Mar 06, 2025 Board Briefing

[1. NOTICE AND RETURN]

[00:00:05]

THE TIME IS 11:36 A.M.. WE HAVE A QUORUM, AND THE MEETING HAS BEEN DULY POSTED.

GOOD MORNING AND WELCOME TO THE BOARD BRIEFING.

A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. WE WILL DISPENSE WITH THE PLEDGE OF ALLEGIANCE AND THE SALUTE TO THE TEXAS FLAG, AS WE JUST DID BOTH MOMENTS AGO. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEOCONFERENCE.

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

THE MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AND AT DALLASISD.ORG.

I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION, AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION. IT IS A CRIMINAL OFFENSE FOR A PERSON WITH 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.

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 WE'LL NOW TURN TO AGENDA ITEM THREE.

RECOGNITION OF ELECTED PUBLIC OFFICIALS IN THE AUDIENCE.

I DO NOT SEE ANY TRUSTEES WILL TURN TO AGENDA ITEM FOUR PUBLIC FORUM.

BUT I WAS INFORMED THAT WE HAVE THAT NO ONE WAS SIGNED UP TO SPEAK FOR THIS BOARD BRIEFING.

SO TRUSTEES WILL TURN TO AGENDA ITEM FIVE, CLOSED SESSION.

HOWEVER, THERE THE BOARD WILL NOT RETIRE TO CLOSED SESSION AT THIS TIME SO TRUSTEES WILL NOW TURN TO AGENDA ITEM SIX,

[6. VISION/PROGRESS MONITORING]

THANK YOU VERY MUCH. BOARD MEMBERS, AGAIN, I WANT TO REITERATE HOW THANKFUL WE ARE FOR ALL OF THE FEEDBACK THAT WE'VE RECEIVED FROM ALL NINE OF YOU. AND YOU ALL HAVE A LOT OF THOUGHTS ON BOARD GOALS.

AND WE CONTINUE TO DO OUR BEST TO TRY TO INCORPORATE ALL OF THE DIFFERENT PERSPECTIVES, INCLUDING GOING ALL THE WAY TO, OF COURSE, TO YOUR COMMUNITY MEETINGS THAT YOU ALL HAVE HELD THROUGHOUT THIS SCHOOL YEAR.

SO WITH THAT BEING SAID WHAT YOU HAVE IN FRONT OF YOU ARE THE LAST THIS LATEST SET, I SHOULD SAY, OF GOALS WITH A FEW CHANGES. AND I KNOW THAT WE'VE KIND OF DISCUSSED THEM QUITE A BIT, BUT JUST A HIGH LEVEL REMINDER. GOALS ONE AND TWO WERE THIRD GRADE, ONE BEING READING LANGUAGE ARTS, THE OTHER ONE MATHEMATICS, WITH AN AREA OF FOCUS ON DOMAIN ONE, WHICH WOULD BE THE AVERAGE OF ALL THREE LEVELS OF PERFORMANCE BY STUDENTS, APPROACHES, MEETS, AND MASTERS, WITH GOAL PROGRESS MEASURES COMING FROM THE PREVIOUS GRADE LEVELS SO THAT WE COULD SIZE, THE INVESTMENT IN EARLY LEARNING AND WHAT IT IS TRULY DESIGNED, OF COURSE, TO ENSURE THAT STUDENTS ARE ON GRADE LEVEL BY THIRD GRADE, AND A CONTINUED FOCUS IN CLOSING THE GAPS BY ENSURING THAT WE REPORT OUT OUR GRADE TWO AFRICAN AMERICAN STUDENT PERFORMANCE. AND JUST AGAIN, A REMINDER, THOUGH, THAT EVERY TIME WE PROVIDE THESE REPORTS, WE ALWAYS DISAGGREGATE BY STUDENT GROUPS, NOT JUST ON THE GOALS AND THE GOAL PROGRESS MEASURES THAT YOU SEE IN FRONT OF YOU.

BUT IN FACT, ANY TIME THAT WE DO BRING THOSE FORWARD, WE DO PROVIDE THAT.

SO GOALS ONE AND TWO ARE VIRTUALLY UNCHANGED.

GOAL THREE AND FOUR AGAIN CAME FROM YOUR FEEDBACK REGARDING A MIDDLE GRADE.

WE DID GO AHEAD AND PUT THE EIGHTH GRADE. AND THEN WE SIMPLY MADE ONE ADJUSTMENT AFTER HEARING THE DISCUSSION ON PERHAPS GROWTH TARGETS OF THE GPMS WOULD BE BETTER SUITED TO ENSURE THAT WE'RE ABLE TO CAPTURE STUDENTS THAT ARE IMPROVING IN THOSE PREVIOUS GRADE LEVELS, GRADE SIX AND SEVEN. AND THEN AND SO GOAL THREE WAS THE FOCUS IN READING.

[00:05:06]

I DO WANT TO CLARIFY THE LANGUAGE ON GOAL FOUR SO THAT IT WOULD INCLUDE ALL EIGHTH GRADERS, REGARDLESS OF WHICH ASSESSMENT THEY WERE TAKING BECAUSE AS WE KNOW A LARGE PERCENTAGE OF STUDENTS ARE TAKING THE ALGEBRA ONE STATE ASSESSMENT AS OPPOSED TO THE EIGHTH GRADE MATH, WITH A SMALLER PERCENTAGE TAKING THE GEOMETRY.

SO WITH THIS IN MIND, EIGHTH GRADERS THAT ARE TESTING IN MATHEMATICS AT THE STATE LEVEL, WE WOULD INCLUDE REGARDLESS OF THEIR ASSESSMENT, WE WOULD BE REPORTING OUT TO YOU ALL EIGHTH GRADE PERFORMANCE BUT GPM'S 4.1 AND 4.2 WOULD CONTINUE TO PROVIDE THE GRADE LEVELS THAT SUPPORT GETTING OUR STUDENTS TO PERFORM WELL IN EIGHTH GRADE.

BY LOOKING AT GRADES SIX AND SEVEN AGAIN IN GROWTH TARGETS AND THEN GOAL FIVE, AND I THINK THIS IS PROBABLY THE ONE WHERE YOU ALL CERTAINLY WILL OPEN THIS UP TO QUESTIONS.

I WANT TO TRY TO SUMMARIZE WHAT I'VE HEARD. I'VE HEARD FROM ALL OF YOU IN DIFFERENT WAYS.

HOW DO WE BALANCE OUT THAT WE ARE PREPARING KIDS FOR COLLEGE AND FOR CAREER AND OR MILITARY? AND SO TRYING TO CAPTURE ALL OF THAT WHILE ALSO KNOWING THAT THERE ARE CERTAIN METRICS WITHIN THE COLLEGE CAREER, MILITARY READY THAT ARE MORE IMPORTANT TO THE OUTCOMES BASED FUNDING.

WE HAVE ELECTED TO STILL PROPOSE GOAL FIVE, WHICH WOULD BE THE ACTUAL ACCOUNTABILITY THAT WOULD ALLOW US TO INCLUDE THE LEVEL ONE, LEVEL TWO CERTIFICATES.

THAT WOULD INCLUDE INDUSTRY BASED CERTIFICATES THAT WOULD INCLUDE COLLEGE PREP COURSE THAT WOULD INCLUDE THE ON RAMPS AND OTHER COURSES THAT ALIGN TO CCMR. WHAT WE DID CHANGE IN THE PROPOSAL WAS IF, IN FACT, WE'RE LOOKING AT WHAT IS THE AREA THAT CAUSES THE BIGGEST CHALLENGE OF ALL OF THE METRICS, THE ACTUAL ASSESSMENT OF COLLEGE READINESS TSI WOULD BE THAT PARTICULAR CRITERIA.

SO PUTTING THAT AS A GOAL PROGRESS MEASURE TO REPORT OUT, NOT INCLUDING COLLEGE PREP COURSE, SIMPLY THE ACTUAL STUDENT PERFORMANCE ON THE TSI TEST THAT COULD BE SAT, ACT, TSIA.

THEN 5.2. I HEARD THE DISCUSSION OF AGAIN IN THE STATE ACCOUNTABILITY, IT CAN BE THREE HOURS OF MATH, THREE HOURS OF ELR, NINE HOURS OF ANYTHING, BUT REALLY HEARING A SENSE OF, YOU KNOW, MAYBE 12 HOURS IS, YOU KNOW, IT'S A SEMESTER OF WORK THAT'S MORE INDICATIVE OF STUDENTS BEING PREPARED FOR COLLEGE.

AND SO WE WENT WITH THE OBTAINING OF 12 HOURS BY THEIR SENIOR YEAR.

YOU'LL NOTICE WE'VE CURRENTLY PLACED THAT AT NINE HOURS FOR THE JUNIOR YEAR AND THEN 12 HOURS FOR THE, THE, THEIR SENIOR YEAR. AND THEN LASTLY, WE'VE ALSO LOOKED AT OUR OWN INTERNAL DATA, AND WE KNOW THAT ONE OF THE BIGGEST INDICATORS OF WHETHER STUDENTS PERSIST IN HIGH SCHOOL AND OF COURSE, ARE PREPARED FOR COLLEGE OR CAREER IS THEIR SUCCESS IN GRADE LEVELS.

NINTH GRADE BEING A VERY CHALLENGING YEAR AND SO ENSURING THAT WE'RE SUPPORTING STUDENTS THAT BEGIN AS NINTH GRADERS SO THAT THEY DO, IN FACT, MEET THE CRITERIA TO MOVE TO 10TH GRADE AND STAY ON TRACK TO GRADUATE WITHIN FOUR YEARS.

STARTING WITH THEIR COHORT IS AN IMPORTANT COMPONENT OF ALL OF THE SUCCESS THAT LEADS UP TO EITHER THE COLLEGE CAREER, MILITARY READINESS, OR THE OUTCOMES BASED FUNDING.

AND SO I THINK THAT SUMMARIZES MOST OF THE GOALS.

THERE WERE A FEW ADJUSTMENTS, AGAIN, KNOWING THAT MAYBE SAFETY THAT WAS PULLED OUT SEPARATELY FROM THE CAMPUS CLIMATE FOR STUDENT EXPERIENCES, WE PUT THAT BACK SO THAT IT WAS THE ENTIRE CAMPUS CLIMATE, NOT JUST THE SAFETY COMPONENT EMPHASIZING, OF COURSE, THE EXTRACURRICULAR ACTIVITIES ON 2.1. ENSURING THAT WE HAVE THE ENTIRE, AGAIN, CLIMATE SURVEY AND LOOKING AT THE TEACHERS THAT WE ARE KEEPING IN COMPARISON TO THE REGION. 3.1 LOOKING AT CLOSING THOSE OPPORTUNITY

[00:10:07]

AND THEN I THINK FOUR WAS THE OVERWHELMING, I THINK, COMMUNITY INPUT THAT ALL OF YOU HEARD THAT YOU ALL HAVE MENTIONED IN ONE WAY OR ANOTHER REGARDING THE PERSONAL FINANCIAL LITERACY, AND I THINK THAT COMPLETES THEM.

SO, MR. PRESIDENT, BOARD MEMBERS WERE CERTAINLY READY TO TAKE SOME ADDITIONAL FEEDBACK.

OKAY. OKAY. TRUSTEES. TRUSTEE CURRIE. THANK YOU.

PRESIDENT. FIRST, I WANT TO JUST EXPRESS MY REALLY DEEP APPRECIATION TO SUPERINTENDENT ELIZALDE, TO DEPUTY SUPERINTENDENT LEAR, DEPUTY SUPERINTENDENT LUSK, YOU HAVE HAD A SIGNIFICANT NUMBER OF CONVERSATIONS WITH ME AS WE'VE TALKED ABOUT THIS, AND I'M VERY THANKFUL OF THE FACT THAT WE WERE ABLE TO TALK THROUGH THIS.

I HAVE A COUPLE OF DIFFERENT COMMENTS, AND I YOU KNOW, ON THE FIRST SET OF GOALS, I'LL LET OTHER TRUSTEES ASK QUESTIONS ON ONE, TWO, THREE, AND FOUR. I DO KNOW TRUSTEE MACKEY MADE SOME COMMENTS ABOUT GROWTH, AND I SEE THAT'S BEEN ADDED TO THE GPMS THERE.

AND SO I DON'T HAVE QUESTIONS ON THOSE AT THIS ROUND.

I MAY, AFTER SOME MORE DISCUSSION ON PROPOSED GOAL FIVE.

YOU KNOW, AGAIN, THIS IS THE ONE I'VE HAD A LOT OF DIFFERENT DISCUSSIONS.

AND ULTIMATELY, I GUESS I'LL START WITH THE CONCLUSION IS THAT I AM GETTING MORE COMFORTABLE WITH THE APPROACH THAT WE HAVE, BUT I WANT TO JUST TALK THROUGH A LITTLE BIT MY THINKING ON GETTING TO THIS POINT AND THEN HAVE SOME QUESTIONS FOR YOU, DEPUTY SUPERINTENDENT LUSK, ON SOME OF THE ADMINISTRATION'S THINKING. SO, YOU KNOW, THE PURIST IN ME WANTS TO ASK THE QUESTION, YOU KNOW, HOW DO WE AS A DISTRICT, DEFINE WHETHER SOMEONE IS COLLEGE READY OR WHETHER SOMEONE IS CAREER READY OR MILITARY READY, WHICH IS THE EASIEST OF THE THREE TO DEFINE, AND THEN SET THAT AS OUR GOAL AND BUILD GPMS TOWARD THAT.

AND I PERSONALLY MIGHT DEFINE COLLEGE READY DIFFERENT THAN THE STATE ACCOUNTABILITY METRIC, BECAUSE IT HAS SOME ITEMS IN IT THAT I HAVE CONCERNS ABOUT WHETHER THEY REALLY DO REFLECT A STUDENT WHO'S READY TO GO TO COLLEGE, FOR EXAMPLE. ONE OF THOSE BEING THAT I MENTIONED AT THE LAST MEETING THAT, YOU KNOW, YOU CAN MEET THE TSI OR THE TEXAS SUCCESS INITIATIVE CRITERIA, EVEN THOUGH YOU DON'T HAVE A HIGH ENOUGH SCORE ON YOUR SAT OR ACT OR YOUR TSIA.

THE THREE TESTS, IF YOU TAKE A COLLEGE PREP COURSE, FOR EXAMPLE, AND I HAVE SOME CONCERNS ABOUT WHETHER THAT MEETS MY DEFINITION OF WHETHER I THINK A STUDENT IS READY FOR COLLEGE OR NOT. AT THE SAME TIME, I DO APPRECIATE THAT THIS IS THE STANDARD THE STATE HAS SET AND WHAT THE DISTRICT HAS TO MEET IN TERMS OF REPORTING TO THE STATE ON MANY OF OUR DIFFERENT REPORTS WHAT IT IS.

AND SO THE COMPROMISE, THE ADMINISTRATION, AT LEAST AS I SEE IN MAKING, IS, YOU KNOW, WE DO WANT THE TOP LINE GOAL TO BE THE STANDARD THAT WE ARE HELD TO IN TERMS OF ACCOUNTABILITY. BUT WE'RE GOING TO PULL OUT OF SOME OF THOSE STANDARDS, PARTICULAR ITEMS THAT WE WANT TO FOCUS ON THAT PERHAPS BETTER REFLECT OUR VALUES OF WHAT IT MEANS TO BE COLLEGE READY OR CAREER READY, ETC.

AND AS I SAID, I'M GETTING MORE COMFORTABLE WITH THAT APPROACH.

BUT THAT DOES THEN MEAN THE GPMS THEMSELVES BECOME VERY IMPORTANT BECAUSE THOSE BECOME A PLACE WHERE WE'RE REFLECTING OUR VALUES.

AND SO I HAND IT OUT, AND I PASSED OUT TO DEPUTY SUPERINTENDENT LUSK AS WELL, AND I PUT IT ON ALL THE BOARD CHAIRS, A DOCUMENT FROM THE TDA WEBSITE THAT JUST SORT OF HAS TWO COLUMNS.

ONE SAYS CMR AND ACCOUNTABILITY AND ONE SAYS CMR AND OUTCOMES BONUS.

AND THAT'S REALLY JUST TO HELP LEAD THE DISCUSSION.

NOT NECESSARILY TO ADVOCATE FOR A PARTICULAR ITEM YET, BUT, YOU KNOW, I WANT TO USE THIS AS TO KIND OF ASK SOME QUESTIONS, DEPUTY SUPERINTENDENT LUSK, ABOUT WHAT WE'VE DONE. SO THE FIRST ONE THAT I SEE PULL OUT NOW SAYS THE PERCENTAGE OF GRADUATES MEETING TEXAS SUCCESS INITIATIVE REQUIREMENTS FOR COLLEGE READINESS WILL INCREASE BY 2030. AND THE PRIOR VERSION INCLUDED COLLEGE PREP COURSES.

YOU KNOW, THAT'S BEEN REMOVED. SO I THINK THE INTENT NOW IS FOR COLLEGE PREP COURSES NOT TO COUNT TOWARD THAT GPA.

IS THAT CORRECT? YES, SIR. THAT IS CORRECT. OKAY.

YOU KNOW, QUERY WHETHER WE NEED, YOU KNOW, TEA ACTUALLY HAS A BRACKET THAT SAYS COLLEGE PREP COURSE IS NOT APPLICABLE.

I DON'T I'M NOT GOING TO MICROMANAGE THE WORDING ON THAT.

BUT I JUST WANT TO MAKE SURE THAT'S CLEAR THAT WE NOW UNDERSTAND THAT WHAT THAT METRIC LOOKS LIKE.

[00:15:02]

YEAH, I APPRECIATE THE QUESTION. I DO THINK THAT TSI AND THE SUPERINTENDENT KIND OF, I THINK, SAID THIS EARLIER, YOU KNOW, TSI IS A GATEKEEPER, RIGHT? WE DO RECOGNIZE THAT IF A STUDENT MEETS THE TSI METRIC, IF YOU WILL, FROM AN ASSESSMENT, THEY ARE DEEMED COLLEGE READY AND I THINK WE WOULD AGREE WITH THAT. LIKE IT'S A HIGH BAR, IT'S CHALLENGING.

IT'S BEEN A DIFFICULT CHALLENGE FOR DISTRICTS ACROSS THE STATE, NOT JUST US.

AND WE HAVE SEEN SOME PRETTY GOOD PROGRESS YEAR OVER YEAR WITH THE TSI ASSESSMENT, AND YET WE'RE STILL SO FAR AWAY FROM WHERE WE WANT TO BE.

SO PULLING THAT OUT AND MAKING THAT ONE OF OUR GPMS IS IMPORTANT BECAUSE WE KNOW IF STUDENTS CAN DO THAT, THEN WE FEEL LIKE THEY ARE COLLEGE READY TO. I THINK BACK TO THE QUESTION YOU STARTED WITH, AND IF I CAN ADD, BECAUSE I THINK THIS PARTICULAR HANDOUT THAT YOU GAVE TO ALL THE TRUSTEES IS HELPFUL HERE.

TRUSTEE CURRIE AND WE CAN CERTAINLY, I HAVE NO OPPOSITION TO INSERTING DOCTOR LEAR IN 5.1.

THIS EXACT WORDING LIKE COLLEGE PREP COURSE IS NOT APPLICABLE IN THAT PARTICULAR GPM.

SO THAT IT IS CLEAR TO OUR PUBLIC WHAT IT IS THAT WE'RE HOLDING OURSELVES ACCOUNTABLE FOR.

BUT IF EACH OF THE BOARD MEMBERS IS LOOKING AT THIS PARTICULAR HANDOUT THAT SAYS CMR ACCOUNTABILITY, WHAT YOU'LL NOTICE ON THE RIGHT HAND SIDE THAT TRUSTEE CURRIE GAVE US.

YOU'LL NOTICE THAT WHETHER ON THE FIRST BOX COLLEGE READY, YOU'LL SEE AT THE BOTTOM OF THAT BOX THAT IS COLLEGE READY, IT SAYS ENROLLS AT A POST-SECONDARY EDUCATIONAL INSTITUTION IMMEDIATELY FOLLOWING HIGH SCHOOL GRADUATION.

BUT THAT ABOVE IT SAYS MEETS ACT SAT OR TSI COLLEGE READINESS CRITERIA.

AND SO, IT'S THE TSI, THE TEST AND ENROLLS AT POST-SECONDARY.

NOW GO DOWN TO COLLEGE CAREER READY. YOU'LL NOTICE THERE THE FOCUS IS ON EARNS AND INDUSTRY BASED CERTIFICATION OR EARNS A LEVEL ONE LEVEL TWO CERTIFICATE.

BUT ABOVE IT, IN THAT SAME BOX, YOU'LL SEE MEETS, ACT OR SAT OR TSI, AND YOU'LL NOTICE THERE THE.

AND SO WHEN WE DISAGGREGATE OUR DATA, THE SIGNIFICANCE HERE AGAIN TO THE WORDS THAT WE'VE USED, THE GATEKEEPER IS IT'S THAT TSI. AND SO WE HAVE A LOT OF STUDENTS THAT ARE GETTING INDUSTRY BASED CERTIFICATIONS AS AN EXAMPLE, OR A LEVEL ONE OR LEVEL TWO CERTIFICATE. THAT'S GREAT.

IT'LL COUNT ON THE GOAL FIVE. SO WE CAN STILL ENSURE THAT WE'RE STILL MAKING SURE STUDENTS ARE GOING TO BE CAREER READY, NOT JUST COLLEGE READY. HOWEVER, WE ALSO KNOW NOT ONLY IS IT GOOD FOR US TO HAVE STUDENTS BE MORE SUCCESSFUL ON THE TSI BECAUSE IT WOULD ALLOW US TO REINVEST DOLLARS BACK INTO, FOR EXAMPLE, THE EXPANSION OF THE COUNSELORS SO THAT THERE WERE FEWER STUDENT TO COUNSELOR RATIOS THAT COSTS OUR DISTRICT. THIS WOULD PROVIDE US DOLLARS THAT WE COULD ACTUALLY FUND BACK INTO THAT OR INTO OTHER PREPARATION PROGRAMS IF WE WERE ABLE TO GET MORE STUDENTS TO MEET THAT.

BUT PROBABLY THE MOST IMPORTANT REASON FOR US TO DO THIS IS, LET'S SAY A STUDENT DOES GET AN INDUSTRY BASED CERTIFICATION.

IF THEY ALSO GET TSI MET, THEN THEY MAY VERY WELL CHOOSE NOT JUST TO GO INTO THIS HIGH WAGE, HIGH DEMAND JOB IF THEY MEET THAT STANDARD ALREADY.

OUR STUDENTS WILL ALSO HAVE ANOTHER LEVEL OF CONFIDENCE THAT THEY MAY DECIDE, EITHER AT THAT POINT OR LATER ON IN LIFE, THAT THEY WANT TO GO TO COLLEGE. WE HAVE TRULY PREPARED THEM FOR THAT TO BE AN OPTION.

SO WE UNDERSTAND THAT THAT TSIA IS A VERY IMPORTANT COMPONENT.

AND SO THAT IS THE REAL DRIVING FORCE FOR ENSURING OUR STUDENTS THAT WE'RE NOT LOWERING THE BAR FOR ANY GROUP OF STUDENTS THAT IN FACT, WE KNOW, BELIEVE AND WILL PREPARE ALL STUDENTS TO HAVE IT AS AN OPTION.

THANK YOU. I DO WOULD LOVE SOME ADDITIONAL EXPLANATION ON 5.3.

I'D LIKE THE FACT THAT IT NOW MIRRORS SOME OF THE OTHER GOALS WHERE WE ARE LOOKING A FEW YEARS AHEAD.

AND SO THAT'S GOOD. BUT BECAUSE OF MY TIME, I KIND OF WANT TO FOCUS AT LEAST THE NEXT QUESTION ON GPM 5.2, WHICH IS PULLING OUT THE DUAL CREDIT. AND I WOULD LIKE TO KNOW WHY THE ADMINISTRATION WANTS TO PULL OUT DUAL CREDIT AS OPPOSED TO OTHERS SUCH AS ASSOCIATES DEGREES, IN PARTICULAR, BECAUSE ASSOCIATE'S DEGREES, YOU DON'T EVEN HAVE TO PASS THAT. IF YOU GET AN ASSOCIATE'S DEGREE, YOUR OUTCOMES BASED FUNDING MET. YOU KNOW, EVEN IF YOU DON'T NECESSARILY HAVE THE SCORES ON THE SAT, ACT OR TSI COLLEGE READINESS.

SO WHY DUAL CREDIT AS OPPOSED TO EITHER ASSOCIATE'S DEGREES OR LEVEL ONE OR LEVEL TWO CERTIFICATES.

AND THEN WHY, YOU KNOW, NINE HOURS, 12 HOURS.

[00:20:04]

BUT WHAT I WANT TO HEAR FROM THE ADMINISTRATION IS THE REASON WE CHOSE X NUMBER OF HOURS IS BECAUSE WE BELIEVE THAT DEFINES WHAT A COLLEGE READY STUDENT LOOKS LIKE.

AND SO I HOPE YOU COULD SPEAK TO THAT AS WELL. ABSOLUTELY. I THINK A COUPLE OF MEETINGS AGO, TRUSTEE MACKEY ACTUALLY KIND OF PRESSED ME A LITTLE BIT LIKE, HEY, FIND SOME RESEARCH AND WHAT, YOU KNOW, WHAT DOES RESEARCH SAY THAT DEEMS A STUDENT? WELL, THAT REALLY TELLS US A STUDENT CAN PERSIST IN COLLEGE.

SO, I DID THAT AND THERE WERE MULTIPLE. I GOT ABOUT 5 OR 6 DIFFERENT RESEARCH STUDIES, AND I ACTUALLY SHARED THEM WITH THE SUPERINTENDENT.

BUT, YOU KNOW, DIFFERENT RESEARCH SAID DIFFERENT THINGS.

BUT ULTIMATELY WHAT WE WHAT WE SAW TIME AND TIME AGAIN WAS STUDENTS ACTUALLY EARNING COLLEGE CREDIT TOLD US THEY WOULD PERSIST.

AND EVEN AND JUST AS A CAVEAT, AND I WOULD SAY, TOO, EVEN ARTICLES THAT TALKED ABOUT TEXAS COLLEGE BRIDGE SAID IF STUDENTS PASS TEXAS COLLEGE BRIDGE, THERE'S RESEARCH ALREADY THAT SAYS IN YEAR TWO OF COLLEGE, THEY'RE GOING TO BE SUCCESSFUL IN PERSISTENCE.

SO I WANT TO PUT THAT ON THE TABLE THAT WE'RE NOT ADVOCATING FOR TEXAS COLLEGE BRIDGE ANYMORE ON THIS DATA SET.

BUT IT'S IMPORTANT, IT MAKES A DIFFERENCE FOR KIDS AND THE RESEARCH TELL US THAT.

BUT I THINK BACK TO YOUR QUESTION. THE REASON WE DIDN'T LOOK AT ASSOCIATE DEGREES IS WE WILL CONTINUE TO MONITOR, MONITOR THOSE, MEASURE THOSE BECAUSE WE TREASURE THOSE. BUT THE REASON WE DID NOT PUT THAT THERE IS BECAUSE IT'S REALLY A SUBSET OF STUDENTS, IF YOU WILL. RIGHT. IT'S NOT ALL OF OUR STUDENTS, AND WE WANT TO FOCUS ON ALL STUDENTS.

AND SO GETTING TO 12 HOURS, BASED UPON THE DIFFERENT RESEARCH THAT WE LOOKED AT, IT WAS KIND OF ALL OVER THE PLACE.

BUT REALLY WHAT IT DID TELL US IN SOME ARTICLES LANDED RIGHT AT 12 HOURS.

WE FELT COMFORTABLE, LIKE 12 HOURS IS POSSIBLE AND DOABLE.

I ALSO HAVE TO SAY, TOO, THAT WE HAVE A GREAT PARTNER IN DALLAS COLLEGE AND UNT DALLAS AS WELL, AND AT TEXAS A&M COMMERCE OF DALLAS. BUT THE BANDWIDTH IS RIGHT NOW.

THEY'RE AT THEIR BANDWIDTH. SO WE ALSO HAVE TO BE COGNIZANT OF HOW MUCH CAN OUR PARTNERS PROVIDE IF WE SET GOALS THAT GO BEYOND WHAT SEEMS CAPABLE WITH THEIR BANDWIDTH. SO I THINK THAT'S IMPORTANT TO NOTE AS WELL.

BUT SO FOR ASSOCIATE DEGREES, I THINK WE WANT TO CAPTURE ALL STUDENTS VERSUS EARLY COLLEGE AND P-TECH.

AND WE DO FEEL COMFORTABLE WITH 12 HOURS BECAUSE WE DO FEEL LIKE THAT WE CAN GET TO THAT POINT.

FOR MORE OF OUR STUDENTS ACROSS DALLAS ISD. THANK YOU.

I'LL RESERVE MY REST OF MY QUESTIONS FOR ROUND TWO. TRUSTEE FOREMAN. THANK YOU.

OKAY. I'LL START OUT WITH AGAIN, THANK YOU, SUPERINTENDENT, FOR FOCUSING ON KINDER THROUGH THE THIRD GRADE.

THAT HAS BEEN AN ISSUE THAT I HAVE RAISED FOR FAR TOO MANY YEARS.

SO THANK YOU FOR THAT FOCUS, AND I'M LOOKING FORWARD TO SEEING HOW WE TURN OUT WITH THAT.

I DO HAVE SOME QUESTIONS REGARDING. SO I'M ON PROPOSED CONSTRAINT TWO.

AND THAT'S ON TEACHER RETENTION. AND SO I'M MIGHT BE DEFINING TEACHER RETENTION A LITTLE BIT DIFFERENT, BECAUSE IF WE'RE TALKING ABOUT BRINGING A TEACHER IN ONE YEAR AND THEY STAY FOR THE NEXT YEAR, THAT'S NOT REAL TEACHER RETENTION TO ME. I THINK WE SHOULD BE LOOKING AT TEACHERS WHO ARE STAYING IN THE DISTRICT WITH AT LEAST FIVE YEAR TENURE, AT LEAST BECAUSE WE DO SEE A CONSTANT TURNOVER IN TERMS OF NEW TEACHERS COMING IN AND GOING OUT.

BUT THE WAY THIS LOOKS, YOU COULD COUNT THAT AS TEACHER RETENTION.

SO I'D LIKE FOR YOU TO TAKE A LOOK AT THAT, IF YOU DON'T MIND.

AND YOU DON'T HAVE TO RESPOND NOW. THESE ARE JUST THINGS.

YEAH. NO, I'M TAKING THOSE. WE'LL TAKE THOSE NOTES AND WE CAN LOOK AT YOUR FEEDBACK.

ABSOLUTELY. AND THEN ON CPM 2.2 IN REGARDS TO THE, THE PERCENTAGE OF POSITIVE AGREEMENT OR RESPONSES FROM THE TEACHERS.

ARE THESE SURVEYS ANONYMOUS OR TEACHERS ACTUALLY PUTTING THEIR NAMES ON THEM? THEY'RE ANONYMOUS. OKAY. THAT IS IMPORTANT. SO I DO THANK YOU FOR THAT BECAUSE THAT'S A KEY.

I'M ON PROPOSED CONSTRAINT THREE AND UNDER CPM 3.1.

IT SPEAKS TO PRIORITY CAMPUSES. HOW ARE WE IDENTIFYING PRIORITY CAMPUSES.

SO THAT IS PART OF THE NEW THE NEW TERMINOLOGY IF YOU WILL.

UNDER PRIORITY CAMPUSES THAT WILL NOW HAVE THE PATHWAYS TO EXCELLENCE OR THE PTE THAT WE PROVIDED IN A BOARD

[00:25:02]

SO THERE'S THREE BUCKETS OF SCHOOLS. AND I CAN CERTAINLY PROVIDE THE SPECIFIC DEFINITION FOR EACH OF THOSE.

I THINK WHAT WOULD BE IMPORTANT, SUPERINTENDENT, IS THAT WHEN WE'RE LOOKING AT PUTTING IT IN AS A PART OF THE PROPOSED AGREEMENT IS THAT YOU IDENTIFY WHICH WHAT THE BUCKETS ARE SO THAT AT LEAST WE'LL KNOW.

YEAH, IT'S CLEAR BECAUSE WE ALL KNEW HIGH PRIORITY CAMPUSES.

WE ALL KNEW ACE CAMPUSES. WE DON'T KNOW THE NEW STRUCTURE.

AND FOR ME, I'D LIKE TO KNOW WHAT I'M LOOKING AT UNDER CPM 3.2.

SOMETIMES I HAVE A LITTLE BIT OF HEARTBURN WITH USING THIS AS A MEASURE BECAUSE WHAT I DON'T WANT TO SEE DONE IS STUDENTS BE PUSHED INTO SITUATIONS WHERE THEY ARE TRYING TO GET INTO THESE COURSES TO MAKE A POINT.

SO I'M, I'M, I'M A LITTLE BIT CONCERNED AND I DON'T KNOW HOW WE REWORD THAT OR HOW WE MAKE IT MORE PALATABLE, BUT I DON'T WANT STUDENTS PUSHED IN TO TRY TO MAKE A GOAL.

PARTICULARLY WHEN YOU'RE TALKING ABOUT THE AFRICAN AMERICAN COMMUNITY, WHERE WE KNOW IN MANY CASES THAT WE'RE STRUGGLING IN SOME OF OUR SCHOOLS TO GET UP, GET SOME OF THOSE COURSES IN THERE.

SO, I JUST DON'T WANT TO SEE THAT. AND I DON'T KNOW HOW WE WORD IT, BUT I THINK WE REALLY NEED TO TAKE A LOOK AT THAT TO MAKE SURE WE'RE NOT PUSHING THEM INTO A SITUATION WHERE THEY'RE NOT SUSTAINABLE TO MAKE A GOAL.

THANK YOU VERY MUCH. THANK YOU. TRUSTEE MACKEY.

YES. THANK YOU SO MUCH. I WANT TO ECHO WHAT MY FELLOW TRUSTEES HAVE SAID.

DOCTOR ELIZALDE, PAM, THE TEAM FOR SPENDING A LOT OF TIME WITH ME AND HAVING THESE CONVERSATIONS.

SO I DEEPLY, DEEPLY APPRECIATE THAT. SO A COUPLE QUESTIONS.

I'LL START ON THE GOALS THREE AND FOUR. I KNOW I BROUGHT UP WHEN WE TALKED ABOUT THIS, ONE OF THE REASONS WE HAD CONSIDERED DOMAIN ONE, AS OPPOSED TO MEETS, WAS BECAUSE IT'S A WIDER SUBSET OF KIDS.

WE'RE LOOKING AT APPROACHES, MEETS AND MASTERS, NOT JUST MEETS.

AND SO THE QUESTION WAS AROUND, WELL, IF WE HAVE GROWTH METRICS LIKE IN EIGHTH GRADE, WHY NOT MAKE GROWTH METRICS? IT BECAUSE WE CAN THEN HIT EVERY KID AND IDENTIFY THEIR GROWTH METRICS.

WHAT CAN YOU WALK ME THROUGH? KIND OF WHAT YOU ALL DETERMINED AS YOU LOOK THROUGH THIS AND WHY YOU CHOSE AND SAW VALUE IN POTENTIALLY GROWTH METRICS IN THE PROGRESS MEASURES, BUT NOT IN THE GOALS. WELL, I THINK PART OF THIS IS TO ENSURE THAT WE ALSO DON'T LIMIT THAT.

IT'S JUST THAT GROWTH TARGET THAT WE STILL IF WE CREATE, FOR INSTANCE, ON THE GROWTH TARGETS, THESE HALF BANDS THAT IF WE GET AWAY FROM THE OVERALL DOMAIN ONE, I CERTAINLY DON'T WANT SOMEONE TO WELL, I'VE MADE IT HALFWAY THROUGH APPROACHES, SO THAT'S GOING TO BE MY GROWTH TARGET.

WE STILL WANT STUDENTS THAT ARE IN APPROACHES EVEN IF THEY'RE ON THE LOWER END.

SOME MANY OF OUR TEACHERS ARE ABLE TO MOVE STUDENTS MORE THAN A YEAR.

AND SO BEING ABLE TO CAPTURE THAT AS WELL, BOTH FROM THE GOAL PERSPECTIVE OF MAKING SURE WE'RE CONTINUING BECAUSE WE DO KNOW THAT MEETS IS STILL WHERE WE WOULD WANT THE MAJORITY OF OUR STUDENTS TO BE.

SO I WAS TRYING TO MARRY BOTH, MAKING SURE THAT IN THAT DOMAIN, WE'RE STILL ENSURING THAT WE CAN, IN THE GOAL, GIVE YOU THE ACTUAL BREAKDOWN OF EACH OF THOSE THREE WANTING TO DEMONSTRATE A SIGNIFICANT GROWTH AT THE MEETS LEVEL, EVEN IF THE ENTIRE DOMAIN ONE IMPROVES, BUT AT THE PROGRESS MEASURES, ENSURING THAT WE'RE CAPTURING THE GROWTH FOR EACH OF THOSE GRADE LEVELS, REGARDLESS OF WHICH OF THOSE THREE TIERS IT WAS.

THANK YOU. IN MY MIND, THE PROGRESS MEASURE SHOULD HELP TELL US IF WE'RE ON TRACK TO MEETING THE GOAL.

SO BY ADDING GROWTH TO THE PROGRESS MEASURES BUT NOT TO THE GOAL, DO YOU BELIEVE THAT GIVES US A BETTER, WORSE OR SAME ASSESSMENT OF WHETHER OR NOT THOSE KIDS WILL BE MORE LIKELY TO MEET THE GOAL? THAT IS, AS IT'S CURRENTLY WRITTEN. DOMAIN ONE.

YEAH, I SEE I SEE THE THE PERSPECTIVE YOU'RE COMING FROM.

AND I ACTUALLY THINK AS WE THOUGHT ABOUT YOUR THOUGHTS AND SUGGESTIONS ON THIS, IT'S THAT SINCE THEY ARE IN THE PRIOR GRADES,

[00:30:02]

I WANT TO ULTIMATELY GET THIS STUDENT AT THE MEETS BY THE TIME THEY'RE AT EIGHTH GRADE AND AT SEVENTH GRADE, REALLY TARGETING THE STUDENTS THAT ARE AT THAT HIGH APPROACHES TO MAKE SURE THEY'RE CERTAINLY AT THE MEETS BY THE TIME THEY'RE EIGHTH GRADE.

SO THE GROWTH WOULD REALLY ALLOW US TO SEE MULTI YEAR BECAUSE NOW OF COURSE NOT IN YEAR ONE OF THIS, BUT THE SUBSEQUENT YEAR, I'D BE ABLE TO SEE THAT GRADE SEVEN STUDENTS, WE'D BE ABLE TO SEE HOW MUCH THEY DID THEY GROW IN SIXTH AND IN SEVENTH.

SO WE COULD DO BOTH THAT HORIZONTAL COMPARISON OF GRADE TO GRADE.

BUT WE COULD MORE IMPORTANTLY DO A TRUE COHORT ANALYSIS OF YEAR OVER YEAR OF LARGE PERCENTAGE OF STUDENTS THAT STAY WITH US.

SO IT IS YOUR ESTIMATION THAT IT WOULD HELP. IT WILL HELP.

IT WOULD HELP I'M SORRY. YEAH. THE DISSERTATION VERSION.

NOW THE SUMMARY IS I THINK IT WILL HELP. THAT'S HELPFUL.

WHEN I'M TRYING TO THINK ABOUT AS WE AS A BOARD WILL, WHATEVER WE SET ON HERE, WE'LL BE PAYING ATTENTION AND MONITORING THESE THINGS REGULARLY.

WHEN WE GIVE THESE ASSESSMENTS, WE HAVE TWO PROGRESS MEASURES AROUND THE TEKS ALIGNED ASSESSMENT IN READING AND IN READING AND SIXTH AND SEVENTH GRADE.

WOULD WE STILL BE LOOKING AT EIGHTH GRADE IN THE TEKS ALIGNED ASSESSMENTS, GIVEN THAT IT IS NOT WRITTEN AS A PROGRESS MEASURE? OH, YES. I MEAN, WE'D STILL BE REPORTING OUT BEGINNING OF YEAR, MIDDLE OF YEAR FOR ALL THREE GRADE LEVELS.

OKAY, SO EVEN THOUGH THE GOAL ITSELF IS ON DOMAIN ONE STAR, CORRECT, THERE WOULD BE A MONITORING AROUND HOW ARE THOSE STUDENTS GROWING AND WOULD THAT BE ALIGNED TO DOMAIN ONE OR WOULD THAT INCLUDE LIKE WOULD THAT BE A GROWTH.

WOULD WE BE LOOKING AT IT IN THE SAME CONTEXT AS 3.1 AND 3.2? LOOKING AT IT WITH GROWTH? WE WOULD BE PRESENTING IT.

TRUTHFULLY, IT'D BE PRESENTED IN BOTH WAYS BECAUSE WE'D WANT TO SEE THE GROWTH, BUT WE'D ALSO WANT TO SEE I WOULD WANT TO USE ALL OF THOSE INDICATORS TO BE ABLE TO TELL THE BOARD, DO WE THINK WE'RE ON TARGET TO MEET THAT GOAL AT THE GOAL LEVEL.

YEAH, THAT WOULD BE MY HOPE. REGARDLESS OF WHAT WE DO, ALL OF THE GAMES SHOULD TELL US.

ARE WE ON TRACK TO MEET THESE THIS YEAR IF IT'S THE EIGHTH GRADE ONE OR NEXT YEAR OR THE YEAR AFTER, IF WE'RE LOOKING AT SEVENTH OR SIXTH GRADE? SO SOMETHING TO CONSIDER IS SHOULD, SHOULD WE HAVE JUST A SEPARATE GPM ON EIGHTH GRADE IN THE SAME WAY? SO WE KNOW WHAT WE ARE LOOKING AT. WE KNOW WE'RE LOOKING AT THOSE THINGS. AND AT THE END OF THE YEAR WE LOOK AT THE DOMAIN ONE AND THAT'S IT. SO THAT MIGHT BE A WAY TO HELP MAKE THIS CLEARER. THAT WOULD BE SUPER. YEAH. AND WE WOULD BE PRESENTING IT.

SO THERE WOULD BE NO REASON WHY WE WOULDN'T BE ABLE TO ADD THAT ON THE MATH.

AND THANK YOU FOR CLARIFYING AROUND ALGEBRA ONE, ETCETERA.

AND I KNOW WHAT RESONATED WITH ME LAST TIME WE TALKED ABOUT THIS WAS ON THE WHY NOT MEETS WAS IT WAS IT COULD CREATE UNWANTED INCENTIVES TO ONLY FOCUS ON A CERTAIN NUMBER OF KIDS TO MOVE THEM UP.

I'M NOT SAYING IT WAS, BUT IT COULD IN THIS, IF WE ARE LOOKING AT OVERALL DOMAIN ONE, I WOULD POSIT, AND YOU CAN TELL ME DIFFERENTLY, THAT IT'S PROBABLY MORE LIKELY THAT A STUDENT WHO'S ON THE CUSP, YOU KNOW, THEY MIGHT BE READY FOR A CHALLENGE IN ALGEBRA ONE. IT'S PROBABLY MORE LIKELY, IF WE HAD THEM TAKE EIGHTH GRADE ALGEBRA OR EIGHTH GRADE MATH INSTEAD OF ALGEBRA ONE, THEY'D BE MORE LIKELY TO MEET A MEET OR MASTERS, WHERE THEY MIGHT REALLY WORK REALLY HARD AND GET AN APPROACHES OR MEETS ON ALGEBRA ONE, BUT WE KNOW THERE'S A VALUE IN THAT. DO YOU FEEL LIKE THIS HAS ANY CHANCE OF INCENTIVIZING US TO OPT STUDENTS OUT? WHO MIGHT BE CHALLENGED, BUT WELL FOR ALGEBRA ONE AND OPT THEM BACK INTO EIGHTH GRADE? I THINK THAT WE'RE GOING TO HAVE TO ALWAYS LOOK AT THAT AS I THINK WITH HONESTLY, WITH ANY OF THESE, I JUST THINK SOME ARE GOING TO LEND THEMSELVES MORE LIKELY TO NOT BEING UTILIZED IN ITS AUTHENTIC FORM.

WHICH, YOU KNOW, WHEN WHEN YOU'RE LOOKING AT YOUR OWN ACCOUNTABILITY AS A PRINCIPAL, YOU KNOW, YOU'RE TRYING TO EVALUATE HOW AM I GOING TO MAKE SURE THAT THE OVERALL SCHOOL PERFORMANCE IS A CERTAIN WAY? SO I THINK WE HAVE TO PAY ATTENTION TO ALL OF THAT.

AND IN FACT, CURRENTLY WE DO. AS YOU MAY RECALL, IT ISN'T LIKE IT'S NOT A PRINCIPAL'S CHOICE ABOUT WHETHER THE CHILD HAS PRESENTED DATA THAT SAYS THEY'RE READY FOR THAT OR NOT.

IT'S THE STUDENT'S PERFORMANCE IS ALREADY TELLING US THE STUDENT IS PREPARED FOR THAT NEXT LEVEL.

SO WE WOULD BE RUNNING QUERIES TO SEE HOW MANY STUDENTS.

DO I HAVE OUTLIERS OF SCHOOLS WHERE THE STUDENT PERFORMANCE, LET'S SAY, ARE, YOU KNOW, SEVENTH GRADE, YOU KNOW, AND ACTUALLY THIS IS DETERMINED ALL INITIALLY ALL THE WAY BACK TO OUR FIFTH GRADE DATA.

RIGHT. BECAUSE THAT'S HOW YOU GET INTO THE ACCELERATED MATHEMATICAL PATHWAY FOR SIXTH, SEVENTH TO GET TO EIGHTH GRADE ALGEBRA ONE.

SO IF FIFTH GRADE STUDENTS WHO WERE AT MEETS AND MASTERS ARE NOT ENDING UP IN ADVANCED MATH.

AT SIXTH GRADE. WE RUN CURRENTLY QUERIES TO SEE WHAT PERCENTAGE OF SCHOOLS IS THAT NOT HAPPENING,

[00:35:07]

NOW, THERE COULD BE SOME REASONS FOR SOME STUDENTS WHOSE PARENTS MAY NOT THINK OR THAT THEY ARE QUITE READY, AND THEY MAY COME AND ASK A SCHOOL FOR THEM TO NOT BE IN THE ADVANCED.

AND WE CERTAINLY WORK WITH THEM. BUT THAT'S NOT THE OVERWHELMING APPROACH THAT TAKES PLACE.

SO I THINK WHAT I GLEAN FROM THAT AND TELL ME IF I'M INTERPRETING IT WRONG, IS BECAUSE WE HAVE A SYSTEM THAT SPECIFIES WHEN A KID IS IN HONORS, AND WHEN A KID GOES TO ALGEBRA ONE, IT'S ACTUALLY NOT A SCHOOL CHOICE.

IF A KID IS AT MEETS, THEY GET MOVED INTO HONORS AND ALGEBRA ONE.

IS THAT ACCURATE? THAT'S CORRECT. THE STUDENTS ACADEMIC ACHIEVEMENT DETERMINES THE PLACEMENT, NOT A PRINCIPAL. GOTCHA. OKAY, THAT'S SUPER HELPFUL.

I FEEL MORE COMFORTABLE WITH THAT. GOAL FIVE.

THANK YOU ALL FOR ENGAGING AT LENGTH ON THESE.

IT'S NO SURPRISE LIKE LANCE, I BELIEVE LIKE ACCOUNTABILITY SYSTEM TO ME DOESN'T ANTICIPATE WHAT WE WANT TRULY FOR OUR KIDS.

IT WOULDN'T BE WHAT I WANT AS A PARENT. IT WOULDN'T BE WHAT FOR THE PARENTS THAT I'VE TALKED TO. BUT I UNDERSTAND THE COMPETING FORCES IN THIS.

AND WHILE I WOULD STILL PUSH US TO IDENTIFY WHAT WE WANT MOST EFFECTIVELY, I DO DEEPLY APPRECIATE THE DISCUSSIONS AROUND THE PROGRESS MEASURES ON EACH OF THESE KIND OF AND I KNOW WE'RE NOT GOING TO HAVE TIME TO DIG INTO THIS RIGHT NOW, BUT I'D BE CURIOUS. YOU MENTIONED FOR EACH OF THESE, WE WENT AND LOOKED AT THE RESEARCH.

WE LOOKED AT OUR OWN COHORTS. DO YOU ALL HAVE THAT AND CAN SHARE WHAT YOU HAVE? LIKE I LOOK AT 5.3 HERE. IF WE STAY ON TRACK, LIKE WHY? LIKE HOW MUCH MORE LIKELY IS A KID IN NINTH, 10TH OR 11TH GRADE WHO'S ON TRACK TO MATRICULATE IN COLLEGE OR PERSIST IN COLLEGE? SAME THING WITH THE CREDIT HOURS. WHAT'S THE RESEARCH THAT WE'RE LOOKING AT THAT SAYS LIKE 12 HOURS IS WHAT WE WANT OUR KIDS TO HAVE. ON THAT.

DO Y'ALL ARE YOU ALL ABLE TO SHARE THAT? YEAH.

YES, SIR. WE DO HAVE RESEARCH, AND I JUST FOR LOOKING AT STUDENTS ON TRACK, WE DO HAVE SPECIFIC RESEARCH THAT SPEAKS DIRECTLY TO THAT.

AND, YOU KNOW, THE PERSISTENCE OF THAT. AND I THINK JUST SPEAKING BRIEFLY TO THE ON TRACK, WE DO THINK IT'S GOING TO HELP US IN MANY WAYS, RIGHT, IN MULTIPLE FRONTS.

I MEAN, IF YOU THINK ABOUT A STUDENT WHO GETS OFF TRACK AND LET'S JUST SAY A STUDENT IS IN THE CAREER INSTITUTE OR A CAMPUS BASED PROGRAM OF STUDY IN CTE, IF HE OR SHE GETS OFF TRACK RIGHT, THEN ALL OF A SUDDEN THEY'RE HAVING TO MAKE UP COURSES DOWN THE ROAD, WHICH THEN YOU HAVE TO SUPPLEMENT OR REPLACE THE COURSE, RIGHT? IF YOU REPLACE A COURSE, SOMETIMES WE HAVE REPLACED COURSES THAT ARE NOT HELPING STUDENTS, WHERE YOU'RE TAKING STUDENTS OUT OF A CTE COURSE IN THAT PROGRAM OF STUDY IN THAT SEQUENCE.

AND ALL OF A SUDDEN, IF THE STUDENT IS IN COURSE 3 OR 4, THEN THEY MISS OUT.

IN CONTRAST, IF WE ACTUALLY MEASURE THIS ON TRACK, IT HELPS US DO A BETTER JOB, REAL TIME, IF YOU WILL, EACH YEAR, TO BE FOCUSED ON EACH GRADE LEVEL SO THAT THE STUDENT STARTS TO HAVE TROUBLE WITH THE COURSE OR HAS TROUBLE WITH THE COURSE IN A GIVEN YEAR AT THE NINTH GRADE YEAR, WE'RE GOING TO HELP THEM CATCH UP RIGHT THEN AND THERE VERSUS WAITING DOWN THE ROAD, WHICH WE TEND TO DO RIGHT. WE USUALLY WAIT LATER IN THE GAME, IF YOU WILL, AND THIS IS IMPORTANT FOR US TO GET THEM ON TRACK SOONER.

SO I THINK THERE ARE MANY EXAMPLES WE CAN PROVIDE THAT WILL ILLUSTRATE THAT THIS IS IMPORTANT FOR US, AND IT'S GOING TO MAKE A DIFFERENCE FOR MANY, MANY STUDENTS IN WHATEVER PROGRAM OR PATHWAY THEY MIGHT BE IN. THANK YOU.

TRUSTEE WEINBERG. THANK YOU. I'M GOING TO PROGRESS MEASURES ONE AND TWO.

I MEAN, GOALS ONE AND TWO. AND SPEAKING ABOUT THE PROGRESS MEASURES IN OUR LAST GATHERING, YOU MENTIONED THAT IN THE PROGRESS MEASURES THAT THE 60TH PERCENTILE WOULD GOAL PROGRESS THE 60TH PERCENTILE ON AN ALIGNED ASSESSMENT AT OF YOUR MATH OR READING WOULD MIRROR THE MEETS AND MASTERS PROGRESS, AND THAT WAS SOMETHING THAT YOU WERE WILLING TO CONSIDER AS THE GOAL PROGRESS MEASURES TO MEET THE GOAL. AND I WOULD I'D LOVE TO SEE THAT IN OUR EARLY YEARS.

YOU KNOW, JUST MAKING SURE THAT WE'RE REALLY AIMING FOR THAT MEETS AND MASTERS.

I HAVE A CLARIFYING QUESTION ON THE MIDDLE GRADE GOALS, AND IT'S HOW IS INDIVIDUAL GROWTH TARGET DEFINED? WHAT WOULD THAT LOOK LIKE ON A ON A REPORT. SO WE'D BE USING CURRENTLY OUR I-READY.

AND DO A SIMILAR ANALYSIS AS WE HAVE DONE WITH THE END OF YEAR STATE ASSESSMENT.

SO, IF A STUDENT IS IN A LOW CATEGORY. SO IF YOU HAVE IF YOU THINK ABOUT FOUR PERFORMANCE BANDS AND I-READY CAN MIRROR THOSE PERFORMANCE BANDS. ONE IS DID NOT MEET.

DID NOT MEET ANYTHING. THEN THERE'S APPROACHES AND THEN THERE'S MEETS AND THEN THERE'S MASTERS.

SO IF I AM IN THE LOW DID NOT MEET, THEN A GROWTH TARGET FOR THAT STUDENT.

[00:40:05]

NOW THAT WAS THE VERY LOWEST PERFORMANCE THAT I JUST ILLUSTRATED.

SO WE WOULD CREATE THOSE GROWTH TARGETS FOR INDIVIDUAL STUDENTS.

AND THEN WE WOULD MONITOR HOW MANY OF THESE STUDENTS ARE MEETING OR EXCEEDING THAT.

CURRENTLY WE GET, FOR INSTANCE, IF YOU MEET A GOAL THAT THAT INITIAL SMALLER GOAL OF A HALF BAND, LET'S SAY YOU GET HALF A POINT ON THE FINAL STATE ASSESSMENT IF THE STUDENT MOVES A WHOLE BAND, IF I GO FROM APPROACHES INTO MEETS, THEN WE GET ONE POINT FOR THAT STUDENT GROWTH.

SO WE WOULD MIRROR THOSE GROWTHS, EVERY SINGLE INDIVIDUAL STUDENT IN EACH OF THESE AREAS SO THAT WE COULD MONITOR IT.

AND SO THAT WOULD LOOK LIKE SO A SIXTH GRADER.

AGAIN, I'M JUST HAVING TROUBLE VISUALIZING. WHAT DOES THAT LOOK LIKE WHEN YOU REPORT IT TO US? YOU WOULD SAY SIXTH GRADERS.

THIS PERCENTAGE OF STUDENTS MET THEIR HALF HALF GOAL.

THIS GROUP MET OR EXCEEDED THAT, AND THIS PERCENTAGE DID NOT MEET.

OKAY. OKAY. AND IT WOULD BE GRADE BY GRADE. IT WOULD BE GRADE BY GRADE.

AN AGGREGATION OF EACH INDIVIDUAL STUDENT'S HALF BAND.

CORRECT. IS HALF BAND THE? HALF BAND IS THE BEST WAY TO, I MEAN IT SOMETIMES WHERE WE'RE DEFINING THAT HALF BAND.

BECAUSE IF YOU'RE AT THE VERY TOP OF THAT, IT MIGHT WE MIGHT WANT TO PUSH THAT FROM THE BOTTOM TO ACTUALLY THE NEXT WHOLE PERFORMANCE BAND.

AND THAT'S WHY IT'S DONE ON A STUDENT BY STUDENT BASIS.

WE START WITH THAT GUIDELINE OR THAT FRAMEWORK, BUT THEN EVERY INDIVIDUAL STUDENT WORKING WITH THE TEACHER, WE THEN JUST MAKE SURE THAT IT ALIGNS. AND SO IN LOOKING AT THE AGGREGATE IT WOULD BE HARD TO KNOW EXACTLY.

IT WOULD GENERALLY MEAN A HALF BAND GROWTH. BUT THERE WOULD BE WE WOULD SHOW THOSE THAT WERE HALF, AND WE'D SHOW THOSE THAT EXCEEDED THAT. OKAY.

THANK YOU. SORRY I'M TRYING TO PICTURE WHAT WE WOULD BE HOW IT ACTUALLY WORKS.

IT'S SUPER HELPFUL. WHEN ANOTHER QUESTION I HAVE IS THE PERCENT OF KIDS THAT ARE TAKING ALGEBRA, SO ON THE EIGHTH GRADE MATH GOAL. I DON'T THINK MY TIME STARTED.

IT STARTED, BUT THEN IT SOMETHING HAPPENED, I THINK, BECAUSE MY BONUS.

BUT MY QUESTION IS, HOW DO YOU KNOW HOW DO YOU KNOW HOW MANY KIDS THAT ARE SUPPOSED TO BE TAKING ALGEBRA ARE TAKING ALGEBRA? DO WE EVER GET THAT INFORMATION? I GUESS IS THAT A TRACKER QUESTION WE WOULD GET TO SUBMIT AND UNDERSTAND? OR IS THAT REPORTED OUT? THAT THAT'S ACTUALLY DETERMINED? AGAIN, YOU HAVE TO HAVE AN ACCELERATED CURRICULUM.

SO THAT DETERMINATION STARTS AT THE END OF YOUR FIFTH GRADE MATH PERFORMANCE.

SO WE DO PERFORM REPORT OUT TO YOU WHAT PERCENTAGE OF FIFTH GRADE STUDENTS WERE AT MEETS OR ABOVE.

THAT'S THE PERCENTAGE. THEN THAT SHOULD GO INTO SIXTH GRADE ACCELERATED, WHICH SHOULD THEN TRACK TO SEVENTH GRADE AND ULTIMATELY EIGHTH GRADE ALGEBRA ONE.

SO WE CAN , YOU KNOW, REVERSE ENGINEER, IF YOU WILL, THE PERCENT OF STUDENTS THAT ARE CURRENTLY IN THERE.

AND WE CAN SHOW LIKE BECAUSE YOU DON'T GET 100% LIKE THERE MIGHT BE SIXTH GRADERS WHO END UP IN ADVANCED MATH, THEN WHO ARE LIKE, I GOT A C, SO I'M GOING TO SLOW DOWN.

MIGHT LOOK LIKE THAT'S POSSIBLE. RIGHT? RIGHT.

SO BUT IT WOULD BE POSSIBLE TO SEE AN EXCEPTION REPORT SO TO SPEAK OR SOMETHING WHERE WHAT YOU WOULD EXPECT HADN'T HAPPENED.

AND FOR A VARIETY OF REASONS WHICH ARE ALL LEGITIMATE, DIDN'T.

OKAY. AND THEN ON THE CCMR GOAL, I AGREE WITH MY COLLEAGUES AND APPRECIATE THE EXPLANATION THAT YOU GAVE ON THE FOCUS ON READINESS WITHOUT THE COLLEGE BRIDGE AS THE PRIMARY DRIVER OF TWO PARTS OF THE OUTCOMES BASED FUNDING.

I DO HAVE A QUESTION. IF WE FOCUS ON DUAL CREDIT.

AND THERE'S NO GOAL PROGRESS MEASURE ADDRESSING EITHER P-TECH OR ASSOCIATE'S DEGREE ACHIEVEMENT OR EARLY COLLEGE HIGH SCHOOL, YOU KNOW, THAT ACHIEVEMENT OF ASSOCIATE'S DEGREE, HOW WE'VE INVESTED.

[00:45:02]

SO WE ACTUALLY DO REPORT OUT ON THAT, EVEN IF IT I MEAN, WE WOULD BRING YOU A REPORT SPECIFICALLY FOR THAT PURPOSE, BECAUSE I THINK SEVERAL OF YOU HAVE RAISED THE ISSUE OF HOW MANY STUDENTS DO WE START OFF WITH AND HOW MANY END UP THERE.

AND SO WHAT IS THAT MATRICULATION? SO WE WOULD BRING THAT TO YOU JUST AS A SUPERINTENDENT'S REPORT, BECAUSE IT IS AN INVESTMENT. BUT IN ADDITION TO THAT, IF YOU REMEMBER ON THAT CHART, THAT OR THAT TABLE RATHER THAT TRUSTEE CURRIE GAVE US AT THE VERY, VERY TOP ASSOCIATE'S DEGREES COUNT FOR TSI ALREADY MET.

SO WHEN WE REPORT OUT TSI MET, THOSE STUDENTS GET COUNTED.

SO, THEY'RE EMBEDDED IN WHEN WE REPORT OUT. IT'S ONE OF HOW YOU DEFINE TSI MET.

YEAH, I'M THINKING ABOUT IT FROM BOTH LENSES. BOTH? YOU KNOW, ACHIEVING TSI MET OUTCOMES BASED FUNDING, YOU KNOW, BUT ALSO AS A STUDENT ACHIEVING THAT THAT, YOU KNOW, CROSSING THE GOAL LINE OF MAKING THAT ASSOCIATE'S DEGREE AND ATTAINING THAT ASSOCIATE'S DEGREE SO THAT NEXT STEPS ARE SO I GUESS WILL THE REPORTING ENSURE THAT WE'RE CONTINUING TO PUSH TO MAKE SURE THAT THE KIDS ACHIEVE THOSE.

ABSOLUTELY. I MEAN, I THINK WITH ANY OF THESE, WE WOULD WE KNOW THAT THAT'S A HUGE COMPONENT.

THE REVERSE OF THAT IS WHEN WE ONLY REPORT OUT ON THE ASSOCIATE'S DEGREES, WE'RE NOT REPORTING OUT ON THE LARGE NUMBER OF STUDENTS THAT ARE GETTING SIGNIFICANT COLLEGE HOURS. ALTHOUGH THEY DIDN'T COMPLETE THE ASSOCIATE'S DEGREE.

AND SO, IT'S HOW DO WE PRESENT ALL OF THAT? SO, YOU KNOW, WE WOULD BE COMMITTED TO CONTINUING AGAIN, AS A REMINDER, THANK YOU FOR EVEN RAISING ALL OF THIS.

THERE ARE STILL THINGS THAT THE BOARD MAY SEEK REPORTS ON THAT MAY NOT BE HERE, THAT WE WOULD STILL BE BRINGING TO YOU ON A REGULAR BASIS, THAT WE KNOW ARE IMPORTANT. CERTAINLY WITH THE INVESTMENTS OF DOLLARS.

EXCELLENT. THANK YOU. THAT CONCLUDES MY QUESTIONS. THANK YOU.

TRUSTEE WHITE. YES. AND THANK YOU FOR THIS INFORMATION.

ALSO I AM DELIGHTED THAT WE ARE LOOKING AT PRE-K BECAUSE IT IS SO IMPORTANT.

THE FOUNDATION, AS FAR AS HAVING THEM READY BEFORE THEY ACTUALLY ENTER INTO THE GRADE LEVELS.

BUT I ALSO WOULD LIKE TO ASK A QUESTION AS FAR AS WE WANT THEM TO BE READY READING.

BEING ABLE TO WRITE BEFORE THEY HIT THOSE GRADE LEVELS.

ARE WE LOOKING AT ALSO MAYBE PUTTING MAKING SURE THAT OUR CLASSROOM SIZES ARE SMALLER IN THAT AREA, AS WELL AS TO ASSISTANCE? ALL OF OUR CLASS SIZES ARE GUIDED BY, YOU KNOW, OUR FUNDING.

SO THOSE BEGIN AT 22 TO 1 IF YOU'RE IN A KINDER, A PRE-K FOUR.

THOSE ARE, PRE-K THREES ARE 20 TO 1, SO THEY ARE LOWER THAN THE 22 TO 1.

AND THEY HAVE A DEDICATED TEACHER ASSISTANT IN EVERY ONE OF THOSE PRE-K THREE CLASSROOMS. OUR PRE-K FOUR CLASSROOMS ARE STAFFED AT THE 22 TO 1 LIKE THE KINDERGARTEN LEVEL, AND THEY HAVE A DEDICATED TEACHER ASSISTANT FULL TIME AS WELL. THEN KINDERGARTEN AND ABOVE ARE STAFFED AT THE 22 TO 1 AND DO NOT HAVE DEDICATED TEACHER ASSISTANCE. THAT THAT RESOURCE TO YOUR POINT IS PUT IN THOSE PRE-K CLASSROOMS TO MAKE SURE THAT THERE'S A FULL TIME OTHER SUPPORT IN THOSE ROOMS. NOW, THAT BEING SAID, AS WE'VE BEEN WORKING THROUGH STAFFING, THERE ARE MANY CAMPUSES WHERE THE KINDERGARTEN NUMBERS IN PARTICULAR MAY END UP BEING SIGNIFICANTLY SMALLER THAN WHAT I JUST QUOTED BECAUSE OF THE NUMBER OF STUDENTS THAT MAY BE GENERAL EDUCATION, ENGLISH AS A SECOND LANGUAGE, AND OR BILINGUAL.

AND THEN THAT CREATES A NEED FOR MULTIPLE TEACHERS AND SOME OF THOSE CLASSROOMS WILL BE SMALLER.

WE'VE WORKED COLLECTIVELY. I WENT THROUGH EVERY SINGLE ELEMENTARY SCHOOL STAFFING MYSELF AND MONITORED WHAT THE STUDENT TO TEACHER RATIO LOOKED LIKE. AND I DO FEEL CONFIDENT THAT OUR STUDENTS ON OUR CAMPUSES AND TEACHERS WITH SOME OF THE GREATEST NEEDS WILL HAVE CLASSROOMS THAT WILL BE SMALLER THAN THE 22 TO 1. THANK YOU. AND JUMPING FROM ONE END OF THE SPECTRUM TO ANOTHER.

[00:50:01]

WHAT IS OUR FOCUS ON WHEN IT COMES TO OUR PROPOSED GOALS? TO HELP KEEP THEM IN AND MOTIVATED AS FAR AS EDUCATING PARENTS AND THE STUDENTS THAT THERE'S OTHER ALTERNATIVES AND HOW IMPORTANT EDUCATION IS.

WELL, I THINK TO THAT QUESTION, I MEAN, I THINK THAT'S AN ONGOING PART OF WHAT WE DO AT EVERY GRADE LEVEL IS WE JUST KNOW THAT PARENTAL INVOLVEMENT, OUR PARENTS SOMETIMES FEEL LIKE THEY'RE VERY INVOLVED AND SHOULD BE INVOLVED, AND WE DO AGREE TO BE INVOLVED EARLY ON. AND THEN THEY THINK WHEN THEY GET TO MIDDLE SCHOOL THAT MAYBE THEY DON'T NEED TO BE.

AND IN CASE ANYONE IS WATCHING, THAT IS NOT TRUE.

WE NEED YOU INVOLVED IN EVERY GRADE LEVEL, ESPECIALLY AT MIDDLE SCHOOL.

AND SO WE'LL CONTINUE TO WORK WITH PARENTAL ENGAGEMENT AND EMBEDDING AS MUCH OF OUR MOTIVATIONAL APPROACHES. I THINK THAT'S PART OF THE REASON ON THE CONSTRAINTS THAT WE HAVE EXTRACURRICULAR ACTIVITIES. WE REALLY KNOW THAT IF STUDENTS ARE INVOLVED IN SOMETHING IN ADDITION TO THE SCHOOL, THAT IT IS VERY MOTIVATING FOR THEM. SO WE'LL CONTINUE TO TRY TO INCREASE THAT AND THAT THAT WOULD HAVE A POSITIVE OUTCOME FOR OUR MIDDLE SCHOOL STUDENTS. AND ALSO I FEEL THAT OF COURSE, WE WE UNDERSTAND THAT IF WE GET OUR KIDS INVOLVED IN TAKING SUMMER COURSES IT'S BUILDING ON WHAT THEY HAVE IN THE CLASSROOM.

AND NOT ONLY THAT, IT'S DOUBLING BECAUSE THEY CAN GET CREDITS WHILE THEY'RE GOING TO SCHOOL.

AND DURING THE SUMMER THEY CAN DO SUMMER ONE, SUMMER TWO, AND SUMMER THREE.

WE DON'T WANT TO TAKE UP THEIR ENTIRE SUMMER, BUT IT'S SO IMPORTANT BECAUSE WE DON'T HAVE TO WORRY ABOUT THOSE STUDENTS.

THEY ARE ALREADY ABLE TO ENTER COLLEGE. NOT SAYING THAT YOU KNOW, THEIR TOP SUBJECT MAY NOT THEY MAY NOT TAKE IT. THEY ARE TAKING THE BASICS. BUT WHAT ARE WE DOING AS FAR AS MONITORING STUDENTS WHO MAY BE EXCELLENT IN MATH BUT MAY ALSO HAVE TROUBLE SOMEWHERE ELSE IN SOMETHING THAT THEY MAY NEED WHEN THEY GET TO COLLEGE SO THAT THEY WON'T HAVE TO UNDERSTAND. YOU WERE SAYING THAT, AND I'M CHIEF LUSK, YOU WERE SAYING THAT WE HAVE WE TRACK OUR STUDENTS, WHICH I DO KNOW. WE'RE A DATA RICH DISTRICT.

WE TRACK SOME OF EVERYTHING. BUT WHEN IT COMES TO A STUDENT AND NOT EVEN BEFORE THEY GET TRACKING WHEN THEY GET THERE, AND ALSO ON THE CAMPUS, WHEN WE NOTICE THAT THERE IS A STUDENT THAT HAS A PROBLEM THAT MAY HAVE BEEN DOING EXCELLENT IN THE SIXTH AND SEVENTH GRADE, AND THINGS HAPPEN ALONG THE WAY. HOW ARE WE REACHING OUT TO MAKE SURE THAT THEY STAY ON TRACK? YEAH, I THINK IF I JUST TAKE THE EXAMPLE, I THINK YOU WERE REFERENCING SOME OF THE CCMR CONVERSATION FROM EARLIER.

AND IF I JUST TAKE THAT FOR EXAMPLE, AND WE LOOK AT STUDENTS, LET'S JUST SAY A STUDENT WHO IS TSI MET IN READING, BUT THEY'RE NOT. TSAI MET IN MATH. WE DO HAVE SYSTEMS IN PLACE TO HELP STUDENTS TO MAKE SURE THAT WE CAN HELP THEM.

SO, WE DO HAVE, OF COURSE, WE TALKED ABOUT THE COLLEGE PREP COURSE AS A SUPPORT BECAUSE IN THE END, REALLY THE INTENT OF THE COLLEGE PREP COURSE IS TO HELP OUR STUDENTS BE SUCCESSFUL. SO WHEN THEY FINISH THAT COURSE, THEY'RE SUCCESSFUL IN THE COURSE, BUT ALSO THEY TAKE THE TEST AND THEY'RE SUCCESSFUL ON THAT TSI MATH TEST.

SO THEN THEY'RE MET IN BOTH. AND SO I THINK THAT'S ONE EXAMPLE OF SUPPORT SYSTEMS OF SUPPORT WE HAVE.

BUT I THINK AS THE SUPERINTENDENT SAID A FEW MOMENTS AGO, THROUGHOUT ALL OF OUR GRADE LEVELS, WE HAVE DIFFERENT SYSTEMS OF SUPPORT THAT SORT OF ARE MIRRORED LIKE THAT, THAT WE KNOW WE CAN LOOK AT OUR STUDENTS AND WE CAN FIND AREAS WHERE THEY NEED SUPPORT AND OPPORTUNITY, AND WE PROVIDE THAT. AND IS JUST CURIOUS.

I DO UNDERSTAND THAT WE ARE DOING THAT, BUT IS THERE ANYTHING THAT WE COULD POSSIBLY, MAYBE DO TO STRENGTHEN THAT, TO BRING THE NUMBER OF STUDENTS THAT MAY NOT BE THERE UP? I THINK THERE'S ALWAYS AN OPPORTUNITY FOR US TO GET BETTER AT OUR WORK. SO YES, I'M SURE THERE IS.

AND WE WE I CAN TELL YOU THIS YEAR OVER YEAR, WE SAW SIGNIFICANT GAIN OF PROVIDING THAT DIRECT SUPPORT.

I WAS JUST REFERENCING A MOMENT AGO. SO WE DID HAVE MORE STUDENTS ENROLLED IN THE COLLEGE PREP COURSE.

WE GOT TO FIGURE OUT IS HOW DO WE DO A BETTER JOB BEFORE THAT SO THAT THEY DON'T NEED THAT COURSE? AND THAT'S WHAT WE'RE WORKING ON AS WELL, BY WORKING WITH ACADEMICS TO PUT TO WORK, TO HAVE THE CURRICULUM BE MORE RICHER.

[00:55:03]

SO THE STUDENTS ARE SUCCESSFUL BEFORE THEY GET TO THAT SENIOR YEAR AND NEED A COLLEGE PREP COURSE.

THANK YOU. TRUSTEE MICCICHE. THANK YOU. I'D LIKE TO GO TO GOAL FIVE FOR A MINUTE. AND IN GOING BACK TO OUR DISCUSSION FROM LAST TIME I THINK LANCE MADE THE POINT THAT AS FAR AS WHERE WE ARE RIGHT NOW WITH GOAL FIVE, THAT WE WERE ALREADY AT 90%.

BUT THEN SUPERINTENDENT ELIZALDE SAID LATER IN THE MEETING THAT IT'S ANTICIPATED THAT T IS GOING TO RE REWORK THOSE NUMBERS, AND WHEN THEY REWORK THEM, WE WOULD BE CURRENTLY AT THE 55 TO 60% RANGE. IS AND I JUST WANT TO VERIFY THAT THAT'S THE ASSUMPTION WHERE WE'RE GOING ON WHEN WE ARE WHEN WE IF WE GO WITH GOAL FIVE AS IT'S SET FORTH THAT IF IN OTHER WORDS, IF THE TA DOESN'T DO ANYTHING AND WE'RE AT 90% DO, WOULD WE STILL WANT TO GO WITH GOAL FIVE AS IT'S PROPOSED? AND I GUESS THAT QUESTION IS TO SUPERINTENDENT ELIZALDE.

YES, SIR. WE DO, WE DID RECEIVE NOTICE OF CHANGES THAT ARE GOING TO BE MADE TO THIS PARTICULAR GOAL.

AND IN FACT, I THINK THERE WILL PROBABLY BE EVEN ADDITIONAL CHANGES COMING, WHICH IS, I THINK ANOTHER POINT THAT TRUSTEE MACKEY HAD ALSO RAISED THAT THIS BAR MAY ACTUALLY BE CHANGING, AND THAT WAS ALSO SOMETHING WE NEEDED TO CONSIDER.

AND I THINK WE'LL JUST HAVE TO BE FORTHCOMING IF ADDITIONAL CHANGES OCCUR.

WHILE I CERTAINLY CAN'T GIVE A SPECIFIC EXAMPLE YET, WE DO KNOW OF SOME OF THE CHANGES SUFFICIENT TO INDICATE THAT WE WOULD END UP GOING WITH THE CURRENT FOR THE 23-24 ACCOUNTABILITY. I'M SORRY FOR THE 24-25 ACCOUNTABILITY.

THE CHANGES THERE WOULD END UP PUTTING US SOMEWHERE AROUND BETWEEN 55 OR 60, AS OPPOSED TO A 90.5, BECAUSE THERE ARE CERTAIN CERTIFICATES THAT WE THAT WE HAVE BEEN UTILIZING TO MEET THAT CMR ACCOUNTABILITY THAT WE ALL AGREE ARE PROBABLY THEY PROBABLY AREN'T INDICATIVE OF A STUDENT BEING CAREER READY.

AND SO THE AGENCY HAS RECOGNIZED THAT TOO. THEY'RE MAKING CHANGES TO THAT.

AND SO, WE KNOW WE ARE, WE'RE MAKING CHANGES TO ADDRESS THAT AS EARLY AS WE CAN.

BUT WE WILL STILL SEE A DIP. AND IT'S AN APPROPRIATE DIP BECAUSE WE DON'T WE AGREE THAT THIS THE WAY IT IS CURRENTLY WRITTEN IT.

WE'RE NOT CAPTURING THAT EVERY ONE OF OUR STUDENTS IS WHERE WE KNOW THEY CAN BE.

OKAY. I THINK THAT ANSWERS MY QUESTION. THE NEXT POINT ON GOAL FIVE IS I WENT BACK AND FORTH ON WHETHER GPM 5.1 SHOULD BE THE GOAL OR WHETHER THE GOAL, AS YOU PROPOSED, IT SHOULD BE THE GOAL. AND THE MORE I THOUGHT ABOUT IT, I SAW A PARALLEL TO WHAT I THINK OUR CONSENSUS IS ON GOALS ONE AND TWO. AND THAT IS THERE MIGHT BE A, AN UNWANTED INCENTIVE IN GOALS ONE AND TWO TO FOCUS ONLY ON THOSE KIDS THAT WERE HIGH APPROACHES TO MEETS SO THAT WE GET THEM TO MEET AS OPPOSED TO SPREADING THE RESOURCES ACROSS ALL OF THE STUDENTS IN THIS CATEGORY OF, OF ACHIEVEMENT.

AND, AND I THINK IF WE HAD GOAL OR GPM 5.1 AS THE, AS THE GOAL INSTEAD THAT IT WOULD TEND TO RUN THE RISK OF HAVING EXTRA FOCUS OR AN UNDUE ADDITIONAL FOCUS ON THOSE KIDS WHO WERE, I GUESS I'LL CALL IT JUST NEAR TSI THAT WE THAT TO THE EXCLUSION IN THE IN THE WORST CASE SCENARIO OF THOSE OF THE OTHER KIDS WHO ARE FAR AWAY FROM THE TSI MARK AND SO I THINK MAKING GOAL FIVE AS YOU PROPOSED IT AVOIDS THAT PROBLEM BECAUSE IT, IT, IT SPREADS THE RESOURCES AND THE FOCUS ACROSS A WIDER BAND OF STUDENTS. ALL THAT BEING SAID, I STILL THINK THAT THE OUTCOMES BASED FUNDING IS EXTREMELY IMPORTANT AND WE NEED THOSE

[01:00:09]

BUT I DO THINK THAT THE SAME THING THAT WE WERE WORRIED ABOUT THE FOCUS ON THE BUBBLE KIDS IN GOALS ONE AND TWO COULD BE THE, COULD BE THE SAME KIND OF RISK THAT WE WOULD ENTAIL IF WE IF WE MADE GPM 5.1 THE, THE GOAL ITSELF. I WANT TO SEE A LOT OF PROGRESS ON GPM 5.1.

BUT I THINK WE'RE HEADING IN THE RIGHT DIRECTION.

I KNOW NOTHING IS FINAL YET, BUT I DO FEEL THAT THAT CONCEPT, ALONG WITH THE IDEA THAT TSA TEA TO IS ABOUT TO CHANGE THE METRICS SO THAT WE'RE NO LONGER AT 90.5 AND WE ARE GOING TO BE STARTING AT 55 OR 60.

THAT MAKES SENSE. AND THEN LOOKING AT, AT GOAL ON GPM 5.1 AS IT'S NOW PROPOSED, IS IT APPLES TO APPLES WITH THE TEA STANDARDS WHEN WE DELETE THE COLLEGE PREP COURSES? YES, IT WILL BE, AND THAT'S WHY I THINK I WANT TO USE EVEN THE EXACT SAME VERBIAGE THAT WE SPECIFICALLY PUT IN PARENTHETICAL, NOT INCLUDING COLLEGE PREP COURSE. OKAY. THAT'S ALL I HAVE FOR NOW.

THANK YOU. OKAY. TRUSTEES, IT LOOKS LIKE WE'RE READY FOR ROUND TWO.

TRUSTEE WEINBERG. THANK YOU. A COUPLE OF ADDITIONAL AREAS.

ONE IS WE HAD IN OUR COMMUNITY MEETINGS. MANY, MANY FOLKS ADVOCATE FOR MAKING SURE THAT SPECIAL ED SERVICES AND PROCESSES WERE PART OF THE STUDENT EXPERIENCE, THE POSITIVE STUDENT EXPERIENCE.

AND SO, I DON'T, YOU KNOW, IN HEARING THAT, I DON'T KNOW EXACTLY WHERE IT FITS IN TERMS OF CONSTRAINT.

BUT IS THAT SOMETHING THAT THE ADMINISTRATION CAN THINK ABOUT, TURN OVER BRING BACK CONVERSATIONS ABOUT? I DON'T KNOW IF IT'S STUDENT EXPERIENCE OR IF IT'S IN THE, IN THE SURE.

I MEAN, THERE'S STILL GAPS. YEAH. I DON'T KNOW WHERE IT FITS.

WE'LL CERTAINLY LOOK AT ALL OF THE FEEDBACK THAT WE'RE GETTING, AND WE'LL HAVE FOLLOW UPS.

ABSOLUTELY. THAT'S ONE. AND THEN THE SECOND WAS THE EFFECTIVE USE OF RESOURCES AS A CONSTRAINT, AS AN OVERARCHING CONSTRAINT IN THE DISTRICT BECAUSE WE'RE FACING SUCH, YOU KNOW, POTENTIAL FUNDING SHORTFALLS AND CONTINUED FUNDING SHORTFALLS.

I THINK A CONTINUED NOTING AND EXPLICIT STATEMENT THAT THAT IS A CONSTRAINT UNDER WHICH WE'RE OPERATING AND JUST MEASURING TO MAKE SURE THAT WE'RE FOCUSED ON IT. I THINK IT WAS A CONSTRAINT IN THE LAST SET.

AND IT CONTINUES TO HIGHLIGHT THE GOOD WORK THAT GOES ON AND MAKE SURE THAT IT'S HAPPENING.

THAT'S MY TWO COMMENTS. THANKS. TRUSTEE MACKEY.

THANK YOU. ALL RIGHT. I'LL PICK UP WHERE I LEFT OFF BRIAN. SO BACK TO GOAL FIVE.

YOU MENTIONED SOMETHING. I APPRECIATE THE COMMENT AROUND.

YOU KNOW, WE CAN'T SAY EVERY KID AT 60 CREDITS BECAUSE THAT WILL BE A HUGE BURDEN ON DALLAS COLLEGE IN THE SHORT TERM.

HAVE WE ASKED DALLAS COLLEGE ABOUT WHAT THEIR THOUGHTS ARE ON WHAT THIS SHOULD BE, GIVEN THAT THEY ARE SUCH A CLOSE PARTNER? YES, SIR. I ACTUALLY HAVE DONE THAT, AND SUPERINTENDENT AND I TALKED ABOUT THAT.

THEY ARE A GREAT PARTNER. SO I WANT TO REITERATE THAT. AND WE VALUE WHAT THEY DO TO HELP US.

AND THEY DON'T CURRENTLY HAVE THE BANDWIDTH TO HELP EXPAND AT THE RATE OF 15 HOURS, IF YOU WILL.

RIGHT. SO EVEN THOUGH IT'S IN THEIR FUNDING FORMULA, THEY'RE NOT ADVOCATING FOR 15 CREDITS.

WELL, I WOULDN'T SAY THEY'RE NOT ADVOCATING FOR IT. I WOULD SAY THEY DON'T HAVE THE MANPOWER, IF YOU WILL, RIGHT NOW TO DO THAT. THAT'S REALLY WHAT THE ISSUE IS, RIGHT? I MEAN, AND WE HAVE DUAL CREDENTIALED TEACHERS, AND WE'RE WORKING TO GET MORE OF OUR TEACHERS, DUAL CREDENTIALED. THAT'S IMPORTANT TO US. BUT AS OF NOW, THE SCALING LIKE WE'D WANT TO AND I THINK EVEN LIKE IF YOU THINK ABOUT THE 15 HOURS, IT'S NOT WE'RE NOT ABLE TO DO THAT AT THIS POINT GIVEN THE CONSTRAINTS.

OKAY. SO I WOULD LIKE TO FOLLOW UP WHERE WE WERE LAST TIME.

IF YOU CAN SEND THE DATA, WE HAVE BOTH ANY RESEARCH YOU HAVE THAT YOU'RE LOOKING AT ON EACH OF THESE.

BUT ALSO I THINK SOMEONE MENTIONED WE HAVE LOOKED AT OUR OWN CURRENT STUDENTS AND STUDENTS WHO EARN 12 HOURS ARE MATRICULATING TO POST-SECONDARY AT THIS RATE OR WHATEVER. THAT WOULD BE INCREDIBLY HELPFUL, I THINK NOT ONLY FOR ME PERSONALLY, BUT I WOULD LOVE TO GO AND UTILIZE THAT AND SHARE THAT WITH THE COMMUNITY WRIT LARGE TO

[01:05:02]

YEAH, ABSOLUTELY. BECAUSE I THINK WHAT IT GIVES OUR STUDENTS AT BATS, IT GIVES THEM THE WINS THAT WE KNOW THEY NEED TO HAVE THE BELIEF IN THEMSELVES.

AND SOMETIMES THAT'S ALL WE ALL THEY NEED IS THE EXPERIENCE TO SHOW THEY CAN DO IT. SO WE'RE LOOKING AT WE'RE YES, WE'RE LOOKING AT ALL STUDENTS AND SAYING, TAKE THIS OPPORTUNITY BECAUSE IT CAN HELP YOU FOR YOUR FUTURE.

AND I WANT TO REITERATE, THIS IS WE KNOW OUR STUDENTS IN THE EARLY COLLEGE HIGH SCHOOLS ARE GAINING COLLEGE CREDIT.

RIGHT? THIS IS THIS. PLUS, WE KNOW THERE ARE OTHER WAYS TO GET YOUR DUAL CREDIT, NOT JUST IN AN EARLY COLLEGE HIGH SCHOOL.

AND SO, THIS IS IN FACT SAYING WE WANT TO INCREASE THE NUMBER OF STUDENTS WHO ARE GETTING DUAL CREDIT, WHETHER THAT'S BECAUSE THEY'RE IN AN EARLY COLLEGE HIGH SCHOOL PROGRAM OR THEY'RE NOT.

WELL, WHAT KIND OF COLLEGE CREDIT CAN WE GET THEM? BECAUSE WE DO KNOW IT'S TIGHTLY CORRELATED TO SUCCESS.

GREAT. THANK YOU ALL SO MUCH. MOVING ON TO THE CONSTRAINTS.

SO, 2.1 ON THE TEACHERS RETAINED, I DO APPRECIATE THE COMPARISON TO ESC REGION TEN.

I THINK THAT'S SOMETHING WE HAVE SURPASSED FOR THE LAST COUPLE OF YEARS. IT'S A HUGE WIN JUST IN AND OF ITSELF, AND THAT'S GOING TO BE SOMETHING THAT'S NECESSARY AND HARD TO DO.

AS YOU CONSIDER LANGUAGE, I THINK TRUSTEE FOREMAN SUGGESTED SOMETHING.

IF WE DO CONSIDER ALTERNATE LANGUAGE TO THIS, I WOULD RECOMMEND THAT WE ACTUALLY LOOK AT A PROFICIENCY BAND, AS OPPOSED TO A NUMBER OF YEARS THAT WE KNOW OUR PROFICIENCY CORRELATES WITH NUMBER OF YEARS IN A LOT OF WAYS.

I'M ALSO GOOD WITH THIS, BUT IF WE ARE LOOKING AT OTHER LANGUAGE, I WOULD REALLY BE PUSHING FOR US TO CONSIDER PROFICIENCY AT SOME LEVEL BASED ON WHAT WE SEE IN STUDENT OUTCOMES. 3.1 CAN YOU WE HAD A FEW SMALL LANGUAGE CHANGES IN 3.1. DO YOU WANT TO VOICE OVER ANY REASONING? WHY. SO ON 3.1 AND I THINK THERE WAS SOME DATA THAT WE LOOKED AT WITH REGARD TO JUST THE PERCENT OF INCREASES OF MORE PROFICIENT TEACHERS AT CERTAIN CAMPUSES.

AND SO AND I THINK I SPOKE TO THIS SOMEWHAT LAST TIME, THERE'S A COMBINATION OF IF WE'RE DOING A COMPARISON OF IS THIS ABOUT CLOSING THE GAPS FOR STUDENTS, OR IS THIS ABOUT CLOSING THE GAPS WITH REGARD TO TEACHERS? BECAUSE THE GAP WE WERE MEASURING WAS PRIORITY CAMPUSES VERSUS NON PRIORITY CAMPUSES.

AND I THINK IN THE FIRST IN WHAT ALREADY EXISTED.

AND AS WE CONTINUE TO EVALUATE THE DATA, THAT GAP IS VERY DIFFICULT FROM A TEACHER PERSPECTIVE.

EVEN THOUGH WE ARE INCREASING THE PROFICIENT LEVEL TEACHERS AT PRIORITY CAMPUSES, BECAUSE ALL PRINCIPALS ARE OUT THERE LOOKING FOR WHEN THEY'RE GOING TO HIRE, THEY'RE ALL LOOKING FOR PROFICIENT TEACHERS.

AND SO, IF CAMPUSES THAT ARE NOT CONSIDERED PRIORITY INCREASE THEIR PROFICIENCY, AND CAMPUSES THAT ARE PRIORITY CAMPUSES INCREASE IT. THE GAP NEVER SEEMS TO CLOSE BECAUSE THEY'RE WE'RE IMPROVING PROFICIENCY ACROSS THE BOARD.

SO I WAS STRUGGLING WITH THAT, EVEN THOUGH OUR DATA SHOW THAT WE, IN FACT INCREASED PROFICIENT TEACHERS AT HIGH NEED CAMPUSES. AND TO TRUSTEE FOREMAN'S POINT ON THIS ONE, WE WOULD ABSOLUTELY NEED TO ALSO DEFINE AGAIN, WHAT ARE THE WHO ARE THE PRIORITY CAMPUSES? BUT SHOULD WE NOT JUST RECOGNIZE THAT IF WE ARE GETTING MORE TEACHERS TO GO TO CAMPUSES WHERE STUDENT NEEDS ARE HIGHER, THAT THAT SHOULD BE SOMETHING THAT'S POSITIVE.

THAT'S THE THINKING THERE. THANK YOU. SO I'LL JUST GIVE A COUPLE THOUGHTS ON THIS.

IN ITS CURRENT FORM, I DON'T THINK I COULD SUPPORT THIS CONSTRAINT, PARTICULARLY FOR THE FACT THAT THE CONSTRAINT IS AROUND CLOSING OPPORTUNITY GAPS AND NEITHER OF THE PROGRESS MEASURE REFERENCE CLOSING GAPS.

NO, I DON'T. I KNOW THAT I TOTALLY UNDERSTAND WHAT YOU'RE SAYING, DOCTOR ELIZALDE.

SO SOME EXAMPLES THAT I WOULD I WOULD SHARE FOR US TO CONSIDER.

I THINK OTHER WAYS THAT WOULD MAKE ME THIS MORE COMFORTABLE WITH THIS.

[01:10:03]

I THINK WAYS THAT I COULD BECOME MORE COMFORTABLE WITH THIS IS RIGHT NOW WE'RE LOOKING AT INCREASING ANNUALLY IN CORE CLASSES AT HPCS.

I THANK YOU FOR THE DATA AND THEN THE DATA THAT IT SHARES.

IT LOOKS LIKE THIS HAS HAPPENED. IT LOOKS LIKE OUR ANNUAL AVERAGE FOR THE LAST FIVE YEARS IS WE'RE ACTUALLY INCREASING THIS AT 2%.

AND SO THE WAY THIS IS WRITTEN IS IF WE INCREASE IT LESS THAN WE'RE CURRENTLY INCREASING IT.

WE MET IT. AND I'M NOT SURE THAT IS THE HEART OF WHAT THIS IS.

SO IF WE'RE GOING TO KEEP THIS AS A FOCUS ON HIGH PRIORITY CAMPUSES WITHOUT THINKING ABOUT GAPS, I WOULD BE MORE COMFORTABLE IF WE ACTUALLY LOOK AT THE CURRENT DATA AND GO SHOOT ABOVE IT BECAUSE WE WANT TO PRIORITIZE IT.

ALTERNATIVELY, IT'S ABOUT CLOSING GAPS. I AM ABSOLUTELY HAPPY TO THINK ABOUT THIS AS A GAP.

AND IF HIGH PRIORITY TO NON HIGH PRIORITY IS NOT THE RIGHT COMPARISON.

FOR ALL THESE REASONS, I TOTALLY GET THAT. MAYBE IT'S CLOSING THE GAP BETWEEN HIGH PRIORITY AND THE DISTRICT GENERALLY, OR ANY OF THESE. LIKE I COULD GET BEHIND SOMETHING LIKE THAT, BUT FOR EITHER OF THESE, FOR ME TO GET STRONGER, BUY IN AROUND THEM, I WOULD NEED TO SEE WHY THIS IS PUSHING US TO MOVE FASTER AT THE PRIORITY CAMPUSES THAT WE'RE TALKING ABOUT, OR LOOK AT THE ACTUAL GAP ITSELF. SO I'LL LEAVE THAT FOR CONSIDERATION AS WE MOVE FORWARD.

AND THEN THE LAST ONE I WOULD WANT TO NOTE IS AROUND THE PERSONAL AND FINANCIAL LITERACY.

AGAIN, THANK YOU FOR THIS. THIS WAS FAR AND AWAY THE LOUDEST THING THAT I HEARD IN THIS.

I WAS AT A SCHOOL THIS MORNING, AND I MENTIONED THIS THING, AND I ASKED KIDS, WHAT'S THE TOP THING ON THEIR MIND? THEY ALL SAID TAXES OR FINANCIAL LITERACY, SOMETHING AROUND THAT. SO IT SOUNDS LIKE WE'RE DEAD ON IN THIS.

I KNOW ONE OF THE CONVERSATIONS WE HAD WAS ALSO AROUND.

IT WASN'T JUST I THINK WHEN WE HAD OUR WORKSHOP IN DECEMBER, IT WASN'T FINANCIAL, JUST FINANCIAL LITERACY.

IT WAS FINANCIAL AND DIGITAL LITERACY OR SOMETHING LIKE THAT. SO I'M WONDERING, ESPECIALLY AS YOU ALL CONSIDER I KNOW WE'RE ABOUT TO HAVE A PRESENTATION ABOUT AI, AND I MEAN, THAT UNDERSCORES THE NEED FOR THIS.

IF THERE ARE WAYS TO THINK ABOUT HOW WE'RE THINKING ABOUT DIGITAL LITERACY IN THIS, I THINK IT WOULD BE HELPFUL IF WE THOUGHT ABOUT AS A PROGRESS MEASURE AROUND THAT.

SO A CONSIDERATION. I KNOW WE HAD MENTIONED THAT LAST TIME AND AT THE WORKSHOP.

SO, CONSIDER THE DIGITAL LITERACY ONE. AND THEN I WANTED TO ECHO, I KNOW THE OTHER TWO THAT THIS BOARD TALKED ABOUT WERE SPECIAL EDUCATION AND EFFECTIVE USE OF RESOURCES. I WOULD LOVE JUST TO OPEN IT UP IF THAT'S SOMETHING THAT WE HEARD THAT FROM THE COMMUNITY, IF WE WANT TO TALK ABOUT IT. I'M ALSO FINE IF WE SAY THAT'S NOT, HERE'S WHY WE DON'T WANT TO DO THAT OR HOW WE'RE DOING IT.

OTHERWISE, I'M OKAY WITH THAT. BUT I JUST WANT US TO HAVE THAT CONVERSATION AND MAKE SURE THAT'S NOT SOMETHING WE WANTED TO PUT IN OUR GOALS AND CONSTRAINTS.

TRUSTEE. THANK YOU. I'LL PICK UP RIGHT WHERE TRUSTEE MACKEY LEFT OFF.

LOOKING AT CONSTRAINT THREE. AND PARTICULARLY 3.1 ACCESS TO PROFICIENT OR HIGHER TEACHERS AND PRIORITY CAMPUSES.

AND YOU REMEMBER THE DISCUSSION BEFORE? IT WAS AT 1% AND WE TALKED ABOUT, WELL, SHOULDN'T THAT RATHER BE JUST A FLAT INCREASE BUT ACTUALLY CLOSING THE GAP? BECAUSE IF IF A SCHOOL GOES UP 1%, BUT THE DISTRICT AS A WHOLE GOES UP FIVE, YOU'RE ACTUALLY NOT CLOSING THE GAP.

I WOULD ASK US TO ASK THE QUESTION, IS THIS THE RIGHT SORT OF APPROACH TO MEASURING THIS AT ALL? BECAUSE I, AS A BOARD MEMBER, DON'T REALLY WANT TO TIE THE ADMINISTRATION'S HANDS AS IT WORKS TOWARD CLOSING THE OPPORTUNITY GAP.

AND SO WHAT DO I MEAN BY THAT? YOU KNOW, THE ULTIMATE THING WE'RE TRYING TO DO IS SCHOOLS THAT ARE, YOU KNOW, PRIORITY CAMPUSES, MEANING THAT THEY NEED ADDITIONAL RESOURCES. WE WANT THEIR OUTCOMES TO GET CLOSER TO THE SCHOOLS THAT ARE NOT PRIORITY CAMPUSES.

AND SO I WOULD RATHER CREATE MEASURES THAT ARE FOCUSED ON OUTCOMES AND MEASURING OUTCOMES, RATHER THAN FOCUSED ON MEASURING THE TOOLS WE ARE USING.

IT MAY BE WE CAN, YOU KNOW, FIND WAYS TO GET MORE PROFICIENT ABOVE TEACHERS IN THESE SCHOOLS IF WE PAY THEM.

AND I'LL USE A SILLY NUMBER FOR THE SAKE OF ARGUMENT, $100,000 MORE A YEAR, YOU KNOW, TO INCENTIVIZE THEM TO GO TO THOSE SCHOOLS THAT ARE HARDER TO STAFF. BUT THEN YOU CREATE CHALLENGES OF ARE YOU TAKING AWAY FROM OTHER SCHOOLS AND IS $100,000 REALLY THE BEST USE OF RESOURCES? MAYBE AT THAT POINT YOU WANT TO SHIFT YOUR RESOURCES TO A DIFFERENT PROGRAM, DIFFERENT TYPES OF INTERVENTIONISTS OR DIFFERENT TYPES OF GROUPS. AND AS A I DON'T REALLY, I WOULD PREFER NOT TO DICTATE TO THE ADMINISTRATION WHAT TOOL THEY USE.

I WOULD PREFER TO SEE SOMETHING WRITTEN, YOU KNOW, ALONG THE LINES OF, YOU KNOW, THE GAP IN DOMAIN ONE BETWEEN PROFICIENT PRIORITY SCHOOLS AND NON PRIORITY SCHOOLS WILL CLOSE BY X PERCENT IN THIS YEAR.

AND THAT THING IS MEASURING AN OUTCOME RATHER THAN A TOOL, I THINK.

TRUSTEE MACKEY MIGHT TELL ME THAT'S MORE OF A GOAL. I DON'T KNOW IF I'M GOING TO BE A PURIST ON THAT OR NOT. IT'S JUST I WOULD RATHER, THOUGH, THINK ABOUT THIS IN TERMS OF I DON'T WANT TO TELL, I DON'T WANT YOU MAY REALIZE THERE'S A DIFFERENT AND BETTER APPROACH TO GETTING BETTER OUTCOMES FOR KIDS,

[01:15:01]

SO I'LL MAKE THAT COMMENT. I DON'T I DON'T NEED A RESPONSE UNLESS ANYBODY WANTS TO RESPOND.

I'LL MOVE ON TO OTHER COMMENTS. BUT A COUPLE OF OTHER THINGS I WANTED TO, TO GO THROUGH.

I WOULD I'LL REITERATE TRUSTEE MACKEY'S REQUEST.

DEPUTY SUPERINTENDENT LUSK, I REALLY WOULD LIKE TO SEE THAT RESEARCH AS WELL. AND IF AND IF THERE'S ANYTHING THAT SINCE WE'RE NOW, YOU KNOW, ONE OF OUR FACTORS IN SETTING THE HOURS FOR DUAL CREDITS RELATES TO THE CAPACITY OF DALLAS COLLEGE.

IF WE CAN GET ANY ACTUAL DATA ON THAT, I WOULD LOVE TO SEE THAT AS WELL.

ONE GOING BACK TO THE ONE THING I JUST WANT TO ASK HOW THE WAY THESE GOAL FIVE AND ITS GOAL PROGRESS MEASURES HOW THEY FIT INTO THIS PROBLEM THAT I HEAR ANECDOTALLY AND I DON'T NECESSARILY KNOW WHETHER IT'S AN ANECDOTAL PROBLEM OR A DATA DRIVEN PROBLEM OR NOT.

SO LET ME ASK THE QUESTION. YOU KNOW, ONE CONCERN THAT WE HEAR, OR AT LEAST I HEAR FROM THE COMMUNITY IS, WELL, WHAT HAPPENS IF A STUDENT DECIDES THEY WANT TO CHANGE THEIR MIND AND GO DOWN A DIFFERENT PATH? THEY THOUGHT WHEN THEY WERE A FRESHMAN AND SOPHOMORE THAT THEY REALLY WANTED TO GET THIS PARTICULAR INDUSTRY BASED CERTIFICATE, BUT NOW THEY WANT TO SHIFT AND DO SOMETHING ELSE.

YOU KNOW, I WORRY UNDER THE CURRENT METRICS. AND AGAIN, THIS MAY BE ANECDOTAL, NOT NOT NOT ACTUAL.

THAT'S WHY I'M ASKING THE QUESTION THAT WE MAY BE INCENTIVIZED TO SAY, HEY, I KNOW YOU WANT TO SHIFT, BUT I'VE GOT TO GET I'VE GOT YOU GOT TO GET THIS CERTIFICATE TO GET THIS POINT.

YOU KNOW, HOW HOW DO WE IS THAT A REAL CONCERN? AND IS THERE ANYTHING IN OUR CURRENT DRAFT THAT WOULD EITHER ELIMINATE OR MAKE THAT CONCERN WORSE.

WE ACTUALLY HAVE TALKED ABOUT THAT VERY THING AND WHAT OUR POSITION IS VERY CLEAR.

IF A STUDENT WANTS TO CHANGE THEIR MIND, THEY HAVE THAT RIGHT. WE'RE NOT GOING TO STOP A STUDENT FROM SAYING, YOU KNOW WHAT, I WAS INTERESTED IN HVAC. NOW I WANT TO GO AND I WANT TO STUDY MECHATRONICS OR SOMETHING ELSE, OR WHATEVER THE CASE MAY BE.

RIGHT? BUT IN THE END, WE HAVE TO ALLOW OUR STUDENTS THE CHOICE AND THE FREEDOM TO SELECT WHAT THEY WANT FOR THEIR CAREER INTERESTS, AND THEN WE'LL HELP THEM ALONG THE WAY. SO NO, WE'RE NOT GOING TO PROHIBIT STUDENTS FROM MAKING ADJUSTMENTS, BUT WE WILL, IN FACT, NOT RECEIVE CREDIT FOR SOME OF THOSE STUDENTS UNDER GOAL FIVE, BECAUSE WE DO ALLOW THE FLEXIBILITY, AND WE WOULD RATHER SACRIFICE THAT SO THAT A STUDENT IS CONTINUING TO DO WHAT THEY FEEL IS NECESSARY.

AND I SAY THAT BECAUSE THE AGENCY DOES REQUIRE A COHERENT SEQUENCE OF COURSES CONNECTED TO THE CERTIFICATION OR THE LEVEL ONE OR THE LEVEL TWO CERTIFICATES. AND SO, WHEN A STUDENT DOES CHANGE THEY, THEY MAY IN FACT GET THEIR CERTIFICATION IN A DIFFERENT AREA. BUT IF THEY DIDN'T HAVE THE COHERENT SEQUENCE OF COURSES WITHIN THAT BAND, WE WON'T GET WHAT THE DEFINITION OF THAT CAREER READY STUDENT IS.

AND SO AND AGAIN, WE WILL OPT ALWAYS TO MAKE SURE THAT THE STUDENT IS THE ONE WHOSE NEED IS COMING BEFORE.

THE PARTICULAR METRIC IS THAT I'M LOOKING AT THIS HANDOUT THAT I PRINTED FROM THE TEA, IT SAYS EARNS AN INDUSTRY BASED CERTIFICATION AND ALIGNED PROGRAM OF STUDY COMPLETE, OR IS THAT WHAT YOU'RE TALKING ABOUT? THAT IS CORRECT. SO IT DOES SOUND LIKE THOUGH, THAT IF THEY ACTUALLY GET ALL THE WAY TO EARNING A LEVEL ONE OR A LEVEL TWO CERTIFICATE, THEY MAY NOT NECESSARILY HAVE TO COMPLETE THE ALIGNED PROGRAM OF STUDY. IS THAT RIGHT? GO AHEAD. YEAH. THOSE ARE TWO DIFFERENT WORLDS. SO THE LEVEL ONE AND LEVEL TWO CERTIFICATE ARE BASED ON COLLEGE DUAL CREDIT COURSES. OKAY. SO, YOU KNOW, OUR SCHOOLS HAVE OPPORTUNITIES WHERE STUDENTS CAN DO THAT, BUT THAT'S A DIFFERENT.

THAT'S DUAL CREDIT VERSUS THE HIGH SCHOOL CTE PROGRAMS OF STUDY.

THANK YOU. I THANK YOU FOR THE CLARIFICATION.

ONE JUST COMMENT. I WILL MAKE YOU KNOW, I DO APPRECIATE TRUSTEE MICCICHE TALKING ABOUT HOW THE ACCOUNTABILITY STANDARD IS GOING TO CHANGE.

YOU KNOW, JUST I'LL SAY IN FRONT OF OTHER TRUSTEES, YOU KNOW, WHEN THINGS LIKE THAT DO CHANGE AND IT MAY CHANGE TWO YEARS FROM NOW IN THE MIDDLE OF THE DEAL, WE CERTAINLY NEED TO BE WILLING TO COME BACK AND HAVE A CONVERSATION ABOUT WHETHER THE GOALS NEED TO ADAPT TO THAT AS WELL.

AND SO IF THAT HAPPENS, I'LL CERTAINLY BE ASKING THAT QUESTION, AND WE SHOULD BE THINKING ABOUT THAT.

AND YOU KNOW, LASTLY, I WOULD YOU KNOW, AGAIN, ECHO TRUSTEE WEINBERG AND TRUSTEE MACKEY'S COMMENTS ABOUT SPECIAL EDUCATION AND EFFECTIVE USE OF RESOURCES. I REMEMBER TALKING ABOUT EFFECTIVE USE OF RESOURCES IN DECEMBER, BUT I DON'T REMEMBER KIND OF WHERE WE LANDED ON THAT AND WHY IT DIDN'T END UP BEING ONE OF THE CONSTRAINTS.

IF ANYONE WANTS TO SORT OF ADDRESS EITHER ONE OF THOSE TWO, WHY WE DON'T HAVE SPECIAL CALL OUTS FOR THOSE.

I'D LOVE TO HEAR SOME OF THE EXPLANATION. WELL, I THINK THERE ARE TWO THINGS.

AND I WOULD LIKE TO ASK THE BOARD, JUST AS I'M HEARING THE DISCUSSION, THERE SHOULD BE A FINITE NUMBER OF THESE THINGS, AND IF I INCLUDE EVERYTHING THAT I'VE HEARD AS AN EXAMPLE, THEN I'M ALSO GOING TO BE ASKING,

[01:20:01]

AND SO PART OF THAT BECOMES THE CHALLENGE OF HOW DO YOU INCLUDE THESE THINGS.

AND SO THE FINANCIAL COMPONENT WAS, WELL, THE DISTRICT HAS SHOWN YEAR OVER YEAR IN THE WAY IN WHICH WE WERE MEASURING IT.

TO TRUSTEE WEINBERG'S POINT. WELL, IT'S SHOWING A LOT OF, YOU KNOW, LIKE THAT WE ARE IN GOOD FINANCIAL SITUATION LED BY THIS BOARD, OF COURSE, AND THAT SINCE THAT HAS BEEN THE CASE, THAT MAYBE A, THAT WASN'T THE BEST WAY TO MEASURE IT, THAT MAYBE WE NEEDED TO GO LOOK THROUGH MORE OF A ARE WE SPENDING DOLLARS IN THE THINGS THAT ARE MAKING THE BIGGEST DIFFERENCE? I THINK THAT SOUNDS GREAT. AND WE HAVE A RETURN ON INVESTMENT PROCESS THAT WE UTILIZE THROUGH DOCTOR LEAR'S OFFICE.

BUT THAT'S ALSO GOING TO THAT THAT'S A PRETTY BIG METRIC TO THEN GO AND START TEASING OUT AND BRINGING BACK TO THE BOARD SPECIFICALLY AS A CONSTRAINT.

AND SO JUST KIND OF DOING A COMPARISON AND THEN LISTENING TO THE OTHER THINGS, I OPTED NOT TO INCLUDE THAT HERE.

WE'RE CERTAINLY LISTENING AGAIN. AND WE'LL GO BACK TO ALL OF THE FEEDBACK AND WE'LL, WE'LL TRY AGAIN TO TO BRING SOME MORE OPTIONS.

WELL, LET ME SAY I'M NOT NECESSARILY SAYING WE SHOULD.

I HEAR YOU VERY MUCH THAT WE HAVE A LOT OF DIFFERENT POINTS. I JUST WANTED TO TALK THROUGH IT A LITTLE BIT AND I APPRECIATE YOUR EXPLANATION.

YOU KNOW, I CAN IMAGINE STARTING TO DIVIDE UP THAT INTO A MILLION DIFFERENT CPMS, AND IT BECOMES UNWIELDY VERY QUICKLY.

SO DON'T HEAR FROM ME THAT I'M YOU KNOW, HOPING THAT THE BOARD, THE ADMINISTRATION COMES BACK FROM THAT.

I JUST WANTED TO HAVE THE DISCUSSION, AND I APPRECIATE THAT. I BELIEVE THAT'S THE QUESTIONS I HAVE.

TRUSTEE FOREMAN. SUPERINTENDENT, HOW MANY GOALS DID WE HAVE LAST YEAR? FIVE. OKAY. AND WE CURRENTLY ARE PROPOSING FIVE.

THE SAME NUMBER. YES, MA'AM. OKAY. HOW MANY CONSTRAINTS DID WE HAVE LAST TIME? IT LOOKS LIKE 22. TRUSTEE FOREMAN CONSTRAINTS.

CONSTRAINTS. I APOLOGIZE. WE HAD 22. I GOT SOME ROOM.

NO, NO, NO, NO, NO. I'M SORRY. I THOUGHT YOU SAID GPM'S.

CONSTRAINTS. WE HAVE FIVE. I WAS LOOKING FOR ROOM.

I WAS LOOKING FOR ROOM FIVE. OKAY. SO LET ME JUST START OUT AND THIS WILL BE REAL QUICK.

I'M NOT GOING TO TAKE A LONG TIME. BUT I HEARD TRUSTEE MACKEY TALK ABOUT THE DIGITAL LITERACY.

I MUST REMIND YOU THAT WE STILL HAVE TECHNOLOGY DESERTS WITHIN DALLAS ISD.

AND SO WE HAVE TO BE VERY CAREFUL WHEN WE START TALKING ABOUT THE WHOLE DIGITAL PIECE, BECAUSE WHAT I KNOW AND I KNOW HE DID NOT MEAN THIS, BUT WHAT WE ARE TRYING TO DO IS TRYING TO MAKE SURE WE GET ALL OF OUR STUDENTS INSTEAD OF A SUBSET OF OUR STUDENTS.

AND SO I'D BE VERY CAREFUL WITH THAT BECAUSE OF THE TECHNOLOGY DESERT.

I KNOW WE'RE WORKING ON IT. BUT WE'VE STILL GOT SOME WORK TO DO ON THAT, SO I'LL BE CAREFUL WITH THAT.

AND I HEARD LANCE, TALK ABOUT INCENTIVIZING OUR TEACHERS TO GO TO THE HIGH PRIORITY CAMPUSES. WELL, WE'VE DONE THAT FOR YEARS WITH THE ACE CAMPUSES.

WE CONTINUE TO INCENTIVIZE TEACHERS TO GO THERE, AND MANY OF THEM, AS YOU KNOW, DID EXCEPTIONALLY WELL BASED ON MAKING SURE THAT WE GOT ADDITIONAL SUPPORT EVEN WITH OUR HIGH PRIORITY CAMPUSES.

WHILE WE DIDN'T INCENTIVIZE, WE DID, IN FACT, SEND OVER TO THOSE CAMPUSES ADDITIONAL NEEDS.

SO THAT WOULD BE ADDITIONAL PEOPLE TO TRY TO WORK WITH THEM.

SO I JUST WANTED TO MAKE SURE THAT THOSE WERE SOME THINGS THAT WE TALK ABOUT.

AND ON THE SPECIAL EDUCATION SIDE, I KNOW THAT'S A REALLY TOUGH ISSUE TO TACKLE, BUT WE'VE STRUGGLED WITH IT FOR A WHILE.

SO WE NEED TO FIGURE OUT. AND I DON'T THINK WE JUST STRUGGLE.

I THINK EVERYBODY STRUGGLES WITH THAT. AND SO EVEN IF IT'S NOT A PART OF THE PROPOSED GOALS, I THINK WE NEED TO FIGURE OUT A WAY TO MEASURE AND LOOK AT HOW WE'RE DEALING WITH A WHOLE SPECIAL EDUCATIONAL PIECE.

SO I AGREE THAT THAT IS AN ISSUE THAT REALLY NEEDS TO BE ADDRESSED, BECAUSE PARENTS TALK ABOUT THAT QUITE FREQUENTLY TO PROBABLY ALL OF THE TRUSTEES, OR WE HEAR OF SITUATIONS THAT WE NEED TO NEED TO BE LOOKING AT.

SO THOSE ARE MY POINTS. TRUSTEE WHITE. JUST REAL QUICK, I WAS LOOKING AT THE CONSTRAINTS ONCE AGAIN. AND I GUESS MY QUESTION IS FOR THE NEED FOR

[01:25:08]

AND WHEN I'M LOOKING AT THE FACT OF ACCESS TO PROFICIENT TEACHERS ON CAMPUSES WHICH WERE GETTING READY TO WHICH WE OF COURSE, I KNOW WE DO ALL THE TIME TRY TO ATTRACT THEM TO THE CAMPUSES THAT HAVE THE GREATEST NEED.

BUT WHEN YOU WHEN YOU LOOK AT THE FACT THAT A CAMPUS THAT HAS BEEN SUFFERING FOR A FAIR PERIOD OF TIME AND YOU MAY ONLY ATTRACT, LET'S SAY, SIX OR SO TEACHERS WHO WANT TO EVEN ENTERTAIN MOVING AND GOING TO ANOTHER CAMPUS DUE TO THE FACT THAT THEY HAVE BEEN STRUGGLING SO LONG. HOW ARE WE REALLY, TRULY MONITORING THOSE CAMPUSES TO MAKE SURE ONCE THE SUPPORTS HAVE BEEN PUT ON THE CAMPUS, THAT THEY ARE BEING EFFECTIVE? WELL, THROUGH OUR DATA MANAGEMENT OF PERFORMANCE THROUGHOUT THE YEAR IS HOW WE MONITOR WHETHER IT'S EFFECTIVE OR NOT.

AND LET'S SAY YOU I MEAN, BECAUSE OF COURSE. AND I KNOW THERE'S NO MAGIC WAND.

NOTHING IS GOING TO HAPPEN OVERNIGHT. BUT IF WHAT WE HAVE IN PLACE IS NOT WORKING WHICH, OF COURSE, I FEEL LIKE TO DEFINITELY TURN AROUND A CAMPUS STRONG LEADERSHIP, TEACHERS THAT HAVE EXPERIENCE ON THE CAMPUS, CERTIFIED TEACHERS, OF COURSE. AND WHATEVER OTHER RESOURCES WE MIGHT BE ABLE TO GIVE THEM, LET'S SAY IN A MAGICAL WORLD, WE HAVE ENOUGH RESOURCES TO PAY WHAT TRUSTEE CURRIE SAID THOSE TEACHERS ADDITIONAL $100,000 IN SALARY AND THEY GOT THERE.

HOW LONG WOULD IT TAKE FOR A TRULY REAL, WELL MONITORED TRACKED CAMPUS TO TURN AROUND? IT IT'S VERY DIFFICULT TO SAY WHAT THAT IS BECAUSE THERE'S TOO MANY OTHER FACTORS THAT GO INTO THAT.

I'VE SEEN CAMPUSES THAT HAVE TURNED AROUND IN ONE YEAR, AND I'VE SEEN SOME CAMPUSES THAT HAVE TAKEN 4 OR 5 YEARS TO TURN AROUND.

AND SO IT'S IT TRULY IS THERE'S NO THERE'S NO FORMULA THAT I COULD SAY WITH ALL OF THIS, IT WILL TAKE THIS LONG.

AS LONG AS THE CAMPUS IS MOVING IN THE RIGHT DIRECTION, THEN WE CONTINUE TO PROVIDE THE SUPPORTS.

WE ALSO DON'T WANT TO MAKE CHANGES ABRUPTLY SIMPLY BECAUSE THEY HAVEN'T, IF YOU WILL, DEFINED TURNAROUND ALL THE WAY DEPENDING ON WHAT THAT SOMEONE'S DEFINITION IS OF THAT.

SO I REALLY COULDN'T GIVE YOU AN EXACT ANSWER.

BUT IF YOU HAD THE OPPORTUNITY IN A MAGICAL WORLD AND YOU HAD THE RESOURCES JUST HYPOTHETICALLY TO TURN AROUND A CAMPUS THAT HAS WHICH TO SAY WE ONLY HAVE A CERTAIN AMOUNT OF TIME IN ORDER FOR THEM TO BE LOW PERFORMING, WHERE WOULD YOU ALLOCATE THOSE RESOURCES? SO IF YOU HAD THEM TRUSTEE AGAIN, WE'RE POSTED TO DISCUSS THE PROPOSED GOALS.

SO CAN YOU MAYBE IN THE FORM OKAY, AS IT RELATES TO THE GOAL OR THE CONSTRAINT YOU'RE REFERENCING PLEASE.

THE GOAL THAT I'M REFERENCING IS ACTUALLY THREE FOR US TO HAVE PROFICIENT TEACHERS AND ALSO THE TURNAROUND OF THE AFRICAN AMERICAN AND BILINGUAL STUDENTS.

I'M 3.1 AND 3.2. I MEAN, BECAUSE I GUESS I'M LOOKING AT THE FACT PRESIDENT CARREON, IF WE HAD ALL IN A MAGICAL WORLD, IF WE HAD ALL OF THE RESOURCES THAT WE NEEDED AND WE DON'T HAVE ALL THE PROFICIENT TEACHERS, BUT WE HAVE THE RESOURCES, WHERE WOULD WE START? EVEN WHEN YOU GUYS PUT THIS TOGETHER, WHERE DO YOU LOOK AT? AS FAR AS I UNDERSTAND, YOU WON'T. THIS IS ONE OF THEM, PROFICIENT TEACHERS.

BUT WHAT ARE SOME OF THE OTHER PARAMETERS THAT ARE ALSO LOOKED AT AND TAKEN INTO CONSIDERATION? WELL, I THINK THE ONLY THING WE DO IS WE LOOK AT BOTH OUR EXPERIENCES AND THEN WHAT LONG TERM RESEARCH SAYS.

AND SO THE REASON WE WENT TO STARTING WITH TEACHERS WAS THE RESEARCH EFFECT.

SIZE OF AN IMPACT OF EFFECTIVE TEACHER ON STUDENT PERFORMANCE IS GREATEST FOR THE EFFECTIVENESS OF THE TEACHER.

SO THE TEACHER IS THE MOST IMPORTANT FACTOR IN TURNING AROUND A CAMPUS.

AND SO THAT'S THE REASON THAT WAS INITIALLY PUT THERE IS IT PUTS ALL OF THAT IN THAT SPACE.

ALL THE OTHER FACTORS ARE A VARIETY OF DIFFERENT EFFECT SIZE.

[01:30:05]

WE WOULD NEED TO SEE WHICH THE BARRIERS ARE THAT EXIST IN THAT PARTICULAR SCHOOL.

JUST BECAUSE A SCHOOL IS LOW PERFORMING DOESN'T MEAN THEY'RE LOW PERFORMING FOR THE SAME REASONS.

AND SO I CAN'T ANSWER THAT QUESTION WITHOUT KNOWING SPECIFICALLY MORE ABOUT THE CONTEXT OF THAT PARTICULAR CAMPUS.

BUT THE TEACHER WOULD BE A CONSTANT AT ALL OF THOSE SCHOOLS.

THANK YOU. OKAY. ALL RIGHT. OKAY. TRUSTEE MICCICHE.

ROUND TWO. IF YOU'RE THERE. YES. THANK YOU. I JUST WANTED TO WEIGH IN ON TWO THINGS. ONE, WITH RESPECT TO THE CONSTRAINTS.

I WOULD PREFER TO KEEP THE COMPARISON WITH REGION TEN AND ADD A PROFICIENCY BASED CONSTRAINT THERE. SO ADDING A CONSTRAINT THERE I THINK WOULD HELP US, BUT I WOULDN'T WANT TO REPLACE THE COMPARISON WITH REGION TEN AND TEACHER RETENTION.

SECOND, I'D BE OPEN TO THE CONCEPT THAT TRUSTEE CURRIE PROPOSED ABOUT MEASURING AN OUTCOME GAP AS OPPOSED TO THE, THE NUMBER OF TEACHERS THAT OR PERCENTAGE OF TEACHERS AT HIGH PRIORITY CAMPUSES AND OTHER CAMPUSES.

I THINK THAT THAT IS A THAT IS A VERY PLAUSIBLE APPROACH AND WOULD LIKE TO SEE TO SEE THAT DEVELOPED.

AND THEN I GUESS ONE OTHER COMMENT AS WE PREPARE A CALENDAR TO REVIEW OUR PROGRESS ON THE GOALS AND THE CONSTRAINTS, I KNOW THE INFORMATION THAT COMES UP COMES UP AT DIFFERENT TIMES, BUT I WAS WONDERING IF WE COULD DO MAKE AN EFFORT TO MATCH THE REPORTS ON THE GOALS AS CLOSELY AS POSSIBLE WITH THE REPORTS ON THE CONSTRAINTS.

SOMETIMES YOU KNOW, SOME SOMETIMES WE'RE LOOKING AT THE CONSTRAINTS THAT APPLY TO GOAL ONE AND THEN THEN LOOKING AT GOAL FIVE OR SOMETHING LIKE THAT. SO IT IF WE COULD COORDINATE TO THE EXTENT POSSIBLE, THE REPORTING CALENDAR SO THAT THE GOALS AND THE AND THE CONSTRAINTS ARE REPORTED AS TOGETHER AGAIN TO THE EXTENT POSSIBLE. THAT'S JUST A REQUEST FOR THE ADMINISTRATION TO LOOK AT WHETHER, WHETHER WE CAN DO THAT MORE CONSISTENTLY. THANK YOU.

OKAY. OKAY. SUPERINTENDENT, ANY COMMENTS BEFORE I MOVE ON TO THE NEXT ITEM? NO. THANK YOU VERY MUCH FOR ALL THE FEEDBACK.

AND WE'LL GO WORK ON SOME PROPOSALS. OKAY. TRUSTEES WILL NOW TURN TO AGENDA ITEM SEVEN INFORMATION AND REPORTS.

[7. INFORMATION/REPORTS]

SO, SPEAKING OF OUR DIGITAL LITERACY AND ENSURING THAT ALL STUDENTS HAVE ACCESS TO YOU KNOW, MAKING SURE THAT WE ARE, IN FACT, PREPARING OUR STUDENTS FOR THEIR FUTURE AND NOT OUR PRESENT, I THINK IS A KEY COMPONENT. AND WE KNOW THAT ARTIFICIAL INTELLIGENCE ACTUALLY IS ALREADY BEEN USED AND IS EMBEDDED IN MANY THINGS THAT WE ARE PROBABLY USING ON A DAILY BASIS.

WE JUST DON'T EVEN KNOW THAT THAT IT'S ALREADY THERE.

AND SO WE DO HAVE A GROUP OF FOLKS THAT, HAVE COME TOGETHER AND ARE CHIEF ACADEMIC OFFICER ANGIE GAYLORD IS LEADING THAT GROUP AND BRINGS TOGETHER A VARIETY OF PEOPLE, AND IS GOING TO GIVE US AN UPDATE ON WHERE WE ARE WITH ARTIFICIAL INTELLIGENCE IN DALLAS ISD.

CHIEF GAYLORD, THANK YOU. GOOD AFTERNOON, TRUSTEES, I'VE GOT DOCTOR HILL AND DOCTOR BROUGHTON WITH ME.

WE'RE EXCITED TO BRING YOU THIS PRESENTATION.

WE ALSO WANT TO MAKE SURE WE KEEP YOU INFORMED EVERY STEP OF THE WAY ON THIS TOPIC.

SO BEFORE WE EVEN GET INTO AI, LET'S NOT FORGET THE MOST IMPORTANT THING IN THE CLASSROOM, AND THAT IS THE STUDENTS AND THE TEACHERS AND TEACHERS.

REALLY. ACCORDING TO ALL RESEARCH, THE EDUCATIONAL STRATEGY WITH THE BIGGEST IMPACT TO STUDENT SUCCESS IS TEACHERS AND TEACHING.

SO THIS SLIDE ILLUSTRATES RESEARCH THAT SHOWS GAUGES OF STRATEGIES FROM A META ANALYSIS LENS OF HAVE THAT HAVING HIGHEST STUDENT IMPACT IN THE

[01:35:04]

THERE'S A LOT OF RESEARCH AROUND THAT. AND SO WHILE I TOOLS WON'T REPLACE TEACHERS, THEY CAN DEFINITELY ENHANCE THE LEARNING PROCESS.

THIS IMAGE GUIDES OUR PHILOSOPHY OF AI IN DALLAS ISD, FINDING THE PERFECT BALANCE BETWEEN HUMAN CONTROL AND AI ASSISTANCE.

WE DID HAVE AI CREATE THIS IMAGE. OUR TEAM I WANTED AN IMAGE THAT WOULD SHOW EDUCATION WITHOUT AI IS LIKE RIDING A MOUNTAIN BIKE.

BUMPY. SOMETIMES YOU STRUGGLE AND THEN TOO MUCH AI COULD BE LIKE THIS LITTLE RIDER ON A MOTORCYCLE COULD FLY INTO A DITCH, EVEL KNIEVEL. SO REALLY MAKING SURE WE DO A BALANCE.

AND SO WE WANT AI TO BE A LEARNING PARTNER, ALMOST LIKE A COPILOT.

THAT CAN HELP. BUT AT THE END OF THE DAY, THE STUDENTS ARE ALWAYS IN CONTROL.

WHICH LEADS US INTO A CONVERSATION AROUND THE DIGITAL DIVIDE HAVING ACCESS TO TECHNOLOGY IN THE INTERNET.

IT'S A GOOD START, BUT IT'S NOT GOING TO PREPARE STUDENTS FOR COLLEGE AND CAREERS, AND THEIR FUTURE STUDENTS NEED TO LEARN MULTIPLE DIGITAL TOOLS.

THEY NEED TO BE COMPETITIVE IN THEIR JOB MARKET WHEN THEY GRADUATE, AND SO WE NEED TEACHERS AND PRINCIPALS AND STAFF TO REALLY UNDERSTAND HOW THIS WORKS, HOW TO USE IT ETHICALLY, HOW TO APPLY IT IN THEIR FIELD, AND REALLY MAKING SURE THAT SCHOOLS CAN PLAY A KEY ROLE IN PROVIDING THESE RESOURCES TO STUDENTS. AND THAT'S REALLY A LOT OF THE RESEARCH RIGHT NOW TALKING ABOUT THE NEW DIGITAL DIVIDE.

SO THANKS TO DOCTOR ELIZALDE FOR PUSHING OUR TEAM.

THIS YEAR WE LAUNCHED A TASK FORCE CHIEF HEWITT.

CHIEF. BRINKMAN. MY TEAM, LED BY PATRICIA ALVARADO BARNES, WHO'S HERE IN THE AUDIENCE.

SHE'S OUR DIRECTOR OF LIBRARY MEDIA SERVICES.

SHE REALLY PUT THIS TOGETHER TO GET A LOT OF STAKEHOLDERS TOGETHER TO GET THEIR THOUGHTS BEFORE WE JUMPED INTO THIS POOL.

YOU CAN SEE THE DATES, THE AGENDA, WHAT WE DISCUSSED.

AND THEN ALL MEMBERS OF THE TASK FORCE WERE GIVEN TOOLS TO PILOT, AND THEY'VE PILOTED THEM SINCE.

REALLY SINCE AUGUST. SEPTEMBER. THE RECOMMENDATIONS FROM THAT TASK FORCE THAT REALLY WERE AROUND CREATING GUARDRAILS.

AND WE KNOW THAT I SHOULD NEVER REPLACE A TEACHER.

IT'S TO SUPPORT TEACHERS. AND ALSO AT THE SAME TIME, I'M GOING TO SAY THIS, IT'S NOT TO ADD MORE SCREEN TIME.

STUDENTS USING COMPUTERS IN POSITIVE WAYS IS AN ASSETS.

STUDENTS USING IT IN WAYS WHERE IT'S NOT ADDING MEANINGFUL, AND THEY'RE NOT LEARNING NEW CONTENT OR APPLYING IT DOES NOT ADD VALUE.

AI TOOLS NEED TO BE AGE APPROPRIATE. WE ALSO HAVE AN ANNUAL ACCEPTABLE USE OF TECHNOLOGY AGREEMENT THAT WE COULD INCORPORATE THAT.

THE FOCUS SHOULD ALWAYS BE THAT YOU'RE USING AI TO GO TO THE NEXT LEVEL.

SO WITH THAT, OUR GOAL IS TO RELEASE AN AI PLAYBOOK THAT ALIGNS WITH AND BUILDS UPON OUR CURRENT DIGITAL LITERACY WORK, OUR TECHNOLOGY APPLICATION RESOURCES. WE HAVE K THROUGH EIGHT TECHNOLOGY APPLICATION STANDARDS.

AND THEN ALSO LOOKING AT EXISTING POLICIES PROCEDURES.

THE PLAN WILL ALSO INCORPORATE PROFESSIONAL LEARNING RELATED TO LESSON DESIGN, CONSTRUCTION OF EFFECTIVE LEARNING ENVIRONMENTS FOR TEACHERS, AND THEN ALONG THE WAY, CONTINUING TO GET FEEDBACK FROM CAMPUSES, STUDENTS, PARENTS, TEACHERS, BUT REALLY EXPAND THE WORK THAT OUR MEDIA SPECIALISTS AND OUR CLASSROOM TEACHERS ARE ALREADY DOING TO FACILITATE AROUND DIGITAL CITIZENSHIP.

USE OF DIGITAL RESOURCES. COPYRIGHT, FAIR USE AND TECHNOLOGY RESPONSIBILITY.

SO ONE OF OUR MOST IMPORTANT ROLES IS TO REALLY PREPARE STUDENTS FOR WHAT THEIR FUTURE WILL LOOK LIKE.

AND SO WHEN WE THINK ABOUT INFUSING AI INTO CURRICULUM, INSTRUCTION AND ASSESSMENT, IT'S REALLY A TOOL THAT CAN EMPOWER STUDENTS TO THINK CRITICALLY, SOLVE PROBLEMS, AND REALLY PREPARE FOR THE EVER EVOLVING FUTURE.

AND SO WITH CURRICULUM, I CAN ASSIST IN GENERATING EDUCATIONAL MATERIALS, THUS SAVING TIME FOR TEAMS TO REALLY DIG INTO HOW THE IMPLEMENTATION OF CURRICULUM IS GOING AND TO MAKE SUBSEQUENT UPGRADES WITHIN INSTRUCTION.

I CAN ASSESS A STUDENT'S LEARNING STYLE, THE PACE, THEIR KNOWLEDGE GAPS, AND CAN REALLY CUSTOMIZE A LEARNING PATH THAT IS ADAPTED TO WHAT THEIR SPECIFIC NEEDS ARE. IT CAN ALSO PROVIDE IMMEDIATE FEEDBACK TO STUDENTS AND THEIR WORK, REALLY HELPING THEM AS THEY LEARN ALONG THE WAY.

AND THEN FINALLY, IN ASSESSMENT, AI CAN HELP WITH AUTOMATED GRADING, WHICH DEFINITELY SAVES TEACHERS TIME TO FOCUS ON MORE COMPLEX TASKS THAT ARE

[01:40:09]

AND SO AS WE FOCUS ON INTEGRATING AI IN EDUCATION, IT'S IMPORTANT TO NOTE THAT THIS INITIATIVE AIMS TO EQUIP ALL OF OUR STAKEHOLDERS, INCLUDING SPECIFICALLY OUR MEDIA SPECIALISTS AND TEACHERS, WITH THE SKILLS TO INTEGRATE THE AI TOOLS IN THE CLASSROOM AND CERTAINLY FOCUS ON EMPHASIZING DIGITAL CITIZENSHIP AND DIGITAL LITERACY.

NOW DURING THE SUMMER, ACADEMIC SERVICES WILL BE KICKING OFF TRAINING FOR TEACHERS AND WE'LL BE OFFERING SOME SHORT VIRTUAL AND OR IN-PERSON SESSIONS FOR TEACHERS THROUGHOUT. AND SO THE FOCUS OF THOSE SESSIONS, AS YOU CAN SEE ON THE SLIDE, ARE AI BASICS AND PRIVACY, TIME SAVING STRATEGIES, AND PRACTICAL, PRACTICAL APPLICATIONS FOR PRODUCTIVITY.

AND SO THE GOAL HERE WITH AI IS TO IMPROVE EFFICIENCY FOR OUR TEACHERS, CERTAINLY NOT TO REPLACE THE TEACHER AS CHIEF GAYLORD MENTIONED.

AND SO, IN CLOSING, WE BELIEVE THAT OFFERING AI TRAINING ALIGNS WITH OUR DISTRICT'S COMMITMENT TO DIGITAL LITERACY, DIGITAL CITIZENSHIP, AND CERTAINLY ENSURING THAT ALL OF OUR LEARNERS ARE READY FOR THE FUTURE WITH AI AND BEYOND.

AND SO THANK YOU FOR THIS OPPORTUNITY. AT THIS TIME, WE'LL ACCEPT ANY QUESTIONS THAT YOU MAY HAVE.

TRUSTEE FOREMAN. THANK YOU. SO JUST A FEW QUESTIONS.

AND THE FIRST QUESTION, SUPERINTENDENT, YOU MIGHT WANT TO ANSWER IT IS WHAT SCHOOL DISTRICT IS CURRENTLY USING THIS CONCEPT? I WOULD SAY RIGHT NOW ALL SCHOOL DISTRICTS ARE USING THE CONCEPT, BUT YOUR QUESTION IS A GOOD QUESTION BECAUSE IT REALLY LEANS INTO TO WHAT CAPACITY THE TOOLS ARE AVAILABLE, EVEN IF YOU'RE ON SOCIAL MEDIA.

RIGHT NOW, AI IS ON YOUR PHONE. AI IS IN THE IT'S JUST NOT IN A WAY THAT WE HAVE OUTLINED INTO OUR PERSONAL CURRICULUM INSTRUCTION AND ASSESSMENT. BUT WHEN WE GO TO OUR CONFERENCES RIGHT NOW, THERE ARE LOTS OF DISTRICTS ACROSS THE NATION RIGHT NOW THAT ARE LEANING INTO K12 AND AI IMPLEMENTATION. SO I'D LIKE TO KNOW THOSE DISTRICTS AND TO WHAT DETAIL THEY'RE USING AI.

OKAY. BECAUSE AI CAN BE GOOD AND IT CAN BE BAD.

AND WHAT I AM CONCERNED ABOUT IS ANOTHER DISTRICT IS NOT DOING IT.

I WANT TO MAKE SURE WE'RE GETTING IT RIGHT, BECAUSE IF NO OTHER DISTRICT IS DOING IT, THEN WE'RE GOING TO BE LIKE A TEST.

AND I CAN REMEMBER, SUPERINTENDENT, WHEN WE TALKED ABOUT THE GRADING THAT HAPPENED IN THE STAR TEST WITH THE COMPUTER AND I, AS OPPOSED TO A HUMAN.

SO I WANT TO MAKE SURE THAT WE'RE NOT JUST JUMPING INTO SOMETHING BECAUSE IT SOUNDS GOOD.

AND I WANT TO KEEP ON GOING BECAUSE I'M NOT TRYING TO BE A SPOILSPORT, BUT I AM A REALIST, AND I DO HAVE TO MAKE SURE THAT I SAY THE THINGS I NEED TO SAY.

SO WITH HOW MANY TEACHERS WERE INVOLVED ON THE ONSET, I SAW THE COMMITTEE AND THE PEOPLE THAT WERE ON THE COMMITTEE.

HOW MANY TEACHERS WERE ACTUALLY INVOLVED? AND I'M AND I WANT TO SAY THIS KIND OF KINDLY SUPERINTENDENT IS I'M TALKING ABOUT SEASONED TEACHERS WHO HAVE BEEN AROUND FOR A WHILE, WHO HAVE WORKED HARD IN THE AREA AND KNOW HOW TO TEACH.

NOT OUR TEACHERS THAT WE JUST HIRED, BUT SEASONED TEACHERS.

DO WE HAVE THAT NUMBER? TRUSTEE FOREMAN RIGHT NOW, OUR FIRST FOCUS WAS REALLY CREATING A BANDWIDTH WITH CENTRAL OFFICE AND WITH MEDIA.

SO ALL OF THE MEDIA SPECIALISTS. SO EVERY LIBRARIAN IN DALLAS ISD BECAUSE THANKS TO YOU ALL, WE HAVE ONE AT EVERY CAMPUS. THEY HAVE STARTED WITH THEIR TECHNOLOGY CORNERS, WITH THEIR TEACHER TRAINING SLOWLY ROLLING THAT OUT.

THAT'S WHY WE'RE BRINGING THAT TO YOU NOW, SO THAT YOU CAN KIND OF SEE THAT THIS IS GOING TO BE A WORK IN PROGRESS.

WE DO KNOW A LOT OF OUR TEACHERS ARE CURRENTLY USING THEIR OWN PERSONAL TOOLS THAT ARE NOT PART OF DALLAS ISD TO DO SOME OF THEIR WORK.

SO THIS IS PUTTING THEM UNDER AN UMBRELLA TO GET MORE FEEDBACK AND TO JUST SEE WHERE THEY'RE, YOU KNOW, WHERE DO THEY WANT MORE STRATEGIES AROUND LESSON PLANNING? DO THEY WANT MORE STRATEGIES AROUND GETTING FEEDBACK? WE HAVE ALL OF OUR WRITING SAMPLES RIGHT NOW WE ARE USING WITH AN AI GRADER.

[01:45:01]

I THINK WE'VE GRADED OVER 800,000 WRITING SAMPLES.

AND TRUSTEE FOREMAN, I WANT YOU TO HEAR ME THERE.

I'M LISTENING, I'M JUST [INAUDIBLE] THE NEXT QUESTION. BECAUSE WE'VE BEEN VERY CONSERVATIVE ON THAT PIECE BECAUSE THIS IS WHAT WE DON'T WANT.

AND YOU, WE ALL KNOW THIS. WE WANT PEOPLE TO TRUST THIS.

SO, BUILDING THAT TRUST, SO WHEN YOU DO A GRADER WITH YOUR STUDENTS, LET'S SAY YOUR STUDENTS DO A WRITING PROMPT.

SO ANGIE, I ONLY HAVE SO MUCH TIME, SO I'M GONNA HAVE TO DO YOU LIKE I DO THE SUPERINTENDENT.

HAVE TO CUT YOU OFF BECAUSE THEY WILL CALL ME ON MY TEN MINUTES IF THEY DON'T CALL NOBODY ELSE.

SO STARTING WITH THE MEDIA SPECIALIST AND NOT EXPERIENCED TEACHERS FOR ME IS A PROBLEM BECAUSE THEY'RE NOT IN THE CLASSROOM. SO AS SOON AS POSSIBLE, I THINK CLASSROOM TEACHERS, IF IT'S ONE FROM EACH CAMPUS, I DON'T KNOW, I DON'T KNOW THE ANSWER. I'LL TAKE IT UNDER ADVISEMENT.

YEAH. THE CLASSROOM TEACHERS SHOULD ACTUALLY BE INVOLVED IN THAT WHOLE PROCESS TO GET A GOOD UNDERSTANDING OF WHAT THEY NEED AND WHAT THEY DON'T NEED.

MEDIA SPECIALIST. OKAY. AND AGAIN AND I TALKED ABOUT IT A LITTLE BIT EARLIER IS THAT WE DO HAVE ACCESS ISSUES ON CERTAIN CAMPUSES. IT'S NOT AS BAD AS IT USED TO BE.

BUT THERE ARE SOME ACCESS ISSUES, ISSUES ON CERTAIN CAMPUSES.

HOW DO WE PLAN TO ADDRESS THAT AS YOU TRY TO ROLL OUT THIS PROGRAM? YEAH, THAT LIKE I SAID. WE'LL BRING A REPORT ON WHERE WE ARE WITH WHERE CAMPUSES STILL HAVE DIFFICULTY.

BECAUSE I DON'T KNOW FOR A FACT WHICH ONES THEY ARE AND HOW MANY THEY ARE.

WELL, I KNOW SOME AREAS THAT, YOU KNOW, WE'VE TALKED ABOUT BEFORE.

AND SO. AND THE TEAM'S BEEN DOING SOME WORK. SO I WANT TO I WOULD LIKE AN OPPORTUNITY TO BE ABLE TO BRING THAT INFORMATION TO YOU.

OKAY. AND I WON'T ASK THAT ONE BECAUSE THAT WAS PART OF THAT QUESTION.

SO, THE TOOLS THAT YOU ARE PILOTING WITH WHERE DID THEY COME FROM? THEY'RE TOOLS WE WERE USING THAT HAVE NOW EMBEDDED AN AI TOOL WITHIN THEM.

SO I'LL GIVE YOU A GOOD EXAMPLE. I JUST DID THIS PRESENTATION WITH GOOGLE, GOOGLE DOCS.

SO GOOGLE NOW HAS GOOGLE GEMINI. AND SO ALREADY USING THOSE TOOLS WE TURNED ON THE FEATURES TO ALLOW THE AI TO SUPPORT ME IN USING THOSE TOOLS. AS FAR AS NEW TOOLS THAT WE'VE LOOKED AT, WE HAVE MICROSOFT COPILOT, WE HAVE CONMIGO, WE HAVE THE GOOGLE GEMINI NOTEBOOK, GOOGLE NOTEBOOK.

I CAN GET YOU A LIST OF WHAT WE'VE BEEN USING.

I WOULD LOVE THAT. HOW ARE WE USING AGE APPROPRIATE? AND I'M ACTUALLY ON SLIDE SIX. AGE APPROPRIATE MESSAGING WITHIN USING AI.

THAT WILL ALIGN WITH OUR TECHNOLOGY ACCEPTABLE USAGE AGREEMENT THAT PARENTS SIGN EVERY YEAR.

A LOT OF OUR PARTNERS WON'T ALLOW STUDENTS UNSUPERVISED OR USING AI UNLESS THEY'RE 13 YEARS AND OLDER, BASED ON FERPA AND COPA. AND SO WHEN WE MOVE INTO THIS MODEL, KNOWING THAT STUDENTS 5 TO 12 WON'T GET ACCESS TO SOME OF THESE STUDENT ACCOUNTS, IT WILL BE MORE LIKE TEACHER LED THROUGH A TEACHER ACCOUNT.

SO, I HEARD IT, BUT I DIDN'T HEAR IT. SO, PARENTS WILL HAVE THE OPPORTUNITY TO OPT OUT UP TO 13 BASED ON FERPA AND OTHER LAWS? NO. ANY OF OUR PARENTS EVERY YEAR, OUR PARENTS EVERY YEAR WHEN THEY SIGN ALL OF THEIR ENROLLMENT FORMS, THEIR STUDENT CODE OF CONDUCT, THEIR STUDENT HANDBOOK, THERE'S CHECKBOX IN THERE THAT ALLOWS YOU THAT BASICALLY SAYS WHEN YOUR CHILDREN USE TECHNOLOGY THAT YOU FOLLOW ALL OF THE DIGITAL CITIZENSHIP OR DIGITAL LITERACY, THERE'S NO CYBER BULLYING.

THIS WON'T CHANGE THAT. WHAT WILL CHANGE IS THE FACT THAT THERE WILL NOT BE ABLE SOME OF OUR KIDDOS, IF THEY'RE UNDER 13, WILL NOT BE ABLE TO HAVE THEIR OWN STUDENT LIKE ANGIE GAYLORD ACCOUNT.

THEY WOULD USE AN ACCOUNT TIED TO THE TEACHER IN THE CLASSROOM.

BUT IF THE PARENT IS OPTING OUT AND YOU'RE STILL DOING IT BASED ON ANOTHER ACCOUNT, THAT DOESN'T MAKE SENSE.

JUST SAYING THAT'S SOMETHING TO LOOK AT. NO, WE'RE DEFINITELY GOING TO HAVE TO PUT SOME SYSTEMS IN PLACE WITH JUST WITH WHO WANTS IT, WHO DOESN'T. AND THEN HOW DO WE GUIDE PRINCIPALS AND TEACHERS TO EXPLAIN TO PARENTS WHY YOU WOULD USE IT? IT'S LIKE, WHY WOULD YOU USE A CALCULATOR VERSUS NOT HAVING A CALCULATOR? THAT KIND OF DEAL. SO, THERE NEEDS TO BE A COMPONENT OF PARENT EDUCATION.

TRUE. IN REGARDS TO AI AND MAKING SURE THAT THE PARENTS UNDERSTAND WHAT WE'RE TRYING TO DO AND WHAT DO WE DO WHEN THERE ARE

[01:50:09]

HOW DO WE HANDLE THAT? YEAH, WE'RE GOING TO NEED TO PUT SYSTEMS IN PLACE AROUND AGE APPROPRIATENESS.

SO HAVE WE WORKED WITH ANY AI PROFESSIONALS? MY TIME IS RUNNING OUT.

DEFINE SO. SO HAVE YOU HAD PEOPLE LIKE FROM GOOGLE TO COME IN AND DO TRAINING? YES, MA'AM. WE HAVE YES, WE HAVE MOST OF OUR PARTNERS.

I-READY HAS A COMPONENT THAT HAS AI EMBEDDED IN THE BACK END.

MATHIA AND KANIA HAS A COMPONENT, GOOGLE, MICROSOFT ALL OF THOSE SERVICES, WHEN WE BUY THE SOFTWARES COME WITH PROFESSIONAL LEARNING, WE TEND TO WANT TO HAVE OUR OWN STAFF LEARN THAT SO THAT WE'RE NOT CONTINUING TO PAY FOR THOSE SERVICES YEAR AFTER YEAR.

SO, BUT BECAUSE THEY HAVE IT AS A PART, DOES THAT MEAN WE'VE BEEN USING THAT AI COMPONENT AND NOT REALIZING WE'RE USING IT? NO, I THINK FROM A TECHNOLOGY GOVERNANCE STANDPOINT, WE TURN THEM ON AND OFF BASED AROUND WHO THE USER IS.

JUST A QUESTION. OH, I THOUGHT BRIAN WAS COMING UP TO ANSWER.

NO, MA'AM. THAT'S OKAY. TRUSTEE FOREMAN. IF I CAN GET YOU AROUND ROUND TWO.

OKAY. OKAY. TRUSTEE WEINBERG. THANK YOU FOR THE THOUGHTFUL REPORT.

I ENJOYED READING IT, AND I ACTUALLY TOOK A LOOK AT THE UNDERLYING THAT WAS LINKED IN OUR AGENDA.

THE TEN PAGES THAT YOU ALL WROTE THAT KIND OF ACCOMPANIED IT.

AND I APPRECIATE THAT WE'RE HAVING EXPLICIT DISCUSSIONS ABOUT THIS BECAUSE IT'S, YOU KNOW, ALL OUR PARENTS, ALL OUR TEACHERS, ALL OUR STUDENTS OR MANY OF THEM, SOME OF THEM PEOPLE ARE USING IT, AND I AND WE HAVE AN OPPORTUNITY TO UNDERSTAND IT AND TO USE IT TO HELP IMPROVE OUTCOMES.

AND I THINK WHAT I APPRECIATE ABOUT HOW YOU APPROACH IT IS BOTH FROM THE STUDENT AND THE TEACHER LENS.

SO, AS A TOOL FOR A TEACHER TO USE TO BETTER IDENTIFY, YOU KNOW, WHERE APPROPRIATE WITHIN THE LAWS.

ET CETERA. WHAT MIGHT WORK FOR STUDENTS, EITHER TO MAKE THE TEACHER'S JOB EASIER SO THEY HAVE MORE TIME FOR INSTRUCTION OR TO BETTER IDENTIFY SPECIFICALLY WITH KIDS WHAT NEEDS THEY HAVE SO THAT THEY CAN MORE TAILOR WORK.

I LIKE THAT YOU'VE KIND OF YOU'VE CREATED A CLEAR AND I HOPE, DYNAMIC PLAN.

I THINK THIS IS SO RAPIDLY EVOLVING. IT'S REALLY GOING TO REQUIRE ONGOING ATTENTION.

AND, AND, AND OBVIOUSLY, I THINK WITH TRUSTEE FOREMAN QUESTION, JUST THINGS WILL COME UP BECAUSE THIS IS AN EVER EVOLVING RAPIDLY EVOLVING TECHNOLOGY. AND I LIKE THAT YOU WERE HAVING PROFESSIONAL LEARNING COMMUNITIES.

I THINK EXPOSING YOUR CHAMPIONS AND EXPOSING YOUR MOST RELUCTANT, I THINK WILL BRING UP A BEST PRACTICE AND HELP US TO BE ABLE TO USE AI EFFECTIVELY. I DO HAVE A QUESTION.

HOW ARE YOU INCORPORATING? AND I WOULD LOVE TO SEE A LOT OF IT.

STUDENT FEEDBACK. THOSE ARE PROBABLY MOST SOPHISTICATED AND KNOWLEDGEABLE AND, YOU KNOW, CONSUMERS.

AND SO, I THINK UNDERSTANDING HOW THEY USE IT OUTSIDE, JUST INCORPORATING THEIR FEEDBACK, INCORPORATING STUDENT VOICE IN THIS PROCESS, I THINK WILL YIELD DIVIDENDS.

AND THEN I ALSO HAD THE QUESTION, I THINK, DOCTOR ELIZADE, THAT KIND OF I DON'T THINK I WAS AWARE THAT WE STILL HAVE GAPS IN ACCESS.

SO I REALLY WOULD LOVE TO KNOW KIND OF WHERE THOSE MIGHT EXIST AND HOW WE MIGHT BE ABLE TO CLOSE THOSE GAPS IF THEY'RE STILL THERE.

BUT I THINK THIS IS THIS IS AN EXCITING OPPORTUNITY FOR OUR STUDENTS IN A WAY, TO HELP US CLOSE OUTCOME GAPS IF WE CAN HARNESS IT.

SO THANK YOU FOR THE REPORT. THANK YOU FOR. AND I LOOK FORWARD TO HEARING UPDATES.

TRUSTEE WHITE. THANK YOU. I GUESS MY QUESTION IS HOW DOES THIS LOOK? IS IT SIMILAR TO AN ONLINE COURSE THAT DOES AN ASSESSMENT TO CHECK LEARNING PROGRESS ALONG THE WAY? OR IS IT SOMETHING DIFFERENT? AS FAR AS SOFTWARE PACKAGES ARE CONCERNED?

[01:55:02]

IT IS A TOOL THAT IS EMBEDDED IN PROGRAMS THAT JUST HELP HUMANS DO THEIR JOBS EASIER.

SO THERE WOULDN'T BE ANY QUALIFICATION OR ANYTHING LIKE THAT.

THERE WOULD BE THE TRAINING TO LEARN HOW TO USE THE TOOL TO MAKE YOUR JOB EASIER.

ONE EXAMPLE I'LL GIVE YOU A QUICK EXAMPLE IS IN ONE OF THE AI TOOLS.

I HAD A VERY, VERY LONG ARTICLE TO READ. AND SO I PUT IT IN THERE AND I ASKED FOR IT TO GIVE ME A SUMMARY SO I COULD NOW HAVE SOME TALKING POINTS IN MY HEAD AS I READ THE ARTICLE, SO I COULD KNOW THAT I WAS ON TRACK.

SO IT'S A TOOL THAT HELPED ME MAKE MY WORK EASIER AS A PROFESSIONAL.

AND AS FAR AS AND SHE DID. IT WAS MENTIONED BY TRUSTEE FOREMAN THE ACCESS ISSUE, WHICH YOU GUYS BROUGHT IT UP TO THE DIGITAL DIVIDE. THAT'S, THAT'S WHAT THE DIGITAL DIVIDE IS.

IT'S AREAS THAT DO NOT HAVE ACCESS. AND YOU'LL BE SURPRISED WHEN YOU LOOK AT THE MAP TO SEE PLACES YOU THOUGHT WOULD HAVE BEEN HAVING ACCESS.

DON'T. AND THAT IS ACCESSIBLE ONLINE TO ANYBODY.

SO AND I GUESS ANOTHER ONE OF MY QUESTIONS, OF COURSE.

AND I KNOW ABOUT WHAT YOU WERE JUST SAYING, SOMEONE TOLD ME THEY USE IT FOR LETTER WRITING.

THEY LET I WRITE THEIR LETTERS AND TO ME, I MEAN, I SEE THE GOOD AND THE BAD IN IT.

OF COURSE, TECHNOLOGY IS GREAT, BUT IF YOU'RE LEARNING, YOU HAVE TO KNOW THE BASICS IN ORDER TO DO IT.

OR ARE YOU GOING TO BE ABLE TO USE AI ON YOUR TEST? MAYBE YOU WILL. MAYBE THE STUDENTS WILL GET TO TAKE THEIR CELL PHONES IN THEIR EYES ON THE CELL PHONES NOW. KEEPS JUMPING UP TO GEMINI. BUT AND I GUESS I ASKED AS FAR AS AND I'M GLAD YOU DID MENTION THAT, I THINK YOU SAID OVER 800 LESSON PLANS WERE DONE WITH THE WRITING, ALLOWING THEM TO CHECK THE WRITING SKILLS NOW. AND OF COURSE THE INFORMATION WOULD HAVE TO MATCH WHATEVER IS LOOKING FOR IN ORDER FOR IT TO ASSIST. SO BUT I GUESS I'M LOOKING AT, YOU KNOW, BECAUSE I, YOU MENTIONED, YOU KNOW, SOME OF OUR I-READY AND WHAT HAVE YOU THAT HAVE THE COMPONENTS IN IT WHERE A TEACHER CAN BRING UP A LESSON IN THE CLASSROOM AND THE CHILD DOES IT AT THE COMPUTER.

WILL THIS ALSO BE UTILIZED AT THEIR HOMES AS WELL? WOULD THEY BE? I HEARD YOU MENTIONED LOG ON. WOULD THEY BE ABLE TO LOG ON TO THIS INFORMATION IN THEIR HOMES AS WELL, OR IS IT ALL DONE IN THE CLASSROOM? NO, IT'S DONE BOTH PLACES. IT CAN BE DONE AT HOME.

ALL RIGHT. BUT I MEAN, IT WOULD BE, YOU KNOW, GREAT IF BECAUSE AI HAS BEEN WITH US FOR A LONG TIME ANYWAY, IT'S JUST ADVANCING AND GOT A NEW NAME, BUT IT WOULD BE GREAT IF THERE WAS A COMPONENT WHERE THE STUDENT WAS ABLE TO DO CERTAIN THINGS ONLINE AND IN AN ELEMENT WITH THEIR OWN, AS IF WE WERE DOING.

WE WERE IN COVID, WHICH I HOPE WE NEVER GO BACK TO, BUT THAT WOULD BE SOMETHING GREAT FOR THEM TO UTILIZE.

THANK YOU, GUYS. APPRECIATE IT. TRUSTEE MACKEY.

THANK YOU AND THANK YOU ALL FOR THIS REPORT. I THINK IT'S IT SAYS A LOT ABOUT THE DISTRICT TO BE TALKING ABOUT THIS PREEMPTIVELY, BECAUSE IT'S NOT A QUESTION OF IF WE WANT TO CONSIDER THIS OR NOT, IT'S IF WE ARE GOING TO BE READY FOR IT OR NOT BECAUSE IT IS COMING. STUDENTS ARE ALREADY USING, I WAS IN A CLASS THIS MORNING, AND A KID WAS USING AI TO HELP SUMMARIZE ONE OF THEIR THINGS.

SO, LIKE IT'S HAPPENING ACROSS THE BOARD. SO, THANK YOU ALL FOR THAT.

MY FIRST QUESTION IS ON SLIDE SEVEN. SO LIKE THE FOUR BIG AREAS THAT YOU ALL ARE LOOKING AT AI, LITERACY, STUDENT FEEDBACK, TEACHER SUPPORT POLICIES, ARE YOU SHARING THAT THIS IS THE DIRECTION WE'RE GOING TO BUILD OUT, OR HAVE YOU ALREADY HAVE DRAFTS OF KIND OF WHAT THIS LOOKS LIKE BASED ON WHAT YOU'VE DONE SO FAR? NO, WE'RE DEFINITELY IN DRAFT MODE RIGHT NOW.

I MEAN, WHAT WE'RE DOING IS TRYING TO FOLLOW NATIONAL FRAMEWORKS.

TEXAS RIGHT NOW DOESN'T HAVE A REALLY AN AI GUIDANCE THAT MIGHT COME OUT OF THIS NEXT LEGISLATURE OR THIS CURRENT LEGISLATURE.

BUT IN THAT THE COMPONENTS ARE PRETTY MUCH THE SAME.

IT'S THINKING THROUGH HOW DO YOU EMBED IT? HOW DO YOU HAVE A VISION FOR IT, A FRAMEWORK FOR IT.

WHAT TOOLS WILL IT BE? AND THEN GETTING A LOT OF FEEDBACK ALONG THE WAY AND TRAINING.

I THINK TRUSTEE FOREMAN MENTIONED THE PARENT PIECE BECAUSE BUILDING TRUST AROUND ANY NEW TOOL IS KEY.

YOU'VE GOT TO BUILD THAT CAPACITY SO THAT PEOPLE DON'T I MEAN, THEY JUST TRUST THAT IT'S GOING TO HELP THEM IN THE CLASSROOM, BOTH FROM THE TEACHERS AND THE STUDENTS. DID I UNDERSTAND CORRECTLY THAT THROUGH THIS PROCESS THAT YOU'RE IN THE MIDST OF AND GOING TO CONTINUE FOR THE REST OF THIS YEAR? OUR GOAL IS TO HAVE THE FIRST SET OF THIS READY TO ROLL OUT INTO THE NEXT SCHOOL YEAR.

IS THAT ACCURATE? YES. WHAT? AND THEN I SEE ON THE NEXT SLIDE, YOU'RE TALKING ABOUT A NUMBER OF DIFFERENT THINGS HERE.

A LOT OF IT IT SOUNDS LIKE IS EDUCATOR ADULT FOCUSED ON THIS.

[02:00:05]

HAVING ALL OF THE RLA TEACHERS, WHEN WE GOT OUR AUTOMATED PROMPTS BACK FROM THE STATE, ALREADY HAVING A SYSTEM WHERE WE COULD GO IN THERE AND LOOK AND SEE WHEN TEACHERS ARE GRADING THEM AND GIVING THEM FEEDBACK, HOW WELL DOES IT ALIGN? I CAN'T SEE MY VIEW OF THIS SLIDE. YES. SO ANYTHING RELATED TO CURRICULUM CREATION IS NORMALLY OUR TEAM AT CENTRAL OFFICE.

EVERYTHING REGARDING INSTRUCTION HAS REALLY BEEN AROUND TEACHER.

AND WHERE I THINK THAT WE'RE MOVING INTO BY NEXT YEAR IS THE STUDENT USE WITH GUARDRAILS AROUND WHAT DOES THAT LOOK LIKE? WHAT ARE THE PLATFORMS, HOW DO YOU USE IT? WHAT DOES IT SAY IN OUR ACCEPTABLE USE POLICY? WHAT DOES IT SAY WITH ACADEMIC. WE'VE GOT POLICIES AROUND BEING, YOU KNOW, PLAGIARISM, TEACHING KIDS TO MAKE SURE THAT THEY'RE USING IT IN A POSITIVE WAY.

SO THERE'S A LITTLE BIT OF C POLICY, E POLICY AND F POLICY WE'RE GOING TO LOOK AT WE'VE DONE A LOT OF INVESTMENT IN TIME, ENERGY RESOURCES IN ROLLING OUT RIGOROUS CURRICULUMS OVER THESE LAST COUPLE OF YEARS.

HOW DO YOU ANTICIPATE THIS IMPACTING HOW WE THINK ABOUT CURRICULUM SPECIFICALLY? I THINK THESE ARE GENERAL THINGS HERE, BUT I'M LIKE, I'M WONDERING I'M TRYING TO GET A SENSE OF LIKE, WHAT MIGHT IT ACTUALLY LOOK LIKE IN A CLASSROOM DIFFERENTLY? THANK YOU FOR THE QUESTION.

SO, THIS IS REALLY GOING TO BE ENHANCING. SO IF YOU THINK BACK TO THE SLIDE THAT HAD THE MOTORCYCLE AND THE BIKE, AND WE REALLY HAVE TO THINK ABOUT THE E-BIKE ON THE THAT WAS ON THE VERY RIGHT.

AND SO THE STUDENT IS STILL ON THE BIKE. THE STUDENT IS STILL IN CONTROL OF THE BIKE.

HOWEVER, THERE'S ELECTRICITY THAT'S HELPING THEM ALONG THE WAY.

SO WE HAVE TO THINK OF IT MORE OF AS AN ENHANCEMENT TO THE CURRICULUM THAT'S ALREADY IN PLACE.

MEANING HELPING I SEE YOUR FACE, MEANING HELPING IT MAKE THE ASSIGNMENTS OR THE TASK EASIER FOR THE STUDENT.

BECAUSE WHEN YOU USE AI. TO YOUR POINT, WHEN YOU SAW A STUDENT SUMMARIZING THIS MORNING, IT DOESN'T MEAN THAT THE STUDENT DIDN'T READ THE PASSAGE.

IT MEANT THAT THE STUDENT WAS ABLE TO GET A STUDY GUIDE PRODUCED INSTANTLY.

AND NOW THAT STUDENT CAN USE THAT STUDY GUIDE TO TRACK THEIR LEARNING.

THAT'S ONE EXAMPLE. SO WE'RE SO IN THAT EXAMPLE, FOCUSING ON AI AS A TOOL TO HELP MAKE THE ASSIGNMENTS EASIER OR QUICKER, I WOULD SAY TO MAKE THEM MORE ACCESSIBLE AND TO REALLY GIVE THE STUDENTS SOME GUARDRAILS AS THEY'RE READING.

BECAUSE WHEN I'VE USED THE NOTEBOOK LM FOR AN EXAMPLE AND I'VE CREATED A STUDY GUIDE, IT HELPS LET ME KNOW WHEN I'M READING THAT I'M ON TRACK BECAUSE THE BULLET POINTS ARE THERE FOR ME. ARE WE INTERROGATING BECAUSE ONE THAT MAKES A LOT OF SENSE.

I GUESS MY NEXT QUESTION IS, AND I THINK ABOUT THIS A LOT, LIKE WHEN WE WENT TO MICROSOFT WORD AND KIDS HAD ACCESS TO SPELL CHECK, THE RESPONSE OFTENTIMES THAT I SAW WAS, WELL JUST MAKE THE KIDS WRITE IT WITH THEIR HANDS.

THAT WAY THEY CAN'T USE SPELL CHECK, AND THEY CAN STILL LEARN THAT. BUT THE REALITY IS EVERYONE HAS SPELL CHECK EVERYWHERE. AND SO WHAT DIDN'T CHANGE IN THAT EQUATION IS THE RIGOR OF THE TASK WE WERE ASKING. MAYBE WE SHOULD STOP ASKING KIDS TO MANUALLY WRITE EVERYTHING SINGLE THING BECAUSE IT'S YEAH, YOU GOT TO KNOW IT. BUT LIKE AT THE END OF THE DAY, IT'S NOT AS MEANINGFUL. BUT CHANGING INSTEAD TO SAY, ALL RIGHT, WELL, YOU'VE GOT SPELL CHECKING THERE, BUT WE'RE GOING TO ACTUALLY INCREASE THE RIGOR IN TERMS OF LIKE HOW YOU'RE COMMUNICATING YOUR IDEAS MORE SO THAN SPELLING.

HOW ARE WE THINKING ABOUT AI IN TERMS OF HOW IT ACTUALLY IS RAISING THE RIGOR OF WHAT WE CAN ASK STUDENTS TO GRAPPLE WITH, SINCE THEY DON'T NEED TO DO AS MUCH OF THE SUMMARIZING BECAUSE IT'S GOING TO BE THERE FOR THEM IN THE OPPORTUNITIES WHERE THEY HAVE ACCESS TO IT.

THAT'S ACTUALLY A REALLY GOOD. OH, DID YOU WANT TO ANSWER? NO, THAT'S ACTUALLY A REALLY GOOD IDEA.

SO WHAT I'M ENVISIONING IS, ARE THE GUARDRAILS THAT WE'LL PUT IN PLACE FOR STUDENTS.

BUT IT REALLY WILL UNLEASH THEIR CURIOSITY, THEIR CREATIVITY AND THEIR CURIOSITY.

AND SO I HAS THE POTENTIAL TO EVEN CREATE GRAPHS AND VISUALS AND, YOU KNOW, ANYTHING THAT YOU'RE ASKING FOR IT TO DO.

AND THEN YOU CAN A STUDENT CAN USE THAT TO DO A WRITING PIECE.

A STUDENT CAN USE THAT IN THEIR IN THEIR CONTENT AREAS.

CHIEF, DID YOU HAVE A? NO. I MEAN, IT JUST REMINDS ME OF WHEN ALL OF THE TECHNOLOGY TOOLS CAME OUT YEARS AGO AND WE WERE HAVING I REMEMBER WHEN THE IPADS CAME OUT AND IPHONES CAME OUT, AND WE WERE REALLY JUST HAVING TO TEACH EVERYONE, THIS APP DOES THIS, THIS APP DOES THIS.

AND JIM AND I, IF I'M WRITING, IF I'M WRITING A, AN ESSAY AND I CAN GO OVER TO THE SIDE AND IT CAN SAY, WOULD YOU LIKE ME TO REFINE IT? WOULD YOU LIKE ME TO REPHRASE IT? WOULD YOU LIKE ME TO SUMMARIZE IT? WOULD YOU LIKE ME TO SHORTEN IT? WOULD YOU, WOULD YOU WANT ME TO MAKE YOU SOUND MORE FORMAL? MISS GAYLORD, DO YOU WANT TO SOUND LIKE YOU'RE A FIRST GRADER, MISS GAYLORD? I THINK PROMPTING THE KIDS. I'M SHOWING THE KIDS THE TASK AND THEN SHOWING HOW THE PROMPTING WORKS TO ACCELERATE.

[02:05:05]

VERY INTENTIONAL. SO WE'RE MAKING SOMETHING VERY ABSTRACT, VERY LINEAR FOR IT TO ACCELERATE INTO SOME OF OUR CLASSROOMS. THANK YOU FOR THAT. ARE WE GIVEN THAT WE HAVE A GREAT AMOUNT OF DATA THAT YOU ALL DO ANALYSIS ON ALL THE TIME? HOW ARE WE THINKING ABOUT AI AS IT RELATES TO HELPING US IDENTIFY MAYBE, HEY, YOU KNOW, THIS STUDENT MIGHT BE MISSING THIS ONE PARTICULAR CLASS, BUT THEY'RE MISSING DIFFERENT PARTS OF THE DAY, SO NO ONE PERSON NOTICES IT TO FLAG. YOU KNOW, MAYBE SOMEONE SHOULD CHECK IN ON THIS STUDENT. OR MAYBE WE SHOULD LOOK AT THIS TECH INSTEAD OF THAT TECH.

WE'VE BEEN DOING IT MANUALLY. HOW ARE YOU ALL THINKING ABOUT AI IN THAT WAY? THAT'S EXACTLY WHAT WE'RE ALREADY DOING. IN FACT, I'LL GIVE YOU AN EXAMPLE.

WHEN WE GET OUR DATA BACK FROM I-READY, OR WE GET OUR DATA BACK FROM A STAR SIMULATOR, ALL OF THE ITEM ANALYSIS, YOU GOT TO THINK IT'S GOING TO COME BACK TO ME IN AN EXCEL SPREADSHEET, EVERY STANDARD THIRD THROUGH ENGLISH, TWO GOING THROUGH AND LOOKING AT AN ANALYSIS AROUND WHICH ONE IS THE HIGHEST, WHICH ONE'S THE LOWEST? HOW IS IT FORMATTED? HOW IS EVERY QUESTION ASKED? AND THEN WORKING WITH OUR TEAMS TO EMBED THOSE STANDARDS THAT KIDS ARE NOT LEARNING MULTIPLE TIMES IN THE CURRICULUM.

THAT'S AN EXAMPLE FROM OUR LANE. IF I'M A PRINCIPAL AND I'M LOOKING AT A MASTER SCHEDULE GOING THROUGH AND HELPING I BUILD TO MAKE SURE EVERY KID HAS ALL OF THE CORE, YOU KNOW, KNOWLEDGE COURSES THAT THEY HAVE TO TAKE VERSUS ALL THE ELECTIVES THAT THEY HAVE TO TAKE THE PATHWAYS.

SO IT'S PERSONALIZED BASED ON THE ROLE YOU'RE IN AND THEN THINKING THROUGH WHAT WOULD BE THOSE MAJOR ROLES FOR TEACHERS, AND THEN WHAT WOULD BE THOSE MAJOR ROLES FOR STUDENTS? YEAH. THANK YOU ALL FOR DIVING IN ON THIS. I KNOW THERE'S STILL A LOT TO FIGURE OUT.

I'LL JUST FROM MY OWN PERSPECTIVE, HOW I'M THINKING ABOUT THIS IS AS WE MOVE FORWARD, THE PERSPECTIVE THAT I'M GOING TO HAVE ON THIS IS NOT GOING TO BE NECESSARILY LIKE, HOW ARE WE RESTRAINING IT AND PUTTING GUARDRAILS, WHICH IS NECESSARY.

ABSOLUTELY. YOU'VE GOT TO DO THAT. BUT IT CAN'T BE LIMITED THERE.

INSTEAD OF LIKE THINKING ABOUT HOW CAN THIS HELP ACTUALLY ACCELERATE OUR LEARNING FOR STUDENTS, HOW DO WE GET THEM TO GRAPPLE IN TOTALLY DIFFERENT WAYS ON MUCH MORE COMPLEX THINGS? HOW DO WE THINK? I THINK THE AI TUTORING IS A BIG ONE.

THIS IS AN OPPORTUNITY. WE SAW HOW MEANINGFUL IT WAS TO HAVE INDIVIDUALIZED TUTORING AND HOW EXPENSIVE AND HOW HARD TO FIND INDIVIDUALS.

THIS GIVES US AN OPPORTUNITY TO HAVE A TUTOR FOR EVERY SINGLE KID IN A DIFFERENT WAY.

AND, YOU KNOW, AS A FORMER MATH TEACHER, I CAN GUARANTEE YOU I CAN TEACH THE SLOPE OF A LINE BETTER THAN I CAN.

AND HOW DO WE BALANCE THE ACTUAL THINGS THAT I CAN DO WITH THE THINGS THAT STILL WE NEED HUMANS TO DO, WHICH IS LIKE BUILD A RELATIONSHIP, UNDERSTAND WHERE KIDS ARE STRUGGLING, ETC..

SO THANK YOU. TRUSTEE MACKEY WILL YOU SERVE AS THE HONORARY CHAIR SO THAT YOU CAN TELL ME I CAN TALK? NO, WE JUST HAVE AI DO IT. ALL RIGHT. YES, YOU CAN GO.

NO. THANK YOU, I WAS, I REALLY ENJOYED LISTENING TO THE CONVERSATION.

I'LL TELL YOU AS A, JUST ANECDOTALLY AS A I'VE GOT TWO KIDS IN DALLAS ISD.

THEY'RE TAKING THEY'RE USING THESE TOOLS. YOU KNOW, LOGAN RIGHT NOW IS DOING I-READY AND WORKING ON, YOU KNOW, AND TRYING TO IMPROVE HIS MATH AND HIS READING. SINCE I HAVE THE PLATFORM, I'LL SHOUT OUT HE WAS SUPER EXCITED TO GET THE TOP GRADE ON HIS MOCK STAAR TEST.

SO LOGAN CURRIE, WHEN YOU GET TO WATCH THIS LATER, I DID CALL YOU OUT IN FRONT OF EVERYBODY.

BUT WE ALREADY SEE THAT TOOL BEING UTILIZED A LOT.

BUT THE COMMENT THAT THAT BEN JUST MADE AND ABOUT SEEING HOW IT OPENS UP MORE OPPORTUNITIES FOR US TO HAVE MORE RIGOR IS SOMETHING I HADN'T THOUGHT ABOUT AND IS REALLY INTERESTING TO ME. AND I THINK IT FITS INTO THE CONCEPT OF THE TEKS.

AND, YOU KNOW, I GUESS ONE QUESTION I HAVE IS ARE THERE? AND THIS MAY NOT BE SOMETHING TO ANSWER NOW, BUT SOMETHING TO THINK THROUGH. THERE ARE CERTAIN SKILLS THAT THE TEKS ARE REQUIRING US TO TEACH OUR STUDENTS AT EACH GRADE TO KEEP THEM ON GRADE LEVEL.

YOU KNOW, UNDERSTANDING AND ASSESSING. HEY, IF WE GIVE THE KIDS THIS TOOL, THAT MAY MEAN THEY AREN'T, YOU KNOW, THEY RATHER THAN THEM NEEDING TO LEARN HOW TO, YOU KNOW, REACH SOME SORT OF WRITING METRIC, AI IS DOING IT. SO IT PULLS THEM AWAY FROM THE TEAKS, YOU KNOW, UNDERSTANDING WHEN THAT HAPPENS, THAT SEEMS TO BE THE PLACE WHERE A GUARDRAIL HAPPENS. AND THEN THE ALTERNATIVE IS, YOU KNOW, TAKE BARCHARTS, FOR EXAMPLE, YOU KNOW, A KID'S SKILL SET AND EXCEL TO MAKE A PRETTY BAR CHART IS NOT NEAR AS IMPORTANT AS UNDERSTANDING THE CONCEPT OF HOW DO I DO THE PROPORTIONALITY NECESSARY TO MAKE A GOOD BAR CHART.

AND THAT'S WHAT AI ALLOWS US TO DO. IT ALLOWS US TO TAKE AWAY THE TIME THAT STUDENTS ARE HAVING TO SPEND ON ITEMS THAT YOU KNOW, ARE PART OF THE PROJECT, BUT NOT NECESSARILY PART OF THE LEARNING.

AND IT LETS THEM GET MORE EFFICIENT IN THAT. I JUST THINK THAT'S REALLY INTERESTING. AND I DON'T KNOW IF I HAVE A QUESTION TO ASK OTHER THAN JUST TO SAY I HADN'T THOUGHT ABOUT IT THAT WAY AND LOOKING FORWARD TO HEARING HOW THE TASK FORCE COMES IN AND EXPLAINS BOTH DIRECTIONS.

THIS IS WHERE WE GOT TO HAVE GUARDRAILS SO THAT WE PRESERVE THE TEKS THAT WE NEED TO, AND WE AREN'T TAKING AWAY THE SKILLS WE NEED THEM TO LEARN. AND THEN THIS IS WHERE THIS CAN REALLY HELP US ADVANCE AND BECOME, YOU KNOW, GIVE OUR STUDENTS MORE OPPORTUNITIES TO LEARN AND BE MORE EFFICIENT.

SO, THANK YOU. LOOKING FORWARD TO HEARING THE REPORT. WE IN ROUND TWO NOW.

SO TRUSTEE FOREMAN. THANK YOU. SO I'M SITTING UP HERE KIND OF SMILING BECAUSE I HEARD SOMETHING LIKE,

[02:10:05]

WELL, I WORK WITH A LOT OF STUDENTS THAT CAN'T EVEN WRITE THEIR NAME.

THEY CAN PRINT IT, BUT THEY CAN'T WRITE THEIR NAME.

SO I DON'T WANT US TO GET CAUGHT UP ON TECHNOLOGY AND LOSE THE HUMAN TOUCH OF WHAT EDUCATION IS ALL ABOUT. AND THAT'S WHAT I KIND OF HEAR. WE HAVE WE HAVE TO MAKE SURE IF YOU'RE GOING TO DO IT, YOU DO IT WITH A BALANCE AND A BALANCE OF UNDERSTANDING THAT SOME STUDENTS ARE GOING TO REALLY LOVE IT AND SOME STUDENTS ARE NOT. WE ALSO HAVE IN SOME SCHOOLS WHERE THEY'RE TAKING AWAY DEVICES.

AND WE KNOW THAT BECAUSE KIDS ARE ON DEVICES TOO LONG.

WE ALSO KNOW IN SOME SCHOOLS A KID MIGHT GET 5 OR 6 DEVICES BECAUSE THEY DON'T KEEP UP WITH THEM OR WHATEVER.

I JUST WANT TO MAKE SURE WHILE WE'RE DOING A RAH RAH, THAT WE UNDERSTAND THAT THERE'S STILL LOTS OF WORK TO BE DONE.

AND SUPERINTENDENT, I DON'T WANT US TO GET CAUGHT UP ON THINKING THAT ALL CHILDREN ARE AT THE SAME LEVEL.

AND I KNOW YOU DON'T. SO AS YOU THINK ABOUT ROLLING OUT A PROGRAM, YOU WANT TO MAKE SURE THAT THE STUDENTS THAT DON'T WANT TO ACCESS IT DON'T HAVE TO. I CLEARLY UNDERSTAND THE FROM A TEACHING PERSPECTIVE.

THAT'S WHY I ASK ABOUT THE TEACHERS TO MAKE SURE THAT TEACHERS WERE INVOLVED IN THIS WHOLE PROCESS.

NOT YOUR LIBRARY PEOPLE, BUT TEACHERS WHO CAN HELP YOU TRY TO FORMULATE WHAT MIGHT NEED TO BE AND WHAT MIGHT NOT NEED TO BE THAT. THAT TO ME, THAT WOULD BE IMPORTANT.

AND I THINK I DID ASK THE QUESTION, WHERE IS IT BEING USED IN A SCHOOL SETTING? AND I DON'T THINK THERE'S ONE THAT WE KNOW OF RIGHT NOW.

SO I'LL GET YOU A LIST OF THE STATES AND THE SCHOOL DISTRICTS.

OKAY. AND THEN I WANT TO JUST MAKE SURE THAT IN THE PROCESS WHERE WE'RE TALKING ABOUT THIS, THE APPROPRIATE MESSAGING IS A PART OF WHAT WE ROLL OUT TO.

SO THERE'S A CLEAR UNDERSTANDING FROM PARENTS AND STUDENTS AND INSTRUCTORS WHAT THAT MESSAGING IS.

AND THEN I'LL JUST LEAVE YOU WITH ONE LAST THING.

THIS DISTRICT DOES A LOT OF TRAINING. TEACHERS GET TIRED.

BECAUSE THEY WANT TO TEACH. SO WE WANT TO MAKE SURE, AS YOU CONSIDER THIS AND CONSIDER THE TRAINING, THAT THERE'S A CLEAR UNDERSTANDING OF WHAT THAT TRAINING LOOKS LIKE, HOW MUCH TRAINING TIME YOU'RE TALKING ABOUT.

BECAUSE I TOO OFTEN HEAR THEY GET ONE TRAINING AND THEN THEY FIND OUT THEY GOT ANOTHER TRAINING.

AND TEACHERS WOULD PREFER TEACHING THAN TRAINING.

IT'S JUST MY PERSPECTIVE. THANK YOU. TRUSTEE MICCICHE, ANY COMMENTS ON THIS ITEM? IF YOU CAN HEAR ME. OKAY. I THINK IT'S A NO.

OKAY. SO TRUSTEES, ANY OTHER DISCUSSION ON THE AI PRESENTATION? OKAY. TRUSTEES. THANK YOU. TRUSTEE CARREÓN. YES.

TRUSTEE MICCICHE. SORRY ABOUT THAT. I WAS IN THE BOARD DOCUMENTS.

I JUST WANTED TO SAY I'M GLAD WE'RE DOING THIS, AND THAT AI IS EVERYWHERE NOW.

I YOU CAN'T DO A GOOGLE SEARCH WITHOUT AN AI PROMPT COMING UP.

AND YOU CAN'T DO A WORD DOCUMENT WITHOUT AI SUGGESTIONS POPPING UP.

SO, I AM GLAD THAT WE ARE MAKING THIS A PRIORITY.

AND I APPLAUD THE ADMINISTRATION FOR ITS EFFORTS.

THAT'S ALL. THANK YOU. OKAY. THANK YOU. THANK YOU EVERYONE FOR THE PRESENTATION.

SO, TRUSTEES, I'M GOING TO TAKE THE AGENDA A LITTLE BIT OUT OF ORDER BECAUSE WE HAVE A, A GRIEVANCE HEARING POSTED FOR 2 P.M..

[9. MINUTES SUBMITTED FOR APPROVAL]

AND THEN WE'LL KIND OF JUMP NOW TO INTO OUR ITEMS. ANYTHING. LET'S SEE. TRUSTEES, ANYTHING UNDER WELL, I GUESS NINE A TRUSTEES.

THE MINUTES WILL BE POSTED ON BOARD DOCS FOR YOUR REVIEW.

[02:15:02]

[11. POLICY UPDATES]

YEAH. SO I JUST WANTED AND I KNOW THIS HAS BEEN A CONVERSATION AT THE WITH NUMEROUS GROUPS AND WHATNOT.

SO I JUST WANTED TO GIVE YOU, ROBERT, A CHANCE TO KIND OF OVERVIEW THE DISCUSSION AS FAR AS THESE CHANGES FOR THE BOARD.

THESE CHANGES WERE SUBMITTED BY TRUSTEE JOHNSON, THE DISTRICT ADMINISTRATION.

WE ARE COMFORTABLE WITH THESE CHANGES AND THE CLARIFICATION THAT IT BRINGS.

ALL RIGHT. THANK YOU FOR THAT. I AND I WAS ASKING YOU BECAUSE YOU'RE ON HERE AS THE ONE SPONSORING IT, NOT TRUSTEE JOHNSON. OH, SORRY. THERE MAY HAVE BEEN AN ERROR IN THE SUBMISSION OR SOMETHING.

IT WAS SUBMITTED BY TRUSTEE JOHNSON. GOTCHA. BUT YOU ARE COMFORTABLE WITH IT? I AM, YEAH, AND I THANK AND I KNOW WE'VE HAD A NUMBER OF CONVERSATIONS.

SO THE FACT THAT, WELL, OBVIOUSLY AT WILL IS A DIFFERENT CLASS OF EMPLOYEE LEGALLY THAN CONTRACT EMPLOYEES.

ET CETERA. THE FACT THAT THIS SEEMS TO, FROM MY READING OF IT, UNDERSCORE THE FACT THAT WE DO BELIEVE IN TRYING TO TRAIN UP OUR PEOPLE AND GIVE THEM SUPPORT THROUGH THE PROCESS. I THINK IS A COMMITMENT WE CAN ALL GET BEHIND.

SO I THANK YOU ALL FOR WORKING WITH TRUSTEE JOHNSON ON GETTING THAT THERE.

THANK YOU. STILL 11B. TRUSTEE FOREMAN. 11B. SO, COULD SOMEBODY EXPLAIN TO ME WHAT IS THE COMMON LAW DOCTRINE OF AT WILL EMPLOYMENT? I CAN GIVE YOU AN OKLAHOMA VERSION, BUT I MAY ASK RAMONA SOTO TO GIVE A BETTER VERSION.

WELL, I DON'T WANT THE OKLAHOMA. COME ON RAMONA.

I DON'T BLAME YOU ONE BIT. REPEAT THE QUESTION, PLEASE.

WHAT IS THE COMMON LAW DOCTRINE OF AT WILL EMPLOYMENT? THE AT WILL EMPLOYMENT STATUS IS ANYONE CAN BE DISMISSED FOR ANYTHING.

IT JUST CAN'T BE FOR ILLEGAL REASONS. SO IS THAT THE COMMON LAW DOCTRINE IS THAT THE DEFINITION OF AT WILL? THAT'S THE DEFINITION OF AT WILL. SO DO WE HAVE THE COMMON LAW DOCTRINE? CAN SOMEBODY JUST PROVIDE THAT FOR ME. JUST PROVIDE IT I'M NOT GOING TO PUT ANYBODY ON THE SPOT WHERE THAT'S CONCERNED.

BUT I'D LIKE TO KNOW EXACTLY WHAT THAT IS. OKAY.

I DEFINITELY CAN. TRUSTEE 11B. YEAH. WELL, I'LL WITHOUT BEING TOO MUCH OF A LAWYER.

I MEAN, COMMON LAW. DON'T BE A LAWYER UP HERE.

DON'T BE A LAWYER UP HERE SAYING THAT COMMON LAW MEANS SORT OF. WHAT? COURTS AND STUFF LIKE THAT.

YEAH. THAT'S NOT YOUR BAILIWICK. YES, MA'AM. WELL, IT IS, BUT NOT IN THIS CONTEXT.

YES. LET THEM GET IT FOR ME. I GOT YOU, I GOT YOU.

THANK YOU. I WAS JUST CURIOUS. ROBERT, HOW WILL THIS CHANGE OUR BEHAVIOR? WHAT WILL THIS ACTUALLY LEAD TO IN TERMS OF HOW WE TREAT EMPLOYEES DIFFERENTLY? I THINK WHAT THIS DOES, IT JUST CLARIFIES OUR CURRENT POSITION OF MAKING SURE WE GUARANTEE DUE PROCESS TO ALL OF OUR EMPLOYEES, WHETHER AT WILL OR CONTRACT, WHICH IS WHAT WE CURRENTLY DO.

THANK YOU. OKAY. TRUSTEES. ANY OTHER QUESTIONS UNDER 11? OKAY. TRUSTEES WE'LL GO TO AGENDA ITEM 12, PROPOSED NAMING OF FACILITIES.

ANY QUESTIONS UNDER 12? TRUSTEE FOREMAN. NO, I'M ON 15.

I'M SORRY. OKAY. TRUSTEES. ANY QUESTIONS? UNDER 14, WHICH IS 14, YEAH 14, 15 OR 16?

[14. ACADEMICS AND TRANSFORMATION DIVISION]

SO, THIS IS ONE OF MY FAVORITE TOPICS. THE FIRST QUESTION IS WHEN DO WE IMPLEMENT AN EMPLOYEE TUITION RATE? WE HAVEN'T. WE'RE BRINGING THIS TO YOU ALL FOR THE FIRST TIME TO ALLOW THAT WE'RE BRINGING THE IDEA THAT IF YOU'RE AN EMPLOYEE OF DALLAS ISD, ANY EMPLOYEE THAT WE WOULD OFFER YOU A REDUCED TUITION RATE OF $3,000 PER YEAR AS AN INCENTIVE, AS A MOTIVATOR. AND THE REASON WE LOOKED AT IT, DOCTOR MURILLO DID A DATA ANALYSIS THIS YEAR.

[02:20:05]

SO THERE'S AN APPETITE ACROSS THE BOARD. AND WHEN WE LOOKED AT THE DATA, A LOT OF THAT THEIR PARENTS WORKED AT THOSE SCHOOLS.

SO THAT'S WHY THEY WERE ENROLLED. SO WE THOUGHT THAT THAT WOULD BE A INCENTIVE FOR DALLAS ISD EMPLOYEES.

I'M NOT AGAINST IT. BUT YOU KNOW, WHEN YOU BRING SOMETHING THAT'S NEW THAT NEEDS TO BE HIGHLIGHTED, I WATCH TOO MUCH, PROBABLY. SO HOW WILL THIS AFFECT OUR TUITION RATE FOR STUDENTS OR PARENTS WHO CANNOT AFFORD TO BRING STUDENTS.

IS THAT GOING TO AFFECT THAT TUITION RATE AT ALL? AND HOW MANY SCHOLARSHIPS DID WE HAVE LAST YEAR FOR THOSE STUDENTS? CURRENTLY, RIGHT NOW WITH TUITION, WE HAVE OVER 200 STUDENTS THAT ARE PAYING TUITION.

NOW, WHEN YOU LOOK AT THE SCHOLARSHIP, BUT THE FIRST QUESTION, LET'S TAKE THE QUESTION IN TWO PARTS.

DOES THIS AFFECT ANY ANYBODY? NO, THAT IS NOT ON TUITION.

ARE THERE GOING TO BE FEWER SEATS? NO, NO. AND THERE WAS A SECOND PART TO YOUR QUESTION.

HOW MANY HOW MANY STUDENTS DO WE CURRENTLY HAVE? THAT'S TUITION. REMEMBER, SUPERINTENDENT, WE WORKED REALLY HARD TO MAKE SURE THAT SOME OF THE STUDENTS WE KNOW, OUR BILINGUAL STUDENTS GET IN AUTOMATICALLY, BUT WE ALSO KNOW OTHER STUDENTS FROM LOW INCOME PARENT FAMILIES STRUGGLE.

THEY WEREN'T QUITE AT THAT INCOME LEVEL THAT QUALIFIED.

SO WE PROVIDED THEN SCHOLARSHIPS FOR THAT. AND SO THE SCHOLARSHIPS WOULD NOT BE THERE WOULD THE NUMBER OF SCHOLARSHIPS WOULD CONTINUE IN THE SAME FORMAT THAT WE HAVE NOW. IS THAT CORRECT? THAT'S CORRECT. YEAH.

AND HOW MANY DO WE CURRENT SCHOLARSHIPS DO WE CURRENTLY HAVE? 650. ABOUT 650. YES, MA'AM. THAT'S GOOD. THAT'S GOOD.

THAT'S THAT WAS MY BASIC QUESTION. I WAS TRYING TO MAKE SURE THAT I WASN'T CRAZY, THAT WE HADN'T DONE THAT BEFORE, AND THAT IT WOULD NOT AFFECT OUR SCHOLARSHIP PROGRAM.

OKAY. THANK YOU. TRUSTEES. ANYTHING ELSE UNDER ACADEMICS AND TRANSFORMATION DIVISION 15 A, I HAVE A QUICK QUESTION ON THAT AGENDA ITEM. SURE.

TRUSTEE MACKEY. DO WE HOW MUCH MORE DEMAND IS THERE FOR TUITION PRE-K THAN THERE IS CURRENT SPACE? WE LOOK AT IT SCHOOL BY SCHOOL? AND IF THERE IS A HIGHER DEMAND THAN NORMALLY, WE WILL ADD A POSITION. BUT WE HAVEN'T HAD IT'S STILL GROWING FOR NEIGHBORHOOD SCHOOLS.

I MEAN, THERE'S OBVIOUSLY WAITLISTS AT MAGNET AND TRANSFORMATION SCHOOLS. GOTCHA.

AND I ASKED THAT. AND BECAUSE I HEAR IT A LOT FROM COMMUNITY MEMBERS, LIKE WE WISH WE COULD SEND OUR KIDS LIKE TALK TO THEM THROUGH THAT, I WONDER MAYBE JUST WE CAN CONNECT OFFLINE ABOUT HOW DO WE MAKE SURE PEOPLE KNOW THE OPPORTUNITIES? BECAUSE WHAT I'VE SEEN IS WHEN PEOPLE START AT ONE OF OUR SCHOOLS, IN OUR NEIGHBORHOOD SCHOOLS, THEY STAY AT OUR NEIGHBORHOOD SCHOOLS. AND SO I'D LOVE FOR THEM TO HAVE THAT OPPORTUNITY BECAUSE AS SOON AS THEY START SOMEWHERE ELSE, IF IT'S A PRIVATE SCHOOL OR WHATNOT, THEY STAY THERE TOO, BECAUSE THEIR STUDENTS HAVE MADE CONNECTIONS AND WHATNOT. SO I'D LOVE TO DO ANYTHING WE CAN, ESPECIALLY FOR PEOPLE IN OUR AREA, TO GET ACCESS TO PRE-K BECAUSE WE KNOW AND BELIEVE IN THE EFFICACY OF OUR PRE-K.

THAT WOULD BE INCREDIBLY STRONG. OKAY. TRUSTEE CURRY.

JUST REAL QUICKLY, I WOULD LOVE, AS THIS PROGRAM GETS ROLLING TO GET A REPORT BACK ON HOW MANY TEACHERS TAKE ADVANTAGE OF THIS.

IT'S A REALLY COOL IDEA. AND SO AT SOME POINT, YOU KNOW, LATER IN THE YEAR, I'D LOVE TO SEE WHAT THE ADOPTION RATE IS.

AND THEN I ECHO IT'S A SLIGHTLY OFF TOPIC, BUT I DO ECHO TRUSTEE MACKEY'S POINT ABOUT CAPACITY AND WOULD LOVE TO TALK WITH YOU OFFLINE ABOUT GETTING SOME DATA ON WHERE WE CAN HAVE MORE CAPACITY AND WHAT ARE THE.

I DON'T FULLY UNDERSTAND THE BARRIERS TO ADDING CAPACITY AT A SCHOOL IN THE NEIGHBORHOOD.

I WOULD LOVE TO KNOW MORE ABOUT IT. OKAY. OKAY.

TRUSTEES. ANYTHING ELSE UNDER 14 ACADEMIC AND TRANSFORMATION DIVISION, WHICH IS 14, 15 OR 16? OKAY. HEARING NONE. TRUSTEES WILL MOVE TO WHICH ONE?

[17. INFORMATION TECHNOLOGY DIVISION]

18 A.

SO, IS THERE A REASON WE'RE USING A CORPORATE AGREEMENT? SO, THIS AGREEMENT WOULD ALLOW US TO CONTINUE WITH EXISTING VENDORS FOR OUR CYBERSECURITY PROGRAM. DID THEY COME UNDER A COOPERATIVE AGREEMENT? YES, MA'AM. SO, IT WAS A COOPERATIVE BEFORE, AND THEN WE'RE REQUESTING A COOPERATIVE THIS TIME.

SO WHAT COOPERATIVE IS THIS? GOOD QUESTION. IT WOULD BE UNDER

[02:25:10]

SO THE PROBLEM I HAVE, SUPERINTENDENT IS MORE THAN ONE COOPERATIVE AGREEMENT ENCOMPASSED IN ONE PURCHASE ORDER AGREEMENT FROM THE DISTRICT.

AND THAT'S WHY I WAS ASKING THAT QUESTION. EXACTLY WHICH ONES IS IT BECAUSE THEY'RE NOT IDENTIFIED? OKAY, WELL, WE'LL LIST THOSE AND GET THAT TO ALL TRUSTEES.

OKAY. THANK YOU. THAT WAS MY QUESTION. TRUSTEE WHITE IS 18A.

YEAH I HAD ONE FOR THE OTHER ONE. BUT YOU SKIPPED OVER.

BUT THAT'S COOL. I'LL ASK THE OTHER ONE LATER.

WHY IS THE LARGE INCREASE FROM OCTOBER 22ND TO WHERE WE ARE NOW? GOOD QUESTION. SO THE PREVIOUS BOARD DOC WAS 3 MILLION OVER THREE YEARS.

WE'RE REQUESTING WE WERE ALSO UTILIZING A DIFFERENT CONTRACT.

IT WAS THE GENERAL SOFTWARE CONTRACT TO PURCHASE CYBER SECURITY PRODUCTS OFF OF THAT.

WITH THIS KIND OF CONSOLIDATES, ALL, OF ALL OF OUR CYBER SECURITY REQUESTS INTO ONE, ONE AGREEMENT.

SO MOVING FORWARD, THIS IS OUR BASICALLY OUR CYBER SECURITY ASKED FOR THE DISTRICT.

SO IN ESSENCE, I JUST WANT TO MAKE SURE I HEAR WHAT YOU'RE MAKE SURE I UNDERSTAND.

I HEARD WHAT YOU HEARD WHAT YOU SAID. BY INCREASING THIS, WE'RE GOING TO BE ABLE TO GET RID OF SOME OF THE OTHER CONTRACTS AND NOT HAVE TO RENEW THOSE. WE WILL NOT SPEND ON THOSE ADDITIONAL CONTRACTS.

SO, WE SPENT LIKE, FOR INSTANCE, THE GENERAL SOFTWARE CONTRACT.

WE BOUGHT SOME CYBERSECURITY TOOLS OFF OF THAT CONTRACT.

WE WILL NOT BE UTILIZING THAT AGREEMENT ANYMORE.

WE'LL UTILIZE THIS. CAN YOU SEND US INFORMATION AS FAR AS WHAT CONTRACTS WILL BE ROLLING OFF? THANK YOU. TRUSTEE CURRIE, 18A? AH NO. OKAY. ANYTHING ANYONE ELSE FOR 18A? OKAY. SEEING NONE, TRUSTEES WILL TURN TO FINANCIAL SERVICES DIVISION, WHICH IS 20, 21, 22, 23 AND 24. OKAY. YOU DIDN'T YOU FORGOT 18B.

WELL, ANYTHING UNDER, YEAH, WE JUST DID INFORMATION TECHNOLOGY DIVISION.

SO ANYTHING 18 A OR B. 18B OKAY. 18 B TRUSTEE FOREMAN.

OKAY. CHIEF BRINKMAN. YEAH. 18B. SORRY.

YES, MA'AM. SO IT'S ANOTHER COOPERATIVE AGREEMENT.

ARE WE EXTENDING? YES, MA'AM. SO THIS ONE, WE CHOSE A CO-OP BECAUSE WE HAD SOME ISSUES WITH OUR CURRENT CONTENT FILTER THAT WERE CAUSING SOME OPERATIONAL ISSUES IN THE DISTRICT, AND TIMING IS, IS WHY WE CHOSE THE CO-OP FOR THIS REQUEST.

BECAUSE WE NEED TO MAKE A CHANGE. SO, SUPERINTENDENT, I'LL SAY THIS AGAIN, AND PROBABLY WILL WHEN I GET OFF THIS BOARD. I'LL PROBABLY BE SAYING IT THAT WE NEED TO BE COST EFFECTIVE, NOT TIMING EFFECTIVE.

WE HAVE TO BE COST EFFECTIVE. AND WHEN I EVERY TIME I SEE A COOPERATIVE AGREEMENT, YOU KNOW, I GET ANOTHER GRAY HAIR BECAUSE ACTUALLY THAT MEANS WE'RE NOT BIDDING IT.

AND I JUST WANT US TO BE CAUTIOUS. I'M NOT PICKING ON YOU, SEAN, OR ANYBODY ELSE.

BECAUSE IF THE PREVIOUS PURCHASING DIRECTORS WERE HERE, THEY WOULD TELL YOU THAT THEY'VE HEARD THIS MORE TIMES THAN NOT.

AND WE DID, WE WENT OUT AND GOT PRICING FROM THREE DIFFERENT VENDORS AND CHOSE THE LOWEST PRICING.

OKAY. SO WHEN YOU DO THAT AND IT'S A COOPERATIVE AGREEMENT, IF YOU HAVE THAT ON THERE, THEN YOU SHUT ME UP.

YOU JUST YOU SHUT ME UP BECAUSE I'LL UNDERSTAND.

THANK YOU. YOU'RE WELCOME. TRUSTEE WHITE. WELL, TRUSTEE FOREMAN DID HAVE SOME OF MY QUESTIONS ANSWERED.

AND WITH HER QUESTION. I'M SORRY, BUT. OH. NO WORRIES.

BUT I AM. I'M CONCERNED THE FACT THAT ONLY 150,000 SYSTEMS. IS THAT CORRECT? WHAT I READ IN THE DATA. NO.

THAT'S STUDENTS. OKAY. ARE UTILIZING. YEAH. SO THIS IS OUR CONTENT FILTER.

SO WE WOULD DEPLOY THIS ON OUR DEVICES FOR STUDENTS.

SO IT'S EVERY DEVICE AND SERVERS WOULD, WOULD HAVE THIS PROTECTION.

[02:30:03]

THAT DOESN'T SEEM FEASIBLE TO BE SPENDING THAT MUCH MONEY ON THAT. BUT YOU'RE SAYING THIS IS GOING TO BE PLACED ON THE ENTIRE SYSTEM? YES, MA'AM. THIS THIS IS OUR CONTENT FILTERING.

SO WE PUT A CLIENT ON ALL OF OUR DEVICES AND SERVERS TO MAKE SURE THAT WE'RE COMPLIANT WITH CIPA AND E-RATE.

AND GOING BACK TO OUR I CONVERSATION, THIS THIS NEW FILTER WILL ALSO HELP US WITH DATA LOSS PROTECTION AND ENSURE THAT PEOPLE AREN'T UPLOADING UNAUTHORIZED DATA INTO SOME OF THESE AI TOOLS, THINGS LIKE THAT, THIS THIS PRODUCT WILL HELP US WITH.

THANK YOU. TRUSTEE WEINBERG. I'M, MINDS FOR 20.

[19. FINANCIAL SERVICES DIVISION]

I LIKE THIS ONE FIRST. SO, I'M TRYING TO UNDERSTAND THE FACT SHEET FOR 20A, IT LOOKS LIKE SINCE 2023, WE SPENT $12.7 MILLION OF A $13 MILLION CONTRACT. DID I GET THAT PART RIGHT? THAT'S CORRECT. OKAY. AND WE WANT TO UP IT TO 14 MILLION OR BECAUSE I DON'T QUITE UNDERSTAND IT. WE WANT TO RECEIVE APPROVAL TO INCREASE THE TOTAL CONTRACT AMOUNT TO 14,950,000.

THAT WOULD TAKE US THROUGH THE END OF JUNE. SO THAT WOULD TAKE US TO THE END OF JUNE.

SO THAT'S ADDITIONAL 2 MILLION, ALMOST $3 MILLION, AN ADDITIONAL 1,950,000 ABOVE THE APPROVED CONTRACTUAL AMOUNT, WHICH IS 15% IN ESSENCE.

OKAY. THANK YOU. I'M SORRY. TRUSTEE WEINBERG, YOU HAD SAID 28, YES.

OH, YES. I'M. I'M TRUSTEE WEINBERG. YES, YES.

GO AHEAD. THANK YOU. MY QUICK QUESTION IS JUST GENERALLY AND YOU CAN DO THIS IN A TRACKER.

IT'S TOTALLY FINE. BUT JUST WHAT TYPE OF ITEMS DOES THIS COVER AND JUST HOW DOES IT IMPACT STUDENT OUTCOMES? HOW IS IT TIED TO STUDENT OUTCOMES. SO THIS OVERALL COVERS STAFF INCENTIVES, AWARDS THROUGHOUT THE DISTRICT, DECORATIVE ITEMS. MANY OF THESE ITEMS ARE ACTUALLY PURCHASED THROUGH CAMPUS ACTIVITY FUNDS THROUGH STUDENT ACTIVITY FUNDS.

AND SO THIS IS SOMETHING THAT WE ENCOMPASS DISTRICT WIDE WITH REGARDS TO THE STUDENT KIND OF OUTCOMES THAT'S GOING TO BE DETERMINED BY CAMPUS BY CAMPUS BASIS.

SO I CAN GET YOU THAT ADDITIONAL INFORMATION AND WORK WITH ACADEMICS ON THAT. AND SO IN SPENDING AND SPENDING AND GOING OVER BUDGET, IT KIND OF FLOWS THROUGH THE CAMPUSES AND THROUGH THE CAMPUS. THAT'S CORRECT. OKAY. ANY OTHER QUESTIONS ON 20, 20 A OR B? OKAY. ANY QUESTIONS UNDER 21. IT'S ON 21 A. NO QUESTIONS UNDER 22 A OR B.

I HAVE 22. TRUSTEE WEINBERG. IN THE RELATED. SO, MY QUESTION IS 22.

WHICH ONE? I HAVE ONE ON EACH. OKAY. START WITH 22A.

OKAY. 22 A. OH, WAIT. NO. 22 A. I'M GOING TO ASK OFFLINE.

SO, 22 B. 22 B. READY? CAN I GO TO 22? YES. OKAY.

MONTHLY EXPENSES. AND AGAIN IT CAN BE ANSWERED OFFLINE OR IN A TRACKER, BUT PRO FORMA.

ARE WE STILL ON TRACK TO END THE YEAR AT $186 MILLION DEFICIT BUDGET.

SO CURRENTLY AS THROUGH NUMBERS THAT WE HAVE ENDING JANUARY 31ST, WE ARE PROJECTING TO END THE YEAR AT AN ESTIMATED $138 MILLION DEFICIT. AND THOSE NUMBERS, WE'RE STILL DOING WORK, AND WE'RE HOPING TO END THE YEAR BETTER THAN THAT $138 MILLION DEFICIT.

SO BETTER THAN THE $887 MILLION DEFICIT THAT WE PROJECTED.

OKAY. THANK YOU. YES. TRUSTEE FOREMAN. I HAVE 22A.

OKAY. WE CAN GO BACK, 22A. THANK YOU. AND I GUESS THE QUESTION I HAVE IS REGARDING THE DELINQUENT TAX, THE DELINQUENT TAXES. SO IN 2023, 2024, WE SAW WE SHOWED ABOUT $6 MILLION IN DELINQUENT 6.3 MILLION. YES. OKAY. AND HOW DO WE HOW DO WE REPORT OUT

[02:35:06]

WE CREATED A NEW LINE ITEM ON THIS REPORT AND YOU'LL SEE IT LABELED PRIOR YEAR REFUNDS.

THAT'S A BRAND NEW LINE ITEM THAT WE HAD NOT LISTED BEFORE, JUST TO SPECIFICALLY IDENTIFY THE REFUNDS THAT WE ARE HAVING TO DELIVER BASED ON.

I'M MISSING THAT. I DON'T SEE THAT UNDER UNDER DELINQUENT TAXES.

THE SECOND LINE ITEM YOU'LL SEE PRIOR YEAR REFUNDS, THAT'S A BRAND NEW LINE ITEM THAT WE SPECIFICALLY HAVE SPLIT OUT.

OKAY. PRIOR YEAR REFUNDS. OKAY. SO THAT WAS FROM LAST YEAR.

BUT WHAT I'M TRYING TO FIGURE OUT THAT. SO THE PRIOR YEAR REFUNDS WOULD HAVE BEEN 2022 2023.

IS THAT CORRECT? YES. BASED ON THAT. SO WHERE WOULD THE 23, 2024 BE WOULD THAT BE IN THE 2024 2025? THAT'S CORRECT.

SO THAT MEANS THAT OF THAT $6 MILLION. WE'VE COLLECTED 3.6 MILLION. IS THAT WHAT THAT MEANS? THE NET AMOUNT? YES. THREE POINTS. NO, THE NET AMOUNT IS -3.6 IN DELINQUENT TAXES.

SO WE WE'VE GIVEN REFUNDS YEAR TO DATE OF 6.5 MILLION.

CURRENT MONTH WE ACTUALLY COLLECTED REVENUE OF 2.8 MILLION IN DELINQUENT TAXES.

SO THE NET IS A -3.6 MILLION. YEAR TO DATE. SO IS THAT UNDER ADJUSTED COLLECTIONS? YES, BECAUSE IT'S REALLY NOT MAKING A LOT OF SENSE.

AND I DON'T KNOW THE ANSWER. I'M NOT AN ACCOUNTANT.

OKAY. BUT I DO KNOW WHEN I SEE 6 MILLION DEFICIT I DO KNOW TO LOOK AT THAT.

AND SO IF THERE'S A WAY, SUPERINTENDENT, IT COULD BE CLEARER TO UNDERSTAND OUT OF THOSE DELINQUENT TAXES.

BECAUSE AS TAXES CONTINUE TO RISE ON PROPERTY, WE'RE GOING TO HAVE MORE DELINQUENT TAXES.

AND I JUST WANT TO BE ABLE TO TO WHEN I LOOK AT THE REPORT, MAYBE THERE'S A BULLET AT THE BOTTOM OR SOMETHING THAT COULD TELL US THAT.

WELL, CERTAINLY TAKE YOUR FEEDBACK, BUT I DO WANT TO CLARIFY SOMETHING ON THAT REFUND.

IS SOME OF THAT, NOT DOLLARS THAT WE GAVE BACK BECAUSE OF TAX PROPERTY RELIEF? NO. THIS IS ALL FROM APPEALS FROM THE LARGER.

OR FROM APPEALS FROM APPEALS. SO I JUST WANT TO BE CLEAR.

NOT ALL OF THEM ARE DELINQUENT, RIGHT. SO BECAUSE THERE WERE A LOT IN THIS PARTICULAR I DON'T KNOW IF IT WAS IN THE STATE, BUT I KNOW IN THE COUNTY THERE WERE A LOT OF APPEALS TO PEOPLE'S RIGHT INCREASE IN PROPERTY.

AND SO EVERY YEAR AND SO THAT SO WE COLLECTED TAXES BASED ON THEIR PROPERTY VALUES.

THEY APPEALED THEIR PROPERTY VALUE. SO WE HAD TO PAY PEOPLE MONEY BACK.

CORRECT. BECAUSE THEY OVERPAID TAXES AFTER THEY GOT THEIR APPEAL.

CORRECT. SO THAT'S INCLUDED IN THAT 6.3 MILLION.

CORRECT. OKAY. I'M LOOKING AT THE 6 MILLION FOR 2023-2024.

AS DELINQUENT. SO I'M JUST TRYING TO FIGURE OUT A GOOD WAY SO I CAN UNDERSTAND EXACTLY WHERE WE ARE ON DELINQUENT TAXES YEAR TO YEAR, BECAUSE THOSE ARE DOLLARS THAT WOULD HAVE COME INTO THE DISTRICT.

YES, MA'AM. THANK YOU. OKAY, TRUSTEES, WE'LL TURN TO 23A OR 24A. 23A. 23A. TRUSTEE FOREMAN.

SO I'M LOOKING AT THE FUND BALANCE ON PAGE ONE.

AND THE FUND BALANCE. THE ASSIGNED FUND BALANCE IS 329 MILLION.

AND I GUESS THE QUESTION THAT I HAVE UNDER THAT ASSIGNED FUND BALANCE IS THAT THE THREE MONTH OPERATING THAT WE'RE REQUIRED TO HAVE.

NO, THAT IS SOME OF THE ITEMS THAT WE HAVE SPECIFICALLY SET ASIDE.

THE THREE MONTHS IS UNDER UNASSIGNED FUND BALANCE.

IT'S UNDER UNASSIGNED. YES. OKAY. SO, WHAT WOULD THOSE ITEMS BE LIKE IF IT'S $329 MILLION? SO, I CAN GET YOU A LIST OF WHAT THOSE SPECIFIC AMOUNTS AND ITEMS ARE FOR ME, BECAUSE USUALLY IT'S KIND OF LAID OUT.

AND WHEN I SAW THAT AMOUNT, THAT JUST KIND OF GOT MY ATTENTION.

I CAN GET YOU THAT LIST. ALL RIGHT. THANK YOU SO MUCH.

[02:40:02]

[25. OPERATION SERVICES DIVISION]

HE TRYING TO SAVE DAVID. SOMEBODY SAVE ME! SOMEBODY SAVE YOU? I HEARD YOU, DAVID. I MIGHT NOT BE ABLE TO SEE, BUT I CAN HEAR.

SO THIS IS ANOTHER CORPORATE AGREEMENT, AND IT'S THE PURCHASE OF A MAINTENANCE, REPAIR AND OPERATING PRODUCTS.

SO I NOTICED BEFORE WE HAD BEEN PURCHASING FROM PLACES LIKE LOWES, JOHNSON SUPPLY AND EQUIPMENT IS THERE, WERE THEY UNDER A COOPERATIVE OR NOT? YES, MA'AM.

WE DO A CO-OP EVERY TIME FOR THESE PARTS. THEY WERE CO-OP? YES, MA'AM. OKAY. IS THIS THE SAME CO-OP? YES, MA'AM.

OKAY. AND OUT OF THE LAST CONTRACT, WE SPENT 1.3 MILLION.

WAS IT A $5 MILLION CONTRACT? DO YOU KNOW? NO, MA'AM.

IT WAS 1.8 FOR TWO YEARS, AND WE SPENT 1.3. AND NOW WE'RE GOING TO DO A FIVE YEAR FOR FIVE MIL.

OKAY. ALL RIGHT. THANK YOU. YOU'RE OFF THE HOOK.

ALL RIGHT. YES, MA'AM. YOU'RE GOOD. WAIT A MINUTE.

NOT YET. HAS ANYONE ELSE 26A? NOBODY'S GOING TO ASK ANY QUESTIONS BUT ME ABOUT THAT KIND OF STUFF.

OKAY. 27, CONSTRUCTION SERVICES DIVISION 28 A OR B? 28 A OR B? OKAY. NOTHING ON 28 A OR B. OKAY. THEN WITH THAT THEN WE'LL ACTUALLY WE'LL GO NOW BACK TO OUR REPORTS. TRUSTEES, IF YOU. WHERE WAS I? BACK TO OUR INFORMATION REPORTS.

TRUSTEES WILL NOW TURN TO SUPERINTENDENT'S REPORT ON THE BUDGET UPDATE.

THANK YOU. I'M GOING TO TURN IT OVER TO OUR CFO TO GIVE AN EARLY PRESENTATION ON A FRAMEWORK, AGAIN, OF THE ONGOING BUDGET PROCESS. JUST AN OVERVIEW SO THAT WE CAN CONTINUE TO WORK ON, AS WE KNOW, ALL OF THE CONSTRAINTS THAT ARE COMING WITH A NEW BUDGET SEASON AND THE FACT THAT WE'RE IN LEGISLATIVE SESSION.

CHIEF RAMOS. PRESIDENT CARREON, SUPERINTENDENT ELIZALDE, MEMBERS OF THE BOARD.

WE WANTED TO GIVE A BRIEF OVERVIEW OF WHERE WE STOOD WITH THE CURRENT BUDGET, AS WELL AS NEXT YEAR'S BUDGETING PROCESS, AND SO WE'LL WAIT A FEW SECONDS FOR THE PRESENTATION TO BE PULLED UP.

THERE WE GO. OKAY. ALL RIGHT. AND SO, WE WANTED TO GIVE A BRIEF OVERVIEW OF WHERE WE ARE WITH OUR CURRENT BUDGET.

AND SO AS YOU KNOW, WHEN WE ADOPTED OUR BUDGET FOR THIS CURRENT SCHOOL YEAR, WE ADOPTED A BUDGET WITH A $187.8 MILLION DEFICIT AS OF THE NUMBERS THAT WE HAVE THROUGH THE END OF JANUARY.

WE ARE PROJECTING, AS I STATED EARLIER, FOR TRUSTEE WEINBERG TO END THE YEAR WITH A $138.3 MILLION DEFICIT.

OF COURSE, THESE ARE NUMBERS THAT WE HAVE THROUGH THE END OF JANUARY.

SO EVERY MONTH WE HAVE NOT STOPPED WORKING AT REALLY LOOKING AT LOOKING AT OUR EXPENDITURES.

AND SO WE ARE PRETTY CONFIDENT THAT THAT NUMBER WILL CONTINUE TO BE REDUCED.

AND SO OUR GOAL IS TO ULTIMATELY END THE YEAR BETTER THAN EVEN THAT $138 MILLION DEFICIT WHERE WE CURRENTLY ARE PROJECTING.

AND SO WHAT ARE WE DOING TO ENSURE THAT WE CONTINUE TO BRING THAT DEFICIT DOWN? SOME OF THE STEPS THAT WE ARE TAKING THIS SPRING IS WE ARE CLOSELY MONITORING ALL PURCHASE ORDERS AND EXPENDITURES THAT ARE BEING ORDERED IN THE DISTRICT, MAKING SURE THAT THESE ORDERS ARE ITEMS THAT WE ACTUALLY NEED THIS FISCAL YEAR, NOT ITEMS THAT WE ARE TRYING TO ORDER FOR NEXT FISCAL YEAR.

SO WE'RE TRYING TO MAKE SURE THAT THE ITEMS THAT WE PURCHASE AS A DISTRICT ARE TIED TO THE CURRENT FISCAL YEAR BECAUSE OF OUR OVERALL BUDGETING SITUATION.

ALSO, WE'RE CLOSELY MONITORING EXPENDITURES SO THAT WE DON'T HAVE A LARGE PO ROLLOVER.

[02:45:07]

OUR GOAL IS TO BRING THAT DOWN CLOSER TO 5 TO 6 MILLION AT THE END OF THIS FISCAL YEAR.

SO AGAIN, ANOTHER REASON TO CLOSELY MONITOR EXPENDITURES IN THE SPRING AS VACANCIES OCCUR DURING THE YEAR.

WE'RE CLOSELY MONITORING THESE VACANCIES TO MAKE SURE THAT ARE THESE VACANCIES THAT WE CAN CONTINUE TO AFFORD AS A DISTRICT OR ARE THEY POSITIONS THAT WE CAN NO LONGER AFFORD AND MUST COLLAPSE FROM THE BUDGET? SPECIFICALLY, WE'RE REFERRING TO ADMINISTRATIVE, CENTRAL OFFICE AND OPERATIONAL POSITIONS.

THESE ARE THE TYPE OF POSITIONS THAT WE ARE EVALUATING AS A DISTRICT.

AND THEN WE'RE REALLY CLOSELY MONITORING OVERTIME TO MAKE SURE THAT WE REALLY KEEP A HANDLE AND CONTROL OUR OVERTIME.

THIS YEAR, WE BUDGETED $7.2 MILLION IN OVERTIME AS A DISTRICT.

WE ARE PROJECTING TO ACTUALLY COME IN $1 MILLION BELOW BUDGET, AND WE ARE CONTINUING TO MONITOR THOSE NUMBERS CLOSELY WITH REGARDS TO REVENUE.

WE CONTINUALLY MONITOR OUR ENROLLMENT AND OUR AVERAGE DAILY ATTENDANCE.

OUR AVERAGE DAILY ATTENDANCE IS WHERE WE RECEIVE OUR STATE FUNDING.

SO THAT NUMBER IS VERY IMPORTANT TO US. CONSERVATIVELY, AS A DISTRICT, WE BUDGETED AT 90% ATTENDANCE RATE.

WE'RE CURRENTLY TRACKING BETWEEN 91 AND 92% ON AVERAGE AS A DISTRICT.

SO JUST AS AN FYI, FOR EVERY 1% ATTENDANCE ABOVE WHAT WE BUDGETED, THAT EQUATES TO 10 MILLION ADDITIONAL DOLLARS IN STATE FUNDING FOR THE DISTRICT.

SO IT'S A VERY IMPORTANT FOR US TO COME IN ABOVE OUR ATTENDANCE RATE THAT WE PROJECTED.

IT'S VERY IMPORTANT FOR OUR STUDENTS TO COME TO SCHOOL ON A DAILY BASIS.

SO SOME OF THE BUDGET CHALLENGES THAT WE FACE.

YOU'VE HEARD THAT STATE FUNDING HAS BEEN BASICALLY FLAT SINCE THE 2019 TIME PERIOD WITH HOUSE BILL THREE.

OUR BASIC ALLOTMENT, AS YOU KNOW, IS AT 6160 PER STUDENT.

AND SO WITH THAT, THAT COMES WITH BUDGET CHALLENGES JUST BECAUSE OF INFLATION, WITH A FLAT FUNDING AND WITH INCREASED INFLATION, THAT HAS PUT PRESSURES ON US AS A DISTRICT, JUST PULLING OUT THREE SPECIFIC AREAS WITHIN OUR BUDGET SPECIAL EDUCATION, TRANSPORTATION AND SAFETY. THE NUMBERS THAT YOU SEE BEFORE YOU ARE THE FUNDING GAP BETWEEN WHAT WE RECEIVE FROM THE STATE AND WHAT IT ACTUALLY COSTS DALLAS ISD TO FUND THESE PROGRAMS. SO IN SPECIAL EDUCATION, WE HAVE A $52 MILLION FUNDING GAP, TRANSPORTATION 56 MILLION.

THE AMOUNT THAT WE GET RECEIVE PER MILE FROM THE STATE HAS NOT BEEN INCREASED SINCE THE 1980S.

AND SO WE ARE STILL HAVING TO BASICALLY FUND OUR TRANSPORTATION DEPARTMENT WITH THAT FUNDING.

SO THUS THE $56 MILLION FUNDING GAP WITH SAFETY, THE FUNDING GAP IS $30 MILLION.

SO JUST IN THOSE THREE AREAS, WE HAVE A $139 MILLION FUNDING GAP.

REMEMBER, OUR DEFICIT WAS $187 MILLION. SO JUST LOOKING AT THOSE THREE AREAS, YOU CAN SEE SOME OF THE CHALLENGES THAT WE FACE JUST BECAUSE OF INFLATION AND WHERE WE ARE WITH STATE FUNDING. AND SO, FOR 25-26, WE ARE MOVING FORWARD WITH CREATING THAT BUDGET. WE DO HAVE SOME BUDGET ASSUMPTIONS FOR NEXT SCHOOL YEAR.

OUR APPRAISED VALUE, WE ARE PROJECTING A 5% PROPERTY GROWTH RATE.

THIS PAST YEAR WE GREW 10%. SO WE'RE BEING CONSERVATIVE WITH WHERE WE THINK OUR PROPERTY VALUES WILL GROW.

OUR PROJECTED STUDENT ENROLLMENT. WE'RE PROJECTING 138,500 STUDENTS FOR NEXT YEAR.

WE ARE ESTIMATING OUR RECAPTURE PAYMENT, WHAT WE SEND BACK TO THE STATE OF TEXAS THROUGH THE ROBIN HOOD SYSTEM AT 104 MILLION.

THIS YEAR, WE'RE PROJECTING TO SEND BACK $60 MILLION.

WE'RE ALSO ASSUMING THAT OUR CURRENT STATE FUNDING WILL REMAIN THE SAME.

AND SO EVEN THOUGH WE ARE IN A LEGISLATIVE SESSION, WE HAVE TO MOVE FORWARD WITH OUR BUDGETING PROCESS.

WE CANNOT WAIT TO SEE WHAT THE OUTCOME IS FROM THAT LEGISLATIVE PROCESS.

AND SO WE HAVE TO MOVE FORWARD WITH THE ASSUMPTION THAT WE ARE NOT GOING TO RECEIVE ANY ADDITIONAL FUNDING.

THUS, THAT IS THE ASSUMPTION THAT WE ARE USING IN THE BUDGETING PROCESS.

WE'VE ALSO MOVED FORWARD WITH REDUCING OUR OVERALL EXPENDITURES FOR NEXT YEAR BY $81 MILLION.

WE'VE ALSO REDUCED 86 FTES OR 86 POSITIONS IN THE DISTRICT.

THOSE HAVE COME FROM THE ADMINISTRATIVE CENTRAL OFFICE LEVEL.

AND SO OUR GOAL IS TO PROPOSE A BUDGET TO OUR BOARD IN MAY THAT IS HAS A SMALLER DEFICIT THAN THE $187 MILLION THAT WE PROPOSED LAST YEAR. SO OUR GOAL IS TO BRING A BUDGET WITH A MUCH SMALLER DEFICIT THAN YOU SAW THIS CURRENT SCHOOL YEAR.

AND THEN WE ARE LOOKING AT RETURN ON INVESTMENT CALCULATIONS.

WE'VE BEEN WORKING ON THAT AS A DISTRICT FOR OVER FOUR YEARS NOW WITH ERS AND DEPARTMENTS THROUGHOUT THE DISTRICT.

[02:50:07]

AND SO WE ARE LOOKING AT NUMBERS TO CONTINUE TO ENSURE THAT WE OPERATE EFFICIENTLY AND FUNNEL AND MAXIMIZE OUR BUDGETING DOLLARS TO INSTRUCTION. WHEN YOU LOOK AT OUR OVERALL BUDGET, WE HAVE A BUDGET OF $189 BILLION.

SO THAT'S A VERY LARGE, COMPLEX BUDGET. AND SO WHEN YOU BRING THAT DOWN TO A $1 BILL, THIS BASICALLY SUMMARIZES WHERE WE, DALLAS ISD SPEND OUR FUNDS. THE MAJORITY OF OUR FUNDS IS SPENT ON PAYROLL.

SO $0.77 OF OUR DOLLAR BILL IS SPENT ON PAYROLL.

$0.13 OF OUR DOLLAR BILL IS SPENT ON CONTRACTED SERVICES.

$0.07 IS SPENT ON SUPPLIES AND MATERIAL. $0.02 ON OTHER OPERATING COSTS AND $0.01 ON DEBT SERVICES.

SO THIS BRINGS A COMPLICATED BUDGET DOWN INTO A $1 BILL.

JUST TO GIVE YOU AN IDEA OF WHERE OUR FUNDS ARE SPENT AS A DISTRICT.

AND THEN FINALLY, AS YOU KNOW, WE ARE IN A LEGISLATIVE PROCESS.

AND SO THERE ARE CONVERSATIONS OCCURRING AT THE LEGISLATIVE LEVEL.

WE ARE HEARING SOME POSITIVE NEWS AS FAR AS LEGISLATORS MOVING FORWARD WITH THE WILLINGNESS TO ADD FUNDING TO EDUCATION.

WHAT THAT IS GOING TO END UP LIKE REMAINS TO MATERIALIZE BETWEEN THE SENATE AND THE HOUSE.

SO WE ARE HEARING ABOUT TEACHER PAY RAISES, WHETHER THAT'S A $4,000 RAISE.

ON THE SENATE SIDE, THE HOUSE IS LOOKING AT INCREASING THE BASIC ALLOTMENT BY $220.

CURRENTLY, IT WOULD TAKE AN INCREASE OF ABOUT $2,340 TO THE BASIC ALLOTMENT TO BRING US BACK TO 2019 LEVELS.

SO THAT'S JUST A NUMBER FOR YOU ALL TO KNOW WITH REGARDS TO THE BASIC ALLOTMENT.

THEY'RE ALSO HAVING DISCUSSIONS WITH PROPERTY TAX COMPRESSION AND THE HOMESTEAD EXEMPTION, INCREASING THE HOMESTEAD EXEMPTION FROM 100,000 TO 140,000.

THERE'S DISCUSSIONS ABOUT INCREASING SCHOOL SAFETY FUNDING.

CURRENTLY, WE'RE FUNDED AT $10 PER STUDENT, 15,000 PER CAMPUS.

THERE, THERE'S DISCUSSIONS ABOUT DOUBLING THAT TO $20 PER STUDENT, 30,000 PER CAMPUS.

SO THAT WOULD INCREASE OUR ALLOTMENT TO ABOUT AN ESTIMATED 9.5 MILLION.

AND THEN AGAIN, JUST THERE ARE SEVERAL DISCUSSIONS THAT ARE REMAINING TO BE HAD AT THE LEGISLATIVE LEVEL.

IT'S GOING TO TAKE A RECONCILIATION BETWEEN THE HOUSE AND THE SENATE AS FAR AS WHAT OUR FUNDING IS GOING TO LOOK LIKE AT THE END OF THE DAY.

BUT AS A DISTRICT, WE MUST MOVE FORWARD WITH OUR BUDGETING PROCESS, BUT WE ARE CLOSELY MONITORING THE CONVERSATIONS THAT ARE HAPPENING AT THE LEGISLATIVE LEVEL. WITH THAT, I WILL OPEN IT UP TO QUESTIONS.

TRUSTEE CURRIE. JUST A FEW VERY QUICK COMMENTS AND QUESTIONS.

ONE WITH THE NOW PROJECTED DEFICIT OF ROUGHLY 130 SOMETHING MILLION THIS YEAR, AND THEN ADDITIONAL REDUCTIONS OF 81 MILLION NEXT YEAR, WHAT IS OUR FUND BALANCE PROJECTIONS LOOK LIKE? IF USING THOSE ASSUMPTIONS, HOW CLOSE ARE WE GETTING TO NEEDING TO TALK ABOUT EXCEPTIONS TO BOARD POLICY OR ARE WE STAYING IN LINE SO WE WILL HAVE MUCH BETTER NUMBERS IN APRIL? CURRENTLY WE'RE GOING THROUGH OUR STAFFING COUNTS, LOOKING AT DISCUSSIONS WITH CAMPUSES, OUR STAFFING FORMULAS AND CAMPUS NEEDS. WE JUST FINALIZED THAT THIS WEEK.

SO WE'RE PLUGGING THAT INTO OUR FORMULAS INTO OUR STAFFING SYSTEM.

AND SO JUST AFTER SPRING BREAK WE'RE GOING TO HAVE SOME FINAL NUMBERS.

AGAIN, LOOKING AT PAYROLL. THAT'S OUR LARGEST COST.

SO WE'LL HAVE SOME PRETTY GOOD NUMBERS IN THE APRIL PRESENTATION AS FAR AS WHERE WE STAND WITH FUND BALANCE AND KIND OF WHERE WE'RE PROJECTING AT WITH REGARDS TO THAT.

THANK YOU. JUST THEN, JUST TWO COMMENTS. ONE, THE RETURN ON INVESTMENT ANALYSIS THAT YOU TALK ABOUT.

I REMEMBER I WAS NOT ON THE BOARD YET WHEN IT WAS PRESENTED LAST YEAR, BUT WATCH THAT MEETING AND FOUND IT FASCINATING.

AND I THINK MY FIRST TRACKER REQUEST WAS I WANT THOSE SHEETS FOR EVERY SINGLE ROI.

IT WAS EXTREMELY HELPFUL TO ME TO UNDERSTAND THE PROCESS THAT THE DISTRICT GOES THROUGH AND TRYING TO BE GOOD STEWARDS OF ITS FUNDING.

SO JUST A PREVIEW. I'LL BE ASKING FOR THAT TRACKER AGAIN FOR ALL OF THEM, BECAUSE I FOUND IT TO BE VERY IMPACTFUL READING AND SO KNOW THAT THAT REQUEST IS COMING.

AND THEN TWO, YOU KNOW, I WENT TO YOUR PRESENTATION.

THANK YOU SO MUCH, CHIEF RAMOS, FOR GOING OUT IN THE COMMUNITY AND HOSTING THE BUDGET MEETINGS THAT YOU'RE DOING NOW.

AND SOMETHING CRYSTALLIZED FOR ME, WHICH MAYBE HAS BEEN OBVIOUS TO MY OTHER BOARD MEMBERS FOR A WHILE, BUT DIDN'T REALLY CRYSTALLIZE IN MY HEAD AS CLEARLY UNTIL I WATCHED YOUR PRESENTATION. BUT, YOU KNOW, EVERY YEAR, THE AMOUNT COLLECTED IN PROPERTY TAXES HAS BEEN GOING UP.

EVEN THOUGH OUR RATES ARE AT THE STATUTORY FLOOR, WE CAN'T LOWER THEM ANY FURTHER BECAUSE THE PROPERTY VALUES KEEP GOING UP AND WE COMPLETELY UNDERSTAND THAT THAT CAN BE FRUSTRATING TO THE COMMUNITY. IT'S FRUSTRATING FOR ME TO PAY MY OWN TAXES. BUT IT'S OFTEN NOT OBVIOUS TO THE COMMUNITY THAT WE DON'T GET THE BENEFIT AS A DISTRICT TO THAT INCREASE BECAUSE WE ARE DICTATED THE EXACT AMOUNT OF MONEY WE ARE ALLOWED TO RETAIN,

[02:55:02]

AND THEN THE FURTHER THING THAT CRYSTALLIZED FOR ME WAS, YOU KNOW, THE REASON THE STATE HAS THE GIANT SURPLUS THAT IT HAS RIGHT NOW, AT LEAST IN NO SMALL PART, IS BECAUSE THEY KEEP TAKING PROPERTY TAX DOLLARS THAT SCHOOL DISTRICTS COLLECT AND THEN NOT GIVING THEM BACK TO SCHOOLS.

AND SO I CERTAINLY HOPE THE COMMUNITY UNDERSTANDS THAT, THAT WE HAVE A LOT OF FUNDING CHALLENGES, IN LARGE PART BECAUSE THE STATE IS BENEFITING FROM A LARGE SURPLUS BUILT OFF THE BACKS OF THE TAXES THAT WE COLLECT FOR THEM AS A SCHOOL DISTRICT AND HOPEFULLY THE LEGISLATORS WILL RECOGNIZE THAT AND GIVE US BACK SOME OF THOSE FUNDS SO THAT WE CAN BALANCE OUR BUDGET.

ANY OTHER QUESTIONS? TRUSTEES ROUND ONE. TRUSTEE WHITE, I DO HAVE A QUICK QUESTION.

I'M SORRY. DID YOU HAPPEN TO ESTIMATE OUR RECAPTURE AMOUNT SINCE HE WAS MENTIONING IT? YES. NEXT YEAR WE'RE ESTIMATING OUR RECAPTURE PAYMENT OF $104 MILLION COMPARED TO THIS YEAR'S 60 MILLION.

THANK YOU. TRUSTEE FOREMAN. SO THANK YOU, TRUSTEE WHITE, I FORGOT ABOUT THE RECAPTURE QUESTION.

SO HOW MUCH DID WE PAY IN RECAPTURE THE YEAR BEFORE? IT'S LIKE 40, 45 MILLION. AND SO, WE WERE TALKING 100 MILLION THIS YEAR.

SO WAS THE 45 MILLION BASED ON THE TAXES THAT WE COLLECTED, OR WAS IT WHAT WAS IT BASED ON? ALL OF THE RECAPTURE PAYMENTS ARE BASED ON YOUR TAX, YOUR TAXES, PLUS YOUR ENROLLMENT.

SO AS OUR TAX OUR TAXES HAVE INCREASED. AND IF WE HAVE A DECREASE IN ENROLLMENT, OUR RECAPTURE PAYMENT WILL GO UP. SO ANYTIME WE'VE HAD A DECREASE IN ENROLLMENT, THERE'S ALWAYS I DON'T THINK THERE'S BEEN A YEAR WHERE THERE HASN'T BEEN AN INCREASE IN PROPERTY TAXES. AND SO THAT'S WHY THE RECAPTURE AMOUNT KEEPS GOING UP IS WE KEEP EITHER OR BOTH.

AND SO ANYTIME THERE'S AN INCREASE IN PROPERTY VALUES THEY'RE GOING TO TAKE MORE MONEY AWAY FROM US.

SO, IF I REMEMBER CORRECTLY, THREE YEARS AGO WE ACTUALLY HAD ESTIMATED WE WERE GOING TO PAY A LOT MORE IN RECAPTURE.

IT WAS LIKE A 100. 220. YEAH. AND THEN IT ENDED UP.

BECAUSE THEY DID PROPERTY TAX RELIEF, WHICH SO BECAUSE THEY COMPRESSED THE TAX FOR THAT ONE YEAR WE DIDN'T PAY THE 200.

I THINK IT WAS LIKE 228 MILLION THAT WE WERE LIKE THAT.

AND THAT ENDED UP BEING THE 45 INSTEAD OF THE 228.

BUT SINCE AND I INITIALLY THOUGHT THERE WOULDN'T BE TAX COMPRESSION THIS YEAR, BUT NOW THEY'RE TALKING ABOUT TAX RELIEF AGAIN.

SO IT COULD HAPPEN AGAIN, THAT THE RECAPTURE PAYMENT COULD CHANGE DEPENDING ON WHAT THEY DO WITH THE TAX RELIEF.

BUT IT WON'T GO INTO PLAY UNTIL THE LEGISLATIVE SESSION WOULD BE OVER.

SO IT WOULD NOT AFFECT US THIS YEAR. IT WOULDN'T GO INTO UNTIL NEXT YEAR.

TILL NEXT YEAR. SO WHEN WE TALK ABOUT THE EXPENDITURES AT THE END OF THE YEAR AND TRYING TO MAKE SURE THAT CAMPUSES DON'T SPEND MORE SINCE WE ACTUALLY CUT CAMPUS BUDGETS.

DO WE BELIEVE THAT CAMPUSES ARE GOING TO HAVE ANY MONEY AT THE END OF THE YEAR? THAT'S JUST A KIND OF A RHETORICAL QUESTION. WELL, WE DIDN'T CUT THEIR BUDGETS.

WE DIDN'T? NO, MA'AM. NO, MA'AM. SO WHEN YOU.

MAYBE I MISSTATED WHEN YOU CHANGE THE NUMBER OF STAFF PEOPLE ON THE CAMPUSES.

IS THAT A CUT IN BUDGET, OR IS THAT JUST A CHANGE OF THE NUMBER OF PEOPLE? IT. IF WE'RE MAKING THE CUT IN PEOPLE, THEN THAT'S BASED ON THE NUMBER OF STUDENTS THAT WERE ENROLLED.

I UNDERSTAND THAT, BUT I'M TRYING TO CLARIFY.

CUTTING BUDGET. SO, IF THERE ARE LESS PEOPLE, LESS PEOPLE THERE, THEIR BUDGET IS LESS CORRECT.

IF THERE ARE LESS PEOPLE THERE, ABSOLUTELY. 77% OF THE BUDGET IS PEOPLE.

ABSOLUTELY. AND SO THAT'S WHAT I WAS TRYING TO GET TO IN REGARDS TO CUTTING BUDGET.

BUT WE DO KNOW, RIGHT, THAT THAT WAS DONE BECAUSE THERE WERE FEWER STUDENTS TO SERVE.

RIGHT. WE UNDERSTAND THAT. BUT WE JUST I'M JUST TRYING TO BE CLEAR ON CUTTING BUDGETS.

AND SO BUDGETS WERE CUT BASED ON THE NUMBER OF STUDENTS.

BUT I JUST WANTED TO BE CLEAR ON THAT. AND THE AT THE END OF THE YEAR, THERE ARE PO

[03:00:04]

THEY'RE BOTH. SO WHAT PERCENTAGE OF THAT WOULD BE CAMPUS? IT'S PROBABLY A SMALLER PERCENTAGE THAT ARE CAMPUS A LARGER DEPARTMENT? A LARGER PERCENTAGE DEPARTMENT. AN EXAMPLE IS, LET'S SAY MAINTENANCE IS HAVING A REPAIR.

THE REPAIR IS NOT DONE BY JUNE 30TH, SO IT'S GOT TO ROLL OVER.

YEAH. THEY NEED SOMETHING. I WAS JUST TRYING TO MAKE THAT CLEAR IN MY MIND TOO, A LOT OF THAT'S NOT CAMPUS BASED, THAT'S DEPARTMENT BASED. AND SO THAT HAS TO BE MANAGED BY THE DEPARTMENTS TO TRY TO GET THAT DONE.

THE OTHER QUESTION THAT I HAVE IS, IS THAT WHEN WE LOOK AT OUR OVERALL BUDGET AND THINK IN TERMS OF WHAT OUR DEFICIT IS GOING TO BE. WHEN DO WE WHEN WE FIND OUT THAT THAT'S NOT THE REAL DEFICIT, WHEN DO WE CHANGE THE ACCOUNTING SYSTEM TO REFLECT THAT? SO WE AMEND OUR BUDGET ON A MONTHLY BASIS, USUALLY IN THE MONTH OF APRIL IS WHEN YOU SEE A LARGER BUDGET AMENDMENT BASED ON PROJECTIONS ON WHERE WE THINK WE'RE GOING TO END THE YEAR IN APRIL.

IN APRIL. OKAY. YES. THANK YOU. TRUSTEES, ANY OTHER QUESTIONS FOR ROUND ONE? TRUSTEE MICCICHE I KNOW YOU'RE ONLINE AND ROUND ONE QUESTIONS.

OKAY. HEARING NONE. WE'LL START WITH ROUND TWO.

TRUSTEE CURRIE. JUST A REAL QUICK FOLLOW UP ON THAT CONVERSATION ABOUT HOW THE RECAPTURE PAYMENT WENT DOWN AFTER TAX COMPRESSION.

I JUST WANT TO MAKE SURE I UNDERSTAND WE AS A DISTRICT DIDN'T GET TO KEEP MORE DOLLARS IN THE SENSE OF WE ALL OF A SUDDEN HAD MORE MONEY TO SPEND.

IT JUST MEANS THEY COLLECTED LESS MONEY AND THUS THERE WAS LESS EXTRA TO PAY BACK TO THE STATE.

THANK YOU FOR ASKING THAT, BECAUSE PEOPLE DID MISUNDERSTAND THAT, BECAUSE THERE WAS A REDUCTION THAT SOMEHOW WE GOT MORE MONEY.

AND ACTUALLY, IF YOU GO TO ONE OF THE SLIDES THAT YOU HAVE THAT SHOWS THE IN THIS PARTICULAR CASE, IT SHOWS STATE CONTRIBUTION, DISTRICT OR A LOCAL.

YOU HAD IT ON ONE OF THE VERY FIRST ONES JUST TO ILLUSTRATE.

YEAH. HERE. SO AT THE END OF THE DAY, BETWEEN LOCAL AND STATE, THAT PERCENTAGE MAY CHANGE, BUT WE'RE STILL GOING TO GET 6160 AND 6160, $6,160 PER STUDENT, REGARDLESS OF HOW MUCH OF IT COMES OUT OF LOCAL, HOW MUCH OF IT COMES OUT OF STATE.

AND SO AGAIN, WHEN THE STATE SAYS THEY'RE CONTRIBUTING X AMOUNT, IT'S ALL COMING THROUGH OUR TAX DOLLARS.

WE END UP BEING A PASS THROUGH. THAT IS THE BEST WAY FOR ME TO SAY IT IS WE ARE A PASS THROUGH.

WE COLLECT IT, IT GOES TO THE STATE, AND THE STATE REDISTRIBUTES SOME OF THE MONEY THAT WAS COLLECTED UNDER SCHOOL TAXES.

IT KEEPS THE REST FOR THEMSELVES. THAT'S CORRECT.

THANK YOU. TRUSTEES, ANY OTHER QUESTIONS FOR ROUND TWO? YEAH. TRUSTEE MICCICHE. MR. PRESIDENT? YES. I WANTED TO FOLLOW UP ON THE DISCUSSION ABOUT OUR CITIZENS TAXES GOING UP AND FUNDING NOT GOING UP FOR OUR SCHOOLS.

AND I APPRECIATED THE COMMENTS THAT CHIEF RAMOS MADE AT THE AT THE COMMUNITY MEETING.

I WOULD ASK THAT YOU BUILD IN A A SLIDE OR TWO IN THE PRESENTATION THAT ANSWERS THAT QUESTION.

BECAUSE AFTER THE MEETING, I GOT SEVERAL PEOPLE COMING UP TO ME ASKING MORE FOR MORE INFORMATION ABOUT THAT.

SO MY PROPERTY TAXES KEEP GOING UP. WHY ARE THE WHY DOESN'T THE SCHOOL DISTRICT HAVE ENOUGH MONEY? AND I THINK YOU DID A GOOD JOB ANSWERING IT IN THE IN THAT MEETING.

IT, IT CAME UP AS A RESULT OF A QUESTION RATHER THAN AS PART OF THE PRESENTATION.

BUT I THINK IN THE NEXT FOUR PRESENTATIONS THAT YOU'RE DOING THAT, THAT THAT NEEDS TO BE BUILT INTO THE PRESENTATION BECAUSE THAT THAT IS SOMETHING THAT PUZZLES A LOT OF OUR, OUR, OUR CONSTITUENTS.

AND, AND I HOPE YOU'LL TAKE THAT RECOMMENDATION.

THANK YOU. GREAT INPUT. TRUSTEE WHITE. AND I'LL BE BRIEF.

IT IS IMPORTANT FOR OUR CITIZENS TO KNOW WHERE THEIR MONEY IS GOING.

THE WHOLE PROCESS. FIRST OF ALL, THEY'RE GOING TO GET ANGRY.

WE UNDERSTAND THAT. BUT SINCE WE'RE IN SESSION, PICK UP THE PHONE AND MAKE A CALL.

[03:05:02]

AND, AND IT'S REALLY SAD THAT WE'RE STRUGGLING, BUT WE'RE FORTUNATE.

AND WHEN YOU. I WAS AT THE TASB MEETING AND IT'S SAD THAT WE'RE STRUGGLING, BUT PLACES THAT ARE STRUGGLING NOW LIKE PLANO. YOU WOULD NEVER THINK THAT IT WOULD HAPPEN, BUT IT'S HAPPENING ALL OVER.

AND IF WE'RE IF WE'RE STRUGGLING, JUST IMAGINE HOW THE BORDER TOWNS ARE STRUGGLING BECAUSE THEY DON'T HAVE AS MUCH RESOURCE AND BUSINESSES IN THEIR AREAS. SO THAT IS SOMETHING THAT I HAVE BEEN KEEPING A PULSE ON.

AND I'M, I WAS IN FOR A WIDE AWAKENING, JUST LIKE TRUSTEE CURRIE WAS WHEN I DID A DEEP DIVE.

THANK YOU SO MUCH. TRUSTEES, ANY OTHER QUESTIONS FOR ROUND TWO? TRUSTEES SEEING NO FURTHER QUESTIONS, WE'LL TURN TO ADJOURNMENT.

THE TIME IS 2:42 P.M.. THIS MEETING AND BOARD BRIEFING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.