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[00:00:04]

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

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

PLEASE STAND AND JOIN ME IN A MOMENT OF SILENCE, THE PLEDGE OF ALLEGIANCE AND A SOLUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEES ARE PHYSICALLY PRESENT OR

[3. ACKNOWLEDGEMENTS]

PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.

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

DISTRICT 1, EDWIN FLORES, DISTRICT 2, DUSTIN MARSHALL, DISTRICT 3, DAN MICCICHE, DISTRICT 6, JOYCE FOREMAN, DISTRICT 7, BEN MACKEY, DISTRICT 8, JOE CARREON.

IS THERE ANYBODY PARTICIPATING BY VIDEO CONFERENCE?

>> TRUSTEE WHITE.

>> TRUSTEE CAMILE WHITE IS PARTICIPATING BY VIDEO CONFERENCE, DISTRICT 4.

OUR SUPERINTENDENT OF SCHOOLS, DR. STEPHANIE ELIZALDE JOINS US.

I'M DAN MICCICHE, BOARD VICE PRESIDENT.

I'LL BE CHAIRING THE FIRST PART OF THIS MEETING.

BOARD PRESIDENT JUSTIN HENRY WILL BE ARRIVING AT THE MEETING LATER.

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

FLORES, WOULD YOU PLEASE DO THE HONORS? [LAUGHTER].

>> TRUSTEE CARREON. [SPANISH]

>> VERY GOOD. THANK YOU, TRUSTEE CARREON.

IN ORDER FOR THE BOARD TO HOLD THIS MEETING AND IN EFFECTIVE MATTER, I WANT TO LET IT BE KNOWN THAT THIS BOARD WILL BE CONDUCTED IN AN ORDERLY FASHION.

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

IT'S A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF THE MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE AND THEREBY CURTAIL THE EXERCISE OF OTHER'S 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 SEEK TO ASK FOR 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.

I DO NOT SEE ANY PUBLIC OFFICIALS IN THE AUDIENCE.

I UNDERSTAND THAT WE DO NOT HAVE ANY SPEAKERS WHO SIGNED UP FOR THE PUBLIC FORUMS SEGMENT OF THE MEETING.

AT THIS TIME, WE'RE UP TO ITEM 5 OF THE AGENDA.

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

THE BOARD WILL NOW RETIRE TO CLOSED SESSION.

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

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

BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO, TEXAS GOVERNMENT CODE SECTION 551071, FOR PRIVATE CONSULTATION WITH ITS ATTORNEYS ABOUT PENDING OR CONTEMPLATED LITIGATION OR ON A MANNER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT AT THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER 551072, TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE, OR VALUE OF REAL PROPERTY, 551074, TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, 551076, TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT,

[00:05:02]

551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY, NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES, 551.129 TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE, VIDEO CONFERENCE CALL OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING.

[NOISE] THE TIME IS NOW 11:45 A.M. AND WE ARE IN CLOSED SESSION. [NOISE]

>> THEY EXCEEDED THE PRIOR YEAR, BUT WE DID NOT NECESSARILY MEET OUR TARGET FOR 22, 23.

[6. VISION/PROGRESS MONITORING]

WE SAW THAT MOST OF OUR STUDENT GROUPS EITHER MAINTAINED OR SLIGHTLY INCREASED.

FOR GOAL 4 IN THE GPMS, ALL GPMS EXCEEDED THE PRIOR YEAR VALUES AGAIN, BUT WE AGAIN FELL SHORT IN MEETING OUR 22, 23 TARGET.

AGAIN, OUR STUDENT GROUPS, WE SAW SOME SLIGHT INCREASES IN MANY OF OUR STUDENT GROUPS.

FOR CONSTRAINT 2.1, WE SAW POSITIVE CULTURE AND ENVIRONMENT IMPROVED 6.6 PERCENTAGE POINTS FROM 67.4-74 PERCENT FROM THE PREVIOUS FALL.

THEN ALL THE QUESTIONS IN THAT PARTICULAR CATEGORY SHOWED IMPROVEMENT.

NEXT SLIDE. WE'LL START WITH OUR GPM 1.1.

HERE WE'RE MEASURING STUDENTS THEIR ASSESSMENTS IN READING AND MATH, AND WE USE A DOMAIN 1 CALCULATION.

HERE WE SEE THAT THE TARGET WAS 39, BUT OUR ACTUAL WAS 34.

HERE WE'RE OFF TRACK.

WE DID NOT MEET THE TARGET.

IF YOU GO DOWN TO THE BOTTOM, YOU CAN ACTUALLY SEE THAT IN SOME STUDENT GROUPS, LIKE OUR EMERGENT BILINGUAL, WE MAINTAINED.

SOME OTHER STUDENT GROUPS, FOR INSTANCE, OUR SPECIAL EDUCATION AND AFRICAN-AMERICAN STUDENT GROUPS AND WHITE STUDENT GROUPS, WE ACTUALLY HAD A SLIGHT INCREASE.

NEXT SLIDE. GOAL PROGRESS MEASURE 1.2, WHICH FOCUSES ON OUR AFRICAN-AMERICAN STUDENTS IN DOMAIN 1, WE CAN SEE THAT THE TARGET WAS 32.

HOWEVER, OUR ACTUAL WAS 27.

WE CAN SEE THAT FROM LAST YEAR TO THIS CURRENT YEAR, WE HAD A SLIGHT INCREASE, BUT AGAIN, DID NOT NECESSARILY MEET THE TARGET.

ONE POINT THAT WE WOULD SHARE THAT'S NOT NECESSARILY REFLECTED ON THIS SLIDE, IS THAT WE ACTUALLY DID ALSO SEE AN INCREASE IN MOVING OUR AFRICAN-AMERICAN STUDENTS.

WE TALKED ABOUT THOSE BUCKETS AND THOSE INCREMENTAL GAINS.

IF YOU REMEMBER THE HOCKEY STICK APPROACH, WE SAW MANY OF OUR AFRICAN-AMERICAN STUDENTS AT LEAST TWO PERCENTAGE IN POINTS INCREASE FROM MEETS TO MASTERS AND THEN FROM A DOES NOT MEET TO APPROACHES.

WE SAW GAINS IN THOSE PARTICULAR AREAS. NEXT SLIDE.

IN OUR GOAL PROGRESS MEASURE 1.3, WHICH FOCUSES ON OUR MEETS PLUS PERFORMANCE, AGAIN, WE SAW A SLIGHT INCREASE FROM LAST YEAR, WAS A 31.6, BUT WE DID NOT MEET THE TARGET OF 34.

AGAIN, IF YOU GO DOWN TO THE BOTTOM, YOU CAN SEE THAT WE HAD SLIGHT INCREASES FOR OUR SPECIAL EDUCATION STUDENT GROUP AND OUR AFRICAN-AMERICAN STUDENT GROUP AND OUR WHITE STUDENT GROUP.

NEXT GOAL PROGRESS MEASURE.

AGAIN, I'LL JUST REDIRECT YOUR ATTENTION TO THE TOP WHERE WE HAVE THE INCREASE BUT NOT NECESSARILY MET THE TARGET.

YOU'LL SEE THAT WE ARE INDICATING THAT WE'RE PROGRESSING.

SO 4.1 FOCUSES ON OUR STUDENTS IN MIDDLE SCHOOL, GRADES SIX THROUGH EIGHT AND THEIR MOODLE OF THE YEAR DOMAIN 1 CALCULATION FOR READING AND MATH.

WE SAW A SLIGHT INCREASE FROM LAST YEAR.

THE TARGET WAS ACTUALLY 35 THIS YEAR, BUT OUR ACTUAL WAS 33.

YOU CAN SEE AT THE BOTTOM WE HAD A SLIGHT INCREASE FOR OUR EMERGENT BILINGUAL STUDENT GROUP, OUR SPECIAL EDUCATION STUDENT GROUP, AFRICAN-AMERICAN STUDENT GROUP AND WHITE STUDENT GROUP.

WE ALSO SEE IT FOR TWO OR MORE STUDENT GROUPS AS WELL.

ON 4.2, WE ARE FOCUSED ON OUR AFRICAN-AMERICAN STUDENTS AND SO OUR TARGET WAS 29, BUT OUR ACTUAL WAS 26.

AGAIN, YOU CAN SEE OUR PSEUDO DOMAIN 1 SCORE FROM LAST YEAR TO THIS YEAR IS A 26.

THEN THAT AGAIN REFLECTS WHERE WE WERE MOVING STUDENTS FROM EACH OF THOSE BUCKETS FROM DOES NOT MEET TO APPROACHES, APPROACHES TO MEETS AND WE SAW TWO PERCENTAGE POINT GAINS IN THOSE PARTICULAR BUCKETS.

ON GOAL PROGRESS MEASURE 4.3,

[00:10:01]

THAT FOCUSES ON OUR MEETS PLUS FOR MIDDLE SCHOOL.

OUR ACTUAL WAS 28, BUT OUR TARGET WAS 30.

AGAIN, OUR PROGRESS TRACKER INDICATES THAT WE'RE PROGRESSING.

YOU CAN SEE AGAIN BELOW SEVERAL OF THE STUDENT GROUPS THAT HAD SLIGHT INCREASES.

THEN ON A CONSTRAINT 2.1, WE HAVE A GREEN WHERE WE'RE ON TRACK.

WE CAN ACTUALLY SEE THAT OUR TARGET OF FOUR, THAT WE ARE ON TARGET FOR MEETING OUR 24, 25 GOAL.

THIS YEAR OUR ACTUAL WAS A 73 PERCENT AND YOU CAN SEE THAT IN EACH OF THE 10 CATEGORIES, WE HAD AN INCREASE IN OUR PARTICULAR OUTCOMES.

NOW JUST TAKE A QUICK MOMENT AND JUST TALK ABOUT SOME OF THE INPUTS, OUTPUTS, AND STRATEGIC ADJUSTMENTS THAT WE'VE MADE THIS SCHOOL YEAR AND THEN WE ARE LOOKING AT THE DATA IN SOME OF THOSE INCREMENTAL GAINS TO MAKE PLANS EVEN FOR NEXT YEAR AND SO YOU'LL SEE MAYBE SOME OF THE INFORMATION THAT YOU'VE SEEN IN A BOARD UPDATE OR THAT YOU'VE HEARD IN A TRIAD REFLECTED IN SOME OF THOSE STRATEGIC ADJUSTMENTS FOR EVEN PLANNING FOR NEXT YEAR.

FOR GOAL 1, GPM 1.1 SPECIFICALLY, ONE OF THE THINGS THAT WE DID WAS WE HAD A REALLY INTENSE FOCUS ON THOSE CAMPUSES THAT WE IDENTIFIED AS TIER THREE CAMPUSES.

WE STARTED WITH THEM AT THE BEGINNING OF THE YEAR.

BY DOING THAT AND HAVING A REALLY STRATEGIC BOTH CASE, WE WERE ABLE TO DECREASE THE NUMBER OF CAMPUSES FROM 60 THAT WE HAD LAST YEAR THAT WERE TIER THREE TO 29 AT MID-YEAR.

IN ADDITION, WE ALSO REALLY FOCUSED ON THE USE OF ESSER FUNDS TO SUPPORT READING ACADEMIES MATERIALS AND TO SUPPORT READING ACADEMY, AND TO ENSURE THAT WE HAD A REALLY STRONG COMPLETION FOR OUR READING ACADEMY COHORT 2.

WE CAN SEE THAT IN OUR OUTPUTS THAT WE HAD 12 PERCENT GAIN AT OUR CAMPUSES THAT HAVE THE COHORT 1 ROOM ACADEMY, AND THEN FOR THOSE THAT ARE IN COHORT 2 WE SEE A EIGHT PERCENT MEETS PLUS GAIN FOR THIRD GRADE.

OUR GOAL HERE THIS YEAR WAS REALLY TO STREAMLINE MANY OF OUR INSTRUCTIONAL MATERIALS TO CREATE A COMPREHENSIVE CURRICULUM.

ONE OF THE THINGS THAT WE DID WAS ALLOWED A LOT OF OUR PRINCIPLES CHOOSE SUPPLEMENTAL MATERIALS TO SUPPORT THEIR CURRICULUM, AND THIS YEAR WE'RE WORKING TO STREAMLINE AND CREATE A MORE COMPREHENSIVE CURRICULUM TO HELP WITH READING.

FINALLY, WE'RE ALSO WORKING ON THE COMPLETION OF OUR READING ACADEMY COHORT 3.

GPM OF 1.2, WE'VE LEVERAGED OUR INTERVENTIONISTS SO LAST YEAR IT HAD 19 INTERVENTIONIST THAT SERVE, THAT ARE PREDOMINANTLY AFRICAN-AMERICAN CAMPUSES, AND WE CAN SEE THAT FROM THAT, WE HAD A SEVEN POINT INCREASE FROM OUR 48-55 PERCENT OF MIDDLE OF THE YEAR DOMAIN 1 OUTCOME SCORES FOR OUR STUDENTS, WHICH FAR EXCEEDED THE TARGET WE HAD FOR THEM.

THEN WHAT WE DID THIS YEAR WAS WE EXPANDED THE INTERVENTIONIST TO 16 OF THE 19 CAMPS IS BASED ON DATA TO SUPPORT SECOND GRADE AS WELL.

WE ALSO UTILIZED FOCUSING ON RECRUITING AND RETAINING.

WE TALKED ABOUT THIS, I BELIEVE IN OUR LAST FOUR BRIEFING, PROFICIENT 1 TEACHERS AT OUR HIGH PRIORITY CAMPUSES, AND WE SAW AN INCREASE OF PROFICIENT 1 TEACHERS IN FRONT OF OUR AFRICAN-AMERICAN STUDENTS AND WHERE THERE WERE VACANCIES AT THE BEGINNING OF THE YEAR, ONE OF THE THINGS WE DID IF WE SAW THAT THEY DIDN'T HAVE THAT PROFICIENT 1 TEACHERS WE USE CENTRAL STAFF TO SUPPORT THAT VACANCY, SO THAT OUR STUDENTS AT HIGH-PRIORITY CAMPUSES WOULD HAVE CONSISTENT INSTRUCTION THROUGHOUT THE YEAR.

THEN ON 1.3, THERE WAS A FOCUS ON TUTORING, AND TO MOVE OUR STUDENTS REMEMBER FROM APPROACHES TO MEET AND DOES NOT NEED TO APPROACH US.

WE FOCUSED ON SMALL GROUP TUTORING, AND YOU CAN SEE MANY OF THE OUTCOMES HERE FOR THAT FOCUSED IN OUR A SCHOOLS AND THEN DOES NOT MEET AND APPROACHES SCHOOLS, OUR STUDENTS FROM THE MIDDLE OF YOUR DATA.

MOVING FORWARD THROUGHOUT THE SCHOOL YEAR, WE FOCUSED ON REALLY TRACKING THE STUDENTS IN EACH OF THOSE BUCKETS TO MOVE THEM SO THAT WE CAN GET TO OUR GOAL FOR THE END OF THE YEAR AND FOR THE 24, 25.

GO ON TO THE NEXT SLIDE.

IN GOAL 4, ONE OF THE THINGS THAT WE'D LEVERAGE WAS OUR INSTRUCTIONAL LEAD TEACHERS.

WE ASSIGN THEM TO THE LOWEST PERFORMING CAMPUSES AND WE ACTUALLY EXPANDED THEIR NUMBER OF INSTRUCTIONAL LEAD TEACHERS THAT WE HAD THE SCHOOL YEAR, AND WHERE CAMPUSES HAD THOSE INSTRUCTIONAL LEAD TEACHERS, AND JUST AS A QUICK REMINDER,

[00:15:02]

THEY TEACH A SECTION OF OUR LOWEST PERFORMING STUDENTS AND THEY SPEND THE REST OF THEIR COACHING.

BUT SPECIFICALLY CAMPUSES THAT HAD THOSE INSTRUCTIONAL LEAD TEACHERS, 48 PERCENT OF THE STUDENTS PERFORM AT OR ABOVE THEIR APPROACHES LEVELS, WHICH DEFINITELY FAR EXCEEDS OUR TARGET THAT WE HAD OR GOT CLOSE TO THE TARGET.

WE ALSO INCREASED THE SIDE-BY-SIDE INSTRUCTIONAL COACHES AND SUPPORTS THOSE TWO OR THREE CAMPUSES.

WE'VE TALKED ABOUT UTILIZING THIS APPROACH GOING INTO NEXT YEAR AND SCALING THE APPROACH BECAUSE WE SAW SO MUCH SUCCESS WITH IT.

4.2, ONE OF THE THINGS THAT WE DID WAS WE ENSURED THAT WE INCREASED OUR HONORS PATHWAY COURSES FOR OUR AFRICAN-AMERICAN STUDENTS AND WE'RE REALLY MONITORING THAT TO ENSURE THAT THEY HAVE ACCESS AND SO WE'RE MONITORING THE ENROLLMENT, AND YOU CAN SEE THE INCREASE OF THE ENROLLMENT FROM LAST YEAR TO THIS YEAR ACROSS SUBJECT AREAS, AND ALSO THE OUTCOMES THAT WE'RE HAVING IN ALGEBRA 1 AND APPROACHES AND IN MEETS.

REALLY ONE OF OUR STRATEGIC ADJUSTMENTS HERE WAS TO ENSURE THAT NOT ONLY DO THE STUDENTS GET IN, BUT THEY ARE SUPPORTED WHILE THEY'RE IN THE HONORS COURSES AND WE MAINTAIN AND RETAIN THOSE STUDENTS.

WE HAVE, OF COURSE, THE PROGRAM LIKE ALGEBRA, BUT ALSO SOME DIFFERENTIATED CURRICULUM TO SUPPORT THE STUDENTS WHILE THEY'RE IN THE HONORS COURSES.

IN 4.3, WE REALLY LOOKED AT OUR AIM, FOR OUR CAMPUSES, AND WE'RE ENSURING THAT THEY RECEIVE ADDITIONAL SUPPORT FOR SIXTH GRADE.

OFTEN WE SEE THAT SIXTH GRADE DIP WITH PERFORMANCE, AND SO WE'VE PROVIDED ADDITIONAL COACHES FOR THEM.

WHAT WE'RE SEEING IN THAT COACHING TRANSLATED TO MANY OF THE CI EVALUATIONS IN OUR CURRENT SPOT OBSERVATIONS FAR EXCEEDING OUR TEACHERS WITHOUT THAT ADDITIONAL COACHING SUPPORT IN SEVERAL DOMAINS, IN EACH OF THE DOMAINS ACTUALLY IN OUR TEI RUBRIC.

OF COURSE, THIS STRATEGIC ADJUSTMENT THIS YEAR AS WE EXPAND IT, THAT AIN'T COACHING TO INCLUDE NOT ONLY THE COACHES THAT ARE SUPPORTING TEACHERS, BUT OUR APS AND PRINCIPLES.

FOR CONSTRAINT 2.1 THE LAST YEAR WE WERE STILL IN RECOVERY MODE AND SO WE HAD A REALLY HEAVY EMPHASIS ON POSITIVE CAMPUS CULTURE AND MENTAL HEALTH FOR ALL OF OUR TEAM MEMBERS AT EVERY SINGLE CAMPUS AND WE'VE SHIFTED REALLY TO THIS CULTURE, OF WE'VE JUST HAD ANOTHER CONVERSATION OF, I GOT YOU, AND PENALIZING INDIVIDUALS WHEN THEY ARE NOT MEETING OUR TARGETS OR EXPECTATIONS TO ONE THAT'S REALLY FOCUSED ON SUPPORT.

WE CAN OBVIOUSLY SEE THAT IN THE CLIMATE AND CULTURE SURVEY WHERE WE SEE THAT 4.7 PERCENTAGE INCREASE WHERE IT SAYS, I BELIEVE I WORK IN ENVIRONMENT OF SUPPORT AND RESPECT.

WE'RE ALSO WORKING TO GATHER MORE VOICE FROM TEACHERS AND PRINCIPALS BY HOSTING FOCUS GROUPS.

WE ALSO REALLY WANTED TO FOCUS ON EQUITY-BASED DISTRIBUTION OF RESOURCES AND SO YOU CAN SEE THAT ACROSS THE BOARD FROM EACH DEPARTMENT WHERE WE REALLY FOCUS ON GIVING THE CAMPUSES THAT NEED THE RESOURCES THE MOST, THE RESOURCES.

WE CAN SEE THAT WITH THE RESPONSE TO CULTURE, I'LL GO BACK TO THAT. I'M SORRY.

WE CAN ALSO SEE AND LET'S TALK WHERE WE HAVE INDIVIDUALS WHO CALL IN OR WHO WRITE IN AND SAY, WE THINK THAT'S TAKING PLACE ON A CAMPUS THAT WE DON'T UNDERSTAND.

WE CAN SEE THAT SATISFACTION SCORE FROM THE USERS INCREASED FROM EIGHT POINTS TO 8.3, AND THEN OUR RESPONSE AT TIMES DECREASE BECAUSE WE ARE IN A CUSTOMER SERVICE MINDSET, AND THAT'S BEING SUPPORTED BY OUR CORE FOR PROFESSIONAL DEVELOPMENT FOR MANY OF OUR TEAM MEMBERS.

WE ALSO CAN SEE, AGAIN, THE DISTRIBUTION OF EQUITY-BASED RESOURCES AND WE TALKED ABOUT THAT JUST A MOMENT AGO.

THAT CONCLUDES MY PRESENTATION AND WE'RE HAPPY TO TAKE QUESTIONS AT THIS TIME.

>> THANK YOU. TRUSTEES, ARE THERE ANY QUESTIONS? TRUSTEE FOREMAN.

>> WE GOT STARTED A LITTLE BIT LATE, SO I'M GOING TO START FROM THE BACK AND WORK MY WAY BACK TO THE FRONT, IF YOU DON'T MIND.

ACTUALLY, ON SLIDE 12.

JUST A FEW QUESTIONS, STEPHANIE AND YOU AND I WORKED TOGETHER ON MANY OF THESE ISSUES AND I DO APPRECIATE YOU LISTENING TO THE CONCERNS THAT I HAVE REGARDING SOME OF THESE ISSUES, SPECIFICALLY, SUPERINTENDENT THE SCHOOLS THAT I BELIEVE OR THE NEEDIEST, WE'VE HAD THE CONVERSATION ABOUT.

EQUITY ENTAILS SOME KIDS NEED MORE THAN OTHER KIDS.

[00:20:02]

EQUALITY MEANS YOU GIVE THEM ALL THE SAME THING AND HOPE FOR THE BEST.

I HOPE THAT WE CONTINUE TO MOVE FORWARD WITH THE WHOLE EQUITY PIECE.

STARTING JUST WITH THAT EQUITY QUESTION, EQUITY-BASED DISTRIBUTION OF RESOURCES, WHAT I THINK WE HAVEN'T DONE ENOUGH OF IS ALLOWING THE PRINCIPLES AND THE EDS TO COME FORWARD WITH THINGS THAT THEY THINK MIGHT WORK.

EVEN THOUGH, AT SOME POINT WE MIGHT SAY THAT'S NOT REASONABLE OR NOT FEASIBLE, I THINK THEY SHOULD HAVE THE AUTONOMY TO BE ABLE TO TELL THE ADMINISTRATION WHAT THEY THINK, CAMPUSES ARE DIFFERENT.

AND SO THEY'RE GOING TO NEED DIFFERENT THINGS.

JUST BECAUSE THEY'RE IN THE SAME DISTRICT OF THE SAME AREA, DON'T MEAN THEY'RE THE SAME.

[NOISE] I'D REALLY LIKE TO SEE US FROM AN EQUITY STANDPOINT, THE PRINCIPLES AND THE EDS.

AND IN SOMETIMES TRUSTEES LIKE ME GET INVOLVED TO TRY TO MAKE SURE WE GET THE THINGS THAT WE NEED FOR THEM.

BUT I DO APPRECIATE THE WORK THAT YOU'VE DONE AROUND THAT.

THE NEXT THING IS THE FOCUS ON POSITIVE CAMPUS CULTURE AND MENTAL HEALTH.

I'VE ALSO BEEN EXTREMELY INVOLVED IN THIS WHOLE PIECE AND I'LL CONTINUE TO HAVE SOME CONCERNS, BECAUSE OUR CLINICIANS, IN MANY CASES ARE OVERWHELMED.

IT'S JUST SO MUCH GOING ON.

AND THEY ARE NOT ONLY MANNING A CAMPUS, BUT THEY ALSO BECOME A CRISIS TEAM.

AND JUST HAD A CRISIS IN MY AREA THIS WEEK.

AND SO THEY'RE TRYING TO JUGGLE THEIR REGULAR ASSIGNMENT AND ALSO BE A CRISIS TEAM.

I DON'T KNOW THE ANSWER, BUT I DO THINK THAT WE SHOULD TAKE A LOOK AT HOW DO WE MANAGE SOME OF THAT WHOLE SITUATION, BECAUSE IT'S HEAVY ON THEM TO BE THERE.

TIFFANY, I SEE YOU GOT SOMETHING YOU WANT TO TELL ME. YOU'RE GOOD? I JUST HAVE HOPE THAT WE TAKE A STRONG LOOK AT THAT PIECE BECAUSE WE NEED THEM HEALTHY TO BE ABLE TO FACILITATE WHAT WE NEED.

THEN 11.

AND THIS IS PARTICULARLY SPECIFICALLY ABOUT THE IOTS.

AND WHAT DON'T UNDERSTAND, MAYBE YOU CAN EXPLAIN IT TO ME.

IS THERE A DIFFERENCE WITH THE NUMBER OF IOTS ON ELEMENTARY AND SECONDARY CAMPUSES?

>> I CAN'T PULL THE EXACT NUMBER, BUT WE EXPANDED IT TO ABOUT 80 IOTS THAT PRIMARILY FOCUS ON SECONDARY CAMPUSES THE SCHOOL YEAR.

>> I JUST ASKED THAT QUESTION BECAUSE I KNOW THE DISTRICT HAS TAKEN A STRONG FOCUS IN EARLY LEARNING AND TRYING TO GET AS MUCH TO OUR CHILDREN AS EARLY AS POSSIBLE, AND SO THE IOT SEEM TO BE A GREAT ANSWER FOR SECONDARY AND MIGHT ALSO HELP US WITH ELEMENTARY SCHOOL STUDENTS ALSO.

THAT'S JUST A THOUGHT.

ON THE AFRICAN-AMERICAN ENROLLMENT IN HONORS CLASSES, WE TALKED MOSTLY ABOUT MIDDLE SCHOOL.

I'D LIKE TO KNOW WHAT THE AFRICAN-AMERICAN ENROLLMENT IS IN HONORS CLASSES IN HIGH SCHOOL ALSO, TO BE ABLE TO UNDERSTAND.

AND I DON'T WANT JUST THE NUMBERS FOR SCHOOLS THAT ARE PREDOMINANTLY AFRICAN-AMERICAN, I WANT THE NUMBERS FOR ALL AFRICAN-AMERICAN CHILDREN.

I WANT TO MAKE SURE THAT THAT OPPORTUNITY IS BEING PRESENTED TO THEM IN THE HIGH SCHOOL CLASSES ALSO, IF THAT MAKES ANY SENSE.

>> WE'LL GET THAT.

>> SO I WOULD APPRECIATE THAT.

LET ME SEE. I'M STILL WORKING MY WAY BACKWARDS.

AND I'M TRYING TO FIND THE ONE THAT SPEAKS TO THE READING INITIATIVE.

THAT'S ON 10, THE SECOND BULLET.

A READING INTERVENTION ANALYST.

SO I GUESS MY QUESTION IS, IS THIS AN AFTER-SCHOOL PROGRAM OR THAT IS IT INCLUSIVE OF, I SEE SHANNON, IS IT AFTER-SCHOOL? IS IT AN AFTER-SCHOOL PROGRAM?

[00:25:02]

>> THIS OCCURS DURING THE SCHOOL DAY, TRUSTEE FOR ME.

>> DURING THE SCHOOL DAY. AND SO DO WE HAVE A READING INTERVENTION ON THIS OR IT'S SOMEONE TO HELP WITH READING AFTER SCHOOL FOR AN AFTER-SCHOOL PROGRAM?

>> YES, MA'AM, WE DO.

>> THAT'S GOOD. THANK YOU SO MUCH.

AND THEN THE FOCUS ON TUTORING IN THE SMALL GROUP SETTINGS, SO IS THAT DURING THE CLASS TIME? ARE WE SEPARATING KIDS OUT?

>> SO AFTER A WHOLE GROUP LESSON, PART OF AN INTERVENTION MIGHT BE THAT YOU PULL A SMALL GROUP OF STUDENTS THAT NEED ADDITIONAL SUPPORT IN READING.

AND SO IT WOULD BE STUDENTS ARE WORKING ON ANOTHER ASSIGNMENT THAT ARE ON GRADE LEVEL ON TRACK AND YOU WOULD PULL A SMALL GROUP THAT NEED ADDITIONAL SUPPORT.

SO THAT WOULD HAPPEN DURING CLASS.

>> AND THAT'S IN THAT SAME CLASSROOM?

>> YES, MA'AM.

>> THANK YOU VERY MUCH.

>> THANK YOU, TRUSTEE FOREMAN, I THINK.

THAT'S WRONG. MACKEY WAS NEXT FOLLOWED BY TRUSTEE MICCICHE, AND MARSHALL.

>> YES. THANK YOU ALL FOR THE PRESENTATION.

FIRST OF ALL, I WANT TO SAY THANK YOU FOR THE SUPER CLEAR RED, YELLOW, GREEN LIGHT.

IT MAKES IT SO MUCH EASIER TO FOLLOW AND DO IT TO SEE WHAT'S HAPPENING AT A GLANCE.

SO THANK YOU ALL FOR DOING THAT.

AND THEN I DO WANT TO JUST START BY, AGAIN, WHILE WE'RE NOT AT THE VERY RIGOROUS GOALS AND TARGETS THAT WE LEFT AND DIDN'T ADJUST FROM COVID, THE FACT THAT YOU'VE MADE GROWTH IN ALL OF THE AREAS AND ONE OF THIS HOLDING STRONG, IS NOT SOMETHING THAT'S EASY TO DO.

SO I KNOW WE STILL HAVE ROOM TO GROW, BUT I DO WANT TO RECOGNIZE THAT AND THAT WORK THERE.

SO FOR MY FIRST QUESTION, I SEE WHAT YOU HAVE IN THE ADJUSTMENTS FOR THIS SCHOOL YEAR.

I ASSUME MOST OF THESE ARE ADJUSTMENTS MADE FOR THE SCHOOL YEAR, BASED ON THE DATA THAT WE HAVE NOW, WHAT ADJUSTMENTS THAT WE'RE MAKING NOW FOR THE REST OF THIS SCHOOL YEAR? BASED ON THIS.

>> WE JUST HAD A MEETING AND WE HAVE A FOLLOW-UP MEETING TODAY.

WELL, WE'VE ACTUALLY HAD SEVERAL MEETINGS.

WE RECOGNIZE ACTUALLY THAT ONE OF THE BIGGEST ADJUSTMENTS THAT WE NEED TO MAKE, WHICH IS NOT REALLY A STRATEGIC PROGRAM, BUT IT'S JUST IN THE FOCUS OF LIGHT, GOOD INSTRUCTION AND HELPING PRINCIPALS RECOGNIZE WHAT STUDENTS NEED THAT SUPPORT.

WE MAY HAVE COMPLICATED THE SYSTEM TO REALLY HELP THEM TRACK AND WE NEED TO GO BACK TO THE BASICS TO HELP THEM TRACK SOME OF THE STUDENTS THAT THEY CAN MOVE.

AND SO SOME OF IT IS SIMPLIFYING SOME OF THE PROCESSES WE HAVE FOR PRINCIPALS AND ENSURING THAT THE SUPPORTS WE'VE PROVIDED THEM ARE IN THE RIGHT PLACES FOR STUDENTS.

AND THAT INCLUDES CENTRALIZED INDIVIDUALS THAT WE'VE SENT TO CAMPUSES.

WE WANT TO MAKE SURE THEY'RE IN THE RIGHT PLACES FOR STUDENTS.

>> GOT YOU. AND SO I ASSUME YOU ARE DOING THAT BASED ON THE DATA ON WHICH ONES ARE THE HIGHEST NEEDS?

>> ABSOLUTELY.

>> ALL OF THIS IS HOLISTIC DATA FOR THE DISTRICT.

WERE THERE ANY CAMPUSES ARE FEEDERS IN GENERAL THAT WERE REALLY BIG BRIGHT SPOTS THAT BLOCKED THIS TREND AND DID GROW? IF SO, WHAT ARE THEY DOING? WHAT'S REALLY ATTRIBUTED TO THAT?

>> SURE. I THINK WE SHARED SOME OF THE CAMPUSES WITH YOU ALL AND TRIADS.

I'D HAVE TO PULL UP THE LIST JUST SO THAT IT'S AT FIRST AND FOREMOST IN MY MIND, BUT I DO KNOW THAT WE HAD SEVERAL CAMPUSES WITH LOTS OF DOUBLE-DIGIT GAINS AND DOUBLE-DIGIT GAINS EVEN FROM SPECIFIC STUDENT GROUPS.

A COUPLE OF COMMON THREADS WITHIN THOSE CAMPUSES IS THAT THERE REALLY IS, IN SOME CASES, VERY TENURED PRINCIPLES THAT ARE DOING WORK AND THEY HAVE SETTLED STAFF MEMBERS, TEAM MEMBERS AND ALSO THERE'S A HEAVY EMPHASIS AND FOCUS ON GOOD INSTRUCTION AND FIRST GOOD INSTRUCTION AND NOT NECESSARILY A RELIANCE ON INTERVENTIONS.

SO THAT'S WHY WE'RE GETTING BACK THERE, OUT THERE TO SOME OF OUR OTHER CAMPUSES WITH OUR TEAM MEMBERS TO REALLY SHOW THAT UP, THAT FIRST GOOD INSTRUCTION.

I DON'T KNOW IF SHANNON WANTED TO ADD TO THAT.

>> THAT'S HELPFUL. THIS FOCUS ON INSTRUCTION AND IN ONE OF THE CONVERSATIONS, AND YOU ALL KNOW THAT HERE IS THE HIGH-QUALITY INSTRUCTIONAL MATERIALS WITH THE REPORTS IN GENERAL AUDITS THAT SHOW GENERALLY NATIONWIDE KIDS GET LOWER ACCESS TO ON GRADE LEVEL MATERIALS WOULD EXPECT LIKE 17, 19 PERCENT.

HOW ARE WE SEEING THAT PLAY OUT IN TERMS OF OUR INTERVENTION BECAUSE I SEE THE BROAD STRATEGIC ADJUSTMENT HERE, STREAMLINING CURRICULUM TO PROVIDE THEM HQIM.

BUT WHAT ARE WE REALLY DOING TO MAKE SURE THAT TEACHERS ARE ABLE TO IMPLEMENT IT AND HAVE THE SUPPORT THEY IMPLEMENTED, IT'S NOT JUST ANOTHER INITIATIVE OR A PUSH?

>> THANK YOU FOR THAT QUESTION.

I ACTUALLY HAVE TO GIVE KUDOS TO OUR SUPERINTENDENT, DR. ELIZALDE, ON THIS AND BRINGING IN THE ESSENTIAL

[00:30:01]

FOUR WITH HER ENTRY INTO THE DISTRICT.

IT HAS ALLOWED US TO SIT DOWN AND REALLY TAKE A LOOK AT ALL OF THE RESOURCES THAT ARE AVAILABLE AND DETERMINE TO WHAT DEGREE THEY ARE ON GRADE-LEVEL INSTRUCTION.

THEN THE LEVEL OF RIGOR OF THE LESSON DELIVERY THAT HELPS KIDS REACH THAT GRADE LEVEL INSTRUCTION SO THAT CURRICULUM AUDIT HAS BEEN COMPLETED AND WE HAVE A PRESENTATION THAT WE'LL BE BRINGING TO ELT ON MONDAY TO DISCUSS OPTIONS FOR HOW TO STREAMLINE AND REALLY MAKE SURE THAT ON GRADE LEVEL CONTENT IS PROVIDED ON A DAILY BASIS.

>> THEN I LOVED THE DATA POINT ON SLIDE 11 AROUND THE HONORS COURSES.

I THINK WE HAD ASKED ABOUT THIS WHEN WE LOOKED AT THAT POLICY BECAUSE WE DO HAVE THE POLICY THAT REQUIRES IF A KID ADMITS IN FIFTH GRADE, THEY'RE IN HONORS, THEY HAVE TO OPT-OUT IN SIXTH GRADE BUT DOESN'T REALLY TOUCH ON ANYTHING ELSE AFTER THAT POINT.

I JUST WANT TO MAKE SURE I'M READING THIS CORRECTLY.

BASED ON THAT POLICY, WE'RE NOW UP TO 89 PERCENT IN SIXTH GRADE.

THEN IN SEVENTH GRADE, IT STAYS PRETTY HIGH, IT'S STILL 80.5 PERCENT AND THEN 87 AND THEN 85 AND 82.

SO WE'RE SEEING THE MAJORITY OF THOSE STUDENTS PERSIST IN THOSE HONORS CLASS.

ONCE THEY'RE ON THE HONORS TRACK, FOR THE MOST PART, THEY STAY ON THE HONORS TRACK.

IS THAT ACCURATE? AS FAR AS THE MATH ONE GOES, THAT EIGHTH-GRADE MATH, IS THAT ALGEBRA ONE, OR IS THAT HONORS EIGHTH-GRADE MATH OR BOTH?

>> THE HONORS TRACK GOES INTO ALGEBRA ONE.

>> WHAT WE'RE LOOKING AT IS 82 PERCENT MATH IN EIGHTH GRADE, THOSE KIDS ARE TAKING ALGEBRA ONE?

>> CORRECT.

>> DO WE SEE, AND MAYBE YOU DON'T HAVE THIS DATA, IF A STUDENT ISN'T ADMITTED AND DOESN'T GET INTO THIS OPT-OUT IN SIXTH GRADE BUT THEN THEY ARE ABLE TO MEET IN THEIR REGULAR COURSES OR MASTERING THE REGULAR COURSES, DO THEY THEN GET AUTOMATICALLY MOVED INTO THIS HONORS ASPECT?

>> THERE IS NOT AN AUTOMATIC MOVEMENT, BUT WE MAINTAIN AN OPEN ENROLLMENT AND I WILL TAKE THAT BACK TO THE TEAM TRUSTEE MACKEY, TO DETERMINE HOW ARE WE MONITORING THOSE KIDS THAT ARE REACHING HIGHER LEVELS OF MEETS IN MASTERS AT SEVENTH AND EIGHTH GRADE SO THAT WE CAN DETERMINE IF THEY ARE ELIGIBLE TO GO AHEAD AND MOVE INTO THAT TRACK.

KEEPING IN MIND THAT THE MATH CONTENT IS WHAT WE CALL COMPACTED FOR HONORS, SO IN SIXTH GRADE THEY RECEIVED MORE THAN ONE-YEAR CONTENT.

SO PLACEMENT IN THE MIDDLE INTO AN HONORS PATHWAY, WE WOULD REALLY NEED TO SUPPORT THEM TO ENSURE THAT THEY CAN BE SUCCESSFUL AT THAT TIME.

>> IF I COULD ADD REAL QUICKLY, I'M TRYING REALLY HARD BECAUSE I KNOW I TAKE UP YOUR TIME WHEN I TALK, TRUSTEES FOREMAN REMINDS ME.

I'M REMEMBERING TRUSTEE MACKEY, WE HAD A POINT WHEN WE WERE WORKING TOWARDS THIS SEVERAL YEARS BACK WHERE WE WOULD THEN SEE THOSE STUDENTS THAT WEREN'T THERE, BUT IN SEVENTH GRADE DID WELL, WE WOULD CREATE A SUMMER PATHWAY SO THAT IN EIGHTH GRADE THEY COULD DO THE FIRST SEMESTER OF COMPACT AND THEN GET INTO ALGEBRA ONE OR DO BOTH AT THE SAME TIME.

I THINK MAYBE WE CAN REVISIT WHAT THAT LOOKS LIKE.

KENT, YOUR QUESTION IS ABOUT CAN THEY ENTER BEYOND?

>> WHAT IS HONOR RIGHT IF THEY MISS THE ENTRANCE IN FIFTH GRADE?

>> WE'LL DEFINITELY LOOK INTO THINGS THAT WE HAD DONE BEFORE.

I KNOW AT THAT TIME IT WAS OSWALDO, ALVARAGA HAD CREATED THAT PATHWAY, WE CAN GET WITH HIM.

>> AGAIN, JUST FOR CLARITY ON THIS DATA, THESE PERCENTAGES ARE THE PERCENTAGE OF TOTAL AFRICAN-AMERICAN ENROLLMENT OR THEY ARE TOTAL AT MEETS.

>> TOTAL AFRICAN-AMERICAN ENROLLMENT.

THE OUTCOMES, IT SAYS AFRICAN-AMERICAN ENROLLMENT THERE, BUT LET ME ENSURE I NEED TO GO BACK AND CHECK THAT MAYBE THE TOTAL FOR ALGEBRA ONE, AND I'D NEED TO PULL OUT THE AFRICAN-AMERICAN.

I APOLOGIZE FOR THAT.

I JUST WANT TO MAKE SURE THAT'S INACCURATE.

>> I THINK IF I REMEMBER LOOKING AT THE DATA, THIS IS THE AFRICAN-AMERICAN ENROLLED IN HONORS PROGRAM NOT TOTAL AFRICAN-AMERICAN STUDENTS?

>> THAT'S CORRECT.

>> FOR THE OUTCOMES OR FOR THE ENROLLMENT?

>> THE ENROLLMENT.

>> SO 89 PERCENT.

>> EIGHTY-NINE PERCENT OF THE AFRICAN-AMERICAN STUDENT POPULATION THAT QUALIFIED TO BE IN THE HONORS ARE ACTUALLY ENROLLED. THAT'S CORRECT. [OVERLAPPING]

>> OKAY, THAT'S RIGHT. WHAT WAS THE QUALIFICATION THERE?

>> THEY HAVE TO BE MEETS THEIR MASTERS IN THE FIFTH GRADE AND THEN THEY ARE AUTOMATICALLY PLACED IN AN OPT-OUT.

SO 89 PERCENT OF THOSE STUDENTS.

>> IS THERE ANY QUALIFICATION THAT LIKE SO FOR THE QUALIFICATION FOR SEVENTH GRADE, MUST THEY HAVE BEEN MEETS AND MASTERS IN FIFTH GRADE?

>> THOSE NUMBERS REPRESENT THE RETENTION RATES AT THE STUDENT'S YEAR OVER YEAR.

THOSE ARE NOT NECESSARILY, I QUALIFIED AND THEN I WAS PLACED, THOSE ARE, ARE WE PERSISTING YEAR OVER YEAR?

>> I WILL HAVE AND I'LL SEND IT TO THE TRACKER, BUT IF WE CAN HAVE THIS DATA, I'D LOVE TO SEE IT FOR THIS, BUT ALSO JUST FOR ALL STUDENTS IN THE DISTRICT AS WELL, JUST SEND ME THOSE.

I'LL SAVE ANY OTHER QUESTIONS FOR SECOND ROUND. THANK YOU.

>> THANK YOU, TRUSTEE MACKEY, TRUSTEE MICCICHE.

[00:35:01]

>> THANK YOU. LET ME FIRST APPLAUD YOU ON THE PRESENTATION.

THERE'S ONE THING THOUGH THAT I WOULD LIKE TO ADD TO THE PRESENTATION, WHICH IS WHAT THE ACTUAL STATEMENT OF THE GOAL.

BECAUSE WE'VE GOT ALL THE PROGRESS MEASURES HERE, BUT WE DON'T HAVE THE GOAL ITSELF STATED.

SO STUDENT OUTCOME, GOAL NUMBER ONE IS , CAN YOU DO[OVERLAPPING] THAT?

>> WE WILL DO THAT, THANK YOU.

>> CAN YOU STATE THE GOAL FOR THIS PRESENTATION?

>> THE EXACT WORK AND WORDING, HOLD ON A SECOND. I KNOW THE TARGET.

>> WE'RE FINE, I'M OKAY THANK YOU.

>> OUR STUDENTS IN DOMAIN 1.

>> ARE GOING TO GET TO 2020 THANK YOU.

>> FROM?

>> FOR ALL SUBJECTS IN GRADE LEVELS.

I GOT IT RIGHT HERE. THERE WE GO.

>> DO YOU HAVE IT?

>> CAN YOU TURN ON YOUR MIC? STUDENT ACHIEVEMENT ON TIKS ALIGNED DISTRICT ASSESSMENTS IN READING AND MATH USING THE PROJECTED DOMAIN 1 CALCULATION WILL INCREASE FROM 35-52 BY MIDDLE OF THE YEAR.

YOU WANT THAT ON. [OVERLAPPING] I'M SORRY. THAT'S THE PROGRESS MEASURE.

STUDENT ACHIEVEMENT ON STATE ASSESSMENTS SHELL IN ALL SUBJECTS IN DOMAIN 1 INCREASE FROM 46-58 BY JUNE 2025.

>> THANK YOU. I WANT TO PICK UP SOMETHING THAT TRUSTEE MACKEY ALLUDED TO, WHICH WAS THE NUMBER OF SCHOOLS THAT USE DOMAIN 1 AS THEIR BEST SCORE.

I BELIEVE IN THEIR TRUSTEE TRIAD, YOU SAID 11 PERCENT OF OUR TOTAL SCHOOLS USED DOMAIN 1 FOR THEIR, FOR THEIR TEA RATING.

THE HYPOTHESIS THAT I HADN'T MENTIONED IN THAT MEETING WAS THAT THE SCHOOLS THAT USE DOMAIN 1 WERE THE SCHOOLS THAT WERE MAGNET OR CHOICE SCHOOLS, EXCUSE ME, [NOISE] OR THE MORE AFFLUENT SCHOOLS.

I'M TRYING TO FIGURE OUT IF WE CAN IDENTIFY THE SCHOOLS THAT ESSENTIALLY WERE HIGHLY ECONOMICALLY DISADVANTAGED YET WERE ABLE TO USE DOMAIN 1 AS THEIR BEST SCORE.

I BELIEVE YOU INDICATED THAT THERE WAS ONE SCHOOL IN SEAGOVILLE OR IS IT JUST THAT ONE SCHOOL?

>> IT'S JUST THAT ONE SCHOOL.

>> LET ME TURN TO THE CLIMATE SURVEY.

>> I THINK IT'S QUITE REMARKABLE THAT ALL OF THESE SCORES HAVE INCREASED ALMOST TWO HISTORIC HIGHS, AT LEAST COVERING THE YEARS THAT ARE LISTED IN THIS CHART FROM 2017-2022.

I THINK THE ONLY ONE THAT HAS NOT REACHED HISTORIC HIGHS WAS THE ONE REGARDING DISCIPLINE, BUT ONLY BY MISSING IT, ONLY BY A LITTLE BIT.

BUT I THINK THAT IS GREAT NEWS THAT WE ARE MAKING PROGRESS IN THAT AREA.

I WANTED TO MAKE SURE THAT WE DID HIGHLIGHT THAT.

THEN LASTLY, WE'LL JUST SAY THAT I APPRECIATE THE WAY YOU DESEGREGATED THE DATA.

I HOPE YOU WILL CONTINUE TO DO THAT ON EVERY ONE OF THESE PRESENTATIONS.

THAT'S ALL I HAVE RIGHT NOW. THANK YOU.

>> THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE, AND TRUSTEE MARSHALL.

>> THANK YOU, MR. PRESIDENT. I JUST WANT TO START BY ECHOING TRUSTEE MACKEY'S SENTIMENTS ABOUT, FIRST OF ALL, THE WAY THE DATA IS PRESENTED IS A LOT EASIER TO DIGEST, BUT MORE IMPORTANTLY, HOLDING GROUND IN THE MIDST OF COVID SLIDE IS IMPRESSIVE.

ALTHOUGH I CERTAINLY WISH THAT WE WERE REACHING ALL OF OUR GOALS, IT'S GREAT THAT WE'RE AT LEAST HOLDING GROUND AND MAKING SOME PROGRESS ON MOST OF THEM, SO CONGRATULATIONS FOR THAT.

I MAINLY JUST WANT TO TALK ABOUT THE CONTENT ON SLIDE 10.

[00:40:01]

IT SOUNDS LIKE A LOT OF THE INPUTS THAT WE'RE RELYING ON TO CONTINUE TO DRIVE PROGRESS AGAINST THESE GOAL PROGRESS MEASURES IS RELATED TO THE READING ACADEMIES.

I'M CERTAINLY SUPPORTIVE OF THOSE, AND IT LOOKS LIKE FOR COHORT 1, IN PARTICULAR, WHERE THE ACADEMIES HAVE BEEN IN PLACE LONGER THAT WE'RE SEEING SOME REALLY GOOD GAINS.

I GUESS I'M INTERESTED IN THINKING ABOUT THAT INITIATIVE AND THE FUNDING FOR THAT INITIATIVE IN CONTEXT OF ALL THE OTHER THINGS THAT WE ARE FUNDING AND ALL THE OTHER INITIATIVES THAT WE HAVE.

THERE'S A NOTE ON THIS PAGE THAT SAYS THAT WE'RE ALLOCATING ESSER FUNDS TO SUPPORT THE READING ACADEMIES, AND WE ALL KNOW ESSER FUNDS HAVE A EXPIRATION CLOCK ON WHEN THEY CAN NO LONGER BE USED.

I'VE BEEN PRETTY BOISTEROUS ABOUT USING THEM AND PLAYING THE GAME WHERE ANYTHING THAT WE CAN SPEND THAT MONEY ON, WE DO SO THAT WE CAN PUSH MORE MONEY INTO THE GENERAL FUND.

I'M GLAD TO SEE THAT YOU'RE DOING THAT, BUT THAT CALLS THE QUESTION ABOUT WHAT WE'RE GOING TO DO WHEN THE ESSER FUNDS RUN OUT? WE'RE ALSO IN AN ENVIRONMENT WHERE OUR RECAPTURE SPEND IS JUST INCREASING.

WE'RE GOING TO RUN OUT OF ESSER MONEY, SPEND MORE MONEY ON RECAPTURE OR WE'RE GOING TO BE MORE RESOURCE CONSTRAINED AND HAVE TO PRIORITIZE WHICH INITIATIVES WE'RE GOING TO FUND.

I WOULD HOPE AND ASSUME THAT THIS WILL BE ONE OF THEM, BUT I'D LIKE TO HEAR WHERE YOU'RE PLANNING TO FUND THIS FROM WHEN ESSER NO LONGER EXISTS.

>> WE'RE ACTUALLY MEETING WITH OUR SUPERINTENDENT.

SHE HAS US ACTUALLY RE-EVALUATING MANY OF OUR ESSER ACTIVITIES AND OTHER ACTIVITIES THAT WE HAVE WITHIN EACH OF OUR RESPECTIVE DEPARTMENTS TO DETERMINE WHAT ARE THE PROGRAMS AND INITIATIVES THAT HAVE HAD THE HIGHEST LEVERAGE AND HIGHEST IMPACT FOR STUDENTS, AND WHICH OF THOSE HAVE NOT, SO THAT WE CAN BE REALLY THOUGHTFUL ABOUT HOW WE MOVE FORWARD WITH FUNDING ONCE ESSER RUNS OUT AND WE ACTUALLY HAVE THAT NEXT UPDATE AT MEETING ON MONDAY.

[OVERLAPPING] TO ANSWER YOUR QUESTIONS, STAY TOO. YES, SIR.

>> WE DON'T KNOW WHERE YET IT'S COMING FROM.

THEY'VE ALL CREATED SPREADSHEETS WITH ALL OF THESE, AND THEN THEY'VE CATEGORIZED HIGH LEVERAGE AND THEN WHAT DATA SUPPORTS THAT IT'S HIGH LEVERAGE.

WE'RE COMING TOGETHER MONDAY SO THAT EVERYBODY CAN SEE EVERYONE.

THEN WE WILL CATEGORIZE THESE ARE THE ONES WE'RE GOING TO HAVE TO KEEP, WHAT ARE WE GOING TO CUT IN ORDER TO KEEP THESE THINGS.

WE WILL BRING YOU AN UPDATE AFTER WE HAVE THAT MEETING ON MONDAY.

>> THE WAY THAT YOU JUST ARTICULATED THAT SOUNDS LIKE THIS IS SOMETHING THAT WE WOULD PRIORITIZE AND SPEND MONEY OUT OF THE GENERAL FUND, EVEN POST ESSER, EVEN IF WE HAVE TO CUT OTHER PRIORITIES. [OVERLAPPING]

>> ABSOLUTELY. READING IS PROBABLY THE ONE OBSERVATION ACROSS THE BOARD THROUGHOUT THIS FIRST SEMESTER WHEN I'VE DONE SCHOOL VISITS THAT WE KNOW WE NEED MORE INTENSIVE READING SUPPORT AND READING INSTRUCTION IN OUR CLASSROOMS.

>> I JUST GET NERVOUS WHEN I SEE THAT IT'S FUNDED FROM ESSER BECAUSE I DON'T WANT IT TO GO AWAY WHEN ESSER STOPS.

I'M GLAD THAT YOU'RE THINKING ABOUT REALLOCATING FUNDING.

I ALSO SAW JOYCE SHAKING HER HEAD YES WITH EVERYTHING I WAS SAYING, WHICH MEANS YOU'RE IN TROUBLE BECAUSE WE AGREE.

[LAUGHTER] [NOISE] THANK YOU.

>> IT'S BEEN A LOT OF THEIR LATELY.

[LAUGHTER] WHAT'S GOOD WITH US AND WHAT WAS WRONG WITH US? THE TRUSTEES FIRST. [NOISE]

>> CAN YOU HEAR ME?

>> YEAH. GO AHEAD, TRUSTEE WHITE.

>> YES. WELL, FIRST OF ALL, GOOD AFTERNOON.

I AM AGREEING WITH TRUSTEE MARSHALL.

WELL, SHE CONFIRMED, BUT I HAD LOOKED AT THAT.

I KNOW WE'RE LOOKING AT READING WHICH IS DEFINITELY VERY IMPORTANT.

BUT ARE THERE ANY DEFICITS WHEN IT COMES TO NOT AS HIGH SCORES FOR EIGHTH-GRADE MATH AND FOURTH-GRADE READING? BECAUSE I KNOW THOSE AND THE ESSER FUNDS ARE GOING TO END IN 24.

IT'S VERY IMPORTANT TO ME AS WELL THAT WE HAVE THAT MONEY IF IT'S A TEACHER OR IF IT'S A SPECIALIST THAT'S COMING IN AND PROVIDING SERVICES SO THAT WE DON'T LOSE OUR MOMENTUM.

THAT'S SOMETHING THAT I DEFINITELY WANT TO ALSO ECHO MY CONCERN ON. THANK YOU SO MUCH.

>> THANK YOU, TRUSTEE WHITE. TRUSTEE FOREMAN, SECOND ROUND.

>> THIS IS GOING TO BE QUICK.

TIFFANY, YOU'RE DOING SO WELL.

CAN YOU READ TO ME OR STATE TO ME WHAT THE STATED GOAL IS FOR GOAL 4?

[00:45:02]

I'M JOKING, TIFFANY.

I DON'T KNOW IT, SO I DON'T EVEN KNOW WHY YOU ASKED THAT QUESTION. I DON'T KNOW IT.

BUT WHAT I DO HAVE IS A QUESTION AND A CONCERN.

ONE OF THE PROBLEMS THAT WE HAD PRIOR TO THIS EMPHASIS ON HONORS CLASSES IS THAT MANY HONORS CLASSES WERE NOT IN SOME SCHOOLS, PARTICULARLY AT HIGH PRIORITY SCHOOLS.

I DON'T WANT US TO THINK THAT ONCE YOU'RE ON THE TRACK, YOU CAN STAY ON THE TRACK.

WHAT WE HAVE TO DO IS BE VIGILANT ABOUT MAKING SURE THE HONORS CLASSES ARE PROVIDED FOR ALL OF OUR STUDENTS.

THAT'S REALLY A CONCERN, PARTICULARLY IN THE HIGH SCHOOL CLASSES.

THANK YOU. YOU DON'T HAVE TO ANSWER, TIFFANY. I'M GOOD.

>> SHE'S NOT, BUT I'M GOING TO CONFIRM FOR YOU THAT THE TEAM HAS HEARD FROM ME THAT IS A HIGH PRIORITY FUNDING.

REGARDLESS OF THE NUMBER OF STUDENTS FOR THIS NEXT SCHOOL YEAR, THERE WILL BE AP AT ALL OF OUR HIGH SCHOOLS.

>> YOU DO KNOW THAT THAT HAS BEEN AN ISSUE FOR ME?

>> YES, MA'AM.

>> IT HAS BEEN A PROBLEM, AND I AM GLAD TO KNOW THAT YOU ARE ADDRESSING IT IN THAT MANNER. THANK YOU.

>> THANK YOU. TRUSTEE FOREMAN.

I HAVE A FEW COMMENTS AND QUESTIONS.

FIRST, CLARIFICATION. WHAT UNIVERSE OF AP COURSES? DO WE KNOW THAT ALREADY?

>> YOU REPEAT THE QUESTION.

>> WHAT UNIVERSE OF AP COURSES? YOU SAID YOU WERE COMMITTED TO? WHAT'S THE LINEUP OF AP COURSES WITH IT?

>> WHICH LINEUP OF COURSES? WHICH AP COURSES?

>> WHICH AP COURSE WILL BE AVAILABLE AT ALL CAMPUSES?

>> WE NEED TO MAKE SURE THAT THE CORE COURSES ARE AVAILABLE.

WHETHER THERE'S THREE STUDENTS, BECAUSE RIGHT NOW WHERE WE HAVE THREE STUDENTS NEEDING ENGLISH FOR AP IS THAT WHAT YOU'RE ALLUDING TO THAT WE WOULDN'T JUST DO THE ONES THAT, WELL, THERE ARE 20 STUDENTS THAT NEED SPANISH AP, THAT'S GREAT.

WE WANT TO CONTINUE THAT.

THE ONLY WAY WE'RE GOING TO GET TO HAVING AP.

WE HAVE TO BOOKEND IT.

WE START WITH 4.14, 4.3, WHICH WE ENSURE THAT WE'RE BUILDING THAT TALENT POOL FROM THE BEGINNING AND THEN IN ORDER FOR THEM TO CONTINUE, WHETHER IT'S THREE OR FOUR, WE HAVE TO MAKE SURE THAT WE ARE CONTINUING THOSE AP COURSES IN ENGLISH AND IN CALCULUS, AND STATISTICS, SO THAT THOSE CORE COURSES ARE AVAILABLE TO ALL OF OUR STUDENTS AT THE AP LEVEL. WAS THAT THE QUESTION?

>> THANK YOU.

>> SORRY.

>> THANK YOU FOR THE TRANSLATION TRUSTEE MARSHALL.

>> ONE OF THE THINGS I'VE DONE BEFORE, JUST WHETHER IT'S THE AP COURSES THAT AREN'T THE CORE COURSES, BUT JUST GENERAL COURSE AT THE HIGH SCHOOL LEVEL THAT AREN'T AVAILABLE.

GIVEN THAT WE WENT THROUGH THE PANDEMIC AND PEOPLE WHO ARE LEARNING VIRTUALLY.

I DON'T KNOW IF WE BEGAN EXPLORING HOW A STUDENT IN HIGH SCHOOL A CAN TAKE A COURSE AT ANOTHER HIGH SCHOOL IF IT'S NOT OFFER THEIR PARTICULAR HIGH SCHOOL.

I DON'T SEE ANY BARRIERS TO THAT.

I LOVE THE IDEA OF AP COURSES, CORE BEING AT ANY HIGH SCHOOL.

I'M OFF TOPIC, BUT I WOULD LOVE FOR US TO EXPLORE THE POSSIBILITY OF HIGH SCHOOL KIDS AND WHATEVER HIGH SCHOOL TAKING THE COURSE, IF THEY WANT TO TAKE AT ANOTHER COURSE AT THEIR NEIGHBORHOOD HIGH SCHOOL.

WELL, SO BACK TO GET IT ON TOPIC AGAIN, I WANT TO ECHO MY COLLEAGUES SENTIMENTS.

THANK YOU FOR PUTTING BINGE TRAFFIC LIGHT OR OR JUST THIS OFF TRACK ON TRACK PROGRESS AND THINK IT'S HELPFUL FOR ALL TRUSTEES, AS YOU'VE HEARD.

AGAIN, THANK YOU FOR DISAGGREGATING BY GROUPS AS WELL.

I THINK IT'S IMPORTANT TO SEE THE HIGH-LEVEL MOVEMENT OF THE GOALS, BUT ALSO SEEING HOW IT'S BROKEN DOWN BY VARIOUS STUDENT GROUPS.

I ALSO WANT TO ADD ONTO MY COLLEAGUES COMMENTS ABOUT WHAT WE'RE GOING FOR, WHERE THERE'S TRUSTEE MACKEY ON THE PRACTICAL BLOCKING AND TACKLING OF HOW WE'RE GOING TO MOVE FORWARD AS A DISTRICT, BUT ALSO THE TRUSTEE MARSHALL'S POINT OF WHERE THOSE FUNDS ARE GOING TO COME FROM IF WE ARE DOING THESE STRATEGIC ADJUSTMENTS.

I'M NOT GOING TO PUT THAT IN THE TRACKER, BUT I WOULD LOVE AT SOME POINT WHEN YOU HAVE THESE MEETINGS THAT YOU'RE HAVING FOR THE BOARD TO HAVE AN IDEA OF WHAT ADJUSTMENTS THE DISTRICT IS GOING TO COMMIT TO AND WHERE THOSE FUNDS WILL HAVE TO COME FROM.

THEN TO TRUSTEE FOREMAN AND THE TRUSTEE MICCICHE AND THE GOAL CONVERSATION.

OUR GOAL IS OFFHAND EITHER, BUT I DO THINK THERE'S VALUE IN US BEGINNING OUR GOALS.

I'VE ALREADY OFFHAND TALKED TO THE SUPERINTENDENT ELIZALDE.

I DON'T KNOW IF IT'S GOING TO APPEAR IN RECITE OUR GOALS, BUT IF THEY'RE IN THE ROOM OR SOMETHING THAT JUST REMINDS US AND SENDING US ON WHAT IS THE REASON WHY WE'RE HERE? I KNOW YOU'RE ALL COMMITTED TO IT AND MEMORIZE A FEW LINES IS NOT MORE IMPORTANT THAN THE WORK YOU DO IN BETWEEN.

BUT I DO THINK IT'S HELPFUL TO HAVE A REMINDER SOMEWHERE SOMEHOW.

WE'LL TALK. DR. ELIZALDE SAYS SHE HAS A SOLUTION, BUT WE SAY THE PLEDGE OF ALLEGIANCE AND OTHER THINGS AT THE BEGINNING OF THESE MEETINGS,

[00:50:01]

I THINK WE CAN ALSO CENTER OURSELVES AROUND OUR KIDS AND OUR GOALS.

THAT'S ALL I HAVE. HAVE OTHER COMMENTS.

I'M GLAD THAT WE HELD THE LINE WITH OUR TARGETS.

NOT HAPPY THAT WE'RE NOT REACHING OUR GOALS, BUT I HAVE FAITH AND HIS TEAM TO PROVIDE STRATEGIC ADJUSTMENTS AND THAT THE BOARD'S ABLE TO SUPPORT LET US KNOW AND WE'LL SEE IF THE BOARD IS WILLING TO SUPPORT IT.

BUT I LIKE OUR BOARD.

ANY TRUSTEES HAVE ANY ADDITIONAL COMMENTS? SEE ANY THANK YOU TEAM FOR THIS PRESENTATION AND LOOK FORWARD TO THE FOLLOW UP.

THE NEXT PART IS GOING TO BE OUR INFORMATION REPORTS.

WE'LL START WITH THE SUPERINTENDENT DISCUSSING THE EXTENDED YEAR CALENDAR.

[7. INFORMATION/REPORTS]

>> I THINK THIS ENTIRE BOARD IS AWARE, YOU ALL SUPPORTED FUNDING.

WHEN WE DO TALK ABOUT SOME NEW INITIATIVES, EXTENDED SCHOOL YEAR, OR AT A POINT WHERE WE HAVE ENOUGH DATA, THE TEAM CAN REPORT OUT TO YOU.

OUR GOAL HERE IS TO GIVE YOU THE UPDATE ON WHAT THE DATA ARE TELLING US.

IF WE SHOULD HAVE SOME CAMPUSES.

AFTER YOU HEAR THIS REPORT, SHOULD A CAMPUS OR TO CHOOSE TO CONTINUE, WE WILL BRING THAT TO YOU IN FEBRUARY.

SO THIS IS REALLY A TRULY RIGHT IN OUR REPORT, BUT IT WOULD BE MEANINGFUL SHOULD WE COME BACK TO YOU IN MARCH.

I WANTED TO HAVE A LOOK FORWARD AS WELL.

WITH THAT, I'LL TURN IT OVER TO CHIEF TREJO TO WALK US THROUGH THIS SLIDE DECK.

>> THANK YOU, PRESIDENT HENRY, SUPERINTENDENT, ALSO ALL THE MEMBERS OF THE BOARD FOR THE OPPORTUNITY TO PRESENT THIS UPDATE TO YOU ON EXTENDED YOUR SCHOOL OPPORTUNITIES IMPLEMENTED SINCE 2021.

THE FIRST THING I WANT TO DO IS EXPRESS A GREAT AMOUNT OF GRATITUDE TO OUR CAMPUSES, OUR CAMPUS LEADERS AND TEACHERS WHO HAVE PARTICIPATED IN THE EXTENDED YEAR SCHOOL CALENDARS AS THE STUDENT RESULTS THAT YOU'RE ABOUT TO SEE ARE A DIRECT RESULT OF THEIR EFFORTS.

JUST AS A REMINDER, I WANT TO TALK ABOUT THE THREE CALENDARS THAT HAVE BEEN IN PLACE SINCE 2021.

THE DARK BLUE CALENDAR REPRESENTED IN THIS SLIDE AT THE VERY TOP WAS OUR BASE CALENDAR WAS VOTED ON AND APPROVED ALREADY FOR THE UPCOMING YEARS.

THIS CALENDAR WAS UTILIZED BY THE MAJORITY OF OUR CAMPUSES.

STARTED IN AUGUST, ENDED IN JUNE.

THERE WERE CAMPUSES THAT HAD SUMMER SCHOOL THAT ADDED ADDITIONAL TIME IN THE SUMMER PROGRAMMING, BUT THE BASE CALENDAR WAS UTILIZED AS ONE OF THE OPTIONS FOR THESE PAST TWO YEARS.

APART FROM THAT, WE HAD TWO CALENDARS AND INTERCESSION CALENDAR, SHOWN IN THE MIDDLE COLUMN THAT WE HAD A MAJORITY OF ELEMENTARY SCHOOLS PARTICIPATING IN AND A FEW MIDDLE SCHOOLS.

THIS CALENDAR ACTUALLY STARTED EARLIER IN AUGUST AND DIDN'T END UNTIL LATE JUNE.

YOU CAN SEE THERE ARE SOME FILLED-IN, DARKER GAPS IN THE OVERALL CALENDAR IN THAT MIDDLE LINE.

THESE DARKER GAPS REPRESENT INTERCESSION WEEKS IN WHICH INVITED STUDENTS WERE ABLE TO ATTEND AND RECEIVE ADDITIONAL ACADEMIC TUTORING.

TEACHERS WHO OPTED IN TO TEACH DURING THOSE TIME DID RECEIVE ADDITIONAL PAY FOR THAT WORK.

THEY REDESIGNED CALENDAR.

YOU CAN SEE HOW THE SAME DATES AS THE INTERCESSION CALENDAR.

HOWEVER, THE DIFFERENCE WAS ALL STUDENTS AND ALL CAMPUS TEAM MEMBERS WORKED THAT ENTIRE CALENDAR.

THEY DID HAVE FLEXIBILITY WITHIN HOW THEY USED THE TIME WITHIN THE CALENDAR, BUT THAT IS THE MAJOR DIFFERENCE BETWEEN THE INTERCESSION CALENDAR AND THE REDESIGN CALENDAR.

LET'S SEE.

LET'S TALK A LITTLE BIT ABOUT HOW THE INTERCESSION CALENDAR AND THE SCHOOL DAY REDESIGN CALENDAR WERE A LITTLE BIT DIFFERENT.

THE ADDITIONAL DAYS ARE APPLIED DIFFERENTLY BASED ON THE CALENDAR.

AS THE INTERCESSION, AS I MENTIONED BEFORE, SUPPORTED A SUBSET OF STUDENTS.

THE SCHOOL DAY REDESIGN INCLUDED ALL STUDENTS.

THE DAILY RATE FOR TEACHER PAY WAS SIMILAR, BUT TEACHERS AT INTERCESSION OPTED IN WHILE THE REDESIGN TEACHERS ALL ATTENDED EVERY DAY.

THEN THE ADDITIONAL TIME THAT WAS PROVIDED TO BOTH CALENDARS WAS UTILIZED FOR SMALL GROUP INSTRUCTION AND PLANNING TIME IN SEL, BUT IT WAS DIFFERENTIATED BASED ON THE CALENDAR TYPE.

WE PUT THIS IN JUST AS A REMINDER ON HOW THOSE CALENDARS DID FUNCTION.

LET'S TALK A LITTLE BIT ABOUT THE RESULTS THAT WE'RE SEEING.

IN THIS SLIDE, WE'RE HIGHLIGHTING STAAR READING RESULTS FOR INTERSESSION CAMPUSES WHEN COMPARED TO BASE CALENDAR CAMPUSES WITH SIMILAR STUDENT GROUPS AND PREVIOUS OUTCOMES.. ON THE LEFT YOU WILL SEE THE DIFFERENCES IN THE PERCENTAGE OF STUDENTS THAT MEETS PLUS LEVEL IN READING FROM 2019-2021.

YOU CAN SEE THERE WAS A DROP OR A CHANGE.

NEGATIVE 5.5 FOR BASE CALENDAR AND NEGATIVE 8 FOR INTERSESSION.

[00:55:03]

WE ADOPTED THE INTERCESSION CALENDAR.

THEN ON THE RIGHT-HAND SIDE YOU CAN SEE THE 2022 END OF YEAR STAAR RESULTS AT MEETPLUS FOR EACH TYPE OF CALENDAR.

YOU CAN SEE THAT WE REACHED COMMENSURATE LEVELS IN 2022.

THE OVERALL CHANGE IS SHOWN THERE AT 8.9 FOR THE BASE CALENDAR AND 9.7 FOR THE INTERCESSION.

I DO WANT TO NOTE THAT THE INTERSESSION REPRESENTATION INCLUDES ALL STUDENTS AT THE INTERSESSION CAMPUSES.

WHEN WE'RE LOOKING AT BASE COMPARED TO INTERCESSION, ALL STUDENTS, THAT IS WHERE THOSE CHANGES ARE COMING FROM.

HOWEVER, WE DID WANT TO TAKE A LOOK AT A SUBSET OF THE INTERSECTION THAT ACTUALLY RECEIVED THE INTERVENTION.

AGAIN, WE'RE NOTING NOT ALL STUDENTS ATTENDED INTERSESSION.

WE ALSO NOTE THAT STUDENTS WHO ATTENDED MORE OF THE TREATMENT RECEIVED GREATER RESULTS.

IN THE INTERCESSION GROUP, WE PULLED OUT THE SUBSET OF STUDENTS WHO ATTENDED 13 PLUS DAYS.

WE KNOW THAT 22 PERCENT OF THEM DID HIT THE MEATS PLUS LEVEL ON LAST YEAR'S STAAR ASSESSMENT.

THERE ARE ABOUT 10,000 STUDENTS ACROSS ALL THE 41 CAMPUSES WHO ATTENDED 13 PLUS DAYS.

THAT 22 PERCENT IS GOING TO BE AROUND 440 STUDENTS THAT RECEIVE THAT BENEFIT.

THE NEXT SLIDE IS THE SAME REPRESENTATION, BUT MATHEMATICS RESULTS.

AGAIN, THIS IS FOR THE 2022 STAAR RESULTS AT THE MEETPLUS LEVEL.

ON THE LEFT YOU CAN SEE THE CHANGE FROM 2019-2021 PRIOR TO THE ADOPTION OF THE CALENDAR.

THE INTERCESSION CALENDAR BOTH HAD SIGNIFICANT DROPS.

HOWEVER, YOU CAN SEE THAT WE DID SEE GAINS FROM BOTH TYPES OF CALENDARS TO COMMENSURATE LEVELS FROM 2021-2022.

WE HAVE NOT REACHED 2019 LEVELS, BUT WE DID SEE GROWTH FROM 2021-2022.

AGAIN, IN THE INTERCESSION, ALL STUDENTS ARE INCLUDED IN THAT MIDDLE SECTION, AND A SUBSET OF THE STUDENTS WHO ATTENDED 13 PLUS DAYS ARE PULLED OUT TO SHOW THEIR MEETPLUS RESULTS RESPECTIVELY AT 23.7.

WE ALSO WANTED TO TAKE A LOOK AT GROWTH DATA, A FULL YEAR OF GROWTH VERSUS I ALSO HAVE DATA FROM THIS YEAR FOR BEGINNING OF YEAR TO MIDDLE YEAR OF THIS SLIDE REPRESENTS HIGHER, HIGH AVERAGE GROWTH ON MAP FROM BEGINNING OF YEAR TO END OF YEAR.

IT'S ACTUALLY DIVIDED BY AMOUNT OF DAYS ATTENDED SO EXPOSURE TO THE TREATMENT INDICATED HERE THAT STUDENTS HAD GREATER GAINS WHEN THEY ATTENDED MORE DAYS OF THE INTERSESSION.

THE HIGH TO HIGH AVERAGE GROWTH QUINTILES, OR THE QUINTILES THAT ALLOW US TO PROJECT INTO THE MEETS CATEGORY.

YOU CAN SEE THAT THERE WAS A GROWTH IN THE READING AREA AND IN THE MATH AREA FROM BEGINNING OF YEAR TWO, END OF YEAR AND LAST YEAR SCORES.

THIS YEAR'S MAP, GROWTH SCORES, FROM BEGINNING OF YEAR TWO, MIDDLE OF YEAR, WE DID DIVIDE IT OUT BY ATTENDANCE DAYS.

BUT WE ACTUALLY COMPARE THESE THE DARK BLUE BAR IS FOR THOSE WHO WERE INVITED BUT DID NOT ATTEND AND THEN THOSE STUDENTS WHO ATTENDED BASED ON THE NUMBER OF DAYS THAT WERE AVAILABLE UP UNTIL THE POINT OF THIS ASSESSMENT.

YOU CAN SEE THAT THESE RESULTS ARE INCONCLUSIVE, AT THIS POINT IT'S ONLY ABOUT HALF OF THE INTERSESSION DAYS THAT HAVE BEEN COMPLETED BY THE TIME WE HAD THIS ASSESSMENT RESULTS AVAILABLE AND ON THIS SLIDE, IT DOES INDICATE THAT STUDENTS WHO ATTENDED ONE TO FOUR DAYS ARE ACTUALLY RECEIVING THE MOST BENEFIT IN READING AND MATH AT THE MID-YEAR POINT.

AGAIN, WE WOULD NEED TO TAKE A LOOK AT THE END OF YEAR RESULTS TO BE ABLE TO TELL IF THE FULL PARTICIPATION IN THE INTERVENTION HAD ADDITIONAL IMPACT.

I'LL GO ON TO THE REDESIGNED CAMPUS RESULTS FROM LAST YEAR, 2022, RESULTS THAT MEETS PLUS SAME FORMAT.

IT SHOWS THE CHANGE 2019-2021 WHERE WE DID HAVE SOME DROPS.

WE INTRODUCED THE SCHOOL DAY REDESIGN CALENDAR IN 2021, AND THEN WE SEE THE RESULTS AT THE END OF 2022.

THERE WERE SIGNIFICANT JUMPS FROM 21-22, THAT BROUGHT US TO COMMENSURATE LEVELS BETWEEN THE TWO CALENDARS.

THE MATH RESULTS SHOWS SIMILAR RESULTS TO READING WITH REDESIGN IN THAT WE HAD SIGNIFICANT LOSSES FROM

[01:00:01]

2019-2021 WITH BASE CALENDAR COMPARISON SCHOOLS AND SCHOOL DAY REDESIGN AND THEN WE HAD SOME GOOD GAINS, 2021-2022, ALTHOUGH WE DID NOT GET BACK TO 2019 RESULTS, THE REDESIGN CAMPUSES DID SHOW LARGER GAINS THAN OUR BASE CALENDAR CAMPUSES IN MATHEMATICS AS SIMILAR TO READING.

WHEN WE'RE LOOKING AT MATH GROWTH FOR READING AND MATH, THIS IS LAST YEAR'S RESULTS FOR A FULL YEAR FROM BEGINNING OF YEAR TO END OF YEAR.

THESE ARE STUDENTS WHO ARE SHOWING HIGH TO HIGH AVERAGE GROWTH AND APPROACHING THE MEETS PLUS AREA ACCORDING TO MAP, WE SEE THAT OUR COMPARISON CAMPUSES ARE PERFORMING LOWER THAN OUR REDESIGN CAMPUSES WHEN YOU HAVE THAT FULL YEAR OF MEASUREMENT IN READING AND IN MATH.

HERE WE HAVE THIS YEAR'S DATA FROM BEGINNING OF YEAR TO MIDDLE OF YEAR, SHOWING A LITTLE BIT DIFFERENT STORY IN READING, OUR COMPARISON CAMPUSES CAME OUT WITH 33.7% OF THE STUDENTS AT THE HIGHER AVERAGE GROWTH.

QUINTILE RANKING 32.8 FOR SCHOOL DAY REDESIGN MATHEMATICS, HOWEVER, SHOWED A LITTLE BIT HIGHER GROWTH.

THE BARS SEEM A LITTLE EXAGGERATED THERE, BUT IT'S ABOUT THREE POINTS, ALMOST THREE POINTS DIFFERENCE BETWEEN COMPARISON CAMPUSES AND SCHOOL DAY REDESIGN IN THAT HIGH TO HIGH AVERAGE GROWTH FOR MATHEMATICS.

AFTER TALKING ABOUT THE DATA, I WANT TO TALK A LITTLE BIT ABOUT WHERE WE ARE IN THE PLANNING STAGES FOR RECOMMENDATIONS FOR THE UPCOMING YEAR.

AS DR. ELLIS ALL DAY SPOKE TO, WE HAVE HAD CONVERSATIONS WITH ALL 45 CAMPUSES THAT HAVE PARTICIPATED IN THE TWO-YEAR OR A YEAR AND A HALF OF THE TWO-YEAR PLAN? WE FIRST JUST LIKE IN THE INITIAL PLANNING FOR EXTENDING YOUR CALENDARS, WE TALKED WITH PRINCIPALS, CAMPUS PRINCIPALS HAVE TO OPT IN AND SAY YES, I WOULD LIKE TO PARTICIPATE.

IF THE CAMPUS PRINCIPAL INDICATES A YES THAT THEY WOULD LIKE TO PARTICIPATE, THEN WE SURVEYED THE STAFF, THE TEACHER TEAM AT THE CAMPUS, AND WE HAVE TO HAVE AN 80% RESPONSE RATE OF THAT TEACHER STAFF TO HAVE A LARGE REPRESENTATION OF THE TEACHERS AND THOSE TEACHERS, WE NEED TO HAVE LESS THAN 25% INDICATING THAT THEY WOULD SEEK A TRANSFER BECAUSE WE DON'T WANT TO APPLY A CALENDAR WHERE TEACHERS WOULD THEN SAY, I'M NOT WILLING TO STAY AT THIS CAMPUS.

IF THAT WAS MET, THEN WE ARE NOW AT THIS POINT WHERE WE WOULD BEGIN TO SOLICIT COMMUNITY BUY-IN AROUND THEIR INTEREST IN CONTINUING WITH THE CALENDAR THAT'S BEEN APPLIED ON THEIR CAMPUS.

I WANT TO TELL YOU A LITTLE BIT ABOUT THE RESULTS THAT WE'VE SEEN SO FAR WITH THE 45 CAMPUSES.

AT THIS POINT, WE HAVE WHAT WE CALL 13 OF THE 45 CAMPUSES LEANING YES.

THAT MEANS THAT THEIR PRINCIPAL IS INDICATED YES, THEY WOULD LIKE TO CONTINUE AND OUT OF THE 80% RESPONSE RATE ON THE SURVEY AND LESS THAN 25% OF THE TEACHERS HAVE HAD INDICATED THAT THEY WOULD SEEK A TRANSFER.

WE WANTED TO NOTE HERE THAT THESE 13 CAMPUSES, SEVEN OF THEM DO REPRESENT LARGE PERCENTAGES OF OUR AFRICAN-AMERICAN STUDENT POPULATION AND EMERGENT BILINGUAL POPULATION STUDENTS SO A CONTINUED INVESTMENT FOR OPT-IN CAMPUSES WOULD BE EQUITY-BASED DISTRIBUTION FOR THESE PARTICULAR CAMPUSES? WE DIDN'T NOTE THAT JUST HAVING A YES FROM THE PRINCIPAL AND I DON'T WANT TO TRANSFER A LOW RATE FROM THE TEACHERS IS NOT THE BEST WAY TO INDICATE THAT A SCHOOL IS READY AND EXCITED TO HAVE AN EXTENDED YOUR CALENDAR IN THE FUTURE SO WE STARTED TO DIG INTO THE SURVEY RESULTS ON THE PERCENT OF TEACHERS ACTUALLY EXPRESSING THEIR DESIRE TO CONTINUE.

THAT DESIRE WAS INDICATED WITH A FOUR OR A FIVE ON A LIKERT SCALE SAYING THAT THEY WERE EXCITED, WOULD YOU FEEL THAT YOUR SCHOOL HAS RECEIVED BENEFIT FROM THIS EXTENDED YEAR CALENDAR.

THE 13 SCHOOLS ARE PRESENTED TO YOU HERE WITH THE PERCENTAGE OF TEACHERS THAT GAVE A FOUR OR FIVE THAT THEY WERE EXCITED TO CONTINUE.

AND PLEASE NOTE THAT SCHOOL ONE, FOR EXAMPLE IS PROBABLY ABOUT 25% OF THE TEACHERS INDICATED THEY WANTED TO CONTINUE.

WE HAVE LOOKED AT ABOUT SIX CAMPUSES, AS YOU CAN SEE, BOX THERE THAT HAD A GREATER THAN 50% POSITIVE RESPONSE RATE TO CONTINUE THE CALENDARS AS OUR OPTIMAL SCHOOLS TO REQUEST CONSIDERATION FROM THE COMMUNITY AND AT THIS POINT, WE WOULD GET INPUT FROM OUR FAMILIES AT THE 80% RESPONSE RATE AND A 50% POSITIVE RESPONSE RATE TO DETERMINE IF THOSE CALENDARS WOULD BE IMPLEMENTED IN THE UPCOMING SCHOOL YEARS.

[01:05:02]

IF THAT IS THE CASE FOR ANY OF THESE SIX CAMPUSES, WE WOULD HOPE TO BRING BACK TO YOU IN MARCH AND ALTERNATE CALENDAR BASED ON ALL THE FEEDBACK THAT WE'VE GOTTEN BACK DURING THE SATISFACTION SURVEYS.

THE RESPONSES FROM THE TEACHERS, FAMILY INPUT, STUDENT INPUT.

WE DO NOTE THAT THERE WOULD NEED TO BE SOME CHANGES TO THE CALENDARS.

FATIGUE WAS NOTED BY THE TEACHING TEAMS ON THE CAMPUSES.

THE ABILITY TO GET STUDENTS TO RETURN TO THE INTERSESSIONS WEEK AFTER WEEK WAS DIFFICULT.

WE HAD A LOT OF REQUESTS TO ALLOW MORE OF THE SUMMER BREAK FOR EVEN THE EXTENDED YEAR AND REDESIGN CALENDARS.

SO WE ARE LOOKING AT SHOULD WE BRING THIS BACK TO YOU IN MARCH TO CONSIDER NEW START AND END DATE TIMES FOR STUDENTS AND TEACHERS, WE WOULD HAVE FOUR INTERCESSION WEEKS INSTEAD OF FIVE, WHICH WOULD BE 16 ADDITIONAL DAYS INSTEAD OF THE 20 WE'VE EXPERIENCED THIS YEAR AND THAT WE WOULD ALSO TAKE A LOOK AT ENRICHMENT AND DIFFERENTIATION FOR THE STUDENTS THAT WOULD BE INVOLVED IN THESE CALENDARS, SHOULD WE BRING IT BACK FOR CONSIDERATION.

AT THIS TIME THAT'S THE CLOSE OF MY PRESENTATION.

I'D BE HAPPY TO TAKE ANY QUESTIONS.

>> THANK YOU FOR THAT PRESENTATION.

TRUSTEE MACKEY, TRUSTEE FOREMAN.

>> THANKS, SHANNON. I HAVE SOME COMMENTS, BUT FIRST, I JUST WANT TO ASK SOME POINTS OF CLARIFICATION TO MAKE SURE I'M UNDERSTANDING THIS CORRECTLY.

SO IF WE LOOK AT SLIDE 4, FOR THE INTERCESSION MODEL, THE KIDS THAT ATTENDED MORE SESSIONS DID WORSE.

>> THE MIDDLE SECTION THAT SHOWS THAT 38.3 USHER IN INCLUDES ALL OF THE STUDENTS IN THE SCHOOL, INCLUDING THE STUDENTS WHO WERE NOT INVITED TO COME TO THE INTERCESSION.

SO AS A REMINDER, THE INTERCESSION INVITATIONS WENT OUT TO THE STUDENTS WHO ARE PERFORMING AT THE LOWEST LEVEL.

WE TOOK A COMPARISON WHOLE SCHOOL TO WHOLE SCHOOL AND THEN WE TOOK OUT THE SUBSET, AND THE SUBSET OF STUDENTS WHO ATTENDED THE MOST RECEIVED THE MOST BENEFIT AND THAT WAS 22%.

>> RIGHT. BUT THERE'S CORRELATION BETWEEN THE INTERSESSIONS SCHOOLS AND OTHER PROGRAMS WE HAVE LIKE, HIGH PRIORITY CAMPUSES.

>> CORRECT.

>> RIGHT.

>> YEAH.

>> SO THE PERFORMANCE OF THE MACRO LEVEL, LIKE ALL STUDENTS IN THE SCHOOL MAY OR MAY NOT HAVE ANYTHING TO DO FOR THE INTERCESSION CALENDAR, ESPECIALLY IF THE KIDS WEREN'T INVITED?

>> THAT'S CORRECT.

>> SO IF WE FOCUS ON THE KIDS THAT WE ARE GIVING [OVERLAPPING] MORE DOSAGE OF ACTUAL INSTRUCTION.

THEY ARE DOING WORSE THAN THEY WOULD DO IF THEY WERE ON THE BASE CALENDAR?

>> I WOULD SAY THAT'S TRUE, BUT I WOULD ALSO SAY, IT DEPENDS ON WHERE THAT STUDENT STARTED.

SO COMPARING MEETS PLUS TO MEETS PLUS YOU ARE ABSOLUTELY CORRECT.

THEY DID NOT DO AS WELL.

>> THE SAME IS TRUE IN MATH AND IT'S FIVE?

>> THAT'S CORRECT.

>> THE SAME IS TRUE ON FOR THE FULL YEAR CALENDAR ON SLIDE.

>> FULL YEAR CALENDAR FOR REDESIGN THEY WERE ABOUT A POINT LESS.

>> ON SLIDE 11.

>> THAT'S CORRECT. OR SLIDE 8 SCHOOL DAY REDESIGN.

LET ME WAIT AND SEE. SLIDE 8.

> YEAH, BUT EIGHT GOT AT LEAST A HIGHER CHANGE DELTA, BUT ON SLIDE 11, AT LEAST FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

AT LEAST IN READING, THEY'RE WORSE OFF THAN THE COMPARISON CAMPUSES?

>> THAT'S CORRECT. FOR THIS YEAR, BEGINNING OF THE YEAR TO MIDDLE OF YEAR. THAT WOULD BE CORRECT.

>> BEFORE I SHARE MY THOUGHTS, CAN YOU GIVE ME ANY HYPOTHESIS OR WHAT THE ADMINISTRATION'S WAY OF THINKING ABOUT HOW THIS CAN POSSIBLY BE TRUE.

HOW CAN IT POSSIBLY BE TRUE THAT IF WE TEACH KIDS MORE, THEY WILL DO WORSE?

>> THE RESEARCH ON EXTENDED TIME IN SCHOOL STATES THAT IT'S NOT NECESSARILY MORE TIME AS MUCH AS THE, WHAT IT IS THAT YOU DO WITH THAT TIME.

WE CAN EXTEND THE CALENDAR, BUT WE WANT TO MAKE SURE THAT WHAT WE'RE DOING WITH THE EXTRA TIME IS MAKING A DIFFERENCE FOR STUDENTS.

>> THAT THE CURRICULUM WASN'T WHAT IT SHOULD HAVE BEEN?

>> I THINK WE COULD HAVE DONE BETTER WITH INTERVENTIONS, WITH CURRICULUM, AND WITH SUPPORT.

BUT I ALSO THINK THAT AGAIN, WE CAN DO THE SAME TYPES OF INTERVENTIONS IN A REALLY HIGH-QUALITY WAY, UTILIZING A BASE CALENDAR WITH SUMMER.

WE'RE SEEING THAT WITH OUR BASE CALENDAR SUMMER PROGRAMMING.

I FEEL LIKE IT'S ONE OF THE THINGS WE TRIED TO BE FLEXIBLE AND ADD THE ADDITIONAL TIME.

THESE ARE THE RESULTS THAT WE'RE SEEING.

AGAIN, WITH THE INTERSESSION, IT DEPENDS ON THERE WAS A LOT OF ISSUES WITH STUDENTS COMING SIMILAR TO CAP PROGRAMMING.

BUT KIDS WHO COME TO MOST WOULD GET THE MOST BENEFIT AND THERE WOULD BE GREAT GROWTH POTENTIALLY.

REMEMBER THE LEVEL IS BEING PRESENTED OR IT MEETS PLUS,

[01:10:02]

THAT'S NOT NECESSARILY MEASURING ALL OF THE GROWTH THAT'S THERE.

>> YOU ARE RIGHT. I'M GLAD YOU BROUGHT UP THE CAT PROGRAM BECAUSE I WAS GOING TO BRING IT UP IN MY COMMENTS.

FIRST OF ALL, LET ME JUST SAY, I DON'T WANT TO KILL THE MESSENGER HERE.

I THINK IT'S AWESOME THAT WE TRIED THIS.

I THINK ONE OF THE THINGS THAT'S GREAT ABOUT THIS BOARD AND ABOUT THIS DISTRICT IS THAT WE TAKE IDEAS AND WE TRY THEM OUT AND WE PILOT TEST THEM AND WE MEASURE THE RESULTS.

IF IT WORKS, WE SCALE IT.

I WILL SAY, I WAS ALLOWED SUPPORTER OF THIS TWO YEARS AGO WHEN WE WERE HAVING THIS CONVERSATION BECAUSE IT SEEMED INTUITIVE TO ME.

BUT IF WE CHANGE THE CALENDAR AND WE GIVE KIDS MORE TIME IN SCHOOL, THAT THEY WILL DO BETTER.

IT ALSO SEEMED INTUITIVE TO ME WHEN I WAS SUPPORTING THE CAP PROGRAM, THAT IF WE GAVE KIDS EXTRA INSTRUCTION THAT THEY WOULD DO BETTER.

BUT THE DATA ON THIS AND THE DATA ON THAT DIDN'T TELL THE STORY THAT I THINK MANY OF US THOUGHT IT WOULD TELL.

I DON'T KNOW THAT I FULLY HAVE MY HEAD AROUND WHY I'D TAKE YOU AT YOUR WORD THAT MAYBE WE COULD HAVE DONE A BETTER JOB WITH THE CURRICULUM OR DONE A BETTER JOB AT SOME OTHER THINGS.

BUT TO ME, THIS FALLS IN THE CATEGORY OF WHAT I WAS TALKING ABOUT ON THE LAST EDGE AND THE ITEM.

WHEN WE THINK ABOUT AS REFUNDING GOING AWAY, WE THINK ABOUT RECAPTURE GOING UP.

WE THINK ABOUT OUR BUDGET GOING DOWN.

THIS LOOKS TO ME LIKE IT WAS A GOOD IDEA THAT WE TRIED AND IT DIDN'T WORK AND IT WAS EXPENSIVE.

SO I HAVE SOME CONCERN THAT WE WOULD KEEP SPENDING MONEY ON THIS WHEN WE HAVE SO MANY OTHER THINGS THAT WE NEED TO SPEND MONEY ON, WHEN THE DATA ISN'T VERY CONCLUSIVE, THAT THIS WAS A POSITIVE RETURN ON INVESTMENT IN TERMS OF STUDENT OUTCOMES.

SO I GET THAT.

YOU'RE SCALING IT BACK AND YOU'RE PROPOSING AN OPT-IN MODEL FROM SCHOOLS THAT MAY WANT TO CONTINUE TO DO THIS.

I GET THAT THERE MAY BE VERY FEW OF THEM.

BY THE TIME YOU GET TO THE END OF THIS, THERE MAY BE NONE.

BUT THE NOTION THAT WE'RE GOING TO GIVE SCHOOLS THE OPPORTUNITY TO SPEND MONEY ON SOMETHING IF THEY WANT TO.

THAT THE DATA HASN'T TOLD US IS ACTUALLY WORKING IN AN ENVIRONMENT WHERE WE ARE CASH CONSTRAINED AND WE HAVE OTHER THINGS THAT ARE WORKING DEFINITIVELY THAT WE NEED TO SPEND MONEY ON IS A CHALLENGING NOTION TO ME.

THIS IS PROBABLY THE FOURTH PRESENTATION WE'VE HAD ON THE RESULTS OF THIS OVER THE LAST TWO YEARS AND ALL FOUR OF THEM HAVE HAD MIXED RESULTS.

EACH TIME WE'VE LOOKED AT THE DATA ON THIS, WE'VE HAD THESE SAME QUESTIONS AND SAYING AND THINKING RATIONALLY, THERE SHOULD BE WORKING, BUT THE DATA DOESN'T LOOK LIKE IT IS.

NOW WE'VE HAD FOUR PRESENTATIONS.

TO ME I STILL DON'T KNOW WHY IT DIDN'T WORK, BUT I'M PRETTY CONVINCED THAT IT'S NOT WORKING.

[LAUGHTER] I STRUGGLE WITH THE NOTION THAT WE'RE GOING TO LET SCHOOLS OPT IN TO SPEND MONEY ON SOMETHING THAT MIGHT NOT BE WORKING.

SO THAT'S WHERE MY HEAD'S AT.

YEAH. YOU'RE WELCOME TO COMMENT ON THAT IF YOU'D LIKE, BUT UNLESS WE HAVE SOME MORE COMPELLING DATA, I'D BE INCLINED TO NOT GIVE SCHOOLS THE OPTION TO DO THIS BECAUSE IT SEEMS TO ME LIKE IT'S THROWING BAD MONEY AFTER BAD.

GOOD MONEY AFTER BAD. ISN'T THAT THE EXPRESSION RIGHT. SORRY.

>> THANK YOU. LET ME JUST RESTATE.

WE HAVE THE SIX THAT YOU SEE OR SIX SCHOOLS THAT WOULD EVEN BE UNDER CONSIDERATION.

WE SHOWED YOU THE META-ANALYSIS.

THERE COULD BE OF THESE SIX INDIVIDUAL DATA THAT DON'T FOLLOW THAT TREND.

I HAVEN'T SEEN IT, BUT THE ONLY WAY THAT I WOULD BRING TO THE BOARD THAT WE WOULD BRING TO YOU A CONSIDERATION TO CONTINUE IS IN FACT A, IF THE SCHOOLS WANTED TO END THE DATA SUPPORTED, WE WOULD NEED TO DO A BOTH END SO I DON'T WANT TO COMPLETELY SAY THERE'S NO WAY WE'RE BRINGING IT BACK.

ALTHOUGH THE DATA WERE CONCERNING, I WILL OFFER A COUPLE OF OTHER HYPOTHESES, MERELY HYPOTHESES.

I THINK SOME OF THE MIXED DATA COME FROM THE FACT THAT WE HEARD OVERWHELMINGLY FROM OUR TEACHERS HOW TIRED THEY WERE.

I THINK THAT HAS AN IMPACT ON DELIVERY OF INSTRUCTION.

I THINK IT'S INCUMBENT UPON US TO RECOGNIZE THAT AGAIN, THE DESIGN WAS MORE TIME SHOULD CREATE A BETTER STUDENT OUTCOMES.

I THINK WE HAVE TO ASK OURSELVES, DID WE PROVIDE THEM THE TIME? I HEARD FROM TEACHERS ANECDOTALLY, AS I DO CAMPUS VISITS, I REALLY THOUGHT IT WAS GOING TO WORK, BUT I WAS REALLY TIRED BECAUSE I NEVER RESTED.

I KEPT EVEN WHEN I DIDN'T HAVE STUDENTS, I WAS TRYING TO THINK ABOUT THINGS TO DO WITH MY STUDENTS WHILE I WAS STUDYING THE CURRICULUM, WHILE I WAS STUDYING THE LESSON.

THERE'S ALSO THE ARGUMENT THAT ONE MORE YEAR MIGHT GET US A TOTALLY DIFFERENT SET OF DATA AND WE HAVE A LIMITED BUDGET, SO WE HAVE TO MAKE DECISIONS BASED ON THE INFORMATION RIGHT, THAT WE DO HAVE.

SO WE'LL WORK TO REALLY, AGAIN, RIGHT NOW, WE ONLY HAVE A HANDFUL OF SCHOOLS THAT WE'RE WORKING WITH.

THE DATA WOULD HAVE TO BE COMPELLING FOR US TO BRING THAT TO INVEST MORE MONEY.

[01:15:03]

>> THANKS FOR THAT. THAT DOESN'T MAKE ME FEEL BETTER THAT IT'S NOT JUST, IF YOU WANT TO DO IT, YOU CAN.

I DEFINITELY THINK THAT YOU NEED THAT DATA LENS AS WELL.

ALTHOUGH I WOULD JUST PUSH YOUR THINKING A LITTLE BIT TO ASSERT THAT WHEN THERE'S 46 SCHOOLS THAT ARE TRYING THIS AND SIX THAT WANT TO KEEP DOING IT.

THEN YOU MAYBE NARROW IT DOWN TO ONE OR TWO WHO BOTH WANT TO DO IT AND THEIR DATA IS GOOD.

IT'S PRETTY LIKELY THAT THOSE SCHOOLS ARE DOING WELL BECAUSE OF SOME OTHER FACTOR, LIKE HAVING A REALLY BOLD PRINCIPLE THAT WANTS TO TAKE ON NEW INITIATIVES LIKE THIS ARE HAVING THE HBC PROGRAM OR THE ACE PROGRAM OR A BUNCH OF TEACHERS THAT ARE EXCELLENT AND COMMITTED TO KIDS.

IT WOULD BE TOUGH TO PROVE THE CORRELATION ON ONE OR TWO SCHOOLS BETWEEN THEIR DATA BEING GOOD AND THIS PROGRAM.

IT'S POSSIBLE THAT EVEN AFTER YOU DO THE FILTER OF THEY BOTH WANTED AND THE DATA IS GOOD.

IT'S POSSIBLE THAT THE DATA WASN'T GOOD BECAUSE OF THIS, ESPECIALLY WHEN WE HAD 45 OTHER SCHOOLS THAT SHOWED US THAT IT WASN'T WORKING, IT'S POSSIBLE THAT THAT SCHOOL WOULD HAVE DONE WELL ANYWAY BECAUSE IT HAD GOOD LEADERSHIP OR SOME OF THOSE OTHER FACTORS.

I WOULD LIKE TO SEE PRETTY COMPELLING EVIDENCE THAT THIS IS WORKING SOMEWHERE BEFORE WE ALLOW THEM TO SPEND MONEY ON SOMETHING IN A CASH-TRAPPED ENVIRONMENT WHEN WE'VE GOT A LOT OF OTHER PROGRAMS THAT WE KNOW WERE WORKING. THANKS.

>> THANK YOU, TRUSTEE MARSHAL.

TRUSTEE FOREMAN FOLLOWED BY TRUSTEE MACKEY.

>> CAN SOMEBODY PINCH ME BECAUSE I'M AGREEING WITH DUSTIN AGAIN.

[LAUGHTER] [BACKGROUND] THERE IS SOMETHING WRONG IN THIS MEETING.

BUT I DO TOTALLY AGREE, DUSTIN, AND IN FACT, I THINK WE NEED MORE INFORMATION REGARDING HOW MUCH THE PROGRAM IS ACTUALLY COSTING US BECAUSE WHEN YOU START LOOKING AT THE DATA POINTS, YOU SEE THAT IT'S NOT THAT MUCH MORE GAIN THAN FROM THE TRADITIONAL CALENDAR.

THINGS THAT HAVE CONCERNED ME BECAUSE SUPERINTENDENT, I'VE HEARD SOME OF THE SAME THINGS YOU HAVE ABOUT THE TEACHERS BEING TIRED.

BUT WE'VE NEVER TALKED ABOUT HOW MANY TEACHERS DON'T COME TO SCHOOL, BECAUSE THEY'RE TIRED AND WE'RE HAVING TO PUT SUBSTITUTE TEACHERS IN THERE THIS COSTING US ADDITIONAL MONEY.

WE NEVER TALKED ABOUT HOW MANY STUDENTS DON'T SHOW UP BECAUSE THE PARENTS DON'T BRING THEM BECAUSE THEY'RE TIRED.

I THINK ONE OF THE THINGS I HEARD DUSTIN TALK ABOUT WHEN WE FIRST BROUGHT THIS UP WAS, IS YOU CAN'T PUT THAT IN MY SCHOOLS BECAUSE THESE KIDS NEED TO GO ON VACATION.

I REMEMBER THAT A LOT AND SO THE CHILDREN GET TIRED AND WE'RE JUST STRETCHING IT.

I'VE HEARD A LOT IN MY COMMUNITY IS WHICH CALENDAR ARE YOU USING.

BECAUSE PEOPLE CAN'T FIGURE OUT WHICH CALENDAR THEY'RE ON BECAUSE YOU GOT ALL THESE DIFFERENT CALENDARS.

BEFORE I COULD REALLY AGREE TO SOMETHING LIKE THIS, I'D HAVE TO HAVE AN OVERALL COST ANALYSIS OF HOW MUCH THIS HAS ACTUALLY COSTING US TO BE ABLE TO PUT THIS PROGRAM ON.

THEN DOES IT MAKE SENSE WHEN YOU START LOOKING AT THE DATA POINTS? IS IT WORTH IT? CAN WE DO SOME MORE THINGS WITHIN THE SCHOOLS LIKE IOTS TO MOVE OUR STUDENTS FORWARD AS OPPOSED TO THESE OPTIONAL CALENDARS? THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN. TRUSTEE MACKEY.

>> THANK YOU FOR THIS AND THANK YOU FOR THE PRESENTATION AND DISCUSSION.

I HAVE A FEW DATA QUESTIONS FIRST BECAUSE, WELL, I'M ALIGNED WITH DUSTIN AND JOYCE.

IF THE DATA THING THEN WE SHOULDN'T CONTINUE TO POUR MONEY INTO IT.

THESE DON'T ENTIRELY CONVINCE ME OF THAT AND I THINK THERE'S SOME MISSING POINTS.

FIRST, I WANT TO UNDERSTAND SOMETHING ON SLIDES 4 AND 5, THE INTERCESSION.

YOU'RE SAYING THAT 22.2 ON THIS SLIDE FOR INTERCESSION IS THE STUDENTS WHO WERE INVITED TO BE PART OF THE INTERCESSION SCHEDULED LAST YEAR.

THIS IS THEIR MEATS AND MASTERS RATE?

>> EXCUSE ME, THAT ATTENDED 13-PLUS DAYS.

IT'S A SUBSET THEY WERE INVITED AND THEY ATTENDED 13 OR MORE DAYS AND THESE WERE THE RESULTS OF THEIR MEETS AND MASTERS.

>> FOR THOSE SAME STUDENTS WHO HAD A STAAR EXAM IN THE PREVIOUS YEAR, WHAT WAS THEIR RATE IN THE PREVIOUS YEAR?

>> WE DID NOT PULL THAT DATA BECAUSE THE INTERCESSION WAS NOT APPLIED.

IT WAS LIKE COMPARING APPLES TO ORANGES.

I CAN GET THAT DATA FOR YOU.

>> WHAT DO YOU MEAN APPLIED?

>> PRIOR TO 2021, WE DIDN'T HAVE AN INTERCESSION CALENDAR.

THE CHANGE THAT 22.2 REPRESENTS THE ONE-YEAR OF THE INTERCESSION CALENDAR AS A BASELINE.

>> BUT I THINK THAT BECAUSE I BELIEVE THAT WAS THE SAME DATA SET I HAD ASKED FOR, BECAUSE IT IS ABOUT WHAT THE TREATMENT RESULTED IN

[01:20:04]

AND THAT'S ACTUALLY HOW WE GOT TO THIS.

I KNOW I'M USING YOUR TIME. I'M SORRY.

I JUST WANT TO REITERATE TRUSTEE MACKEY.

BEFORE WE EVEN HAD THE SECTION OF STUDENTS WHO ATTENDED 13 PLUS THE FIRST DATA PRESENTATION TO ME ONLY HAVE THE FIRST TWO.

AT FIRST BLUSH, YOU MIGHT THINK OKAY AND I SAID, DID ALL OF THESE STUDENTS ATTEND? THEN THAT'S WHEN THE NEXT SET CAME UP.

I DON'T KNOW THAT WE COMPARED.

HOW DID THOSE STUDENTS DO JUST BEFORE?

>> I JUST DON'T UNDERSTAND HOW WE CAN MAKE A DETERMINATION OF THAT 22.2 IS GREAT OR AWFUL.

WE CHOSE THE STUDENTS FOR INTERSESSION BASED ON NEED.

>> THAT'S CORRECT.

>> IF THE STUDENTS THAT WE CHOSE TYPICALLY AND YOU COULD PROBABLY EVEN DO A META-ANALYSIS TYPICALLY OR AT THIS LEVEL ON MAP AND THAT'S HOW WE CHOSE THEM.

THOSE KIDS TYPICALLY MEET OR MASTER 10% OF THE TIME.

THIS IS AN ENORMOUS JUMP AND IT'S WORKING.

IF THEY TYPICALLY MASTER OR MEET 30% OF THE TIME, THEN IT'S A FALL AND THAT'S AN ISSUE.

I JUST DON'T UNDERSTAND WHAT WE CAN GLEAN FROM THAT WITHOUT THAT, I THINK THAT COULD TELL US A LOT ON WHETHER THAT'S WORKING.

THEN GOING TO SLIDE 6.

ONE COMPLETE YEAR OF DATA WE HAVE.

>> THAT'S CORRECT.

>> THIS SEEMS TO BE VERY POSITIVE.

AM I READING THIS WRONG?

>> THIS SHOWS THE MORE YOU ATTENDED, THE MORE POSITIVE THE RESULTS.

>> ON BOTH READING AND MATH?

>> THAT'S CORRECT.

>> NOT JUST YOUR RESULT, YOUR GROWTH WAS HIGHER AT EVERY SINGLE LEVEL FOR THE ONE YEAR OF COMPLETE DATA WE HAVE.

>> YES, THAT'S CORRECT.

>> BUT THAT'S NOT IN COMPARISON TO HOW THEY HAD PERFORMED THE PREVIOUS YEAR.

I THINK WE'RE MISSING TWO, THAT'S IT YOU MENTIONED.

>> YES, IT'D BE GREAT TO KNOW.

>> YES.

>> AGAIN, IF IT'S THE SAME AND THEY GROW THIS WAY WITH OR WITHOUT IT THAT'S ONE QUESTION.

IF THEY DIDN'T GROW AT THAT RATE THEN I'VE GOT A DIFFERENT QUESTION.

SEVEN IS THE WEIRDEST ONE AND IT SOUNDS LIKE NOBODY HAS A REAL UNDERSTANDING OF WHY WE HAVE THIS THING HERE.

IF I REMEMBER CORRECTLY ONE OF THE OTHER REASONS WE DID THIS WAS NOT JUST AS A ONE-YEAR FIX FOR STUDENTS, BUT TO START CLOSING THE SUMMER SLIDE AND HOPEFULLY, THOSE STUDENTS OVER TIME DO BETTER BECAUSE THEY'RE NOT HAVING AS MUCH SLIDE YEAR OVER YEAR. IS THAT CORRECT?

>> CORRECT.

>> ARE THESE STUDENTS THE SAME STUDENTS THAT WERE INVITED LAST YEAR OR IS THIS THE NEW SET OF STUDENTS THAT WERE INVITED?

>> INTERCESSION DID NOT REQUIRE THE STUDENTS TO BE CONSISTENT YEAR OVER YEAR.

I'D HAVE TO GO BACK AND LOOK TO GET THAT DATA FOR YOU.

I WOULDN'T BE ABLE TO TELL YOU RIGHT NOW IF IT'S THE EXACT SAME BUCKET OF STUDENTS.

>> LIKELY IS NOT THE EXACT SAME BUCKET OF STUDENTS BASED ON NEW DATA.

THIS IS AN ENTIRELY DIFFERENT DATASET.

I WOULD BE REALLY CURIOUS TO SEE WHAT THE MIDDLE-OF-THE-YEAR RESULTS ARE FOR THE STUDENTS WHO ATTENDED LAST YEAR.

BECAUSE, IN THEORY, THOSE STUDENTS WENT THROUGH AN ENTIRE YEAR'S WORTH OF INTERSESSION AND HOPEFULLY CAME IN WITH BETTER BEGINNING-OF-THE-YEAR DATA.

HOPEFULLY, IF SUSTAIN THAT BETTER MIDDLE-OF-THE-YEAR DATA.

BUT IT'S LIKE WE'VE STARTED OVER AGAIN AND NOW WE'RE LOOKING AT A NEW DATASET.

I WOULD REALLY NEED TO SEE THAT BECAUSE THAT MIGHT TELL US IF THEY HAVEN'T SUSTAINED AND THEY DIDN'T DO BETTER AT THE BEGINNING OF THE YEAR THAN WE WOULD'VE EXPECTED MAYBE IT'S NOT WORKING.

IF THEY ACTUALLY ARE, THEN MAYBE IT IS DOING EXACTLY WHAT WE WANT, IT'S JUST ON A LONGER TIME HORIZON THAN FOUR MONTHS.

THAT'S WHAT I THINK WOULD BE REALLY IMPORTANT AS WE GO THERE.

I NEED THOSE INFORMATION FOR US TO REALLY THINK ABOUT THIS, MY GUT IS IF WE HAVE DATA THAT SHOWS THAT THIS IS WORKING, KNOWING THAT THIS IS A FOUR-MONTH OR FIVE-MONTH THING.

WE ALWAYS WENT INTO THIS KNOWING IT WAS GOING TO TAKE MORE TIME TO FIGURE THAT OUT.

LIKE, LET'S LOOK AT IT AT THAT TIME HORIZON.

YOU'VE ANSWERED SOME QUESTIONS AROUND WHAT SCHOOLS WOULD BE CONSIDERED.

SO RIGHT NOW WE ARE ONLY CONSIDERING SCHOOLS THAT HAVE ALREADY DONE THIS AND A SUBSET OF THOSE THAT MAY CONTINUE, IS THAT ACCURATE?

>> CORRECT.

>> WELL, LET ME ADD TO THAT.

I'M NOT GOING TO BRING TO THE BOARD A SCHOOL WHERE LESS THAN 50% OF THE TEACHERS WOULD WANT TO PARTICIPATE.

>> YES, BUT I WOULD JUST SAY THE ONLY REASON I ASK THIS, I'M NOT ACTUALLY ADVOCATING FOR ANYTHING DIFFERENTLY IS WHEN WE WERE ADOPTING THIS CALENDAR ORIGINALLY AND I WENT AROUND TO A NUMBER OF DIFFERENT SCHOOLS AND TALK TO THEM, MOST OF WHOM WERE NOT ELIGIBLE FOR ONE OF THESE.

I HEARD FROM A NUMBER OF SCHOOLS THAT WOULD BE GREAT, I WISH WE HAD IT THAT DIDN'T HAVE ACCESS TO IT.

I'M JUST WONDERING IF THERE ARE OUT THERE, BUT I WOULDN'T WANT TO DO THAT UNLESS WE ARE CLEAR ABOUT THE DATA.

[01:25:04]

WELL, I'VE HEARD SOME TEACHERS ARE EXHAUSTED AND I'VE HEARD OTHER TEACHERS LIKED IT AND I'M SURE THERE'S DIFFERENCE OF THAT.

I ALSO WOULD PUSH BACK ON THE IDEA THAT IT IS A UNIVERSAL FACT THAT THIS MAKES MORE TEACHERS EXHAUSTED, MAYBE IN THE WAY THAT WE HAVE IMPLEMENTED IT.

IT DOES, BUT I'M WONDERING IF THERE ARE OTHER WAYS TO CONSIDER THIS, PERHAPS USING OTHER PARTNER PROVIDERS TO PROVIDE SOME OF THIS EXTRACURRICULAR TIME OR SOME OF THIS ENRICHMENT.

THAT'S NOT JUST THE SAME TEACHERS HAVE TO SIGN ON FOR THIS AT THAT SAME SCHOOL, AND I WONDER IF THAT'S A DESIGN THING THAT MAYBE SOME OF THESE WOULD ADDRESS GOING FORWARD.

HAVE WE HAD ANY CONVERSATIONS ABOUT THAT?

>> NOT AT THIS TIME, TRUSTEE MACKEY.

OUR INTENT WAS TO USE THIS TIME TO BUILD RELATIONSHIPS WITH TEACHERS WHO KNEW THE STUDENTS THE BEST AND BECAUSE THEY WERE THE ONES BRINGING IN THE KIDS THAT THEY KNEW WERE STRUGGLING, WE FELT LIKE THAT WAS THE BEST FIRST INSTRUCTION AND THE BEST CONNECTION THAT WE CAN PROVIDE.

WE DID NOT CONSIDER UTILIZING OUTSIDE PROVIDERS TO INSTRUCT.

>> IF WE'RE HEARING THAT THAT IS NOT WORKING, THEN ARE WE ONLY CONSIDERING MOVING FORWARD WITH A MODEL THAT KEEPS THAT SAME THING GOING? OR WOULD WE CONSIDER OTHER OPTIONS IF THE SCHOOLS THAT ACTUALLY IT'D BE GREAT IF TEACHERS DIDN'T TEACH FOR THE FULL AMOUNT OF THAT? MAYBE THEY CAME IN FOR A MORNING AND DID CONNECTION WITH CLASSES AND WE HAD OTHER PROVIDERS ON AN INTERCESSION OR IN THE SUMMER OR WHATNOT?

>> IT'S SOMETHING THAT COULD BE DISCUSSED. YES.

>> THEN FINALLY, I KNOW MOST OF OURS ARE NOT ELIGIBLE FOR THE HOUSE BILL THREE MONEY, GIVEN THE FACT OF [OVERLAPPING] ONE A DAY.

>> THAT'S CORRECT.

>> IS THERE ANYTHING THAT WOULD CHANGE EITHER OF THESE MODELS? BUT ALSO I THINK WE HAVE A SUMMER PROGRAM THAT WE DO AT A LOT OF OUR CAMPUSES.

IF THE LEGISLATURE WAS TO CHANGE THE REQUIREMENT OF THAT 180 DAYS TO SOMETHING LIKE 175 OR 170, THAT WOULD MAKE MORE OF OUR CAMPUSES ELIGIBLE.

>> YES, WE DID CONSIDER THAT USING THE CURRENT CALENDAR THAT WE HAVE BASED ON THE FEEDBACK AROUND FATIGUE.

IF WE DID REDUCE THE TOTAL NUMBER OF ADDITIONAL DAYS, THERE MAY HAVE AN IMPACT ON THAT.

IF WE WENT DOWN TO 175, THAT WOULD BE OUR CONSIDERATION IS HOW COULD WE CAPTURE HP3 FUNDING TO HELP OFFSET SOME OF THE COSTS.

THE ONLY CAMPUSES THAT WERE ACTUALLY ELIGIBLE THIS YEAR WERE THE REDESIGNED CAMPUSES.

>> OVERALL, I APPRECIATE THIS LOOK.

I WOULD AGAIN, I NEED TO SEE THE STUDENTS WHO HAVE GONE THROUGH A YEAR'S WORTH OF THIS.

HOW ARE THEY DOING IN THIS SECOND YEAR? BECAUSE WE HOPE TO CLOSE SOME GAPS AND MINIMIZE SLIDES.

I WOULD HOPE TO SEE THOSE STUDENTS DOING BETTER THAN THEY OTHERWISE WOULD HAVE BASED ON PRIOR YEAR SCORES.

THAT'S WHAT I WILL NEED BECAUSE I'M NOT SURE THIS DATA NECESSARILY IS THE DATA WE SHOULD BE LOOKING AT ALTHOUGH IT'S INTERESTING, I THINK THERE'S SOME STRONG ELEMENTS HERE, THOUGH SLIDE 7 IS CONFOUNDING.

THAT'S WHAT I WOULD NEED TO SEE, BUT I APPRECIATE YOU ALL DIVE IN INTO THIS AND I WOULD LEAN TOWARD THE VARIOUS SCHOOLS THAT WANT TO CONTINUE TO DO THIS AND DO SHOW POSITIVE RESULTS EVEN IF IT'S NOT OUT OF THE PARK FULLY FROM THESE DATA POINTS.

I WOULD LEAN TOWARDS SUPPORTING THEM.

I THINK GENERALLY IF WE'RE HEARING FROM CAMPUSES THAT THIS IS WORKING AND WE'VE GOT AN IDEA THAT BECAUSE YOU WOULD DRIVE THIS ACHIEVEMENT, WE SHOULD GIVE THEM THE SPACE TO BE ABLE TO INNOVATE AND THAT SPACE. THANK YOU.

>> THANK YOU, TRUSTEE MACKEY. TRUSTEE MICCICHE.

>> I'M ALSO DISAPPOINTED IN THEIR RESULTS.

I THOUGHT THE HYPOTHESIS THAT MORE SCHOOL WOULD RESULT IN BETTER STUDENT OUTCOMES WAS PRETTY SOLID, BUT THIS DATA DOESN'T SHOW THAT.

THERE IS ONE QUESTION ABOUT THE DATA THAT WE'RE USING THOUGH THAT I WANTED TO BRING UP.

I'VE RAISED IT BEFORE AND THAT IS WHEN YOU'RE USING THE STAR DATA, WE MAY ACTUALLY BE TESTING BIG CHUNKS OF THESE KIDS WITH LESS INSTRUCTIONAL DAYS BEFORE THE STAR EXAM THAN THEY WOULD HAVE BEEN TESTED IF THEY WERE JUST DONE THE BASE CALENDAR BECAUSE WE HAVE THE KIDS WHO DON'T NEED THE TREATMENT, AND THEY HAVE FEWER INSTRUCTIONAL DAYS BEFORE THE STAR TEST.

BECAUSE ALL THOSE DAYS IN JUNE, OUR INSTRUCTIONAL DAYS THAT OTHERWISE WOULD HAVE BEEN BEFORE THE STAR TEST AND NOW THEY'RE AFTER THE STAR TEST.

TO THE EXTENT, WE HAVE IN OUR DATA HERE, HOW WELL THE STUDENTS WHO DIDN'T NEED THE TREATMENT WERE DOING.

YOU MIGHT EXPECT THAT THEY WOULD DO WORSE WITH FEWER INSTRUCTIONAL DAYS.

[01:30:01]

THEN ANECDOTALLY, I HAVE SIX CAMPUSES IN MY DISTRICT THAT PARTICIPATED.

I HEAR ABOUT THE BURNOUT AND PARTICULARLY IN JUNE.

I HEAR THAT STUDENTS JUST DON'T COME TO SCHOOL IN JUNE BECAUSE THEIR PARENTS TAKE THEM OUT OF SCHOOL BASED ON THE BASE CALENDAR.

DURING INTERSESSION THAT THE KIDS WHO REALLY NEED IT THE MOST DON'T SHOW UP.

THE ONLY OTHER THING I WOULD ASK THAT YOU LOOK AT IS I BELIEVE A GARLAND ISD, MAYBE IT WAS GRAND PRAIRIE ISD.

ONE OF THOSE DISTRICTS ACTUALLY ADOPTED AN INTERCESSION MODEL ON AN ENTIRE DISTRICT-WIDE BASIS AND WONDER HOW THEY DID.

>> THAT'S CORRECT. GARLAND DID ADOPT AN EXTENDED DAY MODEL AND THEN REMOVED IT, WENT BACK TO A TRADITIONAL CALENDAR.

>> WELL, I'M VERY SKEPTICAL ABOUT US CONTINUING IT.

ALTHOUGH LIKE I SAID, IT'S SO COUNTER-INTUITIVE THAT VERY DISAPPOINTING. THANK YOU.

>> THANK YOU, TRUSTEE MICCICHE.

TRUSTEE WHITE?

>> YES.

I THINK THAT ONE IMPORTANT FACTOR THAT WAS MENTIONED ON TO ME IS THAT THE PARENTS HADN'T BEEN SURVEYED TO [INAUDIBLE] KEEP THIS INVOLVED.

THE FACT THAT THE TEACHERS ARE TIRED AND THE PRINCIPALS HAVE TO BUY IN I THINK IT'S ALSO IMPORTANT THAT THE COMMUNITY WANTS TO BUY IN AS WELL.

WHEN I FIRST LOOKED AT THE NUMBERS, THAT WAS ONE OF MY QUESTION, WELL, ARE WE SPENDING ANY MORE MONEY FOR THIS, WHICH I'M QUITE SURE WE ARE, VERSUS THE REGULAR CALENDAR AND THE REASON I'M SAYING THAT WE ARE IS BECAUSE WE'RE PAYING FOR EXTRA COSTS FOR TEACHERS TO STAY OVER TO TUTOR STUDENTS AND THINGS OF THAT NATURE.

TRUSTEE MACKEY DID POINT OUT A GOOD POINT.

LOOKING BACK, WE ONLY HAVE ONE SET OF DATA TO [INAUDIBLE].

I GUESS WE COULD SAY THAT WE REALLY DID HAVE ALREADY SIGNIFICANT GAINS BUT IF IT IS WORKING, OF COURSE, AND THE TEACHERS WHICH NEED THE ENERGY TO DO THE JOB AND THE STAMINA IF THEY WANTED IT I AM OF COURSE FOR IT, BUT IF NOT, I CAN'T SEE PAST THE FACT THAT IF WE'RE NOT GAINING THOSE SIGNIFICANT NUMBERS AND WE'RE SPENDING MORE MONEY IN THE COMMUNITY, DIDN'T WANT TO BUY INTO IT I CAN'T SEE MOVING FORTH WITH IT. THANK YOU.

>> THANK YOU TRUSTEE WHITE. TRUSTEE CARREON.

>> THANK YOU, BROTHER HENRY. FIRST OF ALL, I JUST WANT TO THANK MY COLLEAGUES HERE ON THE BOARD.

THANK YOU, TRUSTEE MARSHALL, FOREMAN AND MACKEY FOR THOSE EXCELLENT QUESTIONS.

I JUST HAVE A QUESTION ON THE RESPONSE RATE FOR FAMILY INPUT.

WHAT IS IT? THIS STRIKES ME IS A LITTLE HIGH, 80 PERCENT RESPONSE RATE FROM FAMILIES WHAT IS A TYPICAL CLIMATE SURVEY RESPONSE RATE?

>> I DON'T KNOW THAT I CAN SPEAK TO THE TYPICAL CLIMATE SURVEY RESPONSE RATE.

I CAN TELL YOU WHEN WE ORIGINALLY ADOPTED THIS, THERE WAS A BIG EFFORT BY CAMPUS PRINCIPALS TO MEET THAT THRESHOLD OF 80 PERCENT OF THEIR PARENTS RESPONDING AND THEY JUST DID AN AMAZING JOB TO BE ABLE TO MEET THAT THRESHOLD OF 80 PERCENT TWO YEARS AGO BACK IN 2020 WHEN WE WERE ADOPTING.

I DON'T KNOW HOW THAT COMPARES TO THE RESPONSE RATE FOR CLIMATE SURVEYS, I'D HAVE TO GET THAT INFORMATION FOR YOU.

>> WHEN WE DECIDED TO DO THIS, I GUESS, DID EVERY SCHOOL MEET THAT RESPONSE RATE?

>> NO. THAT'S WHY WE ONLY HAD 46 SCHOOLS THAT WERE ABLE TO EVEN CONSIDER BECAUSE THEY DID NOT MEET THE RESPONSE RATE THE PRINCIPAL WAS NOT INTERESTED DIFFERENT FACTORS THAT PLAYED INTO THAT.

>> BECAUSE I'D BE INTERESTED OR I GUESS I DON'T WANT US TO THINK ABOUT THAT RESPONSE RATE AND GIVEN OUR EXPERIENCE IN 2020.

NO FURTHER QUESTIONS THANK YOU.

>> THANK YOU.

>> THANK YOU TRUSTEE, CARREON.

[01:35:02]

I'LL BE BRIEF, JUST ONE QUESTION.

THAT'S $12.1 MILLION BETWEEN THE INTERCESSION OF THE SCHOOL PRE-DESIGNED FROM THE ADMINISTRATORS MIGHT BE A QUESTION FOR YOU, BUT FROM THE ADMINISTRATOR'S PERSPECTIVE, IS THERE A MORE EFFECTIVE WAY TO USE $12.1 MILLION IN? GOING BACK TO OUR GOAL CONVERSATION.

GOING BACK TO OUR GOALS, IS THERE A MORE EFFECTIVE WAY? YES OR NO.

>> YES. IF WE JUST LOOKED AT THE PREVIOUS PRESENTATION ON OUR GOAL PROGRESS MONITORING, EITHER READING ACADEMIES OR ILT, ARE TWO EXAMPLES THAT HAVE PRODUCED GREATER STUDENT OUTCOMES AND TO EVERYONE'S POINT, I SAY PRODUCED THAT ARE CORRELATED BECAUSE NONE OF THESE CAN BE THIS ABSOLUTELY TO EVERY TRUSTEES POINT.

I'M FORTUNATE TO WORK WITH A BOARD THAT UNDERSTANDS THE VARIABLES IN EDUCATIONAL SETTINGS YOU ALL ARE ALWAYS RIGHT.

WE NEVER REALLY KNOW EXACTLY BECAUSE THERE REALLY COMPOUNDING VARIABLES AND SO WHICH ONE HAD THE BIGGEST EFFECT TO TRUSTEE FOREMAN'S QUESTION EVEN ABOUT ATTENDANCE AT THESE SCHOOLS.

THERE WAS AN EIGHT PERCENT HIGHER VACANCY RATE AT THESE CAMPUSES THAT RAN THESE, AND THE TEACHERS DID NOT LEAVE THE DISTRICT THEY STAYED WITH US THEY JUST WENT TO OTHER SCHOOLS.

WHAT IMPACT DID THAT HAVE? I THINK GETTING THEIR ATTENDANCE RATE WOULD BE REALLY IMPORTANT BECAUSE MAYBE THAT HAD AN EFFECT ON THE OUTCOMES.

MAYBE IT'S ABOUT WHICH TEACHERS, THERE COULD BE LOTS OF WAYS FOR US AND I ABSOLUTELY KNOW THAT IN A SHORT AMOUNT OF TIME, IT IS VERY DIFFICULT TO DECIDE WHETHER THIS COULD GET EXPONENTIAL RESULTS WITH JUST ONE MORE YEAR AND AM I WILLING TO BRING 12.1 MILLION AT RISK FOR TRYING IT OUT ONE MORE YEAR.

I DEFINITELY THINK WE HAVE MORE DATAS TO SLICE.

AT THIS POINT I DON'T SEE US BRINGING YOU A WHOLE LOT.

I DON'T WANT TO CLOSE THE DOOR TO TRUSTEE MACKEY'S POINT.

I ALSO DON'T WANT TO CLOSE THE DOOR ON A SINGLE CAMPUS IT MAY BE ABLE TO MEET ALL OF THOSE AND DOES HAVE IMPROVED OUTCOMES THAT COULD AFFECT MORALE AT THAT ONE SCHOOL.

I THINK WE DON'T WANT TO DO A ONE-SIZE FITS ALL.

I NEED TO LEAVE THE DOOR OPEN FOR OUR CAMPUSES TO HAVE MORE AUTONOMY IN THE DECISION-MAKING AND I CAN'T IGNORE WHAT THE DATA ARE TELLING US AND WE'LL SLICE SOME MORE OF THE DATA TO REALLY BE ABLE TO ANSWER SOME OF THE QUESTIONS THAT CERTAINLY TRUSTEE MACKEY ASKED.

>> THANK YOU, WAY BEYOND MY UNDERSTANDING, WHEN YOU GO BACK TO THE QUESTION ON WHAT'S WORKING WHEN THE CORRELATION, ETC.

I DO KNOW WE HAVE GOALS.

I DO KNOW WE HAVE LIMITED RESOURCES TO TRUSTEE MARSHALL'S DO ALSO FOR ALL OF US, ALL EDUCATION WORLD IS BEHIND THE BALL GIVEN THE BACKS OF THOSE PANDEMICS SO NOT REALLY AS FOCUSED ON WHAT THE PATH IS, BUT DEFINITELY WANT TO HOLD ALL OF US ACCOUNTABLE FOR THE GOALS WE SET OUT FOR OURSELVES.

RESEARCH IS NICE, BUT I'M GOING TO HAVE TO MAKE DECISIONS AND THAT'S A LOT OF MONEY TO MAKE DECISIONS BEHIND SO THAT'S JUST MY GENTLE PERSPECTIVE ON THIS.

BUT BETWEEN TIME AND LIMITED RESOURCES IN KNOWING THINGS THAT WORK, YOU CAN ONLY TRY THINGS IN RESEARCH THINGS FOR SO LONG, ESPECIALLY WHEN, YOU KNOW, STUFF'S WORKING IN OTHER REGARDS SO I DON'T KNOW WHAT THOSE THINGS ARE, BUT PRESUMING YOU ALL DO.

HOPEFULLY WE FIND AN EFFICIENT USE, WHETHER IT'S THIS OR SOMETHING ELSE SO THAT'S $12.1 MILLION TO MOVE US CLOSER TO OUR GOALS, I DON'T HAVE ANY ADDITION. TRUSTEE MACKEY.

>> THANK PRESIDENT HENRY, I JUST WANT TO THANK YOU FOR BRINGING IT BACK TO WHAT WE'RE HERE FOR, WHICH IS THE GOALS.

I AM CURIOUS AND ESPECIALLY AS WE GO FORWARD AND I FULLY ALIGNED WITH THAT NOTION.

AT THE END OF THE DAY, THE NINE BOARD MEMBERS UP HERE ARE NOT THE EXPERTS ON THIS.

THAT'S WHY WE HIRED YOU, DR. ELLIS ALL DAY AND YOU HIRE YOUR TEAM TO DO THAT WORK SO I AM OPEN FOR WHAT WE NEED TO DO.

I THINK IT WOULD BE REALLY HELPFUL AND I'LL REMIND ME THAT READING ACADEMIES, ARE WE DOING SOMETHING ABOVE AND BEYOND THE REQUIREMENT? BECAUSE EVERY DISTRICT IN TEXAS AND EVERY TEACHER IN THOSE GRADE LEVELS HAS TO DO READING ACADEMIES, THAT'S NOT SOMETHING ABOVE AND BEYOND.

>> THE CONCEPT OF READING ACADEMIES AS REQUIRED BY THE STATE IS FOR EVERY SCHOOL DISTRICT, I WOULD SAY WE DID GO ABOVE AND BEYOND BECAUSE WE BECAME A PROVIDER, WHICH MEANT WE BUILT OUR OWN INFRASTRUCTURE FOR THAT AND KEPT CONSISTENT COACHING AND WENT ABOVE AND BEYOND WITH THE COACHING, THE PURCHASE OF MATERIALS, DIFFERENT THINGS LIKE THAT, THAT OTHER DISTRICTS WERE NOT AFFORDED SO MY RECOMMENDATION IS THAT WE DID GO ABOVE AND BEYOND WITH READING ACADEMIES.

>> THAT'S GREAT, BUT AT A CERTAIN POINT ALL OF OUR TEACHERS WILL BE TRAINED. ARE WE GOING TO CONTINUE THAT. [OVERLAPPING]

[01:40:01]

>> HOWEVER, THAT MODEL ENDS THOUGH AT GRADE 3.

PART OF THAT WOULD INCLUDE IF THE SCIENCE OF READING HAS SHOWN IMPACT, DO WE NEED TO EXPAND THAT TO GRADES 4 AND GRADES 5? DO WE MAINTAIN THE ONGOING COACHING? IN OTHER WORDS, NOT JUST THE MODULES THAT WERE IN THE ACADEMIES, BUT IS THAT A GOOD PRACTICE AND IF IN FACT IT IS A BEST PRACTICE, THEN WE WOULD CONTINUE DOING SO. [OVERLAPPING]

>> THAT'S SUPER HELPFUL.

>> THAT WOULD REQUIRE US TO KEEP THAT PERSONNEL THAT HAVE THAT EXPERTISE TO BUILD THAT. DOES THAT HELP?

>> YES, ABSOLUTELY AND I THINK ONE OF THE THINGS THAT WOULD BE REALLY HELPFUL FOR ME.

I THINK THIS BOARD, ESPECIALLY AS WE GET INTO BUDGETING, BECAUSE YOU'RE RIGHT, ALL OF THESE ARE TRADE-OFFS SO THERE ARE A FEW THINGS THAT WE HAVE TRIED.

WE'VE PUT IN PLACE READING ACADEMIES AND EXTRA SUPPORTS.

WE'VE TRIED THESE ADDITIONAL DAY SCHOOL YEAR CALENDARS.

WE'VE TRIED WITH ILTS IN ANY ADJUSTMENTS TO THAT FORM GOING FORWARD, READING INTERVENTIONISTS HAVE BEEN BROUGHT UP AS A NUMBER OF TIMES WITHIN SPECIFIC CAMPUSES.

I THINK IT WOULD BE REALLY HELPFUL TO HAVE, AND I KNOW WE DON'T HAVE PERFECT DATA, BUT I THINK WE HAVE GOOD ENOUGH DATA AND A GOOD ENOUGH DATA DEPARTMENT TO DO THIS AND THE PUT FORTH HERE ARE ALL THE BIG BETS THAT WE HAVE MADE AS IT RELATES TO MOVING TOWARDS THESE GOALS.

HERE IS GENERALLY THE COST OF THEM.

HERE IS GENERALLY THE RESULTS THAT WE HAVE SEEN AND USING THAT AS A MEASURE, SO WHEN YOU BRING US A BUDGET OR WE HAVE SOMETHING TO CONSIDER TO UNDERSTAND WHY WE'RE MAKING CERTAIN TRADEOFFS AND WE'RE SAYING WHAT WE'RE MOVING AWAY FROM THESE CALENDARS, BUT WE'RE PUTTING MORE IN READING INTERVENTIONISTS GOING FORWARD OR MORE INTO THIS OR WHATNOT.

I JUST THINK IT'LL BE REALLY HELPFUL FOR US TO IN SOME WAY SHAPE AND FORM RECOGNIZING THE COMPLEXITIES THAT THERE IS NOT JUST ONE CAUSE AND ONE EFFECT.

BUT OVERALL, HERE'S THE MAGNITUDE OF COSTS.

HERE IS WHAT RESULTS WE HAVE SEEN AT THOSE CAMPUSES SO WE CAN GET THAT SENSE RATHER THAN CONSIDERING THEM ALL PIECEMEAL ONE AT A TIME WHENEVER THEY COME UP. THANK YOU.

>> THANK YOU FOR THAT, IF I COULD JUST ADD, THAT IS PART OF THE ALIGNMENT OF WHAT WE'RE PLANNING TO DO ON MONDAY AT OUR ELT IS TO BEGIN THAT PROCESS SO THAT WHEN WE DO BRING IT TO YOU, WE BRING YOU HERE'S WHY AS OPPOSED TO JUST THIS, BECAUSE ON ONE-OFFS AND YOU CAN'T TELL.

WELL, IF THIS IS MORE VALUABLE THAN THIS ONE.

I NEED TO SEE THEM AT THE SAME TIME IN ORDER TO UNDERSTAND YOUR RATIONALE SUPERINTENDENT, IF THIS IS WHAT YOU'RE BRINGING TO US.

>> THANK YOU, TRUSTEE MACKEY.

I WANT TO MAKE ONE CLARIFICATION BECAUSE I DIDN'T WANT MY COMMENTS BE INTERPRETING ANY CERTAIN WAY, BUT I APPRECIATE ALL QUESTIONS FROM THE TRUSTEES.

I THINK TRUSTEE MACKEY BRINGS A VERY UNIQUE PERSPECTIVE GIVEN HIS EDUCATION BACKGROUND.

WHEN I SAY I'M OUT OF MY LANE, THAT DOESN'T MEAN HE'S NOT.

HE'S IN HIS LANE. I'M OUT OF MINE.

I APPRECIATE YOUR QUESTIONS, TRUSTEE MACKEY, FROM THE EDUCATIONAL BACKGROUND THAT YOU HAVE.

WITH THAT SAID, I DON'T THINK THERE'S ANY OTHER QUESTIONS OR COMMENTS.

WE'LL MOVE TO THE NEXT AGENDA ITEM.

TRUSTEES, THE MINUTES THEY'RE GOING TO BE POSTED IN BOARD DOCS.

PRIOR TO THE BOARD MEETING, WE'RE GOING ON TO POLICY [OVERLAPPING] OH, I'M SORRY, YOU'RE RIGHT.

THE INTRUDER DETECTION. GO AHEAD.

>> THANK YOU VERY MUCH. THIS SHOULD BE VERY BRIEF.

THE TEXAS SAFETY CENTER RECENTLY AND CONTINUALLY IN DALLAS ISD BECAUSE WE ARE SO LARGE, THEY HAVE CONDUCTED AND WE WILL CONTINUE TO CONDUCT WHAT ARE NOW REFERRED TO AS INTRUDER DETECTION AUDITS AT OUR CAMPUSES.

THE AUDITS ARE TESTING WHETHER THE CAMPUS IS ACCESSIBLE TO AN UNAUTHORIZED INDIVIDUAL.

WE WORK CLOSELY WITH OUR DISTRICT SCHOOL SAFETY AND SECURITY COMMITTEE TO ENSURE THAT WE ARE TRAINING ALL OF OUR STAFF, WHICH I WOULD NOW LIKE TO REFER TO AS OUR TEAM, AND SECURING OUR DOORS FOR THE PROTECTION OF EVERYONE AT OUR CAMPUSES.

SPECIFIC DETAILS OF THE INTRUDER DETECTION AUDIT WERE DISCUSSED IN OUR EXECUTIVE SESSION TODAY AND HAVE BEEN DISCUSSED WITH THE SAFETY AND SECURITY COMMITTEE.

DALLAS INDEPENDENT SCHOOL DISTRICT IS COMMITTED TO CONTINUING TO PROVIDE SAFE AND SECURE LEARNING ENVIRONMENT FOR ALL OF OUR STUDENTS AND OUR TEAM. THANK YOU.

>> ANY COMMENTS OR QUESTIONS, TRUSTEES? I DON'T SEE ANY, SO WE'LL MOVE ON TO THE END OF THE QUARTERLY REPORTS.

>> GOOD AFTERNOON, TRUSTEES,

[01:45:02]

AND I'M DR. ELIZALDE.

[NOISE] MS. PARTY AND I WILL PRESENT OUR SECOND QUARTER REPORT FOR THE MWBE DEPARTMENT.

I WANT TO THANK YOU ALL FOR THIS OPPORTUNITY.

FIRST, I'D LIKE TO HIGHLIGHT A COUPLE OF THINGS PRIOR TO GETTING TO THE DATA.

THE FIRST THING IS THAT IN ORDER TO MEET OUR JOINT OPERATING GOALS, WHAT WE'VE DONE IS WE HAVE CONDUCTED TRAINING SESSIONS FOR CAMPUS OFFICE MANAGERS, CENTRAL STAFF, ADMINISTRATIVE ASSISTANCE.

THE GOAL WAS TO ENCOURAGE THEM TO INCREASE THEIR UTILIZATION OF MINORITY AND WOMEN-OWNED BUSINESSES AND VENDORS WHEN THEY ORDER SUPPLIES, MATERIALS, ETC.

THEN THE NEXT SLIDE.

NEXT, WE'D LIKE TO FEATURE OUR PHILANTHROPIC SUPPORT.

WE AND THE MWBE, WE WORKED EXTREMELY HARD TO ESTABLISH STRONG RELATIONSHIPS WITH VENDORS THROUGHOUT THE DALLAS, FORT WORTH AREA, AS YOU CAN SEE.

BUT I WANT TO HIGHLIGHT ONE COMPANY CONSTRUCTION ZONES.

THERE ARE $10,000 DONATION TO THE DISTRICTS, CHRISTMAS FEEDING PROGRAM, A MEALS PROGRAM, AND THAT WAS EXCEPTIONAL.

A LOT OF THE STUDENTS BENEFITED FROM THAT DURING THE CHRISTMAS HOLIDAYS. NEXT SLIDE.

IN THE NEXT SLIDE, I WANT TO SPOTLIGHT ANNUAL REPORT OF INITIATIVES.

I'M NOT GOING TO READ THEM ALL.

WE HAVE THE PRE-BID MEETINGS, DEBRIEFING MEETINGS, OUTREACH ACTIVITIES, ETC, AND THEY'VE BEEN VERY SUCCESSFUL.

BUT IN THE BOTTOM OF THAT SLIDE, WE HAVE A LIST OF MAJOR EVENTS AND THE ATTENDANCE IN OUR MAJOR EVENTS HAVE BEEN EXCEPTIONAL.

WE HAVE COLLABORATED WITH THE CONSTRUCTION SERVICES DEPARTMENT, PROCUREMENT AND MAINTENANCE.

I WANT TO TAKE JUST A SECOND TO THANK MR. BRIAN ALFRED, CHRIS ROBINSON, AND DAVID BATES FOR THEIR CONTINUED SUPPORT OF MWBE IN THE VARIOUS INITIATIVES THAT WE HAVE.

IN THESE EVENTS, WE'VE ESTABLISHED A WORKING RELATIONSHIP AND JOIN FORCES WITH HOUSTON, SAN ANTONIO, AUSTIN, FORT WORTH, AND THE LOCAL SCHOOL DISTRICTS IN THESE DIFFERENT MAJOR EVENTS WHERE WE HAVE THE PROCUREMENT DEPARTMENTS FROM THOSE DIFFERENT SCHOOL DISTRICTS, AND WE MEET, WE HAVE VENDORS, WE HAVE CONTRACTORS, PROFESSIONAL SERVICE PROVIDERS, AND VENDORS FROM ALL OVER THE STATE THAT ATTEND THESE EVENTS.

WHAT WE DO, WE ENCOURAGE THEM TO BID FOR CONTRACTS WITH OUR DISTRICTS.

I JUST WANT TO LET YOU KNOW THAT THERE HAS BEEN A LOT OF INTERESTS IN THE DALLAS ISD 2020 BOND PROJECTS FROM THOSE CONTRACTORS AND PROFESSIONAL SERVICE PROVIDERS.

NEXT, MS. PARTY WILL PRESENT THE DATA FOR OUR REPORT.

>> THANK YOU, MR. WILLIAMS. TRUSTEES, DR. ELIZALDE, I PRESENT THE MWBE STATISTICAL ANALYSIS FOR THE RESPECTIVE FUNDS WITHIN DALLAS ISD.

THE SLIDE THAT YOU HAVE BEFORE YOU IS THE 2020 BOND PROGRAM, THE BEGINNING OF THE INITIAL BOND PAYMENTS UP THROUGH DECEMBER THE 31ST, 2022.

AS FAR AS OUR CONSTRUCTION, WE HAVE A BOARD-ESTABLISHED GOAL OF 30%.

OUR ACTUAL UTILIZATION WAS 55.91%.

WE HAVE A BOARD ESTABLISHED GOAL OF 35% FOR PROFESSIONAL SERVICES.

OUR ACTUAL UTILIZATION FOR THE 2020 BOND PROGRAM WAS 48.07%.

THE NEXT SLIDE BEFORE YOU IS THE 2015 BOND PROGRAM.

AGAIN WITH A GOAL OF 30% FOR CONSTRUCTION, OUR ACTUAL UTILIZATION WAS 53.45% WITH A 35% MWBE GOAL FOR PROFESSIONAL SERVICES, OUR UTILIZATION FOR THE 2015 BOND PROGRAM WAS 38.80%.

THE NEXT SLIDE BEFORE YOU IS THE 2008 BOND PROGRAM.

THAT WAS THE INITIAL PAYMENTS UP THROUGH AND INCLUDING DECEMBER 31ST, 2022, INCLUSIVE OF PRIME AND SUBCONTRACTORS SPAN.

WE HAVE A 30% GOAL FOR CONSTRUCTION, THE ACTUAL UTILIZATION WAS 49%.

WE HAVE A 35% GOAL FOR PROFESSIONAL SERVICES AND THE ACTUAL UTILIZATION WAS 39%.

THE NEXT SLIDE BEFORE YOU IS THE BRIDGE PROGRAM.

FUNDS 634, 635, AND 636.

WE HAVE A CONSTRUCTION GOAL OF 30%, WHICH WAS ESTABLISHED BY THE BOARD, OUR ACTUAL UTILIZATION WAS 73%.

[01:50:03]

WE HAVE A 35% MWBE GOAL FOR PROFESSIONAL SERVICES, HOWEVER OUR UTILIZATION WAS 24% CUMULATIVE TO DATE.

THE NEXT SLIDE BEFORE YOU IS JUST A COMPOSITION OF THOSE CONSTRUCTION MANAGERS AT RISK PROJECTS.

THE SPANS AT THE PRIME SUBCONTRACTOR LEVEL FOR THOSE CMR CONTRACTORS.

WE HAVE A BOARD-ESTABLISHED GOAL OF 30%, THE ACTUAL UTILIZATION WAS 53.16%.

AT THE BOTTOM OF THIS PARTICULAR SLIDE, YOU WILL SEE THE ACTUAL PAYMENTS AT THE PRIME LEVEL.

THE NEXT SLIDE BEFORE YOU IS FUND 199, OUR GENERAL OPERATING FUNDS.

WE HAVE A BOARD-ESTABLISHED GOAL TO 30%, THE ACTUAL UTILIZATION COMBINED, CUMULATIVE TO DATE WAS 19.17%.

THE NEXT SLIDE BEFORE YOU AS DISTRICT-WIDE FUNDS, HOWEVER, DOES NOT INCLUDE ANY BOND-FUNDED PROJECTS.

WE HAVE A GOAL OF 30% AND THE ACTUAL UTILIZATION WAS 17.95%.

WE ALSO HAVE PROVIDED FOR YOU THE ELECTRONIC BID ANALYSIS.

THESE ARE HARD COPY BIDS THAT ARE OBTAINED BY PROCUREMENT SERVICES.

FOR THAT, WE HAVE THE NUMBER OF AWARDS FOR MWBES WERE 405.

TOTAL DISTRICT WAS 1,326, HAVING A PERCENTAGE OF 30.54% RELATING TO THE NUMBER OF AWARDS.

HOWEVER, WITH THE PAYMENT IS ACTUALLY 17.51%.

THIS INCLUDES THE MWBE QUARTER TO REPORT.

TRUSTEES, DO YOU HAVE ANY QUESTIONS OR COMMENTS YOU WOULD LIKE TO SHARE?

>> THANK YOU FOR THAT PRESENTATION. TRUSTEE FOREMAN.

>> FIRST AND FOREMOST, THANK YOU GUYS FOR THE WORK YOU DO.

I JUST HEARD TRUSTEE HENRY TALK ABOUT TRUSTEE MACKEY'S EXPERTISE BEING EDUCATION.

THIS IS MY AREA.

I WANT TO MAKE IT PERFECTLY CLEAR AS I WANT THAT SAME RESPECT FROM TRUSTEE HENRY ON THE PROCUREMENT SIDE.

>> YOU'RE GOING HAVE TO WAIT NOW. TRUSTEE FOREMAN AND THE EXPERTISE AND BACKGROUND PROCUREMENT MWBE SOLICITATION ON THE RECORD.

>> THANK YOU. PUT IT ON RECORD. BUT WHAT I WANT TO SAY IS, FROM THE TIME THAT I ACTUALLY DID SOME OF THIS WORK, YOU GUYS HAVE MOVED IT TO ANOTHER LEVEL.

WITH THE REALIZATION THAT YOU ARE NOW WORKING WITH PLACES LIKE HOUSTON, TRYING TO COME TOGETHER ON CONTRACTING, THAT'S A BIG DEAL BECAUSE SOME OF THOSE VENDORS WORK IN BOTH CITIES.

I JUST REALLY APPRECIATE THE WORK THAT YOU DO.

I HAVE ONE REQUEST FOR ME.

IS THAT WE'VE ALWAYS BEEN UNDER WHEN IT COMES TO GOODS AND SERVICES, ALWAYS UNDER OUR GOAL, WHICH IS NORMALLY AROUND 30%.

IF SOMEBODY COULD, FOR THE LAST 10 YEARS, SHOW ME WHAT OUR GOAL IS SO I GET A GOOD UNDERSTANDING OF HOW FAR WE'RE TRACKING BEHIND AND IF WE'RE DOING SOMETHING DIFFERENT NOW THAT WILL MAKE US GET CLOSER TO OUR GOAL.

>> CERTAINLY [LAUGHTER]

>> RUNNING OVER EACH OTHER.

>> YEAH. CAN ADDRESS THAT.

>> YES.

>> I AGREE WITH YOU, DR. FOREMAN .

THE FIRST THING THAT I MENTIONED IS THAT HOW WE'RE MEETING, WE'RE CONDUCTING WORKSHOPS AND TRAINING SESSIONS WITH THE CAMPUS OFFICE MANAGERS AND THE ADMINISTRATIVE ASSISTANCE DISTRICT-WIDE AND SOME OF THE COORDINATORS AND DIRECTORS HAVE ATTENDANT THAT BECAUSE THEY ORDER A LOT OF SUPPLIES, PROJECTS AND THINGS OF THAT NATURE AND TO GET THEM TO ENCOURAGE THEM TO UTILIZE MORE MINORITY IN WOMEN OWNED BUSINESSES.

THAT'S NUMBER ONE.

BUT THE SECOND THING THAT WE'RE DOING THIS TOTALLY DIFFERENT THAT THIS HAS NOT BEEN DONE BEFORE.

WE'RE MEETING WITH WHAT I CALL BIG TICKET VENDORS.

THESE ARE VENDORS THAT HAVE LARGE CONTRACTS WITH THE DALLAS ISD WHEN IT COMES DOING OPERATING CONTRACTS, AND WE'RE MEETING WITH THEIR TOP EXECUTIVES AND ENCOURAGING THEM TO UTILIZE MORE MINORITY AND WOMEN OWNED BUSINESS CERTIFIED MWBE VENDORS, AND THAT HAS NOT BEEN DONE BEFORE.

WE'RE STARTING TO BE ABLE TO SEE MORE OF THEM USE MORE MINORITY AND WOMEN OWNED VENDORS, BUT THAT'S A PROCESS.

WE'RE GOING TO CONTINUE TO WORK ON THAT AND MEET WITH THEM AND LET THEM KNOW WE ARE AWARE THAT YOU HAVE A CONTRACT WORTH X AMOUNT OF DOLLARS WITH DALLAS ISD, AND WE CAN'T TELL THEM WHAT TO DO, BUT WE'RE ENCOURAGING THEM TO UTILIZE MORE MWBE VENDORS.

[01:55:02]

>> I APPRECIATE YOU BEING PROACTIVE. THANK YOU.

>> THANK YOU, TRUSTEE FOREMAN . TRUSTEE FLORES.

>> I'VE BEEN LOOKING AT THIS REPORT FOR DECADE AND-A-HALF AND YOU KNOW WHAT THE QUESTION I'VE NEVER ASKED US, WHAT DO WE HAVE ANY COMPARISON DATA FOR THE OTHER ENTITIES AND JUST THE DALLAS.

IT'D BE NICE TO HAVE LIKE, THIS IS WHAT DALLAS IS DOING ON ITS GENERAL UPWARD.

THIS IS WHAT THE CITY OF DALLAS IS DOING ON AN APPLES TO APPLES COMPARISON COUNTIES DOING ON CONSTRUCTION.

ARE WE JUST AWESOME OR ARE WE TERRIBLE? AGAIN, WITHOUT KNOWING AND I'M THINKING OF JUST THIS LITTLE AREA JUST BECAUSE THAT WAY COMPARABLE MARKET.

IT'S NO POINT IN COMPARING US TO EL PASO OR AUSTIN.

IT'S NOT THE SAME POOL OF SMALL BUSINESSES AND WHATNOT.

I DON'T KNOW IF THAT'S EASY TO GET OR NOT.

I DON'T KNOW. AT ONE POINT IT'D BE NICE TO HAVE THAT.

>> IT IS. I WILL START ON.

I'VE LOOKED AT THE DATA FROM THE STATE OF TEXAS, AND IT'S UNBELIEVABLE WERE SO FAR AHEAD OF THE STATE OF TEXAS WHEN IT COMES TO MWBE MINORITY AND WOMEN OWNED BUSINESSES, THE UTILIZATION THERE IS NO COMPARISON WITH DALLAS ISD AND THE STATE OF TEXAS.

MS. PORTE CAN TELL YOU ABOUT OTHER ENTITIES.

>> ROUTINELY, WE WILL TAKE A BENCHMARK AGAINST SOME OF THE OTHER PUBLIC ENTITIES ARE PURE ENTITIES.

WE WILL ASK FOR THE INFORMATION AGAIN MORE RECENTLY SO THAT WE CAN SHOW YOU THE COMPARISON.

>> THANK YOU. TRUSTEE FLORES.

>> SAY ONE THING.

>> YEAH.

>> TRUSTEE MARSHALL, WANT TO SAY SOMETHING.

>> NO. I THOUGHT HE DID.

>> WHEN HE FLORIDA STAY IN THE ROOM.

>> REAL QUICKLY. DART WAS ACTUALLY DOING BETTER WHEN I WAS.

>> TRUSTEE FLORES, SORRY.

>> WASN'T ME THIS TIME.

WHO ELSE ON BECKER. JUST VERY QUICKLY.

I DO KNOW THE DATA AND I LOOKED AT THE DATA BEFORE BEEN INVOLVED IN MWBE PROCUREMENT FOR OVER 30 YEARS.

DALLAS ISD HAS ALWAYS RANKED CLOSE TO THE TOP IN DALLAS IN TERMS OF PUBLIC ENTITIES AND USING MINORITY AND WOMEN OWNED BUSINESS.

PROBABLY THE TIME THAT WE MIGHT HAVE BEEN BEHIND A LITTLE BIT WAS WHEN I WAS THE VICE CHAIR OF THE DART BOARD AND MADE SURE THAT DART DID WHAT THEY WERE SUPPOSED TO DO. NOW?

>> YES, MA'AM. THANK YOU TRUSTEE FOREMAN.

IN ECHO THE SENTIMENTS OF MY COLLEAGUES.

GREAT WORK. I APPRECIATE THIS FIRST SLIDE WE HAVE UP THERE.

I DON'T KNOW IF EVERYONE CAN SEE IT.

KNOW A FEW FOLKS ON THERE, I DON'T KNOW THEM ALL.

BUT I WOULD LOVE IF SOMEONE CAN JUST RUN THROUGH WE HAVE ON THE SCREEN, PLEASE.

>> YES. THANK YOU. THESE ARE SOME OF DALLAS ISD TRAILBLAZERS, SOME OF THE SERVANT LEADERS THAT MADE A POSITIVE IMPACT WITHIN DALLAS ISD AS WELL AS THE COMMUNITY AS A WHOLE.

FIRST ON THE SLIDE, WE HAVE OUR INTERIM GENERAL SUPERINTENDENT.

YOU ALL KNOW HIM, DR. ROBERT PAYTON, AND WE ALSO HAVE DR. FREDERICK DOUGLASS TODD, WHO WAS ALSO AN EXECUTIVE LEADER WITHIN DALLAS ISD, AND I BELIEVE A MENTOR FOR MR. WILLIAMS AS WELL.

WE HAVE DR. H. B BELL WHO DAUGHTER IS ALSO A DALLAS ISD EMPLOYEE AS WELL.

HE DID FOR NOMINAL SUPPORT FOR DALLAS ISD.

OF COURSE, WE KNOW MS. ADA WILLIAMS FOR THE SUPPORT THAT SHE DID WITHIN THE COMMUNITY ON THE BOARDS AS WELL, HELPING DALLAS ISD TO SUPPORT STUDENTS AND ULTIMATELY ACHIEVE.

LAST BUT NOT LEAST, IS MR. LESTER MAYS.

HE WAS THE EXECUTIVE DIRECTOR OF PROCUREMENT SERVICES WHEN I CAME ON BOARD, HE ASSISTED US WITH HELPING TO NURTURE AND GROW AND UTILIZE MINORITY AND WOMEN OWNED COMPANIES.

WE THOUGHT IT WOULD BE VERY HONORABLE TO SHOW THEM, AND THIS IS JUST A FEW OF THOSE INDIVIDUALS.

WE CERTAINLY ARE PROUD THE SACRIFICES THAT THEY MADE IN THE BENEFITS FOR THOSE BETTERMENT OF DALLAS ISD STUDENTS AND FAMILIES.

>> IT IS HONORABLE AND THANK YOU FOR DOING THAT.

AFTER THAT, ANY OTHER QUESTIONS OR COMMENTS WE WILL GO TO THE NEXT PRESENTATION. THANK YOU BOTH AGAIN.

>> THANK YOU.

>> ALREADY TALKED ABOUT THE MINUTES TRUSTEES WERE ON THE POLICY UPDATES,

[02:00:02]

WHICH IS A NICE FIRST READS.

[10. POLICY UPDATES]

DOES ANYONE DISCUSS THE FIRST ONE, A SINGLE READ.

>> THE POLICIES?

>> YES. YEAH. I HAVE A QUICK QUESTION AE.

I HAVE A QUICK QUESTION ON ALL THESE POLICIES.

>> TRUSTEE MACKEY.

>> THE E1 IS NOT REALLY ABOUT THE SUBSTANTIVE CHANGES WHICH ARE JUST UPDATING THE PROGRESS MEASURES, CORRECT?

>> CORRECT.

>> I'M JUST CURIOUS FOR THE 70 OTHER ITERATIONS WHERE WE MOVE WILL TO SHALL, WHAT'S THE REASONING? I SEE WE DO THAT IN ALL THE POLICIES HERE.

>> IT WAS JUST A TEST ME UP [OVERLAPPING].

>> BECAUSE HE DOESN'T LIKE THE WORD WHEEL ANYMORE. OKAY.

ALRIGHT. THANK YOU. THAT'S ALL MY QUESTIONS ON THAT.

ACTUALLY, BECAUSE NO ONE ELSE HAS SPOKEN YET. ONE MORE NOTE.

I WOULD BE IN FAVOR OF DOWN THE LINE SINCE THE PROGRESS MEASURES CHANGE FREQUENTLY FOR THESE AND THEY'RE ADJUSTED, ETC.

WE LOOK AT THEM TOGETHER, BUT THE BOARD SETS THE GOALS AND YOU ALL SET THE PRIORS MANAGERS.

I WOULD BE AMENABLE TO MOVING PROGRESS MEASURES INTO A ATTACHED REGULATION POLICY SO WE DON'T HAVE TO COME CONSIDER THIS EVERY TIME THERE'S A TWEAK BASED ON THAT BECAUSE YOU DO IT IN CONJUNCTION WITH THE BOARD AS LONG AS THE GOALS STAY IN THIS POLICY AND CONSTRAINTS. THANK YOU.

>> THANK YOU, TRUSTEE MACKEY.

>> ONE QUESTION.

>> TRUSTEE FOREMAN, SORRY.

>> MINE IS ON THE BOARD AND THE SUPERINTENDENT.

THE ONE STATEMENT THAT KIND OF STICKS OUT A LITTLE BIT IS IS THAT THIS DOCUMENT IS A STRATEGIC BLUEPRINT FOR MISSION AND VISION.

ACHIEVING THE DISTRICT'S MISSION AND VISION THE BOARD SHALL PROVIDE A SUPERINTENDENT WITH THE AUTHORITY TO IMPLEMENT THE STRATEGIC BLUEPRINT WITH FAIRLY BROAD LATITUDE.

THAT'S ON PAGE 1.

I WOULD JUST MAYBE SAY THAT A LITTLE BIT DIFFERENT SUPERINTENDENT WOULD LATITUDE BASED ON INPUT FROM THE BOARD AND NOT FAIRLY BROAD LATITUDE.

JUST A TWEAKING OF THE WORD, NOT TAKING AUTHORITY, BUT TWEAKING OF THE WORDS.

>> I SEE OUR TEAM TAKING NOTES SO.

>> THAT TEAM MEMBER TAKES NOTES ALL THE TIME.

[LAUGHTER].

>> HE JUST DOODLES. [LAUGHTER]

>> THANK YOU TRUSTEE FORMING AND NOTED.

>> THANK YOU, TRUSTEE FORMING.

NOW THE SECTION 11, WITH ANY QUESTIONS ON THE PROPOSED NAME AND THE FACILITIES I THINK THE ADMINISTRATION HAS [OVERLAPPING].

>> HOLD ON. LET'S DO ALL THE POLICY IS SLIPPING AWAY.

DO YOU HAVE ANYTHING ON STUDENT CODE OF CONDUCT?

>> JUST ONE QUICK COMMENT I DO WANT TO MEET WITH SHERRY ON THE STUDENT CODE OF CONDUCT TO GO THROUGH.

WE'VE TALKED ABOUT THIS. WE JUST HAVEN'T HAD THE TIME, SO I WANTED TO MAKE SURE WE HAVE OPPORTUNITY TO GO THROUGH IT.

>> WE'LL MAKE SURE.

>> CHTNC.

>> I'M CURIOUS ABOUT THE PROPOSED CHANGES, THE CH WHERE THEY CAME FROM, WHAT THE PURPOSE IS, WHAT ARE WE TRYING TO GET WITH THOSE? OR ARE THEY TASB, YOU RECOMMEND.

>> GOOD AFTERNOON. TRUSTEE MACKEY, CAN YOU REPEAT YOUR QUESTION, PLEASE?

>> YES. I NOTICED THAT THE CHANGES IN CH, I'M CURIOUS AS TO THE ORIGIN AND THE REASONING FOR THEM.

THE FIRST ONE IS MAKING A SPECIFIC CHANGE TO ADD ONLY FEDERAL FUNDED PURCHASES 10,000 AND 50,000 WILL OBTAIN THREE WRITTEN CROWD QUOTES.

THAT IN MY MIND SHRINKS THE AMOUNT OF THOSE DRASTICALLY.

I'M CURIOUS WHERE THAT CAME FROM AND WHAT OUR REASONING IS FOR IT. NOT THAT I'M AGAINST IT.

>> YES, SIR. THANK YOU FOR THE QUESTION.

WE RECEIVED FEEDBACK FROM CAMPUSES AS WELL AS OUR INTERNAL AUDIT TEAM REGARDING THE GUIDELINES THAT WE HAVE IN PLACE AS IT RELATES TO MAKING PURCHASES SUCH AS THAT.

IT IS A REQUIREMENT FROM THE FEDERAL GOVERNMENT THAT WE HAVE THAT RESTRICTION ON FEDERAL PURCHASES.

HOWEVER, IT IS NOT A REQUIREMENT FOR NON-FEDERALLY FUNDED PURCHASES.

BASED ON THAT FEEDBACK, WE'RE BRINGING THAT RECOMMENDATION FORWARD TO MAKE THAT CHANGE.

>> I ALSO HEARD YOU BECAUSE I REMEMBER US DISCUSSING THIS AT ONE POINT.

I ALSO YOU'RE SAYING INTERNAL AUDIT HAS CONFIRMED WITH THIS AS WELL BECAUSE I KNOW THEY'VE DONE ONE.

THE RECOMMENDATION IS ALSO COMING FROM INTERNAL AUDIT.

[02:05:02]

>> YES, WE HAVE.

THEY'VE REVIEWED THAT PROCESS, REVIEW OF DIFFERENT ACTIVITY FUNDS AND THINGS LIKE THAT AT THE AT THE DIFFERENT CAMPUSES.

THEY WERE INVOLVED IN THE PROCESS TO BRING FORWARD THIS PARTICULAR POLICY ADJUSTMENT.

>> GOT YOU. CAN YOU DO THE SAME THING FOR THE SUBSEQUENT ONE ABOUT REDUCING THE CONTRACT AMENDMENT FROM 25% TO 15%.

>> SURE. CURRENTLY, THE LANGUAGE IN OUR POLICY STATES THAT WE CAN GO UP TO 25% ABOVE THE BOARD AUTHORIZATION WHEN WE'RE SECURING CONTRACTS OR MAKING PURCHASES.

HOWEVER, BASED ON FEEDBACK THAT WE'VE RECEIVED, ONCE AGAIN, WE ARE LOWERING OR REDUCING THAT THRESHOLD FROM 25% TO 15%.

IT'S REDUCING THE AMOUNT OF LATITUDE, IF I CAN SAY IT THAT WAY, THAT WE HAVE FOR THAT.

>> THAT'S THE FEEDBACK FROM WHOM?

>> PRIMARILY FROM ME.

>> FOR THE REASONING? > THAT WE HAVE WAY TOO MUCH WHEN I THINK ABOUT A BUDGET AND I THINK ABOUT 25% OF THAT BUDGET BEING ABLE TO BE EXPENDED.

THAT SEEMED LIKE AN EXCESSIVE AMOUNT.

WE NOW HAVE A DASHBOARD THAT ALLOWS US TO TRACK.

PART OF THIS ORIGINALLY WAS THAT IT'S REALLY HARD IN A DISTRICT THIS SIZE WITH EVERYBODY USING PERHAPS THE SAME PARTNER.

I DON'T KNOW HOW MUCH SOMEONE OTHER DEPARTMENT HAS SPENT.

WE KNOW UNDER CFO, DR. STEVENS, WE HAVE A DASHBOARD THAT NOW ALLOWS A DEPARTMENT TO KNOW HOW MUCH HAS BEEN SPENT.

THERE REALLY ISN'T A REASON FOR US TO BE OVER THAT AMOUNT.

I RECOGNIZE WE DON'T ALWAYS HAVE JUST-IN-TIME DATA, SO WE NEED SOME LATITUDE, BUT I DID NOT FEEL 25% WAS AN APPROPRIATE AMOUNT.

WHEN WE COMPARE IT TO OTHER DISTRICTS, THAT'S NOT A TRADITIONAL AMOUNT EITHER.

>> THANK YOU FOR THAT. I APPRECIATE IT.

>> YES, SIR.

>> I CONTINUE TO HAVE A LOT OF QUESTIONS REGARDING CH AND I HOPE IT CAN BE PROCESSED.

ABOUT TWO YEARS AGO, THIS BOARD PUT TOGETHER A COMMITTEE THAT CHANGED A LOT OF THE POLICY AND GAVE THE SUPERINTENDENT, NOT THIS CURRENT SUPERINTENDENT, BUT GAVE THE SUPERINTENDENT MORE LATITUDE OF EXPENDING DOLLARS WITHOUT BRINGING IT TO THE BOARD.

THAT IS PART OF THE BOARD'S RESPONSIBILITY IS TO ENSURE THAT THE SPENDING IS ADEQUATE AND CORRECT.

I'VE SAID TO TO THE CFO, IS THAT I DON'T KNOW IF 15% IS THE RIGHT NUMBER OR NOT BECAUSE I DON'T EVEN KNOW HOW MUCH WE EXPEND ON PROCUREMENT.

HOW CAN I ACTUALLY TELL YOU 15% IS THE RIGHT NUMBER AND I DON'T THINK ANYBODY KNOWS ACTUALLY WHAT WE SPEND AND I'M NOT GOING TO PUT HER ON THE SPOT LIKE THAT AND SAY GIVE ME THE NUMBER BECAUSE THAT WOULDN'T BE FAIR.

BUT I THINK THAT THAT HAS TO BE LOOKED AT.

I ACTUALLY BELIEVE THAT AND I'VE TOLD PRESIDENT HENRY THIS MORE TIMES THAN HE WANT TO HEAR, IS THAT THERE SHOULD BE A PROCUREMENT COMMITTEE IN CONJUNCTION WITH THE ADMINISTRATION FROM THIS BOARD TO BE ABLE TO ADDRESS CH BECAUSE WE MADE A LOT OF CHANGES.

NOT JUST A FEW, WE MADE A LOT THAT YOU WEREN'T HERE.

I'M JUST SAYING THAT WE NEED TO TAKE A STRONG LOOK AT EXACTLY WHAT WE'RE DOING AND UNDERSTAND THE MONIES THAT WE ARE TALKING ABOUT EXPENDING.

I'M GOING TO BE ASKING AGAIN, SUPERINTENDENT AND BOARD PRESIDENT, THIS IS MY BAILIWICK RIGHT HERE.

I THINK WE NEED TO TAKE A STRONG LOOK BECAUSE WHEN WE DID IT BEFORE, IT DID NOT HAVE A GOOD FEEL FOR ME.

I WANT THE ADMINISTRATION TO HAVE LATITUDE, BUT I ALSO WANT TO HOLD MY RESPONSIBILITIES AS A BOARD MEMBER TO MAKE SURE WE'RE DOING THE RIGHT THING AND THAT THE EXPENDITURES ARE RIGHT.

WE SPEND SO MUCH MONEY ON TECHNOLOGY.

IF WE CAN'T KEEP UP WITH WHAT WE SPENDING, WE GOT A HUGE PROBLEM HERE.

WE NEED TO MAKE SURE THAT WE'RE DOING THE RIGHT THING.

I'M GOING TO BE ASKING AGAIN IS THAT WE LOOK AT CH AND ENSURE CH IS WHAT WE NEED RATHER THAN A CONVENIENCE.

[02:10:03]

>> THANK YOU, TRUSTEE FOREMAN.

ANY OTHER COMMENTS OR QUESTIONS ON THE POLICIES, ANY OF THEM? YES.

>>I HAVE A QUICK ONE ON YOU GUYS. I ASSUME THE CHANGE HERE IS TO ELIMINATE THE LATE NOTICE OF VALEDICTORIANS SALUTATORIAN. IS THAT ACCURATE?

>> THAT'S CORRECT.

>> NOW, BASED ON THE FIRST SEMESTER AND ALL PRIOR, THAT'S WHEN THE DETERMINATION WILL BE MADE, WHO'S VALEDICTORIAN AND WHO'S SALUTATORIAN?

>> THAT'S CORRECT.

>> SO THE LAST SEMESTER WON'T MATTER ANY LONGER AS FAR AS IT RELATES TO VALEDICTORIAN AND SALUTATORIAN? [OVERLAPPING] WE'RE NOT GOING TO SEE A CHANGE.

>> AS FAR AS THE TITLE OF WHO GETS NAMED, THAT'S CORRECT.

THAT SECOND SEMESTER. DOES IT STILL HAVE AN IMPACT ON WHAT YOUR FINAL RECORDS IS? [OVERLAPPING] YES, IT DOES.

>> TOP 10% WILL STILL REFLECT ALL EIGHT SEMESTERS?

>> THAT'S CORRECT.

>> OKAY. WE'RE JUST MAKING A DETERMINATION TO MINIMIZE CONFUSION, TO DESIGNATE OUR VALEDICTORIANS AND SALUTATORIAN BASED ON THE FIRST SEVEN SEMESTER?

>> FOR TWO REASONS. ONE IS THE LAST MINUTE NOTIFICATION AND WHAT EMOTIONS THAT CAN EVOKE AND TAKE AWAY FROM SOMETHING THAT SHOULD BE A VERY POSITIVE EXPERIENCE.

NUMBER TWO, TO ACTUALLY ALLOW OUR STUDENTS TO EXPERIENCE THE JOY OF HAVING THAT RATHER THAN ONE MOMENT IN TIME YOU HAVE A SEMESTER.

WE DID CHECK WITH SURROUNDING DISTRICTS, WE'RE THE ONLY DISTRICT THAT HAS NOT MOVED TO THIS.

NOT EVERYBODY DID AT THE SAME TIME, BUT EVERYONE IS DOING IT SOMETIME BEFORE THE VERY END.

>> THAT MAKES SENSE. THANK YOU.

>> THANK YOU, TRUSTEE MACKEY.

>> WHERE ARE YOU GOING?

>> NOWHERE. [LAUGHTER]

>> TRUSTEE FOREMAN?

>> I JUST WANT TO THANK SHANNON.

WE'VE WORKED ON THIS, HOW MANY YEARS? TWO?

>> [BACKGROUND].

>> FINALLY, WE'RE GETTING TO A POINT WHERE THE STUDENTS CAN ENJOY BEING BALANCED OUT.

SHANNON HAS HEARD ME TELL THE STORY MORE OFTEN THAN ONCE, IS THAT I HAVE THREE HIGH SCHOOLS, AND ALL THREE OF THOSE HIGH SCHOOLS, CHILDREN HAVE BEEN LEAPFROGGED AT THE LAST MINUTE FOR BALANCE OUT.

I COULDN'T STOMACH IT ANYMORE.

IT WAS JUST OVER.

AND I JUST SHARED WITH DR. LEAR THAT THE YOUNG MAN THAT PROBABLY PUSHED ME TO DO THIS THE HARDEST HAS A $250,000 SCHOLARSHIP AT TCU, AND JUST TEXTED ME THIS WEEK AND SAID TRUSTING FOREMAN, CAN I MEET WITH YOU JUST TO TALK ABOUT HOW I'M DOING? DUSTIN, YOU REMEMBER, I GAVE HIM 1,000 DOLLARS OF MY OWN MONEY.

THIS KID IS STILL THINKING ABOUT THAT.

THIS IS GOING TO BE A BIG LIFT FOR OUR CHILDREN AND I APPRECIATE IT.

>> THANK YOU TRUSTEE FOREMAN.

IF THERE ISN'T ANYMORE QUESTIONS, WE'RE GOING TO MOVE ON TO 11, HOUSENAMING OF FACILITIES.

TRUSTEES HAVE ANY QUESTIONS UNDER THE PROPOSED NAME OF FACILITIES?

[11. PROPOSED NAMING OF FACILITIES]

I HAVE ONE THOUGH.

>> YES, I DO HAVE A QUESTION, PRESIDENT HENRY.

>> DID YOU HAVE ONE ON THE PREVIOUS ONE?

>> EXCUSE ME.

>> TRUSTEE WHITE, GO AHEAD. I GOT TO TAKE, YOUR HAND WAS UP. WE'RE GOING BACK TO POLICIES.

TRUSTEE WHITE, DID YOU HAVE A QUESTION ON THAT. FACILITIES?

>> THE ONE THAT I ACTUALLY DID HAVE A QUESTION ON, I GUESS I WILL BE MORE COMFORTABLE IF THE PROCUREMENT COMMITTEE WAS WORKING AND WE COULD GET INPUT FROM THAT.

I JUST FEEL WE NEED CHECKS AND BALANCES FOR US TO KEEP ABREAST ON WHAT'S BEING SPENT AND HOW WE AS A BOARD, FEEL IT NEEDS TO BE SPENT BECAUSE WE WERE ALL SURPRISED WHEN WE CAME BACK AND THE AUDITORIUM WAS REDECORATED.

MOST IMPORTANTLY, ANY MONEY THAT WE CAN USE IN THE CLASSROOM WILL BE A PLUS VERSUS SOMETHING THAT I FEEL IS NOT AS IMPORTANT AS FAR AS SPENDING IS CONCERNED.

THAT'S ALL I HAD TO SAY ON POLICY.

BUT THE NAMING OF THE SCHOOLS I WOULD LIKE TO KNOW AT THE VERY END AND THEN [INAUDIBLE] I HAVE TWO FORMS. I HAD THE POLICY PULLED UP ON THE OTHER END ONLINE ON THE OTHER, BUT THE OTHER ONE DID.

[02:15:05]

BUT AT THE VERY BOTTOM THERE'S A REQUEST TO HAVE THE NEXT SCHOOL THAT IS BUILT NAMED AFTER A INDIVIDUAL.

I DON'T APPROVE THAT BECAUSE I JUST FEEL LIKE THAT IS UP TO THE COMMUNITY TO DO THE NAMING OF BUILDINGS THAT'S IN THEIR AREA, BECAUSE I UNDERSTAND THAT THERE IS A PROCESS.

I HAVE A QUESTION.

IF YOU'RE JUST NAMING, SAY, A GYMNASIUM OR AUDITORIUM, I KNOW THERE'S NOT AS MUCH COST AS RENAMING A SCHOOL.

BUT WHAT IS THE AVERAGE COST FOR THAT? AND IF WE HAVE A SCHOOL WHERE WE'RE CHANGING IT TO, LET'S SAY A TAG OR ACADEMY, WHAT IS THE AVERAGE COST FOR THAT AS WELL?

>> I'D HAVE TO RESEARCH, TRUSTEE WHITE, WHAT THE COST IS.

IF THE NAME CHANGE, IT'S GOING TO BE THE SAME COST.

BECAUSE WHETHER IT'S TO TAG OR WHETHER IT'S RENAMING IT, IT'S STILL A RENAMING SO THE COSTS ARE STILL THE FRONT MARK KEY, ANYTHING THAT HAS THE SCHOOL NAME ON IT, BOTH PHYSICALLY AND THEN WE HAVE TO MAKE ADJUSTMENTS ELECTRONICALLY.

ANY TYPE OF SCHOOL EQUIPMENT, THERE'S A WHOLE LIST OF THINGS THAT HAVE SCHOOL NAMES ON THEM AND SO I COULD GET OUR TEAM TO GO DO A TYPICAL AVERAGE OF WHAT THAT COST, BUT I DON'T HAVE THAT CURRENTLY.

I'M SORRY, I COULDN'T HEAR WHICH SCHOOL YOU WERE REFERRING TO.

ARE YOU ASKING US THEN TO PULL THAT ONE OFF FOR NOW? IS THAT THE REQUEST?

>> NO. ACTUALLY THERE IS ONE THAT I WOULD REQUEST TO POOL ON BECAUSE IT SAYS NAME FOR NEW SCHOOLS.

ANY NEW SCHOOL, ANY NEW FACILITY, IT SAYS ALBERT F. TRISTAN.

THAT WAS SUBMITTED BY, I GUESS IT'S A FAMILY MEMBER, SOLOMON TRISTAN.

>> LET ME GET WITH OUR TEAM TO SEE IF THE ENTIRE PROCESS HAS BEEN COMPLETED AND THEN THE ADMINISTRATION CAN COME FORWARD WITH WHETHER THIS SHOULD REMAIN BY THE NIGHT MEETING OR NOT.

WE'LL GET WITH YOU IN-BETWEEN THERE.

WILL THAT MEET YOUR NEEDS?

>> WELL, AS FAR AS THIS IS CONCERNED, NO, BECAUSE THIS IS ASKING FOR THE NEXT BUILDING TO BE BUILT ANYWHERE TO BE NAMED AFTER THIS INDIVIDUAL.

AS I WAS SAYING THAT WE HAVE A PROCESS AND I DON'T FEEL THAT'S THE GREAT PROCESS IS BEING FOLLOWED.

BUT LIKE YOU SAID, THE PROCESS MAY NOT HAVE BEEN COMPLETED.

BUT I JUST WANTED TO ALSO MENTION IT BECAUSE I FEEL LIKE THAT IT'S A COMMUNITY ISSUE VERSUS SOMEONE JUST WANTING A BUILDING IN SOMEONE'S NAME.

THE REASON I'M ASKING ABOUT THE COST AS FAR AS CHANGING NAMES AND ADDING NAMES BECAUSE IT SEEMS TO BE A THING NOW TO NAME AUDITORIUM OR A GYMNASIUM AFTER INDIVIDUAL.

BEFORE THEY DIDN'T HAVE NAMES, I UNDERSTAND THAT.

BUT THAT'S WHY I'M ASKING ABOUT THE COST BECAUSE NOW THEY ARE REQUESTING NAMES TO BE PUT ON.

I'M NOT SURE, I'VE SEEN IN SOME OF THE NEW BUILDINGS.

* This transcript was compiled from uncorrected Closed Captioning.