[00:00:02]
ALL RIGHT. THE TIME'S 11:30 A.M..
WE HAVE A QUORUM IN. THIS MEETING HAS BEEN DULY POSTED.
WE'RE GOING TO DO A MOMENT OF SILENCE.
THE PLEDGE OF ALLEGIANCE AND A SALUTE TO TEXAS FLAG.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA, THROUGH DALLAS INDEPENDENT SCHOOL DISTRICT EN ESPAÑOL, AND ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE. TRUSTEE FLORES, IF YOU WILL.
[SPANISH] THANK YOU, TRUSTEE FLORES.
[3. ACKNOWLEDGEMENTS]
[INAUDIBLE] IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION, AS THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED (LOCAL) PERTAINING TO PUBLIC PARTICIPATION.I DON'T SEE ANY ELECTED OFFICIALS IN THE ROOM.
TRUSTEE AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
WE DO HAVE A CLOSED SESSION.WE'RE GOING TO RETIRE THE CLOSED SESSION.
THE PUBLIC AND THE STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE.
WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.
THE PUBLIC PORTION OF THIS MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.
CONSIDER ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, SECTION 551.071 FOR PRIVATE CONSULTATION WITH ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MANNER IN WHICH THE DUTY OF THE ATTORNEY, BY THE EXCUSE ME, ATTORNEY, TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.
NETWORK SECURITY INFORMATION AS DESCRIBED IN SECTION 2059.055, SUBSECTION B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL CRITICAL INFRASTRUCTURE SECURITY DEVICES AND LAST SECTION 551.129 TO CONSULT WITH ITS ATTORNEY BY TELEPHONE, CONFERENCE CALL, VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING. THE TIME IS NOW 11:34 A.M, AND THE BOARD IS IN CLOSED SESSION.
ALL RIGHT. THE TIME IS NOW 11:50 A.M.
WE'RE BACK IN OPEN SESSION AND THE BOARD DID NOT TAKE ANY ACTION IN CLOSED SESSION.
[6. VISION/PROGRESS MONITORING]
ELIZALDE. THANK YOU, PRESIDENT HENRY, AND OUR TEAM MEMBERS, CHIEF GAYLORD AND CHIEF HUITT-POWELL WILL BE UPDATING US ON OUR GOALS. CERTAINLY THE GOAL PROGRESS MEASURES AS THEY ALIGN TO GOALS TWO AND THREE, BOTH OF THEM THIRD GRADE PERFORMANCE, RESPECTIVELY, ON STATE ASSESSMENTS AND THEN THE MONITORING AND HOW THOSE ARE.WE USE THOSE FOR PROJECTIONS AND TO MAKE ADJUSTMENTS.
CURRENTLY WE UTILIZE MAP MEASURES OF ACADEMIC PROGRESS AND WE LOOK AT OUR PERFORMANCE, AND SO SECOND GRADE WILL BE THE FOCUS ON UPDATING YOU ON THIRD GRADE, AND GOAL THREE WILL BE A FOCUS ON THE MATHEMATICS PORTION, AND WITH THAT I'LL TURN IT OVER TO OUR CHIEFS.
[00:05:06]
PERFORMANCE. THE GOAL IS FOR US TO HAVE INCREASED PERFORMANCE FROM 42.2% TO 56%.THE GPM STATES THAT WE WILL INCREASE STUDENTS PERFORMANCE AT PROJECTED MEETS.
ON MIDDLE OF THE YEAR MAP AT FROM 31.8% TO 42%.
SO IF YOU WOULD LOOK AT THE TOP OF THE TABLE WITH ME, WE WILL SEE THAT OUR 22-23 ACTUAL WAS 30.9 AND OUR TARGET FOR THIS YEAR WAS 34.0.
SO WE SLIGHTLY MISSED THE TARGET.
THIS YEAR, AND IF YOU GO DOWN TO THE TABLE BELOW, YOU'LL SEE OUR YEAR OVER YEAR PROGRESS, AND YOU CAN SEE THAT WE HAD WE IN SOME STUDENT GROUPS, WE STAYED THE SAME IN OUR PERFORMANCE IN A FEW STUDENT GROUPS.
WE DECLINED IN PERFORMANCE AND WE HAD INCREASED PERFORMANCE WITH OUR AFRICAN-AMERICAN STUDENT GROUP.
WE REALLY WANTED TO LOOK AT TRIANGULATION OF DATA TO DETERMINE IF WE ARE MAKING PROGRESS TOWARDS THIS TARGET, AND SO YOU'LL SEE IN THE NEXT SLIDE, WE ALSO CONSIDERED OUR COHORT PERFORMANCE AS STATED BY OUR SUPERINTENDENT.
SO ON THIS SLIDE YOU WILL SEE OUR STUDENTS PROJECTED AT MEETS IN SECOND GRADE TO THIRD GRADE, AND YOU CAN SEE ACROSS THESE INDICATORS THAT WE HAD INCREASED STUDENT PERFORMANCE ACROSS ALL PERFORMANCE STUDENT GROUPS, AND THEN WE AND YOU'LL SEE IN THIS PARTICULAR SLIDE WE'RE FOCUSED ON ENGLISH.
IF YOU GO TO THE NEXT SLIDE YOU CAN SEE OUR COHORT VIEW.
FOR OUR SPANISH LANGUAGE ASSESSMENT, AND JUST AS A REMINDER, NWEA DOES NOT PROJECTED MEETS FOR SECOND GRADE AND SO WE PULLED THE STUDENTS AT 60TH PERCENTILE, WHICH IS WELL ABOVE OUR THE GOLD STANDARD OF GRADE LEVEL PERFORMANCE AT THE 50TH PERCENTILE, AND WE CAN SEE ACROSS THESE PARTICULAR INDICATORS THAT WE HAVE INCREASED PERFORMANCE ACROSS ALL STUDENT GROUPS.
SO IF WE LOOK AT THIS YEAR, WE CAN SEE ACROSS THE 12 COHORT INDICATORS THAT WE HAD 12 OUT OF 12 WITH COHORT STUDENT GROUPS INCREASED IN PERFORMANCE COMPARED TO LAST YEAR, WHERE WE HAD TEN OUT OF 12 OF INCREASED INDICATORS, INCREASED PERFORMANCE, AND NOW I'LL TURN IT OVER TO CHIEF GAYLORD, WHO WILL TALK ABOUT OUR INPUTS, OUTPUTS, STRATEGIC ADJUSTMENTS AND CAMPUS HIGHLIGHTS.
I'M GOING TO READ FROM LEFT TO RIGHT BY ROW.
STARTED BACK IN SUMMER OF 23 AND CONTINUED THROUGH FALL OF 23.
THIS INCLUDED BACK TO SCHOOL TRAINING, SUMMER TRAINING FOR INSTRUCTIONAL LEADERSHIP TEAMS, PRINCIPALS, ASSISTANT PRINCIPALS, CAMPUS LEADS A LOT OF DEEP DIVES ON CONTENT. OUR OUTPUT FOR THIS INPUT WAS OUR COHORT GROWTH IN BOTH ENGLISH AND SPANISH FOR ALL STUDENTS.
WE IMMEDIATELY STARTED WORKING THROUGH THE HOLIDAYS AND CAME BACK IN.
ACADEMIC SERVICES AT THIS TIME PROVIDED 24 VIRTUAL PLC SESSIONS FOR ALL SECOND AND THIRD GRADE READING TEACHERS, HELPING THEM UNPACK EVERY UNIT, HIGHLIGHTING DIFFERENT WAYS TO DIFFERENTIATE, DIFFERENTIATE AND SCAFFOLD INSTRUCTION.
WE WANT ALL OF OUR STUDENTS TO HAVE DAILY ACCESS TO ON GRADE LEVEL MATERIAL.
OUR STRATEGIC ADJUSTMENT, WHICH WE ADDED AGAIN WHEN WE CAME BACK FROM THE HOLIDAYS, IS WHAT WE'RE CALLING AMPLIFY ALIVE, AND THAT IS HANDS ON KITS WITHIN OUR READING CONTENT. WE KNOW HANDS ON ACTIVITIES BUILD EXCITEMENT WITHIN THE CLASSROOM, SO IF STUDENTS ARE READING ABOUT ROCKS, THEY'RE GOING TO HAVE ROCKS.
OUR OUTPUT WAS OUR MEETS PLUS GROWTH FOR HISPANIC STUDENTS AND EMERGING BILINGUAL STUDENTS, AND OUR STRATEGIC ADJUSTMENT FOR THIRD GRADE READING WHEN WE CAME BACK, WAS REALLY ANALYZING THE MAP REPORTING CATEGORIES AND IREADY TO MAKE SURE THAT THOSE CONNECTIONS EXIST WHEN STUDENTS WORK WITH THEIR READING INTERVENTIONISTS AND SPECIALISTS.
[00:10:06]
IF YOU GO TO THE NEXT SLIDE, WE'VE ADDED SOMETHING TO THIS DECK THAT WE WANT TO HIGHLIGHT THE PEOPLE IN THE WORK.YOU KNOW, WE KNOW THERE'S BRIGHT SPOTS.
WE KNOW THAT WE'VE GOT EXEMPLARS ACROSS ALL OF OUR READING, THIRD GRADE READING CLASSROOMS. SO YOU CAN TELL WE START WITH DAN D.
ROGERS, MISS BENNETT, WHO'S WALKING THE STUDENTS THROUGH A WRITING RUBRIC.
WE'VE GOT MISS MINOR AT LAGOW DOING INDEPENDENT READING WITH A STUDENT.
WE'VE GOT MISS TIMMS AT BIRDIE ALEXANDER DOING SMALL GROUP.
WE'VE GOT MR. GUILLERMO AT SOTO DOING A READ ALOUD, LETTING THEM HAVE A LOT OF ORAL EXPRESSION IN THEIR LEARNING, AND THEN MISS CANO AT SOLAR PREPARATORY FOR GIRLS, WHO'S DOING A WHOLE GROUP AMPLIFY ACTIVITY FOR THIRD GRADE READING.
IN MATHEMATICS THAT MEETS PERFORMANCE WILL INCREASE BY 42.3% TO 56% BY JUNE 2025.
OUR GPM STATES THAT OUR ASSESSMENT IN MATHEMATICS STUDENT ACHIEVEMENT PROJECTED AT THE MEETS PERFORMANCE WILL INCREASE FROM 23.9 TO 42% BY MIDDLE [INAUDIBLE] MAP ASSESSMENT.
ON THE MIDDLE [INAUDIBLE] MAP ASSESSMENT.
SO OUR ACTUAL FOR 22-23 WAS 27.4.
OUR TARGET FOR THIS YEAR WAS 36.0, AND THEN OUR ACTUAL WAS 28.7.
SO WHILE WE DID NOT MEET OUR THE TARGET FOR THIS YEAR, WE DID A EXCEED OUR PRIOR YEAR'S ASSESSMENT VALUE BY 1.3 PERCENTAGE POINTS.
IF YOU LOOK AT THE TABLE BELOW, SORRY, REAL QUICK YOU'LL SEE THAT WE INCREASED IN OUR YEAR OVER YEAR PERFORMANCE ACROSS ALL STUDENT GROUPS WITH THE EXCEPTION OF ONE STUDENT GROUPS OUT OF 5 OR 6 STUDENT GROUPS GO TO THE NEXT SLIDE, AND AGAIN, WHEN WE LOOK AT OUR COHORT PERFORMANCE IN ENGLISH, WE CAN SEE THAT WE HAVE INCREASED THE PERFORMANCE IN MOST STUDENT GROUPS, IT'S DOUBLE DIGIT INCREASE PERFORMANCE ACROSS STUDENT GROUPS FROM SECOND TO THIRD GRADE, AND THEN AGAIN, IF WE GO TO THE SPANISH LANGUAGE ASSESSMENT, WE CAN SEE THAT WE HAVE INCREASED PERFORMANCE ACROSS THESE STUDENT GROUPS AS WELL, AND AGAIN, WE LOOKED AT THE 60TH PERCENTILE FOR OUR SPANISH LANGUAGE LEARNERS.
SO FOR THIRD GRADE MATH AT THE PROJECTED MEETS PLUS PERFORMANCE LEVEL FOR MIDDLE OF THE YEAR.
BOTH COMPARING YEAR OVER YEAR AND COHORT GROWTH, WE ARE PROGRESSING, WHICH IS A YELLOW LIGHT.
OUR OUTPUT WAS OUR COHORT GROWTH FOR THE THIRD GRADE STUDENTS.
OUR STRATEGIC ADJUSTMENT, WHICH WE STARTED IN SPRING OF 24, WAS THE ALIGNMENT OF OUR EUREKA, WHICH IS OUR MATH CURRICULUM WITH OUR MORE DIFFICULT MAP REPORTING CATEGORIES AND HIGHLIGHTING THEM DIRECTLY IN THE CURRICULUM SO THAT THERE'S A CONNECTION FOR TEACHERS.
OUR OUTPUT WAS OUR GROWTH OVERALL OF THIRD GRADE YEAR OVER YEAR.
OUR STRATEGIC ADJUSTMENT FOR 2024, AGAIN, IS REALLY MAKING SURE THE HANDS ON MATH MANIPULATIVES THAT WE USE IN THE CLASSROOM IS A DAILY FOCUS, WHETHER IT BE FRACTION TILES, PLACE VALUE MATS, GRAPHIC ORGANIZERS REALLY BRIDGING THE CONCRETE TO ABSTRACT SO THAT KIDS CAN SEE IT.
OUR LAST INPUT WAS OUR COMPREHENSIVE IREADY APPROACH FOR TIER TWO AND THREE MATHEMATICS, REALLY MAKING SURE THAT THOSE FOUNDATIONAL MATH SKILLS ARE REVISITED IN SMALL GROUPS.
OUR OUTPUT WAS OUR AFRICAN-AMERICAN STUDENTS, DEMONSTRATING THE DISPROPORTIONATE GAIN NEEDED TO CONTINUE TO CLOSE THE OPPORTUNITY GAP, AND OUR STRATEGIC ADJUSTMENT WAS REALLY STREAMLINING THE MATH REPORTING CATEGORIES WITH OUR IREADY INTERVENTION RESOURCES FOR SMALL GROUP INSTRUCTION.
OUR NEXT BRIGHT SPOT IS OUR THIRD GRADE MATH HIGHLIGHTS, AND YOU CAN SEE MISS MCCANDLESS FROM BUSH ELEMENTARY DOING A MEASUREMENT ACTIVITY WHERE THE STUDENTS ARE MEASURING CUP HEIGHT, VOLUME, CAPACITY.
YOU CAN SEE MR. MCGOWAN OVER AT EBJ DOING REALLY LIKE A ONE ON ONE PERSONALIZED MATH FEEDBACK SESSION WITH STUDENTS BUILDING CONFIDENCE.
MR. COLLINS AT FRIDIA ELEMENTARY IS ACTUALLY INVOLVED WITH A FRACTION NUMBER LINE ACTIVITY.
SO YOU CAN TELL THAT KIDS HAVE MULTIPLE WAYS BEFORE THEY'RE WRITING IN THEIR MATH JOURNALS.
[00:15:05]
MISS VILLARREAL AT GUZIK ELEMENTARY IS DOING A EUREKA ACTIVITY AGAIN WITH OUR PLACE VALUE DISKS.SO YOU CAN SEE THE KIDS ARE TOUCHING THE HUNDREDS, THE TENTHS, THE ONES SO THAT THEY REALLY DO FEEL AND MAKE THAT CONNECTION AS THEY'RE BUILDING THEIR, THEIR NUMERACY, AND NEXT SLIDE IS OUR EXECUTIVE SUMMARY.
KIND OF JUST THE HIGHLIGHT OF THE ENTIRE PRESENTATION.
BOTH STUDENT OUTCOME GOALS TWO AND THREE PROGRESSING, AND WE'LL TAKE QUESTIONS AT THIS TIME.
THANK YOU. THANK YOU FOR THE PRESENTATION.
TRUSTEES, IF YOU HAVE QUESTIONS OR COMMENTS.
THANK YOU. JUST A FEW QUESTIONS TO REFRESH MY MEMORY.
THIS IS BASED ON THE MAP TEST.
CORRECT? SO IF I'M LOOKING AT THE MEETS AND MASTERS ON THE STAAR TEST, ARE THEY ALIGNED? YES. THERE'S A LINKING STUDY FROM MAP THAT TELLS US WHERE WE CAN LOOK AT THE PROJECTIONS FROM MAP TO DETERMINE WHERE WE MIGHT LAND ON STAAR.
OKAY, SO WE ACTUALLY, I GUESS MY CONCERN IS, IS THAT WE DO A LOT OF FOCUS ON THE MAP TEST, BUT I'M MORE CONCERNED ABOUT THE STAAR TEST, WHICH IS THE ONE THAT WE ACTUALLY ARE ACCOUNTABLE FOR.
MAYBE I SHOULD BE TALKING TO THE SUPERINTENDENT.
THE ONE THAT WE'RE ACTUALLY ACCOUNTABLE FOR.
SO WE GET A LOT OF INFORMATION ABOUT MAP TESTING.
ONE OF THE THINGS, SUPERINTENDENT, THAT I HAVE SOME CONCERNS ABOUT IS THAT WHEN YOU LOOK AT THIS OVERALL PERCENTAGE OF GROWTH, IT DOESN'T SHOW ME HOW THE TIER THREE STUDENTS ARE DOING AS OPPOSED TO THE TIER ONE STUDENTS, BECAUSE WE COULD BE ADVANCING TIER ONE STUDENTS AND NOT ADVANCING TIER THREE STUDENTS.
SO IT'D BE REALLY GOOD TO SEE THAT.
THE OTHER THING I THINK THAT I HAVE SOME CONCERNS ABOUT IS THAT WE KNOW WE HAVE SOME AREAS THAT STRUGGLE A LITTLE BIT MORE THAN OTHER AREAS IN THE DISTRICT, AND SO IT WOULD ALSO BE GOOD TO SEE THIS DATA BASED ON REGION, SO THAT WE COULD BE SURE THAT THE REGIONS ARE MOVING, BECAUSE WE'RE GETTING A LOT OF SMART STUDENTS IN, AND WE'RE DOING A LOT OF THINGS AT THE TOP, BUT I'M STILL WORRIED ABOUT BOTTOM UP, AND SO THAT WOULD BE THE TIER TWO AND TIER THREE STUDENTS, AND WITH THE WAY THIS DATA IS PRESENTED, IT'S GOOD.
WE CAN CERTAINLY PROVIDE THAT WE DO DISAGGREGATE THIS DATA.
CERTAINLY FOR THESE PRESENTATIONS, AND THANK YOU FOR NOTING THAT TRUSTEE FOREMAN, WE'RE PRESENTING IT AS HAS BEEN CREATED FOR THE PURPOSES OF A BOARD MEETING. OUR TEAM GOES MUCH FURTHER THAN THIS.
WE DO ABSOLUTELY LOOK AT TIER TWO AND TIER THREE.
AS YOU SEE INCREASES ACROSS THE BOARD, WE CAN DISAGGREGATE THAT DATA AND PROVIDE THAT.
THE DATA HAS BEEN DISAGGREGATED.
WE ALSO DISAGGREGATE THIS BY CAMPUS.
SO WE'LL MAKE A NOTE OF THAT AND WE'LL ABSOLUTELY ADD THAT IN.
THANK YOU. TRUSTEE FOREMAN TRUSTEE MACKEY.
THE ONE AREA THAT I'M INTERESTED TO LEARN MORE ABOUT, AND I THINK IT'S ALSO SUPER HELPFUL THAT YOU HAVE THE ACHIEVEMENT NOTED AS WELL AS THE COHORT, BECAUSE WE KNOW THESE ARE NOT THE SAME KIDS, ESPECIALLY WITH THE PANDEMIC.
THESE ARE LAST YEAR'S SECOND GRADERS ARE NOW THE THIRD GRADERS AND SO ON AND SO FORTH.
IT'S HARD FOR ME TO VISUALIZE THIS IN A VACUUM WITH JUST THESE NUMBERS THOUGH.
SO WHILE WE SHOWED THESE GROWTH FROM SECOND YEAR, MIDDLE OF SECOND GRADE, MOY LAST YEAR TO THIRD GRADE MOY ME THIS YEAR, HOW DOES THAT COMPARE WITH LAST YEAR'S STUDENTS THAT EARNED THE 30.9 IN THE MIDDLE OF THE YEAR IN THIRD GRADE? WHAT WAS THEIR HOW WERE THEY COMPARABLE IN THIS LEVEL OR NOT TO THIS?
[00:20:04]
DO THEY COME IN ABOUT THE SAME LEVEL, AND SO THIS IS SIMILAR.DO THEY COME IN LOWER? DO THEY COME IN HIGHER? ARE YOU ASKING FROM COHORT TO COHORT? IS THAT WHAT YOU'RE ASKING? I'M ASKING YEAH I'M TRYING TO [INAUDIBLE].
YEAH. SO LIKE, THE COHORT MOVEMENT HERE LOOKS GREAT.
I'M CURIOUS TO KNOW IF THIS IS A GENERAL TREND THAT WE ALWAYS SEE THIS TYPE OF MOVEMENT.
OR IS THIS UP FROM LAST YEAR'S OR BACK FROM LAST YEAR'S COHORT? POINT OF CLARIFICATION IF I CAN.
LET'S GO TO SLIDE THREE, BECAUSE I WANT TO MAKE SURE THAT I THAT WE CAPTURE THIS.
EXACTLY. SO THAT IS EXACTLY RIGHT.
ACCORDING TO THE MAP, NWEA RESEARCH STUDY DID THE LAST YEAR'S THIRD GRADERS FROM 2023, WHAT WAS THEIR 2022 SECOND GRADE GROWTH? WAS THAT ALSO A PLUS EIGHT? DID THEY GO FROM 17 TO 25? EXACTLY. OKAY, GOT IT.
IF THEY GREW 15 POINTS, NOW I HAVE CONCERNS.
ABSOLUTELY. THEY GREW THREE POINTS.
NOW THIS LOOKS PHENOMENAL, AND SO THAT'S WHAT I'M TRYING TO GAUGE.
SO OUR NOTES WILL BE WE WILL REPRODUCE THIS TABLE BECAUSE ALL THIS DATA IS AVAILABLE.
SIMPLY LOOKING AT THE 22 TO 23 COHORT COMPARISONS FOR THESE GRADE LEVELS IN BOTH READING AND IN SPANISH. YEP.
THAT WOULD BE SUPER HELPFUL, AND THAT WOULD ANSWER MOST OF MY QUESTIONS HERE, BUT JUST OFF THE CUFF, WITHOUT HAVING THAT, DO WE HAVE A SENSE OF THIS IS SUBSTANTIALLY HIGHER THAN PAST YEARS OR IT'S ABOUT EQUAL? DO WE HAVE A SENSE OF THAT OR NOT REALLY ACROSS THE ENGLISH AND SPANISH ASSESSMENT.
IF YOU LOOK AT OUR COHORTS THIS YEAR, WE INCREASED 12 OUT OF 12 INDICATORS.
LAST YEAR WE INCREASED TEN OUT OF 12 INDICATORS IN ENGLISH AND IN MATHEMATICS.
WE DIDN'T HAVE THE SPANISH LANGUAGE ASSESSMENT MATHEMATICS DATA FOR OUR SECOND GRADE COHORT, BUT IN OUR ENGLISH COHORT, WE HAVE INCREASED PERFORMANCE IN ALL OF THE INDICATORS WITH THE EXCEPTION OF ONE.
SO ARE WE OUTPERFORMED LAST YEAR IN ALL INDICATORS EXCEPT FOR ONE.
FROM OFF THE TOP OF MY HEAD, I BELIEVE THESE ARE RATHER SIGNIFICANTLY LARGER THAN LAST YEAR BECAUSE AS I RECALL, LAST YEAR THERE WERE PLUS TWOS PLUS ONES.
WE SAW INCREASES, BUT WE DIDN'T SEE.
WE ABSOLUTELY THAT WOULD GIVE US ANOTHER INDICATION OF HOW MUCH WE KNOW WE'RE PROGRESSING, BECAUSE ALL OF THESE NUMBERS AND I REALLY WANT TO ACKNOWLEDGE ALL OF OUR, OUR CAMPUS PRINCIPALS AND OUR CAMPUS TEACHERS.
THIS IS AGAIN, IT IS SO IMPORTANT.
WE'RE THE ONES UP HERE PRESENTING THIS.
THIS IS THEIR WORK AND THEY ARE ABSOLUTELY PROGRESSING OUR STUDENTS IN A WAY THAT WE KNOW WILL ULTIMATELY GET US TO MEET THOSE TARGETS.
HAVING HAD THIS TABLE, IF WE HAD HAD IT JUST AS YOU REQUESTED, I THINK WOULD DEFINITELY HAVE BEEN ABLE TO, I COULD DOUBLE DOWN ON THAT STATEMENT, BUT RIGHT NOW, I'LL JUST SAY, I REALLY DO THINK THAT IT IS HIGHER THAN IT WAS LAST YEAR, BUT WE'LL PUT THE PROOF IN THE PUDDING.
I'M SURE THERE ARE BRIGHT SPOTS IN THE DISTRICT.
YOU SHOWED A COUPLE PICTURES OF BRIGHT SPOTS.
IS THERE ANYTHING WE'RE LEARNING FROM THE BRIGHT SPOTS THAT WE'RE SAYING, OKAY, THIS IS WHAT'S MAKING THIS IS A TREND THAT IS MAKING A BRIGHT SPOT, A BRIGHT SPOT AND IF SO, HOW ARE WE TRANSLATING THOSE TO ACTION AT WIDER SCHOOLS? WELL, I WOULD SAY HOW WE'RE TRANSLATING THAT IS THROUGH TEACHER DEVELOPMENT AND, AND LEADERSHIP DEVELOPMENT.
SO CHIEF HUITT AND OUR TEAM ARE WORKING TOGETHER TO REALLY PULL THAT OUT SO THAT WE CAN SCALE THAT, AND I WOULD SAY THAT'S A WORK IN PROGRESS, BECAUSE WE KNOW THAT THERE'S A LOT OF DIFFERENT INDICATORS WHEN IT COMES TO CURRICULUM IMPLEMENTATION THAT PEOPLE CAN LEARN FROM IN DIFFERENT GROUPS.
SO I WOULD ADD THAT CHIEF HUITT AND I ALSO COORDINATE AS WE DO VISITS.
SO WHEN I SEE SOME OF THOSE BRIGHT SPOTS TRUSTEE MACKEY, THEN WE COORDINATE, BECAUSE THEN THAT BECOMES A AN EXECUTIVE DIRECTOR POINT OF HOW CAN WE GET OTHER EXECUTIVE DIRECTORS TO ALSO GO AND CONNECT WITH IF THERE'S A PARTICULAR VERTICAL TEAM THAT THOSE ELEMENTARIES ARE SHOWING? LASTLY, WE ALSO KNOW THAT THOSE THAT ADOPTED THIS IN THE PREVIOUS TWO YEARS AND HAVE BEEN DOING THIS WORK A LITTLE BIT LONGER, WE
[00:25:02]
ALSO SEE, OKAY, SO WE ARE SEEING THAT WE ARE SEEING THAT BECAUSE THERE'S A LEVEL OF COMFORT WITH THIS NOT BEING THE FIRST TIME I'M SEEING THE TRUE CONCRETE TO ABSTRACT PRESENTATION OF HOW TO GET KIDS TO ACTUALLY DISCOVER THE LEARNING, PARTICULARLY IN THAT MATHEMATICS PORTION, AND THEN IN THE LITERACY WITH WITH AMPLIFY.I THINK THE OTHER THING IS AND THIS CAME FROM TEACHERS, IS THIS AMPLIFY ALIVE COMPONENT, MOST OF THE BRIGHT SPOTS, I WOULD ACTUALLY ANSWER THAT QUESTION BY SAYING THAT'S HOW AMPLIFY ALIVE CAME ABOUT.
WE WERE IN CLASSROOMS WHERE THE STUDENTS WERE SHOWING LARGER INCREASES AND ENGAGEMENT ON THEIR JUST THEIR UNIT ASSESSMENTS FROM AMPLIFY, AND ONE OF THE COMMON THEMES WERE THEY ALL THE TEACHERS HAD SOME SORT OF CONCRETE, SEMI-CONCRETE EXPERIENCE FOR THE STUDENTS, AND SO THEN THE ACADEMIC OFFICE SAID GOT WITH CHIEF HUITT AND SAID, WELL, IF THIS IS BENEFICIAL, WHAT WE NEED TO DO IS NOT HAVE A CAMPUS WHO'S LIKE, LET'S GO BUY THESE THINGS FOR OUR KIDS.
WE THEN BEGAN UTILIZING THAT AS OUR RESOURCE AND PURCHASING THEM AS KITS FOR EVERY SCHOOL SO THAT EVERY SINGLE SCHOOL, SOMETHING THAT WE SAW BENEFITING STUDENTS, THEN EVERY STUDENT SHOULD HAVE ACCESS TO THAT.
IT WOULD BE HELPFUL TO KNOW IF WE CAN ADD TO THAT TRACKER REQUEST.
THE FIRST TRACKER REQUEST IS LAST YEAR'S COHORT VIEW IN A SIMILAR FASHION, AND.
THE SECOND ONE. BASED ON THAT, I WOULD LOVE TO SEE THE DATA BETWEEN.
I THINK THAT WOULD BE REALLY POWERFUL.
I KNOW WE TALKED ABOUT THAT LAST TIME BECAUSE WE ACTUALLY SAW GROWTH IN WITH THIS NEW CURRICULUM, WHICH IS RARE FOR A NEW CURRICULUM, BUT IT'D BE REALLY POWERFUL TO SEE THAT SO WE CAN THINK ABOUT IF WE'RE [INAUDIBLE] IT NEXT YEAR.
THE LAST QUESTION I HAVE ON THIS PART IS, I NOTICED WE HAVE IN BOTH AREAS, THE HIGHEST GROWTH THAT IS EITHER AT OR OUTPACING THE DISTRICT IS ACTUALLY IN THE EMERGENT BILINGUAL FOR THE COHORT VIEWS.
DO WE HAVE ANY SENSE ABOUT WHAT IS DRIVING THAT? I WOULD SAY JUST A HIGH CURRICULUM THAT'S GOT A LOT OF ACADEMIC VOCABULARY, GRAPHIC ORGANIZERS, VISUAL AIDS JUST THE STRATEGY IN GENERAL.
WE'VE DESIGNED TIER ONE CLASSROOMS TO MAKE SURE THAT ALL OF OUR LEARNERS ARE SUCCESSFUL, AND CONVERSELY, SOME OF THE AREAS THAT I KNOW IT'S A FOCUS OF OUR GOALS IS OUR AFRICAN AMERICAN STUDENTS.
IT'S ON THE LOWER END OF OUR COHORT GROWTH THAT WE ARE STILL SHOWING GROWTH.
WHAT ARE WE THINKING ABOUT TO MAKE SURE THAT DOESN'T STAY ON THE LOWER END OF THIS DIFFERENCE AND ACTUALLY IS ONE OF OUR HIGHER AREAS, AND TO THAT END, I THINK THE TRACKER NUMBER ONE THAT I'VE LISTED FROM TRUSTEE FOREMAN IS GOING TO HELP US TO ANALYZE THAT, BECAUSE AS WE LOOK AT TIER TWO AND TIER THREE, ARE STUDENTS ACTUALLY MOVING IN WITHIN THAT GROUP? THAT WILL BE HELPFUL TO SEE IF THAT 23% OR ANY OF THOSE NUMBERS.
DOESN'T TELL US HOW MANY ARE IN TIER TWO THAT ARE VERY CLOSE TO BEING INTO THAT TIER ONE AND SO BY PROVIDING YOU THAT INFORMATION WILL ALSO HELP REINFORCE FOR US, ARE THOSE STUDENTS ACTUALLY MOVING INTO THAT PARTICULAR AREA? YEAH, IT'D BE GREAT IF YOU CAN IF TRUSTEE FOREMAN IS OPEN TO IT AS PART OF THAT TRACKER WHERE YOU NOTE THAT, THEN WHAT STRATEGIES WE'RE DOING FOR THOSE TIER TWO AND TIER THREE STUDENTS, IN ADDITION, AND ADD TO YOUR REQUEST.
THANK YOU. THANK YOU ALL FOR YOUR WORK.
I THINK THIS IS THE MOST IMPORTANT THING WE CAN DO AS A SCHOOL BOARD.
GREAT. THANK YOU. TRUSTEE MACKEY.
TRUSTEE JOHNSON? I DON'T THINK I HAVE ANYTHING TO SAY.
SO SUPERINTENDENT ELIZALDE, YOU SAID YOU'RE GOING TO PUT THAT PLACE THAT IN THE [INAUDIBLE], CORRECT? YES. OKAY. BECAUSE THAT'S WHAT I WANT TO KNOW TIER THREE AND THAT, WILL THAT BE YOU SAID THAT'LL BE BROKEN DOWN BY REGION.
WELL, WE CAN LIST THEM BY EACH OF THE CAMPUSES THAT ARE IN THAT DISTRICT.
OKAY, AND I'M CONCERNED ABOUT HOW MANY TIER THREE STUDENTS I HAVE.
THAT'S CLOSE TO TIER TWO AS WELL.
SO I WOULD LIKE TO KNOW HOW MANY TIER THREE.
SO WE'LL PUT TIER TWO AND TIER THREE DATA IN THAT REQUEST, AND THEN I'LL ADD THE AVERAGE CLASS SIZE FOR THOSE STUDENT GROUPS. COOL. THANK YOU.
TRUSTEE WHITE. EXCITED ABOUT OUR MULTIVARIABLE TRACKER HERE.
I LOVE A GOOD MULTIVARIABLE TRACKER.
[00:30:02]
MY QUESTION IS.HOW DO WE, HOW DO PARENTS OF THESE STUDENTS OR THE STUDENTS THEMSELVES, ARE THEY AWARE OF THIS, AND HOW CAN WE BRING THEM INTO THE EQUATION? AND WHAT RESOURCES DO THEY HAVE AS A PARTNER IN THE EDUCATIONAL EQUATION? WE DO YOU WANT TO TALK [INAUDIBLE]? AND I'LL TALK ABOUT FAMILY ENGAGEMENT.
SO WE BUILT A HUGE WEB WEBSITE ON DALLAS INDEPENDENT SCHOOL DISTRICT WEBSITE THAT HAS IT BROKEN DOWN BY WEEK, BY A MATH AND READING, AND FROM THERE, REALLY COMMUNICATING WITH PRINCIPALS, MAKING SURE PRINCIPALS GET THE NOTICES OUT SO THAT PARENTS CAN LITERALLY GET THEIR MAP DATA OR GET THEIR PREVIOUS STAAR DATA, LOOK AT HOW THEY'RE DOING, AND THEN KNOW WHERE IN THE CURRICULUM THEY NEED TO SUPPORT THEIR STUDENTS MORE BUT WE KNOW COMMUNICATION, THE PARENTS IN GENERAL, IS ONE OF THOSE THINGS WE'RE CONSTANTLY LOOKING AT.
SO ACADEMIC SERVICES IS ALSO LAUNCHING A PODCAST FOR PARENTS IN CONNECTION WITH THE PARENT ENGAGEMENT OFFICE AND SCHOOL LEADERSHIP, AND WE'RE GOING TO DESIGN SOME PIECES, MAYBE AROUND THAT TOPIC SO THAT THEY REALLY CAN GET THE WALK THROUGH FOR WORKING WITH THEIR WITH THEIR STUDENTS AT HOME, AND SO AND LET ME JUST ADD THAT I KNOW IT'S SOMETIMES IT'S DIFFICULT AND WE CAN CERTAINLY DO ZOOMS, BUT EACH OF THE STUDENTS CERTAINLY AT PARENT TEACHER CONFERENCES, THAT'S THE MAIN TOPIC OF CONVERSATION WITH EACH OF OUR PARENTS.
THE SECOND THING IS OUR STUDENTS ARE SUPPOSED TO BE CREATING THEIR GROWTH GOALS, AND WHEN I DO WALK TO SCHOOLS, I SEE STUDENTS WITH THEIR FOLDER AND SOME OF THEM ARE, LET ME SHOW YOU WHERE MY GOAL IS, MISS, I'M RIGHT HERE AND THEY'RE TRACKING WHERE THEY ARE, AND SO STUDENTS ARE AWARE OF WHERE THEY ARE, WHERE THEY NEED TO BE, AND THEN ENGAGING IN THAT CONVERSATION, I THINK WE ARE ALWAYS OPEN TO THINKING ABOUT ADDITIONAL WAYS IN WHICH WE CAN HAVE PARENTS BE MORE A PART OF THAT CONVERSATION BECAUSE NOT EVERYONE CAN MAKE IT TO PARENT CONFERENCE.
I KNOW MANY OF OUR SCHOOLS HAVE CREATED ZOOM MEETINGS WITH PARENTS IF THAT'S AVAILABLE.
WE'RE ALSO TALKING ABOUT HOW MANY OF THESE CAN WE TAKE A ONE OF OUR PROFESSIONAL DEVELOPMENT DAYS AND ACTUALLY GO TO A COMMUNITY RATHER THAN HAVING A COMMUNITY COME TO US AND MAYBE DO PARENT CONFERENCES AT A COMMUNITY, YOU KNOW, WHERE WE WOULD STILL HAVE LIKE, LIKE LITTLE CUBICLES AND WE COULD STILL HAVE PRIVACY, BUT THAT WAY WE WOULD BE COMING TO THEM.
THOSE ARE ALL THINGS THAT WE'RE LOOKING AT STRATEGIC ADJUSTMENTS FOR THE COMING SCHOOL YEAR, BUT WE DO MONITOR THAT AND ALWAYS ARE OPEN TO OTHER WAYS IN WHICH WE CAN IMPROVE THAT. GREAT, AND I HAVE JUST A FOLLOW ON QUESTION.
STUDENTS RECEIVING SERVICES FOR DYSLEXIA.
WHERE WOULD THEY FALL? IN WHICH COHORT WOULD THEY FALL? WOULD THEY BE WOULD THEY BE UNDER SPECIAL EDUCATION OR WOULD THEY BECAUSE THEY RECEIVE POTENTIAL SERVICES OR ACCOMMODATIONS, OR ARE THEY JUST SCATTERED THROUGHOUT THE. SO FIRST OF ALL, EVERY SINGLE STUDENT, REGARDLESS OF THEIR INSTRUCTIONAL ARRANGEMENT, ARE IN THESE NUMBERS DYSLEXIA.
ALSO, STUDENTS RECEIVING SPECIAL EDUCATION, THE ONLY SPECIAL EDUCATION STUDENTS NOT INCLUDED HERE ARE THOSE THAT DO NOT GET ASSESSED ON THE TRADITIONAL STATE ASSESSMENT OF STAAR.
SO IF THEY'RE IN STAAR ALT, THOSE WOULD BE THE ONLY STUDENTS THAT WOULDN'T NECESSARILY BE REFLECTIVE HERE, WHICH IS 98% OF OUR STUDENTS ARE IN THIS PARTICULAR GROUP.
SO THE DYSLEXIA GROUP ITSELF IS ANOTHER GROUP THAT, AGAIN, NOT PRESENTED HERE BECAUSE AT SOME POINT THERE'S SO MANY DIFFERENT GROUPS THAT WERE PULLING OUT BUT OUR TEAM AND THE DYSLEXIA TEAM DO DISAGGREGATE THAT DATA.
I MEAN, THE QUESTIONS YOU ALL ARE ASKING ARE EXACTLY THE QUESTIONS THAT WE HAVE IN OUR OFFICE AND THEN DISAGGREGATE THE DATA INTO THOSE STUDENT GROUPS AND THEN ALL THE WAY DOWN TO THE CLASSROOM LEVEL, BECAUSE ULTIMATELY, ALL OF THIS, AS I STATED BEFORE, IS PRIMARILY OUR PRINCIPALS AND OUR TEACHERS WORK AND OF COURSE, THE SUPPORT STAFF ON CAMPUSES, AND SO BY IDENTIFYING WHICH TEACHERS ARE DOING A GREAT JOB WITH A PARTICULAR STUDENT GROUP LIKE DYSLEXIA, THEN HOW DO WE HELP OTHER STUDENTS OR WHAT TYPES OF SUPPORT SERVICES ARE THOSE STUDENTS RECEIVING SO WE CAN EXPAND THAT TO OTHER STUDENTS? IT'S AN ONGOING CONTINUOUS IMPROVEMENT PROCESS, AND SO WE'LL CONTINUE TO WORK ON THAT, BUT THEY ARE INCLUDED IN THIS.
EXCUSE ME. TRUSTEE WHITE, FOLLOWED BY TRUSTEE.
HELLO. THAT WAS A GREAT PRESENTATION.
THE STRATEGY AS FAR AS CLASS SIZE THAT WAS MENTIONED BY.
I THINK IT MAY HAVE BEEN TRUSTEE FOREMAN OR TRUSTEE MACKEY.
I WOULD ALSO LIKE TO KNOW AS FAR AS WHAT ARE THE PROFICIENCY OF THE TEACHERS THAT ARE
[00:35:06]
ON THE CAMPUSES? WELL, NOT NECESSARILY THE CAMPUSES, BUT THE ONES WITH THE HIGHEST GROWTH.WHAT IS THE TEACHER PROFICIENCY LEVEL? AND ALSO I'VE BEEN THINKING ABOUT THIS FOR QUITE SOME TIME, BUT HOW MANY OF THESE CAMPUSES ACTUALLY HAVE SUBS ON THEM AND ARE THEY PERMANENT SUBS? BECAUSE I THINK THAT WILL ALSO HAVE AN EFFECT ON STUDENT GROWTH AS WELL AND SOMETHING ELSE THAT WAS MENTIONED.
I WOULD JUST LIKE TO ASK THE SUPERINTENDENT.
SHE TOUCHED ON IT AS FAR AS COMING TO THE CAMPUSES FOR PARENT CONFERENCE OR JUST PARENT INFORMATION IS THAT CAN YOU ELABORATE? IS WHEN YOU SAY WE YOU MEAN YOU AND STAFF ARE GOING TO BE GOING TO COME TO CAMPUSES DISSEMINATING INFORMATION TO PARENTS, OR IS THIS GOING TO BE IN CONJUNCTION WITH PARENT TEACHER CONFERENCE? PARENT TEACHER CONFERENCES ALREADY EXIST.
SO I WAS HIGHLIGHTING THAT IS ONE WAY IN WHICH PARENTS CAN BECOME INFORMED OF WHERE STUDENTS ARE AND HOW THEY'RE PERFORMING, AND THEN THE SECOND THING WAS, WE ARE LOOKING AT NEW WAYS IN WHICH WE CAN INCREASE SOME OF THEIR PARTICIPATION AND AWARENESS, AND ONE OF THOSE IDEAS MIGHT BE THAT CAMPUSES COULD TAKE AND EVERY CAMPUS WILL HAVE AN OPPORTUNITY WITH THEIR TEAMS TO LOOK AT THE FEASIBILITY, BUT IS IT POSSIBLE ON A PROFESSIONAL DEVELOPMENT DAY, IT COULD BE CONSIDERED PROFESSIONAL DEVELOPMENT, THAT INSTEAD OF US HAVING TRAINING ON THAT DAY, TRADITIONAL TRAINING, THAT PROFESSIONAL DEVELOPMENT DAY WOULD ACTUALLY BE OUR TEACHERS, OUR PRINCIPAL COUNSELORS MIGHT GO TO A COMMUNITY RECREATION CENTER, AND PARENTS, IT MIGHT BE EASIER FOR PARENTS TO COME THERE ON THAT PARTICULAR DAY, AND WE WOULD, AS A DISTRICT, ENGAGE WITH THE COMMUNITY REC CENTER AND SET UP WHERE FOR AN HOUR OR TWO HOURS WE COULD ENTERTAIN, PARENTS COULD COME AND WE COULD HAVE ONE ON ONE CONFERENCES WITH THEIR TEACHER, SO THAT MIGHT BE ANOTHER WAY IN WHICH WE COULD ENGAGE PARENTS.
I MEAN, THE MOST IMPORTANT THING TO ME IS FOR THE PARENT TO COME IN BECAUSE IT'S NOTHING LIKE COMING IN ON PARENT TEACHER DAY AND YOU SEE YOUR CHILD'S ARTWORK ON THE WALL, OR YOU MAY SEE A PAPER THAT THEY'VE WRITTEN AND THE TEACHER HAS DISPLAYED IT BECAUSE IT WAS SUCH A THEY DID SUCH A GREAT JOB ON IT.
THAT IS WHAT I DEFINITELY WOULD LIKE IS IN PERSON CONFERENCE, BUT FOR THOSE PARENTS WHO WORK TWO AND TWO JOBS AND THEY'RE IN AND OUT ZOOM IS DEFINITELY THAT'S A GOOD IDEA TO KEEP PARENTS IN THE LOOP AND INFORMED ON WHAT'S GOING ON WITH THEIR CHILD THAT WAY, AND I AM FOR NEW, INNOVATIVE IDEAS. I JUST I MEAN, BECAUSE WE O ASK A LOT OF OUR TEACHERS, AND THEY ARE THE ONES THAT ARE IN THE TRENCHES AND DOING ALL OF THE WORK AND ALL THE OTHER THINGS THAT WE KNOW THEY'RE DOING TO ASK THEM TO GO OFF CAMPUS. TO ME, I MEAN, IT SOUNDS GOOD, BUT IF I WAS A TEACHER AND I'M CALLING PARENTS, BEGGING THEM TO COME IN AND I'M ALSO OFFERING ZOOM, I PROBABLY WOULDN'T SHOW UP IF I HADN'T SHOWED UP AT THOSE TWO OPPORTUNITIES AT A REC CENTER OR SOMETHING LIKE THAT.
I MEAN, IT'S A GOOD IDEA, AND I'M NOT SAYING IT WOULDN'T WORK.
[INAUDIBLE] I HAVE A PAUSE ABOUT IT.
THANK YOU. THAT'S CERTAINLY A DIFFERENT PERSPECTIVE THAN THE ONE I HAVE SO UNDERSTOOD.
THANK YOU. THANK YOU FOR THIS PRESENTATION.
I JUST HAD A QUESTION ON PAGE SEVEN REGARDING THE EMERGENT BILINGUAL LINE THERE, THE SECOND LINE, AND WELL, WHAT IS THE THEORY FOR WHY THAT ONE CATEGORY DIDN'T DO AS WELL THIS YEAR AS THEY DID LAST YEAR, AT LEAST BASED ON THE PROJECTIONS.
SO I DID VISIT WITH DEPUTY CHIEF ELIZABETH CASAS ON THIS PARTICULAR CATEGORY, AND WHILE THE NUMBER OF STUDENTS SEEMS SIMILAR, THIS IS THE GROUP THAT ACTUALLY HAS THE HIGHEST TURNOVER OF ALL OF THESE GROUPS BECAUSE OUR RECENT IMMIGRANTS, WE HAVE MORE STUDENTS THAT ARE ACTUALLY LEAVING AND RETURNING TO THEIR COUNTRY OF ORIGIN, AND SO AS WE BEGIN TO ANALYZE
[00:40:10]
THE DATA, WHAT WE'RE FINDING IS THE LARGEST NUMBER OF RECENT IMMIGRANTS CONTINUE TO BE IN THE EMERGENT BILINGUAL GROUP.OKAY. THANK YOU, AND I GUESS IF YOU COULD PUT THIS IN THE TRACKER, I'D LIKE SOME MORE INFORMATION AROUND THE DEFINITION OF EMERGENT BILINGUAL.
LIKE YOU CAN BE AN EMERGENT BILINGUAL AND HAVE HAD THREE YEARS OF ENGLISH, AND YOU COULD BE EMERGENT BILINGUAL AND ONLY HAVE HAD ONE YEAR OF ENGLISH, AND THEY'RE ALL LUMPED TOGETHER. IS THAT RIGHT? YEAH. WHATEVER THE OFFICIAL DEFINITION IS, AND IF YOU COULD PROVIDE THAT, I'D APPRECIATE IT.
TRUSTEE MICCICHE. TRUSTEES ARE THERE ANY OTHER QUESTIONS ON GPMS 2.1 AND 3.1? I'M NOT SEEING ANY.
THANK YOU FOR THE PRESENTATION TEAM.
[7. INFORMATION/REPORTS]
IMPLEMENTATION. THANK YOU, PRESIDENT HENRY, MEMBERS OF THE BOARD.THIS IS THE TIME OF YEAR WHERE YOU ALL GET TO SEE YOUR FAVORITE CHIEF OF HUMAN CAPITAL MANAGEMENT, ROBERT ABEL, WHO WILL COME FORWARD AND PROVIDE US AN UPDATE ON OUR TEACHER INCENTIVE ALLOTMENT, AND WITH THAT IMPLEMENTATION UPDATE.
AWESOME. THANK YOU. I FOUND A CONTEST I CAN WIN.
TODAY, WE'RE GOING TO--EXCUSE ME, YOU'RE MY FAVORITE, CHIEF.
[CHUCKLING]. TODAY WE'RE GOING TO PRESENT AN OVERVIEW OF OUR TIA IMPLEMENTATION PROGRAM, INCLUDING INITIAL RESULTS IMPACT ON TEACHER COMPENSATION LEVELS, AS WELL AS DIFFERENTIAL RETENTION OF OUR TEACHERS.
WITH THAT, I WILL TURN IT OVER TO EXECUTIVE DIRECTOR SMITH AND EXECUTIVE DIRECTOR [INAUDIBLE].
HEY, GOOD AFTERNOON, TRUSTEES.
JUST AS A RECAP AROUND THE TEACHER INCENTIVE ALLOTMENT OR THE TIA, AS YOU'LL HEAR US REFER TO IT TODAY, WAS PASSED INTO STATUTE VIA HB 3 IN 2019 TO CREATE A PATHWAY FOR EFFECTIVE TEACHERS THAT WOULD MAXIMIZE COMPENSATION WHILE REMAINING IN THE CLASSROOM IN A TEACHING POSITION IN LAW, TIA HAS FIVE REQUIREMENTS ONE.
THAT PARTICIPATING DISTRICTS MUST CREATE WHAT'S CALLED A LOCAL DESIGNATION SYSTEM THAT IS THEN APPROVED BY THE STATE AND DESIGNATES A MINIMUM OF THREE LEVELS RECOGNIZED, EXEMPLARY, AND MASTER.
FOR EACH OF THOSE DESIGNATED TEACHERS, THE STATE WILL GENERATE UP TO $32,000 IN FUNDING, WITH THAT FUNDING MAXIMIZED FOR TEACHERS AT HIGH NEEDS OR RURAL CAMPUSES BASED ON SOCIOECONOMIC TIER.
WE'LL NOTE HERE AND A FEW OTHER TIMES IN THE PRESENTATION THAT THE DISTRICT DOES UTILIZE 100% OF OUR GENERATED FUNDING FOR TIA PURPOSES, AND THEN FINALLY THAT DESIGNATION BECOMES A PART OF THE TEACHER'S RECORD AND REMAINS VALID FOR FIVE YEARS NOW, OUR DISTRICT'S TEACHER EXCELLENCE INITIATIVE, TEI THE OTHER ABBREVIATION HERE MET STATUTORY REQUIREMENT AND WAS AS OUR DESIGNATION SYSTEM, AND DALLAS INDEPENDENT SCHOOL DISTRICT WAS ONE OF THE FIRST HANDFUL OF DISTRICTS APPROVED FOR TIA PARTICIPATION BACK IN SUMMER OF 2020.
I THINK AT THAT TIME, WE WERE ONE OF 33 DISTRICTS.
AT THE CONCLUSION OF THIS SCHOOL YEAR, THERE ARE NOW 578 DISTRICTS STATEWIDE THAT ARE IN THE SYSTEM APPROVAL PROCESS, AND TEA RECENTLY RELEASED THAT THERE WILL BE UP TO 25,000 DESIGNATED TEACHERS ACROSS THE STATE.
SO WE DEFINITELY DO NOT STAND ALONE IN THIS WORK.
SO THE DISTRICT IS A LEADER IN THE IMPLEMENTATION OF TIA, BOTH ACROSS THE STATE AND WITHIN DALLAS COUNTY EMPLOYING AROUND 2845 DESIGNATED TEACHERS AND ELIGIBLE POSITIONS, GENERATING AN ALLOTMENT OF $29 MILLION ANNUALLY FOR TEACHER COMPENSATION.
NOW, IF WE LOOK BACK TO 2022-23, THE MOST RECENT YEAR FOR WHICH COMPARISON DATA IS AVAILABLE WE GENERATED ABOUT 90% OF THE POTENTIAL FUNDS FOR TIA DESIGNATED TEACHERS.
IF YOU LOOK AT THIS MAP, WHICH SHOWS DALLAS COUNTY, WE OUTPACED OUR COMPETITORS BY NEARLY DOUBLE.
NEXT SLIDE, AND AS WE PIVOT HERE TO A CONVERSATION AROUND THE IMPACT ON THE TIA FOR OUR TEACHERS IN THE DISTRICT, JUST AGAIN, A REMINDER THAT IT WAS A REQUIREMENT OF THE DISTRICT TO GENERATE A LOCAL SPENDING PLAN.
[00:45:02]
THEN WE AS A DISTRICT DO COMMIT 100% OF THAT $29 MILLION TOWARDS TEACHER COMPENSATION WITH TWO PRIORITIES ONE TO LEVERAGE TIA FUNDS TO ENSURE THAT ALL TEACHERS, AS A PART OF OUR BASE COMPENSATION PLAN AND TIA COMPENSATION LEVELS LEAD THE DFW MARKET, PARTICULARLY FOR OUR HIGHLY EFFECTIVE, DISTINGUISHED OR DESIGNATED TEACHERS, AND SECOND, TO INCENT THE RECRUITMENT AND RETENTION OF THOSE DESIGNATED TEACHERS AT OUR HPC AND ACE CAMPUSES BY TIA DESIGNATION AND CAMPUS ASSIGNMENT ACROSS OUR DISTRICT.AGAIN, OUR DESIGNATED TEACHERS ARE SEEING BOTH THAT BASE COMPENSATION THROUGH TEI, AND THEY CAN HAVE THE OPPORTUNITY TO MAXIMIZE THEIR ALLOTMENT BY CHOOSING TO SERVE AT OUR HPC AND ACE SCHOOLS.
SO LOOKING AT THE ACTUAL DATA, WHEN WE LOOK AT TEACHER COMPENSATION FROM BOTH A BASE SALARY AND A TOTAL COMPENSATION PERSPECTIVE, WE CAN SEE THAT UTILIZING THE TIA FUNDS IS ALLOWING DALLAS INDEPENDENT SCHOOL DISTRICT TO LEAD THE DFW MARKET IN THE NUMBER OF TEACHERS WHO ARE EARNING MORE THAN $70,000 IN TOTAL COMPENSATION. WITH OUR CLOSEST COMPETITOR BEING MORE THAN TEN PERCENTAGE POINTS BEHIND US.
LOOKING BACK AT THE 22-23 COMPENSATION DATA, WHICH IS AGAIN THE MOST RECENT DATA THAT THE STATE HAS MADE AVAILABLE TO US, 29% OF OUR TEACHERS HAVE EARNED OVER $70,000 IN BASE SALARY, AND THEN WHEN WE ADD IN THOSE HPC AND ACE STIPENDS, THAT NUMBER GOES OVER TO 37%. WE SPECIFICALLY CHOSE $70,000 BECAUSE THAT EQUATES TO ABOUT 30 YEARS IN THE MARKET.
WHEN WE LOOK AT OUR SURROUNDING DFW DISTRICTS, WHO ARE REMAINING ON A TRADITIONAL STEP SCHEDULE.
NEXT SLIDE, AND THEN THIS DATA GETS EVEN BETTER WHEN WE LOOK AT THE ACTUAL 2324 INFORMATION.
SO WE HAVE OVER 44% OF OUR TEACHERS WHO ARE EARNING MORE THAN $70,000 IN TOTAL COMPENSATION, AND THAT IS AGAIN, WHEN WE LOOK AT BASE SALARY AND STRATEGIC STIPENDS AT ACE AND HPC CAMPUSES.
THIS IS A 38% INCREASE FROM THE 1718 SCHOOL YEAR, AND A LOT OF THAT CAN BE ATTRIBUTED TO THE EXPANSION OF THE ACE/HPC STIPEND TO INCLUDE PROFICIENT TEACHERS, WHICH OCCURRED THIS YEAR AND ALL OF THIS IS MADE POSSIBLE BY LEVERAGING THOSE TEACHER INCENTIVE ALLOTMENT FUNDS.
NEXT SLIDE. SO, OUR TEI AND TIA DATA GIVES US A LOT OF INFORMATION WE CAN USE AS A DISTRICT TO SUPPORT OUR TEACHERS AND ENSURE OUR STUDENTS ARE LEARNING TO THE HIGHEST LEVEL POSSIBLE.
WE DEFINITELY HEAR OUR TEACHERS' FEEDBACK, AND WE RECOGNIZE THAT COMPENSATION ALONE IS NOT GOING TO BE THE SOLE DRIVING FACTOR OF TEACHER RETENTION, BUT WE ALSO BELIEVE THAT IT IS A COMPONENT OF THAT.
WHEN YOU LOOK AT OUR OVERALL DIFFERENTIAL OR DIFFERENTIATED TEACHER RETENTION BY EFFECTIVENESS LEVEL, YOU'LL SEE THAT WHEN YOU LOOK AT PROFICIENT ONE OR HIGHER TEACHERS, OVER 90% OF THEM ARE CONSISTENTLY STAYING WITH DALLAS INDEPENDENT SCHOOL DISTRICT.
SO WE'RE VERY EXCITED THAT WE'RE KEEPING OUR BEST TEACHERS HERE IN DALLAS TEACHING OUR STUDENTS.
NEXT SLIDE. SO WHILE DIFFERENTIAL RETENTION REMAINS A STRENGTH OF OUR TEI AND TIA IMPLEMENTATION PLAN, WE ALSO WANT TO LOOK AT HOW WE RANK WHEN WE COMPARE OURSELVES TO OUR REGIONAL PEERS AS WELL AS THE STATE OVERALL AS A WHOLE.
IF YOU LOOK BACK ABOUT TEN YEARS AGO BEFORE WE STARTED TEI.
SO BETWEEN OUR REGION TEN SCHOOLS, WE WERE ABOUT 4% DIFFERENCE THERE.
WE WERE BEHIND ABOUT 4% IN THE STATE.
SO WE'RE VERY EXCITED ABOUT THAT.
ONE IMPORTANT NOTE THAT I WOULD SAY IS THAT THE WE'RE USING THE STATE'S METHODOLOGY.
SO WHEN THEY LOOK AT TEACHER RETENTION, YOU HAVE TO COME BACK AS A TEACHER.
SO FOR US, THAT ACTUALLY HITS US A LITTLE BIT HARDER THAN MOST DISTRICTS, AND SOMEWHERE AROUND 3 TO 3.5% OF OUR TEACHER TURNOVER EVERY YEAR IS GENERATED STRICTLY FOR THAT PROMOTIONAL RATE. SO THAT MAY HURT OUR METHODOLOGY WITH THE STATE, BUT WE'RE PROUD OF THAT CAREER LADDER.
WE'RE PROUD OF PROMOTING WITHIN AND GETTING PEOPLE THAT KNOW DALLAS, KNOW DALLAS INDEPENDENT SCHOOL DISTRICT KIDS, AND CAN SERVE DALLAS INDEPENDENT SCHOOL DISTRICT GOING FORWARD. WITH THAT, I'LL OPEN IT UP FOR QUESTIONS.
[00:50:02]
THANK YOU, CHIEF ABEL.CAN I GO? YEAH, I SAID TRUSTEE FOREMAN.
OH, OKAY. I DIDN'T SEE YOU NOD; DON'T WANT TO GET OUT OF LINE.
QUESTIONS? SO LET'S START WITH I THINK, SUSIE, YOU SAID YOU TALKED ABOUT TIA IN REFERENCE TO TEI, WHICH ARE TWO TOTALLY DIFFERENT SYSTEMS. CORRECT? OUR TIA IMPLEMENTATION IS CONTINGENT UPON A CROSSWALK TO TEI, BUT THERE ARE MANY DISTRICTS WITH TIA AND NO TEI.
IS THAT CORRECT? YES, MA'AM. OKAY.
I THINK WE STARTED TEI PROBABLY IN 2015, 2014, 2015 OR SOMETHING LIKE THAT, AND THE STATE DIDN'T COME BACK WITH TIA UNTIL 2018, 2019, IS THAT CORRECT? AM I? WE STARTED TEI WITH PRINCIPALS IN THE 2012-13 SCHOOL YEAR, AND TEACHERS CAME ON BOARD IN THE 13-14 SCHOOL YEAR AND TIA STARTED IN 2020 BECAUSE THAT WAS PART OF HOUSE BILL THREE, 2019.
SO THE YEARS DIFFERENCE, AS YOU'RE NOTING, ARE THE SAME.
IT'S JUST A DIFFERENT TIME PERIOD.
SO WITH TEI, THE FIRST YEAR, THE TEACHERS ARE NOT RATED.
IS THAT CORRECT? NO, MA'AM. ALL TEACHERS RECEIVE AN ANNUAL EVALUATION THAT ARE ELIGIBLE FOR TEI.
I'M TALKING ABOUT THE FIRST YEAR.
ARE TEACHERS RATED FOR TEI? AT THE END OF THEIR FIRST YEAR.
OKAY, SO THE FIRST YEAR THEY'RE HERE, THEY'RE NOT RATED, AND THE REASON I ASK THAT QUESTION IS IF THEY COME THE FIRST YEAR AND LEAVE, THEN THEY'RE NOT COUNTED AGAINST WHAT WE'RE TALKING ABOUT.
OUR TEI RATINGS IN TERMS OF TEACHERS LEAVING.
RATING. THE VERY LAST SLIDE, IF YOU'LL PUT THAT LAST SLIDE UP, THIS SLIDE IS ABSOLUTELY ABSENT OF TEI COMPLETELY.
THIS IS SIMPLY TEACHERS THAT ARE EMPLOYED IN OUR DISTRICT HAVING NOTHING TO DO WITH THEIR RATING.
SO WHAT WHAT I'D LIKE TO SEE IS THE NUMBER OF FIRST YEAR TEACHERS THAT LEAVE THE DISTRICT FOR THE LAST THREE SCHOOL YEARS.
I'LL MAKE IT SIMPLE FOR THE LAST.
THREE SCHOOL YEARS JUST SO I CAN GET A BETTER UNDERSTANDING BECAUSE I'M A LITTLE BIT CONFUSED.
WE CAN GET THAT INFORMATION FOR YOU.
YOU KNOW, I STAY CONFUSED, ROBERT.
YOU TALKED A LITTLE BIT. I'M ON SLIDE FIVE.
YOU TALKED ABOUT THE, THE STIPENDS AT THE ACE AND HPC CAMPUSES, BUT THERE ARE OTHER STIPENDS.
CORRECT? YEAH, THERE ARE, AND FOR THIS DISCUSSION, WE ONLY INCLUDED THE ACE AND HPC STIPEND BECAUSE THOSE ARE OUR STRATEGIC STIPENDS THAT DON'T REQUIRE ADDITIONAL DUTIES LIKE ATHLETIC COACHING OR SOMETHING LIKE THAT.
SO WE DIDN'T INCLUDE THOSE WHERE YOU DO SOMETHING ELSE.
THAT'S SIMPLY FOR JUST BEING A TEACHER AT THOSE CAMPUSES.
[INAUDIBLE]. THERE ARE A LOT OF CAMPUSES THAT ARE NOT AN HPC CAMPUSES, AND I DON'T WANT TO CALL OUT A CAMPUS NAME BECAUSE SOME TRUSTEE UP HERE MIGHT GET MAD AT ME IF I CALL THEIR CAMPUS NAME, BUT SAY, FOR INSTANCE, IT'S A MAGNET SCHOOL AND WE HAVE A TEACHER IN A MAGNET SCHOOL AND THEY'RE RECEIVING A STIPEND.
THAT DOES HAPPEN, RIGHT? YES, THAT ABSOLUTELY HAPPENS.
THIS SLIDE HERE ONLY LOOKS AT THEIR BASE SALARY AND THEIR ACE/HPC STIPENDS.
THERE ARE A PLETHORA OF OTHER STIPENDS, I THINK, LIKE YOU'RE SAYING, BUT WE DIDN'T WANT TO INCLUDE THAT HERE BECAUSE WE WANTED TO MAKE SURE WE WERE COMPARING APPLES TO APPLES AS FAR AS JUST BASE COMPENSATION FOR THOSE DUTIES, BUT BUT WHEN WHEN WE DO THAT AND WE JUST PICK OUT THOSE PARTICULAR ONES THERE, THERE ARE OTHER STIPENDS, AND I
[00:55:06]
JUST SOMETIMES I JUST NOT I LIKE TO SEE THE WHOLE PICTURE, JUST NOT A PIECE OF THE PICTURE.THAT WOULD HELP ME, THAT WOULD HELP ME OUT A GREAT DEAL, AND I'LL LET SOMEBODY ELSE TALK.
AND THAT NUMBER IS GOING TO BE HIGHER. SO IT'S GOING TO BE A GREAT NUMBER TO HAVE I KNOW, BUT I HAVE TO HAVE THE WHOLE PICTURE TO BE ABLE TO UNDERSTAND IF IT MAKES SENSE TO ME, AND I'M PROBABLY THE ONLY ONE THAT NEEDS TO UNDERSTAND THAT, BUT.
THANK YOU TRUSTEE FOREMAN TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE WHITE.
I HAVE A QUESTION. WHEN YOU FLIP BACK TO THE MAP, I CAN'T REMEMBER WHAT PAGE THAT WAS.
REALLY QUICKLY, PLEASE. THANK YOU.
THANK YOU FOR THE REPORT, BY THE WAY.
I SEE 89% IN GREEN AND THAT MAKES ME SO HAPPY, BUT IT ALSO MAKES ME WONDER, WHAT ABOUT THE OTHER 11%? YEAH, AND I MAY HAVE SUSIE FOLLOW UP.
SO ONCE YOU GET YOUR DESIGNATION, HOW THE STATE THEY HAVE A PROCESS WHERE THEY LOOK AT YOUR ATTENDANCE BLOCKS AND DEPENDING UPON THE PERCENTAGE OF ECON-DIS IN THAT BLOCK, THEY ADJUST YOUR VALUE UP.
SO THAT'S WHY I DON'T THINK WE'LL NECESSARILY EVER GET TO 100%.
SO IT ALSO GIVES US A LARGER NUMBER OF TEACHERS WHO CAN BE SUBMITTED.
THAT REALLY IS THE SUCCESS OF THE COMBINATION OF THE TEI VERSUS THE TIA IS THAT IT LETS US USE A FULL ONE THIRD OF OUR TEACHERS VERSUS A SMALL SEGMENT LIKE A LOT OF SOME DISTRICTS, FOR EXAMPLE, ARE JUST DOING THIRD GRADE, FIFTH GRADE MATH TEACHERS.
GREAT PRESENTATION. THANK YOU.
CAN WE START ON SLIDE FIVE? OKAY. WE'RE ON FIVE.
WHAT DOES IT WHAT DOES IT TAKE TO BE TEI PROFICIENT? IT CONCERNS ME THAT THERE ARE 48% THAT ARE PROFICIENT AND 52% THAT'S UNSATISFACTORY. HOW DO THE 52 GET INTO THE 48? THE 48 NUMBER? YEAH, THIS IS A RETENTION.
I GOT THE NUMBERS OFF THE INFORMATION THAT WAS PROVIDED TO ME, WHICH I'M LOOKING AT.
COULD YOU PROVIDE CLARITY? I MAY NOT BE UNDERSTANDING YOUR QUESTION.
BECAUSE THIS IS LOOKING AT THE PROFICIENT TEACHERS, CORRECT.
WE WERE TRYING TO SAY THAT 44% OF OUR TEACHERS HAVE THAT BASE SALARY PLUS ACE OR HPC STIPEND.
44% OF ALL OF OUR TEACHERS HAVE A SALARY OR COMPENSATION OF 70,000.
TOTAL COMPENSATION, I APOLOGIZE.
OKAY. SO SO REGARDLESS OF THE A TEACHER WOULD ACTUALLY HAVE TO BE PROFICIENT ONE TWO OR WHAT HAVE YOU TO RECEIVE FUNDS OR DO ALL.
IS EVERYONE ELIGIBLE TO RECEIVE THE TIA FUNDS? YEAH.
IN THE END, WE CAN ONLY SUBMIT UP TO ONE THIRD OF OUR TEACHERS FOR TIA DESIGNATION.
IS THAT CORRECT, SUSAN? SO EVERYBODY QUALIFIES TO GET IN THE GAME BASED UPON YOUR EVALUATION AND EFFECTIVENESS LEVEL, THEN YOU CAN QUALIFY FOR THE SUBMISSION FOR THE QUALIFYING TOP THIRD.
OKAY, AND AS FAR AS I THINK THAT THE FIRST YEAR TEACHERS, I THINK THAT WAS THAT WAS ANSWERED ALREADY, BUT ON SLIDE SIX THIS IS PERTAINING TO PROFICIENT ONE AND HIGHER, CORRECT? AS FAR AS THE THIS IS PERTAINING TO THE TEI LEVEL AT THEY ARE ON? YEAH. CORRECT, AND WE DEFINITELY WE LOVE THAT THE NAMES ARE SO CLOSE IT HELPS US.
SO YEAH, THIS IS ACTUALLY IT HAS ALL TEI EFFECTIVENESS LEVELS, BUT THE FOCUS YOU ARE RIGHT.
THE FOCUS OF THE HEADER OF THE SLIDE IS TO FOCUS ON THAT.
90% OF OUR PROFICIENT ONE AND HIGHER TEACHERS ARE RETAINED IN DALLAS INDEPENDENT SCHOOL DISTRICT YEAR OVER YEAR, AND SO IS THIS MORE OR LESS TEACHERS WITH FIVE YEARS OR MORE SERVICE WITHIN THE DISTRICT?
[01:00:02]
NO, IT WOULD BE ALL TEACHERS, BUT AS FAR AS BECAUSE THERE IS A SCALE, I GUESS MY IT WOULD BE TEACHERS THAT ARE ABOVE THREE YEARS OR MORE, BECAUSE YOU CAN'T QUALIFY FOR PROFICIENT ONE WITHOUT HAVING AT LEAST THREE YEARS.IT WOULD HAVE TO BE THREE AND ABOVE, AND AGAIN, OUR PURPOSE OF THIS SLIDE WAS OF THE TEACHERS THAT WE'RE KEEPING, WHICH IS NEARLY 80% OF THE TEACHERS STAY IN DALLAS INDEPENDENT SCHOOL DISTRICT.
THE NEXT QUESTION IS, WHICH ARE THOSE TEACHERS? ARE THOSE TEACHERS THAT ARE THE HIGHER PERFORMING? SO THAT'S WHAT THE TEAM WAS WORKING TO DO, BUT YOU'RE ABSOLUTELY RIGHT.
IT'S THREE YEARS OR ABOVE OKAY, AND LOOKING AT THE PROCESS WITH THIS, THERE WAS AN APPLICATION THAT HAD TO BE FILED THAT START IN 2014 BECAUSE IT WAS LIKE AN APPLICATION PROCESS.
THEN THE TEACHERS HAD TO BE ADDED INTO THE LIST OF THE TEACHERS WERE ADDED, THE ONES WHO WERE ELIGIBLE, AND THEN WHEN IT CAME TO 20, I THINK IT'S 20.
I SHOULD HAVE HAD THE SLIDE UP.
IT BECAME A CERTAIN AFTER IT HAD TO BE.
IT WAS LIKE A 2 TO 3 YEAR PROCESS WITH THIS.
IS THAT CORRECT? AND THIS EXTENDS OUT UNTIL 2027.
IS THAT CORRECT? I BELIEVE YOU'RE TALKING ABOUT OUR DESIGNATION PROCESS, RIGHT? WHEN WE APPLIED IN 2020 WITH TEA AND RECEIVED INITIAL APPROVAL AND WE DID.
THE FULL SYSTEM APPROVAL WAS VALID FOR FIVE SCHOOL YEARS AND WE THIS PAST FALL REAPPLIED AND WERE FULLY RENEWED FOR AN ADDITIONAL FIVE YEARS.
OKAY. YES, MA'AM. SO THE INITIAL WAS IN 2020.
CORRECT. BECAUSE I SAW AN END DATE OF 2027.
I'M NOT MAKING UP NUMBERS, AND THE REASON I'M ASKING ABOUT THIS IS BECAUSE I WAS WONDERING WHY WE ACTUALLY STARTED WITH BUT IT MAKES SENSE NOW. IS YOUR NAME SMITH? YOUR LAST NAME IS SMITH? YES, MA'AM, AND I'M SORRY I HEARD YOU SAY YOUR NAME, BUT I DIDN'T CATCH IT.
BECAUSE I WAS LOOKING AT THE FACT, AND I GUESS THIS MAKES SENSE TO ME NOW, BECAUSE I WAS LOOKING AT THE FACT THAT WE STARTED WITH 2015- 2016, AND I WAS WONDERING WHY WE DIDN'T START BACK WHEN THE, BUT I UNDERSTAND NOW WHY WE DIDN'T START BACK CLOSER, BECAUSE THIS IS OUR SECOND APPLICATION.
SO THERE'S TWO DIFFERENT THINGS.
ONE IS WE HAVE THE TEI AND TEACHERS APPLY FOR THEIR DESIGNATION.
THAT'S ONE APPLICATION PROCESS, BUT THEN THE DISTRICT THIS TEAM HAD TO APPLY TO TEA.
GOSH, THERE'S A WHOLE BUNCH OF THREE LETTER--NO, I GET IT.
TRUSTEE FOREMAN. OKAY, SO WE GOT TEI, TEIE, AND TEI SO SO THEN WE HAD TO APPLY TO THE TEXAS EDUCATION AGENCY SO THAT WE COULD QUALIFY FOR TIA MONEY BECAUSE IN ORDER TO MAKE THIS SUSTAINABLE, TO KEEP PAYING OUR TEACHERS HIGHER, WE WANT TO ACCESS DOLLARS THAT THE STATE IS GIVING US.
SO THERE'S TWO DIFFERENT APPLICATIONS.
SO WE DON'T GIVE YOU THE WRONG.
WE DON'T WE DON'T WANT TO ANSWER THE WRONG QUESTION, AND I AM LOOKING AT TIA MONEY BECAUSE THAT'S MONEY THAT WAS THAT CAME FROM THE SCHOOL FOUNDATION THAT HAS BEEN GIVEN TO THE SCHOOLS IN TEXAS, CORRECT? NO, YOU HAVE TO APPLY.
NO, YOU STILL HAVE TO APPLY, BUT AND WE YOU SAID 20 15-16, RIGHT? WE THERE WAS NO TIA IN 15-16.
THAT'S WHY I DON'T FEEL LIKE I'M ANSWERING.
I DON'T FEEL LIKE WE'RE ANSWERING YOUR QUESTION.
OKAY, AND THIS INFORMATION THAT I AM MENTIONING IS ACTUALLY CITED ON ONE OF
[01:05:01]
THESE SLIDES HERE.SO THAT'S WHERE I WENT AND GOT IT FROM, WHICH IS FROM THE ACTUAL SITE.
I'M GOING TO TELL YOU WHAT SLIDE IT IS IN JUST ONE SECOND.
COULD WE JUST IT'S ON SLIDE ONE, BUT THAT'S WHERE IT'S FROM.
NO, I WAS JUST WONDERING BECAUSE I UNDERSTAND WE HAVE TO APPLY FOR THIS MONEY, AND IT IS THE MONEY THAT WE'RE APPLYING FOR, NOT THE TEI IS THE PROGRAM THAT WE'RE, I'M GETTING THAT PART, BUT I WAS JUST WONDERING WHY WHEN IT CAME TO THE MONEY PART OF IT, BUT YOU'RE SAYING YOU'RE SAYING THAT.
IT WAS 2017, NOT 2020, THAT TIA CAME IN PLACE.
NO, MA'AM. I'M GOING TO RESTATE THAT AGAIN.
WE COULD NOT HAVE RECEIVED ANY MONEY FROM TIA UNTIL AFTER 2019.
THAT'S WHEN THE LAW ALLOWED THIS PROGRAM TO BE FUNDED.
SO EVEN THOUGH WE HAD TEI AS TRUSTEE FOREMAN FIRST ASKED WHICH WAS TEACHERS STARTED IN 1314, WE DID NOT GET ANY FUNDING TO SUPPORT THE INCREASES IN SALARY UNTIL 2020, AND TRUSTEE WHITE, I APOLOGIZE ON MY SLIDE.
I HAVE A LINE FOR TEI OR TEI IMPLEMENTATION ON THIS SLIDE.
WHAT I SHOULD HAVE DONE IS PUT ANOTHER LINE ON THAT 13.8%.
IF YOU LOOK ON THIS ONE, THAT'S ON THE 20, 2021, THAT 13.8%, I SHOULD HAVE PUT A VERTICAL LINE RIGHT THERE THAT SAYS TIA FIRST MONEYS RECEIVED OR IMPLEMENTATION DATE, SO I APOLOGIZE. I SHOULD HAVE CLARIFIED THAT.
WE'LL UPDATE THAT FOR FUTURE SLIDES, AND WHILE WE'RE ON THIS SLIDE, THERE WAS SO WHEN THE PROGRAM CLARIFY THIS FOR ME BECAUSE IT APPEARS THAT AND THIS IS TEI, NOT TIA, WHATEVER SYSTEM WE WERE UTILIZING, WHATEVER SYSTEM WE WERE UTILIZING WHEN WE STARTED, WE WERE AT 21% AND WHEN WE IMPLEMENTED TEI, DID IT DROP LIKE SEVEN? CAN I RESTATE WHAT I THINK? I THINK I KNOW I UNDERSTAND WHAT YOU'RE ASKING.
YOU CAN ANSWER THE QUESTION AND THEN WE'LL GO TO THE NEXT TRUSTEE.
OKAY. SO I THINK LET ME RESTATE TO MAKE SURE I UNDERSTOOD IT BEFORE WE IMPLEMENTED THE TEI TEACHER EVALUATION WE WERE USING BACK THEN WOULD HAVE BEEN PDAS WHICH WAS PROFESSIONAL DEVELOPMENT APPRAISAL SYSTEM, AND BEFORE THAT WAS TTAS, TEXAS TEACHER APPRAISAL SYSTEM.
SO WE WENT FROM PDAS TO TEI, AND YOUR QUESTION IS WHAT HAPPENED TO OUR RETENTION OF TEACHERS WHEN WE WENT FROM PDAS TO TEI? DID WE GET A DECREASE IN TEACHER KEEPING TEACHERS WHEN WE CHANGED EVALUATION SYSTEMS? IS THAT YOUR QUESTION? IT DOES APPEAR TO BE A DROP BECAUSE THE ANSWER IS YES.
IF THAT'S THE QUESTION, THE ANSWER IS YES.
YES. OKAY, AND SO IT'S BASICALLY THAT'S MY QUESTION.
THANK YOU ALL FOR THE PRESENTATION.
PHILOSOPHICALLY OPPOSED OR NOT OPPOSED.
THE DATA HERE SPEAKS FOR ITSELF, AND SO IT'S PRETTY INCREDIBLE, AND I ALSO KNOW, HAVING BEEN A PRINCIPAL IN THE DISTRICT, WHEN WE ROLLED IT OUT TO WHERE IT IS TODAY, IT IS AN ENTIRELY DIFFERENT SYSTEM.
SO I'D LIKE TO START ON SLIDE THREE.
SO THE ONE BEFORE IT THIS IS A STUNNING MAP WHEN YOU LOOK AT THIS, AND OF COURSE, WE'RE GOING TO SEE I THINK MORE DALLAS AREA DISTRICTS HAVE EXPANDED OR ADDED SYSTEMS. SO WE'LL SEE THIS JUMP SOON, BUT I DON'T THINK ANYWHERE CLOSE TO THAT 89%.
ON THAT CALCULATION IS THE MAXIMUM THE 100%.
WOULD THAT BE IF EVERY DESIGNATED TEACHER WAS AT THE HIGHEST NEED CAMPUS? IS THAT HOW WE CALCULATE THAT? YEAH, PRESUMES THAT WE DESIGNATE ONE THIRD OF OUR TEACHERS, AND THEY ARE ASSIGNED TO THE CAMPUSES THAT GENERATE THE HIGHEST FUNDING AMOUNTS.
DO WE CURRENTLY DESIGNATE ONE THIRD OF OUR TEACHERS? ARE WE A LITTLE BELOW THAT OR A LITTLE BIT ABOVE THAT? JUST ABOVE THAT, AROUND 28.5%.
OKAY. SO A LITTLE BELOW IT ACTUALLY, BECAUSE OKAY.
THAT'S SUPER HELPFUL, AND IF YOU'LL GO TO SLIDE FIVE, TWO MORE FORWARD BACK ONE.
[01:10:08]
I THINK THIS IS A REALLY STUNNING CHART BECAUSE WHEN I LOOK AT THE DISTRICTS ACROSS THE STATE, THE VAST MAJORITY WHO HAVE A TIA SYSTEM, THE VAST MAJORITY ARE IDENTIFYING EFFECTIVE TEACHERS AND GIVING THEM A BONUS, WHICH IS GREAT FOR THAT TEACHER, BUT IT DOESN'T IMPACT THE WIDER SYSTEM AND GIVE THE ABILITY TO DO HIGH PRIORITY CAMPUS STIPENDS FOR TEACHERS WHO ARE PROFICIENT IN GROWING TOWARDS THAT.SO JUST TO CLARIFY, THE TEACHERS THAT ARE RECEIVING THESE STIPENDS AND THE STIPENDS AND THESE HIGHER BASE SALARIES, NOT ALL OF THEM ARE NECESSARILY DESIGNATED TEACHERS, IS THAT CORRECT? YES, THAT IS CORRECT.
WHICH GOES BACK TO A CONVERSATION.
WE HAD PAM AROUND IN THE FALL ABOUT TRYING TO INCREASE THE AMOUNT OF PROFICIENT ONE TEACHERS AND ABOVE TO OUR HIGHEST PRIORITY CAMPUSES, SO HOPEFULLY I'LL BE LOOKING TO SEE. HOPEFULLY WE CAN CONTINUE TO SEE THAT RISE IN THE FUTURE, BECAUSE WE KNOW A TEACHER IS A SINGLE MOST IMPORTANT IMPACT ON A STUDENT, AND THEN IF WE WILL GO TO THE NEXT SLIDE, SLIDE SIX.
AM I READING THIS CORRECTLY THAT MORE THAN 104 TEACHERS IN DALLAS INDEPENDENT SCHOOL DISTRICT THIS YEAR ARE EARNING 100,000 PLUS? CORRECT. BECAUSE I ALWAYS HEAR THIS NUMBER THROWN AROUND A LOT, THAT THERE'S ONE TEACHER, THERE'S FIVE TEACHERS, THERE'S SIX TEACHERS, AND THAT IS DEFINITIVELY NOT THE CASE HERE, AND THESE NUMBERS ARE OBVIOUSLY NOT ADDITIVE.
SO IF I'M LOOKING AT 90,000 AND ABOVE, WE'RE LOOKING AT ROUGHLY 400 TEACHERS.
YEAH THAT'S INCREDIBLE, AND THEN TO THE NEXT SLIDE, THE RETENTION RATE WE'VE TALKED ABOUT THIS IS I MEAN IT'S GREAT TO SEE THIS TREND HOLDING HONESTLY, BECAUSE ONE YEAR IS ONE THING.
I NOTICED THAT UNSATISFACTORY IS NOT REPRESENTED ON THE CHART.
WHY IS THAT AND WHAT ARE OUR NUMBERS THERE? YEAH. SO WE RETAINED 52% OF TEACHERS IN UNSATISFACTORY EFFECTIVENESS LEVEL.
OF THAT 52%, WHAT'S THE END? AROUND 99.
HOW MANY UNSATISFACTORY TEACHERS DO WE HAVE THAT MAINTAIN UNSATISFACTORY RATINGS FROM TWO OR MORE YEARS? DO WE HAVE AN IDEA OF THAT? YEAH, I THINK THE NUMBER IS AROUND 35 OR SO.
I CAN DEFINITELY GET THAT CONFIRMED FOR YOU, THOUGH, AND I CAN UNDERSTAND BECAUSE WE GET DATA A LITTLE BIT LATE BECAUSE WE HAVE TO TAKE INTO ACCOUNT THE END OF THE YEAR DATA, AND SO A TEACHER MAY START THE YEAR AND IT SHOW UP BASED ON LAST YEAR'S DATA, THAT THEY MAY BE UNSATISFACTORY, AND I'M ALL ABOUT GIVING TIME AND CHANCE FOR THEM TO IMPROVE AND SHOW THAT GROWTH IN THE AREAS WHERE WE HAVE UNSATISFACTORY TEACHERS WHO HAVE MAINTAINED AN UNSATISFACTORY RATING FOR TWO AND THREE YEARS, AT WHAT POINT IS THAT IN AND OF ITSELF AN EXIT FROM THE SYSTEM? SO I THINK THAT'S A QUESTION FOR ME, TRUSTEE MACKEY, BECAUSE I THINK THAT'S A LEADERSHIP ISSUE AND WE HAVE HAD A CONVERSATION THAT BECAUSE IF IN FACT, THERE IS NO SUPPORTIVE DOCUMENT OF GROWTH SUPPORTS AND PLANS, THEN WHILE THE RATING IS WITH THE RATING IS FOR THE NUMBER OF YEARS, IF WE HAVEN'T PROVIDED EITHER DOCUMENTING WHAT WE'VE DONE TO PROVIDE IMPROVEMENT.
SO THAT'S CERTAINLY A CONVERSATION THAT CHIEF HUITT AND CHIEF LUSK AND I ARE GOING TO BE ENGAGING IN, BECAUSE WE DID I DID ASK FOR THAT DATA FROM THE TEAM, ALONG WITH HOW MANY YEARS THEY'VE BEEN AT THAT RATING.
SO AT THIS POINT, I WOULD SAY IT'S AN AREA OF GROWTH FOR US AND I'LL BE WORKING WITH OUR TEAM.
GREAT. THANK YOU, AND THEN FINALLY TO THE LAST SLIDE, AND I THINK THIS TELLS THE WHOLE STORY, IS THAT FROM THE FIRST FIVE YEARS OF THIS, WE WERE SUBSTANTIALLY HIGHER TURNOVER RATE THAN THE COUNTY OR SORRY, NOT THE COUNTY, THE REGION AND THE STATE, AND IT LOOKS LIKE IN 2019 WE STARTED FALLING AND HAVE STAYED ROUGHLY UNDER SINCE, AND THIS TELLS THE WHOLE STORY TO ME AS WE HEAR ABOUT THIS IS LIKE TURNOVER RATE, TURNOVER RATE AND TURNOVER RATE IS CERTAINLY MEANINGFUL AND WE KNOW IT FLUCTUATES WITH ECONOMIC CYCLES, ETC., BUT THE FACT THAT WE ARE BELOW BEING A LARGE URBAN DISTRICT, BELOW THE TURNOVER RATE FOR OUR REGION AND OUR STATE IS A HUGE WIN IN AND OF ITSELF AND OBVIOUSLY WE WANT TO CONTINUE TO RETAIN OUR BEST TEACHERS AND CONTINUE TO DO WHAT WE CAN TO DEVELOP, BUT I THINK THAT YOU ALL AND THE TEAM AND I KNOW IT'S NOT JUST YOU ALL, IT'S THE PRINCIPALS, IT'S THE TEACHERS THEMSELVES, IT'S THE TEAMS THAT WE'VE BUILT AND THE SUPPORTS PROVIDED.
SO I THINK THE ENTIRE SYSTEM DESERVES A ROUND OF APPLAUSE FOR THIS.
SO THANK YOU ALL FOR YOUR WORK IN THIS AREA.
[01:15:02]
YEAH, ABSOLUTELY, AND I THINK ONE GOOD POINT TO NOTE IS THAT THE 16.6% IS WHAT WE'RE PREDICTING WILL COME OUT IN OUR TAPR REPORT NEXT YEAR, AND JUST LIKE YOU'RE SAYING, THAT IS A COMPLIMENT TO THOSE WRAPAROUND SERVICES, THE SCHOOL LEADERSHIP, CAMPUS PRINCIPALS AND ACADEMIC SERVICES PROVIDED OUR TEACHERS WITH OUR HIGH QUALITY INSTRUCTION MATERIALS THAT THEY'RE WANTING TO STAY IN DALLAS INDEPENDENT SCHOOL DISTRICT.THANK YOU. I KNOW YOU ARE NEXT.
CAN I HOP IN ONE SECOND? I WANT TO ECHO ALMOST EVERYTHING, TRUSTEE MACKEY SAID, BUT ALSO WHEN YOU'RE LOOKING AT THE RETENTION RATE AND STANDING AND PREDICTING WHERE IT'S GOING TO BE AT 16.6, ETC.
WE HAVE SOME OF THE BEST FAMILIES, KIDS.
I MEAN, IT'S IF YOU GO INTO OUR SCHOOLS I CAN SEE WHY AN EDUCATOR WOULD WANT TO BE THERE.
[INAUDIBLE] WE HAVE GOOD KIDS AND GOOD FAMILIES.
SO I THINK IT'S A TESTAMENT TO OUR COMMUNITY AS WELL THAT PEOPLE WANT TO STAY HERE AND TEACH.
I WANTED TO START ON PAGE TWO WITH THE MAP AGAIN, AND IT, AS I RECALL FROM PRIOR YEARS' DATA, WHEN YOU LOOKED AT IT ON A STATEWIDE BASIS, HOW MANY DISTRICTS WERE DRAWING FUNDS FROM TIA THAT WE WERE BY FAR AND AWAY AHEAD OF ALL OF THE MAJOR DISTRICTS OF ALL OF THE DISTRICTS IN THE STATE, AND I DON'T KNOW IF YOU HAVE THAT DATA, BUT I REMEMBER SEEING SOMETHING LIKE WE WERE DRAWING 27 MILLION AND THEN AND THAT WAS THREE TIMES OR MORE THAN THE NEXT HIGHEST DISTRICT, BUT I'D LIKE TO SEE THAT DATA UNLESS YOU HAVE THAT IN FRONT OF YOU.
OKAY, AND THEN WITH THE 29 MILLION THAT WE DO RECEIVE FROM TIA AND WE'RE RECEIVING THAT BECAUSE WE HAVE THE TEI SYSTEM IN PLACE AND YOU MIGHT BE ABLE TO GET THERE SOME OTHER WAY, BUT WE'VE GOT THE TEI SYSTEM IN PLACE, AND IF WE SIMPLY WENT BACK TO A SENIOR SENIORITY SCALE LEVEL OF COMPENSATION, WE'D LOSE $29 MILLION, RIGHT? CORRECT. SO THE TEI UNDER THE TIA SYSTEM ALLOWS US TO HAVE SUBSTANTIALLY MORE MONEY TO PAY OUR TEACHERS WITH.
YEAH, THAT IS ABSOLUTELY CORRECT, AND LIKE I SAID, IN THE 29 MILLION, EVEN THOUGH THE LAW LETS US AGAIN TAKE 10% FOR ADMINISTRATIVE COSTS IN DALLAS INDEPENDENT SCHOOL DISTRICT, WE USE 0% OF OUR TIA MONEY FOR ANY KIND OF ADMINISTRATIVE COSTS, IT 100% GOES TO OUR TEACHERS IN THE FORM OF BASE SALARY COMPENSATION, OR THOSE STRATEGIC STIPENDS AT OUR HIGH NEEDS CAMPUSES. OKAY.
I THINK MOST OF THESE OTHER OTHER POINTS HAVE BEEN COVERED BEFORE.
WHEN WE ARE, WHEN WE THINK ABOUT DOING OUR STIPENDS FOR HIGH PRIORITY CAMPUSES AND OF COURSE, OUR ACE STIPENDS, WE DO IT BASED ON THE EVALUATION SYSTEM IN TEI.
RIGHT. WE ARE WE ARE IDENTIFYING PROFICIENT ONE AND ABOVE TEACHERS, AND WE INCENTIVIZE THEM TO GO TO ACE CAMPUSES OR HIGH PRIORITY CAMPUSES.
WE DON'T DO IT BASED ON THE NUMBER OF.
NO, WE DO NOT. OKAY, OKAY, AND SO AND WHEN WE TRY TO, WHEN WE THINK ABOUT TRYING TO MAKE SURE THAT OUR BEST TEACHERS GO TO OUR. SCHOOLS THAT HAVE THE MOST NEED.
WE ARE. WE ARE USING THE TEI SYSTEM TO IDENTIFY OUR MORE EFFECTIVE TEACHERS.
OKAY. WITH RESPECT TO THE RETENTION RATE I WANT TO UNDERSCORE A POINT THAT TRUSTEE MACKEY MADE, AND THAT IS, I THINK MOST PEOPLE WOULD AGREE THAT IT'S HARDER TO TEACH.
YOU KNOW, HIGHER POVERTY DISTRICT THAN IT IS IN AN AFFLUENT DISTRICT AND THAT IT'S AND IT'S HARDER TO TEACH WHEN YOU HAVE A LOT OF KIDS WHO DON'T SPEAK ENGLISH AS THEIR FIRST LANGUAGE, THAT IT'S JUST IT'S JUST MORE CHALLENGING IN A HIGH POVERTY DISTRICT THAN IT IS IN THE AVERAGE DISTRICT IN TEXAS, WHICH IS I GUESS THE STATEWIDE AVERAGE IS, WHAT, 62% POVERTY, 60%
[01:20:10]
ECONOMICALLY DISADVANTAGED, BUT IN SPITE OF ALL THAT, OUR TURNOVER RATE OVER THE LAST SEVERAL YEARS IS IS MUCH BETTER THAN THE STATE AVERAGE.EVEN THOUGH THE CHALLENGES AND THE DIFFICULTIES THAT OUR TEACHERS FACE ARE GREATER, AND I DO THINK THAT'S YOU KNOW, WE NEED TO APPLAUD OUR TEACHERS FOR THAT AND CERTAINLY APPRECIATE THEM FOR THAT, AND I'M GLAD TO SEE THAT OUR, OUR COMPENSATION IS BETTER THAN MOST MOST DISTRICTS IN THE MARKET. ONE OTHER THING.
ON PAGE SIX, AND JUST WANT TO ALSO UNDERSCORE THE POINT THAT WE'RE KEEPING THE TEACHERS THAT WE HAVE IDENTIFIED AS THE MOST EFFECTIVE, AS AT A HIGHER RATE THAN THE TEACHERS THAT WE IDENTIFY AS LESS EFFECTIVE. YEAH, THAT IS CORRECT, AND WE'RE KEEPING THEM.
I MEAN, OUR PROFICIENT ONE AND HIGHER IS OVER 90%.
SO THAT IS AN EXTREMELY HIGH FOR TEACHER RETENTION RATE FOR ANY DISTRICT OF ANY TEACHER GROUP.
OKAY. SO WE HAVE A LOWER ATTRITION RATE GENERALLY AND THEN OF THAT ATTRITION WE SEEM TO BE ABLE TO RETAIN THE TEACHERS THAT WE IDENTIFY AS, AS THE BEST TEACHERS.
THERE HAVE BEEN SO MANY CHANGES TO IT RESPONDING TO QUESTIONS, CONCERNS AND COMMENTS, AND I CAN PROBABLY IDENTIFY TEN OF THEM OFF THE TOP OF MY HEAD, BUT DO WE DO WE HAVE A LIST OF SOME KIND OF THE DIFFERENT CHANGES WE'VE MADE OVER THE YEARS? BECAUSE I THINK IT'S HELPFUL AS, AS OTHER DISTRICTS START TO LOOK AT THE SUBSTANTIAL ADDITIONAL COMPENSATION THAT WE'RE ABLE TO GET FROM THE STATE AND PASS ON TO OUR TEACHERS THAT THEY, YOU KNOW, THEY DON'T START AT SQUARE ONE WITH AND TRY TO REINVENT THE WHEEL THERE WHEN WE'VE WE'VE GONE THROUGH 100 DIFFERENT ITERATIONS, AND, AND I DO WANT TO COMPLIMENT THE, THE TEAM, THE ADMINISTRATIVE TEAM OVER THE YEARS FOR BEING RESPONSIVE TO QUESTIONS AND CONCERNS ABOUT THE SYSTEM.
WE I REMEMBER WE TALKED ABOUT THIS BEING A CONTINUOUS IMPROVEMENT MODEL WHEN IT WAS FIRST ROLLED OUT, AND THERE WEREN'T THAT MANY CHANGES THAT WOULD ACTUALIZE THE CONTINUOUS IMPROVEMENT MODEL THEORY AT THE TIME, BUT OVER, OVER THE LAST 6 OR 7 YEARS, I THINK THERE HAVE BEEN A LOT OF CHANGES THAT HAVE MADE THE SYSTEM BETTER AND HAVE BEEN RESPONSIVE.
SO TO THE EXTENT WE'VE WE'VE GOT THAT KIND OF INFORMATION, WHAT, YOU KNOW, WHAT DID WE CHANGE? WHAT WERE THE ITERATIONS? I'D JUST LOVE TO LOVE TO SEE WHAT IT IS AND I KNOW SUSIE, WE PROBABLY DRIVEN YOU CRAZY OVER THE MANY YEARS WITH ALL THE DIFFERENT.
YEAH, CONCERNS AND THAT WE'VE WE BROUGHT UP AND, ROBERT, THE LAST THING I HAVE FOR YOU IS WHERE'S MY CHART? WHERE'S THAT? THE DARN SLIDE IS COMING SOON, I PROMISE.
OKAY. [CHUCKLING] THAT'S A DIFFERENT PRESENTATION.
THAT'S ALL I'VE GOT. THANK YOU, TRUSTEE MICCICHE.
SO I JUST HAVE A FEW QUICK QUESTIONS.
SO, I MEAN TRUSTEE MICCICHE SAID SOMETHING I LIKE.
ONE OF THE HIGHEST, WE ARE THE HIGHEST COMPENSATING DISTRICT IN THIS REGION.
SO IN OUR DIRECT MARKETPLACE WHO WE COMPETE AGAINST FOR THE SAME EMPLOYEES, FOR THE SAME GRADE TEACHERS, WE ARE THE HIGHEST PAYING IN THIS AREA. OKAY, SO I JUST WANTED TO CLARIFY THAT IN FACT, WE ARE THE HIGHEST PAYING PERIOD.
I MEAN, WHEN YOU LOOK AT THE CHART, I FORGET WHICH TABLE IT WAS.
IT'S NOT EVEN CLOSE, AND THAT DOESN'T INCLUDE THE STIPENDS.
SO WE THREW IN THE BUT THAT DOESN'T INCLUDE THEIR STIPENDS EITHER.
OR DO WE KNOW ABOUT THE OTHER DISTRICTS? NO, THIS IS JUST THEIR BASE SALARY.
OKAY, SO IT IS APPLES TO APPLES BASE SALARY.
SO OUR BASE SALARY IS MUCH, MUCH HIGHER.
[01:25:01]
SO I JUST WANTED TO CLARIFY THAT.NOW ON THE ON THE RETENTION SLIDE.
YEAH. I MEAN, THE QUESTION WAS ASKED ABOUT, YOU KNOW, OUR RETENTION WAS MUCH HIGHER.
YOU KNOW, IF WE DO GET THE INFORMATION I THINK THAT WAS ASKED FOR, I WOULD ADD ON TO THAT.
I WANT TO KNOW WHO TEI-WISE WHO ARE THE ONES LEAVING BECAUSE IT'S NOT IT'S NOT APPLES TO APPLES.
RIGHT. IF EVERY SINGLE IF WE HAD 3% HIGHER THAN THE STATE OR 5% HIGHER THAN THE STATE, BUT 100% OF THOSE WERE UNACCEPTABLE TEACHERS, THEN THAT WAS THE BEST DAY FOR KIDS, FRANKLY.
SO, YOU KNOW, SO IF WE HAVE THAT, IT WOULD BE NICE TO KNOW JUST MY ANECDATA WOULD SEEM TO INDICATE JUST HAVING BEEN IN THE ROOM WHEN WE'VE DONE THE, YOU KNOW, WHAT IS IT? WE DO IT IN MAY THEN WE GET THE LIST OF FOLKS THAT ARE LEAVING, AND YOU LOOK AT THE NUMBER OF UNACCEPTABLE AND IT'S 85%.
THAT'S THE BEST DAY FOR KIDS, AT LEAST IN OUR DISTRICT.
AWESOME, AND THEN JUST IN TERMS OF THE IMPROVEMENTS IN TEI AND THE CONTINUOUS IMPROVEMENT MODEL THAT WE USE, IT'S BEEN MY EXPERIENCE THAT THERE HAVE BEEN SIGNIFICANT THAT THE SYSTEM DOES, IN FACT ADDRESS QUESTIONS THAT ARE RAISED.
I MEAN, I'VE BEEN IN HEARINGS WHERE, YOU KNOW, TEACHERS HAVE SAID, HEY, I'M A, YOU KNOW, MASTER TEACHER, I'M AN EXEMPLARY TEACHER, I'M A GREAT TEACHER, BUT THIS WEIRD THING HAPPENED WITH MY TEI AND THAT THIS GROUP OF STUDENTS, I KNEW WHO THE STUDENTS WERE BECAUSE OF THE WAY THAT THEY WERE THE STUDENT SURVEY, BECAUSE SOME WERE COMMUNITY COLLEGE STUDENTS AND SOME, YOU KNOW, WERE MY REGULAR STUDENTS, AND SO THERE WERE ANOMALIES THAT AROSE, AND I WANT TO COMMEND YOUR TEAM, BECAUSE I KNOW THAT YOU ARE MAXIE JOHNSON'S FAVORITE CHIEF.
[CHUCKLING] I JUST WANT TO COMMEND YOUR TEAM ON ON BEING WILLING TO LISTEN AND BEING WILLING TO IDENTIFY THESE ANOMALIES AND, YOU KNOW, RECALCULATE FOR FOLKS ANYTIME SOMEBODY.
IS THIS CORRECT? AM I CORRECT ON THIS THAT IF THEY ARE NOT SATISFIED WITH THEIR TEI, THEY CAN ALWAYS COME AND ASK TO HAVE IT RESCORED AND RECALCULATED? RIGHT? SO THANK YOU FOR DOING THAT.
I THINK THAT'S IMPORTANT FROM A, YOU KNOW, CUSTOMER SERVICE POINT OF VIEW FOR, FOR OUR, OUR TEACHERS THAT, THAT THEY KNOW THAT SOMEBODY ELSE WILL TAKE A LOOK AT THIS AND THAT, THAT WE ARE WILLING TO ADOPT, ADAPT AND MODIFY AND IMPROVE, AND I THINK IT IS A MUCH IMPROVED SYSTEM, AND I'M GRATEFUL FOR THAT, AND I'M SURE THAT OUR TEACHERS ARE AS WELL, SO THAT THEY CAN GET THE HIGHEST COMPENSATION IN THIS AREA ESPECIALLY THOSE THAT ARE GREAT TEACHERS.
WAS IT 400 PLUS TEACHERS MAKING OVER 90,000 A YEAR? SO THANK YOU.
THIS I MEAN, I SAW THIS PRESENTATION A COUPLE OF DAYS AGO AND I WAS LIKE GIDDY.
THANK YOU. THANK YOU, TRUSTEE FLORES TRUSTEE FOREMAN FOLLOWED BY TRUSTEE JOHNSON.
OKAY, JUST FIRST TO CLARIFY SOMETHING.
I'M PROBABLY ONE OF THE FEW TRUSTEES THAT HAVE BEEN ON THIS BOARD SINCE 2014, AND THE ITERATION OF CHANGE HASN'T COME FROM ALL THE BOARD MEMBERS.
THERE'S BEEN A CONSTANT PUSH FOR POSITIVE CHANGE IN TEI, AND THERE WILL CONTINUE TO BE A CONSTANT PUSH FOR POSITIVE CHANGE BECAUSE WE HAVE OVER 10,000 TEACHERS.
SOME DON'T WANT TO SEE CHANGE.
I DO HOW MANY SCHOOL DISTRICTS DO WE HAVE IN THE STATE OF TEXAS? [INAUDIBLE]? APPROXIMATELY 1200.
APPROXIMATELY 1200, WITH 80% OF THOSE LESS THAN 3500 STUDENTS.
SEE, I KNEW I KNEW THAT NEXT QUESTION.
YOU'RE GETTING THERE BECAUSE IT'S NOT APPLES TO APPLES.
WHAT I DO KNOW IS WE COULD KILL TEI, AND STILL GET TIA MONEY B ECAUSE THE OTHER DISTRICTS DON'T HAVE TEI.
SO I WANT TO MAKE THAT CLEAR SO THAT THE PUBLIC WHO'S LISTENING CAN UNDERSTAND THAT FACT IS TRUE.
ONE OF THE THINGS AND I ASK THAT QUESTION BECAUSE OUR SURROUNDING DISTRICTS, WE GO, YOU GUYS ARE DOING A GOOD JOB, BUT OUR SURROUNDING DISTRICTS ARE MUCH SMALLER THAN WE ARE, SO THEY CAN'T COMPETE IN TERMS OF SALARY.
WE KNOW THAT, BUT WE DON'T WANT TO ACKNOWLEDGE THAT.
[01:30:06]
OUR FUNDING IS GREATER THAN THEIR FUNDING, AND THAT'S A FACT.A QUESTION WE HAVE 104 TEACHERS GETTING OVER $100,000 LAST YEAR.
HOW MANY TEACHERS GOT OVER IT LAST SCHOOL YEAR? HOW MANY TEACHERS MADE OVER $100,000? 54 AND THE YEAR BEFORE THAT, IF YOU HAVE IT, BECAUSE I THINK IT WAS SOMETHING LIKE.
WE'VE MOVED BECAUSE WE'VE RECEIVED SOME ADDITIONAL DOLLARS AND THAT'S GOOD.
I'M NOT COMPLAINING ABOUT THAT.
AFTER COVID, PEOPLE WERE LOOKING FOR A JOB, AND SO OUT OF THIS THE NUMBER OF TEACHERS THAT WE ARE RETAINING, ARE THEY ALL CERTIFIED OR WHAT'S THE NUMBER THAT'S NOT CERTIFIED TEACHERS THAT WE'RE SHOWING AS TEACHERS? YEAH. I DON'T HAVE THE THAT DATA PIECE.
THIS IS DEFINITELY LOOKING AT OUR DOI LOCAL PERMITTED AS WELL AS CERTIFIED TEACHERS THOUGH.
YES. YEAH. SO THERE WOULD BE NO NON CERTIFIED TEACHERS ON THAT LIST OF RETENTION.
IF YOU'RE A DOI TEACHER, YOU CAN STILL PROGRESS THROUGH THE TEI SYSTEM AND RECEIVE HIGH LEVELS OF [INAUDIBLE], AND I ASK THAT QUESTION, ROBERT, BECAUSE YOU'VE BEEN EXCELLENT ON TRYING TO BRING IN BLACK MALES AND OTHERS TO COME INTO DIFFERENT PROGRAMS AND SO IT JUST WILL BE REALLY GOOD TO UNDERSTAND THAT PARTICULAR PIECE.
SO THAT WE HAVE A CLARITY ON THAT AND, AND I'LL LEAVE WITH THIS.
I'M GOING TO CONTINUE TO FIGHT FOR POSITIVE CHANGE.
I LISTEN TO THE TEACHERS, NOT THE BUREAUCRATS, ON TRYING TO MAKE SURE THAT IT IS A SYSTEM THAT'S WORKABLE FOR THE 10,000 PEOPLE THAT WE HAVE WORKING FOR US.
THANK YOU. THANK YOU, TRUSTEE FOREMAN.
HOW MUCH DO WE PAY OUR TEACHERS BASE SALARY? THE STARTING SALARY IS $61.5K, BUT ARE YOU ASKING FOR AN AVERAGE SALARY? AVERAGE SALARY.
AVERAGE SALARY IS SLIGHTLY OVER $68,000.
SO WE START AT 61 AND THE AVERAGE IS 68? MM HMM. THANK YOU.
THANK YOU FOR THE PRESENTATION AGAIN.
WE'RE GOING TO KEEP MOVING THROUGH OUR AGENDA.
WE'RE GOING TO GO TO ITEM B, WHICH IS DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.
TRUSTEES, WE ARE NOW TO THE SECTION NINE.
[9. MINUTES SUBMITTED FOR APPROVAL]
THE MINUTES ARE GOING TO BE POSTED IN BOARD DOCS PRIOR TO THE BOARD MEETING.[10. STATUTORY ITEMS]
WE HAVE STATUTORY ITEMS. I'M GOING TO READ THIS AND CONSIDER AND TAKE POSSIBLE ACTION TO ADOPT THE ORDER CANCELING THE MAY 4TH ELECTION FOR DISTRICT THREE.CONGRATS, INFORMALLY, TRUSTEE MICCICHE, ON ANOTHER THREE YEARS ON THE BOARD.
[11. POLICY UPDATES]
SECTION A THROUGH G.WHAT WAS THAT AGAIN? TRUSTEE FOREMAN.
WAIT, SAY IT AGAIN, TRUSTEE FOREMAN.
WE HAVE A FIRST READING THE POLICY UPDATES TO.
DID YOU WANT TO EXPLAIN 11? THERE WE GO, 11A.
SO AFTER WE FINISH, THIS WILL BE 11A, IF YOU HAVE ANY QUESTIONS HERE OR SECTION 12 OR 13.
[01:35:31]
I'M MESSING WITH HER.ARE YOU SURE? JUST A QUICK QUESTION FOR THE OPIOIDS.
SO I KNOW WE HAVE LOCATIONS WITHIN THE SCHOOLS AND WE'RE TRAINING CERTAIN INDIVIDUALS AND THE O FFICERS ALSO CARRY IT.
CORRECT. SO IS THERE A LIST, AND THIS WOULD BE TO CHIEF HUITT.
ALSO, IS THERE A LIST OF PEOPLE THAT IS READILY AVAILABLE IN THE SCHOOL.
SO IF PERSON NUMBER ONE IS NOT AVAILABLE PERSON NUMBER TWO CAN BE CALLED ON.
SORRY I DIDN'T HAVE MINE ON EITHER, SO IT'S JUST WEIRD LIKE THIS.
SO I WILL CHECK ON THAT BECAUSE I DON'T KNOW THAT EACH PRINCIPAL HAS A DOCUMENTED LIST, BUT EACH PRINCIPAL KNOWS WHO ALL ON THEIR CAMPUS IS TRAINED, BUT I THINK A LIST WOULD BE GOOD SO THAT EVERYBODY ELSE IS AWARE, BECAUSE THE PRINCIPAL MIGHT NOT BE ON THE CAMPUS AND THERE COULD BE INCIDENTS.
AND SOMEBODY NEEDS TO BE ABLE TO.
AGREED. PERSON NUMBER ONE IS NOT AVAILABLE.
PERSON NUMBER TWO, PERSON NUMBER THREE OR WHOMEVER JUST IN CASE.
JUST REAL BRIEFLY BECAUSE THAT WAS A CONCERN OF MINE, BUT THE LIST IS GREAT SO THAT THE OTHER STAFF MEMBERS, BECAUSE I THINK THE NURSES ARE ALSO GOING TO BE TRAINED AS WELL.
POLICE OFFICERS ARE TRAINED ON MOST CAMPUSES ESPECIALLY AT THE SECONDARY LEVELS.
ATHLETIC STAFF ARE TRAINED, OUR ATHLETIC TRAINERS ARE TRAINED.
SO THERE'S SEVERAL INDIVIDUALS ON EACH CAMPUS THAT ARE TRAINED.
THANK YOU, TRUSTEE WHITE. I THINK WE'RE THROUGH WITH POLICY UPDATES.
TRUSTEE. DO YOU HAVE ANY QUESTIONS? SECTION 12 PROPOSED NAMING THE FACILITIES 11F.
11F? I'M STILL ON POLICY, TRUSTEES.
11F BOARD POLICY FFEA (LOCAL).
SO I THINK I READ THIS CORRECTLY.
PLEASE HELP ME, BUT IT SAYS WE'RE TRYING TO ALIGN THE POLICIES WITH OTHER DISTRICTS.
I GUESS THE QUESTION I HAVE IS IS THAT WE ARE A MUCH LARGER DISTRICT, AND WE CAN'T ALWAYS ALIGN OUR POLICIES BASED ON SMALLER DISTRICTS.
SO DOES THIS MAKE SENSE TO MAKE THAT KIND OF ALIGNMENT? YEAH. THANK YOU. TRUSTEE FOREMAN.
GOOD AFTERNOON. YEAH, I THINK WE DID SAY THAT, AND I THINK IT'S REFERENCED REFERENCING THE TASB RECOMMENDATION BUT I THINK MORE IMPORTANT TO US, IT DOES BETTER ALIGN TO CAPTURE THE ESSENCE OF THE LANGUAGE IN THE POLICY.
SO YES, IT MAKES THE POLICY CLEARER WITH THE TITLE CHANGE HAS BEEN MADE, AND WE ALSO HAVE MADE THE ADJUSTMENTS YOU RECOMMENDED AT THE BRIEFING AROUND THE SKILLS VERSUS ABILITIES. SO WHEN I THINK ABOUT TASB, IT'S A GOOD ORGANIZATION, BUT IT REPRESENTS A LOT OF SMALL DISTRICTS, AND JUST BECAUSE TASB MAKES A MOVE DON'T NECESSARILY MEAN WE NEED TO MAKE A MOVE, AND I SAID THAT PROBABLY SINCE 2014, AND SO I AND I'LL TAKE A DEEPER LOOK AT THIS, BUT I'M JUST CONCERNED THAT WE ALWAYS SAY WHEN TASB MAKES A MOVE, WE MAKE A MOVE.
THAT'S NOT NECESSARILY THE WAY WE SHOULD BE DOING THINGS.
I'D RATHER SEE US ALIGN OURSELVES WITH LARGER DISTRICTS SO THAT WE'RE ALL IN THIS.
SAN ANTONIO HOUSTON, LARGER DISTRICTS.
SO WE'RE ALL TALKING THE SAME LINGO.
[01:40:02]
THANK YOU.ANY OTHER QUESTIONS OR COMMENTS IN THE POLICY UPDATE SECTION? YEAH, I JUST WANTED TO FOLLOW UP ON THAT.
AS I UNDERSTAND IT, THIS IS THE TASB RECOMMENDED CHANGE, BUT YOU'RE NOT ACCEPTING THIS BLINDLY.
YOU'VE LOOKED AT THE PROPOSED CHANGE AND YOU THINK IT'S A REASONABLE CHANGE THAT WE SHOULD MAKE.
THE CHANGE ALIGNS WELL WITH THE LANGUAGE IN THE POLICY.
ALL RIGHT. THANK YOU, TRUSTEES.
WE'RE NOW, I BELIEVE, ON SECTION 12, PROPOSED NAMING THE FACILITIES.
[12. PROPOSED NAMING OF FACILITIES]
ANY QUESTIONS? COMMENTS ON 12 A, B OR C? ALL RIGHT. THE CHIEF OF STAFF, 15B.[14. CHIEF OF STAFF DIVISION]
I'M SORRY. THAT'S FINE.I'M MOVING ALONG? [INAUDIBLE] MOVING FORWARD.
YOU'RE AHEAD OF ME, IS WHAT I'M SAYING.
[CHUCKLING] I DON'T KNOW HOW TO TAKE THAT.
I DO NOT KNOW HOW TO TAKE THAT.
15B, CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE THE SUBMISSION TEA STATE WAIVERS.
OH, SORRY, I'M JUST TRYING TO GET GET IT EXPLAINED.
GOOD AFTERNOON. SO THIS IS A REQUEST THAT WE'RE MAKING FOR TWO WAIVERS.
THE FIRST ONE IS JUST TO MODIFY THE SCHEDULE.
SO THIS WAIVER WOULD ALLOW US TO FLEX THOSE DAYS FOR STUDENTS WHO ARE NOT TESTING.
THE SECOND WAIVER IS TO ALLOW OUR TEACHERS TO CONTINUE TO USE MYDATAPORTAL AS OPPOSED TO TAMS OR THE TEXAS ASSESSMENT MANAGEMENT SYSTEM, AND SO THIS IS ALLOWED EVERY THREE YEARS.
SO THE LAST TIME WE BROUGHT THIS WAS THREE YEARS AGO.
CHIEF OF STAFF, DIVISION LS 15 B.
ARE THERE ANY OTHER QUESTIONS? 16, 17? 16A. OKAY 16A, TRUSTEE FOREMAN.
SO THIS IS FOR A POOL OF VENDORS FOR CTE PRODUCTS AND SERVICES.
SO THE STATEMENT UNDER THE JUSTIFICATION CAUGHT MY ATTENTION.
THAT SUPPORT ACCOUNTABILITY OBJECTIVES OF THE TEXAS EDUCATION AGENCY.
SO WHAT DOES THAT MEAN? YEAH, I THINK WHAT THAT MEANS IS WE KNOW THAT CERTIFICATIONS ARE IMPORTANT FOR OUR STUDENTS, AND THEY ALIGN WITH THE STATE'S A THROUGH F, WHICH ALSO SUPPORTS US ACHIEVING OUR ACCOUNTABILITY EXPECTATIONS.
SO I THINK THAT'S THE LANGUAGE THAT YOU'RE REFERENCING.
SAY THAT AGAIN, I MISSED SOMETHING.
YES I WILL. SO THE PROGRAM, THE CTE PROGRAMS OF STUDY, WHETHER IT'S A CAMPUS HIGH SCHOOL OR HIGH SCHOOLS OR AT CAREER INSTITUTES, THEY'RE ALL ALIGNED TO CERTIFICATIONS THAT ARE, YOU KNOW, OBVIOUSLY IMPORTANT FOR THE LOCAL JOB MARKET.
RIGHT, BUT IN ADDITION, THEY ALL ALIGN THROUGH THE STATE'S A THROUGH F ACCOUNTABILITY, AND SO THAT'S WHY I THINK THAT'S REFERENCED FROM THE ACCOUNTABILITY PERSPECTIVE, BECAUSE ALL OF OUR PROGRAMS OF STUDY ARE SUPPORTED THROUGH THIS RFP, THE RESOURCES AND SERVICES WE NEED FOR OUR SCHOOLS.
SO LIKE, FOR EXAMPLE, IN CULINARY, THERE ARE SOME SUPPORTS OUTLINED HERE.
I THINK THE CHALLENGE IS, IF I COULD INTERJECT IS A THROUGH F.
YES. SO THIS IS NOT THE A THROUGH F GRADING THE CERTIFICATIONS ACTUALLY NOW LIST WHICH IS A LIST, AND SO BECAUSE I ALWAYS HAVE TO GO WHICH A THROUGH F ARE YOU TALKING ABOUT DR.
IT'S TOO MUCH. I DON'T UNDERSTAND TRUSTEE FOREMAN.
THERE'S SOMETHING GOING ON. SO THE A THROUGH F, AND SO WE WANTED THE DOCUMENT TO REFLECT.
WE'RE NOT JUST GETTING THIS EQUIPMENT BECAUSE WE THINK IT'S IMPORTANT.
NOT A THROUGH F ACCOUNTABILITY, BUT WHAT DESIGNATES A STUDENT AS BEING COLLEGE CAREER READY OKAY.
TRUSTEE FOREMAN. ANY OTHER QUESTIONS ON 16 OR 17?
[01:45:05]
17A. YES, MA'AM.SO COLLEGE AND CAREER READINESS MATERIALS.
WHAT KIND OF MATERIALS ARE WE TALKING ABOUT? MUCH OF THE RESOURCES AND MATERIALS WE'RE TALKING ABOUT HERE ARE FOR STUDENTS TO DEMONSTRATE THAT THEY'RE COLLEGE READY.
FOR EXAMPLE, OUR STUDENTS TAKE THE SAT AND WE PAY FOR THAT EACH YEAR FOR OUR JUNIORS.
SO OVER A FIVE YEAR PERIOD, OBVIOUSLY, YOU KNOW, THERE'S THAT CONSIDERATION.
WE ALSO HAVE CURRICULUM THAT'S FOR OUR COLLEGE PREP COURSE THAT WE HAVE FOR SENIORS.
SO THESE ARE THE RESOURCES AND OPPORTUNITIES, AND THEY'RE ALL STUDENT DIRECTLY RELATED TO STUDENTS, AND THEY YOU KNOW THEY'RE ALL TIED TO SO SUPPORTING STUDENTS, BASICALLY WHAT YOU'RE SAYING IS WE'RE PAYING FOR THESE PROGRAMS. WE ARE THE SAT, WHICH IS GOOD.
THAT MAKES ALL THE SENSE IN THE WORLD.
TRUSTEE FOREMAN. ANY QUESTIONS ON IT? 19 A OR B? 19A. TRUSTEE FOREMAN.
19A. SO I'M GOING TO SAY THIS AGAIN. WE SPEND AN ENORMOUS AMOUNT OF MONEY IN IT.
AN ENORMOUS AMOUNT, AND I KNOW IT'S EXPENSIVE, BUT BY THE SAME TIME, BY THE SAME TOKEN, I THINK WE NEED SOME KIND OF AN AUDIT TO BE ABLE TO UNDERSTAND WE GET, AND THAT'S NOT YOU.
SOME KIND OF AUDIT. WE SPEND SO MUCH MONEY IN IT, AND WE DON'T AUDIT IT.
SO I HOPE THE INTERNAL AUDITOR IS LISTENING BECAUSE IT IS, IN MY OPINION TIME THAT WE START LOOKING AT THIS ENORMOUS AMOUNT OF MONEY, WE GET ALMOST EVERY BOARD MEETING, WE GET MILLIONS AND MILLIONS AND MILLIONS OF DOLLARS IN IT AND IT COULD BE ALL FOR THE RIGHT REASONS.
I'M NOT AN IT PROFESSIONAL, BUT I AM A PROCUREMENT PROFESSIONAL, AND I SEE A LOT OF MONEY, AND SO IN THIS PARTICULAR ONE IT TALKS ABOUT THIS IS $18 MILLION.
THAT'S CORRECT. THIS IS FOR OUR LIT AND DARK FIBER LEASES.
SO WE WILL BE MAXIMIZING THAT REIMBURSEMENT.
SO HAVE WE DONE THIS ONE BEFORE? YES, MA'AM. THIS IS THE REGULAR WAY WE'VE BEEN USING UPN TO BUILD OUT OUR 400 PLUS MILES OF INFRASTRUCTURE, AND THIS IS TO PAY FOR THE LEASE FOR THOSE CONNECTIONS BETWEEN ALL OF OUR CAMPUSES.
SO, DO YOU KNOW HOW LONG WE'VE BEEN USING THIS ONE? MAYBE. MAYBE IT'LL BE EASIER THAN TO ASK YOU.
HOW LONG IS THAT? YOU GO BACK AND GET THE E-RATE REIMBURSEMENT AMOUNT PER YEAR.
2.3 MILLION, AND WE'RE TALKING 18 MILLION.
THAT'S CORRECT. 18 MILLION OVER FIVE YEARS.
WE GET ABOUT APPROXIMATELY 2.3 MILLION ANNUALLY REIMBURSEMENT OF THAT.
SO, YEAH. CAN YOU JUST GET THE DATA FOR ME? AND I WOULD APPRECIATE THAT.
MAKE IT CLEAR FOR US TO LIKE THIS IS FIVE YEARS, SO THAT WE CAN ALSO BE ABLE TO BREAK THAT DOWN BECAUSE WE'RE GETTING 2.3 ANNUALLY, AND SO FIRST LET'S TAKE THE 18 MILLION. WHAT DOES THAT WORK OUT TO ANNUALLY, AND THEN THE 2.3 SO THAT WE CAN HELP OUR TRUSTEES UNDERSTAND WHAT YOU'RE ASK WHAT OUR ASK IS AND THEN PUT THAT INFORMATION TRUSTEE FOREMAN JUST REQUESTED IN THE TRACKER, PLEASE.
YES, MA'AM. THANK YOU. I GOT IT THAT IT WAS.
ANNUALLY, I GOT IT, BUT IT'S STILL 18 MILLION.
CHIEF BRINKMAN, COME BACK PLEASE.
[01:50:01]
HE THOUGHT HE WAS THROUGH.NO PROBLEM. HOW ARE YOU DOING? AND THANK YOU FOR SHARING THAT REIMBURSEMENT PART WITH ME.
I'M GOING. WE'RE SPENDING MORE MONEY.
OKAY, I UNDERSTAND, I GUESS IT'S JUST A LOT OF THINGS ARE NOT BROKEN DOWN, AND SOMETIMES THEY ARE, BUT THANK YOU FOR LETTING ME KNOW THAT WE ARE GETTING SOME OF THIS MONEY BACK IN REIMBURSEMENTS.
THAT DOES MAKE ME FEEL A LOT BETTER, AND YOU'RE SAYING THAT WE'RE DOING 400 MILES OF ARE WE DOING OUR OWN? SO WE HAVE OVER 400 MILES OF FIBER.
I MEAN, I THINK WE'RE THE LARGEST FIBER INFRASTRUCTURE IN THE CITY, AND THIS PAYS FOR THE LEASES FOR THOSE THROUGH UPN, OUR PROVIDER, BOTH LIT AND DARK.
YEAH. I GUESS FOR ME, IT WOULD ALSO HELP IF THERE WAS A MORE DEFINITION AS FAR AS WHERE BECAUSE WE GET SO MANY REQUESTS, I FEEL AS WELL IF THERE WAS MORE OF A BREAKDOWN BECAUSE IT'S ALL RUNNING TOGETHER TO ME BECAUSE I'M JUST SAYING TOTALS. SO THANK YOU SO MUCH.
[INAUDIBLE]. TRUSTEE FOREMAN. KIND OF THE SAME THING.
IS THIS E-RATE REIMBURSABLE? YES, MA'AM. SO THIS IS THE SECOND PART OF THE CONTRACT.
THIS IS THE NETWORK ELECTRONICS IN THE BUILDINGS.
WE HAVE OVER 31,000 PIECES OF EQUIPMENT WITH AN AVERAGE AGE OF NINE YEARS.
THIS IS CATEGORY TWO REIMBURSABLE, AND WE PLAN TO MAXIMIZE THAT.
OKAY, SO IF WE HAVE EQUIPMENT THAT'S REIMBURSABLE, COULD YOU ALSO GIVE ME THE REIMBURSABLE REIMBURSED AMOUNTS FOR THE LAST THREE YEARS? JUST LIKE ON THE OTHER ONE.
SINCE AND, I DON'T KNOW, MAYBE IT IS.
DIGITAL IS NOTHING ANALOG THAT'S STILL IN OUR NETWORK, RIGHT? THAT'S CORRECT.
TRUSTEE WHITE. [INAUDIBLE] HE DOES NOT.
HE'S GOOD. RETURN TO YOUR SEAT, CHIEF BRINKMAN.
THE FINANCIAL SERVICES DIVISION TRUSTEES.
[20. FINANCIAL SERVICES DIVISION]
I HAVE A QUESTION ON 23.OKAY, I GOT YOU. THAT'S AFTER 21.
TRUSTEE FOREMAN TRUSTEE FOREMAN 21A.
SO I'M NOT GOING TO PAIN YOU WITH THE NUMBER OF QUESTIONS I HAVE.
I'LL GET WITH YOU PERSONALLY BECAUSE THERE ARE SOME LINE CODES THAT I NEED EXPLAINED, AND PARTICULARLY WHERE WE'RE PUTTING ADDITIONAL DOLLARS INTO LINE CODES AND CHANGING LINE CODES AND HOW THAT WORKS, HOW THAT SYSTEM WORKS AND HOW IT DOESN'T WORK, AND WHAT WE NEED TO DO DIFFERENTLY SO WE'LL UNDERSTAND IT BETTER. THANK YOU.
TRUSTEE FOREMAN YOUR LIGHT'S ON.
IS THAT FOR 23? OKAY. ANY QUESTIONS ON 22? IF NOT, TRUSTEE WEINBERG 23A THANK YOU.
I JUST DIDN'T WANT TO BE SKIPPED.
ON 23A ON THE FINANCIALS ON PAGE FIVE AND SIX, THERE'S A WALK FORWARD OF THE FUND BALANCES, AND MY QUESTION, AND THERE'S A THREE YEAR FORECAST. MY QUESTION IS LINE ITEM CHAPTER 41 PAYMENT OF THE 224 MILLION STILL ACCURATE FOR THE 23-24 SCHOOL YEAR AND FOR THE 23-24 SCHOOL YEAR.
[01:55:03]
NO, THAT IS NO LONGER ACCURATE.WE ARE GOING TO BE AMENDING THE ENTIRE BUDGET BEFORE WE CLOSE OUT THE YEAR, AND BECAUSE WE HAVE NOT RECEIVED ALL OF OUR NECESSARY ADJUSTMENTS TO ACCURATELY ESTIMATE WHAT OUR NEW RECAPTURE PAYMENT WILL BE, SINCE THE TAX RATE OR NO TAX RATE WAS COMPRESSED DOWNWARD AFTER THE BOARD ADOPTED THE BUDGET.
ONCE THOSE FINAL DECISIONS AND NUMBERS HAVE BEEN DETERMINED, WE'LL MODIFY THAT DOWNWARD, BUT WE ARE WE DO KNOW THAT IT WILL NO LONGER BE 224 MILLION.
EXCELLENT. OKAY, AND WHAT TIMING ISH DOES THAT NORMALLY HAPPEN? APRIL. APRIL.
THANK YOU, TRUSTEE WEINBERG. OH, I'M GETTING READY.
OKAY. YOU HAD A LOOK IN YOUR EYES.
DO WE HAVE ANYTHING BEFORE 26? TRUSTEE MICCICHE.
26A. BRENT, I'VE LOOKED AT THE SUPPORTING DOCUMENTATION HERE, AND THERE WAS A REFERENCE TO ADJUSTING THE SIDEWALK, AND I DON'T KNOW IF YOU'RE FAMILIAR WITH THIS, BUT IT'S BEEN A LONG STANDING REQUEST FOR THE COMMUNITY, FROM THE COMMUNITY TO WIDEN THE SIDEWALK ON THE EAST SIDE OF THE SCHOOL.
IT IT BASICALLY NARROWS FROM WHERE FOR KIDS AT A TIME COULD WALK ON THE SIDEWALK TO WHERE THEY HAVE TO WALK SINGLE FILE, AND THEN THEY WIND UP WALKING IN THE STREET IN THE MORNING AND IN THE AFTERNOON.
ARE YOU SOLVING THIS PROBLEM WITH THIS ADJUSTMENT TO THE SIDEWALK, OR IS THAT SOME OTHER SIDEWALK ADJUSTMENT? LET ME LOOK INTO THAT.
I PROBABLY HAVE TO COME BACK WITH A JOB PROJECT TO JUST DO THE SIDEWALK.
THIS IS BASICALLY OUR FIRE ALARM SCOPE WE DID AT CONRAD.
THERE'S PROBABLY ONGOING REQUESTS ABOUT THAT WITH THE CITY, TOO, BUT I WAS HOPING THAT THIS WAS SOLVING IT, BUT IF IT'S NOT, IF THERE'S ANYTHING YOU CAN DO TO LOOK INTO THAT, THAT WOULD BE GREAT.
TRUSTEE MICCICHE. TRUSTEE JOHNSON.
YES, I WAS CONCERNED ABOUT WHAT TRUSTEE MICCICHE WAS SAYING.
THE SIDEWALK, IS THAT OUR RESPONSIBILITY OR THE CITY'S RESPONSIBILITY? IT'S USUALLY OUR RESPONSIBILITY DOING.
THEY HAVE A DEVELOPMENT CODE THAT REQUIRES US TO UPGRADE SIDEWALKS WHEN WE APPLY FOR THE PERMITS.
ANY OTHER QUESTIONS? 26, B, C? TRUSTEE FOREMAN.
[INAUDIBLE] CLOSED 27A, B OR C.
ANYTHING ELSE? 28, 30, AND 31? NOT SEEING ANYTHING AT THE TIME IS SAY THIS SLOWLY 1:44 P.M..
THANK YOU. HAVE A GOOD AFTERNOON, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.