Jan 12, 2023 Board Briefing

[00:00:01]

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

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

[3. ACKNOWLEDGEMENTS]

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

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

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

THANK YOU, TRUSTEE CARREÓN.

THANK YOU, TRUSTEE CARREÓN.

SO 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 ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT THE LAWFUL MEETINGS, SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE [INAUDIBLE] IN THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.

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

AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF 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.

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

IF I SEE ANY ELECTED OFFICIALS IN THE ROOM ALSO THINK THERE WEREN'T ANY SPEAKERS SIGNED UP TODAY.

NO, THANK YOU. WE DO NOT HAVE CLOSED SESSION.

[6. VISION/PROGRESS MONITORING]

DR. ELIZALDE.

THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD.

WE WILL BEGIN BY PRESENTING TO YOU AN UPDATE ON CONSTRAINT CPM 4.1.

THESE ARE THE UPDATED CONSTRAINTS THAT THIS BOARD APPROVED SOMETIME BACK AND WE WANT TO BRING EVERYBODY UP TO DATE.

SO WITH THAT, I'LL TURN IT OVER TO GREAT TO SEE ROBERT ABELL WITH US AND TO OUR CHIEF OR CHIEF OF HUMAN CAPITAL, OUR CHIEF OF SCHOOL LEADERSHIP, TIFFANY HEWITT AND ROBERT ABELL. THANK YOU.

THANK YOU. GLAD TO BE BACK.

GLAD TO SEE ALL THE FRIENDLY FACES.

SO I APPRECIATE THE OPPORTUNITY TO GET BEFORE YOU ALL TODAY WHEN WE TALK ABOUT OUR CPM, WHERE'S MY NEXT SLIDE. I'M NOT IN CHARGE OF THE KEYBOARD ANYMORE.

WHEN WE TALK ABOUT OUR WE'RE LOOKING AT THE GAP BETWEEN HIGH PRIORITY CAMPUSES AND NON PRIORITY AND NON PRIORITY CAMPUSES AND STUDENT ACCESS AT PROFICIENT ONE TEACHERS IN CORE CLASSES.

AND OUR GOAL IS TO REDUCE THAT BY 2025.

THIS CONSTRAINT WAS ESTABLISHED LAST SPRING.

THE TARGETS THEMSELVES WEREN'T SET AT THAT TIME BECAUSE WE WERE STILL ON PAUSE DUE TO ALL THE COVID IMPLICATIONS FOR OUR EVALUATION SYSTEM.

SO SINCE THEN, WE'VE BEEN ABLE TO MOVE FORWARD.

BASED UPON THE FALL 22 SCHEDULING DATA, THE OVERALL GAP IS CURRENTLY AT 8.5 POINTS, AND THOUGH IT IS STILL A GAP, WE DID SHOW DRAMATIC IMPROVEMENT AND WE REDUCED THAT GAP BY ABOUT ONE THIRD FROM OUR PREVIOUS SNAPSHOT.

THANK YOU. WHEN YOU LOOK AT OUR HPC DESIGNATION AND ASSOCIATED SUPPORTS, WE IMPLEMENTED THOSE IN 2020-21 SCHOOL YEAR.

SO SINCE IT DIDN'T EXIST PRIOR TO THAT, THAT'S KIND OF THE START DATE THAT WE'RE USING.

SO THE STIPENDS THAT WENT OUT IN 2021 AND THE ACTUAL OTHER SUPPORT STARTED IN THE 19-20 AS WELL.

SO THAT'S WHY THAT 19-20 DATA IS OUR BASELINE YEAR AND THEN THAT'S WHAT WE'RE GONNA BE COMPARING OURSELVES TO GOING FORWARD.

[00:05:01]

WHEN WE LOOK AT IT FOR THIS YEAR USING THIS FALL SEMESTERS DATA, IT HAS BEEN CUT TO 8.5%, WHICH IS A VERY PROMISING DATA.

THE NARROWING OF THAT GAP WE CAN REALLY ATTRIBUTE TO A LOT OF THE SYSTEMS AND STRUCTURES HAVE BEEN PUT IN PLACE.

THE USE OF ILCS, OUR WRAPAROUND SUPPORTS FOR TEACHERS, AS WELL AS OUR STRATEGIC STIPENDS THAT WE'VE TALKED ABOUT AS WELL.

AND JUST SO THAT EVERYBODY UNDERSTANDS EXACTLY WHAT THIS STATISTIC IS, IT REALLY IS KIND OF WHAT YOU THINK.

IT'S THE NUMBER OF STUDENTS, YOU TAKE THE NUMBER OF STUDENTS, THE NUMBER OF SECTIONS THEY GOT, THAT'S YOUR DENOMINATOR.

AND THEN YOU LOOK AT HOW MANY OF THEM HAVE CORE PROFICIENT ONE PLUS CORE TEACHERS, AND THAT BECOMES YOUR NUMERATOR.

AND THEN YOU JUST WE DIVIDE IT OUT AND THAT'S HOW WE GET THAT METHOD.

A LOT OF THE OTHER METHODS THAT WE'VE BROUGHT BEFORE YOU IN THE PAST, WE'VE LOOKED MORE KIND OF LIKE AT THE WHOLE CAMPUS.

WE'VE SAID HOW MANY THE PERCENTAGE OF PROFICIENT TEACHERS ACROSS THE CAMPUS THAT INCLUDED ELECTIVE TEACHER SPECIALS, OTHER KIND OF TEACHERS AS WELL.

SO FOR THIS ONE, IT'S JUST A LITTLE MORE GRANULAR VIEW.

THE GOOD THING IS IT LETS US SEE THAT CORE INSTRUCTIONAL PATTERN THAT OUR STUDENTS ACTUALLY LIVE THROUGH EVERY DAY.

SO IT DOES GIVE A DIFFERENT LENS, IT GIVES A MORE GRANULAR LENS, AND WE THINK IT'LL BE EASY TO MODEL GOING FORWARD AS WELL, TO LET US KNOW HOW WE'RE DOING AND THAT THOSE CORE CONTENT AREAS, THE DATA OVERALL DOES SHOW POSITIVE TRENDS IN CLOSING THE GAP BETWEEN OUR HPC AND OUR NON HPC CAMPUSES.

AGAIN, OVERALL, THE RATE DECREASED BY 4.4% FROM OUR BASELINE YEAR.

WHEN WE LOOK AT OUR INDIVIDUAL STUDENT GROUPS.

WE ALSO MADE SIGNIFICANT GAINS IN ALMOST ALL OF THOSE STUDENT GROUPS.

SO OUR BLACK AND AFRICAN AMERICAN STUDENTS, WE CLOSED THE GAP BY 3.3%.

OUR HISPANIC STUDENT GROUP, WE CLOSED BY 4.3.

ECONOMICALLY DISADVANTAGED STUDENTS, WE WERE ABLE TO CLOSE THE GAP BY 5.7.

EMERGING BILINGUAL STUDENTS, WE WERE ABLE TO CLOSE BY 22.6.

AND FOR OUR SPECIAL EDUCATION STUDENTS, WE WERE ABLE TO CLOSE THAT GAP BY 3.4 POINTS AS WELL.

SO THOSE ARE VERY, VERY OPTIMISTIC.

SO WE'RE EXCITED ABOUT SOME OF THOSE RESULTS AND THE DIRECTION THAT WE'RE TRENDING IN AS WELL.

THE GAP OF BETWEEN HPC AND NON HPC, IT INCREASED IN ONLY ONE STUDENT GROUP, WHICH IS OUR WHITE STUDENTS.

WE THINK THAT THAT IS PROBABLY AN ARTIFACT AND IS SKEWING DUE TO THE SMALL NUMBER OF WHITE STUDENTS THAT WERE IN THAT THAT DENOMINATOR NUMERATOR AT OUR HPC CAMPUSES.

BUT WE'LL CONTINUE TO MONITOR THAT JUST TO MAKE SURE THAT THAT DOESN'T BECOME AN ISSUE LONG TERM.

EVEN THOUGH THE TRENDS OVERALL ARE VERY, VERY POSITIVE AND CLOSING THAT GAP.

WHEN WE DO LOOK AT THAT, THE DATA, WE ALSO RECOGNIZE THAT WE HAVE SOME AREAS OF IMPROVEMENT IN AREAS THAT WE CAN CONTINUE TO ACHIEVE BETTER RESULTS AND IMPROVE ACCESS, SPECIFICALLY THE ACCESS LEVEL FOR PROFICIENT TEACHERS AND CORE CONTENT AREAS FOR OUR BLACK AND AFRICAN-AMERICAN STUDENTS IS OUR AREA OF CONCERN.

WHEN WE GO THROUGH THAT GAP, THE GAP HAS BEEN REDUCED.

BUT IF YOU LOOK AT IT, THE GAP CLOSED SLOWER THAN THE OTHER GROUPS.

SO THAT'S DEFINITELY A CONCERN FOR US GOING FORWARD.

WE DO HAVE SOME STRATEGIC PLANS AND ACTIONS, ACTIONABLE STEPS THAT WE'RE READY TO GO FORWARD WITH, WHICH WE THINK WILL HELP ADDRESS THAT.

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

THANK YOU, ROBERT, AND GOOD AFTERNOON TO OUR PRESIDENT HENRY, SUPERINTENDENT ELIZALDE, AND OUR TRUSTEES.

WE KNOW THAT CLOSING THE GAP IS A COLLABORATIVE EFFORT BETWEEN SCHOOL LEADERSHIP, HCM AND TEACHING AND LEARNING.

AND SO I'LL HIGHLIGHT SOME OF THE INPUTS, OUR OUTPUTS TO DATE AND STRATEGIC ADJUSTMENTS.

ONE THING THAT WE FOCUSED ON WAS PROVIDING THE HIRING OPPORTUNITIES FOR HPC CAMPUSES ACTUALLY A PRIORITY HIRING.

SO WHEN WE LOOK AT A SNAPSHOT OF DATA.

WE SEE THAT AT THE BEGINNING OF THE SCHOOL YEAR, OUR HPC CAMPUSES HAD 99 VACANCIES AT THE BEGINNING OF THE 21-22 SCHOOL YEAR, AND THIS YEAR ONLY 23 VACANCIES AT THE BEGINNING OF THE 22-23 SCHOOL YEAR, RESULTING IN A 76% REDUCTION IN VACANCIES FROM YEAR TO YEAR.

WE ALSO LEVERAGED PERFORMANCE SPACE STIPENDS, STRATEGIC STIPENDS FOR OUR HIGHLY EFFECTIVE TEACHERS AT OUR HPC CAMPUSES, ALONG WITH OTHER SUPPORTS. AND THIS ALLOWED US TO HAVE THE 4.1 PERCENTAGE OVERALL INCREASE OF PROFICIENT ONE TEACHERS AT OUR HPC CAMPUSES IN 21-22.

AND THIS IS BASICALLY A 60.4% PROFICIENT ONE TEACHERS AT THOSE HPC CAMPUSES FOR THEIR 22-23 EFFECTIVENESS LEVELS.

THIS ALSO THESE STRATEGIC STIPENDS ALSO HELPED 900 TEACHERS EARN HPC AND OR ACE STIPENDS TOTALING IN MORE THAN $7.5 MILLION THIS YEAR.

AND SPECIFICALLY, THAT BREAKS DOWN TO $2.7 MILLION FOR OUR HPC CAMPUSES AND 4.8 MILLION FOR OUR ACE CAMPUSES.

[00:10:06]

AND WE COULD REVISE THAT AND SAY THAT 90% OF THOSE HPC OR THE HPC CAMPUSES, TEACHERS WERE RETAINED WITHIN THE DISTRICT BECAUSE WE HAD A LOT OF TEACHERS THAT WERE ALSO PROMOTED WITHIN THE DISTRICT.

WE ALSO HAVE SOME STRATEGIC ADJUSTMENTS THAT WE'RE CONSIDERING FOR THE 22-23 SCHOOL YEAR.

SOME OF THEM ARE STARTED AND SOME OF THEM ARE IN REVIEW.

AND SO ONE THING THAT WE'RE LOOKING AT IS TO EXPAND OUR HPC STIPEND STRUCTURE.

AND BY EXPANDING THAT STIPEND STRUCTURE, WE COULD IMPACT ANOTHER 750 PROFICIENT 1 TEACHERS CURRENTLY THERE.

IT'S FOCUSED ON TEACHERS THAT ARE HIGHER EFFECTIVENESS LEVELS, BUT WE'RE EXPANDING IT POTENTIALLY TO 750 PROFICIENT 1 TEACHERS.

WE'RE ALSO LOOKING AT REDESIGNING SOME OF OUR NEW TEACHER SUPPORTS THROUGH MENTORS AND STRATEGIC PROFESSIONAL DEVELOPMENT.

AND WE'RE ALSO LOOKING AT ADJUSTING THE CAMPUS BASED STRUCTURES TO PRIORITIZE ACCESS TO HIGHLY EFFECTIVE TEACHERS.

AND SO WHAT THAT MEANS IS THIS, IF I'M A PRINCIPAL AND I'M DEVELOPING MY MASTER'S SCHEDULE, I WANT TO LOOK AT THE TEACHERS THAT MY STUDENTS HAD THE YEAR BEFORE AND SEE DID THEY HAVE AT LEAST A PROFICIENT 1 TEACHER THE PREVIOUS YEAR AND ENSURE IF POSSIBLE, THAT THEY HAVE ACCESS TO A PROFICIENT 1 TEACHER THE NEXT YEAR IF THEY DID NOT HAVE ACCESS THE PREVIOUS YEAR.

AND SO THAT'S SOMETHING THAT WE'RE LOOKING AT AS WELL.

LET ME ADD JUST TO THAT COMPONENT ANOTHER LEVEL OF DETAIL CONVERSATION WITH THE TEAM.

WE ALLOW, IN GENERAL YOU HAVE YOUR SOFTWARE TO RUN YOUR MASTER SCHEDULES AND SO IT RANDOMIZES RIGHT STUDENTS INTO CLASSROOMS. THIS APPROACH THE TEAM HAS BROUGHT FORWARD IS TRULY HIGH LEVERAGE WHERE YOU TAKE STUDENTS WHO HAVE THE GREATEST NEED.

YOU DON'T LET THE COMPUTER SCHEDULE THEM.

YOU HAND SCHEDULE THOSE STUDENTS INTO YOUR MOST EFFECTIVE TEACHERS CLASSROOM, AND THEN YOU LET THE REST OF THE POPULATION GET POPULATED INTO THE CALENDAR, INTO YOUR SCHEDULE.

AND SO IT'S ONE OF THOSE TECHNOLOGY'S GREAT, AND IF WE DON'T ALSO USE THAT HUMAN ELEMENT OF KNOWING WHAT WE KNOW ABOUT OUR STUDENTS AND OUR TEACHERS AND THEN ENSURING THAT WE'RE PARING THEM FOR OUR HIGHEST NEEDS, I THINK THIS IS GOING TO BE ONE OF THOSE REALLY APPRECIATE THE TEAM BRINGING THIS FORWARD BECAUSE THIS ACTUALLY CAME FROM TEACHER INPUT AT THE CAMPUS LEVEL.

WHY DON'T YOU TAKE THESE STUDENTS WHO NEED AND PUT THEM IN YOU KNOW TEACHERS, YOU ALL KNOW THE TEACHERS THAT RAISE THEIR HAND AND SAY, GIVE ME THE KIDS OVER HERE.

I DO REALLY WELL WITH THEM.

SO THIS WOULD ACTUALLY ALLOW THE CAMPUS TO STRUCTURE THAT AND THEN USE THE SOFTWARE TO REPOPULATE THE REST OF THE STUDENTS.

AND THAT CONCLUDES OUR PRESENTATION.

WE'RE HAPPY TO OPEN UP FOR QUESTIONS.

THANK YOU ALL FOR THAT PRESENTATION.

FOR ANY QUESTIONS? TRUSTEE FOREMAN. JUST A FEW QUESTIONS AND THANKS FOR THE PRESENTATION.

I'LL START OUT WITH YOU, TIFFANY.

WHEN YOU TALKED ABOUT THE PERCENTAGE OF INCREASE WITH PROFICIENT 1 TEACHERS IN OUR HPC CAMPUSES AND THEN YOU WENT ON TO COMPARE THE STIPENDS FOR OUR HPC CAMPUSES WITH THE ACE CAMPUSES. SO I'M STRUGGLING BECAUSE I CAN'T REMEMBER, BUT WE HAD ABOUT EIGHT ACE CAMPUSES, BUT THEY GOT 4.8 MILLION IN STIPENDS.

AND I DON'T KNOW HOW MANY HPC CAMPUSES WE HAVE.

MAYBE SOMEBODY CAN SHARE THAT WITH ME.

I THINK IT'S 56.

SO WE HAVE 56 HPC CAMPUSES, SUPERINTENDENT.

WE HAVE EIGHT, ACE CAMPUSES, UNLESS WE'VE ADDED SOME ADDITIONAL ACE CAMPUSES.

WE DON'T HAVE MORE THAN WHAT WE HAVE OF ACE.

BUT KEEP IN MIND THAT SOME PRE ACE CAMPUSES REMAINED IN TRANSITION, SO THEY'RE ALSO RECEIVING STIPENDS RATHER THAN REMOVING ALL.

BUT THERE IS A DIFFERENCE IN THE NUMBERS TO YOUR POINT.

SO I WOULD LOVE TO SEE WHO THE PRE ACE CAMPUSES ARE THAT ARE STILL RECEIVING STIPENDS BECAUSE EXCUSE ME, I HAVE NOTHING AGAINST ACE, BUT WHEN YOU LOOK AT THE HPC CAMPUSES AND YOU GOT 56 AND THEN YOU GOT EIGHT ACE CAMPUSES AND ACE GOT 4.8 MILLION IN STIPENDS, WHERE WERE THE TEACHERS GOING TO GO? THEY'RE GOING TO GO IN MANY CASES TO WHERE THE STIPENDS ARE.

I JUST THINK WE NEED TO TAKE A STRONGER LOOK AT THAT PIECE TO ENSURE, AGAIN, ONE OF THE THINGS WE TALK CONSISTENTLY ABOUT IS EQUITY, AND IT HAS TO

[00:15:10]

AND MANY OF YOUR HPC CAMPUSES ARE PREDOMINANTLY AFRICAN AMERICAN.

AND SO WE NEED TO MAKE SURE THAT WE ARE LOOKING AT IT FROM A SYSTEMATIC STANDPOINT AND THAT THERE IS EQUITY INVOLVED IN WHATEVER WE DO, WHICH WOULD INCLUDE STIPENDS.

THANK YOU. YES, MA'AM. THE OTHER THING I, I WOULD LIKE TO HAVE SOME KIND OF AN UNDERSTANDING OF IS I KNOW WE DON'T USE THE WORD IT'S A NO NO FOR TENURED TEACHERS, BUT IT'S NOT A NO NO FOR ME.

I WOULD LOVE TO KNOW CAMPUS BY CAMPUS, THE TENURE OF THE TEACHERS, BECAUSE WE ALL KNOW THAT WITHOUT QUESTION, THE LONGER YOU'RE IN THE PROFESSION, IN MOST CASES, THE BETTER YOU ARE.

AND SO I'M LOOKING TO SEE WHAT KIND OF TENURE THEY HAVE.

AND IF NOBODY IN NO OTHER TRUSTEE WANTS IT.

I PARTICULARLY WANTED IN DISTRICT SIX, SINCE WE HAD NO DS AND NO FS, I WANT TO SEE IF THAT IS A FACTOR IN REGARDS TO HOW WE GOT THERE.

I'M STILL TRYING TO REALLY GET A GOOD UNDERSTANDING OF HOW WE GOT THERE.

I'LL GET THAT DATA FOR YOU.

OKAY. THE OTHER THING IS, FROM THE MASTERS SCHEDULE STANDPOINT, THAT WOULD BE HIGH SCHOOL AND MIDDLE SCHOOL, RIGHT? OR JUST HIGH SCHOOL? NO BOTH MIDDLE SCHOOLS AND HIGH SCHOOLS.

BUT ELEMENTARY IS ALSO JUST WHEN YOU HAVE LIKE ALL YOUR THIRD GRADE STUDENTS ARE POPULATED AND YOU'RE JUST GOING TO ASSIGN THEM TO STUDENTS.

IT'S DONE.

USE TECHNOLOGY.

ASK THAT QUESTION BECAUSE WHEN WE USE MASTER SCHEDULE, WE'RE NOT TALKING ABOUT OUR ELEMENTARY SCHOOL.

AND IN FACT, WE ARE IN THIS CASE, WE ARE TALKING MASTER SCHEDULE FOR EVERY SINGLE CAMPUS, INCLUDING ELEMENTARY.

YES, MA'AM. THANK YOU FOR THE CLARIFICATION.

THAT'S A NEW LANGUAGE.

SO I JUST I WANT TO MAKE SURE THAT I HAVE A CLEAR UNDERSTANDING AS I BEGIN TO LOOK AT WHAT HAPPENS AND THEN THE CLOSING THE GAP.

ONE OF THE THINGS THAT WE LOOK AT FOR MOVING FROM A HIGH PRIORITY CAMPUS, WE TARGET OUR AFRICAN AMERICAN AND OUR HISPANIC AND OTHER ETHNICITIES.

BUT WE KNOW THAT AFRICAN AMERICANS, NO MATTER WHERE THEY ARE IN MOST CASES, SCORED LOWER ON MOST TESTS AND ALL GRADES AND ALL SUBJECTS.

SO IT IS IMPORTANT TO ME TO ALSO UNDERSTAND WITHIN SOME OF THE OTHER SCHOOLS WHERE THEY ARE NOT THE MAJORITY.

HOW THOSE STUDENTS ARE DOING WITHIN THOSE SCHOOLS.

I KNOW THAT'S A DIFFICULT TASK BECAUSE, YOU KNOW, YOU'RE GOING IN AND JUST PICKING THIS LITTLE PIECE OUT AND THIS LITTLE PIECE.

BUT TO BE ABLE TO MOVE STUDENTS THAT ARE AFRICAN AMERICAN DESCENT FORWARD, WE'VE GOT TO UNDERSTAND HOW THEY ARE ACTUALLY DOING IN ALL ENVIRONMENTS, NOT JUST AN ENVIRONMENT THAT THEY'RE MOST COMFORTABLE WITH, AND THAT'S BEING AROUND OTHER AFRICAN AMERICANS.

WE'VE GOT TO UNDERSTAND ALL THE ENVIRONMENTS.

SO IF THERE'S AN OPPORTUNITY, IF WE JUST WANT TO TAKE ONE SECTION TO START LOOKING AT IT, OUR VOLUNTEER DISTRICT SIX.

SO THAT WE CAN START BECAUSE I HAVE DIVERSITY THROUGHOUT THE DISTRICT.

AND SO JUST TO BE ABLE TO GET A BETTER UNDERSTANDING OF HOW THOSE STUDENTS ARE DOING WITHIN THOSE OTHER ENVIRONMENTS AND IF THERE ARE SOME SUPPORTS, CHIEF HERE, THAT MAY BE WE NEED TO DO IN THOSE ENVIRONMENTS ALSO, I DON'T KNOW WHAT THEY WOULD BE.

YOU'RE SMARTER THAN ME, SO YOU'D BE ABLE TO FIGURE SOMETHING OUT.

BUT I JUST LIKE TO HAVE A GOOD LOOK AT AND SEE HOW THAT GOES.

AND THANK YOU FOR THE PRESENTATION.

YES, MA'AM. THANK YOU.

TRUSTEE FOREMAN, JUST A COUPLE OF POINTS THAT WE WILL ABSOLUTELY FOLLOW UP ON.

SO THERE'S ACTUALLY A TOTAL OF 23 ACE CAMPUSES THAT ARE RECEIVING STIPENDS IN COMPARISON TO THE 56.

AND I DO I JUST WANT TO MAKE SURE THAT OUR PUBLIC DOESN'T THAT IS A VERY IMPORTANT PERSPECTIVE THAT YOU RAISED.

AND I ALSO WANT TO ADD, ACE DOES HAVE SOME SPECIFIC REQUIREMENTS HOURLY THAT ARE NOT PART OF HPC.

SO THERE WAS SOME REASON FOR THE DIFFERENTIATION AND THE TEAM RECOGNIZED THAT THE DIFFERENTIATION, THOUGH, IN THE AMOUNTS OF STIPENDS COULD NOT SIMPLY BE BASED ON THE HOURS AND THAT IN FACT WE DO NEED TO INCREASE AND LOOK AT THE IMPACT OF INCREASING THE STIPEND AT HPCS TO CONTINUE TO SEE MORE INDIVIDUALS TO THE POINT OF WHY WOULD I SELECT AN HPC OVER ACE?

[00:20:07]

BECAUSE TO YOUR POINT, IF I AM GOING TO MAKE 10,000 HERE, I MAKE 5000 HERE, WHERE WILL I GO? EXCEPT WE HAVE TO MAKE SURE THAT FOLKS KNOW THAT WHEN YOU SAY YES TO THE TEN.

SO A, WE DON'T THINK TEN AND FIVE LIKE WE NEED TO BRING THOSE CLOSER TOGETHER.

BUT WHEN YOU SAY YES TO THE TEN, YOU ARE ALSO COMMITTING TO CERTAIN REQUIREMENTS THAT ARE NOT IN HPC.

SO WE THINK IT'S A BOTH END.

ABSOLUTELY. AND LOOKING AT OUR BUDGET.

SO THAT IS WHAT WE'RE DOING TO COMPARE TO THAT 4 MILLION THAT YOU RAISED UP THAT ARE BEING GIVEN TO ACE.

I THINK IT'S VERY INTERESTING THAT OUR TEAM SPECIFICALLY NOW HAS A LIST NOT JUST OF PERCENTAGE OF AFRICAN AMERICAN STUDENTS.

I THINK YOU'LL BE HAPPY TO KNOW THEY ACTUALLY NOW HAVE THEM, NOT JUST PERCENTAGE, BUT HOW MANY STUDENTS ARE AT EACH OF THOSE SCHOOLS.

TO YOUR POINT, WE WON'T BE ABLE TO DO ALL OF THEM ALL AT ONCE.

BUT I WANT YOU TO KNOW THE TEAM IS ON POINT AND IN ALIGNMENT WITH THAT.

SO WE'LL CONTINUE TO WORK ON THOSE AREAS.

SO JUST A COUPLE OF THINGS TO RESPOND TO YOU.

THERE'S NO WAY THAT I WANT TO MISLEAD THE PUBLIC, BUT I DO WANT THE PUBLIC TO UNDERSTAND THAT THERE ARE STARK DIFFERENCES IN WHAT HAPPENS IN THE NUMBER OF SCHOOLS THAT'S INVOLVED.

THE PUBLIC NEEDS TO KNOW THAT.

AND THEN THE OTHER THING IS, IS THAT I AM GLAD THAT THE TEAM IS LOOKING AT STUDENT GROUPS IN ALL SCHOOLS AS OPPOSED TO JUST LOOKING AT THE HPC CAMPUSES, BECAUSE THAT'S THE ONLY WAY WE I THINK WE'RE GOING TO BE ABLE TO ACTUALLY SETTLE THIS ISSUE AND TRY TO MOVE ALL OF OUR STUDENTS FORWARD.

THANK YOU TRUSTEE FOREMAN, TRUSTEE MICCICHE.

YEAH, I JUST WANTED TO SAY THANKS FOR THE PRESENTATION.

I APPRECIATE THE PROGRESS BEING MADE AND I ALSO APPRECIATE THE LEVEL OF DETAIL THAT WAS INCLUDED IN THE PRESENTATION.

SO KEEP UP THE GOOD WORK.

SO IT DOES SEEM LIKE WE ARE CLOSING THE GAP AND WE ARE MOVING TEACHERS, OUR MOST EFFECTIVE TEACHERS TO OUR MOST STRUGGLING CAMPUSES. WE'RE GOING IN THAT DIRECTION.

SO SO THANK YOU VERY MUCH.

THANK YOU TRUSTEE MICCICHE.

I HAVE A FEW COMMENTS AND QUESTIONS.

THE FIRST ONE, WHEN WE FIRST HAD THAT ANALYSIS DONE, I DON'T REMEMBER WHEN THIS WAS.

REGARDING RACIAL EQUITY IN THE DISTRICT.

WE HAD A SLIDE. I'M LOOKING AT IT NOW WHERE WE HAVE PROFICIENT 1 PLUS TEACHING BY EQUITY GROUPS.

AND I THINK THAT TRUSTEE JOHNSON BROUGHT THIS UP AT THAT PARTICULAR MEETING.

YOU CAN TELL, FOR EXAMPLE, THAT ELEMENTARY SCHOOL ACCESS TO PROFICIENT 1 PLUS TEACHING AT THAT POINT IS 50% FOR AFRICAN AMERICANS AND SO FORTH.

DO WE HAVE THAT INFORMATION? IS THAT DEPICTED ON THAT SLIDE? YEAH. IT'S NOT BROKEN DOWN BY SCHOOL TIMES, BY ELEMENTARY, MIDDLE OR HIGH OR SECONDARY.

IT'S JUST BROKEN DOWN BY HPC OR NON HPC.

BUT I CAN GET THAT INFORMATION FOR YOU.

CAN WE GET THAT SAME EXACT INFORMATION IN SLIDE 50 OF THIS LONG PRESENTATION WE HAD JUST TO COMPARE, I THINK IT'S GOING TO BE POSITIVE.

I JUST WOULD LIKE TO SEE WHAT IT IS.

UM. THANK YOU.

AND THEN JUST THE INTENTIONALITY.

I WANT TO THANK YOU ALL FOR THE WORK BEHIND THIS PRESENTATION, EVEN DOWN TO WHAT DR.

ELIZADE WAS DESCRIBING ABOUT, YOU KNOW, HAND SCHEDULING PARTICULAR STUDENTS BASED ON THEIR NEED.

I THINK THAT'S THE TYPE OF INTENTIONALITY THAT GETS US THE OUTCOMES THAT WE'RE SEEING AND THAT WILL GET US TO ZERO EVENTUALLY.

WHEN WE TALK ABOUT GETTING TO ZERO, THE CPM 4.1.

I KNOW THIS IS PART US TWO THE GOAL SAYS WILL BE REDUCED BY 2025, BY REDUCED, DO WE MEAN ZERO? IS THAT WHAT? YEAH, I THINK I WOULD PROBABLY SAY WE PROBABLY WILL NEVER REACH THE 0.1 GOOD THING IS, IS THAT WHEN YOU'RE A VERY SUCCESSFUL AT AN HPC CAMPUS, THEY'RE PROMOTED TO OTHER OTHER POSITIONS AND OTHER ROLES.

SO I KNOW SCHOOL LEADERSHIP, FOR EXAMPLE, THEY DO A GOOD JOB OF TRYING TO GET THOSE GREAT HIGH QUALITY PEOPLE TO COME INTO LEADERSHIP ROLES.

YOU'RE ALWAYS GOING TO HAVE A LITTLE BIT OF TURNOVER.

I WOULD LIKE TO BE ABLE TO GET TO ZERO.

HOPEFULLY, IF WE ARE ABLE TO MODIFY OUR HPC STIPENDS GOING FORWARD, I THINK WE CAN SHRINK THAT BY HOPEFULLY ANOTHER 30 OR 40%.

BUT I DON'T KNOW IF WE WOULD EVER GET TO ZERO, BUT THAT IS DEFINITELY THE GOAL.

OKAY, SO I CAN'T GET THE ZERO BECAUSE OF SOME OPERATIONAL ISSUES.

THE TARGET WE HAVE FOR 2425 IS 5.5, IF THAT'S WHAT WE BELIEVE IT SHOULD BE.

THAT'S WHAT THE ADMINISTRATION AND THE BOARD BELIEVES IT SHOULD BE.

I THINK WE SHOULD HAVE THAT IN THE GOAL.

IT SHOULD BE LOWER THAN THAT, THAT I THINK WE SHOULD HAVE THAT IN THE GOAL.

I THINK REDUCED IS JUST KIND OF AMBIGUOUS IN A SENSE.

[00:25:05]

AND IF THAT IS IN FACT WHAT WE'RE WORKING TOWARDS, THEN THE CONSTRAINT I SAID GOAL, THE CONSTRAINT OR THE WAY IT'S WRITTEN ITSELF ONLY SAYS AND I THOUGHT THE SAME THING AS I WAS REVIEWING THIS, IT SIMPLY SAYS REDUCED.

WE REALLY SHOULD ACTUALLY HAVE THAT, JUST AS WE DO WITH THE GOALS.

YEAH, YEAH, I AGREE.

AND I THINK WHEN THE GOAL WAS OR THE CONSTRAINT WAS SET, I THINK IT'S BECAUSE WE DIDN'T HAVE THE DATA YET.

SO WE DO SO WE CAN ADD THAT IN.

THANK YOU. YEAH, WHAT SHE SAID.

I KNOW YOU WENT THROUGH THESE DOCS, BUT I THINK THIS IS VERY POSITIVE SEEING THIS GAP DECREASE ALL THE WAY.

I MEAN, LOOK AT EMERGING BILINGUAL.

THAT'S 69,000 STUDENTS.

THAT'S LARGER THAN MOST SCHOOL DISTRICTS DON'T HAVE THAT MANY EMERGING BILINGUAL STUDENTS.

YOU HAVE THAT MANY STUDENTS.

YEAH. SO TO SEE THAT GO FROM 28.9 TO 6.3, IF YOU THINK HOW MANY STUDENTS WE'RE IMPACTING ON GETTING THEM THE TEACHER THAT THEY SHOULD HAVE, IT'S I THINK IT'S INCREDIBLE.

I LIKE THE NUMBERS FOR THE OTHER ONES AS WELL, OBVIOUSLY.

BUT THAT'S HUGE FOR A LOT OF STUDENTS.

AND CHIEF YOU'RE RUNNING THROUGH SOME THINGS THAT WE WERE THAT YOU WERE LOOKING AT OR YOU AND YOUR TEAM WERE LOOKING AT.

AT SOME POINT WHEN YOU ALL CONFIRMED WHAT YOU'RE ACTUALLY GOING TO DO, COULD WE, THE BOARD, GET A LIST OF THOSE ACTUAL ADJUSTMENTS THAT YOU LAND ON? AND THAT'S ALL I HAVE. I DON'T KNOW IF THE TRUSTEE JOHNSON HAS.

AND AGAIN, I THINK THIS IS GREAT.

THIS IS WHAT RACIAL EQUITY LOOKS LIKE FROM A POLICY AND AN IMPLEMENTATION PERSPECTIVE.

THIS IS GOOD, GOOD NEWS.

YES, CHIEF, I'M LOOKING AT THE NUMBERS HERE.

I WANT TO ASK A QUESTION.

HOW MANY PROFICIENT 1 TEACHERS ARE AT A HBCU CAMPUS.

DO WE HAVE THAT? I DON'T.

BUT SUSIE SMITH, IF SHE'S OUT THERE, SHE MAY HAVE THAT INFORMATION.

SHE'S A WALKING SPREADSHEET.

SO I THINK JOHN LEWIS, SOCIAL JUSTICE ACADEMY HOLMES IS HBCU CAMPUS, CORRECT? HOW MANY PROFICIENT 1 ONE AT THAT PARTICULAR? I JUST USE THAT SCHOOL AS AN EXAMPLE.

I DON'T HAVE THE BY CAMPUS ROSTER WITH ME TRUSTEE, BUT I CAN TELL YOU THERE'S 1794 PROFICIENT ONE TEACHERS AT HPC CAMPUSES CURRENTLY.

ALL RIGHT. SO IN DISTRICT FIVE.

CAN YOU GUYS GET ME PER CAMPUS? HOW MANY PROFICIENT 1 TEACHERS, NOT PROGRESSIVE HOW MANY PROFICIENT 1 TEACHERS ARE AT EACH OF OUR OF MY CAMPUSES.

I THINK WE DO HAVE THAT, BUT WE CAN DEFINITELY PUT THAT IN A TRACKER AND SEND IT TO ALL.

YEAH WE'LL PUT THAT LET'S PUT THAT IN A TRACKER AND WE'LL SEND THAT TO EVERYONE.

YEAH, THAT'S FINE. JUST TO CLARIFY, YOU WANT PROFICIENT 1 ONLY OR PROFICIENT 1 AND ABOVE .

FOR MY CAMPUSES, PROFICIENT ONE AND ABOVE.

THANKS. AND JUST FOR ME, JUST SEPARATE THIS SCHOOL.

SCHOOL A IS BLAH, BLAH, BLAH, SCHOOL B, ETC., ETC..

THANK YOU SO MUCH. THANK YOU.

THANK YOU TRUSTEE JOHNSON, TRUSTEE MACKEY.

YEAH, THANK YOU. SORRY I WASN'T HERE FOR THE FIRST PART OF THE PRESENTATION.

OVERALL, I MEAN, I CONCUR WITH TRUSTEE HENRY'S POINT.

THIS IS RACIAL EQUITY.

THIS IS WHAT THE WORK LOOKS LIKE, AND IT'S NOT LOST ON ME.

AND I THINK NONE OF US THAT THIS ISN'T JUST SOMETHING YOU CAN EASILY TURN AROUND IN A DAY.

AND SO I APPRECIATE YOUR CONTINUED EFFORT AND WORK HERE.

MY ONE QUESTION IS THE SAME ONE I HAVE ALL THE TIME, WHICH IS ARE WE ON TRACK, OFF TRACK OR SLIGHTLY OFF TRACK WITH THIS? AND ONE DAY MAYBE WE'LL ADD IT TO THE SLIDES.

BUT WHERE DO YOU ALL ESTIMATE, BASED ON TODAY, WHERE WE ARE FOR LOOKING AT THIS DATA AS WE GO INTO NEXT YEAR? ARE WE ON TRACK, OFF TRACK OR SLIGHTLY OFF TRACK FOR WHAT WE'RE AIMING TO DO? YEAH, TRUSTEE MACKEY KIND OF REAL QUICK.

YEAH. WE FEEL THAT WE HAVE TRUSTEE MACKEY ASKED THAT LIKE PERSISTENTLY, AND I THINK IT'S SO HELPFUL FOR ME AS WELL IF WE CAN JUST MAKE THAT STANDARD.

I DON'T KNOW. WE INTENDED TO.

I THINK I FORGOT TO ADD IT WILL BE THERE BEGINNING FEBRUARY.

CONFIRMED.

ON TRACK. ON TRACK.

AWESOME. THANK YOU.

TRUSTEE FLORES. YEAH CAN WE ASK THAT THOSE ARE, LIKE, LABELED THE TRUSTEE MACKEY SLIDE, PLEASE.

THANK YOU. ONLY IF IT'S AN ACRONYM.

I THINK THAT'S IT. REALLY APPRECIATE THE PRESENTATION.

WE MOVE IT ON TO INFORMATION REPORTS.

[7. INFORMATION/REPORTS]

ELIZALDE. THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD, WE'RE GOING TO HAVE TWO MAIN AREAS THAT WE'RE GOING TO BRING TO YOU TODAY.

THE FIRST ONE WILL BRING US AN UPDATE ON OUR REALLY OUR PATH TO IMPROVING THE GRADUATION RATES FOR ALL OF OUR STUDENTS THROUGH A VARIETY.

EVERYONE DOESN'T FIT IN THE EXACT SAME MOLD, AND WE HAVE TO HAVE A VARIETY OF DIFFERENT WAYS IN WHICH TO MEET OUR STUDENT NEEDS.

[00:30:09]

AND THIS IS BY NO MEANS THE ONLY WAY TO GRADUATION.

BUT THIS IS ONE THAT THE BOARD HAS INVESTED QUITE A BIT OF TREASURE.

AND WE WANT TO SHOW YOU WHERE WE ARE COLLECTIVELY.

AND THE SECOND PART OF THAT IS ALSO WHERE WE ARE IN OUR RE INSTITUTING OUR MASTER PRINCIPLES.

WE KIND OF TOOK A LITTLE PAUSE DUE TO COVID AND SOME OF THE CHALLENGES, AND WE'VE BROUGHT THAT FORWARD, WHICH YOU ARE A VERY ALL OR VERY FAMILIAR WITH, BUT WE'LL PRESENT THAT AS WELL.

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

I'LL START WITH CHIEF HEWITT POWELL AND THEN DR.

LUSK ARE CHIEF OF STRATEGIC INITIATIVES, WILL ALSO PARTAKE IN THE IN THESE AREAS TEAM.

THANK YOU. SO OVER THE PAST DECADE, WE HAD AN OPPORTUNITY TO GO BACK IN ABOUT 2012 AND SORT OF RESURRECT OUR RECONNECTION CENTERS THROUGH OUR GRAD DEPARTMENTS, WHICH IS NEWLY NAMED, AND THAT'S OUR GRADUATION RECOVERY, ATTENDANCE AND ADVOCACY DEPARTMENT.

AND THROUGH THIS PAST DECADE, WE'VE ALSO EXPANDED NOT ONLY THE WORK THAT WE DO IN OUR RECONNECTION CENTERS, BUT HOW WE OFFER GRADUATION AND CREDIT RECOVERY PATHWAYS TO OUR STUDENTS.

AND SO YOU'LL SEE THE ADDITION OF SOME OPERATIONAL AND INSTRUCTIONAL SYSTEMS. YOU'LL SEE THE ADDITIONS THROUGHOUT THE DECADE OF THE EVENING ACADEMY AND THEN AGAIN, EXPANDED PROGRAMS FOR SPECIFIC STUDENTS AND THEN SCALED TO OUR ON TRACK WORK FOR OUR FRESHMEN. NEXT SLIDE.

SO I'LL JUST TALK QUICKLY ABOUT SEVERAL OTHER PROGRAMS THAT WE HAVE, OUR SORT OF STAPLE PROGRAMS, THE RECONNECTION CENTER, AND THAT'S OFFERED TO OUR 10TH THROUGH 12TH GRADE STUDENTS.

IT'S A FLAGSHIP PROGRAM, AND IT OFFERS STUDENTS AN OPPORTUNITY TO RECOVER CREDIT IF THEY HAVE FOUR OR LESS CREDITS TO RECOVER.

AND IT HAPPENS DURING THE SCHOOL DAY.

WE ALSO OFFER RECONNECTION PLUS, WHICH IS FOR OUR 10TH THROUGH 12TH GRADE STUDENTS AND OUR FIFTH YEAR SENIORS.

AND THIS IS IDEAL FOR STUDENTS WHO ARE SEVERELY, SEVERELY DEFICIENT IN THEIR CREDITS.

THEY HAVE FIVE OR MORE CREDITS TO RECOVER.

AND AGAIN, THIS IS OFFERED DURING THE SCHOOL DAY, AND WE OFTEN CUSTOMIZE THEIR CAMPUS SCHEDULES TO ACCESS THIS PROGRAM.

WE HAVE OUR EVENING ACADEMY, WHICH IS FOR OUR NINTH THROUGH 12TH GRADE STUDENTS.

ONE CAVEAT TO THIS PROGRAM IS THAT THEY MUST BE ENROLLED DURING THE SCHOOL DAY AND THEN THEY ALSO PARTICIPATE IN THE EVENING.

WE HAVE FRESHMEN ON TRACK FOR OUR NINTH GRADE STUDENTS WHO HAVE AN OPPORTUNITY TO RECOVER CREDIT, AND THEY MAY ALSO BE SECOND YEAR, NINTH GRADE STUDENTS.

AND THEN WE HAVE THE GRAD LAB, WHICH OUR BOARD HELPED US TO TO PASS THIS CURRENT YEAR, AND THAT'S FOR STUDENTS WHO ARE NOT CURRENTLY ENROLLED DURING THE SCHOOL DAY.

AND THEN AGAIN, OUR PHENIX 2.0 PROGRAM FOR EIGHTH GRADE STUDENTS WHO ARE HIGH SCHOOL AGE.

NEXT SLIDE. ON THIS PROGRAM, WE JUST WANTED TO SHOW YOU THE IMPACT.

AND ESSENTIALLY THIS PAST YEAR WE'VE HAD ABOUT 6000 OVER 6000 STUDENTS ACCESS CREDIT RECOVERY.

AND THEY'VE HAVE SO FAR THIS YEAR OR THROUGH 2020.

SO FAR THIS YEAR, THEY'VE PASSED ABOUT 16,000 CREDITS OR THEY'VE RECOVERED ABOUT 16,000 CREDITS.

WE ALSO WANTED TO HIGHLIGHT OUR GRADUATION, OUR FIFTH YEAR GRADUATION DATA.

LAST YEAR WE GRADUATED IN THE FALL, 201 STUDENTS AND THEN AGAIN THIS FALL.

THIS LAST FALL, WE GRADUATED 144 STUDENTS IN.

OUR GOAL HERE IS REALLY TO IMPACT DROPOUT RATE.

AND WHAT YOU CAN ALSO SEE ON THIS SLIDE IS THAT ABOUT 32% OF OUR STUDENTS OVERALL THAT HAVE GRADUATED FROM DALLAS ISD HAVE HAD AN OPPORTUNITY TO ACCESS CREDIT RECOVERY.

IN JUST OUR FUTURE.

A COUPLE OF THINGS THAT WE ARE LOOKING AT TO AND EXPANDING IS TO REALLY TO WORK CLOSELY WITH OUR COUNSELORS ON AN EARLY DETECTION WARNING SYSTEM FOR OUR FRESHMEN STUDENTS TO REALLY GET AHEAD OF ANYTHING THAT THEY MIGHT NEED.

SO IF YOU THINK ABOUT SORT OF OUR MTSS OR MULTI TIERED SYSTEM OF SUPPORTS, WE'RE REALLY WORKING WITH COUNSELORS TO TO GET TO OUR FRESHMEN BEFORE THEY EVER NEED CREDIT RECOVERY.

THE OTHER THING THAT WE'RE EXPANDING AND HOPING TO IMPLEMENT AS OF THIS JANUARY IS OUR 24 HOUR ON DEMAND TUTORING AND THEN WAYS TO SCALE THE PHOENIX 2.0 PROGRAM FOR OUR HIGH SCHOOL AGED EIGHTH GRADE STUDENTS.

AND AT THIS TIME, I'LL TURN IT OVER TO DR.

BRIAN LESS FOR A MASTER PRINCIPALS PRESENTATION.

THANK YOU, CHIEF HEWITT. GOOD AFTERNOON, PRESIDENT HENRY, MEMBERS OF THE BOARD, DR.

ELIZALDE, I'M PLEASED TO SHARE WITH YOU AN UPDATE ON MASTER PRINCIPAL RECOGNITION.

I THINK IT'S IMPORTANT TO KIND OF TALK ABOUT THE FACT THAT THIS RECOGNITION ALSO ALIGNS WITH OUR EXPECTATION OF REWARDING, RECOGNIZING AND RETAINING OUR STRONG, STRONGEST TEAM

[00:35:07]

AS I START WITH THE FIRST SLIDE, THOUGH, I WANT TO JUST KIND OF POINT TO THE FACT THAT MASTER PRINCIPAL HAS BEEN AROUND FOR ABOUT 15 YEARS ON AND OFF, I THINK, AS NOTED BY DR.

ELIZALDE. BUT IT WAS SUNSETTED SOMETIME ABOUT PROBABLY AFTER LAUNCH 15 YEARS AGO, SUNSETTED A BIT, CAME BACK PRE-PANDEMIC, AND THEN OBVIOUSLY WE HAD A THREE YEAR PAUSE DUE TO THE FACT THAT WE DIDN'T HAVE DATA TO FOR THE RECOGNITION PROCESS.

AND WE'RE GLAD THAT IT'S BACK.

I THINK WHAT'S IMPORTANT TO NOTE IS THE RECOGNITION IS FOR THE TOP 10% OF PERFORMING PRINCIPALS IN SCHOOLS, AND I SAY PRINCIPALS AND SCHOOLS BECAUSE IN THE END OUR PRINCIPALS ARE CRITICALLY IMPORTANT.

BUT IN THE END, OUR TEACHERS AND THE REST OF THE TEAM HAVE TO REALLY SUPPORT THAT WHOLE PROCESS.

SO WHILE THE PRINCIPAL SORT OF GETS THE RECOGNITION FOR WE'RE VERY CAREFUL TO MAKE SURE THAT WE ACTUALLY LIST THE SCHOOL FOR WHERE THAT PRINCIPAL WAS DURING THAT PARTICULAR YEAR, BECAUSE IT'S A WHOLE GROUP EFFORT.

THERE ARE THREE THREE CATEGORIES, IF YOU WILL, THAT WE RECOGNIZE NEIGHBORHOOD ELEMENTARY SCHOOLS.

AND YOU CAN SEE ON THE LEFT SIDE OF YOUR SLIDE, THERE ARE 138 IN THAT GROUP NEIGHBORHOOD SECONDARY SCHOOLS.

AND THEN, OF COURSE, CHOICE SCHOOLS AND CHOICE SCHOOLS INCORPORATE TRANSFORMATION SCHOOLS AND MAGNET SCHOOLS.

AND FOR THE OBVIOUS REASON OF IT'S A DIFFERENT IT'S AN APPLICATION PROCESS.

AND WE RECOGNIZE THAT WITH THAT COMES SOME OPPORTUNITY WITH SUCCESS RATES, ETC..

SO WITH THAT, THERE ARE THREE GROUPS.

AS I TURN TO THE NEXT SLIDE, I WILL TURN TO THE METRICS THAT ARE USED.

AND THESE METRICS HAVE BEEN PRETTY CONSISTENT OVER THE LAST THREE IMPLEMENTATIONS OF THE MASTER PRINCIPAL.

FIRST, I'LL START WITH THE SCHOOL EFFECTIVENESS INDEX.

THAT IS THE VALUE ADD.

THAT'S THE GROWTH, SEI, DEMONSTRATING HOW MUCH GROWTH A STUDENT HAS MADE IN THE COLLECTIVE SCHOOL, HAS MADE IN AN ACADEMIC SCHOOL YEAR.

AND KEEP IN MIND THAT THESE DATA POINTS OBVIOUSLY ARE JUST A BIT LAG BECAUSE THEY HAVE TO BE FROM THE PREVIOUS SCHOOL YEAR TO BE ABLE TO CALCULATE.

SO THE HIGH SCHOOL EFFECTIVENESS INDEX IS WORTH 35% AND THEN THE NEXT CATEGORY IS THE STUDENT ACHIEVEMENT.

AND THAT COMES FROM DOMAIN ONE OF STAR OR EOC, IF IT'S A HIGH SCHOOL, AND THAT IS ALSO WORTH 35%.

OF COURSE, THE THIRD CATEGORY IS CULTURE AND CLIMATE.

WE KNOW THIS PIECE IS CRITICALLY IMPORTANT BECAUSE A STRONG CULTURE AND CLIMATE IS LIKELY GOING TO YIELD THE KIND OF OUTCOMES WE EXPECT FOR OUR KIDDOS IN THAT AREA IS WORTH 30%.

AND I THINK THE NEXT PIECE I WANT TO TALK ABOUT THAT DOESN'T VISUALLY SHOW UP ON HERE IS IPI, INTENSITY POVERTY INDEX.

AND I WANT TO EMPHASIZE HOW IMPORTANT THIS IS BECAUSE I THINK ONE OF THE CONVERSATIONS THAT THIS BOARD HAD SEVERAL YEARS AGO WAS AROUND MAKING SURE THAT SCHOOLS THAT HAVE MAYBE MORE CHALLENGES AND MORE NEED GET RECOGNITION FOR THAT.

AND I THINK THERE ARE A COUPLE OF WAYS TO DO THAT.

RIGHT? SO THE SCI SHOULD HELP DO THAT.

BUT ALSO THE IPI, THE INTENSITY AND POVERTY INDEX DIRECTLY SUPPORTS THE FACT THAT WE KNOW SCHOOLS ARE NOT ALL MADE THE SAME.

NEXT SLIDE. SO THIS SLIDE JUST REALLY DEPICTS THE NUMBER OF SCHOOLS IN EACH OF THE CATEGORIES.

YOU CAN SEE THERE ARE 14 SCHOOLS IN THE ELEMENTARY CATEGORY, NEIGHBORHOOD, ELEMENTARY, I SHOULD SAY.

THERE ARE SIX SCHOOLS AND THE SECONDARY NEIGHBORHOOD GROUPING, WHICH IS MIDDLE SCHOOLS AND HIGH SCHOOLS ON THE NEIGHBORHOOD SIDE.

AND THEN THREE PRINCIPALS, THREE SCHOOLS WERE IDENTIFIED ON THE CHOICE SIDE.

AND AGAIN, IT INCLUDES TRANSFORMATION AND SOME MAGNETS.

NEXT SLIDE, PLEASE. AND THIS IS THE FUN SLIDE WHERE WE GET TO SEE OUR OUR LEADERS AND THE RECOGNITION THAT THEY GET.

AND I WOULD JUST SAY THAT MOST OF THESE LEADERS ARE IN THEIR CURRENT SCHOOLS, BUT THERE ARE A FEW THAT ARE CURRENTLY LEADING IN ANOTHER SCHOOL, BUT THEY HELP THE SCHOOL TAKE IT TO A HEIGHT LAST YEAR. SO, FOR EXAMPLE, MS..

KNIGHT WAS AT BUSHMAN, I BELIEVE [INAUDIBLE] NOW.

SO JUST MAKING SURE THAT WE RECOGNIZE THAT SOME OF THESE PRINCIPALS, THEY MAY HAVE BEEN A DIFFERENT SCHOOL, BUT WE'RE RECOGNIZE THE SCHOOL THAT THEY WERE IN FOR THE YEAR OF THE DATA SET THAT WE'RE TALKING ABOUT.

NEXT SLIDE, PLEASE. HERE ARE SECONDARY SCHOOLS.

SECONDARY NEIGHBORHOOD SCHOOLS, THAT IS.

AND I WOULD TELL YOU, AS YOU KIND OF LOOK AT THE LEADERS IN THIS GROUP WHILE YOU PERUSE THEM, WE'LL TELL YOU THEY ALSO HAVE RECOGNITIONS THAT THEY RECEIVE AS A COLLECTIVE INDIVIDUALLY AND AS A SCHOOL.

SO, FOR EXAMPLE, THEY GET FINANCIAL RESOURCES FOR THEIR COLLECTIVE SCHOOLS SO THEY CAN DO SOME GOOD THINGS THAT REALLY HELP SUPPORT CULTURE AND FURTHER THE WORK THAT THEY'VE DONE.

THEY ALSO THEY GET FINANCIAL RESOURCES TO ATTEND NATIONAL CONFERENCE AND SO THEY DO TO BENEFIT FROM THIS THE GREAT WORK THAT THEY'VE DONE.

THEN THE NEXT SLIDE GIVES YOU A LOOK AT OUR THREE CHOICE PRINCIPALS WHO ARE RECOGNIZED.

AND AS I CLOSE OUT, I WOULD SAY TO YOU, YOU'LL BE RECEIVING AN INVITE FOR AN EVENT IN APRIL, AS WE'VE DONE IN THE PAST AT THE ARBORETUM OR EXCUSE ME, AT THE ARBORETUM AREA AT THE ARBORETUM TO HAVE A RECOGNITION DINNER FOR OUR PRINCIPALS AND GUESTS OF THEIR OWN AND OF COURSE, FOR YOU TO ATTEND.

SO WITH THAT, THAT CONCLUDES OUR PRESENTATION.

THANK YOU. DR. LUX.

TRUSTEES, ARE THERE ANY QUESTIONS OR COMMENTS? TRUSTEE FOREMAN. SO THIS TIME I'M NOT ASKING QUESTIONS.

[00:40:02]

THAT'S BEEN SOMETHING I'VE TALKED ABOUT FOR QUITE SOME TIME.

AND CHIEF HEWITT HAS HEARD IT PROBABLY MORE TIMES THAN SHE WANTED TO.

BUT I THINK IT'S REALLY IMPORTANT TO HAVE THESE DIFFERENT PROGRAMS TO BE ABLE TO ADDRESS THE NEEDS OF ALL STUDENTS.

AND I WANT TO ALSO TAKE THIS OPPORTUNITY TO SAY THAT THE PERSON THAT HEADS UP A LOT OF THESE PROGRAMS IS A STELLAR EMPLOYEE. I DON'T KNOW IF SHE'S IN HERE OR NOT.

JACKIE MCFARLAND.

THEN. STAND UP, JACKIE.

SHE DOES AN AWESOME, AWESOME JOB OF MAKING SURE HER PROGRAMS WORK.

I DON'T GET IN HER WAY.

I JUST LET HER WORK.

THANK YOU. THANK YOU TRUSTEE FOREMAN, TRUSTEE MICCICHE FOLLOWED BY TRUSTEE CARREÓN.

YEAH. UM, BRIAN, I'D LIKE TO GO BACK TO THE COMMENT ABOUT THE INTENSITY OF POVERTY INDEX.

THIS IS SOMETHING THAT HAS BEEN AN ISSUE FOR ME FOR, FOR A WHILE BECAUSE OF THE VICKERY MEADOW AREA.

THE FIRST WAY WE MEASURED INTENSITY OF POVERTY WAS BY ZIP CODES.

AND IT, AS I RECALL, AND THE VICKERY MEADOW AREA IS INSIDE OF THE 75231 ZIP CODE, WHICH IS A VERY WEALTHY ZIP CODE.

BUT THE BLOCKS THAT COMPRISE VICKERY MEADOW ARE AMONG THE HIGHEST POVERTY IN THE ENTIRE CITY.

SO IF YOU WERE IF YOU JUST DID IT BY ZIP CODE, YOU WOULD NOT RECOGNIZE VICKERY METRO AS A AS A HIGH POVERTY PART OF OUR DISTRICT.

AND SO YOU KNOW, AGAIN, IT'S MY WHAT MY QUESTION IS, WHAT ARE WE DOING TO MAKE SURE THAT VICTORY MEADOW IS IS RECOGNIZED AS A HIGH POVERTY PART OF THE DISTRICT? I WANT TO ASK DR. OAKLEY IF SHE CAN JOIN ME HERE.

WE HAD THIS CONVERSATION A LITTLE BIT EARLIER TODAY ABOUT, I THINK, ABOUT THE EXACT CONCERNS.

DR. OAKLEY.

IF YOU CAN SPEAK DIRECTLY TO WHAT IPI AND MAYBE WHAT ADJUSTMENTS OR CONSIDERATIONS HAVE BEEN.

GOOD AFTERNOON. THE IT IS NOT DONE BY ZIP CODE.

IT'S DONE BY CENSUS BLOCK.

I WOULD HAVE TO SEE HOW MANY BLOCKS THERE ARE IN THAT AREA TO VERIFY.

I WAS GOING TO LOOK AT VICKERY MEADOWS AND SEE WHAT THE INTENSITY POVERTY INDEX WAS, TO SEE HOW HIGH IT WAS.

BUT PROBABLY YOU ALREADY HAVE SEEN IN THE PAST IT WASN'T AS HIGH AS YOU THOUGHT IT WOULD BE.

SO WE SO THAT'S ONE THING.

I'LL GET THAT INFORMATION TO YOU.

THE OTHER THING ON THE WHAT WE'RE DOING, WE'VE LOOKED AT DIFFERENT WAYS OF WHEN DR.

HINOJOSA WAS HERE ON GETTING SOME OTHER WAYS TO DO IT.

AND WE HAVE NOT BEEN TOO SUCCESSFUL YET.

WE CAN STILL KEEP AT IT AND THEN WE'LL SEE BRING IT BACK TO YOU TO SEE IF THAT IMPROVES VICKERY MEADOWS, BUT AGAIN, IT'S ALL RELATIVE AND WE HAVE TO WITH THE DATA WE HAVE, WE HAVE TO USE WHAT WE HAVE.

OKAY, WELL, IN THE PAST, WHATEVER THE DATA WE USE DIDN'T REFLECT THE LEVEL OF POVERTY IN THOSE SCHOOLS.

AND I WOULD LIKE TO PURSUE THIS WITH YOU OFFLINE, BUT WE'VE USED INTENSITY OF POVERTY IN OTHER CONTEXTS AND IT HASN'T REFLECTED THE CHALLENGES THAT WE HAVE IN VICKERY MEADOW.

AND I SEE IT, I'VE SEEN IT IN THE PAST WHERE IT WASN'T EVEN RECOGNIZED AS A HIGH POVERTY AREA.

SO WE CAN DEAL WITH THAT OFFLINE, BUT I'M CONSISTENTLY GOING TO CONTINUE TO PURSUE MAKING SURE THAT WE RECOGNIZE THE CHALLENGES IN THAT PART OF OUR DISTRICT.

ON THE CREDIT RECOVERY ISSUES, I APPRECIATE THE WORK THAT'S BEING DONE HERE.

AND TIFFANI, I PARTICULARLY APPRECIATE YOU FOLLOWING THROUGH ON THE PROGRAM OF BRINGING BRINGS KIDS WHO HAVE DROPPED OUT BACK INTO SCHOOL.

BUT LET ME ASK WITH JUST GENERALLY ON THE CREDIT RECOVERY PROGRAM, DOES THAT ONLY APPLY TO CURRENT STUDENTS OR DOES DOES THAT CAN THAT APPLY TO STUDENTS WHO HAVE DROPPED OUT AND WANT TO COME BACK?

[00:45:04]

THE PROGRAM THAT WE HAVE, THE LET ME MAKE SURE I GET THE GRAD LAB.

THAT PROGRAM IS ACTUALLY FOCUSED ON STUDENTS WHO HAVE DROPPED OUT AND WANT TO COME BACK AND THEY'RE ABLE TO TAKE THOSE COURSES IN THE EVENING.

AND THAT'S THE PROGRAM THAT WE ACTUALLY HAVE FOR THOSE STUDENTS THAT WANT TO COME BACK AND RECOVER CREDIT, ESPECIALLY FOR THOSE INDIVIDUALS THAT ARE SIGNIFICANTLY BEHIND LIKE THEY MIGHT BE, YOU KNOW, 19 OR 19 YEARS OLD AND ONLY HAVE UP TO A FRESHMAN LEVEL FIRST SEMESTER CREDIT, SOMETHING LIKE THAT.

AND MANY OF THE FALL GRADUATES WERE ABLE TO GRADUATE UNDERGRAD LAB EVEN THIS PAST YEAR.

AND SO I'LL LET JACKIE ANSWER A LITTLE BIT MORE.

GOOD AFTERNOON, EVERYONE.

I BELIEVE THAT WAS A COMPREHENSIVE ANSWER BECAUSE ALTHOUGH WE HAD APPROVAL FOR THE GRAD LAB FOR THOSE STUDENTS THAT HAVE DROPPED OUT, AS WE ARE RECRUITING THESE STUDENTS, WE'RE MAKING THESE PHONE CALLS DURING OUR OPERATION COMEBACK ROAD TO GRADUATION.

MANY OF THE STUDENTS ARE OPTING TO CHANGE THEIR WORK SCHEDULE TO BE A PART OF THE RECONNECTION PLUS PROGRAM SO THAT THEY COULD GRADUATE IN THE FALL GRADUATION. SO WE'RE KIND OF WORKING OURSELVES OUT OF THE GRAD LAB UMBRELLA, YOU KNOW, TO STUDENTS GRADUATING ON TIME BECAUSE THEY SEE THE IMMEDIACY OF THE GRADUATION.

AND WE HAVE A TEAM OF INDIVIDUALS.

WE HAVE PHENOMENAL FACILITATORS THAT ARE INTENTIONAL WITH WORKING WITH OUR AT RISK STUDENTS AND ENSURING THAT THEY ARE WORKING TO AND THROUGH GRADUATION.

OKAY. THANK YOU. AND THEN JUST GENERALLY, CAN YOU EXPLAIN THE BASICS OF HOW CREDIT RECOVERY WORKS? SO I'LL START YOU OFF.

WE HAVE A STUDENT WHO FAILS, FAILS OF MATH CLASS AND NEEDS THAT CLASS TO TO GRADUATE.

THEY GO THROUGH THE CREDIT RECOVERY PROGRAM.

AND HOW DOES THAT HOW DOES THAT WORK? SO A STUDENT THAT FAILS THE COURSE.

THAT STUDENT IS ELIGIBLE FOR CREDIT RECOVERY.

CREDIT RECOVERY IS A PRESCRIPTIVE STRAND.

AND WHAT THEY WILL DO AT THE BEGINNING OF IN THIS MATH COURSE, AT THE BEGINNING OF THE COURSE, THEY WILL TAKE A DIAGNOSTIC TEST.

AND THEN WHAT THAT DIAGNOSTIC TEST DOES WILL INDIVIDUALIZE THE COURSE FOR THEM.

SO THEY WILL ONLY BE TAKEN THE OBJECTIVES IN WHICH THEY HAVE NOT MASTERED.

SO IT IS A PRESCRIPTIVE COURSE AND THEY WILL GO THROUGH THAT COURSE.

AND EACH EACH EACH MODULE HAS UNITS AND AT THE END OF THE UNIT IT HAS A UNIT TEST.

AND AFTER THEY'VE COMPLETED ALL OF THE MODULES IN THE UNIT TEST AND THEY HAVE A FINAL EXAM.

OKAY. AND IF THEY PASS THE FINAL EXAM, THEN THE FAILING GRADE THAT THEY HAD GETS CHANGED TO A PASSING GRADE.

YES. OKAY.

ALL RIGHT. THANK YOU. SO AND LET ME EMPHASIZE, IF I'M CORRECT ON THIS, MISS MCFARLAND, SO IT'S NOT SEAT TIME ANYMORE.

IT'S. IT'S.

AM I MEETING THE STANDARD? AND SO WE'RE NO LONGER CONCERNED WITH WHEN DID I MEET THE STANDARD STUDENT NOW MET THE STANDARD SO THEY CAN ACCRUE THAT CREDIT AND THEY CAN CONTINUE TO ACCRUE CREDITS. AND THAT IS HOW WE CAN GET A STUDENT WHO SEEMINGLY WAS SO BEHIND.

THEY HAD TAKEN A LOT OF COURSES, BUT THEY HAD NOT BEEN SUCCESSFUL AT THEM FOR A VARIETY OF REASONS.

ONCE THEY DEMONSTRATE THAT THEY HAVE SUCCESS IN THAT COURSE ARE CREDITS, THEIR CREDITS THEN ACCRUE QUICKLY AND THEN THEY HAVE SUCCESS, CORRECT? YES. THANK YOU.

THANK YOU. TRUSTEE MISSPOKE, MISSPOKE EARLIER.

IT'S ACTUALLY TRUSTEE MACKEY AND THEN TRUSTEE CARREÓN.

THANK YOU. THANK YOU ALL FOR THIS PRESENTATION.

JACKIE, IT'S GOOD TO SEE YOU.

WE WILL START WITH THE CREDIT RECOVERY ASPECTS.

THIS IS SUPER HELPFUL ON SLIDE FIVE, THE GRAPH.

SO I SEE A PRETTY SUBSTANTIAL INCREASE FROM 5000 UP TO 16,500.

I'M ASSUMING THIS IS NOT BECAUSE WE HAVE FIVE OR FOUR TIMES AS MANY STUDENTS THAT ARE OFF TRACK.

I'M ASSUMING THERE'S PROBABLY MORE TO THIS STORY.

CAN YOU TALK TO WHY WE'VE SEEN SUCH A RAPID INCREASE HERE AS OPPOSED TO FOUR YEARS AGO? I WOULD SAY THE OPERATIONAL SAFEGUARDS THAT WE HAVE IN PLACE, ALONG WITH THE PHENOMENAL FACILITATORS THAT WE HAVE TEACHING IN RECONNECTION CENTERS.

[00:50:02]

COUNSELORS ARE THE HEART OF THE DISTRICT, AND THEY ARE ALSO THE GATEKEEPERS WITH ENROLLMENT.

SO THESE COUNSELORS ARE THE ONES THAT KNOW THESE STUDENTS VERY INTIMATELY, SO THEY KNOW WHAT THE BEST FIT OPTIONS ARE FOR THE STUDENTS.

AND I WOULD ALSO SAY THE INCREASE IS BECAUSE WE HAVE SO MANY DIFFERENT TARGETED INITIATIVES FOR TARGETED STUDENT POPULATIONS.

SO I WOULD SAY AND STUDENTS ARE NOW EVERYONE IS AWARE OF WHAT THE EXPECTATIONS ARE IN RECONNECTION, YOU KNOW, WHAT THE OFFERINGS ARE.

SO I THINK IT'S ABOUT EDUCATION AS WELL, NOT ONLY FROM THE FACILITATOR TO THE COUNSELOR, BUT THE STUDENTS.

EVERYONE IS ARMED WITH THIS EDUCATION TO UNDERSTAND WHAT THE OFFERINGS ARE IN DALLAS ISD REGARDING CREDIT RECOVERY.

IF I CAN JUST QUICKLY ADD, IT'S JUST THE EXPANSION OF THE PROGRAM.

SO WE STARTED WITH RECONNECTION FLAGSHIP PROGRAM AND WE'VE EXPANDED.

SO PHOENIX 2.0, WE HAVE THE GRAD LAB, WE HAVE MULTIPLE PROGRAMS TO JACKIE'S POINT OF TARGETED POPULATION.

SO YOU SEE THE INCREASE IN CREDITS.

SO. AND SO WHAT LET ME TRY TO REPHRASE THAT.

MAKE SURE I UNDERSTAND IT. IT'S NOT THAT WE HAD FROM 20 1617 WHERE HE HAD 4300 CREDITS RECOVERED TO 16 FIVE.

IT'S NOT THAT WE NOW HAVE FOUR TIMES AS MANY STUDENTS THAT ARE OFF TRACK HAVING RECOVER CREDITS.

IT'S THOSE STUDENTS PROBABLY WERE OFF TRACK BACK THEN OR WE DIDN'T HAVE THE PROGRAMS FOR THEM, BUT NOW THEY HAVE ACCESS TO PROGRAMS THAT ARE ALLOWING THEM TO RECOVER THAT CREDIT.

CORRECT. IS THAT ACCURATE? CORRECT. OKAY. SO THEN GOING BACK ONE SLIDE, THIS WAS SUPER HELPFUL TO SEE THESE PROGRAMS. I THINK I'M FAMILIAR WITH MOST OF THEM.

I'M NOT AS FAMILIAR WITH THE FRESHMAN ON TRACK INITIATIVE.

CAN YOU SPEAK TO WHAT THAT PROGRAM IS AND THE PURPOSE BEHIND THEM, WHAT THE RESULTS HAVE BEEN THERE? SURE. SO OUR FRESHMAN ON TRACK INITIATIVE IS AVAILABLE TO OUR SECOND YEAR, NINTH GRADE STUDENTS TO ENSURE THAT THEY GET BACK ON TRACK AND THEY'RE ABLE TO RECOVER THEIR CREDITS. WE KNOW THAT, YOU KNOW, JUST HISTORICALLY, YOU CAN SEE A DECLINE OF STUDENTS GOING FROM NINTH GRADE AND MATRICULATING INTO THEIR SOPHOMORE YEAR.

AND SO THE GOAL IS FOR THE JACKIE'S TEAM AND OUR COUNSELORS TO WORK CLOSELY TOGETHER TO ENSURE THAT WE'RE ABLE TO RETAIN THOSE STUDENTS AT OUR CAMPUSES, TO GET THEM BACK ON TRACK SO THAT THEY CAN BECOME SOPHOMORES SOONER.

HOW LONG HAVE WE HAD THAT PROGRAM? IT WAS IMPLEMENTED LAST YEAR.

OK I'D BE REALLY INTERESTED.

I'M SURE WE DON'T HAVE DATA YET. I'D BE REALLY INTERESTED TO SEE WHAT THE PERSISTENCE IS OF THE STUDENTS, HOW MUCH DO THEY STAY VERSUS WHAT IT LOOKED LIKE BEFOREHAND, ESPECIALLY AS WE GET CLOSER TO GRADUATION.

ABSOLUTELY. AND THEN, DR.

ELIZALDE, YOU JUST ASKED THIS QUESTION.

I THOUGHT IT WAS GOOD. I'M SO EXCITED TO HEAR US MOVE AWAY FROM THE SEAT.

TIME TO THE STANDARDS.

IF A KID KNOWS IT, THEY DON'T NEED TO SIT THERE FOR HOURS.

AND IF THEY DON'T KNOW IT LIKE WE SHOULDN'T PASS THEM JUST BECAUSE THEY SAT THERE.

SO EXCITED TO HEAR THAT.

IF I REMEMBER CORRECTLY, THIS WAS IS THIS NEW AND BASED ON THE DISTRICT OF INNOVATION PLAN THAT WE APPROVED OR WE ALREADY DOING THIS.

NOW, THIS WAS SOMETHING WE HAD ALREADY DONE IT, BUT I DON'T I THINK IT ACTUALLY CONNECTS TO YOUR PREVIOUS QUESTION OF WANTING TO INTERVENE EARLIER ONCE WE RECOGNIZE.

SO LIKE THE THE FRESHMAN ON TRACK IS LET'S NOT WAIT TILL THEY'RE NOW IN THEIR THIRD YEAR.

SO IT'S REALLY IDENTIFYING THAT INTERVENTION EARLIER SO THAT WE ACTUALLY HAVE FEWER STUDENTS THAN THAT ARE NEEDING GRAD LAB SO THAT WE ESSENTIALLY PUT OURSELVES, IF YOU WILL, OUT OF BUSINESS AT GRAD LAB BECAUSE WE'VE ADJUSTED AND MADE THOSE INTERVENTIONS.

BUT THERE ARE SO MANY OF OUR STUDENTS WHO MAY NOT HAVE SHOWN SUCCESS IN A COURSE.

AS YOU WELL KNOW, THEY HAD THEIR SEAT TIME.

THEY WEREN'T SUCCESSFUL IN THE COURSE, BUT IT MAY HAVE HAD ABSOLUTELY NOTHING TO DO WITH WHAT THEY ACTUALLY KNEW IN THE COURSE.

RIGHT. AND SO NOW WE CAN ACCELERATE AND WE CAN CONNECT MORE OF THOSE STUDENTS WITH ACCELERATING THEIR CREDIT RECOVERY, KNOWING THEY DON'T NEED ADDITIONAL SEAT TIME BECAUSE THEY ALREADY SAT THROUGH A COURSE THAT MAKES SENSE.

MY QUESTION, THOUGH, IS AROUND I REMEMBER CORRECT ME IF I'M WRONG, MAYBE THIS IS A ROBERT QUESTION.

WHEN WE DID DOI, ONE OF THE ELEMENTS WAS TO BE ABLE TO DO STANDARDS BASED.

THAT IS CORRECT. YES.

AND I THINK AT THE TIME IT WAS SAID THAT THAT WAS BECAUSE I HAD ASKED IF WE WERE EXPANDING THAT ELSEWHERE IN OUR SCHOOLS.

AND I THINK I WAS TOLD THAT IT WAS FOR SOME OF THE RECOVERY PROGRAMS SPECIFICALLY.

WHAT WHAT WAS THE PURPOSE OF THAT? WHAT IS THAT ALLOWING US TO DO? SO THE FOCUS IS GRAD LAB.

THAT'S THE GOING OUT AND GETTING THE KIDS TO COME BACK IN THE EVENING TO RECOVER THEIR CREDIT QUICKLY.

THAT'S GRAD LAB. SO THAT DOI EXEMPTION ALLOWS US TO DO STANDARDS BASED IN GRAD LAB.

CORRECT. AND ARE WE DO WE DO STANDARDS BASED THROUGHOUT THE REST OF IT OR IS GRAD LAB THE ONLY ONE WE DO STANDARDS BASED IN?

[00:55:04]

THE VIRTUAL SCHOOL GIVES THE SAME OPPORTUNITY.

BASED ON THE SUCCESS THAT WE'RE SEEING.

IF WE'RE SEEING SUCCESS, ARE WE CONSIDERING MOVING THAT TO OTHER PROGRAMS AND OTHER AREAS? I MEAN, THIS TO ME IS JUST PHILOSOPHICAL.

I THINK THE APPROPRIATE ANSWER IS WE NEED TO LOOK INTO IT THAT AND WE'LL PROBABLY NEED TO EXPLORE IT MORE.

I WOULD JUST HOPE WE'D DO.

IF A KID CAN SHOW MASTERY AND THEY'RE FAILING FOR NO OTHER REASON, BUT MAYBE THEY DIDN'T TURN ON A HOMEWORK ASSIGNMENT FOR SOME OTHER THINGS, BUT THEY KNOW THE STUFF LIKE WE SHOULD LOOK TO EXPAND THAT WHERE POSSIBLE.

SO THANK YOU FOR THAT.

JUMPING TO THE MASTER PRINCIPALS AND ALL OF THAT.

SUPER EXCITED TO SEE THAT SHOUT OUT TO ALL OF THE DISTRICT SEVEN PRINCIPALS IN THERE.

AND NOW I'M SURE EVERYONE ELSE WANTS TO SHOUT OUT THEIR OWN PRINCIPALS.

I ALSO JUST WANT TO SAY PRINCIPAL ESCOBEDO WILL TELL YOU AT HENDERSON SHE WAS IN THE FIRST CLASS OF MASTER PRINCIPALS 15 YEARS AGO AND SHE IS STILL THERE AND ROCKING IT OUT.

SO EXCITED TO SEE THAT.

AND WE DON'T WANT HER TO GO ANYWHERE.

AND SO ALIGNED WITH THAT, THOUGH, MY QUESTION AND THIS MAY BE AN HR THING, HOW ALIGNED ARE IS THIS PROCESS TO OUR PEI SYSTEM? SO LIKE AGAIN, WE IMPLEMENTED THE PEI SYSTEM IS A WAY TO JUST LIKE TEI TO RETAIN OUR MOST EFFECTIVE PRINCIPALS TO PAY THEM A SUBSTANTIAL AMOUNT MORE.

I WOULD HOPE THAT THERE IS OVERLAP HERE AS WE'RE MOVING UP.

HOW ALIGNED ARE THESE TWO SYSTEMS? ARE YOU ASKING FIRST FROM A COMPENSATION PERSPECTIVE, OR ARE YOU ASKING FROM A METRIC PERSPECTIVE? I GUESS I'M JUST ASKING MORE HOLISTICALLY OVERALL.

I WOULD IMAGINE WE HAVE SYSTEMS THAT GENERALLY ARE TRYING TO REWARD THE SAME THING.

AND I JUST TRY TO I THINK JUST TO SPEAK HIGH LEVEL, I THINK IT IS ALIGNED.

AND THAT'S KIND OF WHY I STARTED THE PRESENTATION WAS SAYING REWARD, RETAIN, REWARD, RECOGNIZE AND RETAIN, BECAUSE FROM THE PERSPECTIVE OF WE WANT TO RECOGNIZE OUR LEADERS AND SCHOOLS THAT ARE REALLY HITTING THE MOVING THE NEEDLE RIGHT HERE, HITTING THE MARK.

SECOND, THERE IS A STIPEND FOR THEM THE FOLLOWING YEAR TO RETAIN THEM.

SO IF THEY STAY WITH US AND THEY'RE WITH US IN DALLAS ISD, THEY DO GET THEY DO RECEIVE A STIPEND FOR THE SUCCESS THAT THEY'VE HAD.

SO I WOULD ADD, IT'S ON BOTH AND IT IS ALIGNED BECAUSE IN ORDER TO EVEN GET TO THIS CONSIDERATION ON THEIR PEI, THEY'RE GETTING COMPENSATED FOR THOSE UPPER LEVELS.

AND THEN THIS IS AN ADDITIONAL RECOGNITION THAT EVEN PROVIDES SOME ADDITIONAL MONETARY REWARD.

GOTCHA. AND I DON'T KNOW, MAYBE THIS IS I'M NOT INTERESTED IN THE PARTICULARS, BUT I WOULD BE INTERESTED IN THE DIFFERENT LIKE HOW MANY OF THE MASTER PRINCIPALS WERE RECOGNIZED AT THE HIGHEST LEVEL OF PEIS, JUST TO SEE IF THERE'S AT ELEMENTS THERE.

WE CAN CERTAINLY ADD THAT.

AND THEN, BRIAN, MY FINAL QUESTION ON THIS IS, SO WE'VE IDENTIFIED THESE MASTER PRINCIPALS WHO ARE PHENOMENAL AT MOVING THE NEEDLE.

WE TRUST THEM TO DO THAT WORK.

WE HAVE A THEORY OF ACTION.

WHAT DOES THIS RESULT IN FOR THESE PRINCIPLES IN OUR THEORY OF ACTION, OF OF EARNED AUTONOMY? YEAH, THAT'S A GREAT QUESTION AND THE SUPERINTENDENT AND JUST WE JUST TALKED ABOUT THIS THE OTHER DAY, WHAT REALLY THEY NEED TO HAVE A CENTRAL VOICE AND THEY'RE NOT THE ONLY VOICE, RIGHT? BECAUSE WE NEED VOICES FROM SORT OF ALL GROUPS.

RIGHT. BUT ESSENTIALLY WE HAVE PRINCIPALS AND SCHOOLS THAT ARE REALLY WHO ARE DEMONSTRATING GREAT SUCCESS.

SO THEY HELP US WITH FOCUS GROUPS AND FEEDBACK.

AND FROM YOUR POINT OF THEORY OF ACTION, EVEN AUTONOMY AND SUPPORTS, THEY WILL HELP SHAPE EVEN THE UPCOMING YEARS AS TO WHERE WE GO.

WE'VE UTILIZED MASTER PRINCIPALS IN THE PAST TO DO THE VERY THING, BUT WE'VE HAD TO PUT A PAUSE, RIGHT? AND SO NOW THAT WE'RE KIND OF WE HAVE A NEW GROUP, WE'LL BEGIN TO USE OUR VOICE AGAIN TO REALLY JUST STAMP THOSE THAT THE AUTONOMY SUPPORTS THAT ARE WORKING.

AND THEN REALLY JUST LOOK AT REFINING THOSE THAT WE MIGHT CONSIDER.

ARE WE CONSIDERING GIVING THEM AUTONOMY AS MASTER PRINCIPALS? THE ECONOMIES WERE ACTUALLY WOULD COME WITH THE THE SCHOOLS RATING.

SO EVEN IF ONE OF THESE PHENOMENAL PRINCIPALS WE KNOW IS A MASTER PRINCIPAL AND WE CONVINCE THEM TO GO TO A SCHOOL THAT NEEDS THEM MORE, FOR WHATEVER REASONS, THEY WOULD HAVE NO MORE AUTONOMY BASED.

THEY WOULD, THEY DO HAVE THE ABILITY TO CARRY THEIR RATING.

WELL, IF THEY EARNED AN A OR B AT THE SCHOOL, THEN THEY GO THEY'RE ASKED TO GO TO A MORE CHALLENGING SCHOOL.

THEY ACTUALLY TAKE THEIR AUTONOMIES WITH THEM AS A LEADER FOR FIRST YEAR SO THEY CAN THEN IMPLEMENT SOME OF THE STRATEGIES THEY FOUND TO BE EFFECTIVE.

AS WE GO FORWARD, I JUST HOPE WE CONTINUE TO LOOK AT IF WE'VE GOT GREAT PEOPLE.

YES, THE PAY MATTERS, BUT SO DOES THE AUTONOMY.

SO DOES GIVING THEM THE LEEWAY TO DO THAT, THAT WE DO FIND WAYS TO DO THAT WHERE POSSIBLE.

THANK YOU FOR THIS PRESENTATION.

THANK YOU, TRUSTEE MACKEY, TRUSTEE CARREÓN.

THANK YOU, PRESIDENT HENRY.

AND THANK YOU ALL FOR THE UPDATE AND THE PRESENTATION.

JUST A COUPLE OF QUICK QUESTIONS JUST FOR CLARIFICATION ON MY END.

ARE THESE AROUND CREDIT RECOVERY? ARE RECONNECTION CENTERS ON EVERY HIGH SCHOOL CAMPUS? AT ALL THE COMPREHENSIVE HIGH SCHOOLS.

HOW MANY EVENING ACADEMIES ARE THERE?

[01:00:05]

YOU KNOW THOSE THAT ADAMSON, SKYLINE, KIMBALL AND SEAGOVILLE? YES. SO I GUESS I JUST WANT TO VOICE MY SUPPORT SUPERINTENDENT NOW THAT TJ IS BACK.

MAYBE AN EVENING ACADEMY SOMEWHERE IN THE NORTHWEST OR IN WTY, TJ CONRAD KIND OF AREA.

I THINK THAT'S IT.

THANK YOU. THANK YOU, TRUSTEE CARREÓN, TRUSTEE FLORES.

YEAH. I JUST WANT TO VERY BRIEFLY ECHO TRUSTEE MICCICHE'S COMMENTS ABOUT THE POVERTY INDEX.

I MEAN, I'VE COMPLAINED ABOUT THIS IN THE PAST BECAUSE IF YOU LOOK AT A SCHOOL LIKE PERSHING, WHICH IS IN THE MIDDLE OF JUST A VERY, VERY WELL-TO-DO NEIGHBORHOOD, EVERY SINGLE KID, IT'S NOW JUST IN SCHOOL LIVES NORTH OF 635 IN THE APARTMENTS.

SAME THING WHEN WE LOOKED AT AT CHAPEL HILL.

IF YOU LOOK AT THE NEIGHBORHOOD AND THE HOUSES AND WHATNOT VERSUS THE KIDS THAT GO TO SCHOOL THERE OR SO IF YOU JUST LOOK IN THE NORTHWEST.

AND YOU LOOK AT WHERE THESE SCHOOLS ARE LOCATED VERSUS THE POPULATION OF STUDENTS.

I MEAN, IT MAY NOT BE, YOU KNOW.

THE DELTA WITH TRUSTEE MICCICHE'S DISTRICT, BUT THERE'S A PRETTY SIGNIFICANT DELTA.

SO I JUST I JUST WANT TO ECHO THAT BECAUSE I THINK THAT THAT'S A YOU KNOW, WHEN WE'RE USING THAT KIND OF DATA AND I, I KNOW THE CHALLENGE IS I'M GOING TO UNDERSTAND, DR. OAKLEY, THE CHALLENGES WITH GETTING SOMETHING THAT YEAR TO YEAR WE CAN ACTUALLY USE THAT'S.

WE CAN USE ACROSS NOT JUST YEARS, BUT DECADES TO SO I UNDERSTAND THE CHALLENGES, BUT I JUST WANT TO ECHO WHAT TRUSTEE MICCICHE SAID.

AND, YOU KNOW, GREAT WORK ON THE RECONNECTION CENTERS AND EVERYTHING ELSE.

VERY EXCITED ABOUT THE WORK.

THANKS. ALL RIGHT.

THANK YOU, TRUSTEE FLORES.

I DON'T SEE ANY OTHER QUESTIONS OR COMMENTS.

THANK YOU ALL FOR THE PRESENTATION.

MOVING ON TO SEVEN B, DALLAS EDUCATION FOUNDATION UPDATE.

GOOD MORNING, PRESIDENT HENRY, TRUSTEES AND SUPERINTENDENT ELIZADE.

WE'RE EXCITED TODAY TO BRING TO YOU AN UPDATE ON OUR DALLAS EDUCATION FOUNDATION.

AND THEN LATER IN THE AGENDA, YOU'LL ALSO SEE THAT IT'S TIME FOR A RENEWAL OF OUR MOU, THE MEMORANDUM MEMORANDUM OF UNDERSTANDING.

SO I HAVE OUR DIRECTOR OF D.F., MR. HAVLIK, HERE. AND THEN I'M ALSO HAPPY TO HAVE JOHN LANDER, WHO'S OUR CHIEF OF PARTNERSHIPS AND INTERGOVERNMENTAL RELATIONS.

SO WITH THAT, I WILL HAND IT OVER TO META, YES META.

THANK YOU. GOOD MORNING, EVERYBODY.

I ALWAYS FORGET ONCE A YEAR.

GOOD MORNING, EVERYBODY, AND THANK YOU.

ON BEHALF OF THE DALLAS EDUCATION FOUNDATION BOARD OF DIRECTORS.

THEY HAVE SPECIFICALLY ASKED ME TO SEND THEIR PERSONAL REGARDS AND TO THANK YOU FOR YOUR CONTINUED SUPPORT OF THE FOUNDATION.

AND THEY DO HOPE THAT TODAY THAT YOU SEE THE IMPACT THAT THE FOUNDATION CONTINUES TO MAKE IN TERMS OF STUDENT SUCCESS AND DALLAS ISD.

JUST SIT RIGHT HERE. SO JUST TO REVIEW AND QUICKLY REITERATE, THE DALLAS EDUCATION FOUNDATION IS A DESIGNATED 501C3 WITH AN INDEPENDENT BOARD OF DIRECTORS THAT OVERSEES THE 501C3 NONPROFIT.

AND WE ARE, BECAUSE OF OUR MOU, THE DESIGNATED PHILANTHROPIC PARTNER OF DALLAS ISD.

WITH THAT, WE ARE A FUNDRAISING ORGANIZATION AND A GRANT MAKING ORGANIZATION.

AND AS FAR AS GRANT MAKING IS CONCERNED, OUR ONLY BENEFICIARY IS THE STUDENTS OF DALLAS ISD AND THE TEACHERS IN THE SCHOOLS.

OUR MISSION, WHICH IS WHAT WE LIVE EVERY DAY, IS TO INSPIRE COMMUNITY INVESTMENT, TO ACCELERATE STUDENT SUCCESS AND DALLAS ISD.

AND WHAT OUR VISION REALLY IS, IS A GALVANIZED COMMUNITY WHOSE RESOURCES SUPPORT THE TRANSFORMATIVE WORK THAT MAKES DALLAS ISD THE PREFERRED CHOICE FOR FAMILIES ACROSS NORTH TEXAS. IT'S BEEN A BANNER YEAR.

WE CONTINUE TO HAVE SOME SUCCESSES.

ONE OF THE THINGS THAT WE'RE REALLY, REALLY PROUD OF IS FOR THE FIRST TIME EVER IN THE HISTORY OF THE FOUNDATION, WE PUBLISHED OUR ANNUAL REPORT.

IT IS AN ONLINE REPORT, I BELIEVE.

I SENT AN EMAIL TO EACH OF YOU LETTING YOU KNOW.

BUT WE DO HAVE PHYSICAL COPIES OF IT IF YOU'D LIKE TO SEE IT.

THERE ARE IT'S AN INTERACTIVE REPORT, WHICH IS WHY IT'S ONLINE, MEANING THERE'S PLAY BUTTONS SO YOU CAN SEE VIDEOS.

IF YOU CLICK ON LINKS, YOU CAN SEE IMPACT REPORTS, ETC..

WE ALSO PARTICIPATED IN THE EDUCATOR OF THE YEAR AWARDS, FINDING THE SPONSOR FOR THAT SO THAT WE COULD REWARD OUR OUTSTANDING EDUCATOR OF THE YEARS, PRINCIPAL AND TEACHERS.

ONE OF THE THINGS THAT WE'RE REALLY EXCITED ABOUT IS SOMETHING CALLED A BOOK VENDING MACHINE.

IT HAD ITS INAUGURAL PLACEMENT IN EB JOHNSON AND BURLESON ELEMENTARY SCHOOLS THIS YEAR.

[01:05:06]

SO THAT'S BEEN PRETTY EXCITING.

WE PARTICIPATED IN PROVIDING CODING AWARDS, SUPPORTING THE COMPUTER SCIENCE DEPARTMENT, AND ONE OF THE STRATEGIC PRIMARY STRATEGIC INITIATIVES OF THE DISTRICT IS THE CAREER INSTITUTES.

AND WE YOU WILL SEE IN THIS REPORT THAT WE'VE HEAVILY INVESTED IN THAT.

SOME OF OUR NOTABLE GRANTOR'S THIS YEAR WE'VE HAD OVER 100 PLUS NEW DONORS, WHICH IS SHOWS US THAT WE CONTINUE TO HAVE RELEVANCE, THAT WE CONTINUE TO GET OUR NAME OUT THERE ON BEHALF OF DALLAS ISD.

SOME FOLKS WHO HAVE NOT TRADITIONALLY GIVEN TO THE FOUNDATION BEFORE IN TERMS OF GRANTS, THE DALLAS FOUNDATION, ADDY FOUNDATION, NIAGARA BOTTLING, PEPSICO, KIA, ALLSTATE AND A FAIRLY NEW ONE THIS YEAR IS WHAT-A-BURGER.

AND WE'RE ALSO PRETTY PROUD THAT WE WERE AWARDED THE OUTSTANDING ACHIEVEMENT AWARD FROM THE TEXAS EDUCATION FOUNDATION NETWORK FOR 2022.

SO I MENTIONED THAT WE ARE A FUNDRAISING ORGANIZATION AS WELL AS A FUNDING ORGANIZATION.

SO FROM A FUNDRAISING PERSPECTIVE, WE HAVE FUNDRAISING, THREE PRIMARY FUNDRAISING PRIORITIES.

IN ADDITION TO RAISING FUNDS FOR UNRESTRICTED FUNDS.

AND OUR PRIORITIES ARE LITERACY, EARLY LEARNING AND POST-SECONDARY SUCCESS.

AND SO THAT IS REALLY WHERE WE FOCUS PRIMARILY OUR FUNDRAISING.

NOW WE DO OTHER FUNDRAISING AS WELL.

WE WANT TO MAKE SURE WE CATALYZE OUR TEACHERS AND SUPPORT OUR CAMPUSES.

SO FROM OTHER FUNDRAISING PERSPECTIVE, YOU CAN SEE IN THE DONUT ON THE RIGHT, THE CATEGORIES AND THE PERCENTAGES AND THE AMOUNTS THAT WE HAVE SUPPORTED THOSE OTHER FUNDING A FUNDRAISING PRIORITIES.

AND I DID WANT TO MENTION THAT WAS OVER 285 DONORS THAT GAVE FROM A FUNDRAISING PERSPECTIVE.

IT'S A LOT TO A LOT TO MANAGE FROM A DONOR DATABASE PERSPECTIVE.

IN 2021 OR 2022, RATHER, GRANT MAKING, WE GRANTED 85 GRANTS DIRECTLY TO SUPPORT DALLAS ISD.

AND THAT'S PRETTY SIGNIFICANT, ESPECIALLY WHEN YOU CONSIDER IT'S A STAFF OF TWO.

SO WE'RE REALLY PROUD OF THAT.

WE ALWAYS RUN ON EVERY SINGLE CYLINDER.

SO AGAIN, FROM A FUNDING PRIORITIES PERSPECTIVE, WE FUNDED ABOUT 34%, A LITTLE OVER $300,000 TO SUPPORT POST-SECONDARY SUCCESS.

EARLY LEARNING WAS THREE GRANTS, AND THAT'S ACTUALLY A TYPO, AND I APOLOGIZE.

THAT SHOULD BE 229,369 AND LITERACY IS FOUR GRANTS 41% AND $379,271.

CONTINUING ON THE GRANT MAKING.

SO FROM A DIRECT TEACHER, STUDENT SUPPORT, THERE WERE 27 AWARDS GIVEN IN TERMS OF SCHOLARSHIPS, TEACHING GRANTS AND PERSONAL AWARDS.

AND YOU CAN SEE THE BREAK UP OF THAT AND THEN OTHER DEPARTMENTS AND INITIATIVES.

SO YOU CAN AGAIN SEE THAT.

THE [INAUDIBLE] MR. PROGRAM WAS FUNDED BY THE DALLAS EDUCATION FOUNDATION.

AND AGAIN, WE CAN GO INTO SOME OF THIS IN MORE DETAIL, BUT CERTAINLY THESE ARE THE TYPES OF INITIATIVES AND DEPARTMENTS THAT WE SUPPORT.

ONE OF THE THINGS THAT'S REALLY IMPORTANT TO US IS TO ALIGN WITH THE DISTRICT STRATEGIC INITIATIVES.

WE WANT TO CONTINUE RAISING FUNDS FOR PROGRAMS AND INITIATIVES THAT ENHANCE LEARNING AND THAT REALLY ALIGN WITH THE DISTRICT'S INITIATIVES.

AND THESE ARE JUST A FEW EXAMPLES.

THERE'S SO MANY. AS I MENTIONED, WE HAD SOME 85 GRANTS OUT HERE, BUT SOME OF THE NOTABLE ONES WERE THAT FROM AN EARLY LEARNING PERSPECTIVE, CLOSE TO $35,000 TO ENABLE A STEAM CURRICULUM AT THE THREE EARLY CHILDHOOD CENTERS AND CLOSE TO $200,000 TO PROVIDE 800 CURATED K THROUGH FIRST GRADE TEACHER KITS TO ENHANCE LITERACY USING AND EMPHASIZING PHONICS.

SO AGAIN, THAT'S SOMETHING THAT'S REALLY IMPORTANT TO US AS EARLY LEARNING.

FROM A LITERACY PERSPECTIVE, WE FROM OUR TORNADO RELIEF EFFORTS, WE HAVE REPLENISHED AND REPLACED BOOKS AT BOTH THOMAS JEFFERSON HIGH SCHOOL AS WELL AS WALNUT HILL, INTERNATIONAL LEADERSHIP ACADEMY.

I KNOW A NUMBER OF YOU HAVE ALREADY TOURED THE SCHOOL AND I HAVEN'T YET, BUT I'M LOOKING FORWARD TO DOING THAT.

WHEN WE HAVE OUR GRAND OPENING, MRS. BUSH WILL BE, WE'LL HAVE AN HONORARIUM FOR HER BECAUSE SHE WAS ONE OF THE PRIMARY DONORS FOR THIS INITIATIVE.

SHE HAS WRITTEN A LETTER, REMARKS, THANKING THE DISTRICT FOR ALLOWING HER TO SUPPORT.

AND WE'RE REALLY EXCITED TO HAVE THAT LETTER THEN DISPLAYED WITHIN THE WALNUT HILL LIBRARY.

[01:10:04]

AND THEN FROM A POST-SECONDARY SUCCESS PERSPECTIVE, WE PROVIDED ABOUT $64,000 TOWARDS CLASSROOM EQUIPMENT AND MATERIALS AT THE CAREER INSTITUTES.

AND THIS YEAR WE LAUNCHED SOMETHING CALLED THE READY FOR SUCCESS PROGRAM AT THE CAREER INSTITUTES.

AND THIS PROVIDES OUR SENIORS WITH TRAINING AND PROFESSIONAL SKILLS THAT THEY'LL NEED ONCE THEY GRADUATE WITH THEIR CERTIFICATIONS.

SO THIS IS BEYOND THEIR CERTIFICATIONS.

THIS IS SOMETHING THAT THE DISTRICT HAD NOT OFFERED BEFORE, BUT IT DOES COMPLEMENT.

SO THIS FEEDS RIGHT INTO CREATING THEIR RESUME HOW TO NETWORK, WHY IT'S IMPORTANT TO UNDERSTAND WHAT OUR FINANCIAL REPORTS, THOSE SORTS OF THINGS.

SO A QUICK REVIEW FOR 2022 IS THAT THE THE FOUNDATION GRANTED MORE THAN $1.5 MILLION TO BENEFIT DALLAS ISD.

IN ADDITION, WE DID SPONSOR THE DALLAS SUMMER MUSICALS, HELPED SPONSOR RATHER THE DALLAS SUMMER MUSICALS DALLAS ISD AIN'T TOO PROUD PROJECT, AND WE FACILITATED MULTIPLE IN-KIND DONATIONS, INCLUDING SOMETHING CALLED VOOKS, WHICH IS A STORYTELLING BOOK FOR EARLY LEARNERS.

AND THAT WAS A DONATION OF THIS PLATFORM TO 40,000 OF OUR K THROUGH SECOND GRADES, PRE-K THROUGH SECOND GRADE STUDENTS.

I MENTIONED 285 DONATIONS WERE IN A HEALTHY FINANCIAL POSITION, WHICH IS GREAT, AND WE HAVE A LOT TO LOOK FORWARD TO IN 2023.

WE CHOSE THIS YEAR TO FOR OUR ANNUAL CAMPAIGN WHERE WE RAISED OVER $220,000.

THAT ALL NET PROCEEDS WILL GO DIRECTLY TO FUND EQUITY GRANTS AND THE ARTS IN DALLAS ISD, AS WELL AS INNOVATIVE TEACHING GRANTS THAT TIE ARTS TO INSTRUCTION AND LEARNING AND LITERACY.

AND WE'RE REALLY EXCITED ABOUT THAT.

SO WE'LL START DISBURSING THOSE GRANTS PRETTY VERY QUICKLY.

WE CANNOT DO THIS WITHOUT THE INVESTMENT OF DALLAS ISD AND INVESTMENT IN TERMS OF EMPLOYABILITY OR EMPLOYING BOTH KATIE AND MYSELF.

OFFICE SPACE, OTHER SUPPORT.

AND FROM A MONETARY PERSPECTIVE, THAT'S A LITTLE LESS THAN $123,000 IS A CONTRIBUTION THAT THE DISTRICT MAKES TOWARDS DCF, AND WE HAVE RETURNED A RATE OF ABOUT 12 TIMES A LITTLE OVER, A LITTLE MORE THAN 12 TIMES THAT IN 2022 ALONE.

AND HOPEFULLY OUR STUDENTS FEEL THAT IMPACT.

THE DEPARTMENTS, MANY OF WHOM WE WORK WITH ARE IN THIS ROOM, FEEL THAT AS WELL.

AND WE'RE REALLY EXCITED ABOUT A 2023.

THANK YOU. THANK YOU FOR THAT PRESENTATION.

TRUSTEES WILL BEGIN WITH QUESTIONS, TRUSTEE FOREMAN.

SO THANK YOU.

AND I'LL TRY TO ALSO DEAL WITH THE REQUEST FOR A RENEWAL OF THE CONTRACT AT THE SAME TIME.

SO I DON'T HAVE TO GO BACK THROUGH THIS.

THERE ARE A COUPLE OF THINGS AND I'LL START WITH.

IT'S WHEN AFTER I GOT ON THE BOARD, DCF WAS NO LONGER IN EXISTENCE AND IT WAS REVIVED.

AND ONE OF THE THINGS THAT I RECALL SPECIFICALLY IS, IS THAT AT SOME POINT DEF WAS GOING TO BECOME INDEPENDENT OF DALLAS ISD.

SO I WILL BE CONTINUING TO ASK THAT QUESTION WHEN WILL DEF BECOME SUFFICIENT ENOUGH TO BE ABLE TO STAND ON THEIR OWN? BUT IN THE MEANTIME, THERE ARE SOME OTHER QUESTIONS JUST REGARDING THE DATA THAT WE RECEIVED.

MOST PEOPLE WHO KNOW ME KNOW I TALK A LOT ABOUT EQUITY AND BEING ABLE TO LOOK THROUGH THE EQUITY LENS AND BE ABLE TO UNDERSTAND EXACTLY WHAT YOU'RE DOING FROM AN EQUITY PERSPECTIVE.

THE REPORTS WE GET FROM DEF DOESN'T GIVE ME THAT KIND OF INFORMATION.

I WANT TO KNOW BY DISTRICT, WHAT ARE YOU DOING? BECAUSE IF I DON'T KNOW BY DISTRICT WHAT YOU'RE DOING, I DON'T KNOW IF YOU'RE DOING ANYTHING IN DISTRICTS THAT REALLY NEED SOME ADDITIONAL HELP OR NOT.

SO THAT THAT DOESN'T HELP ME.

HOLD ON ONE SECOND.

TRUSTEE FOREMAN, WHILE YOU'RE LOOKING FOR YOUR NEXT QUESTION, JUST TO LET YOU KNOW, YOU AND I TALKED ABOUT THIS A LITTLE BIT, META HAS PUT TOGETHER A SHEET THAT I WILL INCLUDE IN THE BOARD UPDATE SO THAT IT DOES GIVE YOU ALL OF THE DONATIONS THAT ARE MADE.

AND IT ALSO SAYS WHAT DISTRICTS THEY WERE ALIGNED TO.

BUT I ALSO THINK THAT WE COULD PROBABLY DO A BETTER JOB OF INFORMING THE BOARD MAYBE ON A QUARTERLY BASIS OR AT THE MIDPOINT OF THE YEAR SO THAT YOU HAVE MORE INFORMATION AND YOU DON'T HAVE TO WAIT UNTIL JANUARY.

AND SO, DR.

[01:15:02]

AND THEN I THINK BECAUSE DISD IS ALSO SUPPLEMENTING THE EXISTENCE OF DEF, WE NEED TO UNDERSTAND FROM A PERSPECTIVE OF THEIR FINANCIAL HEALTH, NOT JUST TO GIVE ME A NUMBER, IF YOU UNDERSTAND WHAT I'M SAYING JON DAHLANDER, BUT I WANT TO UNDERSTAND THE FINANCIAL HEALTH AND BE ABLE TO UNDERSTAND WHAT WE ARE CONTINUING TO DO.

I ALSO WOULD LIKE FOR THE DISTRICT TO SHARE WITH THE BOARD THE EXACT AMOUNT THAT WE'RE SPENDING ON A YEARLY BASIS FOR DEF, BECAUSE WE'VE NEVER GOTTEN THAT KIND OF INFORMATION.

AND META, THAT'S NOT YOU, THAT'S THE DISTRICT, OR NEED TO SHARE WITH THE BOARD.

SO WE'LL HAVE A CLEAR UNDERSTANDING OF WHAT OUR REAL INVESTMENT IS, BECAUSE I DON'T KNOW.

AND IF I DON'T KNOW, I WOULD THINK MOST OF THE BOARD MEMBERS DON'T KNOW.

AND SO I WOULD LIKE TO HAVE A CLEAR UNDERSTANDING OF WHAT THAT MEANS.

AND I'LL STOP WITH THIS.

I KNOW WE DO INVEST A LOT IN EARLY LEARNING, BUT THERE ARE A LOT OF OTHER AREAS THAT WE NEED TO TALK ABOUT INVESTING IN ALSO.

AND SO EARLY LEARNING IS ONE OF OUR PRIORITY INITIATIVES FROM THE DISTRICT.

AND SO WE GIVE EXTRA FUNDING TO EARLY LEARNING LEARNING.

BUT THERE ARE SO MANY OTHER INITIATIVES THAT WE NEED TO START THINKING ABOUT BECAUSE EVERYTHING RISES TO THAT LEVEL AND THEN IT STOPS AT THAT LEVEL.

SO WE NEED TO DO THAT.

AND LASTLY, I THINK I TALKED ABOUT THE FINANCIAL HELP.

THAT'S THE LAST THING.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN MAY I ADDRESS SOME OF YOUR QUESTIONS? YEAH, THAT'D BE GREAT. SO WE..

I'LL CUT MY MIC BACK ON.

SO WE WORK VERY CLOSELY WITH DALLAS ISD, WITH THE DEPARTMENTS, THE DEPARTMENT HEADS, CHIEFS, ETC.

TO UNDERSTAND WHERE THE NEEDS ARE.

SO EQUITY IS ONE OF THE LENSES.

ABSOLUTELY. THAT WE LOOK THROUGH.

I KNOW THAT COMING INTO 2023, FOR EXAMPLE, THAT WE HAVE THESE CURATED BOOK PACKS THAT WILL BE TARGETED TOWARDS AND I'M READING SOMETHING HERE THAT WAS GIVEN TO ME BY DR.

TREJO. THESE CURATED BOOK PACKS FOR BUILDING HOME LIBRARIES FOR STUDENTS WHO ARE MATCHED WITH MTSS SERVING 16 PREDOMINANTLY AFRICAN AMERICAN CAMPUSES.

SO THERE'S AN EXAMPLE OF HOW WE DO LOOK THROUGH OUR INITIATIVES THROUGH AN EQUITY LENS.

HAVE YOU DONE THAT OR YOU'RE ANTICIPATING THAT? WE JUST RECEIVED THE FUNDING AT THE END OF THE YEAR, AND SO WE WILL BE DOING THAT SHORTLY.

AND THEN I DO WANT TO APOLOGIZE FOR NOT GETTING THIS TO YOU SOONER.

WE STILL HAVE WE HADN'T DONE OUR END OF YEAR RECONCILIATION.

WE'RE ON A CALENDAR FISCAL YEAR.

AND SO THAT'S WHY YOU WILL HAVE IT TOMORROW OR NOT LATER TODAY.

AND YOU CAN ALSO INCLUDE LAST YEAR'S OR SINCE YOU WERE IN INCEPTION.

SO WE'LL HAVE A GOOD IDEA.

I CAN COMPARE YEAR TO YEAR, AND I DO APPRECIATE MR. TREJO. THAT'S THE FUTURE.

I'M TALKING ABOUT WHAT YOU'RE ALREADY DOING.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

I THINK TRUSTEE JOHNSON FOLLOWED BY TRUSTEE MACKEY.

YES, META, THANK YOU FOR THE WORK THAT YOU DO.

I DO HAVE A QUESTION.

I KNOW YOU JUST SAID THAT YOU GUYS, YOU WORK WITH THE CHIEF AND THE DEPARTMENT CHAIRS.

SO WITH THE $64,000 TOWARD THE CLASSROOM EQUIPMENT AND MATERIALS AT THE CAREER INSTITUTE, DO ANY OF THOSE GO TO OUR HIGH SCHOOL? LET ME GET ROOSEVELT HIGH SCHOOL.

NOW, WE HAVE 911 CTE, 911 EMT FIREFIGHTER.

AND THOSE AUXILIARIES THAT NEED MORE RESOURCES OR NOT REALLY GETTING RESOURCES, AND WE NEED RESOURCES TO FUND THOSE PROGRAMS IN OUR SCHOOL.

SO ARE YOU GUYS WORKING WITH THAT AS WELL? IS THAT A PART OF THAT 64,000? SO SPECIFIC TO THE 64,000 THAT WAS DIRECTED TOWARD THE CAREER INSTITUTES? HOWEVER, WHAT YOU'LL SEE IN THE SPREADSHEET THAT I'LL GIVE YOU IS THAT WE ALSO SUPPORT CTE, WHICH GROWS ACROSS ALL OF OUR HIGH SCHOOLS AS WELL.

BUT THAT'S SPECIFIC 64,000 WAS DIRECTED TO THE CAREER INSTITUTES.

SO YOU'RE GOING TO GIVE US A SPREADSHEET THAT SHOWS THAT, YEAH, IT'LL SHOW EVERY GRANT AND TO WHICH DEPARTMENT IT WAS MADE AND TO HOW IT BENEFITED THE STUDENT SUCCESS.

OK THIS COMING UP YEAR, I KNOW WE HAVE NOT GOT TWO BUDGETS A WAYS FROM NOW, BUT THOSE PROGRAMS LIKE THE FIREFIGHTER, MEDICAL, PHARMACY, TECH, CULINARY ARTS, ETC., THOSE MONEY WILL BE COMING, WILL BE ASSISTING, NOT MAYBE ALL OF BUT YOU GUYS WILL ASSIST WITH THOSE PROGRAMS THAT THOSE SCHOOLS IN THE [INAUDIBLE] CORRECT? OH, ABSOLUTELY. YEAH.

[01:20:01]

AND THE REASON WE KEEP THAT SOMEWHAT BROAD IS THAT POST-SECONDARY SUCCESS DOESN'T START IN HIGH SCHOOLS.

SO ONE OF THE THINGS THAT WE'VE TALKED ABOUT WITH THE DEPARTMENT IS CAREER EXPLORATION IN THE EARLIER GRADES.

SO YEAH, IT'S ABSOLUTELY IT'S NOT SOLELY THE CAREER INSTITUTES.

THANK YOU SO MUCH. THANK YOU TRUSTEE JOHNSON, TRUSTEE MACKEY.

YEAH, THANK YOU SO MUCH FOR THIS PRESENTATION AND FOR THIS UPDATE.

IT'S AMAZING THAT IT'S ALREADY BEEN A NUMBER OF YEARS SINCE IT STARTED.

I REMEMBER WHEN THIS WAS JUST PICKING OFF THE GROUND AND TO SEE HOW FAR IT'S COME IS HUGE.

FIRST OF ALL, I JUST WANT TO MAKE SURE I UNDERSTAND ON SLIDE EIGHT.

SO THE 122,900 IS THAT IS DALLAS ISD'S INVESTMENT IN THIS.

SO PER MOU, WE SUBMIT A COST BENEFIT ANALYSIS TO THE TRUSTEES, TO THE BOARD, IT'S ON BOARD DOCS.

AND THE WAY THE MOU WAS STRUCTURED AND IS THAT ROI IS HALF OF.

DO YOU WANT TO ANSWER THAT? IT'S HALF OF MY SALARY, THE STAFF SALARY, ALL OF THE RESOURCES THAT WE USE, MATERIALS, THINGS LIKE THAT.

I AM CONSIDERED A HALF EMPLOYEE, A DEF AND HALF EMPLOYEE OF DALLAS ISD.

THEREFORE, IT'S A CONTRIBUTION TO DEF THAT IS THAT TOWARDS $122,000.

BUT I DO INCLUDE NOT AT 50%, BUT I DO INCLUDE AT 100% THE REAL ESTATE COSTS, THE MATERIALS, THINGS LIKE THAT.

BUT EFFECTIVELY THAT IS DALLAS ISD'S CONTRIBUTION TO DEF.

YEAH. WHICH IS PRETTY MINIMAL.

YEAH. YEAH.

YEAH. SO IT'S NOT APPRECIATED.

DALLAS IS PAYING A BUNCH OF THESE OTHER STREAMS OR DONATED THAT IS THE DALLAS ISD INVESTMENT IN THIS AND YOU HAVE BEEN ABLE TO WE HAVEN'T, I'M LOOKING AT THE ANNUAL REPORT THAT WAS HANDED OUT.

OUR CURRENT TOTAL NET ASSETS IN THIS IS AROUND 4.2 MILLION THAT YOU'VE BEEN ABLE TO USE AND FUND THE WORK THAT'S HAPPENING IN DALLAS.

AND THAT WAS 2021'S ANNUAL REPORT.

YEAH. THANK YOU. SO THAT IS SUPER EXCITED.

I WILL BE EXCITED TO SEE THE LIST OF THE GRANTS AND DISBURSEMENTS AND HOW THAT IS.

I ALSO ASSUME, OBVIOUSLY WE HAVE A LOT OF DONOR RESTRICTED GRANTS.

HOW DO THOSE USUALLY.

WHAT'S OUR PROCESS TO LOOK AT THOSE AND MAKE SURE THAT THEY FIT WITH WHAT WE'RE DOING? SO I KNOW WE DON'T HAVE JUST $4.2 MILLION TO DO GRANTS WITH WHATEVER WE WANT.

WITH A LOT OF THEM COME WITH, WE WANT TO SUPPORT X.

CAN YOU TALK A LITTLE BIT ABOUT THAT? YEAH, ABSOLUTELY. WELL, THE DONORS HAVE TO GO THROUGH MULTIPLE GATES IN ORDER FOR US TO RECEIVE THEM.

WE DON'T SAY YES TO EVERY DONATION.

WE'VE SAID NO. IF THEY DON'T ALIGN WITH OUR PILLARS, IF THEY DEFOCUS WHAT WE'RE DOING, THEN YOU KNOW, THANK YOU.

LET'S LET AND THEN IT'S A CONVERSATION.

HERE IS HOW YOU CAN SUPPORT THE STUDENTS OF DALLAS ISD.

WE DO HAVE SOME DONORS WHO HAVE SPECIFIC CRITERIA THAT FEEDS THEIR SOUL.

AND I'LL GIVE YOU AN EXAMPLE OF A NEW DONOR, WHICH IS KIA USA.

THEY ARE VERY MUCH FOCUSED ON LITERACY.

AND SO THEN I UNDERSTAND WHAT FEEDS THEIR SOUL.

I WORK LITERALLY WITH DALLAS ISD, WITH THE DEPUTY SUPERINTENDENTS AND THE CHIEFS TO UNDERSTAND HOW CAN THESE DONOR DOLLARS FURTHER LITERACY EFFORTS WITHIN DALLAS ISD.

SO THAT WOULD BE CONSIDERED A RESTRICTED DONATION, BUT IT'S SOMETHING THAT IS MUCH MORE CONSULTATIVE.

THERE ARE OCCASIONS WHERE I GUESS YOU'D CONSIDER THEM A PASS THROUGH, WHERE A FUNDER HAS ALREADY AGREED TO FUND A SPECIFIC PROGRAM, BUT THEY NEED TO DONATE TO A 500 1C3 AND WE SERVICE THAT.

GOTCHA. THAT'S SUPER HELPFUL.

THAT WAS SOMETHING I DIDN'T KNOW TO BE ABLE TO BE THE MATCHMAKER.

WE WANT TO. WE CARE ABOUT LITERACY.

OK THEN WHAT'S DALLAS ISD DOING IN LITERACY AND HAVING THAT CONVERSATION? I'M SUPER EXCITED ABOUT THAT.

I MEAN, ALL OF THIS TO SEE THE GROWTH IS INCREDIBLE.

THANK YOU FOR THE WORK YOU'VE DONE FOR ALL OF OUR DONORS OUT THERE WHO CONTINUE TO POUR THEIR TRUST INTO DEAF AND DALLAS ISD.

I THINK THAT IS INCREDIBLY EXCITING AND I'LL DEFINITELY BE LOOKING FORWARD TO MAKING MY DONATION FOR THIS YEAR SHORTLY.

GREAT. THANK YOU.

I'LL LOOK FORWARD TO THAT TOO.

THANK YOU. TRUSTEE MACKEY MACKIE TRUSTEE MARSHALL.

I JUST WANTED TO SAY THANK YOU.

YOU DO A GREAT JOB AND I APPRECIATE YOU AND ALL YOUR BOARD MEMBERS FOR STEPPING UP AND WE'RE VERY GRATEFUL.

THANKS. THANK YOU.

AND OUR BOARD DOES PARTICIPATE AT 100%, BOTH IN MONETARY GIVING AS WELL AS PARTICIPATION IN EVENTS.

AND WE REALLY DO APPRECIATE THAT.

THANK YOU TRUSTEE MARSHALL, TRUSTEE FLORES, FOLLOWED BY TRUSTEE MICCICHE.

YEAH. I ALSO WANT TO THANK YOU AND THE BOARD FOR ALL THEIR HARD WORK ON THIS.

IT WAS TO ME THE MONEY THAT WE SPEND IS THE BEST MONEY THE SCHOOL DISTRICT SPENDS.

THE LEVERAGE IS JUST INCREDIBLE.

BUT I WANT TO GO AND I WANT TO GO TO SOMETHING THAT TRUSTEE MACKEY SAID.

THE WORD THAT HE USED WAS TRUST.

[01:25:01]

AND PEOPLE JUST LIKE WENT CRAZY AND SAID, NO WAY, JOSE.

WE CAN'T POSSIBLY BECAUSE SOMETHING HAPPENED IN THE SEVENTIES THAT THEY REMEMBERED HAVING TO DO WITH SOME PRIOR VERSION DECADES AGO, BUT PEOPLE STILL REMEMBER IT.

AND TO HAVE YOU IN THE LEADERSHIP, THE BOARD THAT YOU HAVE, I MEAN THE IMPRIMATUR OF THIS THAT I MEAN IT'S A WHO'S WHO OF DALLAS.

AND TO HAVE THAT LEVEL OF INDIVIDUALS ON YOUR BOARD, I MEAN, THERE ARE BOARDS ALL OVER DALLAS THAT WISH THEY HAD HALF THIS HALF OF THESE INDIVIDUALS WITH HALF OF THE THE GRAVITAS THAT THEY BRING.

SO THIS IS JUST SO THANK YOU.

THANK YOU TO YOU. THANK YOU TO YOUR BOARD.

THANK YOU. ALL THE DONORS.

THANK YOU FOR BELIEVING IN DALLAS AND HAVING A GREAT ORGANIZATION THAT BRINGS THAT LEVEL OF TRUST, THAT LEVEL OF UNDERSTANDING, THAT LEVEL OF FOCUS.

AS YOU SAY, YOUR PILLARS.

I AM HAPPEN TO BE A HUGE SUPPORTER OF OUR CAREER INSTITUTES AND THINK THAT THAT IS THAT IS ONE OF THE MANY PATHS THAT STUDENTS CAN FOLLOW. AND SO YOUR SUPPORT ON THAT IN LITERACY AND EARLY CHILDHOOD AND ALIGNING WITH OUR STRATEGIC INITIATIVES, THE THINGS WE THINK ARE GOING TO MOVE THE NEEDLE FOR STUDENT ACHIEVEMENT AND TO DO SO WITH A FOCUS AROUND EQUITY AND MAKING SURE THAT THOSE RESOURCES ARE GOING TO WHERE IT'S MOST NEEDED.

SO IT IS JUST AWESOME.

AND I'M JUST TRULY GRATEFUL FOR EVERYTHING THAT YOU GUYS DO.

ALL OUR DONORS, ALL THE INDIVIDUALS, ALL THE COMPANIES, ALL THE ORGANIZATIONS, THE FOUNDATIONS TO EVERYBODY, JUST THANK YOU.

WE YOU KNOW, THE STUDENTS REALLY GREATLY APPRECIATE IT.

AND IT HELPS LEVERAGE SO MUCH OF THE WORK THAT WE'RE ALREADY DOING AND PROVIDING ADDITIONAL RESOURCES DIRECTLY IN THE CLASSROOMS, IN OUR SCHOOLS FOR OUR KIDS.

SO THANK YOU. THANK YOU.

AND I HAVE TO SAY, THIS ISN'T POSSIBLE WITHOUT SUPPORT.

AND DR.

ELIZALDE, SUPERINTENDENT ELIZALDE AND PAM AND NOW JOHN, IT'S JUST BEEN IT'S BEEN SUCH AN INCREDIBLE TEAM AND WE REALLY DO APPRECIATE THE SUPPORT.

AND AGAIN, THE BOARD ESPECIALLY APPRECIATES IT AND THE WAY THAT DR.

ELIZALDE, SUPERINTENDENT ELIZALDE JUST JUMPED IN AT OUR LAST BOARD MEETING WAS NOTED AS WELL.

SO THEY DID WANT ME TO PASS THAT ON.

SO THANK YOU. I SHOULD ALSO THANK YOU SPECIFICALLY FOR THE DONATION TO WALNUT HILL INTERNATIONAL LEADERSHIP ACADEMY AND ALL THE HELP AT THOMAS JEFFERSON HIGH SCHOOL AS WELL.

SO THANK YOU TO ALL THOSE DONORS.

AND WE'LL SEE YOU ON FEBRUARY 11TH AT THE, UH, RIBBON CUTTING.

WE WILL BE THERE. THANK YOU.

THANK YOU TRUSTEE FLORES, TRUSTEE MICCICHE.

WELL, I'M GONNA SAY THANK YOU, BUT NOT THE 17 TIMES THAT TRUSTEE FLORES DID IT.

YEAH, 18 TIMES FOR YOU.

BUT I APPRECIATE ALL YOU'VE DONE.

AND THE DALLAS EDUCATIONAL FOUNDATION WAS REALLY IN THE DITCH FOR A LONG PERIOD OF TIME BEFORE YOU CAME AND, AND TURNED IT AROUND AND REALLY GOT THE COMMUNITY TO SUPPORT IT.

SO I APPRECIATE ALL THE INVOLVEMENT AND THE DONATIONS AND SUPPORT THAT YOU'VE BROUGHT TO THE DISTRICT.

I DO HAVE DO HAVE ONE QUESTION OR SUGGESTION, AND AND IF IT MAKES SENSE, I WOULD LIKE TO SEE MORE OF THESE BIG COMMUNITY EVENTS IN OUR IN OUR OWN BUILDINGS RATHER THAN IN HOTELS AND CONVENTION CENTERS.

NOW, IT DOESN'T IT MAY NOT FIT.

I GET THAT. BUT, YOU KNOW, MY MY HOPE IS THAT WE WE BRING THE COMMUNITY INTO OUR OUR SCHOOLS RATHER THAN HAVE THEM GO TO A VENUE THAT THEY GO TO FOR EVERY OTHER BIG EVENT.

SO, YOU KNOW, SIZE CONSIDERATIONS, SPACE CONSIDERATIONS, I KNOW ALL THAT.

IT'S JUST A SUGGESTION TO THINK ABOUT.

BUT THANK YOU AGAIN FOR ALL YOUR WORK.

REALLY APPRECIATE IT.

THANK YOU. AND I DO WANT TO MAKE SURE THAT I KNOW THAT IT'S NOT A SINGLE PERSON DOING THIS WORK, BUT I DO APPRECIATE THE COMMENT.

AND ALSO, WE DO HAVE THESE EVENTS.

MANY OF YOU HAVE COME TO THE EVENTS THAT WE HAVE AT OUR SCHOOLS, AND I BELIEVE TRUSTEE MICCICHE, YOU'RE GOING TO COME TO OUR BOOK SUMMIT AT CONNER ELEMENTARY SCHOOL ON FEBRUARY 2ND. AND THAT IS AN OPPORTUNITY WHERE WE DO BRING IN THE PUBLIC AND DONORS AND TO OUR SCHOOLS TO SEE THE GREAT WORK THAT EVERYONE HERE IS DOING AND OUR TEACHERS.

SO, YES, NOTED.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

AGAIN, I WANT TO REITERATE WHAT MOST OF MY COLLEAGUES HAVE SAID.

THANK YOU FOR WHAT YOU AND THE BOARD AND THE MANY DONORS.

I MEAN, PEOPLE THAT HAVE GIVEN OVER TIME, OF COURSE, NOT THE LAST YEAR, BUT OVER $1,000,000 OF THE PEOPLE THAT GAVE FIVE OR $6.

I THINK IT'S INCREDIBLY SIGNIFICANT.

I KNOW OUR SUPERINTENDENT, OUR ADMINISTRATION.

SO, YOU KNOW, I LOVE EQUITY, AS MANY PEOPLE KNOW, AND LOOK FORWARD TO THE DOCUMENTS THAT YOU SEND US.

[01:30:03]

AND I KNOW THAT IF THAT SUPPLANTS OR ADDRESSES THE NEEDS THAT THE DISTRICT WOULD HAVE TO ADDRESS, AND I KNOW THAT OUR LEADERSHIP WOULD MAKE SURE THE KIDS THAT NEED IT WOULD GET WHAT THEY NEED. SO I THINK, YOU KNOW, ANY TIME YOU CAN INVEST $122,000 AND GET, YOU KNOW, 12 TIMES THAT FOR KIDS WHOSE KID IT IS REALLY IS LONG LASTING, THAT'S SIGNIFICANT.

SO I THINK IT'S NOT A OR WITH EQUITY.

IF YOU'RE DOING THAT FOR KIDS IN DISD YOU'RE DOING THE RIGHT THING.

THE OTHER THING I THINK I HEARD A LOT ABOUT TRUST WHEN I WAS LOOKING AT THE WHICH I WOULD ENCOURAGE EVERYBODY TO GO TO ACTUALLY THAT THE ONLINE WHAT IS THIS CALLED? THE ANNUAL IMPACT. ANNUAL REPORT IS VERY THOROUGH AND INTERACTIVE.

AND WHEN YOU LOOK AT THIS LIST OF DONORS, WHETHER IT'S THE NAMES OR THE FOUNDATIONS OR THE COMPANIES OR THE INDIVIDUALS OR THE FOUNDATION, IT REALLY SENDS A MESSAGE THAT PEOPLE IN OUR CITY WON'T BELIEVE IN THE FOUNDATION, BUT THE FOUNDATION IS SET UP FOR DALLAS ISD THAT THEY ALSO BELIEVE IN DALLAS ISD.

SO IT'S ENCOURAGING.

I THINK IT AFFIRMS WHAT MANY OF US KNOW THAT SO MANY PEOPLE IN OUR CITY AND REGION CARE DEEPLY ABOUT OUR KIDS.

I HOPE WE CONTINUE TO NOT ONLY LEVER THE LEVERAGE THE NUMBERS, BUT LEVERAGE THE PEOPLE, THE NAMES, THE FOUNDATIONS, AND JUST CONTINUE TO ASK THESE FOLKS, I MEAN, THIS IS A THOROUGH LIST OF PEOPLE AND ORGANIZATIONS AND NAMES, ETC..

SO LIKE TRUSTEE MACKEY SAID IT, I HOPE TO GIVE AGAIN WHENEVER I'M ASKED.

I DON'T KNOW WHEN THAT HAPPENS, BUT THAT'S YOUR JOB.

YEAH. I'M GOING TO ASK RIGHT NOW, ALL OF YOU.

YOU SOUND LIKE YOU RAN FOR OFFICE BEFORE YOU KNOW IT, BUT YEAH, JUST THANK YOU.

TRULY APPRECIATE YOUR LEADERSHIP AND THE BOARD AND EVERYONE INVOLVED.

THIS IS GOOD NEWS, ESPECIALLY KNOWING WHERE THE FOUNDATION CAME FROM.

SO I DON'T HAVE ANYTHING ELSE MY COLLEAGUES DO.

ALL RIGHT. THANK YOU SO MUCH.

THANK YOU. WE'LL MOVE ON TO THE REST OF OUR AGENDA.

TRUSTEES, THE MINUTES WILL BE POSTED IN BOARD DOCS PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. STATUTORY ITEMS]

[11. POLICY UPDATES]

DR. LEAR, DO YOU WANT TO EXPLAIN THE CHANGES? YES, THANKS. ARE WE ON FOR.

YES. AND I'M GOING TO ASK.

YES, WE'RE HONEST AND VERY CHRISTIAN TO COME IN.

THIS IS OUR STUDENT CODE OF CONDUCT.

AND THERE'S ONLY ONE CHANGE HERE AND THAT WE ARE REQUIRED TO ACTUALLY PUT A NAME FOR OUR TITLE NINE COORDINATOR.

AND THAT PERSON HAS NOW CHANGED.

SO YOU CAN SEE IN THE ACTUAL POLICY THAT THE NAME HAS HAS CHANGED FROM CHRISTINE STOOTS TO ORLANDO GALLEGOS.

EVERYTHING ELSE REMAINS THE SAME FROM WHEN THE BOARD APPROVED FO IN JUNE.

THANK YOU, ANY QUESTIONS? TRUSTEES? I DON'T SEE ANY MOVING ON TO.

OH, SORRY, GO AHEAD, TRUSTEE FOREMAN.

WHY? SHERRI LOOKING AT ME? I DO THE SAME THING.

OKAY, SO WE'RE GOOD.

ALL RIGHT, SO WE'RE GOING TO MOVE ON TO THE CHIEF OF STAFF DIVISION.

[13. CHIEF OF STAFF DIVISION]

14A, TRUSTEE FOREMAN.

IF I COULD ASK JOHN DAHLANDER TO COME UP.

SO, JOHN, JUST A COUPLE OF QUESTIONS.

WHAT HAS CHANGED FROM OUR ORIGINAL CONVERSATION REGARDING WHAT OUR PRIORITIES WOULD BE BASED ON THIS DOCUMENT? THAT'S A GOOD QUESTION.

I KNOW.

WHAT WE'VE DONE, TRUSTEE FOREMAN.

AS YOU KNOW, AS WE TOOK A LOOK AT THE INITIAL PRIORITIES THAT WERE DRAFTED OR SET FORTH BY THE ADMINISTRATION AND SOMEWHAT BY THE BOARD BACK IN THE SPRING.

WE ALSO LOOKED AT WHAT THE TEXAS URBAN COUNCIL OF SCHOOL DISTRICTS HAS BEEN HAS CREATED, AS WELL AS THE TEXAS SCHOOL ALLIANCE.

AND THEN WE COORDINATED THAT THROUGH DISCUSSIONS INTERNALLY AND THEN WITH BOARD BRIEFINGS THAT WE'VE BEEN HAVING THIS

[01:35:01]

AND SO WHAT WE REALLY TRIED TO DO HERE IS BUILD SOMETHING THAT ALL TRUSTEES WILL SUPPORT TO.

THAT'S THAT'S THAT'S MOST IMPORTANT.

SO COULD I MAKE A SUGGESTION IS THAT WE GO BACK AND GET THE ORIGINAL PRIORITIES THAT THE BOARD HAD BROUGHT FORWARD. WE'LL DO A SIDE BY SIDE.

AND SO WE HAVE AN OPPORTUNITY TO BE ABLE TO UNDERSTAND WHAT THE DIFFERENCES ARE.

I DON'T KNOW IF THEY'RE FOR OR AGAINST, BUT SIDE BY SIDE WOULD HELP ME TO.

YES, MA'AM. WE'LL DO A SIDE BY SIDE.

ESSENTIALLY, THOUGH, TO ANSWER YOUR QUESTION DIRECTLY, THERE WEREN'T CHANGES.

IT WAS THE WAY IN WHICH WE GROUPED THEM, KNOWING THAT, FOR INSTANCE, SCHOOL SAFETY HAD WE YOU ALL TOOK ACTION PRIOR TO UVALDE. AND SO SOME OF THIS WAS THE WAY IN WHICH THEY WERE GROUPED.

I THINK TO YOUR POINT, A SIDE BY SIDE HELPS CLEARLY IDENTIFY THIS IS WHAT YOU ALL AGREE TO AND IT'S HERE.

THIS IS WHAT YOU AGREE TO AND IT'S HERE.

SO WE'LL DO THAT AND WE'LL MAKE SURE WE DO THAT.

AND WE SHOULD PUT THAT OUT PRIOR TO IF WE COULD ACTUALLY GET THAT OUT AS QUICKLY BECAUSE WE ALREADY HAVE THOSE SO THAT OUR BOARD MEMBERS WOULD HAVE AN OPPORTUNITY TO REALLY STUDY THAT, TO SEE WHAT CONCERNS THEY MAY HAVE.

I THINK THERE ARE SOME CHANGES BASED ON JUST MY RECOLLECTION OF OUR CONVERSATIONS, AND I'M JUST TRYING TO MAKE SURE I'M ACCURATE AS WE GO THROUGH THIS PROCESS.

WELL, CORRECT. AND AS DR.

ELIZALDE POINTED OUT, WE MADE SCHOOL SAFETY OUR TOP PRIORITY AFTER UVALDE AND THAT WAS NOT NECESSARILY INCLUDED IN THE INITIAL PRIORITIES.

YEAH, THERE ARE SOME CHANGES.

SO IF YOU WOULD JUST DO THE SIDE BY SIDE, IT WOULD HELP ME.

THANK YOU. THANK YOU. AND NOT THE NIGHT OF THE BOARD MEETING, PLEASE.

THANK YOU, TRUSTEE FOREMAN.

ANY OTHER QUESTIONS? CHIEF OF STAFF.

14B. 14 B, TRUSTEE FOREMAN.

BUT THE OTHERS SIDE.

SO I GET YOU BACK SHERRI? YES, MA'AM. JUST A COUPLE OF QUESTIONS.

THE FIRST QUESTION IS, DID WE BID THIS OUT OR NO.

SO THIS IS NOT AN ITEM THAT GOES TO BID.

THIS IS AN ITEM THAT THERE ARE PROVIDERS THAT WE CAN BILL TO GET REIMBURSED.

AND SO THERE ARE ACTUALLY THREE IN THIS AREA.

AND WE WERE ALREADY USING BEACON.

AND BEACON ACTUALLY SITS UNDER THE UMBRELLA OF AMERIGROUP.

AND SO WE WORKED WITH AMERIGROUP TO GET A CONTRACT TO BE ABLE TO BUILD BOTH AMERIGROUP AND BEACON.

AND THE THIRD ONE IS MOLINA, AND WE'RE REACHING OUT TO THEM TO TRY TO BUILD THROUGH THEM AS WELL.

SO WE WANT TO BUILD THROUGH ANYBODY THAT WE CAN BUILD THROUGH TO GET REIMBURSEMENTS.

SO I THINK I UNDERSTAND, BUT I DON'T UNDERSTAND.

SO IF THERE ARE THREE COMPANIES THAT WE CAN IN FACT GET REIMBURSEMENTS FROM, DO THE REIMBURSEMENTS COME AT THE SAME DOLLAR AMOUNT? DO THEY CHARGE US THE SAME TO BE ABLE FOR US TO GET THE REIMBURSEMENT? BECAUSE I KNOW THEY'RE IN BUSINESS.

SO THERE IS GOING TO BE SOME DOLLAR AMOUNT THAT WE'RE GOING TO HAVE TO GIVE TO THEM TO BE ABLE TO GET THE REIMBURSEMENT.

IS THAT CORRECT? SO, NO, WE DON'T GIVE THEM ANYTHING.

THEY GIVE US A PAY SCALE THAT THEY WILL REIMBURSE US FOR BECAUSE THEY ARE A ENTITY THAT ADMINISTERS THE MEDICAID PROGRAM. AND SO BECAUSE THEY ADMINISTER ADMINISTER THE MEDICAID PROGRAM, WE CAN FILE THROUGH THEM TO GET MEDICAID DOLLARS.

AND SO THEY GIVE US A PAY SCALE THAT WE GET REIMBURSED FOR THOSE SERVICES THAT WE PROVIDE SO WE DON'T PAY THEM ANYTHING.

THEY ACTUALLY PAY US.

SO DO THE ALL THREE OF THEM HAVE THE SAME PAY SCALE? I DO NOT KNOW THAT YET BECAUSE WE HAVE NOT FINISHED WITH MOLINA YET.

AND SO WHAT IT IS, IS THE INDIVIDUALS GO THROUGH ONE OF THOSE THREE.

SO LIKE FOR EXAMPLE, WITH BEACON, WE HAD I THINK 1300 INDIVIDUALS THAT WE COULD BILL THROUGH BEACON.

THERE'S ANOTHER TO BE BILLING THROUGH A MIRROR GROUP.

AND SO THAT'S WHERE WE WERE MISSING OUT EVEN WITH THAT AGREEMENT.

AND SO. MOLINA THAT WILL BE A WHOLE ANOTHER GROUP THAT WE CAN BUILD THROUGH.

SO IT'S NOT OVERLAPPING.

IT'S NOT LIKE ONE PERSON GOES CAN GO THROUGH ANY OF THE THREE, THEY GO THROUGH ONE OF THE THREE, AND WE NEED TO BE ABLE TO CAPTURE ALL OF THEM THAT GO THROUGH ALL THREE.

SO AND WE HAVE ONE THAT WE HAVE NOT WE HAVE ONE MORE THAT WE NEED TO GET A CONTRACT WITH.

YES. AND SO THE PAY SCALE FOR AMERIGROUP AND BEACON ARE THE SAME.

YES. OKAY.

I FEEL BETTER ABOUT THAT NOW.

ALL RIGHT. THANK YOU. YOU'RE WELCOME.

THANK YOU TRUSTEE FOREMAN, THAT WAS 14 B.

[01:40:04]

14 C. 14 C, TRUSTEE FOREMAN.

AND YOU CAN JUST STAY UP.

PRETTY MUCH JUST MADE MY STATEMENT EARLIER IN REGARDS TO MY POSITION REGARDING THE CONTRACT AND WOULD LIKE THE DISTRICT TO GIVE ME SOME KIND OF AN ANSWER IN REGARDS TO WHEN THEY WILL BE MOVING FROM THE DISTRICT PAYROLL TO STAND ON THEIR OWN.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

STILL IN CHIEF OF STAFF TRUSTEE JOHNSON HAS 18A, ANYTHING BEFORE THAT.

GOT 15A.

15A, TRUSTEE FOREMAN. THIS BINDER COMES IN HANDY.

THIS IS FOR THE COACHING AND PROFESSIONAL DEVELOPMENT FOR FAMILY ENGAGEMENT.

AND I WANT TO THANK JOHN FOR INTERRUPTING MY STUDYING LAST NIGHT WITH HIS QUESTIONS ABOUT THIS PARTICULAR ITEM.

BUT THIS BECOMES SOMEWHAT OF A PROCUREMENT CONCERN, AND I'VE SHARED THAT WITH TAMIKA IN REGARDS TO HOW WE CHOOSE VENDORS.

THIS HAS NOTHING TO DO WITH JOHN AND HIS GROUP, BUT HOW IN THE WORLD COULD WE HAVE PSTC LOVE FREE YOGA? ON HERE AS A VENDOR THAT THERE'S SOMETHING GOING ASTRAY AND WE NEED TO FIX THAT PARTICULAR PIECE IN TERMS OF HOW WE SELECT THE VENDORS.

THANK YOU. THANK YOU, TRUSTEE FOREMAN.

ANYTHING ELSE BEFORE 18A? HOLD ON, 16A.

16A, TRUSTEE FOREMAN. SO THERE'S A QUESTION IN REGARDS TO THE JUSTIFICATION AND THE WAY WE ACTUALLY HAVE THE CONSIDERATION AND TAKE POSSIBLE ACTION.

THE JUSTIFICATION SAYS IT'S FOR SPECIAL SERVICES, BUT THEN WE SAY DISTRICT WIDE.

SO DISTRICT WIDE USE FOR SPECIAL SERVICES WOULD SEEM MORE APPROPRIATE INSTEAD OF JUST SAYING DISTRICT WIDE USE.

IF THAT IF THAT MAKES SENSE, YES, IT'S IT'S BACK TO THE WAY IN WHICH WE'VE WORDED ON THE JUSTIFICATION.

AND I DO HOPE YOU NOTICED OUR TEAM DID SPEND A LITTLE MORE TIME.

WE'RE IMPROVING.

I'M SORRY. JUST LET'S I'M GOING TO SAY THEY'RE DOING BETTER.

YES, MA'AM, YOU'RE RIGHT. BECAUSE THIS IS FOR SPECIAL SERVICES AND WE JUST NEED TO PUT THAT DISTRICT BECAUSE, OF COURSE, WE DON'T WANT IT TO JUST SAY IT BECAUSE A STUDENT MAY LEAVE FROM ONE LOCATION TO ANOTHER.

YOU HAVE TO SAY SO.

YES, MA'AM. WE UNDERSTOOD.

I THINK. APPRECIATE IT.

I'M NOT I'M SEEING OVER AT MY AT OUR SPECIAL ED TEAM.

THEY CONCUR. WE'RE GOOD.

YES. OKAY.

THANK YOU. I'M GONNA LET MAXIE 18A, AND THEN I'M GONNA DO IT.

THANK YOU TRUSTEE FOREMAN.

TRUSTEE JOHNSON 18A.

YOU GO AHEAD. TRUSTEE FOREMAN.

YOU GO AHEAD. OK.

IT'S FINE WITH ME.

YOU KNOW, I GOT MY NOTES RIGHT HERE.

YOU MAY TOUCH ON WHAT I'M GONNA SAY.

GO AHEAD.

TRUSTEE FOREMAN, YOU GOT TO BE READY NOW.

I'M WAITING ON HIM TO GET HERE.

SORRY, I'M A LITTLE SLOWER THAN NORMAL.

YEAH. YOU KNOW, I CAN'T.

I GOT TO GIVE HIM TIME.

SO THIS. THIS IS TO IMPLEMENT THE CALL ME MR. PROGRAM FOR 12TH GRADE STUDENTS IN EARLY CHILDHOOD EDUCATION.

AND I'M ASSUMING IT'S IN THE P-TECH AREAS.

MY QUESTION IS, WHAT HIGH PRIORITY, HIGH SCHOOL CAMPUSES HAVE AN EDUCATION PATHWAY? YEAH. SO, YEAH.

SO THE CONTRACT WILL GO SPECIFICALLY THROUGH THE HCPS.

AND WE'RE ACTUALLY INDUSTRY PARTNERS WITH OUR EDUCATION PATHWAYS FOR P-TECH.

MM HMM. AND IT WILL BE WHITE, SAMUEL LINCOLN SUNSET AND BRYAN ADAMS OR THE SCHOOLS THAT ARE PART OF OUR ACM PARTNERSHIP.

OKAY. THAT WAS THAT WAS MY QUESTION.

OKAY. I GUESS MY MY QUESTION IS AND SHE WAS KIND OF IN THE VEIN THAT I WAS GOING IN.

I'M GLAD TO SEE LINCOLN WHEN I TALKED ABOUT THIS, OR I THINK IT WAS A YEAR AND A HALF AGO OR SOMETHING LIKE THAT UNDER WITH DR.

WILSON WHEN SHE WAS COMING TALKING ABOUT THE MR..

COMING. MR.. THE PROGRAMS WAS TRYING TO GET MORE AFRICAN-AMERICAN MALES, TEACHERS, CORRECT?

[01:45:03]

MOST OF OUR SOUTH OAK CLIFF HIGH SCHOOL.

AND SO WHY, WHY? LET ME LET ME EXPLAIN THAT.

SO FIRST OF ALL, THERE HAS TO BE AN EDUCATION PATHWAY.

IT HAS TO ALIGN TO OUR P TECHS.

SO WE DON'T HAVE EDUCATION PATHWAYS AT ALL OF OUR SCHOOLS, BUT WE DO PROVIDE TRANSPORTATION.

SO REMEMBER THAT THE STUDENTS THAT ARE IN THE EARLY COLLEGE, HIGH SCHOOL OR P-TECHS COME FROM ALL OVER THE CITY TO THOSE SCHOOLS.

SO THIS ISN'T WE WANT TO ABSOLUTELY SECURE AS MANY AFRICAN AMERICAN STUDENTS THAT ARE INTERESTED, BUT THEY HAVE TO HAVE ALREADY SELECTED EDUCATION AS THEIR PATHWAY.

SO THAT IS LOCATED, I THINK.

IS IT THREE SCHOOLS? FOUR? ACTUALLY, IT'S FIVE OK.

YES. NAME THOSE SCHOOLS AGAIN FOR US ONE MORE TIME.

WHITE, SAMUEL, LINCOLN, SUNSET AND BRYAN ADAMS. SO THOSE HAVE THE PATHWAY.

SO WE CAN'T HAVE IT AT A SCHOOL WHERE THERE ISN'T A PATHWAY.

NOW, WHAT I THINK CONNECTS TO YOUR QUESTION IS WE HAVE TO DO A BETTER JOB OF ENSURING THAT AFRICAN AMERICAN STUDENTS ARE AWARE THAT THAT'S A CHOICE IF THEY'RE INTERESTED IN EDUCATION, FOR THEM TO ATTEND THOSE SCHOOLS SO THAT THEY COULD THEN BE ELIGIBLE FOR THIS PROGRAM.

OKAY. DOES THAT MAKE SENSE? IT'S IN THE VEIN, BUT I HEAR WHAT YOU'RE SAYING.

BUT WE ALSO I HAVE A SCHOOL, THE ROSIE M.

COLLINS SCHOOL OF EDUCATION AND SOCIAL SERVICES AT TOWNVIEW.

SO WE HAVE AN EDUCATIONAL PATHWAY, OUR JUNIOR HIGH SCHOOL KIDS THAT'S TRYING TO GET INTO THAT DIRECTION WHILE WE'RE NOT PROMOTING THAT PARTICULAR SCHOOL, BECAUSE I'VE BEEN THERE AND I KNOW THERE'S NO REAL PROMOTION GOING ON FOR THAT SCHOOL, WE CAN TAKE THOSE KIDS, PUT THEM INTO THAT PROGRAM AT TOWNVIEW AND THEN PROMOTE THAT PARTICULAR PROGRAM AS WELL. WHEN WE'RE TALKING ABOUT THE NEXT LEVEL WHERE THEY WANT TO BE TEACHERS.

SO WHY WE'RE NOT PROMOTING THAT PROGRAM BECAUSE WE HAVE IT IN TOWNVIEW, IN MY DISTRICT, OUTSIDE OF BRYAN ADAMS, LINCOLN, SAMUEL SUNSET AND W T WHITE, THEY'RE STILL IN THE AFRICAN-AMERICAN COMMUNITY RIGHT THERE IN FREEMAN'S TOWN.

I THINK WE HAVEN'T THOUGHT I THINK IT'S AN EXCELLENT PERSPECTIVE.

I DON'T THINK WE'VE THOUGHT ABOUT COUPLING MAGNET SCHOOLS WITH A P-TECH PROGRAM, WHICH WE YOU ACTUALLY RAISE AN EXCELLENT PERSPECTIVE. WE HAVEN'T DONE THAT.

WE'VE LOOKED AT MAGNETS AS HAVING HAD CERTAIN AMOUNT OF AGENCY.

AND SO OUR FIRST GOAL WAS TO GET SCHOOLS THAT WERE NOT IN MAGNET OR CHOICE ACCESS TO THOSE.

I THINK DEFINITELY THAT'S A POINT FOR OUR TEAM TO GO BACK AND REALLY SEE WHAT HOW WE CAN ACT ON THAT.

I WOULD JUST SAY, EVEN AS IT STANDS NOW, I JUST ASKED ROBERT, CAN IT WORK? EVEN AS THE PROGRAM STANDS NOW, IT CAN WORK, WHICH IS GOOD NEWS.

NOW IF IT TRANSFORMED TO YOUR POINT, DR.

ELIZALDE, TO A P-TECH, THAT'S THAT OBVIOUSLY CAN WORK AS WELL.

BUT YES, ACCORDING TO ROBERT, WE CAN MAKE IT WORK, I THINK, BECAUSE WHEN I WHEN I WENT THERE TO GRADUATION, I EXPECTED MORE KIDS, ESPECIALLY TALKING ABOUT GROWING OUR OWN.

I THINK THAT'S SOMETHING THAT ME AND YOU HAVE TALKED ABOUT CHIEF ABEL, SEVERAL TIMES ON THE PHONE GROWING OUR OWN SO THAT WE HAVE THAT RESOURCE.

SO I WOULD LOVE TO SEE THE EDUCATIONAL SCHOOL IN TOWNVIEW DOUBLED THEIR ENROLLMENT CONCERNING EDUCATION AND WE'RE TALKING ABOUT GROWING OUR OWN.

MY NEXT QUESTION IS I SEE YOU ON TO DALLAS, WHICH IS GREAT.

HOW DID WE COME UP WITH THAT PARTICULAR LEARNING INSTITUTION? BECAUSE WE ALSO HAVE OUR HBCU, WHICH IS PAUL QUINN COLLEGE, AND I'M PRETTY SURE MIKE SORRELL WOULD LIKE TO BE A PART OF THIS AS WELL.

YEAH, I THINK CURRENTLY THE CALL ME MISTER IS KIND OF A COPYRIGHTED PROGRAM THERE.

THAT COLLEGE IS THE ONE THAT HAS THE AGREEMENT WITH THEM TO OPERATE IT.

BUT WE'RE WE'RE THINKING JUST LIKE YOU IS, WE WOULD LOVE TO EXPAND IT TO INCLUDE SOME ADDITIONAL COLLEGES IN THE FUTURE.

SO WE CAN DEFINITELY APPROACH HIM ABOUT GETTING THAT THAT ARRANGEMENT WITH THE CALL ME MR. PROGRAM AND THEN SEE WHAT KIND OF PARTNERSHIP WE CAN BUILD WITH THEM.

WHEN YOU SAY IN THE FUTURE, HOW FAR IN THE FUTURE, BECAUSE I LIKE TO GET STARTED ON IT NOW WHEN WE'RE TALKING ABOUT EQUITY, MY MIND SURROUNDS EQUITY.

I'M A BIG EQUITY GUY, SO I WOULD LIKE TO SEE THAT HAPPENING, LIKE IN THE NEAR FUTURE, NOT THE FAR FUTURE.

ABSOLUTELY. YEAH. AND WHEN I SAY IN THE FUTURE, I ALWAYS MEAN LIKE YOU.

NOW, URGENCY IS KEY TO EQUITY, RIGHT? SO WE'LL DEFINITELY WORK ON THAT.

AND MY GOAL WOULD BE TO TRY TO GET SOME MEETINGS SET UP IN JANUARY OR MAYBE FEBRUARY TO AT LEAST BEGIN EXPLORING THE IDEA.

THAT'S WHY YOU MY GUY. THANK YOU BROTHER ABEL.

THANK YOU TRUSTEE JOHNSON, TRUSTEE FOREMAN, ROUND TWO.

YEAH, JUST ONE ONE QUICK COMMENT.

SUPERINTENDENT ELIZALDE AND CHIEF LUSK IS IS THAT MAYBE WE MIGHT NEED TO LOOK AT SOME OF OUR HIGH PRIORITY CAMPUSES TO BE ABLE TO SEE IF MAYBE WE CAN PUT A TEACHING PATHWAY IN.

I KNOW THAT WHEN WE FIRST CAME UP WITH THIS CONCEPT, IT WAS AFRICAN AMERICAN MALES, AND THEN WE WENT

[01:50:06]

AND SO IF YOU LOOK AT THE LIST OF SCHOOLS, THERE'S A HIGH POPULATION OF LATINOS AND MANY OF THESE SCHOOLS.

AND I AM ALSO A PROPONENT OF SUPPORTING MORE MALES, PERIOD, LATINO AND AFRICAN AMERICAN.

BUT THE FOCUS KIND OF CHANGED.

IT WENT FROM JUST ONE GROUP TO TWO GROUPS.

AND SO THE OPPORTUNITY, I BELIEVE, TO ENCOURAGE MORE AFRICAN AMERICAN MALES WOULD BE IN SETTINGS WHERE THEY ARE.

AND SO THAT PATHWAY NEEDS TO BE LOOKED AT IN SOME OF THE HIGH PRIORITY SCHOOLS THAT ARE IN THE SOUTHERN SECTOR.

AND I WILL OFFER YOU, CARTER AND KIMBALL, AS TWO THAT MIGHT BE INTERESTED IN LOOKING AT THAT KIND OF A PATHWAY.

AND THAT'S HOW I THINK WE CAN RESOLVE THE ISSUE OF IF WE ARE BEING EQUITABLE, EQUITABLE TOWARD EACH GROUP.

BECAUSE JUST HAVING LINCOLN LINCOLN HIGH SCHOOL IS ABOUT 500 KIDS.

SO THERE P-TECH IS NOT GOING TO BE AS STRONG AS A CARTER OR LINCOLN, THE SOUTH CLIFF.

IT'S NOT IT'S NOT GOING TO BE AS STRONG.

AND WE KNOW THAT.

AND SO WE NEED TO, LINCOLN GRADUATE HERE, SO DON'T GET IT TWISTED, BUT WE NEED TO MAKE SURE THAT WE'RE NOT PIGEONHOLING OUR CHILDREN. AND JUST TAKING A SMALL EXAMPLE TO SAY WE GOT SOMEBODY IN THAT NICHE, IF THAT MAKES SENSE.

YEAH, I'LL GET WITH THE TEAM AND WE'LL LOOK AT AT ALL OF OUR OPTIONS.

I DO WANT TO REINFORCE, I THINK ALL OF THAT WILL GET WITH THE TEAM AND SEE WHERE WE GOING TO EXPAND IT.

WE WANT TO ENSURE THAT WE'RE COMMUNICATING WHERE ALL THOSE PATHWAYS ARE ALSO BECAUSE THERE ARE.

THAT WAS THE WHOLE POINT OF ENSURING THAT WE HAD EQUITY SO THAT STUDENTS THROUGHOUT OUR ENTIRE COMMUNITY COULD GO TO ANY LOCATION FOR A VARIETY OF DIFFERENT AND I THINK IT'S A BOTH END.

I DON'T THINK WE HAVE TO DO AN EITHER OR.

SO WE'LL GET WITH A TEAM, WE'LL LOOK AT THOSE AND WE'LL DO IT IN A IN AN URGENT MANNER SO THAT WE CAN BRING YOU SOMETHING.

BECAUSE WE ALL KNOW THESE ARE ALL THINGS WE NEED TO TURN AROUND QUICKLY.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN AND JOHNSON.

I THINK THERE ARE QUESTIONS NOT GOING TO GO TO TEACHING AND LEARNING DIVISION.

TRUSTEE FOREMAN. I NEED TO LEAVE MY MIC ON.

MY TEAM. BE.

[17. HUMAN CAPITAL MANAGEMENT DIVISION]

SO ONE OF THE THINGS THAT HELPS DRIVE MY DECISION IS TO HAVE DATA REGARDING PARTICULAR PROGRAMS, ESPECIALLY IF YOU WANT TO EXPAND THOSE PROGRAMS OR YOU WANT TO RENEW THOSE PROGRAMS. SO IN THIS PARTICULAR PROGRAM, IT'S A TEACHER RESIDENCY PROGRAM.

AM I RIGHT? 18B.

YOU DID SAY 18B.

B SO, ROBERT, I APOLOGIZE.

I WAS 28. ROBERT WE'RE TRYING TO GET YOUR STEPS IN.

I SAID 18.

B I THOUGHT YOU DID.

SHANNON JUST WANTED TO TALK TO ME.

THAT'S ALL IT IS.

I HEARD TEACHING, LEARNING. I THOUGHT I WAS FREE.

WE DIDN'T ASK YOU DUSTIN.

THAT'S OKAY. SO, ROBERT, I'LL REPEAT MY CONCERN IS, IS THAT WHEN WE TALK ABOUT EXPANDING PROGRAMS, ONE OF THE THINGS THAT DRIVES MY DECISION IS TO HAVE THE DATA REGARDING WHAT THE PROGRAM LOOKED LIKE, HOW MANY PEOPLE WE'VE HAD IN THE PROGRAM, HOW MANY HAVE STAYED WITH US AND FOR HOW LONG.

SO IF YOU CAN SUPPLY THAT DATA, THAT WILL HELP ME TREMENDOUSLY.

ABSOLUTELY. WILL I ENTER THE TRACKER FOR YOU? THANK YOU. HOLD TIGHT FOR A SECOND.

TRUSTEE. TRUSTEE FOREMAN.

ANYTHING ELSE? AND FOR TEACHING AND LEARNING.

HOLD ON. 20A.

[19. TEACHING AND LEARNING DIVISION]

YOU WERE LOOKING AT ME. NOW.

SO TO START WITH, YOU NEED TO THANK TAMIKA BECAUSE SHE TRIED TO GO THROUGH THIS PROCESS WITH ME AND EXPLAIN THAT WE ARE TRYING TO FIGURE OUT HOW TO UNBUNDLE A LOT OF OUR PROCUREMENTS, AND I AM DEFINITELY A PROPONENT OF THAT.

[01:55:04]

I DO HAVE THAT NUMBER FOR YOU.

AND SHE TOLD YOU, MA'AM.

SO SHE TOLD YOU? ABSOLUTELY. ABSOLUTELY.

OUR TEAM DOES TALK.

YES, MA'AM. THE TOTAL AMOUNT IS 28,687,000.

AND THAT IS OVER A FOUR YEAR PERIOD.

AND WE ARE. THIS IS OKAY.

ALL RIGHT. THANK YOU SO MUCH.

THANK YOU TAMIKA.

THANK YOU, TRUSTEE FOREMAN.

TRUSTEES, ANY OTHER QUESTIONS? WE'RE ON THE INFORMATION TECHNOLOGY DIVISION, I'LL THROW IN FINANCIAL SERVICES AS WELL.

[23. FINANCIAL SERVICES DIVISION]

TRUSTEE MACKEY YEAH.

JUST A QUICK OVERVIEW OF CLARITY AROUND WHAT EXACTLY THIS IS, BECAUSE I KNOW WE APPROVE THE TAX RATE, SO I WANT TO SEE HOW THAT FITS IN THERE.

GOOD AFTERNOON. SO, 25A, THAT IS OUR LET ME GET WITH YOU.

THIS IS THE NOTIFICATION THAT WE HAVE RECEIVED REGARDING OUR TAX LEVY.

SO WHAT THIS DOCUMENT IS SHOWING YOU IS THAT THE COUNTY IS TELLING US THE APPRAISAL VALUE OF ALL OF OUR PROPERTIES AND AT THE TAX RATES THAT THE BOARD HAVE ALREADY ADOPTED, WHAT WE WILL COLLECT OR WHAT WE SHOULD COLLECT ON THAT SAID PROPERTY.

AND SO IT'S AN OFFICIAL NOTIFICATION THAT WE RECEIVE ANNUALLY TO LET US KNOW WHAT OUR WHAT DALLAS COUNTY HAS PROJECTED AS OUR TAXABLE VALUE.

BASED ON THE TAX RATES WE EARLIER SET.

YES, SIR. THANK YOU.

THANK YOU, TRUSTEE MACKEY.

YEAH, NO QUESTIONS. 26.

BUDGET SERVICES 20.

DOES THAT MEAN NO MORE QUESTIONS? YEAH. AND TRUSTEES? ANY OTHER QUESTIONS? ALL RIGHT. IT'S 4:38 P.M.

AND THIS MEETING IS ADJOURNED. THANK YOU ALL.

HAPPY NEW YEAR. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.