Oct 05, 2023 Board Briefing

[00:00:01]

SO FAR AWAY. SO ALL MY PEOPLE ALWAYS LEAVE ME.

I DON'T KNOW. GOOD AFTERNOON, EVERYONE OR MORNING.

IT'S 11:39.

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

I WANT TO WELCOME EVERYONE TO THE BOARD BRIEFING.

A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES, IF YOU WILL.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

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

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

DISTRICT ONE TRUSTEE FLORES IS JOINING US REMOTELY.

DISTRICT TWO TRUSTEE WEINBERG, DISTRICT THREE TRUSTEE MICCICHE, DISTRICT FOUR TRUSTEE WHITE IS JOINING US REMOTELY.

DISTRICT FIVE, TRUSTEE JOHNSON'S IN THE BUILDING.

HE'LL JOIN US SOON.

DISTRICT SEVEN TRUSTEE MACKEY DISTRICT EIGHT TRUSTEE CARREÓN.

OUR SUPERINTENDENT OF SCHOOLS, DR.

STEPHANIE ELIZALDE, JOINS US.

AND I'M JUSTIN HENRY, BOARD PRESIDENT.

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

TRUSTEE CARREÓN. I'M GOING TO SKIP THIS.

WE'RE GOING TO GO AHEAD AND BEGIN WITH OUR AGENDA WITH THE RECOGNITION OF ELECTED PUBLIC OFFICIALS.

I DON'T SEE ANY.

WE DON'T HAVE ANY SPEAKERS? NO. DO NOT HAVE CLOSED SESSION.

MAN. OKAY, WE'RE GOING TO START WITH VISION AND PROGRESS MONITORING.

[6. VISION/PROGRESS MONITORING]

DR. ELIZALDE. THANK YOU, PRESIDENT HENRY.

DR. LEAR, WHY DON'T YOU GO AHEAD AND START US OFF WITH OUR NEW MONITORING AND THE TEAM THAT WILL BE SUPPORTING THIS CAN COME UP TO THE TABLE AS WELL.

ABSOLUTELY. THANK YOU, DR.

ELIZALDE. TODAY, WE'LL HAVE CHIEF HEWITT AND CHIEF GAYLORD PRESENT ON GOALS TWO AND THREE.

THEY'RE ACTUALLY THE GPMS FOR THIRD GRADE READING AND THIRD GRADE MATH.

LAST MONTH, IF YOU RECALL, WE DID HAVE DEPUTY SUPERINTENDENT LUSK PRESENTING ON GOAL FIVE AND THE GPMS FOR COLLEGE AND CAREER READINESS. SO I'M GOING TO GO AHEAD AND TURN IT OVER TO CHIEF GAYLORD AND CHIEF HEWITT.

DR. LEAR, CAN I JUST GET A CLARIFICATION? BECAUSE IT SAYS STUDENT OUTCOME GOALS ONE AND FOUR, AND I HEARD YOU SAY.

A DIFFERENT SET OF GOALS.

OKAY. MY APOLOGIES.

[INAUDIBLE]. GOOD MORNING.

MORNING. WELCOME, CHIEF ACADEMIC OFFICER ANGIE GAYLORD TO THE TABLE.

THANK YOU. THANK YOU. OR AS MY PREDECESSOR WOULD SAY, THE THUNDERDOME.

[LAUGHTER] CAN WE GO BACK ONE SLIDE? THIS IS OUR OCTOBER BOARD BRIEFING UPDATE ON STUDENT OUTCOME GOALS ONE AND FOUR.

WE'RE IN THE MIDDLE OF HISPANIC HERITAGE MONTH, SO WE WOULD LIKE TO HIGHLIGHT AND SHOUT OUT TO INCREDIBLE DALLAS ISD STUDENTS, AXEL FROM SAM TASBY MIDDLE SCHOOL, HOLDING HIS HOME COUNTRY FLAG FROM HONDURAS, AND BETHANY FROM BOOKER T WASHINGTON HIGH SCHOOL FOR PERFORMING AND VISUAL ARTS, WHO PLAYS THE TRUMPET IN THE ORCHESTRA AND THE MARIACHI BAND? NEXT SLIDE.

IN THIS PRESENTATION, CHIEF HEWITT AND I ARE GOING TO REVIEW TWO OF THE FIVE STUDENT OUTCOME GOALS.

STUDENT OUTCOME GOAL ONE STUDENT ACHIEVEMENT ON ALL STATE ASSESSMENTS IN ALL SUBJECTS FOR DOMAIN ONE WHICH IS PROGRESSING, WHICH IS A YELLOW LIGHT. OUR TARGET WAS A 4% POINT INCREASE AND WE INCREASED BY TWO PERCENTAGE POINTS.

AND THE SECOND ONE IS OUR STUDENT OUTCOME GOAL FOR MIDDLE SCHOOL GRADES.

AND THAT ACHIEVEMENT IN ALL SUBJECTS AND IT IS ON TRACK, WHICH IS A GREEN LIGHT.

OUR TARGET WAS A 3% INCREASE AND WE DID HIT THAT TARGET FOR BOTH OF THESE GOALS.

CHIEF HEWITT AND I WILL DISCUSS AND HIGHLIGHT INSTRUCTIONAL PROGRAMS AND STRATEGIES WE'VE PILOTED THIS PREVIOUS YEAR ARE NOW SCALING DISTRICT WIDE IN ORDER TO HIT THESE

[00:05:05]

GOOD MORNING AGAIN.

SORRY. GOOD MORNING ALL AGAIN FOR OUR GOAL ONE, WE WANT STUDENT ACHIEVEMENT ON STATE ASSESSMENTS IN ALL SUBJECTS AND DOMAIN ONE TO INCREASE FROM 46 TO 58 BY JUNE 2025.

OUR TARGET THIS YEAR WAS 46.

AND WHILE WE IN OUR ACTUAL FROM 2021 AND 2022 WAS A 42, OUR ACTUAL SCORE FOR THIS SCHOOL YEAR WAS A 44 OR PERFORMANCE PERCENTAGE WAS A 44.

SO WHILE WE MADE PROGRESS, WE WERE TWO POINTS SHY OF OUR GOAL.

SO WE'RE PROGRESSING WITH OUR TARGET THIS YEAR AS INDICATED BY THE YELLOW LIGHT.

IF YOU MOVE BELOW WITH ME TO THE TABLE BELOW, YOU CAN SEE THAT EACH STUDENT GROUP SAW INCREASED IN PERFORMANCE FROM YEAR TO YEAR.

AND WE CAN ALSO SEE THAT WE CLOSE THE ACHIEVEMENT GAP BETWEEN OUR EMERGENT BILINGUAL STUDENTS AND ALL STUDENTS BY ONE PERCENTAGE POINT, WHILE WE MAINTAINED THE SAME GAP FOR OUR AFRICAN-AMERICAN STUDENTS AS WE HAD THE PREVIOUS YEAR.

AND OUR NEXT SLIDE, CHIEF GAYLORD WILL TAKE YOU THROUGH A MORE IN-DEPTH ANALYSIS AND REVIEW OF OUR YEAR TO YEAR AND STUDENT COHORT PERFORMANCE, AND I'LL FOLLOW UP WITH OUR STRATEGIC INPUTS, OUTPUTS AND ADJUSTMENTS.

SO IF YOU LOOK AT THIS SLIDE, YOU'RE GOING TO SEE STAAR ASSESSMENT RESULTS IN TWO DIFFERENT FORMATS.

THE FIRST IS YEAR OVER THE YEAR, WHICH IS BY ROW BY GRADE AND BY THE TEST THAT THEY TOOK.

AND THE SECOND IS BY COHORT.

AND THOSE ARE THE BLUE ARROWS, AND THAT'S WHERE THE STUDENTS, THEY WHEN THEY LEAVE THAT GRADE, PROGRESSED TO THE NEXT GRADE LEVEL.

SO LET'S FIRST START WITH YEAR OVER YEAR COMPARISON, WHICH IS READING AND MATH FROM LEFT TO RIGHT BY GRADE LEVEL.

FOR EXAMPLE, IF YOU START WITH THIRD GRADE READING, WE MOVE FROM THIRD GRADE READING FROM 40% TO 41%, WHICH IS A 1% GAIN.

YOU SEE THE GREEN PLUS ONE GAIN IN THE PERCENT CHANGE COLUMN.

MATH WE MOVE FROM 37% TO 40%, WHICH IS A 3% GAIN.

AGAIN, THIS IS YEAR OVER YEAR AT THE SAME GRADE LEVEL, BUT WITH DIFFERENT STUDENTS AS A SUMMARY FOR YEAR OVER THE YEAR OUT OF 12 AREAS, WE IMPROVED EIGHT.

IN EIGHT AREAS WE WERE FLAT IN TWO AND WE DROPPED IN TWO.

AND I AM GOING TO DO A LITTLE HIGHLIGHT AND AN AH HA FOR WHEN WE WE HAVE A BIG INCREASE OR IF WE HAVE A LITTLE BIT OF A DROP OR A LARGER DROP.

BUT THE TWO DROPS THAT WE HAD FOR FOURTH AND SEVENTH GRADE, WHILE WE DID OUTPERFORM OTHER DISTRICTS AND OTHER CHARTER SCHOOL NETWORKS, WE DID HAVE A DECREASE OF THREE POINTS IN OUR FOURTH GRADE READING ASSESSMENT SIMILAR TO OUR SEVENTH GRADE.

AND OUR HYPOTHESIS AROUND THIS IS DUE TO THE CHANGE OF THE EXTENDED AND SHORT CONSTRUCTION RESPONSE WRITING FORMAT ON OUR STAAR TEST.

ALL RIGHT. THE NEXT PIECE OF DATA IS THE LOOKING AT THE ARROWS, IS LOOKING AT THE COHORTS, HOW STUDENTS PROGRESS AS THEY MOVE UP TO THE NEXT LEVEL.

SO SAME GROUP, WE'RE GOING TO SAY, LOOK AT THE THIRD GRADE READING COHORT, FOLLOW THE ARROW THE NEXT YEAR.

THEY WERE IN FOURTH GRADE.

THIS LAST YEAR THEY WERE IN FOURTH GRADE.

YOU'RE GOING TO SEE A 1% PERCENT POINT INCREASE.

IF YOU LOOK AT THE COHORT DATA, YOU WILL SEE OUT OF TEN COHORT GROUPS, TEN ARROWS, SEVEN OF THEM AS THEY MATRICULATED INTO THE NEXT YEAR, HAD AN IMPROVEMENT.

ALL RIGHT. LET'S LOOK AT OUR AHA'S AND OUR HIGHLIGHTS.

ONE OF OUR AHA'S IS THE TRANSITION FROM FIFTH GRADE TO SIXTH GRADE.

YOU SEE THAT BOTH IN READING WHERE WE HAD A SIX POINT DECLINE AND YOU SEE THAT IN MATH WHERE WE HAD A TEN POINT DECLINE.

AND WE DO ATTRIBUTE THAT TO WHEN STUDENTS LEAVE ELEMENTARY SCHOOL AND THEY TRANSITION INTO MIDDLE SCHOOL, THAT IS STATEWIDE HISTORICAL TREND.

BUT LET'S ALSO LOOK AT ANOTHER AHA, LET'S GO TO SEVENTH GRADERS MOVING INTO EIGHTH GRADE.

SO LOOK AT THE EIGHTH GRADE COHORT.

YOU'RE GOING TO SEE A PLUS 32 DOUBLE DIGIT INCREASES.

AND WE DO ATTRIBUTE THIS TO MOVING MORE STUDENTS INTO OUR HONORS MATH COURSES.

WHEN WE REMOVE THE BARRIERS FOR STUDENTS TO GET MORE ACCESS TO ADVANCED COURSEWORK, THE NUMBER WILL GROW AND IT HAS GROWN AND THE STUDENTS ARE PERFORMING.

BUT IT DOES CREATE A SMALLER COHORT IN SEVENTH GRADE, WHICH IS WHY RIGHT UNDERNEATH THE -32, YOU SEE A DROP IN THE KIDS THAT WENT FROM SIXTH TO SEVENTH GRADE.

SO KNOWING THAT WE DO RECOGNIZE THAT OUR SEVENTH GRADE COHORT THAT IS NOT GOING TO BE ACCELERATED INTO HONORS NEEDS ADDITIONAL SUPPORT AND CURRICULUM SUPPORT.

[00:10:04]

THANK YOU. OKAY.

SO AGAIN, FOR OUR INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS, WE'LL START WITH OUR BIGGEST BET THAT WE MADE FOR THIS SCHOOL YEAR, AND THAT WAS OUR TIER ONE INSTRUCTION.

AS YOU MAY RECALL, LAST YEAR WE PILOTED OUR CURRICULUM WITH 98 CAMPUSES AND WE SAW AN INCREASE IN OUR BEGINNING OF YEAR TO, END OF YEAR PROJECTED GROWTH FOR OUR ELEMENTARY PILOT CAMPUSES, ONE POINT IN READING AND THREE POINTS IN MATH.

AND THIS YEAR, OF COURSE, WE'VE SCALED OUR HIGH QUALITY INSTRUCTIONAL MATERIALS ACROSS ALL OF OUR ELEMENTARY AND MIDDLE SCHOOL CAMPUSES AND IN MATHEMATICS THROUGH ALGEBRA TWO AND THE USE OF THE CURRICULUM.

SINCE WE'VE SCALED THAT CURRICULUM, ONE OF THE THINGS WE ALSO DID WAS WE LOOKED AT OUR APPROACH TO OUR TIER TWO INSTRUCTION, WHICH SUPPORTS OUR TIER ONE INSTRUCTION.

SO LAST YEAR WE HAD EMBEDDED ADAPTIVE TECHNOLOGY AS A HUGE SUPPORT FOR OUR CAMPUSES.

AND THIS YEAR, YOU KNOW, OUR BIGGEST BET WAS TO ENSURE THAT WE HAD THE REDUCTION OF ASSESSMENTS OVERALL AND INCREASED INSTRUCTIONAL TIME AND THEN A VERY COMPREHENSIVE TIER TWO APPROACH FOR ALL CAMPUSES, WHICH INCLUDED THE USE OF OUR INTERVENTIONIST, OUR AFTER SCHOOL TUTORING, OUR INSTRUCTIONAL TECHNOLOGY AND IN SOME CASES VENDOR SUPPORT.

AND I JUST WANT TO HIGHLIGHT FOR YOU ALL THAT WE SIGNIFICANTLY REDUCED VENDOR SUPPORT AND REDUCED IT TO JUST A FEW VENDORS WHO SHOWED SIGNIFICANT IMPACT FOR OUR STUDENTS IN THE LAST COUPLE OF YEARS THAT WE'VE PILOTED THAT WORK.

AND THEN ON THE LAST BULLET IN THE FIRST COLUMN, YOU'LL SEE THAT WE ALSO IMPLEMENTED OUR HB 4545 TUTORING AND WE HAD TO MAKE SOME ADJUSTMENTS SO THAT WE COULD SEE MORE COMPLETION RATES FOR THAT TUTORING.

WE KNOW MORE TIME WITH HIGH QUALITY INSTRUCTIONAL MATERIALS IN FRONT OF ADULTS THAT ARE TEACHING YOU HELPS.

AND SO WE SAW AN INCREASE OF CAMPUSES COMPLETING ALL OF THOSE TUTORING HOURS FROM ONE OF OUR CAMPUSES, THE VERY FIRST YEAR TO 23% OF OUR CAMPUSES LAST YEAR.

AND THEN FOR THOSE CAMPUSES THAT COMPLETED THE 75 TO 100% OF THE HOURS FOR ALL STUDENTS NEEDING IT, THOSE HOURS INCREASED FROM 6% OF OUR CAMPUSES, COMPLETING THAT WORK TO 71% OF THE CAMPUSES COMPLETING THAT WORK.

AND SO WE'RE WORKING THIS YEAR TO ENSURE THAT WE'RE ALSO IMPROVING THE MONITORING AND PROGRESS MONITORING OF OUR STUDENTS THROUGH TIER ONE INSTRUCTION, AND THEY'RE THROUGH TIER TWO INSTRUCTION.

NEXT SLIDE.

SO ON OUR STUDENT GOAL OUTCOME FOUR WE WANT OUR MIDDLE GRADE STUDENT ACHIEVEMENT FOR GRADES SIX THROUGH EIGHT ON ALL STATE ASSESSMENTS IN ALL SUBJECTS FOR DOMAIN ONE TO INCREASE BY 40 TO 50% BY JUNE 2025.

THIS YEAR OUR TARGET WAS A 42 AND OUR ACTUAL FROM 21 TO 22 WAS A 39.

OUR ACTUAL FOR 2023 WAS A 42.

SO AS INDICATED BY THE GREEN STOPLIGHT, WE MET OUR TARGET.

AS YOU CAN SEE IN THE TABLE BELOW, ALL OF OUR STUDENT GROUPS HAD AN INCREASE IN PERFORMANCE FROM YEAR TO YEAR.

AND WE CLOSE THE ACHIEVEMENT GAP FOR OUR AFRICAN-AMERICAN STUDENTS BY ONE PERCENTAGE POINT WHILE WE MAINTAIN THIS SIMILAR GAP FROM THE PREVIOUS YEAR FOR OUR EMERGENT BILINGUAL STUDENTS. ON THE NEXT SLIDE.

SO WE PILOTED IT AGAIN.

I'M GOING TO ALWAYS GO BACK TO THE CURRICULUM BECAUSE WE KNOW THAT IS OUR BIGGEST BET.

WE PILOTED THAT HIGH QUALITY INSTRUCTIONAL MATH CURRICULUM ACROSS MIDDLE SCHOOL CAMPUSES LAST YEAR, AND FROM THAT DATA, WE CAN SEE THAT WE HAD AN INCREASE IN PERFORMANCE BY ONE PERCENTAGE POINT FOR AFRICAN-AMERICAN STUDENTS WHEN COMPARED TO OUR NON CARNEGIE MIDDLE SCHOOL CAMPUSES.

THIS YEAR WE SCALED THAT HIGH QUALITY CURRICULUM ACROSS ALL MIDDLE SCHOOL CAMPUSES.

AND I JUST WANT TO STOP HERE AND HIGHLIGHT AND SAY THAT WHILE WE DON'T SEE A SIGNIFICANT INCREASE IN STUDENT PERFORMANCE FOR ALL OF OUR STUDENTS, WHAT WE CAN TELL FROM THE CAMPUSES WHO PILOTED OUR HIGH QUALITY INSTRUCTIONAL MATERIALS FROM YEAR ONE IS THAT WE SAW THE BIGGEST GAINS IN YEAR TWO, NOT NECESSARILY IN YEAR ONE.

SO I DO WANT TO HIGHLIGHT THAT.

IN ADDITION, WE HAD A PILOT OF OUR ILTS ACROSS MIDDLE SCHOOL CAMPUSES FOR THE PAST TWO YEARS.

WE SAW SOME IMPROVEMENT, VERY MUCH LIKE WHAT WE SAW WITH THE INTERVENTIONISTS.

THESE INDIVIDUALS HERE, THOUGH, THEY TAUGHT PART TIME AND THEY COACH TEACHERS PART TIME.

AND SO WE SCALED THAT LAST YEAR.

AND SO WE SEE THAT IMPACT WITH THE DOMAIN ONE STUDENT INCREASE IN PERFORMANCE ACROSS ALL STUDENT GROUPS.

AND IT ALSO HELPED US MEET OUR TARGET AND WE SCALED THAT SAME MODEL WITH OUR DEMO TEACHERS.

IT'S THE SAME MODEL THAT WE SCALED ACROSS ALL OF OUR CAMPUSES FOR THIS SCHOOL YEAR.

[00:15:01]

AND SO YOU'LL SEE THAT WITH THE SUPPORT OF DR.

LUSK AND CHIEF GAYLORD, THAT WE HAVE MANY MORE ADULTS WHO ARE TYPICALLY ASSIGNED TO CENTRAL SUPPORTING KIDS.

IN ADDITION, THOSE ILTS PROVIDED DIRECT SUPPORT TO OUR SIXTH GRADE TEACHERS IN MIDDLE SCHOOLS, AND WE CAN SEE THAT IMPACT BY THE INCREASE OF READING SCORES BY 11 POINTS AND ALSO FROM A SIXTH GRADE PERFORMANCE YEAR TO YEAR.

ONE THING THAT WE ALSO HAD AN OPPORTUNITY TO EXPERIENCE AND TO WE CALL IT A PILOT AND IT WAS SORT OF A IT WAS IT'S A HAPPY THING THAT'S TAKING PLACE.

BUT WE ALSO KNOW THAT THERE'S SOME WORK THAT NEEDS TO BE DONE IS THAT WE EXPANDED PARTICIPATION IN MATH HONORS CLASSES BY ENCOURAGING PARTICIPATION, REGARDLESS OF WHETHER YOU WERE AT MEETS OR MASTERS ON THE PREVIOUS YEAR'S TAX.

WE CAN SEE THE INCREASE IN MATH HONORS ENROLLMENT AND THAT INCREASED BY 4.7%.

AND WE KNOW THAT WE NEED TO ENSURE THAT WE HAVE SOME ADDITIONAL GUIDANCE AND SUPPORT FOR THE STUDENTS WHO REMAIN IN OUR ON GRADE LEVEL CLASSES, WHILE WE ALSO PROVIDE SOME ADDITIONAL SUPPORT AND GUIDANCE FOR THOSE STUDENTS WHO ARE ON RAMPING TWO HONORS COURSES.

AND THE LAST THING I'LL POINT OUT ON THIS SLIDE IS THAT WE ALSO MOVED UP A GRADE LEVEL, THE BILINGUAL MODEL THAT WE'VE HAD AT OUR ELEMENTARY CAMPUSES TO SIXTH GRADE TO ENSURE THAT WE HAVE STUDENTS THAT CONTINUE TO BE BILITERATE AND BILINGUAL, UTILIZING THE MODEL THAT WE'VE SEEN AT OUR ELEMENTARY SCHOOLS. AND WE BELIEVE THAT THAT WILL ALSO SUPPORT OUR STUDENTS AS WELL AS THEY TRANSITION TO OUR ALL ENGLISH TESTING IN SECONDARY SCHOOL.

NEXT SLIDE. AND AT THIS TIME, WE'RE WE'RE PREPARED TO TAKE ANY QUESTIONS.

THANK YOU. THANK YOU BOTH FOR THE PRESENTATION.

TRUSTEES DO WE HAVE QUESTIONS? COMMENTS? TRUSTEE FOREMAN.

I JUST HAVE A FEW QUESTIONS.

AND IT DOESN'T MATTER WHICH ONE ANSWERS BECAUSE I DON'T KNOW WHICH ONE WILL ANSWER THESE QUESTIONS.

JUST GO BACK THROUGH THE PRESENTATION.

AND IF I'M OUT OF LINE, JUST TELL ME.

BUT THIS IS ON PAGE THREE.

SO WHEN YOU SHOW THAT THE CHANGE HAS BEEN 2%.

BUT THEN WHEN I LOOK AT THE OVERALL CHANGES, 2%, THEN AFRICAN-AMERICANS 2%, HISPANICS PLUS 1%, EMERGING BILINGUALS 3%, AND SO ON.

IT WOULD BE GOOD FOR ME TO KNOW WHAT MAKES UP THAT 2%.

IS IT MAJORITY AFRICAN-AMERICANS MAKING UP THAT 2%? IS IT MAJORITY EMERGING BILINGUALS MAKING UP THAT 2%? WHAT DOES THAT MEAN? BECAUSE THE WAY THIS IS DESIGNED, I CAN'T REALLY TELL WHO'S MADE THAT LEAP.

SO SO THAT'S QUESTION ONE.

I'M ON PAGE FOUR.

AND FROM THE HISTORICAL TREND THAT I'M LOOKING AT, WE DO KNOW THAT WHEN STUDENTS TRANSITION FROM MIDDLE SCHOOL TO HIGH SCHOOL OR EVEN FROM ELEMENTARY SCHOOL TO MIDDLE SCHOOL, THERE IS A DECLINE.

BUT WHEN I LOOK AT THE SEVENTH AND EIGHTH GRADE, WHICH HAS BEEN AN AREA THAT WE'VE CONSISTENTLY FOCUSED ON.

WE STILL SEEM TO BE STRUGGLING, PARTICULARLY IN THE READING AREA.

SO WHAT I'D LIKE TO KNOW IS WHAT ARE WE GOING TO DO DIFFERENT? BECAUSE SUPERINTENDENT, IF THEY CAN'T READ, IT'S GOING TO BE DIFFICULT FOR THEM.

SO WHAT ARE WE GOING TO BE DOING DIFFERENT TO PUSH OUR READING INITIATIVES? BECAUSE I'M LOOKING AT FROM SIXTH GRADE TO SEVENTH GRADE IN READING.

IT'S A PLUS 11.

BUT WHEN I GET TO THE SEVENTH GRADE, IT'S A MINUS.

WELL IT'S A PLUS THREE.

BUT I'M SORRY, I WAS LOOKING AT THE MATH SIDE WHEN I LOOKED AT.

CAN I FINISH? OKAY.

THANK YOU. SO WHEN I LOOK AT THE SIXTH GRADE TO SEVENTH GRADE, IT'S A -17.

BUT THEN I SEE THERE'S AN INCREASE FROM SEVENTH TO EIGHTH GRADE.

SO WHAT ARE WE DOING ON THAT TRANSITIONAL PIECE FOR IN MIDDLE SCHOOL FOR STUDENTS ON THE MATH SIDE?

[00:20:04]

THIS IS ONE OF THE AREAS THAT WE HAVE.

SO WHAT'S MISSING HERE THAT WE PROBABLY JUST NEED TO BRING BACK WHEN WE BRING THIS DATA FORWARD IS THE NUMBER OF STUDENTS THAT TESTED IN SEVENTH GRADE ON A SEVENTH GRADE MATH.

AND I'M ONLY TALKING ABOUT THE MATH PART WHERE YOU SAW WHAT YOU NOTED, THAT -17.

SO THE NUMBER OF STUDENTS IN SEVENTH GRADE THAT GO TO TAKE THE EIGHTH GRADE TEST.

IS ALMOST 70% OF THE STUDENTS IN SEVENTH GRADE ARE TAKING EIGHTH GRADE.

SO THEY DON'T TAKE A SEVENTH GRADE TEST.

AND THEN THE STUDENTS IN SEVENTH GRADE THAT ARE REMAINING, WHICH IS THAT 14%, THAT EVEN THOUGH IT SHOWS WE WENT FROM 8 TO 14, REALLY THE COHORT GROUP IS A -17.

BUT THOSE COMPARISONS ARE ACTUALLY TWO.

THAT REALLY IS WE PROBABLY NEED TO MAKE A NOTATION BECAUSE THAT'S THE ONE PLACE WHERE THAT'S NOT A COHORT GROUP, BECAUSE THAT 31% BROKE UP INTO THE STUDENTS THAT TESTED IN EIGHTH GRADE MATH AND SEVENTH GRADE MATH BECAUSE OF WHAT THE STATE ALLOWS US TO DO WITH STUDENTS IN DIFFERENT GRADES.

AND SO TWO THINGS WE DID RECOGNIZE IS STUDENTS DO BETTER WHEN WE PUT THEM IN HIGHER ACHIEVING COURSES LIKE WE KNOW THEY HAVE THE POTENTIAL TO DO. BUT WHEN WE DON'T DO THAT, WE HAVE TO PROVIDE THE SUPPORT WE DIDN'T HAVE THE SUMMER BRIDGE PROGRAMS FOR THE STUDENTS THAT STAYED IN SEVENTH GRADE AT SEVENTH GRADE MATH.

SO I KNOW OUR TWO INITIAL THINGS THAT WE'RE DOING IS, A, WE'RE PROVIDING SOME ADDITIONAL SUPPORT FOR THEM THROUGHOUT THE SCHOOL YEAR.

SO THEY MADE ADJUSTMENTS TO THE CURRICULUM THIS SCHOOL YEAR FOR STUDENTS THAT ARE IN SEVENTH GRADE MATH, ALONG WITH CREATING SOME BRIDGE PROGRAM BETWEEN WHEN THEY FINISH SEVENTH GRADE AND ARE GOING TO EIGHTH GRADE.

AND THEN WE'RE DOING CHANGES IN THE CURRICULUM AT SIXTH GRADE MATH SO THAT ALL OF OUR STUDENTS MIGHT HAVE THE ABILITY TO SIMPLY GO INTO THE EIGHTH GRADE ADVANCED MATH AS OPPOSED TO TAKING THE SEVENTH GRADE MATH.

SO NOW THAT YOU MENTION IT, ONE OF THE THINGS THAT WOULD BE IMPORTANT WOULD BE THE THE NUMBER THAT'S IN THE COHORT, BECAUSE WE HAVE NO IDEA WHAT THAT NUMBER IS, COMPARATIVELY SPEAKING.

SO I'LL JUST GO ON TO PAGE FIVE.

DR. LEAR I DID GET A CHANCE TO READ LAST NIGHT, SO LET'S GO TO PAGE FIVE.

AND WHEN WE TALK ABOUT DIFFERENT ELEMENTS THAT CAN CHANGE OUR STUDENTS OR WHAT CAN WE DO TO CREATE PROGRESS? I MEAN, I THINK OF CERTAIN THINGS LIKE CLASS SIZE COULD AFFECT SOME STUDENTS.

EXPERIENCED TEACHERS COULD AFFECT SOME STUDENTS OR MOST STUDENTS.

SOME CULTURAL DIFFERENCES COULD AFFECT STUDENTS.

AND SO SOMEHOW I'M NOT ASKING YOU TO RESPOND TO THAT NOW, BUT SOMEHOW I WOULD LOVE TO SEE US TAKE A STAB AT LOOKING AT THOSE PARTICULAR ISSUES THAT COULD CAUSE SOME DIFFERENCES IN OUR STUDENTS.

ON THE EMBEDDED ADAPTIVE TECHNOLOGY FOR TIER TWO AND TIER THREE STUDENTS IS THIS TECHNOLOGY WITH THE TEACHERS OR IS IT TECHNOLOGY FOR THE STUDENTS TO USE? YEAH, IT'S TECHNOLOGY FOR THE STUDENTS TO USE, BUT IT IS TIED.

SO WE CHANGE THE TECHNOLOGY WE USE FROM LAST YEAR.

THIS PARTICULAR TECHNOLOGY IS ACTUALLY TIED TO EXACTLY WHAT THE STUDENTS WOULD HAVE LEARNED IN THEIR TIER ONE INSTRUCTION.

AND THEN IT GIVES THE TEACHER AN OPPORTUNITY TO ASSIGN A STUDENT A LESSON THAT ALLOWS THEM TO HAVE ADDITIONAL AT BATS OR PRACTICE, AND IT ADAPTS BASED ON THE STUDENT'S PERFORMANCE. AND IT GIVES AN OPPORTUNITY FOR THE TEACHER TO GO BACK AND SAY, OKAY, YOU'VE HAD SOME ADDITIONAL PRACTICE AND LET ME GO AHEAD AND GIVE YOU SOME ADDITIONAL TIER TWO INSTRUCTION.

SO, CHIEF, HERE IS WHAT I WOULD CAUTION US ON IS FALLING BACK TO RELYING ON A LOT OF TECHNOLOGY.

WE KNOW WHAT HAPPENED WITH COVID.

WE KNOW WHAT HAPPENED WITH COVID.

SO I WOULD JUST CAUTION US TO BE CAREFUL AS WE MOVE THROUGH THAT THAT PARTICULAR ROUND.

OKAY. I'M ON PAGE

[00:25:09]

SO I HEARD A LITTLE I'VE HEARD THE CONVERSATION ABOUT THE STAAR TEST AND AND THE CHANGES.

SO, SUPERINTENDENT, WHAT ELEMENTS OF THE STAAR TEST HAVE WE RECEIVED OR HAS THE BOARD RECEIVED ANY OF THIS? BECAUSE I KNOW WE DON'T HAVE THE CUT SCORES, SO THE A THROUGH F IS NOT THERE, BUT WHAT ELEMENTS OF THE STAAR TEST HAVE WE RECEIVED? SO WE DID PROVIDE TO YOU ALL OF OUR AGGREGATE DATA IN TERMS OF HOW INDIVIDUAL STUDENTS HAVE DONE.

WHAT WE DON'T HAVE ARE WHAT PERCENTAGE OF STUDENTS MEETING THAT STANDARD IS WHAT'S NECESSARY FOR THE A THROUGH F.

SO DO WE KNOW, FOR INSTANCE, IN DOMAIN ONE, DO WE KNOW WHICH SCHOOLS HAVE BEEN SUCCESSFUL IN DOMAIN ONE? WELL, YES AND NO.

TO YOUR POINT, IT'S A TWO FOLD QUESTION THAT I KNOW YOU KNOW, YOU'RE ANSWERING ASKING IT THAT WAY BECAUSE YOU WANT IT TO BE A TWO FOLD QUESTION SO WE CAN SAY WHICH STUDENTS MET THE STANDARD FOR MEETS.

WE CAN'T BY SCHOOL.

WE CAN SAY THESE STUDENTS MET THE MEETS.

WE DON'T KNOW WHAT IS REQUIRED IN ORDER FOR DOMAIN ONE PLUS DOMAIN THREE.

IF DOMAIN ONE WAS THE HIGHEST FOR THAT SCHOOL TO CREATE, THEN THE A THROUGH F.

AND I'M ONLY ASKING THOSE QUESTIONS BECAUSE IT'S IMPORTANT FOR ME.

I CAN'T SPEAK FOR THE OTHER TRUSTEES IS THAT I AM TRACKING JUST LIKE YOU'RE TRACKING THE SCHOOLS IN MY AREA TO SEE WHAT IS GOING ON AND HOW THEY ARE PROGRESSING.

I'M SURE OTHER TRUSTEES FEEL THE SAME, BUT I'M SPEAKING ONLY FOR ME.

IT'S IMPORTANT. SO IF THERE IS ANY KIND OF DATA THAT YOU CAN SHARE WITH THE TRUSTEES, IT WOULD BE IMPORTANT TO ME.

WE'LL MAKE A NOTE.

WE CAN LIST ALL OF THE DOMAIN ONE SCORES ARE AVAILABLE BY CAMPUS BY TRUSTEE DISTRICT.

SO I KNOW OUR TEAM IS MAKING A NOTATION RIGHT NOW.

WE'LL PUT THAT IN FOR EVERY TRUSTEE TO BE ABLE TO TO VIEW DOMAIN ONE IN PARTICULAR BECAUSE THAT IS THE CUT OFF OF WHAT'S AT APPROACHES MEETS AND MASTERS.

SO WE DEFINITELY CAN PROVIDE THAT.

AND MY LAST COMMENT IS PUTTING MORE STUDENTS IN THE HONORS CLASSES.

I JUST CAUTION US TO CONSISTENTLY LOOK AT WHAT WE'RE DOING BECAUSE WE DON'T WANT TO SET STUDENTS UP TO FAIL. AND I KNOW THAT'S NOT WHAT YOU WANT TO DO, BUT I CAUTION YOU TO JUST KEEP A CONSTANT LOOK AT THAT, TO MAKE SURE THAT WHAT WE'RE DOING BY AUTOMATICALLY PUTTING THEM IN HONORS CLASSES WITHOUT THEM REQUESTING HONORS CLASSES IS WORKING FOR US, NOT WORKING AGAINST US, IF THAT MAKES SENSE.

THANK YOU, TRUSTEE FOREMAN.

TRUSTEE MICCICHE AND THEN MACKEY.

THANK YOU. I WAS LOOKING AT THE CHART ON PAGE FOUR, AND I THINK YOU ADDRESSED MY CONCERN. IF YOU COULD DO THAT FOOTNOTE, WHICH WILL REMIND ME WHY THAT THOSE NUMBERS ARE SO STRANGE, 8% TO 40% AND -17.

THOSE ARE JUST GIGANTIC NUMBERS.

AND I WILL REMEMBER, YOU KNOW, WHAT YOU EXPLAINED TODAY, BUT I WON'T REMEMBER IT WHEN I LOOK AT THIS CHART A MONTH FROM NOW.

AND I'LL JUST KNOW IT HAS SOMETHING TO DO WITH, YOU KNOW, MOVING KIDS INTO HONORS.

BUT I WOULDN'T BE ABLE TO REMEMBER ANYTHING ELSE IN THE WAY OF DETAILS.

THE OTHER THING I WANTED TO ASK, AND I THINK WE'VE HAD THIS DATA AT SOME OTHER POINT WAS HOW DO WE COMPARE TO THE STATE ON ALL OF THESE NUMBERS AND, YOU KNOW, IF THE WHOLE WORLD IS DOING WAY BETTER THAN WE ARE, THEN, YOU KNOW, OUR INCREASES ARE NOT AS IMPRESSIVE AS THEY WOULD BE IF WE WERE DOING BETTER THAN THE STATE AVERAGE OR BETTER THAN THE URBAN SCHOOL AVERAGES.

SO I YOU KNOW, I'D JUST LIKE TO HAVE THAT CONTEXT.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

TRUSTEE MACKEY. THANK YOU, PRESIDENT HENRY.

THANK YOU ALL FOR THIS PRESENTATION.

CHIEF GAYLORD, WELCOME AND CONGRATULATIONS.

FIRST, I WANT TO TAKE A MOMENT TO RECOGNIZE AGAIN, EVEN THOUGH ON SOME OF THESE GOALS, WE'RE PROGRESSING BECAUSE WE DIDN'T MEET THE RIGOROUS GOAL THAT WE SET.

[00:30:08]

ELIZALDE. THERE IS A LOT MORE GREEN ON THIS THAN THERE IS RED ANYWHERE IN ALL AREAS.

WE EITHER CLOSED GAPS OR AT LEAST MAINTAIN THE SAME ONES AND OBVIOUSLY WE WANT TO CONTINUE TO CLOSE THEM.

BUT THERE'S NOWHERE WE HAVE REGRESSED AND THAT IS A LOT, ESPECIALLY COMING OUT OF A PANDEMIC.

SO I THINK THE ENTIRE TEAM, ALL THE WAY THROUGH THE CAMPUSES AND THE TEACHERS AND THE BUS DRIVERS AND EVERYONE WHO MAKES THAT POSSIBLE DESERVES A LOT OF KUDOS AND CONGRATULATIONS FOR THAT. SO THANK YOU FOR THAT WORK.

MOVING INTO SOME QUESTIONS.

SO WE'LL STICK WITH THIS CHART.

STARTING WITH THE READING.

WE'LL TALK ABOUT THE MATH AND THE NUANCE THERE.

I AM CURIOUS, THOUGH, BECAUSE I DON'T THINK WE HAVE THE SAME ISSUE IN ENGLISH WHERE KIDS ARE TAKING DIFFERENT LEVELS OF TESTS.

SO IT'S PRETTY MUCH THE SAME COHORT MOVES THROUGH.

SO I'M CURIOUS WHAT OUR HYPOTHESES ARE ON THE FALL FROM THE FIFTH TO SIXTH GRADE THAT WE SAW THIS TIME AND KIND OF WHERE WE THINK THAT'S COMING AND HOW WE'RE MANAGING WITH THAT.

SO ACTUALLY, AND I CAN PRESENT THIS AND WE MAY NEED TO PUT THIS IN AS PART OF A BOARD WORKSHOP, BECAUSE I DO THINK SPENDING A LOT OF TIME AROUND QUESTIONS TRUSTEE FOREMAN HAS, YOU HAVE TRUSTEE MICCICHE AND EVERY BOARD MEMBER THAT'S TALKED ABOUT THIS, I THINK IT WOULD BE GOOD.

ONE OF THE THINGS THAT WE'VE DONE AND I'VE DONE, WE'VE DONE THIS FOR SEVERAL YEARS, BUT WE HAVEN'T BROUGHT IT FORWARD.

THE LEVEL OF RIGOR AS DETERMINED BY DIFFICULTY GRADE TO GRADE FROM FIFTH TO SIXTH HAS BEEN DETERMINED TO BE STATISTICALLY SIGNIFICANT THAN ANY OTHER GRADE LEVEL CHANGES.

AND SO THIS IS WHY THE STATE AND EVERY OTHER DISTRICT IN TEXAS SHOWS THIS EXACT SAME PATTERN ON THE FIFTH TO SIXTH.

NOW, THE OTHER THING WE HAVE BROUGHT TO YOU MANY YEARS BEFORE THAT WOULD BE HELPFUL HERE AS WELL IS HOW MUCH OF THAT IS MITIGATED, THOUGH, WHEN WE'VE PUT SIXTH GRADE STUDENTS AT ELEMENTARY CAMPUSES VERSUS THE SIXTH GRADE AT THE MIDDLE SCHOOL? BECAUSE WE HAVE SEEN A DIFFERENCE.

I DIDN'T ASK CECILIA TO DO THAT WITH THIS GROUP, BUT I'M LOOKING AT HER NOW, SO I KNOW SHE'S WRITING NOTES BECAUSE WE COULD CERTAINLY PUT THAT IN A BOARD UPDATE.

IN GENERAL, WE HAVE SEEN STUDENTS THAT WENT FIFTH TO SIXTH AT THEIR SAME ELEMENTARY SCHOOL NOT SHOW THE SAME LEVEL OF REGRESSION VERSUS IN GENERAL, STUDENTS THAT WENT FIFTH TO SIXTH AND THAT SIXTH GRADE WAS AT A MIDDLE SCHOOL.

SO I DON'T KNOW IF IT STILL HOLDS TRUE FOR THIS YEAR, BUT I'LL CERTAINLY HAVE US LOOK INTO THAT.

I HOPE THAT HELPS A LITTLE BIT.

AND WE CAN BRING SOME SAMPLES BECAUSE WE ACTUALLY DID A WHOLE STUDY MANY YEARS AGO AND I DID IT THE LAST TWO YEARS IN ANOTHER DISTRICT STATEWIDE ASSESSMENT ANALYSIS. AND THAT HOLDS TRUE FOR THAT DIFFERENCE BETWEEN FIFTH AND SIXTH GRADE, TRUSTEE MACKEY.

YEAH, THAT'S SUPER HELPFUL AND I APPRECIATE THAT EXTRA CONTEXT.

I WOULD ADD A REQUEST ON YOUR I THINK IT'S FASCINATING WHAT WE'RE LEARNING AND THAT WAS WITH THE INTENTION OF US IN PARTICULAR AREAS, KEEPING SIXTH GRADE WITH THEIR ELEMENTARY SCHOOL TO SEE IF WE'RE LEARNING ANYTHING DIFFERENT.

I WOULD WONDER, NOT NOW, BUT FOR CECILIA'S TEAM TO THINK ABOUT IS WHEN THOSE STUDENTS THEN GO TO SEVENTH GRADE.

DO THEY SEE A REGRESSION IN SEVENTH GRADE OR DOES THAT CARRY ON? AND NOW THEY'RE PRETTY MUCH AT IT? IN WHICH CASE, MY NEXT QUESTION FOR ANOTHER TIME IS WHAT ARE WE DOING ABOUT THIS LEARNING? ARE WE LOOKING AT MORE AREAS TO DO THIS? SO THAT'S FOR ANOTHER TIME.

I APPRECIATE THAT. THAT'S SUPER HELPFUL.

ON THE MATH, ONE.

SO THIS MAKES SENSE TO ME.

SO EVERY KID HAS TRAVELED ALONG THIS GRADE, SO THIRD GRADERS ALL GO TO FOURTH GRADE.

THEY TAKE THE FOURTH GRADE EXAM, FOURTH GRADERS ALL GO TO FIFTH GRADE.

THEY TAKE THE FIFTH GRADE EXAM. FIFTH GRADERS ALL GO TO SIXTH GRADE.

THEY TAKE SIXTH GRADE EXAM.

SIXTH GRADERS GO TO SEVENTH GRADE AND NOW THEY ARE DEPENDING ON THEIR TRACK, TAKING EITHER THE EIGHTH GRADE EXAM OR THE SEVENTH GRADE EXAM.

CORRECT. WHICH IS WHY WE SEE THIS.

AND YOU'RE SAYING 70% OF OUR STUDENTS ARE MOVING INTO THE UPPER EIGHTH GRADE AND THEN WE'VE GOT THE REMAINING 30% OF STUDENTS WHO.

I SHOULD HAVE HAD. I'M SORRY.

I'M GOING TO LET YOU FINISH. NO, GO AHEAD.

I SHOULD WE SHOULD HAVE PUT TWO ARROWS FROM SIXTH GRADE.

WE SHOULD HAVE HAD THE ARROW TO SEVENTH GRADE WITH THE 14%.

AND WE SHOULD HAVE HAD ANOTHER ARROW TO THE EIGHTH GRADE PERFORMANCE BECAUSE THAT GROUP OF SIXTH GRADERS.

YEAH. IS TESTING IN TWO DIFFERENT.

AND AS YOU'RE ASKING THE QUESTION, I'M LIKE, WE SHOULD HAVE DONE IT IN TWO ARROWS.

YEAH, THAT'S WHAT MY QUESTION WAS GOING TO BE.

CAN WE SEE LIKE BECAUSE I'M SURE THE SEVENTH GRADERS THEMSELVES, BECAUSE THEY'RE NOT NOW IN EIGHTH GRADE, THEY'RE JUST TAKING THIS TEST.

THE SEVENTH GRADERS THEMSELVES HAVE A DIFFERENT MEETS RATE FOR THAT.

AND WHAT I HEARD YOU SAY IS, YOU KNOW, WHAT WE'RE SEEING IS WHEN WE PUT STUDENTS IN MORE RIGOROUS CLASSES, THEY RISE TO THE CHALLENGE OFTEN.

[00:35:02]

WE'VE GOT 70% OF OUR SEVENTH GRADERS GOING TO EIGHTH GRADERS.

WHICH BEGS THE QUESTION TO ME IS, IS THERE A PENALTY FOR STUDENTS IF THEY HAPPEN TO BE TAKING AN HONORS CLASS IN AN EIGHTH GRADE STAAR, ARE THEY GOING TO BE PENALIZED FOR TAKING THAT STAAR OR NO, IT REALLY DOESN'T MAKE A DIFFERENCE.

IT DOESN'T MAKE A DIFFERENCE.

AND WE'VE ACTUALLY WE MADE THE STATEMENT.

SO IF ALL OF THE STUDENTS FROM SEVENTH GRADE HAD ALL TAKEN AN EIGHTH GRADE MATH TEST, HAD ALL BEEN HAD ALL BEEN RECEIVING AN ADVANCED CURRICULUM, WOULD IT BE BETTER FOR ME TO FAIL THE STAAR MATH OF SEVENTH GRADE OR DO I FEEL BETTER IN TERMS OF WHAT I'VE LEARNED BEING EXPOSED TO AN ADVANCED CURRICULUM AND I'M NOT SUCCESSFUL ON A STAAR EXAM, BUT IT'S AN EIGHTH GRADE TEST.

AND IN FACT.

THAT'S PART OF WHAT WE'RE SEEING, THAT WHEN KIDS ARE IN THOSE COURSES NOW, IT'S NOT A ONE AND ALL.

WE ALSO KNOW THERE'S SOME SUPPORTS WE CAN PROVIDE.

BUT THE QUESTION IS IF ALL THE STUDENTS AND IT WAS ROUGHLY ABOUT 1,100 STUDENTS THAT STAYED IN SEVENTH GRADE, THAT 14% OUT OF ALMOST, I THINK ALMOST 8000, AND THAT 1100 ONLY THAT IS OUR LOWEST PERFORMING.

SO THE QUESTION THAT WE'RE ASKING.

SO IF WE KEPT STUDENTS THAT WERE SUPPOSEDLY NOT READY FOR ADVANCED, THEN WOULDN'T WE HAVE SEEN A HIGHER PERFORMANCE? AND THAT'S NOT WHAT HAPPENED.

WE LOWER OUR EXPECTATIONS AND IN FACT, OUR STUDENTS WILL FILL THAT BECAUSE THAT'S THE SMALLEST PERCENTAGE OF ALL PERFORMANCE.

YEAH, I'M GLAD YOU ALL ARE THINKING ABOUT THAT, BECAUSE THAT WAS GOING TO BE MY NEXT QUESTION, BECAUSE THERE'S REALLY FROM WHAT I UNDERSTOOD, THERE'S NOT A PENALTY.

THEY TOOK A HARDER TEST, BUT IT'S NOT LIKE THEY GET HELD BACK BECAUSE OF THAT ET CETERA.

THAT'S NOT PART OF IT ANYMORE.

AND WHEN YOU'RE THINKING ABOUT IF IT'S A SMALLER PERCENTAGE, ONLY 30%.

AND ALL OF MY FRIENDS ARE NOW IN THE ADVANCED CLASS AND I'M ONE OF THE FEW IN THE REGULAR CLASS AND THE TEACHER KNOWS THAT THESE ARE THE KIDS THAT ARE BEHIND WHETHER OR NOT THEY'RE ACTUALLY BEHIND. BUT THAT BECOMES THE THINKING.

I COULD SEE A VALUE, ESPECIALLY IF IT DOESN'T HARM KIDS.

IT'S A HUGE HELP. AND I KNOW I'M LOOKING AT YOU, TIFFANY, BECAUSE THIS HAPPENED AT TOWNVIEW QUITE A BIT WHERE WE WERE PRINCIPALS.

THERE WERE A LOT OF KIDS WHO, IF YOU LOOKED AT THEIR TEST SCORES, WERE NOT READY FOR THE AP CLASSES THEY WERE GETTING PUT IN, IN THE FRESHMAN YEAR, NOR DID WE ALLOW THEM TO OPT OUT TO REGULAR. AND WHAT HAPPENED IS THOSE KIDS RAISED TO MEET THE BAR AND THAT WASN'T ON THEIR OWN NECESSARILY.

WHAT DID WE HAVE TO DO? WE HAD TO PROVIDE EXTRA SUPPORT.

SO IT SOUNDS LIKE YOU'RE THINKING ABOUT THESE EXTRA SUPPORTS, BUT LET'S DO THAT IN A PLACE WHERE THEY'RE ABLE TO CHALLENGE THEMSELVES AND REALLY EXCEL.

AND I'M GLAD WE'RE THINKING ABOUT THAT.

I REALLY LOOK FORWARD, ESPECIALLY GIVEN WHAT WE'VE SEEN, WHERE WE HAVE INCREASED WITH THIS POLICY THAT WE PIONEERED YEARS AGO WHENEVER WE PASSED THE FIFTH GRADE POLICY, WE HAVEN'T SEEN A FALL OFF IN SCORES FROM ALGEBRA ONE ACHIEVEMENT OR THIS.

WE'VE ACTUALLY SEEN AN INCREASE.

AND SO WE'RE SEEING THE INCREASE.

LET'S GIVE ALL KIDS THAT OPPORTUNITY WHERE POSSIBLE WHILE ADDRESSING TRUSTEE FOREMAN'S CONCERNS ABOUT WE DON'T WANT TO LET THEM IN THERE AND FLOUNDER AND NOT DO ANYTHING ABOUT IT. WE NEED TO MAKE SURE THAT THEY'RE GETTING THE SUPPORT THEY NEED.

I'LL PAUSE AND I'LL COME BACK AROUND ON MY NEXT ONE BECAUSE MY NEXT QUESTIONS ARE GOING TO BE LONGER.

THANK YOU TRUSTEE MACKEY. ANY OTHER TRUSTEES IN THE FIRST ROUND.

TRUSTEE FOREMAN. OH, GO AHEAD.

GO AHEAD. NO, GO AHEAD.

I'LL WAIT ON TRUSTEE. TRUSTEE MACKEY THEN.

I'LL BE BACK FOR A SECOND.

SECOND ROUND. SECOND ROUND.

THE SECOND ROUND. I DON'T THINK THERE IS ANY MORE FIRST ROUND.

THIS IS THE SECOND ROUND. YEAH.

ALL RIGHT. SO THEN IF YOU CAN GO TO YOUR NEXT SLIDE ABOUT WHAT WE'RE DOING.

IT SOUNDS LIKE THE HEART OF WHAT WE'RE DOING IS WHAT WE'VE BEEN TALKING ABOUT THE ENTIRE TIME, WHICH IS GETTING STUDENTS WHO ARE BEHIND ADDITIONAL SUPPORT, WHETHER THROUGH AN UNFUNDED MANDATE OR NOT, NEITHER HERE NOR THERE, BUT WE'RE GETTING THEM ADDITIONAL SUPPORT THROUGH TUTORING OR WHATNOT.

AND WE'RE ADDRESSING THE CURRICULUM THAT THEY'RE BEING TAUGHT TO MAKE SURE IT ACTUALLY RISES TO THE LEVEL THAT WE'RE GOING TO TEST THEM ON.

AS FAR AS THE TUTORING HOURS OR WHATNOT.

WHAT SYSTEMS ARE WE USING TO MAKE SURE OUR STUDENTS WHO ARE FURTHEST BEHIND ARE INTENTIONALLY BEING PLACED WITH OUR MOST EFFECTIVE TEACHERS WHO CAN MOVE THEM? YEAH. THANK YOU FOR THAT QUESTION.

EARLIER IN THE PRESENTATION, I ALLUDED TO THIS IDEA THAT WE'RE DOING A BETTER AND MORE STRATEGIC JOB OF MONITORING PROGRESS FOR OUR STUDENTS.

OUR DATA TEAM IS WORKING ON ALL OF OUR PRINCIPALS HAVE ACCESS TO A TRACKER.

AND I THINK I TALKED TO YOU GUYS ABOUT IT LAST YEAR WHERE THEY'RE ABLE TO DETERMINE HOW WELL THE STUDENTS ARE PROGRESSING AT THEIR CAMPUS, AT THE CAMPUS LEVEL.

WHAT WE'RE DOING WITH THAT TRACKER THIS YEAR FOR TIER TWO IS WE'RE SAYING, NUMBER ONE, YOU HAVE THIS SORRY, YOU HAVE THIS MANY KIDS THAT ARE NOT ON GRADE LEVEL.

[00:40:01]

DO THEY HAVE AN ADDITIONAL SUPPORT, LIKE HAVING BEING ASSIGNED TO A DEMO TEACHER OR AN INTERVENTIONIST SO THAT A PRINCIPAL HAS A COMPREHENSIVE VIEW OF WHAT'S HAPPENING TO THOSE STUDENTS WHO NEED THAT TIER TWO AND TIER THREE INTERVENTION AND SUPPORT.

SO WE'RE PULLING THAT TOGETHER IN A SIMULATOR TO SUPPORT PRINCIPALS FOR THAT MONITORING.

SO THAT'S THE MONITORING SIDE.

HOW DOES THAT HOW WILL THAT IMPACT WHAT ARE WE GOING TO BE EXPECTING OR ASKING WHEN COUNSELORS SIT DOWN TO SCHEDULE KIDS INTO CLASSROOMS THIS SPRING AS IT RELATES TO THAT? LIKE, WHAT ARE WE GOING TO TAKE LEARNINGS FROM THAT TRACKER AND PUT IT INTO THE SCHEDULING? YEAH, ABSOLUTELY. SO WHAT WE WE'VE ASKED PRINCIPALS TO DO, EVEN BEGINNING THIS SCHOOL YEAR, IS TO TAKE THE STUDENTS THAT WE GET FROM THE END OF YEAR AND BEGIN TO SCHEDULE THEM INTO THOSE PROFICIENT ONE TEACHERS WHERE WE CAN.

OF COURSE, THEN YOU HAVE TO KIND OF GO BACK AND ADJUST LIKE WE HAD TO DO AT THE BEGINNING OF THIS YEAR BECAUSE WE HAVE A LEVELING THAT TAKES PLACE IN THE FALL.

AND SO WE'LL HAVE TO MOVE SOME OF THOSE STUDENTS AROUND.

BUT THE GOAL WAS TO PUT THEM WITH A DEMO TEACHER IF POSSIBLE, RIGHT? BECAUSE THAT SHOULD BE A HIGHLY QUALIFIED TEACHER AND A PROFICIENT ONE TEACHER.

OKAY. THAT'S WHAT I WAS HOPING THAT WE WERE TALKING ABOUT IS THERE IS AN INTENTIONALITY IF A STUDENT HAS BEHIND GRADE LEVEL THAT WE ARE GETTING THEM INTO A PROFICIENT TEACHER'S CLASSROOM AND TAKING AN EXTRA SET OF EYES TO LOOK AT THAT.

IS THAT ACCURATE? YES, I WOULD SAY THAT'S ACCURATE.

AND CAN I JUST ADD THIS ONE CAVEAT? WE ALSO DON'T WANT TO CREATE A CLASSROOM THAT IS FULL OF STUDENTS WHO ARE ALL BEHIND.

YES YES. SO WE'RE REALLY INTENTIONAL ABOUT THE NUMBERS.

THE RATIO OF NUMBERS.

YES. OF COURSE. YES. BUT THERE ARE SOME LOOKING AT IT.

AND I JUST THINK LIKE, YOU KNOW, AGAIN, I THINK BACK TO WHEN I WAS TEACHING OR PRINCIPAL, OFTENTIMES A LOT OF IT ENDS UP RANDOM BECAUSE YOU'RE JUST TRYING TO GET KIDS TO MAKE THE RIGHT SCHEDULE MATCH. AND THEN OFTENTIMES FOLKS WITH AGENCY A LOT OF TIMES WILL TRY TO GET THEIR STUDENT MOVED INTO THE CLASSROOM THAT THEY WANT TO.

AND THE CLOSER THAT WE CAN BE, BASED ON ALL OF THE KNOWLEDGE WE HAVE TO SAY, NO, YOUR STUDENT IS IN A CLASSROOM THAT'S GOING TO BE RIGHT FOR THEM.

JUDGE US ON THEIR GROWTH.

IS INCREDIBLY POWERFUL.

SO ALONG WITH THIS, I KNOW THE OTHER CAVEAT HERE IS WE'VE GOT 100% OF STUDENTS OUT OF ALL OF OUR STUDENTS WHO ARE TECHNICALLY ELIGIBLE FOR 45, 45.

SO THAT'S 100%.

STUDENTS ARE EXEMPTED FROM THE REQUIRED HOURS BY BEING IN A TIA TEACHER'S CLASSROOM.

DO WE HAVE ANY SENSE OF WHAT PERCENTAGE OF OUR STUDENTS ARE BEING LIKE EARNING THAT EXEMPTION? YEAH, WE ACTUALLY STARTED TO PULL THAT DATA AND THEY'RE CLEANING IT UP BECAUSE WE JUST FINISHED LEVELING NOT TOO LONG AGO.

SO WE'RE LOOKING AT THAT AND WE'RE ALSO LOOKING AT THE KIDS THAT ARE SIGNED, BUT THAT'S ALL SITTING IN THAT ONE TRACKER.

AND SO WHEN WE HAVE THAT CLEAN, WE'RE CERTAINLY HAPPY TO SHARE THAT DATA WITH YOU ALL.

YEAH, I'D BE VERY JUST INTERESTED IN THAT LONGITUDINAL THIS YEAR.

LAST YEAR IT WAS 2%.

THIS YEAR IT'S 6%. NEXT YEAR MAYBE IT'LL BE 10% OR SOMETHING LIKE THAT.

AND THEN MY LAST QUESTION IS, THIS IS ALL SUPER HELPFUL DATA FROM LAST YEAR'S STAAR.

I KNOW WE ARE PROBABLY GETTING CLOSE TO HAVING BEGINNING OF THE YEAR DATA.

DO WE HAVE A TIMELINE ON WHEN BEGINNING OF THE YEAR DATA LIKELY FROM MAP IS LOOKING LIKE IN TERMS OF MAKING ANY CHANGES OR ADJUSTMENTS AS IT RELATES TO THIS? WE'RE CURRENTLY DOING THAT RIGHT NOW.

IN FACT, THIS LAST WEEK WE'VE HAD MEETINGS WITH SCHOOL LEADERSHIP AND WITH ACADEMIC SERVICES TO REALLY LOOK AT AND ALIGN AND ADJUST WHATEVER PIECES WE NEED TO.

ALL RIGHT. WELL, LOOK FORWARD TO SEEING THAT AGAIN THANK YOU FOR ALL OF YOUR WORK.

AND AGAIN, WHILE THERE'S OBVIOUSLY A LOT OF THINGS TO DO AND OUR QUESTIONS ARE ALWAYS ABOUT WHAT ARE WE DOING MORE AND MORE AND MORE, I WANT US TO TAKE A SECOND TO REALIZE THERE'S A LOT OF GREEN ON THAT AND A LOT OF PROGRESS THAT'S BEEN MADE.

AND THANK YOU TO YOU ALL FOR DOING THAT.

THANK YOU. THANK YOU.

TRUSTEE MACKEY. TRUSTEE FOREMAN.

OKAY. THANK YOU. JUST JUST A COUPLE OF POINTS.

THE FIRST POINT IS MY COMMENTS REGARDING MAKING SURE THAT WE'RE NOT JUST PUSHING STUDENTS INTO PROGRAMS. WE HAVE DIFFERENT LEVELS OF SCHOOLS.

WE HAVE THE MAGNET SCHOOLS, WE HAVE THE OTI SCHOOLS, AND THEN WE HAVE THE NEIGHBORHOOD SCHOOLS.

MOST STUDENTS THAT GO TO THE MAGNET SCHOOLS CHOOSE TO GO THERE, AND IN MANY CASES THEY HAVE A LOT OF PARENTAL SUPPORT TO BE ABLE TO DO THAT.

I CONSISTENTLY STAY CONCERNED ABOUT THE NEIGHBORHOOD SCHOOLS, AND WHEN WE MAKE A BLANKET STATEMENT ABOUT ALL OF THE SCHOOLS, THEY'RE NOT THE SAME.

I JUST GOT THROUGH GOING THROUGH THE BUDGET, LOOKING AT FUNDING.

THEY'RE NOT THE SAME.

AND SO WE HAVE TO BE, I REMIND US TO JUST BE CAREFUL REGARDING THAT.

[00:45:04]

WE DO KNOW THAT THAT WAS KIND OF UP IN THE AIR WITH LAST YEAR AND MAYBE YEAR BEFORE LAST.

WHAT DID WE DO TO ACTUALLY FIND THE TUTORS THAT WERE BEST FOR US? AND SUPERINTENDENT, I WILL YOU CAN TAKE IT BECAUSE WHAT I'M GOING TO SAY IS WHAT I FOUND A LOT OF TIMES IS WE DON'T TRACK OUR VENDORS.

WE BRING VENDORS IN.

WE DON'T TRACK THEM TO SEE IF THEY'RE DOING THE SIGNIFICANT WORK.

SO IF SOMEBODY CAN JUST EXPLAIN TO ME WHAT WE DID TO LITERALLY MAKE SURE THAT WE HAD VENDORS THAT WAS GOING TO DO THE WORK WE'RE LOOKING FOR.

YES, MA'AM. AND I'LL TELL YOU THAT WE'RE BRINGING FORWARD TO OUR SUPERINTENDENT.

I'M SURE IT WILL BE SHARED WITH YOU ALL.

AN ANALYSIS THAT'S BEING DONE BY A THIRD PARTY VENDOR ON THE TUTORING AND THE IMPACT OF TUTORING AND ALSO OF THE VENDORS.

SO HOW MUCH TIME WHAT WAS THE IMPACT AND THEN WHAT DID WE YIELD FROM THAT? I WILL SAY THAT ONE OF THE EASIEST WAYS SUPERINTENDENT ELIZALDE, YOU MIGHT NEED TO JUMP IN IN CASE I START TALKING TOO MUCH, BUT ONE OF THE THINGS HONESTLY THAT WAS EASIEST TO DO WAS TO SAY WHICH VENDORS SHOWED UP, RIGHT? WHICH VENDORS PROVIDED SUPPORT AND SHOWED UP AND COULD DEMONSTRATE THAT THEY WERE TEACHING KIDS.

SOME OF THAT IS OBSERVABLE DATA AND SOME OF THAT IS DATA THAT YOU CAN LOOK AT UTILIZING THE DOCUMENTS THAT ARE SUBMITTED.

WE TALKED TO KIDS, WE TALKED TO TEACHERS.

THERE IS A LOT OF DIFFERENT WAYS WE PULLED THAT INPUT.

BUT WE ALSO, AS STUDENT RESULTS CAME OUT, TRACKED SOME OF THE STUDENT RESULTS TO DETERMINE TO NARROW THAT SCOPE.

AND WE DID SIGNIFICANTLY NARROW THE SCOPE OF VENDORS.

WE ALSO YOU ALSO MADE A SHIFT, THOUGH, Y'ALL'S RECOMMENDATION.

WE ALSO LEVELED THE PLAYING FIELD AND ACTUALLY HAD SOME OF OUR OWN TEACHERS, WHICH HAD NOT BEEN A PART OF THE ORIGINAL DESIGN.

AND WE WERE ABLE TO LEVEL THAT OUT.

SO MANY OF OUR STUDENTS ARE NOW GETTING THAT TUTORING THROUGH PEOPLE THEY KNOW, TEACHERS ON THEIR CAMPUSES, PEOPLE THEY KNOW. THANK YOU. THANK YOU.

THANK YOU. I APPRECIATE THAT.

TRUSTEE MICCICHE.

I JUST HAD A QUICK FOLLOW UP QUESTION ABOUT TUTORING.

THE LAST TIME YOU BRIEFED US ON IT, OR MAYBE IT WAS THE FIRST TIME YOU BRIEFED US ON IT.

THERE WAS A REAL SHORTAGE OF TUTORS, RIGHT? AND DID AND I KNOW WE WERE WORRIED ABOUT MAKING SURE THAT WE GOT GOOD QUALITY TUTORS FOR EVERY CHILD WHO NEEDED IT.

BUT THERE WAS ALSO A REQUIREMENT THAT SEEMED REALLY BEYOND OUR ABILITY TO OR ANYONE'S ABILITY TO MAKE GIVEN THE TEACHER SHORTAGES AND SO FORTH.

SO CAN YOU BRING ME UP TO DATE ON WHAT DID WE DO TO COMPLY WITH THAT REQUIREMENT AND MAYBE WHAT IS THE RATIO OF, YOU KNOW, IS IT ONE ON ONE TUTORING? IS IT FIVE ON ONE TUTORING? IS IT LIKE ANOTHER, YOU KNOW, ANOTHER TEN ON ONE? WHAT DID WE WIND UP DOING WITH THAT? SURE, DEFINITELY.

SO FOR HP 4545, THE STUDENTS WERE REQUIRED TO HAVE 30 HOURS OF TUTORING FOR EACH OF THE SUBJECTS THAT THEY HAD NOT PASSED OR MET ACADEMIC PERFORMANCE ON FROM STAAR.

AND WE WERE RELIANT VERY RELIANT ON VENDORS IN THAT VERY FIRST YEAR.

WHAT WE WERE ABLE TO DO WITH OUR SUPERINTENDENTS PERMISSION WAS TO MAKE THE SHIFT FROM VENDOR SUPPORTED TUTORS THAT WERE COMING INTO THE SCHOOLS AND AND WORKING WITH OUR STUDENTS TO JUST WORKING WITH TEACHERS.

SO WE RAISED THE TUTORING PAY TO $50 AN HOUR FOR OUR TEACHERS.

AND THEN WE HIRED TEACHERS AND TRAINED THEM TO PROVIDE THE TUTORING THIS YEAR.

ONE THING THAT AND THE RATIO AT THAT TIME WAS 1 TO 3.

AND A PARENT COULD POTENTIALLY OPT OUT THIS YEAR OF THAT RATIO AND HAVE A SMALLER A SLIGHTLY LARGER RATIO.

THIS YEAR THE RATIO IS 1 TO 4 AND STUDENTS ARE NOT REQUIRED TO HAVE THE 30 HOURS FOR THE TUTORING.

IT'S ACTUALLY HOUSE BILL 1416 NOW, BUT THEY'RE REQUIRED TO HAVE 15 HOURS FOR MATH AND READING IF THOSE ARE AREAS THAT THEY DID NOT PASS ON THE STAAR.

AND THEN WE ARE REALLY RELIANT ON TEACHERS PROVIDING THAT SUPPORT.

AND SO THAT'S WHY WE'RE SEEING SOME SIGNIFICANT GAINS AND SUPPORT FROM OUR STUDENTS THAT ARE UTILIZING THE TEACHERS.

[00:50:04]

YEAH, I THINK TRUSTEE MICCICHE QUESTION WAS ESSENTIALLY MY QUESTION AROUND CHANGES TO HB 4545 AND THIS LEGISLATIVE SESSION.

BUT I GUESS TO KIND OF REALLY BRING THAT POINT HOME.

SO OUR EXPECTATION THEN THIS YEAR IS TO MOVE THE PERCENTAGE OF CAMPUSES THAT ARE COMPLETING ALL HB 4545 HOURS FROM 23% TO WHAT ARE WE THINKING? MY GOAL IS ALWAYS 100%.

AND OF COURSE, I DON'T WANT TO PIN YOU DOWN ON A NUMBER, BUT I'M ASKING IS DO WE FEEL THAT CHANGES MADE THIS LEGISLATIVE SESSION BETTER POSITIONED AS TO.

YEAH, ABSOLUTELY. I THINK THE REDUCTION OF THE REQUIRED HOURS SUPPORTS IT.

AND ALSO JUST WITH THIS REALLY HEAVY FOCUS ON MATH AND READING, WE KNOW THAT STUDENTS CAN BE SUCCESSFUL IN OTHER SUBJECTS IF WE DEFINITELY HAVE AN EMPHASIS ON OUR MATHEMATICS AND READING.

SO I DEFINITELY THINK THOSE CHANGES WILL SUPPORT US AND HELP US.

THANK YOU, MR. CHAIR.

ANY QUESTIONS.

ALL RIGHT. THANK YOU, BOTH OF YOU.

CONGRATS CHIEF, THAT WE'RE SEEING ON YOUR FIRST PRESENTATION.

I'M NOT GOING TO CALL IT THE THUNDERDOME.

IT'S NO LONGER THE THUNDERDOME.

CAN WE JUST GO TO THE VERY LAST SLIDE? BECAUSE WE HAD ONE OF OUR WOODROW TEACHERS THERE, AND I WANT TO MAKE SURE WE CALLED OUT OUR KIDDOS.

CAN Y'ALL RECOGNIZE OUR EDUCATOR HERE, PLEASE? HE'S FROM WOODROW.

DANIEL [INAUDIBLE] FROM WOODROW WILSON HIGH SCHOOL.

WHO WAS ALSO A GRADUATE FROM WOODROW WILSON HIGH SCHOOL.

I WANT TO MAKE SURE WE GAVE HIM HIS SHOUT OUT, TOO.

[LAUGHTER] THANK YOU. THANK YOU ALL.

WE'RE GOING TO CONTINUE THROUGH OUR AGENDA'S INFORMATION AND REPORTS WITH THE SUPERINTENDENTS REPORTS MARKETING CAMPAIGN.

[7. INFORMATION/REPORTS]

THIS IS I THINK CERTAINLY IT'S OUR GOAL ALWAYS TO KEEP YOU INFORMED.

BUT THIS PARTICULAR PROJECT, I KNOW, IS ALSO VERY IMPORTANT TO EVERY TRUSTEE WITH REGARD TO HOW ARE WE CONTINUING TO WORK TO IMPROVE OUR BRAND, COMMUNICATING IT, GETTING OUT, HOW DO WE DO THINGS IN A WAY THAT MIGHT BE A LITTLE MORE FORWARD THINKING, MORE PROACTIVE INSTEAD OF REACTIVE, ESPECIALLY WHEN WE COMPARE TO HOW CHARTER SCHOOLS DO A LOT OF THEIR MARKETING.

AND SO I'M REALLY EXCITED TO REALLY LET OUR TEAM PRESENT TO YOU ALL THE LATEST AND GREATEST.

AND SO WITH THAT, I'LL TURN IT OVER TO CHIEF DANIELS TO GET US GOING.

GOOD AFTERNOON.

THANK YOU, DR. ELIZALDE, AND GOOD AFTERNOON, BOARD OF TRUSTEES.

IT IS ALWAYS AN HONOR TO BE ABLE TO SHARE WITH YOU SOME OF THE WORK BEING DONE AROUND THE OPPORTUNITIES, THE INCREDIBLE OPPORTUNITIES THAT ARE AVAILABLE AT ALL OF OUR SCHOOLS.

AND SO WE APPRECIATE THE OPPORTUNITY TO SHARE WITH YOU SOME OF THE HIGHLIGHTS FROM OUR FALL CAMPAIGN AND ALSO A LITTLE SNIPPET INTO WHAT THE SPRING IS SHAPING UP TO LOOK LIKE.

SO I HAVE ASKED OUR TEAM TO COME FORWARD WITH ME.

MANY OF YOU HAVE ALREADY MET OUR EXECUTIVE DIRECTOR OF CREATIVE SERVICES, DARRELL PRYOR, WHO WILL LEAD US THROUGH THE PRESENTATION, ALONG WITH CC GONZALEZ KURZ, WHO IS OUR DIRECTOR OF BRANDING AND MARKETING STRATEGY. SO WE WILL TURN IT OVER TO THEM NOW.

THANK YOU, CHIEF DANIELS, AND THANK YOU TO THE BOARD FOR THIS OPPORTUNITY TO SHARE BRIEFLY ABOUT OUR FALL MARKETING PLANS FOR CHOICE AND NEIGHBORHOOD SCHOOLS.

SO IN PREPARATION FOR THE UPCOMING APPLICATION SEASON, OUR ANNUAL DISCOVER DALLAS ISD MARKETING CAMPAIGN LAUNCHED ON OCTOBER 1ST.

AND OUR OBJECTIVE FOR THIS CAMPAIGN IS TO SUPPORT RECRUITMENT AND RETENTION EFFORTS BY INCREASING AWARENESS OF THE CHOICE SCHOOL OFFERINGS IN DALLAS ISD.

NEXT SLIDE, PLEASE.

SO AS WE CONTINUE TO BRAND DALLAS ISD AS THE HOME TO OPPORTUNITY IN THE CITY, OUR KEY MESSAGING FOR THIS CAMPAIGN IS CENTERED ON THE PHRASE OPPORTUNITIES ARE HERE.

WE REALLY WANT TO HELP FAMILIES TO MAKE THE CONNECTION THAT WHEN THEY APPLY TO ONE OF OUR CHOICE SCHOOL OFFERINGS, THAT THEY ARE IN FACT CHOOSING AN OPPORTUNITY FOR THEIR STUDENT.

NEXT SLIDE, PLEASE.

AND SO OUR STRATEGY WILL POSITION US TO CARRY THIS MESSAGE THROUGHOUT THE COMMUNITIES WE SERVE AND SURROUNDING CITIES BY LEVERAGING TRADITIONAL AND DIGITAL CHANNELS, INCLUDING SOCIAL MEDIA ADS ACROSS ALL PLATFORMS, BILLBOARDS, CITYWIDE PRINT PUBLICATIONS, A DIRECT MAILER CATALOG THAT LISTS ALL OF THE

[00:55:10]

THIS CATALOG WILL BE DISTRIBUTED ACROSS ALL 66 DALLAS COUNTY ZIP CODES AND SURROUNDING SUBURBS.

AND OF COURSE, WE ARE LEVERAGING RADIO AND TV ADS ALSO.

AND SO IF YOU WOULD, YOU SHOULD HAVE EACH RECEIVED A FOLDER.

I'D ASK THAT YOU WOULD REFERENCE THAT FOLDER TO REVIEW A MOCK UP OF THE MAILER CATALOG THAT WILL ARRIVE AT HOMES ACROSS THE CITY MID-OCTOBER.

NOW, IN RESPONSE TO FEEDBACK THAT WE'VE RECEIVED FROM A FEW FRUSTRATED CONSTITUENTS, WE'VE INCLUDED AN OPTION FOR FAMILIES TO OPT OUT OF RECEIVING INFORMATION FOR CHOICE SCHOOLS.

AND YOU CAN FIND THIS FEATURE AT THE BOTTOM OF THE BACK COVER.

BUT AT THIS TIME, I'D LIKE TO SHARE THE PROMOTIONAL VIDEO THAT YOU'LL LIKELY SEE SOON ON DIGITAL AND LOCAL TELEVISION CHANNELS.

AND PLEASE NOTE THAT A SPANISH VERSION VERSION WILL BE LEVERAGED ALSO IF WE CAN PLAY IT NOW, PLEASE.

EXPLORE THEM ALL AT DISCOVER DALLAS ISD, THE LARGEST OPPORTUNITY FAIR IN THE CITY.

BROWSE AN ARRAY OF SPECIALTY SCHOOLS AND PROGRAMS. SELECT THE SCHOOLS OF YOUR CHOICE, THEN APPLY ON SITE.

VISIT DALLASISD.ORG/DISCOVER TO LEARN MORE AND TURN YOUR CHILD'S OPTIONS INTO OPPORTUNITIES.

AND SO WE'VE OBSERVED THAT OUR MESSAGING EFFORTS IN THE SOUTHERN DALLAS COMMUNITIES ARE MOST EFFECTIVE WHEN WE LAYER OUR COMMUNICATION TACTICS.

SO IN ADDITION TO THE EFFORTS THAT I JUST MENTIONED, DOOR HANGERS PROMOTING THE DISCOVER DALLAS ISD APPLICATION EVENT WILL BE DISTRIBUTED TO HOMES IN ALL NINE ZIP CODES IN THE SOUTHWEST AND SOUTHEAST DALLAS COMMUNITIES.

AND INCLUDED IN YOUR FOLDER IS A MOCK UP OF THE DOUBLE SIDED ENGLISH, SPANISH DOOR HANGER THAT WILL BE DISTRIBUTED.

I'D ALSO LIKE TO NOTE THAT WE ARE INTENTIONAL TO PROVIDE SCHOOL OFFERING COLLATERAL TO FAMILIES IN NORTHERN DALLAS THROUGH A GROWING COLLABORATION WITH KEY LEADERS IN THE PRIVATE SCHOOLS NETWORK.

AND WE'RE INCREASING DALLAS ISD'S VISIBILITY IN PRINT AND DIGITAL PUBLICATIONS THAT ARE WIDELY READ IN THE NORTH DALLAS COMMUNITIES.

NEXT SLIDE, PLEASE.

WE ALSO WANT TO NOTE THAT WE WERE VERY EXCITED TO KICK START OUR DISCOVER DALLAS ISD MARKETING AT THE STATE FAIR CLASSIC PV GRAMBLING FOOTBALL GAME THIS PAST SATURDAY AT THE COTTON BOWL.

WE HAD AD PLACEMENT IN THE SOUVENIR BOOK THAT WAS DISTRIBUTED TO FANS.

THE PROMO VIDEO THAT YOU JUST SAW WAS DISPLAYED ON THE JUMBOTRON DURING THE GAME AND WE DISTRIBUTED PROMOTIONAL SWAG TO GAME ATTENDEES.

WE MADE APPROXIMATELY 30,000 IMPRESSIONS AT THIS EVENT ALONE.

NEXT SLIDE, PLEASE.

AND SO IN SIMILAR FASHION, WE WILL ALSO PROMOTE DISCOVER DALLAS ISD AT THE UPCOMING DIA DE LOS MUERTOS FESTIVAL AT CITY HALL ON SATURDAY, OCTOBER 28TH.

NEXT SLIDE, PLEASE.

AND SO WE'RE GOING TO HOST OUR ANNUAL DISCOVER DALLAS ISD APPLICATION EVENT ON SATURDAY, NOVEMBER 4TH AT ADAMSON HIGH SCHOOL.

ALL APPLICATION BASED SCHOOLS WILL BE PROVIDED SIGNAGE AND SCHOOL MARKETING COLLATERAL TO DISTRIBUTE TO FAMILIES FROM THEIR ASSIGNED EXHIBITION KIOSKS.

PARTICIPATING SCHOOLS WILL ALSO HAVE THE OPPORTUNITY TO PROVIDE OPEN HOUSE STYLE PRESENTATIONS TO FAMILIES IN ASSIGNED CLASSROOMS ON A ROTATION SCHEDULE THROUGHOUT THE DAY. DEPARTMENTS THAT SUPPORT CHOICE SCHOOL PROGRAMS LIKE DUAL LANGUAGE AND OTI AND MAGNETS, EARLY LEARNING, P-TECH AND SO FORTH.

THEY'LL ALL HAVE BOOTHS.

AND OF COURSE, FAMILIES WILL BE ENCOURAGED TO SUBMIT APPLICATIONS ON SITE AT THE APPLICATION STATION WHERE THEY WILL RECEIVE ASSISTANCE FROM REGISTRARS.

NEXT SLIDE, PLEASE.

NOW, IMMEDIATELY FOLLOWING THE DISCOVER DALLAS ISD EVENT, WE WILL ACTIVATE AN APPLICATION CAMPAIGN ENCOURAGING FAMILIES TO APPLY TO DALLAS ISD CHOICE SCHOOLS BY JANUARY 31ST.

NOW, DURING THAT TIME WE WILL OFFER TWO VIRTUAL DISCOVER DALLAS ISD EVENTS FOR FAMILIES THAT DID NOT ATTEND THE IN-PERSON EVENTS.

AND SO CAMPUS LEADERS AND DEPARTMENTS WILL MAKE PRESENTATIONS AND ANSWER QUESTIONS TO SUPPORT THE APPLICATION PROCESS.

NEXT SLIDE, PLEASE.

AND SO RUNNING ALONGSIDE THE APPLICATION CAMPAIGN WILL BE A DIGITAL PUSH TO PROMOTE THE NEW FIREFIGHTER ACADEMY AT ROOSEVELT HIGH SCHOOL.

NOW, WITH THIS BEING A BRAND NEW APPLICATION BASED PROGRAM, WE WANT TO HIGHLIGHT IT AND MAKE SURE THAT WE ARE SUPPORTING THE APPLICATIONS FOR ITS FALL 2024 OPENING.

AND SO IF YOU WILL REFERENCE PAGE EIGHT OF THE CATALOG THAT YOU WERE PROVIDED, YOU'LL SEE THAT IT'S INCLUDED THERE.

AND I ALSO WANT TO NOTE THAT THE FIREFIGHTER ACADEMY WILL HAVE A BOOTH NEXT TO ROOSEVELT H-TECH AT THE DISCOVER DALLAS ISD EVENT.

AND SO OUR TEAM IS WORKING TO DEVELOP BRANDING AND INFORMATIONAL COLLATERAL TO DISTRIBUTE TO FAMILIES.

[01:00:02]

WE'RE VERY FORTUNATE THAT OUR CHIEF, OUR FIRE CHIEF IS AN ALUMNI.

AND SO WE'VE BEEN WORKING TOGETHER WITH THE COMMUNITY AND THE ALUMNI, SPECIFICALLY TONY JOHNSON AND TRUSTEE MAXIE JOHNSON.

BOTH HAVE BEEN ON US TO MAKE SURE THAT WE MAKE THIS A REALITY.

AND SO WE ARE ABSOLUTELY IT'S IN ITS FRUITION.

IT WILL COME TO FRUITION.

IT'S IN ITS INFANCY STAGE.

SO THINK OF A NEWBORN.

SO WE'RE STILL WE'RE STILL WORKING TO DEVELOP IT.

BUT WE'VE BEEN RECEIVED BY THE FIRE CHIEF AND THE PROGRAM THAT HE HAS PUT IN ANOTHER DISTRICT.

AND SO WE'RE JUST ALIGNING IT TO OURS.

BUT I APPRECIATE, DARRELL, YOU INCLUDING THAT IN THIS PARTICULAR SET OF PROMOTIONAL MATERIALS.

THANK YOU. I ALSO LIKE TO NOTE THAT WE HAVE PLANS TO PROMOTE THE NEW ACADEMY VIA SOCIAL MEDIA FROM NOVEMBER 6TH THROUGH JANUARY 31ST.

AND AFTER THAT, WE'RE GOING TO EVALUATE THE NUMBER OF APPLICATIONS SUBMITTED TO DETERMINE HOW WE WILL CONTINUE TO PROMOTE THE ACADEMY IN THE SPRING SEMESTER.

THE NEXT SLIDE, PLEASE.

NOW, AT THIS TIME, C.C.

GONZALEZ KURTZ, OUR DIRECTOR OF MARKETING AND BRANDING, WILL SHARE ABOUT OUR NEIGHBORHOOD SCHOOLS MARKETING PLANS THROUGH THE FALL SEMESTER.

THANK YOU, DARRELL.

SO WE'VE BEEN BUILDING RHYTHM FOR MARKETING OUR NEIGHBORHOOD SCHOOLS YEAR ROUND.

YOU MAY HAVE NOTICED WE LAUNCHED A SOFT CAMPAIGN FOR NEIGHBORHOOD SCHOOLS RIGHT AFTER THE BACK TO SCHOOL WITH BILLBOARDS AND SOME DIGITAL.

WE WILL CONTINUE TO WEAVE IN OUR NEIGHBORHOOD CAMPAIGNS AS WE AGGRESSIVELY PROMOTE DISCOVER THROUGH JANUARY 31ST.

OUR FALL STRATEGY INCLUDES A PUSH ON DIGITAL.

WE WILL HAVE A DIGITAL CAMPAIGN ACROSS SOCIAL MEDIA PLATFORMS HIGHLIGHTING NEIGHBORHOOD SCHOOL OFFERINGS BY VERTICAL TEAM.

WE'RE EXCITED TO LEVERAGE THE VERTICAL TEAM AND CAMPUS PROMOTIONAL VIDEOS THAT WERE PRODUCED LAST SPRING FOR THIS EFFORT.

SO NOT ONLY WILL THESE VIDEOS BE ADDED TO EACH NEIGHBORHOOD SCHOOL WEBSITE, THEY WILL ALSO BE SHARED VIA SOCIAL MEDIA.

THE DIGITAL PUSH WILL INCLUDE ADS THAT EMPHASIZE SPECIFIC FEATURES LIKE EXTRACURRICULAR ACTIVITIES, ATHLETICS, FINE ARTS, AND SPECIAL PROGRAMS. WE ARE PRODUCING ENGLISH AND SPANISH PSA STYLE ADS TO RUN ON LOCAL RADIO STATIONS.

THE MESSAGING FOR THESE ADS WILL EMPHASIZE ON HOW CHOOSING A DALLAS ISD NEIGHBORHOOD SCHOOL IS AN INVESTMENT IN OUR STUDENTS AND OUR COMMUNITY.

WE WILL ALSO INTRODUCE A GRASSROOTS EFFORT TO BOOST COMMUNITY ENGAGEMENT BY DOING A DOOR TO DOOR CAMPAIGN THAT INCLUDES DISTRIBUTION OF KEY MESSAGING FOR NEIGHBORHOOD SCHOOLS. YOU WILL FIND A FLIER THAT WILL BE DISTRIBUTED AS PART OF THIS EFFORT IN YOUR FOLDER.

THESE EFFORTS WILL ALSO BE FOLLOWED BY TWO DIRECT MAIL DISTRIBUTIONS THAT HIGHLIGHT HOW OUR STUDENTS ARE OUTPERFORMING CHARTER SCHOOL NETWORKS SURROUNDING DISTRICTS IN READING AND MATH.

PLEASE REFERENCE YOUR FOLDER TO REVIEW MOCK UPS OF THESE MAILERS.

YOU'LL NOTICE THAT THERE IS A SECTION BRANDED FOR EACH VERTICAL TEAM.

SO DEPENDING ON WHERE FAMILIES LIVE, THEY WILL RECEIVE A MAILER THAT PERTAINS TO THAT SPECIFIC VERTICAL TEAM HIGHLIGHTING NEIGHBORHOOD SCHOOL OFFERINGS WITHIN THEIR COMMUNITY.

NEXT SLIDE, PLEASE.

WE WILL RAMP UP OUR NEIGHBORHOOD SCHOOLS MARKETING WIN WITH AN AGGRESSIVE, MULTIFACETED CAMPAIGN BEGINNING FEBRUARY 1ST.

NOT ONLY WILL WE EXPAND OUR DIGITAL EFFORTS, BUT WE WILL ALSO HOST A CENTRALIZED REGISTRATION EVENT THAT WILL REPLACE THE NEIGHBORHOOD SCHOOLS NIGHT OUT FROM LAST SCHOOL YEAR, WE'RE ADJUSTING THE FORMAT TO INCORPORATE HELPFUL FEEDBACK AND OBSERVATIONS MADE LAST SPRING, SO ALL 194 NEIGHBORHOOD SCHOOLS WILL BE SHOWCASED AT ONE CENTRALIZED LOCATION WITH THE GOAL OF STRENGTHENING A ONE SITE REGISTRATION FEATURE AND SIMPLIFYING THE EVENT COMMUNICATION AMONG CAMPUS TEAMS AND FAMILIES.

COMMUNICATIONS IS EXCITED TO PARTNER WITH THE OFFICE OF FAMILY AND COMMUNITY ENGAGEMENT AND HOSTING THIS EVENT.

ESSENTIALLY, WE'RE COMBINING THE BEST ELEMENTS OF DISCOVER DALLAS ISD WITH THE FAM JAM EVENTS TO CREATE ONE DYNAMIC NEIGHBORHOOD SCHOOLS REGISTRATION EVENT. WE ARE FINALIZING A CONTRACT AT A CENTRALIZED LOCATION FOR THIS SPRING EVENT.

MORE INFORMATION CONCERNING THIS EVENT WILL BE SHARED AS IT IS FINALIZED.

NOW I WILL TURN IT BACK TO DARRELL.

ALL RIGHT. THANK YOU, CC.

TO CLOSE OUR PRESENTATION, I'D LIKE TO SHARE ABOUT A UNIQUE WAY THAT WE PLAN TO PROMOTE OUR NEIGHBORHOOD SCHOOLS IN THE SPRING.

WE ARE SUPER, SUPER EXCITED TO BRING BACK SCHOOL ZONE DALLAS, A STUDENT HOSTED TELEVISION PROGRAM TO SPECIFICALLY HIGHLIGHT OUR NEIGHBORHOOD

[01:05:03]

AND SO AFTER WINNING MULTIPLE LONE STAR EMMY AWARDS AND INTRODUCING DALLAS ISD'S FINEST STUDENTS AND PROGRAMS TO THE CITY, WE REALLY HOPE TO DO IT AGAIN WITH A NEW GENERATION.

AND SO OUR PLAN.

COULD YOU TELL ME WHO ONE OF THE FIRST GENERATION STUDENTS MIGHT HAVE BEEN? DARRELL? WELL, I WAS ONE OF THEM.

[LAUGHTER] I WAS ONE.

AND SO GETTING BACK TO THE IMPORTANT STUFF, WE'RE GOING TO PRODUCE SIX 30 MINUTE EPISODES IN ENGLISH AND SPANISH TOTALING 12 EPISODES ALTOGETHER, EACH SEGMENT WILL FEATURE STUDENT HOSTS AND HIGHLIGHT FOUR VERTICAL TEAMS. ALL OF THE PRODUCED SHOWS WILL BE STRATEGICALLY PROMOTED AND AIRED ON ENGLISH AND SPANISH STATIONS, SOCIAL MEDIA PLATFORMS AND YOUTUBE.

WE'RE ALSO INVITING 11TH AND 12TH GRADE STUDENTS TO AUDITION, AND WE'RE SENDING INFORMATION TO HIGH SCHOOLS ACROSS THE DISTRICT TO ADVERTISE THE AUDITION OPPORTUNITY. ALL OF OUR AUDITIONS WILL BE HELD BEFORE THANKSGIVING BREAK.

NEXT SLIDE, PLEASE.

AND SO AS YOU GUYS CAN SEE, WE ARE WORKING VERY HARD TO PROMOTE OUR OFFERINGS A VARIETY OF WAYS, AND WE LOOK FORWARD TO COLLABORATING WITH MULTIPLE TEAMS THROUGHOUT THE DISTRICT TO ENSURE OUR SUCCESS.

THIS CONCLUDES OUR PRESENTATION.

THANK YOU FOR YOUR TIME.

SO THIS REALLY IS JUST A KIND OF A BRIEF SNAPSHOT OF ALL THE THINGS THAT WE'VE GOT PLANNED WITHOUT GOING INTO TOO MANY OF THE THE DETAILED PIECES.

I DO WANT TO, BEFORE WE COMPLETELY FINISH THIS, IS TO SHARE THAT WHILE WE ARE THIS BOARD HAS REALLY CHALLENGED US TO REALLY THINK THROUGH HOW WE HIGHLIGHT EVERY SCHOOL, WHETHER THEIR CHOICE WHETHER THEY'RE NEIGHBORHOOD, ETCETERA.

SO THIS IS OUR OPPORTUNITY TO REALLY HIGHLIGHT EVERY SCHOOL GIVE IT THE ATTENTION THAT IT DESERVES.

AND ONE OF THE THINGS THAT WE KNOW THAT WE'VE HEARD FROM THIS BOARD IS THAT THEY WOULD LOVE TO SEE AN OPPORTUNITY TO DISCOVER OUR ALL OF OUR PROGRAMS UNDER ONE BIG EVENT.

AND SO THAT IS EVEN NOW IN THE WORKS AS WE TALK THROUGH WHAT THAT COULD LOOK LIKE FOR NEXT YEAR, IT'S A BIG LIFT, BUT WE CERTAINLY ARE TALKING THROUGH HOW WE COULD POSSIBLY MAKE THAT HAPPEN LAST YEAR.

NOW, I BELIEVE THAT I WANTED YOU TO I WANTED YOU ALL TO POINT OUT BEFORE THEY START ASKING YOU ALL QUESTIONS ABOUT THE THE QR CODES.

YEAH. DO YOU WANT TO HIGHLIGHT THAT, PLEASE? ABSOLUTELY. AND SO IF YOU ALL WILL RECALL IN THE SPRING, WE PUT IN A REAL EFFORT TO PRODUCE PROMOTIONAL VIDEOS FOR ALL OF OUR NEIGHBORHOOD SCHOOLS AND COMPILATION VIDEOS THAT HIGHLIGHT THE VERTICAL TEAMS. AND SO, AS CC INDICATED IN THE MAILERS THAT ARE BEING DISTRIBUTED, DEPENDING ON WHERE FAMILIES LIVE, THEY WILL RECEIVE A VERSION THAT HIGHLIGHTS THE VERTICAL TEAM IN THEIR NEIGHBORHOOD.

AND SO YOU WILL NOTICE THAT THERE ARE TWO QR CODES ON THAT SECTION OR THAT PANEL OF THE MAILER.

SO IF YOU'LL SCAN IT, I HOPE YOU ALL TAKE A MOMENT TO DO SO WHEN YOU HAVE THE CHANCE.

IF YOU'LL SCAN THAT WITH YOUR CELL PHONE, IT'LL TAKE YOU DIRECTLY TO HIGHLIGHT VIDEOS IN ENGLISH AND SPANISH THAT REALLY PROMOTE THE OFFERINGS IN THAT PARTICULAR VERTICAL TEAM.

AND DARRELL, THAT'S GOING TO BE THERE'S GOING TO BE ONE FOR EACH OF THE VERTICAL TEAMS. ABSOLUTELY. AND SO AS SOON AS WE GET THOSE ALL COMPLETED, WE'LL MAKE SURE BECAUSE THAT'S FOR EVERY NEIGHBORHOOD VERTICAL TEAM.

AND THEN ULTIMATELY THE GOAL I JUST WANT TO REITERATE WHAT LIBBY SAID REALLY DISCOVER DALLAS ISD SHOULD BE ALL UNDER ONE UMBRELLA, WHETHER THAT'S CHOICE, WHETHER THAT'S NEIGHBORHOOD, BECAUSE A NEIGHBORHOOD IS A CHOICE, THAT IS ALSO A CHOICE.

SO WE'RE GOING TO EVENTUALLY BRING ALL OF THAT TOGETHER AS OPPOSED TO SEPARATE.

BUT AND THE LOGISTICS ARE GOING TO BE A CHALLENGE.

AND I KNOW OUR TEAM IS GOING TO BE ABLE TO FIGURE THAT OUT.

OTHER. ALL RIGHT.

THANK YOU, TEAM, FOR THE PRESENTATION.

I'M SURE WE'LL HAVE A LOT OF QUESTIONS AND COMMENTS.

I SEE. I'M GOING TO GO IN ORDER BY HOW THIS POPPED UP.

TRUSTEE FOREMAN, MICCICHE, AND THEN WEINBERG.

SO FIRST, THANK YOU FOR THE COMPREHENSIVE PRESENTATION.

IT'S BEEN A LONG TIME COMING, BUT THERE ARE SOME QUESTIONS.

THE FIRST ONE IS THE USE OF THE WORDS CHOICE SCHOOLS.

[01:10:06]

SO I PERSONALLY WOULD LIKE FOR US TO BE CAREFUL AS WE USE THAT LANGUAGE.

SCHOOL OF CHOICE COULD BE BETTER, BUT CHOICE SCHOOLS IS ONE THAT I THINK WE NEED TO BE REALLY COGNIZANT OF WHAT IT LOOKS LIKE IN THE UNIVERSE, NOT JUST IN OUR OWN LITTLE BUBBLE.

SO I'D LIKE TO BE CAREFUL OF THAT BECAUSE THAT MAKES SENSE.

WE TALKED ABOUT THE OUTREACH TO THE PARENTS AND THE NEIGHBORHOOD SCHOOLS.

BUT FOR ME, AND I THINK FOR SOME OTHER TRUSTEES, NOT ALL OF US, BUT WE HAVE A PROBLEM WITH CHARTER SCHOOLS IN OUR NEIGHBORHOOD.

SO I WOULD LOVE TO HAVE AN UNDERSTANDING OF HOW ARE WE GOING TO TRY TO GET TO THE FAMILIES OF CHARTER SCHOOLS TO BE ABLE TO LURE MORE OF THOSE STUDENTS BACK INTO OUR SCHOOLS? THE OTHER THING IS, IS THAT NOT LIKE OTHER TRUSTEES, BUT I'M RIGHT ON THE CUSP OF SUBURBAN CITIES DESOTO, DUNCANVILLE, CEDAR HILL, ALL OF THOSE AREAS.

AND SO I'D LIKE TO KNOW, NOT JUST FOR ME, BUT OTHER TRUSTEES.

IF YOU LOOK AT TRUSTEE WHITE, SHE'S RIGHT AT MESQUITE AND ALL THOSE OTHER CITIES RIGHT OUT THERE.

HOW ARE WE GOING TO ADDRESS I'M NOT ASKING YOU FOR THE ANSWER NOW.

I'M JUST MAKING AN OBSERVATION ON HOW WE DO THAT.

THEY DO HAVE A PLAN, THOUGH.

WE WON'T TAKE UP YOUR TIME.

BUT THEY DO HAVE A PLAN.

OKAY. I JUST DIDN'T HEAR IT DISCUSSED.

SO THAT'S WHY I'M ASKING THE QUESTION BECAUSE IT WASN'T DISCUSSED.

AND THEN THE LAST THING IS ON, I THINK DISCOVER DALLAS ISD HAS BEEN WITH US FOR ABOUT 4 OR 5 YEARS AND IT'S WORKED TO OUR ADVANTAGE.

I AM GRATEFUL TO HEAR YOU TALK A LITTLE BIT ABOUT PULLING ALL OF THE NEIGHBORHOOD SCHOOLS TOGETHER.

WE'VE DONE THAT BEFORE AND IT WAS SUCCESSFUL.

WE DID IT AT ELLIS DAVIS AND IT WAS SUCCESSFUL.

SO I AM HOPING THAT WHEN WE TRY TO DECIDE ON A LOCATION THAT IT IS A LOCATION NOT IN THE MIDDLE OF THE CITY, BUT A LOCATION THAT'S GOING TO ACTUALLY DRAW MORE OF PARENTS FROM OUTSIDE OF THE CITY.

BECAUSE WHEN WE MARKET TO OURSELVES, WE'RE NOT BRINGING IN NEW PEOPLE.

WE NEED TO BE LOOKING AT MARKETING TO BRING IN NEW PEOPLE, AND THAT'S WHAT I THINK YOU WANT TO DO.

BUT OVERALL, YOU GUYS ARE DOING A GOOD JOB.

I'M GLAD TO SEE A COMPREHENSIVE PLAN AND LET'S JUST KEEP DIGGING AT IT.

I'LL BE CALLING YOU [INAUDIBLE].

CAN I ASK OUR TEAM, THOUGH, TO RESPOND? YOU ALL SHOWED ME THAT FLIER AND I DON'T KNOW TRUSTEE FOREMAN IF YOU'VE HAD A CHANCE, WE JUST GAVE THIS TO YOU.

BUT THERE ARE PARTICULAR HANDOUTS WITH THE DATA FOR DALLAS ISD IN COMPARISON TO WHETHER IT'S MESQUITE OR DESOTO OR DUNCANVILLE AND SOME OF THE CHARTER SCHOOLS.

BUT IN ADDITION TO THAT, THERE WAS AN ACTUAL PLAN, I MEAN, NOT FINALIZED, BUT WHAT YOU ALL ARE GOING TO WORK ON IN TERMS OF REACHING OUT TO FAMILIES? EXACTLY TO TRUSTEE FOREMAN'S QUESTION, IT WAS LIKE Y'ALL WERE READING EACH OTHER'S MINDS.

PLEASE SHARE, JUST BRIEFLY SHARE WHAT YOU ALL ARE PLANNING.

RIGHT? AND IT KIND OF GOES BACK TO SOME OF WHAT DARRELL SAID AS FAR AS AS TAKING THE MULTI-LAYERED APPROACH WHILE WE WILL BE REACHING OUT TO THOSE FAMILIES VIA MAILERS AND FLIERS AND ETCETERA.

WE ARE ALSO GOING TAKING A GRASSROOTS APPROACH AND WE'RE GOING DOOR TO DOOR AND WE'RE TAKING INFORMATION THAT SHOWCASES HOW WE ARE DOING COMPARED TO SOME OF THOSE THE CHARTERS THAT WE KNOW ARE THAT WHERE OUR KIDS ARE? AND TAKING THAT SPEAKING TO PARENTS, SPEAKING TO COMMUNITY MEMBERS, DID YOU KNOW THIS THAT THAT DALLAS IS OUTPERFORMING MANY OF THE SCHOOLS THAT AND THE CHARTER SCHOOLS IN PARTICULAR.

SO WE YES, WE ARE DOING THAT PLUS OTHER EFFORTS AS WELL.

DID I FORGET SOME OTHER PARTS? SUBURBS AS WELL BUT I THINK THE WAY YOU ALL DESCRIBED IT, TAKING THAT `FLIER AND GOING DOOR TO DOOR TO PEOPLE WHO ARE NOT COMING TO OUR SCHOOLS, EXACTLY WHAT TRUSTEE FOREMAN WAS TALKING ABOUT AND SAYING, DID YOU KNOW THAT? AND BEING ABLE TO HAVE THAT IS SOMETHING THAT WE HAVEN'T DONE BEFORE THAT.

[01:15:02]

WELL, BECAUSE IF THEY WERE TALKING ABOUT THE DATA, THEY'D BE SHOWING THAT THEY'RE UNDERPERFORMING DALLAS ISD.

AND SO IN THIS PARTICULAR CAMPAIGN, Y'ALL PUT TOGETHER SOME REALLY CLEAN, STRAIGHTFORWARD DATA PIECES AND THEN YOU SAID YOU WERE GOING TO GO PUT THEM INTO THE HANDS OF FOLKS SPECIFICALLY. SO THEY'RE GETTING THAT DATABASE SO THEY CAN GO DIRECTLY TO THOSE FAMILIES AND SEE HOW MANY OF THOSE IN THOSE OUTSKIRTS AND IN THOSE CHARTERS, DEPENDING ON WHAT AREA, THE COMMUNITY, JUST LIKE YOU MENTIONED, TRUSTEE FOREMAN, WHETHER THAT'S IN TRUSTEE WHITE'S AREA THAT WOULD BORDER SEAGOVILLE, WHETHER IT'S SOMEONE LIKE YOUR TRUSTEE DISTRICT THAT'S UP AGAINST DUNCANVILLE AND DESOTO AND LANCASTER.

SO I THINK THE TEAM IS ON TO SOMETHING AND WE'LL CERTAINLY BE GATHERING THE DATA TO SEE IF IT'S A RETURN ON OUR INVESTMENT, WHICH I THINK IT WILL BE. SO, SUPERINTENDENT, I DID SEE THE FLYER, BUT THE QUESTIONS HAVE TO BE ASKED TO MAKE SURE THAT IF WE'RE GOING TO DO THE CAMPAIGN, WE'RE GOING TO DO IT TO THE FULLEST AND MAKE SURE THAT WE ARE ABLE AND I WOULD LIKE TO SEE US ALSO BE ABLE TO TRACK NEW STUDENTS THAT COME IN BASED ON THE CAMPAIGN, BECAUSE THAT WOULD BE VALUABLE.

THANK YOU. THANK YOU TRUSTEE FOREMAN.

MICCICHE FOLLOWED BY WEINBERG.

YEAH, MY COMMENT IS ALONG THE SAME LINES, AND I THINK THAT WE WE NEED TO ESSENTIALLY REVERSE ENGINEER WHAT THE CHARTER SCHOOLS HAVE BEEN DOING TO US.

AND THAT MEANS I MEAN TARGET THAT THE PARTICULAR SCHOOL MAKE THE OPEN RECORDS REQUEST FOR ALL OF THEIR STUDENTS AND YOU KNOW AND AND FOLLOW THE SAME GAME PLAN THAT THEY FOLLOW WHEN THEY OPEN UP A CHARTER SCHOOL, THEY ARE OPENING IT UP TO TAKE OUR STUDENTS.

I MEAN, IT'S NOT THEY DON'T DO ANYTHING, GENERAL.

THEY ARE THEY GO RIGHT FOR OUR STUDENTS.

AND WE I LIKE ALL OF THESE I LIKE THIS MULTI-LAYERED APPROACH.

I JUST WANT TO MAKE SURE THAT IN DOING ALL THE MULTI LAYERS THAT WE DON'T AVOID PUTTING ENOUGH FOCUS ON WHAT WORKS AND THAT IS GET THE LIST OF STUDENTS AND WORK THE LIST AND I DO KNOW SOME PEOPLE WHO WORK FOR US NOW WHO WORK FOR CHARTER SCHOOLS AND AT ONE POINT AND I THINK WE NEED TO REPLICATE THE APPROACH THAT THEY HAVE BEEN USING SUCCESSFULLY ON US BECAUSE THE NUMBER OF CHARTER STUDENTS GOING TO CHARTER SCHOOLS IN THE LAST TEN YEARS HAS MORE THAN DOUBLED.

SO I APPLAUD THE EFFORTS.

I REALLY I HAVE NOTHING BUT PRAISE FOR ALL OF THESE EFFORTS.

I JUST WANT US TO ACTUALLY GET DOWN TO THAT HAND TO HAND COMBAT.

YOU KNOW, FLIERS ARE GOOD AND THEY WILL SUPPORT ALL THAT, YOU KNOW, SUPPORT OUR EFFORTS.

BUT IT'S THE GOING TO THE FAMILIES OF THE KIDS WHO ARE IN CHARTER SCHOOLS AND, YOU KNOW, THEY CAN COME TO A FREE, FREE CHARTER SCHOOL FREE YOU KNOW DALLAS ISD I WOULD GET SOME OF THOSE MAILERS THAT THEY WOULD SEND OUT AND IT WAS WE WERE BASICALLY, YOU KNOW, DOING NOTHING FOR A LONG TIME, NOTHING BUT GIVING AWAY LOTS OF INFORMATION THAT COULD BE USED TO ESSENTIALLY, YOU KNOW, RECRUIT AWAY OUR STUDENTS.

WE AND SO I REALLY SUPPORT THE EFFORT.

I JUST WANT THAT WANT TO URGE A FOCUS ON THE VERY SUCCESSFUL WAYS THAT CHARTER SCHOOLS HAVE TAKEN STUDENTS FROM US. AND THAT'S WHERE I THINK THAT'S THE MOST IMPORTANT PART OF THIS.

THANK YOU. ABSOLUTELY. THANK YOU.

THANK YOU. TRUSTEE MICCICHE.

TRUSTEE WEINBERG.

THANK YOU. THAT WAS THE MATERIALS LOOKED GREAT AND IT WAS FUN TO SEE THE VIDEO.

IT'S REALLY CATCHY. I LIKED IT.

QUESTION FOR YOU DO WE HAVE SPECIFIC GOALS OR TARGETS FOR THIS CAMPAIGN AND ITS SUB STRATEGIES THAT I HEARD YOU, YOU KNOW, THE DOOR KNOCKING, THE DOOR HANGERS, THE DIRECT MAIL, THE DIGITAL, WHAT WE'RE TRYING TO ACCOMPLISH, WHAT NUMBERS AND HOW WE'LL KNOW WE'RE SUCCESSFUL BASED ON THE DOLLARS WE SPEND FOR EACH SUB STRATEGY.

SO EACH EACH CAMPAIGN, FOR INSTANCE WITH LAST YEAR'S DISCOVER WE KNOW THE NUMBER OF PEOPLE WHO

[01:20:09]

WE KEEP TRACK OF THAT.

WE KNOW THE NUMBER OF OF APPLICATIONS THAT WERE COMPLETED AT THE EVENT.

SO WE KEEP TRACK OF THAT.

SO EACH YEAR WE TRY AND USE THAT AS A BASELINE AND GROW THAT EACH YEAR.

AND ARE YOU ABLE TO TRACK THROUGH THE MAILERS SORT OF WHAT THAT RETURN ON INVESTMENT IS AND THEN THE DOOR KNOCKING? I MEAN I JUST OR SET GOALS FOR THAT.

SO WHEN THEY ARE AT THE EVENT, WE DO SURVEY, WE HAVE TEAMS OF PEOPLE WHO ARE WALKING AROUND AND TO FIND OUT TALK WITH PEOPLE.

HOW DID YOU FIND OUT ABOUT US? DID YOU GET WAS IT A MAILER, WAS IT A THE DANNY LUNA SHOW OR DIGITAL CAMPAIGN OR WHATEVER? SO WE TRY AND GET A GAUGE THERE TO SEE WHAT'S THE MOST EFFECTIVE.

AND THEN AND SO WE KEEP UP WITH THAT INFORMATION.

AM I LEAVING ANYTHING OUT ON THAT PIECE? YEAH. AND THEN A FOLLOW UP QUESTION IS, ARE WE HOW MUCH ROOM FOR ENROLLMENT DO WE HAVE AT OUR MAGNET AND CHOICE SCHOOLS SO THAT WE'RE MARKETING TO FILL A GAP OF AND YOU DON'T HAVE TO ANSWER IT HERE, BUT JUST IS WHAT THE INTENT IS TO FILL A GAP OF THIS.

WE'RE SPENDING THIS TO FILL THIS.

YEAH. AND I DON'T HAVE THOSE NUMBERS.

WE DO WORK REALLY CLOSELY WITH OUR MAGNET DIRECTOR JONICA LOCKWOOD, AND SHE HAS THOSE NUMBERS OF WHAT THEY'RE TRYING TO FEEL, THE NUMBERS THAT THE VACANCIES THAT THEY HAVE.

SO WE WORK HAND IN HAND WITH HER ON THIS.

AND WITH MAGNETS JUST KEEP IN MIND, EVERY YEAR THERE'S A NEW ENTRY IN CLASS.

SO AT THE VERY LEAST, WE'RE RECRUITING AND WE WANT THAT RECRUITMENT TO BE AS DIVERSE AS POSSIBLE.

AND SO THE BROADER OUR REACH, WE CAN CONTINUE TO HAVE ADD VALUE TO THAT DIVERSITY.

AND THEN THERE ARE SEATS THAT BECOME AVAILABLE AS THE YEARS PROGRESS.

SO WHETHER THAT'S MAGNETS, WHICH WOULD BE ONE SET OF CHOICE, BUT P-TECHS AND EARLY COLLEGE HIGH SCHOOLS ARE OTHER AREAS WHERE WE SOMETIMES UP TO AND I THINK IT WAS TRUSTEE MACKEY WHO'S ASKED THIS A COUPLE OF TIMES LIKE CAN A STUDENT GET INTO AN EARLY COLLEGE, HIGH SCHOOL, MAYBE EVEN IN 10TH GRADE? AND THE ANSWER IS YES, IT BECOMES A LITTLE MORE DIFFICULT.

BUT SOMETIMES WE HAVE HAD SOME SLOTS THAT BECOME OPEN THROUGH ATTRITION AS THE YEAR PROGRESSES.

SO I'M SURE TO SPECIFICALLY ANSWER SOME OF THOSE QUESTIONS.

WE CAN PUT A QUESTION TOGETHER IN THE TRACKER FOR ALL THE TRUSTEES AND DR.

LUSK CAN GET MORE SPECIFICS FOR YOU.

GREAT. AND I GUESS THERE'S ALSO A COMPONENT THAT I JUST THOUGHT OF THAT THERE'S THE RAISING THE OVERALL AWARENESS IN THE BROADER COMMUNITY OF DALLAS ISD AND ITS VARIETY OF CHOICE SCHOOLS AND CHOICES WITHIN SCHOOLS.

SO I GUESS THERE'S A TWOFOLD RECRUITMENT AND AWARENESS RAISING.

THANKS. THANK YOU, TRUSTEE WEINBERG.

TRUSTEE FLORES HAS SOME QUESTIONS REMOTELY.

AND THEN TRUSTEE JOHNSON.

YES. HI. CAN YOU HEAR ME? YES. YOU SEE MY HAND, RIGHT? PRESIDENT HENRY.

TRUSTEE FLORES. THANK YOU, PRESIDENT HENRY.

SO REAL QUICK, SO JUST A FEW COMMENTS.

ONE, I WANT TO THANK YOU GUYS FOR THIS PRESENTATION.

I THINK IT'S IT'S RIGHT ON WHAT WE NEED TO BE DOING TO, YOU KNOW, PLAY IN THE MARKETPLACE.

THIS IS A COMPETITIVE MARKETPLACE.

I THINK GOOD COMPETITION IS GREAT FOR US.

AND I THINK THAT IT'S REALLY I THINK IT'LL BEAR FRUIT LONG TERM.

I JUST WANTED TO MAKE A FEW COMMENTS.

FIRST OF ALL, THANK YOU FOR LISTENING AT ONE OF THE COMMUNITY FORUM THAT WE HAD AT W.T.

WHITE. OUR SUPERINTENDENT WAS THERE AND YOU KNOW, ONE OF THE PARENTS SAID, HEY, YOU KNOW, IS THERE A WAY FOR ME TO OPT OUT OF GETTING ALL THESE, YOU KNOW, MAILERS AND WHATNOT? I'M JUST, YOU KNOW, I JUST WANT TO SEND MY KID TO MY NEIGHBORHOOD SCHOOL AND REALLY DON'T WANT TO HEAR ABOUT THE OTHER OPTIONS.

AND SO THANK YOU FOR MAKING THAT POSSIBLE.

I REALLY APPRECIATE IT.

AND I ALSO WANT TO THAT'S JUST A THANK YOU FOR THAT.

APPRECIATE IT. UP IN THE NORTH SIDE OF TOWN.

AND I APPRECIATE YOU INCLUDING US IN THE MAILERS AND WHATNOT.

I MEAN, I GET A MAILERS AT MY HOUSE TELLING ME THAT I LIVE IN AN ALTERNATIVE ATTENDANCE ZONE FOR CARROLLTON-FARMERS BRANCH ISD NOT TO THROW ANYBODY UNDER THE BUS AND THAT IF I WANTED TO, I COULD ATTEND ONE OF THEIR SCHOOLS.

SO IT'S NOT JUST THE CHARTER SCHOOLS.

I'VE RECEIVED FLIERS FROM GRAND PRAIRIE ALSO, EVEN THOUGH I LIVE PROBABLY ABOUT 50 MILES FROM ONE OF THEIR SCHOOLS.

[LAUGHTER] BUT SO IT IS AN ACTIVE MARKETPLACE.

[01:25:01]

AND SO I REALLY APPRECIATE EVERYBODY'S EFFORT IN THIS.

I THINK THAT THIS IS EXACTLY WHAT WE NEED TO BE DOING.

I APPRECIATE TRUSTEE MICCICHE'S ANALOGY TO HAND TO HAND COMBAT, I THINK I'M NOT SURE WE NEED TO GO THAT FAR, BUT WE DO NEED TO, YOU KNOW, PLAY FAIR AND SQUARE IN THE MARKETPLACE.

SO I APPRECIATE YOU GUYS FOR DOING THIS WORK AND FOR THE PRESENTATION AND THANK YOU, PRESIDENT HENRY.

APPRECIATE IT. THANK YOU, TRUSTEE FLORES.

AND FOR THOSE OF YOU REMOTELY WHEN YOU SPEAK, COULD YOU PLEASE TURN YOUR CAMERA ON? TRUSTEE WHITE I THINK I HEARD YOU SAID YOU HAD YOUR HAND UP.

WE NOW HAVE A LONG LIST OF NAMES, SO WE'RE GOING TO GO CARREÓN, THEN TRUSTEE JOHNSON, THEN TRUSTEE WHITE.

THANK YOU, PRESIDENT HENRY, AND THANK YOU ALL FOR THE PRESENTATION AND ALL THE WORK THAT YOU'VE DONE ON THIS.

JUST A COUPLE OF POINTS OR JUST SOME POINTS OF CLARIFICATION.

SO I HEARD THAT PART OF THIS CAMPAIGN IS AN ACTUAL KIND OF LIKE DOOR HANGING BLOCK WALKING KIND OF INITIATIVE.

BUT I THINK I HEARD THAT IT WAS FOCUSED ON JUST KIND OF TWO AREAS.

IS THAT CORRECT OR DID I MISUNDERSTAND? SO WE'VE GOT A KEY FOCUS AREA OF OUR SOUTHERN DALLAS, SOUTHWESTERN PLEASANT GROVE, ETCETERA.

BUT IT DOES EXTEND INTO OUR WEST DALLAS AND NORTHERN SECTOR AS WELL.

OKAY. THAT'S GREAT TO HEAR.

YEAH, THERE ARE DEFINITELY, AS YOU ALL KNOW, PARTS OF NORTHWEST DALLAS, BACHMAN LAKE, WEBB CHAPEL AREA WHERE WE HAVE SOME OF THE MOST CONCENTRATED POVERTY IN THE CITY.

ABSOLUTELY. AND WE ALSO HAVE UPLIFT SCHOOLS LIKE NORTH HILLS AND WILLIAMS ENROLLING MANY OF OUR KIDS.

AND WE REALLY WOULD APPRECIATE SOME ON THE GROUND JUST VISIBILITY AND THESE FLIERS ON PEOPLE'S DOORS.

SO I REALLY APPRECIATE AND GRATEFUL TO HEAR THAT.

LET'S SEE.

LIKEWISE. I MEAN, JUST TO KIND OF JUST ADD ON TO THE POINTS MADE BY TRUSTEE FOREMAN AND RIGHT NOW, JUST BY TRUSTEE FLORES REGARDING THE SUBURBS, I SHARE A BORDER WITH IRVING ISD.

IN FACT, THERE ARE PORTIONS OF 75212 IN WEST DALLAS THAT ARE ON THE WEST DALLAS SIDE OF LOOP 12, IF YOU WILL. BUT THAT ARE THE ATTENDANCE BOUNDARY SENDS KIDS ACROSS LOOP 12 THEN THAT IS TO SAY THAT THERE ARE FAMILIES WHO ARE WALKING DISTANCE TO ONE OF OUR SCHOOLS BUT THEY GO TO A SCHOOL ON THE OTHER SIDE OF LOOP 12 AND I IMAGINE THOSE FAMILIES WOULD WELCOME THE OPPORTUNITY TO LEARN MORE ABOUT DALLAS ISD. SO IT'S JUST SOMETHING TO BE CONSCIOUS OF THERE ON THE WESTERN EDGE OF THE CITY AS IT RELATES TO IRVING ISD.

AND THEN I MEAN, JUST I MEAN, I THINK I GO BACK TO MY FIRST POINT, I 100% AGREE WITH OUR STRATEGY IN TERMS OF RESOURCES IN THE SOUTH.

THERE'S JUST A STRONG PROLIFERATION OF CHARTER SCHOOLS SOUTH OF 30, AND WE NEED TO DO SOMETHING TO COMBAT THAT.

AND MORE RESOURCES SHOULD GO 100% IN THAT DIRECTION.

I JUST WANT TO AGAIN CIRCLE BACK TO MY FIRST POINT AROUND NORTHWEST DALLAS AND JUST THE CENTRALITY OF LIKE THE CENTRAL EVENT THAT WE HOPE TO ACCOMPLISH.

ELLIS DAVIS FIELD HOUSE IS SOUTH OF 20 AND FOR US CLOSE TO 635 AND AGAIN AREAS OF CONCENTRATED POVERTY NOT MUCH IN IN TERMS OF PUBLIC TRANSPORTATION, GETTING TO THESE TYPES OF EVENTS OR MAKING THESE TYPES OF OPPORTUNITIES ACCESSIBLE TO US.

ONE CENTRAL EVENT THAT IS THAT FAR AWAY IS SOMETHING WE SHOULD THINK THROUGH AND THINK ABOUT THE OPPORTUNITIES THAT WE'RE MISSING.

AGAIN, WE TOO ARE LOSING KIDS TO CHARTER SCHOOLS ON THE NORTHWEST SIDE.

THERE'S NOT A DAY THAT I'M ON THAT I'M AT A COFFEE SHOP OR A GROCERY STORE IN MY NEIGHBORHOOD THAT I DON'T SEE LITTLE ONES WITH NORTH HILLS AND WILLIAMS PREP SWEATERS AND POLOS ON, RIGHT.

THAT WE JUST MISSED OUT ON.

SO WE SHOULD BE REALLY CONSCIOUS OF THAT HAPPENING IN NORTHWEST PORTION OF OUR CITY AS WELL.

THAT'S ALL. THANK YOU. THANK YOU, TRUSTEE CARREÓN.

GO TO TRUSTEE WHITE. GOOD EVENING.

AND I AM VERY ELATED THAT THIS IS BEING PURSUED.

THIS IS SOMETHING THAT I HAVE BEEN SPEAKING ABOUT FOR MANY, MANY YEARS AND ALSO WANT TO MENTION THAT I UNDERSTAND WE WANT TO SELL OUR MAGNETS AND OTHER CHOICE SCHOOLS, BUT I WOULD LIKE FOR US TO ALSO SELL OUR HIGH SCHOOLS AND THE WONDERFUL THINGS THAT WE HAVE ON THE VARIOUS CAMPUSES, WHETHER IT'S, YOU KNOW, P-TECH OR JUST STUDENTS THAT WE HAVE A GREAT CATEGORY THAT IS BEING TAUGHT ON THAT CAMPUS.

[01:30:02]

I THINK THEY'RE GETTING INTO THEM BECAUSE THEY FEEL LIKE THEY FEEL THEIR STUDENT IS GETTING A BETTER EDUCATION, WHICH THEY'RE NOT, BECAUSE AS WE KNOW, THE NUMBERS TELL THE STORY AS FAR AS STUDENT ACHIEVEMENT IS CONCERNED.

AND I ALSO WOULD LIKE FOR US NOT TO FORGET THE LIBRARIES CHECK INTO IT BECAUSE THAT'S WHERE I FIRST STARTED NOTICING CHARTER SCHOOLS WERE PUTTING THEIR PRODUCTS INSIDE OF DALLAS PUBLIC LIBRARIES.

AND I CAME TO A SCHOOL BOARD MEETING AND MENTIONED THAT.

AND IT'S STILL HAPPENING.

SO NOT JUST THE COMMUNITY, THE BRANCH LIBRARIES, BUT THE MAIN LIBRARY ALSO HAS THAT INFORMATION IN IT.

SO IF THE STAFF WOULD CHECK AND SEE, YOU KNOW, HEY, CAN WE ALSO PUT SOME DISD LITERATURE IN THE LIBRARIES? I WOULD GREATLY APPRECIATE THAT.

I DO HAVE A QUESTION, CONCERNING TARGETING, BECAUSE I UNDERSTAND YOU'RE DOING DOOR TO DOOR AND THAT IS THE MOST EFFECTIVE AND IT IS THE MOST EXPENSIVE, BUT WHEN YOU'RE TARGETING, ARE YOU GUYS BASICALLY GOING TO BE DOING THE AREAS THAT ARE I GUESS I SHOULD ASK YOU, WHAT IS YOUR STRATEGY? BECAUSE WHEN IT COMES TO CHARTER SCHOOLS, YOU MAY HAVE STUDENTS THAT DO NOT LIVE WITHIN THAT COMMUNITY. SO AND I THINK IT MAY HAVE BEEN AND I DO APOLOGIZE IF I GET THIS WRONG, BUT SOMEONE MENTIONED GETTING THE I THINK IT WAS MACKEY, WHO MENTIONED MAYBE GETTING THE DATA FROM THE CHARTER SCHOOLS TO DOING AN OPEN REQUEST TO GETTING THE INFORMATION FROM THE CHARTER SCHOOLS TO SEND THE INFORMATION DIRECTLY TO THEM.

I THINK THAT'S A GREAT IDEA.

BUT CAN YOU PLEASE TELL ME WHAT METHOD YOU GUYS ARE UTILIZING TO? BECAUSE I DEFINITELY HAVE CHARTER SCHOOLS IN MY AREA AND I DO HAVE STUDENTS THAT ARE GOING OVER TO MESQUITE FROM DISD.

SO CAN YOU GUYS TELL ME WHAT STRATEGY YOU ARE UTILIZING, PLEASE, FOR THE TARGETING? YES, MA'AM. I'M GOING TO FIRST ASK DR.

LEAR, THOUGH, BECAUSE THERE WAS A TIME THERE WAS A TIME WHERE WE COULD DO REQUESTS, OPEN REQUESTS.

AND IN FACT, CHARTER SCHOOLS WERE THE FIRST TO GET ALL OF OUR INFORMATION.

I DO WANT TO BE CLEAR, ACTUALLY, I'M GOING TO LET DR.

LEAR CLARIFY WHAT IS NOW HAPPENING WITH THAT LIST.

SO THANK YOU.

DR. ELIZALDE.

TRUSTEE WHITE WE DID ACTUALLY PASS A POLICY SO THAT OUR LIST OF STUDENTS COULDN'T BE ACCESSED.

SO THAT IS NO LONGER AN OPPORTUNITY FOR OUR CHARTER SCHOOLS.

SO YOU'RE SAYING DR.

LEAR BOTH WAYS. THEY CAN'T GET IT FROM US AND WE CAN'T GET IT FROM THEM, CORRECT? CORRECT. WE PASSED A POLICY SEVERAL YEARS AGO TO MITIGATE THAT.

AS A MATTER OF FACT, WE HAVE LEGISLATORS WHO OFTEN AT THE END OF THE YEAR WANT OUR STUDENTS NAMES AND ADDRESSES SO THAT THEY COULD GIVE THEM CONGRATULATORY LETTERS.

AND WE HAVE TO TELL THEM THAT THEY CAN'T HAVE IT.

AND SO WE HAVE TO COME UP WITH ANOTHER STRATEGY.

BUT WE DO HAVE A POLICY THAT MITIGATES THAT.

OKAY. AND SO I GUESS THAT GOES BACK TO MY QUESTION AS FAR AS TARGETING IS CONCERNED, BECAUSE I UNDERSTAND THE CONCEPT OF TARGETING. YOU WANT TO BECAUSE WE'RE LOOKING AT IN MY POSITION, I HOPE WE ARE BASICALLY LOOKING AT CHARTER SCHOOLS BECAUSE THAT'S IN MY AREA.

ABSOLUTELY. AND THAT'S WHERE THE FOCUS IS.

WE'RE LOOKING AT AREAS WHERE WE CAN SEE THE NUMBER OF STUDENTS WHO ARE IN EACH REGION OF THE CITY OF DALLAS AND IN OUR BOUNDARY AREA.

AND WE CAN SEE HOW MANY STUDENTS ARE COMING TO DALLAS ISD SCHOOL AND HOW MANY AREN'T.

AND SO THOSE ARE THE AREAS THAT'S HOW WE IDENTIFY THE ZIP CODES OF THE FOCUS AREA.

SO THANK YOU.

AND THAT IS THE STRATEGY THAT WE'RE USING.

OKAY. AND ALSO, I WOULD LIKE TO SAY I AM DELIGHTED THAT SCHOOL ZONE DALLAS IS COMING BACK.

THERE WAS ALWAYS A LOT OF GOOD TIPS AND POINTERS, AND I LIKE THE FACT THAT THE STUDENTS DID THE PRODUCTION THEMSELVES.

I KNOW AT ONE POINT I THINK LINCOLN HIGH SCHOOL WAS HOSTING IT.

[01:35:02]

CERTAINLY LINCOLN DOES HAVE A STUDIO.

WE WILL UTILIZE ALL OF THE VARIOUS AREAS THAT ARE AVAILABLE TO US AS AS WELL AS OUR OWN STUDIO.

TRUSTEES THAT ARE VIRTUAL WHEN YOU'RE SPEAKING OR ASKING QUESTIONS, COULD YOU PLEASE TURN YOUR CAMERAS ON? PLEASE READ MY TEXT I SENT YOU TRUSTEE HENRY.

BUT THANK YOU. AND I THINK THAT BASICALLY DOES CONCLUDE THE QUESTIONS THAT I HAVE, BUT I AM SUPER EXCITED THAT THIS IS HAPPENING.

AND IF YOU GUYS ARE GOING TO BE DOING ANY PAMPHLETS, I DEFINITELY WOULD LIKE TO HAVE SOME TO SHARE WITH THE PEOPLE THAT I FEEL WOULD BE INTERESTED IN ATTENDING DALLAS ISD SCHOOLS DEFINITELY I MEAN ALL OVER, BUT OF COURSE DISTRICT FOUR.

WITH THAT BEING SAID, THANK YOU SO MUCH FOR YOUR TIME.

HAVE A GREAT TRUSTEE ONE.

TRUSTEE WHITE I READ YOUR TEXT. I APOLOGIZE.

NO PROBLEM, SIR. THANK YOU.

OTHER COMMENTS OR QUESTIONS.

SECOND ROUND TRUSTEE FOREMAN.

DOES TRUSTEE JOHNSON HAVE ANY? NO. OH, OKAY.

SO A COUPLE OF COUPLE OF THINGS.

THE FIRST ONE, THE SUPERINTENDENT'S OVER THERE TALKING, BUT THERE WAS A POLICY, I BELIEVE IT WAS FO POLICY.

IT WAS SOMETHING THAT TRUSTEE AUDREY PINKERTON AND MYSELF CAME TOGETHER TO CHANGE THAT POLICY SO CHARTER SCHOOLS COULD NO LONGER GET THE DATA.

AND THAT WAS SEVERAL YEARS AGO THAT WE DID THAT.

WE'VE BEEN FIGHTING THE CHARTERS FOR A LONG TIME.

AND THAT WAS ONE OF THE INITIATIVES THAT WE DID.

AND I WANT TO GIVE A TRUSTEE PINKERTON CREDIT ALONG WITH MYSELF AND MAKING SURE THAT THAT HAPPENED.

BUT I DO BELIEVE THERE ARE WAYS TO PURCHASE LIST THAT WOULD HAVE FAMILIES THAT WE COULD STILL DO THAT.

SO I DON'T THINK THAT'S A PROBLEM.

THERE ARE LISTS THAT WE CAN PROBABLY USE.

THE OTHER THING THAT I DIDN'T HEAR US TALK ABOUT WAS MARKETING FOR THE CAREER INSTITUTES.

HOW ARE WE GOING TO ADDRESS THE CAREER IINSTITUTES? ARE THERE GOING TO BE A PART OF THE NEIGHBORHOOD SCHOOL OR ARE THERE GOING TO BE A PART OF CHOICE SCHOOLS? WHERE DO THEY FIT? THEY WILL BE PART OF OUR ONE OF OUR MAIN FOCUSES AS WELL WITH SCHOOLS ON DALLAS.

THAT'S GOING TO BE A HUGE PIECE THAT WE'LL FOCUS ON FOR THAT PIECE.

GOOD AFTERNOON, TRUSTEE FOREMAN.

AFTERNOON. SO I THINK THE CAREER INSTITUTES OBVIOUSLY ARE PART OF OUR NEIGHBORHOOD SCHOOLS AND I THINK THEY DO FIT RIGHT IN WITH THE OPPORTUNITIES THAT WE'RE ADVOCATING FOR OUR COMMUNITIES TO ENGAGE IN THE NEIGHBORHOOD SCHOOL.

SCHOOL CHOICE OPTIONS.

SO IT SITS WITH THE NEIGHBORHOOD SCHOOLS, AND I THINK THAT'S WHERE THEY WOULD BE MARKETED WITH.

WELL, I DO GET THAT, BUT IT BECOMES A CHOICE ALSO.

AND SO I JUST WANT TO MAKE SURE THAT.

WELL, BECAUSE CAREER INSTITUTE SOUTH HAS ABOUT 2500 STUDENTS? CORRECT? SOMEWHERE IN THAT NUMBER.

AND, OF COURSE, I ALWAYS WANT TO GROW THOSE NUMBERS BASED ON THE FACT THAT WE WANT TO MAKE SURE THAT STUDENTS GET AN OPPORTUNITY TO GET A CERTIFICATE OF SOMETIMES SOME KIND SO THEY CAN GO OUT AND WORK.

SO IT JUST SEEMS LIKE ONE OF THOSE PARTICULAR AREAS.

THAT'S WHY I ASKED THE QUESTION.

IT SEEMS LIKE ONE OF THOSE AREAS THAT'S DUAL IT COULD FIT IN EITHER SIDE OR WE COULD DO IT BOTH TO BE ABLE TO ADDRESS THE NEEDS OF THE COMMUNITY.

THANK YOU. I THINK THAT'S YOU'RE EXACTLY RIGHT, WHICH IS PART OF RIGHT NOW, WE HAD THE DELINEATION WAS IF THERE WAS A SPECIFIC APPLICATION THAT HAD TO BE FILED, THEN IT WENT INTO WHAT WAS PREVIOUSLY KNOWN AS JUST CHOICE.

BUT NOW IF WE CAN GO TO EVERYTHING IS CHOICE YOUR NEIGHBORHOOD CAREER, INSTITUTES, WE COULD HAVE AND WHAT I'M HEARING AND WE'LL I'LL CERTAINLY GET TOGETHER WITH THE TEAM.

BUT WHAT I THINK I'M HEARING IS WE NEED TO OVERLAP BOTH OF THEM BECAUSE THEY'RE ALL CHOICE AND WE NEED TO HAVE THEM IN A PROBABLY A VARIETY OF LOCATIONS WHERE THEY'RE ALL OVERLAPPING SO THAT THEY ARE STILL CLOSE ENOUGH TO EACH OF THE COMMUNITIES THAT MAKE THE MOST SENSE.

[01:40:07]

AND THAT'S WHY THIS FEEDBACK IS REALLY SO VALUABLE TO US.

THANK YOU. THE REASON I ASK THOSE QUESTIONS IS BECAUSE DISCOVER ISD DID DO THAT WHEN IT WAS AT ELLIS DAVIS.

IT WAS A CROSS MIX.

SO WHEN WE GO TO ADAMSON, YOU JUST HAVE CHOICE SCHOOLS.

IT'S CROWDED, IT'S A LOT OF PEOPLE THERE, BUT THE MAJORITY OF OUR CHILDREN ARE IN NEIGHBORHOOD SCHOOLS BECAUSE OUR CHOICE SCHOOLS ARE SMALL SCHOOLS.

THAT'S FACT.

THE MAJORITY OF OUR KIDS ARE IN NEIGHBORHOOD SCHOOLS.

AND SO I'M PUSHING TO DO ALL THAT WE CAN TO INTEGRATE THE TWO SO THAT PARENTS WILL HAVE THAT OPTION AND DON'T HAVE TO BE JOGGING ALL OVER TOWN TO TRY TO GET THINGS DONE. THAT MAKES SENSE.

THANK YOU.

THANK YOU, TRUSTEE FOREMAN.

I WON'T REITERATE A LOT OF THE COMMENTS THAT I'VE HEARD FROM MY COLLEAGUES.

Y'ALL PROBABLY THOUGHT ABOUT THIS, BUT WHEN YOU'RE GOING DOOR TO DOOR ON THE GROUND, I THINK THAT ALSO WOULD BE A GOOD OPPORTUNITY FOR US TO GET INFORMATION.

SO AS MUCH AS WE'RE RECEIVING INFORMATION, I HOPE WE'RE TRYING TO GET SOME OUT OF THESE PARENTS OR COMMUNITY MEMBERS OR WHOEVER IT MIGHT BE, BECAUSE THE DATA ACADEMICALLY IS CLEAR. THEY MIGHT STILL BE CHOOSING CHARTER SCHOOLS.

IT MIGHT BE BECAUSE THEY GOT A FLIER WITH A UNIFORM OR IT MIGHT BE BECAUSE, YOU KNOW, THEY THINK IT'S SAFE OR THEY MIGHT THINK THEIR KID'S GOING TO GO TO COLLEGE IF THEY GO THERE AND OUR KIDS DON'T OR WHATEVER IT MIGHT BE.

BUT I HOPE IT'S AN EXCHANGE OF INFORMATION AS WE GO TO THE DOORS.

I THINK IT'S A GREAT OPPORTUNITY TO GET A LOT OF INFORMATION FROM PEOPLE IF WE'RE REALLY ON THE GROUND LIKE THAT.

BUT THANK YOU. THIS IS AMAZING ACROSS THE BOARD.

ANY OTHER COMMENTS? OKAY, TRUSTEE JOHNSON. AND THAT'LL BE OUR LAST.

I JUST WANT TO SAY THANK, YOU KNOW.

I'M SORRY. GO AHEAD.

TRACY JOHNSON. I'M SORRY FOR INTERRUPTING.

I JUST WANT TO ECHO THE BIG YELLOW SIGN.

THANK YOU FOR ALL THE WORK THAT YOU GUYS ARE DOING.

THIS IS PHENOMENAL. I'VE ATTENDED THE MEETINGS THAT WE'RE HAVING CONCERNING ROOSEVELT HIGH SCHOOL, AND SO IT'S GOING TO BE FABULOUS.

AND I'M JUST APPRECIATIVE FOR ALL THE WORK THAT YOU GUYS ARE DOING ACROSS DALLAS ISD.

I DID SEE THE MEGATRON AT THE GAME, SO I WAS EXCITED TO SEE THAT.

SO I DON'T KNOW HOW MANY TIMES THEY SHOWED IT, BUT I WAS EXCITED TO SEE THAT.

I'M ALSO EXCITED TO SEE LITTLE SHADE, LITTLE SHADE.

I AM THROWING A LITTLE SHADE THAT WE ARE OUTPERFORMING A LOT OF OUR SURROUNDING AREAS DESOTO, IRVING, DUNCANVILLE AND LANCASTER.

THAT'S GREAT. THIS IS GREAT DATA.

I LIKE THAT. IN MATHEMATICS THE CHART IS READING.

YEP. JUST THANK YOU.

THANK YOU TO THE TEAM AND OUR TEACHERS, OUR HARD WORKING EDUCATORS.

[APPLAUSE] THAT'S MAKING IT HAPPEN.

GOD BLESS YOU ALL. THANK YOU.

TRUSTEE WHITE DID YOU HAVE SOMETHING? YES. SORRY. I CAN'T SEE YOUR HANDS.

JUST CHIME IN IF I OVERLOOK YOU.

OKAY. YEAH. AND THAT'S WHAT I WAS TRYING TO GET.

I DIDN'T REALIZE IT WAS A TRUSTEE MACKEY WAS ABOUT TO SPEAK.

I DO APOLOGIZE, BUT JOHNSON, I'M SORRY.

TRUSTEE CARREÓN DID MENTION SOMETHING THAT I WOULD JUST LIKE TO ADD SOMETHING ON TO WHEN IT DOES COME TO LOCATION. AND I DO THINK ELLIS DAVIS IS ON A BUS LINE.

WHEN WE DO SOMETHING, WE DEFINITELY WANT TO MAKE SURE THAT IT IS CENTRALLY LOCATED AND THAT IT'S DEFINITELY ON A BUS LINE AND SO THAT THOSE WHO MAY NOT HAVE TRANSPORTATION WILL BE ABLE TO UTILIZE THE BUS IN ORDER TO GET THERE BECAUSE THAT, OF COURSE IS IMPORTANT AND WE DO WANT EVERYONE TO ATTEND.

SO WHEREVER THE LOCATION, WHATEVER LOCATION YOU GUYS DO DECIDE, I'M ASKING THAT YOU WOULD DEFINITELY PLEASE KEEP THAT IN MIND.

THANK YOU. THANK YOU, TRUSTEE WHITE.

I THINK THAT CONCLUDES THE QUESTIONS FROM THE TRUSTEES.

THANK YOU FOR THIS INFORMATION AND THE WORK YOU'RE GOING TO DO THROUGHOUT THE FALL TO HELP SPREAD THE TRUE NEWS ABOUT DISD ASCOMPARES TO SOME OF OUR PEERS IN THE AREA.

WE'RE GOING TO MOVE ON TO THE MINUTES THAT YOU ALL KNOW WILL BE POSTED ON BOARD DOCS PRIOR TO THE BOARD MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. STATUTORY ITEMS]

[11. POLICY UPDATES]

[12. PROPOSED NAMING OF FACILITIES]

BUT AS WE USUALLY COME UP TO IT, WE HAVE A PROCESS AROUND JANUARY, FEBRUARY.

SO I'M CURIOUS, WHAT WAS THE EXTENUATING CIRCUMSTANCE TO MOVE THIS NAMING SOONER RATHER THAN LATER?

[01:45:01]

AND SO I'M JUST CURIOUS IF THE EXTENUATING CIRCUMSTANCES AND IT COMES UP ALL THE TIME.

SO I'LL START BECAUSE, OF COURSE, DR.

LEAR AND I HAD A CONVERSATION AND I KNOW, YOU KNOW, WE DON'T WANT TO BRING OR MAKE IT A PRACTICE OF BRINGING OF WAIVING POLICY. HOWEVER, BECAUSE OF THE TIMING OF THIS PARTICULAR INDIVIDUAL AND WINNING THE WORLD CHAMPIONSHIP IN THIS PARTICULAR EVENT, IT SEEMED TO ME THAT THE TIMING HAD MORE TO DO WITH WHAT SHE HAD ACCOMPLISHED AND CERTAINLY ITS RELATIONSHIP TO THE FACT THAT SHE WAS A PRODUCT OF DALLAS ISD AND HAS ALWAYS SAID SHE WAS A PRODUCT OF OF DALLAS ISD.

DR. LEAR WHAT AM I LEAVING OUT? NO, THAT WAS THE EXTENT OF IT.

AND THERE WAS A CELEBRATION THAT'S ALREADY BEING PLANNED FOR SHA'CARRI RICHARDSON AND SO WE THOUGHT COUPLING BOTH THE NAMING AND THE CELEBRATION WOULD BE APPROPRIATE.

SO WE ASKED TO WAIVE THE POLICY.

GREAT. THANK YOU. I LOOK FORWARD TO ENTHUSIASTICALLY SUPPORTING.

DO YOU HAVE A COMMENT TRUSTEE FOREMAN? NOW THAT BEN IS SUPPORTING, I'M GOOD.

[LAUGHTER] OKAY. WELL, I'M GOING TO SPEAK, SO DON'T CHANGE WHERE YOU'RE AT.

I'M TRYING TO GET IT.

COMING UP. I NEED THAT SUPPORT.

TRUSTEE JUST AS CHAIR OF THIS BOARD, WE RAN INTO THIS BEFORE.

I'M GOING TO BE TRANSPARENT. I DON'T LIKE THE IDEA.

IT'S NOTHING AGAINST SHA'CARRI RICHARDSON OR TRUSTEES, FORMER STUDENT, WHETHER I'M GOING TO SUPPORT HER OR NOT.

BUT I JUST WANT TO TELL MY COLLEAGUES ON THE BOARD THAT STANDARD I'D LIKE TO SET IS NOT WAIVING THESE POLICIES BECAUSE IT THEN BECOMES THE ADMINISTRATION AND THE BOARD FIGURING OUT WHAT WE'RE GOING TO SUPPORT AND WHICH WE'RE NOT GOING TO SUPPORT, WHAT'S EXTENUATING AND WHAT'S NOT EXTENUATING.

SO FOR THE NEW TRUSTEES, THERE IS A BOARD POLICY ON WHEN AND HOW WE NAME STUFF, BUT THAT'S UP TO THE BOARD AS A WHOLE.

SO YOU ARE INDEPENDENT TO VOTE FOR IT, AGAINST IT.

BUT JUST AS SINCE I'VE BEEN CHAIR, I'VE BEEN TRYING TO DO IT A CERTAIN WAY.

SO I WANT YOU ALL TO KNOW THAT.

[INAUDIBLE] THROUGH TRANSPARENCY.

THAT'S ALL I HAVE. TRUSTEE JOHNSON AND FOREMAN.

TRUSTEE.

SO I DO UNDERSTAND TRUSTEE HENRY'S CONCERNS.

BUT THESE ARE EXTENUATING CIRCUMSTANCES.

WE HAVE THE WORLD'S FASTEST WOMAN WHO IS A PRODUCT OF OUR DISTRICT.

IN FACT, SHE'S FROM DISTRICT SIX, BUT SHE BELONGS TO ALL OF US.

SHE IS DALLAS ISD.

SO DR.

LEAR, CAN YOU TELL ME IF WE'VE EVER WAIVED THIS POLICY FOR NAMING AND WHEN DID WE DO IT? I KNOW IT. YES, WE HAVE.

WHEN? I WOULD HAVE TO GO BACK AND LOOK AT AT ALL OF THEM.

BUT WE'VE. DO WE HAVE ANY PARTICULAR DID WE WAVE IT A YEAR AGO OR TWO YEARS AGO WHEN WE NAMED EDDIE BERNICE JOHNSON? WHEN WE RENAMED THAT DID WE DO THAT? I BELIEVE SO. I WOULD LOOK BACK.

DID WE ALSO DO IT WHEN WE DID THE RIGHT THING BY CHANGING THE NAME OF IT? WAS IT PLEASANT GROVE? THE TAX SCHOOL? NO, NO, IT WAS FORRESTER, I THINK IS WHAT? FORRESTER. FORRESTER? YEAH. YEAH. WE DID THE RIGHT THING AT THAT TIME BECAUSE OF THE EXTENUATING CIRCUMSTANCES, IF I'M CORRECT.

SO IT'S BEEN DONE RECENTLY.

IT'S BEEN DONE RECENTLY.

I DO UNDERSTAND THE PRESIDENT'S CONCERN ABOUT THE POLICY, BUT I ALSO WANT TO MAKE IT CLEAR THAT THIS IS NOT NEW TO THIS BOARD. IF I WAS BRINGING THE NAMES TO CHANGE THE NAMES OF A ROOM IN A BUILDING, I GET IT.

BUT THIS LADY, A YOUNG WOMAN, AFRICAN AMERICAN WOMAN IS THE FASTEST WOMAN IN THE WORLD THAT BELONGS TO ALL OF US.

WE'RE PLANNING A CELEBRATION.

VINCE, DON'T FORGET, I NEED TO BE AT THAT MEETING.

WE'RE PLANNING A CELEBRATION FOR HER, AND WE WANT THIS TO BE ATTACHED TO THE CELEBRATION.

AND I DO THANK THE STAFF FOR HEARING ME, WHICH ACTUALLY STARTED OUT WITH A CONVERSATION WITH THE SUPERINTENDENT AND DR.

LEAR. THANK YOU, TRUSTEE FOREMAN.

TRUSTEE JOHNSON AND THEN I'M GOING TO SAY SOMETHING.

[01:50:02]

THE LAST TIME WAS ACTUALLY MORENO WAS FORESTER.

THERE WAS THE DILIGENCE IN THE DOCUMENTS AND WE STILL DID THE RIGHT THING AND WENT BACK TO IT.

BUT ULTIMATELY.

OH, LET ME SAY THIS ULTIMATELY, MY RESPONSIBILITY IS TO TRY TO BE EQUITABLE TO ALL TRUSTEES ON THIS BOARD IN THE POSITION THAT IT PUTS ME IN.

AND WE'LL HAVE A CONVERSATION LATER, IS THAT I'M HAVING AND I AGREE WITH YOU ALL THE REASON TO UNDERSTANDING AND I PROBABLY WOULD SUPPORT IT AS WELL.

BUT IT PUTS THE CHAIR IN A POSITION WHERE I'M PICKING AND CHOOSING WHICH TRUSTEE HAS EXTENUATING CIRCUMSTANCES, WHICH ONES DO NOT.

AND THAT'S THE FUNDAMENTAL ISSUE IN WHY YOU HAVE A POLICY.

THAT'S THE BIG SEAT. YEAH, AND I'M FINE.

I MAKE THOSE DECISIONS ALL THE TIME.

I'VE MADE IT FOR MULTIPLE YEARS.

I'M NOT SAYING THAT. BUT AS WE CONTINUE TO GOVERN OURSELVES GOING FORWARD TO KEEP THE NON THUNDERDOME TYPE OF COACH WE'VE HAD AT THIS BOARD, THERE HAS TO BE SOME SORT OF CONSISTENCY. SO MORENO THERE WERE SOME ISSUES THAT I KNOW TRUSTEE JOHNSON BROUGHT THAT HE ACTUALLY DECIDED NOT TO BECAUSE THE POLICY WASN'T FOLLOWED AND HE WAS NOT TOLD, NO, WE CAN'T TELL HIM NO.

BUT IT DIDN'T GO BEFORE THE BOARD, LET ME PUT IT THAT WAY.

SO, AGAIN, IT'S NOT THIS PARTICULAR ISSUE.

THIS IS JUST A MESSAGE TO THE BOARD.

AND I PROBABLY WILL SUPPORT IT TRUSTEE FOREMAN.

BUT I THINK IT'S IMPORTANT AND I THINK TRUSTEE MACKEY FOR BRINGING UP THAT WE HAVE POLICIES AND WE HAVE TIMING FOR THIS.

AND THE ADMINISTRATION NEEDS TO UNDERSTAND THE BOARD HAS TO MAKE THESE DECISIONS AS A BODY.

SO THAT'S ALL I HAVE ON THESE COMMENTS.

A PHENOMENAL WOMAN FROM A PHENOMENAL COMMUNITY DESERVES THIS HONOR AND MORE.

SHE IS ALWAYS RECOGNIZED AND SUPPORTED DISD.

THIS IS MORE BOARD AND BOARD GOVERNANCE CONCERN AND HOW WE RELATE WITH THE ADMINISTRATION.

SHE'S DOING A GREAT JOB OF, BUT I DON'T THINK THIS IS ONE OF THOSE INSTANCES.

ARE THERE ANY OTHER COMMENTS? AND I MEAN THE BOARD, NOT AN INDIVIDUAL TRUSTEE.

THE BOARD. I WOULD JUST LIKE TO VISIT WITH CHIEF HEWITT AND DR.

ELIZALDE. YOU'RE NOT A CHIEF ANYMORE.

CHIEF HEWITT AND DR. ELIZALDE ABOUT THIS AT A LATER TIME.

ABOUT THE POLICY. I WILL BE HAPPY TO MEET WITH ANY TRUSTEE INDIVIDUALLY.

ABOUT THE POLICY I DON'T HAVE NO PROBLEM WITH THIS IN PARTICULAR.

I WILL BE HAPPY TO MEET WITH ANY TRUSTEE.

ANY COMMENTS. QUESTIONS WE WILL KEEP ON GOING.

14 WE'RE IN THE ACADEMIC SERVICES TRANSFORMATION DIVISION 15 A B, JUST STOP ME.

[14. ACADEMIC SERVICES AND TRANSFORMATION DIVISION]

[15. Science, Technology, Engineering & Mathematics (STEM)]

TRUSTEE HENRY.

YES. TRUSTEE WHITE.

I KNOW YOU JUST ROLLED PAST IT. BUT I'M SORRY.

I'M TRYING TO MAKE SURE I KEPT UP WITH YOU.

NO THAT'S FINE, WHICH ITEM? I THINK IT'S LET ME GO BACK TO MY.

AND EXCUSE THE DELAY, IT'S ACTUALLY I WANTED TO ASK ABOUT AND I UNDERSTAND.

I UNDERSTAND, BUT I JUST HAVE A FEW QUESTIONS ABOUT 15 A.

OKAY, GO AHEAD. THIS IS ABOUT THE.

OH, GO AHEAD. TRUSTEE WHITE. I'M SORRY.

I UNDERSTAND THAT THIS IS DONE BY THE STATE AND WE HAVE NO COST ON THIS.

THERE'S NO COST TO US ON THIS.

AND I'M ALSO WANTING TO UNDERSTAND THAT SOME OF OUR TEACHERS ARE ALLOWED TO PRESENT ON THIS PLATFORM.

AND I GUESS MY MAIN QUESTION OF CONCERN IS.

AND I THINK TEA IS ALSO CONTRACTING OUT OTHER CONTRACTORS.

GUESS I SHOULD SAY, TO ALSO PRESENT CLASSES ON THIS PLATFORM.

AND I JUST WANTED TO HEAR FROM WHOEVER THE I DON'T KNOW IF THIS IS UNDER CHIEF HEWITT, BUT CAN YOU GUYS GIVE ME SOME OF THE BENEFITS OF THIS? TRUSTEE WHITE. CAN YOU HEAR ME? YES. GOOD AFTERNOON.

SO THIS IS A BOARD ITEM TO ALLOW US TO HAVE AN AGREEMENT WITH THE VIRTUAL SCHOOLS NETWORK FOR OUR STUDENTS THAT COME TO US IN THE MIDDLE OF THE YEAR THAT NEED A COURSE THAT WE DON'T PROVIDE.

WE DON'T HAVE ANY TEACHERS THAT TEACH IN THIS SYSTEM.

WE ACTUALLY HAVE A BOARD POLICY THAT SAYS THAT UNLESS WE'RE IN DALLAS COUNTY, WE REALLY CAN'T DO THIS.

SO WE WAIVE THAT BECAUSE IT IS TRAVIS COUNTY.

BUT THIS REALLY IS JUST A PARTNERSHIP THAT ALLOWS US THAT.

IF WE HAVE A STUDENT THAT COMES IN IN THE MIDDLE OF THE YEAR THAT TRANSFERS IN, LET'S SAY, TO A MIDDLE SCHOOL AND THERE'S A COURSE THEY'RE IN SOMEWHERE ELSE THAT WE DON'T OFFER, THAT WE CAN PROVIDE THAT STUDENT A VIRTUAL COURSE.

[01:55:04]

I MEAN, BECAUSE THAT WAS I WAS READING THROUGH SOME OF THE LANGUAGE THAT WAS IN THE CONTRACT AND I WAS JUST WANTING TO UNDERSTAND HOW WE DEFINITELY WERE UTILIZING IT. SO THE STUDENTS THAT HOW MANY STUDENTS DO WE ACTUALLY? DO YOU HAPPEN TO KNOW HOW MANY STUDENTS WE ACTUALLY HAVE THAT UTILIZE THIS? YEAH. LAST YEAR WE HAD 15 STUDENTS.

OKAY. AND I WAS CORRECT.

THERE IS NO ADDITIONAL COST TO US FOR THIS BECAUSE THIS IS SOMETHING THAT IS BEING PICKED UP.

WE DO PAY A FEE.

WE BASICALLY PAY A FEE FOR THE COURSE BECAUSE WE'RE UTILIZING THEIR CURRICULUM AND THEIR COURSE.

SO WE DO PAY THAT.

IT'S NOT A HUGE FEE, BUT WE DO WANT TO HONOR THAT.

SO WHEN STUDENTS ENROLL INTO ONE OF OUR SCHOOLS AND WE DON'T PROVIDE THE COURSE, WE YOU KNOW, THERE'S NO NEGATIVE IMPACT FOR THE STUDENT.

OKAY. DID YOU WANT TO ADD ANYTHING, MISTER? IS THAT CHIEF LUSK? RIGHT, CHIEF? YES, MA'AM. BUT I THINK CHIEF GAYLORD CAPTURED IT.

THANK YOU. OKAY.

THANK YOU SO MUCH.

THANK YOU. TRUSTEE WHITE.

TRUSTEE FOREMAN. JUST A QUICK QUESTION REGARDING THIS, MAYBE TWO.

DO WE HAVE ANY IDEA OF WHAT THE COST IS PER STUDENT? YES, IT'S $300 PER COURSE.

AND HOW MANY COURSES WOULD A STUDENT TAKE? RIGHT NOW, YOU COULD TAKE A FULL LOAD, BUT MOST OF THE TIME, THE KIDS THAT NEED IT JUST NEED 1 OR 2 COURSES.

SO THOSE 15 KIDS THAT HAD ENROLLED LAST YEAR NEEDED ONE COURSE.

AND DO WE HAVE ANY KIDS ENROLLED THIS YEAR? WE HAVE TEN ENROLLED THIS YEAR.

OKAY. AND HOW LONG HAVE WE BEEN DOING THIS PROGRAM? AND WE HAVE HISTORICAL DATA FOR THE LAST THREE YEARS.

I CAN GIVE YOU TRUSTEE FOREMAN AND IF IT GOES BACK FURTHER, I'LL HAVE TO CHECK ON THAT.

BUT I'LL GIVE YOU AN EXAMPLE.

I THINK IT MIGHT BE HELPFUL. SO LET'S SAY A STUDENT TRANSFERS IN FROM ANOTHER DISTRICT AT A MIDDLE SCHOOL AND THE STUDENT SOMEHOW TOOK A BIOLOGY ONE COURSE AT A MIDDLE SCHOOL BECAUSE THAT'S WHAT THEY OFFERED.

WE DON'T OFFER BIOLOGY ONE IN MIDDLE SCHOOL.

SO THE OPPORTUNITY WOULD BE THAT THEY WOULD TAKE THIS COURSE, THIS BIOLOGY COURSE AT OUR SCHOOL SO THEY COULD CONTINUE AND FINISH OFF THAT COURSE AND STILL INTEGRATE INTO OUR SCHOOL WELL WITH THE REST OF THEIR CLASSES.

SO WOULD THAT BE A CLASS PERIOD? IT IS, ESSENTIALLY.

SORRY, GO AHEAD. FORGIVE ME.

I'M SORRY. FORGIVE ME.

GO AHEAD. IT WOULD BE.

YES. AND IDEALLY, WHAT WE DO AS A DISTRICT.

SO LET'S JUST SAY IT'S THE BIOLOGY COURSE.

WHEN THE COUNSELOR SETS UP THE STUDENT SCHEDULE, THE COUNSELOR WOULD WHENEVER THAT STUDENT TAKES A BIOLOGY COURSE, THEY WOULD SIT IN TO SIT IN A SCIENCE CLASS SO THEY WOULD BE WITH A TEACHER, BUT THEY WOULD BE INDEPENDENTLY TAKING THAT BIOLOGY COURSE, SO THEY WOULD HAVE SUPERVISION.

BUT IN THAT TXVSN COURSE THAT WE'RE SPEAKING OF, THERE IS A TEACHER ON THE OTHER SIDE.

SO IF THE STUDENT NEEDS TUTORING OR SOME SUPPORT OUTSIDE OF THAT, THEY CAN GET IT OUTSIDE OF THE CLASSROOM.

IT SEEMS A LITTLE COMPLICATED BECAUSE IF THE TEACHER IS TALKING TO THE STUDENT AND THEY'RE SITTING IN A CLASS, BUT YEAH, IT'S NOT SO BIG THAT IT'S NOT MANAGEABLE. SO I'M GOOD.

YEAH. AND I WOULD SAY TOO, JUST THEY PROBABLY WOULD PUT THE STUDENT IN A PLACE WHERE IT WOULDN'T BE DISRUPTIVE TO EITHER THE STUDENT OR THE REST OF THE CLASS.

SO YOU ARE RIGHT. AND PROBABLY THEY'RE GOING TO USE HEADPHONES, RIGHT? OR MAYBE THEY EVEN GO TO THE LIBRARY, THE LIBRARIAN TO HELP THAT.

YES. MAKES SENSE.

THANK YOU TRUSTEE FOREMAN.

ANY OTHER QUESTIONS FOR 14A? OKAY. SCHOOL LEADERSHIP DIVISION 17 A 19 A.

[16. SCHOOL LEADERSHIP DIVISION]

[17. School Leadership]

[18. FINANCIAL SERVICES DIVISION]

[19. Financial Services]

[20. Procurement Services]

[21. Treasury Services]

[22. Budget Services]

[23. Construction Services]

[24. Food & Child Nutrition Services]

19. 20.

21. 22.

23. 24.

WHATEVER. I'LL WAIT.

NO, I GOT TO WAIT FOR YOU TO CLOSE THE BINDER.

THAT'S THE SIGNAL. THERE YOU GO.

GOOD. THE BINDERS CLOSED.

THE TIME IS 1:38 P.M.

AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.