Aug 08, 2024 Board Briefing

[1. NOTICE AND RETURN]

[00:00:05]

GOOD AFTERNOON. THE TIME IS 11:48 A.M..

WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED.

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

WE WILL DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND THE SALUTE TO THE TEXAS FLAG, AS WE JUST DID THAT IN OUR PREVIOUS IN OUR IN OUR MEETING MOMENTS AGO.

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

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

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

IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASK THE PUBLIC TO ABIDE BY THE RULES OBTAINED 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 MAY HAVE, THEY MAY SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

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

TRUSTEES WE WILL NOW TURN TO AGENDA ITEM THREE, ACKNOWLEDGMENTS.

THE RECOGNITION OF ELECTED AND PUBLIC OFFICIALS IN THE AUDIENCE.

ARE THERE ANY ELECTED OFFICIALS IN THE AUDIENCE? OKAY. SEEING NONE TRUSTEES, WE WILL NOW TURN TO AGENDA ITEM FOUR, THE PUBLIC FORUM SEGMENT OF THE MEETING. OUR AGENDA CALLS FOR THE PUBLIC FORUM SEGMENT OF THE MEETING.

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

TRUSTEES, I'LL NOW TURN TO AGENDA ITEM FIVE, 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 CLOSE SESSION.

THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECTED ONLINE, WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION.

THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO, TEXAS GOVERNMENT CODES 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION ON OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER. SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.

SECTION 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 OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT.

551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055(B), OR THE DEPLOYMENT OF SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES, AND SECTION 551.129 TO CONSULT WITH HIS ATTORNEYS BY THE USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING.

THE TIME IS NOW 11:52 A.M, AND WE ARE IN CLOSED SESSION.

I ESTIMATE WE'LL BE IN THERE FOR MAYBE AN HOUR.

OR IT COULD BE A LITTLE LESS, MAYBE A LITTLE LESS.

SO WE'RE NOW IN CLOSED SESSION.

THE TIME IS 1:30 P.M., AND WE ARE BACK IN OPEN SESSION.

THE BOOK THE BOARD TOOK NO ACTION IN CLOSED SESSION.

TRUSTEES WILL NOW TURN TO AGENDA ITEM SIX SIX A SPECIFICALLY THE STAAR REPORT.

[6. VISION/PROGRESS MONITORING]

[00:05:01]

THIS IS AN OPPORTUNITY FOR US TO SHARE WITH YOU OUR MOST RECENT STATE ASSESSMENT.

STAAR THREE THROUGH EIGHT, AND END OF COURSE OR EOC, AND YOU'RE GOING TO SEE A LOT OF ACRONYMS. AS YOU ALL KNOW, WE EDUCATORS, WHENEVER WE'RE BORED, WE JUST COME UP WITH A NEW ACRONYM.

SO AS WE GET STARTED, IT WILL BE DIVIDED UP INTO ESSENTIALLY TWO MAIN COMPONENTS.

I'LL START WITH THE READING LANGUAGE ARTS, WHICH IS READING AND WRITING, AND THEN I'LL HAVE A FEW SLIDES WITH MATH.

I KNOW WE POSTED THIS.

I WANTED TO MAKE SURE IT WAS UP IN ADVANCE, WAY IN ADVANCE OF JUST THE 72 HOURS OF THIS MEETING.

I BELIEVE THIS DECK HAS BEEN AVAILABLE SINCE FRIDAY EVENING.

SOME OF YOU HAVE ALREADY BEEN PERUSING AND ASKING QUESTIONS AND WE GREATLY APPRECIATE THAT.

SO TO THE NEXT SLIDE, PLEASE, IN A SPIRIT OF COMPLETE TRANSPARENCY THAT I THINK IS TRULY THE FOUNDATION AND THE STRENGTH OF OF THE WAY DALLAS ISD OPERATES UNDER THE LEADERSHIP OF THIS BOARD.

I'M GOING TO START OFF BY SAYING I'M GOING TO GIVE US SOME BACKGROUND, BUT BEFORE I EVEN START ON THE DATA SLIDES THOSE OF YOU, MANY OF YOU ARE NOT GOING TO BE OLD ENOUGH TO REMEMBER, BUT A CLINT EASTWOOD MOVIE, THE GOOD, THE BAD AND THE UGLY, AND THAT'S GOING TO BE SOME OF THE SLIDES THAT YOU'RE GOING TO SEE TODAY.

WE'RE GOING TO TRY TO BE A LITTLE MORE REFINED THAN THOSE THREE WORDS.

I'M GOING TO USE RED, GREEN AND YELLOW BECAUSE I KNOW TRUSTEE MACKEY LIKED OUR RED GREEN, YELLOW.

SO GREEN WILL MEAN GOOD.

YELLOW WILL MEAN A STABLE.

NOT GREAT, AND THEN WE'RE GOING TO HAVE SOME RED SLIDES.

THEN I GOT TO WORKING WITH OUR TEAM AND I'M LIKE THAT'S NOT RED, AND IT'S NOT YELLOW.

IT'S ORANGE. SO I CREATED A NEW COLOR.

SO THAT BEING SAID, WE WILL BE SPENDING TIME WITH BOTH AREAS THAT ARE SOME HIGHLIGHTS, AND WE'RE ALSO GOING TO BE TALKING ABOUT SOME AREAS THAT ARE OF CONCERN.

SO NEXT SLIDE PLEASE.

OH OKAY. THERE WE GO.

SO BEFORE WE TALK ABOUT WHAT THE NUMBERS ARE I WANT TO MAKE SURE I SPEND ENOUGH TIME DISCUSSING THE CHANGES THAT HAVE OCCURRED IN THE ASSESSMENT ITSELF FROM 2022, SPRING OF 2022 TO 2023, AND CURRENTLY.

I'VE USED SOME PICTORIAL REPRESENTATIONS TO HELP US ALONG THE WAY.

SO PRIOR TO AND IT IS IMPORTANT BECAUSE THE TEST IS DIFFERENT, WHILE THE NAME MAY NOT HAVE CHANGED, LET ME HELP EVERYONE.

THIS IS A NEW TEST AND SO WE WILL REFER TO IT AS STAAR 2.0.

MANY OF YOU MAY REMEMBER THERE WAS TEAMS BACK IN THE DAY.

MANY OF YOU DON'T EVEN KNOW WHAT I'M TALKING ABOUT.

THEN TEAMS BECAME TAAS.

TAAS BECAME TAX.

TAKS BECAME STAAR.

NOW IT WAS STAAR 1.0 UP UNTIL 2022 AND STAAR 2.0, 2023 AND BEYOND.

PRIOR TO THIS LAST TWO YEARS, READING ALONE WAS TESTED IN GRADES THREE THROUGH EIGHT.

WRITING WAS TESTED AT GRADES FOUR THROUGH SEVEN.

GRADES FOUR AND SEVEN JUST TWO GRADE LEVELS, AND IT WAS.

THOSE WERE TWO SEPARATE TESTS.

SO IF I WAS IN FOURTH GRADE, I TOOK A FOURTH GRADE READING TEST, AND I TOOK A FOURTH GRADE WRITING TEST.

IF I WAS IN FIFTH GRADE, I TOOK JUST A FIFTH GRADE READING TEST.

I DIDN'T HAVE A WRITING TEST IF I WAS IN SEVENTH GRADE, I TOOK THAT WRITING TEST AND I TOOK A READING TEST.

NOW, ALL GRADES THREE THROUGH EIGHT TAKE AN INTEGRATED READING AND WRITING TEST SO WE ARE NOT COMPARING APPLES TO APPLES. PRIOR TO 2022 AND PRIOR TO THAT, QUESTIONS WERE ALWAYS MULTIPLE CHOICE.

TODAY THEY ARE MULTIPLE CHOICE AND THEIR WRITTEN RESPONSES, AND BECAUSE WE ARE EDUCATORS, WE CAN'T JUST SAY IT'S WRITING.

WE HAVE SCRS, SHORT CONSTRUCTED RESPONSES, A FANCY WAY OF SAYING A SHORT ANSWER, EXTENDED CONSTRUCTED RESPONSES, A LONGER WRITTEN ANSWER.

SO WHEN YOU SEE SCRS YOU SEE ECRS, PLEASE KNOW THAT'S STUDENTS HAVING TO PRODUCE A WRITTEN PRODUCT SHORT OR LONGER.

STUDENTS WERE ABLE TO TEST THROUGH 2022 WITH A PAPER PENCIL FILLING IN OVALS

[00:10:04]

ALL OF THE ASSESSMENTS ARE NOW GIVEN COMPUTER BASED.

LASTLY, THROUGH 2023, ALL WRITTEN COMPONENTS WERE SCORED BY HUMAN BEINGS EDUCATORS WHO WERE TRAINED STARTING IN THIS YEAR 2024.

THERE IS AN AUTOMATED SCORING ENGINE, A FANCY WAY OF SAYING NOT A HUMAN OR SOME OF YOU MAY WANT TO REFER TO IT AS ARTIFICIAL INTELLIGENCE OR AI.

SO I WANT TO MAKE SURE AS WE LOOK AT THE NUMBERS, PLEASE KEEP IN MIND WHILE YOU'RE GOING TO SEE A SERIES OF YEARS, THEY ARE COMPARING APPLES AND ORANGES WITH THE EXCEPTION OF THE LAST TWO YEARS.

NEXT SLIDE PLEASE.

SO THE STATE WILL CREATE A DOMAIN ONE TAKING ALL OF OUR ASSESSMENTS AND ALL PERFORMANCE LEVELS.

THEY INCLUDE APPROACHES.

THEY INCLUDE MEETS AND THEY INCLUDE MASTERS.

THEY TAKE THOSE ADD THEM UP DIVIDE BY THREE AND CREATE A DOMAIN.

SO IN LINE WITH OUR BOARD GOAL YOU KNOW YOU'VE WRITTEN OUR GOALS.

GOAL ONE IS ABOUT DOMAIN ONE.

SO THIS SLIDE REFLECTS AN ALIGNMENT TO OUR BOARD GOALS AS WELL AS THE WAY IN WHICH TAPER THE STATE WILL ASSESS US AND GRADE US.

I'M USING A COMPARISON, AS WE DID LAST YEAR, OF NAMESAKE CITIES, CITY NAMESAKES OF URBANS, AND WE'VE SORTED THE DISTRICTS FROM MOST ECONOMICALLY DISADVANTAGED ON THE LEFT TO THE LEAST ECONOMICALLY DISADVANTAGED TO THE RIGHT.

SO THAT'S THE ORDER.

YOU'LL SEE IT PARENTHETICALLY NOTED, SAN ANTONIO ISD HAS THE LARGEST PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS THAT THEY SERVE AT ALMOST 89%, CLOSELY FOLLOWED BY DALLAS ISD.

THAT IS MORE THAN DOUBLE ALMOST TRIPLE THEIR SIZE AT 87.2%, AND SO ON.

WE'RE COMPARING HERE ONLY TWO YEARS.

YOU'RE PROBABLY NOW RECOGNIZE WHY ONLY TWO YEARS? BECAUSE ONLY 2023 AND 2024 WERE THE SAME STANDARDS.

THE DIFFERENCE BETWEEN 23 AND 24 IS THAT IT INCLUDES THE AUTOMATED SCORING.

SO THERE WAS STILL A SIGNIFICANT DIFFERENCE AS YOU LOOK AT THIS SLIDE.

THIS SHOWS STABILITY STEADINESS, BUT IT DOES NOT SHOW ANY INCREASE FROM THE 23 TO THE 24 SCHOOL YEAR. SO I THINK THAT WE WOULD LOOK AT THIS SLIDE AND BASICALLY SAY IT'S YELLOW.

THERE'S STABILITY BUT IT DOESN'T SHOW ANY SIGNIFICANT KINDS OF GAINS.

NOW KEEP IN MIND THIS IS A VERY LARGE SET.

THIS IS AN ALL STUDENT GROUP AND IT INCLUDES ALL GRADES.

YOU'RE GOING TO SEE US PEEL THE LAYER AS WE MOVE FROM SLIDE TO SLIDE.

NEXT SLIDE PLEASE.

THIS SLIDE NOW DEMONSTRATES SPECIFICALLY WHERE WE ARE AT THE APPROACHES LEVEL.

SO LOOKING AT DOMAIN ONE WHAT WE SEE HERE IS THAT WHILE ALL AREAS INCLUDING THE STATE SAW DECLINE WITH ONE OUTLIER.

EVERY OTHER DISTRICT THAT WE'RE COMPARING OURSELVES TO HAD A DECLINE.

IT WAS THE SAME LEVEL OF DECLINE ACROSS THE BOARD STILL PLACES US RELATIVELY SIMILAR BUT NOT AN AREA THAT WE WOULD CONSIDER GROWTH.

SO THIS IS CAUTION AND A CONCERN.

NEXT SLIDE PLEASE.

STAY ON SLIDE FIVE SO I CAN ORIENT EVERYONE.

FOR ONE ONE MORE.

THERE WE GO. THE DASHED DARK LINE IS TO JUST REMIND ALL OF US THAT AND EACH OF THOSE OTHER BARS ARE PREVIOUS YEARS.

SO LET ME GO AHEAD AND WALK THROUGH ONE IN PARTICULAR.

DO ANY OF YOU HAVE ACCESS TO A CURSOR WHILE I'M TALKING? NO. OKAY.

SO LET'S START WITH DALLAS ISD, THE VERY.

YOU'LL SEE US LISTED SECOND FROM THE LEFT, AND I'M GOING TO GO LEFT TO RIGHT.

THAT 68 IN YELLOW IS 18-19 SCHOOL YEAR.

THE NEXT ONE IS 20-21.

WHY WHAT HAPPENED TO 19-20 DOCTOR ELIZALDE? THAT WAS COVID AND THERE WAS NO ASSESSMENT.

SO THAT'S WHY THAT'S MISSING.

FOLLOWED BY THE 69, WHICH IS THE 21-22 SCHOOL YEAR.

[00:15:05]

IT'S A NEW TEST.

SO YOU ACTUALLY SEE THAT LAST YEAR, EVEN WITH A NEW TEST THAT WAS ACTUALLY INITIALLY GAINED TO 71.

THEN IT WENT DOWN THIS NEXT YEAR TO A 68.

NOW, THIS IS RATHER UNUSUAL.

NORMALLY, THE SECOND YEAR, THOSE OF US THAT HAVE DONE THIS WORK FOR A WHILE KNOW IN THE SECOND YEAR WHEN YOU HAVE A NEW ASSESSMENT, WE ACTUALLY IMPROVE.

WE SPENT ALL YEAR WORKING WITH OUR TEACHERS, GIVING THEM MORE INFORMATION.

THEY KNEW MORE ABOUT THIS ASSESSMENT.

WE HAD MORE PROFESSIONAL DEVELOPMENT.

THEY FELT CONFIDENT, AND YET WE ACTUALLY SAW A DECLINE, AND AGAIN, WE'RE NOT ALONE IN THE DECLINE.

THERE WAS A DECLINE EVERYWHERE WITH ONE OUTLIER AND.

WHAT'S THE DIFFERENCE? THERE WAS A DIFFERENCE FROM 23 TO 24.

AUTOMATED SCORING.

SO THAT'S THE APPROACHES.

I THINK NOW EVERYONE UNDERSTANDS HOW WE DEVELOP THIS SLIDE.

NOW GO TO SLIDE SIX.

SLIDE SIX IS THE SAME APPROACHES.

THIS IS ENGLISH I.

THIS IS PRIMARILY NINTH GRADE.

AGAIN PLEASE NOTE THAT ACROSS THE BOARD YOU SEE DECLINES.

I DO ALSO WANT TO POINT OUT, WHILE IT'S NOT NOTED ON THIS SLIDE, DALLAS ISD ALSO HAS BECAUSE IT DOES AFFECT ENGLISH I, THE LARGEST PERCENTAGE OF EMERGENT BILINGUALS OR EL STUDENTS.

WE HAVE 50.2% OF OUR POPULATION IDENTIFYING NOW AS EMERGENT BILINGUALS.

THAT IS LARGER EVEN THAN EL PASO.

I KNOW PEOPLE THINK OF A BORDER TOWN AND THINK THERE ARE MORE ELS THERE, AND THAT'S ACTUALLY NOT FACTUAL.

SO IT'S STILL CAUTIOUS.

WE'RE NOT THRILLED WITH THIS PARTICULAR OUTCOME.

NEXT SLIDE PLEASE.

NOW THIS SLIDE I'D CALL THIS A GREEN SLIDE.

IT ALSO SAYS THAT THE LONGER KIDS ARE WITH OUR TEACHERS, OUR TEACHERS ARE ABLE TO BEGIN TO CLOSE THE GAP.

SO WITH THIS PARTICULAR AREA, WE ACTUALLY SAW A THREE POINT INCREASE, EVEN WITH THE AUTOMATED SCORING, AND AGAIN, THE MORE TIME TEACHERS SPEND, THE CLOSER AND THE MORE ADVANCED THEY GET.

WE ARE THE SECOND HIGHEST PERFORMING ONLY TO EL PASO HERE AND AUSTIN, AND PLEASE KEEP IN MIND, HAVING SERVED THE AUSTIN ISD COMMUNITY PRIOR THAT POPULATION, I JUST WANT TO MAKE SURE EVERYONE SEES WHAT PERCENT ECONOMICALLY DISADVANTAGED THAT PARTICULAR DISTRICT IS.

THAT'S VERY DIFFERENT FROM DALLAS ISD.

SO WE PUT IT UP HERE BECAUSE I KNOW EVERYBODY WANTS TO COMPARE TO URBAN SETTINGS, BUT AUSTIN ISD DOES NOT LOOK LIKE AN 87% SCHOOL DISTRICT THAT GLADLY EMBRACES AND SERVES ECONOMICALLY DISADVANTAGED.

AUSTIN IS AT 50%, SO HALF OF THE POPULATION.

NEXT SLIDE PLEASE.

SO AT THE NEXT PERFORMANCE LEVEL WHICH HAPPENS TO BE AT THE MEETS IN THIS PARTICULAR AREA, AGAIN YOU STILL SEE EITHER A DECLINE OR FLAT WITH ONE OUTLIER, AND SO WE WOULD SAY THIS IS WHAT WE WOULD CALL STILL CAUTIOUS YELLOW, BUT THIS IS A BIG GROUPING OF STUDENTS.

I'M GOING TO PEEL BY GRADE LEVEL A LITTLE BIT LATER IN THE SLIDE.

SO THIS GROUPS ALL GRADES TOGETHER AT THIS PARTICULAR PERFORMANCE.

SO FOR WHAT I'M SAYING IS WE COULD HAVE ONE GRADE LEVEL THAT DID VERY WELL AND ANOTHER GRADE LEVEL THAT DIDN'T, AND WE ARE PUTTING ALL OF THOSE COLLECTIVELY TOGETHER, AND THEN WE PEEL THE ONION.

SO THIS WOULD BE ANOTHER YELLOW SLIDE.

NOW THIS SLIDE WHILE WE'LL STILL SAY IS YELLOW BEGINS TO SHOW SOME LEVELING OFF.

STUDENTS AT THE HIGHEST PERFORMANCE LEVELS ARE MAINTAINING THOSE PERFORMANCE LEVELS.

SO WE WERE AT 41% LAST YEAR.

WE MAINTAINED THAT 41%.

YOU CAN SEE THAT WE ARE STILL SIGNIFICANTLY ABOVE SOME OTHER SCHOOL DISTRICTS THAT DO NOT NECESSARILY REFLECT THE SAME DEMOGRAPHIC. THIS IS STILL YELLOW.

WE KNOW THAT THERE ARE SOME ADJUSTMENTS THAT WILL CONTINUE TO WORK ON NEXT SLIDE PLEASE.

NOW THIS IS A GREEN SLIDE.

WHAT WE SEE HERE IS THAT WE ARE SIGNIFICANTLY EVEN ABOVE PRE-PANDEMIC LEVELS.

DO YOU SEE THAT DALLAS ISD IS AT 50%.

[00:20:03]

THIS IS ABOVE PRE-PANDEMIC LEVELS, AND YES, OTHER FOLKS MAY BE TOO, BUT WE'RE ACTUALLY CLOSING IN ON NOW. WE ARE TEN POINTS FROM THE STATE.

WE USED TO BE 12 POINTS FROM THE STATE.

SO I WOULD SAY THAT OUR HIGH SCHOOLS, OUR HIGH SCHOOL TEACHERS, OUR HIGH SCHOOL PRINCIPALS AND SUPPORT STAFF REALLY SHOULD BE CELEBRATED FOR THE WORK THAT THEY ARE DOING IN THIS ARENA.

OUR LAST PERFORMANCE BAND IS THE HIGHEST PERFORMING BAND AT MASTERS, WE MAINTAINED.

SO, IT'S A "MEH" SLIDE AND COMING UP WITH A NEW YELLOW AND WE HAVE WORK TO DO.

IT'S ALSO A POPULATION OF STUDENTS, THOUGH IF THEY WERE DOING WELL, THEY CONTINUE TO DO WELL, AND WE ARE WHERE WE WERE AT PRE-PANDEMIC LEVELS.

SO THAT IS YOU'LL NOTICE OTHER SCHOOL DISTRICTS, SOME OF THEM HAVE NOT RETURNED TO PRE-PANDEMIC LEVELS IN THIS PARTICULAR SLIDE.

GO TO THE NEXT SLIDE ENGLISH II.

I'M SORRY. DID I DO ENGLISH I MASTERS? THAT WAS THREE THROUGH EIGHT.

ENGLISH I.

THIS IS ANOTHER GREEN SLIDE.

IN THIS SLIDE, WE SEE A 3% INCREASE AT THE HIGHEST PERFORMING LEVELS.

SO IN EVERY PERFORMANCE BAND, WE HAVE AREAS THAT WE NEED TO IMPROVE ON, AND WE ALSO HAVE AREAS THAT WE ARE IMPROVING ON SIGNIFICANTLY.

SO IN THIS AREA, AGAIN, JUST BEING ABLE TO SEE THAT 3% INCREASE AT THE HIGHEST LEVEL IS ACTUALLY A HIGHLIGHT. ENGLISH II AT THE MASTERS LEVEL.

WE SAW THAT AS A POSITIVE WITH THE GOLD STANDARD OF MEETS AND ABOVE AT THE MASTERS WE MAINTAINED.

THAT'S OKAY, BUT IT'S YELLOW BECAUSE IT'S NOT NECESSARILY SOMETHING WE'RE OH, WOW, WE DID THAT REALLY WELL.

WE'RE STABLE AND STEADY AND CONSISTENT.

SO THE NEXT SLIDE, SINCE WE DO SERVE 87% OF ECONOMICALLY DISADVANTAGED, WE THOUGHT IT WOULD BE INTERESTING TO SEE THAT LARGEST POPULATION OF STUDENTS AND COMPARE THAT TO OUR TO THE SCHOOL DISTRICTS THAT WE CAN IDENTIFY IN THE PREVIOUS SLIDES THAT ARE THE MOST SIMILAR TO US, AND THE PERCENT OF ECONOMICALLY DISADVANTAGED OR URBAN SETTING THAT THEY MAY BE? AND HOW ARE WE EDUCATING? HOW ARE OUR TEACHERS AND PRINCIPALS EDUCATING OUR ECONOMICALLY DISADVANTAGED STUDENTS, SINCE THAT ALSO IS A THAT CUTS ACROSS ALL DIFFERENT TYPES OF BACKGROUNDS RACE, CULTURE, ETHNICITY.

THIS IS A DOUBLE CAN BE DOUBLE DESCRIBING SOME OF OUR STUDENTS.

WELL, IN THIS PARTICULAR INSTANCE, OUR PSEUDO DOMAIN, ONE FOR ECONOMICALLY DISADVANTAGED, WE ARE AT THE SAME PERFORMANCE AS THE STATE AND ABOVE EVERY SINGLE OTHER SCHOOL DISTRICT THAT WE WERE COMPARING OURSELVES TO ON THIS SLIDE.

SO THAT WAS AN INCREASE OF ONE.

I THINK THIS IS I THINK THIS TELLS A GOOD STORY.

SLIDE 15.

AGAIN, TAKING THAT DOMAIN AND BREAKING IT INTO EACH OF THE PERFORMANCE LEVELS.

THIS ONE'S YELLOW.

WE SAW A DECLINE FOR ECONOMICALLY DISADVANTAGED STUDENTS.

SO DID THE STATE, BUT WE WOULD HAVE LIKED TO HAVE SEEN OURSELVES GAIN SOME MORE BUT I WANT TO POINT OUT MY PREVIOUS COMMUNITY, AND I'D LIKE EVERYBODY TO JUST TAKE A MINUTE TO SEE THE PERFORMANCE OF ECONOMICALLY DISADVANTAGED IN ANOTHER DISTRICT SO THAT WE CAN APPRECIATE THE WORK THAT OUR TEACHERS AND OUR PRINCIPALS AND SUPPORT STAFF DO IN DALLAS ISD, BECAUSE THAT'S A 53 COMPARED TO THE 66 IN DALLAS ISD. NOT WHERE WE WANT TO BE, BUT CERTAINLY WE WANT TO MAKE SURE THAT WE ACKNOWLEDGE THE WORK THAT IS BEING DONE.

ENGLISH I.

THIS IS ANOTHER AREA THAT IF YOU LOOK ACROSS THE BOARD, ONLY THE STATE OUTPERFORMS DALLAS ISD, BUT WE WOULD STILL CALL IT YELLOW BECAUSE WE HAD A DECLINE.

NOW ALMOST EVERYBODY ELSE DID TOO, BUT WE DON'T WANT DECLINES.

WE ALL KNOW WE WANT IMPROVEMENTS, BUT DALLAS ISD PERFORMS HIGHER WITH ECONOMICALLY DISADVANTAGED STUDENTS IN ENGLISH I AT THE APPROACHES LEVEL THAN ANY

[00:25:01]

SLIDE 17, THIS IS ENGLISH II.

YOU MAY REMEMBER THIS HAS BEEN GREEN AND A COUPLE OF OTHER SLIDES.

IT IS AGAIN GREEN.

THIS I THINK IS ANOTHER HIGH POINT FOR OUR DISTRICT.

WE SAW A FOUR POINT INCREASE AND ARE OF THE URBANS, THE HIGHEST PERFORMING SCHOOL DISTRICT FOR ECONOMICALLY DISADVANTAGED STUDENTS IN ENGLISH II, SO I THINK THAT'S GREEN.

WHEN WE GET TO SLIDE 18, GRADES THREE THROUGH EIGHT, READING AND WRITING AT THE MEETS LEVEL, WE THINK THIS IS IMPORTANT, THAT WE WERE ABLE TO MAINTAIN THAT 40% ON A NEW TEST THAT WAS MORE DIFFICULT WITH AI SCORING AND COLLECTIVELY, AGAIN, FOR ECONOMICALLY DISADVANTAGED STUDENTS AT THE STATE LEVEL AND ABOVE EVERY SINGLE OTHER SCHOOL DISTRICT WE'RE COMPARING OURSELVES TO ON THIS SLIDE.

I THINK THIS IS ANOTHER SHOUT OUT WITH ENGLISH I, YET ANOTHER SHOUT OUT AT THE MEETS LEVEL FOR ECONOMICALLY DISADVANTAGED STUDENTS.

AT THAT GOLD STANDARD, WE SAW AN INCREASE OF ONE.

AT 39, WE ARE THE HIGHEST IN THE URBAN COMPARISON GROUP AT THE MEETS LEVEL.

SO THIS ISN'T JUST AT THE PASSING LEVEL.

THIS IS ALSO SHOWS THAT WE ARE CONTINUALLY IMPROVING AT THE GOLD STANDARD LEVEL.

THE NEXT SLIDE IS ENGLISH II, AND ONCE AGAIN WHAT WE SEE HERE IS GREAT WORK.

LOOK AT THIS GROWTH.

THIS IS AN EIGHT POINT GAIN FOR DALLAS ISD.

SIGNIFICANTLY HIGHER AND ONLY ONE POINT AWAY FROM THE STATE FOR THE LARGEST PERCENTAGE OF STUDENTS THAT WE SERVE, 87% OF OUR STUDENTS IDENTIFYING AS ECONOMICALLY DISADVANTAGED.

NOW, AT THE FINAL PERFORMANCE LEVEL FOR THREE THROUGH EIGHT AT MASTERS, WE ALSO SAW A GAIN OF ONE POINT, AND SO NOT ONLY DID WE GAIN IN THIS PARTICULAR STANDARD, WE'RE ABOVE THE STATE AND ALL OTHER SCHOOL DISTRICTS.

SO IF ANYONE THINKS THAT WE'VE LOWERED THE BAR IN DALLAS ISD, THE DATA WOULD NOT SUPPORT THAT.

THE DATA WOULD SAY, WE'VE ACTUALLY CONTINUED TO KEEP THE BAR BECAUSE WE KNOW OUR STUDENTS, WITH OUR GREAT TEACHERS AND PRINCIPALS AND SUPPORT STAFF CAN MEET THAT EXPECTATION.

SLIDE 22.

AGAIN, ENGLISH I, IT'S A 3.3% POINT INCREASE, AND EITHER AT OR ABOVE THE HIGHEST OTHER URBAN THAT WE'RE COMPARING OURSELVES TO.

SLIDE 23, AND I'VE EVEN FAILED TO MENTION ON THESE PREVIOUS ONES.

DALLAS ISD CONTINUES TO SHOW THAT WE ARE ABOVE PRE-PANDEMIC LEVELS IN EACH OF THESE HIGHER PERFORMANCE, AND THIS ONE AGAIN, LOOK AT DALLAS ISD. EVEN AT THE MASTERS LEVEL IN ENGLISH.

TWO, THE HIGHEST PERCENTAGE OF KIDS IN COMPARISON TO THE OTHER DISTRICTS.

SO NOW PEELING THE LAYER AND AGAIN REALIGNING TO OUR BOARD GOALS, AND WE HAD ALREADY PUBLISHED THESE TO YOU ON FRIDAY.

YOU CAN BASICALLY IGNORE THE ECONOMICALLY DISADVANTAGED BECAUSE YOU JUST SAW A MYRIAD OF SLIDES THAT REPEATS THAT DATA.

SO KIND OF IGNORE THAT, IF YOU WILL.

LET'S START WITH AFRICAN AMERICAN STUDENTS.

SO ON SLIDE, WHAT SLIDE ARE WE ON HERE? 24. OUR THREE THROUGH EIGHT READING LANGUAGE ARTS.

OUR AFRICAN AMERICAN STUDENTS WE USED TO HAVE A SIX POINT GAP AT THE APPROACHES ON THE FAR LEFT. IF YOU CAN SEE THAT MINUS SIX, AND WHAT'S IN RED MEANS THAT'S THE STATE PERFORMANCE.

SO WE'RE GOING TO KEEP OUR COMPARISON GROUP HERE HIGH.

NOW WE'RE NOT GOING TO USE OTHER URBANS.

WE'RE GOING TO USE THE STATE PERFORMANCE OF AFRICAN-AMERICAN STUDENTS TO OUR DISTRICT PERFORMANCE.

SO BACK IN 2019 WE HAD A SIX.

AT THE APPROACHES PERFORMANCE LEVEL, YOU'LL SEE THAT THE STATE NUMBERS WILL BE IN RED.

SO IF YOU'LL SEE A 63 WHERE THE CURSOR IS, THAT'S THE STATE PERFORMANCE AT THE APPROACHES LEVEL, GRADES THREE THROUGH EIGHT, WHICH WAS NOT JUST A READING, WHICH WAS NOT A READING LANGUAGE ARTS TEST, BY THE WAY.

THAT WAS JUST A READING TEST.

NOW WHEN WE COMPARE MOVING TO THE RIGHT OF THAT, YOU WILL NOW SEE GO ALL THE WAY TO WHERE THE DISTRICT IS AT A 66,

[00:30:07]

WE DROPPED LESS.

SO WE ARE NOW.

WE USED TO BE THAT SIX POINT GAP WITH THE STATE.

WE NOW HAVE A TWO POINT GAP WITH THE STATE.

WE'RE CLOSING IN ON THE STATE PERFORMANCE, AND IN FACT, WE ARE ABOVE WITH OUR AFRICAN AMERICAN STUDENT PERFORMANCE IN THREE THROUGH EIGHT.

READING LANGUAGE ARTS ABOVE PRE-PANDEMIC LEVELS IN A MORE COMPLEX, INTEGRATED ASSESSMENT.

THIS BEGINS TO ILLUMINATE THAT THE INVESTMENTS IN FOCUSING ON STUDENTS WHO ARE OUR LOWEST PERFORMING GROUP.

WHEN WE INVEST AND HAVE RESOURCES, STUDENTS ARE ABLE TO BEGIN TO ATTAIN SAME PERFORMANCE LEVELS AS OTHER STUDENTS ACROSS THE STATE AT THE MEETS LEVEL.

THE GAP IN 2019 ALSO USED TO BE SIX PERCENTAGE POINTS, SO AT THE GOLD STANDARD, THAT GAP HAS BEEN CUT IN HALF.

AFRICAN AMERICAN STUDENTS WENT FROM 27% AT THE MEETS LEVEL IN 2019.

THERE'S BEEN A 10% INCREASE TO 37% IN THE 2024 PERFORMANCE, AND AT THE MASTERS AT THE HIGHEST LEVEL.

WE USED TO HAVE A 4% GAP BETWEEN US AND THE STATE THAT HAS BEEN CUT TO TWO, AND YOU WILL SEE THAT MASTERS PERFORMANCE WENT FROM 12% IN 2019 TO 15% THIS PAST YEAR, 2024.

NOW THE EMERGENT BILINGUALS CONTINUE TO BE A GOOD STORY AND A STRENGTH OF OUR BILINGUAL ESL PROGRAM.

THAT EVEN THOUGH THIS PAST YEAR THERE HAS BEEN SOME DECLINE, WE WENT FROM A 58.

IN 2019, ACTUALLY, WE WERE AT A 66 BECAUSE WE WERE OUTPERFORMING THE STATE.

SO WHEN THE RED IS AT THE BOTTOM, THAT MEANS THIS GROUP OF STUDENTS IS ACTUALLY OUTPERFORMING THE STATE.

SO IF YOU'LL MOVE TO THE 2024 PERFORMANCE, THE STATE IS AT 63.

WE'RE AT 63.

SO WE ARE ON PAR NOW.

WHEN YOU GO TO THE MEETS THE STATE IS AT 36 WHICH IS WHY THE STATE'S AT THE BOTTOM.

WE'RE AT THE TOP.

AT THE 38, WE ARE OUTPERFORMING THE STATE WITH EMERGENT BILINGUALS THREE THROUGH EIGHT, READING LANGUAGE ARTS BY TWO PERCENTAGE POINTS AT THE MEETS AND AT MASTERS. WE'RE OUTPERFORMING THE STATE BY THREE.

WE THINK THIS IS A GREEN SLIDE.

ENGLISH I.

SAME COMPARISONS OF STUDENT GROUPS TO THE STATE.

IGNORE THE ECONOMICALLY DISADVANTAGED AS WE'VE ALREADY COVERED THOSE.

THIS IS ANOTHER GROUP THAT HAS SOME POSITIVES AND ALSO HAS SOME AREAS OF NEED.

YOU CAN SEE THAT IN THE EMERGENT BILINGUALS.

IT REFLECTS SOME OF THE SAME ITEMS WE SAW ON THE THREE THROUGH EIGHT.

THAT IS NOT THE CASE.

THE GAP HAS REMAINED OR WIDENED IN THIS PARTICULAR COURSE IN ENGLISH, ONE WITH AFRICAN AMERICAN STUDENTS.

SO THIS IS EVEN MORE CONCERNING THAN JUST YELLOW.

SO THIS ONE WAS ORANGE BECAUSE IN ENGLISH I, WE NEED TO SEE WHAT ADDITIONAL OR CHANGES NEED TO OCCUR FOR AFRICAN AMERICAN STUDENTS TO SHOW THE SAME CLOSING OF THE GAP AS THEY DID IN THREE THROUGH EIGHT, BECAUSE WE DID NOT SEE THAT HERE.

SO THIS WOULD NOT BE SOMETHING THAT WE FEEL GOOD ABOUT, AND IN FACT, THE TEAM WILL.

AFTER I FINISHED THE SLIDE PRESENTATION, WE'LL TALK ABOUT THE ACTIONS THAT WE WILL BE PUTTING IN PLACE.

NEXT SLIDE PLEASE, AND YET WITH ENGLISH AND WITH ENGLISH II, WE SEE THE EXACT SAME PATTERN WE SAW IN ENGLISH I.

SO WE KNOW THAT THOSE ARE COHORTS OF STUDENTS.

THEY GO FROM ENGLISH I TO ENGLISH II, AND SO WHILE AT THE APPROACHES LEVEL, IF THERE'S SOME HIGH POINT, THE HIGH POINT IS THAT AFRICAN AMERICAN PERFORMANCE AT THE APPROACHES LEVEL WENT FROM 55 TO 61.

SO THAT IS THAT'S POSITIVE, BUT WE HAVE TO HAVE DISPROPORTIONATE GAIN THIS STUDENT POPULATION IN THIS CATEGORY BECAUSE WE HAVE TO CATCH UP.

SO IF THE STATE IMPROVES, WE HAVE TO IMPROVE AT A FASTER RATE, AND IN THIS PARTICULAR AREA WE DID NOT.

NOW THIS IS DISTRICT LEVEL.

I WANT TO REMIND EVERYONE TWO THINGS.

THAT DOESN'T MEAN EACH HIGH SCHOOL IS GOING TO REFLECT THIS DATA.

WE CAN HAVE A HIGH SCHOOL THAT ACTUALLY DID CLOSE THE GAP, AND THEN WE COULD HAVE SOME HIGH SCHOOLS WHERE THE GAP GOT WIDER.

THAT'S OUR TEAM'S WORK ON BEING ABLE, PRIMARILY CHIEF HEWITT POWELL, WHO WILL BE THEN WORKING TO ENSURE THAT THE CAMPUSES HAVE WHAT THEY NEED BASED ON THEIR CAMPUS

[00:35:08]

WE'RE NOT MOVING FAST ENOUGH EVEN AT THE MEETS LEVEL.

THAT'S A BIG GAIN, 35% TO 42%, BUT IT'S NOT FAST ENOUGH.

WE NEED TO ACCELERATE THAT GROWTH, AND SO THAT WILL BE A CHARGE FOR ENGLISH II.

NOW LET'S LOOK AT IT BY GRADE.

AS YOU CAN SEE JUST BY THE NUMBER OF SLIDES, THERE ARE SO MANY QUESTIONS.

EACH ONE PRESENTS A DATA SET GIVES US ANOTHER QUESTION, AND THEN THAT PRESENTS ANOTHER QUESTION, AND THAT'S WHAT WE UTILIZE TO THEN DETERMINE AT EACH SCHOOL, WHAT DO WE NEED TO SUPPORT THEM IN TO ENSURE THAT THEY EITHER STAY ON TARGET IF THEY'RE DOING WELL AND OR IF THEY NEED TO ACCELERATE, WHAT DO THEY NEED TO ACCELERATE IN? SO THIS IS A CONCERN.

LOOK AT THIRD GRADE READING FOR JUST A MOMENT.

WE'RE CURRENTLY AT 61.

THE GAP WIDENED WITH THE STATE, AND IN FACT WE HAVE NOT REACHED PRE-PANDEMIC LEVELS IN THIRD GRADE AT THE 61 IT APPROACHES, THE 34 IT MEETS OR THE 15 AT MASTERS.

SO I WANT TO STAY ON THIRD GRADE FOR JUST A MOMENT.

OUR TEAM REMINDED ME TO BACKWARD MAP THESE STUDENTS.

SO THIRD GRADE STUDENTS FROM THE SPRING OF 24 WOULD HAVE BEEN IN KINDER.

THE 2021 SCHOOL YEAR.

WHAT HAPPENED IN MARCH OF 2020? WE HAD THIS SMALL THING CALLED A PANDEMIC.

NOW I KNOW WE ALL WANT LIKE, WELL, WE HAVE TO GET OVER.

YES, WE DO, BUT WE ALSO HAVE TO ACKNOWLEDGE THAT KINDERGARTEN, WHICH IS WHY THIS BOARD IS SO FOCUSED ON ALSO ENSURING THAT EARLY LEARNING IS ACCESSIBLE TO ALL STUDENTS.

WHAT THIS SHOWS US IS WHEN STUDENTS DID NOT GET THAT FOUNDATION, BECAUSE MANY OF YOU MAY HAVE RECALLED THAT WAS DELTA OMICRON.

SO THIS IS WHAT A KINDER CLASSROOM LOOKED LIKE.

FIRST OF ALL, IT WAS THE SMALLEST ENROLLMENT OF KINDER THAT DALLAS ISD HAD SEEN IN YEARS.

BECAUSE REMEMBER, AS PARENTS, SOME OF OUR OWN, WE ALL, SOME OF US OURSELVES MIGHT HAVE SAID, I'M KEEPING MY KID HOME.

KINDERGARTEN IS NOT A COMPULSORY ATTENDANCE GRADE, SO I DON'T FEEL SAFE SENDING MY CHILD TO SCHOOL, SO THEY MIGHT HAVE KEPT THEM HOME.

SO WE HAD VERY LOW ENROLLMENT THAT YEAR.

ATTENDANCE. THIS IS REMEMBER EARLY STAGES OF COVID, IF A CHILD SHOWED SIGNS OF COVID AND THEY WERE COMING TO SCHOOL, WHAT DID WE DO? IT'S RHETORICAL BECAUSE I'LL ANSWER IT NOW.

I'M GOING TO SOUND LIKE TRUSTEE FOREMAN SOMETIMES, AND WHAT DID WE DO? WE SENT THEM HOME. FOR HOW LONG? TEN DAYS.

THEN THEY CAME BACK.

WELL, NOW THE TEACHER HAD SYMPTOMS. WHAT DID WE DO WITH THE TEACHER? WE SENT THEM HOME.

FOR HOW LONG? TEN DAYS.

CAN YOU SEE WHAT THAT KINDER CLASSROOM LOOKED LIKE WHEN THEY WERE HERE? IT WAS VERY INCONSISTENT.

SO WHY IS THAT IMPORTANT? WELL, MY SUPER SMART TEAM LOOKED AT THE STANDARDS FOR 2024 THAT OUR STUDENTS PERFORMED THE LOWEST IN.

THEY FOUND A CONNECTION THAT THOSE STANDARDS WERE FOUNDATIONAL IN WHAT YEAR? KINDERGARTEN. THAT'S GOING TO PLAY A VITAL ROLE IN EVEN MORE IMPORTANT IN MATHEMATICS.

IT'S IMPORTANT HERE, BUT IT'S GOING TO BE SUPER IMPORTANT IN THE MATH SLIDES.

NOW LET'S JUMP TO FOURTH GRADE NEXT TO IT.

NOW IN THIS AREA WE DID OUTPERFORM WHERE WE WERE PRE-PANDEMIC.

DO YOU SEE THAT WE'RE AT A 69 AT THE APPROACHES.

WE USED TO BE AT A 67 AT THE MEETS.

WE WERE AT A 42.

WE USED TO BE AT A 38 AT THE MASTERS.

WE USED TO BE AT AN 18.

WE'RE NOW AT A 20.

SO MOVING IN THE RIGHT DIRECTION, IT'S A YELLOW KIND OF SLIDE ON THIS HALF BECAUSE WE'RE MOVING AND MOVING IN THE RIGHT DIRECTION, BUT WE'RE NOT MOVING FAST ENOUGH.

AGAIN. NOW OUR TEAM IS FOCUSED ON WHAT ARE THE STANDARDS THAT OUR STUDENTS DID NOT PERFORM WELL IN, AND DOES THAT HAVE A CORRELATION BECAUSE THIS GROUP OF STUDENTS WOULD HAVE BEEN IN FIRST GRADE DURING THAT YEAR.

SO THIS IS GOING TO ASSIST US IN CREATING THE SUPPORTS THAT TEACHERS WOULD BE ABLE TO HAVE ACCESS TO.

HEY, HOW CAN I TEACH CONTEXT CLUES? HOW CAN I TEACH INFERENCING, UTILIZING PICTURES? DEPENDING ON WHATEVER THE STANDARD IS, THEY WILL BE ABLE TO DO THAT AND HELP TEACHERS SO THAT TEACHERS DON'T HAVE TO DO THAT ON THEIR OWN.

[00:40:08]

NEXT SLIDE PLEASE.

SO HERE OKAY.

OH WE SKIPPED BACK ONE MORE I NEED TO GO FIFTH AND SIXTH.

THERE WE GO. SO HERE'S FIFTH GRADE.

WE ARE NOT AT PRE-PANDEMIC LEVELS EVEN THOUGH WE'RE FLAT FROM LAST YEAR TO THIS YEAR.

KEEP BEING.

PLEASE REMIND YOURSELVES THOUGH, AS I NEED TO, THAT THESE LAST TWO YEARS OF DATA SETS INCLUDE A READING AND WRITING TEST FOR INSTANCE, FIFTH GRADE. FIFTH GRADE DID NOT TAKE A WRITING TEST AT ALL PRIOR TO 2023, SO WE'RE NOT COMPARING FROM THAT 84 WAS A 84 IN THE APPROACHES WAS A READING TEST IN FIFTH GRADE, AND TODAY THAT 73 IS A READING AND WRITING TEST FOR FIFTH GRADERS, AND KEEP IN MIND EACH OF THESE DATA SETS ARE DIFFERENT SETS OF KIDS.

SOMETIMES WE FORGET IT'S NOT THE SAME GROUP OF STUDENTS, THE SAME GRADE LEVEL, BUT IT'S A DIFFERENT SET OF STUDENTS.

SIXTH GRADE IS INTERESTING.

WE ARE TEN POINTS ABOVE WHERE WE WERE PRE-PANDEMIC, SO HERE WE'RE ACTUALLY AT A 67, EVEN THOUGH WE HAD A DECLINE OF TWO POINTS FROM THE PREVIOUS YEAR, AND YET AN INCREASE AT THE MEETS LEVEL TO 47.

SO THAT'S ACTUALLY PRETTY GOOD.

WE WENT FROM A 26 PRE-PANDEMIC ON JUST A READING TEST TO A 47 IN A READING AND A WRITING TEST AND AT THE MASTERS LEVEL, WE'RE NOW TEN POINTS ABOVE.

SO WHILE WE MAY NOT BE CLOSING IN AS FAST AS WE WOULD LIKE TO ON THE STATE, WHAT'S IMPORTANT HERE IS PROGRESS AND PROGRESS IN THE RIGHT DIRECTION.

NEXT SLIDE IS SEVENTH AND EIGHTH GRADE.

SEVENTH GRADE WE SEE WE ARE AT THE PRE-PANDEMIC LEVELS FOR APPROACHES, AND ABOVE PRE-PANDEMIC IN THE MEETS AND SLIGHTLY IN THE MASTERS.

EIGHTH GRADE WHAT WE DO SEE WITH BOTH OF THESE IS YOU'RE BEGINNING TO NOW SEE THAT RETURN OF.

I'M NOW BACK IN AT LEAST TWO OF THESE THREE AREAS AT OR ABOVE WHERE WE WERE PRE-PANDEMIC.

SO THAT HOCKEY STICK THAT CHIEF HEWITT POWELL TALKS ABOUT, YOU BEGIN TO SEE THAT FROM THE PRE-PANDEMIC AREA, AND WE FEEL CONFIDENT WE'LL BE ABLE TO BUILD ON THIS BY FINE TUNING THE STRATEGIES THAT WE'VE BEEN UTILIZING.

NEXT SLIDE PLEASE.

NOW THIS ONE IS HELPFUL BECAUSE WE KNOW WE HAVE WE SAW SOME AREAS OF CONCERN WITH ENGLISH I AND ENGLISH II, AND WE SAW SOME HIGHLIGHTS.

SO WHEN WE COMPARE OURSELVES GRADE ENGLISH I TO THE STATE, YOU'LL NOTE THAT WE'RE ACTUALLY HOLDING STEADY TO THE STATE PATTERN AND INCREASING IN THE MASTERS.

SO WE DID SEE A DECLINE, BUT WE'RE STILL ABOVE PRE-PANDEMIC LEVELS, AND WE'RE MAINTAINING WITH THE STATE IN TERMS OF THE GAP THAT EXISTS STILL A BIG GAP. THAT GAP IS SMALLER WITH THE STATE.

WHEN YOU LOOK AT ENGLISH II, THE GAP HAS NARROWED, AND IN ENGLISH II YOU CAN SEE THAT WE ARE SIGNIFICANTLY ABOVE PRE-PANDEMIC IN BOTH THE APPROACHES AND THE MEETS AREA.

SO TO WRAP UP THE READING LANGUAGE ARTS PORTION, I THOUGHT IT WOULD BE HELPFUL IF WE JUST DID A SNAPSHOT OF GROUPING ALL OF THE STUDENTS, BUT JUST FOR THE LAST TWO YEARS IN A COHORT COMPARISON.

SO THE LIGHTER COLORED PURPLE IS THE PREVIOUS YEAR AND THE DARKER COLORED IS THE CURRENT YEAR.

SO OUR CURRENT FOURTH GRADE STUDENTS THAT WERE AT A DOMAIN ONE OF 44.

WHEN I LOOK AT THE PREVIOUS YEAR, THEIR THIRD GRADE, SO THIS TIME TRYING TO COMPARE STUDENTS TO STUDENTS, THE COHORT GROUP TELLS US THAT WHILE THE 44TH MAY NOT HAVE LOOKED AMAZING, WE NOW CAN SEE THAT WAS A 2% POINT INCREASE FROM THAT GROUP OF STUDENTS WHEN THEY WERE IN THIRD GRADE.

LOOK AT FIFTH GRADE.

[00:45:01]

NOW LET'S STOP BECAUSE WHAT HAPPENS FIFTH TO SIXTH.

WE SEE A DECLINE OF FIVE.

WHAT HAPPENS SIGNIFICANTLY IN DALLAS ISD? A LARGE PERCENTAGE OF OUR SPANISH SPEAKING STUDENTS SWITCH TO ENGLISH IN THEIR READING AND WRITING TEST IN SIXTH GRADE, BECAUSE SIXTH GRADE, NO SPANISH LANGUAGE IS EVEN AVAILABLE.

NOW, SOME OF OUR STUDENTS DO MAKE THAT TRANSITION EARLIER, BUT THE VAST MAJORITY ARE MAKING THAT FROM FIFTH TO SIXTH.

SO EVEN IF IT'S AN AREA OF EXPERTISE FOR US, IF SOMEONE GAVE ME A TEST IN ANOTHER LANGUAGE, I'M GOING TO STRUGGLE A LITTLE BIT UNTIL I CAN MAKE THAT FULL ACADEMIC LANGUAGE INTERNALIZATION, AND GUESS WHAT? THAT'S WHAT YOU SEE BECAUSE BY THE TIME THOSE STUDENTS LEAVE EIGHTH GRADE, WE'RE BACK TO 48% OF OUR STUDENTS.

YOU CAN SEE THAT GROWTH FROM SEVENTH TO EIGHTH GRADE.

TWO MORE I WANTED TO COMPARE THERE.

WE ALSO KNOW THAT TRANSITION TO NINTH GRADE, WHICH CONTINUES TO GIVE US THE SUPPORT FOR WHY EVEN LOWERING THE STUDENT TO COUNSELOR RATIO AT HIGH SCHOOLS IS SO IMPORTANT IS NINTH GRADE IS A VERY DIFFICULT YEAR, AND YOU CAN SEE THAT REFLECTED ACROSS THE BOARD, AND YOU SEE IT HERE FROM EIGHTH GRADE TO ENGLISH I, AND THEN WHAT STARTS TO HAPPEN ONCE THE KIDS GET THEIR FOOTING THAT ENGLISH I TO ENGLISH II BEGINS TO SHOW THAT HOCKEY STICK WHEN WE COMPARE STUDENT GROUPS.

SO NOW YOU'RE GOING TO SEE IT'S GOING TO BE COPY PASTE, EXCEPT NOW WE'RE GOING TO DO MATH NOW WITH READING WHILE WE HAVE HIGHLIGHTS AND LOWLIGHTS AND SOME YELLOW AND SOME GREEN AND SOME RED.

OVERALL THE TRAJECTORY IS WE MAINTAINED WITH THE STATE.

WE CAN DISAGGREGATE THE DATA, WE CAN FINE TUNE.

WHAT WE DO KNOW IS HOW DO YOU GET BETTER AT READING AND WRITING? YOU HAVE TO DO MORE READING AND WRITING.

WELL, THE NATION, THE STATE AND THIS DISTRICT THOUGHT THAT WOULD BE THE SAME APPROACH WE WOULD TAKE WITH MATH.

HOW WOULD YOU GET BETTER AT MATH? BY DOING MORE MATH? WELL, THESE DATA ARE NOW INFORMING US THAT WHAT WORKS IN READING AND WRITING IS NOT WORKING FOR US IN MATHEMATICS, AND WHILE IT IS HAPPENING ACROSS THE STATE AND ACROSS THE NATION, THIS BOARD HOLDS ME AND OUR TEAM ACCOUNTABLE FOR THIS DISTRICT.

SO THAT IS, I KNOW WHAT WE ARE GOING TO FOCUS ON, BUT I WANTED TO GIVE A LITTLE INDICATION OF WHAT OUR TEAM DISCOVERED.

REMEMBER, I TALKED ABOUT THE LEVERS FROM ONE GRADE LEVEL TO THE OTHER THAT OUR TEAM HAS BEEN ABLE TO IDENTIFY YOU'RE IN THIRD GRADE.

THESE PARTICULAR STANDARDS ARE OF CONCERN, AND WE CAN SEE THAT'S SOMETHING THEY MISSED IN KINDERGARTEN.

WE CAN BUILD ON IT.

IT IS VERY VITAL IN MATHEMATICS BECAUSE THIS IS WHAT WE CALL A SEQUENTIALLY BASED CONTENT.

YOU HAVE TO KNOW A IN ORDER TO DO B, NOT NECESSARILY TRUE FOR READING AND WRITING BECAUSE THAT'S ACTUALLY A VERY COMPLEX INTEGRATED SKILL.

MATH IS SEQUENTIAL.

SO LET'S JUST LOOK QUICKLY AT ONE PARTICULAR AREA STARTING AT THE BOTTOM OF THE SCREEN.

AT SEVENTH GRADE.

SOME OF YOU MAY BE FRIGHTENED OF THIS PARTICULAR EQUATION, BUT IT'S OKAY.

IT IS PRE-ALGEBRA.

YOU'RE SOLVING FOR A VARIABLE WITH TWO STEP ANALYSIS, BUT IT UTILIZES FRACTIONS.

WELL, THAT ACTUALLY STARTS IN SECOND GRADE WHEN WE SIMPLY TALK ABOUT FRACTIONAL PARTS, PARTS OF A WHOLE, WHICH LEADS TO THIRD GRADE WHERE WE THEN BEGIN TO DO HOW CAN I DETERMINE IF FRACTIONS ARE GREATER THAN OR LESS THAN WITH SIMILAR DENOMINATORS? WHICH THEN LEADS TO CAN I COMBINE FRACTIONS? DO I KNOW THAT ONE HALF IS ACTUALLY TWO FOURTHS AND IF I ADD ANOTHER FOURTH, I HAVE THREE FOURTHS? THESE ARE BUILDING BLOCKS.

WHEN OUR STUDENTS HAVE MISSED ONE OF THESE BUILDING BLOCKS PRIMARILY DUE TO COVID, WE DID NOT FILL IN THAT GAP. SO JUST DOING MORE MATH IS NOT GOING TO GET US THE OUTCOME.

IT HAS TO BE THE RIGHT MATH, MEANING WE HAVE TO IDENTIFY WHAT THE GAP IS, FILL IN THAT GAP, BUT WE HAVE TO HELP TEACHERS DO THAT.

THEY DON'T HAVE TIME TO GO AND DO ALL OF THIS ANALYSIS, AND THAT'S WHY OUR TEAM EXISTS.

[00:50:01]

SO NOW LET ME GO.

34 IS DOMAIN ONE THREE THROUGH EIGHT MATH AND ALGEBRA I.

WHAT YOU SEE IS EVERYONE WITH ONE OUTLIER HAD A DECLINE FROM LAST YEAR TO THIS YEAR.

SO MATH IS A CONCERN.

IT'S RED. IT'S FLASHING RED TO US.

IT MAY BE FLASHING RED EVERYWHERE ELSE, BUT WE KNOW IT'S FLASHING RED FOR US THREE THROUGH EIGHT.

MATH ACROSS THE BOARD HERE AGAIN.

YES. EVERYONE DECLINED.

YES, AND WE DECLINED, AND THIS IS RED.

WE'VE GOT TO WORK ON THREE THROUGH EIGHT MATH NEXT SLIDE.

OH, ONE OF THE OTHER THINGS THAT DID NOT HAPPEN HERE IS REMEMBER THAT IN READING, EVEN WHEN WE HAD SOME DECLINES, WE WERE AT OR ABOVE PRE-PANDEMIC AREAS OR SCORES.

THAT IS NOT HOLDING TRUE FOR ANYONE, FOR ANY OF THE COMPARISON SCHOOL DISTRICTS; WE HAVEN'T REACHED PRE-PANDEMIC LEVELS IN MATH.

NEXT SLIDE PLEASE.

ALGEBRA I WHILE WE SAW SOME CERTAINLY WE SAW SOME SOME CONCERNS WITH THREE THROUGH EIGHT, AND WHILE ALGEBRA I IS NOT AT PRE-PANDEMIC LEVELS, WHAT IS VERY INTERESTING HERE IS WE DID HAVE GROWTH, AND I WANT TO POINT OUT THIS IS GROWTH THAT APPROACHES.

YOU'RE GOING TO SEE IT AT MEETS AND MASTERS AS WELL, BUT WHAT'S IMPORTANT STILL YES, IS THAT THIS COURAGEOUS BOARD REALLY INITIATED POLICY THAT HAD STUDENTS OPTING OUT OF ADVANCED MATH INSTEAD OF WAITING FOR THEM TO HAVE AGENCY.

THIS BOARD BECAME THE AGENCY FOR OUR STUDENTS SO THAT STUDENTS WERE BEING PUT INTO ADVANCED MATH, WHICH MEANS YOU HAVE MORE STUDENTS TAKING THIS ALGEBRA, ONE THAT ARE NOT JUST IN NINTH GRADE.

WELL, MOST PEOPLE WOULD HAVE THOUGHT THEN THAT OUR SCORES WOULD HAVE DECLINED BECAUSE WE'RE PUTTING STUDENTS FROM PREVIOUS GRADE LEVELS INTO ADVANCED MATH, AND THAT'S NOT WHAT HAPPENED. IN FACT, OUR STUDENTS INCREASED THEIR PERFORMANCE AND NOT JUST IN ONE BAND AREA, AND THIS BOARD LED THAT CHARGE.

THAT HAS NOW BECOME A STATE LAW IN TEXAS, THAT STUDENTS MUST BE AFFORDED AN OPT OUT RATHER THAN HAVING TO BE OPTED IN.

37, PLEASE.

YOU SEE, IT MEETS THREE THROUGH EIGHT.

THIS IS NOT LIKE THE ALGEBRA I SLIDE.

THIS IS RED.

WE HAD DECLINED.

YES, EVERYONE HAD DECLINED.

IT DOESN'T MATTER THAT EVERYONE ELSE HAD DECLINES.

WE'RE NOT AT PRE-PANDEMIC LEVELS.

THIS IS JUST REALLY ASKING US FOR A LOT OF ATTENTION.

SLIDE 38, ALGEBRA I THOUGH THIS IS THE ONE THAT, AGAIN, WHILE WE'RE NOT AT PRE-PANDEMIC LEVELS, WE HAD AN INCREASE.

SO EVEN BY PUTTING OTHER STUDENTS AND ADVANCING THEM, THE SCORES CONTINUE TO IMPROVE, AND AT THIS PARTICULAR SLIDE, I THINK IT'S IMPORTANT TO NOTE THAT WE ARE THE HIGHEST PERFORMING AT THE MEETS LEVEL IN ALGEBRA I, EVEN WITH LARGE NUMBERS OF EIGHTH GRADERS IN THIS PARTICULAR CONTENT AREA AT THE MASTERS LEVEL FOR THAT SAME THREE THROUGH EIGHT MATH.

THIS IS STILL SCREAMING RED.

WE NEED TO REALLY WORK ON THIS SHOWS THE SAME PATTERNS WE'VE SEEN BEFORE.

NEXT SLIDE PLEASE.

ALGEBRA I.

THIS ONE IS THE ONE THAT CONTINUES.

MAY NOT HAVE HAD THE SAME PERCENT OF INCREASE, BUT MOVING IN THE RIGHT DIRECTION, 21% OF THE STUDENTS AT THE HIGHEST LEVELS OF PERFORMANCE.

JUST SLIGHTLY BELOW THE NEXT HIGHEST PERFORMING SCHOOL DISTRICT.

SO THEN WHEN WE COMBINE THE ALL OF THOSE, BUT SPECIFICALLY WITH DOMAIN ONE THREE THROUGH EIGHT, MATH AND ALGEBRA I, ECONOMICALLY DISADVANTAGED STUDENTS IN THE COMPARISON GROUP.

WHAT WE SAW, IF YOU RECALL, IN THE READING LANGUAGE ARTS, WAS WOO HOO! DALLAS ISD IS DOING GREAT WITH ECONOMICALLY DISADVANTAGED STUDENTS.

WELL, IN THIS AREA, WE SEE DECLINES, BUT YOU'LL NOTE THAT WE'RE STILL PERFORMING.

WE STILL SERVE STUDENTS AT A HIGHER RATE THAN THE VAST MAJORITY OF THE SCHOOL DISTRICTS THAT WE'RE COMPARING OURSELVES TO THAT HAVE SIMILAR DEMOGRAPHICS.

NEXT SLIDE.

WHEN WE BREAK THAT DOWN INTO APPROACHES NOT AT PRE-PANDEMIC LEVELS, BUT WITH ECONOMICALLY DISADVANTAGED STUDENTS STILL PERFORMING BETTER, AND IN FACT, THIS ONE, WHAT I WILL POINT OUT, IF YOU'LL NOTE WITH THE CURSOR THAT THE STATE.

THE TIME IS 5:48 P.M..

WE ARE RETURNING FROM RECESS TO OUR BOARD BRIEFING.

[00:55:05]

IF THE BOARD WOULD LIKE, WE CAN MOVE THAT TO OUR NEXT BOARD MEETING AS WELL AS SEVEN A.

OKAY. SO BOTH OF THOSE OKAY.

THAT'S FINE BY ME.

THEN, TRUSTEES WE WILL MOVE NOW TO AGENDA ITEM SEVEN B.

TRUSTEE CARREÓN. YEAH GO AHEAD.

GOALS AND CONSTRAINTS IS WITH TRUSTEE MACKEY.

OKAY. SO I'M NOT SURE IF YOU ARE REMOVING SEVEN B.

SEVEN B IS M/WBE.

OKAY.

OKAY. SO WE'RE GOING TO WE'RE GOING TO TAKE UP AGENDA ITEM SEVEN B M/WBE QUARTERLY REPORT, AND THEY'LL BE IN HERE MOMENTARILY.

THERE THEY ARE ACTUALLY.

GOOD AFTERNOON.

WELL, YEAH. STILL AFTERNOON.

ALL RIGHT. FIRST OF ALL, MISS PARTEE WILL BE WITH ME IN A MINUTE.

SHE WENT TO USE THE PHONE, BUT ANYWAY.

THANK YOU FOR ALLOWING MS. PARTEE AND I TO PRESENT OUR FOURTH QUARTER REPORT, AND THE FIRST COUPLE OF THINGS I WANT TO SHARE WITH YOU.

FIRST THING IS THAT THIS SUMMER, WE HAD THE PRIVILEGE TO HOST THREE AMAZING STUDENTS IN THE SUMMER PROGRAM INTERN PROGRAM.

WE HAD ONE STUDENT FROM CARTER HIGH SCHOOL, ONE FROM CONRAD, AND A STUDENT STUDENT FROM SUNSET, AND THEY WERE AMAZING YOUNG PEOPLE, BUT I WOULD LIKE TO TAKE JUST A SECOND TO THANK DOCTOR ALFRED STEVENS FOR TAKING TIME OUT OF HER BUSY SCHEDULE TO MEET WITH THE YOUNG LADIES, AND IT MEANT SO MUCH TO THEM.

THIS SUMMER WE WERE BLESSED BY THE SUBCONTRACTOR USA TO BE AWARDED THE SUPPLIER DIVERSITY AWARD THIS YEAR, AND THAT WAS GIVEN TO US DOWN IN HOUSTON, AND IT MEANS A LOT TO BE RECOGNIZED ON THE STATE LEVEL WITH A DEPARTMENT LIKE OURS.

ALL RIGHT. ONE MORE THING.

WE HAVE OUR BOND ACADEMY.

YOU KNOW, WE REPORT, WE REPORT, EXCUSE ME A LOT ON OUR BOND ACADEMY, AND OUR BOND ACADEMY GRADUATES HAVE DONE EXTREMELY WELL. WE HAD 12 GRADUATES WHO HAVE BEEN RECOMMENDED FOR A JOB OUT OF CONTRACT POSITIONS, AND WE HAVE ONE OF OUR CONTRACTORS HAS COMPLETED EIGHT PROJECTS WITH THE JOB OUR OF CONTRACT, JOC, PROGRAM.

ALL RIGHT. THIS SUMMER ONE THING WELL ALL YEAR, WE'VE FOCUSED ON ONE THING, AND THAT IS MAKING SURE THAT WE MEET OR EXCEED THE LOCAL GOAL FOR GOODS AND SERVICES FOR M/WBE, AND THAT IS 30%, AND I HAVE GREAT, GREAT NEWS.

IF I HAD A DRUM ROLL, I'D DO A DRUM ROLL RIGHT NOW FOR THE FIRST.

FOR THE FIRST QUARTER, FIRST TIME THE FOURTH QUARTER.

I MEAN, IN A NUMBER OF YEARS, WE EXCEEDED THE 30% GOAL AT 32.5%.

ALL RIGHT, AND WE'RE GOING TO BE ABLE TO SUSTAIN THAT GOING FORWARD, AND THEN THE LAST THING I'D LIKE TO SAY EXCUSE ME, ALLERGIES TO DRAIN IT OR WHATEVER ON ME.

THE LAST THING I WANT TO SAY, I WANT TO THANK DOCTOR LEAR AND, AND CHIEF HEWITT FOR GIVING MS. PARTEE AND I AN OPPORTUNITY TO PRESENT AT THE AT THE DISTRICT LEADERSHIP ACADEMY, WHEREAS WE WERE ABLE TO SPEAK TO ALL OF THE PRINCIPALS IN THE DISTRICT AND EXECUTIVE DIRECTORS, AND WHAT WE DID, WE ASKED THEM TO CONSIDER A COMMITMENT TO 30% UTILIZATION OF MINORITY AND WOMEN OWNED VENDORS THIS YEAR, AND IN ADDITION TO THAT, WE WERE ABLE THEY ALLOWED US TO PRESENT AT THE DISTRICT BUSINESS ACADEMY, WHERE WE MET WITH ALL OF THE OFFICE MANAGERS IN THE DISTRICT AND THE ADMINISTRATIVE ASSISTANTS, AND WE ASKED THEM TO MAKE THAT SAME COMMITMENT TO 30% UTILIZATION OF MINORITY AND WOMEN OWNED VENDORS THIS YEAR WHEN THEY ORDERED THEIR SUPPLIES, GOODS AND SUPPLIES.

OKAY. NEXT, I'M GOING TO TURN IT OVER TO MISS, NO ONE MORE THING, WE HAVE THE SLIDE ON THE SECOND SLIDE, AND THAT IS AS YOU ALL KNOW, WE NORMALLY SHARE WITH YOU ALL WHEN WE HAVE THE MAJOR EVENTS, AND WE HAD THE BUILDING BIG CONSTRUCTION MIXER THIS SUMMER OVER AT ROOSEVELT HIGH

[01:00:07]

THEY DID AN EXCELLENT JOB OVER THERE.

IT'S JUST AMAZING WORK.

SO IF YOU EVER IF YOU GET A CHANCE TO.

THAT'S ONE OF THE SCHOOLS THAT YOU REALLY NEED TO VISIT.

THEY DID AN EXCELLENT JOB OVER AT ROOSEVELT.

THEY'VE DONE GREAT WORK OVER THOMAS JEFFERSON PINKSTON AND OTHER SCHOOLS, TOO, BUT THAT'S ONE THAT YOU MIGHT WANT TO SEE.

MISS PARTEE. THANK YOU, MR. WILLIAMS, I APPRECIATE IT.

I WILL PROVIDE FOR YOU THE M/WBE STATISTICAL REPORTS FOR THIS PARTICULAR QUARTER.

THE FIRST SLIDE THAT I HAVE BEFORE YOU IS THE 2020 BOND PROGRAM, THE TOTAL M/WBE UTILIZATION FROM THE BEGINNING OF THE BOND PROGRAM THROUGH JUNE 30TH, 2024, THE BOARD HAS ESTABLISHED A 30% M/WBE GOAL FOR CONSTRUCTION.

WE HAVE EXCEEDED THAT GOAL.

WE'RE NOW AT 51.98% M/WBE UTILIZATION, AND AS FAR AS THE PROFESSIONAL SERVICES, WE HAVE A BOARD ESTABLISHED GOAL OF 35%. HOWEVER, THE UTILIZATION IS 37.18%.

THE NEXT SLIDE I HAVE BEFORE YOU IS THE 2015 M/WBE UTILIZATION.

AGAIN, WE HAVE A CONSTRUCTION GOAL OF 30%.

THE UTILIZATION IS 55.83%.

AS FAR AS PROFESSIONAL SERVICES, THE GOAL IS 35% AND THE UTILIZATION IS 39.47% AS OF JUNE 30TH, 2024. THE NEXT ANALYSIS BEFORE YOU IS THE 2008 BOND PROGRAM AND A GOAL OF 30% FOR CONSTRUCTION.

THE UTILIZATION IS 49% AND PROFESSIONAL SERVICES WE HAVE A GOAL OF 35%.

THE UTILIZATION IS 39%.

WE HAVE VERY NOMINAL PAYMENTS REGARDING THE 2008 BOND PROGRAM AS WELL AS THE NEXT SLIDE, THE BRIDGE PROGRAM.

THE GOAL FOR CONSTRUCTION IS 30%.

THE UTILIZATION IS 73%, AND FOR BOND FUNDED PROFESSIONAL SERVICES UNDER THE BRIDGE IT WAS 35%.

HOWEVER, OUR UTILIZATION WAS 26%.

AGAIN, VERY NOMINAL PAYMENTS.

THE NEXT SLIDE BEFORE YOU IS THE CONSTRUCTION MANAGER AT RISK.

THE BOARD WANTED TO SEE A SEPARATE ANALYSIS REGARDING CMAR PROJECTS.

SO AGAIN THE BOARD ESTABLISHED GOAL IS 30%.

THE UTILIZATION IS 63.09%, AND AT THE BOTTOM WE'VE IDENTIFIED THE CONSTRUCTION MANAGERS AS LONG AS WELL AS THE PARTICULAR SCHOOLS.

THE NEXT SLIDE BEFORE YOU IS FUND 199, THE GENERAL OPERATING FUNDS.

AGAIN, WE HAD A BOARD ESTABLISHED GOAL OF 30%.

WHEN WE LOOK AT THE ENTIRE FISCAL YEAR FROM JULY THE 1ST, 2023 THROUGH JUNE THE 30TH OF 2024, THE ENTIRE FISCAL YEAR IS 20.54%.

HOWEVER, IF MR. WILLIAMS HAS NOTED WE'RE AT 32.57 FOR THE PARTICULAR QUARTER ITSELF AND DISTRICT WIDE FUNDS, THAT INCLUDES 199 AS WELL AS YOUR GRANTS, AS WELL AS FOOD AND CHILD NUTRITION SERVICES.

EVERYTHING EXCLUDING YOUR BOND FUNDED 600 SERIES.

THE UTILIZATION IS 30%, AND I'M SORRY, THE GOAL IS 30% AND THE UTILIZATION IS 17.47%, AND WE ALSO HAVE A DEPICTION OF THE DIFFERENT QUARTERS AS WELL THAT INCLUDES THE STATISTICAL ANALYSIS.

IF YOU HAVE ANY QUESTIONS, WE'LL BE HAPPY TO ADDRESS THOSE QUESTIONS.

TRUSTEES, QUESTIONS.

TRUSTEE FOREMAN. SO ACTUALLY, NO QUESTIONS.

JUST ONCE AGAIN, WANT TO COMPLIMENT YOU ALL ON THE WORK THAT YOU DO IN REGARDS TO TRYING TO BE INCLUSIVE AND MAKE SURE THAT M/WBES GET AN OPPORTUNITY TO PARTICIPATE IN DALLAS ISD FOR ALL TYPES OF SERVICES.

YOU CONTINUE TO BE OUT IN THE COMMUNITY.

YOU CONTINUE TO BE AWARDED IN.

MY HAT IS OFF TO YOU.

UNFORTUNATELY MR. WILLIAMS, I WASN'T AN EMPLOYEE, BUT IN THE 80S I WAS THE CHAIR OF THE M/WBE COMMITTEE, AND I'M JUST SO PROUD OF WHAT YOU GUYS DO.

THANK YOU, THANK YOU.

TRUSTEES FURTHER--TRUSTEE MICCICHE.

[01:05:02]

THANK YOU SO MUCH. THANK YOU.

TRUSTEE WHITE.

JUST REAL QUICK.

THE BRIDGE PROGRAM, CAN YOU JUST ELABORATE WHAT THAT CONSISTS OF? THE BRIDGE WAS ACTUALLY TRANSITIONED BETWEEN BOND PROGRAMS AND IT CONSISTS OF THREE FUNDS 634, 635, AND 636. SO IT'S ACTUALLY A PERIOD FROM ONE BOND PROGRAM TO THE NEXT BOND PROGRAM.

OKAY, AND I WANT TO OF COURSE, THANK YOU GUYS FOR THE WORK THAT YOU'RE DOING.

IT REALLY SPEAKS VOLUMES THAT WE ARE DEFINITELY TRYING TO BE EQUITABLE.

THANK YOU SO MUCH.

THANK YOU. TRUSTEES.

ANY OTHER QUESTIONS FOR OUR M/WBE TEAM? OKAY SEEING NOTHING FURTHER TRUSTEES, WE WILL NOW MOVE TO AGENDA ITEM SEVEN C OUR GOALS AND CONSTRAINTS RESETTING PROCESSES, AND I BELIEVE YOU HAVE A POWERPOINT PRESENTATION THAT HAS BEEN PROVIDED TO YOU A PHYSICAL POWERPOINT PRESENTATION HAS BEEN PROVIDED TO YOU AND HELPING TO LEAD THIS CONVERSATION AND DISCUSSION IS TRUSTEE MACKEY.

TRUSTEE MACKEY. THANK YOU, PRESIDENT CARREON.

SEE, JOYCE, I LEARNED FROM MY MISTAKES YESTERDAY.

THANK YOU. AS YOU ALL KNOW, IT'S ABOUT TIME TO RESET OUR GOALS AND CONSTRAINTS.

WE SET THEM LAST IN 2019 TO EXPIRE IN 2025, WHICH IS THIS YEAR.

SO WE NEED TO LOOK AT WHAT OUR GOALS AND CONSTRAINTS WILL BE STARTING IN FY 26 AND MOVING FORWARD.

PRESIDENT CARREON ASKED THE SUPERINTENDENT EVALUATION COMMITTEE TO LEAD THE WORK TO TRY TO GET A SENSE OF HOW WE WANT TO GO THROUGH THIS PROCESS IN A MEANINGFUL AND ROBUST WAY, AND SO WE MET WE HAD OUR FIRST MEETING YESTERDAY, AND I WANT TO BE SUPER THANKFUL TO EVERYONE WHO SHOWED UP.

THE COMMITTEE SHOWED UP, AS DID TRUSTEE FOREMAN, TRUSTEE CURRIE AND TRUSTEE WHITE.

SO THANK YOU ALL FOR BEING THERE FOR THIS CRITICAL CONVERSATION.

SO WE ACTUALLY HAD SIX TRUSTEES THERE ABLE TO GIVE SOME FEEDBACK, AND IF WE CAN GET THE SLIDE DECK UP ON THE SCREEN PLEASE.

SHE'S WORKING ON IT.

PERFECT, AND IF WE CAN GO TO THE FIRST SLIDE.

THE NEXT SLIDE. THERE WE GO.

THE BIG AREAS THAT WE DISCUSSED YESTERDAY WERE THE COMMITTEE SCOPE AND PROCESS, WHAT THE COMMUNITY LISTENING PROCESS WILL LOOK LIKE, SOMETHING WE DID NOT DO THE LAST TIME, AND A POTENTIAL TIMELINE OF NEXT STEPS, AND OUR PURPOSE HERE IS TO KIND OF SHARE THE UPDATE BRIEFLY WITH THE BOARD AND INVITE ALL BOARD MEMBERS TO CHIME IN, PROVIDE FEEDBACK, PROVIDE THEIR THOUGHTS AND YOU CAN EITHER DO SO HERE, OR WE WILL ALSO SEND THIS OUT AND ASK BOARD MEMBERS TO PROVIDE FEEDBACK TO BOARD SERVICES THAT WILL ALL BE COMPILED BY BOARD SERVICES AND REVIEWED AT THE NEXT SUPERINTENDENT EVALUATION COMMITTEE MEETING.

SO THERE'S TWO OPPORTUNITIES FOR THAT IF WE CAN GO TO THE NEXT SLIDE.

HERE'S A BRIEF OVERVIEW OF SOME OF WHAT WE DISCUSSED AND WHAT THIS PROCESS LOOKS LIKE.

STARTING WITH THE MISSION, VISION AND VALUES OF THE ORGANIZATION, WHICH SHOULD DRIVE EVERYTHING WE DO, AND IT'S THE BOARD'S RESPONSIBILITY TO ACTUALIZE THAT THROUGH GOALS AND CONSTRAINTS. GOALS BEING SMART MEASURES OF WHAT STUDENTS KNOW ARE ABLE TO DO, GROUNDED IN THE VISION AND INFORMED BY ADMINISTRATION'S ROOT CAUSE ANALYSIS AND CONSTRAINTS ARE THINGS THAT SHOULD NOT BE ALLOWED AS WE PURSUE OUR GOALS.

SO ONE WAY TO THINK ABOUT THIS IS A QUOTE AT THE BOTTOM RIGHT IS SUPERINTENDENT.

WE, THE BOARD EXPECT YOU TO ACHIEVE THESE STUDENT OUTCOME GOALS, BUT NOT AT THE EXPENSE OF THESE CONSTRAINTS IS HOW WE THINK ABOUT THEM.

ONCE THE BOARD GETS CLEAR ON ITS GOALS AND CONSTRAINTS, THEN THE ADMINISTRATION TAKES THE BALL AND FIGURES OUT WHAT ARE THE PREDICTIVE PROGRESS MEASURES THAT WILL TELL US IF WE'RE MOVING FORWARD OR NOT ON THOSE, AND THEN FROM THERE, ONCE THOSE GET CODIFIED, THAT'S WHEN THEY DEVELOP OR READJUST THEIR STRATEGIC PLAN AND THEN PUT TOGETHER ALL OF THE INPUTS, ACTIVITIES AND ACTIONS THAT WILL HELP LEAD TO ACHIEVING THOSE GOALS AND CONSTRAINTS, WHICH THE BOARD THEN WILL LOOK AT ANNUALLY AS PART OF THE BUDGETING PROCESS AND ENSURE THE BUDGET ALIGNS WITH ACHIEVING THE GOALS THAT WE HAVE SET.

IF WE CAN GO TO THE NEXT SLIDE, HERE IS KIND OF A PROCESS OVERVIEW THAT WE LOOKED AT YESTERDAY TO ACHIEVE THE GOAL THAT WAS SET OUT FOR THE COMMITTEE, WHICH IS HOW DO WE GET TO A POINT THAT INCLUDES ROBUST COMMUNITY LISTENING AND IS STARTING TO HAVE THIS CONVERSATION BY DECEMBER TO GIVE US TIME TO ADJUST THE BUDGET TO MEET THOSE IN THE FOLLOWING YEAR, AND SO THERE'S TWO THINGS THAT NEED TO HAPPEN IN THIS FALL, WHICH IS WE NEED TO GET CLEAR ON COMMUNITY FEEDBACK, ON THE VISION AND VALUES THAT THEY WANT TO SEE, AND THEN ADMINISTRATION NEEDS TO DO A DATA ANALYSIS OF ROOT CAUSE ANALYSIS FROM THEIR EXPERTISE TO SHARE WHAT ARE THE HIGHEST LEVERAGE WAYS TO DO THAT, AND FROM THOSE TWO ASPECTS, THE BOARD WILL REVIEW AND DRAFT THE VISION INTO GOALS AND THE VALUES INTO CONSTRAINTS, AFTER WHICH IT GOES THROUGH EVERYTHING WE JUST TALKED ABOUT

[01:10:06]

THEN THE BOARD WOULD MAKE SURE THAT THOSE ARE ALIGNED AND THEN WE WOULD ADOPT THEM.

SO IF WE CAN GO TO THE NEXT SLIDE AND I'M GOING TO PAUSE HERE.

WE HAD A REAL ROBUST DISCUSSION ABOUT WHAT MUST BE TRUE FOR OUR COMMUNITY.

LISTENING TO BE MEANINGFUL AS WE MOVE FORWARD, AND THANK YOU FOR EVERYONE'S FEEDBACK.

PLEASE, IF YOU SHARED SOMETHING YESTERDAY THAT YOU DON'T SEE REFLECTED OR I'VE MISTYPED HERE, ATTRIBUTED TO MY HEAD AND NOT MY HEART, SO PLEASE PROVIDE THAT FEEDBACK AS WELL, BUT SOME OF THE THINGS THAT CAME OUT ABOUT WHAT WE WOULD EXPECT TO BE IN A COMMUNITY LISTENING PROCESS WAS, NUMBER ONE, WE NEED TO PROVIDE CONTEXT ABOUT THE CURRENT GOALS AND CONSTRAINTS, INCLUDING THE STRUGGLES, WHAT WE'VE DONE AND HOW IT'S WORKED.

SECOND, WE'RE THERE TO LISTEN TO THE COMMUNITY, NOT TO SHARE OUR THOUGHTS IN THIS PROCESS.

WE'RE HERE TO HEAR THEIR THOUGHTS, NOT SHARE OURS, AND AFTER WHICH WE WILL TAKE ALL THAT AND THEN CODIFY THAT INTO GOALS AND CONSTRAINTS WE NEED TO ENSURE THAT THE COMMUNITY CAN PROVIDE WRITTEN FEEDBACK IN ADDITION TO ANY PARTICIPATION IN PERSON.

WE SHOULD INCLUDE AT LEAST ONE MEETING PER DISTRICT AND AT LEAST ONE VIRTUAL MEETING PER DISTRICT.

I BELIEVE IT WAS A CONVERSATION.

THEN THE CONVERSATION CAME UP AROUND MAKING SURE TO CONSIDER GEOGRAPHIC DISTANCE.

IF A DISTRICT IS SO BIG THAT IT WOULD TAKE 45 MINUTES FOR ONE PERSON TO DRIVE TO ANOTHER SIDE OF THAT DISTRICT.

HOW DO WE MAKE SURE THERE ARE MEETINGS IN A EASY TO GET TO FASHION FOR THOSE FOLKS? WE NEED CONSISTENT QUESTIONS TO ENSURE COMMUNITIES ARE ENGAGED IN A CONSISTENT WAY.

STAFF SHOULD BE THERE TO HELP ANSWER ADMINISTRATION QUESTIONS AND HELP KEEP CONSISTENCY.

THE IDEA WOULD BE TO HAVE TWO TRUSTEES CO-HOSTING EACH MEETING, AND THEN WE SHOULD ENGAGE STAKEHOLDERS, BUT NOT ALLOW ANY INDIVIDUALS, ANY INDIVIDUAL ORGANIZATIONS, TO HAVE AN OUTSIZED INFLUENCE OR, AS WE TALKED ABOUT YESTERDAY, RUNNING ROUGHSHOD.

SO THE GROUPS OF STAKEHOLDERS THAT WERE IDENTIFIED AS THINKING ABOUT GROUPS TO GET FEEDBACK ON PARTICULARLY WERE STUDENTS, TEACHERS, NON-TEACHING STAFF OF THE DISTRICT, COMMUNITY, NONPROFITS, BUSINESS GROUPS, AND THEN THE TEACHER ADMINISTRATOR ORGANIZATIONS.

SO THAT'S WHAT WE TALKED ABOUT IN TERMS OF WHAT THIS SHOULD ENTAIL, AND IF WE CAN GO TO THE NEXT SLIDE.

THE CONVERSATION WAS WE NEED SOME TIME TO DO THIS.

SO IDEALLY WE WOULD AIM TO START THIS SOMETIME IN SEPTEMBER AND GO ALL THE WAY UP THROUGH NOVEMBER TO GIVE SOME TIME FOR TRUSTEES TO BE ABLE TO HAVE SPACE AND NOT DO A TON OF IT, BECAUSE EVERYONE'S GOT OTHER THINGS AND FULL TIME JOBS THAT THEY WORK ON.

SO THAT'S KIND OF HOW WE'RE THINKING ABOUT IT OVER THE COMING MONTH AND A HALF TO FINALIZE THE SPECIFICS, TO ACTUALLY DRAFT OUT WHAT THAT PLAN WOULD LOOK LIKE, TO GET TRUSTEE INPUT ON WHERE THOSE COMMUNITY MEETINGS SHOULD BE IN YOUR RESPECTIVE DISTRICTS, MAKING SURE WE CAN SCHEDULE AND THEN EXECUTING IT THROUGH SEPTEMBER, OCTOBER, NOVEMBER.

GIVE US SOME TIME TO SUMMARIZE THE FEEDBACK AND THEN ACTUALLY HAVE THE WORKSHOP IN DECEMBER.

SO WITH THAT, THAT WAS KIND OF WHAT WE TALKED ABOUT YESTERDAY, BUT WE WOULD ABSOLUTELY LOVE FOR TRUSTEES WHO WERE THERE YESTERDAY OR NOT THERE YESTERDAY TO SHARE ANY OTHER FEEDBACK, THOUGHTS PERSPECTIVES YOU HAVE AND YOU CAN DO THAT HERE.

OR YOU CAN REVIEW THIS AND WE WILL AGAIN HAVE THAT OPPORTUNITY FOR YOU TO SHARE THAT WITH BOARD SERVICES, AND WE WILL, AS A COMMITTEE WILL MAKE SURE TO REVIEW IT AT THE NEXT MEETING. SO I'LL TURN IT BACK OVER TO YOU, PRESIDENT.

THANK YOU SO MUCH.

TRUSTEE MACKEY, TRUSTEES.

ANY FEEDBACK, QUESTIONS, COMMENTS? TRUSTEE MICCICHE.

JUST A COUPLE OF QUICK QUESTIONS.

THANK YOU FOR THAT PRESENTATION, BEN, AND I FEEL VERY CONFIDENT IN YOU LEADING THIS PROCESS NOT ONLY WITH YOUR BACKGROUND AS A PRINCIPAL IN THE DISTRICT, AS WELL AS BEING BOARD PRESIDENT AND ALSO HAVING SERVED AS AN EXECUTIVE DIRECTOR IN ANOTHER DISTRICT, I FEEL LIKE WE'VE GOT THE RIGHT PERSON DOING THIS AS LEADING THE PROCESS, BUT I UNDERSTAND YOU ALSO HAVE COACHED OTHER BOARDS TO FOLLOW A PROCESS SIMILAR TO THIS.

IS THAT CORRECT? THAT IS CORRECT, BUT I WOULD ALSO NOTE THAT IT IS.

THE WHOLE BOARD IS PART OF THIS PROCESS.

SO I'M JUST COMPLIMENTING YOU.

I'LL COMPLIMENT THE REST OF THE TEAM IN A SECOND.

OKAY. WHAT I'D LIKE TO I GUESS GET A GOOD FEEL OF IS THE KINDS OF QUESTIONS THAT WOULD BE ASKED, AND SO THAT WE GET SORT OF GUIDED FEEDBACK, BECAUSE I KNOW WHEN I HOLD COMMUNITY MEETINGS, YOU COULD DO ONE ON COVID AND SOMEBODY WILL BE TALKING ABOUT, YOU KNOW, THE BOND ISSUES, SOMEBODY ELSE WILL BE TALKING ABOUT TEI SOMEBODY ELSE WILL TALK ABOUT SPECIAL ED.

SO I MEAN I'M HAPPY TO GET ALL THE FEEDBACK, BUT SOMETIMES IT'S HARD TO, HARD TO GET THE FOCUSED FEEDBACK, AND ARE YOU ARE YOU INTENDING TO DO SOME SORT OF SURVEY FOR EVERYBODY TO FILL OUT SO THAT YOU GET ANSWERS TO QUESTIONS THAT WOULD HELP INFORM HOW

[01:15:02]

QUESTIONS WE ASK IN THE SURVEY ARE THE SAME QUESTIONS THAT GET DISCUSSED AT THE MEETINGS TO GET CONSISTENT FEEDBACK ACROSS THAT, AND TO YOUR POINT, IT'S TRUE.

COMMUNITY HAS A LOT OF THINGS ON THEIR MIND THAT THEY MIGHT WANT TO ADDRESS, BUT THAT'S WHY IT WOULD BE IMPORTANT TO HAVE ADMINISTRATION IN THE ROOM TO SAY IF SOMEONE'S GOT A CONCERN ABOUT A SCHOOL OR ENROLLMENT OR WHATNOT, WHICH IS A MEANINGFUL CONCERN, IT'S POSSIBLE FOR THE BOARD MEMBERS TO SAY, WELL, THIS MEETING IS NOT ABOUT THAT.

WE'VE GOT EXECUTIVE DIRECTOR SO-AND-SO THAT CAN GET WITH YOU, GET YOUR CONTACT INFORMATION AND MAKE SURE TO SOLVE THAT SO WE CAN KEEP IT TO THE FOCUS OF THE MEETING, BUT STILL GET THE REAL CONCERNS ADDRESSED.

OKAY, GREAT. I WOULD STRONGLY ENCOURAGE THE SURVEYS AND IF YOU ARE ABLE TO FIGURE OUT YOU KNOW, BEST PRACTICES FROM, FROM YOUR OTHER EXPERIENCE DOING THAT, THAT WOULD BE GREAT, AND I ALSO WANT TO COMPLIMENT THE REST OF THE BOARD WHO PARTICIPATED IN THE MEETING YESTERDAY.

THANK YOU. I DIDN'T PARTICIPATE, BUT I APPOINTED DAN BEN TO THE CHAIR OF THE COMMITTEE, SO I'LL TAKE [INAUDIBLE].

BRILLIANT DECISION. THANK YOU, SIR.

THANK YOU. ANYWAY, TRUSTEES FURTHER DISCUSSION.

I'LL JUST SAY AGAIN, TRUSTEE MACKEY, THANK YOU SO MUCH FOR AND THE SUPERINTENDENT'S EVALUATION COMMITTEE FOR HELPING US BEGIN TO FORM THE FRAMEWORK FOR THIS WORK AND THEN OBVIOUSLY, OR WHAT SHOULD BE NOTED HERE, AND AS TRUSTEE MACKEY HAS MENTIONED THERE WILL BE THERE WILL COME A TIME WHERE WE'LL ALL ROLL UP OUR SLEEVES TOGETHER AND THEY'LL BE BOARD WORKSHOPS WHERE WE REALLY KIND OF TAKE THAT FEEDBACK, THINGS THAT WE'RE LISTENING AND BEGIN TO FORMALIZE OR RESET THE GOALS IF WE CHOOSE TO DO SO OR HOW WE CHOOSE TO DO SO.

I THINK THE NEXT COMMITTEE MEETING IS NEXT WEEK.

OKAY. NEXT SLIDE. OKAY.

THERE YOU GO. SO YEAH, MAYBE TRUSTEE MACKEY IF YOU CAN KIND OF WALK US THROUGH THAT.

YEAH. SO THE PURPOSE HERE IS TO RECEIVE FEEDBACK FOR ANYONE THAT HAS IT, BUT THIS IS NOT THE END OF FEEDBACK.

WE'RE GOING TO SEND OUT AN EMAIL WITH THIS SAME SLIDE DECK THAT IS ON THE BOARD BRIEFING.

IF YOU'VE GOT ADDITIONAL FEEDBACK PLEASE SEND THAT TO BOARD SERVICES WHO WILL COMPILE IT.

ON AUGUST 14TH, THE COMMITTEE WILL MEET AGAIN AND ANYONE ELSE WHO WAS ABLE TO BE THERE.

WE WELCOME YOU AND WOULD LOVE FOR YOU TO BE THERE.

BASED ON ALL THE FEEDBACK HAS RECEIVED, WE'LL MAKE ADJUSTMENTS.

OH, THERE IT IS, AND AT THAT POINT, WE WILL ACTUALLY START TO DRAFT WHAT THE PROCESS LOOKS LIKE, SPECIFICALLY HOW MANY MEETINGS, WHAT IT LOOKS LIKE YOU SHOULD EXPECT AS A TRUSTEE TO RECEIVE A QUESTIONNAIRE FOR YOUR, YOU KNOW, YOUR DISTRICT BEST.

WHERE WOULD YOU RECOMMEND THE MEETINGS BE IF YOU'RE GOING TO HAVE 1 OR 2 BASED ON GEOGRAPHIC SIDE, AND WE'LL START TO ACTUALLY DIG INTO WHAT SHOULD WE ASK TO GET THE RESPONSES WE WANT TO IN A CONSISTENT AND MEANINGFUL WAY? AND THEN OUR GOAL IS DURING THE COMMITTEE REPORT ON AUGUST 22ND TO PROVIDE UPDATES ON THAT PROCESS.

OKAY. THANK YOU SO MUCH, TRUSTEES.

ANYTHING FURTHER ON THIS ITEM? OKAY. HEARING NONE. THANK YOU, TRUSTEE MACKEY.

TRUSTEES, WE WILL NOW MOVE TO I GUESS AGENDA ITEM EIGHT.

I GUESS AGENDA ITEM NINE IS THE MINUTES THEY ARE POSTED ON BOARD DOCS FOR YOUR REVIEW.

WE'LL MOVE TO AGENDA ITEMS. THE STATUTORY ITEMS ON THE UNDER AGENDA ITEM TEN.

ARE THERE ANY QUESTIONS ON THE STATUTORY ITEMS TEN D.

IS THERE ANYTHING BEFORE TEN D, TRUSTEES? OKAY. SEEING NONE WE'LL TAKE UP ITEM TEN D TAX RATE.

SUPERINTENDENT, YOUR TEAM.

DOCTOR ALFRED STEVENS WILL COME FORWARD.

GOOD EVENING. PRESIDENT CARREON, TRUSTEES, DOCTOR ELIZALDE.

THIS STATUTORY ITEM IS THE REQUEST TO SET THE DISTRICT'S PROPOSED TAX RATE.

IF YOU CAN RECALL, IN MAY, WHEN WE HAD THE BUDGET AND TAX RATE PROPOSED TAX RATE HEARING, AT THAT TIME, WE PROPOSED THE RATES THAT ARE NOW WE ARE ASKING YOU TO APPROVE TONIGHT, THE RATES REMAINED UNCHANGED.

WE HAD TO WAIT UNTIL WE RECEIVED OUR CERTIFIED VALUES FROM THE STATE BEFORE WE I'M SORRY, FROM DCAD.

BEFORE WE COULD OFFICIALLY ADOPT A TAX RATE.

THAT INFORMATION WAS RECEIVED ON JULY 25TH, AND AS SUCH, WE ARE REQUESTING TO ADOPT THE DISTRICT'S TOTAL TAX RATE, WHICH WOULD BE 0.9925.

SO IT'S 0.7552 FOR THE MAINTENANCE AND OPERATIONS, AND PLEASE NOTE THAT RATE HAS BEEN REDUCED UNDER CURRENT LAW.

WE'VE BEEN COMPRESSED DOWN TO THE LOWEST RATE THAT WE CAN BE AT UNDER CURRENT LAW BECAUSE OF OUR INCREASE IN TAXABLE VALUES AND THE I&S, THE

[01:20:07]

MY QUESTION IS, WHAT IS LAST YEAR'S CURRENT RATE, THE TAX RATE.

TOTAL TAX RATE FOR TAX YEAR 2023.

M&O, 0.7718, AND THAT IS SET BY THE STATE, RIGHT? YES, MA'AM. I JUST WANT TO MAKE SURE I WAS CLEAR.

OKAY. THANK YOU. YOU'RE WELCOME.

OKAY. TRUSTEES, ANY OTHER QUESTIONS ON TEN D.

OKAY, TRUSTEES, WE'LL TURN TO POLICY ITEMS, AGENDA ITEM 11.

ANY QUESTIONS ON TEN A? I'M SORRY, 11A. 14.

OKAY. I HEARD NOTHING ON 11A.

ANYTHING ON.

OKAY. 11A.

YES, I'M SORRY. TRUSTEE WHITE.

THANK YOU. LET ME MAKE SURE.

I DO APOLOGIZE FOR THE DELAY.

IN READING THIS, MY QUESTION IS DOES THE DISTRICT GET ACCESS TO THE ASSESSMENT FORMS FROM FROM TEXAS, THIS IS THE ONE CONCERNING TEXAS.

I'M SORRY. NO, THIS IS, THIS IS NOT IT.

DISREGARD, THANK YOU.

OKAY. THANK YOU, TRUSTEE WHITE.

ANY WE WILL TURN TO THE CHIEF OF STAFF DIVISION.

I THINK I'VE HEARD 14A.

OKAY. THIS IS JUST A QUICK.

YES, MA'AM. SUPERINTENDENT, I NOTICED WHERE THE PERSON OF RECORD IS TO BE DETERMINED.

HAVE YOU MADE A DECISION ON WHO THAT IS? WE STILL HAVE CECILIA.

OKAY, AND BECAUSE YOU GOT A TBD ON HERE, AND THAT'S WHY I WAS ASKING.

I THINK WHEN WE CREATED THE DOCUMENT.

NO. SO WE WILL HAVE A NAME THERE.

CECILIA OAKLEY WILL BE WILL NO LONGER BE THE DESIGNEE AND BECAUSE SHE WILL BE RETIRING, AND SO WE HAVE A REPLACEMENT FOR HER, BUT WE HAD TO CONDUCT THE INTERVIEWS FOR THE TO BE DETERMINED AND USUALLY SEEING CECILIA'S NAME ON THERE.

WE'LL HAVE IT ON FOR THE NIGHT MEETING, AND THIS IS THE STANDARD WHERE CECILIA'S NAME HAS BEEN THERE FOR YEARS AND YEARS, AND SO WE'RE FINALLY GOING TO HAVE TO LET HER GO SPEND MORE TIME WITH HER FAMILY.

SO THAT'S WHY THAT TBD.

THANK YOU FOR REMINDING ME, DOCTOR LEAR.

OKAY. TRUSTEES ANY OTHER QUESTIONS ON 14A? I'M SORRY. IS SHE, CECILIA IS GOING TO BE STAYING.

CORRECT, SUPERINTENDENT? NO, MA'AM.

CECILIA. WELL, WE HAVEN'T COMPLETED THAT PROCESS, SO THAT'S WHY IT'S TBD.

WHEN I COMPLETE THE PROCESS, WE'LL HAVE A NAME, BUT THERE WILL BE A NAME BY THE TIME IT COMES FORWARD TO THE NIGHT MEETING.

OKAY. THANK YOU.

OKAY. OKAY.

SEEING NOTHING ON ELSE ON 14A ANYTHING ELSE ON CHIEF OF STAFF DIVISION 15A OR 16A? 16A. 16A.

LOCAL AGREEMENT BETWEEN DALLAS AND DALLAS BAPTIST UNIVERSITY, AND SUPERINTENDENT, IT'S THE SAME QUESTION THAT I HAVE WHEN WE DO THESE INTERLOCAL AGREEMENTS AND WE SAY NO FINANCIAL IMPACT, BUT WE ARE PAYING INTERNS, THAT'S A FINANCIAL IMPACT.

TRUSTEE FOREMAN THIS WE'RE NOT PAYING ANY INTERNS.

THEY'RE JUST GETTING THEIR HOURS, AND THIS IS PART OF THEIR FINALIZING THEIR CERTIFICATION AND LICENSURE.

SO WE GET THEM THROUGH THE UNIVERSITY AT NO COST TO US.

OKAY. GOOD. THANK YOU.

OKAY. I'M SORRY, I HAVE A QUESTION JUST REALLY QUICK ON THAT.

I MEAN, IT'S NOT IN THE PROPOSAL, BUT I WAS JUST WONDERING, FROM A HISTORICAL STANDPOINT DO WE GET SURVEYS OF STUDENT EXIT SURVEYS FROM THE ONES THAT ARE PARTICIPATING IN OUR PROGRAM? AND I WAS JUST WONDERING, BECAUSE IT TO ME, IT'S GREAT TO GET FEEDBACK.

I THINK IT WOULD HELP MAINLY SINCE YOU KNOW, THEY'RE DEALING WITH OUR STUDENTS AND WHAT HAVE YOU AND STAFF ON THE CAMPUSES.

I WOULD JUST, BUT THANK YOU.

THAT'S WHAT I WAS, MY QUESTION AND SHE ANSWERED IT, JUST SO YOU KNOW.

THANK YOU. OKAY, TRUSTEES, WE'LL TURN TO THE HUMAN CAPITAL DIVISION.

[01:25:03]

SO 18A ROBERT IS WHAT WE DISCUSSED.

IT'S THE SAME QUESTION THAT I'VE HAD ABOUT WHEN WE HIRE THESE INTERNS, AND THERE IS A STAFF PERSON PUT IN THERE. THERE'S A DOLLAR AMOUNT ASSOCIATED.

THERE HAS TO BE SOME KIND OF DOCUMENT OF HOW MANY WE'RE TALKING ABOUT AND WHAT THAT AMOUNT, WHAT THAT AMOUNT IS, AND WE DO THIS FREQUENTLY.

SUPERINTENDENT. THIS HAS BEEN STANDARD AND I'VE ASKED QUESTIONS ABOUT IT EVERY TIME BECAUSE THERE IS A FINANCIAL IMPACT, BECAUSE WE'RE PUTTING STAFF IN THERE AND I DON'T KNOW HOW TO FIX IT.

ROBERT, YOU WANT TO JUST OUTLINE THE PROCESS ONE MORE TIME FOR ME SO THAT I CAN MAKE SURE THAT I RECALL OUR CONVERSATION? SURE. YEAH.

SO THE RESIDENCY PROGRAMS, WE DO HAVE PEOPLE WHO GO INTO A PAID INTERNSHIP.

THOSE FTES ARE ALREADY BUDGETED FOR, FOR THIS CURRENT SCHOOL YEAR.

THEY'RE GRANT FUNDED AND THEY'RE AT OUR ACE AND HPC CAMPUSES.

THERE IS A SALARY LOW, BUT IT IS A TA TYPE POSITION OR A PARAPROFESSIONAL THAT WE WOULD FILL EVEN IF WE DIDN'T HAVE THIS, THIS POSITION OR PROGRAM.

SO I THINK IT'S WHEN I ASKED THE TEAM, I SAY IF WE DIDN'T HAVE THIS, WOULD THOSE POSITIONS STILL EXIST? AND THE ANSWER IS YES.

MY SECOND QUESTION IS, ARE THEY ALREADY IN THE BUDGET THAT THE BOARD APPROVED? THE ANSWER WAS YES.

SO I THINK IT'S THE WAY IN WHICH WE INTERPRET THAT COST.

SO I INTERPRET THEM WHEN WE DO THESE.

IF IT'S OVER AND ABOVE WHAT WAS ALREADY NEEDED FOR THE FOR OUR DISTRICT, THEN I'M CONSIDERING THAT FINANCIAL IMPACT, BUT IF THE PROGRAM DOESN'T EXIST AND THOSE FTES ARE STILL THERE, THERE'S NO ADDITIONAL IMPACT FINANCIALLY BECAUSE WE HAVE THE RESIDENCY PROGRAM, BUT THE PROGRAM DOES EXIST AND WE ARE PAYING INTERNS, BUT I WAS GOING TO PAY THEM, BUT THERE HAS TO BE SOME KIND OF FACT SHEET TO BE ABLE TO ASSOCIATE THE DOLLAR AMOUNT.

WHEN YOU SAY NO IMPACT, THAT MEANS YOU'RE NOT SPENDING ANY MONEY ON THIS PARTICULAR SITUATION.

I SEE YOU SHAKING YOUR HEAD, LANCE, BUT I'VE BEEN GOING THROUGH THIS FOR FOURTH WITH THE FACT THAT YOU ARE PAYING SOMEONE FOR THIS AND WE CAN HAVE THIS DISCUSSION OFFLINE, BUT I JUST BELIEVE IF WE ARE SPENDING MONEY ON ANY PROCUREMENT, BECAUSE THIS IS A PROCUREMENT, THAT WE SHOULD IN FACT BE ABLE TO AT LEAST HAVE A FACT SHEET TO TALK ABOUT HOW MUCH THAT WILL COST.

IF IT'S TEN INTERNS AT $30,000, THEN WE'LL KNOW WHAT IT IS, AND I'M JUST USING A NUMBER, BUT I WOULD REALLY LIKE FOR US TO TAKE ANOTHER LOOK AT THAT, AND I ALSO HAVE A QUESTION ON 18 B OKAY.

YEAH. SO ANY OTHER QUESTIONS.

TRUSTEES ON 18 A I THINK I HAVE TRUSTEE.

OKAY. TRUSTEE WHITE. YES AND I'M JUST CURIOUS TO FIND OUT BECAUSE IT'S STATING THAT WE DO BACKGROUND CHECKS UPON REQUEST.

DOES THE UNIVERSITY DO BACKGROUNDS AHEAD OF TIME OR ARE WE BOTH INVOLVED? HOW DOES THAT WORK? YEAH AS WE HIRE THE INDIVIDUALS INTO THESE EXISTING FTES, WE'RE REQUIRED UNDER LAW TO DO A FULL BACKGROUND CHECK, EVEN IF WE WORK WITH THE VENDOR AND THEY MAY DO THEIR BACKGROUND CHECK ON THEIR OWN. WE WOULD NEVER DEFER THAT RESPONSIBILITY BECAUSE WE WANT TO PUT IT THROUGH OUR PROCESS, OUR CRITERIA AND OUR RUBRIC.

SO WE'LL DO A FULL HIRING PROCESS ON THEM, RUN THEM THROUGH OUR BACKGROUND CHECK AND MAKE SURE THAT THEY MEET THE QUALIFICATIONS FOR DALLAS ISD.

OKAY, AND THANK YOU FOR THAT, BECAUSE FROM WHAT I WAS READING, IT WAS STATING THAT IT WAS GOING TO BE DONE UPON REQUEST, AND I'M GOING WE MAKE OUR VOLUNTEERS GO THROUGH BACKGROUND CHECKS, WE PAY FOR BACK.

THAT'S ALL WE DO, AND THAT'S WHAT WE SHOULD CONTINUE TO DO.

THANK YOU FOR THAT, AND ALSO I AM UNDER NUMBER THREE, WHICH IS SCHOOLS, AND TRUSTEE, I DON'T HAVE A I THINK.

WELL, ANYWAYS, LET ME JUST SAY WHAT I'M GONNA SAY.

IT IS STATING THAT THEY'RE GOING TO BE RECEIVING $20,081 UP FRONT, AND I GUESS THE REMAINDER OF IT IS GOING TO JUST BE GIVEN TO THEM WEEKLY OR WHATEVER, BUT AND I GUESS MY QUESTION ON THIS PART IS AND THAT'S IF WE, IF THEY'RE SELECTED TO BE IN OUR PROGRAM, MY UNDERSTANDING FROM WHAT I WAS READING, HOW MANY POSITIONS ARE WE GOING TO

[01:30:01]

WHEN WE LOOK AT THE ACTUAL DAYS THEY WORK, THEY GET PAID A LITTLE OVER $20,000 FOR THE YEAR, AND THAT EXISTING POSITION, BUT THAT'S NOT A ONE TIME LUMP SUM BECAUSE I HEARD.

CORRECT, AND I WANT TO MAKE SURE THAT I UNDERSTAND THIS.

THEY DON'T GET THIS UP FRONT 20,000.

THEY'RE PAID JUST LIKE OTHERS.

YEAH, THEY'RE GOING TO BE PAID AS A REGULAR MONTHLY EMPLOYEE.

SO IT WILL BE HOW MANY EVER DAYS THEY WORK THROUGHOUT THE SCHOOL YEAR.

NOT A LUMP SUM UP FRONT, AND I'M SORRY, WHAT WAS THE LAST PART OF YOUR QUESTION? THE ASSIGNMENT OF LIKE, WHERE ARE THEY? YEAH. SORRY. THE ASSIGNMENT.

SO FOR OUR ASSIGNMENTS, THERE ARE ONLY THE ONLY OPTION IS TO GO TO HPC AND ACE CAMPUSES TO PROVIDE THAT ADDITIONAL INSTRUCTIONAL SUPPORT.

THEY ARE NOT PLACED THERE.

THE PRINCIPALS HAVE TO WANT TO HAVE THE RESIDENTS THERE.

THEY HAVE TO INTERVIEW THEM AND THEY HAVE TO SELECT THEM.

AS FAR AS THE TOTAL NUMBER, OUR STRETCH GOAL WOULD BE FIVE.

WE PROBABLY THINK WE'LL GET 3 OR 4, BUT YOU KNOW, EVEN AS WE LOOK TO THIS AS A PIPELINE FOR NEXT YEAR YOU KNOW, THEY'RE GOING TO BE CERTIFIED WITH THE ESL SPECIAL EDUCATION OR BILINGUAL.

SO EVEN FIVE TEACHERS IN A PIPELINE FOR NEXT YEAR, EVEN THREE.

IT'S MULTIPLE PIPELINES THAT GENERATE OUR TALENT POOL.

SO IT'S WORTH FOR US. IT'S WORTH THE PARTNERSHIP AND WE HOPE TO BE ABLE TO GROW IT IN FUTURE YEARS, BUT RIGHT NOW, I WOULD SAY THAT THE MAXIMUM STRETCH GOAL WOULD PROBABLY BE FIVE FOR THIS PROGRAM.

YEAH, I WAS I WAS THINKING THE NUMBER WAS GOING TO BE HIGHER, BUT TAKE WHAT I CAN GET, I GUESS.

I WOULD TAKE HIGHER, YES. YES, TAKE WHAT WE CAN GET, AND I'LL JUST ASK YOU SOME OTHER OFFLINE.

THANK YOU SO MUCH, I APPRECIATE IT.

YOU'RE WELCOME. TRUSTEE CURRIE.

ONE, YOU CAUGHT ME SHAKING MY HEAD, I DO APOLOGIZE, I DID NOT MEAN TO BE RUDE IF I DID THAT, AND SOME PEOPLE TAKE IT THAT WAY.

SO I HOPE YOU DIDN'T HOPE YOU DIDN'T TAKE IT THAT WAY, BUT, BUT I JUST WANTED TO, AND I THINK, DOCTOR ZELDA, YOU MAY HAVE ACTUALLY ANSWERED WHAT I WAS GOING TO ASK, WHICH IS, IT SEEMS TO ME A BIT OF A SEMANTIC DEBATE ABOUT WHAT NO FINANCIAL IMPACT MEANS.

ONE WAY TO INTERPRET THAT IS IT'S ENTIRELY FREE.

THE OTHER WAY TO INTERPRET IT IS THERE'S NO IMPACT ON THE BUDGET WE'VE ALREADY AGREED TO.

WHAT I'VE HEARD IS THAT WHEN WE USE THAT PHRASE IN OUR AGENDAS, WE'RE TALKING ABOUT OUR BUDGET THAT WE'VE ALREADY APPROVED IS NOT CHANGING.

IS THAT IS THAT AM I CORRECT IN THAT? CORRECT. THE TWO QUESTIONS AGAIN THAT WHEN WE CREATE THESE PARTICULAR DOCUMENTS BACKGROUND TO PROVIDE SUMMARIES OR OVERVIEWS THAT I UTILIZE, AND I DON'T KNOW THAT IT HAS TO BE THAT SOMEONE IS RIGHT AND SOMEONE IS WRONG.

THE WAY IN WHICH THAT I USE IS, IS THERE WERE THESE POSITIONS ALREADY IN EXISTENCE.

SO IF I'M UTILIZING CURRENT POSITIONS AND ACTUALLY BENEFITING A PROGRAM FROM AN EXISTING POSITION.

I DON'T CONSIDER THAT ADDITIONAL FINANCIAL IMPACT ON THE DISTRICT.

DOES IT COST THE DISTRICT? ABSOLUTELY. OF COURSE, ANY POSITION THAT WE HAVE ABSOLUTELY DOES, AND SO I THINK WE CAN, AS TRUSTEE FOREMAN SAID, I THINK WE CAN TRY TO SEE WHAT KIND OF WORDING WOULD SATISFY.

WHAT WE'RE TRYING TO COMMUNICATE, AND I'M SURE THERE'S A WAY TO GET THERE.

THANK YOU. TRUSTEE JOHNSON.

YES. I DON'T HAVE A REAL QUESTION.

I LISTENED TO OUR TRUSTEES, BUT I WANT TO THANK CHIEF ABEL.

I KNOW I'VE CALLED YOU A LOT, AND YOU'RE DOING A GREAT JOB, AND I APPRECIATE EVERYTHING YOU'RE DOING TO GET OUR SCHOOLS FULLY STAFFED.

I KNOW I WORRY YOU AND CALL YOU A WHOLE LOT, BUT THANK YOU SO MUCH.

DOCTOR ELIZALDE, HE'S DOING A GREAT JOB, AND HE REALLY TAKES CARE OF DISTRICT FIVE A LOT.

THANK YOU. TRUSTEE FOREMAN.

OKAY. NOTHING ELSE ON THIS ONE? NO. OKAY. WITH THAT ONE, THEN, TRUSTEES.

ANY ANYTHING ON 18 B? YES. OKAY. 18B.

IS THIS THE CURRENT CONTRACTOR THAT WE HAVE, OR IS IT A NEW CONTRACTOR? NO, THIS IS ACTUALLY A DIFFERENT VENDOR FOR OUR THIRD PARTY ADMINISTRATOR.

WE'RE CURRENTLY WITH TELUS.

THEY DID BID, BUT IMPERIUM WON THE BID.

SOME OF THE KEY COMPONENTS THAT MADE THEM THE SELECTED VENDOR FOR THIS CHANGE.

THE FIRST IS THEIR PRICE CAME IN A LITTLE BIT LOWER.

SO WE GOT SOME MONEY SAVINGS THERE AS WELL, AND ONE OF THE REALLY GREAT THINGS WE'RE EXCITED ABOUT FOR OUR EMPLOYEES IS THEY HAVE A REALLY STATE OF THE ART APP TO WHERE A PERSON AN EMPLOYEE CAN LOG INTO THIS APP AND THEY CAN PLUG IN, YOU KNOW, I WANT A CERTAIN KIND OF DOCTOR AND IT'LL SORRY.

IT'LL PROVIDE LIKE A MAP, LIKE A, LIKE A, I GUESS, A DRIVING MAP OF THOSE DOCTORS CLOSE TO THAT LOCATION TO MAKE IT EASIER FOR THEM TO FIND DOCTORS THAT ARE IN NETWORK AND STUFF.

[01:35:05]

DOCTOR BELL-HUNTER, THANK YOU FOR COMING UP BECAUSE YOU'VE BEEN DOING THIS WORK FOR YEARS.

I'M GOING TO ASK YOU, WHAT IS THE DIFFERENCE BETWEEN THIS CONTRACTOR AND THE ONE THAT WE HAD? THIS PARTICULAR CONTRACTOR? I THINK THE UNIQUE DIFFERENCES ARE THE END USER EXPERIENCE.

SO IT IS OUR HOPE THAT WE HAVE SELECTED A VENDOR THAT WILL MAKE IT EASIER FOR OUR EMPLOYEES TO NAVIGATE THEIR BENEFITS.

THE PLATFORM ITSELF IS MORE USER FRIENDLY, AND WE'RE REALLY EXCITED ABOUT THE FACT THAT THE BENEFITS WILL BE IN THE PALM OF THEIR HAND.

SINCE MANY, MANY PEOPLE USE THEIR SMARTPHONES TO DO BUSINESS, MANY OF OUR EMPLOYEES WILL BE ABLE TO ACCESS THEIR BENEFITS AS WELL AS THEIR SELECTIONS THROUGH THE APP. THANK YOU, AND THE OTHER QUESTION EITHER YOU OR CHIEF ABEL CAN ANSWER, ON THIS ALSO STATES THAT IT INCLUDES RENEWAL OPTIONS.

IT'S A FIVE YEAR DEAL AND RENEWAL OPTIONS.

HOW MANY RENEWAL OPTIONS DO WE HAVE? IS IT A YEAR OR? A TWO-YEAR EXTENSION FOR A TOTAL OF FIVE YEARS FOR THE CONTRACT.

OKAY. SO THIS IS A THREE YEAR WITH TWO YEAR EXTENSIONS, AND THAT MAKES THE FIVE YEARS CORRECT, MA'AM.

I JUST WISH IT HAD BEEN STATED THAT WAY BECAUSE IT'S NOT.

I'M SORRY. WE'LL WORK TO CLARIFY THAT.

JUST TO CLARIFY THE WORDING.

IT'S A THREE YEAR WITH TWO OPTION YEARS INCLUDED.

THAT WOULD THAT WOULD HELP ME.

THANK YOU SO MUCH.

TRUSTEES. ANY OTHER QUESTIONS ON 18 B.

JUST REALLY BRIEFLY THE ONLY QUESTION I GUESS.

I'M SORRY THAT'S NOT B IT MAY BE C IS IT 18 B OR IS IT 18 C.

I THINK IT IS BECAUSE THE CONTRACT IS GOING TO BE STARTING APRIL 1ST, 2025.

IS THAT RIGHT? I THINK THAT IS C, WHICH IS THE EAP.

YEAH. OKAY. I SEE.

OKAY. SO WE'RE NOW AT 18 C TRUSTEE WHITE.

I GUESS MY QUESTION IS WHY IS THIS CONTRACT STARTING ON APRIL 1ST, 2025? SURE. SO WE WHEN WE WENT OUT FOR A BID FOR OUR RFP WE HAD ALL OF OUR CONTRACTS GO OUT.

IN THIS CASE, WE'RE KEEPING THE CURRENT VENDOR GOING FORWARD.

OBVIOUSLY THE LAST BID WE DID WAS BASICALLY PRE-COVID.

SINCE COVID EAP IS OUR COUNSELING SERVICES WE PROVIDE TO ALL OF OUR EMPLOYEES.

SO IT'S UP TO 12 FREE SESSIONS PER YEAR.

SINCE COVID, THE PRICES OF THOSE KIND OF SESSIONS HAVE INCREASED ABOUT 20%.

IN ADDITION TO THAT, USAGE IN JUST THE STATE OF TEXAS HAS WENT UP 30%.

SO THE RATES ON THE NEW CONTRACT ARE GOING TO BE HIGHER THAN WHAT WE'RE CURRENTLY KEEPING OR CURRENTLY EXPERIENCING.

SO WE'RE GOING TO RUN THE CURRENT CONTRACT ALL THE WAY THROUGH THE END OF THE CONTRACT AT THE LOWER PRICES, AND THEN SHIFT OVER TO THE NEW, HIGHER PRICES WITH THE VENDOR.

THANK YOU. TRUSTEE FOREMAN.

YEAH, THAT SOUNDS GOOD.

DO WE KNOW HOW MANY EMPLOYEES THAT HAVE USED THIS PARTICULAR VENDOR? WE DO HAVE WHAT WE CALL A UTILIZATION RATE.

TRUSTEE FOREMAN.

SO OUR UTILIZATION RATE RUNS A LITTLE BIT HIGHER THAN MOST.

SO OUR UTILIZATION RATE FOR THE YEAR IS 5.5%.

THE AVERAGE UTILIZATION RATE FOR AN ENTITY OUR SIZE WITH LIKE EMPLOYEES RUNS ABOUT 3%, SO WE'RE ABOUT 2% HIGHER IN UTILIZATION HERE IN OUR DISTRICT.

HOW MANY EMPLOYEES WOULD THAT ADD UP TO? WHAT THAT PERCENT, WE'D HAVE TO GET YOU THE EXACT NUMBER OF EMPLOYEES BECAUSE THEY GIVE US THE DATA BY USAGE.

20,000 EMPLOYEES, OR DO WE USE THE 10,000 TEACHERS OR DO WE USE.

IT WOULD BE, BUT I THINK I JUST WANT TO CLARIFY.

IT'S WE YES THE EMPLOYEES, BUT UTILIZATION COULD BE LIKE I COULD UTILIZE IT AND I COULD BE DOUBLE TRIPLE COUNTED.

RIGHT, RIGHT.

SO WOULD THEY EVEN BE ABLE TO GIVE US THE TEASING OUT OF NOT JUST HOW MANY UTILIZATIONS, BUT HOW MANY DIFFERENT USERS ARE IN THAT UTILIZATION? THAT'S IT. SO WE WOULD HAVE TO SEE COULD WE REQUEST THE DATA IN THAT WAY.

THE WAY WE DO RECEIVE IT IS THROUGH UTILIZATION.

PART OF THE REASON FOR THAT IS IT'S A CONFIDENTIAL PROCESS, AND THAT IS WHY THEY'RE GIVING US THE DATA IN THAT WAY.

IT'S DUE TO THE CONFIDENTIALITY THAT MAKES SENSE.

THAT MAKES SENSE. ALL RIGHT.

THANK YOU.

OKAY. TRUSTEES, ANYTHING ELSE ON 18? SEEING NOTHING ELSE, TRUSTEES, WE WILL MOVE TO ACADEMICS AND TRANSFORMATION DIVISION TRUSTEES.

ARE THERE ANY QUESTIONS UNDER ACADEMICS AND TRANSFORMATION DIVISION?

[01:40:03]

THAT'S 20, 21 AND 22.

I HEARD 22A ANYTHING BEFORE THAT? 20. OKAY.

SO 20 A.

TRUSTEE WHITE. OH.

I'M SORRY. DID I HEAR YOU? HI. I GUESS MY QUESTION IS, CAN YOU.

BECAUSE THIS IS THE ONE I'M THINKING IS REQUIRING US TO SUSPEND BOARD POLICY CH(LOCAL). IS THAT CORRECT? YES, MA'AM. CAN YOU AND I DO APOLOGIZE.

I'VE JUST HAD SO MUCH TO DO.

I DIDN'T PULL UP LOCAL.

CAN YOU TELL ME WHY WE'RE HAVING TO SUSPEND LOCAL AND WHAT EACH LOCAL ENTAILS? YES, MA'AM.

IN FACT, I HAD THE SAME QUESTION FOR MY TEAM WITH THIS, SINCE THIS IS A VIRTUAL LEARNING CONTRACT, BUT IT BASICALLY LOCAL IS AROUND PROCUREMENT, AND ANY BUSINESS THAT WE DO IN THIS ARENA OUTSIDE OF DALLAS COUNTY, WE HAVE TO WAIVE LOCAL, AND SINCE THE TEXAS VIRTUAL SCHOOL NETWORK IS IN AUSTIN, IN TRAVIS COUNTY, THAT'S THE NETWORK THAT WE BASICALLY WE PAY THEM FOR ONLINE COURSES WHEN A STUDENT MOVES IN, IF WE DON'T OFFER THAT COURSE, SO WE DON'T HAVE A BREAK IN SERVICE.

SO THE WAVE IS LITERALLY JUST THE POLICY AROUND ENSURING THAT AT THE END OF THE BUDGET YEAR, AS WELL AS REQUIREMENTS THAT ALL VENUES ARE IN DALLAS COUNTY, THIS ONE WOULD WAIVE IT SO THAT YOU COULD DO THIS IN TRAVIS COUNTY, AND I AND I GUESS MY OTHER QUESTION WAS BECAUSE I KNOW WE WE, WE HAVE A LOT OF CONTRACTS FROM WITH VIRTUAL FROM MUSIC TO OTHER SUBJECTS AND THAT WE DID.

I GUESS MY QUESTION IS WHY ARE WE USING THIS PARTICULAR VENDOR? THIS IS OUR 10TH YEAR TO USE THIS VENDOR, AND THEY HAVE A CATALOG OF COURSES THAT ARE ALREADY PRE-MADE THAT TEACHERS.

IT'S REALLY A SERVICE THAT'S PROVIDED TO EVERYONE IN TEXAS.

WE DO NOT HAVE A CATALOG OF ONLINE COURSES FOR ALL OF THE HUNDREDS OF COURSES WE HAVE K THROUGH 12.

WHEN YOU DO MUSIC VIRTUAL MUSIC LESSONS, YOU'RE NOT NECESSARILY IN A FULL TIME VIRTUAL COURSE.

YOU'RE IN MORE OF A PRACTICE WITH A PERSON SIMILAR TO A ZOOM.

THIS IS A PRE-CREATED COURSE, SO THAT IF I'M AN EIGHTH GRADER FROM CARROLLTON-FARMERS BRANCH AND I MOVE INTO CARTER HIGH SCHOOL.

THEN THEY'RE GOING TO THEY'RE GOING TO NOT.

THAT'S AN EIGHTH GRADER? NINTH GRADER? NINTH GRADER, AND THEY DON'T OFFER THE COURSE.

THIS STUDENT WILL, LIKE BE ABLE TO TAKE THAT COURSE.

OKAY. I WILL BE TALKING TO YOU MORE AFTER THIS.

I JUST I HAVE MORE QUESTIONS, BUT I'M BEING MINDFUL OF THE TIME.

THANK YOU SO VERY MUCH; I APPRECIATE THAT.

TRUSTEES, OTHER QUESTIONS ON 28.

OKAY. SEEING NONE ANYTHING UNDER 21.

21 A.

IS IT 21 A, TRUSTEE? OKAY, 21 A.

SO IT'S KIND OF THE SAME THING.

THIS IS ANOTHER CONTRACT THAT WE SAY NO FINANCIAL IMPACT, BUT WE'RE ACTUALLY HIRING.

WE'RE ACTUALLY DOING POSITIONS.

SO NO POSITION? NO MA'AM. THESE ARE CURRENT PARAPROFESSIONALS THAT ARE ALREADY EMPLOYED, AND WE'RE GIVING THEM ACCESS TO EARN A DEGREE FOR A PIPELINE FOR FUTURE TEACHER.

OKAY. SO THESE ARE OKAY.

IT DOESN'T REALLY STATE IT THAT WAY.

SO THAT'S PROBABLY WHY I GOT CONFUSED.

SO THESE ARE OUR EMPLOYEES? YES, MA'AM. THAT WE ARE PAYING FOR THEM TO GO TO.

NO, WE'RE NOT PAYING ANYTHING.

WHAT ARE WE DOING? HOW DOES THIS WORK? WE'RE WORKING WITH DALLAS COLLEGE, AND THEY PROVIDE US WITH THE COURSES AND THE GRANTS SO THAT STUDENTS CAN GO TO SCHOOL FOR FREE TO EARN THEIR DEGREE IN EDUCATION, AND SO THESE ARE CURRENT PARAPROFESSIONALS AND PRE-K THAT ARE TEACHER ASSISTANTS, AND THEY ARE GOING THROUGH THE COURSES WITH DALLAS COLLEGE.

MAYBE IT JUST COULD HAVE BEEN EXPLAINED A LITTLE.

YES, MA'AM, DIFFERENTLY.

IT SOUNDS GOOD, BUT MAYBE JUST A LITTLE DIFFERENT.

THANK YOU. YES, TRUSTEES.

OTHER QUESTIONS ON 21 A THANK YOU DALLAS COLLEGE YES 21.

ANY QUESTIONS? ANY OTHER QUESTIONS UNDER 21? 21 B.

SO THIS IS ON THE HIPPY PROGRAM THAT WE'VE HAD FOR YEARS, BUT WE NEVER TALK ABOUT HOW MANY ACTUAL FAMILIES THAT HIPPIE

[01:45:09]

WE NORMALLY BRING THIS CONTRACT LATER IN THE YEAR, BUT WE'RE TRYING TO CYCLE ALL OF THESE CONTRACTS TO START THE BEGINNING OF THE SCHOOL YEAR, AND SO I DO KNOW THAT OUR EARLY LEARNING TEAM HAS A GOAL THAT 20% OF ALL OF THE STUDENTS WILL BE AFRICAN AMERICAN, AND THEY HAVE A STRATEGY AROUND THAT THIS YEAR.

SO I CAN BRING THAT BACK TO YOU.

ONCE WE FILL ALL OF THESE SYSTEMS AND ALL THE STUDENTS GET REGISTERED AND ENROLLED.

ALL RIGHT. THANK YOU SO MUCH.

TRUSTEES, OTHER QUESTIONS ON 21B? OKAY. SEEING NONE. QUESTIONS UNDER 22.

22A. 22A, TRUSTEE MACKEY.

NOT SO MUCH A QUESTION, JUST A POINT OF PERSONAL PRIVILEGE TO THANK LULAC NATIONAL EDUCATION SERVICE CENTER FOR THE CONTINUED PARTNERSHIP TO SERVE OUR STUDENTS ACROSS ADAMSON, MOLINA, SUNSET, PINKSTON, AND JEFFERSON, AND IF YOU NEED ANY EXAMPLE OF THE DEDICATION WITH WHICH THEY BRING TO THE STUDENTS, LOOK NO FURTHER THAN REY DE LOS SANTOS, WHO'S IN THIS ROOM, WHO HAS BEEN HERE DUTIFULLY SINCE 11 A.M.

THIS MORNING FOR THIS ITEM.

SO THANK YOU.

WHAT YOU POUR INTO OUR STUDENTS IS MORE DUTIFUL THAN WAITING AROUND HERE.

WE KNOW WHAT YOU DO, SO THANK YOU AND FOR YOU AND THE ENTIRE TEAM FOR BRINGING THIS OPPORTUNITY TO DALLAS ISD.

THANK YOU, TRUSTEE MACKEY.

ANY OTHERS? TRUSTEE FOREMAN.

YES, READING THE CONTRACT AND I'M VERY FAMILIAR WITH LULAC; I'VE KNOWN THEM PROBABLY AS LONG AS I CAN REMEMBER, BUT THE QUESTION FOR ME IS, IS THAT THIS IS A FOUR YEAR GRANT, AND WHAT IS THE DOLLAR AMOUNT FOR THAT FOUR YEAR GRANT? BECAUSE THIS DOCUMENT DOES NOT SAY.

GO AHEAD. IF I MAY, IT'S 907,581 IN THE FIRST PARAGRAPH OF THE MOU.

WHERE IS IT? A YEAR SO.

HOW MUCH IS IT? 907,581 A YEAR.

I'M LOOKING AT THE FIRST PARAGRAPH.

IT'S AT THE BOTTOM OF THE FIRST PARAGRAPH.

TRUSTEE FOREMAN. OKAY, AND THIS IS A FIVE YEAR.

IT'S A FIVE YEAR. HOW MANY YEARS? FOUR YEARS.

FOUR YEARS.

OKAY. THANK YOU.

OKAY. TRUSTEES, ANY OTHER QUESTIONS ON THE 22? OKAY, TRUSTEES, WE'LL MOVE OVER TO THE INFORMATION TECHNOLOGY DIVISION.

TRUSTEES, ARE THERE ANY QUESTIONS UNDER THE INFORMATION TECHNOLOGY DIVISION 24 AND 24.

OKAY. I DON'T THINK THERE ARE.

OKAY. TRUSTEES, WE WILL MOVE ON TO 25.

FINANCIAL SERVICES DIVISION.

24B. I HEARD 24B.

WHY ARE YOU LAUGHING? TRUSTEE JOHNSON, I'M GONNA HAVE TO PUT YOU OUT OF THE ROOM.

[CHUCKLING] I'M ABOUT TO PUT YOU OUT.

OKAY. SO ONCE AGAIN, WE ARE DOING ANOTHER CONTRACT FOR DEVICES.

YES, MA'AM. THIS WOULD BE ALL OF THE STUDENT DEVICES, STAFF DEVICES AND COMPUTER LABS, LIBRARY DEVICES, CENTRAL OFFICE DEVICES.

SO HOW MUCH ARE WE SPENDING PER YEAR ON DEVICES? IT DEPENDS.

IT VARIES FROM YEAR TO YEAR, DEPENDING ON [INAUDIBLE] TAKE STUDENTS, FOR EXAMPLE.

WE'LL COLLECT THOSE DEVICES AT THE END OF THE YEAR, AND THEN WE KNOW WE PLAN FOR DEVICES THAT ARE OUTSIDE OF OUR LIFE CYCLE.

SO WE'LL, LET'S JUST SAY ABOUT 20,000 PER YEAR ON AVERAGE.

THEY'LL COME OUT OF OUR LIFE CYCLE, BUT IF WE DON'T GET ALL OF THEM BACK IN OUR SUMMIT COLLECTION, THAT NUMBER MAY GO UP 10,000. DEVICES BREAK SO ON AVERAGE, I WOULD SAY PROBABLY AROUND 30,000 DEVICES PER YEAR FOR STUDENTS.

SO COULD WE HAVE A PHYSICAL BREAKDOWN OF THAT? I CONTINUE TO ASK THIS QUESTION ABOUT THE DEVICES BECAUSE WE ARE WE SPEND A LOT OF MONEY ON DEVICES, WE HAVE A LOT OF STUDENTS AND WE HAVE A LOT OF STAFF, I GET IT, BUT

[01:50:07]

I'M SORRY, I JUST WENT ON A TIRADE, BUT BUT COULD YOU GIVE FOR ME FOR THE LAST FOUR SCHOOL YEARS, HOW MANY DEVICES STUDENT AND STAFF THAT WE'VE ORDERED FOR THE LAST FOUR YEARS? WE CAN PROVIDE THAT INFORMATION FOR YOU, AND A COST ESTIMATE.

YES, MA'AM. THANK YOU SO MUCH.

OKAY, TRUSTEES, I THINK WE'LL TURN NOW TO FINANCIAL SERVICES DIVISION.

ARE THERE ANY QUESTIONS ON UNDER 26, 27, 28, 29 AND 30? I HEARD 28 B IS THERE ANYTHING BEFORE 28 B OKAY, I SEE NONE.

28 B.

YES, MA'AM. YOUR MIC.

I CAN'T HEAR YOU.

I'M LOOKING AT THE -$16 MILLION, AND THEN I LOOKED AT YOUR NOTE, WHICH SAYS ANY NEGATIVE BALANCE FOR DELINQUENT TAXES IS FROM THE CHARGE FROM DCAD.

SO WHAT IS THAT TOTAL CHARGE.

IS IT THE 16 MILLION.

SO WE HAVE PAID OUT 16 OVER $16 MILLION.

YOU CAN SEE HERE IN REFUNDS FROM PRIOR YEAR TAX RATE APPEALS THAT HAVE BEEN APPROVED. IS IS THAT CONSISTENT WITH THE AMOUNT THAT WE'VE BEEN PAYING OUT IN THE PAST YEARS? NO, THIS IS UNPRECEDENTED.

WHEN I LOOKED BACK AT DATA FOR THE PAST SEVEN YEARS, I DID NOT SEE WHERE REFUNDS HAVE BEEN TO THIS DEGREE.

COULD YOU SHARE THAT REFUND DATA? THAT'S A LOT OF MONEY, AND YOU KNOW WE HAVE NO CONTROL.

NO. OKAY.

JUST WANT TO MAKE SURE EVERYONE THAT'S WATCHING KNOWS WE DON'T.

BECAUSE I DON'T WANT ANYONE TO SAY WE ARE THE ONES WHATSOEVER.

I USED TO BE ON ON A COMMITTEE OVER THERE, SO I KNOW THAT, BUT FOR THE LAST FIVE YEARS, COULD YOU SHARE THAT WITH THE BOARD? BECAUSE THAT'S JUST.

I'VE NEVER SEEN THAT BEFORE.

YES, MA'AM. I WILL DO THAT.

THANK YOU. TRUSTEES, ANY OTHER QUESTIONS ON 21? I'M SORRY, 28 B.

JUST JUST REAL QUICK.

JUST FOR THE LISTENING AUDIENCE.

CAN. I MEAN, I KNOW YOU YOU TOUCHED ON IT, BUT YOU DIDN'T MENTION THE PROCESS.

CAN YOU SPEAK ON THE PROCESS, CHIEF ALFORD, PLEASE?

[7. INFORMATION/REPORTS]

WHEN A TAXPAYER, A PROPERTY OWNER APPEALS THEIR APPRAISED VALUE THEY SUBMIT THAT INFORMATION THROUGH THE APPEALS PROCESS, AND OF COURSE, THOSE ARE EVALUATED, AND THEN A DETERMINATION IS MADE AS TO WHETHER OR NOT THAT PROTEST IS APPROVED OR DENIED.

SO AS A RESULT OF APPROVALS AND REMEMBER YOU HAVE ALREADY PAID YOUR TAX BILL FOR THAT YEAR.

SUBSEQUENTLY, IF IT'S APPROVED YOUR APPEAL, THEN WE HAVE TO REFUND WHATEVER PORTION OF THAT APPEAL THAT YOU'VE WON.

[01:55:03]

YOU DID, AND IT DOESN'T MATTER IF IT'S ONE YEAR OR TWO YEAR BACK, THEY CAN COME AND GET THEIR MONEY FROM US THAT WE HAVE, AND WE MAY HAVE BUDGETED IT FOR OTHER THINGS, BUT WE HAVE TO DO WHAT WE HAVE TO DO.

AS FAR AS REFUND.

YES, MA'AM. WE'RE WE HAVE TO RETURN THE FUNDS.

THANK YOU SO GRACIOUSLY.

THANK YOU. OKAY, TRUSTEES, ANY OTHER QUESTIONS? UNDER 28.

OKAY. TRUSTEES, ANYTHING UNDER 29 OR 30? HOLD ON, Y'ALL ARE YOU GOING TOO FAST.

32. OKAY.

TRUSTEES, WE'LL MOVE ON TO OUR OPERATIONS SERVICES DIVISION.

32. TRUSTEE FOREMAN 32, WHAT LETTER? 32A. 32A.

YES, MA'AM. JUST A SIMPLE THANK YOU [INAUDIBLE] WILL.

THANK YOU. THANK YOU.

HURRY UP, DAVID, GET BACK TO YOUR SEATS.

[CHUCKLING] ALL RIGHT.

ANY OTHER QUESTIONS ON 32A? OKAY. 32B.

ALL RIGHT. 32 B, TRUSTEE CURRIE.

JUST STAY THERE.

IT'S A THANK YOU AS WELL. SO JUST STAY THERE.

ALL RIGHT, BUT JUST YOUR MICROPHONE, SIR, SO THEY CAN PICK YOU UP.

DOCTOR BATES, YOU CAN STAY THERE AS WELL.

JUST ANOTHER THANK YOU. I DO APPRECIATE I'M EXCITED ABOUT SOME OF THE FENCING GOING INTO SOME OF THE SCHOOLS IN MY DISTRICT.

I'M PARTICULARLY WANT TO JUST CALL OUT CHAPEL HILL.

THE MAYOR OF FARMERS BRANCH, TERRY LYNNE, HAS BEEN ASKING ME, HEY, WHEN ARE WE GOING TO GET A FENCE? AND I GOT TO TELL HIM, YOU KNOW, SOON, AND I GOT I TOLD HIM, I SAID, I DON'T THINK I CAN TAKE CREDIT FOR IT, BUT HE TOLD ME AS A POLITICIAN, I'M SUPPOSED TO ANYWAY, SO I GUESS I'LL TAKE IT, EVEN THOUGH IT WAS APPROVED LONG BEFORE I GOT HERE, BUT THANK YOU FOR THAT.

OKAY, AND YOU GOT I THINK YOU GOT A NEW DEGREE.

HE CALLED YOU DOCTOR BATES.

SO. YEAH.

TRUSTEE FOREMAN. 32 B, IS IT? WELL, JUST VERY QUICKLY THIS SIMPLY SHOWS THAT JOB ORDER CONTRACTING DOES WORK.

WE WALKED AWAY FROM IT FOR A WHILE, AND NOW WE'RE BACK, AND IT WORKS, AND I'M PLEASED.

OKAY.

THANK YOU. TRUSTEES, TURN TO, ANY QUESTIONS FOR 33? THEN WE'LL TURN TO 34 CONSTRUCTION SERVICES DIVISION TRUSTEES.

DO YOU HAVE ANY QUESTIONS UNDER 34? 35 A.

35 A, OKAY.

MR. ALFRED. GOOD EVENING, TRUSTEE.

WHAT IS OAK CLIFF TRANSFORMATION HIGH SCHOOL? IT'S THE OLD ADAMSON HIGH SCHOOL.

OKAY. NEVER HEARD IT CALLED THAT.

IS THAT A NEW NAME FOR IT? I'M JUST IT'S NOT IN MY AREA, SO I'M NOT MAKING NO BIG FUSS.

I'M JUST SAYING I NEVER HEARD IT CALLED THAT.

IF I MAY POINT.

YEAH. GO AHEAD. TRUSTEE MACKEY GO AHEAD.

SO, AND CORRECT ME IF I'M WRONG.

THE ORIGINAL PLAN DURING BOND 2020 WAS TO TURN IT INTO A TRANSFORMATION HIGH SCHOOL.

THAT IS CORRECT, AND WHILE THERE HAVE BEEN SOME THINGS THAT HAVE STALLED THAT PROCESS, GIVEN THE CONDITION OF THE BUILDING THAT THEY'RE WORKING THROUGH, THE I THINK WHAT'S WRITTEN ON THERE AS OAK CLIFF TRANSFORMATION HIGH SCHOOL IS A PLACEHOLDER NAME FOR WHAT WAS ORIGINALLY DETERMINED TO BE A TRANSFORMATION HIGH SCHOOL, BUT AT THIS POINT IS NOT ACTUALLY MOVING FORWARD TO A TRANSFORMATION HIGH SCHOOL AT THE MOMENT.

IS THAT CORRECT? THAT IS CORRECT.

IT IS THE OLD BUILDING.

BETTER TO SAY OLD ADAMSON BUILDING.

YES, MA'AM.

I WILL KNOW WHAT THAT IS.

THANK YOU.

TRUSTEE JOHNSON THE OLD ADAMSON IS THAT WHEN IS THAT DO WE HAVE KIDS IN THAT BUILDING? NO, NO, KIDS ARE IN THE BUILDING.

OKAY, IT WILL HAVE KIDS IN THAT BUILDING? NO, RIGHT NOW THE PROJECT IS ON PAUSE BECAUSE OF THE WE FOUND SOME FOUNDATION ISSUES AND NORTH FACADE OF THE WALL, BUT AS YOU FIX THAT, IT WILL HELP KIDS IN THE BUILDING? IT'S ACTUALLY A PLACE WHERE RIGHT NOW WE WON'T.

I CAN HAVE INDIVIDUAL CONVERSATIONS WITH EACH OF THE TRUSTEES WITH REGARD TO THAT.

OKAY? I'M NOT AGAINST THE NAMING OR WHATEVER THE TRUSTEE WANTS TO NAME I WILL SUPPORT.

[02:00:02]

BECAUSE WHEN WE FILED FOR SOUTH OAK CLIFF, THEY SAID THAT BUILDING WAS NOT ADEQUATE FOR KIDS AND WOULDN'T BE USED FOR KIDS.

SO THAT'S WHY I'M ASKING.

I WANT ON THIS BOARD AND I WAS ACTUALLY PROTESTING IN THE STREETS FOR THAT.

SO I WANT TO KNOW THAT WAS A CONCERN.

THANK YOU. CONCUR. OKAY.

TRUSTEES IS THERE ANY ANY OTHER QUESTIONS UNDER 35? OKAY. 36? 36A. JUST A QUESTION.

SO THIS IS, THIS WOULDN'T BE YOU, BRANT.

IS THIS YOU? YEAH.

BETWEEN DALLAS COUNTY AND DALLAS ISD FOR INMATE DETENTION.

OH, THAT'S 38.

38, I'M SORRY.

OKAY, SO IS THERE ANYTHING OKAY, ANYTHING BEFORE 38? ANYONE DOESN'T LOOK LIKE IT.

OKAY. 38 A UNDER POLICE DIVISION.

DOCTOR LEAR. IT IS OKAY.

SOMEBODY CAN GET THE INFORMATION TO ME.

I THINK DAVID HAS SOME.

SO THE QUESTION IS, IS HOW MANY INMATES ARE WE SENDING TO DALLAS COUNTY TO PAY THEM $45,000 A YEAR? HOW MANY INMATES FOR 45,000, I'LL GET YOU THAT INFORMATION.

YEAH. YES, MA'AM.

I HOPE NONE, BUT LET'S GO WITH IT.

OKAY. TRUSTEES, ARE THERE ANY FURTHER QUESTIONS ON 38 A? OKAY. SEEING NONE, WE'VE NOW MOVED TO AGENDA ITEM 39.

ADJOURNMENT. THE TIME IS 6:55 P.M..

THE MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.