[1. NOTICE AND RETURN]
[00:00:04]
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION, WITH US AT THE MOMENT AS TRUSTEE FOR DISTRICT THREE.
THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA, THROUGH DALLAS ISD, IN ESPANOL, ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE AS THAT IS TRANSMITTED.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO INTERFERE OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WHEN REQUESTED TO DO SO, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
TRUSTEES WILL NOW MOVE TO AGENDA ITEM THREE.
ACKNOWLEDGMENTS. RECOGNITION OF PUBLIC OFFICIALS.
I DO NOT SEE ANY PUBLIC, ANY PUBLIC OR ELECTED OFFICIALS IN THE AUDIENCE HERE WITH US TODAY.
TRUSTEES, WE WILL MOVE TO AGENDA ITEM FOUR PUBLIC FORUM.
[4. PUBLIC FORUM]
OUR OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING.HOWEVER, I WAS INFORMED NO ONE HAS SIGNED UP TO SPEAK.
TRUSTEES, WE WILL MOVE TO AGENDA ITEM FIVE CLOSED SESSION.
THE BOARD WILL RETIRE TO CLOSED SESSION.
THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.
THE BOARD WILL RETURN OR RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING TEXAS GOVERNMENT CODE SECTIONS 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEYS ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT.
THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.
TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.
SECTION 551.074 TO DELIBERATE THE APPOINTMENT.
EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.
SECTION 551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS OR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT. SECTION 551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO THE INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION IS DESCRIBED BY SECTION 2059.055B, OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL AND CRITICAL INFRASTRUCTURE SECURITY DEVICES IN SECTION 551.192 TO CONSULT WITH ITS ATTORNEY BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING OR CLOSED MEETING. SUPERINTENDENT.
[00:05:01]
OKAY, SO DO, WE NO LONGER HAVE.WE NO LONGER NEED A CLOSED SESSION.
WELL, I JUST KNOW WE'RE GOING TO HAVE ONE NOW.
THEN TRUSTEES, WE'LL MOVE ON TO SECTION SIX OF OUR MEETING, VISION AND PROGRESS MONITORING.
[6. VISION/PROGRESS MONITORING]
TRUSTEES, WE ARE NOW IN VISION PROGRESS MONITORING.BOARD PRESIDENT, MEMBERS OF THE BOARD, DOCTOR LUSK AND HIS TEAM WILL BE TAKING US THROUGH AS SCHEDULED AS CALENDARED OUR UPDATES REGARDING STUDENT OUTCOME GOAL FIVE, INCLUDING GPMS 5.1 AND 5.2 AND CONSTRAINT 4.2, WHICH WAS A CARRYOVER FROM A PREVIOUS CALENDARED TIME.
SO WITH THAT, I THINK YOU'RE GOING TO SEE SOME, I THINK YOU'LL SEE YOUR EFFORTS AND YOUR FOCUS AREA DEMONSTRATED PROGRESS WITHIN THESE OUTCOMES AS WE PRESENT THEM TO YOU.
WITH THAT, I'LL TURN IT OVER TO DEPUTY SUPERINTENDENT DOCTOR BRIAN LUSK.
THANK YOU, DOCTOR ELIZALDE, AND GOOD MORNING.
SO AS NOTED TODAY, WE WILL REVIEW FOUR DATA POINTS.
BUT BEFORE WE DO THAT, THOUGH, I DO WANT TO JUST TAKE A MOMENT.
I WANT TO HIGHLIGHT A COUPLE OF OUR OUTSTANDING COUNSELORS.
SO LET ME GRAB THE CLICKER HERE.
ANGIE, CAN YOU CLICK FOR US? SO I WANTED TO HIGHLIGHT A COUPLE OUTSTANDING COUNSELORS THAT YOU'RE GOING TO SEE IN A MOMENT.
BUT WE HAVE GREAT COUNSELORS ACROSS THIS DISTRICT.
AND AS YOU KNOW, WE'RE REIMAGINING COUNSELING SERVICES TO SO THAT WE CAN MAKE SURE THAT OUR ADVISING MEETS THE PATHWAYS AND PROGRAMS THAT WE'VE ESTABLISHED AS A DISTRICT AND SO ON THE LEFT SIDE OF YOUR SCREEN, YOU'LL SEE MISS GONZALEZ FROM DORSEY ELEMENTARY SCHOOL AND WHAT MISS GONZALEZ DOES, ONE OF THE MANY THINGS SHE DOES IS SHE BRINGS HER NEWCOMERS TOGETHER TO REALLY BUILD THAT SENSE OF COMMUNITY.
SO WHEN A NEW STUDENT COMES TO THE SCHOOL, SHE BRINGS THEM INTO A GROUP OF OTHERS IN THE SAME SITUATION SO THAT SHE CAN REALLY ACCLIMATE THEM TO THE SCHOOL, HELP THEM QUICKLY GET UNDERSTAND SORT OF THE EXPECTATIONS OF OUTCOMES AND WHAT WE WANT OUR STUDENTS TO ACHIEVE AT DORSEY, AND JUST BUILDS A GREAT SENSE OF COMMUNITY SO THAT THEY FEEL LIKE THEY'RE PART OF A FAMILY. AND THEN ON THE RIGHT HAND SIDE, WE HAVE SOME STUDENTS FROM TJ RUSK MIDDLE SCHOOL AND COUNSELORS WHO ACTUALLY TOOK THEM TO THE CAREER INSTITUTE NORTH THERE.
AND YOU SEE THERE NEXT TO THE FLIGHT SIMULATORS.
AND THIS IS AN EVIDENCE OF US DOING THAT.
SO KUDOS TO THE COUNSELORS AT THOSE SCHOOLS.
BUT REALLY, THE COUNSELORS ACROSS DALLAS ISD AS WE REIMAGINE THE WORK THAT WE'RE DOING.
NEXT SLIDE PLEASE. SO THIS IS OUR EXECUTIVE SUMMARY, OF COURSE.
AND AS NOTED YOU'LL SEE THE FOUR METRICS ON THIS PAGE.
THREE OF FOUR THAT WE ARE ON TRACK AND ONE IS PROGRESSING.
BUT I'LL QUICKLY KIND OF WALK THROUGH WHERE WE STAND WITH REGARD TO EACH OF THOSE METRICS.
GOAL FIVE IS ON TRACK, AS NOTED.
IT MEASURES THE PERCENT OF TSI GRADUATES WHO MET TSI AND WHETHER IT'S SAT, ACT OR TSIA AND IT ALSO INCLUDES THE COLLEGE PREP COURSE GPM 5.2.
WE ARE ON TRACK FOR THAT AS WELL.
IT MEASURES THE PERCENT OF GRADUATES EARNING AN INDUSTRY BASED CERTIFICATION.
AND THEN CONSTRAINT 4.2, WHICH IS OUR RACIAL EQUITY CONSTRAINT MEASURES THE GAP BETWEEN AFRICAN AMERICAN AND EMERGING BILINGUALS COMPARED TO ALL OTHER STUDENTS AND FOR THAT WE ARE ALSO ON TRACK.
SO WE'LL START WITH GOAL FIVE.
AGAIN GOAL FIVE MEASURES THE, WE'RE MEASURING 23 GRADUATES.
SO KEEP IN MIND THAT WITH CCMR FOR MANY OF OUR METRICS THERE'S LAG DATA.
SO WE ARE LOOKING BACK AT THE GRADUATES OF 23.
YOU KNOW OVER A YEAR AGO THAT IS.
AND SO AS YOU CAN SEE WE LANDED AT 91% FOR THE FOR THE CLASS OF 23.
AND WE ARE REPORTING FOR THAT CLASS.
BUT WE ALSO PROVIDED FOR YOU ON THE RIGHT HAND SIDE, THE ESTIMATE FOR THE CLASS OF 24, WHICH IS ALSO ANTICIPATED OR PROJECTED, I SHOULD SAY, TO LAND AT 91%.
WE DO HAVE A GREEN LIGHT HERE, AS YOU CAN SEE.
AND IN ADDITION, THE TARGET WAS 66 AND WE LANDED AT 90.5 OR 91%.
FOR GPA 5.2, IT MEASURES THE 23 GRADUATES AGAIN FOR THEIR SUCCESSFUL COMPLETION OF EARNING AN INDUSTRY BASED CERTIFICATION, AND AS YOU MAY RECALL, THE IBC IS THE INDUSTRY BASED CERTIFICATIONS.
THE RULES HAVE CHANGED SIGNIFICANTLY FROM EVEN TWO YEARS AGO, SO.
THERE WE GO. THERE WE GO. THANK YOU FOR THAT.
[00:10:03]
WE ACTUALLY LANDED AT 59%.AND JUST TO KIND OF REMIND YOU, FOR INDUSTRY BASED CERTIFICATIONS IN 23, THE REQUIREMENT WAS A STUDENT TOOK AN IBC EXAM AND PASSED IT.
THERE WASN'T A THERE WAS NOT A REQUIREMENT FOR A COURSE TO BE ATTACHED.
AND THAT HAS SUBSEQUENTLY CHANGED, AS YOU KNOW AND IT MAKES SENSE.
THE CHANGE MAKES SENSE, BUT IT ALSO CREATES SOME CHALLENGE FOR US AS WELL.
BUT LET ME EXPAND JUST A LITTLE BIT ON THAT, BECAUSE I WANT TO MAKE SURE THAT AS OUR CONSTITUENTS AND OUR, OUR PARENTS AND OUR COMMUNITY HEAR THIS, THERE USED TO BE WHERE STUDENTS GOT CREDIT FOR PASSING THE CERTIFICATION TEST PERIOD.
UNDER THE NEW RULES, NOT ONLY DID THEY HAVE TO DO THAT, THEY ALSO HAD TO BE ENROLLED IN A SPECIFIC COURSE THAT WAS ATTACHED TO THAT AREA OF CERTIFICATION.
AND IN FACT, EACH YEAR, THE NUMBER OF COURSES IN SOME OF THOSE AREAS HAVE TO EVEN INCREASE.
AND I THINK AT ONE POINT THERE WILL BE THREE YEARS OF STUDY FOR SOME OF THOSE AS WELL.
AM I CORRECT ON THAT, DOCTOR LUSK? YES, FOR THE CLASS OF 24, THERE WAS REQUIRED, IT WAS REQUIRED THAT A LEVEL TWO COURSE OR HIGHER AND PASSING A CORRESPONDING CERTIFICATION FOR THAT PARTICULAR PROGRAM OF STUDY. AND THEN FOR OUR CURRENT SENIORS, THE CLASS OF 25, IT'S REQUIRED THAT THEY HAVE TWO COURSES AND AT LEAST ONE OF THEM BEING A LEVEL TWO AND PASSING A CERTIFICATION EXAM.
SO ACTUALLY WE'RE NOT EVEN COMPARING APPLES TO APPLES.
WE'RE ACTUALLY COMPARING APPLES TO APPLES PLUS, BECAUSE THE NEW CRITERIA WAS ACTUALLY MORE RIGOROUS THAN THE PREVIOUS ONE, AND YOU CAN STILL SEE THE AMAZING WORK THAT OUR PRINCIPALS, TEACHERS, STUDENTS AND THEIR FAMILIES DID COLLECTIVELY AS A TEAM.
AND THIS BOARD SUPPORT FOR OUR GOALS AND PUTTING RESOURCES WHERE THEY MATTER HAVE HELPED US GET OUR STUDENTS TO THIS GOAL. AND I JUST I DO THINK THAT THE FIRST TWO THAT WE'VE REVIEWED CLEARLY SHOW THAT WE ARE ABSOLUTELY ABLE TO DEMONSTRATE WHAT OUR KIDS POTENTIALS ARE.
AS YOU CAN SEE, IF WE APPLIED THE RULES OF 23, WHICH WAS A LEVEL TWO COURSE AND PASSING A CERTIFICATION EXAM, IF WE APPLIED THAT REQUIREMENT TO THE CLASS OF 23, YOU SEE, WE WOULD HAVE LANDED AT 20%.
SO IT WOULD HAVE SIGNIFICANTLY IMPACT.
IT WOULD HAVE IMPACTED THAT DATA SIGNIFICANTLY.
AND YOU CAN SEE IF YOU LOOK TO THE RIGHT SIDE OF CLASS OF 24, WE ARE ADJUSTING TO THOSE RULES BECAUSE WE ALSO ARE PROJECTING OUR STUDENTS TO LAND AT 41%, SO THAT WE KNOW WE'RE MAKING THE PROGRESS WE NEED TO FOR OUR STUDENTS.
AND THIS IS OF COURSE CONSTRAINT 4.2.
AND I THINK WHAT'S IMPORTANT TO NOTE HERE IS WE'RE ACTUALLY MEASURING THE GAP, REDUCING THE GAP OF PARTICIPATION IN RIGOROUS COURSES FOR AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENTS COMPARED TO ALL OTHERS AND I THINK IF YOU LOOK AT THE BOTTOM LEFT SIDE OF THE SCREEN WHERE IT SAYS 18%, THAT WAS THE GAP THAT WE HAD BACK IN 2018-19, IT WAS UNACCEPTABLE.
IT WAS WAY TOO LARGE AND WE'RE STILL NOT THERE YET.
IT IS, WE DO HAVE A GREEN LIGHT BECAUSE WE ARE ON TRACK TO MEET IT.
AND I'LL TURN TO INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS JUST QUICKLY.
SO FOR EACH OF THESE YOU CAN SEE THERE'S JUST ONE INPUT AND ONE OUTPUT AND ONE ADJUSTMENT.
AND I'LL MOVE FROM LEFT TO RIGHT.
AND WE KNOW WE HAVE PATHWAYS AND PROGRAMS THAT MEET THE NEEDS OF ALL OF OUR KIDS.
SO WITH THAT, THAT'S REALLY THE INPUT THAT WE THAT WE WORK TOWARDS.
THROUGH THAT WORK, THE CLASS OF 24 IS PROJECTED TO BE AT 91% OBTAINING AN IBC.
AND WE HAVE A LOT OF SUCCESS HAPPENING THERE.
BUT WE NEED TO MAKE SURE ALL STUDENTS GET THERE, NOT JUST 75%, NOT 80% OR NOT 90%.
[00:15:07]
OUR EFFORTS WERE AIMED AT MAKING SURE THAT TEACHERS HAD PROFESSIONAL DEVELOPMENT THAT MET THE NEED, THEIR NEEDS TO ENSURE THAT THEY COULD IMPLEMENT THE TSI COURSE EFFECTIVELY, AS WELL AS UNDERSTAND WHAT THE ASPECTS OF TSI ARE SO THEY CAN HAVE SUCCESS WITH STUDENTS.AND WE DID SEE THE NUMBER RISE SIGNIFICANTLY FOR THE COLLEGE PREP COURSE.
FOR EXAMPLE, IN 23 WE HAD 669 STUDENTS SUCCESSFULLY COMPLETE COLLEGE PREP AND THEN FOR THE FOLLOWING YEAR, 24 GRADUATES, WE HAD 2083 STUDENTS.
THIS IS RELATED TO INDUSTRY BASED CERTIFICATIONS.
AND SO OUR WORK THIS PAST YEAR AND STILL REMAINS THAT IS MAKING SURE THAT THE COURSES WE HAVE FOR IBCS, THE COURSE SEQUENCE AND PROGRAMS OF STUDY ARE SET UP, AND WE ADHERE TO THEM AND MAKE SURE STUDENTS ARE ENROLLED IN THEM.
AND THAT SORT OF ALSO TOUCHES BACK TO EFFECTIVE ADVISING.
AS NOTED, 41% OF OUR SENIORS OF 24 ARE PROJECTED TO EARN IBC AND THEN THE STRATEGIC SUPPORT, EXCUSE ME, IS TO MAKE SURE THAT THOSE STUDENTS WHO ARE ENROLLED, THOSE SENIORS, GET THROUGH THAT SECOND COURSE AND ALSO TAKE THAT EXAM THAT CORRESPONDS WITH IT, SO THEY CAN EFFECTIVELY BE EMPLOYABLE WHEN THEY GRADUATE FROM HIGH SCHOOL.
AND THEN FINALLY LOOKING AT GPA 4.2, WHICH IS THE CONSTRAINT FOR RIGOROUS COURSEWORK WE DID INCREASE SIGNIFICANTLY THE OFFERINGS OF AP COURSE OFFERINGS TO INCLUDE VIRTUAL AND AFRICAN AMERICAN STUDIES.
AND WE SAW THAT THAT DID MAKE A DIFFERENCE.
WE HAVE SEEN AN INCREASE IN ENROLLMENT.
AND SPECIFICALLY, IF YOU LOOK AT THE DATA IN THE MIDDLE COLUMN, AFRICAN AMERICAN STUDENTS THAT THEIR PARTICIPATION ROSE BY 20% IN AP COURSES IN EMERGENT BILINGUALS INCREASED ALMOST 27%. AND THEN FINALLY, WHAT DO WE DO TO MAKE SURE THAT HAPPENS? SOME OF THE WORK THAT WE DID WITH SCHOOLS, OF COURSE, AND CHIEF HEWITT AND HER TEAM WAS SYSTEM WIDE PROFESSIONAL DEVELOPMENT, MAKING SURE THAT ALL TEACHERS WHO ARE TEACHING AP COURSES ACTUALLY GO THROUGH THE AP PROFESSIONAL DEVELOPMENT, SO THEY UNDERSTAND THE RIGOR OF THE COURSE AND THEY CAN IMPLEMENT IT WELL AND WE HAD OVER 200 TEACHERS ATTEND THIS SUMMER, AND OF COURSE WE HAVE ABOUT 400 TEACHERS ACROSS THE DISTRICT, SO THAT MEANS ALMOST ALL OF OUR TEACHERS NOW HAVE BEEN TRAINED OVER THE LAST SEVERAL YEARS BECAUSE SOME WENT PREVIOUS YEARS.
AND WE HAVE WE HAVE SEEN THE ENROLLMENT INCREASE DRAMATICALLY IN AP.
SO, WITH THAT, WE'LL TURN INTO, TURN IT OVER FOR QUESTIONS.
THANK YOU SO MUCH FOR THIS WONDERFUL UPDATE.
TRUSTEES, DO WE HAVE ANY QUESTIONS? TRUSTEE MICCICHE.
THANK YOU, AND THANK YOU FOR THIS PRESENTATION.
I THERE'S A LOT OF PROGRESS IN HERE AND A LOT OF HARD WORK, AND I REALLY APPRECIATE IT.
I WANTED TO TALK ABOUT TWO THINGS.
ONE IS THE LET ME SEE THE SLIDE NUMBERS ON HERE.
I THINK THIS SLIDE IN A SENSE VALIDATES WHAT WE WERE ASKING FOR IN THE LAWSUIT, WHICH WAS TO HAVE THE ONE YEAR OF TRANSITION, AND WHEN WE KNOW WHAT THE GOALS ARE, WE WILL BE ABLE TO ADJUST AND, MEET THOSE GOALS.
CAN WE PUT UP SLIDE 5.2, PLEASE.
I THINK WE'RE HAVING SOME TECHNICAL DIFFICULTIES ON THAT.
OKAY. I REALLY DON'T HAVE THAT MUCH MORE TO SAY ABOUT THAT SLIDE ANYWAY.
I MEAN, THE POINT IS WHAT WE DIDN'T WANT THE STANDARDS TO BE APPLIED RETROACTIVELY.
WE WANTED THE TEXAS EDUCATION AGENCY TO DO WHAT THEY NORMALLY DID IN PRIOR YEARS, WHICH WAS TO HAVE A ONE YEAR TRANSITION.
AND IN EFFECT, I THINK WE SEE THAT SHOWING UP ON THIS ON THIS PARTICULAR SLIDE.
SO I APPRECIATE THE WAY THE ADMINISTRATION AND OUR EDUCATORS ADAPTED.
AND REALLY I THINK HAS SHOWN A LOT OF SUCCESS IN, IN MEETING THESE NEW HIGHER STANDARDS.
[00:20:06]
THE SECOND THING I WANTED TO ASK ABOUT WAS TSI AND.WELL, I MEAN, I CAN I THINK I CAN DO THIS ONE WITHOUT THE SLIDE.
YEAH, THEY HAVE IT, 5.1, PLEASE.
THANK YOU. SO ONE THING THAT I DO HERE, AND I'M SURE EVERYBODY HEARS COMPLAINTS ABOUT VARIOUS DIFFERENT THINGS, BUT I HEAR COMPLAINTS ABOUT ACPS AND THEY ARE IN MOST OF THE TEI EVALUATIONS.
AND SO WHAT I WOULD LIKE TO DO IS JUST THROW OUT THE IDEA FOR CONSIDERATION, THAT TAKE A LOOK AT BOTH THE ACPS THAT WE'VE GOT AND WHETHER OR NOT YOU STILL THINK THEY'RE A GOOD IDEA.
THE WAY THEY ARE AND HOW THEY'RE INCLUDED IN THE TEACHER EVALUATIONS.
AND THEN ALSO CONSIDER WHETHER OR NOT THE TSI SHOULD BE SOMETHING THAT EITHER COULD BE ADDED TO THE TEI EVALUATIONS FOR TEACHERS, LIKE IT'S LIKE IT'S CONSIDERED FOR PRINCIPALS, OR REPLACE THE ACPS OR JUST LEAVE EVERYTHING THE WAY IT IS.
BUT I JUST WANT TO WANT PEOPLE TO BE THINKING ABOUT THE BEST WAYS TO CONSIDER THAT, BECAUSE WE DO KNOW THAT WE REALLY WANT TO INCREASE OUR PERFORMANCE WITH TSI, AND THIS IS ONE POSSIBLE WAY TO DO IT.
TIED TO ALL WHERE WE HAVE A STATE ASSESSMENT, WE USE STATE ASSESSMENTS WHEREVER POSSIBLE.
NOW THAT TSI IS SPECIFICALLY AN AREA THAT THE DISTRICT IS NOW HELD ACCOUNTABLE FOR, ALONG WITH ITS IMPACT ON OUTCOMES BASED FUNDING, SINCE THAT IS ALSO CONNECTED TO FUNDING.
IN ADDITION TO JUST THE GOALS THAT THE STATE HAS SET FOR US AND THOSE THAT YOU ALL SET FOR US AS WELL, IT IS CERTAINLY SOMETHING TO CONSIDER THAT WE SHOULD HAVE ALIGNMENT, JUST AS WE DO FOR TEACHERS AND PRINCIPALS IN LOWER GRADES WITH STAAR, THE CURRENT STAAR 2.0, THE CURRENT STATE ASSESSMENT AND THAT OF TSI.
BUT IT IS DIFFERENT, I BELIEVE, THAN WHAT IS CURRENTLY BEING UTILIZED.
CHIEF ABEL, CAN YOU ADD ANY CONTEXT? YEAH. LIKE I SAID, WE'VE NOT CURRENTLY USED THE TSI FOR THE TEACHER INDIVIDUAL COMPONENTS.
THE TSI FUNDING COULD BE VERY SUBSTANTIAL TOO AND COULD REALLY HELP SUPPORT OUR MISSION.
SO THANK YOU FOR THAT CONSIDERATION.
I WILL ADD ONE OTHER THING, AND THAT IS THAT WE HAVE, THOUGH, BEGUN TO ALIGN MORE CLOSELY OUR CURRICULUM FROM OUR ACADEMIC OFFICE SPECIFICALLY TO THAT TSI AS WELL.
AND SO AS WE CONTINUE TO REFINE THAT, THE CURRICULUM MEETS BOTH THE STATE STANDARDS AS WELL AS COLLEGE ENTRANCE EXAMS, WHETHER THAT'S SAT OR THE TSIA, THOSE ARE THE AREAS THAT THE ACADEMIC OFFICE IS CONTINUALLY WORKING TO REFINE, SO THAT THERE WOULD ALSO BE ALIGNMENT IN THE CURRICULUM ITSELF, ALONG WITH THE ASSESSMENT THAT THOSE STUDENTS AND THOSE GRADE LEVELS WOULD BE TAKING.
BUT THANK YOU FOR RAISING THAT, AND WE WILL CONTINUE TO WORK ON THAT ALIGNMENT PIECE.
GOOD MORNING. ON THE LINE THAT THAT WAS ONE OF MY QUESTIONS AS WELL I FEEL THAT AND I DO APPRECIATE TRUSTEE MICCICHE'S POINT OF VIEW ON THAT, BUT I FEEL THAT THE TSI SHOULD BE ALIGNED TO CURRICULUM BECAUSE WE UNDERSTAND THAT IS IMPORTANT, BECAUSE IF WE ARE TEACHING THE STUDENTS AND WE ARE, WE HAVE MORE RIGOROUS CURRICULUM. THERE IS NO NEED TO, I FEEL, CHANGE ANYTHING AS FAR AS TYING IT TO THE TEACHER'S RESPONSIBILITY, BECAUSE IF WE'RE DOING OUR JOB CORRECTLY, WHEN THEY GET READY TO TAKE THAT TEST TO ENTER INTO COLLEGE, IF THEY HAVEN'T.
[00:25:03]
TAKE THE TSI. BUT FOR THOSE STUDENTS THAT DO NEED TO TAKE THE TSI, IF WE'RE DOING OUR JOB AND TEA HAS ALREADY, YOU KNOW, MADE OUR CURRICULUM MORE RIGOROUSLY.WE SHOULDN'T HAVE A PROBLEM MEETING THAT GOAL.
ONE OF MY QUESTIONS ALSO WAS PERTAINING TO ON PAGE EIGHT.
DOCTOR LUSK, I UNDERSTAND THAT THERE IS AN INCREASE OF AND I'M ON 5.1.
I UNDERSTAND THAT THERE'S AN INCREASE.
WHAT EXACTLY ARE THE RAW NUMBERS? HOW MANY OF OUR STUDENTS ARE ACTUALLY AND I UNDERSTAND THAT, I MEAN, I KNOW I'M LOOKING AT THERE WERE NUMBERS BEFORE ON SOME OTHER CHARTS, BUT I DON'T KNOW IF THIS WAS BROKEN OUT. I MAY HAVE MISSED IT. CAN YOU TELL ME THAT THAT'S ON GPM 5.1 AND THAT'S ON PAGE FIVE, WHERE BOTH THE NUMBER OF STUDENTS AS WELL AS THE PERCENT THAT MET TSI IS BROKEN OUT BY STUDENT GROUP.
YES. TO DOCTOR ELIZALDE'S POINT.
IT IS ON SLIDE FIVE AND IF WE LOOK AT THE CLASS OF 23, WE SEE THAT THERE WERE 8582 GRADUATES IN 20,902 WERE SUCCESSFULLY MET TSI, BUT IF YOU FAST FORWARD TO 24, THERE ARE 8434 GRADUATES, OF WHICH 4955 OR TSI MET, WHICH IS DEFINITELY AN INCREASE WAS NOT DOUBLED.
BUT IT IS A SIGNIFICANT INCREASE.
SO DO YOU I MEAN, AND I UNDERSTAND THIS IS WE DO PROJECTIONS IN THE FUTURE.
DO YOU SEE US ABLE BEING ABLE TO ALSO INCREASE THIS NOT JUST FOR AFRICAN AMERICANS AND HISPANICS, BUT FOR ALL STUDENTS AND INCREASE AND MAINLY THOSE WHO WERE THE GAP IS CONCERNED.
THAT'S WHAT I'M THAT'S WHAT I'M REALLY FOCUSING ON FOR THOSE STUDENTS WHERE THERE HAS BEEN A GAP.
DO YOU SEE IN THE FUTURE POSSIBLY LOOKING AT NUMBERS? BECAUSE I UNDERSTAND THAT YOU GUYS LOOK AT MORE THAN THIS.
DO YOU SEE THAT THERE WILL BE AN INCREASE OF NUMBER OF STUDENTS THAT HAVE OBTAINED THIS? WE ABSOLUTELY BELIEVE, AND I THINK IF YOU LOOK AT THE DATA FROM 23, WE KNEW THERE WAS AN OPPORTUNITY FOR US TO MAKE A DIFFERENCE.
AND THERE WAS A SIGNIFICANT DIFFERENCE IN ALMOST ALL STUDENT GROUPS.
THERE WAS A DOUBLE DIGIT GAIN.
SO THE ANSWER IS ABSOLUTELY YES.
AND I THINK WE'LL CONTINUE TO STRIVE TO EVEN ACHIEVE GREATER THAN THIS.
WORKING WITH SCHOOL LEADERSHIP JUST TO ENSURE THAT OUR STUDENTS ARE READY FOR COLLEGE.
I HEARD YOU MENTION THERE IS A NUMBER OF WAYS FOR OUR STUDENTS TO OBTAIN COLLEGE CREDIT HOURS FOR FREE, AND PARENTS ARE SAVING MONEY ON THIS.
AND THANK YOU AND YOUR TEAM FOR THIS INFORMATION.
I MEAN, THE OUTCOMES HERE ARE SETTING.
SO IF WE CAN GO TO THE PREVIOUS SLIDES.
SO THIS IS SAYING THE CLASS OF 2022, WE HAD 66.5%, WHICH IS ALMOST TO OUR GOAL OF 66%.
AND WE MOVED TO 90.5% MEETING CMR AS IT RELATED TO THE OLD ACCOUNTABILITY SYSTEM.
IS THAT ACCURATE? THAT IS YES.
SO CONGRATULATIONS ON THAT WORK.
SO I THINK, YOU KNOW, THAT'S SOMETHING TO CONSIDER GOING FORWARD.
IF I AM UNDERSTANDING THIS CORRECTLY.
RIGHT, BECAUSE ALL OF THESE ARE MEASURED THE SAME WAY.
IF WE CAN GO TO THE NEXT SLIDE, I THINK IT'S NO SURPRISE THAT WE SEE THE REST OF THESE GROW.
SO ALL OF THESE FILTER INTO THAT ONE.
SO IF WE CAN GO TO 5.1 RIGHT HERE, THIS IS THE GSI, THE TEST.
YES. OKAY. BUT WE'RE ONLY LOOKING AT SO THE 34% IS BASED ON CLASS OF 2023.
AND THIS IS TO TRUSTEE WHITE'S POINT.
WHAT I SEE HERE IS I SEE THESE GAPS ACTUALLY SIZABLY CLOSING.
SO AFRICAN AMERICAN STUDENTS IN 2023 HAD AN EIGHT POINT GAP TO ALL.
THIS YEAR. WE'VE CUT THAT IN HALF.
HISPANIC STUDENTS HAD A TWO POINT GAP.
WE CUT THAT IN HALF TO A ONE POINT GAP, EMERGENT BILINGUAL STUDENTS HAD A 1616 POINT GAP.
[00:30:07]
WE'VE CUT THAT DOWN TO A SIX POINT GAP.AND THAT 59% TSI, WE TALKED A LITTLE BIT ABOUT THE FUNDING THAT'S ATTACHED TO TSAI.
BUT FORGET THE FUNDING FOR A SECOND.
CAN YOU EXPLAIN? WHY DO WE. WHY DOES IT MATTER FOR STUDENTS TO PASS THE TSI? WHAT DOES THAT DO FOR THEM AS THEY GO ON TO THEIR NEXT CHAPTER? I THINK IT GOES BACK TO THE POINT TRUSTEE MICCICHE WAS MAKING, THAT IT IS SUCH AN IMPORTANT ASPECT OF THEIR HIGH SCHOOL, BECAUSE WHAT IT DOES, IT OPENS DOORS RIGHT WHEN STUDENTS ARE TSI MET.
THAT MEANS THEY'RE READY TO GO TO COLLEGE.
SO IF I AM NOT MET AND I GO TO COLLEGE, I'M REQUIRED TO TAKE REMEDIAL COURSES IF YOU'RE NOT MET.
YES, SIR. AND THAT DOES NOT HELP ME GET A DEGREE.
DOES IT COST YOU MORE MONEY AND TIME? IT'S GOING TO COST ME MORE MONEY AND TIME.
AND DO WE HAVE ANY STATS AROUND STUDENTS WHO GO TO COLLEGE WITH REMEDIAL COURSES? DO THEY FINISH AT THE SAME RATE AS STUDENTS WHO GO IN THAT DON'T NEED REMEDIAL COURSES? WE KNOW IT'S GOING TO TAKE LONGER, AND OFTENTIMES THEY DON'T PERSIST BECAUSE THEY'RE DAUNTED BY THE FACT THAT THEY DON'T FEEL LIKE THEY'RE READY.
SO THIS IS NOT JUST A TEST THAT WE DO BECAUSE WE WANT TO HAVE A TEST OR THE STATE DOES.
THIS ACTUALLY IS A TRUE DOOR OPENER OR CLOSER FOR STUDENTS AS THEY GO INTO POST-SECONDARY.
BUT THIS ISN'T JUST ONE HIGH SCHOOL.
THIS IS A LOT OF HIGH SCHOOLS AND A LOT OF WORK HAPPENING AT A SYSTEMS LEVEL FOR THAT.
SO WE DO IT BECAUSE IT'S MEANINGFUL FOR KIDS AND THAT'S INCREDIBLE.
IF ALL OF THOSE KIDS THAT 59% THAT MET TSI, ENROLL IN COLLEGE OR GET A CREDENTIAL.
DO WE HAVE ANY ESTIMATE OF HOW MUCH ADDITIONAL FUNDING THAT WOULD GENERATE IN OUTCOMES FUNDING? YES, SIR. BASED ON CURRENT DATA, WE EXPECT IT COULD BE UP TO OVER $8 MILLION.
SO, AND I KNOW YOU'RE GIVING ME THE PERPLEXED LOOK, BUT I'M ALSO LOOKING AT WHEN YOU LOOK AT STUDENTS, WHETHER IT'S A COLLEGE PREP COURSE, TSI, SAT AND ACT, THERE ARE DIFFERENT VARIABLES IN IT, RIGHT? SO WE HAVE TO FACTOR IN WHAT THE IMPACT WOULD BE FOR THE TSI ASSESSMENT.
SO IS THIS DOES IT INCLUDE IS TSI IN HERE INCLUSIVE OF COLLEGE PREP COURSES.
I'D BE VERY INTERESTED. DO WE HAVE THE NUMBER FOR NOT INCLUSIVE OF COLLEGE PREP COURSES? 34%. FOR 2024? YES. VERSUS WHAT WOULD IT BE FOR 2023? 26, ALL RIGHT, SO STILL A PRETTY SIZABLE GROWTH.
SO I THINK THAT IS REALLY POWERFUL.
TO TRUSTEE MICCICHE'S POINT AND DOCTOR ELIZALDE, I'LL GIVE YOU A SHOUT OUT, BUT THE ENTIRE TEAM FOR LOOKING FOR WAYS TO CONSOLIDATE ASSESSMENTS, YOU KNOW, HEARING THAT WE HAVE A LOT OF ASSESSMENTS AND ASSESSMENTS ARE VALUABLE, NO DOUBT.
BUT HOW DO WE THINK ABOUT STRATEGICALLY WHICH ASSESSMENTS ARE MOST MEANINGFUL? I'M REALLY EXCITED TO HEAR THAT.
WE'RE THINKING ABOUT HOW DO WE ALIGN THE CURRICULUM WITH TSI, ALL OF THAT.
SO I'M EXCITED TO SEE US CONSIDER THAT.
AND I KNOW THAT'S A LOT OF OTHER THINGS, BUT ROBERT WILL HAVE TO DO TO THINK ABOUT.
BUT I'D BE EXCITED TO HEAR WHAT WE LAND ON THAT AND IF WE CAN GO TO THE NEXT SLIDE.
THIS IS NOT APPLES TO APPLES PLUS, THIS IS APPLES TO DUMP TRUCKS OR SOMETHING LIKE THAT.
AND THEN IF WE CAN GO TO THE FINAL THE CONSTRAINT I THINK OF THE BACK ONE.
YEAH. THIS TELLS AN INCREDIBLE STORY FROM THE 18 POINT GAP IN 2019 TO THE 6.6% GAP STILL A GAP.
SO MY QUESTION IS, I'M SURE THERE ARE PARTICULAR SCHOOLS WHERE THE GAP IS WIDER THAN OTHERS.
WHAT STEPS ARE WE TAKING THIS YEAR TO CLOSE THAT GAP? SO IT'S UNDER FIVE BY THE TIME WE LOOK AT THIS DATA NEXT YEAR.
AND SO WE FORESEE THAT BECOMING EVEN GREATER, AND JUST TO GIVE YOU A PERSPECTIVE, WE SAW A 20% JUMP IN AP PARTICIPATION FROM AFRICAN AMERICAN STUDENTS ALONE, AND FROM EMERGING BILINGUALS IT WAS 26%.
[00:35:05]
SO THAT'S ONE I THINK THE OTHER IS WHAT DID WE DO DIFFERENTLY TO CREATE THAT? YEAH. SO I THINK ONE OF THE THINGS WE DID WAS WE HAVE MENTORS AT THE SCHOOL.SO WE ACTUALLY HAVE STUDENT MENTORS.
AND THEN THERE'S ALSO A STAFF MEMBER WHO'S THERE AS WELL.
SO REALLY JUST HELPING STUDENTS SEE THAT, HEY, THIS IS FOR YOU TOO, RIGHT? SO PART OF IT IS RECRUITING AND PART OF IT IS PART OF WHAT WE DO AS WELL IS WE'VE OFFERED VIRTUAL COURSES SO THAT WHEN SCHOOLS MAYBE HAVE LIKE SMALLER SCHOOLS HAVE MAYBE LESSER OFFERINGS, WE DON'T MAKE THAT A HINDRANCE.
RIGHT? WE ACTUALLY OFFER VIRTUALLY SO THEY CAN GET THE STUDENTS GET ACCESS.
AND I WOULD SAY THAT'S THE JUST IN TIME ADJUSTMENTS.
I THINK THERE'S ALSO THE LONG TERM INVESTMENT ADJUSTMENTS THAT THIS BOARD HAS SUPPORTED, SUCH AS OPTING OUT OF ADVANCED COURSES THAT WE NOW DO.
THOSE ARE, MAY SEEM FAR REMOVED, BUT IF I'M IN THE FIFTH GRADE AND I NOW HAVE BEEN PUT IN THAT ADVANCED MATH COURSE IN GRADE SIX, AND THE ONLY WAY I GET OUT IS I HAVE TO BE OPTED OUT, RIGHT? AS OPPOSED TO MAKING KIDS HAVE TO OPT IN.
WELL, THAT GENERATES THEN MY CONFIDENCE LEVEL AND MY SUCCESS, AND I AM GETTING THE CURRICULUM THAT I NEED JUST IN THAT ONE EXAMPLE, SO THAT BY THE TIME I AM NOW ARRIVING TO HIGH SCHOOL AND BEYOND, I ALREADY KNOW MY TRACK IS ADVANCED PLACEMENT OR IB OR DUAL CREDIT BECAUSE I'VE CREATED THAT PATHWAY ALL THE WAY FROM GRADE SIX.
I'M SURE THERE ARE SOME PARTICULAR SCHOOLS THAT ARE HAVE A BIGGER GAP THAN OTHERS.
I THINK ONE IMPORTANT ASPECT IS PROGRESS MONITORING THE DATA.
SO WE ACTUALLY ARE WE HAVE A NEW DATA SYSTEM THAT WE'RE UTILIZING SALESFORCE THAT HELPS US REALLY LIKE, FOR EXAMPLE, IF WE WANT TO KNOW WHICH WHAT SENIORS ARE TSI MET RIGHT NOW. RIGHT, WE CAN FILTER FOR SENIORS WHO ARE TSI MET AND IF WE WANTED TO SAY, OKAY, WELL, THEY'RE MET.
AND SO THEN ARE THEY ARE THEY ALSO HAVE THEY EARNED A CERTIFICATION OR CERTIFICATE.
AS I RECALL, NOW, YOU ALL ARE MEETING INDIVIDUALLY WITH CAMPUSES.
YOU WANT TO ELABORATE ON THAT? YEAH, I THINK IT'S JUST IT'S IMPORTANT.
SO ULTIMATELY WE CAN THEN HAVE THE CENTRAL TEAM PROVIDE SUPPORT TO THE TEACHERS SO THAT THEY ACTUALLY CAN GO TO THE CAMPUS AND TALK ABOUT WHAT SUCCESS AND RIGOR LOOKS LIKE IN AP, AND MAYBE TAKE A TEACHER TO ANOTHER SCHOOL THAT THEY CAN PARTNER WITH TO HELP SEE WHAT, YOU KNOW, MAYBE RIGOR LOOKS LIKE, OR MAYBE EVEN, FOR LACK OF BETTER WORDS, MORE EFFECTIVE LOOKS LIKE. YEAH. I MEAN, CONGRATULATIONS ON ALL THIS WORK.
AND I'M VERY, VERY THANKFUL FOR THAT.
THEY'VE ALSO STOLEN SEVERAL OF MY THUNDER FROM QUESTIONS I WAS GOING TO ASK.
ONE, I WANT TO KEEP IT ON 4.2 BUT ON THE LATER SLIDE IN 4.8, YOU TALK ABOUT THE INCREASE IN THE NUMBER OF AFRICAN AMERICAN STUDENTS ENROLLED IN MORE RIGOROUS COURSEWORK, GOING UP BY 20.1% IN EMERGING BILINGUAL STUDENTS, GOING UP BY 26.9%.
I WAS CURIOUS WHAT THE BIGGEST DRIVERS OF THAT WAS.
I THINK I'VE HEARD THE ANSWERS, WHICH WAS MENTORSHIP AND RECRUITING, OFFERING VIRTUAL COURSES SO THAT WHEN YOU HAVE A CAMPUS THAT MAY NOT HAVE THE OFFERING, YOU CAN STILL PARTICIPATE BY USING VIRTUAL AND TECHNOLOGY AND THEN THE OPT OUT AS OPPOSED TO OPT IN APPROACH.
IF THERE ARE ANY OTHER DRIVERS YOU WANT TO SHARE WITH ME, LET ME KNOW.
BUT I WANT TO MAKE SURE I UNDERSTOOD WHAT THEY ARE.
I MEAN, WE OFFER THE AP AFRICAN AMERICAN STUDIES ACROSS MANY OF OUR SCHOOLS.
I THINK FOR OUR STUDENTS, THAT'S RELEVANT, RIGHT? WHEN YOU OFFER THINGS, COURSES AND OPPORTUNITIES THAT ARE RELEVANT, STUDENTS WILL BE ATTRACTED TO IT SO THAT ALSO MANY STUDENTS GRAVITATE TOWARDS THAT COURSE.
IF YOU'LL GO BACK TO THE 4.2 SLIDE.
IF I COULD ADD ONE MORE SINCE YOU ASKED TRUSTEE CURRIE.
ANOTHER ONE IS THE ALIGNMENT, I THINK, FOR THIS YEAR OF THE COUNSELORS AND THEIR ADVISING AND THE INCREASE, BECAUSE ALL OF THIS IS ABOUT ON RAMPS.
[00:40:01]
NOT THE UT SYSTEM ON RAMPS BECAUSE THERE'S ACTUALLY SUCH A THING, RIGHT? THAT WE HAVE STUDENTS IN THOSE COURSES.BUT ACTUALLY ON RAMPING, ENSURING THAT STUDENTS ARE IN THE RIGHT COURSES FROM THE BEGINNING.
AND SO NOT ONLY IS THAT OPT IN OR OPT OUT KIND OF EXAMPLE IMPORTANT SYSTEMICALLY, BUT THE FACT THAT STUDENTS FROM OUR MIDDLE SCHOOLS ARE PLACED IN THE APPROPRIATE COURSES AND ALIGNED TO THE HIGH SCHOOL, AND THAT THEY'RE ALSO BEING MONITORED.
THAT'S WHY WE INCREASE THOSE COUNSELORS AND I APPRECIATE THE SUPPORT OF THIS BOARD THAT WILL ALLOW COUNSELORS TO MEET ONCE A MONTH WITH THE STUDENTS ON THEIR PORTFOLIO SO THEY CAN SEE HOW IS STEPHANIE DOING IN THIS ADVANCED OR COURSE, AND IS SHE ON TRACK OR IS SHE STRUGGLING SO THAT SHE DOESN'T GET OUT OF THE COURSE AND THEN NOT ABLE TO STAY IN THE ADVANCED PLACEMENT OR AN IB OR DUAL CREDIT? AND SO THAT TOUCH POINT, I THINK, IS THAT PERSONAL TOUCH AND MONITORING STUDENTS WITH SUPPORT, I THINK IS A CRITICAL NEW ADJUSTMENT THAT'S BEEN ADDED.
THANK YOU FOR THAT ADDITIONAL EXPLANATION.
ONE THING I ALSO WANT TO POINT OUT ON THIS SLIDE, YOU KNOW, 2018, 2019, I THINK IS RIGHT WHEN WE, WE APPROVED OUR LAST SET OF BOARD GOALS AND THUS ESTABLISH THESE GPMS. AND IT JUST IT'S JUST ILLUSTRATIVE OF WHEN YOU SHINE A LIGHT ON AN ISSUE, THE AMOUNT OF CHANGE YOU CAN MAKE IN A JUST A FIVE YEAR PERIOD OF TIME, WE'VE CUT IT DOWN, YOU KNOW, BY THAT'S A 63% REDUCTION, A HUGE REDUCTION JUST BY LOOKING AT IT AND FOCUSING ON IT.
AND IT REALLY ILLUSTRATES WHY WHAT WE'RE DOING NOW AND GOING TO THE COMMUNITY AND SETTING OUR BOARD GOALS IS SO CRITICAL TO YOU KNOW, HELPING THIS DISTRICT GO TO THE NEXT LEVEL THAT IT NEEDS TO BE.
THE OTHER QUESTIONS I WANTED TO ASK WERE ABOUT 5.1, IF WE COULD GO TO THAT SECTION.
ONE, I WANT TO MAKE SURE I UNDERSTOOD THE NUMBERS.
ONE OF THE QUESTIONS TRUSTEE MACKEY ASKED WAS WHETHER OR NOT THIS AM I CORRECT THAT THE 59% ESTIMATED NUMBER FOR 24 SORT OF INCLUDES TWO DIFFERENT BUCKETS? A BUCKET OF STUDENTS WHO HAVE FINISHED A COLLEGE PREP COURSE, AND THEN A BUCKET OF STUDENTS THAT HAVE ACTUALLY PASSED THE EXAM, THE TSI EXAM, IS THAT CORRECT? YES, THAT IS CORRECT.
SO THERE'S STILL A LOT OF WORK AND ROOM TO GROW.
AND I'D LIKE US TO, TO CONTINUE TO FOCUS ON THAT.
AND SO IF YOU COULD ADD SOME COLOR TO THAT, I'D APPRECIATE IT.
WELL, I THINK WHAT'S IMPORTANT TO NOTE IS WHEN WE LOOK AT THE STUDENTS WHO ARE IN THE BUCKET OF COLLEGE PREP COURSE, MANY OF THE STUDENTS WE HAD, ABOUT 50% OF OUR STUDENTS ACTUALLY BE MET IN EITHER READING OR MATH.
AND IT'S KIND OF SHOCKING WHEN YOU LOOK AT THE DATA, BECAUSE WHAT YOU WOULD EXPECT OF STEPHANIE ELIZALDE IS TAKING IS MET IN READING, OR LET'S SAY SHE'S MET IN MATH, YOU PROBABLY WOULD ASSUME SHE WOULD BE MET IN READING, RIGHT? AND OFTENTIMES IT'S NOT NECESSARILY THE CASE.
SO WHAT WE SEE IS ABOUT 50% OF OUR STUDENTS ARE MET IN EACH, BUT THEY DON'T ALWAYS MATCH UP.
SO THE COLLEGE WITH THE COLLEGE PREP COURSE DOES.
IT ALLOWS US TO MAKE SURE THAT STUDENTS ARE COLLEGE READY, MAYBE IN JUST ONE AREA.
SO FOR EXAMPLE, IF SHE'S NOT MET IN READING, THEN WE WILL SAY, OKAY, COUNCIL WILL PUT HER IN A COLLEGE PREP COURSE HER SENIOR YEAR SO THAT SHE WON'T HAVE TO TAKE THOSE REMEDIAL COURSES IN COLLEGE AND SHE WILL ACTUALLY TAKE THE TSI TEST.
SO BUT THAT HELPS ILLUSTRATE THE BENEFIT OF THE TAKING THE COLLEGE PREP COURSE.
IT'S A ONE SEMESTER COURSE FOR EACH CONTENT AREA, READING AND MATH, RESPECTIVELY, AND STUDENTS HAVE TO PASS IT WITH A VERY HIGH LEVEL OF RIGOR, AND ONCE THEY DO IT, THEY'LL TAKE AN ASSESSMENT, THAT ASSESSMENT AFTERWARDS TO TRY TO BE MET VIA THE ASSESSMENT, NOT JUST THE COURSE.
ACTUALLY, I FORGOT A QUESTION I WANTED TO ASK ON 4.2 BEFORE I COME BACK TO THIS SLIDE.
YOU KNOW, VERY EXCITED ABOUT THE CLOSING OF THE GAPS OF ENROLLMENT.
AND I'M ALWAYS THANKFUL WHEN YOU GUYS DO THAT.
AND I WOULD LIKE TO SEE THAT THIS DATA COMPARING OUR AFRICAN-AMERICAN EMERGING BILINGUAL STUDENTS WITH THE SUCCESS THAT THEY'RE HAVING IN THESE MORE RIGOROUS COURSEWORK, NOT JUST THE ENROLLMENT. UNDERSTOOD, YES, SIR.
AND THEN GOING BACK TO 5.1, SORRY TO KEEP BOUNCING AROUND.
[00:45:01]
YOU KNOW, THE LAST THING I'LL SAY IS, YOU KNOW, THIS IS SOMETHING THAT I AM PERSONALLY VERY INTERESTED IN AND LOVE THE OPPORTUNITY TO TALK TO A FELLOW TRUSTEES ABOUT IS THE IMPORTANCE OF ALSO TRYING TO HAVE VISIBILITY INTO WHAT OUR STUDENTS LIVES LOOK LIKE AFTER THEY GRADUATE.SO THIS SLIDE SAYS 59% OF OUR KIDS ARE COLLEGE READY, AT LEAST ACCORDING TO THE STATE STANDARDS.
AND THERE'S A WHOLE LOT OF FACTORS INVOLVED, NOT ALL OF WHICH ARE IN CONTROL OF THE DISTRICT.
BUT, YOU KNOW, WE'RE REFLECTIVE OF OUR STUDENTS ARE READY FOR COLLEGE AND YET, I DON'T THINK NECESSARILY THOSE STUDENTS ARE 60% OF OUR STUDENTS ARE SEEING FULL COLLEGE SUCCESS AND I'D LOVE US TO CONTINUE TO TRACK THAT DATA AND TALK ABOUT THAT AS A BOARD AND SEE WHAT WE CAN DO AS A DISTRICT TO TRY TO CLOSE THOSE GAPS.
THE SAME FOR IF YOU GO TO THE BROADER SLIDE, JUST GOAL FIVE.
WE NEED TO BE ABLE TO SEE THAT, BUT I WOULD I'M HOPEFUL THAT THAT DATA, IF WE'RE ABLE TO GET IT, WHEN WE'RE ABLE TO SEE WHAT OUR POST GRADUATION OUTCOMES LOOK LIKE, WILL REFLECT THAT 90% OF OUR KIDS AT LEAST ARE SEEING SUCCESS AFTER THEY LEAVE, BECAUSE I THINK THAT'S REALLY IMPORTANT.
WE'RE TELLING THE COMMUNITY THAT 90% OF OUR KIDS ARE READY.
SO WOULD LOVE THE OPPORTUNITY TO CONTINUE TO TALK ABOUT THAT WITH MY FELLOW TRUSTEES.
SO GREAT TO SEE ALL THE DETAILED INFORMATION.
AND IT IS ARE THE AP TEACHERS EVALUATED ON THE OUTCOMES OF THE AP? SO KIND OF ALONG THE LINES OF A PARALLEL TO THE TSI AND TEACHER EVALUATION, DO APPS COUNT TOWARDS AP TEACHER EVALUATION AP OUTCOMES? THEY DO NOT.
OKAY. JUST VERIFYING WITH MY COLLEAGUE.
YES. DOES THAT SEEM LIKE SOMETHING WHEN YOU'RE THINKING THROUGH THE TSI? THAT MIGHT BE TO ADD ON TO THE WE'RE, WE HAVE DEFINITELY BEGUN CONVERSATIONS AGAIN AROUND ALL THE ALIGNMENT OF WHAT THE STUDENT COURSEWORK IS AND THEN ALIGNMENT TO OUTCOMES. AND SO WE'LL CONTINUE TO HAVE MORE CONVERSATIONS ABOUT THAT.
I JUST WANT TO PUT IT IN THE BINGO SPINNER.
THANK YOU. AND TWO MORE QUESTIONS.
ONE IS IN OUR PRIOR BRIEFINGS KIND OF STUDENT OUTCOME BRIEFINGS.
UNIVERSALLY, YEAH, OUR STUDENTS DO SET GOALS.
AND I THINK THAT'S THE POINT OF REIMAGINING COUNSELING SERVICES, RIGHT.
BECAUSE WE KNOW THAT WHILE WE FEEL VERY CONFIDENT, WE HAVE THE PATHWAYS AND PROGRAMS FOR STUDENTS, AND WE HAVE TO DO A BETTER JOB OF GETTING OUR STUDENTS ON THOSE PROGRAMS AND PATHWAYS. AND SO AS PART OF THE WORK THAT OUR COUNSELORS DO, REALLY, EVEN MIDDLE SCHOOL, NOT JUST ART, IT STARTS IN MIDDLE SCHOOL.
AS FAR AS THE REALLY UNDERSTANDING, WHAT DO I WANT TO DO AND WHAT MIGHT I STUDY AND WHERE MIGHT I GO? RIGHT. HOPEFULLY IT'S THE LEGACY HIGH SCHOOL, THE NEIGHBORHOOD HIGH SCHOOL.
BUT ULTIMATELY, YES, THEY ARE DOING GOAL SETTING IN THOSE MEETINGS TO HAVE A VISION FOR WHAT THEY SEEK TO ACCOMPLISH, NOT JUST FROM A SORT OF WHAT'S MY VISION FOR A PATHWAY OR PROGRAM, BUT ALSO FROM A METRIC PERSPECTIVE, RIGHT? WHETHER IT BE THE SAT, THE ACT, TO REALLY HELP SET THOSE GOALS.
BECAUSE IF YOU KNOW WHAT YOU WANT TO STUDY, YOU MAY KNOW WHERE YOU WANT TO GO TO COLLEGE.
AND YOU ALSO, WE ALSO KNOW THAT THERE ARE METRICS TIED TO ENROLLMENT IN SOME OF THOSE COLLEGES.
AND DO THOSE GOALS LIVE SOMEWHERE IN THE LIKE IN THE TOOL, OR DO THEY LIVE WITH THE DATA THAT GOES ALONGSIDE IT? YES, WE HAVE WHAT WE CALL SCHOOL LINKS IS OUR TOOL FOR YOU OR COUNCILORS USE TO CAPTURE THAT INFORMATION.
NOT ONLY CAN WE SEE DATA AND WHAT WE CAN SEE CONVERSATIONS THAT COUNCILORS ARE PUTTING IN THE SYSTEM TO KNOW WHAT IS THE GOAL SETTING LOOK LIKE? WHEN'S THE LAST TIME THE COUNCILOR TALKED WITH THE STUDENTS? SO IT HELPS US UNDERSTAND THE PROGRESS A LONG TIME ALONG THE WAY.
AWESOME. SO A KID, A KID AND SETTING THEIR GOALS, THEY HAVE THE SCHOOL AND THE COUNCILOR.
AND THEN I GUESS THE PARENT IS THE OTHER PIECE OF IT ARE HOW ARE PARENTS INVOLVED IN THE GOAL SETTING AND OR PROGRESS MONITORING? I THINK IT PROBABLY LOOKS A COUPLE DIFFERENT WAYS.
AND I'LL SAY THIS IF CHIEF HEWITT WANTS TO CHIME IN, GREAT, BUT IF NOT, FINE AS WELL.
BUT I THINK PART OF WE LEAVE IT UP TO THE SCHOOL TO SORT OF DECIDE WHAT THAT LOOKS LIKE.
WE HAVE PARENT CONFERENCE NIGHT, AND I THINK WE JUST ARE IN THE MIDDLE OF IT.
[00:50:01]
WE'RE JUST ON THE BACK END OF IT.RIGHT? SOME OF THAT COULD HAPPEN THERE, BUT THAT'S PROBABLY NOT THE VENUE.
IT'S MORE ABOUT TEACHERS ACTUALLY TAKING THE TIME AND COUNSELORS TAKING THE TIME THERE TO SAY, HEY, I'D LIKE TO SCHEDULE A TIME WITH YOU TO TALK TO YOU ABOUT YOUR CHILD'S PROGRESS AND THE VISION FOR THEIR FUTURE.
AND SO ULTIMATELY, THAT'S MORE OF A ONE ON ONE CONVERSATION.
GOT IT. SO THERE'S NOT A IT'S SORT OF A MORE OF A MICROCLIMATE.
BUT THERE'S NOT A UNIVERSAL MAKING.
SO WE LEAVE THAT OPEN FOR THEM TO DECIDE HOW THAT LOOKS.
BUT WOULD YOU SAY THERE'S GENERALLY IT'S ENCOURAGED TO ENGAGE PARENTS IN THE CONVERSATION AS WELL? ABSOLUTELY. YES, MA'AM. OKAY.
AND SO WE'RE REALLY TRYING TO HELP PARENTS.
NOT WE'RE NOT STARTING AT THE HIGH SCHOOL.
WE'RE ACTUALLY STARTING AT THE MIDDLE SCHOOL.
AND WE'RE HAVING THESE ENGAGEMENT NIGHTS ACTUALLY GRADE FIVE THROUGH EIGHT.
SO UPPER ELEMENTARY AND THROUGH MIDDLE TO HELP PARENTS UNDERSTAND THE OPTIONS AND PATHWAYS AND PROGRAMS IN DALLAS ISD SO THAT PARENTS AND THEIR CHILDREN CAN THEN BEGIN TO TALK ABOUT IT AND UNDERSTAND WHERE THEY COULD ACCESS THE PROGRAMS AND PATHWAYS THAT THEY WANT.
FANTASTIC. THAT SOUNDS LIKE A GREAT TOOL.
AND I SEE THOSE ARE HAPPENING IN OCTOBER.
SO CMR GENERALLY SPEAKING WE HAVE SOME, SOME METRICS.
HOW DO WE THINK ABOUT OR KNOW? OR IS THERE A PROGRAM BY WHICH THOSE SOFT SKILLS, KIDS GAIN THOSE SOFT SKILLS TO HELP THEM BE MORE SUCCESSFUL AS THEY LEAVE? YES. DOCTOR NEVILLE IS OUR DEPUTY CHIEF OF COLLEGES.
SOFT SKILLS IS THE RIGHT WORD.
BUT, YOU KNOW, WE STILL WE STILL USE THE TERM SOFT SKILLS.
AND SO PART OF THE WORK WITH THAT IS REALLY BEING INTENTIONAL WITH NOT JUST TRAINING STUDENTS AND PREPARING THEM FOR INTERNSHIPS AND JOBS, BUT REALLY HONING DOWN ON THOSE SKILLS THAT COMPANIES ARE SAYING THAT ARE REALLY CRITICAL TO THEIR SUCCESS.
SO I WOULD ALSO ADD, THOUGH, THAT IT'S ALSO AN AREA THAT WE ARE CONTINUING TO EMBED IN THE CURRICULUM AS WELL, BECAUSE, FOR INSTANCE, SOMETHING LIKE DOING PUBLIC SPEAKING IN FRONT OF YOUR GROUP.
AND THE TEACHERS UTILIZE RUBRICS.
I THINK I'VE SEEN IN OUR CLASSROOM CURRICULUM ALSO PREPARATIONS OF RESUMES OF COVER LETTERS.
SO ALL OF THOSE ARE HOW DO YOU PRESENT YOURSELF? I'VE SEEN OUR TEACHERS DO LESSONS ON WHAT'S APPROPRIATE DRESS FOR PARTICULAR.
I'M JUST THINKING ABOUT ALL THE THINGS YOU ALL HAVE TAKEN ME TO SEE.
AND SO WHETHER IT'S THROUGH CAREER INSTITUTES, WHETHER IT'S THROUGH MICHAEL GAYNOR, WHETHER IT'S THROUGH DOCTOR NEVILLE'S OR AND OR OUR CLASSROOMS THEMSELVES, AS I'VE SEEN THE CURRICULUM IN ACTION, I SEE THESE THINGS COMING TOGETHER SO THAT IT DOESN'T BECOME THIS AND THAT, BUT RATHER THIS AND THAT TOGETHER, WHICH IS REALLY THE WAY STUDENTS INTERACT ULTIMATELY.
RIGHT. WHEN THEY GO TO A JOB INTERVIEW OR THEY'RE BEING INTERVIEWED FOR THEIR COLLEGE OF CHOICE.
AND AS THEY ANSWER QUESTIONS, HOW DO THEY CONNECT WITH THOSE INTELLECTUAL AND ACADEMIC SKILLS ALONG WITH THEIR COMMUNICATIONS AND PROBLEM SOLVING SKILLS? AND I DO THINK IT'S AN AREA WE CERTAINLY HAVE ROOM FOR IMPROVEMENT, BUT I'VE SEEN IT REALLY IN THE LAST TWO YEARS.
I'VE SEEN THAT BLOSSOM AND COME TOGETHER.
THAT'S GREAT. AND I YOU KNOW, TO ADD ON, I HAVE SEEN IN ONE OF THE MIDDLE SCHOOLS, YOU KNOW, EVERY DAY IN CLASS, THEY COME AND THEY SHAKE THE TEACHER'S HAND, LOOK THEM IN THE EYE AS THEY WALK INTO THE CLASSROOM.
AND I THINK THAT'S WONDERFUL. SO GOOD.
THANKS. OKAY, TRUSTEES, ANY OTHER QUESTIONS FOR ROUND ONE? OKAY, WE'LL MOVE TO ROUND TWO.
AS CONVERSATION WAS CONTINUED TO PROGRESS HERE.
AS I WAS MENTIONING THAT THE REASON THAT I FEEL THAT THE TEXAS SUCCESS INITIATIVE IS VERY IMPORTANT AND I AND I DID MENTION SOME THINGS THAT BUT I WOULD LIKE TO SAY THAT NUMBER ONE, IT WAS MENTIONED TO ME BY SOMEONE THAT IS A THAT WORKS WITH THE COMMUNITY COLLEGE AND DOES INTAKE.
AND IT'S VERY IMPORTANT THAT OUR STUDENTS, IF THEY ALREADY HAVE THE SKILLS NEEDED AND THEY'VE ALREADY PASSED THE TEST, THEN THAT'S HALF THE BATTLE FOR THEM AS WELL.
AND BUT THE MOST IMPORTANT THING I FEEL FROM OUR CONVERSATION WAS IF WE DO IT HERE ON OUR LEVEL, WE'RE DOING OUR STUDENTS A GREATER SERVICE, MEANING THAT ONCE THEY COME TO THE COMMUNITY COLLEGE, THERE WILL BE NO NEED FOR THEM TO DO AS MUCH WORK.
[00:55:05]
AND YES, THERE ARE A LOT OF STUDENTS WHO GET DISCOURAGED AND SOME OF THEM JUST RUN OUT OF FUNDING BECAUSE THEY HAVE TO STILL PAY FOR THOSE REMEDIAL CLASSES THAT THEY TAKE, AND THEY MAY NOT NEED REMEDIAL CLASSES FOR ALL SUBJECTS.BUT REGARDLESS IF THEY'RE STRUGGLING AND YOU HAVE A READING SPECIALIST ON A COLLEGE CAMPUS, WHICH I FEEL IS OUR JOB TO MAKE SURE THAT OUR STUDENTS ARE DEFINITELY READING, WRITING AND MATH BEFORE THEY LEAVE US.
AND I DO UNDERSTAND THAT WE DO HAVE DIFFICULTIES BECAUSE WE WE ACCEPT OUR STUDENTS.
SO WE MAY GET A STUDENT THAT IS NON-ENGLISH SPEAKING THAT NEEDS ADDITIONAL RESOURCES AS A JUNIOR.
SO I UNDERSTAND THAT WE HAVE A LOT, A LOT OF CONSTRAINTS THAT ARE HOLDING US BACK.
BUT AT THE SAME TIME, I, I UNDERSTAND BOTH SIDES OF WHAT IS NEEDED FROM, FROM US PARTNERING WITH DALLAS COLLEGE OR EVEN A MAJOR UNIVERSITY, AND I UNDERSTAND THE DIFFICULTY OF TRACKING ONCE THEY LEAVE US BECAUSE THEY'RE GONE.
BUT THAT IS GOOD DATA, BUT THAT'S SOMETHING THAT WE MAY PULL FROM SOMEWHERE ELSE.
THAT'S JUST LIKE WE UNDERSTAND THAT WHEN IT COMES TO BEING COLLEGE AND CAREER READY, WE'RE WORKING A YEAR BEHIND ON THE DATA THAT WE ARE PRESENTING AND THAT WE'RE PRESENTING TO THE PUBLIC.
ONE OF THE OTHER QUESTIONS THAT I WOULD LIKE TO KNOW, BECAUSE SOMEONE MENTIONED THAT WE HAVE STUDENT MENTORS AND THAT COME AND ADVOCATE FOR OUR STUDENTS, AND WE HAVE STAFF MEMBERS.
HOW WIDESPREAD IS THIS? DOES EVERY CAMPUS HAVE THIS? YES, EVERY COMPREHENSIVE CAMPUS HAS MIDDLE SCHOOL AND OUR HIGH SCHOOL, EXCUSE ME, HAS SUPPORT FOR THIS SO THAT THEY HAVE STUDENT MENTORS AS WELL AS A STAFF MEMBER WHO ACTUALLY RAISES THEIR HAND AND SAYS THEY WANT TO DO THAT.
SO THE CAN YOU JUST TELL ME AS FAR AS HOW WHAT THE PROCESS OF THE MENTORS ARE AND HOW MANY STUDENTS THEY SEE? AND IS THIS ARE THESE STUDENTS REFERRED TO THEM BY THE COUNSELORS? HOW DOES THAT LOOK ON AN EVERYDAY, NORMAL SCALE? LET ME ASK SOMEBODY FROM THE TEAM TO COME UP THAT'S A LITTLE BIT DETAILED.
GOOD AFTERNOON. GOOD AFTERNOON.
THAT MENTOR OTHER STUDENTS THAT ARE NEW TO AP COURSES, NEW TO THE CAMPUSES.
SO IT'S A STUDENT AMBASSADOR PROGRAM.
THE AP ALLY IS A STAFF MEMBER WHO SUPPORTS THIS STUDENT GROUP WITH DIFFERENT ACTIVITIES THROUGHOUT THE YEAR AND SUPPORTS FROM OUR OFFICE. SO WHETHER THAT'S SWAG WITH T SHIRTS THAT SAY, ASK ME ABOUT MY AP CLASSES MAYBE WINDOWS OR DECALS ON THE CLASSROOM DOORS. YOU KNOW, WE PROVIDE SUPPORTS FOR THOSE TEACHERS WHO WILL COMMUNICATE WITH OUR STUDENTS TO GO OUT AND RECRUIT FOR AP CLASSES WHEN REGISTRATION COMES UP.
MAKE SURE THAT OUR STUDENTS ARE PARTICIPATING IN AP EXAMS BECAUSE THAT'S ANOTHER GOAL OF OURS.
AND THEN JUST ATTENDING ANY KIND OF SUPPORT SESSIONS LIKE BOOT CAMPS, SUMMER SESSIONS FOR OUR STUDENTS AND ANY OTHER TUTORING THAT IS PROVIDED AT THE CAMPUSES.
HOW OFTEN DO THEY MEET? IT VARIES ON THE CAMPUS.
SO THERE IS A REQUIREMENT FROM ALL OF OUR AP ALLIES, OUR STAFF MEMBERS TO RECEIVE JUST SUPPORTS FROM OUR OFFICE, BUT IT DEPENDS ON THE CAMPUS. THEY HAVE TO MEET EVERY SEMESTER.
OKAY. AND ALSO IT WAS MENTIONED THAT AND I ALSO WANT TO THANK TRUSTEE WEINBERG FOR MENTIONING PARENTS BECAUSE SOME OF THE SAME THINGS SHE MENTIONED I WAS, WAS GOING TO ASK MYSELF BECAUSE MAINLY WHEN IT COMES TO THE FIFTH AND SIXTH GRADE, WHICH THE SUPERINTENDENT DISCUSSED, THE FIFTH GRADE OPT IN.
[01:00:02]
LEADERSHIP AND ACADEMIC SERVICES.YES IT IS. I JUST WANT TO SAY THANK YOU.
SO MY QUESTION TO THIS IS AND ALSO IT WAS IT WAS RAISED AT ONE OF MY MEETING, ONE OF THE PARENTS CAME IN AND HE MENTIONED THAT HE HAS TWO GIRLS.
AND THIS IS TYING INTO WHAT I'M ABOUT TO ASK YOU, BECAUSE NOT ONLY IS IT IMPORTANT THAT AND HE'S A VERY DEDICATED PARENT, HE WAS THEIR FATHER. I WAS GLAD TO SEE, OF COURSE.
BUT WHAT ARE WE DOING FOR PARENTS TO INFORM THEM AHEAD OF TIME? BECAUSE I FEEL LIKE SOME OF THE AND A LOT OF THINGS WE DO ARE GREAT.
BUT I THINK THAT AT THE BEGINNING OF THE SCHOOL YEAR, THAT WE LET THEM KNOW ABOUT A LOT OF THE GREAT THINGS THAT WE HAVE AVAILABLE, NOT ONLY TO THEM BUT OUR STUDENTS.
IF WE WOULD DO THAT AHEAD OF TIME THEY CAN BETTER PLAN.
SO I GUESS MY ONE OF MY QUESTIONS IS WHEN IS THE PARENT MEETING LETTING THEM KNOW THAT, YOU KNOW, HEY, WE PUT YOUR STUDENT OR ARE THEY EVEN NOTIFIED WE PUT YOUR STUDENT IN THIS THIS THIS COURSE, AND WE SEE THAT THEY MAY BE HAVING DIFFICULTY.
WHEN IS THAT INFORMATION PROVIDED? SO I THINK, YOU KNOW, THAT'S AN ONGOING.
AND WE'RE LOOKING AT RISING SENIORS, RIGHT.
HERE ARE SOME OF THE THINGS WE EXPECT OR WE WANT TO MAKE SURE THEY'RE SUCCESSFUL AT.
AND WHAT DO YOU WANT TO SEE? WHAT YOU KNOW BASED ON THIS.
WHAT DO YOU WANT. RIGHT. LIKE AS FAR AS PROGRAMS AND COURSES, BUT ALSO.
AND. I'M SORRY. EXCUSE ME FOR INTERRUPTING YOU.
WHAT, BECAUSE OF THE FACT THAT I JUST FEEL LIKE IF WE DO MORE ON THE BACK END, WHICH IS WHAT I'M SURE THE SUPERINTENDENT WAS ALLUDING TO, THAT WE ARE, THAT IT WILL DEFINITELY HELP THEIR PROJECTION ONWARD.
SO WHEN IT COMES TO THE FIFTH GRADERS AND THE SIXTH GRADERS, WHAT ARE WE DOING? EVERY STUDENT HAS A GOAL SETTING CONFERENCE THAT THAT WAS HAD THIS, THIS EARLIER THIS SEMESTER TO LITERALLY LOOK AT HOW THEY PERFORMED ON THE PREVIOUS SCHOOL YEAR, WHERE THEY WERE SUCCESSFUL AND WHERE THE OPPORTUNITIES ARE, AND THEN THEY WORKED WITH EACH OF THEIR TEACHERS INDIVIDUALLY TO SET GOALS FOR THE SCHOOL YEAR.
AND PARENTS WERE BROUGHT INTO THAT CONVERSATION AS WELL.
HOW ARE THE HOW ARE THE PARENTS BROUGHT IN? IS THIS A CONFERENCE OR IS IT A LETTER SENT HOME? HOW IS THAT DONE? I BELIEVE THERE WERE LETTERS SENT AND IF YOU CAN CLARIFY, I BELIEVE THERE WERE LETTERS SENT HOME.
BUT MORE IMPORTANTLY, THEY WERE ONE ON ONE CONVERSATIONS AND CONFERENCES WITH TEACHERS AND PARENTS TO TALK ABOUT THE CHILD'S PROGRESS AND THE STUDENT'S PROGRESS AND THE GOALS THAT ARE SET FOR THE YEAR.
THANK YOU. AND MOVING FROM THERE THE PREP, THE COLLEGE PREP COURSES.
AS FAR AS I THINK THIS IS FOR SENIORS THAT YOU MENTIONED WHEN IT COMES TO THE TEXAS SUCCESS INITIATIVE FOR THEM, YOU MENTIONED THAT THIS IS DONE AT THEIR SENIOR YEAR TO HELP PREP THEM FOR THE TEST.
IS THAT CORRECT? IT'S TO HELP THOSE WHO HAVE NOT PASSED IT PREVIOUSLY.
BE PREPARED TO GO TO COLLEGE TO BE PREPARED FOR THE TEST.
OKAY. AND SO SINCE WE HAVE A LOT OF GOAL SETTING THAT'S DONE AND TRACKING WHEN A STUDENT DOESN'T PASS BECAUSE HOW OFTEN DO THEY TAKE THIS TEST? DO THEY START? EIGHTH, NINTH GRADE, 10TH GRADE.
HOW OFTEN IS THE TSC PRESENTED TO THEM? RIGHT. OKAY. WE'RE GOING INTO THE DETAILS AND YOU ARE OFF AGENDA.
JUST TRUSTEE. IT WAS A QUESTION, BUT YOU ALSO WORK AT THE TEN MINUTE MARK.
BUT GO AHEAD, ASK YOUR QUESTION. GO AHEAD.
LET ME SEE IF I CAN REPHRASE THIS BECAUSE I KNOW I'M NOT OFF AGENDA.
BUT HOW OFTEN? IF I TAKE IT AS A JUNIOR, LET'S SAY I'M JUST SAYING I'M STARTING TO TAKE IT AS A JUNIOR AND I HAVE PROBLEMS ON AN AREA OF THE TEST.
[01:05:04]
AM I DIRECTED TO COURSES THAT WILL HELP STRENGTHEN ME IN MY WEAK AREA? THAT'S WHAT I NEED TO KNOW.SO AT THE CONCLUSION OF ENGLISH THREE AND ALGEBRA TWO, WHERE IS DOCTOR ELIZALDE TALKED ABOUT? THERE'S A GOOD DEAL OF CURRICULUM THAT'S BEEN EMBEDDED INTO THOSE COURSES.
IT'S CONCLUSION OF THOSE COURSES.
IF A STUDENT IS NOT TSI MET PRIOR TO THAT, THEY WILL ACTUALLY TAKE THE TSI EXAM.
TSI EXAM BECAUSE THAT'S WHEN MUCH OF THE CONTENT IS BEING PROVIDED TO THEM.
IF THEY'RE STILL NOT MET AND THEY TAKE THE SAT.
ALL OF OUR JUNIORS TAKE SAT IN THE SPRING SEMESTER RIGHT BEFORE SPRING BREAK.
IF THEY'RE STILL NOT MET AFTER SAT, THEN THEY WOULD HAVE AN OPPORTUNITY TO TAKE IT IN THE FALL.
AS A MATTER OF FACT, RIGHT NOW THERE'S A WINDOW FOR SENIORS.
SO THERE ARE MULTIPLE OPPORTUNITIES FOR THEM TO GET SUPPORT, BUT THEN ALSO TO TAKE THE EXAM.
AND ALSO IF THERE'S ANY ADDITIONAL TUTORING THAT THEY MAY WANT TO SEEK OUT.
OKAY. TRUSTEE. TRUSTEE FOREMAN.
THANK YOU. MAYBE YOU'VE ALREADY ANSWERED THESE QUESTIONS, BUT AND I APOLOGIZE FOR BEING LATE.
AND WHEN WE TALK ABOUT CMR, DO WE BREAK DOWN HOW MANY ARE MILITARY, HOW MANY ARE COLLEGE AND HOW MANY ARE CAREER READY? AND IF WE DO HAVE THAT BREAKDOWN I'D LIKE TO SEE THAT BREAKDOWN.
YES WE DO. SO THERE IS A CLEAR UNDERSTANDING OF EXACTLY WHAT WE'RE DOING IN REGARDS TO THAT.
AND ON PAGE SEVEN, IT SAYS THE GAP BETWEEN AFRICAN-AMERICAN AND EMERGING BILINGUAL STUDENTS WHEN COMPARED TO OTHER STUDENT GROUPS ENROLLED IN RIGOROUS COURSEWORK.
WHAT ABOUT THE STUDENTS THAT ARE NOT ENROLLED IN RIGOROUS COURSEWORK? HOW ARE WE MEASURING THEM AND WHAT ARE WE DOING? WELL, I THINK FOR THIS PARTICULAR GOAL, RIGOROUS COURSEWORK WAS DEFINED AS A LEVEL TWO CTE COURSE, ADVANCED PLACEMENT, INTERNATIONAL BACCALAUREATE AND DUAL CREDIT.
AND I WOULD SAY THE MAJORITY OF OUR STUDENTS ARE ENROLLED IN ANY AND ALL OF AT LEAST ONE OF THESE.
SO IF YOU LOOKED AT IT AT THE 8500 GRADUATES, PROBABLY YOU'D SEE 90% THAT WOULD BE ENROLLED IN AT LEAST ONE AREA OF THESE RIGOROUS OF THESE RIGOROUS COURSEWORK.
SO IT WOULD BE GOOD FOR ME TO SEE THAT NUMBER AND UNDERSTAND HOW THAT WORKS.
BUT BECAUSE I AM ALSO CONCERNED ABOUT WHAT HAPPENS TO STUDENTS THAT ARE NOT IN RIGOROUS COURSEWORK, AND WHAT HAPPENS TO STUDENTS WHO FALL OUT OF RIGOROUS COURSEWORK BECAUSE WE ARE DOING A PIPELINE THROUGH PA, PRE AP, THROUGH TO AP COURSES, AND ALL OF THOSE STUDENTS ARE NOT GOING TO MAKE IT. SO WHAT ARE WE DOING WITH THOSE STUDENTS TO MAKE SURE.
AND I UNDERSTAND IT'S NOT A PART OF THE GOAL BUT THE GOAL IS HERE.
AND SO WE'VE GOT TO UNDERSTAND WHAT THE FALLOUT IS FROM THE GOAL IF YOU DON'T MIND.
AND IT'S UNDER THIS UNDER GOAL FIVE WHICH TALKS ABOUT ENSURING PATHWAYS FOR ALL STUDENTS.
SO WHAT ARE WE DOING WITH STUDENTS WHO FALL OFF THE PATHWAY THAT YOU'VE ASSIGNED THEM? YEAH, AND I THINK THE SUPERINTENDENT IN THE PAST HAS TALKED ABOUT THIS.
RIGHT. WE KNOW NOT EVERY STUDENT IS GOING TO MAKE A DECISION AND STAY WITH THAT DECISION.
WE'RE NOT GOING TO DISSUADE THEM FROM DOING THAT.
WE WANT TO MAKE SURE THOUGH THAT THAT IF THEY WANT TO DO THAT, THAT WE HELP THEM FIGURE OUT WHAT THE OTHER THE NEXT PATH IS AND THEN HELP THE COUNSELOR WILL HELP THEM FIGURE OUT TO WHAT ARE THE COURSES, IS THE COURSES THAT THEY WOULD TAKE IN ORDER TO GET DOWN TO THE NEXT PATH, THAT IN WRITING SOMEWHERE, BECAUSE I, I JUST SEE US CONCENTRATING ON STUDENTS HAVING A PATHWAY, AND MAYBE JUST BECAUSE WE WANT THEM TO HAVE THAT PATHWAY, THEY MIGHT NOT HAVE THE LEEWAY.
SO, SUPERINTENDENT, I'D LIKE TO MAKE SURE THAT THERE IS SOMETHING IN AN UNDERSTANDING THAT IF THE STUDENT FALLS OFF THE PATHWAY THAT WE HAVE SOMETHING IN PLACE TO ADDRESS THAT.
[01:10:01]
WE DON'T PUSH A PATHWAY.I MEAN, THE INITIATIVE IS TO PUSH FOR A PATHWAY.
AND WE ABSOLUTELY WANT TO MAKE SURE THAT AS STUDENTS CHANGE THEIR MINDS.
SO MAYBE I NEED TO SAY IT ANOTHER WAY.
ABSOLUTELY. IN SOME KIND OF WRITTEN FORM.
I'LL GET WITH OUR TEAM AND WE'LL CONSIDER THAT OPTION.
I HAVEN'T ASKED ANY QUESTIONS, BUT I'LL JUST MAKE THIS STATEMENT GENERALLY.
CAN WE GO BACK TO THE SLIDE? WHAT IS IT FOR? PAGE FOUR. AND AGAIN, I JUST WANT TO THANK YOU FOR THIS PRESENTATION.
I JUST WANT TO KUDOS TO THE TEAM.
THANK YOU EVERYONE FOR THE HARD WORK.
CAN YOU KIND OF OUTLINE THAT LIST OF THE COMPONENTS OF WHAT IS CONSIDERED WHAT ARE THE COMPONENTS OF COLLEGE AND CAREER READINESS? YES, SIR. GIVE ME A TEST AT THE TABLE.
SO THOSE ARE I THINK I CAPTURED THEM ALL.
I CAPTURED AN ASSOCIATE'S YEAH, WELL, ASSOCIATE'S WAY BEYOND THAT.
SO AN ASSOCIATE WOULD YOU HAVE TO GET NINE HOURS OF DUAL CREDIT? SO ASSOCIATE'S GOING TO DO WAY MORE THAN THAT.
WHAT WAS THE OTHER ONE? AN IVC, SORRY, INDUSTRY BASED CERTIFICATION.
SO THOSE ARE ALL THE WAYS THAT THE STATE SAYS A STUDENT IS COLLEGE READY AND WE THINK THAT THOSE ARE VALID AND MEANINGFUL WAYS FOR US TO MEASURE STUDENTS SUCCESS.
ONE LAST COMMENT, BECAUSE THIS IS AN AREA OF COURSE, IT'S AN IMPORTANT GOAL BECAUSE THIS IS THE EXIT, IF YOU WILL, FROM OUR HIGH SCHOOLS INTO WHETHER IT'S COLLEGE OR CAREER AND, AND OR BOTH.
AND I JUST THIS IS A MOMENT WHERE WE CAN REALLY APPRECIATE THE WORK THAT OUR PRINCIPALS AND OUR TEACHERS, OUR STUDENTS AND THEIR FAMILIES HAVE DONE. BECAUSE WHILE CERTAINLY WE CAN LOOK AT ANY OF THESE DATA AND WE CAN FIND AREAS TO IMPROVE, I THINK TODAY SHOULD ALSO BE A MOMENT THAT WE RECOGNIZE THESE ARE APPLES TO APPLES COMPARISONS HERE, AND I WOULD LOVE FOR OUR TEAM.
DALLAS ISD PRINCIPALS, TEACHERS, CAMPUSES, IN PARTICULAR, THE STUDENTS AND THEIR FAMILIES TO REALLY BE CELEBRATED FOR THIS TREMENDOUS GOAL OF REACHING OVER 90% BECAUSE THIS IS APPLES TO APPLES AND FROM WHENCE WE CAME FROM A 42% TO BE AT THAT 90%.
TRUSTEES WILL MOVE TO NOW TO AGENDA ITEM SEVEN.
[7. INFORMATION/REPORTS]
TRUSTEES WILL MOVE TO THE SUPERINTENDENT'S REPORT AND THE LEGISLATIVE AGENDA.SUPERINTENDENT. WE ARE GOING TO GO TO DIRECTLY OUR LEGISLATIVE PRIORITIES.
IT'S THAT TIME OF YEAR THAT YOU ALL GET TO LET US KNOW YOUR THOUGHTS REGARDING WHAT WE WILL THEN PRESENT TO YOU FOR VOTE AS OUR LEGISLATIVE PRIORITIES AND OUR DEPUTY SUPERINTENDENT PAM LEAR AND CHIEF DAHLANDER WILL WORK AND LEAD US THROUGH THIS.
WE ARE WORKING TO TRY TO DO THIS IN A THOROUGH BUT EXPEDITED MANNER.
MANY OF YOU HAVE BEEN INVOLVED IN THESE PROCESSES YEAR AFTER YEAR.
SO WITH THAT, I'LL TURN IT OVER TO OUR TEAM.
THANK YOU, SUPERINTENDENT ELIZALDE.
[01:15:01]
PRIORITIES. WE WENT THROUGH THIS PROCESS AS AN ADMINISTRATIVE TEAM ABOUT A WEEK AGO, AND I HAVE THE PRIORITIES LISTED HERE, BUT WE WANTED TO GO THROUGH THE SIMILAR PROCESS WITH YOU FIRST.AS YOU KNOW, THE LEGISLATIVE SESSION IS STARTING UP IN JANUARY.
THIS WILL BE THE 89TH SESSION OF THE LEGISLATURE.
MANY OF YOU MAY NOT KNOW ALL OF THE DETAILS, BUT WE HAD A VERY ADVENTUROUS 88TH SESSION THAT WAS FOLLOWED BY FOUR SPECIAL SESSIONS. TWO OF THOSE SPECIAL SESSIONS DEALT WITH PROPERTY TAX RELIEF.
THE OTHER TWO, AS YOU KNOW, DEALT WITH SCHOOL VOUCHERS.
THERE WAS NO NEW SIGNIFICANT FUNDING THAT WAS THAT WAS PROVIDED FOR PUBLIC EDUCATION.
WE'RE GOING TO TALK ABOUT THAT HERE IN JUST A MOMENT.
THERE WAS $4 BILLION THAT WAS APPROPRIATED, BUT IT WAS NEVER DISTRIBUTED.
AND SO IT IS STILL SITTING THERE IN THE STATE TREASURY EARNING INTEREST AT THIS POINT IN TIME.
AND I WANT TO ADD TO THAT 4 BILLION WHEN YOU SEE DATA FROM THE STATE AND IT SHOWS HOW MUCH MONEY IS GOING INTO PUBLIC SCHOOLS, I WANT YOU TO KNOW THAT CURRENTLY THEY ARE ADDING THAT 4 BILLION INTO THE NUMBER, EVEN THOUGH IT HAS NOT BEEN DISBURSED TO SCHOOLS.
SO RIGHT NOW YOU'RE GOING TO SEE A REPORT THAT THEIR OWN LEGISLATIVE BOARD PUT TOGETHER THAT SAID, THERE'S A $10 BILLION DEFICIT TO JUST MAKE SCHOOL DISTRICTS WHOLE FROM WHERE THEY WERE IN 2019 WHEN HOUSE BILL THREE PASSED BECAUSE OF INFLATION.
JUST TO MAKE US APPLES TO APPLES, IT WOULD TAKE $10 BILLION.
THAT'S THEIR REPORT, NOT OUR REPORT.
THAT'S THE LEGISLATIVE BUDGET BOARD'S REPORT IS GOING TO SHOW A $10 BILLION DEFICIT.
THAT INCLUDES THAT THEY'RE SAYING THEY GAVE US $4 BILLION.
AND I JUST WANT TO MAKE SURE THAT I AM CLEAR THAT WHEN YOU ALL SEE THAT AND YOU ALL HAVE CONVERSATIONS WITH OTHER BOARD MEMBERS FROM ACROSS THE STATE THAT, YOU KNOW, IT'S ACTUALLY THEN A $14 BILLION DEFICIT BECAUSE THEY HAVE NEVER DISBURSED THOSE DOLLARS.
KEEP GOING, JOHN. THAT IS CORRECT.
THANK YOU. THE LEGISLATURE ALSO APPROVED HB 3 IN 2023, WHICH GAVE US ADDITIONAL SAFETY REQUIREMENTS, INCLUDING AN ARMED OFFICER AT EVERY CAMPUS.
BUT THEY DIDN'T FULLY FUND THAT.
AS YOU MAY REMEMBER, THEY GAVE US ABOUT $15,000 PER CAMPUS TO PUT THAT IN PLACE.
IN ADDITION, AS WE TALKED ABOUT, THEY APPROVED PROPERTY TAX RELIEF.
BUT THAT PROPERTY TAX RELIEF DID NOT NECESSARILY HELP US AS, AS A SCHOOL DISTRICT.
SOME OF THE ISSUES THAT ARE STILL IN FLUX, AS YOU CAN SEE, THE MAKEUP OF THE STATE HOUSE, WHICH WILL BE DETERMINED IN THIS NOVEMBER ELECTION, WHO'S GOING TO BE THE HOUSE SPEAKER, AND THEN THIS $20 BILLION SURPLUS AND HOW TO SPEND IT.
AND THEN AGAIN, AS DOCTOR ELIZALDE WAS TALKING ABOUT STAGNANT SCHOOL FUNDING.
SO WE'RE GOING TO TALK ABOUT A COUPLE OF THINGS REAL QUICK.
WE'RE GOING TO TALK ABOUT THIS PUBLIC EDUCATION FUNDING THAT THE SUPERINTENDENT WAS JUST TALKING ABOUT, SOME UNFUNDED MANDATES AND THEN PRIORITIES FROM OTHER EDUCATION ORGANIZATIONS THAT WE'RE A PART OF OR WORKING WITH.
AND SO THIS IS THE CHART THAT DOCTOR ELIZALDE WAS TALKING ABOUT.
AND YOU CAN SEE FROM 2019 TO 2025 THAT THERE HAS BEEN AN INCREASE IN FUNDING FOR PUBLIC EDUCATION.
HOWEVER, WHEN YOU LOOK AT CONSTANT DOLLARS, THERE'S ACTUALLY BEEN A DECREASE OF $9.8 BILLION.
NOW, SOME OF THAT INCREASED FUNDING CAME THROUGH IN 2021.
THAT WAS FUNDING FROM THE FEDS.
THIS OTHER FUNDING TAKES INTO ACCOUNT ENROLLMENT GROWTH AND ADDITIONAL STUDENT POPULATION.
AND SO THAT TAKES INTO ACCOUNT INFLATION.
THERE HAS BEEN NO INCREASE TO THE BASIC ALLOTMENT SINCE 2019.
THE FIGURE STILL STANDS AT $6,160.
HERE ARE SOME UNFUNDED MANDATES THAT WE ARE FACING AS A SCHOOL DISTRICT.
YOU CAN LOOK ON THE FAR LEFT SIDE.
HOWEVER, THERE ARE NO DOLLARS CONNECTED WITH THE INCREASED REQUIREMENTS OF HAVING TO DO THAT.
[01:20:04]
PERIOD, WHICH NOW MEANS MORE DIAGNOSTICIANS TO PROVIDE THAT EVALUATION.SO THAT'S JUST ONE EXAMPLE THERE.
OF COURSE, YOU ALL ALREADY KNOW ABOUT THE SCHOOL SAFETY AND SO ON.
I WAS JUST GOING TO POINT OUT AT THE BOTTOM ON THE LOWER RIGHT THE TOTAL DIFFERENCE OF UNFUNDED MANDATES THAT THAT WE HAVE TO PUT IN PLACE IS $72.7 MILLION.
NOW WE'RE A MEMBER OF THE TEXAS URBAN COUNCIL, WHICH ARE THE URBAN SCHOOL DISTRICTS.
AND SO WE WERE PART OF A MEETING, WHAT, A WEEK AND A HALF AGO WITH THE WITH THE TEXAS URBAN COUNCIL.
AND YOU'RE GOING TO SEE A LOT OF THESE REPEATED.
SO AS A REMINDER BECAUSE AGAIN, WE USE SO MANY TERMINOLOGY THAT YOU ALL KNOW WHAT THESE THINGS ARE.
YOU JUST MAY NOT KNOW WHAT THE TERMINOLOGY IS.
IF WE CAN GO BACK FOR JUST ONE SECOND ON SLIDE SEVEN.
SO EVERY TIME WE TALK ABOUT THE BASIC ALLOTMENT, THAT'S THE $6,160.
IF WE COULD GO BACK TO SLIDE SEVEN.
THE BASIC ALLOTMENT, YOU'RE GOING TO SEE THAT OVER AND OVER AGAIN.
THAT'S WHAT WE GET FOR EACH STUDENT ACROSS THE BOARD.
WELL, WE DO FULL DAY FOR ALL FOUR YEAR OLDS.
WE DO FULL DAY FOR SOME OF OUR THREE YEAR OLDS, BUT WE WOULD LOVE TO BE ABLE TO DO FULL DAY FOR OUR ENTIRE GROUP OF THREE YEAR OLDS, BECAUSE WE KNOW THAT THAT'S ACTUALLY HOW MORE STUDENTS COME TO US.
BUT WE ONLY GET FUNDING FOR HALF.
SO THAT'S THAT EARLY EDUCATION ALLOTMENT.
SO YOU'LL SEE THAT SCHOOL SAFETY FUND AND I MENTIONED SPECIAL ED AND DYSLEXIA.
OKAY. WE CAN GO TO SLIDE EIGHT.
YES. AND THIS IS TSA WHICH IS AN ORGANIZATION THAT HAS THE 48 LARGEST SCHOOL DISTRICTS IN THE STATE.
AND YOU CAN SEE THEIR PRIORITIES AS WELL.
THESE WERE ADJUSTED A LITTLE BIT YESTERDAY WHEN WE WENT TO A MEETING IN AUSTIN.
BUT THEY'RE VERY SIMILAR TO TEXAS URBAN COUNCIL WHERE THEY TALK ABOUT EDUCATION FUNDING.
THEY DO ADD IN THEIR INFORMATION ABOUT TEACHER CERTIFICATIONS AND TEACHER RECRUITMENT.
AND THEY TOOK OUT THE ONE ABOUT OPPOSING GOVERNMENT FUNDING ON TUITIONS.
BUT THEY DID WANT TO PROVIDE PARENTS WITH MORE CHOICES FOR KIDS TO GO TO SCHOOLS WITHIN A PUBLIC EDUCATION SETTING. TEXAS SCHOOL COALITION IS ANOTHER GROUP THAT WE WORK WITH.
THEY'RE SCHOOL DISTRICTS THAT THAT HAVE TO REDISTRIBUTE THEIR DOLLARS THROUGH RECAPTURE.
SO WE DON'T HAVE THIS IN THE FUTURE DEMANDING PUBLIC DOLLARS FOR PUBLIC ACCOUNTING.
THEY HAVE SEVERAL GOALS THERE THAT YOU CAN SEE.
AGAIN, THEY TALK ABOUT SCHOOL FUNDING.
THEY OPPOSE ANY KIND OF DOLLARS THAT GO TO NON-PUBLIC EDUCATION ENTITIES AND THEN INCREASED TRANSPARENCY WITH CHECKS AND BALANCES AND THEN SUPPORTING STAAR AND ACCOUNTABILITY SYSTEMS. AND THEN FINALLY RAISE YOUR HAND.
TEXAS AND I SENT THESE THROUGH THIS THIS WEEK.
YOU CAN SAY THEY AGREE WITH MANY OF THESE SAME THINGS, INCLUDING SCHOOL FUNDING, ADDRESSING THE TEACHER WORKFORCE ISSUES, PRE-K DIRECTLY, FUNDING PRE-K WITH FULL DAY ADA VERSUS HALF DAY ADA, AND THEN ASSESSMENT AND ACCOUNTABILITY.
OKAY, SO WITH THAT, WE'D LIKE TO GO THROUGH A PROCESS WITH EACH OF YOU RIGHT NOW.
TAKE ABOUT 2 TO 3 MINUTES FOR EACH OF YOU TO TAKE OUT A PEN AND PAPER AND WRITE DOWN 4 TO 5 OF YOUR OWN PRIORITIES THAT YOU WOULD LIKE TO SEE THE LEGISLATURE ADDRESS, AND DO THESE IN SIX WORDS OR LESS, SIX WORDS OR
[01:25:02]
LESS. AND THIS IS WHAT OUR ADMINISTRATIVE TEAM WENT THROUGH.AND WE'LL GIVE YOU 2 TO 3 MINUTES TO DO THAT.
JUST JOT THEM DOWN AND THEN WE'LL, WE'LL HAVE WILL WRITE THEM DOWN ON THE BOARD BEHIND YOU, AND YOU WILL THROW THEM OUT IF THEY'RE MORE THAN SIX WORDS, RIGHT? YES.
YOU WANT TO YOU WANT TO SEE HOW MUCH TIME ARE WE GOING TO PROVIDE? 2 TO 3 MINUTES. YEAH.
OKAY. SO I'M GOING TO SET MY TIMER.
WE'LL HAVE THREE MINUTES OKAY.
COME ON. ARE YOU SERIOUS? THEY KNOW I'M AT THE BOARD BRIEFING.
COME ON AND JUST PROVIDING A TIME CHECK.
WE HAVE ONE MINUTE AND 30S REMAINING.
I DIDN'T DO GOOD WITH TIME TESTS.
DON'T YOU HATE THAT? HAVEN'T YOU? MR. MAYOR, YOU HAD SOME EARLY ADOPTERS.
NOW, HERE'S WHAT WE'RE GOING TO DO.
WE'RE GOING TO GO THROUGH THIS PROCESS OF AND DOCTOR LEAR IS GOING TO HELP BY WRITING DOWN YOUR SUGGESTIONS UP ON THE TWO SHEETS BEHIND YOU. AND WE'RE GOING TO GO ONE BY ONE ACROSS THIS WAY.
NO, WE'RE GOING TO WE'RE GOING TO ALL TALK ABOUT THEM.
YEAH. AND SO I WILL START WITH TRUSTEE FOREMAN AND YOU LIST.
OH THERE YOU GO. START WITH TRUSTEE FOREMAN WHO WILL GIVE ONE AND WE'LL WRITE IT UP ON THE BOARD, AND THEN WE'LL GO TO TRUSTEE CURRIE AND THEN WE'LL WRITE THAT ONE UP ON THE BOARD, AND THEN WE'LL GO ACROSS AND ALL THE WAY, ALL THE WAY BACK.
SO TRUSTEE FOREMAN GIVE US GIVE US ONE THAT DOCTOR LEAR WILL WALK RIGHT UP ON THE BOARD.
THE FIRST ONE IS TO SUPPORT INCREASED FUNDING FOR SCHOOL SAFETY.
ALL RIGHT. SUPPORT INCREASED FUNDING FOR SCHOOL SAFETY.
ALL RIGHT, THAT'S ONE. ALL RIGHT.
INCREASED SCHOOL FUNDING TO 2019 LEVELS AND INDEXED TO INFLATION.
WOULD IT BE HELPFUL? AND YOU TELL ME.
OH, WOULD IT BE HELPFUL IF WE WROTE SOMETHING? EXACTLY. I'VE HAD BOTH OF THOSE ON MY LIST.
IF WE RAISE OUR HANDS, IF WE HAD SOMETHING SIMILAR.
SO WE KNOW, WOULD THAT BE HELPFUL FOR YOU OR THAT COULD BE HELPFUL.
[01:30:09]
SO THAT WILL HELP US NARROW THESE DOWN.AND IF A TRUSTEE HAS THE SAME ONE, WE'LL JUST PUT A LITTLE CHECK BY IT.
YEAH. AND TRUSTEE INDEXED TO INFLATION.
YEAH. ON THE ONE THAT LANCE JUST MENTIONED.
YOU JUST YOU ONLY WANT TO INDEX THE BASIC ALLOTMENT TO INFLATION OR ALL FUNDING TO INFLATION.
I WANT ALL FUNDING TO INFLATION.
OKAY. ACCOUNTABILITY FOR PUBLIC DOLLARS.
ACCOUNTABILITY FOR PUBLIC DOLLARS.
MY NUMBER ONE WAS WHAT TRUSTEE FOREMAN SAID.
SCHOOL SAFETY. DO YOU WANT TO ADD ONE? ANOTHER ONE? MY SECOND ONE IS PRE-K THREE AND FOUR.
PRE-K THREE AND FOUR AND PRE-K THREE AND FOUR.
YOU HAVE THIS ONE. YEAH I HAVE ALL OF ALL OF THOSE.
I WOULD ADD ELIMINATE FUNDING BASED ON AVERAGE DAILY ATTENDANCE.
YEAH. THAT WOULD ELIMINATE FUNDING BASED ON A DAY.
THAT WAS MY FOURTH ONE. TRUSTEE MACKEY INCREASED TEACHER COMPENSATION THROUGH THE TIA EXPANSION.
YEP. AND TEACHER COMP THROUGH THE TIA EXPANSION THAT WAS PROPOSED THROUGH TRUSTEE WHITE.
I'M SORRY. MY FIRST ONE IS INCREASED FUNDING FOR SPECIAL EDUCATION.
MY THIRD ONE, AND ALSO I ALSO HAD SCHOOL SAFETY, BUT I SAID SCHOOLS INCREASED FUNDING.
WELL, NOT LET'S NOT DO THE INCREASE BECAUSE THAT'S MORE THAN SIX.
SCHOOL FUNDING TO STANDARD PAY SCALE, MEANING THE INDUSTRY PAY SCALE FOR OUR SAFETY.
SO STILL RELATED TO SCHOOL SAFETY? IT IS, BUT ON.
BUT YOU ADDED ANOTHER WORD FOR STANDARDS.
THAT STANDARD PAY SCALE LIKE MEANING PAY LIKE MARKET.
FOR OUR OFFICERS TO BE PAID AT MARKET.
YES. MY NUMBER ONE WAS CHANGE THE RECAPTURE LAWS.
OKAY. AND NOW WE'RE GOING TO GO BACK AROUND.
AND SO WE'LL START WITH YOU, TRUSTEE WEINBERG.
DO YOU HAVE ANY OTHERS THAT YOU WANT TO ADD OR THAT ARE NOT LISTED ON THERE? LET ME CLARIFY. ALL THE ONES YOU DO HAVE THAT ARE ALREADY UP HERE.
I HAVE I HAD SPECIAL ED AS WELL.
I THINK MINE WAS EMPOWER EXCEPTIONAL STUDENT SERVICES WITH ADDITIONAL FUNDING.
SO THAT INCLUDES SPECIAL GIFTED DYSLEXIC KIND OF THE WHOLE GAMUT.
CATEGORICAL WEIGHTS I THINK IS WHAT WE MIGHT WANT TO HAVE UP THERE FOR SPECIAL ED DYSLEXIA.
ALL STUDENTS REQUIRE SPECIAL SERVICES.
OH. BOOST BILINGUAL EDUCATION FUNDING VIA ALLOTMENT AND DUAL LANGUAGE WAITING.
YEAH. OKAY, THAT WAS THAT ONE.
DID WE SAY THAT ONE YET? YEAH.
GREAT. AND THEN INCREASE IN INDEXED BASIC ALLOTMENT.
ANY THAT WE'RE LEAVING OUT. YEAH.
CHANGING THE HEALTH CARE REQUIREMENTS.
YOU KNOW, LIKE SOME TEACHERS, THEY'RE NOT ABLE TO LEAVE THE SYSTEM THAT THE STATE HAS IN PLACE.
I NEED TO. EXPLAIN THAT TO ME A LITTLE BIT MORE.
OH, SO THE STATE REQUIRES BASICALLY IT'S HARD FOR US TO, FOR TEACHERS OR I'M HOPING I'M SAYING THIS CORRECTLY FOR US TO COMPETE FOR BIDS.
[01:35:05]
YEAH, TO COMPETE FOR BIDS WHEN IT COMES TO HEALTH CARE BECAUSE OF THE STATE RULES OR.OKAY. THANK YOU. AND THEY CAN'T DO THE GOVERNMENT HEALTH CARE, RIGHT.
WHICH IS CHEAPER? TRUSTEE WHITE.
MINE IS A TEACHER SALARY INCREASES.
YEAH. SO FIRST OF ALL, THE OTHER ONES UP HERE THAT I'VE ALREADY SAID OR WRITTEN DOWN WERE THE SCHOOL SAFETY FUNDING SCHOOL SAFETY THE INDEX FOR INFLATION, THE PRE-K THREE AND FOUR.
AND THEN THE ONLY OTHER ONE THAT I HAVE THAT IS NOT REPRESENTED HERE WOULD BE TO IMPROVE ALIGNMENT OF THE ACCOUNTABILITY SYSTEM IMPROVE ALIGNMENT OF ACCOUNTABILITY SYSTEM.
THIS IS A FORMER ELEMENTARY SCHOOL TEACHER.
YES. THIS IS A FORMER HIGH SCHOOL TEACHER.
SO CAN WE PUT THIS ALL IN ORDER FOR WEIGHTS? YEAH. WELL, I MEAN, WEINBERG SAID IT AND IT'S.
YEAH, YEAH, YOU HAVE IT OVER THERE.
AND WE'LL COMBINE SOME OF THESE IN JUST A MOMENT.
YEAH. MY TOP FIVE PRIORITIES ARE ON THERE, AND I THINK WE'VE CHECKED THEM OFF EARLIER, SO THANK YOU.
SO I HAVE A COUPLE OF OBSCURE ONES.
CREATE, ADD AN ENFORCEMENT MECHANISM TO THE TRI-AGENCY INITIATIVE SO THAT THE INITIATIVE IS THE REQUIREMENT FOR THE LAST LEGISLATIVE SESSION THAT THE WORKFORCE COMMISSION TEA ARE SUPPOSED TO PARTNER TOGETHER, AND THE TEXAS HIGHER EDUCATION COORDINATING BOARD TO SHARE DATA ABOUT WORKFORCE OUTCOMES.
AND THAT'S BEEN IN THE STATUTE, AND THEY'VE NOT DONE IT FOR SEVERAL YEARS NOW.
AND BECAUSE THERE'S NO THERE'S NO CONSEQUENCE IF THEY DON'T.
SO I'D LIKE TO ADD THAT OBSCURE ONE FOURTH AGENCY INITIATIVE.
INITIATIVE. AND I HAVE A COUPLE OF OTHER OBSCURE, NOT NECESSARILY OBSCURE ONES.
SO I'D LIKE TO KNOW IF THAT'S INCREASING THE EARLY EDUCATION ALLOTMENT.
BUT I'D LIKE THE STATE TO FUND FULL PRE-K FOR EVERYONE.
THAT'S RIGHT. I THINK WE HAVE THAT ONE UP THERE.
BUT I'M GOING TO ADD FOR ALL FOUR.
TRUSTEE FOREMAN IS ALWAYS LIKE, HOW DO WE GET STUDENTS WHO DON'T MEET THAT CRITERIA? RIGHT. OKAY.
ELIGIBLE. AND SO ULTIMATELY, IT'S THIS FUND THREE AND FOUR YEAR OLDS ALL DAY AND EVERYONE.
I DON'T NECESSARILY KNOW IF IT SHOULD GO ON THE BOARD.
SO THERE'S A FULL ALIGNMENT ACROSS TEKS CURRICULUM AND STAAR, AND I DON'T KNOW IF THERE'S ANY REQUIREMENTS ON TO MEASURE THEIR ALIGNMENT OF THEIR TESTS TO TEKS AND TO REPORT ON THAT SO THAT THE PUBLIC IS TOLD, HEY, THIS YEAR WE GOT IT RIGHT.
AND, AND I WOULD BE INTERESTED TO SEE IF WE COULD.
REQUIRE ASSESSMENT AND REPORTING OF ALIGNMENT OF STANDARDIZED ASSESSMENTS TO TEKS.
TRUSTEE FOREMAN. SO, I HAVE A COUPLE OF OTHER ONES, SINCE I ONLY GOT TO GIVE ONE TO START WITH.
YOU GOT TO INCREASE BASIC ALLOTMENT.
OKAY. THEN FUNDING FOR TEACHER FUNDING FOR TEACHER RETENTION.
SO SEPARATE. RIGHT FROM COMPENSATION.
AND THE LAST ONE WE DON'T REALLY DO VERY MUCH ABOUT BUT IT'S COSTLY TO US.
IS INCREASED FUNDING FOR TRANSPORTATION? INCREASED FUNDING FOR TRANSPORTATION.
[01:40:01]
AND THAT MAY BE IN IN OUR CATEGORICAL WEIGHTS.OKAY. ARE THERE ANY OTHERS THAT ARE BURNING THAT ANYBODY NEEDS TO PUT UP ON THE WALL? WE'VE GOT A LOT.
I'LL JUST I WANT TO ON THE TRUSTEE INITIATIVE PART OF IT.
ANOTHER WAY TO SAY THAT IS JUST BETTER DATA ACCESS.
SO YOU CAN THAT'S A MORE CONCEPTUAL WAY TO FRAME IT RATHER THAN BEING A SPECIFIC.
WELL, I JUST THROW IT UP TO THE GUY WHO'S WRITING IT TO THINK ABOUT IT.
ONE MAN OR WOMAN ALSO ADDITIONAL FUNDS FOR SUPPORT STAFF, I'M SORRY TO SAY IT ONE MORE TIME.
AND JUST TO CLARIFY, FROM OUR PERSPECTIVE, FUNDING TO THE BASIC ALLOTMENT GIVES SCHOOL DISTRICTS THE FLEXIBILITY TO DIRECT FUNDING TO WHERE IT NEEDS TO GO. SO THAT COULD GO TO SCHOOL SAFETY.
THAT COULD GO TO TEACHER COMPENSATION.
THAT COULD GO TO OTHER STAFF MEMBER COMPENSATION AS WELL.
OKAY. NOW, DOCTOR LEAR PUT UP THE ONES FROM OUR ADMINISTRATIVE TEAM, WHICH ARE THE ONES ON THE FAR LEFT. THE FIRST FOUR, THOSE WERE WHAT WE CAME UP WITH.
EXPLAIN. RIGHT. AND IN THE CATEGORICAL WEIGHTS ARE WHAT YOU ALL HAVE DISCUSSED, SUCH AS BILINGUALS SUCH AS DYSLEXIA, SUCH AS GIFTED AND TALENTED, SUCH AS YOU KNOW, TRANSPORTATION, ALL OF THOSE KINDS OF WEIGHTS.
THEY'RE UP THERE. WE'RE GOING TO USE THESE SIX DOTS.
AND YOU EACH OF YOU HAVE RECEIVED SIX.
YOU CAN SPLIT THEM UP ANY WAYS THAT YOU WANT TO DO IT.
YOU CAN DO THREE AND 3 OR 2, TWO AND TWO OR HOWEVER YOU WANT TO DO IT.
SHOULD WE DO THAT? YOU WANT. OH, YOU WANT TO LEAVE THOSE UP THERE? OKAY. OKAY.
SO SHOULD WE COMBINE THEM FIRST? SHOULD WE? SHOULD WE BREAK THEM DOWN? SO THAT WAY WE'VE GOT WE'VE GOT INCREASED FUNDING FOR SAFETY AND WE'VE GOT THAT UP THERE ON THAT SIDE.
IF EVERYBODY WHO GAVE SAFETY AGREES THAT WE CAN COMBINE IT, THEN WE CAN COMBINE IT.
SO FOR INSTANCE, READ OUT LOUD JOHN FOR THE MIC TO PICK UP.
AND THAT SAYS SUPPORT AND FUNDING FOR SCHOOL SAFETY.
AND THAT SAYS MARKET SALARIES IN SAME THING.
RIGHT. SO THE TWO TRUSTEE WHAT YOU GAVE ME ONE.
SO ARE WE ALL GOOD IF I, IF WE COMBINE THESE TWO.
I CAN'T SPEAK FOR THE OTHER THREE, BUT I AM.
EVERYBODY OKAY WITH THAT? I'M GOOD. SO YEAH, JUST CIRCLE THAT ONE AND THEN.
OKAY. I HAVE A QUESTION ABOUT ONE POINT OF INFORMATION OR WHATEVER IT IS.
BUT WHEN WE WHEN THE ADMINISTRATION SAYS REVISE ACCOUNTABILITY A THROUGH F RATINGS, CAN THEY EXPLAIN A LITTLE BIT ABOUT WHAT THEY MEAN BY THAT PHRASE? SURE. TRUSTEE.
YOU WERE THE ONE WHO WAS PUSHING FOR THE REVISION OF ACCOUNTABILITY A THROUGH F RATINGS.
TRANSPARENCY. YOU ALSO TALKED ABOUT TRANSPARENCY, I THINK.
YEAH. GO AHEAD, ANGIE, BUT WE TALKED ABOUT THAT FOR A THROUGH F, MORE ACCURATELY REFLECTING THE WORK THAT IS ACTUALLY HAPPENING ON CAMPUSES.
BECAUSE IT IS SUCH A COMPLEX, IT'S WEIGHTED BASED ON NUMBER OF STUDENTS YOU HAVE.
THERE'S A LOT OF DIFFERENT IT'S NOT JUST HERE, YOUR SCORE.
IN OTHER WORDS, WE ACTUALLY COULD HAVE SCHOOLS THAT HAVE HAD INCREASES, BUT BECAUSE OF THE WAY CERTAIN PARTS OF THE RATINGS ARE WEIGHTED, YOU COULD ACTUALLY HAVE NO CHANGE TO THE LETTER GRADE AND ACTUALLY HAVE HAD INCREASES IN SOME CERTAIN DOMAINS BECAUSE THERE'S DOMAIN
[01:45:08]
ONE, THERE'S TWO A, TWO B AND THREE.WE DO BELIEVE IN ACCOUNTABILITY.
WE ALSO THINK I MEAN I'M GOING TO MAKE IT VERY SIMPLISTIC.
AND RIGHT NOW IT DOESN'T COME ACROSS AS FAIR.
AND THEN THERE'S THE TRANSPARENCY.
YEAH. THE PIECE AROUND TRANSPARENCY IS AROUND KNOWING THE RULES BEFORE YOU IMPLEMENT.
SO IF I'VE BEEN TELLING A KID ALL YEAR LONG, YOU NEED TO MAKE A 70.
THEN AFTER THE TEST IS SCORED, THEY SCORES TO SAY THAT THIS YEAR TO PASS THE TEST, IT WAS AN 80.
ANOTHER ONE IS THE ACCOUNTABILITY MANUALS, OVER 300 PAGES LONG.
IT ALSO GETS PUBLISHED AFTER WE'VE TAKEN THE ASSESSMENT.
SO, THE YOU KNOW, AS I UNDERSTAND, YOU KNOW, DOMAIN ONE IS RAW ACADEMIC ACHIEVEMENT.
DOMAIN TWO IS GROWTH OR COMPARISON TO OTHER RELATIVE SCHOOLS.
AND THREE IS CLOSING THE GAPS, IF I UNDERSTAND RIGHT.
ARE THERE SPECIFIC COMPONENTS OF THAT THAT THE ADMINISTRATION WOULD LIKE TO SEE? WOULD YOU LIKE IT TO BE MORE FOCUSED ON RAW SCORES, MORE FOCUSED ON CHANGES, OR JUST SIMPLER IN GENERAL? BECAUSE IT'S COMPLICATED.
IS IT MORE OF A CONCEPT OF IT'S JUST TO GET COMPLICATED, OR ARE THERE SOME, SOME FUNDAMENTAL, UNFAIR WAYS IN WHICH IT'S DONE THAT YOU'D LIKE TO SEE CHANGED? NO, THERE'S STILL EVEN WITH TWO A AND TWO B YOU'RE COMPARING A GROUP OF SCHOOLS THAT ARE ONE IS ACTUAL GROWTH.
SO DID STEPHANIE DO BETTER THIS YEAR THAN SHE DID LAST YEAR.
AND THAT'S TWO A AND IN TWO B IT'S STEPHANIE IS OUT OF SCHOOL.
BUT THE GROUP OF SCHOOLS THEY'RE COMPARED TO DID WORSE THAN THE SCHOOLS THEY'RE BEING COMPARED TO.
IT'S JUST TOO COMPLEX AND IT'S NOT THE SAME.
AND SO ONE YEAR I COULD GET MY POINTS OFF OF DOMAIN TWO A, THE NEXT YEAR IT'S OFF OF TWO B.
AND SO I'M ALSO NOT GETTING APPLES TO APPLES COMPARISONS ONE YEAR TO THE NEXT.
THANK YOU. SO I THINK I HAD THE OTHER ONE ON THE ALIGNMENT OF THE ACCOUNTABILITY SYSTEM AND LISTENING TO THIS, TRYING TO DECIDE IF THEY COULD BE COMBINED.
I THINK RIGHT NOW SOME OF THESE ARE YOU GET THE BETTER OF THE TWO SCORES.
YOU GET THE BETTER OF TWO A OR TO B, WHICHEVER ONE'S BETTER IN THAT YEAR.
BUT YEAH IT MIGHT CHANGE BECAUSE YOU MIGHT BE BETTER ON THE OTHER ONE.
AM I HEARING THE RECOMMENDATION IS TO NOT ALLOW FOR THE BETTER? NO, I'M SAYING IT'S NOT STANDARD FROM YEAR TO YEAR.
RIGHT. OKAY. I GUESS I DON'T SEE HOW THOSE TWO THOSE TWO ARE MUTUALLY EXCLUSIVE IN MY MIND.
THEY EITHER CHANGE WITH ONE IS BETTER, OR WE HAVE ONE METHOD IS THE HEART OF THIS BECAUSE I HAVEN'T HEARD LIKE THIS, LIKE ANY SPECIFIC CHANGES HERE THAT WE'D BE REQUESTING IS THE HEART OF THIS, BECAUSE I THINK I COULD GET BEHIND COMBINING THEM.
IF THE LANGUAGE IS SIMPLIFY AND IMPROVE ALIGNMENT OF ACCOUNTABILITY SYSTEM, THAT WOULD MATCH MINE.
NOW THEN THERE'S A LOT OF QUESTIONS ON HOW DO YOU DO THAT TO MAKE IT STILL MEANINGFUL AND FAIR, BUT I COULD GET BEHIND THAT COMBINATION IF THAT IS THE HEART OF THIS AND I GET THE TRANSPARENCY THING ALSO, THAT COULD BE A ONE YEAR TRANSPARENCY THING DURING THE ACCOUNTABILITY RESET, BECAUSE ONCE IT'S SET, IT'S SUPPOSED TO STAY FOR FIVE YEARS.
SO THOSE CUT SCORES SHOULDN'T CHANGE IN MY UNDERSTANDING.
BUT ALL RIGHT, SO YOU SAID SIMPLIFY.
IF IT SIMPLIFY AND IMPROVE ALIGNMENT OF I'LL ASK OUR TEAM ACCOUNTABILITY SYSTEM.
IF THEY'RE GOOD WITH THAT THEN WE'LL DO THAT I'M GOOD WITH THAT OKAY.
OUR BIGGEST I MEAN SIMPLIFY IS SIMILAR TO MAKE IT TRANSPARENT.
YOU JUST SAID THEY CHANGE IT FOR FIVE YEARS AND THEY DON'T TOUCH IT.
BUT THEY'VE CHANGED IT EVERY YEAR.
SIMPLIFY AND IMPROVE ALIGNMENT.
RIGHT. SO SIMPLIFY I WANT TO USE YOUR WORDS TRUSTEE MACKEY AND IMPROVE ALIGNMENT.
[01:50:03]
IMPROVE ALIGNMENT OF ACCOUNTABILITY RATINGS AND IMPROVE ALIGNMENT OF ACCOUNTABILITY.DOES THAT TAKE OUT ANY OF THE OTHERS THAT ARE THAT HAVE ALREADY BEEN LISTED? I MEAN, I THINK IF YOU SIMPLIFY IT, I THINK YOU GET I THINK YOU NEED TO LEAVE TRANSPARENCY.
OKAY. AND THE REASON I FEEL YOU NEED TO LEAVE IT IS BECAUSE THAT'S FINE IF THERE IS, BECAUSE THE WAY IT WAS EXPLAINED TO ME IN THE PAST, WE GOT THE TEST AND THAT WAS IT.
SO AND THEN I FROM WHAT CHIEF GAYLORD JUST MENTIONED, SHE'S MENTIONING, SHE MENTIONED THAT THE INFORMATION WAS PUBLISHED AFTER THE ASSESSMENT HAD BEEN TAKEN.
SO IF THEY'RE NOT GETTING THE INFORMATION IN A TIMELY MANNER AND THE RULES OF THE GAME KEEP CHANGING AS YOU GO ALONG, HOW CAN YOU PLAY THE GAME FAIRLY IF YOU'RE NOT BEING TOLD THAT THE RULES ARE CHANGING? THAT'S RIGHT. SO THAT'S WHY I FEEL TRANSPARENCY NEEDS TO STAY.
THESE ARE TWO PAPERS. MAY I ASK A CLARIFYING QUESTION? YEAH. GO AHEAD. ON THE INCREASED CATEGORICAL WEIGHTS, WHEN YOU LUMP EVERYTHING INTO CATEGORICAL, DOES THAT MEAN YOU'RE NOT ADVOCATING FOR ANYTHING? JUST SAYING. WHAT DOES THAT MEAN? WE WOULD THAT WE WOULD ACTUALLY OUTLINE THEM EACH INDIVIDUALLY.
WE WOULD LIST SPECIAL EDUCATION BILINGUAL STATE COMPENSATORY ED.
WE WOULD LIST EACH ONE SIMILAR TO WHAT YOU SAW WITH THE TUC, TEXAS URBAN COUNCIL.
THAT'S RIGHT. WELL, SINCE WE'RE AND I HAVE A QUICK QUESTION, BECAUSE IT WAS MENTIONED HB3 PASSED.
SO IF WE LUMP THAT INTO THE, THE, THE FUNDING THAT WE NORMALLY WOULD. SHOULDN'T THAT BE KEPT SEPARATELY OR.
I MEAN, I'M JUST BECAUSE THAT WAS MY CONCERN WITH THAT.
AND I MAY HAVE CONFUSED YOU BY TALKING ABOUT TWO DIFFERENT HB3S.
THERE WAS AN HB 3 IN 2019 WHICH RAISED THE BASIC ALLOTMENT AND NOTHING.
WE HAVE NOT SEEN ANY INCREASE IN THE BASIC ALLOTMENT SINCE THEN.
THERE IS AN HB3 THAT PASSED LAST SESSION ON SCHOOL SAFETY.
SO THAT AND THAT IS THE ONE TO I WANTED TO JUST MENTION BECAUSE IT WAS SAFETY.
RIGHT. AND SO I'M SAYING WHY SHOULD WE.
FOR ACTUALLY, YOU KNOW, LEARNING AND TEACHER AND WHAT HAVE YOU.
CORRECT. AND THAT COULD BE ADDRESSED THROUGH THE BASIC ALLOTMENT AS WELL.
BUT THEY I, I DO GET THE SENSE THAT THEY'RE GOING TO DO A SEPARATE SAFETY ALLOTMENT OR AN INCREASE TO THE SAFETY ALLOTMENT BECAUSE THERE IS A THERE IS A SAFETY ALLOTMENT THAT THEY HAVE RIGHT NOW.
WE AS A SCHOOL DISTRICT, ACCORDING TO CHIEF RAMOS, IS $257 PER CHILD.
IS WHAT WE PAY FOR SCHOOL SAFETY.
WHEN WE RECEIVE $10 PER CHILD.
AND RIGHT NOW, TRUSTEE WHAT WE DO HAVE IT SEPARATE.
RIGHT NOW, WE HAVE THAT LISTED AS A CHOICE FOR YOU TO HAVE AS WELL AS INCREASE BASIC ALLOTMENT.
AND CAN WE TAKE OUT THE REQUIRE STATE ASSESSMENT ALIGNMENT REPORT.
SINCE WE HAVE THIS THAT IS IT'S A DIFFERENT IT'S DIFFERENT.
I'M NOT SURE IT'S DIFFERENT BUT IT'S A DIFFERENT CONCEPT.
WHAT WOULD THE. WHAT WOULD THAT BE BESIDES DYSLEXIA, SPECIAL ED, WOULD THAT INCLUDE THINGS LIKE TRANSPORTATION? NO. TRANSPORTATION ALLOTMENT IS SEPARATE.
ARE THERE ANY OTHERS THAT WE SHOULD THAT WE SHOULD NARROW DOWN? OH, DAN. MR. TRUSTEE MICCICHE. YEAH.
I WANTED TO SHARE SOMETHING THAT CAME OUT OF THE REGION TEN TRUSTEES MEETING EARLIER THIS YEAR, AND TRUSTEE WHITE WAS THERE, AND IT WAS REALLY A RECOGNITION THAT THE BIGGEST THING WE WOULD BE ASKING FOR WOULD BE AN INFLATION ADJUSTMENT, THAT THAT'S WHERE WITH 20% INFLATION, YOU KNOW, WE NEED BASICALLY 20% MORE FUNDING THAN WE'VE GOT TO GET TO GET
[01:55:09]
EVEN. AND SO WE HAD GONE THROUGH THIS INCREASE, THIS.INCREASE THAT, INCREASE THIS OTHER THING.
AND WHAT WE WERE REALLY SAYING IS ALL OF THESE ITEMS NEEDED TO BE ADJUSTED FOR INFLATION.
SO WHEN LANCE SUGGESTED INCREASE THE BASIC ALLOTMENT TO INFLATION, THERE ARE OTHER THINGS THAT WERE THAT WE ALREADY NEED ADJUSTMENTS FOR INFLATION TOO, RIGHT? WE DON'T WANT JUST THE BASIC ALLOTMENT INCREASE TO INFLATION BUT NOT THE WEIGHTS.
RIGHT. WE WANT THE WEIGHTS TO BE INCREASED.
WE WANT ALL THE THINGS THAT, YOU KNOW, ARE CURRENTLY BEING FUNDED TO BE INCREASED TO INFLATION.
RIGHT. AND IT'S ALSO THE KIND OF REQUEST THAT IS REALLY QUITE SIMPLE.
AND IT'S AND IT'S ALL IT'S SIMPLE.
WE PUT WE PUT, YOU KNOW, 500 MILLION HERE.
SO I THINK WE CAN REALLY FOCUS FIRST ON, YOU KNOW, THE INFLATION ADJUSTMENT.
WE NEED EVERYTHING THAT HAS ALREADY BEEN FUNDED TO BE ADJUSTED FOR INFLATION.
AND THEN THERE ARE OTHER ITEMS THAT WEREN'T FUNDED THAT NEEDED NEED THAT NEED TO BE FUNDED.
THAT'S KIND OF LIKE NEW NEW ITEMS TO BE FUNDED, WHICH WOULD BE, YOU KNOW, FULL DAY PRE-K FOR PRE-K THREE OR SOMETHING, SOMETHING LIKE THAT. BUT IT TOOK US.
IT TOOK US, YOU KNOW, AN HOUR AND A HALF TO REALLY GET TO THE REALIZATION THAT IF WE JUST ASK FOR, YOU KNOW, FUND X, FUND Y FUND W, AND OR MORE FUNDING FOR THOSE, WELL, REALLY WHAT WE NEEDED WAS INFLATION ADJUSTMENTS FOR IT.
BUT WE ALSO PUT OURSELVES IN THIS DISADVANTAGE WHERE INSTEAD OF JUST BEING REASONABLY ASKING FOR AN INFLATION ADJUSTMENT, THEY CAN COME BACK, THE LEGISLATURE CAN COME BACK, AS I SAID, AND, AND SIMPLY SAY, WELL, HERE'S SOME MORE MONEY FOR THAT.
HERE'S SOME MORE MONEY FOR THAT.
HERE'S SOME MORE MONEY OVER HERE.
AND NONE OF THAT WOULD ADD UP.
WHEN WOULD TOTAL THE AMOUNT OF INFLATION? SO STRATEGICALLY, IT SEEMS THAT IT'S SO MUCH BETTER TO MAKE THE REASONABLE REQUEST FOR INFLATION THE INFLATION ADJUSTMENT.
ADD ON THE OTHER THINGS THAT HADN'T BEEN FUNDED AS, AS A REQUEST AND NOT PUT THE STATE IN THAT POSITION, THE LEGISLATURE IN THAT POSITION TO SAY THAT THEY'RE DOING A WHOLE LOT WHEN THEY'RE REALLY DOING LESS THAN INFLATION.
THANK YOU. TRUSTEE. MR. [INAUDIBLE] GO AHEAD.
PRESIDENT, MR. MACKEY YOU HAVE YOUR LIGHT ON.
SUGGEST ONE MORE COMBINATION HERE.
I SEE FUNDING FOR TEACHER RETENTION.
I PUT ON INCREASED TEACHER FUNDING, INCREASED TEACHER COMPENSATION.
AND I SAID THROUGH TIA, BUT I'M FINE DROPPING THAT AND I SEE INCREASED TEACHER SALARIES.
OKAY. AND YOU DROPPING THE TIA SURE.
I'LL LEAVE THE HOW TO HOW WE FIGURE OUT HOW TO DO IT.
ARE THERE ANY OTHERS THAT WE SHOULD NARROW DOWN FOR YOU? TAKE YOUR DOTS AND PUT THEM UP THERE.
WELL, I HAVE A QUICK QUESTION.
ONE IS WE ALSO GET FEDERAL FUNDING THAT IS FUNNELED INTO THE STATE.
ARE THEY HOLDING ON TO THAT MONEY AS WELL OR IS THAT SO WE DEFINITELY GET THAT IMMEDIATELY? OKAY. THAT WAS ONE OF MY QUESTIONS.
THE NEXT QUESTION IS I DEFINITELY WELL, THIS IS A COMMENT.
I DEFINITELY AGREE WITH WHAT TRUSTEE MICCICHE SAID AND I ALSO WANT TO GIVE OUT AN ACCOLADE, BECAUSE ONE OF THE THINGS THAT WAS MENTIONED AT THE MEETING WAS TO FUND FUNDING FOR HOMELESS STUDENTS AND WE ALREADY DO THAT.
WE DO A GREAT JOB AT THAT, BUT WE WOULD STILL LIKE MORE MONEY TO DO MORE.
ONE THING THAT IS VERY, VERY IMPORTANT IS RECAPTURE.
AND I DON'T KNOW IF YOU GUYS FEEL THAT THAT'S GOING TO BE A LOSING BATTLE FOR US.
AND IT MAY BE BECAUSE THIS HAS BEEN GOING ON FOR PROBABLY OVER 20 YEARS OR MORE.
[02:00:08]
THE GOVERNMENT TRULY FUNDS THOSE SCHOOLS IN TEXAS THAT DON'T MAKE AS MUCH AS URBAN, LARGE URBAN DISTRICTS WE WOULD BE OKAY.I THINK WE WOULD BE PRETTY OKAY.
BUT AND I UNDERSTAND THE COMPLEXITY OF THIS THAT HAS BEEN GOING ON FOR A LONG TIME.
BUT TO ME, I THINK IT'S SOMETHING THAT THEY NEED TO GET IT GET IT DONE RIGHT.
OKAY. SO TRUSTEES I'M SORRY, ONE SECOND.
SO IF YOU HAVE A COMMENT ON COMBINING ON THE ON THOSE THINGS I'LL GO TRUSTEE CURRIE, THEN GO TRUSTEE FOREMAN.
MR. CURRIE. SO IF YOU'LL JUST ADD TO THE ONE WE WROTE, INCREASE ALL SCHOOL FUNDING FOR INFLATION, ADD AND INDEX, YOU CAN GET RID OF THE ONE I WROTE AT THE TOP AND INDEX. YEAH, SO INCREASE ALL SCHOOL FUNDING FOR INFLATION, OR ADJUST ALL SCHOOL FUNDING FOR INFLATION AND INDEX THAT WOULD CAPTURE THAT CONCEPT, I WOULD SUGGEST.
I DON'T KNOW IF AMPLIFY COMPENSATORY FUNDING FITS WITHIN THAT SAME CONCEPT.
YOU KNOW, I CAN UNDERSTAND WHY WE MAY WANT TO SEPARATE OUT SPECIAL EDUCATION OR, YOU KNOW, OTHER.
BUT COMPENSATORY IS JUST EVERYTHING OTHER THAN BASIC ALLOTMENT, RIGHT? ISN'T THAT WHAT THAT IS? IT'S FOR AT RISK.
IT'S AT RISK. OKAY, NEVERMIND THAT.
AND THEN AFTER REFLECTING, I THINK BEN'S RIGHT.
WE CAN MARK OUT MY REQUIRED STATE ASSESSMENT ALIGNMENT TO TEK REPORT.
SO I JUST WANT TO FIRST OF ALL SAY I SUPPORT TRUSTEE WHITE AND WHAT SHE WAS SAYING ABOUT RECAPTURE.
WE'VE ONLY BEEN IN RECAPTURE FOR ABOUT FOUR, MAYBE FIVE YEARS.
BUT IT'S MILLIONS OF DOLLARS COMING OUT OF OUR GENERAL FUND, AND I DON'T KNOW IF THERE'S A SPOT UP THERE WHERE WE CAN LOOK AT THAT, BECAUSE I THINK WE SPENT 25 MILLION, MAYBE 44 MILLION WAS WHAT WE DID THIS LAST YEAR.
SO I CAN USE 44 MILLION IN MY DISTRICT.
YES. AND IF THERE IS A SPOT UP THERE WHERE WE CAN LOOK AT THAT, I DON'T KNOW, BECAUSE I CAN'T.
THANK YOU. IS IT TRUSTEE WEINBERG? I JUST WANT TO MAKE A QUICK COMMENT.
I JUST DID A QUICK BIT OF MATH, AND I THINK JUST THINKING ABOUT THIS, THE BASIC ALLOTMENT INCREASING AND INDEXING IT FOR INFLATION AND REALLY TRYING TO USE THAT BROAD CONCEPT, THAT IS, IF IT WAS EVEN AT 5%, $300 PER CHILD.
SO THAT'S A MATERIAL AMOUNT OF MONEY.
SO I WANT TO JUST SUPPORT THINKING ABOUT IT GLOBALLY BECAUSE AGAIN, IF YOU CAN GET THAT ADDRESS THAT ADDRESSES A LOT OF THE SHORTFALLS THAT WE'RE HAVING WHEN YOU LOOK AT THE SPECIFICS.
YEAH, I WAS JUST GOING TO SUGGEST ONE MORE POTENTIAL COMBINATION, WHICH THE IN DOES INCREASE FOR SPECIAL EDUCATION FUNDING.
IS THAT PART OF CATEGORICAL WEIGHTS AND IF SO, COULD WE COMBINE THOSE CATEGORICAL WEIGHTS INCLUDE SPECIAL ED DYSLEXIA BILINGUAL ESL, GT.
OH SORRY. SO STATE COMPENSATORY ED, BUT NOT TRANSPORTATION.
INTERPRETATION. RIGHT. SO THEN IN THAT CASE, IF CATEGORICAL WEIGHTS IS A BROADER VERSION THAT INCLUDES SPECIAL ED AND COMPENSATORY FUNDING, DO WE NEED TO HAVE THOSE SEPARATELY? ARE YOU OKAY WITH THAT.
WE'LL LIST THEM SEPARATELY WHEN WE ACTUALLY IF THAT BECOMES ONE OF OUR FINAL AND TRUSTEE FOREMAN, IT WAS POINTED OUT THAT AN INCREASE IN THE BASIC ALLOTMENT REDUCES RECAPTURE.
ANY OTHER COMBINATIONS? TRUSTEE MICCICHE. YEAH.
SO? SO GETTING BACK TO THE POINT I WAS MAKING EARLIER, WHEN WE WANT IF WE ASK FOR AN INFLATION ADJUSTMENT AND THEN INDEXING FOR ALL SPENDING THAT WOULD INCLUDE THE CATEGORICAL WEIGHTS.
OKAY. MR. LINDER. I'M JUST LOOKING AT HOW THEY'VE PUT ALL OF THIS TOGETHER.
[02:05:08]
ARE WE READY? ALL RIGHT.YOU CAN PUT ONE ON SIX DIFFERENT ONES.
ADJUST ALL SCHOOL FUNDING FOR INFLATION AND INDEX TWO INCREASE BASIC ALLOTMENT THREE.
INCREASE FUNDING FOR SAFETY FOUR.
FOR, SIMPLIFY AND IMPROVE ALIGNMENT AND TRANSPARENCY OF ACCOUNTABILITY.
FIVE. INCREASE CATEGORICAL WEIGHTS.
SIX. FUNDING FOR TEACHER COMPENSATION AND RETENTION.
SEVEN. ACCOUNTABILITY FOR PUBLIC DOLLARS.
EIGHT. ELIMINATE FUNDING BASED ON AVERAGE DAILY ATTENDANCE.
NINE. CHANGE HEALTH CARE REQUIREMENTS FOR TEACHERS.
TEN PRE-K THREE AND FOUR YEAR OLD FUNDING FOR FULL DAY FOR ALL STUDENTS.
12 INCREASE FUNDING FOR TRANSPORTATION.
13 ENFORCE TRI AGENCY INITIATIVE, ESSENTIALLY DATA ACCESS AND 14 OPPOSE ESAS.
TAKE YOUR SIX DOTS TO HAVE SOME FUN.
[02:13:47]
ALL RIGHT. WE ARE GOOD NOW.ARE YOU GOING TO POINT TO THEM IN ORDER? OKAY. NUMBER ONE THAT GOT THE MOST VOTES WAS INCREASE ALL SCHOOL FUNDING FOR INFLATION AND THEN INDEX IT.
THE THIRD ONE IS TO INCREASE CATEGORICAL WEIGHTS ON ALL THE ELEMENTS WE TALKED ABOUT.
SPECIAL EDUCATION, BILINGUAL, ECONOMIC, ETC..
FUNDING FOR TEACHER COMPENSATION AND RETENTION.
AND THE REST ARE LESS THAN FIVE.
AND THE REST ARE LESS THAN FIVE.
SO THOSE ARE THE FOUR THAT ELEVATED TO THE TOP.
PROBABLY CAN BE SUMMED UP BY A LARGE MONEY SIGN.
EXCELLENT, THANK YOU. AND SO WHAT WE'RE GOING TO DO IS WE'RE GOING TO PULL THESE ALL TOGETHER PUT THEM IN A DOCUMENT, SHARE THEM WITH YOU FOR THIS WEEKEND THAT YOU CAN REVIEW AGAIN. AND THEN WHEN WE BRING COME BACK TO THE BOARD MEETING LATER THIS MONTH, THEN WE WILL HAVE YOU ALL VOTE ON THESE PRIORITIES.
[02:15:06]
GREAT. THANK YOU, THANK YOU, THANK YOU TRUSTEES.SO THAT CONCLUDES ITEM SEVEN A SUPERINTENDENT'S REPORT LEGISLATIVE AGENDA.
WE WILL NOW MOVE ON TO ITEM NINE A CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE THE MINUTES.
[9. MINUTES SUBMITTED FOR APPROVAL]
THE MINUTES WILL BE AVAILABLE AT THE BOARD MEETING AT NIGHT.AND WITH THAT I'LL TURN IT BACK OVER TO OUR PRESIDENT.
OKAY. TRUSTEES THAT WE EXACTLY WHAT TRUSTEE MACKEY JUST SAID.
WE'LL MOVE TO STATUTORY ITEMS.
[10. STATUTORY ITEMS]
CONSIDER AND TAKE POSSIBLE ACTION TO APPROVE THE 89TH LEGISLATIVE AGENDA AND PROPOSED PRIORITIES.SO WE EXPECTED TO VOTE ON THIS ITEM AT THE NIGHT MEETING.
SO, TRUSTEES, WE'LL MOVE ON NOW TO AGENDA ITEM 11.
[11. POLICY UPDATES]
POLICY UPDATES.TRUSTEES, ARE THERE ANY QUESTIONS UNDER POLICY UPDATES 11 A THROUGH C.
ANY QUESTIONS? YES. TRUSTEE FOREMAN WHICH ONE? 11. AND IT SOUNDS LIKE IT WAS 11A.
I'M SORRY 11 C, 11C, ANYTHING BEFORE 11 C OKAY.
SEEING NOTHING BEFORE 11C, 11C, TRUSTEE FOREMAN.
THANK YOU. SO, I'M ON OF COURSE, PAGE ONE OF ONE, AND THE ONLY QUESTION THAT I HAVE IS REGARD TO AND ACTUALLY, I THINK THIS IS A GOOD IDEA AND SHOULD HAVE BEEN THOUGHT OF BEFORE NOW. BUT IN THE SECOND PARAGRAPH WE TALK ABOUT THE PRINCIPAL OR DESIGNEE SHALL CONVENE THE STUDENT SUPPORT TEAM, BUT WE DON'T MENTION THE CLINICIAN.
IT SAYS OF A STUDENT HOMEBOUND TEACHER AND THE PARENT OR GUARDIAN.
THE STUDENT CONSIDERS THE NECESSITY OF PROVIDING GENERAL EDUCATION AT HOME, BUT IT'S THE AT LEAST THE CAMPUS ADMINISTRATOR, A TEACHER OF THE STUDENT, A HOMEBOUND TEACHER.
AND IT JUST DOESN'T MAKE SENSE THAT WE DON'T HAVE A CLINICIAN LISTED IN THERE.
WHAT DO YOU THINK? I THINK WE CAN ADD IT BECAUSE THIS IS FOR OUR GENERAL ED POPULATION.
SO IT'S A 504 COMMITTEE MEETING THAT'S USUALLY HOW.
I UNDERSTAND WHAT IT IS, BUT IN MANY CASES, OUR PRINCIPLES CANNOT LEAD THOSE 504S, AND CLINICIANS DO AN EXCELLENT JOB, SUPERINTENDENT. I'VE HAD SEVERAL.
YEAH, I NEED THE PRINCIPAL, THOUGH LEGALLY HAS TO BE RESPONSIBLE FOR THE.
I UNDERSTAND THAT I DIDN'T SAY THAT THE CLINICIAN BE RESPONSIBLE.
I SAID THAT A CLINICIANS NAME A CLINICIAN BE IN THE MEETING BECAUSE THE PRINCIPAL DOESN'T HAVE ALL OF THE INFORMATION IN TERMS OF THE SPECIAL ED MEETINGS, THE 504S AND THOSE KINDS OF THINGS.
SO THIS IS I WANT TO JUST BACK UP FOR JUST A MINUTE.
THIS IS TO ENSURE STUDENTS WHO HAVE BEEN ELIGIBLE FOR HOMEBOUND.
RIGHT? WE NOW KNOW WE NOW KNOW THAT IT CAN BE PHYSICAL HEALTH OR PSYCHOLOGICAL, AND WE WANTED TO SPECIFICALLY INSERT THAT INTO THE STATEMENT.
AND SO WELL, WE HAVEN'T DONE ANY OF THESE YET.
YEAH. WE HAVE NOT DONE A HOMEBOUND ASSIGNMENT.
OKAY. WELL, I'LL GET WITH OUR TEAM.
I'D BE INTERESTED TO KNOW WHAT CAMPUS THAT ONE HAS OCCURRED.
SO THERE MAY OR MAY NOT THOUGH YOU COULD HAVE A STUDENT.
SO I WOULDN'T WANT TO REQUIRE A CLINICIAN WHO IS NOT FAMILIAR WITH THE STUDENT.
HOWEVER, IF THERE IS A CLINICIAN WHO IS FAMILIAR WITH THE STUDENT, WE COULD CERTAINLY INSERT THAT IF THERE'S A CLINICIAN WHO'S FAMILIAR WITH THE STUDENT, WE COULD ADD THAT INTO THE COMMITTEE.
I WOULD NOT BE OPPOSED TO THAT.
THAT WOULD OBVIOUSLY HELP MAKE BETTER DECISIONS WITH REGARD TO THE SERVICES.
IN FACT, A PARENT COULD SAY I NEED MY CHILD CONSIDERED BECAUSE OF THIS.
SO I THINK THAT THAT REQUEST CAN CERTAINLY BE JUST MAKE SURE THE WORDING IN THERE IS, YOU KNOW, WHERE APPROPRIATE THAT THE CLINICIAN WOULD BE MORE TO THE COMMITTEE THAT ARE FAMILIAR WITH THE STUDENT.
[02:20:03]
THE BETTER DECISIONS WE MAKE.IT IS IMPLIED BECAUSE IT SAYS AT LEAST, AND THAT'S THE BARE MINIMUM TO CONVENE AN SST MEETING.
SO LOOK AT THAT WORDING WHERE APPROPRIATE, AND THEN MENTION SPECIFICALLY AN EXAMPLE WOULD BE A CLINICIAN, BECAUSE MAYBE THERE ARE EVEN OTHER STAFF MEMBERS THAT ISN'T A CLINICIAN THAT MIGHT BE APPROPRIATE FOR THEM TO BE A PART OF THIS.
WE'LL MOVE ON TO CHIEF OF STAFF DIVISION.
ARE THERE ANY QUESTIONS? UNDER CHIEF OF STAFF DIVISION.
[13. CHIEF OF STAFF DIVISION]
THAT IS 14 A OR 15 A? OKAY. SEEING NONE, TRUSTEES WILL MOVE TO ACADEMICS AND TRANSFORMATIONS.I HAD A REALLY QUICK QUESTION ON 15.
OKAY, 15A, 15 TRUSTEE WEINBERG.
ARE THE INTERNS PAID? I JUST IT WASN'T CLEAR ON THAT.
[16. ACADEMICS AND TRANSFORMATION DIVISION]
ACADEMICS AND TRANSFORMATION DIVISION.ARE THERE ANY QUESTIONS ON THEIR ACADEMICS AND TRANSPORTATION DIVISION, WHICH IS 17 A THROUGH L.
TRUSTEES WILL GO NOW TO AGENDA ITEM 18, SCHOOL LEADERSHIP DIVISION.
[18. SCHOOL LEADERSHIP DIVISION]
ARE THERE ANY QUESTIONS UNDER SCHOOL LEADERSHIP DIVISION 19 A OR B? 19 B 19 B TRUSTEE FOREMAN.CHIEF. I KNOW YOU'VE BEEN WORKING.
YOU'VE BEEN WORKING ON THIS FOR A WHILE.
HOW MANY STUDENTS DO WE ESTIMATE WILL BE GOING THROUGH THIS PROGRAM? WE PROJECT WE PLAN FOR ABOUT 240.
I THINK THIS YEAR IS 246 STUDENTS, BUT IT'S ON AVERAGE 240 STUDENTS A YEAR.
AND ARE THEY ALL GOING TO BE AT ONE LOCATION? NO. SO THE WE HAVE WE PROJECT FOR 240, BUT I THINK ON AVERAGE WE'RE ABLE TO.
AND JACK, YOU CAN JUMP IN WITH WE ARE ABLE TO PROBABLY RECAPTURE ABOUT 35 TO 40 STUDENTS.
AND THEN WE HAVE THERE AT THE NIGHT TIME RECONNECT CENTERS.
THEY'RE NOT RECONNECTS, WHAT ARE THEY CALLED? EVENING ACADEMY. EVENING ACADEMIES ARE LOCATIONS THROUGHOUT THE DISTRICT.
AND HOW DOES A STUDENT GET IN THE EVENING ACADEMY? SO THE PATH OF DOCUMENTATION AGAIN BEGINS WITH THE COUNSELOR.
SO THESE STUDENTS ARE MEETING WITH THE COUNSELOR.
AND THE COUNSELOR IS DETERMINING THE BEST FIT OPTION FOR THE STUDENT.
I THINK IT'S AN EXCELLENT IDEA.
AND THANK YOU TRUSTEES, FOR THE DISCUSSION ON THAT.
OKAY. TRUSTEES WILL MOVE NOW TO SCHOOL LEADERSHIP DIVISION.
ARE THERE ANY QUESTIONS? UNDER SCHOOL LEADERSHIP DIVISION 19 A OR B? 21 A.
OH IS THAT WHAT I JUST DID? WHAT WAS I DOING? SORRY, I JUST DID THAT.
[20. INFORMATION TECHNOLOGY DIVISION]
TRUSTEE FOREMAN, YOU SAID 21A? OKAY, 21A.IS JUST A QUICK QUESTION AND YOU CAN PROVIDE IT IN THE TRACKER.
WHAT OTHER PURCHASE ORDERS OR CONTRACTS DO WE HAVE FOR SOFTWARE OTHER THAN THIS PARTICULAR ONE, OR IS THIS THE ONLY ONE? THIS IS THE GENERAL SOFTWARE CONTRACT.
I KNOW THERE'S A TEACHING AND LEARNING SOFTWARE CONTRACT, BUT I CAN GET THAT INFORMATION AND PROVIDE IT, THANK YOU SO MUCH.
I'M SORRY I HAVE A QUICK QUESTION.
IT'S 21A TRUSTEE WHITE? YES, 21A. 21A, TRUSTEE WHITE.
CAN YOU ALSO PROVIDE US HISTORICAL SPIN WHEN YOU PUT THAT IN AS WELL? YES, MA'AM. THANK YOU.
OKAY. TRUSTEES WILL NOW MOVE TO FINANCIAL SERVICES DIVISION.
ARE THERE. OKAY, WELL, THAT WASN'T NOTHING.
[22. FINANCIAL SERVICES DIVISION]
TRUSTEES, ARE THERE ANY QUESTIONS ON THE FINANCIAL SERVICES DIVISION 23 A OR B OR 24 A THROUGH E OR 25 A.[02:25:15]
GOOD AFTERNOON. WHICH ONE? I SAID 23A.SO, ON THE LAST CONTRACT, WHAT WAS THE ACTUAL SPEND AND THEN THE MWBE SPEND? SO ON THE LAST CONTRACT, WE HAD TOTAL SPEND OF 3.5 MILLION OVER THE FIVE YEAR PERIOD.
AND SO THE WINNING BIDDER ON THIS ONE WAS 50% AS WELL.
BECAUSE I DON'T SEE WHERE IT SAYS THAT ANYWHERE.
IT SAYS IT ON THE ON THE COVER PAGE.
COMMITTED TO ACHIEVING 50% PERCENT.
ANYTHING ELSE ON THE FINANCIAL SERVICES DIVISION? 24 B? 24 B TRUSTEE FOREMAN.
AND THIS IS ON THE SECURITIES BROKER.
AND SO I HAVE THE SAME QUESTION AS I DID PREVIOUSLY.
WHAT WAS THE TOTAL SPEND ON THE LAST PROCUREMENT CONTRACT AND WHAT WAS THE MWBE SPEND? SO I CAN GET YOU THAT INFORMATION ON THE OVERALL BROKERS.
BUT WE DO HAVE A LIST OF MWBE ON THE BROKERS THOUGH.
I SEE THE LIST, BUT I'M ASKING ABOUT THE SPEND.
I CAN GET YOU THE LIST OF THE SPEND.
OKAY. TRUSTEES, ANY FURTHER QUESTIONS? UNDER FINANCIAL SERVICES DIVISION.
OKAY, TRUSTEES, I WILL MOVE TO OPERATION SERVICES DIVISION.
ARE THERE ANY QUESTIONS UNDER OPERATIONS SERVICES DIVISION 28A.
I WILL NOW MOVE TO CONSTRUCTION SERVICES DIVISION.
[29. CONSTRUCTION SERVICES DIVISION]
ARE THERE ANY QUESTIONS UNDER CONSTRUCTION SERVICES DIVISION 30 A THROUGH 31 A? YES, THAT IS 30 B YES.I ADVISE YOU TO TAKE YOUR PHONE OUT.
WIKIPEDIA. OKAY, SO BILLY DADE FOR THE LAST COUPLE OF YEARS, WE'VE HAD A COMMITTEE MEETING THAT'S TALKED ABOUT WHAT TO DO WITH THE OLD BILLY DAY MIDDLE SCHOOL.
AND FOR YOU ALL THAT DON'T UNDERSTAND THE HISTORY BEHIND WHY THE NAME JOHN HENRY BROWN WAS CHANGED TO BILLY DAY BECAUSE JOHN HENRY BROWN WAS A BIGOT. HE WAS ONCE THE MAYOR OF DALLAS.
VERY RACIST, AND HE ONCE HAD A QUOTE AND I'M GONNA QUOTE IT, I'M GOING TO SHOW IT HERE.
HE SAID BROWN ADVISED SLAVE OWNERS TO WHIP.
NO ABOLITIONISTS, DRIVE OFF, NO ABOLITIONISTS, HANG THEM OR LET THEM BE.
THAT'S WHAT THAT WAS HIS QUOTE.
SO WHEN WE TALK ABOUT TEARING DOWN JOHN HENRY BROWN, I WANT YOU TO THINK ABOUT WE ARE TEARING DOWN A BUILDING THAT WAS DEDICATED TO PROBABLY ONE OF THE MOST RACIST LEADERS IN THE HISTORY OF DALLAS.
NOW, WITH THE COMMITTEE KNOWING THIS HISTORY, WE GOT TOGETHER AND WE SAID, OKAY, WHAT CAN WE DO WITH THE BILLY DAY PROPERTY BASED ON THE NEEDS FOR THE CAMPUS AND THE COMMUNITY, AND THE COMMITTEE WANTS THE PROPERTY TO REMAIN UNDER DISEASE CONTROL AND POTENTIALLY A POSSIBILITY OF THE CAREER
[02:30:07]
INSTITUTE THAT CURRENTLY SITS DOWN IN LINCOLN.THE OLD LINCOLN BUILDING TO POSSIBLY BE REBUILT AT THE CURRENT DATE LOCATION IF POSSIBLE.
NOT SAYING THAT THAT'S HAPPENING, BUT IF POSSIBLE.
BUT I WANT YOU ALL TO UNDERSTAND THAT TEARING THIS BUILDING DOWN HAS HISTORICAL SIGNIFICANCE.
PLUS IT'S RISKY, WHERE I LIVED IN SOUTH DALLAS, I WITNESSED FAMILIES LIVING IN THE BUILDING.
FROM MY UNDERSTANDING, SOMEONE HAS PASSED AWAY IN THE BUILDING AND THE BUILDING IS AN EYESORE.
SO IT NEEDS TO BE CONDEMNED FOR MULTIPLE REASONS.
AND I JUST WANT TO MAKE IT KNOWN TO THIS BOARD THAT THE COMMITTEE AND THE SOUTH DALLAS COMMUNITY SUPPORTS TEARING DOWN THIS BUILDING AND POSSIBLY REPURPOSING IT TO SOMETHING THAT CAN REPRESENT A GREATER VALUE TO THE SOUTH DALLAS COMMUNITY.
THANK YOU. TRUSTEES, ANY FURTHER DISCUSSION ON 30B? YES. OKAY.
TRUSTEE I HAVE TRUSTEE FOREMAN FIRST, TRUSTEE FOREMAN.
THE BILLY EARL DADE CAME, THE NAMING CAME FROM THE PRINCIPAL THAT WAS AT JOHN HENRY BROWN WHEN I WAS A EIGHTH GRADER.
SO THAT'S WHERE BILLY EARL DADE CAME FROM, A GREAT MAN.
WENT TO SCHOOL WITH HIS DAUGHTER.
THERE'S BEEN LONG HISTORY OF THAT BUILDING IN SOUTH DALLAS NEEDING TO BE TORN DOWN FOR MANY REASONS.
MY MAIN CONCERN WHEN I READ MY TRUSTEE BINDER WAS, IS THAT THERE SEEMS TO BE A PARTNERSHIP BETWEEN THE CITY OF DALLAS AND DALLAS ISD.
I AM WITH TRUSTEE TURNER 100% IN THAT I'M NOT FOR MOVING THE CAREER INSTITUTE, BUT I AM FOR MAKING SURE THAT THE THAT COMMUNITY IS INVOLVED IN WHAT GOES ON IN THAT COMMUNITY.
SO TRUSTEE TURNER, MY CONCERN WAS MAKING SURE THAT THERE IS A COMMITTEE OF INDIVIDUALS IN THAT COMMUNITY THAT WILL BE WORKING WITH DALLAS ISD TO ENSURE THAT WE USE THAT PROPERTY IN A MANNER THAT SUITS WHAT'S GOING ON IN THAT PARTICULAR COMMUNITY.
AM I ABLE TO COMMENT? YEP, ABSOLUTELY. TRUSTEE JOHNSON AND TRUSTEE WHITE.
OH I'M SORRY. I WAS. I TOTALLY UNDERSTAND WANTING TO KEEP THIS PROPERTY WITHIN D ISD. I HAD A CONVERSATION WITH THE BUILDING THAT I WASN'T AWARE HAD ALREADY BEEN SLATED FOR DEMOLITION IN MY AREA AND THERE WERE SOME THINGS THAT I FELT COULD HAVE HAPPENED.
MATTER OF FACT, THIS WOULD BE TO ME A GREAT OPPORTUNITY FOR THE COMMUNITY TO LOOK AT DOING AN ADDITIONAL SCHOOL BECAUSE THAT AREA IS GROWING.
THE POPULATION IN THAT AREA IS GOING TO INCREASE, NO DOUBT, BECAUSE OF THE BUILDING THAT'S GOING ON.
BUT I'M DEFINITELY IN SUPPORT OF COMMUNITY INPUT ON THAT AS WELL.
I WANT TO COMMEND THE TRUSTEE TURNER FOR HIS VALUED INSIGHT ON THAT.
OKAY. YOU DON'T HAVE ROUND ONE COMMENTS? I WANT TO KNOW, I GUESS FROM THE ADMINISTRATION STANDPOINT.
MR. BRANT, HAVE YOU ATTENDED ANY OF THESE MEETINGS OR ANYTHING WITH THE CITY? YES, WE ACTUALLY HAD A MEETING YESTERDAY WITH THE CITY MANAGER AND CITY COUNCIL PERSON AND TRUSTEE TURNER TO THE AND WITH THE COMMUNITY FROM SOUTH DALLAS TO KIND OF DISCUSS THE POSSIBILITIES.
SO THE CITY IS WHAT IS THE CITY IS ASKING FOR? POINT OF CLARIFICATION, IS THIS ABOUT THE DEMOLITION OR THE FUTURE USE ON THE AGENDA? IT'S ABOUT THE DEMOLITION OF WHAT THE FUTURE USE IS ON THAT PARTICULAR BUILDING.
BUT I THINK THE AGENDA ITEM TODAY IS FOR THE DEMOLITION.
THERE WAS A SEPARATE ONE THAT'S BEEN PULLED ON THE FUTURE USE.
RIGHT? SINCE WHEN? IT'S CURRENTLY NOT SO.
31 A IT'S NOT WILL BE PULLED IS BEING PULLED BY THE ADMINISTRATION.
[02:35:02]
30 B IS ON AND WILL REMAIN.OKAY. THE REASON WHY I ASK BECAUSE I WAS LOOKING AT IT WAS ON THE AGENDA.
IS SHE GOING TO BE SHE GOING TO PULL IT? AND I'LL RESCIND MY QUESTION BECAUSE I WAS I WAS ON THE AGENDA.
BUT I WANT TO MAKE SURE THAT I LET EVERYBODY KNOW I'M STILL ON TASK.
SO I DO SUPPORT TRUSTEE TURNER'S.
I DID NOT KNOW ABOUT THE HISTORY.
I APPRECIATE THAT I'M GOING TO DO MORE RESEARCH CONCERNING THAT.
I HAVE NOT HAD THOSE PHONE CALLS.
AND YOU HAVE. SO I WOULD LIKE TO KNOW OFFLINE WHAT THEY'RE SAYING, ETC.
THANK YOU. TRUSTEE, NOT TRUSTEE SUPERINTENDENT.
WELL, I THINK TRUSTEE TURNER MAKES A COMPELLING CASE FOR DEMOLISHING THE BUILDING.
AND AS I UNDERSTAND IT, THAT IS THE ADMINISTRATION'S RECOMMENDATION.
SO I'LL BE SUPPORTING IT, THANK YOU.
TRUSTEE MACKEY, I JUST WANT TO ECHO THANK YOU, TRUSTEE TURNER, FOR THE ADDITIONAL CONTEXT HERE.
YEAH. AND THEN TRUSTEE TURNER, ROUND TWO.
YES. SO WHEN WE WHEN PEARL C ANDERSON WAS SOLD AND PHILLIS WHEATLEY WAS SOLD AT PENNIES ON THE DOLLARS THE COMMUNITY WAS IN OUTRAGE, SO AT THAT TIME I SERVED AS THE D9 TASK FORCE CHAIR FOR TRUSTEE HENRY.
SO WE CREATED A COMMITTEE THAT CONSISTS OF ABOUT EIGHT DIFFERENT PEOPLE AND OVER THE LAST TWO YEARS, WE'VE MET QUARTERLY JUST TO HAVE DISCUSSIONS ABOUT WHAT COULD WE DO WITH THIS PROPERTY.
WE TALKED WE TALKED ABOUT TRADE SCHOOL, BUT WE KNEW THE CAREER INSTITUTE AT LINCOLN EXISTED.
WE TALKED ABOUT ADDITIONAL RESOURCE CENTER, BUT WE ALREADY KNEW J.J.
SO WHAT COULD WE POSSIBLY DO WITH THIS PARTICULAR PROPERTY? AND AS WE MET AND I LATER BECAME TRUSTEE WE LOOKED INTO THE CAREER INSTITUTE BECAUSE AFTER TOURING THE CAREER INSTITUTE NORTH AND SEEING ALL THE WONDERFUL IMPROVEMENTS THAT'S TAKING PLACE AT CAREER INSTITUTE SOUTH, WE REALIZED THAT SOUTH DALLAS DESERVES A STATE OF THE ART CAREER INSTITUTE.
BUT I ALSO UNDERSTAND BOND FUNDING.
BUT WE HAVE HAD A COMMITTEE THAT HAS BEEN MEETING TO TALK ABOUT WHAT COULD THIS PROPERTY BE USED FOR, FOR THE GREATER GOOD OF THE RESIDENTS IN SOUTH DALLAS, AS WELL AS BENEFITING THE STUDENTS THAT ATTEND SCHOOLS IN SOUTH DALLAS? AND AGAIN, WE HAVE BEEN HAVING MEETINGS REGULARLY.
BRANT HAS ATTENDED THOSE MEETINGS.
TO TALK ABOUT AND HEAR THE CONCERNS THAT THE COMMUNITY HAS.
TRUSTEE WEINBERG JUST WANTED TO SAY I APPRECIATE THE CONTEXT, AND I I JUST WANTED TO I APPRECIATE ALSO THAT WE'RE BIFURCATING THE CONVERSATION INTO ONE, THE DEMOLITION, BECAUSE I THINK THAT'S AN IMMEDIATE THING THAT NEEDS TO GET DONE FOR THE SAFETY AND SECURITY OF THE COMMUNITY AND THE KIDS.
AND THEN TWO, THAT I LOOK FORWARD TO THE CONVERSATIONS AS WELL, BECAUSE I LOVE THE WAY THAT YOU JUST DESCRIBED AND HAVE INVOLVED THE COMMUNITY AND HAVE TAKEN TIME AND EFFORT TO GATHER THAT CONSENSUS SO THAT WHATEVER IT IS THAT WE DISCUSS WILL BE COMMUNITY SUPPORTED.
THANKS. MADAM SUPERINTENDENT, DO YOU HAVE ANY COMMENTS? I DO, OKAY. DO YOU TRUSTEE JOHNSON OR DO YOU WANT TO PRETEND IT? SO I WANT TO REITERATE THAT 30 B IS THE DEMOLITION AND THAT IS THE THAT IS THE SUPERINTENDENT.
AND HER TEAM'S RECOMMENDATION IS FOR THE DEMOLITION.
AND I WANT TO REITERATE THAT TRUSTEE TURNER HAS BEEN A PART OF THOSE MEETINGS PRIOR TO BEING THE TRUSTEE AND HAS CONTINUED THOSE SINCE BECOMING THE TRUSTEE.
[02:40:01]
I ALSO NEED TO MANAGE EXPECTATIONS BECAUSE I HEARD A SCHOOL BEING MENTIONED.WE ARE LOSING ENROLLMENT IN THAT COMMUNITY AND WE'RE STRUGGLING WITH CAMPUSES.
SO IT WOULD BE IRRESPONSIBLE OF ME TO LEAVE THE CONVERSATION OF SOME POSSIBILITIES.
AND SO WE WILL LOOK AT ALL OF THE DATA THAT IS AVAILABLE, BUT I DON'T WANT TO LEAVE THINGS HANGING THAT ARE NOT UNDER CONSIDERATION AT THIS TIME.
I WILL LET TRUSTEE TURNER KNOW THAT I WILL BE SUPPORTING THE DEMOLITION.
I UNDERSTAND THE SAFETY CONCERNS, PEOPLE BREAKING IN TO AN ABANDONED BUILDING.
IT'S BEEN AN EYESORE FOR YEARS.
I ATTENDED ONE OF THOSE MEETINGS WITH TRUSTEE HENRY, SO I UNDERSTAND WHAT'S GOING ON, BUT WE, AS SUPERINTENDENT SAID, BUT WE WILL HAVE FURTHER DISCUSSION. I KNOW AGAIN, YOU'VE BEEN IN THOSE MEETINGS.
SO YOU'RE HEARING THE HEARTBEAT OF THE COMMUNITY.
SO I LOOK FORWARD TO HEARING WHAT WE'RE GOING TO DO FORWARD, GOING FORWARD.
AND I JUST WANT TO ADD ONE THING.
TRUSTEE FOREMAN I DID ATTEND JOHN HENRY BROWN IN THE SIXTH GRADE.
ANY OTHER QUESTIONS ON THE CONSTRUCTION SERVICES DIVISION? OKAY. SEEING NONE TRUSTEES, I'LL MOVE TO AGENDA ITEM 32.
ADJOURNMENT. THE TIME IS 2:16 P.M.
AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.