Aug 10, 2023 Board Briefing

[00:00:03]

THE TIME IS NOW 11:36 A.M.

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

GOOD MORNING AND WELCOME TO THE BOARD BRIEFING.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

PLEASE STAND AND JOIN ME IN A MOMENT OF SILENCE.

THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

. OR WE HAVE SEVERAL TRUSTEES WHO WILL BE COMING WILL BE JOINING US LATE.

BUT THE TRUSTEES WHO ARE PRESENT AT THIS TIME.

TRUSTEE BEN MACKEY, TRUSTEE.

SARAH WEINBERG.

TRUSTEE. CAMILLE WHITE AND TRUSTEE JOE CARDON.

I'M DAN MICEK AND I'LL BE CHAIRING THIS MEETING.

AND WE'RE ALSO JOINED BY OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE ELIZALDE.

AND. TRUSTEE CARREÓN.

WOULD YOU CARE TO DO THE HONORS? IS THERE A REUNION? [SPANISH].

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

WE'RE UP TO ITEM THREE OF THE AGENDA.

ACKNOWLEDGMENT OF PUBLIC OFFICIALS.

I DO NOT SEE ANY IN THE AUDIENCE TODAY.

ITEM FOUR OF THE AGENDA CALLS FOR SPEAKERS TO THE AGENDA ITEMS.

[4. PUBLIC FORUM]

SO WE ARE GOING TO IF THERE'S NO NO OBJECTIONS, WE'VE JUST BEEN THROUGH ONE, THROUGH FOUR OF THE AGENDA.

[7. INFORMATION/REPORTS]

ALL RIGHT. WITH NO OBJECTIONS.

DR. ELIZALDE, YOU HAVE THE FLOOR.

THANK YOU, TRUSTEE. I'LL HAVE OUR TEAM GO AHEAD AND COME ON UP FOR THE PORTION THAT WE WILL DO IN OPEN SESSION.

MANY OF YOU I KNOW ARE AWARE THAT THERE IS A NEW LAW THAT WAS ORIGINALLY HOUSE BILL THREE, WHICH SPEAKS TO ARMED SECURITY OFFICERS AT CAMPUSES.

AND SO WE WANT TO BRING YOU AN UPDATE.

AND THEN THERE WILL BE SOME ITEMS THAT WE WILL DISCUSS IN CLOSED SESSION.

SO WITH THAT, I'LL TURN IT OVER TO OUR CHIEF OF POLICE.

WE HAVE OUR OWN POLICE DEPARTMENT IN DALLAS ISD.

I'LL TURN IT OVER TO CHIEF JOHN LAWTON, WHO WILL TAKE US THROUGH THE OPEN PORTION OF OUR REPORT.

ALL RIGHT. FIRST OF ALL, GOOD AFTERNOON.

GOOD AFTERNOON.

TODAY I'M GOING TO COVER AT THE HIGH LEVEL NOT NOT THE DETAILS REGARDING HOUSE BILL THREE AND THE MANDATES THAT ARE REQUIRED BY THIS HOUSE BILL. SO THIS IS HOUSE BILL THREE COMES FROM CHAPTER 37, SECTION 37.0814.

AND WITH THIS NEW REQUIREMENT, ALL CAMPUSES MUST HAVE AN ARMED SECURITY OFFICER DURING REGULAR HOURS.

THIS HAS TO BE COMPLETED BY SEPTEMBER 1ST OF THIS YEAR.

SO WE ARE WORKING DILIGENTLY TO MAKE THIS HAPPEN.

SO JUST TO KIND OF GIVE YOU AN EXPLANATION OF WHAT QUALIFIES AS AN ARMED SECURITY OFFICER BASED ON THE LAW, WE HAVE A SCHOOL DISTRICT PEACE OFFICER, WHICH IS AN EMPLOYEE THAT'S LICENSED BY TCOLE OR COMMISSIONED BY THE DISTRICT.

SO THAT WOULD BE LIKE MYSELF, I'M A SCHOOL DISTRICT PEACE OFFICER, SCHOOL RESOURCE OFFICERS ARE OFFICERS, COMMISSIONED PEACE OFFICERS THAT ACTUALLY WORK FOR MUNICIPALITIES. AND THEN WE GO INTO A CONTRACT WITH THAT MUNICIPALITY TO PROVIDE OFFICERS IN OUR SCHOOL.

THOSE ARE SCHOOL RESOURCE OFFICERS.

AND THEN, OF COURSE, COMMISSIONED POLICE OFFICERS.

THESE ARE LIKE OFF DUTY OFFICERS THAT CAN PROVIDE A SERVICE TO PROVIDE SECURITY FOR A DISTRICT, OR IT CAN BE FOR THE PURPOSE OF THIS DEFINITION OF ARMED SECURITY OFFICER. IT CAN ALSO BE A LEVEL THREE PEACE OFFICER, COMMISSIONED PEACE SECURITY OFFICER.

BEFORE WE GO ON, LET ME ALSO ADD THAT WE'VE USED IN OUR DISTRICT SOME OF THESE TERMS INTERCHANGEABLY, AND WE'RE GOING TO HAVE TO

[00:05:01]

SO RIGHT NOW, YOU MAY BE SAYING, WAIT A MINUTE, I USED TO THINK A SCHOOL RESOURCE OFFICER WAS AND WE NOW UNDERSTAND SPECIFICALLY BECAUSE OF THIS LAW, WE'RE GOING TO NEED TO BE VERY EXACT ON THE DEFINITIONS AND HOW WE USE THESE TERMS. IF YOU'LL GO BACK ONE MORE TIME FOR THE PREVIOUS SLIDE THAT YOU WERE ON.

SO I WANT TO GIVE SOME EXAMPLES TO HELP REFRAME THE DEFINITION.

AGAIN, WE IN OUR DISTRICT, WE DO HAVE OUR OWN POLICE DEPARTMENT AND SO WE HAVE DISTRICT EMPLOYEES WHO ARE LICENSED PEACE OFFICERS THAT NOT ONLY CARRY A GUN, THEY ARE ALSO LICENSED BY TCOLE, AND THEY HAVE ALL OF THE AUTHORITY OF A LICENSED PEACE OFFICER, LIKE A DALLAS, A CITY OF DALLAS POLICE OFFICER, SO THEY CAN ARREST AND SO ON.

THAT IS THE NUMBER OF INDIVIDUALS THAT WE HAVE IN OUR DISTRICT.

THIS NEW DEFINITION FOR ME, NOT NECESSARILY A NEW ONE FOR EVERYONE.

SCHOOL RESOURCE OFFICERS.

MY FRIEND IN GARLAND ISD HAS AN MOU WITH THE MUNICIPALITY OF GARLAND, SO THEY HAVE ACTUALLY SCHOOL RESOURCE OFFICERS BECAUSE THEY USE OFFICERS FROM THE MUNICIPALITY.

AND THEN THROUGH AN MOU, THOSE OFFICERS REPORT AND WORK AT THE DISTRICT.

NOW DALLAS ISD WOULD NOT HAVE THE AVAILABILITY TO ENGAGE IN AN MOU WITH THE CITY OF DALLAS BECAUSE WORKFORCE IS ALREADY A CHALLENGE FOR THE CITY OF DALLAS.

SO YOU COULD SEE THAT US SAYING, LET'S GO GET AN MOU WITH THE CITY OF DALLAS THERE.

THERE WOULD BE LIKE, WE DON'T HAVE ENOUGH OFFICERS TO TAKE CARE OF THE MUNICIPALITY.

SO THEY WOULD NOT BE WANTING TO DEVELOP AN MOU WITH US JUST BECAUSE OF THE CONSTRAINTS THAT THEY HAVE.

AND SO WE USED TO I USED TO I'LL SPEAK FOR MYSELF, I USED TO USE SCHOOL RESOURCE OFFICERS AS OUR POLICE OFFICERS.

BUT THE TRUTH IS THOSE ARE REALLY OUR SCHOOL PEACE OFFICERS BECAUSE WE DON'T HAVE AN MOU AND THEN THE COMMISSIONED PEACE OFFICERS STILL HAVE TO COME THROUGH.

WE WOULD NEED LIKE AN RFP TO GET A CONTRACTOR WHO WOULD THEN BE TRAINING THEM, OR WE COULD HAVE OFF DUTY INDIVIDUALS.

THERE IS A CHALLENGE WITH THAT AS WELL, SIMPLY BECAUSE YOU HAVE TO ASK YOURSELF IF I AM A DALLAS POLICE OFFICER.

AND I'M GOING TO WORK ADDITIONAL HOURS WITH THE CITY OF DALLAS.

I WOULD GET TIME AND A HALF WORKING THOSE ADDITIONAL HOURS.

IF I JUST GO WORK EXTRA HOURS WITH THE SCHOOL DISTRICT, THOSE WOULD BE AT A REGULAR RATE.

SO FROM A FINANCIAL STANDPOINT, THAT WOULDN'T MAKE SENSE.

AND OFFICERS ALSO HAVE LIMITED NUMBER OF HOURS.

AS I UNDERSTAND, ACCORDING TO LAW, YOU CAN'T WORK SO MANY.

YOU CAN'T JUST LIKE, I'M GOING TO WORK 24 HOURS NONSTOP, FOREVER AND EVER.

SO THERE ARE RESTRICTIONS ON HOW MANY HOURS.

SO JUST FIRST, BEFORE WE MOVE INTO THE NEXT SLIDE, I JUST WANTED TO MAKE SURE BECAUSE YOU'RE GOING TO HEAR SOME CHANGES IN TERMS FROM THE WAY WE USED TO USE THEM.

AND I JUST WANT TO BE VERY SENSITIVE TO IT BECAUSE WE REALLY NEED TO MAKE SURE THAT WE'RE USING THE RIGHT TERMINOLOGY.

NOW, WITH THIS NEW LAW.

YOU WANT TO GO AHEAD AND GO TO THE NEXT SLIDE? YES, MA'AM. OKAY.

SO THANK YOU FOR THAT, DR.

ELIZALDE. OKAY.

SO ALSO, WHEN THIS LAW WAS CREATED, HAVING CONVERSATIONS WITH THE TO AFTER THEY'VE TALKED TO THE LEGISLATURE, THE THE INTENT WAS TO HAVE POLICE OFFICERS IN OUR SCHOOLS.

BUT THEY SAID IF YOU CANNOT GET POLICE OFFICERS, WHETHER IT'S DUE TO LACK OF FUNDING OR LACK OF AVAILABLE PERSONNEL, YOU CAN ASK FOR A CLAIM, A GOOD CAUSE EXCEPTION.

AND THAT'S KIND OF THE DIRECTION THAT WE'RE GOING.

AND SO, YOU'LL NOTICE ON THE LACK OF FUNDING THAT EACH CAMPUS WILL RECEIVE $15,000 TO ASSIST WITH FUNDING.

AND SO THAT WOULD EQUATE TO PRETTY MUCH $3.6 MILLION A YEAR.

IN THE MORE DETAILED CONVERSATION, WE WILL TALK ABOUT WHAT THAT TOTAL COST WOULD LOOK LIKE.

AND OF COURSE, WE ALSO HAVE A LACK OF AVAILABLE PERSONNEL WHO QUALIFY TO SERVE AS LEVEL THREE SECURITY OFFICERS.

ANOTHER ALTERNATIVE STANDARD, OF COURSE, FOR THE GOOD CAUSE EXEMPTION WAS SCHOOL MARSHALS, SCHOOL GUARDIANS AND ALSO PRIVATE SECURITY.

AND THESE ARE THE LEVEL THREE SECURITY OFFICERS.

LEVEL THREE MEANS THAT A SECURITY OFFICER CAN CARRY A WEAPON.

LEVEL TWO, THEY DO NOT CARRY A WEAPON.

[00:10:04]

SO, I JUST WANTED TO KIND OF MAKE SURE THEY THOUGHT THIS WAS SO IMPORTANT IN THE LEGISLATURE THAT THEY INCLUDED.

AND MAKE SURE THAT THEY WANT TO MAKE SURE THAT PEOPLE UNDERSTAND.

ALTHOUGH THESE ARE LEVEL THREE COMMISSIONED OFFICERS, SECURITY OFFICERS, THEY DO NOT HAVE LAW ENFORCEMENT AUTHORITY.

SO THEY CANNOT MAKE ARRESTS.

THEY CAN RESPOND TO EMERGENCIES WHEN THERE'S DEATH OR SERIOUS BODILY INJURY.

BUT AND I ALSO WILL HAVE A LIST AFTER THIS THAT KIND OF EXPLAINS IN MORE DETAIL WHAT THE DUTIES THE DUTIES THAT CAN BE PERFORMED BY A PEACE OFFICER VERSUS OUR SECURITY OFFICERS.

SO AND THEN ALSO YOU SEE THAT THE RESPONSIBILITIES, ROLES AND RESPONSIBILITIES MUST BE INCLUDED IN OUR POLICY.

SO JUST A LITTLE BREAKDOWN.

THE LAW ENFORCEMENT VERSUS SECURITY, WHAT ARE THOSE THINGS THAT WHAT IS THE DIFFERENCE BETWEEN THE TWO? SO FOR LAW ENFORCEMENT OFFICERS AND YOU CAN YOU CAN READ THIS YOURSELF, BUT THE DIFFERENCE IS ENFORCEMENT OF STATE LAWS AND LOCAL LAWS.

THIS IS FOR LAW ENFORCEMENT INVESTIGATION OF CRIMINAL LAW OFFENSES.

WE CAN DO ACCIDENT INVESTIGATION.

AND ACTUALLY, PEOPLE MAY NOT KNOW THIS, BUT IF YOU'RE NOT IN LAW ENFORCEMENT, YOU'RE NOT SUPPOSED TO BE IN THE STREET DIRECTING TRAFFIC.

AND THEN, OF COURSE, WE ACT UNDER THE COLOR OF LAW.

SO THAT'S THE DIFFERENCE BETWEEN LAW ENFORCEMENT AND YOU SEE THE SECURITY DUTIES.

VERY ABLE TO PROTECT PEOPLE JUST LIKE ANY OTHER CIVILIAN.

THEY ARE PREPARED FOR ACTIVE VIOLENCE, WHICH MEANS THEY RECEIVE THAT EXPERIENCE AND KNOWLEDGE THROUGH TRAINING.

THEY PROTECT PROPERTY AND THEY'RE PREPARED FOR EMERGENCIES.

SO AS WE TALK ABOUT HIRING, BRINGING IN ARMED SECURITY OFFICERS, LEVEL THREE SECURITY OFFICERS, THERE ARE A FEW THINGS THAT THE LEGISLATURE HAS ALSO IMPLEMENTED.

OUR LEVEL THREE SECURITY OFFICERS WILL BE REQUIRED TO HAVE A PSYCHOLOGICAL EVALUATION.

SO IF THEY'RE GOING TO BE PLACED IN OUR SCHOOLS, THERE WILL BE A REQUIREMENT THAT THEY RECEIVE A PSYCHOLOGICAL EVALUATION AND THAT THEY'RE ALSO RUN THROUGH THE NATIONAL CRIME INFORMATION CENTER, OR NCIC AND THE TEXAS CRIME INFORMATION CENTER FOR BACKGROUND CHECK.

NOW SOME OF THE BEST PRACTICES THAT ARE OUT THERE AS WE TALK ABOUT PUTTING LEVEL THREE COMMISSION OFFICERS ON OUR CAMPUSES, WE WOULD WANT TO MAKE SURE THAT THEY RECEIVE DE-ESCALATION TRAINING, ACTIVE SHOOTER TRAINING.

CURRENTLY, ANY POLICE OFFICER OR PEACE OFFICER THAT WORKS WITHIN A SCHOOL DISTRICT IS REQUIRED TO ATTEND SCHOOL BASED LAW ENFORCEMENT TRAINING THAT'S REQUIRED BY THE STATE.

AND SO WE WOULD DEFINITELY LOOK AT CREATING SOME TYPE OF PROGRAM SO THAT OUR SECURITY OFFICERS WHO ARE ASSIGNED TO OUR SCHOOLS UNDERSTAND HOW TO INTERACT WITH OUR CHILDREN.

AND THEN, OF COURSE, A PHYSICAL EXAM.

AND THAT'S MORE SO THAT THEY CAN SEE.

THEY CAN HEAR.

WE'RE NOT TALKING ABOUT PUSH UPS, SIT UPS, THAT KIND OF THING.

WE'RE TALKING ABOUT MORE OF THAT.

THEY HAVE THE BASIC YOU KNOW, THEY CAN HEAR, SEE AND DO THOSE KIND OF THINGS AND THE PHYSICAL CAPABILITIES.

SO WITH THAT, THAT CONCLUDES THIS PRESENTATION HERE IN A LITTLE BIT.

WE'LL BE GOING IN CLOSED SESSION AND I WILL PROVIDE MORE INFORMATION RELATED TO OUR SECURITY.

ALL RIGHT. JUST FOR THE RECORD, WE HAVE A FULL HOUSE NOW.

ALL OF OUR TRUSTEES ARE HERE.

TRUSTEE FOREMAN FLORES JOHNSON AND PRESIDENT HENRY HAVE JOINED US.

AND, MR. PRESIDENT, I'LL TURN IT BACK OVER TO YOU.

THANK YOU, TRUSTEE. THANK YOU FOR THE PRESENTATION.

TRUSTEES. WE HAVE A FULL CLOSED SESSION ON THIS PARTICULAR TOPIC, SO IF YOU WOULD LIKE, WE CAN HOLD OUR QUESTIONS UNLESS THERE'S ANY PARTICULAR QUESTION YOU WANT TO ASK IN PUBLIC. WE'RE GOING TO HAVE A CLOSED SESSION DISCUSSION ON THIS PARTICULAR TOPIC.

ALL RIGHT, MR. PRESIDENT, I DO HAVE ONE QUESTION, AND THAT IS THE STATE FUNDING FOR THESE POSITIONS.

CAN YOU CAN YOU ELABORATE ON THAT? SO WE ARE RECEIVING $15,000 PER CAMPUS.

THAT WAS THE THREE POINT ROUGHLY $3.6 MILLION THAT WE WILL BE RECEIVING.

HOWEVER, THE EXPENDITURES ARE IN THE NEIGHBORHOOD OF ABOUT 12 MILLION.

SO IT IS A I WOULD STATE IT AS A $8 MILLION, $7 MILLION UNFUNDED MANDATE WITH REGARD TO THE SUPPORT THAT WILL BE NECESSARY.

AND THAT'S IN ADDITION TO THE FACT THAT THIS BOARD HAS ALREADY INVESTED MORE THAN $200 PER STUDENT IN THIS DISTRICT

[00:15:02]

THAT IS JUST THIS BOARD SUPPORT IN THE BUDGET OF ENSURING WE CONTINUE TO HAVE VESTIBULES KEYLESS ENTRY ACCESS, INCREASED LIGHTING, METAL DETECTORS AND SO ON.

OKAY, SO THAT'S $15,000 PER CAMPUS TO HIRE.

A RESOURCE OFFICER.

OKAY. AND THERE WAS OTHER FUNDING AS WELL.

RIGHT. FOR SECURITY FROM THE STATE.

WHAT WAS THAT? ALL RIGHT.

WELL, THE SAFETY ALLOTMENT WAS $9.72, AND THAT WENT UP TO A WHOPPING $10.

SO WE'RE GETTING $0.28 MORE.

FROM THAT SAFETY ALLOTMENT AND HOW MANY OF OUR CAMPUSES ALL ALREADY HAVE RESOURCE OFFICERS UNDER THIS DEFINITION? SO, WE WERE GOING TO GO INTO THAT IN MORE DETAIL IN A CLOSED SESSION.

OKAY. YES, SIR.

BUT RIGHT NOW, 72.

OKAY. THANK YOU.

THANK YOU. TRUSTEE JOHNSON, FOLLOWED BY TRUSTEE [INAUDIBLE].

THANK YOU, CHIEF, FOR YOUR PRESENTATION.

COULD YOU. I JUST WANT TO BUDGET FOR THE ENTIRE POLICE DEPARTMENT THAT WE HAVE.

SO, CAN YOU PROVIDE THAT? CAN ADMINISTRATION PROVIDE THAT AND PLACE THAT IN TRACKER? WE CAN PUT THAT IN THE TRACKER, AND WE CAN GET THAT.

ABSOLUTELY. THANK YOU.

TRUSTEE MACKEY YEAH, JUST A QUICK CLARIFYING QUESTION ON SLIDE TWO, WHERE IT LISTS THE DIFFERENT THE SCHOOL DISTRICT PEACE OFFICER, SCHOOL RESOURCE OFFICER AND THEN THE COMMISSION PEACE OFFICER EMPLOYED AS SECURITY PERSONNEL IS THAT THIRD BULLET POINT COMMISSION, PEACE OFFICER EMPLOYED A SECURITY PERSONNEL THE SAME AS IF YOU GO TO THE NEXT SLIDE. THE PRIVATE SECURITY COMMISSION, LEVEL THREE SECURITY OFFICER OR THOSE DIFFERENT BECAUSE THEY BOTH SAY SECURITY OFFICER.

TRYING TO UNDERSTAND IF THOSE ARE DIFFERENT OR THE SAME.

OKAY. SO GOING BACK TO SLIDE TWO, IT SAYS DISTRICT CONTRACTS DIRECTLY WITH AN OFF DUTY COMMISSIONED PEACE OFFICER.

THAT'S DIFFERENT. THAT'S A THAT'S A POLICE OFFICER.

THAT IS LAW ENFORCEMENT.

GOTCHA. OKAY. VERSUS LEVEL THREE.

RIGHT. AND SECURITY SERVICES CONTRACTOR.

THAT'S A LEVEL THREE. GOTCHA.

ALL RIGHT. THANK YOU. YES, SIR.

I MIGHT HAVE MISSED THIS. JOINED A BIT LATE.

I KNOW. TRUSTEE MITCH WAS ASKING ABOUT THE COST.

DR. ELIZALDE OR THESE COSTS ANNUAL.

DO WE SEE THEM NEXT YEAR? CAN WE ANTICIPATE SEEING THEM IN THE FUTURE? THANK YOU FOR ASKING THAT.

I DID FAIL TO MENTION THIS.

THIS IS NOT A ONE TIME COST BECAUSE THESE ARE INDIVIDUALS THAT WOULD BECOME EMPLOYEES OF THE DISTRICT.

SO THESE ARE ONGOING RECURRING COSTS, WHICH ALSO MEANS THAT AT ANY TIME THAT WE WOULD BE LOOKING AT RAISES TO OUR EMPLOYEES, THIS WOULD NOW ALSO BE ANOTHER GROUP THAT THERE'S EVEN THAT INCREASED COST.

SO IT'S RECURRING AND THEREFORE, OUR OVERALL PERSONNEL BUDGET HAS NOW ALSO INCREASED.

THANK YOU, SUPERINTENDENT. I DON'T SEE ANY ADDITIONAL COMMENTS.

TRUSTEES, WE'RE GOING TO GO.

OKAY, TRUSTEES, WE'RE GOING TO NOW RETIRE TO CLOSED SESSION.

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

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

THE BOARD IS GOING TO RETIRE THE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO THE FOLLOWING. 551.071 FOR PRIVATE CONSULTATION WITH ATTORNEYS ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF AN ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

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

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

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

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

SECTION 551.129 TO CONSULT WITH HIS ATTORNEYS BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE, CALL OR COMMUNICATIONS OVER THE INTERNET AND OPEN MEETING AND OR CLOSED SESSION. THE TIME IS NOW, 11:56 A.M.

AND WE'RE IN CLOSED SESSION.

ALL RIGHT, EVERYONE. IT'S NOW.

[00:20:03]

AND WE'RE BACK IN CLOSED SESSION.

THE BOARD DID NOT TAKE ANY ACTION IN CLOSED SESSION.

WE'RE GOING TO MOVE ON TO OUR FIRST REAL AGENDA ITEM, VISION AND PROGRESS MONITORING STUDENT OUTCOME GOALS.

[6. VISION/PROGRESS MONITORING]

LOZADA THANK YOU, PRESIDENT HENRY SO I'M GOING TO INVITE OUR TEAM TO COME UP AND.

BRING US SOME UPDATES.

WE'VE ALSO UPDATED OUR CALENDAR.

SO THIS YOU SHOULD BE ABLE TO FOLLOW ALONG THAT THIS IS THE TIME WE'LL BE BRINGING SOME DATA.

WE'RE REALLY WORKING THAT.

AS SOON AS WE GET SOME OF THIS DATA, WE WOULD BE BRINGING BRINGING IT TO YOU AS TIMELY AS POSSIBLE BECAUSE WE KNOW THAT IT MAKES A LOT MORE SENSE WHEN YOU CAN SEE THE DATA SOON, RATHER SOONER RATHER THAN LATER.

SO WE'LL BE TALKING ABOUT SOME OUTCOME GOALS AND GPMS AS WELL AS SOME CONSTRAINTS.

AND I KNOW WE HAD PART OF THIS WAS THROUGH THE EQUITY OFFICE.

SO I KNOW WE'RE TRYING TO SEE WHERE DR.

QUINN IS SO SHE CAN JOIN IN PART OF THIS AS THIS WAS A THIS WAS A REAL MULTI TEAM APPROACH TO FOCUSING ON OUR STUDENTS, SPECIFICALLY AFRICAN AMERICAN STUDENTS.

WHEN WE LOOK AT GOAL TWO AND SPECIFICALLY THE GPMS. AND SO WITH THAT, I'M GOING TO TURN IT OVER TO OUR TEAM TO GET US STARTED.

BEFORE BEFORE YOU ALL START, GIVE ME PAUSE FOR A MINUTE.

I'M GOING TO SEE WHAT TRUSTEE IS AND TRUSTEE JOHNSON IS.

GIVE ME ONE SECOND. TALK ABOUT A LOT OF THINGS AT THIS TABLE, BUT STUDENT OUTCOME GOALS AS RELATED TO KIDS IS PRETTY IMPORTANT.

SO I'D LIKE FOR ALL OF OUR TRUSTEES TO BE HERE IF THEY'RE ABLE TO BE HERE.

IT'S ALL RIGHT.

WE'LL START. DR. LAZARD.

OKAY. I'M NOT SURE WHICH TEAM IS ACTUALLY GOING TO GET US STARTED, SO I'LL JUST TURN IT OVER.

IT LOOKS LIKE DR. QUINN.

MAYBE. ALL RIGHT. DR.

QUINN, GET US GOING.

HELLO TO THE BOARD AND SUPERINTENDENT AND EVERYONE ELSE PRESENT AS OUR DISTRICT.

OUR COMMITMENT TO RACIAL EQUITY CONTINUES TO INTENSIFY.

I AM EXCITED YOU PRESSED THAT BUTTON.

I'M EXCITED TO SHARE TWO WORDS WITH YOU GUYS TODAY.

AND THOSE TWO WORDS ARE ON TRACK.

OKAY. THOSE ARE THE BUZZ WORDS FOR TODAY.

OUR TEACHERS AND STUDENTS WORKED REALLY HARD LAST YEAR, AND I HAVE THE PLEASURE TO SHARE WITH YOU THE PROGRESS OF OUR AFRICAN-AMERICAN STUDENTS IN MATH AND IN READING. SO AT THE END OF LAST SCHOOL YEAR, FIRST AND SECOND GRADE, AFRICAN-AMERICAN STUDENTS EXCEEDED THEIR MATH READING TARGETS BY SEVEN PERCENTAGE POINTS.

AND THOSE SAME FIRST AND SECOND GRADE AFRICAN-AMERICAN STUDENTS EXCEEDED THEIR MATH TARGETS BY NINE PERCENTAGE POINTS.

AND A LITTLE BIT LATER, DR.

TREJO WILL PRESENT A MORE DETAILED LOOK AT WHAT CONTRIBUTED TO THOSE GAINS.

AND SHE'S GOING TO SHARE SOME STRATEGIC ACTIONS THAT WE WILL TAKE IN ORDER TO CONTINUE THIS UPWARD TRAJECTORY FOR OUR STUDENTS.

SO NEXT SLIDE, PLEASE.

SO WE KNOW THAT THE CONSTRAINTS HELP OUR DISTRICT TO MEET ITS GOALS WITHOUT COMPROMISING OUR INTEGRITY.

IT'S IMPORTANT THAT CAMPUS STAFF EXPERIENCE A POSITIVE WORK ENVIRONMENT, AND IT'S ALSO IMPORTANT THAT OUR CAMPUS LEADERS FEEL LIKE THEY ARE SUPPORTED AND EMPOWERED TO DO THEIR JOBS. AND TRUE RACIAL EQUITY CONTINUES TO ELIMINATE SYSTEMIC DISPARITIES AND TO CLOSE ACHIEVEMENT GAPS SO THAT ALL STUDENTS WILL RECEIVE THE EDUCATION THAT THEY SO RIGHTFULLY DESERVE.

THAT BEING SAID, I'M REALLY PROUD TO SAY THOSE SAME TWO WORDS THEY APPLY WHEN WE LOOK AT OUR CONSTRAINTS ON TRACK.

WE ARE ON TRACK TO MEETING OUR CAMPUS STAFF SATISFACTION GOALS.

ON THE 2023 CLIMATE SURVEY, 70.3% OF OUR CAMPUS STAFF AGREED THAT THEIR SCHOOL OFFERED A POSITIVE CULTURE AND POSITIVE ENVIRONMENT IN WHICH TO WORK.

THIS IS 9/10 OF A PERCENTAGE POINT GAIN FROM LAST YEAR.

[00:25:02]

87.2% OF THE DALLAS ISD PRINCIPALS FELT THAT THE DISTRICT'S THEORY OF ACTION IS BEING EXECUTED WITH FIDELITY. THIS IS AN INCREASE OF 1.3 PERCENTAGE POINTS FROM LAST YEAR.

AND LASTLY, WE ARE BEING MORE INTENTIONAL ABOUT CLOSING GAPS BETWEEN STUDENT GROUPS AND THEIR OPPORTUNITIES TO BE ENROLLED IN RIGOROUS COURSEWORK. THE GAP BETWEEN AFRICAN AMERICAN AND IB STUDENTS, WHEN COMPARED TO ALL STUDENTS, WAS REDUCED BY 1.2 POINTS FROM THE PREVIOUS SCHOOL YEAR.

THE DISTRICT'S LONG TERM GOAL IS THE GAP WOULD BE REDUCED TO LESS THAN 5% BY YEAR 2025, AND SO CURRENTLY WE ARE AT 7.7%.

I WOULD SAY THAT WE ARE INDEED ON TRACK TO MEET THE 2025 GOAL.

AND NOW THE CHIEFS ARE GOING TO SHARE WITH YOU A REAR VIEW OF THE DATA THAT SHOWS HOW WE GOT TO OUR ON TRACK STATUS.

AND THEN THEY'RE ALSO GOING TO PRESENT TO YOU SOME STRATEGIC ADJUSTMENTS THAT WE WILL MAKE TO ENSURE THAT WE REMAIN ON TRACK.

THANK YOU, DR. QUINN.

I TOO, AM VERY, VERY EXCITED, ALONG WITH SUPERINTENDENT ELIZALDE, TO SHOW THE PROGRESS THAT WE'RE MAKING TOWARDS THESE GOALS.

WE DO HAVE LOTS OF WORK TO BE DONE, BUT WE ARE VERY EXCITED TO SHARE THE PROGRESS AND WANT TO ACKNOWLEDGE THAT THESE RESULTS DO REFLECT THE HARD WORK OF OUR CLASSROOM TEACHERS AND OUR CAMPUS LEADERS WHO GIVE THEIR ALL EVERY DAY ON SLIDE FOUR.

WE'RE PLEASED TO REPORT THAT WE ARE ON TRACK FOR GPM'S 2.2 AND 2.3, AND THIS DOES ALIGN TO OUR OVERALL 2025 GOAL FOCUSED ON THIRD GRADE STAR READING OUTCOMES AT THE MEETS LEVEL.

THIS LEADING INDICATOR DELINEATES SECOND GRADE READING OUTCOMES ON THE END OF YEAR MATH ASSESSMENT FOR AFRICAN AMERICAN STUDENTS AND SHOWS THAT OUR STUDENTS HAVE GAINED SEVEN PERCENTAGE POINTS YEAR OVER YEAR FROM 2122 TO 2223, EXCEEDING THE TARGET SET FOR THE 2223 SCHOOL YEAR.

THE TABLE AT THE RIGHT SHOWS THE CONTINUED COMMITMENT OF THE DISTRICT TO CLOSE OPPORTUNITY GAPS FOR OUR AFRICAN AMERICAN STUDENTS IN 20 2122.

THE DIFFERENCE IN MATH END OF YEAR OUTCOMES SHOW A DISPARITY OF 12 PERCENTAGE POINTS BETWEEN THE ALL STUDENT GROUP AND THE AFRICAN AMERICAN STUDENT GROUP.

FOR 2223, THAT DIFFERENTIAL HAS DECREASED TO NINE PERCENTAGE POINTS, INDICATING PROGRESS TOWARDS CLOSING THE READING GAP BETWEEN THOSE TWO CATEGORIES BY ONE QUARTER.

ON SLIDE FIVE.

WE'RE STILL REFERENCING STUDENT OUTCOMES FOR GOAL TWO.

THIS LEADING INDICATOR SHOWS THE PROGRESS OF FIRST GRADE AFRICAN-AMERICAN STUDENTS ON THE END OF YEAR MAP READING ASSESSMENT.

SIMILAR TO OUR SECOND GRADE STUDENTS, FIRST GRADERS OUTCOMES INCREASED BY SEVEN PERCENTAGE POINTS AND ONCE AGAIN EXCEEDED THE TARGET.

ALTHOUGH THE OPPORTUNITY GAP BETWEEN THE ALL STUDENT GROUP AND THE AFRICAN AMERICAN STUDENT CATEGORY DID NOT SHOW PROGRESS TOWARDS CLOSING THE GAP.

I WOULD LIKE TO NOTE THAT FIRST GRADE EMERGENT BILINGUAL STUDENT READING OUTCOMES ON MAP GREW BY NINE PERCENTAGE POINTS, AND WHEN COMPARED TO THE ALL STUDENT CATEGORY, ARE PERFORMING FOUR PERCENTAGE POINTS HIGHER IN READING ON THIS METRIC.

ON SLIDE SIX.

THIS IS SOME REALLY EXCITING DATA THAT WE REALLY WANT TO SHOW YOU AROUND COHORT MOVEMENT.

THIS HELPS US BETTER UNDERSTAND THE IMPORTANCE OF ACCELERATED INSTRUCTION FOR SPECIFIC STUDENT GROUPS SUCH AS AFRICAN AMERICAN.

IN THIS CASE, WE WANT TO ENSURE THAT NOT ONLY ARE GAINS IN READING OUTCOMES OCCURRING YEAR OVER YEAR WITH A DIFFERENT SET OF STUDENTS IN THE SAME GRADE LEVEL, BUT WE ALSO WANT TO STUDY THE GROWTH OF STUDENTS ONE FROM ONE GRADE LEVEL TO THE NEXT BY COHORT.

IN THIS CASE, YOU CAN SEE, FOR EXAMPLE, THAT SECOND GRADE AFRICAN AMERICAN STUDENTS IN 2122 WERE AT 27%, WHILE A DIFFERENT SET OF SECOND GRADE AFRICAN AMERICAN STUDENTS IN 2223 WERE AT 34%, INDICATING AN INCREASE OF SEVEN.

THIS TABLE ALSO SHOWS, THOUGH, THAT OUR CURRENT OUR 2223 SECOND GRADE STUDENTS ACTUALLY GREW 14 PERCENTAGE POINTS FROM THE END OF YEAR FIRST GRADE SCORES OF 22 TO THE END OF YEAR.

SECOND GRADE SCORES OF 34.

YOU'LL NOTICE WE ARE DEMONSTRATING OUR INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS RIGHT AFTER THE SAME DATA THAT'S PRESENTED TO MAKE IT A LITTLE EASIER TO MAKE CONNECTIONS. AND IN THIS CASE, OUR INPUTS, OUTPUTS AND ADJUSTMENTS ARE GROUNDED FOR READING IN CREATING CAPACITY FOR OUR STAFF AND THE SCIENCE OF TEACHING, READING

[00:30:06]

AS YOU KNOW, READING ACADEMY TRAINING IN THE DISTRICT IS NOW COMPLETE FOR THE MAJORITY OF OUR TEACHERS, WHICH PROVIDED FOUNDATIONAL LITERACY SKILLS, LITERACY SKILLS TRAINING TO KINDERGARTEN THROUGH THIRD GRADE TEACHERS AND THEIR CAMPUS PRINCIPALS.

THERE'S BEEN AN INTENTIONAL INVESTMENT IN ASSIGNING EARLY LEARNING SPECIALISTS AND READING INTERVENTIONISTS TO PROVIDE DIRECT INSTRUCTION SERVICES TO STUDENTS IN THE AREA OF READING.

BOTH OF THESE INPUTS HAVE SUPPORTED THE INCREASE IN THE OVERALL OUTCOMES FUTURE FACING.

WE PLAN TO UTILIZE THESE EFFECTIVE STRATEGIES DISTRICT WIDE BY PROVIDING HIGH QUALITY CURRICULAR RESOURCES GROUNDED IN THE SCIENCE OF TEACHING READING TO ALL TEACHERS AND EXPAND THE SUPPORT TO CAMPUSES IN THE FORM OF EARLY LEARNING SPECIALISTS, READING INTERVENTIONISTS AND DEMONSTRATION TEACHERS WORKING DIRECTLY WITH STUDENTS.

ON SLIDE EIGHT, WE NOW SWITCH OVER TO OUR MATH RESULTS.

THE MATH RESULTS DEMONSTRATE EVEN GREATER GAINS THAN THE READING, AND WE ARE ON TRACK ONCE AGAIN TO ECHO DR.

QUINN TO MEET GPM'S 3.2 AND 3.3 IN THE 2025 GOALS.

THESE ARE ALIGNED TO SUPPORT THIRD GRADE OUTCOMES.

MEET AT THE MEETS LEVEL ON STAAR MATH.

THESE LEADING INDICATORS FOR GPM 3.2 DELINEATE SECOND GRADE MATH OUTCOMES AT THE END OF YEAR ON THE MAP ASSESSMENT AND SHOW THAT OUR STUDENTS HAVE GAINED NINE PERCENTAGE POINTS YEAR OVER YEAR FROM 21, 22 TO 2223 AND HAVE EXCEEDED THE TARGET SET FOR THAT SCHOOL YEAR.

AS IN READING, OUR COMMITMENT TO CLOSE OPPORTUNITY GAPS FOR AFRICAN-AMERICAN STUDENTS IN MATHEMATICS IS HIGHLIGHTED IN THE TABLE ON THE RIGHT.

IN 2122, THE DIFFERENCE IN MATH END OF YEAR OUTCOMES SHOW A DISPARITY OF 15 POINTS, WHILE IN 2223, THE DIFFERENTIAL HAS DECREASED TO 11 POINTS, INDICATING PROGRESS TOWARDS CLOSING THE GAP ONCE AGAIN BY ONE QUARTER.

ON SLIDE NINE, STILL REFERENCING STUDENT OUTCOME GOAL THREE FOR MATHEMATICS, THIS LEADING INDICATOR 3.3 SHOWS THE PROGRESS OF OUR FIRST GRADE AFRICAN-AMERICAN STUDENTS ON THE END OF YEAR MATH READING ASSESSMENT.

SIMILAR TO OUR SECOND SECOND GRADE STUDENTS.

ONCE AGAIN, FIRST GRADE OUTCOMES INCREASED BY NINE PERCENTAGE POINTS, EXCEEDED THE TARGET.

AND IN THIS CASE, THE GAP CLOSURE SHOWS A ONE POINT DECREASE IN DISPARATE OUTCOMES.

SLIDE TEN IS ANOTHER LOOK AT OUR COHORT PERFORMANCE FOCUSED ON ACCELERATED INSTRUCTION YEAR OVER YEAR.

IN THIS CASE, WE ONCE AGAIN WANT TO ENSURE THAT OUR GAINS IN MATHEMATICS ARE NOT ONLY HORIZONTAL BUT ALSO VERTICAL.

IN THIS EXAMPLE, YOU CAN SEE THAT SECOND GRADE AFRICAN-AMERICAN STUDENTS GREW NINE PERCENTAGE POINTS FROM ONE YEAR TO THE NEXT ON MATH, MATH, MATH, MATH ASSESSMENTS. HOWEVER, THIS TABLE SHOWS THAT THE 20 TO 23 SECOND GRADE STUDENTS ACTUALLY GREW TWO PERCENTAGE POINTS FROM THE END OF THE YEAR, FIRST GRADE AT 25% TO END OF YEAR, SECOND GRADE AT 27%.

OUR INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS FOR MATHEMATICS FOCUS ON ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS FOR CONCEPTUAL MATHEMATICS AND STUDENT ACCESS TO HIGHLY TRAINED STAFF. IN THE UPCOMING YEAR, TEACHERS WILL HAVE TIME TO FOCUS ON LESSON DELIVERY AND STUDENT ENGAGEMENT, AND THE ADDITION OF DEMONSTRATION.

TEACHERS WILL ADD TO A STRONG INTERVENTION MENU BY INCREASING STUDENT ACCESS TO DIRECT INSTRUCTION FROM HIGHLY QUALIFIED STAFF.

AT THIS TIME, I'LL PASS THE PRESENTATION OVER TO CHIEF HEWITT, WHO WILL SHARE ON CONSTRAINT TO.

GOOD MORNING, PRESIDENT HENRY TRUSTEES AND SUPERINTENDENT DR.

ELIZALDE. I WILL SHARE AN UPDATE FOR OUR CONSTRAINT PROGRESS MEASURE TO ENSURE A HIGH LEVEL OF CAMPUS STAFF SATISFACTION.

CAN WE GO TO THE NEXT SLIDE? SORRY. THANK YOU.

THE GOAL FOR CONSTRAINT TWO IS FOR 2.2.

PARDON ME IS FOR THE PERCENTAGE OF POSITIVE AGREEMENT RESPONSES FROM THE SPRING CLIMATE SURVEY.

AND OUR GOAL IS TO INCREASE FROM 6 TO 8% FROM 2018 TO 73% BY 2025.

AND I AM ALSO HAPPY TO REPORT THAT WE ARE ON TRACK TO MEET THIS GOAL.

OUR OUTCOME FOR THIS YEAR WAS 70.3%.

WE CAN SEE IF WE TAKE A LOOK AT THE CHART THAT OF OUR 11 TARGETS OR PARDON ME, PERCEPTION STATEMENTS, WE HAD AN INCREASE IN NINE POSITIVE INCREASE IN NINE OUT OF 11 OF THOSE PERCEPTION STATEMENTS, INCLUDING INCLUDING DISCIPLINE, IS ENFORCED CONSISTENTLY AND EFFECTIVELY AT MY CAMPUS AND MORALE HAS IMPROVED THIS YEAR.

SO WE SAW POSITIVE GAINS WITH THOSE AND WE SAW A SLIGHT DECREASE IN TWO OF THOSE PERCEPTION STATEMENTS.

AND THAT INCLUDES, I BELIEVE I WORK IN AN ENVIRONMENT OF SUPPORT AND RESPECT, AND I AM SATISFIED WITH SATISFIED WITH THE RECOGNITION THAT I RECEIVED FOR DOING A GOOD JOB.

[00:35:03]

AND THAT HAS REALLY HELPED TO MITIGATE DISCIPLINE AT CAMPUSES.

ON THE NEXT SLIDE, WE'LL TALK A LITTLE BIT ABOUT SOME OF THE STRATEGIC ADJUSTMENTS THAT WE MADE.

IN ADDITION TO THE INPUTS AND OUTPUTS THAT WE HAVE TO DATE.

SO WE KNOW THAT WE WANT TO NUMBER ONE ALSO.

THANKS. GIVE A BIG KUDOS AND THANKS TO OUR DEPARTMENT FOR HELPING US IMPLEMENT A LOT OF THESE STRATEGIES THAT HAVE MADE A DIFFERENCE FOR OUR STAFF.

WE WANT TO HIGHLIGHT THE LAUNCH OF THE SERVICE RECOGNITION AWARDS.

THESE WERE PINS THAT WERE GIVEN TO STAFF THAT HAD FIVE YEAR MILESTONES.

I'M GOING TO BE HAPPY TO RECEIVE MY 25 YEAR PIN THIS YEAR.

JUST TO DATE, WE GAVE OUT ABOUT 13,000 PINS, 350 LIFETIME PLAQUES, AND 16 TEACHERS WERE RECOGNIZED FOR HAVING 55 PLUS YEARS OF SERVICE OR 55 PLUS YEARS OF SERVICE.

AND TWO TEACHERS WITH THE LONGEST TENURE INCLUDE BETTY GLOVER AT CLARION.

CLAIRE OLIVER.

BACK ON WHAT WILL MAKE THEIR JOB SOMETHING THAT THEY FEEL MAKE THEIR JOB, MAKE THEM FEEL SUPPORTED IN THEIR JOB.

PARDON ME.

OF STRATEGIC STAFFING AND.

EARLY LEARNING SPECIALIST DEMO TEACHERS AND READING INTERVENTIONISTS IN THOSE CAMPUSES, AND ALSO USING THAT STRATEGIC STAFFING TO REDUCE CLASS SIZE.

SO YOU'LL SEE THAT AS WELL.

WE ALSO JUST WANT TO HIGHLIGHT QUICKLY LASTLY, A TOUCH POINT AND THE TREATS THAT ARE GIVEN BY OUR SUPERINTENDENT.

THIS MONTH, I THINK THEY RECEIVED TOOTSIE ROLLS AND I'M SURE EVERYONE WOULD APPRECIATE THAT.

AND OUR PRINCIPALS ARE BUSY WORKING ON THEIR CULTURAL CALENDARS TO ENSURE THAT EVERY TEACHER IS RECOGNIZED AND FEELS VALUED AND LIKE.

AND NOW I'LL TURN IT OVER TO CHIEF BRIAN LUSK.

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

DR. ELIZALDE, AS I PICK IT UP FROM HERE, WE WILL MOVE TO CONSTRAINT THREE AND CONSTRAINT THREE MEASURES THE FIDELITY TO OUR THEORY OF IMPLEMENTATION, OF OUR THEORY OF ACTION, WHICH YOU AS WELL, YOU KNOW, IS OUTLINED IN A LOCAL.

AND SPECIFICALLY, WE MEASURE THE PRINCIPAL'S POSITIVE RESPONSES TO A SURVEY REGARDING BEING EMPOWERED AND SUPPORTED.

THE GOAL FOR 2025 IS 90% POSITIVE RESPONSES.

WE HAVE MADE PROGRESS FROM 22.

IN 2022 WE WERE AT 85.9 AND NOW WE ARE AT 87.2, A GAIN OF 1.3 PERCENTAGE POINTS.

AS NOTED BY DR. QUINN EARLIER, AS YOU CAN SEE, THE STOPLIGHT IS GREEN BECAUSE WE ARE ON TRACK TO ACHIEVE IT BY 2025.

AND I WOULD SAY IN ADDITION TO THE GOAL, YOU WILL SEE ANOTHER METRIC THERE.

WE MEASURE PRINCIPALS RESPONSES REGARDING THE THEORY OF ACTION PROVIDING A CONTINUUM OF SUPPORTS AND AUTONOMIES.

[00:40:04]

SO I'LL QUICKLY MOVE THROUGH THE INPUTS, OUTPUTS AND STRATEGIC STRATEGIC ADJUSTMENTS AS OTHERS HAVE.

I'LL STAY IN THE COLUMN OF INPUTS ALL THE WAY DOWN.

THEN I'LL KIND OF MOVE FROM LEFT TO RIGHT THERE.

BUT BEGINNING WITH THE INPUTS, THE 22-23 SCHOOL YEAR INVOLVED GARNERING FEEDBACK FROM OUR PRINCIPALS THROUGH ONE ON ONE MEETINGS, THROUGH PROFESSIONAL DEVELOPMENT AND THROUGH A DISTRICT WIDE COMMITTEE THAT GOT FEEDBACK THROUGHOUT THE YEAR.

THEORY OF ACTION WAS MEETING THE NEEDS OF OUR CAMPUS PRINCIPALS AND TEAMS. WITH THAT, OF COURSE, THEN WE WOULD MAKE THE ADJUSTMENTS FOR THE UPCOMING SCHOOL YEAR, WHICH WE'RE QUICKLY APPROACHING 2324, TO MAKE SURE THAT THESE AUTONOMIES AND SUPPORTS MEET THE NEEDS OF OUR PRINCIPALS.

AND I WILL SAY THAT WE ALSO WORKED VERY CLOSELY WITH SCHOOL LEADERSHIP BECAUSE IN THE END WE NEED TO MAKE SURE SCHOOL LEADERSHIP CAN SUPPORT THIS AND IT MEETS THE NEEDS OF THEIR PRINCIPALS AND THEIR RESPECTIVE TEAMS. IN ADDITION TO THAT, THERE WAS PROFESSIONAL DEVELOPMENT MULTIPLE TIMES THROUGHOUT THE YEAR AND OPTIONS TO GAIN MORE UNDERSTANDING.

AND SOME OF THOSE ONE ON ONES WERE DONE AS PART OF A PROFESSIONAL DEVELOPMENT.

AND THEN FINALLY IN THE INPUTS COLLABORATION WITH CENTRAL OFFICE TEAMS, BECAUSE WE KNOW WE ARE HERE TO SERVE SCHOOLS AND IF WE DO THAT WELL, THEN SCHOOLS WILL HAVE WHAT THEY NEED AND THEY CAN FUNCTION MOST EFFECTIVELY.

AND SO WE MADE SURE THAT WHATEVER AUTONOMIES AND SUPPORTS THAT WERE TO BE PROVIDED WERE DONE SO IN A TIMELY MANNER WITHIN THE SCHOOL YEAR WHEN THEY WERE ACTUALLY NEEDED.

SO NOW I'LL MOVE TO THE NEXT COLUMN, WHICH IS OUR OUTPUTS TO DATE.

AND SO WE HAD SCHOOLS.

OUR CAMPUSES WERE SUPPORTED WITH $15,000, HPC CAMPUSES WHERE I SHOULD SAY WITH $15,000 TO INCENTIVIZE ACHIEVEMENT, ATTENDANCE AND POSITIVE BEHAVIOR.

AND I WILL TELL YOU THAT 85 OF THE 88 CAMPUSES TOOK GREAT USE OF THAT THOSE FUNDS, AND IT MADE A DIFFERENCE FOR OUR KIDDOS AND WE'RE EXCITED ABOUT THAT.

IN ADDITION, WE HAD A NEWSLETTER THAT WE PRODUCED EACH MONTH SO THAT PRINCIPALS KNEW REAL TIME WHAT WAS ON THE HORIZON.

SO IF WE WERE APPROACHING A GIVEN TIME OF YEAR WHERE THEY HAD ACCESS AND AUTONOMY OR SUPPORT, IT WAS OUTLINED IN THAT NEWSLETTER.

SO THEY DIDN'T HAVE TO KIND OF REMEMBER ON THEIR OWN.

WE HELPED PROVIDE THAT IN THE NEWSLETTER, SO THEY KNEW IT WAS TIME TO ACCESS A GIVEN OPPORTUNITY.

AND THEN WE HAD OVER 300 AUTONOMY IMPLEMENTATIONS THAT WERE UTILIZED THIS PAST SCHOOL YEAR.

SO I'LL TURN TO THE ADJUSTMENTS QUICKLY AND JUST LAY OUT SOME OF THE ADJUSTMENTS THAT WE MADE.

WE RECOGNIZED THAT WE HAD TO STREAMLINE OUR AUTONOMY AND SUPPORT.

SO WE DID STREAMLINE AND STREAMLINE AUTONOMY IS EXCUSE ME, FROM 30 TO 16 AND THEN SUPPORT FROM 47 TO 35.

BUT I THINK WHAT WE REALIZED FROM THE VOICE OF THE PRINCIPALS WAS LESS IS MORE.

WE HAD TOO MANY OPPORTUNITIES, ESPECIALLY IN THE AUTONOMY SIDE, THAT WERE REALLY NOT BEING MAXIMIZED.

SO WE MADE THE ADJUSTMENTS.

WE ALSO WILL PROVIDE ONGOING SUPPORT THIS YEAR THROUGH WEBINARS, CHATS AND VIRTUAL MEETINGS SO THAT PRINCIPALS CAN ACCESS THIS INFORMATION AT THEIR AT THEIR LEISURE IN THEIR DISCRETION. AND THEN FINALLY, WE WILL MAKE SURE THAT WE CONTINUE TO WORK WITH CENTRAL OFFICE TO FACILITATE THE IMPLEMENTATION OF THESE AUTONOMY AND SUPPORTS.

NEXT SLIDE. WE'LL NOW MOVE TO CONSTRAINT PROGRESS MEASURE 4.2 AND 4.2 MEASURES.

THE ENROLLMENT OF AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENTS IN HIGH SCHOOL RIGOROUS COURSEWORK.

I'M GOING TO SAY AGAIN HIGH SCHOOL RIGOROUS COURSEWORK IN HIGH SCHOOL, RIGOROUS COURSEWORK FOR US IS DEFINED AS DUAL CREDIT ADVANCED PLACEMENT AS WELL AS CAREER AND TECHNICAL EDUCATION LEVEL TWO COURSES.

SO REALLY THREE BIG BUCKETS.

AS YOU CAN SEE, THE STOPLIGHT IS GREEN.

IT'S WHERE WE'RE MAKING PROGRESS TOWARD THE TOWARD MEETING THAT GOAL IN 2025 OF BEING LESS THAN 5% COMPARED TO OTHER STUDENTS.

FROM 21 TO 22, THE GAP HAS DECREASED BY 1.7 PERCENTAGE POINTS, TAKING THE GAP TO 7.7.

WHILE WE'RE NOT HAPPY WITH THAT, WE'RE GOING TO CONTINUE TO MOVE THE NEEDLE IN THE RIGHT DIRECTION BY PROVIDING OPPORTUNITIES FOR OUR STUDENTS AND MAKING SURE THEY'RE SUCCESSFUL.

75.2% OF OUR AFRICAN AMERICAN STUDENTS ENROLLED IN A RIGOROUS COURSE IN 2223, AND 80.7% OF EMERGENT BILINGUALS ENROLLED IN A RIGOROUS COURSE AS WELL IN 2020, 2223.

COLLECTIVELY, 79.1% WERE ENROLLED COMPARED TO THE PREVIOUS COMPARED TO THE PREVIOUS YEAR, WHICH WAS 77.8%.

I'LL MOVE TO SLIDE FOUR NOW AND TALK ABOUT THE INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS IN THIS CASE.

SO I WILL ACTUALLY MOVE ACROSS THE SCREEN.

SO I'LL MOVE FROM INPUT TO OUTPUT TO ADJUSTMENT BECAUSE THERE'S A DIRECT CONNECT WITH EACH OF THESE FOR FOR THE MOST PART.

SO FOR INPUT ONE BEGINNING WITH THE FIRST INPUT, THERE WAS AN INCREASE IN AP OFFERINGS FROM 22-23 FROM THE PREVIOUS YEAR AND ONE ONE INCLUDED A VIRTUAL AP COURSE AND IT SERVED AS A PILOT FOR US TO UNDERSTAND.

IF WE OFFERED AP COURSES VIRTUALLY, WOULD IT MAKE A DIFFERENCE? AND THE ANSWER IS YES.

AND YOU'LL SEE MORE INFORMATION IN A MOMENT ABOUT THAT.

THE OUTPUT, AS YOU CAN SEE, OUR AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENTS HAD AN INCREASE OF 5% FROM 24 TO 29%

[00:45:04]

AND I WILL BE CLEAR THAT WE ARE MAKING SURE THAT WE ARE PROVIDING ACCESS AND EQUITY FOR CAMPUSES WHO NEED IT MOST.

SO THAT'S REALLY WHAT THIS IS AIMED AT.

I'LL GO TO THE SECOND INPUT, WHICH IS PRINCIPALS IDENTIFIED COHERENCY, CTE PROGRAMS OF STUDY.

YOU KNOW, EVERY HIGH SCHOOL HAS PROGRAMS OF STUDY AND THEY WILL CONTINUE TO DO SO.

WHAT WE HAD TO KIND OF RESET ON WAS THE PANDEMIC KIND OF THREW US OFF A LITTLE BIT.

SO IF YOU LOOKED AT A HIGH SCHOOL'S PROGRAM OF STUDY, WHETHER IT WOULD BE CULINARY BUSINESS, ETCETERA, MANY OF THE PROGRAMS OF STUDY DIDN'T HAVE A SEQUENCE OF COURSES THAT WERE STARTING AT FRESHMAN YEAR AND GOING ALL THE WAY THROUGH THE SENIOR YEAR BECAUSE OF THE PANDEMIC.

THERE WERE ADJUSTMENTS MADE. SO PRINCIPALS AS WELL AS PEOPLE FROM MY TEAM WORKED TOGETHER THIS PAST SCHOOL YEAR TO MAKE SURE EVERY CAMPUS HAS OUTLINED VERY CLEARLY THE PROGRAMS OF STUDY WITH THE COURSE ONE AND COURSES, BECAUSE WE ALSO TALKED ABOUT A FEW MONTHS AGO, THE NEW RULES FROM THE STATE.

SO WE WANT TO MAKE SURE THAT OUR STUDENTS LEAVE WITH A CREDENTIAL AND IT ALSO HELPS OUR SCHOOLS BE SUCCESSFUL.

AND SO WITH THAT, I WILL SAY AS PART OF THAT CONVERSATION THAT WORK, WE SAW A SIGNIFICANT, SIGNIFICANT INCREASE IN THE ATTAINMENT OF INDUSTRY BASED CERTIFICATIONS FROM 29% AND 22 CLOSURE TO WE'RE PROJECTING 60% FOR THE CLOSING OF 23 SCHOOL YEARS.

SO WE'RE VERY PLEASED ABOUT THE WORK THAT OUR PRINCIPALS AND THEIR TEAMS HAVE DONE.

AND THEN I'LL MOVE TO THE STRATEGIC ADJUSTMENT, WHICH REALLY IS MAKING SURE AS WE MOVE INTO THIS SCHOOL YEAR, AS WE IMPLEMENT THROUGHOUT THE SCHOOL YEAR, THAT OUR STUDENTS ARE IN THESE COHERENT COURSES AND THAT CONTINUES FROM NOW FORWARD.

ALL RIGHT. I'LL MOVE TO THE NEXT INPUT, WHICH IS HELD QUARTERLY PRINCIPAL PROFESSIONAL DEVELOPMENTS.

SO WHAT WE RECOGNIZE IS THERE WAS A NEED FOR ALL OF US TO GET SORT OF LEVEL SET ON WHAT ARE THE BEST PRACTICES THAT WE CAN IMPLEMENT TO MAKE SURE ALL OF OUR SCHOOLS ARE MEETING THE NEEDS OF OUR STUDENTS AND SO THAT THOSE WERE HELD QUARTERLY LAST YEAR AND THAT WILL CONTINUE.

WE FOUND THAT TO BE VERY SUCCESSFUL.

BUT WITH THAT, THROUGH HELPING WITH UNDERSTANDING OUR CAREER, INSTITUTE ENROLLMENT IS INCREASING SIGNIFICANTLY AND YOU'LL SEE FROM 21 TO 22 OR EXCUSE ME, 21, 22 TO 22, 23, IT WENT UP 36.9% FROM 2049 STUDENTS TO 2805 STUDENTS.

AND WE'RE EXPECTING OVER 5000 STUDENTS ENROLLED IN OUR CAREER INSTITUTES STARTING THIS SEMESTER, WHICH IS ABOUT 88% INCREASE.

AND THEN FINALLY, AS A STRATEGIC ADJUSTMENT ON THE FAR RIGHT, WE WILL BE IMPLEMENTING A NEW DASHBOARD.

THIS DASHBOARD WILL HELP US BE VERY STRATEGIC AND FOCUSED ON OUR STUDENT GROUPS SO THAT WE CAN VARY THROUGHOUT THE YEAR.

PROGRESS MONITOR SUCCESS OF STUDENTS, BUT ALSO IT WILL HELP OUR COUNSELING AND COUNSELING TEAMS TO REALLY UNDERSTAND THE WORK THAT HAPPENS THROUGHOUT THE YEAR FOR A STUDENT ANY GIVEN YEAR, BECAUSE THEY CAN ACTUALLY TAKE PUT NOTES INTO THE SYSTEM AND SORT OF PROGRESS MONITOR IT THROUGHOUT THE YEAR AND THEN IN SUBSEQUENT YEARS.

AND THEN THE LAST INPUT I'LL TALK ABOUT WILL BE THE DUAL CREDIT INCREASE IN DUAL CREDIT.

I THINK THE THE PANDEMIC, AS YOU'LL SEE IN THE DATA IN THE MIDDLE COLUMN, HAD AN EFFECT ON OUR STUDENTS.

AND I THINK THIS KIND OF SPEAKS TO IT.

WE HAD A SIGNIFICANT BUMP IN DUAL CREDIT FROM 22 TO 23 FROM 7498 TO 9219, AND THAT'S IN P-TECH EARLY COLLEGE AND ON THE OTHER SIDE OF THE SCHOOL.

SO IT'S ON BOTH.

IT REALLY HELPS ALL OF OUR STUDENTS, NOT JUST ONE SET OF STUDENTS.

AND THEN FINALLY, I WOULD SAY THAT THE LAST BULLET THERE SPEAKS DIRECTLY TO THE FACT THAT WE WANT TO MAKE SURE THAT WE ARE ADVISING STUDENTS WELL AND.

WE HAVE A CLEAR TRACK OF EVERY PATHWAY AND PROGRAM THAT WE HAVE.

SO WE ARE AS PART OF THIS DASHBOARD, WE WILL VERY CLEARLY MONITOR THE PATHWAY THAT STUDENTS ARE ON AND MAKE SURE THAT THEY TAKE THE RIGHT COURSES EACH YEAR SO THAT THEY CAN CONTINUE TO MAXIMIZE THEIR SUCCESS.

SO WITH THAT, WE'LL TAKE QUESTIONS.

THANK YOU ALL FOR THE PRESENTATION.

TRUSTEE FOREMAN.

THANK YOU.

SEVERAL QUESTIONS.

BRIAN, I'LL START WITH WITH YOU SINCE YOU WERE THE LAST ONE TO PRESENT.

I HOPE YOU CAN HEAR ME.

YES, MA'AM. ONE OF THE THINGS I THINK IS IMPORTANT FOR ME IS TOO OFTEN WHEN WE COME AND TALK ABOUT OUR PROGRESS, WE ALWAYS ADD EMERGING BILINGUAL AND AFRICAN AMERICANS.

I THINK THAT NEEDS TO BE SEPARATED, SO THERE'S A CLEAR UNDERSTANDING AND I'VE SAID THIS BEFORE, THERE'S A CLEAR UNDERSTANDING OF WHICH GROUP IS MOVING FORWARD AND WHO WILL NEED MORE HELP AS YOU CONTINUE TO PUT THEM TOGETHER THERE'S NOT A CLEAR UNDERSTANDING FOR ME, AND SO I'D JUST LIKE TO SEE US DO THAT.

I'M CLEAR THAT THE CAREER INSTITUTES ARE OUR NEW BABY AND SO THAT'S GOING TO CONTINUE TO GROW.

[00:50:02]

BUT I ALSO LIKE THE IDEA OF HAVING CERTIFICATIONS WITHIN OUR NEIGHBORHOOD SCHOOLS SO THAT THERE IS THERE'S A DIFFERENCE IN CAREER INSTITUTE GROWTH AND CERTIFICATION IN OUR NEIGHBORHOOD SCHOOLS SUPERINTENDENT SO THAT THAT OUR STUDENTS WHO MAY NOT WANT TO GO TO A CAREER INSTITUTE STILL HAS THAT OPPORTUNITY FOR CERTIFICATIONS.

FOR INSTANCE, AT CARTER, IF WE HAD LAW CERTIFICATION FOR A PARALEGAL, JUST THAT'S JUST AN EXAMPLE WHICH WOULD NOT BE IN OUR CAREER INSTITUTE.

SO I'D REALLY LIKE FOR US TO PURSUE THAT ALSO.

YES, MA'AM. I JUST SAID, YES, MA'AM, FOR SURE.

WE AGREE. YES. I JUST TOOK A BREATH, I'M GOING, I'M STILL GOING.

THE DUAL CREDIT AND ADVANCED PLACEMENT COURSES.

I KNOW WE'RE DOING SOME WORK ON THAT, BUT I'D LIKE TO SEE, PARTICULARLY IN OUR NEIGHBORHOOD SCHOOLS, THAT WE HAVE MORE OF THOSE OPPORTUNITIES AVAILABLE FOR OUR STUDENTS, BECAUSE A LOT OF TIMES WHAT'S HAPPENING IS OUR STUDENTS, PARTICULARLY AFRICAN AMERICAN STUDENTS, ARE NOT GETTING INTO OUR MAGNET AND CHOICE SCHOOLS.

AND SO A LOT OF OTHER STUDENTS ARE PICKING UP ON THAT.

BUT IF WE HAVE IT IN OUR NEIGHBORHOOD SCHOOLS ALSO AS AN OFFERING, I THINK IT'S A BETTER OPPORTUNITY FOR US TO GROW ALL OF THE STUDENTS AND MAKE SURE THAT THAT TAKES PLACE.

LET ME SEE.

THE THEORY OF ACTION BRIAN AND MAYBE TIFFANY, YOU CAN HELP ME WITH THIS TOO.

WHAT HAPPENS? WELL, THIS YEAR IS AN ANOMALY.

WE HAVE A LOT OF NEW PRINCIPALS.

SO DO THEY GET THE SAME AUTONOMIES THAT THE PREVIOUS PRINCIPAL HAS? OR DO THEY START OVER? NO, THE CAMPUS, THE CAMPUS, THE AUTONOMY IS FOR THE CAMPUS AND SUPPORTS THAT THEY WOULD EARN.

THEY REMAIN SO THEY DON'T START OVER WITH A NEW PRINCIPAL.

WE WOULDN'T WANT TO PENALIZE A SCHOOL FOR A CHANGE IN LEADERSHIP.

I JUST WANT TO I WANT TO MAKE SURE I UNDERSTAND THAT THAT THERE IS NO PENALTY.

SO WE HAD HOW MANY DIFFERENT AUTONOMIES, BRIAN? WE HAVE GONE FROM 30 TO 16 BECAUSE WHAT WE RECOGNIZE IS WE JUST HAD TOO MANY AND THEY WEREN'T MEANINGFUL TO OUR PRINCIPLES, SO WE MADE ADJUSTMENTS.

COULD YOU SHARE WITH US THE 30 AND THEN THE 16 THAT WE ENDED UP WITH? JUST SO I PERSONALLY CAN, I MEAN SHARE WITH THE BOARD SO THAT I CAN HAVE SOME CLARITY.

BOARD REPORT. YEAH.

YES, ABSOLUTELY. THAT'S GOOD.

SO THAT I CAN HAVE SOME CLARITY ON WHAT THAT IS.

I THINK, CHIEF HEWITT, DID YOU TALK ABOUT THE 90% POSITIVE RESPONSES ON THE SURVEYS? I CAN'T REMEMBER WHO DID.

WELL, SINCE WE CAN'T REMEMBER, LET'S GO ON TO SOMETHING ELSE.

OH, YEAH, I DID HEAR YOU TALK ABOUT THE FACT THAT WE HAVE DONE SEVERAL THINGS TO MAKE TEACHERS FEEL GOOD ABOUT TEACHING IN DALLAS ISD.

WHAT I HEARD, THOUGH, WAS IS THAT THEY WERE THE NEW TEACHERS.

WELL, EVERYBODY UP HERE KNOWS THAT.

I CONTINUE TO SAY WE'VE GOT TO FIGURE OUT A WAY TO INCENTIVIZE AND MAKE IT KNOWN THAT WE WANT OUR TENURED TEACHERS BECAUSE OUR TENURED TEACHERS ARE GOING TO BE THE ONES THAT'S GOING TO HAVE TO TRAIN THE NEW TEACHERS.

AND SO AS WE ROLL OUT THESE PROGRAMS, I JUST WISH THAT YOU WOULD TAKE INTO CONSIDERATION AND I KNOW YOU'RE DOING SOME THINGS, SO I'M NOT FUSSING, I'M JUST ADDING ON, IS THAT WE DO MORE TO TRY TO MAKE SURE THAT WE LOOK TO OUR TENURED TEACHERS.

AND IT WOULDN'T BE A BAD IDEA JUST TO GET ABOUT 5 OR 10 OF THEM AND HAVE A CONVERSATION FROM DIFFERENT SCHOOLS ABOUT WHAT DOES THAT LOOK LIKE? BECAUSE WE DO LOSE A LOT OF OUR TENURED TEACHERS TO OUR SUBURBAN SCHOOL DISTRICTS.

AND I WOULD LOVE TO SEE US LOOK AT HOW WE CAN DO THAT.

AND I KNOW BECAUSE REI WE DON'T LOOK AT TENURE.

I DON'T CARE. WE NEED TO LOOK AT HOW WE KEEP THOSE TEACHERS, WHICH WOULD MAKE A LOT OF SENSE TO ME AND STOP ME WHEN I GO TOO LONG.

BUT TRYING TO GET TO SHANNON.

[00:55:08]

OR MAYBE IT WAS. BUT THE WE TALKED ABOUT INCREASED IBC ATTAINMENT FROM 29% TO 60%.

WAS THAT YOU? THAT WAS ME. YES, MA'AM. OKAY.

SO WHAT DOES THAT LOOK LIKE? BECAUSE WE HAVE FEW IB CAMPUSES.

NO, IT WAS I SAID IBC AND I SHOULD HAVE SAID INDUSTRY BASED CERTIFICATION.

SO YOU'RE RIGHT, WE HAVE A FEW IB, BUT THIS IS AROUND CERTIFICATIONS.

THAT'S BETTER. THANK YOU.

UM. YOU CAN COME BACK TO ME.

I'LL STILL LOOK.

THANK YOU TRUSTEE FOREMAN. TRUSTEE MACKEY.

THANK YOU, PRESIDENT HENRY.

THANK YOU ALL FOR THE COMPREHENSIVE PRESENTATION OF A LOT OF DIFFERENT THINGS HERE.

AND CONGRATULATIONS FOR BEING ON TRACK WITH SOME VERY RIGOROUS GOALS.

WE SET THESE GOALS WHEN PRESIDENT HENRY 2019, 2020.

AND THEN WE HAD A LOT OF CHANGES DUE TO COVID, WHICH WE DIDN'T ANTICIPATE.

AND THE ONE THING THAT STAYED THE CASE IS EVEN THOUGH WE MIGHT HAVE CHANGED YEARLY TARGETS, WE STILL DIDN'T LOWER THE GOALS.

AND YOU ALL HAVE MET ALL OF THEM.

AND I THINK THIS YOU ALL DESERVE A TON OF CREDIT FOR THIS.

YOU AND YOUR TEAMS, OF COURSE, THE TEACHERS, STAFF ON THE SCHOOLS, EVERYBODY.

BUT ALSO, I THINK THIS IS WHAT IS POSSIBLE WHEN THIS BOARD IDENTIFIES THE MOST IMPORTANT THINGS, PUTS THEM ON PAPER, KEEPS THEM UP HERE AND MONITORS THEM EVERY SINGLE MONTH.

AND I THINK THE MORE WE CAN DO THIS AS A BOARD TO STAY FOCUSED ON WHAT WE HAVE SAID IS THE MOST IMPORTANT THINGS WHICH WE'RE MONITORING HERE TODAY THAT CREATES THE CONDITIONS FOR YOU ALL TO BE ABLE TO DO THIS, KNOWING FULL WELL THAT THAT'S WHAT WE'RE GOING TO ASK ABOUT, NOT ANY OTHER MILLION THINGS THAT ARE ALSO IMPORTANT.

BUT THESE ARE THE MOST IMPORTANT, AND THAT'S OKAY TO HAVE THAT PRIORITY.

SO CONGRATULATIONS TO THAT.

I DO HAVE SOME CLARIFYING QUESTIONS.

SO FIRST OF ALL, IF WE CAN GO WE'LL START WITH YOU, SHANNON, SINCE WE JUST KEEP GOING BACK AND FORTH, I GUESS DOWN THIS, THE GOALS TWO AND THREE.

SO FIRST OF ALL, THIS IS SOME INCREDIBLE WORK.

THERE'S STILL A LONG WAY TO GO.

WE'VE GOT A LOT OF GAPS TO CLOSE.

POSIT SLIDE SIX IF WE CAN, OR SLIDE SIX OR SLIDE TEN.

THESE ARE SUPER HELPFUL FOR ME AND TO CONCEPTUALIZE THE FACT BECAUSE OFTENTIMES WHEN WE JUST SAW A YEAR OVER YEAR, OH, WE GREW 35 TO 37, THAT DOESN'T FEEL LIKE A LOT. BUT WHEN YOU LOOK AT IT LIKE THIS AND YOU LOOK AT THE KIDS, THESE KIDS GROW 27 TO 37 AND NOW THEY'RE GOING TO BE STARTING AT 37 INSTEAD OF THIS YEAR, STARTING AT 35.

AND YOU LOOK GOING DOWN INTO SECOND AND FIRST IN KINDERGARTEN, AND THAT BODES WELL.

I KNOW THERE'S STILL A LOT OF WORK TO HAPPEN, BUT I THINK THAT TELLS A REALLY POWERFUL STORY FOR OUR STUDENTS, ESPECIALLY SOME OF THE STUDENTS THAT WE HAVE HISTORICALLY DISINVESTED IN. AND WE NEED TO CONTINUE TO INVEST IN.

QUICK CLARIFYING. QUESTION ON SLIDE TEN.

THIS IS JUST A MISSTEP.

WE MEAN A 20% JUMP BETWEEN.

THAT'S CORRECT. 20.

MY APOLOGIES FOR THE TYPO.

I'M CURIOUS IF WE HAVE ANY INSIGHT THAT FEELS LIKE A MASSIVE JUMP BETWEEN SECOND AND THIRD GRADE.

AND THEN WE'VE GOT SLOWER JUMPS BUT STILL JUMPS.

SO GROWTH, THAT FEELS LIKE A BIG DISCONNECT.

AND I ALSO SEE THAT WE WERE WAY LOWER IN SECOND GRADE.

WHAT DO WE IS THERE A CHANGE? ARE THESE ALL THE SAME ASSESSMENT? WHAT DO WE ATTRIBUTE HAVING SUCH A STRONG GROWTH? THEREFORE? DO WE HAVE ANY SENSE OF THAT? SO IT IS THE SAME ASSESSMENT.

SO WE ARE LOOKING AT END OF YEAR ASSESSMENT FOR ALL OF THESE GRADE LEVELS AT THE 50TH PERCENTILE OR ABOVE STUDENTS FUNCTIONING AT THOSE LEVELS.

AND THEN COMPARING YEAR OVER YEAR, THE COHORT GROWTH CAN BE ATTRIBUTED TO MANY THINGS, FIRST AND FOREMOST TO OUR CLASSROOM TEACHERS AND THEIR HARD WORK AND INSTRUCTION AND THE LEADERSHIP OF THOSE CAMPUS PRINCIPALS IN MAKING THAT HAPPEN.

WE CAN ALSO ATTRIBUTE SOME OF THIS TO OUR CURRICULUM CHOICES THAT WE WERE PILOTING IN THE PREVIOUS YEAR WITH MATHEMATICS INSTRUCTION TO REALLY MOVE FROM CONCEPTUAL FROM CONCRETE TO CONCEPTUAL INSTRUCTION.

AND I WOULD ALSO ATTRIBUTE THIS TO PARTICULAR FOCUS OF PLACING OUR HIGHLY QUALIFIED MATH TEACHERS IN FRONT OF OUR STUDENTS WHO HAD THE GREATEST NEED.

THAT'S. GREAT TO KNOW.

SO AND WHEN YOU MENTION THOSE TWO ELEMENTS, THE CURRICULUM PILOT IS THAT THE PILOT THAT WE ARE NOW ROLLING OUT DISTRICT WIDE THIS YEAR.

YES, SIR. OKAY.

SIDE NOTE ON THAT, I HAD BEEN AT A NUMBER OF MEET THE TEACHER EVENTS AND I TEXTED DR.

ELIZALDE THIS THE OTHER DAY.

YOU KNOW, THAT'S A BIG CHANGE.

THAT'S A BIG CHANGE FOR TEACHERS AND FOR STAFF, ETCETERA.

AND I'VE ACTUALLY HEARD SOME REALLY POSITIVE THINGS ABOUT IT AND BEING ABLE TO ROLL THIS OUT TO GIVE THESE EXTRA RESOURCES WHILE NOT IMPINGING THE TEACHER AUTONOMY AND STILL

[01:00:01]

SO I JUST WANT TO GIVE KUDOS TO YOU AND YOUR TEAM FOR THAT.

IF WE GO BACK TO THE READING ONE, BACK TO SLIDES, I THINK ONE MORE.

ARE WE IN READING ANOTHER ONE? HERE WE GO. SO I ALSO ASSUME THAT SOME OF THIS WE'VE HEARD THAT READING INTERVENTIONISTS HAVE HAD A REALLY PROFOUND IMPACT, WHICH YOU KIND OF NOTED HERE.

CAN YOU GIVE ANY INSIGHT INTO HOW WE'VE ALLOCATED THE ADDITIONAL READING INTERVENTIONISTS? WHAT ARE WE LOOKING AT? IS IT HIGH PRIORITY CAMPUSES, ETCETERA? I'LL PASS THAT TO CHIEF HEWITT TO TALK ABOUT THE READING INTERVENTIONS.

YEAH, WE WE HAVE ESSENTIALLY A READING INTERVENTIONIST AND IN SOME CASES TO ACROSS ALL OF OUR MIDDLE SCHOOL OR PARDON ME, ALL OF OUR ELEMENTARY CAMPUSES. THERE IS MAYBE ONE CAMPUS WHERE WE DON'T HAVE ONE, AND THAT IS OUR ISLAND CAMPUS AT THIS TIME.

BUT ALL OF OUR CAMPUSES, WE'VE SCALED IT ACROSS THE DISTRICT, ALL CAMPUSES, ALL CAMPUSES, ALL ELEMENTARY CAMPUS.

ALL ELEMENTARY. YES, YES. YES.

WOW. THAT'S THAT'S PHENOMENAL.

AND AGAIN, I KNOW THAT THAT'S A GREAT INVESTMENT.

I KNOW IT ALSO TAKES CHANGING OTHER INVESTMENTS WE'VE MADE THAT MIGHT NOT HAVE SHOWN THE SAME IMPACT.

SO THANK YOU FOR MAKING THE HARD DECISIONS TO CUT THINGS THAT AREN'T SHOWING THE GAINS AND TO MOVE IT TO THINGS THAT ARE ALL RIGHT.

IF WE CAN KEEP GOING TO THE CONSTRAINTS, I'M EXCITED TO SEE WHERE WE CONTINUE TO GO WITH THIS.

BUT THIS IS HIGHLY ENCOURAGING.

ALL RIGHT. PAUSE HERE.

JUST, YOU KNOW, AND FOR THE NOTES IN THE CONTEXT AROUND THIS, THE NEXT SLIDE, THE ANNUAL PINS, I HAVE SEEN ANNUAL PINS LITERALLY EVERYWHERE, LIKE PEOPLE ARE WEARING THEM.

IT IS INCREDIBLY MEANINGFUL. IT WAS A LOW LIFT FOR THE DISTRICT, BUT IT IS INCREDIBLY MEANINGFUL FOR THE WORK THAT OUR STAFF HAS PUT IN FOR SO MANY YEARS OF SERVICE.

SO THANK YOU FOR THAT.

UM. IF WE CAN GO TO.

THE SLIDE 14.

WELL, TWO MORE.

HERE WE GO. THIS IS ALSO INCREDIBLY ENCOURAGING.

MY FIRST NOTE IS WE'VE DONE A GREAT JOB CLOSING THIS GAP.

I'M CURIOUS IF WE KNOW NOW THAT SOME OF THIS WAS WE HADN'T BEEN PAYING ATTENTION TO THIS GAP BEFORE 2019, NEARLY AS CLOSE AS WE HAVE BEEN NOW.

AND I SEE THAT OBVIOUSLY, WE YOU KNOW, THE GAP CLOSURES, WE DID SOME THINGS IN 2019 TO 20.

WE CLOSED BY 4%, THEN ANOTHER 4% AND THEN 2%.

AND NOW IT'S SLOWING DOWN, WHICH MIGHT BE EXPECTED.

I'M CURIOUS, LIKE WHERE SOME OF THE IF WE HAVE ANY IDEA OF WHERE SOME OF THE AREAS ARE THAT HAVE JUST BEEN THE MOST STUBBORN AND THE MOST DIFFICULT TO CLOSE THAT WE MIGHT NOT HAVE ANTICIPATED A COUPLE OF YEARS AGO? I THINK THERE ARE A COUPLE OF AREAS TO THINK ABOUT IS I THINK ABOUT THIS SCHOOL YEAR.

I FEEL LIKE WE'LL MAKE SOME GOOD GROUND IN A FEW SPOTS.

FOR EXAMPLE, ONE IS CTE LEVEL TWO COURSES, RIGHT? BECAUSE NOW WE HAVE A BETTER SENSE OF WHERE WE NEED TO BE AT EVERY SINGLE SCHOOL AND IN THE CAREER INSTITUTE.

SO WHEN OUR STUDENTS ARE IN PROGRAMS, THEY'RE GOING TO BE IN COHERENT SEQUENCE OF COURSES, WHICH LEVEL TWO AND HIGHER IS GOING TO TRIGGER THAT WHAT WE MEASURING AS RIGOROUS COURSEWORK. SO THAT'S ONE.

I THINK THE OTHER AREA THAT WE WE DROPPED A BIT IN DUAL CREDIT AND THAT'S COME BACK UP.

AND SO I'M PLEASED ABOUT THAT.

BUT I THINK THE OTHER AREA IS AP.

WE WE HAD TO GET CREATIVE.

AND SO THE LAUNCH OF THE PILOT LAST YEAR GAVE US AN UNDERSTANDING OF HOW WE CAN IMPLEMENT THIS EFFECTIVELY.

AND NOW AS WE LAUNCH NINE VIRTUAL COURSES ACROSS THE DISTRICT AND IN SOME CASES OFFERING SIX SCHOOLS ACCESS AT ONCE, IT'S GOING TO MAKE A BIG DIFFERENCE FOR KIDS WHO DON'T HAVE THE EQUITY AND ACCESS THAT WE EXPECT.

SO I FEEL LIKE THAT'S PROBABLY BEEN A STUBBORN AREA FOR US THAT WE WE HAVEN'T CRACKED IT YET, BUT WE'RE ON THE RIGHT PATH TO GET THERE.

THAT'S GREAT. HOW ARE WE DETERMINING WHO THOSE TEACHERS ARE GOING TO BE? ARE WE LOOKING AT HISTORICAL SCORES AND TRYING TO FIND OUR MOST EFFECTIVE TEACHERS TO GET IN FRONT OF THOSE STUDENTS? IT'S A FEW THINGS. SO WE'VE WORKED WITH CHIEF HEWITT'S TEAM WHEN WE DON'T HAVE A CENTRAL STAFF MEMBER, BUT WE'RE USING ACTUALLY UTILIZING CENTRAL STAFF MEMBERS SORT OF THE SAME PREMISE OF THE READING, THE EARLY LEARNING SPECIALIST, RIGHT? IF THEY'RE THE EXPERTS, THEN WE'RE GOING TO UTILIZE THEM TO TEACH SOME OF THESE COURSES, RIGHT? AND WE'RE GOING TO MAXIMIZE THE TIME THAT THEY HAVE.

AND WE'RE ALSO UTILIZING OUR EFFECTIVE TEACHERS ACROSS SOME OF OUR SCHOOLS AS NEEDED.

SO IT'S A LITTLE BIT OF BOTH. OH, THAT'S INTERESTING.

OKAY. I WOULD ALSO LIKE TO JUST ADD THAT THERE'S BEEN A ALMOST LIKE A DELAYED EFFECT THAT WE ANTICIPATE THIS YEAR WILL ALSO HAVE AN EFFECT ON AP IN PARTICULAR, WHICH IS THAT AUTOMATIC ADMISSION INTO WHAT WE'LL CALL NOW HONORS COURSES THAT WE DID SEVERAL YEARS AGO.

AND THERE WAS AN ARTICLE FEATURING CHIEF TREJO TALKING ABOUT HOW IF STUDENTS ALREADY MEET A CERTAIN THRESHOLD, THOSE STUDENTS, IT'S GOT TO BE AN OPT OUT OF THOSE HONORS. BUT YOU CAN'T BUILD AN AP PROGRAM AT THE HIGH SCHOOL.

THAT MEANS WE NEED TO ENSURE.

AND SO I THINK THIS IF I REMEMBER AS WE WERE LOOKING AT THOSE NUMBERS, THIS IS A YEAR WHERE THOSE STUDENTS WE HAVE A BIGGER DENOMINATOR NOW OF AFRICAN AMERICAN EMERGENT BILINGUAL STUDENTS WHO ARE NOW IN THOSE WHAT WE USED TO BE CALLED PRE AP COURSES THAT WE NOW CALL HONORS THAT WILL NOW

[01:05:03]

SO I THINK THAT'S THE OTHER AREA.

AND THEN THE LAST AREA IS WE HAVE TO ALSO SUPPORT WHEN STUDENTS GET INTO AP COURSES, BECAUSE SOMETIMES THAT WORK IS DIFFERENT THAN THE WORK THEY'VE DONE BEFORE AND IT'S NOT THEY CAN'T DO IT.

IT'S THAT WE NEED TO SUPPORT THEM THROUGH THAT WORK.

I'LL USE MY OWN CHILD.

HOPEFULLY HE NEVER LISTENS TO THIS BECAUSE HE'S A GROWN MAN NOW.

BUT WHEN HE WAS IN HIGH SCHOOL AND HE WAS IN THOSE AP COURSES, YOU KNOW, THEY'RE IN THERE FOR WEEK TWO AND HE'S RAISING HIS HAND, SO TO SPEAK, TO ME, SAYING, CAN I GET OUT OF THAT AP COURSE? AND I'M LIKE, NO, YOU CANNOT.

WHAT'S YOUR NEXT QUESTION? WHAT SUPPORT DO YOU NEED? BECAUSE IT IS DIFFERENT.

AND SO WE WANT TO MAKE SURE WE'RE BALANCING THAT SUPPORT BECAUSE MANY OF THESE STUDENTS ARE ALSO IN BAND.

THEY'RE ALSO IN ATHLETICS, THEY'RE ON THE CHEER SQUAD, THEY'RE IN DANCE TEAM, THEY'RE IN STUDENT COUNCIL.

SO WE DON'T WANT THEM TO BE FORCED INTO, DO I PICK THIS OVER THIS? IT'S WHAT ARE THE SUPPORTING THINGS? AND THAT DOESN'T INCLUDE WHETHER THEY MAY BE WORKING OUTSIDE OF THE SCHOOL DAY AS WELL.

SO I THINK THE TEAM HAS REALLY COME TOGETHER TO SUPPORT ALL OF THOSE ASPECTS.

AND I'M I TOO AM LOOKING FORWARD TO US SEEING ACTUALLY NOT A SLOWING DOWN THIS NEXT YEAR.

I THINK WE'RE ACTUALLY GOING TO SEE A BIG IMPROVEMENT IN THAT CLOSURE.

THAT'S GREAT. THANK YOU FOR THAT.

MY ONLY LAST PIECE I KNOW OVER BUT IF WE CAN, THIS FEELS LIKE A LOT.

IF WE CAN MAYBE DO SOME OF THESE CONSTRAINTS NEXT MONTH SO WE'RE NOT DOING FIVE THINGS AT ONCE.

THANK YOU, PRESIDENT HENRY.

THANK YOU, TRUSTEE MACKEY FOR SELF-GOVERNING ON TIME BECAUSE I MISSED THAT.

I GO AHEAD, TRUSTEE MACKEY.

GO AHEAD. ALL RIGHT.

JUST A COUPLE OF QUESTIONS ON THE TARGETS.

I RECALL US ADJUSTING THE TARGETS AS A RESULT OF COVID.

BUT I WAS I WAS WONDERING IF YOU COULD PROVIDE THE INFORMATION IN THE IN THE PRE-COVID YEARS SO THAT WE CAN KIND OF GET A SENSE OF HOW MUCH WE'RE CATCHING UP FROM WHERE WE WERE AND I GUESS THE 2019 YEAR END, RIGHT, BECAUSE I CAN'T REALLY TELL IF WE IF WE'VE RECOVERED FROM COVID BY LOOKING AT DATA THAT STARTS IN IN 2020. AND I KNOW WE HAVEN'T, BUT I KNOW WE'RE MAKING A LOT OF PROGRESS AND I APPLAUD THE PROGRESS.

I JUST WANT WANT TO GET A FEEL FOR, YOU KNOW.

WHEN WHEN WE GET NEAR WHERE WE WERE BEFORE COVID.

SO. AND I'M ASSUMING THAT JUST LOOKING AT GOAL TWO, FOR EXAMPLE, THAT WE MUST HAVE BEEN AT 40% IN AT SOME POINT IN THE 2017 RANGE WHEN WE.

MADE 56% OUR OUR ULTIMATE GOAL BY 2025.

BUT BUT ANYWAY, I'D JUST LIKE TO I'D LIKE TO SEE THAT DATA.

AND IF WE IF WE HAVE THAT AVAILABLE WITH RESPECT TO THE AUTONOMIES.

I KNOW WE ALWAYS HAVE THIS TENSION WITH SORT OF MANAGED INSTRUCTION ACROSS THE DISTRICT AND SORT OF STANDARDIZING THINGS ACROSS THE DISTRICT BECAUSE WE HAVE SO MUCH MOBILITY OF STUDENTS.

THEY CHANGE SCHOOLS ALL THE TIME.

SO THE THE AUTONOMY IS SORT OF CUT AGAINST THAT, THAT SORT OF MANAGED INSTRUCTION TYPE MODEL.

BUT AMONG THE AUTONOMY ONE WAS THAT PRINCIPALS COULD TRADE OUT THE LIBRARIAN POSITION FOR ANOTHER POSITION. AND WE FOR A WHILE HAD THIS SORT OF SCHIZOPHRENIC APPROACH TO LIBRARIES WHERE WE GAVE THAT AUTONOMY TO PRINCIPALS.

AND AT THE SAME TIME, WE WE HAVE THESE, YOU KNOW, MASSIVE STATE OF THE ART APPLE SPONSORED LIBRARIES.

SO WHERE ARE WE ON ON THAT? IS THAT ONE OF THE AUTONOMIES THAT THAT THAT STAYED OR DOES THAT.

I THINK OUR SUPERINTENDENT'S GOING TO WEIGH IN.

BUT IF NOT, GO AHEAD AND TAKE THAT ONE.

SO I, I MADE THE DECISION THAT IF A CAMPUS NEEDED AN ADDITIONAL MANY INSTANCES THERE WERE WANTING TO CHANGE A LIBRARIAN FOR A TEACHER POSITION IF THEY THOUGHT THEY NEEDED AN ADDITIONAL TEACHER.

SO IF THAT'S THE NEED, THEN WE NEED TO FILL THAT NEED WHILE ENSURING THAT EVERY CAMPUS HAS A LIBRARIAN.

SO WE ARE COMMITTED AND IT MAY NOT HAPPEN ALL THIS YEAR, BUT MANY OF OUR PRINCIPALS, AS LONG AS THEIR NEED IS BEING MET, IF IT'S AN ADDITIONAL TEACHER, AS LONG AS WE CAN QUANTIFY THE EQUITY INVOLVED IN WHY THAT NEED IS THERE, THEN CHIEF HEWITT CAN WORK WITH

[01:10:02]

AND THE LIBRARIAN SHOULD NOT BE SUBJECT TO NOT BEING THERE BECAUSE THE CAMPUS FELT THEY NEEDED SOMETHING ELSE.

SO I THINK I THINK WE ALMOST JUST ARE BACK TO EVERY CAMPUS HAVING AT LEAST ONE LIBRARIAN.

BUT WE WERE COMMITTED THAT BY THE END OF THE 2324, WE WOULD ENSURE THAT WE'VE RETURNED EVERY SINGLE ONE.

I DON'T REMEMBER OFF THE TOP OF MY HEAD HOW MANY ARE STILL LEFT.

AND THAT ALSO INCLUDED JUST AN EXPECTATION BECAUSE YOU RAISED THE LIBRARIAN THAT ALL OF OUR CAMPUSES ULTIMATELY HAVE A PARENT LIAISON OR A PARENT SPECIALIST BASED ON WHAT THE CAMPUS CHOSE SO THAT WE COULD ENSURE CONTINUED COMMUNITY ENGAGEMENT AS A CONVERSATION THAT I'VE HAD SPECIFICALLY WITH TRUSTEE CARREÓN MULTIPLE TIMES, AS WELL AS THAT THE LIBRARIAN SHOULD BE AN INTEGRAL PART OF OUR SCHOOL COMMUNITY AND THIS DISTRICT WILL CONTINUE TO PUT LIBRARIANS AS A SPECIFIC NEED. OKAY.

THANK YOU. I'D LIKE TO GO TO THE CLIMATE SURVEY INFORMATION ON PAGE 12.

AND IN PARTICULAR, OF COURSE, WE WE HAVE A VERY I GUESS I THINK NOVEL, BUT VERY, VERY PROGRESSIVE DISCIPLINE POLICY.

AND I'D LIKE TO SEE THE DATA GOING BACK SEVERAL YEARS ON THIS.

GUESS WE I GUESS WE DO HAVE THE I GUESS WE DO HAVE ENOUGH YEARS GOING BACK ON THIS PARTICULAR ONE.

BECAUSE THE ANECDOTES THAT I'VE BEEN HEARING IS THAT WE HAVE WE'RE HAVING GREATER DISCIPLINE PROBLEMS IN OUR SCHOOLS. BUT THIS DATA IS ACTUALLY SHOWING WITH SORT OF THE EXCEPTION OF THE SPRING OF 2021, THAT IT'S MOSTLY FLAT WITH A POSITIVE TREND IN TERMS OF WHETHER ON THE QUESTION OF DISCIPLINE IS ENFORCED CONSISTENTLY AND EFFECTIVELY AT MY CAMPUS, AND UNRULY STUDENTS ARE NOT PERMITTED TO DISRUPT THE LEARNING ENVIRONMENT. SO IN IN IN THE SPRING OF 2018, IT WAS IN THE 60% RANGE AND THE SPRING OF 2023, IT'S IN THE 61-64% RANGE.

SO I THINK THAT IS IMPORTANT TO NOTE THAT WHILE I GUESS THERE WILL ALWAYS BE CASES WHERE WE WE HAVE DISCIPLINE ISSUES, THAT IT DOES APPEAR THAT THEY'RE NOT WORSE FROM THE TEACHERS STANDPOINT THAN THEY USED TO BE.

AND THIS DATA SHOWS THERE ACTUALLY ARE POSITIVE THEIR THEIR VIEWS OF DISCIPLINE ISSUES ARE TRENDING POSITIVELY.

BUT I WAS I WAS A LITTLE SURPRISED TO SEE THAT GIVEN SOME OF THE SOME OF THE STORIES THAT THAT HAVE COME TO ME.

SO THIS IS A LITTLE BIT MORE REASSURING THAN THAN THAN I EXPECTED IT TO BE.

YES. AND IT IS STILL THE LOWEST AREAS WHEN WE COMPARE.

AND WE DON'T WANT TO SHY AWAY FROM THE FACT THAT THAT'S STILL AN AREA THAT WE DO KNOW IS OF CONCERN.

HOWEVER, WHAT WE HAVE NOTICED IS WE DISAGGREGATE THE DATA AT A CAMPUS LEVEL AND THEN THE TEAM CAN FOCUS SPECIFICALLY BECAUSE WHAT WE DO SEE IS WE HAVE SOME CAMPUSES THAT IT ISN'T AN ISSUE AT ALL, AND THEN WE HAVE SOME CAMPUSES WHERE IT MAY BE A CONCERN.

AND SO WE NEED TO SUPPORT WHAT THOSE INDIVIDUAL CAMPUSES ARE.

AND THIS DOESN'T SHOW THAT DISAGGREGATION BY CAMPUS.

BUT I KNOW THAT BOTH CHIEF HEWITT AND CHIEF LUSK AND THE ASSOCIATE STOOPS ARE WORKING WITH THEIR EXECUTIVE DIRECTORS ON WHICH CAMPUSES MAY NEED MORE.

IT IS ABSOLUTELY AN AREA WHERE WE SEEM TO HAVE, TO YOUR POINT, KIND OF FLATTENED.

BUT WE KNOW IT'S ALSO THE AREA THAT WE ALSO HEAR LIKE YOU HEAR TRUSTEE.

AND SO WE DO WANT TO COMMIT TO THIS BOARD.

WE'RE GOING TO CONTINUE ON WORKING ON IMPROVING THAT.

THANK YOU. AND I MEAN, I TOTALLY AGREE.

WE NEED TO ENSURE A SAFE ENVIRONMENT FOR BOTH OUR KIDS AND OUR AND OUR TEACHERS AND STAFF.

I'M WONDERING IF THIS DATA CAN BE FURTHER DISAGGREGATED BY THE BY THE WAY, THAT QUESTION IS ASKED.

YOU GAVE US THE POSITIVE RESPONSES AND ONLY THE POSITIVE RESPONSES, RIGHT? BUT THERE ARE ALSO NEUTRAL RESPONSES AND NEGATIVE RESPONSES.

[01:15:02]

SO IF WE HAVE THOSE ORIGINAL SURVEYS OR THE OR THE DATA, I'D CERTAINLY LIKE TO SEE THAT.

THE LAST THING I WANTED TO COMMENT ON WAS THE THE VIRTUAL PROGRAM THAT THAT YOU'RE DOING.

I HOPE WE WOULD DO MORE OF THIS.

I MEAN, IT'S KIND OF LIKE A UNIVERSITY MODEL WHERE WHERE YOU HAVE THE BEST PROFESSOR TEACHING, TEACHING THE BIG CLASS.

SOMETIMES THERE ARE 500 STUDENTS TIMES, SOMETIMES IT'S 150.

AND THEN YOU HAVE SMALLER SECTIONS WHERE YOU GO INTO INTO WAY MORE DETAIL AND AND THOSE SMALLER SECTIONS WITH SECTION LEADERS, YOU KNOW, KNOW THE STUDENTS INSIDE OUT AND AND WHAT THEIR STRENGTHS AND WEAKNESSES ARE.

SO I THINK WE WE HAVEN'T IN IN THE PAST DONE A DONE ENOUGH TO TAKE ADVANTAGE OF THAT TECHNOLOGY.

BUT I'M SO GLAD GLAD THAT YOU'RE DOING THAT BECAUSE THAT THAT IS THE WAY TO GET THE BEST TEACHER IN FRONT OF A LARGER NUMBER OF STUDENTS WHILE AT THE SAME TIME HAVING MORE PERSONALIZED RELATIONSHIPS WITH WITH THE LOCAL, WITH THE TEACHERS AND THE LOCAL CAMPUSES.

SO, SO, SO I THANK YOU FOR FOR DOING THAT.

AND WE SORT OF DO THAT WITH THE CAREER INSTITUTES, RIGHT? WE WE HAVE PEOPLE AT THE CAREER INSTITUTES WHO ARE EXPERTS IN, IN PARTICULAR FIELDS.

AND WE WE DON'T DO IT VIRTUALLY, BUT WE BASICALLY BUS OUR KIDS TO THOSE CAREER INSTITUTES IN THE MIDDLE OF THE DAY AND BRING THEM BACK HOME.

SO, SO, SO I DO LIKE THE WAY YOU'RE BEING VERY CREATIVE AND TRYING TO EXPAND THESE OPPORTUNITIES.

THANK YOU. THANK YOU, TRUSTEE.

KIDDING. I HAVE A FEW COMMENTS FROM OTHER TRUSTEES.

FIRST, I WANT TO ECHO WHAT TRUSTEE MACKEY SAID EARLIER.

YOU KNOW, THANKFUL FOR THE BOARD, WHICH SAT ALONGSIDE THE ADMINISTRATION IN THAT ROOM OVER THERE FOR HOURS DEVELOPING THE STUDENT OUTCOME GOALS AND BEING EXPLICIT IN PARTICULARLY AROUND THE WHERE WE WERE WITH OUR BLACK STUDENTS AND WHERE WE WANTED TO BE AND THE DISTANCE BETWEEN THOSE TWO.

SO THANKFUL FOR THE BOARD AND THE ADMINISTRATION COMMITTING TO THESE OUTCOME GOALS COMMITTEE, PUTTING THEM ON PAPER AND HOLDING EACH OTHER ACCOUNTABLE FOR IT TO HEAR ON TRACK THAT MANY TIMES DR.

QUINN AND CHIEF HEWITT AND TREJO IN REGARDS TO THESE PARTICULAR OUTCOMES IS INCREDIBLY SATISFYING.

PERSONALLY, AND JUST AS WE KNOW HISTORICALLY, THESE ARE THE LOWEST PERFORMERS IN OUR DISTRICT, AND WE KNOW THAT'S NOT BECAUSE OF WHAT THEY'RE CAPABLE OF, IT'S BECAUSE OF THE RESOURCES. WE HAVEN'T GIVEN PARTICULAR POPULATIONS.

AND I THINK THIS CREATES A PROVEN POINT.

YOU KNOW, I'M GOING TO ECHO DUSTIN MARSHALL HERE IN A LITTLE BIT, BUT WE'RE ON TRACK WITH SO MANY OF THESE THINGS.

ACTUALLY, I REMEMBER WHEN WE TALKED ABOUT THESE GOALS ONE TIME WHEN THEY WERE PRESENTED A FORMER ADMIN WHO WILL NOT BE NAMED SAT IN ONE OF THOSE CHAIRS AND SAID SHE WAS SURPRISED BY THE GROWTH OF THE BLACK STUDENTS.

AND THAT OFFENDED ME.

I DIDN'T SAY ANYTHING IN THE MOMENT BECAUSE WHEN WE GET DATA LIKE THIS WHERE WE SET HIGH GOALS FOR OUR BLACK STUDENTS AND OUR STAFF, THE INCREDIBLE STAFF, EDUCATORS, CUSTODIANS, BUS DRIVERS THAT WE HAVE, HELP US REACH THOSE GOALS.

WE SHOULDN'T BE SURPRISED. THAT SHOULD BE JUST THE EXPECTATION.

IN FACT, AGAIN, THE ECHO, THE THE GHOST OF DUSTIN MARSHALL, HE TALKED ABOUT IT A LOT AS PROFESSIONALS, SINCE IF OUR GOALS ARE BEING MET, AT SOME POINT WE'RE GOING TO HAVE TO REEVALUATE OUR GOALS FOR BLACK STUDENTS IN THIS DISTRICT, WHICH IS A GOOD THING, BECAUSE RIGHT NOW, EVEN THOUGH WE'RE HAPPY ABOUT WHERE WE ARE, THEY'RE STILL TOO LOW.

SO EXCITED ABOUT WHAT I SAW IN THIS DISTRICT.

I'VE BEEN BUGGING Y'ALL FOR THESE NUMBERS FOR A MINUTE BECAUSE THERE'S A LOT OF TALK.

AGAIN, TO ECHO TRUSTEE MACKEY, THERE'S A LOT OF THINGS THAT ARE IMPORTANT IN THIS DISTRICT.

BUT WE SAID THESE WERE THE MOST IMPORTANT.

SO THIS IS THE THINGS WE SHOULD BE TALKING ABOUT THE MOST, ABOVE ALL OTHER THINGS.

SO GLAD THIS WAS THE FIRST PRESENTATION WE'VE HAD THIS YEAR.

GLAD THIS DATA IS WHERE IT IS.

GLAD IT'S ON TRACK. BUT I THINK, YOU KNOW, PUSHING BACK AGAINST THE ADMINISTRATION, WE'RE GOING TO HAVE TO START THINKING ABOUT OUR GOALS, AGAIN WE ADJUSTED THEM POST COVID.

ARE THEY WHERE THEY NEED TO BE TO TO CLOSE THE GAP BUT THEN START PUTTING IT ON PAR? SO WE'RE CLOSING THE GAP.

OUR GROWTH IS, YOU KNOW, ON PACE.

BUT AT SOME POINT, FOR EXAMPLE, WHITE STUDENTS ARE 73%.

WE NEED TO CHANGE OUR GOALS CLOSER TO THAT 73% BECAUSE WE KNOW OUR BLACK STUDENTS CAN BE AT 73% AS WELL.

SO PROUD TO BE A PART OF A DISTRICT THAT'S NAMING THIS.

I CAN'T THINK OF MANY THAT ARE EXPLICITLY NAME THIS AS A GOAL OR HOLD THEMSELVES ACCOUNTABLE OVER TIME FOR THESE PARTICULAR GOALS.

SO AGAIN, AT ALL LEVELS OF THIS DISTRICT, PROUD TO BE A PART OF IT.

DON'T HAVE A TON OF QUESTIONS.

I SAT THROUGH THIS WITH SOME OF THE STAFF ALREADY TO ASK THE QUESTIONS THAT I HAD, BUT I WANTED TO ECHO, YOU KNOW THIS NO ONE SHOULD BE SURPRISED.

BUT WE'RE LOOKING AT AND WE SHOULD REDEFINE WHERE WE'RE AT AND START THINKING ABOUT WHERE WE NEED TO MOVE OUR EXPECTATIONS GOING FORWARD.

[01:20:07]

THE LAST POINT AND REALLY JUST A QUESTION.

I SEE HISPANICS AND EMERGING BILINGUAL STUDENTS.

THEY'RE PRETTY CLOSE AS FAR AS THEIR ACHIEVEMENT ON THESE MATH SCORES.

SO I DON'T KNOW IF THE DISTRICTS HAD ANY CONVERSATIONS ABOUT THAT.

IN REGARDS TO THE ALLOCATION OF RESOURCES.

ANOTHER POINT I WANTED TO MAKE, BECAUSE SOMETIMES WE HEAR THIS, ESPECIALLY AT THE STATE LEVEL, THERE'S A LOT OF ATTACK ON DIVERSITY, EQUITY, INCLUSION, RACIAL EQUITY, ALL THAT OTHER STUFF. IF YOU LOOK AT ALL THESE TABLES, WHAT YOU'LL NOTICE IS EVERYONE'S GROWING, PERIOD.

THERE IS NO NEGATIVE ON ANY ONE OF THESE MEASUREMENTS.

SO YOU CAN GROW BLACK STUDENTS AT THAT RATE AND STILL SEE EMERGING BILINGUALS GO UP 7% AND SEE ECONOMICALLY DISADVANTAGED 6%.

AND ALL THE WHITE STUDENTS IN EVERY CATEGORY, EVEN THOUGH THEY'RE AT THE TOP, THEY'RE CONTINUING TO GROW, IN SOME CASES 6%.

ON SLIDE EIGHT, THE CHANGE, 72% TO 78%.

SO, YOU KNOW, THE IDEA THAT EQUITY OR DIVERSITY OR GIVING RESOURCES TO KIDS THAT NEED THE MOST TAKES AWAY FROM SOMEONE ELSE IS JUST FALSE.

SO I'M GETTING EXCITED ABOUT WHAT WE DO WITH THIS MOMENTUM.

AND I KEEP ECHOING TRUSTEE MACKEY BECAUSE HE MADE SOME GOOD POINTS AND SOME POINTS.

I WANTED TO MAKE THOSE SLIDES SIX IN.

TEN. THANK YOU FOR HAVING THOSE SLIDES IN THIS BECAUSE I THINK WE OFTEN TALK ABOUT YEAR TO YEAR, BUT THAT'S REALLY THAT'S HOW I LOOK AT MY DAUGHTER AND MY SON.

I LOOK AT HOW THEY DID AT KINDERGARTEN AND THEN I LOOK AT HOW THEY GREW AND I EXPECT THEM TO START THIS YEAR.

SO I'M CURIOUS, YOU KNOW, HOW DO OUR MATH SCORES AT THE BEGINNING OF THE YEAR ALIGN WITH WHERE WE WOULD THINK THEY SHOULD BE? SO THE KINDERGARTNER THAT HAD 27 AND GREW TO 29%, WHEN THEY TAKE THAT BEGINNING OF THE YEAR MAP, ARE THEY GOING TO BE AT 29 OR ARE WE GOING TO SEE SOME SLIPPAGE? BUT I WOULD LIKE TO SEE THAT DATA AT SOME POINT.

BUT THIS IS HOW I FEEL, LIKE ALL FAMILIES EVALUATE THE PROGRESS OF THEIR STUDENTS.

SO IT'S GOOD TO SEE THAT SLIDE BECAUSE I THINK BOTH ARE BENEFICIAL, BUT I THINK IT'S HELPFUL FOR US TO SEE THAT THAT STUDENT THAT GOES FROM FIRST GRADE TO SECOND GRADE IS NOW GOING TO BE STARTING AT 34% INSTEAD OF 27%.

IF YOU CAN BUILD THAT MOMENTUM OVER TIME, WE CAN MAKE TRANSFORMATIONAL DIFFERENCES IN OUR KIDS.

SO I'M GLAD YOU ADDED THAT.

I THINK IT'S AN IMPORTANT THING TO LOOK AT.

BUT OTHER THAN THAT, I DON'T HAVE ANY QUESTIONS OTHER THAN WHAT I SAID.

BUT I HOPE WE CONTINUE TO SEE THIS POSITIVE MOVEMENT.

THANKS FOR THE RACIAL EQUITY OFFICE.

I GET THE LENS YOU USE TO GET THESE NUMBERS.

AND AGAIN, SITTING AT THIS TABLE TOGETHER, THAT'S HOW IT SHOULD ALWAYS BE, FRANKLY, RACIAL EQUITY, SCHOOL LEADERSHIP, TEACHING AND LEARNING, ETCETERA, EVERYBODY. SO I DON'T HAVE ANY OTHER QUESTIONS OR COMMENTS.

I DON'T KNOW IF ANY OTHER TRUSTEES HAVE ANY QUESTIONS OR COMMENTS.

IF NOT, WE'LL MOVE ON.

TRUSTEE FLORES. WELL, I DON'T KNOW ABOUT THE LATE DUSTIN MARSHALL AND HIS GHOST AND HIS GHOST BEING.

WELL, HE'S NOT HERE ANYMORE. YOU KNOW SOMETHING THAT WE DON'T KNOW? I WAS. I WAS JUST GOING TO, YOU KNOW, VERY QUICKLY MAKE A COMMENT THAT, YOU KNOW, YOU DON'T CHANGE WHAT YOU DON'T MEASURE AND WHAT YOU MEASURE PUBLICLY CHANGES FASTER.

AND I THINK THAT THIS PRESENTATION SHOWS THAT, YOU KNOW, WE'VE MADE THE INVESTMENT TO MAKE CHANGE FASTER.

AND SO I'M VERY GLAD WITH THE YOU KNOW, I KEPT ON HEARING ON TRACK, ON TRACK TO ECHO THE SENTIMENTS OF INCLUDING THE THE GHOST OF DUSTIN MARSHALL THAT.

THAT IT'S GREAT NEWS FOR KIDS AND WE JUST NEED TO KEEP THE PEDAL TO THE METAL AND KEEP ON, YOU KNOW, ALL OUR STAFF CONTINUE TO DO THEIR HARD WORK AND WE'RE SUPER GRATEFUL FOR KIND OF ALL THE FOCUS BY BY THEM BECAUSE THAT'S WHAT'S MAKING THIS POSSIBLE.

SO THANK YOU. KEEP UP THE GREAT WORK.

AND ALL I MEANT BY IS IF HE WAS STILL HERE, HE WOULD ASK US TO MOVE OUR GOALS UP IF WE'RE MEETING THEM, AND I WOULD AGREE.

ALL RIGHT. WE'LL MOVE ON TO THE NEXT AGENDA ITEM.

OKAY. WE'RE GOING TO GO TO THE MWD QUARTERLY REPORT.

YES. OKAY.

WELL, GOOD AFTERNOON, DR.

ELIZALDE AND OUR BOARD MEMBERS.

FIRST OF ALL, I WANT TO THANK YOU FOR GIVING MISS [INAUDIBLE] AND I AN OPPORTUNITY TO SHARE THE MWBE FOURTH QUARTER REPORT.

BUT I WOULD FIRST LIKE TO HIGHLIGHT A COUPLE OF OUR INITIATIVES.

WE HAVE UPCOMING WORKSHOPS AND WEBINARS SCHEDULED.

[01:25:01]

AND THEN ON SEPTEMBER THE 12TH, WE'RE GOING TO HAVE OUR VENDOR EXPO WHERE WE HAVE OUR VENDORS GET A CHANCE TO MEET A LOT OF THE REPRESENTATIVES FROM OUR DEPARTMENTS, AND WE BELIEVE THAT THIS WILL HAVE A MAJOR IMPACT ON OUR GENERAL OPERATING GOALS.

WE ARE CONTINUING OUR OUTREACH EFFORT TO ATTEND AND SUPPORT THE PRE-BID MEETINGS AND THE BID DEBRIEFINGS FOR THE VARIOUS BUSINESSES.

AND THEN THE NEXT SLIDE, THIS IS SOMETHING WE'RE REALLY, REALLY PROUD OF AND EXCITED ABOUT.

WE WERE ABLE TO SHOWCASE THE NEW THOMAS JEFFERSON HIGH SCHOOL TO CONTRACTORS FROM ALL OVER THE STATE.

AND THIS WAS AT OUR BUILDING, BIG CONTRACTORS CONSTRUCTION EXCUSE ME, MIXER.

AND WE HAD 640 REGISTRANTS AND 63 EXHIBITORS.

AND SO THEREFORE YOU HAVE PICTURES BASED SOME OF THE PHOTOS, ETCETERA.

AND I WOULD LIKE TO AT THIS TIME THANK THE CONSTRUCTION SERVICES AND PROCUREMENT DEPARTMENT FOR THEIR SUPPORT FOR THIS EVENT.

NEXT, WE'LL HAVE MISS PARTY AND SHE'LL SHARE OUR FOURTH QUARTER DATA.

GOOD AFTERNOON, TRUSTEES.

I'LL PRESENT THE M/WBE QUARTERLY REPORT AS FAR AS THE STATISTICAL ANALYSIS, THIS WILL COVER THE PERIOD OF JULY THROUGH SEPTEMBER I'M SORRY, APRIL THROUGH JUNE 2023.

AS FAR AS THE FIRST SLIDE BEFORE YOU IS THE 2020 BOND PROGRAM AND THE BOARD FUNDED BOARD APPROVED GOAL IS 30% FOR CONSTRUCTION.

OUR ACTUAL UTILIZATION WAS 52.33%.

OUR BOARD APPROVED GOAL FOR PROFESSIONAL SERVICES IS 35% AND THE ACTUAL UTILIZATION IS 43.17%.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE 2015 BOND PROGRAM.

FROM THE EXCEPTION TO DATE AS OF JUNE THE 30TH, 2023.

OUR GOAL WAS 30% FOR CONSTRUCTION.

THE ACTUAL ACHIEVEMENT WAS 57.17% FOR BOND FUNDED PROFESSIONAL SERVICES.

THE GOAL IS IDENTIFIED BY THE BOARD OF TRUSTEES AS 35%.

HOWEVER, OUR UTILIZATION WAS ACTUALLY 40.14%.

THE NEXT ANALYSIS BEFORE YOU IS THE 2008 BOND PROGRAM.

WE ACTUALLY HAVE SOME NOMINAL DOLLARS THAT WE'RE STILL PAYING.

OUR ACTUAL GOAL FOR CONSTRUCTION WAS AT THAT TIME AND STILL REMAINS 30%.

THE UTILIZATION IS 49% FOR PROFESSIONAL SERVICES.

THE GOAL IS 35% AND THE ACTUAL UTILIZATION IS 39%.

THE NEXT SLIDE BEFORE YOU IS THE BRIDGE PROGRAM FROM THE INITIAL PAYMENTS THROUGHOUT JUNE 30TH, 2023.

AGAIN, OUR BOND FUNDED CONSTRUCTION GOAL IS 30%.

THE ACTUAL UTILIZATION WAS 73% FOR BOND FUNDED PROFESSIONAL SERVICES.

THE GOAL WAS 35% AND THE ACTUAL ACHIEVEMENT IS 26%.

THE NEXT SLIDE BEFORE YOU IS CONSIDERED CMAR, WHICH IS CONSTRUCTION MANAGER AT RISK.

WE HAVE A BOARD ESTABLISHED GOAL IN THE AREA OF CONSTRUCTION OF 30%.

THE ACTUAL UTILIZATION WAS 63.60% AND AS OF JUNE 30TH OF 2023, WE'VE IDENTIFIED THE SCHOOLS THAT HAVE BEEN PROCURED THROUGH THE CMAR APPROACH, AS WELL AS THE VENDORS, ALONG WITH THEIR RESPECTIVE PURCHASE ORDERS AND PAYMENT AMOUNTS.

THE NEXT SLIDE BEFORE YOU IS GENERAL OPERATING FUND.

IT DOES NOT INCLUDE ANY BOND PAYMENTS.

WE HAVE A BOARD ESTABLISHED GOAL OF 30%.

THE ACTUAL UTILIZATION FOR THE PAYMENTS ASSOCIATED WITH FUND 199 WAS 17.52%.

THE NEXT SLIDE IS DISTRICT WIDE FUNDS.

THAT INCLUDES FUND 199, AS WELL AS SOME OF THE ADDITIONAL FUNDS, FOOD AND CHILD NUTRITION SERVICE GRANTS, ETCETERA.

OUR ACTUAL GOAL IS 30%.

THE ACTUAL UTILIZATION IS 16.56%.

WE ALSO WANTED TO SHARE WITH YOU AN ELECTRONIC BID ANALYSIS AS FAR AS THE NUMBER OF AWARDS.

THERE WERE 535 AWARDS TO M/WBES.

THE TOTAL DISTRICT WAS 1641, GIVING IT A PERCENTAGE OF 32.60%.

WHEN WE LOOK AT THE AWARDS AS WELL AS THE PAYMENTS WERE AT 17.16%.

THAT INCLUDES OUR M/WBE REPORT.

TRUSTEES, I'LL TURN IT OVER TO YOU FOR ANY QUESTIONS THAT YOU MAY HAVE.

[01:30:03]

GOOD AFTERNOON. SO JUST A COUPLE OF THINGS.

I ALWAYS APPLAUD THE WORK THAT YOU GUYS DO.

YOU DO A WONDERFUL JOB OF TRYING TO ENSURE THAT THERE IS AN EQUAL OPPORTUNITY WITHIN THIS DISTRICT TO DO BUSINESS FOR PEOPLE OF COLOR.

AND OF COURSE, WE KNOW M/WBE DOES ALSO INCLUDE WOMEN.

MY QUESTION IS, DO WE HAVE ANY KIND OF ANALYSIS THAT WOULD SHOW WHAT OTHER GOVERNMENTAL ENTITIES ARE DOING IN TERMS OF PERCENTAGE THAT MIGHT BE SHARED AT THE NEXT BRIEFING, LIKE THE CITY OF DALLAS ON THEIR CONSTRUCTION, THE SAME THINGS THAT WE'RE REPORTING ON? YES, WE DO. WE ACTUALLY HAD AN ANALYSIS DONE EARLIER THIS YEAR IN FEBRUARY, AND WE DO HAVE THE CITY OF DALLAS, DALLAS ISD, DFW AIRPORT, FORT WORTH ISD, AS WELL AS IRVING ISD.

WE HAVE THEIR PERCENTAGE OF UTILIZATION AND WE ARE EXCEEDING THOSE OTHER GOVERNMENTAL ENTITIES AT THIS TIME.

WELL, I KNEW THAT.

BUT WHAT I'D LIKE TO DO IS I'D LIKE FOR OTHER TRUSTEES TO HAVE SOME IDEAS SO MAYBE WE CAN SHARE IT IN AN UPDATE OR A PACKAGE OR SOMETHING THAT WOULD GIVE THEM THE OPPORTUNITY TO BE ABLE TO SEE WHAT GOOD WORK THE DISTRICT IS DOING OVERALL IN TRYING TO ENSURE THAT THERE'S THERE IS MINORITY PROCUREMENT.

THE LAST THING IS, IS THAT AND THIS WOULD PROBABLY BE THROUGH PURCHASING IF WE COULD BREAK OUT.

ON OUR FUND 199 AND OUR GENERAL PURCHASES.

THE TOTAL NON BED ITEMS LIKE GOING TO SOURCES THAT WE DON'T HAVE TO BED THOSE ITEMS. COULD WE BREAK THAT OUT? I WILL WORK WITH AND CONSULT WITH PROCUREMENT AND IT TO SEE IF WE CAN HAVE A REPORT TO PROVIDE THAT.

YES. JUST TO SEE HOW MUCH WE'RE ACTUALLY SPENDING.

ALL RIGHT. THANK YOU.

YOU'RE WELCOME. THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

I DON'T KNOW IF THIS WORKS, BUT THAT WHAT YOU REQUESTED.

THAT'S PROBABLY NOT. NEVER MIND.

I THINK I AGREE WITH HER.

I WAS THINKING ABOUT ASKING YOU TO PRESENT WHAT THE OTHER PUBLIC INSTITUTIONS ARE DOING, BUT I DON'T KNOW IF THAT'S.

YEAH, THAT'S JUST. WHAT WAS THAT NOW? NOTHING. ME AND TRUSTEE FOREMAN HAD A CONVERSATION RIGHT NOW.

PROBABLY NOBODY ELSE.

ALL RIGHT. I DON'T THINK IT BENEFITS US TO MAKE OTHER PEOPLE LOOK LIKE THEY'RE NOT DOING AS WELL AS WE ARE.

BUT I THINK THE BOARD SHOULD SEE THE NUMBERS OF TRUSTEE FOREMAN.

AS FOR. YES, WE'LL SEND IT THROUGH AN UPDATE.

CERTAINLY. THANK YOU. THAT'S NO PROBLEM.

NO PUBLIC SHAMING.

ANY OTHER QUESTIONS? ALL RIGHT, TRUSTEES, WE'LL KEEP GOING THROUGH THE AGENDA.

THE MINUTES ARE GOING TO BE POSTED PRIOR TO YOU.

OH, THANK YOU. I'M SORRY.

ALL RIGHT, TRUSTEES, WE ARE ON THE STATUTORY ITEMS, WHICH IS SECTION TEN.

[10. STATUTORY ITEMS]

PLEASE STOP ME IF I'M MOVING TOO FAST.

IF YOU HAVE ANY QUESTIONS ON THESE AGENDA ITEMS. SO STATUTORY ITEMS A THROUGH E, THERE'S SOME APPOINTMENTS.

COUNCIL OF GREAT CITY SCHOOLS AND TASB.

D. OKAY.

TRUSTEE MACKEY 10B.

YEAH. SO I DON'T KNOW IF ANYONE ELSE HAS ANY OTHER ONES, BUT I SAW THERE WAS A PRESENTATION.

I'M WONDERING IF YOU ALL WERE GOING TO SHARE THE PRESENTATION ABOUT THE TAX RATE JUST TO MAKE SURE WE'RE ALL WE ARE.

YEAH. OKAY. THERE ARE ANY QUESTIONS ON TEN, A, B OR C? IF NOT, WE'RE GOING TO DO THE PRESENTATION ON.

YES, TRUSTEE WHITE.

THESE ARE ALREADY.

WELL, WE DIDN'T, I KNOW YOU SENT THE ASSIGNMENTS OUT.

SO DO WE STILL SEND YOU SENT THEM OUT, WE DON'T HAVE TO VOTE ON IT.

WELL, I SENT OUT TRUSTEE MICCICHE SERVES AS OUR TASB DELEGATE.

I DON'T KNOW WHEN YOUR TERM ENDS. ACTUALLY, HE'S UP.

WAS IT THREE YEARS SERVICE MICCICHE? OKAY. AND THEN AT THE BOARD, WE'LL NOMINATE SOMEONE TO BE OUR DELEGATE.

YES. I DON'T KNOW IF ANYONE INTERESTED.

THAT'D BE A GOOD POINT. I KNOW. TRUSTEE.

SO, YES, FOR THE BOARD TO KNOW TRUSTEE WHITE'S INTERESTED IN THEIR ROLE.

WILL NOMINATE AT THE BOARD MEETING.

OUR TASB DELEGATE.

AND IT IS IN DALLAS, BY THE WAY.

OKAY. SO WE'LL MAKE THAT DECISION AS A BOARD ON OUR BOARD MEETING DATE AND THEN WE'LL DO 10D, TAX RATE ADOPTION.

ALL RIGHT. WE'RE GOOD TO GO.

OKAY. GOOD AFTERNOON AGAIN, TRUSTEES.

[01:35:02]

AS YOU ALREADY KNOW, EACH YEAR THE BOARD IS REQUIRED TO ADOPT THE DISTRICT'S TAX RATE.

AND WITH THAT IN MIND, I WOULD LIKE TO START WITH WHERE WE WERE IN JUNE.

SO IN JUNE, OF COURSE, WE HAD THE BUDGET PRESENTATION AND DURING THE BUDGET PRESENTATION THE TAX RATES WERE ALSO DISCUSSED.

AND AT THAT TIME WE COME CLOSER TO THIS AND AT THAT TIME WE PROJECTED A 4% INCREASE IN OUR TAXABLE VALUES.

AND WE ALSO ASSUMED THAT THE HOMESTEAD EXEMPTION WOULD BE $40,000.

AND SO WE DISCUSSED THAT THE PROJECTED TOTAL TAX RATE WOULD BE THE $1.18 OR SO, WHICH INCLUDES 0.942.9 FOR M&O AND THEN 0.242.0 FOR INTEREST IN SINKING.

SO SINCE THAT TIME IN JULY, WE RECEIVED OUR CERTIFIED VALUES AND OUR CERTIFIED VALUES INDICATE THAT OUR TAXABLE PROPERTY VALUES ARE 7% AND THAT 7% DOES TAKE INTO CONSIDERATION THE $100,000 HOMESTEAD EXEMPTION THAT'S NOW IN PLACE AS A RESULT OF SENATE BILL TWO.

AND OF COURSE, THERE IS ADDITIONAL TAX RATE COMPRESSION THAT HAS TAKEN PLACE AS A RESULT OF SENATE BILL TWO.

SO WE'VE HAD TO RECALCULATE OUR PROPOSED TAX RATE.

AND I'LL TALK A LITTLE BIT MORE ABOUT THAT IN A SECOND.

BUT UNDER THE CURRENT LEGISLATION, THE PROPOSED TAX RATE IS GOING FROM THE 118 THAT WE RECOMMENDED DOWN TO 1.013 $0.08 WITH 0.7718 OF THAT BEING FOR MAINTENANCE AND OPERATIONS, WHICH IS WHERE THE COMPRESSION HAS TAKEN PLACE.

THE ADDITIONAL COMPRESSION, I SHOULD SAY, AND THE INTEREST IN SINKING RATE REMAINING UNCHANGED FOR THE UPCOMING YEAR.

ALSO, EACH YEAR WE ARE REQUIRED TO COMPLETE THE TAX RATE CALCULATION SHEET THAT THE STATE PROVIDES US, WHICH INCLUDES INPUTTING OUR CERTIFIED VALUES FROM THE PRIOR YEAR AND OUR CERTIFIED VALUES FOR THE CURRENT YEAR.

AND SO ONCE WE HAVE COMPLETED THAT DOCUMENT, OF COURSE WE ALSO HAVE TO SUBMIT IT BACK TO THE STATE IN ADDITION TO COMPLETING THE LOCAL PROPERTY VALUE SURVEY. SO ALL THAT INFORMATION GETS SUBMITTED.

AND THEN BASED ON THOSE CALCULATIONS AND THE REQUIRED COMPRESSION GUIDELINES THAT NOW GOVERN US.

THAT'S HOW, LET ME GO BACK I'M SORRY.

THAT'S HOW THE 0.771.08 WAS DERIVED FROM MAINTENANCE AND OPERATIONS, AND THAT'S THE RATE THAT WE WOULD NEED TO GENERATE THE TO BE ABLE TO ACTUALIZE OUR FULL ENTITLEMENT FROM THE STATE.

SO YOU CAN SEE HERE THAT THE TAX RATE FOR 2023 IS NOW BEING PROPOSED.

AS AGAIN, I'VE ALREADY SAID THIS $1.01381 AND 0.013 $0.08, WHICH IS ESSENTIALLY ABOUT $0.17 LOWER THAN THE PREVIOUS YEAR'S TOTAL TAX RATE.

AND SO JUST FOR YOUR PURVIEW, IF YOU WILL, I'VE SHARED WHAT THE THE 2022 TOTAL TAX RATE WAS AND ALSO AND ALSO THE 2021 TOTAL TAX RATE.

SO YOU CAN SEE THAT THE TOTAL TAX RATE HAS BEEN GOING DOWN FOR THE LAST COUPLE OF YEARS.

ALSO, JUST TO KEEP IN MIND HOW THIS FUNDING SYSTEM WORKS WHEN WE THINK ABOUT THE TAX RATE AND REVENUE.

SO THE COMPRESSION ITSELF, OF COURSE, BRINGS DOWN THE AMOUNT THAT WE WOULD GENERATE LOCALLY AND THEN THE STATE FILLS UP THAT DIFFERENCE.

SO WE DON'T LOSE ANY MONEY.

OVERALL, THE CUP IS STILL THE SAME SIZE.

IT'S JUST THE MIX BETWEEN HOW MUCH IS STATE REVENUE IN COMPARISON TO LOCAL REVENUE.

THAT IS WHAT IS BEING CAPTURED.

AND SO THAT'S WHAT THIS GRAPHIC IS ATTEMPTING TO SHOW YOU, THAT WHEN WE WERE DISCUSSING OUR TAX RATE IN JUNE, WHEN WE WERE ADOPTING OUR BUDGET, OUR LOCAL REVENUE WAS PROJECTED TO BE ABOUT 8,086% OF OUR TOTAL REVENUE AND OUR STATE AID WAS ABOUT 10%.

WELL, WITH THE CHANGES IN THE RECENT LEGISLATION AND LOOKING AT OUR OUR PROJECTIONS NOW AND WE'LL STILL WORKING THROUGH THOSE NUMBERS, THERE'S STILL LOTS OF CHANGES BEING MADE. OUR LOCAL REVENUE IS GOING DOWN TO ABOUT 84% OR SO AND THE STATE IS MAKING UP THE DIFFERENCE GOING UP TO 12%.

BUT THERE'S NOT ADDITIONAL FUNDING.

THE CUP IS NOT GETTING BIGGER.

WE'RE NOT GENERATING ANY ADDITIONAL REVENUE THAT COULD BE USED TO SUPPORT ALL OF THE DIFFERENT THINGS THAT WE NEED FOR OUR CLASSROOMS, FOR OUR TEACHERS RAISES OR

[01:40:06]

SO I JUST WANTED TO MAKE SURE WE WERE ALL CLEAR ON WHERE WE ARE AS IT RELATES TO OUR TOTAL TAX RATE AND WHAT THAT RATE WILL BE FOR THE UPCOMING YEAR.

HAPPY TO TAKE ANY QUESTIONS THAT ANYONE MAY HAVE.

TRUSTEES. ANY QUESTIONS? TRUSTEE MACKEY. YEAH, REAL QUICK, IF WE WANTED TO LOWER THE TAX RATE MORE, COULD WE WEEKS RATE ANY LOWER? THAT IS OUR COMPRESSED TAX RATE.

AND SO IT'S AS LOW AS IT CAN BE UNDER THE CURRENT LAW OR THE NEW LAW.

RIGHT. AND THAT CUP LIKE TO YOUR LAST POINT, IT STAYS THE SAME.

SO EVEN IF WE WERE TO COLLECT MORE TAXES.

WE'RE STILL NOT GOING TO GET ANY MORE IN OUR SYSTEM.

IS THAT ACCURATE? THAT IS CORRECT.

AND WE GENERATE MORE REVENUE THAN WE ARE ENTITLED TO.

THAT'S WHY WE ARE CONSIDERED A RECAPTURE DISTRICT.

SO ANYTHING THAT SPILLS OUT OF THE CUP GOES BACK, IS RECAPTURED AND IT GOES BACK TO TO THE STATE.

THANK YOU. TRUSTEE MICCICHE.

YEAH. SO IF IF MY HOUSE DOUBLES IN VALUE AND MY TAXES DOUBLE THAT, THAT ADDITIONAL AMOUNT OF TAXES THAT DOESN'T GO TO THE DISTRICT, IT GOES TO THE STATE IN THE FORM OF RECAPTURE. IS THAT RIGHT? SO AGAIN, IN LOOKING AT IF EVERYONE'S, YOU KNOW, JUST LOOKING AT YOURS ALONE, YOU KNOW, YOU'RE ONLY A SMALL PIECE OF THE PIE.

BUT I GET FOR, YOU KNOW, TALKING POINTS, THAT WOULD BE THE CASE BECAUSE WE HAVE AN ENTITLEMENT AMOUNT AND ANYTHING ABOVE THAT ENTITLEMENT AMOUNT WOULD GO BACK TO THE STATE IN THE FORM OF RECAPTURE.

OKAY. SO WE GET TO SEND OUT THE TAX BILLS THAT HAVE A HIGHER TAXABLE CHARGE TO TO THE OWNER OF THE PROPERTY.

AND WHEN WE COLLECT IT, WE ARE ESSENTIALLY GIVING THAT INCREMENTAL INCREASE TO THE STATE.

SO WE'RE IN A SENSE THE TAX COLLECTOR FOR THE STATE IN IN PART.

WELL, AND THAT'S BECAUSE WE DON'T SET THE APPRAISAL VALUES, RIGHT.

WE JUST LEVY THE TAX RATE AGAINST THE VALUE OF YOUR OF YOUR PROPERTY.

SO ESSENTIALLY ANYTHING THAT'S OVER THE STATE ENTITLEMENT.

YES. GOES BACK IN THE FORM OF RECAPTURE.

OKAY. THANKS. ALL RIGHT.

THANK YOU, TRUSTEES. I DO APPRECIATE THE CLARITY OF THE CUP ANALOGY.

THANK YOU FOR PROVIDING THAT.

ANY OTHER QUESTIONS, COMMENTS? ALL RIGHT. WE'LL KEEP MOVING.

THANK YOU.

ALL RIGHT, TRUSTEES ARE ANY OTHER QUESTIONS ON THE STATUTORY ITEMS? ANY DEALING WITH THE GOOD CAUSE EXCEPTION.

OKAY. ANY QUESTIONS ON POLICY UPDATES? IS THIS THE FIRST? A SINGLE READ.

SINCE YOU'RE SITTING HERE, DO YOU WANT TO EXPLAIN THIS AS THE FIRST OF THE SINGLE READ? SURE I WILL.

ACTUALLY, I'M GOING TO ASK KESHA CROWDER DAVIS, WHO'S COMING COME BACK TO DALLAS ISD AND SHERRY WEST TO COME UP AND SPEAK JUST A LITTLE BIT ON WHY WE'RE BRINGING FO BACK.

PD SUPERINTENDENT LEER, WE ARE HERE TODAY TO REQUEST AN AMENDMENT TO OUR STUDENT CODE OF CONDUCT.

NOW, VAPING EQUALS DAEP AUTOMATIC PLACEMENT.

BEFORE THIS WAS A LEVEL TWO OFFENSE AND NOW IT HAS MOVED TO A LEVEL THREE OFFENSE DUE TO HOUSE BILL 114 THAT PASSED IN JANUARY. THERE'S ANOTHER CAVEAT THAT NOT ONLY IS IT A MANDATORY AND STUDENTS MUST GO TO DAEP, IF DAEP, DAEP IS FULL OR AT CAPACITY, WE WOULD NEED TO FIND AN ALTERNATE SETTING FOR THAT STUDENT TO BE SCHOOLED, BE IT OUR RESET CENTERS AN ALTERNATIVE PLACEMENT ON A CAMPUS OR OUR PROJECT SAFE SPACE, WHICH IS HOUSED AT DAEP.

[01:45:04]

IT'S GREAT TO SEE YOU HOME.

WE'VE MISSED YOU.

I'VE MISSED YOU ALL.

ALL RIGHT. ANY OTHER QUESTIONS? TRUSTEE JOHNSON.

OKAY. TELL ME WHAT'S GOING ON.

I WAS LOOKING AT THAT. I'M TRYING TO UNDERSTAND YOU, ME AND ME IN A DIFFERENT LIGHT.

SO NOW YOU'RE TRYING ON GLASSES? I'M GETTING OLDER NOW. OKAY? BECAUSE I SPOKE WITH SHERRI ABOUT THIS SEVERAL TIMES.

SO WHAT ARE WE DOING WITH THE DAEP? IS IT MANDATORY? IT IS A MANDATORY OFFENSE, YES.

OKAY. SO GIVE ME AN EXAMPLE OF WHAT WOULD CONSIST OF A MANDATORY EVENT SITUATION.

WELL, THIS ONE HERE THAT WE'RE BRINGING IS BECAUSE OF THE VAPING AND THE E-CIGARETTES.

SO BECAUSE IF A STUDENT IS CAUGHT, YOU KNOW, VAPING OR WITH AN E-CIGARETTE, IT'S MANDATORY DAEP PLACEMENT.

HISTORICALLY, IT WAS A LEVEL TWO DISCRETIONARY OFFENSE, BUT NOW IT IS A MANDATORY DAEP.

ONLY ON THE VAPING..

AND THE E-CIGARETTES NO MATTER WHAT EXEMPT, YES.

BUT THE REST DID NOT CHANGE.

NO, IT DID NOT.

OKAY. QUESTION.

IF THEY ARE CAUGHT, THEY GO TO THE DAEP.

YES. HOW LONG DO THEY STAY IN THE DAEP? 15 DAYS.

15 DAYS. THEY COME BACK OUT AND THEY DO THE SAME THING AGAIN, THEN WHAT IS THE PROCESS? EXACT SAME THING.

YEAH, THEY WOULD GO BACK FOR 20 DAYS AND THEN IF THEY DO IT AGAIN, WE NOW HAVE SOME OTHER OPTIONS THAT WE'RE GOING TO BRING TO YOU HERE IN JUST A FEW MINUTES WITH A PARTNERSHIP WITH TEXANS CAN.

OKAY. YOU KNOW WHERE I'M GETTING AT? OKAY. BECAUSE I WANT TO MAKE SURE THAT WE'RE SUPPORTING OUR PRINCIPALS AND EDUCATORS AND SOME OF THE THINGS THAT THEY HAD CONCERNED ABOUT.

BUT THANK YOU.

ANYONE ELSE? TRUSTEE WHITE.

OH. WHEN I WAS LOOKING THIS OVER.

WELL, FIRST OF ALL, HELLO. HOW Y'ALL DOING? WHEN I WAS LOOKING THIS OVER, I AND I WAS READING THE FACT THAT WE'RE HAVING TO RELOCATE AND MAKE SOME CHANGES TO OUR DAEP FACILITY.

I WOULD JUST. AND THEN I JUST HEARD YOU SAY THAT IF WE DIDN'T HAVE SPACE THERE, WE WERE GOING TO PUT THEM IN RESET OR PROJECT SAFE PLACE, WHICH I THINK IS PROJECT SAFE PLACE, ALSO LOCATED ON THE CAMPUS AS WELL? IT'S LOCATED AT DAEP.

IT IS. OKAY. FRANKLY, I UNDERSTAND WE DON'T WANT SMOKING ON CAMPUS.

AND I DO UNDERSTAND THAT THAT IS A FORM.

I JUST THINK AND I UNDERSTAND WE CAN'T DO ANYTHING ABOUT IT.

IT'S THE LAW NOW, BUT I JUST THINK IT'S A LITTLE TOO SEVERE.

AND TO HAVE A CHILD THAT'S ADDICTED, IF WE DON'T PROVIDE THEM ANY TYPE OF SERVICES, IT SOUNDS LIKE FROM 15 TO 20, THEY CAN.

AND I DON'T KNOW WHAT THE THIRD, YOU KNOW, STRIKE THREE.

WHAT IS IT, YOU KNOW? ARE YOU COMPLETELY REMOVED FROM THE CAMPUS? WHICH I THINK I DID READ SOMETHING ABOUT WHEN YOU WERE SPEAKING OF TEXAS CAMP WHERE THEY MAKE AND WORK WITH THEM TO GRADUATE EARLY.

BUT THAT'S GOING TO PUT A STUDENT OFF CAMPUS FOR A GREAT DEAL OF TIME THAT MORE LIKELY REALLY DOES NEED SOME FORM OF SERVICES.

DO YOU GUYS HAVE ANY PLANS ONCE THEY ARE REMOVED THAT THEY CAN GET ADDITIONAL SERVICES? THAT'S MY QUESTION. THANK YOU.

YES. SO WE HAVE ACTUALLY REPURPOSED SOME OF OUR MENTAL HEALTH SERVICES STAFF TO BE DRUG COUNSELORS AND WORK WITH THE STUDENTS BECAUSE AS OUR DRUG OFFENSES AND THE VAPING HAS BEEN A SERIOUS ISSUE FOR US.

SO WE ARE DEFINITELY GOING TO BE WORKING WITH THOSE STUDENTS ON GETTING THEM THE SUPPORTS THEY NEED EVEN UP TO IF IT'S A TRUE ADDICTION, WHERE WE NEED TO WORK WITH THE FAMILIES TO TRY TO GET THEM INTO A MORE, MORE INTENSIVE PROGRAM.

TRUSTEE WEINBERG. CAN YOU HEAR ME? WE CAN. QUICK QUESTION FOR YOU.

WHAT IS THE ORDER OF MAGNITUDE? IF YOU LOOK AT THE DATA FROM LAST YEAR ABOUT HOW MANY FOLKS WOULD GO TO DEEP? WELL, RIGHT NOW, IF WE LOOK AT LAST YEAR'S SCHOOL DATA, WE HAD 317 STUDENTS WHO WERE HAD AN ELECTRONIC CIGARET OFFENSE.

SO THAT'S BROKEN DOWN BY ELEMENTARY, MIDDLE AND HIGH SCHOOL.

WE HAD 53 ELEMENTARY STUDENTS, 137 MIDDLE SCHOOL STUDENTS AND 127 HIGH SCHOOL STUDENTS.

THANK YOU. AND WELCOME BACK.

THANK YOU. LET ME ASK A QUESTION ABOUT THIS.

THIS IS A VERY TROUBLING CHANGE IN THE LAW, AND I CERTAINLY AGREE WITH THE CONCERNS THAT HAVE BEEN EXPRESSED.

[01:50:07]

BUT WE CAN'T DO ANYTHING ABOUT THE LAW, BUT WE THE NEW LAW AND THE PUBLIC POLICY BEHIND IT.

BUT WE CAN FIGURE OUT HOW WE'RE GOING TO REACT TO IT.

AND IT'S I MEAN, THIS BOARD HAS BEEN SO CLEAR ABOUT WANTING TO MAKE SURE THAT A STUDENT WHO, QUOTE, MISBEHAVES IN SOME WAY CONTINUES TO LEARN.

AND, YOU KNOW, HOW HOW ARE WE GOING TO MAKE SURE THAT THESE KIDS WHO ARE REMOVED FOR WHAT I THINK ARE IN SOME CASES VERY MINOR INFRACTIONS DON'T DON'T WIND UP JUST, YOU KNOW, LOSING LOTS AND LOTS OF LEARNING TIME? IT IT REALLY DOES SEEM LIKE, YOU KNOW, SOMEONE WHO'S VAPED.

I MEAN, I CAN'T STAND THE STUFF, BUT IT'S MILLIONS OF PEOPLE LIKE IT.

BUT IT I DON'T WANT TO HINDER THEIR EDUCATION BECAUSE OF IT.

AND SO WHAT ARE WHAT ARE WE GOING TO DO TO MAKE SURE THESE KIDS DON'T FALL BEHIND WHEN WHEN, WHEN THEY HAVE TO BE REMOVED? WELL, THE EXPECTATION IS WHEN YOU ATTEND A PLACEMENT, OUR RESET CENTERS OR WHEREVER YOU ARE IN SCHOOL.

SO SCHOOL STILL GOES ON, SCHOOL STILL CONTINUES.

WE HAVE A DISTRICT WIDE CURRICULUM THAT IS BEING UTILIZED.

IT WILL BE UTILIZED AT OUR PLACEMENT.

SO STUDENTS WILL STILL CONTINUE TO DO THEIR SCHOOLWORK.

OKAY. YEAH.

THEY'LL CONTINUE TO DO THEIR SCHOOLWORK IN A IN A DIFFERENT WITH A DIFFERENT CLASS, WITH DIFFERENT WITH DIFFERENT TEACHERS.

AND THEN THEY'LL GO BACK TO THEIR CAMPUS AGAIN.

RIGHT. AND, AND SO THAT THAT IS ANOTHER REASON FOR AN EMPHASIS ON ON MANAGED INSTRUCTION SO THAT WHAT THEY'RE WHAT THEY'RE STUDYING IN THE ALTERNATIVE LOCATION IS CONSISTENT WITH WHAT THEY WILL BE GOING GOING BACK TO.

I MEAN, I THINK OF THINGS LIKE ALGEBRA THAT, YOU KNOW, THAT YOU HAVE TO BE YOU HAVE TO GO THROUGH THE STEPS IN THE SAME ORDER OR YOU CAN'T JUST GET DROPPED IN THE CLASS. AND IF YOU HAVE IF YOU HAVE HAVEN'T HAD THE SAME INSTRUCTION AS EVERYONE ELSE, YOU'RE JUST GOING TO BE BE BEHIND.

SO ANYWAY, I WOULD I WOULD JUST LIKE THIS IS CONCERNING TO ME AND I WOULD LIKE TO MAKE SURE THAT WE'RE DOING EVERYTHING WE CAN TO MAKE SURE THAT THERE'S THAT THAT THESE STUDENTS DON'T FALL BEHIND AS A RESULT OF THIS.

DOES ANYBODY ELSE HAVE ANYTHING ON THIS? OH, TRUSTEE FOREMAN IS POINTING OVER THERE, CHIEF.

GO AHEAD, CHIEF. NO, POINTING AT MY LIGHT.

OKAY. THERE ARE JUST A COUPLE OF THINGS.

FIRST OF ALL, IT'S THE LAW, SO WE GOT TO ABIDE BY THE LAW.

BUT SECONDLY, DAEP HAPPENS TO BE IN MY TRUSTEE DISTRICT, AND MANY OF THE TEACHERS AT DAEP ARE SOME OF OUR MASTER TEACHERS.

AND I'VE TAKEN NOTE OF THAT BECAUSE I LIKE SOME OF MY MASTER TEACHERS IN SOME OTHER SCHOOLS.

BUT DAEP HAS SOME REALLY GOOD TEACHERS THAT HAVE BEEN STELLAR IN THE WAY THAT THEY'VE WORKED THROUGH THE YEARS.

AND SO I DON'T THINK THE STUDENTS WOULD ACTUALLY FALL OFF.

BUT I DO THINK THAT WE HAVE TO ENSURE THAT WE CONTINUE WHAT WE'VE BEEN DOING WITH DAEP AND MAKING SURE THAT IT STAYS UP TO THE STANDARD THAT IT IS.

YES. OKAY.

THANK YOU. WE'RE UP TO ITEM 12 ON THE AGENDA.

[12. CONSENT AGENDA ITEMS (AUGUST 24, 2023 PROPOSED BOARD MEETING CONSENT AGENDA)]

WE'RE GOING TO MOVE ON TO CHIEF OF STAFF DIVISION.

[14. Chief of Staff]

TRUSTEE FOREMAN. B AS IN BOY.

14 B. 14 B.

YOU GUYS CAN STAY THERE.

JUST BECAUSE YOU'RE BACK HOME DON'T MEAN YOU GET TO LEAVE.

I'M BACK AND I'M NOT GOING TO BE LIGHT ON YOU EITHER.

I DID NOT EXPECT IT.

SO LET ME JUST START BY CLARIFYING OPENLY THAT I AM IN AGREEMENT WITH US TRYING TO PUT SOMETHING TOGETHER WITH TEXAS CAN TO BE ABLE TO CONTINUE EDUCATION FOR OUR STUDENTS.

I DO HAVE A FEW QUESTIONS IN REGARDS TO WHAT WE ACTUALLY HAVE IN OUR BINDER.

NO, MY BINDER, NOBODY ELSE'S BINDER BUT MY BINDER ELECTRONICALLY.

[01:55:04]

SO STARTING OUT WITH THE.

THE AGREEMENT.

I DO UNDERSTAND PART OF THE AGREEMENT, BUT I'D LIKE TO SEE THE PLAN SOME FORMAT OF A PLAN LAID OUT SO THAT I CAN HAVE AN UNDERSTANDING, JUST NOT THE AGREEMENT, BUT A FORMAT.

I MEAN, IT DOESN'T HAVE TO BE FULLY FLESHED OUT, BUT I REALLY WOULD LIKE TO UNDERSTAND WHAT DIRECTION WE'RE GOING TO BE GOING IN WITH WITH THIS PLAN.

AND THEN JUST A COUPLE OF QUESTIONS IN REGARDS TO THE AGREEMENT WHERE WE TALK ABOUT DATA.

EVERYBODY KNOWS THAT OUR DATA SHARING AGREEMENTS TO ME OR NOT WHERE THEY SHOULD BE.

AND THEN I LOOKED AT ITEM NUMBER NINE ON THIS AGREEMENT, WHICH TALKS ABOUT TEXAS CAN MUST DESTROY ALL EDUCATION RECORDS AND ANY DATA DERIVED FROM PERSONALLY IDENTIFIABLE INFORMATION OR RECORDS WHEN THE INFORMATION IS NO LONGER NEEDED TO FULFILL THE SERVICES.

I'D LIKE TO SEE SOME TIMELINE AND A BIT MORE OF A DEFINITION OF WHAT THAT LOOKS LIKE.

IF IT MEANS THAT THE STUDENT IS NO LONGER A PART OF THE PROGRAM AND THEY HAVE 30 DAYS TO ACTUALLY DESTROY THE DATA.

I'D LIKE TO SEE THAT IN WRITING SO THAT THERE'S A CLEAR UNDERSTANDING BECAUSE THERE'S NO CLEAR UNDERSTANDING TO ME IN REGARDS TO THAT.

AND I THINK I THINK OUR IT PEOPLE WILL BE SIGNING THAT DATA SHARING AGREEMENT. AND THEN THE LAST QUESTION IS I'VE BEEN ON THE BOARD NINE YEARS, BUT THIS PARTICULAR AGREEMENT IS BEING SIGNED BY THE BOARD PRESIDENT AND NOT THE SUPERINTENDENT.

AND CAN SOMEBODY EXPLAIN TO ME WHY WE ARE WHY THAT'S HAPPENING? THAT'S WE'LL HAVE TO GET WITH LEGAL AND SEE WHY WHY THAT WAS DONE THAT WAY.

I'M NOT SURE. SORRY, SHERRY, FOR INTERVENING.

TRUSTEE FOREMAN IT'S AN INTERLOCAL AGREEMENT.

AND SO THE BOARD HAS TO APPROVE AND IT'S SIGNED BY THE BOARD UNLESS IT'S DELEGATED TO HAVE THE SUPERINTENDENT SIGN OFF ON THAT.

SO TYPICALLY WE DON'T DO THAT WITH INTERLOCAL AGREEMENTS.

SO THE BOARD PRESIDENT SIGNS OFF ON THOSE RIGHT AFTER THE VOTE.

UNDER CHAPTER 791 OF THE GOVERNMENT CODE.

CHAPTER 791.

YES, MA'AM. THANK YOU.

THANK YOU.

THANK YOU TRUSTEE FOREMAN, TRUSTEE WHITE.

YES, TEXAS CAN ACADEMY HAS TWO LOCATIONS.

CORRECT? YES.

WHY ARE WE ONLY UTILIZING THE ONE THAT'S OFF OF 12TH STREET? SO THAT'S THEIR MAIN HEADQUARTERS.

SO WE ACTUALLY WILL BE USING ALL OF THEIR LOCATIONS.

SO THEY'RE GOING TO PLACE THE STUDENTS BASED ON WHAT'S CLOSEST TO THEIR HOME.

OKAY. AND MY MY NEXT QUESTION IS.

BECAUSE THEY ACTUALLY CAN GRADUATE THROUGH TEXAS CAN ACADEMY.

CORRECT. SO I UNDERSTAND WE'RE FORMING AN AGREEMENT.

SO IF THEY GRADUATE THROUGH TEXAS, CAN THEY'RE NOT ON OUR NUMBERS AS FAR AS GRADUATES, IS THAT CORRECT? SO. AND TECHNICALLY ALSO WHEN I WHEN I WAS READING THIS, I WAS ALSO THINKING THAT OF COURSE THAT'S HOW THAT'S WHY WE'RE IN BUSINESS, IS TO EDUCATE KIDS.

SO IF WE'RE LOSING STUDENTS.

WHICH I MEAN, I UNDERSTAND IT MAY GET TO A POINT WHEN IS THE LAST DROP DEAD? YOU KNOW, STRIKE ONE, STRIKE TWO, STRIKE THREE.

WHAT IS THE DROP DEAD? WE CAN'T DEAL WITH YOU.

WE'VE GIVEN YOU COUNSELING SERVICES.

WE CAN'T SEEM TO GET YOU BACK ON TRACK.

WHEN IS THAT? NEVER. WE PUBLIC SCHOOLS DO NOT HAVE THE ABILITY TO COMPLETELY DISCONNECT FROM A STUDENT LEGALLY.

THE ONLY COMPLETE SEPARATION IS AN EXPULSION.

AND THAT IS MANDATORY UNDER CERTAIN GUIDELINES.

AND THEN THEY WOULD END UP, IN MOST INSTANCES, BEING ASSIGNED TO JJAEP.

SO AND WE END UP CONTRACTING WITH JJAEP AND PAY FOR SERVICES TO JJAEP.

AND I THINK YOUR QUESTION IS SUPER WELL TIMED TRUSTEE WHITE, BECAUSE AS PEOPLE ARE TALKING ABOUT PUBLIC SCHOOLS AND COMPARING THAT TO PRIVATE SCHOOL SUBSIDIES, WE DO NOT

[02:00:01]

OTHER SCHOOLS DO HAVE THAT ABILITY.

WE DO NOT.

AND SO WE'RE MAKING THIS PARTNERSHIP IN THE EVENT THAT THE STUDENT JUST SAYS, I CAN'T LIVE WITHOUT MY E-CIGARETTE.

AND YOU GUYS SAY, WELL, WE WANT YOU TO FINISH.

SO WE'RE SUGGESTING THAT YOU GO TO TEXAS CAN ACADEMY IS THAT THIS PARTNERSHIP HERE IS NOT JUST FOR THE STUDENTS WHO ARE MANDATORY DAEP VAPING INCIDENTS.

THIS IS FOR STUDENTS, WHAT WE DID WAS WE ARE FORMING A PARTNERSHIP WITH STUDENTS WHO ARE OVER AGE AND UNDER CREDITED, WHO HAVE ALSO RECEIVED DISCIPLINARY ACTIONS.

SO WE'RE LOOKING AT STUDENTS WHO ARE 17 YEARS OF AGE, WHO HAVE FIVE OR LESS CREDITS AND WHO HAVE HAD DISCIPLINE ISSUES.

SO WE WANT TO MAKE SURE THAT WE WERE PROVIDING THEM WITH OPTIONS.

SO RIGHT NOW, SEVERAL OF THE STUDENTS ARE WORKING WITH JACKIE MCFARLAND AND HER GROUP IN THE GRAD PLUS OR GRAD LAB.

I'M TRYING TO GET ALL THE NAMES TOGETHER IN OUR RECONNECTION, RECONNECTION PLUS AND OUR GRAD LAB PROGRAMS. SO ONCE WE GO THROUGH ALL OF THAT AND WE PROVIDE THEM WITH OPPORTUNITIES AND WE'RE LIKE, OKAY, YOU'VE HAD THE OPPORTUNITY, LET'S SEE IF NIGHT SCHOOL WORKS FOR YOU.

LET'S SEE IF THE GRAD LAB, IF WE CAN HELP YOU.

IF WE HAVE DONE ALL THAT WE CAN DO, WE ARE NOT GIVING UP ON THE STUDENT BECAUSE WE STILL WANT THE STUDENTS TO GRADUATE.

SO WE ARE PROVIDING THEM AN OPPORTUNITY TO GO TO TEXAS CAN TO RECEIVE THEIR CREDITS AND THEN TURN AROUND.

I'M CALLING IT A RELAY, THEN TURN AROUND AND COME BACK TO DALLAS AND GRADUATE WITH US.

THANK YOU FOR CLEARING THAT UP.

THAT THAT DOES HELP BECAUSE WHEN YOU AS YOU WERE EVEN SPEAKING AND YOU WERE TALKING ABOUT MS..

MS.. MACFARLANE AND HER PROGRAMING BEFORE YOU SAID IT, I WAS THINKING WE HAVE PROGRAMS TO HELP STUDENTS THAT THAT ARE AGING OUT OF REGULAR CLASS SESSIONS. BUT SO THANK YOU SO VERY MUCH.

I APPRECIATE IT. THANK YOU.

TRUSTEE FOREMAN. JUST FOR CLARITY, I THINK I WAS JUST TALKING TO BEN, HE'S BECOME MY NEW BEST BUDDY.

WE ALREADY HAVE STUDENTS AT DALLAS CAN THAT LEAVE DALLAS ISD AND GO TO DALLAS CAN.

THIS IS AN OPPORTUNITY TO STILL KEEP THE CONNECTION WITH THOSE STUDENTS SO THAT THEY ARE STILL A PART OF DALLAS ISD BUT RECEIVING SOME OF THEIR SCHOOLING THROUGH DALLAS CAN.

DID I GET THAT CORRECT OR DID I MISS IT? YES, MA'AM. OKAY. THANK YOU.

AND LET ME ADD ONE OTHER DESCRIPTOR.

WE TO YOUR POINT, TRUSTEE FOREMAN, WE HAVE STUDENTS THAT ON THEIR OWN ARE LIKE, I'M NOT MAKING IT HERE AND THEY HAVE SOMEONE WHO MIGHT CONNECT THEM WITH WITH THE CAN ACADEMY AND SOMEHOW THEY END UP THERE AND THEY MAKE IT THROUGH.

THEY MAY OR MAY NOT COME BACK TO US, BUT THE CANS AREA OF SPECIALTY IS THAT THEY TAKE STUDENTS WHO HAVE STRUGGLED FOR WHATEVER REASON IN AND THEY ARE ABLE TO BE MORE FLEXIBLE BECAUSE OF THEIR CHARTER AGREEMENT WITH THE STATE.

THEY HAVE LESS CONSTRAINTS IN SOME WAYS THAT WE DO.

SO THERE ARE SOME THINGS THEY CAN DO THAT WE CAN'T DO.

AND SO RATHER THAN KIDS, IF WE FIRST THINK ABOUT WHAT'S BEST FOR A STUDENT, WE WANT TO ENSURE THAT OUR STUDENTS ARE GETTING WHAT THEY NEED.

SO WE DO KNOW THAT THERE COULD BE A GROUP OF STUDENTS AS THE ONES THAT WERE MENTIONED, THAT MAY BE OVERAGE FOR THE NUMBER OF CREDITS THAT THEY'VE RECEIVED AND HAVE HAD ADDITIONAL CHALLENGES.

AND IF WE DON'T PROVIDE IT OR WE DON'T CONNECT IT, CONNECT THEM WITH SOMEONE, ACTUALLY, IN MANY OF THOSE INSTANCES, WHAT OUR DATA SHOWS IS THEY END UP BECOMING THE DROPOUT STUDENT ALTOGETHER, WHICH THEN DOES NOT ONLY DOES IT AFFECT THE INDIVIDUAL STUDENT, BUT THEN IT DOES AFFECT OUR SCHOOL AS WELL BECAUSE WE DIDN'T HELP THEM GET A GOOD PLACEMENT AND WE WEREN'T ABLE TO MEET THEIR NEEDS.

SO THAT'S WHY WE THOUGHT, LET'S BE INTENTIONAL ALL ABOUT TRYING TO SERVE OUR STUDENTS IN A WAY THAT WOULD MEET THEIR NEEDS.

AND IT DOESN'T HURT THE SCHOOL SYSTEM IN ANY WAY.

AND IN FACT, WE'RE REALLY LIVING OUT THE IDEA THAT LET'S MAKE SURE OUR KIDS GET WHAT THEY NEED.

AND SO RATHER THAN ACCIDENTAL, THE TEAM THOUGHT IT WOULD MAKE MORE SENSE TO CREATE THIS RELATIONSHIP PURPOSEFULLY.

THANK YOU. TRUSTEE FOREMAN TRUSTEE WHITE.

I HAVE A QUESTION.

FOR RAMONA, THIS PARTICULAR AGREEMENT, DOES IT START WITH OUR FORM OR ARE THEY SENDING THIS OVER TO US FOR US TO REVIEW THIS INTERLOCAL AGREEMENT?

[02:05:02]

THIS INTERLOCAL AGREEMENT WITH TEXAS CAN.

IS THIS OUR FORM? DO WE SEND THIS TO THEM INITIALLY OR ARE WE WORKING ON THEIR PAPER? I BELIEVE IT WAS A COMBINATION OF WHAT THEY'VE USED WITH OTHER DISTRICTS.

AND WE'VE MADE SOME CHANGES.

WE CAN CONTINUE TO MAKE CHANGES IF THAT'S NEEDED.

YES, IT'S DIFFERENT THAN SOME OF THE OTHER ONES.

YOU KNOW, TRUSTEE FOREMAN LAWYERING OVER THERE, I AGREE WITH HER ON THIS CONFIDENTIALITY PROVISION.

AND WE CAN TAKE A LOOK AT THAT.

BUT I WOULD LOVE TO PROVIDE SOME FEEDBACK ON THAT, BOTH JUST THE SCOPE.

AND ARE YOU TALKING ABOUT THE DATA SHARING AGREEMENT OR THE INNER OR THE INNER LOCAL AGREEMENT? THE INTER-LOCAL AGREEMENT WITH TEXAS CAN.

OKAY. BUT WE HAVE TWO DOCUMENTS.

WE HAVE THE INNER LOCAL AND THEN WE HAVE THE DATA SHARING.

I JUST DIDN'T KNOW WHICH ONE I'M LOOKING AT THE INNER LOCAL AGREEMENT.

OKAY. YEAH. WERE YOU REFERENCING THE DATA SHARING AGREEMENT? WHAT PROVISION WERE YOU? OH.

YEAH, JUST OUR STUDENT DATA INFORMATION.

THE IDEA THAT THEY CAN HAVE IT NO LONGER NEEDED FOR THE PURPOSE OF THE AGREEMENT JUST FEELS VERY VAGUE.

THERE'S WAYS YOU CAN PUT SOME BRACKETS ON THAT.

AND ALSO YOU CAN LIMIT WHO CAN SEE IT LIKE JUST A NEED TO KNOW BASIS.

EVERYONE DOESN'T NEED ACCESS TO THE INFORMATION.

ONLY THE FOLKS THAT ARE ACTUALLY GOING TO USE IT FOR SOME PURPOSE.

SO. WE CAN DISCUSS ONLINE, BUT I WOULD LIKE TO TIGHTEN THAT UP WITH THE STUDENT CONFIDENTIALITY.

WE'LL TAKE A LOOK AT THAT.

ALL RIGHT. THANKS. I DON'T HAVE ANY OTHER QUESTIONS OR COMMENTS.

WELCOME BACK. THANK YOU.

OH, NO, NO, NOT ON THIS TOPIC.

I WAS JUST WAITING FOR YOU. GET TO THE NEXT.

ALL RIGHT. THAT WAS 14.

BE. ANY OTHER QUESTIONS? 14 C, D, 14, D, PLEASE.

D E AND WHAT YOU SAY IS.

AND DAVID. OKAY, YOU GO.

GO AHEAD. 14 D TRUSTEE FOLLOWED BY TRUSTEE FOREMAN AND 14 D.

JUST START, OKAY? OH, THEY'RE HERE ALREADY.

OKAY, FIRST OF ALL, I JUST.

I THINK THIS IS A GREAT PROGRAM.

I DON'T KNOW WHAT ELSE TO SAY OTHER THAN I REALLY DO FEEL THAT THIS IS A GREAT PROGRAM THAT UNT DALLAS COLLEGE COMMUNITY HAS BECAUSE, YOU KNOW, STUDENTS ARE ALWAYS WANTING TO MAINLY TEENAGERS.

THEY WANT TO QUESTION YOU AND GO BACK AND FORTH WITH YOU.

TRUSTEE 14C.

SEE YOU. THIS ISN'T IT D THAT I'M SORRY.

IT IS. SEE? SEE? OKAY, IT IS.

SEE? I'M 14. SEE? TRUSTEE.

AS FAR AS THE AGREEMENT IS CONCERNED, IS THIS IS THIS A NEW AGREEMENT THAT WE'RE WORKING ON? IS THIS IS A LIKE A PILOT, RIGHT.

IT WILL BE A NEW AGREEMENT WITH YOU.

BUT I REALLY DO LIKE THIS PROGRAM.

I THINK IT'S EXCELLENT THAT STUDENTS WILL BE ABLE TO, YOU KNOW, BASICALLY INTERACT WITH EACH OTHER AND THEN THEY'LL ALSO BE TAUGHT, YOU KNOW, DIFFERENT LAWS THAT THEY'RE PLANNING ON DOING WITH THEM.

I DON'T KNOW HOW LONG WE'RE GOING TO BE.

I THOUGHT I LOOKED I DON'T KNOW IF IT'S FIVE YEARS OR WHAT HAVE YOU, BUT I THINK IT'S AN EXCELLENT PROGRAM AND I'M JUST WATCHING SO THAT I CAN SEE HOW THE OUTCOME IS GOING TO BE.

I UNDERSTAND THEY ARE GOING TO BE ON THE LINCOLN AND THE PINKSTON CAMPUS, BUT I DEFINITELY AND IT'S PROBABLY BECAUSE THEY'RE CLOSER TO DOWNTOWN.

BUT ANYWAY, THAT'S NEITHER HERE NOR THERE.

BUT I DEFINITELY WOULD LOVE TO SEE THIS PROGRAM.

I REALLY AM WANTING THIS PROGRAM TO WORK SO THAT WE CAN SPREAD IT TO OTHER AREAS.

THANK YOU. THANK YOU TRUSTEE WHITE.

THANK YOU TRUSTEE WHITE.

FOR C, TWO, C AND TRUSTEE FOREMAN.

OKAY. ON C, THE FIRST QUESTION IS, IS THERE A FINANCIAL OBLIGATION? NO, THERE ISN'T.

THERE ISN'T. OKAY, GOOD.

DO WE HAVE A DATA SHARING AGREEMENT? WE DO NOT AT THIS POINT.

WHY NOT? WE DON'T SHARE DATA WITH THEM.

NO. OKAY.

WE DON'T. THEN THAT'S GOOD.

AND THEN THE LAST QUESTION ON PAGE TWO OF THREE PROVIDE OTHER PROGRAMING UPON THE AGREEMENT OF THE UNTD COL AND THE DIRECTOR MANAGER OF RESOURCE CENTERS.

SO DO HOW DO WE HANDLE THAT WHEN THEY BRING IN NEW PROGRAMS? SO THE PROGRAMS HAVE TO FALL UNDER THAT UMBRELLA OF THE AGREEMENT.

SO IT WOULD STILL BE RELATED TO THEM WORKING WITH STUDENTS AROUND THE LAWS, AROUND RESTORATIVE PRACTICES, AROUND ALL OF THOSE ITEMS THAT WE HAVE IN THE AGREEMENT. SO IT WOULD STILL BE CONNECTED TO WHAT WE'RE DOING.

[02:10:02]

SO SURE, I'D LIKE TO SEE IT NOT STOP AT THE MANAGERS OF THE RESOURCE CENTERS, BUT AT LEAST COME BACK TO ADMINISTRATION FOR SOME KIND OF CLARITY ON A NEW PROGRAM THAT'S BEING IMPLEMENTED BECAUSE IT MIGHT BE SOMETHING YOU WANT TO PUT IN IN ANOTHER RESOURCE CENTER.

OKAY, IF THAT MAKES SENSE.

OKAY. THAT'S IT.

STILL YOU, TRUSTEE FOREMAN.

I'M DONE. YOU HAD D THOUGH TOO, WAS THAT D? OKAY, 14 D..

AND D IS POOL OF VENDORS FOR THE LITERACY AND MATH SUPPORT SERVICES. AND THE ONLY QUESTION THAT I HAVE IS A LOT OF TIMES WE LOOK AT OUR PREVIOUS OUR BID AND BRING THE VENDORS BACK AND HOW MUCH THEY ACTUALLY MADE.

I'D LIKE TO SEE THAT ON THIS ONE.

SUCH A LARGE NUMBER OF VENDORS, AND I'M JUST WONDERING IF WE'RE JUST USING A FEW OF THOSE VENDORS AND BRINGING A BIG LIST TO THE BOARD FOR THE BOARD TO SEE.

IF YOU DON'T MIND. WE WILL DO THAT.

THANK YOU. TRUSTEE WHITE AND I JUST HAVE A FEW QUESTIONS.

HOW DOES THIS HOW IS THIS GOING TO WORK AS FAR AS THEM GOING TO THEY'RE GOING TO SERVE AS THE MIDDLE SCHOOL, HIGH SCHOOL, ELEMENTARY.

HOW ARE THEY GOING TO COME ONCE A WEEK, TWICE A WEEK? HOW MUCH SERVICES WILL THEY BE THE STUDENTS WILL BE RECEIVING? SO I'M GOING TO ASK CHIEF HEWITT TO COME UP.

BUT AT THIS POINT, TRUSTEE WHITE, WE DON'T HAVE THE EXACT SCHEDULE AND ACTUALLY WE HAVEN'T.

WE NEED TO LOOK AT THE VENDORS TO SEE WHICH ONES WE WOULD WANT TO HELP SUPPORT US IN BOTH LITERACY AND MATH.

AND JUST TO ECHO, I WOULD JUST SAY THAT, YOU KNOW, THIS IS JUST US CONTINUING TO LAYER ON THAT ADDITIONAL SUPPORT TO HELP US GET TO MEET IN READING AND MATH AND TO MEET OUR BOARD GOALS.

AND SO EACH VENDOR HAS THEIR OWN PARTICULAR SCHEDULE, BUT WE'D LIKE IT TO BE ON A REGULAR BASIS.

SO BASICALLY, THERE IS NO DETAILS TO SHARE RIGHT NOW.

WELL, NOT AT THIS TIME. BUT WE WOULD ANTICIPATE THAT THEY WOULD BE ON CAMPUS EVERY DAY.

OKAY. THANK YOU.

ALL RIGHT. THANK YOU, TRUSTEES.

THAT'S SECTION 14 CHIEF OF STAFF FOR, WELL, STILL IN DIVISION 15.

EVALUATION ASSESSMENT, HEALTH SERVICES 16.

[16. Health Services]

OKAY. ALL RIGHT TRUSTEE FOREMAN.

16A. THIS IS IN REFERENCE TO TEXAS A&M HEALTH SERVICES CENTER AND DENTAL WORK.

AND THERE'S NOWHERE IN HERE WHERE IT TALKS ABOUT HOW THIS IS GOING TO BE DISSEMINATED TO ALL AREAS OF TOWN, TO THE PARENTS SPECIFICALLY.

WILL WE BE USING PARENT SERVICES OR HOW WILL WE MAKE SURE THIS INFORMATION GETS OUT TO SOME OF THESE PARENTS? OKAY. SO WHAT HAPPENS IS AS SOON AS THIS AGREEMENT IS FINALIZED, THEN WE REACH OUT TO ALL OF THE ELEMENTARY SCHOOLS TO SEE WHICH ONES WANT TO OPT IN.

AND SO THOSE CAMPUSES THAT WANT TO BE A PART OF THE PROGRAM, THEY SUBMIT THEIR NAME.

AND THEN WE HAVE A VETTING PROCESS BECAUSE WE'VE BEEN DOING THIS FOR SEVERAL YEARS.

SO WE LOOK AT LIKE WHICH SCHOOLS HAD IT LAST YEAR, WHICH SCHOOLS HAD THE YEAR BEFORE.

AND SO IF WE HAVE A LARGE NUMBER THAT WANT TO OPT IN, WE DO ABOUT 25 SCHOOLS.

AND SO WE DO IT ON KIND OF LIKE A ROTATING BASIS SO THAT IT DOESN'T GO TO THE SAME SCHOOL EVERY YEAR.

WE ALSO LOOK TO MAKE SURE WE STRATEGICALLY HAVE THEM ACROSS THE DISTRICT AND THEN THAT'S ONCE THOSE SCHOOLS ARE IDENTIFIED, THEN WE REACH OUT TO THOSE PARENTS FOR CONSENT, FOR THEM TO ALLOW THEIR STUDENTS TO BE A PART OF THE PROGRAM.

I JUST WANTED TO BECAUSE THIS DOESN'T EXPLAIN THAT.

THANK YOU. OKAY. I APOLOGIZE FOR THAT.

THAT'S OKAY. I GOT IT.

IT DOESN'T TAKE ME LONG.

THANK YOU. THANK YOU TRUSTEE FOREMAN THAT WAS 16A, QUESTIONS ON 16 B, 17.

ALL RIGHT, [INAUDIBLE] AND SHERRY, I THINK Y'ALL ARE OFF THE HOOK, TEACHING AND LEARNING, 19, 20.

[19. Teaching and Learning]

[21. Postsecondary Partnerships and Programs]

OKAY, WE'LL START WITH 21 H TRUSTEE FOREMAN IF YOU NEED TO GO BACK, LET ME KNOW.

[02:15:01]

YEAH, SHE'S LOOKING STILL, 21H.

YOU'RE. HELLO.

I THINK THIS IS A GREAT PROGRAM, BUT I JUST WANT TO GET CLARIFICATION AS FAR AS THE EMT, THE EMERGENCY MEDICAL TECHNICIANS, THE STUDENTS.

IS THIS HOW IS THIS GOING TO BE, WHAT CAMPUSES, HOW IS THIS GOING TO BE INTRODUCED? IS IT GOING TO BE IN THE TOWNVIEW HEALTH MAGNET SCHOOL? HOW IS IT GOING TO BE INTRODUCED? RIGHT BUTTON ON THE RIGHT.

THIS PARTICULAR AGREEMENT IS JUST FOR NORTH DALLAS PTECH.

AND SO THEY HAVE AN EMT PROGRAM THERE.

AND SO IT IS A NEW AGREEMENT.

BUT DALLAS COLLEGE SHARED THAT WE HAD TO HAVE ONE SPECIFIC BECAUSE IT HAS TO ADHERE TO THE TEXAS DEPARTMENT OF STATE HEALTH SERVICES.

AND SO THAT'S WHY THE AGREEMENT IS.

AND I THINK THIS IS A GREAT PROGRAM AND I THINK IT SHOULD.

WELL, I KNOW WE DO HAVE THE CAPABILITY.

I'M NOT SURE IF WE'RE GOING TO DO CERTIFICATION ANYWHERE ELSE, BUT WE WERE JUST DISCUSSING THE GROW YOUR OWN, WHICH, YOU KNOW, SOME PEOPLE DO, FIREFIGHTERS, POLICE, ETCETERA, ETCETERA.

I THINK IT'S A GREAT PROGRAM AND THAT HOPEFULLY AFTER THIS SESSION, THIS WILL BE ALSO INCREASED ON OTHER CAMPUSES AS WELL, ESPECIALLY DEFINITELY IF TOWNVIEW DOES HAVE THE ABILITY BECAUSE IT'S A HEALTH MAGNET THERE AND I THINK IT'S A GREAT IDEA THAT THEY WILL ACTUALLY BE ABLE TO GO TO THE NATIONAL REGISTRY OF EMTS AND GET A NATIONAL CERTIFICATION.

I'M NOT SURE WHAT CAN THEY UTILIZE THERE IF THEY GET A NATIONAL DOES THAT MEAN THAT IF THEY DECIDE FOR WHATEVER REASON HAVE TO LOCATE TO ANOTHER STATE THAT THEY DON'T HAVE TO GO AND GET RE CERTIFIED SINCE IT'S NATIONAL? I'M NOT SURE ABOUT THAT.

OKAY. BUT ONCE AGAIN, IT'S A GREAT PROGRAM.

I WAS JUST WANTING TO JUST EXPRESS HOW PLEASED I AM THAT WE DEFINITELY HAVE IT.

THANK YOU. THANK YOU TRUSTEE WHITE.

OTHER SECTIONS OF SECTION 21.

NO. SEVEN.

THE FINANCIAL SERVICES DIVISION 2324.

[22. FINANCIAL SERVICES DIVISION]

[23. Financial Services]

OKAY 24? D..

24 D.

TRUSTEE WEINBERG. HANG ON.

I GOT TO OPEN IT UP. Y'ALL GO SO FAST THROUGH THESE? OH, HE'S SLOW TODAY.

UM, I HAD A QUICK QUESTION IN LOOKING AT THE INVESTMENT REPORT IN THE QUARTERLY AND CUMULATIVE EARNINGS ON PAGE TWO OF EIGHT.

IT LOOKS LIKE YEAR TO DATE WE HAVE $168 MILLION IN INVESTMENT EARNINGS.

I'M SORRY. GIVE ME ONE SECOND.

STEVE WEINBERG. I WANT TO GET WITH YOU.

YEAH, IT'S HARD TO FLIP. FLIP TO THESE.

THANK YOU. I LEFT MY STUFF AT MY DESK.

I MEAN, OVER THERE. SO PAM LET ME BORROW HER.

OKAY, SO I'M ON THE INVESTMENT REPORT.

THE QUARTERLY REPORT. THE INVESTMENT REPORT.

WHAT PAGE? PAGE 208.

OKAY. IT APPEARS THAT WE EARNED AN ADDITIONAL $168 MILLION IN INVESTMENT EARNINGS OVER THE PRIOR YEAR.

AND CAN YOU JUST WALK US THROUGH THAT CHANGE AND WHY AND WHERE IT GOES AND WHAT WE DO WITH IT? SURE. SO THE ADDITIONAL EARNINGS ARE AS A RESULT OF THE INTEREST RATE INCREASES THAT WE'VE SEEN THIS PAST YEAR.

AND SO AS RELATES TO WHERE IT GOES, THESE INVESTMENT EARNINGS GO BACK INTO OUR OUR GENERAL FUND, WHICH IS WHERE

[02:20:02]

OUR PORTFOLIO IS REALLY DIVERSE.

AND SO WE'RE GENERATING INVESTMENT EARNINGS FROM ALL OF THE THE DIFFERENT FUNDING SOURCES THAT WE HAVE WITHIN OUR BUDGET.

SO THERE'S BOND DOLLARS THAT ARE INVESTED, THERE'S GENERAL OPERATING DOLLARS THAT ARE INVESTED.

AND SO THE ATTRIBUTABLE PORTIONS GO BACK TO THEIR RESPECTIVE FUNDING SOURCES.

BUT I HOPE I'M ANSWERING YOUR QUESTION.

SO THE INTEREST RATE INCREASES ARE WHAT ARE WHAT IS DRIVING THE INCREASE IN INTEREST EARNINGS FROM YEAR TO YEAR.

AND SO I GUESS THE FOLLOW ON QUESTION, IS IT ACCOUNTED FOR IN A BUDGET SOMEWHERE? ABSOLUTELY. THAT MARGINAL.

SO THAT WAS ALREADY ACCOUNTED FOR IN THE.

OKAY. YES, MA'AM. THANKS.

THANK YOU, TRUSTEE MACKEY.

FOLLOWED BY TRUSTEE FOREMAN.

THAT AMOUNT THOUGH EVEN FOR THAT PERCENTAGE INCREASE.

SO IF WE EARNED 4.49% VERSUS LAST YEAR LESS THAN 1%.

THAT STILL FEELS LIKE A MASSIVE INCREASE COMPARED TO THAT PERCENTAGE.

THE PRINCIPAL BALANCE ON THAT MUST HAVE BEEN DRASTICALLY LARGER.

SO WHEN YOU LOOK AT THE IN THE FIRST COLUMN, THE FOURTH QUARTER YEAR TO DATE EARNINGS, YOU SEE THE $176 MILLION, CORRECT? YEAH. AND THEN IN FY 22, THAT AMOUNT WAS ONLY 7.5 MILLION.

REMEMBER, WE HAD A BOND SALE IN JANUARY.

GOTCHA. SO WE GOT SOME CASH INFUSION AND SO WE'VE BEEN EARNING INTEREST.

SO THAT'S THE CHANGE IN PRINCIPAL.. ON THOSE ADDITIONAL DOLLARS, A MUCH LARGER AMOUNT OF PRINCIPAL DUE TO THE BOND SALES.

YES, SIR. THANK YOU.

THE OTHER QUESTION IS TRUSTEE FOREMAN.

OKAY. ALL RIGHT.

I JUST HAVE A QUICK QUESTION.

SO WE GO TO THE MARKET.

WE BORROW MONEY FOR THE BOND PROGRAM BEFORE WE SPEND THAT MONEY.

WE HAVE THE MONEY IN THE BANK AND WE EARN INTEREST ON IT.

BUT WE'RE ALSO PAYING INTEREST ON THE ON THE MONEY THAT WE BORROWED TO THE BOND HOLDERS.

RIGHT. THERE THERE'S AN INTEREST RATE.

YES, SIR. OKAY. DO YOU KNOW WHAT THE DELTA IS ON THAT? NOT NOT OFF THE TOP OF MY HEAD.

BUT OF COURSE, THAT'S SOMETHING THAT WE CAN PROVIDE TO YOU.

YEAH. SO, I MEAN, I THINK THE SIGNIFICANCE OF THAT IS THAT WE PAY MORE TO THE BOND HOLDERS THAN WE EARN FROM THE BANKS AND INTEREST.

SO IN YEARS PAST, I REMEMBER DUANE EXPLAINING THAT THAT'S WHY WE TRY NOT TO TO GO FOR THE BOND, GO AND ISSUE THE BONDS UNTIL IT'S CLOSE TO SPENDING.

SPENDING THE MONEY. SO BECAUSE THE MONEY THAT WE WE KEEP IN THE BANK DOESN'T EARN AS MUCH INTEREST AS THE MONEY THAT WE WE HAVE TO PAY OUT IN INTEREST.

SURE. OKAY. THANKS.

YES, SIR. ALL RIGHT.

GOOD QUESTIONS. DON'T SEE ANY OTHER QUESTIONS.

WE'RE GOING TO KEEP MOVING ON TRUSTEE FOREMAN AT 27 A.

[27. Risk Management]

THAT'S YOU. YES, MA'AM.

ALL RIGHT, LET'S GO.

SO THIS IS KIND OF CONFUSING IN TERMS OF THE TIMEFRAME OF THE.

OF THE REQUEST.

OUR FIRST CONTRACT WAS LET ME GO BACK AND SEE IT.

AUGUST OF 2023.

TO AUGUST 20TH.

THAT'S THE CURRENT CONTRACT, 2025.

BUT THERE SEEMS TO BE A FIVE MONTH GAP IN THE LAST CONTRACT AND THIS CONTRACT.

SO THE PRIOR BOARD AUTHORIZATION WAS FROM APRIL OF 2021 TO MARCH OF 2023. AND SO THIS AUTHORIZATION THAT YOU'RE REFERRING TO IS FROM AUGUST TO AUGUST. AND THAT'S WHAT YOU'RE SAYING, FROM APRIL TO AUGUST.

CORRECT. OKAY.

NOW, I'M SORRY. WHAT'S WHAT'S THE QUESTION THERE? WHAT DID WE DO DURING THE TIMEFRAME OF THAT GAP WHEN WE DID NOT HAVE COVERAGE? SO WE CONTINUE TO MAINTAIN THE SERVICE.

THAT'S WHEN WE REALIZED THAT THE AUTHORIZATION WAS NEAR ITS ENDING POINT.

THAT'S WHY WE HAD TO COME BACK.

NOW, AT THIS POINT.

SO HOW DID WE PAY FOR IT? IF. WE HAD ENDED THE CONTRACT.

WE WERE OUTSIDE OF THE CONTRACT.

IT'S ABOUT A FIVE MONTH DIFFERENCE.

YOU HAVE TO ANSWER THAT NOW.

YES. I'M LOOKING AT OUR SPIN ON IT BY MONTH.

[02:25:02]

OKAY. OKAY.

I'M GONNA LET YOU OFF THIS TIME.

THANK YOU, TRUSTEE FOREMAN.

I DO WANT AN ANSWER.

THAT'S IT ON THAT ONE.

ALL RIGHT. WE'RE IN THE CONSTRUCTION SERVICES.

28 A THROUGH J.

REAL PROPERTY MANAGEMENT, 29 A TO E.

[29. Real Property Management]

SEE? TRUSTEE FOREMAN 29.

C TRUSTEE JOHNSON 29.

D TRUSTEE FOREMAN 29.

D. C TWO, TRUSTEE FOREMAN? KNOW JUST D. JUST D.

I. GOOD AFTERNOON.

GOOD AFTERNOON.

CAN YOU HELP ME UNDERSTAND WHAT THE URBAN LAND BANK DEMONSTRATION PROGRAM IS? AND WHAT TIES DOES DALLAS ISD HAVE TO THE URBAN LAND BANK DEMONSTRATION PROJECT? CERTAINLY. SO THAT'S THE PROGRAM WHERE ALL THE TAXING ENTITIES BASICALLY AGREE TO ALLOW THE CITY TO ACQUIRE TAX FORECLOSED PROPERTIES IN AN EFFORT TO SELL THEM TO AFFORDABLE HOUSING DEVELOPERS.

AND SO AS A TAXING ENTITY, WE HAVE A SEAT AT THE TABLE.

I REPRESENT THE DISTRICT ON THAT BOARD AND WE WE GRANT THE CITY, THE LAND BANK, THE AUTHORITY TO IDENTIFY PROPERTIES THAT ARE TAXED FOR CLOTHES THAT FIT THE PARAMETERS OF THE PROGRAM SO THAT THEY CAN THEN BE PACKAGED AND SOLD TO AFFORDABLE HOUSING DEVELOPERS.

SO SINCE YOU SIT ON THAT BOARD, COULD YOU PROVIDE FOR THIS BOARD, DEVELOP THE DEVELOPERS THAT HAVE RECEIVED THESE PROPERTIES AND PARTICULARLY LOOKING AT DEVELOPERS OF COLOR.

CERTAINLY WE CAN GET THAT FOR YOU.

OKAY. THANK YOU.

YOU'RE WELCOME. THANK YOU TRUSTEE FOREMAN.

NO 29 D, 29 D.

20. SO.

THIS IS MY FIRST TIME KNOWING THAT WE WERE TALKING ABOUT SELLING THIS PROPERTY.

IN THE PAST SUPERINTENDENT, THE BOARD HAS BEEN MADE AWARE OF PROPERTIES THAT THE DISTRICT WAS CONSIDERING SELLING. I'M BECOMING MORE AND MORE CONCERNED THAT A LOT OF OUR INVESTMENTS ARE GOING IN THE NORTHERN SECTOR AND NOT THE SOUTHERN SECTOR.

AS WE CONTINUE TO GET RID OF PROPERTIES IN THE SOUTHERN SECTOR WHERE THE MAJORITY OF OUR SCHOOLS ARE.

WHICH WOULD MEAN, EXCUSE ME, THE MAJORITY OF OUR PARENTS ARE.

AND SO I BELIEVE THE PROCESS NEEDS TO BE THAT THE BOARD HEARS ABOUT IT AND TALKS ABOUT IT BEFORE IT'S JUST BROUGHT TO THE BOARD FOR A VOTE.

THAT'S THAT'S BEEN I'VE BEEN ON THE BOARD NINE YEARS AND THAT'S BEEN THE NORMAL PROCESS.

I'D LIKE TO SEE THAT PROCESS CONTINUED.

I DON'T WANT TO SEE PROPERTIES JUST SHOWING UP.

WHEN WE GET TO THE BOARD TABLE, I WANT TO HAVE A DISCUSSION ABOUT THOSE PROPERTIES AND A DISCUSSION ABOUT PHILOSOPHY AND A DISCUSSION ABOUT WHAT WE'RE GOING TO DO TO MAKE SURE THAT THERE IS EQUITY THROUGHOUT THE DISTRICT.

EQUITY DOESN'T MEAN JUST IN OUR STUDENT POPULATION, IT MEANS EQUITY IN GENERAL.

AND AS WE CONTINUE TO SELL OFF PROPERTIES IN THE SOUTHERN SECTOR AND CONTINUE TO BUY PROPERTIES IN THE NORTHERN SECTOR, THAT DOESN'T BODE WELL FOR ME AS A TRUSTEE.

AND SO I'M CONCERNED THAT I'M JUST NOT SEEING THIS.

THANK YOU. THANK YOU.

TRUSTEE HAVE ADDITIONAL CONVERSATIONS.

THANK YOU. TRUSTEE FOREMAN. TRUSTEE JOHNSON.

SAME. OKAY.

TRUSTEE WHITE, DID YOU HAVE A QUESTION ON 2020? NO, ACTUALLY I WILL SKIP TO 28.

WHICH ONE? 28.

J. GO AHEAD. J.

J.

[28. Construction Services]

[02:30:01]

GOOD TO SEE YOU.

UM, MY QUESTION IS.

THIS IS PERTAINING TO WHAT WE'RE GOING TO SPEND.

31,000. EXCUSE ME.

31 MILLION.

EXCUSE ME. I STAND CORRECTED.

$31,000,500. WE DON'T OWN THIS BUILDING, IS THAT RIGHT? UT SOUTHWEST OWNS THE PROPERTY, AND WE HAVE, LIKE, A 50 YEAR LEASE TO OCCUPY THAT PROPERTY.

SO RIGHT NOW, SO DID WE JUST OBTAIN THIS LEASE OR IS THIS AN ONGOING LEASE? WE OBTAINED IT ABOUT A YEAR AGO.

OKAY. SO IT'S VACANT RIGHT NOW? NO, THERE'S AN EXISTING BUILDING, A SMALL BUILDING THAT WE RENOVATED.

AND THIS IS FOR THE ADDITION.

IT'S GOING TO BE A K THROUGH EIGHT.

OKAY. AND HOW LONG IS OUR LEASE FOR? APPROXIMATELY 50 YEARS.

IT COULD BE A 99 YEAR LEASE.

LET ME GET BACK WITH YOU ON THAT.

50 OR 99 YEAR.

YES, MA'AM. AND AND THERE'S NOTHING THAT SAYS THAT IF FOR WHATEVER REASON THEY DECIDE, IS THERE A CLAUSE THAT SAYS FOR WHATEVER REASON THEY DECIDE TO SELL THE BUILDING, THAT THEY WILL REIMBURSE US FOR ANY EXPENSES BEFORE OUR LEASE ENDS? DON'T RECALL THAT IN THE CONTRACT LANGUAGE.

I CAN PUT SUBMIT THE CONTRACT IN A BOARD TRACKER AND YOU CAN SEE ALL THE TERMS. OKAY. ORLANDO MAY KNOW IT.

TRUSTEE WHITE. SO WE ACTUALLY, WE OWN THE BUILDING.

WE PURCHASED THE BUILDING AND WE LEASED THE LAND THAT THE BUILDING SITS ON.

SO EVERYTHING THAT WE DO TO THE BUILDING BELONGS TO US.

SO WE DO OWN THE BUILDING? YES, MA'AM. SO THIS IS, BUT WHEN WE PURCHASED THE LAND, THERE WAS ALREADY A BUILDING ON IT THAT THAT WAS RENOVATED.

WE PURCHASED THE BUILDING, WE PURCHASED AN EXISTING BUILDING THAT'S SITTING ON THEIR LAND.

AND SO WE PURCHASED THE BUILDING, BUT WE LEASED THE LAND.

SO WE'RE LEASING THE LAND.

I'M JUST THINKING ABOUT. I'M GOING THAT DOESN'T MAKE IT BETTER.

BUT I MEAN, IT IS WHAT IT IS.

I UNDERSTAND IT ONCE THE LEASE ENDS, THEY OWN THE BUILDING.

THAT'S NORMALLY HOW IT WORKS.

BUT I JUST WANTED TO GET CLARIFICATION BECAUSE, YOU KNOW, I WAS GOING, WHY ARE WE PUTTING SO MUCH MONEY INTO SOMEONE ELSE'S PROPERTY WHEN WE COULD JUST INVEST IN LIKE THE PROPERTY THAT SHE WAS MENTIONING KEIST AND JUST BUILD FROM THE GROUND UP.

BUT I THINK THIS MAY ANSWER MY QUESTIONS MAINLY SINCE IT'S GOING TO BE IN THE TRACKER SO I CAN READ OVER IT.

AND BUT THANK YOU SO MUCH.

YOU'RE WELCOME. REALLY APPRECIATE IT.

THANK YOU TRUSTEE WHITE.

TRUSTEE JOHNSON. SO I JUST WANT TO MAKE SURE I WAS TALKING TO TRUSTEE FLORES.

SO WE OWN THE BUILDING, BUT NOT THE LAND, CORRECT? HOW THAT HAPPENED. THE UT SOUTHWEST BEING A STATE AGENCY, THEY WEREN'T WILLING TO GIVE UP THE PROPERTY ITSELF.

AND SO WE'VE GOT A LONG TERM LEASE ON THE LAND.

BUT BY OWNING THE BUILDING, WE COULD DO WHATEVER WE WANT TO THE BUILDING.

IF WE WANTED TO TEAR DOWN THE BUILDING AND BUILD FROM SCRATCH, WE COULD DO THAT BECAUSE THE LEASE WOULD ALLOW US TO DO THAT.

AND WE PURCHASED THIS LAST YEAR.

ABOUT A YEAR OR SO AGO.

WE'LL TALK OFFLINE. SURE.

IT'S INTERESTING. TRUSTEE FOREMAN.

SO THAT STILL RAISES SOME OF THE CONCERNS THAT WE HAVE ABOUT THESE KINDS OF SITUATIONS COMING TO US THIS WAY WHILE WE OWN THE LAND AND WE KNOW THE VALUATION IS BASED ON LAND AND STRUCTURE, WE OWN THE BUILDING.

THE LAND IS STILL OWNED BY UT SOUTHWESTERN, AND IF THEY CHOSE TO DO SOMETHING DIFFERENT IN 50 YEARS.

THEY COULD BUY THE BUILDING, WHICH WOULD BE DEPRECIATED A GREAT DEAL.

AND I THINK WHAT TRUSTEE WHITE IS SAYING IS, IS THAT WE ARE COMMITTING A SERVICE TO THEM BY PUTTING A SCHOOL, A SCHOOL NEAR THEIR CAMPUS, AND THAT THEY SHOULD HAVE TAKEN SOME OF THAT INTO CONSIDERATION.

BUT AGAIN, THIS IS ONE OF THE PROBLEMS I BELIEVE, THAT ME AS A TRUSTEE ARE CONCERNED ABOUT.

I REMEMBER TRUSTEE FLORES MIGHT NOT, BUT I DO ABOUT US TRYING TO DO SOMETHING SIMILAR AT VALLEY VIEW.

AND THERE WAS A LOT OF REMEMBER, WE WERE GOING TO BUILD A SCHOOL AT VALLEY VIEW AND I RAISED ALL KINDS OF HECK BECAUSE WE DIDN'T OWN THE LAND.

SO I THINK SOME OF THIS IS SIMILAR IN TERMS OF WE'RE BEING CREATIVE, BUT I THINK WE'RE BEING OVERLY CREATIVE SUPERINTENDENT WHEN WE

[02:35:05]

AND I AGREE WITH TRUSTEE WHITE, SOME OF THIS NEEDS TO BE FLUSHED OUT WITH THE BOARD WHEN IT'S GOING TO BE THIS COMPLICATED BECAUSE MOST OF US SITTING AROUND THIS TABLE ARE REALLY TRYING TO DO MORE IN OUR NEIGHBORHOOD SCHOOLS AND IN OUR DISTRICTS.

AND I CAN THINK OF OTHER INSTANCES WHERE I'VE HAD SOME CONCERNS ABOUT SOME OF THESE DEALINGS THAT WE'VE DONE THAT IS OUTSIDE OF THE NORM. FOR INSTANCE, THE DOWNTOWN MONTESSORI, I RAISED THAT ISSUE.

AND SO WE JUST HAVE TO BE CAREFUL AS WE CONTINUE TO WORK THROUGH THESE THINGS.

AND I THINK BRINGING SOME OF THIS TO THE BOARD WILL HELP TO EASE SOME OF THIS TENSION REGARDING THESE KINDS OF SITUATIONS SO WE CAN ALL BE ON THE SAME PAGE.

THANK YOU. TRUSTEE FOREMAN TRUSTEE CARREÓN.

YEAH, THANK YOU, PRESIDENT HENRY, I GUESS.

COLLEAGUES BIOMEDICAL PREPARATORY TO SOUTHWEST IN DALLAS ISD, DISTRICT EIGHT.

AND SO I HAVE A LITTLE BIT OF INSIGHT.

JUST BE ABLE TO SPEAK TO JUST WHAT GREAT PARTNERS UT SOUTHWESTERN HAVE BEEN AND DEVELOPING THIS REALLY SPECIAL SCHOOL THAT'S A REALLY UNIQUE CAMPUS.

THERE'S NOTHING LIKE IT IN THE COUNTRY, FRANKLY.

EVERY EVERY FRIDAY YOU HAVE MEDICAL STUDENTS AND MEDICAL PROFESSIONALS ON THAT CAMPUS RIGHT NOW WORKING WITH OUR LITTLE KIDS, TEACHING THEM THE BASICS OF BIOLOGY WITH THE HOPES THAT ONE DAY THEY WILL BE UT SOUTHWESTERN STUDENTS AND THEN MEDICAL PROFESSIONALS IN OUR COMMUNITY.

UT SOUTHWESTERN IS COMPLETELY COMMITTED TO THIS CAMPUS.

YOU CAN SEE THAT IN THE NAME ITSELF.

WE ASKED IF WE COULD PUT THEIR NAME ON ONE OF OUR SCHOOLS AND THEY 100% AGREED THAT ENTIRE KIND OF PART OF THE OF THE UT SOUTHWESTERN CAMPUS OVERALL CAMPUS COMMUNITIES SEEING KIND OF MAJOR DEVELOPMENT.

THE NEW CHILDREN'S HOSPITAL IS GOING TO BE PUT RIGHT ACROSS THE STREET FROM THE SCHOOL.

SO IT'S GOING TO BE A REALLY COOL, YOUTHFUL AND ENERGETIC PLACE FOR YOUNG PEOPLE TO LEARN ABOUT BIOLOGY AND MEDICAL SCIENCE. AND SO FROM MY PERSPECTIVE, UT SOUTHWESTERN HAS ONLY BEEN THE BEST OF PARTNERS TO THE EXTENT THAT SOMETIMES MAYBE WE COULDN'T GET WE COULDN'T BUY THE LAND AND WE JUST HAD TO AT LEAST BUY THE BUILDING AND LEASE THE LAND PROBABLY IS MORE A FUNCTION OF JUST THE RED TAPE THAT THEY HAVE TO NAVIGATE AS A MAJOR INSTITUTION WITH A BOARD OF REGENTS THAT WORKS ITS WAY ALL THE WAY UP TO THE STATE LEVEL.

BUT HERE LOCALLY THROUGH ITS FROM ITS PRESIDENT TO ITS TO ITS PROVOST TO ITS SENIOR STAFF, THEY ARE WILLING TO DO ANYTHING AND EVERYTHING TO SUPPORT ONE OF OUR DALLAS ISD SCHOOLS BOTH IN FORMING FOUNDATIONS AND LETTING THEIR THEIR MEDICAL STUDENTS AND THEIR MEDICAL STAFF. AND THEN NOW THEY'RE WORKING ON KIND OF A NEW VENTURE AND LENDING US MAYBE SOME OF THEIR MENTAL HEALTH PROFESSIONALS AS WE BEGIN TO EXPLORE MAYBE NEW FRONTIERS AROUND HOW WE APPROACH SOME OF THE MENTAL HEALTH ISSUES OUR YOUNG PEOPLE OR YOUNG PEOPLE FACE IN OUR SCHOOLS KIND OF PILOTING SOMETHING THERE THAT WE CAN THEN EXPAND ACROSS DALLAS ISD.

SO IT'S A GREAT PARTNERSHIP THAT WE HAVE, UT SOUTHWESTERN, YEAH, IT'S A LITTLE BIT MESSY IN HOW WE KIND OF PUT IT TOGETHER, BUT EVERYONE'S DOING THE BEST THAT THEY CAN TO MAKE THIS REALLY EXCITING K THROUGH EIGHT CAMPUS HAPPEN IN THE HEART OF THE MEDICAL DISTRICT.

SO THANK YOU ALL FOR PUTTING THIS TOGETHER AND BRINGING IT FORWARD, AND I'M EXCITED TO BREAK GROUND AND GET STARTED.

THANK YOU TRUSTEE CARREÓN.

DID YOU HAVE ANOTHER ONE? YEAH, I JUST WANT TO RESPOND.

TRUSTEE CARREÓN IS NOT THE I USED TO WORK FOR UT SOUTHWESTERN, SO IT'S NOT THAT WE DON'T LOVE UT SOUTHWESTERN.

THE QUESTION IS A $31 MILLION INVESTMENT ON SOMEBODY ELSE'S LAND.

I THINK IT'S A GREAT IDEA AND A GREAT CONCEPT.

AGAIN, IT'S $31 MILLION ON SOMEONE ELSE'S LAND IS WHERE THE PROBLEM IS WITH THAT PARTICULAR SITUATION.

SO DON'T I MEAN, I CAN'T SPEAK FOR TRUSTEE WHITE.

I CAN'T SPEAK FOR ANYBODY ELSE.

I'M NOT AGAINST A SCHOOL AT UT SOUTHWESTERN.

THAT'S NOT THE ISSUE.

THE ISSUE IS $31 MILLION ON SOMEBODY ELSE'S LAND.

THANK YOU TRUSTEE FOREMAN, TRUSTEE WHITE.

YES, I KNOW YOU'RE GOING TO PROVIDE US WITH THE INFORMATION, CHIEF BRANT, BUT JUST OUT OF CURIOSITY, HOW MUCH ARE WE PAYING FOR THIS LEASE? IT'LL BE IN THAT TRACK, IN THE CONTRACT.

I DON'T REMEMBER THE NUMBER OFF THE TOP OF MY HEAD.

AND DON'T GET ME WRONG, I LOVE UT SOUTHWESTERN AS WELL.

[02:40:01]

THEY'RE ALL AROUND PARKLAND, THE HOSPITAL CORRIDOR.

AND I MEAN, THAT'S GREAT BECAUSE WE NEED HEALTH CARE SERVICES IN THE CITY, OF COURSE.

BUT THAT ALSO BRINGS TO A POINT TO ME THAT THEY'RE QUITE WEALTHY.

THEY COULD HAVE ACTUALLY JUST GIVEN US THE LAND AND PARTNERSHIP WITH US STILL ON THIS VENTURE.

OF COURSE, I THINK THAT IT IS.

OF COURSE, THEY ALREADY HAVE SCHOOLS ALL AROUND PARKLAND HOSPITAL, WHICH IS OUR COUNTY HOSPITAL.

THEY HAVE SCHOOLS THERE.

THEY HAVE SCHOOLS ON HARRY HINES.

THEY'RE GROWING. I MEAN, THEY EVEN HAVE A CLINIC AT SOUTHEAST CENTER MALL, FORMERLY KNOWN AS REDBIRD MALL.

SO I YOU KNOW, I GIVE THEM PRAISE FOR WHAT THEY'RE DOING IN THE METROPLEX.

BUT AT THE SAME TIME AND IT'S NOT IT'S NOT THEM, IT WAS JUST THE WAY THE DEAL IS CONSTRUCTED.

IT IS WHAT IT IS.

I JUST FEEL THAT THE LAND DEFINITELY COULD HAVE BEEN DONATED.

THEY HAVE THE RESOURCES.

WE COULD HAVE OWNED OUR PROPERTY AND PUT OUR BUILDING ON OUR PROPERTY.

LIKE I SAID, NO OFFENSE TO THEM, BUT THAT'S JUST THE WAY I FEEL ABOUT IT.

THANK YOU. ANY OTHER COMMENTS? QUESTIONS? ALRIGHT TRUSTEES KEEP MOVING ON.

THAT WAS IN CONSTRUCTION SERVICES.

WE BACKTRACKED FROM 2930A.

[30. Maintenance & Facility Services]

WE ARE LOOKING AT $1 MILLION ON A RETAINING WALL FOR FOR 9400.

YES, MA'AM. OKAY.

SO. WHAT YEAR DID WE BUY? 9400. OH, GOOD QUESTION.

I DON'T KNOW THE EXACT DATE.

WE'VE BEEN THERE SIX YEARS NOW.

SIX YEARS. SEVEN YEARS.

WE WERE AT HASKELL SOMEWHERE.

SOMEWHERE LIKE THAT. THAT SOUNDS ABOUT RIGHT.

YEAH, I THINK AROUND 2017.

YEAH, SOMETHING LIKE THAT.

YES, MA'AM. SO WHAT I'D LIKE TO KNOW IS AFTER THE PURCHASE.

HOW MUCH MONEY HAVE WE SPENT ON 9400IN TERMS OF RECONSTRUCTION? RETROFITTING THOSE KINDS OF THINGS WOULD BE IMPORTANT TO ME.

AND IF YOU COULD BREAK THEM DOWN BY YEAR.

I DON'T HAVE TO KNOW EXACTLY WHAT WE SPENT IT ON, BUT IF YOU COULD BREAK IT DOWN BY YEAR, THAT WOULD REALLY BE GOOD FOR ME.

CERTAINLY I CAN DO THAT. YES, MA'AM.

OKAY. ALL RIGHT. THANK YOU SO MUCH.

NO PROBLEM. THANK YOU, TRUSTEE FOREMAN.

JUST 38, 31, 32 POLICE DIVISION.

WELL, WE DON'T PASS IT. GOING ONCE.

IT'S CLOSED, THE BINDER IS CLOSED.

IT IS 3:23 AND THIS MEETING IS ADJOURNED.

THANK YOU ALL. HAVE A GOOD AFTERNOON.

* This transcript was compiled from uncorrected Closed Captioning.