURIOUS JUST TO KNOW HOW THE FIVE THAT WE SELECTED AS A GROUP BEFORE OBVIOUSLY RECOGNIZING NEW BOARD AND NEW SUPERINTENDENT OVERLAP WITH THESE JUST TO MAKE SURE WE'RE NOT LEAVING OUT ANYTHING THAT THE MAJORITY OF THIS BOARD HAD SAID WAS REALLY CRITICAL PREVIOUSLY.

WELL, AND I WOULD NOT THINK THAT FOR A MOMENT THAT THESE FIVE ARE THE ONLY THINGS THAT WE'LL BE FOCUSED ON.

THESE ARE THE FIVE MAIN ONES.

BUT BUT THERE ARE OTHERS THAT WE WILL CONTINUE TO TOUCH UPON THROUGHOUT THE SESSION.

AND I WAS REMINDED HERE THAT CHARTER SCHOOL EXPANSION WAS LIKELY ONE OF THE OTHER GOALS THAT YOU ALL TALKED ABOUT.

YEAH, AND I MEAN, IN BOTH OF THOSE AREAS, I CAN SEE THAT FALLING IN HERE.

I MEAN, I THINK THE CHARTER SCHOOL ASPECT FALLS ALONG THE LINES OF VOUCHERS IN A LOT OF WAYS.

SO I THINK WE CAN TALK ABOUT THAT.

[01:30:01]

AND I WANT THE BOARD TO HAVE THAT CONVERSATION JUST TO MAKE SURE THAT THIS IS THE SAME TRUSTEE MACKEY I HAVE THE DO YOU WANT ALL OF THEM? SO WE HAVE JUST THE TOP, THE FIVE THAT WE BECAUSE OF COALESCE, WE ACTUALLY HAD SEVEN, SEVEN, SEVEN, FIVE PROTECT HB THREE FUNDING AND PROGRAMS, GREATER GOVERNANCE ON CHARTER SCHOOLS PROTECT UNDOCUMENTED PRE K 16 STUDENT EDUCATIONAL RIGHTS FUNDS STATEWIDE PRE-K, NO VOUCHERS OR RELATED TOPICS.

REFRESH ACCOUNTABILITY SYSTEM AND FUNDING ON MEMBERSHIP, NOT ATTENDANCE.

OC AND I SAW EXPLICITLY THE MEMBERSHIP ONE IN HERE, RIGHT? I DID.

I SEE THAT. YES.

THE MEMBERSHIP ONE, THE VOUCHERS ONE AND ONE OF THE OTHER ONES YOU JUST MENTIONED.

I WOULD JUST WANT TO MAKE SURE THAT WE KIND OF TOUCH ON SOME OF THOSE OTHER ONES THAT I KNOW THIS BOARD, UNLESS THIS BOARD FEELS DIFFERENTLY AND THAT THOSE AREN'T PRIORITIES ANYMORE. BUT I DO THINK AND LIKE IS IN HOUSE BILL THREE, I THINK IT'S KIND OF IN THIS AS WELL IN A WAY OR NO, DID THAT FALL OUT? BECAUSE I REMEMBER THAT BEING OUR TOP ONE AS A BOARD.

I THINK. YEAH, I DON'T THINK IT'S SPECIFICALLY REALLY ALIGNED.

I THINK THE CONVERSATIONS THAT WE HAD AND AFTER LISTENING TO THE TRIADS WAS AT THE TIME THAT THIS BOARD WAS PROBABLY HAVING THOSE CONVERSATIONS.

THERE HAD BEEN CONVERSATION IN AUSTIN ABOUT WHETHER HB THREE FUNDING LIKE THERE WAS, IT WAS STARTING TO SOUND TENUOUS.

THAT HASN'T BEEN THE LATEST CONVERSATION.

OKAY, SO THIS IS ADOPTED BASED ON WHETHER OR NOT AND I ASSUME IF THAT WERE TO BECOME A THING, WE WOULD MAKE OUR VOICES HEARD ON IT, RIGHT? ABSOLUTELY. THERE'S ALSO THE UNDERSTANDING THAT THE STATE NOW HAS $27 BILLION AVAILABLE TO IT IN EXCESS THAT IT HAS NEVER HAD BEFORE, TO SO EXCITED TO SEE THE PRE-K FUNDING AS WELL.

SO I THINK THIS IS ABSOLUTELY CRITICAL.

THE EARLY LEARNING WORK WE'VE DONE HERE HAS PAID HUGE DIVIDENDS AND SO HOPEFULLY THE STATE CONTINUES TO MOVE IN THAT DIRECTION.

BUT I APPRECIATE THE CONTEXT HERE.

THANK YOU. TRUSTEE FOREMAN FOLLOWED BY TRUSTEE FLORES.

SO JOHN AND PAM, I'D LIKE FOR YOU GUYS TO SEND TO THE BOARD THE ONES THAT WE PREVIOUSLY HAD SO THAT THERE'S A CLEAR UNDERSTANDING BECAUSE I KNOW FIVE MIGHT BE A GOOD NUMBER, BUT WE MIGHT END UP WITH SEVEN TO MAKE SURE THAT WE ENCOMPASS THE WHOLE PROSPECT OF WHAT WHAT WE'RE LOOKING FOR AND AND PRIORITIZE THEM BASED ON THAT.

ONE OF THE THINGS I'D ALSO LIKE MAYBE TO MAKE OR YOU CAN GET FOR US IS THE CURRENT DOLLAR AMOUNT THAT WE'RE GETTING FROM THE STATE FOR PRE-K THREE AND PRE-K FOUR, AND THEN WHAT WE'RE ACTUALLY EXPENDING OUT OF OUR OWN POCKETS FOR PRE-K THREE AND PRE-K FOUR BECAUSE THE FUNDING IS DIFFERENT FOR BOTH OF THEM, IF I UNDERSTAND IT CORRECTLY.

SO WE ARE I CAN ANSWER A PART OF THAT QUESTION NOW.

TRUSTEE FOREMAN, IF THAT'S OKAY WITH YOU.

WE ARE CURRENTLY SPENDING ABOUT $77 MILLION ON OUR PRIMARY SCHOOL PROGRAM AS IT RELATES TO HOW MUCH WE'RE SPENDING ON PRE-K THREE AND FOUR ONLY.

YES, I CAN PULL THAT NUMBER AND THEN SHARE THAT INFORMATION WITH YOU.

SO WE CALL HIM PRIMARY SCHOOL PROGRAM, PRE-K, PRE-K.

I'M SORRY, THAT'S MY LANGUAGE.

SAYING PRIMARY SCHOOL PRE-K.

OKAY. THREE AND FOUR.

YEAH. SO IF YOU WOULD GET THAT INFORMATION, BECAUSE I WANT TO KNOW WHAT THE STATE IS CURRENTLY ALLOTTING AND THEN WHAT WE'RE ACTUALLY SPENDING, NOT WHAT WE ALLOCATE, BUT WHAT WE'RE ACTUALLY SPENDING ON PRE-K, IN MY UNDERSTANDING, IS THAT WE'RE SPENDING, AS SHE SAID, 77 MILLION.

BUT THE STATE IS ALLOCATING ABOUT $64 MILLION TO US.

SO THAT'S WHY WE HAVE THIS SLIDE.

SO WHAT WE'RE THERE'S A DELTA OF 13.3 MILLION.

THE DELTA IS WHAT I'M LOOKING AT AS OPPOSED TO THAT OVERALL BUCKET.

AND EXCUSE ME, I WOULD LIKE TO SEE ALL OF THEM SO THAT WE HAVE AN OPPORTUNITY TO MAKE A DECISION.

IF FIVE IS THE NUMBER OR MAYBE SEVEN IS THE NUMBER.

BUT I DO LIKE ALL OF THEM THAT WE'VE WE'VE ADDRESSED.

AND I WOULD CONCUR THAT VOUCHERS PROBABLY NEED TO BE AT THE TOP OF THE LIST BASED ON THE CLIMATE THAT WE'RE CURRENTLY HEARING FROM THE POLITICAL FORCES.

THANK YOU. NO, WE DIDN'T AGREE.

ARE WE TWO FOR TWO? TRUSTEE FLORES? WELL, SO I'M GOING TO AGREE WITH YOU.

I'M JUST KIDDING. I COULDN'T PASS THAT ONE UP.

I'M JUST GOING TO POINT SOMETHING OUT THAT WE NEED TO REMEMBER OUR AUDIENCES, RIGHT.

IF THE AUDIENCE IN THIS CASE IS THE LEGISLATURE, THEN WE NEED TO REMEMBER WHO MAKES UP OUR LEGISLATURE AND KIND OF WHAT THEY'RE LOOKING AT.

I THINK THAT HAVING SCHOOL SAFETY IS OUR TOP PRIORITY ALIGNS VERY WELL WITH WHAT THE FOLKS DOWN IN AUSTIN ARE GOING TO WANT TO DO.

[01:35:05]

MAYBE WE SHOULD BE ASKING FOR MORE THAN 200 ALLOCATION PER STUDENT.

AGAIN, TAKING INTO CONSIDERATION THAT IF THEN THEY PASS BILLS THAT SAY, OH, YOU HAVE TO HAVE SO MANY POLICE OFFICERS PER SO MANY KIDS, AND MAGICALLY SUDDENLY THAT NUMBER GOES UP, BECAUSE NOW WE HAVE TO HIRE MORE FOLKS TO HELP PROTECT OUR SCHOOLS.

I MEAN, THIS ALSO DOESN'T INCLUDE CAPITAL IMPROVEMENTS, RIGHT? THIS IS JUST LIKE, WELL, THIS IS WHAT WE THINK IT'S GOING TO COST US ON THE KIND OF ONGOING YEARLY BASIS.

BUT IF YOU HAVE TO PUT 100 MORE SECURE VESTIBULES, AND I KNOW WE'VE DONE A LOT OF WORK IN THAT AREA ALREADY WITH OUR BONDS, BUT IF THEY HAVE ADDITIONAL REQUIREMENTS THAT A CAMPUS HAS CERTAIN EQUIPMENT AVAILABLE TO IT, WELL THERE'S A COST TO THAT.

AND SO I THINK THAT MAYBE WE MAY BE LOOKING AT THIS TOO SMALL A NUMBER AND THIS ONE.

AND I THINK THAT THERE'LL BE PEOPLE WILLING TO LISTEN AND TO SAY, YEAH, THIS DOES MAKE SURE IN AN URBAN SETTING THIS MAY BE ACTUALLY A DIFFERENT NUMBER AND THAT'S SOMETHING TO CONSIDER.

SO LET'S CONSIDER OUR AUDIENCE.

I THINK, YOU KNOW, THE BASIC STUFF THAT MAKES PERFECT SENSE.

YOU KNOW, EVERYBODY RECOGNIZES THAT THERE'S INFLATION AND THAT'S THE INFLATION IS SIGNIFICANT AND THERE IS NO END IN SIGHT, AS FAR AS ANYBODY KNOWS OR CAN TELL FOR THIS INCREASE IN INFLATION.

AND SO I THINK THAT MAKES PERFECT SENSE.

IF ONE OF OUR PRIORITIES IS PRE-K, WHICH IT IS FOR ME, I THINK THAT SHOULD BE HIGHER UP.

THAT'S JUST ME. BUT AGAIN, I THINK THAT ALIGNS WITH THE NARRATIVE, YOU KNOW, AND DUSTIN AND I AND OTHERS HAVE SPENT A DAY IN THIS.

AND JUSTIN, I KNOW FOR SURE, HAVE SPENT A LOT AND OTHERS HAVE SPENT A LOT OF TIME DOWN IN AUSTIN DURING THESE LEGISLATIVE SESSIONS, TELLING OUR STORY, TELLING WHAT WE'VE DONE.

THIS IS ONE OF OUR STRATEGIC INITIATIVES THAT WE CAN GET MORE FUNDING FOR ONE OF OUR STRATEGIC INITIATIVES.

AGAIN, LET'S ASK FOR MORE.

MAYBE WE WON'T GET AT ALL.

I MEAN, CERTAINLY WE NEED TO PLUG OUR GAP, BUT IF WE CAN ASK FOR MORE, WE SHOULD BE.

AND SO TO ME, THAT'S WHY WE SHOULD BE PUSHING IT UP.

AND THE LAST THING I'LL SAY IS I REALLY LIKE HOW THIS IS A LITTLE THIS IS MORE LIKE POSITIVE.

IT'S LIKE IT'S NOT DON'T TAKE DON'T KNOW.

IT'S LIKE, NO, WE WANT TO MAKE SURE THAT THERE'S ACCOUNTABILITY FOR OUR TAX DOLLARS.

I MEAN, SOME OF YOU HAVE HEARD MY DISCUSSION OF VOUCHERS AND AGAIN, THINKING OF YOUR AUDIENCE IN MIND, THINK OF WHAT THE REALLY BAD THINGS THAT COULD HAPPEN WITH VOUCHERS.

I MEAN, WHAT IF SOMEBODY DECIDED TO START A SCHOOL THAT WAS ONLY GOING TO TAKE VOUCHERS AND THEY SAID, WE'RE GOING TO TAKE VOUCHERS AND LET'S ASSUME THE LEGISLATURE SAYS NO ACCOUNTABILITY, WHICH IS THE OPPOSITE OF WHAT WE'RE ASKING FOR.

WHAT IF THAT SCHOOL DECIDES THAT WE'RE ONLY GOING TO DO COMMON CORE? THERE'S NO WAY TO STOP THAT MONEY FROM GOING THERE.

RIGHT. UNLESS THERE ARE SOME PARAMETERS AROUND THIS, YOU KNOW, OR YOU KNOW, THERE ARE MANY CRAZY SCENARIOS THAT WE CAN COME UP WITH OF THINGS THAT MAYBE WERE DON'T WANT OUR TAX DOLLARS.

AND THIS LEGISLATURE NEVER INTENDED THAT.

LET'S THINK ABOUT OUR AUDIENCE.

IT'S A HEAVILY REPUBLICAN GROUP.

CERTAINLY WILL BE IN THE HOUSE BY MORE SO THIS TIME AFTER THE ELECTIONS.

THE SENATE, CERTAINLY THE LEADERSHIP.

WELL, YOU KNOW, GOING AND SAYING, YOU KNOW, FOCUSING ON THE ACCOUNTABILITY IS THE RIGHT WAY TO GO BECAUSE THOSE DOLLARS NEED TO BE ACCOUNTABLE. YOU KNOW, START ASKING QUESTIONS ABOUT CAPACITY WHERE ALL THESE APOCRYPHAL PRIVATE SCHOOLS THAT ARE GOING TO MAGICALLY START TAKING A FRACTION OF WHAT THEY WOULD COLLECT OTHERWISE IN TUITION FROM THESE KIDS THAT SHOW UP THAT DON'T LOOK LIKE THE OTHER KIDS THAT ARE ALREADY IN THAT SCHOOL.

ARE THESE APOCRYPHAL PRIVATE SCHOOLS THAT DON'T EXIST? I MEAN, THERE AREN'T ANY PRIVATE SCHOOLS IN DALLAS THAT DON'T HAVE A WAITLIST.

SO IT'S NOT LIKE THERE'S ALL THIS EXCESS CAPACITY OUT THERE THAT CAN TAKE THESE KIDS WITH VOUCHERS, WHETHER PAROCHIAL OR, YOU KNOW, AND IF IT GOES TO A PAROCHIAL SCHOOL OR IF IT GOES TO A PRIVATE SCHOOL.

WELL, WHAT ABOUT TESTING BUT NOT THE TEST? THERE'S ACCOUNTABILITY.

SO YOU'RE GOING TO HAVE THE TEST. THEY'RE GOING TO HAVE TO START TEST.

SO DO YOU ONLY START TEST THE KIDS THAT ARE GETTING THE VOUCHER OR ARE WE GOING TO START TESTING ALL THE KIDS IN THOSE SCHOOLS? IF YOU TAKE THIS VOUCHER NOW, YOU HAVE TO START TEST ALL YOUR SCHOOLS.

ALL THOSE PRIVATE AND PAROCHIAL SCHOOLS ARE GOING TO SAY, OH, SIGN UP.

YES, LET US START TEST ALL OUR KIDS SO WE CAN COMPARE IT TO THE PUBLIC SCHOOLS.

THEY MAY NOT LIKE THE ANSWER THEY GET, BY THE WAY.

SO, YOU KNOW, SO THAT'S TO ME, THE PRIORITIES WOULD BE JUST A LITTLE BIT DIFFERENT.

I THINK THESE FIVE ARE SOLID.

I THINK THAT THEY'RE PITCHED IN THE RIGHT WAY.

AND I'M REALLY GRATEFUL WE'RE HAVING THIS DISCUSSION.

AGAIN. WE'VE HAD A CHANGE IN BOARD.

[01:40:02]

AGAIN, ALL THEY CHANGED A LOT.

YOU KNOW, WHEN WE DID THE ORIGINAL GROUP OF PRIORITIES, I THINK I HAD BROUGHT UP SAFETY.

IT ALSO HAPPENS TO BE THAT I'M A TEXAS SCHOOL SAFETY CENTER BOARD, SO I THINK I HAVE A LITTLE EXTRA IMPETUS FOR FOR BRINGING THAT FORWARD AND THAT THAT GROUP, THAT ORGANIZATION, BY THE WAY, DOES A FANTASTIC JOB AND HAS GREAT LEADERSHIP AND I KNOW IS WORKING HAND IN HAND WITH DISTRICTS ON ALL THESE AUDITS AND WHATNOT.

BUT JUST WANTED TO SAY, GREAT JOB, JOHN, GREAT TO HAVE YOU BACK.

I REALLY APPRECIATE YOUR WORK ON THIS.

THANK YOU. AND THANK YOU TO THE SUPERINTENDENT FOR BRINGING THIS BACK TO US.

THANK YOU. THANK YOU. I APPRECIATE THE GOOD WORK YOU'RE DOING AT THE STATE LEVEL.

I WAS JUST WONDERING IF YOU WERE GOING TO PULL OUT A BADGE OR SOMETHING.

ANYONE ELSE FOR ROUND ONE ON THIS? I HAVE A FEW QUESTIONS OR COMMENTS.

WELCOME BACK, JOHN.

GREAT TO HAVE YOU. I THINK THIS IS REALLY EXCELLENT AND IN SOME WAY.

IT'S BETTER THAN WHAT WE HAD BEFORE, PARTICULARLY ON THE POINT ABOUT PRESERVING HB THREE FUNDING.

WELL, THAT DOESN'T REALLY SEEM TO BE AN ALIVE ISSUE.

AND THERE'S SOMETHING ABOUT HOLDING HB THREE UP AS SOME SORT OF REAL HIGH THRESHOLD.

IN SOME SENSE, ALL HB THREE DID WAS KEEP TEXAS 44TH AND 41ST AND IN FUNDING.

SO WE DO WANT ADDITIONAL FUNDING.

AND SO ADDITIONAL FUNDING IMPLIES THAT WE KEEP HB THREE FUNDING AND ON THE INSURER ACCOUNTABILITY OF TAX DOLLARS.

THERE'S ONE OTHER CONCEPT THAT'S KIND OF RELATED THERE THAT I HOPE YOU'LL KEEP IN MIND, AND THAT IS THAT WHEN SCHOOL DISTRICTS PAY RECAPTURE TO THE STATE, IT GOES INTO THE GENERAL FUND AND THIS AND THAT.

WHEN THE STATE HAS THAT MONEY IN THE GENERAL FUND, IT DOESN'T SPEND IT ALL ON DISTRICTS, IT DOESN'T SPEND IT ALL ON EDUCATION.

IT SENDS SOME OF IT TO SCHOOL DISTRICTS THAT ARE PROPERTY POOR AND IT USES THE REST OF IT TO GO INTO IT TO BUILD UP ITS ITS SURPLUS.

THAT'S CORRECT. SO I HOPE THAT AND I THINK THAT IS AN ISSUE THAT RESONATES WITH A LOT WITH A LOT OF PEOPLE.

BUT I'VE SAID THIS BEFORE, THAT THIS $27 BILLION SURPLUS IS IN PART CREATED BY UNDERFUNDING PUBLIC SCHOOLS, BY KEEPING TEXAS PUBLIC SCHOOLS FUNDED IN THAT BOTTOM QUINTILE OF STATES IN FUNDING.

SO WE NEED MORE FUNDING.

AND I APPRECIATE THE WAY THIS IS ALL SET UP.

SO I'M GOOD WITH THIS AS IT'S WRITTEN.

AND UNLESS THERE'S A ROUND TWO ON THIS, WE WILL MOVE TO THE NEXT PART OF THE SUPERINTENDENT'S REPORT YOU.

WHICH IS STUDENT OUTCOME GOALS.

LET'S GO AHEAD AND MOVE TO DO NOT COME GOALS.

WE DO HAVE SOME INDIVIDUALS THAT HAVE SOME OF THE THINGS TO DO.

AND I THINK RIGHT NOW I'D LIKE TO MAKE SURE THAT ALL OF THE TRUSTEES THAT ARE HERE HAVE THE ABILITY TO AT LEAST INITIALLY GIVE US SOME THOUGHTS.

SO AS YOU ALL ARE AWARE, WE HAD THIS CONVERSATION.

AND AS A REMINDER, BEYOND THESE STUDENT OUTCOME GOALS THAT WE'LL DISCUSS HERE, WE'RE ALSO CONDUCTING TRIAD MEETINGS THIS NEXT WEEK FOR FURTHER CONVERSATION BEFORE WE ACTUALLY VOTE.

IF IN FACT, WE VOTE, THEN IF THE BOARD DOES NOT THINK IT'S READY AT THAT POINT.

OF COURSE, WE CAN ALSO DEFER AND MOVE TO DECEMBER.

SO WITH THAT, THE TEAM HAS CONTINUED TO WORK DILIGENTLY AND GATHERED A LOT OF DATA.

AND SO FROM THERE, I'M GOING TO TURN IT OVER TO DR.

LEER, WHO WILL HAVE THE TEAM TELL US WHERE WE'RE AT AT THIS POINT.

THANK YOU, DR. ELIZALDE.

I'M GOING TO ACTUALLY GO AHEAD AND TURN IT OVER TO CHIEF HEWETT TO GET STARTED ON THE THE REVISIONS FROM THE WORKSHOP THAT WE HAD LAST WEEK, AS WELL AS THE TRIAD MEETINGS.

THANK YOU, DEPUTY SUPERINTENDENT LEER.

IN OUR LAST CONVERSATION, WE SHARED OUR PROPOSED REVISIONS AND WE ENSURED THAT THEY DID NOT INCLUDE CHANGES TO OUR END TARGETS FOR OUR OUTCOME CALLS.

INSTEAD, WE WANTED TO MAKE REALLY REVISIONS TO THE GPM TARGETS.

[01:45:03]

THE NEW METHODOLOGY FOR DOMAIN ONE AND FROM TEA IS GOING TO INCLUDE.

AND WE ALSO HAD A GOAL WHILE WE MADE THE PROPOSED REVISIONS TO INCLUDE MORE TIGHTLY ALIGNED LEADING INDICATORS.

SO I'M GOING TO WALK YOU QUICKLY THROUGH THE METHODOLOGY THAT WE USED BEFORE I ACTUALLY GET TO THE GOALS.

AND FIRST, I JUST WANT TO REMIND EVERYONE THAT WE FIRST LOOKED AT OUR HISTORIC STUDENT PERFORMANCE IN EACH SUBJECT AREA AND GRADE LEVEL, AND THEN WE USE THAT TO SEE IF WE COULD POTENTIALLY FIND A WAY TO MEET OUR OUR GENERAL OUTCOME.

THEN WE ALSO ANALYZED OUR ACP DATA AND THE MAP DATA TO SEE IF THERE WAS A CORRELATION BETWEEN THOSE TWO TO SEE IF IT WAS POSSIBLE FOR MAP TO PROJECT OUR DOMAIN ONE STAR DATA.

AND THEN WE CONSIDER THE EXPANSION AGAIN FROM A TIA OF DOMAIN ONE FROM THE FOUR BUCKETS OF DOES NOT MEETS APPROACHES MEETS AND MASTERS TO INCLUDE THE THE EXPANSION THAT HAS THE LOW DOES.

NOT NEEDS TO HIDE IS NOT MEETS IN LOW APPROACHES TO HIGH APPROACHES WHERE WE'RE LOOKING AT GROWTH NOW SORT OF IN DOMAIN ONE AS OPPOSED TO JUST ABSOLUTE PERFORMANCE.

AND SO WITH ALL OF THOSE THINGS IN CONSIDERATION, WE ANTICIPATE THAT WE CREATED A METHODOLOGY THAT WILL CREATE SOME PATHWAYS THAT WILL BEGIN WITH A MORE INCREMENTAL GROWTH AND THEN A MORE AGGRESSIVE ADJUSTMENT AS WE APPROACH OUR GOALS.

SO WE ANTICIPATE, AGAIN, MORE INCREMENTAL GROWTH BEGINNING IN A MORE AGGRESSIVE GROWTH TOWARDS OUR GOAL.

SO IN GOAL ONE, JUST TO RE ACCLIMATE YOU ALL TO SORT OF A HIGHLIGHTED INFORMATION IN BLUE, WE ARE PROPOSING CHANGES WHERE YOU SEE THOSE HIGHLIGHTS.

YOU ARE ALSO PROPOSING CHANGES FROM OUR FALL ACP DATA TO OUR MIDDLE OF THE YEAR MAP READING AND MATH DATA OR END OF THE YEAR MAP READING MATH DATA IN SOME OF OUR TPMS AND GOAL ONE WE PROPOSED THE CHANGE THE INTERIM TARGETS FROM 46 TO 51 AND FINALLY TO MEET OUR FINAL GOAL OF 58. AND THIS REFLECTS AN INCREASE OF FOUR POINTS IN 2023, FIVE POINTS IN 2024, AND THEN SEVEN POINTS IN 2025 TO REACH OUR FINAL GOAL OF 58.

AND SO THAT KIND OF REFLECTS, AGAIN, THAT INCREMENTAL AND THEN A LARGER, MORE AGGRESSIVE ADJUSTMENT TOWARDS OUR GOAL IN GPM 1.1, IT FOCUSES ON ACHIEVEMENT FOR READING AND MATH IN THE MIDDLE OF THE YEAR USING THE MIDDLE OF THE YEAR MAP PROJECTION FOR DOMAIN ONE CALCULATION.

AND THEN AGAIN YOU'LL SEE THOSE PROPOSED TARGETS GRADUALLY INCREASE YEAR OVER YEAR BY FIVE POINTS IN 2023, SIX POINTS IN 2024, AND THEN SEVEN POINTS IN 2025, WHICH FOLLOWS A SIMILAR PATTERN TO GO ONE THE OVERALL GOAL ONE IN GPM 1.2, IT FOCUSES ON OUR AFRICAN AMERICAN STUDENT ACHIEVEMENT ON THE MIDDLE OF THE YEAR MAP PROJECTION TO DOMAIN ONE.

AND HERE YOU'LL SEE OUR PROPOSED REVISED TARGETS ARE 32 FOR 20, 23, 40 FOR 2024 AND 50 FOR 2025.

YOU SEE THAT GRADUAL INCREASE GOES FROM SIX POINTS TO EIGHT POINTS AND THEN TEN POINTS.

AND AGAIN, THIS PATHWAY IS A LITTLE MORE AGGRESSIVE BECAUSE IT'S WORKING TOO CLOSELY TO CLOSE THE ACHIEVEMENT GAP BETWEEN 1.1 AND 1.2 FROM EIGHT POINTS THAT WE SEE IN 2021 AND 2022 TO WITHIN TWO POINTS BY 2025.

GPM 1.3 FOCUSES ON OUR MEET STUDENT ACHIEVEMENT DATA USING AGAIN MATH AND READING, MIDDLE OF THE YEAR MAP PERFORMANCE. AND AGAIN IT FOLLOWS THAT AGGRESSIVELY MORE INCREASING PARDON ME THE MORE AGGRESSIVELY INCREASING PATHWAY.

SO GOAL TWO THIS CONTINUES TO FOCUS ON OUR THIRD GRADE READING STUDENT ACHIEVEMENT AT EACH LEVEL. AND REMINDER, WE'RE FOCUSING ON OUR HISTORIC GRADE LEVEL PERFORMANCE, AND WE ALSO USE THE COHORT MODEL WITH THE GOAL 2 . SO GOAL 2.1 IS A NEW GPM AND THIS FOCUS ON THIRD GRADE, MIDDLE OF THE YEAR PERFORMANCE USING MAP MATH AND READING DATA, WE CREATED THIS GPM TO MORE TIGHTLY ALIGN AS A LEADING TO THE GOAL, AND WE THINK THAT THIS IS A BETTER LEADING INDICATOR TO OUR GOAL, OUR STUDENT OUTCOME GOAL.

AND AGAIN, YOU CAN SEE THE TARGETS BECOME YEAR OVER YEAR OR MORE INCREASINGLY AGGRESSIVE.

WE'RE INCREASING BY ONE POINT TO 31 IN THE FIRST YEAR, THREE POINTS TO 34 IN THE SECOND YEAR, AND THEN BY EIGHT POINTS TO REACH OUR FINAL GOAL OF 42

[01:50:07]

AND 2.3 IS FOCUSED ON OUR FIRST GRADE AFRICAN AMERICAN STUDENT PERFORMANCE STUDENTS SCORING AT THE 50TH PERCENTILE OR ABOVE ON END OF YEAR MATH.

AGAIN, THIS FOLLOWS THIS.

THIS ALLOWS US TO HAVE THE ABILITY TO TRACK THOSE STUDENT COHORTS OVER TIME, YEAR OVER YEAR.

SLIDE THREE I'M SORRY.

GOAL THREE PARDON ME IS A FOCUS ON OUR THIRD GRADE STUDENT ACHIEVEMENT, AND IT'S FOCUSED ON MATH ACHIEVEMENT AT THE MEET'S LEVEL. AND VERY SIMILARLY TO GO TO THE INTERIM TARGETS HAVE BEEN REVISED TO REFLECT AN INCREASINGLY ACCELERATED PATHWAY TOWARDS OUR GOAL. OUR PROPOSED TARGET FOR 2023 IS 40.

FOUR 4246 FOUR 2024 AND THEN 56 IN 2025.

AGAIN, WE'LL NOTE THAT WE DID NOT REVISE THE END GOAL FOR GOAL THREE.

GPM 3.1 IS A NEW GPM AGAIN THAT IS MORE TIGHTLY ALIGNED LEADING INDICATOR AND IT FOCUSES ON THE MIDDLE OF THE YEAR.

THIRD GRADE MEETS PERFORMANCE PLUS ADD ON MATHEMATICS.

GPM 3.2 IS ON SECOND GRADE AFRICAN-AMERICAN PERFORMANCE IN MATHEMATICS FOR STUDENTS AT THE 50TH PERCENTILE AT THE END OF THE YEAR MAP.

AND AGAIN, YOU'LL SEE THAT INCREASINGLY MORE AGGRESSIVE PATHWAY FOR OUR STUDENTS THAT ARE AFRICAN AMERICANS SO THAT WE CAN CLOSE THOSE ACHIEVEMENT GAPS.

AND THEN GPM 3.3 IS FOCUSED ON FIRST GRADE, FIRST GRADE AFRICAN AMERICAN STUDENT PERFORMANCE AT FOUR STUDENTS SCORING AT OR ABOVE THE 50TH PERCENTILE AT THE END OF YEAR MATH.

DATA AND GO FOR WAS REVISED AGAIN.

REMEMBER, PREVIOUSLY GULF WAR WAS FOCUSED ON OUR COLLEGE AND CAREER READINESS, AND WE'VE PROPOSED TO MOVE GULF WAR TO MIDDLE SCHOOL SO THAT IT'S A MORE SEQUENTIAL ALIGNMENT OF THE GOALS.

AND WE'RE FOCUSED HERE ON MIDDLE SCHOOL ACHIEVEMENT ON DOMAIN ONE, SO FOUR, GRADE SIX THROUGH EIGHT, AND OUR REVISED GOALS MOVE FROM 45 OR PARDON ME, 42 TO 45, AND THEN FINALLY 250, WHICH SHOWS A SIMILAR PATTERN TO GO ONE GPM 4.1 USES MIDDLE OF YOUR MAP FOR READING AND MATH IN GRADE 638 GPM 4.2 IS FOCUSED ON OUR AFRICAN AMERICAN STUDENT ACHIEVEMENT USING MIDDLE OF THE YEAR MAP AS A PROJECTIVE CALCULATION FOR DOMAIN ONE, AND YOU CAN SEE THAT THE TARGETS ARE 29 FOR 20, 23, 36 FOR 2024, AND THEN FINALLY 44.

AND THEN AGAIN WE CREATED A NEW GPM 4.3, WHICH FOCUSES ON OUR SIXTH GRADE, MEETS OUR SIXTH THROUGH EIGHTH GRADE MEETS PERFORMANCE AT THE MIDDLE OF THE YEAR MAP SCORES.

AND AGAIN, WE CAN SEE THOSE TARGETS WERE REVISED TO A 30 IN 2023 AT 34 AND 2024, AND THEN A 39 IN 2025.

AND THEN I WILL TURN IT OVER TO CHIEF LUSK TO REVIEW GOLF.

I THANK YOU, CHIEF HEWITT.

AND SO MOVING TO GO FIVE, AS YOU MAY RECALL, GOAL FIVE, THE TARGET FOR LAST SCHOOL YEAR WAS 54, AND WE SURPASSED THAT AT 59.

AND SO WE ARE BRINGING FORTH CONSIDERATIONS.

PROPOSAL FOR CHANGE.

LAST TIME WE WERE HERE, WE HAD LISTED 65 FOR THE RESPECTIVE YEARS OF 22, 23 THROUGH 2425.

WHILE SO WE'VE MADE SOME ADJUSTMENTS THAT YOU CAN SEE 64 OR 60 EXCUSE ME 65, 66 AND 67 RESPECTIVELY AT THE END TARGET OF 2025, THERE WAS NO CHANGE IN GPM 5.1, WHICH IS A COLLEGE READINESS VIEW VIA AN ASSESSMENT, WHETHER IT BE A TSI, SAT OR ACT FOR 5.2 AS DISCUSSED LAST TIME, THESE ARE CERTIFICATIONS.

FOR EXAMPLE, OUR STUDENTS EARN AT OUR CAREER INSTITUTES AS WELL AS AT OUR HIGH SCHOOLS AND PROGRAMS OF STUDY.

AND SO WE'VE STILL GIVEN THE RULE CHANGES.

WE DON'T KNOW THE IMPACT IT WILL HAVE FAR REACHING DOWN THE ROAD.

WE DO HAVE SOME INFORMATION WE'LL SHARE TODAY THAT IT DOES HAVE IT.

IF WE APPLIED THE RULES, THE NEW RULES TO EVEN A PREVIOUS DATA SETS, WE KNOW IT HAS A SIGNIFICANT IMPACT AND WE'LL SHARE THAT IN A BIT.

[01:55:01]

AND THEN GOING TO THE LAST SLIDE, AS YOU RECALL, THIS IS THE 5.4 IS STUDENTS EARNING AN ASSOCIATE DEGREE IN P-TECH, EARLY COLLEGE OR 60 HOURS. THESE TARGETS HAVE NOT CHANGED.

THEN FOR GPM 5.5.

THESE TARGETS HAVE NOT BEEN RECOMMENDED FOR CHANGE FROM THE LAST TIME WE VISITED AS WELL.

AND THAT CONCLUDES OUR PRESENTATION.

OKAY. THANK YOU.

DISCUSSION TRUSTEES.

OKAY. TRUSTEE MARSHALL QUICK COMMENT.

I TALKED TO BRIAN ABOUT THIS YESTERDAY, BUT BEFORE VOTING ON THIS, I WOULD LIKE TO SEE THE TREND SLIDES THAT WE TALKED ABOUT WHERE YOU'RE MAKING AN APPLES TO APPLES COMPARISON.

ON THE GOAL FIVE MEASURES.

ABSOLUTELY. YES, SIR.

TRUSTEE FOREMAN. SO I KNOW WE'VE HAD A DISCUSSION ABOUT THIS, SO I DON'T WANT TO PROLONG IT.

BUT WHERE MY CONCERNS ARE IS, IS THAT WHILE WE DIDN'T CHANGE THE END GOAL, WE CHANGED THE INTERMEDIATE GOALS, WHICH ARE THE NEAR GOALS.

AND UNFORTUNATELY, WHAT I SEE HAPPENED FAR TOO OFTEN IS, IS THAT WHEN WE COME UP ON A GOAL WE DON'T THINK WE'RE GOING TO MEET, THEN WE CHANGE IT.

AND SO WE HAVE TO 20, 24, 20, 25 TO CHANGE THAT END GOAL.

SO IF WE'RE SEEING WE'RE STRUGGLING, I THINK WE'LL TRY TO CHANGE THAT.

SO THAT THAT GIVES ME SOME PAUSE IN SOME CONCERN.

EVEN WHEN YOU LOOK AT GOAL TWO, WE ACTUALLY FOR 20, 21, 2022 WAS 39.6.

BUT THEN WHEN WE LOOK AT 2022, 2023 TARGET, IT'S 41.

SO THAT'S REALLY NOT A BIG INCREASE YOU WANT TO ADDRESS THAT SUPERINTENDENT DID JUST BECAUSE THAT WAS THE WHOLE AND I MUST NOT HAVE BEEN CLEAR THAT WAS THE WHOLE CONVERSATION WAS WE ABSOLUTELY KNOW THAT WE WOULD NOT BE ABLE TO, GIVEN WHERE OUR STUDENTS ARE AND EVEN GIVEN ACCELERATED GROWTH, WE WOULD NOT MEET THE 49, WE WOULD NOT MEET THE 52 BECAUSE THOSE WERE ALL SET AT A TIME WHEN WE WERE ON THE TRAJECTORY PROBABLY SEEN AROUND 18-19.

AND I RECOGNIZE I WAS I WAS GONE A LITTLE BIT.

AND YOU ALL DID MAKE SOME ADJUSTMENTS, ALBEIT I WASN'T HERE.

AND SO WE.

ABSOLUTELY AND THANK YOU FOR RAISING IT, BECAUSE I DO WANT TO BE COMPLETELY TRANSPARENT.

WHAT WHAT WE'RE SAYING IS I RECOGNIZE AND I'M COMMITTED TO THESE WERE DEVELOPED AS A FIVE YEAR PLAN WITH THE 56, FOR INSTANCE, OF GOAL TWO BEING THE FIVE YEAR END GOAL.

AND WHAT I'M PROPOSING THROUGH OUR TEAM IS WE'RE NOT GOING TO GET TO THE 56 USING A TRADITIONAL METHOD OF IF WE'RE 15 POINT WELL, LET'S TAKE THIS ONE.

LET'S SAY LET'S PRETEND IT WAS ONLY 15 POINTS AWAY AND WE HAVE THREE YEARS LEFT.

YOU DON'T TAKE THE 15 AND DIVIDE BY THREE AND SAY, WE'RE GOING TO GET FIVE YEAR ONE, FIVE YEAR TO FIVE YEAR THREE.

GIVEN WHERE WE ARE, WE'RE GOING TO DO I THINK OUR TEAM PUT IT WELL, MORE OF A HOCKEY STICK.

IT'S GOING TO BE A SLOW INCREASE AS WE MOVE STUDENTS.

AND THEN ONCE THEY ARE ADVANCING, THEY WILL ACCELERATE.

AND SO WE WILL STILL GET TO THE 56.

BUT YOUR POINT IS WELL MADE.

WE ABSOLUTELY ARE SAYING THAT AT THE END OF THE 22, 23 SCHOOL YEAR, WE ARE PROPOSING TO CHANGE THAT AND WE ARE PROPOSING TO CHANGE THE 22, AS WELL.

SO, SUPERINTENDENT, I GUESS WHERE MY CONCERN IS THAT IN 2021, 2022, AT 39.6, WE'RE NOT EVEN TALKING ONE PERCENTAGE POINT.

THAT IS TROUBLING BECAUSE, I MEAN, I KNOW YOU AND YOUR STAFF AND I KNOW THAT YOU CAN MOVE OUR STUDENTS MORE THAN ONE PERCENTAGE POINT THAT JUST DOESN'T SEEM AND I'M ONLY SAYING THAT BECAUSE ONE OF THE THINGS THAT I THINK I'VE HEARD BEING SAY MORE THAN I WANT TO HEAR IS STRETCH GOALS.

WE HAVE STRETCH GOALS.

AND SO IF WE ARE DROPPING DOWN THAT LOW AND NOT REALLY ANTICIPATING, THAT'S ACTUALLY ANTICIPATING LITTLE TO NO GROWTH, IT REALLY ISN'T.

IT'S THAT THIS DOMAIN AND AGAIN, I'VE DONE A VERY POOR JOB THAN OF EXPLAINING WHEN YOU'RE TALKING ABOUT THIS PARTICULAR GOAL IT WILL ONLY MEASURE MEETS.

SO WHAT HAS OCCURRED IS WE'VE DONE AN ANALYSIS OF HOW FAR OUR STUDENTS ARE FROM MEETS WHEN YOU ARE.

[02:00:04]

AND SO THAT ANALYSIS IS PARTLY DUE TO THE FACT THAT THE WAY THIS GOAL IS MEASURED WILL NOT TAKE INTO ACCOUNT GROWTH THAT WILL OCCUR WITH OUR STUDENTS. IT WILL ONLY TAKE INTO ACCOUNT IF THE GROWTH IS LARGE ENOUGH TO GET THEM INTO THE MEETS.

AND WHEN WE ANALYZED WHERE OUR CURRENT STUDENTS ARE RIGHT NOW, THAT IS NOT A REASONABLE GOAL.

SO OUR CURRENT STUDENTS ARE BELOW MEETS, IS THAT WHAT WE'RE SAYING? YES, MA'AM. A SIGNIFICANT PERCENTAGE ARE, AND WE DON'T BELIEVE WE CAN GET 1% MORE STUDENTS INTO A MEETS.

THAT'S ALL I'M SAYING, SUPERINTENDENT.

AND WE DON'T HAVE TO HAVE THE DEBATE EXAM NOW.

WE CAN TALK ABOUT IT. YES, MA'AM, BUT THAT RAISES SOME CONCERN WITH ME AS A TRUSTEE IS THAT WE CAN'T GET FURTHER.

JUST KEEP IN MIND, THOUGH, THAT THIS IS THIRD GRADE, RIGHT? SO IT'S ONLY AND SO WE'RE COMPARING ONE GROUP OF STUDENTS THAT ARE NO LONGER THERE.

AND THE NUMBERS THAT WE'RE ACTUALLY THAT 39.6 IS NOT THE SECOND GRADE STUDENTS THAT WERE HERE THE PREVIOUS YEAR.

LET ME TELL YOU WHY I HAVE SOME CONCERN ABOUT THIRD GRADE AND THIS IS JUST PERSONAL FOR ME IS THAT WE SPEND A LOT OF MONEY ON PRE-K.

WE SAY WE'RE GETTING OUR KIDS READY.

THAT'S WHAT WE SAY.

WE'RE GETTING OUR KIDS READY.

AND SO WE CERTAINLY THINK THAT THEY WOULD BE ABLE TO GET TO MEET AND WE WOULD BE ABLE TO GO ONE PERCENTAGE POINT.

YOU AND I'VE HAD THIS CONVERSATION WHERE THEY'RE DISAGGREGATED.

YOU GOT PRE-K THROUGH THE SECOND GRADE UNDER TEACHING AND LEARNING.

YOU GOT THE THIRD GRADE FORWARD, I MEAN, THE THIRD GRADE FORWARD UNDER SCHOOL LEADERSHIP.

SO I HAVE SOME CONCERNS ABOUT THAT PARTICULAR ONE.

AND WE CAN TALK MORE ABOUT THIS AT A LATER TIME BECAUSE I DON'T WANT TO PROLONG IT.

BUT I DO WANT YOU TO KNOW THAT I HAVE SOME CONCERNS.

I ALSO HAVE SOME CONCERNS ABOUT US THINKING THAT WE CAN IF WE CAN'T DO ONE PERCENTAGE POINT IN ONE YEAR, THAT WE CAN DO TEN POINTS IN 2020 FOR 2025.

THAT'S A STRETCH AND WE ALL KNOW THAT.

SO I JUST NEED TO SHOW YOU THAT PROGRESSION OF STUDENTS AND THEN I THINK IT WILL.

I'VE JUST NOT EXPLAINED IT WELL AND WE'LL PUT THAT TOGETHER.

AND I KNOW I DON'T WANT TO TAKE UP YOUR TIME, OKAY? YEAH, I'M GOOD. IF YOU GET IT TO ME, I'LL BE GLAD TO LOOK AT IT.

I'M SORRY. TRUSTEE MACKEY.

YEAH. THANK YOU FOR THIS.

AND THANK YOU FOR THE HARD WORK.

THIS. IT DOES MAKE SENSE TO ME.

AND JUST TO MAKE SURE THAT I'M UNDERSTANDING IT TO THE THIRD GRADE THAT WE JUST SPOKE ABOUT.

DR. ELIZALDE.

WE'RE LOOKING AT SECOND GRADE STUDENTS LAST YEAR AND WHAT WE'RE.

I ASSUME WHAT WE'RE SAYING IS BASED ON THE DATA.

THOSE SECOND GRADERS WHO WENT THROUGH ALL OF LAST YEAR, WHICH WE KNOW ALL OF THE EXTENUATING CIRCUMSTANCES, THOSE STUDENTS ARE COMING INTO THIRD GRADE AT A FAR LOWER LEVEL THAN LAST YEAR'S THIRD GRADERS WERE WHEN THEY CAME INTO THIRD GRADE.

AND THAT'S WHY WE KNOW THAT THIS IS NOT AN APPLES TO APPLES.

AND HENCE IT'S ONLY ONE POINT BECAUSE THOSE STUDENTS ARE SIGNIFICANTLY FURTHER BACK THAN THE STUDENTS THE YEAR BEFORE.

IS THAT CORRECT? AS A MATTER OF FACT, I CAN ADD.

YES. AND THOSE CURRENT STUDENTS RIGHT NOW THAT WILL BE MEASURED BY THIS THIRD GRADE MEETS TARGET FOR THE 2223 SCHOOL YEAR.

THEY'RE BEGINNING OF YEAR PERFORMANCE IS 27.

YEAH. SO WE'RE ACTUALLY LAST YEAR, 27.5.

I DON'T REMEMBER THE.

THAT'S REALLY. OH.

AND I'M LOOKING AT JUST THE.

I THINK THOSE ARE ALL THE THE THE TRAJECTORY OF NUMBERS WOULD BE REALLY HELPFUL FOR ALL OUR TRUSTEES.

I THINK IT WILL ADDRESS QUESTIONS THAT TRUSTEE MARSHALL HAD ABOUT THE CMR PART.

I THINK THEY WOULD ADDRESS APPLES TO APPLES WAY WE COULD SEE THEM.

BUT I THINK THAT'S THE POINT.

AND AGAIN, I JUST I HAVE TO TAKE OWNERSHIP.

I DON'T WANT TO OUR TEAM, OUR TEAMS WORKED SUPER HARD.

THIS IS ON ME IN TERMS OF WHAT WE'RE PREPARED, HOW WE PREPARE AND I'LL GET BETTER AT THIS.

WE NEED TO DEFINITELY SHOW THE GROUP OF STUDENTS THAT ARE COHORTED THAT WE'RE PROJECTING SO THAT YOU CAN SEE SPECIFICALLY WHAT THEIR BASELINE DATA IS VERSUS VERSUS AT THE SAME POINT IN TIME DURING THEIR TRAJECTORY.

YEAH, THAT WOULD BE HELPFUL. AND THEN I ALSO CAN SEE WHY WE WOULD HAVE A LARGER GROWTH LATER ON BECAUSE WE LOOK AT 24, 25, I BELIEVE THOSE ARE CURRENT KINDERGARTNERS.

[02:05:02]

AND SO THEREFORE WE SHOULD BE ABLE TO SEE A WIDER GROWTH.

I DO HAVE SOME SPECIFIC QUESTIONS JUST ON THE NUMBERS THAT I'M CONFUSED WITH, AND CORRECT ME IF I'M RIGHT.

THE WAY WE ARE ADOPTING THIS IS THROUGH OUR LOCAL, IS THAT CORRECT? WHICH IS LATER ON THE AGENDA HERE.

I JUST SEE A FEW DISCREPANCIES THAT I JUST WANT TO MAKE SURE I FIND OUT IF IT'S AN ISSUE OR WHICH ONE WE'RE GOING WITH.

SO AT ONE POINT, ONE THIS IS ONE WHERE LAST TIME WE MET AND HAD THAT PRESENTATION, THE 1.1 GOAL WAS 54 AND NOW WE'VE GOT IT TO 52.

WHAT WAS THE REASONING FOR THAT ADJUSTMENT BETWEEN LAST TIME WE MET AND THIS TIME? ONE OF THE THINGS THAT WE DID LAST TIME WE WERE USING SORT OF A BASE.

WHAT HAPPENS IF WE LOOK AT ALL OF OUR KIDS MOVING FROM 5% UP? IT WAS ONE OF THE MODELS.

IT WAS JUST A MODEL THAT WE USED.

THEN WE CAME BACK AND WE HAD A LITTLE BIT MORE TIME TO REALLY REFINE AND TIGHTEN THAT MODEL.

AND THAT'S WHERE WE LOOKED MORE CLOSELY AT.

WHERE ARE OUR KIDS NOW AND WHAT HAPPENS WHEN THEY ACTUALLY MOVED UP.

SO WE ACTUALLY PUT THE MODEL AND MADE IT MORE TIGHTLY AROUND ALIGNED TO STUDENT ACTUAL STUDENT PERFORMANCE.

AND SO THAT'S WHY WE WERE ABLE TO REVISE THESE.

ALL RIGHT. THAT'S WHAT I WAS HOPING. SO YOU HAVE YOU WENT AND LOOKED AT THE DATA, REFINE THE MODEL AGAIN.

THE 52% SHOULD CORRELATE WITH US ACHIEVING OUR GOAL.

ONE OK. THE NEXT ONE IS ON 2.2.

I JUST SEE TWO DIFFERENT NUMBERS.

I SEE A 40 IN THIS PRESENTATION AND I SEE A 38 AND A LOCAL.

WHICH ONE IS IT SUPPOSED TO BE? WE DID INCREASE THAT TO 40 BECAUSE WE HAVE TO CLOSE OUR GAPS.

GOTCHA. AND SO WHAT WE WERE DOING AT THAT POINT IS THAT UTILIZING A MODEL THAT SAYS IF WE'RE SAYING WE'RE GOING TO CLOSE THE GAPS, THEN WE HAVE TO CLOSE THOSE GAPS.

SO THAT'S WHY I JUST MAKE SURE.

SO WE'LL CORRECT THE DISCREPANCY IN A LOCAL TO BE 40 OK.

SIMILARLY, I ASSUME IT'S THE SAME FOR 3.2 THEN WHERE WE HAVE 40 IN THIS BUT 36 AND 80 LOCAL.

SO I ASSUME WE'LL MAKE THAT CORRECTION AS WELL.

OKAY. ALL RIGHT.

THANK YOU. THAT'S ALL MY QUESTIONS.

I APPRECIATE MAYBE AT LEAST THERE I WAS DOING STRETCH ENOUGH GOALS.

I MEAN, I THINK WELL, WE'RE TRYING WE'RE WORKING REALLY HARD.

THE CLARITY AROUND THAT IS I MEAN, IT'S SUPER HELPFUL BECAUSE WE KNOW IF WE WANT TO ACTUALLY HIT THIS, WE HAVE TO CLOSE THE GAP, WHICH MEANS WE HAVE TO ACCELERATE FASTER THAN EVERY STUDENT. SO THAT MAKES SENSE.

AND I APPRECIATE THAT AS WE GO FORWARD.

ANYONE ELSE. OKAY, LET'S MOVE ON TO THE THIRD PART OF THE SUPERINTENDENT'S REPORT, WHICH IS ON TEI.

SO I'M GOING TO GET OUR SUPERSTARS, CHIEF ROBERT ABEL.

EXECUTIVE DIRECTOR SUSIE SMITH.

DO I HAVE THAT RIGHT? YOU DON'T WANT ME TO USE YOUR ACTUAL FIRST NAME, AND CHRISTY COOPER WOULD.

THANK YOU ALL SO MUCH.

WE GOT A LITTLE TASTE OF THIS AT OUR EXECUTIVE LEADERSHIP TEAM.

AND SO I ALWAYS KNOW THAT THERE ARE GOING TO BE OPPORTUNITIES FOR US TO CONTINUE TO IMPROVE THESE PROCESSES.

AND SO WE WANT TO USE THIS AS AN OPPORTUNITY TO PRESENT TO YOU THE INFORMATION THAT WE DO HAVE, AS WELL AS TO CONTINUE TO MEET WITH, TO LISTEN TO OUR BOARD OF TRUSTEES AND TO WORK WITH OUR TEACHER ORGANIZATIONS AND OUR TEACHERS TO CONTINUE TO REFINE THE PROCESSES.

SO WITH THAT, I'LL TURN IT OVER TO CHIEF ABEL.

AWESOME. THANK YOU. YEAH. THANK YOU FOR THE OPPORTUNITY TO COME BEFORE YOU TODAY TO PROVIDE SOME UPDATES ON OUR DATA AND OUR CURRENT PROGRESS.

AND DEFINITELY TO REITERATE WHAT SUPERINTENDENT ELIZALDE SAID IS IT'S DEFINITELY A CONTINUOUS IMPROVEMENT PROCESS AND ALWAYS OPEN TO FEEDBACK.

SO WITH THAT, I WILL TURN IT OVER TO SUZI SMITH.

HEY, GOOD AFTERNOON, EVERYONE.

SO THESE SCORECARDS, I THINK WE KNOW, HAVE BEEN A VERY LONG TIME COMING, BOTH METAPHORICALLY AND LITERALLY.

AS RTI PROCESSES WERE FIRST PAUSED AND THEN SIGNIFICANTLY MODIFIED DURING THE FIRST TWO YEARS OF THE PANDEMIC.

AS DR. ELIZALDE HAS ALREADY MENTIONED, THESE DO ALLOW US AN OPPORTUNITY TO BRING FORWARD SOME REALLY STRATEGIC ENHANCEMENTS THAT YOU SEE LISTED HERE ON THE TOP OF THIS SLIDE TO CONTINUE BASED ON FEEDBACK FROM TEACHERS, FROM LEADERS, FROM OUR EMPLOYEE ORGANIZATIONS TO CONTINUE TO BUILD EQUITY IN THE SYSTEM.

AS YOU SEE HERE, WE PRODUCED AROUND 9227 TIE SCORECARDS FOR THE 2122 SCHOOL YEAR.

AROUND 65.4% OF OUR TEACHERS EARNED AN EFFECTIVENESS LEVEL OF PROFICIENT ONE OR HIGHER.

JUST OVER A QUARTER, WE'RE DISTINGUISHED AND OF THAT DISTINGUISHED TEACHER, POPULATION 874 ARE CONSIDERED NEWLY DISTINGUISHED TEACHERS IN THIS SCHOOL YEAR.

[02:10:04]

WE SAW ABOUT 56% OF OUR TEACHERS ADVANCE EFFECTIVENESS LEVELS THIS YEAR OR EARN THEIR FIRST A-LEVEL.

MANY OF THOSE ARE TEACHERS WHO JOINED US DURING THE PANDEMIC AND HAVE BEEN FROZEN.

3700 PLUS OF THOSE TEACHERS ADVANCED MULTIPLE LEVELS DUE TO A ONE TIME SYSTEM ADJUSTMENT.

AGAIN, TO KIND OF RECOGNIZE THE FREEZES THAT HAVE BEEN IN PLACE SINCE SPRING OF 2020.

OF THE NEWLY DISTINGUISHED TEACHERS, 41% OF THOSE SERVE AT HIGH PRIORITY CAMPUSES AND 24 TEACHERS, AN INCREASE FROM SIX MET CRITERIA FOR DISTINGUISHED TEACHER STATUS AND HIGH PRIORITY CAMPUS SERVICE AND ADVANCED TO THAT MASTER EFFECTIVENESS LEVEL THIS YEAR WITH THAT ACCOMPANYING 100,000 SALARY.

AND WE ARE EXCITED AND JUST REALLY EXCITED TO BRING TO YOU THIS DATA THAT WE SEE 4.1 PERCENTAGE POINT INCREASE IN THE PROFICIENT ONE AND HIGHER TEACHERS AT OUR HIGH PRIORITY CAMPUSES.

OUR LARGEST POPULATION OF EMPLOYEES WHO ARE THOSE WHO ARE PROFICIENT ONE RECEIVED ON AVERAGE ABOUT A 7.2% INCREASE.

DALLAS ISD AVERAGE SALARY FOR RETURNING TEACHERS ON TEI NOW EXCEEDS $68,000, WHICH IS EQUIVALENT TO ABOUT 22 YEARS OF EXPERIENCE IN THE MARKET, WHEREAS OUR AVERAGE SALARY IS 11.

SO IT TAKES SOMEONE TWICE AS LONG IN THE MARKET TO EARN WHAT THEY COULD POTENTIALLY EARN AT DALLAS ISD UNDER TEI.

WHEN WE TALK ABOUT HOW STRATEGIC COMPENSATION SUPPORTS STRATEGIC STAFFING, WE ARE SEEING WHERE WE ARE ATTRACTING SOME OF OUR HIGHER PERFORMING TEACHERS TO OUR HIGHER NEED CAMPUSES. THERE'S BEEN OVER 30% INCREASE IN THE NUMBER OF TEACHERS WHO EARN $70,000 OR MORE AS A RESULT OF BEING AT AN ACE OR HPC CAMPUS AND PERFORMANCE BASED STIPENDS.

THIS NEXT SLIDE DOES A GREAT JOB OF ILLUSTRATING HOW AVERAGE SALARIES HAVE INCREMENTALLY INCREASED SINCE THE INCEPTION OF.

AND THE 2014 2015 SCHOOL YEAR.

THE GREEN LINE SHOWS A STATE AVERAGE SALARY.

THE ORANGE DOTTED LINE IS DALLAS ISD AVERAGE SALARY.

HAD WE REMAINED ON A TRADITIONAL STEP SCHEDULE WHERE STEP INCREASES RANGE FROM 800 TO $900 ANNUALLY AND THE BLUE LINE IS DALLAS C'S ACTUAL AVERAGE SALARY AS A RESULT OF TEI.

SO THE AVERAGE TEACHER COULD EXPECT TO EARN AS MUCH AS $8,000 LESS HAD WE NOT TRANSITIONED TO TEI.

AND THEN THIS SLIDE.

COMPARES SURROUNDING DISTRICTS NEW HIGHER SALARY SCHEDULES TO DALLAS ISD ACTUAL AVERAGE SALARIES BASED ON THE CORRESPONDING CIS.

AND WE CAN SEE IT AT EVERY LEVEL.

DALLAS ISD EXCEEDS THE MARKET BASED ON YEARS OF EXPERIENCE.

AND FINALLY, A RETURN TO FULL TIE IMPLEMENTATION THIS YEAR GIVES US ALL OF THIS COMPREHENSIVE DATA AROUND TEACHER PERFORMANCE AND COMPENSATION.

AND IT ALSO GIVES US SOME REALLY KEY TRENDS ABOUT TEACHER RETENTION IN THE DISTRICT.

OVER TIME, WE ARE ENCOURAGED TO REPORT THAT EVEN IN A CHALLENGING TIME FOR TEACHER HIRING, THAT THE LEADING INDICATOR FOR TEACHERS LIKELIHOOD TO BE RETAINED IN OUR DISTRICT IS HITTING PROFICIENT ONE OR HIGHER UNDER TEI.

AS YOU SEE HERE, WE ARE CONTINUING BOTH PRE AND POST PANDEMIC TO RETAIN 90% OR MORE OF OUR PROFICIENT ONE AND HIGHER TEACHERS IN THE DISTRICT.

AND WITH THAT, WE WILL OPEN UP TO ANY QUESTIONS.

TRUSTEE FOREMAN. SO THERE ARE A FEW QUESTIONS REGARDING THE PRESENTATION AND THANK YOU FOR IT.

BUT STARTING OUT WITH HOW MANY SUZY TEACHERS DID YOU SAY WERE MAKING OVER $100,000 ON TEI COMPENSATED TEACHERS ARE 24 IN BASE SALARY.

SO WE HAVE OTHER TEACHERS THAT ARE NOT TEI COMPENSATED MAKING OVER $100,000.

YES, THERE WOULD BE A SMALL HANDFUL OF TEACHERS THAT ARE NOT TEI EVALUATED HEAD FOOTBALL COACHES AND ARE ROTC TEACHERS IN PARTICULAR.

SO OF THE 24, I'D LIKE TO SEE THAT LIST BECAUSE WHEN I LOOKED AT IT, AMONG THOSE 24 WERE ALSO THE ROTC.

YES, MA'AM. AND SO.

AND I DON'T KNOW IF THE REST OF THE BOARD WANTS IT, BUT I WOULD LIKE TO SEE THAT.

ANOTHER QUESTION REGARDING THE WHOLE MOVEMENT OF TEI, IS THAT AND ROBERT, I THINK WE'VE HAD THIS CONVERSATION AND I THINK I'VE HAD IT WHEN SUZY WAS AT THE TABLE.

ALSO, EACH YEAR WE MOVE THE BAR WHERE WE ADD ADDITIONAL SPOTS FOR PROFICIENT ONE AND TWO.

IS THAT CORRECT?

[02:15:02]

OKAY. ONLY PROFICIENT TWO.

YES, MA'AM. AND FIVE PERCENTAGE POINTS WOULD HAVE BEEN ACTUALLY HOW MANY POSITIONS? PROBABLY ABOUT 500 TEACHERS.

ABOUT 500 TEACHERS.

YEAH. I'M JUST.

I'M JUST WORRIED LIKE THAT.

I'M SORRY. EXCUSE ME.

SO OUT OF ALL OF THE 10,000 TEACHERS THAT WE HAVE IN THE DISTRICT, HOW MANY ARE NOT UNDER TEI? IT'S ABOUT 3% OF OUR TEACHERS.

THOSE ARE AGAIN, THE TWO GROUPS IDENTIFIED ARE CENTRAL STAFF, ITINERANT SPECIAL EDUCATION TEACHERS AND OUR DYSLEXIA INTERVENTIONISTS.

IT'S ABOUT 343 TEACHERS, TRUSTEE FOREMAN 343.

AND YOU SAID ABOUT 3%? YES, MA'AM. SO I HEARD I BELIEVE I HEARD THAT WE ARE RETAINING ABOUT 90% OF OUR TEACHERS.

LET'S START.

YEAH, I THINK THAT WAS A PROFICIENT ONE OR HIGHER.

I THINK WHAT WE SEE IS THE GREATEST PREDICTOR OF TEACHER RETENTION IS ONCE THEY HIT THE PROFICIENT ONE, OUR COMPENSATION LEVEL IS VERY HIGH, ESPECIALLY COMPARED TO THE MARKET.

I THINK, AS ED WOULD MENTION, ABOUT 11 YEARS IS THE AVERAGE FOR A PROFICIENT ONE.

TEACHERS IN THE MARKET WOULD TAKE YOU ANYWHERE FROM 22 TO 25 YEARS TO GET TO THAT COMPENSATION LEVEL.

SO ONCE WE CAN GET THEM TO THE PROFICIENT ONE, WE HAVE A GREAT ABILITY TO RETAIN THEM.

AND I THINK THAT WAS ONE OF THE THINGS THAT GOT MY ATTENTION, ROBERT, WAS THE MARKET WOULD TAKE YOU THAT LONG TO GET TO THOSE PARTICULAR DOLLARS AND PROFICIENT ONE AND PROFICIENT TWO.

HOW ARE WE COMPARING WITH OTHER SCHOOL DISTRICTS WHO ARE ALSO INCREASING SALARIES AT THE SAME TIME? AND SO DOES THAT FORMULA REALLY WORK OR IS THAT A FORMULA THAT WE'RE JUST USING IN HOUSE TO? YEAH, NO, WE UPDATE THAT EACH YEAR WITH WITH DATA FROM THOSE DISTRICTS AS FAR AS FOR THEIR POSTED SALARY SCHEDULES.

AND WE ALSO DO PUBLIC INFORMATION REQUESTS AFTER THE SNAPSHOT DATE TO MAKE SURE THAT THOSE ACTUALS MATCH AS WELL.

SO WE WE DOUBLE CHECK THAT DATA EVERY YEAR, BUT IT DOES DEFINITELY ADJUST.

AS THEY ADJUST, WE ADJUST OUR DATA AS WELL.

SO I'D LOVE TO SEE OUR LATEST DATA BECAUSE WHEN I THINK ABOUT OTHER SCHOOL DISTRICTS, THEY'RE SAYING THE SAME THING ABOUT THEIR RETENTION.

AND I THINK THAT'S JUST A WAVE THAT A LOT OF US ARE USING RIGHT NOW, IS TO TRY TO KEEP OUR TEACHERS.

AND SO WE'RE LOOKING AT OUR RETENTION RATES.

SO THAT'D BE REALLY IMPORTANT.

WHEN I LOOK AT AND I DON'T KNOW THE SLIDE NUMBER ON HERE, BUT IN 2021, 2022, THE PERFORMANCE AND COMPENSATION SUMMARY.

ON THE PROFICIENT TWO AND PROFICIENT THREE.

WE HAVE A LITTLE OVER 2000 TEACHERS, BUT ON THE PROGRESSING ONE INTO WE HAVE AROUND THE SAME AMOUNT.

ARE WE LOSING THOSE TEACHERS AT A HIGHER RATE? SO THAT MEANS THAT WE'RE HIRING NEW TEACHERS AT A HIGHER SALARY AND THEN WE'RE LOSING THEM.

YEAH, AND I'LL PROBABLY HAVE SUSIE FOLLOW UP, BUT WE'RE WE'RE NOT HIRING NEW TEACHERS AT THOSE HIGHER SALARIES.

I THINK THE GREATEST INDICATOR OF TURNOVER IS THOSE YOUNG CAREER TEACHERS.

AND I THINK THAT'S TRUE IN DALLAS ISD, BUT I THINK IT'S REALLY TRUE EVERYWHERE THAT 0 TO 4 YEAR TEACHERS, THAT'S WHERE WE HAVE THE HIGHEST TURNOVER, THOUGH.

SO WE AGREE.

BUT WHAT WE'VE DONE IS WE'VE RAISED THE STARTING SALARIES.

WHAT I'M SAYING, YES, MA'AM.

AND SO BUT WE'RE LOSING THOSE TEACHERS.

WE CONTINUE TO RAISE THAT STARTING SALARY, BUT WE CONTINUE TO LOSE THOSE TEACHERS.

AND I ONLY SAY THAT BECAUSE I THINK A BIGGER EMPHASIS NEEDS TO BE PUT ON RETENTION OF TENURED TEACHERS, PERIOD.

IS PERIOD THAT'S WHERE I AM IN TERMS OF THAT.

SO I ONLY SAID THAT FOR THAT REASON.

AND WHEN I LOOK AT THE DISTRIBUTION OF THE I THINK THAT'S ON THE NEXT PAGE, THE NEXT SLIDE OF THE TOTAL COMPENSATION BUCKET.

IN 2017, 2018, WE WERE AT THE 50 TO MAKE MY POINT.

WE WERE AT 55000 TO 59, 999, 3237 AND THEN IN 2021,

[02:20:03]

SO WE CONTINUE TO LOSE THOSE NEW TEACHERS THAT WERE HIRING.

AND SO WE SHOULD HAVE A GREATER EMPHASIS ON RETENTION.

THEN THE NEXT SLIDE BASICALLY SHOWS THE AVERAGE RETURNING TEACHER WAS NOT STARTING SALARY $60,000, AND SO THE AVERAGE RETURN TEACHER IS ONLY MAKING 68 ZERO 86.

THAT'S AVERAGE.

SALARY. CORRECT.

SO, AGAIN, THAT JUST REITERATES MY POINT.

I DO THANK YOU GUYS FOR ALL THE WORK THAT YOU'RE DOING.

AS YOU KNOW, I'VE BEEN WANTING TO QUESTION TEI.

I CONTINUE TO QUESTION.

TEI IS OUR BEST BET.

AND SOMETIMES, SUPERINTENDENT, YOU HAVE TO PIVOT.

BECAUSE IT MIGHT NOT BE WORKING.

IT MIGHT HAVE BEEN GOOD AT ONE POINT, BECAUSE I KNOW THE EMPHASIS BASICALLY ON TEI WAS TO NOT JUST PAY TEACHERS FOR TENURE, BUT NOW WE'RE HAVING TO LOOK AT TENURE.

SO THAT'S ALL I HAVE TO SAY ABOUT THAT.

AND IF ANYONE WANTS TO REFUTE ME, I DON'T CARE.

TRUSTEE MACKEY. YEAH.

THANK YOU ALL FOR THIS COMPREHENSIVE ANALYSIS.

I'M EXCITED THAT WE FINALLY HAVE DATA.

I KNOW THERE WAS A WHOLE BUNCH OF ROAD BUMPS, LIKE MOST THINGS WITH COVID.

SO I HAVE A COUPLE FIRST, CLARIFYING QUESTIONS.

SO THE RULE ADJUSTMENT ABOUT BEING ABLE TO ADVANCE MORE THAN ONE LEVER LEVEL IS THAT WAS THAT PUT IN PLACE THIS YEAR BECAUSE IT HAD BEEN FROZEN FOR THE PANDEMIC? YEAH, ABSOLUTELY. IT WAS JUST ESSENTIALLY LIKE A PROFICIENT ONE.

TEACHER WHO HAD BEEN ETR ELIGIBLE SINCE THE START OF THE PANDEMIC COULD ADVANCE THIS YEAR UP TO PROFICIENT THREE OR EXEMPLARY ONE.

GOTCHA. AND THAT WILL REVERT BACK TO NORMAL THIS YEAR, CORRECT? CORRECT. ALTHOUGH NEW TEACHERS TO THE DISTRICT WHO ARE ELIGIBLE ARE ABLE TO ADVANCE TO WHATEVER THEIR LEVEL WOULD BE BASED ON THE FIRST YEAR OF DATA.

RIGHT. THAT OFTEN PROCESS REMAINS OK.

I REMEMBER. VERY VIVIDLY WHEN I THINK FEBRUARY 2020, RIGHT BEFORE THE PANDEMIC, WE HAD PUT TOGETHER SOME PRETTY INTENTIONAL CHANGES TO IMPROVE THE SYSTEM, SPECIFICALLY AS IT RELATES TO EQUITY AND TALKING ABOUT OUR PROCESS AT COMPREHENSIVE VERSUS MAGNET SCHOOLS, WHICH WE KNOW HAS BEEN A CHALLENGE, DO WE HAVE ANY DATA ON WHETHER OR NOT THAT HAD THE INTENDED IMPACT? I SEE SOME ANCILLARY BENEFITS, LIKE 41% OF TEACHERS AND 4.1% MORE TEACHERS AT HIGH PRIORITY CAMPUSES.

HOW DID THAT LOOK AND DO WE HAVE ANY DATA ON THAT? YEAH, SO WE DID WE LOOKED INTENTIONALLY AT WHERE COULD WE ADJUST WITHIN THE SYSTEM TO ACCOUNT FOR SCHOOL TYPE AGAIN TO ENSURE THAT THE SYSTEM IS FAIR? I WOULD POINT TO JUST A FEW OF THOSE.

THE AND THEY ARE EXACTLY THE ONES THAT WE BROUGHT TO YOU IN FEBRUARY 2020.

MODIFYING THE DISTRIBUTION FOR THE STUDENT EXPERIENCE SURVEY POINTS.

AN EXAMPLE THERE IS, I BELIEVE, OUR HIGH PRIORITY CAMPUS ELEMENTARY TEACHERS ACTUALLY SCORED HIGHER, RECEIVE MORE POINTS IN PARTICULAR ON THE STUDENT EXPERIENCE SURVEY THAN THEIR NON HBC PEERS.

IT GIVES US SOMETHING TO LOOK AT AND THEN JUST ACCOUNTING FOR ADDITIONAL HPC POINTS THAT ARE AVAILABLE TO A TEACHER THAT UNDERGOES ETR IS ALSO DOING QUITE A BIT, PARTICULARLY AT SEEING LEVEL ADVANCEMENT UP INTO THE EXEMPLARY BAND WE'RE SEEING THAT IS ALMOST IS REALLY BECOMING MORE EQUALIZED.

SOME MORE MAJORITY OF THOSE ADVANCED LEVEL ADVANCEMENTS THIS YEAR WHERE TEACHERS AT COMPREHENSIVE AND HPC CAMPUSES.

GOTCHA. I'LL BE LOOKING FORWARD TO MORE DATA AS WE CONTINUE TO MONITOR THAT, BECAUSE I KNOW THAT WAS TOP OF MIND.

SKIPPING TO SLIDE, I THINK IT'S NINE.

THE COMPENSATION SUMMARY IS THIS TEACHERS HAVE ALREADY RECEIVED WHAT THEIR ACTUAL WILL BE FOR THE 22-23 SCHOOL YEAR BASED ON LAST YEAR'S DATA. SO THIS IS HARD NUMBERS NOW, NOT AN ESTIMATE.

IS THAT CORRECT? SO AM I READING IT CORRECT THAT ON AVERAGE OUR TEACHERS WILL EARN A 5.5, EARNED A 5.2% INCREASE OVER LAST YEAR? CORRECT. I'M EXCITED ABOUT THAT.

AND THEN IF WE CAN GO TO SLIDE 12, DAN, SLIDE DALLAS AGAINST NEIGHBORS.

THIS IS OUR MOST UPDATED COMPARISON OF ALL SURROUNDING DISTRICTS.

SO I READ THIS TO BE AT EVERY SINGLE LEVEL OF SERVICE HERE, WE OUTPAY OUR NEIGHBORS.

I MEAN, WE ALL KNOW THAT TEACHERS DESERVE A SALARY FAR MORE THAN ANY SCHOOL DISTRICT CAN PAY THEM.

SO I'M GLAD TO SEE THAT WE ARE PUTTING OUR MONEY LITERALLY WHERE OUR MOUTH IS ON THIS AND PUTTING IT INTO TEACHER SALARIES AND BEING ABLE TO SEE TEACHER COMPENSATION RISE.

AND I JUST LOOK AT SOME OF THESE DATA POINTS ON ALL OF THESE SLIDES, WHETHER IT IS THE RETENTION RATE ON THE NEXT SLIDE THAT SHOWS THAT WE ARE KEEPING OUR MOST EFFECTIVE

[02:25:04]

AND WE KNOW THAT EXPERIENCE DEFINITELY CORRELATES WITH EFFECTIVENESS AND WE SEE THAT PLAY OUT IN THIS SYSTEM.

AND THIS PROVIDES FLEXIBILITY FOR TEACHERS WHO ARE ACCELERATING BEYOND THEIR EXPERIENCE YEARS TO BE ABLE TO EARN A SALARY THAT IS COMMENSURATE WITH THAT.

WE SEE IT IN THE RETENTION RATES BEING HELD STILL.

WE SEE IT IN THE ACHIEVEMENT.

SO I AM SUPER THANKFUL TO SEE THIS INCREDIBLY STRONG DATA AND THAT YOU ALL CONTINUE TO LOOK FOR ADJUSTMENTS AS IT MAKES SENSE AND HOW WE NEED TO TWEAK AND IMPROVE THIS BECAUSE IT'S NOT A PERFECT SYSTEM.

AND I APPRECIATE THIS.

ONE FINAL QUESTION.

I HEAR A LOT OF CONVERSATION.

I REMEMBER AS A PRINCIPAL, YOU KNOW, THE ATR PROCESS, YOU KNOW, LOTS OF FEEDBACK, POSITIVE, NEGATIVE ON THAT.

ARE WE CONSIDERING ANY ADJUSTMENTS TO THAT IN ANY WAY, SHAPE AND FORM? I KNOW THAT'S OFTENTIMES TALKED ABOUT EVERY TWO YEARS.

YOU JUST HAVE TO GO REDO THIS WHOLE LIST AND APPLICATION, ETC..

SO I'M CURIOUS WHAT THOUGHTS HAVE BEEN PUT TO THAT? I WOULD SAY WE'RE ALWAYS CONTINUOUSLY IMPROVING.

THE DDR PROCESS IS ONE OF THE KIND OF SPECIFIC COMPONENTS THAT WE'LL BE WORKING WITH TEACHERS AND CAMPUS LEADERS FOR FEEDBACK.

AGAIN, IT'S KIND OF BALANCING IMPROVING THE SYSTEM WITH A WHOLESALE KIND OF RESET TO THAT PROCESS.

WE WANT TO ENSURE THAT WE ARE STILL PRIORITIZING OUR TEACHERS, TAKING ON THOSE LEADERSHIP ACTIVITIES, SERVING AS MENTORS, BUT ALSO MAKING SURE THAT PROCESS ISN'T BUREAUCRATIC OR CUMBERSOME. OKAY.

THANK YOU SO MUCH.

OK BOARD PRESIDENT HENRY JOINED US ONLINE AND I SEE THAT HE HAS HIS HAND UP.

SO, JUSTIN, YOU'RE ON.

THANK YOU, TRUSTEE MICCICHE.

AND SOMEONE NOD THEIR HEAD IF THEY CAN HEAR ME, JUST SO I CAN CONFIRM.

THANK YOU. THANKS FOR THIS PRESENTATION.

I FEEL AS I DO. I KNOW CONVERSATIONS I'VE HAD WITH YOU FOCUS A LOT ON RACIAL EQUITY AND EARLY LEARNING AND THE FIRST THREE YEARS ON THE BOARD IN THIS SECOND THREE YEARS IS VERY IMPORTANT TO ME TO TALK ABOUT ELEVATING THE TEACHING PROFESSION.

I THINK IT'S A PASSION ACROSS THE BOARD.

SO I APPRECIATE THIS PRESENTATION.

I APPRECIATE THE TWEAKS, TEI AGAIN, I THINK IT'S SOMETHING THAT WILL CONTINUE TO EVOLVE OVER TIME.

I HAVE A FEW QUESTIONS AND COMMENTS.

I THINK THE FIRST ONE, TRUSTEE MACKEY'S PIECE ON THE EQUITY ASPECT.

APPRECIATE THE RESPONSES.

WHAT I WOULD LIKE TO REQUEST AGAIN IS NOT TOO BURDENSOME SOMEONE CAN TELL ME NO OFFLINE.

I WOULD LIKE TO SEE THE CHANGES AND THIS IS IN REGARDS TO HPC CAMPUSES, BUT ANYTHING UNDER THE RACIAL EQUITY BUCKET, I WOULD LIKE TO KNOW KIND OF WHAT WAS OUR GOAL.

I THINK OUR GOAL WAS TO MAKE IT A MORE RACIALLY EQUITABLE SYSTEM.

WHAT KIND OF INPUTS? I THINK SOME OF THE INPUTS I WAS HEARING WAS HPC GETS ADDITIONAL POINTS.

I'M NOT SURE CLEAR HOW THAT WORKS.

AND THE STUDENT BASED THE CHANGE WHICH I HEAR.

ME EVEN THOUGH WE DON'T HAVE A QUORUM.

RIGHT, RIGHT AT THE MOMENT.

SO WE'LL JUST WAIT TO SEE A PICTURE OF MYSELF.

YES. I SAW SORT OF A MUCH LARGER THAN LIFE PICTURE LOOKING DIRECTLY AT ME AT THE SCREEN HERE.

SO THAT'S ON MY VIDEO.

I DON'T REALLY I LOOK AT ME THAN THAT.

OKAY. WE'LL HAVE TO WAIT A COUPLE OF MINUTES.

ALL RIGHT, TRUSTEE HENRY.

WE HAVE [LAUGHTER].

ALL WE NEED FROM YOU IS JUST THE WARM BODY IN THE SEAT.

[02:30:03]

TRUSTEE HENRY, YOU HAVE THE FLOOR.

THANK YOU. ON THAT NOTE OF BREAKING KARMA.

APOLOGIZE FOR NOT BEING THERE IN PERSON TODAY.

AS FOR AS MY FIRST QUESTION.

IF WE LOOK AT THAT SLIDE SEVEN WHERE IT TALKS ABOUT THE MODIFICATIONS, IF POSSIBLE, I WOULD LOVE TO SEE WHAT WAS THE GOAL OR THE IMPETUS BEHIND THE SPECIFIC CHANGE. THEN WHAT WAS THE INPUT? AND I GUESS THE INPUT IS, FOR EXAMPLE, MODIFY DISTRIBUTION FOR STUDENT EXPERIENCE SURVEYS AND THEN WHAT THE OUTCOME WAS.

IF IT'S POSSIBLE TO GET THAT IN A THREE COLUMN SLIDE OR SOMETHING.

FOR ME, IT'D BE HELPFUL TO REVIEW WHY WE CHOSE THOSE BULLET POINTS.

THEN THE BULLET POINT ITSELF, THE ACTUAL INPUT AND HOW IT'S MOVING THE NEEDLE OR NOT MOVING IT AS COMPARED TO THE INTENTION BEHIND IT.

I'M ASSUMING IT HAS A RACIAL EQUITY GOAL.

I WOULD LIKE TO SEE IT EXPLICITLY STATED DR.

ELIZALDE, IF THAT'S POSSIBLE.

SO THAT'S MY FIRST POINT.

I CAN PAUSE THERE, IF THERE'S A RESPONSE OR NOT.

IF NOT, I CAN KEEP GOING.

WE WILL MAKE IT HAPPEN.

THE SECOND PIECE, AND I NEED TO PULL THE SLIDE UP BECAUSE I REFERENCED IT AT OUR LAST BOARD BRIEFING IS THERE WAS A POINT WHERE WE [INAUDIBLE] RACIAL EQUITY VALUATION AND ONE OF THE THINGS TRUSTEE JOHNSON TALKS ABOUT IT A LOT IS THE AMOUNT OF PROGRESSIVE I OR BELOW PROGRESSIVE I OR HIGHER.

I THINK IT WAS ACTUALLY PROGRESSIVE I WAS THE METRIC WE WERE USING.

TEACHERS ARE IN FRONT OF BLACK KIDS.

SO I'D LIKE TO SEE THE MOVEMENT AND ALL THAT WE HAVE ON THIS SLIDE.

BUT I STILL WOULD LIKE TO SEE WHEN WE TALK ABOUT TEI WHAT'S THE DISTRIBUTION OF THESE PROGRESSING I, PROGRESSING II, PROFICIENT I ALL THE WAY UP TO EXEMPLARY II TEACHERS. BUT WHAT DEMOGRAPHIC OF STUDENTS ARE THEY IN FRONT OF? IS IT ALL OUR MAGNET KIDS OR IS IT.

NO, I FORGOT THE SLIDE.

I'M GOING TO PULL IT BECAUSE I'M TIRED OF TALKING ABOUT IT.

BUT I WOULD LOVE TO SEE THIS STUFF BROKEN DOWN IN THAT WAY.

I THINK I HEARD A TRUSTEE TALK ABOUT WE'RE DOING A GREAT JOB KEEPING OUR MOST EFFECTIVE TEACHERS.

I LOVE THAT.

I ALSO WANT TO KNOW IF WE'RE DOING A GREAT JOB PUTTING OUR MOST EFFECTIVE TEACHERS IN FRONT OF OUR STUDENTS THAT NEED IT THE MOST.

AND I CAN'T PULL THAT FROM THESE SLIDES.

SO THAT'S A REQUEST TOO DR.

ELIZALDE, IF THAT'S POSSIBLE.

YES.

NO IT IS POSSIBLE WE CAN DO THAT DISTRIBUTION.

THERE IS, I THINK, SLIDE FIVE TRIES TO HIGHLIGHT MOVEMENT TOWARD THAT END.

IN NO WAY DO WE THINK WE'VE HIT THE MARK, BUT I BELIEVE SLIDE.

IS IT FIVE OR EIGHT? LOOKS LIKE FIVE ON MINE.

SLIDE EIGHT. SLIDE EIGHT.

BUT YOUR REQUEST CAN EASILY BE DONE.

WE WILL GET THAT TOGETHER AS WELL.

WELL, WHAT PART OF THAT SLIDE FOR ME TOO, WHICH YOU'RE REFERENCING? ARE WE TALKING ABOUT THE 4.1 PERCENTAGE POINT INCREASE IN PROFICIENT I TEACHERS? CORRECT. AND PUTTING TEACHERS AT HIGH PRIORITY CAMPUSES, WHICH ARE GOING TO REFLECT THE LARGEST PERCENTAGES OF STUDENTS, AFRICAN-AMERICAN STUDENTS AND FOR THE MOST PART.

ENGLISH LANGUAGE.

BLACK STUDENTS, ENGLISH LANGUAGE LEARNERS, THE FOLKS THAT WE ARE ATTACKING IN OUR RACIAL EQUITY.

SO THAT 4.1 PERCENTAGE POINT INCREASE PROFICIENT I PLUS TEACHERS AT HPCS.

CORRECT. TRYING TO THINK IF THAT'S WHAT I'M.

YEAH, MAYBE. YEAH.

OKAY. WASN'T PART OF THIS.

BUT YOU MENTIONED IN ANOTHER MEETING, DR.

ELIZALDE, THAT WE WOULD START IMPLEMENTING MAP.

IS THIS A PROPER TIME FOR THAT TO BE DESCRIBED ON HOW THAT'S GOING TO INTERACT WITH TEI? SO AT THIS POINT, WE ARE HAVING CONVERSATIONS.

WE'RE STILL PUTTING TOGETHER TEAMS BECAUSE OF COURSE WE'RE ALREADY GIVING MAP.

AND THE IDEA IS THAT WE DO NEED TO WORK TOGETHER TO REDUCE WHEREVER WE'RE DOING DUPLICATION OF ASSESSMENTS.

AND CURRENTLY OUR WINDOW, WE'RE GIVING ACPS.

THOSE ASSESSMENT, OF COURSE, PERFORMANCE AT THE END OF SEMESTER ONE, AND THEN WE HAVE THE WINDOW REOPEN FOR MEASURES OF ACADEMIC PROGRESS OR MAP, WHICH ARE GIVEN IN JANUARY.

SO FROM, CERTAINLY FROM A TEACHER AND A PARENT PERSPECTIVE, THERE ARE TWO WINDOWS THERE OF ASSESSMENT.

AND WE HAVE TO ASK OURSELVES IF WE'RE TESTING FOR THE SAME TYPE OF INFORMATION, WE NEED TO REEVALUATE THAT, BUT WE WANT TO HAVE TEACHER INPUT.

AND THEN IF WE'RE GOING TO MOVE TO THAT AND HOW THAT WOULD AFFECT.

WE DO USE MAP CURRENTLY FOR TEACHERS I BELIEVE THAT ARE BELOW THIRD GRADE BECAUSE WE DON'T GIVE ACPS AND I DON'T WANT, WE'RE NOT GOING TO GIVE, EVERYBODY CHILL. WE'RE NOT GOING TO GIVE ACPS AT THE LOWER GRADES AS WE DID AT ONE TIME.

BUT WE DO NEED TO ASK OURSELVES THAT.

[02:35:01]

WE'LL WORK WITH OUR TEACHER AND EMPLOYEE ORGANIZATION WITH REGARD TO GATHERING INPUT.

THE GOAL HERE IS IF MAP CAN ALIGN, THEN MAYBE WE NEED TO RETHINK WHETHER ACPS NEED TO BE GIVEN.

YEAH. THANK YOU, DR.

ELIZALDE. THAT'S ALL MY QUESTIONS.

TRUSTEE MICCICHE. THANK YOU.

ANYONE ELSE FOR ROUND ONE? I JUST HAVE A FEW QUESTIONS AND.

OH, I'M SORRY. GO AHEAD.

OKAY. SO, CHIEF ABEL, THANK YOU FOR INCLUDING THAT CHART ON PAGE 12.

I HAVE TO ADMIT THAT I DIDN'T KNOW THAT EVERY TIME YOU DID THIS CHART, YOU HIGHLIGHTED THE DAN, DALLAS AGAINST NEIGHBORS, UNTIL TRUSTEE MACKEY POINTED IT OUT TO ME.

BUT YOU MUST HAVE DONE IT ABOUT FIVE TIMES BEFORE I REALIZED IT.

BUT I DO APPRECIATE THE INFORMATION ON THAT, ON THAT CHART.

AND I THINK IT GIVES EVIDENCE THAT ALTHOUGH TEI IS A LOT OF WORK, AT THE END OF THE DAY, THE OVERALL COMPENSATION THAT WE ARE PAYING TO TEACHERS IS GREATER ON, AT LEAST THE AVERAGE IN EACH EACH ONE OF THESE LEVELS IS IS GREATER THAN THE MARKET.

JUST A QUESTION ON WHO'S IN THE MARKET FOR THE COMPARISONS.

AND IF YOU COULD JUST IF YOU KNOW THAT OFF THE TOP OF YOUR HEAD, THAT'S GREAT.

OTHERWISE YOU CAN SEND ME.

YEAH, IT'S GARLAND, RICHARDSON, GRAND PRAIRIE, IRVING AND FORT WORTH.

OKAY. AND HOW WAS THAT SELECTED, OR ARE THOSE THE THE FIVE HIGHEST OR.

YEAH, THEY'RE THE PRIMARY COMPETITORS WHERE OUR TEACHERS COME AND GO.

IT CHANGES A LITTLE BIT EVERY YEAR.

SO ONCE WE JUST FINISHED UP OUR SNAPSHOT DATE, OBVIOUSLY, AS YOU ALL KNOW THAT.

SO WE'LL DO ANOTHER EVALUATION AND WE MAY CHANGE THE MARKET NEXT YEAR.

AND NEXT YEAR YOU MAY SEE ANOTHER DISTRICT ADDED OR TAKEN OFF.

WE LOOK AT THE TRANSITION OF TEACHERS MOVING THEM.

BUT THOSE ARE PRIMARY OBVIOUSLY, THE MARKET DEPENDS ON WHO'S IN THE COMPARISON POOL.

AND I WANT TO BE SURE THAT WHEN WE ARE MAKING CONCLUSIONS AND STATEMENTS ABOUT THIS, THAT IT'S NOT BECAUSE WE HAVE DESIGNED THE COMPARISON POOL IN A WAY THAT SUPPORTS THE DESIRED CONCLUSION.

RIGHT. YEAH. AND IF YOU'LL NOTICE, WE ACTUALLY INTENTIONALLY PICKED THE LARGER DISTRICTS ARE PART OF THOSE MEMBERS.

SOME OF THE SMALLER DISTRICTS AROUND US ARE GOING TO HAVE LOWER SALARIES AND WOULD SHIFT THAT VALUE.

SO WE DO LOOK AT THE LARGER DISTRICTS WHO TRADITIONALLY DO HAVE A HIGHER COMPENSATION LEVEL.

OKAY. I APPRECIATE THAT.

I BRING THIS UP NOT BECAUSE I THINK YOU ARE IN ANY WAY IN TRYING TO DO THAT, BUT THAT WILL BE THE QUESTION ON HOW GOOD THE DATA IS, IF YOU'RE JUST AN OUTSIDER WITH NO INTEREST IN PROVING IT ONE WAY OR THE OTHER, JUST TRYING TO GET TO THE FACTS. THEN WITH RESPECT TO THIS GOES INCREDIBLE YEARS OF SERVICES 1-25.

WE HAVE TEACHERS THAT HAVE MORE THAN 25 YEARS OF SERVICE.

AND WHAT DOES THAT LOOK LIKE? AND IF YOU COULD RUN THAT FOR THE NEXT 10 YEARS, THAT WOULD ALSO BE GOOD.

WE'LL DO THAT. WE'LL HAVE SOME LIMITATIONS BECAUSE SOME DISTRICTS DON'T PUBLISH ABOVE LIKE A 30.

BUT WE WILL, WE'LL DO OUR VERY BEST TO GET THE COMPLETE DATASET FOR YOU.

OKAY. AND THEN.

PART OF THE WAY THAT WE'RE ABLE TO PAY FOR THIS IS BECAUSE OF THE TEACHER INCENTIVE ALLOTMENT FROM HB3, RIGHT.

IF WE DIDN'T HAVE SOME SORT OF EVALUATION SYSTEM THAT QUALIFIED FOR THE TEACHER INCENTIVE ALLOTMENT, WE WOULDN'T GET THESE FUNDS.

AND SO WHAT IS THE TOTAL AMOUNT OF FUNDS THAT WE GET UNDER THAT PROGRAM? IT FLUCTUATES A LITTLE BIT EACH YEAR, BUT IT'S APPROXIMATELY $28 MILLION OF REVENUE THAT COMES TO THE TEACHER INCENTIVE ALLOTMENT EACH YEAR.

OKAY. AND OUR TOTAL COMPENSATION FOR TEACHERS IS $600 MILLION, SOMETHING LIKE THAT.

YEAH, PROBABLY A LITTLE BIT HIGHER, BUT PRETTY CLOSE.

YEAH. OKAY.

WE DEFINITELY DON'T HAVE A DIFFICULTY SPENDING THE $28 MILLION ON TEACHER RAISES, THOUGH.

OKAY. I JUST WANT TO COSIGN ON SOME OF THE POINTS THAT TRUSTEE MACKEY MADE EARLIER, AND LET'S

[02:40:05]

OH, I WAS JUST GOING TO HIGHLIGHT MY SUPPORT FOR TEI.

AND THE FACT THAT AS WE SEE FROM OUR CHART RIGHT HERE, I MEAN, WE ARE PAYING OUR FOLKS MORE AND IN SOME CASES SIGNIFICANTLY MORE.

I'M LOOKING AT SOME OF THIS LIST, LIKE A YEAR 13 TEACHER PLUS 10%, SEVEN YEAR TEACHER PLUS 10%, EIGHT YEAR TEACHER PLUS 10%.

IS THAT NINE PLUS 11%.

SO I THINK THAT IT DOES MAKE A SIGNIFICANT DIFFERENCE IN WHAT WE PAY OUR FOLKS AND THAT THEY'RE BEING REWARDED FOR THE AMOUNT OF, FOR THEIR HARD WORK. AND DTR ALSO INCLUDES A SIGNIFICANT PORTION OF PLAYING WELL WITH OTHERS AND HELPING OTHERS AND BEING A MENTOR AND BEING A LEADER.

AND I THINK THAT WE REPORT THAT AS WELL.

SO I'M VERY POSITIVE ABOUT THIS AND AND VERY SUPPORTIVE.

I ALSO WANT TO ECHO WHAT TRUSTEE HENRY SAID ABOUT MAKING SURE THAT WE'RE ALLOCATING OUR RESOURCES WHERE THEY'RE NEEDED THE MOST.

AND OF COURSE, THE PRESENTATION ALSO SHOWS THAT BECAUSE IN OUR HIGH PRIORITY CAMPUSES AND OUR ACE CAMPUSES, I MEAN, THOSE FOLKS GET EXTRA PAY FOR OPTING TO GO TO THOSE SCHOOLS.

WE DON'T SEND ANYBODY ANYWHERE.

WE LET THEM SELECT THOSE SCHOOLS AND THEY CHOOSE TO GO TO THOSE SCHOOLS.

AND SO I'M VERY GRATEFUL FOR THAT.

I MEAN, IF WE DIDN'T HAVE THIS, WE WOULDN'T KNOW WHICH TEACHERS WOULD BE THE BEST TO SEND TO OUR HIGHEST PRIORITY SCHOOLS.

AND I'M VERY GRATEFUL FOR THAT.

AND I DID, YOU KNOW, AS PART OF OUR WORK ON RACIAL EQUITY, I THINK IT'S VERY, VERY IMPORTANT THAT THOSE CAMPUSES HAVE THOSE FANTASTIC TEACHERS AND THAT THEY'RE SUPPORTING OUR KIDDOS.

ALSO, JUST WANT TO REMIND US THAT WE HAVE NEEDS ALL OVER THE DISTRICT, NOT, YOU KNOW, OUR HIGH PRIORITY CAMPUSES ARE SUPER IMPORTANT, BUT YOU KNOW, IT WOULD BE, LEAVE IT TO YOU GUYS, YOU KNOW, TO MAKE SURE THAT OUTSIDE OF THOSE HIGH PRIORITY CAMPUSES, THAT THEN THE RESOURCES ARE ALSO ALLOCATED SOMEWHAT FAIRLY THROUGHOUT THE REST OF THE DISTRICT.

AND I KNOW THAT HAS A LOT TO DO WITH THE PRINCIPALS AND WHATNOT, BUT I'LL LEAVE THAT TO YOU GUYS TO DO.

BUT I'M VERY GRATEFUL FOR THIS.

I'M VERY, VERY SUPPORTIVE OF TEI.

OF COURSE, EVERYBODY KNOWS THAT.

AND THANK YOU FOR YOUR HARD WORK AND BEING OPEN TO, YOU KNOW, LOOKING AT OTHER METRICS, OTHER THINGS, YOU KNOW, IF, YOU KNOW, THE FOLKS THAT KIND OF SURROUND US IN THIS MILIEU WOULD, YOU KNOW, WOULD BE REASONABLE AND COME TO THE TABLE WITH, YOU KNOW, THEIR OWN IDEAS.

IF THEY DON'T LIKE OUR SYSTEM, WHY DON'T THEY COME WITH THEIR OWN IDEAS AND TELL US WHAT THEY WOULD PREFER? I'VE MADE THAT OFFER MANY, MANY TIMES AND NEVER GOTTEN AN ANSWER ON THAT OFFER.

SO I THINK THAT OUR SYSTEM IS SOLID.

EVERY SYSTEM IS ALWAYS, I'M ALWAYS WELCOME TO IMPROVING THE SYSTEM.

BUT I THINK THAT WHAT WE HAVE HERE IS PART OF WHAT WE WENT TO THE LEGISLATURE WITH SEVERAL YEARS AGO TO SAY, HEY, THIS, THIS STUFF WORKS.

AND WE'RE SHOWING THAT IT WORKS AND CONTINUES TO SHOW THAT IT WORKS AND WE JUST NEED TO IMPROVE IT.

SO THANK YOU.

REALLY APPRECIATE Y'ALL'S WORK ON THIS.

SEE WE WENT TO ROUND TWO, BUT.

NO WE DIDN'T. I'M HERE. I'M SORRY.

ROUND TWO.

ROUND TWO. SO TRUSTEE FOREMAN FOLLOWED BY TRUSTEE WHITE AND TRUSTEE.

I'M SORRY. ARE WE GOING INTO ROUND TWO NOW.

BECAUSE. YEAH.

BECAUSE. I KNOW YOU DIDN'T SPEAK DURING ROUND ONE, BUT YOU.

I KNOW MY LIGHT WAS ON ALL RIGHT, SO IF YOU DON'T MIND, TRUSTEE FOREMAN.

I DON'T MIND. WE'LL DO TRUSTEE WHITE AND WE'LL DO TRUSTEE JOHNSON AS PART OF ROUND ONE, AND THEN WE'LL COME TO YOU AS PART OF ROUND TWO I DIDN'T WANT TO BE RUDE [LAUGHTER].

BUT AT ANY RATE, I DO HAVE A QUESTION.

WELL, ONE OF THE CITIES, I'M JUST.

WELL, FIRST OF ALL, THANK YOU GUYS FOR ALL YOUR HARD WORK.

THIS IS A GREAT CHART TO SEE WHAT OUR NEIGHBORS ARE PAYING.

BUT I ALSO THINK THAT CARROLLTON-FARMERS BRANCH NEEDS TO BE INCLUDED BECAUSE I CAN ASSURE YOU THEY'RE GETTING OUR TEACHERS AS WELL, OUR GOOD MASTER TEACHERS. AND I ALSO WANT TO JUST ALSO RECOGNIZE THE TEACHERS WHO DRIVE FROM OTHER CITIES TO COME AND TEACH IN OUR SCHOOLS BECAUSE THEY LOVE THE CAMPUS THAT THEY'RE ON AND THEY LOVE THEIR JOB.

I COMMEND THEM FROM DRIVING, YOU KNOW, FROM RICHARDSON THROUGH GARLAND TO GET TO DALLAS, BECAUSE

[02:45:02]

AND I JUST WANT TO ACKNOWLEDGE THAT AND THANK THEM FOR THAT.

ALSO. I HAVEN'T BEEN, AS LONG AS I'VE BEEN BASICALLY HEARING INFORMATION ABOUT TEI, IT HAS ITS PROS AND ITS CONS, AND IT DOESN'T NEED SOME TWEAKING.

IT IS VERY, STILL VERY SUBJECTIVE.

THIS IS MY PERSONAL OPINION.

IT'S STILL SUBJECTIVE BECAUSE EVERYONE, OF COURSE, YOU'RE NOT GOING TO GET EVERYONE HAPPY ON A CERTAIN TOPIC, BUT WHEN THE SCALES ARE UNBALANCED, THAT'S WHAT WE NEED TO LOOK AT.

AND I FEEL THAT IN SOME CASES THERE IS A UNBALANCED SCALE WHEN IT COMES TO TEI.

JUST LIKE THE TRUSTEE MENTIONED, FLORES JUST MENTIONED, PLAY WELL WITH OTHERS.

THERE ARE OTHERS THAT PLAY WELL AND THEY GET IGNORED.

AND WHEN THEY GET IGNORED OR SPEAK OUT, THEN THEREIN LIES THE PROBLEM.

AND ALSO, I ALSO WOULD LIKE TO SAY THIS.

AS FAR AS OUR TEACHERS GOING TO HIGH PRIORITY CAMPUSES, I THINK THAT IS GREAT, MAINLY IF THEY WANT TO DO IT.

I DO COMMEND THE FACT THAT, BECAUSE BEFORE WE HAD A SYSTEM WHERE WHEN TEACHERS WOULD GO TO HIGH PRIORITY CAMPUSES AND THIS WAS SOMETHING THAT WAS THE STATE HAD IN PLACE, WHEN TEACHERS WOULD GO TO A HIGH PRIORITY CAMPUS AND THE CAMPUS DIDN'T COME UP TO PAR, THEY HAD THE POSSIBILITY OF LOSING THEIR JOBS.

WELL, I'M GLAD THAT NOW THEY DO HAVE THE CHOICE TO GO TO THESE CAMPUSES AND POSSIBLY AND WORK AND NOT LOSE THEIR JOBS AS FAR AS NUMBERS ARE CONCERNING AND THE NUMBERS ARE COMING UP.

BUT I ALSO THINK THAT BECAUSE WE HAVE A SUPERINTENDENT THAT FOCUSES ON AND HAS THE ABILITY TO MOVE NUMBERS UPWARD RAPIDLY, THAT THAT WON'T BE A PROBLEM FOR THOSE HISTORICALLY CAMPUSES, HPC CAMPUSES OR ANY OTHER CAMPUS THAT IS HAVING A PROBLEM AS FAR AS NUMBERS IS CONCERNED.

AND ALSO.

I HAVE BEEN.

AND MAYBE IT'S ME AND MAYBE IT'S MY INTERPRETATION.

BUT I HAVE BEEN HEARING THE TEACHERS UNIONS WHO REPRESENT THE TEACHERS.

NEA BEING NEA ALLIANCE AND ALSO.

I'M FIRED [LAUGHTER].

IFT COME IN AND AND THEY ARE SPEAKING OUT AGAINST SOME OF THE PROBLEMS THAT THEY'RE HAVING WITH TEI.

I'VE HEARD THEM AND I MEAN, I UNDERSTAND WE'RE NOT GOING TO ALWAYS GET EVERYTHING WE WANT, BUT COMPROMISE AND COMING TO THE TABLE IS GREAT.

AND I JUST FEEL THAT THAT'S SOME OF THE THINGS THAT MAY NEED TO HAPPEN.

I KNOW WE NEED SOMETHING AND WE DO HAVE TO WORK WITH WHAT WE HAVE CURRENTLY, BUT THAT'S NOT SAYING CHANGE CAN'T HAPPEN. AND I DO ALSO HAVE ONE OTHER QUESTION.

IT'S NOT PERTAINING.

WELL, IT'S PERTAINING TO MONEY.

THE 3% OF THE STAFF MEMBERS THAT ARE NOT ON TEI, HOW ARE THEY EVALUATED? SURE. SO OUR NON INSTRUCTIONAL AND NON STRATEGIC COMPENSATION SYSTEM IS CALLED THE CAREER MANAGEMENT SYSTEM OR CMS. WE CAN SEND YOU THOSE SUPPORTING DOCUMENTS THAT EXPLAIN THAT EVALUATION PROCESS.

I WOULD GREATLY APPRECIATE IT.

YOUR NAME IS? SUSIE. SUSIE.

I'M SORRY. THANK YOU, SUSIE.

THANK YOU. OKAY.

IF I'VE GOT THIS RIGHT, IT'S TRUSTEE JOHNSON.

THANK YOU. I DON'T KNOW WHAT TRUSTEE EDWIN OFFER IS, BUT I WOULD LIKE TO HEAR YOUR OFFER, WHICHEVER YOU OFFERED.

I'LL BE GLAD TO. [LAUGHTER] SO.

BUT I DO WANT TO KNOW THE PAY, THE HIGH PRIORITY PAY VERSUS THE ACE PAY.

SO FOR ACE CAMPUSES, THE STIPEND AMOUNT RANGES FROM A MINIMUM OF $4,000 UP TO $18,000 FOR TEACHERS.

AND FOR HPC CAMPUSES, THE STIPEND RANGES FROM A MINIMUM OF $4,000 UP TO $8,000 FOR TEACHERS.

SO FROM THE LAST CONVERSATION THAT WE'VE HAD, WE'VE EVEN THE TEACHERS INCENTIVE PAY FOR THOSE THAT ARE ACE, THEY GET $4,000

[02:50:07]

SO IT'S NOW EQUAL.

THE MINIMUM STIPEND AMOUNT.

YES. SO WHAT DOES A TEACHER GET? LET ME CLARIFY, THOUGH, TO YOUR QUESTION, BECAUSE THE RANGE IS NOT THE SAME.

THE RANGE FOR TEACHERS AT AN ACE CAMPUS IS 4 TO 18, 1-8.

THE RANGE AT AN HPC OR A HIGH PRIORITY CAMPUS STARTS AT FOUR, BUT IT STOPS AT EIGHT.

YEAH. AND IT'S BASED ON THE ELIGIBILITY AS WELL.

SO, I MEAN, THE MAIN DIFFERENCE BETWEEN THE VALUES OF THOSE STIPENDS, IF YOU'RE AT AN ACE CAMPUS, YOU HAVE EXTRA DAYS AND EXTRA HOURS BUILT IN.

WHEN YOU FACTOR THAT IN AND LOOK AT IT, THE THE ACTUAL STIPENDS AMOUNT THAT ARE IN ADDITION TO THAT ARE VERY, VERY COMPARABLE.

SO WHEN WE SAY EXTRA DAYS, EXPLAIN THAT.

YEAH, ACTUALLY WE DON'T HAVE TO GO BECAUSE I KNOW WE'VE HAD THIS DISCUSSION BEFORE, BUT JUST EXPLAIN IT BECAUSE WITH THE DAYS IS WHAT I'M SAYING, BECAUSE I DON'T WANT TO MAKE IT.

I WAS PART OF THAT TEAM AND WE WORKED ON THAT SO IF YOU'LL ALLOW ME.

SO WITH ACE, THERE ARE SPECIFIC HOUR REQUIREMENTS FOR TEACHERS ON THAT CAMPUS.

SO LIKE ON CERTAIN DAYS THEY HAVE TO STAY AFTER FOR FOUR HOURS, FOR TWO HOURS, FOR THREE HOURS, TWO DAYS A WEEK, FOUR DAYS A WEEK.

IT'S OUTLINED.

I DON'T REMEMBER SPECIFICALLY WHAT WE HAVE, BUT IT IS, IT'S NOT OPTIONAL.

IT'S PART OF YOUR WORKDAY.

WHEREAS HPC CAMPUSES ARE RUNNING THE SAME HOURS THAT OUR OTHER SCHOOLS ARE.

THEY'RE NOT REQUIRED TO WORK THE ADDITIONAL.

SO WHEN YOU TAKE THE STIPENDS, IT ACTUALLY COMES OUT AS IF WE WERE PAYING THE TEACHER BY THE HOUR FOR THOSE ADDITIONAL TIMES.

THAT DOESN'T MEAN IT'S PERFECT BY ANY STRETCH OF THE IMAGINATION, BUT THAT WAS THE ORIGINAL REASON WHY THEY WEREN'T COMPLETELY EXACTLY THE SAME, IS BECAUSE TEACHERS THAT ARE ASSIGNED OR SELECTED FOR ACE DO HAVE ADDITIONAL AND SOMETIMES IT'S A SATURDAY, TRUSTEE JOHNSON, SOMETIMES.

SO THERE ARE ADDITIONAL REQUIREMENTS OF THEIR TIME.

SO WHAT I'M HEARING IS ON AN HPC CAMPUS ALTHOUGH SOME STAY, A LOT STAY WITH, ENSURE THE SAME TIME THAT ACE IS NOT REQUIRED. THAT'S CORRECT.

SO THEY'RE DOING IT JUST BECAUSE THEY'RE JUST GREAT TEACHERS AND THEY JUST WANT TO MAKE SURE WHICH PROBABLY HAPPENS AT 99.999% OF OUR CAMPUSES, WHETHER THEY'RE IDENTIFIED AS HIGH PRIORITY, WHETHER THEY'RE ACE OR NOT, BECAUSE WE ARE VERY FORTUNATE IN DALLAS ISD THAT OUR TEACHERS ARE A VERY, VERY COMMITTED GROUP.

THANK YOU. THAT'S WHERE I'M GETTING IS THE REQUIREMENT.

THE NEXT QUESTION THAT I HAVE.

I KNOW WE'RE TALKING ABOUT TEACHERS.

SUPPORT STAFF.

WHAT IS, WHAT ARE WE DOING FOR OUR SUPPORT STAFF? AND I KNOW, ROBERT, WE'VE HAD THIS CONVERSATION SOME TIME AGO, COMMUNITY LIAISONS AND THOSE THAT ARE NOT TEACHERS, BUT THEY SUPPORT THE SCHOOL AND ARE PILLARS OF THE SCHOOL.

WE STILL HAVE SOME THAT'S POSSIBLY MAKING MAYBE LESS THAN $30,000.

ARE WE DOING ANYTHING TO INCREASE THAT? I KNOW WE DID AT $13.50, WHICH I'VE BEEN PUSHING FOR $15 AN HOUR.

WHEN I FIRST GOT ON THE BOARD FOR SUPPORT STAFF.

I HAVE NOT CHANGED THAT DIRECTION BECAUSE I'VE BEEN THERE AND I KNOW WHAT IT TAKES.

SO ARE WE DOING ANYTHING FOR SUPPORT STAFF? BECAUSE WE KNOW THAT THE COST OF LIVING HAS REALLY INCREASED, ESPECIALLY AFTER COVID.

EVERYTHING'S HIGH AFTER COVID? SO WHAT ARE WE DOING TO SUPPORT THOSE INDIVIDUALS THAT ARE NOT EVEN MAKING $30,000? I BELIEVE THIS BOARD ADOPTED A MINIMUM SALARY OF $15 AN HOUR FOR ALL STAFF.

AM I CORRECT? SO WHAT WE'RE HEARING AND THE REASON WHY I ASK THAT, BECAUSE I HAVE SOME THAT ARE SAYING THAT THEY HAVE NOT RECEIVED THAT.

AND SO I WANT US TO GO VISIT THAT AND I'M PUTTING IT ON RECORD.

THAT'S WHY I'M ASKING THESE QUESTIONS SO WE CAN SEE WHAT'S GOING ON AND MAKE SURE THAT EVERYONE IS GETTING THAT, BECAUSE THAT'S SOMETHING THAT, AND I'VE SAID TO CHIEF ROBERT.

WE KNOW THAT WE'VE TALKED ABOUT THAT MANY TIMES AND I APPRECIATE WHAT YOU GUYS DO.

THIS TAKES A LOT OF WORK, WHAT YOU GUYS ARE DOING, AND SO WE APPRECIATE IT.

BUT I'M ALWAYS GOING TO BE A BIG VOICE FOR THE SUPPORT STAFF BECAUSE THAT'S WHAT I DID IN THE DISTRICT FOR 10 YEARS AND I KNOW THE WORK THAT GOES INTO IT.

AND SO CAN WE MAKE SURE THAT WE MAKE SURE THAT EVERY PERSON THAT SUPPORTS THE EFFORTS GET AT LEAST A MINIMUM OF THAT.

WE ABSOLUTELY WILL WORK ON THAT AND MAKE SURE AND WE CAN TALK ABOUT HOW WE CAN CREATE AN OPPORTUNITY FOR ANYONE WHO WANTS TO HAVE A CONVERSATION THAT THEY, LIKE THIS ISN'T MAKING SENSE SO THAT WE CAN MAKE SURE THAT IF THERE'S AN ERROR, IT CAN BE CORRECTED IMMEDIATELY.

THANK YOU. ABSOLUTELY WE WOULD.

AND CHIEF ROBERT, YOU'RE GREAT AT WHAT YOU DO.

AND YOU KNOW, I'M A FAN OF YOURS AS WELL.

[02:55:02]

THANK YOU. THANK YOU.

TRUSTEE FOREMAN. ROUND TWO.

THANK YOU.

SO I'VE HEARD HOW GREAT TEI IS.

CAN SOMEBODY TELL ME HOW MANY SCHOOL DISTRICTS IN THE STATE OF TEXAS OUT OF ABOUT 1,100 HAVE A TEI SYSTEM? SO THERE'S NO EXACT ANALOG TO TEI.

SO THAT WOULD BE ZERO.

BUT THERE ARE 378 DISTRICTS THAT ARE PARTICIPATING IN THE TEACHER INCENTIVE ALLOTMENT.

WHICH WOULD BE THE TIA.

YES, MA'AM. AND THOSE ARE? EXCUSE ME.

378 APPROVED AND ANOTHER 200 WHO ARE IN THE APPLICATION PROCESS.

SO NOT EVEN A THIRD OF THE SCHOOL DISTRICTS ARE PARTICIPATING.

I JUST WANT TO MAKE SURE, BECAUSE WHEN YOU HEAR ALL THIS RHETORIC, YOU HAVE TO DEFINE IT AND IT IS RHETORIC.

SO I WANTED TO MAKE SURE PEOPLE UNDERSTOOD THAT PIECE IS THAT WE'RE THE ONLY DISTRICT.

YES, MA'AM.

THIS IS FOR THE PEOPLE WHO DON'T KNOW THAT WE'RE THE ONLY DISTRICT.

ONE THING, ROBERT, THAT MIGHT BE REALLY GOOD FOR THIS BOARD IS, AND I'VE HAD THIS DONE BEFORE, IS TO TAKE ALL SCHOOLS AND THEN LIST BY PROFICIENCY WHAT THE TEACHERS ARE.

SO IF THEY'RE PROFICIENT I, IF THEY'RE HIGH PRIORITY AND HOW MANY ARE ON THAT PARTICULAR CAMPUS SO THAT THERE IS A COMPREHENSIVE LOOK AT YOUR SCHOOL AND WHAT THE TEACHER EFFECTIVENESS LEVEL IS WOULD MAKE A LOT OF SENSE FOR EVERY SCHOOL.

SURE, WE CAN DEFINITELY GET THAT FOR YOU.

AND DO IT BY TRUSTEE DISTRICT SO THAT EVERYBODY WILL HAVE A GOOD OPPORTUNITY TO SEE THAT.

ABSOLUTELY. YOU KNOW, ONE OF THE THINGS THAT I'VE HAD CONCERN IS, IS THAT THERE'S THIS CONSTANT SHIFT EVERY YEAR.

WHY DON'T WE CHANGE THE TARGETS EVERY YEAR? SO I THINK YOUR QUESTION IS WHY DO OUR CUT POINTS CHANGE EACH YEAR AND OUR CUT POINTS ACTUALLY CHANGE TO ENSURE THAT WE'RE ALIGNED TO THE DISTRIBUTION? SO THE DISTRIBUTION, AS WE TALKED ABOUT, HAS SHIFTED ONLY ONCE OVER TIME AND IT'S THE CUT POINTS AT THE CATEGORY LEVEL THAT SHIFT.

SO IF WE'VE ONLY CHANGED THE DISTRIBUTION ONCE, WHAT ARE THE CUT POINTS CHANGE EVERY YEAR TO ALIGN TO THAT.

IT JUST, SUSIE IT DOESN'T, YOU'RE SMART.

I'M NOT. SO IT DOESN'T MAKE A LOT OF SENSE THAT WE, EVERY YEAR CHANGE THE CUT POINTS AND MOVE THE BAR BASICALLY IS WHAT WE DO FOR TEACHERS.

AND SO I MEAN YOU MIGHT NOT WANT TO ANSWER THAT NOW, BUT YOU MIGHT WANT TO THINK ABOUT IT AND HAVE A GOOD CLEAR ANSWER, BECAUSE IF WE'VE ONLY CHANGED IT ONE TIME, WHEN WE CHANGE THE CUT POINTS EVERY YEAR, THAT SEEMS TO BE A PROBLEM.

ROBERT, I THINK YOU SAID WE WERE OVER $600 MILLION IN SALARIES FOR TEACHERS, CORRECT? YEAH, I THINK THAT'S RIGHT.

AND SO FROM SO WE HAVE TO SUBMIT TO TIA TO BE ABLE TO GET THOSE ADDITIONAL FUNDS.

RIGHT? SO IN THE LAST THREE YEARS, WHAT WAS THE AVERAGE NUMBER? I KNOW YOU'RE SAYING $28 MILLION, BUT FOR THIS YEAR.

BUT WHAT WAS THE AVERAGE DOLLARS THAT WE RECEIVED FROM THE STATE FOR TIA? IT'S BEEN CONSISTENT.

IN ONE YEAR DUE TO THE PANDEMIC WE DID NOT SUBMIT A NEW COHORT DUE TO THE PAUSE IN TEI, BUT I BELIEVE IT'S RANGED FROM 26 AND A HALF MILLION TO AROUND 28 AND A HALF MILLION.

THAT MIGHT BE ANOTHER LITTLE BIT OF INFORMATION THAT YOU CAN SEND TO ME, WHICH WOULD HELP ME GET A BETTER UNDERSTANDING.

AND THEN JUST ONE CLARIFYING POINT, ROBERT, BECAUSE, YOU KNOW, I'M RIGHT IN SOUTHWEST OAK CLIFF, RIGHT ON THE CUT OF OF DESOTO, DUNCANVILLE, LANCASTER, CEDAR HILL.

WE LOSE A LOT OF OUR TEACHERS TO THOSE DISTRICTS.

WHILE I UNDERSTAND YOU ARE COMPARING OVERALL, BUT IN MY AREA THAT'S BASICALLY WHERE WE LOSE A LOT OF TEACHERS.

SO THERE MIGHT NOT BE A CONCENTRATION JUST BECAUSE IT'S THAT SPECIFIC AREA.

BUT IF IT'S AFFECTING ME, IT'S AFFECTING TRUSTEE JOHNSON ALSO AND PROBABLY ALSO AFFECTING OTHER TRUSTEES.

SO WHILE WE LOOK AT THESE LARGER SCHOOL DISTRICTS, I THINK WE ALSO NEED TO UNDERSTAND THAT IT'S A LOT OF THE SMALLER SCHOOL DISTRICTS THAT ARE UNDERCUTTING

[03:00:03]

IF YOU REMEMBER, MANY OF OUR TEACHERS HAVE BEEN AGAINST TEI.

YOU KNOW THAT AS WELL AS I DO.

AND SO THEY LEAVE BECAUSE OF THAT.

SO WE NEED TO, YOU KNOW, MAYBE HAVE ANOTHER STRATEGY INSTEAD OF JUST LOOKING AT THE LARGER DISTRICTS.

AND I'M TELLING YOU, PEOPLE ARE GOING TO FORT WORTH ALSO.

YEAH, WE'LL EXPAND THAT.

YEAH. JUST EXPAND THAT RANGE SO THAT WE HAVE A CLEAR UNDERSTANDING BECAUSE WHAT AFFECTS ME MIGHT NOT AFFECT DISTRICT 1 OR DISTRICT 3, BUT IT'S GOING TO AFFECT THE PREDOMINANTLY AFRICAN-AMERICAN DISTRICTS AROUND THIS TABLE.

AND SO WE MIGHT WANT TO JUST EXPAND THAT JUST A LITTLE BIT.

ABSOLUTELY. ALL RIGHT. THANK YOU SO MUCH.

OK. TRUSTEE WHITE.

TRUSTEE JOHNSON WAS WAS TALKING ABOUT SALARIES, AND HE AND I UNDERSTAND THAT WE ARE AT $15 AN HOUR FOR SOME OF THE WORKERS.

BUT THIS IS MY QUESTION.

ONCE WE APPROVE AND DECLARE THAT THERE'S A SALARY INCREASE, HOW LONG DOES IT TAKE FOR IT TO GO IN FULL EFFECT ACROSS THE BOARD? CAN I GET A CLARIFICATION FROM OUR ATTORNEYS ONLY BECAUSE I'M WONDERING WHAT, THE DISCUSSION? AND ARE YOU SPECIFICALLY ASKING ABOUT TEI? NO, I'M ASKING ABOUT WHAT TRUSTEE JOHNSON WAS JUST TALKING ABOUT.

HE WAS ASKING ABOUT SUPPORT STAFF, ASKING IF THEY WERE ACTUALLY GETTING THE $15 AN HOUR.

AND I'M, AND ALSO, I GUESS THAT COULD ALSO APPLY TO ANYONE ELSE THAT'S GETTING INCREASES .

ONCE WE DO DECLARE THAT AN INCREASE IS HAPPENING, HOW SOON DOES IT MY QUESTION IS ABOUT WHAT WAS POSTED FOR DISCUSSION, AND I'M JUST TRYING TO MAKE SURE WE'RE STAYING IN ALIGNMENT WITH OPEN MEETINGS ACTS BECAUSE THE ITEM POSTED IS TEI . SO I'M LOOKING AT OUR ATTORNEYS AS TO HOW FAR CAN I GO WITH THIS ITEM.

THIS SOUNDS LIKE AN IMPORTANT TOPIC THAT WE SHOULD PUT ON THE AGENDA FOR A FUTURE MEETING.

BUT IT'S A LITTLE OFF THE TEI TOPIC AT THIS POINT.

BUT COMPENSATION FOR STAFF IS EXTREMELY IMPORTANT.

AND LET'S MAKE SURE THAT WE HAVE AN ITEM FOR THAT IN THE FUTURE, THAT IN THE NEAR FUTURE, THAT WOULD WOULD COVER THAT IMPORTANT ISSUE.

TRUSTEE WHITE. DO YOU STILL HAVE THE FLOOR? WELL, SINCE THAT'S MY ONLY QUESTION.

THANK YOU. THANK YOU VERY MUCH.

I LOOK FORWARD TO SPEAKING TO YOU OFFLINE.

THANK YOU. AND ANYONE ELSE ON THIS TOPIC? IF NOT, LET'S MOVE TO THE NEXT ITEM, WHICH IS THE M/WBE QUARTERLY REPORT.

OKAY. GOOD AFTERNOON, TRUSTEES.

THANK YOU FOR YOUR TIME AND THE CONSIDERATION.

MS. PARTEE AND I WILL PRESENT THE FIRST QUARTER REPORT FOR THE M/WBE DEPARTMENT TODAY.

BUT I WOULD LIKE TO START OFF BY HIGHLIGHTING A COUPLE OF OUR PROGRAMS AND INITIATIVES.

THE FIRST, AND YOU HAVE THIS ON THE FIRST PAGE THAT YOU'RE LOOKING AT.

THE FIRST IS THE OUTREACH PROGRAM THAT WE HAVE WHERE WE MEET WITH CONTRACTORS, MEMBERS OF VARIOUS ASSOCIATIONS AND CHAMBERS.

AND WHAT WE DO IS TRY TO ENCOURAGE THEM TO BID FOR CONTRACTS WITH DALLAS ISD.

THE NEXT IS THE AREA THAT I WOULD LIKE TO HIGHLIGHT, AND THAT IS THAT NEXT WEEK WE HAVE A MAJOR EVENT WHICH IS THE ISD DAY, INDEPENDENT SCHOOL DISTRICT DAY.

AND WE HAVE OVER 600 THAT HAVE ALREADY REGISTERED FOR IT.

AND BASICALLY THAT NUMBER IS COMING FROM SCHOOL DISTRICTS THROUGHOUT THE STATE.

WE HAVE A SAN ANTONIO, FORT BEND, AUSTIN, FORT WORTH AND A NUMBER OF THE SCHOOL DISTRICTS HERE IN OUR LOCAL AREA THAT ARE PARTICIPATING.

[03:05:03]

NEXT, WE'VE BEEN REQUESTED TO CONDUCT THIS AND WE'RE CONDUCTING A WORKSHOP, RFP, REQUEST FOR PROPOSAL WORKSHOP, AND THIS IS FOR CONTRACTORS AND VENDORS. AND THE LAST THING THAT I WANT, WELL THE LAST, NEXT OR LAST THING I WOULD LIKE TO SHARE WITH YOU IS THAT WE HAVE BOND DATA FOR YOU.

AND BASICALLY THIS COMES FROM THE BOND ACADEMIES THAT WE'VE PRESENTED TO YOU ALL THIS PAST SPRING.

THE RESULTS OF THE BOND ACADEMIES AND YOU HAVE DATA TO SHOW FOR THE FIRST QUARTER IS OVER $1.2 MILLION IN BONDING.

AND THE NEXT PAGE IS THAT WE'RE REALLY EXCITED ABOUT THIS.

WE CONDUCTED A VERY, VERY IMPORTANT EVENT IN REFERENCE TO THE M/WBE DEPARTMENT, AND THAT IS OUR HONORING THE HISPANIC HERITAGE MONTH. AND AS YOU SEE, IS THAT BASICALLY WE HAVE REPRESENTATIVES FROM THE DISTRICT CONTRACTORS AND STRATEGIC PARTNERS WHO PARTICIPATED IN THIS IN A FACEBOOK LIVE EVENT.

AND THIS IS VERY, IF YOU HAVEN'T HAD A CHANCE TO TO VIEW IT, IT WAS VERY, IT'S HEART WARMING.

SOME OF EVERYONE SHARED THEIR LIVED EXPERIENCES.

AND THIS IS SOMETHING THAT WE'RE REALLY PROUD OF.

OK. AND NEXT, MS. PARTEE WILL SHARE THE M/WBE FIRST QUARTER DATA WITH YOU.

THANK YOU, MR. WILLIAMS. I CERTAINLY APPRECIATE THIS OPPORTUNITY.

TO THE TRUSTEES AS WELL AS OUR SUPERINTENDENT.

I WILL PRESENT THE M/WBE STATISTICAL DATA REGARDING OUR M/WBE QUARTER REPORT.

THE FIRST SLIDE THAT YOU HAVE BEFORE YOU, PAGE NUMBER FOUR, IS ACTUALLY THE 2020 BOND PROGRAM CUMULATIVE TO DATE.

AS FAR AS OUR CONSTRUCTION GOAL IS 30% AND WE HAVE BEEN ABLE TO ACHIEVE 42.94% M/WBE UTILIZATION.

OUR BOND FUND AND PROFESSIONAL SERVICES GOAL IS 35% AND WE HAVE BEEN ABLE TO ACHIEVE 40.48% M/WBE PARTICIPATION. THE NEXT ANALYSIS BEFORE YOU IS THE 2015 BOND PROGRAM.

AGAIN IT IS CUMULATIVE TO DATE ANALYSIS.

CONSTRUCTION GOAL IS 30%.

OUR UTILIZATION IS 52.81%.

PROFESSIONAL SERVICES GOAL IS 35%.

OUR UTILIZATION IS 38.86%.

THE NEXT SLIDE BEFORE YOU IS THE 2008 BOND PROGRAM.

WE HAVE SOME NOMINAL DOLLARS TO REPORT.

SO CUMULATIVE TO DATE, OUR ACTUAL UTILIZATION IS 49% FOR CONSTRUCTION VERSUS A 30% GOAL, 39% FOR PROFESSIONAL SERVICES VERSUS A 35% GOAL.

THE NEXT SLIDE BEFORE YOU IS THE BRIDGE PROGRAM.

AGAIN, WE HAVE A 30% GOAL FOR CONSTRUCTION.

OUR UTILIZATION WAS 73%.

WE HAVE A 35% GOAL FOR PROFESSIONAL SERVICES AND OUR UTILIZATION WAS 25%.

AND AGAIN, THAT IS A CUMULATIVE TO DATE ANALYSIS.

THE NEXT SLIDE WE HAVE BEFORE YOU IS THE CONSTRUCTION MANAGER AT RISK CUMULATIVE TO DATE, AND IT IDENTIFIES THE PROGRAMS AND THE PROJECTS THAT ARE CONSIDERED A FAIL WITHIN THE CONSTRUCTION MANAGER AT RISK SOLICITATION.

AND OUR UTILIZATION IS 30% FOR CONSTRUCTION.

I'M SORRY, THE GOAL IS 30% AND OUR UTILIZATION IS 43.86%.

THE ANALYSIS AT THE BOTTOM ACTUALLY COMPARES FOR YOU THE CONTRACT AWARD BROKEN DOWN BY A CONSTRUCTION MANAGER, THE NAME OF THE SCHOOL, AS WELL AS THE AMOUNT THAT HAS BEEN PAID INCLUSIVE OF THE RETAINAGE.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE FUND 199, GENERAL OPERATING FUND.

WE HAVE A GOAL OF 30%.

OUR ACTUAL UTILIZATION IS 20.88%.

WE DID NOT ACHIEVE THE GOAL.

HOWEVER, WE ARE WORKING DILIGENTLY TO BRING INITIATIVES IN ORDER TO MEET AND ULTIMATELY EXCEED THAT PARTICULAR GOAL.

HOWEVER, I WOULD LIKE TO COMPLIMENT PROCUREMENT SERVICES.

THIS IS ONE OF THE HIGHEST QUARTERS THAT WE HAVE HAD IN A WHILE.

THE NEXT IS THE DISTRICT WIDE TOTAL M/WBE UTILIZATION CUMULATIVE TO DATE.

WE HAVE A GOAL OF 30% AND OUR UTILIZATION IS 22.02% UTILIZATION.

THE NEXT SLIDE BEFORE YOU ACTUALLY PROVIDES AN OPPORTUNITY FOR US TO HIGHLIGHT ONE OF OUR STRATEGIC VENDORS.

[03:10:07]

MR. WILLIAMS AND I HAVE TAKEN THE OPPORTUNITY TO MEET WITH THEM AND ENCOURAGE THEM TO PARTNER WITH CERTIFIED MINORITY AND WOMEN ON SUBCONSULTANTS AS A RESULT IN WORKING WITH CDW GOVERNMENT, WE WERE ABLE TO CAPTURE $811,274 FOR THE PREVIOUS FISCAL YEAR.

SO WE DEFINITELY WANTED TO TAKE AN OPPORTUNITY TO HIGHLIGHT THEIR EFFORTS AND THEIR WILLINGNESS TO PARTNER WITH US.

ALSO, I WOULD LIKE TO TAKE A MOMENT AND PAUSE AND SHARE WITH YOU OUR DALLAS ISD M/WBE DEPARTMENT WAS RECOGNIZED AS THE PUBLIC ENTITY OF THE YEAR BY THE NATIONAL ASSOCIATION OF MINORITY CONTRACTORS, THE DFW CHAPTER.

WE ACTUALLY WON THE GOLDEN SHOVEL AWARD.

IT IS A VERY PRESTIGIOUS AND COVETED AWARD, SO WE ARE VERY PLEASED FOR THE WORK THAT DALLAS ISD AS A WHOLE IS DOING WITHIN THE COMMUNITY.

SO WE DID DEFINITELY WANT TO HIGHLIGHT THAT FOR YOU AS WELL.

TRUSTEES, THAT CONCLUDES OUR REPORT.

SO NOW WE'RE OPEN FOR ANY QUESTIONS THAT YOU MAY HAVE.

TRUSTEE FOREMAN. SO FIRST OF ALL, CONGRATULATIONS ON RECEIVING THE AWARD.

THANK YOU. [APPLAUSE] YOU KNOW, I BELIEVE YOU GUYS DO EXCELLENT WORK.

I DO HAVE JUST A COUPLE OF QUESTIONS.

THE FIRST QUESTION IS GOING TO BE ON PAGE TWO.

AND SO IT'S ON THE M/WBE BONDING REPORT.

YES. FOR BONDS ISSUED.

CAN YOU EXPLAIN THAT A LITTLE BIT MORE FOR ME? BECAUSE THIS IS RELATIVELY NEW.

OK. YES, IN THE PAST, WE'VE JUST SIMPLY PROVIDED FOR YOU THE NUMBER OF COMPANIES THAT HAVE RECEIVED BONDS.

SOME OF THESE COMPANIES HAVE INCREASED THEIR BONDING LIMITS.

SOME OF THEM HAVE HAD NEW BONDING LIMITS.

AS A RESULT OF PARTNERING WITH DALLAS ISD, WE HAVE A COMPANY THAT WE'VE OUTSOURCED, OUR SURETY SUPPORT SERVICES THROUGH, AND THAT IS A CERTIFIED M/WBE COMPANY, SSP CONSULTING, AND WITH THEIR WORK IN WORKING WITH COMPANIES INDIVIDUALLY BY HELPING THEM COMPILE THEIR FINANCES AND MEETING WITH DIFFERENT RESOURCES, FINANCIAL RESOURCES, THEY WERE ABLE TO HELP THEM TO SECURE A BONDING.

THE FIRST ACTUAL COLUMN THAT YOU HAVE IS THE TOTAL AMOUNT BOND REQUESTED.

THE THIRD COLUMN IS ACTUALLY THE SINGLE LINE AMOUNT, AND THEN THE THIRD ONE IS ACTUALLY THE TOTAL AGGREGATED BOND AMOUNT.

SO AGAIN, I WANT TO COMPLIMENT YOU GUYS ON THIS WORK.

MANY PEOPLE MIGHT NOT UNDERSTAND THE GRAVITY OF THE WORK, BUT BECAUSE THE SINGLE MOST IMPEDIMENT TO MINORITY OWNED FIRMS, PARTICULARLY IN THE CONSTRUCTION BUSINESS, IS BONDING.

CORRECT. AND SO I KNOW WE DID IT YEARS AGO.

I'M GLAD TO SEE THAT WE ARE BACK AT THAT WORK.

THIS IS EXCELLENT WORK.

THANK YOU. AND THEN THE THE LAST QUESTION I HAVE IS ON PAGE EIGHT.

YES. AND SO WHEN I LOOK AT THE FIRST SET OF NUMBERS, THAT'S BASED ON THE PAYMENTS THAT HAVE ALREADY BEEN PAID OUT.

THAT IS CORRECT. THAT IS CORRECT.

AND SO WHEN I LOOK AT THE CONSTRUCTION AMOUNT THAT IS ON HERE, LIKE FOR THOMAS JEFFERSON, THE TOTAL CONSTRUCTION DOLLARS IS $75 MILLION.

IS THAT CORRECT? SO I WANT TO MAKE SURE I'M READING THAT CORRECTLY.

THOMAS JEFFERSON? YES. THE AMOUNT THAT HAS BEEN PAID, INCLUDING WE'VE CAPTURED THE RETAINAGE, IS 75 MILLION.

THAT IS CORRECT. SO THE OTHER QUESTION I WOULD HAVE TO ADD TO THIS IS THE TOTAL DOLLAR AMOUNT OF THE CONTRACT.

THEN THAT GIVES ME A LOOK AT ONE GLANCE TO SEE WHAT'S BEEN PAID AND THEN WHAT THE TOTAL AMOUNT OF THAT CONTRACT IS.

MS. FOREMAN IF I COULD GET YOU TO FOCUS ON THE COLUMN THAT SAYS CONTRACT AWARD, IT'S THE NEXT TO THE LAST ONE.

THAT IS THE ACTUAL CONTRACT AMOUNT THAT HAS BEEN APPROVED BY THE BOARD.

OKAY.

I MISSED THAT. THANK YOU SO MUCH FOR FOCUSING ME.

SO THAT'S ALL I HAVE.

[03:15:01]

THANK YOU. TRUSTEE WHITE.

I JUST HAVE A QUICK QUESTION.

I KNOW THAT DR.

WILLIAMS MENTIONED SOME TRAINING DATES.

IS THAT IN HERE SOMEWHERE? YES, IT IS. YES.

BASICALLY, WHAT WE HAVE IS WE HAVE THE ISD DAY, INDEPENDENT SCHOOL DISTRICT DAY, AND THAT IS SCHEDULED FOR NOVEMBER THE 9TH.

AND THE REQUEST FOR PROPOSAL WORKSHOP IS IS NOVEMBER THE 17TH.

AND WE'VE IDENTIFIED THAT ON PAGE TWO FOR YOU AS WELL.

OKAY. THANK YOU SO MUCH.

IN ADDITION TO THOSE WORKSHOPS, WE'RE ALWAYS HAVING ADDITIONAL WORKSHOPS, BUT WE JUST WANTED TO HIGHLIGHT THOSE TWO.

SO THEN ON OUR WEBSITE AS WELL, WE ACTUALLY CONNECT WITH THE COMMUNITY AND LET THEM KNOW OF ALL OF THE UPCOMING WORKSHOPS AND EVENTS THAT WE ARE PARTICIPATING IN OR CONDUCTING.

THANK YOU SO VERY MUCH.

IT'S A GREAT PRESENTATION.

YOU'RE WELCOME. THANK YOU.

ANYONE ELSE? I JUST WANT TO ADD MY THANKS AND KEEP UP THE GREAT WORK.

THANK YOU. THANK YOU.

OH, I'M SORRY.

TRUSTEE HENRY JUST SENT ME A TEXT THAT HE HAS TO HOP OFF AT 4.

OK. DO YOU. DO YOU HAVE A COMMENT ON THIS ITEM TRUSTEE HENRY, M/WBE.

TRUSTEE MICCICHE I ECHO THE SENTIMENTS OF WHAT YOU JUST STATED AND TRUSTEE FOREMAN.

I THINK THEY'RE DOING A WONDERFUL JOB.

I APPRECIATE TRUSTEE FOREMAN HIGHLIGHTING THE EMPHASIS ON GROWING THE BOND CAPACITY FOR SOME OF THEM TO BE CONTRACTORS.

SO I DON'T HAVE ANYTHING ELSE TO ADD.

HIT MY HIGH POINTS. THANK YOU.

OKAY. THANK YOU, SIR. THANK YOU.

LET'S MOVE TO ITEM 8 OF THE AGENDA AND ITEM 9 IS MINUTES FOR APPROVAL.

THOSE WILL BE SUBMITTED BEFORE THE BOARD MEETING.

ITEM 10, OUR POLICY UPDATES AND 10A, CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE AMENDMENT TO BOARD POLICY, AE (LOCAL) EDUCATIONAL PHILOSOPHY (SINGLE READ, SPONSORED BY DR.

LEAR, CHIEF OF STAFF AND RACIAL EQUITY OFFICER).

DR. LEAR. THANK YOU, TRUSTEE MICCICHE.

AE (LOCAL) IS REALLY BROUGHT AS A COMPLEMENT TO THE DISCUSSION THAT WE HAD EARLIER TODAY WITH THE STUDENT OUTCOME GOALS.

AND SO I THINK WE HAD A LOT OF GREAT DISCUSSION EARLIER TODAY, AND ANY REVISIONS OR ADJUSTMENTS THAT WE MAKE WILL BE ALIGNED TO AE (LOCAL), BOTH THE GPMS AS WELL AS THE CONSTRAINTS.

NEXT WEEK WE'LL MEET AS TRIADS.

WE'LL BRING ANY OF THE ADJUSTMENTS TO YOU AND WE WILL BRING IT TO THE NIGHT MEETING.

IF WE HAVE THE BOARD, WE WOULD LOVE TO OR WOULD LIKE TO BRING IT TO THE NIGHT MEETING FOR APPROVAL.

AND IF NOT, THEN WE WOULD BRING IT BACK IN DECEMBER.

SO AE (LOCAL) JUST MIRRORS THE STUDENT OUTCOME GOALS.

OKAY. THANK YOU.

ANY QUESTIONS ON ITEM 10B, WHICH IS ALSO A POLICY UPDATE.

IF NOT, LET'S MOVE TO THE CHIEF OF STAFF DIVISION.

ARE THERE ANY QUESTIONS UNDER CHIEF OF STAFF DIVISION, WHICH ENCOMPASSES ITEMS 13, 14.

YEAH, I HAVE.

WELL 13A, CHIEF DAHLANDER HAS ALREADY EXPLAINED.

HE'S GOING TO TRY TO WORK SOMETHING OUT SO THAT THERE'S A BETTER CLARITY ON WHERE THE GIFTS ARE COMING INTO, WHAT DISTRICT.

SO I'M APPRECIATIVE OF THAT BECAUSE THAT'S SOMETHING I CONTINUE TO ASK.

I DO HAVE ONE AT, ON 14 A.

ANY ANY OTHER COMMENTS ON 13A.

OK. 14A, TRUSTEE FOREMAN.

TIFFANY, THIS IS JUST A GENERAL QUESTION IN REGARDS TO THE IMPROVEMENT PLANS.

[03:20:01]

AND I'M ASSUMING BECAUSE WE DON'T HAVE A COPY OF THEM, I'M ASSUMING THAT THIS WOULD BE OUR SCHOOLS THAT WERE LOWER PERFORMING.

IS THAT CORRECT? YES. ACCORDING TO FEDERAL ACCOUNTABILITY.

YES. YES.

AND I JUST WANTED TO MAKE SURE THAT I HAD A GOOD UNDERSTANDING OF WHAT WE WERE DOING.

THANK YOU. THAT WAS SIMPLE.

ALL RIGHT. TEACHING AND LEARNING DIVISION.

ANY QUESTIONS? ITEM 16A.

LET'S MOVE TO.

TRUSTEE FOREMAN. YOUR LIGHT'S ON.

18D.

ALL RIGHT. ANY ANY QUESTIONS ON ITEMS BEFORE 18D? LET'S MOVE TO 18D.

SO THIS IS A QUESTION.

AND BRIAN, MAYBE IT'S MY OLD AGE SHOWING.

OUR PRIOR PARTNERSHIP AGREEMENTS DIDN'T ALWAYS INCLUDE DALLAS COLLEGE, DID THEY? THE ONES FOR INDUSTRY, IT'S A THREE WAY PARTNERSHIP WITH THE ILA FOR THE P-TECHS, AND SO IT INCLUDES A PARTNERSHIP BETWEEN THE HIGH SCHOOL, THE COLLEGE AND THE INDUSTRY PARTNER.

BUT PREVIOUSLY WE, FOR P-TECH , DID WE INCLUDE DALLAS COLLEGE? YES.

I DON'T RECALL US INCLUDING THEM FOR P-TECH.

WE DID TRUSTEE FOREMAN, BUT THEY WERE ALWAYS LISTED AS D TRIPLE CD BECAUSE IT CATCHES MY ATTENTION JUST BECAUSE THE VERBIAGE IS NOT DIFFERENT.

IT'S DALLAS COLLEGE AND BEFORE THEY ALWAYS SAID DCCD AND I HAD TO GO BACK JUST WITH THE CHANGES THAT OCCURRED.

[9. MINUTES SUBMITTED FOR APPROVAL]

AS A PART OF THE PARTNERSHIP.

[10. POLICY UPDATES]

OKAY. ALL RIGHT.

I WAS JUST TRYING TO MAKE SURE BECAUSE I DIDN'T RECALL THAT.

AND EVEN WHEN I LOOK AT THE SIGNATURE PAGES, I DIDN'T RECALL THE SIGNATURE PAGES BEING THE SAME EITHER.

SO I'LL GO BACK AND LOOK AGAIN, JUST ACCREDIT IT TO MY AGE.

AND I'M SURE WE CAN PULL UP LIKE ONE OF THE PREVIOUS ONES.

WE CAN GRAB, WE CAN PULL ONE FOR YOU, JUST SEND IT TO YOU.

ACTUALLY, WE CAN PULL THE MAGNUM FROM THE PREVIOUS.

OKAY, THAT WOULD BE GOOD.

THANK YOU SO MUCH.

ABSOLUTELY. TRUSTEE JOHNSON.

MINES IS ON A DIFFERENT ONE.

OKAY. ANY OTHER QUESTIONS ON ITEM 18? THOSE ARE ITEMS A THROUGH F? IF NOT, I GUESS.

I HAVE A QUICK ONE. WHICH ITEM? IT IS GOING TO BE 18, THEY'RE KIND OF BASICALLY LIKE ALL OF THEM.

18. A.

YES, MA'AM. MY QUESTION IS TO CONCERNING THE RELATIONSHIPS.

I KNOW THAT UPWARD, UPWARD BOUND IS MENTIONED FOR, I THINK IT'S THE CERTAIN GRADE LEVELS.

AND I BASICALLY JUST WANT YOU GUYS TO EXPLAIN THE RELATIONSHIP THAT THE PROGRAMS HAVE.

[12. CHIEF OF STAFF DIVISION]

ARE THEY HOUSED ON DALLAS COLLEGE CAMPUS TRIO, UPWARD BOUND? AND I KNOW THERE'S ONE MORE THAT I'M MISSING.

ARE THEY ACTUALLY.

TALENT SEARCH WAS THE OTHER REFERENCE. YES, MA'AM.

ARE THEY ACTUALLY HOUSED ON THE COLLEGE CAMPUS OR? THEY SEND OUT SUPPORT TO THE CAMPUSES.

SO IT'S FROM THE COLLEGE.

SO THE SUPPORT IS PROVIDED BY THE COLLEGE AND THEN SENT TO THE HIGH SCHOOL OR THE MIDDLE SCHOOL CAMPUSES.

THEY'RE ESSENTIALLY HOUSED AT EASTFIELD COLLEGE AND THEY COME OUT TO OUR CAMPUS TO SUPPORT OUR STUDENTS.

I THINK THAT'S WHAT YOU'RE ASKING.

RIGHT? RIGHT. YES, MA'AM.

BECAUSE I KNOW THERE WAS A DIFFERENT RELATIONSHIP THAT WAS HAD WITH UPWARD BOUND.

AND CAN YOU JUST BRIEFLY MENTION WHAT EACH ONE OF THESE PROGRAMS ARE GOING TO DO ON THE VARIOUS CAMPUSES, PLEASE? SO FOR THIS PARTICULAR PROGRAM, IT INCLUDES EDUCATIONAL TALENT SEARCH, WHICH IS MOSTLY FOCUSED ON THE MIDDLE SCHOOLS THAT ARE

[03:25:03]

AND SO IT'S REALLY TO ENCOURAGE THOSE STUDENTS TO COMPLETE HIGH SCHOOL AND THEN CONTINUE ON TO POST SECONDARY EDUCATION.

AND SO SOME OF THE THINGS THAT THEY DO, THEY PROVIDE, EXCUSE ME, TUTORING, THEY PROVIDE FINANCIAL ASSISTANCE, THEY PREPARE STUDENTS FOR EXAMS, THEY PROVIDE MENTORING AND OTHER SPECIAL ACTIVITIES FOR SEVENTH, SIXTH, SEVENTH AND EIGHTH GRADE STUDENTS.

FOR UPWARD BOUND, THAT'S MOSTLY FOCUSED ON HIGH SCHOOL STUDENTS.

AND SO THAT PROGRAM AGAIN PROVIDES TUTORING, MENTORING, BUT IT FOCUSES ON THE FEDERAL STUDENT AID,

[15. TEACHING AND LEARNING DIVISION]

[17. STRATEGIC INITIATIVES DIVISION]

TRIO JUST MEANS IT'S A FEDERALLY FUNDED GRANT PROGRAM.

AND SO THEY ALL, THEY BOTH FALL UNDER THAT UMBRELLA.

ALL RIGHT. THANK YOU SO MUCH.

OKAY. I'M SORRY.

WHAT IS YOUR NAME, MA'AM? I'M CHERLY NEVELS.

MS. NEVELS. YES. THANK YOU SO MUCH.

PLEASURE MEETING YOU. YOU TOO.

OKAY. THANK YOU.

LET'S MOVE ON TO INFORMATION TECHNOLOGY DIVISION.

ANY QUESTIONS UNDER ITEMS 20A OR B? I'M SORRY, TRUSTEE.

GO AHEAD. NO, NO.

NO, NO, NO, NO. I'M WRONG.

YOU GO AHEAD. OKAY.

TRUSTEE FOREMAN. [LAUGHTER] HEY, SEAN, THIS IS PROBABLY ONE OF MY CONTINUING QUESTIONS IN TECHNOLOGY.

WE CONTINUE TO SPEND A LARGE AMOUNT OF, A LARGE NUMBER OF DOLLARS IN TECHNOLOGY, AND WE CONTINUE TO BUY NEW TECHNOLOGY.

I'M STILL WAITING FOR A LIST OF WHAT WE ACTUALLY HAVE, WHAT WE'RE USING AND WHAT WE'RE GOING TO GET RID OF, BECAUSE I JUST THINK IT'S IMPORTANT AS TO BE GOOD STEWARDS OF THE TAXPAYERS MONEY.

WE JUST CAN'T KEEP DOING $35 MILLION, $50 MILLION AND NOT HAVE A CLEAR UNDERSTANDING OF WHAT THE END GAME IS.

AND SO SOME OF THESE PROBLEMS WE HAVE, WE KNOW WE'RE NOT USING AND NOT WORKING.

SO I'M STILL ASKING FOR THAT SAME INFORMATION TO BE ABLE TO MAKE A GOOD DECISION IN TERMS OF WHAT WE'RE DOING.

YES, MA'AM. ANYTHING ELSE ON THAT ITEM? NO. ALL RIGHT.

THANK YOU. ITEM 20B.

IT'S KIND OF THE SAME, BUT ON 20B THE QUESTION WOULD BE WHAT, ONE OF THE THINGS WE USED TO DO SEAN ON MANY OF THESE PROCUREMENTS.

I DIDN'T MEAN TO LET YOU GET AWAY BEFORE I SAID SOMETHING, BECAUSE I DON'T WANT TO MAKE YOU RUN.

BUT ONE OF THE THINGS WE USED TO DO, AND PARTICULARLY FOR TECHNOLOGY, SINCE IT'S SUCH A LARGE AMOUNT OF MONEY, IS TO LOOK AT OUR PREVIOUS SPENDS ON OUR CONTRACTS AND HAVE THAT AS A PART OF THE PACKAGE SO THE TRUSTEES WILL KNOW WHAT THE PREVIOUS SPEND WAS AND THEN OF COURSE, AND THEN ASKING FOR THE ADDITIONAL SPEND.

I'D BE HAPPY TO DO THAT.

THANK YOU. OKAY, THAT BRINGS US UP TO THE FINANCIAL SERVICES DIVISION.

ANY QUESTIONS? TRUSTEE JOHNSON WHAT ITEM WERE YOU ASKING ABOUT? OKAY. SO LET'S SEE.

23. 23.

ALL RIGHT, TRUSTEE FOREMAN.

TO MAKE A.

YES, MA'AM. I WANT TO FIRST OF ALL, THANK YOU FOR TAKING THE TIME TO MEET WITH ME TO TRY TO TALK ABOUT SOME OF THE ISSUES THAT I MIGHT HAVE.

EXCUSE ME. WHAT I'D LIKE TO SEE DONE IS, BECAUSE I STILL HAVE SOME QUESTIONS REGARDING THE UPTICK IN THE PROCUREMENT FOR OFFICE SUPPLIES.

WE ALMOST DOUBLED THE AMOUNT, AND WE ONLY SPENT PRETTY MUCH THE AMOUNT THAT WE SAID WE WERE GOING TO SPEND IN THE LAST FIVE YEARS.

LOOKING AT THE DOCUMENT.

SO WHAT I'D LIKE TO SEE IS, IS THAT IF YOU COULD GET THEM TO GO BACK AND GIVE ME, FOR EACH ONE OF THESE OFFICE SUPPLY COMPANIES, HOW MUCH WE ACTUALLY SPEND

[03:30:09]

SO IF YOU COULD DO THAT FOR ME, I WOULD APPRECIATE IT.

YES, MA'AM. THANK YOU SO MUCH.

OK. ANYONE ELSE FOR ITEM 23? LET'S MOVE TO ITEM 24.

TRUSTEE JOHNSON. WHAT ITEM? YES, I WAS JUST WANTING CLARITY.

IS IT THE SAME THING THAT BROTHER DWYANE WAS TALKING ABOUT WITH THE BOND, THE $600 MIL? IS THAT THE SAME THING YOU WERE TALKING ABOUT THE LAST TIME WE TALKED, WE MET? YES, SIR. OKAY.

WHAT DO WE WANT TO DO WITH.

I SEE WHAT'S HERE. BUT WHAT ARE WE REALLY, WHAT ARE WE TRYING TO DO IS WHAT I'M TRYING.

IS THIS IS WHERE WE'RE SELLING THE BONDS? YES. SO ITEM, ARE YOU REFERENCING 24C? 24C. IT LOOKS LIKE IT'S 24C YES.

WE ARE REQUESTING AUTHORIZATION TO SELL $600 MILLION IN BONDS.

OKAY, I GUESS IT'S THE ULT, THIS MAY SEEM LIKE I'M REALLY OFF ON THIS.

WHO IS THE COMPANY? WHAT'S GOING, HOW THIS WORK? I KNOW WE WE'RE TRYING TO GET SOMETHING SHOWING IN THE BACKGROUND, ME AND TRUSTEE HENRY WAS SAYING SOMETHING ABOUT THIS THE LAST TIME.

[19. INFORMATION TECHNOLOGY DIVISION]

WE HAVE UNDERWRITERS THAT GO OUT AND MARKET THOSE BONDS TO THEIR INVESTORS.

AND WE HAVE A LIST OF THOSE INVESTORS OR THOSE UNDERWRITERS THAT PERFORM THAT SALE FOR US.

AND ONCE THE SALE IS DONE, THAT'S HOW WE GET THE PROCEEDS TO THEN BE ABLE TO DO CONSTRUCTION.

SO THIS $600 MILLION IS OUT OF THE 2020 BOND, AND THAT WILL ALLOW US TO CONTINUE WITH THE PROJECTS THAT WE HAVE GOING ON.

OKAY. THANK YOU. CAN I TALK TO YOU OFFLINE? ABSOLUTELY. THANK YOU SO MUCH.

TRUSTEE FOREMAN.

SO, DWAYNE, YOU KNOW YOU'RE MY FAVORITE [LAUGHTER].

SO I WANT TO THANK YOU AND TAMIKA FOR UNDERSTANDING THE VALUE OF MAKING SURE THAT YOU HAD MINORITY PARTICIPATION ON THIS, BECAUSE THAT'S BEEN A CONSTANT CONVERSATION, AND I'M APPRECIATIVE OF THAT.

AND YOU STAY MY FAVORITE AS LONG AS YOU DO THAT.

TRUSTEE MICCICHE.

I DON'T KNOW IF I'M IN LINE.

I'D LOVE TO SPEAK ON THIS TOPIC.

YES, BRIEFLY. I JUST WANT TO ECHO, TRUSTEE JOHNSON BROUGHT UP BRINGING THIS UP AT ANOTHER MEETING.

CAN YOU FURTHER, TAMIKA OR DWAYNE, CAN Y'ALL FURTHER EXPLAIN UNDERWRITERS AND WHAT THEY DO AND HOW THEY OPERATE? AND THEN ALSO HOW THEY BECOME AN UNDERWRITER, A POTENTIAL UNDERWRITER FOR DALLAS ISD.

SO I GUESS I'LL START FROM THE BEGINNING.

SO THERE'S AN RFP THAT GOES OUT FOR THOSE COMPANIES TO SUBMIT THEIR INFORMATION AS IT RELATES TO THEIR ABILITY TO PERFORM THE SERVICES OF PROVIDING INVESTORS TO SELL BONDS.

THAT'S EVALUATED AND THAT LIST IS THEN GIVEN TO THE BOARD.

IT'S GIVEN TO THE BOARD IN THREE CATEGORIES.

IT'S NATIONAL FIRMS, REGIONAL FIRMS, AND THEN M/WBE FIRMS, AND THEN THE COMPANIES SELF REPORT WITH WHERE THEY FALL.

NOW THERE ARE SOME M/WBE FIRMS THAT ARE ALSO NATIONAL FIRMS. AND SO THEN ONCE THAT LIST IS APPROVED AND WE HAVE A SALE, THEN WE EVALUATE WHAT THAT SALE IS AND AND DETERMINE WHICH OF THE UNDERWRITERS THAT WE WILL WORK WITH.

SO IN SOME CASES, FOR INSTANCE, WE'VE HAD REFUNDING OF TAXABLE BONDS AND THERE'S COMPANIES THAT ARE STRONG IN THAT.

[21. FINANCIAL SERVICES DIVISION]

SO FOR THIS PARTICULAR SALE WE DO HAVE SEVEN UNDERWRITERS AND WE WILL MEET OR ANTICIPATING BASED ON THE FEES THAT WILL BE CHARGED, WE WILL MEET OUR 30% M/WBE GOAL.

OKAY. THANK YOU FOR THAT AND THANK YOU FOR HAVING THAT TYPE OF RACIAL EQUITY LENS.

AND IN THE UNDERWRITING PROCESS, I HAVE TWO QUESTIONS.

SO ONE'S ON THE RFP PROCESS AND THE OTHER IS JUST INTERNAL SELECTION OF WHO UNDERWRITES WHAT PIECE.

[03:35:04]

WHAT , IF ANYTHING, DO WE DO INTERNALLY, MEANING DISD, TO VERIFY THE SELF-IDENTIFICATION OF M/WBE? SO IF A FIRM IDENTIFIES THEMSELVES AS M/WBE, THAT IS PART OF THE EVALUATION THAT OUR M/WBE DIVISION THEN VERIFIES TO GIVE THEM POINTS OR NOT, DEPENDING ON WHAT INFORMATION THEY SUBMIT.

SO THEY'RE IDENTIFYING WHATEVER THE CATEGORY IS THAT THEY FALL INTO AND THEY IDENTIFY WHERE THEIR CERTIFICATION CAME FROM.

AND THEN M/WBE THEN VERIFIES THAT AND SAYS, YES, AND YOU GET POINTS ACCORDINGLY.

AND WHEN THE BOARD.

SO. SORRY DEWAYNE.

I JUST NEED TO INSERT MYSELF HERE SO I CAN UNDERSTAND.

THE M/WBE DEPARTMENT IS USING THE.

SO DWAYNE THOMPSON LLC APPLIES AND SAYS I'M AN M/WBE.

AT SOME POINT IT THEN GETS TO A M/WBE OFFICE AND THEY ASSIGN POINTS BASED ON DWAYNE'S SELF IDENTIFICATION OF M/WBE.

IS THAT CORRECT? YES, THEY IDENTIFY.

THEY SCORE EACH AND EVERY VENDOR, WHETHER THEY'RE IDENTIFIED AS M/WBE, BECAUSE THERE ARE SOME POINTS TO GET.

SO YOU GET A SEPARATE AMOUNT OF POINTS FOR BEING.

RIGHT. WHAT I'M ASKING IS, DOES ANYONE ON OUR END DOUBLE CHECK, FOR LACK OF A BETTER WORD THE COMPANY'S SELF IDENTIFICATION AS M/WBE ? YES. SO I WAS WONDERING IF ANNIE IS STILL IN THE ROOM.

BUT YES, THEY, WE CONFIRM THOSE INDIVIDUALS AGAINST THE CERTIFICATION THAT THEY CLAIM THAT THEY ARE CERTIFIED UNDER.

SO, YES, THAT'S PART OF WHAT ANNIE DOES.

THAT ANSWERED MY QUESTION ON RFP.

AND AFTER THE RFP COMES THROUGH AND BRING THE SEVEN FOLKS BEFORE THE BOARD AND WE APPROVE THEM, IS IT A COLLECTIVE GROUP OF FOLKS THAT DECIDE WHO WILL UNDERWRITE WHAT PORTION? IS IT A CAPACITY DECISION? HOW DOES THAT ACTUAL, THIS IS SUPER ADMINISTRATIVE, BUT IT'S JUST INFORMATIVE FOR ME.

HOW IS THAT DECISION MADE? SO WE HAVE CONVERSATIONS INTERNALLY WITH OUR FINANCIAL ADVISORS AS TO THE SIZE OF THE BOND, THE MAKEUP OF WHAT THE, WHAT WE'RE DOING, LIKE IF IT'S TAXABLE OR NOT TAXABLE. AND WE ALSO LOOK AT WHO'S PARTICIPATED IN THE PAST AND IN SOME WAYS HOW WELL THEY'VE DONE.

AND THAT'S ONE OF THE THINGS, THE LAST PORTION IS.

ONE OF THE THINGS WE'RE REALLY FOCUSED ON RIGHT NOW IS HOW DOES ANYONE THAT'S PARTICIPATED IN OUR OUR PAST SALES, HOW WELL DID THEY PERFORM? THEY GOT PAID, BUT DID THEY BRING ENOUGH ORDERS AND QUALITY ORDERS TO THE TABLE? OKAY. ALL RIGHT.

THANK YOU BOTH FOR ANSWERING THESE QUESTIONS AND THE APPROACH WE'RE TAKING.

THAT'S ALL I HAVE YOU TODAY.

OKAY. THANK YOU.

TRUSTEE FLORES. THIS IS ON 24? YEAH. SO, YOU KNOW, WE'VE DONE THIS THING A BUNCH OF DIFFERENT WAYS, AND I JUST WANT TO KIND OF GET Y'ALL'S ASSURANCE BECAUSE THIS IS LIKE A CONSORTIUM DEAL, RIGHT? LIKE THERE'S A GROUP OF THEM.

THAT'S CORRECT. RIGHT. SO THEY COME AS A CONSORTIUM AND SAY, HEY, WE'RE ALL GOING TO GO OUT TO WALL STREET AND WE'RE GOING TO SELL THESE BONDS.

SO WHEN WE DID THIS A BUNCH OF YEARS AGO, WHAT WE DISCOVERED AFTER THE SALE OF BONDS HAD OCCURRED IS THAT ONE OF THE VENDORS DID ALL THE SALES AND SIX OF THEM MADE NO SALES, BUT YET THE MONEY GOT DIVIDED UP BASED ON THEIR PERCENT OF THE CONSORTIUM.

SO I JUST WANT TO MAKE SURE THAT IT'S GOING TO BE FAIR AND THAT THE PEOPLE WHO ACTUALLY SELL THE BONDS ARE GOING TO GET THE COMPENSATION FOR THEIR PERCENT OF THE SALE OF THE BONDS.

AND IF YOU SOLD 30%, YOU'RE GOING TO MAKE 30%.

IF YOU SOLD 2%, THEN YOU'RE GOING TO GET 2%.

AND I KNOW THE LAST TIME WE DID A CONSORTIUM SALE, I WAS TOLD, YES, THAT'S THE CASE, NO PROBLEM.

WE'RE GOOD. SO AS LONG AS THAT'S THE CASE, NO PROBLEM, WE'RE GOOD, THEN I'M GOOD TO GO.

SO LET ME ANSWER THAT QUICKLY.

WE HAVE CERTAIN CERTAIN GUIDELINES AND STANDARDS OF THE PARTICIPATION.

BUT I WANT TO BE CLEAR IN THE ACTUAL SALE, AND I'M GOING TO GIVE YOU A SPECIFIC EXAMPLE.

SO TAMIKA AND I ARE THE, A COUPLE OF THE UNDERWRITERS, AND SHE'S ABLE TO BRING A MAJOR INVESTOR THAT WANTS TO PURCHASE AN ENTIRE, WE HAVE $50 MILLION BEING PAID BACK AT ONE TIME.

AND SHE BRINGS AN INVESTOR ALL $50 MILLION THAT'S AT 3% AND MYSELF AND FIVE OTHER PEOPLE BRING $10 MILLION AT 4%. SO THAT PARTICULAR REPAYMENT HAS BEEN COVERED.

WE'RE GOING TO GO WITH THE LOWER PRICE, EVEN THOUGH I, IN FACT, AND MY COLLEAGUES BROUGHT A VIABLE OPTION.

[03:40:01]

THE QUESTION IS WHERE THEY QUALITY AND WE COULD HAVE TAKEN THEM HAD IT NOT BEEN FOR WHAT SHE BROUGHT TO THE TABLE.

RIGHT. SO THERE'S, IT'S MORE THAN A, BUT WE ARE LOOKING AT THOSE NUMBERS.

I WANT TO ASSURE YOU WE ARE LOOKING AT WHO PARTICIPATES.

NO DOUBT ABOUT THAT.

AND THE FINANCIAL ADVISORS AND TAMIKA AND I MET YESTERDAY, I BELIEVE, ON THAT PARTICULAR TOPIC TO GO BACK OVER THAT.

BUT THERE ARE SOME NUANCES THAT CAUSE, I DID MY WORK, BUT SOMEBODY ELSE JUST HAD A, YOU KNOW, A MORE HUNGRY INVESTOR AND WOULD TAKE A LOWER INTEREST RATE.

OK THAT ACTUALLY, THAT HELPS A LOT.

I JUST, MY POINT IS, I JUST WANT TO KNOW Y'ALL ARE LOOKING AT IT AND I APPRECIATE THE NUANCE BECAUSE THESE THINGS ARE NEVER AS SIMPLE AS THEY LOOK.

SO NOW I'M GOOD.

REALLY APPRECIATE IT. THANKS.

OKAY. ANYTHING ELSE ON ANY OTHER ITEM ON 24? 25? ITEM 26? 26. 26A? B. THE SUSPENSE IS OVER.

IT'S 26B.

[LAUGHTER] JUST ONE QUESTION.

I'VE HEARD A FEW THINGS THAT'S GOING OVER HERE IN MY SCHOOL OVER IN WEST DALLAS STEM.

WHEN WE DID THIS, EVERYONE TOLD US CMAR WAS GOING TO BE GREAT.

I SUPPEDORT THE ADMINISTRATION.

I READ THIS AND IT SAYS NOW THAT WE WANT TO GO BACK TO CSP TO SAVE THE DISTRICT MORE MONEY.

DID I READ THAT CORRECT? THAT'S CORRECT. WE'RE GOING TO GMP3.

WE'RE WORKING ON GMP 3, AND WE COULD NOT REACH AN AGREEMENT WITH THE CMAR INDIVIDUAL.

AND IN THE CONTRACT, IT CLEARLY STATES THAT IF WE CAN'T REACH AN AGREEMENT, THEN WE WILL MOVE ON AND WE WILL GO TO CSP.

AND THAT'S WHAT WE'RE CHOOSING TO DO.

NOW ONCE WE TAKE BIDS, WE WILL SEE IF WE WERE ACCURATE OR NOT ON THAT WE COULD HAVE GOT IT FOR A LESSER PRICE.

THAT IS OUR BELIEF RIGHT NOW.

OKAY, SO HOW MUCH? WHAT AMOUNT ARE WE LOOKING AT HERE? I'M LOOKING HERE.

SO I'M THINKING THERE'S LIKE $10 OR $12 MILLION LEFT ON THE ON THAT PROJECT.

SO $10 OR 12? YEAH. I'M TRYING TO READ MY NOTES HERE I GOT 10 MINUTES. I'LL GIVE YOU TIME.

OKAY. SO THE FIRST GMP WAS 24 AND, SO IT'S 10.

SO YEAH, BECAUSE THE OVERALL BUDGET WAS 40 IN THERE, WE'VE ALREADY HAD TWO GMPS FOR 30.

SO FOR THE LAST 10 WE CANNOT FINISH THE WORK WITH THE CURRENT, WHATEVER.

I GUESS IT'S REEDER OUT THERE.

IT'S REEDER. WE JUST DON'T BELIEVE THAT THE PRICE THAT THEY ARE, IS GOING TO EXCEED THE 10 AND WE DON'T BELIEVE THAT THAT IS THE LEGITIMATE PRICE.

MY CONCERN IS WHEN WE, WHEN YOU GUYS TALK AND SAY, TRUST US ON THIS, AND THEN WE COME BACK AND SAY IT'S GOING TO SAVE US MORE MONEY. THAT BRINGS A RED FLAG BECAUSE TRUSTEE FOREMAN WAS SAYING THAT IT'S NOT GOING TO SAVE US MONEY AND SHE WAS PUSHING CSP. SO TO HEAR THIS, NOW I'M LOOKING AT TRUSTEE FOREMAN AND SAYING, MAYBE SHE'S RIGHT.

SO I'M JUST ASKING CONCERNING THIS BECAUSE THAT BRINGS A RED FLAG, BECAUSE I'M SUPPORTING BECAUSE ADMINISTRATION SAID SUPPORT IT.

SO THAT'S CONCERN FOR ME NOW.

SO THE TWO THINGS IS IF WE WERE ABLE TO, IN GMP 3 TO GET IT TO WHAT WE BELIEVED WAS, WHAT WE BELIEVE IS THE CORRECT AMOUNT FOR THE SCOPE THAT'S LEFT, WE WOULD BE CONTINUING WITH THE CSP.

BUT CURRENTLY WITH THE NEGOTIATIONS THAT HAVE HAPPENED, WE DON'T BELIEVE THAT WE CAN MOVE FORWARD.

AND SO THAT'S WHY WE'RE ASKING FOR A CHANGE.

OK. WE CAN TALK LATER. THANK YOU SO MUCH.

OK ANYTHING ELSE UNDER ITEM 26? ALL RIGHT. LAST ITEM IS ITEM 27, TRANSPORTATION AND FLEET SERVICES.

OK. THAT'S THE CONCLUSION OF OUR AGENDA.

SO THE TIME IS NOW 4:11 P.M.

AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.