Dec 05, 2024 Board Briefing

THE TIME IS 11:35AM.

[1. NOTICE AND RETURN]

[00:00:03]

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.

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

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

. I BELIEVE WE MIGHT HAVE SOME OTHER TRUSTEES JOINING US VIRTUALLY.

DO WE HAVE ANYONE YET? NOT YET.

THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN SPANISH ON SOCIAL MEDIA, THROUGH DALLAS ISD AND ESPANOL, ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE [SPANISH] . WE'LL NOW MOVE ON TO ACKNOWLEDGMENTS.

BUT I DON'T SEE ANY PUBLIC OFFICIALS IN THE AUDIENCE, WHICH WILL BRING US TO ITEM 4, OUR PUBLIC SPEAKERS TO THE AGENDA.

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

THEREFORE, WE WILL MOVE ON TO ITEM FIVE CLOSED SESSION.

WE DO NOT HAVE A CLOSED SESSION EITHER, SO WE ARE JUST FLYING THROUGH THIS AGENDA.

WITH THAT, WE WILL NOW MOVE TO ITEM SIX.

[6. VISION/PROGRESS MONITORING]

I'LL TURN IT OVER TO YOU, DOCTOR ELIZALDE AND YOUR TEAM.

THANK YOU VERY MUCH.

TRUSTEE MACKEY BOARD MEMBERS.

I'M WELCOMING CHIEF TIFFANY HEWITT POWELL AND DEPUTY SUPERINTENDENT DOCTOR BRIAN LUSK.

SO THEY WILL WALK US THROUGH THIS.

THREE COMPONENTS OF CONSTRAINT 1.1, 1.2 AND 1.3.

WITH THAT, I'LL GO AHEAD AND TURN IT OVER TO CHIEF HEWITT POWELL.

GOOD MORNING. BEFORE WE BEGIN THE PRESENTATION, IF I CAN GO BACK TO THE LAST SLIDE, I'D LIKE TO HIGHLIGHT A CAMPUS, H.S.

THOMPSON ELEMENTARY SCHOOL LOCATED IN SOUTH DALLAS AND I WANT TO HIGHLIGHT THEM BECAUSE OF THE WORK THAT THEY'RE DOING AROUND CLIMATE AND CULTURE FOR THEIR STUDENTS.

THEY'RE DOING GREAT THINGS TO REALLY FOCUS ON IMPROVING THEIR ACADEMIC OUTCOMES WHILE SIMULTANEOUSLY WORKING ON THE WHOLE CHILD AND IN THIS PARTICULAR PICTURE, WE SEE COACH DESHAUN WORKING WITH SERGEANT MITCHELL IN A MORNING CIRCLE AND THEY'RE USING SORT OF MOOD METER ACTIVITIES TO CHECK IN WITH THE STUDENTS BEFORE THEY BEGIN THE PRESENTATION WITH THEIR GUEST SPEAKER AND H.S.

THOMPSON IS DOING GREAT THINGS AND THEY'RE INTENTIONALLY NOT ONLY DO THEY USE SCHEDULED TIME FOR THEIR STUDENTS LIKE A MOURNING CIRCLE, BUT THEY ALSO HAVE ACTIVITIES THAT ARE USED THROUGHOUT CLASSROOM TIME AND INTENTIONAL ACTIVITIES TO BRING STUDENTS TOGETHER FOR THAT INTERCONNECTEDNESS TIME.

LIKE ASSEMBLIES AND THEY HAVE A HOUSE SYSTEM.

SO THEY'RE DOING A LOT OF GREAT THINGS AND YOU CAN SEE BECAUSE THEY ARE TRULY AN OUTLIER ON OUR STUDENT SURVEY POSITIVE RESPONSES.

THANK YOU. IN THIS SLIDE, BEFORE WE BEGIN THE PRESENTATION, I JUST WANT TO REMIND US THAT WE'RE GOING TO FOCUS ON SOME CPMS RELATED TO CAMPUS CLIMATE SAFETY AND SENSE OF BELONGING AND AS WE BEGIN THIS PRESENTATION, I WANT TO STOP AND JUST MENTION THAT WITHIN TWO OF THESE DOMAINS OR COMPONENTS OF OUR CLIMATE SURVEYS, THERE WERE SOME QUESTIONS THAT WERE CHANGED FOR STUDENTS AND THE GOAL OF THE QUESTION CHANGES WAS TO MAKE THE STUDENT QUESTIONS MORE CLEAR FOR THE STUDENTS TO RESPOND.

SO IF WE LOOK AT, FOR EXAMPLE, UNDER CAMPUS CLIMATE, WE HAVE ONE ORIGINAL ITEM AND IT SAYS, HOW FAIR OR UNFAIR ARE THE RULES FOR STUDENTS AT THE SCHOOLS? THAT WAS REVISED TO HOW FAIR ARE THE RULES AT THE SCHOOL SO THAT THERE WAS LESS AMBIGUITY IN THE QUESTIONS AND SO WE CAN ALSO LOOK AT THE NEXT QUESTION, WHICH IS UNDER SENSE OF BELONGING.

HOW WELL DO THE PEOPLE AT YOUR SCHOOL UNDERSTAND YOU AS A PERSON? AND THEN THAT'S A REVISED ITEM TO HOW WELL DO THE PEOPLE AT YOUR SCHOOL UNDERSTAND THE KIND OF PERSON YOU ARE? NOW, I'D LIKE TO MENTION THAT THESE ARE ALSO OUR TWO AREAS THAT WE HAD A SLIGHT DIP IN OVERALL STUDENT RESPONSES, STUDENT POSITIVE RESPONSES.

AND WE ALSO SEE THE CHANGE IN QUESTIONS AND SO AS WE BEGIN TO ANALYZE THE DATA, OUR THE QUESTION THAT WE ASKED OURSELVES ARE, DID THE CHANGE IN QUESTIONS ACTUALLY IMPACT THE

[00:05:03]

SO I'LL START WITH CONSTRAINT CPM 1.1.

HERE OUR GOAL WAS TO IMPROVE THE CAMPUS CLIMATE ACROSS STUDENT GROUPS FROM 63 TO 68%.

IF YOU LOOK FROM FALL 22 TO 23, WE CAN SEE WE WERE FLAT AND THEN FROM FALL 23 TO 24, WE HAD A SLIGHT DIP IN OUR OVERALL PROGRESS BY TWO POINTS, BUT WE'RE STILL WITHIN 10% OF OUR TARGET AND SO WE WENT AHEAD AND MADE THIS ADJUSTMENT TO MAKE IT A PROGRESSING TOWARDS OUR GOAL. YOU ALSO ASKED US AS A BOARD A COUPLE OF YEARS AGO TO PULL OUT OUR STUDENT GROUP RESPONSES BY GRADE LEVEL AND SO HERE WE CAN SEE WE HAD A DIP IN OUR POSITIVE STUDENT RESPONSES FOR GRADE 3 TO 5 BY THREE POINTS.

AND THEN ALSO THE CHANGE IN POSITIVE STUDENT RESPONSES FROM SIXTH TO 12TH GRADE BY TWO POINTS.

AND WE KNOW THAT THERE WERE SOME OPPORTUNITIES THAT AND WE'LL TALK ABOUT THOSE IN STRATEGIC ADJUSTMENTS, THE INPUTS OUTPUTS AND THE STRATEGIC ADJUSTMENTS.

BUT ONE THING THAT I WANT TO SPECIFICALLY TAKE OWNERSHIP IN AT THIS TIME, AND REALLY HIGHLIGHT IS THAT WE ALSO HAD TO MAKE THAT DELICATE BALANCE BETWEEN SUPPORTING THE WHOLE CHILD, GIVING OPPORTUNITIES FOR THE CONNECTEDNESS, AND ALSO SORT OF THIS BALANCE IN MAKING SURE THAT WE INCREASE OPPORTUNITIES FOR ACADEMIC TIME TO ENSURE THAT OUR STUDENTS ARE MEETING OUR ACADEMIC OUTCOMES AND SO THERE'S THAT BALANCE THAT WE'RE WORKING ON EVERY DAY.

NEXT SLIDE AND HERE WE'RE LOOKING AT THE OUTCOMES FROM CONSTRAINT 1.2.

AND THIS IS THE STUDENTS RESPONDING POSITIVELY TO CAMPUS SAFETY AND WE CAN SEE THAT WE HAD A SIGNIFICANT INCREASE FROM 48 POSITIVE.

FROM 48 TO 58.

SORRY. PARDON ME. FROM 48 TO 56.

POINTS ON THIS PARTICULAR CPM.

WE CAN SEE WHEN WE BREAK IT OUT BY PRIMARY GRADES AND SECONDARY GRADES THAT THERE'S A CHANGE IN EIGHT POINTS AND I WOULD FIRST LIKE TO JUST TAKE THIS MOMENT TO CELEBRATE THE COORDINATED WORK OF OUR POLICE AND SECURITY, OUR CAMPUS SAFETY, OUR PRINCIPALS AND TEACHERS, AND FROM YOU, OUR SUPERINTENDENT AND OUR COLLECTIVE BOARD, BECAUSE ALL OF OUR COLLECTIVE EFFORTS HAS WORKED TO MAKE STUDENTS FEEL SAFE IN SCHOOL AND THESE DATA SHOW THAT AND THEN THE FINAL CPM IS AROUND CAMPUS SENSE OF BELONGING ACROSS STUDENT GROUPS FROM.

AND THE GOAL WAS TO MOVE FROM 56 TO 64 BY SPRING 2025 AND WE CAN SEE AGAIN WE HAD OVERALL A SLIGHT DIP IN PERFORMANCE BY TWO POINTS AND AGAIN, BUT WE'RE STILL WITHIN TEN POINTS OF THE TARGET AND WE CAN SEE FROM OUR PRIMARY GRADES THAT WE HAD THE MOST SIGNIFICANT DECLINE, WHICH IS IN GRADES THREE FIVE, AND THEN ALSO A SLIGHT DECLINE IN GRADES 6-12 AND DURING OUR STRATEGIC ADJUSTMENTS, WE'LL TALK MORE ABOUT WHY WE BELIEVE THESE DATA TO BE AT THE CURRENT PLACE THAT THEY'RE IN AND I'LL NOW TURN IT OVER TO DOCTOR LUSK.

THANK YOU, CHIEF HEWITT, AND GOOD MORNING, TRUSTEES SUPERINTENDENT ELIZALDE.

AS I MOVE THROUGH THE INPUTS, OUTPUTS AND STRATEGIC ADJUSTMENTS, I WILL, AS NORMAL, MOVE FROM LEFT TO RIGHT WITH EACH OF THE CPMS RESPECTIVELY.

SO I'LL START WITH 1.1 AND GO ALL THE WAY THROUGH, THEN CONTINUE WITH 1.2, ETC.

SO 1.1 SPECIFICALLY FOCUSED ON CPM, 1.1 CLIMATE IN 23-24 FOR OUR INPUTS.

OUR CAMPUSES DID RECEIVE PROFESSIONAL DEVELOPMENT TO ENSURE THAT THE PRACTICES TO STRENGTHEN THE SENSE OF BELONGING WERE PROVIDED FOR SCHOOLS AND TEACHERS AND PRINCIPALS, SO THAT DURING ADVISORY PERIODS, THEY HAD THE CAPACITY TO IMPLEMENT THOSE.

THE PROFESSIONAL DEVELOPMENT THAT WAS PROVIDED TO HELP STRENGTHEN THAT IMPLEMENTATION.

I THINK IT'S IMPORTANT TO NOTE THAT THESE SCHOOLS DID HAVE THE AUTONOMY TO DECIDE, DETERMINE WHETHER THEY WOULD HAVE ADVISORY OR THEY WOULD IMPLEMENT THOSE PRACTICES IN THE CLASSROOM. AND SO WITH THAT I'LL TURN TO OUTPUTS AND I THINK GIVEN THAT THERE WERE 19 MIDDLE SCHOOLS THAT IMPLEMENTED ADVISORY ACROSS THE DISTRICT AND 11 HIGH SCHOOLS.

SO THOSE DATA MAY BE A LITTLE BIT HELPFUL FOR YOU TO KNOW THAT, BUT I ALSO THINK IT'S IMPORTANT TO NOTE THAT WE DID SEE AN UPTICK FROM FALL OF 23 TO SPRING OF 24 1 TO 2 PERCENTAGE POINTS IN MULTIPLE AREAS SUCH AS ENGAGEMENT, CLIMATE AND RELATIONSHIPS WITH OUR STUDENTS AND SO WE KNOW THERE WAS SOME MOVEMENT.

SO AS I MOVED TO STRATEGIC ADJUSTMENTS, EXCUSE ME.

[00:10:04]

IN ADDITION, FOR THOSE SCHOOLS THAT MAY NOT BE IMPLEMENTING ADVISORY, WE ALSO ARE PROVIDING THAT PROFESSIONAL DEVELOPMENT FOR CLASSROOM TEACHERS SO THAT THEY HAVE THE SAME TOOLS AND SKILL SET, THAT THEY CAN IMPLEMENT THESE PRACTICES AS WELL.

MOVING TO CPM 1.2 SAFETY AND I'LL START WITH THE INPUTS OF COURSE AND 23-24.

THE LET'S TALK PLATFORM WAS EXPANDED TO HELP ALLOW STUDENTS TO PROVIDE THEIR CONCERNS OR OPPORTUNITIES TO BE HEARD, AND THAT WAS USED QUITE WELL, QUITE A BIT BY STUDENTS. IN ADDITION, WE ALSO IMPLEMENTED THE HIGH SCHOOL STUDENT LED CAMPUS SAFETY TEAMS, AND THOSE TEAMS ALLOWED OUR STUDENTS TO HAVE A VOICE AROUND PRACTICES AND THEIR THOUGHTS AND SUGGESTIONS AROUND SAFETY AND HOW WE CAN CONTINUE TO MAKE IT A BETTER AND SAFER AND MORE WELCOMING PLACE FOR STUDENTS.

ALSO IMPORTANT TO NOTE THAT METAL DETECTOR TRAINING WAS REDESIGNED, IF YOU WILL, AND IMPLEMENTED WITH OUR STAFF AGAIN THIS PAST SCHOOL YEAR.

THIS SCHOOL YEAR, I SHOULD SAY AND THEN ALSO, IT'S ALSO IMPORTANT TO NOTE THAT SECURITY OFFICERS HAVE INCREASED THE ELEMENTARY SCHOOLS AND WE CONTINUE TO EXPAND ADDING SECURITY OFFICERS TO OUR SCHOOLS UNTIL WE GET TO WHERE WE'RE FULLY STAFFED.

BUT IT'S ALSO IMPORTANT TO NOTE THAT THEY ARE OUR SCHOOLS ARE ALL BEING SERVED BY SECURITY OFFICERS MOVING TO OUTPUTS.

OUR DALLAS POLICE DEPARTMENT DID RESPOND TO OVER 4000, NEARLY 5000 INTERNAL SORT OF CALLS OR REQUESTS, WHETHER IT BE FROM A CAMPUS ABOUT SOMETHING THAT MAY BE HAPPENING OUTSIDE THE CAMPUS OR SOME OTHER FORM OF SUPPORT THEY MAY HAVE NEEDED.

SO OUR TEAM WAS VERY RESPONSIVE AND THEN FROM 23, 24 TO 24-25 THE NUMBER OF VACANCIES BY THE POLICE DEPARTMENT WAS REDUCED BY 3% AND THEY BECAME FULLY STAFFED.

SO THAT'S REALLY EXCITING AS WELL THAT THE TEAM IS FULLY STAFFED AND THEN MOVING TO ADJUSTMENTS.

THIS SCHOOL YEAR, 40 TO 50, UP FROM 40 TO 50 OFFICERS HAVE BEEN ADDED TO THE CAMPUSES.

SO WE CONTINUE TO ADD THOSE OFFICERS, AS NOTED EARLIER, AND SECONDARY SCHOOLS ARE ALSO BEING PROVIDED SAFETY TRAINING EACH SEMESTER SO THAT ANY UPDATED PRACTICES OR SAFETY OPPORTUNITIES THAT WE CAN PROVIDE ARE THERE ALMOST REAL TIME OPPORTUNITIES OF SUPPORT.

SO WE THANK CHIEF MARTINEZ.

CHIEF BATES, AS THEY WORK TOGETHER WITH THE TEAMS THAT THEY HAVE.

AND THEN CPM 1.3 A SENSE OF BELONGING.

I'LL START WITH THE INPUTS THERE AS WELL.

WE DO KNOW THAT OUR EXTRACURRICULAR ACTIVITIES ARE IMPORTANT.

YOU KNOW, WE USED TO MEASURE THEM. WE STILL KEEP TRACK OF THEM.

BUT WE'RE NOT FORMALLY PUTTING THEM OUT TO YOU.

BUT WE STILL FIND THEM AS A TOOL, AS A LEVER TO MOVE THAT SENSE OF BELONGING, HELP STUDENTS STAY CONNECTED AND SO IN 23-24, WE CONTINUE TO UP THE NUMBER OF ENGAGEMENT OPPORTUNITIES FOR OUR STUDENTS.

WE ALSO WE ARE RELAUNCHING OR WE'RE LAUNCHING THE RE-ENVISIONING, I SHOULD SAY, OF COUNSELING SERVICES AND SO WE'VE TALKED TO YOU A LITTLE BIT ABOUT THAT.

WE'VE IMPLEMENTED A FEW PRACTICES THIS YEAR, AND WE CONTINUE TO WORK WITH COUNSELORS, PRINCIPALS, EXECUTIVE DIRECTORS, AND STAKEHOLDERS THROUGHOUT THE SCHOOL DISTRICT TO DEVELOP THIS REIMAGINING OF COUNSELING, RE-ENVISIONING OF COUNSELING SERVICES, WHICH ULTIMATELY WILL ALSO LEAD TO OUR SCHOOL COUNSELOR EXCELLENCE INITIATIVE THAT WE INTEND TO ROLL OUT IN 25-26.

WE'RE EXCITED ABOUT THAT.

OUTPUTS. WE DID SEE AN INCREASE IN ENGAGEMENT LAST SCHOOL YEAR FROM 76% TO 80%.

AND WE ALSO THROUGH YOUR SUPPORT, WE THROUGH A BUDGET PROCESS, WE ALSO REDUCED THE COUNSELORS FROM 401 ESSENTIALLY TO 271.

AND WE KNOW ALREADY THAT'S MAKING A SIGNIFICANT DIFFERENCE IN OUR COUNSELORS AT THE HIGH SCHOOL LEVEL, HAVING THE OPPORTUNITY TO ADVISE STUDENTS AND MAKE THAT IMPACT, THAT WE KNOW THAT THEY SO MUCH WANT TO GET TOWARDS AND THEN FOR STRATEGIC ADJUSTMENTS THIS SPRING OF 2025 CHIEF HEWITT, AND SPECIFICALLY BUT ACROSS ALL SCHOOLS, WILL IMPLEMENT WHAT'S CALLED A POSITIVE INTERACTION OPPORTUNITY FOR OUR TIER THREE STUDENTS.

THAT BASICALLY WHAT THAT MEANS IS WE'RE REALLY GOING TO BE FOCUSED ON HELPING MAKE SURE THAT STUDENTS WHO MAYBE DON'T FEEL THAT THEY HAVE THAT SENSE OF BELONGING, THAT WE KNOW WE WANT THEM TO HAVE, WE'RE GOING TO WORK WITH OUR STAFF MEMBERS AND OUR TEAMS TO REALLY HAVE MORE TOUCH POINTS, TO HELP THEM FEEL MORE CONNECTED TO OUR SCHOOLS AND THEN, OF COURSE, FINALLY I TALKED ABOUT COUNSELING SERVICES.

BUT ULTIMATELY WE ARE BUILDING THAT PROCESS WITH MANY STAKEHOLDERS AND EXPECT TO FULLY IMPLEMENT THE COUNSELOR MODEL AS WELL AS THE EXCELLENCE INITIATIVE IN THE 25-26 SCHOOL YEAR.

NEXT SLIDE PLEASE AND THEN JUST QUICKLY, CHIEF HEWITT WENT THROUGH THESE.

BUT I THINK YOU CAN SEE 1.1 WE ARE MAKING PROGRESS.

NOT QUITE AT THE TARGET OF MAKING PROGRESS FOR SURE.

1.2 SIGNIFICANT PROGRESS WELL BEYOND THE TARGET AND THEN 1.3 WE'RE PROGRESSING THERE AS WELL.

[00:15:01]

SUPERINTENDENT. THANK YOU ALL FOR THAT PRESENTATION.

TRUSTEES. ANY QUESTIONS? WE'LL START WITH TRUSTEE MITSCHKE.

THANK YOU, MR. CHAIR.

THANK YOU FOR THIS PRESENTATION AND JUST AS A GENERAL MATTER, AS I REFLECT ON HOW WELL ORGANIZED THIS IS AND HOW THOUGHTFUL IT IS, AND I'M REALLY PROUD OF THE ANALYSIS AND THE WORK THAT WE ARE DOING IN PROGRESS MONITORING AND IN SOME OF THE PROGRESS WE'VE MADE.

LET ME START WITH A QUESTION THAT I'VE ASKED IN SIMILAR CONTEXT, WHICH IS WHEN WE DO THESE SURVEYS WE OBVIOUSLY WANT TO GET WE WANT TO MEASURE THE POSITIVE RESPONSES.

SO WE TAKE THE GREAT AND THE GOODS AND WE COUNT THOSE AS POSITIVE AND THEN THE AVERAGES, WE DON'T COUNT THEM AS POSITIVE AND THEN THE BELOW AVERAGE SCORES, WE DON'T COUNT THEM AS POSITIVE AND SO FORTH AND SO, WHAT I'M ALWAYS CONCERNED ABOUT IS THOSE THAT ARE NOT IN THE POSITIVE CATEGORY, ARE THEY ALL NEGATIVE OR ARE SOME OF THEM JUST KIND OF IN THAT MIDDLE CATEGORY? AND WHAT WOULD CONCERN ME IS IF ALL OF THEM WERE AT THE EXTREME NEGATIVE, THAT'S A WORSE SITUATION THAN IF YOU KNOW 90% OF THEM ARE IN THE NEUTRAL CATEGORY AND THE REST OF THEM ARE IN THE BELOW AVERAGE CATEGORY.

SO IT'S ALMOST LIKE I WANT TO SEE THE FLIP SIDE.

HOW MANY KIDS ARE ACTUALLY RESPONDING THAT I DON'T FEEL SAFE OR THIS SCHOOL IS NOT WELCOMING.

SO WE CAN GET THAT INFORMATION FOR YOU.

TRUSTEE MICCICHE IT'S IN THE REPORT WITH PANORAMA.

OKAY, BUT MAYBE MR. CORTEZ, CAN YOU GIVE US JUST SOME SLIGHT INSIGHT INTO THAT QUESTION IN TERMS OF I'LL RESTATE WHAT I HEARD TRUSTEE MICCICHE LIKE, CAN YOU DEFINE, FIRST OF ALL, LIKE THE PERCENT POSITIVE ARE WE TAKING IS NEUTRAL, YOU KNOW, ARE THERE NEUTRAL RESPONSES THAT ARE INCLUDED IN THERE? AND THEN TO RESTATE THE REVERSE OF THAT.

SO IF FOR INSTANCE ON LET'S TAKE THIS PARTICULAR SLIDE.

THAT'S UP NOW IF 56% RESPONDED IN A POSITIVE WAY ABOUT SAFETY.

THEN, IS THE 44% ALL EXTREME? YOU KNOW, I DON'T FEEL SAFE AT ALL.

OR ARE THOSE DIVIDED INTO DIFFERENT CATEGORIES? YES. THANK YOU FOR THE OPPORTUNITY TO ANSWER THE QUESTIONS.

NO. SO THE WAY THAT PANORAMA APPROACHES APPROACHES THIS, THEY DO LOOK AT THE TOP TWO POSITIVE RATINGS.

ANYTHING THAT IS NEUTRAL OR IN THE NEGATIVE ARE SEPARATED OUT.

SO THEY DON'T MAKE A DETERMINATION THAT WAY.

HOWEVER, BY LEVEL AND BY QUESTION THEY DO GIVE US A BREAKDOWN OF THOSE NEUTRALS AND NEGATIVES, AS WELL AS THE POSITIVES BY EACH OF THE RATINGS THAT THEY COULD CHOOSE.

TYPICALLY THE ONES THAT ARE THE ONES, THE QUESTIONS THAT ARE THERE THAT ARE LOWER IN THE POSITIVE RATINGS, THEY DO HAVE MOSTLY IN THE NEUTRAL OR IN THE SLIGHTLY NEGATIVE AND WE HAVE FEW, VERY FEW QUESTIONS WHERE IT'S A HUGE INCREASE IN THE LIKE EXTREME NEGATIVE DIRECTION.

OKAY. YEAH. I'D LIKE TO SEE THOSE NUMBERS.

THIS IS ALMOST LIKE, YOU KNOW, WHEN WE LOOK AT THE ACADEMIC RESULTS IT IF SOMEBODY IS FAILING, WELL, ARE THEY FAILING WITH A 60 OR ARE THEY FAILING WITH A 30. RIGHT AND SO IF WE'RE CLOSE TO PASSING ON THAT, I'D LIKE TO GET A SENSE FOR HOW NEGATIVE THE NON POSITIVES ARE.

LET ME ALSO I MEANT TO DO THIS FIRST AND THANK YOU FOR THE GREAT IMPROVEMENTS IN SAFETY THAT IN THESE TIMES THAT IS SOMETHING THAT IS REALLY IMPORTANT.

SO KIDS CAN FOCUS.

THANK YOU AND ALSO ON THE COUNSELOR RATIOS, I THINK THAT'S REALLY PRETTY REVOLUTIONARY AND I THINK YOU KNOW, WE OUGHT TO BE LETTING EVERYBODY KNOW ABOUT IT BECAUSE WHEN YOU, WHEN YOU GO TO COMMUNITY MEETINGS AND YOU TALK TO PARENTS AND KIDS, THEY WANT MORE COUNSELING AND, YOU KNOW, FOR US TO BE IN THE VANGUARD OF MAKING THIS RESPONSE, TREMENDOUS RESPONSE TO THAT NEED, I THINK, IS SOMETHING THAT WE WANT EVERYBODY TO KNOW ABOUT IT, NOT JUST, YOU KNOW, THE 50 PEOPLE

[00:20:07]

JUST WITH RESPECT TO THE SECURITY OFFICERS AND POLICE, WHERE ARE WE ON THOSE THOSE STATISTICS? SO FOR ELEMENTARY SCHOOLS, WHAT'S THE BREAKDOWN LOOK LIKE? LET ME SEE IF CHIEF MARTINEZ HAS THOSE EXACT NUMBERS AND WHATEVER WE DON'T HAVE AVAILABLE RIGHT NOW, WE WOULD CERTAINLY BE ABLE TO PROVIDE TO ALL THE TRUSTEES.

CHIEF MARTINEZ, I THINK THE QUESTION IS ABOUT AS WE'VE BEEN ADDING THE SECURITY OFFICERS TO THE ELEMENTARY, COULD YOU TELL US HOW MANY ACTUALLY HAVE THEM AS THEY SHOULD ACTUALLY BE RIGHT NOW, YOU UTILIZE OFFICERS AND COMMAND STAFF TO ACTUALLY ROTATE TO OTHER SCHOOLS THAT DON'T HAVE ONE FULL TIME.

COULD YOU TELL US HOW MANY ACTUALLY HAVE FULL TIME NOW? YES, MA'AM. WE'RE ABOUT RIGHT AT 95 OF OUR ELEMENTARY SCHOOLS HAVE THE SECURITY OFFICERS.

THAT'S WHERE WE'VE SENT ARMED SECURITY OR COMMISSIONED SECURITY OFFICERS.

SO WE'RE STILL SOMEWHERE ABOUT A HUNDRED OR A LITTLE BIT OVER 100 SHORT.

THE PLAN THROUGH SUPERINTENDENT AND OUR FUNDING TO ACHIEVE THE STATE MANDATE IS ABOUT ANOTHER TWO YEAR PLAN OF ADDING ABOUT ANOTHER 50 OFFICERS OR SECURITY OFFICERS TO THAT NUMBER. WE HAVE POLICE OFFICERS AT OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOLS.

SO ALL OF THEM HAVE AN OFFICER OR TWO OFFICERS AT THE HIGH SCHOOLS.

NOT ALL HIGH SCHOOLS HAVE TWO OFFICERS, BUT WE'RE TRYING TO GET THERE SO THAT WE CAN ACHIEVE THAT.

SO IN SUM, WE ARE ABOUT 110 COMMISSIONED SECURITY OFFICERS SHORT FROM ACHIEVING THE MANDATE FOR THE STATE AND IN THE MEANTIME, FOR THOSE SCHOOLS THAT ARE NOT COVERED BY AN OFFICER ON CAMPUS, WE HAVE AGAIN, AS SUPERINTENDENT MENTIONED, WE HAVE PATROL OFFICERS THAT WILL GO CHECK ON THE SCHOOL, EVEN OURSELVES, COMMAND STAFF AND OUR PATROL OFFICERS WILL GO CHECK SO THAT WE CAN AT LEAST GIVE A PRESENCE THERE UNTIL WE CAN ACHIEVE THE GOAL.

OKAY. THANK YOU.

YES, I APPRECIATE THAT AND JUST AS A REMINDER, OUR ORIGINAL PLAN THAT WE BROUGHT YOU WAS THAT WE WOULD HAVE 80 FOR THIS YEAR.

SO WE HAVE 95.

SO WE'RE SLIGHTLY ABOVE WHAT WE WERE ANTICIPATING FOR THE FIRST YEAR BY ABOUT 15.

OKAY. THANK YOU AND YOU MENTIONED THE METAL DETECTORS AND HOW THE ADDITIONAL TRAINING AND OBVIOUSLY WE HAD AN INCIDENT EARLIER IN THE YEAR WHERE THE METAL DETECTORS WEREN'T THE MONITORING WASN'T, YOU KNOW, WITH THE FIDELITY THAT WE NEEDED THEM TO BE YOU KNOW, IT MAKES ME THINK OF THE OTHER THINGS THAT WE HAVE IN PLACE FOR SECURITY THAT WE NEED TO BE MONITORING AND LIKE, BREAK DOWN ALL THE ELEMENTS, I GUESS, OF, YOU KNOW, SOMEBODY GETTING IN WITHOUT AN ID OR WITHOUT SIGNING IN AND I KNOW WE DO THE DOOR MONITORING, BUT WHAT ARE THE OTHER THINGS THAT WE MONITOR FOR SAFETY THAT ARE ALONG THE LINES OF THE METAL DETECTOR.

I'LL ALSO ASK CHIEF BATES, BECAUSE THIS IS ALL A TEAM EFFORT.

WE'VE GOT EVERYTHING FROM THE ACCESS CARD READERS TO CAMERAS TO FENCING.

SO I'LL TURN IT OVER TO YOU, CHIEF BATES TO.

THANK YOU. SUPERINTENDENT.

TRUSTEE. WE DO HAVE THE INFRASTRUCTURE THAT WE'RE INSTALLING, RIGHT? KEY CARD READERS, DOORBELL BUZZERS, NEW CAMERAS.

WE ALSO DO WHAT YOU'RE TALKING ABOUT.

OUR SECRET SHOPPERS, WHERE WE GO, AND WE MONITOR THE STUDENTS COMING INTO THE BUILDING IN THE MORNING AND AND FOLKS WORKING THE METAL DETECTORS.

WE ALSO CHECK THE DOORS AND WE CHECK THE FOR DOOR SWEEPS, ALONG WITH REGION TEN WHO COME OUT AND THEY CHECK ALL OF OUR SCHOOLS.

ONCE A YEAR. WE'RE INSTALLING FENCING.

WE'VE GOT A GRANT FOR THE FENCING.

SO WE HAVE SIX FOOT WROUGHT IRON UNSCALABLE FENCING THAT WE'RE INSTALLING AROUND EVERY SINGLE CAMPUS.

IN ADDITION TO THAT, WE'RE INSTALLING THE WINDOW FILM ON ALL OF THE FIRST FLOOR WINDOWS.

RIGHT. SO THAT'S THE THREE M FILM AND THEN WE GOT A GRANT TO MAP 3D MAP ALL OF OUR CAMPUSES SO WE CAN COORDINATE WITH DPD AND DALLAS FIRE RESCUE AND ALSO UPDATE ALL.

SINCE BRANT IS BUILDING, YOU KNOW, FASTER THAN WE CAN KEEP UP.

WE HAVE TO UPDATE OUR FLOOR PLANS AS WELL SO WE KNOW WHERE EVERYTHING IS.

I THINK THERE'S ONE MORE THING THAT'S ABOUT IT.

YOU KNOW, TRAINING PEOPLE TO MAKE SURE THAT THINGS ARE BEING IMPLEMENTED THE WAY WE EXPECT THEM TO BE IMPLEMENTED.

[00:25:07]

WE'VE TRAINED ALL SCHOOL STAFF, WE'VE TRAINED OUR SCHOOL LEADERSHIP EXECUTIVE DIRECTORS.

WE PUT IT ON THEIR PHONES SO THEY COULD MONITOR THEIR CAMPUSES AS WELL AND NOW WE'RE MOVING TO OUR CENTRAL BUILDINGS WITH THAT TRAINING.

AND THEN WE HAVE CPI TRAINING THAT WE JUST GOT A PO FOR, AND THAT CPI TRAINING IS THE RESTRAINT TRAINING AND WE'RE DOING THAT WITH OUR SCHOOL BUS MONITORS, SCHOOL STAFF, OUR ATHLETIC COACHES AND WE GOT A FIVE YEAR WE GOT A GRANT TO PAY FOR THAT FOR FIVE YEARS.

SO WE'LL BE ABLE TO IMPLEMENT THAT SCHOOL WIDE AND OUR GOAL IS 100% OF THE STAFF GO THROUGH THAT TRAINING.

OKAY. THANK YOU. I KNOW I'M OUT OF TIME.

THANK YOU. TRUSTEE FOREMAN.

THANK YOU.

I HAVE A FEW QUESTIONS, AND I'LL JUST START OUT WITH THE SURVEY FOR THE STUDENTS.

SO WHEN DID WE ACTUALLY DO THAT FOR THIS YEAR? OCTOBER. [INAUDIBLE].

YES, WE.

LET ME PULL THE DATES UP.

BUT WE ESSENTIALLY STARTED IT THE FIRST FULL WEEK OF OCTOBER AND RAN THAT SURVEY FOR TWO AND A HALF WEEKS.

OKAY. THANK YOU AND I'LL JUST START, I'M ON PAGE SIX, SO THIS MIGHT HELP YOU UNDERSTAND WHERE I AM AND JUST STARTING WITH THE SURVEY AND CHANGING THE LANGUAGE OF THE SURVEY WAS THERE.

WHAT WAS THE RATIONALE FROM CHANGING IT? AND NOT USING THE UNFAIR.

WAS THERE A RATIONALE FOR THAT? SURE. SO THE ACTUALLY THE VENDOR CHANGED MANY OF THE SURVEY QUESTIONS AND IT WAS TO PROVIDE CLARITY.

SO WE HAD WORDS THAT COULD BE CONSTRUED AS MORE HARD OR DIFFICULT.

SO THEY HAD WORDS LIKE TREMENDOUS.

AND IF YOU'RE TRYING TO GIVE A SURVEY TO A THIRD GRADE STUDENT, TREMENDOUS MIGHT BE A WORD THAT THEY'RE FAMILIAR WITH OR NOT FAMILIAR WITH AND SO THEY CHANGED QUESTIONS.

THOSE ARE JUST TWO OF THE SAMPLE QUESTIONS.

BUT THEY CHANGED QUESTIONS WITHIN THE CATEGORY TO MAKE IT MORE CLEAR.

BUT WHAT'S DIFFICULT ABOUT FAIR OR UNFAIR.

SO THE COMPANY ITSELF, RIGHT.

THEY DON'T JUST DO US.

THEY DO SCHOOLS THROUGHOUT THE ENTIRE NATION AND SO THEY GET FEEDBACK.

IF YOU PUT THAT QUESTION BACK UP, I WANT TO REITERATE MORE THAN JUST THESE WERE CHANGES.

THERE WERE WORDS THAT WERE CHANGED ON SEVERAL ITEMS. THESE ARE JUST SAMPLES [INAUDIBLE].

I'M INTERESTED IN.

I'M GETTING THERE TRUSTEE FOREMAN, I AM AND SO ON.

THE FIRST QUESTION, IF YOU READ HOW FAIR OR UNFAIR ARE THE RULES WHICH WAS THE ORIGINAL ITEM? A STUDENT MAY BE CONFUSED.

AM I ANSWERING WHETHER IT'S FAIR OR AM I ANSWERING WHETHER IT'S UNFAIR? AND SO THEIR STATISTICAL ANALYSIS SHOWED THAT STUDENTS WERE NOT CLEAR ABOUT HOW TO RESPOND TO THAT QUESTION.

SO, SUPERINTENDENT, IF I LOOK AT THE RESPONSE OPTIONS, I CAN'T SEE HOW A STUDENT WOULD BE UNCLEAR.

WELL, THE STATISTICS FROM THE COMPANY TELL US THAT THEY DO THAT, BUT I'M JUST LOOKING AT WHAT'S IN FRONT OF ME AND TRYING TO UNDERSTAND WHY WE MADE THAT CHANGE.

WE DID NOT MAKE THE CHANGE.

THE COMPANY MADE THE CHANGE AND WE'RE BEING TRANSPARENT THAT THERE WERE CHANGES TO THE QUESTIONS.

OKAY. SO THAT IS A CONCERN BECAUSE IT DOESN'T GIVE TO ME.

IT DOESN'T GIVE THE STUDENT AN OPTION IN REGARDS TO WHERE THEY WANT TO, PARTICULARLY WHAT THEY WANT TO PARTICULARLY STATE, ESPECIALLY WHEN IT'S YOUNGER CHILDREN.

BUT LET'S JUST KEEP GOING.

I'M STILL ON PAGE SIX AND THE I'M AT CPM 1.2 FOR THE SAFETY.

FOR THE STUDENT LED CAMPUS SAFETY TEAMS, HOW IS THEIR INFORMATION USED IN THE DISTRICT? IS IT GIVEN TO THE POLICE OR HOW DO THEY GET THEIR THOUGHTS IN.

SO I DON'T KNOW IF SHERRY'S IN HERE, BUT BASICALLY THAT TEAM MEETS WITH THE PRINCIPAL WEEKLY AND TO SHARE THEIR THOUGHTS ABOUT ANY CONCERNS THEY HAVE AROUND SAFETY. AT THE CAMPUS LEVEL AND THEN I BELIEVE WE DECIDED, SHERRY, DO YOU WANT TO COME UP AND TALK ABOUT HOW OFTEN THEY'RE COMING TO THE DISTRICT LEVEL TO BRING FORWARD THOSE CONCERNS? YES. AND THEN WHERE THAT'S INCORPORATED INTO THE DISTRICT'S OVERALL PLAN.

[00:30:06]

SO YES. SO AT EACH CAMPUS, THE PRINCIPAL HAS A STUDENT GROUP THAT THEY MEET WITH AROUND SAFETY.

AND THEY MEET ONCE A MONTH.

AND THEN WE AS A DISTRICT MEET WITH THE TOP 3 OR 4 STUDENTS FROM THAT GROUP, AS WELL AS A SPONSOR FROM THE GROUP, TO WORK WITH THEM ON ACTIVITIES THEY CAN IMPLEMENT IN THEIR CAMPUSES.

AND SO WE HAVE ALREADY DONE THE FIRST SEMESTER WHERE WE DO A FIRST SEMESTER MEETING WITH THEM OR TRAINING AND THEN A SECOND SEMESTER.

SO FOR THE FIRST SEMESTER, 100% OF THE CAMPUSES PARTICIPATING HAVE BEEN THROUGH THAT TRAINING AND SO THEY GET ALL OF THE ACTIVITIES THAT THEY CAN DO AT THEIR CAMPUS PER MONTH, FOR EXAMPLE.

THEY CAN DO THE START WITH HELLO EVENTS.

THEY CAN DO SAFETY CAMPAIGN.

AND SO THE GROUP THAT WE HAVE MEETING WITH THEM GIVES THEM A TOOLBOX OF ALL OF THESE ITEMS THAT THEY CAN DO ON THEIR CAMPUS EACH MONTH AROUND SAFETY.

SO DO WE HAVE A LIST OF CONCERNS THAT STUDENT LED SAFETY TEAM.

THOSE TEAMS HAVE? DO WE HAVE ANY KIND OF LIST OF CONCERNS? SO THIS THE GROUP THAT WE'RE DOING, WE'RE RIGHT NOW NOT DOING THE CONCERNS.

WE WERE GIVING THEM TOOLS, BUT THE PRINCIPLES WOULD BE THE ONES THAT MEETING WITH THEM MONTHLY WOULD HEAR THE CONCERNS FROM THEIR CAMPUS AND ADJUST, BECAUSE THAT IS A MEETING THAT CHIEF HEWITT HAS REQUIRED THAT THE PRINCIPAL MEET WITH THE GROUP.

I THINK IT WOULD BE GOOD TO AT LEAST HAVE THE CONCERNS SO THAT WE CAN LOOK AT THE TOP CONCERNS AT EACH SCHOOL AND THEN SEE IF THERE IS A PATTERN SOMEWHERE THROUGHOUT THE DISTRICT.

IT WOULD JUST MAKE SENSE.

NOT AN EXTENSIVE LIST, BUT A LIST OF THEIR TOP CONCERNS.

FIRST 3 OR 5 OR SOMETHING.

SO WE WOULD KNOW EXACTLY WHAT THEY ARE TALKING ABOUT AND THEN I'M FOR THE CPM 1.2, WE TALKED ABOUT THE REDUCED VACANCY BY THE POLICE DEPARTMENT BY 3%. WHAT WAS THE TOTAL VACANCY RATE? AT THE TIME WHEN I CAME IN IN FEBRUARY, WE WERE SOMEWHERE AROUND 6 OR 7 OFFICERS SHORT AND NOW WE ARE FULLY STAFFED.

ACTUALLY, WE ALSO HAVE CADETS AT THE ACADEMY THAT WILL BE GRADUATING HERE IN ABOUT 11 DAYS.

SO 6 OR 7 OFFICERS WOULD EQUATE TO 3% OF THE POLICE FORCE.

YES, MA'AM. WE'RE TALKING ABOUT POLICE OFFICERS, NOT SECURITY.

NOTHING LIKE THAT. NO, I'M TALKING POLICE.

YES, MA'AM. SO 6 OR 7? YES, MA'AM. WHAT'S THE TOTAL NUMBER OF POLICE OFFICERS PULL THAT UP.

SHOULD BE 126.

126 OFFICERS.

OKAY. CHECK THAT INCLUDES ME AS WELL.

OKAY. THANK YOU VERY MUCH FOR THAT, MA'AM.

SO AND I'M BACK UP TO CPM 1.1.

I'M TRYING TO GO ACROSS LIKE BRIAN DID.

SO FORGIVE ME ON THE PROFESSIONAL DEVELOPMENT TO INCORPORATE ADVISORY PRACTICES AND SELF CONTAINED.

HOW MANY OF THE SCHOOLS THAT ARE CHOICE SCHOOLS ACTUALLY MOVE FORWARD WITH THE TEACHER ADVISORY TRUSTEE FOREMAN THAT WOULD BE, I GUESS, MY ANSWER, BUT I DON'T HAVE THAT NUMBER FOR YOU, SO I WILL GET IT AND PROVIDING A TRACKER IF THAT'S OKAY.

YEAH, THAT'S FINE BECAUSE IT WOULD JUST BE INTERESTING JUST TO COMPARISON IN TERMS OF OUR CHOICE SCHOOLS AND OUR COMPREHENSIVE SCHOOLS, HOW MANY OF THE COMPREHENSIVE SCHOOLS HAD THAT DID THAT SAME OPTION.

I APPRECIATE THAT AND THEN TO CPM 1.3 PARTICULARLY TALKING ABOUT THE SCHOOL COUNSELOR EXCELLENCE INITIATIVE. I WOULD BE VERY CAUTIOUS TO START PUBLICIZING THAT BECAUSE WE'RE NOT IMPLEMENTING IT UNTIL 2025 2026 AND IF YOU PUT EXPECTATIONS OUT THERE, YOU HAVE TO BE REALLY CAREFUL WHAT WILL COME BACK FROM THAT. THANK YOU.

TRUSTEE FOREMAN. WE'LL MOVE ON TO TRUSTEE WHITE.

OH GOOD MORNING.

I GUESS I HAVE A QUESTION ABOUT THE SOFTWARE.

I SEE THAT IT'S BEEN DEVELOPED BY AN INSTITUTION UP NORTH.

SO BASICALLY WITH PANORAMA, WE DON'T CUSTOMIZE IT.

IT'S ALREADY PREPACKAGED AND WE JUST ROLL IT OUT.

OKAY. THAT'S CORRECT, BECAUSE IN ORDER TO UTILIZE A RESEARCH BASED INSTRUMENT AS IS REQUIRED, WE IF WE ALTER IT, THEN IT'S NO LONGER

[00:35:04]

OKAY. YEAH. THIS IS THE FIRST TIME I HAD HEARD OF THE PANORAMIC.

THAT'S WHY I WAS ASKING AND I WILL BE GETTING A DIFFERENT ADDITIONAL INFORMATION ABOUT IT.

I THINK TRUSTEE FOREMAN MAY HAVE JUST TOUCHED ON ONE OF MY QUESTIONS AND CONCERN ABOUT COUNSELORS.

I KNOW THAT WE WERE INCREASING THE.

WHEN WE SAY COUNSELORS, ARE WE LOOKING AT FOR PRIMARY AND SECONDARY THAT WE'RE INCREASING AND HOW WHAT ROLE AND FUNCTIONS ARE WE LOOKING AT AS FAR AS THE COUNSELORS.

AND DOES THIS ALSO SO INCLUDE ANY OTHER BEHAVIOR COUNSELING OR ANYTHING LIKE THAT.

WELL, WE KNOW THE COUNCIL.

THE WORK OF THE COUNCIL OBVIOUSLY IS VERY EXPANSIVE, AND OUR GOAL IS TO ALLOW OUR COUNSELORS TO SPEND A MAJORITY OF THEIR TIME ADVISING OUR STUDENTS.

AND SO THE REDUCTION FROM 401 TO 271 IS AIMED AT.

WELL, IT'S NOT ALL ENCOMPASSING, BUT ADVISING IS PRIMARILY THE FOCUS.

BUT ALSO WE KNOW STUDENTS NEED SUPPORTS.

THEY NEED TO BE ABLE TO TALK TO SOMEBODY WHO CAN HELP THEM WITH SOMETHING THEY MAY BE STRUGGLING WITH AND SO THERE A MYRIAD OF OR A FACET OF MULTIFACETED WORK THAT THEY DO TO SUPPORT STUDENTS ACROSS OUR SCHOOLS.

AND ALSO AND I THINK THAT WAS CHIEF HEWITT POINTED OUT AT THE BEGINNING, AT THE OPENING THAT THE SCHOOL THAT WAS BEING FEATURED I THINK IT'S THOMPSON.

THANK YOU. THANK YOU.

YES. YOUR NEIGHBOR TOLD ME.

THANK YOU SO MUCH.

SO, I MEAN, I THINK THAT'S GREAT THAT THEY'RE DOING THOSE THINGS, BUT DUE TO THE ONSLAUGHT OF THINGS THAT'S CONTINUOUSLY HAPPENING IN OUR ENVIRONMENT, I'M MORE SO CONCERNED ABOUT HOW MUCH I UNDERSTAND THAT, THE TRADITIONAL COUNSELOR ON THE CAMPUS IS LOOKING AT SCHEDULING AND OTHER THINGS LIKE THAT, AND THAT THEY DON'T HAVE TIME TO DO A LOT OF THINGS THAT WE NORMALLY WOULD HAVE THOUGHT THEY WOULD TRADITIONALLY DO AS A COUNSELOR.

BUT MY QUESTION IS, AS FAR AS MENTAL HEALTH, SAFETY AND CLINICIANS, BECAUSE I KNOW WE ACTUALLY HAD A CONTRACT THAT CAME THROUGH RECENTLY. ARE THOSE PEOPLE ON THE CAMPUSES NOW? AND HOW IS HOW MANY STUDENTS ARE BEING SERVICED AND IS THIS WORKING? I KNOW THIS IS MORE LIKELY ALSO WORKING IN CONJUNCTION WITH OUR RESET CENTERS AS WELL.

IS THAT CORRECT? SO ACTUALLY THE MENTAL HEALTH CLINICIANS, DOCTOR LARRY, YOU WANT TO ANSWER THE THE DESIGN THAT YOU ALL HAVE CREATED SO THAT EACH CAMPUS HAS ACCESS AND WHERE THEY ARE.

ACTUALLY WE HAVE SOME CAMPUSES WHERE THEY'RE LOCATED FULL TIME AND SHERRY.

YEP. THANK YOU.

YES. SO WITH OUR MENTAL HEALTH CLINICIANS, WE HAVE ONE CLINICIAN AT EVERY HIGH SCHOOL FULL TIME AND SO THEY ARE THERE EVERY DAY ALL DAY AND THEN FOR OUR MIDDLE SCHOOLS WE SHARE BETWEEN TWO MIDDLE SCHOOLS.

SO FOR EVERY TWO MIDDLE SCHOOLS THERE'S ONE CLINICIAN THAT GOES BACK AND FORTH BETWEEN THOSE TWO SCHOOLS AND THEN FOR OUR ELEMENTARIES, WE HAVE THREE SCHOOLS FOR EACH CLINICIAN AT THE ELEMENTARY LEVEL.

OKAY. I THINK THAT WAS MY LAST QUESTION AND I DO HAVE ONE OTHER QUESTION.

BRIEFLY CONCERNING BECAUSE IT WAS DEALING WITH CPM 1.2 SAFETY.

I'M PRETTY SURE THE WE DO HAVE ENOUGH.

I JUST WANT TO MAKE SURE WE HAVE ENOUGH EQUIPMENT WHEN IT COMES TO THE METAL DETECTORS, WANDS AND THINGS LIKE THAT TO ENSURE THAT KNIVES, GUNS AND THINGS LIKE THAT ARE NOT GETTING INTO THE CAMPUS.

IS THAT CORRECT? YES, MA'AM. AND TO INCLUDE A SURPLUS IN CASE ONE GOES DOWN AND WE CHANGE IT OUT SAME DAY.

THANK YOU. APPRECIATE THAT.

IT MAKES ME FEEL BETTER.

THANK YOU SO MUCH.

THANK YOU, TRUSTEE WHITE.

WE'LL MOVE TO TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE TURNER.

THANK YOU. A COUPLE OF QUICK QUESTIONS.

AND ONE, JUST APPRECIATION FOR THE PROGRESS ON THE SAFETY AND TRUSTEE FOREMAN'S QUESTION ON THE STUDENT LED SAFETY TEAMS. I LIKED HEARING THE KIND OF HOW THOSE WORK, AND ALSO INTERESTED IN HEARING SORT OF THE BIG PICTURE THEMES.

FOLLOW UP QUESTION FOR TRUSTEE WHITE WAS ON THE MENTAL HEALTH CLINICIANS.

ARE THEY FOCUSED ONLY THEY DON'T.

DO THEY DO PATHWAY ADVISING AND THAT KIND OF THING, OR ONLY MENTAL HEALTH INTERVENTIONS AND COUNSELING, ONLY MENTAL HEALTH? OKAY. I JUST WANTED THAT WAS A CLARIFYING QUESTION AND THEN AN OVERARCHING QUESTION IS ON THE SCHOOLS WHERE THEY'RE DOING IT IN ADVISORY VERSUS WHERE

[00:40:10]

HAVE YOU HAD ANY FEEDBACK ON WHAT MIGHT BE WORKING BETTER? DO THE DO YOU KIND OF DO THE SCHOOLS TALK TO EACH OTHER TO FIGURE OUT WHAT'S THE BEST WAY TO IMPLEMENT THAT? YES. THANK YOU FOR THAT QUESTION.

IT'S A PART OF OUR MASTER SCHEDULING AUDIT.

AT THIS TIME AND WHAT WE'RE SEEING IS REALLY IT'S JUST THE INTENTIONALITY BEHIND INTEGRATING THE PRACTICES.

SO IF YOU'RE INTENTIONALLY INTEGRATING PRACTICES AND THERE'S AN EXPECTATION THAT YOU'RE INTEGRATING THEM DURING THE CLASSROOM TIME OR THAT YOU HAVE SPECIFIC CARVE OUT TIME, THEN WE CAN SEE HIGHER CLIMATE SURVEY OUTCOMES FOR THOSE PARTICULAR SCHOOLS.

IF IT'S SORT OF HAPHAZARD, THEN WE OBVIOUSLY ARE SEEING LOWER OUTCOMES FOR THOSE PARTICULAR SCHOOLS AND SO THE IDEA IS THAT ALTHOUGH OUR CAMPUSES WENT TO TRAINING, WE NEED TO BE INTENTIONAL ABOUT THEIR PLAN FOR ATTACKING THIS ISSUE FOR OUR STUDENTS.

GOT IT. THE AUDITS ARE CHECKING TO SEE HOW THEY'RE DOING IT AND BY CHECKING THAT YOU'RE SEEING THAT THEY'RE INTENTIONALLY WHATEVER, WHICHEVER WAY THEY'RE DOING IT AND THEN YOU MENTIONED THE PROFESSIONAL DEVELOPMENT THAT THE, I GUESS THE TEAMS IN THE SCHOOLS HAVE HAD.

WHO IS INVOLVED IN THAT? AND HOW DO YOU KNOW THAT? IT'S YOU KNOW, I GUESS THE AUDITS ARE HOW, YOU KNOW, IT'S BEING IMPLEMENTED.

HOW DO YOU KNOW HOW WELL THE TRAINING IS GOING AND BEING, YOU KNOW, SURE HOW EFFICACIOUS THE TRAINING IS.

SURE, WE HAVE PROFESSIONAL DEVELOPMENT THAT'S ACTUALLY DONE BY OUR PROFESSIONAL DEVELOPMENT DEPARTMENT.

THEY SHARE WITH US WHO ATTENDS THE TRAINING, AND THEN WE'RE ABLE TO GO AND SEE THOSE PRACTICES IN PLACE AND THEN WE UTILIZE THIS SURVEY AS LIKE OTHER THINGS TO SEE, YOU KNOW, IS IT GOING WELL? IS IT NOT GOING WELL? AND WHO NEEDS ADDITIONAL PROFESSIONAL DEVELOPMENT? AND THEN WE'LL WORK WITH ANGIE'S TEAM TO DETERMINE HOW WE NEED TO ADJUST THE PROFESSIONAL DEVELOPMENT MOVING FORWARD IN THE SPRING AND THEN ALSO IN THE SUMMER.

OKAY. SO I GUESS FURTHER CLARIFYING QUESTION IS WHO AT A CAMPUS GOES TO THE TRAINING? WHO'S RESPONSIBLE FOR MAKING SURE THAT CLIMATE OR CULTURE IS BEING IMPLEMENTED IN DESIGNATED TEAMS SO ANY TEACHER CAN GO, BUT IT'S ALSO COUNSELORS CAN GO AND YOU JUST NEED TO MAKE SURE YOU HAVE DESIGNATED INDIVIDUALS AND THAT'S DESIGNATED BY THE CAMPUS PRINCIPAL SO.

OKAY. THANK YOU.

THANK YOU, TRUSTEE WEINBERG.

TRUSTEE TURNER. YES.

THANK YOU. MY QUESTION IS, FIRST OF ALL, I WANT TO GIVE KUDOS OUT TO THE REDUCTION OF THE STUDENT TO COUNSELOR RATIO FROM 400 TO 1.

I KNOW THAT WAS A BIG COMPLAINT OVER THE LAST COUPLE OF YEARS FROM TALKING WITH PARENTS AND TEACHERS SPECIFICALLY AT SKYLINE HIGH SCHOOL, BECAUSE IT'S SO BIG AND A LOT OF THE COUNSELORS WERE OVERWHELMED, SO I'M EXCITED ABOUT THAT.

I WOULD LIKE TO SEE THE NUMBERS ON SKYLINE HIGH SCHOOL SPECIFICALLY.

OR ARE WE REACHING THAT GOAL? WHEN IT COMES TO SKYLINE.

DID YOU HAVE A RESPONSE FOR THAT? NO. I'LL PROVIDE IT FOR YOU. OKAY.

WHAT DID YOU SAY YOU WERE? WE WILL PROVIDE IT FOR YOU. ABSOLUTELY.

OKAY. THANK YOU. THE LAST THING MENTAL HEALTH PROFESSIONALS WHICH IS VERY IMPORTANT.

I DO LIKE THE RATIO.

I WANT TO KNOW HAVE WE REACHED THAT GOAL OF HAVING ONE PER HIGH SCHOOL? TWO MIDDLE SCHOOL, AND THREE PER ELEMENTARY SCHOOL.

WE HAVE. ARE WE SHORT? OH, WE'VE REACHED IT.

OKAY. ALL RIGHT. COOL.

THAT WAS IT. THAT WAS THE TWO QUESTIONS.

I HAD MY TWO CONCERNS.

THANK YOU ALL. THANK YOU, TRUSTEE TURNER.

THANK YOU ALL FOR SHARING THIS DATA.

CAN WE START WITH 1.1, PLEASE? I'M EXCITED. I REMEMBER WHEN THE BOARD PUT THIS IN AND WE'VE BEEN MEASURING THIS FOR ONLY.

I THINK THESE ARE THE ONLY THREE YEARS WE'VE MONITORED THIS SO FAR.

AND IT LOOKS LIKE ALSO, IF I LOOK AT THE BOTTOM NUMBER THERE, IT LOOKS LIKE WE'VE HAD SUBSTANTIAL INCREASES IN THE NUMBER OF STUDENTS TAKING THIS.

SO THAT'S YOU KNOW, KUDOS TO YOU ALL FOR GOING FOR 50,000 OVER 83,000 STUDENTS.

SO WAY TO GO.

MY QUESTION HERE. SO THIS AND IT'S RELEVANT OUTPUTS INPUTS ETC.

ARE FOCUSED ON ADVISORY.

ARE THE SCHOOLS THAT HIGH SCHOOLS THAT ARE THAT CHOSE TO OPT IN TO ADVISORY.

ARE THEY DOING BETTER ON THESE SURVEY RESPONSES FOR CAMPUS CLIMATE THAN PEER SCHOOLS THAT DO NOT HAVE ADVISORY? YES, MOST OF THEM ARE.

WE HAVE A SMALL GROUP OF STUDENTS.

I MEAN, PARDON ME.

IT'S ABOUT RELATIVELY HOW WELL THEY'RE DOING, BUT THE SHORT ANSWER IS YES.

SO THE ONES WITH ADVISORY ARE OUTPERFORMING THOSE GENERALLY.

OKAY. HENCE WHY WE HAVE PUT IT INTO LOOKING AT EXPANDING.

IT MAY NOT BE OPTIONAL. OKAY.

THAT WAS MY QUESTION THERE.

THAT'D BE REALLY INTERESTING TO SEE I THINK ESPECIALLY IF WE'RE SEEING GROWTH GENERALLY ACROSS THE BOARD THERE HIGHER RATES THAN THIS.

[00:45:04]

WE GENERALLY SLOPED OFF TWO POINTS.

SO ONE QUESTION MORE BROADLY IS DO WE KNOW THE BEAUTY OF USING THESE SAME QUESTIONS AS WHAT PANORAMA DOES IS WE CAN COMPARE OURSELVES TO DISTRICTS ACROSS THE STATE AND THE NATION.

WAS THERE ANY KIND OF TREND NATIONWIDE? DO WE LOOK AT THE NATIONAL TRENDS OR THE STATE TRENDS AND SEE IF THAT'S A NATIONWIDE TREND OR NOT? WE HAVE NOT DONE THAT.

HOWEVER, WE CAN WORK WITH PANORAMA TO GET SOME OF THE OTHER DATA POINTS FROM DISTRICTS THAT THEY WORK WITH.

YEAH, IT MIGHT BE HELPFUL TO KNOW IF THIS IS A OVERALL, BECAUSE THERE'S TONS OF OTHER FACTORS THAT GO INTO THIS SCHOOL IS AN IMPORTANT ONE, BUT THERE'S ALSO OTHER FACTORS.

SO THAT'D BE INTERESTING.

DO WE HAVE A SENSE OF THAT.

SO WE SEE THE OVERALL FALL OF THE TWO POINTS IN THIS.

WAS THAT MORE PRONOUNCED ALONG CERTAIN SCHOOLS, CERTAIN AREAS CERTAIN, ETC..

WHAT DID YOU LEARN FROM, LIKE WHERE WE SAW THE HIGHEST FALL OFFS AND HOW WE'RE ADJUSTING TO THAT? YES. THERE ARE A GROUP OF SCHOOLS WHERE WE DEFINITELY SEE TRENDS.

I'LL TELL YOU THAT JUST IN OUR I'M JUST GOING TO GIVE YOU THE SCHOOLS THAT ARE OBVIOUSLY NOT NAMES, BUT THE SCHOOLS THAT ARE THE LOWEST HAD CHANGES IN LEADERSHIP AND EITHER NO SCHEDULED TIME OR IF THERE WAS PRACTICES, THE PRACTICES WERE NOT CONSISTENT AND SO FOR THE MOST PART, THERE'S THEY EITHER HAVE NOTHING OR THEY'RE NOT CONSISTENT PRACTICES WITH A NEW LEADER THAT THOSE ARE THE TRENDS WE CAN SEE ACROSS THAT BOTTOM BUCKET OF SCHOOLS. WOULD YOU SAY PRACTICES.

WHAT ARE YOU REFERRING TO? I MEAN, THE PRACTICES THAT YOU WOULD USE LIKE FOR ADVISORY.

SO IT CAN BE GRATITUDE JOURNALS OR MORNING CIRCLES OR ANY OF THOSE THINGS THAT KIND OF LOOK AT THE STUDENT, HAVE ENGAGED IN THINGS THAT ARE OTHER THAN ACADEMICS AND ALLOW THEM TO CONNECT WITH ONE ANOTHER AND OR OUTSIDE OF ADVISORY.

YOU COULD DO MO RNING CIRCLES ANYWHERE.

ABSOLUTELY. GOTCHA.

WELL, I'M GLAD THAT YOU ALL LOOKED AT THAT AND ARE DIGGING INTO WHAT NEEDS TO HAPPEN AND HOW WE CAN LEARN FROM THIS.

SECOND, ON 1.2, KUDOS TO YOU ALL FOR THE WORK THAT YOU'VE DONE AROUND STUDENT AID.

THIS HAS BEEN TOP OF MIND FOR FAMILIES FOR A LONG TIME.

TO SEE THIS KIND OF GROWTH IS PRETTY STUNNING.

I KNOW YOU HAVEN'T LOOKED AT THE NATIONAL ONES.

I'D BE CURIOUS TO SEE IF. MY GUESS IS THIS PROBABLY OUTPACES NATIONALLY BY A LARGE AMOUNT.

SO THAT'D BE GREAT TO KNOW AND IT SOUNDS LIKE, AND YOU CAN TELL ME DIFFERENTLY, THAT ONE OF THE KEY THINGS THAT HAS HELPED THIS FLOW OF INFORMATION HAS BEEN THE STUDENT SAFETY TEAMS. THESE STUDENT LED TEAMS THAT GIVE FEEDBACK ON THE SAFETY AND SECURITY OF THEIR BUILDINGS FROM THEIR PERSPECTIVE.

IS THAT ACCURATE? I WOULD SAY THAT'S PART OF IT.

BUT I THINK IT'S JUST THE REALLY THE SENSE OF SAFETY.

I THINK THAT THE STUDENT LED TEAMS ABSOLUTELY GIVE A THEY TALK ABOUT SAFETY THINGS THEY'RE CONCERNED ABOUT AND THEY BRING THEM TO THE PRINCIPAL.

IN SOME CASES THEY'RE MEETING WEEKLY.

THEY CAN MEET NO LESS THAN ONCE A MONTH.

BUT I THINK IT'S JUST REALLY THIS COORDINATED EFFORT OF MONITORS MAKING THE EFFORT TO GET TO KNOW THE STUDENTS.

RIGHT, OUR POLICE AND SECURITY, ENSURING THAT MONITORS ARE TRAINED BEFORE THEY SHOW UP ON CAMPUS, RIGHT? REALLY BEING CONSISTENT IN THE PRACTICES.

YOU KNOW, DAVID'S TEAM HELPING US AUDIT THE DOORS AND OUR PRACTICES OF USING THE METAL DETECTORS.

I THINK IT'S REALLY THIS COORDINATED EFFORT THAT'S SEEN AND FELT BY ALL STUDENTS AND STAFF.

YEAH, IT'S DEFINITELY A LOT OF THINGS YOU MENTIONED THERE.

BUT THIS IT WAS INTERESTING TO ME THAT IT SEEMS LIKE WE HAVE A STUDENT SAFETY TEAM AS PART OF THIS COORDINATED EFFORT FOR SAFETY.

DO WE HAVE ANY SIMILAR THING FOR CULTURE AND CLIMATE GENERALLY FOR STUDENTS TO PROVIDE FEEDBACK ON THEIR GENERAL CULTURE AND CLIMATE? WE DO NOT, BUT WE CAN CERTAINLY LOOK INTO THAT AND IT JUST AGAIN, I DON'T KNOW, I THINK IT'S JUST SOMETHING TO NOTE TO TRUSTEE FOREMAN POINT ABOUT.

IT'D BE GREAT. I BET THOSE STUDENT SAFETY TEAMS CAN TELL US, LIKE, HEY, THESE ARE THE BIGGEST REASONS WHY, YOU KNOW, WE THINK SHOULD BE PRIORITIZED NEXT, WHETHER IT'S DOOR LOCKS OR THIS OR THAT.

I'M SURE THEY COULD DO THE SAME THING REALLY EFFECTIVELY IN TERMS OF THE CULTURE AND CLIMATE OF THEIR SCHOOL AND THEN MY FINAL QUESTION IS AROUND AGAIN, ECHO THE KUDOS ON THE 270 TO 1 COUNSELOR RATIO.

THIS HAS BEEN A LONG TIME. YOU'VE BEEN WORKING AT THIS FOR AS LONG AS YOU'VE BEEN HERE, DOCTOR ELIZALDE.

THE TEAM HAS BEEN CONSISTENTLY FOCUSED ON REDUCING THE BURDEN ON COUNSELORS.

THIS 271 THIS IS JUST STUDENTS TO CERTIFIED COUNSELORS.

CORRECT? SO IT DOESN'T.

THAT'S CORRECT. IT DOESN'T INCLUDE THE COLLEGE ACCESS PROVIDERS NOR THE MENTAL HEALTH CLINICIANS AND IN REALITY, WHEN WE LOOK AT THIS, MOST DISTRICTS HAVE COUNSELORS DO IT ALL.

THEY DO THE COLLEGE, THEY DO THE MENTAL HEALTH WORK, THEY DO EVERYTHING ELSE.

SO NOT ONLY HAVE WE CONTINUE TO REDUCE THE RATIO HERE, WE HAVE ALSO TAKEN BURDEN OFF THROUGH COLLEGE ACCESS PROVIDERS, MENTAL HEALTH CLINICIANS.

I THINK THAT'S IMPORTANT TO BE SHARED.

[00:50:01]

SO KUDOS TO YOU ALL FOR THINKING THROUGH THAT.

ANYONE FOR SECOND ROUND.

SEEING NONE. THANK YOU ALL SO MUCH FOR YOUR REPORT.

WE WILL NOW MOVE ON TO ITEM SEVEN.

[7. INFORMATION/REPORTS]

SO IT IS REALLY A BOARD REPORT MORE THAN ANYTHING FOR US TO TALK ABOUT THIS, BECAUSE THE REPORT ITSELF IS THE NUMBERS AND ALL OF IT TOGETHER.

BUT WE WERE ALL THERE AND ALSO HEARD AND SO IT'S REALLY ON US TO BE ABLE TO THINK THROUGH THIS.

I DON'T KNOW IF THE ADMINISTRATION IS GOING TO BE ABLE TO ANSWER ANYTHING BEYOND JUST THE TECHNICAL QUESTIONS OF HOW WE'VE CLASSIFIED THINGS, BUT I WILL TURN IT OVER TO YOU, DOCTOR ELIZALDE, TO SHARE WHAT WE'VE GOT.

SURE AND AGAIN, I WOULD LOVE TO REITERATE THAT WHILE IT'S UNDER SUPERINTENDENTS REPORT, THAT'S JUST A PLACEHOLDER, BECAUSE THIS IS THE WORK THAT YOU ARE BORED WITH. OUR COMMUNITY DID, AND I'M JUST GOING TO TURN IT OVER TO DOCTOR LEAR, WHO REALLY ALL WE'RE WANTING TO DO IS TO SUMMARIZE THE INFORMATION YOU ALL LED AND GATHERED AT YOUR MEETINGS IN A IN THE BEST WAY POSSIBLE THAT SUMMARIZES THE BIG IDEAS AND THEN I THINK THE REST OF THE CONVERSATION WILL BE LED BY TRUSTEE MACKEY AND THE REST OF THE BOARD.

SO WE'LL JUST DO A VERY HIGH LEVEL OVERVIEW.

DOCTOR LEAR. ABSOLUTELY.

THANK YOU, DOCTOR ELIZALDE.

SO WE'LL JUST JUMP INTO IT AND I THINK THE BOARD RECOGNIZES EACH OF THESE BULLETS.

I'M JUST GOING TO GO OVER THEM VERY QUICKLY TO RE-ACCLIMATE BOTH THE BOARD AND ANY AUDIENCE THAT'S WATCHING THE PRESENTATION.

SO WE HAD 16 COMMUNITY LISTENING MEETINGS OVER THE COURSE OF TWO MONTHS.

SO THAT WAS OCTOBER AND NOVEMBER.

WE HAD THEM BOTH IN PERSON AND VIRTUALLY AND THOSE WERE ALL FACILITATED BY TRUSTEES, EITHER A SINGLE TRUSTEE OR A TEAM OF TRUSTEES.

WE HAD SESSIONS ACROSS THE DISTRICT AND WE HAD VARIOUS STAKEHOLDERS WHO ATTENDED, FROM STUDENTS TO PARENTS TO EDUCATOR GROUPS, BUSINESS COMMUNITY GROUPS, COMMUNITY GROUPS, NONPROFITS.

EACH OF THOSE IN-PERSON SESSIONS WERE WE HAD TRANSLATIONS PROVIDED AND THEN ALSO EVERY SURVEY THAT WAS COMPLETED WAS ALSO PROVIDED IN SPANISH.

WHEN THE THE GROUP CAME IN PERSON, WE HAD BOTH WHOLE GROUP AND SMALL GROUP DISCUSSION AND IN EACH OF THOSE DISCUSSIONS, WE CAPTURED EVERYTHING THAT WAS DISCUSSED AND WE HAD CHART PAPERS AND THEN ALL OF THAT INFORMATION WAS THEN TRANSCRIBED TO HELP WITH THE CODING AND THEN AT THE END OF THE DAY, WE HAD 664 STAKEHOLDERS WHO PARTICIPATED ACROSS ALL 16 COMMUNITY LISTENING SESSIONS AND THEN WE HAD 593 PEOPLE WHO ACTUALLY COMPLETED A SURVEY.

SO I'M GOING TO SHOW YOU THE NUMBERS, AND I'LL GO THROUGH THIS QUICKLY, AND I'M GOING TO TURN IT OVER TO TRUSTEE MACKEY SO THAT HE CAN FACILITATE THE CONVERSATION WITH THE BOARD. THIS JUST SHOWS US THE LOCATION THAT THE MEETING TOOK PLACE, THE DATE, AND THEN THE STAKEHOLDER GROUP THAT PARTICIPATED IN THAT SESSION.

SO, FOR EXAMPLE, ON THE FIRST ONE AT SAMUEL, WE HAD 23 PARENTS, 13 TEACHERS AND SO FORTH.

SO AT THE END OF THE DAY, WE HAD 664 PARTICIPANTS IN-PERSON MEETINGS AND THEN WE GO TO THE SURVEYS, AND WE HAD 593 COMPLETED SURVEYS AND YOU CAN SEE THE DIFFERENT GROUPS WHO PARTICIPATED AND TRUSTEE MACKEY AND I WERE TALKING ABOUT HOW WE HAVE SO MANY STUDENTS WHO PARTICIPATED.

SO THAT MADE US FEEL REALLY GOOD.

WE ADDED THIS IN HERE JUST TO REMIND US WHAT THE FOUR QUESTIONS WERE.

IT WAS REALLY TWO QUESTIONS WITH A FOLLOW UP.

SO THE FIRST ONE WAS, WHAT DO WE WANT OUR STUDENTS TO KNOW AND BE ABLE TO DO IN ELEMENTARY, MIDDLE AND HIGH SCHOOL? AND THEN THE FOLLOW UP QUESTION IS OF THOSE THINGS, WHAT ARE OUR TWO PRIORITIES, OUR TOP TWO PRIORITIES? THE SECOND QUESTION REALLY HELPS US GET AT THE CONSTRAINTS AND SO WHAT DO WE WANT TO PRESERVE AND WHAT DO WE WANT TO AVOID AS WE GO THROUGH THIS PROCESS AND THEN THERE'S A QUESTION TOO AS THE FOLLOW UP.

AND THAT IS AGAIN, WHAT ARE THE TOP TWO THINGS WE WANT TO AVOID AND THE THINGS WE WANT TO PRESERVE?

[00:55:01]

THAT INFORMATION WAS CODED INTO LARGE, BROAD CATEGORIES THAT I'LL SHARE WITH YOU MOMENTARILY.

BUT THERE'S ALSO AN APPENDIX THAT IS ATTACHED THAT TRUSTEE MACKEY MAY TAKE YOU THROUGH THAT HAS MORE OF THE SUBCATEGORIES.

I WANT YOU TO KNOW THAT THE NUMBERS THAT I'M GOING TO SHOW YOU, BECAUSE PEOPLE COULD ANSWER, YOU KNOW, UP TO FIVE IDEAS THAT THEY HAD. THE NUMBERS DON'T REPRESENT THE NUMBER OF PARTICIPANTS.

IT REPRESENTS THE NUMBER OF IDEAS.

OKAY. SO IF WE GO TO OUR FIRST QUESTION AND THIS IS WHAT DO WE WANT OUR STUDENTS TO BE ABLE TO DO IN ELEMENTARY, MIDDLE AND HIGH SCHOOL. AND THEN THE FOLLOW UP, THE TOP TWO PRIORITIES YOU CAN SEE OVER IN THE LEFT HAND CORNER OR ON THE LEFT HAND SIDE, WE HAVE SEVEN DIFFERENT CATEGORIES, LARGE CATEGORIES.

SO AS WE CODED THE INFORMATION THAT WAS COMBINED COMPILED, WE HAVE SEVEN BROAD OR LARGE CATEGORIES.

WE PROVIDED JUST A BRIEF DESCRIPTION AND THEN THEIR SUBCATEGORIES.

SO WHAT'S INCLUDED IN CURRICULUM AND ACADEMICS.

THERE WAS A READING LANGUAGE ARTS MATH PROFICIENCY, SCIENCE AND TECHNOLOGY, SOCIAL STUDIES SECOND LANGUAGE AND GENERAL ACADEMICS.

SO WHEN WE GO TO THE NUMBER, YOU CAN SEE THE GROUP MENTION IS 930.

SO THAT MEANS THAT THERE WERE 930 MENTIONS AROUND THESE BROAD CATEGORIES AND SO I'M NOT GOING TO READ THIS WHOLE THING, BUT I JUST WANT TO SHARE WITH YOU HOW TO READ IT IF THAT'S NEEDED.

SO ON THE FIRST ONE CURRICULUM ACADEMICS, WE HAVE 326.

SO THAT MEANS THAT THERE WERE 326 MENTIONS OF THE CATEGORY CURRICULUM AND ACADEMICS, SO THAT GIVES US APPROXIMATELY 35% OF THE MENTIONS WERE AROUND CURRICULUM AND ACADEMICS.

THE NEXT COLUMN OVER SAYS PRIORITY MENTION.

SO THAT ALIGNS WITH THAT FOLLOW UP QUESTION.

SO AT THE TOP, THE FOLLOW UP QUESTION IS WE HAD TO HAVE TWO PRIORITIES.

WHAT ARE YOUR TOP TWO PRIORITIES? THIS IS JUST TELLING US OF THERE WERE 45 MENTIONS OF CURRICULUM AND ACADEMICS BEING THE TOP TWO PRIORITIES, WHICH MEANS THAT IT CAME OUT TO 30%.

SO THAT'S HOW WE READ EACH OF THESE GRAPHS OR EACH OF THESE CHARTS AND THIS HAPPENS TO BE FOR THE GROUP.

SO YOU CAN SEE IN THAT TILL SESSION SECTION IT SAYS GROUP SESSIONS.

THE NEXT SLIDE REALLY FOCUSES ON THE SURVEY RESPONSES.

SO WE SEPARATED THE GROUP SESSIONS BOTH IN-PERSON AND VIRTUAL FROM THE SURVEYS.

SO WE CAN READ THIS PARTICULAR CHART THE SAME WAY THAT WE DID WITH GROUP SESSIONS.

AND AGAIN, TRUSTEE MACKEY WILL GO AND FACILITATE SO THAT THERE WILL BE MORE TIME TO DIG IN.

THE NEXT QUESTION IS AROUND, WHAT DO WE WANT TO PRESERVE? AND SO THIS IS FOR THE GROUP SESSIONS.

WE HAVE EIGHT DIFFERENT CATEGORIES EIGHT LARGE CATEGORIES AND ONCE WE CODED THOSE EIGHT LARGE CATEGORIES YOU CAN SEE THE SUBCATEGORIES THAT SURFACED AND AGAIN IN THE APPENDIX, IF YOU WANTED TO LOOK FURTHER YOU COULD FIND THE SUBCATEGORIES.

SO AGAIN IF I WERE TO TAKE EQUITY WE HAD 412 MENTIONS OF EQUITY AND THE THE I'M SORRY.

412 MENTIONS OF THESE EIGHT CATEGORIES AND OF THOSE 412.

60 WERE AROUND EQUITY AND THEN THAT NEXT COLUMN FOLLOWS THE SAME PROCESS THAT WE USED WITH THE FIRST QUESTION AND THAT IS HOW MANY TIMES DID EQUITY WAS THAT CHOSEN AS THE FIRST OR SECOND PRIORITY AND YOU CAN SEE THAT IT WAS 15 TIMES WHICH MADE IT 19%.

THE THIS NEXT SLIDE FOLLOWS THE SAME PROCESS.

IT'S JUST WITH THE SURVEY RESULTS AND SO THE NEXT SECTION, WHICH IS AGAIN QUESTION TWO LOOKS AT WHAT DO WE WANT TO AVOID. AND AGAIN THESE AREAS ARE GETTING AT THE CONSTRAINTS.

SO WE HAVE THE EIGHT CATEGORIES.

YOU CAN SEE WHAT THE SUBCATEGORIES ARE AND THEN YOU CAN ALSO SEE THE MENTIONS HOW MANY TIMES THESE PARTICULAR CODED AREAS WERE

[01:00:07]

WHAT DO WE WANT TO AVOID.

BUT THESE ARE THESE RESPONSES COME FROM THE SURVEY RESULTS.

SO WITH THAT I'M GOING TO TURN IT OVER TO TRUSTEE MACKEY TO LEAD YOU IN A DISCUSSION AROUND THIS INFORMATION.

YEAH. THANK YOU PAM AND DOCTOR ELIZALDE, AND THANK YOU FOR THE TEAM FOR PUTTING ALL THIS TOGETHER.

I KNOW THIS WAS A LOT OF DIFFERENT STUFF AND A LOT OF DIFFERENT CHART PAPERS AND DISCUSSIONS THAT EVERYONE WAS ON.

THIS WAS QUITE THE UNDERTAKING THAT THE BOARD DID AND IT'S GREAT TO SEE ALL OF THIS HERE.

THE PURPOSE OF PUTTING THIS AND HAVING THIS COME AT THIS MEETING WAS BECAUSE THERE IS A LOT OF INFORMATION HERE.

THE GOAL IS NOT FOR EVERYONE TO BE ABLE TO KNOW AND UNDERSTAND AND HAVE DEEPLY INTERNALIZED ALL OF THIS.

HERE IT IS TO GET IT HERE, BE ABLE TO START TO HAVE A PRELIMINARY CONVERSATION, BECAUSE WE'RE GOING TO HAVE AT LEAST TWO MORE WEEKS WHERE WE CAN LOOK AT ALL OF THIS AND DIGEST IT, BECAUSE WE'LL BE COMING BACK FOR OUR TEAM BUILDING ON DECEMBER 16TH, WHERE THEN WE WILL ACTUALLY USE THIS AS ONE ELEMENT, NOT THE ONLY ELEMENT.

THIS ALONGSIDE OUR OWN EXPERIENCES FROM HAVING FACILITATED THESE MEETINGS ALONG WITH THE SUPERINTENDENT AND TEAMS, ROOT CAUSE ANALYSIS AND PRIORITIES BASED ON WHAT THEY SEE AND THEN WE'LL USE ALL OF THOSE TO HAVE A CONVERSATION ON WHAT SHOULD THE GOALS AND CONSTRAINTS BE FOR THE NEXT FIVE YEARS.

SO THIS IS JUST ONE ELEMENT OF IT.

THANK YOU ALL FOR THE DEEP ANALYSIS OF THIS.

BUT AGAIN, TRUSTEES DON'T FEEL THAT THIS IS SOMETHING WE NEED TO UNDERSTAND FULLY NOW.

IT IS JUST A START AND IF WE COULD BEFORE WE GO TO QUESTIONS, COMMENTS, ETC., COULD WE SHOW UP THE APPENDIX AND WHAT THE APPENDIX LOOKS LIKE? AND WE'LL WALK THROUGH THIS AND IF WE CAN SCROLL ON THE APPENDIX WHEN WE GET THAT UP TO THE SECOND PAGE.

I THINK FOLKS MIGHT HAVE A PRINTED COPY POTENTIALLY.

PERFECT. SO IF YOU GO DOWN TO THE SECOND PAGE HERE, SCROLL DOWN A LITTLE BIT.

UP A LITTLE BIT. SECOND PAGE RIGHT HERE.

SO IF WE LOOK AT THIS AGAIN IT'S VERY SMALL ON THE SCREEN, BUT EVERYONE SHOULD HAVE IT IN FRONT OF THEM.

ALSO, THE CURRICULUM AND ACADEMICS AGAIN HAD 326 DIFFERENT MENTIONS OF CURRICULUM AND ACADEMICS.

SO NOW IF WE SCROLL DOWN TO THE NEXT PAGE, IT SHOWS YOU THE BREAKDOWN OF THOSE 326.

SO FOR INSTANCE, ON THE SECOND PAGE HERE, OUT OF THOSE 326, 165 OF THEM, MORE THAN HALF OF THEM SPOKE DIRECTLY TO READING AND LANGUAGE ARTS.

THEN ANOTHER 58 OR 17% SPOKE TO MATH PROFICIENCY.

ANOTHER 24 OR 7% SPOKE TO SCIENCE AND TECHNOLOGY KNOWLEDGE, 11 OR 3.4% SPOKE TO SOCIAL STUDIES, KNOWLEDGE, 14 SPOKE TO SECOND LANGUAGE, AND 5,417% SPOKE GENERALLY ABOUT THIS.

SO THE WAY THAT WE SHOULD BE ABLE TO READ THIS IS SAYING IT'S NOT.

WHILE THERE WERE 300 AND SOME MENTIONS OF CURRICULUM AND ACADEMICS, WHEN WE ACTUALLY DIG IN A LITTLE BIT MORE.

WE SEE THAT MOST OF THOSE MORE THAN HALF EXPLICITLY MENTIONED READING AND LANGUAGE ARTS, WHICH MIGHT BE SOMETHING THE BOARD WANTS TO CONSIDER AS IT THINKS ABOUT IT.

AGAIN, A LOT OF INFORMATION HERE.

YOU COULD DO THIS FOR EACH OF THOSE CATEGORIES, BUT WANTED JUST TO KIND OF SHARE HOW THAT IS.

THIS IS AVAILABLE PUBLICLY FOR ANYONE TO DIG THROUGH IT.

SO WITH THAT, I JUST WANT TO TURN IT OVER TO THE BOARD FOR REACTIONS, REFLECTIONS, HOW IT MATCHED WITH WHAT YOU EXPERIENCED IN FACILITATING THESE.

SO WE'LL START FIRST WITH TRUSTEE MICCICHE.

WELL, THANK YOU, MR. CHAIR. AND I KNOW YOU WANTED TO DEFER A DETAILED DISCUSSION AFTER WE'VE HAD A CHANCE TO REALLY DIGEST ALL THIS INFORMATION.

SO THE FIRST THING I'D LIKE TO DO IS JUST THANK EVERYONE WHO PARTICIPATED.

THE COMMUNITY MEMBERS AND STUDENTS AND STAFF AND PARENTS WHO PARTICIPATED, AND THEN BOARD SERVICES.

THANK YOU. THIS WAS A LOT OF WORK FOR ALL OF YOU AND I KNOW, I WENT TO FIVE OF THEM AND THEY WERE ALL VERY WELL DONE, VERY WELL RUN, VERY ORGANIZED.

AND THANK YOU FOR ADDING THE LAST ONE FOR ME BECAUSE I WANTED TO GET ONE MORE CHANCE TO HEAR FROM STUDENTS AND THEN OF COURSE

[01:05:03]

IT WAS REALLY OUTSTANDING.

THERE'S A LOT TO SAY ABOUT THIS, AND I DON'T WANT TO TRY TO COVER IT ALL RIGHT NOW.

BUT I DO THINK WE LEARNED A LOT FROM OUR STUDENTS, AND I WAS A LITTLE SKEPTICAL ABOUT WHETHER OR NOT WE WERE GOING TO GET THE KIND OF INPUT THAT WE GOT, AND IT WAS REALLY HIGH QUALITY USEFUL INPUT.

I DIDN'T KNOW IF WE'D GET SORT OF THE USUAL GADFLIES SAYING THE SAME THINGS THAT WE ALREADY HEAR AND WE GOT A LOT OF INPUT FROM PEOPLE WE HADN'T HEARD FROM BEFORE AND TRUSTEE MACKEY, THANK YOU FOR FOR, FOR REALLY LEADING THIS EFFORT. IT'S AMAZING.

YOU KNOW, YOU SHOULD THINK ABOUT ROLLING THIS OUT TO OTHER DISTRICTS SO THAT THEY WILL DO THE SAME KIND OF THING THAT WE'RE DOING.

BUT THIS THIS WAS REALLY GREAT.

I WAS I HAD HIGH EXPECTATIONS, BUT YOU REALLY EXCEEDED MY EXPECTATIONS IN PULLING THIS OFF AND CONCEIVING IT AND THEN IN THE ADMINISTRATION AND EXECUTING IT.

THERE'S A LOT IN HERE.

I WANT TO GO INTO A DEEP DIVE BEFORE I MAKE A LOT OF COMMENTS, BUT I THINK WE JUST LEARNED A LOT FROM OUR COMMUNITY.

THANK YOU, TRUSTEE MICCICHE.

OKAY, WE'LL MOVE ON TO TRUSTEE WEINBERG, FOLLOWED BY TRUSTEE FOREMAN.

I AM ECHO THE THANKS TO ALL INVOLVED.

IT REALLY WAS A HERCULEAN EFFORT.

AND YOU KNOW, FROM THE LEADERSHIP OF TRUSTEE MACKEY TO BOARD SERVICES AND ACROSS THE DISTRICT, EVERYBODY WHO PARTICIPATED.

THANK YOU.

I HAVE A QUICK QUESTION.

WE HAVE DELINEATED BETWEEN THE GROUP AND THE SURVEY RESULTS.

IS THERE? DID I MISS A COMBINED.

IS THERE ANY REASON FOR THE DELINEATION AND THEN B IS THERE A PLACE WE COULD SEE WHERE THE FULL RESPONSES ARE REFLECTED? SURE. WE'LL LOOK AT THAT.

THANK YOU. YOU'RE WELCOME.

ALL RIGHT. QUICK AND EASY.

THANK YOU, TRUSTEE WEINBERG.

TRUSTEE FOREMAN.

SO I JUST HAVE A COUPLE OF QUESTIONS.

THE FIRST QUESTION IS WHEN I LOOK AT DAVID W CARTER'S VIRTUAL MEETING, IT SHOWS 22 PARTICIPANTS.

THERE WERE 42 PARTICIPANTS.

SO THAT STARTS TO CONCERN ME WHEN THE NUMBERS ARE ARE INCORRECT ON HOW MANY PARTICIPATED.

CORRECT ME IF I'M WRONG.

I BELIEVE THESE NUMBERS ARE BASED OFF OF WHO SIGNED THE SIGN IN SHEET.

THERE'S NO SIGN IN SHEET WHEN YOU'RE ONLINE AND SO I HAVE SOME CONCERNS ABOUT THAT.

THE VIRTUAL FOR CARTER I GOT YOU.

OKAY. AND ACTUALLY TRUSTEE WHITE AND MYSELF HAD TO CANCEL OUR IN-PERSON MEETINGS BECAUSE OF INCLEMENT WEATHER, BUT THAT'S HALF OF THE PEOPLE WHO PARTICIPATED FROM MY AREA THAT ARE NOT INCLUDED IN THIS.

SO THAT IS A ABSOLUTE CONCERN.

THIS IS A LOT OF INFORMATION AND SO THEREFORE, YOU KNOW, I'M NOT GOING TO TRY TO GET INTO EXACTLY WHAT IT IS UNTIL I GET A GOOD LOOK AT IT.

BUT IT'S A LOT OF INFORMATION, AND I WOULD ALSO BE CURIOUS TO KNOW IF WE HAVE ANY KIND OF DOCUMENTATION BY LOCATION WHAT THE RESPONSES WERE.

TRUSTEE FOREMAN WERE YOU NOVEMBER 6TH? YEAH. SO I THINK YOU HAVE 50.

I'M SORRY.

SO YOURS WAS VIRTUAL? I'M SORRY. YES, IT WAS VIRTUAL, BUT GO TO LET ME FIND IT BEFORE I.

SO IF YOU LOOK AT PAGE FOUR NOVEMBER 6TH AND YOU GO ACROSS THERE ARE 50 THAT WERE AT YOUR, AT THE ONE THAT WAS YOURS. MAYBE I CAN'T SEE.

GOOD. THAT'S OKAY.

I SEE 22.

THAT'S ON NOVEMBER 7TH.

THAT'S YOU GOT SAMUEL.

THAT'S 51.

SO CARTER WAS CANCELED.

CARTER WAS CANCELED AND THEN RIGHT UNDER THAT IT HAS VIRTUAL AND IT HAS 22.

BUT THAT'S THE NOVEMBER 4TH ONE.

IF YOU GO DOWN TWO MORE LINES, THERE'S THE NOVEMBER 6TH VIRTUAL WITH 50.

THAT'S NOT EVEN MAKING SENSE BECAUSE IT WASN'T A VIRTUAL ON NOVEMBER 4TH.

[01:10:03]

THERE WERE TWO ONE TRUSTEE TRUSTEE TURNER IS ON THE FOURTH AND YOURS IS ON THE SIXTH.

OKAY. SO THAT'S ANOTHER SCHOOL.

OKAY. MAYBE WE JUST NEED TO CLARIFY.

OF COURSE. WHERE THE VIRTUAL MEETINGS WERE OKAY.

ALL RIGHT. THANK YOU.

BUT AND I WANTED TO GET CLARIFICATION THOUGH ON THE FOLLOW UP YOU HAD ABOUT EACH LOCATION.

YEAH JUST TRYING TO GET A GOOD UNDERSTANDING ABOUT EACH LOCATION, HOW THEY CAME BACK WITH THE SURVEY, HOW THEY RESPONDED TO THE SURVEY.

BECAUSE WHAT WE HAVE IS A COMPILATION OF ALL OF THE RESPONSES AND IN SOME AREAS OF PEOPLE THINK A LITTLE BIT DIFFERENT.

AND SO IT WOULD JUST BE INTERESTING TO UNDERSTAND EXACTLY WHAT THAT COMPILATION IS.

SO IF EQUITY IS NUMBER ONE IN NORTH DALLAS, IS IT NUMBER ONE IN SOUTHERN DALLAS ALSO.

SO YOU DO THAT BASED ON SCHOOLS.

CORRECT. SO DID THEY IDENTIFY WITH THE SCHOOL ON THE SURVEY ITSELF? DOCTOR LEAR. SOME MAY HAVE BUT NOT EVERYONE AND WE DIDN'T DO THIS BY SCHOOL AND THAT'S WHY MOST OF THE SESSIONS WERE DONE IN TEAMS BECAUSE THERE WERE I MEAN, ANYBODY COULD GO TO THE MEETING.

WELL, I UNDERSTAND THAT.

BUT AGAIN, WHAT I'M TRYING TO GET A CLARITY ON IS BY REGION OR AREA, EXACTLY WHAT WAS THE PRIORITY AS OPPOSED TO THE WHOLE, IF THAT MAKES SENSE? NO, THAT IT MAKES SENSE AND SO I'LL JUST HAVE TO SEE IF WE CATEGORIZE BY INDIVIDUAL MEETINGS, BUT WE CAN LOOK AT THAT.

ALL RIGHT. THANK YOU. SURE.

THANK YOU. TRUSTEE FOREMAN.

TRUSTEE WHITE. YES.

I HAVE A COUPLE OF QUESTIONS AND THE MEETINGS WERE QUITE INTERESTING AND THERE ARE SOME THINGS THAT I GATHERED THAT I FEEL THAT WE NEED TO INCORPORATE AS FAR AS COMMUNICATION IS CONCERNED AND I UNDERSTAND TRUSTEE FOREMAN'S QUESTION, BECAUSE IF THE HOST SITE WAS WW SAMUEL, THEN THAT'S WHAT'S LISTED ON OUR PAPER.

SO IF YOU'RE HOSTING A VIRTUAL MEETING FOR, LET'S SAY, CARTER HIGH SCHOOL, THAT SHOULD BE VIRTUAL.

CARTER, TO ME, INDICATING WHERE THE VIRTUAL MEETING WAS, WAS HOSTED, I UNDERSTAND THAT ANYBODY COULD HAVE ATTENDED, WHETHER IT'S IN PERSON OR WAS IT OR WHETHER IT WAS A VIRTUAL MEETING.

ONE OF MY CONCERNS THAT I HAVE IS THAT I DON'T THINK IT WAS REALLY COMMUNICATED TO TEACHERS THAT AT LEAST FROM WHAT I UNDERSTAND, BECAUSE I HAD SEVERAL OF THEM ASK ME, OH, WE COULD ATTEND THE MEETING.

ABSOLUTELY. YOU COULD HAVE ATTENDED THE MEETING.

IT WAS OPEN FOR EVERYBODY.

BUT I DON'T THINK THAT WAS COMMUNICATED TO THE FULL EXTENT THAT IT COULD HAVE BEEN.

ANOTHER THING THAT I DEFINITELY WOULD LIKE TO SEE IS MAYBE A MAP WITH THE LOCATIONS PLOTTED ON IT, SO WE CAN SEE WHERE THE ACTUAL HOST SITES WERE AND IF IT WAS A VIRTUAL HOST SITE, THEN WE'LL JUST INDICATE THAT IT WAS A VIRTUAL HOST SITE.

I DEFINITELY WOULD LIKE TO SEE, SINCE WE DID HAVE VIRTUAL PARTICIPANTS, I WOULD HAVE LIKED TO SEE MORE PARTICIPANTS.

THE POOL GREATER, A HIGHER NUMBER AS FAR AS NUMBER OF PARTICIPANTS, BECAUSE WHEN I'M LOOKING AT THE FACT THAT WE HAVE OVER 140,000 STUDENTS AND WE HAVE 900 PLUS PARTICIPANTS, THAT'S A VERY SMALL SUBSET TO ME.

AND OF COURSE, I'M ACTUALLY WHICH, I MEAN, IT'S EXPLAINABLE.

WE SENT OUR SCHOOL.

WE SENT OUR CHILDREN TO SCHOOL TO BE EDUCATED.

SO DEFINITELY THE SOCIAL STUDIES, THE MATH READING LANGUAGE IS WOULD BE HIGH.

BUT I WOULD ALSO LIKE TO, YOU KNOW, GET SOME MORE ADDITIONAL INFORMATION BECAUSE IT IS VERY IMPORTANT IN THE CLIMATE THAT WE'RE IN NOW, WHICH I THINK WE DID ASK THAT QUESTION AS FAR AS SCHOOL SAFETY IS AND HOW SAFE AND THE PARENTS FEEL THE CAMPUSES ARE.

BUT THOSE ARE A COUPLE OF THINGS THAT SINCE WE'RE GOING TO BE GOING BACK AND LOOKING AT THIS DATA, AND SINCE WE JUST GOT IT LOOKING OVER

[01:15:03]

THANK YOU.

THANK YOU. TRUSTEE WHITE AND AGAIN, I JUST WANT TO TAKE A MOMENT AND SO I WILL SAY THIS IS A BOARD PROCESS AND SO IF THERE'S ANYTHING THE BOARD FEELS LIKE WAS NOT DONE TO THE LEVEL THE BOARD NEEDS TO ADDRESS, THAT, IT WAS OUR RESPONSIBILITY TO DO SO, NOT NECESSARILY STAFF'S RESPONSIBILITY IN THIS CASE.

SO I WILL OWN THAT.

BUT I THINK THE QUESTION HERE IS WE'RE NOT THE ONE OF THE PURPOSES IS THIS IS JUST ONE DATA POINT.

IT'S NOT THE END ALL BE ALL.

THERE'S NO REQUIREMENT THAT SAYS WE DO EXACTLY WHAT THIS SAYS.

THIS IS JUST A SENSE OF A SUMMARY OF WHAT WE HEARD FROM THESE THOUSAND OR MORE INDIVIDUAL PARTICIPANTS, A QUARTER OF WHOM WERE STUDENTS, ABOUT WHAT THEY'RE HOPING FOR.

DALLAS ISD, WE'RE GOING TO PUT THIS WITH OUR OWN INSIGHTS FROM WHAT WE LEARNED FACILITATING THESE MEETINGS AND JUST IN DOING OUR JOB WITH WHAT THE SUPERINTENDENT AND HER TEAM SEE EVERY DAY ON THEIR DAY TO DAY AND STILL COME TO THE BEST CONVERSATION THAT WE CAN AND THIS IS JUST ONE POTENTIAL THING THAT WE COULD LOOK AT.

SO IT'S JUST SOMETHING TO CONSIDER.

WE'LL MOVE ON NOW TO TRUSTEE JOHNSON.

GOOD TO HAVE YOU.

I JUST HAVE A SIMPLE QUESTION.

WILL WE BE HAVING HOSTING ANOTHER MEETINGS LIKE THIS AGAIN? WE WILL HAVE, LIKE, A ROUND TWO.

THAT'S UP TO THE BOARD, I THINK.

THE WAY THAT THE CURRENT TIMELINE WAS LAID OUT, WHAT WE HAVE SCHEDULED IS ON DECEMBER 16TH, THE DOING HAVING OUR DISCUSSION ABOUT WE'VE GOT ALL THIS INFORMATION WE'VE HEARD FROM THE SUPERINTENDENT. WE KNOW WHAT WE'VE HEARD, WHAT IS OUR NEXT DRAFT OF THE GOALS AND THE CONSTRAINTS? I THINK IT WOULD BE WELL WORTH THE BOARD'S TIME TO GO OUT LATER THIS SPRING AND SAY, HEY, HERE'S OUR DRAFT OF THE GOALS AND CONSTRAINTS.

DOES IT KIND OF MATCH WHAT YOU ALL SAID? WE COULD CONSIDER DOING THAT FOR SURE.

THAT'S UP TO THE BOARD. AND I THOUGHT THE WAY WHEN I CAME BACK, I DIDN'T KNOW HOW IT WAS GOING TO RUN.

I WASN'T CLEAR ON THAT.

BUT OVERALL I THOUGHT THE MEETING WAS SUCCESSFUL AS AT THE ONE I HAD.

THERE ARE SOME. BECAUSE WHAT I TOLD PEOPLE.

HEY, COME OUT. THERE'S COMMUNITY LISTENING MEETING, AND YOU'LL BE ABLE TO EXPRESS HOW YOU FEEL AND WHAT YOU THINK DALLAS NEEDS TO DO TO MAKE DALLAS ISD BETTER, RIGHT? WHICH PRETTY MUCH THAT'S WHAT WE DID.

IT WAS A BREAKOUT SESSION, BUT I STILL HAD SOME THAT KIND OF WANTED TO SPEAK A LITTLE LONGER AND PROBABLY GO IN MORE DETAIL.

SO THAT'S WHY I'M ASKING.

AGAIN MY OPINION, I THINK SOUTH OAK CLIFF, WHEN WE DID IT AT SOUTH OAK CLIFF.

IT WAS GREAT.

THE PEOPLE REALLY PARTICIPATED AND REALLY ENGAGED ONCE WE GOT.

GOING. BUT I THINK THEY PROBABLY, I THINK WE NEED TO DO MAYBE ONE MORE TIME JUST SO WE CAN.

HEAR MORE.

THERE MAY BE SOME THAT WE HAVE NOT HAD DOWN HERE THAT THEY MAY WANT TO EXPRESS AND SO THAT'S WHY I'M ASKING, IS THE BOARD WILLING TO DO SO? BUT MY EXPERIENCE OUTSIDE.

TOWARDS THE END, MY EXPERIENCE WAS THIS MEETING WAS VERY GREAT AND I GOT A LOT OF POSITIVE FEEDBACK.

CONCERNING THE MEETING AND SO OF COURSE, I DIDN'T MAKE THE LAST ONE, THE ONE AT PINK'S BECAUSE I WAS ILL.

BUT THAT'S MY QUESTION.

WILL WE BE ABLE TO DO IT AGAIN? JUST TO MAKE SURE? I GUESS. JUST MAKE. SURE THAT WE COVER ALL OUR BASES, AND THE COMMUNITY REALLY FEELS THAT THEY'RE HEARD? YEAH. THANK YOU. THAT'LL BE THE BOARD'S CHOICE TO DECIDE HOW WE WANT TO MOVE FORWARD.

WE STILL GOT TO GET SOME DRAFTS IN AND TAKE IT BACK.

I THINK IT MAKES A LOT OF SENSE.

THANK YOU, TRUSTEE JOHNSON. SO I THINK ONE OF THE THINGS THAT I KNOW, WE HAVEN'T, WE JUST ALL RECEIVED THIS FOR THE FIRST TIME.

ONE THING THAT I'M NOTICING, IF WE GO TO SLIDE SEVEN OR, SORRY, EIGHT AND NINE, ONE THING THAT I FOUND INTERESTING LOOKING AT THIS AND PRETTY GOOD, IS THAT ON THE THESE IDEA OF THE GOALS, WHAT SHOULD STUDENTS BE ABLE TO KNOW OR DO? IT LOOKED LIKE THE TOP FOUR CATEGORIES WERE CURRICULUM AND ACADEMICS.

NUMBER ONE, HABITS OF MIND, NUMBER TWO, CONCRETE LIFE SKILLS, NUMBER THREE, AND COLLEGE AND CAREER READINESS NUMBER FOUR, BASED ON THE PERCENTAGE.

WHEN YOU LOOK AT THE PERCENTAGE THAT WERE PRIORITIZED, IT'S THE SAME FOUR.

SO THAT'S GREAT THAT WE'RE NOT SEEING DIFFERENCES IN THERE AND THEN WHEN WE GO TO SLIDE NINE THOSE FOUR ARE THE FOUR MOST PRIORITIZED AGAIN. SO LIKE THAT IT'S REALLY INTERESTING TO SEE ON THE GOALS SIDE THAT THE FOUR AREAS HERE WERE THE FOUR AREAS, WHETHER IT WAS THE NUMBER OF MENTIONS, WHETHER THEY WERE PRIORITY MENTIONS, WHETHER IT WAS ON THE SURVEY OR WHETHER IT WAS IN PERSON, WHICH I THOUGHT WAS AN INTERESTING THING.

AND THEN THE PRESERVE AND AVOID.

IT'S A LITTLE BIT MORE DIFFICULT. IT'S A LOT MORE SPREAD OUT.

BUT MOSTLY THAT SAME TREND HOLDS MORE OR LESS.

SO I JUST THOUGHT THAT WAS INTERESTING.

BUT I'M EXCITED TO LOOK THROUGH THIS AND MOST EXCITED FOR OUR CONVERSATION ON THE 16TH TO REALLY START TO TALK ABOUT HOW SHOULD WE TURN THIS AND ALL THE OTHER INFORMATION WE HAVE INTO WHAT THE NEXT SET OF PRIORITIES ARE.

SO THANK YOU TO THE BOARD.

THANK YOU FOR EVERYONE. I THINK WE HAD SEVEN PLUS MEMBERS SHOW UP AT ALL OF THE SUPERINTENDENT EVALUATION COMMITTEE MEETINGS WHERE WE WERE SETTING THIS PROCESS.

SO KUDOS TO EVERYONE FOR TAKING SUCH A PART IN THAT.

LOOKING FORWARD TO THE NEXT STEPS AND FINALIZING WHAT OUR PRIORITIES ARE FOR THE COMING FIVE YEARS.

[01:20:04]

WE'RE NOW ON SECTION NINE MINUTES SUBMITTED FOR APPROVAL.

[9. MINUTES SUBMITTED FOR APPROVAL]

WE'LL NOW MOVE ON TO TEN POLICY UPDATES.

[10. POLICY UPDATES]

SORRY. TRUSTEE WHITE FOLLOWED BY TRUSTEE FOREMAN.

SHE CAN GO AHEAD. TRUSTEE FOREMAN.

FOLLOWED BY TRUSTEE WHITE. DON'T LET ME GO FIRST.

OKAY. SHE PRESSED IT FIRST.

NO, I KNOW I'LL GET IN TROUBLE.

NO. LET ME FIND IT.

YEAH. THAT'S FINE. I'M SORRY.

THAT'S WHY I WAS KIND OF A LITTLE OFF, TOO.

THAT'S NUMBER TWO.

ROBERT ABEL, CAN YOU COME UP FOR ME? YOU KNOW WHAT? [INAUDIBLE].

THERE HE IS.

WE'RE HERE.

HOLD ON ONE SECOND FOR ME.

I JUST HAVE A FEW QUESTIONS ON DGBA THE CHANGES AND THESE WERE SENT TO ME, SO I JUST WANT TO BE CLEAR ON THAT. I'M TRYING TO ASSIST WHERE I CAN.

SO ON THE LEVEL THREE HEARINGS, WILL THEY BE HEARD BY THE FULL BOARD OR WILL IT CONTINUE TO BE, AS YOU AND I HAVE TALKED ABOUT, THE FIVE PANEL MEMBER? YEAH. FOR US, WE'RE REMOVING AND STRIKING THROUGH THE REFERENCE TO THE SUBCOMMITTEE AND THEN IF YOU LOOK AND THAT'S DUE TO A CASE WITH UNITED ISD THAT HAPPENED IN 2018. SO WE'RE GOING TO MATCH OUR PRACTICE AND IF YOU GO TO PAGE, IF YOU GO TO PAGE SIX OF SEVEN UNDERNEATH THE LEVEL THREE BOARD HEARINGS ON THE FIRST, THE FOURTH PARAGRAPH THE SUBCOMMITTEE HAS BEEN REMOVED AND IT SAYS THE BOARD AND IT REFERENCES BE LEGAL, WHICH GUIDES THE MINIMUM QUALIFICATIONS FOR THOSE MEETINGS.

AND SO WHAT IS THE MINIMUM QUALIFICATIONS? BECAUSE I THINK CLARITY IS EVERYTHING AND I BELIEVE IT'S FIVE.

IT IS FIVE. YES. SO IF YOU WOULD HAVE THE POLICY TO HAVE THAT CLARIFICATION.

SO THERE'S A CLEAR UNDERSTANDING.

IT'S NOT THE FULL BOARD THAT'S GOING TO DO THAT.

IT'S A QUORUM OF THE BOARD.

OKAY. YEAH AND WE'LL MAKE AN ADJUSTMENT TO SAY A MINIMUM OF FIVE.

YES. SO THAT I WOULD APPRECIATE THAT.

SURE.

SO THIS IS ONE THAT, I KNOW YOU'RE GOING TO PROBABLY HAVE TO WORK THROUGH, BUT IT'S A REGARDING UNTIMELY FILING AND WHO MAKES THE DECISION. THAT IS AND YOU AND I HAVE HAD SOME CONVERSATIONS ABOUT THAT AND I THINK THAT SOMETHING'S GOING TO HAVE TO BE WORKED THROUGH.

WHO MAKES THE DECISION THAT IT'S UNTIMELY? AND THEN AND WHO SPECIFICALLY PROVIDES THAT INFORMATION TELLING THE EMPLOYEE THAT IT'S UNTIMELY? YEAH, INDEED. YOU WANT TO TAKE THAT? THAT'S KIND OF YOUR AREA.

YES, MA'AM.

THE UNTIMELY FILING DECISION IS MADE BY EMPLOYEE RELATIONS.

THEY DO THAT BASED ON THE DATE OF THE INCIDENT THAT'S PROVIDED BY THE EMPLOYEE WHO'S FILING THE GRIEVANCE AND THEN THE DEPARTMENT, IF IT IS UNTIMELY, DOES SEND OUT AN UNTIMELY NOTIFICATION LETTER TO THE GRIEVANCE, LETTING THEM KNOW THAT THEIR GRIEVANCE IS UNTIMELY.

DURING THAT PROCESS, TRUSTEE FOREMAN THE GRIEVANCE HAS THE OPPORTUNITY TO AMEND THEIR GRIEVANCE.

SOMETIMES THEY TAKE OFF THE INFORMATION THAT IS UNTIMELY, AND THEY'RE ABLE TO MOVE FORWARD WITH THE REST OF THEIR GRIEVANCE.

SO DO WE ACTUALLY HAVE ANYWHERE STATED? I KNOW YOU'RE NOT GOING TO STATE IT THAT WAY, BUT THAT THE GRIEVANCE DOES HAVE THE OPPORTUNITY TO REFILE.

IS THAT STATED IN THE POLICY? NO, MA'AM. I DON'T THINK IT'S SPECIFICALLY STATED IN THE REGULATION.

I THINK THE REGULATION JUST SPECIFICALLY STATES THAT EMPLOYEE RELATIONS WILL SEND THEM A NOTIFICATION.

SO, ROBERT, IN OUR CONVERSATION NEXT WEEK, IS THERE AN OPPORTUNITY TO HAVE A CONVERSATION ABOUT THAT? YES, ABSOLUTELY.

ALL RIGHT. THANK YOU AND THE LAST QUESTION IS REGARDING AND WE'VE HAD CONVERSATION ABOUT THIS TOO, ABOUT I DO WORK WITH YOUR STAFF.

HE BUGS ME A LOT, BUT IN REGARDS TO THE PAPER FILING IS THERE AN OPPORTUNITY TO HAVE IT INSTEAD OF THEM HAVING TO ASK FOR IT, THAT IT BE ON THE WEBSITE JUST IN CASE THAT'S WHAT THEY NEED? COULD IT BE MADE AVAILABLE LIKE THAT? MR. FOREMAN, IT CAN BE AVAILABLE ON THE WEBSITE.

THE REASON WE SAY THAT IT'S AVAILABLE UPON REQUEST IS WE PREFER THAT THEY USE THE SYSTEM, IF POSSIBLE, TO.

[01:25:02]

IF THEY COME INTO OUR OFFICE, WE SEND IT TO THEM IN EMAIL.

WE JUST ASK THAT THEY REQUEST, AND OFTEN IT ALLOWS US THE ABILITY TO BE ABLE TO ASSIST THEM AND SEE WHAT ELSE THAT THEY NEED.

SO WE DO TALK TO THEM.

WE SEND AN EMAIL.

WE SOMETIMES WILL GET ON TEAMS OR ZOOM WITH THEM TO FILL IT OUT, BUT WE DO.

THEN WE HAVE WE GO BACK AND PUT IT INSIDE THE SYSTEM AFTERWARDS.

SO I WOULD THANK YOU FOR THAT.

I WOULD STILL LIKE THE OPPORTUNITY TO SEE IF IT CAN BE MADE AVAILABLE WITHOUT THEM HAVING TO ASK FOR IT.

THAT JUST WORKS BETTER, AND IT GIVES THEM MORE OPTIONS TO BE ABLE TO WORK THROUGH THEIR PROCESS OF WHATEVER THEY'RE GOING THROUGH, IF THAT MAKES SENSE.

AND THAT WAS MY LAST QUESTION.

THANK YOU, TRUSTEE FOREMAN, TRUSTEE WHITE.

YES. HELLO AGAIN.

ONE OF MY QUESTION IS PERTAINING TO IT'S ON PAGE SIX AT THE BOTTOM PERTAINING TO THE A HEARING OFFICER HAS FIVE DAYS TO LISTEN TO A TAPE PRIOR TO THE MEETING.

THAT'S INFORMATION THAT IT HAS BEEN GATHERED FROM THE LEVEL ONE OR LEVEL TWO HEARING.

IS THAT CORRECT? YES, MA'AM AND I DO HAVE QUESTIONS ABOUT THAT I WILL ASK YOU.

I THINK IT'S MISS DEIDRE O'CONNOR.

CORRECT? YES.

I WILL ASK YOU A QUESTION ABOUT THAT BECAUSE I DO HAVE A QUESTION CONCERNING THAT AND I GUESS MY OTHER QUESTION IS THE PARAGRAPH ABOVE IT.

I UNDERSTAND THAT WE WERE STRIKING THINGS TO GET RID OF THE THREE PERSON PANEL THAT WAS NOT IN COMPLIANCE, BUT IT'S RIGHT ABOVE IT'S UNDER LEVEL THREE BOARD HEARINGS.

IT'S NOT THE FIRST PARAGRAPH.

IT'S THE SECOND PARAGRAPH THAT HAS BEEN THAT HAS INFORMATION THAT HAS BEEN STRICKEN EVEN THOUGH THE THREE PANELS ARE NO LONGER RELEVANT. WOULDN'T THE TIMELINE STILL BE THE SAME FOR US AS A FIVE PANEL? YEAH, AND WHAT WE'RE DOING IS WE'RE ALIGNING, TRYING TO ALIGN THIS POLICY WITH OUR CURRENT PRACTICE.

WE ALWAYS TRY TO GET, OUR GRIEVANCES HELD AS FAST AS WE CAN.

BUT SOMETIMES THERE'S CONFLICTS WITH THE BOARD WHERE A QUORUM CANNOT BE PRESENT.

SO WE'RE MOVING THAT TO RATHER THAN LISTING A SPECIFIC 30 DAY WINDOW.

IT'S BASICALLY BASED UPON THE AVAILABILITY OF THE BOARD.

WE'LL STILL MOVE THEM THROUGH AS QUICK AS WE CAN.

BUT LIKE TOMORROW OR TODAY IS A GOOD EXAMPLE.

LIKE IF WE'D HAVE HAD SOMEBODY SCHEDULED, WHICH WE DID HAVE SOMEBODY SCHEDULED FOR TODAY, IF THERE'S NOT A QUORUM AVAILABLE, WE HAVE TO CANCEL THOSE HEARINGS.

SO THAT WAY WE CAN STILL STAY WITHIN OUR POLICY AND OUR EXPECTATIONS.

OKAY AND I GUESS PERTAINING TO WHAT WAS DISCUSSED CONCERNING TIMELY FILINGS.

IF AND I JUST.

I GUESS THIS MAY BE THE QUESTION THAT I REALLY NEED TO ASK OTHER THAN THIS POLICY.

IS IT IN AN EMPLOYEE MANUAL OR SOMETHING THAT THEY'RE GIVEN TELLING THEM STEP BY STEP WHAT THE GRIEVANCE PROCESS IS. SO NOT NOT IN GREAT DETAIL.

TRUSTEE WHITE.

INSIDE OF OUR COMPLIANCE TRAINING AT THE BEGINNING OF THE SCHOOL YEAR, WE DO ADD IN INFORMATION FOR EMPLOYEES ABOUT EMPLOYEE RIGHTS SO THAT THEY DO KNOW ABOUT THE GRIEVANCE PROCESS, THAT IT'S AVAILABLE TO THEM WHERE THEY CAN FIND THE FORM.

A LITTLE BIT ABOUT THE GRIEVANCE PROCESS AND I THINK THE REST OF THE SLIDE DECK DOES TELL THEM FOR MORE INFORMATION TO REACH OUT TO EMPLOYER RELATIONS.

OKAY. BECAUSE I MEAN, IT WAS INTERESTING FOR YOU TO SAY THAT AN EMPLOYEE THAT HAS FILED A, I GUESS IS THE INFORMATION THAT THEY MAY HAVE IN THEIR GRIEVANCE HAS A CERTAIN TIME PERIOD UNTO WHICH IT CAN BE MENTIONED, AND IF IT'S FOUND TO BE UNTIMELY, THEY STILL CAN AMEND THEIR ORIGINAL COMPLAINT TO REMOVE THOSE ITEMS AND STILL GO FORTH WITH WHAT IS STILL RELEVANT.

AND TO ME, I THINK THAT I DON'T KNOW IF THAT'S COVERED IN THE COMPLIANCE MEETING, BUT THAT'S JUST A PIECE THAT I FEEL IS A PIECE OF KEY INFORMATION THAT THEY SHOULD KNOW.

I'M SORRY, MR. ROBERT. YES.

OH, YEAH. NO AND JUST TO FOLLOW UP, AND REALLY A KUDOS TO DEE AND HER TEAM AND EMPLOYEE RELATIONS.

WHEN A PERSON DOES FILE A GRIEVANCE, THEY DO HAVE COMMUNICATION FROM THE EMPLOYEE RELATIONS.

SO THEY'RE ALWAYS ABLE TO REACH OUT AND FOLLOW UP IF THEY HAVE QUESTIONS OR ANYTHING ON THE PROCESS OR ANYTHING LIKE THAT.

EMPLOYEE RELATIONS REALLY IS WE'RE THEY'RE HERE FOR THE DISTRICT, NOT FOR THE ADMINISTRATION.

SO WE ADVOCATE FOR BOTH SIDES.

WE DO ANSWER A LOT OF QUESTIONS TO MAKE SURE PEOPLE DO UNDERSTAND THAT PROCESS AND A LOT OF TIMES IT'S VERY SPECIFIC TO THEIR INDIVIDUAL COMPLAINT OR GRIEVANCE.

SO A LOT OF TIMES IT'S GOOD TO HAVE THAT DIALOG WITH THE INDIVIDUAL TO MAKE SURE WE GUIDE THEM CORRECTLY.

[01:30:04]

OKAY AND LET ME I GUESS THIS IS ONE OF THE QUESTIONS THAT I WOULD JUST LIKE TO KNOW FOR MYSELF IF A CLAIMANT HAS FILED A GRIEVANCE AND IT HAS BEEN DEEMED UNTIMELY, WHAT IS THE OTHER THAN WHAT WE JUST HEARD ABOUT THE.

WELL, THAT I JUST HEARD FROM YOU ABOUT THE AMEND THAT THEY CAN AMEND IT.

WHAT ELSE IS THERE A APPEALS PROCESS THAT THEY CAN APPEAL IF THEIR GRIEVANCE HAS BEEN DENIED TO GET MORE DETAILS AS FAR AS THE INS AND OUTS OF WHY IT'S BEEN DENIED. YES, MA'AM.

SO THEY CAN FILE THEIR GRIEVANCE AGAIN ON THE TIMELINESS ISSUE SO THEY CAN APPEAL AND SAY, WE DON'T AGREE WITH YOU.

WE FEEL THAT OUR GRIEVANCES TIMELY AND WE WILL TAKE THE GRIEVANCE THROUGH THE PROCESS FOR THE TIMELINESS ISSUE, WHICH ALLOWS US TO HEAR MORE INFORMATION OFTEN, EVEN WHEN WE RECEIVE IT, AND GET MORE INFORMATION, EVEN AT MY TEAM'S LEVEL, THEY'RE ABLE TO SAY, THANK YOU SO MUCH FOR THAT ADDITIONAL INFORMATION.

WE REALLY APPRECIATE IT, AND WE'LL GO AHEAD AND LET YOUR GRIEVANCE MOVE FORWARD.

SOMETIMES THEY JUST DON'T PROVIDE EVERYTHING THAT'S NEEDED AT THAT TIME.

BUT ONCE WE TALK THROUGH THE SITUATION, WE'RE ABLE TO ASSIST AND ALLOW THE GRIEVANCE TO MOVE FORWARD OR THEY JUST MOVE FORWARD.

ON THE ISSUE OF TIMELINESS.

OKAY. AND WHO WRITES THE THE WRITTEN REVIEW FOR THAT AND THE EMPLOYER RELATIONS DEPARTMENT.

OKAY. THEY ALSO HAVE AN OPTION OF MEDIATION AS WELL.

SO LET'S JUST SAY THE ISSUE IS NOT TIMELY.

BUT THEY SAY WELL I STILL YOU KNOW, THIS IS STILL AN ISSUE.

I STILL HAVE A CONCERN.

WHAT CAN I DO ABOUT IT.

AND WE'LL WORK WITH THEIR IMMEDIATE SUPERVISOR AND WE CAN COME IN AND DO A MEDIATION.

THANK YOU. THAT IS GREAT TO KNOW AND JUST FOR A PLUG FOR ANYBODY THAT'S WATCHING IN 2018 DE AND EMPLOYEE RELATIONS, WE RE-IMPLEMENTED THE OMBUDSMAN PROGRAM AT THE BEHEST OF THE BOARD AND IT'S BEEN EXTREMELY SUCCESSFUL.

SO WE ALWAYS CAN ENCOURAGE ANY EMPLOYEE WHO HAS CONCERNS TO GO TO THE OMBUDSMAN AS WELL.

THANK YOU FOR THAT PIECE OF INFORMATION FOR THE PUBLIC AND ME AS WELL.

THANK YOU SO VERY MUCH.

APPRECIATE YOUR TIME.

THANK YOU. TRUSTEE WHITE, SEEING NO OTHER QUESTIONS HERE, WE WILL MOVE ON TO CONSENT AGENDA ITEMS. WE'LL START WITH THE HUMAN CAPITAL MANAGEMENT DIVISION.

13 A TRUSTEES.

[12. HUMAN CAPITAL MANAGEMENT DIVISION]

13B? 13 A AND 13 B.

13 B. ALL RIGHT. WE'LL START WITH 13 A TRUSTEE FOREMAN.

I WAS READY TO GO. TRUSTEE.

NO. SO JUST JUST A FEW QUICK QUESTIONS IN THEIR NORMAL QUESTIONS THAT I ASKED REGARDING THESE KINDS OF THINGS, ESPECIALLY WHEN WE'RE LOOKING AT NEW SYSTEMS OR PROCUREMENT OF NEW SYSTEMS. AND SO THE QUESTION I HAVE ABOUT THIS NEW MANAGEMENT SYSTEM THAT YOU'RE WANTING TO PURCHASE.

SO WHAT ARE WE CURRENTLY USING? THIS IS OUR CURRENT VENDOR.

WHEN WE WENT OUT TO THE RFP, THE CURRENT VENDOR WAS AWARDED THE CONTRACT.

GOING FORWARD. THIS IS THE CURRENT VENDOR.

YEAH AND IT'S EASY SKILLS.

MOST PEOPLE KNOW IT AS CORNERSTONE.

BUT EASY SKILLS IS THE COMPANY AND SUSIE'S HERE.

SHE CAN JUMP IN AND CORRECT ALL THE MISTAKES I KNOW I'M GOING TO MAKE.

NO, NOT A PROBLEM.

MAYBE ON THE FACT SHEET YOU SHOULD HAVE PUT CURRENT VENDOR.

THAT WOULD HAVE KEPT ME FROM ASKING THAT QUESTION.

THANK YOU. WE APOLOGIZE.

WE WILL. THANK YOU SO MUCH.

TRUSTEE. WHY DO YOU HAVE ANYTHING ON 13 A? [INAUDIBLE] SIR.

ALL RIGHT. SEEING NOTHING ELSE ON 13 A WE'LL MOVE TO 13 B TRUSTEE WHITE.

YES. I WAS UNDER I WAS READING OVER THIS AND I JUST HAD A FEW CONCERNS WHILE I WAS LOOKING AT THE DATES.

APPARENTLY. THIS WAS.

DUE ON THE 16TH OR SOMETHING LIKE THAT.

I GUESS WE'RE GETTING AN EXTENSION OR SOMETHING, I'M SURE.

I KNOW I SAW THIS BUT ONE OF THE MAIN QUESTIONS THAT I DEFINITELY HAVE ABOUT THIS, THAT I AM CONCERNED ABOUT UNDERSTANDING THAT WE'RE GOING INTO SPAIN TO DO RECRUITING AND THAT WE HAVE A PERSON THAT IS SUPPOSED TO MISS I'M GOING TO PROBABLY MESS UP MISS ANDREASEN.

IS IT SHELLY? SHELLY. MY BAD.

SO, MS. SHELLY WILL BE TRAVELING OVER TO SPAIN TO.

NO, HISTORICALLY, ALL OF THOSE.

WHAT USED TO HAPPEN JUST FOR A HISTORICAL PERSPECTIVE, ALL THE TRAVEL FEES AND THE ROOM AND BOARD WAS REIMBURSED THROUGH THE THIS PROGRAM.

WITH THE STATE OF TEXAS AND SPAIN AND THE COUNTRY OF SPAIN.

NO LONGER DO WE ACTUALLY TRAVEL.

ONE OF THE FEW GREAT THINGS THAT CAME OUT OF COVID IS THE ABILITY TO DO VIRTUAL MEETINGS.

SO WE JUST VIRTUAL IN THAT WE DON'T ACTUALLY TRAVEL TO SPAIN ANYMORE.

NOW, FOR OUR OTHER PROGRAMS, WE DO, FOR EXAMPLE, TRAVEL TO PANAMA, COLOMBIA, MEXICO, PUERTO RICO, THOSE KIND OF AREAS.

[01:35:06]

BUT FOR THIS SPAIN PROGRAM, IT'S A VIRTUAL INTERVIEW.

OKAY. BECAUSE IT SEEMED AS IF WE WERE SENDING AN AMBASSADOR OVER FROM OUR STAFF TO DO ALL THAT.

BUT THAT'S GOOD AND I GUESS ONE OF MY MAIN CONCERNS IS THIS IS GOING TO BE BECAUSE I SAW WHERE IT WAS STATING A6, I DON'T KNOW, I CAN'T PUT A CONTRACT UP, BUT ON A6 IT WAS STATING AUGUST THROUGH SEPTEMBER THAT THIS IS GOING TO BE FOR THE 24, I'M SORRY, 25-26 SCHOOL YEAR OR IS IT STARTING WITH 24-25? THE NUMBERS. YEARS.

THE NUMBERS ARE PUTTING UP JUST KIND OF.

YEAH. YES, MA'AM.

THANK YOU, TRUSTEE. IT IS FOR THE 25-26 SCHOOL YEAR.

OKAY, AND I GUESS SOMETHING THAT'S IMPORTANT TO ME CONCERNING THIS.

I UNDERSTAND THAT, YOU KNOW, IT DEPENDS.

IF THEY DO A GREAT JOB AND THEY WANT TO STAY THERE, THEY'RE GOING TO BE ALLOWED TO STAY AND GET, YOU KNOW, CERTIFICATION AND WHAT HAVE YOU.

BUT IN THE PAST, I'VE HEARD THAT THERE WAS A TEACHER THAT WANTED TO STAY. I'M NOT REALLY SURE WHAT ALL HAPPENED.

I DIDN'T GET WITH YOU GUYS AND GET ALL THE DETAILS, BUT APPARENTLY THE TEACHER WASN'T ALLOWED TO STAY AT THE LAST MINUTE.

HE THEY HAD TO LEAVE AND, YOU KNOW, WHEN YOU'RE HERE, YOU SETTLE IN, YOU GET POSSESSIONS, YOU GET APARTMENTS, THINGS LIKE THAT.

WHICH I UNDERSTAND THAT YOU GUYS ARE OUTSIDE.

WHY? YES, MA'AM.

YOU'RE A LITTLE BIT OFF TOPIC.

IS THIS PERTAINING TO THE.

IT ACTUALLY IS IN THE CONTRACT.

THIS IS ACTUALLY IN THE CONTRACT WHERE THEY PROVIDE HOUSING THEY'RE GOING TO SEEK HOUSING FOR.

THIS WAS IN THE CONTRACT.

I'M SURE I READ THIS IN THE CONTRACT.

RIGHT. I THINK IT'S THE WORD YOU'RE DISCUSSING AN INDIVIDUAL.

OH, AND THIS IS ABOUT THIS PROJECT.

OKAY, WELL, IT'S PERTAINING TO THE PROJECT.

I JUST WANT TO MAKE SURE. OKAY.

THANK YOU. I JUST WANT TO MAKE SURE THAT IF THEY GET HERE, THEY'RE GETTING INFORMATION TIMELY ENOUGH IN ORDER TO MAKE A DECISION.

IF THEY'RE BEING TOLD, YES, YOU'RE GOING TO BE ABLE TO CONTINUE ON OR.

NO, WE'RE NOT IN A TIMELY MANNER.

SO THAT I MEAN, BECAUSE NO ONE WANTS TO BE PUT IN A SITUATION WHERE.

YES. SO JUST FOR CONTEXT FOR THAT, WE HAVE MULTIPLE RECRUITMENT EFFORTS.

THIS SPECIFIC ONE IS OUR J-1 VISA EMPLOYEES THAT THE PROGRAM IS DESIGNED FOR THEM TO STAY THREE YEARS WITH US AND RETURN BACK HOME.

THEY CAN DO AN EXTENSION FOR TWO ADDITIONAL YEARS, SO THE MAX THAT THEY STAY FOR THE MOST PART WOULD BE FIVE YEARS.

AND THAT IS PART OF THE AGREEMENT.

OKAY. THAT AND ALL OF THE TIME, I'M SORRY AND ALL OF THE TIMELINES FOR THE FOR EMPLOYEES LEAVING OR GETTING TO STAY, ALL THOSE REGULATIONS ARE FEDERAL GUIDELINES.

SO WE ALWAYS FOLLOW THEM.

BUT WE DEFINITELY COMMUNICATE WITH ALL EMPLOYEES MULTIPLE TIMES VERY, VERY CONSISTENTLY AND TRY TO HELP THEM WORK THROUGH THAT PROCESS THOUGH.

OKAY. OH, AND I GUESS, YEAH.

THAT CONCLUDES MY QUESTIONS.

THANK YOU SO MUCH. THANK YOU SO MUCH.

TRUSTEE WHITE TRUSTEE FOREMAN.

SO JUST A FEW QUESTIONS.

HOW MANY TEACHERS DO WE CURRENTLY HAVE IN THIS PROGRAM? WE HAVE, WE GET ABOUT TEN PER YEAR.

IT'S THE NUMBER WE CAN RECEIVE IS ACTUALLY SET BY THE GOVERNMENT OF THE COUNTRY OF SPAIN.

HISTORICALLY, THERE'S BEEN YEARS.

WE GOT 25 OR 30.

WE'VE GENERALLY GOT 9 OR 10 FOR THE LAST 3 OR 4 YEARS.

YEAH, I REMEMBER THE 25 OR 30.

YEAH. THE NEXT QUESTION IS WHAT IS THE STARTING SALARY FOR THESE TEACHERS? THEY WOULD BE HIRED BASED UPON OUR, STANDARD HIRING SKILL TEACHER INTRODUCTORY SKILL FOR ALL TEACHERS.

SO THAT WOULD BE 62,500 OR ABOVE.

YEAH. OKAY.

SO HOW MUCH IS THE STIPEND? THEY WOULD RECEIVE A BILINGUAL STIPEND BECAUSE THESE ARE ALL BILINGUAL TEACHERS.

SO THEY'RE GOING TO FILL OUR BILINGUAL VACANCIES.

SO THEY WOULD RECEIVE A $4,000 BILINGUAL STIPEND ON TOP OF THEIR BASE SALARY, LIKE ALL OF OUR NEW HIRES, NEW BILINGUAL HIRES.

IS THERE A REASON THAT THEY WOULD RECEIVE A STIPEND JUST BECAUSE THEY'RE BILINGUAL? IS THAT THE ONLY REASON THEY RECEIVE THE STIPEND? YES. SO THE DISTRICT, WE OFFER A STIPEND FOR ALL OF OUR BILINGUAL TEACHERS IN BILINGUAL CLASSROOMS AND UNDER THE LAW, WE'RE NOT ALLOWED TO DISCRIMINATE BASED UPON THEIR COUNTRY OF ORIGIN. SO UNDER THE LAW, WE'RE REQUIRED TO PROVIDE THAT STIPEND TO ALL.

SO ARE THEY TEACHING IN ENGLISH AND SPANISH? I WOULD HAVE TO GO BACK TO THE INDIVIDUAL ONES.

THEY'RE DOING THE BILINGUAL COMPONENT OF THE BILINGUAL CLASSROOMS THOUGH.

OKAY. SO COULD SOMEBODY JUST GET THE ANSWER FOR ME? DO THEY TEACH IN ENGLISH AND SPANISH? THE ANSWER IS IF THEY'RE IN A GRADE LEVEL THAT'S A 50 OVER 50.

[01:40:03]

SO WHERE WE HAVE A TEAM TEACHING OF A BILINGUAL TEACHER WITH AN ESL GEN ED MODEL TO MAXIMIZE BILINGUAL TEACHERS.

THEY COULD BE TEACHING ONLY IN SPANISH THE MAJORITY OF THE TIME, WITH THE ALTERNATION OF WHEN WE HAVE WHAT'S CALLED LANGUAGE OF THE DAY. SO THERE WOULD BE SOME ENGLISH.

HOWEVER, IT COULD BE THAT THEY'RE SELF-CONTAINED AND THEY WOULD HAVE TO TEACH ENGLISH AND SPANISH 50% OF THE TIME, 50% OF THE TIME, SECOND GRADE THROUGH AND ABOVE.

SO THE ONLY REASON I'M CURIOUS ABOUT THAT IS THAT MOST BILINGUAL CLASSES IS IN ENGLISH AND SPANISH.

AND IF WE'RE HIRING PEOPLE, THAT'S ONLY TEACHING IN SPANISH AND PAYING THEM A STIPEND FOR THAT IS SOMEWHAT OF A CONCERN FOR ME KNOWING THAT WE ARE ALSO GOING TO HAVE TO SUPPLEMENT THOSE CLASSROOMS WITH THE ENGLISH PART BECAUSE THE BILINGUAL, THE CHILDREN HAVE TO HAVE ENGLISH AND SPANISH.

SO THAT'S JUST A CONCERN AND I'M GOOD.

THANK YOU. TRUSTEE FOREMAN JUST A QUICK QUESTION ON THAT.

ARE THE FOLKS THAT ARE COMING THROUGH THIS PROGRAM ONLY FLUENT IN SPANISH? NO, SIR. SO THEY WOULD BE ABLE TO SERVE BOTH THE ENGLISH AND THE SPANISH SEGMENTS OF THAT.

BUT THEY'RE MAINLY HERE BECAUSE WE HAVE NEED AND BILINGUAL.

YES, SIR. THAT'S CORRECT.

THANK YOU. SO.

BUT THAT'S NOT WHAT I JUST HEARD.

SO TRUSTEE FOREMAN SECOND ROUND.

YEAH. THAT'S NOT WHAT I JUST HEARD.

SO WE NEED SOME CLARITY BECAUSE I JUST HEARD THAT MANY OF THEM WERE TEACHING ONLY SPANISH AND THEN YOU WENT AND REVERSED THE QUESTION, AND THEY SAID SOMETHING DIFFERENT.

THAT'S NOT WHAT I HEARD.

THANK YOU. THANK YOU.

OKAY, WE WILL MOVE ON.

WE'RE NOW UNDER ITEM 14.

ACADEMICS AND TRANSFORMATION.

[14. ACADEMICS AND TRANSFORMATION DIVISION]

15 A.

ANYTHING ELSE? 15A TRUSTEE FOREMAN.

EXCUSE ME. I THOUGHT I HAD MY MIC ON.

I KEEP IT ON MOST OF THE TIME NOW SO THEY WON'T JUMP IN FRONT OF ME.

JUST A QUICK QUESTION.

I KNOW THAT WE HAVE SOME CONSTRAINTS IN TERMS OF BUDGETING, AND $50,000 FOR A GRADUATION FROM THIS WAS FROM 2020 TO 2024.

IS THERE A SPECIFIC REASON WHY WE HAVE WE'RE PAYING FOR A GRADUATION WHEN WE HAVE ALL THESE OTHER FACILITIES THAT WE USE FOR ALL THE OTHER SCHOOLS? SO THE THAT'S THE HISTORICAL SPEND, OBVIOUSLY, AND YOU KNOW THAT TRUSTEE FOREMAN, BUT THAT'S OVER TIME.

SO ON THE AVERAGE IT'S ABOUT 13,000 ANNUALLY AND IT'S A LITTLE MORE A LITTLE BIT MORE THIS YEAR.

THE SCHOOL.

BOOKER T WASHINGTON HAS HAD THEIR GRADUATION AT THE MEYERSON SINCE 1990, WHEN IT OPENED AND I THINK IT'S IMPORTANT TO NOTE AS WELL, THEY USE ACTIVITY FUNDS TO PAY FOR THAT.

SO THEY'RE NOT USING THEY'RE NOT USING GENERAL FUNDS OR DISTRICT FUNDS OR USING SCHOOL ACTIVITY FUNDS.

THAT HELPS ME RIGHT THERE.

THANK YOU AND JUST SO THAT IT IS NOTED, IT IS REFLECTED ON THE ITEM ITSELF.

YOU'LL SEE CAMPUS ACTIVITY FUNDS SO THAT WE'RE VERY TRANSPARENT ABOUT WHERE THE DOLLARS ARE COMING FROM.

WELL, WHEN I LOOK AT THE FACT SHEET, IT'S NOT NOTED ON THERE ON THE VERY TOP OF THE BOARD OF TRUSTEES.

AGENDA ITEM IN BOLD.

I'M LOOKING AT MY FORM.

I DON'T SEE IT.

I THINK IT'S ON. I SEE.

NOT TO EXCEED AT THE VERY BOTTOM.

YES. YES, MA'AM. OKAY. GOT IT.

OKAY. THANK YOU.

ALL RIGHT. THANK YOU.

TRUSTEE. WE'LL NOW MOVE ON TO FINANCIAL SERVICES DIVISION ITEMS 19, 20, 21 AND 19,20 AND 21.

[18. FINANCIAL SERVICES DIVISION]

ANYTHING BEFORE 20B.

NO. OKAY.

20B. TRUSTEE FOREMAN.

HELLO. JUST A QUESTION, AND I KNOW YOU DON'T HAVE THE ANSWER, BUT YOU CAN GET IT FOR US.

IN THE LAST SCHOOL YEAR, WE HAD A LOT OF DELINQUENT TAXES FOR 2023, 2024.

AND THAT'S NOT REFLECTED ON HERE, BUT WHERE ARE WE CURRENTLY ON THAT? SO WE JUST STARTED OUR NEW TAX YEAR IN THE MONTH OF OCTOBER.

SO THAT BECAUSE WE BEGAN A NEW TAX YEAR, WE WON'T HAVE MUCH DELINQUENT TAXES SINCE IT'S THE BEGINNING OF A NEW TAX YEAR.

[01:45:05]

RIGHT. SO AND WHERE DID WE END UP? OKAY, I CAN GET YOU THAT INFORMATION.

OKAY. YEAH. WHERE DID WE END UP WITH LAST YEAR'S DELINQUENT TAXES? GOTCHA. THANK YOU.

THANK YOU. TRUSTEE FOREMAN.

ALL RIGHT. TRUSTEES, WE'LL NOW MOVE ON TO CONSTRUCTION SERVICES DIVISION.

THESE ARE ITEMS 23.

[22. CONSTRUCTION SERVICES DIVISION]

ANY WHICH ITEMS? TRUSTEE FOREMAN. DO YOU HAVE ANY ITEMS THERE? I'M DONE. OH MY GOODNESS.

IT'S DECEMBER, BUT TRUSTEE TURNER KEPT HIS BOOK OPEN.

TRUSTEE TURNER.

23C. SO WHY DOES ADELE TURNER GET $39,000? THAT WAS JUST A SHOT AT TRUSTEE FOREMAN, I WASN'T SERIOUS.

OH, AND TRUSTEE FOREMAN DON'T TAKE SHOTS TOO POLITELY BECAUSE YOU WILL GET SHOT BACK.

ALL RIGHT AND THEN FINALLY, INTERNAL AUDIT.

ANY QUESTIONS ON INTERNAL AUDIT?

[24. INTERNAL AUDIT DIVISION]