Sep 12, 2024 Board Briefing

SO I'M ACTUALLY ON PAGE FOUR AND TIFFANY HEWITT.

POWELL I CAN'T GET THAT OFF, CHIEF.

I'M TRYING TO GET IT ALL OUT.

I'M TRYING TO GET IT OUT.

YOU YOU MADE MENTION OF THE FACT THAT THE STUDENTS THAT ARE ATTENDING OUR PRE-K CLASSES SCORED BETTER OR SHOULD HAVE SCORED BETTER THAN STUDENTS WHO DID NOT.

DO WE HAVE THAT DATA? YOU DON'T HAVE TO GIVE IT TO ME.

WE DO. BUT, YOU KNOW, I HAVE TO, I HAVE TO.

WE DO HAVE IT, AND WE'LL PROVIDE IT TO EVERYBODY.

DATA. BECAUSE THAT DOES MAKE A LOT OF SENSE.

AND WE'VE PUT A LOT OF ADDITIONAL RESOURCES INTO PRE-K.

I THINK FOR THE LAST FIVE YEARS THEY'VE BEEN A STRATEGIC INITIATIVE FOR THIS DISTRICT EVERY YEAR.

SO I'D LIKE TO SEE THAT.

AND THEN FOR NOW, MY LAST QUESTION IS.

THE LAST YEAR WE WENT TO HIGH QUALITY INSTRUCTION AND WE SAW AT SOME POINT THAT THAT BECAME A DRAWBACK FOR SOME OF THE SCHOOLS BECAUSE EVERYTHING WAS KIND OF COOKIE CUTTER, RIGHT? AM I WRONG? IT WAS STANDARDIZED.

OKAY. SO YEAH, IT WAS LIKE A COOKIE CUTTER.

SO THIS YEAR WE'RE TRYING TO CHANGE SOME OF THAT.

CORRECT. SO THAT SO THAT SCHOOLS CAN HAVE SOME KIND OF AUTONOMY BASED ON COMING TO YOU, CHIEF HEWITT, AND THEN TRYING TO WORK THROUGH THAT IS, IS THAT LET ME LET ME TAKE SOME OF THIS ONE.

YEAH. BECAUSE I GOT MORE.

OKAY. DO YOU WANT TO YOU WANT ME TO WAIT? YEAH. BECAUSE THE OTHER QUESTION IS, IS THAT WHEN WHEN YOU LOOK AT OUR MAGNET AND CHOICE SCHOOLS, DID THEY

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HAVE THAT SAME COOKIE CUTTER BECAUSE THEY FARED BETTER THAN MANY OF OUR NEIGHBORHOOD SCHOOLS? AND SO I'M TRYING TO GET MY HEAD AROUND.

DID THAT MAKE SENSE JUST FOR NEIGHBORHOOD SCHOOLS, OR DID THAT MAKE SENSE FOR ALL OF OUR SCHOOLS? AND THEN WHAT ARE WE DOING? SO THANK YOU SO MUCH FOR THE QUESTION.

SO FIRST AND FOREMOST, WE'VE ALWAYS HAD A STANDARDIZED RESOURCE OF SOME SORT.

IT USED TO BE CALLED A TEXTBOOK BACK IN THE DAY TODAY BECAUSE IT'S NOT BECAUSE THEY'RE MORE CONSUMABLES.

WE TEND TO AND WE EXPAND INTO THE DIGITAL AREA.

WE NOW CALL THEM INSTRUCTIONAL RESOURCES.

SO WE'VE GONE FROM ONE STANDARDIZED TEXTBOOK TO AN INSTRUCTIONAL SET OF RESOURCES.

WE HAVE ALWAYS AND IT IS PART OF OUR POLICY AS, AS THIS BOARD KNOWS, THAT YOU ALL APPROVED WAS THAT WE HAVE MANAGED INSTRUCTION WITH EARNED EMPOWERMENT. SO IN ALIGNMENT WITH THAT, WE KNOW WE HAVE TO HAVE A COMPREHENSIVE APPROACH.

AND IT'S A BOTH AND IT'S NOT AN EITHER OR.

WE HAVE TO ENSURE THAT THERE IS ENOUGH FLEXIBILITY FOR CAMPUSES AND TEACHERS IN THE CLASSROOM.

I WAS IN THE CLASSROOM THIS MORNING AND THE LESSON IS A GUIDE, BUT IT SHOULD NOT BE.

YOU MUST BE AT THIS POINT, AT 810 IN THE MORNING.

YOU SHOULD BE AT THIS POINT AT 910 IN THE MORNING.

THERE HAS TO BE.

ALL OF OUR STUDENTS NEED TO HAVE THEIR TEACHERS WHO DO THEIR BEST WORK WHEN THEY'RE RESPONDING TO STUDENTS IN REAL TIME.

SO I THINK IF THERE'S AN UPGRADE FOR US, IT'S WE HAVE TO ENSURE THAT WE'RE REALLY COMMUNICATING WHAT THAT FLEXIBILITY IS WITH REGARD TO MAGNET PERFORMANCE. THE MAGNET SCHOOLS HAVE, IN FACT, PERFORMED BETTER THAN OUR OTHER SCHOOLS SINCE I'VE BEEN IN THE DISTRICT.

THAT ACTUALLY WAS NOT DIFFERENT THAN HOW THEY PERFORMED.

NOW, THE BIGGEST CHALLENGE FOR THOSE CAMPUSES THAT ARE MAGNETS IS AND THEY DID UTILIZE THE RESOURCES.

AND WE DID ALSO BEGIN TO PROVIDE FLEXIBILITY WHERE THERE SEEMED TO BE MORE DIFFICULTY.

BUT ALL OF THEM USE THAT.

AND I STILL THINK WE HAVE AN OPPORTUNITY TO IMPROVE HOW THAT GETS IMPLEMENTED SO THAT WE MAINTAIN THE FACT THAT WE HAVE OVER 20% INTER-DISTRICT MOBILITY.

SO WE DON'T WANT TO BE USING COMPLETELY DIFFERENT RESOURCES ACROSS THE BOARD IN EVERY SCHOOL.

AND YET AT THE SAME TIME, WE ALSO DO NOT WANT TEACHERS OR PRINCIPALS TO FEEL THAT THEY ARE BOUND BY SOMETHING THAT DOESN'T MAKE SENSE IN THE CLASSROOM.

SO I THINK IT'S ON US TO MAKE SURE THAT WE ARE DOING A MUCH BETTER JOB OF COMMUNICATING THAT THEY SHOULD BE ABLE TO DO A BOTH AND, AND WE DO HAVE THE DATA THAT SHOWS THAT THE SCHOOLS THAT USED THE HIGHEST QUALITY RESOURCES FOR THE LONGEST PERIOD OF TIME DID IN GENERAL SHOW AND THEY'VE BEEN USING THEM LONGER, DID SHOW INCREASED GAINS VERSUS SCHOOLS THAT WERE IMPLEMENTING IT FOR THE FIRST TIME.

AND SO WE KNOW THAT THERE'S A LEARNING CURVE WITH IT.

AND WE NEED TO CONTINUE TO SUPPORT THAT.

SUPERINTENDENT, THANK YOU FOR THAT RESPONSE.

BUT THAT DIDN'T QUITE ANSWER MY QUESTION.

MY MY QUESTION WAS IS DID THE MAGNETS AND THE OTI SCHOOLS HAVE AUTONOMY LAST YEAR WHERE THE OTHER NEIGHBORHOOD SCHOOLS WAS, IT WAS KIND OF RIGID AND THEY WERE GOING TO GOING TO FOLLOW A PATH.

AND THEN OF COURSE, I KNOW THAT MAGNET SCHOOLS ALWAYS DO BETTER BECAUSE NORMALLY THAT'S THE THOSE STUDENTS ARE CHOOSING THOSE SCHOOLS.

BUT I ALSO ASK ABOUT THE OTI SCHOOLS, WHICH IN SOME CASES THEY'RE CHOSEN, BUT IT'S A LITTLE BIT DIFFERENT OF A PROCESS.

AND WHAT I'M TRYING TO GET IN MY MIND IS, IS THAT ALL OF OUR SCHOOLS ARE BEING TREATED SOMEWHAT SIMILAR.

WE KNOW THERE'S A DIFFERENCE, BUT I'M LOOKING FOR AUTONOMY FOR SOME OF MY NEIGHBORHOOD SCHOOLS TO BE ABLE TO WORK THROUGH THE PROCESS.

NOW, I'VE HAD THIS CONVERSATION WITH CHIEF HEWITT, AND I THINK SHE UNDERSTANDS MY OVERALL QUESTION REGARDING HOW DO WE MAKE SURE THAT THE NEIGHBORHOOD SCHOOLS ARE GETTING THE AUTONOMY THAT THEY NEED? WHAT'S NEEDED IN NORTH DALLAS MIGHT NOT BE NEEDED IN WEST DALLAS, MIGHT NOT BE NEEDED IN SOUTH DALLAS.

SO I'M JUST TRYING TO GET SOME CLARITY ON THOSE PARTICULAR AREAS, AND YOU DON'T HAVE TO CLARIFY IT NOW, BUT THE CLARITY NEEDS TO BE IS THAT THOSE SCHOOLS UNDERSTAND THE NEIGHBORHOOD.

SCHOOLS UNDERSTAND THAT THEY DO HAVE SOME AUTONOMY THEY'RE GOING TO GO THROUGH.

CHIEF HEWITT, TO TRY TO WORK THROUGH WHAT AUTONOMY IS THAT THEY HAVE AND THEN WORK THROUGH THAT, BECAUSE ALTHOUGH WE HAD THEM LAST YEAR, I DON'T BELIEVE THE SCHOOLS WERE ABLE TO EXERCISE AUTONOMY.

I THINK THE SCHOOLS WERE PRETTY MUCH BASED ON WE'RE GOING TO DO IT THIS WAY.

AND NOW WE SEE THAT SOMEWHAT THAT SOMEWHAT DID NOT GET US TO WHERE WE'RE TRYING TO GO.

AND I'M TRYING TO GET TO WHERE WE'RE TRYING TO GO ALONG WITH YOU.

OKAY. TRUSTEE FOREMAN I'LL CATCH YOU BACK ON THE SECOND ROUND.

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THAT'S FINE. TRUSTEE WEINBERG.

THANK YOU. THANK YOU FOR THE COMPREHENSIVE REPORT.

I HAVE A FEW QUESTIONS. A FEW DISPARATE QUESTIONS.

THE FIRST IS I HAVE MY GLASSES ON SO I CAN READ MY WRITING.

THERE ARE NO.

AND YOU'VE ADDRESSED THIS, I THINK.

BUT I JUST WANT TO MAKE SURE I UNDERSTAND THERE ARE NO STRATEGIC ADJUSTMENTS IN THE LIST OF STRATEGIC ADJUSTMENTS SPECIFICALLY FOR THE EMERGENT BILINGUAL STUDENTS, WHICH HAVE KIND OF ALONG ALL THOSE GOALS. THE THE BIGGEST DECLINES.

WHAT SPECIFICALLY STRATEGICALLY, WILL YOU ALL BE DOING TO HELP CLOSE THAT GAP FROM THE CURRICULUM AND ACADEMIC SIDE? IT'S REALLY HIGHLIGHTING BUILDING A LANGUAGE RICH CLASSROOM.

AND I'M GOING TO KEEP SAYING THAT BECAUSE IT REALLY IS.

WHEN YOU'RE LEARNING A SECOND LANGUAGE, YOU'RE DEVELOPING YOUR NATIVE LANGUAGE, BUT YOU'RE ALSO DEVELOPING A SECOND LANGUAGE.

AND SO WITH THAT, THAT'S TRAINING, THAT'S RESOURCES, AND THAT'S TARGETED DATA ANALYSIS FOR HOW THEY DID AND WHAT AREAS THAT THEY NEED TO GROW IN AND MASTER.

AND SO I GUESS I GUESS AS A FOLLOW UP QUESTION WITH EMERGENT BILINGUAL, DID YOU IDENTIFY ANYTHING SPECIFIC TO THAT POPULATION THAT CAUSED THE GREATER THAN AVERAGE DECREASE? AND SO DID THEY HAVE LESS LANGUAGE RICH CLASSROOMS, CLASSROOMS LAST YEAR OR YOU KNOW WHAT I'M SAYING? WELL, I WOULD SAY FROM I THINK THINKING THROUGH WE'RE TALKING ABOUT THE STAR ASSESSMENT, RIGHT.

SO WHEN WE'RE ANALYZING THE STAR ASSESSMENT, THE STUDENTS THAT TAKE IT IN ENGLISH GET A DIFFERENT ASSESSMENT THAN THE KIDS THAT TAKE IT IN SPANISH.

AND SO BASED ON THAT, WE'VE REALLY GOT TO GO THROUGH AND AND THINK, HOW DO WE BUILD ACADEMIC VOCABULARY QUICKER.

AND HOW DO WE USE LIKE THE THIRD GRADE ASSESSMENT WAS AROUND COMPARING CORNHOLE TO BASKETBALL AND THAT WE HAVE NOT TAUGHT THAT IN, IN DALLAS ISD. SO REALLY GOING THROUGH AND THINKING THROUGH, HOW DO WE BETTER SPEED UP THE ACADEMIC VOCABULARY THAT WE'RE PUTTING IN FRONT OF OUR EMERGENT BILINGUAL AS CHIEF HEWITT TEACHERS AND STUDENTS, SO THAT BY THE TIME THAT THEY'RE TAKING THAT STAAR ASSESSMENT, THEY'RE BETTER PREPARED.

LET ME LET ME JUST ADD REAL QUICK.

I KNOW I DON'T WANT TO TAKE UP YOUR TIME, BECAUSE I KNOW TRUSTEE FOREMAN ALWAYS REMINDS ME OF THAT.

BUT I GOT A SECOND ROUND.

I'M GOOD. OKAY. SO I WANT TO EMPHASIZE A COUPLE OF THINGS HERE WE CAN DRILL DOWN TO.

WHAT ARE WE DOING FOR THIS? WHAT ARE WE DOING AT THE END OF THE DAY? THE TREATMENT IS ACTUALLY THE SAME FOR EVERY SINGLE GROUP OF STUDENTS.

WE HAVE TO BE MORE EFFECTIVE IN THE DELIVERY OF THE ACTUAL STANDARD AND THE WAY IT'S BEING ASSESSED ON THE NEW STAR ASSESSMENT, AND THAT'S ACTUALLY TRUE FOR EVERY SINGLE GROUP OF STUDENTS.

THEN THERE ARE UPGRADES THAT HELP SPECIFICALLY WITH SOME OF OUR STUDENTS THAT HAVE BEEN UNDER CHAMPIONED THROUGH OUR ENTIRE SOCIETY.

SO WITH SPANISH LANGUAGE, THOUGH IN PARTICULAR, I WANT TO GO BACK TO THAT EXAMPLE ON BASKETBALL AND CORNHOLE.

I DID I PLAYED THROWING THAT LITTLE BEAN BAG INTO A HOLE YEARS AGO, AND IT WASN'T UNTIL I WAS, I DON'T KNOW, 50 YEARS OLD THAT I KNEW THAT WAS CALLED CORNHOLE.

I HAD NO IDEA.

SO WHEN WE TALK ABOUT THE ACADEMIC VOCABULARY, IF KIDS DON'T HAVE ANY IDEA WHAT THEY'RE BEING ASKED, THEY CAN'T VISUALIZE WHAT THAT IS, AND THEY GET LOST IN THE ACADEMIC VOCABULARY, AND THEN THEY CAN NO LONGER READ FOR UNDERSTANDING.

AND SO THEREFORE THEY CANNOT ANSWER ANY COMPREHENSION QUESTIONS.

SO WE NEED TO FIGURE OUT THE BRIDGE.

AND THERE ARE ACTUAL ACTIVITIES THAT THE ACADEMIC OFFICE WORKING WITH SCHOOL LEADERSHIP HAVE DEVELOPED.

SO MAYBE THAT HELPS A LITTLE BIT.

YES. THAT IS SO.

SO THAT IS HELPFUL. THANK YOU.

OKAY. CHANGING SUBJECTS.

LITERALLY, THE SCIENCE OF MATH.

IS THAT A THING LIKE THE SCIENCE OF READING? I THINK I'VE ASKED THAT QUESTION BEFORE, BUT I HEARD YOU SAY THAT YOU'RE DOING MATH ACADEMIES, WHICH I THINK IS GREAT AND KIND OF DEEPENING, YOU KNOW, FOR THE MATH, HOW THEY TEACH IT THESE DAYS, YOU KNOW, WITH EUREKA AND SORT OF IN THAT MORE IN A, IN A WAY THAT WAS DIFFERENT THAN WHEN I LEARNED IT, WHICH I THINK IS GREAT.

SO AND MORE REFLECTIVE OF HOW MATH IS USED.

BUT CAN YOU TALK ABOUT THE SCIENCE? IS THERE A SCIENCE OF MATH? ARE YOU WHAT EVIDENCE ARE YOU USING TO INFORM THESE ACADEMIES, THAT SORT OF THING? HAVE YOU BEEN IN MY MEETINGS? THERE REALLY IS NOT A LOT OF RESEARCH AROUND THE SCIENCE OF MATH.

THERE'S A LOT OF RESEARCH AROUND THE SCIENCE OF READING.

WE ARE ACTUALLY WORKING WITH SOME PARTNERS RIGHT NOW TO THINK THROUGH HOW DO WE KIND OF REIMAGINE THAT FROM A NOT JUST A RESEARCH STANDPOINT, BUT FROM, FROM A WHEN KIDS DON'T DEVELOP THE CONCEPTUAL DEVELOPMENT IN KINDER K ONE AND TWO.

HOW DO YOU PLUG IN THE HOLES THAT QUICKLY, KNOWING THAT THE READINESS FOR AND WHAT I CALL AN ALGEBRA READINESS IS NEEDED AS SOON AS THEY HIT FIFTH GRADE, SIXTH GRADE, SEVENTH GRADE.

THERE THERE IS A SHIFT.

[00:40:03]

AND THE RESEARCH IS SHOWING THAT THE CONCEPTUAL DEVELOPMENT HAS TO BE BUILT PARALLEL ALONG WITH SKILL DEVELOPMENT.

SO BACK IN THE DAY, WHEN I WAS IN SCHOOL, AND PROBABLY WHEN MANY OF YOU WERE, I'LL GIVE A REAL EXAMPLE, LET'S SAY I WERE TO SAY 94 MINUS SEVEN RIGHT NOW UNTIL YOU YOU COULDN'T USE A PAPER OR A PENCIL.

HOW WOULD YOU SUBTRACT THAT? SOME FOLKS STILL HAVE TO GO, OKAY, I'M GOING TO CROSS OUT THE FOUR.

IT BECOMES A STEP BY STEP RATHER THAN WAIT.

94 MEANS THAT I HAVE NINE SETS OF TEN AND FOUR, AND I'M GOING TO SUBTRACT SEVEN.

SO I COULD SUBTRACT SEVEN FROM ONE OF THE GROUPS OF TEN, LEAVING ME THREE AND THEN ADDING THAT TO THE FOUR THAT'S LEFT OVER, WHICH GIVES ME 87.

OR YOU HAVE PATTERNING AND YOU'RE LIKE 94 IS 80 PLUS 14 AND 14 MINUS SEVEN IS SEVEN.

KIDS HAVE TO BE ABLE TO COMPOSE AND DECOMPOSE THOSE NUMBERS IN THAT WAY.

AND EUREKA IS ONE OF THE RESOURCES THAT HELPS US TO DO THAT.

HERE'S THE ISSUE.

NONE OF US WERE TRAINED TO TEACH THAT WAY, BUT THAT'S HOW KIDS ARE BEING ASSESSED.

AND SO WE ARE CREATING OUR OWN MATH ACADEMIES BETWEEN, OF COURSE, THE ACADEMIC SERVICES DEPARTMENT WORKING WITH SCHOOL LEADERSHIP AND WITH DOCTOR LUSK TO ENSURE THAT THAT MATHEMATICS CONCEPTUAL INSTEAD OF JUST MEMORIZATION.

SO I'LL PUT IT THIS WAY. WE NEED TO MOVE.

AND IT'S NOT AN EITHER OR EITHER.

IT'S NOT I DON'T NEED TO MEMORIZE MY TIMES TABLES.

NO, YOU DO NEED THEM BECAUSE YOU GOT TO BE ABLE TO DO IT WITH AUTOMATICITY.

BUT YOU NEED TO UNDERSTAND IS THAT REPEATED ADDITION? IS IT GROUPING WHAT OTHER CONCEPTUAL DEVELOPMENT.

AND I THINK THAT'S OUR HEAVIEST LIFT.

AND THAT'S WHY WE HAVE THAT ISSUE ACROSS THE STATE.

BUT I HAVE NO OPINION ABOUT MATH INSTRUCTION THAT MAKES GOOD SENSE.

WHICH LEADS TO MY RELATED THIRD QUESTION, WHICH IS KIND OF SYSTEMATICALLY, HOW DO YOU IDENTIFY PROFESSIONAL DEVELOPMENT NEEDS IN THE STAFF, WHETHER IT BE IN EMERGENT BILINGUAL, WHETHER IT BE IN MATH, YOU KNOW, SCIENCE AND SOCIAL STUDIES, SORT OF HOW ARE YOU ALL ABLE TO IDENTIFY GAPS AND FILL THOSE GAPS AND KNOW WHAT TO FILL THEM WITH? WELL, WE SHE LOOKED AT ME WHEN YOU, WHEN YOU ASKED THAT BECAUSE ONE OF THE THINGS NOT TO FORGET WE WE WE KNOW THAT THAT'S HUGE.

BECAUSE IT'S A WASTE OF ADULTS.

TIME TO TRAIN THEM ON THINGS THAT'S NOT GOING TO BETTER HELP THEM IN THE CLASSROOM.

SO THIS YEAR, WE'VE DONE AN ATOM ANALYSIS.

WE'VE DONE TEACHER SURVEYS.

WE'VE DONE FOCUS GROUPS LOOKING AT DATA TRENDS.

WE DO DATA WALKS.

IT'S A CONSTANT LIKE METACOGNITIVE PROCESS OF THINKING THROUGH IF WE'RE GOING TO MAXIMIZE PEOPLE'S TIME WHEN THEY DON'T HAVE A LOT OF TIME, HOW DO WE MAKE SURE WHAT WE PUT IN FRONT OF THEM IS WHAT THEY'RE GOING TO YIELD THEM, WHAT THEY THINK IS GOING TO HELP THEM BETTER IN THE CLASSROOM? AND RIGHT AFTER THIS, WE HAVE A PROFESSIONAL PRESENTATION ON PROFESSIONAL LEARNING.

GREAT. OKAY.

SO I HAVE A COUPLE MINUTES A COUPLE MORE QUESTIONS REAL QUICK.

OKAY. IN THE STRATEGIC ADJUSTMENTS WHAT I DON'T SEE ANY SCIENCE AND SOCIAL STUDIES SPECIFIC STRATEGIC ADJUSTMENTS.

BUT I DID HEAR YOU MENTION THAT A FOCUS WILL BE ON THAT IN THE MIDDLE SCHOOL, JUST GENERALLY SPEAKING.

WHAT STRATEGIC ADJUSTMENTS WILL BE MADE FOR SCIENCE AND SOCIAL STUDIES TO IMPROVE THOSE? SAME THING.

WE ACTUALLY HAVE A NEW ADOPTION IN SCIENCE RIGHT NOW.

OUR STANDARDS THAT HAVE ROLLED OUT FROM THE STATE FOR 2425.

WITH THAT, IT'S A LOT OF TRAINING.

IT'S A LOT OF JUST IN TIME TRAINING.

IT'S A LOT OF UNPACKING THE STANDARDS AND PUTTING OUR KIDS IN ENGAGING LABS WHEN WE COME WHEN IT WHEN WE TALK ABOUT SCIENCE AND SOCIAL STUDIES.

TWO YEARS AGO, THERE WAS NOT WRITING ON THE SCIENCE AND SOCIAL STUDIES TEST.

NOW STUDENTS HAVE TO WRITE ON SCIENCE AND SOCIAL STUDIES, AND SO IT IS A PRIORITY.

IT'S JUST MAKING SURE THAT OUR CURRICULUM IS ALIGNED.

THINGS ARE PULLED OUT.

OUR PROFESSIONAL LEARNING IS ALIGNED.

AND THEN WE'RE ASSESSING STUDENTS ALONG THE WAY TO PROGRESS MONITOR WHERE THEY ARE THROUGHOUT THE YEAR.

SO SO GENERALLY SPEAKING, IS SCIENCE IN THE SCHEDULE IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL AND DOES IT BUILD OR DOES IT START AT SOME TIME AND THEN SKIP AGAIN AND START? IT'S HOW DOES IT WORK? IF YOU'RE A STUDENT, YOU GET SCIENCE EVERY YEAR.

IF YOU'RE A STUDENT, YOU DON'T TAKE YOUR FIRST ASSESSMENT UNTIL FIFTH GRADE, RIGHT? AND THEN YOU DON'T TAKE YOUR NEXT ASSESSMENT UNTIL EIGHTH GRADE.

RIGHT. UNLIKE MATH AND READING, WHERE YOU'RE GOING TO GET IT EVERY YEAR.

SO KNOWING THAT, YOU'VE GOT TO LOOK AT.

SO I'LL USE I'LL USE EIGHTH GRADE AS AN EXAMPLE.

THE EIGHTH GRADE ASSESSMENT IS GOING TO INCORPORATE SIXTH, SEVENTH AND EIGHTH GRADE ITEM ANALYSIS STANDARDS.

SO REALLY MAKING SURE THAT WE HIT THOSE AND WE KNOW THAT ALONG THE WAY.

SO BY THE TIME THE KIDS GET INTO EIGHTH GRADE THEY'VE COVERED THOSE THINGS.

THAT'S WHAT MY QUESTION WAS, BECAUSE THE TESTING IS HERE AND THERE'S NO TESTING HERE.

ARE WE STILL DOING IT HERE TO GET TO THE TESTING TIME? YES. THANK YOU.

AND THAT'S MY LAST QUESTION FOR NOW.

THANK YOU. TRUSTEE KERRY.

THANK YOU. I JUST WANT I WOULD LIKE TO MAKE SURE I'M UNDERSTANDING THE SLIDES CORRECTLY.

SO IF YOU GO TO SLIDE TWO, YOU'LL SEE A SLIGHT, YOU KNOW, RELATIVELY SLIGHT DECREASE OVERALL ACROSS.

I BELIEVE YOU SAID 37 TESTS.

[00:45:01]

SOMETHING ALONG THOSE LINES, SOMETHING 21 2121 TESTS OBVIOUSLY GOALS TWO AND THREE.

WE SEE A MUCH MORE SIGNIFICANT DECLINE OF SEVEN POINTS.

I'M ASSUMING THAT'S BEING OFFSET ELSEWHERE, WHICH IS WHY WE'RE NOT SEEING THE OVERALL NUMBER.

IS THAT CORRECT? AND THEN IF WE GO OVER TO SLIDE I GUESS IT WOULD BE FIVE.

IT'S THE ONE THAT HAS SORT OF YOUR SUMMARY WITH THE DIFFERENT STRATEGIC GOALS.

NO. SIX. EXCUSE ME, THAT ONE.

I DO WANT TO UNDERSTAND.

AND WE TALK ABOUT OUTPUTS AND WE TALK ABOUT AFRICAN AMERICAN STUDENTS AND SORT OF OUR END OF YEAR YOUR ASSESSMENTS, BUT THE NUMBERS WE SEE ABOVE IN THE PRIOR SLIDES, THOSE ARE ALSO OUTPUTS AS WELL.

CORRECT. AND SO THOSE ARE BEING CONSIDERED WHEN YOU'RE SORT OF LOOKING AT THIS FLOW OF WHAT YOU DID, WHERE YOU ARE AND WHERE YOU'VE ENDED UP AND STRATEGIC ADJUSTMENT.

SO, YOU KNOW, WE'VE IMPLEMENTED HAKEEM MATERIALS.

I, I UNDERSTOOD, AT LEAST FROM CONVERSATIONS I'VE HAD WITH THE ADMINISTRATION THAT YOU WOULD EXPECT SOME IMPLEMENTATION DECLINE AS A NATURAL PART OF THE PROCESS OF DOING SOMETHING NEW PARTICULARLY IN THOSE TWO THIRD GRADE NUMBERS, WHICH ARE A VERY SHARP DECLINE FROM PRIOR YEARS.

WAS THAT DECLINE WHAT YOU EXPECTED OR MORE THAN WHAT YOU EXPECTED? AND COULD YOU TALK JUST A LITTLE BIT MORE DETAIL ABOUT, YOU KNOW, IS IT JUST SIMPLY LETTING PEOPLE DEVIATE FROM HAKEEM, OR IT SEEMS LIKE THERE'S GOING TO BE A LITTLE BIT MORE? I WOULD LIKE SOME MORE DETAIL ABOUT WHAT THE THINKING IS ON HOW TO MAKE EHMCKE IMPLEMENT.

HAKEEM IS AS WELL AS POSSIBLE.

SURE, I'LL I'LL START AND THEN I'LL LET MAYBE CHIEF GAYLORD WRAP UP.

I THINK WHAT WE SAW AGAIN WAS VERY ON TREND WITH THE NATIONAL, WITH NATIONAL TRENDS AND ALSO WITH STATE LEVEL TRENDS AND WHAT WE ALL FOUND OUT TOGETHER AFTER ANALYZING THE DATA, WHETHER IT CAME FROM MAP OR OTHER SORT OF DATA SETS, IS THAT OUR APPROACH TO TEACHING MATHEMATICS WAS PROBABLY THE APPROACH THAT DID NOT YIELD THE GREATEST OUTCOMES.

WE HAD THIS IDEA THAT WE CAN JUST SORT OF PLUG AND PLAY AND GET KIDS CAUGHT UP, AND THAT WASN'T THE BEST APPROACH.

AND WE'RE ALL HAVING THAT NATIONAL CONVERSATION, AND WE NEED TO GO BACK AND THINK THROUGH, HOW DO YOU ACTUALLY TEACH MATHEMATICS AND FILL IN THESE HOLES THAT STUDENTS HAVE? THE OTHER THING THAT IT YIELDED FOR US IS LIKE, REALLY THE IMPORTANCE OF THAT EARLY CHILDHOOD INVESTMENT THAT TRUSTEE FOREMAN BROUGHT UP EARLIER, AND THAT IS REALLY THE FOCUS OF THIS BOARD.

AND LIKE WHAT HAPPENS WHEN WE DON'T HAVE STUDENTS WHO COME TO US IN EARLY CHILDHOOD AND HOW DO WE CATCH THEM UP.

AND SO IT'S REALLY THE DATA IS IS YIELDING A LOT OF QUESTIONS THAT WE GET TO EXPLORE AND INCLUDING OUR EMERGENT BILINGUAL STRATEGY.

I DON'T KNOW THAT WE HAD HAD A VERY INTENTIONAL STRATEGY AROUND THOSE NEW TEACHERS THAT CAME AND ENTERED INTO OUR OUR, OUR DISTRICT AND REALLY THINKING THROUGH THAT, HEY, THEY NEED THEY NEEDED MORE INTENSE TRAINING AROUND HQ THAT REALLY FOCUSED ON THOSE THOSE STRATEGIES FOR OUR EMERGENT BILINGUAL STUDENTS.

AND SO THIS TIERED APPROACH TO AN IDEA FOR, FOR TRAINING NEEDED TO BE SOMETHING THAT WE WERE THINKING ABOUT.

AND SO YES, THE DATA DEFINITELY TELLS US A LOT OF THINGS, BUT I WOULD SAY THE TRIANGULATION OF THAT DATA ALSO IS THE ITEM ANALYSIS THAT HER TEAM DOES, AND ALSO THE QUALITATIVE DATA THAT WE'RE GETTING FROM PRINCIPALS AND TEACHERS IN THOSE SURVEYS.

THE ONLY THING I WOULD ADD IS, AND IT WAS ACTUALLY A QUESTION EARLIER THAT SOMEONE HAD ASKED ABOUT THE CHANGES IN THE ASSESSMENT.

SO WHEN YOU LOOK AT THIRD GRADE READING.

20% OF THAT ASSESSMENT IS A WRITING PROMPT.

44% OF OUR STUDENTS GOT A ZERO.

SO JUST ALREADY WE CANNOT MAKE EXCUSES.

WE'VE GOT TO GO BACK AND WE'VE GOT TO TRAIN OUR TEACHERS ON HOW TO BETTER PREPARE FOR THAT RUBRIC REGARDLESS.

AND THAT IS AN ACTION STEP RIGHT NOW.

AND THEN WHEN WE LOOK AT THE TRENDS FOR ENGLISH ONE, ENGLISH ONE WAS OUR ONLY EOC WHERE WE DID NOT GROW.

IT MATCHED THE STATE.

52% OF OUR KIDS GOT A ZERO.

THOSE ARE. THAT'S A HIGH SCHOOL GRADUATION COURSE.

I WON'T GRADUATE IF I DON'T PASS THAT TEST.

SO THAT'S HUGE.

SO IT'S THOSE KIND OF I'M JUST GIVING YOU KIND OF ANECDOTAL OF THE ANALYSIS OF EVERY QUESTION, OF EVERY ASSESSMENT WE'VE DONE ON ALL 21 OF THESE TESTS.

THANK YOU FOR THAT. SO A COUPLE OF FOLLOW UPS.

FIRST, JUST REAL BRIEFLY, I KNOW, AND I'M SURE THERE'S OTHER ACRONYMS THAT I CAN'T REMEMBER OFF THE TOP OF MY HEAD, BUT THERE'S LARGER ESSAYS, THERE'S SHORTER QUESTIONS.

THERE'S A THERE'S I CAN'T REMEMBER EXACTLY WHAT THE ACRONYMS ARE, BUT IS THE MATH COMPONENT.

ALSO HAVE SOME SHORTER WRITTEN QUESTIONS THAT ARE DIFFERENT THAN HOW THEY USED TO DO MATH PREVIOUSLY.

THE REASON I ASK THAT IS YOU KNOW, I CAN UNDERSTAND IF WE'RE HAVING MORE ESSAYS WHILE READING MIGHT BE DIFFERENT.

I WANT TO UNDERSTAND WHY MATH WHO HAD A SIMILAR DECLINE, ARE WE ATTRIBUTING A PART OF THAT TO THE CHANGE IN STAR AND THE INCREASE IN A REQUEST FOR WRITTEN ANSWERS, OR IS THAT SOMETHING WE HAVE TO LOOK MORE?

[00:50:03]

THAT'S WE CAN'T NECESSARILY ATTRIBUTE ALL THAT TO THE TEST.

SURE. WHAT WE ACTUALLY SAW IN MANY OF THE MATH ITEMS FOR THE ASSESSMENT AS WE ANALYZED THAT DATA WAS THE MANIPULATIVE ITEMS. SO THERE ARE A LOT OF ITEMS THAT REQUIRE OUR STUDENTS TO SORT OF MANIPULATE.

THEY HAVE TO LIKE DRAG AND DROP.

YEAH, YOU HAVE TO INSTEAD OF I'M NOT JUST SELECTING A, B, C, OR D, RIGHT? I EITHER HAVE TO.

I MAY HAVE A GRID I HAVE TO FILL.

I MAY HAVE A GRAPH I HAVE TO DRAW.

AND SO THE TOOLS ARE THERE.

SO IT'S A TWO FOLD KIND OF CHALLENGE.

ONE IS IT'S A NEW WAY IN WHICH KIDS HAVE TO MANIPULATE, BECAUSE ALL OF THESE ASSESSMENTS ARE ALL GIVEN ON ALL ONLINE.

SO ANY SCRATCH WORK I WANT TO DO, I HAVE TO DO ON A PIECE OF PAPER OFF TO THE SIDE WHILE I'VE GOT A SCREEN IN FRONT OF ME.

AND THEN THE SECOND PIECE IS THESE THIS PARTICULAR SET OF DATA YOU'RE LOOKING AT RIGHT NOW, IF WE SPEAK SPECIFICALLY OF SLIDE THREE, THIS IS AGAIN, A GROUP OF STUDENTS.

WE'RE NOT COMPARING.

IT'S VERY IMPORTANT IN THIS INSTANCE, WE RECOGNIZE WE'RE NOT COMPARING THE SAME SET OF KIDS AND THAT IN FACT THESE THIRD GRADERS WERE IN PRE-K DURING THE 2019 2020 SCHOOL YEAR, AND NOT ONLY DID THEY NOT COME TO OUR PRE-K BECAUSE THEN OF COURSE, 2021 WAS THE WHOLE YEAR OF DISRUPTION, WITH PART OF THAT LEADING INTO 2122.

PRE-K IS EVERYWHERE.

REMEMBER, NEIGHBORHOOD EARLY CHILDHOOD CENTERS COULDN'T EVEN OPERATE.

SO WE KNOW THAT COLLECTIVELY, THAT GROUP OF STUDENTS IN PARTICULAR HAD HUGE DISADVANTAGES.

AND OUR APPROACH, OUR APPROACH DID NOT MEET THEIR NEEDS.

WE THOUGHT IF WE ACCELERATED INSTRUCTION, MEANING WE WE TEACH IT, WE PROVIDE SOME MINI LESSONS AND MOVE ON THAT THEY WOULD GET IT, AND IT'S TOO SEQUENTIAL FOR US TO MISS THE GAPS THAT THEY HAVE.

THANK YOU. THAT'S VERY HELPFUL.

PARTICULARLY, I NOW UNDERSTAND BETTER YOUR COMMENTS ABOUT EARLY CHILDHOOD AND HOW THAT LINES UP WITH THE 2019 2020 YEAR.

YOU KNOW, THE STATE ASSESSMENTS DON'T START TILL THIRD GRADE.

DO. CAN SOMEONE JUST BRIEFLY DESCRIBE TO ME WHAT WHAT DALLAS ISD ASSESSMENTS WERE DOING IN KINDER FIRST AND SECOND THAT MIGHT LET US KNOW THIS IS COMING OR LET US KNOW.

I MEAN, I'M ASSUMING WE'RE WE'RE WE'RE STARTING TO IMPLEMENT THESE STRATEGIES SOONER THAN DAY ONE OF THIRD GRADE.

SO HOW, YOU KNOW, DID WE HAVE ANY WAY TO KNOW THAT WE MIGHT HIT THIS BIG ROAD MAP SOONER? AND IF NOT, YOU KNOW, WHAT CAN WE DO TO BETTER PREDICT WHEN SITUATIONS LIKE THIS HAPPEN? DO YOU WANT ME TO START OR. WELL, I, I'M GOING TO SAY THIS FOR THE THIRD TIME FOR THE CURRICULUM SIDE.

I FEEL LIKE WE CAN ALWAYS DO BETTER, BECAUSE EVERY YEAR WE'VE GOT TO MAKE SURE WE'RE BUILDING A SYSTEM THAT'S GOING TO MAKE SURE OUR STUDENTS ARE SUCCESSFUL.

SO OUR ASSESSMENTS REALLY START IN PRE-K, BUT IT'S NOT A LOT.

BUT WE DO ACCELERATE LEARNING LETTERS.

WE DO ACCELERATE SPELLING.

AND THEN THIS LAST YEAR, ALL OF OUR K THROUGH TWO STUDENTS OVER THE PAST COUPLE OF YEARS HAVE ALWAYS TAKEN, FOR THE MOST PART, THE SAME ASSESSMENTS THAT YOUR THIRD GRADERS ARE GOING TO GOING TO HAVE WHERE WE'RE UPGRADING IS PUTTING IN SECOND GRADE MULTIPLE WAYS THAT THEY MIGHT SEE THAT ASSESSMENT ON.

I'M SORRY, THOSE QUESTIONS WHEN THEY GET TO THIRD GRADE.

BUT AS FAR AS THE LEVEL OF RIGOR, THE LEVEL OF SUPPORT, THE STANDARDS, THE BUILD UP, WE'VE ALWAYS DONE THAT.

IT'S JUST IT'S JUST CHANGING OUR STRATEGY A LITTLE BIT.

HOWEVER, WE'VE ALWAYS GIVEN AN OVERALL ASSESSMENT TO ALL STUDENTS.

IT WAS PREVIOUSLY MAP, AND WE DO KNOW THAT WE'VE HAD CHALLENGES WITH THE ALIGNMENT OF MAP TO THE STATE ASSESSMENT ESPECIALLY.

AND WE ACTUALLY HAD GOOD ALIGNMENT UP UNTIL STAR 2.0.

AND SO THIS YEAR WE HAVE OPTED NOT TO DO MAP.

WE'VE OPTED TO GO WITH I-READY I-READY, WHICH HAS AN ADDITIONAL COMPONENT TO IT.

IT HAS AN ADAPTIVE FEATURE THAT ALLOWS STUDENTS TO CREATE.

A TEACHER CAN CREATE ESSENTIALLY A PLAYLIST SO THAT WHETHER IF IF JOYCE IS ALREADY HIGH PERFORMING, THEN IT TAKES IT'S AN ADAPTIVE THING SO THE STUDENT CAN GET CHALLENGED EVEN MORE.

IF STEPHANIE IS STRUGGLING, THEN IT ADAPTS TO STEPHANIE.

EVEN THOUGH WE'RE IN THE SAME SECOND GRADE CLASSROOM, WE HAVEN'T HAD THAT ABILITY FOR ALL STUDENTS THIS YEAR.

WE MADE THE SWITCH AND THERE HASN'T BEEN.

MAP IS JUST NOW DOING A NEW LINKING STUDY THAT WILL NOW GIVE YOU AN INFORMATION OF IF YOU SCORE THIS ON MAP, THAT'S WHAT IT EQUATES TO ON STAAR 2.0. BECAUSE EVERY TIME THE STATE CHANGES THE ASSESSMENT LIKE THEY DO IN TEXAS, THEN ALL OF THE OTHER ASSESSMENTS THAT ARE OUT THERE PRIOR TO THIRD HAVE TO RECALIBRATE BECAUSE THE STATE CHANGES.

[00:55:03]

THEN YOU HAVE TO CHANGE.

IN NEW YORK, AS AN EXAMPLE, MAP IS ACTUALLY THE STATE ASSESSMENT THAT IS USED.

SO THERE'S NO CHANGES THAT NEED TO HAPPEN.

BUT WITH A STATE LIKE TEXAS THAT CHANGES ITS ASSESSMENT OR CHANGES CUT POINTS OR CHANGES STANDARDS EVERY FEW YEARS, THEY CAN'T KEEP UP WITH WHAT'S HAPPENING.

SO WE OPTED TO GO WITH A RESOURCE THAT IS MORE ALIGNED TO WHAT TEACHERS WERE TELLING US.

HEY, I NEED TO BE ABLE TO MEET WITH A SMALL GROUP.

AND THEN I ALSO NEED TO BE ABLE TO HAVE STUDENTS WORKING ON SELF-PACED THROUGHOUT THE SCHOOL DAY.

SO THIS TIME.

SO WE WILL BE BRINGING YOU ACTUALLY SOME I-READY DATA TRUSTEE CURRY FOR SECOND GRADE, FOR FIRST GRADE, FOR KINDER.

THAT WILL BEGIN TO ALREADY INFORM US.

THEN OUR TEAM, ANGIE AND CHIEF GAYLORD AND CHIEF HEWITT POWELL WILL TAKE THAT DATA.

THEY DO ITEM ANALYSIS.

WHERE ARE THE CONCEPTS ALIGNED AND HOW DO WE INTERVENE BEFORE BEFORE KINDER GET TO FIRST BEFORE FIRST, GET TO SECOND.

BUT WE ARE WE ARE IN A NEW ASSESSMENT.

SO IT HAS TAKEN US A LITTLE BIT OF TIME TO CREATE THAT NEW ALIGNMENT.

THANK YOU. I'LL SAVE MY LAST QUESTION FOR ROUND TWO.

THANK YOU. TRUSTEE. TRUSTEE WHITE.

YES, I HAVE A I JUST HAVE A COUPLE OF QUESTIONS.

AND THANK YOU FOR THE INFORMATION THAT YOU PROVIDED.

ONE OF MY QUESTIONS IS I DID SEE IT COME ACROSS ONE OF OUR.

I THINK IT WAS ONE OF OUR MLAS OR OR REQUEST FOR BID ABOUT THE PARENT ACADEMY.

CAN YOU TELL ME? AND THAT IS WHAT MY QUESTION IS CONCERNING THE PARENT ACADEMY.

WHEN IS THIS GOING TO TAKE PLACE? IS IT GOING TO BE ON THE CAMPUSES? WHAT TIME OF DAY IS IT GOING TO BE? AND WHAT IS BEING OFFERED? DO YOU KNOW, AT THIS POINT AS FAR AS CURRICULUM FOR PARENTS? I'M NOT. CAN YOU TELL ME WHICH PARENT ACADEMY ARE YOU REFERRING TO? IS IT IN THE BOARD AGENDA OR IS IT K THROUGH FIVE? YOU GUYS JUST MENTIONED IT AS WELL.

OH, SO PARENT ACADEMY.

ACTUALLY, I THINK IT WAS THE MATH ACADEMIES.

YES. OH, OKAY.

THE MATH ACADEMIES ARE TEACHER PROFESSIONAL DEVELOPMENT.

AND. BUT WHAT IS BEING DONE FOR PARENTS? BECAUSE I HEARD I THOUGHT I HEARD SOMETHING WAS BEING DONE TO HELP ASSIST THEIR THEIR KIDS IN MATH.

ABSOLUTELY. AND I WANT TO THANK TRUSTEE TURNER FOR PUSHING US IN THE LAST BOARD MEETING.

AND I CAN'T REMEMBER THE OTHER TRUSTEES, BUT I KNOW YOU ALL ARE TRUSTEE WEINBERG, AND ALL OF YOU PUSH US TO INVOLVE PARENTS MORE OFTEN.

AND SO WHAT WE'VE DONE FOR EVERY CAMPUS IS THAT THEY HAVE ESSENTIALLY A DECK WHERE THEY'RE SHARING THEIR CAMPUS DATA AND UPDATES TO TO STAR. THEY'LL GO OVER THE STAR REPORT CARD WITH PARENTS.

AND THEN WE'RE SHARING WITH PARENTS ALL OF THE RESOURCES THAT WE HAVE FOR STAR.

AND SO THAT INCLUDES EVERYTHING THAT'S AT THE STATE LEVEL, EVERYTHING THAT'S AT THE DISTRICT LEVEL.

AND THEN THINGS THAT PARENTS CAN DO AT HOME WITH THEIR KIDS TO MOVE THEM FROM ONE BAND OF STAR TO THE NEXT.

AND ALSO SHARING THEIR STUDENT GOALS WITH THOSE PARENTS SO THAT THEY'RE MORE THEY CAN BE AN ADVOCATE FOR THEIR STUDENT.

SO SOME OF THIS IS TRANSPIRED ALREADY AT THE BEGINNING OF THE YEAR AND WHEN? SURE. YES, MA'AM.

SO WE ACTUALLY ASKED OUR CAMPUSES THAT HAVE AN ESTIMATED ACCOUNTABILITY RATING OF A, D OR F TO GET THOSE MEETINGS DONE WITH PARENTS BY SEPTEMBER 15TH AND ALL OF OUR OTHER CAMPUSES TO GET THEM DONE BY THE END OF SEPTEMBER, BEGINNING OF OCTOBER.

AND WE WANTED THEM TO CORRESPOND WITH MEETING DATES THAT THEY MAY ALREADY HAVE SCHEDULED, INCLUDING PTA AND OR SBA MEETINGS.

AND SO THAT'S WHY WE GAVE THEM THE LEEWAY.

AND WE KNOW THAT THE CAMPUSES HAD A LITTLE BIT MORE AUTONOMY BY WHICH THEY COULD SCHEDULE THE INDIVIDUAL PARENT MEETINGS BY ZOOM, IN PERSON, OR IN CONJUNCTION WITH OTHER MEETINGS THAT THEY HAD SCHEDULED ON THEIR CAMPUS.

AND AS FAR AS COMMUNICATION, YOU GUYS ARE REACHING OUT TO THE CAMPUSES TO LET THEM KNOW OR IS THAT DONE JUST BY CAMPUS? BY CAMPUS? IF THE THE DATES THAT ARE SET UP.

I KNOW THE FIRST YOU SAID THEY HAD TO HAVE IT IN BY SEPTEMBER 15TH.

SURE. AND I THINK SOME OF THOSE ARE HAPPENING RIGHT NOW.

AS A MATTER OF FACT.

YES. SO WE ACTUALLY HAD A PRINCIPAL TRAINING A COUPLE OF WEEKS AGO.

MY DAYS RUN TOGETHER OFTEN, BUT A COUPLE OF WEEKS AGO, AND WE ACTUALLY TRAINED ALL OF OUR PRINCIPALS AND REVIEWED THE DECK WITH THEM, AND SO THAT THEY CAN ASK QUESTIONS AND THINK THROUGH WHAT IT'S GOING TO LOOK LIKE ON THEIR IN THEIR CAMPUS.

OKAY. AND I KNOW THERE WAS A DISCUSSION, BUT AS FAR AS FOR EXAMPLE, I'M ON SLIDE THREE.

FOR AS FAR AS US NOT MAKING OUR GOAL, WHAT ARE SOME OF THE THINGS THAT WE'RE GOING TO BE ROLLING OUT TO? LET'S SAY IF WE DO ACTUALLY STAY AT THE CURRENT RATING.

[01:00:05]

OUR GOAL IS 41%.

HOW ARE WE GOING? WHAT ARE WE DOING TO MAKE SURE THAT WE CONTINUE TO INCREASE, TO HIT THOSE GOALS AND TARGETS THAT WE DIDN'T MEET? I WOULD SAY IT'S THE CURRICULAR DESIGN AND THE DELIVERY OF HIGH QUALITY INSTRUCTIONAL MATERIALS IN EVERY CLASSROOM, EVERY DAY, AND CONTINUING TO TRAIN OUR TEACHERS.

OKAY. AND AND THIS IS MY LAST QUESTION SINCE EVERYTHING HAS BEEN ANIMATED OR PUT ON COMPUTER SYSTEMS BY THE STATE FOR TESTING WHICH I REALLY THINK THAT SOME OF IT IS JUST PREMATURE FOR THE STUDENT'S AGE LEVEL, THIRD GRADE, PRE-K, WHAT HAVE YOU.

WHAT ARE WE DOING TO MAKE SURE THAT PARENTS ARE MORE PROFICIENT AT USING THE SYSTEM SO THAT THEY CAN HELP THE KIDS AT HOME IF THEY HAVE HOMEWORK.

IS THERE ANYTHING THAT WE HAVE ONLINE? I KNOW WE'VE PURCHASED A LOT OF ONLINE PACKETS.

IS WHAT ARE WE DOING TO HELP WITH THAT TRANSITION FOR PARENTS AS WELL AS STUDENTS TO BE BETTER EQUIPPED TO USE COMPUTER ANIMATED.

SO FOR THE COMPUTER TRAINING AT HOME FOR THE MOST PART, WE HAVE MULTIMEDIA SPECIALISTS AT EVERY CAMPUS NOW, AND PART OF THEIR CHARGE IS SUPPORTING BOTH STUDENTS, TEACHERS AND PARENTS AROUND SUPPORT REALLY ANYTHING ACADEMICALLY? THEY SUPPORT OUR WHAT THEY CALL TECH TECHNOLOGY APPLICATION STANDARDS THAT ARE INTERWOVEN TOWARDS CONTENT AREAS.

SO WE WOULD IF YOU HAVE A SPECIFIC CAMPUS WORK WITH THE PRINCIPAL AND THE MULTIMEDIA SPECIALIST TO REALLY SET UP SOME SYSTEMS OF SUPPORT FOR PARENTS.

OKAY. TRUSTEES, ANY OTHER QUESTIONS FOR FIRST ROUND? FIRST ROUND.

NO. OKAY. THEN I'LL GO.

SECOND ROUND.

I SEE TRUSTEE FOREMAN.

SO JUST A FEW MORE QUESTIONS.

AND THANK YOU GUYS FOR BEING SO PATIENT BECAUSE ALL OF US HAVE QUESTIONS.

AND THIS IS THIS IS A LOT.

MY FIRST QUESTION IS I THINK I CAN'T REMEMBER WHICH ONE SAID IT IS, BUT YOU TALKED ABOUT ALL STUDENTS WERE GOING TO HAVE TO BE SETTING GOALS.

I THINK THAT WAS ANGIE.

SO WE'RE TALKING ABOUT WHAT GRADE LEVEL ARE WE TALKING ABOUT? AND ARE WE TALKING ABOUT KINDERGARTNERS SETTING GOALS OR WHAT GRADE LEVEL ARE WE TALKING ABOUT? SO WHAT WE'RE SAYING IS THAT WE HAVE WITH I-READY AS A, AS A TOOL EVERY STUDENT HAS THE OPPORTUNITY TO GET ON I-READY AND IT'S, IT ALLOWS THE STUDENT TO KIND OF GET ON THERE, SET A GOAL, AND THEN IT WORKS TO STUDENTS TOWARDS THE GOAL THAT THEY'RE ATTEMPTING TO REACH.

THE TEACHER CAN ALSO MEET WITH THAT STUDENT IN A SMALL GROUP OR AN INDIVIDUAL SETTING, AND WORK AND PROVIDE CURRICULUM OR LESSONS THAT HELPS THE STUDENTS REACH THE GOAL. AND SO WE ARE LOOKING AT GOALS FOR ALL OF OUR STUDENTS.

AND IT DOESN'T MATTER IF YOU'RE AT, DOES NOT MEET OR APPROACHES OR MEETS OR MASTERS, WE WANT EVERY STUDENT TO TO SET A GOAL AND REACH THAT GOAL.

SO CHIEF, WHAT GRADE LEVEL DOES THAT START AT? SO I ALREADY STARTS PARTICULARLY AT THIRD GRADE.

AND THEN WE ALSO CREATE GOALS FOR OUR STUDENTS THAT ARE IN KINDER THROUGH FIRST GRADE I MEAN SECOND GRADE.

SORRY FOR OUR EARLY LEARNING STUDENTS.

THEY HAVE GOALS AS WELL.

THEY'RE JUST NOT USING THE I-READY TOOL.

SO TEACHERS WILL BE ASSISTING THEM IN SETTING THEIR GOALS.

THAT'S WHAT I'M TRYING TO MAKE SURE OF.

OH YEAH, I SEE NOW WHERE YOU'RE GOING.

THE TEACHER ACTUALLY IS SUPPOSED TO SIT WITH ME AS A STUDENT AND GO HERE.

THIS IS WHERE WE ARE NOW.

WHERE DO WE WANT? SO THEY DO IT COLLABORATIVELY.

OKAY. BECAUSE I WOULD JUST HATE TO THINK YOU GOT A THIRD GRADER SITTING UP TRYING.

NO, NO, NO, THIS IS LIKE OUR OLD SCHOOL DAYS WHEN WE USED TO HAVE OUR KIDS WOULD TRACK.

HERE'S WHERE I AM, HERE'S WHERE I WANT TO GO.

AND SO BUT IT'S DONE COLLABORATIVELY.

YES, MA'AM. SO ANOTHER QUESTION THAT THAT I HAVE IS THAT SO HOW DOES THE I-READY GO AFFECT BILINGUAL. AND THEN DOES THAT PLAY INTO THEIR RATING WITH T.I.

AND THAT MIGHT BE A QUESTION FOR ROBERT.

COME ON ROBERT, ROBERT WAS WHERE ROBERT WAS MISSING YOU ANYWAY.

TRUSTEE FOREMAN I'VE MET WITH HIM THIS WEEK, SO I MEAN LAST WEEK, SO WE'RE GOOD.

HI. THANKS AGAIN FOR THE OPPORTUNITY TO COME UP HERE TODAY.

SO HOPE YOU'RE ALL HAVING A GREAT DAY.

HE DOESN'T MEAN THAT. OKAY, NO MORE QUESTIONS.

I WILL SEE YOU ALL TOMORROW. HE DOES NOT MEAN THAT, BUT.

OKAY. THE THE I READY.

IT WILL REPLACE THE MAP.

[01:05:01]

THE BEGINNING OF THE YEAR. I READY DOES NOT HAVE AN IMPACT ON T IN ANY WAY.

WE'VE NOT EVER USED BEGINNING OF YEAR MAP OR I.

READY FOR T AND THEN ROBERT DON'T GO AWAY BECAUSE THE NEXT QUESTION IS GOING TO BE WE HAVE A LARGE NUMBER OF NEW TEACHERS COMING INTO THE DISTRICT.

SO AND EITHER OF YOU CAN ANSWER THIS, HOW ARE THOSE TEACHERS GOING TO BE TRAINED AND BE UP TO SPEED RIGHT AWAY WITH THIS NEW THEORY THAT WE HAVE? SO I THINK THAT WAS THE OPPORTUNITY THAT WE MISSED LAST YEAR.

AND SO IN TALKING TO MANY OF OUR PRINCIPALS, A LOT OF OUR TEACHERS, IT'S ALMOST LIKE WE FORGOT THE BASICS.

AND I WILL SAY THAT WE DID NOT COMMUNICATE THAT THE BASICS WERE IMPORTANT.

SO I'LL OWN IT JUST AS MUCH AS OUR PRINCIPALS AND OUR SOME OF OUR TEACHERS HAS OWNED IT, HAVE OWNED IT.

THE SUPERINTENDENT EARLIER SAID, HEY, THE BEST THING WE CAN DO IS TEACH OUR TEACHERS HOW TO TEACH.

AND THEN THAT THAT TIER ONE INSTRUCTION IS THE MOST IMPORTANT THING.

WHAT WE WANT TEACHERS TO DO, WHETHER YOU'RE NEW AND ESPECIALLY IF YOU'RE NEW, OR WHETHER YOU'RE A VETERAN TEACHER, IS TO FIRST LEARN AND STUDY THE STANDARDS AND LEARN HOW TO UNPACK THOSE STANDARDS.

BECAUSE WHEN YOU DO THAT, YOU LEARN HOW TO TEACH.

THEN WE GO AND WE SAY, WHAT ARE THE MULTIPLE WAYS THAT STUDENTS NEED TO CONCEPTUALLY UNDERSTAND THIS STANDARD? AND THEN THEY GO TO THE CURRICULAR RESOURCES AND PULL OUT THE THINGS THAT MATCH THE RIGOR OF THE STANDARDS.

SO I THINK WHAT I'M SAYING IS THAT THE FIRST THING WE GOT TO DO IS TEACH PEOPLE HOW TO TEACH, AND THAT'S WHAT SHOULD SHOW UP IN OUR IN OUR PROFESSIONAL DEVELOPMENT.

AND THEN WE PROVIDE MORE INTENSE INSTRUCTION AND SUPPORT, WHETHER IT'S IN OUR PLCS OR EVEN OUTSIDE THE SCHOOL FOR NEW TEACHERS.

AND THEN IF YOU ARE A VETERAN TEACHER AND YOU'RE MAYBE CHANGING A GRADE LEVEL, WE PROVIDE YOU WITH SOME INTENTIONAL, YOU KNOW, INTENTIONAL SUPPORT.

AND IF YOU'RE A VETERAN TEACHER, YOU LET US KNOW HOW WE CAN SUPPORT YOU.

AND THE LAST QUESTION, AND I DON'T KNOW IF THE OTHER TRUSTEES WANT TO KNOW THIS OR NOT, BUT FOR ME, I'D LIKE TO KNOW IN THE DISTRICT SIX SCHOOLS WHAT AUTONOMIES. THE PRINCIPALS ARE ASKING FOR PER SCHOOL.

IS THAT AVAILABLE NOW? NOT TODAY, NOT TODAY, BUT.

BUT I'D LIKE TO SEE THOSE AUTONOMIES.

TRUSTEE FOREMAN. WE'LL GO TO TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE MITSCHKE.

THANK YOU. LIKE TRUSTEE FOREMAN, I'M INTERESTED IN THE GOAL SETTING.

I THINK THAT'S INTERESTING.

AND I SAW SOME EVIDENCE OF IT.

I WAS IN A SCHOOL AND JUST SAW ON THE WALL FOR SOME LATER ELEMENTARY SCHOOL KIDS THAT THERE WAS SOME EVIDENCE THAT EACH HAD SAID THAT AS A GROUP, THEIR SCHOOLS AND THEN EACH HAD SET GOALS.

AND I THINK THAT IS GREAT FOR PLANNING AND EXECUTIVE FUNCTIONING AND INTERNALIZING PROGRESS.

AND I LIKE THAT IT'S COLLABORATIVE, THAT IT'S ACTUALLY DONE WITH THE TEACHERS SO THAT THEY LEARN THE PROCESS AND THE EXECUTIVE FUNCTIONING OF THAT GOAL SETTING.

AND I LIKE THAT YOU ALL ARE ALSO BRINGING PARENTS IN AND HAVING THEM UNDERSTAND THE STUDENT'S STUDENT AND TEACHER'S GOALS THAT THEY'RE SETTING TOGETHER SO THAT THE PARENTS ARE INVOLVED IN THE PROCESS.

FOLLOWING ON TO TRUSTEE WHITE'S QUESTION, CAN YOU JUST JUST BRIEFLY DESCRIBE HOW PARENTS ARE UNDERSTANDING WHAT THEIR KIDS ARE BEING TAUGHT AND HOW THEY CAN SUPPORT IN, IN AT HOME AS, AS A PARTNER? WE HAVE SO MANY THINGS WE'RE ASKING WHAT WE SHOULD TALK ABOUT.

SO I'LL LET HER START WITH HER.

I MEAN, FROM OUR SIDE, WE'VE WE'RE BUILT WE'VE BUILT A ROBUST WEBSITE FOR PARENTS THAT REALLY BREAKS IT DOWN EVERY DAY IN ENGLISH AND SPANISH, THAT THEY CAN GO IN AND SEE WHAT THEIR KIDS ARE GOING TO BE LEARNING EVERY WEEK BY GRADE LEVEL.

YEARS AGO, I THINK WE CALLED IT THE REFRIGERATOR CURRICULUM.

BUT BASICALLY YOU COULD PRINT IT OUT, PUT IT ON YOUR REFRIGERATOR, AND THAT WAY YOU KNEW WHAT YOUR CHILD WAS DOING.

ON THE SECOND THING. AND THAT'S WHAT TRUSTEE NOT TRUSTEE HEWITT.

CHIEF. CHIEF.

HEWITT. POWELL WAS TALKING ABOUT WAS THE CAMPUS AND THE DISTRICT WORKING SO THAT WHEN THEY DO GET THEIR STAR DATA, THEIR CUSTOMIZED REPORT BY STUDENT, IT GOES IN AND SHOWS THEM WHERE YOUR STUDENTS ARE HIGH, MEDIUM AND LOW.

WHAT DOES IT MEAN? HOW? AND THEN RESOURCES THAT YOU CAN ALIGN TO SUPPORT THOSE.

THE FIRST DATA SET IS STAR.

THE SECOND DATA SET RIGHT NOW IS I-READY.

SO ANGIE GAYLORD'S GOT A CUSTOMIZED LITTLE PROFILE THAT LETS MY PARENT KNOW IN READING AND IN MATH WHERE I NEED TO FOCUS BASED AROUND BIG, WHAT WE CALL REPORTING CATEGORIES, WHETHER IT BE PHONICS, WHETHER IT BE READING COMPREHENSION AND THEN SPECIFIC ACTIVITIES THAT THEY CAN DO.

AND FROM THEN IT'S THE CIRCLING BACK WITH THE SUPPORT OF THE CAMPUS THAT I'LL LET YOU.

AND I WOULD JUST SAY, THE OTHER THING THAT WE'RE EXPECTING CAMPUSES TO DO IS TO LEVERAGE INDIVIDUALS ON THEIR CAMPUS AS WELL, SUCH AS THE PARENT INSTRUCTOR, THE COMMUNITY LIAISON,

[01:10:06]

TO PROVIDE TRAININGS FOR PARENTS THAT ARE INTERESTED IN LEARNING MORE.

THAT'S GREAT. AND I LIKE THE WAY THAT THE GOALS ARE FOR EVERYBODY, ALL LEVELS, EVERYBODY.

EVERY STUDENT IS SETTING GOALS ACROSS THE BOARD.

I THINK THAT'S THAT'S GREAT.

AS A FOLLOW ON. SO THIS IS SHIFTING GEARS TO THE THE TESTING IN ENGLISH OR SPANISH.

AND MY QUESTION IS IF THE LPAC COMMITTEE DETERMINES WHAT LANGUAGE A STUDENT ON A STUDENT BY STUDENT BASIS WITHIN A CAMPUS IS BEING TESTED ON, WHAT TRAINING AND OR EVIDENCE, YOU KNOW, OR OR RESEARCH DO THEY USE AND HOW OFTEN ARE THEY TRAINED AND UPDATED TO MAKE SURE THAT THE LATEST RESEARCH IS USED TO DETERMINE WHICH LANGUAGE IS BEST FOR THE STUDENT TO PROGRESS.

SO THE LPAC TRAINING IS VERY SPECIFIC.

TRUSTEE WEINBERG, IT TAKES YOU THROUGH ASK THIS QUESTION LIKE WHAT'S YOUR HOME LANGUAGE SURVEY? WHAT WAS THE STUDENT'S.

WHAT'S BEEN THEIR LAST LANGUAGE OF INSTRUCTION? WE ALSO BASED ON WHAT'S REQUIRED BY THE STATE, WE ALSO GIVE WHAT'S OUR OUR TAIL PASS.

SO THERE'S AN ASSESSMENT THAT TELLS YOU AND YOU DO TAKE IT IN ENGLISH AND IN SPANISH TO SEE YOUR PROFICIENCY LEVEL.

SO ALL OF THOSE DATA POINTS ARE TAKEN INTO ACCOUNT.

AND THEN THE LPAC DETERMINES WHAT YOUR LANGUAGE OF ASSESSMENT, WHICH SHOULD ALSO MATCH YOUR LANGUAGE OF INSTRUCTION.

AND IN TEXAS THE REQUIREMENT IS ALSO THAT ALL BILINGUAL BY THE TIME YOU'RE IN THIRD GRADE, IT'S A DUAL LANGUAGE.

WHEN WE USE DUAL LANGUAGE PEOPLE CONFUSED, THERE'S ONE WAY DUAL LANGUAGE AND THERE'S TWO WAY DUAL LANGUAGE.

SO ONE WAY DUAL LANGUAGE IS ACTUALLY OUR BILINGUAL PROGRAM, WHICH ESSENTIALLY MEANS STUDENTS ARE USING THEIR NATIVE LANGUAGE WHILE ALSO ACQUIRING A NEW LANGUAGE.

SO THERE IS IF SOMEONE THINKS THERE'S NO ENGLISH BEING SPOKEN IN A SECOND GRADE BILINGUAL CLASSROOM, THAT IS INACCURATE.

STUDENTS RECEIVE A 50 OVER 50 MODEL, AND WE USE CONTENT AREAS THAT SAY, YOU'RE GOING TO HAVE READING LANGUAGE ARTS IN ENGLISH, AND YOU'RE ALSO GOING TO HAVE SPANISH LANGUAGE ARTS SO THAT STUDENTS ARE ABLE TO BRIDGE THOSE LANGUAGES.

THEN WE HAVE A TWO WAY DUAL LANGUAGE MODEL, WHICH MEANS I HAVE NATIVE SPEAKERS AND NON-NATIVE SPEAKERS BOTH LEARNING THE OTHER'S LANGUAGE.

SO YOU HAVE SPANISH DOMINANT AND ENGLISH DOMINANT STUDENTS TOGETHER IN A CLASSROOM.

AND IF I'M THE ENGLISH DOMINANT STUDENT, I'M LEARNING SPANISH.

AND THE SPANISH DOMINANT STUDENT IS USING SPANISH TO LEARN ENGLISH.

AND SO THE LPAC, IT'S NOT A I THINK THEY YOU KNOW, I FEEL LIKE IT SHOULD, BY LAW, HAS TO FOLLOW THESE STEPS.

AND THEN UNTIL THE STUDENT HAS MET CERTAIN CRITERIA, ARE THEY EXITED OUT? MEANING THEY THEN TEST IN ENGLISH.

SO SOME STUDENTS MIGHT BE TESTING IN ENGLISH IN FOURTH GRADE.

NOT THAT MANY, BECAUSE THE THE RESEARCH OF COURSE, SHOWS THAT YOU NEED 7 TO 10 YEARS OF THE NEW LANGUAGE TO COMPLETELY HAVE PROFICIENCY IN BOTH.

SO UNTIL THEY'RE ABOUT FIFTH GRADE, FOURTH NINE YEARS, TEN YEARS OLD, THAT'S WHEN WE'LL SEE THEM MOVE INTO ENGLISH.

EXCELLENT. THAT'S HELPFUL.

THANK YOU. THAT'S IT.

MR. CHAIR. THANK YOU.

WE'LL GO TO TRUSTEE MICCICHE, FOLLOWED BY TRUSTEE CARREÓN.

THANK YOU. GOOD. SO I WANTED TO TALK A LITTLE BIT ABOUT THE STRATEGIC ADJUSTMENTS AND HOW YOU DECIDE, WHAT YOU KNOW, WHAT STRATEGIC ADJUSTMENTS TO MAKE.

AND I CERTAINLY APPRECIATE THE ONE THAT WE JUST TALKED ABOUT, SORT OF SUCCESS PLANNING OR GOAL SETTING FOR EACH INDIVIDUAL STUDENT.

BUT WE HAVE TO COME UP WITH THINGS TO TRY, RIGHT? HOPEFULLY TRIED AND TRUE APPROACHES TO SEE IF WE CAN MOVE THE NEEDLE.

AND THAT THAT MADE ME THINK ABOUT THE FACT THAT YOU KNOW, WE HAVE SOME SCHOOLS THAT ARE SUCCEEDING BETTER THAN OTHER SCHOOLS IN TERMS OF MOVING THE NEEDLE AND, AND BEYOND JUST LOOKING AT DEMOGRAPHICS.

RIGHT. WE KNOW THAT THAT THERE IS THAT HIGH CORRELATION BETWEEN TEST SCORES AND DEMOGRAPHICS.

BUT ADJUSTING FOR THAT FACTOR I THINK IN RECENT YEARS OF OF SCHOOLS LIKE JACK LO ELEMENTARY IN THE VICKERY MEADOW AREA, JUST KNOCKING IT OUT OF THE PARK AND AND HAVING THREE OTHER ELEMENTARY SCHOOLS IN THE SAME AREA NOT DOING AS WELL. AND SO, YOU KNOW, IT SEEMS THAT, YOU KNOW, IT MAKES SENSE TO LOOK AT JACK LO AND SAY, WHAT ARE THEY DOING OVER THERE THAT IS SUCCEEDING WITH ESSENTIALLY THE SAME DEMOGRAPHIC GROUP OF STUDENTS?

[01:15:05]

AND, YOU KNOW, I WANT TO MAKE SURE THAT WE ARE TRYING TO LOOK AT THAT.

WHEN WE COME UP WITH THE STRATEGIC ADJUSTMENTS, WE HAVE TO FIND WAYS TO TO IMPROVE STUDENT ACHIEVEMENT.

AND WE HAVE WE HAVE A LOT OF DATA AVAILABLE.

WE HAVE SCHOOLS THAT ARE DOING WAY BETTER THAN OTHER SCHOOLS.

AND WHAT WHAT DO WE DO TO LOOK AT THOSE SCHOOLS THAT ARE REALLY SUCCEEDING COMPARED TO THEIR, YOU KNOW, COMPARABLE PEERS THAT WE CAN SAY, OKAY, WELL, JACK LO WAS DOING THESE FIVE THINGS.

THESE OTHER SCHOOLS ARE EITHER NOT DOING THEM AS MUCH OR NOT DOING THEM AT ALL.

WHAT CAN WE DO TO TO MAKE SURE THAT WE ARE LEARNING FROM THE DATA THAT WE HAVE FROM BASICALLY HAVING OUR SCHOOLS LEARN FROM EACH OTHER? THANK YOU FOR THAT QUESTION.

TRUSTEE MICCICHE. THERE ARE A COUPLE OF THINGS, ACTUALLY.

SOME OF THE THINGS WE'VE DONE IS THOSE INDIVIDUAL INTERVIEWS WITH THE CAMPUSES AND WE'VE ASKED THEM.

SO WE STUDY FIRST.

NUMBER ONE IS OUR RETURN ON INVESTMENT.

WHAT THINGS SYSTEMICALLY ARE WE DOING THAT WE'RE GETTING, YOU KNOW, REALLY GREAT OUTCOMES FROM.

RIGHT. SO WE START THERE.

FOR THE INDIVIDUAL INTERVIEWS WITH THE CAMPUSES, ONE OF THE THINGS WE SAID WAS LIKE, WHAT ARE THE THINGS THERE ARE LIKE FOUR MAJOR QUESTIONS.

WHAT THINGS KIND OF LED TO THIS OUTCOME? GIVE US THREE THINGS.

WHAT THINGS ARE YOU ADJUSTING FOR THE SCHOOL YEAR AND WHAT SUPPORTS DO YOU NEED? AND WE REALLY FOCUSED IN ON GET TO THE OTHER QUESTION, BUT WE REALLY, REALLY FOCUSED ON THEIR ADJUSTMENTS AND THEIR SUPPORTS.

THEN WE LOOKED AT THOSE TRENDS ACROSS EXECUTIVE DIRECTORS, AND THEN WE LOOKED AT THOSE TRENDS ACROSS REGIONS.

AND THAT GIVES US SORT OF THE SUPPORTS THAT WE NEED TO DO THE HIGH LEVERAGE ADJUSTMENTS WE SHOULD MAKE.

BUT MORE IMPORTANTLY, THIS YEAR, WE WENT BACK TO SOMETHING THAT WE KNOW IS TRIED AND TRUE, AND THAT'S DATA CYCLES.

AND IN THOSE DATA CYCLES, WHAT WE HAVE PRINCIPALS DOING IS COMING TOGETHER IN LIKE A TRIAD WHERE IT'S LIKE THREE CAMPUS PRINCIPALS WITHIN A GEO SORT OF A DEMOGRAPHIC, SORT OF GEO LOCATED AREA.

I THINK THAT'S THE BETTER WORD TO, TO SAY.

SOMETIMES IT'S A QUAD, SOMETIMES IT'S A TRIAD.

BUT WHAT THEY ARE DOING IN THAT IN THAT DATA CYCLE IS STUDYING BEST PRACTICES FROM EACH CAMPUS.

AND THEY'RE ABLE TO SAY, HEY, THIS IS WORKING REALLY WELL IN MY CAMPUS.

THIS DID NOT WORK AS WELL AS WE THOUGHT, AND THEY'RE ABLE TO SHARE THOSE BEST PRACTICES SO THAT THEY CAN ALL SORT OF MOVE UP TOGETHER.

OKAY. I APPRECIATE THAT.

I'M JUST TRYING TO MAKE IT A LITTLE BIT MORE CONCRETE AS TO, YOU KNOW, WHETHER YOU CAN IDENTIFY THE, YOU KNOW, THE, THE TOP TEN SCHOOLS AND THE SIMILAR SCHOOLS BY DEMOGRAPHICS BECAUSE IN THE, IN THE STATE ASSESSMENTS THEY, THEY DO BREAK OUT SCHOOLS BY DIFFERENT CATEGORIES.

AND TO THE EXTENT THAT, YOU KNOW, WE'RE NOT FULLY DOING EVERYTHING WE CAN TO EXTRACT THOSE BEST PRACTICES, I'D JUST LIKE TO YOU KNOW, ADD MY, MY $0.02 THAT THAT IS THAT MIGHT BE A WAY FOR US TO THINK ABOUT WHERE WE CAN COME UP WITH STRATEGIC ADJUSTMENTS THAT HAVE BEEN SUCCESSFUL.

THANKS. LET ME ADD TO THAT AS WELL, BECAUSE ONE OF THE OTHER THINGS THAT WE ARE MAKING SURE IS ALSO AND WHAT WE DID FIND IS, FOR INSTANCE, ON THE DATA CYCLES, JACK LO IS ONE OF THOSE CAMPUSES THAT ALWAYS CONTINUED HAVING THE DATA CYCLE VISITS, LOOKING AT THEIR DATA, WHAT WHAT'S WORKING AND MAKING ADJUSTMENTS.

SO THE ONE OF THE TRENDS FOUND IS THE MOST SUCCESSFUL SCHOOLS DID HAVE REGULAR DATA CYCLES WHERE THEY WERE EXAMINING STUDENT WORK ARTIFACTS DURING WALKTHROUGHS. SO WE'VE NOW ALSO ADDED THAT THE EDS ARE DOING COLLABORATED OR CALIBRATED.

NOW I'M COMING UP WITH A NEW WORD, CALIBRATED WALKS, SO THAT THEY GO TO SCHOOLS TOGETHER.

SO LET'S TAKE JACK LO AND THAT VERTICAL TEAM.

SO SANDRA BARRIOS WILL TAKE 3 OR 4 OF HER PRINCIPALS OVER TO JACK LO.

AND SO MCSHAN AND HOTCHKISS AND JILL STONE MIGHT ALL BE THERE WITH HER, AND THEY DO CALIBRATION WALKS SO THAT THEY ALSO GET A SENSE OF WHAT DOES EFFECTIVE INSTRUCTION LOOK LIKE, AND WHAT'S THE ROLE OF THE PRINCIPAL AND THE ASSISTANT PRINCIPAL IN SUPPORTING.

THE TEACHERS HAVE WHAT THEY NEED BECAUSE EVERYBODY'S GETTING UP TO DO AN AMAZING JOB.

SO THERE HAS TO BE SOMETHING FROM OUR SIDE ON THE SUPPORT SIDE THAT'S MAKING A DIFFERENCE AT SOME CAMPUSES AND NOT AT OTHERS.

SO THOSE CALIBRATION WALKS THAT WE USED TO DO A LONG TIME AGO ARE NOW BUILT BACK INTO THE SCHEDULE.

OKAY. THAT'S HELPFUL.

THANK YOU. THANK YOU. TRUSTEE MITCHELL.

TRUSTEE CURRY JUST A COUPLE OF QUICK FOLLOW UP QUESTIONS.

[01:20:04]

SO I SEE ON THE THIRD BULLET ON THE INPUTS WAS THE ROBUST TIER TWO INTERVENTION PLANS.

I KNOW WE'VE ALSO TALKED ABOUT NOW PERSONALIZED GOALS.

I'M NOT SURE. HOW IS THAT THE MORPHING OF OF THE INTERVENTION PLAN INTO A NEW SYSTEM, OR WILL WE STILL BE DOING AN INTERVENTION PLAN THAT'S SOMETHING DIFFERENT THAN WHAT THIS GOAL SETTING IS THAT WE'RE TALKING ABOUT? YEAH, LAST YEAR WE WERE REALLY TARGETED ON STUDENTS THAT WERE BEHIND.

AND THIS YEAR, EVERY STUDENT IS GOING TO HAVE THE GOAL SETTING.

SO IT WON'T. IT'S A BOTH END.

AND THEN MY SECOND QUESTION WAS A COMMENT YOU HAD MADE ABOUT WE SORT OF AS A GLOBAL COLLECTIVE EDUCATION COMMUNITY LEARNING THAT AND I'M PROBABLY NOT USING THE RIGHT TERMINOLOGY, BUT SORT OF A BRUTE, A BRUTE FORCE APPROACH TO TRYING TO CATCH PEOPLE UP TO MATH WAS NOT SUCCESSFUL.

DOCTOR ELIZALDE ACTUALLY TALKED ABOUT THIS WHEN SHE WENT OVER HER DATA THAT WE NEED TO LEARN THAT, YOU KNOW, THERE ARE BUILDING BLOCKS, PARTICULARLY IN MATH, THAT HAVE TO BE BUILT BEFORE YOU CAN. YOU KNOW, IF YOU DON'T KNOW WHAT YOU NEEDED TO KNOW IN KINDERGARTEN YOU AREN'T GOING TO BE ABLE TO CATCH UP IN THIRD GRADE JUST BY DOING THE SAME PROBLEMS MORE. YOU NEED TO GO BACK AND UNDERSTAND THAT BUILDING BLOCK.

I THINK THAT'S WHAT YOU'RE TALKING ABOUT WITH DIFFERENCE.

AM I CORRECT IN THAT? SO MY QUESTION RELATES THEN GOING BACK TO EUREKA, IS THAT APPROACH THAT WE ARE ALL REALIZING WE NEED TO DO SOMETHING DIFFERENT? IS THAT CURRICULUM BASED MEANING THAT WE NEED TO ARE WE HAVING? IS THAT IS THAT APPROACH THAT WE REALIZE NOT IS NOT WORKING BASED? DOES EUREKA EMBRACE THAT APPROACH OR ARE WE TALKING ABOUT SOMETHING ENTIRELY DIFFERENT? EUREKA IS JUST THE TOPIC MATTERS AND WE'RE GOING TO CHANGE HOW WE'RE IMPLEMENTING IT IN CLASS.

DOES THAT MAKE SENSE? I WANT TO GO AHEAD AND TAKE THAT ONE.

I KNOW ANGIE, YOU WANT TO, BUT I WANT YOU ANYWAY.

SO FOR INSTANCE, SO EUREKA CAN BE OF SUPPORT, BUT IT IS NOT GOING TO SOLVE THE ISSUE.

IT IS NOT. IT'S ACTUALLY UNDERSTANDING AGAIN, BACK TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS.

SO I'LL DO A REAL EXAMPLE.

SHOUT OUT TO URBAN PARK.

I WAS THERE TODAY DOING CLASSROOM VISITS.

GREAT JOB. MISS BENITEZ WAS IN HER BILINGUAL OR HER MATH CLASSROOM AND THEN WE WENT TO HER PARTNER CLASSROOM AS WELL.

MISS DOMAIN.

SO WITH THAT, THEY WERE DOING PROBLEMS INVOLVING ADDITION UP TO THE 10,000TH PLACE, 10,000TH PLACE. SO IN THAT PROCESS, THOUGH, EUREKA MAY BE UTILIZING A PLACE VALUE CHART.

WELL, SOME OF THE STUDENTS UNDERSTOOD THAT 70 AND 70,000 MEANT THAT THERE WERE SEVEN IN THE 10,000TH PLACE BECAUSE THEY COULD IDENTIFY ON A PLACE VALUE CHART, BUT THAT WASN'T SUFFICIENT FOR ALL OF THE STUDENTS.

AND HERE'S A PERFECT PLACE WHERE KIDS MIGHT HAVE NOT UNDERSTOOD PLACE VALUE IN FIRST GRADE AT A LOWER LEVEL.

SO WE HAD TO BREAK THAT DOWN.

WHILE I WAS THERE, WE HAD TO GO BACK TO THE ONES AND REMIND EVERYONE, GO THROUGH AN ACTIVITY.

HOW DO THE ONES BECOME TENS AND KNOW THE DIFFERENCE BETWEEN A NUMBER AND A DIGIT? AND HOW DO YOU GET TO TEN'S PLACES? BECAUSE YOU NO LONGER HAVE A SINGLE DIGIT, YOU NOW HAVE A DOUBLE DIGIT, WHICH BECAME A TEN.

SO AS WE WERE GOING THROUGH THAT ACTIVITY, THAT'S NOT IN EUREKA.

SO YOU HAVE TO HAVE STUDIED THE STANDARD NOT JUST TO THE GRADE LEVEL YOU'RE TEACHING.

YOU ALSO HAVE TO KNOW THE GRADE LEVEL BEFORE SO THAT YOU CAN MAKE THE BRIDGE CONNECTED.

OH, YOU KNOW WHAT? I NEED TO BRING OUT A BASE TEN CONCRETE OBJECT SO THAT I CAN FILL IN THE GAP.

ONCE WE DID THAT, THE STUDENTS THEN BEGAN MOVING THROUGH THE LESSON THAT WAS IN EUREKA.

MUCH FASTER.

THOSE ARE THE TYPES OF SUPPORT THAT WE NEED TO BE ABLE TO PROVIDE TO OUR TEACHERS, SO THAT THEY WOULD BE ABLE TO HAVE THAT BRIDGE.

DOES THAT HELP? YES.

THAT'S VERY, VERY HELPFUL AND UNDERSTANDING.

SORT OF THE DIFFERENCE BETWEEN THE CURRICULUM AND THE IMPLEMENTATION CHANGES THAT NEED TO BE MADE TO MAKE THAT CURRICULUM MORE EFFECTIVE.

THAT WAS THAT'S VERY HELPFUL.

AND THEN I WOULD JUST I'LL ECHO TRUSTEE MISHKA'S COMMENT.

YOU KNOW, I'M, I'M GLAD THAT THESE CALIBRATION WALKS ARE HAPPENING, BUT I CERTAINLY WANT TO HEAR MORE ABOUT WHEN WE IDENTIFY A CAMPUS THAT'S DOING REALLY WELL, DO WE HAVE AN INTENTIONAL, YOU KNOW, SYSTEMIC APPROACH TO LEARNING WHAT THEY'RE DOING AND THEN FIGURING OUT WHAT WE CAN MODEL AND IMPLEMENT ELSEWHERE? THAT SEEMS LIKE A REALLY GOOD GOVERNANCE STRATEGY.

AND I THINK HOPEFULLY THAT CALIBRATION WALK IS THAT.

BUT I CERTAINLY WANT TO HEAR MORE ABOUT THAT AS WE GO THROUGHOUT THE REST OF THE YEAR.

THANK YOU. THAT'S ALL MY QUESTIONS.

THANK YOU, TRUSTEE CURRY.

I'LL JUST ADD A FEW COUPLE NOTES HERE.

NUMBER ONE, I THINK I LOVE THE CONVERSATION AROUND CASCADING GOALS.

I KNOW IN MY OWN EXPERIENCE, BEING AN EDUCATOR, WHEN A KID SEES WHAT THEIR GOAL IS, HAS SOME SAY IN IT, AND ACTUALLY GETS TO SEE THEIR PROGRESS, I MEAN, THAT MOTIVATES ALL HUMANS GENERALLY TO SEE PROGRESS AND KEEP ON GOING.

SO I THINK THAT'S AN AMAZING THING.

I'M EXCITED TO SEE HOW THAT WORKS OUT.

AND IT GETS TO THE HEART OF WHAT I KNOW.

DOCTOR ZELDA, YOU'VE SAID SINCE DAY ONE IS THIS IS NOT JUST ABOUT A SYSTEM.

IT'S ABOUT EVERY SINGLE STUDENT IN THIS SYSTEM, AND THIS IS A WAY TO INDIVIDUALIZE IT.

SO I'M EXCITED TO HEAR ABOUT THAT.

SECOND, THE NOTE, I THINK THE CONVERSATION AROUND WHAT WE'RE DOING TO SUPPORT NEW TEACHERS IS ABSOLUTELY CRITICAL.

[01:25:03]

I ALSO, IF I REMEMBER, I THINK WE HAVE SOME OF THE LOWEST NUMBERS OF NEW TEACHERS THAT WE'VE EVER HAD IN THE DISTRICT.

IS THAT TRUE? AND WHERE DO WE LAND ON THAT AFTER THE FIRST MONTH? YEP. COME ON BACK UP, ROBERT.

WE'RE HAVING A GREAT DAY.

BUT LAST YEAR WE HAD 10%.

YEAH. TRADITIONALLY, ON AN AVERAGE YEAR, WE'RE SOMEWHERE AROUND 1300 TO 1400 NEW TEACHERS.

THIS YEAR, I THINK WE'RE AROUND 650 OR 700 RIGHT NOW.

AND IS THIS NEW TO THE PROFESSION, TEACHERS OR NEW TEACHERS TO DALLAS ISD? NEW TO DALLAS ISD? SO SOME OF THEM HAVE EXCUSE ME, SOME OF THEM DO HAVE YEARS OF EXPERIENCE AS WELL.

SO 650 NEW TO DALLAS ISD TEACHERS IS SIGNIFICANTLY ABOUT SOUNDS ABOUT HALF AS WHAT IT NORMALLY IS.

AND EVEN LESS OF THOSE ARE BRAND NEW TEACHERS.

CORRECT. THANK YOU.

CONGRATULATIONS ON THAT. I KNOW YOU'VE WORKED A TON, AS HAS THE WHOLE TEAM.

AND FINALLY, I ALSO JUST WANT TO LEND MY VOICE.

I THINK TRUSTEE MITCH KAY'S COMMENT IS SUPER MEANINGFUL, ESPECIALLY AROUND REALLY CREATING THIS CODIFIED SYSTEM FOR HOW WE IDENTIFY WHAT'S WORKING, BECAUSE THERE ARE BEST PRACTICES OF DOING A DATA WALK THAT MIGHT BE HELPFUL.

THERE ARE ALSO REAL INTERVENTIONS THAT WE ARE PROVIDING THAT COST RESOURCES LIKE THE INTERVENTIONISTS WHICH WERE IDENTIFIED, THAT ARE MAKING OUTCOMES.

SO THE MORE WE CAN EVEN HAVING A DALLAS ISD RETURN ON INVESTMENT LIKE WE DID AS THE BUDGET LAST YEAR.

BUT THEN AS WE GO THROUGH THIS YEAR AND SEE WHERE THOSE BRIGHT SPOTS ARE AND IDENTIFYING THAT MIGHT BE THINGS WE DIDN'T EVEN THINK ABOUT.

HOW DO WE THEN HAVE THAT CONVERSATION BACK MOVING THIS FORWARD? AND IT'D BE A GREAT WAY TO CELEBRATE SOME OF THOSE CAMPUSES THAT ARE PIONEERING SOME OF THIS ON THEIR OWN.

I THINK ABOUT, LIKE THE ACE PROGRAM, YOU KNOW, SPECIFIC THINGS AROUND STIPENDS, AUTONOMIES, ADDITIONAL SUPPORTS NETTED REALLY GOOD RESULTS.

AND SO WHATEVER WE'RE SEEING REALLY GOOD RESULTS.

THE MORE WE CAN CODIFY THAT IN SPECIFICS RATHER THAN GENERAL BEST PRACTICES WOULD BE REALLY POWERFUL.

I THINK FOR ME AS A BOARD MEMBER PERSONALLY, ESPECIALLY AS WE GO INTO BUDGETING.

SO THANK YOU ALL.

I DON'T SEE ANYONE ELSE HERE.

WE WILL NOW MOVE ON TO ITEM SEVEN, A INFORMATION AND REPORTS SUPERINTENDENT'S REPORT.

[7. INFORMATION/REPORTS]

PROFESSIONAL LEARNING UPDATES.

SUPERINTENDENT. SO SPEAKING OF THE TEACHER IS THE PROGRAM.

WE KNOW THAT WE MUST CONTINUE TO ENSURE THAT OUR TEACHERS HAVE WHAT THEY ARE REQUESTING AND WHAT THEY THINK THEY NEED AND WHAT OUR DATA SAY THAT WE NEED.

IT'S A BOTH AND AND SO I'M GOING TO TURN IT OVER AGAIN TO CHIEF GAYLORD WHO HAS HER TWO EXECUTIVE DIRECTORS UP HERE.

WE HAVE DOCTOR BROUGHTON AND DOCTOR HILL AND I'LL TURN IT OVER TO YOU ALL.

YOU HAD LOTS OF QUESTIONS AROUND TEACHER TRAINING, SO WE HOPE THAT YOU ENJOYED THIS VIDEO.

WE DID A LOT OF TRAINING THIS SUMMER AND WE'RE CONTINUING AND WE WILL DO IT THROUGHOUT THE SCHOOL YEAR.

SO NEXT SLIDE.

NEXT SLIDE. WELCOME TO DALLAS ISD'S SUMMER LEARNING JOURNEY.

THIS SUMMER WAS FILLED WITH FUN, INSPIRATION AND CONTENT RICH LEARNING EXPERIENCES THAT WERE CRAFTED TO EMPOWER AND ENGAGE TEACHERS.

THE SUMMER LEARNING JOURNEY BEGAN WITH THE LAUNCH OF THE FLEX DAY INITIATIVE, OFFERING 14 HOURS OF SPECIALIZED TRAINING TO DIVE DEEPER INTO OUR CURRICULUM. WITH A FOCUS ON SCAFFOLDING AND ENGAGEMENT, WE PROVIDED A UNIQUE OPPORTUNITY FOR PROFESSIONAL GROWTH.

THE FLEX DAY SESSIONS WERE HELD ACROSS FOUR KEY SITES H.B.

BELL, HILLCREST GARCIA, AND THOMAS JEFFERSON.

WE OFFERED COMPREHENSIVE COURSES IN BOTH CORE AND NON-CORE CONTENT AREAS THROUGHOUT JUNE AND JULY, ENGAGING OVER 4000 PARTICIPANTS. IN JULY, WE WELCOMED 650 NEW EDUCATORS TO DALLAS ISD.

DAVID W CARTER HIGH SCHOOL GRACIOUSLY HOSTED THE CONTENT TRAINING DAY OF NEW TEACHER ACADEMY.

PARTICIPANTS RECEIVED EXTENSIVE CONTENT TRAINING, INCLUDING AN INTRODUCTION TO THE CURRICULUM, RESOURCES AND BEST PRACTICES TO SUPPORT ALL LEARNERS. THE JOURNEY TRULY STARTS HERE.

SETTING THE STAGE FOR A SUCCESSFUL ACADEMIC YEAR.

IN ADDITION TO TRAINING DALLAS ISD'S NEW AND RETURNING TEACHERS, WE ALSO PROVIDED TRAINING FOR CAMPUS INSTRUCTIONAL LEADERS.

THE ACADEMIC SERVICES AND SCHOOL LEADERSHIP TEAMS COLLABORATED TO HOST SILK TRAINING, WHICH BROUGHT TOGETHER 1100 LEADERS FROM EVERY DALLAS ISD CAMPUS.

THESE SESSIONS, SPREAD ACROSS FIVE REGIONAL SITES, FOCUSED ON PREPARING FOR THE DELIVERY OF QUARTER ONE CONTENT IN READING, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES.

WE ARE EXCITED ABOUT THE IMPACTFUL LEARNING EXPERIENCES OUR EDUCATORS HAVE ENGAGED IN THIS SUMMER.

FOR MORE INFORMATION AND RESOURCES ON OUR TEACHER TRAINING PROGRAMS, VISIT DALLAS ISD.ORG/PDL YOU

[01:30:05]

WILL FIND EVENT FLIERS, PD CALENDARS, AND TRAINING HUBS WITH LEARNING OPPORTUNITIES DESIGNED FOR TEACHERS AND CAMPUS LEADERS.

LET'S CONTINUE TO INSPIRE EVERY STUDENT, EVERY TEACHER, EVERY DAY.

SO BEFORE WE MOVE ON, I SAID, I RETURNED MY TWO FOLKS TO EXECUTIVE DIRECTOR LEVELS.

IT WAS CALLED TO MY ATTENTION.

LET ME FIX THAT IMMEDIATELY.

THEY'RE LIKE, WHAT'S HAPPENING? SORRY. I WAS CAUGHT UP IN OUR SCHOOL LEADERSHIP EXECUTIVE DIRECTORS.

SO THESE ARE OUR DEPUTY CHIEFS, DOCTOR HILL AND DOCTOR BROUGHTON.

THANK YOU FOR THAT, DOCTOR ELIZALDE.

GOOD AFTERNOON, DOCTOR ELIZALDE.

AND TRUSTEES, IT'S OUR PLEASURE TO SIT HERE AND SHARE WITH YOU OUR SUMMER LEARNING FEEDBACK AND UPDATES.

AND SO THIS WORK IS TRULY IMPORTANT TO US.

AND THE DATA THAT'S BEEN CAPTURED ON THIS SLIDE REFLECTS TEACHER FEEDBACK ON THE SUMMER LEARNING EXPERIENCE.

AND AS YOU CAN SEE HERE, OVER 90% OF OUR TEACHERS RESPONDED POSITIVELY THAT THEY WOULD BE ABLE TO TAKE BACK AND IMPLEMENT THE STRATEGIES AND THE RESOURCES THAT WERE SHARED DURING SUMMER LEARNING. AND SO IT'S ALSO IMPORTANT TO NOTE THAT WE HERE IN ACADEMIC SERVICES, ARE COMMITTED TO DOING EVERYTHING WE CAN TO SUPPORT OUR TEACHERS AND TO BUILD CAPACITY FOR THEIR IMPLEMENTATION OF THE CURRICULUM IN THE CLASSROOM.

AND SO THE WAY WE DO THAT IS IN A COUPLE OF WAYS, THROUGH IN-PERSON AND VIRTUAL EXPERIENCES, ALSO BY COACHING THROUGH OUR EARLY LEARNING SPECIALIST AND IN PARTNERSHIP WITH SCHOOL LEADERSHIP AND THE INSTRUCTIONAL LEAD COACHES.

SO THIS PAST SUMMER, WE KICKED OFF OUR SUMMER LEARNING FLEX DAY INITIATIVE, WHERE WE HAD TEACHERS COME AND ATTEND TWO DAYS OF LEARNING.

AND SO WE HAD ABOUT 4700 TEACHERS ATTEND DAY ONE AND 4500 TEACHERS ATTEND DAY TWO.

AND SO EACH PRINCIPAL IS GOING TO BE RECEIVING A LIST OF TEACHERS WHO ACTUALLY PARTICIPATED IN THIS OPPORTUNITY.

AND THOSE TEACHERS WHO PARTICIPATED IN SUMMER LEARNING WILL HAVE THE OPPORTUNITY TO FLEX TWO DAYS.

AND SO THE FIRST DAY THEY'LL HAVE THE OPPORTUNITY TO FLEX IS OCTOBER 14TH, AND THE SECOND DAY WILL BE FEBRUARY 17TH.

AND SO FOR THE TEACHERS WHO DID NOT TAKE PART IN THIS EXPERIENCE, OF COURSE THEY WILL BE AT WORK ON THAT DAY.

AND SO OUR TEAMS WILL BE PROVIDING TRAINING RESOURCES FOR PRINCIPALS TO USE ON THOSE DAYS TO CONTINUE TO BUILD CAPACITY AT THE CAMPUS LEVEL.

AND SO THIS SLIDE HERE ARTICULATES OUR 2024 LEARNING OPPORTUNITIES.

THERE ARE SEVERAL FOR THIS FALL THAT WE'VE HIGHLIGHTED HERE.

AND SO THIS SLIDE REPRESENTS A CALENDAR VIEW OF THE LARGE SCALE TRAINING OPPORTUNITIES THAT WE HAVE FOR CAMPUS LEADERS, FOR NEW TEACHERS AND ALL INSTRUCTIONAL STAFF.

IT'S OUR GOAL, OF COURSE, TO CONTINUE BUILDING CAPACITY BY PROVIDING TIMELY TOOLS AND RESOURCES FOR TEACHERS TO USE IN CURRICULUM IMPLEMENTATION.

AND SO WE'VE BEEN PARTNERING.

YOU ALL SAW THE VIDEO.

WE PARTNERED WITH 1100 CAMPUS LEADERS, ALSO KNOWN AS THE CAMPUS INSTRUCTIONAL LEADERSHIP TEAM, OR SLT, TO CONTINUE TO PROVIDE SUPPORT TO TEACHERS. AND THAT SUPPORT IS IN LESSON PLANNING AND REHEARSAL AND PREPARATION FOR LESSON DELIVERY.

AT THIS TIME, DOCTOR HILL WILL BE PROVIDING YOU A BRIEF UPDATE ON CORE CONTENT SUPPORTS.

THANK YOU SO MUCH, DOCTOR BROUGHTON.

GOOD AFTERNOON TRUSTEES.

DOCTOR ELIZALDE SO TO SUPPORT TEACHERS THROUGHOUT.

SO TO SUPPORT TEACHERS AND CAMPUS LEADERS THROUGHOUT THE SCHOOL YEAR WE ARE PROVIDING CAMPUS EXCUSE ME CONTENT SPECIFIC RESOURCES.

AND SO IN READING LANGUAGE ARTS WE DID INCLUDE SCAFFOLDS IN THE CURRICULUM BECAUSE THESE SCAFFOLDS HELP STUDENTS ORGANIZE THEIR THINKING.

AND SO THEY ARE ADEQUATELY AND EFFECTIVELY ADDRESSING EACH PART OF THE WRITING RUBRIC EFFECTIVELY.

OUR ACADEMIC SERVICES TEAM, WE ARE ALSO TRAINING CAMPUS LEADERS ON THE DEMANDS OF GRADE LEVEL WRITING AND THE WRITING PROCESS AS A WHOLE.

WE HAVE INCORPORATED SOME STANDARDS BASED PROMPTS IN OUR SECOND GRADE CURRICULUM.

AND SO WHEN STUDENTS ARE AUTHENTICALLY LEARNING IN SECOND GRADE ON THEIR GRADE LEVEL, THEY ARE ALSO SEEING WHAT THESE SKILLS WILL LOOK LIKE AND WHAT THEY WILL NEED TO HAVE WHEN THEY REACH THIRD GRADE AND BEYOND.

AND IN READING LANGUAGE ARTS, AS WELL AS ALL OF OUR CONTENT AREAS, WE ARE OFFERING JUST IN TIME PLCS WHERE TEACHERS HAVE THE OPPORTUNITY TO UNPACK THE NEXT UNIT WITH OUR CURRICULUM TEAM.

IN MATH, WE ARE LAUNCHING A PROFESSIONAL DEVELOPMENT SERIES FOR TEACHERS TO DEEPEN THEIR INSTRUCTIONAL PRACTICES WITH KEY MATH CONCEPTS.

THIS IS IN RESPONSE TO US DEVELOPING A NUMERACY STRATEGY THIS YEAR TO REINFORCE AND REINFORCE.

ALGEBRAIC THINKING AS EARLY AS KINDERGARTEN.

[01:35:03]

THE MATH TEAM HAS ALSO CREATED AND PUBLISHED A RESOURCE FRAMEWORK TO GUIDE TEACHERS AND ADMINISTRATORS THROUGH THE PLANNING PROCESS FOR DAILY LESSONS, AND SO THIS TOOL LEADS EDUCATORS THROUGH THE THE LEARNING PROGRESSION THAT HAPPENS ACROSS THE SCHOOL YEAR, STARTING WITH THE QUARTER AND MOVING DOWN TO THE MODULE AND EVENTUALLY INTO EACH DAILY LESSON.

AND AGAIN AS IN READING.

TEACHERS DO HAVE THE OPPORTUNITY TO ACCESS CONTINUING SUPPORT ON A WEEKLY BASIS.

HERE I'M GOING TO HIGHLIGHT OFFICE HOURS THAT OUR TEAMS HAVE EACH WEEK.

SO TEACHERS AND CAMPUS ADMINISTRATORS CAN ASK QUESTIONS OF ANY KIND THAT THEY HAVE ABOUT OUR CURRICULUM.

AND THIS TYPE OF LEARNING EXPERIENCES IS IS REALLY DESIGNED TO WALK TEACHERS THROUGH THE NEXT UNIT.

AND IT COVERS OUR HIGH LEVERAGE STANDARDS THAT TEACHERS ARE GOING TO BE USING IT.

WE WE TALKED TO THEM ABOUT INSTRUCTIONAL TECHNIQUES AND HOW TO USE HANDS ON MATERIALS IN THE CLASSROOM.

OUR SCIENCE CURRICULUM DOES HAVE NEW STANDARDS THIS YEAR, WHICH INCLUDES ENGINEERING DESIGN AND PRACTICES THAT ARE INTEGRATED INTO THE STANDARDS. THE ORGANIZATION OF THE SCIENTIFIC AND ENGINEERING PRACTICES STRAND COINCIDES WITH PRACTICES IN WHICH A SCIENTIST OR AN ENGINEER WOULD ENGAGE TO ANSWER A QUESTION OR SOLVE A PROBLEM IN THE REAL WORLD.

AND SO THIS TYPE OF CURRICULUM WILL ALLOW OUR STUDENTS TO THINK CRITICALLY, WHICH PROVIDES THEM WITH A SENSE OF PURPOSE, WITH A SENSE OF AGENCY, AND IT REALLY, TRULY ENGAGES THEIR CURIOSITY.

AND AS WITH READING AND MATH, WE ARE ALSO PROVIDING ONGOING SUPPORTS THROUGH OUR JUST IN TIME PLCS AND OUR OFFICE HOURS.

AND FINALLY, IN SOCIAL STUDIES, WE ARE LEVERAGING HOW STUDENTS SYNTHESIZE KNOWLEDGE AND SKILLS BY GIVING THEM FREQUENT OPPORTUNITIES TO WRITE WITHIN THE CONTEXT OF THE SOCIAL STUDIES CLASSROOM.

WE ARE EXCITED TO LAUNCH SOME CONTENT ACADEMIES SPECIFICALLY FOR OUR EIGHTH AND 11TH GRADE SOCIAL STUDIES TEACHERS.

THESE WILL. THIS WILL BE A FOUR PART SERIES WHERE TEACHERS WILL LEARN HOW TO HOW THE LEARNING STRANDS SHOW UP OVER A COURSE OF A YEAR, AND HOW THEY CAN BE USED TO MAKE SENSE OF THE CONTENT THAT STUDENTS ARE LEARNING HOW TO EFFECTIVELY USE.

MAPPING AND OTHER REPRESENTATIONS TO ILLUSTRATE HISTORICAL, SOCIETAL OR ECONOMIC SHIFTS, AND THEN FINALLY TO FUNDAMENTALLY ALIGN ON THE IMPORTANCE OF AND BUILD STRATEGIES FOR ENHANCING STUDENTS CRITICAL THINKING SKILLS.

AND OF COURSE, AS WITH ALL OTHER AREAS, WE ARE ENSURING THAT WE ARE ATTENDING TO OUR SITES AND SOCIAL STUDIES TEACHERS BY OFFERING THEM THE JUST IN TIME PLC SUPPORT ALONG WITH OUR OFFICE HOURS.

AND THAT IS THE END OF OUR PRESENTATION.

THANK YOU. THANK YOU SO MUCH FOR THE PRESENTATION.

TRUSTEE MR. WELL THANK YOU.

I THINK TRUSTEE WEINBERG BEAT ME TO THE DRAW, BUT I'M HAPPY TO GO.

GO FIRST. THANK YOU.

THANK YOU FOR THIS PRESENTATION.

LET ME. I WANTED TO ASK YOU ABOUT THE SURVEYS.

I THINK THOSE ARE THOSE ARE REALLY IMPORTANT.

AND IT I'M VERY IMPRESSED WITH WITH THE RESPONSES.

ARE THE SURVEYS ARE ANONYMOUS, SO, I MEAN, AND IS THERE, LIKE, A BIG ENOUGH SAMPLE FOR PEOPLE? YOU KNOW, FEEL COMFORTABLE IN SAYING EXACTLY WHAT THEY THINK? YES. TRUSTEE MICCICHE.

YES, THEY ARE ANONYMOUS.

AND WE TAKE THE AGGREGATE AND WE IDENTIFY THE TRENDS THAT SHOW UP IN THAT DATA.

AND SO THAT'S WHAT WE PRESENTED TO YOU TODAY.

AND IS THERE A PLACE FOR COMMENTS TOO? YES. OKAY.

I'D BE INTERESTED IN KNOWING WHAT THE WHAT THE COMMENTS WERE, PARTICULARLY THE SUGGESTIONS FOR IMPROVEMENTS.

I REALLY LIKE THE WAY YOU'VE SET THIS UP TO SUPPORT OUR PROFESSIONALS.

THIS IS SLIGHTLY, I THINK, OFF TOPIC, BUT BUT I THINK IT'S IT'S VERY RELEVANT TO IT, AND I, I THIS RELATES TO THE PERSONAL DAYS.

AND I REMEMBER SEVERAL YEARS AGO ARENA, DAVID LEE AND, AND OTHERS CAME TO US WITH A, WITH A PROPOSAL TO FIGURE OUT A WAY TO IMPROVE TEACHER ATTENDANCE, IMPROVE YOU KNOW, STUDENT INSTRUCTIONS BY INCENTIVIZING TEACHERS TO NOT USE THEIR PERSONAL DAYS, BUT ACTUALLY IN A SENSE GET PAID FOR NOT USING THEM AT SOME PERCENTAGE OF WHAT OUR COSTS WOULD BE TO

[01:40:02]

BRING IN A SUBSTITUTE.

AND I DON'T KNOW WHERE THAT IS, BUT I TO THE EXTENT WE ARE NOT DOING THAT, I WAS WONDERING IF WE COULD TAKE ANOTHER LOOK AT THAT, BECAUSE HAVING THOSE TEACHERS IN THE CLASSROOM YOU KNOW, THEY HAVE PERSONAL DAYS.

THEY'VE EARNED THE PERSONAL DAYS.

BUT IF THEY WANT TO BE IN THE CLASSROOM BUT DON'T WANT TO GIVE UP THE PERSONAL DAYS FOR, YOU KNOW, FOR NO COMPENSATION, YOU KNOW, HOW HOW ARE WE MAXIMIZING THAT? AND WHAT IS OUR POLICY? AND I GUESS, ROBERT, YOU KNOW ALL ABOUT THIS.

THANK YOU AGAIN. THE DISTRICT DOES HAVE A WAY TO COMPENSATE OUR TEACHERS FOR THEIR LOCAL PTO DAYS.

IT'S OUR RETIREMENT SERVICE AWARD.

SO AT THE END OF THE WHEN THEY RETIRE, THEY CAN TURN IN THEIR UNUSED LOCAL DAYS AND RECEIVE.

IT VARIES FROM YEAR TO YEAR.

IT DEPENDS ON HOW MANY PEOPLE RETIRE, BUT IT'S ABOUT 150 TO $140 PER PER DAY.

OKAY. BUT IT'S IT'S SAVED UP ALL THE WAY TO RETIREMENT.

YEAH. YES, SIR. OKAY, WELL, WE CAN YOU KNOW, I DEFER TO THE ADMINISTRATION ON THAT, BUT I THINK, YOU KNOW, WHEN WE TALK ABOUT HOW IMPORTANT STUDENT ATTENDANCE IS, YOU KNOW, TEACHER ATTENDANCE IS OBVIOUSLY VERY IMPORTANT.

AND TO THE EXTENT WE WE HAVE A SYSTEM THAT SORT OF INCENTIVIZES PEOPLE WHO WANT TO WORK TO TAKE THE DAY OFF.

I THINK WE NEED TO TO TAKE A HARD LOOK AT WHETHER WHETHER IT MAKES SENSE TO NOT WAIT ALL THE WAY UNTIL RETIREMENT.

BUT LIKE I SAID, I THIS THIS THOUGHT WAS JUST TRIGGERED WHEN I, WHEN I HEARD THE PRESENTATION AND THINKING ABOUT DIFFERENT WAYS TO SUPPORT TEACHERS AND MAKE SURE THAT WE ARE SUPPORTING OUR STUDENTS.

SO IF MY, MY REQUEST WOULD BE TO JUST LOOK AT THAT AND WHETHER WE ARE DOING THE OPTIMUM APPROACH TO TO PERSONAL DAYS AND COMPENSATION.

SURE. I'LL BE HAPPY TO LOOK AT THAT.

TRUSTEE WEINBERG. THANK YOU.

JUST A FEW QUESTIONS.

YOU REFER TO OFFICE HOURS FOR THE VARIOUS SUBJECTS.

HOW POPULATED HAVE THEY BEEN? HAVE PEOPLE BEEN USING THEM? AND. AND WHAT'S BEEN THE RESPONSE? YES, MA'AM. THANK YOU FOR THAT QUESTION.

WE ARE AT THE BEGINNING OF THE SCHOOL YEAR.

AND SO AS WE DO OUR CAMPUS WALKS, WE'RE PASSING OUT FLIERS TO TEACHERS, AND WE'RE MAKING SURE THAT THE INFORMATION IS AVAILABLE ON WEBSITES TO SPREAD THE WORD.

AND SO AS THE YEAR CONTINUES, WE DO ANTICIPATE THAT MORE TEACHERS WILL TAKE ADVANTAGE.

WE HAVE STARTED OFF AS AS A NORMAL SCHOOL YEAR WOULD WITH TEACHERS ARE, YOU KNOW, IN THE CLASSROOM AND AS, AS WE START TO AS THEY START TO TEACH MORE AND, YOU KNOW, NEED MORE ASSISTANCE WITH THE CURRICULUM, THEY WILL CONTINUE TO COME AT IT.

AND THEN WITH RESPECT TO THE RESOURCE FRAMEWORK THAT YOU TALKED ABOUT, HOW DOES THAT KIND OF PAIR IN THE MATH IN PARTICULAR, IS WHERE I WAS WONDERING, HOW DOES THAT PAIR WITH EUREKA AND CARNEGIE? LIKE HOW HOW ARE THEY RELATED AND HOW ARE THEY THE SAME AND DIFFERENT? YES, MA'AM. SO FOR THE MATH FRAMEWORK, WE HAVE TO REALLY REMOVE OURSELVES FROM THE ACTUAL RESOURCE BECAUSE IT REALLY DOESN'T MATTER WHAT RESOURCE WE USE, WE REALLY NEED TO FOCUS ON HOW STUDENTS LEARN MATH.

AND SO THE, THE ACTUAL CONTINUUM THAT I SPOKE ABOUT REALLY TALKS ABOUT THOSE BUILDING BLOCKS THAT WE'VE TALKED ABOUT HERE TODAY ON HOW KIDS LEARN MATH.

AND SO WHAT WE'RE DOING IS GETTING TEACHERS SHORED UP ON THAT.

AND SO IT DOESN'T MATTER WHAT RESOURCE WE USE, THEN WE WILL BE ABLE TO APPLY THOSE SKILLS.

DOES THAT ANSWER THE QUESTION? IT'S IT'S THE SCIENCE OF HOW YOU LEARN MATH.

YES, MA'AM. OR SOMETHING LIKE THAT.

YEAH. ALONG THOSE LINES.

OKAY. OKAY, THEN THIS IS.

I'M SORRY. I HAD A THOUGHT.

SO WHAT WE WANT TO ENSURE IS HAPPENING IS THAT WE'RE NOT LETTING THE CURRICULUM DRIVE THE INSTRUCTION, THAT THE STANDARDS ARE DRIVING THE INSTRUCTION.

AND SO WE WANT TO MAKE SURE WE STUDY THAT BEFORE WE DIVE INTO THE RESOURCE.

ONCE I HAVE AN UNDERSTANDING OF THAT, THIS IS PLACE VALUE OR THIS IS FRACTIONS.

THEN I GO TO THE RESOURCE BECAUSE THERE'S SO MUCH WITHIN ANY RESOURCE, YOU HAVE TO KNOW WHAT IT IS YOU WANT TO PULL OUT FROM THAT PARTICULAR LESSON.

AND SO IF THERE'S A A LESSON LEARNED FOR US IS AS WE PUT THE RESOURCES OUT THERE, SOMEHOW THERE WAS SOME FOLKS WERE LIKE, SO LET ME GO STRAIGHT TO THE RESOURCE.

AND WITHOUT THE UNDERPINNING OF WHAT IS THE CONCEPT I'M DEVELOPING, THEN SOMETIMES STUDENTS WENT THROUGH AN ACTIVITY, BUT THEY ACTUALLY DIDN'T GET INSTRUCTION.

[01:45:09]

SO WE NEED TO SHORE THAT UP.

THAT MAKES SENSE. THANK YOU.

THIS IS A THIS IS A RELATED QUESTION.

JUST TO HELP HELP ME BETTER UNDERSTAND.

BUT IF IF IT'S OFF TRACK, YOU CAN REDIRECT ME.

BUT DOES EVERY SECOND GRADER OR THIRD GRADER.

SO IN THE ELEMENTARY SCHOOLS WHERE THIS WOULD BE MORE APPLICABLE, HAVE THE SAME CLASSES EACH DAY ACROSS THE DISTRICT? SO DOES EVERYBODY HAVE MATH AND.

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

YES, MA'AM. AND ART AND AND DOES IT LOOK SIMILAR ACROSS EACH SCHOOL? ACROSS THE DISTRICT? YEAH. IT'S GREAT.

THE SAME GRADE LEVEL REQUIREMENTS BY CONTENT.

AND IT GENERALLY EACH DAY GENERALLY LOOKS THE SAME WITHIN EACH SCHOOL FOR THE MOST PART.

WHEN YOU SAY SECOND GRADE. YES.

WHEN YOUNGER GRADES. YEAH.

WHEN LIKE WE WE DO HAVE STANDARDIZED INSTRUCTIONAL MINUTES.

YEAH. SO ALL REGARDLESS OF WHAT SCHOOL YOU'RE AT, IT'S 120 MINUTES IN THE READING LANGUAGE ARTS BLOCK.

AND SO MATH AND SCIENCE AND SOCIAL STUDIES, ALL OF THAT IS STANDARD ACROSS THE ENTIRE DISTRICT.

AND SO THAT'S THE FRAMEWORK. AND THEN EACH DAY MIGHT LOOK A LITTLE DIFFERENT DEPENDING ON THE CAMPUS DEPENDING ON THE.

BUT ALL THOSE THINGS ARE DONE IN THE DAY FOR EACH KID AT EACH CAMPUS.

I'M GOING TO LET CHIEF HEWITT POWELL MAKE SURE I SEE YOU MOVING OVER THERE.

SO. JUST FOR FOR CLARITY.

NO, NO. THANK YOU. SUPER HELPFUL.

ABSOLUTELY. LET'S.

YES. WE ARE GOVERNED BY THE STATE WITH OUR MINUTES AND ALSO OUR LOCAL REGULATION AROUND THE MINUTES.

AND HOW COULD BE DIFFERENT FOR EACH CAMPUS LIKE A FIRST GRADER MIGHT GO TO THEIR SPECIALS IN THE FIRST PART OF THE DAY, OR AND THEN A FIRST GRADER AT ANOTHER CAMPUS MIGHT GO TO THEIR SPECIALS IN THE MIDDLE OF THE DAY, SOME AT THE END OF THE DAY.

SO THE HOW LOOKS SLIGHTLY DIFFERENT BASED ON THE THE NEED OF THAT PARTICULAR CAMPUS.

BUT THE WHAT IS STANDARD? THE WHAT IS STANDARD CORRECT.

THANK YOU. TRUSTEES.

ANY OTHER FURTHER QUESTIONS.

OKAY. SEEING NONE. THANK YOU.

TRUSTEES WE WILL NOW TURN TO AGENDA ITEM SEVEN B BOARD GOALS AND CONSTRAINTS RESETTING A COMMUNITY LISTENING AND PROCESS DISCUSSION.

AND FOR THAT WE'LL TURN TO THE CHAIR OF OUR SUPERINTENDENT'S EVALUATION COMMITTEE.

TRUSTEE MACKEY. YES.

THANK YOU FOR THAT PRESENT. CARRY ON.

FIRST, I WANT TO JUST SAY THANK YOU TO THE ENTIRE BOARD FOR ALL THE BOARD MEMBERS WHO SHOWED UP OVER THE LAST THREE SUPERINTENDENT EVALUATION COMMITTEE MEETINGS, THE ROBUST DISCUSSION FOR EVERYONE, PROVIDING FEEDBACK WHEN ASKED AND ON DATES AND WHATNOT TO BOARD SERVICES.

SO EXCITED TO GET TO THIS POINT TODAY WITH A FIRST DRAFT BASED ON ALL OF THE CONVERSATIONS THAT WE HAVE HAD TO THIS POINT TO BE ABLE TO GET THIS BOARD'S FEEDBACK ON, ARE WE CLOSE TO FINALIZING WHAT OUR GOALS AND CONSTRAINT RESETTING PROCESS WILL LOOK LIKE? AND THEN MOVE FORWARD WITH IT.

SO THERE ARE FOUR ITEMS ATTACHED TO THIS.

I THINK EVERYONE HAS PRINTED COPIES AS WELL.

I'LL WALK THROUGH WHAT THE FOUR ITEMS ARE, AND ALL OF THESE ARE CURRENT DRAFTS.

NONE OF THEM ARE FINALIZED.

THEY ARE HERE AS A CONVERSATION POINT BASED ON ALL THE FEEDBACK WE'VE HAD.

SO WE WELCOME ALL FEEDBACK, CHANGES, SUGGESTIONS, ETC.

AS IT GOES FORWARD.

THE FOUR ITEMS THAT WE WILL REVIEW AND WE'LL TAKE THEM ONE AT A TIME IS NUMBER ONE, THE PRESENTATION FOR THE COMMUNITY LISTENING SESSIONS THAT WOULD BE STANDARDIZED BASED ON FEEDBACK FROM THIS BOARD ABOUT BEING CONSISTENT IN TERMS OF HOW WE'RE TALKING ABOUT THIS PROCESS AND THE QUESTIONS THAT WE'RE ASKING, SO THAT WE'RE GETTING COMPARABLE DATA ACROSS THE BOARD.

THE SECOND ITEM THAT WE WILL LOOK AT IS AN OUTLINE FOR KEY POINTS AND CONSIDERATIONS.

IT'S AS A GUIDE FOR TRUSTEES TO BE ABLE TO USE AS THEY SEE FIT.

THE THIRD ONE IS THE SCHEDULE.

SO THE SCHEDULE OF COMMUNITY LISTENING, WHICH IS NOT A COMPLETE SCHEDULE.

I KNOW WE'RE STILL MISSING SOME TRUSTEES ON PARTICULAR THAT WE'RE FINALIZING DATES, BUT WE WILL LOOK AT THE SCHEDULE AND SEE IF THAT CAPTURES WHAT WE'RE TRYING TO ACCOMPLISH.

AND THEN FOURTH IS THE SURVEY, BECAUSE IT WAS TALKED ABOUT THAT THERE WOULD BE A GOAL TO ALSO HAVE A SURVEY THAT IS OPEN FOR ANY INDIVIDUAL COMMUNITY MEMBERS WHO MAY OR MAY NOT BE ABLE TO MAKE IT TO A COMMUNITY SESSION.

ALSO, TO BE ABLE TO BE ABLE TO PROVIDE FEEDBACK ON THAT.

SO THOSE ARE THE FOUR ITEMS WE'LL TAKE THEM FOR, FOR ONE AT A TIME AND THEN GO FROM THERE.

AND AGAIN, WELCOME ALL FEEDBACK.

BECAUSE ULTIMATELY THIS IS ONE OF, IF NOT THE MOST IMPORTANT THING THAT OUR SCHOOL BOARD DOES IS SET THE VISION AND VALUES AND DIRECTION OF THE ORGANIZATION THROUGH OUR GOALS AND OUR CONSTRAINTS, AND THEN CASCADE EVERYTHING ELSE DOWN.

[01:50:01]

SO THIS FIRST ONE IS THE ONLY SLIDE DECK, AND THIS WOULD BE A STARTING POINT BASED ON ALL THE CONVERSATION WE HEARD.

OH I CAN AM I DOING THAT OR IS PEOPLE DOING THAT HERE.

THAT'S MAGIC.

AS A AS A SLIDE DECK FOR EACH OF THE COMMUNITY MEETINGS THAT WE WOULD HAVE, WHETHER THEY ARE HOSTED BY US IN OUR DISTRICTS, WHETHER THEY ARE THE VIRTUAL ONES, ETC..

SO THE FIRST WOULD BE A WELCOME FOR THE DALLAS ISD BOARD OF TRUSTEES, A STANDARDIZED STARTING POINT FOR THE TRUSTEE WHO IS LEADING IT, AND ANY OTHER TRUSTEES THAT ARE THERE TO BE INTRODUCED AND HAVE A CONVERSATION AND JUST INTRODUCE THAT.

THE SECOND SLIDE IS WHAT'S THE PURPOSE? WHY ARE WE HERE HAVING THESE MEETINGS AND WHAT IS THE AGENDA LOOK LIKE? AND SO AT THE END OF THE DAY, DALLAS ISD IS STARTING A PROCESS TO RESET OUR FIVE YEAR PRIORITIES CALLED GOALS AND CONSTRAINTS.

AND TO DO THIS TO DISTILL THE COMMUNITY'S VISION AND VALUES INTO THESE, WE MUST LISTEN AND LEARN FROM THE COMMUNITY.

THIS WAS SHARED BY THE SUPERINTENDENT EVALUATION COMMITTEE THAT WE ARE HERE TO LISTEN, NOT TO TELL.

AND THEN THE AGENDA. SO WELCOME AND OVERVIEW.

ONE OF THE THINGS THAT CAME UP OVER AND OVER AGAIN IS WE NEED TO BE ABLE TO SHARE OUR CURRENT GOALS, OUR CONSTRAINTS, THE PROGRESS WE'VE MADE AND HAVEN'T MADE, AND WHAT THIS LOOKS LIKE IN PRACTICE.

THEN WE WOULD HAVE THE COMMUNITY DISCUSSION FIRST ABOUT THE VISION.

WHAT DO WE WANT STUDENTS TO KNOW AND BE ABLE TO DO? AND THEN THE VALUES.

WHAT SHOULD WE PRESERVE OR AVOID AS WE PURSUE OUR GOALS AND THEN CLOSING IN NEXT STEPS? SO THEN IT WOULD BE THE GOALS.

SO A WHAT IS A GOAL? IT'S A SMART MEASURE OF WHAT STUDENTS KNOW OR CAN DO, GROUNDED IN THE COMMUNITY VISION AND INFORMED BY A ROOT CAUSE ANALYSIS.

AND THEN WE CAN TALK ABOUT EACH OF THE FIVE GOALS THAT WE CURRENTLY HAVE WITH THE BASELINES, THE MOST RECENT DATA, AND THEN WHAT'S OUR ACTUAL GOAL THAT WE'RE TRYING TO ACHIEVE BY JUNE OF 2025 AS WE FORMALLY SET IT? AND THEN THE NOTE AT THE BOTTOM IS AROUND THE LEGAL REQUIREMENTS HERE IS THAT STATE LAW REQUIRES BOARDS TO SET AND ADOPT AND SET AND MONITOR FIVE YEAR GOALS RELATED TO THIRD GRADE READING, THIRD GRADE MATH, AND COLLEGE AND CAREER MILITARY READINESS.

THIS NEXT SLIDE IS THE CONSTRAINTS.

SO WHAT IS A CONSTRAINT. IT'S AN OPERATIONAL ACTION NOT USED OR ALLOWED.

AS WE PURSUE OUR VISION GROUNDED IN VALUES INFORMED BY ROOT CAUSE ANALYSIS.

AND SO WE HAVE FIVE OF THESE CONSTRAINTS THAT THE SUPERINTENDENT WILL NOT COMPROMISE THESE FIVE THINGS STUDENT EXPERIENCES, CAMPUS SATISFACTION, THEORY OF ACTION, COMMITMENT TO RACIAL, SOCIO ECONOMIC AND EDUCATIONAL EQUITY, AND FINANCIAL SOLVENCY.

AND HERE ARE HOW WE MEASURE IT.

AND HERE ARE THE UPDATES OF WHERE WE ARE, WHERE WE'VE MADE PROGRESS AND WHERE WE HAVEN'T MADE PROGRESS.

AND THEN, BASED ON FEEDBACK FROM THE SUPERINTENDENT EVALUATION COMMITTEE ABOUT, WE NEED TO BE ABLE TO SHOW HOW THIS CASCADES THROUGH OUR ORGANIZATION.

HERE'S A COUPLE OF BIG EXAMPLES HERE.

SO FIRST THING IS ONCE WE SET THESE THESE BECOME 82% OF OUR SUPERINTENDENTS EVALUATION, THEN WHAT SHOULD HAPPEN IS A SUPERINTENDENT AND TEAM SHOULD GO THROUGH STRATEGIC PLANNING, SHOULD LOOK AT OUR STRATEGIC PILLARS OR LOOK AT OUR STRATEGIC PLAN AND MAKE CHANGES TO FOCUS ON ACHIEVING THE GOALS.

AND IF CHANGES ARE NEEDED BASED ON THE CHANGED GOALS, THEN IT IS THAT TIME TO MAKE CHANGES AND THEN BUDGETING.

THE BUDGET SHOULD BE DESIGNED WITH THE ACCOMPLISHMENT OF THE GOALS IN MIND AND THEN BASED ON SOME OF THE CONVERSATION, WE HAVE EXAMPLES OF PAST DECISIONS THAT THE ADMINISTRATION HAS MADE BASED ON THE GOALS AND CONSTRAINTS THAT WE HAD SET IN THIS PRIOR TIME.

SO A COUPLE OF EXAMPLES HERE.

READING INTERVENTIONIST HIGH PRIORITY CAMPUS STIPENDS, COUNSELORS, MENTAL HEALTH PROFESSIONALS, EARLY LEARNING.

OBVIOUSLY THIS IS NOT A FULLY INCLUSIVE LIST, BUT IT IS JUST FIVE OF THOSE AREAS AS EXAMPLES.

AND THEN WHERE WE ARE IN THE PROCESS THAT IN SEPTEMBER THROUGH NOVEMBER, WE'RE OUT TO TRY TO GET COMMUNITY FEEDBACK ON THE VISION AND VALUES.

AND WHILE WE'RE DOING THAT, ADMINISTRATION IS TAKING ALL THE DATA THEY JUST SHARED WITH US IN THAT LAST SESSION, DOING A ROOT CAUSE ANALYSIS AND IDENTIFYING WHAT ARE THE KEY LEVERS THAT THEY SEE BASED ON THEIR EXPERTISE.

AND IT'S THOSE TWO THINGS THAT THIS BOARD WILL REVIEW AS WE MEET IN DECEMBER, HOPEFULLY, AS WE CRAFT OUR NEXT SET OF VISION GOALS AND CONSTRAINTS.

AND AT THAT STAGE, WE WOULD MOVE INTO THE COMMUNITY LISTENING SEGMENT.

AND THESE ARE JUST THE QUESTIONS.

AND BASED ON FEEDBACK, AS YOU'LL SEE IN A MOMENT AND AGAIN, WE CAN DO WHATEVER WE WANT.

IT'S A STARTING POINT BASED ON FEEDBACK.

I KNOW THE ORIGINAL CONVERSATION WAS AROUND HAVING SMALL GROUPS.

I KNOW SOME TRUSTEES EXPRESSED THE NEED THAT WE MIGHT WANT TO DO THIS AS A WHOLE GROUP, ETC.

SO WE HAVE TWO DIFFERENT WAYS THAT TRUSTEES COULD DO IT.

IT COULD BE USED AS THE SAME SLIDE DECK GOING FORWARD.

BUT THE TWO VISION QUESTIONS THAT WE HAVE THAT WE'RE TRYING TO GET FEEDBACK ON THE COMMUNITY FROM, BASED ON OUR DISCUSSIONS, IS COMMUNITY.

WHAT ARE THE MOST IMPORTANT THINGS THAT STUDENTS IN DALLAS ISD SHOULD KNOW OR BE ABLE TO DO BY THE END OF ELEMENTARY, MIDDLE, AND OR HIGH SCHOOLS, DEPENDING ON HOW THE TRUSTEES DECIDE TO SET IT UP.

FEEDBACK WOULD BE GENERATED.

PEOPLE WOULD SHARE ALL OF THE DIFFERENT THOUGHTS THEY HAVE AROUND THIS IN AN OPEN ENDED FASHION, AND WE WOULD GENERATE LISTS ON CHART PAPER AND A WAY OR FORM.

[01:55:06]

THEN WE WOULD ASK THOSE COMMUNITY MEMBERS WHO ARE PRESENT HERE TO PRIORITIZE THEM.

IF WE COULD ONLY FOCUS ON TWO, WHICH TWO SHOULD WE PRIORITIZE AND CAPTURE THAT.

AND THEN IF IT WASN'T DONE, WHOLE GROUP TO MAKE SURE THERE'S A POINT TO SHARE OUT.

SO EVERYONE IN THE ROOM IS ABLE TO HEAR FROM OTHERS.

AND THEN ESSENTIALLY THE PROCESS WOULD BE REPEATED WITH THE VALUE.

SO QUESTION NUMBER ONE ON THE VALUES.

I DON'T KNOW WHAT I'M DOING HERE.

WRONG WAY. WITH THOSE PRIORITIES THAT WE IDENTIFIED IN MIND.

WHAT SHOULD DALLAS ISD PRESERVE OR AVOID DOING AS IT FOCUSES ON ITS PRIORITIES? AGAIN, GENERATE A LIST OF ALL OPEN ENDED FEEDBACK AND THEN ASK THE COMMUNITY MEMBERS IF YOU HAD TO PRIORITIZE.

TWO WHAT WOULD THOSE TOP TWO ITEMS BE? AND THEN IF THERE WASN'T A SHARE OUT TO HAVE A SHARE OUT, THESE FOUR QUESTIONS SHOULD TAKE THE MAJORITY OF THE TIME CONVERSATION GENERATED BY THE FOLKS IN ATTENDANCE THAT WE ARE TRYING TO HEAR FROM, AND THEN THE FINAL SLIDES ARE AROUND.

FREQUENTLY ASKED QUESTIONS.

SO WHAT HAPPENS TO THIS INFORMATION? HOW IS IT DIFFERENT THAN THE SURVEY? WILL I BE ABLE TO SEE THE RESULTS? YES. WHAT DOES THE BOARD DO WITH IT, ETC.? THINGS THAT MIGHT BE INTERESTED.

I KNOW ONE OF THE CONVERSATIONS THAT CAME OUT THAT WE NEED TO BE CLEAR IS CAPTURED IN THE SECOND TO LAST QUESTION HERE IS THAT THESE GOALS AND CONSTRAINTS, EVEN THOUGH WE'RE SETTING THEM THIS YEAR, ARE NOT FOR THIS YEAR.

THEY WOULD START IN 25, 26.

THAT WOULD ALLOW THE SUPERINTENDENT AND TEAM, THROUGH THEIR BUDGETING PROCESS THIS YEAR, TO ALIGN A BUDGET AND A STRATEGIC PLAN THAT WOULD MATCH TO THESE.

WHAT COMES NEXT? SO THIS IS BASICALLY THE PROCESS IN THAT WILL UNFOLD OVER THE COURSE OF THE YEAR.

THE NOTE AT THE BOTTOM IS THAT THE SUBJECT IS TIMELINE OF CHANGE.

BASED ON THE NEEDS OF THE BOARD.

WE COULD ALWAYS MAKE DECISIONS TO EXTEND OR SHRINK OR DO WHATEVER WE WANTED WITH THE PROCESS, AND THEN A QR CODE FOR THE SURVEY.

SO WHILE THE CONVERSATIONS IN THE COMMUNITY MEETINGS ARE GOING TO GENERATE A GROUP DISCUSSION, WE STILL WOULD WANT ALL INDIVIDUALS TO TAKE THE SURVEY BASED ON THEIR OWN INDIVIDUAL THOUGHTS, BECAUSE WHAT THEY INDIVIDUALLY MIGHT PRIORITIZE MIGHT BE DIFFERENT FROM WHAT THE GROUP PRIORITIZED OR THE ROOM PRIORITIZED.

AND SO THAT IS A STARTING POINT TO BUILD CONSISTENCY INTO THESE WHILE STILL ALLOWING.

AND ACTUALLY I LIED EARLIER, IF WE LOOK AT IF SOMEONE CAN PULL UP THE OUTLINE ALSO BECAUSE THIS IS ESSENTIALLY GOES HAND IN HAND AND I THINK THE CLICKER WON'T WORK.

WHAT YOU HAVE IS A GENERAL OUTLINE THAT ESSENTIALLY OVERVIEWS THE KEY POINTS ON EACH OF THOSE SLIDES.

IT'S A STARTING POINT.

IT'S NOT A SCRIPT.

TRUSTEES ARE FREE TO CONTINUE TO FLEX AS THEY NEED TO BASED ON THE NEEDS OF THE MEETINGS, BUT IT'S JUST A WAY TO MAKE IT AS EASY AS POSSIBLE TO TRY TO KEEP CONSISTENCY.

THE ONE THING THERE'S A COUPLE THINGS IN HERE THAT WE MIGHT WANT TO MAKE IT A POINT THAT THE THE COMMITTEE TALKED ABOUT, IF YOU SCROLL UP TO THE TOP ON THE SECOND SLIDE WHERE IT SAYS SLIDE TWO.

SCROLL DOWN JUST A LITTLE BIT.

ON THOSE THREE BULLET POINTS UNDER SLIDE TWO, SOME NOTES THAT CAME UP AS NUMBER ONE TO HAVE A DESIGNATED ADMINISTRATION PERSON IN THE ROOM WHO CAN CHIME IN ON ADMINISTRATIVE ITEMS. AND IF SOMEONE HAS A CONCERN THAT IS NOT NECESSARILY ABOUT THE GOALS AND CONSTRAINT RESETTING PROCESS, THAT SOMEONE IS THERE TO GET THEIR CONTACT INFORMATION AND GET THEM CONNECTED TO THE POINT PERSON, OR TO ANSWER SPECIFIC ADMINISTRATIVE QUESTIONS THAT COME UP THAT THE BOARD MIGHT NOT.

AND THEN ALSO, OF COURSE, TO HAVE AN INTERPRETER AT ALL OF THESE MEETINGS, ALLOWING FOLKS WHO ARE INTERESTED IN PARTICIPATING IN ANOTHER LANGUAGE TO DO SO.

SO AGAIN, THE LAST THING I WANT TO POINT HERE AS WE SCROLL DOWN TO SLIDES EIGHT THROUGH 13, WHERE IT SAYS BASED ON FEEDBACK AT THE LAST MEETING, TRUSTEES EXPRESSED INTEREST IN NOT JUST HAVING ONE WAY TO DO THIS.

SO THERE ARE TWO EXAMPLE WAYS TO FACILITATE THIS, IDEALLY DESIGNED HERE TO CREATE SPACE TO MAKE SURE INDIVIDUALS RESPOND BEFORE WE HAVE A FULL GROUP DISCUSSION, SO WE CAN GET INDIVIDUAL THOUGHTS FROM ALL ATTENDEES AND CAPTURE THE FEEDBACK IN A CONSISTENT WAY SO IT CAN BE SUMMARIZED IN A CONSISTENT WAY.

SO THE FIRST ONE IS AROUND HAVING ASKING THESE QUESTIONS WITH SMALL GROUPS.

SO YOU MIGHT DESIGN A ROOM TO HAVE A NUMBER OF SMALL GROUPS THAT HAVE 4 TO 8 PEOPLE TOGETHER.

AND WHEN THE FIRST QUESTION COMES UP, WE ASK THOSE GROUPS TO, ON A CHART PAPER, GENERATE ALL THE THINGS THAT ANSWER THAT QUESTION AND THEN PRIORITIZE THEM, AND THEN HAVE EACH GROUP SHARE OUT SO THEY CAN LEARN FROM ONE ANOTHER, AND THEN REPEAT THE PROCESS WITH GOALS AND CONSTRAINTS.

IN A SETUP THAT HAS SMALL GROUPS HAVING THESE CONVERSATIONS, YOU HAVE A BUNCH OF DIFFERENT CHART PAPERS THAT WILL BE CAPTURED BY THE THE DATA TEAM OR THE ANALYTICS TEAM, AND THAT'S WHAT WOULD BE USED TO SUMMARIZE THE CONVERSATION WAS BROUGHT UP ABOUT IT MIGHT MAKE MORE SENSE TO DO WHOLE GROUPS.

[02:00:06]

SO IF WE SCROLL DOWN JUST A LITTLE BIT TO THE NEXT ONE WHERE IT SAYS FULL GROUP SESSION, IT'S ESSENTIALLY THE SAME THING.

BUT ONE WAY TO GET MORE VOICES INVOLVED WOULD BE TO HAVE EACH INDIVIDUAL HAVE A NOTE CARD.

AND THEN BEFORE HAVING THE WHOLE GROUP DISCUSSION, ASK FOLKS TO WRITE SILENTLY ON THEIR NOTE CARDS WHAT THEY WOULD CHOOSE FOR IMPORTANT THINGS THAT DALLAS ISD STUDENTS KNOW HOW TO DO BY THE END OF ELEMENTARY, MIDDLE, AND HIGH SCHOOL.

AND THEN ONCE PEOPLE HAVE WRITTEN ON A NOTE CARD, THEN YOU CAN MAKE SURE AS A TRUSTEE THAT'S LEADING IT TO GET ALL OF THE FEEDBACK FROM PEOPLE INDIVIDUALLY AND SO SOMEONE CAN SHARE WHAT'S ON THEIR NOTE CARD.

OTHER FOLKS CAN RAISE THEIR HAND IF THEY SAID THE SAME THING, AND WE CAN CAPTURE IT ON ONE PIECE OF CHART PAPER WITH HOW MANY PEOPLE NOTED THAT AS IT GOES FORWARD.

SO IT'S TWO OPTIONS HERE AS WAYS TO DO THAT.

BUT BOTH OF THOSE WOULD RESULT IN CHART PAPER WITH THE INFORMATION FROM ALL FOLKS PARTICIPATING THAT THEN COULD BE CAPTURED AND SUMMARIZED.

SO WITH THAT, THAT IS IDEALLY THE BEST WAY BASED ON ALL THE FEEDBACK I'VE HEARD, BUT I AM NOT IN ANY WAY, SHAPE AND FORM PERFECT.

SO. AND I HAVE NO PRIDE OF AUTHORSHIP OVER SUMMARIZING SOME OF THIS.

SO IF THERE ARE WAYS TO IMPROVE THIS, CONCERNS, ETC.

WOULD LOVE FOR FOLKS TO CHIME IN.

WE CAN MAKE ANY ADJUSTMENTS, ETC.

AND THEN IT'S MY HOPE THAT EITHER TODAY OR OVER THE NEXT WEEK, IF WE NEED ANOTHER COMMITTEE MEETING, ETC., THAT WE AS A BOARD COME TO, THIS IS THE PROCESS THAT WE WANT TO RUN TOGETHER AND MOVE FORWARD WITH THAT.

SO WITH THAT, I'LL TURN IT BACK OVER TO YOU.

PRESIDENT CARRION, THANK YOU SO MUCH.

TRUSTEE MACKEY TO THE SUPERINTENDENT'S EVALUATION COMMITTEE AND EVERYONE THAT ATTENDED.

I KNOW THAT IT'S BEEN ATTENDED BY BY MOST TRUSTEES.

THANK YOU ALL FOR PROVIDING FEEDBACK AND GETTING US TO THIS POINT.

TRUSTEES, AT THIS POINT I WOULD LIKE TO DO IS TAKE SOME QUESTIONS, I GUESS, FOR TRUSTEE MACKEY.

TRUSTEE FOREMAN. YES.

THANK YOU. TRUSTEE MACKEY.

JUST. JUST A FEW QUESTIONS.

AND YOU, YOU AND I HAVE HAD THE CONVERSATION ABOUT THE THE SMALL GROUP SETTINGS AND THE LARGE GROUP SETTINGS, AND I'VE TRIED TO BE REALLY CLEAR IN THAT IN MY COMMUNITY, THERE ARE JUST AS VOCAL AS I AM.

AND SO FOR ME, IT'S GOING TO BE THE GROUP SETTING THE, THE LARGE GROUP SETTING SO THAT EVERYBODY HAS AN OPPORTUNITY TO HEAR EVERYBODY ELSE. MY QUESTION IS WHEN I'M LOOKING AT WHAT IS THIS PAGE, THE STUDENT OUTCOME GOALS AND PROGRESS TO DATE.

SO IS THIS BASELINE STARTING WHEN WE ACTUALLY SET THESE GOALS FOUR YEARS AGO OR IS THIS THE BASELINE FOR 2024. YEAH, THIS IS THE BASELINE FROM 2019 PRE-PANDEMIC WHEN WE SET THE GOALS THAT'S IN NO LOCAL.

OKAY. OKAY.

AND WE LOWERED THOSE GOALS IN SOME CASES.

CORRECT. WE DID NOT.

WE LOWERED. WE CHANGED TARGETS BASED ON LIKE THE YEAR TO YEAR DURING THE PANDEMIC, BUT WE NEVER ADJUSTED ANY OF THE END GOALS.

I THOUGHT WE DID THE GOALS, NOT THE END GOAL, BUT THE YEAR TO YEAR GOALS.

I THINK WE WE DEFINITELY DID THAT.

YEAH, WE ADJUSTED THE YEAR TO YEAR, BUT NOT THE BUT THAT'S NEITHER.

NONE OF THOSE ARE REFLECTED ON THIS.

SO AND THAT'S WHAT I WANT TO TALK ABOUT BECAUSE THEY HAVE NOT THEY ARE NOT REFLECTED HERE.

SO IF WE'RE GOING TO GIVE THE PICTURE WE NEED TO GIVE THE FULL PICTURE, WHICH WOULD MAKE MORE SENSE TO ME BECAUSE WE DID ADJUST THOSE GOALS.

AND SO I FOR ME, IT WOULD BE GOOD TO HAVE THAT FULL PICTURE THERE.

AND CAN I ASK A CLARIFYING QUESTION ON THAT? SURE. IS THE REQUEST THEN TO HAVE EACH OF THE TARGETS FOR EACH YEAR AND WHERE WE WERE AT? THAT MAKES SENSE TO ME BECAUSE WE DID ADJUST THOSE AND THE COMMUNITY NEEDS TO UNDERSTAND THAT THERE WERE ADJUSTMENTS BASED ON COVID AND OTHER THINGS, BUT THERE WERE ADJUSTMENTS THERE. I'D LIKE TO SEE THAT.

ON THE THE STUDENT SURVEYS, WILL WE BE ABLE TO SHARE WITH THEM IF THE STUDENT SURVEYS WILL CHANGE OR IF THEY WILL BE THE SAME, MEANING THE SAME QUESTIONS, OR WILL THEY CHANGE? WILL WE BE ABLE TO SHARE THAT? ARE YOU TALKING ABOUT THIS IN THE CONSTRAINTS WHERE WE HAVE STUDENT SURVEYS? WELL, THE STUDENT SURVEYS CHANGE.

ARE YOU TALKING ABOUT FOR THE FUTURE? FOR THE FUTURE? I THINK THAT'S A QUESTION ON THIS BOARD.

I THINK IF IF WE PRIORITIZE THAT CONSTRAINT AND SAY WE WANT TO KEEP STUDENT SURVEYS AND THAT'S AN IMPORTANT CONSTRAINT, THEN I THINK WE WOULD ASSUME THE SURVEYS WOULD BE THE CASE. AND IT MIGHT BE A QUESTION FOR ADMINISTRATION THAT EVEN IF THE BOARD DECIDES NOT TO DO THIS AND NOT TO FOCUS ON THAT, BECAUSE THAT'S NOT ONE OF OUR THE THINGS WE REALLY WANT TO FOCUS ON ANYMORE.

WELL, THEN I THINK IT'S AN OPEN QUESTION.

AND THEN THE NEXT QUESTION IS WHEN WE TALKED ABOUT THE FIDELITY OF THE IMPLEMENTATION OF THE THEORY OF ACTION FOR THE

[02:05:09]

PRINCIPAL SURVEY, WE CHANGED SOME OF THAT IN TERMS OF THE THEORY OF ACTION.

SURE. AND SO THE PRINCIPLES DID NOT GET ALL OF THE AUTONOMIES THAT WE HAD TALKED ABOUT IN THE PAST.

THAT NEEDS TO BE UNDERSTOOD AS WE ROLL THIS TO ME, FOR ME, MAYBE EVERY OTHER TRUSTEE DON'T WANT THAT INFORMATION, BUT I LIKE TO BE AS TRANSPARENT AS POSSIBLE WITH THE COMMUNITY, SO THEY'LL HAVE A CLEAR UNDERSTANDING OF WHERE WE WERE AND WHERE WE'RE GOING.

AND THE LAST THING IS, IS THAT YOU STATED THAT THEM COMING UP WITH MAYBE TWO THINGS THAT THEY PRIORITIZE.

IN SOME CASES THEY MIGHT NOT HAVE TO.

THEY MIGHT HAVE THREE. THEY MIGHT HAVE FOUR.

SO ARE WE GOING TO BE OPEN TO TAKING ADDITIONAL PRIORITIES FROM DIFFERENT GROUPS, OR ARE WE JUST GOING TO STICK TO TWO? SO THE REASON THAT WE CAME UP WITH THE TWO IS NOT BECAUSE, I MEAN, THE BOARD WILL END UP IF WE STICK WITH WHAT WE'RE DOING, PRIORITIZING UP TO FIVE, WHICH IS MORE THAN TWO, OBVIOUSLY. THE REASON TWO WAS DONE IS TO REALLY BECAUSE YOU'RE GOING TO HAVE MULTIPLE COMMUNITY MEETINGS.

AND SO TRYING TO GET A BUNCH OF SETS OF TWO, YOU'RE GOING TO SEE TRENDS OVER TIME THAT MIGHT SAY YOU'VE GOT THE MOST PRIORITIZED LIKE THIS ONE. AND THEN SECOND MOST PRIORITIZE THIS ONE.

AND THEN THIRD MOST PRIORITIZE THIS ONE.

SO IT'S REALLY A WAY OF FORCING THE PRIORITIZATION.

BECAUSE WHEN WE BRING IT BACK TOGETHER, LOOKING AT 23 DIFFERENT MEETINGS AND HOWEVER MANY SURVEY RESPONSES ASKING EVERYONE TO SET TWO, WE'RE GOING TO HAVE A LONG LIST THAT THOSE THAT WERE PRIORITIZED.

AND SO IT WOULD GIVE US SOME AMOUNT THE CONCERN AND THIS MIGHT BE JUST A DATA QUESTION, IS IF WE HAVE EVERYONE PRIORITIZE UP TO FIVE, THEN WE'RE NOT GOING TO GET ANY REAL DATA THAT SHOWS THAT. SO I'M JUST THINKING MAYBE THREE INSTEAD OF TWO.

OKAY. THANK YOU.

TRUSTEE TRUSTEE WHITE.

THANK YOU. I HAVE I HAVE SEVERAL QUESTIONS, BUT ONE OF MY MY DEFINITE QUESTIONS IS AS FAR AS THE CONTENT CONCERNING THE MEETING SET UP.

BECAUSE, I MEAN, I UNDERSTAND SOME OF THE THINGS THAT YOU MENTIONED.

I REALLY DON'T WANT TO DO.

MY MAIN FOCUS WOULD BE SOMETHING THAT WE CAN DO THAT'S INTERACTIVE, THAT WOULD CAPTURE THE INFORMATION RIGHT THERE.

LIKE, IF EVERYBODY IS SAYING A CERTAIN THING AND WE'RE GIVING THEM, I DON'T KNOW, ARE WE GIVING THEM CHOICES? IT DOESN'T SOUND LIKE WE'RE GIVING THEM CHOICES, BUT IT SOUNDS LIKE ONCE THE PRESENTATION IS PRESENTED, THEN THAT'S WHEN THEY'LL HAVE THEIR SELECTION AS FAR AS WHAT THEY CONSIDER TO BE THE PRIORITY OF THINGS.

AND I GUESS ONE OF THE THINGS THAT I'M ALSO LOOKING AT IS WE'RE ASKING THEM WHAT IS IMPORTANT TO THEM.

BUT WHEN YOU WHEN YOU REALLY THINK ABOUT ALL OF THIS, THE EVERYTHING IS DRIVEN FROM T AS FAR AS WHAT STUDENTS ARE TO LEARN WHAT WE'RE SUPPOSED TO DO. SO I'M NOT REALLY UNDERSTANDING UNLESS WE'RE ASKING THEM ITEMS THAT ARE COMING DIRECTLY FROM T, BECAUSE FOR EVERY GRADE LEVEL THEY HAVE STANDARDS SET IN THIS GRADE LEVEL.

YOU SHOULD BE LEARNING THIS, THIS, THIS AND THIS.

SO HOW ARE WE? I GUESS I'M JUST.

AND I GUESS I'M ASKING YOU THIS, BEN, SINCE YOU PUT THIS TOGETHER, HOW ARE WE GOING WANT TO I MEAN, I DON'T WANT I DON'T WANT TO SAY I'M GUIDING ANYBODY.

I WON'T OPEN AND HONEST FEEDBACK.

BUT LIKE I SAID, WHEN I REALLY LOOK AT THIS, ALL OF THIS IS DRIVEN BY T.

OUR MAIN GOAL AND FOCUS IS TO DO WHAT TA TELLS US TO DO WHEN IT COMES TO TEACHING STUDENTS CURRICULUM AND INFORMATION.

YEAH, I THANK YOU FOR THAT QUESTION.

I HAVE TWO THOUGHTS ON TWO DIFFERENT ELEMENTS THAT YOU HAD IS NUMBER ONE, WHILE T AND STATE LAW REQUIRES US TO TEACH STANDARDS, IT REQUIRES US TO DO STAAR TESTS, SOME OF THOSE THINGS. AND IN THIS CASE IT DOES SPECIFY THAT WE MUST HAVE A GOAL.

FOCUS ON THIRD GRADE READING AND THIRD GRADE MATH AND CMR. I ACTUALLY THINK THAT THIS IS A ROLE OF THE BOARD TO DECIDE THE PRIORITIZATION AND THE FOCUS AND HOW WE FOCUS, AND T IT'S NOT THEIR PLACE TO TELL US EXACTLY WHAT WE SHOULD PUT THE MOST PRIORITY ON, ESPECIALLY AS OUR COMMUNITY IS DIFFERENT.

AND SO YES, THERE ARE SOME GUIDELINES, BUT TO DECIDE HOW WE WANT TO FOCUS ON THIRD GRADE READING, EVEN IF THAT'S A REQUIREMENT.

I THINK THAT'S A DISCUSSION THAT THE BOARD CAN OWN, AS WELL AS COLLEGE AND CAREER MILITARY READINESS.

DO WE WANT TO FOCUS ON THE ENTIRE ACCOUNTABILITY THING?

[02:10:01]

DO WE WANT TO FOCUS ON A SPECIFIC ELEMENT? DO WE WANT TO HAVE OTHERS? WE CAN ALSO ADD GOALS.

AND I KNOW THIS BOARD HAS HAD GOALS IN THE PAST.

THERE IS NO REQUIREMENT FROM TIA THAT WE MUST PUT AN ADDITIONAL EMPHASIS ON MIDDLE GRADES, BUT THIS BOARD CHOSE TO DO THAT LAST TIME TO DO THAT.

BUT THIS BOARD, BASED ON OUR CONVERSATIONS LAST TIME, ENDED UP WITH PROGRESS MEASURES THAT FOCUS ON THEM BECAUSE THEY WERE OUR HIGHEST NEEDS.

BUT YOU'RE KIND OF MAKING MY POINT, BECAUSE WHAT YOU'RE SAYING, THIS COULD BE VERY BROAD.

AND EVEN IF WE BREAK IT DOWN TO THREE CATEGORIES OR TWO CATEGORIES, YOU UNDERSTAND WHERE I'M GOING WITH THIS, I THINK.

AND IT IS INTENTIONALLY BROAD BECAUSE WE WANT AND ULTIMATELY WE WILL MAKE THIS DECISION AND WE WILL HAVE TO MAKE IT WITHIN THE BOUNDS OF THE LAW TO DO THIS.

BUT I COULD SEE A WORLD IN WHICH IF OUR COMMUNITY SHOWED UP AND SAID, I WANT MY KID TO BE FINANCIALLY LITERATE OVER AND OVER AND OVER AGAIN, WE HEARD THAT FROM OUR COMMUNITY.

WELL, THEN I THINK IT'S THIS BOARD'S RESPONSIBILITY WHEN WE COME BACK TOGETHER IN DECEMBER, EVEN THOUGH THERE'S NO LAW ON THAT TO SAY.

ALL RIGHT. IF THAT'S A GOAL, LIKE LET'S FIND A WAY TO DO THAT.

AND SO THAT'S THE GOAL OF KEEPING IT BROAD.

WHILE THERE IS SOME FRAMEWORK, I THINK OUR COMMUNITY HAS A MIND OF THEIR OWN.

AND THEY'RE GOING TO TELL US THAT. AND WE NEED TO GIVE THEM THE OPPORTUNITY TO DO SO.

BUT THEN ON THE OTHER HAND MR. MACKEY OR TRUSTEE MACKEY, WHEN YOU'RE LOOKING AT THE FACT THAT THERE'S I MEAN, BECAUSE I DON'T WANT TO FEED PARENTS INFORMATION, BUT I MEAN, THIS THIS COULD GO ON FOREVER.

SOMEONE COULD SAY, WELL IT'S IMPORTANT TO ME THAT, YOU KNOW, MY CHILD IS READING ON GRADE LEVEL AND THEY'RE NOT READING ON GRADE LEVEL.

RIGHT NOW, IT'S IMPORTANT THAT AT MY CHILD SOMETHING THEY COULD JUST GO.

I MEAN, THIS COULD GO ANYWHERE.

IT'S IMPORTANT THAT MY CHILD'S SCHOOL HAS UP TO DATE EQUIPMENT, BECAUSE EVERY TIME I TURN AROUND, MY CHILD'S TABLET ISN'T WORKING.

I'M JUST SAYING THIS CAN GO ALL OVER THE PLACE BECAUSE YOU'RE JUST.

AND PLUS, TO ME, ALSO, A PARENT HAS TO KNOW WHAT STANDARDS ARE AVAILABLE OR THAT THEY CAN CHOOSE FROM BECAUSE IN ALL HONESTY, TO IS NOT ALL OVER THE PLACE.

THEY'RE TELLING US WHAT WHAT? WHEN YOUR CHILD IS IN FIRST GRADE, THESE ARE WHAT YOU SHOULD BE WORKING ON AS FAR AS THE MATH, THE SCIENCE.

UNLESS THEY'VE CHANGED SOMETHING, I WILL ADMIT I HAVEN'T BEEN ON A SITE LATELY, BUT WHEN I WAS ON IN THE PAST, WHEN I WAS ON THE SITE, I KNEW WHAT EVERY FIRST GRADER, WHAT THE STATE REQUIRED EVERY FIRST GRADER TO LEARN.

SO IF A PARENT DOESN'T KNOW THAT, NUMBER ONE, THEY REALLY I MEAN, IF WE'RE IF WE'RE DIRECTING THEM AS FAR AS WHAT INFORMATION THEY NEED OR SHOULD BE DOING IN ORDER TO ASSIST THEIR CHILD IN THEIR EDUCATION, TO BE AN ADVOCATE FOR THEIR CHILD.

I DON'T I JUST IT'S JUST ALL OVER THE PLACE FOR ME.

I DON'T KNOW, I'M NOT GETTING IT.

I MEAN, WE WILL. SO I DON'T THINK WE'RE ASKING PARENTS TO BE EDUCATION EXPERTS AND TELL US WHAT STANDARDS THEY ARE FOCUSED ON.

I KNOW GENERALLY AND FROM EVERY PARENT I'VE EVER SPOKEN TO, THEY KNOW WHAT THEY WANT FOR THEIR KIDS GENERALLY IN LIFE.

AND I THINK THAT'S WHAT WE'RE REALLY HERE TRYING TO LISTEN TO AUTHENTICALLY, EVEN IF IT'S NOT IN TIA SPEAK OR ABOUT A STANDARD OR ABOUT THIS.

AND IT'S OUR RESPONSIBILITY TO HEAR THAT AND DO SO.

AND I THINK TO YOUR POINT, YOU'RE RIGHT.

HAVING JUST AN OPEN ENDED CONVERSATION WHERE YOU JUST LIST OFF EVERYTHING IS COULD GO ON FOREVER.

BUT I THINK THAT'S WHY IF YOU IF WE CHOOSE ONE OF THE STRUCTURES WHERE WE HAVE THEM EITHER LIKE TO YOUR POINT, EITHER WORK IN SMALL GROUPS FOR SEVEN MINUTES AND THEN ASK THEM TO SHARE OUT OR DO IT FULL GROUP AND HAVE A SETUP WHERE PEOPLE CAN KIND OF SHARE.

WE'LL START TO SEE THAT.

AND THE POINT IS NOT TO FIND EVERY SINGLE INDIVIDUAL PERSON, BUT TO SEE THE TRENDS ACROSS OUR DISTRICT BEYOND OUR OWN INDIVIDUAL TRUSTEE DISTRICTS, AND THEN MAKE DECISIONS AS A BOARD THAT REFLECTS THAT.

TRUSTEE MICCICHE. WELL, FIRST LET ME THANK THE COMMITTEE.

I REALLY DO THINK THAT THIS IS THIS IS THE THE PROCESS WE SHOULD FOLLOW.

AND I THINK YOU'VE DONE A GOOD JOB IN PUTTING TOGETHER THE OUTLINE AND THE AND THE PRESENTATIONS.

I WAS I WAS ACTUALLY, YOU KNOW, SOMEWHAT RELUCTANT TO JUST HAVE LIKE AN OPEN MIC VERSION OF THIS WHERE WHERE THE DISCUSSION WASN'T, WASN'T FOCUSED AND, AND, AND I THINK YOU AND THE COMMITTEE DID A REALLY GOOD JOB AT MAKING SURE THAT THE, THE DISCUSSION WOULD BE FOCUSED AND CONSISTENT.

AND I DO THINK THE THE BUDGET TOWN HALLS THAT WE DID WERE LIKE THAT.

AND I AM OPTIMISTIC THAT THESE, THESE COMMUNITY PRESENTATIONS WILL BE WILL WILL BE ALONG THE SAME

[02:15:09]

LINES. AND I DO THINK THE REAL PURPOSE IS FOR US TO GET INPUT AS OPPOSED TO YOU KNOW, TELLING WHAT, WHAT OUR, OUR VIEWS ARE. AND I THINK YOU'VE STRUCTURED THEM IN A WAY THAT WILL ACHIEVE THAT GOAL.

SO, SO, SO, SO THANK YOU FOR THAT.

I DO I DO NEED TO GET SOME DATES COORDINATED.

I'VE GOT GOT A COUPLE OF A COUPLE OF OPTIONS.

AND PROBABLY NEED TO HAVE ONE IN THE IN THE WALKING DISTANCE AND THE VICKERY MEADOW AREA.

AND THERE ARE A COUPLE OF OTHER OPTIONS FOR ME, BUT I WILL GET YOU SOME, SOME DATES.

I'M. I'M DELINQUENT ON THAT.

AND BUT I DO THINK THIS IS GOING TO BE A GREAT, GREAT PROCESS.

AND I REALLY APPRECIATE THE HARD WORK AND THOUGHT THAT WENT INTO IT.

THANK YOU. THANK YOU, TRUSTEE WEINBERG.

QUICK QUESTION ABOUT HOW WE MIGHT BE ABLE TO POSSIBLY OR IF WE WANT TO CAPTURE STUDENT VOICE IN WHAT THEY SHOULD KNOW AND BE ABLE TO DO.

YEAH, THAT'S A QUESTION.

I THINK THAT'S A PERFECT SEGUE.

AND IF YOU DON'T MIND, I'LL COVER THE LAST TWO ITEMS HERE AND THEN WE CAN FINISH THE CONVERSATION ON ANYTHING ELSE WE WANT TO SEE.

PERFECT. IF WE CAN BRING UP THE CURRENT DRAFT OF THE SCHEDULE, WHICH IT'S NOT COMPLETE.

THANK YOU TO EVERYONE WHO WAS ABLE TO SEND DATES AND PUT NAMES ON THIS.

I KNOW WE STILL HAVE A COUPLE.

I WAS DELINQUENT LIKE YOU TRUSTEE MICCICHE I JUST GOT TO ADD MINE LAST NIGHT SO DON'T WORRY.

THIS IS AN INCOMPLETE, UNFINISHED GROUP HERE, SO IT'S BASED ON WHAT PEOPLE SIGNED UP FOR AND WHAT POTENTIAL SITUATIONS THERE ARE.

SO IT HAS WHAT EVERY TRUSTEE HAS ASKED FOR IN TERMS OF THEIR DATES AND PREFERRED LOCATIONS.

TOTALLY FAIR IF THOSE CHANGE.

ALSO A TENTATIVELY ADDED HAVE BEEN THE GROUPS THAT WE TALKED ABOUT.

SO WE TALKED ABOUT SPECIFIC EDUCATOR GROUPS AND PARTNERS, SPECIFIC BUSINESS COMMUNITY PARTNERS, WHETHER THOSE ARE CHAMBER OF COMMERCE OR TECH PARTNERS, AND ALSO NONPROFIT AND COMMUNITY PARTNERS.

SO A COUPLE OF PLACEHOLDER DATES PUT IN THERE.

WE CAN DECIDE IF SOME OF THOSE ARE BETTER SERVED VIRTUALLY.

BUSINESS PARTNERS MIGHT WANT TO DO A VIRTUAL ONE AS OPPOSED TO AN IN PERSON.

THAT'S UP FOR DISCUSSION.

SO THIS IS THE LISTENING SCHEDULE.

TWO QUESTIONS THAT THIS BOARD WILL HAVE TO CONSIDER.

AND I KNOW WE'RE STILL WAITING ON SOME DATES AND TIMES AND WHATNOT IS NUMBER ONE.

IS THIS THE RIGHT AMOUNT OF MEETINGS? ARE THERE ANY MEETINGS THAT WE'D PREFER TO COMBINE OR THINK WE'RE MISSING A MEETING OR WHATNOT TO PUT IT IN THERE? ONE OTHER NOTE HERE IS THAT WE HAVE TWO VIRTUAL MEETINGS THAT HAVE BEEN KIND OF PUT ON HERE, BOTH IN NOVEMBER.

QUESTION IS MAYBE WE ADD ANOTHER VIRTUAL MEETING OR MOVE A VIRTUAL MEETING UP EARLIER IN THE PROCESS JUST TO GET SOME SEPARATION BETWEEN THOSE TWO DAYS.

AND THEN THE FINAL THING ON THIS THAT I THINK IS REALLY IMPORTANT FOR US TO TALK ABOUT, AND I KNOW WE'VE HAD A LOT OF CONVERSATIONS AROUND THIS, AND I THINK TRUSTEE FOREMAN FOR RAISING SOME POINTS ABOUT, YOU KNOW, REALLY MAKING SURE THAT IF A TRUSTEE WHOSE DISTRICT IT IS, THEY SHOULD BE THE ONE LEADING THE CONVERSATION, WHICH MAKES SENSE.

I THINK IT WOULD BE IMPORTANT.

AND THIS IS BEN MACKEY SPEAKING THAT WE AIM SINCE THIS IS A BOARD PROCESS AND THAT WE ARE SETTING GOALS FOR THE ENTIRE DISTRICT THAT WE HEAR FROM COMMUNITIES OUTSIDE OF OUR OWN COMMUNITY.

AND I WOULD SPEAK PERSONALLY FOR MYSELF.

SO I THINK WE SHOULD STRIVE TO HAVE AT LEAST TWO TRUSTEES AT EACH OF THESE MEETINGS TO HEAR WHAT OTHER COMMUNITIES ARE SAYING.

AND I KNOW I WOULD WELCOME THE OPPORTUNITY TO BE ABLE TO DO THAT AND TO GO INTO DIFFERENT DISTRICTS AND HEAR WHAT JOYOUS YOUR COMMUNITY IS SAYING, OR, SARAH, YOUR COMMUNITY IS SAYING ABOUT THESE SAME QUESTIONS, BECAUSE IT MIGHT BE DIFFERENT FROM WHAT I HEAR ON A DAILY BASIS.

AND SO IF THAT'S THE CASE WE NEED TO FIND OTHER TRUSTEES WHO ARE WILLING TO JOIN SOME OF THESE OTHER MEETINGS, THOUGH WE MUST STAY WITHIN QUORUM LAW.

SO WE COULD NOT HAVE MORE THAN FOUR TRUSTEES AT ANY MEETING.

SO WE'D HAVE TO MAKE SURE WE'RE PAYING ATTENTION TO THAT.

JUST TO KIND OF HEAR ALL THOSE CONVERSATIONS.

SO THAT'S A QUESTION TO MAKE SURE.

AND THEN WE'D HAVE TO FILL THAT IN SOMEHOW OVER TIME.

AND THEN THE LAST THING THAT I WOULD FLAG BEFORE WE FINISH UP WITH OTHER THOUGHTS AND COMMENTS AND QUESTIONS, IS YOU ALSO HAVE A DRAFT OF THE SURVEY.

SO IF WE CAN GO TO THAT LAST ONE HERE.

HERE WE GO. OH, THIS IS VERY SMALL.

OH, WE'RE GOING TO ZOOM IN. GREAT.

SO THIS IS YOU'LL NOTICE THIS IS A VERY STRAIGHTFORWARD SURVEY.

THIS IS WHAT YOU WOULD GET IF YOU CLICKED THAT.

IF YOU SCROLL DOWN A LITTLE BIT, SCROLL DOWN, YOU WOULD CHOOSE YOUR LANGUAGE.

MAYBE WE CONSIDER DOING THIS IN OTHER LANGUAGES AS WELL.

AND THEN IT'S THE EXACT SAME QUESTIONS THAT WE ARE ASKING IN THE COMMUNITY GROUP.

SO YOU AS AN INDIVIDUAL NOW INSTEAD OF AS A GROUP, WHAT ARE THE MOST IMPORTANT THINGS THAT DALLAS ISD STUDENTS SHOULD KNOW AND BE ABLE TO DO?

[02:20:01]

UP TO FIVE CHOICES THERE.

AND IF YOU SCROLL DOWN IN THE SAME WAY WE ASKED THEM OUT OF THOSE WE ASKED THEM TO THEN DO THE CONSTRAINTS PRESERVE OR AVOID DOING AND THEN WE'VE ASKED THEM TO PRIORITIZE THEM.

SO MY ONE SUGGESTION WOULD BE WE DO ASK THEM THE FIVE AND THEN ASK THEM TO PRIORITIZE.

AND THEN ASK THEM THE NEXT FIVE. AND THEN ASK THEM TO PRIORITIZE SO WE CAN KEEP GOING.

AND THEN BASED ON FEEDBACK HERE, WE WOULD ASK THEM AFTER THEY INPUT THAT WHICH OF THESE BEST DESCRIBES THEM.

SO WHETHER WE CAN LEARN IF THEIR ALUMNI, PARENTS, CENTRAL STAFF, ETC.

MULTIPLE KEEP GOING.

AN EMAIL ADDRESS, A ZIP CODE.

SO WE UNDERSTAND WHERE THESE RESULTS AND INFO IS COMING FROM AND THEN AFFILIATION WITH SCHOOLS SO WE CAN GET A SENSE OF WHAT SCHOOLS ARE COMING FROM BASED ON FEEDBACK.

SO THOSE ARE ALL OF THE ITEMS AND ELEMENTS THERE.

SARAH, I KNOW I KIND OF TOOK YOUR TIME AND THEN WENT AN ENTIRELY DIFFERENT DIRECTION, HOPEFULLY KIND OF ANSWERING A LITTLE BIT OF THAT.

I THINK THE QUESTION GOING BACK AROUND TO YOUR POINT ON STUDENTS IS, DO WE NEED A STUDENT MEETING? DO WE HAVE ONE WHERE WE JUST ASK FOR A SPECIFIC STUDENT GROUP? DO WE ASK IN LIKE EXPLICITLY THAT STUDENTS IN EACH OF THOSE FEEDER PATTERN AREAS SHOW UP AT THOSE MEETINGS? THAT'S AN OPEN CONVERSATION AND A QUESTION FOR THIS BOARD.

TRUSTEE TRUSTEE CURRY.

I BELIEVE I WAS THE LAST ONE TO HIT MY BUTTON, SO.

BUT I'M HAPPY TO GO. OKAY, BUT WE'RE IN A WEIRD NOW.

ONE AND A HALF ROUND. YEAH. THAT'S FINE.

SO IF YOU GO, YOU GO AND WE'LL WE'LL CONSIDER THE NEXT THING.

WELL, I JUST THAT YOUR COMMENT GETS INTO THE MARKETING QUESTION OF HOW WE GO ABOUT COMMUNICATING THIS OUT TO THE PUBLIC.

I'M JUST CURIOUS WHETHER YOU'VE TALKED WITH THE ADMINISTRATION OR OTHERS ABOUT WHAT OUR PLAN IS TO GET THIS WORD OUT, AND I CERTAINLY IN MY AREA, WOULD WANT TO PERMEATE IT TO EVERY PTA, EVERY SBDC IN THE AREA, EVERY SCHOOL, EVERY TEACHER IN THE AREA, BUT ALSO EVERY STUDENT GROUP IN THE AREA.

I'D LOVE TO BE ABLE TO SEND A FLIER HOME WITH PARENTS.

I DON'T KNOW WHAT ALL THE OPTIONS ARE, BUT FAR AND WIDE WOULD BE MY PREFERENCE.

YEAH, I THINK THAT'S A GREAT THING.

I THINK IF WE FEEL GENERALLY GOOD, EVEN THOUGH THERE'S A FEW THINGS TO FINALIZE WITH THE SCHEDULE HERE, I THINK THAT'S A I KNOW WE'VE TALKED ABOUT FLAGGING THAT, BUT I KNOW WE'RE READY STANDING BY, READY TO MAKE INDIVIDUAL FLIERS FOR ALL THESE MEETINGS, I HOPE.

A FLIER WITH ALL OF THE MEETINGS AND TIMES THAT WE CAN BLAST OUT TO EVERYONE.

LETTERS. WE COULD DO A LETTER HOME THAT GOES HOME WITH STUDENTS AND WHATNOT.

AND PARENTS, I THINK WE'VE GOT TIME SINCE A LOT OF THESE, EVEN THOUGH THERE'S SOME.

I THINK SET FOR SEPTEMBER 23RD, WHICH WOULD BE THE FIRST ONE.

SEVENTH, SEVENTH.

THESE GO ALL THE WAY THROUGH NOVEMBER, SO WE HAVE A GOOD TIME TO TURN THAT AROUND FAST.

BUT GREAT POINT.

THAT WAS MY ONLY QUESTION.

I'M EXCITED TO DO IT AND LOOKING FORWARD TO THE OPPORTUNITY.

TRUSTEE FOREMAN SO JUST A COUPLE OF THINGS STARTING WITH TRUSTEES ATTENDING OTHER TRUSTEES MEETINGS, I HAVE NO PROBLEM WITH OTHER TRUSTEES ATTENDING MY MEETINGS.

I'VE BEEN CLEAR THAT I'M THE ELECTED REPRESENTATIVE FOR DISTRICT SIX, SO NO OTHER TRUSTEE IS GOING TO COME IN AND RUN THE MEETING.

THAT THAT'S BEEN MY POSITION AND THAT'S NOT CHANGING.

BUT I HAVE NO PROBLEM WITH OTHER TRUSTEES FEELING COMFORTABLE IN COMING TO THE MEETINGS OR DOING THE VIRTUAL MEETING, YOU'RE TRULY WELCOME TO COME IN, BUT YOU CAN'T RUN THE MEETING.

NUMBER TWO IS I DO NOT HAVE A LISTING OF COMMUNITY ORGANIZATIONS.

THAT WOULD BE FOR THE SEPARATE MEETING.

DO YOU HAVE THAT LIST AVAILABLE? I DON'T I THINK WE HAD ALL TRUSTEES FILL OUT A LIST OF COMMUNITY ORGANIZATIONS, SO WE JUST MIGHT WANT TO.

WHAT WE CAN DO. I TOTALLY FORGOT ABOUT THAT.

IF WE CAN COMPILE WHAT ALL TRUSTEES WROTE ON THAT, AND I'M SURE I THINK OTHER TRUSTEES MENTIONED, I'M GOING TO INVITE COMMUNITY ORGANIZATIONS TO MY MEETINGS.

THAT'S TOTALLY FINE TO GO ON, BUT WE'LL GET THAT LIST.

WE'LL SEND IT OUT TO TRUSTEES AND PUBLISH IT.

AND THEN IF THERE'S ANYBODY MISSING, AND OF COURSE WE'LL MAKE IT AN OPEN INVITE.

IT SHOULDN'T BE CLOSED, I THINK, BUT WE'LL MAKE IT A POINT FOR EACH OF THOSE.

AND WHICHEVER TRUSTEES REACHED OUT TO THEM COULD INVITE THEM TO THAT MEETING.

SO THAT MIGHT BE A MEETING THAT YOU MIGHT LEAD WITH THE COMMUNITY ORGANIZATIONS.

I WOULD BE FINE WITH THAT.

THE OTHER THING IS, IS THAT I DON'T WANT TRUSTEE DISTRICTS WHO DO NOT HAVE TWO TRUSTEES ATTENDING THE MEETING, THAT THEY BE DISCOUNTED BECAUSE OF THAT.

I WILL I WILL NOT TOLERATE THAT PERIOD.

AND THE LAST THING I HAVE ONE MORE THING, AND I CAN'T FIND IT.

I'LL COME BACK.

I THINK THAT THAT MAKES SENSE.

WHAT WE'LL DO IS WE'LL SEND.

WE'LL FINALIZE THIS.

WE'LL SEND IT AROUND. WE'LL ASK IF OTHER TRUSTEES ARE WILLING TO GO INTO OTHER MEETINGS HERE, BECAUSE AGAIN, I THINK MOST OF THE TRUSTEES THAT WE EVEN HAVE MULTIPLE IT IS ESSENTIALLY OVERLAPPING OR NEIGHBORING COMMUNITIES.

I WOULD LOVE TO SEE TRUSTEES GOING TO TOTALLY DIFFERENT COMMUNITIES THAT AREN'T NEXT DOOR.

[02:25:02]

BUT TO YOUR POINT, I FULLY AGREE.

IF PEOPLE DON'T SHOW UP AND THERE'S ONLY ONE TRUSTEE, IT MUST COUNT.

WELL, THEY THEY MIGHT THEY MIGHT DO THE VIRTUAL MEETINGS INSTEAD OF THE IN-PERSON MEETINGS BECAUSE THAT MAKES IT A LOT EASIER.

I'M STILL A WORKING PERSON, SO I'M NOT GOING TO TRY TO ATTEND ALL THESE MEETINGS, BUT I MIGHT ATTEND A VIRTUAL MEETING.

THANK YOU. TRUSTEE WHITE.

I GUESS THE THE I WANT TO KIND OF ADDRESS THE QUORUM LAW IF WE'RE IN ATTENDANCE, BUT WE'RE NOT PARTICIPATING.

THAT'S NOT A QUORUM.

THAT'S JUST.

YOU GOT TWO TRUSTEES PRESENTING A MEETING AND TWO JUST REGULAR.

IN THE IN THE REGULAR CAPACITY.

IS THAT NOT CORRECT? I GUESS LET'S LET COUNCIL ANSWER THAT QUESTION FIRST.

AND WHILE THEY'RE GETTING THE INFORMATION OR ARE THEY READY? OKAY. I CAN RESPOND TO THAT.

SO THE REASON WE DO NOT WANT TO POST FOR THESE MEETINGS, AND WE NEED TO KNOW THAT WE WON'T HAVE A QUORUM PRESENT IS BECAUSE IF WE POST FOR A MEETING.

THEN WE HAVE TO WAIT UNTIL AT LEAST FIVE PEOPLE APPEAR AT THE MEETING.

WE COULD NOT START THAT MEETING, SO IF SOMEONE WE POSTED SOMEONE DECIDED NOT TO COME, WE WOULD HAVE TO CANCEL THAT MEETING.

SO IT'S IMPORTANT THAT WE MAKE SURE WE DO NOT POST FOR THESE MEETINGS.

AND WE HAVE LESS THAN A QUORUM PRESENT.

OKAY. SO FOUR OR LESS.

THAT IS CORRECT.

OKAY. AND IF THERE'S MORE THAN EVEN IF THERE'S TWO PRESENTERS AND 2 OR 3 IN THE AUDIENCE, SOMEONE HAS TO GET UP AND LEAVE.

OKAY. IT'S FOUR OR LESS.

GOT IT. IF WE KEEP IT AT FOUR OR LESS, WE'RE FINE.

BUT WE HAVE A FIFTH PERSON THAT SHOWS UP.

SOMEONE WOULD HAVE TO LEAVE.

YES. OKAY.

AND AND I GUESS MY MY NEXT QUESTION IS THIS ENTIRE SURVEY IS FOR IS CENTERED AROUND FOR THE PURPOSE.

I JUST WANT TO KNOW WHAT, BECAUSE I HAVE AN IDEA OF WHAT THE PURPOSE IS.

WHAT IS THE PURPOSE OF THIS WHOLE SURVEY CENTERED AROUND? THE PURPOSE OF THE SURVEY IS TO GET FEEDBACK FROM INDIVIDUALS ACROSS THE ENTIRE COMMUNITY, WHO MIGHT NOT BE ABLE TO SHOW UP AT ONE OF THESE SESSIONS ON THE SAME THINGS.

THEY HAVE AN EQUAL VOICE IN OUR SYSTEM AND OUR SCHOOL SYSTEM.

SO THE PURPOSE IS TWOFOLD.

WITH THE FIRST TWO QUESTIONS, THE GOAL IS TO GET THEIR VOICE AROUND WHAT THEY HOPE FOR DALLAS ISD STUDENTS BY THE TIME THEY LEAVE ELEMENTARY, MIDDLE, OR HIGH SCHOOL AND TO PRIORITIZE THEM.

THE SECOND FOCUS IS WHAT ARE THE VALUES THAT DALLAS ISD SHOULD NOT SACRIFICE AS WE PURSUE OUR GOALS, AND THEN TO PRIORITIZE THEM SO AS TO MAKE SURE THAT EVERYONE, REGARDLESS OF THEIR ABILITY TO ATTEND A MEETING, CAN WEIGH IN IN THE SAME WAY, AND IT CAN BE CONSIDERED.

AND SO ONCE WE GATHER THIS INFORMATION, IS IT GOING TO BE USED FOR ANY EVALUATION THAT WE AS A BOARD ARE GOING TO BE WORKING ON, OR WHAT IS THIS INFORMATION BEING CAPTURED? YEAH.

SO THAT'S A GREAT QUESTION. THANK YOU FOR RAISING THAT.

ALL OF THIS INFORMATION WOULD BE SUMMARIZED.

AND THEN WE AS A BOARD WOULD RECEIVE THE FULL SUMMARIES AND WE WOULD JUST USE IT AS A PIECE OF INFORMATION AS WE GO TO SET OUR NEXT SET OF GOALS AND CONSTRAINTS, FOR NO OTHER PURPOSE THAN THAT TO PROVIDE THE BOARD WHAT WAS HEARD ACROSS OUR CITY AND OUR DISTRICT.

AND THEN WE CAN CONSIDER THAT AS WE SET OUR NEXT ROUND OF GOALS AND CONSTRAINTS.

AND SO IS THIS THE PIECE THAT IS GOING TO FIT INTO AN EVALUATION OF SOME SORT? OR IS THIS JUST FOR OUR PERSONAL USE? THERE IS JUST PERSONAL USE.

THERE IS NO EVALUATION TIED TO IT.

WHEN THE BOARD DOES SET GOALS, WHATEVER THEY HAPPEN TO BE AND CONSTRAINTS, WHATEVER THEY HAPPEN TO BE, THAT WILL DEFINITELY FILTER IN TO THE SUPERINTENDENT'S EVALUATION AS WE CURRENTLY HAVE IT SET UP.

BUT AS FAR AS THE SURVEY, THERE IS ABSOLUTELY NO EVALUATIVE ASPECT TO IT.

IT IS SIMPLY TO TRY TO HEAR WHAT OUR COMMUNITY IS SAYING.

OKAY. THANK YOU, TRUSTEE WEINBERG.

SO BACK TO MY FIRST QUESTION ABOUT STUDENT VOICE.

I'D BE CURIOUS TO HEAR WHAT THE SUPERINTENDENT AND HER AND OR HER TEAM WOULD THINK ABOUT STUDENT VOICE AND AND HOW TO USE IT WITHIN THE GOAL SETTING PROCESS AS EXPERTS.

SO I THINK IT WOULD BE I THINK IT'S A GREAT DATA SET FOR US TO ACCESS, AND I THINK IT CONTINUES TO HELP US ACTUALLY LIVE OUT WHEN WE SAY WE WANT FOLKS ENGAGED IN OUR IN

[02:30:01]

CITIZENSHIP PERIOD.

IT'S ANOTHER ENGAGEMENT OPPORTUNITY FOR STUDENTS.

NUMBER ONE. NUMBER TWO, WE HAVE SOME EXISTING STUDENT GROUPS THAT WOULD BE A GREAT PLACE TO START, AND I WOULD ALSO NOT WANT US TO STOP THERE.

BUT ONE GROUP, FOR INSTANCE, IS WE DO HAVE THE SUPERINTENDENTS TEEN BOARD AND I MEET WITH THEM ONCE A MONTH.

THAT'S A REPRESENTATION OF ALL OF OUR HIGH SCHOOLS.

SO THAT'S ONE GROUP THAT WE COULD ACCESS RIGHT AWAY.

AND THEN I THINK WORKING WITHIN EACH OF THE REGIONS, WE COULD GET THE A GROUP OF, AT A MINIMUM, HIGH SCHOOL STUDENTS.

I THINK WE DO HAVE TO ASK OURSELVES AT WHAT AGE, RIGHT.

ENGAGEMENT MAKES SENSE.

AND RIGHT NOW I WOULD I WOULD THINK THAT AT THE HIGH SCHOOL LEVEL WOULD BE A GREAT PLACE TO START.

BUT WE'RE HERE TO SUPPORT WHATEVER DIRECTION THE BOARD CHOOSES TO GO.

THANK YOU. AND IF I MAY, ONE THING I'M HEARING ABOUT THAT IS I THINK I WOULD JUST PUT THIS OUT FOR THE BOARD, IF THIS MAKES SENSE.

I THINK THAT MAYBE WE CONSIDER.

SUPERINTENDENT, IF YOU WOULD LEND YOUR TEEN BOARD MEETING IN OCTOBER NOVEMBER TO THIS, AND WE COULD HAVE TWO TRUSTEES COME OUT AND FACILITATE THIS SAME CONVERSATION WITH THE ENTIRE TEAM BOARD, AS WELL AS LIKE ASKING EACH FEEDER PATTERN TO COMMUNICATE THIS TO, I THINK, ELEMENTARY OR SORRY, HIGH SCHOOL FOR SURE.

I THINK PROBABLY MIDDLE SCHOOL FOR SURE.

ALSO, TO MAKE SURE THAT THEY KNOW OF THE MEETINGS IN THEIR NEIGHBORHOOD THAT THEY MIGHT BE ABLE TO GET TO, BUT ALSO STUDENTS CAN FILL OUT THIS SURVEY.

WE SHOULD MAKE SURE THAT ALL STUDENTS HAVE ACCESS TO THIS SURVEY TO FILL IT OUT.

SO THAT'S ANOTHER THOUGHT.

VERY HELPFUL. THANK YOU.

TRUSTEE TURNER. YES.

MY QUESTION WAS WITH THE MEETING WITH HIGH SCHOOL STUDENTS, WILL THESE MEETINGS TAKE PLACE DURING THE SCHOOL HOUR OR AFTER SCHOOL? CORRECT ME IF I'M WRONG. I THINK THE TEEN BOARD HAPPENS DURING THE SCHOOL DAY, SO WE WOULD JUST HAVE TO FIND TRUSTEES THAT ARE ABLE TO DO THAT DURING THE SCHOOL DAY, AND WE'LL FIGURE THAT OUT. AND THEN AS FAR AS THE OTHER MEETINGS, I THINK WE WOULD MAKE IT A POINT.

WHAT I WAS REFERRING TO IS THAT WE WOULD MAKE IT A POINT FOR STUDENTS TO KNOW WHEN THESE MEETINGS ARE.

SO WHEN THEY. MOLINA COMES UP ON 1028.

HOPEFULLY MOLINA STUDENTS CAN STICK AROUND EVEN THOUGH IT'S AFTER SCHOOL WITH PARENTS AND WHATNOT, AND GO TO THE MEETING AFTER SCHOOL, BUT ALSO THE SURVEYS FILL OUT AT ANY POINT.

OKAY, SO WE'RE NOT TALKING ABOUT TAKING LIKE THREE HIGH SCHOOLS IN A PARTICULAR AREA AND THEN HAVING A MEETING AND INVITING ALL THREE HIGH SCHOOL STUDENTS TO COME TO A PARTICULAR MEETING AT A CENTRAL LOCATION.

WE'RE NOT TALKING ABOUT THAT. RIGHT.

THAT IS NOT THE CONVERSATION CURRENTLY.

OKAY. THANK YOU. AND I THINK IF CORRECT ME IF I'M WRONG, SUPERINTENDENT HOLIDAY, YOUR TEEN BOARD CONTAINS STUDENTS FROM EVERY HIGH SCHOOL.

TEEN BOARD INCLUDES EVERY SINGLE HIGH SCHOOL.

SO THAT WOULD BE A COMPLETE REPRESENTATION.

OKAY. THANK YOU. OKAY.

TRUSTEE MICCICHE U OKAY.

TRUSTEE. OKAY.

I'M JUST TRYING TO KEEP TRACK NOW.

I'M TRYING TO KEEP TRACK. I DON'T KNOW WHAT ROUND WE'RE IN, BUT GO AHEAD.

TRUSTEE MICCICHE. GO AHEAD.

I JUST WANT TO DOUBLE DOWN ON THE THE STUDENT VOICE ELEMENT.

I JUST OVER THE YEARS, EVERY TIME WE'VE WE'VE ASKED FOR STUDENT INPUT, IT HAS BEEN IT HAS ALWAYS BEEN THOUGHTFUL AND VERY MEANINGFUL.

AND I YOU KNOW, I'M RECALLING BACK TO A MEETING WE HAD WITH STUDENTS AFTER ONE OF THE THE MANY, MANY SCHOOL SHOOTINGS AND HOW HOW THOUGHTFUL AND SERIOUS THEIR PROPOSALS WERE.

AND SO I THINK ASKING THEM ABOUT WHAT WHAT THEY NEED FROM, FROM THE DISTRICT TO ENHANCE THEIR FUTURE PROSPECTS IS JUST IT'S JUST A GREAT IDEA AND SOMETHING THAT'S ABSOLUTELY ESSENTIAL.

SO THANK YOU, TRUSTEE WEINBERG, FOR BRINGING THAT UP.

TRUSTEE WHITE, I KNOW YOU'VE HAD TWO ROUNDS, RIGHT? I THINK SO. I THINK SO.

OKAY. IS THERE ANY OBJECTION? ANYONE HAVE ANY OBJECTION? IS THERE ANY OBJECTION TO SUSPENDING THE RULES AND ALLOWING A THIRD ROUND? OKAY. TRUSTEE WHITE. WELL, THANK YOU SO KINDLY.

I REALLY THINK THAT WE SHOULD OPEN IT UP TO ALL HIGH SCHOOL STUDENTS.

SINCE THE MEETING IS BEING POSTED, IF THEY WOULD LIKE TO COME AND ATTEND.

IF THEY DON'T, I KNOW THEY HAVE BUSY SCHEDULES, BUT NOT JUST HIGH SCHOOL AND MIDDLE SCHOOL AS WELL.

I KNOW THEY ALL HAVE BUSY SCHEDULES CHEERING, FOOTBALL PRACTICE, SOCCER PRACTICE, ALL THIS OTHER PRACTICE THAT THEY HAVE TO DO AND AFTER SCHOOL TUTORING.

BUT IF WE I WOULD LOVE FOR THEM TO ATTEND AND WE OFFER THEM SERVICE LEARNING HOURS FOR ATTENDING THE MEETING BECAUSE NUMBER ONE IT IS ENRICHING TO THEM.

AND LIKE IT WAS MENTIONED BY TRUSTEE MR KAY.

THESE STUDENTS HAVE THEY'RE VERY KNOWLEDGEABLE, VERY INTELLIGENT.

I MEAN, THEY CAN SPEAK FOR THEMSELVES.

THOUGHT PROVOKING. THEY KNOW WHAT THEY KNOW.

THEY'RE ON THE CAMPUS EVERY DAY.

THEY KNOW WHAT THEY SEE.

THEY KNOW WHAT THEY'RE PROBABLY COMPLAINING TO THEIR TEACHERS ABOUT, MAYBE EVEN THE ADMINISTRATION.

[02:35:03]

SO I REALLY DO FEEL THAT SINCE THE MEETINGS ARE BEING POSTED, WE NEED TO LET THEM KNOW THAT YOU KNOW, THEY'RE WELCOME AND AVAILABLE TO COME TO THE MEETINGS AND THAT THEY CAN ALSO PARTICIPATE.

AND MAYBE WE JUST HAVE A SEPARATE STUDENT SURVEY, IF THAT'S WHAT IS NEEDED.

WE CAN DO THAT FOR THEM.

I MEAN, IT SEEMS LIKE THAT'S WHAT WE'RE LEANING TOWARDS ANYWAY.

SO THAT, I MEAN, IT'S GREAT TO HAVE A STUDENT BOARD TO SPEAK, BUT IN ALL HONESTY, HOW OFTEN WOULD YOU GET SUCH A LARGE POPULATION OF INPUT FROM YOUR STUDENT BODY VERSUS USING ONE OF THE REPRESENTATIVES? I MEAN, IN ALL HONESTY SOMETIMES NEIGHBORS DON'T EVEN CALL THEIR ELECT THE PEOPLE THAT THEY ELECT IN OFFICE TO REPRESENT THEM, TO REALLY VOICE THEIR CONCERNS.

SO I THINK THIS WOULD BE A GREAT IDEA FOR US TO GET TWO THINGS DONE, THEIR INPUT, AND THEN GET SOME STUDENT SERVICE LEARNING HOURS.

TRUSTEE FOREMAN. SO I JUST WANT TO BE CLEAR, I HEAR TRUSTEE WHITE, BUT I THINK TRUSTEE WHITE.

YOUR ISSUE IS A LITTLE BIT BIGGER THAN WHAT WE'RE TALKING ABOUT IN TERMS OF SETTING THESE GOALS AND HAVING STUDENTS TO PARTICIPATE.

I DO BELIEVE WE SHOULD HAVE A ROUND WITH STUDENTS ON WHAT IS GOING ON IN THE SCHOOLS AND WHAT THE SITUATIONS ARE.

I AM IN COMPLETE AGREEMENT WITH YOU.

THEY ARE THERE ON A DAILY BASIS, AND MAYBE THAT'S ANOTHER SETTING THAT WE MIGHT HAVE IN TERMS OF INVITING THEM.

NOW, WHAT I DO PLAN TO DO IN MY SITUATION, AND THIS IS JUST ME, I AM I PLAN TO INVITE THE STUDENT COUNCILS FROM MY HIGH SCHOOLS, MY HIGH SCHOOLS, TO BE ABLE TO PARTICIPATE IF THEY CAN.

AND THAT'S THE THAT'S GOING TO BE THE IN-PERSON SETTING SUNSETTING AND THE VIRTUAL SETTING SO THAT THERE'S TWO OPPORTUNITIES FOR THEM TO BE ABLE TO PARTICIPATE, BUT TO TRY TO GET THE LARGE STUDENT BODY, LIKE IF YOU THINK ABOUT OUR HIGH SCHOOLS, YOU GOT A THOUSAND KIDS IN SOME OF THESE HIGH SCHOOLS.

THAT'S A LITTLE BIT MUCH FOR THIS PARTICULAR PROCESS.

BUT I'M IN TOTAL AGREEMENT WITH YOU THAT WE MAY NEED TO HAVE SOME OTHER WAYS OF LISTENING TO OUR STUDENTS, IF THAT MAKES SENSE.

CAN I RESPOND? CAN I RESPOND? SURE. I'M JUST TRUSTEE TRUSTEE MACKEY GO TRUSTEE MACKEY I'M GOING TO SUMMARIZE WHAT I'M HEARING TO MAKE SURE SO YOU CAN LET HER GO.

NO, I'M. AND I UNDERSTAND WHAT YOU'RE SAYING, BUT, YOU KNOW, IT'S JUST LIKE, IF YOU SEND OUT A THOUSAND INVITATIONS, YOU MAY GET 500.

BUT I DON'T THINK WE'RE GOING TO BE OVERWHELMED WITH STUDENTS COMING INTO THE MEETINGS.

BUT IF WE GET 30 OR 20, I MEAN, THAT'S GREAT.

AND I THINK THAT THEIR INPUT MATTERS AND THEY'RE GOING TO BE FOCUSING AND LISTENING TO THE SAME, ANSWERING THE SAME QUESTIONS THAT ARE POSED.

AND IF WE'RE NOT SAYING IF WE'RE NOT GIVING THEM LEADING QUESTIONS, THEN THEY CAN, YOU KNOW, MENTION WHAT THEY WANT TO MENTION, AND THEY CAN JUST PUT ON THE SURVEY THAT THEY'RE A STUDENT, THAT THEY RESIDE AT THE ON THE CAMPUS, NOT LIVING THERE.

BUT YOU KNOW WHAT I MEAN. THANK YOU.

TRUSTEE TURNER. THIS MIGHT BE FAR FETCHED, BUT WOULD IT BE TOO MUCH IF I, UPON MYSELF, DECIDED, HEY, I WANT TO REACH OUT TO EACH ONE OF MY HIGH SCHOOLS TO THE PRINCIPAL, AND ASK THE PRINCIPAL TO SELECT 10 TO 20 STUDENTS THAT CAN COME AT A PARTICULAR HOUR AND HAVE THIS CONVERSATION WITH EACH ONE OF MY HIGH SCHOOL CAMPUSES.

ARE YOU TALKING ABOUT DOING IT INDIVIDUALLY, YOU OR THEM SHOWING UP AT THOSE MEETINGS? NO, I'M TALKING ABOUT THESE INDIVIDUAL MEETINGS AT EACH CAMPUS, LIKE DOING A NEW SET OF INDIVIDUAL MEETINGS AT EACH CAMPUS.

YES. MY RECOMMENDATION IS THAT WE WOULD DO WE WOULD MAKE WOULD BE FOR STUDENTS ONLY, THOUGH.

RIGHT. I THINK WE SHOULD, AS A BOARD, DECIDE WHAT WE WANT TO DO TOGETHER AS A BOARD RATHER THAN HAVING DIFFERENCES LIKE THAT.

AND SO MAYBE IF THAT'S SOMETHING THAT WE WANT, WE WANT TO, AS A BOARD, SAY WE ALL WANT TO TRY TO MAKE THAT A POINT TO DO IT, THEN LET'S DO IT.

I THINK WE WOULD STILL WANT TO DO THE EXACT SAME SETUP.

WE WOULD WANT IDEALLY TWO TRUSTEES TO BE CAPTURED IN THE SAME WAY.

SO I THINK WE WANT TO HAVE ONE PROCESS THAT WE DO TOGETHER RATHER THAN NINE INDIVIDUAL PROCESSES, EVEN THOUGH THERE WILL BE SOME DIFFERENCE BASED ON HOW EACH OF US LEAD.

SO MY RECOMMENDATION WAS WE DON'T DO ONE THING IN ONE DISTRICT THAT WE DON'T DO IN ANOTHER DISTRICT.

AND I THINK THE TEEN BOARD, THE GOAL OF THAT IS THAT IT WOULD GET ALL DISTRICTS IN THAT AND THAT ANY OF THESE MEETINGS INVITE THE COUNCILS TO COME TO THESE MEETINGS AND DO THE SAME THING.

SO THAT WOULD BE MY RECOMMENDATION.

I AGREE WITH YOU. I JUST WANTED TO SEE IF I WAS, YOU KNOW, BEING ALIGNED WITH WHAT WE TALKED ABOUT.

ALL RIGHT. WELL, TRUSTEES THANK YOU, TRUSTEE MACKEY AND AND THE BOARD FOR YOUR FEEDBACK.

I THINK WHAT I'M HOPING TO DO AND ACCOMPLISH HERE IS FOR US TO GET THIS FINALIZED HERE IN THE NEXT, THE NEXT WEEK, BECAUSE WE HAVE TO START SHARING THIS, THESE EVENTS WITH THE COMMUNITY, PREPARING PEOPLE TO HAVE THIS CONVERSATION.

AND SO IN THAT SENSE, TRUSTEE MACKEY WHAT ARE THE NEXT, NEXT STEPS?

[02:40:05]

SO I HAVE A COUPLE NEXT STEPS. IT SOUNDS LIKE WE ARE GENERALLY IN THE RIGHT SPOT HERE.

WE'RE GOING TO MAKE A FEW EDITS, AND I'M GOING TO GO OVER WHAT I HEARD.

SO WE'LL MAKE SOME SMALL ADJUSTMENTS TO THE SLIDE DECK TO INCORPORATE TRUSTEE FOREMAN FEEDBACK ABOUT THE TARGETS.

WE WILL GET THE LIST LISTS OF COMMUNITY MEMBERS, BUSINESS COMMUNITY MEMBERS, ETC.

AND SHARE THOSE OUT PUBLICLY AND WITH THE BOARD AND THEN MAKE IT A POINT THAT WE REACH OUT TO THEM TO INVITE THEM TO THE THEIR PARTICULAR MEETING IF THEY WANT TO COME AND SPEAK FROM THAT PERSPECTIVE, AS WELL AS OPENING UP GENERALLY, WE WILL FINALIZE THIS CALENDAR.

SO WE'RE GOING TO ASK EVERYONE TO GET YOUR FINAL DATES, MAKE SURE THEY STILL WORK, MAKE SURE THE LOCATION IS CORRECT IF YOU WANT TO SEE A NEED FOR A MEETING.

SO GET TRUSTEE KEYES MEETINGS ON THIS AND GET THIS FILES, AND THEN SEE HOW MANY OTHER FOLKS ARE WILLING TO GO TO OTHER MEETINGS.

WE WOULD LOVE PEOPLE TO SIGN UP TO BE AT LEAST A SECOND TRUSTEE TO HEAR FROM A DIFFERENT COMMUNITY.

SO IDEALLY WE COULD GET ALL OF THOSE FILLED AND PEOPLE VOLUNTEER BASED ON THEIR SCHEDULE.

I WILL ADD THE STUDENT TEAM BOARD MEETING AND THEN THE LAST THING, ONCE WE GET THAT, HOPEFULLY WE CAN SEND THAT OUT WITHIN THE NEXT WEEK TO EVERYBODY WITH THOSE FINAL THINGS.

AND AT THE SAME TIME, I'LL WORK WITH PAM TO MAKE SURE A COMMS PLAN GETS PUT TOGETHER.

WE CAN BLAST IT OUT FAR AND WIDE, SHARE IT WITH ALL OF OUR SCHOOLS, SEND HOME LETTERS, ETC.

AND THEN GET THIS OFF AND ROLLING AS WE GO FORWARD.

THANK YOU. TRUSTEE MACKEY OKAY TRUSTEES WILL WE WILL NOW.

TRUSTEES, AN ALTERNATE AGENDA, ITEM NUMBER NINE.

[9. MINUTES SUBMITTED FOR APPROVAL]

THE MINUTES ARE POSTED IN THE BOARD DOCS FOR FOR REVIEW, AND WE WILL APPROVE THOSE AT THE MEETING.

TRUSTEES WILL NOW TURN TO AGENDA ITEM TEN.

[10. STATUTORY ITEMS]

STATUTORY ITEMS. SPECIFICALLY TEN A I WANT TO MAKE THE BOARD AWARE OF BECAUSE IT IS IT IS DIFFERENT.

TEN A IS THE CONSIDERATION AND TAKE ACTION ON TO APPROVE THE RESOLUTION APPOINTING A BOARD MEMBER OR BOARD MEMBERS TO SERVE ON THE BOARD OF DIRECTORS OF THE DALLAS CENTRAL APPRAISAL DISTRICT.

SO DCAD WHAT'S IMPORTANT HERE, TRUSTEE IS WHAT YOU HAD IN YOUR BRIEFING MATERIALS ARE A COUPLE OF THINGS.

YOU HAD A LETTER IN YOUR BRIEFING MATERIALS FROM DCAD.

IT'S A VERY NUANCED LETTER THAT EXPLAINS THE CHANGES THAT THE LEGISLATURE MADE IN THE LAST LEGISLATIVE SESSION REGARDING HOW WE APPOINT OUR, OUR NOMINEE TO THE DCAD BOARD.

YOU HAVE A DCAD NOMINEE QUESTIONNAIRE THAT WAS A PART OF THE BRIEFING MATERIALS.

AND THEN YOU ALSO HAVE THE RESOLUTION THAT WE WILL ULTIMATELY APPROVE AT THIS MONTH'S MEETING.

I ENCOURAGE YOU, IF YOU HAVE NOT ALREADY, I KNOW YOU ALL HAVE, BUT I ENCOURAGE YOU TO READ IT AGAIN.

THE LETTER BECAUSE IT EXPLAINS THE CHANGES THAT HAVE OCCURRED, BUT I'LL TRY TO SUMMARIZE THOSE PLAINLY FOR ALL, FOR EVERYONE HERE AND THEN FOR THE FOR THE PUBLIC THAT'S LISTENING IN. SIMPLY PUT, IN THE PAST, WHEN WE WANTED TO APPOINT A MEMBER OF OUR BOARD TO THE DCAD TO THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD, WE SIMPLY APPOINTED WE WE VOTED ON A RESOLUTION AND WE APPOINTED THAT PERSON TO THE DCAD BOARD.

IT WAS A SIMPLE ENOUGH, AND WE WERE GUARANTEED A SPOT ON THE DCAD BOARD.

WHOEVER WE NOMINATED AND APPOINTED WOULD HAVE THAT HAVE HAD THAT SEAT ON THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD.

THAT HAS CHANGED.

THAT HAS CHANGED NOW IT'S DONE BY A POINT SYSTEM.

IT IS DONE BY A POINT SYSTEM.

RIGHT? SO THERE IN DALLAS COUNTY, AMONG ALL THE TAXING ENTITIES, THERE ARE 5000 POINTS OUT THERE, RIGHT? WE AS DALLAS ISD HAVE 1175 POINTS.

I THINK THAT'S RIGHT. SOMEBODY NOT NODDED AT ME TO CONFIRM THAT WE HAVE 1175 POINTS.

IT TAKES 1000 POINTS TO GET TO BUY OR GUARANTEE YOU A SEAT ON THE DCAD BOARD.

SO IF WE NOMINATE ONE PERSON AND PUT ALL OUR POINTS TO THAT PERSON, WE ARE GUARANTEED A SEAT ON THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD. RIGHT. AND THEN WE ALSO HAVE SPARE POINTS ACTUALLY, WHICH IS A DIFFERENT CONVERSATION I GUESS WE CAN HAVE AS WELL.

BUT BUT THE POINT IS WE ARE NOT WE ARE NOT LIMITED TO NOMINATING ONE PERSON.

WE CAN NOMINATE UP TO FIVE PEOPLE.

THAT IS OUR CHOICE TO MAKE.

BUT AGAIN, STRATEGICALLY, IF WE WANT TO GUARANTEE OURSELVES A SEAT ON THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD THAT APPRAISES OUR PROPERTY AND ULTIMATELY AFFECTS HOW WE BUDGET AND HOW WE FUND PUBLIC EDUCATION, THEN THEN THERE'S SOME WISDOM TO ONLY NOMINATING ONE.

BUT THAT'S AN ASIDE IN TERMS OF THE PROCESS AND HOW TO MOVE FORWARD.

THAT'S WHAT. THAT'S WHAT I WANT TO SHARE WITH YOU NOW.

AT THIS MONTH'S MEETING IN SEPTEMBER, WE WILL APPROVE A RESOLUTION WITH OUR NOMINEES TO BE A NOMINEE.

YOU MUST COMPLETE THE QUESTIONNAIRE THAT IS PART OF THE BOARD BRIEFING MATERIALS THAT HAVE BEEN PROVIDED TO YOU.

IT'S A PRETTY SIMPLE QUESTIONNAIRE.

IT'S BASICALLY A CERTIFYING THAT YOU ARE THAT YOU LIVE IN THE COUNTY AND THEN ALSO EXPRESSING WHY YOU WANT TO BE ON THE

[02:45:09]

DALLAS CENTRAL APPRAISAL DISTRICT BOARD.

YOU SUBMIT THAT QUESTIONNAIRE TO BOARD SERVICES HERE BY I THINK WE SAID NEXT WEEK AT THIS TIME, WHICH IS WHEN IS THAT? SEPTEMBER 19TH. SEPTEMBER 19TH.

SO IT'S AGAIN, IT DOESN'T TAKE I WOULD IMAGINE IT DOESN'T TAKE TOO LONG TO FILL OUT.

BUT IF YOU ARE INTERESTED IN BEING A NOMINEE, PLEASE COMPLETE THE QUESTIONNAIRE.

WHAT WE DO, WHAT WE DO AS A BOARD THIS MONTH IS WE THEN WILL WILL HAVE THAT, HAVE THAT DISCUSSION AND NOMINATE EITHER A CANDIDATE OR A NOMINEE OR MULTIPLE NOMINEES TO THE CENTRAL.

THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD IN IN OCTOBER.

DCAD PREPARES THE LIST OF ALL NOMINEES ACROSS ALL TAXING ENTITIES IN DALLAS COUNTY.

AND IN NOVEMBER, WE WILL GET THAT LIST BACK OF ALL THE NOMINEES OF ALL THE TAXING ENTITIES.

FARMERS BRANCH ISD, THE CITY OF DALLAS, CITY OF COPPELL, ALL THE TAXING ENTITIES WILL GET THAT LIST.

AND THEN OUR PERSON WILL BE ON THERE AS WELL FROM DALLAS, FROM THE DALLAS ISD.

AND THEN WE WILL HAVE TO MAKE THE DECISION THEN IN NOVEMBER, AMONG ALL THESE NOMINEES, HOW DO WE ALLOCATE OUR 1000 POINTS OR 1175 POINTS? RIGHT.

AGAIN, WE ALLOCATE THEM ALL TO OUR NOMINEE.

WE'RE GUARANTEED A SEAT ON THE DALLAS CENTRAL APPRAISAL DISTRICT BOARD.

OR WE CAN SPLIT THEM UP AND DO MULTIPLE DIFFERENT THINGS WITH IT.

BUT AND WE WILL TAKE THAT ACTION IN NOVEMBER.

SO IN SEPTEMBER WE MAKE OUR NOMINEES AND IN OCTOBER, DCAD IS WORKING BEHIND THE SCENES TO GENERATE THAT LIST THAT THEY'VE RECEIVED FROM ACROSS THE FROM ACROSS THE COUNTY, FROM ALL THE TAXING ENTITIES.

IN NOVEMBER, WE WILL HAVE THAT LIST AND WE WILL HAVE THE QUESTIONNAIRES.

THE SAME QUESTIONNAIRES THAT YOU'RE FILLING OUT IS THE QUESTIONNAIRES THAT WE WILL HAVE FROM ALL THE DIFFERENT FOLKS ACROSS DALLAS COUNTY.

AND THEN WE WILL THEN TAKE ACTION TO TO ALLOCATE OUR POINTS IN NOVEMBER.

YES. MISS MATTHEWS, I JUST WANT TO CLARIFY.

YES, THE QUESTIONNAIRE WILL DETERMINE WHETHER OR NOT YOU'RE ELIGIBLE, JUST LIKE WHEN YOU DO YOUR APPLICATION TO BE A CANDIDATE.

SO THAT WILL DETERMINE WHETHER OR NOT YOU'RE ELIGIBLE.

APPLICANT ELIGIBLE.

I'M SORRY. AND THEN ONCE YOU ARE NOMINATED, YOU WILL HAVE TO SUBMIT A RESUME AND BIO.

SO THOUGH THOSE WILL BE PUT TOGETHER WITH ALL THE OTHER ENTITIES, MUCH LIKE WE DO OUR CW WITH THE FACILITIES.

AND THEN YOU WILL CHOOSE FROM THOSE LISTINGS AND THAT WILL CONTAIN YOUR BIO OR YOUR RESUME.

EXCELLENT. PERFECT. AND SO THEN WE WILL ALLOCATE OUR POINTS IN NOVEMBER.

AND THEN DCAD WILL TALLY THE POINTS IN DECEMBER.

AND THE EXPECTATION IS THAT THE MEMBER WHOEVER WE ALLOCATE, WHOEVER WINS THE 1000 POINTS, THERE ARE FIVE SEATS IN WHICH THAT ARE APPOINTED THROUGH THIS POINT SYSTEM.

AND THEN THERE ARE THREE SEATS THAT ARE ELECTED COUNTY WIDE BY, BY THE VOTERS OF DALLAS COUNTY.

THAT WAS THE CHANGE. YOU I THINK YOU ALL MAY BE FAMILIAR WITH THAT.

AND SO THE EXPECTATION IS THE, THE PERSON, THE PEOPLE WHO ARE ALLOCATED THEIR 1000 POINTS AND GET THE SEAT ON THE COUNTY WOULD BE EXPECTED TO BEGIN SERVING ON THE BOARD IN JANUARY.

IS MY UNDERSTANDING. OKAY.

SO WITH THAT AGAIN, I DON'T HAVE MUCH MORE TO ADD TO THAT.

OTHER THAN TO SAY IF YOU NEED MORE DETAILS, THERE'S A VERY DETAILED LETTER PROVIDED BY DCAD THAT REFERENCES STATE STATUTE AND EVERYTHING THAT KIND OF LEADS UP TO, TO THESE CHANGES.

SO I JUST WANTED TO MAKE THE BOARD AWARE OF THAT.

TRUSTEES, WE'LL NOW TURN TO AGENDA ITEM 11.

I HAVE A QUESTION.

GO AHEAD. TRUSTEE FOREMAN.

THANK YOU. SO FIRST OF ALL, THANK YOU FOR FINDING OUT THE INFORMATION FOR ME, BECAUSE I DID HAVE SEVERAL QUESTIONS ABOUT THE WAY WE WERE APPOINTING.

SO I, I APPRECIATE YOU FINDING OUT THAT THAT INFORMATION FOR ME.

SECONDLY IS AND I WANT TO MAKE SURE I UNDERSTAND IT.

THIS IS A BRAND NEW PROCESS THAT HAS NOT BEEN USED BEFORE.

AND I THINK THE PUBLIC NEEDS TO UNDERSTAND THAT BECAUSE WE HAVE NOT USED THIS PROCESS BEFORE.

BUT I WANT TO MAKE CLEAR FROM ATTORNEY MATTHEW BRIDGES MATTHEWS.

POINT THE WHEN YOU SUBMIT YOUR APPLICATION, THE APPLICATION IS GOING TO BE THE FORM THAT HAS BEEN PROVIDED TO THE TRUSTEES.

IT'S THE QUESTIONNAIRE.

YES, MA'AM. THE QUESTIONNAIRE THAT'S BEEN PROVIDED TO THE TRUSTEES.

IT'S ONLINE. MA'AM.

IT'S ONLINE. YES.

OKAY, SO FOR SOMEONE TO USE THAT ONLINE APPLICATION, DO THEY HAVE TO BE A TRUSTEE OF DALLAS

[02:50:05]

ISD? NO.

IF YOU ALL WANTED TO HAVE SOMEONE ELSE TO REPRESENT THE DISTRICT, THAT COULD OCCUR.

FROM MY UNDERSTANDING AND THE RESEARCH THAT I DID THAT I WANTED TO BE CLEAR ON THAT PARTICULAR POSITION.

THANK YOU. ANY TRUSTEES? ANY OTHER QUESTIONS ON THIS PROCESS? OKAY. SEEING. CNN TRUSTEES WILL NOW TURN TO AGENDA ITEM 11 POLICY UPDATES.

[11. POLICY UPDATES]

TRUSTEES, ANY QUESTIONS ON.

11 A 11.

A JUST A QUICK QUESTION, AND IT MIGHT JUST BE AN UNDERSTANDING.

THE CHANGE THAT'S MADE TALKS ABOUT THE NOTIFICATION TO THE PARENTS.

COULD THERE SOMEWHERE IN THERE, SOMEWHERE BE NOTIFICATION TO PARENTS AND TRUSTEES? WHICH POLICY ARE WE REFERENCING? TRUSTEE FOREMAN 11 EHMCKE.

C C 11 A 13.

WHICH LINE ARE YOU REFERENCING? I'M ACTUALLY LOOKING AT THE DETAILED INFORMATION SHEET.

IT'S GOING TO BE THE FIRST PAGE.

SO YOU CAN SCROLL UP.

JUST IT'S JUST BASICALLY SAYS THE SUPERINTENDENT SHALL DEVELOP PROCEDURES TO NOTIFY PARENTS REGARDING VIOLENT ACTIVITY THAT HAS OCCURRED OR IS BEING INVESTIGATED AT A CAMPUS OR OTHER DISTRICT FACILITIES, OR AT A DISTRICT SPONSORED ACTIVITY.

AND I JUST ASK THAT IT BE PARENTS AND TRUSTEES.

OH, SURE.

THAT'S AN EASY ADDITION.

WE CURRENTLY DO THAT, OF COURSE, THROUGH TRUSTEE NOTICE.

YEAH, WE ALWAYS DO. BUT I JUST WANT TO THAT WOULD JUST ALIGN WITH OUR CURRENT PRACTICES.

YES, MA'AM. THANK YOU.

TRUSTEE ANY OTHER QUESTIONS ON 11 A.

OKAY. ANY OTHER QUESTIONS ON UNDER 11.

11 B. 11 B.

I'M JUST TRYING TO GET A CLEARER UNDERSTANDING OF THE DIFFERENCE BETWEEN THE SOS AND THE SECURITY OFFICERS, SINCE WE'RE NO LONGER USING THAT TERMINOLOGY, BUT SEEMS LIKE THE SECURITY OFFICERS AND THE SOS WERE SOMEWHAT SIMILAR.

WELL, SO THIS IS TO ACTUALLY ALIGN WITH LAW ENFORCEMENT IN THE STATE OF TEXAS VERBIAGE.

SO ACTUALLY WE HAVE NOT HAD EVEN THOUGH WE MYSELF WHEN I SAY WE, I MUST SAY ME, I CALLED THEM SROS AND IT WAS IN OUR POLICY THAT'S ACTUALLY BY DEFINITION NOT WHAT WE HAVE.

THAT'S WHAT GARLAND ISD HAS, WHICH IS THEY CONTRACT WITH EXISTING POLICE OFFICERS.

SO GARLAND, THE COMMUNITY OF GARLAND, IS HIRED THROUGH A CONTRACT TO DO GARLAND ISD.

THOSE ARE SCHOOL RESOURCE OFFICERS.

WE HAVE OUR OWN POLICE DEPARTMENT, AND SO WE NEEDED TO ALIGN TRUSTEE FOREMAN OUR OUR VERBIAGE TO BE IN ALIGNMENT WITH WHAT THE STATE LAW DEFINES SCHOOL RESOURCE.

SCHOOL RESOURCE OFFICERS WITH.

AND SO THAT PORTION WHERE IT DOESN'T APPLY ANYMORE THAN HAS BEEN STRICKEN.

WE DO STILL HAVE PRIVATE SECURITY CONTRACTORS, AS YOU ALL WELL KNOW.

THOSE ARE USUALLY AROUND WHERE WE HAVE PROPERTY AND WE NEED THOSE TO JUST BE VISIBLE AND TO DRIVE AROUND IN CERTAIN AREAS.

SO I KNOW THAT'S PART OF THAT ALIGNMENT.

WHERE ELSE DO WE HAVE THAT LANGUAGE? IS THERE ANOTHER SPECIFIC PLACE THAT THAT'S JUST THAT'S THE ONLY PLACE.

SO WE ARE ACTUALLY WE ARE POLICE OFFICERS.

THAT IS THE ACTUAL VOCABULARY WE SHOULD HAVE BEEN USING.

AND WE'RE NOW ALIGNING IT TO MATCH.

OKAY. SO THAT THAT DOESN'T MEAN THAT ANY OF THE OFFICERS THAT WE HAVE ON THE CAMPUSES THAT HAVE BEEN THERE.

THAT COULD HAVE BEEN.

NOTHING'S CHANGING FOR THEM.

JUST TRYING TO MAKE SURE, BECAUSE CHANGING THE TITLE COULD ALSO CHANGE THE POSITION.

AND I WANT TO MAKE SURE THEY ARE POLICE OFFICERS.

AND SO THAT'S WHAT WE'RE.

WHEN YOU HAVE YOUR OWN POLICE DEPARTMENT AND THEY HAVE ALL OF THE CERTIFICATION AND THE LICENSURE AND ARRESTING POWERS, THEY ARE CALLED POLICE OFFICERS.

AND SO WE SIMPLY ALIGN THAT TO THE LANGUAGE.

OKAY. OKAY.

TRUSTEES. ANYTHING ELSE UNDER 11?

[02:55:04]

11 D 11 D.

11 D THREE. YES.

TRUSTEE FOREMAN. OKAY, SO I'M ALWAYS JUMPING UP AND DOWN ON POLICY, AND I WANT TO THANK THE SUPERINTENDENT AND CHIEF HEWITT FOR LISTENING TO MY CONCERNS REGARDING THIS POLICY AND THE ORIGINAL LANGUAGE OF THIS POLICY.

AND SO THERE'S BEEN SOME SIGNIFICANT CHANGE IN TERMS OF THE WORDING.

I APPRECIATE THAT.

THAT WAS EASY. AND I WANT TO REITERATE THAT YOUR QUESTIONS MADE COMPLETE SENSE.

I THOUGHT IT WAS VERY CUMBERSOME.

AND SO I APPRECIATE THAT YOU BROUGHT IT TO OUR ATTENTION SO THAT WE COULD COULD MAKE THAT MORE UNDERSTANDABLE.

YOU GUYS SHOULDN'T HAVE LEFT BECAUSE TRUSTEE WHITE HAS QUESTIONS ON 1111.

RIGHT? SORRY. COME BACK.

WE HAVE ANOTHER TRUSTEE THAT HAS QUESTIONS.

YEAH. TRUSTEE WHITE.

WHAT? OH, AND MINE IS REALLY QUICK.

I WAS JUST WONDERING. I'M ON PAGE SIX UNDER THE HEADING OF DIRECTORY INFORMATION.

AND I JUST BASICALLY WANT TO KNOW BECAUSE A LOT OF TIMES I SEE THIS SO OFTEN PEOPLE DO NOT READ THE ENTIRE DOCUMENT.

THEY JUST SIGN OFF ON IT SO THEY CAN GET WHAT THEY WANT WHEN THEY WANT IT.

SO I WANT TO KNOW, HOW ARE PARENTS BEING NOTIFIED OF THEIR RIGHT TO DENY THE RELEASE OF THE DIRECTORY INFORMATION? I MEAN, IS IT IS IT I MEAN, I DON'T KNOW IF THIS IS HIGHLIGHTED IN A DIFFERENT COLOR ON THE CONTRACT.

IT WOULD HELP IF IT WAS.

BUT I MEAN, HOW IS THIS DONE.

SO WE HAVE WE HAVE AN ENROLLMENT PROCESS.

AND DURING THE ENROLLMENT PROCESS THERE'S A PAGE WHERE YOU WILL CHECK.

YES I WANT THE DIRECTORY INFORMATION RELEASED OR NO I DON'T.

AND THE ENROLLMENT PROCESS DOES NOT CONTINUE UNLESS YOU CHECK ONE OF THOSE BOXES.

OKAY. SO IT IS IN AN OBVIOUS PLACE AND IT IS AT THE BEGINNING OF THE PROCESS.

OKAY. THANK YOU GUYS SO MUCH.

THAT HELPS. APPRECIATE IT.

OKAY. TRUSTEES.

[13. CHIEF OF STAFF DIVISION]

NEXT WE'RE GOING TO.

CHIEF OF SEEING. ARE THERE ANY QUESTIONS UNDER CHIEF OF STAFF DIVISION.

OKAY. THERE'S NOTHING THERE OR.

YES THERE IS. 14 A OR.

YES. ANY QUESTIONS ON 14 A? OKAY. SEE NOW I DO HAVE ONE I'M SORRY.

I, I DO HAVE ONE ON THANK YOU.

I DO HAVE ONE ON 14.

I WOULD JUST WANT TO KNOW WHICH DISD CAMPUSES WILL HOST THE PRACTICUM.

STUDENTS THAT ARE BEING CONTRACTED WITH UT DALLAS.

IS THIS FOR. IS THIS FOR ALL CAMPUSES OR JUST.

YES, IT IS FOR ALL CAMPUSES.

THIS IS FOR THE DIAGNOSTIC DIAGNOSTICIANS WHO ARE WHAT'S YOUR BUSINESS HERE? BUT I DON'T THINK THAT THAT'S UT DALLAS.

I THINK IT'S MIDWESTERN STATE UNIVERSITY.

THE STUDENTS ARE ASSIGNED TO A DIAGNOSTICIAN AND THEY GO WHERE THE DIAGNOSTICIAN GOES, SO THEY SHADOW A DIAGNOSTICIAN WHILE THE DIAGNOSTICIAN IS CONDUCTING AN EVALUATION.

THEY'RE NOT ASSIGNED TO A SPECIFIC SCHOOL.

OKAY. THANK YOU.

OKAY. TRUSTEES. ANY QUESTIONS? UNDER 15.

HUMAN CAPITAL MANAGEMENT DIVISION.

1516. OKAY.

OKAY. ANY ANYTHING UNDER 17? IT'S 19, I GUESS.

19. WE HEARD TRUSTEE FOREMAN SAID 28.

OKAY, WE HAVE 20. A QUESTION, I HAVE A QUESTION.

YOU SKIPPED 18.

WELL, 18 WAS PART OF 17.

17. 18. BUT DO YOU HAVE A QUESTION ON 18? YES. YES.

I HAVE A QUESTION ON 18. OKAY.

TRUSTEE. LET'S GO TO 18 A.

[17. ACADEMICS AND TRANSFORMATION DIVISION]

FIRST. I CAN GO.

OKAY. ALL RIGHT. YES.

TRUSTEE CARREÓN. TURNER. OKAY.

SO MY QUESTION IS REGARDING THIS, ARE WE TALKING ABOUT VENDORS TEACHING TECH CLASSES ON THE CAMPUSES OR JUST PROVIDING JUST SUPPORT FOR THE DISTRICT AS A WHOLE.

GOOD AFTERNOON. JUST SUPPORT PRODUCTS AND SERVICES.

OKAY. SO IN THIS POOL OF VENDORS, THEY DON'T HAVE TO WORRY ABOUT GOING TO CAMPUSES, TRYING TO GET BUSINESS OR ANYTHING LIKE THAT.

NO, THEY'RE NOT IN FRONT OF STUDENTS.

THEY'RE NOT IN FRONT OF STUDENTS.

OKAY. OKAY.

THAT'S THE ONLY QUESTION THAT I HAD.

THANK YOU. TRUSTEE WEINBERG.

[03:00:01]

MY QUESTION IS ON 20.

THANK YOU. 20. OKAY.

WE HAVE WE'RE BACK TO TO 28.

[19. SCHOOL LEADERSHIP DIVISION]

I THINK TRUSTEE WEINBERG.

GO AHEAD. SO MY QUESTION.

IS THAT DOES THAT LOOK LIKE TRUSTEE? WEINBERG, YOUR LIGHT TURNED OFF.

I THOUGHT YOU TURNED YOUR LIFE OFF. LOOKING RIGHT AT ME.

GO AHEAD. TRUSTEE TRUSTEE WEINBERG.

GO AHEAD. I GO FIRST, I GO SECOND.

I'M EASY. MY QUESTION IS HOW WILL YOU SELECT WHICH SCHOOLS AND STUDENTS WILL BE ELIGIBLE TO PARTICIPATE? I HAVE LESLIE STEVENS HERE WITH ME TO ANSWER SOME OF THE VERY DETAILED AND NUANCED QUESTIONS FOR THIS.

IT WILL BE ANY MIDDLE SCHOOL IN THE DISTRICT THAT WANTS THE PROGRAM.

THERE'S NOT A CAP ON AND IT'S NOT LIMITED.

TRUSTEE FOREMAN THANK YOU.

SO A COUPLE OF QUESTIONS STARTING.

THE FIRST QUESTION IS, IS THIS A NEW CONTRACT AND A NEW CONCEPT THAT WE ARE ADVENTURING IN? SO THIS IS A NEW MOU.

THEY HAVE PREVIOUSLY BEEN IN THE DISTRICT SINCE 2014 WHEN THE PANDEMIC HIT.

OH, HERE. GO AHEAD FOLKS.

SO THIS IS A NEW MOU FOR THIS PROGRAM.

THEY'VE PREVIOUSLY PREVIOUSLY BEEN IN THE DISTRICT SINCE 2014.

IT KIND OF SHUT DOWN WHEN THE PANDEMIC HIT.

SO THE MOU EXPIRED.

SO WE HAVE TO BRING BACK A NEW MOU.

SO WHEN DID THE MOU EXPIRE? OH 2022.

OKAY, SO MY QUESTION IS AND I ASKED THIS QUESTION ABOUT A LOT OF THE THINGS WE DO.

WHAT HAVE WE USED TO MEASURE THIS PROGRAM TO SEE IF THIS IS A PROGRAM THAT WE WANT.

SO ON THE ON THE DATA SIDE OF IT THEY DO USE THE STAR RESULTS AT IN TERMS OF FROM THE YEAR BEFORE TO AFTER THE PROGRAM TO THE FOLLOWING END OF THE YEAR IS WHAT THEY LOOK AT TO SEE IF THERE'S PROGRESS IN STUDENTS.

SO CAN SOMEBODY.

AND THIS IS ON THE DATA SHARING AGREEMENT.

SO CAN SOMEBODY TALK TO ME ABOUT WHY DO THEY NEED INFORMATION ON PARENTS AND STUDENTS TO DO THIS.

SO MOST OF IT IS LET ME LOOK AT THE THE PARENT STUFF.

OKAY. THAT'S THAT'S ON THE FIRST SHEET.

AND BY THE WAY, THE DATA SHARING AGREEMENTS ARE MUCH BETTER THAN THEY USED TO BE.

YEAH. SO PART OF THAT IS WITHIN THIS PROGRAM, THERE ARE THERE IS A SURVEY AND THAT KIND OF THING THAT THE STUDENTS TAKE THAT THE PARENTS SIGN OFF ON FOR THE STUDENTS TO TAKE THE SURVEY.

SO I THINK WE NEED TO BE A LITTLE BIT MORE CLEARER ON WHAT THE I'M A STRONG BELIEVER IN GIVING OUT DATA ON OUR PARENTS IS JUST NOT SOMETHING WE SHOULD BE DOING.

AND SO THIS MOU NEEDS TO ADDRESS THAT PARTICULAR PIECE ABOUT WHAT THE PARENTS WILL BE DOING, AS OPPOSED TO JUST SAYING IDENTIFICATION OF PARENTS AND STUDENTS BY ANYONE THAT THAT IS A RED FLAG FOR ME.

OKAY. WE CAN MAKE THAT ADJUSTMENT.

OKAY. AND THEN CAN YOU ALSO LOOK AT THE DATA ON HOW THIS HAS HELPED IN THE PAST? THAT WOULD REALLY HELP ME ALSO.

YES. I CAN ASK YOU TOO FOR THAT INFORMATION.

THANK YOU SO MUCH.

THANK YOU. OKAY TRUSTEES, LET'S TURN TO THE FINANCIAL SERVICES DIVISION, WHICH ARE 22, 23, 24, 25 ANYTHING.

UNDER FINANCIAL SERVICES DIVISION.

OKAY. SEEING NOTHING.

TRUSTEES. NOW WE'LL TURN TO OPERATIONS SERVICES DIVISION, WHICH IS 27 AND 28.

[26. OPERATION SERVICES DIVISION]

OKAY. TRUSTEE FOREMAN.

GOOD AFTERNOON.

JUST A COUPLE OF QUESTIONS THAT I'M CURIOUS ABOUT.

IF I LOOK AT LJ R SERVICES, THEY WERE ON OUR PREVIOUS VENDOR LIST, AND THEY GOT WHAT IS THAT, $8,671? WE'RE RANKING THEM.

ALSO ON OUR NEW LIST OF VENDORS.

WHAT IS WHAT? WHY DID THEY GET SUCH A SMALL AMOUNT WHEN THE OTHER VENDOR GOT $7 MILLION.

[03:05:01]

IS THERE A REASON FOR THAT? YES. SO THEY ONLY DO MOST STRIPS.

THEY DON'T DO THE FULL TURNKEY SERVICE.

SO WHEN WE DO THE FENCE WE DO THE MOST STRIP WHICH IS CONCRETE.

AND THEN WE THEN WE SET THE POLES AND THEN WE WELD THE POLES, THEN WE PAINT THE POLES.

AND IN SOME CASES WE, WE DO ELECTRIC.

SO RJ WE USED HIM HE DOES FULL TURNKEY SERVICE WHERE I DON'T HAVE TO GET A PO FOR THE MOST STRIP, A PO FOR THE FENCE, A PO FOR ELECTRICAL.

THAT MAKES SENSE.

BUT THE ONLY THING IS, I THINK WHAT WOULD MAKE MORE SENSE IS IDENTIFYING THEM AS ONLY DOING THAT LIMITED AMOUNT.

SO THAT WHEN I LOOK AT IT AND I LOOK AT THE DOLLAR AMOUNT, THERE'S NOT A BIG QUESTION IN MY MIND.

UNDERSTOOD? YES, MA'AM.

YES, MA'AM. SO, SUPERINTENDENT, THIS HAS BEEN A STICKLER FOR ME.

27 C 27 C.

YOU ALREADY LAUGHING BECAUSE YOU KNOW WHAT YOU'RE GOING TO SAY.

THESE PEOPLE DO NO WORK.

THEY ONLY IDENTIFY.

WE COULD HIRE TWO PEOPLE TO ACTUALLY.

AND I DO UNDERSTAND WHAT HAPPENED TO US WITH JACK ORDERS IN THE PAST.

WE'RE FOUR YEARS OUT, BUT WE'RE WE'RE CUTTING A $5 MILLION CONTRACT WITH THEM JUST TO SOURCE PEOPLE FOR US.

THAT JUST MAKES NO SENSE TO ME.

I DON'T KNOW HOW OTHER BOARD MEMBERS FEEL.

AND AT THIS POINT, I DON'T REALLY CARE.

BUT, BUT BUT WHAT I DO KNOW IS IT'S $5 MILLION IS A LOT OF MONEY FOR SOMEONE NOT DOING A SERVICE, BUT OTHER THAN SOURCING CONTRACTORS FOR US.

SO THIS PARTICULAR ONE, I MEAN, I RAISED HECK ABOUT IT THE LAST TIME, AND THIS PARTICULAR ONE I JUST CANNOT SUPPORT BECAUSE IT JUST DOESN'T MAKE SENSE.

WE DO A GOOD JOB.

I DON'T SAY A LOT ABOUT BATES, BUT.

BUT THEY DO A GOOD JOB IN DOING OUR JOB ORDER CONTRACTING THAT'S UNDER HIM.

AND I THINK THAT WE SHOULD BE DOING THAT KIND OF WORK INSTEAD OF HAVING A VENDOR THAT WE'RE SOURCING FOR $5 MILLION TO GO AND FIND VENDORS, FIND CONTRACTORS FOR US.

I JUST CANNOT SUPPORT THAT.