Dec 01, 2022 Board Briefing

[INAUDIBLE] IT IS 11:33 A.M..

[00:00:04]

I WANT TO WELCOME TO THE BOARD BRIEF AND A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

WILL YOU PLEASE STAND AND JOIN ME FOR A MOMENT OF SILENCE, A PLEDGE OF ALLEGIANCE AND SALUTE TO THE TEXAS FLAG.

THE BOARD WOULD ALSO AT THIS TIME LIKE TO OFFER OUR SINCERE CONDOLENCES TO THE FAMILY OF MR. GAIL DUPREE. MR. DUPREE HAD A PROFOUND IMPACT ON THE LIVES OF STUDENTS IN THIS DISTRICT FOR OVER 40 YEARS AND WILL BE DEEPLY MISSED.

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

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

WE HAVE DISTRICT TWO TRUSTEE JUSTIN MARSHALL.

DISTRICT THREE TRUSTEE DAN MICCICHE DISTRICT FOUR TRUSTEE CAMILE WHITE.

DISTRICT SEVEN TRUSTEE BEN MACKEY.

DISTRICT EIGHT TRUSTEE JOE CARREÓN.

OUR SUPERINTENDENT OF SCHOOLS DR.

STEPHANIE ELIZALDE JOINS US.

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

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

TRUSTTE CARREÓN. [SPANISH] THANK YOU.

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

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT LAWFUL MEETINGS, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHER FIRST AMENDMENT RIGHTS.

SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY.

IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO BECOMES BOISTEROUS OR DISRUPTIVE WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE, FAIRLY WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.

I DON'T THINK I SEE ANY ONE ON THE AGENDA.

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

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

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

THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION, THE BOARD WILL RETIRED TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER 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.

551.072 TO DELIBERATE THE PURCHASE EXCHANGE LEASE SELL OR VALUE OF REAL PROPERTY.

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

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

551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059 . 055B OR THE DEPLOYMENT OF MORE SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.

551.129 TO CONSULT WITH ITS' ATTORNEY BY USE OF TELEPHONE CONFERENCE CALL VIDEO CONFERENCE CALL COMMUNICATIONS OVER THE INTERNET AND OPEN MEETING AND AND OR CLOSE MEETING. BEFORE WE GO TO CLOSE MEETING, DR.

ELIZALDE IS GOING TO SAY A FEW WORDS.

THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD, AND TO OUR ENTIRE COMMUNITY, I WANT TO TAKE A MOMENT TO HONOR A BELOVED EDUCATOR, A STUDENT ADVOCATE, MY FRIEND, AND ALL AROUND GREAT GUY WHO PASSED AWAY THIS WEEK AFTER AN ILLNESS.

FOR 40 YEARS, GAIL DUPREE IMPACTED THE LIVES OF STUDENTS IN DALLAS ISD.

GAIL OR DUPREE, AS MANY OF US CALLED HIM, STARTED AS A TEACHER AND COACH AT HILLCREST HIGH SCHOOL.

HE ALSO SERVED AS AN ASSISTANT PRINCIPAL AT THOMAS JEFFERSON AND HILLCREST HIGH SCHOOLS BEFORE TAKING THE HELM AT CARTER HIGH SCHOOL AS PRINCIPAL

[00:05:07]

THOSE WHO REMEMBER HIM WILL ALWAYS THINK OF HIS LARGER THAN LIFE STATURE AND HIS GREAT SMILE.

BUT MORE IMPORTANTLY, WE WILL ALWAYS REMEMBER HIS LARGER THAN LIFE HEART FOR STUDENTS AND THE DIFFERENCE HE MADE IN THEIR LIVES AND FRANKLY, IN MINE.

GAIL WAS ALWAYS THERE FOR ME.

I REMEMBER TAKING THE ROLE OF CHIEF OF SCHOOLS AND GAIL TAKING TIME TO COME BY AND TELL ME HE WAS THERE FOR ME.

GAIL IS TRULY SOMEONE I CAN TELL YOU THERE WAS NEVER A CONVERSATION THAT GAIL DUPREE EVER SAID A NEGATIVE THING ABOUT A SINGLE PERSON OR EVENT.

HE WAS THE MOST JOYFUL PERSON I HAVE EVER KNOWN.

HE WILL BE MISSED TREMENDOUSLY, AND OUR DEEPEST SYMPATHY GOES OUT TO HIS FAMILY AND ALL THOSE WHO ARE FEELING THE IMPACT OF THIS INCREDIBLE LOSS.

AND I WOULD WANT US ALL TO REMEMBER THAT HE WOULD WANT US TO REMEMBER HIM IN JOY.

THANK YOU TO GAIL DUPREE FOR HIS SERVICE TO ALL OF US.

THANK YOU, DR. ELIZALDE. THE TIME IS 11:39, AND WE'RE NOW IN CLOSED SESSION.

AT THE TIME IS NOW 12:11 P.M.

AND WE'RE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION TRUSTEES.

[6. VISION/PROGRESS MONITORING]

DR. ELIZALDE.

THANK YOU, PRESIDENT HENRY.

MEMBERS OF THE BOARD, I'M GOING TO TURN IT OVER TO DR.

BRIAN LUSK, WHO WILL PRESENT THE UPDATE.

THANK YOU, DR. ELIZALDE, AND GOOD AFTERNOON, PRESIDENT HENRY.

MEMBERS OF THE BOARD, AS WE GET STARTED WITH THIS PRESENTATION OF STUDENT OUTCOME MONITORING, WE TODAY WILL BEGIN WITH WHAT WE WILL ACTUALLY REVIEW TODAY, 5.1 GPM, 5.1 AND 5.4.

IN ADDITION, WE WILL ALSO REVIEW CONSTRAINTS 1.1 THROUGH 1.3.

SO AS WE START THE EXECUTIVE SUMMARY JUST AT A HIGH LEVEL, THEN WE'LL DIVE INTO THESE THESE DATA IN JUST A MOMENT.

BUT FOR THE TEXAS SUCCESS INITIATIVE, WE LANDED AT 25.3 OF STUDENTS BEING MET ON THE TSIA TEXAS ACCESS INITIATIVE, WHICH ALSO IS INCLUSIVE OF SAT AND ACT.

WE DID FALL SHORT OF THE TARGET, WHICH WAS 32.

FOR THE SECOND BULLET FOR P-TECH AND EARLY COLLEGE STUDENTS EARNING 60 HOURS OR AN ASSOCIATE DEGREE.

WE LANDED AT 60.6 FOR THE STUDENTS WHO JUST GRADUATED HERE THIS PAST MAY.

AND THEN FINALLY FOR THE THIRD BULLET FOR STUDENT, FOR STUDENT RESPONSES IN GRADES 3 THROUGH 12 OR FOR THE SCHOOL SURVEY DATA.

OUR CLIMATE WAS SCHOOL, CLIMATE WAS 63, SAFETY WAS 48.

AND A SENSE OF BELONGING, EXCUSE ME, WAS 56.

SO NOW WE'LL TURN TO GPM 5.1 AND DIVE A LITTLE BIT DEEPER.

AS A REMINDER, GPM 5.1 IS A LAGGED DATA REPORT.

AND SO AS WE REVIEW THE TEXAS TEXAS SUCCESS INITIATIVE DATA AGAIN INCLUSIVE OF TSIA AND SAT AND ACT, JUST KEEP IN MIND THAT THESE ARE DATA FROM THE YEAR GRADUATES OF 21.

SO THESE ARE ALMOST A YEAR AND A HALF OLD NOW.

BUT THE REASON BEING THAT THESE ARE LAG DATA.

AND SO AS I MENTIONED EARLIER, WE LANDED AT 25.3 AND THE TARGET WAS 32.

BUT YOU MAY RECALL THAT WE JUST DID ADJUST THE TARGET LAST MONTH IN OUR IN OUR YOU ALL APPROVED THE TARGET TO BE AT 27 FOR THIS UPCOMING YEAR AND BELOW. I MEAN, JUST ONE MOMENT, IF YOU WILL.

OF COURSE, BELOW WE HAVE THE DATA TABLE THAT PROVIDES YOU NOT ONLY THE PERCENT OF STUDENTS MET, BUT ALSO ADDITIONALLY THE NUMBER OF STUDENTS WE'VE HEARD YOU ASKED MULTIPLE TIMES ABOUT WHAT ARE THE ACTUAL NUMBERS AS WELL.

SO MOVING TO THE GPM 5.4, THIS MEASURES THE PERCENT OF STUDENTS WHO EARN AN ASSOCIATE DEGREE OR 60 HOURS THROUGH OUR P-TECH AND EARLY COLLEGE PROGRAMS. AND FINAL DATA CLEANUP.

AS MENTIONED, WE ARE AT 60.6 AND FOR THE CLASS OF 22, THAT REPRESENTS 837 STUDENTS, WHICH IS 11% ESSENTIALLY OF THE GRADUATING SENIORS FOR THAT COHORT.

AND NOW I'LL TURN OVER TO DR.

LEAR. THANK YOU, DR.

LUSK, AND GOOD AFTERNOON.

PRESIDENT HENRY FORD AND DR.

ELIZALDE. THIS SLIDE REALLY CONTAINS THE CONSTRAINT PROGRESS MEASURES FOR 1.1, WHICH DEALS WITH CAMPUS CLIMATE.

1.2 IS WITH CAMPUS SAFETY, AND 1.3 IS A SENSE OF BELONGING.

DURING OUR GOAL AND CONSTRAINT DEVELOPMENT.

THE GOAL REQUESTED THAT STAFF AT THESE CONSTRAINTS THAT FOCUSED ON STUDENT VOICE.

AND SO WE AGREED AT THAT TIME TO DETERMINE THE BASELINE IN DECEMBER.

[00:10:05]

SO THAT LANGUAGE IS REFLECTED, THE SAME LANGUAGE IS REFLECTED IN AE LOCAL.

SO IF WE LOOK HERE, WE SEE THE BASELINE DATA FOR CAMPUS CLIMATE WAS AT 63%, CAMPUS SAFETY WAS AT 48% AND SENSE OF BELONGING IS AT 56%.

AND REAL QUICK, I'M GOING TO STAY THERE FOR A SECOND.

SO GIVEN THIS BASELINE DATA, WE TOOK INTO CONSIDERATION THE NATIONAL AVERAGE IN DETERMINING WHAT OUR ENDPOINT WOULD BE FOR 24-25, WHICH IS LOCATED IN THE FINAL COLUMN.

SO YOU SEE WE HAVE A FIVE POINT GAIN FOR CAMPUS CLIMATE.

WE WERE CONSIDERABLY LOWER IN CAMPUS SAFETY, SO WE HAVE A TEN POINT GAIN AND FOR A SENSE OF BELONGING WE WERE AT 56.

AND SO HERE WE HAVE AN EIGHT POINT GAIN TO 64.

ON THIS TABLE IT REALLY SHOWS THE PERCENT OF EACH STUDENT GROUP THAT RESPONDED POSITIVELY TO THE THREE CATEGORIES.

THE AGGREGATE DATA IS IMPORTANT.

HOWEVER, THE DISAGGREGATED DATA IS ALSO IMPORTANT BECAUSE IT REALLY HELPS US DETERMINE WHERE THE GAPS EXIST.

THAT COULD BE MASKING OR COULD BE MASKED IN THE AGGREGATE.

SO THIS DATA IS REALLY PROMPTING OUR TEAMS TO HAVE DISCUSSIONS ON WHAT ADDITIONAL ACTIONS AND RESOURCES THAT ARE NEEDED OR REQUIRED TO BRIDGE THE GAPS AND IMPROVE THE OVERALL STUDENT PERCEPTIONS.

OKAY, NOW WE'LL TURN TO THE INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS FOR 5.1 AND 5.4.

SO FIRST, I'LL START WITH 5.1.

OF COURSE, AND I WOULD START IN THE INPUT COLUMN.

AND JUST AS A REMINDER, WE DID OFFER A TSIA TESTING FOR ALL SENIORS.

LAST YEAR, OUR EFFORT WAS TO MAKE SURE THAT EVERY SENIOR WHO WAS NOT MET THROUGH SAT OR ACT COLLEGE READY, THAT IS, HAD THE OPPORTUNITY TO TAKE TSI EITHER AGAIN OR FOR THE FIRST TIME IF THEY HADN'T TAKEN IT.

AND SO THAT DEFINITELY HELPED US MAKE SOME PROGRESS.

IN ADDITION, OF COURSE, WE HAVE TSIA SAT AND ACT BOOT CAMPS ACROSS THE DISTRICT AND WE HOLD THEM REGIONALLY SO THAT OUR STUDENTS HAVE ACCESS ACROSS THE CITY SO THAT THEY CAN VERY EASILY MAKE IT TO A LOCATION AND GET THE SUPPORT THAT THEY NEED.

MOVING OVER TO THE OUTPUTS TO DATE 45.1.

AS MENTIONED, LAST YEAR WE HAD TSIA FOR ALL, AND WHILE THAT WAS HELPFUL, WE ACTUALLY GOT MORE STRATEGIC AND FOCUS ON THAT THIS YEAR AND WENT FROM 79% OF OUR SENIORS LAST YEAR WHO TOOK THE TSIA WHO NEEDED TO TAKE IT TO 87% THIS YEAR.

IN ADDITION THAT THAT CHANGE THAT WE MADE ALSO HELPED US TO GET FROM 17% JUST PRIOR TO THE ADMINISTRATION IN OCTOBER TO 22%. SO WE SAW A 5% GAIN IN A ONE WEEK ADMINISTRATION FOR THE SENIORS WHO ARE NOT MET.

AND THEN MOVING TO THE FAR RIGHT COLUMN, I THINK WE'VE MADE SIGNIFICANT CHANGES IN THE WAY WE'RE APPROACHING TSI, AND I THINK IT WILL MAKE A DIFFERENCE.

AND HERE ARE JUST A FEW.

SO ONE OF ONE OF THEM IS TO ACTUALLY PUT THE TSIA ASSESSMENT AT THE CONCLUSION OF ALGEBRA TWO AND ENGLISH THREE.

MUCH OF THE CONTENT IN THESE ASSESSMENTS SIT IN ALGEBRA TWO AND ENGLISH THREE.

AND SO WE HAVE MADE A DECISION AS A DISTRICT TO MOVE THE ASSESSMENTS AT THAT POINT.

SO AS THE STANDARD STUDENTS WILL TAKE THE TSIA AT THAT POINT, WHICH WE FEEL VERY CONFIDENT WILL MAKE A BIG DIFFERENCE.

IN ADDITION, THIS YEAR WE ALSO MOVED THE TSIA ASSESSMENT TO TWO ONE WEEK WINDOWS PER THE DIRECTION OF SCHOOL LEADERSHIP AND CHIEF HUITT.

SO STUDENTS, SENIORS WHO ARE NOT MET HAD A WINDOW BEGINNING OCTOBER 31ST TO I THINK IT WAS THE 4TH, AND THEN THEY'LL HAVE ANOTHER ONE IN THE SPRING.

AND SO IT REALLY GIVES US A CLEAR VIEW IN A VERY FINITE TIMELINE TO MAKE SURE THAT ALL STUDENTS WHO NEED TO TAKE THE TSIA, TSIA I SHOULD SAY, DO IT, AND THAT'S BEEN HELPFUL.

IN ADDITION, IN COLLABORATION WITH RACIAL EQUITY LAST YEAR AND DR.

BLAIR AND HER TEAM, WE HAVE A COLLEGE ASSESSMENT COORDINATORS AT NINE CAMPUSES WHERE WE HAVE A LARGER REPRESENTATION OF AFRICAN AMERICAN STUDENTS SO WE CAN AIM AT EQUITY VERY IN A VERY FOCUSED WAY. AND SO WE HAVE COLLEGE ASSESSMENT COORDINATORS WHO ARE PROVIDING SUPPORT TO OUR STUDENTS, THEY'RE MENTORING OUR STUDENTS, THEY'RE PROVIDING INSTRUCTION TO OUR STUDENTS OUTSIDE OF THE CLASSROOM OR OUTSIDE OF THE SCHOOL DAY IN AN OPPORTUNITIES WHERE THEY CAN GET THE STUDENTS.

SO THEY'RE NOT MISSING CLASS, BUT THEY'RE GETTING MORE SUPPORT FOR MATH AND READING, RESPECTIVELY AS NEEDED.

AND THESE FOLKS ARE CERTIFIED IN MATH, IN MATH AND OR ENGLISH, DEPENDING ON THE NEED.

AND THEN THE LAST THING I WOULD SAY IS WE ARE HOSTING QUARTERLY MEETINGS FOR OUR PRINCIPALS AND EXECUTIVE DIRECTORS, AND WE FEEL LIKE IT'S MAKING A SIGNIFICANT DIFFERENCE AS WELL BECAUSE IT'S A LEVEL SETTING EVERYBODY AS TO HOW WE CAN BE STRATEGIC IN THESE EFFORTS.

SO I'LL QUICKLY MOVE TO 5.4, WHICH OF COURSE IS THE ASSOCIATE DEGREE AND 60 HOURS.

I THINK WE ALL KNOW THAT WE HAVE 25 PROGRAMS IN DALLAS ISD BETWEEN THE DISTRICT.

[00:15:01]

IN ADDITION, WE DID WE WERE AFFORDED SEVEN INSTRUCTIONAL SPECIALISTS THAT BEGAN LAST YEAR TO SUPPORT OUR CAMPUSES, AND THEY WERE ASSIGNED TO SPECIFIC CAMPUSES.

BUT MORE IMPORTANTLY, THEY'RE ASSIGNED TO OUR SENIORS TO HELP SUPPORT THEM.

THE OUTPUT COLUMN TO 5.4.

I'LL JUST MOVE QUICKLY THERE.

WE HAVE INCREASED OUR ENROLLMENT FROM 8,300 ENROLLED LAST YEAR TO 8,400 THIS YEAR.

SO WE ONLY SEE ABOUT 100 STUDENT INCREASE, WHICH IS GREAT.

MORE IMPORTANTLY, I THINK THE NEXT BULLET KIND OF NEXT TWO BULLETS.

TALK ABOUT THE SUCCESS RATES.

WE ARE SEEING INCREASED SUCCESS IN THE COURSES THEY'RE TAKING IN THE FALL, IN THE SPRING, AS YOU CAN SEE, FROM 77 TO 80, SUMMER HUBS ARE SEEING AN INCREASE FROM 85 TO 87% MEANS THEY'RE HAVING A SUCCESS RATE.

AND OF COURSE THOSE CREDITS ARE GOING TO COUNT AND HELP TOWARDS THAT GOAL OF GETTING 60 HOURS OR SO OR AN ASSOCIATE DEGREE.

AND THEN FINALLY, ON THE STRATEGIC ADJUSTMENTS, YOU KNOW, P-TECH HAS BEEN BAKED FOR A WHILE, BUT WE ALSO HAVE TO MAKE ADJUSTMENTS AND WE HAVE MADE ADJUSTMENTS.

AND SOME OF THOSE WERE THE FOLLOWING MORE TARGETED PROFESSIONAL DEVELOPMENT FOR TEACHERS.

THESE INSTRUCTIONAL SPECIALISTS ARE PROVIDING PD TO TEACHERS BECAUSE NOW THEY'RE BUILDING RELATIONSHIPS ON THE CAMPUS AND THEY WEREN'T ABLE TO DO THAT ON A REGULAR INTERVAL.

IN ADDITION, I WOULD SAY THAT THE CALENDARING OF FALL AND SPRING ON TRACK MEETINGS IS HELPING US TO BE MORE TARGETED.

AND AS A MATTER OF FACT, THESE INSTRUCTIONAL SPECIALISTS ARE WORKING WITH THE CAMPUS.

NOT ONLY ARE THEY PROVIDING PD, BUT THEY'RE ALSO WEEKLY MONITORING THE PROGRESS OF OUR SENIORS AND THEY'RE ABLE TO TRACK THE SUCCESS WEEKLY ON THESE ON THE WORK THAT THEY'RE DOING. AND FINALLY, THE CENTRALIZED TEAM ALSO HAS IS GOING OUT TO THE CAMPUS AS WELL TO MAKE SURE THERE IS SUPPORT.

SO WE HAVE AN EXECUTIVE DIRECTOR WHO GOES OUT AND WORKS WITH THE PRINCIPAL AND THE ESS AND PROVIDES [INAUDIBLE] PRINCIPLE AND AP IS TO MAKE SURE THEY HAVE THE SUPPORT THEY NEED.

SO I'D LIKE TO SHARE SOME INFORMATION ON THOSE THREE CATEGORIES THAT ARE OUTLINED AND THE CONSTRAINTS.

AND THE FIRST ONE IS SCHOOL CLIMATE, AND THAT'S REALLY LOOKING AT THE PERCEPTIONS OF THE OVERALL SOCIAL AND LEARNING CLIMATE OF A SCHOOL.

WE HAVE SEVERAL ACTIONS THAT WERE IMPLEMENTED TO IMPROVE SCHOOL CLIMATE LAST YEAR.

AS WE KNOW, WE LAUNCHED 52 RESET CENTERS FOR THE PURPOSES OF REALLY MOVING FROM AN APPROACH THAT WAS PUNITIVE TO ONE THAT'S MORE RESTORATIVE.

AND WHEN IMPLEMENTING AN INITIATIVE OF THIS SIZE AT SCALE REALLY REQUIRES A SHIFT IN MINDSET.

AND THAT MINDSET, THAT SHIFT NEEDS TO BE WITH ADULTS, WITH STUDENTS, WITH OUR SYSTEMS AND OUR PRACTICES.

SO THE IMPLEMENTATION IS STILL IN ITS INFANCY STAGES AND IT ISN'T PERFECT, AND IT WILL REQUIRE ADJUSTMENTS ALONG THE WAY.

HOWEVER, THE STUDENT DATA IS VERY PROMISING AND WE KNOW OUR STUDENTS DO BEST ACADEMICALLY WHEN THEY'RE IN SCHOOL.

THE SECOND ACTION THAT WE'RE FOCUSING ON HERE IS OUR DISTRICT WIDE TRAINING ON SOCIAL EMOTIONAL LEARNING, SUCH AS OUR WELCOMING RITUALS, WELLNESS CHECK INS AND ACCESS TO CALMING TOOLS.

WHEN WE LOOK OVER AT THE OUTPUTS, WE CAN SEE THAT THERE'S BEEN A REDUCTION IN THE NUMBER OF OVERALL BEHAVIORAL REFERRALS BY 50%, AS WELL AS A REDUCTION IN THE REFERRAL RECIDIVISM BY 53%.

SO WE'RE LOOKING AT STUDENTS WITH MULTIPLE REFERRALS.

WE IMPLEMENT A STUDENT SURVEY AND EXIT SURVEY AND WE'RE SEEING THAT THERE'S POSITIVE FEEDBACK FROM THE EXPERIENCE THAT STUDENTS RECEIVE WHEN THEY GO TO THE RESET CENTER SO THAT THAT EXIT SURVEY IS ON A FIVE POINT SCALE.

AND SO THE AVERAGE WAS 4.2.

SIMILARLY, WE HAVE SEEN FAVORABLE RESPONSES BY STUDENTS ON OUR SEL SURVEY, WITH 84% RESPONDING FAVORABLY TO THE SUPPORTIVE RELATIONSHIPS.

AND THAT'S REALLY LOOKING AT HOW MUCH STUDENTS FEEL THAT ADULTS AND OR PEERS CARE ABOUT THEM AND SUPPORT THEIR PERSONAL DEVELOPMENT AND WELL-BEING BEYOND THE CLASSROOM.

AND THEN WE HAD 70% ON SELF MANAGEMENT, WHICH IS REALLY LOOKING AT HOW WELL STUDENTS ARE MANAGING THEIR OWN EMOTIONS AND THEIR THEIR THOUGHTS AND THEIR BEHAVIORS IN DIFFERENT SITUATIONS.

AS FAR AS THE ADJUSTMENTS THAT WE'RE LOOKING AT, THEY INCLUDE TRAINING AT THE RESET CENTERS.

LIKE I SAID, WE DO HAVE CONTINUED WORK TO DO.

SO WE WANT TO HAVE A CONTINUOUS CYCLE OF TRAINING THERE.

WE ALSO WANT TO CONDUCT FOCUS GROUPS WITH PRINCIPALS TO DETERMINE WHAT ARE THOSE STRATEGIC ADJUSTMENTS THAT THEY FEEL THAT WE NEED TO DO TO IMPROVE THE IMPLEMENTATION.

AND THEN PROVIDING TARGETED SEL COACHING TO CAMPUSES BASED ON A HOLISTIC REVIEW OF DATA, LOOKING AT THEIR CLIMATE SURVEYS, LOOKING AT BEHAVIORAL REFERRALS, THE NUMBER OF NEW TEACHERS AND THEIR CAMPUS ACCOUNTABILITY RATING.

[00:20:03]

AND SOME OF THOSE BUCKETS WE TALKED ABOUT WERE TRAINING AND SAFETY AWARENESS.

WE TALKED ABOUT SAFETY COMMITTEES BOTH AT CAMPUSES AND A DISTRICT LEVEL FACILITY ENHANCEMENTS.

WE HAVE MORE CAMERAS, WE HAVE SAFETY VESTIBULES AND ALSO ACCESS CARDS.

WE ARE LOOKING AT ENHANCING OUR COORDINATION WITH LAW ENFORCEMENT, SAFETY CHECKS AND INSPECTIONS AND SAFETY DRILLS.

SO THOSE ARE THINGS THAT THAT WE'VE TALKED ABOUT UP TO NOW.

WHAT I WANT FOR US TO FOCUS ON HERE IS REALLY THE STUDENT VOICE.

SO THIS IS THE PERCEPTION THAT OUR STUDENTS HAVE IN THEIR PHYSICAL AND PSYCHOLOGICAL SAFETY WHILE AT SCHOOL.

AND SO TODAY I WANT TO HIGHLIGHT TWO AREAS THAT ACTIVELY INVOLVE STUDENTS.

THE FIRST IS THE SAY SOMETHING PLATFORM.

AND THIS IS OUR ANONYMOUS REPORTING SYSTEM AND TRAINING ON BULLYING, PREVENTION AND AWARENESS.

AND SINCE USING THIS PLATFORM, WHICH STARTED IN APRIL OF 2022, SO EARLIER THIS YEAR, THERE HAVE BEEN 219 REPORTS WITH 19 BEING LIFE SAFETY TIPS OR LIFE SAFETY REPORTS AND MEANING THAT THERE WAS POTENTIAL HARM TO SELF OR OTHERS.

WE SEE THAT OUR EFFORTS TO MITIGATE BULLYING HAVE ALSO HELPED TO DECREASE THE NUMBER OF REFERRALS BY 39%.

AND THIS IS COMPARING FROM PRE PANDEMIC.

SO THE 18-19 SCHOOL YEAR TO LAST YEAR.

A FULL YEAR WITH EVERYONE BACK IN SCHOOL.

SO AS WE STRIVE TO IMPROVE OUR EFFORTS ON SCHOOL SAFETY, WE KNOW THAT STUDENT INVOLVEMENT IS CRITICAL.

SO THEREFORE NEXT SEMESTER, SECOND SEMESTER, WE WILL HAVE DISTRICT WIDE EVENTS THAT ARE BEING PLANNED TO INCLUDE STUDENTS AND CAMPAIGNS FOR THE SEE SOMETHING, SAY SOMETHING, DO SOMETHING.

AND THIS WILL INCLUDE THE IMPLEMENTATION OF THE START WITH HELLO.

AND THAT IS REALLY THE SANDY HOOK CURRICULUM THAT WE WILL HAVE DISTRICT WIDE AND WILL BE AVAILABLE FOR BOTH ELEMENTARY AND SECONDARY LEVEL.

WE'LL ALSO LAUNCH A LARGE ANTI BULLYING CAMPAIGN THAT'S FOCUSED ON DAILY HABITS OF FOSTERING AN INCLUSIVE AND SUPPORTIVE CULTURE. THANK YOU.

AND THEN OUR LAST CPM IS REALLY ON SUPPORTING STUDENT BELONGING.

WE KNOW THAT THAT'S A PRIORITY.

WE HAD A GOAL GOAL SIX ON EXTRA CURRICULAR AND WE KNOW THAT WHEN WHEN KIDS ARE FEEL LIKE THEY BELONG IN THEY ARE CONNECTED.

THEN THEY DO BETTER ACADEMICALLY.

THEY DO BETTER EMOTIONALLY.

SO I'D LIKE TO HIGHLIGHT TWO WAYS THAT WE'RE INVESTING IN THIS AREA.

THE FIRST IS ON INCREASED EXTRACURRICULAR OPPORTUNITIES THAT ARE FOCUSED ON VERTICAL ALIGNMENT.

SO YOU CAN SEE IN THE OUTPUTS THE INCREASED PARTICIPATION IN TWO ACTIVITIES, CHEER AND E SPORTS.

AND IN THOSE AREAS WE'RE PROVIDING ELEMENTARY EXPOSURE AND ENGAGEMENT.

AND SO WE FEEL BY EXPANDING THESE ACTIVITIES TO CREATE THIS VERTICAL PIPELINE, STUDENTS WILL ENGAGE EARLY AND THEY'LL DEEPEN THEIR CONNECTION WITH THEIR SCHOOL FEEDER.

SOME ADJUSTMENTS THAT WE'RE MAKING IN THIS AREA TO RECOGNIZE BELONGING IS BUILT ON BUILDING RELATIONSHIPS.

THEY INCLUDE WE'RE UPDATING OUR GUIDELINES FOCUSED ON INCREASING ENGAGEMENT SO THE ACTIVITIES HAVE A MINIMUM OF NINE WEEKS FOR PARTICIPATION. WE ARE GOING TO HAVE A WIDESPREAD MARKETING AND AND COMMUNICATION CAMPAIGN TO DRAW INTEREST.

AND THEN WE ALSO WANT OUR SECONDARY STUDENTS WHERE WE WILL ENSURE THAT THEY HAVE OFFICERS IN THOSE PARTICULAR ACTIVITIES.

THE NEXT AREA IS THE CONTINUED EXPANSION OF DISTRICT WIDE PROGRAMS THAT ARE SPONSORED BY THE STUDENT ACTIVITIES DEPARTMENT.

WE KNOW THAT CAMPUS PRINCIPALS ARE SUPPORTING A VARIETY OF SCHOOL BASED ACTIVITY, SO CENTRAL OFFICE HAS COMMITTED TO EXPANDING DISTRICT WIDE SUPPORT FOR RESOURCES, STIPEND MANAGEMENT AND TRAINING FOR SPONSORS.

AND WE FEEL THAT THIS WILL EASE THE BURDEN ON CAMPUS LEADERS WHILE ALSO SUPPORTING INCREASED ENGAGEMENT.

AND THEN THE LAST PIECE THERE, I THINK ARE THE TEAM BELIEVES THAT LEVERAGING FEEDER PATTERN OR VERTICAL TEAM PRIDE, WE CAN DO THAT BY VERTICALLY ALIGNED EXPANDED PROGRAMS. THIS YEAR WE STARTED A K2 CHESS PROGRAM.

[00:25:02]

I TALKED ABOUT ELEMENTARY CHEER AND WE ALSO HAVE MIDDLE SCHOOL YEARBOOKS.

SO THOSE ARE JUST A COUPLE OF EXAMPLES THAT SHOW AN EXPANSION OF HAVING A VERTICAL ALIGNMENT.

WE ARE ALSO LOOKING AT HAVING FEEDER PATTERN NIGHTS AND JUST RECENTLY THERE ARE SEVERAL OF OUR VERTICAL TEAMS THAT HAVE ELEMENTARY AND MIDDLE SCHOOL CHEERLEADERS WHO ARE PERFORMING AT THEIR FEEDER HIGH SCHOOLS, AT THE BASKETBALL GAMES AND THE FEEDER, THE BASKETBALL AND FOOTBALL GAMES.

AND THEN THE SECOND INPUT TO INCREASE THE SENSE OF BELONGING IS REALLY THE ELEVATION OF STUDENT VOICE.

THE DISTRICT HAS INVESTED IN THE STUDENT LEADERSHIP DEVELOPMENT SERIES, AND THIS WAS AN OPEN CALL TO ALL SECONDARY CAMPUSES.

AND WE HAVE 65 RESPONDENTS, BOTH HIGH SCHOOL AND MIDDLE SCHOOL.

AND WHAT THEY'VE DONE IS THEY'VE ESTABLISHED A TEAM OF STUDENT AMBASSADORS, WHICH IS REALLY LED BY A STAFF CHAMPION.

AND WHAT THEY'RE DOING IN THOSE SESSIONS IS THEY'RE CONDUCTING PEER EMPATHY INTERVIEWS.

THEY'RE TAKING THAT DATA, ANALYZING IT, THEY'RE REVIEWING THOSE STUDENTS RESPONSES, AND THEY'RE MAKING RECOMMENDATIONS FOR CAMPUS LEADERS ON HOW WE CAN CREATE A CONNECTION AND BUILD STRONGER RELATIONSHIPS.

AND THEN WHEN WE THINK ABOUT THE ADJUSTMENTS FOR THIS AREA, WE'RE REALLY GOING TO RELY ON FOCUS STUDENT FOCUS GROUP TO AMPLIFY THEIR VOICE IN DETERMINING SCHOOL WIDE SYSTEMS AND PRACTICES THAT PROMOTE A STRONG CONNECTION TO THE SCHOOL FAMILY.

SO WITH THAT, DR.

LUSK AND I WILL TAKE ANY QUESTIONS.

AND WE ALSO HAVE SOME OF OUR STAFF HERE TO TAKE QUESTIONS.

THANK YOU. DR. LUSK AND DR.

LEAR. TRUSTEES ARE THERE ANY QUESTIONS? TRUSTEE MACKEY, FOLLOWED BY TRUSTEE CARREÓN.

THANK YOU ALL FOR THIS.

SO WE'LL START WITH I THINK IT'S AWESOME TO SEE THIS PRESENTATION.

I LOVE BOTH SIDES OF IT.

I'LL START WITH THE DR.

LUSK, YOUR SIDE OF THE HOUSE.

SO A COUPLE OF CLARIFYING QUESTIONS ON SLIDE THREE.

WE'RE FOCUSED IN LOOKING AT TSI.

I APPRECIATE THE DATA AND RAISING THE PERCENTAGE OF KIDS THAT HAVE ACCESS TO TSI TO 87%.

IS THE NUMBER WE'RE LOOKING AT HERE, ONLY TSI AS IT'S SHOWN ON PAPER.

OR DOES IT ALSO INCLUDE KIDS WHO MAY BE EXEMPT FROM TSI BECAUSE THEY'RE ALREADY READY ON ACT OR SAT? YOU ARE CORRECT WE ARE IN THIS IS INCLUSIVE OF SAT, ACT, AND TSI.

AND JUST FOR CLARITY, IF I IF I CAN ADD TO THAT AND I SHOULD HAVE SAID IT EARLIER, WHEN WE SAY THAT WE'RE ALSO TALKING ABOUT TWO THE MATH AND THE ELA, RIGHT? BOTH PORTIONS THEY HAVE TO PASS BOTH TO BE CONSIDERED MET AND WE CONSIDERED MET THROUGH ANY OF THOSE ASSESSMENTS OR COMBINATIONS OF THOSE ASSESSMENTS.

SO BRIAN LUSK COULD HAVE TAKEN SAT AND PASSED THE ELA AND NOT THE MATH OR THE COLLEGE READY BENCHMARK, BUT THEN GET ELA, GET COLLEGE READY IN THE MATH TSI OR ACT, SO YOU CAN DO IT IN COMBINATION.

OKAY, THAT'S SUPER HELPFUL AND THANK YOU FOR THAT.

AND AGAIN, I KNOW WE STILL GOT A LONG WAY TO GO FROM WHERE WE WANT TO GO, BUT THIS IS A REALLY STRONG SCORE COMPARED TO WHERE WE LOOK ACROSS THE STATE.

AND SO I APPLAUD Y'ALL'S EFFORT IN THIS BECAUSE THIS IS A HIGH BAR, AND CORRECT ME IF I'M RIGHT, EVERY SINGLE ONE OF THESE STUDENTS, AS LONG AS THEY THEN MATRICULATE TO COLLEGE OR HAVE AN APPROVED INDUSTRY BASED CERTIFICATION, WE ACTUALLY DRAW DOWN THE STATE OUTCOMES BONUS FUNDING FROM HOUSE BILL THREE FOR THOSE STUDENTS.

THAT'S CORRECT. THERE ARE MULTIPLE WAYS.

SO AS LONG AS THEY'RE TSI MET AND THEY GET SOME KIND OF CREDENTIAL, RIGHT, WHETHER A CERTIFICATE, CERTIFICATION, ASSOCIATE DEGREE OR GO TO COLLEGE THE FOLLOWING FALL, IT TRIGGERS MONEY. YES.

OKAY. AS FAR AS THE PERCENTAGE YOU HAD SHOWN THAT WE HAVE GONE UP TO 87% OF STUDENTS TAKING TSI.

IS THAT SPECIFIC TO TSI OR IS THAT AGAIN ACT, SAT AND OR TSI.

SO ALL OF OUR JUNIORS TAKE SAT AS A STANDARD PRACTICE.

OKAY. AND SO WHAT WE DO IN SOME OF OUR STUDENTS OF COURSE TAKE TSI PRIOR TO THE SAT, IF THEY'RE IN P-TECH EARLY COLLEGE.

BUT AFTER THAT, AFTER THAT SAT ADMINISTRATION, THEN STUDENTS WHO ARE NOT COLLEGE READY PER THE ASSESSMENTS.

RIGHT. WE THEN FILTER WE WANT EVERY SINGLE SENIOR TO TAKE THE TSIA TO GIVE THEM A CHANCE TO BE COLLEGE READY, NOT JUST IN THE FALL, BUT ALSO IN THE SPRING IF THEY DON'T QUITE MEET IT IN THE FALL. GOTCHA.

ARE WE DOING ANYTHING SPECIFIC FOR STUDENTS THAT MAY BE READY? I'M SURE THERE'S A LARGE CHUNK OF STUDENTS WHO ARE READY IN ENGLISH, BUT NOT IN MATH AND ALREADY IN MATH AND NOT IN ENGLISH.

AND THAT MAKES A HUGE DIFFERENCE BECAUSE WHEN THEY MATRICULATE COLLEGE, IF THEY DON'T HAVE THE READINESS, THEY'RE THEN HAVING TO TAKE REMEDIAL COURSES, WHICH THEY'RE NOT GETTING COLLEGE CREDIT FOR, AND IT CAUSES A WHOLE DOMINO EFFECT.

WHAT STEPS ARE WE TAKING IF WE'RE LOOKING AT OUR STUDENTS THAT MAY BE READY IN ONE, BUT NOT THE OTHER, TO GET THEM ADDITIONAL SUPPORT, TO GET THEM READY IN THE OTHER ONE.

WE LITERALLY JUST HAD A CONVERSATION WITH CHIEF HUITT AND HER TEAM YESTERDAY AND TEACHING AND LEARNING ABOUT THIS VERY THING, ONE OF WHICH IS CURRICULUM IS IMPORTANT, RIGHT?

[00:30:05]

SO CHIEF TREJO AND HER TEAM ARE WORKING ON THAT FRONT.

BUT FROM AN IMMEDIATE IMMEDIATE SUPPORT, RIGHT, BECAUSE WE HAVE SENIORS RIGHT NOW TO YOUR POINT THAT WE NEED TO GET OVER THE HURDLE, IF YOU WILL.

WE ACTUALLY ARE THEN WE'RE WORKING TO CREATE TO FILTER STUDENTS TO LOOK AT ALL THESE STUDENTS MET READING, FOR EXAMPLE, BUT THEY HAVE NOT MET MATH.

SO WE'RE ACTUALLY CREATING GROUPS.

AND THEN THE CHIEF HUITT AND HER TEAM ARE GOING TO WORK WITH SCHOOLS AND WITH US, OF COURSE, TO THEN LOOK TO FIND TO PUT THEM IN OPPORTUNITIES IN COURSES IN THE SPRING SEMESTER SO THAT WE CAN GET THEM THE SUPPORT.

AND THEN THEY IN TURN CAN THEN TAKE THE TSI AGAIN WITH SUPPORT AND BE SUCCESSFUL.

YEAH. IF THERE'S ANYTHING THAT THIS BOARD CAN DO TO SUPPORT YOU, I KNOW I FOR ONE WOULD BE HAPPY TO SUPPORT THAT.

I THINK THAT IS SO CRITICAL TO LOOK STRATEGICALLY AT IT RATHER THAN JUST HOPE THEY'LL GET READY.

AND THERE ARE OTHER MATH OR ENGLISH AREA.

AND THEN MY FINAL QUESTION FOR YOU.

IF YOU CAN GO TO THE THE INPUTS, OUTPUTS, OUTCOMES SLIDE.

I THINK I MENTIONED IT EACH TIME AND MAYBE ONE DAY WE'LL PUT IT ON HERE WOULD BE IN 5.1 GIVEN OUR GOAL OF WHAT WE'RE AIMING FOR TSI I THINK YOU SAID 27% THIS YEAR.

ARE WE ON TRACK, OFF TRACK OR SLIGHTLY OFF TRACK? I CAN TELL YOU WHERE WE ARE AS OF TODAY, LITERALLY.

SO WE DID. THE ADMINISTRATION, AS NOTED ON FROM OCTOBER 31 TO NOVEMBER 4, WE WERE AT 17% PRIOR TO WE LANDED AT 22.

SO RIGHT NOW ARE 22% OF OUR SENIORS WHO ARE TSI MET, MEANING THEY MET THE COLLEGE READINESS THRESHOLD ON BOTH MATH AND ELA AND ONE OF THOSE THREE ASSESSMENTS, RIGHT? SO THAT'S WHERE WE ARE CURRENTLY.

AND SO WE HAVE SOME WORK TO DO, BUT WE HAVE TIME AND WE'RE NOT WAITING.

AWESOME. AND WHAT ABOUT FOR THE ASSOCIATES AND CREDIT HOURS? I THINK OUR TARGET IS 60%.

SO OUR TARGET IS 60%.

AND WE CURRENTLY HAVE JUST OVER 1000 STUDENTS WHO WE HAVE 14 ALMOST 1500 ENROLLED SENIORS, AND WE HAVE ABOUT JUST OVER 1000 WHO ARE ON TRACK TO EARN THE ASSOCIATE'S DEGREE AT THIS POINT.

IF ALL THE THOUSAND OF THOSE EARN IT, WHAT WOULD THAT PUT US AT IN TERMS OF PERCENTAGE? JUST JUST OVER 60% THEREABOUTS I DON'T HAVE THE NUMBER.

EXACTLY. SO IT SOUNDS LIKE BOTH ARE IN PROGRESS AND WE THINK WE WE'RE ON TRACK FOR THEM.

BUT SOME WORK STILL TO BE DONE.

WE'RE DEFINITELY ON TRACK.

YOU KNOW, OBVIOUSLY, WE DON'T KNOW WHAT THE STUDENTS WOULD HAVE DONE THIS SEMESTER.

WE'RE TRACKING THEM AND WE FEEL GOOD ABOUT WHERE THEY ARE.

BUT OBVIOUSLY YOU HAVE TO GO STUDENT BY STUDENT AND LOOK AT IT.

AND SO THEY TAKE A LARGE PORTION OF CREDITS THIS SEMESTER.

AND THEN, OF COURSE, NEXT SEMESTER ARE THE SAME.

SO BUT WE DO FEEL GOOD ABOUT WHERE THEY ARE.

YES. ALL RIGHT.

THANK YOU FOR THE WORK THAT YOU AND YOUR TEAM ARE DOING.

SWITCHING OVER TO THE CONSTRAINT MONITORING.

THANK YOU, DR. LEAR, I KNOW THIS IS ONE THAT WE JUST GOT UP AND RUNNING THIS YEAR.

I THINK THE BOARD PASSED WITHIN THE YEAR.

AND YOU ALL HAVE LAUNCHED THIS, GOTTEN A LOT OF FEEDBACK.

SUPER EXCITED TO SEE THIS.

MY FIRST QUESTION, IF WE CAN GO BACK A LITTLE BIT MORE TO THE DATA.

RIGHT. LET'S START AND NOW REMIND ME THIS IS ALL THIRD THROUGH 12TH GRADERS TAKE THIS AND THEY TOOK IT IN OCTOBER, OCTOBER.

OKAY. SO IT'S HOT OFF THE PRESS.

I LOVE IT. WHY? IT WAS A LITTLE LATE GETTING UP ON THE BOARD AGAIN.

NO, I THINK IT'S GREAT AND IT SHOWS THE CURRENT REALITY OF IT.

I'M HAPPY TO SEE US DISAGGREGATING AND LOOKING AT IT LIKE THIS.

MY QUESTION HERE IS I THINK THERE'S TWO WAYS WE SEE THE MASSIVE GAPS IN SOME OF THESE PERCENTAGES, ETC..

DO WE SEE LARGE VARIANCES? I ASSUME YOU GET IT BY CAMPUS ALSO, DO YOU SEE LARGE VARIANCES BY CAMPUS WHERE SOME CAMPUSES MAY BE REALLY LOW AND OTHERS REALLY HIGH? SO THAT'S THOSE ARE ACTION STEPS THAT WE'RE TAKING.

LIKE I SAID, WE YOU KNOW, IT'S REALLY JUST STRAIGHT OFF THE PRESS.

SO THAT'S DEFINITELY THE NEXT STEP FOR US TO DO IS TO LOOK AT CAMPUS BY CAMPUS SO THAT WE CAN UNDERSTAND WHERE WHERE DO WE NEED TO DEPLOY RESOURCES IN ORDER TO ENSURE THOSE GAPS DO NARROW OR CLOSE.

OKAY. SO IT SOUNDS LIKE YOU DON'T HAVE YOU DON'T HAVE THE ANSWERS TO THIS YET, BUT I'D BE VERY CURIOUS TO KNOW IF WE ARE SEEING THESE GAPS PERSIST BECAUSE AS MOST OF OUR SCHOOLS ARE STILL PREDOMINANTLY ONE RACE AND ETHNICITY OR ANOTHER, AND THERE'S VERY FEW THAT ARE TRULY, TRULY INTEGRATED THAT WAY.

I KNOW WE'RE WORKING TOWARDS.

I'D WONDER IF THESE DIFFERENCES PERSIST BECAUSE THERE ARE MAJOR DIFFERENCES IN SCHOOL OR IF THE GAPS PERSIST EVEN WITHIN THE SAME SCHOOL THAT THEY'RE HAVING DIFFERENT EXPERIENCES.

I'D BE VERY CURIOUS TO SEE WHAT WE'RE DOING AROUND THAT, SO I'LL LOOK FORWARD TO MORE COMMENTS THERE.

AS FAR AS YOU TOUCHED ON SOME OF THOSE NEXT STEPS, I LOVE THE IDEA OF THE AMBASSADORS TAKING FEEDBACK, PRESENTING THAT TO CAMPUS PRINCIPALS ABOUT NEXT STEPS TO DO WHAT ACTION STEPS.

AND I DON'T SEE CHIEF HUITT HERE, SO I DON'T KNOW IF MAYBE THIS IS A DR.

ELIZALDE QUESTION OR WHATNOT AS FAR AS LIKE SCHOOL LEADERSHIP, TEACHERS AND PRINCIPALS LOOKING AT THIS AND REFLECTING ON THIS CAMPUS, IT'S GREAT TO PUT IT IN THE ARMS OF STUDENTS AND SAY THE LEADERSHIP TEAMS ARE GOING TO DECIDE X, Y AND Z AND MAKE THOSE RECOMMENDATIONS.

HOW ARE OUR PRINCIPALS AND OUR STAFF KIND OF LOOKING AT THESE RESULTS FOR THEIR CAMPUSES AND THINKING ABOUT ACTION STEPS THAT THEY MAY TAKE BY A CAMPUS, BY CAMPUS LEVEL BASED ON

[00:35:09]

BUT IN MY REMARKS, I DID TALK ABOUT A STAFF CHAMPION.

AND SO PART OF THAT STAFF CHAMPION IS WORKING WITH THE PRINCIPALS SO THAT THE PRINCIPAL SEES WHAT WHAT THE DATA SHOWS FOR THAT PARTICULAR SCHOOL.

BECAUSE, YOU KNOW, IN THE AT THE END OF THE DAY, WE WANT KIDS TO HAVE THE SENSE OF BELONGING AND WE WANT THEM TO HAVE A JOY ON THEIR CAMPUS WITH THE CLIMATE AS WELL AS SAFETY.

AND AS CHIEF TREJO ADDS, I WOULD LIKE TO ALSO REITERATE A COUPLE OF THINGS THAT I THINK COMPLETELY ALIGN TRUSTEE MACKEY WITH YOUR QUESTIONS AND YOUR COMMENTS.

WE DID JUST GET THE THE OVERALL.

SO WE'RE NOW DISAGGREGATING IT DOWN TO THE CAMPUS LEVEL SO WE CAN THEN LOOK FOR THOSE CAMPUS PATTERNS.

AND THEN EVEN WITHIN A CAMPUS, DO WE SEE GRADE LEVEL PATTERNS, DO WE SEE TEACHER CLASSROOM PATTERNS? EACH OF THOSE THEN WILL GENERATE PROFESSIONAL DEVELOPMENT.

HOWEVER, WITHIN THE NEW ALIGNMENT OF THE FOUR ASSOCIATE SUPERINTENDENTS AND REGIONALLY BEING DEPLOYED, EACH WILL ALSO HAVE WHAT WE NOW REFER TO AS RSTS, AND THOSE ARE GOING TO BE REGIONAL SUPPORT TEAMS. AND ONE OF THOSE SUPPORT TEAM MEMBERS THAT EACH ASSOCIATE IS GOING TO RECEIVE IS A CULTURE CLIMATE CHAMPION.

AND SO THOSE INDIVIDUALS WILL THEN HELP TO DEVELOP WHAT DOES THAT TRAINING OR PROFESSIONAL DEVELOPMENT OR IS IT A PHYSICAL PORTION OF A BUILDING? THERE COULD BE SOME AREAS OF SAFETY THAT STUDENTS ARE REFERENCING THAT WE MIGHT EVEN BE ABLE TO FIX FROM AN OPERATIONAL STANDPOINT, KNOWING THAT THERE ARE SO MANY DIFFERENCES WITHIN EACH OF THOSE, WE WILL THEN BE ABLE TO DO A COMPOSITE LIKE AN EXECUTIVE SUMMARY THAT WOULD BE EASY FOR TRUSTEES TO SEE.

WELL, WHAT WAS GOING ON OVER HERE VERSUS OVER HERE? SO WE INTEND TO BE ABLE TO DO THAT IN THE NEXT TWO MONTHS.

THAT SOUNDS GOOD. I'LL SAY THE REST OF MINE FOR A SECOND ROUND.

THANK YOU ALL. THANKS. THANK YOU, TRUSTEE MACKEY TRUSTEE CARREÓN.

THANK YOU, PRESIDENT HENRY.

JUST A COUPLE QUESTIONS.

I THINK I NEED A LITTLE MORE DATA FOR SOME OF THIS TO MAKE SENSE FOR ME.

THIS IS FOR BRIAN AND DR.

LUSK. LET'S JUST LOOK AT PAGE THREE.

5.1. YES, SIR.

SO I THINK YOU SAID THIS IS THE CLASS OF 2021.

YES, SIR, IT IS. AND SO I GUESS WHAT IS THE TOTAL NUMBER OF GRADUATES OF THE CLASS OF 2021? 8,014. OKAY.

AND WHAT IS THE TOTAL NUMBER OF THE RAW NUMBER THERE OF STUDENTS THAT MET TSI? 2,025.

OKAY. AND SO AND THEN OF THOSE 2,025, 1,356, FOR EXAMPLE, WERE HISPANIC.

YES, THAT'S CORRECT.

YES, SIR. YOU'RE CORRECT.

OKAY. SO I GUESS HOW MANY STUDENTS AND YOU MAY NOT KNOW THIS, BUT SOMEONE CAN FOLLOW UP OF OUR 8,014.

IS THAT WHAT YOU SAID? GRADUATES.

YES. OF OUR 8,014 GRADUATES WITH THE RAW NUMBER THERE.

HOW MANY? I GUESS I NEED TO.

I WOULD LIKE THE RAW NUMBER OF OF LATINOS.

YEAH. LATINOS. YEAH. SO AND WE CAN DO THAT LATER.

BUT I ASKED THE TEAM TO PUT THE PERCENTAGE THERE.

SO FOR INSTANCE, 67% IS THAT OF THE TOTAL NUMBER THAT REPRESENTS THE 1,356, RIGHT.

IT DOESN'T ACTUALLY SHOW LIKE WHAT WAS THE END OF THE HISPANIC STUDENT POPULATION.

THAT'S RIGHT. YEAH.

WE CAN DEFINITELY ADD A COLUMN FOR THAT.

DO YOU ALL HAVE YOU DON'T HAVE THAT NUMBER? I DON'T HAVE THAT HERE. SO IT'S TAKING LET'S TAKE THAT 8,014 AND MAKE SURE THAT WE ACTUALLY CORRESPOND THOSE NUMBERS THEN SO THAT WE'D BE ABLE TO DO THAT.

[INAUDIBLE] ALSO FOR 5.1 AND AND 5.4.

PERFECT. I THINK THAT'S ALL MY I GUESS ONE THING WHILE WE'RE ON THE SUBJECT TRUSTEE CARREÓN, I DO HAVE THE THE 8,014 I HAVE THE BREAKDOWN OF THE NUMBER OF STUDENTS HERE.

SO IF YOU WANT TO HEAR THAT, I CAN PROVIDE IT.

IT DOESN'T HAPPEN NOW. WE CAN JUST FOLLOW UP.

IF YOU LATER FOLLOW UP WITH ME, THAT'D BE GREAT.

BUT THAT'S WHAT I WANT TO SEE.

AND JUST WHILE WE'RE ON THIS TOPIC OF COLLEGE AND CAREER READINESS, I'M SUPER INTERESTED AND I KNOW IT'S NOT A GPM SPECIFICALLY, BUT WE HAD MENTIONED IN PREVIOUS BRIEFINGS ON THIS ON THIS SUBJECT ABOUT HAVING THE DATA FROM A CLEARINGHOUSE AROUND OUR GRADUATES AND HOW MANY OF THEM ARE ACTUALLY, I GUESS, MATRICULATING INTO THEIR SECOND YEAR OF COLLEGE OR ULTIMATELY EARNING A FOUR YEAR DEGREE.

I WOULD I MEAN, I'M VERY INTERESTED IN SEEING AND SEEING THOSE NUMBERS.

[00:40:01]

YES. AND I'LL TELL YOU, IN ADDITION, BECAUSE WE'VE HEARD THAT COMMENT NUMEROUS TIMES I KNOW TRUSTEE MICCICHE YOU'VE TALKED ABOUT IT AND MANY OTHERS AT THE TABLE, BUT WE ARE WORKING ON A WAY TO REALLY CREATE AN OPT IN, IF YOU WILL, FROM STUDENTS AND FAMILIES TO SAY WE WANT TO BE ABLE TO STAY CONNECTED TO KNOW YOUR SUCCESSES POST HIGH SCHOOL, RIGHT, COLLEGE AND CAREER.

SO WE ARE WORKING TOWARDS THAT.

BUT I'LL MEET WITH YOU IF YOU LIKE, AFTER THIS WHEN WE CAN TALK ABOUT SOME OF THESE NUMBERS AS WELL AS OTHER DATA POINTS.

I APPRECIATE THAT. THANK YOU.

THANK YOU. PRESENT HENRY.

[INAUDIBLE]. THANK YOU.

MY FIRST COMMENT IS RELATED TO WHAT TRUSTEE CARREÓN WAS SAYING ABOUT THE CHARTS.

IT LOOKS LIKE WE NEED A TOTAL I LIKE THE WAY WE BREAK DOWN BY BY STUDENT GROUPS, BUT I KEPT LOOKING FOR THE TOTAL TO COMPARE THE HOW A GROUP WAS DOING TO TO THE GENERAL POPULATION.

AND WE AND WE DON'T HAVE THAT AND I THINK IT COMES UP ON ON ON SEVERAL OF THE CHARTS.

AGREE. THE SECOND THING RELATES TO SOMETHING TRUSTEE MACKEY SAID ABOUT HOW WE ARE DOING VIS A VIS THE STATE IN TERMS OF DSI.

CAN YOU CAN YOU GIVE CAN YOU TELL US WHAT THE BENCHMARK DATA SHOWS? OH, YOU KNOW WHAT, I'M GOING TO BE HONEST, I DON'T HAVE THAT IN FRONT OF ME AND I DON'T WANT TO SPEAK TO IT.

BY ANY CHANCE, DO YOU HAPPEN TO HAVE THAT THAT WOULD ALIGN TO OUR STUDENT OUTCOME GOAL HERE ON CCMR AT THE STATE LEVEL? WELL, WE COULD GET BACK TO YOU SO WE DON'T WASTE YOUR TIME.

I THANK YOU.

I'D APPRECIATE THAT. AND JUST MORE GENERALLY, IF WE DO HAVE STATE BENCHMARK DATA, I'D LIKE TO SEE IT.

AND IN PARTICULAR, WHERE THIS NUMBER ON ITS FACE DOESN'T DOESN'T LOOK VERY ENCOURAGING.

BUT IF WE ARE ACTUALLY EXCEEDING THE STATE BY SOME SIGNIFICANT AMOUNT, THAT THAT'S, I THINK, RELEVANT FOR FOR ALL OF US TO KNOW.

OR EVEN CLOSING IN, BECAUSE IN SOME AREAS IT'S THAT THE GAP WAS WE WERE SO MUCH FURTHER AWAY AND NOW WE'RE GETTING CLOSER TO THAT.

AND I THINK IT'S AN EXCELLENT WE WILL MAKE SURE THAT WE'RE REFERENCING STATE DATA ON THESE.

OKAY, LET ME TURN TO THE P-TECH ENROLLMENT.

I LOST TRACK OF WHAT PAGE THAT WAS ON.

I THINK IT WAS ON ONE OF THOSE.

SLIDE FOUR. YES, SIR. IT'S LIKE FOUR.

ACTUALLY, THAT'S NOT THE SLIDE I WAS LOOKING FOR.

BUT BUT THE QUESTION RELATES TO THE FACT THAT WE HAVE 8,300.

WE HAD ,300 ENROLLED LAST YEAR AND 8,400 ENROLLED THIS YEAR.

HAVE WE PEAKED FOR P-TECH? I MEAN, IS NOW WE'VE GOT PROGRAMS, YOU KNOW, IN EVERY HIGH SCHOOL NOW, YOU KNOW, ARE WE FULLY ENROLLED? OR DO WE THINK THE ENROLLMENT IN P-TECH IS IS GOING TO INCREASE OR HAS IT BECOME STABILIZED? I THINK WE'VE STABILIZED.

AND BECAUSE HERE'S THE OTHER THING.

WE BUILT CAREER INSTITUTES IN OUR PROGRAMS OF STUDY INSIDE OF OUR SCHOOLS TO HAVE MULTIPLE BETWEEN AP MAGNET PROGRAMING, P-TECH, EARLY COLLEGE AND THEN, OF COURSE, INDUSTRY BASED CERTIFICATION OPPORTUNITIES THAT HAPPEN AT OUR HIGH SCHOOLS AND AT THE CAREER INSTITUTES.

WE'RE REALLY STABILIZED WITH WITH P-TECH, EARLY COLLEGE.

AND SO I THINK THAT'S WE'RE KIND OF IN OUR IN OUR CAP.

AND OF THE STUDENTS WHO GRADUATE, 8,000 GRADUATE, WE HAVE 8,000 ENROLLED THROUGH FOUR GRADES IN P-TECH. WHAT IS THE NUMBER OF P-TECH GRADUATES FROM LAST YEAR? YEAH, THE NUMBER OF GRADUATES FOR P-TECH WAS 1,434 GRADUATES WERE IN THE P-TECH COHORT WITH 873 EARNING AN ASSOCIATE OR 60 HOURS.

OKAY. THANK YOU. THAT'S HELPFUL.

LET'S GO TO PAGE NINE.

INCREASING STUDENT VOICE AND ENGAGEMENT BY EXPANDING LEADERSHIP DEVELOPMENT OPPORTUNITIES.

CAN YOU ELABORATE ON WHAT EXACTLY YOU'RE DOING THERE? THANK YOU, TRUSTEE MICCICHE, FOR THAT QUESTION.

THE LEADERSHIP SUMMIT THAT'S BEING ESTABLISHED BY IN SUPPORT OF THE CAMPUSES THROUGH THE SOCIAL EMOTIONAL LEARNING, IT'S THE 65 CAMPUSES THAT HAVE CREATED

[00:45:03]

THEY ARE HOSTING EMPATHY INTERVIEWS WITH THEIR PEERS ON CAMPUS.

THEY'RE GATHERING THAT DATA AND THEN CREATING PRESENTATIONS TO THE LEADERSHIP AT EVERY CAMPUS.

AND THOSE ADMINISTRATORS ARE TAKING THOSE LEADERSHIP RECOMMENDATIONS AND CHANGING THE PRACTICES.

AND IT'S HELPING US TO BETTER UNDERSTAND HOW STUDENT VOICE CAN PLAY A MAJOR ROLE IN THAT SENSE OF BELONGING AND CONNECT TO CONNECTEDNESS AT SCHOOL.

SOME OF THE RECOMMENDATIONS HAVE INCLUDED MORE SERVICE LEARNING PROJECTS, MORE OF AN ABILITY FOR STUDENTS TO CREATE CLUBS AND LEAD THE CLUBS ON CAMPUS.

ONE CAMPUS EVEN RECOMMENDED THE CREATION OF A ZEN GARDEN ON CAMPUS SO THAT THEY WOULD HAVE A SPACE TO BE ABLE TO DECOMPRESS.

AND THEY'RE WORKING ON THAT NOW, SO THERE'S A LITTLE BIT OF DETAIL.

OKAY. THANK YOU.

PAGE SIX.

THIS IS ANOTHER SITUATION, I GUESS, WHERE WE JUST NEED THE OVERALL BREAKDOWN.

DO YOU HAVE IT BY ANY CHANCE? I DON'T. BUT WE WILL MAKE SURE THAT WE ADD THAT FOR FUTURE STUDENT OUTCOMES.

AND WHAT I'D LIKE US TO DO IS GO AHEAD AND MAKE THE ADJUSTMENTS TO THESE TABLES AND PUT IT IN THE BOARD UPDATE.

OKAY. AND THEN THE LAST THING I'D JUST LIKE TO UNDERSTAND IS, IS ON PAGE THREE AND IF YOU CAN HELP ME WITH THE THE LAG FACTOR AND WHERE THAT FITS INTO COVID, BECAUSE LOOKING AT THIS, I CAN'T REALLY TELL IF WE WENT UP DURING COVID, DURING THE WORST PART OF COVID AND DOWN IN THE SORT OF THE SECOND PART OF COVID, WHERE WHERE WE WERE HAD STUDENTS IN CLASS.

SO JUST KIND OF HELP ME UNDERSTAND THE TIME.

THESE DATA REFERENCED STUDENTS WHO GRADUATED IN 21.

SO TO YOUR POINT, THEY SPEND A SIGNIFICANT AMOUNT OF THEIR TIME IN THE PANDEMIC.

YES. AND VIRTUAL, ETC..

SO AND YOU CAN SEE THAT THE DATA LONGITUDINALLY, WE HAVEN'T MADE GOOD PROGRESS, TO BE HONEST.

RIGHT. IF YOU LOOK AT FROM 2017, WE WENT UP A LITTLE BIT, WE KIND OF 27 AND WE 27 AGAIN.

BUT THEN WE BEGAN TO SEE A DECLINE.

AND REALLY THE STRATEGIES THAT WE'RE BEGINNING TO IMPLEMENT ARE AIMED AT ADDRESSING THAT.

LET ME THE 32 IS IS WHAT ACADEMIC YEAR? THAT WAS THE TARGET FOR FOR WHAT WE'RE REPORTING FOR TODAY.

AND WE MADE THE AMENDMENT TO THE GPM, THE TARGET FOR NEXT YEAR TO BE 27.

OKAY. YEAH. ALL RIGHT.

I'VE GOT IT. THANK YOU. I DO HAVE THE INFORMATION FOR THE STATE, FOR THE TSI, IT'S SHOWING 41%, BUT IT DOES INCLUDE ABOUT 9 TO 10% OF COLLEGE PREP COURSES, WHICH IS NOT INCLUDED IN OUR DATA.

SO BE ABOUT A 32 AND THAT PERCENTAGE COMPARISON TO WHAT THE STATE OF WHAT WE HAD WAS 29 25 SORRY, 25 SO 25 VERSUS 41, BUT 41 INCLUDES SOME PREP COURSES THAT WE DON'T HAVE.

IS THERE A GROWTH INDICATOR THERE FROM THE.

ALL RIGHT. THANK YOU. THANK YOU, TRUSTEE MICCICHE.

I THINK I HAVE A FEW COMMENTS ON MY COLLEAGUES ALREADY MENTIONED SOME OF THEM ABOUT THE TABLES.

I APPRECIATE THE DISAGGREGATION WITH THE VARIOUS STUDENT GROUPS.

THAT'S HELPFUL. I'D LIKE TO SEE THAT WITH ANY KIND OF DATA THAT'S PRESENTED TO THE BOARD.

THE CAMPUS CLIMATE.

COME. WE'VE ALREADY BEEN PROVIDED THIS.

HOW MANY QUESTIONS ARE ON THAT CAMPUS CLIMATE SURVEY? SO THERE I BELIEVE THERE ARE SIX SECTIONS.

AND IN EACH SECTION THERE'S ANYWHERE FROM 5 TO 10 QUESTIONS.

HOW LONG WERE THE STUDENTS GIVEN TO TAKE THIS SURVEY? ARE THEY GIVEN, I THINK, 20 TO 30 MINUTES, 30 MINUTES.

SO IF THE SIX SECTIONS, TEN PROBLEMS, IT'S 60 QUESTIONS LIKE IT'S SOMEWHERE BETWEEN 5 AND 10.

I'M GETTING ALL KIND OF NUMBERS.

I'M SO SORRY. IT'S ABOUT 40 QUESTIONS TOTAL BETWEEN EACH OF THE SIX SESSIONS HAS ANYWHERE FROM 5 TO 10 QUESTIONS WITHIN THEM FOR 40 TOTAL QUESTIONS. DO ANY OF THEM ARE ANY OF THEM OPEN ENDED? JUST PROVIDE A COMMENT OR.

NO, THEY'RE NOT OPEN ENDED.

OKAY. I'M JUST GOING TO REITERATE WHAT TRUSTEE MACKEY SAID

[00:50:05]

LUSK GAVE US BEFORE. EVEN IF IT'S JUST AN ESTIMATE, THERE CAN BE ALL KINDS OF CAVEATS.

PUT AS MANY ASTERIX AS YOU WANT NEXT TO IT, JUST TO SAY WE THINK RIGHT NOW WE'RE AT 22% OR 61%, AND THIS IS HOW WE CALCULATED IT.

THEY'RE TALKING ABOUT WHEN WE REPORT OUT AND I THAT PRACTICE SOMETHING I'VE EXPERIENCED BEFORE, WHERE WE SAY, ARE WE ON TARGET ARE WE LAGGING OR AND SO I THINK IN EACH OF THESE AS WE MOVE FORWARD, IT WOULD BE HELPFUL FOR US TO ALMOST EVEN PUT LIKE A RED LIGHT, YELLOW LIGHT, YOU KNOW, IT'S LIKE, WHERE DO WE THINK WE ARE? THAT'S WHAT YOU'RE REFERRING TO? YEAH. GOT IT. I JUST WANT TO GIVE POSITIVE FEEDBACK AROUND THE WHOLE ASPECT, AROUND THE SCHOOL, BELONGING AND TAKING THE TIME TO GET THE IMPACT FROM THIS, TO GET THE INPUT FROM THE STUDENTS.

I THINK THAT'S INCREDIBLY IMPORTANT.

I THINK A LOT OF SOLUTIONS ARE GOING TO RESIDE THERE, ESPECIALLY IF YOU'RE MEASURING THEM OR THEY'RE THE ONES THAT ACTUALLY TAKING THE SURVEY.

SO I APPRECIATE, I DON'T KNOW WHAT IT'S CALLED THE SUMMIT SERIES WHERE THEY'RE TALKING TO THEIR PEERS AND THEN PRESENTING TO LEADERSHIP AT THE CAMPUS.

I THINK THAT'S VERY HELPFUL AND THAT'S ALL I HAVE ON THIS PRESENTATION.

THANK YOU. TRUSTEE MACKEY YOUR LIGHTS BACK ON.

IF WE'RE ON FIRST ROUND, I THINK WE'RE GOING TO SECOND ROUND.

WE'RE GOING TO STICK AROUND. OKAY. YEP.

A FEW MORE QUESTIONS.

THANK YOU FOR ANSWERING SOME OF THOSE ON THE REAL QUICK, GOING BACK TO THE ASSOCIATES AND DUAL CREDIT, ETC.. DR. LUSK, I KNOW LAST TIME YOU PRESENTED, ONE OF THE QUESTIONS I HAD WAS, RIGHT NOW STUDENTS APPLY.

THEY ENTER IN 9TH GRADE, AND THAT'S WHEN THE PROGRAM STARTS WITH THE VAST MAJORITY.

BUT THERE ARE SOME KIDS WHO MIGHT TRANSFER IN IN 10TH GRADE OR JUST MISSED THE DEADLINE, DIDN'T REALLY KNOW ABOUT IT, ETC..

AND I KNOW YOU ALL HAD SAID YOU WERE LOOKING AT AND EXPLORING WHAT IT LOOKS LIKE FOR MAYBE A 10TH GRADER WHO DID REALLY WELL IN 9TH GRADE.

THAT COULD BE A REALLY GOOD FIT.

THEY MIGHT HAVE TO CATCH UP WITH A FEW CREDITS.

HAVE WE CREATED ANY OF THOSE OPPORTUNITIES FOR ON RAMPS FOR LIKE 10TH GRADERS WHO ARE DOING DID REALLY WELL IN 9TH GRADE TO ENTER THE EARLY COLLEGE AND GO FOR THE ASSOCIATE'S DEGREE AS OPPOSED TO IF YOU DIDN'T GET A 9TH GRADE.

IT'S NOT REALLY AN OPPORTUNITY.

WE ABSOLUTELY HAVE. I MEAN, WE THINK IT'S IMPORTANT TO BE INCLUSIVE.

RIGHT. AND TO BE CANDID.

I MEAN, THERE'S ATTRITION, TOO, RIGHT? STUDENTS MAY SAY, HEY, I WANT TO BE IN P-TECH, EARLY COLLEGE, AND THEN IT BECOMES SOMETHING THAT THEY DECIDE THEY DON'T WANT.

SO TYPICALLY THERE ARE SPOTS, RIGHT? SO ABSOLUTELY, WE MAKE OPPORTUNITIES AVAILABLE AND I THINK EASILY IN 10TH GRADE IT CAN HAPPEN.

NOW, YOU COULD DO 11TH GRADE. SO IT FEELS A LITTLE BIT DIFFERENT, RIGHT, BECAUSE YOU'VE MISSED MULTIPLE DUAL CREDIT COURSES AND YOU'RE GOING TO GET INTO THE HEAVY LOAD OF THE COURSES. BUT EVEN THEN, I DON'T I DON'T THINK WE WOULD SAY ABSOLUTELY NO.

WE WANT TO DO SOME COUNSELING WITH THE STUDENT AND THE PARENTS SAY, HERE'S WHAT THE LIFT LOOKS LIKE.

DOES THIS MAKE SENSE AND IS THIS FEEL DOABLE? SO ARE WE ACTIVELY DOING THIS AT ALL OF OUR COLLEGES? IT'S AVAILABLE. I CAN'T I'M NOT GOING TO SIT HERE AND TELL YOU THAT I KNOW WE'RE ACTIVELY DOING IT, BUT I KNOW THAT FOR 10TH GRADERS, WE'VE HAD MULTIPLE CONVERSATIONS WITH SCHOOL BASED STAFF AND SAYING LIKE, IT'S AN OPTION AND LET'S MAKE SURE IF WE DO THAT, LET'S HAVE THE COUNSELOR TALK TO THE PARENTS AND THE STUDENT.

DO WE HAVE ANY NUMBERS ON HOW MANY 10TH GRADERS STARTED THIS YEAR TAKING ADVANTAGE OF THAT? I DON'T HAVE THOSE WITH ME. I CAN TRY TO FIND THOSE AND GET THOSE FOR YOU.

YEAH, I'D BE REALLY CURIOUS TO KNOW IF IT'S YOU KNOW, IF IT'S, YOU KNOW, 5, 10, 15, 20, OR IF WE ACTUALLY HAVE LIKE PRETTY SOLID AMOUNTS.

AND IF IT DIFFERS, I JUST THINK THAT'S A REALLY POWERFUL OPPORTUNITY FOR A LOT OF KIDS WHO JUST MIGHT HAVE, FOR WHATEVER REASON OR ANOTHER, DIDN'T DIDN'T APPLY.

SO THANK YOU FOR THAT.

GOING BACK TO THE STUDENT EXPERIENCE, I HAVE TO FINISH UP THERE WHERE WE LEFT OFF.

DR. ELIZALDE, THANK YOU FOR YOUR ANSWER AROUND HOW WE'RE REALLY LOOKING AT THIS.

TRUSTEE HENRY'S POINT THAT HE JUST MADE, I THINK IT'S A REALLY GOOD ONE.

YOU KNOW, PANORAMA IS NATIONALLY NORMED.

IT'S QUESTIONS YOU RANK IT ON A SCALE AND THEY CAN'T REALLY NATIONAL OR NATIONALLY NORM OPEN ENDED QUESTIONS.

BUT UNDERNEATH THIS, STUDENTS MIGHT HAVE ANSWERED THE QUESTION THE SAME WAY FOR VERY DIFFERENT REASONS.

AND WHILE THIS IS A REALLY GOOD OPPORTUNITY TO SEE WHERE THERE'S DIFFERENCES ARE AND WHAT KIND OF CONVERSATIONS WE'RE HAVING, IT GOES BACK TO YOUR POINT, DR.

ELIZALDE, ABOUT HOW ARE THEN AND I THINK PERSONALLY, I THINK IT FALLS TO PRINCIPALS THAT SAY, THIS IS MY SCHOOL, THIS ONE IS RATED LOW.

LET ME HAVE THESE CONVERSATIONS.

DO WE HAVE ANY WAY THAT WE'RE GOING TO BE WORKING WITH SCHOOLS OR PRINCIPALS OR WHATEVER TO FIND, LIKE I HEARD IN THE LEADERSHIP GROUP, LIKE THAT'S ONE WAY TO GET REAL OPEN ENDED DATA FROM STUDENTS. THIS SCHOOL RANKED REALLY LOW IN THIS.

WHY STUDENTS DID YOU DO THIS AND THEN GET SOME IDEAS FROM THAT? ARE YOU ALL LOOKING AT WAYS TO NUDGE THAT CONVERSATION ALONG CONSISTENTLY ON CAMPUSES OR WHATNOT TO GET THAT OPEN ENDED DATA, EVEN IF IT'S NOT CAPTURED IN THE SURVEY? YES, SIR. BUT I DO WANT TO SAY IT WOULDN'T BE SOMETHING THAT WOULD BE DOING DISTRICT WIDE, THAT WOULD BE LED BY THE ASSOCIATE SUPES, WHO WOULD THEN BE WORKING WITH EXECUTIVE

[00:55:05]

BUT FROM AN EQUITY PERSPECTIVE, BOTH FROM THE SIDES OF WHERE WE SEE SOME REALLY GREAT THINGS, LIKE WHERE WE HAVE REALLY STRONG STUDENT CLIMATE SAFETY SENSE OF BELONGING, WELL, WHAT ARE THE PRACTICES THAT WE SEE GOING ON AT THOSE SCHOOLS? AND CAN WE HEAR FROM STUDENT VOICE BEING ABLE TO UTILIZE THAT TO ALSO SPRINGBOARD THEN WITH THOSE STUDENTS AND LISTENING TO STUDENT VOICE IN AREAS WHERE THEY DON'T FEEL THE SAME SENSE OF BELONGING.

SO YES, AND THE CAVEAT JUST BEING THAT WHAT I DO WANT TO MAKE SURE OF IS THAT WE'RE NOT HAVING EVERYBODY DO EXACTLY THE SAME THING BECAUSE IT'S A GOOD PRACTICE, BECAUSE IT IS A GOOD PRACTICE. BUT WE HAVE TO PRIORITIZE THE NEEDS, AS YOU WELL KNOW, FOR EACH OF THE SCHOOLS.

SO WE'LL BE EXPECTING AND WORKING WITH OUR ASSOCIATE SUPES AND THE EXECUTIVE DIRECTORS TO LEAD THAT WORK.

AND THEN WE COULD CERTAINLY THEN REPORT OUT BY TRUSTEE DISTRICT.

IF YOU'RE INTERESTED, THEN WE COULD CERTAINLY WORK ON COMMUNICATING WHERE WE ARE ON CERTAIN CAMPUSES.

YEAH. I DON'T EVEN NEED THAT MUCH.

I WAS JUST WONDERING, YOU KNOW, THAT'S THE HOPE FOR ALL OF THESE IS THAT WE START TO SEE THIS MOVE UP.

AND, YOU KNOW, YOU CAN GET SOME DATA FROM HERE THAT'S REALLY HELPFUL.

BUT THEN THAT'S WHERE THE REAL RUBBER MEETS THE ROAD.

YES, SIR. SO EXCITED TO HEAR THAT.

WHEN'S THE NEXT TIME WE GET THIS TYPE OF DATA? IS IT NEXT YEAR OR IS IT IN THE SPRING? IT WILL BE IT'S ANNUAL.

SO WE HAVE THE CYCLE EVERY OCTOBER.

AND I JUST FOR ONE, I THINK I MENTIONED THIS BEFORE, LIKE IF WE SAW VALUE IN HAVING THIS IN THE SPRING, LIKE THE SAME STUDENTS, TO BE ABLE TO JUDGE THE DIFFERENCE.

I WOULD BE ONE SUPPORTER OF I KNOW THAT'D PROBABLY BE AN EXTRA COST, BUT I KNOW I WOULD SUPPORT THAT FULLY.

BUT OTHERWISE IT'LL BE, YOU KNOW, WE'LL LOOK FORWARD TO HOW WE MOVE THIS NEXT YEAR.

TRUSTEE MACKEY IF I MAY, I DO HAVE A DATA POINT FOR YOU.

YOU ACTUALLY REQUESTED THIS.

THE QUESTION YOU ASKED, YOU REQUEST THAT WE CREATE A TRACKER.

AND JUST TO GIVE YOU A QUICK DATA POINT AND I'LL SEND THIS AGAIN IS 43 STUDENTS STARTED THE SOPHOMORE YEAR IN P-TECH EARLY COLLEGE.

AND SO ONE OF MY TRUSTY COLLEAGUES SENT THIS TO ME.

BUT YES, SIR. ALL RIGHT.

THANK YOU, BUT I'LL GET THAT TO YOU ALL.

THANK YOU. TRUSTEE MACKEY, TRUSTEE WHITE.

I HAVE A QUICK QUESTION CONCERNING.

WE STILL HAVE THE THREE LEVELS AS FAR AS WHEN A STUDENT GRADUATES, THEY CAN GRADUATED, ADVANCE DIPLOMA, WHAT HAVE YOU.

IS THAT CORRECT? YEAH.

ADVANCED ISN'T THE TERM THAT'S USED ANYMORE.

YOU HAVE DISTINGUISHED AND RECOMMENDED OR THEN YOU HAVE MINIMUM.

NOW, WE ABSOLUTELY WORK ALMOST EXCLUSIVELY FOR STUDENTS NOT TO CHOOSE MINIMUM BECAUSE IT DOESN'T PREPARE THEM FOR COLLEGE OR CAREER.

BUT THERE CAN BE SOME EXCEPTIONS, BUT PARENTS HAVE TO SIGN AND AGREE TO THAT MINIMUM.

SO IT'S REALLY NOW THE TWO THAT WE FOCUS ON ARE RECOMMENDED AND DISTINGUISHED.

THANK YOU FOR THAT. AND I WAS ASKING THIS QUESTION BECAUSE I WAS WANTING TO KNOW AS FAR AS BECAUSE AND I APPLAUD YOU GUYS FOR INTERVIEWING, GETTING THE STUDENTS OPINIONS.

TRUSTEE HENRY ANSWER ASKED ONE OF MY QUESTIONS, WHICH WAS WERE ALL OF THE QUESTIONS, YOU KNOW, YES, NO CHECKMARKS OR WERE THERE ANY OPEN END QUESTIONS OR ANY QUESTIONS THAT WERE ALLOWED THEM TO WRITE A QUICK SUMMARY OF HOW THEY ACTUALLY FELT ABOUT SOMETHING? BECAUSE WE WELL, WE DO KNOW THAT WITH OPEN ENDED QUESTIONS, YOU CAN GET MORE INFORMATION, MORE FEEDBACK TO SEE WHERE THEY REALLY ARE.

BUT I WAS ALSO WANTING TO KNOW AT ANY POINT DURING THIS PROCESS OF YOU GUYS TALKING ABOUT THE GOALS AND WHAT HAVE YOU. ARE THE STUDENTS INFORMED OF THE THREE LEVELS DISTINCTION WHEN IT COMES TO GRADUATION? AND ALSO AND I'M ASKING THIS QUESTION BECAUSE SOMETIMES PARENTS DO KNOW AND THEY'RE VERY INVOLVED IN THEIR CHILD'S EDUCATION.

AND SOMETIMES THE STUDENTS ARE REALLY PROACTIVE AND THEY ARE TAKING CHARGE OF THEIR EDUCATION, MAKING SURE THEY'RE GETTING GETTING THE VARIOUS TESTS NEEDED IN ORDER TO OBTAIN AND BE ON TRACK FOR COLLEGE.

SO BASICALLY AND AND I THINK, WELL, YOU'RE NOT I'M LOOKING AT CHIEF TREJO, AND I THINK YOU'RE KIND OF ASKING MY QUESTIONS BY THEN OUT OF YOUR HEAD.

BUT I WAS JUST REALLY WANTING TO KNOW BECAUSE IT'S IMPORTANT FOR THE PARENTS TO BE INVOLVED AND INFORMED AND THE STUDENTS AS WELL, BECAUSE I KNOW I KNOW A STUDENT PERSONALLY WHO HER MOTHER WASN'T SAVVY AS FAR AS THE RULES AND REGULATION OF THE SCHOOL, BUT THE DAUGHTER WAS VERY INFORMED AND SHE'S NOW AN INSTRUCTOR ON OUR COLLEGE CAMPUS.

[01:00:07]

SO IF WE DON'T HAVE ANYTHING TO INFORM THEM, ARE WE PLANNING ON GETTING THEM AND NOT JUST IN? BECAUSE WHEN IT COMES TO CERTAIN SCHOOLS, WE DON'T HAVE TO WORRY ABOUT THEM WHEN IT COMES TO TOWN VIEW, YOU DON'T HAVE TO WORRY ABOUT IT, I FEEL BECAUSE MY CHILD WENT TO TOWN VIEW AND IT'S VERY WELL PROMOTED AND IT'S THAT'S THE THING.

AND I MEAN, I UNDERSTAND THAT WHEN YOU WALK AROUND IN A LOT OF SCHOOLS AND NOW YOU SEE THE BANNERS, WE'RE TRYING TO GET THE KIDS GEARED UP AND FOCUSED ON GETTING TO COLLEGE.

SO I JUST REALLY WANT TO KNOW AS FAR AS WHAT INFORMATION IS BEING PROVIDED, MAINLY WHEN THEY GET UP FROM THE 9TH GRADE UP, WHEN THEY START GETTING CREDITS, WHAT'S BEING PROVIDED TO GET THEM ON TRACK.

SO THANK YOU. TRUSTEE WHITE AS A MATTER OF FACT, THIS BOARD TOOK A LOT OF BOLD ACTION IN APPROVING AND EXPANDING THE COLLEGE ACCESS PROVIDERS SPECIFICALLY FOR THAT PURPOSE SO THAT YOU'RE ABSOLUTELY RIGHT, A STUDENT SHOULDN'T HAVE TO DEPEND ON WHETHER PARENTS AT HOME HAVE HAVE THE TIME OR THE OR THE EXPERIENCE ON HOW TO NAVIGATE ALL OF THE PROCESSES THAT ARE NECESSARY.

AND SO NOT ONLY DO WE HAVE OUR ACADEMIC GUIDANCE COUNSELORS AT EACH SCHOOL, AND THIS ACTUALLY STARTS IN MIDDLE SCHOOL WHEN THEY BEGIN THEIR FOUR YEAR PLAN.

AND SO FIRST, WHAT HAPPENS IS AT MIDDLE SCHOOL, WE HAVE STUDENTS THAT ARE TAKING INVENTORY ASSESSMENTS TO GAUGE THEIR AREAS OF INTEREST AS WELL AS THEIR AREAS OF APTITUDE, WHERE THEY SEEM TO ALSO BE EXCELLING.

AND THEREFORE, YOU MATCH THOSE TWO AND THEN STUDENTS PREPARE THEIR FOUR YEAR PLANS THAT INCLUDE WHETHER THEY'RE APPLYING TO EARLY COLLEGE HIGH SCHOOLS, MAGNET SCHOOLS, OTHER CHOICE CAMPUSES, ALONG WITH WHAT COURSE OF STUDY.

SO THERE ARE ENDORSEMENTS THAT ARE REQUIRED UNDER THOSE DISTINGUISHED AND RECOMMENDED GRADUATION PLANS.

WE GUIDE THE STUDENTS IN THOSE PROCESSES AND AGAIN, THAT STARTS AT MIDDLE SCHOOL.

AND THEN EACH YEAR THE COUNSELORS, ALONG WITH OUR ACADEMIC OR COLLEGE ACCESS PROVIDERS, THEY'RE DOING REVIEWS OF WHERE STUDENTS ARE LIKE THE COURSEWORK AT THE END OF MY NINTH GRADE YEAR.

DID I GET IT ALL IN? DO I NEED TO MAKE SOME ADJUSTMENTS? CAN I ACCELERATE? DID I GO TO SUMMER SCHOOL? SO ADJUSTMENTS ARE THEN MADE, SO THOSE FOUR YEAR PLANS ARE REALLY VITAL AND THEN THOSE COLLEGE ACCESS PROVIDERS REALLY TAKE OVER IN THAT 11TH AND 10TH AND 12TH GRADE YEAR TO ENSURE THAT THEIR LETTERS OF RECOMMENDATION THAT THEY'VE GOT, THEIR FAFSA, THAT THEY'VE TAKEN ALL THEIR ASSESSMENTS.

AS YOU MENTIONED, A STUDENT MAY NOT EVEN BE AWARE LIKE WHICH COURSE AND WHAT ASSESSMENT AM I SUPPOSED TO TAKE TO EVEN GET INTO THIS COLLEGE? WHAT DOES THAT LOOK LIKE? SO THERE'S A VERY COMPREHENSIVE APPROACH.

AND I AGAIN, WOULD LIKE TO ACTUALLY TAKE A MOMENT TO THANK THIS BOARD FOR APPROVING SUCH AN INVESTMENT, FOR STUDENTS TO PUT PEOPLE ON CAMPUSES TO BE ABLE TO MONITOR AND SUPPORT STUDENTS.

ALL RIGHT. THANK YOU. TRUSTEE WHITE.

TRUSTEE JOHNSON. YES, DR.

LUSK, FIRST OF ALL, THANK YOU FOR ALL THE WORK THAT YOU DO IN OUR DISTRICT.

I'M A BIG SUPPORTER OF YOUR PROGRAM.

LET ME ASK YOU A QUESTION.

HOW MANY COLLEGIATE PROGRAMS ARE THERE IN IN DALLAS ISD? I'M ASKING BECAUSE MY COMMUNITY IS ASKING.

SO THERE ARE A TOTAL OF 25 P-TECH COLLEGE PROGRAMS. BUT FOR FOR P-TECH PROGRAM SPECIFICALLY, THERE ARE 18 WE HAVE 18 P-TECH CAMPUSES AND I THINK IT'S ONLY 100 INCREASE IN COLLEGIATE PROGRAMS, STUDENTS PER PROGRAM, 125 STUDENTS PER GRADE LEVEL.

YES, SIR. OKAY.

WHAT DOES RECRUITING LOOK LIKE WHEN IT'S COMING UP FROM MIDDLE SCHOOL TO HIGH SCHOOL? I KNOW I'VE ASKED THIS QUESTION BEFORE, BUT WHAT DOES IT LOOK LIKE NOW? WELL, WHAT LOOKS LIKE NOW? I MEAN, ULTIMATELY WHAT WE WANT IS WE WANT OUR NEIGHBORHOOD MIDDLE SCHOOL STUDENTS TO MATRICULATE TO THE HIGH SCHOOL.

SO ULTIMATELY, OUR GOAL IS THAT THE HIGH SCHOOL AND THE MIDDLE SCHOOL PRINCIPALS WILL COLLABORATE AND FIND THE BEST, BEST APPROACH THEY SEE FIT.

BUT ULTIMATELY, TO HAVE THE HIGH SCHOOL TEAM WHO'S MOST KNOWLEDGEABLE ON P-TECH, RIGHT? AND STUDENTS AS WELL. MAYBE TALK TO THE MIDDLE SCHOOL STUDENTS ABOUT THE PROGRAM, THE BENEFITS OF IT, MAYBE VISIT THE SCHOOL TO GET A SENSE OF IT.

AND SO THAT'S KIND OF AT A HIGH LEVEL.

THAT'S HOW IT LOOKS. BUT IT'S REALLY ULTIMATELY WE DON'T DICTATE WHAT THEY DO.

ALL WE ASK IS THAT THEY HAVE A STRATEGY AND WE'LL HELP THEM WITH IT.

IF THEY WANT US TO BE ON THE CAMPUS WITH THEM AND DO IT.

OR WE CAN ADVISE THEM WITH IDEAS AND STRATEGIES TO DO IT THEMSELVES.

OKAY. AND WHAT SCHOOLS WERE THE SUMMITS DONE FOR THE STUDENTS INPUT? I'M SORRY, WHAT SCHOOLS WERE THE [INAUDIBLE] FOR STUDENT INPUT SO WE CAN GET A LIST OF THOSE.

BUT THEY WERE MIDDLE AND HIGH SCHOOLS AND WE HAD 65 AND IT WAS AN OPEN PROCESS.

IT WAS OPEN IN 65, RESPONDED.

[01:05:02]

WHAT DOES THAT APPLICATION LOOK LIKE AS WELL? BECAUSE I'M KIND OF TRYING TO FOLLOW THE PATHWAY.

SO WHAT DOES THAT APPLICATION LIKE? JOHN SOCIAL JUSTICE ACADEMY OR AWB? TRAVIS WHAT DOES THAT LOOK LIKE? BECAUSE THOSE SCHOOLS ARE IN MY DISTRICT.

WHAT DOES THAT LOOK LIKE WHEN WE'RE GOING? YEAH, AND I THINK TRUSTEE JOHNSON IT DEPENDS ON THE MODEL, RIGHT? SO IF IT'S A NEIGHBORHOOD SCHOOL, OBVIOUSLY, AND I LIVE IN THE COMMUNITY, I AUTOMATICALLY GO TO THE NEIGHBORHOOD SCHOOL, WHICH IS GREAT, RIGHT? IF IT'S A NEIGHBORHOOD SCHOOL, BUT I DON'T LIVE IN THAT FEEDER PATTERN.

I CAN APPLY FOR A TRANSFER IF IT HAS A PROGRAM, A SPECIALIZED PROGRAM, AND IT'S ON THE SCHOOL CHOICE APPLICATION, WE HAVE A ONE CENTRALIZED SCHOOL CHOICE APPLICATION PROCESS.

SO THAT'S WHERE THE PARENTS WOULD ESSENTIALLY MAKE THEIR LIST OF UP TO FIVE CHOICES THAT THEY WANT.

RIGHT. AND SO IF IT'S A MAGNET SCHOOL, THERE'S THERE'S GOING TO BE ENTRANCE CRITERIA.

IF IT'S A TRANSFORMATION SCHOOL, THERE'S NOT IF IT'S A NEIGHBORHOOD SCHOOL, THERE'S NOT.

AND SO HOPEFULLY I'VE KIND OF GOTTEN TO THE HEART OF YOUR QUESTION.

AND MY LAST QUESTION AND THIS CAME IN WAS THE TOTAL OVERALL INCREASE TO COLLEGIATE 100 ACROSS THE BOARD? ABOUT 3,000. 3,000.

YES, SIR. THANK YOU SO MUCH.

YOU'RE WELCOME. TRUSTEE MICCICHE.

YEAH. JUST A QUICK, QUICK FOLLOW UP ON THE STUDENT EXPERIENCE.

DO WE HAVE ANY SORT OF BENCHMARKING DATA? DOES ANYBODY ELSE DO THIS? AND WHERE DO WE WHERE DO WE FIT NATIONALLY? SO WE DO HAVE WE I MEAN, BECAUSE THIS WAS OUR FIRST TIME DOING IT AND WE'RE TRYING TO MAKE TARGETS.

WE DID LOOK AT NATIONAL AVERAGES.

SO IF WE GO BACK TO [INAUDIBLE] IS THE ONE YOU WERE REFERRING TO.

YES. AND SO WHAT WE DID, FOR EXAMPLE, I'LL GIVE AN EXAMPLE OF THE CAMPUS CLIMATE.

SO AT 63, WE ARE I THINK WE'RE AT THE AT THE 53RD PERCENTILE.

AND SO WE'RE MOVING TO 68, WHICH WOULD BE AT THE 80TH PERCENTILE.

SO WHAT WE DID AS A TEAM IS WE LOOK TO LOOK AT NATIONAL AVERAGES.

AND FROM THAT POINT, WE WE DETERMINED WHERE WE WANTED TO BE NATIONALLY AND IN THAT GROUP.

ARE THERE IS IT A DISTRICT WITH COMPARATIVE DEMOGRAPHICS AND LEVELS OF ECONOMIC? YEAH.

WE HAVEN'T LOOKED AT OTHER DISTRICTS THAT ARE THAT ARE SIMILAR OR THE SAME TO DALLAS.

I CAN'T TELL YOU THAT THEY ALL USE THE EXACT SAME CATEGORIES THAT WE DO, BUT THAT IS SOMETHING WE CAN LOOK AT.

YEAH. I MEAN, THE THE NUMBERS JUST AT FIRST GLANCE, WITHOUT ANY OTHER CONTEXT, YOU KNOW, ARE NOT PARTICULARLY ENCOURAGING.

AND I DON'T KNOW IF THAT JUST RELATES TO THE WAY STUDENTS GENERALLY ANSWER QUESTIONS OR WHETHER OR NOT, YOU KNOW, WE HAVE WE HAVE WE HAVE A LOT MORE WORK TO DO.

BUT BUT I JUST CAN'T CAN'T TELL IF THIS IS NORMAL OR IF IT'S INDICATIVE OF A PROBLEM.

AND WE CAN CERTAINLY, YOU KNOW, AT OUR NEXT AT OUR NEXT TIME OF LOOKING AT THIS AND MONITORING THIS, WE CAN CERTAINLY BRING COMPARATIVE DATA AND EVEN BRING IT BEFORE THEN AND MAYBE PUT IT IN BOARD UPDATE.

OKAY. THANK YOU, SIR.

THANK YOU, TRUSTEE MICCICHE. I APOLOGIZE TRUSTEE MICCICHE ASKED THIS QUESTION.

I SHOULD HAVE BEEN A BETTER LISTENER.

IT'S LIKE THAT IN SCHOOL TOO.

JUST THE FALL 2025 GOALS.

HOW DO WE DETERMINE THOSE? SO EVERY YEAR WE ARE GOING TO HAVE STUDENTS TAKE THE SAME STUDENT SURVEY.

SO I WOULD BE CURIOUS HOW OUR GOAL RELATES TO WANT TO KNOW WHAT'S AVERAGE ACROSS THE NATION.

I DON'T KNOW IF WE WANT TO BE AVERAGE.

YOU'RE TALKING ABOUT LIKE THE 68 THAT'S THERE.

WHERE DID THAT COME FROM? YES. YES.

SO THAT DID COME FROM THIS PARTICULAR INSTRUMENT THAT WE'RE USING AS NATIONALLY NORMED.

AND SO THE 68 AS AN EXAMPLE, IS THE 80TH PERCENTILE.

SO AND WE HAD THIS CONVERSATION JUST YESTERDAY, AND I THINK I ALSO HAD IT WITH TRUSTEE MARSHALL YESTERDAY AT OUR ONE ON ONE, BECAUSE IT IS A STRUGGLE, FRANKLY, BECAUSE WHAT HAPPENS WITH YOUR NATIONAL DATA IS RIGHT RIGHT ABOVE THE 50TH PERCENTILE.

ALL OF THE DISTRICT DATA CAME IN VERY TIGHT.

SO STATISTICALLY, ONE POINT PUTS YOU ALMOST IN AN ENTIRELY OTHER TEN PERCENTILE.

AND SO WHAT THAT SAYING, OF COURSE, IS THE DATA ACROSS THE NATION IS GROUPED VERY TIGHTLY RATHER THAN BEING VERY SPREAD APART.

[01:10:08]

SO WE'RE STILL DEALING WITH EFFECTS FROM A PANDEMIC, FROM SOME SHOOTINGS, FROM I MEAN, THERE'S SO MANY THINGS THAT ARE AFFECTING THIS THAT I ALSO DON'T KNOW, IS THIS AN OUTLIER AND IS THIS REALLY LOWER IN TERMS OF WHAT THE NATIONAL NORMING IS? SO WE'VE HAD THIS CONVERSATION, THE TEAM AND I HAVE BACK AND FORTH, AND HONESTLY, WE DON'T HAVE WHAT WE CHOSE TO DO IS TO BE CONSISTENT.

SO WE PICKED THE PERCENTILES THAT WERE BEING PROVIDED FROM THE INSTRUMENT NATIONALLY.

BUT THOSE NATIONAL NORMS INCLUDE DISTRICTS THAT ARE, AS TRUSTEE MICCICHE WAS ELUDING TO.

THEY HAVE VERY, VERY DIFFERENT DEMOGRAPHICS.

SOME MIGHT BE VERY SIMILAR, SOME COULD BE VERY DIFFERENT, SOME COULD BE LARGE DISTRICTS, SOME COULD BE SMALL DISTRICTS.

SO I DON'T THINK IT'S NECESSARILY THE BEST MEASURE.

AND I'M GOING TO ASK OUR TEAM TO GO BACK AND PROVIDE SOME MORE CONVERSATION AND WE'LL BRING SOME UPDATES TO YOU BEFORE WE MOVE ON THIS ONE.

I WOULD JUST LIKE TO COSIGN ON TRUSTEE MACKEY'S SUPPORT OF DOING THIS IN THE FALL, IN THE SPRING IN CONTEXT, OR JUST SO WE CAN HAVE SOME SORT OF MEASUREMENT SINCE THAT SEEMS SO MYSTIC.

WHEN YOU TALK ABOUT NORMALIZED NATIONALLY, HOW DOES THAT SO IF A 4TH GRADER TAKES A MATH MATH, THEY'RE COMPARED TO THEIR PEERS IN 4TH GRADE. THIS YOU DO ONCE A YEAR.

SO THE STUDENTS THAT JUST TOOK IT OR FILLED IT OUT IN OCTOBER.

WE'RE COMPARING THEM TO THE SCORES IN LAST FALL.

NO. THE NATIONAL NORM IS DURING THE SAME WINDOW OF TIME.

SO EVERY OTHER SCHOOL DISTRICT THAT UTILIZED THIS INSTRUMENT, WE'RE COMPARING IT TO THE SAME WINDOW.

THEIR RESULTS? WELL, THEY DON'T THEY'RE NOT GOING TO TELL US INDIVIDUAL SCHOOL RESULTS BECAUSE IT'S ALL ANONYMOUS.

RIGHT. BUT THEY ARE TELLING US WHAT THE NATIONAL RESULTS ARE AND THEN WE'RE COMPARING OURSELVES TO THAT NATIONAL NORM.

HOWEVER, TO ALL OF YOUR POINTS, IF WE WERE TO ISSUE AND GIVE THIS AGAIN IN THE SPRING, WE COULD COMPARE OURSELVES TO OURSELVES, NOT JUST TO A NATIONAL NORM.

WE COULD ALSO SEE ARE WE HAVING ANY GROWTH AND IS THAT SOMETHING THAT WE CONSIDER IMPORTANT? SO I THINK I'D LIKE TO HAVE OUR TEAM GO BACK AND AND PONDER THE QUESTIONS YOU ALL ARE POSING AND BRING THAT BACK WITH YOUR PERMISSION.

I THINK IT MIGHT BE MORE INTERESTING FOR ME TO SEE GROWTH AND MAYBE GROWTH.

IT'S A PEAK BECAUSE IT IS CULTURE AND CLIMATE.

YOU KNOW, THERE MIGHT BE A POINT WHERE THAT JUST IS WHERE IT IS FOR [INAUDIBLE] LIKE THAT WITH COMPANIES.

BUT THE NORMALIZED NUMBER, I DON'T KNOW HOW HELPFUL THAT IS BECAUSE.

THIS YEAR'S KINDERGARTNERS ARE ACTUALLY IN.

[INAUDIBLE] THE THIRD GRADERS THAT WERE DOING VIRTUAL WOULD BE VERY DIFFERENT.

THEIR SCORE WOULD BE VERY DIFFERENT THAN THIRD GRADERS DOING IT IN PERSON.

AND SO THAT'S ALL I HAVE ON THIS.

ANYTHING ELSE. THANK YOU ALL. THE COUNCIL TRUSTEES APPRECIATE YOU ALL.

ALL RIGHT. WE'RE MOVING ON TO INFORMATION REPORTS, STARTING WITH A SUPERINTENDENT'S REPORT INVESTED IN NEIGHBORHOOD SCHOOLS DR.

[7. INFORMATION/REPORTS]

WE WANTED TO BRING AN UPDATE, AS WE'VE ALSO DONE SOME PART OF MY RETURNING ALLOWED OUR WHOLE TEAM TO GET OUT AND VISIT WITH A VARIETY OF DIFFERENT INDIVIDUALS.

AND SOME OF THIS IS IS PART OF FROM THAT LISTENING FROM THOSE LISTENING OPPORTUNITIES.

WE'VE HEARD THIS BEFORE.

WE'VE HEARD IT PRIOR TO MY LEAVING THE DISTRICT.

AND WE ARE STILL HEARING SOME OF THE SAME AREAS OF CONCERN.

AND WE REALLY WANT TO MOVE TO A BOTH AND RATHER THAN AN EITHER OR.

AND SO IN RESPONSE TO ONGOING QUESTIONS REGARDING WE LOVE PUBLIC SCHOOLS AND WE SEE THAT WE SEE THAT IN THE ENTRY PLAN THAT I PRESENTED TO YOU ALL EARLIER LAST MONTH, I THINK WAS PUBLIC SCHOOLS CAME UP AS ONE OF THE THINGS THAT OUR COMMUNITY INTERNALLY AND EXTERNALLY SAID THEY WANTED TO SEE CONTINUE.

THEY WANTED TO SEE THAT.

AND WE ALSO HEARD CAN WE ALSO INVEST IN NEIGHBORHOOD SCHOOLS SO THAT NEIGHBORHOOD SCHOOLS ACTUALLY BECOME A PART OF THE CHOICE PROCESS THAT WE RECOGNIZE INDIVIDUALS CHOOSE A NEIGHBORHOOD SCHOOL.

AND SO THIS IS ABOUT THANKS TO ANGIE AND OUR COMMUNICATIONS TEAM.

THEY ALWAYS COME UP WITH WITH VERY, I THINK, VERY PROVOCATIVE AND INTERESTING KIND OF SLOGAN.

SO WE'RE REALIGNING, REINVESTING, RE-ENERGIZING AND REDISCOVERING DALLAS THROUGH OUR NEIGHBORHOOD SCHOOLS.

[01:15:05]

GOOD AFTERNOON, BOARD MEMBERS.

AND DR. ELIZALDE, IF YOU GO TO THE NEXT SLIDE, THIS IS JUST A REMINDER RIGHT NOW WITH SCHOOL LEADERSHIP AND THE REALIGNMENT AROUND THE VERTICAL TEAMS. ORIGINALLY, IT WAS MORE OF A NETWORK ALIGNMENT.

EXECUTIVE DIRECTORS WERE OVER MULTIPLE HIGH SCHOOL PRINCIPALS, MIDDLE SCHOOL PRINCIPALS, AND DIFFERENT EXECUTIVE DIRECTORS WERE OVER ELEMENTARY.

WELL, NOW THE REALIGNMENT IS AROUND THE SUPPORT, WHAT WE USED TO CALL FEEDER PATTERNS, WHERE WE'RE REALLY REFERRING TO AS VERTICAL TEAM ALIGNMENT.

SO THE EXECUTIVE DIRECTORS ARE DIVIDED BY THE DIFFERENT HIGH SCHOOL FEEDER PATTERNS, WHICH WOULD INCLUDE THE HIGH SCHOOL, THE MIDDLE SCHOOL AND THE ELEMENTARY SCHOOL. AND SO THAT'S JUST KIND OF A REMINDER OF THE REALIGNMENT.

AND THEN THIS PIECE IS AROUND OUR REINVESTMENT IN NEIGHBORHOOD SCHOOLS.

CURRENTLY, WE DO HAVE AN ANNUAL PUBLIC SCHOOL CHOICE PROCESS WHERE WE DO A CALL FOR PROPOSALS FROM NEIGHBORHOOD PRINCIPALS TO COME IN AND REDESIGN THEIR SCHOOLS. WE KNOW 80% OF ALL THE STUDENTS IN DALLAS ISD DO ATTEND NEIGHBORHOOD SCHOOLS, AND WITH THAT, THAT REINVESTMENT HAS BEEN SCALING THOSE NEIGHBORHOOD SCHOOLS. CURRENTLY, WE HAVE 53 NEIGHBORHOOD CHOICE SCHOOLS.

THAT'S 53.

AND THEN AFTER THIS PROPOSAL PROCESS IN JANUARY, WE WILL ADD 10 MORE.

SO THAT WILL BE 63, AND THAT IS THE NEIGHBORHOOD REDESIGN PROPOSAL PROCESS.

DURING THIS SCHOOL'S DEVELOP STRATEGIC PLANS, WORKING WITH THEIR COMMUNITY TO REENGAGE, GET NEW PROFESSIONAL DEVELOPMENT, CREATE A MODEL, AND THEN ALSO WORK AROUND A SUSTAINABILITY PLAN.

CURRENTLY, THIS INITIATIVE FOR NEIGHBORHOOD SCHOOLS IS A COMMITMENT OF $20 MILLION, AND THAT'S FROM MULTIPLE YEARS BACK.

AND THEN INCLUDING WHAT WE HAVE FOR THIS NEXT YEAR.

THE NEXT HIGHLIGHT IS OUR RE-ENERGIZE.

A COUPLE OF WEEKS AGO, YOU PROBABLY SAW THAT WE ANNOUNCED OUR INNOVATION ENGINE 4.0 RECIPIENTS AND I GAVE YOU A MAP SO THAT YOU COULD SEE ACROSS THE BOARD OUT OF 223 SCHOOLS IN DALLAS ISD, 81 SCHOOLS HAVE BEEN AWARDED THIS $50,000 GRANT.

AND AND LET ME TELL YOU, IT IS AN EXCITING TIME FOR PRINCIPALS THAT HAVE APPLIED THROUGH THESE PROCESSES.

THE MAP SHOWS YOU COHORT ONE, WHICH IS IN LIGHT BLUE.

I HOPE YOU CAN SEE THESE COLORS.

COHORT TWO IS IN MAROON, COHORT THREE IS IN LIGHT GREEN, AND THEN OUR COHORT FOUR IS IN THE DARK NAVY BLUE.

BUT THESE CAMPUSES ARE AWARDED DIFFERENT PIECES TO ADD STEM LABS, MAKER SPACE STUDIOS, ONE OF OUR CAMPUSES THAT OUTFITTED A ELEMENTARY SCHOOL BROADCAST ROOM TO BROADCAST.

AND THEN ANOTHER ONE IS BUILDING THEIR OWN E-SPORTS LAB FOR THEIR STUDENTS.

SO, AGAIN, IN NEIGHBORHOODS, 53 NEIGHBORHOOD SCHOOLS THAT HAVE BEEN DESIGNATED THE CHOICE NEIGHBORHOOD AND THEN 81 THAT ARE RECIPIENTS OF THE $50,000 AWARD.

THIS NEXT SLIDE IS THE REDISCOVER.

WE ALWAYS SAY WE KNOW WE'VE PUT A LOT OF ENERGY IN ADVERTISING OUR CHOICE SCHOOLS.

WE'VE GOT A CENTRALIZED ENROLLMENT PORTAL WHERE PARENTS CAN APPLY FOR CHOICE AND NEIGHBORHOOD SCHOOLS.

BUT A STRATEGY WE HAVE IS WE KNOW WHEN YOU GO TO DISCOVERY EVENTS, THEY HAVE BEEN CHOICE SCHOOL PRINCIPALS THERE.

THE NEW STRATEGY THAT WE'RE CREATING IS AROUND REDISCOVERING OUR NEIGHBORHOOD SCHOOLS.

AND THIS IS TO CREATE A ROBUST, DISTRICTWIDE MARKETING CAMPAIGN, INCLUDING BILLBOARDS, NEW NEIGHBORHOOD, VERTICAL TEAM PAMPHLETS, DOOR HANGERS, COLLATERAL YARD SIGNS, AND THEN ALSO PROMOTIONAL VIDEOS FOR, YOU KNOW, REALLY PERSONALIZING EACH VERTICAL TEAM IN EACH QUADRANT OF THE CITY.

WE ALWAYS WANT OUR FAMILIES FIRST TO REDISCOVER THEIR ELEMENTARY SCHOOL AND THEIR MIDDLE SCHOOL OR HIGH SCHOOL WHERE THEY LIVE.

AND THEN FROM THERE, WHEN WE DO THESE EVENTS IN THE SPRING, DR.

LUSK AND OUR TEAM AND CHIEF DANIELS AND THERE'S A GROUP THAT ARE GOING TO WORK TOGETHER TO REALLY MAKE SURE WE SIT DOWN WITH EACH REGION AND CUSTOMIZE A PLAN FOR THEIR REDISCOVER EVENTS.

THANK YOU. THANK YOU FOR THE PRESENTATION.

TRUSTEES QUESTIONS OR COMMENTS? TRUSTEE WHITE.

I HAVE A QUICK QUESTION. I JUST I KNOW THE DEFINITION.

I JUST WANT YOU TO WHAT'S THE DIFFERENCE BETWEEN THE CHOICE AND THE NEIGHBORHOOD SCHOOLS? WELL, THEY CAN BE BOTH TO DR.

[01:20:02]

SO IN YOUR DISTRICT, WE WOULD USE THE PLEASANT GROVE TAG SCHOOL.

YOU DON'T LIVE IN THAT ATTENDANCE BOUNDARY YOU APPLY.

AND SO WE'VE GOT CHOICES THAT ARE NEIGHBORHOOD SCHOOLS WHERE YOU LIVE IN THE ATTENDANCE BOUNDARY, AND WE'VE GOT CHOICE SCHOOLS WHERE YOU APPLY INTO THE SCHOOL WHERE WE'RE WANTING TO REALLY SHOWCASE IS THAT WE ARE SUPPORTING BOTH EQUALLY AND THAT WE'RE PUTTING EVERYONE TOGETHER SO THAT WHEN PARENTS GO IN, IF THEY WANT DORSEY, IF THEY WANT BLAIR, WHATEVER, THEY DECIDE, THAT THERE'S AN OPPORTUNITY TO REALLY KNOW THAT THAT'S THEIR CHOICE.

IT IS CONFUSING BECAUSE TO A DEGREE, SOME PEOPLE THINK CHOICE SCHOOLS ARE NOT NEIGHBORHOOD SCHOOLS.

AND I JUST TOLD YOU, 53 OF OUR SCHOOLS IN DALLAS ISD ARE NEIGHBORHOOD CHOICE SCHOOLS.

SO THERE IS A LITTLE BIT OF A CONVERSATION THAT WE'RE HAVING AROUND, YOU KNOW, BRANDING THAT SO THAT FAMILIES UNDERSTAND THAT A LITTLE BETTER, BECAUSE THEN WE ALSO HAVE MAGNET SCHOOLS.

THAT YOU HAVE TO APPLY TO, THAT YOU HAVE TO APPLY TO YOU AND YOU TAKE AN ACADEMIC ASSESSMENT.

SO FOR A DISTRICT THAT'S HAD CHOICE A LONG TIME, WE'VE HAD PROBABLY THREE VERSIONS OF IT.

AND EVOLVING INTO HAVING COMMON LANGUAGE IS DEFINITELY A GOAL FOR US.

NOT COMPLAINING BUT CAN YOU TELL ME THE $50,000 THAT WAS GIVEN TO I THINK IT WAS 81 CAMPUSES, IS THAT RIGHT? WAS THAT MONEY THAT KIND OF CAME OUT OF OUR BUDGET? WAS IT PRIVATE SECTOR MONEY? AND ALSO, WHAT WAS THE PROCESS TO APPLY OR WERE THEY JUST GIVEN THE MONEY? THOSE ARE GREAT QUESTIONS.

THE BUDGET, THE MONEY IS LET ME BEFORE YOU GIVE THE SPECIFICS, LET ME BECAUSE I THINK IT'S REALLY IMPORTANT.

I'M SO GLAD YOU ASKED THAT QUESTION BECAUSE SCHOOLS THAT WERE IN THE APPLICATION CHOICE ARENA, WE WERE PROVIDING WE AS A DISTRICT, THERE WAS MONEY BUDGETED.

IT WAS PART OF THE BUDGET THAT THE BOARD OF TRUSTEES APPROVED.

THERE WAS MONEY SET ASIDE FOR THOSE SCHOOLS TO MARKET, TO PUT OUT INFORMATION AND SO ON.

NEIGHBORHOOD PRINCIPALS CAME TO US AND SAID, WHAT ABOUT ME? WE DON'T HAVE THAT ADDITIONAL AND WE'RE COMPETING AGAINST PRIVATE OR CHARTERS.

AND SO THEY WOULD BE TRYING TO DO THAT ON THEIR OWN.

SO THE GOAL HERE, TRUSTEE WHITE, WAS TO MAKE IT FAIR AND TO ALLOW NEIGHBORHOOD SCHOOLS TO ALSO HAVE ACCESS TO DOLLARS THAT THEY WOULD BE ABLE TO THEN UTILIZE TO DO PROFESSIONAL MARKETING AND COMMUNICATION.

JUST BECAUSE YOU WEREN'T AN APPLICATION CHOICE SCHOOL THAT WE STILL NEEDED TO SUPPORT THOSE NEIGHBORHOOD SCHOOLS.

NOW, IF YOU'LL TALK ABOUT THE SPECIFICS WITH THAT.

TRUSTEE WHITE THE INNOVATION ENGINE APPLICATION, IT'S LIKE A FOUR PAGE APPLICATION.

AND WHAT WE DO IS WE MEET WITH ALL OF THE EXECUTIVE DIRECTORS AND YOU CAN'T GET THE YOU CAN'T GET THE AWARD TWICE.

SO IF YOU'VE ALREADY GOTTEN THE AWARD, THEN YOU CAN'T GET IT AGAIN AND YOU FILL THIS OUT.

WE HAVE A RUBRIC WE GO THROUGH.

AND THEN WHAT WE DO IS WE WE SCORE THOSE RUBRICS AND IT INCLUDES EVERYTHING FROM THE IDEA OF INNOVATION.

KNOWING YOUR DATA.

KNOWING YOUR COMMUNITY NEEDS, KNOWING HOW YOU'RE GOING TO SPEND THE MONEY.

AND THEN FROM THERE, WE ANNOUNCE THE WINNERS.

AND JUST. WELL, WHEN SUPERINTENDENT ELIZALDE SAID SOMETHING, IT MADE ME THINK OF THE QUESTION BECAUSE I WAS JUST MS. GAYLORD. I WAS JUST THINKING THAT BECAUSE I HEARD YOU SAY YOU DO MARKETING, BUT SOME OF THE MARKETING HAS TO COME OUT OF THEIR 50,000 BUDGET AS WELL.

YES, CURRENTLY.

WELL, THE DISTRICT, THE DISTRICT MARKETING IS GOING TO BE FOR THE DISTRICT.

SO WHEN WE CUSTOMIZE WHAT WE JUST TALKED ABOUT WITH THIS NEW REDISCOVER THAT WILL BE DISTRICT FUNDING TO SUPPORT THE REGION AS A WHOLE. BUT THE $50,000 THAT WE GET, WE DO HAVE PRINCIPALS, SOME DO, SOME DON'T THAT WANT TO USE THE AUTONOMY TO REDO THEIR MARKETING.

OKAY. OKAY. I WAS JUST WONDERING BECAUSE, I MEAN, EVEN THOUGH I DON'T HAVE ANY KIDS IN SCHOOL, I STILL GET THE FLIERS AT MY HOUSE.

SO I WAS LIKE, ARE THEY PAYING? BECAUSE I THOUGHT IT WAS COMING FROM THE DISTRICT OF FLIERS.

SO THANK YOU FOR THAT.

TRUSTEE MICCICHE. YES.

I WANTED TO FOLLOW UP ON THE NOMENCLATURE, AND I'M A LITTLE LITTLE BIT CONFUSED.

SO WE HAVE OBVIOUSLY THE MAGNET SCHOOLS HAVE THE TESTING REQUIREMENTS AND THEY'RE DISTRICT WIDE.

[01:25:02]

RIGHT. THEN WE HAVE CHOICE SCHOOLS.

ARE THERE ANY OF THOSE THAT ARE DISTRICT WIDE OR ARE THEY ARE ALL CHOICE SCHOOLS, ALSO NEIGHBORHOOD SCHOOLS? OK WE'VE GOT THREE VERSIONS OF CHOICE SCHOOLS, MAGNET SCHOOLS, TRANSFORMATION SCHOOLS, AND THE NEIGHBORHOOD INNOVATION SCHOOLS.

AND IF YOU GET DESIGNATED A NEIGHBORHOOD INNOVATION SCHOOL, YOU'RE ONE OF THE THREE BETWEEN THOSE THREE.

SO IF I LOOK AT ALL OF THE SCHOOLS AND ALL OF YOUR DISTRICTS, THEY'RE EITHER IF THEY'RE CONSIDERED CHOICE, THEY EITHER HAVE THE DESIGNATED DESIGNATION OF MAGNET TRANSFORMATION OR NEIGHBORHOOD INNOVATION.

GIVE AN EXAMPLE OF EACH OF THOSE.

ANGIE SO LIKE MAGNET WHICH EVERYBODY LET'S TAKE LIKE TOWN VIEW, TAKE SUZY WILLIAMS, TAKE TRAVIS.

THOSE ARE MAGNETS.

THOSE ARE MAGNETS. NOW GO TO YOUR OTHER AND THEN SO MAGNETS AND TRANSFORMATION SCHOOLS DO NOT HAVE AN ATTENDANCE BOUNDARY.

MAGNET MEANING BOOKER T, TOWN VIEW SO I GOT THE MAGNETS DOWN COLD.

THEN THERE'S TRANSFORMATION.

YEAH. SO LET ME ASK, IS MONTESSORI OUR FIRST CHOICE SCHOOL? IS THAT A DISTRICT WIDE SCHOOL OR IS THAT A NEIGHBORHOOD SCHOOL? THAT IS A DISTRICT WIDE SCHOOL THAT HAS A NEIGHBORHOOD LOTTERY AND THEN IT GOES TO THE DISTRICT, BECAUSE THERE IS A PRIORITY.

THERE'S A PRIORITY RIGHT AROUND THAT AREA.

OKAY. AND NOW NOW, LET ME TAKE AND IF YOU DON'T KNOW THE PARTICULAR SCHOOL OFF THE TOP OF YOUR HEAD, I'LL GIVE YOU A DIFFERENT ONE.

[INAUDIBLE] SO SANGER PREP.

YES. WHICH IS WHICH HAS A DUAL LANGUAGE PROGRAM.

CORRECT. NOW IS DUAL LANGUAGE A IN THE CHOICE SCHOOL.

YES. IT'S A CHOICE PROGRAM WITHIN THE PORTAL.

SO IF I'M A PARENT AND TO YOUR EXAMPLE, YOU JUST SANGER IS A NEIGHBORHOOD SCHOOL, BUT IT DOES HAVE A DUAL LANGUAGE CHOICE PROGRAM, BUT IT'S NOT A CHOICE SCHOOL.

BUT WHEN YOU GO INTO APPLY FOR ANY SCHOOL, WE'RE PUTTING EVERYONE THERE IN THAT SAME PORTAL.

BUT IT IS NOT A MAGNET SCHOOL SANGER.

IT IS NOT A TRANSFORMATION SCHOOL LIKE MATA.

IT IS A NEIGHBORHOOD SCHOOL THAT IF YOU WANT TO GO THERE, YOU HAVE TO TRANSFER IN.

OKAY. SO, SO EVERY EVERY NEIGHBORHOOD SCHOOL THAT HAS DUAL LANGUAGE IS FITS WITHIN THAT CATEGORY, CORRECT? OKAY. AND SO A SCHOOL LIKE BRYAN ADAMS THAT HAS A LEADERSHIP ACADEMY, CORRECT? THAT'S THAT WOULD BE A NEIGHBORHOOD SCHOOL.

CORRECT. WITH WHAT'S THE NOMENCLATURE FOR IT? INNOVATION NEIGHBORHOOD SCHOOL THAT HAS A LEADERSHIP COMPONENT OF OF CHOICE.

OKAY. AND THEN A SCHOOL LIKE LOWE THAT HAS JACK LOWE SENIOR ELEMENTARY, THAT THAT HAS A PERSONALIZED LEARNING PROGRAM.

JACK LOWE IS, YES, A NEIGHBORHOOD INNOVATION SCHOOL FOR PERSONALIZED LEARNING.

AND TASB JUST GOT THE INNOVATION ENGINE GRANT AND IS READY TO GO THROUGH THE PROCESS.

YES. OKAY.

THANK YOU. YOU KNOW WHAT WOULD BE HELPFUL? I DON'T KNOW IF I'LL REMEMBER THESE TOMORROW I'VE GOT INFORMATION THAT CAN GIVE YOU YOUR SCHOOLS AND WHAT EVERY ONE OF THEIR DESIGNATIONS IS AND A SCENARIO THAT SHOWS THE PROCESS.

LET'S PUT THAT TOGETHER AND WE CAN MAKE SURE THAT ALL TRUSTEES RECEIVE THAT.

OKAY. THANK YOU.

YOU HAVE TRUSTEE MACKEY AND TRUSTEE CARREÓN.

WHERE IS SHE GOING? I JUST HAVE A QUICK QUESTION.

THANK YOU ALL FOR YOUR WORK. AND THANK YOU FOR THIS UPDATE.

I KNOW A WHILE AGO WE WERE, I THINK, IN THE PROCESS OF HIRING SOMEONE TO REALLY BUILD STRONGER RELATIONSHIPS WITH THE REALTORS AND HOMEOWNERS ASSOCIATIONS, ETC..

WHERE DID THAT GO? WHAT ARE WE DOING IN THAT REALM? I THINK THAT'S SUCH A BRILLIANT WAY FOR US TO MOVE AND REALLY GET THE INFORMATION OUT, BECAUSE EVERY TIME I TALK TO PARENTS, THEY'RE LIKE, OH, DALLAS ISD, YOU CAN JUST APPLY TO ANY SCHOOL AND HAVE US HAVE ACCESS TO THEIR SPACES.

IT'S MIND BLOWING TO PEOPLE.

AND SO I'M WONDERING WHAT'S THE PROGRESS OF WHERE WE'RE AT WITH THAT AND HOW WE'RE GOING ABOUT THAT WORK? WE DO HAVE A COORDINATOR THAT'S THAT'S LEADING THAT WORK AND IS HAVING WEEKLY MEETINGS WITH REALTORS.

WE ACTUALLY HAVE EVENTS STARTING IN JANUARY FOR REALTORS, ALSO APARTMENT LOCATORS IN DIFFERENT GROUPS.

SO A LOT OF THE COLLATERAL WILL ACTUALLY ROLL INTO THE PARTNERSHIP THAT WE HAVE WITH THE COMMUNICATIONS DEPARTMENT, BECAUSE WE KNEW THAT WE KNEW THERE ARE A LOT OF NEW FAMILIES MOVING TO DALLAS ISD THAT DID NOT KNOW ANY OF OUR THEY DIDN'T KNOW ANYTHING ABOUT MOST OF OUR NEIGHBORHOOD SCHOOLS OR OUR CHOICE SCHOOLS.

SO THANK YOU FOR BEING A SUPPORTER OF THAT, BECAUSE I KNEW THAT WHEN WE FIRST STARTED THAT YOU HAD SOME COMMUNITY MEMBERS INTERESTED.

[01:30:04]

PHASE ONE REALLY WAS STARTING TO GET A HANDLE ON ALL OF THE REALTORS IN THE AREA, KNOWING ALL OF THE DIFFERENT NEIGHBORHOODS AND SOME OF THE TRENDS AROUND THAT.

BUT THAT IS ON THE LIST OF OF THE WORK.

WELL, I'M EXCITED TO SEE WHAT DIVIDENDS THAT PAYS.

SO THANK YOU ALL FOR YOUR WORK ON THAT.

THANK YOU, TRUSTEE MACKEY TRUSTEE CARREÓN.

THANK YOU, PRESIDENT HENRY.

HELLO. HI.

I HAVEN'T SEEN YOU IN A MINUTE. IT'S BEEN A WHILE.

ANGIE, GOOD TO SEE YOU.

JUST A COUPLE.

I GUESS I JUST WANT TO MAKE A POINT.

WHILE WE'RE ON THE SUBJECT AND IS IN DISTRICT EIGHT, HOME TO SO MANY OF THE ORIGINAL TRANSFORMATION SCHOOLS SOLAR AND IGNITE WHEN IT WAS IN DISTRICT EIGHT AND ID HIGH SCHOOL AND SO MANY OTHERS, I'VE HAD TO HAVE THIS CONVERSATION AND REALLY GET IT DOWN PAT. WHAT IS TRANSPORT, TRANSFORMATION AND INNOVATION AND HAVE A MAGNET STELLAR MAGNET SCHOOL [INAUDIBLE] IN DISTRICT EIGHT.

AND IN THE POINT IS, I THINK ONE THAT TRUSTEE MICCICHE HAS MADE BEFORE AND OTHERS HAVE MADE ME BEFORE, AND I'M HAPPY TO HEAR THAT WE'RE HAVING THOSE THOSE CONVERSATIONS TO SOME DEGREE. BUT I REALLY WOULDN'T ENCOURAGE SUPERINTENDENT AND THE ADMINISTRATION TO REALLY PUT SIGNIFICANT THOUGHT INTO THIS.

AND THAT IS OUR, I GUESS, SIMPLIFYING ALL OF THIS FOR FOR FAMILIES IN OUR COMMUNITY.

IT IT'S I MEAN, I PREACH TO THE CHOIR AND HOW CONFUSING IT CAN GET AND WHAT'S WHAT'S NEEDED FOR A MAGNET AND TESTING AND IN ACTUAL ACADEMIC SCORES AND FOR A LOTTERY AND IN ONE OF OUR TRANSFORMATION SCHOOLS OR WHETHER I CAN JUST APPLY TO OUR INNOVATION NEIGHBORHOOD SCHOOL AND JUST GET IN.

AND THEN ON TOP OF THAT, THERE'S ANOTHER LAYER OF CONFUSION BECAUSE WE STOPPED TO EDUCATE THE COMMUNITY ON WHAT IS MONTESSORI AND THEN WHAT IS PERSONALIZED LEARNING, WHICH IS NOT EASY TO YOU KIND OF YOU GOT TO SEE IT TO TRULY UNDERSTAND IT, ESPECIALLY IF YOU'RE NOT IN EDUCATION.

WHAT A SINGLE GENDER IS A LITTLE EASIER TO GET.

BUT WHAT WHAT ARE ALL THE DIFFERENT FLAVORS OF TRANSFORMATION ON TOP OF THAT? AND I CAN'T TELL YOU IN MY TIME OF THE BOARD, I'VE TRIED TO DO THAT SPECIFICALLY.

I THINK ABOUT LIKE TJ FEEDER PATTERN OR WITH LIKE A GROUP OF SPANISH SPEAKING PARENTS [INAUDIBLE] TO GIVE A TALK AND THEY THEY WANT CHOICE, ESPECIALLY IN KIND OF IN NORTHWEST DALLAS, WHERE WE DON'T REALLY HAVE ANY TRANSFORMATION SCHOOLS ALONG KIND OF WEBB CHAPEL AND BUT THEN TRYING TO EXPLAIN CHOICE IT BECOMES A TWO HOUR JUST AND PART OF THAT MIGHT JUST BE ME.

BUT BUT THE OVERARCHING POINT OR THE GLOBAL POINT HERE IS EXTENT THAT WE CAN REALLY SERIOUSLY TAKE TIME TO SIMPLIFY THIS AS MUCH AS POSSIBLE.

ALTHOUGH YOU CAN'T OVERSIMPLIFY IT.

I THINK WE WOULD DO THE DISTRICT JUST GOOD IN ENCOURAGING IN AND SEEING JUST INCREASE INTEREST IN ALL THESE DIFFERENT TYPES OF PROGRAMS. AND SOME OF THAT MIGHT BE I MEAN, I HAVE CONVERSATION ABOUT WHAT WHAT TYPE OF THESE PROGRAMS THAT WE MENTIONED BEFORE, WHAT TYPE OF THESE PROGRAMS ARE ACTUALLY STICKING AND WHICH ONES WORK AND WHICH ONES SOMETIMES LESS CHOICE IS ACTUALLY MORE RIGHT.

AND AND YOU'RE EMPOWERED TO HAVE TO FIGURE OUT WHAT SEVEN DIFFERENT THINGS ARE.

THESE ARE THE SEVEN OR THESE ARE THE FOUR THINGS THAT ARE WORKING.

BUT JUST A I DON'T I DON'T KNOW WHAT DIRECTION THAT CONVERSATION GOES, BUT WHAT I WANT TO SEE, WHAT I WOULD LIKE TO SEE IS I ACTUALLY HAVE THAT CONVERSATION AT THE HIGHEST LEVELS. THANK YOU, TRUSTEE CARREÓN.

TRUSTEE MICCICHE. THANK YOU.

THIS IS SIMILAR TO THE CONFUSING NATURE OF OUR OUR CHOICE PROGRAMS, BUT IT RELATES MORE TOWARDS MORE TO P-TECH. AND I THINK I THINK P-TECH IS ABSOLUTELY A GREAT, GREAT PROGRAM.

AND I LIKE THE CONCEPT OF VERTICAL ALIGNMENT VERY MUCH.

AND I'VE GOT TWO FEEDER PATTERNS THAT ARE ARE PRETTY, I THINK, HIGH IN TERMS OF BEING VERTICALLY ALIGNED ALREADY. BUT THERE'S JUST IT'S AN ANECDOTE.

BUT IN ONE OF THE FEEDER PATTERNS, WHICH DOES NOT HAVE THE TEACHING ACADEMY AND I TALKED TO A STUDENT WHO WAS WHO WAS GRADUATING SHE WANTED TO BE A TEACHER.

SHE DIDN'T KNOW SHE COULD GO TO ANOTHER FEEDER PATTERN TO ACTUALLY TAKE ADVANTAGE OF OUR EDUCATION PATHWAY IN P-TECH.

[01:35:08]

BUT WHEN KIDS STAY IN THEIR NEIGHBORHOOD SCHOOL, WHEN THERE'S SOMETHING THAT'S REALLY, YOU KNOW, MORE IN LINE WITH WHAT THEY WANT TO DO IN THE FUTURE AT ANOTHER SCHOOL, THERE'S REALLY THERE'S NOT A LOT OF KNOWLEDGE THAT, HEY, I COULD GO TO TO THIS SCHOOL AND BECOME A POLICE OFFICER OR THIS SCHOOL AND BECOME A TEACHER OR THIS SCHOOL.

AND, YOU KNOW, DO YOU DO GAMING? AND SO THEY ACTUALLY STAY IN THEIR NEIGHBORHOOD SCHOOLS.

WHEN WE HAVE A P-TECH OFFERING SOMEPLACE ELSE THAT WOULD BE MORE SUITABLE.

SO, SO SO AS YOU'RE TRYING TO FIGURE OUT HOW TO MAKE ALL OF OUR CHOICES ACCESSIBLE AND UNDERSTOOD BY OUR BY OUR STUDENTS AND THEIR PARENTS, I THINK YOU HAVE TO WORK P-TECH IN THERE AS WELL.

BUT BUT IT WOULD BE A SHAME FOR SOMEBODY WHO WANTED TO BE A TEACHER.

AND WE HAVE FOUR P-TECH HIGH SCHOOLS THAT HAVE THE TEACHING PATHWAY TO STAY IN THEIR NEIGHBORHOOD SCHOOL BECAUSE THEY DIDN'T EVEN KNOW THAT THEY COULD GO TO ONE OF THE OTHER HIGH SCHOOLS AND PARTICIPATE IN THAT PATHWAY.

TRUSTEE MICCICHE THAT'S A GREAT POINT.

IN FACT, I KNOW THAT THE OTHER SIDE OF THE HOUSE THAT DR.

LUZ LEADS IS IS WORKING THROUGH THAT.

IN FACT, EVERY SEVENTH GRADER IN DALLAS ISD IS ACTUALLY GOING THROUGH A COLLEGE AND CAREER CAREER READINESS PROGRAM WHERE THEY REALLY IS ALIGNING TO THEM PERSONALLY AND IT SHOWS THEM ALL OF THEIR OPTIONS.

WE JUST STARTED THAT THIS SEMESTER AND BY THE END OF THE YEAR, BY THE TIME KIDS HIT SEVENTH AND EIGHTH GRADE, THEY'RE GOING TO KNOW ALL OF THE OPTIONS AND WHERE IT ALIGNS TO THEIR STRENGTHS AND THEIR INTERESTS.

YOU KNOW, I THINK FAMILIES ARE, YOU KNOW, VERY FAMILIAR WITH OUR MAGNET SCHOOL PROGRAMS AND THE OPTIONS THERE IF THEY WANT TO.

THEY KNOW ABOUT BOOKER T AND THEY KNOW ABOUT SM AND SO FORTH.

BUT THE P-TECHS ARE KIND OF LIKE, HEY, MY SCHOOL HAS A GREAT P-TECH PROGRAM, BUT IT ONLY OFFERS THESE OTHER TWO THINGS.

AND NOBODY EVER TELLS THEM THAT, YOU KNOW, YOU CAN TAKE A BUS JUST LIKE YOU COULD IN MAGNET SCHOOL AND GET THE PROGRAM THAT YOU WANT.

YEAH. ALL RIGHT.

THANK YOU. THANK YOU.

I APPRECIATE THE INVESTMENT IN NEIGHBORHOOD SCHOOLS.

I REALLY APPRECIATE YOU HEARING THE FEEDBACK FROM THE LEADERSHIP OF THOSE CAMPUSES.

SO I WANTED TO MAKE THAT POSITIVE STATEMENT.

I LOVE WHAT THE OFFICE DOES, PARTICULARLY WHAT I'VE SEEN.

AND I CAN'T SPEAK FOR THE DISTRICT, BUT WHAT I'VE SEEN IN DISTRICT NINE FROM THE OFFICE AND THE EXPANSION OF OPPORTUNITIES, I THINK IT'S IT IS COMPLEX AND IT'S IT'S HARD FOR INDIVIDUALS TO UNDERSTAND THE COMMUNITY UNDERSTAND, BUT I THINK IT'S A GOOD PROBLEM TO HAVE.

I THINK IF YOU LOOK AT SOME OF THOSE SUBURBS ON THAT MAP, YOU KNOW, THEY DON'T IN MY OPINION, THEY DON'T HAVE NEARLY HALF THE OPTIONS WE HAVE IN DISD.

SO I THINK, YOU KNOW, IT IS DIFFICULT TO EXPLAIN, BUT IT'S DIFFICULT TO EXPLAIN BECAUSE WE HAVE SO MANY OPPORTUNITIES.

YOU CAN GO TO A SCHOOL TO BECOME A TEACHER.

YOU CAN BE A THIRD GRADER AND START GETTING INTO THE MEDICAL FIELD.

ALL RIGHT. I MEAN, WE HAVE TREMENDOUS AMOUNT OF OPTIONS WITHIN DALLAS ISD AND WE NEED TO CONTINUE TO REFINE ON HOW WE COMMUNICATE THAT, WHAT CHOICE IS, WHAT MAGNET IS, WHAT THE THREE DIFFERENT SUBSETS OF CHOICE, YOU KNOW, BUT TO ME, ALL THAT MEANS IS WE JUST HAVE A LOT OF OPPORTUNITIES IN DISD AND THAT MAP IT'S ALL OVER THE CITY.

SO WHAT TRUSTEE FLORES HAS UP THERE [INAUDIBLE] DISTRICT NINE, WHERE KIDS ARE LEARNING LANGUAGES, DUAL LANGUAGES, ALL KIND OF KIDS.

YOU KNOW, IF YOU DON'T CONTINUE TO REFINE AND EVOLVE, YOU'RE NOT GOING TO BE RELEVANT.

AND THAT'S VERY TRUE FOR OUR KIDS.

SO A LOT OF POSITIVE PRAISE FOR WHICH FOR ME FROM FOR WHAT YOU'RE DOING ACROSS THE CITY OF DALLAS TO PROVIDE OPPORTUNITIES FOR ALL OF OUR KIDS.

WE'VE BEEN ON THE APPLICATION SIDE OF THIS.

I THINK WHAT YOU'VE DONE IN THE LAST TWO YEARS, IT FEELS LIKE IT'S A LOT, BUT THE APPLICATION PROCESS IS SO MUCH MORE SEAMLESS THAN IT WAS.

IT WAS A MESS.

MY OPINION AGAIN, HARD TO NAVIGATE.

EXCLUSIONARY BECAUSE AT SOME POINT YOU'RE JUST FED UP.

AND ONE SCHOOL WANTS THIS AND ONE SCHOOL WANTS THAT.

HAVING JUST A KIND OF ONE STOP SHOP PROCESS TO NAVIGATE ALL THESE SCHOOLS AS A PARENT IS NOW, AS YOU'RE NAVIGATING INTO, YOU KNOW, WHAT'S WHAT.

THAT'S DIFFERENT. BUT AT LEAST THE PROCESS IS A ONE STOP SHOP.

SO THANK YOU FOR ALL YOU'RE DOING.

THAT'S KIND OF ALL MY COMMENTS ON THIS.

I APPRECIATE THE INVESTMENT IN OUR NEIGHBORHOOD SCHOOLS TO PUT THEM ON PAR MARKETING WISE AND OPPORTUNITY WISE AS THESE [INAUDIBLE] SCHOOLS.

TRUSTEE JOHNSON HAS A QUESTION.

THAT'S ALL I HAVE. I KNOW THAT [INAUDIBLE] WAS A PART OF THE INNOVATION GRANT, AND I KNOW THAT ROOSEVELT ALSO WEARS THAT NAME AS WELL.

SO WHAT ARE WE DOING AND HOW WE'RE FITTING THOSE TWO SCHOOLS? LET ME START. ROOSEVELT HOW WE FIT INTO ROOSEVELT, INTO THE REDISCOVERY.

[01:40:04]

IN FACT, WE THEY CURRENTLY RIGHT NOW ARE GETTING INNOVATION FUNDING FOR SOME OF THEIR INNOVATION MODEL WORK.

SO THAT DEFINITELY BE HIGHLIGHTED.

IN FACT, THAT ENTIRE VERTICAL TEAM WILL BE HIGHLIGHTED.

[INAUDIBLE] AS, AS A, AS A COMMUNITY.

YEAH. [INAUDIBLE] THE OTHER SECOND ROUND I GUESS THE OTHER COMMENT I MENTIONED TO DR. ELIZALDE IN PASSING AND I DON'T THINK IT'S AN LCI THING, BUT JUST GENERALLY WITH ALL THESE OPPORTUNITIES WE HAVE ACROSS DIFFERENT SCHOOLS AND KIND OF WHAT TRUSTEE MICCICHE WAS SAYING, IF I'M A TEACHER AT A SCHOOL THAT DOESN'T HAVE OUR TEACHER ACADEMY, HOW DO I GET ACCESS TO THAT? I TRANSFER, ETC. BUT WE HAVE SOME DISPARITIES, AS WE KNOW IN OUR AP PROGRAMS AND OTHER ACADEMIC SERVICES ACROSS THE DISTRICT.

I WANT TO ASK HER, YOU KNOW, IS THERE SOMETHING STOPPING US FROM A STUDENT IN HIGH SCHOOL A, THAT WANTS TO TAKE AN AP COURSE THAT'S NOT AVAILABLE AT HIGH SCHOOL A, TAKING THAT SAME AP COURSE THAT'S AT HIGH SCHOOL B AND I JUST THAT'S AN OPENING THE QUESTION.

THE ANSWER IS NO.

WE ARE THE BARRIERS TO THAT HAPPENING.

AND SO THE TEAM IS WORKING ON BOTH VIRTUAL AS WELL AS IN SOME INSTANCES WHERE CAMPUSES HAVE, FOR INSTANCE, A ZERO HOUR.

IF WE TAKE, FOR INSTANCE, LINCOLN AND MADISON THAT ARE IN CLOSE PROXIMITY, WE COULD EASILY TRANSPORT KIDS FOR AN AP COURSE AT EITHER ONE OF THOSE LOCATIONS.

THAT COULD BE A COMBINATION OF BOTH OF THOSE SCHOOLS UNTIL WE DEDICATE ONE IN PER YEAR PER CAMPUS.

WE COULD ALSO DO VIRTUAL AND HYBRID SO THAT STUDENTS, IF I'M THE ONLY STUDENT AT MADISON THAT WANTS TO TAKE AP CALCULUS AND THE COURSE IS BEING OFFERED AT KIMBALL, THERE'S NO EVEN THOUGH THE DISTANCE MAY BE WHAT IT IS, CAN THE STUDENT BE HYBRID OR CAN THEY BE VIRTUALLY A PART OF THAT COURSE? SO THE TEAM IS EXPLORING THAT SO THAT WE CAN BEGIN TO DO SOME OF THAT AS QUICKLY AS THIS SPRING AND THEN AS WE HAD PRESENTED PRIOR.

AND IN THAT INEQUITIES THAT WE SAW IN THE AP COURSES AND THOSE COURSE OFFERINGS AS AN EXAMPLE, WE'LL BE MOVING NEXT YEAR TO MITIGATE THAT AT EACH OF THOSE CAMPUSES.

THANK YOU. TRUSTEE FOREMAN THANK YOU.

SORRY I MISSED THE PRESENTATION.

BUT AS YOU GUYS KNOW, I'VE HAD A LOT TO SAY ABOUT THIS PARTICULAR ISSUE.

AND I WANT TO BE CLEAR THAT IT'S IMPORTANT THAT THE OFFERINGS ARE THERE.

I THINK PART OF OUR PROBLEM IS COMMUNICATING THOSE OFFERINGS TO THE STUDENTS AND THE PARENTS PARTICULARLY.

I DON'T WANT TO SEE US GO ON A TANGENT WITH CREATING NEW CHOICE SCHOOLS WITHOUT ENHANCING OUR NEIGHBORHOOD SCHOOLS. AND SO THAT'S SOME OF WHAT I HEAR, AND THAT'S NOT WHERE I THINK WE SHOULD BE.

I THINK WE SHOULD BE ENHANCING NEIGHBORHOOD SCHOOLS WITH DIFFERENT CHOICES TO BE ABLE TO ALLOW THE STUDENTS AND THEIR PARENTS TO BE ABLE TO CHOOSE FROM THAT.

ONE OF THE THINGS I KEEP HEARING ABOUT IS TRANSPORTATION.

WE'RE STRUGGLING WITH TRANSPORTATION NOW, SO WE DON'T WANT TO TRANSPORT THE KIDS ALL OVER THE DISTRICT SUPERINTENDENT.

WE WANT TO MAKE SURE THAT WITHIN THEIR NEIGHBORHOOD SCHOOL THAT THESE OPPORTUNITIES ARE AVAILABLE.

AND OF COURSE, IT'S NOT GOING TO BE THE SAME THING IN EVERY SCHOOL.

AND PARENTS WILL BE ABLE TO MAKE THOSE OPTIONS AND THOSE CHOICES IF WE ALLOW THEM LIKE WE DO.

ONE DISCOVER DALLAS ISD I THINK WE PROBABLY NEED TO DO FOR DISCOVERY DALLAS ISD SO THAT DIFFERENT PARENTS ALL OVER THE DISTRICT SO THAT DIFFERENT PARENTS HAVE AN OPPORTUNITY WITHIN THEIR OWN AREA TO BE ABLE TO HEAR THOSE CHOICES.

I'VE BEEN ONE THAT HAVE PUSHED BACK BECAUSE WE DID A REALLY GREAT DISCOVERY DALLAS ISD AT ELLIS DAVIS.

WE DID IT ONE TIME BECAUSE SOME OTHER PEOPLE DIDN'T WANT TO COME ON THAT SIDE OF TOWN.

SO WE CHANGED AND THAT'S NOT WHERE WE NEED TO BE.

WE NEED TO BE GIVING PARENTS THROUGHOUT THIS ENTIRE DISTRICT THE OPPORTUNITIES FOR THOSE CHOICES.

SO I WOULD SUGGEST THAT PART OF OUR PROBLEM IS THE COMMUNICATION ISSUE.

I WOULD ALSO SUGGEST THAT ANOTHER ISSUE THAT WE NEED TO BE CLEAR ON IS THAT MANY OF OUR SCHOOLS STRUGGLE BECAUSE OF FUNDING AND WE DON'T WANT TO ADDRESS THOSE ISSUES.

MANY SCHOOLS IN MY AREA, IT'S BEEN A FUNDING ISSUE BECAUSE THEY DON'T GET EXTRA FUNDING FOR DIFFERENT THINGS.

WELL, ROOSEVELT IS GETTING SOME INNOVATIVE FUNDING, KIMBLE IS NOT.

AND SO WE WE ARE STRUGGLING FOR THAT FUNDING PIECE.

[01:45:02]

HOW DO WE BRING ADDITIONAL FUNDING INTO THESE SCHOOLS? ANOTHER THING THAT I THINK IS EXTREMELY IMPORTANT FOR US TO ADDRESS IS THE QUALITY OF THE INSTRUCTION IN THESE THESE NEIGHBORHOOD SCHOOLS.

BECAUSE IF YOU LOOK AT MOST OF OUR TEACHERS WHO ARE MAKING $100,000 AND OVER, GUESS WHAT? THEY'RE NOT IN THESE SCHOOLS.

SO THE QUALITY OF INSTRUCTION IS GOING TO ALSO BE A KEY AS WE MOVE FORWARD AND TRY TO MAKE SURE THAT WE ARE WE HAVE 100 AND HOW MANY THOUSAND KIDS.

142,000 KIDS AS WE MOVE FORWARD TO TRY TO MAKE SURE THAT 142,000 KIDS ARE BEING SERVED ADEQUATELY.

WE'RE GOING TO HAVE TO DO A BETTER JOB OF THE DISTRIBUTION OF THE EDUCATIONAL KNOWLEDGE AND WEALTH WITHIN THESE SCHOOLS.

WE ALSO HAVE TO MAKE SURE THAT THOSE PROGRAMS THAT WE PUT IN ARE PROGRAMS THAT THESE STUDENTS WANT, AS OPPOSED TO PROGRAMS THAT WE THINK THEY WANT.

BECAUSE IF YOU GO THROUGH A LOT OF THESE SCHOOLS, THE PROGRAMS ARE THERE, BUT THEY'RE NOT BEING USED BY THE STUDENTS BECAUSE IT'S NOT ALWAYS WHAT THE STUDENTS AND THE PARENTS WANT.

SO BUT I'M REALLY EXCITED THAT YOU GUYS ARE TAKING ANOTHER LOOK AT THIS.

AND I THINK THE CONVERSATION HAS TO CONTINUE TO MAKE SURE THAT WE ARE MAKING SURE THAT ALL OF OUR STUDENTS ARE GETTING WHAT THEY NEED.

BUT I AM EXTREMELY, EXTREMELY INTERESTED IN MAKING SURE THAT NEIGHBORHOOD SCHOOLS ARE STRENGTHENED TO THE BEST OF OUR ABILITY.

THANK YOU, TRUSTEE FOREMAN.

I DON'T SEE ANY OTHER QUESTIONS OR COMMENTS ON THE AGENDA ITEM.

THANK YOU, TRUSTEES.

WE ARE ON 7B DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION.

WE DISCUSSED THAT CLOSED SESSION.

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

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. POLICY UPDATES]

CHIEF FINANCIAL OFFICER.

ANY QUESTIONS ON POLICY UPDATES? TRUSTEES WE'RE ON CHIEF OF STAFF DIVISION.

ARE THERE ANY QUESTIONS ON THE CHIEF OF STAFF DIVISION? 1314. TRUSTEE WHITE.

MY UNDERSTANDING IS I'M SORRY, WHICH ITEM? [INAUDIBLE] WE'RE ON 13 A [INAUDIBLE] . BASICALLY ON THIS, THE NAME CHANGED AND THE DUTIES ARE REMAINING THE SAME.

I'M SORRY. HOW ARE YOU DOING? I'M DOING FINE. THANK YOU FOR ASKING.

NO PROBLEM. I KNOW THE NAME HAS THE TITLE POSITION NAME CHANGED, CORRECT? YES, MA'AM. BUT AS FAR AS THE STRUCTURE OF THIS, WHEN IT COMES TO LOOKING AT THE COMPANIES THAT WILL BE UTILIZING AND HOW WE'RE GOING TO BE PUTTING FUNDS THERE.

ARE YOU THE ONE THAT'S BECAUSE THIS IS YOUR TITLE, THAT THAT'S CHANGED, IS THAT RIGHT? YES. THE CHIEF FINANCIAL OFFICER IS BEING ADDED TO THE POLICY.

OKAY. BECAUSE THE CHIEF BUSINESS OFFICER, WE NO LONGER HAVE THAT POSITION TITLE.

OKAY. SO IS THE CHIEF FINANCIAL.

THE DEPUTY CHIEF FINANCIAL OFFICER.

THE TREASURER ASSISTANT TREASURER.

ALL OF THOSE ARE REMAINING AS IS.

OKAY. SO I JUST BASICALLY WANT YOU TO JUST GIVE ME A BRIEF SNAPSHOT WHEN IT COMES TO THE INVESTING OF OUR TAX DOLLARS AS FAR AS HOW WELL IT HAS BEEN GOING, BECAUSE I'M KIND OF CONCERNED ABOUT WHAT I THINK WE ALL MAY BE CONCERNED ABOUT THIS MARKET AS FAR AS INVESTING IS CONCERNED RIGHT NOW.

SORRY. SORRY.

TRUSTEE WHITE [INAUDIBLE] STRICTLY ABOUT THIS POLICY AND IT'S JUST THE NAME OF THE IT'S NOT THE ACTUAL INVESTMENT.

SO WE'RE GETTING OFF THE AGENDA ITEM.

OKAY. WELL, I JUST.

I DON'T KNOW, MAYBE I WAS READING SOMETHING MORE INTO IT BECAUSE I KNOW IT SAYS ON THE OTHER PAGE, THE LIQUIDITY, THE INVESTMENT MANAGEMENT. SO IT'S BASICALLY JUST POLICY ON ALL OF THIS.

YEAH, THAT'S THE POLICY.

[01:50:10]

YES. YES, MA'AM.

THANK YOU TRUSTEE WHITE. WE'RE ON.

I'M JUST GOING TO MOVE FOR Y'ALL STOP ME IF I PASS IT, I'LL GO BACK TO IT.

CHIEF OF STAFF DIVISION.

THAT'S 13 AND 14

[12. CHIEF OF STAFF DIVISION]

AND THE FIRST QUESTION IS ADDING THE EXTRA ADDITIONAL DAYS FOR PROFESSIONAL DEVELOPMENT.

HOW DOES THAT AFFECT THE TEACHER CONTRACTS OR DOES IT AFFECT THE TEACHER CONTRACT? NO, THE TEACHERS HAVE 187 DAY CONTRACTS AND THAT REMAINS THE SAME.

SO. BUT IF WE ADD THESE ADDITIONAL DAYS, THAT DOES THAT TAKE AWAY DAYS OF INSTRUCTION? NO, WE HAVE 175 DAYS OF INSTRUCTION.

SO THAT WON'T CHANGE.

SO CURRENTLY, WHAT DO WE DO WITH THESE ADDITIONAL DAYS NOW BETWEEN 175 AND 187? ARE THEY PROFESSIONAL DEVELOPMENT DAYS CURRENTLY? 175 ARE THE INSTRUCTION DAYS.

AND THEN WE HAVE.

HOLD ON JUST ONE SECOND.

PULL THAT UP.

IT JUST LEAVES THE 12 THAT ARE SPLIT BETWEEN PROFESSIONAL DEVELOPMENT PREP, PROFESSIONAL PREP TIME WORK DAYS, PARENT CONFERENCE, AND PARENT CONFERENCE. OKAY, SO WHAT ARE WE TAKING AWAY FROM TO ADD THE ADDITIONAL PROFESSIONAL DEVELOPMENT? I'M JUST TRYING TO MAKE SURE WE'RE NOT TAKING AWAY SOMETHING.

NO. TO ADD MORE.

SO THEY'LL STILL HAVE PREP TIME.

THEY WILL STILL HAVE PREP TIME.

AND WE DID HAVE AFT AND THE OTHER AS PART OF THEIR SUPPORTIVE OF THIS PARTICULAR CALENDAR.

BUT I THINK THIS WAS I THINK THE WHERE DOES IT SAY THAT THERE'S ACTUALLY ADDITIONAL PROFESSIONAL DEVELOPMENT DAYS SHERRY IN COMPARISON TO LAST YEAR, I THOUGHT IT WAS THE SAME NUMBER OF DAYS.

THE JUSTIFICATION, RIGHT? IT SHOULD BE THE SAME.

WE HAVE THREE, FOUR, FIVE WORK DAYS, ONE, TWO, THREE, FOUR, FIVE, SIX PD DAYS, AND THEN THE PARENT CONFERENCE DAY.

SO I THINK I'LL HAVE TO GO BACK AND CHECK ON WHAT'S BEING PUT EXACTLY IN THE JUSTIFICATION, BECAUSE WE I DO THINK AND SHERRY, BOTH NEA AND AFT, WORKED WITH YOU ON THIS PROPOSAL.

YES. AND I SEE WHAT SHE'S SAYING.

SO THE WAIVER THAT SUBMITTED TO TEA THAT'S IT IS SO THAT WE CAN HAVE ADDITIONAL DAYS.

WE ALWAYS HAVE THAT.

THAT'S NOT SOMETHING NEW.

WE ACTUALLY CAN HAVE UP TO FIVE.

YEAH. SO LET ME BACK UP NOW I REMEMBER WHY IT SAYS THAT IT'S NOT MORE THAN WHAT WE HAD.

IT'S MORE THAN WHAT THE STATE REQUIRES.

SO WHY CAN'T WE SAY THAT? YOU GUYS KNOW I READ EVERY WORD.

WELL, I DIDN'T READ EACH ONE OF THESE, BUT NOW I'M GOING TO.

SO I MAKE SURE THAT I KNOW WHAT'S GOING TO BE IN THERE.

YES, MA'AM.

BUT WHAT IT IS, IS WE HAVE TO APPLY TO THE STATE WHENEVER WE ARE GOING TO HAVE ADDITIONAL PROFESSIONAL DEVELOPMENT DAYS THAN WHAT THE STATE.

AND IT'S A IT'S AN EXPEDITED WAIVER LIKE IT'S AN AUTOMATIC APPROVAL, BUT YOU STILL HAVE TO APPLY FOR IT.

AND SO I THINK WE TOOK THAT WORDING AND PUT IT HERE AND WE SHOULD HAVE SAID IN MEANING NOT MORE THAN WHAT WE HAD BEFORE, BUT IN TERMS OF MORE THAN WHAT THE STATE MINIMUM IS WE NEED TO REWARD THAT.

YES, MA'AM. UNDERSTOOD.

AND MY LAST QUESTION WOULD BE IT ALSO SAYS IN THE JUSTIFICATION THIS WOULD APPLY TO MOST SCHOOLS.

AND MY QUESTION IS, WHICH SCHOOLS WOULD IT NOT APPLY TO? IN THE EVENT THAT WE HAVE THE INTERSESSION OR THE EXTENDED YEAR SCHOOLS, THEN THIS CALENDAR WOULD NOT APPLY.

BUT IN THE EVENT THAT WE DON'T HAVE THAT, THEN THIS WOULD BE THE BASE, THE TRADITIONAL CALENDAR.

YES, YES.

OKAY. THAT WOULD BE GREAT IN THE JUSTIFICATION ALSO JUST MAKE IT SIMPLE.

THANK YOU. THANK YOU. TRUSTEE FOREMAN, TRUSTEE MACKEY.

YEAH, JUST REAL QUICK, I JUST WANTED TO THIS LOOKS TO ME AT FIRST GLANCE THAT THIS LOOKS VERY SIMILAR TO THE CURRENT CALENDAR.

WE'RE RUNNING A IS IT ACCURATE? IS THAT AN ACCURATE STATEMENT? AND B, I SEE A PROFESSIONAL DEVELOPMENT DAY EARLY NOVEMBER.

[01:55:03]

ARE WE PLANNING ON CONTINUING THAT AS WE DID THIS YEAR GOING FORWARD? YES. AND WHILE THIS CALENDAR IS SIMILAR TO YEARS PAST, IT IS SOMEWHAT DIFFERENT.

AND WHAT WE DID DIFFERENT THIS YEAR IS AS WE WERE WORKING WITH OUR CALENDAR COMMITTEE, THE QUESTION CAME UP ABOUT A FALL BREAK.

YOU KNOW, RIGHT NOW WE HAVE OUR TWO FAIR DAYS IN OCTOBER ON FRIDAYS, AND THE QUESTION CAME UP THAT THERE ARE SEVERAL OTHER DISTRICTS THAT HAVE A LITTLE BREAK IN THERE, BECAUSE OCTOBER SOMETIMES TENDS TO BE A ROUGH MONTH FOR CAMPUSES.

AND SO WE SENT A SURVEY OUT TO CAMPUS STAFF AND ASK IF THAT WAS SOMETHING THEY WANTED US TO ENTERTAIN, WHICH WOULD MEAN TEACHERS WOULD HAVE TO COME BACK A LITTLE EARLIER THAN THEY NORMALLY DO. AND WE HAD OVER 70% THAT SAID, YES, THEY WOULD LIKE FOR US TO ENTERTAIN THAT.

NOW, GRANTED, IT WAS SENT OUT IN OCTOBER, SO, YOU KNOW, THAT MAY HAVE AFFECTED THE THE RESPONSES.

SO WHEN WE WENT BACK TO LOOK AT WHAT WE COULD DO TO PROVIDE THAT AND CREATE THE LEAST DISRUPTION, WE'RE ONLY BRINGING TEACHERS BACK TWO DAYS EARLIER THAN WHAT THEY NORMALLY COME BACK.

THEY NORMALLY COME BACK ON A THURSDAY.

THEY'RE NOW COMING BACK ON A TUESDAY.

AND WE WERE ABLE TO PUT IN A FALL BREAK IN OCTOBER WHERE THEY GET A THURSDAY, FRIDAY OFF.

AND THEN THAT MONDAY IS A PD.

OKAY THAT MAKES A LOT OF SENSE. AND THANK YOU FOR TAKING THAT INTO ACCOUNT AND SURVEYING THE EDUCATORS THAT DO THIS WORK.

AS FAR AS FAIR DAYS THEN DO I TAKE THAT TO MEAN LIKE THE 12TH IS ELEMENTARY FAIR DAY AND THE 13TH IS GOING TO BE HIGH SCHOOL FAIR DAY OR ARE THEY ABLE TO? I MEAN, WHAT DOES THAT EVEN MEAN? OKAY, SO WHAT WE WORKED OUT WITH THE FAIR IS THAT THURSDAY WILL BE A FAIR DAY FOR ALL, ALL THE TICKETS WILL BE GOOD FOR THURSDAY.

SO ELEMENTARY SECONDARY COULD GO ON THURSDAY.

THAT FRIDAY THOUGH, IF PARENTS BECAUSE NORMALLY OUR SECONDARY KIDS GO ON THEIR OWN, OUR ELEMENTARY KIDS HAVE TO HAVE A PARENT.

SO IF A PARENT COULDN'T TAKE OFF AND TAKE THEIR KID ON THURSDAY AND THEY WANT TO GO ON FRIDAY, THE ELEMENTARIES COULD USE THEIRS ON FRIDAY, BUT SECONDARY WOULD BE THURSDAY.

ALL RIGHT. THANK YOU SO MUCH.

APPRECIATE IT. ANYONE ELSE.

I DO HAVE A QUESTION AND I STEPPED OUT.

SO YOU PROBABLY ANSWERED THIS ALREADY, BUT HAS THE ADMINISTRATION MADE A DECISION ON WHAT TO RECOMMEND FOR THE INTERSESSION AND OTHER ALTERNATIVE CALENDARS? WE HAVE NOT. WE ARE WAITING FOR DATA AT THE END OF THE FIRST SEMESTER.

WE WILL BE BRINGING THAT TO YOU IN FEBRUARY.

OKAY. THANK YOU.

THANK YOU VERY MUCH. ANYBODY ELSE ON THIS ITEM? IF NOT, LET'S GO TO THE CHIEF OF STAFF, LEGAL SERVICES, ITEM 14.

TRUSTEE FOREMAN. I WOULD JUST LIKE A BREAKDOWN ON THIS YEAR'S EXPENDITURE AND THANK THE ADMINISTRATION FOR ENSURING THAT THERE IS A CATEGORY IN THERE FOR BOARD LEGAL SERVICES.

WE'LL DO THAT. THANK YOU.

OKAY. MOVING ON.

UNDER HUMAN CAPITAL MANAGEMENT DIVISION.

[15. HUMAN CAPITAL MANAGEMENT DIVISION]

GOOD AFTERNOON. SO JUST ONE QUICK QUESTION.

WE'RE DOING THIS IN A LOCAL AGREEMENT WITH DALLAS COLLEGE TO HAVE THEIR STUDENTS TO COME AND WORK IN OUR.

IS IT GRADES PRE-K THROUGH THREE? YES, IT'S OUR EARLY CHILDHOOD GRADES.

SO OUR EARLY CHILDHOOD GRADES.

WILL WE BE PAYING THESE INSTRUCTORS? NO, MA'AM. OKAY.

I JUST WANTED TO THANK YOU.

SURE. BUT DON'T GO AWAY.

I GOT SOMETHING ON 16 B.

YES, MA'AM. 16.

ANYBODY ELSE FOR 16A? 16B, TRUSTEE FOREMAN.

IT'S THE SAME QUESTION, BUT IT'S IS THERE PAY AND WHAT GRADES? THERE'S NO FINANCIAL IMPACT.

THANK YOU FOR THE QUESTION. I'M SORRY.

THERE'S NO FINANCIAL IMPACT.

AND IT IS FOR ALL GRADES.

ALL RIGHT. THANK YOU. YES, MA'AM.

ALL RIGHT. ANYONE ELSE FOR ITEM 16C OR D? D. ALL RIGHT.

TRUSTEE FOREMAN. SO MY QUESTION REGARDING THE TRACKING SYSTEM IS AND I'M ASSUMING THIS IS A TALENT TRACKING SYSTEM.

[02:00:02]

NOT NOT ONE DEPARTMENT.

IT'S THROUGHOUT THE DISTRICT.

THERE'S JUST NO REASON FOR US TO CONTINUE TO DO THAT.

SO IN 2018 WE'RE CHANGING.

THE RFP FOR 2018 WAS $2.7 MILLION.

I DON'T KNOW WHAT THE EXACT AMOUNT.

I'LL BE ASKING FOR THAT EXACT AMOUNT OF THE EXPENDITURE, BUT WE'RE CHANGING AGAIN.

I WILL I WILL CONTINUE TO REITERATE IT'S IMPORTANT FOR US WHEN WE'RE LOOKING AT NEW SYSTEMS TO GO AND CHECK WHERE THEY'RE WORK, WHERE THEY'RE BEING USED AND WHERE THEY'RE WORKING AND HOW THEY'RE WORKING, AND THEN SHARE THAT DOCUMENTATION WITH THE BOARD SO THAT THE BOARD HAS SOME IDEA THAT THIS IS ACTUALLY WORKING BECAUSE WE JUST KEEP FLIPPING SYSTEMS THROUGHOUT THIS DISTRICT.

AND THAT JUST IS NOT THE BEST WAY OF EXTENDING OUR REVENUE DOLLARS NEW.

SO I'M NOT GOING TO JUMP HER TODAY.

SO AND I THINK WE'VE DONE A POOR JOB ON MY PART OF THE JUSTIFICATION.

THIS IS ACTUALLY WE ARE CONTINUING THE SAME SYSTEM WE HAVE.

WE DID CHANGE FROM [INAUDIBLE] TRACK, WHICH WE GOT FEEDBACK FROM THE FIELD PRINCIPALS AND OTHERS WHO SAID [INAUDIBLE] TRACK WAS ONE OF THE WORST THINGS WE'VE EVER HAD. AND SO WE DID CHOOSE THIS NEW ONE.

AND SO THIS IS ACTUALLY TO CONTINUE BECAUSE AFTER THE TEAM DID GET FEEDBACK, THIS IS THE FIRST TIME WE'VE ACTUALLY GOTTEN POSITIVE FEEDBACK.

SO I DON'T THINK I'M GOING TO START READING ALL THESE JUSTIFICATIONS LIKE YOU DO TRUSTEE FOREMAN, YOU SHOULD, BECAUSE THIS WAS ACTUALLY THE FIRST TIME MAYBE THAT WE WERE DOING SOMETHING YOU'RE ASKING US TO DO, WHICH IS CONTINUE WITH SOMETHING.

WE GOT FEEDBACK. THEY SAID IT WAS WORKING, SO WE WANT TO CONTINUE THIS PARTICULAR PROGRAM.

SO WE NEED TO ACTUALLY REWORD THIS JUSTIFICATION SO THAT IT'S A CLEARER UNDERSTANDING OF EXACTLY WHAT WE'RE DOING.

THANK YOU VERY MUCH.

IF THERE ARE NO OTHER QUESTIONS.

ANY QUESTIONS OR COMMENTS ABOUT ITEM 18 STUDENT ACTIVITIES? QUICK QUESTION ON 18A.

TRUSTEE FOREMAN. AND THIS IN A LOCAL AGREEMENT WITH DALLAS COLLEGE TO HOST THE UIL.

THE QUESTION IS IT DOESN'T TALK ABOUT IF THERE IS ANY REVENUE INVOLVED.

SO I'D BE ASKING THAT QUESTION.

BUT ONE OF THE JUSTIFICATIONS WAS, IS THAT DALLAS ISD STUDENTS GET TO SPEND THE DAY ON A COLLEGE CAMPUS.

REALLY? THEY'RE NOT GOING TO BE LOOKING AT A COLLEGE CAMPUS.

THEY'RE GOING TO BE LOOKING AT UIL.

SO THE JUSTIFICATION SHOULDN'T BE SPENDING THE DAY ON A COLLEGE CAMPUS.

THE JUSTIFICATION SHOULD BE SOMETHING THAT DEALS WITH THE FACT THAT THEY GET A CHANCE TO COMPETE IN UIL AND TO BE ABLE TO WIN.

I THINK WE'VE DONE A LOT OF THESE ON OUR SCHOOL CAMPUSES, CORRECT? WELL, THIS IS ONE WE'VE DONE ANNUALLY AT THIS PARTICULAR LOCATION.

SO THIS IS A CONTINUATION TO GIVE THE STUDENTS AN OPPORTUNITY TO PARTICIPATE IN A LARGE SCALE AT BROOKHAVEN.

BUT I DO BELIEVE THAT THEY DO ACTUALLY OFFER DURING THE TIMES WHEN THE STUDENTS AREN'T COMPETING, THEY ACTUALLY DO OFFER THE STUDENTS SOME OPPORTUNITY TO DO SOME COLLEGE ROTATION BECAUSE THESE ARE DONE IN SECTIONS.

WHEN WE DO THIS UIL CONTESTS OR AT CERTAIN TIMES DURING THE DAY.

SO THERE'S AN ORGANIZED WAY FOR STUDENTS AND BROOKHAVEN IS ONE THAT WE'VE USED BEFORE.

BUT YES, MA'AM, WE HAVE DONE THESE BOTH ON CAMPUSES, AS YOU'VE MENTIONED, AND WE'VE ALSO UTILIZED COLLEGE CAMPUSES.

AND THERE'S NO COST ASSOCIATED? THAT'S CORRECT. CORRECT.

CORRECT. NO, NO FINANCIAL IMPACT.

ALL RIGHT. THANK YOU.

OKAY. MOVING ON TO THE STRATEGIC INITIATIVES DIVISION.

ANY QUESTIONS ON ITEM 20? ALL RIGHT. WE'LL MOVE ON TO THE FINANCIAL SERVICES DIVISION.

[21. FINANCIAL SERVICES DIVISION]

I'LL MEET WITH YOU LATER.

[02:05:05]

THAT'S AN AMBER ALERT.

SO. SO WE ARE FINANCIAL ON FINANCIAL SERVICES ITEMS 22, 23, 24, AND THEN 24 AND 25 ON BUDGET SERVICES.

ANY QUESTIONS? COMMENTS.

ALL RIGHT. LET'S MOVE TO ITEM 26.

ANY QUESTIONS ON SPECIAL REVENUE FUNDS MANAGEMENT? OKAY, NO QUESTIONS.

LET'S 27 CONSTRUCTION SERVICES.

ITEMS 27A THROUGH F.

RIGHT. FOOD SERVICES DID YOU HAVE? WE ARE ITEM 27 CONSTRUCTION SERVICES, AND THEN WE'RE ABOUT TO MOVE TO 28.

TRUSTEE WHITE. YOU'RE GOOD THERE? OK. ALL RIGHT.

ITEM 28 FOOD AND NUTRITION SERVICES.

QUESTIONS, COMMENTS.

ALL RIGHT. THAT IS THE LAST ITEM ON THE AGENDA.

SO THE TIME IS NOW 2:12 P.M.

AND THIS MEETING IS ADJOURNED.

THANK YOU, EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.