Nov 07, 2024 Board Briefing

THE TIME IS 11:33AM.

[00:00:04]

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

IF YOU ARE ABLE, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

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

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

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

IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION, AND AS THE PUBLIC ABIDE BY THE RULES OUTLINED IN BOARD POLICY PERTAINING TO PUBLIC PARTICIPATION, IT IS A CRIMINAL OFFENSE FOR A PERSON WITH THE INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS. SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY ARE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON WHO 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 TURN TO AGENDA ITEM 3.

[3. ACKNOWLEDGEMENTS]

I DO NOT SEE ANY ELECTED OR PUBLIC OFFICIALS JOINING US IN THE AUDIENCE.

[4. PUBLIC FORUM]

THE PUBLIC FORUM PORTION OF THE MEETING.

HOWEVER, I WAS INFORMED TRUSTEES THAT THERE ARE NO SPEAKERS SIGNED UP TO SPEAK.

AT THIS MEETING, TRUSTEES, I WILL NOW TURN TO AGENDA ITEM FIVE.

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

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING THE FOLLOWING SECTIONS.

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

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

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO, THE FOLLOWING. SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY 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 OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

SECTION 551.072.

TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.

SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE.

SECTION 551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES OR SECURITY AUDIT. SECTION 551.089 TO DELIBERATE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES.

TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES.

SECTION 551.129 TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE CONFERENCE, VIDEO CONFERENCE OR COMMUNICATION OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING. TRUSTEES. THE TIME IS NOW 11:38AM AND WE ARE IN CLOSED SESSION.

THE TIME IS NOW 12:14PM AND WE ARE BACK IN OPEN SESSION.

[00:05:05]

TRUSTEES, WE WILL NOW TURN TO AGENDA ITEM SIX.

[6. VISION/PROGRESS MONITORING]

STUDENT OUTCOME GOALS.

GOAL FIVE.

GPM'S 5.3 AND 5.4 AND CONSTRAINT 5 CPMS 5.1 AND 5.2.

YEAH. THAT'S RIGHT.

SUPERINTENDENT. THANK YOU, PRESIDENT CARRION, MEMBERS OF THE BOARD, I'M GOING TO TURN IT OVER TO OUR CHIEF FINANCIAL OFFICER AND TO OUR DEPUTY SUPERINTENDENT.

DOCTOR LUSK WILL BEGIN WITH THE GPM'S MS 5.3 AND 5.4, FOLLOWED BY THE CONSTRAINTS PRESENTED BY OUR CFO.

DOCTOR LUSK.

THANK YOU, DOCTOR ELIZALDE.

GOOD AFTERNOON, TRUSTEES.

SO AS NOTED TODAY, CFO RAMOS AND I WILL PRESENT PROGRESS TOWARDS OUR GOALS AND CONSTRAINTS.

SPECIFICALLY FOR GOAL 5, GPM'S 5.3 AND 5.4, AS WELL AS CONSTRAINT PROGRESS MEASURE 5.1 AND 5.2 ON THE FINANCIAL SIDE.

5.3 DOES MEASURE CERTIFICATES.

THAT IS, THE NUMBER OF CERTIFICATES EARNED BY THE GRADUATES OF 24.

IN THIS CASE, AND THEN 5.4 MEASURES THE PERCENTAGE OF GRADUATES IN THE P-TECH EARLY COLLEGE PROGRAM EARNING AN ASSOCIATE DEGREE OR 60 HOURS AND THEN FOR CHIEF RAMOS, CONSTRAINT FIVE IS AIMED AT OUR FINANCIAL STRENGTH.

5.1 SPECIFICALLY IS HOW DO WE DO ON AN ANNUAL EXTERNAL AUDIT, AND IT IS ON TRACK.

THEN 5.2 MEASURES OUR TEA FINANCIAL RATING AND TWO IS ON TRACK AND CHIEF RAMOS WILL PROVIDE MORE DETAILS TO THAT IN JUST A BIT.

SO ALL THAT TO SAY IS ALL FOUR MEASURES ARE ON TRACK BOTH GPM'S AND CONSTRAINTS.

BUT BEFORE WE GO ANY FURTHER AND JUMP INTO THOSE DATA, I DO WANT TO JUST TAKE A MOMENT AND AS YOU CAN SEE ON THE SCREEN THAT IS A STUDENT OF OURS, A FORMER STUDENT OF OURS AT SKYLINE HIGH SCHOOL AND MARIANO LEAL, HE WAS A HE ACTUALLY WAS THE FIRST COHORT OF THE EARLY COLLEGE PROGRAM AT SKYLINE HIGH SCHOOL AND WHAT'S SIGNIFICANT ABOUT MARIANO IS HE WAS, YOU KNOW, IN THE FIRST GRADUATING CLASS, WHICH IS GREAT.

HE EARNED HIS ASSOCIATE'S DEGREE.

I THINK WHAT'S MORE SIGNIFICANT, THOUGH, IS HE'S NOW WORKING TOWARDS BEING A CONTRIBUTING MEMBER OF SOCIETY HERE IN THE CITY OF DALLAS AS A DPD OFFICER.

HE'S WORKING TOWARDS DOING THAT.

HE'S TAKEN MULTIPLE STEPS ALREADY TO GET IN THAT SPACE, BUT IT'S EXCITING TO SEE YET ANOTHER SUCCESS STORY.

WHILE, THIS IS ONE WE HAVE SO MANY, AND EACH TIME WE COME UP HERE, WE TRY TO SHARE WITH YOU A SUCCESS STORY THAT REALLY ALIGNS WITH WHAT OUR GOALS AND EXPECTATIONS ARE FOR OUR KIDDOS AND FOR THE WORK WE'RE DOING.

EXCUSE ME? THE WORK WE'RE DOING. NEXT SLIDE PLEASE.

SO AS WE TURN TO GPM 5.3, AS NOTED EARLIER, WE DID.

IT AIMS AT LEVEL ONE AND OR LEVEL TWO CERTIFICATES.

AS YOU CAN SEE, THE STOPLIGHT IS GREEN AND LEVEL ONE AND TWO CERTIFICATES.

JUST TO KIND OF GIVE YOU AS A REMINDER LEVEL ONE AND TWO CERTIFICATES ARE EARNED THROUGH A SEQUENCE OF DUAL CREDIT COURSES AND AN EXAMPLE WOULD BE STUDENTS, FOR EXAMPLE, IN SKYLINE HIGH SCHOOL WHO MAY BE TAKING DUAL CREDIT COURSES IN THE BUSINESS PATHWAY.

THEY CAN TAKE A SEQUENCE OF 15 TO 18 HOURS IN THE MARKETING SPACE, FOR EXAMPLE, AND THEY CAN EARN THEN A CERTIFICATE IN MARKETING THAT NOT ONLY MAKES THEM EMPLOYABLE THEN, BUT ALSO AS THEY EARN AN ASSOCIATE DEGREE THAT HELPS THEM FURTHER TOWARDS THEIR WORK.

SO THAT'S JUST AN EXAMPLE OF THE KIND OF CERTIFICATE THAT CAN BE EARNED AND MANY OF OUR SCHOOLS HAVE CERTIFICATE OPTIONS THAT CAN BE EARNED FOR OUR STUDENTS IN THE P-TECH AND EARLY COLLEGE PROGRAM.

AS YOU LOOK AT THE DATA, YOU'LL SEE THAT OUR TARGET WAS 445.

WE LANDED AT 524, SO YOU CAN SEE THAT YEAR OVER YEAR WE WENT FROM 470 WHERE WE LANDED TO 524.

SO MAKING SIGNIFICANT PROGRESS AND I THINK WHAT'S IMPORTANT IS ALL OF OUR STUDENTS ARE MAKING PROGRESS ACROSS STUDENT GROUPS AS WELL.

NEXT SLIDE PLEASE AND SO MOVING TO 5.4.

THE STOPLIGHT IS ALSO GREEN HERE.

THE TARGET WAS 61% OF GRADUATES EARNING AN ASSOCIATE OR 60.

WE LANDED AT 68.7% AND FROM YEAR TO YEAR YOU CAN SEE WE DID MAKE PROGRESS, SEVERAL PERCENTAGE POINT PROGRESS.

AND AGAIN, ALL STUDENT GROUPS ARE MAKING PROGRESS IN THIS AREA.

I THINK WHAT'S IMPORTANT TO NOTE TOO, ONE OF THE AREAS THAT WE KNOW WE HEARD FROM YOU AND WE'RE WORKING ON IS MAKING SURE WE HAVE MORE STUDENTS RETAINED IN THE PROGRAM.

AND AS YOU'LL SEE, YEAR OVER YEAR, WE CONTINUE TO HAVE MORE STUDENTS RETAINED AND YOU CAN SEE THE DENOMINATOR FOR THIS PARTICULAR YEAR OF 24 WAS 1506 COMPARED TO THE PREVIOUS YEAR, 1460 AND SO WE'RE MAKING PROGRESS ON THAT FRONT AND IF YOU WENT BACK TO 22, YOU WOULD SEE THAT WE'VE MADE PROGRESS FROM 22 TO 23 AND NOW 23 TO 24, AND WE'RE ACTUALLY HAVING A GREATER PERCENTAGE OF STUDENTS EARN THAT ASSOCIATE OR 60, WHICH IS IMPORTANT TO US AS WELL.

NEXT SLIDE PLEASE.

I'LL QUICKLY MOVE TO INPUTS OUTPUTS AND ADJUSTMENTS AND AS I DO, WE HAVE ONE FOR EACH OF THE RESPECTIVE SLIDES OR METRICS THAT WE MEASURED TODAY.

[00:10:04]

SO WE CAN MAKE SURE THAT WE COULD ENSURE THAT STUDENTS WERE ON THE RIGHT COURSES FOR THE PATHWAY OR PROGRAM THAT THEY ARE IN AND WE KNOW THAT'S MADE A DIFFERENCE BECAUSE WE BELIEVE THE DATA TELL US THAT.

SO IF YOU LOOK AT THE OUTPUT, AS NOTED A FEW MOMENTS AGO, WE WENT FROM 470 TO 524 YEAR OVER YEAR.

SO WE ARE SEEING PROGRESS THROUGH THE SEARCH CERTIFICATE ATTAINMENT.

AND THEN OUR STRATEGIC ADJUSTMENT IS REALLY AROUND THE ADVISING.

WE KNOW THAT IF WE ADVISE STUDENTS MORE EFFECTIVELY YEAR OVER YEAR, WE'RE GOING TO GET MORE STUDENTS WHO ARE AIMING AT THE PROGRAMS AND PATHWAYS THAT THEY ASPIRE TO GET TOWARDS AND SO, AS YOU RECALL, WE ARE REIMAGINING COUNSELING SERVICES TO MAKE SURE THAT IT HAPPENS AND MAKING GOOD PROGRESS ON THAT FRONT AND THEN FOR 5.4 THE INPUT IS REALLY PROVIDING CAMPUSES WITH MORE DATA AND UNDERSTANDING REAL TIME OF WHERE THEY STAND.

IF YOU RECALL, A FEW YEARS AGO, WE REALLY DIDN'T HAVE THE MEANS TO PROVIDE DATA.

THAT WAS REAL TIME, IF YOU WILL.

IT WAS MORE OF LIKE, YOU KNOW, MAYBE MIDDLE OF THE SEMESTER, END OF THE SEMESTER.

NOW WE'RE PROVIDING REPORTS EVERY TWO WEEKS BECAUSE OF THE DATA SYSTEM THAT WE HAVE, WE'RE ABLE TO HELP CAMPUSES UNDERSTAND WHERE THEIR STUDENTS ARE, AND WE'RE ABLE TO HELP THEM PROGRESS, MONITOR AND FIND WAYS TO MAKE SURE KIDS EITHER STAY ON TRACK OR GET ON TRACK THE PROGRESS YEAR OVER YEAR AND I THINK WE ARE USING THE ASSOCIATE OR 60 AS OUR METRIC THERE.

WE WENT FROM 951 AND 22-23 TO 1033 AND 23-24, AND AGAIN, THE PERCENTAGE OF STUDENTS STAYING ON TRACK AND GETTING THERE IS HIGHER AS WELL, WHICH IS REALLY IMPORTANT TO US AND THEN FINALLY, I THINK ONE OF THE AREAS THAT WE THAT DOCTOR NEVILLS AND HER TEAM HAVE WORKED HARD TO ENSURE THAT WE PROVIDE MORE TARGETED SUPPORT OR STRATEGIC SUPPORT, I SHOULD SAY, IS AROUND WORKING WITH CAMPUSES SHOULDER TO SHOULDER ON.

OKAY, LET'S LOOK AT YOUR STUDENT BODY IN THE P-TECH EARLY COLLEGE PROGRAM AND LET'S FIGURE OUT WHERE ARE THEY AND THEN FOR STUDENTS WHO MAY BE HAVING CHALLENGES, HOW DO WE HELP? HOW DO WE ENSURE STUDENTS GET BACK TOWARDS BEING ON TRACK OR GETTING ON TRACK? AND SO THAT IS THE ADJUSTMENT THAT WE'VE MADE AND WE CAN SEE IN A FEW SCHOOLS IT'S MAKING A DIFFERENCE ALREADY.

CHIEF RAMOS. SO NOW WE MOVE INTO CONSTRAINT 5.1 AND 5.2 AND SO THESE CONSTRAINTS SPECIFICALLY ADDRESS OUR FINANCIAL SOLVENCY OR OUR FINANCIAL STRENGTH AS A DISTRICT.

BOTH OF THESE CONSTRAINTS WE ARE ON TRACK.

CONSTRAINT. MEASURE 5.1 SPECIFICALLY ADDRESSES THE ANNUAL AUDIT.

LOOKING AT DID WE RECEIVE AN UNMODIFIED OPINION WHICH IS A CLEAN OPINION AND SO EVERY YEAR A SCHOOL DISTRICT MUST UNDERTAKE AN ANNUAL INDEPENDENT AUDIT OF ITS FINANCIAL STATEMENTS AND SO AN INDEPENDENT AUDITOR LOOKS AT OUR FINANCIAL STATEMENTS.

THEY LOOK AT OUR TRANSACTIONS AND MAKE SURE THAT WE MAINTAIN FEDERAL COMPLIANCE WITH ALL OF OUR REQUIREMENTS AND SO LOOKING AT AN UNMODIFIED OPINION FROM AN INDEPENDENT AUDITOR, IT IS THEIR JUDGMENT THAT THE DISTRICT DID ACCURATELY AND FAIRLY REPORT OUR FINANCIAL STATEMENTS.

WE DID APPROPRIATELY PRESENT ANY AND DIDN'T HAVE ANY EXCEPTIONS AND WE ARE IN COMPLIANCE WITH ALL GENERALLY ACCEPTED ACCOUNTING PRINCIPLES AND SO WHEN YOU LOOK AT THE 23-24 SCHOOL YEAR, WE DID RECEIVE AN UNMODIFIED OPINION.

WE ALSO DID NOT HAVE ANY FINDINGS OR EXCEPTIONS FOR THIS PAST SCHOOL YEAR, WITH CONSTRAINED PROGRESS MEASURE 5.2 THAT SPECIFICALLY ADDRESSES A SCHOOL DISTRICT'S OF FINANCIAL RATING, THE TEA FINANCIAL RATING, OR ALSO REFERRED TO AS A SCHOOL FIRST RATING.

OUR SCHOOL FIRST RATING FOR THE 23-24 FISCAL YEAR WAS A SUPERIOR ACHIEVEMENT RATING.

WE RECEIVED A GRADE LETTER OF A 98, SO WE HAVE ACHIEVED A SUPERIOR RATING OVER THE PAST SEVERAL YEARS SINCE THE 1819 SCHOOL YEAR.

NEXT SLIDE.

WHEN WE LOOK AT THE INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS, SPECIFICALLY ON CONSTRAINT PROGRESS, MEASURE 5.1, LOOKING AT THE CONSTRAINT, WE WANT TO MAKE SURE THAT WE ESTABLISH AND MAINTAIN AN INTERNAL CONTROL STRUCTURE TO MAKE SURE THAT WE ARE ALWAYS ACCURATELY ACCOUNTING FOR OUR DISTRICT ASSETS.

WE WANT TO MAKE SURE THAT WE CONTINUE TO BE IN COMPLIANCE WITH THE APPLICABLE LAWS AND REGULATIONS AND WE ALWAYS CONFORM WITH, OF COURSE, GENERALLY ACCEPTED ACCOUNTING PRINCIPLES. THE OUTPUT FROM FOLLOWING THESE CONSTRAINTS IS AGAIN, WE HAVE NO IDENTIFIED MATERIAL WEAKNESSES FOR 23-24 AS WELL, AS WE HAVE NO IDENTIFIED SIGNIFICANT DEFICIENCIES FOR 23-24.

IN OTHER WORDS, A CLEAN AUDIT FOR THE 23-24 FISCAL YEAR.

AS FAR AS ANY ADJUSTMENTS TO ENSURE THAT WE CONTINUE THAT PROGRESS.

THERE WAS A NEW GOVERNMENT ACCOUNTING STANDARDS GASB STATEMENTS 87, WHICH SPECIFICALLY ADDRESSES LEASES AND SUBSCRIPTION BASED INFORMATION TECHNOLOGY.

SO WE WANT TO MAKE SURE THAT WE DEVELOP A PROCESS TO STREAMLINE HOW WE ACCOUNT FOR LEASES AND SUBSCRIPTIONS AS A DISTRICT.

[00:15:04]

SO PAYROLL ACCRUALS, IT'S IMPORTANT TO MAKE SURE THAT WE ACCURATELY ACCOUNT FOR THAT ON AN ANNUAL BASIS AND SO WE WANT TO MAKE SURE THAT WE HAVE AN ACCURATE PROCESS TO RECORD THESE TRANSACTIONS WITH CONSTRAINT PROGRESS.

MEASURE 5.2.

WE IMPLEMENTED A SYSTEM TO EFFECTIVELY MANAGE OUR DISTRICT FINANCIAL RESOURCES.

SOURCES. AND THE REASON WE DID THAT IS WE WANT TO PROVIDE A MAXIMUM ALLOCATION TO DIRECT INSTRUCTIONAL PURPOSES.

IN OTHER WORDS, WE WANT TO MAKE SURE THAT WE MAXIMIZE OUR BUDGET DOLLARS TO INSTRUCTION AND SO THE REASON WE DO THAT IS WE FEEL THAT THAT MAXIMIZES OUR SCHOOL FIRST RATING. SO WHEN WE MAXIMIZE OUR DOLLARS TOWARDS INSTRUCTION, WE MOVE TOWARDS THE DIRECTION OF RECEIVING A MAXIMUM GRADE LEVEL LETTER OF A SUPERIOR ACHIEVEMENT AND SO WE MONITOR THAT ON AN ANNUAL BASIS.

SPECIFICALLY, WE CREATED A TEMPLATE TO TRACK OUR FINANCIAL NUMBERS AND SO WE DO THAT ON A QUARTERLY BASIS.

WE ALSO MONITOR THIS AS PART OF OUR BUDGETING PROCESS AND THEN AS PART OF OUR BUDGETING PROCESS, WE ALSO EVALUATE OUR CAMPUS AND DEPARTMENT ALLOCATIONS TO ENSURE THAT WE MAXIMIZE THE AMOUNT OF FUNDING THAT WE REALLY ADDRESS AS FAR AS AT THE INSTRUCTIONAL LEVEL.

NEXT SLIDE.

SO IN SUMMARY, WHEN WE LOOK AT OUR STUDENT OUTCOME GOAL NUMBER FIVE, AGAIN ADDRESSING THE PERCENT OF GRADUATES WHO ARE COLLEGE, CAREER AND MILITARY READY FROM DOMAIN ONE, IT SHALL INCREASE FROM 42% TO 67% BY JUNE 2025.

BOTH OF THOSE GOAL PROGRESS MEASURES ARE ON TRACK.

LEVEL ONE AND LEVEL TWO CERTIFICATE COUNT WAS 524.

THAT DID SURPASS OUR TARGET BY 79 CERTIFICATES.

THE PERCENT OF GRADUATES ENROLLED IN P-TECH AND EARLY COLLEGE HIGH SCHOOL, WHO EARNED 60 PLUS HOURS OR ATTAIN AN ASSOCIATE'S DEGREE WAS 68.7%, AND SO THAT DID EXCEED THE TARGET BY 7.7 PERCENTAGE POINTS.

CONSTRAINT CONSTRAINT.

PROGRESS. MEASURE NUMBER FIVE THAT ENSURES THE DISTRICT'S FINANCIAL SOLVENCY.

BOTH OF THOSE CONSTRAINT PROGRESS MEASURES WERE ON TRACK.

THE ANNUAL AUDIT DID CONCLUDE WITH ZERO FINDINGS SIMILAR TO THE FOUR PREVIOUS YEARS.

THE DISTRICT ALSO DID RECEIVE A FIRST TO FINANCIAL RATING OF SUPERIOR, AND THAT IS THE HIGHEST RATING AVAILABLE FOR FINANCIAL SOLVENCY AS A SCHOOL DISTRICT. THIS BOARD HAVE ANY QUESTIONS? OKAY, TRUSTEES, LET'S TRUSTEE MR. [INAUDIBE]. OKAY. THANK YOU.

FIRST, LET ME START WITH THE FINANCIAL ASPECTS OF THIS.

MY CONGRATULATIONS AND THANKS TO THE FINANCIAL TEAM, TO THE WHOLE LEADERSHIP TEAM FOR DOING SUCH A GREAT JOB.

I THINK IT'S REALLY AMAZING FOR DALLAS ISD TO HAVE HAD THIS LONG OF A EXCELLENT TRACK RECORD AND I THINK IT REALLY MAKES A DIFFERENCE BECAUSE FOR FOR DECADES, THIS DISTRICT DID NOT HAVE A RECORD FOR BEING FISCALLY RESPONSIBLE AND I THINK IT'S PARTICULARLY IMPORTANT AT THIS POINT IN TIME, AS WE ARE HAVING TO DEAL WITH UNDERFUNDING BY OF OUR SCHOOLS, BY THE STATE, WE HAVE TO BE ABLE TO SHOW THAT WE'RE ACCOUNTABLE TO TAXPAYERS, THAT WE HAVE BEEN RESPONSIBLE AND THAT THE NEED, YOU KNOW, THE NEEDS ARE GENERATED BY THE FAILURE OF THE STATE TO PROVIDE SCHOOL DISTRICTS WITH AN INFLATION ADJUSTMENT, NOT BY ANY MISHANDLING OR OR INEFFICIENT USE OF TAXPAYER FUNDS.

AND THAT'S ALWAYS A POLITICAL BATTLE.

BUT I FEEL THAT WE'RE IN REALLY GOOD, GOOD SHAPE AS A RESULT OF WHAT YOU'VE BEEN ABLE TO REPORT TO US TODAY AND KEEP UP THE GREAT WORK ON THAT.

THANK YOU VERY MUCH.

THANK YOU. TURNING TO THE CMR ISSUES THAT ALSO EXCELLENT PROGRESS AND THANKS SO MUCH TO EVERYBODY WHO'S BEEN INVOLVED IN CREATING THESE OPPORTUNITIES AND ENRICHING THESE OPPORTUNITIES FOR OUR STUDENTS.

IT'S REALLY IMPRESSIVE AND I AGAIN, YOU KNOW, AS I'VE FOCUSED ON IN PREVIOUS MEETINGS, WHEN WE LOOK AT SOME OF THESE RESULTS, I'M REALLY SO IMPRESSED WITH THE WAY WE'VE, BEEN ABLE TO IMPROVE OPPORTUNITIES FOR ECONOMICALLY DISADVANTAGED STUDENTS THAT REALLY STANDS OUT AS SOMETHING THAT THIS DISTRICT DOES AMAZINGLY WELL.

I WANTED TO ASK YOU TO REMIND ME, WHAT ARE THE STATE CHANGES TO THE CMR RULES THAT WOULD BE AFFECTING US?

[00:20:03]

YES, SIR. I THINK THE MOST SIGNIFICANT CHANGE, AS YOU RECALL, WOULD BE IN THE CERTIFICATION AREA WHERE THE CERTIFICATION HAS TO BE TIED TO THE CORE SEQUENCE. AND YOU KNOW, SO I THINK AT THIS CURRENT YEAR, IT WOULD REQUIRE TWO COURSES THAT STUDENTS TAKE A LEVEL AT LEAST A LEVEL TWO COURSE AND ANOTHER COURSE THAT'S ALIGNED TO IT IN THE PROGRAM OF STUDY AS WELL AS TAKE A CERTIFICATION EXAM AND IF THAT HAPPENS, THEN THE STUDENT IS CONSIDERED CMR MET, IF NOT IN YEARS PAST. AS YOU MAY RECALL, IF A STUDENT TAKES A CERTIFICATION EXAM BECAUSE THEY'VE LEARNED THE CONTENT SOMEHOW SOME WAY, IT WOULD HAVE COUNTED.

THIS IS NOT THE CASE ANYMORE.

SO THAT'S PRETTY SIGNIFICANT.

SO IF WE HAD KIND OF A WHAT IF ANALYSIS WITH WHAT, YOU KNOW, WHAT IF THE NEW RULES APPLIED TO THIS SET OF DATA, WHERE WOULD WE BE FOR THIS PARTICULAR SET OF DATA.

BECAUSE THERE'S CERTIFICATES AND BECAUSE IT'S ASSOCIATE DEGREE.

THOSE RULES WOULD APPLY TO CTE OR THE OTHER SORT OF PART OF OUR WORK, WHICH IS THE HIGH SCHOOL COURSES THAT WE TAKE, NOT THE DUAL CREDIT COURSES.

SO I THINK IF WE LOOKED AT IT FROM A BROADER PERSPECTIVE, IF WE LOOKED AT WHAT IS OUR COLLECTIVE CMR MET FOR ALL OF OUR GRADUATES, THEN I THINK THAT WOULD THEN HAVE A SIGNIFICANT EFFECT AND THAT WILL BE SOMETHING WE'LL HAVE TO LOOK AT.

BUT FOR TODAY'S PURPOSES, THAT RULE WON'T AFFECT THE CERTIFICATES OR THE ASSOCIATE DEGREE ATTAINMENT THAT WE'RE TALKING ABOUT FOR HERE.

OKAY. THANK YOU VERY MUCH.

YES, SIR. TRUSTEE MACKEY.

YES. THANK YOU SO MUCH FOR THIS.

FIRST, AND I WANT TO HIGHLIGHT TWO THINGS.

NUMBER ONE, I REALLY DEEPLY APPRECIATE WHEN YOU STOP AND SHARE ABOUT A STUDENT WHO GRADUATED FROM US.

THE CONVERSATION IS NOT SIMPLY THIS STUDENT DID P-TECH AND NOW WE'RE MOVING ON.

LIKE, YOU KNOW, EVEN JUST IN WHAT YOU SHARED ABOUT THE GENTLEMAN TODAY, HOW MUCH WE'VE CONTINUED TO KEEP UP WITH WHAT THEY'RE DOING AND HOW THEY'RE PROGRESSING AND I THINK THAT SPEAKS TO SOMETHING THAT THIS BOARD HAS TALKED ABOUT A LOT ABOUT.

OUR JOB DOESN'T JUST STOP AT THE END OF THE TIME OF GRADUATION.

THAT MIGHT BE WHERE, YOU KNOW, THE STATE SAYS WE NO LONGER HAVE JURISDICTION, BUT TO UNDERSTAND THAT WE'RE ACTUALLY PREPARING KIDS TO THRIVE BEYOND WHEN THEY LEAVE US IS EVIDENT IN THE WORK AND YOUR SHARING OF THAT.

SO THANK YOU FOR THAT.

I ALSO APPRECIATE UP HERE, MR. RAMOS, YOU'RE HERE ALSO SHARING THE EXECUTIVE SUMMARY ON STUDENT OUTCOME GOALS, BECAUSE I THINK SO OFTEN SCHOOL SYSTEMS FINANCE IS SO DIVORCED FROM THE DAY TO DAY OPERATIONS AND IT'S LIKE WE'RE THE MONEY PEOPLE.

BUT I THINK THE DIRECTION THAT THIS ADMINISTRATION HAS GONE AND TO YOU, DOCTOR ELIZALDE, AND I KNOW CHIEF LEAR AND ALL THE WORK THAT YOU DO TO REALLY TIE THESE TWO TOGETHER, BECAUSE THE FINANCES ARE THE RESOURCES THAT MAKE THESE PROGRAMS POSSIBLE FOR KIDS AND BACK AND FORTH.

AND SO THANK YOU. I JUST REALLY APPRECIATE IT.

I WANTED TO CALL THOSE TWO THINGS OUT ON SLIDE TWO ON CMR. SO THIS IS THE LEVEL ONE, LEVEL TWO CERTIFICATES.

REMIND ME AGAIN AND WHAT'S THE DIFFERENCE BETWEEN A LEVEL ONE AND LEVEL TWO CERTIFICATE AND AN IVC.

I WILL AND I'M GOING TO ASK DOCTOR NEVILLE TO COME ON UP.

BUT I THINK I CAN DO JUSTICE TO THIS.

BUT SO A LEVEL ONE, A LEVEL ONE AND LEVEL TWO.

YEAH. I MEAN, YOU PHONE A FRIEND SOMETIMES, RIGHT? BUT A LEVEL ONE AND LEVEL TWO, THOSE WILL BE CONNECTED TO A LEVEL ONE CERTIFICATE FOR EXAMPLE, WOULD BE IF YOU'RE LET'S SAY AS I GAVE THE EXAMPLE OF SKYLINE EARLIER.

RIGHT. SO YOU MIGHT HAVE STUDENTS IN THE EARLY COLLEGE PROGRAM AT SKYLINE AND THEY'RE TAKING MOSTLY CORE CLASSES BUT INTENTIONALITY OF WHAT WE'RE WORKING WITH THE SCHOOL TO DO IS ALSO OFFER THE STUDENTS THE ABILITY TO EARN A CERTIFICATE ALONG THE WAY, SO THEY ALSO CAN BE EMPLOYABLE EVEN BEFORE THEY BEFORE THEY GET THE 60 HOURS.

SO, FOR EXAMPLE, EMBEDDED IN THOSE COURSES ARE MARKETING CLASSES AND IF THEY TAKE THE SEQUENCE OF 15 HOURS OF MARKETING ALONG THE WAY, AS THEY'RE EARNING AN ASSOCIATE DEGREE, THEY EARN A LEVEL ONE CERTIFICATE AND THEN DOWN THE ROAD, THEY OF COURSE WILL GET THE ASSOCIATE DEGREE AS WELL.

BUT WE ALSO HAVE SOME PROGRAMS LIKE SUCH AS THE APPLIED SCIENCES, THAT WE HAD SPECIFICALLY FOR THE TECHS.

WHEN WE FIRST BUILT THIS, MANY OF THEM HAD A LEVEL ONE AND LEVEL TWO.

WE'VE MOVED AWAY FROM THAT BECAUSE OF THIS BOARD SORT OF COMMENTS OR, YOU KNOW, LIKE CONCERN AROUND TRANSFERABILITY OF CREDITS FOR FOUR YEAR UNIVERSITIES.

BUT THAT'S HOW YOU WOULD EARN A LEVEL ONE AND LEVEL TWO WHEN YOU'RE KIND OF STEEPED IN THE CTE DUAL CREDIT COURSES.

NOW LET ME JUMP OVER TO THE HIGH SCHOOL SIDE.

THE CT SIDE.

RIGHT. SO WHEN YOU THINK ABOUT PROGRAMS OF STUDY, WHETHER IT'S CAREER INSTITUTES OR AT THE HIGH SCHOOL CAMPUS, STUDENTS ARE TAKING A SEQUENCE OF FOUR COURSES IN A PROGRAM OF STUDY. IT MIGHT BE HVAC, IT MIGHT BE ELECTRICAL, BUT THOSE COURSES ARE ALL HIGH SCHOOL COURSES AND NOT THE HYBRID OF HIGH SCHOOL AND COLLEGE.

THANK YOU. SO I THINK THIS IS THE KEY DISTINCTION I WANT TO DRAW IS THAT AN INDUSTRY BASED CERTIFICATION IS NOT THE SAME AS WHAT WE'RE TALKING ABOUT AS A CERTIFICATE NECESSARILY AND AN IBC GENERALLY IS A PARTICULAR FINISH LINE OF WHETHER IT'S A TEST OR A CERTIFICATION OR SOMETHING

[00:25:05]

BUT WHEN WE'RE TALKING ABOUT A LEVEL ONE AND LEVEL TWO THAT IS ALIGNED TO COLLEGE DUAL CREDIT COURSEWORK AND ACHIEVING LEVELS THERE, SO IS THAT A GOOD WAY TO THINK ABOUT IT? THAT'S LEVEL ONE. AND LEVEL TWO RELATE TO COLLEGE COURSES AND SEQUENCES, WHEREAS IBC DO NOT NECESSARILY RELATE TO THOSE SAME COLLEGE COURSES.

THAT'S EXACTLY CORRECT.

YES. ALL RIGHT.

THAT'S HELPFUL. THANK YOU SO MUCH FOR THAT.

I'M CURIOUS ON THE TRENDS ON THIS.

SO THE GROWTH IS GREAT.

AS WE'VE SEEN IT KIND OF CONTINUE TO TICK UP IN THAT DIRECTION.

WHAT ARE WE SEEING TRENDS IN TERMS OF WHAT ARE THE MOST TAKEN LEVEL ONE AND LEVEL TWO PATHWAYS.

WHAT ARE WE SEEING MOST STUDENTS EARN, AND ARE WE LOOKING AT ANY CHANGES, EITHER EXPANSIONS OR THINGS WE'RE HEARING FROM STUDENTS ABOUT THEIR EXPERIENCE AND WE'RE KIND OF WHERE THEY'RE GOING OFF TO.

SO WE HAVE A LITTLE BIT OF DATA TO KIND OF TELL US THAT AND BECAUSE WE DO NEED TO KNOW RIGHT TO WHETHER STUDENT INTEREST IS ALIGNED INTEREST AND ALIGNED TO LABOR MARKET, RIGHT.

SO WHAT WE CAN TELL YOU IS A SIGNIFICANT AMOUNT ARE IN BUSINESS AND BUSINESS ADMINISTRATION AND HUMAN RESOURCES.

THOSE ARE CERTIFICATES STUDENTS ARE EARNING AT A HIGH LEVEL SOFTWARE PROGRAM OR DEVELOPERS AT A HIGH LEVEL.

ALSO, WE HAVE BUSINESS MANAGEMENT IS AT A HIGH LEVEL OF CERTIFICATES, AND THERE ARE OTHERS.

PERSONAL COMPUTER SPECIALISTS.

SO THEY'RE A NETWORKING.

BUT I THINK IF YOU CONSIDER ALL THESE CERTIFICATES THAT ARE BEING EARNED, THEY'RE ALL ALIGNED TO LOCAL LABOR MARKET AND SUPPORT OUR STUDENTS BEING EMPLOYABLE AFTER HIGH SCHOOL.

GOTCHA AND THEN MOVING ON TO THE SLIDE THREE AND THE PERCENTAGE OF EARLY COLLEGE HIGH SCHOOL GRADUATES WHO EARN ASSOCIATE'S.

SO, AGAIN, I THINK ONE OF MY FAVORITE STATISTICS IN DALLAS ISD THAT I HAVEN'T WE HAVEN'T WE PROBABLY NEED TO UPDATE IT NOW IS SOMETHING LIKE BACK IN TEN YEARS AGO OR WHATNOT, WE WERE HAD 7% OR SO OF STUDENTS GRADUATE WITH ANY SORT OF DEGREE WITHIN SIX YEARS AND NOW WE'RE GRADUATING 1112, 13% OF OUR GRADUATING CLASS BEFORE THEY GRADUATE HIGH SCHOOL WITH A DEGREE IS AN ASTOUNDING STATISTIC.

SO JUST LIKE DAN HAS HIS SLIDE ABOUT TEACHER SALARIES, I WOULD LOVE TO SEE THAT STATISTIC UPDATED ANNUALLY, BECAUSE I THINK IT TELLS A REALLY POWERFUL STORY FOR US.

MY QUESTION HERE IS, AND I THINK THIS HAS BEEN A CONCERN THAT I'VE BROUGHT UP SINCE WE'VE HAD THIS ONE, IS THAT THIS IS ABOUT THE PERCENTAGE OF GRADUATES OF P-TECH AND EARLY COLLEGES AND I KNOW WE'VE HAD SOME CONVERSATIONS ABOUT, BUT HOW MANY STUDENTS FROM ENTERING P-TECH IN EARLY COLLEGE FRESHMAN YEAR ACTUALLY BECOME GRADUATES? SO CAN YOU TALK TO ME? DO WE HAVE THOSE NUMBERS ABOUT WHAT OUR ATTRITION LOOKS LIKE FROM NINTH GRADE THROUGH TO GRADUATES IN OUR EARLY COLLEGE P-TECH PROGRAMS, AND WHAT WE'RE DOING TO MAKE SURE WE ARE CLOSING THAT. SO WE'RE ACTUALLY RETAINING OUR STUDENTS IN THESE PROGRAMS RATHER THAN THEM FALLING OUT ALONG THE WAY.

WE DO. WE HAVE AROUND 2600 IS OUR STARTING POINT.

TYPICALLY, YOU KNOW, ON THE AVERAGE AND AS YOU CAN SEE FOR TODAY'S PURPOSES, THE CLASS OF 24 IS AT 1506.

IS THE COHORT RIGHT.

SO THERE'S A LITTLE BIT OF THERE'S AN ATTRITION RATE FOR SURE OF ABOUT 37, 38% I THINK.

BUT I THINK I'M GONNA LET DOCTOR NEVILLES TALK ABOUT WHAT'S THE STRATEGY AND I THINK IT SPEAKS TO OUR ADJUSTMENT THAT I TALKED ABOUT IN 5.3 AROUND COLLABORATION WITH THE CAMPUS. SO STRATEGIES REALLY ARE DEPICTED ON THAT SLIDE.

WE TALKED ABOUT THE ADJUSTMENTS THAT WE'RE MAKING SO EARLY INTERVENTION FIRST AND FOREMOST.

SO WITH THE PROGRESS MONITORING SYSTEMS THAT WE HAVE CREATED FOR SYSTEM FOR STUDENTS MAKING SURE THAT WE ALSO ARE INTENTIONAL ABOUT INVOLVING OUR PARENTS AS PARTNERS IN THE PROCESS AND THEN MAKING SURE THAT STUDENTS HAVE THOSE ENGAGEMENT OPPORTUNITIES.

SO THE MORE THAT THEY CONNECT WITH INDUSTRY AS MENTORS DURING THOSE ENGAGEMENT EXPERIENCES AND SO WE'RE SEEING AN UPTICK IN RETAINING OUR STUDENTS IN THE PROGRAM WITH THOSE STRATEGIES.

CAN I ALSO TO ADDRESS THAT QUESTION? TWO OF THE THINGS THAT WAS PART OF THE EXPANSION OF OUR COUNSELORS WAS TO ENSURE THAT THERE WAS A SMALLER STUDENT TO COUNSELOR RATIO, SO THAT LET ME CHECK AND SEE HOW STEPHANIE IS EARLY ON.

SO WHAT DOCTOR NEVILLES DESCRIBED IS THAT THAT INTERVENTION, AS SOON AS STEPHANIE IS STARTING TO GET OFF TRACK, THAT THERE IS ENOUGH TIME IN A COUNSELOR'S DAY AND MONTH TO BE KEEPING UP WITH THAT.

THE SECOND THING IS WHAT ISN'T DEPICTED HERE, BECAUSE ALL WE'RE SHOWING HERE IS THE 60 PLUS ASSOCIATES.

WE HAVE A LARGE BULK OF STUDENTS THAT ARE AT 45 PLUS HOURS.

SO I DO THINK IT'S A DIFFERENCE, RIGHT, BETWEEN I STARTED THE PROGRAM AND I GOT ZERO HOURS VERSUS ALSO, WHICH I THINK IS A DATA POINT WE CAN ALSO SHARE IN THE FUTURE IS NOT JUST WHAT WAS THE ORIGINAL COHORT.

ARE WE IMPROVING AND KEEPING THEM AND THEN SECONDLY, WHERE ARE THE BUCKETS?

[00:30:01]

BUT DID THEY GET 45 HOURS OR MORE? DID THEY GET 30 HOURS OR MORE? BECAUSE WE KNOW THAT SIGNIFICANTLY AND STATISTICALLY DIFFERENT THAN KIDS WHO STARTED AND GOT, THEY REALLY DIDN'T GET ANYTHING FROM IT AND WE'RE GETTING BETTER AT THAT.

OBVIOUSLY THE TEAM CONTINUES TO WORK ON THAT, BUT I JUST WANTED TO HIGHLIGHT THOSE TWO PIECES BECAUSE I KNOW THE TEAM HAS ACTUALLY SHARED WITH ME WHAT NUMBER AND PERCENTAGE OF KIDS GOT 30 PLUS 45 PLUS, BECAUSE THAT SHOULD ACTUALLY, I THINK MAYBE EVEN BE DEPICTED HERE.

YEAH, I THINK THAT WOULD BE HELPFUL AND AGAIN, TO ME, I TOTALLY UNDERSTAND WHY WE MIGHT HAVE STUDENTS NOT GET TO 60 HOURS FOR WHATEVER REASON, BUT THEY GOT 45 HOURS AND THAT MAKES IT A VERY EASY NEXT STEP LIKELIHOOD.

HOPEFULLY. AND HOPEFULLY WE'RE TRACKING THIS THAT THEY GO OFF AND FINISH THOSE 60 HOURS IN THE NEXT YEAR.

SO I FULLY RECOGNIZE THAT.

I GUESS MY CONCERN ON THIS QUESTION IS, MORE GENERALLY, THOSE 37% OF STUDENTS WHO STARTED, IF WE START WITH 2400 OR WHATEVER IT IS TO WHERE THEY FINISH.

ARE THOSE 37% STILL IN THE PROGRAM AND EARNING CREDITS, OR HAVE THEY BEEN EXITED FROM THIS PARTICULAR PROGRAM AND ARE NOW ENROLLED IN A DIFFERENT PROGRAM OR SCHOOL OR WHATNOT? AND DO THEY STILL HAVE THE SAME ACCESS TO COLLEGE HOURS? SO WE DON'T HAVE TO DIG INTO THAT NOW? BUT THAT'S MY QUESTION IS REALLY I THINK IT'S GREAT THAT WE GET MORE KIDS EVEN JUST TAKING A DUAL CREDIT COURSE OR EARLY COLLEGE COURSE, MORE STUDENTS EARNING THE 15 CREDIT HOURS SO DALLAS COLLEGE CAN GET ITS OUTCOMES, FUNDING FOR THAT, AND SO ON.

BUT I'M JUST THINKING ABOUT, LIKE, YOU KNOW, IN OUR MAGNET SCHOOLS, WE WOULD LOOK VERY PARTICULARLY AT SCHOOLS THAT WERE HAVING AN ATTRITION RATE OF 37% OF THEIR STUDENTS ON THAT. SO I'LL PAUSE.

I THINK I'M AT MY TIME.

SO WE'LL COME BACK AND HAVE ONE MORE QUESTION LATER ON.

THANK YOU, TRUSTEE FOREMAN I'LL JUST START WITH MAYBE WHERE BEN LEFT OFF.

WHAT IS ACTUALLY THE ATTRITION RATE FOR STUDENTS? YEAH, I THINK IS THAT TRUSTEE FOREMAN.

AS I SHARED EARLIER, IT'S AROUND 37 TO 38 IS WHAT IT LOOKS LIKE FROM 22,600 TO 1500.

AND AGAIN THIS GIVEN YEAR.

OKAY AND THE PREVIOUS YEARS, DO WE KNOW WHAT THE ATTRITION RATE WAS? IT WAS VERY SIMILAR. RIGHT.

THE SAME RATE AT THE SAME RATE.

OKAY. AND I WILL TELL YOU TRUSTEE FOREMAN, THE GOOD NEWS IS THAT WE ARE KEEPING MORE STUDENTS LONGER.

AND AS I NOTED IN THE PRESENTATION, MORE ACTUALLY MORE STUDENTS BY PERCENTAGE GOT THE ASSOCIATE OR 60.

SO WHILE WE'RE NOT WHERE WE NEED TO BE, WE'RE MAKING PROGRESS OF RETENTION AND SUCCESS RATES.

OKAY. SO WHEN WE TALK ABOUT CCMR THAT'S COLLEGE CAREER AND MILITARY READY.

CORRECT. YES.

SO WHY DO WE NOT EVER TALK ABOUT THE MILITARY PIECE OR DO WE? WE DO AS A TEAM BECAUSE IT'S NOT SET UP AS ONE OF OUR GPM'S.

I THINK THAT'S PROBABLY WHY THAT'S NOT A FORMALIZED PART OF THE PRESENTATION, BUT WE ABSOLUTELY DO AND WE KNOW THE VALUE OF WHAT IT BRINGS FOR OUR STUDENTS.

SO I JUST THINK IT IS A VALUE FOR STUDENTS AND FOR SOME STUDENTS THAT'S AN OPTION AND A CHOICE THAT WE REALLY SHOULD TAKE A STRONGER LOOK AT.

JUST IN MY OPINION, I'M ON PAGE THREE.

SO THE, THE OTHER PATHWAYS BASED ON THE PATHWAYS THAT ARE IN THE HIGH SCHOOL OR DO THE P-TECH HAVE DIFFERENT PATHWAYS? THE P-TECH PATHWAYS ARE WHAT IN MOST CASES, WHAT WE'RE ESTABLISHED FROM THE VERY BEGINNING, THERE ARE A FEW CHANGES.

FOR EXAMPLE, LIKE THE P-TECH PATHWAYS HAVE REMAINED PRIMARILY THE SAME.

THERE ARE SOME EXAMPLES OF WHERE THEY MIGHT HAVE SHIFTED.

FOR EXAMPLE, LINCOLN HIGH SCHOOL NOW HAS EDUCATION AS A PATHWAY RIGHT BY CHOICE, NOT BY A DECISION WE MADE, BUT A SCHOOL BASED DECISION.

BUT MOST OF THE PATHWAYS DO REMAIN THE SAME.

SO IS THERE A POSSIBILITY FOR US TO SEE BY P-TECH WHAT THE PATHWAYS ARE? WE CAN PROVIDE YOU A DOCUMENT THAT HAS EVERY SCHOOL, EVERY PATHWAY.

OKAY. YES. I WOULD LOVE TO SEE THAT.

SO WHEN AND I'M STILL ON 3, WE HAVE A BUCKET FOR EMERGING BILINGUALS AND A BUCKET FOR HISPANICS.

DO THEY GO TOGETHER OR ARE THERE A TOTALLY SEPARATE BUCKET? I MEAN, SOME STUDENTS WOULD BE EMERGING BY SOME HISPANIC STUDENTS WOULD BE EMERGING BILINGUALS.

IN SOME CASES, THEY WOULD NOT BE DEPENDING ON THE REASON I ASKED THAT QUESTION, DO WE DOUBLE COUNT? WELL, YES. BUT THE SAME IS TRUE FOR ECONOMICALLY DISADVANTAGED.

YEAH, I KNOW, BUT FOR ME, I'D LIKE TO SEE HOW ARE WE DOUBLE COUNTING AND WHERE ARE WE DOUBLE COUNTING? WE BOTH ARE THE SAME [INAUDIBLE] AND THE SAME FOR ECONOMICALLY DISADVANTAGED.

BOTH OF THOSE. THESE ARE JUST THE WAY THAT THE STATE PUTS THE CATEGORIES.

GET THAT PART, BUT I STILL WANT TO KNOW WHERE THE DOUBLE COUNT IS.

IT IS AN EMERGENT BILINGUALS AND ECONOMICALLY DISADVANTAGED.

[00:35:04]

SO IF WE GOT 1168 FOR HISPANICS AND 581 FOR EMERGENT BILINGUAL, HOW MANY OF THOSE ARE ALSO COUNTED IN THE HISPANIC NUMBER? SO A LARGE PERCENTAGE.

YEAH. SO WE CAN GET A GOOD UNDERSTANDING BECAUSE I KNOW WE'RE DOING IT BASED ON WHAT STATE STANDARDS ARE.

BUT IT'S GOOD TO KNOW EXACTLY WHAT WE'RE DOING AND HOW MANY STUDENTS WE'RE ACTUALLY TALKING ABOUT THAT WOULD FIT UNDER THOSE CATEGORIES.

THAT WOULD HELP ME OUT.

BECAUSE I'M A LITTLE SLOW.

SO I JUST WANT TO MAKE SURE I CAN MEET YOUR EXPECTATION.

YES, MA'AM. SO WOULD YOU NEED AN ASTERISK NEXT TO.

BECAUSE THESE ARE GOING TO BE CONSISTENT EVERY TIME YOU SEE EMERGENT BILINGUAL AND EVERY TIME WE SEE ECONOMICALLY DISADVANTAGED, THOSE ARE GOING TO OVERLAP WITH STUDENTS IN AFRICAN-AMERICAN CATEGORY AND HISPANIC CATEGORY AND IN WHITE.

SO WHAT I NEED TO SEE IS THE EMERGENT BILINGUALS.

IF THERE ARE 581 LOOKING AT SLIDE THREE, IF THERE'S 581 OR THE 581 COUNTED IN THE HISPANIC 1168 AND WITHOUT LOOKING AT THE NUMBERS, BUT WITH 38 YEARS OF EXPERIENCE, 99% OF THOSE ARE IN THE 1168.

THAT'S WHAT I'D LIKE TO KNOW AND I KNOW YOU GOT A LOT OF EXPERIENCE, BUT I'M SLOW, SO CAN YOU JUST HELP ME? GOT IT. YEP. JUST HELP ME OUT.

I'M ON FOUR AND THIS IS BASED ON.

I'M LOOKING AT BASED ON WHERE WE WERE TALKING ABOUT ASSISTING STUDENTS.

THAT MIGHT BE KIND OF BEHIND.

HOW MANY DO WE KNOW? EXACTLY HOW MANY STUDENTS WE'RE ASSISTING AND HOW MANY HAVE WE HELPED TO GET OVER THE HUMP AND TO GO AHEAD AND GRADUATE WITH THE WITH THE ASSOCIATE'S DEGREE? I DON'T THINK THAT'S AN EASY DATA POINT TO TELL YOU RIGHT NOW, BUT WE CAN TRY TO FIGURE IT OUT BECAUSE I THINK IT'S CONTEXTUAL.

RIGHT? ANY GIVEN SCHOOL, YOU KNOW, LIKE, THERE COULD BE, YOU KNOW, A CERTAIN NUMBER OF STUDENTS WHO ARE OFF TRACK OR SLIGHTLY OFF TRACK.

SO WE'D HAVE TO GO BACK AND LOOK TO SEE IF WE CAN FIGURE THAT OUT FOR YOU.

I WOULD ASSUME THAT YOU WOULD HAVE RECORDS OF THE STUDENTS THAT YOU'RE ASSISTING, AND YOU ALSO WOULD HAVE RECORDS OF THE STUDENTS WHO ACTUALLY RECEIVED THEIR ASSOCIATE'S DEGREE.

IS THAT A GOOD ASSUMPTION OR A BAD ASSUMPTION? FOR THE MOST PART, WE DEFINITELY HAVE THE ASSOCIATE'S.

AS FAR AS THE NUMBER OF STUDENTS WE'RE SUPPORTING, WE DON'T ALWAYS HAVE A SORT OF A RECORD BOOK THAT SAYS, WE WORKED WITH THESE FIVE STUDENTS TODAY.

IT'S MORE OF A COLLECTIVE SUPPORT VERSUS SMALL.

COLLECTIVE IS FINE.

GOT IT. ALL I'M TRYING TO UNDERSTAND IS HOW MANY STUDENTS ARE WE ACTUALLY HELPING? AND THOSE STUDENTS ARE ACTUALLY GOING ON TO GET THEIR ASSOCIATE'S DEGREE, DOES THAT MAKE SENSE? SURE. OKAY.

THANK YOU. WELL, ACTUALLY, I'VE BEEN SLOW, SO I THINK THAT ONE I THINK MAYBE I GET TRUSTEE FOREMAN BECAUSE WHAT WE'RE SAYING IS, CAN WE CONNECT THAT WHEN WE PROVIDE THE ASSISTANCE THAT IT HAS AN OUTCOME THAT IMPROVES THEIR TRAJECTORY? RIGHT. IT'S A RETURN ON WHAT WE'RE NOW CALLING A RETURN ON INSTRUCTION INSTEAD OF A RETURN ON INVESTMENT.

ABSOLUTELY. I GET THAT ONE.

WE CAN START TO PUT THOSE TWO TOGETHER.

OKAY, GOOD. AND I WOULD ASK OUR TEAM TO EVEN CONSIDER OUR COUNSELORS ARE KEEPING LOGS OF THE STUDENTS THAT THEY'RE INTERACTING IN THE SMALLER GROUPS.

THAT WOULD BE A CONNECTION PIECE THAT WE CAN THEN BRING BACK TO THE BOARD TO SAY, DID THE INVESTMENT IN ADDING HIGH SCHOOL COUNSELORS HAVE AN INCREASE IN THIS PARTICULAR IN ANY OF OUR GOALS, BUT CERTAINLY IN THIS ONE? THANK YOU FOR RAISING THAT.

THANK YOU SO MUCH AND THEN I GUESS THE LAST POINT I WILL MAKE IS CHIEF RAMOS, YOU'RE NEW HERE.

I'VE ASKED A LOT OF QUESTIONS ABOUT AUDITS FOR THE LAST TEN YEARS.

WE'VE HAD THE SAME AUDITOR.

IT'S ALWAYS BEEN A CLEAN AUDIT, BUT WE ALSO HAVE INSTRUCTIONS ON THE OUTSIDE OF THE AUDIT.

THAT ALWAYS CONCERNS ME.

SO I JUST NEED YOU TO KNOW I'LL BE ASKING THOSE QUESTIONS.

THANK YOU. BEFORE WE GO ON, I FEEL REQUIRED TO REMIND THIS BOARD JUST BECAUSE SHE'S NOT PRESENT WITH US. A LOT OF THIS WORK WAS DONE BY TAMIKA ALFRED STEVENS, OUR FORMER CFO, AND SHE'S STILL OUR FRIEND, AND WE STILL TALK WITH HER.

SO I WANT TO TAKE A MOMENT OF PERSONAL AND PROFESSIONAL PRIVILEGE TO THANK HER FOR ALL THE WORK.

AND I KNOW THIS BOARD HAS ALWAYS APPRECIATED HER, AND I THINK IT'S IMPORTANT THAT WE GIVE HER A LITTLE ROUND OF APPLAUSE, EVEN FROM AFAR.

[00:40:11]

THANK YOU. TRUSTEE FOREMAN, TRUSTEE CURRY.

THANK YOU, CHIEF LUSK.

ONE WE WERE TALKING ABOUT THE RETENTION RATE BEING ROUGHLY, I BELIEVE YOU SAID 37% OR SO OF STUDENTS WHO START IN THE P-TECH EARLY COLLEGE PROGRAMS, BUT THEN COMPLETE. DID I UNDERSTAND THAT CORRECTLY? IF IT WAS ACTUALLY THAT WAS THE ATTRITION RATE, NOT RETENTION RATE.

I'M SORRY. ATTRITION RATE IS THE WRONG WORD.

THANK YOU. NOW I ALSO AND I DON'T HAVE THIS DATA IN FRONT OF ME, BUT I BELIEVE I'VE SEEN THESE CHARTS BEFORE.

AT SOME POINT IN TIME, EITHER IN THESE MEETINGS OR ELSEWHERE, WE HAVE SORT OF A NATURAL MELT OF STUDENTS WHO START HIGH SCHOOL IN GENERAL, WHO DON'T GET ALL THE WAY TO THE END AND COMPLETE OUR PROGRAMS. DO WE? SO IF WE'RE HAVING SOME ATTRITION, YOU KNOW, HOW MUCH OF THAT 37% IS ATTRIBUTABLE TO STUDENTS WHO JUST AREN'T COMPLETING HIGH SCHOOL AT ALL, VERSUS WHO ARE FALLING OUT OF THIS PROGRAM AND INTO SOMETHING ELSE? I DO THINK IT'S ANOTHER REALLY FAIR POINT AND WE DO HAVE THE NUMBERS.

WE CAN GO BACK AND START TO OVERLAY.

WHAT'S THE GENERAL ATTRITION THAT WE HAVE? I CERTAINLY WOULD WANT TO REALLY DEDICATE OURSELVES THAT.

WE NEVER LOSE THE KIDS.

THEY JUST MAY NOT BE MAKING IT IN THAT FOUR YEAR COHORT AND SO WE CAN LOOK AT WHAT'S THAT HIGH SCHOOL MELT FROM THE ORIGINAL NINTH GRADE JUST GENERALLY RIGHT. BECAUSE WE ALL KNOW OUR NINTH GRADE ORIGINAL NINTH GRADE CLASS, THOSE NINE ONES, FIRST YEAR, NINTH GRADE STUDENTS IS, YOU KNOW, I'M GOING TO MAKE UP A NUMBER, RIGHT? WE HAVE A THOUSAND AND IN OUR DISTRICT, IT'S SOMEWHERE AROUND 9000 AND THEN WHAT DO WE END UP WITH? DO WE END UP WITH 8000 GRADUATES AT THE END OF FOUR YEARS? WHAT'S THAT ATTRITION RATE AND THEN FACTOR THAT IN TO THIS SPECIFIC PROGRAM OR ANY OF OUR OTHER PROGRAMS. WE CAN DO A COMPARISON OF THAT AS WELL AND I THINK THAT'S PARTICULARLY INTERESTING IS I AM WONDERING WHETHER THESE PROGRAMS HELP US RETAIN STUDENTS, BECAUSE THE ATTRITION RATE MIGHT BE SLOWER OR SMALLER IN A PROGRAM WITH A WITH A SORT OF, YOU KNOW, DESIGNED BEGINNING AND END POINT TO GET A CERTAIN GOAL RELATIVE TO THE BROADER PUBLIC. I DON'T KNOW IF THAT'S TRUE OR NOT, BUT I WOULDN'T BE SURPRISED IF IT IS AND THAT WOULD BE A USEFUL DATA POINT FOR US TO KNOW THAT OUR INVESTMENT IN THESE PROGRAMS IS PRODUCING SOME ADDITIONAL POSITIVE RESULTS.

THE OTHER THING I JUST WANTED TO MAKE A COMMENT I'VE MADE BEFORE.

YOU KNOW, I'M CERTAINLY PLEASED AND THANKFUL FOR THE IMPROVEMENTS THAT WE SEE YEAR OVER YEAR IN OUR CCMR AND OTHER EFFORTS.

BUT I ALSO JUST WANT TO THANK YOU, DOCTOR LUSK AND EXECUTIVE DIRECTOR GAYNOR, WHO ARE BOTH WORKING ON TRYING TO GET MORE INFORMATION ABOUT WHAT HAPPENS TO OUR STUDENTS AFTER WE LEAVE. BECAUSE, AGAIN, MY VIEW, THE PURPOSE IS NOT JUST TO MEET THESE NUMBERS, BUT TO PREPARE KIDS FOR THE LIVES THEY WANT TO LEAD AFTER THEY LEAVE.

I KNOW THERE'S CHALLENGES IN DOING THAT.

I COMMEND YOU AND YOUR TEAM FOR CONTINUING TO TRY TO BUILD THE DATA FOR US TO SEE THAT AND I'M HOPEFUL AT SOME POINT IN TIME WE'LL BE ABLE TO TO SEE THAT AS A BOARD.

IT'S NOT ALWAYS EASY TO GET DATA FROM OTHER GROUPS AND ORGANIZATIONS, BUT I THANK YOU FOR WORKING ON IT.

THANK YOU, TRUSTEE WEINBERG.

THANK YOU. I HAVE TWO KIND OF FOLLOW ON QUESTIONS.

ONE IS A FOLLOW ON TO TRUSTEE MACKEY QUESTION, WHICH WAS THE BARRIERS TO ACHIEVING THE ASSOCIATE'S DEGREE DOES AND YOU MIGHT HAVE TO WALK ME THROUGH THE TCIA.

DOES THAT IMPACT THE ABILITY TO PROGRESS THROUGH THE COURSES AND THROUGH AND AND WHAT DOES THAT IMPACT? IF SO. IT CAN.

TCIA CAN DEFINITELY IMPACT.

BECAUSE STUDENTS CAN ONLY MATRICULATE SO FAR THROUGH THE ASSOCIATE DEGREE PATHWAY BEFORE THEY HAVE TO MEET THE REQUIREMENTS OF TCIA AND IS THAT PART OF THE COUNSELING AND PART OF THE PART OF THE EFFORTS TO PROGRESS THE STUDENTS THROUGH? IT IS. IT'S PART OF THAT THOSE EARLY INTERVENTION METHODS THAT I TALKED ABOUT.

AND PART OF THAT ADVISING THAT COUNSELORS DO WITH STUDENTS.

I WOULD JUST ADD TOO I THINK IT'S IMPORTANT TO NOTE, EVEN LIKE SO LET'S JUST SAY A STUDENT CAN TAKE UP THE FIRST FIVE COURSES WITHOUT TCIA, RIGHT? IT MAY BE TWO THAT YOU KNOW, SOMETIMES IF THEY DON'T PASS TCIA EARLY, THAT'S ALSO A CONFIDENCE CHALLENGE FOR THEM, RIGHT? SO IT DOES MATTER AND WE WORK WITH STUDENTS AND HAVE WAYS TO HELP SUPPORT THEM.

BUT IT CAN BE A BARRIER.

IT SOUNDS LIKE YOU ALL ARE ATTENDING TO IT.

THANK YOU AND A SECOND QUESTION IS KIND OF GLOBALLY RELATED TO TRUSTEE CURRY'S QUESTION, WHICH IS ON THE LEVEL ONE AND TWO CERTIFICATES AND SORT OF PREPARING KIDS FOR THE LIFE THAT THEY WANT TO LEAD AS THEY GRADUATE AND BECOME ADULTS TEA HAS A SUBSET, I THINK OF LEVEL ONE AND TWO CERTIFICATES, A BASKET OF THEM.

DO WE OFFER ALL OF THOSE?

[00:45:03]

SO WE TO UNDERSTAND, MAKE SURE THAT WE'RE ALIGNED WITH THE CERTIFICATES THAT OUR STUDENTS CAN EARN SO THAT, YOU KNOW, WE'RE NOT PUTTING THEM IN A POSITION TO EARN A CERTIFICATE.

THAT'S NOT LOCALLY AVAILABLE FROM A JOB PERSPECTIVE.

GOT IT. THANK YOU AND CONGRATULATIONS ON THE ACHIEVEMENT OF THE CCMR GOALS AND THE PROGRESS AND THE AUDIT.

OKAY, EARLIER I MAY HAVE FAILED TO ACKNOWLEDGE THAT TRUSTEE WHITE IS JOINING US BY VIDEO CONFERENCE.

TRUSTEE WHITE, DO YOU HAVE ANY QUESTIONS? I CAN'T WE CAN'T HEAR YOU. TRUSTEE WHITE OH, YES.

NOW, CAN YOU HEAR ME? I'M SORRY.

WE CAN HEAR YOU NOW. THANK YOU SO MUCH.

OKAY. THANK YOU.

FIRST OF ALL I'M SO GRATEFUL THAT WE ACTUALLY HAVE THESE PROGRAMS AND I DEFINITELY WANT NOT JUST PARENTS. I KNOW A LOT OF TIMES THE STUDENTS KNOW ABOUT IT, BUT IF THE PARENTS KNOW ABOUT IT, WE KNOW THAT THEY CAN TAKE ADVANTAGE OF IT TO SAVE ON RESOURCES WHEN IT COMES TO COLLEGE EDUCATION BECAUSE THEY CAN LEAVE THE ISD WITH AN ASSOCIATE'S DEGREE IN HAND AND ENTER ONCE THEY WALK ACROSS THE STAGE.

A SOPHOMORE IN A MAJOR UNIVERSITY.

ONE THING I WOULD LIKE TO SAY AND FOLLOW UP ON, SOMETHING THAT TRUSTEE FOREMAN MENTIONED EARLIER, WAS THE IMPORTANCE OF KEEPING TRACK OF THE NUMBERS FOR COLLEGE AND MILITARY READY STUDENTS AND THE REASON I FEEL THAT THIS IS SO GREAT IS BECAUSE OF THE FACT THAT RIGHT NOW I AM AT A.

WELL, I WAS AT A MILITARY GRADUATION.

MY NIECE, WHO ALSO ENTERED THE NAVY, HAD SCHOLARSHIPS AND COMMITMENTS ALREADY FROM THE COLLEGES THAT SHE WAS GOING TO AND SO WHEN SHE ENTERED THE NAVY, OF COURSE, SHE GOT A WONDERFUL SIGN ON BONUS.

AND THAT'S ADDITIONAL SUPPORT FOR HER EDUCATION AS WELL.

SO AND I KNOW THAT'S SOMETHING THAT THE CCMR IS SOMETHING THAT WE DEFINITELY SUPPORT.

SO IT WOULD BE NICE TO SEE HOW MANY OF OUR STUDENTS WHO ACTUALLY OBTAINED ACADEMIC SCHOLARSHIPS WENT ON TO SERVE OUR COUNTRY AND ALSO GET OTHER BENEFITS AND ONE OTHER THING THAT I FEEL IS VERY IMPORTANT IS OF COURSE, IT'S GREAT THE NUMBERS THAT WE DO HAVE, AND I KNOW WE'RE STRIVING EVERY YEAR TO INCREASE THE NUMBER OF STUDENTS THAT WE HAVE THAT ARE IN THE PROGRAM ON TRACK TO OBTAIN A COLLEGE DEGREE AND WE'RE STRIVING TO MAKE SURE THAT REGARDLESS OF WHETHER WE WANT THEM TO STAY IN, SAY, FOR INSTANCE, IF THEY DECIDE TO GO INTO THE MEDICAL FIELD, WE WANT THEM TO CONTINUE ON IN THAT TRACK.

BUT THE MOST IMPORTANT THING IS BECAUSE WE ALL.

MAYBE SOMETIMES CHANGE OUR CAREER PATH, THAT THEY WILL HAVE CREDITS THAT THEY CAN USE SOMEPLACE ELSE AND IF THEY DECIDE TO CHANGE BACK AGAIN, WHICH SOME PEOPLE DO IF THEY LEAVE THEIR FIELD, THEY'LL BE READY AND I JUST WANT TO ALSO THANK THE STAFF FOR HEARING US WHEN WE'RE ASKING FOR THEM TO PROVIDE US CERTAIN MEASURES AND GOALS THAT OUR STUDENTS ARE OBTAINING IN. AND ALSO, I DID HEAR THAT WE WERE GOING TO GET INFORMATION FOR CAMPUS LEVEL AND I'M EVERY FOR EVERY SCHOOL AND EVERY PATHWAY.

WE WILL BE RECEIVING INFORMATION AND I JUST WANT TO THANK DOCTOR LUSK MENTIONED THAT AND I JUST WANT TO THANK YOU IN ADVANCE FOR THAT.

THANK YOU SO MUCH FOR YOUR TIME.

TRUSTEE WE'LL BEGIN WITH ROUND TWO.

TRUSTEE MACKEY.

YEAH. JUST ONE FOLLOW UP QUESTION, AND THANK YOU FOR ALL THE CONTEXT ON WHAT WE WERE DOING ON RETENTION.

WHAT I HEARD FROM THAT AS A STRATEGY IS A LOT OF PARENT AND COMMUNICATION FOCUSED, MAKING SURE STUDENTS KNOW THAT PATHWAY.

DO WE HAVE A SENSE YET AND IT'S OKAY IF WE DON'T.

ARE MOST OF THE ATTRITION WE'RE SEEING JUST BECAUSE KIDS DECIDE THEY OPT OUT, BECAUSE THEY DON'T SEE VALUE IN THE PATHWAY, OR AREN'T SURE THAT'S WHAT THEY WANT TO KEEP DOING VERSUS ACADEMIC READINESS.

I AM NOT HITTING TSI.

I DON'T KNOW IF I CAN CONTINUE AND THEREFORE IT'S TOO HARD.

SO LET ME OPT OUT. DO WE HAVE A SENSE OF WHICH OF THOSE TWO? IT IS? I THINK IT'S A LITTLE BIT OF BOTH.

I MEAN, THERE'S SOME WHERE THERE'S INTEREST WHERE I'M NOT REALLY INTERESTED IN THAT PATHWAY AFTER ALL.

[00:50:04]

SO THEY'RE STILL ON A PATH TOWARDS PROSPERITY.

I THINK THE OTHER IS THAT SOME OF IT'S RIGOROUS AND IT REQUIRES, IF YOU THINK ABOUT IT, YOU'RE TAKING 20 COLLEGE DUAL CREDIT COURSES.

THAT'S HEAVY.

IF YOU'RE A HIGH SCHOOL STUDENT. I MEAN, I WAS TALKING TO A GROUP THE OTHER DAY, AND I WAS WE WERE TALKING ABOUT AP WHEN I WAS A KID 100 YEARS AGO.

RIGHT AND ALL YOU HAD WAS AP.

NOW KIDS HAVE AP, THEY HAVE DUAL CREDIT, BUT THE DUAL CREDIT IS 20 CLASSES YOU REALLY CAN'T TRIP UP IF YOU WANT TO MAKE IT TO THE FINISH LINE AND FOR SOME KIDS, IF THEY TRIP EARLY, IT'S A CONFIDENCE CHALLENGE.

THANK YOU FOR THAT. OKAY AND THEN ONE THING THAT WE CAN GET FOR THE TRACKER, I WOULD JUST LIKE TO SEE OVER THE LAST COUPLE OF YEARS, LIKE WHAT THAT ATTRITION RATE HAS LOOKED LIKE FROM ENTRANCE.

HOW MANY KIDS IN EACH YEAR ENTERED AS FRESHMEN? HOW MANY OF THAT COHORT FINISHED? AND THEN WHERE WE'RE SEEING BRIGHT SPOTS BY CAMPUSES, I'D LOVE TO SEE THE DIFFERENT PROGRAMS AND WHICH ONES ARE HAVING STRONGER RATES THAN OTHERS AND THEN NEXT TIME WE HAVE THIS CONVERSATION, WE CAN TALK ABOUT HOW WHAT DID WE LEARN FROM THOSE CAMPUSES AND HOW WE'RE EXTRAPOLATING THAT ELSEWHERE.

BUT THANK YOU ALL FOR YOUR WORK AND CONGRATULATIONS ON HITTING ALL THESE GOALS OUT OF THE PARK.

OKAY. TRUSTEE MICCICHE.

YES, I WANTED TO FOLLOW UP ON THE COUNSELING ISSUE THAT THE SUPERINTENDENT MENTIONED, THAT WE'VE INCREASED THE NUMBER OF COUNSELORS IN ORDER TO HELP MEET THESE GOALS AND HELP OUR STUDENTS SUCCEED.

YOU KNOW, THE WAY I LOOK AT THESE NUMBERS OVER THE I'VE LOOKED AT THEM OVER THE YEARS, AND I DO RECALL WHENEVER I LOOK AT THEM, IT'S KIND OF SHOCKING TO SEE THAT THE THE NATIONAL RATE IS SOMETHING LIKE 385 TO 1, AND THE STATE ACTUAL RATE IS OVER 400 TO 1.

AND THERE'S A RECOMMENDED RATE THAT'S SOMETHING LIKE 250 TO 1 BY THE AMERICAN COUNSELORS ASSOCIATION.

BUT WHERE ARE WE? I AS I RECALL, WE WERE DOING MUCH BETTER IN TERMS OF THE RATIOS THAN THE STATE AND NATIONAL AVERAGE, EVEN BEFORE WE STARTED TO AMP UP COUNSELING AND ADVISING AND SO FORTH.

YEAH. DUE TO THE INVESTMENT FROM THE BOARD AND THE SUPERINTENDENT SUPPORT, WE ACTUALLY ARE 270 TO 1 AT OUR HIGH SCHOOLS, WHICH IS PHENOMENAL.

SO I THINK BACK TO THE COMMENT THE SUPERINTENDENT MADE AROUND THE ABILITY TO DO, YOU KNOW, INDIVIDUALIZED ADVISING AND SUPPORT, REALISTICALLY, IN A SHORTER TIME FRAME, YOU KNOW, TALKING TO COUNSELORS, THEY'RE TELLING US THEY'RE ABLE TO DO THAT AS A RESULT.

SO YES, 270 TO 1.

OKAY. THAT'S AWESOME AND I REALLY DO THINK THAT'S A GREAT INVESTMENT AND LOOK FORWARD TO SEEING THE RESULTS OVER TIME.

THANK YOU SO MUCH.

OKAY TRUSTEE. SEEING NO FURTHER QUESTIONS.

TRUSTEES WILL NOW MOVE TO AGENDA ITEM 7, INFORMATION.

[7. INFORMATION/REPORTS]

I'M SORRY. EXCUSE ME. I'M SORRY.

YEAH. I'M SORRY. I DO HAVE A QUICK QUESTION AND IS THIS FOLLOWING ONLINE WITH WHAT TRUSTEE MICCICHE JUST MENTIONED? CAN WE ACTUALLY HAVE THE COUNT OF COUNSELORS AND STUDENTS PER CAMPUS.

PER DISTRICT, PLEASE.

YES, MA'AM. PUT IN THE TRACKER.

YES, MA'AM. THANK YOU SO MUCH.

THANK YOU. THANK YOU. TRUSTEE WHITE.

SORRY, I FORGOT YOU WERE ON THERE FOR A SECOND.

WE'LL NOW GO TO AGENDA ITEM SEVEN INFORMATION REPORTS.

SUPERINTENDENT. THANK YOU AGAIN.

I'M GOING TO HAVE OUR CHIEF ACADEMIC OFFICER AND HER SUPPORT TEAM COME JOIN US SO THAT WE CAN HIGHLIGHT A COUPLE OF THINGS.

WE'RE GOING TO HIGHLIGHT SOME CIVIC ENGAGEMENT AND THEN WE WANT TO TAKE THIS OPPORTUNITY.

AS I KNOW, THIS BOARD HAS CERTAINLY CHALLENGED ME SPECIFICALLY IN CONTINUING TO BUILD ON ACADEMIC SUCCESS FOR STUDENTS AND WE ALSO SAW A LARGER NEED IN THE MATHEMATICS CONTENT AREA, SPECIFICALLY, AS WE HAVE BEGUN TO FIND WHAT ARE SOME AREAS THAT WE NEED TO FOCUS ON.

SO OUR TEAM IS GOING TO TOUCH ON BOTH OF THOSE.

SO I'M GOING TO TURN IT OVER TO OUR CHIEF ACADEMIC OFFICER CHIEF GAYLORD.

GOOD AFTERNOON, DOCTOR ELIZALDE AND TRUSTEES.

I'VE GOT DOCTOR HILL HERE, AND I'VE GOT OUR EXECUTIVE DIRECTOR, AARON AGUIRRE CASTILLO, HERE TO GO THROUGH THESE TWO TOPICS FOR YOU.

NEXT SLIDE.

DALLAS COUNTY PARTNERED WITH MARCH TO THE POLLS.

TEXAS. NEXT SLIDE TO HOLD A CONTEST THIS YEAR FOR THE DESIGN.

THE STICKER COMPETITION FOR WHEN YOU GO IN TO VOTE THAT YOU GET THE STICKER.

WELL, MARIELLA LOPEZ, A STUDENT AT SAMUELL HIGH SCHOOL IN DALLAS ISD, WON THAT.

I KNOW YOU'VE SEEN THOSE ALL OVER TOWN.

WE'RE GOING TO SHOW YOU A LITTLE VIDEO IN A MINUTE TO CONGRATULATE HER.

THE PARTNERSHIP WITH MARCH TO THE POLLS HAS ALLOWED STUDENTS TO LEARN ABOUT THE VOTING PROCESS AND BECOME CIVICALLY ENGAGED.

[00:55:05]

SINCE THIS PARTNERSHIP, WE HAVE REGISTERED OVER 35,000 DALLAS ISD HIGH SCHOOL STUDENTS TO VOTE.

SO WITH THAT, I COULDN'T BE PROUDER OF A SAMUELL STUDENT FOR BEING ABLE TO WIN THIS COMPETITION AND I'M THRILLED AND IT JUST SHOWS THAT OUR STUDENTS ARE CAPABLE OF ANYTHING, AND THE SKY'S THE LIMIT FOR OUR STUDENTS.

I'M REALLY PROUD I GET TO REPRESENT THE SCHOOL OF TEXAS AND DALLAS.

I NEVER THOUGHT I WOULD BE ABLE TO MAKE THIS OR ACHIEVE THIS.

ME AS A HONDURAN, I FEEL LIKE I'M THE FIRST PERSON TO DO THIS AND I'M REALLY PROUD TO REPRESENT MY CULTURE, MY FAMILY, MY HOUSEHOLD AND SHOW HOW WE US AS PEOPLE, NO MATTER OUR CULTURE, NO MATTER WHERE WE COME FROM, WE'RE ALL ABLE TO DO THINGS. WE WERE VERY EXCITED FOR OUR SCHOOL, FOR OURSELVES, AND DEFINITELY FOR NATALIE LOPEZ TO REALIZE THAT SHE CAN USE HER ART TO MAKE AN IMPACT.

IT'S REALLY IMPORTANT TO HAVE THIS CONTEST BECAUSE IT'S JUST ANOTHER ENTRY POINT.

IT'S ANOTHER WAY FOR STUDENTS TO ACCESS VOTING AND SEE IT FROM A DIFFERENT PERSPECTIVE, BY BRINGING IN THEIR CREATIVITY AND RECOGNIZING THEIR TALENTS IN THIS WAY.

TO ME, IT'S LIKE A REALLY PRETTY STICKER TO REPRESENT.

DALLAS ILLUSTRATED THE DOWNTOWN TO SHOW HOW THOSE LIGHTS SHINE MORE AS FAR AWAY TO MAKE US SHINE AND I WANTED SOMETHING THAT I COULD, LIKE, ALSO REPRESENT TEXAS.

SO I DECIDED TO PUT THE CANDLES, AND I THINK IT REALLY MATCHED THE STICKER WITH THE DOWNTOWN.

AGAIN. WE'RE SO EXCITED FOR MAREILY LOPEZ TO REPRESENT DALLAS AND SAMUELL AND OUR COMMUNITY FOR FOR ALL THE MILLION VOTERS THAT ARE HEADING OUT TO MAKE THEIR VOICES HEARD THIS ELECTION. I'M REALLY ENCOURAGING PEOPLE TO GET INVOLVED AND GO VOTE AND MAKE SURE YOUR VOICE IS HEARD.

WASN'T THAT AWESOME? AND I KNOW HE WAS IN THAT VIDEO CLIP, BUT I WANT TO AGAIN HIGHLIGHT BOTH THE CAMPUS LEADERSHIP, PRINCIPAL GUERRA AND THIS HAPPENS BECAUSE OF OUR TEACHERS.

MR. WYATT HAS DONE AN AMAZING JOB, AND I WANT TO MAKE SURE WE CALL HIM OUT.

HE'S ALWAYS PUSHING MAREILY, TO THE FRONT, AS GREAT TEACHERS ALWAYS DO.

BUT I WOULD LIKE TO MAKE SURE WE ELEVATE HIS NAME, CHRISTOPHER WYATT, FROM SAMUEL, WHO HAS REALLY, JUST AS YOU CAN TELL, HAS LIT A FIRE UNDER OUR STUDENTS THROUGH SO MANY PROGRAMS, BUT PARTICULARLY THIS ONE AND I ALSO WANT TO THANK OUR TEAM FOR INVESTING AND PUTTING THIS VIDEO TOGETHER TO HIGHLIGHT THESE TYPES OF ACCOMPLISHMENTS AND AT THIS POINT, OUR TEAM IS GOING TO GIVE YOU AN UPDATE ON MATH ACADEMIES FOR OUR K-5 TEACHERS IN DALLAS ISD. THANK YOU, CHIEF GAYLORD.

GOOD AFTERNOON, SUPERINTENDENT ELIZALDE.

TRUSTEES. THIS PORTION OF THE PRESENTATION, WE ARE GOING TO BRING AN UPDATE ON OUR MATH ACADEMIES.

IF YOU COULD GO TO THE NEXT SLIDE, PLEASE.

SO AS WE'VE BEEN WORKING TO CODIFY OUR MATH STRATEGY HERE IN THE DISTRICT, IT'S ALWAYS IMPORTANT TO BE ABLE TO LOOK TO SEE HOW STUDENTS ARE GOING TO BE ASKED TO SHOW WHAT THEY KNOW AND SO I AM GOING TO BEGIN TODAY WITH JUST A SHORT TIMELINE OF HOW ASSESSMENTS HAVE CHANGED OVER TIME.

SO WE'RE GOING TO START ON THE LEFT AND YOU SEE THE BOX THERE THAT SAYS STAAR 2014.

THIS IS A THIRD GRADE ITEM, AND IT TESTED A PREVIOUS TEXT STATEMENT THAT WE HAD IN TEXAS, 3.3 B AND THIS PARTICULAR STUDENT EXPECTATION ASKS FOR STUDENTS TO SELECT ADDITION OR SUBTRACTION AND USE THE OPERATION TO SOLVE PROBLEMS INVOLVING NUMBERS UP TO 999.

AS YOU CAN SEE, THIS PARTICULAR PROBLEM IS FAIRLY SIMPLE, AS THE STUDENT WILL JUST NEED TO USE SIMPLE ADDITION AND THE CHALLENGE WOULD BE TO IDENTIFY THE CORRECT NUMBERS TO ADD.

ADD THEM UP AND TO GET THE ANSWER.

I ALSO DO WANT TO LET YOU KNOW AND REMIND YOU ALL THAT IN 2012, OUR STATE DID ADOPT NEW TEXTS.

THEY WERE IMPLEMENTED IN OUR CLASSROOMS IN 2014 AND THEN TESTED IN 2016 FOR THE FIRST TIME AND SO THE SECOND BOX AND THE LAST BOX ARE ACTUALLY FROM THE UPDATED TEXT THAT WE HAVE, WHICH IS 3.48.

AND IN THIS CASE, STUDENTS ARE EXPECTED TO SOLVE WITH FLUENCY ONE STEP AND TWO STEP PROBLEMS INVOLVING ADDITION AND SUBTRACTION WITHIN 1000 USING STRATEGIES BASED ON PLACE VALUE, PROPERTIES OF OPERATIONS AND THE RELATIONSHIP BETWEEN ADDITION AND SUBTRACTION.

[01:00:01]

BUT WHEN WE LOOK AT 2023, THIS IS WHAT WE'RE CALLING STAR 2.0, WHICH IS THE STAAR REDESIGN.

WE SEE THAT THE QUESTION HAS SHIFTED.

NOW AN EXTRA PIECE OF INFORMATION IS INCLUDED OUTSIDE OF THE TEXT AFTER THE TABLE.

SO STUDENTS ARE HAVING TO ADD THOSE TO THE TABLES TO GET THE ANSWER.

THE BIG TAKEAWAY HERE IS THAT THE COMPLEXITY AND RIGOR OF TEST ITEMS SINCE THE REDESIGN HAS DEFINITELY INCREASED.

NEXT SLIDE PLEASE AND SO THE DESIRED IMPACT OF OUR MATH ACADEMIES IS TO BUILD MATH CONTENT, KNOWLEDGE AND PEDAGOGY, WHICH IS THE METHOD OF TEACHING AND SO SPECIFICALLY OUR PARTICIPANTS WILL LEARN SKILLS, CONCEPTS AND APPLICATIONS WITHIN MATH, AS WELL AS THE CRITICAL KNOWLEDGE REQUIRED TO LINK MATH CONTENT WITH EFFECTIVE INSTRUCTION THAT IS HAPPENING IN OUR CLASSROOM.

SO WHAT MAKES THIS OPPORTUNITY SO UNIQUE FOR DALLAS IS THAT IT EMPHASIZES LEARNING NOT ONLY WITHIN THE GRADE LEVEL, BUT ACROSS GRADE LEVELS.

IT ALSO REINFORCES HOW THE CONTENT OF MATH PROGRESSION, THE PROGRESSION OF ALGEBRAIC REASONING, DEVELOPS OVER TIME, AND THEN TEACHERS WILL HAVE DEDICATED TIME FOR THEIR LEARNING.

ON THIS SLIDE, WE ARE GOING TO STOP FOR JUST A MOMENT, TRUSTEES, AND I AM GOING TO ASK FOR YOU TO HELP ME WITH A MATH PROBLEM.

SO YOU SHOULD HAVE A SHEET IN FRONT OF YOU, A PROBLEM.

I AM GOING TO READ THE PROMPT TO YOU.

I'M GOING TO PROVIDE A SMALL BIT OF SCAFFOLDING, BUT I AM GOING TO ASK THAT YOU SOLVE THIS PROBLEM ON YOUR OWN, PLEASE.

SO THE ACTUAL PROMPT IS MATCH THE PLACE VALUE CHARTS THAT SHOW THE SAME AMOUNT. SO WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO LOOK AT THE PLACE VALUE CHARTS IN THE LEFT COLUMN WHERE YOU SEE THE A, B, AND C, AND WE WANT YOU TO MATCH EACH OF THOSE TO THE CORRESPONDING PLACE VALUE CHART ON THE RIGHT SIDE THAT SHOWS THE SAME VALUE, AND YOU HAVE 60S.

THIS IS INDEPENDENT WORK.

54321. PENCILS DOWN PLEASE.

THANK YOU SO MUCH.

THANK YOU TO MY CO-TEACHER, DOCTOR ELIZALDE THERE.

OKAY, TRUSTEES, DO I HAVE ANYONE THAT WOULD LIKE TO VOLUNTEER? HOW THEY SOLVE THIS PROBLEM? TRUSTEE MICCICHE. YES, SIR.

[INAUDIBLE]. TAKE YOU OUT.

OKAY, SO B, IF YOU LOOK AT ITEM B DOWN THERE.

YES, THAT JUST THOSE TWO ARE THE SAME.

CAN YOU TELL ME MORE? TELL YOU MORE. OKAY.

SO 28 AND 28.

SO YOU'RE LOOKING AT ITEM B WHERE YOU SEE TWO TENS AND ONE EIGHT RIGHT.

I MEAN EIGHT ONES AND THEN YOU'RE MATCHING THAT TO WHICH PLACE VALUE? THE ONE RIGHT ACROSS FROM IT.

RIGHT ACROSS. ONE AND THE 18.

OKAY. SO MAY YOU PLEASE TELL ME HOW YOU FIGURED THAT OUT.

TWO TENS IS 20, ONE IS EIGHT, ONE TENS IS TEN, 18 ONES IS 18. THAT IS EXACTLY RIGHT AND SO WHAT YOU'RE SAYING IS THE SUM OF THE TWO.

YES. LET'S GIVE HIM A ROUND.

SO THE SUM OF THE TWO TENS IS 20 AND THEN YOU ADD THE EIGHT ONES AND IT EQUALS 28.

SO ON THIS SLIDE WHAT I WANT YOU TO SEE IS THAT IN THE MIDDLE IT IS IMPORTANT THAT OUR STUDENTS HAVE FLUENCY IN PLACE VALUE, MEANING THEY CAN JUST NAME THE PLACE VALUE THAT IS PRESENTED TO THEM AND WE ALSO WANT TO GET STUDENTS TO WHAT YOU ALL JUST EXPERIENCED WITH HAVING TO TRULY COMPARE AND IDENTIFY EQUAL AMOUNTS AND BY THE WAY, THIS IS A FIRST GRADE TEXT STATEMENT THAT OUR FIRST GRADERS ARE DOING IN CLASSROOMS.

[01:05:02]

SO THIS ISN'T ABOUT WHAT YOU SAW EARLIER IN THE SLIDE THAT DOCTOR HILL ILLUSTRATED.

IT'S NOT GET THE RIGHT ANSWER.

IT'S CAN YOU ACTUALLY THINK THROUGH PROCESSES AND COMPARE AND CONTRAST IN THIS PARTICULAR CASE, DIFFERENT VALUES AND STILL ARRIVE AT WHICH ARE THE SAME WHILE THEY'RE DEPICTED IN DIFFERENT WAYS.

SO THIS IS TRULY A HIGHER ORDER THINKING SKILL.

IT'S NOT A MEMORIZATION.

SO OUR TEAM HEARS ME OFTEN SAY WE NEED TO MOVE, NOT JUST FROM MEMORIZATION IN AND OF ITSELF.

YOU DO HAVE TO HAVE AUTOMATICITY.

IN ADDITION, FACTS IN FIRST GRADE AND SUBTRACTION FACTS AND WE NEED TO USE THE MEMORIZATION TO ENSURE WE HAVE CONCEPTUALIZATION AND SO THE MATH ACADEMIES OUR TEAM IS DEVELOPING IS TO ENSURE THAT WE ARE SETTING OUR TEACHERS UP, PARTICULARLY AT THE ELEMENTARY LEVEL, TO ALSO HAVE TIME TO UNDERSTAND THIS CONCEPTUAL DEVELOPMENT, BECAUSE FRANKLY, MANY OF US DID NOT RECEIVE INSTRUCTION THIS WAY AND SO YOU CAN'T TEACH WHAT YOU HAVEN'T HAD THE OPPORTUNITY TO EXPERIENCE THIS.

THE STATE CHANGED MATHEMATICAL STANDARDS.

WE ARE THE ONLY PROFESSION THAT CHANGES STANDARDS AND EXPECTS THE TEAM MEMBERS WHO ARE DELIVERING THE SERVICE TO DO SO AT THE SAME TIME THAT THEY'RE DOING THEIR PRIMARY JOB AND I GIVE THE TEAM AN EXAMPLE.

STARBUCKS, WHEN THEY BRING OUT NEW PRODUCTS, CLOSED DOWN A STORE NATIONWIDE FOR ONE FULL DAY ONCE A YEAR WHEN THEY BRING OUT A NEW PRODUCT OR THEY ORGANIZE IT.

HERE IN TEXAS, WE ASK OUR TEACHERS TO KEEP TEACHING AND WE'RE GOING TO ROLL OUT NEW STANDARDS.

SO IT'S REALLY IMPORTANT THAT THAT WE EMPHASIZE IT IS THEREFORE OUR RESPONSIBILITY TO HELP OUR TEACHERS BECAUSE THEY'RE BEING ASKED TO DO SO MUCH.

CONTINUE ON. THANK YOU SO MUCH AND SO NOW I AM GOING TO TURN IT OVER TO AARON AGUIRRE CASTILLO.

HE'S GOING TO DISCUSS MORE OF THE CONTENT OF THE MATH ACADEMIES.

AWESOME. GOOD AFTERNOON. BOARD OF TRUSTEES SUPERINTENDENT DOCTOR ELIZALDE.

SO TO CONTINUE OUR CONVERSATION AND PRESENTATION HERE WE'RE LOOKING AT LEARNING AND CONTENT ACROSS GRADE LEVELS AND SO WE KNOW THAT THE STUDY OF MATHEMATICS IS CUMULATIVE AND SO IN EACH GRADE LEVEL, WE'RE REINFORCING AND EXPANDING UPON PREVIOUS KNOWLEDGE AND SETTING THE FOUNDATION FOR FUTURE KNOWLEDGE.

FOR EXAMPLE, HERE WE SEE THAT STUDENTS ARE LEARNING ABOUT AND USING NUMBER BONDS IN KINDERGARTEN TO UNDERSTAND ADDITION AND SUBTRACTION AND SO NUMBER BOND IN THIS CASE IS AN ILLUSTRATION THAT CAN BE USED TO DESCRIBE THE RELATIONSHIP BETWEEN A TOTAL AND ITS PARTS.

AS YOU'LL SEE ON THIS PROGRESSION, OVER TIME, STUDENTS CAN CONTINUE TO USE NUMBER BONDS THROUGH FIFTH GRADE WHERE THEY'RE INTRODUCED TO AND START EXPLORING FRACTIONAL PARTS AND UNIT CONVERSIONS.

SO FOR US, THIS HIGHLIGHTS THE IMPORTANCE OF TEACHERS UNDERSTANDING HOW CONSISTENT EXPOSURE TO CONCEPTS, SKILLS, LANGUAGE AND STRATEGIES REALLY CREATES A COHERENT LEARNING EXPERIENCE FOR STUDENTS.

THIS ENSURES THAT STUDENTS ARE NOT JUST MEMORIZING PROCEDURES, BUT ARE DEVELOPING A DEEP, LASTING UNDERSTANDING OF MATHEMATICS.

NEXT SLIDE PLEASE. SO OUR MATH ACADEMIES WILL COMPRISE THREE DAYS OF LEARNING FOR EACH GRADE BAND PAIR AND SO YOU'LL NOTICE THAT WE ARE PAIRING TEACHERS IN KINDER, FIRST GRADE, SECOND AND THIRD GRADE, AND FOURTH AND FIFTH GRADE.

EACH ROW THAT'S REFLECTED HERE REPRESENTS THE LEARNING FOR EACH DAY.

AND SO WE WILL START BY FOCUSING ON NUMERICAL RELATIONSHIPS AND REPRESENTATIONS ON DAY ONE.

WE'LL GO INTO OPERATIONS ON DAY TWO AND WE'LL FINISH WITH ALGEBRAIC THINKING ON DAY THREE.

SO THESE BROADER CATEGORIES WERE SELECTED BASED ON HISTORICAL DATA, BASED ON ALIGNMENT TO OUR STATE ASSESSMENT REPORTING CATEGORIES AND WHAT WE BELIEVE MOST EFFECTIVELY BUILDS TOWARDS MIDDLE SCHOOL ALGEBRA READINESS AND PLACEMENT.

NOW WITHIN EACH CATEGORY, WE'VE IDENTIFIED SELECT CONCEPTS AND SKILLS THAT ARE CUMULATIVE AND AS DOCTOR LISA MENTIONED, REALLY DEVELOP STUDENTS AUTOMATICITY.

STUDENTS ABILITY TO, FOR EXAMPLE ADD AND SUBTRACT IN KINDERGARTEN REALLY POSITIONS THEM TO EFFECTIVELY AND EFFICIENTLY MULTIPLY IN THIRD GRADE. SO THE PRIMARY LEARNING EXPERIENCE THROUGH THE MATH ACADEMIES WILL BE THESE THREE DAYS OF PROFESSIONAL LEARNING AND SO WITHIN EACH DAY, TEACHERS WILL HAVE MULTIPLE EXPERIENCES TO EXPLORE, TO STUDY, AND TO UNPACK THE KEY MATHEMATICS CONCEPTS AND SKILLS THAT WE OUTLINED ON THE PREVIOUS SLIDE.

[01:10:09]

AND THAT COULD REALLY ASSIST THEM IN REFLECTING ON THE EFFECTIVENESS OF INSTRUCTION AFTER THE SESSIONS THEMSELVES.

OUTSIDE OF THE PROFESSIONAL LEARNING DAYS, OUR MATH CURRICULUM COORDINATORS WILL PROVIDE REAL TIME SUPPORT AND IMPLEMENTING THE MATH ACADEMY'S LEARNING BY CONNECTING THE CONTENT WITH OUR EUREKA MATH MODULES THROUGH OUR JUST IN TIME VIRTUAL PLCS.

OUR MATH ACADEMIES WILL IMPACT APPROXIMATELY 500 MATH TEACHERS ACROSS 47 PRIORITY ELEMENTARY SCHOOLS.

FOR THE PURPOSES OF MATH ACADEMIES, WE ARE DEFINING A MATH TEACHER AS SOMEONE AS A TEACHER WHO FACILITATES EVEN JUST ONE SECTION OF MATHEMATICS.

AND SO ANY TEACHER THAT TEACHES MATH IS CONSIDERED WITHIN THIS COUNT.

SO WE CERTAINLY WANT TO TAKE THIS OPPORTUNITY TO THANK AND HONOR THE PARTNERSHIP THAT'S LED TO LAUNCHING OUR MATH ACADEMIES, INCLUDING EARLY LEARNING, SCHOOL LEADERSHIP, PROFESSIONAL AND DIGITAL LEARNING, AND HUMAN CAPITAL MANAGEMENT AND SO, IN CLOSING, OUR PARTICIPANTS WILL ANSWER BY ATTENDING EACH SESSION AND WILL EARN A MATH ACADEMY'S COMPLETION CERTIFICATE AFTER ATTENDING ALL THREE SESSIONS THAT PERTAIN TO THEIR GRADE BAND.

OUR CURRENT PLAN IS TO COMPLETELY TRAIN ALL K-5 MATH TEACHERS ACROSS ALL 151 OF OUR ELEMENTARY SCHOOLS BY THE END OF THE 25-26 SCHOOL YEAR, BY BALANCING THE MATH ACADEMIES WITH RETURNING AND CURRENT TEACHERS AND, OF COURSE, INTRODUCING THESE ACADEMIES TO NEW TEACHERS, TO OUR DISTRICT OVER TIME AND TO A FINAL POINT, OUR MATH ACADEMY ULTIMATELY FITS NICELY AND CONNECTS TO OUR OVERALL STEM STRATEGY.

ONE OF THE REASONS WHY WE'RE EMPHASIZING K-5 IS BECAUSE PLACEMENT AND PERFORMANCE IN FIFTH GRADE POSITIONED STUDENTS TO ACCESS ALGEBRA ONE IN EIGHTH GRADE, WHICH OPENS UP THE DOOR FOR ADVANCED MATH LEVEL COURSES IN HIGH SCHOOL AND, OF COURSE, PRESENTS UNIQUE OPPORTUNITIES FOR THEM TO EARN A VARIETY OF HIGH SCHOOL ENDORSEMENTS THAT PREPARES THEM FOR POST-SECONDARY SUCCESS.

SO THAT IS THE CONCLUSION OF OUR PRESENTATION.

THANK YOU FOR YOUR TIME.

THANK YOU FOR THE PRESENTATION.

TRUSTEES QUESTIONS.

TRUSTEE FOREMAN. SO I JUST WANT TO MAKE SURE I HEARD YOU CORRECTLY.

THE THE CERTIFICATES WILL BE FOR THE FIFTH GRADE, OR WILL IT BE FOR K5, TRUSTEE FOREMAN? THE CERTIFICATES WILL BE FOR THE LEARNERS, AND IT WILL GO ON THEIR LEARNING TRANSCRIPT IN CORNERSTONE.

SO WOULD THAT BE FOR THE FIFTH GRADE OR WOULD THAT BE EARLY LEARNING THROUGH THE FIFTH GRADE? IT WILL BE.

AS AN EXAMPLE, IF I'M A THIRD GRADE TEACHER AND I'M IN MATH ACADEMIES, THEN I'M GOING TO EARN A CERTIFICATE ON MY LEARNING TRANSCRIPT AND HE TEACHES FIRST GRADE.

HE GOES TO MATH ACADEMIES.

HE'S ALSO GOING TO EARN.

SO THE CERTIFICATE IS NOT BOUND TO THE GRADE LEVEL.

IT'S BOUND TO THE BODY OF LEARNING, THE BODY OF LEARNING FOR THE STUDENT OR THE TEACHER FOR THE TEACHER.

SO THAT'S WHY I WAS A LITTLE BIT CONCERNED.

I WAS TRYING TO MAKE SURE I UNDERSTOOD THAT BECAUSE ONE OF THE THINGS THAT I PERSONALLY HAVE BEEN CONCERNED ABOUT AND I THINK TRUSTEE LEAR, I MEAN, DOCTOR LEAR CAN ATTEST TO THIS IS ONE OF THE THINGS THAT WAS TALKED ABOUT LAST NIGHT AT MY LISTING SESSION WAS PARTICULARLY THE EARLY LEARNING AND GETTING THEM READY FOR THIRD GRADE.

SO HOW WOULD THAT REALLY AFFECT WHAT IS GOING ON WITH THAT BAND FROM PRE-K THREE THROUGH THE SECOND GRADE? WELL, ALL OF ALL OF THE PRE-K THROUGH GRADE TWO IS ALL ALIGNED TO THIRD, FOURTH AND FIFTH.

SO ALL OF THE STANDARDS AND THE ALL OF THE TRAINING IS EXACTLY TIED TO WHAT ULTIMATELY STUDENTS HAVE TO DO IN THIRD, FOURTH AND FIFTH GRADE AND THE CURRICULUM AND THE PROFESSIONAL DEVELOPMENT IS PREPARED FOR ALL OUR GRADE LEVELS THROUGH ACADEMIC SERVICES, BUT ALL OF THE TEACHERS AND THEIR SUPERVISION IS AT THE CAMPUS LEVEL THROUGH SCHOOL LEADERSHIP.

SO THERE REALLY ISN'T.

THERE'S A VERTICAL ALIGNMENT BETWEEN ALL OF THE STANDARDS.

SO IT IS ALL DESIGNED FOR THE PURPOSES OF ENSURING THAT THE KIDS ARE PREPARED FOR THIRD AND BEYOND.

WELL, I THINK THE REASON THAT THEY WERE ASKING THE QUESTION WAS BECAUSE ACTUALLY, THE STAAR TEST REALLY STARTS IN THE THIRD GRADE AND MAKING SURE THAT OUR KIDS THAT WE GET IN PRE-K THREE, PRE-K FOUR ARE READY FOR THAT THIRD GRADE STAAR TEST.

[01:15:04]

THAT SHOWS US THAT PROGRESSION SO THAT WE CAN DEMONSTRATE THAT THOSE STUDENTS ARE IN FACT, IMPROVING AND BEING PREPARED FOR THIRD GRADE.

SO WE DO HAVE THOSE CURRENT ASSESSMENTS.

YES, MA'AM. I'LL TALK TO YOU MORE ABOUT THAT BECAUSE I'D LIKE TO KNOW A LITTLE BIT MORE.

WE'RE CURRENTLY USING I-READY FOR THE KINDER THROUGH AND ALL THE GRADES.

SO KINDER FIRST AND SECOND ARE UTILIZING I-READY, WHICH YOU AND I HAD ALSO DISCUSSED PREVIOUSLY, OUR TURNING AWAY FROM MAP TOWARDS AN ASSESSMENT THAT WAS MORE CLOSELY ALIGNED TO TEACHERS BEING ABLE TO SEE THAT AND THIS IS OUR FIRST YEAR DOING THAT.

THAT'S WHAT I WAS GETTING READY TO SAY AND I COULD TELL I COULD SEE THAT EXPRESSION.

NEXT QUESTION. YES, MA'AM.

SO THIS ONE IS OUR FIRST YEAR.

SO WE'LL BE ABLE TO GATHER SOME MORE FEEDBACK FROM OUR TEACHERS WITH REGARD TO HOW THAT'S WORKING.

ALL RIGHT. THANK YOU. TRUSTEE WEINBERG, THANK YOU.

THIS IS EXCITING.

I LOVE THE PARTNERSHIP THAT YOU ALL WORKED WITHIN TO CREATE THIS.

IT'S SORT OF LIKE A PARALLEL TO A READING ACADEMY, RIGHT.

SO TO ADDRESS THE MATH AND AND DETAILS AND I THINK IT'S GREAT AND I LOVE THE WAY THAT IT CONNECTS TO THE STEM STRATEGY AND KIND OF THAT LONG TERM GOAL OF GETTING KIDS TO ALGEBRA.

SO A FEW QUESTIONS.

ONE, HOW DO YOU KNOW YOU'VE BEEN SUCCESSFUL WITH THESE MATH ACADEMIES? HOW WILL YOU KNOW? THAT IS A GREAT QUESTION.

THAT'S ALWAYS SOMETHING THAT WE LOOK AT AND WE CONSIDER WHEN WE'RE DEVELOPING ANYTHING.

AND SO ONE WAY THAT WE'RE GOING TO KNOW THAT WE'RE SUCCESSFUL IS WE'RE GOING TO BE DOING A SURVEYS WITH THE TEACHERS SPECIFICALLY ON THEIR OWN EFFICACY, BECAUSE MUCH OF TEACHING MATH IS CONFIDENCE IN MATH AND UNDERSTANDING IT IN A WAY THAT YOU CAN REACH YOUR KIDS AND SO THE GOAL HERE IS TO RAISE THEIR LEVEL OF EFFICACY IS SELF CONFIDENCE AND THEN THE OTHER WAY WE'RE GOING TO KNOW OVER TIME IS WE'RE GOING TO SEE STUDENT OUTCOMES START TO INCREASE OVER TIME.

SO WE WILL BE LOOKING AT BOTH QUALITATIVE AND QUANTITATIVE.

BUT ULTIMATELY AND WE DEFINITELY NEED THE QUALITATIVE COMPONENT FROM TEACHERS GIVING US THAT FEEDBACK, AND WE ALSO HAVE TO SEE IT IN STUDENT ACADEMIC OUTCOMES.

BUT WE SHOULD BE ABLE TO SEE THAT THROUGH OUR ASSESSMENTS THAT ARE GIVEN THROUGHOUT THE SCHOOL YEAR.

WE SHOULD BEGIN TO ALSO SEE SOME GROWTH OVER THE NEXT, FOR INSTANCE, FROM THIS PARTICULAR FIRST LAUNCH, THEN POSSIBLY IN THE SPRING.

WHEN WE'RE LOOKING AT AROUND MARCH AND I BELIEVE THERE'S A THIRD STUDENT MASTERY, I DON'T KNOW, Y'ALL GAVE IT SOME NAME THAT I DON'T REMEMBER.

STANDARDS MASTERY CHECK.

STANDARDS MASTERY, CHECK SMC.

THEY CREATED NEW ACRONYMS FOR ME, AND WE'LL BE ABLE TO BEGIN TO SEE WHERE ARE WE SEEING THAT HELPING OUR TEACHERS ULTIMATELY WITH STUDENT OUTCOMES AND WHERE DO WE NEED TO REVISIT WHETHER IT'S OUR DELIVERY OR WHETHER IT'S THE CONTENT THAT WE'VE PUT TOGETHER? I LIKE THAT, AND IT WAS INTERESTING.

THANKS FOR PROVIDING THE EXAMPLES TOO, BECAUSE IT IS DIFFERENT, YOU KNOW, CERTAINLY DIFFERENT THAN THE WAY I REMEMBER LEARNING MATH AND I THINK IT'S CONFIDENCE BUILDING AND SUPPORTIVE FOR TEACHERS TO BE ABLE TO HAVE THOSE CONVERSATIONS ABOUT THE EVOLVING TEKS AND HOW TO WORK TOGETHER TO KIND OF TEACH THEM AND SO THAT KIND OF DIGEST THEM THEMSELVES AND THEN TEACH OTHERS.

HOW IS SO I SEE THAT THERE'S A PROCESS BY WHICH TEACHERS WILL BE EXPOSED TO THIS.

IS THERE A WAY TO ACCELERATE THAT? I MEAN, I LOVE IT'S A CHALLENGE.

WE HAVE AND THERE ARE A VARIETY OF DIFFERENT PERSPECTIVES, AND I WOULD SUBMIT THAT THERE'S NOT ONE RIGHT WAY.

BUT WE DO HAVE TO BE CAUTIOUS OF ALL OF THE TRAINING THAT OUR TEACHERS ALSO ALREADY HAVE AND SO WE DIDN'T WANT TO BE SO ACCELERATED THAT THIS ACTUALLY BECOMES MORE BURDENSOME THAN IT IS HELPFUL AND IT'S THAT TOGGLING BETWEEN WHAT DO THEY ALREADY HAVE? THEN IT'S THE TRADE OFF.

DO YOU DO THAT COLLECTIVELY AT A CAMPUS DURING THE DAY FOR TEACHERS, WHICH MEANS THEY ARE MISSING SOME INSTRUCTION WITH STUDENTS? OR DO WE ACCESS THE 90 MINUTES ONCE A WEEK THAT WE HAVE AVAILABLE FOR TEACHERS TO HAVE TRAINING OUTSIDE OF THE SCHOOL DAY? WELL, THEY'RE TIRED AT THE END OF THE SCHOOL DAY.

SO I KNOW THAT THE ACADEMIC SERVICES HAS PROVIDED A COUPLE OF MODELS.

THEY WORK WITH CHIEF HEWITT POWELL, AND WE'RE GOING TO KIND OF START OFF SO WE CAN GET FEEDBACK FROM TEACHERS.

SO AS MUCH AS WE AND THE TEAM WANTED TO ACCELERATE, THOSE ARE SOME OF THE I GUESS THE INPUTS WE'RE LOOKING AT BEFORE WE MOVE QUICKER.

GREAT. I LOVE THAT YOU'RE THINKING IT THROUGH SO THOROUGHLY AND SO HYPER LOCALLY AS WELL AS GLOBALLY.

[01:20:03]

AGAIN, THINKING OF MYSELF AS A PARENT, NOT HAVING LEARNED MATH THAT WAY, BEING AWARE THAT THERE'S ANOTHER WAY JUST, YOU KNOW, PARENT RESOURCES ALONG THE SAME LINES, PARENT MATH ACADEMIES.

WELL, WE DO HAVE, OF COURSE, THE CURRICULUM PIECES THAT ARE ONLINE AND ARE AVAILABLE.

BUT TO BE VERY THE BEST WAY A PARENT CAN HELP US.

THEY REALLY DON'T NEED TO KNOW THE WAYS IN WHICH THIS MATH IS.

WHAT WE HAVE FOUND ARE THE BIGGEST CHALLENGES IS THE AUTOMATICITY AND THE FLUENCY.

SO IF YOU'RE IN GRADES K ONE AND TWO, AND IF OUR PARENTS HELP US BY SIMPLY DOING ADDITION AND SUBTRACTION FACTS SO THAT STUDENTS CAN GO TWO, TWO IS FOUR, FOUR AND FOUR IS EIGHT, SEVEN AND SEVEN IS 14.

THOSE IF OUR STUDENTS DON'T HAVE THAT.

SO I WOULD ENCOURAGE ALL OUR PARENTS IF THEY COULD SPEND JUST FIVE MINUTES.

WE DON'T NEED TO OVERWHELM OUR PARENTS.

THOSE FIVE MINUTES OF DOING FIRST AND SECOND GRADE BASIC ADDITION FACTS WILL MAKE A WORLD OF DIFFERENCE IN THE CLASSROOM.

BECAUSE WHEN WE DO CLASSROOM VISITS AND WHEN I DEBRIEF WITH OUR PRINCIPALS, IT'S OUR STUDENTS THAT ARE HAVING THE CHALLENGE WITH THAT PART THAT BECOMES VERY FRUSTRATING FOR THEM AND THEN IT'S DIFFICULT FOR THEM TO DIVE INTO THINKING, PROBLEM SOLVING, BECAUSE THEY'RE HUNG UP ON HAVING TO GO BACK AND DO THEIR COUNTING AND SO REALLY, I AM I THINK IT'S A GREAT QUESTION.

I KNOW ALL OF YOU HAVE ASKED, HOW CAN PARENTS HELP? FIVE MINUTES FROM GRADES K TO ONE AND TWO OF ADDITION AND SUBTRACTION FACTS WE ARE TALKING ABOUT.

ARE THERE RESOURCES? CAN WE SEND SOME LITTLE HOMEMADE FLASHCARDS IN LITTLE BAGS FOR OUR PARENTS TO UTILIZE THEM, AND THEN THIRD BETWEEN SECOND IN THE SPRING AND THIRD GRADE? THE MULTIPLICATION FACTS.

THE MORE WE DO THOSE, THEY HAVE A TREMENDOUS IMPACT ON STUDENTS BEING ABLE TO MOVE INTO PROBLEM SOLVING.

THAT'S GREAT.

I REMEMBER DOING THAT WITH MY A LONG TIME AGO AND FINALLY, I GUESS YOU KIND OF ANSWERED THE QUESTION, BUT WHAT OTHER RESOURCES WOULD YOU IF YOU IF IT WERE INFINITE, LIKE, WHAT ARE YOU WHAT WOULD YOU WANT TO HAVE THAT YOU DON'T HAVE OR IS MISSING IN THE EQUATION THUS FAR? AND IF YOU DON'T HAVE THE ANSWER NOW, THAT'S FINE.

BUT JUST THINKING.

I MEAN, MY ANSWER IS STANDARD TIME.

I FEEL LIKE OUR THERE TEACHERS THAT NEED THE MOST SUPPORT.

WE JUST NEED MORE TIME TO PREPARE THEM.

I THINK THE TEAM RIGHT NOW IS READY TO GO ACROSS THE BOARD, A GREAT PARTNERSHIP WITH ALL PARTIES.

I THINK THE TEACHERS ARE GOING TO LIKE IT.

WE DID ROLL THIS OUT TO A SMALL GROUP LAST WEEK AND IT WAS LIKE SUCH A BREATH OF FRESH AIR.

SO YEAH, IF YOU CAN FIND US MORE TIME.

YEAH, I'LL SEE WHAT I CAN DO.

THANKS. THANK YOU ALL.

GREAT PRESENTATION. THANK YOU.

GO. TRUSTEE MACKEY AND TRUSTEE WHITE AFTER TRUSTEE MACKEY.

GOOD. THANK YOU AND THANK YOU FOR ALL OF THIS.

BUILDING OFF OF TRUSTEE WEINBERG'S QUESTIONS.

HOW MANY TEACHERS ARE GOING THROUGH THIS FIRST PHASE PILOT PROGRAM? 500. 500 AT PARTICULAR SCHOOLS? YES, WE'VE WORKED WITH CHIEF HEWITT TO IDENTIFY AND WE SEE THIS IN, LIKE THREE BUCKETS.

YEP. KIND OF TRY TO GO THROUGH READING ACADEMIES.

YEAH. YEAH.

BUT THE COHORT IS SMALLER BECAUSE READING ACADEMIES, ANYONE THAT TEACHES K-3 IN ANY CONTENT HAD TO GO THROUGH IT FOR THIS.

THIS IS SPECIFICALLY FOR MATH.

SO IF YOU'RE A MATH TEACHER OF RECORD AND NOW THAT WE'VE STARTED SPECIAL ED TEACHERS ARE INTERESTED.

WE'RE WORKING WITH DUAL LANGUAGE JUST TO MAKE SURE THAT EVERYBODY IS GOING TO GET THIS, BUT SPECIFICALLY FOR TEACHERS OF RECORD FOR MATH AND MAYBE THIS IS JUST A LEARNING FOR ME. I WAS UNDER THE IMPRESSION WE STILL HAD SOME SELF-CONTAINED ELEMENTARY SCHOOL CLASSROOMS. YES. SO THOSE WOULD ALL BE CONSIDERED WITH THIS? YES. ANY TEACHER OF RECORD FOR MATH IS GOING TO BE INVOLVED IN THIS TRAINING.

ARE MOST OF OUR PRE-K THREE TEACHERS TEACHERS OF RECORD FOR MATH? OR DO WE DIFFERENTIATE BY MAJORITY? LARGE MAJORITY OF THEM, I WOULD SAY PRE-K THROUGH SECOND THROUGH SECOND GRADE.

SECOND GRADE STARTS WHERE WE HAVE A LOT OF PAIRED TEACHERS.

YEAH. GOTCHA. SO THE HEAVY EMPHASIS ON WHERE THEY'RE MOSTLY SELF-CONTAINED IS GOING TO BE PRE-K, K AND ONE AND THEN I WOULD SAY SECOND GRADE STARTS DEPENDING ON THE CAMPUS AND THE MODEL FROM SELF-CONTAINED TO PAIRED.

GOTCHA. OKAY.

THAT'S HELPFUL AND I REALLY APPRECIATED THE ANSWERS TO TRUSTEE WEINBERG'S QUESTIONS AROUND.

WE'RE LOOKING AT BOTH QUALITATIVE DATA FROM THE TEACHERS.

ARE THEY ENJOYING IT? ARE THEY FEELING LIKE THEY'RE GETTING A LOT FROM THIS? BUT ALSO LOOKING AT IT QUANTITATIVELY, ARE WE SEEING SCORES INCREASE? AND I DON'T SEE DOCTOR LEER IN THE ROOM, BUT I WOULD ASSUME WHEN WE LOOK AT BUDGET, WHETHER THIS YEAR OR NEXT YEAR AND LOOK AT THE RETURN ON INSTRUCTION, THIS WOULD BE ONE OF

[01:25:01]

I'M CURIOUS TO YOUR THOUGHTS.

I ASSUME FOR SOME OF THESE WE PUT A TIME HORIZON ON IT.

WE WOULDN'T EXPECT TO SEE HUGE GAINS IN YEAR ONE.

IT WOULD BE GREAT IF WE DO, BUT CHANGING A STRUCTURE MIGHT TAKE TWO YEARS OR THREE YEARS.

ARE WE REALLY THINKING ABOUT LIKE, ALL RIGHT, HERE'S HOW LONG WE'RE GOING TO GIVE THIS, TO SEE WHAT KIND OF IMPACT WE HAVE AND THEN ANALYZE.

WELL, I THINK IT'S A TIERED APPROACH AND I MEAN, YOU KIND OF LOADED IT BY SAYING WHAT ANSWER YOU WERE LOOKING FOR.

BUT I DO THINK IT'S GOING TO BE A TIERED APPROACH, ACTUALLY.

I THINK WE SHOULD SEE SOME IMMEDIATE GAINS, BUT I THINK IT MIGHT BE, FOR INSTANCE, IN SOME OF OUR IN STUDENT GRADES, I THINK IT MIGHT BE IN SOME OF OUR SPOT OBSERVATIONS, I THINK.

SO THERE'S SOME OBSERVATIONAL PIECES.

I THINK I DO THINK IN OUR I READY AND THE NUMBER OF STUDENTS THAT MIGHT NEED THE THAT ARE IN THE LAB SECTION THAT ARE MOVING THROUGH, WE SHOULD SEE STUDENTS MOVING FROM ONE BAND TO ANOTHER.

SO I DON'T NECESSARILY THINK WE'RE GOING TO SEE IT ON STAAR IMMEDIATELY AND MAYBE THAT MIGHT HAVE BEEN WHERE YOU WERE REFERENCING.

BUT I DO THINK WE SHOULD BEGIN TO SEE SOME INCREMENTAL TYPE OF IMPROVEMENT.

GREAT. I'M EXCITED TO SEE THAT.

THANK YOU ALL FOR THE WORK ON THIS.

THE ONLY OTHER QUESTION I HAVE IS, ARE YOU ENCOUNTERING MINDSETS OF I'M NOT A MATH PERSON? THAT'S NOT MY THING.

THAT'S WHAT I SAID FOR A LONG TIME AND THEN I LEARNED HOW TO DO MATH, AND I REALIZED I WAS A MATH PERSON.

HOW ARE Y'ALL WORKING WITH MINDSET ON FOLKS? I KNOW THESE FOLKS ARE ALREADY CURRENTLY TEACHING MATH, BUT I'M CURIOUS TO SEE HOW YOU'RE WORKING THROUGH THAT.

SURE. SO REALLY THINKING ABOUT THE STUDENT.

STARTING WITH STUDENTS AND THINKING ABOUT STUDENT ACHIEVEMENT.

WE ALSO RECOGNIZE FOR STUDENTS TO ACHIEVE, THEY ALSO HAVE TO SEE THEMSELVES REPRESENTED WITHIN THE LEARNING EXPERIENCE, WITHIN THE LEARNING CONTENT, AND TO FACILITATE INSTRUCTION THAT DOES THAT. TEACHERS NEED TO HAVE THAT SAME MINDSET AND KIND OF GO THROUGH SIMILAR EXPERIENCES LIKE THE ONE THAT WE JUST FACILITATED WITH YOU ALL AND SO REALLY WHAT WE'RE AIMING TO DO IS TO DEBUNK THIS IDEA OF NOT BEING A MATH PERSON AND GET TO THE ROOT OF WHY THAT IS.

EVEN WITH THE EXPERIENCE THAT WE FACILITATED EARLIER THIS WEEK WITH SOME SPECIALISTS.

WE DID OPEN UP A CONVERSATION WHERE FOLKS REFLECTED ON EXPERIENCES THEY HAD AS STUDENTS, WHERE THEY WERE SHUNNED BECAUSE THEIR ANSWER WASN'T THE WAY THAT THE TEACHER WANTED IT TO BE ANSWERED.

AND SO WE WERE ABLE TO IDENTIFY AND KIND OF ELICIT THESE LIVED EXPERIENCES THAT HAVE CREATED THESE MINDSETS, WHICH WE HOPE THAT OVER TIME WILL REALLY BEGIN TO KIND OF UNLEARN SOME OF THE FEAR THAT COMES WITH MATH AND REALLY GAIN THAT CONFIDENCE THAT DOCTOR HILL SPOKE TO EARLIER.

THAT'S GREAT. WELL, THANK YOU ALL FOR LEADING ON THIS.

I KNOW THIS IS SOMETHING THAT I'VE HEARD YOU ALL TALKING ABOUT COMING DOWN THE PIKE FOR A LONG TIME, SO IT'S EXCITING TO SEE IT FINALLY HERE.

SO EXCITED TO SEE HOW THIS ALL WORKS OUT AND WELCOME TO THE BIG CHAIR, MR. CASTILLO. TRUSTEE WHITE.

YES. THANK YOU.

GREAT PRESENTATION AND OF COURSE, I'M DEFINITELY PROUD OF SAMUELL HIGH SCHOOL AND ALL THE GREAT THINGS THAT ARE COMING OUT OF MR. WYATT'S CLASS AND WHAT THEY'RE DOING AS FAR AS VOTER PARTICIPATION IS CONCERNED.

ONE OF MY QUESTIONS ALSO IS THERE IS 47 PRIORITY ELEMENTARY SCHOOLS.

DEFINE WHAT ACTUALLY IS MEANT BY THESE ARE PRIORITY ELEMENTARY SCHOOLS.

ARE YOU SAYING THAT THESE ARE THE SCHOOLS THAT NEED ADDITIONAL HELP, OR THESE ARE SCHOOLS, THAT THIS IS A PROGRAM BEING ROLLED OUT IN? WHAT IS THE DEFINITION OF THE 47 PRIORITY ELEMENTARY SCHOOLS? THANK YOU FOR THAT QUESTION, TRUSTEE WHITE.

YES, WE ACTUALLY STARTED WITH THE CAMPUSES THAT WE FELT NEEDED MORE SUPPORT.

WE ACTUALLY LOOKED AT OUR ACROSS OUR 65 DNF RATED.

ESTIMATED RATED CAMPUSES AND WE STARTED THERE AND ALSO CONSIDERED CAMPUSES THAT MAY HAVE HAD THE LARGEST DROPS IN MATHEMATICS AND SO THOSE ARE HOW WE CAME UP WITH THAT LIST.

OKAY AND ALSO I HAVE A QUESTION CONCERNING IS THE I-READY PROGRAM TIED TO THE STAAR CURRICULUM OR IS IT NOT.

SO I-READY HAS AN OVERLAP OF THE SAME STATE STANDARDS THAT WE HAVE IN TEXAS.

BUT IT IS NOT SOMETHING THAT TEXAS PUT TOGETHER.

SO THE STATE ASSESSMENT ONLY BEGINS STAR 2.0 ONLY STARTS AT THIRD GRADE.

BUT WE KNOW WE HAVE TO DO ASSESSMENTS PRIOR TO THAT SO THAT WE CAN ENSURE THAT WE'RE NOT WAITING UNTIL THIRD GRADE TO SUDDENLY FIND OUT WHETHER THEIR STUDENTS NEED SOME ADDITIONAL SUPPORT.

SO I-READY IS A NATIONAL ASSESSMENT THAT HAS BEEN TAILORED TO TEXAS STANDARDS.

[01:30:07]

ARE THERE ANY OTHER TOOLS THAT ARE UTILIZED OR PROGRAMS OR SOFTWARE THAT WE'VE PURCHASED THAT ARE HELPING THOSE IN, PRE-K, KINDER UP TO THE SECOND GRADE TO PREPARE FOR THE STAAR TEST? OR IS IT JUST THE I-READY THAT'S BEEN UTILIZED? NO. WELL, OUR ENTIRE INSTRUCTIONAL DELIVERY THAT THE TEAM HAS BUILT STARTING AT PRE-K IS ALL ALIGNED TOWARDS THE SUCCESSFUL OUTCOMES FOR STUDENTS IN GRADE THREE AND ABOVE AND OUR MAIN FOCUS THE NEED.

THE GREATEST NEED OF INNOVATION TO IMPROVE SCHOOLS IS THE IMPLEMENTATION OF GOOD QUALITY INSTRUCTION AND SO WHAT WE'VE ALSO HEARD FROM TEACHERS IS AN OVERUSE OF TOO MANY THINGS IS ACTUALLY VERY CUMBERSOME.

SO THE TEAM HAS ACTUALLY GONE BACK AND ALLOWED TEACHERS TO FOCUS ON LESS ALL THESE THINGS, IF YOU WILL.

LET'S FOCUS ON THE THINGS THAT ARE HELPING THEM THE MOST, AND IT'S THE BEST IMPLEMENTATION OF THAT AND GIVING THEM TIME TO BE ABLE TO BE TO IMPLEMENT WHAT WE ARE DOING.

SO THIS IS BOTH THE CURRICULUM, THE PROFESSIONAL DEVELOPMENT, AND I-READY IS SIMPLY A TOOL THAT THEY CAN UTILIZE BOTH TO DO ASSESSMENT AS WELL AS WHEN THEY'RE WORKING WITH INDIVIDUALIZED SMALL GROUP INSTRUCTION.

OTHER STUDENTS CAN BE IN A COMPUTER ADAPTIVE MODULE OF I-READY IN BOTH ENGLISH AND IN SPANISH, IF THOSE STUDENTS NEED IT SO THAT THEY WOULD BE ABLE TO ACCELERATE THEIR INSTRUCTION OR TO CLOSE SOME GAPS.

OKAY AND I'M SORRY, I THINK IT MAY HAVE BEEN DOCTOR HILL WHO DID THE PRESENTATION AND HAD THE PLACEMENT CHART AS FAR AS ASKING ABOUT THE MATH QUESTION.

I HAVE A QUESTION FOR WAS IT DOCTOR HILL? YES, MA'AM. OKAY.

DOCTOR HILL, I HAVE A QUESTION FOR YOU, MA'AM.

MATH IS A HARD SCIENCE, CORRECT? MATH IS DEFINITELY ONE OF OUR CORE SUBJECTS.

THAT CAN BE A LITTLE MORE CHALLENGING DEPENDING ON WHO YOU ARE.

BUT OUR BELIEF IS THAT WE'RE GOING TO BUILD CAPACITY AND TEACHERS AND BUILD THEIR CONFIDENCE SO THEY FEEL DIFFERENTLY.

OKAY, WELL, LET ME SAY THIS.

MATH IS A HARD SCIENCE.

MEANING ONE PLUS ONE IS ALWAYS GOING TO EQUAL TWO.

FOUR PLUS FOUR IS GOING TO ALWAYS EQUAL EIGHT.

IT'S NOT SUBJECTIVE.

IT'S NOT LIKE I'M WRITING A SENTENCE AND I CAN WRITE WHAT I SEE ABOUT THE SKY AND HOW I DESCRIBE IT, AND SOMEBODY ELSE CAN HAVE A TOTALLY DIFFERENT DESCRIPTION.

I'M GOING SOMEWHERE WITH THIS.

SO WHEN I LOOK AT AND I UNDERSTAND THIS IS THE TEST, YOU DIDN'T WRITE THE TEST.

BUT WHEN I LOOK AT TENS, I MEAN, EXCUSE ME, ONES, TENS, HUNDREDS PLACE WHEN YOU GET TO THE 10TH PLACE, ANYTHING THAT'S OVER TEN GOES INTO THE 20 COLUMN.

THE TENTHS COLUMN.

I'M SORRY. SO WHEN I SEE 19 ONES I'M GOING.

THE NINE SHOULD BE IN THE ONES PLACE AND THE TEN SHOULD BE THE.

ONE SHOULD BE IN THE TENTHS PLACE BECAUSE IT'S A 19.

SO I CAN UNDERSTAND IF I WAS A PARENT AND I HAD TO TEACH THIS, AND YOU GUYS SAID THAT SOMETHING WAS ONLINE TO HELP THE PARENTS, CAN YOU STATE WHERE PARENTS CAN FIND THIS INFORMATION, PLEASE, MA'AM? SO PARENTS CAN FIND INFORMATION ON HELP WITH THE CURRICULUM ON THE PARENT WEBSITE AND SO WE'VE PUBLISHED MANY DOCUMENTS FOR PARENTS IN ENGLISH AND SPANISH FOR THEM TO ACCESS THE EXACT LESSONS THAT STUDENTS ARE LEARNING IN CLASS.

SO EVERYTHING IS ON THE PARENT WEBSITE, CORRECT? YES, MA'AM. OKAY.

THAT'S WHAT I WANTED TO KNOW BECAUSE I HAVE ATTENDED, YOU KNOW, COFFEE AND PRINCIPAL MEETINGS AND THIS IS SOMETHING I'M SURE SOME OF THE PARENTS ON THE CAMPUS CAN DEFINITELY HAVE COFFEE AND DONUTS WITH THE FACULTY AND DISCUSS AND THANK YOU GUYS FOR THE PRESENTATION. IT WAS A GREAT PRESENTATION AND THERE WAS SOME LIVELY DISCUSSION.

THANK YOU TRUSTEE MICCICHE.

THANK YOU. I'M REALLY EXCITED ABOUT THESE MATH ACADEMIES.

CAN YOU REMIND ME?

[01:35:01]

THAT'S RIGHT.

OKAY. SO THIS SHOULD REALLY HELP.

THANK YOU FOR TAKING ON THIS INITIATIVE.

I ALSO THIS PRESENTATION ALSO INCLUDED, OF COURSE, THE STUDENT VOTER ENGAGEMENT.

THANK YOU FOR DOING THAT.

I THINK THAT'S REALLY IMPORTANT AND THERE'S A PART OF THIS THAT'S ALSO REQUIRED, CORRECT, THAT THERE'S A REGISTRATION REQUIREMENT.

CAN YOU REMIND ME WHAT THAT IS AND THEN I'M GOING TO ASK FOR SOME DATA ON THAT.

EVERY HIGH SCHOOL HAS TO HAVE.

IN OUR CASE, THE PRINCIPALS ARE DEPUTIZED AND THEY MUST HAVE AN OPPORTUNITY TO REGISTER.

IT MUST BE AVAILABLE FOR EVERY STUDENT THAT MEETS THE CRITERIA OF AGE AND SO ON TO REGISTER TO VOTE AND EVERY ONE OF OUR.

NOW WE DO IT IN CONJUNCTION WITH OTHER PARTNERS, SUCH AS MARCH TO THE POLLS, NONPARTISAN GROUPS.

BUT EVERY SINGLE ONE OF OUR CAMPUSES DOES ENGAGE IN THAT WORK.

OKAY. I WOULD LOVE TO SEE WHAT THE DATA SHOWS BY CAMPUS AND AND ALSO GIVE A SHOUT OUT TO ALL OF THOSE PARTNERS WHO WHO HELP US. YOU MENTIONED MARCH TO THE POLLS, AND I KNOW ERIC SEDILLO HAS BEEN DOING THIS FOR YEARS AND AND OTHERS, BUT I DO THINK IT'D BE GREAT TO TO GIVE THEM A SHOUT OUT, MAYBE JUST PUT THIS DATA OUT YOU KNOW, ON ONE OF OUR SOCIAL MEDIA PLATFORMS, BUT WE'VE GOT A LOT OF PEOPLE WHO HAVE VOLUNTEERED TO HELP GET OUR STUDENTS ENGAGED, AND WE SHOULD RECOGNIZE THEM.

THANK YOU. TRUSTEE FOREMAN.

JUST QUICKLY, AS WE WERE CALLING NAMES OF ORGANIZATIONS, I WANT TO MAKE SURE THAT THE DELTAS ARE HIGHLIGHTED BECAUSE THEY'VE HELPED THAT MANY OF THE SCHOOLS IN MY AREA AND THEY'VE BEEN DOING IT YEARLY AND THIS IS NOT THE FIRST YEAR.

THEY DO IT YEAR AFTER YEAR AFTER YEAR AFTER YEAR AND SO WE'RE GRATEFUL FOR THEIR PARTICIPATION.

THANK YOU, TRUSTEES.

TRUSTEES, WE WILL NOW TURN SEEING NO FURTHER QUESTIONS, WE'LL NOW TURN TO AGENDA ITEM 7B THE MWBE QUARTERLY REPORT.

AS ALWAYS, WE HAVE ADDITIONAL TWO SUPERSTARS COMING FORWARD THAT WILL GIVE US THE UPDATES ON OUR QUARTERLY REPORT FOR OUR MWB.

AS YOU ALL ARE VERY FAMILIAR WITH MISS ANNIE PARTY AND OF COURSE, MR. LESLIE WILLIAMS, AND I'LL TURN IT OVER TO MR. WILLIAMS. THANKS FOR THE PRESSURE.

YEAH. SO FIRST OF ALL, THANK YOU, DOCTOR ELIZALDE AND ALL THE AND THE TRUSTEES FOR GIVING US THIS OPPORTUNITY TO PRESENT OUR FIRST QUARTER REPORT.

I WILL START OFF BY LETTING YOU KNOW THAT THE MAJOR INITIATIVES THAT WE HAVE REPORTED TO YOU THROUGHOUT THE YEAR, WE HAVE CONTINUED WITH THOSE.

THAT'S OUR OUTREACH, OUR BOND ACADEMIES, TRAINING, WEBINAR SESSIONS.

ALL OF THOSE HAVE CONTINUED, BUT I JUST WANT TO HIGHLIGHT TWO MAJOR ACCOMPLISHMENTS THAT HAVE JUST HAPPENED.

FIRST OF ALL, SEPTEMBER THE 10TH, WE CONDUCTED OUR VENDOR EXPO OVER AT THE ELLIS DAVIS FIELD HOUSE, AND WE HAD 193 GOODS AND SERVICES VENDORS WHO ATTENDED.

AND I REALLY WANT TO THANK ALL OF THE DEPARTMENTS.

WE HAD 23 OF OUR DEPARTMENTS WERE THERE AND THEY WERE EXHIBITORS AND THE PURPOSE OF THIS EXPO IS TO INTRODUCE OUR MINORITY AND WOMEN OWNED GENERAL VENDORS, EXCUSE ME, VENDORS TO THE DIFFERENT DEPARTMENTS, AND TO ESTABLISH A WORKING RELATIONSHIP BETWEEN THE TWO AND IT WAS VERY SUCCESSFUL AND JUST YESTERDAY, AND WE WERE A LITTLE TIRED BECAUSE WE HAD OUR ISD DAY, IT'S INDEPENDENT SCHOOL DISTRICT DAY NETWORKER AND WE HAD IT WAS AN AMAZING TURNOUT.

THE BEST EVER.

IT'S HARD TO BELIEVE, BUT WE HAD 437 VENDORS SIGNED UP FOR THAT EVENT AND THEY PARTICIPATED.

THEY WERE THERE. THEY SIGNED THE SIGN IN SHEET AND WE HAD 29 EXHIBITORS AND THE EXHIBITORS CAME FROM DIFFERENT INDEPENDENT SCHOOL DISTRICTS THROUGHOUT THE STATE. WE HAD REPRESENTATIVES FROM AUSTIN ISD, GARLAND, RICHARDSON, TYLER AND OTHER DIFFERENT SCHOOL DISTRICTS, AND WE

[01:40:07]

WE WANT YOU TO BID FOR CONTRACTS WITH DALLAS ISD, BUT WE WANT THEM TO EXPAND AND BUILD THEIR CAPACITY OR THEIR BUSINESSES.

AND THEY GOT A CHANCE TO MEET THE PEOPLE FROM AUSTIN, THE DIFFERENT COLLEGES, ETC., TO HELP GROW THEIR BUSINESSES AND I WANT TO JUST CLOSE BY THANKING DOCTOR LUSK, CHIEF RAMOS CHIEF ALFRED AND CHIEF BATES.

THEY CAME TO EXPERIENCE THAT THAT GREAT EVENT YESTERDAY AND NOW I'LL TURN THE REPORT OVER TO MISS THE GIFTED ONE, MISS PORTIS, AND SHE WILL GIVE YOU OUR DATA.

THANK YOU, MISTER WILLIAMS. TRUSTEES. DOCTOR ELIZADE, I WILL SHARE WITH YOU THE M/WBE STATISTICAL ANALYSIS REGARDING OUR QUARTERLY REPORTS.

THE SLIDE THAT I HAVE BEFORE YOU IS THE 2020 BOND PROGRAM, M/WBE UTILIZATION FROM THE INITIAL PAYMENTS OF THE BOND PROGRAM UP THROUGH SEPTEMBER THE 30TH, 2024.

AS YOU KNOW, THE BOARD HAS ESTABLISHED A 30% MWB GOAL IN THE AREA OF CONSTRUCTION.

WE HAVE EXCEEDED THAT WITH 53.16% AND WHEN IT COMES TO PROFESSIONAL SERVICES, WE HAVE A BOARD ESTABLISHED GOAL OF 35% AND YET AGAIN, WE HAVE EXCEEDED THAT AND WE ARE AT 36.08%.

THE NEXT SLIDE THAT I HAVE BEFORE YOU IS THE 2015 BOND PROGRAM UP TO AND INCLUDING SEPTEMBER THE 30TH, 2024 AND WHEN WE LOOK AT THE COMPARISON OF M?WBE GOALS TO UTILIZATION, WE ARE AT A 30% GOAL.

THE ACTUAL UTILIZATION IS 56.47% AND WHEN IT COMES TO PROFESSIONAL SERVICES, OUR GOAL IS 35%.

5%, AND THE ACTUAL UTILIZATION WAS 39.73%.

THE NEXT SLIDE BEFORE YOU IS CONSTRUCTION MANAGER AT RISK, ALSO KNOWN AS [INAUDIBLE].

WE HAVE A 30% NUMERICAL M/WBE GOAL AS IT RELATES TO CONSTRUCTION, AND THE UTILIZATION WAS 60.44%.

THIS INCLUDES BOTH YOUR PRIME AND SUBCONTRACTOR UTILIZATION, AND WE HAVE CAPTURED A TOTAL PAYMENT OF $241 MILLION PLUS IN THIS PARTICULAR PROCUREMENT METHODOLOGY.

THE NEXT SLIDE BEFORE YOU IS FUND 199.

WE ALSO REFER TO IT AS GENERAL OPERATING FUNDS.

WE HAVE A 30% M/WBE GOAL IN THIS CATEGORY.

WE FELL SHORT IN THIS PARTICULAR GOAL.

WE WERE AT 21.46%.

I ALSO WOULD LIKE TO SHARE A COMPARISON BETWEEN FISCAL YEAR 23-24 QUARTER ONE, WHICH WAS AT 18.55% AND COMPARING IT TO THIS PARTICULAR QUARTER, WE ARE AT 21.46%.

SO QUARTER OVER QUARTER, WE WERE ABLE TO SHOW AN INCREASE IN UTILIZATION.

HOWEVER, WE WERE NOT ABLE TO MEET THAT 30% M/WBE GOAL.

THE LAST ANALYSIS BEFORE YOU IS DISTRICT WIDE FUNDS.

IT INCLUDES ALL OF YOUR GRANTS, GRAPHICS, FOOD AND CHILD NUTRITION SERVICES, EVERYTHING EXCLUDING YOUR BOND FUNDS.

IT ALSO ENCOMPASSES THE 199.

WHEN WE LOOK AT THE BOARD ESTABLISHED GOAL OF 30%.

OUR ACTUAL UTILIZATION WAS 20.48%.

M/WBE UTILIZATION.

THERE ARE CATEGORIES WHERE WE HAVE SELF-CERTIFIED OR NON CERTIFIED MINORITY AND WOMEN OWNED COMPANIES, WHERE THEY ATTEST THAT THEY ARE MINORITY AND WOMEN OWNED COMPANIES, INCLUDING THAT NUMBER, WE WOULD HAVE EXCEEDED IT AT 34.68% PER THE BOARD REQUEST.

YOU WANT TO SEE AN ANALYSIS BROKEN DOWN BY CERTIFIED COMPANIES IN COMPARISON TO ALL COMPANIES.

SO WE WANTED TO SHARE THIS DATA WITH YOU AS WELL AND WHEN WE LOOK AT THE FISCAL YEAR 23-24 QUARTER ONE UTILIZATION, WHICH WAS 16.12% COMPARED TO THIS FISCAL YEAR, CURRENT QUARTER, WE WERE AT 20.48% AND THAT CONCLUDES OUR ACTUAL M/WBE STATISTICS AND OUR REPORTS, AND WE'LL OPEN IT UP TO ANY QUESTIONS.

[01:45:08]

QUESTIONS? TRUSTEE FOREMAN.

SO IT'S INTERESTING THAT ON THIS PARTICULAR ITEM, THERE IS NOT FROM THIS BOARD, A LOT OF ACCOLADES TOWARD THE WORK THAT YOU GUYS ARE DOING.

ANNIE, YOU MAKE ME FEEL OLD.

I FEEL THAT WAY SOMETIMES.

I THOUGHT I STARTED WITH ACCOLADES.

I SAID, BOARD, NOT SUPERINTENDENT.

I SAID, BOARD.

YOU DID A GOOD JOB, SUPERINTENDENT, BUT I'VE KNOWN YOU FOR SO MANY YEARS, AND YOU KEEP DOING KEEP DOING A TREMENDOUS AMOUNT OF WORK AROUND THIS SPACE AND YOU'RE WELL RECOGNIZED AND KNOWN THROUGHOUT THE COMMUNITY FOR THE WORK YOU DO.

LESLIE WILLIAMS, EDUCATOR, TURNED A SUPERSTAR IN THE MINORITY BUSINESS ARENA.

AFTER 30 YEARS OF BEING IN BUSINESS MYSELF, I CAN SPOT A SUPERSTAR WHEN I SEE ONE AND I REALLY APPRECIATE THE WORK THAT YOU GUYS DO TO MAKE SURE THAT WE KEEP OUR END OF THE BARGAIN ON EQUITY AND INCLUSION.

THIS IS A BIG PART OF IT.

SO THANK YOU SO MUCH.

THANK YOU. TRUSTEE MICCICHE.

WELL, I WOULD JUST LIKE TO SAY THAT I CERTAINLY APPRECIATE ALL THE WORK YOU'VE DONE.

THIS MAY BE THE FIRST TIME I DIDN'T GET MY LIGHT ON FAST ENOUGH TO SAY THANK YOU FOR THE GREAT WORK, BUT LET'S ALL GIVE THEM A ROUND OF APPLAUSE.

GREAT WORK. TRUSTEE WHITE, YOUR CAMERA ISN'T ON.

ANY QUESTIONS? OKAY. WELL AND I'M SORRY.

LET ME DO ONE OTHER THING REAL QUICK.

I JUST WANT TO THANK MISS PETITI FOR HER PRESENTATION.

I LOVE THE FACT THAT SHE HAD THE NUMBERS OUT TO THE SIDE AND THE PERCENTAGES IN THE BOX UP TOP.

I REALLY APPRECIATED THAT AND IT WAS CLEAR AND CONCISE AND I ALSO WANT TO THANK THE TEAM FOR WORKING TO REACH OUT TO NEW VENDORS AND OTHERS TO JOIN IN ON THE PROCESS OF BEING EITHER A VENDOR, NOT ONLY WITH DISD, BUT ALSO WITH THE OTHER VENDORS THAT YOU BROUGHT INTO THE PRESENTATION.

I WANTED TO ATTEND THAT EVENT.

I DO REGRET I MISSED IT.

I'M GLAD TO HEAR IT WAS VERY SUCCESSFUL FOR YOU AND ONCE AGAIN, THANK YOU FOR ALL THAT YOU GUYS DO.

THANKS. THANK YOU.

OKAY. TRUSTEES SEEING NO FURTHER QUESTIONS.

THANK YOU FOR THE PRESENTATION.

WE WILL MOVE NOW TO AGENDA ITEM 7C DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.

SUPERINTENDENT. YES.

THANK YOU. WE'VE JUST PROVIDED YOU THE INFORMATION IN OUR CLOSED SESSION TO ENSURE THAT WE MAINTAIN OUR SAFETY AND SECURITY AND DO NOT OBVIOUSLY OPENLY DISCUSS ANY VULNERABILITIES AND SO THANK YOU FOR THE CLOSED SESSION.

OKAY. TRUSTEES WILL NOW MOVE TO AGENDA ITEM 9A THE

[9. MINUTES SUBMITTED FOR APPROVAL]

IF SO, AT THE NIGHT MEETING, TRUSTEES WILL NOW TURN TO AGENDA ITEM 10A STATUTORY ITEMS SPECIFICALLY

[10. STATUTORY ITEMS]

SO UNDER STATUTORY ITEMS, YOU'LL FIND THE RESOLUTION FOR THE BOARD TO CAST ITS VOTES FOR MEMBERS TO SERVE ON THE BOARD OF DIRECTORS OF THE DALLAS CENTRAL APPRAISAL DISTRICT.

WE'VE DISCUSSED THIS HERE IN THE LAST COUPLE OF MONTHS.

YOU MAY REMEMBER THAT THE RULES FOR BEING APPOINTED TO DCAD CHANGED THE LAST LEGISLATIVE SESSION.

BOTH TRUSTEES, MICCICHE AND WHITE, HAVE TIMELY COMPLETED AND RETURNED TO BOARD SERVICES OFFICE.

THE QUESTIONNAIRE USED TO DETERMINE THEIR ELIGIBILITY TO SERVE ON DCAD FIVE.

DIRECTORS ARE APPOINTED BY THE TAXING UNITS TO PARTICIPATE IN DCAD.

THERE IS A TOTAL OF 5000 POSSIBLE POINTS.

THE FIVE NOMINEES WHO RECEIVED THE MOST VOTES WILL WIN A SEAT ON THE BOARD.

THE DISTRICT HAS A TOTAL OF 1100 175 VOTES.

IF THE DISTRICT CASTS ALL ITS VOTES BEHIND ONE NOMINEE, THE DISTRICT IS GUARANTEED A SEAT ON THE BOARD OF DIRECTORS OF THE DALLAS CENTRAL APPRAISAL DISTRICT.

[01:50:02]

SO WE WENT OVER THAT PROCESS LAST TIME.

I DON'T THINK THERE'S ANY CONFUSION, BUT.

ANY QUESTIONS? TRUSTEES? OKAY.. SEEING NONE, TRUSTEES WILL NOW MOVE TO AGENDA ITEM OR ANY QUESTIONS UNDER THE STATUTORY ITEMS. 10B OKAY.

10B. I WAS JUST CURIOUS ON IS THIS RESOLUTION FROM BEING PROPOSED BY DALLAS ISD OR WHERE DID THE RESOLUTION COME FROM? SO IT IS MODELED AFTER SOME RESOLUTIONS THAT OTHER SCHOOL DISTRICTS DID ADOPT AND OUR TEAM HAS BEEN STUDYING IT FOR ACTUALLY QUITE SOME TIME AND SO I'LL TURN IT OVER TO JOHN TO GIVE US A VERY BRIEF ANSWER TO THAT SPECIFIC QUESTION.

[INAUDIBLE]. YES.

THANK YOU. YES.

WE'VE BEEN WORKING WITH OTHER SCHOOL DISTRICTS TO PRESENT A UNIFIED FRONT, SPECIFICALLY TO SAY TO THE LEGISLATURE THAT WE SUPPORT THE ROLE OF TEACHERS AND STAFF MEMBERS, AND THAT WE'RE ALL WORKING TOGETHER TO RAISE TEACHER COMPENSATION THROUGHOUT THE STATE.

BUT OKAY, SO TO MY QUESTION, THIS IS PROPOSED BY DALLAS ISD, BRINGING THIS RESOLUTION.

THIS IS DALLAS ISD.

YES. OKAY. THAT ANSWERS MY QUESTION.

I THINK GENERALLY I RESOLUTIONS SAY THINGS AND IT'S DIFFERENT FROM ACTION AND I KNOW WE'RE GOING TO ACT IN THIS WAY ANYWAYS.

SO I DON'T HAVE ANY CONCERNS WITH THE RESOLUTION ITSELF.

BUT I JUST HESITATE FOR US TO CREATE AN OPEN THING WHERE WE'RE TAKING ANYBODY WHO WANTS TO SEND A RESOLUTION TO US.

SO I'M GLAD THAT THIS IS COMING FROM DALLAS ISD.

THAT'S RIGHT. IT'S COMING FROM US.

TRUSTEE WEINBERG, A QUICK QUESTION.

IN OUR LEGISLATIVE AGENDA, WE DELINEATED BETWEEN BASIC ALLOTMENT AND KIND OF OVERARCHING FUNDING, AND HERE WE'RE NAMING SPECIFICALLY THE BASIC ALLOTMENT. ANY REASON FOR THE DIFFERENT ALIGNMENT.

THE BASIC ALLOTMENT WILL ALLOW FOR INCREASES TO TEACHER COMPENSATION.

THE CATEGORICAL WEIGHTS WILL DEAL WITH OTHER THINGS SUCH AS SPECIAL ED, BILINGUAL WEIGHTS, THOSE KINDS OF THINGS.

SO UNDER CURRENT LAW, THERE'S A CERTAIN PERCENTAGE OF THE BASIC ALLOTMENT THAT ACTUALLY HAS TO GO TO TEACHER SALARIES AND SO SINCE THIS IS SPECIFICALLY SUPPORTING THE ROLE OF THE TEACHER BASICALLY ALLOTMENT MADE THE MOST SENSE TO MINIMIZE THE FOCUS OF THIS PARTICULAR RESOLUTION.

EXCELLENT. THANK YOU FOR THE CLARIFICATION.

TRUSTEE FOREMAN. SO I HEARD TWO THINGS.

THE FIRST THING I HEARD WAS IS THAT SEVERAL SCHOOL DISTRICTS ARE CONSIDERING THIS AND THEN I HEARD THIS IS COMING JUST FROM THE ISD.

SO I NEED CLARITY.

ARE THERE MORE THAN ONE SCHOOL DISTRICT? BECAUSE IF WE'RE GOING TO DO SUCH A RESOLUTION, IT WOULD MAKE MORE SENSE TO ME THAT MANY OF THE SCHOOL DISTRICTS, PARTICULARLY IN REGION TEN, WOULD BE INVOLVED IN THIS PROCESS.

OR ARE WE JUST SINGLE HANDEDLY GOING OUT THERE DOING THIS? WE'RE NOT SINGLE HANDEDLY GOING OUT THERE.

THERE ARE SOME OTHER DISTRICTS WITHIN REGION TEN THAT ARE DOING THIS AS WELL.

SOME HAVE ALREADY ADOPTED THE RESOLUTION.

I DON'T HAVE I DON'T KNOW IF, JOHN, YOU HAVE AN ACTUAL LIST OF WHICH ONES HAVE OR HAVE NOT.

I DO NOT HAVE A LIST, BUT WE COULD CERTAINLY PROVIDE THAT PRIOR TO, OF COURSE, OUR, OUR NIGHT MEETING.

IS IT THE SAME RESOLUTION? ARE WE. WE'LL HAVE TO PULL THEM ALL BECAUSE I KNOW WE TWEAKED IT.

WE PUT IN DALLAS ISD AS OPPOSED TO OTHER DISTRICTS.

YES AND THAT'S THE ONLY THING? THAT'S THE ONLY THING. OKAY.

WELL, FROM THE ONE THAT WE STARTED WITH.

BUT I DON'T KNOW, TO ANSWER YOUR QUESTION COMPLETELY, I DON'T KNOW IF OTHER DISTRICTS ARE DOING THE SAME THING THAT WE DID, OR ARE THEY TWEAKING IT IN SOME DIFFERENT WAY, RIGHT? IT WOULD JUST BE GOOD TO KNOW WE CAN GET ALL THE ONES THAT WE HAVE AVAILABLE, AND WE CAN PROVIDE THOSE AS WELL.

I'M NOT OPPOSED TO THAT, BUT I'D JUST LIKE TO KNOW EXACTLY WHAT THE OTHER DISTRICTS ARE DOING.

THANK YOU. TRUSTEE MICCICHE.

YEAH. WELL, I AGREE WITH TRUSTEE FOREMAN THAT IT WOULD BE REALLY GREAT IF WE AND OTHER DISTRICTS SENT THE SAME MESSAGE TO THE LEGISLATURE, AND WHEN I MEAN OTHER DISTRICTS, NOT JUST IN REGION TEN, BUT DISTRICTS WITH DIFFERENT DEMOGRAPHICS, BECAUSE ALL THE DISTRICTS IN OUR STATE HAVE THE SAME INTEREST AND THAT IS TO GET ADDITIONAL FUNDING TO MAKE UP FOR INFLATION AND, TO FUND TEACHER SALARIES AND TO FUND SECURITY AND, SPECIAL ED.

SO IT WOULD BE GREAT IF ALL OF US SPOKE WITH, YOU KNOW, SUBSTANTIALLY THE SAME VOICE IN THE SAME TYPE OF RESOLUTION.

SO I WOULD BE INTERESTED IN SEEING, YOU KNOW, HOW CLOSE ALL OF THESE RESOLUTIONS ARE BUT IT WOULD BE REALLY AWESOME FOR

[01:55:10]

THANK YOU. THANK YOU.

TRUSTEES. ANY OTHER QUESTIONS ON 10B TRUSTEE WHITE.

I DON'T HAVE A QUESTION BUT I HAVE A COMMENT.

FOR WELL, I HAVE ACTUALLY I HAVE A QUESTION THAT MR. DAHLANDER AND I THINK I READ OVER THIS, I THINK IT'S GREAT, BUT ONCE WE GET APPROVAL AND SIGNATURES ON THIS, ARE WE GOING TO BE CIRCULATING IT TO THE HIGHER EDUCATION COMMITTEES ON THE STATE AND THE FOR THE REPS AND THE HOUSE AND THE SENATE, OR WHAT ARE WE GOING TO DO WITH OUR RESOLUTION.

OUR PLAN IS TO CIRCULATE IT TO THE LEGISLATIVE LEADERSHIP AND SPECIFICALLY TO OUR LEGISLATIVE DELEGATION.

THANK YOU SO VERY MUCH.

OKAY. THANK YOU.

TRUSTEE SEEING NO FURTHER QUESTIONS.

ANY OTHER QUESTIONS? UNDER TEN STATUTORY ITEMS. OKAY. TRUSTEES. ANY QUESTIONS UNDER 11 POLICY ITEMS.

[11. POLICY UPDATES]

TRUSTEES. ANY QUESTIONS UNDER CHIEF OF STAFF DIVISION, WHICH IS 14, 15 OR 16?

[13. CHIEF OF STAFF DIVISION]

[INAUDIBLE].

AM I UP TO GO? TRUSTEE MACKEY. I THOUGHT YOU SAID.

I'M SORRY. THANK YOU FOR SHARING THIS.

I DO APPRECIATE THAT WE ALWAYS CONSIDER TWO YEARS OF CALENDARS.

AT THE SAME TIME, I THINK IT'S INCREDIBLY HELPFUL TO GET THAT KIND OF PLANNING.

FIRST QUESTION IS, CAN YOU OVERVIEW ANY MAJOR CHANGES FROM THE PAST TWO CALENDARS THAT WE'VE HAD, ESPECIALLY WITH LIKE, THIS YEAR? ANYTHING WE'VE HEARD THERE? THAT'S QUESTION NUMBER ONE.

OKAY. SO ABSOLUTELY.

SO THE MAJOR CHANGE FOR THE NEXT TWO YEARS IS THAT WE ARE GOING TO 175 STUDENT INSTRUCTIONAL DAYS.

SO IN THE PAST WE'VE HAD 174.

SO WE HAVE THE 175 DAYS FOR STUDENTS.

WE HAVE 187 DAYS FOR TEACHERS, WHICH IS STANDARD.

WE HAVE OUR PD DAYS, OUR WORK DAYS FOR TEACHERS.

WE HAVE THREE PD DAYS DURING THE SCHOOL YEAR.

ONE IN OCTOBER, ONE IN NOVEMBER? WHEN IN JANUARY WE HAVE OUR MAJOR HOLIDAYS LISTED.

WE NOW, AS YOU KNOW FROM LAST YEAR, HAD OUR FALL BREAK.

WELL, FOR THIS YEAR. SO WE HAVE THE TWO DAYS BUILT IN IN OCTOBER FOR A MINI BREAK.

OF COURSE, OUR WEEK AT THANKSGIVING, OUR TWO WEEKS AT WINTER, WE'VE ALIGNED OUR SPRING BREAK WITH DALLAS COLLEGE.

WE HAVE OUR TWO DAYS BUILT IN FOR OUR INCLEMENT WEATHER DAYS.

AGAIN, WE ARE MAKING SURE WE START AFTER THE TAX FREE WEEKEND AND SO THOSE ARE THE MAJOR HIGHLIGHTS.

WELL THANK YOU AND I APPRECIATE THAT OVERVIEW AND I ALSO APPRECIATE US CONSIDERING GOING TO 175 VERSUS 174.

DOESN'T SEEM LIKE A HUGE CHANGE, BUT A LOT OF RESEARCH THAT SHOWS THAT MORE DAYS REALLY DO MATTER IN TERMS OF OUTCOMES, AND THAT MAY UNLOCK SUBSTANTIAL ADDITIONAL FUNDING FROM THE LEGISLATURE DEPENDING ON WHAT HAPPENS IN THE CYCLE.

SO GREAT.

THANK YOU THERE. MY LAST QUESTION IS, HAVE WE ALREADY SENT THIS OUT TO STAFF OR COMMUNITY TO GET FEEDBACK? AND WHAT HAS THAT PROCESS LOOKED LIKE? AND KIND OF WHAT DID WE HEAR OR LEARN FROM THAT OVER THIS LAST YEAR? YES. SO WE PUT OUT SOME DRAFT OPTIONS BACK IN OCTOBER, AND THOSE WERE UP FOR ABOUT THREE WEEKS, AND WE GOT QUITE A BIT OF FEEDBACK ON THOSE AND THEN WHEN WE STARTED HAVING THAT CONVERSATION ABOUT SWITCHING TO THE 175.

YOU KNOW, NOT ONLY FOR THE EXTRA DAY, BUT THE FUNDING ISSUE, WE CAME UP WITH SOME ADDITIONAL CHANGES, AND THOSE WERE UP FOR A WEEK, AND WE RECEIVED FEEDBACK ON THOSE AS WELL. DO YOU HAVE A SENSE OF ROUGHLY HOW MUCH IS QUITE A BIT OF FEEDBACK? SO YES. SO IN COMPARISON TO THE NUMBER OF PEOPLE WE HAVE, IT'S NOT A LOT, BUT IT, YOU KNOW, WITH SOME GOOD THINGS THAT WE WERE ABLE TO READ AND THINK THROUGH.

SO FOR EXAMPLE, ON THE ONE THAT WAS UP FOR THE FIRST OPPORTUNITY, WE HAD RESPONSES FROM ABOUT 5700 PARENTS, 899 SCHOOL BASED STAFF, 126 CENTRAL STAFF AND 25 COMMUNITY MEMBERS.

[02:00:02]

SOUNDS LIKE A PRETTY GOOD RESPONSE TO ME.

SO IT'S NOT EVERYBODY IN THE COMMUNITY, BUT KUDOS ON THAT.

I'M EXCITED TO HEAR THAT. I WAS NOT EXPECTING THOSE NUMBERS TO BE WHAT THEY ARE.

THANK YOU ALL SO MUCH, I APPRECIATE IT.

TRUSTEE MICCICHE? THANK YOU AND THIS IS IN PART A FOLLOW UP TO WHAT TRUSTEE MACKEY WAS JUST ASKING ABOUT, RELATING TO ADDITIONAL FUNDING THAT'S AVAILABLE AND AS I UNDERSTAND IT, TO UNLOCK FUNDING FOR SUMMER SCHOOL, YOU NEED TO HAVE A CERTAIN NUMBER OF DAYS.

IS THAT CORRECT? YES, SIR. A CERTAIN NUMBER OF HOURS.

IT'S A CERTAIN NUMBER OF DAYS AND THAT'S SOME OF THE CONFLICT IS THERE ARE CERTAIN PARTS OF CODE AND LAW THAT TALK ABOUT THE NUMBER OF INSTRUCTIONAL HOURS AND THEN THERE ARE OTHER CONSTRAINTS THAT TALK ABOUT THE NUMBER OF DAYS.

THEY DON'T ALWAYS ALIGN.

HOWEVER, FOR THE UNLOCKING OF ADDITIONAL DOLLARS, IT'S CURRENTLY AT 180 DAYS, BUT THERE HAS BEEN A LOT OF DISCUSSION AND SUPPORT THAT THEY ARE GOING TO ADJUST THAT TO 175 AND SO MEANING, IF WE HAVE A CALENDAR THAT HAS AT LEAST 175 DAYS, WE WOULD THEN HAVE ACCESS, DEPENDING ON WHAT WE DECIDED TO DO, TO UNLOCK SOME FUNDING TO PAY FOR SOME SUMMER PROGRAMING AND IF WE HAVE 174, WE WOULD NOT HAVE ACCESS TO THOSE DOLLARS.

OKAY, THAT'S VERY HELPFUL AND IF WE WERE AT 180 FOR THE CURRENT YEAR.

WHAT LEVEL OF ADDITIONAL SUMMER FUNDING WOULD BE AVAILABLE WOULD HAVE BEEN AVAILABLE OR WOULD BE AVAILABLE, ASSUMING THAT THAT WE MET THE MINIMUM REQUIREMENTS FOR DAYS AND HOURS.

DO YOU HAVE ANY? I'M GOING TO TELL YOU WHAT I REMEMBER IT READING.

THERE'S A FUNDING FOR ABOUT HALF DAYS FOR UP TO 20 DAYS OF OR UP TO 30 DAYS, HALF DAYS OF FUNDING BASED ON THAT.

BUT I HAVEN'T LOOKED AT IT RECENTLY.

I WE CAN PUT THAT IN THE TRACKER TO GIVE YOU A MORE SPECIFIC RESPONSE.

YEAH, THAT WOULD BE GREAT. THIS COULD REALLY BE HUGE FOR OUR DISTRICT, FOR OUR KIDS WHO ARE NOT GOING TO SUMMER SCHOOL IN THE, YOU KNOW, IN THE SUMMER AND, YOU KNOW, TO REALLY DO WHAT I THINK THE DISTRICT HAS STARTED TO DOING DO OVER THE LAST SEVERAL YEARS TO MAKE SUMMER SCHOOL EXCITING, LIKE SUMMER CAMP, AS OPPOSED TO A REMEDIAL SORT OF PENALTY THING THAT, YOU KNOW, IT HAD LONG HAD THE REPUTATION OF THROUGHOUT THE COUNTRY. SO I THINK BEING ABLE TO UNLOCK THAT FUNDING WOULD BE JUST AN ENORMOUS OPPORTUNITY FOR US.

OF COURSE, IT DEPENDS ON THE LEGISLATIVE CHANGE, BUT LET'S HOPE FOR THE BEST ON THAT.

THANK YOU. OUR DELEGATION HAS INDICATED THAT IT SEEMS EXTREMELY LIKELY THAT IT WILL BE 175 INSTEAD OF 180.

AND AGAIN, WE'VE ALSO HEARD FROM A LOT OF OUR PARENTS THAT THEY REALLY WANT TO SEE SUMMER AVAILABLE TO THEIR STUDENTS, TO THEIR CHILDREN.

SO WE ALREADY DO THAT.

WE'RE NOT GETTING ANY FUNDING.

WE HAVE TO SUPPORT THAT FINANCIALLY 100%.

THIS WOULD ALLOW US TO BE ABLE TO DO THAT AND ACCESS THOSE FUNDS.

THERE ARE SOME CONSTRAINTS WE'LL HAVE TO CONSIDER, BUT WE WOULDN'T EVEN HAVE THAT OPTION IF WE GO TO 174.

I WOULD THEN HAVE TO BRING AND I WANTED TO DO THIS.

I'D HAVE TO BRING THE BOARD, THE CALENDAR BACK TO ADD ONE INSTRUCTIONAL DAY, AND THEN PARENTS WOULDN'T HAVE KNOWN THAT WE WERE GOING TO ADD THAT DAY, SO IT JUST DID NOT MAKE SENSE. I DID ASK THE TEAM TO GO BACK AND REDO WITH MY PARAMETER OF WANTING 175 INSTEAD OF 174, SO I KIND OF THREW A MONKEY WRENCH IN THEIR ORIGINAL PLAN. WELL, THANK YOU FOR BEING ON TOP OF THAT.

THIS COULD BE A REALLY BIG DEAL.

APPRECIATE IT.

TRUSTEE WHITE.

YES, I HAVE A QUICK QUESTION CONCERNING THE CALENDARS COMMITTEE THAT TRUSTEES ASSIGNED.

SO WERE THEY TASKED TO DO THESE TWO CALENDARS FOR TWO YEARS WORTH OF PLANNING? SO FOR THE CALENDAR COMMITTEE, WE DO NOT HAVE BOARD REPS ON THAT ONE.

IT IS MAINLY AN INTERNAL GROUP OF INDIVIDUALS WHO LOOK AT WHAT ARE ALL OF THE REQUIREMENTS THAT WE HAVE TO MEET, AS WELL AS THE TEACHER ORGANIZATIONS.

WE HAVE THE REP FROM AFT, NEA AND TSTA ON THAT COMMITTEE.

[02:05:07]

I JUST WANT TO ASK YOU OFFLINE CONCERNING THIS LATER.

OKAY. THANK YOU SO MUCH.

OKAY. THANK YOU, TRUSTEES.

ANY OTHER QUESTIONS? UNDER CHIEF OF STAFF DIVISION.

16A, LEGAL SERVICES.

OKAY. TRUSTEE FOREMAN.

SO JUST A COUPLE OF QUICK QUESTIONS.

THE FIRST ONE IS WE'RE INCREASING THE DOLLAR AMOUNT.

BASED ON WHAT? WHEN WE HAVEN'T.

WE WERE AT $6 MILLION IN 2022, AND WE'RE AT 4.5 MILLION SPENT, BUT WE'RE ASKING TO GO UP TO OVER A TWO YEAR PERIOD TO 8 MILLION.

I BELIEVE IT'S 6 MILLION.

I'M LOOKING AT THE TOP.

IS IT SAYING EIGHT OR IT'S AN EIGHT NOT TO EXCEED 8 MILLION AND THEN THE OTHER QUESTION, AND YOU CAN GET BACK WITH ME ON IT, BECAUSE I KNOW YOU DON'T HAVE THE ANSWER TO THAT.

YOU CAN GET BACK WITH ME ON IT.

BUT I'D ALSO LIKE TO KNOW THE M/WBE PARTICIPATION.

ABSOLUTELY. ALL RIGHT.

THANK YOU.

TRUSTEES, ANY OTHER QUESTIONS ON 16A.

OKAY. SEEING NONE. TRUSTEES WE WILL TURN TO AGENDA ITEM 17.

[17. ACADEMICS AND TRANSFORMATION DIVISION]

19A.

19A ATHLETICS.

IT'S OKAY BRIAN, IT'S NOT A HARD ONE.

IT'S A SOFTBALL AND IT'S OKAY. SO I'M GLAD TO KNOW THAT WE'RE INCREASING THE AMOUNT FOR THE VANS FOR OUR STUDENTS, BECAUSE WE'VE GOT TO GET THEM TO THE GAMES OR OTHER EVENTS AND THAT'S UNDER 19A, I BELIEVE.

SO ARE WE REALLY USING THESE VANS AS MUCH AS WE COULD? BECAUSE A LOT OF TIMES WE USE BUSSES AND SOMETIMES IT'S SMALLER TEAMS. SO THAT'S JUST A QUESTION.

YEAH. GOOD AFTERNOON, TRUSTEE FOREMAN, TRUSTEES.

SUPERINTENDENT ELIZALDE.

YES AND THIS IS THE TIME OF YEAR WHERE VAN USAGE REALLY PICKS UP BECAUSE WE HAVE OUR SMALLER SPORTS TEAMS COMPETING, INCLUDING BASKETBALL, SWIMMING, TENNIS AND THE LIKE. SO THAT'S THE PURPOSE OF THE INCREASE AS WELL.

YEAH, I'M ALL FOR IT.

I JUST KNOW THAT WE NEED TO USE IT AS MUCH AS POSSIBLE, BECAUSE WE GOT SO MANY SMALLER TEAMS THAT NEED THE VAN.

AND THAT'S ACTUALLY WHY WE BROUGHT THIS FORWARD, IS BECAUSE WE NEED TO USE IT MORE.

BUT WE WERE GETTING VERY CLOSE TO EXCEEDING AND I KNOW THAT I'M GOING TO HAVE A CONVERSATION WITH SOME OF YOU IF WE START GOING OVER AND SO.

IT WOULDN'T BE ME. YES, MA'AM.

I THINK IT WOULD. BUT, YOU KNOW, THAT WOULD NOT BE ME AND SO INSTEAD OF HAVING THAT CONVERSATION THANKFULLY OUR CHIEF FINANCIAL OFFICER AND OUR PROCUREMENT, WE'VE GOT SOME CHANGES THERE ARE ADDRESSING WHERE WE ARE ON SPENDING LIMITS EARLIER, AND SO WE ARE BRINGING THIS FORWARD SO THAT WE DON'T HAVE TO EXPLAIN WHY WE'RE AT THE 15% OVER AND SO THAT'S WHY IT'S HERE.

WE ARE USING THEM MORE.

WE WANT TO BE ABLE TO DO SO.

WE KNOW OUR COACHES NEED IT.

I'M IN TOTAL AGREEMENT.

THANK YOU.

TRUSTEE WHITE.

YES. I HAVE A COUPLE OF QUESTIONS CONCERNING WHEN I SAW THIS.

I THINK WE WERE ONLY USING ONE VENDOR, AND I WAS WONDERING WHY WE'RE ONLY USING ONE VENDOR.

ARE WE GOING BACK OUT TO GET MORE BIDS? AND ALSO, I GUESS MY OTHER QUESTION WAS BECAUSE I KNOW WE HAVE A I KNOW A LOT OF TIMES WE USE OUR OWN BUSSES TO TRANSPORT, YOU KNOW, STUDENTS BACK AND FORTH, AND WE DO HAVE A FLEET OF SMALLER BUSSES, THE LITTLE BLUE BUSSES.

SO I WAS WONDERING BECAUSE I ASKED THE WRONG PERSON.

IT WASN'T HIS PURVIEW.

SO DO WE REALLY NEED TO LEASE THE BUSSES? AND WHO'S DRIVING THE BUSSES AS WELL? OKAY, SO I DON'T KNOW.

I KNOW THE DRIVING OF THE BUSSES.

I'LL HAVE TO REFER THAT ONE BACK TO YOU.

I DON'T KNOW WHO DRIVES THE BUSSES.

DO YOU KNOW THE ANSWER TO THAT QUESTION? WELL, WORKING WITH TRANSPORTATION, THEY HAVE BUS DRIVERS THAT WE USE.

WE DO HAVE SOME COACHES THAT GO THROUGH THE RISK MANAGEMENT TRAINING AND THINGS LIKE THAT TO GET CERTIFIED.

[02:10:04]

TRUSTEE WHITE WITH REGARD, THIS IS NOT A NEW RFP.

SO WE WOULD ACTUALLY HAVE TO BRING THIS TO YOU AS A NEW, WHICH IS NOT WHAT WE'RE DOING.

WE'RE SIMPLY WANTING TO EXTEND AN ALREADY BOARD APPROVED VENDOR AND THAT WHY WAS THERE ONLY ONE? THAT'S WHAT WAS SELECTED WHEN THE BOARD APPROVED WHAT WE BROUGHT FORWARD AT THAT TIME.

AND SO THE PURPOSE HERE IS TO ALLOW US SO THAT OUR COACHES CAN CONTINUE TO USE THAT.

WITH REGARD TO OTHER BUSSES, SMALL AND LARGE, THAT WE HAVE.

PLEASE KEEP IN MIND AT THE TIME THAT ALL OF THESE ARE OCCURRING, ALL OF OUR STUDENTS FROM EARLY COLLEGE HIGH SCHOOLS TO CAREER INSTITUTES TO OUR MAGNET SCHOOLS ARE ALL ALL THOSE BUSSES ARE BEING UTILIZED AT AT THE SAME TIME THAT WE DON'T WANT TO.

THEN WHAT HAPPENS IS, IF IT'S NOT AVAILABLE EARLY ON ENOUGH, THEN OUR ATHLETES DON'T GET TO THE SITE ON TIME AND SO WE REALLY DO.

THIS REALLY IS OUR REQUEST.

WE REALLY DO. OUR COACHES REALLY DO NEED THIS ADDITIONAL RESOURCE.

SO THANK YOU FOR THE CLARIFICATION ON THAT.

IT DOES HELP TREMENDOUSLY BECAUSE I DID HAVE ALL OF THOSE QUESTIONS CONCERNING YOU KNOW, THE USAGE AND ALSO THE VENDOR.

THANK YOU. SUPERINTENDENT.

TRUSTEE JOHNSON, THANK YOU. I KNOW THAT MEANT A FORMER COACH AND IN THE DISTRICT AND KNOW WHAT YOU GUYS ARE DOING.

THANK YOU FOR MAKING SURE THIS IS KIND OF SIMPLE ON OUR COACHES, BECAUSE EVERYONE ACTUALLY KNOWS THAT WE DO NEED THOSE FLEXIBILITIES FOR OUR COACHES.

SO THANK YOU FOR ALL THAT YOU'RE DOING FOR OUR ATHLETIC DEPARTMENT.

THANK YOU SIR.

THANK YOU TRUSTEES.

SEEING NO FURTHER QUESTIONS, WE'LL TURN TO AGENDA ITEM 20, FINANCIAL SERVICES DIVISION, WHICH ENCOMPASSES AGENDA ITEM

[20. FINANCIAL SERVICES DIVISION]

I HAVE A QUESTION 22.

OKAY. 23 AND 24.

TRUSTEE WEINBERG. WE ARE 22.

WHICH LETTER E? OKAY. IS THERE ANYTHING? ANYTHING BEFORE 22 E? OKAY. SO 22E, TREASURY SERVICES.

MY QUESTION IS WHAT? WHY ARE WE DOUBLING THE COMMERCIAL PAPER CAPACITY? JUST GENERAL QUESTION.

SO WE HAVE BEEN VERY EFFICIENT WITH OUR BOND PROGRAM AND SO WE, ON AVERAGE, ARE ACTUALLY SPENDING ON ABOUT RIGHT NOW A LITTLE OVER 50 MILLION PER MONTH AND SO IN ORDER TO GET US THROUGH THE TIME PERIOD OF NOVEMBER THROUGH FEBRUARY ONE OF THE THINGS THAT WE WANT TO DO IS EXPAND THE COMMERCIAL PAPER PROGRAM BY 300 MILLION, AND THAT WOULD GIVE US THE CASH FLOW TO GET US THROUGH THE END OF FEBRUARY.

THAT ALSO GIVES US TIME TO SELL THE BIG BOND SALE THAT YOU ALSO SEE ON THE AGENDA.

WE'RE SELLING CLOSE TO $900 MILLION BY THE TIME WE CLOSE ON THAT BOND SALE, WHICH IS GOING TO BE SOMETIME IN FEBRUARY.

WE WON'T RECEIVE THOSE FUNDS AND SO THIS BUYS US THE TIME THAT WE NEED WITH OUR CASH FLOW SO THAT OUR CONSTRUCTION PROJECTS DON'T STOP.

SO GREAT.

SO JUST BRIDGING THE TIMING.

IT'S BRIDGING THE TIMING GAP.

YES. WITH CASH FLOWS.

EXCELLENT. THANK YOU. YES.

THANK YOU. ANY OTHER QUESTIONS ON 22E.

OKAY. ANY OTHER QUESTIONS UNDER FINANCIAL SERVICES DIVISION.

OKAY. SEEING NONE, TRUSTEES WILL NOW TURN TO AGENDA ITEM 25 OPERATIONS SERVICES DIVISION, WHICH IS AGENDA ITEM 26.

[25. OPERATION SERVICES DIVISION]

SEEING NONE, TRUSTEES WILL TURN TO AGENDA ITEM 27, CONSTRUCTION SERVICES DIVISION, WHICH ENCOMPASSES AGENDA ITEM 28 AND 29.

[27. CONSTRUCTION SERVICES DIVISION]

SEEING NONE, TRUSTEES WILL TURN TO AGENDA ITEM 30.

ADJOURNMENT. THE TIME IS 2:23PM AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.