[1. NOTICE AND RETURN]
[00:00:02]
IT'S 1:21 P.M..WE HAVE A QUORUM AND THIS MEETING HAS BEEN DULY POSTED.
I'D ALSO LIKE TO ASK EVERYONE TO PLEASE STAND AND JOIN ME IN A MOMENT OF SILENCE.
[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]
THE BOARD WOULD LIKE TO OFFER OUR SINCERE CONDOLENCES TO THE FAMILY OF CONGRESSWOMAN EDDIE BERNICE JOHNSON, ONE OF THE PIONEERS, ADVOCATES, MATRIARCHS OF OUR COMMUNITY. SHE PASSED AWAY ON SUNDAY, DECEMBER 31ST.JOHNSON SERVED AS THE CHAIRWOMAN OF THE CONGRESSIONAL BLACK CAUCUS IN 2001 AND 2003, AS THE FIRST BLACK WOMAN TO HEAD TO THE HOUSE SCIENCE COMMITTEE AND AS THE DEAN OF THE TEXAS CONGRESSIONAL DELEGATION.
I CAN'T LIST ALL OF HER ACCOMPLISHMENTS WE'D BE HERE UNTIL TOMORROW.
DALLAS ISD LAST YEAR WAS PRIVILEGED TO NAME THE EDDIE B JOHNSON STEM ACADEMY IN DISTRICT FIVE, IN HONOR IN HER HONOR TO ENSURE THAT YOUNG PEOPLE FOR YEARS TO COME WILL BE REMINDED OF HER SELFLESS IMPACT ON THE COMMUNITY.
CONGRESSWOMAN JOHNSON WILL BE REMEMBERED AS A TRAILBLAZER FOR THE CITY, STATE AND THE NATION.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
DISTRICT TWO IS SARAH WEINBERG ON THE LINE? OKAY. DISTRICT THREE DAN MICCICHE.
DISTRICT FOUR SARAH WEINBERG NOT PRESENT.
DISTRICT SIX MISS FOREMAN IS NOT HERE.
DISTRICT NINE BOARD PRESIDENT HENRY HAS STEPPED OUT, BUT HE WILL BE BACK IN THE MEETING LATER ON.
OUR SUPERINTENDENT OF SCHOOLS, DR.
STEPHANIE ELIZALDE, JOINS US, AND I'M DAN MICCICHE BOARD VICE PRESIDENT.
TRUSTEE CARREÓN, WOULD YOU DO THE HONORS, PLEASE? [SPANISH] THANK YOU.
IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFICIENT MANNER, I WANT TO WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION, AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE BOARD IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
[3. ACKNOWLEDGEMENTS]
ALL RIGHT. WE'RE NOW ON ITEM 3 OF THE AGENDA.ACKNOWLEDGMENTS, RECOGNITION OF ELECTED AND PUBLIC OFFICIALS IN THE AUDIENCE.
AND I DO NOT SEE ANY WE'LL NOW MOVE TO ITEM 4 OF THE AGENDA SPEAKERS TO AGENDA ITEMS. DO WE HAVE ANY SPEAKERS TODAY? OKAY. WE HAVE NO SPEAKERS FOR THE AGENDA ITEMS. SO WE WILL NOW MOVE TO ITEM 5 OF THE AGENDA.
WE DO NOT HAVE A CLOSED SESSION AT THIS POINT.
[6. VISION/PROGRESS MONITORING]
SO MOVING TO ITEM 6 OF THE AGENDA, VISION AND PROGRESS MONITORING.ITEM 6A STUDENT OUTCOME GOAL, GOAL PROGRESS MEASURE 5.5 AND CONSTRAINT CPM 4.1. DR.
[00:05:02]
WE WILL I'LL TURN THIS OVER TO OUR DEPUTY SUPERINTENDENT, DR.BRIAN LUSK. AGAIN, THIS WILL BE AN AREA THAT WILL BE BRINGING OUR PROGRESS, WITH THE FOCUS AREAS OF CAREER, AND REALLY WORKPLACE READINESS ALL TOGETHER THAT ALIGNS WITH ONE OF OUR GOALS.
AND WE'LL HAVE CHIEF, ROBERT ABEL PROVIDE US SOME ADDITIONAL INFORMATION REGARDING THE CONSTRAINT.
WE'LL START WITH THE STUDENT OUTCOME GOAL GPM 5.5 DR.
THANK YOU, DR. ELIZALDE AND GOOD AFTERNOON, TRUSTEES.
SO AS WE GET STARTED TODAY, AS NOTED, CHIEF ABEL, CHIEF HEWITT AND I WILL PROVIDE AN UPDATE ON GPM GOAL PROGRESS, MEASURE 5.5 AND CONSTRAINT 4.1. BEFORE WE GET STARTED, BEFORE WE GET STARTED, I WOULD LIKE TO TAKE A MOMENT TO RECOGNIZE OUR YOUNG ORATORS, WHO COMPETED, WHO ARE SEMIFINALISTS ON THE SCREEN THERE, AT THE DR. MARTIN LUTHER KING ORATORY COMPETITION AT FRANKLIN ROOSEVELT HIGH SCHOOL.
AND AS YOU ALL KNOW, THAT THE FINALS ARE TOMORROW.
SO WE'RE REALLY EXCITED TO SEE AND HEAR FROM OUR YOUNG SCHOLARS.
SO, IF WE CAN JUST GIVE THEM A ROUND OF APPLAUSE, THAT'D BE GREAT FROM THE GROUP [APPLAUSE].
AS WE GO TO THE NEXT SLIDE, I ALSO WANT TO TAKE JUST A MOMENT, IF I MAY, AND I THINK PART OF WHEN WE HAVE THESE PRESENTATIONS AND PART OF WHAT WE WANT TO REALLY ILLUMINATE AND ILLUSTRATE IS THE SIGNIFICANCE OF OUR, OF OUR WORK.
SHE GRADUATED WITH HER ASSOCIATES DEGREE, AS EXPECTED.
SHE'S ALREADY A JUNIOR THE FIRST YEAR OUT OF HIGH SCHOOL AT TEXAS WOMEN'S UNIVERSITY.
AND SHE IS, SEEKING TO BE A NURSE.
AND SHE'S A GREAT SUCCESS STORY.
AND THAT'S WHAT WE EXPECT FOR ALL OF OUR STUDENTS.
THEY NEED TO HAVE A PATH TO COLLEGE OR CAREER OR BOTH.
SO NOW WE'LL TURN TO THE NEXT SLIDE, IF YOU WOULD.
SO THIS IS THE HIGH LEVEL VIEW WE WILL PRESENT, AS NOTED ON STUDENT OUTCOME GOAL GPM 5.5, WHICH IS COLLEGE ENROLLMENT OF OUR GRADUATES THE FALL FOLLOWING THEIR YEAR OF GRADUATION.
OUR TARGET WAS 59 AND WE LANDED AT 56.6, FALLING SHORT OF THAT TARGET BY 2.4 PERCENTAGE POINTS.
THEN FOR CONSTRAINT 4.1, WHICH MEASURES, AS NOTED BY THE SUPERINTENDENT, THE PROFICIENT ONE OR HIGHER TEACHERS IN IN HIGH PRIORITY CAMPUSES VERSUS NON HIGH PRIORITY CAMPUSES.
AND WE DID HAVE A BIT OF A SLIDE THERE AND THE GAP WIDENED BY 2 2.5 POINTS.
AND CHIEF HEWITT WILL TALK MORE ABOUT THAT WITH CHIEF ABEL HERE IN JUST A BIT.
SO MOVING INTO THE SLIDE, THIS SLIDE FOUR I THINK AS YOU CAN SEE THE STOPLIGHT IS RED.
AS NOTED WE DID NOT MEET THE TARGET.
BUT I WILL TELL YOU WE DID SEE THIS COMING.
WE KNEW THAT THERE WAS AN OPPORTUNITY FOR US TO MAKE SOME SIGNIFICANT ADJUSTMENTS.
AND IF YOU RECALL, THESE ARE THE DATA FROM THE CLASS OF 22.
SO NOT THE GRADUATES OF 23, SIX MONTHS, JUST ABOUT SIX MONTHS AGO.
THIS IS A YEAR AND A HALF AGO.
AND IF YOU'RE ASKING WHY, THE REASON IS BECAUSE THERE IS A LAG IN REPORTING DATA.
THERE IS A DELAY IN US GETTING CLEAN, ACCURATE FINAL DATA.
AND SO WE ANNUALLY WE DO WE DO REPORT THESE DATA WITH SUCH A LAG.
AND SO I WANT TO MAKE SURE THAT IT'S CLEAR THAT THIS IS THE CLASS OF 22.
AND THE TARGET WAS 59, AS YOU CAN SEE IN YELLOW THERE WE LANDED 56.6.
AND SO AS YOU ALSO CAN SEE THAT WE WERE AT 58 LAST YEAR AND HAD A BIT OF A SLIDE.
SO, AS WE LOOK AT THE ARROWS, WE'RE NOT HAPPY WITH THE WORK THAT WE SEE THERE.
THERE ARE ARROWS ACROSS THE BOARD, WITH ALL OF OUR STUDENTS AND VARIOUS STUDENT GROUPS.
IF YOU RECALL, LAST YEAR, WE THAT WAS THE FIRST YEAR OF IMPLEMENTATION WHERE WE WENT FROM 11TH AND 12TH GRADE IMPLEMENTATION OF COLLEGE AND CAREER ADVISING WITH A 400 400 TO 1 RATIO TO LAST YEAR TO A 9 THROUGH 12 COLLEGE AND CAREER ADVISING PROGRAM, WHERE WE ALSO REDUCED THE RATIOS AT THE JUNIOR AND SENIOR YEAR SO WE COULD BE MORE STRATEGIC AND EFFECTIVE IN THE WORK.
AND I THINK WHAT YOU WILL SEE, WE DO HAVE EARLY INDICATIONS, EARLY INDICATORS THAT TELL US THAT THE OUTCOMES THAT WE ARE GOING TO SEE NEXT SCHOOL YEAR, WITH THE GRADUATES OF 23 WHO GRADUATED SIX MONTHS AGO, WE WILL SEE THE NEEDLE MOVE IN THE RIGHT DIRECTION.
[00:10:02]
OUR STUDENTS. NEXT SLIDE PLEASE.THEN I WILL NOW TURN TO INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS.
THANK YOU. SO I JUST JUST A MOMENT AGO TALKED ABOUT THE EXPANSION OF COLLEGE AND CAREER ADVISING FOR GRADES 9 THROUGH 12 THAT THAT IS, TO ME THE MOST SIGNIFICANT ADJUSTMENT THAT WE HAVE, BECAUSE IT WILL MAKE THE GREATEST DIFFERENCE WITH THE COLLABORATION OF OUR HIGH SCHOOL COUNSELORS AND THE HIGH SCHOOL TEAMS THEMSELVES.
IN ADDITION, TO MAKE SURE THAT WE SERVE OUR SCHOOLS WELL, WE DID MAKE AN ADJUSTMENT OF PROVIDING REPORTS ON A REGULAR MONTHLY BASIS TO OUR PRINCIPALS AND OUR SCHOOLS TO HELP THEM SEE WHERE THEY ARE WITH REGARD TO FINANCIAL AID, COLLEGE APPLICATIONS, AND JUST TRACKING METRICS THAT MATTER FOR THEM, WHETHER IT BE INDUSTRY BASED CERTIFICATIONS OR ON TRACK WITH CREDIT.
SO WE HAVE MADE THAT THAT ADJUSTMENT AS WELL.
THEN I THINK WHAT'S IMPORTANT TOO I'M SORRY, DR. LUSK, WE'RE GOING TO HAVE TO PAUSE.
WE WE DON'T HAVE A QUORUM IN THE IN THE ROOM AT THIS MOMENT.
WE HAVE, WE HAVE, PEOPLE ON VIDEO CONFERENCE, BUT THEY DO NOT COUNT FOR OUR IN PERSON REQUIREMENT OF FIVE.
SO I WILL PICK UP ON THE LEFT COLUMN SCHOOL YEAR 22-23 INPUTS.
AND AS I STARTED TO SAY, I THINK WHAT'S IMPORTANT TO NOTE IS THAT WE'VE HAD REALLY STRONG RELATIONSHIPS WITH COLLEGE PARTNERS SUCH AS DALLAS COLLEGE AND UNT DALLAS, AND THOSE ARE GETTING STRONGER. AND PART OF WHAT WE'RE STRENGTHENING IS OUR ABILITY TO GET THEM TO OUR CAMPUSES AND ACTUALLY HAVE WHAT WE'RE CALLING REGISTRATION READY DRIVES.
I'LL TALK ABOUT THAT AND TALK ABOUT THAT IN A FEW MOMENTS.
BUT ALSO WITH THE ADDITION OF TEXAS A&M COMMERCE, WE HAVE STRENGTHENED THAT PARTNERSHIP.
AND PART OF WHAT WE'RE WORKING ON IS TO MAKE SURE THAT THE TRANSFERABILITY OF COURSES OF THE CREDITS MAKES IT EASIER FOR OUR STUDENTS TO CONTINUE ON TO A FOUR YEAR COLLEGE AND BE SUCCESSFUL AND COMPLETE THEIR DEGREE.
SO MOVING TO THE MIDDLE COLUMN, THESE ARE JUST SOME OF THE OUTPUTS TO DATE.
AND SO SEVERAL OF THE OUTPUTS WE'RE LOOKING AT WE'LL LOOK AT 22 THEN TO 23.
SO AS WE START WITH FINANCIAL AID, THERE WAS A SIGNIFICANT BUMP IN THE COMPLETION OF FINANCIAL AID FROM 89% IN THE YEAR 22 TO 96% IN THE YEAR 23, AND THOSE ARE GRADUATES, OF COURSE.
I THINK WHAT'S MORE IMPORTANT, THOUGH, IS WE LOOK AT THE AWARD SCHOLARSHIP AMOUNTS.
AND THAT'S TO ME, IF WE ALSO THINK ABOUT THE SCALING OF COLLEGE AND CAREER ADVISING PROGRAM, I THINK THAT'S A CONTRIBUTOR, BECAUSE IN 23, WE HAD OUR CCAP FOR THE ENTIRE SCHOOL YEAR.
I WILL NOW MOVE TO THE STRATEGIC STRATEGIC ADJUSTMENTS COLUMN FOR 23-24.
AND AS I NOTED EARLIER, WE ARE HOSTING REGISTRATION READY DRIVES AT EVERY HIGH SCHOOL, TOWARDS THE END OF THE SCHOOL YEAR SO THAT STUDENTS HAVE AN OPPORTUNITY TO ENROLL TO REALLY COMPLETE THE ENROLLMENT PROCESS AS THE SCHOOL YEAR CONCLUDES, SO THAT AS THEY GO INTO SUMMER, THEY ARE READY TO ENROLL IN COLLEGE IN THE FALL.
IN ADDITION, WE'VE TALKED ABOUT THIS THIS YEAR, BUT OUR COLLEGE PREP COURSE THAT'S SO THAT OUR STUDENTS ARE TSI, MET THEIR COLLEGE READY VIA AN ASSESSMENT THAT'S BEEN A SIGNIFICANT PUSH IN SCHOOL LEADERSHIP.
AND, CHIEF, YOU WOULD HAVE DONE A GREAT JOB OF BOLSTERING THOSE EFFORTS.
OUR GRADUATES GET INTO THE SUMMER.
THEY NEED MORE SUPPORT. AND SO WE LITERALLY JUST HAD A MEETING THIS WEEK WITH OUR CCAP TEAM MEMBER TEAM MEMBERS, AND THEY HAVE COMMITTED TO, SCHEDULING TIME THROUGHOUT THE SUMMER SO THAT OUR STUDENTS HAVE ACCESS AT THEIR AT THEIR COMPREHENSIVE HIGH SCHOOL OR THEIR CAMPUSES SO THAT THEY CAN WORK WITH THEIR ADVISOR TO MAKE SURE THAT SUMMER MELT DOESN'T BECOME A PROBLEM FOR THEM.
I'LL NOW TURN IT OVER TO CHIEF HEWITT.
THANK YOU, DR. LUSK AND GOOD AFTERNOON.
I WILL FOCUS ON CONSTRAINT CPM 4.1, WHICH STATES THAT THE GAP BETWEEN HIGH PRIORITY CAMPUSES AND NON HIGH PRIORITY CAMPUSES, AND STUDENT ACCESS TO PROFICIENT ONE AND ABOVE TEACHERS IN CORE COURSES SHALL BE REDUCED FROM 8.5 TO 5.5 BY SPRING 2025.
AS INDICATED BY THE SPOTLIGHT, WE ARE OFF TRACK.
THE GAP IS WIDENED BY 2.5 POINTS PERCENTAGE POINTS FROM LAST YEAR'S RESULTS OF 8.5 TO 11%.
[00:15:04]
WE DID NOT MEET THE TARGET OF CLOSING THE GAP FOR THIS SCHOOL YEAR.SO LAST YEAR, IF YOU RECALL, WE HYPOTHESIZED THAT HAND SCHEDULING STUDENTS WOULD HELP CONTINUE TO CLOSE THE GAP BETWEEN THOSE HPC CAMPUSES AND THE NON HPC CAMPUSES. AND WHILE THAT APPROACH DID INCREASE ACCESS TO HIGHLY EFFECTIVE TEACHERS FOR AROUND 10,000 STUDENTS, IT DID NOT IN FACT, CLOSE THE GAP BETWEEN THOSE HPC AND NON HPC CAMPUSES.
SO WE WERE ABLE TO SORT OF BOIL DOWN WHAT HAPPENED IN ABOUT THREE BUCKETS.
AND WE'LL SEE MORE ABOUT THE IMPACTS OF THE HAND SCHEDULING AND OUR OUTCOMES.
THE SECOND IS THAT WE ALSO KNOW THAT WE'VE JUST GOT TO CONTINUE TO ATTRACT HIGHER RETAIN, TEACHERS AND PUSH THEM TOWARDS OUR HPC CAMPUSES AT A HIGHER RATE THAN OUR NON HPC SCHOOLS.
AND ALSO WE SAW AN IMPACT WITH OUR WRAPAROUND SERVICES THAT WE PROVIDED FOR SCHOOLS THIS YEAR.
AND WE KNOW THAT ALTHOUGH WE HAVE TEACHERS THAT ARE IN FACT SERVICING STUDENTS, THEIR THEIR IMPACT IS NOT COMPLETELY REFLECTED IN THIS PARTICULAR METRIC. SO WE'LL TALK ABOUT THAT A LITTLE BIT AS WELL.
SO WHAT I'D LIKE THERE ARE A LOT OF NUMBERS ON THIS TABLE.
SO I'M JUST GOING TO ORIENT EVERYONE TO THE TABLE REALLY QUICKLY.
IF YOU JUST LOOK TO THE LEFT, YOU SEE OUR STUDENT GROUPS.
AND THEN OUR STUDENT TYPES IN THOSE ROLES, WE SEE THE HPC AND NON HPC CAMPUSES, THE NEXT THREE ROWS OR COLUMNS, PARDON ME, WE SEE THE YEAR OVER YEAR CHANGE OF THE PERCENT OF STUDENTS ASSIGNED TO A PROFICIENT, PROFICIENT ONE TEACHERS.
AND THEN FINALLY THAT YEAR OVER YEAR AND GAP BETWEEN HPC AND NON HPC CAMPUSES FROM 2019 TO 2023.
AND SO I'M JUST GOING TO CALL OUT A FEW OF THE EXAMPLES AND NUMBERS IN THE TABLE.
AND WE CAN SEE THAT IN OUR ALL STUDENTS ROLE, WE WENT FROM 41.1% OF OUR STUDENTS HAVING ACCESS TO THOSE PROFICIENT ONE TEACHERS IN 2022 TO 43.5% OF STUDENTS HAVING ACCESS TO THE TEACHERS, WITH A 2.4 PERCENTAGE GAIN AT OUR HPC CAMPUSES.
AND THEN WE CAN ALSO SEE JUST BELOW THAT THAT WE HAD A 6.5 GAIN IN 2023 AT OUR NON HPC SCHOOLS.
IF YOU JUST FOLLOW THAT COLUMN ALL THE WAY DOWN, YOU'LL SEE THAT IN FACT, WE DID INCREASE ACCESS FOR ABOUT 10,000 STUDENTS ACROSS HPC AND NON HPC CAMPUSES, STUDENTS HAVING ACCESS TO THOSE PROFICIENT ONE TEACHERS.
AND THAT WAS AN IMPACT OF HAND SCHEDULING.
I'M GOING TO ALSO CALL OUT JUST A COUPLE OF OPPORTUNITIES FOR GROWTH.
AND IF YOU LOOK AT THE DATA WITH ME, YOU'LL BE ABLE TO SEE THAT WE DEFINITELY STILL HAVE SOME OPPORTUNITIES, EVEN WITHIN THIS PARTICULAR METRIC FOR GROWTH FOR SOME OF OUR STUDENT GROUPS.
AND, AND WE SEE THAT FOR OUR AFRICAN AMERICAN STUDENTS, THEY WERE NOT SCHEDULED AT THE SAME RATE, TO PROFICIENT ONE TEACHERS, ACROSS THOSE NON HPC CAMPUSES AS THEY WERE WITH OTHER STUDENT GROUPS.
AND WE SEE A SIMILAR PATTERN WITH OUR SPECIAL EDUCATION STUDENTS.
AND WE'LL TALK ABOUT THE STRATEGIC ADJUSTMENTS GOING FORWARD IN THE NEXT SLIDE.
I'M SORRY. CAN WE GO TO THE NEXT SLIDE? THANK YOU. AND SO I'LL JUST KIND OF GROUP ACROSS INPUTS OUTPUTS AND STRATEGIC ADJUSTMENTS ACROSS THOSE THREE BIG INDICATORS WE TALKED ABOUT.
SO HAND SCHEDULING WE ARE GOING TO CONTINUE THAT PROCESS.
BUT WE'RE GOING TO BE MORE STRATEGIC ABOUT HAND SCHEDULING WITH AN EMPHASIS ON OUR AFRICAN AMERICAN OUR SPECIAL EDUCATION STUDENTS FOR THE 2023-2024 SCHOOL YEAR, WE'RE WORKING TO BE MORE STRATEGIC ABOUT THAT.
IN ADDITION, WE KNOW THAT WE NEED TO CONTINUE TO ATTRACT, RECRUIT AND HIRE AND RETAIN THOSE TEACHERS AT OUR HPC CAMPUSES.
AND SO WE APPRECIATE THE BOARD'S ENCOURAGEMENT AND GUIDANCE LAST YEAR, AND ALSO RESPONSES FROM OUR HPC PRINCIPALS THAT STATED, HEY, WE NEED TO LOOK AT THE STIPENDS FOR OUR HPC CAMPUSES.
SO OUR HUMAN CAPITAL MANAGEMENT DEPARTMENT, WORKED WITH THOSE PRINCIPALS AND CAME UP WITH A STIPEND PACKAGE FOR TEACHERS, WHERE WE ADDED A PROFICIENT ONE STIPEND FOR HPC CAMPUSES.
AND WE ALSO INCREASED THE STIPEND RATES AT HPC CAMPUSES.
[00:20:01]
THE HCM DEPARTMENT ALSO, OUR HUMAN CAPITAL MANAGEMENT DEPARTMENT ALSO CONTINUED TO OFFER EARLY JOB FAIRS AND DOUBLED THE NUMBER OF EARLY CONTRACTS WE PROVIDED AT HPC CAMPUSES, AND THOSE EFFORTS RESULTED IN AN 88% RETENTION RATE AT OUR HPC FOR OUR HPC STIPEND ELIGIBLE TEACHERS.IT RESULTED IN OVER 1,300 TEACHERS RECEIVING STIPENDS FOR A $7.7 MILLION INVESTMENT FOR THOSE TEAM MEMBERS, AND IT ALSO RESULTED IN OUR DECEMBER VACANCY NUMBERS AT THOSE HPC CAMPUSES, BEING DECREASED BY APPROXIMATELY 42%.
AND IN OUR STRATEGIC ADJUSTMENTS.
OUR, OUR HCM, OUR CAPITAL HUMAN CAPITAL MANAGEMENT DEPARTMENT WILL CONTINUE THOSE EFFORTS.
AND THEY'RE ALSO WORKING ON A STRATEGIC ADJUSTMENT FOR STRATEGIC MESSAGING TO RECRUIT MORE TEACHERS AND ALSO A RECRUITMENT CAMPAIGN. WHAT'S NOT HIGHLIGHTED ON THIS SLIDE, BUT I WANTED TO POINT OUT, IS THAT SCHOOL LEADERSHIP AND HCM WERE WORKING TOGETHER TO ALSO CREATE SOME FOCUS GROUPS ACROSS, WITH SOME OF OUR, HPC, HIGH PRIORITY CAMPUSES, THE TEACHERS AT THOSE CAMPUSES AND THE LEADERS AT THOSE CAMPUSES, TO FIND OUT FROM THEM WHAT ATTRACTED YOU TO THE HIGH PRIORITY CAMPUS AND WHAT WOULD IT KEEP, WHAT WOULD IT TAKE TO KEEP YOU THERE SO THAT WE CAN MAKE SOME ADDITIONAL STRATEGIC ADJUSTMENTS? AND THEN FINALLY, I'D LIKE TO JUST TALK A LITTLE BIT ABOUT THE WRAPAROUND SERVICES THAT WE PROVIDED THIS YEAR.
WE KNOW THAT OUR STUDENTS HAVE ACCESS TO HIGH QUALITY TEACHERS, AND SOME OF THE WRAPAROUND SERVICES THAT WE ROLLED OUT FOR THE SCHOOL YEAR, WE KNOW THAT THERE'S AN IMPACT ON THE REFLECTION ON THIS PARTICULAR METRIC.
WE HAVE ABOUT 190 PROFICIENT ONE TEACHERS.
THE METRIC WON'T SHOW THEIR IMPACT BECAUSE IF YOU ARE A PROFICIENT ONE TEACHER, LET'S SAY I WAS AN ALGEBRA ONE TEACHER AT A HIGH SCHOOL LAST YEAR I SERVED 150 STUDENTS.
WELL THIS YEAR AS A DEMO TEACHER, I MIGHT SERVE ONE SECTION OF STUDENTS, MAYBE 30 STUDENTS AND MY IMPACT IS FELT DIRECTLY WITH THOSE STUDENTS, BUT INDIRECTLY BECAUSE I'M SUPPORTING ALL THE OTHER TEACHERS WHO HAVE STUDENTS.
SO I DON'T HAVE A LARGE BUCKET OF STUDENTS THAT I'M SUPPORTING.
ALSO, IF I WAS A PROFICIENT ONE TEACHER AND I WAS HIRED AS AN INTERVENTIONIST, THEN IT'S POSSIBLE THAT I'M WELL, IT IS YOU'RE NOT THE TEACHER OF RECORD, BUT YOU ARE STILL SERVING SEEING STUDENTS. SO THAT IS ALSO SOMETHING THAT YOU WOULDN'T SEE NECESSARILY REFLECTED IN THIS METRIC.
AND WE'LL ALSO CONTINUE TO PROVIDE PROFESSIONAL DEVELOPMENT TO OUR PROGRESSING THREE TEACHERS, BECAUSE WE KNOW THEY'RE A BIG BUCKET OF TEACHERS AND OUR GOAL HERE IS TO ENSURE THAT WE'RE IMPACTING TEACHER QUALITY, AND INSTRUCTION AND RISING THAT INSTRUCTIONAL QUALITY FOR STUDENTS AND RESULTING IN STUDENT OUTCOMES.
AT THIS TIME. WE'RE CONCLUDE OUR PRESENTATION.
TRUSTEES ANY QUESTIONS OR DISCUSSION? TRUSTEE MACKEY FOLLOWED BY TRUSTEE MAXIE.
THANK YOU ALL FOR SHARING THIS PRESENTATION.
I WANT TO ACKNOWLEDGE THE FACT THAT IN EACH OF THESE AREAS, WE DIDN'T MEET OUR GOAL.
AND I KNOW THAT TRUSTEES ARE YOU KNOW, WE WANT OBVIOUSLY WANT US TO MEET THE GOAL.
AND I ALSO ACKNOWLEDGE THE FACT THAT PROBABLY YOU ALL WANT TO MEET THESE GOALS MORE THAN ANYBODY.
AND I WANT TO ACKNOWLEDGE THAT AND THANK YOU FOR BRINGING THIS DATA.
I THINK THIS IS WHAT IS ABSOLUTELY NECESSARY, FOR OUR SYSTEM TO HAVE TRANSPARENCY AND FOR US TO BE ABLE TO FIGURE OUT THE BEST WAY FORWARD, BECAUSE WE ALL SUCCEED ON THIS TOGETHER, AND WE ARE ALL ACCOUNTABLE TO THIS WORK.
AND SO I JUST WANTED TO ACKNOWLEDGE THAT AND THEN DIVE INTO THIS SO WE CAN FIGURE OUT WHAT OTHER SUPPORTS THIS BOARD CAN GIVE YOU, TO CONTINUE THE GREAT WORK THAT'S HAPPENING AND REALLY SEE THESE METRICS GO UP IN THE, IN THE FUTURE.
SO I JUST WANT TO ACKNOWLEDGE THAT AND THANK YOU ALL FOR BRINGING THAT FOR THIS CONVERSATION.
FIRST QUESTION ON WE'LL START WITH THE, POST-SECONDARY ENROLLMENT SCORES.
AND I KNOW, BRIAN, YOU MENTIONED THIS AS DELAYED.
LET ME SEE. JUST MAKE SURE I UNDERSTAND THIS RIGHT.
IF I READ THAT SLIDE CORRECTLY ON SLIDE FOUR.
OUR 2021-22 ACTUALS 58, AND WE FELL 1.4% TO 56.
AND THIS IS ENROLLED IN A POST-SECONDARY INSTITUTION.
SO THAT COULD BE A FOUR YEAR OR A TWO YEAR, CORRECT? YES, SIR. THAT'S CORRECT.
[00:25:03]
AREAS WHERE, YOU KNOW, WE'RE SEEING INCREASES IN FAFSA/TASFA.SO WE'RE SEEING SUBSTANTIAL INCREASES IN SCHOLARSHIP AMOUNT.
WE'RE SEEING INCREASE IN APPLICATIONS AND ASSOCIATE'S DEGREES.
AND THOSE MAY THOSE OUTPUTS ARE FUTURE LOOKING RIGHT THOSE INCREASES WERE NOT REFLECTED IN THIS 56% CORRECT. YES.
THAT'S CORRECT THAT WE WERE REPORTING ON THE CLASS OF 22.
GREAT. WHAT DO YOU ATTRIBUTE SOME OF THAT GROWTH TO? BECAUSE WHAT I WOULD READ INTO THAT GROWTH AS WELL, WE SAW THE SLIGHT FALL.
WE WANT TO SEE IT CONTINUE TO GROW.
WHAT DO YOU ATTRIBUTE SOME OF THOSE INCREASES TO IN THESE LEADING OUTPUT MEASURES? YEAH, I THINK AS NOTED EARLIER, ONE OF THE KEY FACTORS, OBVIOUSLY, IS THE INVESTMENT THIS BOARD HAS PROVIDED FOR THE COLLEGE AND CAREER ADVISING FROM $2.5 MILLION TO OVER $11 MILLION THAT'S BEEN, YOU KNOW, VERY, VERY BIG IN THE WORK THAT WE'RE DOING.
BUT I WOULD ALSO SAY THE COMMON VISION WE'RE WORKING TOWARDS AND WORKING WITH CHIEF HEWITT AND SCHOOL LEADERSHIP AND HAVING QUARTERLY MEETINGS WITH NOT JUST THE CHIEF AND THE ASSOCIATE SUPERINTENDENTS, BUT WITH PRINCIPALS AND TALKING ABOUT HOW WE CAN BEST STRATEGIZE WITH SCHOOLS TO GET THE KIND OF OUTCOMES WE WANT FOR KIDS, AND THEN GIVING THEM RESOURCES AND TOOLS AND STRATEGIES THAT WORK BEST FOR THEM.
YEAH. AND ARE THERE ANY LIKE MAJOR TRENDS THAT YOU ALL ARE HEARING FROM THOSE CONVERSATIONS, FROM HOW WE CAN BEST SUPPORT THOSE SCHOOLS THAT YOU'RE LOOKING FORWARD TOWARDS, SPECIFICALLY MOVING FORWARD WITHIN THE NEXT ACADEMIC YEAR OR MAYBE EVEN THIS YEAR.
WE ARE I SHOULDN'T SAY WE PRINCIPALS ARE KNEE DEEP IN THE PROCESS.
THROUGH REALLY A GUIDED PROCESS THAT HELPS PRINCIPALS LOOK AT WHERE THEY ARE CURRENT, STATE WHAT THEY SEEK TO ACCOMPLISH FOR THEIR PROGRAMS, WHETHER IT'S PATHWAYS, PROGRAMS, ADVANCED PLACEMENT, DUAL CREDIT, ETC.
AND THEN HOW DO THEY GET THERE WITH BEING, VERY FOCUSED AND HAVING PATHWAYS THAT CONTINUE FOR STUDENTS TO GET ACROSS THE FINISH LINE AS THEY GRADUATE AND THEY'RE READY FOR THE NEXT STEP OF THEIR JOURNEY. GOTCHA.
AND THEN A CLARIFYING QUESTION.
I PRIDE MYSELF TO KNOW A LOT OF ACRONYMS, BUT CCAP, WHAT IS CCAP STAND FOR? THANK YOU. I TRIED TO SAY IT CLEARLY EARLIER.
IT'S COLLEGE AND CAREER ADVISING PROGRAM.
SO WE USED TO CALL IT CAP COLLEGE ACCESS PROGRAM.
BUT WE REALIZED LIKE WE'RE MISSING A LOT OF STUDENTS WHEN WE JUST SAID COLLEGE, RIGHT.
WE NEED TO MAKE SURE THAT ALL IT'S ALL INCLUSIVE.
AND FORGIVE ME FOR NOT BEING CLEAR.
GOTCHA, GOTCHA GOTCHA I APOLOGIZE, I MIGHT HAVE MISSED THAT.
SO THAT IS THE ADDITIONAL SUPPORT OR IS IT REFERRING GENERALLY TO ALL OF THE COLLEGE AND CAREER ADVISING RESOURCES THAT A STUDENT HAS ACCESS TO? I MEAN, THAT'S THAT'S A VERY BIG ADDITIONAL SUPPORT TO WHAT COMPARED TO WHAT WE WERE DOING.
RIGHT? WE WERE AT A 400 TO 1 RATIO, FOR EXAMPLE, IN GRADES 11 AND 12.
SO WE'RE NOT JUST TRYING TO SAY TO STUDENTS, HEY, YOU'RE ON THIS PART OF YOUR JOURNEY.
YOU'RE ALMOST DONE. LET'S MAKE SURE YOU'RE THERE.
NO, IT'S WE'RE GOING TO RECEIVE YOU AS YOU COME FROM 8TH GRADE WITH A VISION FOR WHAT YOU WANT TO DO, AND WE'RE GOING TO HELP YOU ALONG THE WAY WITH THE SCHOOL COUNSELORS AND THE SCHOOL TEAM TO SAY, LET'S GET YOU TO THE FINISH LINE OF WHATEVER YOU SEEK TO DO FOR YOUR FUTURE.
THAT MAKES SENSE, BUT IT IS THAT SPECIFIC, LARGE PART OF SUPPORT OF THIS OVERALL COLLECTIVE.
AND AS THIS BOARD MOVES INTO BUDGETING, I BELIEVE WE HAVE A BUDGET WORKSHOP NEXT WEDNESDAY, AND THEN WE WILL HAVE A DEEP COMMUNITY ENGAGEMENT AROUND THAT AND CONVERSATIONS ALL THE WAY THROUGH, FINALLY ADOPTING THIS BUDGET IN JUNE.
WHAT CAN THIS BOARD DO OR BE LOOKING AT TO SUPPORT YOU AND YOUR TEAM IN THE DISTRICT AND REALLY MOVING THIS NUMBER FORWARD? WELL, I FEEL LIKE WHAT WE HAVE SET UP WITH THE COLLEGE AND CAREER ADVISING IS A HUGE INVESTMENT, AMONG OTHER THINGS, THAT WE HAVE.
AND I THINK, YOU KNOW, GIVEN THE CONSTRAINTS THAT WE HAVE FINANCIALLY, IT WOULD BE GREAT IF WE COULD, YOU KNOW, CONTINUE TO KEEP THIS AT GENERALLY THE SCALE THAT WE HAVE, BECAUSE IT WILL MAKE A SIGNIFICANT DIFFERENCE AS WE CONTINUE TO MOVE FORWARD AND GET BETTER WITH TEAMING UP WITH THE COLLEGE AND CAREER ADVISING PROGRAM.
LET'S MOVE ON TO THE SECOND ONE.
AND I THINK WE HAVE A NUMBER OF CONSTRAINTS THAT WE MEASURE.
PERSONALLY, I FEEL THAT THIS IS PROBABLY THE MOST, THE SINGLE, MOST IMPACTFUL ONE THAT WE HAVE.
AND I'LL SPEAK PERSONALLY FOR MYSELF ON THAT.
[00:30:07]
TEACHER. AND I.I'M NOT GOING TO PRETEND LIKE I THINK THIS IS EASY TO DO.
THIS IS MAYBE ONE OF THE HARDEST SYSTEMIC LEVERS TO PULL, WHILE IT IS THE MOST IMPORTANT.
THE GAP WIDENED OUR STUDENTS WHO ARE AT OUR HIGH PRIORITY CAMPUSES.
AND WE ACTUALLY MANAGED TO SERVE MORE OF BOTH.
AND I REALLY APPRECIATE THE DISCUSSION POINT OF BOTH THESE THINGS.
WE HAD A HYPOTHESIS AND IT SOUNDED LIKE OUR HYPOTHESIS WAS HAND SCHEDULING WAS GOING TO GIVE THESE GIVE KIDS MORE ACCESS TO A HIGH PRIORITY TEACHER OR SORRY PROFICIENT ONE AND ABOVE TEACHERS AND IT DID.
AND IT WIDENED THE GAP FOR A NUMBER OF STRUCTURAL REASONS.
PERHAPS THERE ARE MORE CORE PROFICIENT ONE AND ABOVE TEACHERS AT NON HIGH PRIORITY CAMPUSES.
YEAH. AND AND I APPLAUD I APPLAUD THE WORK THERE.
AND IT SEEMS LIKE FROM THIS DATA AND I'VE ALREADY PEEKED AHEAD TO ONE OF OUR NEXT AGENDA ITEMS, IT SEEMS LIKE THAT'S HAVING A PRETTY PROFOUND POSITIVE IMPACT ON STUDENT OUTCOMES.
AT LEAST AS FAR AS WE CAN TELL.
AND SO I WANT TO JUMP INTO WHAT WE HAVE DONE AND WHAT OUR PLANS ARE.
I THOUGHT I HEARD THIS, I JUST WANT TO MAKE SURE.
SO OUR STRATEGY FOR TRYING TO MOVE THIS FORWARD IS NUMBER ONE, IT SOUNDS LIKE, DID I HEAR WE'RE GOING TO RECOMMEND AN INCREASE TO THE HIGH PRIORITY CAMPUS STIPEND TO GET MORE PROFICIENT AND ABOVE TEACHERS INCENTIVIZED TO COME TO THOSE CAMPUSES.
DID I HEAR THAT CORRECT? YEAH. AND ACTUALLY THE STIPEND INCREASE STARTED THIS YEAR.
SO WE INCREASED THE AMOUNTS OF THE HPC STIPENDS FOR TEACHERS, AND WE ADDED A PROFICIENT ONE BUCKET.
THAT TOTAL INVESTMENT, ALMOST DOUBLED WHAT WE'RE INVESTING IN OUR HPC TEACHER STIPENDS.
SO WE SPENT ABOUT $3 MILLION ON TEACHER HPC STIPENDS LAST YEAR.
AND WE'RE ABOUT $7 MILLION THIS YEAR.
IT TAKES A YEAR LAG FOR IT TO REALLY HAVE THAT IMPACT ON RETENTION, RIGHT? YEAH. ONCE THEY GET THE STIPEND, THEY'RE MORE ENCOURAGED TO STAY VERSUS SOMEBODY THEY MAY GET IN THE FUTURE.
SO WE'RE ANTICIPATING A GROWTH NEXT YEAR WITH THAT.
OKAY. THAT WAS GOING TO BE MY QUESTION.
SO IT SEEMS LIKE EVEN THOUGH THE STIPEND WAS IN PLACE FOR THIS YEAR AND THIS DATA IS FROM THIS YEAR, IT'S WHAT WE'VE SEEN IN THE DATA IS THERE HASN'T BEEN THAT CORRELATION IN THE FIRST YEAR OF IT. THE CORRELATION COMES IN THE SECOND YEAR.
THAT'S HELPFUL. WHAT ARE WE DOING? AND I KNOW, CHIEF, YOU MENTIONED SURVEYING SCHOOLS AND TEACHERS AND ABOUT WHY THEY STAY, WHERE THEY STAY, ETC..
DO WE HAVE ANY HYPOTHESIS OR THINGS [INAUDIBLE] BECAUSE OBVIOUSLY MONEY IS HELPFUL, BUT IT'S NOT THE ONLY THING, OF ANY OF THESE AREAS WHERE WE NEED TO LOOK INTO MAKE SURE THAT THE [INAUDIBLE] THE PROFICIENT ONE TEACHERS THAT ARE AT HIGH PRIORITY CAMPUSES, REALLY ARE GETTING WHAT THEY WANT TO FEEL VALUED AND STAY THERE.
DO WE HAVE ANY STRATEGIES THAT WE'RE LOOKING AT, OR ARE WE STILL IN THE PROCESS OF DETERMINING WHAT THOSE ARE GOING TO BE INTO NEXT YEAR? WE'RE IN THE PROCESS OF PARTNERING, AND WE'LL BE WORKING ON THE FOCUS GROUPS IN THE SPRING.
AND SO WE'LL TALK TO TEACHERS TO FIND OUT WHAT THEY HAVE TO SHARE.
AND I, I FAILED TO MENTION WE'LL LOOK AT THE CAMP, THE TEACHERS AT THE HIGH PRIORITY CAMPUSES AND THOSE THAT ARE NOT AT HIGH PRIORITY CAMPUSES, SO WE CAN FIND OUT WHAT IT WOULD TAKE FOR THEM TO CONSIDER MOVING TO ANOTHER CAMPUS.
OKAY, GREAT. YEAH, I YOU KNOW, OBVIOUSLY WE WANT TEACHERS TO TEACH WHERE THEY WANT TO BE THANK YOU SIR. SECOND ROUND.
BUT I WANT TO SAY JUST, HOW MANY PROFICIENT ONE TEACHERS ARE IN DISTRICT FIVE AT MY HPC CAMPUSES, ON MY HPC CAMPUSES? I MAY NEED SUSIE SMITH TO COME UP.
I DON'T HAVE THE EXACT NUMBER WITH ME.
IS SHE HERE? BUT I CAN DEFINITELY GET THAT AND SEND THAT TO THE TRACKER AS WELL.
OKAY. AND I THINK IT SAID 2.4% INCREASE IN PROFICIENT ONE TEACHERS.
IS THAT IS THAT THE PAY OR IS THAT JUST ON THE CAMPUSES? YEAH. AND REMEMBER THIS, THIS METRIC IS ONLY FOR THE CORE TEACHERS AT THE HPC.
OKAY. WHAT WHAT WHAT'S THE ACTUAL DOLLAR AMOUNT? AND I THINK, I DON'T KNOW IF THIS WERE TRUSTEE MACKEY WAS GOING BECAUSE I KNOW YOU SAID IT.
IT IT'S A DELAY IN THE, WHEN IT SHOWS UP.
YEAH. SO THEY'LL ACTUALLY START GETTING THE STIPENDS THIS YEAR.
THEY'LL GET THEM IN, I THINK DECEMBER AND I THINK IN JUNE.
[00:35:01]
BUT WHEN WE IMPLEMENTED OUR HPC STIPENDS ORIGINALLY IN THE ORIGINAL BATCH A FEW YEARS AGO, THE INCREASE IN RETENTION DIDN'T START UNTIL THE FOLLOWING YEAR.AND I THINK IT'S ONE OF THOSE THINGS THAT'S KIND OF LIKE ONCE YOU GET THE STIPEND, YOU KNOW, YOU HAVE THAT MONEY COMING IN, SO YOU GET YOU WANT TO STAY THERE FOR THAT STIPEND VERSUS A PROMISE OF A STIPEND THE NEXT YEAR.
SO WHAT WE DID DO IS WE IMPLEMENTED THE FIRST ROUND OF STIPEND, THE WE HAVE OUR OPEN TRANSFER PERIOD, THE MOVEMENT OF PROFICIENT ONE TEACHERS BACK AND FORTH BETWEEN HPC AND NON HPC. IT USED TO BE SHIFTED TOWARD THE NON HPC CAMPUSES.
THAT FIRST BATCH LEFT IT TO WHERE A BALANCED OUT.
WE'RE HOPING ONCE THIS GETS FULLY IMPLEMENTED THIS YEAR AND THE PAYOUTS GO OUT THIS YEAR, THAT IT WILL ACTUALLY SHIFT IT TO WHERE WE GET MORE GOING TO THE HPC VERSUS JUST BEING BEING A NEUTRAL FACTOR.
AND SO EVERYBODY DOESN'T ALMOST LIKE EVERYBODY DOESN'T LISTEN TO IT THE FIRST TIME, AND THEN THE NEXT TIME IT'S LIKE, OH, IT IS GOING TO AT THESE SCHOOLS. SO THEN A THE PEOPLE THAT ARE ALREADY THERE STAY.
AND ADDITIONALLY OTHER PEOPLE ARE LIKE LIKE YOU END UP TELLING ME, DID YOU KNOW THERE'S A STIPEND OVER AT THIS SCHOOL? AND I'M LIKE, NO, I DIDN'T KNOW THAT WAS ONE OF THE SCHOOLS.
AND THEN I'M LIKE, WELL, CAN I COME THIS NEXT YEAR? SO WHAT HAPPENS IS AFTER ONE YEAR OF IMPLEMENTATION, THE NEXT YEAR, WE SEE MORE OPPORTUNITY FOR TEACHERS THAT ARE IN THAT PROFICIENCY AND ABOVE ACTUALLY TAKING ADVANTAGE OF IT.
RIGHT, RIGHT. AND AND THAT'S GOOD.
[INAUDIBLE] I'M GOING BACK TO WHAT I SAID EARLIER WHEN I WAS TALKING [INAUDIBLE].
KIDS NEED RESOURCES AND TEACHERS ARE RESOURCES.
LEADERSHIP IS RESOURCES. RIGHT.
NOW IS IT COMPATIBLE? I HAD A BRAIN FART, SO I DO THAT EVERY NOW AND THEN.
THERE'S ANOTHER PROGRAM THAT WE DID FOR KIDS THAT WAS NOT DOING AS WELL.
SEE, I TOLD YOU I HAD A BRAIN FART.
SO IT'S THE IT'S THE STIPENDS COMPARABLE OR COMPETITIVE WITH WITH THE ACE PROGRAM.
I KNOW THAT'S WHAT TRUSTEE HENRY AND I WAS TALKING ABOUT A FEW YEARS BACK.
SO HAVE WE WORKED ON THAT WHERE IT'S COMPATIBLE, COMPETITIVE? YEAH. WE FEEL IT IS VERY COMPETITIVE.
YES, SIR. OKAY. CAN YOU, CAN YOU JUST PUT THAT IN THE TRACKER? I JUST WANT TO MAKE SURE I WANT TO SEE THE COMPETITIVENESS BETWEEN THE ACE CAMPUS AND THE HPC CAMPUS.
AND THAT WAS PART OF THE REASON THOSE, THOSE HPC DOLLAR VALUES INCREASED WAS BECAUSE OF THE CONVERSATIONS THAT THIS BOARD, HAD BROUGHT TO US, THAT THERE WAS TOO MUCH OF A DIFFERENCE BETWEEN ACE, STIPENDS AND THE ONES THAT WENT WITH HPC.
SO WE ELEVATED THE HPC STIPENDS FOR THAT VERY REASON, AND ALSO EXPANDED IT TO INCLUDE, THE PROFICIENT ONE TEACHERS, SO THAT WE WOULD ALSO HAVE MORE TEACHERS ELIGIBLE FOR THOSE STIPENDS.
AND MY LAST QUESTION [INAUDIBLE] DOES THE STIPEND, DEPEND ON THE SCHOOL'S RATING? NO. IF YOU'RE HPC, IT'S HPC.
WE'RE, PRESIDENT HENRY WE'RE ON ROUND ONE ON 6.A, AND, TRUSTEE WHITE AND THEN TRUSTEE FLORES.
THE THE TEACHERS THAT ARE BEING RECRUITED ARE ACTUALLY GOING FOR THE PROFICIENT ONE ARE ACTUALLY GOING TO BE THE TEACHER OF RECORD, IS THAT CORRECT? THESE ARE NOT JUST, TEACHERS THAT ARE COMING OUT TO ASSIST WITH, INSTRUCTION AND, AND OTHER THINGS OF THAT NATURE. IS THAT CORRECT? I GUESS LET ME PROVIDE A CLARIFICATION.
SO IF YOU ARE A PROFICIENT WINTER HIRE TEACHER WHO GOES TO AN HPC CAMPUS, YOU RECEIVE THAT STIPEND.
IF YOU'RE A TEACHER OF RECORD, YOU SHOW UP IN THIS METRIC.
BUT YOU'RE ABSOLUTELY RIGHT TRUSTEE WHITE.
THERE ARE SOME PROFESSIONAL ONE TEACHERS, FOR EXAMPLE, A SPECIAL EDUCATION INCLUSION TEACHER WHO WOULD GO TO AN HPC CAMPUS WOULD GET THE STIPEND, BUT THEY WOULD NOT SHOW UP IN THIS METRIC BECAUSE THEY'RE NOT NECESSARILY A TEACHER OF RECORD, THOUGH.
OKAY. SO AND I GUESS I JUST WANT TO MAKE SURE I GET A CLEAR UNDERSTANDING BECAUSE OF COURSE WE ALL WANT, AND, YOU KNOW, KUDOS TO ALL OF OUR TEACHERS WHO ARE MAYBE NEW, NEW TEACHERS WHO ARE NOT, WHO HAVE NOT BEEN RATED AS FAR AS PROFICIENT IN THIS, THAT AND THE OTHER.
BUT WE JUST WE ALL WANT THE BEST TEACHER IN FRONT OF OUR KIDS.
[00:40:03]
SO. AND I AND I DEFINITELY APPLAUD THE WORK THAT YOU'VE DONE BECAUSE WE'VE HAD TEACHER SHORTAGES AND THE GAP HAS BEEN REALLY, YOU KNOW, LARGE AT POINTS IN TIME.BUT THIS TIME WE HAVE A LESSER GAP AND PEOPLE ARE STAYING AT DISD, THANK GOD, AND NOT, YOU KNOW, GOING TO OTHER PLACES, BUT THE PEOPLE THAT WE ARE RECRUITING FOR THIS, FOR PROFICIENT ONE AND ABOVE, OF COURSE, THEY WILL, BE THE ONES THAT ARE ACTUALLY IN THE CLASSROOM WORKING WITH THE STUDENTS.
SO IT COULD BE A MATH TEACHER, INCLUSION TEACHER OR WHATEVER.
OKAY. AND MY OTHER QUESTION, THAT I WOULD ALSO LIKE TO ASK IS I UNDERSTAND THAT WE DEFINITELY SET GOALS, WHICH IS GREAT.
AND I'M AND I'M HAPPY ABOUT THE NUMBER THAT WE'RE LOOKING TO GETTING TO WHEN IT COMES TO THE INCREASE OF GRADUATES FROM 42% TO 67% BY JUNE 2025.
WHAT IS SOME OF THE STRATEGY AS FAR AS INCLUDING PARENTS? BECAUSE I JUST FEEL LIKE IF THERE IS A BUY IN WITH THE STUDENT, THE PARENTS ARE ON BOARD, THE PARENT IS GOING TO PUSH THE STUDENT.
AND OF COURSE, SOME YOUNG PEOPLE ARE VERY RESPONSIBLE, JUST LIKE SOME ADULTS ARE VERY RESPONSIBLE AND SOME OF US NEED THAT EXTRA HEY, WHAT ARE YOU DOING NOW? GET BACK ON TRACK. SO WHAT ARE WE DOING TO INCLUDE THE PARENTS IN ON THIS SITUATION? YEAH. THANK YOU, THANK YOU, TRUSTEE WHITE, COULD YOU COULD YOU GIVE ME ONE MOMENT, PLEASE? I'M LOOKING AT LEGAL BECAUSE THE ITEM FOR DISCUSSION IS ON THE CONSTRAINT AND DOESN'T HAVE A PARENTAL COMPONENT.
ARE WE IN LEGAL TO HAVE CONVERSATION ABOUT PARENT.
YEAH. KEEP IT LIMITED TO THE ITEM.
OKAY. SO LET ME ASK THIS QUESTION.
LET ME POSE THIS QUESTION AS FAR AS JUST SAYING ASKING ABOUT A PARENT COMPONENT, WHAT IS YOUR STRATEGY TO GET US FROM 42% TO 67%? I THINK, YOU KNOW, I TALKED ABOUT A FEW OF THE STRATEGIES, OBVIOUSLY, WITH THE STRATEGIC ADJUSTMENTS.
AND I THINK TRUSTEE MACKEY ASKED ABOUT LIKE THE INVESTMENT THAT WE NEED AS A DISTRICT.
YOU KNOW, WE ARE LOOKING TO MAKE SURE THAT WE CAN STRENGTHEN THE THE STUDENT COUNCIL RATIO.
IT'S GOING TO REALLY HAVE A DRAMATIC EFFECT ON ALL OF THE ALL THE GPMS UNDER GOAL FIVE, FOR EXAMPLE, BECAUSE PART OF THE WORK IS GOING TO BE AROUND STRENGTHENING OUR SYSTEMS AND BEING STRATEGIC ON HOW WE APPROACH THE WORK THAT WE DO, WHETHER IT BE IMPLEMENTING PATHWAYS OR PROGRAMS OR LOOKING AT TSI SUCCESS AND HOW WE SUPPORT SCHOOLS MORE EFFECTIVELY. SO HIGH SCHOOL TRANSFORMATION IS GOING TO HAVE A SIGNIFICANT ROLE IN HOW WE CONTINUE TO GET BETTER OUTCOMES FOR OUR KIDS.
AND I UNDERSTAND WE DEFINITELY WANT TO TRANSFORM THE HIGH SCHOOLS, BUT WHAT DOES THAT ACTUALLY LOOK LIKE AS FAR AS, THE PLANNING, THE BUILDING, WHAT DOES THAT ACTUALLY LOOK LIKE? AND I UNDERSTAND THAT, OF COURSE.
YOU WANT MORE STUDENTS TO WHETHER IT'S DUAL CREDIT COURSES OR WHETHER IT'S COURSES THAT THEY'RE TAKING IN THE SUMMER OR WHATEVER OTHER GREAT PROGRAMS WE HAVE TO OFFER, WHAT WHAT DOES THAT LOOK LIKE THAT'S GOING TO PROJECT US TO THAT? I THINK FIRST, IT LOOKS LIKE, REALLY IMMERSING OUR STUDENTS IN THE EARLY GRADES, ELEMENTARY SCHOOL AND MIDDLE SCHOOL IN PARTICULAR, TO HELP THEM UNDERSTAND THE POSSIBILITIES THAT THEY'RE BEFORE THEM AND THEN REALIZE THOSE POSSIBILITIES ARE AVAILABLE TO THEM IN DALLAS ISD THROUGH THROUGH DIFFERENT PROGRAMS AND PATHWAYS THAT WE HAVE.
SO EFFECTIVE ADVISING IS VERY IMPORTANT, PARTICULARLY IN ELEMENTARY AND REALLY IN THE MIDDLE.
AND I THINK TO YOUR POINT AROUND PARENTS, RIGHT.
I THINK IT'S GOING TO BE REALLY IMPORTANT, TOO, THAT WE ENGAGE OUR PARENTS AND WE ARE WORKING WITH PARENT ENGAGEMENT TO HELP ENGAGE OUR MIDDLE SCHOOL PARENTS, PARTICULARLY AS STUDENTS LOOK AT THE OPTIONS AND WHAT THEY MIGHT WANT TO SELECT FOR HIGH SCHOOL PATHWAYS AND PROGRAMS. AND THEN IF YOU THINK ABOUT LIKE, WHAT DOES IMPLEMENTATION LOOK LIKE AT THE HIGH SCHOOL SIDE, IT'S MAKING SURE THAT EVERY STUDENT IS ON A PATH OF THEIR CHOICE, AND THEY STAY ON THAT PATH SO THAT THEY DON'T WE DON'T WE ADVISE THEM EFFECTIVELY AND THEY DON'T VEER OFF PATH.
AND THEN THEN AT THE END OF THE, YOU KNOW, THEIR THEIR SENIOR YEAR, THEY'RE MISSING A COURSE OR THEY'RE MISSING A, A CLASS, RIGHT, THAT THEY SHOULD HAVE HAD TO FINISH THAT, THAT PART OF THEIR JOURNEY.
SO I THINK THAT'S WHAT'S REALLY IMPORTANT FOR US.
THAT SOUNDS LIKE THAT IS A GOOD PLAN.
[00:45:03]
AND OF COURSE, WE DEFINITELY WANT EVERYBODY ON BOARD AND I DEFINITELY WILL BE ENGAGED TO.THIS IS SOMETHING THAT I AM DEFINITELY VERY PASSIONATE ABOUT.
I MEAN, I LISTENED TO IT, BUT MAYBE I JUST MISSED THE DETAILS.
SORRY. LET ME TELL YOU WHAT I'M TALKING ABOUT ON THE, ON THE CONSTRAINT FOR IN OUR HPC CAMPUS, YOU KNOW, STUDENT ACCESS. AND SO OUR PLAN LAST YEAR HAD BEEN TO HAND SCHEDULE STUDENTS, TO PRIORITIZE STUDENTS TO THE, YOU KNOW, PROFICIENT ONE TEACHERS.
AND AND THIS YEAR, OUR PLAN IS, IS TO HAND SCHEDULE STUDENTS TO PRIORITIZE ACCESS TO PROFICIENT.
SO WHAT'S THE DIFFERENCE BETWEEN LAST YEAR AND THIS YEAR.
LIKE WHAT ARE WE DOING DIFFERENT.
YEAH I WOULD SAY THAT IT'S IT'S MULTIFACETED, RIGHT? I THINK OUR ULTIMATE GOAL IS TO INCREASE ACCESS TO PROFICIENT ONE TEACHERS.
SO WE WANT TO DO THAT WHETHER IT'S A HIGH PRIORITY CAMPUS OR A NON HIGH PRIORITY CAMPUS.
AND WE WANT TO MAKE SURE THAT WE SCALE THAT ACCESS.
SO WE WILL CONTINUE TO DO THAT.
WHAT WE NOTICED IS WITH SOME STUDENT GROUPS WE CAN BE MORE INTENTIONAL ABOUT THOSE STUDENT GROUPS.
AND THEN ALSO CONTINUING WITH PROFESSIONAL DEVELOPMENT, AND THAT'S THE OTHER.
SO THAT THEY CAN HAVE THEY CAN BUILD THEIR CAPACITY AND INCREASE THEIR EFFECTIVENESS LEVELS.
AND, AND I'D LIKE TO ADD, IF WE CAN ACTUALLY GO TO THAT SLIDE SIX FOR JUST A MINUTE, THERE ARE A COUPLE OF THINGS WHEN I THINK BACK, BECAUSE I WAS PART OF THE ORIGINAL TEAM AS A CHIEF WHEN WE WERE FIRST CREATING THIS TRUSTEE FLORES.
AND AT THAT TIME, IF YOU RECALL, PART OF WHAT WE WERE ATTEMPTING TO DO WAS WE RECOGNIZED THAT MAGNET SCHOOLS HAD HIGH PERCENTAGES OF OUR HIGHEST PERFORMING TEACHERS, AND OUR NEEDIEST SCHOOLS DID NOT HAVE ANYWHERE NEAR THAT PERCENTAGE.
SO THE GOAL AT THAT POINT, AND I THINK WE'VE LEARNED A LOT SINCE THEN, BUT WE DON'T WANT TO CHANGE IN MIDSTREAM, WAS HOW DO WE TAKE THEM FROM HERE TO SEND THEM HERE? I THINK OVER TIME, AS WE'VE EVOLVED, WHAT WE REALLY WANT IS HOW DO WE MAKE SURE EVERY SINGLE KID GETS A HIGH QUALITY TEACHER, NOT NECESSARILY HAVING TO TAKE FROM HERE TO GO HERE, BUT HOW DO WE MAKE SURE THAT HPC CAMPUSES ABSOLUTELY ARE CONTINUING TO INCREASE? SO TWO THINGS I WOULD ASK US TO DO IS, FIRST OF ALL, FOR THE FIRST TIME, IF YOU JUST LOOK DOWN 2023 ALL THE WAY DOWN, WITH THE EXCEPTION OF ONE RED, WE INCREASED THE PROFICIENCY OF TEACHERS TO ALL OUR STUDENTS IN THE DISTRICT, WHETHER IT WAS A HIGH PRIORITY CAMPUS OR WHETHER IT WAS A NON HPC. NOW WHEN WE EXPANDED TO PROFICIENT ONE IT DOES GO BACK TO THE QUESTION OF T RADITIONALLY, WHERE HAS THE HIGHEST TURNOVER BEEN? WHICH IS WHY YOU END UP WITH THE NEW TEACHERS THAT DON'T HAVE THE YEARS OF EXPERIENCE TO GET TO THE PROFICIENT ONE, AS I THINK TRUSTEE WHITE WAS EVEN ALLUDING TO IN TERMS OF, YOU KNOW, WHERE ARE THE NEW TEACHERS GOING? SO WHEN YOU EXPANDED, WHEN WE EXPANDED TO PROFICIENT ONE, WE'RE PROBABLY GOING TO END UP THAT THERE'S GOING TO BE AN INCREASE OF MORE PROFICIENT ONE AT NON HPCS BECAUSE OUR TURNOVER HAS BEEN LOWER, OBVIOUSLY AT NON HPCS, WHICH IS WHY WE'RE INCREASING THE STIPENDS AT HPCS TO TRY TO UNDO THAT.
I DON'T THINK THAT'S GOING TO HAPPEN IN THE ONE YEAR THAT WE INCREASED IT.
THE SECOND THING IS WE MAY HAVE TO HAVE A CONVERSATION ABOUT HOW WE CALCULATE THIS, BECAUSE SOMETHING WE DID THIS YEAR IS WE DO HAVE 90 MINUTE BLOCKS OF DEDICATED MASTER, EXEMPLARY TEACHERS, SPECIFICALLY AT HPCS.
THEY'RE CALLED DEMO TEACHERS OR THEY'RE READING INTERVENTIONISTS, WHICH I THINK TRUSTEE WHITE WAS ALSO KIND OF ASKING THAT QUESTION AROUND, ARE THEY THE TEACHER OF RECORD? WELL, THEY'RE SERVING KIDS IN THE AREA OF NEED 90 MINUTES IN READING, 90 MINUTES IN MATH.
AND THESE ARE OUR HIGHEST QUALITY TEACHERS, BUT THEY DON'T GET COUNTED.
BECAUSE THEY SERVE TEACHING PART OF THE DAY, AND THEY SERVE COACHING TEACHERS PART OF THE DAY.
[00:50:02]
CALCULATION DIDN'T ALLOW IT.SO I THINK THERE ARE TWO THINGS WE HAVE TO DO IS WE YES, WE HAVE TO CONTINUE TO HAND SCHEDULE, BUT WE ALSO HAVE TO CONTINUE TO WORK ON THAT RETENTION, WHICH ROBERT, CHIEF ABEL TALKED ABOUT.
THE MORE STABILITY WE GET AT THE HPC SCHOOLS, THE LESS WE'LL HAVE THE NEW TEACHER.
THEREFORE, THAT PROFICIENT ONE TEACHER WILL START TO GET THAT HPC STIPEND.
AND HOW CAN WE TALK ABOUT TRANSPARENTLY TO THE BOARD? WE NEED TO INCLUDE, BECAUSE THOSE DEMO TEACHERS AND THOSE READING INTERVENTIONISTS ARE AT THE HPC SCHOOLS SPECIFICALLY FOR THAT, WHICH WOULD HAVE SHOWN A VERY DIFFERENT PERCENTAGE OF STUDENTS RECEIVING TEACHING FROM OUR HIGHEST QUALITY TEACHERS.
OKAY. SO SO FOR THAT, WHAT WOULD MAKE SENSE IS JUST TO ADD KIND OF ANOTHER SET OF HPCS NON HPCS WHERE WE SAY WHAT PERCENT OF STUDENTS AT AN HPC, YOU KNOW, ARE INSTRUCTED BY, YOU KNOW, OUR HIGHEST QUALITY, YOU KNOW, AND THEN IF IT'S LIKE 99% THEN THAT'S AWESOME, RIGHT? I MEAN IT'S NOT SHOWING UP IN THESE OTHER AND THE TEACHER OF RECORD ONES, BUT AT LEAST WE KNOW AS A BOARD THAT THE STUDENTS AT THAT CAMPUS FOR MATH AND AND READING ARE, YOU KNOW, ARE GETTING HIGH QUALITY INSTRUCTION FROM ONE OF OUR BEST TEACHERS.
AND SO, I MEAN, IT'D JUST BE A MATTER OF ADDING IT.
I MEAN, IT SEEMS LIKE A RELATIVELY SIMPLE THAT WAY YOU KNOW, IF IT'S NOT 100% OR IT'S NOT 95%, IF IT'S 60%, THEN THEN WE HAVE ANOTHER ISSUE, RIGHT? YEAH. I MEAN, SO SO THE HAND SCHEDULING, THAT'S WHAT I WANTED TO KIND OF UNDERSTAND.
LIKE WHY [INAUDIBLE] ONE OF THE THINGS I DIDN'T SEE HERE IS LIKE PRINCIPAL TRAINING IN TERMS OF, YOU KNOW, HOW ARE WE TRAINING OUR PRINCIPALS AT HPCS IN ALL CAMPUSES, OF COURSE, TO DO THIS HAND SELECTION.
I MEAN, WHAT WHAT WHAT WOULD I'M SURE YOU GUYS ARE DOING IT.
I'M JUST TRYING TO GET AN UNDERSTANDING OF WHAT DOES THAT LOOK LIKE? AND SO WE ARE ACTUALLY AND I THINK DR.
WE STARTED IN OCTOBER, END OF NOVEMBER IN MATH MASTER SCHEDULING TRAINING, WHERE THEY'RE BEING VERY INTENTIONAL ABOUT NOT ONLY THE STUDENTS WHO ARE ASSIGNED TO TEACHERS, BUT THE COURSES THAT WE'RE OFFERING, THE PATHWAYS THAT WE'RE OFFERING.
I MEAN, IT IS TRULY LIKE REDOING FROM GROUND ZERO THE ENTIRE MASTER SCHEDULE FOR A SCHOOL.
AND SO IT'S REALLY ORIENTING NOT JUST THE PRINCIPAL, BUT THE ENTIRE ADMINISTRATIVE TEAM.
AND THOSE PEOPLE WHO ARE REALLY INVOLVED IN WHAT HAPPENS AT THE CAMPUS, BECAUSE WE KNOW THAT YOUR MASTER SCHEDULE IS A DRIVER OF YOUR STUDENT OUTCOMES AS WELL, AND A DRIVER OF ACCESS FOR STUDENTS.
AND YOU'RE PROBABLY FORGETTING.
BUT THE OTHER THING YOU ALL DID AFTER THE 10TH DAY OF INSTRUCTION IS YOU RAN STUDENT LISTS.
AND SO TO SHARE THAT YOU RAN STUDENT LISTS WITH THE STUDENTS THAT ARE IN MOST NEED AND LOOKED AT WHERE THEY WERE ASSIGNED, AND IF THEY'RE NOT ASSIGNED TO HIGHER PERFORMING TEACHERS, THEN THEY HAD TO BE RESCHEDULED.
OKAY. I MEAN, BECAUSE THAT'S THE CONCERN, RIGHT? I MEAN, IT IF YOU KNOW WHAT KIND OF RESOURCES YOU'RE PROVIDING.
I MEAN, DO YOU AGAIN? YOU GUYS DO THIS STUFF? I MEAN, DO YOU KNOW WHICH ARE YOUR PRINCIPALS AND ADMINISTRATIVE TEAMS THAT NEED MORE HELP IN THIS AREA IN TERMS OF SCHEDULING AND MASTER SCHEDULING VERSUS THOSE THAT DON'T? THEY'RE ALL EXCELLENT AT IT, AND WE DON'T HAVE TO WORRY ABOUT IT.
I MEAN, HOW DO WE KNOW? HOW DO WE TRACK THAT.
WE YEAH, WE ACTUALLY PULL THEM IN IN SMALL GROUPS AND WE PAIRED THEM.
AND THEY HAVE MULTIPLE TRAININGS THROUGHOUT THE FALL AND THE SPRING OVER THIS WORK.
AND SO THEN ONCE WE DO ALL THIS TRAINING, I MEAN, WHEN WILL WE I GUESS ON THE 10TH DAY NEXT YEAR WE WILL KNOW OR EVERY DO WE DO THAT EVERY SEMESTER ON THE 10TH DAY, EVERY SEMESTER WE'LL KNOW WHETHER OR NOT THEY DID A GOOD JOB, AND IF NOT, THEY GO BACK AND FIX IT.
OH, OKAY. WELL, NO, THAT'S THAT'S GOOD NEWS.
WHAT HAPPENS? AND FINAL QUESTION.
SO RIGHT NOW WE HAVE ONE GROUP OF HPC CAMPUSES.
WHAT HAPPENS IF NEXT YEAR IT'S A DIFFERENT GROUP.
YOU KNOW, IT'S LIKE THIS YEAR THEY'RE IN HPC.
THIS NEXT YEAR THEY'RE NOT I MEAN, WHAT HOW ARE WE DOING THAT.
[00:55:04]
WITH WHAT WE HAVE IDENTIFIED AS 90% OF OUR HPC NEED TO REMAIN IN THEIR HPC UNTIL THEY OBVIOUSLY HAVE SHOWN THE KIND OF GROWTH THAT THAT WE NEED FOR THREE CONSECUTIVE YEARS BEFORE WE CAN THEN SAY THIS, YOU CAN HAVE ONE YEAR.OH, LOOK, THEY'RE DOING GREAT.
BECAUSE AGAIN, THE MINUTE WE REMOVE THE RESOURCES, AND THE SUPPORTS, WHAT DO WE SEE IS WE SEE THE SCHOOLS YOU KNOW, IT'S KIND OF LIKE WHEN YOU GET OFF YOUR DIET, YOU KNOW, YOU'RE GOING TO REGAIN SOME WEIGHT.
SO WE WANT TO KEEP THEM FOR A MINIMUM OF THREE YEARS.
HOWEVER, WE WANT TO HAVE THE ABILITY OF SCHOOLS THAT ARE SHOWING THAT SUCCESS CAN ROLL OFF, BUT IT SHOULD ONLY BE ABOUT 10% AT THE TIME, SO THAT 90% OF THE HPC SCHOOLS STAY THE SAME.
RIGHT? BECAUSE THE REASON I ASKED THE QUESTION IS BECAUSE, YOU KNOW, STATISTICALLY OH, OKAY. THANK YOU.
SO IT'S ALMOST ONE OF THE THINGS THIS SLIDE IS TELLING ME IS THAT EVEN JUST THE PURSUIT OF RACIAL EQUITY, INCREASES EVERYONE'S ACHIEVEMENT, WHICH IS I DON'T KNOW IF THERE'S A PERSON SEEKING TO GET A PHD OUT THERE, BUT I'D BE REALLY CURIOUS IF DISTRICTS THAT PRIORITIZE RACIAL EQUITY, DO THEY SEE GROWTH REGARDLESS OF WHETHER THEY CLOSE THE GAP OR NOT? AGAIN, OUR GOAL IS TO CLOSE THE GAP.
YEAH, I APPRECIATE THAT LAST DISCUSSION.
I HADN'T HADN'T FOCUSED ON THAT.
AND THAT ACTUALLY IS IS AN EXCELLENT POINT I WANT TO GO BACK TO SLIDE NUMBER FOUR.
AND THIS REALLY GOES TO THE CALCULATION OF SOME OF THE NUMBERS.
AND I REALIZE YOU YOU'VE GOT THE CLASS OF 22 THERE.
BUT I WANT TO GO BACK TO 2018-2019 AND WAS THERE A CHANGE IN THE DEFINITION OF CAREER CCMR DURING THAT PERIOD OF TIME? SO ARE WE LOOKING AT APPLES TO APPLES WHEN WE LOOK ACROSS THE TOP OF THAT CHART IN GPM 5.5 OR, OR WAS THERE AN ADJUSTMENT THAT WAS MADE THAT, YOU KNOW, CHANGED, CHANGE THE WAY OF MEASURING CCMR IN THE MIDDLE OF OF OUR TREND LINE HERE.
YEAH. SO THANK YOU FOR THE QUESTION, TRUSTEE MICCICHE.
AND WE ACTUALLY I HAVE I'M LOOKING AT MY LAPTOP.
WE HAVE SOME OF THE LONGITUDINAL DATA THAT YOU'RE KIND OF REFERRING TO.
RIGHT. SO IF I LOOK AT 18 AND I LOOK AT 19 YOU KNOW IT SHOWS 62%.
AND THEN THEN IT BECOMES WE SEE THE SLIDE.
RIGHT. THIS IS A REPORT WE GET FROM THE NATIONAL STUDENT CLEARINGHOUSE.
AND WE'RE JUST TRACKING STUDENT ENROLLMENT IN TWO YEAR, FOUR YEAR.
AND THAT'S SOMETHING THIS BOARD HAD TALKED ABOUT.
WE HAVE TO DO A BETTER JOB OF GETTING OUR STUDENTS INTO FOUR YEAR COLLEGES.
AND NOW THE TRAJECTORY IS TRAJECTORY IS GOING THE WAY WE WANT.
SO I DON'T KNOW THAT THERE'S A DEFINITION CHANGE.
I THINK 2020 PROBABLY HAD A CHANGE ON THAT BECAUSE SUBSEQUENT TO THAT WE SAW A SLIDE.
BUT WHAT WE ARE SEEING IS FOUR YEAR ENROLLMENT INCREASING.
OKAY. SO WHEN I LOOK AT THE 2021 ACTUALS, THAT NUMBER IS CALCULATED THE SAME WAY AS THE 22-23 ACTUALS ARE. YES, SIR.
AND THEN, BECAUSE WE'RE LOOKING ONLY AT 2022 ON THE THIS CHART.
[01:00:12]
SO. SO FOR THE 2023 YEAR, WE'RE LOOKING AT THE CLASS THAT GRADUATED IN 2022.RIGHT. BUT WE ALSO KNOW THAT WE'VE HAD A CLASS THAT GRADUATED IN 2023.
AND EVEN THOUGH IT'S NOT ON THIS CHART, DO WE HAVE ANY IDEA WHETHER WE'VE SEEN AN IMPROVEMENT OR A BACKSLIDE OR THE SAME? YES, SIR. AND I DIDN'T SAY IT WELL, BUT WE WE ARE WE DO HAVE PRELIMINARY DATA THAT TELL US WE WE WILL HAVE MADE PROGRESS.
AND OVERALL WE'RE GOING TO SEE FOUR YEAR ENROLLMENT BETTER THAN THE PREVIOUS COHORT.
OVERALL, WE'RE GOING TO SEE A LITTLE MORE OF A DECLINE IN TWO YEAR ENROLLMENT.
SO THE INDICATORS ARE POSITIVE.
[INAUDIBLE] THANK YOU FOR THE PRESENTATION.
WE'RE GOING TO KEEP MOVING ON 7A THE SUPERINTENDENT'S REPORT [INAUDIBLE].
[7. INFORMATION/REPORTS]
[INAUDIBLE]. YES, SIR.BOARD OF TRUSTEES, THIS REPORT BASED ON LAST YEAR, WE RECOGNIZE THAT SINCE WE BRING YOU MAP DATA, WHICH IS TAKEN MIDDLE OF YEAR.
SO WHILE I DON'T HAVE WE'RE STILL DOING A LOT OF DISAGGREGATION OF THE DATA.
I THOUGHT AS A RESPONSE TO, TO YOUR QUESTIONS AND YOUR EXPECTATIONS, WE WANTED TO GIVE YOU A QUICK SNAPSHOT OF OUR MID-YEAR MAP DATA. AS WELL AS THAT WILL BE FOLLOWED BY AN UPDATE OF THE DALLAS EDUCATION FOUNDATION THAT DR.
SO LET'S START WITH OUR MID-YEAR MAP DATA.
AS A REMINDER, MAP IS NOT THE STATE ASSESSMENT MAP IS A NATIONALLY NORMED ASSESSMENT.
WE GIVE THE BEGINNING OF YEAR, THE MIDDLE OF THE YEAR, AND THE END OF THE YEAR.
THIS ALLOWS US AN OPPORTUNITY TO MEASURE OUR PROGRESS AS WE MOVE THROUGHOUT THE YEAR.
WE DO DISAGGREGATE THIS DATA ALL THE WAY TO THE CAMPUS LEVEL, TO THE CLASSROOM LEVEL, AND AND THEREFORE CAN PROVIDE SUPPORTS IN THAT WAY.
AND SO I WANT TO TAKE A MOMENT TO JUST DEMONSTRATE WHERE WE ARE.
WE'VE ALSO USED THE GOLD STANDARD OF ACADEMIC ACHIEVEMENT AT THE 50TH PERCENTILE.
SO I'M ONLY SHARING WITH YOU STUDENTS THAT ARE AT OR ABOVE THE 50TH PERCENTILE, WHICH NATIONALLY THAT'S CONSIDERED ON GRADE LEVEL.
SO WITH THAT, IF YOU'LL JUST KIND OF FOLLOW ALONG VERY BRIEFLY SO THAT I CAN EXPLAIN SOME OF THE LITTLE COLOR CODING THAT OUR TEAM, HELPED ME WITH.
AND THE RIGHT HAND SIDE IS GOING TO BE MATHEMATICS.
I'M GOING TO SHOW YOU SOME ANIMATION TO WALK THROUGH THIS.
I THINK NOW WE'LL START WITH LET'S SEE.
SO LAST YEAR, MIDDLE OF THE YEAR, 3RD GRADE READING AT THE 50TH PERCENTILE.
SO YEAR OVER YEAR THAT WENT TO 48% THIS YEAR.
SO THAT WOULD BE A DECLINE OF ONE POINT FOR THE YEAR OVER YEAR.
SO YOU'LL SEE THE BOTTOM PART OF THAT SQUARE, WHICH IS A TRIANGLE OUTLINED IN BLUE, IS SHADED IN A LIGHT PINK, MEANING THAT THERE WAS A SLIGHT DECLINE. NOW THAT'S NOT THE ONLY COMPARISON WE WANT TO DO, BECAUSE WE WANT TO KEEP IN MIND THAT FROM YEAR OVER YEAR, THOSE ARE DIFFERENT SETS OF STUDENTS.
[01:05:01]
AND SO NOW WE WANT TO SEE, WELL WHERE DID THAT 48%.HOW DID THAT GROUP OF STUDENTS DO WHEN THEY WERE IN 2ND GRADE MIDDLE OF YEAR.
AND YOU'LL SEE BY THE ARROW THAT WAS 44% IN 22-23, WHICH ACTUALLY SHOWS A 4% INCREASE FOR THAT COHORT OF STUDENTS FROM 2ND TO 3RD GRADE, SO FROM 44 TO 48%, AND THEREFORE THAT UPPER HALF OF THE TRIANGLE OF THE SQUARE, WHICH IS THE TOP RIGHT TRIANGLE, IS GREEN, BECAUSE THAT MEANS WE ARE SHOWING IMPROVEMENT COMPARED TO THE PREVIOUS YEAR.
THAT WAS AN INCREASE OF THREE.
AND THEN THE COHORT GROUP WENT FROM 50 TO 52.
SO WHAT I WANT TO RECOGNIZE IN THE READING AREA IS THAT WHAT YOU RECOGNIZE.
THE BEST THING WOULD BE FOR BOTH TRIANGLES OR THE FULL SQUARE TO BE GREEN.
THAT WOULD BE THE BEST CASE SCENARIO, AS WE SAW IN 2ND GRADE, AS WE SAW IN 5TH GRADE, AS WE SAW IN 7TH GRADE, AND AS WE SAW IN 8TH GRADE.
SO TO THE RIGHT, ULTIMATELY, WHAT YOU SEE IN THAT READING FROM 1ST GRADE DOWN, IF YOU'LL JUST FOLLOW STRAIGHT DOWN THE READING YEAR TO YEAR, STARTING AT 1ST GRADE, WE HAD A PLUS FIVE YEAR OVER YEAR, A PLUS TWO FOR 2ND GRADE, A MINUS ONE.
THAT'S THE ONLY AREA WE SAW A SLIGHT DECLINE.
WE'RE COMPLETELY FLAT AT 4TH GRADE YEAR OVER YEAR, PLUS THREE PLUS FOUR AT 6TH GRADE PLUS THREE AT 7TH GRADE PLUS THREE AT 8TH GRADE.
AND SO FOR THE OVERALL 1ST THROUGH 8TH GRADE AT THE 50TH PERCENTILE.
I WANT TO KEEP EMPHASIZING THIS.
THIS IS NOT AT AN APPROACHES OR A NEARLY.
THIS IS ON GRADE LEVEL BY A NATIONALLY NORMED ASSESSMENT.
WITH FOUR MONTHS INTO THE IMPLEMENTATION OF A COMPREHENSIVE CURRICULUM ALIGNED WITH OUR BOARD POLICY OF MANAGED INSTRUCTION.
ON THE RIGHT HAND SIDE IN MATHEMATICS, THE SAME THING YOU'LL SEE THIRD GRADE YEAR OVER YEAR.
WE HAVE THE 43 TO 41, WHICH SHOWS A SLIGHT DECLINE.
LOOK AT THE TREMENDOUS GAIN OUR TEACHERS HAVE ACHIEVED.
SO AGAIN THAT TRIANGLE IS GREEN.
LET'S LOOK 7TH GRADE 39% TO 41% IS A PLUS TWO.
SO YEAR OVER YEAR AN INCREASE.
AND THE COHORT GROUP ALSO SHOWS 39 TO 41 A PLUS TWO WHICH IS ALSO THEREFORE GREEN.
SO IF WE LOOK AT THAT RIGHT HAND COLUMN YEAR OVER YEAR, 1ST GRADE SEES A PLUS FIVE, 2ND GRADE A PLUS THREE, 3RD GRADE AND 4TH GRADE HAVE NEGLIGIBLE BUT NONETHELESS MINUS TWO.
BUT THE COHORT GROUPS SHOW INCREASES.
5TH GRADE IS A PLUS FOUR, 6TH GRADE IS A PLUS TWO, 7TH GRADE IS A PLUS TWO.
THESE ARE AGAIN AREAS THAT WE HAD SEEN SOME DIFFICULTIES IN REBOUNDING AT THE SAME RATE.
NOW, KEEP IN MIND THAT 8TH GRADE STUDENTS, ALSO MAY BE TAKING ACPS FOR ALGEBRA ONE AS OPPOSED TO JUST THE MAP.
BUT OVERALL WE SEE A PLUS TWO IN YEAR OVER YEAR OF MATHEMATICS AT THE 50TH PERCENTILE.
SO BEFORE WE LEAVE THIS SLIDE, I JUST LIKE US TO LOOK AT THE GO BACK TO READING FOR JUST A MOMENT AND LOOK AT MIDDLE OF YEAR 22-23. AND YOU'LL NOTICE THAT WE HAVE THREE I'M GOING TO CALL THEM CELLS OR THREE INDICATORS THAT ARE 30S. YOU HAVE 6TH GRADE WAS AT 35%, 7TH GRADE WAS AT 33%, AND 8TH GRADE WAS AT 32%.
SO WE HAD THREE NUMBERS IN THE 30S.
[01:10:06]
WE ALSO SHOW INCREASES IN THE MATHEMATICS SECTION.AND HERE IS PROBABLY WHICH IS WHAT WE WANTED TO SEE.
WE WANTED TO SEE DISPROPORTIONATE GAIN IN MATHEMATICS.
WHAT YOU SEE HERE IS LOOK AT MIDDLE OF YEAR MATHEMATICS AND HOW MANY 30S WE HAD.
WE HAD 1ST GRADE WAS IN THE 30S, 2ND GRADE WAS IN THE 30S, 6TH GRADE, 7TH GRADE AND 8TH GRADE.
THERE IS ONLY ONE CELL IN THE 23-24 DATA SET THAT HAS A 30 AND THAT WAS AN INCREASE.
SO OVERALL WE CAN SEE THAT EVEN THOUGH ONE MIGHT EXPECT SOME IMPLEMENTATION DIPS WHEN YOU ADOPT A NEW COMPREHENSIVE CURRICULUM AND THEN IT, CREATES WHAT WE CALL THE HOCKEY STICK RESPONSE, WHERE YOU GET A SLIGHT DIP AND THEN YOU GET HUGE ACCELERATED INCREASES.
YOU CAN SEE HERE THAT WE HAVE NOT EXPERIENCED THAT DIP.
AND IN FACT WE'RE SEEING SOME INCREASES ACROSS THE BOARD.
AND WE HAD SO MANY CAMPUSES THAT HAD ALREADY PILOTED THE CURRICULUM IN ADVANCE.
AND SINCE WE DO KNOW THAT, WE TAKE THIS AND DISAGGREGATE IT ALL THE WAY TO THE CAMPUS, WILL ALSO SHORTLY BE ABLE TO SHOW YOU SOME HIGHLIGHTS OF SOME CAMPUSES THAT ARE REALLY ACCELERATING THE CURVE ON THIS GROWTH.
AND SO THAT WAS MIDDLE OF YEAR TO MIDDLE OF YEAR.
WE ALSO WANTED TO DO COMPARISONS OF BEGINNING OF YEAR TO MIDDLE OF YEAR.
THIS IS JUST TO REMIND ALL OF US MAP IS AN ASSESSMENT THAT INCREASES IN THEIR NORMING OVER TIME, MEANING THAT TO BE AT THE 50TH PERCENTILE AT THE BEGINNING OF THE YEAR, IT TAKES MORE TO BE AT THE 50TH PERCENTILE IN THE MIDDLE OF THE YEAR, BECAUSE YOU HAVE TO HAVE ATTAINED FOUR MONTHS OF GROWTH IN ORDER TO STILL BE AT THE 50TH PERCENTILE.
SO WHAT IT TOOK TO BE 50TH PERCENTILE AT THE BEGINNING OF THE YEAR WILL NOT BE SUFFICIENT.
SO WHAT YOU'VE SEEN LAST SCHOOL YEAR FOR THE 22-23 SCHOOL YEAR WAS THAT OVERWHELMINGLY, WHICH IS WHAT WE TYPICALLY SEE, WE HAVE DECREASES FROM BEGINNING OF YEAR TO MIDDLE OF YEAR.
THAT DOES NOT MEAN THAT THERE'S REGRESSION.
WHAT IT MEANS IS THAT THE ACCELERATION OF LEARNING HAS NOT KEPT UP WITH THE NATIONAL NORMING OF WHAT THE EXPECTATION IS, WHICH IS ACTUALLY, AGAIN, AN ALIGNMENT WITH MANY URBAN SCHOOL SYSTEMS. THE SECOND PART THAT ISN'T ON HERE IS WE THEN TEND TO HAVE OUR STUDENTS ACCELERATE THEIR LEARNING IN THE SPRING AT A MUCH FASTER RATE THAN MOST OTHER SCHOOLS.
SO WE SEE A REVERSED PATTERN IN LARGE URBAN SETTINGS.
BUT THIS PARTICULAR PATTERN THAT OUR CAMPUSES, OUR PRINCIPALS, OUR SUPPORT STAFF AND OUR TEACHERS THAT I'M GOING TO SHOW YOU OR SPEAK TO ON THE SECOND HALF OF THIS TABLE ON THE RIGHT HAND SIDE, DEMONSTRATES THAT THE DECLINES HAVE BEEN, IN SOME INSTANCES, CUT BY HALF, WHICH MEANS WE ARE NOW AT A STARTING POINT FOR MIDDLE OF THE YEAR, EVEN HIGHER THAN WE'VE BEEN AT MIDDLE OF THE YEAR OF THE PREVIOUS SCHOOL YEAR.
SO WE'RE STARTING AT HIGHER POINTS.
AND SO FOR INSTANCE, LET'S LOOK AT 6TH GRADE.
LAST YEAR, THAT DIP WENT FROM 42% AT THE BEGINNING OF YEAR TO 34.7% THAT WAS A 7% DECREASE.
THIS YEAR THAT DECREASE IS 2.1.
SO WE'RE STARTING WITH A 38.7.
THIS YEAR WE ACTUALLY SEE AN INCREASE OF 1.2.
SO YOU CAN SEE THAT THAT 35.4% WHERE WE'RE AT IS ACTUALLY AN INCREASE.
[01:15:01]
STUDENTS AT THE 50TH PERCENTILE AT THE MIDDLE OF THE YEAR.SO I THINK THIS CONTINUES TO SUPPORT THE GREAT TEACHERS AND LEADERS AND ONE MORE AREA, OF COURSE, OUR EMERGENT BILINGUALS. WE ARE NOW, INSTEAD OF BEING AT 41.9%, WHERE WE WERE AT THE MIDDLE OF YEAR FOR READING, WE'RE STARTING IN MIDDLE OF YEAR AT 44%.
THAT'S A 2.1% INCREASE FROM THE MIDDLE OF YEAR LAST YEAR.
AND AGAIN, THE DECREASE IS MUCH SMALLER FROM BEGINNING OF YEAR TO MIDDLE OF YEAR.
WE HAVE THE SAME SLIDE FOR MATH.
I'LL LET THE ANIMATION GO THROUGH 2ND GRADE AS AN EXAMPLE AGAIN.
AND LET'S GO BACK TO SECOND GRADE JUST FOR A SECOND.
THE 37% THIS YEAR, BECAUSE THIS WAS AN AREA OF FOCUS.
AND I WANT TO MAKE SURE THAT WE SPEND A LITTLE BIT OF TIME HERE.
YOU CAN SEE THE DECREASE IS NEGLIGIBLE AT 0.6.
BUT LOOK AT OUR MIDDLE OF YEARS 37%.
SO ONCE AGAIN, IF YOU JUST LOOK THROUGH THE NEXT ANIMATION, PLEASE.
5TH GRADE, WE ARE AGAIN SEEING AN INCREASE IN TERMS OF WHERE WE ARE AT THE BEGINNING.
AT THE MIDDLE OF YEAR, THE DECREASES ARE MUCH SMALLER.
EMERGENT BILINGUALS AGAIN, WHILE THERE IS A DECREASE, THE DECREASE IS MUCH SMALLER AT 0.1.
OUR TEACHERS ARE CONTINUING TO DO THE WORK.
OUR PRINCIPALS ARE CONTINUING TO LEAD AND SUPPORT.
SO SOME HIGHLIGHTS THAT I DO THINK ARE IMPORTANT HERE.
AND WE'VE GOT SOME QUOTES FROM FROM OUR FROM OUR EDUCATORS THAT I THINK ARE ARE REALLY IMPORTANT.
AND IN THIS PICTURE, STUDENTS READ WITH A PARTNER AND RECORD THEMSELVES TO PRACTICE FLUENCY.
PEELER HAS SEEN INCREASES OF 9% IN MAP MIDDLE OF YEAR READING.
WITH THE MEETS PLUS COMPARED TO THE 22-23 SCHOOL YEAR.
AT POLK ELEMENTARY, MISS STEVENSON'S MATH STUDENTS WORK IN PAIRS ON EUREKA CURRICULUM, AND WHAT WE SAW HERE IS A 16% INCREASE OF POLK THE 50TH PERCENTILE, IN MAP.
FOR EVEN JUST THE MIDDLE OF YEAR READING PROJECTED AT THE AT THE MEETS PLUS AND AN 8% IN THE MATH.
AGAIN, I WANT TO JUST REMIND EVERYONE THIS IS WITH FOUR MONTHS, FOUR MONTHS OF OUR TEACHERS WORKING WITH OUR STUDENTS AT SYLVIA MENDEZ.
THIS PICTURE FEATURES A FIFTH GRADE CLASS AND THE QUOTE BY PRINCIPAL KRATZERT, WHO I THINK HER BIRTHDAY WAS YESTERDAY, STATES STUDENTS ARE NOW LEARNING ABOUT TOPICS WHICH THEY MAY NOT HAVE EXPLORED UNTIL MIDDLE AND HIGH SCHOOL, AND THEY ARE MAKING CONNECTIONS BETWEEN THE UNITS OF STUDY.
AND THEY'VE SEEN 6% INCREASE IN MAP MIDDLE OF YEAR READING AT THE MEETS PLUS AND A 10% INCREASE IN MAP IN MIDDLE OF YEAR AT MATH.
AND LASTLY, HS THOMPSON UNDER NEW LEADERSHIP, WE'VE ALREADY BEGUN TO SEE AND REAP THE BENEFITS OF JENNIFER ATKINS PRINCIPALSHIP AND LEADING THOSE TEACHERS.
4% INCREASE IN MAP, MIDDLE OF YEAR READING AND A 4% INCREASE IN MIDDLE OF YEAR MAP MATH.
AND AGAIN, WHEN I SAY, YOU KNOW, EVEN A 4% INCREASE, I WANT TO THIS IS AT THE 50TH PERCENTILE.
THIS ISN'T AT JUST MEETING THE MINIMUM.
AND OUR STUDENTS ARE REALLY RESPONDING TO THE HIGH QUALITY, ON GRADE LEVEL CURRICULUM THAT OUR TEACHERS ARE SPENDING, AND HAVE BEEN DEDICATED TO ENSURING THAT EVERY ONE OF OUR STUDENTS GETS THE GOOD STUFF.
[01:20:03]
AND WE WILL HAVE CERTAINLY FAR MORE DETAILED INFORMATION FOR YOU AS WE PROVIDE THE PROGRESS MEASURES AS WE HAVE IN OUR MONITORING CALENDAR.AND NOW WE'LL GO TO THE DALLAS EDUCATION FOUNDATION.
SO, AS STATED IN OUR MOU WITH DALLAS EDUCATION FOUNDATION AND DALLAS ISD, WE COME ONCE A YEAR TO GIVE AN ANNUAL UPDATE AND DO A COST BENEFIT ANALYSIS.
SO MITA HAVLICK THE DIRECTOR OF DALLAS EDUCATION FOUNDATION, IS HERE TO GIVE US A BRIEF UPDATE.
LEAR AND JOHN DELANDER, FOR YOUR CONTINUED SUPPORT AND GUIDANCE OF THE DALLAS EDUCATION FOUNDATION.
SO WE STARTED 2023 WITH A WITH AN OFF SITE, A BOARD RETREAT.
WE CERTAINLY HAD AN EXCITING AND EVENTFUL FUNDRAISING YEAR.
WE HAD 257 INDIVIDUAL DONORS, CORPORATE AND INDIVIDUAL AS WELL AS FOUNDATIONS.
AND THESE NUMBERS ARE TO NOVEMBER 30TH, 2023.
AND YOU CAN SEE THAT WE RAISED A LITTLE OVER $2 MILLION AS OF END OF NOVEMBER.
AND I DID LOOK AT THE PRELIMINARY DECEMBER NUMBERS.
WE GENERALLY HAVE A GOOD DECEMBER, AND WE CAN ADD ANOTHER $400,000 TO THAT TOTAL.
SO WE'RE PRETTY EXCITED ABOUT THAT.
YOU CAN ALSO SEE, RELATIVE TO ALIGNING WITH THE DISTRICT'S, STRATEGIC INITIATIVES, WE VERY MUCH FOCUS ON EARLY LEARNING AND ADVANCING LITERACY, POST-SECONDARY SUCCESS. AND WE WANT TO CATALYZE OUR TEACHERS.
CERTAINLY, WE SUPPORT DISTRICT EVENTS BY SEEKING SPONSORSHIPS FOR EVENTS.
AND A RELATIVELY NEW BUCKET WE HAVE THERE IS STUDENT WELLNESS.
WE RECEIVED A LARGE GRANT TO SUPPORT OUR STUDENTS THROUGH GRIEF.
AND AND WE'VE CREATED A FUND FOR THAT.
FROM A GRANTMAKING PERSPECTIVE AGAIN, A GREAT YEAR.
AND AGAIN, TO DIRECTLY SUPPORT OUR STUDENTS AND OUR TEACHERS.
AND EACH QUARTER, THE DALLAS EDUCATION PROVIDES EDUCATION FOUNDATION PROVIDES YOU WITH A DETAILED DISBURSEMENT REPORT IN TERMS OF THE DISBURSEMENT AMOUNT, THE SCHOOL, THE CAMPUS THAT WE SUPPORTED OR THE PROGRAM IN WHICH TRUSTEE DISTRICT IS SERVED, ETC..
AND I'VE TALLIED ALL THAT UP, AND THAT'S WHERE WE GET THE $1.42 MILLION WE TOUCHED EVERY CAMPUS.
IT'S THE FIRST YEAR WE'VE DONE THAT.
WE'RE PRETTY EXCITED ABOUT THAT.
CLOSE TO 50,000 STUDENTS AND ALMOST 4,000 TEACHERS.
AND AGAIN, THOSE NUMBERS HAVE INCREASED SINCE, SINCE WE'VE LOOKED AT THOSE NUMBERS IN DECEMBER.
AND WITH THOSE END OF NOVEMBER NUMBERS, WE WE'RE LOOKING AT A RETURN ON INVESTMENT OF 950% OR 9.5 X.
AND AGAIN, IF YOU DO THE MATH, ADDING THE $1.7 MILLION, IT'S I CAN'T DO THE MATH IN MY HEAD.
I USED TO BE ABLE TO DO STUFF LIKE THAT, BUT I CAN'T ANYMORE.
I JUST WANT TO GIVE A COUPLE HIGHLIGHTS.
IT WAS A FIELD TRIP FOR MIDDLE SCHOOL COMPUTER SCIENCE TEACHER, COMPUTER SCIENCE KIDS STUDENTS.
THEY JUST LOVED JUST PLAYING WITH STUFF.
AND WE'RE HOPING THAT IT GETS SOME REALLY EXCITED TO STAY IN STEM AND STAY IN COMPUTER SCIENCE.
WE PROVIDED THE DISTRICT, PROVIDED THE LIST OF BOOKS THAT THAT WOULD COME IN FROM THE BOOK DRIVE, AND WE COLLECTED OVER 800 BOOKS FOR MARTIN LUTHER KING JUNIOR ARTS ACADEMY. AND WE HAD A BIG EVENT THERE.
[01:25:02]
WE WERE PRETTY EXCITED.IN ADDITION TO THAT, WE VERY MUCH TRY AND DO HIGHLIGHT THE BEST OF DALLAS ISD.
AND, AND SO SPEAKING OF HIGHLIGHTS, AGAIN, IT'S A THERE'S A LOT OF BULLETS.
THERE IS A PACKET OF INFORMATION FOR EACH ONE OF YOU FROM THE FOUNDATION.
AND INSIDE THERE IS A HARD COPY OF OUR ANNUAL REPORT.
THIS WAS THE FIRST YEAR WE DID AN INAUGURAL TEACHING GRANT CYCLE CALLED OUR HEART OF TEACHING GRANTS, AND WE DISBURSED OVER 37 INDIVIDUAL GRANTS TO OUR EDUCATORS FOR THAT.
ANOTHER ONE OF OUR BIG HIGHLIGHTS OF THE YEAR WAS OUR INAUGURAL DANCING WITH THE STARS GALA.
I HAVE TO TELL YOU, I WAS AN EVENT LAST NIGHT.
PEOPLE ARE STILL TALKING ABOUT IT.
ELIZALDE FOR STEPPING UP AND LITERALLY STEPPING ON TO THE DANCE FLOOR AND CONTRIBUTING TO THAT.
WE REALLY HOPE THAT HIGHLIGHTED THE DISTRICT IN THE BEST IT POSSIBLY COULD.
I KNOW THE TEACHERS HAD A GREAT TIME AND THE FOLKS THERE HAD A GREAT TIME.
I KNOW A NUMBER OF YOU WERE THERE AS WELL, SO THANK YOU FOR YOUR SUPPORT THERE.
WE ALSO JUST A COUPLE OF THE HIGHLIGHTS WE DO EVERY YEAR.
OUR BOARD IS STILL A WORKING BOARD.
THEY DO GOVERNANCE, BUT THEY ARE A WORKING BOARD.
WE'LL CONTINUE TO ADVANCE LEARNING.
WE HAD TWO AT THE END OF LAST YEAR.
WE LAUNCHED A NEW INITIATIVE CALLED CAREER CONNECTED LEARNING.
THE PROGRAM OVERVIEW AND INVESTMENT OPPORTUNITY IS IN YOUR PACKETS AS WELL.
AND THIS IS REALLY WORKING VERY CLOSELY WITH DR.
LUSK'S ORGANIZATION AND OSWALDO ALVARENGA TO REALLY DRIVE ECONOMIC MOBILITY THROUGH CAREER AWARENESS IN THE ELEMENTARY SCHOOLS, CAREER EXPLORATION IN THE MIDDLE SCHOOLS AND COLLEGE AND CAREER READINESS IN THE HIGH SCHOOLS.
AND WE ALREADY HAVE HIT THE GROUND RUNNING WITH FUNDRAISING FOR THAT.
IT'S CLOSE TO $2 MILLION FUNDRAISING EFFORT THAT WE HAVE.
THE BIG ONE IS LAUNCHING, POTENTIALLY LAUNCHING AN ENDOWMENT CAMPAIGN AT THE END OF THE YEAR TO COINCIDE WITH THE FIVE YEAR ANNIVERSARY OF OUR RECONSTITUTION OF THE DALLAS EDUCATION FOUNDATION.
SO REALLY EXCITED ABOUT WHAT HAPPENED IN 2023, AND EVEN MORE EXCITED OF WHAT WILL HAPPEN IN 2024.
THANK YOU BOTH FOR THE PRESENTATION.
THAT'S THE WORK OF THE DALLAS EDUCATION FOUNDATION.
HAVING ACCESS TO BOOKS AT HOME FOR STUDENTS IS EVERYTHING.
NEVER IN MY LIFE HAVE I SEEN A BOOK VENDING MACHINE.
I KNOW THAT I JUST EARNED A BOOK FOR ALL THE HARD WORK I'VE DONE.
WE HAVE A GOAL TO PUT A BOOK VENDING MACHINE IN EVERY SINGLE ELEMENTARY SCHOOL IN DALLAS ISD.
TODAY, EACH OF OUR SCHOLARS WILL BE THE RECIPIENTS OF THREE BOOKS FROM A SCHOLASTIC BOOK FAIR.
YOU JUST ATTENDED THE YES AND SESSION.
WHAT WAS THE BIG TAKEAWAY? IT'S NOT ALWAYS LOOK AT THINGS IN A NEGATIVE PERSPECTIVE.
SO ALWAYS LOOK AT THE LOOK AT THE POSITIVE ABOUT IT.
IT'S JUST SHOWING THAT WE DID SOMETHING AND Y'ALL ARE APPRECIATING US FOR IT.
THE DALLAS EDUCATION FOUNDATION WAS ABLE TO PROVIDE A VENUE FOR OUR COUNSELORS TO COME TOGETHER.
THE WORK THAT YOU'RE DOING IS GOING TO MAKE SURE THAT WE HAVE A STRONG CITY.
TJ CULINARY PROGRAM IS ONE OF THE MOST EXCITING PROGRAMS OF THE SCHOOL.
THIS IS A DIAMOND IN THE ROUGH RIGHT HERE.
WELCOME TO THE THIRD ANNUAL DALLAS EDUCATION FOUNDATION HEART OF TEACHING GALA DANCING WITH THE STARS OF DALLAS.
[01:30:01]
MIC] TONIGHT YOU HAVE WITNESSED HOW DEF SUPPORTS OUR TEACHERS, AND THAT'S ON TOP OF THE WORK THIS FOUNDATION DOES IN EARLY LEARNING, LITERACY AND MOBILITY FOR OUR 140,000 SCHOLARS.WE ARE HERE TO EDUCATE ALL STUDENTS TO SUCCESS, NOT SOME.
WE ARE THE STATUE OF LIBERTY AND WE ARE PROUD TO TAKE THEM ALL.
YOU CAN SUPPORT DALLAS ISD AND THE MISSION OF THE DALLAS EDUCATION FOUNDATION BY GIVING TODAY AT DALLASEDFOUND.ORG/DONATE AND BY FOLLOWING US ON ALL OUR SOCIAL MEDIA CHANNELS AT DALLASEDFOUND.
SO I JUST WANT TO THANK YOU GUYS FOR THE GREAT WORK THAT YOU DO.
I MEAN, I WENT TO THE TO THE EVENT, THANK, YOU KNOW, AMBASSADOR, IT JUST IT WAS JUST SUCH A GREAT EVENT AND, AND TO BE ABLE TO SHARE IT WITH EVERYBODY, THE THE TEACHERS, THE DANCE TEACHERS WERE AMAZING.
ALL THE DANCERS DID A FANTASTIC JOB.
AND, I MEAN, THIS IS AMAZING WHAT IS GOING ON? I THINK IT'S THE VERY BEGINNING OF THE FOUNDATION.
AND, YOU KNOW, I LOOK FORWARD TO CONTINUING TO WORK ON ON THIS WITH YOU GUYS.
I MEAN, JUDGE JENKINS, I MEAN, HE STOLE THE SHOW AS FAR AS I'M CONCERNED.
I MEAN, THIS IS THIS IS GREAT THAT YOU WERE ABLE TO WORK WITH ALL THE SCHOOLS I KNOW.
CERTAINLY AT TJ, THEY'RE REALLY GRATEFUL FOR ALL THE SUPPORT AND ALL THE SCHOOLS IN DISTRICT ONE.
SO THANK YOU, THANK YOU, THANK YOU.
TRUSTEE FLORES TRUSTEE MICCICHE.
YEAH, I WANT TO ECHO WHAT TRUSTEE FLORES SAID.
WE REALLY APPRECIATE ALL THE HARD WORK AND THE PROGRESS THAT'S BEEN MADE IN THIS AREA.
I MEAN, I THINK IT'S, AN AWESOME WAY TO SUPPORT OUR, OUR DISTRICT.
AND IT NOT ONLY REFLECTS THE HARD WORK OF YOU AND YOUR TEAM, BUT ALSO THE HARD WORK OF THE ENTIRE DISTRICT THAT, AS THE DISTRICT HAS, HAS BUILT THE CONFIDENCE OF THE PUBLIC AND STAKEHOLDERS IN OUR IN OUR SCHOOLS, THEY'RE MORE WILLING TO INVEST IN DALLAS ISD. SO, SO SO THANK YOU FOR LEADING THE EFFORT HERE.
[INAUDIBLE] JUST FYI BUT MITA AND YOUR LEADERSHIP.
THAT'S PROBABLY THE BEST INVESTMENT WE HAVE IN THE DISTRICT MONEY WISE.
IF YOU WANT TO TALK ABOUT RATE OF RETURN OF INVESTMENT.
BUT, THANK YOU FOR YOUR LEADERSHIP AND YOUR BOARD.
YOU ALL ARE ACTIVELY OUT THERE ACROSS OUR COMMUNITY.
AND THEN I HAD SOME QUESTIONS ON MAP THE OTHER PEOPLE.
OKAY. [INAUDIBLE] LET ME CLARIFY THAT.
WE HAVE STUDENT GOAL OUTCOME GOALS ON OUR DESK, AND THAT REMINDS US OF WHAT'S MOST IMPORTANT.
SO THERE'S MANY THINGS THAT ARE IMPORTANT TO QUOTE TRUSTEE MACKEY.
BUT THE MOST IMPORTANT IS OUR STUDENT OUTCOMES.
SO I LOVE WHAT YOU DO. BUT I THINK WHAT YOU DO IS IN SUPPORT OF OUR STUDENT OUTCOMES.
I DO THINK [INAUDIBLE] MOST IMPORTANT.
THE I JUST REAL QUICK YOU WERE, CLICKING THROUGH IT AND IT WAS SHOWING US THE GROWTH.
SO I JUST WOULD LIKE TO SEE IT FOR EACH ONE OF THOSE.
I GUESS I COULD DO THE MATH MYSELF, BUT, I THINK WE'LL BE HAPPY TO DO TO DO THAT COMPARISON.
YOU WANT THE COMPARISON FROM MIDDLE OF YEAR 23.
CAN YOU CLICK THROUGH THE PRESENTATION? SURE. KEEP CLICKING.
[01:35:01]
I DON'T KNOW WHERE IT WAS AT.I THINK IT'S MAYBE THE NEXT SLIDE.
YES. AND IF IT'S NOT TOO MUCH AS YOU'RE DISAGGREGATING THESE NUMBERS, I WOULD LOVE TO SEE THAT TOO, BECAUSE I THINK THAT, I MEAN, OUTCOMES ARE GOOD, BUT WE'RE REALLY TRYING TO MEASURE GROWTH. AND I THINK THAT'S THE BEST IN MY OPINION.
THAT'S A REALLY GOOD MEASUREMENT OF GROWTH.
I DON'T HAVE ANY OTHER QUESTIONS.
[INAUDIBLE] AND I DON'T REALLY HAVE ANY OTHER QUESTIONS OR COMMENTS I WOULD LIKE TO SAY, BECAUSE THIS IS KIND OF WHAT I USE IN MY OWN KIDS, BECAUSE IT'S NORMED, IS THAT NOT ONLY IS, 50% OF THE 2ND GRADE, I MEAN 50% OF THE 3RD 50 PERCENTILE, THE 3RD GRADE IS A HIGHER RAW SCORE THAN 50% OF THE 2ND GRADE LEVEL.
INCREMENTALLY, IT GETS MORE AND MORE DIFFICULT TO GET POINTS.
SO, THE MORE SUCCESSFUL WE ARE AT THIS, THE HARDER IT IS GOING TO BE TO GET THE NEXT POINT.
SO VERY THRILLED AND EXCITED ABOUT SEEING THESE NUMBERS AT THE 50TH PERCENTILE LEVEL.
BUT NOW THAT YOU'VE MENTIONED THAT, IT'LL SHOW UP, BUT I WANT TO GO TO AFRICAN AMERICAN JUST FOR A MOMENT, BECAUSE WHAT YOU SAW IN 22-23 FROM BEGINNING TO MIDDLE OF YEAR, RIGHT? WE STARTED AT 33.1 AND MIDDLE OF YEAR WENT TO 29.9.
NOT ONLY WAS THAT DECREASE THREE POINTS COMPARED TO A POINT TWO THAT WE SEE THIS YEAR, ACTUALLY IT'S 0.01, BUT THE 34.2 MIDDLE OF YEAR IS ABOVE WHERE WE STARTED AT THE BEGINNING OF YEAR THE PREVIOUS YEAR, THE 33.1.
SO AGAIN, I JUST WANT TO KEEP EMPHASIZING WE'RE STARTING IN MIDDLE OF YEAR AT A MUCH HIGHER PLACE THAN WE WERE AT THE BEGINNING OF YEAR OF PREVIOUS YEAR, WHICH IS THE THE BAR.
THAT IS KIND OF WHERE WE START OFF AT OUR HIGH POINT AND THEN WE GET DECREASES.
SO THIS IS ALL INDICATIVE THAT WE SHOULD BE EXPECTING ADDITIONAL AND SIGNIFICANT INCREASES.
THAT SAME REASON IS WHY I'D WANT TO SEE THE GROWTH THAT WAY.
I THINK THAT'S IT. NO OTHER QUESTIONS.
I WILL I WILL MAKE A DONATION ON THE RECORD.
ALWAYS FUNDRAISING. THAT'S WHY SHE'S GOOD AT WHAT SHE DOES.
[9. MINUTES SUBMITTED FOR APPROVAL]
I'M GOING TO ASK YOU JUST TO STOP ME IF YOU HAVE A QUESTION ON THE REST OF THE AGENDA ITEMS, WE HAVE A STATUTORY ITEM POLICY UPDATE.[INAUDIBLE] MR. ALFRED STEVENS DO YOU WANT TO AT A HIGH LEVEL.
DOES ANYONE HAVE A QUESTION ON 10A OR 11A? 11B DO YOU MIND, JUST GIVING US HIGH LEVEL WITH THAT?
[11. POLICY UPDATES]
GOOD AFTERNOON, TRUSTEE HENRY SUPERINTENDENT.SO WE'VE DONE THAT REVIEW WITH THE TEAM AND OUR FINANCIAL ADVISOR.
AND WE DO NOT HAVE ANY RECOMMENDED CHANGES TO THE POLICY, BUT BY LAW WE ARE REQUIRED TO REVIEW IT.
SO THAT'S THE REASON WHY WE'RE BRINGING IT FORWARD IN THIS MANNER OKAY.
TRUSTEES ANY QUESTIONS? COMMENTS. OKAY.
THERE'S CHIEF OF STAFF, DIVISION 14, 15.
[13. CHIEF OF STAFF DIVISION]
14. OKAY.[01:40:02]
GOOD AFTERNOON.I WAS KIND OF WONDERING, WHY ARE WE RETAINING THE RECORDS FOR 12 YEARS? WHY ARE WE RETURNING, RETAINING THE MEDICAL RECORDS OF STUDENTS FOR THAT LONG? I MEAN, IT JUST SEEMS LIKE, YOU KNOW, WITH IRS FORMS, YOU WANT TO KEEP THOSE, LIKE, FOR FIVE YEARS AND OTHER, YOU KNOW, IMPORTANT PERSONAL IDENTIFYING INFORMATION.
YOU HAVE TO KEEP IT FOR A SHORTER PERIOD OF TIME.
AND IT JUST SEEMS LIKE WE HAVE INFORMATION SITTING OUT THERE.
WE MAY BE MORE VULNERABLE TO CYBER ATTACKS AND INFORMATION BEING SNATCHED.
SO LET ME DOUBLE CHECK AND MAKE SURE.
SO THESE ARE THESE ARE THEIR MEDICAL RECORDS.
SO IT'S MAINLY THE NURSES THAT HAVE ACCESS TO THEIR MEDICAL RECORDS.
SO THIS IS NOT ON THIS IS WITHIN OUR TOKEN RING NETWORK.
IT'S NOT ON A SERVER THAT CAN BE ACCESSED BY ANYONE ELSE.
SO AND A LOT OF TIMES, YOU KNOW, BECAUSE IT'S SO MASSIVE [INAUDIBLE].
I GUESS I SHOULD ASK. I'M NOT GOING TO MAKE AN ASSUMPTION.
OUR RECORDS CLEANED UP ANNUALLY FOR THE STUDENTS WHO ARE NO LONGER WITH US AND MAY NOT EVEN BE, YOU KNOW, A PART OF OUR SYSTEM, NOT JUST THEY CHANGED FROM ONE SCHOOL TO ANOTHER, BUT THEY JUST LEFT DISD ALTOGETHER.
IS THAT INFORMATION BEING CLEANED UP? SO I WOULD HAVE TO ASK TECHNOLOGY THAT QUESTION BECAUSE I DO NOT KNOW, LIKE IF A STUDENT IS ENROLLED IN OUR SCHOOL AND THEN THEY'RE OUT, YOU KNOW, WHERE DOES THAT RECORD GO? THAT'S BEYOND MY KNOWLEDGE.
I DON'T THINK THERE'S ANY OTHER QUESTIONS.
ANY QUESTIONS ON FINANCIAL SERVICES DIVISION.
[15. FINANCIAL SERVICES DIVISION]
16, 17, 18, 19, 20.I DON'T KNOW IF YOU'RE SKIPPING PAST WHICH ONE.
YEAH, I KNOW, IT'S LIKE IT'S MORE THAN ONE.
YES, MA'AM. I KNOW THAT YOU'VE ASKED FOR A REQUEST, AND I GUESS IT KIND OF.
HOW MANY CAMPUSES? SO THESE ARE THE CAMPUSES THAT'S ON THE BACK THAT THAT ARE BEING SERVED? YES. FOR FOR THE PA SYSTEMS. OH, THAT'S WHAT THIS. YES, MA'AM.
ALL RIGHT. THAT WAS MY QUESTION.
THANK YOU. SO I JUST WANTED TO MAKE SURE, AND SO AND BUT BEFORE YOU DO GO, SO DID YOU BASICALLY SURVEY ALL OF THE SCHOOLS TO SEE IF.
SO, THESE ARE THE ONES THAT ARE DEFINITELY IN NEED OF NEW SYSTEMS BECAUSE I UNDERSTAND THESE ARE BOND FUNDS AND SOME PEOPLE ARE GETTING UPGRADES TO THEY'RE GETTING IT ANYWAY, SO, CORRECT [INAUDIBLE].
CHIEF ALFRED IS ALREADY UNDER CONSTRUCTION OR ABOUT TO START CONSTRUCTION ON SOME.
[01:45:04]
AND I'M GOING TO I'M GOING TO TAKE THE MAINTENANCE TEAM AND DO THESE.TRUSTEE WHITE. ANYTHING ELSE IN 22 B, C, OR D.
JUST THE REST OF THE AGENDA. 23 AS WELL.
[INAUDIBLE] OKAY TIME IS 3:14 P.M.
AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.