Jun 13, 2024 Board Briefing

[00:00:01]

THE TIME IS 11:31 A.M..

[1. NOTICE AND RETURN]

GOOD MORNING, AND WELCOME TO THE BOARD BRIEFING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

IF YOU ARE ABLE, PLEASE NOW STAND FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

MOMENT OF SILENCE. AND THEN A PLEDGE OF ALLEGIANCE.

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

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

DISTRICT ONE.

TRUSTEE LANCE CURRY DISH.

DISTRICT TWO TRUSTEE SARAH WEINBERG.

DISTRICT THREE TRUSTEE DAN MIKE IS JOINING US VIA VIDEO CONFERENCE, I BELIEVE.

YES. DISTRICT FOUR TRUSTEE CAMILLE WHITE.

DISTRICT SIX TRUSTEE JOYCE FORMAN.

DISTRICT NINE TRUSTEE ED TURNER.

OUR SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE ELIZONDO, JOINS US.

AND I AM JOE CARRION, BOARD PRESIDENT.

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

IN ORDER TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANTED I WANTED TO LET I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION, AND TO ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.

IT IS A CRIMINAL OFFENSE FOR A PERSON WITH THE INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS.

FIRST AMENDMENT RIGHTS.

SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WHEN REQUESTED TO DO SO, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE BUILDING AND SUBJECT TO ARREST.

I'LL TURN TO THE RECOGNITION OF ANY PUBLIC OFFICIALS IN ATTENDANCE.

[3. ACKNOWLEDGEMENTS]

OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.

HOWEVER, I WAS INFORMED NO ONE SIGNED UP TO SPEAK.

THE BOARD. WE HAVE A CLOSED SESSION.

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

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, THE FOLLOWING TEXAS GOVERNMENT CODE SECTIONS FIVE, FIVE, 1.071 FOR THE PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING CONTEMPLATED LITIGATION AND OR MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE DISTRICT, UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.

551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASION FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY.

AUDIT 551.089.

TO DELIBERATE THE SECURITY ASSESSMENTS OF OR DEPLOYMENTS RELATED TO THE INFORMATION OF RESOURCE TECHNOLOGY.

NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.00.

055B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF PERSONAL SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE SECURITY DEVICES AND

[00:05:01]

BY ONE TWO, NINE.

I GO TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE CONFERENCE, VIDEO CONFERENCE OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING OR CLOSED MEETING.

THE TIME IS NOW 11:37 A.M.

AND WE ARE IN CLOSED SESSION.

THE TIME IS 12:08 P.M.

AND WE ARE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

[6. VISION/PROGRESS MONITORING]

SIX A CONSTRAINT PROGRESS MEASURE CPM 2.2.

SUPERINTENDENT. THANK YOU.

PRESIDENT CARRION.

CHIEF HEWITT POWELL WILL COME FORWARD.

AS A REMINDER, CPM OR CONSTRAINT PROGRESS MEASURE 2.2 IS AROUND CULTURE AND CLIMATE.

AND WITH THAT, I WILL TURN IT OVER TO CHIEF HEWITT POWELL.

SORRY. THANK YOU.

GOOD MORNING, SUPERINTENDENT ELIZALDE, PRESIDENT CARRION, AND MEMBERS OF THE BOARD.

TODAY I'M GOING TO PRESENT CONSTRAINT 2.2 THAT'S OUTLINED IN A LOCAL.

THE CONSTRAINT IS FOCUSED ON CAMPUS SATISFACTION AND SPECIFICALLY USES THE CAMPUS CLIMATE SURVEY POSITIVE AGREEMENT RESPONSES TOWARDS A RESPONSES AS A METRIC TOWARDS OUR PROGRESS.

WHILE THE CONSTRAINTS DON'T HAVE AN ANNUAL TARGET, WE DO HAVE A GOAL OF MOVING FROM 68% IN THE SPRING OF 2018 TO 73% BY THE SPRING OF 2025.

USING THIS GOAL, WE CAN DETERMINE WHETHER WE'RE MOVING IN THE RIGHT DIRECTION EACH YEAR.

SO WE MOVED UP FROM LAST SPRING TO THE CURRENT SPRING OF 3.4 POINTS FROM 70.3 TO 73.7 POINTS OVERALL.

WHICH TELLS US THAT WE ARE ON TRACK.

SO IF YOU LOOK AT THE SURVEY WITH ME JUST REALLY QUICKLY, JUST AS A NOTE, WE ACTUALLY PROVIDED THE SURVEY THIS YEAR IN APRIL WHICH WAS A LITTLE BIT EARLIER THAN WE TYPICALLY OFFER IT.

SO WE, WE PROVIDED IT DURING MID-APRIL.

BUT IN ANALYZING THE DATA, WE CAN SEE THAT WE HAD, AGAIN, AN INCREASED PARTICIPATION RATE OF 2% FROM OUR STAFF PARTICIPATING FROM THE FALL TO THE SPRING.

AND IN ADDITIONAL, WE ALSO SAW THAT FROM THIS FALL TO THE SPRING WE HAD AN INCREASE OF POSITIVE RESPONSE RATES ACROSS ALL OF THE COMPONENT CATEGORIES WITHIN POSITIVE CULTURE AND ENVIRONMENT.

AND SO THAT'S JUST FROM THE FALL.

THIS PARTICULAR TABLE LOOKS AT OUR DATA FROM SPRING TO SPRING OVERALL.

SO WE CAN SEE SPRING OF 2023 TO SPRING OF 2024.

AND WE CAN SEE THAT IN TEN OUT OF TEN OF THE COMPONENTS, WE HAD AN OVERALL POSITIVE INCREASE.

WE HAD OUR MOST SIGNIFICANT IMPROVEMENT IN THE AREAS AROUND MORALE, SPECIFICALLY IN STUDENT DISCIPLINE AND AND MORE SO IN THE AREAS WHERE IT SAYS I WOULD RECOMMEND OTHERS WORK HERE.

MORALE AT OUR SCHOOL IS STRONG, AND I WOULD RECOMMEND THIS THESE SCHOOL TO PARENTS SEEKING A PLACE FOR THEIR CHILD.

WE SAW SIGNIFICANT INCREASES, AND WE KNOW THAT'S IMPORTANT BECAUSE OFTEN WE STAFF AND MEMBERS OF THE ORGANIZATION ARE ARE THE BEST ADVERTISEMENT FOR THE ORGANIZATION. SO IT WAS REALLY GREAT TO SEE THOSE INCREASES.

IN ADDITION, WE CAN SEE IN THE AREA OF STUDENT DISCIPLINE, DISCIPLINE IS ENFORCED CONSISTENTLY AND EFFECTIVELY AT MY CAMPUS.

AND UNRULY STUDENTS ARE NOT PERMITTED TO DISRUPT THE LEARNING ENVIRONMENT THAT WE SAW INCREASES THERE AS WELL.

AND SO HOW DID WE HOW DID WE GET TO SORT OF THIS OVERALL POSITIVE RESPONSE CHANGE? WE LEVERAGED A FOCUS ON CURRICULUM SUPPORT, INTENTIONAL CULTURE AND MOTIVATIONAL PRACTICES FOR OUR PRINCIPALS.

WE CONTINUED FOCUSING ON STRATEGIC STAFFING AND TRAINING AROUND DISCIPLINE MANAGEMENT AND AGAIN, ALSO SUPPORT ON STAFF RECOGNITION. SO I'LL MOVE ON TO THE SORT OF INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS FOR NEXT YEAR.

AND FOR OUR INPUTS FOR THE 2324 SCHOOL YEAR.

WE WORK WITH OUR CILT MEMBERSHIP TEAM, WHICH ARE THE SORT OF CURRICULUM LEADERSHIP TEAMS AT EACH CAMPUS TO TRAIN THEM AROUND OUR NEW ROLLOUT OF THE EUREKA AND AMPLIFY CURRICULUM AND CARNEGIE CURRICULUM, BECAUSE WE KNEW THAT THAT WAS GOING TO BE A HEAVY LIFT.

AND WE ALSO ANTICIPATED THAT IN THIS FIRST YEAR OF DISTRICT WIDE IMPLEMENTATION, THAT THAT COULD POTENTIALLY IMPACT MORALE.

[00:10:01]

AND SO THAT WAS A POSITIVE SORT OF RESPONSE.

IN ADDITION, WE SPENT TIME AGAIN WITH OUR PRINCIPALS TRAINING THEM ON BEST PRACTICES AROUND CLIMATE AND CULTURE PRACTICES THAT COULD HELP BUILD A TEAM AND, AND STAFF RECOGNITION.

AND WE CAN SEE THE RESULTS OF THAT IN OUR SORT OF INTERNAL CLIMATE SURVEY THAT WE PROVIDE TO OUR, OUR PRINCIPALS.

AND SEEING THAT THOSE THERE WERE SIX AREAS WHERE WE IMPROVED THERE.

AND THEN WE ALSO HAD STRATEGIC STAFFING AND INCREASED TRAINING FOR OUR RESET CENTER COORDINATORS.

AND AGAIN, OUR SORT OF STRATEGIC PLACEMENT OF OUR MENTAL HEALTH CLINICIANS TO SUPPORT OUR STUDENTS IN THE AREA OF SORT OF DISCIPLINE MANAGEMENT.

AND THERE WITHIN OUR RESET CENTERS, WE CAN SEE THAT WE ACTUALLY HAD A DECREASE IN OUR RESET CENTER PLACEMENT REFERRALS BY ABOUT 31% FOR THIS SCHOOL YEAR.

AND THEN OUR POSITIVE INTERVENTION REFERRALS.

AND I'LL JUST REMIND YOU QUICKLY THAT POSITIVE INTERVENTION IS SORT OF LIKE, LET'S LET'S NIP SOME, SOME UNCHARACTERISTIC BEHAVIOR IN THE BUD REALLY QUICKLY BEFORE WE MOVE ON.

AND IT BECOMES SORT OF OUT OF CONTROL.

AND SO THAT MIGHT LOOK LIKE A STUDENT WHO HAS A DISRUPTION IN THE CLASSROOM.

WE CAN PROVIDE A POSITIVE INTERVENTION REFERRAL, AND THEY GO INTO THE RESET CENTER FOR MAYBE JUST THAT PERIOD OF FOR OR JUST FOR ABOUT 15 MINUTES TO KIND OF REFLECT ON THEIR BEHAVIOR, AND THEN THEY'RE SENT BACK INTO THE CLASSROOM.

SO WE SAW THAT INCREASE BY 7% THIS SCHOOL YEAR.

AND THEN FINALLY, AGAIN, WE HAD A HEAVY INVESTMENT ON STAFF RECOGNITION.

AND THAT INCLUDED PROGRAMS LIKE OUR TEACHER OF THE YEAR PRINCIPAL OF THE YEAR, TEACHER OF PROMISE PROGRAMS AND SERVICE RECOGNITION PROGRAMS. AND THEN WE ALSO CONSIDERED CONTINUED SOMETHING THAT HAD REALLY GREAT OUTCOMES FROM LAST YEAR, WHICH.

KEYES ARE POSITIVE STATE CAMPAIGN.

AND THAT'S WHERE WE CONTACT SENIOR LEVEL STAFF CONTACTS, OUR HIGHEST PERFORMING TEACHERS AND ASK THEM, YOU KNOW, IF THEY WILL STAY IN DALLAS ISD.

AND WE OFTEN RECEIVE FEEDBACK FROM THOSE TEACHERS WHEN WE WHEN WE INITIATE THAT CAMPAIGN.

AND FROM THERE WE CAN SEE SOME OF THOSE OUTPUTS, IS THAT WE WERE ABLE TO CONTACT ALMOST REALLY 4000 TEAM MEMBERS AND SORT OF RECOGNIZE THEM EITHER WITH THE LIFETIME ACHIEVEMENT AWARDS OR THOSE SERVICE RECOGNITIONS.

AND THEN WE ARE PROJECTING ABOUT 95% OF THOSE TEACHERS THAT CONTACTED THAT WERE CONTACTED WITH TO STAY IN OUR DISTRICT FROM THAT STATE CAMPAIGN.

SO A FEW OF THE STRATEGIC ADJUSTMENTS THAT WE'RE PLANNING TO MAKE FOR THIS UPCOMING SCHOOL YEAR IS ONE THING THAT WE PILOTED THIS SCHOOL YEAR WITH OUR EXECUTIVE DIRECTORS AND OUR PRINCIPALS ARE IS THIS IDEA OF CULTURE OR, PARDON ME, CAREER CONVERSATIONS? AND SO THIS WAS A NON-EVALUATIVE CONVERSATION THAT WAS SORT OF OUT OF THE PDI AND API WINDOW WHERE WE JUST TALKED TO OUR STAFF AND WANTED TO FIND OUT, YOU KNOW, WHAT IS YOUR SORT OF CAREER TRAJECTORY? WHAT ARE YOUR ASPIRATIONS? WHAT DO YOU THINK? YOU NEED SUPPORT AND HELP AND AND REALLY HELP THEM IDENTIFY OTHER PROFESSIONAL DEVELOPMENT OR OTHER SUPPORTS THAT WE COULD PROVIDE THEM WITH TO HELP THEM SORT OF DEVELOP IN THEIR CRAFT AND TO BUILD CAPACITY.

WE RECEIVED A LOT OF POSITIVE FEEDBACK.

AND SO WE'LL CONTINUE THAT WORK GOING INTO NEXT YEAR AT A LARGER SCALE.

IN ADDITION, WE'LL CONTINUE TO WORK WITH THE CULTURE CALENDAR.

WE AGAIN GOT A LOT OF POSITIVE FEEDBACK, AND WE THINK THAT THAT DEFINITELY HELPED FACILITATE A POSITIVE MORALE ON CAMPUSES WITH OUR WITH OUR STAFF.

AND SO WE'LL CONTINUE THAT WORK WITH PRINCIPALS.

AND THEN FINALLY, ONE THING THAT WE'VE LEARNED FROM THIS SORT OF STATE CAMPAIGN AND THAT WE OFTEN HEAR FROM YOU ALL AS OUR BOARD IS, WHEN DID YOU TALK TO PARENTS AND WHEN DID YOU TALK TO TEACHERS? WHEN YOU WERE MAKING THIS DECISION.

AND SO LED BY OUR SUPERINTENDENT AND HER EXAMPLE, SHE CHALLENGED US WITH REALLY THINKING THROUGH WAYS TO FACILITATE MORE STRATEGIC TWO WAY CONVERSATIONS ACROSS THE BOARD WITH OUR COMMUNITY, TEACHERS AND OTHER STAFF.

AND SO WE WILL HAVE REGULARLY SCHEDULED FOCUS GROUP CONVERSATIONS, SORT OF SKIP LEVEL CONVERSATIONS FROM CENTRAL STAFF ALL THE WAY DOWN TO THE CAMPUS WITH COMMUNITY MEMBERS, TEACHERS AND PRINCIPALS TO ENSURE THAT WE ARE TALKING TO THEM ABOUT ANY OF THE INITIATIVES OR PROGRAMS OR PROCESSES THAT WE MOVE FORWARD TO IMPACT STUDENT OUTCOMES.

AND THAT CONCLUDES MY PRESENTATION.

AND WITH THAT, WE ARE PREPARED TO TAKE QUESTIONS.

THANK YOU. TRUSTEE WHITE.

[00:15:02]

DIDN'T REALIZE MY LIGHT WAS ON, BUT I DO HAVE A QUESTION.

AS FAR AS THE STATE CAMPAIGN.

CHIEF HEWITT.

WHEN DID THAT WHEN WAS THAT ENACTED? AND WERE ALL THE TEACHERS SURVEYED OR.

OH, I'M SORRY.

TYPICALLY THE STATE CAMPAIGN.

AND I'LL LET ROBERT COME TO ASK AND I'M SORRY, CAN I HAVE SOME ASSISTANCE WITH THE POWERPOINT? BECAUSE I DON'T CAN'T NAVIGATE.

I CAN GO FORWARD. I CAN'T GO BACK.

IN ANY CASE, WE OFTEN DO IT IN THE SPRING.

AND WE, WE CONTACT OUR, OUR HIGHEST PERFORMING, SOME OF OUR HIGHEST PERFORMING TEACHERS.

THOSE ARE THE INDIVIDUALS WHO WANT TO, TO TO STAY WITH US.

AND I THINK ROBERT CAN ANSWER SOME ADDITIONAL DETAILS.

YEAH. EXCUSE ME.

SO FOR THE STATE CAMPAIGN THERE'S MULTIPLE BRANCHES.

SO THE FIRST BRANCH WE KIND OF TALKED ABOUT TODAY WAS THE CENTRAL STAFF, WHERE THE EXECUTIVE LEADERSHIP MAKE THOSE STATE CAMPAIGN CALLS TO THOSE HIGH PERFORMING TEACHERS.

IT'S ABOUT THE TOP 14 OR 15% OF TEACHERS.

THE OTHER PART OF THE STATE CAMPAIGN IS WE ALSO AS HCM, WE PUT OUT TRAINING AND MATERIALS AND THINGS TO USE FOR ALL OF OUR LEADERS, INCLUDING PRINCIPALS, APS AND CENTRAL STAFF TO ALSO HAVE REGULAR STATE CAMPAIGNS WITH ALL THEIR EMPLOYEES, NOT JUST THOSE.

WE DO KNOW THAT IN THIS BUSINESS YOU KNOW, JUST TELLING SOMEBODY THAT THEY'RE APPRECIATING YOU WANT THEM TO STAY GOES A LONG WAY JUST TO KNOW THAT THEY'RE APPRECIATED AND THEIR WORK IS NOTICED, AND THAT THEIR WORK IS VALUED, GOES A LONG WAY TO HELPING US WITH RETENTION ACROSS THE DISTRICT.

AND ALSO I GUESS THIS THIS MAY BE YOU AS WELL.

CHIEF. ABEL.

THE CAREER CONVERSATIONS THAT ARE HAD.

I KNOW THAT WE DEFINITELY TRY TO GROW OUR OWN AND PROMOTE WITHIN.

WE TRY TO START WITH THAT.

BUT AS FAR AS AND LIKE YOU SAID, I HEARD YOU SAY THE STAFF MAKES PHONE CALLS TO THE TOP 14 TO 15% PERFORMING.

BUT IF THERE IS SOMEONE WHO WHO HAS A NEW TEACHER, WHO HAS A DESIRE, WHO HASN'T BEEN NOTICED AND THEY WANT TO GET IN ON AS FAR AS CAREER CONVERSATIONS, HOW DO YOU GUYS REACH OUT TO THEM? SO. SO THE CAREER CONVERSATIONS ACTUALLY STARTED THROUGH SCHOOL LEADERSHIP.

AND SO WE STARTED WITH OUR EXECUTIVE DIRECTORS AND OUR PRINCIPALS TO TALK TO THEM ABOUT, YOU KNOW, WHERE DO YOU FEEL LIKE YOU NEED TO GROW? WHERE DO YOU THINK YOU'RE DOING? WELL. WHAT TYPE OF PROFESSIONAL DEVELOPMENT ARE YOU INTERESTED IN? AND SO WE HAD THOSE CONVERSATIONS AT A SMALLER SCALE.

WE'LL SCALE THAT OUT.

EXECUTIVE DIRECTORS, PRINCIPALS AND ASSISTANT PRINCIPALS.

AND THEN WE WILL WORK ALONGSIDE HUMAN CAPITAL MANAGEMENT AS WE SCALE THAT OUT TO TEACHERS.

OKAY, SO I JUST WANT TO MAKE CLEAR I DID HEAR YOU, BUT YOU START WITH EDS AND PRINCIPLES FIRST.

YES. AND THEN YOU BRING THE TEACHERS IN ON THE CONVERSATION LATER.

SO, I MEAN, ON A CALENDAR YEAR, WHAT DOES THAT LOOK LIKE? BECAUSE AT THE BEGINNING OF THE YEAR, YOU SPEAK WITH YOUR PRINCIPALS OR YOUR EDS AND THEN YOU BRING THE TEACHERS IN.

WELL, THIS WAS A NEW INITIATIVE FOR THIS SCHOOL YEAR.

AND WE STARTED WE STARTED AS A PILOT.

AND SO IN THAT PILOT, WE WANTED TO JUST SEE IF IT WAS WELL RECEIVED.

AND DID PEOPLE THINK IT WAS BENEFICIAL OR BENEFICIAL? AND SO WE STARTED WITH A SMALL GROUP OF EXECUTIVE DIRECTORS AND PRINCIPALS AND THEN GOT FEEDBACK FROM THOSE INDIVIDUALS TO SEE IF IT WAS SOMETHING THAT WE WANTED TO DO AT A LARGER SCALE.

SO MOVING FORWARD INTO THIS NEXT SCHOOL YEAR, WE WILL DO THOSE CONVERSATIONS ACROSS ALL EXECUTIVE DIRECTORS AND ALL PRINCIPALS.

AND THEN AS WE CONTINUE, IF WE SHOULD, SHOULD WE CONTINUE TO GET POSITIVE FEEDBACK, THEN WE WILL SCALE THAT OUT TO ASSISTANT PRINCIPALS AND THEN TO OUR, OUR TEACHERS AS WELL. BUT IF WE DO THAT, WE WILL DO THAT IN CONJUNCTION WITH THE PARTNERSHIP WITH HUMAN CAPITAL MANAGEMENT.

OKAY. I MEAN, I THINK IT'S A GREAT IDEA.

MAINLY FOR A NEW TEACHER COMING INTO, YOU KNOW, ONE TWO YEAR TEACHER COMING INTO THE DISTRICT.

AND THEY JUST SOMETIMES PEOPLE JUST GET IN WHERE THEY CAN FIT IN.

AND ONCE THEY'RE ON, THEY TRY TO MOVE UP THE LADDER FROM THERE.

AND I JUST FEEL THAT THIS IS SOMETHING THAT IS POSITIVE IN LIGHT OF EVERYTHING ELSE THAT'S BEEN GOING ON.

THIS IS DEFINITELY A POSITIVE SITUATION FOR THEM.

SHIFTING TO SOMETHING ELSE I WAS JUST WONDERING ALSO, THIS IS FROM THE OUTPUTS TODAY WHEN IT COMES TO THE RESET CENTER PLACEMENTS THE INFORMATION THAT THE THAT WE'VE OBTAINED HERE THAT YOU JUST PRESENTED, HOW MANY RESET CENTERS WERE ACTUALLY UP AND FUNCTIONING WHEN THIS DATA WAS PUT TOGETHER.

AND IS IT.

[00:20:02]

I'LL ASK SHERRY WEST TO COME UP AND ANSWER THAT QUESTION.

THANK YOU. THANK YOU, CHIEF ABLE.

THANK YOU.

SO THE RESET CENTERS ARE AT ALL OF OUR COMPREHENSIVE MIDDLE SCHOOL AND HIGH SCHOOLS.

AND HOW LONG HAS IT BEEN FULLY STAFFED? HAVE THE RESET CENTERS BEEN ON THE CAMPUSES? I KNOW WE'RE I KNOW THIS IS A SOMETHING THAT WE'RE TRYING NEW HAS IT IS THIS THE SECOND YEAR? THIRD YEAR? WE COMPLETED OUR THIRD YEAR.

SO THE FIRST YEAR WAS MORE OR LESS A TEST YEAR, AND THE LAST TWO YEARS WERE FULL IN FORCE.

ALL CAMPUSES KNOW THEY'VE BEEN FULLY, FULLY RUNNING ALL THREE YEARS.

OKAY. SO AND HOW MANY CAMPUSES DOES THIS ENCOMPASS? I THINK THAT MAY BE MY LAST QUESTION.

52. 52.

52 CAMPUSES.

THANK YOU, TRUSTEE TURNER.

YEAH. MY QUESTION IS REGARDING POSITIVE BEHAVIOR INTERVENTION SUPPORTS.

I THINK IT'S GOOD THAT IT'S UP BY 7%.

I WANT TO KNOW IS IS PBIS THAT'S WHAT I CALL IT.

IS THAT SOMETHING THAT YOU ARE TEACHING ON THE CAMPUS LEVEL WITH TEACHERS AND STAFF OR JUST STUDENTS ONLY? OKAY. SO THAT IS A POSITIVE INTERVENTION REFERRAL.

SO THAT IS FOR EXAMPLE WE HAVE RESET REFERRALS WHERE IF A STUDENT GETS ASSIGNED TO RESET FOR 1 TO 3 DAYS, THAT'S AN ACTUAL CONSEQUENCE AND THAT'S A REFERRAL.

THE PISSERS ARE MORE OF AN INTERVENTION.

SO THAT'S WHERE WE WANT TO CATCH THE THE STUDENT'S BEHAVIORS AND TRY TO CORRECT THEM BEFORE IT BECOMES A REFERRAL.

SO THAT'S MORE OF AN INTERVENTION.

GOTCHA OKAY. BUT WE'RE NOT IMPLEMENTING PBIS.

POSITIVE BEHAVIOR INTERVENTION SUPPORTS SOME SCHOOLS DO PBIS.

BUT NOT ALL SCHOOLS OKAY.

ALL RIGHT. MY NEXT QUESTION IS WHAT'S THE AVERAGE TIME THAT A STUDENT IS SPENDING IN A RECESS CENTER? SO IT CAN BE 1 TO 3 DAYS.

OR IF IT'S AN INTERVENTION, IT CAN BE ONE CLASS, PERIOD.

OKAY. THANK YOU.

AND MY LAST QUESTION.

HAS THERE BEEN AN INCREASE OR A DECREASE IN THE AMOUNT OF STUDENTS THAT'S GOING INTO DEEP? YOU WANTED TO TALK ON THE NUMBERS.

IS NOT. GOOD AFTERNOON.

THE NUMBERS OF DAP REMEMBER NOW WE HAVE OUR MANDATORY PLACEMENTS AND OUR DISCRETIONARY PLACEMENTS.

SO OUR DISCRETIONARY PLACEMENTS RIGHT NOW ARE THERE REALLY HAS NOT BEEN AN INCREASE IN STAYED PRETTY STEADY.

SO THOSE ARE FOR THOSE LEVEL ONE AND LEVEL TWO OFFENSES.

SO WHAT IS THOSE EXACT NUMBERS.

FOR DISCRETIONARY PLACEMENTS THIS YEAR FOR ALL SCHOOLS WE HAVE I HAVE IT BY TRUSTEE DISTRICT.

I HAVE 142.

OF THOSE. AND THEN FOR MANDATORY OFFENSES WHICH ARE LEVEL THREES AND LEVEL FOURS, WE HAVE 320 OF THOSE.

SO DID IT INCREASE OR DECREASE FROM THE LAST YEAR? I'M PULLING THAT UP NOW.

GIVE ME A FEW. THERE'S BEEN A LITTLE BIT OF BOTH ON OUR ON OUR ON OUR DISCRETIONARIES.

THOSE DID INCREASE.

AND THEN OUR MANDATORY STAYED ABOUT THE SAME.

BUT YOU DON'T HAVE EXACT NUMBERS ABOUT THE SAME.

YEAH, I'LL GET IT TO YOU.

OKAY. AND MY AND MY LAST QUESTION HERE IS PBIS BEING IMPLEMENTED AT THE DP SCHOOLS? AT THE AP.

IS THAT SOMETHING THAT'S NOT BEING IMPLEMENTED? NO, NOT NOT THE FULL PBIS.

WE USE MORE OF THE RESTORATIVE.

WE USE MORE OF THE RESTORATIVE PRACTICES AT DEP.

OKAY. THAT'S ALL I HAVE.

THANK YOU. TRUSTEE.

JOHNSON, PLEASE.

WHAT'S PBIS POSITIVE BEHAVIOR INTERVENTION SUPPORTS? I'M SORRY. NO, NO, NO. ARE YOU FINE? I WANT THEM TO ANSWER. EXPLAIN THAT.

WHAT? WHAT DOES THAT DO? SO IT IS A PROGRAM WHERE THEY HAVE DIFFERENT THINGS THAT THE SCHOOL PUTS IN PLACE.

FOR EXAMPLE THE SCHOOL WOULD LOOK FOR ALL OF THEIR HOT SPOTS ACROSS THE CAMPUS.

SO WHERE THEY SEE MAYBE KIDS GET INTO SCUFFLES IN THAT AREA AND THEY MAKE SURE THEY HAVE A PERSON STAFF THERE, LIKE DURING PASSING PERIODS.

THEY ALSO HAVE AGREEMENTS WHERE THEY WORK WITH THE KIDS TO MAKE SURE THAT EVERYBODY UNDERSTANDS THE BUILDING RULES.

[00:25:09]

OKAY. YOU HAVE A MANDATORY.

AND WHAT WAS THE OTHER ONE? DISCRETIONARY. DISCRETIONARY.

EXPLAIN THE DISCRETIONARY.

WHAT? WHAT QUALIFIES FOR THE DISCRETIONARY? SO IF I'M A PRINCIPAL OR AND I SEND A KID OVER TO DAP, DO YOU WHAT? WHAT REQUIRES THAT KID TO COME RIGHT BACK OR STAY? THAT'S THE DISCRETIONARY.

CORRECT. DISCRETIONARY LEVEL.

DISCRETIONARY OFFENSES ARE OUR LEVEL ONE AND LEVEL TWO OFFENSES.

SO FAILURE TO COMPLY WITH DIRECT DIRECTIVES, CLASSROOM MANAGEMENT A A CLASS A, CLASS C STUDENT ON STUDENT BULLYING, HARASSMENT, LEAVING SCHOOL GROUNDS, OFFENSIVE LANGUAGE.

THOSE ARE THE MANDATORY I MEAN, THOSE ARE THE DISCRETIONARY OFFENSES.

NOW WE HAVE LET ME SO WHEN A DISCRETIONARY OFFENSE A PRINCIPAL IF I IF A STUDENT CONTINUES TO CURSE OUT A TEACHER WHAT WHAT DO IN THE PRINCIPAL HAS TRIED TO WORK WITH THAT STUDENT, AND NOW THE NEXT LEVEL IS DAP.

WELL, BECAUSE THAT'S A LEVEL ONE, THE STUDENT WOULD HAVE TO HAVE SIX REFERRALS, SIX LEVEL ONE REFERRALS, AND 45 DAYS.

THEN THAT BECOMES A MANDATORY DAP PLACEMENT.

OKAY. SO A STUDENT CAN USE THOSE LANGUAGE SIX TIMES BEFORE IT BEING REMOVED TO THE SCHOOL.

SO WHAT IT'S DONE IN, IN, IN BETWEEN THAT TIME BECAUSE, YOU KNOW, WE HAVE CLASSROOM DISRUPTIONS.

TAKE OFF MY GLASSES. I CAN SEE THE CLASSROOM DISRUPTIVE DISRUPTION AND ALL THIS THAT'S HAPPENING.

SO IF I'M A STUDENT AND I KNOW THAT YOU CAN'T SEND ME OUT SIX TIMES, THEN WHAT DO I DO? WHAT WHAT WHAT DO THE THE TEACHER DO? WELL, THEN THAT'S WHEN THE TEACHER IS DOING OTHER THINGS.

THE TEACHER IS CONTACTING PARENTS.

THE TEACHER IS ASSIGNING PROGRESSIVE DISCIPLINE MEASURES.

YES. THE STUDENT. THE TEACHER IS ASSIGNING.

WE HAVE THREE 60 SWEET LESSONS WHERE THE TEACHERS CAN ASSIGN STUDENTS LESSONS WHERE THEY CAN GO IN, AND THEY DO BASED ON THE ACTIONS THAT THEY'VE TAKEN.

THEY COMPLETE THOSE LESSONS.

THEY CAN DO, JOURNALING THEY CAN DO.

THERE'S LOTS OF THINGS THAT CAN HAPPEN IN REGARDS TO THAT SUPERINTENDENT THAT DON'T WORK IN MY COMMUNITY.

SO SO LET ME TELL YOU WHAT WORKS.

DISCIPLINE. THAT DOES NOT WORK IN MY COMMUNITY.

WE'VE HAD KIDS CURSE OUR TEACHERS SEVERAL TIMES AND MULTIPLE STUDENTS SINCE I WAS WORKING IN DISTRICT, AND IT'S GOT WORSE NOW.

AND WHEN THE STUDENT REALIZED THAT THERE IS NO THAT HE COULD JUST HE OR SHE CAN CONTINUE TO GO DOWN THIS PATH, THEY'RE GOING TO DO IT.

SO I'M LETTING THE SUPERINTENDENT KNOW, MAYBE WE HAVE TO HAVE AN OFFLINE DISCUSSION ABOUT THIS, BUT THAT IS NOT WORKING IN MY IN MY CLASSES.

AND WHEN PRINCIPALS DO SEND THOSE KIDS BACK, IT'S BEEN SITUATIONS, I GUESS IT'S DISCRETIONARY WHERE THEY COME RIGHT BACK AND THEY CONTINUE TO DISRUPT THERE.

THERE'S NOT A WHOLE BUNCH OF KIDS.

LET ME SAY THAT IT'S NOT A WHOLE BUNCH.

AT A SCHOOL OF 1500, I MAY HAVE 30 TO 40 KIDS, RIGHT? AND I THINK 30, 40 KIDS, YOU CAN PROBABLY LIKE 10 OR 15 THAT CONTINUES TO DO THOSE THINGS, THAT KIND OF THING.

RIGHT? BUT IT'S CONTINUALLY CONTINUING TO DISRUPT EDUCATION SO THAT THAT DOES NOT WORK IN MY DISTRICT NOW, OTHER DISTRICTS, MY DISTRICT IS A LITTLE DIFFERENT, A LITTLE STRONGER OVER THERE.

SO THAT DOES NOT WORK IN DISTRICT FIVE.

SO I NEED SOMETHING TO WORK BECAUSE EDUCATORS ARE NOT FEELING THE SUPPORT WHEN THAT WHEN THAT HAPPENS.

SO WHAT SOLUTIONS CAN WE BRING? I'M ASKING FOR A SOLUTION.

I'M TELLING YOU THE PROBLEM THAT EXISTS.

BUT I'M ALSO ASKING FOR A BETTER SOLUTION FROM ADMINISTRATION BECAUSE THAT'S NOT WORKING.

YOU CALL THE PARENTS, PARENTS COME UP THERE CURSE TOO SOMETIMES SUPERINTENDENTS.

SO WHAT? WHAT IS THE SOLUTION? AND I KNOW YOU KNOW THESE THINGS, BUT WHAT IS THE SOLUTION.

BECAUSE THAT'S NOT WORKING IN DISTRICT FIVE.

SO I'LL CERTAINLY GET WITH THE TEAM.

I DON'T THINK THIS WOULD BE THE FORUM, OF COURSE, FOR ME TO SAY THIS IS THE SOLUTION, OKAY.

BECAUSE THIS NEEDS TO BE SOMETHING THAT WE WORK WITH ALL OUR PRINCIPALS.

YEP. AND OF COURSE OUR WE'LL BE HAVING A CONVERSATION SHORTLY UNDER OUR CODE OF CONDUCT, WHICH WILL WHICH I REALLY THINK RESPECTFULLY, THESE QUESTIONS ARE REALLY MORE ABOUT CODE OF CONDUCT.

THE ITEM WE WERE PRESENTING TO YOU IS CULTURE AND CLIMATE.

AND BUT WE DO HAVE CODE OF CONDUCT ON HERE.

SO I WOULD ASK RESPECTFULLY, IF WE CAN CONTINUE TO HOLD THESE QUESTIONS BECAUSE IT'LL COME UP IN THIS NEXT ITEM.

NO PROBLEM. BUT THE SOLUTION HAS TO BE ONE WHERE ALL OF US ARE WORKING TOGETHER, AND I THINK IT'S NOT AN EITHER OR.

I THINK IT'S A BOTH END BECAUSE WE ALSO HAVE SOME SITUATIONS, AND I'VE SPOKEN WITH SEVERAL OF YOU.

SOMETIMES IT IS A STUDENT THAT HAS BEEN, LET'S SAY, CURSING MULTIPLE TIMES.

AND THERE ARE CERTAIN CIRCUMSTANCES THAT SEVERAL OF YOU UP HERE HAVE BROUGHT TO MY ATTENTION THAT NEED US TO BE AWARE OF, BECAUSE SOMETHING'S HAPPENING AT HOME.

AND SO WE NEED TO MAKE SURE THAT WE'RE PROVIDING THE SUPPORTS AND ALSO BEING CONSISTENT WITH THOSE THAT ARE HABITUAL.

[00:30:07]

THIS IS NOT BECAUSE THERE'S SOMETHING GOING ON, THAT THIS IS SOMETHING THAT WE'RE GOING TO NEED TO MANAGE IN A DIFFERENT WAY.

AND I THINK OUR PRINCIPALS AND OUR TEACHERS ARE IN THE BEST SITUATION.

TO GIVE US THAT INFORMATION.

I DO KNOW THAT UNDER THE CODE OF CONDUCT, THOSE ITEMS HAVE COME UP MULTIPLE TIMES.

THAT IS PART OF WHY WE ENSURED THAT THERE WAS AT LEAST DISCRETIONARY AVAILABLE, BECAUSE I DO WANT TO MAKE SURE WE DIDN'T GLOSS OVER.

THERE IS A DISCRETIONARY COMPONENT.

A PRINCIPAL CAN SEND SOMEONE TO DIEPPE.

IT'S JUST NOT MANDATORY UNTIL IT REACHES THE SIXTH OCCURRENCE.

BUT PRIOR TO THAT, THE SOLUTION, THE SHORT ANSWER IS A PRINCIPAL CAN SEND THEM.

AND I THINK AGAIN, PRINCIPALS WITH THEIR TEACHERS ARE IN THE BEST SITUATION.

BUT WE WILL.

ABSOLUTELY. WE'VE INCREASED THE NUMBER OF MEETINGS WE'RE HAVING WITH OUR PRINCIPALS, WHO I THINK ARE THE FRONT LINE AND HAVE TO GO IN AND DEAL WITH THIS THE MOST.

AND WE NEED TO BE VERY RECEPTIVE TO WHAT OUR PRINCIPALS ARE TELLING US AND FIND WAYS TO DO A BOTH END.

HOW DO WE ENSURE THAT THERE ARE CONSEQUENCES FOR CERTAIN BEHAVIORS, AND HOW DO WE DO SO IN A SUPPORTIVE ENVIRONMENT? AND I DON'T THINK WE HAVE TO PICK.

I THINK WE CAN MAKE SURE THAT WE DO BOTH.

AND I KNOW THE MOST IMPORTANT THING AFTER THAT IS ENSURING THAT OUR CLASSROOMS REMAIN A SPACE WHERE OUR TEACHERS CAN DELIVER THE INSTRUCTION TO THE STUDENTS WHO ARE FOLLOWING ALL OF THE EXPECTATIONS.

AND WE NEED TO MAKE SURE WE THREAD THAT NEEDLE PROPERLY.

AND I HEAR YOU VERY CLEARLY AND WE WILL CONTINUE TO WORK WITH OUR TEAMS. THANK YOU. AND I KNOW THERE'S NO SILVER BULLET TO THIS AND IT'S VERY SENSITIVE SUBJECT.

WE'RE DEALING WITH SCHOOL WITH KIDS, SAFETY IN CLASSROOMS, EDUCATOR, EDUCATOR SAFETY AND ALL THAT.

SO I KNOW THAT'S A TOUGH LINE TO KIND OF TO, TO WALK ON.

BUT IT'S SOMETHING THAT'S HAPPENING.

AND LIKE I SAID, WE CAN TALK ABOUT IT OFFLINE.

THANK YOU SO MUCH, TRUSTEE WEINBERG.

THANK YOU. TRUSTEE CARREÓN.

FIRST OF ALL, I JUST WANT TO SAY KUDOS.

THAT'S A PRETTY DRAMATIC INCREASE BOTH SPRING OVER SPRING AND FALL.

TWO SPRING IN CULTURE AND CLIMATE, WHICH IS JUST GREAT NEWS.

JUST RECOGNIZING THAT THE EFFORTS THAT YOU PUT IN THE INPUTS ARE REFLECTED IN THE OUTPUTS, AND THAT'S GREAT.

I DID HAVE A COUPLE OF CLARIFYING QUESTIONS.

ONE IS WHAT IS THE CAN YOU FURTHER DEFINE CULTURE CALENDAR? DEFINITELY. AND THANK YOU FOR THE QUESTION.

SO WE HAVE PRINCIPALS MEETINGS ESSENTIALLY EVERY JUST ALMOST MONTHLY.

AND DURING THOSE PRINCIPAL MEETINGS, WHAT WE DO IS WE PROVIDE PRINCIPALS WITH ACTIVITIES AND OPPORTUNITIES TO SORT OF BUILD CULTURE AND TEAM THEY CAN RANGE ANYWHERE FROM SORT OF GAMES, ARTICLE STUDIES AND THINGS THAT WE ENCOURAGE THEM TO EXPERIENCE AND THEN TAKE BACK TO THEIR CAMPUSES SO THAT THEY CAN CONTINUE THAT SAME TYPE OF WORK ON, ON THEIR CAMPUS.

AND SO WE ASKED MOST PRINCIPALS, NOT MOST ALL PRINCIPALS JUST AFTER THE PANDEMIC, TO BEGIN THINKING THROUGH WHAT CULTURE BASED ACTIVITIES CAN THEY FOCUS ON TO FIRST MOTIVATE STAFF AT THAT TIME? BUT NOW IT'S ALSO TO BUILD SORT OF TEAM AND FAMILY AS THEY GO THROUGHOUT THE YEAR, BECAUSE WE KNOW THERE ARE UPS AND DOWNS THROUGHOUT EVERY SCHOOL YEAR.

AND WHEN YOU FEEL LIKE YOU'RE DOING THAT WORK WITH FAMILY, IT MAKES ALL THE DIFFERENCE.

SO IT'S SORT OF THE THE MICROCLIMATE OF THAT SCHOOL CULTURE, BUILDING THAT CULTURE.

ABSOLUTELY. AND AND THEN ON THE CAREER CONVERSATIONS, I THOUGHT THAT WAS A REALLY INTERESTING PROGRAM THAT YOU ALL HAVE IMPLEMENTED. IT REALLY RECOGNIZES THE HUMANITY, YOU KNOW, JUST THE PEOPLE AND THE EFFORT THAT IT TAKES AND JUST SORT OF THE, THE MOTIVATION AND VALUING THAT IN, IN THE STAFF IS REALLY I THINK THAT SEEMS LIKE AN INTERESTING PROGRAM.

AND I LOOK FORWARD TO SEEING HOW IT HOW IT PLAYS OUT IN THE NEXT.

IMPLEMENTATIONS. THE EXPANSION.

SO THAT'S ALL I GOT. THANK YOU, THANK YOU.

TRUSTEE CURRY. WHAT I WANTED TO ECHO, I THINK THE NUMBERS MOVING UP, IT'S OBVIOUSLY A SIGNIFICANT IMPROVEMENT.

AND SO THAT'S A WONDERFUL THING.

AND THANK YOU FOR YOUR WORK AND THE WORK OF YOUR TEAM.

I HAD ONE CLARIFYING QUESTION WHICH MAY ACTUALLY INFORM THE DISCUSSION ON CODE OF CONDUCT LATER, BUT IT'S ABOUT A SPECIFIC DATA POINT ON THE SCREEN HERE.

WHEN WE SEE THE RESET CENTER PLACEMENTS HAVE DECREASED BY 31% ON THE NEXT SLIDE.

ARE WE SEEING A CORRESPONDING DECREASE IN THE NUMBER OF LEVEL ONE AND LEVEL TWO OFFENSES? IS THAT'S WHAT'S DRIVING THE NUMBER TO GO DOWN, OR ARE WE UTILIZING THE RESOURCE CENTERS LESS? I WILL HAVE SHERRY WEST COME BACK UP TO ANSWER THAT QUESTION.

THANK YOU. AND KEISHA CROWDER.

DAVIS. I KNEW WHEN THEY WALKED AWAY I WAS LIKE, I WANT TO HAVE ONE FOR HIM.

THEY NEED. ALL RIGHT.

[00:35:07]

SURE. SO WE SEE ON THE THIRD BULLET POINT IN THE MIDDLE COLUMN THAT THE RESOURCE RESET CENTER PLACEMENTS HAVE DECREASED BY 31%.

I'M CURIOUS AND HOPEFUL IS THAT BECAUSE WE'RE SEEING A REDUCTION IN THE NUMBER OF LEVEL ONE AND LEVEL TWO OFFENSES, WHICH LEAD TO THE RESET CENTERS, OR ARE WE SIMPLY NOT UTILIZING OUR RESOURCE RESET CENTERS AS MUCH AS WE HAVE IN THE PAST? IT'S A REDUCTION IN LEVEL ONE AND LEVEL TWO.

IT IS. WE ARE USING OUR RESET CENTERS.

GOOD. THAT'S REALLY ALL MY QUESTION.

I WANTED TO MAKE SURE THAT THAT NUMBER IS REFLECTIVE OF WE'RE HAVING STUDENTS HAVE BETTER OUTCOMES.

THANK YOU. TRUSTEE MACKEY.

THANK YOU. AND THANK YOU FOR YOUR WORK.

THIS. THIS IS A HUGE WIN.

I MEAN, IN ALL TEN AREAS.

I DON'T THINK I'VE SEEN US DO THAT IN A LONG TIME.

AND TO SEE SOME OF THESE EXCEED PRE-PANDEMIC LEVELS YOU ALL AND YOUR TEAMS THAT ARE HERE AND AT CAMPUSES, DOCTOR ELIZALDE, EVERYONE THAT YOU GUYS HAVE PUT A LOT OF WORK INTO THIS AND IT'S AMAZING TO SEE IT PAY OFF.

SO CONGRATULATIONS ON THAT.

I MEAN, I THINK SPECIFICALLY IF YOU GO BACK A SLIDE, I KNOW TIFFANY, YOU CAN'T GO BACK.

SOMEONE ELSE CAN. AND I THOUGHT, I MEAN, SOME OF THESE ARE PRETTY SUBSTANTIAL.

LIKE IF YOU LOOK AT THAT FIRST ONE, I WOULD RECOMMEND THE SCHOOL TO OTHERS TO WORK HERE HAS BEEN CONSISTENT SINCE 2018 AND THEN SHOWED A SIZABLE JUMP THIS YEAR, I THINK IS DIRECTLY RELATABLE TO A LOT OF THE WORK THAT YOU ALL HAVE DONE AND A LOT OF HARD WORK.

I ALSO APPRECIATED THE DISCIPLINE AS ENFORCED CONSISTENTLY, EFFECTIVELY, BECAUSE I KNOW THAT'S SOMETHING WE STILL HEAR AND IT'S NOT PERFECT, BUT TO SEE THAT KIND OF INCREASE OVER YEARS OF STAYING FLAT PRIOR TO THE PANDEMIC, PRIOR TO RESET CENTERS, PRIOR TO ANY OF THAT, AND NOW WE ARE AT OUR HIGH FOR THE FIRST TIME SINCE 2018.

THAT SHOWS A LOT OF THIS WORK.

WHILE NOT PERFECT AND A LOT OF IMPROVEMENT TO BE DONE, IS REALLY STARTING TO TAKE HOLD BECAUSE THESE THINGS AREN'T QUICK.

SNAP YOUR FINGER SOLUTIONS.

SO KUDOS ON ALL OF THIS WORK ACROSS THE BOARD.

I'M REALLY EXCITED TO SEE THIS.

AND I THINK IF I REMEMBER CORRECTLY, WE SET THE GOALS THAT WE WERE AIMING FOR WITH THIS BASED ON LIKE A REALLY HIGH PERCENTILE.

WHEN WE LOOK AT THIS NATIONALLY, I THINK IT'S LIKE IN THE TOP.

QUINTILE OF THIS.

AND SO TO SEE US MAKING SOME SUBSTANTIAL STRIDES THERE IS REALLY POWERFUL.

AND I THINK, YEAH, IF WE CAN GO TO THE NEXT AND THAT'S REAL QUICK, THAT IS ACTUALLY TO WE MET OUR GOAL THERE.

SO CONGRATULATIONS ON THAT.

I MEAN THAT'S A BIG IT'S ONE THING TO SAY WHERE WE ARE WHEN WE START IT AND TO MOVE ALL THE WAY THERE.

THAT'S THAT'S PHENOMENAL.

IF WE CAN GO TO THE NEXT SLIDE I HAVE A COUPLE OF CLARIFYING QUESTIONS.

THE FIRST ONE ON THE STATE CAMPAIGN THAT LOOKS LIKE AMAZING NUMBERS.

CAN YOU TOUCHED ON THIS A LITTLE BIT.

HOW ARE WE IDENTIFYING TEACHERS FOR THE STATE CAMPAIGN.

SEEING NONE WITH US. HOW ARE WE IDENTIFYING TEACHERS? OH, WE IDENTIFY THE TOP 14.

I THINK IT'S TEN, 14% OF OUR TEACHERS, 14% OF OUR TEACHERS, AND THEY'RE OUR HIGHEST PERFORMING TEACHERS.

SO WE'RE LOOKING AT PROFICIENT ONE, PROFICIENT OR PROFICIENT TWO AND ABOVE TEACHERS THAT WE IDENTIFY.

OKAY. SO THIS IS PARTICULAR WORK AROUND OUR ESSENTIALLY OUR TEACHERS.

YES. HOW HAVE WE THOUGHT ABOUT BECAUSE THERE'S A NUMBER OF PROFICIENT ONE TEACHERS OR EVEN PROGRESSING TEACHERS WHO ARE NEW TEACHERS WHO CAN'T BE PROFICIENT ONE UNTIL THEIR THIRD YEAR OR FOURTH YEAR.

WHAT ARE WE DOING FOR THAT? BECAUSE THERE ARE SOME GREAT TEACHERS THERE THAT, YOU KNOW, BECAUSE IT TAKES TIME AND YOU'VE GOT TO DEVELOP THIS CRAFT OVER TIME.

WHAT ARE WE DOING TO IDENTIFY THOSE TEACHERS AND ALSO HAVE THESE CONVERSATIONS WITH THEM? YES. AND I THINK, OH, I DON'T KNOW IF ROBERT WANTED TO COME UP HERE.

YEAH. HE TOUCHED ON THAT A LITTLE BIT EARLIER.

AND I'LL LET HIM TALK ABOUT THE OTHER PART OF THE STATE CAMPAIGN THAT GOES DIRECTLY OUT TO CAMPUSES.

YEAH. SO ONE OF THE THINGS WE WERE PROUD OF IS ALSO IS THE, EXCUSE ME, THE TEACHER OF PROMISE RECOGNITION PROGRAM, WHICH WE STARTED, WHICH DOES REACH OUT FOR THOSE FIRST YEAR AND EARLY CAREER TEACHERS AS WELL.

THE BIGGEST COMPONENTS WE HAVE IS WE WE DO PROVIDE THAT TRAINING MATERIALS FOR OUR PRINCIPALS TO HAVE THOSE STAY CONVERSATIONS DIRECTLY WITH THEIR TEACHERS, BECAUSE THEY DO KNOW THE HIGH QUALITY ONES. AND IT'S ALSO A GOOD OPPORTUNITY TO PROVIDE COACHING.

AS FAR AS HERE ARE STRENGTHS.

HERE'S AREAS YOU CAN POSSIBLY GROW IN AS WELL.

TO CONTINUE DOWN THAT CAREER LADDER.

IS THE STATE CAMPAIGN SEPARATE FROM THE TEACHER OF PROMISE CAMPAIGN? IT IS SEPARATE AND ARE BOTH OF THEM OWNED ESSENTIALLY BY THE PRINCIPAL? NO. WE HCM AND SCHOOL LEADERSHIP COLLABORATE VERY, VERY TIGHTLY ON BOTH OF THEM.

YES. YES, SIR. OKAY.

SO LIKE ONE WAY TO THINK ABOUT IT IS THE STATE CAMPAIGN MAYBE FOR PROFICIENT TWO AND ABOVE GENERALLY.

AND THE TEACHERS OF PROMISE IS.

PROGRESSING THROUGH PROFICIENT.

YEAH. AND I THINK WHAT I WOULD PROBABLY CLARIFY IS THAT THE CENTRAL STAFF STATE CAMPAIGN.

AS FOR THOSE DETRT PROFICIENT TWO AND HIGHER TEACHERS, BUT THE CAMPUS BASED STATE CAMPAIGN IS FOR ALL OF YOUR OUTSTANDING AND AMAZING EMPLOYEES THAT YOU WANT TO MAKE SURE

[00:40:05]

I WOULD LOVE TO SEE.

I ASSUME WE TRACK WHAT OUR RETENTION RATE IS ON THE TEACHERS OF PROMISE.

YES, SIR. CAN WE GET THAT INFORMATION? YEP, I CAN GET THAT FOR YOU.

AND I WOULD ENCOURAGE US TO CONSIDER IF WE'RE SEEING THIS TYPE OF EFFECTIVENESS.

SOME OF THIS, CANDIDLY, IS PROBABLY DUE TO OUR OUTSIZED COMPENSATION FOR EXCELLENT TEACHERS.

WELL DESERVED AND THE WORK THAT GETS HAPPEN.

I WOULD ENCOURAGE US, IF WE SEE A DIFFERENCE BETWEEN THE TEACHERS OF PROMISE CAMPAIGNS AND THIS IF THEY'RE NOT AT 95% TO CONSIDER, WHAT LESSONS CAN WE LEARN FROM THIS AND APPLY TO TEACHERS OF PROMISE? ABSOLUTELY. THANK YOU.

I REALLY APPRECIATE THE ON THE STRATEGIC ADJUSTMENTS AROUND THESE CAREER COMP.

SORRY, THE THE REGULAR FOCUS GROUPS AND THE WAY I UNDERSTOOD THIS WAS ESSENTIALLY CENTRAL STAFF AND EXECUTIVE DIRECTORS, DEPUTY CHIEFS, DOCTOR ELIZALDE, WHOMEVER GOING AND MEETING WITH FOLKS ON CAMPUSES TO HEAR ABOUT WHAT'S HAPPENING ON THOSE CAMPUSES.

IS THAT ACCURATE? THAT'S CORRECT.

I THINK THAT IS GREAT AND NECESSARY.

AND MY SECOND QUESTION IS, WHAT ARE WE DOING TO MAKE SURE PRINCIPALS OWN THIS AND HAVE THOSE CANDID CONVERSATIONS AND CREATE THOSE TWO WAY CONVERSATIONS WITH THEIR STAFF SO THEY CAN ACTUALLY HEAR WHAT'S HAPPENING ON THE GROUND? I THINK PRIMARILY WE'VE UTILIZED ORGANIZATIONS LIKE PTA AND SBME.

AND IT ALSO, I THINK AS WE HAVE OUR FOCUS GROUPS WITH PRINCIPALS, WE CAN DETERMINE HOW THEY MIGHT UTILIZE THE SAME METHOD AT THEIR CAMPUSES.

AND I WOULD ADD YOU KNOW, AS, AS WE HAD THESE TEACHER FOCUS GROUPS A FEW YEARS BACK I PURPOSELY HELD THOSE GROUPS WITHOUT PRINCIPALS PRESENT, BECAUSE THE ROLE HERE IS FOR US TO BE ABLE TO HEAR FROM OUR TEACHERS WITHOUT IDENTIFYING LIKE, WHO'S SAYING WHAT THEY'RE SEEING.

BUT THEN AS AN EXECUTIVE DIRECTOR, IT'S THEN THE RESPONSIBILITY IS ABOUT WHAT PATTERNS AM I HEARING FROM OUR TEACHERS AND NOT TO GO GET AFTER ANYONE.

THIS IS ABOUT UTILIZING THAT INFORMATION TO THEN TALK WITH OUR PRINCIPALS.

HOW CAN WE SUPPORT YOU? WHAT IS IT THAT YOU'RE MISSING? BECAUSE HERE'S WHAT WE'RE HEARING COLLECTIVELY FROM TEACHERS, WHICH THEN COMES ALL THE WAY UP BACK TO ME.

LIKE WHAT? WHAT DO I NEED TO DO TO MAKE SURE THAT EVERYONE HAS WHAT THEY NEED TO SUPPORT THE TEACHERS? AND THEN WHEN WE HEAR IT THROUGHOUT THE WHOLE DISTRICT, BECAUSE WE'LL BE HOLDING THESE TEACHER FOCUS GROUPS.

IF THE ED, IF THE EXECUTIVE DIRECTOR ISN'T MEETING THEM WITH THEIR PRINCIPALS TO LET THEM KNOW WHAT THEY'VE HEARD, THEN THEY'RE ESSENTIALLY NOT REALLY BUILDING THEN THE CAPACITY WITHIN THEIR PRINCIPALS AND THEN ASKING PRINCIPALS WILL HOLD MEETINGS ON YOUR CAMPUS THAT ARE INFORMAL TO HEAR FROM YOUR STAFF AND NOT JUST TEACHERS, BUT OTHER SUPPORT STAFF THAT CAN ALSO GIVE US FEEDBACK.

SO CREATING THAT ENVIRONMENT, AGAIN, I THINK TO CONTINUE TO BUILD ON SOME OF THE SUCCESS IS IT'S OKAY TO HAVE DIFFERING OPINIONS.

LET'S JUST FIND A WAY IN WHICH WE CAN ALL COLLABORATE AND THEN FIND SOLUTIONS.

SO THE INTENT IS TO MODEL IT, AND THEN TO ASK THEM TO REPLICATE IT IN A WAY THAT THEY THINK IS MOST MEANINGFUL ON THEIR CAMPUS.

DO WE IS THERE SOME REQUIREMENT THAT, BASED ON WHAT THE CAMPUS SURVEY SHOWED, THE PRINCIPAL AND LEADERSHIP TEAM ARE EXPECTED TO GO AND DESIGN AN ACTION PLAN AND ACTUALLY GET TO THE ROOT CAUSES? BECAUSE I CAN IMAGINE THE ANSWERS TO THAT FIRST QUESTION ABOUT I WOULD RECOMMEND OTHERS TO WORK ON THIS CAMPUS, BOTH BEING KNOW FOR VERY DIFFERENT REASONS OR BOTH BEING, YES, FOR VERY DIFFERENT REASONS. SO WHAT REQUIREMENTS ARE SET IN PLACE TO REQUIRE PRINCIPALS AND LEADERSHIP TEAMS TO LOOK AT THAT DATA AND ACTUALLY LIKE ADDRESS IT? YEAH, ABSOLUTELY.

WE ACTUALLY THAT'S PART OF ONE OF THE CHECK INS FROM EXECUTIVE DIRECTORS WHERE WE CHECK IN WITH THEM AFTER THE CLIMATE SURVEYS COME OUT.

AND WE DO HAVE PRINCIPALS CREATE ACTION PLANS AROUND CLIMATE SURVEYS.

AND THEN THIS YEAR, MOVING FORWARD, WE WILL SEE US BE VERY INTENTIONAL AROUND TRIANGULATING THE DATA, NOT JUST WITH WHAT COMES OUT OF THE CLIMATE SURVEY, BUT WITH OTHER DATA POINTS, TO SEE HOW WE CAN MORE ACCURATELY PROVIDE SUPPORT TO CAMPUSES AND TO STAFF.

THAT'S GREAT. AND I ASK THOSE QUESTIONS IN THE BACKDROP OF THE FACT THAT WHAT YOU'RE DOING IS REALLY WORKING.

CLEARLY SO EXCITED TO SEE IT CONTINUE IN THAT DIRECTION.

SO THANK YOU. TRUSTEES.

ANY OTHER QUESTIONS? HEARING NONE. THANK YOU FOR THE UPDATE, TRUSTEES.

WE ARE NOW MOVING ON TO AGENDA ITEM 77A INFORMATION AND REPORTS THE SUPERINTENDENT'S REPORT.

[7. INFORMATION/REPORTS]

HERE'S AN OPPORTUNITY FOR US TO BRING YOU AN UPDATE ON HOW WE'RE CONTINUING TO BE REFLECTIVE AND RECOGNIZE THAT WE NEED TO ALL BE INTERCONNECTED.

WHEN WE TALK ABOUT THE CMR WORK AND THAT WORK FORCE DEVELOPMENT IS A KEY COMPONENT, AS MANY OF OUR STUDENTS MAY BE SEEKING

[00:45:05]

SOME MAY GO THROUGH COLLEGE AND THEN THE PROFESSIONAL WORLD.

SOME MAY GO DIRECTLY TO THE PROFESSIONAL WORLD.

OF COURSE, SOME MAY CHOOSE TO HONOR OUR COUNTRY WITH THEIR SERVICE.

AND SO WITH THAT, I'M GOING TO TURN IT OVER.

THIS HAS BEEN COLLABORATIVE WORK BETWEEN DOCTOR LUSK AND CHIEF HEWITT POWELL, AND I'M GOING TO TURN IT OVER TO THEM TO GET US GOING.

OKAY. THANK YOU SO MUCH.

AND WE WILL PRESENT TO YOU TWO ITEMS TODAY.

THANK YOU. TWO ITEMS TODAY, WHICH IS AN UPDATE ON OUR DISTRICT IMPROVEMENT PLAN AND ALSO AN UPDATE ON OUR WORKFORCE DEVELOPMENT AND EMPLOYEE RELATIONS DATA AND WORK THAT WE'RE DOING WITHIN DALLAS ISD.

AND LET ME BACK UP FOR JUST A SECOND BECAUSE I FORGOT THE DISTRICT IMPROVEMENT PLAN WAS FIRST.

I WAS GOING STRAIGHT TO THE WORKFORCE DEVELOPMENT.

I WAS WONDERING WHY MICHAEL GAYNOR WASN'T UP HERE ALREADY.

I'M SORRY. SO I DO WANT TO JUST REMIND.

I KNOW MOST OF THE BOARD ALREADY KNOWS THIS.

THE TEXAS EDUCATION AGENCY REQUIRES US TO HAVE A DISTRICT IMPROVEMENT PLAN.

EVERY CAMPUS HAS TO HAVE A CAMPUS IMPROVEMENT PLAN.

AND WHEN I SAY EVERY, EVERY SINGLE ONE, LIKE, THAT'S JUST A REQUIREMENT.

HOWEVER, WE ALSO THINK WE'RE AT A UNIQUE PLACE RIGHT NOW THAT AS WE CONTINUE TO GET IN SOME DATA FROM OUR STATE ASSESSMENT, WHICH WE DO NOT HAVE FINALIZED AT ALL, WE DON'T HAVE ANY ACCOUNTABILITY NUMBERS YET.

MANY OF YOU HAVE ASKED ABOUT WHAT'S WHAT ABOUT A STRATEGIC PLAN ITSELF.

AND SO WE'RE GOING TO TAKE THE REQUIREMENTS THAT THE AGENCY HAS, WHICH WE'RE PRESENTING TO YOU TODAY.

BUT PLEASE KNOW THAT WE'LL BE WORKING TO TRY TO MAKE THIS BE BOTH A STRATEGIC PLAN AS WELL AS THE DISTRICT IMPROVEMENT PLAN, SO THAT WE WOULDN'T HAVE TWO DIFFERENT THINGS. FOR TODAY'S PURPOSES.

WE'RE GOING TO PRESENT TO YOU WHAT WE HAVE FROM WHAT WE DO KNOW THROUGHOUT THIS PAST YEAR, WHAT ARE SOME THINGS THAT WE NEED TO CONTINUE DOING AND WHAT ARE SOME THINGS WE MAY NEED TO BE PIVOTING ON? AND SO THAT IS WHAT OUR DISTRICT IMPROVEMENT PLAN OR OUR DIP WILL PRESENT TO YOU TODAY.

THANK YOU.

SO WE ARE, AS THE SUPERINTENDENT STATED, WORKING ON THE DISTRICT IMPROVEMENT PLAN, AND WE PROJECT THAT WE WILL HAVE A COMPLETED PLAN IN ABOUT AUGUST OR SEPTEMBER.

AND OF COURSE, WHILE WE CAN IDENTIFY SOME OF THOSE HIGH LEVERAGE STRATEGIES, WE ARE WAITING FOR THE FINALIZED DATA TO COMPLETE THE THE OVERALL PLAN.

BUT WE WANTED TO BRING FORWARD WITH TO YOU A VERY HIGH LEVEL VIEW OF MANY OF THE STRATEGIES THAT STRATEGIES THAT WE'RE WORKING TOWARDS FOR NEXT YEAR.

SO THE DIP OH, I'M SORRY, I HAVE THE I WAS WAITING FOR THE SLIDE TO CHANGE.

I HAVE THAT SORRY. SO THE DIP FOCUSES ON OUR PLAN THAT'S DESIGNED TO IMPROVE OUR STUDENT OUTCOME GOALS AND CONSTRAINTS AS IT ALIGNS OUR LOCAL GOALS WITH OUR FEDERAL FUNDS AND THE NEEDS FOR EACH CAMPUS, BASED ON DATA AND THE CNA, OUR CAMPUS NEEDS ASSESSMENT OR THE DISTRICT NEEDS ASSESSMENT, PARDON ME FOCUSES ON THE DEMOGRAPHICS, STUDENT ACHIEVEMENT, ACADEMIC ACHIEVEMENT, OUR SCHOOL PROCESSES AND PROGRAMS, AND STAFF PERCEPTIONS. OUR STRATEGIES AT THIS TIME WILL NOT HAVE VARIED MUCH FROM LAST YEAR, BUT WE ARE FOCUSED ON THE FIVE BOARD ADOPTED GOALS WHICH FOCUS ON ACADEMIC ACHIEVEMENT AND COLLEGE AND CAREER READINESS.

AND SO WITHIN THOSE STRATEGIES, WE ARE LOOKING AT OUR TIER ONE RESOURCES, OUR PROFESSIONAL DEVELOPMENT PLAN, OUR TARGETED INSTRUCTION, WHICH INCLUDES ALL ACADEMIC TIERS OF STUDENTS AND OUR STUDENT GROUPS.

IT ALSO INCLUDES OUR DIGITAL, OUR USE OF DIGITAL RESOURCES HOW WE WILL USE PERSONNELS ADDITIONAL PERSONNEL SUPPORT TO, TO SUPPORT CAMPUSES.

YOU'LL ALSO SEE WITHIN OUR STRATEGIES A POINT TOWARDS LITERACY ACCELERATION SPECIALIST.

AND THAT IS FORMALLY OUR OUR READING INTERVENTIONIST.

AS YOU KNOW, WE LIKE NEW NAMES IN DALLAS ISD.

AND SO WE CHANGED THE NAME BECAUSE WE JUST SLIGHTLY CHANGED A COUPLE OF THINGS ABOUT THE WORK THAT THEY WILL DO.

AND WE WILL ALSO CONTINUE TO SEE THE WORK THAT WE DO TO PREPARE STUDENTS FOR THE WORKFORCE AND, AND LIFE BEYOND THE 12TH GRADE.

AND ALONG WITH OUR STRATEGIC INITIATIVES, AGAIN, MANY OF THOSE HAVE NOT CHANGED FROM LAST YEAR.

WE CAN SEE THAT THESE ARE WHERE WE ARE PUTTING OUR MOST RESOURCES, AND THESE ARE OUR BIGGEST INVESTMENTS TO IMPROVE STUDENT OUTCOMES FOR OUR PRE-K THROUGH 12TH GRADE STUDENTS.

SO IF WE MOVE ON TO THE OH, THAT'S ME.

MOVING ON TO THE NEXT SLIDE.

WHAT I WILL DO IS I'M JUST GOING TO INSTEAD OF SORT OF READING THROUGH EVERY STRATEGY, I'LL SORT OF BUCKET THOSE STRATEGIES SO THAT WE CAN SEE HOW WE ARE GOING TO MOVE THIS WORK. SO WITH OUR TIER ONE RESOURCES, PROFESSIONAL DEVELOPMENT TARGETED INSTRUCTION, DIGITAL RESOURCES TARGETED PROGRESS MONITORING, HIGH QUALITY INSTRUCTIONAL MATERIALS.

ALL OF THOSE ARE REALLY FOCUSED AROUND TIER ONE INSTRUCTION, SUPPORT FOR THE CLASSROOM TEACHER, AND SUPPORT FOR STUDENTS AT ALL TIERS

[00:50:09]

WE ALSO HAVE AGAIN, ADDITIONAL SUPPORT STRUCTURES WHICH ENSURE THAT WE PROVIDE PERSONNEL TO CAMPUSES TO SUPPORT ALL STUDENT GROUPS.

AND THAT INCLUDES INDIVIDUALS LIKE OUR DEMONSTRATION TEACHERS, THOSE EARLY LEARNING SPECIALISTS THAT ARE NOW PUSHED OUT TO CAMPUSES.

OUR AGAIN, OUR LITERACY ACCELERATION SPECIALISTS, ALL OF THOSE INDIVIDUALS ARE SUPPORTING US IN MATH AND READING AND THOSE VARIOUS STUDENT GROUPS IN OUR COLLEGE PREP WORK AND ALIGNED PROGRAMS AND STUDY THE CAREER INSTITUTES.

THAT, AGAIN HELPS US PREPARE OUR STUDENTS FOR COLLEGE, CAREER, MILITARY AND WORKFORCE AND AGAIN, THAT LIFE BEYOND HIGH SCHOOL.

SO WE'RE DOING THAT THAT WORK AS WELL.

AND AT THE VERY FAR OTHER BOOK END, WE CONTINUE TO INVEST IN OUR EARLY CHILDHOOD EDUCATION BECAUSE WE KNOW THAT STUDENTS WILL PERFORM WELL THROUGHOUT THEIR SCHOOLING CAREER ONCE THEY ARE PREPARED TO TO ENTER SCHOOL AT EARLY GRADE LEVELS.

AND OF COURSE, OUR WORK IS DONE THROUGH THE RACIAL EQUITY LENS IN DALLAS ISD, OUR PHILOSOPHY IS THAT EVERYONE OWNS RACIAL EQUITY.

SO IT'S NOT JUST YOU KNOW, A DEPARTMENT.

IT'S REALLY A PHILOSOPHY IN THE WAY THAT WE WE APPROACH ALL OF OUR WORK COLLECTIVELY.

AND THEN FINALLY, WE CONTINUE TO MAKE AN INVESTMENT IN OUR DISCIPLINE REDESIGN AND OUR MENTAL HEALTH SUPPORT FOR STUDENTS TO INCREASE STUDENT ENGAGEMENT, BUT ALSO TO TO GET RID OF SOME OF THOSE PRACTICES THAT HAVE HAD SOME OF OUR STUDENTS DISPROPORTIONATELY REPRESENTED IN A STUDENT DISCIPLINE.

AND SO REALLY, FINALLY, FOR OUR NEXT STEPS, WHAT WE'RE GOING TO FOCUS ON IS, IS GLEANING THE DATA, ANALYZING THE DATA THAT COMES FROM THE STATE.

AND IN OUR ACCOUNTABILITY DATA, WE'RE GOING TO CONTINUE TO FOCUS ON THOSE STRATEGIC INITIATIVES AND THE DISTRICT'S GOALS.

AND WE'RE GOING TO CONTINUE TO MONITOR THE FINALIZING THE FINALIZATION OF OUR CAMPUS IMPROVEMENT PLANS FOR THE.

2425 SCHOOL YEAR.

ONCE OUR DIP IS COMPLETED, YOU WILL FIND THE DIP LOCATED IN THE DISTRICT ON THE DISTRICT WEBSITE, ON DALLAS ISD WEBSITE, IN THE ABOUT DALLAS ISD TAB, AND YOU'LL FIND THE FINALIZED DIP THERE AGAIN BY THE END OF AUGUST OR BEGINNING OF SEPTEMBER.

AND AT THIS TIME, I'M PREPARED TO TAKE QUESTIONS.

OR DO WE WANT TO CONTINUE ON TO THE NEXT REPORT? OKAY. WE CAN TAKE QUESTIONS.

THANK YOU. TRUSTEE FOREMAN.

THANK YOU.

EXCUSE ME. TIFFANY, JUST A JUST A FEW QUESTIONS REGARDING THIS AND JUST HELP ME OUT, BECAUSE I COULD BE ABSOLUTELY WRONG.

THE ADDITIONAL SUPPORT STRUCTURES I DO KNOW BASED ON BUDGETING, LAST YEAR, SOME OF THE SUPPORTS WERE TAKEN AWAY FROM THE CAMPUSES. THAT'S CORRECT.

SO ARE ARE WE SAYING THAT IF CAMPUSES DO, IN FACT NEED ADDITIONAL SUPPORTS, THAT THAT'S GOING TO BE TAKEN INTO CONSIDERATION AND THAT THOSE CAMPUSES MAY GET THOSE SUPPORTS.

SO IF WE CAN GO BACK TO THAT, THAT SLIDE THAT HAS THAT ON THAT SLIDE SIX.

YES, MA'AM. SO WHEN WE TALK ABOUT ADDITIONAL SUPPORT STRUCTURES, I THINK WHAT WE'RE TALKING ABOUT ARE THOSE SUPPORTS THAT WE HAVE INTENTIONALLY PUSHED TOWARDS CAMPUSES TO ENSURE THAT THEY HAVE WHAT THEY NEED.

SO FOR EXAMPLE, OUR EARLY LEARNING SPECIALIST INSTEAD OF HAVING THEM CENTRALLY STAFFED AND CENTRALLY HOUSED, WE ENSURE THAT THEY ARE NOW CAMPUS FACING, WORKING WITH TEACHERS AND STUDENTS THOSE DEMONSTRATION TEACHERS THAT THEY ARE NOW MORE STUDENT FACING THOSE THAT ILLITERACY ACCELERATION SPECIALISTS.

SO IT'S TAKING AS MUCH CENTRAL STAFF AS WE HAVE AND PUTTING IT TO SUPPORT TEACHERS AND STUDENTS.

NOW, WHAT WE HAVE DONE, IF YOU RECALL, SORT OF THE BUDGET CONVERSATION THAT WE HAD PREVIOUSLY, IS THAT WE DID KIND OF LOOK AT AN EQUITY BASED LENS FOR ALL OF OUR CAMPUSES TO DETERMINE WHAT CAMPUSES NEED MORE THAN OUR SORT OF TRADITIONAL FORMULA CALLS FOR.

SO, AGAIN, A CAMPUS THAT WHILE WE MIGHT HAVE A FORMULA THAT SAYS YOU RECEIVE SO MANY MONITORS OF THE AT A CAMPUS, WE GO BACK AND WE SAY, WELL, THIS CAMPUS HAS PROBABLY MAYBE MORE DISCIPLINE ISSUES, OR THEY HAVE HIGHER LEVELS OF MANDATORY REFERRALS AND DAP PLACEMENTS.

SO WE PROVIDE MORE CAMPUS MONITORS AT THOSE SCHOOLS.

AND SO WE DO THAT NOT JUST FOR CAMPUS MONITOR, BUT WE LOOKED AT ASSISTANT PRINCIPALS AND ADDITIONAL TEACHING STAFF AS WELL AS WE AS WE LOOKED AT, AS AT THE STAFFING FOR EACH CAMPUS.

AND COULD YOU EXPLAIN FOR ME AND IN THAT SAME AREA, YOU SAY TEACHERS THAT PROVIDE DISTRICT WIDE STUDENT SUPPORT FOR STUDENTS IN READING AND OR MATH.

SO IS THAT ELEMENTARY? IS THAT SECONDARY?

[00:55:01]

SO LIKE LET ME GIVE YOU AN EXAMPLE OF ANOTHER SUPPORT THAT WE HAVE.

AND THAT'S LIKE OUR INSTRUCTIONAL LEAGUE COACHES.

THEY WOULD GO OUT AND THEY WOULD PROVIDE SUPPORT TO TEACHERS IN THEIR PLCS.

THEY CAN HELP DEMO TEACHERS AND DEVELOP THEM.

AND THE, THE, THE FOCUS FOR THOSE ILCS IS READING IN MATH.

WE DO HAVE A COUPLE THAT SUPPORT SCIENCE, BUT THE MAJORITY OF THE FOCUS IS GOING TO BE READING AND MATH.

SO THAT WOULD BE TEACHERS THAT GO OUT AND TRAIN.

YES, MA'AM. THEY'RE TRAINING TEACHERS.

OKAY. AND OTHER LIKE THE DEMO TEACHERS AND TEACHERS AS WELL.

SO I THE WAY IT'S WORDED, YEAH, IT DOESN'T QUITE SEEM THAT WAY.

SO YES MA'AM.

THE WORDING WOULD BE TRAINING.

IT MIGHT BE A LITTLE BIT EASIER FOR ME TO UNDERSTAND.

YES, MA'AM. AND THEN UNDER THE ALIGNED PROGRAMS OF STUDY IN GENERAL TECH AND I'M LOOKING AT THE VERY LAST SENTENCE WHICH SPEAKS TO WAS THE LAST PART OF THE SENTENCE WHICH SPEAKS OF OFFER DUAL CREDIT SUMMER HUBS TO SUPPORT P-TECH STUDENTS PROVIDE A ROBUST MONITORING SYSTEM TO TRACK DUAL CREDIT SUCCESS FOR STUDENTS, ASSOCIATE DEGREES ON TRACK MEETINGS AND BE SCHEDULED IN FALL AND SPRING. AND I THINK THIS WOULD PROBABLY BE FOR BRIAN IS THAT WE DO KNOW IN OUR TECH WORLD THAT WE HAVE MANY, MANY STUDENTS THAT DROP OUT OF TECH.

SO ARE WE LOOKING AT TRYING TO KEEP THOSE STUDENTS IN P TECH, OR IS THIS JUST THE STUDENTS THAT DO REMAIN? GOOD AFTERNOON. FIRST OF ALL, GOOD AFTERNOON.

IT IS TO WORK ON OUR RETENTION RATE TRUSTEE FOREMAN, BECAUSE IT IS IMPORTANT FOR US TO KEEP AS MANY STUDENTS AS WE CAN INTO OUR PROGRAM SO THAT THEY CAN CONTINUE TO EARN DUAL CREDIT AND STAY ON TRACK.

AND I DO WANT TO ADD, BECAUSE TRUSTEE FOREMAN THIS ONE, WE'VE HAD YOU AND I SPECIFICALLY AND OTHER TRUSTEES, BUT YOU AND I SPECIFICALLY HAVE HAD THIS CONVERSATION AND I'VE HAD WITH THE TEAM AND SOMETIMES, RIGHT, THERE IS A REASON WHY A STUDENT MAY NOT BE ABLE TO STAY, BUT NOT TO THE PERCENTAGE THAT WE'RE SEEING.

AND SO THIS IS NOW WHAT, AS DOCTOR LUSKIN AND THE TEAM CHERYL NEVILLES AND OTHERS HAVE GONE OUT WITH PRINCIPALS AND TALKED TO COUNSELORS AND KIDS, THEY'VE DISCOVERED THAT ONCE A KID STARTS GETTING BEHIND, THEN THEY FEEL LIKE THEY JUST CAN'T CONTINUE.

AND SO THEY CHOOSE TO GO BACK TO THE COMPREHENSIVE SIDE.

AS WE'RE PROVIDING MORE SUPPORTS WITH THESE SUMMER HUBS, THE STUDENTS ARE NOW LIKE, I THINK I CAN STAY, I THINK I CAN GET THROUGH IT.

SO NOT WAITING TOO LONG.

ONCE THEY'RE TWO BEHIND, THEN THEY FEEL LIKE THEY HAVE TO GET OUT.

SO IT IS PARTLY, OF COURSE YOU WANT TO KEEP THEM ON TRACK ALWAYS, BUT IT'S TO MAKE SURE THAT WE DON'T LOSE THEM EARLY ON AND THAT WE WILL GET HIGHER PERCENTAGES, NOT JUST COMPLETING, BUT STAYING IN THE PROGRAM FROM THE BEGINNING.

SO DID WE USE THE SUMMER HUB THIS YEAR? OR THERE'S A THERE'S AN INITIATIVE WE'RE GOING TO USE NEXT SCHOOL YEAR.

WE ARE USING THE SUMMER HUBS RIGHT NOW TRUSTEE FOREMAN.

AND SO DO WE HAVE NUMBERS ON WHO ATTENDED THE SUMMER HUBS.

WE JUST SUMMER HUBS JUST STARTED, BUT WE HAVE WE EXPECT TO HAVE ABOUT 2000 STUDENTS ACROSS THE LCISD.

OKAY. IT WOULD BE GOOD FOR ME.

I DON'T KNOW ABOUT THE REST OF THE TRUSTEES, BUT IT WOULD BE GOOD FOR ME TO KNOW SPECIFICALLY IN MY AREA THE NUMBER OF STUDENTS THAT ARE IN THE SUMMER HUB THAT BECAUSE MANY OF THEM MIGHT BE ON THE BUBBLE AS FAR AS I'M CONCERNED.

AND SO I'D LIKE TO KNOW WHO THOSE STUDENTS.

THE NUMBER THAT FOR YOU. YES, MA'AM.

OKAY. THANK YOU SO MUCH.

SO TRUSTEE CARRY.

ONE JUST A COUPLE OF ROOKIE QUESTIONS.

FOR FEAR OF OF REFLECTING MY IGNORANCE, BUT NEVERTHELESS MAKING SURE I AT LEAST KNOW WHAT'S HAPPENING, BECAUSE I THINK THAT'S EVEN MORE IMPORTANT THAN THAN I WANT TO MAKE SURE I UNDERSTAND THE DISTRICT IMPROVEMENT PLAN.

MY ASSUMPTION IS IT'S SIMILAR.

SIMILAR AT A MUCH LARGER SCALE TO A CAMPUS IMPROVEMENT PLAN, WHICH I'VE BEEN A PART OF ON SBMS. AND THAT THIS OVERALL IS, IS A DESCRIPTION OF THE DISTRICT'S EFFORTS TO TRY TO ALIGN ITS ACTIVITIES WITH THE GOALS SET BY THE BOARD.

IS THAT CORRECT? OR DOCTOR ELIZALDE, IF YOU COULD CLARIFY FOR ME EXACTLY THE PURPOSE OF IT IS AND IT'S A BOTH END.

IT'S. YES.

AND THERE ARE ALSO CERTAIN COMPONENTS THAT MUST BE REFLECTED IN THE DIP BY TIA.

SO IT'S PRIMARILY TO MAKE SURE WE'RE SAYING THESE ARE THE THINGS WE'RE UTILIZING TO MEET THE BOARD GOALS.

AND THERE COULD BE SOME THINGS THAT TIA REQUIRES US TO PUT IN THIS THAT IS RELATED TO THE GOALS BUT NOT DIRECTLY CORRELATED.

OKAY. SO WITH THAT IN MIND, THERE ARE SOME THINGS THAT I'LL PREVIEW, YOU KNOW, FOR THE FOR THE ADMINISTRATION AND FOR THE OTHER BOARD MEMBERS THAT I'M PERSONALLY VERY INTERESTED

[01:00:02]

AND SO I'M GOING TO ASK SOME QUESTIONS ON WHAT DATA WE HAVE.

AND IF I GET THE ANSWERS I SUSPECT I MIGHT HAVE, THEN I WOULD ENCOURAGE THE ADMINISTRATION TO THINK ABOUT WHETHER WE COULD BUILD SOME OF THESE DATA STREAMS AS THEY'RE WORKING ON THE DISTRICT IMPROVEMENT PLAN, BUT ONE I KNOW WE TRACK IN WHEN OUR COLLEGE CAREER, MILITARY READINESS SORT OF COLLEGE ENROLLMENT.

ARE WE TRACKING HOW MANY OF OUR STUDENTS ONCE THEY GO TO COLLEGE, ARE ACTUALLY COMPLETING A PORTION OR ALL OF COLLEGE? BECAUSE IN MY MIND, THERE'S A DIFFERENCE IN READINESS TO ENROLL IN COLLEGE AND READINESS TO ACTUALLY THRIVE IN COLLEGE.

AND DO WE HAVE THE DATA TO KNOW HOW WELL OUR STUDENTS ARE DOING? IN THE LATTER, WE DO HAVE THE ABILITY TO SEE THE SUCCESS RATE OF OUR STUDENTS POST HIGH SCHOOL AT, LET'S SAY, AT SIX YEARS OUT FOLLOWING HIGH SCHOOL.

SO WE DO HAVE SOME DATA POINTS THAT TELL US WHERE WE STAND WITH REGARD TO THAT.

AND DO WE ACTIVELY TRACK THAT? IN OTHER WORDS, DO YOU HAVE A PROCESS IN WHICH YOU ARE EVALUATING WHETHER OR NOT OUR STUDENTS ARE COMPLETING COLLEGE OR NOT, OR IS THAT NOT SOMETHING THAT WE REGULARLY, ROUTINELY TRACK STUDENT BY STUDENT? IT'S QUITE DIFFICULT TO BUILD TO BE ABLE TO DO THAT, BUT IT'S A COHORT.

WE CAN SEE THAT AND WE CAN UNDERSTAND THE SUCCESS OF OUR STUDENTS AND WHERE THE OPPORTUNITIES MAY LIE.

OKAY. AND THEN FOR THOSE THAT DECIDE TO GO DIRECTLY INTO THE WORKFORCE AND YOU AND I, DOCTOR LUSK, HAVE HAD SOME CONVERSATIONS ABOUT THIS AS WELL.

BUT DO WE HAVE THE ABILITY TO SEE WHICH OF OUR STUDENTS ARE EMPLOYED, WHICH OF OUR STUDENTS ARE EARNING, YOU KNOW, LIVING WAGES, WHICH OF OUR STUDENTS ARE UTILIZING THE CERTIFICATES THAT THEY'RE EARNING? AND LICENSURE THROUGH OUR CAREER INSTITUTES AND OTHERS? AND I KNOW SOME OF THAT, I KNOW SOME OF THOSE CHALLENGES, BUT I WANTED TO JUST ASK THAT QUESTION TO SEE IF YOU HAD ANY INSIGHTS YOU COULD SHARE WITH THE BROADER BOARD LAST SCHOOL YEAR. MICHAEL GAYNOR, HE WILL BE HERE IN A FEW MINUTES TO TALK ABOUT WORKFORCE DEVELOPMENT.

BUT WE REALLY THE TEAM COMMITTED TO BEGINNING TO UNDERSTAND WHAT OUR STUDENTS WERE DOING POST HIGH SCHOOL.

SO REALLY GETTING AN OPPORTUNITY TO BUILD RELATIONSHIPS WITH OUR CURRENT SENIORS AND GRADUATES.

AND THEN IF THEY CHOOSE TO CONNECT WITH US, WE CAN GET A SENSE OF WHERE THEY'RE HEADING.

BUT SYSTEM WIDE, THERE'S NOT A PARTICULAR SYSTEM, IF YOU WILL, OUT IN THE UNIVERSE THAT SAYS, HEY, YOU CAN YOU CAN TRACK THESE STUDENTS AND KNOW WHAT THEY'RE DOING POST HIGH SCHOOL WITH A GIVEN EMPLOYER.

AND SO I GUESS ONE THING I WOULD SAY IS TO, YOU KNOW, I'VE HAD SOME CONVERSATIONS AND I WILL DO WHAT I CAN FROM MY LITTLE PERCH TO TRY TO CONNECT, YOU KNOW, TO THE WORKFORCE COMMISSION OR OTHERS TO HELP US BUILD SOME OF THOSE SYSTEMS IF WE CAN.

BUT I WOULD ALSO PUT THE ONUS ON THE ADMINISTRATION, AS YOU'RE WORKING ON THE DISTRICT IMPROVEMENT PLAN, THAT IS THAT IS A GOAL THAT YOU HAVE TO BE ABLE TO TRACK THAT, TO WORK INTO YOUR PLAN YOU KNOW, PLANS TO TRY TO DEVELOP THOSE DATA STREAMS OR TO IDENTIFY THE BARRIERS TO THEM SO THAT WE CAN WORK THROUGH THEM.

SO SO I CAN'T WASTE THIS OPPORTUNITY.

IT'S CERTAINLY NOT SOMETHING WE DON'T WANT TO CREATE.

THE QUESTION I WOULD HAVE IS WHAT DO I CUT? YEAH, BECAUSE WE HAVE A VERY TIGHT BUDGET OBVIOUSLY THAT YOU ALL APPROVED.

AND SO WE UTILIZE WHAT WE DO HAVE AVAILABLE.

AND I ALSO DON'T WANT TO PUT SOMETHING INTO OUR STRATEGIC PLAN OR OUR DISTRICT IMPROVEMENT PLAN THAT I DON'T HAVE ANY RESOURCES TO SUPPORT.

I DO THINK BEING ABLE TO HAVE THE THE ADDITIONAL COUNSELORS, OUR ADDITIONAL GUIDANCE COUNSELORS AT OUR HIGH SCHOOLS MAY YIELD US SOME OF BEING ABLE TO SEE AS THEY FOLLOW STUDENTS WHERE THEY EMPLOYED AND SO ON AND SO FORTH.

I DO SEE IT AS CERTAINLY ALL OF US WANT TO WORK TOWARDS IT.

I JUST WANT TO BE CAUTIOUS OF MANAGING YOUR EXPECTATIONS, CERTAINLY OF OF ME AND OUR TEAM, IN THAT IT DOES REQUIRE RESOURCES.

AND I'M REALLY COLLECTIVELY IT'S WHAT ELSE WOULD WE NOT DO IN ORDER TO.

BEST IN THIS RIGHT NOW, AND UNTIL THE STATE RECOGNIZES THE NEED FOR US TO HAVE ADDITIONAL REVENUE STREAMS. THINGS LIKE NEEDING TO MAKE SURE THAT OUR EMPLOYEES GET SOME RAISE, AS OPPOSED TO PUTTING IN SOME SYSTEMS THAT WE CAN KEEP UP WITH KIDS AFTER THEY LEAVE US. IS IS REALLY A KIND OF A CONUNDRUM FOR US RIGHT NOW.

SO WE DEFINITELY HAVE IT ON OUR LIST.

TRUSTEE CURRY.

AS YOU KNOW, I REALLY I'M REALLY HOPING THE STATE IS LISTENING AND THAT NOT THAT IT WOULD.

YOU KNOW, I DON'T NOT REALLY SURE THAT ME SAYING ANYTHING WOULD HAVE AN IMPACT, BUT WE DEFINITELY COULD UTILIZE SOME ADDITIONAL REVENUE TO BE ABLE TO CREATE THOSE OUTCOMES, AT LEAST TO MONITOR WHERE WE ARE.

SO WE COULD THEN INTERVENE IN A WAY TO BE MORE EFFECTIVE.

SO WE'LL KEEP THAT IN MIND.

AND AND THIS MAY BE A CONVERSATION WE NEED TO AGAIN TALK OFFLINE.

SO I BETTER UNDERSTAND THE COST BECAUSE I'M PRIMARILY JUST TALKING ABOUT TRYING TO COLLECT DATA.

AND I DON'T KNOW ALL THE RESOURCES THAT WOULD BE NECESSARY TO DO THAT SO I CAN LEARN FROM THAT.

BUT AT THE SAME TIME, YOU KNOW, IF, IF, IF WE DO VIEW THAT AS OUR MISSION TO TRY TO GET STUDENTS TO PREPARE TO LIVE THE LIVES THEY WANT TO LEAD, I WANT TO BE ABLE TO KNOW WHERE THEY ARE. AND SO I WOULD LOVE US TO BE ABLE TO, TO FIGURE THAT POINT OUT.

[01:05:07]

TRUSTEE TURNER.

YES. FIRST OF ALL, I THINK THE TECH PROGRAMS ARE WONDERFUL.

I THINK WE ACTUALLY NEED MORE TO EXPAND IT.

THE QUESTION THAT I DO HAVE IS, HOW ARE WE PREPARING OUR MIDDLE SCHOOL AND ELEMENTARY SCHOOL KIDS FOR TECH? SO THAT IS SOMETHING WE RECOGNIZE THAT WE HAVE AN OPPORTUNITY TO DO.

MOST RECENTLY WE ACTUALLY LAUNCHED WITH OUR ELEMENTARY SCHOOL COUNSELORS WHAT WE CALL ELEMENTARY SCHOOL ADVISING CURRICULUM.

SO BEYOND THE ADVISING THAT THEY CURRENTLY DO, WE ACTUALLY THROUGH DEF WE'VE GOT KITS NOW FOR EVERY ELEMENTARY SCHOOL COUNSELOR TO USE TO HELP.

WHAT'S F DEF DALLAS EDUCATION FOUNDATION OKAY.

SORRY. THAT'S OKAY. YEAH WE LOVE ACRONYMS OKAY.

BUT ESSENTIALLY THESE THESE THESE KITS FROM THE DALLAS EDUCATION FOUNDATION THAT OUR COUNSELORS NOW HAVE ACCESS TO AFFORD OUR COUNSELORS TO DO TO DO A DEEPER DIVE, IF YOU WILL, INTO INFORMING OUR STUDENTS OF WHAT'S WHAT'S OUT THERE.

AND THEN IN MIDDLE SCHOOL, WE ACTUALLY HAVE A MIDDLE SCHOOL COURSE.

IT'S CALLED PATH TO COLLEGE AND CAREER.

AND IT'S FOR EVERY SEVENTH GRADER IN DALLAS ISD THAT WE'VE INSTITUTED OVER THE LAST TWO YEARS THAT WILL CONTINUE TO OFFER, BECAUSE WHAT IT DOES, IT'S A CURRICULUM THAT, AGAIN, SPIRALS BACK AROUND TO WHAT ARE THE OPPORTUNITIES AND CAREERS I CAN ENGAGE IN.

BUT ALSO IT SETS UP FOR THE EIGHTH GRADE YEAR WHERE STUDENTS ARE SAYING, I WANT TO GO TO MY COMPREHENSIVE HIGH SCHOOL, I WANT TO GO TO TECH, OR I WANT TO GO TO A SEAT.

I WANT TO PROGRAM OF STUDY AT THE HIGH SCHOOL OR CAREER INSTITUTE.

SO THIS REALLY ALLOWS THE COUNSELOR AND THE STUDENT TO ENGAGE, TO UNDERSTAND THE OPTIONS AND REALLY HAVE A CLEAR HEAD ABOUT WHERE DO WHERE DO I WANT TO GO AND WHAT DO I WANT TO STUDY. AND I SEE TRUSTEE FOREMAN MENTIONED THE SUMMER HUBS.

COULD YOU EXPLAIN THAT TO ME WHAT THE SUMMER HUBS ARE? YES, SIR. SUMMER HUBS ARE DUAL CREDIT OPPORTUNITIES THAT THAT ARE SET AROUND DALLAS ISD REGIONALLY SO THAT EVERY EVERY HIGH SCHOOL STUDENT HAS HAS ACCESS REGIONALLY.

BUT ULTIMATELY IT ALLOWS FOR OUR STUDENTS TO ACCELERATE DUAL CREDIT OPPORTUNITIES THAT THEY MIGHT WANT TO ACCELERATE ON, TO GET TO GET AHEAD.

AND IT ALSO ALLOWS STUDENTS TO GET CAUGHT UP.

SO IT'S REALLY JUST THAT OPPORTUNITY FOR STUDENTS TO CHOOSE.

AND WE'RE REALLY, REALLY ENCOURAGED, QUITE FRANKLY, STUDENTS WHO MAY NEED TO GET BACK ON TRACK, BUT IT ALLOWS OUR STUDENTS TO TO EITHER ACCELERATE OR GET ON TRACK WITH DUAL CREDIT OPPORTUNITIES. OKAY.

AND THEN IN MY LAST QUESTION IS.

IS THERE ANY OPPORTUNITY? I KNOW THIS MIGHT COST MONEY.

I KNOW IT WILL COST MONEY.

FOR OUR MIDDLE SCHOOL KIDS TO DO SOMETHING FOR THE SUMMER TO GET THEM PREPARED FOR TECH START, YOU KNOW, PLANTING THE SEEDS OR SOMETHING.

FOR IN THE SUMMERTIME, WE DO HAVE OUR RISING NINTH GRADERS ACTUALLY DO A SUMMER BRIDGE CAMP FOR TEN DAYS WITH EACH OF OUR RESPECTIVE HIGH SCHOOLS SO THAT IF A STUDENT SAYS THEY WANT TO GO TO THE YOU KNOW, E TECH AT KIMBALL HIGH SCHOOL, THE ENGINEERING PATHWAY, RIGHT, THEN THEY ACTUALLY WOULD GET TEN DAYS OF PREPARATION, YOU KNOW, WHICH HELPS THEM GET ACCLIMATED TO HIGH SCHOOL, WHICH HELPS THEM GET ACCLIMATED TO WHAT'S THE COLLEGE GOING TO FEEL LIKE, RIGHT EXPERIENCE GOING TO BE LIKE AND ALSO ALLOWS THEM TO BUILD RELATIONSHIPS, WHICH IS CRITICALLY IMPORTANT, RIGHT? BECAUSE WE KNOW AS THEY STRUGGLE THAT RELATIONSHIP WITH THE STAFF MEMBERS AND THE TEAM IS GOING TO BE ONE OF THE THINGS THAT HELPS THEM STAY FOCUSED AND GET BACK ON TRACK.

OKAY. THAT'S ALL THE QUESTIONS I HAVE.

THANK YOU. TRUSTEE WHITE.

YES. I HAVE A QUICK QUESTION CONCERNING THE THE SUMMER PATH PATHWAY.

STUDENTS CAN ACTUALLY WHETHER THEY NEED THE ADDITIONAL HELP OR IF THEY JUST WANT TO TAKE ADDITIONAL CLASSES, THEY CAN ATTEND SUMMER SCHOOL COURSES.

CORRECT. THAT'S CORRECT.

OKAY. SO.

THE ONES THAT ARE HAVING TROUBLE, WHETHER THEY HAVE TO RETAKE A CLASS DURING THE SUMMER OR SOME, THEY MAY WANT TO GET A BETTER GRADE. I DON'T KNOW IF THAT IS ALLOWED AS FAR AS GETTING A BETTER GRADE THAN WHAT THEY RECEIVED TO RETAKE A COURSE.

DURING SUMMER, IS THAT IS THAT ALLOWED? WE WE ONLY OFFER CREDIT RECOVERY IN THE SUMMER FOR OUR HIGH SCHOOL STUDENTS.

AND AND THEY CAN TAKE THOSE COURSES NOT NOT TO NECESSARILY REPLACE A PREVIOUS GRADE.

GOTCHA. AND ONE OTHER THING.

I GUESS A STUDENT DOESN'T NECESSARILY HAVE TO BE IN ONE OF THESE P-TECH.

OR EARLY HIGH SCHOOL COLLEGE IN ORDER TO TAKE A COURSE AT THE COMMUNITY COLLEGES THAT WE PARTNER WITH.

I'M SORRY, DALLAS COLLEGE THAT WE PARTNER WITH TO TAKE CLASSES DURING THE SUMMER.

[01:10:04]

OUR STUDENTS HAVE THE HAVE THE ABILITY TO TAKE COURSES WITH DALLAS COLLEGE.

OKAY. AND THE ONLY THING THAT THEY WOULD HAVE TO BE RESPONSIBLE FOR THE BOOKS IS THAT CORRECT? THROUGH OUR AGREEMENTS.

AND THERE ARE A LOT OF THEM TODAY.

BUT YES. YES, MA'AM.

THEY'RE THEY WILL COST THE COST FOR BOOKS, BUT ACTUALLY DALLAS ISD PAYS THE COST.

PAYS THE COST FOR BOOKS.

SO IT'S OF NO COST TO STUDENTS.

THAT'S GREAT NEWS TO HEAR.

I DON'T HAVE TO TELL THEM THE POSSIBILITY IF THEY CAN CHECK THEM OUT OF THE LIBRARY NOW.

YEAH, THAT'S GREAT NEWS.

I. THAT.

THAT COMPLETES MY QUESTIONS.

THANK YOU SO MUCH.

TRUSTEE JOHNSON. YES, I WAS GOING BACK TO WHAT TRUSTEE FOREMAN SAID EARLIER.

I THINK SHE WAS TALKING ABOUT THE THE CIP.

SO THE CIP THAT THAT THE PRINCIPAL AND THE COMMUNITY AND THE COMMUNITY MEET TOGETHER, THAT LETS US KNOW WHAT FUNDING WHAT THE FUNDS WILL BE USED FOR, FOR THAT PARTICULAR CAMPUS. IS THAT STILL THE SAME? YES, THEY THEY USE THE CAMPUS NEEDS ASSESSMENT TO LOOK AT DATA.

AND THEN THAT INFORMS THE CIP DEVELOPMENT.

BUT IT'S A COLLABORATION WITH THE COMMUNITY AND THE PRINCIPAL.

CORRECT? CORRECT.

OKAY. WELL, LET ME LET ME CORRECT, THOUGH I WANT TO MAKE SURE.

SO IN OUR DISTRICT, THERE ARE TWO DIFFERENT WAYS TO DO THAT.

WE FIRST CREATE A DISTRICT IMPROVEMENT PLAN THAT'S BASED ON ALL OF THE DISTRICT DATA.

AND THEN EACH OF THE CAMPUSES THEN WORKS WITH THEIR COMMUNITY TO CREATE THEIR PLAN.

THAT HAS TO BE DOVETAILED UP NOW IN SMALL DISTRICT.

I'M ONLY SAYING THAT BECAUSE I SPENT SOME TIME, SMALL DISTRICTS, THE CAMPUSES CREATED THEIR PLAN, WHICH WOULD THEN GO UP TO BUILD THE DISTRICT PLAN.

BUT IN OURS IT GOES THIS WAY INSTEAD OF BUT YES, IT DOES WORK THAT WAY.

SO WITH THAT THE GENERAL FUNDS, WHICH IS 199 LINE CODE, DID DO OUR PRINCIPALS, SINCE THEY WORK WITH OUR COMMUNITY, IT'S ALL OF COURSE WE UNDERSTAND IT'S ALL ONE VISION.

ARE THEY ABLE TO HAVE FULL ACCESS TO THAT IN THIS IN THIS UPCOMING YEAR? DO THEY HAVE DO THEY HAVE FULL ACCESS AGAIN, FULL AUTONOMY TO SPEND AS THEY HAVE DONE IN THE PAST? I'M SORRY. CAN YOU JUST.

CAN YOU CLARIFY? YEAH.

FULL AUTONOMY. MEANING LIKE.

LIKE WHATEVER THE CIP.

BECAUSE THEY'RE GOING TO USE THEIR MONEY FOR WHAT THE CIP SAYS, AS LONG AS IT'S IN ALIGNMENT WITH THE DALLAS.

WITH THE DISTRICT. YES.

OF THE SCHOOL YEAR, WE HAD TO DO SOME BUDGET THAT WAS THAT WAS DIFFERENT.

AND THAT WAS MY YOU KNOW, THAT WAS THAT WAS ON ME.

BUT THAT'S NOT I HAVE NO INTENTION OF OF I'VE WE LEARN FROM THINGS IN WHICH WE SHOULD IMPROVE.

SO WE WON'T I WON'T DO IT IN THAT MANNER.

HOPEFULLY ALL OF US ARE ABLE TO BE REFLECTIVE OF THAT WAY.

NO, NOT JUST ME, RIGHT? NO, BUT I'M SAYING GOING FORWARD.

YES, SIR. OKAY. THAT'S ABSOLUTELY BECAUSE I KNOW THE I KNOW WE'RE HAVING A DEFICIT BUDGET.

SO I KNOW A LOT OF THINGS ARE DIFFERENT.

SO I JUST WANT TO MAKE SURE THAT WE'RE STILL HAVING THAT AUTONOMY, THAT THE PRINCIPAL HAS THE AUTONOMY BECAUSE I KNOW THINGS ARE DIFFERENT.

RIGHT. IT'S NOT OUR FAULT.

I KNOW IT'S STATE, BUT WE AIN'T GONNA GET INTO THAT.

THANK YOU. YES, SIR.

TRUSTEE MACKEY. YEAH.

THANK YOU FOR THIS. ONE OF THE.

ONE OF THE THINGS THAT I APPRECIATE AND IT SEEMS LIKE, YOU KNOW, OFTEN THE CAMPUS IMPROVEMENT PLANS AND THE DISTRICT IMPROVEMENT PLANS ARE REQUIREMENTS BY THE STATE.

AND SO YOU FILL OUT A LOT OF FORMS THAT MAY OR MAY NOT LIKE, BE THE MAIN FOCUS OF WHAT WE'RE DOING, BECAUSE IT'S SO COMPREHENSIVE AND IT'S A LOT OF PAPERWORK.

THE WAY I UNDERSTAND FROM THIS REPORT, YOU CAN TELL ME DIFFERENTLY, IS IT SEEMS LIKE THIS IS REALLY ALIGNED WITH TRULY WHAT WE ARE FOCUSED ON AND WHAT WE BELIEVE ARE GOING TO BE THE HIGHEST LEVELS THAT WE'RE GOING TO PULL OVER TIME.

IS THAT ACCURATE? THAT'S CORRECT.

AND I ALSO DEEPLY APPRECIATE THAT.

I DON'T THINK I AM SURPRISED BY ANYTHING ON HERE.

I THINK EVERY TIME WE DO A MONITORING REPORT, WE TALK ABOUT WHETHER IT IS THE ADDITIONAL SUPPORT STRUCTURES OR THE TARGETED INSTRUCTION, THE TIER ONE RESOURCES, THE COLLEGE PREP, WE'VE TALKED ABOUT THAT THROUGHOUT THE YEAR.

SO I APPRECIATE THAT ALIGNMENT.

MY ONE QUESTION IS, GIVEN THAT IT SOUNDS LIKE THESE ARE OUR BIG BETS, THESE ARE OUR STRATEGIES THAT WE EXPECT TO MOVE THE NEEDLE FOR STUDENT OUTCOMES.

IS THAT ACCURATE? CORRECT.

ARE WE AS AND I'VE BEEN VERY VOCAL ABOUT THE RETURN ON INVESTMENT AND WHAT WE LOOKED AT IN OUR BUDGETING PROCESS AS WE LOOK FORWARD TO NEXT YEAR, ARE WE NOW IDENTIFYING TO THE EXTENT POSSIBLE, WHICH OF THESE WE CAN TRY TO MEASURE WHICH STUDENTS ARE GOING TO IMPACT SO WE CAN WATCH OVER THE COURSE OF THIS YEAR AND WHEN WE REPORT BACK AND OUR NEXT BUDGETING PROCESS WHEN WE'RE LIKELY MAKING TOUGH CALLS AGAIN, WHICH OF THESE ARE REALLY SHOWING PROMISE? WHICH OF THESE ARE NOT SHOWING THE AMOUNT OF GAIN WE'D LIKE TO FOR THE AMOUNT? DO WE ALIGN THIS WITH WHAT WE'RE THINKING ABOUT FOR RETURN ON INVESTMENT GOING FORWARD? IN SHORT ANSWER, YES WE ARE.

I THINK RETURN ON INVESTMENT IS NOW A PART OF OUR PRACTICE, IF I MAY SPEAK FOR THE SUPERINTENDENT, AND I'LL TURN IT OVER TO HER FOR MORE DETAILS.

I WANT TO ONE OF THE THINGS WE LEARNED FROM THIS ROI PROCESS IS WE ARE NOW TYING THAT DIRECTLY TO THE INTERVENTION RIGHT NOW, OR TO, I SHOULDN'T EVEN SAY INTERVENTION TO THE STRATEGY. WHATEVER IT IS WE'RE DOING IS ALREADY TIED TO WHAT DATA WE'RE GOING TO COLLECT NOW.

[01:15:01]

IT WAS ALMOST LIKE A REVERSE MAPPING.

IN THIS INSTANCE WE ARE LIKE, OKAY, DEMO TEACHERS, WHAT DATA ARE WE LOOKING FOR? AWESOME. AND HOW ARE WE GOING TO MEASURE THAT.

SO WE KNOW IT'S STUDENT GROWTH.

BUT HOW ARE WE GOING TO HOW ARE WE GOING TO MEASURE THAT STUDENT GROWTH.

SO A REAL A REAL FOR REAL EXAMPLE IS HOW MANY STUDENTS WERE IN LOW APPROACHES THAT MOVED TO HIGH APPROACHES.

AND HOW MANY OF THOSE WERE TOUCHED BY DIRECTLY BY THE DEMO TEACHER, HOW MANY WERE TOUCHED BY TEACHERS WHO ARE D.T.R? WHAT WHAT SUPPORTS DO TEACHERS THAT ARE IN YEAR ONE, TWO AND THREE NEED? WHAT DO THEIR STUDENT OUTCOMES LOOK LIKE? THOSE THAT GOT MORE SUPPORT? WHAT DO THOSE STUDENT OUTCOMES LOOK LIKE.

SO THOSE ARE NOW DIRECTLY TIED AND ALIGNED TO THESE PARTICULAR GOALS AND THE CONSTRAINTS THAT WE HAVE UP HERE.

AND OF COURSE, WE'LL BE LOOKING SINCE WE KNOW OUR FIFTH YEAR IS ROUNDING OUT THIS YEAR, BUT WE'LL CONTINUE TO TIE THAT SPECIFICALLY.

SO IT SHOULD ALSO BE MORE IN REAL TIME TRUSTEE MACKEY BEING ABLE TO GET YOU THAT DATA.

AMAZING. I'M REALLY EXCITED FOR THAT.

THANK YOU. TRUSTEES.

ANY OTHER QUESTIONS ON THE DISTRICT IMPROVEMENT PLAN? OKAY. SEEING NONE SUPERINTENDENT, I WILL HAVE YOUR NEXT UPDATE.

NOW WE'LL GET TO PROBABLY WHAT TRUSTEE CURRY WILL EVEN WANT TO DIVE IN FURTHER ON OUR WORKFORCE DEVELOPMENT AND EMPLOYER RELATIONS.

THIS IS AN INVESTMENT WE HAVE MADE.

WE HAVE PRIORITIZED IT.

I JUST AGAIN WANTED TO REITERATE THAT I DON'T THINK IT'S RIGHT NOW TO THE LEVEL THAT FROM YOURS AND MY INITIAL CONVERSATIONS THAT IT WOULD MEET YOUR EXPECTATIONS YET.

BUT I THINK THIS IS SOME REALLY GOOD NEWS, AND WE'RE EXCITED TO HAVE MICHAEL GAYNOR AS PART OF THE TEAM.

AND ONE OF THE THINGS THAT I CERTAINLY REFLECTED ON IS, WHILE WE'RE MUCH BETTER THAN WE USED TO BE, WE STILL WORK SOMETIMES IN SILOS.

AND SO THE MORE THAT WE CAN BRING THINGS UNDER THE SAME UMBRELLA AND HAVE COMMUNICATIONS WITH TEAM MEMBERS, THE LESS REDUNDANCY WE DO AND THE MORE EFFECTIVENESS WE CAN HAVE.

AND THAT WAY WE'RE NOT GOING IN ALMOST REPEATING PEOPLE'S WORK AND RATHER ALLOWING INDIVIDUALS TO DEVELOP MORE IN THE AREAS THAT WILL IMPACT OUR STUDENTS.

AND SO WITH THAT, I'LL STOP TALKING AND TURN IT OVER TO OUR EXECUTIVE DIRECTOR, MICHAEL GAYNOR, AND DOCTOR LUSK AND MCNEIL.

MISS MCNEIL. THANK YOU.

AWESOME. THANK YOU DOCTOR. GOOD AFTERNOON.

TRUSTEES, AS WE CONTINUE TO WORK TO PUT PUT OUR STUDENTS IN A POSITION TO BE COLLEGE AND CAREER READY ALONG WITH EARNING CREDENTIALS ALONG THE WAY.

I THINK WE ALSO RECOGNIZE THE CRITICAL NATURE OF GIVING THEM EXPERIENCES AT BATS TO UNDERSTAND WHAT THE REAL WORLD FEELS LIKE AND LOOKS LIKE.

AND SO MR. GAYNOR, MISS MCNEIL ARE GOING TO TALK A LITTLE BIT ABOUT BRINGING THE THEORETICAL TO THE PRACTICAL AND WORK BASED LEARNING.

BUT I DO WANT, IF I MAY, AND I ACTUALLY WANT TO SHARE A COUPLE SUCCESS STORIES.

THIS IS THE FUN PART.

SO AS WE IF YOU KIND OF JUST HAVE A LOOK AT THESE VISUALS HERE, THESE THESE REPRESENT JUST SOME OF OUR EXPERIENCE, THE INTERNSHIPS OUR STUDENTS ARE ENGAGING IN.

AND WE KNOW LIKE THAT THIS IS GOING TO HELP THEM SEE THEIR FUTURE.

AND SO I'LL SHARE A COUPLE.

THE TOP RIGHT CORNER WE HAVE PATRICK FROM CARTER HIGH SCHOOL.

HE'S ACTUALLY AT AT&T AND HE JUST STARTED HIS INTERNSHIP A WEEK OR TWO AGO.

BUT ALREADY HE'S TALKING ABOUT THE BENEFIT OF THE NETWORKING AND THE ENGAGEMENT HE HAS WITH OTHER PROFESSIONALS.

AND AND SO THAT'S THAT'S GREAT TO SEE.

ALSO, I'LL TURN YOUR ATTENTION TO ALYSSA, WHO IS AT THE BOTTOM RIGHT.

ALYSSA IS A SUNSET GRAD AND SHE JUST GRADUATED FROM THE THE THE TECH EDUCATION PATHWAY.

AND SHE'S ACTUALLY AT THE RESOURCE CENTER SOUTH WORKING WITH STUDENTS THERE.

BUT EVERY WEEK, SHE'S INSPIRED BY THE FACT THAT SHE'S ACTUALLY TEACHING PRE-K THROUGH FIFTH GRADERS ART ON A WEEKLY BASIS.

AND THAT'S PRETTY AMAZING. SO YOU'RE GOING TO HEAR FROM MR. GAYNOR, MISS MCNEIL, ABOUT SOME OF THE EXPERIENCES THAT OUR STUDENTS HAVE.

BUT THIS JUST KIND OF TEASE SOME OF THAT UP.

AND THEN FINALLY, LAST BUT SURELY NOT LEAST, BUT JESSICA AT THE BOTTOM MIDDLE, SHE'S ACTUALLY AT THE MWBE TEAM AND SHE'S DOING SOME THINGS TO GET SOME EXPERIENCES, SUCH AS CREATING BROCHURES, WORKING ON MARKETING.

AND SHE ACTUALLY IS EXCITED BECAUSE SHE'S GOING TO SPEAK AT THE BUILDING BIG CONSTRUCTION EVENT HELD BY MWB PRETTY SOON.

SO IT'S PRETTY AMAZING.

EVEN THE THE INTERNSHIPS INTERNALLY, IF YOU WILL, THAT ARE BEING PROVIDED.

SO WITH THAT, I'M GOING TO TURN IT OVER TO MR. GAYNOR AND MISS MCNEIL TO TALK MORE ABOUT THAT.

THANK YOU, DOCTOR LUSK.

GOOD AFTERNOON, SUPERINTENDENT.

TRUSTEES, WE APPRECIATE THE OPPORTUNITY TO PRESENT TO YOU THIS AFTERNOON.

WE BELIEVE THAT OUR STUDENTS ARE REALLY THE ECONOMIC ENGINE THAT'S GOING TO FUEL THE WORKFORCE FOR THIS REGION.

AND AS SUCH, WE REALLY NEED TO PREPARE THEM TO BE SUCCESSFUL IN HIGH GROWTH, HIGH DEMAND, HIGH WAGE JOBS.

YEAH. THANK YOU.

IN ORDER TO DO THAT, WE FIRST WANT TO START IN THE LOWER LEFT WITH CAREER PREPARATION BY PROVIDING STUDENTS WITH VERY RICH, WORK BASED LEARNING EXPERIENCES FOR THEM TO GET A SENSE OF WHAT IT IS LIKE IN THE REAL WORLD.

IN ORDER TO DO THAT, WE HAVE TO HAVE A VERY RICH ECOSYSTEM OF INDUSTRY PARTNERS THAT ARE WILLING TO PARTICIPATE WITH US AND OUR STUDENTS TO

[01:20:07]

ULTIMATELY, WE WANT THESE INDUSTRY PARTNER RELATIONSHIPS TO RESULT IN PAID INTERNSHIPS AS WELL AS EMPLOYMENT OPPORTUNITIES. THE ALUMNI TEAM WITHIN THE DEPARTMENT IS REALLY FOCUSED ON HELPING STUDENTS THAT MIGHT LEAVE WITH NOTHING MORE THAN A HIGH SCHOOL DIPLOMA AND GETTING THEM INTO POST-SECONDARY CREDENTIAL TYPE PROGRAMS SO THAT THEY HAVE A LEG UP IN THE WORKFORCE.

I WANT TO.

I'M GOING TO LET MISS MCNEIL SHARE SOME REALLY EXCITING NEWS.

BUT I WANTED TO TEE THIS UP BY SAYING THIS YEAR AND A HEARTFELT THANKS TO CHIEF ALFRED STEPHENS FOR FINDING SOME MONEY IN A VERY TIGHT BUDGET TO FUND PAID INTERNSHIPS FOR 100 STUDENTS WITHIN DALLAS ISD. EVERY TIME I RUN INTO A DEPARTMENT HEAD THAT HAS ONE OF OUR STUDENT INTERNS, ALL I HEAR IS HOW IMPRESSED THEY ARE WITH OUR STUDENTS.

SO WITH THAT, I'M GOING TO TURN IT OVER TO MISS MCNEIL.

I'VE HAD THE PLEASURE OF WORKING WITH MISS MCNEIL SINCE 2016, WHEN THE DISTRICT LAUNCHED P-TECH IN SEAGOVILLE.

SHE WAS THE VERY FIRST WORKPLACE COORDINATOR.

SO. MISS MCNEIL, THANK YOU.

THANK YOU MICHAEL. GOOD AFTERNOON EVERYONE.

THIS SUMMER WE ARE PROUD TO HAVE THE SUPPORT OF OVER 25 INTERNAL DEPARTMENTS WITHIN DALLAS ISD.

AS MICHAEL ALLUDED TO, THEY ARE HOSTING OVER RIGHT AT 100 INTERNS WITHIN THE DISTRICT.

EACH DEPARTMENT HAVING DONE THE WORK REALLY TO EVEN DEVELOP PROJECTS FOR THE STUDENTS SO THAT THAT EXPERIENCE IS A ROBUST EXPERIENCE.

WE BELIEVE THAT THIS INITIATIVE IS NOT ONLY TO BENEFIT THE STUDENT, BUT IT REALLY IS ALSO BENEFITING THE DEPARTMENT.

SO I MUST SAY THAT THE ELEVATOR RIDES IN 9400 HAVE BEEN QUITE EXCITING JUST TO HEAR FROM STUDENTS AND THEIR EXPERIENCES AND THE DEPARTMENTS AS WELL.

CURVEBALL. HANG ON. SO WHEN WE TALK ABOUT STUDENT INTERNSHIPS, IT'S SUPER IMPORTANT THAT WE HAVE A CONVERSATION, REALLY, ABOUT THE INTENTIONALITY OF THE PREPARATION THAT IS REQUIRED TO MAKE SURE THE STUDENTS ARE READY FOR THE INTERNSHIPS.

SO DALLAS ISD THIS YEAR, WE'RE REALLY EXCITED.

THIS IS THE FIRST TIME WE'VE HAD AN IN-PERSON EXPO ACROSS ALL PROGRAMS. SO THE IMPACT HERE WAS TREMENDOUS.

WE HAD BETWEEN THE END THE IN-PERSON AND THE VIRTUAL, WE HAD OVER 800 STUDENTS PARTICIPATE.

IN TERMS OF PARTNER AND COMPANIES, WE HAD OVER 200 OF THOSE TOTAL AND THEN OVER 200 INSTANT OFFERS, WHICH MEANS ON THE SPOT OFFERS. AS STUDENTS WERE HAVING THESE, THESE INTERVIEWS, THEY WERE LIKE, I WANT TO OFFER YOU AN OPPORTUNITY RIGHT NOW.

SO WE'RE REALLY, REALLY EXCITED ABOUT THAT.

SO AS WE TALK ABOUT MAKING THE DIFFERENCE IN STUDENTS LIVES, THIS SLIDE REALLY HIGHLIGHTS THE FINANCIAL ACHIEVEMENT OF STUDENTS INTERNSHIPS.

SO WHEN WE LOOK AT THE VALUE OF THE PRACTICAL WORK AND THE WORK EXPERIENCE COMBINED WITH THOSE EARNINGS OVER THE PAST TWO YEARS, STUDENTS HAVE EARNED OVER $2 MILLION OF EARNING OVER THE SUMMER.

SO THIS ACHIEVEMENT REALLY DOES ALSO UNDERSCORE THE STRONG PARTNERSHIP BETWEEN OUR PROGRAMS AND OUR INDUSTRY PARTNERS.

SO ENSURING STUDENTS ARE EQUIPPED WITH THE SKILLS AND EXPERIENCES NEEDED FOR THE WORKFORCE IS REALLY AT THE HEART OF THE WORK THAT WE DO.

SINCE 2022, WE'VE ACHIEVED A REMARKABLE ENGAGEMENT NUMBERS RIGHT OVER JUST UNDER REALLY 10,000.

WE ARE EXPECTING TO HAVE A CELEBRATION OF 10,000 ENGAGEMENT CELEBRATION BY THE END OF THE YEAR.

NEXT YEAR. DURING THIS PERIOD, OVER 1300 INTERNSHIPS HAVE BEEN COMPLETE WITH HANDS ON PRACTICAL EXPERIENCES.

AND IN 2023 ALONE, WE'VE HAD OVER 300 PARTNERS ENGAGED WITH OUR STUDENTS.

SO JUST LOOKING AHEAD, OUR GOAL IS REALLY TO ENSURE THAT STUDENTS ENGAGE WITH INDUSTRY PARTNERS ALL ACROSS THE BOARD, NOT JUST THE TECH, NOT JUST CAREER INSTITUTES, BUT ALL THE WAY ACROSS THE BOARD.

WE WANT TO MAKE SURE THEY ALL HAVE THOSE WORK BASED LEARNING EXPERIENCES.

SO LASTLY, I'LL LEAVE YOU WITH THIS.

THIS TREE REPRESENTS OUR WORK READY ECOSYSTEM.

SO AT THE BASE OF WHAT WE DO, OUR IS OUR DEPARTMENT.

SO THROUGH THE EXPANSION OF OUR PARTNERSHIPS LOOKING AT THOSE EMPLOYABILITY SKILLS WHAT WE REALLY WANT TO PULL FROM THIS IS THE FRUIT, WHICH IS THE STUDENT. SO THIS REALLY SHOWS HOW WE ARE COMING TOGETHER ALL DEPARTMENTS COMING TOGETHER TO MAKE SURE THAT ALL STUDENTS ARE SERVICED AS THEY'RE SUPPOSED TO.

SO I'LL TURN IT BACK OVER TO MICHAEL TO CLOSE US OUT.

[01:25:02]

WHILE WE ARE CELEBRATING ALL OF THE GREAT WORK THAT HAS HAPPENED, WE ALSO ARE HUMBLED BY THE ENORMOUS AMOUNT OF WORK THAT WE NEED TO DO AS A DEPARTMENT.

AND WE'RE REALLY FOCUSED IN THREE AREAS.

FIRST OF ALL, WE BELIEVE THAT EVERY HIGH SCHOOL STUDENT SHOULD HAVE A NUMBER OF WORK BASED LEARNING EXPERIENCES THROUGHOUT THEIR JOURNEY WITH US. SO WE'RE LOOKING AT HOW CAN WE SYSTEMATIZE QUALITY WORK BASED LEARNING IN ORDER TO CREATE EQUITY FOR ALL STUDENTS? IN ORDER TO DO THAT, AS I MENTIONED EARLIER, WE NEED A VERY HEALTHY ECOSYSTEM OF INDUSTRY PARTNERS THAT ARE WILLING TO LEAN IN AND PARTNER WITH US AS A DISTRICT FOR THE BENEFIT OF OUR STUDENTS.

AND THEN LASTLY THERE ARE A NUMBER OF STUDIES OUT THERE THAT SHOW IN TEXAS, BY THE YEAR 2030, 67% OF THE JOBS ARE GOING TO REQUIRE MORE THAN A HIGH SCHOOL DIPLOMA.

SO HOW DO WE ENGAGE WITH OUR STUDENTS AS THEY EXIT US? IF THEY ONLY HAVE A HIGH SCHOOL DIPLOMA TO GET THEM ADDITIONAL CREDENTIALS, SO THEY ARE OF MORE VALUE INTO THE MARKET? SO THANK YOU FOR YOUR FOR YOUR TIME AND ATTENTION, AND WE'RE HAPPY TO TAKE ANY QUESTIONS.

TRUSTEE WEINBERG. THANK YOU FOR THAT PRESENTATION.

IT'S SO EXCITING. SO MANY STUDENTS ARE IMPACTED BY THE INTERNSHIPS, AND I IMAGINE THAT IT ALSO BY HAVING HOSTING THE STUDENTS, IT KIND OF CONNECTS THE THE FOLKS ADMINISTRATION AND VARIOUS DEPARTMENTS TO THE SCHOOLS AND THE LEARNING.

SO IT'S A NICE BRIDGE.

I HAVE A I HAVE A QUESTION, HOW DO YOU ASSESS THE PARTNER EXPERIENCES SO THAT YOU ALL CAN CONTINUE TO IMPROVE, BOTH FROM THE PARTNER, I GUESS, PERSPECTIVE AND THEN THE EXPERIENCE PERSPECTIVE, THE STUDENT EXPERIENCE PERSPECTIVE.

YEAH, WE WE IMPLEMENT SURVEYS BOTH FOR THE PARTNERS AS WELL AS THE STUDENTS, FOR THE STUDENTS.

THEY HAVE BIWEEKLY SURVEYS, AND WE HAVE CHECK INS WITH THEM AS THEY MATRICULATE THROUGH THROUGHOUT THE EXPERIENCE.

SO THE SURVEYS ARE HOW WE CAPTURE THAT.

AND THEN A FOLLOW ON QUESTION IS HOW LONG HAVE YOU HAD LIKE IN THE 300 PARTNERS.

ARE THEY MULTI YEAR PARTNERSHIPS.

HOW DO YOU ENGAGE WITH THE CORPORATE PARTNERS? I THINK IF I'LL JUST GET US STARTED, IF I MAY, I THINK WHAT WE'VE SEEN IS ONCE A PARTNER DOES ENGAGE WITH DALLAS ISD AND WITH OUR KIDS, MORE IMPORTANTLY OUR STUDENTS, WE SEE THE RETENTION RATE AND WE CAN WE CAN GO BACK TO SOME OF OUR PARTNERS AND SEE THEY STARTED BACK IN 2016.

LET'S JUST TAKE AMERICAN AIRLINES, RIGHT? THEY STARTED BACK AT THE PRETTY MUCH AT THE GROUND FLOOR AT ADAMSON HIGH SCHOOL.

AND NOW THEY'RE HIRING OUR STUDENTS.

SO WE SEE THAT THEY STAY WITH US AND WHATEVER INDUSTRY IT IS, WHETHER IT'S CAREER, INSTITUTE ELECTRICAL THEY'RE THEY SEE THE BENEFIT AS DO WE.

THAT'S GREAT. I IMAGINE THAT THAT PROVIDES ANOTHER BRIDGE TO THE COMMUNITY, SO THAT THEY ARE MORE ENCOURAGED TO SUPPORT DALLAS ISD AND OUR EFFORTS KIND OF KNITTING, KNITTING THE COMMUNITY TOGETHER.

THAT'S GREAT. THANK YOU.

TRUSTEE FOREMAN. THANK YOU.

THANK YOU FOR THE PRESENTATION.

BUT I DO HAVE SOME QUESTIONS.

AND MY FIRST QUESTION RELATES TO THE CAREER INSTITUTES.

THAT IS AN AREA THAT WE SPECIFICALLY HAVE SPENT MONEY ON TO TRY TO MAKE SURE THAT WHEN THE STUDENTS LEAVE DISD THAT THEY HAVE A CERTIFICATE AND GO DIRECTLY INTO THE WORKFORCE.

WHEN I KIND OF GLANCE OVER THE PARTNERS, I DON'T SEE THE KINDS OF PARTNERS THAT WILL BE WORKING WITH THOSE STUDENTS.

AND SO TO ME, THAT WOULD BE DEFEATING OUR PURPOSE IN TERMS OF CAREER INSTITUTES.

FOR INSTANCE WE HAVE IN CAREER INSTITUTES SOUTH, ABOUT 2700 STUDENTS.

I WOULD LIKE TO KNOW HOW MANY OF THOSE STUDENTS GOT INTERNSHIPS, BECAUSE IF WE'RE GOING TO FOCUS ON THAT AND WE'RE GOING TO SPEND MONEY ON CAREER INSTITUTES, WE NEED TO ALSO MAKE SURE THAT THOSE PARTICULAR STUDENTS THAT HAVE PRETTY MUCH SAID, I MIGHT NOT GO TO COLLEGE IT JUST APPEARS THAT MANY OF THE STUDENTS THAT WE HAVE TARGETED MAY BE GOING ON TO COLLEGE.

AND I WANT TO MAKE SURE THAT IT'S BROAD BASED SO THAT ALL OF THE STUDENTS WILL HAVE AN OPPORTUNITY.

PARTNERSHIPS ARE GREAT, BUT WE ALSO MIGHT WANT TO LOOK AT ORGANIZATIONS RATHER THAN JUST CORPORATIONS LIKE THE HISPANIC CONTRACTORS ASSOCIATION, THE BLACK CONTRACTORS ASSOCIATION.

KNOWING THAT THOSE KINDS OF ORGANIZATIONS WILL, IN FACT MAKE SURE THAT THE STUDENTS THAT I'M TALKING ABOUT WILL HAVE AN OPPORTUNITY.

WHEN WHEN WE DO.

INTERNSHIPS WITHIN THE DISTRICT HIRED THOSE STUDENTS SELECTED.

[01:30:03]

IT WAS AMAZING, QUITE FRANKLY.

IT WAS ACTUALLY HELD AT SMU AND OUR STUDENTS HAD TRANSPORTATION.

IT WAS DURING A SCHOOL DAY.

WE ACTUALLY HAD BUSSES GO AND TAKE OUR KIDS THERE, AND IT WAS SO PROFESSIONALLY ESTABLISHED AND SET UP AND OUR KIDS WERE SO WELL PREPARED.

BASICALLY, OUR STUDENTS WERE GIVEN AN ORIENTATION AS TO HOW THE PROCESS WAS GOING TO BE HELD.

ALL DEPARTMENTS WERE THERE AT, AT THE VENUE, AND THEY ACTUALLY WERE HOLDING INTERVIEWS.

WHEN STUDENTS WERE BRINGING THEIR RESUME UP, THEY WOULD SCHEDULE FOR AN INTERVIEW, THEY'D BRING THEIR RESUME BECAUSE THEY'D PRACTICE WITH THEIR CAMPUS, THE HIGH SCHOOL CAMPUS, AND THEY ACTUALLY ENGAGE IN INTERVIEWS.

AND IN SOME CASES, AS NOTED FROM MR. GAYNOR, MISS MCNEIL, MANY STUDENTS WERE OFFERED OPPORTUNITIES RIGHT ON THE SPOT, AND WE ARE INTENTIONAL ABOUT MAKING SURE THAT ALL STUDENTS ACROSS DALLAS ISD GET OPPORTUNITIES.

WAS THAT ALL SENIORS OR SELECTED SENIORS AND JUNIORS? HOW DID THAT WORK? IT'S JUNIORS RISING TO BECOME SENIORS.

SO IT'S THE JUNIOR WHO HAVE SUMMER INTERNSHIPS.

SO IT WAS IT WAS ALL JUNIORS THROUGHOUT THE DISTRICT THAT ARE BECOMING SENIORS.

YES, MA'AM. OKAY.

I JUST LIKE MAYBE TO HAVE SOME NUMBERS ON FROM EACH HIGH SCHOOL.

HOW MANY OF THOSE STUDENTS? BECAUSE I WOULD THINK THAT THAT IS THAT WOULD BE OUR COMPREHENSIVE SCHOOLS, ALSO OUR CHOICE SCHOOLS.

YES, MA'AM. WE'LL GET THAT FOR YOU.

CAN YOU GET THAT FOR ME AND BREAK IT DOWN BY CHOICE AND BY TRUSTEE DISTRICT, IF YOU DON'T MIND, PLEASE.

THANK YOU. THANK YOU.

TRUSTEE FOREMAN. WE'LL GO TO TRUSTEE TURNER, FOLLOWED BY TRUSTEE CURRIE.

TRUSTEE FOREMAN. CAN I ASK ONE OF THE QUESTIONS I HAVE VERSUS WHEN IT COMES TO WHAT STUDENTS ARE PARTICIPATING IN PARTICULAR HIGH SCHOOLS, I'M REALLY CONCERNED ABOUT MADISON, LINCOLN AND SKYLINE. HOW MANY STUDENTS WERE SELECTED? THE QUESTION ABOUT THE PROCESS WAS ALREADY ANSWERED.

AND I NOTICED YOU SAID YOU ONLY HAVE 100 KIDS IN YOUR PROGRAM.

JUST FOR DALLAS.

JUST FOR DALLAS INTERNALLY.

CORRECT? HOW CAN WE POSSIBLY EXPAND THAT, THE NUMBER OF STUDENTS IN THAT PROGRAM SO KIDS CAN HAVE MORE OPPORTUNITIES? I KNOW THAT COSTS MONEY. IF THE STATE WOULD, I'M GOING TO BE I'M GOING TO BE I'M GOING TO BE.

IF THE STATE WOULD INCREASE PUBLIC SCHOOL FUNDING WE WOULD BE ABLE TO EXPAND THE PROGRAM.

I'M GLAD YOU RAISED THAT, THOUGH, TRUSTEE TURNER, BECAUSE I ALSO THINK IT'S IMPORTANT, THOUGH WE'RE ASKING OTHER INDUSTRY TO PROVIDE INTERNSHIPS, WE CAN'T ASK OTHER PARTNERS TO DO THINGS THAT WE AREN'T WILLING TO DO.

SO I REALLY WANT TO GIVE THANKS TO ALL OF OUR DEPARTMENTS.

I MEAN, EVERYONE FROM FINANCE TO MWB.

EVERYONE STEPPED UP AND EVERYONE IS TALKING ABOUT JUST THE GREAT THINGS THAT THEY'RE EXPERIENCING WITH OUR KIDS THEMSELVES.

AND THE KIDS ARE JUST WE'VE SEEN A COUPLE OF THEM.

I'VE BEEN ABLE TO RUN INTO A COUPLE OF THEM MYSELF.

SO A WE WANT TO EXPAND IT, SIR, WE DO NEED MORE DOLLARS BECAUSE AGAIN, WE WE WANT THESE NEED TO BE PAID INTERNSHIPS FOR OUR KIDS.

AND WE CAN DO UNPAID.

BUT THE REAL THAT'S WHAT CAUSES OUR KIDS DIFFERENT FROM OTHER KIDS.

AND THEY HAVE TO GO WORK INSTEAD AT A FAST FOOD RESTAURANT, NOT GAINING NECESSARILY ALL THE SKILLS.

I MEAN, IT'S STILL FINE, BUT IS THIS NOT BETTER WORKING IN A FINANCE DEPARTMENT OR HUMAN CAPITAL MANAGEMENT DEPARTMENT OR AN MWBE OR IN COMMUNICATIONS, LIKE THOSE ARE THE MEANINGFUL THINGS.

AND SO WE DO WANT TO EXPAND IT.

BUT AGAIN, I WANT TO MAKE SURE THAT ALL OUR PARTNERS HERE WE KNOW WE CAN'T ASK YOU ALL AS INDUSTRY PARTNERS TO DO SOMETHING WE AREN'T WILLING TO DO.

AND I'M SO PROUD OF THIS TEAM FOR BEING SO CREATIVE AND FINDING OUR OWN TEAM MEMBERS TO DO THOSE INTERNSHIPS.

IF I MAY ADD, THESE ARE 100 FROM DALLAS ISD.

WE HAVE A TOTAL OF 700.

SO THIS IS NOT THIS IS NOT SOLELY THE INTERNSHIPS.

I THINK THAT CAME UP BECAUSE THIS IS NEW AND DIFFERENT, AND WE'RE PROUD OF WHAT'S BEEN DONE IN DALLAS ISD IN THIS IN THIS REGARD.

RIGHT. BECAUSE I'M I KNOW THE IMPORTANCE OF INTERNSHIPS.

I MEAN, I WOULDN'T BE A SCHOOL BOARD TRUSTEE IF IT WASN'T FOR INTERNSHIPS.

SO THAT'S VERY IMPORTANT TO ME.

AND I WOULD DEFINITELY BE INTERESTED IN KNOWING HOW MANY OF OUR KIDS ARE PREPARED TO GO INTO THESE INTERNSHIPS, PARTICULARLY WHEN IT COMES TO MADISON, LINCOLN AND AND SKYLINE HIGH SCHOOL. I HAD THE PLEASURE IN UNDERGRAD TO HAVE A CO-OP FOR A YEAR AND A HALF AT NASSAU, AND THAT OPENED UP A LOT OF DOORS FOR ME, AND I CAN ONLY IMAGINE THESE INTERNSHIPS WILL OPEN UP DOORS FOR MANY STUDENTS THAT THEY CAN NEVER IMAGINE WHEN IT COMES TO THE OPPORTUNITIES THAT WOULD BE HANDED TO THEM FOR COMPLETING THESE OPPORTUNITIES, COMPLETING THESE INTERNS SUCCESSFULLY.

SO ANYTHING I CAN DO TO SUPPORT THE EXPANSION OF THE PROGRAM I'M HERE TO SUPPORT IT.

SO THANK YOU FOR ALL THAT Y'ALL DO.

THANK YOU, TRUSTEE CURRIE.

I AM NOTICING THAT TRUSTEE TURNER AND I HAVE TAKEN THE OPPORTUNITY TO SPEAK AT EVERY SINGLE OPPORTUNITY THAT WE'VE BEEN GIVEN SO FAR.

[01:35:04]

ONE AGAIN, THANK YOU SO MUCH FOR YOUR WORK.

YOU KNOW MR..

WE'VE KNOWN EACH OTHER FOR A WHILE. YOU KNOW HOW IMPORTANT THIS IS TO ME PERSONALLY.

AND SO I'M VERY THANKFUL FOR YOU AND YOUR WORK YOU'RE DOING DOCTOR LUSK AND MISS MCNEIL FOR FOR THE WORK THAT YOU'RE DOING.

A COUPLE QUESTIONS I HAVE.

WELL ONE, I WANTED TO JUST CLARIFY, I THINK TRUSTEE FOREMAN'S COMMENT ABOUT THE RESOURCES WE'RE INVESTING IN THE CAREER INSTITUTES.

I BELIEVE THAT STORY IS GOING TO BE AN AMAZING STORY AS IT CONTINUES TO GROW.

AND I CERTAINLY WOULD LOVE US TO FIND WAYS TO MEASURE THAT STORY IN A REAL, MEANINGFUL WAY AFTER WE LEAVE, MINDFUL OF THE FACT THAT WE'RE NOT GIVEN THE RESOURCES WE NEED TO BUILD THAT. BUT I WANTED TO ASK THIS QUESTION ACTUALLY RELATED TO THAT RESOURCES.

IT'S MY UNDERSTANDING THAT THERE IS SOME ADDITIONAL FUNDING POTENTIALLY AVAILABLE FOR THIS FROM THE STATE FOR OUTCOMES BASED FUNDING, PARTICULARLY IF MY MEMORY IS RIGHT.

YOU CAN CORRECT ME, BUT STUDENTS WHO SCORE CERTAIN LEVELS ON THE SIA OR SAT OR OTHERS THAT THEN ENROLL INTO YOUR FOUR YEAR INSTITUTIONS AND THAT WE ARE WORKING HARD TO PULL DOWN MORE OF THAT FUNDING.

AND, DOCTOR LUSK, I'LL ASK YOU THIS QUESTION, BECAUSE I'VE HEARD YOU IN PARTICULAR HAVE BEEN WORKING VERY HARD TO PULL DOWN THAT ADDITIONAL FUNDING.

COULD YOU EXPLAIN TO US IF I'VE GOT IT WRONG? EXACTLY THE MECHANISM IN WHICH WE COULD.

PULL DOWN MORE ADDITIONAL OUTCOMES BASED FUNDING AND WHAT EFFORTS WE'RE MAKING TO TRY TO DO THAT.

YES, SIR.

FIRST OF ALL, I THINK FIRST OF ALL, IT ALIGNS WITH WHAT WE VALUE.

SO THAT'S IMPORTANT, RIGHT? WE WANT OUR STUDENTS TO BE COLLEGE READY.

SO YOU KNOW WHAT TRIGGERS OUTCOMES BASED FUNDING.

IT'S BEING COLLEGE READY WITH AN ASSESSMENT.

AND THAT ASSESSMENT IS GOING TO BE TSHA SAT OR ACT AND READING AND MATH.

SO YOU HAVE TO BE MET IN BOTH.

AND THE OTHER PART IS YOU EITHER HAVE TO ENROLL IN COLLEGE THE FOLLOWING THE SENIOR YEAR IN THE FALL, AND FROM HIGH SCHOOL GRADUATION, OR TSI MED AND EARN A CREDENTIAL, WHETHER IT BE ONE FROM A PROGRAM, A PROGRAM OF STUDY AT THE HIGH SCHOOL OR AT CAREER INSTITUTE, OR EARN A CERTIFICATE OR A CERTIFICATE THROUGH A SEQUENCE OF COLLEGE COURSES.

SO THERE ARE THERE ARE A FEW WAYS.

AND THE FINAL WAY IS TO EARN AN ASSOCIATE DEGREE.

IF YOU EARN AN ASSOCIATE DEGREE, WHETHER YOU'RE TSAI MET WITH THE TEST OR WITH OTHER MEANS, A TRIGGER TRIGGERS OUTCOMES BASED FUNDING, AND WE ARE MAKING GOOD PROGRESS IN DALLAS ISD TOWARDS THAT EFFORT.

HOWEVER. IT'S A TWO YEAR LAG.

OKAY. SO YOU HAVE TO STILL HAVE BEST WAY I CAN PUT IT, NOT BEING A BUSINESS PERSON IS YOU HAVE TO HAVE THE CAPITAL OUTLAY FIRST BECAUSE YOU HAVE TO HAVE THE CASH TO CREATE THESE PROGRAMS, AND THEN YOU HAVE TO BE PATIENT TO GET THE RETURN ON INVESTMENT.

NOW ONCE WE GET THERE, IT SHOULD BE LIKE THOSE DOLLARS SHOULD BE ABLE TO BE REINVESTED INTO THESE PROGRAMS. BUT AS WE'RE CONTINUING TO IMPROVE, PARTICULARLY ON THE PTS, I MET ASSESSMENT COMPONENT THAT'S PROBABLY BEEN OUR OUR BIGGEST HURDLE IS IN THAT AREA.

THANKS. THANK YOU.

HOPEFULLY THAT'LL PROVIDE SOME OF THE FUNDING WE'RE LOOKING FOR.

TRUSTEE WHITE. YES.

I JUST HAVE A QUICK QUESTION, AND I AM EXCITED TO HEAR THAT WE HAVE PAID INTERNSHIPS FOR THE STUDENTS, BUT I KNOW AT ONE POINT WE DIDN'T HAVE PAID, AND SOME OF THEM WERE GOING DURING SCHOOL HOURS TO VOLUNTEER FOR VARIOUS COMPANIES THROUGHOUT THE CITY.

IS THAT STILL TAKING PLACE AS WELL? AND IS THIS UNDER Y'ALL'S UMBRELLA AS WELL? I'M GOING TO ASK OSWALDO ALVARENGA TO COME FORWARD.

I THINK WE'RE PROBABLY TALKING ABOUT PRACTICUM EXPERIENCES DURING THE SCHOOL DAY.

OKAY. OKAY.

YEAH. YOU GO. GOOD AFTERNOON.

GOOD AFTERNOON. YES, THERE'S A PRACTICUM CLASS WHERE SENIORS ARE ACTUALLY GETTING CREDIT.

AND PART OF IT IS THEY CAN BE OUT IN THE FIELD AND THEY CAN BE EARNING CREDIT WHILE THEY'RE WORKING.

OH, OKAY. AND SO BASICALLY, THAT'S OPEN TO ALL SENIORS, CORRECT SENIORS WHO ARE IN A PROGRAM OF STUDY TAKING CTE COURSES.

AND I GUESS I'M PAUSING BECAUSE I AND THINGS HAVE CHANGED.

THAT'S WHY I'M ASKING, BECAUSE I KNOW THAT BEFORE IT WAS OFFERED WHETHER THEY WERE IN CTE COURSES OR NOT I MEAN BECAUSE AND I AND I THINK IT'S IMPORTANT THAT IT DOES IT DOES BE OFFERED WHETHER YOU'RE IN CTE OR NOT.

BECAUSE FOR THE STUDENTS WHO ARE NOT SELECTED OR WHO DO NOT GO TO AN EVENT THAT'S HOSTED AT, SAY, SMU, AND THEY WANT TO PARTICIPATE DURING THE SCHOOL YEAR.

[01:40:02]

IF YOU SAY YOU HAVE AN INTERNSHIP WITH DALLAS COUNTY AND THE RECORDS BUILDING OR WHATEVER YOU'RE DOING.

SO THAT'S THE REASON THAT I'M ASKING.

AND I KNOW WE WANT TO PAY MORE THAN 100 STUDENTS.

WE JUST HAVE FINANCIAL CONSTRAINTS.

WE CAN'T DO IT. WE CAN'T AFFORD TO DO IT.

I WOULD I WOULD LOVE FOR US TO DO IT, OF COURSE, BUT WE JUST CAN'T.

SO FOR THOSE WHO LIKE I SAID, ARE NOT IN CTE OR DON'T SHOW UP FOR THIS EVENT THAT WAS HOSTED AT SMU, THERE'S STILL OPPORTUNITIES FOR THEM TO MAYBE DO AN UNPAID INTERNSHIP.

IS THAT CORRECT? WELL, I THINK AND YOU ALL CAN CORRECT ME IF I'M WRONG, BUT THE BIGGEST CHALLENGE IS YOU'RE ALIGNED TO DOING TO HAVING THIS OPPORTUNITY THROUGH CTE, BECAUSE THAT'S GOING TO BE PART OF YOUR COURSE CREDIT.

SO THERE'S NOT ENOUGH CREDITS IN THE DAY IF YOU'RE NOT IN A CTE TO GO DO THESE THINGS, BECAUSE THEN YOUR CREDITS, BECAUSE THERE'S 26 CREDITS THAT ARE REQUIRED FOR OUR GRADUATION PLANS.

AND SO YOU ACTUALLY DO HAVE TO BE A PART OF THE CTE OR THE CAREER INSTITUTE IN ORDER FOR THAT, FOR YOU TO HAVE THOSE OPPORTUNITIES.

AND I GUESS I WAS ASKING BECAUSE I KNOW WE HAVE ALSO SPECIALTY SCHOOLS THROUGHOUT THE DISTRICT THAT MAY HAVE PARTICIPATED.

WELL, I KNOW THEY DID PARTICIPATE IN UNPAID IN THE PAST WHETHER IT GAVE THE STUDENTS A WORK EXPERIENCE.

SO. BUT LIKE, WE LIKE WHICH SCHOOL SO THAT I CAN GO BACK AND LOOK I KNOW THAT WHERE IT WAS SCHOOL BAREFOOT.

SANDERS ACTUALLY HAD A PROGRAM WHERE THE STUDENTS WERE ALLOWED TO GO AND DO AN UNPAID INTERNSHIP WITH THE COUNTY AND OTHER ENTITIES. I THINK DURING THE SUMMER WE HAVE SOME OPPORTUNITIES FOR THEM TO DO THAT.

BUT DURING THEIR COURSEWORK, THEY'VE GOT TO HAVE THOSE CREDITS THAT ARE REQUIRED FOR GRADUATION DURING THE SCHOOL YEAR.

IT WAS DURING A SCHOOL YEAR, AND I'LL GET SOME MORE INFORMATION AND GET BACK WITH YOU.

AND ALSO YOU BUT BUT THANK YOU.

LIKE I SAID, I JUST I JUST WANT TO MAKE SURE EVEN BECAUSE I THINK IT'S GREAT, IT'S GRAVY TO GET THE MONEY.

OF COURSE WE WANT THAT.

THE STUDENTS WANT THAT, BUT IT'S STILL GREAT FOR THEM TO GET SOME TYPE OF EXPERIENCE THAT BECAUSE SOME OF THEM MAY NOT EVER WORK A JOB UNTIL THEIR SENIOR YEAR OR WHAT HAVE YOU.

AND IT DOES LOOK GREAT THAT THEY HAVE SOME ACTUAL WORK EXPERIENCE EXPERIENCE ON THEIR RESUME.

SOME OF THEM MAY NOT EVEN DO ANY VOLUNTEER WORK THAT THEY CAN UTILIZE ON THEIR RESUME.

SO I JUST THINK THIS IS A GREAT I THINK THIS IS A GREAT PROGRAM WITH THE PAID, OF COURSE, AND ALSO ANY TYPE OF OTHER EDUCATIONAL EXPERIENCES THAT THE STUDENTS CAN GET WORKING WITH OUR, OUR PARTNERS OR VENDORS OR CITY, WHAT HAVE YOU.

THANK YOU SO MUCH.

TRUSTEE MACKEY. THANK YOU, PRESIDENT KAREN.

THANK YOU ALL FOR THE WORK THAT YOU DO.

I'M. I REMEMBER WHEN THIS WORKSTREAM REALLY GOT UNDERWAY.

THIS WAS SOMETHING RADICALLY NEW FOR, I THINK FOR ESSENTIALLY, FOR AS LONG AS I'VE KNOWN SCHOOLS.

THEY FOCUS ON WHEN YOU GRADUATE AND THEN WE HOPE WE'VE DONE WELL.

AND THIS IS ACTUALLY TAKING A STEP OF OWNERSHIP BEYOND THAT AND SAYING WE'RE NOT JUST THERE UNTIL GRADUATION DAY.

WE ACTUALLY WANT TO SEE YOU GO OFF AND BE SUCCESSFUL IN WHAT YOU DO NEXT.

AND WE PLAYED A ROLE IN THAT.

WE WANT TO MAKE SURE THAT YOU CONTINUE TO DO THAT, AND I'M EXCITED THAT WE ARE DIGGING INTO THAT HERE.

SO THANK YOU ALL FOR THIS CRITICAL WORK.

MY FIRST QUESTION IS ONE OF THE THINGS AND I GO TO THAT SLIDE YOU HAVE OF THE, THE TREE.

AND ALSO THE OTHER NOTE IN THERE IS AND THIS IS FOR YOU, DOCTOR ELIZALDE, I THINK TO TAKE ON THIS WORK REQUIRES COURAGE BECAUSE IT'S VERY EASY TO SAY WE'RE FOCUSED ON K THROUGH 12.

WE'RE GOING TO GET OUR KIDS READY.

AND THAT'S THERE'S SO MANY OTHER FACTORS AND THERE ARE OTHER FACTORS.

AND YET WE STILL SAY WE HAVE A FOCUS IN THIS.

AND SO KUDOS.

THE VAST MAJORITY OF OUR STUDENTS WHO LEAVE US AND GO ON TO POST-SECONDARY.

I WOULD ASSUME THEY STAY IN THE AREA MORE OR LESS.

DALLAS COLLEGE IS PROBABLY A PRETTY BIG PARTNER.

UTA, UNTD, ETC.

IS THAT ACCURATE? THAT IS ACCURATE.

HOW ARE WE FOLLOWING THOSE? MAYBE WE'RE DOING THIS ALREADY.

THE STUDENTS WHO GRADUATED AND WHERE THEY GO WITH OUR PARTNERS, WHO WE HAVE RELATIONSHIPS WITH TO FIND OUT HOW ARE THEY DOING? ARE THEY STAYING ON TRACK? ARE THEY FALLING OFF TRACK EVEN AGAIN? THEY'RE THERE OUTSIDE OF US NOW.

BUT HOW ARE WE FOLLOWING UP ON THAT? ARE WE BUILDING THOSE SYSTEMS? MR. GAYNOR YOU TALK ABOUT CONNECT AL-UM A LITTLE BIT.

SO THE THE ONLY WAY THAT WE REALLY HAVE DATA AROUND STUDENTS AFTER THEY LEAVE IS IF THEY ATTEND A COLLEGE AND WE HAVE NATIONAL STUDENT CLEARINGHOUSE DATA, AND FROM THAT WE CAN SEE HOW ARE THEY PERSISTING IN THAT COLLEGE JOURNEY?

[01:45:07]

IF THEY DON'T GO TO COLLEGE, WE JUST ASSUME THEY'RE IN THE WORKFORCE.

COULD WE, INSTEAD OF WAITING FOR NATIONAL STUDENT CLEARINGHOUSE.

COULD WE FURTHER DEEPEN OUR RELATIONSHIP WITH DALLAS COLLEGE AND UNDERSTAND HOW MANY OF OUR SENIORS GO TO DALLAS COLLEGE, AND THEN HOW THEY'RE DOING AFTER YEAR ONE AND AFTER YEAR TWO? WE WE HAVE THAT DATA REAL TIME.

WE GET REAL TIME DAILY FEEDS FROM DALLAS COLLEGE.

SO WITHIN OUR ALUM SYSTEM, WE KNOW WHO IS ENROLLED IN DALLAS COLLEGE.

EVEN OBVIOUSLY DURING THEIR TIME HERE BECAUSE OF DUAL ENROLLMENT.

SO WE ARE DOING THAT WITH LOCAL PARTNERS, EVEN THOUGH WE MIGHT NOT BE ABLE TO DO IT ACROSS THE NATION.

THAT'S CORRECT. AND I'M WONDERING, DO WE HAVE ANY HOW DO WE PARTNER WITH DALLAS COLLEGE OR OTHER PARTNERS LOCALLY THAT WE HAVE THESE DAYS WITH.

AND WE'RE WE'RE LOOKING AT THE SAME KIDS, EVEN IF THEY HAVE GRADUATED FROM US, TO SEE HOW WE CAN COLLABORATE ON MAKING SURE THAT THAT KID ACTUALLY FINISHES THEIR PATHWAYS.

WELL, DALLAS COLLEGE HAS SUCCESS COACHES, AND WE HAVE THE BENEFIT OF OUR STUDENTS HAVING ACCESS TO SUCCESS COACHES WHILE THEY'RE WITH US, BUT IS THEY MATRICULATE TO DALLAS COLLEGE. THEY CAN CONTINUE TO HAVE THAT SUPPORT SO THEY CAN WORK TOWARDS MAKING SURE THEY GRADUATE.

I WOULD BE INTERESTING INTERESTED GOING FORWARD TO KNOW, AS WE LOOK AT THOSE STUDENTS, SINCE DALLAS COLLEGE IS BY FAR OUR LARGEST PARTNER, THEY PROVIDE A LOT OF OUR DUAL CREDIT.

A LOT OF OUR KIDS MATRICULATE THERE.

ARE WE LEARNING ANYTHING WITH THE EXPERIENCES THAT KIDS HAVE IN HIGH SCHOOL, AND WHAT IS ACTUALLY TRANSLATING TO THEM ACHIEVING THEIR ASSOCIATE'S DEGREE OR A BACHELOR'S DEGREE IN THE COMING YEARS? ARE WE LOOKING AT ANYTHING LIKE THAT, EVEN IF WE DON'T HAVE THE DATA NOW? WELL, I THINK WHAT WE DO KNOW IS EVEN WITH THE DATA THAT WE HAVE WITH OUR DATA SYSTEM, WE'RE ABLE TO TRACK BETTER, TRACK AND UNDERSTAND HOW OUR STUDENTS ARE PROGRESSING.

YOU KNOW, TWO YEARS AGO, WE WE GOT DATA TOWARDS THE END OF THE SEMESTER AND WE WEREN'T ABLE REALLY TO UNDERSTAND HOW OUR STUDENTS PROGRESSING.

SO NOW WE'RE ABLE TO SEE DATA REAL TIME.

SO IT TELLS ME THAT, HEY, MICHAEL GAYNOR IS STRUGGLING IN THIS PARTICULAR COURSE.

I CAN GET THE SUCCESS COACH, OR I CAN GET THE ASSISTANT PRINCIPAL, OR I CAN WORKPLACE LEARNING COORDINATOR OR SOMEBODY FROM THE TEAM TO HELP MICHAEL AND TALK TO HIM ABOUT WHY WHY IS HE STRUGGLING AND WHAT DOES HE NEED.

AND THEN WE CAN GET THE SUPPORT FOR HIM.

SO WE DO HAVE THAT DATA. THAT'S WHEN THEY'RE IN HIGH SCHOOL WITH US.

YES, SIR. WHAT ABOUT SO.

DO WE LOOK AT THE DATA AND SAY, ALL RIGHT, HERE ARE OUR THOUSAND GRADUATES WHO LEFT US, AND AFTER GRADUATION, THEY DIDN'T FINISH THEIR ASSOCIATE'S DEGREE WITH US.

AND THOSE THOUSAND GRADUATES HAPPENED TO ENROLL IN DALLAS COLLEGE.

DO WE HAVE ANY SENSE OF HOW MANY OF THOSE THOUSAND GRADUATES ARE STAYING ON TRACK, OR ARE EARNING THEIR ASSOCIATE'S DEGREE WITHIN THREE YEARS OF GRADUATING FROM US? THAT'S NOT A DATA SET THAT WE HAVE.

IS IT SOMETHING WE COULD BUILD FOR? IT'S WORTH LOOKING AT.

I THINK IT DEPENDS ON, YOU KNOW, THE FEASIBILITY FOR DALLAS COLLEGE.

BUT I THINK THAT'S A CONVERSATION THAT CAN BE HAD FOR SURE.

YEAH. AND I RECOGNIZE THIS IS NOT FULLY JUST US.

THIS REQUIRES PARTNERSHIP.

BUT IF WE REALLY WANT TO SEE OUR STUDENTS MAKE IT TO THE WORKFORCE, I WOULD LOVE TO SEE US, MAYBE IN COLLABORATION WITH DALLAS COLLEGE.

MAYBE THERE'S, YOU KNOW, A JOINT PRESENTATION.

I'VE SEEN THAT BEFORE ABOUT, HEY, HERE'S THE PIPELINE OF KIDS BETWEEN DALLAS ISD AND DALLAS COLLEGE, AND I'M ONLY USING THEM AS AN EXAMPLE BECAUSE THAT'S BY FAR OUR LARGEST.

BUT UNDERSTANDING WHAT'S HAPPENING, HOW MANY KIDS ARE MATRICULATING, HOW MANY KIDS ARE GRADUATING WITH THEIR CERTIFICATE, WHETHER THEY GOT IT IN EARLY COLLEGE WITH US OR WITH THEM, BECAUSE I THINK THEN WE START TO TELL A COMMUNITY STORY THAT WE'RE DOING AND START TO GET SOME MORE ENGAGEMENT.

SO I'D BE REALLY INTERESTED IN EXPLORING THAT A LITTLE FURTHER AND UNDERSTANDING HOW OUR KIDS IN DALLAS ISD ARE DOING ONCE THEY LEAVE US AS IT RELATES TO, ESPECIALLY OUR CLOSEST PARTNERS. THE OTHER, OTHER QUESTION I HAVE IS KIND OF ALIGNED WITH THAT.

HOW ARE WE ONCE KIDS LEAVE US? ARE WE DOING ANYTHING AND HOW ARE WE MAINTAINING ANY RELATIONSHIPS WITH THEM AS THEY GO OFF SO THAT WE CAN, HOPEFULLY, WHEN THEY GRADUATE, GET A JOB, THAT WE CAN FOLD THEM BACK IN TO BEING AN INDUSTRY PARTNER OR CONNECTED TO OUR WORK.

WELL, OUR COLLEGE AND CAREER ADVISORS, I THINK, ARE A GOOD EXAMPLE.

RIGHT NOW THEY'RE WORKING IN THE SUMMER.

THEY'RE WORKING TO MAKE SURE THAT OUR KIDS GET TO THE NEXT POINT OF THEIR JOURNEY, RIGHT, WHETHER IT BE COLLEGE OR CAREER.

SO THAT'S ONE ACCESS POINT.

AND I THINK THE OTHER POINT IS WHAT MICHAEL TALKED ABOUT WAS CONNECT ALUM, WHERE WE CAN HAVE TOUCH POINTS WITH STUDENTS.

BUT ALSO, I THINK I GO BACK TO THE SUPERINTENDENT'S POINT OF, YOU KNOW, IF WE'RE GOING TO CONNECT WITH STUDENTS POST HIGH SCHOOL, IT'S GOING TO REQUIRE MORE PERSONNEL, WHICH REQUIRES MORE TIME. RIGHT.

AND SO IT'S A IT'S A DELICATE BALANCE TO SAY, LIKE WE WANT TO STAY CONNECTED, BUT WE ALSO KNOW IT'S GOING TO COST CAUSE US TO USE MORE RESOURCES.

YEAH, THAT MAKES SENSE.

AND I RECOGNIZE THAT.

AND AGAIN, I JUST WANT TO THANK YOU FOR THE WORK THAT YOU ALL ARE DOING IN THIS CHALLENGING AND OFTENTIMES OVERLOOKED ASPECT OF OUR WORK.

[01:50:07]

IT'S ABOUT, HAVE WE ACTUALLY FULFILLED OUR PROMISE TO SET THEM UP TO SUCCEED? AND YOU ALL ARE DOING SOME PIONEERING WORK ON THAT.

SO THANK YOU. TRUSTEES.

ANY OTHER QUESTIONS FOR ROUND ONE? OKAY. BUT YOU YOU'VE ALREADY GONE ROUND ONE, SO I'LL GO START ROUND TWO.

TRUSTEE FOREMAN. THANK YOU.

SO, BRIAN, I WAS JUST LISTENING TO BEN'S QUESTIONS ABOUT FOLLOWING STUDENTS AFTER THEY'RE OUT OF THE DISTRICT AND WHAT KIND OF DATA SETS. AND I GUESS THAT MY CONCERN IS, IS THAT WE JUST VOTED ON A DEFICIT BUDGET.

AND FOR ME, I WAS ELECTED TO MAKE SURE THAT WE GET STUDENTS OUT OF HIGH SCHOOL.

DOING THE BEST JOB WE POSSIBLY CAN IN GETTING THEM INTO COLLEGE IN A CAREER.

I WOULD MUCH RATHER SPEND RESOURCES ON.

HOW DO WE DO A BETTER JOB OF THAT BRIAN AND SUPERINTENDENT, AS OPPOSED TO TRACKING THEM AS THEY GO OUT INTO THE WORKFORCE, WHICH BECOMES VERY DIFFICULT. THAT'S GOING TO TAKE ADDITIONAL RESOURCES, ADDITIONAL PARTNERS.

AND I ALSO WANT TO BE CLEAR THAT THE WORKFORCE COMMISSION, THIS IS NOT THE FIRST TIME THEY'VE BEEN HERE.

I CAN REMEMBER WHEN I GOT MAD AT MAXIE FOR BRINGING TREY BLACK HERE PROBABLY THREE YEARS AGO.

FOUR YEARS AGO. DIDN'T KNOW YOU WERE MAD.

BUT THAT'S NOT NOTHING NEW BECAUSE WE'VE NEVER DONE THAT BEFORE.

PROBABLY ABOUT FIVE YEARS AGO WHEN I FIRST GOT ON THE BOARD.

YEAH, WE'VE NEVER DONE THAT BEFORE, SO I DON'T WANT IT TO SEEM LIKE THIS IS THE FIRST TIME WE'VE HAD ANYTHING TO DO WITH THE WORKFORCE COMMISSION, AND WITH THE IDEA OF TRYING TO MOVE OUR STUDENTS FORWARD.

CAREER INSTITUTE SUPERINTENDENT WAS BORN OUT OF TRYING TO MAKE SURE THAT WE HAVE AN OPPORTUNITY, THAT KIDS HAVE AN OPPORTUNITY IF THEY'RE NOT GOING TO GO TO COLLEGE OR THAT THEY HAVE AN OPPORTUNITY TO HAVE.

AND YOU KNOW AS WELL AS I DO, OSWALDO, IS THAT THEY HAVE AN OPPORTUNITY TO GO INTO THE WORKFORCE AND MAYBE EVEN BECOME ENTREPRENEURS BECAUSE WE HAVE ENTREPRENEURIAL CLASSES WITHIN OUR CAREER DEVELOPMENT CENTERS.

AND SO I JUST WANT TO MAKE SURE THAT WE STAY FOCUSED ON THE JOB OF MAKING SURE THAT WE GET THESE KIDS THROUGH SCHOOL, AS OPPOSED TO WHAT THEY DO AFTER SCHOOL, AFTER THEY GET THROUGH PUBLIC SCHOOLS, THAT THOSE ARE RESOURCES THAT WE AS A DISTRICT DO NOT HAVE.

AND I DON'T WANT TO PUT ANY ADDITIONAL RESOURCES IN THOSE KINDS OF THINGS RIGHT NOW.

I THANK YOU FOR YOUR WORK, AND I THANK YOU FOR THE INTERNSHIPS, AND I HOPE THAT YOU UNDERSTOOD MY QUESTIONS REGARDING THE DIFFERENCE BETWEEN STUDENTS WHO MAY GO ON TO COLLEGE AND STUDENTS WHO ARE IN THE CAREER DEVELOPMENT CENTERS, BECAUSE IT'S MY GOAL TO MAKE SURE THAT THOSE STUDENTS THAT ARE IN OUR CAREER DEVELOPMENT CENTERS HAVE AN OPPORTUNITY TO GET OUTSIDE OF DALLAS ISD.

SOME OF YOU MIGHT NOT REMEMBER, BUT I BELIEVE IN THE LATE 70S AND 80S BLUE COLLAR WORKERS CAME FROM WHERE THEY WERE, GENERAL MOTORS AND THEY THEY BECAME MIDDLE CLASS.

GENERAL MOTORS.

LTV. I THINK IT WAS FORD.

T THOSE KINDS OF INDUSTRIES.

AND SO WHEN WE FOCUS ONLY ON COLLEGE, I THINK WE MISS OUR OPPORTUNITIES TO DO OUR BEST JOB FOR OUR STUDENTS.

TRUSTEE WHITE. I JUST WANTED TO ASK THE SUPERINTENDENT TO SPEAK ON SOMETHING BECAUSE I THINK IT'S KIND OF RELATED TO THIS TOPIC.

BECAUSE I ATTENDED A CEREMONY WHERE WE HAD STUDENTS THAT WERE SIGNING ON CONTRACTS TO BECOME TEACHERS.

SO CAN YOU.

YEAH. THANK YOU, TRUSTEE WHITE.

THAT'S RIGHT. WE HAD A REALLY GOOD TIME THERE.

I THINK JUST HIGHLIGHTING ONE ANOTHER OPPORTUNITY THAT WE PARTNER DIRECTLY WITH OUR KIDS.

AND ROBERT ABEL, YOU AND YOUR TEAM DO A MAGNIFICENT JOB OF THAT AS WELL.

AND THAT IS, OF COURSE, OUR EDUCATION PATHWAYS AT SEVERAL OF OUR HIGH SCHOOLS.

AND THESE ARE NOW STUDENTS THAT ARE IN THOSE PATHWAYS AT OUR HIGH SCHOOLS THAT ARE GETTING ESSENTIALLY A PROMISE, A COMMITMENT FROM DALLAS ISD TO BE TEACHERS, TO RETURN TO US THAT ARE IN THOSE PATHWAYS AS THEY'VE JUST GOTTEN INTO THAT PATHWAY.

AND IT'S REALLY COOL. WE HAD SOME STUDENTS THAT CAME BACK THAT WERE IN THOSE PATHWAYS THAT ARE NOW OUR TEACHERS.

AND SO WHEN WE TALK ABOUT, YOU HEAR A LOT OF PEOPLE TALK ABOUT, THANK YOU SO MUCH, TRUSTEE WHITE, BECAUSE THIS IS REALLY A GREAT BRAGGING POINT FOR THE TEAM.

YOU'RE ABSOLUTELY RIGHT. THEY HAVE DONE AMAZING WORK.

WE DON'T JUST TALK ABOUT TO GROW YOUR OWN PROGRAM WITH EDUCATORS.

WE ACTUALLY HAVE ONE THAT REALLY DOES PRODUCE MAGNIFICENT TEACHERS FROM OUR COMMUNITY, FOR OUR COMMUNITY.

AND I REALLY APPRECIATE THAT OPPORTUNITY.

[01:55:03]

I'M PROBABLY GOING TO SOUND LIKE THE SUPERINTENDENT A LITTLE BIT THAT WE CAN DO BOTH AND.

RIGHT. THAT'S NOT YOUR JOB.

I WAS LOOKING AT AND SHE SHE BROUGHT BACK A GREAT EXAMPLE I DIDN'T KNOW SHE MADE.

YOU KNOW, I MAKE HIM MAD AT LEAST ONCE A MONTH.

SO ONCE A WEEK.

ONCE A WEEK. OKAY, I BELIEVE IT.

TREY BLACK AND I THINK ON TARGET.

AND WHAT WAS SO, SO, SO SIGNIFICANT ABOUT THAT PARTNERSHIP WAS THOSE KIDS WAS OVER AT SOUTH OAK CLIFF, AND ONE OF THOSE KIDS DROPPED OUT OF HIGH SCHOOL AND WENT BACK TRYING TO MAKE MONEY ON THE STREETS, AND HE WENT AND GOT THOSE KIDS AND BROUGHT THEM BACK.

AND THAT THAT PROGRAM HELPED THOSE KIDS GO TO COLLEGE AND GET A JOB WORKING AT A HOME DEPOT.

AND HE SAVED THOSE KIDS LIFE BLACK AND BROWN KIDS.

SO THAT'S REALLY DOING THE WORK.

SO WHEN I'M LOOKING AT ON TARGET AND TREY BLACK AND THE BUSINESS THAT THEY'RE DOING, THEY WAS THAT'S ACTUALLY SOMETHING THAT WE TALK ABOUT IT, BUT WE'RE TALKING ABOUT DOING THE WORK, RIGHT.

THEY DID THE WORK. AND SO WHEN I'M LOOKING AT OUR PARTNERSHIP AND I KNOW THAT I SPOKE WITH TODD WILLIAMS PLENTY OF TIMES CONCERNING THIS, AND HE'S VERY PASSIONATE ABOUT THIS, MAKING SURE THAT WHEN OUR KIDS DO GRADUATE AND GO TO COLLEGE, THAT AND I THINK ERIC BANNON, WE SPOKE WITH BROTHER BANNON ABOUT THIS, THAT WE DON'T LOSE THOSE KIDS DUE TO NON-COMMUNICATION.

RIGHT. AND SO WE'RE LOOKING AT THE DALLAS COUNTY PROMISE.

I WANT TO USE THEM BECAUSE THEY THEY TO HELP KIDS.

WHAT ARE WE DOING.

ARE WE COMMUNICATING WITH THOSE KIDS? BECAUSE I KNOW A FEW YEARS AGO AND A WHILE AGO, WE WAS TALKING ABOUT WORKING TOGETHER TO MAKE SURE THAT THOSE KIDS THAT ARE IN COLLEGE THAT WE DON'T LOSE COMMUNICATION.

AND WE'RE STILL MENTORING THEM AND PARTNERING WITH THEM THAT EVEN IF THEY'RE NOT IN OUR PARTICULAR CITY, BUT THEY'RE STILL A PART OF OUR, OUR NETWORK OR OUR FAMILY, IF I CAN SAY IT LIKE THAT. ARE WE STILL DOING THAT TO MAKE SURE THAT WE DON'T LOSE THOSE KIDS? BECAUSE I KNOW, I DON'T KNOW WHO QUESTION WHO CAN ANSWER THIS? BECAUSE I KNOW WE'RE TRYING AS SHE SAID, WE'RE TRYING TO GROW ON AND AND GROWING ON.

THERE MUST BE CONTINUED COMMUNICATION TO MAKE SURE THAT IS HAPPENING.

ARE WE DOING THOSE THINGS? WE HAVE A LIGHT TOUCH POINT YEAR ONE POST HIGH SCHOOL.

BUT BUT BACK TO THE FINANCE PIECE, RIGHT? HE HAS A SMALL TEAM FOR THE RIGHT REASONS.

AND SO WE TRY TO DO THAT, BUT WE HAVE TO DO IT JUDICIOUSLY BECAUSE THERE'S NOT THERE ARE NOT A LOT OF PERSONNEL RESOURCES TO DO THAT.

SO WE WORK TO MAKE SURE WE HAVE TOUCH POINTS WHERE THERE'S GREATER NEED.

WE HAVE GREATER TOUCH POINTS WHERE THERE'S MAYBE NOT AS MUCH NEED BECAUSE STUDENTS ARE THRIVING.

THEN WE KIND OF BACK OFF.

RIGHT. AND AND OF COURSE, DALLAS COUNTY PROBLEM HAS BEEN GREAT.

THEY PARTNERED WITH WHEN I DO THE SHAKE DALLAS EVENT TO MAKE SURE THAT OUR KIDS HAVE OPPORTUNITY TO GO TO COLLEGE.

SO I'M A BIG SUPPORTER OF OF THE DALLAS COUNTY PROMISE.

THE DALLAS THE DALLAS COLLEGE.

NOW I KNOW WE'RE DOING OUR GROW OUR OWN OR WE HIGHLIGHTING.

IF WE'RE NOT, I WANT TO HIGHLIGHT IT.

TO PRETEND THAT THEY HAVE A PROGRAM AND CORRECT ME IF I'M WRONG.

BUT DON'T THEY DON'T THEY HAVE STILL HAVE A PROGRAM WHERE OUR KIDS CAN GRADUATE, BECAUSE I KNOW IT'S A SHORTAGE OF TEACHERS AS WELL, THAT THEY FOR $10,000 OR $9000, WHERE THEY CAN ACTUALLY GET A FULL SCHOLARSHIP SCHOLARSHIP AND THEY CAN COMPLETE THEIR FOUR YEAR DEGREE IF IT'S IN THE EDUCATIONAL THINK IT'S ACTUALLY EARLY LEARNING REALM. AT DALLAS COLLEGE, THEY GOT PERMISSION TO GET A FOUR YEAR DEGREE.

AND SO IF YOU'RE A KID IN ONE OF OUR SCHOOLS AND ALREADY DID YOUR ASSOCIATE'S THERE AND YOU'RE GOING INTO TEACHING, YOU ABSOLUTELY COMPLETE IT AND IT ENDS UP COSTING THE STUDENT NOTHING.

SO I WANT TO I WANT TO JUST HIGHLIGHT THAT BECAUSE I KNOW THERE'S A PARTNERSHIP WITH THAT.

AND I'M SORRY. TRUSTEE MACKEY GO AHEAD.

IS IT CLARIFY THAT I THINK THEY ACTUALLY GET PAID BECAUSE THEY GET PAID $20,000 OR SOMETHING FOR AN INTERNSHIP.

SO I THINK THEY ACTUALLY MAKE MONEY IN THAT.

THAT'S GREAT. SO TO ALL OUR PARENTS THAT'S LISTENING THIS IS PART OF THE REASON WHY I BROUGHT THAT UP, BECAUSE AT TOWNVIEW, WE HAVE OUR EDUCATIONAL ACADEMY.

AND SO I THINK IT'S ROSIE'S ROSIE SOROLA.

RIGHT. SO I WANT TO MAKE SURE, BECAUSE THAT'S ONE OF THE THINGS THAT I SPOKE WITH YOU ABOUT SOME TIME AGO, MENTIONING THAT TO SOME OF OUR KIDDOS.

THAT'S OVER IN THAT TAG.

SO WHEN THEY GRADUATE, THEY UNDERSTAND THAT, HEY, I CAN GO RIGHT INTO THIS CAREER, THIS, THIS COLLEGE, AND GET A FOUR YEAR DEGREE.

AND THAT'S A PART OF OUR GROW YOUR ARM AS WELL.

SO I WANT TO BRING THAT OUT.

SO, BRIAN, DOCTOR LUTZ, THANK YOU FOR YOUR WORK.

BUT ANY PARENT THAT'S LISTENING, YOU GOT A CHILD THAT WANTS TO GET AN EDUCATION.

THIS WOULD BE A GREAT OPPORTUNITY.

AND IT'S NOT EXPENSIVE AT ALL.

SO. AND COME BACK TO DALLAS AND AND TEACH WHERE YOU WHERE YOU GRADUATED.

SOMETHING THAT WE'RE REALLY TRYING TO DO HERE IN DALLAS ISD.

THANK YOU TRUSTEE CURRY.

WELL I WAS GOING TO MAKE A BOTH AND JOKE AS WELL.

SO I WON'T MAKE THAT JOKE.

AND NEXT TO ME I DON'T DON'T ELBOW ME NOW BUT BUT I BUT I WOULD SAY I REALLY DO APPRECIATE YOUR COMMENTS ABOUT MAKING SURE WE'RE STAYING FOCUSED ON THE RIGHT

[02:00:06]

AND I THINK THAT'S RIGHT.

WHAT I UNDERSTOOD TRUSTEE MACKEY TO BE SAYING WAS, YOU KNOW, IF WE CAN BUILD SOME DATA, WE MAY BE ABLE TO SEE THAT, YOU KNOW, KIDS THAT PARTICIPATE IN PROGRAMS ONE, TWO AND THREE, BUT NOT 4 OR 5 AND SIX END UP HAVING BETTER OUTCOMES THAN THOSE THAT DON'T.

AND SO WE MAY BE ABLE TO BETTER FOCUS OUR RESOURCES ON WHAT'S REALLY WORKING VERSUS WHAT'S NOT.

AND I CERTAINLY WANT TO CLARIFY, WE TALK ABOUT RESOURCES.

I THINK WE'RE ALL IN A BIT OF A VACUUM.

AND MAYBE THIS IS SOMETHING THE ADMINISTRATION CAN WORK ON.

YOU KNOW, OBVIOUSLY THERE'S A DIFFERENCE IN IF ALL YOU NEED TO DO IS GET THE WORKFORCE COMMISSION TO PLAY NICE, AND YOU NEED SOMEONE TO BE ABLE TO PULL DOWN A DATA STREAM AND WORK ON IT FOR A DAY OR TWO, VERSUS BUILDING A 40 PERSON TEAM TO BUILD AN APP THAT SOMEBODY'S GOING TO TALK TO.

THOSE ARE VERY DIFFERENT THINGS.

AND IT SOUNDS LIKE ONE THING WE MIGHT ALL APPRECIATE IS SIMPLY THE WORKING TO IDENTIFY WHAT DATA WE THINK WOULD BE HELPFUL TO US TO EVALUATE OUR PROGRAMS. WELL AND THEN WE CAN WORK ON WHETHER OR NOT THOSE RESOURCES ARE SOMETHING THAT CAN BE SOLVED EFFICIENTLY AND NOT IN A WAY THAT OVERBURDENED, THAT ALREADY VERY OVERBURDENED DEPARTMENT. THANK YOU.

TRUSTEES. ANY OTHER QUESTIONS ON SEVEN A.

HEARING? NONE. SUPERINTENDENT WE WILL TAKE YOUR NEXT UPDATE.

SO SEVEN BE AS POSTED WAS DISCUSSED IN CLOSED SESSION TO ENSURE CONTINUATION OF SAFETY AND SECURITY AND CONFIDENTIALITY.

AND THEN I'LL BRING UP OUR CFO, DOCTOR ALFRED STEVENS.

ALFRED STEVENS, WHO WILL BRING TO US THE ANNUAL.

COOPERATIVE PURCHASING, AND I'M GOING TO GO OUT ON A LIMB HERE AND SAY WE HAVE AT LEAST ONE TRUSTEE WHO'S GOING TO ASK SOME QUESTIONS.

I DON'T THINK SHE'S GOING TO ASK A QUESTION ON THIS ONE TODAY, BUT GOOD MORNING AGAIN OR GOOD AFTERNOON, TRUSTEES.

PRESIDENT KERRY, ON THE ITEM THAT IS BEING SHARED IS OUR COOPERATIVE PURCHASING.

OPPORTUNITIES THAT WE ENGAGED IN LAST YEAR.

WE ARE REQUIRED BY LAW TO SHARE THIS INFORMATION.

SO YOU'LL SEE THAT THE CO-OPS THAT WE PARTICIPATED IN AND THE FEE OF ANY THAT HAS BEEN PAID TO THOSE CO-OPS FOR LAST YEAR.

AND SO EVEN THOUGH WE PRESENT THESE RIGHT THROUGHOUT THE YEAR, WE'RE STILL REQUIRED TO BRING THEM ONCE A YEAR IN TOTALITY TO YOU.

SO IT MAY SEEM REDUNDANT, BUT IT IS A REQUIREMENT.

TRUSTEES. ARE THERE ANY QUESTIONS? TRUSTEE FOREMAN. THE ONE TRUSTEE.

JUST IT WOULD BE REALLY GOOD FOR ME TO UNDERSTAND HOW MUCH WE'VE PURCHASED FROM EACH ONE OF THESE CO-OPS, HOW MUCH WE'VE PURCHASED FROM EACH ONE.

AND THAT'S FOR THE LAST YEAR.

THE 2324 SCHOOL YEAR.

YES, MA'AM. YES, MA'AM.

THANK YOU. TRUSTEES.

ANY OTHER QUESTIONS? OKAY.

SEEING NONE TRUSTEES, WE HAVE COMPLETED INFORMATION AND REPORTS.

AGENDA ITEM SEVEN.

TRUSTEES WILL NOW TURN TO AGENDA ITEM NINE.

TRUSTEES. THE MINUTES WILL BE POSTED IN BOARD DOCS PRIOR TO THE MEETING.

[9. MINUTES SUBMITTED FOR APPROVAL]

STATUTORY ITEMS.

[10. STATUTORY ITEMS]

AND SECURITY COMMITTEE.

AS REQUIRED BY LAW, THE COMMITTEE MUST INCLUDE THE PRESIDENT OF THE DISTRICT'S BOARD OF TRUSTEES AND ONE MEMBER OF THE BOARD OF TRUSTEES.

OTHER THAN THE PRESIDENT.

MEMBERSHIP MAY BE EXPANDED UPON AT THE DISCRETION OF THE COMMITTEE COORDINATOR TRUSTEES.

NO ACTION WILL BE TAKEN DURING THIS BOARD BRIEFING.

COMMITTEE MEMBERS WILL BE NOMINATED AND VOTED ON VOTED ON DURING THE JUNE 27TH BOARD MEETING.

TRUSTEES. WE'LL NOW TURN TO AGENDA ITEM 11 POLICY UPDATES.

[11. POLICY UPDATES]

THESE ARE QUICK ONES.

I READ THE CHANGES ON B TWO QUESTIONS ON THIS.

NUMBER ONE WHAT IS THE FUNCTIONAL CHANGE THAT THIS IS DOING?

[02:05:02]

AND THEN QUESTION TWO IS WHY A SINGLE READ.

TRUSTEE MACKEY TRUSTEE MACKEY.

MY UNDERSTANDING IS THIS POLICY ONLY REQUIRES A SINGLE READ.

I'D HAVE TO DEFER TO SOMEONE KNOWS POLICY BETTER THAN I.

BUT TO YOUR FIRST QUESTION.

THE CHANGES HERE, STRIKE OUT AND UNDERLINE ARE BASED ON INTERNAL AUDIT STANDARDS BEING CHANGED AND UPDATED, TAKING EFFECT JANUARY 1ST OF NEXT YEAR.

MY ONLY, WELL, OPPORTUNITY TO GET THIS TO THE AUDIT COMMITTEE AND THE REQUIREMENT THAT POLICIES BE REVIEWED IN MAY, THEY WERE TAKEN TO AUDIT COMMITTEE IN MAY. SO THEN THEY WOULD COME TO THIS AFTER THAT APPROVAL AND RECOMMENDATION FOR CONSIDERATION BY THE FULL BOARD.

SO CONFORMING LANGUAGE TO THE NEW STANDARDS THAT, THAT I'M, THAT I'M OBLIGATED TO COMPLY WITH.

AND THIS WAS REVIEWED AND AGREED UPON BY THE AUDIT COMMITTEE, AGREED TO AND YES, SENT FORWARD.

YES, SIR. OKAY.

THANK YOU. ANY OTHER QUESTIONS ON 11 B? OKAY. I'M SORRY. DO WE.

DID WE SKIP A.

DO YOU HAVE A QUESTION ON 11 A? WHAT WERE YOU JUST DOING, A OR WERE YOU DOING.

NO, I ASKED FOR B AND C, AND THEN SOMEONE ELSE ASKED FOR D TRUSTEE.

WHY DO YOU HAVE A QUESTION ON 11 A? I DO HAVE A QUESTION ON 11 A.

TRUSTEE WHITE AND I'M SORRY, I DO APOLOGIZE.

I STEPPED OUT AND I JUST CAME BACK IN, BUT MY UNDERSTANDING WAS 11 A WAS THE FIRST READ AS WELL.

IS THAT CORRECT? FOR THE.

YES. TRUSTEE WHITE ONE READING.

OKAY. AND SO I THINK WE MAY.

WELL. I HAVE SEVERAL CONCERNS BECAUSE NUMBER ONE.

MY UNDERSTANDING IS WE DO HAVE A POLICY COMMITTEE, BUT WE'RE BEING TOLD IT'S NOT A COMMITTEE, AND I DON'T RECALL.

BUT WE HAVE A CHAIRPERSON AND WE HAVE THREE PEOPLE THAT JUST LIKE ANY OTHER COMMITTEE.

BUT I DO NOT RECALL SEEING THIS.

THIS IS MY FIRST TIME SEEING THIS POLICY FOR A FIRST READ THAT IS BEING PRESENTED TO THE BOARD AS A WHOLE.

SO. I DID HAVE SOME CONCERNS AS FAR AS WHY IT WAS A FIRST READ AS WELL.

AND. I WAS.

I HAD ALSO WAS WONDERING WHY IT.

CAME DIRECTLY FROM YOU AS WELL.

SO CAN YOU? I MEAN, JUST FROM MY LOOKING OVER THIS, YOU YOU PUT THIS FORWARD SO THAT IT COULD BE FIRST READ SO THAT I JUST HEARD YOU SAY TIME CONSTRAINTS. THAT'S THE REASON WHY YOU DID IT.

CORRECT. I TAKE IT TO AUDIT COMMITTEE IN THE MAY MEETING, WHICH IS THE REQUIREMENT THAT THESE POLICIES BE REVIEWED IN MAY OF EACH YEAR.

THAT'S THE LAST AUDIT COMMITTEE OF THE YEAR.

OKAY. SO THEY REVIEWED IT AND AGREED TO SEND IT FORWARD TO THE FULL BOARD.

IT WILL STILL GO THROUGH POLICY, BUT MY UNDERSTANDING ONLY REQUIRING ONE READ.

AND I GUESS THE REAL REASON THAT I'M ASKING THIS BECAUSE YOU SAID YOU BROUGHT IT FORTH IN MAY.

THERE WASN'T A QUORUM OF THE COMMITTEE IN MAY.

IF I MAY. YES, MA'AM.

HE'S TALKING ABOUT THE AUDIT COMMITTEE, NOT THE AUDIT COMMITTEE.

THE AUDIT COMMITTEE? YES, MA'AM. OKAY.

I'M SORRY, BECAUSE I GOT CONFUSED EARLIER.

SO? SO THAT'S WHY.

BUT WHY? WHY? IF THIS IS COMING FROM THE AUDIT COMMITTEE, IS IT.

WHY ISN'T IT GOING THROUGH THE POLICY? I GUESS WOULD BE MY NEXT QUESTION.

BECAUSE I THINK FROM AUDIT COMMITTEE IT ALWAYS ANYTHING DONE AT AUDIT COMMITTEE AND TRUSTEE FOREMAN.

YOU MAY CORRECT ME, BUT AS I REMEMBER ANYTHING THAT GOES TO AUDIT COMMITTEE THEN JUST COMES BACK TO THE FULL BOARD, OKAY.

AND IF THEY APPROVE IT, IF THEY.

YEAH. AS LONG AS THEY APPROVE IT.

CORRECT. SO OKAY I GOT YOU.

SO IT'S NOT THE WAY OUR POLICIES BECAUSE HE'S A DIRECT REPORT TO THE BOARD.

IT'S DIFFERENT THAN ALL OF OUR POLICIES THAT REQUIRE TWO READS.

GOTCHA. IS THAT HELPFUL.

IT IT IS VERY HELPFUL.

AND THANK YOU. THAT ANSWERS MY QUESTION.

TO BE FAIR, IT WAS MY FIRST CHANGE IN POLICY IN THREE YEARS.

SO AND THAT'S WHY I WAS ALSO SURPRISED TO SEE IT AS WELL.

SIR, YOU'RE ABSOLUTELY CORRECT.

BUT THANK YOU. I REALLY THANK YOU.

AND IT WAS MINOR LANGUAGE CHANGE.

WE DID CIRCULATE. THAT WAS PART OF THE DISCUSSION LAST YEAR TO CIRCULATE THIS, AMONG OTHER AREAS, FINANCE AND COMPLIANCE, TO MAKE SURE THEY HAD A CHANCE TO INPUT IT.

WE FOUND THIS, YOU KNOW CONFORMING CHAIN THAT NEEDED TO BE MADE FOR THE DEFINITION OF THE FINANCIAL REPORT.

[02:10:06]

WE'D LIKE TO GET IT RIGHT.

THANK YOU AGAIN. THANK YOU.

TRUSTEES. ANY QUESTIONS ON 11 C.

YES. TRUSTEE MACKEY.

YEAH, SIMILAR TO THE LAST ONE I SEE.

IT LOOKS LIKE A RELATIVELY MINOR CHANGE IN TERMS OF THE AMOUNT OF CREDITS, WHICH ON THE SURFACE TO ME LOOKS LIKE IT MAKES SENSE TO DO SIX, 12 AND 18 GOING FROM FIVE AND 19. I'M JUST CURIOUS, GIVEN THAT THIS IS STUDENT ON TRACK, WHAT FUNCTIONAL WHAT FUNCTIONALLY DOES THIS MEAN DIFFERENTLY FOR STUDENTS AND WHY THE CHANGES? GOOD AFTERNOON. THE WHY IS REALLY TO BE IN ALIGNMENT WITH WHEN THE STATE CHANGED THE GRADUATION PLANS FROM 22, 24 TO 26 AS A DISTRICT, WE NEVER WE NEVER UPDATED THAT.

AND SO THIS UPDATE BASICALLY DOES NOT PENALIZE ANY CURRENT STUDENT THAT HAS ALREADY BEEN IN NINTH GRADE FOR NEW NINTH GRADERS COMING IN, STARTING IN THE 2425 SCHOOL YEAR IN ORDER TO MOVE UP IN THE 10TH GRADE.

AT THE END OF NEXT YEAR, YOU'RE GOING TO BE REQUIRED TO HAVE SIX CREDITS INSTEAD OF FIVE.

AND THEN IF YOU NOTICE ON PAGE TWO OF THE POLICY UNDER HIGH SCHOOL CLASSIFICATION PRIOR TO THIS SCHOOL YEAR, WE AREN'T CHANGING ANYTHING.

IT'S SUPPOSED TO CONFORM WITH THE NEW GRADUATION PLAN.

YEAH, I WANT TO JUST SO ORIGINALLY IN THIS, WE REALLY ARE LIKE LATE IN UPDATING THIS WHEN YOU USED TO HAVE ONLY 20 CREDITS TO GRADUATE, IT MADE SENSE, RIGHT? 510, 15 CREDIT REQUIREMENTS ARE NOW 26.

AND SO WE NEED OUR STUDENTS TO BE AT LEAST AT SIX CREDITS TO BE SOPHOMORES AND NOT MISLEAD THEM INTO THINKING THAT THEY ARE ON TRACK WITH FIVE OR ON 18.

AND SO IT WAS INTERESTING THAT THE JUNIOR LEVEL GRADE HAD BEEN UPGRADED TO WHAT MADE SENSE, RIGHT? THE 12. BECAUSE IF YOU REMEMBER, WE OFFER EACH OF OUR STUDENTS EIGHT CREDITS AN OPPORTUNITY EACH YEAR, AND WE'RE STILL ONLY SAYING JUST GET SIX EACH OF THOSE YEARS. AND IF THEY'RE IN THE RIGHT PLACES, WHICH OF COURSE IS OUR RESPONSIBILITY WITH GUIDANCE THAT WE KEEP OUR KIDS ON TRACK.

SO ALL THE SURROUNDING DISTRICTS HAVE UPDATED THESE CREDIT ACCRUALS AND WE HAD NOT.

THAT MAKES SENSE. THANK YOU SO MUCH.

TRUSTEE WHITE. YES.

I WAS READING THROUGH THE, THE INFORMATION THAT WE WERE PROVIDED, OF COURSE.

AND. IT WAS BASICALLY STATING THAT IT'S THE HIGH SCHOOL PRINCIPAL HAS BEEN RESPONSIBLE FOR STUDENT CLASSIFICATION.

AND SO I WAS JUST BASICALLY WONDERING, CAN YOU GIVE ME A PICTURE OF HOW THIS IS ALL PUT TOGETHER? I MEAN, IS IT THE COUNSELOR AND THE REGISTRAR WORKING TOGETHER? HOW IS HOW IS IT DONE? WELL, THE BOARD LANGUAGE IS ALWAYS SAYING THE PRINCIPAL BASICALLY IS IN CHARGE OF THE EDUCATIONAL PLAN FOR THE FOR THE ENTIRE SCHOOL.

BUT IT'S A COLLABORATION BETWEEN COUNSELORS, BETWEEN TEACHERS, BETWEEN ALL OF THE PEOPLE THAT WORK, THE SUPPORT, THE GUIDANCE OF ACADEMICS FOR STUDENTS.

SO BASICALLY, BY THE TIME THAT THE, THE THE REPORT IS COMPILED AND WHAT HAVE YOU THE HARD NUMBERS ARE JUST GIVEN TO THE PRINCIPAL, AND HE LOOKS IT OVER AND AND THAT'S BASICALLY IT.

THERE'S NO A LOT OF IT'S NO REALLY NEED FOR ADJUSTMENT.

IS THAT CORRECT? I WOULD JUST SAY THAT IT'S LIKE SIMILAR TO REPORT CARDS.

AT THE END OF THE DAY, THE PRINCIPAL'S RESPONSIBILITY IS TO ENSURE THAT ALL OF THE ACADEMIC SUCCESS IS REPORTED APPROPRIATELY.

I WOULDN'T SAY IT'S NECESSARILY A REPORT, BUT IT DEFINITELY IS GUIDED AND LED THROUGH THE ADMINISTRATIVE LEADERSHIP THAT IS SUPERVISING BY THE PRINCIPAL.

THANK YOU, THANK YOU.

OKAY. TRUSTEES QUESTIONS ON 11 D.

TRUSTEE FOREMAN.

GOOD AFTERNOON LADIES.

SO YOU PROBABLY KNOW THERE'S BEEN LOTS OF CONVERSATION ABOUT THE CODE OF CONDUCT AND CHANGES.

I'M GOING TO GO THROUGH SOME OF THESE NOW, AND WE'LL MEET WITH YOU GUYS ON SOME OTHER THINGS LATER.

BUT JUST SOME SOME THINGS THAT MAKE SENSE TO ME FOR RIGHT NOW.

AND I'M JUST GOING TO START OUT WITH PROPOSED CHANGES, THE DOCUMENT THAT YOU HAVE FOR THE PROPOSED CHANGES.

AND SO YOU CAN START JUST LOOKING AT THAT AND WE CAN BE ON THE SAME PAGE.

[02:15:01]

WE'RE REMOVING LEVEL ONE, TWO, THREE, FOUR FROM THAT PAGE.

WHERE DOES WHERE DOES THE WHERE ARE THE LEVELS IDENTIFIED IN THE STUDENT CODE OF CONTRACT? IF WE REMOVE THEM FROM THAT PAGE.

SO THEY'RE IN THE TABLE OF CONTENTS.

AND THEN IN THE TABLE OF CONTENTS IT TELLS EXACTLY WHICH PAGE.

SO I BELIEVE THEY START ON PAGE 49.

SO JUST JUST TO BE CLEAR, THIS IS A DOCUMENT THAT WE'RE GOING TO WANT OUR PARENTS TO READ AND OUR STUDENTS TO READ.

AND IF YOU HAVE SOMETHING THAT IMPORTANT ON PAGE 49 THERE, THERE MIGHT BE SOME CONCERNS ABOUT THAT, BECAUSE I THINK THEY'RE GOING TO WANT TO KNOW WHAT THOSE LEVELS ARE PROBABLY PRETTY QUICKLY.

SO IF YOU HAVE AN OPPORTUNITY, JUST THINK ABOUT THINK ABOUT THAT.

THEN IF YOU GO TO THE NEXT PAGE.

PAGE 17, WHERE THE ADDED LANGUAGE IS ABOUT TO PROVIDE INFORMATION TO A STUDENT PARENT GUARDIAN ABOUT THE PROCESS FOR REQUESTING A SPECIAL EDUCATION.

INITIAL EVALUATION.

SO. LET ME JUST START OVER HERE AND OVER HERE.

SUPERINTENDENT, YOU KNOW THAT WE HAVE WORKED FOR YEARS TO MAKE SURE THAT CERTAIN DEMOGRAPHICS WERE NOT IN SPECIAL ED AND WERE NOT TARGETED TOWARDS SPECIAL ED.

AND I'LL BE REAL FRANK, THAT'S AFRICAN AMERICAN MALES AND AND AND WE KNOW THAT IN DEEP.

THAT MANY OF THE STUDENTS ARE AFRICAN AMERICAN MALES.

WE KNOW THAT.

SO I WANT TO BE CLEAR THAT IF THERE IS ANY CONVERSATION ABOUT SPECIAL ED, THAT IT IS NOT IN DIEPPE. THAT NEEDS TO BE HELD WITH SOMEONE WHO IS SKILLED IN THAT PARTICULAR AREA, WHO UNDERSTANDS OUR MISSION.

NOT THAT DAP PEOPLE ARE NOT NICE.

I LOVE YOU, BUT.

I'VE WORKED TOO HARD.

THIS BOARD HAS WORKED TOO HARD TO MOVE AWAY FROM IDENTIFYING PARTICULARLY AFRICAN AMERICAN MALES IN SPECIAL ED.

SO. I DON'T KNOW WHERE THAT LANGUAGE CAME FROM, BUT I THINK WE NEED TO LOOK AT THAT LANGUAGE TO MAKE SURE THAT THERE IS A CLEAR UNDERSTANDING OF HOW WE'RE GOING TO MOVE FORWARD ON THAT PARTICULAR AREA.

AND I'LL BE TALKING TO YOU MORE ABOUT THAT.

PAGE 20.

WE'RE DELETING TRAN.

PAGE 20.

DO WE TRANSPORT STUDENTS TO DIEPPE? SO FOR OUR ELEMENTARY KIDS, YES.

THROUGH OUR TRANSPORTATION SYSTEM, WE DO SPECIAL EDUCATION STUDENTS.

WE DO. AND THEN THE SECONDARY STUDENTS USE DART.

OKAY. SO WHY ARE WE MOVING THE TRANSPORTATION LANGUAGE OR ARE WE MOVING IT TO ANOTHER LOCATION.

SO WE'RE NOT REMOVING ALL OF THE TRANSPORTATION LANGUAGE.

WE'RE REMOVING THE UNNECESSARY THINGS LIKE WE QUOTED THE TRANSPORTATION'S MISSION AND VISION AND THAT REALLY WE'RE NOT THE TRANSPORTATION DEPARTMENT.

SO WE DIDN'T FEEL LIKE WE NEEDED THAT TYPE OF LANGUAGE IN THERE.

SO THOSE ARE THE THINGS THAT CAME OUT, JUST THE UNNECESSARY LANGUAGE.

SO DO YOU THINK IT'S UNNECESSARY TO HAVE THE HOTLINE IN THERE? SO PARENTS MIGHT BE ABLE TO CALL IF THEY CHOOSE TO.

THE HOTLINE NUMBER IS STILL IN THERE.

IT WAS MOVED TO THE END OF THE PAGE.

OKAY, DELETING THE ROUTING CHART, MOVE, THE BUS MISCONDUCT AND PROGRESSIVE DISCIPLINE FROM THE PREVIOUS PAGE SO THAT THERE'S CONSISTENCY.

ALL I'M SAYING IS, IS THAT WE WANT TO MAKE SURE WHILE WE UNDERSTAND IT, WE WANT TO MAKE SURE OUR PARENTS AND STUDENTS CAN PICK UP THE DOCUMENT AND UNDERSTAND THE DOCUMENT.

THAT'S MY CONCERN.

SO I WOULD ASK YOU TO TAKE ANOTHER LOOK AT THAT, BECAUSE WE DO TRANSPORT STUDENTS AND WE DO NEED TO TALK ABOUT HIGH SCHOOL STUDENTS, WHICH I KNEW.

I KNOW HIGH SCHOOL STUDENTS CANNOT DRIVE TO DIEPPE, I KNOW THAT, BUT SOME OF THEM ARE DROPPED OFF AND SOME OF THEM TAKE PUBLIC TRANSPORTATION, IF I'M CORRECT. SUPERINTENDENT.

YEAH. OKAY.

SO I JUST WANT TO MAKE SURE WE GET THAT STRAIGHT.

AND THEN.

PAGE 24.

FROM NEWLY ENROLLED TO CURRENTLY ENROLLED STUDENTS.

AND WE TALK A LITTLE BIT ABOUT STUDENTS THAT ARE ALREADY IN THE CRIMINAL JUSTICE SYSTEM.

[02:20:01]

AND I DON'T THINK THE LANGUAGE THAT WE HAVE HERE REALLY IDENTIFIES THE PROBLEM THAT WE HAVE WITH THAT PARTICULAR ISSUE.

SUPERINTENDENT, WE'VE HAD CONVERSATIONS.

I'VE HAD CONVERSATIONS WITH YOUR STAFF ABOUT HOW DO WE GET DALLAS COUNTY TO HELP US IDENTIFY THESE STUDENTS.

MANY OF THEM COME INTO OUR SCHOOLS THAT ARE ALREADY IN THE SYSTEM, AND WE DON'T KNOW WHAT OFFENSE THEY'VE HAD.

SO I THINK THAT IT'S IMPORTANT THAT IF WE'RE GOING TO PUT LANGUAGE IN THERE TO TALK ABOUT THOSE OFFENDERS, IS THAT WE HAVE A BETTER OPPORTUNITY TO KNOW WHO THOSE OFFENDERS ARE, IF THAT MAKES SENSE.

THEN LET'S GO TO PAGE 24, WHICH IS THE NEXT ONE.

IT'S ABOUT THE STUDENT THAT'S ENROLLED WITH A LEVEL FOUR ASSIGNMENT AS A REGISTERED SEX OFFENDER.

IS, DOES THAT STUDENT THEN GO TO JJAEP? IS THAT WHAT WE'RE SAYING, OR WE'RE JUST TAKING THAT LANGUAGE OUT? AND IF YOU DON'T HAVE THE ANSWER, SAY, I DON'T HAVE THE ANSWER AND I'M GOING TO GET BACK WITH YOU TRUSTEE FOREMAN BECAUSE I DON'T WANT YOU TELLING ME SOMETHING THAT YOU DON'T KNOW BECAUSE I WILL GET MAD.

LET US GET BACK WITH YOU ON THAT.

ALL RIGHT. THANK YOU.

OKAY, LET'S GO TO THE NEXT PAGE.

SO PAGE 49.

YOU GUYS WITH ME? AND WE HAD A LITTLE BIT OF A DISCUSSION ABOUT THIS WHERE WE TALKED ABOUT THE CBC OR THE COORDINATOR OF THE PARENT, WHICH MAY SELECT AN OPTION FOR CLASS IN LIEU OF DISCRETIONARY DIP.

SO THAT WOULD BE A LEVEL ONE AND A LEVEL TWO DISCRETIONARY.

BUT WHAT I THINK IS MOST IMPORTANT IS THAT THE PRINCIPAL IS INVOLVED IN THAT PROCESS INSTEAD OF THE COORDINATOR THAT THE PRINCIPAL HAS TO SIGN OFF ON THAT.

THE PRINCIPAL, IN MY OPINION, KNOW THE STUDENTS BEST AND SOMEBODY HAS TO TAKE THAT RESPONSIBILITY.

AND I THINK THAT'S A PRINCIPAL RESPONSIBILITY.

SO I'D LIKE TO SEE THAT LANGUAGE CHANGE, TO SAY SOMETHING LIKE IN COORDINATION WITH THE PRINCIPAL OR SOMETHING, TO MAKE SURE THE PRINCIPAL IS A PART OF THAT.

THEN ON PAGE 50.

I ASKED IF THERE WAS A DEFINITION OF HATE SPEECH, AND SOMEBODY TOLD ME THAT THERE IS A DEFINITION OF HATE SPEECH, AND I WANT TO MAKE SURE THAT WE HAVE THAT DEFINITION, BECAUSE FOR SOME PEOPLE, SOME WORDS ARE HATEFUL AND SOME WORDS ARE NOT HATEFUL.

AND SO WE HAVE TO MAKE SURE THAT WE HAVE THE CORRECT LANGUAGE IN THIS PROCESS SO THAT CHILDREN WILL NOT BE PUNISHED OR PENALIZED FOR WHAT THEY DO NOT BELIEVE IS HATE SPEECH.

WE HAVE TO MAKE SURE THAT THERE IS A CLEAR UNDERSTANDING OF OUR DEFINITION OF HATE SPEECH.

SO. AND THEN ON PAGE 50.

I THINK WHERE YOU TALK ABOUT THE LEVEL TWO OFFENSE FOR HATE SPEECH, WHERE A STUDENT MAY BE PLACED IN A DAP AT ANY TIME AT THE DISCRETION OF THE PRINCIPAL, THE DISTRICT POLICE CLASSIFICATION AND GUIDANCE FROM THE RACIAL EQUITY OFFICE.

WHAT WOULD THE RACIAL EQUITY OFFICE HAVE TO DO WITH A STUDENT ON THE CAMPUS? I'M JUST ASKING. AND THAT'S NOT TO BE OFFENSIVE.

NO, BUT I THINK THIS ACTUALLY GOES BACK TO YOUR DEFINITION OF HATE SPEECH.

SO THIS WAS ABOUT THE TRAINING THAT ALL OF OUR CAMPUSES ARE REQUIRED FOR US TO MAINTAIN.

AND SO THAT THERE'S CONSTANTLY CONSISTENCY TRUSTEE FOREMAN THAT WE DON'T HAVE ONE DEFINITION OVER HERE, A DIFFERENT, A DIFFERENT LEVEL OF WHAT WE'RE CALLING HATE SPEECH HERE VERSUS OVER HERE.

SO IT WAS TO ENSURE THAT WE'RE ALSO NOT SEEING ANY CONTINUAL TRENDS AGAINST CERTAIN RACES, CERTAIN CULTURES AND SO ON.

SO IT'S MORE OF A COLLABORATION, NOT THAT ANY OF THOSE ENTITIES ARE MAKING THE DECISION.

SO I WOULD RATHER SEE IS THAT WE MAYBE USE COLLABORATION AND MIGHT USE TRAINING BY THE RACIAL EQUITY OFFICE INSTEAD OF IN THE FORMAT THAT IT'S IN CURRENTLY, THAT THAT FORMAT DOESN'T WORK FOR ME AS AN INDIVIDUAL.

OKAY, LET'S GO ON TO THE NEXT PAGE.

[02:25:02]

THAT THAT'D BE GREAT.

THEY PROBABLY DON'T WANT ME TO, BUT I WILL.

TRUSTEE. TRUSTEE WHITE.

YES, I AM ON I HAVE A QUESTION FIRST BEFORE I EVEN START ON MY PAGES, BECAUSE I KIND OF WANTED TO GET AN UPDATE BECAUSE I KNOW YOU GUYS WERE.

I FIRST RECEIVED A LIST SAYING WHERE THE CHANGES WERE BEING SUGGESTED AND INSTITUTED, AND I WANTED TO SEE THAT INFORMATION ON THE PAGES, BECAUSE TO ME, THERE SEEMS TO BE SOME DUPLICATION.

I ASKED FOR LIKE A MARKUP COPY OF THE UPDATES WITH THE CHANGES IN IT IS WHAT I'M SAYING.

AND I WAS TOLD THAT THAT COULDN'T BE DONE.

BUT THERE IS.

FROM WHAT I CAN SEE, THERE IS SOME DUPLICATION.

I'M ON PAGE.

29. AND IT'S SAYING IF A STUDENT WITHDRAWS FROM DALLAS ISD, THE SCHOOL DISTRICT LOSES ITS JURISDICTION TO CONSIDER APPEALS. SO.

I THINK THAT'S ALSO ON THE BOTTOM OF PAGE 31 AS WELL.

AND BASICALLY AND THERE ARE SOME QUESTIONS THAT I HAVE ABOUT THAT THIS TOPIC BECAUSE IF A STUDENT TRANSFERS IN TO OUR DISTRICT, I WANT TO MAKE SURE THIS IS ON.

I'M ON THE RIGHT PAGE. I'M SORRY.

GIVE ME JUST A SECOND.

WELL, AT ANY RATE, IT'S IN HERE.

BUT I JUST WANT I WANT TO TALK ABOUT THE PAGES BECAUSE I WANT TO KEEP YOU GUYS WHERE I'M AT.

BUT BUT THAT IS ALSO, IF I'M NOT MISTAKEN, IT'S ON PAGE, THE BOTTOM OF PAGE 28 AND ON ALSO ON THE BOTTOM OF PAGE 39 AND ALSO ON THE BOTTOM OF THE PAGE.

ON ON 28 9.1 IS TALKING ABOUT DC, JJ AP.

AP. EXCUSE ME, COULD YOU GIVE US JUST A SECOND SO THAT WE CAN FOLLOW WHERE YOU ARE? TRUSTEE WHITE. OH.

I'M SORRY. I JUST WANT TO MAKE SURE THAT IF WHATEVER, EVEN IF THEY DON'T HAVE THE RESPONSE, I WANT TO MAKE SURE THEY'RE AT THE RIGHT PLACE.

SO GIVE US JUST A SECOND.

OKAY. THIS ONE YOU'RE REFERRING TO? YES. 9.10.

GOING THE OTHER DIRECTION.

THAT'S EIGHT, PLEASE.

NINE POINT.

PAGE 28.

SO GO BACK. YES.

NO, BECAUSE THOSE ARE BACK UP.

YEAH. OH, WELL, MY, YOU MAY HAVE A DIFFERENT COPY.

YEAH, I GUESS MINE SAYS 28, BUT THE SECTION WAS 9.109.10.

JUST GO TO SECTION 9.10 PLEASE.

WHEREVER THAT.

AT ANY RATE, IT'S STATING THAT THE APPEAL PROCESS SAYS PROCEDURES FOR OFF CAMPUS DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM, DEEP SLASH DALLAS COUNTY JUVENILE JUSTICE EDUCATION PROGRAM.

HAKEEM WAS LOOKING AT SOMETHING VERY DIFFERENT.

IT IS? YES, MA'AM.

THAT'S NOT THE RIGHT DOCTOR.

NO YOU HAVEN'T.

I JUST NEED TO SEE WHAT THEY OFFER TO SHOW YOU THE COVER.

Y'ALL HAVE A TOTALLY DIFFERENT ONE THAN SHE DOES, SO WE'LL JUST TAKE NOTES.

SHE IS LAST MONTH'S TRUSTEE WHITE.

DO YOU WANT TO USE THE DETAILED INFORMATION SHEET? BECAUSE THAT WILL SHOW YOU EXACTLY WHERE ALL THE CHANGES ARE.

NO, JUST THE SAME.

POINT INFORMATION.

TRUSTEE JOHNSON. WHAT WHAT COPY DOES TRUSTEE WHITE HAS VERSUS THE COPY THAT WE'RE LOOKING AT NOW? YES, BECAUSE SHE SAYS, BUT THAT'S WHAT THEY'RE SHOWING UP HERE.

OKAY. SO THERE'S WE MUST HAVE A DIFFERENT VERSION FROM SOME OTHER CORRECTIONS.

[02:30:05]

SO MY APOLOGIES.

WE'LL TAKE NOTES SO THAT WE CAN MAKE SURE THAT WE CAN COME BACK AND RESPOND TO ALL OF THESE AND PUT THESE IN THE TRACKER FOR ALL OF THE TRUSTEES.

THANK YOU. IT'S A I HAVE IT.

YEAH, WE HAVE IT. GO AHEAD.

OKAY, WE HAVE IT. IT'S PERTAINING TO STUDENTS BEING REQUIRED TO UNENROLL WHEN THEY LEAVE THEIR HOME CAMPUS, AND RE ENROLL WHEN THEY RETURN.

AND THE REASON I GUESS I'M ASKING THIS QUESTION BECAUSE I SAW THAT ONCE THEY UNENROLLED FROM A CAMPUS, THERE WERE CERTAIN RIGHTS THAT THEY WERE GIVING UP.

IS THAT RIGHT? SO IF THEY'RE LEAVING, GOING TO ANOTHER DISTRICT.

SO IF THEY GET IF THEY HAVE AN ASSIGNMENT TO DIEPPE AND THEY LEAVE THE DISTRICT AND GO TO ANOTHER DISTRICT, THEY CAN NO LONGER APPEAL THAT PLACEMENT TO OUR DIEPPE BECAUSE THEY'RE NO LONGER A STUDENT WITH US.

OKAY. AND TRUSTEE WHITE THAT CAME FROM SOMETIMES A STUDENT THINKS THEY CAN GET AWAY FROM HAVING TO REPORT TO DIEPPE BY GOING TO ANOTHER SCHOOL DISTRICT FOR A CERTAIN AMOUNT OF TIME, AND THEN THEY WANT TO AND THEN THEY COME BACK AND THEN THEY WANT TO COME APPEAL THAT.

NO. ONCE YOU LEAVE, I MEAN, YOU HAVE APPEALS, PROCESSES, BUT YOU HAVE TO STAY WITHIN THE SCHOOL DISTRICT AND APPEAL.

YOU CAN'T WORK THE SYSTEM TO GET OUT OF HAVING TO GO TO DIEPPE BY GOING TO ANOTHER DISTRICT AND THEN THINKING, YOU'RE GOING TO COME BACK AND YOU DON'T HAVE TO DO YOUR DP TIME, RIGHT.

BECAUSE MY UNDERSTANDING FROM READING THIS IS ONCE THEY DID GO TO, I GUESS IT'S SOME TYPE OF TRACKING SYSTEM THAT'S IN PLACE NOW.

SO IF THEY LEFT THE ISD AND THEY WERE ASSIGNED TO A DP AND THEY WENT TO ANOTHER CAMPUS, IT WOULD ALSO REFLECT ON THEIR RECORD THAT THEY WERE SERVING TIME IN OUR AND THEY WOULD HAVE TO SERVE IT OUT ON THAT WHATEVER CAMPUS THEY WENT TO.

SO I'M GLAD THAT THEY DO DEFINITELY HAVE THAT IN PLACE.

AND. AND AND ALSO I CAN'T EVEN SAY THE PAGE NUMBER, BUT IT'S THE WONDERFUL CHART THAT LOOKS LIKE THIS.

WHAT DETERMINES RESET OR NONE? AND I THINK I MAY HAVE GOTTEN THIS QUESTION ANSWERED BY THE LEVEL ONE AND LEVEL TWO.

AND THE FACT THAT THEY CAN HAVE SIX OCCURRENCES.

AND IT SEEMS RATHER SUBJECTIVE.

IT'S VERY SUBJECTIVE BECAUSE IT SEEMS LIKE A STUDENT CAN DEPENDING ON WHAT IF IT FALLS WITHIN LEVEL ONE OR LEVEL TWO, A STUDENT CAN REPEAT. THE SAME OFFENSE WITH THE SAME TEACHER NUMEROUS DAYS.

AND ONE TEACHER MAY OVERLOOK IT, ANOTHER TEACHER MAY ADDRESS IT.

SO. AND I UNDERSTAND RESET.

I, I LIKE THE CONCEPT OF RESET.

I THINK IT MAY NEED SOME MORE TWEAKING, OF COURSE, BUT.

FOR THAT STUDENT.

WHAT IS DETERMINED AND IF AND LET'S SAY THE PRINCIPAL WITNESS IS SOMETHING WHETHER THE STUDENT HAS HAD SIX OCCURRENCES OR NOT, DOES THE PRINCIPAL HAVE THE AUTHORITY TO GO AHEAD? AND IF HE FEELS WHAT THE STUDENT IS DOING AT THAT TIME IS SO EGREGIOUS, HE CAN GO AHEAD AND SAY, YOU'RE GOING TO GO INTO RESET.

SO IF IT DEPENDS ON THE OFFENSE.

SO THE PRINCIPAL WOULD USE THEIR CODE OF CONDUCT TO DETERMINE WHAT THE OFFENSE IS AND WHAT THE POSSIBLE CONSEQUENCES ARE.

BUT YES, THE MAJORITY OF THE ITEMS IN LEVEL ONE AND LEVEL TWO DO HAVE THE OPTION TO GO TO RESET.

ABSOLUTELY. OKAY.

AND AND I GUESS ANOTHER CONCERN OF MINE WAS AND I'M ON THE CELL PHONE NOW, I UNDERSTAND THAT SOMETIMES TEACHERS MAY HAVE A STUDENTS.

THERE'S AN EXERCISE.

THE TEACHER MAY ASK THE STUDENTS IN THE EVENT THEY DO HAVE A CELL PHONE TO PARTICIPATE, BUT.

WHEN IT COMES TO STUDENTS USING THE CELL PHONE WITHOUT PERMISSION.

WHAT ELSE CAN WE DO OTHER THAN.

I MEAN, I UNDERSTAND YOU GUYS HAVE THEY CAN LOSE THEIR PHONE FOR THE FOURTH TIME, AND IT'S HELD UNTIL NUMBER ONE, IT CAN GET FINED FOR FIVE, TEN, $15.

AND ONCE IT GETS TO THE FOURTH TIME IT CAN BE HELD INDEFINITELY UNTIL THE END OF SCHOOL IS CONCERNED, BUT. IF THE STUDENT OBTAINS ANOTHER PHONE AND THIS IS A CONTINUOUS CYCLE, HOW ARE WE GOING TO HANDLE THAT?

[02:35:13]

OKAY. AND TRUSTEE TRUSTEE.

MY TIME IS UP.

OKAY. CAN YOU HOLD FOR ROUND TWO? APPRECIATE YOU. TRUSTEE.

CURRY. I ACTUALLY PICK UP ON THAT EXACT SAME SPOT.

SO LOOKING AT PAGE 32.

THE CELL PHONE.

POLICY OR NOT POLICY, BUT INSTRUCTIONS IN THE IN THE CODE OF CONDUCT, I NOTICED THERE ARE NO PROPOSED CHANGES.

I'M JUST CURIOUS WHETHER IT'S MY UNDERSTANDING.

I WENT BACK AND WATCHED THE THE DISCUSSION AT THE FIRST READ.

IT'S MY UNDERSTANDING THAT THESE CHANGES CAME ABOUT THROUGH A TASK FORCE OF, OF APPOINTEES BY THE VARIOUS BOARD MEMBERS TO APPOINT PEOPLE TO REVIEW THE CODE. AND I'M CURIOUS WHETHER THERE WERE ANY DISCUSSIONS AMONGST THAT TASK FORCE ABOUT CHANGING OR STRENGTHENING THE CELL PHONE POLICY.

AND IF NOT, IS THE DISTRICT LOOKING AT MAKING ANY POTENTIAL CHANGES IN THE FUTURE? SO CURRENTLY WE DO HAVE A COUPLE OF SCHOOLS THAT ARE UTILIZING IT.

SO WE NOW HAVE, I KNOW ONE SCHOOL, AT LEAST TWO YEARS OF DATA.

I KNOW THAT THERE ARE SOME COMMUNITY CONVERSATIONS BEING HAD AROUND OUR DISTRICT AT THIS TIME.

I THINK THAT ACTUALLY CAN BE ANOTHER ONE OF THOSE.

FOCUS. TEACHER FOCUS GROUPS CONVERSATIONS FROM SCHOOL LEADERSHIP.

I DO NOT HAVE RIGHT NOW A PLAN TO BRING FORWARD DISTRICT WIDE.

I'M REALLY STUDYING AND LOOKING AT WHERE WE CURRENTLY ARE AND THEN WORKING WITH PRINCIPALS AND TEACHERS AND COMMUNITY MEMBERS.

I DO THINK THERE ARE A COUPLE OF PLACES IN OUR COMMUNITY THAT ARE REALLY INTERESTED IN LOOKING AT WHAT THE DATA ARE SAYING.

WE ALSO HAVE SOME SURROUNDING SCHOOL DISTRICTS, ALBEIT THEY MAY NOT NECESSARILY REFLECT DEMOGRAPHICALLY EXACTLY LIKE WE DO.

THERE ARE THERE'S A LOT OF RESEARCH OUT THERE RIGHT NOW ABOUT SCREEN TIME, ABOUT BULLYING, ABOUT SITUATIONS THAT GET ESCALATED WITH CELL PHONE USE, AND WE ARE CERTAINLY AWARE OF THAT AT THIS TIME.

I DON'T HAVE A DISTRICT PLAN PREPARED.

WELL. WELL, I JUST WANT TO SAY I APPRECIATE THAT YOU'RE EXAMINING AND LOOKING AT THAT ISSUE.

IT'S AN ISSUE THAT I HEARD FROM A LOT OF COMMUNITY MEMBERS AND PARENTS TALK ABOUT, AND I CERTAINLY DON'T EXPECT NECESSARILY TO HAVE AN ANSWER TODAY, BUT APPRECIATIVE OF THE FACT THAT THE ADMINISTRATION IS TAKING A LOOK AT LOOK AT THAT.

THE OTHER QUESTION I HAD YOU KNOW, I DON'T I DON'T SEE A SPECIFIC SECTION RELATED TO AI AND THE INFLUENCE OF AI THAT'S GOING TO START HAPPENING ON OUR SOCIETY, PARTICULARLY IN I COULD SEE TWO SIDES OF IT.

ONE IS SORT OF A CURRICULUM QUESTION, WHICH IS OUTSIDE THE REALM OF THIS DISCUSSION, WHICH IS, HOW ARE WE GOING TO EDUCATE OUR STUDENTS TO BE ABLE TO UTILIZE IT, OR BECAUSE THE WORKFORCE WILL CHANGE.

BUT BUT ON THE ON THE STUDENT CODE OF CONDUCT SIDE, YOU KNOW, STUDENTS, WAS THERE ANY DISCUSSION AMONG THE TASK FORCE OR IS THE ADMINISTRATION THINKING ABOUT PROVIDING MORE CLARITY TO STUDENTS AS TO WHEN IT IS INAPPROPRIATE TO USE THOSE TYPES OF TECHNOLOGIES IN THE CLASSROOM OR OUTSIDE THE CLASSROOM? SO THE CODE OF CONDUCT WOULDN'T ADDRESS WHEN IT'S APPROPRIATE OR WHEN IT'S NOT.

LIKE YOU SAID, THAT WOULD BE A CURRICULUM STANDPOINT.

BUT WITHIN THE CODE OF CONDUCT, WE DO HAVE A CONSEQUENCE FOR CHEATING AND PLAGIARISM.

SO WHEN THEY'RE MISUSING I ABSOLUTELY THE SCHOOL COULD USE THE CHEATING OR PLAGIARISM CATEGORY AND SORT OF INTERESTING.

IS IT PLAGIARISM? I GUESS IT'S PLAGIARISM OF SOMETHING THAT'S CREATED FOR YOU BY A, BY AI, BUT, YOU KNOW, JUST I WOULD, I WOULD ENCOURAGE THE ADMINISTRATION TO AT LEAST THINK ABOUT WHETHER THERE NEEDS TO BE MORE SPECIFIC LANGUAGE DISCUSSING THIS TOPIC, SINCE IT'S GOING TO CHANGE A LOT OF THE WAY IN WHICH PEOPLE ARE TAKING ADVANTAGE THAT THEY MIGHT NOT OTHERWISE HAVE BEEN ABLE TO. THANK YOU.

TRUSTEE TURNER. YES.

MY QUESTION IS REGARDING TO HATE SPEECH.

HOW DO WE DEFINE WHAT HATE SPEECH IS LIKE? BECAUSE LIKE TRUSTEE FOREMAN SAID, YOU KNOW YOU KNOW, AFRICAN AMERICAN KID USED THE N-WORD TOWARDS ANOTHER AFRICAN-AMERICAN KID VERSUS AN HISPANIC KID USING THE N-WORD TOWARDS ANOTHER AFRICAN AMERICAN KID.

WHICH ONE IS CONSIDERED HATE SPEECH? YES. SO THE CONVERSATION AROUND THAT IS THAT THERE IS OFFENSIVE LANGUAGE, WHICH WOULD BE SIMILAR TO WHAT YOU JUST DESCRIBED.

THE HATE SPEECH IS DEFINED ON PAGE 50 58, WHERE IT GOES INTO DETAIL THAT IT IS MORE THAN JUST OFFENSIVE LANGUAGE. OKAY.

THANK YOU FOR THAT. AND THEN ALSO, IS THERE ANY WAY THAT WHEN IT COMES TO HATE SPEECH THAT THERE'S A MANDATORY PARENT MEETING?

[02:40:10]

CAN WE GO TO PAGE 58 SINCE WE JUST SO WE CAN SEE IT? YEAH. CAN MAYBE IS THERE A WAY TO MAKE THAT SECTION JUST A LITTLE BIT.

I'M SORRY. I DON'T MEAN TO INTERRUPT YOU.

IT'S FINE. WELL, I GUESS MY BIGGEST CONCERN ABOUT HATE SPEECH IS THAT OFTENTIMES IT'S TAUGHT AT HOME AND IT'S BROUGHT INTO THE SCHOOL.

SO HOW ARE WE ENGAGING THE PARENTS TO LET THEIR PARENTS KNOW THAT THEIR KIDS ARE REPEATING THE HATE SPEECH AT THE SCHOOL, AND THE PARENTS UNDERSTAND THE CONSEQUENCES? SO IS THERE ANY IS THERE ANY WAY WE CAN MAKE THAT MANDATORY OR NOT? I MEAN, WE WE CAN DEFINITELY ADD THAT THAT PART OF PART OF THE CONVERSATION AROUND HATE SPEECH WOULD REQUIRE THE PARENT, WHICH, YOU KNOW, FOR ANYTHING THAT REQUIRES AN OFF CAMPUS PLACEMENT. SO IF THEY'RE GOING TO DIP THAT IS REQUIRED THAT THEY HAVE A HEARING.

SO THE PARENTS WOULD BE INCLUDED IN THAT CONVERSATION AT THAT TIME.

OKAY, I GUESS I WILL TO AVOID GOING TOO DEEP.

MAYBE WE HAD A PARENT INTERVENE AND IF THAT DOESN'T WORK, THEN DAB IN THE NEXT OPTION.

I MEAN, I'M TRYING TO KEEP AS MANY KIDS OUT OF DAB AS POSSIBLE.

YOU KNOW, SO I WANT TO AT LEAST BE ABLE TO TACKLE IT.

I THINK YOU'RE BRINGING UP, FIRST OF ALL, WHAT IS MOST EFFECTIVE IN ANY OF THESE, AND THAT IS THAT WHEN ANY OF THESE SITUATIONS ARISE, OUR FIRST CONTACT SHOULD AT LEAST BE FIRST AND FOREMOST TO HAVE A CONVERSATION WITH THE PARENT OR GUARDIAN AND MAKE SURE, WHEREVER POSSIBLE, THAT WE'RE ALL ALIGNED AND UNDERSTANDING WHAT'S OCCURRING.

BECAUSE WE TOO WOULD WANT TO AVOID IT.

AT THE SAME TIME, WE ALSO KNOW THAT AT OUR CAMPUS LEVELS, OUR TEACHERS AND OUR PRINCIPALS NEED TO FEEL THAT THERE IS SUPPORT FOR BEHAVIORS THAT ARE DISRUPTIVE TO THE REST.

AND THAT'S WHY THAT'S WHY I USED MY BOTH END AND AND NOT AN ALL OR NONE, BUT THAT EACH OF THESE HAVE TO BE LOOKED AT RIGHT INDIVIDUALLY AS THE TWO EXAMPLES EVEN, THAT YOU JUST GAVE US. SO I THINK CERTAINLY WHAT I'M HEARING FROM YOU AND WHAT I THINK IS THE MOST EFFECTIVE BEST PRACTICES IS WE DO NEED TO ENSURE THAT WE'RE HAVING PARENT AND GUARDIAN CONFERENCES ON THESE SITUATIONS IN AN EFFORT TO ENSURE THAT WE'RE ALIGNED AND COMMUNICATING EVEN BEFORE IT GOES TO A HEARING FOR DEEP.

AND WE'LL MAKE NOTE OF THAT.

AND I KNOW THAT CHIEF POWELL AND DOCTOR LUSK ARE MAKING NOTE OF THAT BECAUSE THAT, I THINK COULD BE PART OF OUR TRAINING WITH OUR PRINCIPALS.

THANK YOU. THAT'S ALL I HAVE.

THANK YOU. TRUSTEE MACKEY.

THANK YOU. I APPRECIATE THE CONVERSATION SO FAR.

JUST A COUPLE. I WANT TO FIRST START HIGH LEVEL.

I DEEPLY APPRECIATE THE DEPTH TO WHICH YOU ALL HAVE REVIEWED THIS ENTIRE CODE OF CONDUCT AND CHANGED SO MUCH, TAKEN OUT A LOT OF THINGS THAT PROBABLY DIDN'T BELONG HERE, AND JUST MADE THIS AN ENORMOUS DOCUMENT THAT WAS HARD TO READ AND ADDED SOME REALLY CRITICAL LANGUAGE.

AND SPECIFICALLY, I JUST WANT TO CALL OUT LET'S SEE, I LOST THE PAGE.

IT IS PAGE.

IT'S NEAR THE TOP.

SORRY. I SHOULD HAVE HAD THIS PULLED UP.

I DIDN'T KNOW, I THOUGHT IT HAD A FEW MORE IN THEM.

ON PAGE SEVEN.

SO THE WELCOME TO THE STUDENT CODE OF CONDUCT AND THE BASIC PHILOSOPHY AROUND THE DISTRICTS REIMAGINED DISCIPLINE SYSTEM.

I REMEMBER WHEN, YOU KNOW, NORMALLY WE WOULD APPOINT PEOPLE TO REVIEW THIS, ETC., AND ONE OF THE FEEDBACK THAT HAS ALWAYS STUCK WITH ME SINCE VERY EARLY ON WAS THAT THE DALLAS ISD STUDENT CODE OF CONDUCT BASICALLY READ AS A PUNISHMENT MANUAL, AND IT WAS SIMPLY PUNITIVE THE ENTIRE WAY THROUGH.

IT READ AS THOUGH YOU DID SOMETHING WRONG AND DIDN'T EVER GET TO THE ROOT CAUSES.

AND YOU ALL HAVE FUNDAMENTALLY CHANGED THIS TO A MUCH MORE EFFECTIVE WAY THAT IS ACTUALLY BUILDING IT IN PARTNERSHIP.

AND I WANT TO COMMEND YOU FOR TAKING THE TIME.

IT'S REALLY EASY JUST TO ROLL THIS FORWARD AND ADD A FEW LINES AND ADJUST THEM, BUT I REALLY APPRECIATE THE DEPTH AND THOUGHT IN WHICH YOU DID THAT.

THEN GETTING INTO THE SPECIFICS, I WANT TO PICK UP WHERE WE WERE A LITTLE EARLIER AROUND TRUSTEE TURNER'S QUESTIONS AROUND THE DIFFERENT PLACEMENTS.

IT WOULD BE VERY HELPFUL FOR ME IF WE CAN ADD THIS TO THE TRACKER, AND I'M HAPPY TO SEND THIS IN WRITING.

I WOULD LOVE TO SEE FOR THE LAST FEW YEARS, LIKE 22, 23, AND 24, OR YOU CAN EVEN LEAVE OFF 22 BECAUSE THAT WAS SUCH A WEIRD YEAR.

THE NUMBER OF RESET PLACEMENTS TOTAL ON THE DISTRICT AND BY SCHOOL, THE NUMBER OF DISCRETIONARY DIP PLACEMENTS, DISTRICT AND SCHOOL AND MANDATORY DEEP PLACEMENTS BY DISTRICT AND BY SCHOOL.

TO REALLY GIVE SOME CONTEXT TO A LOT OF WHAT IS HAPPENING, BECAUSE AND THEN I'D ALSO LOVE IF WE CAN ADD TO THAT.

[02:45:01]

BUT THAT LEADS ME TO MY FIRST QUESTION.

WHICH I'M HAVING A DIFFICULT TIME UNDERSTANDING.

THE WAY I UNDERSTAND IT IS THERE ARE.

ITEMS IN LEVELS THREE AND FOUR, WHICH CONSTITUTE A MANDATORY DAP PLACEMENT.

IS THAT CORRECT? CORRECT.

THERE ARE NO ITEMS IN LEVELS ONE AND TWO THAT CONSTITUTE A MANDATORY DA PLACEMENT.

CORRECT. AND I HEARD YOU DISCRETIONARY.

SO BUT I HEARD AT FIRST WHEN I ASKED I THOUGHT I HEARD IF YOU GET SIX LEVEL ONE OR LEVEL TWO IN A 45 DAY PERIOD, THEN THAT BECOMES A MANDATORY.

NO, IT'S STILL DISCRETIONARY.

IT'S STILL SO THAT'S WHAT DISCRETIONARY IS.

YES. IS THAT THE ONLY TYPE OF DISCRETIONARY FOR LEVELS ONE AND TWO.

OR ARE THERE OTHER THINGS THAT ARE DISCRETIONARY THAT BASICALLY SKIP THAT PROCESS.

YES. SO FOR A MAJOR SCHOOL DISRUPTION, RIGHT.

THAT CAN BE AN FIRST TIME OFFENSE TO DAP, BUT IT'S STILL DISCRETIONARY.

THEY CAN DO OTHER THINGS OR THEY CAN GO TO DAP.

IF THEY HAVE A MUTUAL FIGHT ON THE FIRST OFFENSE, THEY CANNOT GO TO DAP.

BUT ON THE SECOND FIGHT THEY COULD GO TO DAP, BUT IT'S STILL DISCRETIONARY.

OKAY. AND THEN I ALSO SEE IN HERE HATE SPEECH ALLOWS FOR DISCRETIONARY DAP PLACEMENT ON THE FIRST ATTEMPT AND THREATS.

YES. SO THOSE ARE THE FOUR AREAS IN WHICH THERE IS A DISCRETIONARY RESPONSE TO DAP.

POSSIBLE. AND EVEN IF A STUDENT GETS SIX OF THE SAME OFFENSES AND MOVES TO DAP, IT IS STILL CLASSIFIED AS DISCRETIONARY.

IS THAT ACCURATE? OKAY, THAT'S SUPER HELPFUL.

DO WE HAVE ANY SENSE I'M PICKING UP OF TRUSTEE JOHNSON'S QUESTION.

IT SEEMS LIKE THAT'S A HIGH BAR OF SIX OFFENSES IN 45 DAYS, WHICH I'M NOT OPPOSED TO.

I'M JUST CURIOUS, HOW MANY TIMES DOES THAT HAPPEN? DO WE HAVE ANY SENSE OF HOW MANY TIMES THE SIX LEVELS HAVE BEEN HIT IN 45 DAYS THAT RESULTED IN A DAP PLACEMENT FROM LAST YEAR? WE CAN GET THAT FOR YOU.

YEAH, MY GUESS IS THAT'S PROBABLY LOW.

AND SO THERE'S PROBABLY OTHER THINGS.

THAT WOULD BE HELPFUL.

AND I. AND I WANT TO SAY AND EACH TIME WE'VE TALKED ABOUT THIS AND AGAIN, THIS IS, THIS IS AN ENTIRE REDESIGN OF HOW WE THINK ABOUT SUPPORTING STUDENTS AND BEHAVIOR AND DISCIPLINE. THERE IS NO WORLD IN WHICH WE GOT THIS RIGHT EXACTLY THE FIRST TIME AND THAT IT WORKS.

WE DIDN'T SOLVE DISCIPLINE ISSUES AND ALL OF THE UNDERLYING THINGS THAT ARE BEHIND IT.

BUT I WOULD ENCOURAGE US TO CONTINUE TO PRESS ON IN THIS AND TRYING TO FIND OUT WHAT WORKS AND DOESN'T WORK, ETC.

AND MOST SQUARELY FORWARD, SEPARATE OUT AS MUCH AS WE CAN WHAT WORKS FOR ADULTS, BECAUSE WE HEAR FROM ADULTS A LOT ABOUT WHAT'S NOT WORKING, WHAT WHAT, WHAT I NEED DIFFERENT, ETC., AND WHAT WORKS FOR THE KIDS.

BECAUSE WHAT I'VE SEEN IN THE DATA, EACH TIME THAT WE'VE BROUGHT IT IS WE SEE SIGNIFICANT IMPROVEMENTS.

IT'S NOT PERFECT, THEY'RE NOT GONE.

THERE'S NEW PROBLEMS, BUT THAT IS REALLY ENCOURAGING.

A NUMBER OF LESS DISCIPLINE EVENTS IS LESS LEVEL ONE AND LEVEL TWO, WHICH IS A NEW LEARNING I HAD TODAY.

A DECREASE IN SOME OF THESE COMPARED TO SUSPENSIONS.

THOSE ARE ALL DEEPLY POSITIVE AND IT DOESN'T MEAN WE HAVE SOLVED IT ALL, BUT I WOULD ENCOURAGE US TO CONTINUE TO FOCUS ON THOSE SYSTEMS. INSTEAD OF WHAT WE'VE HEARD FROM ADULTS.

NOT THAT ADULTS ARE WRONG, IT'S JUST A DIFFERENT PERSPECTIVE.

BUT WE GOT TO BALANCE BOTH OF THOSE.

AND MY LAST QUESTION HERE IS WHEN WE LOOK AT THAT DATA THAT TRUSTEE TURNER HAD ASKED ABOUT AROUND DISCRETIONARY, MANDATORY, ETC., DO WE SEE WIDE VARIATIONS BETWEEN SCHOOLS? SOME SCHOOLS ARE HAVING A TON OF DISCRETIONARY DAP AND OTHERS HAVE NONE.

YES. WHAT KIND OF CONVERSATIONS ARE WE HAVING AROUND THAT AS IT RELATES TO THE STUDENT CODE OF CONDUCT? BECAUSE OBVIOUSLY THIS IS GOING TO REQUIRE ADULT BEHAVIOR CHANGE AND DIFFERENT MINDSETS.

SO HOW ARE WE LOOKING AT THAT? ARE WE TAKING THAT AT FACE VALUE OR ARE WE LIKE DIGGING INTO THAT A LITTLE BIT MORE TO SEE IF THERE MIGHT BE MORE EFFECTIVE WAYS TO MOVE FORWARD? I DON'T I DON'T THINK WE'VE ACTUALLY DONE ANYTHING WITH THAT YET.

TO BE TRANSPARENT, I DON'T THINK I THINK WE'RE JUST NOW GETTING TO THE POINT WHERE NOW LOOKING AT THIS DATA, WE WOULD THEN SHARE THAT DATA WITH CHIEF HEWITT POWELL WITH DOCTOR LUSK AND SAY, HERE'S AND THEN AND NOT USE IT AS A SEPARATE DATA POINT EITHER, BUT USE IT AS ONE OF SEVERAL DATA POINTS THAT WE WOULD THEN COLLECTIVELY TALK ABOUT.

WELL, HOW DO WE SEE THE SCHOOL? BECAUSE WE ALSO DON'T WANT TO JUMP TO A CONCLUSION BECAUSE THERE ARE VERY FEW DISCRETIONARY DEEP PLACEMENTS THAT THAT MUST MEAN THERE'S A PROBLEM OR BECAUSE THERE'S A LOT OF DISCRETIONARY DAPS THAT THAT MEANS THERE IS A PROBLEM.

[02:50:03]

EACH SCHOOL ALSO HAS LIKE THEIR OWN WHAT'S WORKING AT THAT SCHOOL.

SO I THINK BACK TO YOUR POINT.

TRUSTEE MACKEY IS I, I THINK IT IS WORTHY OF US DOING THAT.

AND I'M CERTAINLY LOOKING AT TWO OF OUR TEAM MEMBERS SO THEY KNOW THIS IS A FOLLOW UP FOR US THIS SUMMER TO LOOK AT THAT.

AND THEN I WOULD ALSO, I THINK, MIRROR WHAT I HOPE MOST OF YOU ARE THINKING, WHICH IS I ALSO DON'T WANT TO CREATE THIS MEANS THIS, AND THIS MEANS THAT WE NEED TO PUT IT TOGETHER WITH OTHER DATA AND TALK WITH OUR PRINCIPALS AND COMMUNITY MEMBERS ABOUT HOW THEY'RE THINKING, AND FROM STUDENTS ALL THE WAY TO THE ADULTS.

SO HONESTLY, WE HAVEN'T DONE ANYTHING WITH IT YET, BUT WE WILL NOW.

GREAT. THANK YOU FOR THAT.

AND THEN I APPRECIATE THE ADDITION AND THE GUIDANCE, AND I THINK YOU WERE AS SPECIFIC AS POSSIBLE IN A CODE OF CONDUCT AROUND HATE SPEECH.

AND WHAT CLASSIFIES AS THAT.

I SHARE CONCERNS THAT ARE OBVIOUS THAT, YOU KNOW, THIS IS YOU HAVE 200 PLUS DIFFERENT CAMPUS PRINCIPALS MAKING DETERMINATIONS BASED ON ALL KINDS OF UNIQUE CONTEXTS.

AND I SAW THIS IN CONJUNCTION WITH, YOU KNOW, RACIAL EQUITY DEPARTMENT OR WHOMEVER.

IS THERE GOING TO BE A WAY THAT IF A PRINCIPAL, BECAUSE A PRINCIPAL ONLY KNOWS WHAT'S HAPPENING ON THEIR CAMPUS, THAT THEY CAN SAY, HEY, THIS IS A SITUATION, WHAT GUIDANCE GENERALLY DO WE HAVE ON THIS BASED ON WHAT WE'RE SEEING? IS THERE LIKE A HOTLINE OF PRINCIPAL CAN CALL AND TALK THROUGH THAT WITH SOMEONE WHO SEES THE OVERALL CAMPUS OR, SORRY, THE OVERALL DISTRICT VIEW INSTEAD OF JUST THEIR CAMPUS? WELL, I THINK WE DO HAVE WORKING ACTUAL REAL TIME PLCS THAT ASSOCIATE SOUPS RUN WHERE ALL BECAUSE JUST WITHIN AN ED WOULD ONLY HAVE THEIR HIGH SCHOOL. AND SO I THINK THAT'S PART OF THE PLCS THAT BOTH CHIEF HEWITT POWELL AND DOCTOR LUSK RUN.

AND I'M LOOKING AT THEM AGAIN, BECAUSE I KNOW NOW I'M GOING TO BE ASKING A QUESTION ABOUT HOW DO THOSE GO.

SO TO SEE ARE THEY ARE THEY MEETING AND DISCUSSING THAT, AND CAN THEY REACH OUT TO THEM IN THE EVENT OF I'M IN THIS REAL TIME SITUATION, HOW DO I HANDLE THIS? YEAH, I DON'T KNOW IF THAT'S THAT. THAT'S HELPFUL.

BUT I DON'T THINK THAT'S THE QUESTION BECAUSE, YOU KNOW, AN EVENT UNFOLDS.

I'VE GOT TO DEAL WITH IT. RIGHT NOW.

I'M TRYING TO MAKE A DETERMINATION.

IS THERE SOMEONE I CAN CALL TO FIND OUT THAT HAS A BROADER VIEW OF THE DISTRICT TO SAY, HEY, HOW HAS THIS BEEN HANDLED ACROSS THE BOARD? AND I'LL MIX THAT WITH MY OWN CONTEXT.

I WOULD STILL SAY THAT'S THE ASSOCIATE SOUP.

UH.HUH. OKAY, BUT IT SAYS GUIDANCE FROM THE RACIAL EQUITY OFFICE.

SO SHOULD THAT SAY GUIDANCE FROM THE ASSOCIATE SOUP.

WELL, I THINK THE GUIDANCE PART WAS PART OF TRAINING, LIKE JUST LONG TERM TRAINING, NOT IN REAL TIME, IN REAL IN THAT MOMENT.

I THINK THAT'S BROAD KIND OF GUIDANCE THAT WE WERE REFERRING TO, BUT IN A REAL TIME SITUATION AND IT DOESN'T SEEM TO FIT.

DOCTOR LEAR YOU WANT TO ADD ANYTHING OR I WAS JUST SAYING THAT IT'S IN COLLABORATION.

I WOULD AGREE THAT, YOU KNOW, THERE ARE MULTIPLE DEPARTMENTS THAT ARE WORKING TOGETHER.

AND SO IT'S NOT JUST IN ISOLATION.

THE RACIAL EQUITY DEPARTMENT.

GOTCHA. I GUESS THAT'S MY ONLY FEEDBACK HERE.

IS, IS THERE A WAY THAT PRINCIPALS CAN SEE A BROADER PERSPECTIVE IN THE REAL TIME THAT THEY'RE HAPPENING IN THIS? BUT I THINK THAT'S MY TIME.

THANK YOU. TRUSTEE WEINBERG.

THANK YOU. A FOLLOW ON QUESTION ON THE HATE SPEECH IS KIND OF TWOFOLD.

ONE IS HOW WHAT'S THE DIFFERENCE OR HOW ARE YOU DELINEATING? ARE CONSIDERING BULLYING, HATE SPEECH AND FIRST AMENDMENT RIGHTS.

HOW DO YOU BALANCE THIS RIGHT ONE.

AND THAT'S FOLLOWED BY THE QUESTION SORT OF WHAT MOTIVATED OR WHAT WAS THE UNDERPINNING FOR ADDING HATE SPEECH IN TO THE CODE OF CONDUCT? SO I'LL TAKE THAT ONE FIRST.

SO WE DID HAVE A COUPLE OF SITUATIONS THIS YEAR THAT ESCALATED PAST OFFENSIVE LANGUAGE, WHERE IT WAS DIRECTED AT A A STUDENT BECAUSE OF THEIR RACE, AND IT WAS MORE THAN JUST OFFENSIVE LANGUAGE.

AND SO THAT'S WHERE THE HATE SPEECH CAME TO BE.

AND THEN THE OTHER QUESTION THAT YOU ASK IS ABOUT THE BULLYING VERSUS THE HATE SPEECH.

BULLYING IS NOT ALWAYS ABOUT RACE.

IT SOMETIMES HAS OTHER FACTORS.

SO THIS ONE IS IS THE HATE SPEECH IS JUST ABOUT.

CLASSIFYING SOMEONE OR TARGETING SOMEONE BECAUSE OF THEIR RACE, OR THEIR ETHNICITY, OR THEIR GENDER, OR THEIR LIFE CHOICES. SO AS A CLARIFYING QUESTION, THEN IF THERE WERE A COUPLE OF INCIDENCES THAT THIS IS THEN PUTTING INTO A CODE OF CONDUCT VERSUS BEING ABLE TO DEAL WITH SORT OF AS NEEDED.

LOOKING AT IT FROM THE OTHER LENS, WILL PUTTING THIS IN THE CODE OF CONDUCT THEN ELEVATE THIS TO SOMETHING? I THINK FOLLOWING ON TO THE QUESTIONS OF TRUSTEE TURNER AND TRUSTEE FOREMAN, ARE YOU ARE YOU CREATING SOMETHING TO ADDRESS A COUPLE OF INSTANCES THAT MAY

[02:55:07]

I THINK WE CAN GO BACK AND LOOK AT IT.

I DO THINK SOME OF THIS IS FOR US TO BE ABLE TO ACTUALLY CATEGORIZE.

I THINK THERE ARE SOME THINGS HAPPENING THAT WEREN'T BEING REPORTED AS THIS, AND WE NEED TO BE ABLE TO IDENTIFY WHEN IT'S THIS MORE THAN WHAT WE THINK OF WHAT ORIGINATED AS BULLYING.

BULLYING DIDN'T USED TO BE PART OF A STUDENT CODE OF CONDUCT.

AND SO AGAIN, I THINK SOME OF THIS IS BEING ABLE TO IDENTIFY WHEN WE TALK ABOUT GETTING BACK TO THE ROOT CAUSE, DO WE FIND OUT WHERE THIS REALLY IS? AND I ABSOLUTELY THINK IN SOME WAYS IT'S GOING TO CREATE IT'S GOING TO CREATE A WHOLE LOT OF NEW ISSUES.

RIGHT? THINGS WORK IN TODAY'S SOLUTIONS, CREATE TOMORROW'S PROBLEMS. AND I DEFINITELY THINK WE'RE GOING TO HAVE A LOT OF BUMPS IN THE ROAD.

AND WE MAY BE BACK SAYING WE'RE GOING TO TAKE IT OUT.

BUT I THINK WE NEED TO SPEND SOME TIME.

THIS REALLY DID COME FROM, FROM SEVERAL SITUATIONS AND HEARING LIKE, WELL, THAT'S NOT LISTED IN THE CODE OF CONDUCT AND THAT'S NOT.

AND THEN IT WAS LIKE, WELL, WE DID HAVE THIS HAPPEN AT OUR SCHOOL, BUT WE DIDN'T DO THAT BECAUSE WE DIDN'T THINK IT WAS THIS.

AND SO WE ARE TRYING TO SOLVE A PROBLEM WE MAY BE CREATING MORE THAN WE'RE SOLVING.

I THINK IT'S A GREAT POINT THAT ALL OF YOU HAVE MADE, AND I THINK WE NEED TO PAY A LOT OF ATTENTION TO IT.

APPRECIATE THE CONTEXT.

THANK YOU. OKAY, TRUSTEES, I THINK WE'RE ON ROUND TWO NOW.

IN ORDER HERE, AS I SEE IT TRUSTEE CURRIE.

ONE, JUST A CLARIFICATION YOU ACTUALLY HAVE UP HERE PAGE THE CHANGE TO PAGE 50, IT SAYS HATE SPEECH.

A STUDENT MAY BE PLACED IN THE AP AT ANY TIME AT THE DISCRETION OF THE PRINCIPAL COMMA, DISTRICT POLICE CLASSIFICATION, COMMA AND GUIDANCE FROM THE RACIAL EQUITY OFFICE.

I'M HAVING THE.

THE WORDING IS A LITTLE CONFUSING TO ME.

IS IT THE PRINCIPAL'S DISCRETION IN GUIDANCE WITH THE WITH THE OTHERS, OR DO ALL THREE HAVE TO AGREE? THE WAY THE COMMAS WORK, IT'S NOT.

OR IS IT? THE DISCRETION OF THE PRINCIPAL IN COLLABORATION WITH THE LANGUAGE ITSELF IS CONFUSING TO ME, AND I THINK NEEDS TO BE CLARIFIED.

SO I GUESS ONE I'LL ASK THAT QUESTION AND THEN, THEN I'LL, I'LL ASK MY NEXT CLARIFYING QUESTION.

WHAT IS IT? WHAT IS THE INTENT? WHO IS THE WHO HAS THE DISCRETION? IS IT THE PRINCIPAL? AND THEN HE'S JUST GETTING GUIDANCE FROM OTHERS? OR DO THESE THREE GROUPS NEED TO AGREE HE OR SHE.

EXCUSE ME. YES.

SO WE ARE ASKING THAT THE PRINCIPAL MAKE SURE THAT IT MEETS THE DEFINITION.

AND SO IN COLLABORATION AND WE CAN CLEAN THAT UP TO SAY IN COLLABORATION WITH THE POLICE.

AND THEN IF THEY NEED ADDITIONAL GUIDANCE FROM THE RACIAL EQUITY OFFICE.

OKAY. THEN I WOULD YEAH, I WOULD ENCOURAGE THAT LANGUAGE TO BE LOOKED AT TO MAKE SURE IT'S SAYING EXACTLY WHAT YOU WANT IT TO SAY.

THEN I HAVE GOTTEN NOW CONFUSED ON WHEN THE AP IS AN OPTION OR NOT AND JUST READING THE POLICY.

SO NOW I'M LOOKING AT YOU KNOW, THE BOARD DETAIL THAT HAS THE ENTIRE POLICY AND THE RED LINE WITHIN IT.

AND I'M LOOKING PARTICULARLY AT PAGE 49 WHICH STARTS THE DESCRIPTION OF THE OFFENSES.

YES, I'M WAITING FOR THEM TO PULL IT UP ON THE SCREEN SO THAT OTHERS CAN SEE WHERE I'M GOING WITH IT.

OKAY. SO THIS IS THE DESCRIPTION OF LEVEL ONE OFFENSES AND ACTIONS.

AND IF YOU LOOK INSIDE THE ACTIONS THAT ARE LISTED AND I'M TRYING TO READ THIS ON MY IPAD.

SO IF I MISSED IT LET ME KNOW.

BUT I DON'T SEE A REFERENCE TO AN ACTION BEING PLACEMENT IN DIEPPE AS A POTENTIAL RESPONSE.

IT DOES HAVE THE NEW LANGUAGE THAT SAYS AS AN ALTERNATIVE TO DIEPPE, YOU CAN YOU CAN HAVE THE THE CBC CAN ELECT THE CLASS.

BUT THE ACTUAL FIRST INSTANCE OF, OF THE APPLICATION OF DIEPPE, I DON'T SEE THERE.

AND INSTEAD IF YOU GO TO THE NEXT PAGE AND REALLY THE NEXT TWO PAGES.

SO THE NEXT PAGE STARTS THE LEVEL TWO AND THE FIRST MENTION OF SORT OF DEEP AND WHEN IT STARTS IS REALLY THE, THE END OF THE NEXT PAGE, THEN THE NEXT SECTION.

AND IT TALKS ABOUT DIEPPE BEING PART OF LEVEL TWO.

DISCIPLINARY ACTIONS KEEP GOING DOWN JUST A LITTLE BIT FURTHER.

YOU'LL SEE DIEPPE RIGHT THERE.

AND THEN THAT, THAT, THAT FIRST ARROW, IT SAYS OFF CAMPUS DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM AND DESCRIBES IT.

SO IS I WOULD HAVE READ THIS UNTIL YOU SAID IT.

OTHERWISE DIEPPE IS FOR LEVEL TWO OFFENSES AND NOT LEVEL ONE.

CORRECT. AND I DON'T KNOW IF THAT'S CORRECT OR NOT, BUT I WAS HEARING ANSWERS TO QUESTIONS SAYING THAT YOU COULD, ON A DISCRETIONARY BASIS, SEND SOMEONE TO DAPDAP FOR A LEVEL ONE OFFENSE.

AND THIS POLICY DOESN'T CLEARLY READ THAT WAY TO ME.

SO WHAT IS WHAT SHOULD IT READ? SO A ONCE YOU HAVE SIX LEVEL ONE OFFENSES WITHIN A 45 DAY PERIOD, IT BECOMES A LEVEL TWO.

[03:00:02]

AND SO THEY CAN CAN GO TO DIEPPE.

IF YOU GO SCROLL UP JUST A LITTLE HIGHER, YOU'LL SEE THE LANGUAGE SHE'S TALKING ABOUT RIGHT THERE.

REPETITIVE LEVEL ONE OFFENSES.

SO SO THE ANSWER IS THAT LEVEL ONE OFFENSES ARE NOT DIEPPE OFFENSES, BUT A REPEATED LEVEL ONE OFFENSE WILL BECOME A LEVEL TWO OFFENSE IN WHICH DISCRETIONARY DAP BECOMES A POSSIBILITY.

OKAY, THAT THAT IS CLEARER FOR ME.

AND IF THAT'S THE CASE THEN THEN WHY DO WE HAVE THE ALTERNATIVE TO DIEPPE LANGUAGE AT THE END OF THE LEVEL ONE SECTION? IF LEVEL ONE DOES NOT HAVE THE IEP IN THE FIRST PLACE? AND THAT'S ON PAGE 49.

SO JUST GOT IT.

UNDERSTOOD. LET'S CREATE MY CONFUSION.

THANK YOU. TRUSTEE FOREMAN.

OKAY, I WON'T BELABOR THIS, BUT I DO HAVE A COUPLE OF QUESTIONS.

AND THE FIRST ONE IS WHAT DATA WAS SHARED WITH THE COMMITTEE TO BE ABLE TO MAKE DECISIONS AND I MEAN DATA IN TERMS OF DIP PLACEMENTS, RESET CENTERS WHAT DATA DID WE ACTUALLY SHARE WITH THEM? THE COMMITTEE RECEIVED DAP PLACEMENTS, THEY RECEIVED THE NUMBER OF RESET.

RESET PLACEMENTS.

THEY RECEIVED THE NUMBER OF LEVELS BY FEEDER PATTERN.

BY CAMPUS. BY DISTRICT.

THEY ALSO RECEIVED THE OFFENSES AND THE ACTIONS THAT WERE TAKEN.

SO WE WANTED THEM TO HAVE A CLEAR PICTURE OF SO.

WOULD YOU SHARE THOSE THAT INFORMATION WITH WITH THE BOARD? YES, BECAUSE I'D LIKE TO SEE THAT INFORMATION.

AND THEN PAGE 49.

I'M BACK TO WHERE I WAS BEFORE, BUT I WENT BACK ONE PAGE WHEN IT TALKS ABOUT THE SIX HOURS FOR STUDENTS SATURDAY, COMMUNITY SERVICE, PEER TUTORING, SPECIAL PROJECTS SUITE THREE 60 LESSONS.

WHO'S GOING TO MONITOR THOSE PROGRAMS THROUGHOUT THE DISTRICT? OR DO WE KNOW? IF WE DON'T KNOW, IT'S OKAY.

RIGHT? SO SO THIS ISN'T WOULD BE SOMETHING THAT THE PRINCIPAL WOULD DETERMINE FOR EACH INDIVIDUAL CAMPUS, JUST LIKE THEY DO NOW.

LIKE WE HAVE SOME CAMPUSES THAT USE COMMUNITY SERVICE AS ONE OF THEIR CONSEQUENCES.

SO IF THEY CHOOSE TO USE THIS CONSEQUENCE, THEN THEY WOULD DETERMINE HOW THAT WORKS ON THEIR CAMPUS.

SO WHAT WOULD THAT COMMUNITY SERVICE LOOK LIKE? WHAT WOULD SATURDAY SCHOOL LOOK LIKE? BECAUSE MANY OF OUR SCHOOLS DO HAVE SATURDAY SCHOOL NOW.

AND SO HOW THEY WOULD USE THAT.

SO ARE YOU SAYING THAT THE SIX HOURS FOR STUDENTS FOR COMMUNITY SERVICE WOULD BE MONITORED BY THE CAMPUS, AS OPPOSED TO A CENTRAL AREA? CORRECT. AND WHO'S GOING TO BE DOING THAT ON THAT CAMPUS? THAT'S UP TO THE DISCRETION OF THE PRINCIPAL.

IF THEY CHOOSE TO USE THIS.

THEY DON'T HAVE TO USE THIS.

BUT IF THEY CHOOSE, I GET THAT.

BUT THEN THEY WOULD DETERMINE WHO WOULD DETERMINE WHAT KIND OF COMMUNITY SERVICE WE WOULD BE TALKING ABOUT THE PRINCIPAL.

IT WOULD BE IT WOULD BE AN ADMINISTRATION.

THE ADMINISTRATORS ON THAT CAMPUS WOULD DETERMINE HOW THEY USE THAT.

OKAY, I HAVE SOME REAL PROBLEMS WITH THAT.

THAT IS JUST TOO BROAD.

AND WHAT I WHAT I WANT TO SAY AND JUST BE CLEAR IS, IS THAT RESET WORKS IN SOME SCHOOLS.

SOME SCHOOLS RESET DOES NOT WORK, AND WE KNOW THAT.

WE KNOW THAT.

AND WHEN WE'RE TALKING ABOUT REIMAGINING DISCIPLINE, WHAT WE CANNOT DO IS FORGET THAT THERE HAS TO BE DISCIPLINE.

THERE'S CONSEQUENCES FOR YOUR ACTIONS, AND WE HAVE TO MAKE SURE THAT STUDENTS UNDERSTAND THAT AS WE GO THROUGH THE PROCESS OF TAKING THEM THROUGH SCHOOL.

BUT WE CANNOT WATER DOWN EVERY DISCIPLINE ACTION THAT WE HAVE.

IN REGARDS TO TRYING TO DO THIS.

I HAVE A PRINCIPLE SUPERINTENDENT.

YOU KNOW THIS.

I HAVE A PRINCIPLE THAT'S IN A NECK BRACE RIGHT NOW.

WE HAVE TO BE CAREFUL AS WE GO THROUGH THIS PROCESS TO MAKE SURE THAT WE ARE PROTECTING STUDENTS AND STAFF.

PERIOD. AND I WANT TO MAKE SURE THAT WHEN WE ROLL OUT SOMETHING NEW, IT'S NOT JUST TO BENEFIT SOME SPEECH. IT'S ABOUT WHAT'S REALLY GOOD FOR STUDENTS, WHAT'S GOOD FOR CHILDREN.

I'M AN ADULT SPEAKING FOR CHILDREN.

BECAUSE I CARE THAT THEY GET THROUGH SCHOOL.

I CARE THAT THEY DO WHAT THEY'RE SUPPOSED TO DO, AND I DO CARE THAT THE PEOPLE THAT ARE IN FRONT OF THEM ON A DAILY BASIS KNOW THAT THEY WILL BE TAKEN CARE OF IF THERE IS

[03:05:02]

THAT'S NOT NEW.

EVERYBODY KNOWS I FEEL THAT WAY, AND I'M NOT GOING TO CHANGE THAT.

I WANT TO BE SURE THAT WE DON'T WATER THIS DOWN TO BE ABLE TO BENEFIT WHERE SOMEBODY MIGHT BE TRYING TO TO GO WITH THEIR THEIR ACTIONS.

NOW I'M ON TO PAGE 58.

AND THAT WAS JUST BACK TO THE HATE SPEECH.

ARE WE LOOKING AT STUDENTS EXPRESSIONS TO STUDENTS BY FROM AN ADULT HEARING WHAT THE STUDENT SAID OR FROM WHAT ANOTHER STUDENT MIGHT REPORT? THAT'S A QUESTION.

YOU MIGHT NOT HAVE AN ANSWER.

I'M GOOD, BUT THINK ABOUT IT.

SO THE PRINCIPAL, ANYTIME THERE IS AN ALLEGATION ON A CAMPUS, WHETHER IT'S STUDENT OWNED STUDENT, STUDENT ON TEACHER, THERE'S AN INVESTIGATION.

SO THE CAMPUS ADMINISTRATOR WOULD NEED TO INVESTIGATE TO DETERMINE THAT IS IT IS SUBSTANTIATED BEFORE THEY WOULD TAKE ACTION.

OKAY. SO THAT SOUNDS REALLY GOOD, BUT THAT'S NOT IN THE DOCUMENT.

AND I JUST LIKE I AM A STICKLER FOR MAKING SURE THAT EVERYBODY IS ON THE SAME PAGE BECAUSE WHEN THINGS ARE SUBJECTIVE, GUESS WHAT? PEOPLE USE THEM IN THAT MANNER.

I DO APPRECIATE ALL THE WORK THAT YOU'VE DONE, BUT I DO THINK THAT THERE NEEDS TO BE A LITTLE BIT MORE TWEAKING ON WORDING TO TRY TO MAKE SURE THAT WE HAVE EVERYTHING THAT'S IN PLACE THAT'S NEEDED.

THANK YOU. TRUSTEE WHITE.

YES. I AM SO SORRY.

I I HAVE A QUESTION AS, AS AS FAR AS CONCERNING THE STUDENTS WHO.

ARE ASSIGNED TO.

I'M SORRY. ASSIGNED TO.

THEY DO AN OFFENSE, AND THEY'RE ASSIGNED TO GO TO SATURDAY SCHOOL AND THE PARENTS HAVE TO GO WITH THEM IN ORDER TO BEFORE THEY ADVANCE.

SO MY QUESTION IS THIS IF A PARENT IF IF WE HAVE THE LEGAL GUARDIAN INFORMATION WHICH THEY HAVE TO REGISTER WITH AND THE LEGAL GUARDIAN CAN'T MAKE IT BECAUSE THEY HAVE TO WORK OR WHAT HAVE YOU, ARE THEY ALLOWED TO BRING A SUBSTITUTE WITH THEM? IF IF NO, IF ONE OF THEIR PARENTS CAN'T MAKE IT.

OR THE LEGAL GUARDIAN.

I MEAN, I'M NOT TRYING TO GET THEM OUT OF IT.

I JUST FOR INSTANCE, IF WELL, LOOK, WHEN YOU LOOK AT THE.

WHEN YOU LOOK AT THE OFFENSES THAT HAVE BEEN COMMITTED.

AND ONE OF THE STUDENTS HAVE TO GO INTO.

I'M SORRY, I'M LOOKING AT THE DISCIPLINARY WHAT IS RECOMMENDED AS FAR AS THE DISCIPLINARY ACTIONS IS CONCERNED, WHAT PAGE IT'S IN, I DON'T KNOW, IT'S I WAS ACTUALLY ON PAGE, I THINK 50, AND I I SEE THAT FOR BEHAVIORS.

IT COULD BE A RESTORATIVE CONVERSATION.

WITH SCHOOL ADMINISTRATION, PARENTS OR GUARDIAN ARE NOTIFIED BY THE SERVICE CENTER PERSONNEL AND A REPORT.

I'M SORRY. RESPECT AGREEMENT BETWEEN THE TEACHER AND THE STUDENTS WITH THE APPROPRIATE STAFF.

THIS IS A I'M SORRY I WENT FROM THIS.

I CLICKED ON SOMETHING THAT TOOK ME TO ANOTHER PAGE THAT'S TELLING ME THE ACTIONS THAT CAN HAPPEN, AND IT'S ACTUALLY CALLED DISD PROGRESSIVE DISCIPLINE PLAN. SO.

AND BUT IT'S ACTUALLY IN THE CODE OF CONDUCT.

IT WAS ON PAGE 50, I WANT TO SAY.

BUT I GUESS MY QUESTION IS PERTAINING TO IF THEY DO HAVE TO IF THEY ARE ASSIGNED.

AND A PARENT HAS TO COME ALONG.

THE PARENT CAN'T MAKE IT, BUT THE STUDENT CAN MAKE IT.

CAN THEY BRING SOMEONE ELSE ALONG WITH THEM? OTHER THAN A PARENT OR GUARDIAN IN ORDER TO COMPLETE THE PROCESS.

YEAH. IF IF IT'S SOMETHING THAT THE CAMPUS IS REQUIRING THE LEGAL GUARDIAN TO COME WITH THEM, THEN IT WOULD HAVE TO BE THE LEGAL GUARDIAN.

I DON'T KNOW. I GUESS I'M JUST LOOKING AT THE FACT THAT A PARENT MAY HAVE TO WORK ON A SATURDAY OR SOMETHING LIKE THAT, AND THEY CAN'T MAKE IT.

[03:10:09]

LIKE, IT COULD BE.

YEAH. SO LET ME LET ME, I THINK, JUST HELP WITH THIS PARTICULAR COMPONENT.

PICKING UP A CHILD FROM SCHOOL IS NOT A DISCIPLINARY ACTION, RIGHT? YOU CANNOT HAVE ANYONE OTHER THAN THE LEGAL PARENT OR GUARDIAN INVOLVED IN STUDENT DISCIPLINE.

SO THOSE ARE SO THOSE ARE TWO SEPARATE ENTITIES.

AND THERE'S ONE THAT'S LEGALLY BOUND I CAN'T DISCUSS I CAN'T I CAN'T INCLUDE ANYONE WITH REGARD TO STUDENT DISCIPLINE OTHER THAN THE LEGAL PARENT.

SO BASICALLY IF A CHILD IS ASSIGNED.

AND THIS IS ACTUALLY.

I'M GIVING YOU THE PAGE NUMBER BECAUSE IT'S PAGE 49.

LEVEL LEVEL ONE.

SO ACTUALLY LEVEL 12.0.

LEVEL ONE OFFENSES AND ACTIONS.

SO. WHAT DO WE HAVE TO SUBSTITUTE IF.

THE PARENT CAN'T COME WITH THE CHILD TO COMPLETE.

WHATEVER ACTIONS ARE NEEDED.

IT REALLY DEPENDS ON WHAT THE OFFENSE IS.

BUT IN MOST OF OUR PRINCIPLES ARE GOING TO WORK WITH OUR PARENTS TO TRY TO FIND SOMETHING THAT THEY CAN DO.

BUT OKAY, AS A FORMER PRINCIPAL, IF I'VE ALREADY WORKED WITH THE FAMILY AND A PARENT FOR CERTAIN THINGS, THEN YES, NOW THE PARENT NEEDS TO MAKE ARRANGEMENTS IN ORDER TO BE HELD ACCOUNTABLE.

AND FACTUALLY IT IS PART OF THE RESPONSIBILITY.

THEN, I MEAN, WE END UP IN SITUATIONS RIGHT WHERE IT IT IS ABOUT WHERE ARE THE PARENTS WITH REGARD TO SUPPORTING WHAT'S HAPPENING AT SCHOOL NOW? MOST PRINCIPALS ARE GOING TO AGAIN, THAT'S NOT GOING TO BE LIKE IF WE KNOW THERE'S AN ISSUE, THAT'S NOT THE FIRST THING WE'RE GOING TO DO.

BUT IF WE'VE HAD MULTIPLE INTERACTIONS, THEN THE PARENT NEEDS TO BE WORKING WITH US, AND THAT MAY CAUSE THEM TO HAVE TO DO SOME DIFFERENT, MAKE SOME DIFFERENT DECISIONS.

BUT WE WOULD ALWAYS START OFF, I WANT TO BE REALLY CLEAR.

WE WOULD ALWAYS START OFF WITH TRYING TO FIND SOMETHING THAT WOULD WORK FOR EVERYONE.

WE WOULDN'T START OFF RIGHT WITH LIKE, OH, THIS IS WHAT WE'RE GOING TO DO.

AND TOO BAD IF YOU CAN'T.

THAT'S NOT THE APPROACH THAT WE WOULD BE TAKING.

THAT'S WHAT I NEEDED TO KNOW.

AND DON'T GET ME WRONG, I FEEL LIKE IF YOU DO THE CRIME, YOU NEED TO PAY THE TIME AND AND SOMETIMES A PARENT HAS TO COME AND SERVE THE TIME WITH YOU.

BUT I ALSO WANTED TO MAKE SURE THAT IF THERE WERE ANY EVENT THAT SOMETHING WERE TO HAPPEN, THAT THERE WAS AN ALTERNATIVE.

BUT I UNDERSTAND THAT WE WILL WORK IT OUT FROM WHAT SUPERINTENDENT JUST MENTIONED.

THANK YOU SO MUCH.

TRUSTEES. ANY OTHER QUESTIONS ON 11 D.

OKAY. SEEING NONE.

TRUSTEES, WE'LL MOVE NOW TO AGENDA ITEM 13.

CHIEF OF STAFF, DIVISION TRUSTEES.

[13. CHIEF OF STAFF DIVISION]

OKAY. DO WE SAY TRUSTEE FOREMAN? 15 A H.

OKAY. 15. ANYTHING BEFORE 15.

H A 14.

14 A YES, ONLY 14 A YES.

OKAY THEN 14 A YES OKAY.

TRUSTEE WHITE. 14 A.

AND BASICALLY, I'M SORRY I'M STARTING BEFORE THEY GET HERE.

GOD BLESS YOU. THANK YOU.

LADIES. THIS IS JUST SOMETHING I NEED CLARIFICATION ON BECAUSE.

MY UNDERSTANDING IS WHEN SOMEONE GOES TO JC JJAEP, IT'S NOT WHAT A STUDENT, BECAUSE IT'S ACTUALLY FOR JUVENILE JUSTICE. THIS IS WHAT IT IS WHEN WHEN A STUDENT HAS DONE SOMETHING, IT DOESN'T.

IT CAN BE ON CAMPUS, BUT IT DOESN'T NECESSARILY HAVE TO BE ON CAMPUS.

SO I'M TRYING TO UNDERSTAND BECAUSE OF COURSE, I KNOW DAP WE HAVE TOTAL CONTROL OF THAT.

WE SEND THE STUDENTS, BUT THIS IS COUNTY.

SO NORMALLY WHEN A STUDENT COMMITS CERTAIN OFFENSES, THEY'RE AUTOMATICALLY.

MY UNDERSTANDING IS THEY AUTOMATICALLY GO TO JJ.

EP. SO HOW ARE HOW ARE WE?

[03:15:04]

NOT UNDER OUR JURISDICTION.

COMMITTING AN OFFENSE.

I GUESS I SHOULD HAVE SAID, INSTEAD OF A CRIME, COMMITTING AN OFFENSE.

AND WE'RE WE'RE PAYING THEM TO, I GUESS.

HOW? I DON'T KNOW, I'M NOT SURE WHAT YOU'RE PAYING THEM TO HOUSE OUR STUDENTS OR WHY ARE WE PAYING THEM? AND WHAT IS THE CORRELATION OF HOW I SEE IT? AS IF.

THEY WERE DOING SOMETHING JUST OUT IN THE PUBLIC AND GOT ASSIGNED.

WHAT'S THE DIFFERENCE? WITH THIS.

OKAY. OUR STUDENTS THAT ARE ASSIGNED TO JJAEP HAVE HAD AN OFFENSE, AND THESE ARE OUR STUDENTS WHO TYPICALLY WHO WOULD HAVE A FIREARM OR SOMETHING, AND THEY CANNOT BE ENROLLED IN DALLAS ISD SCHOOLS, SO THEY ARE ENROLLED IN WE HAVE A PARTNERSHIP, WHICH THIS IS IS OUR PARTNERSHIP AGREEMENT WITH THE JUVENILE JUSTICE DEPARTMENT.

SO WE DO CHECK IN ON OUR STUDENTS.

WE DO RECEIVE THEIR GRADES.

WE MEET WITH JJAEP AND THIS GROUP, THE GOVERNANCE GROUP.

WE MEET WITH THEM BI WEEKLY TO HEAR WHAT'S GOING ON, TO CHECK ON OUR STUDENTS, TO MAKE SURE THAT OUR STUDENTS ARE STAYING CONNECTED TO US.

DOES THAT MAKE SENSE? AND FOR THOSE THAT ARE MANDATORY TO GO TO JJ, WE DO NOT PAY FOR THOSE.

OKAY. AND SO FOR THE ONES THAT WHAT WHAT IF IF A STUDENT HAS BEEN EXPELLED FROM OUR CAMPUS, WE'RE NOT.

MANDATORY. WE DON'T HAVE TO PAY FOR THOSE.

IS THAT CORRECT? OKAY, SO.

BUT IF A STUDENT.

HUM. IF A STUDENT IS VAPING OR HAS A HANDGUN, THEN WE ASSIGN THEM POSSIBLE.

THEY COULD GO TO DIEPPE OR.

I MEAN, BECAUSE I'M JUST THINKING ABOUT THE TRADITIONAL SENSE OF WHEN I KNOW A STUDENT WENT VERSUS HOW WE HAVE THIS PARTNERSHIP.

THAT'S WHAT I'M JUST TRYING TO UNDERSTAND, BECAUSE, I MEAN, OUR LIKE I SAID, I KNOW WE HAVE OUR FACILITY AND THIS IS A COUNTY FACILITY THAT COUNTY MONEY IS PAID INTO.

AND NORMALLY I'M THINKING THAT A STUDENT MAY HAVE GONE THROUGH DISTRICT COURT OR SOMETHING LIKE THAT IN ORDER TO BE PLACED IN DC.

JP. OKAY, SO STUDENTS WHO HAVE FIREARMS ON CAMPUS AND IT'S A MANDATORY PLACEMENT TO JJAEP.

WE DO NOT PAY FOR THOSE THOSE THOSE STUDENTS ARE, LIKE YOU SAID, EXPELLED TO JPS.

AND WE DON'T PAY FOR THOSE.

AN EXAMPLE OF A STUDENT THAT WE WOULD PAY FOR WOULD BE, LET'S SAY WE HAVE A STUDENT AT DAP AND IT'S A VIOLENT OFFENSE, AND WE FEEL LIKE THEY NEED TO BE REMOVED FROM DAP.

THAT WOULD BE WHAT WOULD BE CONSIDERED DISCRETIONARY AND WE WOULD SEND THEM.

THEN WE WOULD PAY FOR THOSE.

GOT IT. THANK YOU.

APPRECIATE IT. OKAY.

TRUSTEE OR TRUSTEE FOREMAN 15 H.

THE CAMERAS.

MM.HMM.

GOOD AFTERNOON. SO I CAN REMEMBER MAYBE THREE YEARS AGO, 3 OR 4 YEARS AGO THE BOARD VOTED TO EQUIP ALL OF OUR SPECIAL ED CLASSROOMS SPECIALLY CONTAINED WITH FIVE SPECIALLY THE CONTAINED CLASSROOMS WITH CAMERAS.

IS THAT CORRECT? YES. THAT'S CORRECT.

AND DID WE DO THAT? YES. SO WHY ARE WE NEEDING $4.5 MILLION OVER A FIVE YEAR PERIOD.

SO TECHNOLOGY IS CONSTANTLY CHANGING.

THE CAMERAS BREAK.

SOMETIMES THERE'S MOVEMENT OF THE CLASSROOMS. SO WE HISTORICALLY WERE SPENDING ON AVERAGE ABOUT 600 TO 700,000 A YEAR.

WE'RE ALSO PAYING FOR WHEN AN INCIDENT HAPPENS AND A PARENT OR A CAMPUS ADMINISTRATOR OR MAYBE OUR CSO OFFICE REQUEST VIDEO FOOTAGE, THEN THAT IS PULLED FROM THE VENDOR, AND THE VENDOR HELPS REDACT THE INFORMATION.

AND SO THERE'S SOME COST ASSOCIATED WITH THAT.

SO WHAT KIND OF COST IS ASSOCIATED WITH REDACTING? THE ONLY REASON I'M ASKING THAT QUESTION.

AND YOU SAID A COUPLE OF THINGS THAT THAT KIND OF TROUBLED ME A LITTLE BIT, BECAUSE IF WE MOVE A CLASSROOM, WE SHOULD MOVE A CAMERA.

IT JUST WOULDN'T MAKE SENSE TO MOVE A CLASSROOM AND LEAVE A CAMERA.

[03:20:03]

AND EVERY TIME IT COMES OUT OF GENERAL FUND, WE ARE ALLOCATING THAT FROM GENERAL FUND.

FOR ME, THAT'S DOLLARS POSSIBLY AWAY FROM THE CLASSROOM.

AND SO I ALWAYS GET CONCERNED, ESPECIALLY WHEN IT'S THOSE KINDS OF DOLLARS AND KNOWING THAT WE'VE MADE A TREMENDOUS INVESTMENT IN CAMERAS.

I DO UNDERSTAND TECHNOLOGY CHANGES, BUT THAT DOESN'T MEAN WE HAVE TO CHANGE EVERY TIME TECHNOLOGY CHANGES.

THAT'S JUST MY OPINION.

THANK YOU.

OKAY. TRUSTEE MACKEY.

15 H. YEAH.

THANK YOU, PRESIDENT KERRIGAN.

SO I NOTICE I THINK WE HAD 8 MILLION OVER THE LAST FIVE YEARS OR SO, AND WE SPENT 2.9 MILLION.

IS THAT BECAUSE IT JUST WAS CHEAPER THAN WE EXPECTED TO PUT THEM INTO ALL CLASSROOMS, OR WHAT ACCOUNTS FOR THAT DISCREPANCY? BECAUSE I REMEMBER BEING TOLD WHEN WE WERE VOTING ON THIS THAT THIS WOULD BE AN EXORBITANT COST.

I GUESS WE WERE ESTIMATING HOW MUCH IT WOULD COST AND INTO THE DAY IT COST A LITTLE BIT LESS.

LOOKS LIKE IT COST A LOT LESS, WHICH IS A GOOD THING.

AND I CONCUR WITH TRUSTEE FOREMAN.

IT FEELS LIKE WE HAVE A CAMERA IN A ROOM.

WE SHOULD MOVE THE CAMERA ALONG WITH THE CLASSROOM.

BUT I JUST WANT TO SAY, I THINK THE ADMINISTRATION HAS DONE A GREAT JOB IMPLEMENTING THIS.

I CAN TELL YOU THE AMOUNT OF TIMES THAT THERE'S THERE'S ALWAYS COMPLAINTS OR CONCERNS.

SINCE WE'VE DONE THIS, ESSENTIALLY THOSE HAVE EITHER BEEN CORROBORATED, SOMETHING WENT WRONG AND WE NEED TO HANDLE IT OR ABSOLUTELY NOT.

THE TEACHER OR WHOMEVER DID NOTHING WRONG.

AND THIS HAS BEEN A HUGE BOON.

AND SO I'M REALLY EXCITED TO SEE THAT THIS THIS HAS HAPPENED AND THE SUCCESS THAT WE'VE SEEN WITH THIS SO FAR.

AND THANK TRUSTEE MARSHALL, WHO'S NO LONGER HERE AND DEFINITELY NOT PAYING ATTENTION, BUT HE LED THE CHARGE ON THIS.

THANK YOU. TRUSTEE WHITE.

CHAIR. MY ITEM ACTUALLY WAS 15 A BUT SO DO YOU HAVE ANY QUESTIONS ON 15 H NO, I DON'T OKAY.

THEN WE CAN GO BACK TO 15 A OKAY.

THANK YOU. BEFORE I DO THAT, I'M SORRY.

DOES ANYONE ELSE HAVE A QUESTION ON 15 H.

WELL WE HAVE OKAY 15 A THEN.

TRUSTEE. WAIT. YES.

OH, THIS IS YOURS. OKAY, GREAT.

GREAT. I GUESS I'M JUST CURIOUS BECAUSE THIS IS BETWEEN US AND FLORIDA STATE UNIVERSITY.

CORRECT? CAN YOU GIVE ME A VISION OF HOW THIS IS GOING TO WORK? THAT'S ONE OF MY QUESTIONS.

AND BECAUSE WE ARE TEXAS AND WE DO THINGS BIGGER IN TEXAS, AND I'M GOING, WE HAVE THIS HERE IN TEXAS.

WHY ARE WE GOING SOUTH? EAST? THAT THOSE ARE MY TWO QUESTIONS.

THERE IS A NATIONAL SHORTAGE FOR THE LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY.

AND SO WE ARE JUST NATIONWIDE DOING A SEARCH SO THAT WE CAN FILL OUR POSITIONS.

THE FOUR ITEMS A, B AND C, AND D, THEY'RE ALL UNIVERSITIES WHERE THE STUDENTS HAVE FINISHED THEIR PRACTICUM.

THEY FINISHED THEIR COURSEWORK, THEY'RE READY TO START WORKING AS INTERNS.

AND SO WE HIRE THEM.

THEY MOVE HERE TO DALLAS, AND THEY'RE ACTUALLY OUR EMPLOYEES WORKING UNDER THE LICENSURE OF ANOTHER LSP.

SO THEY JUST THEY FINISHED THEIR COURSEWORK AT THESE UNIVERSITIES, AND THEN THEY WE'VE RECRUITED THEM.

THEY'RE MOVING TO DALLAS, AND THEY'RE STARTING AS EMPLOYEES OF DALLAS ISD.

AND WE HOPE THAT ONCE THEY'RE WITH US, THAT WE THAT THEY END UP STAYING WITH US.

CORRECT. SO IT'S A RECRUITING TOOL.

OKAY. YEAH.

I MEAN, BECAUSE IT WAS ALMOST AS IF WE HAD CONTRACTS WITH THESE SCHOOLS, BUT NOW IT MAKES SENSE BECAUSE I WAS GOING, IS THIS GOING TO BE TELECONFERENCING? HOW IS THIS GOING TO BE DONE? AND IF THAT'S THE CASE.

YEAH. BUT THAT THAT DOES ANSWER MY QUESTION.

I'M BETTER WITH IT.

THANK YOU. ALL RIGHT. THANK YOU.

OKAY. TRUSTEES WILL NOW MOVE TO AGENDA ITEM 16.

HUMAN CAPITAL MANAGEMENT DIVISION TRUSTEES.

ARE THERE ANY QUESTIONS ON THE HUMAN CAPITAL MANAGEMENT DIVISION? I'M NOT SAYING NOT SEEING ANY TRUSTEES MOVE ON TO AGENDA ITEM 18.

ACADEMICS AND TRANSFORMATION DIVISION TRUSTEES.

[18. ACADEMICS AND TRANSFORMATION DIVISION]

2020 A THROUGH.

DOUBLE F.

AND 21.

OKAY, SO NOTHING UNDER THAT THEN.

TRUSTEES. WE'RE MOVING TO AGENDA ITEM 22.

[03:25:04]

ARE THERE ANY QUESTIONS UNDER STUDENT? I'M SORRY. SCHOOL LEADERSHIP DIVISION.

OKAY. SEEING NONE TRUSTEES WILL NOW MOVE TO AGENDA ITEM 24.

INFORMATION TECHNOLOGY DIVISION TRUSTEES.

ARE THERE ANY QUESTIONS ON THEIR INFORMATION TECHNOLOGY DIVISION?

[24. INFORMATION TECHNOLOGY DIVISION]

25 825 A.

TRUSTEE FOREMAN.

GOOD AFTERNOON, GENTLEMEN.

SO THIS IS A QUESTION THAT I'VE ASKED BEFORE, AND I'M GOING TO CONTINUE TO ASK IT UNTIL I CAN GET AN ANSWER.

DO WE HAVE A LISTING OF ALL SOFTWARE THAT WE HAVE AND THE SOFTWARE LICENSING? WE DO HAVE A LIST OF ALL THE SOFTWARE THAT THE DISTRICT SUPPORTS.

FROM A CENTRAL PERSPECTIVE.

SO WE KNOW EXACTLY WHO OUR VENDORS ARE.

AND WE KNOW THAT ANY DATA THAT WE SHARE WITH THOSE VENDORS HAS A DSA.

SO WE DO THERE ARE PIECES OF SOFTWARE THAT CAMPUSES BY THAT DON'T NECESSARILY WE HAVE PRIVY PRIVY INTO THAT DON'T NEED DATA.

THEY'RE JUST ADDITIONAL APPLICATIONS.

SO WE WE MAY MISS SOME OF THOSE.

OKAY. SO I'M MOSTLY INTERESTED IN THE CENTRALIZED, IF YOU COULD SHARE THAT DATA WITH ME AND MAYBE THE YEAR THAT WE BOUGHT THAT SOFTWARE AND WHICH SOFTWARE IS STILL BEING USED, BECAUSE I WOULD ASSUME WE HAVE SOME THAT'S NOT STILL BEING USED.

WE CAN DO THAT. THANK YOU.

OKAY, TRUSTEES, WE'LL NOW MOVE ON TO AGENDA ITEM 26, FINANCIAL SERVICES DIVISION TRUSTEES.

ARE THERE ANY QUESTIONS UNDER FINANCIAL SERVICES DIVISION.

[26. FINANCIAL SERVICES DIVISION]

OKAY. TRUSTEES.

OR TRUSTEE FOREMAN 27 A.

SO, TAMIKA.

YES, MA'AM. I NEED TO SPEND SOME TIME WITH YOU.

BECAUSE WHEN I LOOK AT SOME OF THE DOLLAR AMOUNTS, IT'S NOT SOMETHING.

THERE'S SOME INCONSISTENCIES, AS FAR AS I CAN SEE.

AND I'M NOT AN ACCOUNTANT, SO I COULD BE ABSOLUTELY WRONG.

AND SO I DON'T WANT TO TAKE YOU THROUGH THIS NOW, BUT I WOULD LIKE TO SPEND SOME TIME GOING OVER THIS DOCUMENT WITH YOU.

YES, MA'AM. I WILL GET WITH YOUR ASSISTANT AND GET ON YOUR CALENDAR.

ALL RIGHT. THANK YOU SO MUCH.

OKAY. TRUSTEES, ANYTHING ELSE UNDER FINANCIAL SERVICES DIVISION 28, 29 OR 30.

OKAY. SEEING NONE.

TRUSTEES, WE WILL NOW TURN TO AGENDA ITEM 31, OPERATIONS SERVICES DIVISION.

28. 28.

B TRUSTEE FOREMAN.

28 BE. SO WHEN I'M LOOKING AT THE DELINQUENT TAXES AND THE PERCENTAGE OF DELINQUENT TAXES, DO WE HAVE ANY IDEA WHERE WE MIGHT END UP BY THE END OF THE YEAR? BECAUSE THIS IS A LARGE PERCENTAGE.

SO I CAN GATHER THOSE PROJECTIONS.

AS OF THIS IS WHAT IT IS AS OF JUNE 30TH.

BUT I WILL TELL YOU THE PRIMARY REASON YOU'RE SEEING THE DELINQUENT TAXES REPORT IN THIS WAY IS BECAUSE WE HAD SOUTHWEST AIRLINES HAD SOME PRIOR YEAR PROTEST TO FINALLY SETTLE FROM YEARS AGO.

AND SO WE'VE HAD TO CHANGE THEIR APPRAISAL VALUE, IF YOU WILL, AND DO SOME REIMBURSEMENTS, BUT I WILL GET YOU AN UPDATED PROJECTION AS WE PREPARE TO CLOSE OUT THIS TAX YEAR.

OKAY. AND COULD YOU ALSO LET US KNOW WHAT THOSE REIMBURSEMENTS WERE TO SOUTHWEST AIRLINES? SO I'LL HAVE A GOOD UNDERSTANDING.

YES, MA'AM. AND THEN 29 A.

ANY OTHER QUESTIONS ON 28 B.

OKAY. 29 A TRUSTEE FOREMAN 29 A HOLD ON.

LET ME TURN THIS BIG BINDER AROUND.

[03:30:05]

EXACTLY WHAT IS THE BALANCE ON THE FUND BALANCE AS OF THIS DATE? THE BALANCE ON THE FUND BALANCE AS OF THIS DATE IS $1,600,157,107. AND DOES THAT INCLUDE ANY, ESSER FUNDS OR ANYTHING LIKE THAT? NO, ESSER IS NOT ASSIGNED FUND BALANCE FOR ESSER.

IS THAT WHAT YOU'RE ASKING ME? YES.

THAT DOES INCLUDE ASSIGNED FUND BALANCE FOR ESSER.

AND HOW MUCH WOULD THAT BE? $200 MILLION.

200 MILLION? OKAY. THANK YOU.

YOU'RE WELCOME. OKAY.

TRUSTEES, ANY OTHER QUESTIONS ON THE FINANCIAL SERVICES DIVISION? IT'S 27, 28, 29 OR 30.

32. A TRUSTEES WILL NOW MOVE ON TO AGENDA ITEM 31 OPERATION SERVICES DIVISION.

TRUSTEES, ARE THERE ANY QUESTIONS UNDER OPERATION SERVICES DIVISION?

[31. OPERATION SERVICES DIVISION]

32 A TRUSTEE FOREMAN 32 A.

YES, MA'AM. SO.

OUR RADIO COMMUNICATIONS.

DO WE HAVE ONE FREQUENCY THAT WE'RE ON OR ARE WE ON SEVERAL FREQUENCIES? FOR THIS IS 32 A YES.

FOR OUR SCHOOLS? IT WOULD BE ONE.

BUT OVERALL, HOW MANY DO WE HAVE? THE POLICE DEPARTMENT, THEY HAVE P25 RADIO THAT COMMUNICATES WITH THEM INTERNALLY AND THEY CAN SWITCH IT TO TALK TO THE DPD AS WELL.

OKAY. ARE THEY ABLE TO TALK TO THE SCHOOLS? ARE THEY ABLE TO TALK TO THE SCHOOLS? I'D HAVE TO ASK THE POLICE CHIEF.

I BELIEVE THE ANSWER IS YES.

THE POLICE OFFICER THAT'S ASSIGNED TO THE CAMPUS CAN TALK TO THE PRINCIPAL, ASSISTANT, PRINCIPAL, CUSTODIAN, WHOEVER CARRIES OVER.

I MEAN, FROM THE POLICE RADIO.

ALL I'M ASKING IS, IS THAT WE HAVE PROBABLY MORE THAN TWO.

I WOULD SAY YOU PROBABLY HAVE ANOTHER RADIO SYSTEM FOR TRANSPORTATION.

CORRECT. THIS ITEM IS TO PURCHASE THE RADIO.

I KNOW, BUT I'M TRYING TO YOU KNOW, MY BRAIN IS KIND OF CLOUDY, SO I HAVE TO CLEAR EVERYTHING UP.

AND I'M TRYING TO GET A CLEAR UNDERSTANDING IF WE'VE GOT MAYBE THREE DIFFERENT SYSTEMS. HAVE WE EVER THOUGHT ABOUT HOW DO WE WORK THAT ALL OF OUR SYSTEMS CAN TALK, YOU KNOW, LIKE ON SOME RADIOS YOU CAN CHANGE FREQUENCIES. DOES THAT MAKE SENSE, SUPERINTENDENT? IT DOES. HOWEVER, THE COSTS ASSOCIATED WITH THAT ACTUALLY CAUSED SOME INCREASES.

AND WE WOULD ONLY WANT OUR DPD TO ACTUALLY BE OUR OUR DALLAS ISD PD TO BE INTERFACING WITH THE OTHER POLICE ENTITIES. I, I WOULD HAVE TO CERTAINLY LOOK INTO THE SYSTEM THAT TRANSPORTATION USES.

SERVES ONE PURPOSE, AND I WOULD HAVE TO HAVE OUR TEAM LOOK AT THAT.

AND WE CAN. AND SCHOOLS ALSO HAVE THEIR OWN.

THAT'S WHAT I'M SAYING. THE SCHOOLS AND TRANSPORTATION SERVE TWO DIFFERENT PURPOSES.

AND JUST AS A FORMER CAMPUS LEADER SOMETIMES OUR OWN AT A HIGH SCHOOL IN PARTICULAR, YOU'VE GOT A LOT OF PEOPLE ON THE RADIO.

I DON'T KNOW WHAT OUR TRANSPORTATION SYSTEM LOOKS LIKE OR THE TIMING.

WE CAN CERTAINLY WE CAN CERTAINLY LOOK INTO SEEING WHAT THAT WOULD LOOK LIKE.

WELL, I GUESS I ASK A QUESTION ABOUT THE POLICE BECAUSE WE HAVE POLICE OFFICERS THAT ARE STATIONED AT THE SCHOOLS.

YEAH. AND THE POLICE THEMSELVES THAT ARE AT A CAMPUS CAN COMMUNICATE BOTH WITH THE POLICE DEPARTMENT AND THEY COMMUNICATE WITH THE CAMPUSES.

SO IF YOU GUYS WOULD JUST LOOK AT THAT, I JUST THINK IT MAKES SENSE THAT THERE IS SOME MEANS OF COMMUNICATIONS ALWAYS, SO THAT IF THERE ARE SITUATIONS, WE'LL BE ABLE TO ADDRESS THEM. THANK YOU.

TRUSTEE WHITE. I GUESS MY QUESTION IS I'M KIND OF CONCERNED, IS THIS DUPLICATION BECAUSE WE'VE HAD CONTRACTS.

THAT WAS IN THE FALL WHEN WE ASKING FOR MORE EQUIPMENT.

SO IS.

AND AT THAT TIME I KNOW WE WERE TOLD THE CERTAIN ITEMS, BUT I COULD HAVE SWORE THAT COMMUNICATION DEVICES WAS ONE OF THEM.

WERE COMMUNICATION DEVICES ON THE LIST AT THAT TIME.

[03:35:07]

I JUST KNOW WE HAD WE PURCHASED COMMUNICATION DEVICES.

SO IF THAT IS THE CASE, IT WAS ANALOG.

WHAT ARE WE PURCHASING NOW? DIGITAL. SO WE PURCHASED ANALOG IN THE FALL AND NOW WE'RE.

I'M SORRY IF ANALOG WE PURCHASED YEARS AGO WHEN I WAS ON A CAMPUS.

WE HAD THOSE WE HAVE ALL DIGITAL NOW.

AND THIS WILL HELP US CONTINUE TO BUY DIGITAL FOR OUR CAMPUS ADMINISTRATORS AND STAFF.

BUT. I'M ALMOST CERTAIN WE WE PURCHASED SOME COMMUNICATION DEVICES.

AND I GUESS ONE OF MY QUESTIONS IS ALSO ONE UNTO WHICH TRUSTEE FOREMAN WAS JUST MENTIONING.

OH, I KNOW ON SOME RADIOS THEY HAVE VARIOUS CHANNELS.

YOU'RE GOING TO GO TO CHANNEL TEN, YOU KNOW, GO GO TO CHANNEL TWO.

GO WITH ME ON CHANNEL TWO.

AND THESE WERE LIKE ANALOG DEVICES THAT YOU COULD DO THAT WITH TO COMMUNICATE.

SO WHAT'S THE WHAT'S THE MAJOR DIFFERENCE BETWEEN THE DIGITAL IS IT IS IT THE SWITCHING THAT THE CAN IT CAN'T BE THE CONNECTION I'M ASKING.

LET ME ASK YOU A QUESTION. WHAT IS THE DIFFERENCE BETWEEN THE DIGITAL AND THE ANALOG? I KNOW ANALOG AS FAR AS THE WAVELENGTH AND BINARY ONES AND ZEROS WITH DIGITAL.

BUT TELL ME THE DIFFERENCE.

AS FAR AS FUNCTION, WE CAN'T REALLY GET THE ANALOG ANYMORE OR REPLACE THEM OR EVEN, YOU KNOW, REPAIR THEM.

I MEAN, EVERYTHING IS IS DIGITAL NOW.

OKAY. AND I JUST PLEASE DO THIS FOR ME, BECAUSE I DO UNDERSTAND THAT WE DID JUST BY WE PUT MONEY IN FOR MORE SQUAD CARS MORE UNIFORMS. AND I COULD HAVE SWORE COMMUNICATION DEVICES WAS IN THAT.

ALSO, CAN YOU GO BACK AND CHECK FOR ME TO SEE IF WE DID PURCHASE? I GUESS THIS IS HANDHELD COMMUNICATION.

YES, MA'AM. THAT WAS IN THE FALL, I BELIEVE.

AND IT WAS FOR THE P 25 POLICE RADIOS.

SO. SO THEY COULD PURCHASE THOSE RADIOS.

THOSE RADIOS ALLOW THEM TO TALK TO EACH OTHER.

BUT THEY CAN FLIP OVER.

LET'S SAY GO TO CHANNEL TWO WITH ME, RIGHT? THEY FLIP OVER AND TALK TO DPD SO THEY CAN CALL DPD IMMEDIATELY.

BUT THE MAJORITY OF THIS PURCHASE, IF I RECALL THIS IS FOR CAMPUSES THIS WHEN I'M AT CAMPUS RADIOS.

AND SO.

IT'S NOT. IT'S NOT ABOUT IT'S A DIFFERENT PURCHASE THAN THE OTHER ONE.

BUT WE'LL GO BACK AND IDENTIFY WHAT WE PURCHASED FOR EVERY BOARD MEMBER AND PUT THAT IN THE TRACKER.

YES, PLEASE. SO AND IF AND IF WE'RE IF WE'RE PURCHASING CAMPUS RADIOS.

WE'RE WE'RE PURCHASING THESE TO REPLACE THE CAMPUS RADIOS.

I GUESS THESE ARE THE ONE I SEE WITH THE ANTENNA.

THEY SAID I'M ON THE CHART. THEY SET THEM ON THE CHARGER TO RECHARGE.

WHY ARE WE REPLACING THEM? WELL, IT'S LIKE COMPUTERS.

THEY ALL HAVE A CERTAIN LIFE EXPECTANCY AND THEN IT'S NOT WORTH REPAIRING THEM COSTS US MORE THAN PURCHASING NEW ONES. WE WOULD NOT BRING YOU ANYTHING THAT WAS NOT COST EFFECTIVE AND WE WOULD NOT.

WE OURSELVES WOULD DEFINITELY NOT WANT TO BE PURCHASING SOMETHING WE ALREADY HAD.

SO I KNOW THEY'VE DONE AN INVENTORY AND WE KNOW AND CAMPUSES HAVE TOLD US WHAT THEY NEEDED, AND THEN THEY DID AN ASSESSMENT.

BUT WE CAN PUT FOR YOU WHAT WE PURCHASED BEFORE AND THEN WHAT WE PURCHASED, WHAT THIS REQUEST IS FOR.

OKAY. BUT I CERTAINLY WANT ALL OF OUR CAMPUSES TO HAVE RADIOS THAT ARE WORKING FUNCTIONING SECURITY PURPOSES.

IT IS VERY IMPORTANT THAT EVERYONE ON A CAMPUS BE ABLE TO COMMUNICATE ACROSS THE BOARD, MOST CERTAINLY BECAUSE THAT'S WHERE MOST OF THE ACTION IS HAPPENING.

AND IF THEY NEED SOMETHING, THEY NEED IT, STAT, I GET THAT, BUT I JUST DON'T I JUST WANT TO UNDERSTAND WHY WE'RE WE'RE SPENDING BECAUSE WE'RE IN A DEFICIT BUDGET.

I JUST WANT TO MAKE SURE THAT WE'RE USING OUR RESOURCES WISELY.

I JUST REMEMBER US ORDERING.

AND THAT'S WHY I HAD A QUESTION, BECAUSE I, I KNEW THAT WE HAD THAT CONCLUDES MY QUESTIONING.

THANK YOU SO MUCH.

BUT IF YOU COULD GIVE ME THAT INFORMATION, THAT WOULD BE GREAT.

WE WILL PROVIDE ALL OF THE QUESTIONS THAT WE HAD TO ALL TRUSTEES.

TRUSTEE CURRY, I WANTED TO BE SURE TO ASK A QUESTION WHEN TRUSTEE TURNER HAD NOT.

SO I AT LEAST BEAT HIM AT THE FIRST MEETING.

JUST BECAUSE I'M NEW AND I DON'T KNOW THE HISTORY OF THIS HOW HOW HOW FAR INTO THE CAMPUS ARE WE PROVIDING RADIO? ARE WE PROVIDING THESE COMMUNICATION DEVICES TO EVERY CLASSROOM, TO EVERY ADMINISTRATOR? HOW FAR DOWN DOES IT GET? I JUST REMEMBER BEING A PARENT AT MY KIDS SCHOOL, AND WE WERE TRYING WE WANTED TO GET TWO WAY RADIOS IN EVERY CLASSROOM.

[03:40:04]

YES, SIR. IT DEFINITELY IS NOT FOR EVERY CLASSROOM.

IT WOULD. THAT NUMBER WOULD BE PRETTY, PRETTY HIGH FOR EVERY CLASSROOM.

THIS IS TYPICALLY YOUR PRINCIPAL, YOUR ASSISTANT PRINCIPALS YOUR CUSTODIAN YOU KNOW, AND THEN THERE'S USUALLY ONE AT THE FRONT OFFICE FOR YOUR OFFICE MANAGER.

AND WHERE WE DO HAVE PORTABLES, WE HAVE ALSO PROVIDED THEM FOR THE PORTABLES, BECAUSE SOMETIMES THE PA SYSTEMS DON'T WORK OUT INTO THE PORTABLES.

SO THEY DO MAKE SURE THAT THOSE FOLKS IN THE PORTABLES DO HAVE THEM.

DO WE HAVE TELEPHONES IN OUR CLASSROOMS? DO WE HAVE AN ABILITY IF AN INCIDENT HAPPENS IN A CLASSROOM, TO BE ABLE TO COMMUNICATE BACK TO THE THE MAIN OFFICE WITHOUT HAVING TO RUN A KID DOWN THE HALL, AND IS WHAT I'M ULTIMATELY TRYING TO UNDERSTAND.

YES, EVERY EVERY SCHOOL HAS A TELEPHONE IN THE CLASSROOM, EVERY SCHOOL OR.

NO, I WOULDN'T SAY EVERY SCHOOL HAS A TELEPHONE IN THE CLASSROOM OR A HARD LINE, YOU KNOW.

RIGHT. YOU KNOW, BUT BUT WE DO HAVE A WAY TO COMMUNICATE FROM THE CLASSROOM TO THE, THE MAIN OFFICE.

OKAY. I WILL TAKE MY QUESTIONS OFFLINE.

THANK YOU. OKAY. OKAY TRUSTEES, THAT WAS 32 A ANY OTHER QUESTIONS UNDER OPERATION SERVICES DIVISION.

OKAY TRUSTEES, WE WILL MOVE THEN TO AGENDA ITEM 36, CONSTRUCTION SERVICES DIVISION TRUSTEES.

[36. CONSTRUCTION SERVICES DIVISION]

TRUSTEE FOREMAN. I THINK YOU HAVE ONE ON 38 AND TRUSTEE TURNER, WHICH IS MY 37 H.

OKAY. TRUSTEE TURNER, 37 H.

YES. ALL RIGHT.

SO MY FIRST QUESTION IS WHEN IS THIS PROJECT SUPPOSED TO START FOR LINCOLN HIGH SCHOOL? WE STARTED A SMALL JOG PACKAGE LAST SUMMER, AND THIS IS THE PACKAGE TO COMPLETE THE RENOVATION.

SO WE'RE TRYING TO GET SOME SUMMER WORK IN THE NEXT COUPLE OF MONTHS WITH THIS APPROVAL.

OKAY. AND WILL THE CAMPUS NEED TO BE HAVE LIMITED OCCUPATION DURING THE SCHOOL YEAR? YES. WE HAVE A PHASING PLAN WE SHARED WITH THE PRINCIPAL, AND HE'LL BE RELOCATING STUDENTS SO WE COULD DO SOME INTERIOR RENOVATIONS.

OKAY. AND AND WHEN IS THIS SUPPOSED TO BE COMPLETE? THIS FIRST PHASE WOULD TAKE APPROXIMATELY 12 TO 14 MONTHS.

BUT WE DO ANTICIPATE A SECOND PHASE THAT WILL ENCOMPASS IN ADDITION, THE ADMIN EDITION ON THE FRONT FACADE THAT ONE WOULD TAKE ANOTHER.

12 MONTHS TO COMPLETE.

SO WE'RE LOOKING AT ABOUT TWO AND A HALF YEARS ALMOST.

CORRECT OKAY.

AND IS THAT BOTH PHASES INCLUDED IN THIS? 29 MILLION.

KNOW. JUST KNOW THIS GMP ONE IS JUST FOR THE INTERIOR RENOVATIONS OKAY.

AND THAT'S THE 12 TO 14 MONTHS.

CORRECT. OKAY.

AND SO I WOULD TAKE IT THAT WE DON'T HAVE TO WORRY ABOUT THE CITY OF DALLAS HOLDING UP ANY PERMIT PROCESS.

OH, I'M SO GLAD YOU ASKED THAT QUESTION, THOUGH.

WE ALWAYS HAVE TO WORRY ABOUT THE CITY OF DALLAS.

YOU'RE NOT GOING TO MISS THAT OPPORTUNITY, EITHER.

WE ARE ALWAYS STRUGGLING TO GET TIMELY.

CHIEF ALFRED IS DUE A PATIENT'S AWARD AND A TENACITY AWARD.

IT IS A IT IS A BIG CHALLENGE.

IT IS A HUGE CHALLENGE.

IT IS COSTING US DOLLARS.

IT IS NOT ALLOWING US TO GET OUR KIDS INTO THE FACILITIES THAT OUR COMMUNITY VOTED FOR.

AND EVERY DAY THAT WE CAN'T GET EITHER APPROVAL FOR ZONING OR THE NUMBER OF THINGS AND ADDITIONAL REQUESTS THAT ARE ADDING DOLLARS, WE'RE BEING ASKED TO NOT HAVE FIVE FOOT SIDEWALKS.

THEY WANT TEN FOOT SIDEWALKS.

THEY WANT BENCHES.

THEY WANT LIGHTING.

THEY WANT OH.

THE EV CHARGERS.

SO THOSE ARE ALL ADDITIONAL COSTS THAT ARE EATING INTO WHAT OUR FAMILIES AND OUR CHILDREN REALLY DESERVE AND THEIR FACILITIES.

WE ALREADY KNOW THAT THE BOND HAS BEEN HIT BY INFLATION.

AND SO WE YET WE HAVE A LOT OF ISSUES.

OKAY. I KIND OF EXPECTED THAT.

I JUST WANTED TO PUT A RECORD.

ALL RIGHT, WELL THANK YOU. THAT'S ALL THE QUESTIONS I HAVE.

THANK YOU, THANK YOU. OKAY.

SEE, THAT WAS 37 H.

QUESTIONS ON THAT. OKAY, 37 H.

CIC TRUSTEE MACKEY.

YEAH, JUST CONTINUING OFF OF THAT.

[03:45:01]

AND I KNOW FROM MY OWN EXPERIENCE IN THE FOLKS THAT I TALK TO, THEY WANT TO HELP.

AND I AM UNCLEAR PERSONALLY, WHEN WE GET CAUGHT UP IN THIS, LIKE WHAT WE CAN DO TO MOVE IT ALONG, IS THERE A WAY THAT WE CAN HELP FACILITATE A STRONGER COMMUNICATION, THAT IT MIGHT BE HELPFUL FOR MULTIPLE PEOPLE TO HEAR THAT THESE PROJECTS ARE ON THE LINE, BECAUSE THE SAME PEOPLE WHO SEND THEIR KIDS TO THESE SCHOOLS VOTE FOR THESE COUNCIL MEMBERS WHO HAVE A VESTED INTEREST.

SO WHAT CAN BE DONE? AND WHAT ARE WAYS THAT WE, AS A BOARD, CAN PLUG IN FOR THESE PARTICULAR PROJECTS? WHEN I HEAR FROM ONE SIDE, THE CITY SAYS THEY'RE WAITING ON DALLAS ISD, BUT THEN I CHECK WITH DALLAS ISD, AND DALLAS ISD SAYS WE'RE WAITING ON THE CITY.

SO HOW CAN WE GET MORE ENGAGED TO SUPPORT THE DISTRICT AND MOVING QUICKER AND ELEVATING THIS UP? WELL, WE'RE HAVING SOME INTERNAL MEETINGS WITH THE CITY STAFF JUST TO SIT DOWN.

SO THERE'S NO MORE FINGER POINTING, AND THEY'RE GOING THROUGH THEIR OWN REORG TO STREAMLINE.

THEY'VE GIVEN US A DEDICATED TEAM FOR THE DALLAS CITY SCHOOLS.

I'M WAITING TO SEE THE RESULTS FROM IT.

WE HAVEN'T SEEN THE DIRECT IMPACT JUST YET, SO I'M GIVING THEM SOME TIME AS THE SUPERINTENDENT STATED, TO, TO SEE IF IT WILL WORK AND IF NOT, REENGAGE YOU GUYS TO FOR MORE SUPPORT FROM YOUR POLITICAL COUNTERPARTS.

WE DO THINK THAT WE NEED TO DO YOU KNOW, WE'LL TAKE THE LEVEL OF RESPONSIBILITY IN TERMS OF NEEDING TO COMMUNICATE WITH ALL OF YOU EARLIER ON.

HERE'S A PROJECT THAT'S COMING UP.

HERE'S WHERE WE ARE.

HERE'S WHAT WE'VE HEARD.

SOME OF THIS WE DON'T KNOW, TO BE VERY HONEST WITH YOU ALL, UNTIL BRANT SHOWS UP AND THEN HE'S TEXTING ME AND HE'S LIKE, THEY'RE GOING TO WANT TO GO FROM 5FT TO 10FT.

AND I'M LIKE, WHAT ARE YOU TALKING ABOUT? AND IT'S HAPPENING, RIGHT? LIKE THERE IN THAT MOMENT AND ALL OF A SUDDEN CITY STAFF COME UP AND, AND, OR A CITY COUNCIL PERSON SUDDENLY SAYS, WELL, I REALLY THINK THE DISTRICT NEEDS TO PAY FOR.

AND THESE ARE UPGRADES, RIGHT? AND SO WE ARE GOING TO NEED TO NOT WAIT FOR THEM TO SAY ANYTHING, BUT RATHER COMMUNICATE WITH ALL OF YOU.

HERE'S THE PRODUCT. HERE ARE THE PROJECTS THAT ARE COMING UP AND WHEREVER THEY ARE, WHETHER THEY'RE IN THE ZONING PORTION OR WHETHER THEY'RE UP ALREADY AT THE COUNCIL.

BECAUSE AS YOU ALL KNOW, THERE'S LIKE ANOTHER GROUP THAT'S APPOINTED BY THE COUNCIL AND THEN THERE'S THE ACTUAL COUNCIL, AND THEN WE'VE GOT TO DO A BETTER JOB, THOUGH, OF COMMUNICATING WITH YOU IN ADVANCE.

SO WE ARE GOING TO SET THAT UP TRUSTEE MACKEY TO START DOING THAT IN ADVANCE.

YEAH, THAT WOULD BE SUPER HELPFUL.

EVEN IF IT'S JUST ONE OF THOSE STANDING REPORTS THAT GOES OUT IN THE WEEKLY UPDATES BOARD UPDATE.

YEAH. THANK YOU. YEAH, WE'RE ADVOCATING FOR SCHOOL BY RIGHTS.

WE'VE STUDIED SEVEN OTHER CITIES ACROSS TEXAS THAT ALLOW SCHOOLS TO BE BUILT BY RIGHT WITHOUT GOING THROUGH ZONING, FORT WORTH BEING THE CLOSEST ONE TO US.

THERE'S NO ZONING PROCESS.

AUSTIN WHERE I WAS.

AUSTIN. YOU CAN BUILD YOUR SCHOOL BASED ON THE DEVELOPMENT CODE.

AND IT'S NOT LIKE THAT IN THE CITY OF DALLAS RIGHT NOW.

SO WE'RE ADVOCATING FOR THAT CHANGE.

OKAY. IF THERE'S ANYTHING WE CAN DO TO HELP, LET US KNOW, PLEASE.

TRUSTEE JOHNSON.

32. SUPERINTENDENT, I DON'T WANT TO PULL A TRIGGER.

I WANT I WANT TO MESS WITH CHIEF BRANT RIGHT NOW.

SUPERINTENDENT SEEMED LIKE SHE WAS ON A ROLL TODAY.

WITH WITH THE CHALLENGES THAT WE THAT WE ARE EXPERIENCING.

ARE THEY ASKING US TO DO SOME THINGS? THAT'S REALLY NOT OUR JOB TO DO? ABSOLUTELY. 100% NOT IN THE CODE.

THESE ARE NOT REQUIREMENTS.

THEY ARE ADD ONS THAT ARE COSTING US MONEY.

OKAY, THAT'S WHAT I WANT TO KNOW.

BECAUSE MY COMMUNITY IS ASKING, WHY IS IT TAKING SO LONG FOR SOME OF THE PROJECTS? AND I WANT THEM TO KNOW.

AND I'M LIKE TRUSTEE.

TURNER, I WANT TO HAVE THIS ON RECORD THAT WE ARE NOT HOLDING THIS UP.

DALLAS ISD IS NOT HOLDING IT UP, AND I DO.

THE MAJORITY OF MY DISTRICT SITS IN A LOT OF THE COUNCIL MEMBERS DISTRICTS.

SO I WOULD BE HAVING A CONVERSATION CONCERNING THIS, BUT I ALSO ATTENDED ONE OF THE CDC MEETINGS, WHICH YOU HAD TO KIND OF HOLD ME DOWN BECAUSE SOME OF THE THINGS THAT WAS GOING ON WAS VERY DISRESPECTFUL.

AND IT SEEMED LIKE ONE IN PARTICULAR CALLED NO NAMES, NO NAMES TODAY.

BUT NOT PROBABLY GOING FORWARD, IF IT CONTINUES THAT HAVE A PERSONAL ISSUE WITH DALLAS ISD AND THEY'RE TAKING THEIR PERSONAL ISSUES OUT AND KIND OF MAKING IT VERY DIFFICULT FOR OUR KIDS, ESPECIALLY A LOT OF OUR KIDS ARE IN LOW INCOME AREAS, AND WE'RE TRYING TO MAKE SURE THAT WE PROVIDE EQUITABLE RESOURCES TO OUR KIDS, SO THEY'RE HINDERING THAT.

AM I CORRECT OR INCORRECT? DO YOU THAT WAS MY EXPERIENCE SITTING THERE FIRST HAND.

THOSE WERE MY OBSERVATIONS.

OKAY. THAT'S ALL I WANT TO SAY.

THANK YOU. OKAY.

TRUSTEE. THAT WAS 37 H.

ANYTHING ELSE IN CONSTRUCTION SERVICES DIVISION?

[03:50:05]

ANYTHING. 38.

OKAY. 38.

BE TRUSTEE FOREMAN.

JUST HAVE A.

WELL, MAYBE A COUPLE OF QUESTIONS REGARDING THIS PROPERTY WHERE WE THIS IS FOR THE CITY OF DALLAS TO REPRESENT DALLAS ISD IN THE TAX FORECLOSURE SALE. A LOT OF THIS PROPERTY WAS SOLD A YEAR OVER A YEAR AGO.

SO I'M TRYING TO FIGURE OUT WHY WE'RE JUST NOW.

AND I DID HAVE A CONVERSATION WITH THE COUNCIL PERSON REGARDING THIS.

THIS HAS BEEN DEDICATED AS THE ROLAND PARRISH PARK.

SO I'M JUST WONDERING WHY WE ARE JUST NOW GETTING THIS DOCUMENT.

WE'RE PRESENTING IT TO.

I'M SORRY. WE'RE PRESENTING IT TO THE BOARD FOR CONSIDERATION WHEN WE RECEIVED IT FROM THE CITY, SO I'M NOT SURE WHAT THE DELAY.

JUST SENT IT OUT TO YOU.

YES, MA'AM. OKAY.

COULD YOU SHARE THAT DOCUMENT? BECAUSE I WANT TO SHARE THE DOCUMENT THAT CAME FROM THE CITY.

CERTAINLY. OKAY.

ALL RIGHT. THANK YOU.

YOU'RE WELCOME. AND OUR TEAM JUST MAKES SURE, AS ALWAYS, LET'S MAKE SURE WE PUT THAT SO THAT ALL THE TRUSTEES HAVE ACCESS TO IT.

THEY NEVER SHARE ANYTHING JUST WITH ME.

TRUSTEES. ANYTHING ELSE UNDER 38.

I SEE NOTHING ELSE.

TRUSTEES THE TIME IS 3:54 P.M., AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.