May 09, 2024 Board Briefing

[1. NOTICE AND RETURN]

[00:00:06]

IT'S 11:41, WE HAVE A QUORUM IN THIS MEETING HAS BEEN DULY POSTED.

GOOD MORNING, SLASH AFTERNOON, EVERYONE, AND WELCOME TO THE BOARD READING THE MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

[2. MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE]

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT.

PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.

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

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

TRUSTEE CARREÓN I DON'T SEE ANY ELECTED OFFICIALS.

DO WE HAVE ANY SPEAKERS? NO.

WE DON'T HAVE ANY CLOSED SESSION ITEMS AS WELL.

WE'LL MOVE STRAIGHT INTO THE AGENDA, STARTING WITH INFORMATION REPORTS.

[7. INFORMATION/REPORTS]

DOCTOR ELIZALDE. THANK YOU.

PRESIDENT HENRY.

BOARD MEMBERS, BEFORE I HAND THIS OFF TO CHIEF ALFRED STEVENS TO PRESENT THE BUDGET, I WANT TO THANK OUR TRUSTEES.

WHEN I LOOK AT OTHER ELECTED BODIES THAT STRUGGLE WITH APPROVING BUDGETS AND END UP IN NEAR SHUTDOWNS, THIS BOARD IS AN EXAMPLE. BECAUSE YOU ARE SETTING THE BAR AND YOU DESERVE A CLAIM.

EVEN THROUGH TOUGH QUESTIONS, THERE WAS ALWAYS AND HAS ALWAYS BEEN RESPECT AND DECORUM THROUGH CHALLENGING TIMES.

WE ALL KNOW CONFLICT IS INEVITABLE, BUT COMBAT IS OPTIONAL.

THIS CANNOT BE SAID FOR EVERY SINGLE ELECTED BODY THESE DAYS, AND FRANKLY, IT HASN'T ALWAYS BEEN TRUE IN SCHOOL BOARDS, EVEN IN DALLAS ISD. BUT THIS BOARD HAS MODELED REAL LEADERSHIP, AND I CONTINUE TO LEARN FROM EACH AND EVERY ONE OF YOU AND I THINK YOU DESERVE A ROUND OF APPLAUSE FROM OUR TEAM.

THERE ARE TWO BIG THINGS THAT ARE DRIVING THIS BUDGET, AND YOU WILL HEAR SOME OF THE SPECIFICS FROM OUR CFO, DOCTOR ALFRED STEVENS BUT I WANT TO HIGHLIGHT JUST A COUPLE.

DECLINING ENROLLMENT MEANS LESS KIDS, WHICH MEANS WE NEED FEWER TEAM MEMBERS.

THE SECOND ITEM AFFECTING OUR BUDGET IS THE FACT THAT WHEN ADJUSTED FOR INFLATION, WE HAVE A FALLING STATE PER PUPIL FUNDING.

BECAUSE OF THIS BOARD'S FINANCIAL MANAGEMENT DECISIONS, WE ARE IN A MUCH BETTER PLACE IN DALLAS ISD THAN MOST OTHER SCHOOL DISTRICTS.

BUT FINANCIAL MANAGEMENT IS ONLY GOING TO GET US SO FAR IF THE LEGISLATURE DOESN'T FIND A WAY TO COME TOGETHER AND SUPPORT PUBLIC ED.

WE HAVE ONE MORE YEAR OF FINANCIAL STABILITY.

WE DID TAKE THIS AS AN OPPORTUNITY TO GET LEANER ON ADMINISTRATIVE COSTS, AND THIS BUDGET WILL REFLECT A NEAR 4% DECREASE IN CENTRAL ADMINISTRATION AND THANKS AGAIN TO THIS FINANCIAL MANAGEMENT, WE ARE ALSO NOT SACRIFICING ON SAFETY AND SECURITY.

SOME NON PERSONNEL ITEMS ARE BEING PAID NOW WITH GRANT FUNDS, SO THAT WE COULD FREE UP GENERAL OPERATING COSTS SO THAT MORE THAN 70 POSITIONS CAN BE ADDED TO OUR POLICE FORCE.

BECAUSE WE KNOW THAT OUR CAMPUSES NOW ARE REQUIRED BY STATE LAW TO HAVE ARMED OFFICERS.

THAT'S A NEARLY 30% INCREASE IN SAFETY AND SECURITY WITH REGARDS TO THE PROPOSED INCREASES IN PAY FOR OUR CAMPUS STAFF OR TEAM MEMBERS AND HOURLY WORKERS.

WE ALL KNOW THE PAY IS NOT ENOUGH.

WE ALL KNOW THAT THE PAY DOES NOT KEEP UP WITH INFLATION, AND WE ALL KNOW THAT OUR TEAM MEMBERS ALL DESERVE MORE.

[00:05:07]

THEREFORE, WE WILL CONTINUE TO DO WHATEVER WE CAN TO MAKE BEING A PART OF DALLAS ISD AS MEANINGFUL AS POSSIBLE SO THAT NO ONE WOULD EVER THINK OF LEAVING US.

FINALLY, WHY MAY INSTEAD OF JUNE? THE BUDGET IS, AS EVERYONE KNOWS, A RESULT OF VERY LONG AND NECESSARY ARDUOUS PROCESS OF GATHERING INFORMATION, HOLDING PUBLIC MEETINGS, ANALYZING DATA, ANSWERING YOUR QUESTIONS, AND MAKING THE BEST DATA DRIVEN RECOMMENDATIONS WE CAN.

BUT MOST OF ALL, THE PREVIOUS WAY OF PASSING THE BUDGET IN JUNE RATHER THAN MAY LEAVES OUR TEAM MEMBERS UNSURE OF THE COMPENSATION MANUAL.

SO THEY HAVE TO WAIT ANOTHER MONTH.

SO IT'S NOT THE END OF THE WORLD IF WE APPROVE THE BUDGET IN JUNE INSTEAD OF MAY, BUT IT DOES HELP OUR TEAM MEMBERS WITH KNOWING WHAT COMPENSATIONS THEY CAN EXPECT IN THE COMING SCHOOL YEAR.

AND WITH THAT, I'D NOW PASS IT OFF TO OUR CFO, DOCTOR, TAMIKA ALFRED STEVENS.

THANK YOU, DOCTOR ELIZALDE.

GOOD AFTERNOON OR SHOULD I SAY GOOD MORNING? TRUSTEES PRESIDENT HENRY.

I'M GOING TO START WITH FIRST, JUST AGAIN ACKNOWLEDGING THE WORK THAT'S BEEN DONE OVER THE LAST SEVERAL MONTHS TO BRING FORTH A PROPOSAL THAT IS REFLECTIVE OF THE WORK THAT'S BEEN DONE BY SEVERAL DIFFERENT STAKEHOLDERS AND GROUPS TO MAKE CERTAIN THAT THE PROPOSAL THAT WE ARE BRINGING FORWARD REFLECTS THE BELIEFS THAT WE ALL KNOW OUR WORK IS ANCHORED IN AND OF COURSE, THAT'S EFFECTIVE INSTRUCTION, EQUITABLE ACCESS AND EXCELLENCE.

WITH THAT BEING SAID, SINCE OUR LAST DISCUSSION OUR TAX RATES, OUR PROPOSED TAX RATE REMAINS UNCHANGED.

WE'RE STILL PROJECTING OUR PROPOSED TAX RATE TO BE $0.9972.

ADDITIONALLY, WE ARE STILL FORECASTING A 99% COLLECTION RATE AND OF COURSE, OUR PROJECTED ENROLLMENT IS SLATED TO BE OR PROJECTED TO BE JUST OVER 137,000 STUDENTS AND THE BUDGET ALSO REFLECTS A 5% INCREASE ON OUR TOTAL APPRAISED VALUES OF THE PROPERTIES HERE IN DALLAS ISD.

ADDITIONALLY, AND SINCE OUR LAST DISCUSSION, WE'VE MADE SOME ADDITIONAL ADJUSTMENTS THAT I'D LIKE TO SPEAK SPECIFICALLY TO SO THAT YOU HAVE A LEVEL OF AWARENESS OF WHAT HAS CHANGED FROM APRIL UNTIL MAY.

I'LL START WITH THE PROJECTED REVENUE DECREASE.

YOU'LL SEE HERE WE ARE PROJECTING TO HAVE A DECREASE IN REVENUE IN COMPARISON TO THE 1.7 BILLION THAT WE PROJECTED IN APRIL.

AND THIS DECREASE IS PRIMARILY BECAUSE SINCE WE'VE RECEIVED OUR PRELIMINARY TAXABLE VALUES THAT CAME IN AT THE END OF APRIL, THEY ARE FORECASTED UPWARD AND WHAT THAT MEANS IS THAT WHEN OUR TAXABLE VALUES INCREASE, THAT MEANS WE'LL GENERATE A LITTLE BIT MORE MONEY.

BUT THEN THAT SAME VALUE HAS TO GO THROUGH THE COMPRESSION MODELS, THE PROPERTY TAX RELIEF AND THE STATE IS SUPPOSED TO THEN MAKE UP FOR ANY LOST REVENUE BECAUSE OF PROPERTY TAX RELIEF.

WHAT WE ARE FINDING IS THAT THE METHODOLOGY THAT THE STATE IS CURRENTLY USING TO CALCULATE THE HOLD HARMLESS AMOUNTS IS STILL BEING MODIFIED. IN FACT, I WAS AT A SCHOOL FINANCE CONFERENCE ON MONDAY AND THERE WERE QUESTIONS ABOUT WHETHER THE CALCULATIONS WERE TOTALLY ACCURATE AND THE TEA OR THE REPRESENTATIVE THAT IS WORKING WITH THE TEA HAS STATED THAT THEY ARE STILL LOOKING AT THAT METHODOLOGY, BUT BASED ON THE CALCULATIONS THAT ARE AVAILABLE TO US AT THIS TIME, IT DOES GENERATE A LOSS OF ABOUT $10 MILLION FOR US.

SO AS A RESULT OF THAT, WE ARE MAKING ADJUSTMENTS TO OUR PROJECTED REVENUE.

WHILE THAT PROJECTED REVENUE IS A NEW PIECE TO THE PUZZLE THAT WE HAVE HAD TO MAKE ADJUSTMENTS FOR, WE WERE ALREADY IN THE PROCESS SINCE APRIL OF MAKING ADJUSTMENTS TO OUR EXPENDITURE SIDE OF THE BUDGET AND SO YOU'LL SEE HERE WE'VE MADE ADDITIONAL CENTRAL STAFF REDUCTIONS OF ABOUT $2 MILLION.

WE'VE ALSO GONE IN AND REDUCED THE PROJECTED BUDGET FOR OUR INSTRUCTIONAL MATERIALS AND WE'VE ALSO ADDED A FEW COUNSELORS BACK FOR SOME SPECIFIC CAMPUSES. THOSE ARE THE EQUITY ADJUSTMENTS YOU SEE THERE AND THEN OUR AUTO INSURANCE INCREASES.

[00:10:02]

SO WE SERVICE LIKE OUR OWN INSURANCE COMPANY IF YOU WILL, AND OUR ACTUARY NUMBERS WE WERE FORECASTING OVER THE LAST FIVE YEARS.

BUT WITHIN THOSE FIVE YEARS REMEMBER WE HAD SOME COVID YEARS IN THAT AND WITHIN THOSE COVID YEARS, YOU KNOW, WE WEREN'T NOT AS MANY BUSSES WERE BEING DRIVEN.

AS A RESULT OF THAT, SOME OF OUR NUMBERS WERE NOT REFLECTING THE VALUES THAT WE KNOW THEY NEED TO REFLECT.

SO WE'VE HAD TO MAKE SOME ADJUSTMENTS TO OUR AUTO INSURANCE INCREASES BASED ON THE ACTUAL EXPENSES THAT WE ARE PROJECTING TO HAVE OVER THE NEXT SEVERAL YEARS.

SO JUST ON A BROADER LEVEL, WHEN WE THINK ABOUT APRIL TO MAY.

SO IN APRIL, WE PROJECTED REVENUE TO BE JUST OVER $1.7 BILLION.

NOW OUR FORECAST HAS BEEN UPDATED TO JUST UNDER 1.7 BILLION.

IN FACT, IT'S ABOUT 1.6 BILLION.

THAT DECREASE IS REFLECTIVE OF A $9.5 MILLION DECREASE FROM APRIL TO MAY.

AS YOU LOOK AT OUR EXPENDITURES, WE WERE HOPING THAT WE WERE GOING TO SHARE THAT, HEY, WE'VE REDUCED OUR EXPENDITURES FROM THE PROJECTED EXPENDITURES FROM APRIL TO MAY.

SO WHEN WE HAD THIS DISCUSSION IN APRIL, OUR PROPOSED BUDGET WAS $1.8 BILLION.

YOU SEE THAT $1,891,079,583.

WE'VE SINCE MADE ADDITIONAL REDUCTIONS AND NOW THIS PROPOSAL THAT WE ARE PRESENTING TODAY IS PROJECTED TO BE $1,882,316,972, WHICH IS REFLECTIVE OF AN EXPENDITURE DECREASE AND WHEN WE TALKED ABOUT THE OVERALL DEFICIT LAST MONTH, THAT DEFICIT WAS JUST OVER 187 MILLION AND WHILE YOU STILL SEE THAT THE PROJECTED DEFICIT IS ABOUT 187 MILLION, IT'S CLOSER TO 188 MILLION.

SO OVERALL, JUST TO RECAP WHAT I JUST STATED, THE ADJUSTMENTS THAT WE'VE MADE FROM APRIL TO MAY, OUR REVENUE HAS GONE DOWN.

THAT'S THE MAJOR PIECE HERE.

BUT ALSO PLEASE NOTE OUR EXPENDITURES ARE PROPOSED BUDGET THAT HAS GONE DOWN AS WELL, WHICH REFLECTS A DEFICIT OF JUST OVER ONE POINT.

I'M SORRY, $187 MILLION.

SO AS IT RELATES TO, AGAIN OUR REVENUE, YOU'LL SEE THAT THE LOCAL BUDGET IS STILL OUR LOCAL REVENUE IS STILL THE LARGEST PIECE OF THE PIE.

WHEN WE THINK ABOUT THE MONEY THAT WE ARE GENERATING TO SUPPORT OUR NEEDS.

SPECIFICALLY IF YOU'LL LOOK AT THE REVENUE PROJECTIONS BY CATEGORY, THE GRAPH BEFORE THAT, OR THE IMAGE BEFORE THAT SHOWED IT IN, OF COURSE, A PIE CHART FORM AND HERE THIS CHART SHOWS IT BROKEN DOWN MORE SPECIFICALLY WHERE YOU CAN SEE WHAT THE PROJECTED REVENUE IS FOR LOCAL, STATE AND FEDERAL.

SO OVERALL, WE ARE PROJECTED TO HAVE 7.4% LESS REVENUE IN COMPARISON TO THE CURRENT YEAR.

FROM AN EXPENDITURE STANDPOINT.

AGAIN, YOU'LL SEE OUR CURRENT BUDGET IS $2,034,836,634 AND YOU'LL SEE HOW THAT BUDGET IS BROKEN DOWN FROM A PAYROLL PERSPECTIVE, ABOUT 73%, OR 72.9% OF OUR CURRENT BUDGET IS PAYROLL FOR 24-25.

AS STATED PREVIOUSLY, WE ARE PROJECTING A BUDGET OF JUST OVER $1.8 BILLION, AND YOU'LL SEE HOW THAT BREAKS DOWN AS IT RELATES TO THE OVERALL PERCENTAGES BY THESE DIFFERENT CATEGORIES.

FROM A FUNCTION STANDPOINT.

AS YOU ALL KNOW THE BOARD ADOPTS A BUDGET BY FUNCTION, AND YOU'LL SEE HERE THE DIFFERENT CHANGES AS PRESENTED LAST MONTH THAT HAVE BEEN MADE BY FUNCTION.

THE OVERALL DIFFERENCE FROM THE 23 TO 24 ARE THE CURRENT YEAR'S BUDGET TO THE PROPOSED BUDGET FOR THE UPCOMING YEAR IS REFLECTIVE OF A $152 MILLION DECREASE IN PROPOSED EXPENDITURES.

AGAIN, THAT IS REFLECTIVE OF AN OVERALL 7.5% DECREASE FROM THE CURRENT BUDGET THAT WE HAVE IN PLACE AT THE MOMENT.

SO AGAIN, WHEN WE THINK ABOUT BIG PICTURE, YOU SEE WHAT OUR PROJECTED REVENUE IS HERE AND THEN OF COURSE, OUR PROJECTED BUDGET AND THAT IS REFLECTIVE OF OVER A $187,822,634

[00:15:01]

AND SO, EVEN AFTER TAKING INTO CONSIDERATION THE PROJECTED DEFICIT, THE UNASSIGNED FUND BALANCE AFTER THE DEFICIT WOULD LEAVE ABOUT 552 MILLION AND THEN THE PROJECTED ASSIGNED ESSER FUND BALANCE, REMAINING BALANCE WOULD BE ABOUT 120 MILLION.

THE BOARD HAS A POLICY THAT WE ARE REQUIRED TO HAVE 90 DAYS OF RESERVES ON HAND AT ALL TIMES AND IN UNASSIGNED FUND BALANCE, AND THAT WOULD BE ABOUT $500 MILLION.

SO EVEN WITH THE PROJECTED DEFICIT, YOU SEE HERE, WE DO HAVE THE RESERVES TO BE ABLE TO SUPPORT OR OVERCOME THE DEFICIT. AS IT RELATES TO THE FOOD SERVICE FUND.

YOU'LL SEE HERE THAT WE ARE PROPOSING A BALANCED BUDGET.

THE PROJECTED REVENUE IS IN LINE WITH THE PROJECTED EXPENDITURES.

AS IT RELATES TO THE DEBT SERVICES BUDGET.

AGAIN, WE ARE PROJECTING A SMALL BIT OF A SURPLUS.

YOU'LL SEE WE ARE PROPOSING TO GENERATE JUST OVER $413 MILLION IN OUR UPCOMING BONDING.

I'M SORRY, PRINCIPAL AND INTEREST PAYMENTS ARE JUST OVER 385 MILLION, AND THAT DIFFERENCE OF ABOUT $13/14 MILLION WOULD BE USED WILL BE USED TO DEFEAT DEBT, WHICH ALLOWS US TO PAY OFF DEBT SOONER.

SO WE SAVE ON INTEREST.

ALSO INCLUDED IN THIS BUDGET PROPOSAL.

AS A REMINDER, IT'S ANCHORED IN OUR COMPENSATION PRIORITIES.

THESE FOUR PRIORITIES ARE MATERIALIZED IN THE FORM OF A $34 MILLION PROJECTED COMPENSATION PACKAGE FOR THIS UPCOMING YEAR.

AS PREVIOUSLY SHARED AND INCLUDES A 50 CENT INCREASE TO THE MINIMUM WAGE, IN ADDITION TO ABOUT 2% OF THE MIDPOINT FOR ALL OTHER STAFF MEMBERS.

ALSO, I'D LIKE TO JUST KIND OF POINT OUT WHEN WE THINK ABOUT THESE FOUR COMPONENTS OUR HIGH PRIORITY STIPENDS ARE A KEY LEVER IN OUR COMPENSATION STRATEGY BECAUSE WE KNOW WE WANT TO MAKE CERTAIN THAT WE ARE INTENTIONAL IN OUR INVESTMENTS, IN MAKING CERTAIN THAT OUR BEST TEACHERS ARE OUR MOST EFFECTIVE TEACHERS, ARE SERVING OUR STUDENTS WITH THE GREATEST NEEDS AND BEING COMPENSATED ACCORDINGLY.

SO, AGAIN, AS PREVIOUSLY SHARED, THIS COMPENSATION PROPOSAL COST JUST OVER $34 MILLION AND THIS BUDGET IS REFLECTIVE OF THAT AND WHAT DOES THAT LOOK LIKE? AS EXAMPLES OF WHAT THE TOTAL COMPENSATION WOULD LOOK LIKE FOR THE DIFFERENT EMPLOYEE GROUPS? YOU'LL SEE HERE, AS PREVIOUSLY SHARED AND THEN FINALLY ADDITIONAL COMPENSATION INFORMATION AS IT RELATES TO INCREASING THE STARTING PAY FOR ZERO YEAR TEACHERS AND THE PROPOSED COMPENSATION LEVELS FOR PROGRESSING PROFICIENT AND EXEMPLARY AND MASTERY TEACHERS.

WITH THAT BEING SAID, I'LL STOP NOW AND I AM MORE THAN HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE ABOUT ANY OF THE ITEMS IN OUR PROPOSED BUDGET FOR THE 24-25 SCHOOL YEAR.

THANK YOU FOR THAT PRESENTATION.

TRUSTEES, WE'LL START WITH QUESTIONS OR COMMENTS.

TRUSTEE WHITE? YES ON SLIDE NUMBER 14.

WHAT IS THE BREAKDOWN OF THE CAMPUS SUPPORT STAFF AND THE CENTRAL SUPPORT STAFF? THE CAMPUS SUPPORT STAFF AND THE CAMPUS AND THE CENTRAL STAFF.

YOU WERE REQUESTING THE BREAKDOWN FOR THAT? YES. OKAY.

I'M GOING TO DEFER TO CHIEF ABEL SO HE CAN PROVIDE THAT INFORMATION FOR US.

THANK YOU.

AND IN TRUE FASHION, I'M GOING TO DEFER TO [INAUDIBLE] OUR EXECUTIVE DIRECTOR OF COMPENSATION.

SO FOR THE BREAKDOWN, ARE YOU ASKING HOW MANY PEOPLE ARE IN EACH CATEGORY? YES. FOR THE SUPPORT, THE CENTRAL SUPPORT, THAT'S PRIMARILY LIKE OUR AUXILIARY POSITIONS, CUSTODIANS, MAINTENANCE POSITIONS.

THAT'S ABOUT 3700 PEOPLE AND THEN THE REMAINDER IS CAMPUS OR CENTRAL STAFF SUPPORT, WHICH ALSO INCLUDES COORDINATORS, THINGS LIKE THAT, WHICH IS ABOUT 9000 CENTRAL STAFF PEOPLE.

[00:20:04]

EDI. THANK YOU SO MUCH.

I APPRECIATE THE INFORMATION.

THANK YOU, TRUSTEE WHITE.

TRUSTEE FOREMAN? THANK YOU.

JUST A FEW QUESTIONS AND BEFORE YOU LEAVE ROBERT, ARE YOU ABLE PERSON THERE? ON THE CENTRAL STAFF, ARE THEY ALL LOCATED AT 9400 OR ANY OF THEM IN SCHOOLS DIRECTLY? THEY'RE IN SCHOOLS ALSO.

SO AN EXAMPLE WOULD BE LIKE A TESTING COORDINATOR OR A CAMPUS COORDINATOR.

THOSE ARE ON CENTRAL STAFF.

SO I THINK TRUSTEE WHITE WAS TRYING TO GET A BREAKDOWN SO SHE COULD FIGURE OUT WHAT WAS IN THE SCHOOLS AND MAYBE YOU CAN COME BACK WITH THAT KIND OF INFORMATION.

SHE WANTED A CLEAR BREAKDOWN OF THOSE NUMBERS SO WE WOULD KNOW WHO'S IN THE SCHOOLS, WHO'S ON CENTRAL STAFF, WHO'S AT 9400, WHO'S OVER HERE? THOSE KINDS OF THINGS.

IF YOU DON'T MIND, THAT WOULD BE APPRECIATED.

I WANT TO JUST TAMIKA, JUST QUICKLY ON THE 23, 24 BUDGET, WE WERE LIKE 180 SOME MILLION IN THE DEFICIT ALSO.

CORRECT? THAT'S CORRECT AND HOW ARE WE GOING TO END UP WITH THAT BUDGET? SO FOR THE CURRENT YEAR'S BUDGET, 23-24 WE ARE FORECASTED TO END THE YEAR WITH A DEFICIT OF RIGHT NOW IT'S LOOKING LIKE ABOUT $20 MILLION.

WE'RE HOPING TO TRULY BREAK EVEN.

BUT WE STILL HAVE, YOU KNOW, THE REST OF THIS MONTH AND JUNE TO FINISH OUT THE YEAR.

BUT BETWEEN UNDERSPENDING THE PROJECTED UNDERSPENDING, THIS IS OUR LAST YEAR TO BE ABLE TO RECLASS.

SOME EXPENDITURES OVER TO ESSER TO CLOSE OUT ESSER AND THEN, OF COURSE, THE AMOUNT THAT'S IN THE BUDGET RIGHT NOW FOR RECAPTURE, WE KNOW THAT AMOUNT IS GOING DOWN.

SO FOR JUNE, WHEN WE BRING THAT FINAL BUDGET AMENDMENT, IT WILL BE REFLECTIVE OF WHAT WE ARE PROJECTING.

THE CLOSING NUMBERS TO BE FOR THE 23-24 SCHOOL YEAR AND SO IN THE CURRENT BUDGET, IT'S 225 MILLION FOR RECAPTURE THIS CURRENT YEAR'S BUDGET, THIS CURRENT YEAR'S BUDGET.

SO RIGHT NOW THERE'S 240, 234 MILLION IN THE BUDGET FOR RECAPTURE.

RECAPTURE IS PROJECTED TO BE ABOUT 70 MILLION, 70, 75 MILLION AT THIS TIME.

OKAY AND THOSE DOLLARS WILL REMAIN IN THE FUND BALANCE, OR WILL THEY BE BROUGHT FORWARD TO THE 2024 2025 BUDGET? SO ANY AMOUNT THAT IS NOT USED AT THE END OF THE YEAR DOES GO BACK INTO THE DISTRICT'S FUND BALANCE, AND THEN THAT'S WHERE IT IS UNTIL WE, OF COURSE, ADOPT A NEW BUDGET.

OKAY. AND WHAT IS THE CURRENT FUND BALANCE AMOUNT.

SO IN FUND BALANCE AT THE MOMENT WE HAVE AN UNASSIGNED FUND BALANCE $660 MILLION AND THE TOTAL AMOUNT IN ASSIGNED FUND BALANCE IS $321 MILLION.

SO THAT'S CLOSE TO $1 BILLION? BETWEEN THE TWO.

YES. OKAY. THANK YOU.

I JUST NEEDED TO MAKE SURE I UNDERSTOOD EXACTLY WHAT WE HAD AND THAT THIS IS THE SECOND YEAR I THINK MAYBE SUPERINTENDENT WILL KNOW BETTER.

THIS IS ONLY THE SECOND YEAR I CAN RECALL LOOKING AT A DEFICIT BUDGET.

THAT'S CORRECT.

23-24 WAS THE FIRST TIME I CAN RECALL, FRANKLY, IN ANY DISTRICT THAT I'VE EVER WORKED IN, IN ANY ROLE, THAT I SAW A DEFICIT BUDGET AND 24-25 WOULD NOW BE THE SECOND YEAR AND TO YOUR POINT, IN TEXAS, IT IS HARD TO FIND A SCHOOL DISTRICT CURRENTLY THAT HASN'T HAD A DEFICIT BUDGET.

NOW LAST YEAR AND THEY'RE PROJECTING ONE THIS YEAR.

THE MAJORITY OF THE SCHOOL DISTRICTS, YOU SAY, ARE PROJECTING A DEFICIT BUDGET.

YES, MA'AM. OKAY.

[00:25:01]

I WANT TO GO TO BY FUNCTION, WHICH IS ON PAGE NINE AND THEN I JUST WANT TO CONTRAST A COUPLE OF THINGS.

IN THE 2023 2024 SCHOOL YEAR.

HOW MANY STUDENTS DID WE HAVE? SO FOR THIS CURRENT SCHOOL YEAR, 139,000 STUDENTS ROUGHLY.

AND WE ARE PROJECTING HOW MANY STUDENTS FOR THE 2024 2025 BUDGET? 137,529. OKAY.

THANK YOU AND THE REASON I ASK THAT QUESTION IS WHILE WE'RE LOSING STUDENTS, WE HAVE ITEMS LIKE FUNCTION 13, CURRICULUM AND INSTRUCTIONAL STAFF DEVELOPMENT THAT'S ACTUALLY GOING UP, NOT GOING DOWN.

AND WE'RE GOING TO HAVE LESS STAFF IN MY OPINION, BECAUSE YOU'VE GOT LESS STUDENTS.

RIGHT. YES, WE HAVE LESS STUDENTS, SO I WOULD THINK WE WOULD HAVE LESS STAFF AND I CAN'T UNDERSTAND THE INCREASE AND YOU DON'T HAVE TO ANSWER THEM NOW.

YOU CAN GET BACK WITH ME LATER, BUT I'M JUST BRINGING THESE UP BECAUSE THESE ARE THINGS THAT CATCH MY ATTENTION.

ALSO I LOOK AT INSTRUCTIONAL RESOURCES AND MEDIA SERVICES.

THE VERY SAME THING.

WE'VE ACTUALLY GOING TO BE GOING UP IN THE BUDGET, BUT WE HAVE LESS STAFF.

SUPERINTENDENT, I DO WANT TO THANK YOU FOR HEARING THE CLARION CRY FOR DECREASING SOME OF THE ADMINISTRATIVE STAFF.

I DO THANK YOU FOR THAT.

I DON'T KNOW IF IT'S ENOUGH, BUT I DO APPRECIATE THAT YOU HEARD WHAT I WAS SAYING.

ON SOME OF THESE ITEMS, LIKE FUNCTION 34 STUDENT TRANSPORTATION.

ACTUALLY, WE RECEIVED IS IT REBATE OR REFUND OR SOME FUNDS BACK FROM THE STATE FOR THAT? IS THAT CORRECT? WE DO RECEIVE A TRANSPORTATION ALLOTMENT AND SO IT WOULD BE GOOD FOR US TO HAVE A CLEAR UNDERSTANDING ON THESE ITEMS THAT WE DO RECEIVE SOME FUNDS BACK FROM THE STATE OUTSIDE OF OUR REGULAR FUNDING OR [INAUDIBLE] SO THAT WE KNOW THAT THOSE DOLLARS ARE COMING BACK INTO WHICH HELPS US TO UNDERSTAND BETTER WHAT WE'RE TRYING TO ACCOMPLISH.

I DO APPRECIATE THE FOOD SERVICE ZERO, BECAUSE WE KNOW WHAT THAT IS.

SO THAT'S REALLY GOOD FOR ME.

FUNCTION 36 WHICH IS ACTUALLY CO-CURRICULAR ACTIVITIES.

EVERYBODY KNOWS THAT I'M A BIG FAN OF TRYING TO DEAL WITH THE WHOLE CHILD.

SO I HOPE THAT AS WE REDUCE THOSE DOLLARS, THAT WE DON'T MOVE INTO A SITUATION WHERE WE'RE TAKING AWAY SOME OPPORTUNITIES FOR SOME CHILDREN TO BE IN SOME SPECIAL EVENT OR SOMETHING LIKE THAT.

AGAIN, YOU DON'T HAVE TO ANSWER.

I'M JUST MAKING MY COMMENTARIES REGARDING THESE SITUATIONS AND I TALKED ABOUT FUNCTION 41, AND I THANK THE SUPERINTENDENT FOR THAT. I QUESTIONED NUMBER 51, FUNCTION 51 BASED ON PLANT MAINTENANCE AND OPERATIONS, BECAUSE WE'RE DOING A LOT TO UPGRADE MANY OF OUR FACILITIES BASED ON BOND FUNDS, BUT WE'RE INCREASING PLANT MAINTENANCE AND OPERATIONS.

SO THAT'S JUST SOMETHING I'D LIKE TO AT SOME POINT HAVE A CONVERSATION OR FOR YOU GUYS TO GET BACK TO THE BOARD ON WHY THAT MAKES SENSE.

AS WE CONTINUE TO TRY TO REALLY WORK ON MAKING SURE THAT OUR FACILITIES ARE IN A IN BETTER SHAPE THAN THEY WERE BEFORE.

THE FUNCTION 52, WHICH IS THE SECURITY AND MONITORING SERVICES.

THAT'S JUST ONE PART OF SECURITY, RIGHT? SO FOR ME, JUST BECAUSE IT'S SUCH A HEIGHTENED AREA FOR ALL OF US.

I WOULD REALLY LOVE TO KNOW EXACTLY THE TOTAL DOLLARS THAT WE'RE LOOKING AT BASED ON SECURITY, SO THAT AS I AM OUT TALKING TO COMMUNITY PEOPLE, I DON'T GIVE THEM ONE NUMBER.

AND IT'S ACTUALLY A PIECE OVER HERE AND A PIECE OVER THERE AND A PIECE SOMEWHERE ELSE SO THAT THERE IS A CLEAR UNDERSTANDING WHERE WE ARE ON THAT.

THANK YOU FOR FUNCTION 61 AND INCREASING THE COMMUNITY SERVICES AMOUNT, BECAUSE IT'S REAL CLEAR THAT WE'VE GOT TO WORK MORE WITH THE

[00:30:09]

IT WOULD BE GREAT TO HAVE A BREAKDOWN ON WHAT THOSE OTHER INTERGOVERNMENTAL CHARGES WOULD BE AND THEN JUST ON THE COMPENSATION AREA.

FOR 2024, 2025 AND ROBERT, THIS WOULD BE YOU.

WE HAVE TEACHERS ALL TEI ELIGIBLE TEACHERS AND I GUESS THAT'S A BASE SALARY INCREASE FOR ALL OF THEM, WHICH IS, WHAT, 3.5? IS THAT WHAT THIS IS SAYING? YES, MA'AM. WE'RE SAYING ON AVERAGE, AFTER THE VARIOUS WAYS THEY CAN RECEIVE INCREASES TO THEIR BASE SALARY THE AVERAGE BASE SALARY WOULD BE AROUND 3.5% FOR OUR TEACHERS.

SO I'M KIND OF CONFUSED BECAUSE YOU GOT TEI IN ONE SPOT THAT PRETTY MUCH DETERMINES AND DICTATES WHERE THEY'RE GOING TO BE IN TERMS OF THEIR ACCOUNTABILITY.

BUT THEN YOU'RE GIVING ME A POSSIBLE 3.5%.

SO IS THAT BASED ON THE NUMBER OF TEACHERS THAT WOULD MOVE INTO ANOTHER SLOT OR.

YEAH AND IT'S A COMBINATION OF ALSO, THAT WOULD BE OUR PROJECTED AVERAGE INCREASE FOR ALL OF THE TEACHERS.

SO SOME TEACHERS ARE GOING TO MAINTAIN THEIR CURRENT LEVEL, AND THEY WILL EITHER GET A 2% FROM THEIR CURRENT LEVEL OR IF THAT LEVEL COMPENSATION LEVEL CHANGES.

SO FOR EXAMPLE, IF THEY ARE PROGRESSING TO AND THEY STAY PROGRESSING TWO, THEY WOULD GET THAT LEVEL INCREASE.

SINCE WE'RE PROPOSING INCREASING THAT LEVEL, IT ALSO TAKES INTO ACCOUNT THE NUMBER OF TEACHERS WE PREDICT ON AVERAGE EACH YEAR MOVE UP FROM ONE LEVEL TO THE OTHER.

SO IT INCLUDES THOSE LEVEL CHANGE COSTS AS WELL.

OKAY, IT'S A LITTLE CONVOLUTED IN TRYING TO UNDERSTAND EXACTLY HOW THAT'S GOING TO WORK IN TERMS OF AND THE TEACHERS ARE ASKING QUESTIONS ABOUT HOW THAT WORKS, NOT JUST TRUSTEE FOREMAN.

IT'S CONVOLUTED A LITTLE BIT.

SUPERINTENDENT AND SO IF THERE'S A WAY TO BE ABLE TO I'M SURE OTHER TRUSTEES INBOXES HAVE BEEN FLOODED FROM TEACHERS IN REGARDS TO TRYING TO FIGURE OUT EXACTLY HOW THAT COMPENSATION IS GOING TO WORK AND SO I DO WANT TO MAKE SURE THAT WE HAVE THE OPPORTUNITY TO DEAL WITH THAT SITUATION.

TRUSTEE FOREMAN SORRY IF I CAN INTERVENE.

WE'RE OVER, WE'RE GONNA GO TO THE NEXT TRUSTEE.

YEAH. TRUSTEE.

THIS IS YOUR LAST MEETING YOU'RE SUPPOSED TO BE NICE TO ME.

LOOK AT THE TIME. TWO MINUTES OF NICENESS.

NO, YOU'LL HAVE PLENTY OF TIME.

OKAY? YOU NEED TO DO IT SO TRUSTEE JOHNSON AND I DON'T KNOW WHO WAS FIRST.

FOREMAN THREW ME OFF. NOW LOOK WHAT YOU DID.

TRUSTEE JOHNSON AND TRUSTEE MICCICHE ON.

NO PROBLEM ON.

I DON'T HAVE, MY OTHER GLASSES ON.

36. CO-CURRICULAR ACTIVITIES.

I'M HAVING IN SOME OF MY SCHOOLS.

WE'RE GETTING READY TO CHOIR.

WE HAVE NO THEATER ARTS AND SOME OF THESE ISSUES PROGRAMS THAT ARE VERY VITAL IN MY COMMUNITY.

WE'RE LOSING AND THAT IS SOMETHING THAT WE CANNOT LOSE.

SO HOW CAN WE GET THAT BACK IN OUR DISTRICT? IN MY SCHOOLS. WHAT PROGRAMS ARE YOU REFERRING TO? CHOIR, DANCE. NO.

THEATER ARTS.

AND THAT HURTS THE FEEDER PATTERN WHEN THOSE KIDS LEAVE MIDDLE SCHOOL TO GO TO HIGH SCHOOL.

THEY DON'T HAVE THAT PATTERN, THAT DIRECT PATHWAY AND SO THAT'S BEEN SOMETHING THAT I'VE BEEN SPEAKING ABOUT.

WHEN WE FIRST STARTED THIS BUDGET AND TOWARD THE END AND I'M LOSING THAT.

SURE AND I'M BEING TOLD WE DON'T HAVE NO MONEY.

TRUSTEE JOHNSON WHAT YOU ACTUALLY SEE REFLECTED HERE UNDER CO-CURRICULAR ACTIVITIES ARE OUR CONTRACTED SERVICES.

SO WE HAD A LOT OF CONTRACTED SERVICES THAT WERE DUPLICATIVE OF WHAT WE ACTUALLY PROVIDE WITHIN OUR OWN DEPARTMENT AND SO THIS YEAR, WE WENT THROUGH AND MET WITH THOSE VENDORS TO REDUCE OR ELIMINATE THOSE CONTRACTS.

SO THAT'S NOT ACTUALLY WHAT'S REFLECTED ON CAMPUS, IT'S CONTRACTS I APPRECIATE THAT.

BUT I'M CONCERNED ABOUT THOSE EXTRACURRICULAR ACTIVITIES THEN.

[00:35:05]

SO THAT'S MY AND I APPRECIATE THAT CORRECTION.

THANK YOU. BUT THAT'S MY CONCERN WITH WHEN WE CONSIDER THE EXTRACURRICULAR ACTIVITIES.

HOW CAN I GET THAT TO STAY AND REMAIN IN MY SCHOOLS.

SURE AND WE WE TYPICALLY PRIORITIZE, ESPECIALLY AT THE SECONDARY LEVEL, THOSE ACTIVITIES BASED ON STUDENT INTEREST AND SO OFTEN A PRINCIPAL IS MAKING A DECISION ON WHAT TO KEEP AND WHAT'S REMOVED BASED ON WHAT STUDENTS ARE CHOOSING.

IF THERE ARE SOME ADDITIONAL CONCERNS, THEN WE CAN CERTAINLY LOOK AT YOUR SPECIFIC ISSUES OR OFFLINE, AND THEN WE CAN LOOK AT THEM AND WORK WITH THE PRINCIPALS ON THOSE.

WHEN I SPEAK TO MY PRINCIPAL, THERE'S A BUDGET CONCERN NOT BECAUSE STUDENTS ARE NOT INTERESTED.

IT'S A BUDGET CONCERN.

SO WHEN I SPOKE WITH MY PRINCIPAL, IT'S A BUDGET CONCERN.

SO HOW CAN I GET THOSE PROGRAMS TO REMAIN IN MY SCHOOL? BECAUSE THAT IS A VERY VITAL THOSE ARE VERY VITAL PROGRAMS THAT HELP OUR SCHOOLS ESPECIALLY OUR HIGH SCHOOLS AND THOSE KIDS ARE VERY TALENTED AND SOME OF THOSE TALENTS THEY USE TO GET INTO COLLEGE.

SURE AND WHAT WE'LL DO IS WE WILL WE CAN SPEAK WITH THE PRINCIPALS TO FIND OUT EXACTLY WHAT THEIR CONCERN IS AND WHAT THE ALLOCATION CONCERNS ARE.

BUT I WOULD NEED TO TALK TO YOU, I GUESS, OFFLINE TO SEE THE SPECIFIC SCHOOLS CONCERNS.

THAT'S FINE. THAT'S OKAY, THAT'S FINE.

THANK YOU. WELL, THANK YOU AGAIN FOR THE PRESENTATION.

WE'VE HAD A NUMBER OF OPPORTUNITIES TO ASK QUESTIONS AND I APPRECIATE YOU RESPONDING TO MY QUESTIONS.

IN THE PAST, I WANTED TO BRING OUT ONE POINT TODAY THAT RELATES TO THE DEFICIT.

WE WENT INTO THE CURRENT YEAR 23-24, PROJECTING A $186 MILLION DEFICIT AND WE ARE GOING TO END UP FOR THE 23, 24 YEAR WITH AND THIS IS GUESSING, BUT SOMEWHERE BETWEEN A DEFICIT OF 20 MILLION AND ALL THE WAY DOWN TO POSSIBLY ZERO AND I DON'T WANT ANYBODY TO HAVE THE IMPRESSION THAT KIND OF RESULT WILL HAPPEN IN 24-25.

THE REASON WHY THE ENDING DEFICIT IS SO MUCH LOWER FOR 23-24 HAS TO DO WITH THE REDUCED AMOUNT OF RECAPTURE THAT WE ARE GOING TO HAVE TO PAY FOR 23-24 AND THAT IS THE RESULT OF LEGISLATION THAT TOOK PLACE AFTER WE PASSED THE 23-24 BUDGET WITH THE $186 MILLION DEFICIT, BUT GOING INTO 24-25, THAT GIGANTIC REDUCTION IN RECAPTURE IS SOMETHING THAT WILL NOT HAPPEN AGAIN AND SO THAT IF WE WHEN WE FINISH 24-25, WE ARE PROBABLY GOING TO HAVE A BIG DEFICIT AT YEAR END AND WE WILL ACTUALLY BE DRAWING DOWN FROM OUR RESERVES.

SO I APPRECIATE THE FACT THAT THIS THE DISTRICT HAS BEEN WELL MANAGED, AND WE HAVE THOSE RESERVES AND WE ARE WE'RE ABLE TO GET THROUGH 23-24 AND 24-25 WITHOUT RADICAL CHANGES TO OUR BUDGET BEING MORE EFFICIENT AND PURPOSEFUL AND SO FORTH.

BUT I DON'T WANT ANYBODY TO THINK THAT WELL, THEY WENT INTO THE 23-24 YEAR WITH A $186 MILLION DEFICIT AND THEY WOUND UP WITH MAYBE A $20 MILLION DEFICIT, MAYBE ZERO AND NOW IF THEY GO INTO 24-25 WITH $187 MILLION DEFICIT, SAME THING WILL HAPPEN.

SAME THING AT FOR 24-25 AND ANYWAY, I JUST WANT TO MAKE THAT POINT IN CASE IT WASN'T CLEAR TO EVERYONE. THANK YOU.

CAN I SAY SOMETHING SO THAT I DON'T USE ANYONE ELSE'S TIME? SLIDE FIVE.

JUST TO CLARIFY A LITTLE FURTHER ON THE FAR RIGHT THAT APRIL DEFICIT, YOU'RE REFERRING TO.

WELL, THIS IS 24.

DO WE HAVE THE ONE THAT SHOWS THE 180 FOR THE 22, 23-24 SCHOOL YEAR? IS THIS ONE? THIS IS FOR.

THE ONE THAT SHOWS WE DON'T HAVE LAST YEARS UP HERE.

[00:40:01]

THAT'S CORRECT. AND SO TO TRUSTEE MICCICHE POINT, APPROXIMATELY 160 MILLION OF THAT WAS ATTRIBUTED TO RECAPTURE. THAT'S NO LONGER GOING TO BE THERE, BECAUSE THE DIFFERENCE IS THAT 160 FROM THE 224 THAT WE WERE PROJECTING THAT TRUSTEE FOREMAN ASKED ABOUT ORIGINALLY, AND THEN WE END UP WITH AROUND 75 MILLION, IS NOW WHAT THEY'RE PROJECTING.

SO THAT DELTA IS 160.

SO THE ONE, THE 186 MILLION, -160 WOULD LEAVE US ABOUT A $27 MILLION DEFICIT.

SO I DO WANT TO EMPHASIZE THE POINT THAT THE REASON THE DEFICIT THAT THIS BOARD APPROVED LAST YEAR ISN'T GOING TO BE AS HIGH IS SIMPLY PRIMARILY BECAUSE OF THE REDUCTION IN RECAPTURE FEES THAT ARE WE WON'T HAVE THAT HAPPEN THIS NEXT SCHOOL YEAR. SO NOW THE REALITY OF 186 OR $187 MILLION DEFICIT IS FAR MORE REAL THAN IT WAS FOR THE 23-24 SCHOOL YEAR, BECAUSE THEY CHANGED THE TAX COMPRESSION AFFECTED IN THE MIDDLE OF THE YEAR ARE PROJECTIONS.

THANK YOU, TRUSTEE WEINBERG.

ON THE COMPENSATION SLIDE FOR THE TEACHERS, CAN YOU JUST GIVE ME A QUICK OVERVIEW OF HOW YOU COMMUNICATE TO THE TEACHERS? SORT OF HOW DO THEY LEARN ABOUT WHAT THEIR RAISES ARE? HOW DOES THAT PROCESS WORK? JUST A BRIEF OVERVIEW.

SURE. UPON BOARD APPROVAL, WE WILL SEND OUT MULTIPLE MESSAGES THROUGH OUR TEI NEWSLETTER.

WE'LL USE OUR BEAD AND WE'LL DO SOME DIRECT MESSAGING AS WELL TO LET THEM KNOW WHAT THE NEW COMPENSATION RAISES IS THAT WILL BE AVAILABLE TO THEM UPON THEIR EFFECTIVENESS LEVEL IN SEPTEMBER, AND THEN WE'LL COMMUNICATE WITH THEM CONSISTENTLY THROUGHOUT THE SUMMER AND THEN ONCE WE GET OUR SCORE CARDS AND THINGS, WE'LL AGAIN COMMUNICATE WITH THEM.

SO WE DO HAVE A PATTERN, EXCUSE ME, A PATTERN OF COMMUNICATING MULTIPLE WAYS AND VENUES.

OKAY, THANK YOU.

THANK YOU, TRUSTEE WEINBERG.

TRUSTEE FOREMAN. THANK YOU, SUPERINTENDENT, I JUST WANT TO GET CLARITY ON WHAT YOU AND TRUSTEE MICCICHE JUST SAID IN REGARDS TO THE DEFICIT FOR THE CURRENT SCHOOL YEAR COMPARED TO THE DEFICIT FOR THE BUDGET THAT WE'RE NOW LOOKING AT.

I THOUGHT IT WAS SOMEWHERE AROUND 128 MILLION THAT WAS IN THE 2023, 2024 BUDGET REGARDING RECAPTURE.

WELL, MAYBE TAMIKA CAN ANSWER.

SO RECAPTURE WAS PROJECTED TO BE $234 MILLION.

THAT'S WHAT'S IN THE BUDGET RIGHT NOW FOR 23-24.

OKAY, THANK YOU VERY MUCH AND I JUST WANTED TO HAVE SOME CLARITY ON THAT, BECAUSE ONE OF THE THINGS I DO KNOW IS THAT IT WASN'T JUST RECAPTURE THAT HELPED US, IT WAS ALSO ESSER FUNDS BECAUSE WE WERE ABLE TO MOVE SOME POSITIONS AROUND AND THOSE POSITIONS WE ARE TAKING BACK THIS YEAR AND THEY'RE GOING TO BE IN THE BUDGET.

CORRECT. SOME OF THEM ARE.

YES, MA'AM. I JUST WANTED TO MAKE SURE I HAD A CLEAR UNDERSTANDING OF WHAT THE TRUSTEE MICCICHE WAS SAYING.

TO GO BACK TO THE TEACHERS.

ROBERT, YOU SAID THAT THEY WOULD BE GETTING MESSAGES IN SEVERAL DIFFERENT WAYS AND HOW SOON WOULD THAT BE? YEAH AS SUPERINTENDENT ELIZALDE MENTIONED EARLIER, ONE OF THE ADVANTAGES OF APPROVING IF YOU APPROVE THE BUDGET IN MAY IS WE'LL BE ABLE TO COMMUNICATE WITH THEM WHILE THEY'RE STILL ON THE CLOCK.

SO WE'LL START THAT MESSAGING THE DAY AFTER THE BOARD MEETING.

VOTES ON THE BUDGET.

OKAY AND THEY ACTUALLY RECEIVED THEIR RAISE WHEN THEY RECEIVED NOTIFICATION OF THEIR EFFECTIVENESS LEVELS IN SEPTEMBER AND THEN IN THE OCTOBER CHECK, WE RETRO BACK TO THIS FIRST DATE OF THEIR CONTRACT FOR THE YEAR.

AND THEN IT GOES FORWARD FROM THERE.

I JUST WANTED TO BE CLEAR, THIS IS NOT A SUMMER RAISE BECAUSE THAT'S THE WAY IT CAME OFF.

IT'S LIKE THEY WERE GOING TO GET THE INFORMATION IN THE SUMMER, AND THAT'S NOT WHAT'S GOING TO HAPPEN.

I JUST I WANTED TO MAKE THAT CLEAR.

THANK YOU FOR THAT CLARITY.

AND THEN THEY KNOW IT BETTER THAN I DO, BUT IT WOULD BE GOOD FOR ME IF

[00:45:03]

PARTICULARLY TO TEACHERS, BUT ALL STIPENDS IN THE DISTRICT AND WHAT THOSE TYPING AMOUNTS ARE WOULD BE REALLY GOOD FOR ME TO UNDERSTAND.

I THINK DEFINITELY PROVIDE THAT.

WE CAN DEFINITELY PROVIDE THAT.

THANK YOU. I THINK THAT'S THE BASIS OF MY QUESTIONS RIGHT NOW.

THANK YOU. TRUSTEE FOREMAN, TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE WHITE.

ON THE FUNCTIONS.

MY QUESTION IS ABOUT THE ON THE SO RELATING TO THE CURRICULUM.

I REMEMBER WHEN WE'VE HAD CONVERSATIONS IN THE PAST AND I WANT TO KIND OF TIE IT TO.

I KNOW WE'VE IMPLEMENTED THE AMPLIFY IN EUREKA AND CARNEGIE CURRICULA FULLY ACROSS THE DISTRICT THIS YEAR.

HOW CAN YOU KIND OF RELATE HOW THE CURRICULUM AND INSTRUCTIONAL STAFF DEVELOPMENT RELATES TO KIND OF THE UNFURLING OF THAT CURRICULUM AND THE IMPLEMENTATION OF THAT CURRICULUM AND KIND OF WALK US THROUGH WHY IT'S INCREASED AND IF THAT'S RELATED OR NOT RELATED.

SO I CAN WALK YOU THROUGH THE INCREASE, BUT I'M GOING TO ASK OUR CHIEF ACADEMIC OFFICER TO COME AND PROVIDE SOME CONTEXT SPECIFICALLY TO HOW THE CURRICULUM IS ROLLED OUT. OKAY.

DOES THAT MEET YOUR NEEDS? I GUESS THAT'S A TWO PART QUESTION.

ONE WHY IS IT GOING UP? AND TWO, WHAT'S THE UNDERLYING CURRICULUM EXPLANATION AND MATERIALS? SO SOME OF THE RATIONALE FOR WHY THE INSTRUCTIONAL MATERIALS IS GOING UP.

WE WERE INITIALLY PAYING FOR MANY OF OUR INSTRUCTIONAL MATERIALS WITH ESSER DOLLARS AND SO WE'RE CONTINUING TO USE OUR HIGH QUALITY INSTRUCTIONAL MATERIALS.

SO WE'RE NOW USING GENERAL OPERATIONAL DOLLARS IN COLLABORATION WITH OUR INSTRUCTIONAL MATERIALS ALLOTMENT TO BUY HIGH QUALITY INSTRUCTIONAL MATERIALS.

SO SOME OF THOSE EXPENSES THAT WERE NOT IN THE GENERAL OPERATING PREVIOUSLY ARE TRANSITIONING OVER FROM ESSER AND WE'RE USING THE ASSIGNED DOLLARS FROM ESSER TO SUSTAIN THOSE PARTICULAR INSTRUCTIONAL MATERIALS.

SO THAT'S WHY YOU'RE SEEING THE INCREASE THERE.

OKAY THAT MAKES SENSE. THANK YOU AND JUST THE RELATION TO HOW THAT ROLLS OUT.

I MEAN, I WOULD SAY IF I'M ALLOWED TO ASK THAT IF IT RELATES TO THE AGENDA ITEM ENOUGH.

YEAH, I WOULD SAY THE MAJORITY OF THAT TIES INTO OUR CORE TIER ONE ROLLOUT FOR ALL STUDENT MATERIALS AND TEACHER MATERIALS.

SO EVERYTHING RELATED TO MATH, SCIENCE, SOCIAL STUDIES AND READING, LANGUAGE ARTS THAT'S ONGOING EMBEDDED PROFESSIONAL DEVELOPMENT, THAT'S SUMMER TRAINING, THAT'S PLCS, SUPPORT WITH PRINCIPALS THAT'S EVERYTHING FROM CURRICULUM INSTRUCTION AND ASSESSMENT THROUGHOUT THE YEAR.

OKAY. ALL RIGHT.

THANK YOU, TRUSTEE WEIMER.

TRUSTEE WHITE AND I JUST HAVE TWO QUICK QUESTIONS.

AS FAR AS THE SALARY OF EMPLOYEES, TEACHERS, AND, I DON'T KNOW, MAYBE CENTRAL STAFF.

THOSE ARE MONTHLY PAYMENTS THAT THEY RECEIVE.

CORRECT AND THE LIKE, SUPPORT STAFF ON THE CAMPUSES, MAYBE CUSTODIANS FOOD SERVICE, THEY'RE PAID. IS IT WEEKLY OR EVERY TWO WEEKS? ABOUT WEEKLY? SO OKAY, SO THE SALARY IS MONTHLY.

YES. TEACHERS ARE PAID ONCE A MONTH AND THEN THE BI WEEKLY EMPLOYEES, CUSTODIANS AND FOOD SERVICE WORKERS ARE PAID EVERY TWO WEEKS.

AND THE ACTUAL I GUESS CONTRACT DAYS DECREASED.

IT IS NOW AT TWO 260 DAYS.

THAT THEY ACTUALLY ARE CONTRACTED TO WORK NOW IS THAT CORRECT? THERE'S BEEN NO CHANGES WITH THE CONTRACT DATES FOR THAT STAFF.

SO IT'S STILL 260 FOR EVERYONE, NOT FOR EVERYONE, FOR CUSTODIANS, AUXILIARY POSITIONS THAT ARE IN MAINTENANCE AND SUCH.

THOSE ARE TWO BI WEEKLY.

THERE ARE STILL 260.

THERE HAVE BEEN NO CHANGES.

OKAY. AND I DO HAVE ONE.

ONE OTHER QUESTION IS PERTAINING TO THE ESSER FUNDS.

WHEN IS THE LAST DATE THAT WE HAVE TO HAVE THOSE FUNDS SPENT? IS IT AT THE END OF THIS YEAR OR IS IT THE BEGINNING OF THE SCHOOL YEAR? WHEN IS THAT DATE? SO WE HAVE TO SUBMIT OUR FINANCIAL REPORT IN THE MIDDLE OF THE SUMMER.

SO LIKE IN JULY, BUT WE ARE CLOSING OUT OUR ESSER EXPENDITURES AS WE SPEAK.

[00:50:04]

SO BASICALLY WE'RE NOT CLOSING EVERYTHING OUT, WE'RE JUST PHASING IT OUT THERE.

THE ESSER DOLLARS WILL BE FULLY EXHAUSTED BY THE END OF THIS SCHOOL YEAR.

OKAY. THANK YOU.

TRUSTEE TRUSTEE JOHNSON.

YES, I WOULD WANT TO ASK A QUESTION.

I DON'T KNOW IF THE SUPERINTENDENT CAN ANSWER THIS BUT THE MINIMUM SALARY THAT WE'RE LOOKING AT IS, $16.50.

IS THAT EVERYONE IN DALLAS ISD.

BECAUSE WHEN SHE SAID FOOD SERVICE, IT MADE ME THINK, BECAUSE I KNOW WE HAD A CONVERSATION WHERE I WAS ASKING, COULD THEY GET PAID IN THE SUMMERTIME? BUT BECAUSE THEY DIDN'T WANT THAT OR SOMETHING LIKE THAT.

SO TWO DIFFERENT THINGS AND ROBERT, CORRECT ME IF I GET IT WRONG.

THE $16.50 WOULD BE THE NEW FLOOR, MEANING NO ONE IN OUR DISTRICT WOULD BE PAID LESS THAN $16.50 AN HOUR.

RIGHT NOW IT'S $16.

AND I KNOW THIS BOARD I'M TRYING TO BRING.

BY KNOWING MY BOARD, YOU ALL ARE ALWAYS WANTING US TO TRY TO GET TO AS CLOSE TO LIVING WAGE FOR ALL OUR EMPLOYEES, AND WE ARE NOT THERE.

SO LAST YEAR YOU ALL SUPPORTED 15 TO $16 AN HOUR.

AND THIS YEAR I REALLY WANTED TO BRING YOU ALL 16 TO 17.

BUT AGAIN, BECAUSE OF NO INCREASE IN DOLLARS, WE DID $16.50, WHICH ALSO MEANS EVERYONE THAT'S NOT AT $16.

NOW THEY'RE ALSO GOING TO GET A RAISE, NOT JUST THE PEOPLE THAT WERE AT 16.

RIGHT. EVERYONE GETS A RAISE AND IT EQUALS OUT TO AT LEAST BEING A 2% FOR EVERY EMPLOYEE.

THE SECOND PART.

SO THAT WOULD MEAN NO ONE WOULD GET PAID LESS THAN $16.50 AN HOUR.

THE SECOND PART OF THE SUMMER WAS I KNOW THAT OUR DISTRICT HAS I HAD BEEN HERE BEFORE.

WE HAVE OPTED FOR.

THERE WAS A TIME WHEN SOME CAFETERIA EMPLOYEES WANTED TO GET THEIR PAY, INCLUDING THE SUMMER.

BUT THAT MEANS THEIR MONTHLY OR THEIR BI WEEKLY AMOUNT GOES DOWN BECAUSE YOU'RE NOW GETTING PAID FOR MONTHS, THAT YOU'RE NOT EMPLOYED, THAT YOU'RE NOT WORKING AND AFTER A ONE, I THINK IT WAS JUST ONE TIME, MAYBE.

ROBERT CHIEF ABEL, THAT YOU ALL DID THAT.

THEY CAME BACK AND SAID, NO, WE THINK IT'S BETTER THE WAY WE HAD IT.

SO WE CAN CERTAINLY.

WHEN I DID, YOU HAD ALREADY ASKED ME THAT QUESTION, SIR AND I DID TALK TO CHIEF ABEL AND HE'S MORE THAN HAPPY TO GO BACK OUT AND TALK TO THEM TO SEE WHAT THEIR DESIRES MIGHT BE.

WE'RE FLEXIBLE, AND I KNOW WE'RE FLEXIBLE WITH THAT AND YOU EXPLAINED THAT TO US.

HOW MUCH IS THAT? I THINK 16 IS, WHAT, 33,000 CORPORATE? HOW MUCH IS THAT? DALLAS ISD YEARLY.

WHAT DOES THAT $16.50 HAVE TO BE YEARLY? I'D HAVE TO GET MY CALCULATOR OUT AND IT WOULD DEPEND ON HOW MANY DAYS THEY WORK.

WE HAVE DIFFERENT DAYS AND I THINK ONE OF THE KEY POINT, TOO, IS THAT WE'VE DEFINITELY HAD CONVERSATIONS WITH EACH OTHER ABOUT IS THAT $16.50 THAT WILL BE AT THE LOWEST PAY GRADE WITH ZERO EXPERIENCE.

EVERYBODY ON THAT PAY GRADE IS GOING TO MAKE MORE THAN THAT AND PEOPLE WHO COME IN WITH EXPERIENCE ARE GOING TO MAKE MORE THAN THAT AND MOST OF OUR EMPLOYEES ARE ON DIFFERENT PAY GRADES THAT ARE HIGHER THAN THAT LOWEST PAY GRADE.

THEY'RE ALSO MAKING MORE THAN THAT.

$16.50 SO WE DON'T LEAVE THE IMPRESSION THAT, A LOT OF OUR PEOPLE ARE GOING TO BE MAKING $16.50 AND IT'LL DEFINITELY COMPRESS UP, AS DOCTOR ELIZALDE MENTIONED.

RIGHT. DOCTOR ELIZALDE SAID.

THAT'S JUST THE BARE MINIMUM. THAT'S THE FLOOR.

I JUST WANT TO SEE WHAT IS THAT? WHAT DOES THAT LOOK LIKE YEARLY? I DID TAKE OUT MY CALCULATOR.

NOW I'M OVERESTIMATING OKAY.

BECAUSE I'M SAYING THEY'RE WORKING EVERY SINGLE THAT EVERY WEEK WAS 40 HOUR WEEKS NOT EVERY EMPLOYEE WORKS FOR.

SO I WANT TO MAKE SURE I'M SO THAT WOULD COME OUT IF I PUT 40 HOUR WEEKS AT FOUR WEEKS A YEAR FOR 12 MONTHS, THAT WOULD BE $31,680. BUT THAT WOULD MEAN THEY WOULD HAVE WORKED AGAIN EVERY SINGLE DAY, YOU KNOW WHAT I'M SAYING? BUT THAT'S 31,006 80.

OKAY, GOOD. THANK YOU.

I WAS TALKING SLOW AS EVERYBODY USED THEIR CALCULATORS I GOTCHA.

THANK YOU.

THANK YOU, TRUSTEE JOHNSON I DON'T SEE ANY ADDITIONAL COMMENTS FROM TRUSTEES.

I WANT TO THANK YOU AND YOUR TEAM.

I WAS TRYING TO ASK DOCTOR ELIZALDE WHAT THE SCOPE AND THE SIZE OF THE DALLAS INDEPENDENT SCHOOL DISTRICT IS AS RELATES TO, LIKE, A FOR PROFIT CORPORATION.

I KNOW WE HAVE OVER 20,000 EMPLOYEES.

THAT'S A HUGE BUDGET. IT'S A TON OF WORK.

WE'RE LOOKING AT A PARTICULAR FUNCTIONS.

BUT TO DIG DOWN, TO GET TO THOSE FUNCTIONS, THOSE ARE ALL ITEMIZED THINGS THAT HAVE TO BE ADDED UP AND ALL THE OTHER THINGS THAT YOU DO.

SO THIS IS A HEAVY LOAD, A HEAVY LIFT, IN ADDITION TO THE COMMUNITY MEETINGS THAT I KNOW YOU'VE HAD AND THE INDIVIDUAL MEETINGS YOU'VE HAD WITH TRUSTEES AND THE TRACKERS AND THE QUESTIONS, I JUST KNOW IT'S A HEAVY LIFT.

SO I REALLY APPRECIATE YOUR DILIGENCE AND JUST THEIR HIGH LEVEL PROFESSIONALISM TO DEVELOP THE BUDGET THAT YOU PUT IN FORTH BEFORE US TODAY.

SO THANK YOU. I KNOW IT'S A TEAM EFFORT, OBVIOUSLY, BUT I KNOW YOU HAVE TO PUT TOGETHER ALL THE NUMBERS IN YOUR TEAM, SO THANK YOU FOR THAT AND IF THERE'S ANY OTHER QUESTIONS WE'LL CONTINUE THROUGH THE AGENDA.

[00:55:02]

GOOD AFTERNOON. THANK YOU VERY MUCH, MISS PARTY.

AND I WANT TO THANK YOU ALL FOR ALLOWING US TO PRESENT OUR THIRD QUARTER M/WBE REPORT.

BUT FIRST, I WOULD JUST LIKE TO STATE THAT OUR INITIATIVES AND PROGRAMS THAT WE'VE SHARED WITH YOU THROUGHOUT THE YEAR HAVE BEEN VERY SUCCESSFUL. THAT'S OUR BURN ACADEMIES, OUR OUTREACH INITIATIVES, WHERE WE'VE REACHED OUT TO THE GENERAL CONTRACTORS AND VENDORS AND OUR TRAINING SESSIONS AND WEBINARS ALL HAVE BEEN VERY SUCCESSFUL THROUGHOUT THE YEAR.

BUT ONE THING I WOULD LIKE TO HIGHLIGHT IS AND INVITE YOU ALL TO IS OUR ANNUAL KNOWLEDGE IS POWER CONFERENCE, WHICH IS SCHEDULED FOR THE 21ST OF THIS MONTH.

MS. PARTY AND I AND OUR TEAM WERE VERY EXCITED ABOUT THE FACT THAT WE ARE COLLABORATING WITH THE DFW MINORITY SUPPLIER DEVELOPMENT COUNCIL. GOLDMAN SACHS, A GOLDMAN EXCUSE ME, GOLDMAN SACHS THE AND VARIOUS ORGANIZATIONS, ALONG WITH OUR CHAMBERS OF COMMERCE, THAT'S THE BLACK, HISPANIC AND ASIAN CHAMBERS OF COMMERCE.

SO THEREFORE, WE'RE LOOKING FORWARD TO THAT EVENT.

AND NEXT MISS PARTY WILL SHARE OUR DATA.

THANK YOU, MISTER WILLIAMS, SUPERINTENDENT AND BOARD OF TRUSTEES, I WILL PRESENT TO YOU THE M/WBE QUARTERLY REPORT, THE STATISTICAL ANALYSIS.

THE FIRST SLIDE THAT YOU HAVE BEFORE YOU ON PAGE THREE IS THE 2020 BOND PROGRAM, THE TOTAL M/WBE UTILIZATION.

THIS IS THE BEGINNING OF THE 2020 BOND PROGRAM UP TO AND INCLUDING MARCH 31ST, 2024.

THE BOARD HAS TWO ESTABLISHED M/WBE GOALS IN THE AREA OF CONSTRUCTION.

THE BOARD HAS ESTABLISHED A 30% M/WBE GOAL.

OUR CURRENT UTILIZATION FOR THE 2020 BOND PROGRAM IS 44.97%, AND FOR PROFESSIONAL SERVICES, THE BOARD HAS ESTABLISHED A 35% M/WBE GOAL AND THE ACTUAL UTILIZATION IS 49.65% AND THE DATA THAT YOU HAVE BEFORE YOU IS BASED UPON ACTUAL PAYMENTS MADE AT THE PRIME AND SUBCONTRACTING LEVELS.

THE NEXT SLIDE BEFORE YOU IS THE 2015 BOND PROGRAM, UP TO AND INCLUDING MARCH 31ST 2024, AGAIN DURING THE 2015 BOND PROGRAM, THE GOALS REMAINED THE SAME 30% IN THE AREA OF CONSTRUCTION.

OUR ACTUAL UTILIZATION WAS 55.84%.

IN THE AREA OF PROFESSIONAL SERVICES, WE HAD A BOARD APPROVED GOAL OF 35%, AND THE ACTUAL UTILIZATION WAS 39.39%. THE NEXT ANALYSIS IS FROM THE 2008 BOND PROGRAM UP TO AND INCLUDING MARCH, THE 31ST, 2024.

AGAIN, WE HAVE A BOARD ESTABLISHED GOAL FOR CONSTRUCTION AT 30%, AND THE ACTUAL UTILIZATION WAS 49%, AND THE BOARD ESTABLISHED GOALS IN THE AREA OF PROFESSIONAL SERVICES IS 35%, AND THE ACTUAL UTILIZATION WAS 39%.

FOR THE BRIDGE PROGRAM, AND IN COMPARISON TO A 30% M/WBE GOAL FOR CONSTRUCTION, THE ACTUAL UTILIZATION WAS 73%. IN THE AREA OF PROFESSIONAL SERVICES, WE HAD A BOARD ESTABLISHED GOAL OF 35%.

HOWEVER, THE ACTUAL UTILIZATION WAS 26%.

PAGE SEVEN IS THE NEXT SLIDE BEFORE YOU, WHICH IS THE SEYMOUR, ALSO KNOWN AS THE CONSTRUCTION MANAGER AT RISK.

WE HAD A BOARD ESTABLISHED GOAL OF 30% AS IT RELATES TO CONSTRUCTION THROUGHOUT THE DISTRICT.

THE ACTUAL UTILIZATION WAS 63.82%.

ALSO, THIS IS BASED UPON PAYMENTS AND ALSO AT THE BOTTOM OF THE PAGE, YOU'LL SEE THE ACTUAL NAME OF THE SCHOOLS THAT WERE PROCURED UNDER THE SEYMOUR METHODOLOGY, AS WELL AS THE CONSTRUCTION MANAGER AT RISK, AS WELL AS THE CONTRACT AWARD AND THE PAID AMOUNT.

[01:00:08]

AGAIN, WE HAVE A BOARD ESTABLISHED GOAL OF 30% AND THE UTILIZATION WITH MINORITY AND WOMEN OWNED COMPANIES THAT ARE CERTIFIED WITH 16.96% AND ALSO, IF YOU WANT TO TAKE A LOOK AT THOSE, INCLUDE SOME OF THE COMPANIES THAT ARE NOT M/WBE CERTIFIED.

WE WOULD HAVE BEEN AT ROUGHLY 22.6%.

THE NEXT SLIDE BEFORE YOU IS DISTRICT WIDE FUNDS INCLUSIVE OF FUND 199.

HOWEVER, IT EXCLUDES ALL 600 SERIES FUNDS WHICH ARE CAPTURED UNDER THE BOND PROGRAM.

AGAIN, WE HAVE A BOARD ESTABLISHED GOAL OF 30% AND OUR UTILIZATION WAS CAPTURED AT 15.23% AND IF YOU WANTED TO TAKE A LOOK AT THOSE, INCLUDING OF THE SELF CERTIFIED COMPANIES, COMPANIES THAT HAVE NOT GONE THROUGH A THIRD PARTY CERTIFICATION AGENCY, WE WOULD HAVE BEEN AT 20.5%. ALSO, IN THE PARTICULAR CHART ON THE BOTTOM RIGHT HAND SIDE IS JUST AN ANALYSIS OF THE ELECTRONIC BIDS THAT HAVE BEEN ADMINISTERED BY THE DISTRICT.

WITH THAT, WE WANT TO TAKE A LOOK AT THE AWARDED VENDORS.

32.01% REFLECTED THE MINORITY AND WOMEN OWNED COMPANIES AND COMPARISON TO THE PAYMENT.

IT'S 26.91%.

THAT CONCLUDES OUR STATISTICAL ANALYSIS, AND WE WILL TURN IT OVER TO YOU FOR ANY QUESTIONS.

TRUSTEE JOHNSON AND TRUSTEE FOREMAN.

I WANT TO MAKE SURE I'M CORRECT WHEN I'M SAYING THESE NUMBERS HERE.

LOOK LIKE WHEN I'M LOOKING AT THE M/WBE OR C ANALYSIS FOR SEYMOUR, FOR AFRICAN AMERICAN MALES IT LOOKED LIKE IT DOUBLED AND INCREASED.

IS THAT CORRECT FOR AFRICAN AMERICAN MALES ON THE SEYMOUR WE WERE AT WAS 18%.

YES, 18.71%.

THAT IS CORRECT. SO AND I THINK PREVIOUSLY IT WAS LIKE 10%, SOMETHING LIKE THAT.

I'LL DO I CAN TELL YOU QUICKLY ON SLIDE NUMBER.

2015 BOND.

OKAY, SO IT LOOKS LIKE THE NUMBERS ARE DEFINITELY INCREASING.

IT'S WHAT I'M WHAT I'M GETTING AT.

I WILL SHARE WITH YOU WITH THE CONSTRUCT [INAUDIBLE], FOR THE LAST FISCAL YEAR QUARTER 2 AFRICAN AMERICAN MALES WERE AT 18.64%. COMPARISON TO TODAY, WE'RE AT 18.71%, SPECIFICALLY IN THE SEEMA CATEGORY. SO THOSE NUMBERS ARE INCREASING.

YES, WE DO HAVE A SLIGHT INCREASE OF ABOUT 0.07%.

NOW ON PAGE FOUR THE AFRICAN AMERICAN MALE THAT WAS AT 10.8% CORRECT WAS AT THE 2015 BOND.

YES. THAT'S WHAT THE 2015 BOND.

YOU'RE CORRECT. AND SO WHEN I'M LOOKING AT THIS BOND HERE WE SEE A DRAMATIC INCREASE, CORRECT? FOR THE 2020 BOND AFRICAN AMERICAN MALES ARE AT 10.2%.

10.2%. 2015 BOND THEY WERE AT 10.8%.

OKAY I SEE IT. SO THE NUMBERS ARE PRETTY MUCH CLIMBING AND INCREASING IN CERTAIN CATEGORIES OF THE BOND PROGRAM.

THANK YOU SO MUCH. THANK YOU FOR THE WORK THAT YOU GUYS ARE DOING.

IT'S AWESOME. THANK YOU SO MUCH.

YOU'RE WELCOME. THANK YOU.

TRUSTEE JOHNSON TRUSTEE FOREMAN.

THANK YOU.

MR. WILLIAMS AND MR. PARTY, AS ALWAYS, I APPRECIATE THE WORK THAT YOU DO IN THIS PARTICULAR AREA.

I BELIEVE YOU PROBABLY ARE THE PREMIER GROUP IN THE M/WBE PARTICIPATION IN THE CITY OF DALLAS AND MAYBE IN THE STATE OF TEXAS.

BUT I ALSO LOOK AT NUMBERS AND WHILE WE'RE APPLAUDING SOME GROWTH WHEN I LOOK AT THE 2020 BOND, I'M LOOKING AT TOTAL M/WBE PARTICIPATION AND THAT INCLUDES FEMALES IS AT 44.97%.

BUT ON THE 2015 BOND, IT WAS AT 55.84% AND THAT'S LOOKING AT THE CURRENT DOLLARS.

YES. THAT'S CORRECT AM I CORRECT? YES, YOU ARE CORRECT.

[01:05:01]

SO THERE'S WORK TO BE DONE CONTINUOUSLY AS YOU GUYS CONTINUE TO MOVE FORWARD.

BUT I DON'T WANT A MISINTERPRETATION OF THE WORK THAT HE HAS DONE.

YES, MA'AM. THANK YOU, THANK YOU.

TRUSTEE FOREMAN.

I'LL BE BRIEF. I JUST WANT TO ECHO THE FIRST PART OF WHAT TRUSTEE FOREMAN WAS TALKING ABOUT.

THE WORK YOU DO. INCREDIBLY IMPORTANT.

I AGREE WITH HER. I THINK IT IS PREMIER.

YEAH, I'D PROBABLY BE HARD TO FIND A GROUP THAT DOES BETTER WORK THAN WHAT YOU'RE DOING.

INCLUDING EMPOWERING FOLKS TO BE ABLE TO ACCESS STUFF THEY COULDN'T ACCESS BEFORE.

SO THANK YOU ALL FOR YOUR WORK.

REALLY APPRECIATE IT. IF THERE'S NOT ANY OTHER COMMENTS OR QUESTIONS, WE'LL CONTINUE TO MOVE THROUGH THE AGENDA.

THANK YOU FOR YOUR INVALUABLE SUPPORT.

OF COURSE, OUR TRUSTEES ON THE MINUTES, AS YOU KNOW, WILL BE POSTED ON BOARD DOCS PRIOR TO THE MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

[10. POLICY UPDATES]

TWO OF THEM ARE FIRST READS.

OKAY. TRUSTEE FOREMAN TEN B AND THEN [INAUDIBLE] FIRST READ.

CHIEF LEAR, CAN YOU KIND OF GIVE AN OVERVIEW ON THAT TOO? AFTER YOU ANSWER TRUSTEE FOREMAN QUESTIONS.

GO AHEAD, TRUSTEE FOREMAN, WHENEVER YOU'RE READY.

SO I'M ACTUALLY ON PAGE ONE OF TWO AND IT'S AT THE VERY BOTTOM FOR PRE-KINDER AND THROUGH GRADE ONE AND I'M TRYING TO FIGURE OUT IF THAT IS NEW TO THE POLICY ON PAGE ONE, THE ONLY CHANGE WE'RE MAKING TRUSTEE FOREMAN IF YOU GO DOWN TO HIGH SCHOOL STUDENT CLASSIFICATION, THE UNDERLINED BOLD FOR STUDENTS ENTERING NINTH GRADE, WE'RE RECOMMENDING THAT WE CHANGE FOR SOPHOMORE.

IF YOU TURN TO PAGE TWO CURRENTLY IF YOU ARE A FRESHMAN, IF YOU GET FIVE CREDITS, WE MOVE YOU UP TO BE A SOPHOMORE.

WE'RE CHANGING THAT TO SIX BECAUSE OF OUR HIGH SCHOOL GRADUATION.

CHANGED TO THAT REQUIRES THAT SENIORS HAVE TO GRADUATE WITH A 26 CREDITS OR 24 CREDITS.

SO THERE'S A DROP IN THE NUMBER OF CREDITS.

WE'RE GOING TO UP THE NUMBER OF CREDITS SO THAT IF A STUDENT RIGHT NOW, IF I DO FOUR YEARS, I'LL HAVE 20 CREDITS.

WE WANT THEM TO HAVE 24 TO BE IN ALIGNMENT, BETTER ALIGNMENT FOR GRADUATION.

AND HAVE THE PARENTS BEEN NOTIFIED ABOUT THIS SPECIFIC CHANGE THAT WE'RE TALKING ABOUT? WHAT WE'RE GOING TO DO IS THIS WILL NOT THIS WILL BE NEW INFORMATION FOR THE INCOMING CLASS OF NINTH GRADERS NEXT YEAR.

SO WE'RE WORKING WITH COUNSELING SERVICES AND SCHOOL LEADERSHIP TO LET THAT GROUP KNOW.

CURRENT NINTH GRADERS WILL NOT BE AFFECTED, SO THE CURRENT NINTH GRADERS WILL HAVE TO HAVE THE SAME NUMBER.

YES, MA'AM. THAT WON'T CHANGE.

OKAY. ALL RIGHT.

THANK YOU. SO AS FAR AS THE GRADUATION PLANS, NORMALLY YOU HAVE TO HAVE SO MANY HOURS, REGULAR AND WHAT HAVE YOU.

THAT'S ALSO CHANGING IN THE CODE OF CONDUCT OR THE HANDBOOK, IS THAT RIGHT? NO, MA'AM. THAT ALREADY CHANGED YEARS AGO.

WE'RE NOW CHANGING TO MATCH THAT.

AND THAT'S IT.

THANK YOU.

ALL RIGHT. TRUSTEE.

WEINBERG, I JUST HAVE A QUICK QUESTION ON THE HOUSE BILL 3928.

IT'S A CLARIFYING QUESTION.

I DON'T KNOW IF I FULLY UNDERSTAND AS IT RELATES TO DAEP, IS THERE A REQUIREMENT TO FOR SOME SPECIALIZED TESTING COMING IN AND OUT OF DAEP? DID I READ THAT WRONG REGARDING RETENTION AND PROMOTION OF GRADES? NO, IT'S RELATED TO THE STUDENT CODE OF CONDUCT IN GENERAL.

IT MAY BE IT'S A TECHNICAL QUESTION I CAN CIRCLE BACK AND ASK LATER.

IT THAT'S THE NEXT BOARD POLICY.

LET ME GET THE AMOUNT.

YEAH. PERFECT. OKAY. THANK YOU.

SORRY I GOT AHEAD OF MYSELF HERE.

YOU MAY BE RIGHT UP TO BAT AGAIN.

ANYBODY ELSE HAVE ANY QUESTIONS ON 10B TRUSTEE FOREMAN.

NO. OKAY.

SO ALL RIGHT TEN C WHICH IS THE DISCUSSION OF THE STUDENT CODE OF CONDUCT TRUSTEE WEINBERG.

[01:10:14]

HELLO. HOW ARE YOU ALL? SO NOW THAT WE'RE ON THE RIGHT AGENDA ITEM.

THANK YOU. I WAS A LITTLE AHEAD OF MYSELF THERE.

HOUSE BILL 3920.

[INAUDIBLE] THERE YOU GO.

THANK YOU. ALL RIGHT.

HOUSE BILL 3928 ALLOWS FOR PARENTS TO REQUEST SPECIAL EDUCATION SERVICES AT THE TIME THEY ARE ENROLLED IN DAEP AND WHEN THEY RETURN BACK TO THEIR HOME CAMPUS.

SO THAT'S WHAT IT DID. THANK YOU.

I WAS JUST NOT CLEAR KIND OF ON THE DETAILS THAT UNDERPINNED THE CHANGE.

SO THANK YOU VERY MUCH.

I APPRECIATE THE CLARIFICATION.

ALL RIGHT. SO WE ARE HERE THIS AFTERNOON.

FIRST OF ALL, LET ME SAY HELLO TO EACH OF YOU AND TO OUR SUPERINTENDENT AND WE'RE BRINGING BEFORE YOU OUR 24-25 STUDENT CODE OF CONDUCT.

WHAT WE'VE DONE, WE'VE MADE VERY FEW CHANGES TO THE CODE OF CONDUCT.

WE WANTED TO MAKE SURE THAT THIS WAS A PARENT FACING DOCUMENT, AND NOT A DOCUMENT THAT WE JUST USE AT OUR CAMPUSES.

CURRENTLY AT 72 PAGES, THAT'S A LOT.

WE DON'T HAVE ANY PARENT THAT'S GOING TO WALK AROUND WITH A 72 PAGE DOCUMENT.

SO WE WANTED TO MAKE SURE THAT PARENTS KNEW THAT THIS WAS FOR THEM.

WE REMOVED SEVERAL OF THE PHOTOS THAT WERE IN HERE.

THE GRAPHS THAT WERE CHARTS, THEY WERE USED FOR OPERATIONAL PURPOSES.

SO WE WILL PROVIDE A COMPANION DOCUMENT TO OUR CAMPUSES TO BE ABLE TO UNDERSTAND SOME OF THE OPERATIONAL PROCEDURES.

I'D LIKE TO ALSO THANK EACH OF YOU FOR SENDING YOUR REPRESENTATIVES.

SO EACH TRUSTEE HAD A REPRESENTATIVE THAT WAS A PART OF THE STUDENT CODE OF CONDUCT TASK FORCE.

WE HAD 3 MEETINGS.

THE MEETINGS WERE HELD BOTH VIRTUALLY AND IN PERSON, AND WE HAD LOTS OF RICH CONVERSATION DURING THOSE MEETINGS.

SO WITH THAT BEING SAID, WE'VE COME UP WITH A FEW OF THE CLARIFYING THINGS THAT NEEDED TO BE CLARIFIED, SOME OF THE LANGUAGE, AND A FEW ADDITIONS TO THE STUDENT CODE OF CONDUCT.

SO IF YOU LOOK ON PAGE 17, THAT'S WHERE WE ADDED THE HOUSE BILL 3928 FOR THE SPECIAL EDUCATION SERVICES THAT STUDENTS HAVE OR PARENTS HAVE THE OPPORTUNITY, WHEN YOU ARE ASSIGNED A DAEP PLACEMENT, THAT YOU CAN REQUEST SPECIALIZED SPECIAL EDUCATION SERVICES, AND YOU CAN ALSO REQUEST THE TESTING WHEN THEY RETURN TO THEIR HOME CAMPUS.

WE ALSO CLARIFIED A LOT OF LANGUAGE THAT'S ON THAT PAGE.

IF YOU TURN TO PAGE 28, WE ADDED SOME CLARIFICATION LANGUAGE THAT AT THE TIME, STUDENTS ARE RETURNING TO THEIR CAMPUS AFTER THEIR DAP PLACEMENT.

WE WANTED TO ENSURE THAT THE STUDENTS WENT BACK TO THE SCHOOL THAT ASSIGNED THE DAP PLACEMENT FOR THEM.

SO WE ADDED THAT CLARIFICATION LANGUAGE THERE.

WE ADDED A NEW ACTION ON PAGE 49 WHERE WE WANTED TO MAKE SURE THAT OUR CAMPUSES HAD AN ADDITIONAL ACTION THAT THEY CAN USE IN LIEU OF SENDING A STUDENT TO DAP.

WE HAD LOTS OF CONVERSATION.

WE'VE SPOKEN TO LOTS OF PARENTS WHO DO NOT WANT THEIR STUDENTS TO GO TO DAP, SO WE CAME UP WITH A DISCRETIONARY ACTION THAT THE CAMPUSES CAN USE.

IT'S SIX HOUR STUDENT SATURDAY SCHOOL, COMMUNITY SERVICE, PEER TUTORING, SPECIAL PROJECTS, OR WE HAVE SOME THREE 60 MODULES.

STUDENTS WILL BE ABLE TO DO THAT FOR SIX HOURS.

BUT THERE'S A CAVEAT.

THE PARENTS WOULD HAVE TO COME ALSO FOR THREE HOURS TO BE ABLE TO SIT IN SOME PARENTING CLASSES, SOME PARENTING SESSIONS TO BE ABLE TO SUPPORT THEIR STUDENTS. WE HAVE A NEW OFFENSE, WHICH IS HATE SPEECH.

WE'VE DEALT A LOT WITH.

NOT A LOT, BUT WE'VE HAD A FEW INSTANCES OF STUDENTS USING DEROGATORY LANGUAGE AT A SPECIFIC GENDER RACE, AND IT'S DIRECTED AT THE STUDENT. SO WITH THE HELP OF THE TASK FORCE, WE CAME UP WITH A HATE SPEECH WHICH IS A LEVEL TWO ACTION.

IT IS A DAP PLACEABLE AND IT'S DISCRETIONARY AND WE ARE DEFINING HATE SPEECH AS ANY FORM OF EXPRESSION, MOTIVATED IN WHOLE OR IN PART BY THE INDIVIDUAL'S BIAS AGAINST A GROUP, A CLASS OF PERSON ON THE BASIS OF RACE, ETHNICITY, ETHNICITY, NATIONAL ORIGIN, SKIN COLOR, SEX, GENDER, SEXUAL IDENTITY, AND SO FORTH.

WE ALSO CLARIFIED LOTS OF THE LANGUAGE AND WE CLARIFIED OFFENSIVE LANGUAGE.

[01:15:04]

IF YOU LOOK ON PAGE 59, THERE IS HATE SPEECH WHERE IT IS DIRECTED TO AN INDIVIDUAL AND THEN OFFENSIVE LANGUAGE IS JUST SAYING THE WORD.

SO AS I SAID, VERY FEW CHANGES, JUST LOTS OF CLARIFICATIONS AND REALIGNING THE BOOK SO THAT IT IS PARENT FACING AND PARENT FRIENDLY.

SO THAT'S ANY QUESTIONS? TRUSTEE FOREMAN. JUST MAYBE 2 OR 3.

OKAY. PAGE 24.

OKAY. WHEN AND I GUESS IT'S ON PAGE 26 ALSO.

THE LANGUAGE PARENTS OR STUDENTS THAT ARE 18 YEARS OF AGE OR OLDER, EMANCIPATED OR HOMELESS MAY DESIGNATE ANOTHER ADULT ORGANIZATION OR LEGAL COUNSEL.

EXACTLY. WHAT DOES THAT MEAN? DESIGNATE THEM TO DO WHAT? TO COME AND REPRESENT THEM AT THE TIME WHEN THEY'RE HAVING THE APPEALS.

WHAT WE WANTED TO DO IS MAKE SURE THAT WE IDENTIFY THAT IF YOU'RE 18 YEARS OF AGE, YOU'RE EMANCIPATED.

WE HAVE LOTS OF STUDENTS WHO ARE GOING THROUGH THE EMANCIPATION, NOT A LOT, BUT WE HAVE A FEW STUDENTS THAT ARE GOING THROUGH THE EMANCIPATION PROCESS FROM THEIR PARENTS.

THEY'RE HOMELESS. THEY CAN DESIGNATE SOMEONE ELSE TO REPRESENT THEM IN THE HEARINGS.

SO MAYBE WE NEED TO ADD JUST A LITTLE ADDITIONAL LANGUAGE THAT SAYS DURING THE HEARINGS, SO THAT THERE'S A CLEAR UNDERSTANDING OF WHAT THAT ACTUALLY SAYS. OKAY, THAT MAKES SENSE.

IF IT DOESN'T, TELL ME, OKAY.

OKAY, SO I'M ON THE SECOND PAGE, PAGE 28.

SO STUDENTS RETURNING FROM DAAP ARE EXPECTED TO RE ENROLL AT THEIR ZONED CAMPUSES OR THE CAMPUS THEY ATTENDED PRIOR TO THEIR DAAP ASSIGNMENT.

SO WHAT THAT ACTUALLY MEANS, I THINK, AND CORRECT ME IF I'M WRONG, I KNOW YOU WILL THAT IF A STUDENT IS ENROLLED IN A SCHOOL AND THAT'S NOT THEIR HOME CAMPUS, THAT THEY HAVE TO RETURN TO THE SCHOOL THAT THEY ARE ENROLLED IN, THEY CANNOT BE SENT BACK TO THEIR HOME CAMPUS.

THAT IS CORRECT. SO BUT AFTER THEY LEAVE DAAP AND MAYBE THEY'RE BACK IN THAT SCHOOL FOR A MONTH AND THEY WANT TO SEND THEM BACK TO THEIR HOME CAMPUS, DOES THIS ADDRESS THAT ISSUE? THIS DOES NOT.

THE MAJORITY OF THE STUDENTS THAT ARE AT THE CAMPUS, AT ANOTHER CAMPUS THAT'S NOT THEIR ZONED CAMPUS, THEY'RE ON A STUDENT TRANSFER.

SO THE STUDENT TRANSFER PROCESS SAYS THAT THE STUDENT IS AT THE SCHOOL THAT SIGNED THE TRANSFER UNTIL THE END OF THE SCHOOL YEAR.

SO AT THAT TIME, THEN YOU CAN REVOKE THE TRANSFER AND THAT WAS A CHANGE THAT SEVERAL OF YOU BROUGHT.

I WAS THE CHIEF OF SCHOOLS BACK THEN BECAUSE WE DID HAVE CAMPUSES THAT WERE NOT KEEPING THE STUDENTS THE THE WHOLE SCHOOL YEAR.

TRUSTEE FOREMAN, JUST AS I THINK YOU WERE ALLUDING TO AND SO THAT WAS PUT IN JUST TO MAKE SURE.

MAKING SURE THAT.

I REMEMBER THAT, TOO.

YES, MA'AM. WHAT THAT MEANS AND WE CAN MOVE FORWARD.

I HAVE ONE OTHER, BUT I CAN'T FIND IT RIGHT NOW.

SO WHOEVER NEEDS TO SPEAK AND THEN I'LL COME BACK.

TRUSTEE WHITE. OH, I THOUGHT YOU WAS.

I FORGOT TRUSTEE. GO AHEAD.

OH, OKAY.

HI. I'M ON PAGE SIX.

LET ME GET THAT WITH YOU TOO.

MY QUESTION IS THE WELCOME INFORMATION.

OH, BY THE WAY, WHEN Y'ALL TOOK THESE PICTURES OUT, ARE Y'ALL GOING TO INSERT ANYTHING ELSE IN HERE OR JUST IT'S GOING TO BE ALL TEXT.

IT'LL COMBINE. OKAY.

IT'S ON PAGE SIX, PARAGRAPH THREE WHERE IT'S STATING IT WAS THE WORDING WAS KIND OF UNCLEAR BECAUSE IT WAS BASICALLY STATING THAT THERE'S FEDERAL LAWS AND STATE LAWS PERTAINING TO OH, RIGHT.

THAT'S BEING DELETED. ALL OF THAT IS BEING DELETED.

THE UNDERLINED. YES.

OKAY. BUT IS BEING REINSERTED RIGHT ON PAGE.

WHAT IS THE PAGE? ON PAGE SEVEN.

SO YOU WOULD LIKE FOR US TO CLARIFY.

YEAH. THAT INFORMATION.

YEAH. IT READS THE DISD BOARD POLICIES AS WELL AS STATE AND FEDERAL LAW ARE OUR LEGAL GUIDELINES THAT BIND THE DISTRICT, ITS EMPLOYEES AND

[01:20:04]

SUCH POLICIES AND LAWS TAKE PRECEDENCE OVER THE INFORMATION.

SO THE IF THIS IS ACTUALLY THE STATE AND FEDERAL LAWS THAT YOU'RE MENTIONING, THAT'S THE SUCH POLICIES THAT TAKE PRECEDENCE OVER. CORRECT.

SO THE SO THIS IS OUR LOCAL DOCUMENT.

BUT IF THERE IS SOMETHING THAT A STUDENT DOES THAT'S IMPACTED BY STATE OR FEDERAL LAW, THEN THOSE WOULD BE IN ADDITION TO OUR LOCAL. RIGHT.

SO THE SUCH IS REPRESENTING THE REPRESENTATIVE OF THE STATE AND THE FEDERAL LAWS.

CORRECT? OKAY AND SOMETHING I WANTED TO HAVE, THE REIMAGINED DISCIPLINE.

CAN YOU GIVE A BRIEF EXPLANATION OF WHAT'S NEW WITH THIS VERSUS WHAT WAS.

OKAY. WELL, THE REIMAGINED DISCIPLINE, THAT WAS THE THEME THAT WHEN THE DISTRICT MOVED FROM SUSPENSION OF STUDENTS TO BEING ABLE TO HAVE OUR STUDENTS GO TO RESET.

SO WE REIMAGINED WHAT STUDENT DISCIPLINE LOOKS LIKE.

WE'RE NO LONGER PUNITIVE.

WE ARE RESTORATIVE NOW.

SO THAT'S PRETTY MUCH WHAT THAT MEANS.

SO IN OTHER WORDS, YOU'RE SAYING WE DON'T NECESSARILY SUSPEND AND SEND HOME.

CORRECT. WE SEND OUT TO THE AP OR IF DEPENDING ON WHAT THE OFFENSE DEPENDING ON THE OFFENSE.

YES. OKAY AND ON THIS PAGE ALSO IT STATED NOW THE LEVEL OF OFFENSES HASN'T BEEN REMOVED BECAUSE I KEEP SEEING IT AND I KEPT SEEING IT IN THE TEXT. SO THAT'S I WASN'T REALLY SURE.

WHY THAT WAS THERE AGAIN, THAT'S DUPLICATED INFORMATION.

SO IT'S THROUGHOUT THE DOCUMENT.

WE JUST DIDN'T NEED IT IN MULTIPLE PLACES.

OKAY. I'M ON PAGE NINE NOW.

SO IT'S BASICALLY STATING THAT WHICH WHICH I KNOW OUR GOAL IS TO HAVE THE STUDENTS CONTROL THEMSELVES.

SO THAT'S BASICALLY SELF RESPONSIBILITY AND CONTROL ARE GOING BASICALLY HAND IN HAND ON THIS.

CORRECT. THAT'S CORRECT.

ALL RIGHT AND ON PAGE TEN.

I GUESS I HAD A KIND OF QUESTION WITH THIS, BECAUSE IT SAYS TO SHOW PREPONDERANCE OF EVIDENCE, YOU DON'T HAVE TO, YOU KNOW, BASICALLY YOU HAVE TO NORMALLY YOU WOULD HAVE TO HAVE, YOU KNOW, BEYOND A SHADOW OF A DOUBT.

BUT THIS IS JUST SAYING THAT SARAH COULD DO SOMETHING AND IF CERTAIN THINGS ARE AROUND. IT COULD BE SAID THAT SHE COULD BE ALLOCATED FOR THAT.

IS THAT WHAT I'M UNDERSTANDING? YES, MA'AM.

OKAY AND THE REASON I'M MENTIONING THIS IS BECAUSE IT'S TYING IN.

EXCUSE ME, INTO ANOTHER PAGE JUST BELOW, BUT THE CAMPUS BEHAVIOR COORDINATOR DISCIPLINE PROCESS, WE ACTUALLY HAVE SOMEONE THAT'S ASSIGNED TO THAT MAY BE ASSISTANT PRINCIPAL OR SOME OTHER STAFF MEMBER.

WHAT'S NEW IF ANYTHING IN AND I'M SORRY I'M ON PAGE.

IT'S ON LIKE TEN SLASH 11.

WELL I MEAN YEAH AND I WAS JUST LOOKING AT THE BOOK THE THAT WE HAD ON.

YEAH THAT SO.

THERE'S NOTHING NEW.

WE WERE JUST AS WE WERE SAYING EARLIER, WE WERE JUST MOVING THINGS AROUND TO CONSOLIDATE SOME OF THE INFORMATION AND TO REMOVE THE DUPLICATION.

THE CDC IS OUR ASSISTANT PRINCIPAL ON THE CAMPUSES THAT HANDLE THE STUDENT DISCIPLINE.

OKAY AND ALSO ON PAGE.

WELL, I JUST NOTICED THAT THERE WAS I THINK THERE ARE SOME DUPLICATE LANGUAGE THAT'S ON PAGE 13.

I DON'T WANT TO GO INTO DETAIL ON THAT, BUT IT IS AND ALSO ON PAGE 15.

I'M SORRY. LET ME GET THERE.

OH, I'M ON THE WRONG THING.

HERE WE GO. GIVE ME JUST A SECOND.

I'M SORRY. ON PAGE 15, SECTION 4.1.

IT ACTUALLY, I JUST THINK THE WORD D SHOULD BE REMOVED AND JUST SAY 4.1 AND JUST SAY STUDENT

[01:25:11]

THE FIRST AND ALSO CAN YOU AS FAR AS 4.2 IS CONCERNED.

THAT'S SLIDE OPEN MORE.

THE DEADLY FORCE.

HOW IS THAT? I MEAN, AND I GUESS I WANTED TO KNOW THIS BECAUSE I DON'T THINK OUR TEACHERS ARE ALLOWED TO CONCEAL CARRY, AND WE'RE NOT DISCUSSING FOR OUR TEACHERS TO CONCEAL CARRY.

BUT IF SOMETHING WERE TO HAPPEN, SAY, FOR INSTANCE, A STUDENT OR A GUN GOT ON THE CAMPUS AND A STUDENT, NOT A STUDENT.

EXCUSE ME? A GUN GOT ON CAMPUS AND THERE WAS A STUDENT THAT HAD A GUN, AND THE TEACHER REMOVED THE GUN FROM THE STUDENT AND IT ACCIDENTALLY FIRED OR WHAT HAVE YOU, THERE WOULD BE THAT WOULD ALSO BE CONSIDERED LIKE SELF-DEFENSE FOR THE PERSONS THAT ARE INVOLVED.

BECAUSE I UNDERSTAND THE LANGUAGE THAT WE HAVE IS.

SO BASICALLY, TO PROTECT THE STUDENTS AND STAFF.

I'M SORRY. I JUST WANT TO BE CAREFUL BECAUSE I DON'T THINK WE HAVE, LIKE THE LEGAL OR JUDICIAL TRAINING TO KNOW WHAT THAT WOULD END UP BEING.

SO COULD YOU REPEAT WHAT YOUR QUESTION OR YOUR RECOMMENDATION IS FOR 4.5? IT'S ACTUALLY 4.2, I'M SORRY.

AND IT'S SPEAKING OF THE USE OF FORCE, BUT NOT DEADLY FORCE AGAINST THE PERSON.

I MEAN, BECAUSE IT'S IN HERE.

SO THAT'S WHAT I WAS JUST.

RIGHT. SO THAT'S REFERRING TO THE PENAL CODE.

SO IN THOSE SITUATIONS THE POLICE WOULD HAVE TO COME IN AND MAKE THOSE DETERMINATIONS.

WE WOULDN'T MAKE THOSE DETERMINATIONS.

OKAY AND.

OH, AND ON PAGE 20, I THINK IT'S DEALING WITH TRANSPORTATION.

LET ME GET THERE. I WAS JUST WONDERING WHY THEIR MOTTO WAS REMOVED.

IS IT SOMEPLACE THEIR VISION STATEMENT.

IS IT SOMEPLACE ELSE? NO, IT WAS DETERMINED THAT WASN'T NECESSARY.

WE JUST NEEDED TO GIVE THE PARENTS THE LANGUAGE ABOUT THE EXPECTATIONS OF THE STUDENT'S BEHAVIOR ON TRANSPORTATION.

OKAY AND THIS WAS A QUESTION THAT I HAD.

IT'S ON PAGE 22, BECAUSE I WAS ASSUMING THAT WE PICKED UP THE TAB FOR THIS AND IT'S CONCERNING THE ID, THE LANYARD IS AND THE STUDENTS HAVE TO PAY FOR THE LANYARDS.

WE DO PROVIDE THOSE, DON'T WE? IF IT'S LOST, YEAH, THEY GET THE FIRST ONE FREE AND THEN AFTER THAT THEY HAVE TO PAY IT.

THEY GET THE BADGE AND THE LANYARD FOR FREE.

OKAY. THAT'S WHAT I WAS THINKING BECAUSE I JUST SAW, I THOUGHT I SAW ON HERE WHERE THERE WAS A FEE ON 7.2 FOR THEM TO RECEIVE THE LANYARD AND ALSO ON THIS PAGE, IT MAY NOT BE ON THIS PAGE.

IT IS ON.

YEAH, IT IS ON THIS PAGE.

I JUST HAD A QUESTION ABOUT THE AGE FOR CONSENT.

WHAT IS THE AGE FOR CONSENT? LIKE IF THE SECURITY OFFICER WERE TO ASK FOR A STUDENT'S CELL PHONE TO LOOK THROUGH THE PHONE? AND I KNOW I READ IT.

SO I'M CONFUSED.

YOU'RE SAYING CONSENT TO THE SEARCH OF THE PHONE? OKAY, SO YOU'RE TALKING ABOUT FOR A POLICE OFFICER TO SEARCH THE PHONE, RIGHT? BECAUSE THAT'S HOW THE SITUATION WAS WORDED.

YES AND THAT'S WHY I'M ASKING WHAT IS THE AGE OF CONSENT? SO I DON'T THINK WE HAVE THE AGE IN HERE.

I THINK IT IS THAT THEY IF THE STUDENT REFUSES, THEN THE POLICE OFFICERS WILL ENACT THEIR RIGHTS AS A POLICE OFFICER FOR CAMPUS ADMINISTRATIVE STAFF, THEY CONTACT PARENTS AND WORK THROUGH THE PARENTS FOR THOSE CONSENTS.

BUT FOR THIS WOULD BE RELATED TO THE POLICE.

SO THE POLICE WOULD MAKE THAT DETERMINATION.

TRUSTEE [INAUDIBLE] MY TIME IS UP.

YEAH, I DON'T KNOW.

FOR THE FIRST OR SECOND ROUND, I APOLOGIZE.

NOT A PROBLEM, SIR. THANK YOU.

YOU'RE JUST DOING YOUR JOB.

TRUSTEE FOREMAN. OKAY, I WANT YOU TO CUT ME OFF A SECOND TIME, SO I'LL BE GOOD.

[01:30:04]

CORRECT. SO AT WHAT LEVEL ARE WE TALKING ABOUT? IF IT'S NOT IF IT'S MANDATORY.

NO DISCRETIONARY A DISCRETIONARY OKAY.

I JUST WANT TO MAKE SURE THAT WE THAT'S CLEAR AND THEN ON PAGE 50 IT SAYS THE DISCRETION OF THE PRINCIPAL AND WITH POLICE CLARIFICATION IS THAT DALLAS POLICE OR DISD POLICE.

OH, THE HATE SPEECH, IT WILL BE WITH DALLAS ISD POLICE.

OKAY, SO WE MIGHT WANT TO MAKE THAT KIND OF CLEAR EXACTLY WHO WE'RE TALKING ABOUT AND THEN I'M JUST GOING TO MAKE A STATEMENT.

THANK YOU, LADIES, FOR GOING THROUGH THIS PROCESS AND CLEARLY TALKING WITH ME ON SOME OF IT.

BUT WHAT I WILL SAY IS THAT I THINK WE'RE GOING TO HAVE TO REIMAGINE DISCIPLINE AGAIN WITH THE CURRENT CLIMATE RESET WORKS IN SOME AREAS AND SOME AREAS, RESET IS NOT WORKING AND THAT WE'RE GOING TO HAVE TO TAKE A STRONG LOOK AT EXACTLY WHAT WE'RE DOING, SUPERINTENDENT, TO MAKE SURE AND I KNOW YOU ARE IN A TOTAL AGREEMENT WITH ME ON THE SAFETY OF OUR CAMPUSES AND THE SAFETY OF OUR CHILDREN.

SO I DON'T THINK WE DISAGREE AT ALL, BUT I DO THINK WE'RE GOING TO HAVE TO HAVE THAT HARD CONVERSATION ABOUT STUDENTS AND STUDENTS WHO MIGHT HAVE SOME PARTICULAR ISSUES THAT WE MIGHT HAVE TO HAVE IN A DIFFERENT KIND OF SETTING.

THE DAP IS NOT SET UP TO HANDLE SOME OF THIS, AND WE'RE GOING TO HAVE TO MAKE SURE THAT WE DO EVERYTHING TO ADDRESS THEIR NEEDS ALONG WITH ALL THE OTHER STUDENTS NEEDS. SO I THINK AT SOME POINT WE HAVE TO HAVE THAT CONVERSATION.

THANK YOU LADIES.

THANK YOU. TRUSTEE FOREMAN, TRUSTEE FLORES.

SO JUST TO CLARIFY ONE POINT SO THE CHANGE THAT WE MADE TO OUR DISCIPLINE POLICY FROM A, YOU KNOW, POLICY, LET'S TRY TO KEEP THE SCHOOL'S KIDS IN SCHOOL PERSPECTIVE DOES NOT APPLY TO MANDATORY REFERRALS.

SO MANDATORY REFERRALS ARE STILL GO TO DAP.

THEY'RE LISTED IN THIS, YOU KNOW, THE OFFENSES AND EVERYTHING ELSE.

IT'S ONLY THE DISCRETIONARY THAT ARE WITHIN OUR CONTROL.

THE ONES THAT THE STATE REQUIRES.

THOSE HAVE NOT CHANGED.

KIDS DO. WHAT IS IT? THE NEW ONE, VAPING.

THAT'S NOT DISCRETIONARY.

I THINK SO STUDENTS KNOW THAT IT'S NOT DISCRETIONARY.

THEY WILL GO.

SO THAT WAS ONE THING I JUST WANTED TO TO MAKE SURE BECAUSE, YOU KNOW, VERY OFTEN WE HEAR, YOU KNOW, WE GO OUT, WE'RE IN THE PUBLIC AND OUR COMMUNITY SAYS, WELL, YOU GUYS HAVE GOTTEN RID OF DISCIPLINE. IT'S LIKE, WAIT, HOLD ON.

WE HAVE NOT ONLY THOSE THAT WITHIN OUR CONTROL, WE DO HAVE ADDITIONAL STEPS AND PROCESSES AND AND WHATNOT.

BUT FOR THE DISCRETIONARY THE LAW IS THE LAW.

THEY GO. SO THAT'S THE ONE THING.

THE OTHER QUESTION I HAVE IS ABOUT THIS WHOLE HATE SPEECH THING.

SO YOU KNOW, THE WAY THAT THIS IS WRITTEN, IT SAYS THAT THE DISCRETION OF THE PRINCIPAL AND WITH POLICE CLASSIFICATION, WHEN YOU THEN LOOK AT THE DEFINITION AND THE DEFINITION SECTION.

RIGHT? IT SAYS SO.

SO IS THE POLICE CLASSIFICATION.

THE PART THAT SAYS A TRUE THREAT INCITES A SCHOOL DISRUPTION, DISCRIMINATORY HARASSMENT OR HOSTILE SCHOOL ENVIRONMENT.

THAT IS CORRECT. RIGHT.

SO IT'S REALLY THAT PART.

SO IT'S NOT JUST, YOU KNOW, KIDS SAY STUPID THINGS ALL THE TIME.

THIS IS LIKE A TRUTH THAT THREAT INCITES THE SCHOOL DISRUPTION DISCRIMINATORY HARASSMENT OR HOSTILE SCHOOL ENVIRONMENT.

IT'S GREAT AND SO THEN THE POLICE WOULD HAVE TO BE INVOLVED AT THIS POINT.

YES. THE DISTRICT POLICE.

THE DISTRICT POLICE.

OKAY, SO NOT JUST NOT DPD, BUT OUR POLICE WOULD THEN HAVE TO MAKE THAT DETERMINATION.

FOR IT TO BE COUNTED AS HATE SPEECH.

IT'S JUST, YOU KNOW, PEOPLE SAY STUPID STUFF ALL THE TIME AND THIS IS KIND OF BEYOND JUST STUPID STUFF.

THIS IS LIKE, REALLY THREATENS.

THEY'RE GOING TO SAY, YOU KNOW, I'M GOING TO X, Y OR Z.

JUST, YOU KNOW, THIS IS THE KIND OF THING THAT CAN, LIKE, BLOW UP ON US IF WE'RE NOT, YOU KNOW, REALLY I THINK VERY CAREFUL ABOUT THE TRAINING ASPECT OF IT.

SO IN TERMS OF THE TRAINING ASPECT FOR OUR POLICE, I MEAN, WHAT I GUESS Y'ALL ARE MAKE SURE THAT THEY GET THE, IS THIS SOMETHING THEY ALREADY DO THAT'S ALREADY

[01:35:03]

YOU WANT TO TAKE THIS? OKAY. YES. SO LET ME JUST EXPLAIN A LITTLE BIT DEEPER ON THIS ONE.

SO WHAT YOU'RE REFERRING TO WHEN KIDS ARE TALKING OR JOKING AROUND OR WHATEVER THEY SAY THEY'RE DOING AND THEY USE OFFENSIVE LANGUAGE OR SLANG OR WHATEVER, WE'RE NOT TALKING ABOUT THAT BECAUSE THESE ARE TWO KIDS THAT ARE NOT HAVING A DISAGREEMENT OR SOMETHING.

THEY'RE JUST USING INAPPROPRIATE LANGUAGE AND WE HAVE TO ADDRESS THAT.

THE HATE SPEECH COMES INTO EFFECT WHEN YOU ARE ACTUALLY DOING SOMETHING THAT IS HARMING THE INDIVIDUAL OR DOING LIKE LET'S SAY IT'S A RACIAL ISSUE, THAT YOU ARE SAYING SOMETHING THAT IS VERY DEROGATORY ABOUT A PERSON'S RACE THAT IS DIRECTED TO THAT PERSON AND THAT HARMS THEM.

LIKE IT REALLY HURTS THEIR FEELINGS OR HARMS THEM AND YOU ARE DOING SOMETHING THAT IS VERY NEGATIVE AND IT IS BECAUSE OF THEIR RACE, OR IT MAY BE THEIR SEXUAL IDENTIFICATION, YOU KNOW, IT MAY BE SOMEBODY THAT DOESN'T AGREE WITH THEIR SEXUAL PREFERENCE AND SO THEY MAKE SOME COMMENTS AND SAY SOMETHING THAT REALLY HARMS THEM AND IS VERY HATEFUL. I GUESS THE HATEFUL WOULD BE THE WORD BECAUSE OF THE HATE SPEECH.

SO THAT'S WHAT WE'RE TALKING ABOUT HERE.

SO AS ADULTS WE CAN SEE THAT AND UNDERSTAND THAT.

BUT BECAUSE WE WANT TO MAKE SURE THAT THERE IS THAT CONVERSATION BETWEEN THE PRINCIPAL AND OUR POLICE TO SAY, OKAY, THIS IS WHAT HAPPENED.

IT WAS HATE SPEECH.

IT WAS HURTFUL THAT THE TWO COME TOGETHER AND MAKE THAT DECISION BEFORE WE MOVE FORWARD, BECAUSE WE DON'T WANT IT TO BE OKAY.

YES, THESE KIDS NEED TO GO HAVE A RESTORATIVE CIRCLE BECAUSE THEY'RE SAYING THINGS THEY SHOULDN'T BE SAYING.

THIS IS SOMETHING THAT TAKES IT BEYOND THAT.

DOES THAT MAKE SENSE? WELL, IT'S JUST A VERY THIN LINE AND SO THAT WAS THE REASON I'M BRINGING IT UP IS BECAUSE I, YOU KNOW, INITIALLY IT SOUNDED TO ME LIKE IT HAD TO BE SOMETHING REALLY, REALLY SERIOUS TO THREAT INCITES A SCHOOL DISRUPTION OR WHATNOT.

YOU KNOW, THAT THE POLICE IS GOING TO BE INVOLVED, THAT KIND OF THING, AND THEN ASK, WELL, IF IT'S JUST SOMETHING STUPID KIDS SAY TO EACH OTHER SOMETHING STUPID, THEN THAT'S NOT RIGHT. IT WOULD BE. IT'S NOT QUITE CLEAR TO ME WHAT'S IN BETWEEN THOSE TWO THINGS, RIGHT? THERE'S TO ME, IT'S VERY CLEAR WHAT, YOU KNOW, INCITES, YOU KNOW, TRUE THREAT, INCITES THE SCHOOL DISRUPTION.

THAT'S CLEAR TO ME.

SAYING SOMETHING STUPID IS CLEAR TO ME.

IT'S THE IN BETWEEN THAT I'M WORRIED ABOUT.

RIGHT AND TO WHAT DO AMOUNT DO WE.

YOU KNOW, WE DO GIVE OUR PRINCIPALS A LOT OF DISCRETION.

BUT I THINK THAT IF WE START SEEING A LOT OF THESE THINGS POP UP, WE BETTER AS THE ADULTS BE.

MY CONCERN IS THE ADULTS.

IS THAT, YOU KNOW, ONE PART AND ONE PART OF TOWN.

EVERYTHING IS HATE SPEECH OR IN ONE SCHOOL EVERYTHING IS HATE SPEECH AND ANOTHER SCHOOL NOTHING IS HATE SPEECH.

I MEAN, HOW ARE YOU GUYS GOING TO GOVERN THAT AND MAKE SURE THAT THE TRAINING BEHIND IT, IT'S ALL THIS ALL SOUNDS WELL AND GOOD.

OH, WE NEED A POLICY TO DO THIS.

BUT THE NUTS AND BOLTS OF ACTUALLY GETTING THIS DONE.

ESPECIALLY WHEN IT'S SOMETHING LIKE SPEECH, IS SOMETHING THAT WE REALLY, Y'ALL REALLY NEED TO CONSIDER.

I'M NOT GOING TO BE HERE ANYMORE, SO IT DOESN'T MATTER BUT AS ONE OF THE LAWYERS IN THE GROUP, I MEAN, THIS IS A SERIOUS, I THINK, QUESTION THAT NEEDS TO BE ADDRESSED WITH A LOT OF TRAINING, I THINK, AND NOT JUST LIKE THROW IT IN THE CODE OF CONDUCT, BUT WE REALLY NEED TO BE VERY THOUGHTFUL AND MAYBE TALK TO OUR LAWYERS ABOUT HOW THIS IS GOING TO GET IMPLEMENTED AND WHAT KIND OF TRACKING WE'RE GOING TO PLACE ON THIS.

Y'ALL WILL TRACK IT, NOT US, BUT YOU GUYS ARE GOING TO TRACK HOW IT'S IMPLEMENTED, WHERE IT'S IMPLEMENTED.

IS IT BEING OVER IMPLEMENTED? IS IT SOMETHING THAT IS JUST A KID THAT SAID SOMETHING STUPID AND THEY COME DOWN ON THEM LIKE A TON OF BRICKS? YOU KNOW HOW MANY YOU KNOW? YOU KNOW, TRUSTEE HEARINGS ARE WE GOING TO HAVE OVER GRIEVANCES OVER STUFF LIKE THIS AND JUST Y'ALL NEED TO JUST AND YOU PROBABLY HAVE.

SO IF YOU HAVE, THANK YOU, I APPRECIATE IT AND IF NOT, JUST FOOD FOR THOUGHT.

SO THANK YOU. APPRECIATE IT.

THANK YOU TRUSTEE. AND SINCE THE TOPIC WAS JUST BROUGHT UP, I TOTALLY AGREE WITH EVERYTHING THAT HE WAS SAYING.

IT IS SOMETHING LIKE A THIN LINE AND IT'S VERY SUBJECTIVE AND YOU KNOW, IT'S JUST IT'S BECAUSE I WAS I HAVE A SITUATION WHERE I WAS CONTACTED ABOUT BULLYING AND THAT'S VERY SUBJECTIVE AS WELL, YOU KNOW, AND YEAH, WE ALL SAY THINGS AND WHEN WE'RE MAD AND YOU MAY WANT TO SAY SOMETHING TO HURT SOMEBODY'S FEELINGS, AND NEXT THING YOU KNOW, YOU'RE AT HOME OR YOU'RE OUT OF SCHOOL BECAUSE, YOU KNOW YOU THE COOLING OFF PERIOD THAT COULD HAVE HAPPENED.

THE PARENT, THE ADULTS, EXCUSE ME, ARE TAKING IT SERIOUS AND THIS STUDENT IS GOING HOME OR TO, YOU KNOW, DAP WHAT HAVE

[01:40:10]

BUT WHEN YOU DO SOMETHING LIKE BRING A GUN INTO THE YOU KNOW WHAT SHOULD BE A FIST FIGHT, YOU CAN'T CHANGE, YOU KNOW, BRING BACK A, YOU KNOW, SOME THINGS YOU JUST CAN'T COME BACK FROM. SO I THINK WE DO NEED TO MAYBE LOOK AT THAT AND GIVE IT A LITTLE BIT MORE DEFINITION OR, YOU KNOW, JUST LET PEOPLE KNOW.

BECAUSE I ALSO THINK I WHEN IT COMES TO TRAINING, EVERYBODY MAY BE IN THE SAME ROOM, BUT THEY'RE MISSING OUT SOME THEY MAY GO TO THE RESTROOM, THEY MISS OUT ON A FEW, YOU KNOW, KEY PIECES OF INFORMATION, AND THEY'RE HANDLING IT DIFFERENTLY FROM WHAT WAS INTENDED FOR IT TO BE.

AND WITH THAT, I'M DONE.

I WANT TO GO BACK TO 22, WHICH WAS 7.3, BECAUSE AND I UNDERSTAND BECAUSE THE CONSENT PART AND THE SEARCH I MEAN, I UNDERSTAND WE CAN SEARCH BACKPACKS, BUT I WOULD JUST AND IT REALLY IS NOT A BIG THING.

I DO UNDERSTAND THAT IF A STUDENT IS CAUGHT WITH PICTURES THAT THEY SHOULDN'T HAVE, WE MAY HAVE TO GET A PARENT'S CONSENT TO SEARCH THE PHONE.

I READ WHAT IT SAID, BUT I JUST THINK WE SHOULD THINK ABOUT, YOU KNOW IF SOMETHING WERE TO COME UP AND SOMEONE WENT THROUGH A CHILD'S PHONE THAT IS NOT OF AGE TO GIVE CONSENT, AND THEY'RE ASKED TO OR THEY REFUSE AND IT'S TAKEN ANYWAY ANOTHER THING WHICH IS ON PAGE 27 AND I JUST I WAS JUST KIND OF CURIOUS ABOUT THIS.

I AM GLAD THAT IT WENT FROM TEN DAYS TO FIVE DAYS.

AS FAR AS WHEN A I THINK IT'S PERTAINING TO WHEN A STUDENT CAN, AN APPEAL CAN BE INSERTED.

BUT I GUESS MY THING IS, IN SOME CASES, IF A STUDENT HASN'T REALLY DONE SOMETHING, THEY'VE BEEN SENT BECAUSE THIS HAS HAPPENED.

ALSO, A STUDENT REALLY DIDN'T COMMIT COMMIT THE OFFENSE, BUT BY THE TIME EVERYTHING WAS STRAIGHTENED OUT, THEY'VE SPENT TWO WEEK OFF OF CAMPUS.

SO I MEAN, THE SOONER THE APPEAL PROCESS TO ME, THE BETTER.

THERE WAS JUST SOMETHING THAT I WAS LOOKING AT THAT I THINK IS, WAS I THOUGHT WAS WORTH NOTING AND ALSO ON PAGE 47.

OH, I'M SORRY. BEFORE WE GO TO 47, CAN WE GO TO 29 BECAUSE IT'S THE STUDENT AND THE STUDENT ENGAGEMENT SUPPORT PANEL.

IS THAT MADE UP JUST OF CAMPUS STAFF OR? THIS IS AT THE LEVEL TWO HEARING.

THIS WOULD BE A PANEL MADE UP OF 3 TO 5 INDIVIDUALS WHO WOULD HEAR THE LEVEL TWO OFFENSE.

IT WOULD BE SOMEONE FROM MY TEAM, THE RACIAL EQUITY OFFICE, AND SOMEONE FROM SCHOOL LEADERSHIP THAT WOULD HEAR THAT APPEAL AS OPPOSED TO A SINGLE PERSON.

OKAY. THANK YOU AND ALSO I WOULD JUST KIND OF CURIOUS ON PAGE 47.

BECAUSE IF YOU TAKE UP A PHONE AND YOU'VE HAD IT ALL SCHOOL YEAR, YOU KNOW WHO IT BELONGS TO.

IT'S SUMMERTIME.

THEY'RE GOING HOME.

CAN WE JUST RETURN THE PHONE INSTEAD OF DISPOSING OF IT? I MEAN, MAYBE THEY'LL ACT BETTER THE NEXT YEAR BECAUSE THEY'VE BEEN WITHOUT THEIR PHONE FOR SO LONG.

THAT SHOULD BE ON PAGE 32.

THE CELL PHONE POLICY AND ALSO I WANTED TO KNOW, I MEAN, BECAUSE IT'S THE END OF THE YEAR, IT'S JUST SAYING IF WE HAVE IT, WE WILL DISPOSE OF IT AND ALSO I KNOW WE'VE BEEN DISCUSSING, YOU KNOW, SOME NEW POSSIBILITIES TO DO WITH CELL PHONES.

YOU KNOW, AS FAR AS THE MAYBE TAKING UP AT THE BEGINNING OF THE SESSION, THE CLASSROOM SESSION AND WHAT HAVE YOU, OR MAYBE WHEN THEY COME INTO THE BUILDING, I DON'T KNOW DID WE TAKE INTO ACCOUNT FOR THAT? IN THIS POLICY TO JUST LET PARENTS KNOW THAT THIS IS SOMETHING THAT WE WILL BE DOING SO THAT WE CAN HAVE BETTER CLASSROOM MANAGEMENT.

WELL, YEAH, BETTER CLASSROOM MANAGEMENT.

I'M SORRY. WHAT IS THE QUESTION? THE FIRST ONE OR THE SECOND ONE? OR BOTH? I WAS ASKING BECAUSE WE HAVE BEEN DISCUSSING DIFFERENT PROCEDURES AS FAR AS WHEN STUDENTS ARE COMING INTO THE BUILDING OR INTO A CLASS

[01:45:05]

DID WE ALSO KIND OF PUT THIS INTO THE POLICY TO MAKE PARENTS AWARE THAT WE'RE GOING TO BE DOING, BECAUSE I KNOW WE HAVE BEEN EXPERIMENTING WITH IT.

OKAY, AND I APOLOGIZE.

I THINK I'M STILL CONFUSED.

SO THE CELL PHONE POLICY IS STILL WHERE IF A STUDENT IS NOT FOLLOWING THE SCHOOL RULE WITH REGARD TO HAVING THEIR CELL PHONE OUT, THEN THAT NONE OF THAT HAS CHANGED.

THEY STILL TAKE THE CELL PHONE AND FOLLOW THE STEPS ON THE FIRST TIME.

THROUGHOUT, HOWEVER MANY TIMES THEY GET THEIR PHONE TAKEN UP.

OKAY, SO IN OTHER WORDS, YOU'RE SAYING THIS EVEN IF WE WERE TO INITIATE A PROGRAM THROUGHOUT THE DISTRICT WHERE PHONES WERE TAKEN UP AT THE BEGINNING AND THEY WERE GIVEN A POUCH IF IT WAS OUTSIDE OF THE POUCH OR THEY WERE DOING SOMETHING THAT THEY SHOULDN'T HAVE BEEN DOING WITH, WHICH TOOK THEY'RE TAKING THE PHONE OUT OF THE POUCHES OR WHAT HAVE YOU.

THIS WOULD APPLY.

YES. OKAY AND NOW PERTAINING TO THE FIRST QUESTION I ASKED, WHICH WAS MENTIONING THAT AT THE END OF SCHOOL THE PHONES WERE DISPOSED OF.

IF THE STUDENTS DO NOT PAY TO COME AND GET THEIR PHONES BACK BECAUSE THE FINES INCREASED EVERY TIME FIVE I THINK TEN, 15, ETC..

SO MY QUESTION WAS IF A STUDENT'S PHONE HAS BEEN IN CONFISCATION ALL YEAR AND IT'S THE END OF SCHOOL, WHY CAN'T WE JUST GIVE THE STUDENTS THEIR PHONE BACK VERSUS DISPOSING OF IT? SO IF THEY COME AND PAY THE $15, THEY CAN GET THE PHONE BACK.

IF THEY DON'T COME AND THEY'RE JUST LEFT AT THE SCHOOL, THEN THE SCHOOL WILL DISPOSE OF THEM.

IF THEY DON'T COME PICK THEM UP AT THE END OF THE YEAR.

BUT WHAT IF THERE'S A FINANCIAL HARDSHIP AND THE STUDENT PARENT CAN'T AFFORD TO PAY TO GET THE PHONE BACK? AND LIKE I WAS SAYING, IT'S THE END OF THE SCHOOL YEAR.

IF WE'VE HELD ON TO IT THE ENTIRE SCHOOL YEAR, THE STUDENT HASN'T HAD THE PHONE.

YOU UNDERSTAND? MY, I GET IT AND I THINK THAT BECAUSE OF THE FACT SAY, FOR INSTANCE, IF YOU GO OUT IN THE PUBLIC AND YOU GET A SPEEDING TICKET, YOU CAN DO COMMUNITY SERVICE VERSUS PAYING FOR THE TICKET TO ME, THAT CELL PHONE SITTING IN THAT OFFICE FOR SIX MONTHS, NINE MONTHS, HOWEVER LONG IT'S LIKE THE STUDENT HAS ALREADY PAID THEIR COMMUNITY SERVICE, WHY CAN'T THEY JUST GET THEIR PHONE BACK? I JUST THINK IT'S SOMETHING WE SHOULD DEFINITELY POSITIVELY CONSIDER BECAUSE AS WE KNOW, EVERYTHING IS GOING UP.

EGGS, MILK, GAS, AIR.

SO YEAH.

THANK YOU THAT CONCLUDES MY QUESTION AND THANK YOU GUYS SO MUCH.

I APPRECIATE IT.

I APPRECIATE THE HARD WORK YOU'VE DONE.

I DON'T KNOW. THERE'S STILL A LOT OF PAGES.

IT'S JUST A LOT OF STUFF WE HAVE TO DO, TRY TO KEEP CONTROL IN ORDER.

THANK YOU, THANK YOU TRUSTEE WHITE.

TRUSTEE JOHNSON. YES.

TRUSTEE WHITE AND I KNOW SHE SEES A PTA PRESIDENT [INAUDIBLE] PTA PRESIDENT.

SO I'M HEARING SOME OF HER CONCERNS IS LAUGHING BECAUSE I'VE BEEN THERE BEFORE.

BUT I ALSO KNOW THAT IF WE KEEP THEM, KIDS KEEP THEIR PHONE IN THEIR ROOM, OR WE GOT THEIR PHONE, THEN THEY DON'T GOT ANOTHER PHONE BY THE END OF THE YEAR.

SO WE CAN KEEP THEY GOT ANOTHER PHONE, THEY GOT ANOTHER SIM CARD, AND PARENTS GOT ANOTHER PHONE AND THE KIDS JUST WENT AND GOT ANOTHER PHONE.

SO I BEEN THERE TOO.

THIS IS OUR FIRST READ ON THIS, CORRECT? OKAY. SO WITH THAT BEING SAID, BECAUSE I DON'T WANT TO GO INTO THE HATE SPEECH, BUT I WILL TALK TO YOU ALL OFFLINE CONCERNING THIS AND SEE WHAT THE INPUT, BECAUSE I DO WANT TO CIRCLE THIS AROUND TO OUR COMMUNITY AND OUR PARENTS SO THEY CAN SEE WHAT'S GOING ON AND THEN GET SOME INPUT FROM THEM AND ALONG WITH OUR KIDS, AND THEN GET BACK WITH YOU. IS THAT FAIR? COOL. THANK YOU. TRUSTEE HENRY? YES. MAY I QUICKLY SAY SOMETHING? AND THIS IS TRYING TO SUPPORT TRUSTEE WHITE.

I THINK BASICALLY TRUSTEE JOHNSON IS RIGHT, BY THE END OF THE YEAR, THE STUDENT PROBABLY HAS ANOTHER PHONE.

BUT AT THE SAME TOKEN, WE COULD JUST GIVE THE PHONE BACK TO THEM.

IF THEY WANTED IT RIGHT AWAY, THEY'D PAY THE $15 OR WHATEVER THE FINE IS.

BUT MAYBE SOMETHING IN POLICY THAT SAYS AT THE LAST DAY OF SCHOOL, IF THEY HAVE NOT PAID THE FEE, THAT WE WILL RETURN THE PHONE, WE CAN'T DO ANYTHING WITH IT ANYWAY AND PROBABLY MOST OF THEM WON'T WANT IT TO START WITH.

BUT AS A GESTURE CONSIDERING WHAT TRUSTEE WHITE IS SAYING, THERE MIGHT BE AN OPPORTUNITY THERE.

THINK ABOUT IT AND NOT TO BELABOR THE POINT, BUT AND I HAVEN'T DONE MY DILIGENCE, SO I MIGHT BE OFF, BUT IT SAYS IT'S ACCORDING TO FCA LEGAL, WHICH IS PROBABLY FROM THE STATE, WHICH PROBABLY SAYS MAY OR GIVES US THE ABILITY TO FIGURE OUT IF WE'RE GOING TO DISPOSE OF IT OR NOT.

[01:50:07]

TO, I DON'T KNOW, EXECUTE WHATEVER FOLKS ARE DISCUSSING NEEDS TO BE ADDRESSED WITH THESE PHONES.

SO I MEAN F, C AND E AND C LEGAL.

I DON'T KNOW WHAT LOCAL SAYS, BUT THERE'S PROBABLY SOME POLICY WAYS TO ADDRESS SOME OF THE CONCERNS IF THE BOARD SUPPORTS IT AND I DON'T HAVE ANY OTHER QUESTIONS ON THIS AGENDA ITEM.

SO I'LL KEEP GOING THROUGH THE CHIEF OF STAFF.

[13. Evaluation and Assessment]

THAT. YOU OKAY? JUST CHECKING TO SEE IT DOESN'T INDICATE THIS IS FOR A LOW ATTENDANCE WAIVER.

BUT WHAT WAS THE IMPACT? AND WHY DID WE HAVE GO FROM 92 TO 69%? SO APRIL 8TH WAS THE SOLAR ECLIPSE DAY, OKAY AND WE HAD A LOWER ENROLLMENT, SO IT WAS 69.2%.

I JUST NEEDED TO HAVE THAT CLARIFICATION.

THANK YOU. I KNOW WHAT 13 B IS.

I HAVE A QUICK QUESTION ON THAT AS WELL.

IT'S PERTAINING TO WAIVERS.

SINCE THIS IS SOMETHING THAT WE DON'T KNOW, MAY CONTINUE TO HAPPEN BECAUSE ROOSEVELT WAS CLOSED BECAUSE OF A THREAT.

ARE THERE ANY WAIVERS FOR THAT AS WELL? OR IS IT JUST BECAUSE OF THE TOTAL POPULATION THROUGHOUT THE DISTRICT? POINT OF INFORMATION. TRUSTEE HENRY.

ISN'T THAT A SUPERINTENDENT'S DECISION? INSTEAD OF A WAIVER, IF A SCHOOL IS CLOSED? NO, DUE TO AND I'M TRYING TO UNDERSTAND, DUE TO A SEVERE THREAT.

I DON'T THINK THAT'S SO.

I THINK IT'S TWO SEPARATE THINGS.

SUPERINTENDENT CAN CHOOSE TO CLOSE SCHOOLS IN THEIR DISCRETION.

THIS IS THE SUBMITTAL OF A WAIVER IN RESPONSE TO A LOW ATTENDANCE DAY.

I THINK IT'S TWO SEPARATE ITEMS. IS YOUR QUESTION SPECIFIC TO MINE WAS TO THE ATTENDANCE BECAUSE AND I MEAN, I UNDERSTAND THAT THE SOLAR WE HAD MORE STUDENTS THAT WAS OUT.

BUT IF WE CONTINUE TO HAVE THREATS CAN THAT COULD ADD UP DEPENDING ON, YOU KNOW, HOW MUCH WE GET.

MINE WAS JUST CAN WE ALSO HAVE A IS WITH THIS FALL IN LINE FOR WAIVER FOR THAT AS WELL.

BUT IT SOUNDS LIKE IT'S SOMETHING THAT MAY HAVE TO BE HANDLED DIFFERENTLY I DON'T KNOW.

SO THE WAIVER YOU ALL DO HAVE TO APPROVE THE WAIVER RIGHT.

I CAN I ABSOLUTELY DO HAVE THE AUTHORITY TO CLOSE THE SCHOOL AND BUT I DON'T HAVE AUTHORITY TO TELL THE STATE I CLOSE THE SCHOOL.

THEREFORE. I MEAN, WHY ALL OF THESE WAIVERS ARE IMPORTANT.

THE UNDERLYING FUNDAMENTAL FUNDAMENTAL ISSUE IS FUNDING, RIGHT? BECAUSE THE DAY WHERE WE DON'T HAVE STUDENTS CAN COST US DOLLARS.

SO WITH THAT, THE ONLY ISSUE HERE IS ANY TIME WE HAVE AND IT CAN BE BOTH TRUSTEE WHITE.

IT CAN BE AT A CAMPUS, IT CAN BE DISTRICT WIDE.

SO IN 13 A IT WAS DISTRICT WIDE.

THAT WAS THE SOLAR ECLIPSE DAY.

WE HAD LOW ATTENDANCE.

WE GET TO APPLY FOR A WAIVER.

IF THE BOARD APPROVES IT, THEN THE STATE DOESN'T HOLD THAT AGAINST US IN OUR FUNDING ON IN THE NEXT ITEM THAT WILL COME UP.

IT'S A SPECIFIC SCHOOL SO THAT ACTUALLY CAN AND WE BRING THEM TO YOU.

I DON'T WANT TO SAY OFTEN, BUT THERE COULD BE LIKE ONE TIME WE HAD AN OUTBREAK OF FLU AT A SCHOOL, AND WE HAD TO CLOSE THAT SCHOOL FOR TWO DAYS TO SANITIZE AND SO ON.

SO THOSE TWO DAYS WE BROUGHT YOU A WAIVER.

SO I THINK THE ANSWER IS YES AND YES TO BOTH OF MY TRUSTEES.

THANK YOU. THANK YOU, DOCTOR ELIZALDE.

YEAH, BECAUSE I WAS KIND OF CONFUSED, SO.

THANK YOU. I HAD TO STRAIGHTEN HIM OUT.

TRUSTEE FOREMAN DO YOU HAVE? I JUST WANT TO MAKE IT.

I'M SORRY. DO YOU HAVE ANY OTHER.

[INAUDIBLE]. I'M GOING TO MISS Y'ALL SO DEARLY, I MEAN IT.

YEAH, RIGHT. I DO.

16A. I'M SO SORRY, POINT OF ORDER.

BEFORE WE SKIP, I DO HAVE SOME.

I HAVE SOMETHING ON 14.

[14. Volunteer & Partnership Services]

[01:55:04]

YES, SIR. ON PAGE.

WHY DON'T I WRITE THE PAGE NUMBER DOWN? I THINK IT'S PAGE THREE.

IT WAS STATING THAT LIKE 270 SOME DOLLARS WAS DONE FOR FOOD AND IT HAD [INAUDIBLE] ON IT AND IT HAD MY NAME.

BUT YOU KNOW, THAT'S I DON'T I'M JUST WANT TO MAKE SURE THAT WAS CORRECT.

I NEED ALL THE CREDIT I CAN GET WHEN IT COMES TO THE GIFT.

SO THROW THAT BACK TO DISTRICT SIX, PLEASE.

DO YOU SEE I'M ON THE ACTUAL.

NO, I JUST CLICKED ON THE WRONG THING.

IT ACTUALLY HAS TO DO WITH GIFTS.

[INAUDIBLE] BUT IT DOES HAVE TO DO WITH GIFTS.

IT YOU SEE IT.

IT'S AT THE BOTTOM OF THINK PAGE THREE AND IT ATTACHES TO.

CAN YOU PULL UP THAT ONE RIGHT THERE.

CONTRIBUTION REPORT.

THEN PULL UP THE OTHER ONE. ITS ACTUALLY LIKE THE SPREADSHEET.

YEAH. HERE IT IS.

14. YEAH.

THAT'S IT.

I DON'T SEE ANY LISTING FOR FREELY ON THAT PAGE.

OH, OKAY, I SEE IT. IT'S AT THE BOTTOM OF PAGE TWO AND IT'S TYPO AND WE CAN MAKE THAT CORRECTION.

THANK YOU. I MEAN I DON'T CARE WHICH SIDE YOU MAKE IT ON, BUT IF I GOT THE MONEY I'M JUST SAYING THANK YOU ON THE [INAUDIBLE] SIDE.

THANK YOU VERY MUCH.

ALL RIGHT. THAT WAS 14A, TRUSTEE FOREMAN 16 A.

YES, PLEASE.

[16. Human Capital Management]

JUST A CLARIFICATION, ROBERT.

BASICALLY, THIS STATES THAT THERE IS NO FINANCIAL IMPACT, BUT WE'RE HIRING INTERNS.

SO THAT IS A FINANCIAL IMPACT.

HOW MANY DO WE ANTICIPATE WE'RE HIRING AND WHAT'S THE AMOUNT? YEAH. THERE ARE EXISTING POSITIONS.

WE'RE GOING TO SCALE DOWN SOME OTHER RESIDENT PROGRAMS AND GO INTO THERE'S NO MONEY THAT GOES BACK TO THE ORGANIZATION.

SO THERE ARE NFTS THAT ARE FUNDED.

THE ONLY THING I'M SAYING IS THAT WHEN YOU SAY NO FINANCIAL IMPACT, THERE IS A FINANCIAL IMPACT.

IT DOESN'T GO TO THE INSTITUTION, BUT THE INTERNS ARE BEING HIRED THROUGH THIS PROGRAM AND SO THERE ARE DOLLARS ASSOCIATED WITH THAT AND FOR ME, IT IT'S GOOD FOR US TO KNOW IF WE'RE GOING TO HIRE 20 INTERNS AT $30,000, THAT WE KNOW EXACTLY WHAT THAT AMOUNT IS GOING TO BE.

YEAH. JUST AN ESTIMATE.

SURE. YEAH. I'M SORRY.

AND I, I THINK THAT THE SALARY IS AROUND $27,000, AND THEY PROVIDE THAT YEAR LONG INSTRUCTIONAL SUPPORT AND SERVICES IN THE CLASSROOM AND HOW MANY OF THOSE WOULD WE BE HIRING? I THINK WE'RE LOOKING AT 10 TO 12 PER PROGRAM.

SO IT'S JUST GOOD TO HAVE THAT KIND OF DATA TO HELP AS WE GO THROUGH THE PROCESS.

SUPERINTENDENT, THANK YOU AND I UNDERSTAND WE'LL MAKE THAT CORRECTION AND WE'LL MAKE THE JUSTIFICATION.

I THINK WHAT CHIEF ABEL WANTED TO IT'S A BOTH END AGAIN, IS WE WERE GOING TO HIRE SOMEONE FOR THAT ROLE.

RIGHT AND NOW INSTEAD OF PAYING SOMEONE WHO'S IN THAT ROLE, WE'RE PAYING SOMEONE.

[02:00:03]

ARE THESE INDIVIDUALS WHO ARE WORKING TOWARDS A DEGREE PLAN? YEAH, THEY'RE WORKING TOWARD A DEGREE PLAN, AND THEY'LL GO INTO IT BASICALLY.

BUT WE ARE PAYING THEM EVEN THOUGH IT'S ALREADY BUDGETED FOR.

SO WE CAN NOTE ALREADY, LIKE WE CAN DO BOTH SHOW THE AMOUNT AND THEN SAY ALREADY BUDGETED, SO THAT WE ARE SAYING IT'S NOT AN ADDITIONAL AND THAT WAY WE'RE TRANSPARENT.

YEAH. BECAUSE SOMEWHERE DOWN THE LINE, YOU KNOW, I'M GOING TO ASK YOU TO GO BACK AND LOOK AT THOSE NUMBERS AND TRY TO SEE DATA TO SEE IF THIS IS WORKING FOR US AND IF I DON'T HAVE ANY IDEA OF EXACT, I CAN'T DIG BACK THAT FAR.

ABSOLUTELY HAPPY TO DO THAT.

THANK YOU SO MUCH.

AND I THINK IT'S THE SAME THING ON 16B.

SO 16B IS THAT A DIFFERENT ONE? BUT IT'S KIND OF THE SAME THING, RIGHT? YES, SIR. THANK YOU, TRUSTEE FOREMAN FOR THE QUESTION.

IT IS THE SAME THING WITH THE DALLAS UNT DALLAS AND THE FIRST ONE IS UNT DENTON.

SO I WOULD BE ASKING FOR THAT SAME INFORMATION SO THAT WE CAN HAVE A GOOD UNDERSTANDING OF WHAT DOLLAR AMOUNTS WE'RE REALLY PUTTING OUT THERE.

THANK YOU SO MUCH.

THANK YOU, THANK YOU, TRUSTEE FOREMAN.

THAT WAS 16 A&B.

ANY OTHER QUESTIONS DOWN THE AGENDA? I HAVE A QUESTION ON 19.

19. ANYTHING BEFORE 19A.

18A. 18A.

SO 18A TRUSTEE FOREMAN THEN WE'LL DO 19A.

[18. Academic Services]

WHICH BOARD ITEM IS THIS? THIS IS ITEM NUMBER 18.

THIS IS THE TEXT CERTIFICATION.

OKAY. TRUSTEE FOREMAN.

THIS IS JUST OUR ANNUAL TECH CERTIFICATION FORM WE BRING TO YOU THAT LETS YOU KNOW ALL OF THE PUBLISHERS THAT ARE IN OUR TIER ONE CORE CURRICULUM.

OKAY. BUT HOW DOES IT COORDINATE WITH AMPLIFY IN EUREKA? ARE WE BUYING SPECIFIC.

SO WHAT THIS DOES THIS DOCUMENT BASICALLY CERTIFIES THAT ALL OF THE STUDENTS IN DALLAS ISD IN THEIR CORE CURRICULUM, WHICH IN READING K8 IS AMPLIFY, IS THAT ANY OF THOSE MATERIALS, WE'RE REQUIRED LEGALLY TO COVER ALL OF THE TEK'S.

WE'RE ALSO SUPPOSED TO ENSURE THAT WE'RE COMPLIANT WITH ANY LAWS REGARDING HARMFUL OR OBSCENE INFORMATION.

SO IF YOU GO THROUGH THE DOCUMENT, WHAT WE DO IS WE TURN THIS INTO THE STATE ONCE YOU APPROVE IT, AND IT LETS EVERYONE KNOW WHAT PUBLISHERS AND WHAT WE ARE USING IN THOSE CONTENT AREAS.

SO IF YOU GO THROUGH IT'S ABOUT A 30 PAGE DOCUMENT, IT REALLY JUST HIGHLIGHTS AND WE LIST EVERYTHING IN ENGLISH READING, LANGUAGE ARTS, EVERYTHING THAT'S IN MATH, EVERYTHING THAT'S IN SOCIAL STUDIES, EVERYTHING THAT'S IN SCIENCE AND THEN WE DO THIS EVERY YEAR.

SO LAST YEAR WE BROUGHT YOU THE SAME THING WITH THE SAME GROUP.

THIS IS THE SAME SAME THING.

IT WAS THE SAME INFORMATION LAST YEAR.

YES, MA'AM. AMPLIFY, EUREKA AND CARNEGIE WERE ALL ON THE 23-24 TEK CERTIFICATION DOCUMENT FOR DALLAS ISD AND SO THIS ONE WILL BE FOR NEXT SCHOOL YEAR.

SO TURN TO PAGE 25 FOR ME AND QUESTION 35.0.

DO YOU PLAN TO USE THE TEXAS RESOURCE REVIEW TRR TO INFORM LOCAL DECISIONS RELATED TO INSTRUCTIONAL MATERIALS ADOPTED? AND WE SAID, NO, WE'RE NOT GOING TO USE THAT.

WE DIDN'T USE THAT BECAUSE WE HAD ALREADY BROUGHT YOU EITHER THROUGH AN RFP, THROUGH PROCUREMENT, THE VENDORS AND THE PUBLISHERS, OR WE ADOPTED THE PUBLISHERS LAST MONTH THAT WERE ON THE STATE BOARD OF EDUCATION'S LIST WITH TEA.

SO THE TEXAS RESOURCE REVIEW IS A DIFFERENT PLATFORM IF YOU WANT TO GO THROUGH AND PICK PUBLISHERS THAT NATURALLY HAVE NOT GONE THROUGH THE TEXAS EDUCATION AGENCY AND SO BASICALLY WHAT YOU'RE SAYING IS WE'RE USING MORE JUST THE TEA.

YEAH. SO WE'VE NOT HAD TO GO OUT AND USE SOMETHING SEPARATE THAN THAT TO INFORM OUR ADOPTION OF MATERIALS.

OKAY. IS THERE A REASON THAT AND HAVE WE ALWAYS USED JUST TO.

I'D HAVE TO GO BACK THROUGH MOST OF OUR ADOPTIONS IN THE PAST HAVE GONE THROUGH PROCLAMATIONS OR HAVE GONE THROUGH SELECTIONS WITH. I KNOW FOR 2023, YOU KNOW AND YOU KNOW HOW TO TRY TO GO THROUGH ALL OF IT.

[02:05:03]

SO I'LL HAVE A GOOD UNDERSTANDING IF WE'VE EVER DIVERTED FROM JUST TEA.

OKAY. ALL RIGHT.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN THAT WAS 18A WE'LL GO TO 19A TRUSTEE WEINBERG, THANK YOU.

[19. Early Learning]

SO WE GO THROUGH A PROCESS WITH OUR PRINCIPAL, WHO IS WORKING WITH DIFFERENT ENTITIES TO IDENTIFY THOSE CENTERS WHO QUALIFY, AND THEN THEY GO THROUGH THE RFP PROCESS TO BID FOR A PARTNERSHIP SITE.

IS THERE JUST LIKE A RUBRIC OR A SET OF CRITERIA THAT THEY HAVE TO OVERCOME OR JUMP THAT HURDLE, AND THEN THEY ARE ELIGIBLE TO BE IN THE POOL AND THEN THE POOL ENSUES FROM THERE? YES AND ALL OF OUR PARTNERSHIP SITES HAVE TO BE ACCREDITED THROUGH NAC, N-A-C, OUR TEXAS RISING STAR.

AND THEN THE COMMITTEE LOOKS AT OTHER FACTORS TO MAKE SURE THAT THEY ARE REACHING QUALITY.

EXCELLENT AND THEN HOW THE TERM OF THE CONTRACTS, HOW ARE THEY MONITORED, ONGOING TO MAKE SURE THAT QUALITY REMAINS IN PLACE? THEY HAVE TO UPHOLD THEIR QUALIFICATIONS EVERY SINGLE YEAR AND SO THEY SIGNED A RENEWAL LETTER EVERY YEAR TO MAKE SURE THAT THEY HAVE MAINTAINED THEIR QUALITY.

EXCELLENT. THANK YOU, THANK YOU.

TRUSTEE FOREMAN. SO EVERYBODY KNOWS.

I'VE BEEN A STRONG SUPPORTER OF OUR PRE-K PROGRAM AND OUR PRE-K PARTNERSHIPS.

SO THESE WOULD BE NEW PARTNERSHIPS, CORRECT? YES, MA'AM. HOW MANY PARTNERSHIPS DO WE CURRENTLY HAVE? WE CURRENTLY HAVE 38 PARTNERS.

OKAY AND SO HOW MANY IS THIS? 5 OR 6 THAT ARE NEW.

THIS WILL BE SIX.

THAT WILL BE NEW PARTNERSHIPS.

TWO OF THEM ARE RETURNING.

TWO ARE RETURNING.

YES. THEY WERE WITH US BEFORE.

YES AND WHAT TWO WOULD THAT BE? THAT WOULD BE KIDS CONCEPTS AND WRITING.

RAINBOWS AND DO WE KNOW WHY THEY LEFT THEIR RFP EXPIRED? AND SO THEY WERE GIVEN THE OPPORTUNITY TO BE ON THE BID AGAIN.

OKAY. THANK YOU.

TRUSTEE FOREMAN THIS 19A TRUSTEE.

IS THERE ANY OTHER QUESTIONS? NO. ACADEMICS, TRANSFORMATION DIVISION.

AT 20A. GO AHEAD.

[20. Career and Technical Education]

GOOD AFTERNOON. I'M SORRY.

STARTING OUT WITH A THANK YOU.

OH, GOOD. BECAUSE IT'S USUALLY NOT.

BUT I THINK YOU HEARD THE CLARION CRY TO PUT BARBERS BACK INTO THE CAREER INSTITUTES AND WE APPRECIATE IT.

CERTAINLY GEORGE CASTRO IS NOT HERE, BUT THAT MAKES A BIG DIFFERENCE TO SOME COMMUNITIES AND THANK YOU FOR LISTENING TO THAT AND THAT'S ALL I GOT TO SAY. IT'S A THANK YOU.

THAT'S WHEN YOU SAY YOU'RE WELCOME.

DO I NEED TO GO TO THAT SIDE OF THE TABLE SO I CAN GET A THANK YOU, TOO? IF I GO OVER THERE. WELL, I'LL THANK YOU, BOSS.

THAT'S 20A.

ALL RIGHT.

TRUSTEE'S. THE FINANCIAL SERVICES DIVISION 22, 23, 24 AND 25.

QUESTIONS? ALL RIGHT.

TRUSTEE FOREMAN 24 A.

[24. Budget Services]

B? 24 B.

AND TAMIKA, I THINK YOU'VE ANSWERED SOME OF THIS, BUT FROM THE FUND BALANCE, IT'S A $500,000.

THE THREE MONTH OPERATING BUDGET AMOUNT.

[02:10:02]

I'M SORRY AND THEN DO WE HAVE ANYTHING ELSE THAT'S ASSIGNED BESIDES THE 500 MILLION? SO LET ME BE CLEAR THE 500 MILLION THAT WAS REFERENCED EARLIER IS THE AMOUNT THAT MUST BE IN UNASSIGNED.

FUND BALANCE. OKAY.

AS PER BOARD POLICY.

OKAY. DO WE HAVE ANYTHING ASSIGNED? YES. SO WE HAVE ESSER DOLLARS THAT ARE ASSIGNED.

WE ALSO HAVE HOLD ON, I HAVE IT HERE.

ASIDE FROM ESSER, WE ALSO HAVE AN AMOUNT ASSIGNED FOR OUR BOND INDEBTEDNESS THAT'S ON THE GENERAL OPERATING SIDE.

SO WE HAVE THOSE TWO AMOUNTS THAT ARE A PART OF OUR ASSIGNED FUND BALANCE AND DO WE KNOW WHAT THOSE AMOUNTS ARE? YES. SO 200 AND SO IT'S THE $321 MILLION THAT YOU SEE THERE ON THE BUDGET AMENDMENT AND THE BREAKDOWN OF THAT 321, 220 OF IT IS SPECIFICALLY FOR ESSER, AND I CAN'T REMEMBER THE OTHER AMOUNT.

RIGHT OFF THE TOP OF MY HEAD, THERE ARE ACTUALLY THREE PIECES THAT MAKE UP THE UNASSIGNED.

I JUST GAVE YOU TWO OF THEM ESSER THE BOND.

I'M CALLING IT BOND, BUT IT'S A BOND PAYMENT THAT WE HAVE ON THE GENERAL OPERATING SIDE AND THERE'S ONE MORE PIECE THAT I DON'T HAVE IN FRONT OF ME THAT I CAN SEND TO YOU.

CAN YOU SEND THAT TO ME AND THEN AN EXPLANATION OF WHY WE WOULD HAVE A BOND PAYMENT ON THE OPERATING SIDE.

YES, MA'AM. ALL RIGHT.

THANK YOU SO MUCH.

THANK YOU. TRUSTEE FOREMAN.

ANYTHING ON 25? ALL RIGHT. WE'RE ON 26 OPERATION SERVICES DIVISION.

IT'S 27, 28 AND 29.

[27. Operation Services]

YOU CUT MY MIC OFF.

YOU. YOU'RE AFFECTING ME.

SO, DAVID, I'D JUST LIKE TO START OUT WITH ONE IS THE LAST TIME WE PURCHASED THIS EQUIPMENT. THE DETECTION EQUIPMENT DISTRICT WIDE WAS THE LAST TIME.

I'M SORRY. WHEN WAS THE LAST TIME WE PURCHASED EQUIPMENT? LET ME TELL YOU WHERE I'M GOING, SO I WON'T JUST BELABOR IT.

I HEARD THAT IN 20, AFTER 2020 COVID, WE PURCHASED METAL DETECTORS THAT ALSO HAD THE TEMPERATURE GAUGE ON THEM. THEN I HEARD THAT A YEAR OR SO AGO, WE PURCHASED ANOTHER ROUND OF METAL DETECTORS AND NOW WE'RE TALKING ABOUT A THIRD ROUND OF METAL DETECTORS IN LESS THAN THREE YEARS.

MY QUESTION IS, WHERE ARE THE METAL DETECTORS THAT WE PURCHASED AFTER COVID? HOW MANY METAL DETECTORS DID WE PURCHASE IN THE SECOND ROUND OF METAL DETECTORS? AND WHERE ARE THOSE METAL DETECTORS? BECAUSE WE JUST CAN'T KEEP BUYING JUST BECAUSE WE HAVE THE MONEY TO BUY.

IF THEY ARE STILL USABLE, I THINK WE SHOULD BE USING THEM AND I KNOW PEOPLE WANT NEW TECHNOLOGY, I GET IT, I HATE NEW TECHNOLOGY.

I GOT TO FIGURE IT OUT.

BUT BY THE SAME TOKEN, THIS IS TAXPAYER MONEY AND WE CAN'T JUST KEEP BUYING BECAUSE WE CAN BUY.

SO IF AT ALL POSSIBLE, COULD YOU GET THAT KIND OF DATA FOR ME SO THAT FOR THE BOARD, NOT JUST ME FOR THE BOARD, SO THAT WE HAVE AN IDEA OF IF WE HAVE ANY MIDDLE SCHOOLS OR HIGH SCHOOLS THAT ARE NOT COVERED, SURELY WE WOULD BE TALKING ABOUT BUYING NEW EQUIPMENT, BUT WE IF WE HAVE MIDDLE SCHOOLS AND HIGH SCHOOLS THAT WERE COVERED IN PHASE TWO I THINK WE NEED TO UNDERSTAND WHY WE'RE TALKING ABOUT BUYING NEW EQUIPMENT. AI DO UNDERSTAND THE WHOLE COVID PIECE, BUT I DON'T KNOW, MAYBE YOU CAN TAKE THAT WIDGET OFF.

I HAVE NO IDEA.

BUT I JUST WANT TO MAKE SURE THAT WE'RE NOT JUST BUYING AND BUYING AND BUYING JUST BECAUSE A NEW WIDGET CAME OUT, IF THAT MAKES SENSE.

WE'LL GET THAT PUT TOGETHER.

THANK YOU, DAVID.

[02:15:02]

THAT WAS 27 A, ANYTHING ON 28A OR 29A TRUSTEE.

TRUSTEE WHITE.

WHICH BUS IS 27? OKAY. 27. I'M SORRY.

YES. OH, SORRY.

CHIEF BATES. OH, WE GOT TO COME BACK.

SO I WAS JUST BECAUSE I KNOW WE PURCHASED SOME BUSSES AND THEY'RE SUPPOSED TO BE ELECTRIC.

ARE THESE GOING TO BE ELECTRIC AS WELL AND I KNOW THE OTHER ONES.

SORRY. REAL QUICK. I THINK THIS IS 28A IT'S A 28 OR 27.

I DON'T KNOW IF THAT'S STILL YOU, MR. BATES. IT IS 28.

I'M SORRY. GO AHEAD.

SORRY. I JUST WANT TO MAKE SURE HE UNDERSTOOD.

27 IS THE ONE WE JUST DISCUSSED WITH THE METAL DETECTORS? YES. 28. YOU DID? I'M SORRY. 28. OKAY.

28 I KNOW THE FIRST SET IS ON BACKLOG.

HOW AND WE'RE GETTING THESE ARE GOING TO BE ELECTRIC AS WELL I GUESS THAT'S MY QUESTION CORRECT.

NO MA'AM. THEY'RE NOT THESE ARE SPECIAL ED BUSSES.

OKAY. THIS [INAUDIBLE] AND THOSE.

OKAY. THERE'S NOT A BACKLOG ON THESE, RIGHT? HOPEFULLY. I DON'T KNOW AND THOSE ARE KIND OF EXPENSIVE TOO.

BUT YEAH THAT WAS MY QUESTION.

I WAS JUST AND THESE ARE TO MAYBE BECAUSE WE MAY BE CUTTING DOWN BECAUSE WE DON'T HAVE AS MANY STUDENTS ON THE BUS, BECAUSE WE DON'T HAVE AS THE SAME AMOUNT OF ENROLLMENT OR WE JUST MADE WHILE WE WERE MAKING THE PURCHASE.

SURE WE HAVE AN AGING FLEET, RIGHT AND ONCE WE GET TO A CERTAIN, YOU KNOW, IT'S MORE COST EFFECTIVE TO BUY A NEW BUS THAN IT IS TO FIX A BUS WITH 400,000 MILES.

OKAY. THANK YOU SO MUCH I APPRECIATE IT.

THANK YOU.

TRUSTEE. DON'T GO AWAY.

MR. HARRIS AND MR. BATES. THANK YOU. DID YOU SEE THEM TRY TO LEAVE QUICKLY? I CAUGHT THAT.

JUST A QUESTION.

SO THESE ARE SPECIAL ED BUSSES.

SO THESE WOULD BE LIKE THE SMALL BLUE BUSSES THAT WE HAVE CURRENTLY HAVE.

YES, MA'AM. OKAY.

BECAUSE I WOULDN'T WANT TO SEE US GET A LARGE BUS FOR SPECIAL ED AND THEN THE LAST QUESTION IS AND OF COURSE, I KNOW THEY'VE BEEN AROUND FOR A WHILE SINCE WE AT LEAST SINCE WE TOOK OVER TRANSPORTATION.

WE PROBABLY HAD THESE BUSSES.

SO HOW MANY ARE WE ANTICIPATING BUYING? NO ROUGHLY 60 BUSSES AND WHAT IS OUR CURRENT FLEET? THE SPECIAL ED SIDE.

I'LL HAVE TO GET YOU THAT NUMBER.

I THINK THE OVERALL FLEET IS NINE.

NINE? YEAH, WELL, I'M INTERESTED IN SPECIAL ED, PARTICULARLY TO SEE HOW WE'RE REALLY OFFSETTING WHAT WE CURRENTLY HAVE, IF WE'RE DOING HALF OF THEM, OR IF IT'S GOING TO BE ALL OF THEM, JUST TO HAVE A GOOD UNDERSTANDING.

BECAUSE IF IT'S HALF, THAT MEANS YOU'LL BE BACK.

IF IT'S ALL THAT MEANS WE GOT TO COVER IT.

SO IT'D BE GOOD JUST TO KNOW HOW MANY SPECIAL ED BUSSES THAT WE HAVE.

THANK YOU GUYS SO MUCH.

THANK YOU. TRUSTEE FOREMAN.

THAT'S 28A, 29A.

ANYONE FOR THE CONSTRUCTION SERVICES.

31 A, B, C, D AND E.

AT 29A TRUSTEE FOREMAN.

[29. Maintenance & Facility Services]

IS THIS UNDER YOU? YOU'RE TRYING TO WALK AWAY NOW.

HE WAS SURE YOU WERE GONNA ASK ABOUT 31.

THAT'S PROBABLY COMING.

STAY SEATED. DAVID, JUST QUICKLY.

THIS SAYS CUSTODIAL, CUSTODIAL SUPPLIES, EQUIPMENT AND REPAIR SERVICES.

WHAT DOES THAT MEAN? DOES THAT MEAN THAT WE ARE BRINGING IN PEOPLE TO REPAIR CERTAIN THINGS WITHIN THE SCHOOLS?

[02:20:12]

SO, LIKE THE T 3'S AND BUFFERS AND THINGS OF THAT NATURE.

OH, OKAY. SO MAYBE THE LANGUAGE COULD BE A LITTLE DIFFERENT IN THE REPAIR OF OUR CURRENT EQUIPMENT JUST SO IT'S CLEAR.

OKAY. THANK YOU.

THANK YOU. TRUSTEE FOREMAN. ROWE AND CONSTRUCTION SERVICES, SO 31 A THROUGH E.

[31. Construction Services]

31B TRUSTEE FOREMAN.

OKAY, BRANT. SO WE'VE USED GORDIAN GROUP FOR HOW MANY YEARS? APPROXIMATELY TWO YEARS, MAYBE LONGER THREE.

YEAH, MOST. MAYBE LONGER.

AND THEY ACTUALLY DON'T DO ANY WORK.

THEY ACTUALLY MANAGE OUR JOB ORDERS.

CORRECT. THEY CONDUCT PRE-PROPOSAL MEETINGS WITH OUR JOCK CONTRACTORS AND DO A REVIEW OF THEIR PROPOSALS AND INPUT THAT DATA INTO THEIR SOFTWARE SYSTEM.

AND HOW MUCH DO WE PAY THEM? TO DATE, IT'S 4.2 MILLION, $4.2 MILLION.

IT'S A 5.25% FEE.

DO WE THINK IT'S MORE FEASIBLE TO HAVE SOMEONE ELSE OUTSIDE PAYING THAT AMOUNT OF MONEY, TO THEN HAVE OUR OWN IN-HOUSE PEOPLE TO BE ABLE TO DO THAT WORK? THAT'S WHAT THIS PROPOSAL REFLECTS.

THEIR FEE IS GOING DOWN TO 2.5 BECAUSE WE'RE ONLY USING THEIR SOFTWARE AT THIS POINT.

YEAH, THE FEE WENT DOWN BECAUSE WE'VE HAD CONVERSATIONS ABOUT THIS OVER AND OVER AND OVER.

REGARDING THEM BASICALLY DOING NO WORK, BUT IT'S LIKE A PURCHASING PIECE RIGHT WHERE THEY GO OUT AND LOOK AT THE BIDS AND WHY CAN'T I PURCHASE IN DEPARTMENT HANDLE THAT WORK, AS OPPOSED TO HAVING A CONTRACTOR THAT WE PAY $4 MILLION IN MAYBE TWO YEARS TO DO THAT WORK? DID WE LOOK AT THAT? REPEAT THE QUESTION.

DID WE LOOK AT BRINGING IT IN-HOUSE BECAUSE IT USED TO BE IN-HOUSE? YES, MA'AM. THIS REFLECTS ONLY USING GUARDIAN SOFTWARE.

THEY HAVE THE DATABASE OF ALL THE UNIT PRICES THAT THE CONTRACTORS USE.

OUR INTERNAL STAFF WOULD BE INPUTTING THAT DATA NOW.

SO WE DON'T HAVE ACCESS TO THEIR SOFTWARE OTHER THAN PAYING THEM $2 MILLION? NO,A 2.5% FEE FOR EVERY CONTRACT WE GO THROUGH THE JOCK SYSTEM.

SO IT'S NOT TO EXCEED 3 MILLION.

EXCUSE ME? I WAS USING A $2 MILLION AMOUNT, AND IT'S $3 MILLION FOR USING THEIR SOFTWARE.

IT'S WE DERIVE THAT NUMBER BY ESTIMATING THE NUMBER OF JOCK CONTRACTS WE COULD POTENTIALLY USE FOR THE REST OF THE BOND PROGRAM.

SUPERINTENDENT, I WOULD JUST STRONGLY SUGGEST THAT WE LOOK AT SOMETHING IN-HOUSE ALSO TO BE ABLE TO OFFSET THAT. I CHALLENGED YOU EARLIER ABOUT ADMINISTRATIVE STAFF.

BUT I WOULDN'T CHALLENGE YOU ON ADMINISTRATIVE STAFF TO DO THIS WORK.

YOU'RE PAYING THEM, BASICALLY.

IT'S ESTIMATED IT'S A, WHAT, A FOUR YEAR CONTRACT? DOES IT SAY? SO HOW LONG IS THIS CONTRACT? BECAUSE IT DOESN'T SAY AT THE TOP.

BUT I'M NOT GOING TO PUT YOU ON THE HOT SEAT.

I LIKE YOU, BUT IT'S SOMETHING THAT WE NEED TO LOOK AT.

[02:25:03]

WE'VE GOT TO BE MORE PRUDENT IN THE WAY WE DO.

ALL OF OUR CONTRACTING AND THAT'S A WHOLE NOTHER ISSUE BUT WE'VE GOT TO BE MORE PRUDENT.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN.

IT WAS 28B, ANY QUESTIONS? I MEAN 38, 31B ANY QUESTIONS ON 31 C, D OR E? [INAUDIBLE].

I WAS JUST WANTING TO KNOW THE AMOUNT OF FUNDS THAT ARE GOING TO GO TO CREW LEADERSHIP ACADEMY AND GONZALEZ LEADERSHIP ACADEMY? 31C. THAT'S 31C? RIGHT. OKAY.

I DON'T HAVE THE NUMBER BROKEN OUT PER CAMPUS.

THEY WERE BID TOGETHER AT THE BID PACKAGE, BUT I CAN EMAIL YOU THAT INFORMATION OF THE BREAK OUT FOR EACH CAMPUS.

THANK YOU. THANK YOU, TRUSTEE WHITE.

THAT WAS 31C, ANY QUESTIONS ON 31 D OR E? ALL RIGHT. ANY QUESTIONS ON THE INTERNAL AUDIT DIVISION 33? ALRIGHT BEFORE WE JOIN, I WANT TO JUST BE BRIEF.

THIS IS MY LAST BOARD BRIEFING.

I JUST WANT TO THANK THE COLLEAGUES ALL ACROSS THE BOARD.

IT'S BEEN AN HONOR TO SERVE WITH EACH AND EVERY ONE OF YOU.

I REALLY APPRECIATE YOUR FOCUS ON KIDS.

I REALLY APPRECIATE YOUR ABILITY TO PUSH NOT ONLY THE BOARD, BUT THE ADMINISTRATION.

I APPRECIATE YOUR SERVICE AND LOVE FOR OUR COMMUNITY.

IT'S TRULY BEEN AN HONOR.

I CAN'T IMAGINE SPENDING THESE LAST SIX YEARS WITH ANYONE ELSE WORKING TOWARDS THE PURPOSE AND THE GOALS THAT WE WORK TOWARDS, AND I KNOW YOU'LL CONTINUE TO DO THAT.

I HOPE AND ASK THAT WE JUST CONTINUE TO KEEP THE EYE ON THE PRIZE, WHICH ARE THOSE GOALS THAT WE HAVE ON OUR DESK AND FOCUSING ON OUR KIDS AND HOW WE CAN PROVIDE OPPORTUNITIES FOR US. SO THANK YOU ALL. IT'S BEEN AN HONOR TO SERVE WITH EACH AND EVERY ONE OF YOU AND THE FOLKS THAT AREN'T UP HERE THAT I HAD THE OPPORTUNITY TO SERVE WITH.

SO WITH THAT SAID IT IS 2:08 P.M.

AND THIS MEETING IS ADJOURNED. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.