Apr 10, 2025 Board Briefing

[1. NOTICE AND RETURN]

[00:00:05]

THE TIME IS 11:39 A.M., WE HAVE A QUORUM. THE MEETING HAS BEEN DULY POSTED.

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

WE WILL FOREGO A MOMENT OF SILENCE AND THE PLEDGE OF ALLEGIANCE, AS WE JUST DID BOTH MOMENTS AGO.

[3. ACKNOWLEDGEMENTS]

A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. TRUSTEE FOR DISTRICT ONE LANCE CURRIE.

DISTRICT TWO, SARAH WEINBERG, DISTRICT THREE DAN MICCICHE, DISTRICT FOUR CAMILLE WHITE, DISTRICT SIX JOYCE FORMAN, DISTRICT SEVEN BEN MCKEE, DISTRICT NINE ED TURNER.

OUR SUPERINTENDENT OF SCHOOLS, DOCTOR STEPHANIE ELIZALDE, JOINS US AND I AM TRUSTEE JOE CARREON FOR DISTRICT EIGHT AND BOARD PRESIDENT. THE MEETING WILL BE AVAILABLE SIMULTANEOUSLY. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLASISD.ORG.

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 LAWS OF DEFAMATION OR INVASION OF PRIVACY AND IF THEY ENSURE THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE.

ANY PERSON BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY.

WHILE ADDRESSING THIS BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WHEN REQUESTED TO DO SO, MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST. TRUSTEES WILL TURN TO AGENDA ITEM THREE, ACKNOWLEDGMENTS.

RECOGNITION OF PUBLIC AND ELECTED OFFICIALS. HOWEVER, I DON'T SEE ANY IN THE AUDIENCE.

TRUSTEES WILL NOW TURN TO AGENDA ITEM FOUR, PUBLIC FORUM.

OUR AGENDA CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING. HOWEVER, I WAS INFORMED THAT NO ONE SIGNED UP TO SPEAK.

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

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

THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION. THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING, BUT NOT LIMITED TO, THE FOLLOWING SECTION 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY, UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THE CHAPTER, INCLUDING THE DC 25-04453, TEXAS GOVERNMENT CODE SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY. TEXAS GOVERNMENT CODE SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE AND SECTION 551.129 TO CONSULT WITH HIS ATTORNEY BY USE OF TELEPHONE CONFERENCE, VIDEO CONFERENCE OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR CLOSED MEETING.

TRUSTEES THE TIME IS NOW 11:42 A.M. AND WE ARE IN CLOSED SESSION. THE TIME IS 12:25 P.M. AND WE ARE BACK IN OPEN SESSION. THE BOARD TOOK NO ACTION IN CLOSED SESSION.

[6. VISION/PROGRESS MONITORING]

SUPERINTENDENT. THANK YOU, PRESIDENT CARREON.

DEPUTY SUPERINTENDENT BRIAN LUSK AND CHIEF ACADEMIC OFFICER ANGIE GAYLORD.

OH, YOU'RE GOING TO MOVE. YOU'RE GOING TO BE DRIVING THE SLIDES.

ALL RIGHT. THANK YOU. WE'LL GIVE US OUR ANNUAL UPDATES AND REPORT ON EA LOCAL DOCTOR LUSK.

YES, MA'AM. THANK YOU, DOCTOR ELIZALDE. GOOD AFTERNOON, TRUSTEES. AS I BEGIN, I WANT TO SHARE ANOTHER GREAT DALLAS ISD STUDENT SUCCESS STORY.

MADDIE ROCHA IS A SENIOR AT BRYAN ADAMS HIGH SCHOOL.

MADIE IS THE RECIPIENT OF THE UNIVERSITY OF TEXAS AT AUSTIN IMPACT SCHOLARSHIP, WHICH IS A FOUR YEAR, $48,000 SCHOLARSHIP. AS A MATTER OF FACT. TRUSTEE MICCICHE WAS THERE WHEN SHE WAS AWARDED WITH HER PARENTS.

IT'S PRETTY EXCITING JUST TO SEE THE SMILES ON THEIR FACE AND THE PRIDE THAT THEY HAVE.

BUT A LITTLE BIT ABOUT MADIE. MADIE IS A SENIOR.

OBVIOUSLY SHE IS IN THE P-TECH EDUCATION PATHWAY.

SHE IS PRESIDENT OF THE TAFE PROGRAM, TEXAS ASSOCIATION OF FUTURE EDUCATORS.

SHE'S A NATIONAL HONOR SOCIETY. SHE TUTORS ELEMENTARY STUDENTS, AND SHE RANKS SIXTH IN HER CLASS.

MADIE'S PRETTY IMPRESSIVE. WE WANT HER TO COME TEACH IN DALLAS ISD, AND WE FEEL CONFIDENT THAT THAT MAY HAPPEN AT THE CONCLUSION OF HER BACHELOR'S DEGREE.

[00:05:07]

SO TODAY THE METRICS PRESENTED ARE OF EA LOCAL AS NOTED BY THE SUPERINTENDENT.

AND THIS POLICY AS YOU RECALL, WAS ESTABLISHED I THINK THREE YEARS AGO TO PRESENT FIVE KEY METRICS.

AND SO KEY METRIC ONE IS AIMED AT SAT, ACT, TSIA.

OBVIOUSLY IT'S A GOAL OF OURS AS WELL. OUR GPM OF OURS AS WELL THAT WE MONITOR.

BUT WE MADE SIGNIFICANT PROGRESS YEAR OVER YEAR FOR THIS THIS PARTICULAR METRIC.

TSIA, SAT AND ACT ARE ALL CONSIDERED ASSESSMENTS THAT ARE SIT IN THE TSIA SORT OF CATEGORY.

WE HAD AN EIGHT PERCENTAGE POINT GAIN YEAR OVER YEAR, WE WENT FROM 26 TO 34 PERCENTAGE POINTS.

AND I WILL TELL YOU, AS YOU COMPARE US TO ALL OF OUR URBAN PEERS, WE HAD THE GREATEST GAIN OF ANY URBAN PEER.

WE SAT NEAR THE VERY TOP OF LIKE SCHOOL DISTRICTS AS FAR AS DEMOGRAPHIC, IF YOU WILL, ECONOMIC DISADVANTAGE, ETC. WE'RE AT THE VERY TOP. THE ONLY SCHOOL DISTRICT THAT WAS AHEAD OF US URBAN WAS AUSTIN ISD, AND THEY ARE A LITTLE BIT DIFFERENT THAN US FROM AN ECO DISC PERSPECTIVE.

AND THEN AS YOU CAN SEE, ALL STUDENT GROUPS MADE PROGRESS. AND THAT'S REALLY IMPORTANT TO US TO SEE THE PROGRESS THEY'RE MAKING. NEXT SLIDE PLEASE.

KEY METRIC TWO MEASURES OUR STUDENTS EARNING INDUSTRY BASED CERTIFICATIONS.

AS YOU KNOW THE RULES ARE CHANGING. WE'VE TALKED ABOUT THIS AND I THINK YOU'VE SEEN THIS SLIDE SPECIFICALLY. BUT JUST TO KIND OF REITERATE ON THE LEFT IS THE CLASS OF 23.

AND IF YOU COMPARE TO THE FAR RIGHT THE CLASS OF 24, YOU'LL NOTICE WE WENT FROM 59 TO 41.

BUT I THINK I WANT TO EXPLAIN SOME OF THE WHY BEHIND THAT IN THE YELLOW BOX IN THE MIDDLE KIND OF CAPTURE SOME OF THAT.

SO IF WE TAKE THE DATA FROM THE CLASS OF 23 THAT LANDED AT 59, AND WE APPLY THE RULES THAT WERE APPLIED TO THE CLASS OF 24, WE WOULD HAVE LANDED AT 20%, NOT 59%. SO I THINK THE RULES WE KNOW THE RULES MAKE IT MORE STRINGENT AND CHALLENGING.

AND I THINK THAT ALSO TELLS US AS A DISTRICT, WE'RE MAKING GOOD PROGRESS ON MAKING SURE THAT OUR STUDENTS STAY IN THE PROGRAM OF STUDY FOR WHICH THEY HAVE SIGNED UP FOR, AND WE'RE HELPING TO KEEP THEM ON TRACK AS WELL.

BUT WE MOVE. IF YOU WERE TO APPLY THOSE RULES, YOU WOULD SEE A 21 POINT GAIN.

AND WE KNOW THAT'S NOT THE NUMBER, BUT WE WANT TO KIND OF GIVE YOU AN OPPORTUNITY TO SEE APPLES TO APPLES COMPARISON OF 23 TO 24 WITH THE SAME RULES BEING APPLIED.

NEXT SLIDE PLEASE. THIS SLIDE REPRESENTS OUR GRADUATES EARNING LEVEL ONE AND LEVEL TWO CERTIFICATES.

AND THOSE ARE EARNED, AS YOU PROBABLY RECALL, THROUGH A SEQUENCE OF DUAL CREDIT COURSES.

AND I THINK ONE EXAMPLE I CAN PROVIDE FOR YOU THAT MAY BE HELPFUL IS A LOT OF OUR SCHOOLS HAVE OPPORTUNITIES FOR OUR STUDENTS TO EARN LEVEL ONE CERTIFICATES, BUT ONE I'LL GIVE YOU IS SPRUCE HIGH SCHOOL, FOR EXAMPLE.

IT'S SPRUCE HIGH SCHOOL. THEIR EARLY COLLEGE PROGRAM HAS OPPORTUNITIES FOR THEIR EARLY COLLEGE STUDENTS TO EARN A LEVEL ONE CERTIFICATE IN HVAC, FOR EXAMPLE. AND THAT WOULD MEAN THAT THEY WOULD TAKE 15 TO 18 CREDITS IN HVAC ALONG THEIR PATH TO GET AN ASSOCIATE DEGREE.

BUT IT GIVES THEM A LEVEL ONE CERTIFICATE. AND SO AS YOU CAN SEE, WE MADE GOOD PROGRESS YEAR OVER YEAR FROM 470 TO 524, AN INCREASE OF 54. BUT I ALSO WILL TELL YOU THAT THIS IS A LEVEL ONE AND LEVEL TWO CERTIFICATES ARE AN AREA THAT WE HAVEN'T FOCUSED AS MUCH ON BECAUSE AS YOU RECALL, MUCH OF THE FEEDBACK WE GOT FROM YOU ALL, AS WELL AS FROM FAMILIES, IS OUR STUDENTS WANT TO BE ABLE TO TRANSFER THEIR CREDITS TO A FOUR YEAR UNIVERSITY, AND THE LEVEL ONE AND LEVEL TWO CERTIFICATES ARE STEEPED IN CTE PROGRAMS AND DUAL CREDIT, AND SOMETIMES THOSE AREN'T AS TRANSFERABLE TO ALL THE FOUR YEAR UNIVERSITIES.

SO WE MADE GOOD PROGRESS. BUT I ALSO TELL YOU THAT THIS IS AN AREA THAT WE'RE NOT AS FOCUSED ON BECAUSE WE WANT TO MAKE SURE THAT OUR STUDENTS LEAVE HERE WITH TRANSFERABLE CREDITS TO FOUR YEAR UNIVERSITIES. NEXT SLIDE PLEASE.

THIS SLIDE REPRESENTS FINANCIAL AID COMPLETION FOR OUR GRADUATES.

AND YOU CAN SEE YEAR OVER YEAR WE WENT FROM 96 TO 94.

SO WE JUST A SLIGHT DIP. BUT ULTIMATELY IF YOU RECALL LAST YEAR THE DEPARTMENT OF ED HAD SOME REALLY SIGNIFICANT CHALLENGES.

AND THE PORTAL WAS NOT EVEN OPEN TO OUR STUDENTS UNTIL ABOUT EARLY JANUARY.

WE AS A DISTRICT DID QUITE WELL. OUR PARTNERS, OUR COLLEGE AND CAREER ADVISORS REALLY MADE SOME GOOD TRACTION SECOND SEMESTER.

AND I WILL TELL YOU, EVEN NOW, AS WE AS WHERE WE ARE CURRENTLY, WE'RE IN A VERY GOOD POSITION TO MAKE SURE THAT OUR STUDENTS SEEK A LOT OF FINANCIAL AID THAT MANY OF OUR STUDENTS ABSOLUTELY NEED. SO WE'RE IN A GOOD, GOOD PLACE FOR THAT, AND THEN GOING TO THE NEXT PART WHERE COMPLETING FINANCIAL AID TAKES YOU TO THE OPPORTUNITY OF COLLEGE ENROLLMENT.

AND SO THIS NEXT SLIDE, SLIDE KEY METRIC FIVE.

OKAY. THERE WE GO. IT WAS A LITTLE BIT SLOW SHOWING UP. THANK YOU. I WAS LIKE GO TO THE NEXT ONE PLEASE.

[00:10:04]

AND YOU CAN SEE WE HAD A SLIGHT UPTICK OF ONE PERCENTAGE POINT FROM 49 TO 50.

AND I DO THINK TOO, WE WILL SEE BETTER PROGRESS THIS YEAR BECAUSE OUR PARTNERS ARE DOING SOME SUMMER MELT WORK WITH OUR SENIORS.

AND I THINK WHAT WE'RE GOING TO SEE IS THE HANDOFF HELPS OUR STUDENTS GET TO THAT NEXT POINT OF THE JOURNEY AND STAY IN THAT NEXT POINT OF THE JOURNEY WITH ACTUAL ENROLLMENT AND SHOWING UP ON DAY ONE AND STAYING ENROLLED. SO WHILE THE GAIN IS NOT LARGE, IT'S A GAIN.

AND I THINK WE'LL SEE MORE NEXT YEAR. NEXT SLIDE PLEASE.

AND THEN THIS SLIDE I WON'T BE REDUNDANT, BUT THIS SLIDE REALLY RECAPTURES ALL THE FIVE KEY METRICS THAT I WENT THROUGH A FEW MOMENTS AGO.

BUT I THINK THE TAKEAWAY, I THINK, IS THAT WE'RE MAKING GOOD PROGRESS ON MANY OF THESE FRONTS, AND WE WILL CONTINUE TO DO SO IN THE FUTURE AS WELL.

NEXT SLIDE PLEASE. AND THEN THIS IS A QUICK LOOK AT THIS IS A PICTURE FROM OUR INTERNSHIP EXPO THAT WE HAD A FEW WEEKS AGO.

AND IT WAS JUST AWESOME. YOU KNOW SEEING OUR, WE WERE LUCKY THAT OUR FRIENDS AT DALLAS COLLEGE ALLOWED US TO UTILIZE THEIR FACILITY AT CEDAR VALLEY AND SUCH A NICE FACILITY AND SUCH GREAT PARTNERS.

WE REALLY APPRECIATE THEM. BUT THIS IS ACTUALLY THIS IS A STUDENT FROM SUNSET HIGH SCHOOL WHO'S INTERVIEWING WITH CITY YEAR, WHO'S OFFERING INTERNSHIPS TO OUR STUDENTS. AND SO MELISSA ALVAREZ IS ONE OF OUR 11TH GRADERS.

AND HOPEFULLY SHE GOT THAT JOB. I DON'T KNOW THE ANSWER YET, BUT THAT INTERNSHIP, THEY MATTER FOR OUR STUDENTS.

AND I CAN TELL YOU THIS YEAR OVER YEAR, WE SIGNIFICANTLY, SIGNIFICANTLY INCREASED THE INTERNSHIPS FROM AROUND 700 LAST YEAR TO 900 THIS YEAR.

SO IT'S GOING TO BE GREAT FOR OUR KIDS. AND WE KNOW THOSE AT BATS.

THEY MAKE THE DIFFERENCE. WITH THAT, I'LL TAKE QUESTIONS.

TRUSTEES. TRUSTEE WEINBERG. CAN YOU GO BACK TO THANK YOU FOR THE COMPREHENSIVE REPORT.

CAN YOU GO BACK TO THE TSIA/SAT/ACT? THAT PLUS EIGHT POINTS AND KIND OF ON DOWN THE LINE PRETTY PERSISTENTLY.

CAN YOU TALK ABOUT THE LEVERS THAT CAUSED THAT JUMP? YES, MA'AM. THANK YOU. I THINK WE WERE, AS A DISTRICT, MUCH MORE STRATEGIC IN THE WAY WE APPROACH SOME OF THE ABILITIES FOR A STUDENT TO BE TSI MET. FOR EXAMPLE WE REALIZED JUST EVEN WORKING WITH SOME OF OUR URBAN PEERS, THAT PROVIDING STUDENTS OPPORTUNITIES TO TAKE THE TSIA AT THE CONCLUSION OF ALGEBRA TWO AND ENGLISH THREE IS WHERE MUCH OF THE CONTENT SITS FOR THOSE PARTICULAR ASSESSMENTS.

SO WE'VE DONE THAT AND WE'VE SYSTEMATIZED THAT AND WE'VE SEE AN UPTICK THERE.

WE ALSO HAVE ROLLED OUT A COUPLE OF YEARS AGO WHERE WE WERE HAVING A SUPPORT FOR SENIORS, BUT THEN ALSO ASSESSMENT FOR SENIORS.

SO SENIORS ARE RECEIVING SUPPORT. AND THEN WE'RE ASSESSING GIVING THEM THE ASSESSMENT TO LET THEM TRY TO BE MET AGAIN THROUGH TSIA.

AND I WOULD SAY THE THIRD THING I'LL ADD IS THE TEXAS COLLEGE BRIDGE, WHICH WE USE TO HELP STUDENTS GET PREPARED FOR, AND IT ALSO COUNTS FOR BEING CCMR MET. WE UTILIZE THAT AS THE CONCLUSION STUDENTS ARE TAKING THE EXAM, AND WE'RE SEEING STUDENTS PASS AS A RESULT OF SOME OF THOSE, THOSE SUPPORTS THAT ARE IN PLACE.

SO MORE AT BATS AND THEN USING THE COLLEGE BRIDGE PREP COURSE TO ACTUALLY IMPROVE THE OUTCOMES ON THE COLLEGE BRIDGE ITSELF, ON THE EVALUATION ITSELF. GREAT. SECOND QUESTION IS ON THE IBCS, I THINK FLIPPING FORWARD ONE. I LIKE THE WAY YOU DID THE APPLES AND APPLES COMPARISON WHEN YOU APPLY THE RULES.

IN RETROSPECT, CAN YOU TALK ABOUT SOME OF THE SUNSET IBCS? WHAT WERE SOME OF THE PROGRAMS THAT DID NOT QUALIFY ANY LONGER? YES, MA'AM. I'LL ASK OSWALDO ALVARENGA, OUR DEPUTY CHIEF, TO COME UP OF CAREER READINESS.

BUT I CAN TELL YOU, LIKE, FOR EXAMPLE, GOOGLE ANALYTICS WAS ONE MICROSOFT OFFICE EXCEL.

THOSE WERE THREE THE MAIN THAT HAVE BEEN SUNSET.

BUT YOU WANT TO ADD TO THAT, SIR? YES. SO LIKE MICROSOFT WAS OFFICE AND EXCEL.

THEY WERE SUNSETTED, BUT THE EXPERT VERSION CAME UP, SO THE CERTIFICATION ACTUALLY GOT A LITTLE BIT HARDER.

AND THEN SOME CERTIFICATIONS OUR STUDENTS TAKE, LIKE OSHA 30.

OSHA IS VERY IMPORTANT. WE STILL TAKE IT, BUT IT CAME OFF THE LIST.

IT'S SUNSETTED. GOTCHA. SO IN THESE NUMBERS IMPROVING ARE MORE KIDS ABLE TO GO I GUESS ARE THEY WITH THESE CERTIFICATIONS ABLE TO GO STRAIGHT TO WORK IF THEY SO DESIRE? YES. THE CERTIFICATIONS THE 258 A THROUGH F CERTIFICATIONS.

THEY'RE ALL ALIGNED WITH INDUSTRY. AWESOME. OKAY, GOOD.

AND. ON THE FAFSA I WAS SURPRISED TO SEE IT ACTUALLY THAT HIGH WITH ALL THE DIFFICULTY YOU KNOW,

[00:15:05]

HOW WERE YOU ALL ABLE TO ACHIEVE THAT HIGH OF ACCOMPLISHMENT? WELL, I MEAN, I JUST THINK WE KNEW, FIRST OF ALL, WE KNOW IT'S A GRADUATION REQUIREMENT, BUT THAT'S TO ME, THAT'S MORE OF A COMPLIANCE. I THINK WE WERE FOCUSED ON THE COMMITMENT. IF WE IF WE ENSURE THAT OUR STUDENTS COMPLETE A FINANCIAL AID, THEN WE KNOW IT'S GOING TO GIVE THEM GIVE THEM THE OPPORTUNITY TO GO TO COLLEGE.

IN SOME CASES, OUR STUDENTS NEED THAT AID TO GO TO COLLEGE.

YOU KNOW, IF NOT, THEY CAN'T GO TO COLLEGE, RIGHT? SO I THINK IT WAS JUST THE COMMITMENT FROM OUR TEAM, OUR SCHOOL'S TEAM, MOST IMPORTANTLY, AND THEN THE SUPPORT OF OUR COLLEGE CAREER ADVISORS TO MAKE SURE THAT THAT HAPPENED. IT WAS A SHORTER PERIOD OF TIME, BUT WE KNEW WHAT THE END GOAL WAS.

GREAT. AND THEN LAST QUESTION, I DON'T THINK IT'S NEA LOCAL BECAUSE I WENT AND LOOKED, BUT THE ACHIEVEMENT OF ASSOCIATE'S DEGREES, WILL WE SEE THAT METRIC AT SOME POINT SOON? WE WILL KNOW, BUT WE WILL KNOW WHERE WE LAND FOR MAY.

THEN, OF COURSE, WE ALSO HAVE OPPORTUNITIES IN THE SUMMER FOR OUR SENIORS TO GRADUATE.

SO ESSENTIALLY WE'LL KNOW MID SEPTEMBER KIND OF WHERE WE ARE AS A FINAL WHEN WE GET THE REPORT FROM DALLAS COLLEGE AND WE KIND OF CLEAN UP THE DATA.

BUT YES, WE'LL KNOW IN THE NEXT COUPLE OF MONTHS WHERE WE STAND WITH OUR CLASS OF 25.

SO WE'LL SEE THAT IN THE BOARD LATER IN THE CYCLE AS EVERYTHING BECOMES.

I WOULD THINK SO. YES, MA'AM. OKAY, GREAT. THANK YOU.

TRUSTEE FOREMAN. JUST A FEW QUESTIONS. I'LL START WITH HOW MANY CAREER INSTITUTES DO WE CURRENTLY HAVE OPERATING OUT OF THE FOUR? [INAUDIBLE] TO THE NORTH, EAST AND SOUTH? SO THAT'S THREE.

THREE, AND HOW MANY STUDENTS WOULD THAT ENCOMPASS? CURRENTLY WE HAVE A LITTLE BIT OVER 5000 STUDENTS GOING THROUGH THE CAREER INSTITUTES.

OKAY. SO A LITTLE BIT OVER 5000. AND LAST YEAR ABOUT HOW MANY DID WE HAVE? WE WERE ABOUT 3800. SO CLOSE TO DOUBLING. I'M GOING TO GO TO PAGE FOUR.

AND ONE OF THE THINGS I FOUND INTERESTING WAS, IS THAT WHILE OUR NUMBERS ARE INCREASING AND I LOOK AT THE AFRICAN AMERICAN NUMBER AT A PLUS 36% I THOUGHT I HEARD WE'RE NOT FOCUSING ON THIS AS MUCH, AND WE'RE FOCUSING ON FOUR YEAR COLLEGE READINESS. I JUST WANT TO MAKE A CLARIFICATION.

TRUSTEE FOREMAN THIS ONE ON THIS SLIDE IS NOT PERCENTAGE.

IT'S ACTUAL KIDS BECAUSE THEY'RE VERY SMALL NUMBERS.

SO WE DON'T GIVE YOU THE FAR RIGHT WHERE THERE'S A CHANGE.

YES MA'AM. BUT IS THAT A PERCENTAGE? NO, MA'AM.

IF YOU SEE UNDER KIDS, IF YOU'LL SEE UNDER EACH OF THOSE COLUMNS WHENEVER WE PUT AN END.

SO CERTIFICATES EARNED IN OR CERTIFICATES EARNED UNDER 23 OR 24, THOSE ARE IN NOT PERCENTAGES.

SO THOSE ARE INDIVIDUAL STUDENTS. AND SO THE CHANGE IS 36 MORE STUDENTS.

YES, MA'AM. OKAY. SO MY QUESTION AGAIN IS THIS IS AN AREA THAT WE'VE IDENTIFIED THAT AFRICAN AMERICAN CHILDREN ARE GOING TO BE LOOKING AT CERTIFICATIONS.

IS THAT CORRECT OR NOT CORRECT. YES. ALL OF OUR STUDENTS WILL BE LOOKING AT CERTIFICATIONS.

YES. BUT THE QUESTION IS WHEN WE SAID WE'RE NOT GOING TO FOCUS ON THE CERTIFICATIONS AS MUCH AS WE ARE THE FOUR YEAR COLLEGE.

CAN YOU EXPLAIN THAT TO ME? YES. I THINK WHAT WE'VE DONE OVER THE LAST SEVERAL YEARS IS WE'VE ACTUALLY TRANSITIONED SOME OF OUR P-TECH PROGRAMS, FOR EXAMPLE, FROM BEING CTE FOCUSED TO BEING MORE CORE COMPLETE, MEANING STUDENTS WILL COMPLETE MOST OF THEIR COURSES IN READING, MATH, SCIENCE, SOCIAL STUDIES. AND WE STILL HAVE SOME, OF COURSE, THAT ARE THAT HAVE LEVEL ONE AND LEVEL TWO CERTIFICATES.

YOU KNOW AS I MENTIONED, SPRUCE HIGH SCHOOL HAS A LEVEL ONE AND LEVEL TWO. THERE ARE A FEW OTHERS.

SO THEY HAVE VALUE. THERE'S NO QUESTION ABOUT IT, BECAUSE IF A STUDENT COMES OUT OF SPRUCE HIGH SCHOOL WITH HVAC LEVEL TWO, THEY'RE GOING TO HAVE A VERY GOOD JOB IN THE FUTURE, MAKING A LOT OF MONEY.

THAT'S THE WHERE I'M GOING WITH WHAT MY QUESTIONS AND CONCERNS IS, IS THAT I CLEARLY UNDERSTAND THAT PART OF THE GOAL IS TO HAVE AS MANY KIDS AS POSSIBLE IN A FOUR YEAR COLLEGE.

BUT I ALSO UNDERSTAND THAT MANY OF OUR STUDENTS WILL NOT GO TO A FOUR YEAR COLLEGE.

AND PART OF THE REASON THAT WE MADE SUCH AN INVESTMENT IN CAREER INSTITUTES WAS TO BE ABLE TO CAPTURE THOSE YOUNG PEOPLE SO THAT THEY CAN WALK AWAY WITH A CERTIFICATION THAT WILL, IN FACT, PUT THEM IN A POSITION TO HAVE GOOD JOBS.

AND SO I GUESS WHAT I'M SAYING IS, IS THAT I DON'T WANT US TO LOSE THAT FOCUS WHILE WE ARE CONSISTENTLY MOVING TOWARD TRYING TO GET AS MANY

[00:20:05]

BECAUSE I KNOW IN MY AREA, ONE OF THE THINGS I DO DO IS TALK TO PARENTS AND STUDENTS ABOUT THOSE OPPORTUNITIES THAT MIGHT NOT BE IN A FOUR YEAR COLLEGE. SO I DON'T WANT US TO LOSE THAT FOCUS.

AND NOW I'M ON FIVE. PAGE FIVE.

SO ON THE OF THE TASFA AND THE FAFSA, IT LOOKS LIKE WE DROPPED IN THE NUMBER OF STUDENTS THAT OR AM I READING IT CORRECTLY. IT'S A NEGATIVE TWO.

IT'S NOT A NEGATIVE NUMBER TWO RIGHT. OR IT'S THAT ONE DROPPED TWO PERCENTAGE ON THAT ONE.

I JUST WANT TO MAKE SURE I'M READING IT RIGHT.

SO DO WE UNDERSTAND WHY THERE WAS A DROP WHEN IN FACT PART OF THE GOAL WAS TO, BRING PEOPLE ON THAT WOULD HELP THEM WITH THE TASFA AND FAFSA.

YES, I THINK IT'S PROBABLY TWOFOLD. ONE OF WHICH IS AS I AS I NOTED IN MY PRESENTATION.

THE FINANCIAL AID PORTAL WAS NOT AVAILABLE TO FAMILIES UNTIL AROUND JANUARY SO THAT OUR TIMELINE WAS TRUNCATED.

AND NUMBER TWO, FAMILIES DO HAVE THE OPPORTUNITY TO OPT OUT.

SOME FAMILIES OPTED OUT AND MADE THE DECISION NOT TO COMPLETE FINANCIAL AID, AND THEY HAVE THAT RIGHT.

SO WHEN WE LOOKED AT THE DATA, THERE WERE SOME OPT OUTS.

AND THEN YOU KNOW, THAT WAS THE MAIN REASON, BUT IT WAS ALSO A SHORTER TIMELINE.

SO I SUSPECT FOR THOSE WHO OPTED OUT, THAT MAY HAVE HAD SOMETHING TO DO WITH IT.

THE CURRENT CLIMATE, YOU MIGHT HAVE MORE OPTING OUT.

I'M ON SIX. PAGE SIX. DO WE HAVE AN ACTUAL NUMBER OF THE STUDENTS THAT WENT TO JUNIOR COLLEGE ON THE ACTUAL NUMBER OF STUDENTS WHO WENT TO FOUR YEAR COLLEGE.

WE DO, AND I CAN PROVIDE THAT, PROVIDE THAT INFORMATION, BECAUSE THAT WOULD BE FOR ME.

THAT'S EXTREMELY HELPFUL. AND THEN IF THERE IS A NUMBER THAT TALKS ABOUT HOW MANY OF OUR STUDENTS TRANSITIONED FROM A TWO YEAR COLLEGE OR A JUNIOR COLLEGE TO A FOUR YEAR COLLEGE, THAT NUMBER WOULD ALSO BE VERY GOOD TO HAVE.

SO THERE'S A GOOD UNDERSTANDING OF WHAT THE TRANSITION LOOKS LIKE.

AND THAT'S IT FOR ME. TRUSTEE WHITE. GOOD EVENING.

I HAVE A QUESTION. IT WAS ABOUT SOMETHING THAT YOU MENTIONED, AND I WAS JUST WANTING YOU TO ELABORATE A LITTLE BIT MORE ON THAT.

YOU MENTIONED SOMETHING ABOUT SUMMER NETWORKS.

SUMMER MELT, I THINK IS WHAT I REFERENCED. SUMMER MELT.

OH. I'M SORRY. OH. BLESS YOU, BLESS YOU.

SUMMER MELT. IS SUMMER MELT IS WHAT YOU WERE SAYING? I THINK SO, YES, MA'AM, I SAID SUMMER MELT. CAN YOU TELL CAN YOU EXPOUND A LITTLE BIT AS FAR AS WHAT THAT? ABSOLUTELY. I THINK WHAT WE RECOGNIZE IS SOMETIMES OUR STUDENTS HAVE DIFFERENT CHALLENGES THEY FACE OR DIFFERENT REASONS, MAYBE THAT THEY DON'T GO TO COLLEGE OR THEY DON'T GET TO COLLEGE AND STAY ENROLLED.

AND SUMMER MELT IS THE WHOLE IDEA OF PROVIDING SUPPORT.

SO THE STUDENTS DON'T KIND OF LET THE SUMMER GET BY THEM.

ALL OF A SUDDEN THEY INTENDED TO GO TO COLLEGE, THEY DON'T GO TO COLLEGE.

SO WE HAVE SUPPORTS AND SYSTEMS IN PLACE TO HAVE CONNECTIONS AND TOUCHPOINTS WITH STUDENTS DURING THE SUMMER TO HELP MAKE SURE THAT WHAT THEY ASPIRE TO DO, TO GO TO COLLEGE, ETC., THEY ACTUALLY GET TO DO.

AND SO THAT'S REALLY THAT'S WHAT SUMMER MELT MEANS. OKAY.

AND SO WHAT AND I GUESS I WANTED TO KNOW IS WHAT ARE SOME OF THE THINGS THAT YOU'RE DOING, ARE YOU AS FAR AS OUTREACHING TO THEM? ARE YOU? THAT'S WHAT I'M ASKING. YEAH. I'LL SAY A FEW.

AND DOCTOR NEVELS, IF YOU'LL COME FORWARD A LITTLE BIT. DEPUTY CHIEF NEVELS OF COLLEGE READINESS FOR SOME OF THE SUPPORTS THAT WE DO HAVE IN PLACE ARE COLLEGE AND CAREER ADVISORS. REALLY JUST HAVE MULTIPLE TOUCH POINTS SET UP WHERE THEY ACTUALLY REACH OUT TO THE PARENTS, REACH OUT TO THE STUDENTS. THEY ACTUALLY SET UP OFFICES WITHIN THEIR HIGH SCHOOLS SO THAT THEY CAN BRING FAMILY MEMBERS UP OR STUDENTS UP TO KIND OF MAKE SURE THAT THEY'RE STILL ON THE PATH TO GET TO WHERE THEY WANT TO GO. SO THERE'S JUST SOME CONNECTION POINTS THAT HELPS THE STUDENTS, BECAUSE SOMETIMES IN THE PAST, WE DIDN'T HAVE A SYSTEM WHERE WE WERE CONNECTING IN THE SUMMER.

SO NOW THAT WE ARE, WE'VE SEEN THAT IT'S HELPED AND IT MAKES A DIFFERENCE WITH FAMILIES GETTING THEIR CHILDREN TO THAT NEXT POINT TO COLLEGE.

[00:25:02]

IS THERE A LANDING PAGE THAT WE HAVE TO ASSIST THEM WITH THIS? YES, WE DO HAVE A PAGE. WHAT IS IT? POST SECONDARY PARTNERSHIPS AND PROGRAMS. AND SO IF YOU GO THERE, THERE'S A LANDING PAGE FOR STUDENTS AND PARENTS.

THAT GIVES THEM MORE INFORMATION. SO IF I WOULD JUST GO TO DISD.ORG I WOULD GO SLASH POST SECONDARY AND.

PARTNERSHIPS AND PROGRAMS. OKAY. YEAH, THIS IS AH GOOD INFORMATION. I JUST WISH OUR NUMBERS WERE OF COURSE HIGHER.

BUT WE'RE STRIVING AND WE'RE GOING UP THE MOUNTAIN AND I DEFINITELY APPRECIATE IT.

THANK YOU. TRUSTEE TURNER. YES. THANK YOU, BOARD PRESIDENT. MY CONCERN IS REGARDING P-TECH.

I KNOW OUR KIDS THAT GO INTO THE EARLY COLLEGES, LIKE, THEY'RE PREPARED AND THEY'RE READY TO GO INTO THE EARLY COLLEGE MAGNETS LIKE KATHLEEN GILLIAM. BUT MY CONCERN IS ABOUT OUR KIDS.

ARE THEY QUALIFIED TO GO INTO THE P TECH PROGRAM? AND, LIKE, WHEN THEY GO TO, LIKE, MADISON OR LINCOLN OR SOME OF OUR OTHER SCHOOLS.

SO MY QUESTION IS WHAT IS THE DROPOUT RATE IN THE P TECH PROGRAMS? I DON'T HAVE THE EXACT NUMBER FOR YOU, BUT THERE IS AN ATTRITION RATE.

AND I THINK WHAT WE TALK ABOUT IS THE SIGNIFICANCE OF STUDENTS GAINING THOSE CREDITS AND GIVING THEM CONFIDENCE.

I KNOW WE'RE GOING TO TALK ABOUT, LIKE, FOR EXAMPLE, DUAL CREDIT LATER RIGHT. AND I THINK WHAT WE RECOGNIZE, IF STUDENTS GET A CERTAIN AMOUNT OF CREDIT, IT HELPS WITH THEIR PERSISTENCE. SO WE ALSO RECOGNIZE IF THEY DON'T GET TO 60, IF THEY GET TO 45 OR THEY GET TO 30 OR EVEN 15, WE KNOW IT'S A BENEFIT BECAUSE THE DATA TELL US THE RESEARCH SAYS THEY'RE GOING TO HAVE A BETTER CHANCE OF PERSISTING. SO I CAN GET THAT DATA IN A TRACKER, BUT I CAN'T TELL YOU VERBATIM WHAT IT IS RIGHT NOW.

OKAY. I MEAN, I'LL REQUEST IT IN TRACKING, NOT A PROBLEM.

BECAUSE I KNOW SOME OF MY KIDS ARE STRUGGLING, LIKE, YOU KNOW, WHEN THEY GO OFF TO COLLEGE, SOMETIMES THEY'RE NOT COLLEGE READY.

OFTENTIMES THEY HAVE TO TAKE REMEDIAL COURSES.

WHAT TYPE OF INTERVENTIONS ARE WE PUTTING IN PLACE FOR OUR NINTH GRADERS? THAT'S GOING INTO THE P-TECH PROGRAM. AND YOU REALIZE THAT THEY'RE NOT READY.

WELL, THE I WANT TO START WITH, THE PURPOSE OF THE P-TECH PROGRAM WAS FOR YOUR AVERAGE STUDENT.

AND SO WE HAVE MAGNET PROGRAMS THAT ARE FOR STUDENTS THAT ARE AT, YOU KNOW, HIGHER LEVELS.

AND SO I THINK THAT IS PART OF THE MISCONCEPTION IS THAT THESE ARE STUDENTS THAT ARE HIGHER PERFORMING.

AND SO WE STARTED THE P-TECHS IN EARLY COLLEGE AS AN EQUITY INITIATIVE.

AND SO THE NATIONAL AVERAGE FOR GRADUATION RATES FOR P-TECH AND EARLY COLLEGE STUDENTS IS ACTUALLY 37%.

THAT WAS LIKE AN AVERAGE. SO WITH US GETTING TO 69, NOT TO CUT YOU OFF, IS THAT BOTH TOGETHER THE EARLY COLLEGE AS WELL AS THE P TECH.

WELL EARLY COLLEGE IS PERIOD. EARLY COLLEGES PERIOD.

OKAY. SO P TECHS ARE EARLY COLLEGES. I'M SORRY.

SO I GUESS I WOULD BE CONCERNED IS MY QUESTION IS SEPARATE THE EARLY COLLEGE DATA ON HOW MANY KIDS EARN ASSOCIATE'S DEGREES VERSUS THE P TECH PROGRAM, HOW MANY KIDS ARE ACTUALLY EARNING COLLEGE CREDIT HOURS, AS WELL AS THOSE WHO ARE ACTUALLY EARNING ASSOCIATE'S DEGREES? SEPARATE THE TWO. I'M INTERESTED IN SEEING HOW WELL IS OUR P TECH PROGRAMS PERFORMING.

BECAUSE MY MAIN CONCERN IS WHEN YOU GO INTO THE CAREER INSTITUTE, YOU HAVE TO START YOUR NINTH GRADE YEAR.

IF YOU MISS THAT NINTH GRADE YEAR, THEN THAT'S A WRAP.

WHERE WE COULD HAVE HAD KIDS THAT PROBABLY SHOULDN'T HAVE BEEN GOING INTO P-TECH PROGRAM.

THAT SHOULD BE GOING INTO THE CAREER INSTITUTE.

AND NOW THEY MISSED THE WINDOW AND MISSED THE OPPORTUNITY. SO I'M REALLY. AND THEN EVEN GOING EVEN FURTHER INTO THE MIDDLE SCHOOL. HOW ARE WE TESTING OUR KIDS IN MIDDLE SCHOOLS TO SEE IF THEY EVEN P-TECH READY? SO THEY DON'T MISS A WINDOW OF OPPORTUNITY? WELL, I WANT TO REITERATE. I MEAN, THIS IS AIMED AT FIRST GENERATION STUDENTS AND FAMILIES.

SO I THINK THE POINT IS THAT THE POINT DOCTOR NEVELS MADE IS THAT THERE'S NO ENTRANCE CRITERIA.

AND IT'S REALLY ABOUT US HAVING HIGH EXPECTATIONS FOR OUR KIDS AND OUR SCHOOLS. RIGHT.

SO PART OF IT IS I THINK THERE'S CAREER INSTITUTES, THERE'S P-TECH AND THERE'S OTHER OPTIONS, BUT WE WANT THEM TO HAVE THE BUFFET OF WHAT THEY WANT AND HELP THEM GET THROUGH.

YEAH. AND LET ME CLARIFY THOUGH, JUST A COUPLE OF THINGS TO MAKE SURE THAT IT SOUNDS LIKE I HAVEN'T DONE A VERY GOOD JOB OF MAYBE EVEN PRESENTING THIS AS HOLISTICALLY.

[00:30:09]

BUT LET'S GO START WITH THE MIDDLE SCHOOL. SO EVEN NOW IN MIDDLE SCHOOLS, THEY'RE BOTH INVENTORY ASSESSMENTS THAT ARE GIVEN SO THAT STUDENTS LOOK AT WHAT ARE WHAT ARE THE INTERESTED IN INTEREST INVENTORIES.

IT SAYS I'M INTERESTED IN THESE THINGS, BUT IT ALSO TALKS ABOUT THEIR ABILITIES IN TERMS OF, YOU KNOW, IF I'M SAYING I'M REALLY LURED TOWARDS THE MEDICAL FIELD, THAT'S WHERE MY INTERESTS SEEM TO LIE.

BUT IN TERMS OF MY ABILITIES, IT DOESN'T LOOK LIKE I'M REALLY THRILLED WITH MATH AND SCIENCE.

WELL, THEN WE COUNSEL THAT STUDENT. LIKE, THEN THIS PROBABLY ISN'T THE BEST PLACE FOR YOU TO GO, BECAUSE THE THINGS YOU'RE GOING TO HAVE TO DO ARE CENTERED AROUND THE THINGS THAT YOU DON'T SEEM TO HAVE A CONNECTION WITH.

BUT THERE ARE A LOT OF AREAS IN THE MEDICAL FIELD THAT MAY BE MORE BUSINESS ORIENTED.

SO IF THAT'S AN AREA OF YOUR ABILITY. LET'S MATCH THAT.

AND WE DO, IN FACT DO THOSE INVENTORIES IN MIDDLE SCHOOL.

AND IN FACT, THEY'RE ALSO NOW BRINGING THE CAREER INSTITUTES ESSENTIALLY TO MIDDLE SCHOOLS.

IF I RECALL, WE HAVE NOW A EQUIPPED 18 WHEELER, FOR LACK OF A BETTER DESCRIPTION AS WELL.

DO I HAVE THAT RIGHT? YES. TWO TRAILERS, TWO TRAILERS.

THERE WE GO. TRAILERS. AND THEY HAVE EXPERIENCES SO THAT MIDDLE SCHOOLERS CAN GO AND GET A TASTE, IF YOU WILL, OF WHAT THE CAREER INSTITUTES HAVE.

SO GETTING ALL OUR STUDENTS TO HAVE THAT EXPERIENCE SO THAT IF THEY'RE MAKING A CHOICE, YOU CAN ONLY MAKE A CHOICE.

IF I ACTUALLY KNOW WHAT THAT MIGHT FEEL LIKE.

RIGHT. OR SEEM LIKE THEN THE EARLY COLLEGE HIGH SCHOOL COMPONENT AND WE CAN DO IT TWO WAYS.

BUT THE MODEL ITSELF WAS BUILT AROUND FIRST FOCUSING ON STUDENTS THAT WERE FIRST GENERATION COLLEGE GOING.

AND IT WASN'T ABOUT WERE THEY? AND I WOULD NEED TO REALLY GET MORE DEFINED ON WHAT WHEN YOU ASK, WOULD THEY ARE READY OR THEY AREN'T READY? IN THE EARLY COLLEGE HIGH SCHOOL PHILOSOPHY IS IF THE STUDENT HAS A DESIRE, THEN THEY'RE CONSIDERED READY. THEY'RE ALL GOING TO NEED DIFFERENT SUPPORTS TO KEEP THEM GOING.

BUT IT'S REALLY FIRST ABOUT WHAT THEY WANT TO DO IF THEY CHOOSE THAT AREA.

SO THEN WE BUILD IN AS MANY SUPPORTS AS POSSIBLE.

NOW WE DO HAVE A HIGHER ATTRITION RATE THAN THAN I THINK ANY OF US WOULD LIKE.

MORE STUDENTS DON'T STAY THAN WE WOULD WANT. WE COULD MAKE THE PROGRAM MORE RIGOROUS TO GET IN AND HAVE FEWER STUDENTS IN, WHICH WOULD MEAN WE WOULD HAVE FEWER STUDENTS LEAVING.

BUT THEN WE WOULDN'T BE SERVING MORE STUDENTS TO GET SOME OF THOSE HOURS.

SO EVEN IF I DON'T FINISH THE PROGRAM, BUT I END UP GETTING 30 HOURS OF COLLEGE, I'M STILL NOW HEADED CLOSER TOWARDS GETTING IF I CHOOSE TO GO ON TO COLLEGE, OR IF I'VE ALSO BEEN AT A CAREER INSTITUTE, THEN I MAY ALSO HAVE THE ALIGNMENT OF INDUSTRY BASED CERTIFICATIONS THAT MAY OR MAY NOT BE LEVEL ONE OR LEVEL TWO. I CAN STILL GET MY IBCS UTILIZING THE INDUSTRY BASED CERTIFICATIONS THROUGH THE CAREER INSTITUTES.

SO IT'S KIND OF A THIS PLUS THIS PLUS THIS AND MAYBE THIS AND MAYBE NOT THAT.

WE DO HAVE TO IMPROVE ON ALL OF THEM. BUT I THINK COLLECTIVELY WE'RE TRYING TO REALLY RESPOND TO ALL THE FEEDBACK WE GET BOTH FROM TRUSTEES AND FROM THE COMMUNITY.

WE WANT KIDS TO GET COLLEGE HOURS. WE ALSO WANT THEM TO BE TRANSFERRABLE.

THAT CREATES CERTAIN DEGREE PATHS AT OUR DALLAS COLLEGE ALIGNMENT.

THOSE ARE ACTUALLY DIFFERENT COLLEGE ASSOCIATE'S DEGREES.

SOME OF THEM LEAD TO MORE INDUSTRY BASED TYPE JOBS, BUT MANY OF THOSE COLLEGE HOURS ARE THEN NOT TRANSFERABLE TO A TYPICAL FOUR YEAR BACHELOR'S DEGREE. SO WE'RE KIND OF WORKING ON BOTH.

AND I THINK WHAT ALL OF YOU SAID AT THE END IS WE HAVE TO MAKE SURE WE'RE COMMUNICATING WITH THE STUDENT AND THE PARENTS TO MAKE SURE THAT THEY'RE WHERE THEY'RE MOST INTERESTED IN AT THAT MOMENT. WE DO ALSO HAVE TO BE EQUIPPED TO MAKE SOME SHIFTS IN CASE THEY DO CHANGE THEIR MIND, BECAUSE WE ALSO DON'T WANT IT TO BE THAT THEY'RE IN THEIR 10TH GRADE YEAR, AND WE'RE MAKING THEM STAY INTO SOMETHING THAT THEY REALLY DON'T WANT.

SO WE CAN GIVE YOU ALL OF THE DATA WITH REGARD TO THE ATTRITION, WHICH I THINK WE'RE ALSO LOOKING AT, OF COURSE, AND THEN PROVIDE YOU WITH LIKE, I CAN SHOW YOU THE FLIER, LIKE THE DATES THAT THE TRAILERS GO OUT TO MIDDLE SCHOOLS SO THAT KIDS HAVE THOSE EXPERIENCES. THANK YOU DR. ELIZADE. AND THE LAST THING I SAW, WHAT WAS GOING AT SOME OF THE OTHER SCHOOLS, GOING REALLY WELL WITH THEIR P-TECH PROGRAM. WHAT ARE SOME OF THE BEST PRACTICES THAT ARE TAKING PLACE AT SCHOOLS THAT HAVE SUCCESSFUL P-TECH PROGRAMS VERSUS OTHER SCHOOLS WHERE THEIR P-TECH PROGRAM IS NOT AS SUCCESSFUL? I JUST WANT TO KNOW ALL THESE BEST PRACTICES BEING APPLIED THROUGHOUT EVERY SCHOOL.

[00:35:05]

AND SO THAT'S THE BEST PRACTICE ACROSS ALL PROGRAMS IS, IS GOOD MONITORING.

BECAUSE THE COLLEGE GRADES DON'T NECESSARILY SHOW UP.

AND SO YOU HAVE TO PULL THOSE KIDS IN, DO ONE ON ONE SUPPORTS.

AND SO THE MORE STAFF MEMBERS THAT ARE ENGAGED IN THAT WRAPAROUND SUPPORT FOR THOSE STUDENTS, THE BETTER OUTCOMES THAT STUDENTS WILL HAVE. AND SO AND NOT NOW, BUT COULD YOU POSSIBLY SEND ME A LIST OF SOME SPECIFICS ON WHAT ARE THOSE WRAPAROUND SUPPORTS ARE FOR THOSE STUDENTS AND THEN AND HOW THE PARENTS ENGAGED IN THIS PROCESS WITH THEIR CHILD? YES, SIR. THAT'S ALL I HAVE. THANK YOU. TRUSTEE CURRY.

I HAD ONE QUESTION ON SLIDE THREE. I'M JUST I'M NOT SURE I FOCUSED ON THIS, I GUESS, WELL, TWO THINGS. ONE, I LOOKED AGAIN AT EA LOCAL, WHICH YOU HAVE QUOTED AT THE TOP AND, YOU KNOW, JUST AND WE'RE GOING TO HAVE THIS ADDITIONAL DISCUSSIONS ON OUR GOAL SETTING HERE LATER.

BUT I NOW REALIZE THAT ALL OF THESE TOPICS YOU'RE PRESENTING THAT IN OUR E LOCAL POLICY WILL BE PRESENTED ANNUALLY AS WELL, ALONG WITH WHATEVER DATA THAT WE END UP AGREEING ON FOR OUR GOALS AND CONSTRAINTS.

SO IT IS GOOD TO KNOW THAT EVEN THOUGH THEY'RE NOT, EVERY SINGLE ONE OF THESE ITEMS IS GOING TO BE LISTED IN OUR GPMS FOR OBVIOUS REASONS.

WILL THIS DATA WILL STILL BE PRESENTED TO THE BOARD ON A REGULAR BASIS, AND THAT'S GOOD. YES, I THINK I DID NOT. I NOW UNDERSTAND THAT AND I APPRECIATE THAT.

ON SLIDE THREE, I JUST WANT TO MAKE SURE I'M READING IT RIGHT.

WHEN WE'RE LOOKING AT 2000 8582 TOTAL GRADUATES.

THAT'S THE TOTAL NUMBER OF GRADUATING SENIORS WE HAVE IN THAT CLASS HERE.

IS THAT CORRECT? CORRECT. AND SO IS SO 59%, 60%, 60% OF ALL OF OUR GRADUATES UNDER THE 2023 STANDARDS WERE GETTING SOME SORT OF IBC CERTIFICATION.

IS THAT CORRECT? YES. AND NOW WE'RE DOWN TO 41%.

BUT THAT'S STILL, YOU KNOW, RELATIVELY I MEAN, IT'S CLOSE TO HALF.

IT'S I GUESS IT'S WHAT IT IS. IT'S 41% OF THE TOTAL NUMBER OF GRADUATES GRADUATING WITH SOME SORT OF CERTIFICATE.

I WOULD ASSUME THERE'S SOME SORT OF NATURAL LIMIT THAT, YOU KNOW, IF WE'RE HAVING HALF OF OUR KIDS APPLY TO COLLEGE AND 41% DOING CERTIFICATIONS.

I DON'T KNOW HOW MANY STUDENTS YOU'RE GOING TO HAVE THAT ARE GOING TO DO BOTH CERTIFICATIONS AND APPLY TO COLLEGE. I THINK THAT HAS TO HAVE SOME. GIVEN THAT THE NUMBER IS AT 59% FOR 2023. BUT I GUESS WHAT I'M READING THIS IS I'M LOOKING AT IT GOING, I SHOULDN'T EXPECT TO EVER SEE NUMBERS IN THE 60S, 70S AND 80S BECAUSE WE DON'T HAVE THAT MANY KIDS ON THIS PATH.

IS THAT A FAIR ASSUMPTION OF LOOKING IN THE FUTURE.

YES, SIR. IT IS A FAIR ASSUMPTION. I GUESS WHAT IT'S MAKING ME DO IS REFLECT.

WHAT DOES SUCCESS LOOK LIKE? IT'S ONE MAKING ME PROUD OF THE SUCCESS THAT WE DO HAVE.

BUT JUST. I WILL AT LEAST BE SETTING MY EXPECTATIONS IN THE FUTURE THAT I DON'T EXPECT US TO HAVE 20 POINT GROWTH EVERY SINGLE YEAR.

AND I APPRECIATE THAT. I DIDN'T THINK I QUITE GRASPED EXACTLY HOW THAT DATA WORKED UNTIL YOU PRESENTED IT, SO THANK YOU FOR THAT. TRUSTEE MACKEY. YEAH. THANK YOU ALL FOR THE PRESENTATION AND FOR THE EXCELLENT WORK.

I KNOW HOW MUCH WORK HAS GONE IN TO MOVING THESE NUMBERS HERE.

FIRST, THE GROWTH THAT YOU EXPECT TO SEE. AND THAT'S NOT INCLUDING COLLEGE PREP, CORRECT? YES. THAT'S CORRECT. THAT DOES NOT INCLUDE COLLEGE PREP. THAT'S AN EIGHT POINT GROWTH OVER ONE YEAR. THAT'S A KUDOS TO YOU AND YOUR TEAM BECAUSE THAT IS SUPER MEANINGFUL FOR THE KIDS THAT ARE ACHIEVING THAT. SIMILARLY, I COULDN'T HELP BUT NOTICE IF YOU GO I THINK IT'S NUMBER KEY METRIC FIVE.

POST-SECONDARY ENROLLMENT RATE. ONE MORE. SO I MEAN 50% IS A HUGE NUMBER OF THOSE. THESE ARE HOW MANY? ENROLL IMMEDIATELY POST-SECONDARY, RIGHT. NOT THOSE WHO TAKE A GAP.

IT'S IN THE FALL IMMEDIATELY FOLLOWING THE SENIOR YEAR. YES. AND WHAT I NOTICED IS MOST STUNNING HERE IS I THINK THERE WAS A PANDEMIC BETWEEN 2019 AND 2024. AND YET IN DALLAS ISD, UNLIKE MOST OF THE NATION WHICH DIPPED, YOU ALL HAVE SEEN A STEADY INCREASE ACROSS THE BOARD.

WHAT DO YOU ATTRIBUTE THAT TO? SPEAK TO IT. I THINK REALLY THE WORK OF THE ENTIRE DISTRICT.

AND SO IT'S IT'S A BOARD GOAL. SO IT'S A FOCUS FOR OUR CAMPUSES, FOR OUR ADMINISTRATORS.

WE DO A LOT OF WORK WITH COLLEGE PREP IN CONJUNCTION WITH THE COUNSELORS AT THE SCHOOL.

AND SO I THINK JUST THAT LASER FOCUS HAS REALLY LED TO THAT CONTINUOUS INCREASE.

YEAH, I THINK THAT IS STUNNING. DO WE HAVE ANY SENSE? AND I MIGHT BE ABLE TO LOOK THIS UP. DO WE KNOW WHAT THE STATE AVERAGE IS BY CHANCE ON THIS? I DON'T HAVE DATA. I CAN TELL YOU. WE GREW TO YOUR POINT, WE GREW VERSUS OTHERS,

[00:40:08]

SO KUDOS TO YOU, DOCTOR ELIZALDE. CHIEF CALLED YOUR TEAM.

MOVING BACK ON TRUSTEE CURRY'S POINT, I'M NOT.

AND SO I'M TRYING TO UNDERSTAND THE IBCS, 41% OF OUR STUDENTS GOT IBCS, BUT THAT'S NOT NECESSARILY MUTUALLY EXCLUSIVE.

DO WE HAVE ANY SENSE OF HOW MANY OF WHAT PERCENTAGE OF THESE STUDENTS ALSO ARE INCLUDED IN THE IBC NUMBER? WHAT PERCENTAGE OF WHAT STUDENTS? SO THE STUDENTS WHO ENROLL IN POST-SECONDARY.

OH, I SEE ALSO ARE EARNING IBCS BECAUSE I THINK WHAT I WAS HEARING FROM TRUSTEE CURRIE IS THAT WE HAVE SOME KIDS GOING TO COLLEGE.

THAT'S GREAT. AND THEN WE HAVE OTHER KIDS EARNING IBCS, AND I'M NOT SURE THAT THAT'S ACTUALLY THE CASE. I THINK WE HAVE A LOT OF STUDENTS PROBABLY EARNING BOTH, WHICH IS GREAT FOR THEM, BUT I'M TRYING TO GET A SENSE OF LIKE HOW THAT IS LOOKING.

WE DON'T HAVE THOSE DATA. WHAT WE DID LOOK AT WAS LIKE, HOW MANY STUDENTS JUST GOT AN IBC, FOR EXAMPLE. BUT I THINK TO YOUR POINT, THERE'S A LOT OF OVERLAP.

YOU KNOW, A LOT OF OUR STUDENTS, YOU KNOW, ARE STILL WANT TO GO TO COLLEGE EVEN, YOU KNOW, WITH THE IBC, RIGHT, BECAUSE THEY HAVE ASPIRATIONS OF DOING SOMETHING IN THAT FIELD BECAUSE THERE'S EASY WAYS TO ON RAMPS, IF YOU WILL, TO THE NEXT TO THE DUAL CREDIT ASPECT OF IT.

SO WE CAN TRY TO GATHER THAT. BUT WE DON'T HAVE THAT.

YEAH. AND THAT'S I THINK IT'D BE HELPFUL. I KNOW YOU ALL HAVE BEEN INCREDIBLY INTENTIONAL. I THINK ABOUT THAT CHART ALL THE TIME. THAT WAS LIKE, YOU KNOW, WE'VE GOT EARLY COLLEGE, WE'VE GOT MAGNET SCHOOLS NOW, WE'VE GOT CAREER INSTITUTES. WE'RE TRYING TO MAKE SOMETHING FOR EVERYONE IN DALLAS ISD. I'D BE REALLY CURIOUS TO SEE KIND OF WHAT THE BREAKDOWN IS FOR LOOKING AT 100% OF OUR GRADUATES, HOW MANY ARE EARNING MULTIPLE OF THESE THINGS? HOW MANY ARE EARNING JUST ONE? WHAT ARE THEY EARNING AND HOW ARE WE REALLY MAKING SURE THAT THOSE STUDENTS ARE ALSO GETTING WHAT THEY NEED TO BE SUCCESSFUL IN LIFE FOR COLLEGE? BUT OVERALL, KUDOS TO THIS GREAT WORK. IT'S AN INCREDIBLE GROWTH ON EACH OF THESE SLIDES.

SO CONGRATULATIONS. TRUSTEE MICCICHE. THANK YOU, MR. PRESIDENT. DOCTOR LUSK, YOU MENTIONED A COMPARISON BETWEEN HOW WE WERE DOING AND HOW THE OTHER URBAN DISTRICTS WERE DOING.

AND I THINK THAT'S REALLY IMPORTANT. WE'VE GOT A LOT OF TRENDS ON ALL OF THESE SLIDES, BUT I BUT I ALSO APPRECIATE BEING ABLE TO BENCHMARK AGAINST OTHER DISTRICTS THAT ARE SIMILAR TO OURS, SO THAT WE CAN SEE IF SOMEBODY IS DOING MUCH BETTER THAN WE ARE, WHAT WE WHAT WE MIGHT BE ABLE TO LEARN FROM THEM.

SO IT WOULD BE MY REQUEST THAT KIND OF ON A GOING FORWARD BASIS, THAT WHEN WE HAVE BENCHMARKING INFORMATION AND IT SOUNDS LIKE YOU DO THAT, WE INCLUDE THAT IN THE IN THE PRESENTATION. BECAUSE I'M REALLY INTERESTED IF WE'RE DOING A LOT BETTER A LITTLE BETTER ABOUT THE SAME OR BEHIND. AND YOU DID MENTION THAT WE WERE DOING BETTER ON THESE METRICS, BUT I THINK THAT'D BE GREAT ON THE ON TSI, WHAT AMOUNT OF FUNDING DIFFERENTIAL IS INVOLVED IN THIS CHANGE FROM GOING FROM 24 TO 32? YOU MEAN AS FAR AS OUR EIGHT PERCENTAGE POINT GAIN, LIKE, WHAT ARE WE INVESTED? AND NO, IN TERMS OF OUTCOMES BASED. YEAH. OUTCOMES BASED.

WHAT DO WE GET? YOU HAD PROVIDED ME THAT INFORMATION EARLIER, DOCTOR LUSK.

HOW MUCH MORE THAT WOULD GENERATE? WELL, IF I CAN GIVE YOU A YEAR OVER YEAR PERSPECTIVE, THAT'S OKAY.

THAT MIGHT BE HELPFUL FROM PREVIOUS YEAR, THIS YEAR TO THE CLASS FROM 23 TO 24.

LET ME PULL THAT REAL QUICK. I HAVE THAT HERE.

I HAVE THOSE DATA. WE GREW SIGNIFICANTLY. DOCTOR NOLLS, YOU HAVE THAT.

SO WE WERE AT ABOUT 5 MILLION FOR THE CLASS OF 23.

WHEN YOU WHEN YOU FACTOR TSI PLUS ANOTHER CREDENTIAL OR COLLEGE ENROLLMENT.

RIGHT. WHATEVER THE RULES ARE APPLIED TO OUTCOMES BASED FUNDING.

AND FOR THE CLASS OF 24, WE'RE PROJECTING JUST UNDER 8 MILLION.

SO WE GREW ABOUT $3 MILLION YEAR OVER YEAR WITH OUTCOMES BASED FUNDING IS WHAT WE'RE PROJECTING.

IT'S NOT FINAL, BUT THAT'S OUR PROJECTION. AND WE FEEL PRETTY CONFIDENT WE'LL BE CLOSE TO THAT.

OKAY. AND THEN JUST TO PUT IN PERSPECTIVE, THE MAXIMUM AMOUNT OF OUTCOMES BASED FUNDING THAT WE CAN EXPECT, IF WE COULD GET TO 100%, NOT SUGGESTING THAT WE WILL EVER GET TO 100%, BUT IS ONLY GOING TO BE THREE TIMES THAT NUMBER, 2024 MILLION IS THAT IT'S PROBABLY 35 MILLION PLUS AROUND THERE IS THE FULL CAPACITY.

IF WE TO YOUR POINT, IF WE WERE AT 100%. OKAY.

YEAH. I'M TRYING TO THINK ABOUT THIS IN THE CONTEXT OF, YOU KNOW, WHERE WE ARE IN TERMS OF STATE FUNDING AND HOW MUCH OF A DENT THIS MAKES. I MEAN, WE WANT IT. IT'S GOOD FOR OUR KIDS MORE, THAT'S THE MOST IMPORTANT THING.

BUT I JUST WANTED SOME PERSPECTIVE OF IF WE GOT TO 100% HERE, WE'RE STILL GOING TO BE WAY BEHIND IN TERMS OF MAKING UP FOR INFLATION.

[00:45:09]

SEE, I DO WANT TO SECOND SOMETHING THAT TRUSTEE TURNER SAID REGARDING BEST PRACTICES.

I KNOW THAT WE'VE TALKED ABOUT THAT IN, IN PREVIOUS IN PREVIOUS BOARD BRIEFINGS.

AND AS I RECALL FROM THE LAST TIME WE DID TALK ABOUT THIS, THAT WE HAD CONRAD AND I THINK W.T.

WHITE AT THE AT THE TOP OF THE LIST IN TERMS OF WHAT THEY'RE DOING THERE.

I WOULD LIKE TO SEE ALSO A CHART SHOWING THE UPDATED INFORMATION ON HOW THE SCHOOLS ARE DOING AT IN P-TECH ACROSS THE DISTRICT, ACROSS ALL THE SCHOOLS THAT HAVE IT.

AND I ALSO WANT TO SECOND THE POINT THAT SEVERAL OF OUR TRUSTEES HAVE ALREADY MADE ABOUT DISAGGREGATING THE DATA.

WHERE WE HAVE EARLY COLLEGE, EARLY COLLEGE, HIGH SCHOOLS AND P-TECH AND THEY'RE KIND OF LUMPED TOGETHER.

I WOULD LIKE I MEAN, BECAUSE WE HAVE TO LUMP THEM ALL TOGETHER, I WOULD LIKE TO LUMP THEM AND JUST BE ABLE TO SEE HOW THEY LOOK ON A DISAGGREGATED BASIS. AND I, DO WANT TO UNDERSCORE A POINT THAT SUPERINTENDENT ELIZALDE MADE THAT I HADN'T REALLY FOCUSED ON PRIOR TO HER MAKING THE POINT, BUT THAT P-TECH IS DESIGNED TO OPEN UP DOORS FOR LOTS OF KIDS. AND SOME OF THEM, SOME OF THEM ARE IN THAT PROGRAM AND MIGHT NOT MAKE IT, BUT THEY HAVE THE CHANCE THAT THEY OTHERWISE WOULDN'T HAVE. SO THAT IT'S KIND OF LIKE WHAT WE DID WITH THE SATS TESTS, RIGHT? WE GET EVERYBODY TO TAKE IT. AND WHAT HAPPENS IS THAT THE, THE AVERAGE SCORE GOES DOWN BECAUSE A LOT OF KIDS WHO OTHERWISE WOULDN'T TAKE IT ARE, YOU KNOW, ARE GOING TO SCORE LOWER, BUT THERE ARE KIDS IN THE GROUP THAT OTHERWISE WOULDN'T TAKE IT THAT NOW HAVE NEW DOORS OPEN TO THEM.

SO, I APPRECIATE THAT POINT ABOUT P-TECH THAT I DIDN'T REALLY FOCUS ON EARLIER AND I THINK IT'S A REALLY GOOD THING THAT WE'RE, THAT WE'RE DOING THAT. I WOULD LIKE TO SEE THE DETAILS THOUGH, WHENEVER WE DO THESE, THESE REPORTS.

AND I KNOW THAT IN THE PAST, IT'S KIND OF BEEN A JUMBO THING WITH EARLY COLLEGE HIGH SCHOOLS AND DUAL CREDIT AND, AND SO FORTH. BUT I WOULD LIKE TO SEE THAT, THAT DATA IN MORE DETAIL.

AND YOU KNOW, I DON'T KNOW WHAT YOUR SLIDE LIMIT IS THESE DAYS, BUT I WOULD REALLY APPRECIATE HAVING THEM IN THE PRESENTATION OR AS AN APPENDIX SO THAT WE CAN ASK QUESTIONS ABOUT THEM IN THE BRIEFING RATHER THAN RATHER THAN COME BACK LATER WITH A, WITH A TRACKER REQUEST. SO I AM VERY IMPRESSED WITH THE GAINS THAT WE'VE, WE'VE SEEN HERE AND I REALLY APPRECIATE ALL THE EFFORT THAT GOES INTO IT.

THANK YOU. OKAY. ROUND TWO. TRUSTEE WEINBERG.

I THINK TRUSTEE TURNER WAS FIRST. YEAH, I WAS FIRST.

I HAD YEAH. OKAY. FIRST, I DO WANT TO SAY PHENOMENAL JOB ON THE GAINS THAT YOU AND YOUR TEAM HAS MADE.

AND I'M NOT DISCREDITING ANY OF THE HARD WORK THAT YOU ALL ARE DOING.

THANK YOU FOR OPENING MY EYES UP ABOUT P-TECH BEING AN EQUITY ISSUE.

THAT'S SOMETHING THAT I WAS NOT AWARE OF. SO IT MAKES SENSE TO ME NOW.

WHY? WE MIGHT NOT. SOME KIDS MIGHT NOT FINISH THE PROGRAM VERSUS THE EARLY COLLEGE, SO THAT MAKES SENSE.

I ALSO WANT TO KNOW, YOU KNOW, WHAT SUPPORTS CAN WE PROVIDE THOSE STUDENTS THAT WANT TO BE IN THE P-TECH PROGRAM IN THE FUTURE? DO WE HAVE ANYTHING LIKE THAT ALREADY IN PLACE? I THINK IT STARTS IN MIDDLE SCHOOL. WE HAVE A COURSE THAT WE THAT WE IMPLEMENT DISTRICT WIDE.

IT'S CALLED PATH TO COLLEGE AND CAREER. AND IT KIND OF SPEAKS TO WHAT EACH OF YOU ARE SPEAKING OF, LIKE MAKING SURE THE STUDENTS KNOW THEIR OPTIONS AND FAMILIES KNOW THEIR OPTIONS, AND THEN THEY PICK THE OPTION THEY WANT.

SO I THINK IT STARTS WITH THAT, LIKE EDUCATING OUR FAMILIES WELL ON WHAT THE OPTIONS ARE AND THEN REALLY GIVING GOOD DETAIL TO THEM.

BUT ULTIMATELY THEN I THINK IT'S UP TO THE CAMPUS TEAMS AS WELL AS OUR CENTRAL TEAM TO SUPPORT THEM.

RIGHT. HAVING COUNSELORS WHO ARE FOCUSED ON PROVIDING THOSE SUPPORTS.

[00:50:02]

THEN I THINK DOCTOR NEVILLS TOUCHED ON ONE IS ALONG THE WAY, HAVE THOSE SAME PEOPLE PROVIDING SUPPORT AND MONITORING PROGRESS AND MAKING SURE IF STUDENTS ARE STRUGGLING, WHY AND HOW DO WE HELP THEM? OKAY, GREAT.

ONE THING I WANT TO RECOMMEND I LIKE THE IDEA OF THE TRUCK.

ARE WE HAVING THOSE TRUCKS AT THE FAM JAMS? JUST AN IDEA FOR US TO POSSIBLY PUT TOGETHER.

SO WE'RE IN A PILOT PHASE RIGHT NOW. THEY'RE ACTUALLY AT SOME MIDDLE SCHOOLS, AND WE WERE GOING TO HAVE THIS BIG, YOU KNOW, INTRODUCTION. AND BUT I GUESS WE GOT A LITTLE BIT AHEAD OF OURSELVES RIGHT NOW.

THEY'RE CURRENTLY AT MIDDLE SCHOOLS. WE'RE GOING THROUGH THE CURRICULUM.

WE'RE TRYING OUT WITH SEVENTH GRADERS. SO IT YOU WILL SEE THEM AND YOU CAN'T MISS THEM.

THEY'RE BIG TRAILERS WITH CAREER EXPLORATION ON THE SIDE, DALLAS ISD, THEY'RE GOING TO BE GOING DOWN THE HIGHWAYS, GOING TO MIDDLE SCHOOLS. THEY WILL BE AT, AT MANY EVENTS.

BUT RIGHT NOW THEY'RE IT IS HIGH TECH EQUIPMENT.

IT'S WHAT YOU SEE AT A CAREER INSTITUTE INSIDE A MOBILE SPACE.

AND SO RIGHT NOW WE'RE WORKING WITH THE STUDENTS, SEEING WHAT'S WORKING, WHAT'S NOT.

AND IT STARTED NEXT YEAR. THEY WILL BE ROLLING OUT TO EVERY MIDDLE SCHOOL FOR A WHOLE WEEK.

AWESOME. BECAUSE I WOULD THINK THAT THE FAM JAM IS A GOOD OPPORTUNITY TO HAVE THAT THERE AS WELL AS TALK TO OUR PARENTS ABOUT THE P-TECH PROGRAMS, CCMR AND ALL THE AMAZING THINGS THAT DALLAS ISD IS DOING.

I KNOW Y'ALL DO THE OTHER LITTLE SHOWCASES AT THE FAIR, BUT THE FAM JAM IS REALLY WHERE YOU GET THOSE PARENTS.

OKAY, WE'RE GOING TO SHIFT FOR NEXT YEAR. YES.

WE HEAR YOU. OKAY. CORRECT FAM JAM IT IS. OKAY.

GREAT. THANK YOU. AND THAT'S MY RANT. TRUSTEE WEINBERG.

I LIKE THE PILOTING. THAT'S A GREAT WAY TO MAKE SURE IT ALL IT ALL WORKS WELL ONCE YOU GET THERE.

AND I LOVE THE INNOVATION AND THE FACT THAT YOU HAVE IT BRANDED SO NICELY. THAT'S INTERESTING.

A COUPLE OF QUICK FOLLOW UP QUESTIONS. ONE IS HOW MANY IBCS ARE ACHIEVED OR GOTTEN AT THE CAREER INSTITUTES VERSUS AT THE CAREER PROGRAMS WITHIN THE HIGH SCHOOLS? SO CURRENTLY, BECAUSE THE CAREER INSTITUTES ARE GROWING, IT'S BETWEEN 30 AND 40% AT THE CAREER INSTITUTE, 60 TO 70% AT THE COMPREHENSIVE HIGH SCHOOLS. AND THAT INCLUDES THE TOWNVIEW HEALTH SKYLINE BUSINESS MAGNET LAW.

SO A LOT OF THE CERTIFICATIONS ARE IN THERE. BUT BY THE TIME THE CAREER INSTITUTES ARE FULLY BUILT OUT 2030, IT WILL BE 70% CAREER INSTITUTES, 30% COMPREHENSIVE HIGH SCHOOLS.

THAT'S KIND OF THE BALANCE. EXCELLENT. THANK YOU. AND THEN.

SO JUST A QUICK CLARIFYING QUESTION FOR ME. STILL LEARNING.

SO THE LEVEL ONE AND TWO AND THE IBCS CAN YOU GET A LEVEL ONE AND TWO AT A CAREER INSTITUTE.

OR DO YOU HAVE TO GO TO A DALLAS COLLEGE OR SOME SUCH TO GET THAT.

LIKE WHERE DOES IT ALL GO DOWN? SO LEVEL ONE AND LEVEL TWO CERTIFICATES ARE BASED ON DUAL CREDIT SEQUENCE OF COURSES.

IT INSTITUTES WHERE HIGH SCHOOL COURSES ONLY.

SO THE IN THE P-TECH EARLY COLLEGE PROGRAM, THERE ARE OPPORTUNITIES RIGHT THAT YOU CAN EARN A LEVEL ONE AND LEVEL TWO.

AND THERE ARE SOME OTHER PROGRAMS LIKE TOWNVIEW BUSINESS FOR EXAMPLE HAS A LEVEL ONE OPPORTUNITY IN THEIR BUSINESS PROGRAM. BUT IN CAREER INSTITUTES YOU'RE GOING TO EARN CERTIFICATIONS, NOT CERTIFICATES. RIGHT. AND SO YOU DON'T GET LEVEL ONE AND LEVEL TWO AT THE CAREER INSTITUTE.

YOU GET THEM AT EITHER YOUR SCHOOL WHERE THE COLLEGE IS COMING IN OR YOU'RE GOING OUT TO THE COLLEGE.

SOME FORM OF CREDIT IS REQUIRED. YES. AND THEN THE IBCS ARE AT THE CAREER INSTITUTE AND THERE'S A COMPREHENSIVE HIGH SCHOOL AS WELL.

YES. AND IN THE HIGH SCHOOLS? YES. OKAY. THANK YOU. JUST MAKING SURE I HAVE THE PICTURE OF IT IN MY HEAD.

THANK YOU. THAT'S ALL I GOT. TRUSTEE FOREMAN.

JUST A COUPLE OF QUICK THINGS. CERTIFICATIONS IN COMPREHENSIVE HIGH SCHOOLS.

ARE THERE CERTIFICATIONS IN ALL OF THE COMPREHENSIVE HIGH SCHOOLS? YES, MA'AM. THERE IS. ALL HIGH SCHOOLS HAVE AN INDUSTRY BASED CERTIFICATION TIED TO THEM.

SO IT WOULD BE GOOD FOR ME FOR THE TRACKER TO LIST THE HIGH SCHOOLS AND THE CERTIFICATIONS THAT THEY HAVE.

SO I'LL GET A GOOD UNDERSTANDING OF WHAT THOSE CERTIFICATIONS ARE.

AND THEN I HEARD KATHLYN JOY GILLIAM COLLEGIATE ACADEMY MENTIONED, AND I CAN'T HELP BUT SAY THAT THAT IS A BLUE RIBBON SCHOOL.

AND THAT HAS BEEN A PREMIER SCHOOL EVER SINCE IT OPENED WHICH IS DIFFERENT FROM THE P TECHS THAT ARE IN CARTER AND KIMBALL.

BUT I WILL SAY FOR DAVID W CARTER, TWO YEARS IN A ROW, THE VALEDICTORIAN WAS FROM P-TECH, AND ONE YEAR IT WAS THE VALEDICTORIAN AND HIS BEST FRIEND WHO WAS THE FOURTH IN THE CLASS.

[00:55:01]

SO THAT'LL BE IMPORTANT TO ME. THANK YOU. TRUSTEE MICCICHE.

THANK YOU. I WANT TO FOLLOW UP ON SOMETHING TRUSTEE MACKEY SAID, AND I THINK HE'S.

I'M REALLY TRYING TO GET TO THE SAME PLACE. I'M TRYING TO UNDERSTAND HOW THE NUMBER OF CERTIFICATIONS AND THE NUMBER OF P-TECH GRADUATES AND SO FORTH. I WANT TO GET TO A POINT WHERE WE HAVE A DENOMINATOR OF, YOU KNOW, WHATEVER IT IS, 8500 HIGH SCHOOL STUDENTS. AND HOW MANY OF THEM ARE ON A GOOD PATH, YOU KNOW, AND I DON'T KNOW EXACTLY HOW TO MEASURE IT, BUT IT'S GOING TO BE IN ALL OF THESE COMPONENTS.

AND HOW MANY KIDS DO WE NOT REALLY HAVE ON ANY ONE OF THESE PATHS, WHETHER IT'S GOING TO COLLEGE OR A CERTIFICATION OR ALREADY HAVING AN ASSOCIATE'S DEGREE. HOW DO WE DO THAT? WELL, I MEAN, I THINK AGAIN, IT KIND OF STARTS WITH THE KNOWING, RIGHT? EIGHTH GRADE. BUT THEN IF WE THINK ABOUT EIGHTH GRADE TO NINTH GRADE, IT'S OUR COUNSELORS AND OUR ADMINISTRATIVE TEAMS, ETC.

IT'S ABOUT PLANNING AND PREPARATION FOR THAT COHORT OF NINTH GRADERS, RIGHT.

AND FOR EVERY STUDENT, IT'S HELPING THEM IDENTIFY WHAT IS THE PATH THAT YOU THAT YOU SEEK.

YOU KNOW, WHAT DO YOU WANT TO DO AS A PROFESSION? A PROFESSION POTENTIALLY. AND SO IF A STUDENT WANTS TO GO INTO CRIMINAL JUSTICE, RIGHT, THERE ARE MULTIPLE OPTIONS.

I MEAN, IT COULD BE A P-TECH PROGRAM. YOU KNOW, IT COULD BE LOOKING AT OTHER PROGRAMS, LIKE IN DIFFERENT SCHOOLS, RIGHT. SO I THINK THERE ARE OPTIONS FOR EVERYBODY. WE HAVE TO HELP THEM FIND THAT OPTION AND THEN SIGN UP FOR IT, IF YOU WILL. I WANT TO FIGURE OUT A WAY TO MEASURE IT, THOUGH.

WHEN I LOOK AT OUR 8500 GRADUATES, I WANT TO BE ABLE TO SAY THAT WE'VE GOT, YOU KNOW, X NUMBER WHO ARE IN ONE OF THESE 3 OR 4 PATHS THAT SEEM TO BE PATHS TO SUCCESS. AND THEN I THEN I WANT TO BE ABLE TO SAY, OKAY, WE'VE GOT, YOU KNOW, THIS, THIS SMALLER GROUP OF STUDENTS THAT WE HAVEN'T PUT ON ONE OF THOSE PATHS.

AND HOW DO WE HOW DO WE DO SOMETHING TO HELP THEM GO IN THE RIGHT DIRECTION? WELL, WE'LL WORK TO SEE HOW WE I KNOW WE HAVE THE DATA AVAILABLE.

WE AREN'T COLLECTING IT OR PRESENTING IT IN A WAY THAT WOULD HELP US ANSWER THAT RIGHT NOW, BUT WE CAN. WE'LL COME UP WITH SOME WAY IN WHICH WE CAN DISAGGREGATE THE DATA THAT WOULD SAY ESSENTIALLY WHAT YOU JUST ASKED.

WE'LL WORK ON THAT. OKAY. THANK YOU. AND THEN I WANT TO GO TO THE IT'S S LIDE THREE.

AND I ASSUME THIS THIS IS ALL CONNECTED IN SOME WAY WITH THE A THROUGH F LAWSUIT.

IS THIS EVERYTHING THAT WAS THE A THROUGH F LAWSUIT, THE COMPLAINT WAS THAT THE THAT STANDARDS WERE APPLYING RETROACTIVELY AFTER THE YEAR WAS ALREADY OVER. RIGHT. AND THEN ARTIFICIALLY LOWERED EVERYTHING.

BUT ARE THESE THE ARE THESE THE MAIN ITEMS THAT THAT WERE IN ISSUE INITIALLY BASED CERTIFICATIONS HAD A SIGNIFICANT CHANGES.

AND FROM 23 TO 24 THE RULES CHANGED. AND THEN FROM 25 TO 26 THE RULES WILL CHANGE AGAIN.

YES. OKAY. AND MOSTLY WHAT HAPPENED WERE THOSE THREE AREAS THAT ONCE QUALIFIED UNDER TEA AS BEING VALID THEN BECAME INVALID RETROACTIVELY RIGHT? WAS ESSENTIALLY WHAT HAPPENED AND SORRY GO AHEAD.

YEAH I THINK YOU MENTIONED THEM EARLIER IN YOUR PRESENTATION THAT THERE WERE THREE MAIN AREAS THAT ONCE QUALIFIED FOR.

UNDER TEA STANDARDS THAT WERE THEN REMOVED BY TEA AS THERE WERE SUNSET CERTIFICATIONS CORRECT.

RIGHT. AND THE RULES HAVE CHANGED. SO NOW IF A STUDENT IN THIS CURRENT YEAR, A STUDENT HAS TO BE IN TWO COURSES IN THE SAME PROGRAM OF STUDY AND CAN ONLY TAKE THE CORRESPONDING EXAM IN THAT PROGRAM OF STUDY. TWO YEARS AGO, THEY COULD TAKE AN EXAM FOR ANYTHING THAT WAS AVAILABLE AND IT COUNTED A THROUGH F.

SO YES, THE RULES HAVE BEEN VERY MUCH NARROWED DOWN.

OKAY. SO IT'S NOT JUST THE CERTIFICATION. THERE ARE NOW COURSES THAT ARE CONNECTED TO CERTIFICATION.

SO IT'S A BOTH END. SOME CERTIFICATIONS WERE COMPLETELY WE'RE NOT EVEN GOING TO COUNT THIS ONE.

[01:00:01]

SO THERE WERE MULTIPLE CHANGES AND MORE ARE STILL COMING.

THERE'S STILL ANOTHER YEAR OF CHANGES AND UPGRADES.

OKAY, I'M FINE WITH RAISING THE STANDARDS. I DO HAVE THE PROBLEM WITH IT RETROACTIVELY, AND I'M TRYING TO LOOK AT THIS CHART TO SEE IF THE A THROUGH F RULES WERE IN PLACE.

FOR 20 I GUESS CLASS OF 23. THAT'S THE YELLOW BOX.

CORRECT. OKAY. SO IF WE REMOVE THAT YELLOW BOX THEN WE WOULD BE PRESENTING TO YOU.

IF YOU KIND OF PICTURE THAT NOT BEING THERE, THEN OUR OVERALL WOULD HAVE GONE FROM 59% TO 41%.

AND YOU WOULD BE ASKING WHAT HAPPENED. SO I ASKED OUR TEAM, TAKE ALL OF THAT 23 DATA AND PUT IT TO THE SAME RULES FOR THE CLASS OF 24 AND TELL ME WHERE WE WOULD HAVE BEEN.

WE WOULD HAVE BEEN AT A 20. SO IF I AM COMPARING APPLES SAME RULES TO SAME RULES, WE THEN ESSENTIALLY WENT FROM 20 TO 41.

OKAY. THAT'S GREAT. AND I REALLY APPRECIATE YOU PUTTING THAT DATA IN THERE SO THAT WE CAN SEE WHAT THE GROWTH WAS.

AND IN THE PAST THAT THAT YELLOW BOX WOULD HAVE BEEN THE WHAT IF GRADES.

RIGHT. OKAY. EXACTLY. THOSE ARE THE WHAT IFS.

AND DO WE HAVE ANY ANYTHING IN THE WAY OF A HEADS UP ON WHAT OTHER ITEMS, WHAT OTHER AREAS ARE LIKELY TO BE SUNSET? SO THAT WE CAN KIND OF GET AHEAD OF OKAY.

WELL, THEY'RE ALL LOOKING AT ME BECAUSE NOT ONLY ARE THERE CONVERSATIONS ABOUT CHANGES, THERE'S YOU KNOW, THERE'S A HEAVY CONVERSATION GOING ON RIGHT NOW ABOUT WHETHER STAAR SHOULD CONTINUE AT ALL.

SO AND WHEN I SAY A LOT YESTERDAY, THERE WAS THERE'S A LOT OF CONVERSATION AND RESEARCHERS BEING ASKED TO PROVIDE TESTIMONY AND EXPERTISE TO THE HOUSE, SPECIFICALLY WITH REGARD TO WHAT WE'LL CALL THROUGH TESTING, WHICH WOULD BE SOMETHING THAT WE REPORT TO YOU ALREADY.

YOU ALL ARE VERY FAMILIAR WITH BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR.

THERE ARE 13 STATES THAT DO THROUGH TESTING. THE ONLY WAY THAT WORKS IS IF IT COMPLETELY REPLACES A ONE END OF YEAR TEST. OTHERWISE ALL YOU'RE DOING IS ADDING MORE TESTING RATHER THAN TAKING AWAY.

AND IN FACT, THE STATE DID NOT DO IT THAT WAY.

FLORIDA, WHICH IS CONCERNING BECAUSE WE TEND TO LOOK AT FLORIDA AS A MODEL.

SO TO TELL YOU THE TRUTH, WE DON'T KNOW WHAT OTHER CHANGES MAY BE COMING.

WITH STAAR, WE HAVE GOTTEN MORE NOTIFICATION ABOUT WHAT THE CUT OFFS ARE GOING TO BE AT THIS POINT.

AND THEN IN ADDITION TO THAT, THERE'S CURRENT LEGISLATION THAT WOULD ALLOW THE COMMISSIONER TO MAKE CHANGES AT ANY TIME WITHOUT ANY NOTICE TO THE ASSESSMENTS. OKAY. WELL. THANK YOU. I WANT TO LEAVE THIS ISSUE WITH JUST NOTING THE REMARKABLE IMPROVEMENT FROM 23 TO 24 WHEN YOU APPLY THE NEW STANDARDS RETROACTIVELY TO 23, THOSE, THOSE 20 21%, 23% GAINS, THOSE ARE, THOSE ARE EXTRAORDINARY.

AND IT DOES. I THINK IT DOES SHOW THAT WHEN YOU WHEN THE DISTRICT HAS NOTICE AS TO WHAT THE STANDARDS ARE, THAT WE CAN ADAPT TO THOSE STANDARDS. SO THANK YOU.

I MEAN THAT'S A DOUBLING IN JUST ABOUT EVERY ONE OF THOSE AREAS.

THANK YOU. ANYONE ELSE FOR ROUND TWO? OKAY. IF THERE'S NO OBJECTION.

ROUND THREE. I DIDN'T USE ALL MY TEN MINUTES OF EITHER 1 OR 2.

SO I JUST HAVE ONE LAST QUICK QUESTION THAT I WANTED TO ASK. BECAUSE I FORGOT, I APOLOGIZE.

SO I'M USING THIS IS TWO. THAT'S NOT HOW IT WORKS, BUT OKAY.

NO OBJECTION TO ROUND THREE. OKAY. THE INTERNSHIPS THAT YOU MENTIONED, GOING FROM 700 TO 900.

THAT WAS AMAZING. THAT'S SO GREAT FOR OUR KIDS TO HAVE THE ALL THE SKILLS THAT GO ALONG WITH AN INTERNSHIP.

WHO DOES THAT? WHAT AGE? WHAT AGE STUDENT? 16.

WE START AT 16, BUT THE PRIORITY IS FOR STUDENTS IN THEIR JUNIOR YEAR.

[01:05:04]

NOTHING FURTHER. THANK YOU. TRUSTEES WILL NOW TURN TO AGENDA ITEM SEVEN, A SUPERINTENDENT'S REPORT,

[7. INFORMATION/REPORTS]

THANK YOU, PRESIDENT CARREON, MEMBERS OF THE BOARD.

THESE TWO ITEMS THAT I'D LIKE TO HAVE OUR TEAM.

I'LL START WITH ONE, BUT I WANT TO SEE IF WE COULD GET TO FINALIZING OUR STUDENT OUTCOME GOAL LANGUAGE.

AND WE WOULD ALSO THEN HAVE OUR 2526 BUDGET UPDATE.

AND IF YOU'LL ALLOW US TO KIND OF ROLL THOSE ALL TOGETHER, THEN WE COULD TAKE QUESTIONS.

AS WE COMPLETE THOSE, SINCE WE'VE BEEN THROUGH OUR GOALS QUITE A BIT.

IF THAT IS OKAY, WE'LL GO AHEAD AND GET STARTED WITH OUR GOALS.

WE'VE MADE REALLY, I DON'T THINK WE'VE MADE ANY CHANGES TO GOAL ONE OR GOAL TWO.

THOSE ARE THE THIRD GRADE FOCUS AREAS OF READING.

LANGUAGE, ARTS AND MATHEMATICS. AND GOAL THREE AND GOALS FOUR.

WE DID MAKE SOME SLIGHT ADJUSTMENTS HERE. WE WANTED TO ENSURE THAT WE WERE FOCUSING AS WELL ON OUR EIGHTH GRADE STUDENTS AND THEIR GROWTH TARGETS. AND WE ALSO WANT TO ENSURE THAT THE WORDING FOR OUR GOALS ON BOTH THREE AND FOUR INDICATE THAT ALL EIGHTH GRADE DATA IS INCLUDED. AS YOU ALL WELL KNOW, EIGHTH GRADE STUDENTS.

AS AN EXAMPLE, ON THE MATHEMATICS SIDE, EIGHTH GRADE STUDENTS MAY BE TAKING EIGHTH GRADE MATH.

THEREFORE, THEY WOULD TAKE THE EIGHTH GRADE STATE MATH ASSESSMENT.

BUT SOME EIGHTH GRADERS, MANY IN FACT ARE IN ALGEBRA ONE.

THOSE STUDENTS WOULD TAKE ALGEBRA ONE. BUT WE WANT ALL OF THAT TO BE REPORTED TO YOU.

SO YOU WOULD KNOW HOW ALL THE STUDENTS ARE PERFORMING.

SO THAT'S GOALS THREE AND FOUR AND GOALS FIVE.

I KNOW WE'VE TALKED QUITE A BIT OF ABOUT THIS ONE.

SO STILL STICKING WITH OUR WHICH AGAIN, AS I JUST DISCUSSED, AND I THINK TRUSTEE MACKEY HAS RAISED IT ON NUMEROUS OCCASIONS.

WE DON'T KNOW WHAT THE STATE'S GOING TO DO. THAT BEING SAID, WE'LL USE RIGHT NOW THE AGENCIES DEFINITION FOR CCMR IN TERMS OF THE OVERALL GOAL, BUT WE WOULD BREAK OUT AND REPORT GOAL PROGRESS MEASURES THAT WOULD INCLUDE THE TEXAS SUCCESS INITIATIVE, WHICH WE SAW OUR TEAM AT THE CAMPUSES, WITH THE SUPPORT OF DOCTOR NEVILLS AND HER TEAM, DEMONSTRATED WE COULD HAVE A PLUS EIGHT INCREASE IN TSI.

AND THAT IS A VERY CHALLENGING AREA TO CREATE GAIN.

SO GOAL PROGRESS MEASURE 5.1 I SPECIFICALLY INSERTED THE LANGUAGE, NOT INCLUDING COLLEGE PREP COURSE, SO THAT WE WOULD BE VERY TRANSPARENT THAT THIS IS STRICTLY PERFORMANCE ON THE ASSESSMENTS.

5.2 WE WILL GO AND WE WILL REPORT OUT THE PERCENT OF GRADUATES MEETING 15 DUAL CREDIT HOURS.

WE DIDN'T USE THE SLIDE THAT HAD WE HAD PUT THE 15 ON THAT ONE.

5.3 WE'VE TALKED ABOUT BEING ON TRACK. THIS ACTUALLY ANSWERS MANY OF YOUR ALL'S DESIRES TO HAVE SOME MORE DATA.

BUT SPECIFICALLY WITH REGARD TO HOW DO WE KNOW IF KIDS ARE LIKE, ARE THEY GOING TO BE ARE WE ACTUALLY SERVING KIDS IN A PARTICULAR WAY? YOU KNOW, OF OUR NEARLY 9000 BY THE TIME THEY GRADUATE, 9000 SENIORS.

AND SO, ONE OF THE WAYS TO ENSURE THAT WE GET TO REPORT THAT OUT IN A POSITIVE WAY, BECAUSE IT'S HAPPENING, IS TO ENSURE THAT STUDENTS ARE PROGRESSING FROM GRADE TO GRADE.

THAT IS AN AREA THAT WE HAVE TO REALLY SUPPORT SO THAT WE CAN GET THEM CAUGHT UP.

BEFORE THEY'RE TOO BEHIND. AND THEN 5.4, AFTER LOTS OF DISCUSSION, KNOWING THAT PERSONAL FINANCIAL LITERACY, WHILE NOT DIRECTLY A PART OF CCMR AS DEFINED BY THE STATE, WE DO KNOW THAT WE IF A STUDENT IS TO BE COLLEGE READY, CAREER READY, THEY SHOULD HAVE SOME UNDERSTANDING OF PERSONAL FINANCIAL LITERACY.

WE HEARD THAT FROM OUR COMMUNITY. WHEN YOU ALL HAD YOUR MEETINGS, YOU ALL RAISED IT.

SO INSTEAD OF HAVING IT A CONSTRAINT, WE'VE MOVED IT OVER INTO THE GOAL SIDE.

SO I'M HOPING THAT THAT WILL MEET YOUR EXPECTATIONS ON OUR CONSTRAINTS SIDE.

I BELIEVE CONSTRAINT ONE, I DO WANT TO POINT OUT SO THAT WE COULD DIFFERENTIATE BETWEEN GOALS AND CONSTRAINTS.

AS I REVISITED OUR TRAINING AND IN VISITING WITH SOME OF YOU, THE GOALS WILL BE IN THAT THIS WILL BE YEAR ONE, YEAR TWO. THERE WILL BE VERY SPECIFIC METRICS WITH OUR CONSTRAINTS.

WE KNOW THE BEST WAY TO DO THAT IS A COMPARISON TO A THRESHOLD.

[01:10:03]

WHATEVER THAT COMPARISON IS, YOU WILL MAKE THAT DECISION FOR US AND WITH US NONETHELESS.

HERE, WHAT WE DID DO IS WE INSERTED AGAIN, GOING BACK TO WHAT WE HEARD FROM YOU ALL HABITS OF MIND, THIS ONE. ACTUALLY, I THINK THIS IS AN EXAMPLE OF WHAT HAPPENS WHEN WE SPEND A LOT OF TIME TALKING ABOUT WHAT YOUR EXPECTATIONS IN OUR COMMUNITY EXPECTATIONS ARE, BECAUSE WE HAD NOT THOUGHT OF IT IN THIS WAY.

NOW CREATING A CONSTRAINT TO ENSURE THAT OUR STUDENTS DO HAVE CERTAIN HABITS OF MIND THAT WE KNOW WILL BE SUCCESSFUL, HELP THEM TO BE SUCCESSFUL IN COLLEGE OR CAREER OR THE MILITARY.

SO IN SHORT, WE WILL DEVELOP A SYSTEM OF BADGING SO STUDENTS COULD EARN A BADGE ON DIGITAL LITERACY.

EMOTIONAL INTELLIGENCE AND COMMUNICATION. SO WE KNOW WE CAN'T DO ALL TEN STRANDS OF HABITS OF MIND, BUT WE PICKED THE THREE THAT WE HEARD FROM YOU AND FROM OUR COMMUNITY.

NOW, THERE ARE GOING TO BE MULTIPLE WAYS IN WHICH STUDENTS CAN DO BADGING.

THERE COULD BE A MODULE THAT A STUDENT MIGHT DO.

SO SOME STUDENTS MIGHT BE ABLE, HEY, I'M ALREADY REALLY GOOD AT THIS. I'M GOING TO TAKE THE MODULE AND I'LL GET A BADGE. SOME STUDENTS MAY BE ABLE TO GET THE BADGE WHILE THEY'RE IN A COURSE THAT WE HAVE EMBEDDED AN ALIGNED PIECE THAT MIGHT BE, LET'S SAY COMMUNICATION COULD BE AN ENGLISH COURSE, IT COULD BE SPEECH, IT COULD BE MULTIPLE COURSES WHERE WE HAVE THAT.

AND AGAIN, THE STUDENTS WOULD STILL HAVE TO DEMONSTRATE THEIR PROFICIENCY IN EACH OF THESE THREE AREAS.

AND THEN WE'LL REPORT OUT TO YOU HOW ARE WE DOING TO IMPROVE OUR STUDENTS IN THOSE AREAS.

AND OF COURSE, WE LEFT TRUSTEE FOREMAN'S FAVORITE, THE EXTRACURRICULAR ACTIVITIES IN THERE AS 1.3, BECAUSE WE ALL KNOW THAT'S CONNECTED TO STUDENT SUCCESS.

CONSTRAINT TWO THE TEACHER SATISFACTION. HERE IS THE AREA WHERE AND I THINK IT WILL BE IMPORTANT ROBERT. CHIEF ABEL ON CONSTRAINT PROGRESS 2.1 THAT DEFINITION OF TEACHERS RETAINED AND HOW WE ENSURE FROM WHAT WERE WE MEASURING AND MAKING SURE THAT COMPARISON TO THE OUR SURROUNDING DISTRICTS AND THAT WE'RE EXCEEDING THAT RETENTION RATE AND 2.2 IS OF COURSE THE CLIMATE SURVEY THAT ARE ANONYMOUSLY GIVEN THOSE WERE ALREADY THERE ON CONSTRAINT THREE. THIS IS A CONSTRAINT THAT PROBABLY CHANGED THE MOST.

WE REALLY WORKED TO TRY TO GET EVERYBODY'S FEEDBACK IN HERE.

THIS IS ALIGNED IN MY OPINION WITH THE STATE'S CLOSING THE GAPS.

SO HOW DO WE CLOSE GAPS? WELL, WE HAVE TO IDENTIFY NEED AND THEN WE HAVE TO ALIGN THE RESOURCES WITH THAT NEED.

AND SO ENSURING THAT WE DO HAVE A MINIMUM THRESHOLD OF WHAT WE KNOW PROFICIENT ONE TEACHERS AND PRIORITY CAMPUSES.

AND AS WELL AS ENSURING THAT WE'RE UTILIZING THAT RETURN ON INVESTMENT PROCESS THAT DOCTOR LEAR'S TEAM LEADS TO ENSURE THAT WE'RE ACTUALLY OKAY.

WE'RE DOING A RETURN ON INVESTMENT PROCESS. HOW ARE WE USING THAT TO ALIGN OUR BUDGET? BECAUSE OUR BUDGET SHOULD REFLECT OUR PRIORITIES.

AND THEN 3.3 WOULD BE SPECIFICALLY THEN ENSURING THAT OUR D AND F RATED CAMPUSES THAT ARE ELEMENTARY SLASH MIDDLE SCHOOLS. AND BY THAT, I MEAN WHETHER THEY'RE K-5S, K SIXES, K8S THAT INSTEAD OF A 22 TO 1 RATIO, WE'D HAVE AT LEAST A 10% DECREASE IN THAT CORE STUDENT TO TEACHER RATIO WHICH WOULD BE 19.8 OR BELOW. AND THAT WOULD ALLOW US TO DEMONSTRATE THAT WE ARE ACTUALLY PUTTING RESOURCES.

WE DO IT IN LOTS OF PLACES WE CAN'T MEASURE EVERYWHERE, BUT WE WOULD BE ABLE TO DEMONSTRATE THESE METRICS TO YOU THAT WE ARE, IN FACT, ALIGNING RESOURCES TO STUDENT NEED. AND THEN THE LAST ONE WAS WE WENT BACK AND REINSERTED, ESPECIALLY GIVEN THE WHERE WE ARE FINANCIALLY IN THE STATE OF TEXAS NOT BEING ABLE TO KEEP UP WITH INFLATION.

WE WANTED TO ENSURE THAT WE DO NOT PUT THE DISTRICT IN A UNSAFE FINANCIAL SITUATION.

AND KNOWING THAT THERE ARE OUTSIDE ENTITIES THAT DO THE EVALUATIONS.

AND SO WE DID INSERT BACK WHAT WAS THERE ORIGINALLY.

WITH ENSURING DISTRICT FINANCIAL SOLVENCY. SO WITH THAT, WE'RE GOING TO ROLL INTO OUR BUDGET PLANNING, AND I'LL TURN IT OVER TO OUR CHIEF FINANCIAL OFFICER, ED RAMOS.

WE ALSO WANTED TO BRING YOU AN OVERVIEW OF THE 25-26 BUDGET, WHERE WE ARE IN THE PROCESS.

[01:15:05]

SO WE WERE ABLE TO PROJECT OUR FINAL EXPENDITURES FOR 2526.

KEEPING IN MIND THAT WHENEVER WE LOOK AT OUR BUDGET, WE ALWAYS WANT TO HAVE OUR MISSION AND OUR VISION IN MIND.

THE MISSION FOR THE DISTRICT BEING TO BE A PREMIER URBAN SCHOOL DISTRICT AND OF COURSE, OUR VISION EDUCATING ALL STUDENTS FOR SUCCESS.

ALSO LOOKING AT OUR 24-25 BUDGET, AS YOU KNOW, WE ARE PROJECTING TO END THE YEAR WITH $138 MILLION DEFICIT BETTER THAN WHAT WE HAD PROJECTED WHEN WE ORIGINALLY ADOPTED THE BUDGET OF 187.8 MILLION.

WE'VE GOT LESS THAN THREE MONTHS TO GO TO FINISH THE CURRENT SCHOOL YEAR.

WE ARE ALSO PROJECTING TO STILL END THE YEAR BETTER THAN THE $138 MILLION.

SO WE STILL ARE MONITORING OUR FINAL EXPENDITURES THESE LAST FEW MONTHS TO MAKE SURE THAT WE CONTINUE TO REALLY END THE YEAR BETTER THAN EVEN THE $138 MILLION THAT WE ARE CURRENTLY PROJECTING. AND OF COURSE, SOME OF THE STEPS THAT WE'RE TAKING TO CONTINUE TO REDUCE OUR EXPENDITURES, REALLY KEEPING AN EYE ON OUR SPRING PURCHASE ORDERS, MAKING SURE THAT ANYTHING THAT WE ORDER FROM NOW THROUGH THE END OF THE YEAR ARE ACTUAL EXPENDITURES THAT WE REALLY NEED TO CLOSE OUT THE SCHOOL YEAR, NOT TRYING TO STOCK UP ON ITEMS FOR NEXT SCHOOL YEAR.

ALSO, MAKING SURE THAT WE MINIMIZE THE AMOUNT OF PO ROLLOVERS THAT WE HAVE AT THE END OF THE YEAR.

LAST YEAR, WE HAD ALMOST $9 MILLION IN PO ROLLOVERS, AND SO WE'RE TRYING TO MINIMIZE THAT FOR THIS CURRENT SCHOOL YEAR.

AND THEN WATCHING OUR VACANCIES. AGAIN EVALUATING ANY POSITIONS THAT WE HAVE, WHETHER WE STILL CAN AFFORD THOSE POSITIONS FOR NEXT SCHOOL YEAR.

AND THEN OVER TIME, OF COURSE, REALLY KEEPING A TAB ON OVERTIME AND MINIMIZING AS MUCH AS WE CAN THE AMOUNT THAT WE SPEND ON OVERTIME.

WITH REGARDS TO REVENUE, WE ALWAYS MUST KEEP IN MIND OUR PROPERTY VALUES THAT REALLY DICTATES WHAT WE MUST PAY AND RECAPTURE.

ALSO THE AMOUNT OF LOCAL TAXES THAT WE WILL BRING IN AS A SCHOOL DISTRICT.

SO THIS CURRENT YEAR WE GREW 9.91% IN PROPERTY VALUES.

WE ARE PROJECTING TO GROW 5% NEXT SCHOOL YEAR.

AND THEN OUR ENROLLMENT, WE ARE ALSO KEEPING AN EYE ON ENROLLMENT.

WE ARE PROJECTING 138,500 STUDENTS FOR NEXT YEAR.

THE REASON THOSE TWO NUMBERS ARE IMPORTANT IS BECAUSE THESE ARE TWO OF THE BIGGEST FACTORS THAT REALLY AFFECT OUR RECAPTURE NUMBER.

AND SO THESE ARE THE BIG ASSUMPTIONS THAT WE PLUGGED INTO OUR 25-26 BUDGET.

ONE OF THE BIGGEST AND MOST IMPORTANT FACTORS IS THAT WE ARE USING CURRENT LAW.

SO WE ARE ASSUMING THAT WE ARE NOT GOING TO RECEIVE ANY ADDITIONAL FUNDING.

WE MADE THIS ASSUMPTION BECAUSE WE MUST MOVE FORWARD WITH OUR BUDGET.

AND SO THAT IS ONE OF THE KEY PIECES. WHEN YOU SEE THE NUMBERS BEFORE YOU TODAY, THE ASSUMPTION IS THAT WE ARE NOT GOING TO RECEIVE ANY ADDITIONAL FUNDING.

AND SO AS YOU HEAR CONVERSATIONS AT THE LEGISLATIVE LEVEL, KEEP IN MIND THAT THESE NUMBERS ARE WITH THE ASSUMPTION THAT THERE IS NO ADDITIONAL FUNDING COMING. THE PROJECTED TAX RATE THAT WE ARE PROJECTING FOR NEXT YEAR ON THE TAX RATE IS 0.7377.

THAT'S ABOUT A TWO CENT REDUCTION ON OUR CURRENT TAX RATE.

OUR DEBT SERVICE TAX RATE STAYS THE SAME AT 0.242035.

SO WE ARE PROJECTING A TOTAL TAX RATE FOR NEXT YEAR OF 97.97 CENTS.

AGAIN, OUR PROPERTY VALUES. WE'RE USING A 5% INCREASE, A TOTAL ENROLLMENT OF 138 500 AND A 99% COLLECTION RATE ON OUR TAXES. ONE OF THE BIG CHANGES THAT WE HAVE IN OUR FINANCIAL STATEMENTS IS WITH OUR ASSIGNED FUND BALANCE.

HISTORICALLY, WE USED GENERAL OPERATING ASSIGNED FUND BALANCE TO REALLY PLACE FUNDING ASIDE FOR ESSER FUNDING.

WE REALLY PLANNED THAT WHEN ESSER FUNDING ENDED, WE WANTED TO CUSHION OURSELVES FOR PROGRAMS IN THE DISTRICT THAT WE WANTED TO CONTINUE MOVING FORWARD WITH. AND SO WE PLACED SOME FUNDS ASIDE TO MAKE SURE THAT WE, AS A DISTRICT, COULD CONTINUE THOSE PROGRAMS OVER A CERTAIN AMOUNT OF TIME.

NOW THAT THE ESSER FUNDING IS GONE, WE WANTED TO MAKE SURE THAT WITH THE CURRENT POLITICAL CLIMATE, WE CUSHION OURSELVES WITH THE CHANGES THAT WE KNOW ARE COMING.

AND SPECIFICALLY I'M REFERRING TO FEDERAL AND STATE IMPACTS THAT MAY COME OUR WAY.

WE KNOW THAT THE DEPARTMENT OF EDUCATION MAY GO AWAY.

AND SO WHAT IS HAPPENING IS THE FEDERAL DOLLARS THAT WE USUALLY RECEIVE FROM THE FEDERAL GOVERNMENT.

THOSE ARE GOING TO BE SENT TO THE STATE OF TEXAS.

THE STATE OF TEXAS IS THEN GOING TO SEND THOSE FUNDS TO US.

[01:20:02]

WHAT WE DON'T KNOW IS WHETHER THE FORMULAS TO HOW WE RECEIVE THAT FUNDING WILL CHANGE.

AND SO LONG TERM, THE IMPACT IS MINIMAL. I MEAN, SHORT TERM THE IMPACT IS MINIMAL.

LONG TERM WE DON'T KNOW HOW THAT IS GOING TO AFFECT THE DISTRICT.

AND SO ONE OF THE CHANGES THAT WE ARE RECOMMENDING IS THAT ASSIGNED FUND BALANCE, WE CHANGE THE CATEGORY TO FEDERAL AND STATE IMPACT CONTINGENCY SO THAT WE CAN CUSHION OURSELVES AND BE PREPARED FOR ANY CHANGES THAT MAY COME OUR WAY, DEPENDING ON WHAT THE STATE DOES IN THE FUTURE.

SO FOR NEXT YEAR, WE ARE PROJECTING, AND WE DID REDUCE OUR OVERALL DEFICIT TO $127 MILLION FROM THE CURRENT $187 MILLION. WE ARE PROJECTING INCREASED REVENUES OF 60 MILLION.

EXPENDITURES, AGAIN, A REDUCTION OF $61 MILLION.

THE MAJORITY OF THE EXPENDITURE REDUCTIONS OCCURRED IN CONTRACTED SERVICES, AN ESTIMATED $16 MILLION REDUCTION.

SUPPLIES AND MATERIALS. WE WERE ABLE TO REDUCE DISTRICT WIDE $33 MILLION AND CAPITAL OUTLAY.

WE REDUCED THE OVERALL $2 MILLION. SO THAT'S WHERE THE MAJORITY OF THE REDUCTIONS OCCURRED.

ONE OF THE AREAS THAT DID INCREASE, IT WAS THE BIGGEST INCREASE THAT YOU WILL SEE IN THE BUDGET IS WITH OUR RECAPTURE PAYMENT, BECAUSE BASED ON OUR NUMBERS, THE STATE CONSIDERS THIS WEALTHIER NEXT SCHOOL YEAR.

SO OUR RECAPTURE PAYMENT ACTUALLY INCREASED BY $44 MILLION.

SO WE ARE PROJECTING A RECAPTURE PAYMENT FOR NEXT YEAR OF 104 MILLION VERSUS THE CURRENT $64 MILLION THAT WE DO SEND TO THE STATE.

AND SO THE NEXT SLIDE YOU WILL SEE OUR BUDGET SPLIT BY FUNCTION.

AND YOU WILL SEE THE MAJOR CATEGORIES THAT WE HAVE AS A DISTRICT.

AGAIN REALLY LOOKING AT FUNCTION 91 THE WATER PURCHASE.

THAT IS WHERE WE PLACE RECAPTURE. AND SO YOU WILL SEE THAT OUR ESTIMATE WENT FROM 60 MILLION TO 104 MILLION.

SO THAT'S A $44 MILLION INCREASE. SO THAT IS THE LARGEST INCREASE THAT WE HAVE IN OUR BUDGET.

YOU SEE DECREASES MANY DECREASES THROUGHOUT SEVERAL FUNCTIONAL AREAS.

AGAIN THE MAJOR DECREASES OCCURRED IN THE CONTRACT 6200 AND THE SUPPLY AREAS.

AND THEN LOOKING AT SUMMARY CHANGES BY ELEMENTARY, MIDDLE, HIGH SCHOOL AND CENTRAL OFFICE AT THE ELEMENTARY LEVEL.

WE ADDED SIX ACCELERATION SPECIALISTS. THERE WERE SOME ADJUSTMENTS TO SALARIES AND BENEFITS AT THE ELEMENTARY LEVEL AND THEN NON POSITION ADJUSTMENTS. WHEN WE TALK ABOUT NON POSITION ADJUSTMENTS WE'RE TALKING ABOUT EITHER A CAMPUSES OR DEPARTMENTS CONTROLLABLE BUDGET.

WHAT THEY'RE ABLE TO CONTROL WHICH IS BASICALLY YOUR SUPPLIES MATERIALS YOUR TRAINING MISCELLANEOUS EXPENSES AND ANY CONTRACTED COSTS.

AND SO YOU'LL SEE A LIST OF CHANGES AT THE ELEMENTARY MIDDLE AND HIGH SCHOOL AT CENTRAL ADMINISTRATION.

THE MAJORITY OF THE REDUCTIONS OCCURRED IN THE NON POSITION REDUCTIONS WHICH IS IN CONTRACTED SERVICES AND SUPPLIES.

AN ESTIMATED 65 MILLION. WE ALSO WERE ABLE TO REDUCE 86 POSITIONS AT AN ESTIMATED $7.2 MILLION.

AND THEN IN THE CENTRAL BUDGET, YOU'LL SEE AN INCREASE OF $44 MILLION, WHICH IS OUR RECAPTURE PAYMENT.

WE ALSO WANTED TO MAKE SURE WE PROTECT SOME OF THE MAJOR INVESTMENTS THAT WE HAVE IN THE DISTRICT.

AND SO THIS IS NOT AN ALL INCLUSIVE LIST, BUT THESE ARE THE MAJOR AREAS THAT WE FUND AS A DISTRICT.

EARLY LEARNING. WE CURRENTLY INVEST $23.8 MILLION IN OUR EARLY LEARNING PROGRAM.

OUR DISTRICT SCHOOL INITIATIVE AN ESTIMATED 21 MILLION EXPANDING OUR LEARNING TIME, 23.2 MILLION COLLEGE CAREER AND MILITARY READINESS 20.4 MILLION. AND MENTAL HEALTH PROGRAMS 14.1 MILLION.

OUR FOOD SERVICE PROGRAM. WE ARE ESTIMATING THAT AGAIN, IT'S A BREAK EVEN PROGRAM.

SO TOTAL EXPENDITURES AND FOOD SERVICE $118.5 MILLION.

WE ARE ESTIMATING FROM FOR NEXT YEAR, AN INCREASE OF AN ESTIMATED $3 MILLION OVER CURRENT YEAR.

AND THEN ON THE DEBT SERVICE. TOTAL DEBT SERVICE PAYMENTS OF $431.15 MILLION.

AND I WILL TALK ABOUT COMPENSATION. THANK YOU AGAIN FOR THE OPPORTUNITY TO BE HERE BEFORE YOU ALL TODAY.

AS YOU KNOW, WE'RE A PEOPLE BUSINESS. SO WHEN WE TALK BUDGET A MAJORITY OF OUR BUDGET IS GOING TO BE SALARIES OF OUR EMPLOYEES.

OUR, OUR COMPENSATION PLAN BASICALLY HAS FOUR PILLARS THAT WE FOCUS ON.

THE FIRST IS MARKET COMPETITIVE SALARIES. THAT'S WHERE OUR COMPENSATION DEPARTMENT DOES VARIOUS MARKET STUDIES TO MAKE SURE THAT ALL OF OUR POSITIONS,

[01:25:07]

THEY DO A COMPARISON BETWEEN PUBLIC SCHOOLS AND FOR THOSE WHO HAVE EQUIVALENTS IN THE CORPORATE WORLD AS WELL.

LIVABLE WAGE WE'RE DEFINITELY COMMITTED TO PROVIDING THE HIGHEST LIVING WAGE OF ANY SCHOOL DISTRICT WITHIN REGION TEN.

I KNOW IT'S A PASSION FOR NOT ONLY FOR Y'ALL AS OUR BOARD OF TRUSTEES, BUT ALSO DEFINITELY A PASSION FOR OUR SUPERINTENDENT ELIZALDE.

SO WE'RE HAPPY TO BE ABLE TO BRING FORWARD A PROPOSAL TO INCREASE THAT MINIMUM WAGE TO $17, WHICH WILL LEAD ALL DISTRICTS THAT WE'RE AWARE OF IN REGION TEN.

STRATEGIC COMPENSATION IS OUR THIRD PILLAR. THAT'S GOING TO BE OUR EXCELLENCE INITIATIVE.

SO ANYTHING THAT IS THE PAY FOR PERFORMANCE, WHICH IS GOING TO BE TEI, APEI, PEI AND EDI AS WELL.

AND THEN OUR FOURTH COMPONENT IS GOING TO BE OUR STRATEGIC STAFFING STIPENDS.

THOSE ARE GOING TO BE OUR PRIORITY CAMPUS STIPENDS FOR OUR TEACHERS, OUR ADMINISTRATORS AND COUNSELORS TO HELP MAKE SURE WE GET THE BEST PEOPLE AT THE CAMPUSES THAT NEED THEM THE MOST. AS WE DO GO TO THE NEXT SLIDES, I DO WANT TO KIND OF PUT THE CAVEAT IN THAT THAT ED PUT IN THERE AS WELL.

IT'S A LEGISLATIVE YEAR. SO THESE ARE WHAT OUR PROPOSALS ARE DEPENDING ON WHAT LAWS, YOU KNOW, DO OR DO NOT GET PASSED. WE MAY HAVE TO HAVE SOME REVISIONS TO THAT.

BUT LIKE, I THINK ED MENTIONED EARLIER WE'RE BUILDING THIS BUDGET BASED ON NO FINANCIAL INCREASES.

SO ANY, ANY CHANGES GOING FORWARD WOULD BE INCREASED AS TO WHAT WE HAVE, NOT DECREASES JUST FOR THE PUBLIC TO MAKE SURE THAT THEY KNOW THAT YOU BACK ONE SLIDE FOR ME, PLEASE. SO HERE ALSO I WANT TO DO ONE CORRECTION ON THE TOP.

IT SAYS 34 MILLION. THAT SHOULD BE 32.3 MILLION.

SO I APOLOGIZE FOR THE TYPO. SO THE TOTAL PROPOSAL FOR THE GEO IS 32.3.

I KNOW ALL YOU ALL PROBABLY SAW THAT. I KNOW TRUSTEE FOREMAN IS PROBABLY GOING TO HAVE A QUESTION ON ME. SHE LIKES ADDING THOSE NUMBERS UP, SO I WANTED TO MAKE SURE I APOLOGIZE FOR THAT. OVERALL, ABOUT 19.2 MILLION OF THESE RAISES WOULD GO TO OUR TEACHERS.

2.2 WOULD GO TO OUR CAMPUS ADMINISTRATORS AND OUR OTHER EIS.

EXCUSE ME. AND THEN THE REST WOULD GO TO OUR CAMPUS AND CENTRAL STAFF SUPPORT.

OVERALL, ABOUT TWO THIRDS OF THE MONEY WILL GO TO CAMPUS TEACHERS AND CAMPUS ADMINISTRATORS.

FOR THIS PROPOSAL. AND AGAIN, ONE BIG COMPONENT OF THAT TO THAT ALSO INCLUDES THE MOVE TO $17, AS WELL AS A 2% RAISE FOR THE NON EI STAFF. THIS IS JUST A COMPARISON.

THIS TABLE JUST KIND OF GIVES THE AVERAGE RAISES OF WHAT OUR EMPLOYEE GROUPS COULD EXPECT.

AGAIN, IT'S GOING TO BE BASED ON TO AN AVERAGE. WHEN YOU LOOK TEACHERS WOULD HAVE AN AVERAGE OF ABOUT 3.6%.

WITH OUR PROFICIENT ONE AND HIGHER AVERAGING ABOUT 3.8%.

THE YOU CAN ALSO SEE THE RAISES FOR MOST OF OUR SUPPORT STAFF IN THERE.

SOME OF THE LARGE GROUPS. GENERALLY IT'S A LITTLE BIT UNDER 3% OR UP TO 3% WOULD BE THE RAISE.

AND AGAIN, THAT'S THAT THE 2% RAISE OR THAT COMPRESSION WITH THAT $17 MINIMUM WAGE THAT WE'RE BRINGING FORWARD.

SO THAT WOULD BE THOSE AVERAGE RAISES FOR THOSE EMPLOYEES THERE.

NEXT. SO THIS SLIDE SHOWS OUR COMPENSATION LEVELS FOR WHAT THE COMPENSATION LEVELS FOR OUR TEAM WOULD BE, AS WELL AS WHAT OUR NEW TEACHER HIRE SCALE WOULD BE.

SO WHEN WE LOOK AT THESE, WHAT WE DO IS WE TRY TO BALANCE OUR NEW TEACHER HIRE SCALE BASED UPON WHAT THE MARKET VALUES ARE, AND THEN WE MARKET VALUE OUR TEI COMPENSATION LEVELS UP TO THAT PROFICIENT ONE.

OUR PROFICIENT ONE, JUST SO EVERYBODY IS AWARE, IS MARKETED TO ABOUT 20 YEARS OF EXPERIENCE IN THE MARKET.

EVEN THOUGH IN DALLAS ISD YOU CAN GET TO PROFICIENT ONE IN YOUR FOURTH YEAR.

WE DO TARGET THAT TO 20 YEARS IN THE MARKET. SO AS EMPLOYEES COME FORWARD AND TEACHERS, THEY WOULD HAVE THREE WAYS TO GET RAISES.

THEY WOULD EITHER GET A CHANGE IN THEIR EFFECTIVENESS LEVEL IF THEY DIDN'T CHANGE EFFECTIVENESS LEVEL AND THAT VALUE CHANGED.

IF THEY MOVED UP IN EFFECTIVENESS LEVEL, THEY WOULD GET THAT NEW VALUE, OR THEY WOULD GET 2% OF WHATEVER THAT EFFECTIVENESS VALUE IS.

AND AGAIN, WE ALWAYS ON THE SIDE OF THE EMPLOYEE, SO THEY GET THE BIGGER OF WHICHEVER ONE OF THOSE THREE APPLIES.

SO WE ALWAYS TRY TO GIVE THE EMPLOYEES THE BIGGEST RAISES THAT WE HAVE.

AGAIN, ONE BIG THING WE WANT TO MAKE SURE IS THAT DALLAS ISD IS DEFINITELY COMMITTED TO LEADING THE MARKET FOR OUR TEACHER SALARIES.

TEACHERS ARE OUR BREAD AND BUTTER. WE WANT TO MAKE SURE THAT WE TAKE CARE OF OUR TEACHERS FIRST. IT'S DEFINITELY BEEN A MISSION FROM SUPERINTENDENT ELIZALDE AS WE'VE WENT THROUGH THIS BUDGET PROCESS. THE GOOD NEWS IS, IS THAT CURRENTLY DALLAS ISD HAS THE HIGHEST TEACHER SALARY OF ANY SCHOOL DISTRICT, PUBLIC OR CHARTER WITHIN REGION 10 OR 11, WHICH IS ABOUT 200 SCHOOL DISTRICTS.

SO WE DO HAVE THE HIGHEST AVERAGE TEACHER SALARY OF ANYBODY IN REGION 10 OR 11.

AND IN ADDITION TO THAT, WE ALSO HAVE THE HIGHEST RATE OR PERCENTAGE OF TEACHERS EARNING ABOVE $70,000, WHICH IS AT 62%. AND WHEN YOU ADD THOSE, THAT FOURTH TIER OF THOSE STIPENDS IN IT GOES UP TO 68%.

SO WE'RE DEFINITELY LEADING THE MARKET THERE. SO WE'RE SUPER EXCITED ABOUT THAT.

AND WITH THAT I WOULD TURN IT BACK OVER TO ED FOR QUESTIONS.

THANK YOU. TRUSTEE TURNER. YES. THANK YOU FOR THAT INFORMATION.

[01:30:03]

THANK YOU FOR ONE, MAKING THE BUDGET BASED ON THAT, WE'RE NOT GOING TO RECEIVE ANY FUNDING FOR THE STATE BECAUSE IT'S SO UNPREDICTABLE RIGHT NOW. WHAT ARE OUR PLANS FOR THE TARIFFS THAT ARE HAPPENING AND ALSO THE LABOR SHORTAGE THAT WE'RE FACING IN CONSTRUCTION.

SO THAT WOULD BE A CHIEF ALFRED QUESTION. BUT BASICALLY, ONE OF THE THINGS, ONE OF THE AREAS THAT WE HAVE THAT WE CAN RELY ON IS WHEN WE DO A BOND SALE WE IMMEDIATELY INVEST THOSE FUNDS.

AND SO THOSE ARE FUNDS THAT WE DID NOT COUNT ON WHEN WE LOOKED AT OUR CONSTRUCTION AND OUR BOND ESTIMATES.

SO WE USE THAT YOU CAN SAY, AS CONTINGENCY FOR ANY PROJECTS THAT COME IN OVER BUDGET.

AND SO THAT THOSE ARE THAT'S ONE OF THE AREAS THAT WE WILL USE TO KIND OF CUSHION US FROM ANY IMPACT THAT THAT WE MAY RECEIVE FROM ANY TARIFFS, WHICH WOULD INCREASE THE CONSTRUCTION PRICES.

OKAY. ALL RIGHT. THANK YOU. AND THEN THE OTHER THING THAT CONCERN THAT I HAVE IS WHEN IT COMES TO THE SAFETY OF OUR SCHOOLS, WE HAVE A LOT OF SCHOOLS THAT HAVE TO HAVE THE SAFETY FEATURE AT THE FRONT DOOR, BUT WE DON'T HAVE ENOUGH CONTRACTORS GOING OUT TO, OKAY. WE DON'T HAVE ENOUGH CONTRACTORS PROVIDING THAT SERVICE.

WHAT ARE WE DOING TO GET A MORE DEEPER POOL, A WIDER POOL OF CONSTRUCTION PROVIDERS OR SERVICE PROVIDERS TO PROVIDE THOSE SERVICES? AND HOW CAN WE BE MORE COST EFFICIENT AND NOT GETTING OVERPRICED BECAUSE YOU ONLY HAVE A FEW SUPPLIERS PROVIDING SERVICES, WHICH MEANS THEY CAN CHARGE HIGHER PRICES FOR THEIR SERVICES? YEAH. WELL, ANNUALLY WE HAVE MIXERS. YOU KNOW, WE TRY TO REACH OUT TO THE CONSTRUCTION COMMUNITY TO GET AS MANY EYES AS WE CAN ON THE PROJECTS, AND THAT COMPETITION IS KIND OF DRIVING IT, AND WE'RE KIND OF MANAGING IT THROUGH JUST OUTREACH.

OUR SMALL BUSINESS DEPARTMENT USED TO BE MWB SPEARHEADS A LOT OF THAT AND JUST, YOU KNOW, CONSTANT OUTREACH WITH THOSE TRADE ASSOCIATIONS.

OKAY. AND THEN WHAT ABOUT, I GUESS OUR CONTRACTING PROCESS, LIKE, WHY ARE THERE ONLY THREE PEOPLE WORKING ON THE SAFETY AND SECURITY OF OUR CAMPUSES WHEN WE HAVE 200 CAMPUSES? AND THAT WORK IS GETTING SLOWLY DONE BECAUSE WE DON'T HAVE ENOUGH CONTRACTORS PROVIDING THE SERVICES.

LIKE WHAT PROCESSES. TRUSTEE TURNER, YOU'RE OFF AGENDA TOPIC? IT'S NOT I'M TALKING ABOUT THE BUDGET, THE BOTTOM LINE.

BUT YOU'RE GETTING INTO. OKAY, YOU'RE RIGHT, I APOLOGIZE, I WITHDRAW MY QUESTION.

ALSO $20 AN HOUR. I THINK THAT'S A LIVABLE WAGE.

THAT'S MY OPINION. TRUSTEE FOREMAN. THANK YOU.

I WANT TO GO BACK TO THE PROPOSED GOALS, AND I'M LOOKING AT GOAL FIVE ON PAGE EIGHT.

AND THE PERCENTAGE OF GRADUATES COMPLETING A PERSONAL FINANCIAL LITERACY COURSE.

HOW MUCH IS THAT GOING TO COST US? AND ARE WE HAVING TO HIRE ADDITIONAL PEOPLE TO DO THAT? NO, MA'AM. THE THERE'S ACTUALLY AN ELECTIVE RIGHT NOW THAT ALREADY EXISTS.

THAT'S CALLED PERSONAL FINANCIAL LITERACY. AND SO SOME STUDENTS WILL GET THIS BECAUSE THEY WILL TAKE THAT COURSE.

AND OTHERS WILL THAT ARE TAKING ECONOMICS. THERE'S NO ECONOMICS NOW HAS A THREAD OF PERSONAL FINANCIAL LITERACY THAT IS ALSO NOW WOVEN WITHIN THAT PARTICULAR COURSE.

IS THAT A MIDDLE SCHOOL? NO, THAT'S HIGH SCHOOL.

OKAY. ALL RIGHT. AND NOW I'M ON NUMBER 11. YOU CAN GO BACK ANGIE.

WHERE'D SHE GO? WELL, I DON'T KNOW. MAYBE SHE NEEDS TO STAY.

YOU MIGHT ASK ANOTHER ONE. CPM 3.3, WHERE WE TALK ABOUT THE. STUDENT TEACHER RATIO. WHAT IS THE CURRENT STUDENT TEACHER RATIO? AND THE REASON I'M ASKING THAT QUESTION IS, IS THAT WE KNOW IN SOME OF OUR SPECIAL CLASSES OR OUR BILINGUAL CLASSES THAT THE STUDENT TEACHER RATIO IS LOWER IN MOST CASES. AND SO. NO, THAT THAT IS NOT TRUE.

NO, MA'AM. OKAY. THAT'S NOT TRUE. THAT IS FALSE.

WE AND I SHOWED YOU ACTUALLY, YOU AND I HAD THIS CONVERSATION A COUPLE OF WEEKS AGO, AND I STILL AM QUESTIONING.

WELL, THE DATA, THIS ISN'T STEPHANIE ELIZALDE TALKING? OUR DATA DEMONSTRATE THAT WE HAVE STUDENT TO TEACHER RATIOS THAT ARE BOTH IN BILINGUAL AS WELL AS GEN ED CLASSES AT SOME CAMPUSES, THE RATIOS, DEPENDING UPON THE POPULATION OF STUDENTS PRESENT, CAN BE HIGHER IN THE GEN ED THAN IT IS IN

[01:35:06]

SO WHY DON'T WE DO THIS? JUST TAKE MY DISTRICT, DISTRICT SIX, AND THEN BREAK DOWN THOSE BILINGUAL CLASSES AND THE OVERALL STUDENT TEACHER RATIO, AND THEN THE GEN EDS AND THE BILINGUAL.

AND THEN I'LL HAVE A BETTER UNDERSTANDING OF HOW THAT WORKS.

AND I DO HAVE THAT INFORMATION. WHAT THIS IS.

BUT I'M RUSHING SUPERINTENDENT BECAUSE MY TEN MINUTES WILL BE UP.

AND SO I GOT A WHOLE BUNCH OF STUFF. OKAY SO.

YEAH, IF YOU WOULD JUST DO THAT FOR ME, I WOULD APPRECIATE IT.

SO I'M ON TO PAGE 12. AND THIS IS BASED ON WHAT WE'RE TALKING ABOUT FROM A FINANCIAL STANDPOINT IN TERMS OF OUR GOALS.

AND I JUST HAVE SOME QUESTIONS. IF YOU LOOK AT CPM 4.1 WHERE WE TALK ABOUT ANNUAL AUDITS, YOU'LL HAVE NO UNQUALIFIED OPINION. I'D LIKE TO SEE NO MATERIAL WEAKNESSES TO.

SO I'LL HAVE A BETTER UNDERSTANDING. AND I'M JUST THROWING OUT WHAT I WOULD LIKE TO SEE.

AND THEN I WOULD ALSO LIKE TO SEE SOMETHING THAT SPEAKS TO OUR RETURN ON INVESTMENT AS WE INVEST DOLLARS. WHAT IS OUR RETURN? BECAUSE WE KNOW FOR A WHILE IT WAS THE MARKET WAS PRETTY CRAZY.

AND IT'S CRAZY RIGHT NOW. SO I'D LIKE TO SEE THAT.

THEN I'D ALSO LIKE TO SEE SOMETHING THAT SPEAKS TO BOND EQUITY SPENDING BECAUSE THAT'S A REALLY CRUCIAL TO ME. SO THOSE ARE JUST SOME THINGS I'D LIKE TO SEE ON THAT.

AND QUICKLY, I'M GOING TO RUSH ON OVER TO THE WHOLE FINANCIAL PIECE.

ONE OF THE THINGS THAT GOT MY ATTENTION, I GOT SO MANY NOTES ON HERE, I MIGHT NEED TO SIT DOWN WITH YOU PERSONALLY, BECAUSE IT'S A IT'S A LOT OF NOTES. BUT ONE THING I HEARD YOU SAY WAS, IS THAT WHEN WE LOOK AT THE FUND BALANCE, WE ONLY DID IT FOR ESSER. I'VE BEEN ON THE BOARD TEN YEARS, AND IT HAS NOT ONLY BEEN FOR ESSER AND, EXCUSE ME, ONE OF THE THINGS THAT WE HAD IT FOR WAS Q [INAUDIBLE] AND I'M NOT SURE IF THAT'S BEEN PAID OFF OR NOT. NO, I SAID ONE OF THE CATEGORIES. SO THERE'S SEVERAL CATEGORIES.

Q [INAUDIBLE] IS STILL ON THERE. OKAY. BECAUSE I THOUGHT I HEARD YOU SAY IT WAS JUST GOING TO BE FOUR.

SO MAYBE I MISUNDERSTOOD YOU. SO ON THE. AND I'M LOOKING AT THE GENERAL ADMINISTRATION. I'M ON PAGE 18. SO YOU CAN KEEP UP WITH ME.

SO GENERAL ADMINISTRATION WOULD BASICALLY MEAN POSITIONS FROM 9400.

IS THAT CORRECT? WHAT WAS THE QUESTION FROM 9400? YOU SAID I'M ON I'M UNDER FUNCTION CODE 41 FOR THE MOST PART.

YES. OKAY. SO IT WOULD BE GOOD FOR ME TO KNOW HOW MANY POSITIONS HAVE ACTUALLY BEEN CUT FROM THAT.

OKAY. THEN UNDER STUDENT TRANSPORTATION, WHICH EVERYBODY KNOWS, I'M BIG ON EXTRACURRICULAR ACTIVITIES. AND ALONG WITH THAT GOES STUDENT TRANSPORTATION.

AND WE'RE CUTTING THAT BUDGET. I'M CURIOUS AS TO HOW THAT WILL AFFECT SOME OF THE OTHER PROGRAMS THAT WE HAVE, BECAUSE I DO KNOW, SUPERINTENDENT, THAT I HAVE HEARD IN THE PAST THAT SOME PEOPLE WELL, I SEE DAVID COMING.

HEY, DAVID. HELLO. SO THE CUTTING OF THIS 3 MILLION.

IS THAT GOING TO AFFECT ANY OF OUR SPECIAL CURRICULUM? SPECIAL ACTIVITIES? NO, MA'AM. NONE. SO WHAT? WHAT ACTUALLY, WHAT IS THAT? CUT. WE TOOK A DEEPER DIVE INTO THE SPECIAL ED NEEDS IN OUR ARDS AND LOOKING AT DOOR TO DOOR TRANSPORTATION. AND WHO NEEDS THEM, WHO DOESN'T? MCKINNEY-VENTO TRANSPORTATION, OUTSOURCING, TRANSPORTATION.

AS FAR AS JUST DOING IT AND BRINGING IT IN HOUSE AND ALL OF THAT CAME OUT TO ABOUT $3 MILLION

[01:40:05]

OKAY, THAT SOUNDS GOOD. THANK YOU SO MUCH FOR THAT.

SO AND I'M LOOKING UNDER FUNCTION CODE 99, OTHER INTERGOVERNMENTAL CHARGES.

WHAT WERE THOSE CHARGES BE LIKE? SO THAT IS SPECIFICALLY OUR THE WHAT WE PAY THE APPRAISAL DISTRICT. OH, OKAY.

THAT MAKES SENSE. AND THEN I'M ON PAGE 19 WHERE WE'VE ADDED POSITIONS.

THE ACCELERATED SPECIALIST. SO ARE THEY IN ON CAMPUSES OR ARE THEY.

I SEE SOME SHAKING OF THE HEAD OVER THERE. YEAH, THEY ARE.

THOSE ARE OUR READING INTERVENTIONISTS AND THEY ARE ON CAMPUSES. SO THEY GO FROM CAMPUS TO CAMPUS.

OR ARE THEY ON SPECIFIC CAMPUSES? NO, THEY ARE ON CAMPUSES.

ARE THEY FROM CAMPUS TO CAMPUS OR ARE JUST ON AN INDIVIDUAL? THEY'RE ASSIGNED CAMPUS. OKAY. THANK YOU.

I'VE GOT SOME OTHERS HERE, BUT I'LL JUST. I'LL GET WITH YOU AND ASK YOU THOSE QUESTIONS.

THANK YOU. TRUSTEE CURRIE. FIRST, THE COFFEE SMELLS GOOD.

THAT TRUSTEE MACKEY'S HAD. IF ANYONE SEES THE NEW FATHER FALLING ASLEEP OVER THERE WILL THEY PLEASE KICK HIM AND WAKE HIM UP.

LET ME JUST GO GET HIM. SO I HAVE SEVEN ITEMS THAT I WROTE DOWN I WANT TO CHAT ABOUT, SO I'LL TRY TO TICK THROUGH THEM FIRST. AND YOU DON'T NEED TO PULL THE SLIDE UP, BUT ON CONSTRAINT 1.2, THE ADDITION OF HABITS OF THE MIND, I JUST WANT TO APPLAUD THE DISTRICT AND CONTINUING TO WORK ON AND INCLUDING THAT THAT CONSTRAINT.

I KNOW THAT THAT'S SOMETHING THEY'VE WORKED HARD TO TRY TO DEFINE A SOMETIMES DIFFICULT TO DEFINE TOPIC, BUT ALSO TO LISTEN TO THE COMMUNITY THAT EXPRESSED A SIGNIFICANT AMOUNT OF INTEREST IN THAT.

AND SO I'M VERY PLEASED TO SEE THAT THAT BE ADDED.

I'M ALSO PLEASED TO SEE ON CONSTRAINT 3.2 RELATED TO RETURN ON INVESTMENT.

THAT FRAMEWORK, ONE OF THE THINGS I WAS MOST IMPRESSED ABOUT WHEN I FIRST JOINED THE BOARD, I REMEMBER WATCHING THE BUDGET BRIEFING LAST YEAR, AND THERE WAS A SOME PRESENTATION OF THAT.

AND THEN ULTIMATELY WE WERE SHARED THROUGH A TRACKER, ALL OF THE DIFFERENT ROI ANALYSIS THAT WAS DONE FROM ALL THE DIFFERENT PROGRAMS. AND I KNOW A LOT OF WORK GOES INTO THAT, BUT I THINK IT'S INCREDIBLY IMPORTANT FOR THE DISTRICT AND FOR US AS A BOARD TO BE GOOD STEWARDS, TO UNDERSTAND THAT THE INITIATIVES THAT THE DISTRICT IS DOING ARE WELL THOUGHT OUT, AND THAT WE'RE REALLY EXAMINING HOW THEY WORK WELL.

AND SO I'M GLAD TO SEE THAT THAT'S ACTUALLY ADDED INTO A CONSTRAINT.

I THINK IT REFLECTS THE VALUES WE'VE ALREADY DEMONSTRATED AND WANTED TO SEE THAT.

MY ONLY REMAINING QUESTION WAS ON IS BACK ON GOAL NUMBER FIVE.

WE CAN PULL THAT UP. AND AGAIN I'M, PLEASED WITH A LOT OF THE PROGRESS THAT WE MADE.

THERE'S ONE TOPIC I JUST WANT TO DISCUSS. AND I DON'T KNOW, DR.

ELIZADE, IF THIS IS SOMETHING YOU SHOULD ADDRESS OR DOCTOR LUSK, BUT I UNDERSTAND WHY IN 5.2, WE'RE NOW FOCUSING ON DUAL CREDIT. AND, YOU KNOW, FROM SOME OF THE PRIOR DISCUSSIONS, YOU KNOW, WHEN YOU FOCUS ONLY ON ASSOCIATE'S DEGREES, THAT'S 60 HOURS, AND THERE'S A SMALLER SUBSET OF STUDENTS THAT ARE GOING TO BE MOVING ON THE PATH TO GET TO AN ASSOCIATE'S DEGREE. AND SO YOU BROADEN THE NUMBER OF STUDENTS THAT YOU'RE BRINGING IN TO THE FRAMEWORK WHEN YOU ADD DUAL CREDIT.

I DO WANT TO UNDERSTAND, YOU KNOW, I'VE ASKED THE QUESTION OF HOW, YOU KNOW, THERE'S SO MANY DIFFERENT OPTIONS THAT WE HAVE FOR STUDENTS. WE HAVE THE CERTIFICATIONS THAT WE TALKED ABOUT EARLIER IN THE DAY.

WE HAVE AP CLASSES, IB PROGRAMS, DUAL CREDIT ASSOCIATE'S DEGREES.

YOU KNOW, SEVERAL DIFFERENT PATHWAYS. YOU KNOW, IS THERE ANY CONCERN ABOUT THE INCENTIVES IT CREATES IF YOU SORT OF NAME ONE, BUT NOT NAME THE OTHERS? AND SO WHAT I HERE'S AN EXAMPLE, I AND I, I PERSONALLY BELIEVE EVERYBODY, AS I'VE SAID MANY TIMES IN BOARD MEETINGS, WAKES UP EVERY DAY THINKING, WHAT'S THE BEST THING I CAN DO FOR KIDS? BUT HUMAN BEINGS ARE HUMAN BEINGS. AND SO WHEN YOU CREATE SYSTEMS LIKE THIS, IT'S TO CREATE INCENTIVES THAT MAY CREATE UNINTENDED CONSEQUENCES.

SO LET'S IMAGINE YOU'VE GOT A STUDENT WHO MIGHT BE A GOOD FIT FOR AN IB PROGRAM AT HILLCREST, FOR EXAMPLE, WHICH IS NOT IN MY DISTRICT, IN TRUSTEE WEINBERG'S DISTRICT.

YOU KNOW, IS THERE AN UNINTENDED INCENTIVE TO SAY MAYBE YOU COULD DO WELL IN IB, BUT MAYBE WE WANT TO KIND OF MOVE YOU OVER INTO DUAL CREDIT INSTEAD,

[01:45:02]

WHAT HAVE WE THOUGHT ABOUT TO TRY TO MAKE SURE WE AREN'T CREATING UNINTENDED CONSEQUENCES TO INCENTIVIZE STUDENTS INTO A PATH THAT MAY NOT BE THE BEST PATH FOR THEM? SO I THINK FIRST, THE PROGRAMS THAT LET'S TAKE IB, THERE ARE A CERTAIN NUMBER OF SEATS THAT THAT PROGRAM HAS TO SUPPORT.

OTHERWISE THE PROGRAM DOESN'T CONTINUE TO EXIST.

AND SO I DON'T THINK THAT THERE A CAMPUS IF ANYTHING, THEY HAVE MORE STUDENTS WHETHER WE'RE MEASURING IT AS A SEPARATE ITEM OR NOT.

I THINK THAT HAPPENS TO BE ONE OF THE PROGRAMS THAT ORIGINALLY IN OUR DISTRICT, WHEN YOU THINK ALL THE WAY BACK TO JAIL, LONG AND WOODROW ACTUALLY GOT STARTED FROM TRULY GRASSROOTS COMMUNITY MEMBERS, PARENTS SPECIFICALLY CAME TO US AND SAID, WE WOULD LIKE TO SEE AN IB OPTION FOR STUDENTS.

AND AS A RESULT, WE STARTED THE MIDDLE YEARS PROGRAM AT J.L.

LONG. AND THEN THAT GREW INTO THE IB PROGRAM AT WOODROW.

THEN IT WAS WE NEED AT LEAST ANOTHER STRAND IN TWO OTHER PLACES.

I THINK WE FINALLY HAVE ONE IN OAK CLIFF AREA.

AND I SEE MY PEOPLE NODDING BACK THERE. SO I THINK I'M RIGHT.

AND I SEE DOCTOR RAMIREZ OVER THERE. AND THEN HILLCREST IS THE OTHER THAT HAS THE IB.

SO I DON'T THINK WITH IB, I DON'T THINK THAT THERE'S A I DON'T HAVE A CONCERN THAT WE MIGHT GENERATE THAT WITH REGARD TO AP.

I THINK AP IS THESE ARE ALL ALSO ALL AROUND I THINK PARTICULAR PHILOSOPHIES, THERE ARE SOME INDIVIDUALS WHO FEEL STRONGLY AND MAY NOT NECESSARILY BE CONVINCED BY THE SOLID RESEARCH THAT DEMONSTRATES THAT IN TERMS OF COLLEGE ATTAINMENT AND SUCCESS, THERE IS NO DIFFERENCE BETWEEN AP OR DUAL CREDIT.

SOME PEOPLE AREN'T CONVINCED OF THAT. MANY OF THOSE PEOPLE MAY BE PARENTS, AND SO PARENTS HAVE A SPECIFIC I WANT IT, I WANT MY CHILD TO DO AP. SO I DON'T SEE AN ISSUE WITH WITH OUR ADVANCED PLACEMENT, WE HAVE TEACHERS THAT GO TO ADVANCED PLACEMENT TRAINING EACH SUMMER. AND SO THAT WOULD ALSO BE PART OF THEIR ALIGNED.

THAT'S THE WAY THE MASTER SCHEDULES ARE BUILT IS HOW MANY STUDENTS ARE IN FACT EVEN REQUESTING THAT AP SEQUENCE OF COURSES.

SO I DON'T SEE THAT AS A CONCERN. ARE THERE OTHER UNINTENDED CONSEQUENCES? THERE WOULD BE NO WAY THAT I WOULD SAY THERE PROBABLY ISN'T ONE.

I HAVEN'T I PROBABLY HAVEN'T THOUGHT OF EACH ONE OF THEM.

I WOULD WANT US TO I WOULD WANT US TO BE CAUTIOUS OF ADDING ANOTHER ONE BECAUSE NOW I'M INTO FIVE GROWTH PROGRESS MEASURES PLUS THE GOAL. AND I THINK THAT WAS PART OF WHAT WE WANTED TO DO WAS ENCOMPASS AS MUCH OF WHAT WE COULD IN THAT GOAL.

FIVE. NOW WE COULD TEASE OUT FOR YOU. AND IN FACT, I THINK I'VE HEARD FROM SEVERAL OF YOU THE DETAILED INFORMATION FROM THAT, WHETHER IT WAS SOMETHING THAT TRUSTEE FOREMAN OR TRUSTEE MICCICHE HAS ASKED, WE CAN CERTAINLY, WHEN WE REPORT THAT OUT, HOW MANY ARE IN AN IB PROGRAM, HOW MANY ARE IN AN AP ROUTE? HOW MANY ARE IN THE INDUSTRY BASED CERTIFICATIONS? I THINK TO THAT ORIGINAL QUESTION OF HOW ARE WE MAKING SURE REGARDLESS OF HOW, HOW DO WE KNOW KIDS ARE ON A SUCCESSFUL PATH, AND HOW MANY ARE IN EACH OF THOSE PATHS? AND THAT DATA, FRANKLY, COULD BE VERY USEFUL FOR US IN TERMS OF DO WE NEED TO SCALE UP SOME AREAS? DO WE NEED TO SCALE DOWN SOME AREAS? ARE SOME AREAS KIDS ARE WAY MORE SUCCESSFUL? DO WE NEED TO COMMUNICATE THAT OUT? SO I WOULD ASK YOU KNOW, FOR SOME GRACE IN GIVING US AN OPPORTUNITY TO, YOU KNOW, GRANTED, ONCE THESE ARE IN THESE ARE SUPPOSED TO BE IN WE SHOULD MAKE VERY LITTLE, IF ANY CHANGES TO THEM. BUT I'LL CERTAINLY TAKE ALL THAT AND WE'LL DISCUSS IT WITH THE GROUP.

BUT THOSE ARE MY INITIAL THOUGHTS. WELL, AND I APPRECIATE IT.

AND THAT'S, THAT'S YOU KNOW, CERTAINLY WHAT I WAS HOPING TO HEAR AND YOU KNOW, I JUST APPRECIATE VERY MUCH THE COMMENT YOU MADE EARLIER TODAY AND THAT WE'VE HAD IN OUR CONVERSATIONS ABOUT, YOU KNOW, THERE'S NOT THERE'S NOT ONE PATH FOR EVERY STUDENT.

THERE'S MANY DIFFERENT PATHS FOR STUDENTS. AND WE ALSO DON'T WANT TO PIGEONHOLE SOMEONE INTO A PATH THAT STUDENTS ARE YOUNG, AND THEY MAY CHANGE THEIR MIND AND THEY MAY NEED TO MOVE. AND WE NEED TO BE ACCOMMODATING TO THEM SO THAT THEY COULD FIND THE RIGHT PATH FOR THEIR SUCCESS.

[01:50:02]

SO I APPRECIATE THAT. ON THE BUDGET I JUST HAD SOME SPECIFIC QUESTIONS.

CHIEF RAMOS, FIRST ON SLIDE 17. I SAW THERE'S A DROP IN STATE FUNDING OF ABOUT $60 MILLION.

AND I JUST WANT TO UNDERSTAND WHY. YOUR MICROPHONE, CHIEF, THE CATEGORY OF WHY THAT HAPPENED IS BASICALLY OUR WEALTH LEVEL. AND SO PROPERTY VALUES INCREASED, OUR ENROLLMENT PROJECTIONS WENT DOWN.

SO THAT BASICALLY CAUSED OUR RECAPTURE PAYMENT TO GO UP.

AND SO THAT CAUSED OUR STATE FUNDING TO GO DOWN IS THE BIG FACTOR IN THAT.

AND YOU KNOW, OBVIOUSLY WE'RE IN THE MIDDLE OF A LEGISLATIVE SESSION. WE MENTIONED THIS IN SOME PRIOR MEETINGS. BUT, YOU KNOW, PART OF THE REASON WHY THE STATE ENDS UP WITH A SURPLUS IS THAT OUR PROPERTY VALUES GO UP. THE STATE JUST KEEPS PAYING LESS.

AND THEN AND THEN WE END UP WITH A $127 MILLION DEFICIT.

WE SURE WOULD LIKE TO BE ABLE TO KEEP A LITTLE BIT MORE OF OUR PROPERTY REVENUE, RATHER THAN MAKING IT CHEAPER FOR THE STATE.

THAT WOULD CERTAINLY HELP US GET RID OF THAT BIG RED NUMBER ON THE BOTTOM.

AND THEN ON SLIDE 18, I HAD A FEW SPECIFIC QUESTIONS WANTING TO UNDERSTAND WHAT SOME OF THE CHANGES WERE.

AND THESE WERE JUST NUMBERS THAT I THOUGHT WERE EITHER LARGER IN NUMBER OR LARGER IN PERCENTAGE.

SO THE FIRST IN INSTRUCTION IS THAT A COULD YOU JUST TALK ABOUT WHAT THAT $60 MILLION REDUCTION IS, IS THAT PERSONNEL OR IS THAT SOMETHING ELSE? YEAH.

THE TWO BIGGEST AREAS WITH INSTRUCTION 15.6 MILLION OF THAT REDUCTION IS IN CONTRACTED SERVICES, AND THEN 15.8 MILLION OF THAT REDUCTION IS IN SUPPLIES.

AND THEN WE INCREASED PAYROLL COSTS AND CONSTRUCTION 15 MILLION.

AND SO THE NET EFFECT WAS 16.3 MILLION. SO AGAIN, A REDUCTION IN SUPPLIES AND CONTRACTED SERVICES.

AND I'VE HEARD SEVERAL TIMES. TRUSTEE CURRIE, FINISH THAT QUESTION.

BUT I CAN GET YOU IN THE NEXT ROUND. OKAY. SURE.

NO, NO. AND THEN WE HAVE TRUSTEE MACKEY. THANK YOU ALL SO MUCH.

SO FIRST I WANT TO THANK YOU, DOCTOR ELIZALDE, YOUR ENTIRE TEAM FOR ALL OF THE WORK THAT'S GONE INTO THE GOALS, CONTINUING TO GO BACK, RETHINK. LOOK AT THE SURVEY.

YOU KNOW, YOU ALL HAVE DONE A TON OF WORK, AND I JUST WANT TO KNOW THAT THAT IS APPRECIATED. TWO QUICK QUESTIONS ON THE GOALS AND CONSTRAINTS.

IF ONE ON THE FINANCIAL LITERACY. I UNDERSTAND WHY WE MOVED IT THERE, EVEN IF IT IS NOT A DIRECT FOCUS INTO CCMR. I APPRECIATE TRUSTEE FOREMAN'S POINT AROUND THIS.

I WOULD JUST SAY FROM MY OWN PERSONAL PERSPECTIVE, THIS WAS AGAIN THE NUMBER ONE THING THAT STUDENTS SAID THEY WANTED. SO EVEN IF THIS DOES COST EXTRA MONEY, I WOULD HOPE WE DO THIS DEEPLY WITH FIDELITY.

I THINK IT IS ONE OF THE SINGLE MOST IMPORTANT THINGS WE CAN DO FOR OUR STUDENTS, AS WE ARE HERE TO SERVE THEM.

SO I ASK YOU ALL GO WHOLEHEARTED ON THIS. I'M EXCITED TO SEE WHAT WE LEARN.

I KNOW OUR KIDS WILL BE REALLY GRATEFUL FOR THAT. I WANT TO ECHO TRUSTEE CURRIE'S POINT AND WHAT I HEARD YOU SAY.

DOCTOR ELIZALDE, YOU KNOW, ALL OF THESE ARE OUR BEST GUESSES OF WHAT WE THINK ARE MEANINGFUL AT THIS POINT.

SO WHAT I HEARD YOU SAY, THOUGH, IS BY SETTING THIS GPM ABOUT DUAL CREDIT, YOU DO NOT BELIEVE THIS WILL INCENTIVIZE US TO MOVE AWAY FROM AP OR IB, ETC.? NO, I DO NOT BELIEVE IT WILL DO THAT. THAT'S GOOD ENOUGH FOR ME.

YOU KNOW, OBVIOUSLY WE WANT TO BE AS CLOSE AS POSSIBLE. SO IF YOU DID THINK IT WOULD BE SOMETHING THAT IS THE CASE.

LIKE AGAIN, THESE ARE PROGRESS MEASURES. IT WOULD BE MY PUSH THAT AS YOU ALL IMPLEMENT THESE OVER THE COURSE OF THE YEAR, IF WE SEE SOMETHING HAPPENING HERE THAT YOU CAN BRING THE PROGRESS MEASURES BACK AND WE CAN MAKE AN ADJUSTMENT AND CHANGE THAT TO DUAL CREDIT HOURS OR EQUIVALENT IN AP OR WHATEVER. LIKE I HOPE WE CONTINUE TO LOOK AT THOSE ITEMS JUST TO MAKE SURE THAT WE ARE NOT UNINTENTIONALLY INCENTIVIZING SOMETHING WE DON'T BELIEVE SO.

ONE OTHER QUESTION. I KNOW WE DIDN'T MAKE ANY CHANGES TO GOALS ONE AND TWO, BUT I GOT ASKED THIS THE OTHER DAY AND I DIDN'T HAVE AN ANSWER FOR IT. ON GOALS ONE AND TWO, THE, WE HAVE HERE ON THE 50TH PERCENTILE OR ABOVE FOR GRADES ONE AND TWO, BECAUSE I BELIEVE IT IS MY ASSUMPTION THAT THAT IS WHAT IT MOST CLOSELY CORRELATES WITH. SOME ELEMENT OF THIS VERSUS IN GOALS THREE AND FOUR WE ARE DOING GROWTH.

SO MY QUESTION WAS WHY THAT DIFFERENCE? IS IT NOT POSSIBLE TO DO GROWTH ON THESE.

YOU KNOW, I'M JUST CURIOUS. I WON'T BE ABLE TO ANSWER THAT QUESTION. WELL, THE BIGGEST CHALLENGE IS WITH THE GROWTH.

REMEMBER THAT I HAVE TO HAVE A PRIOR YEAR. AND SO THE ALIGNMENT TO THIRD GRADE, IT'S EASIER FOR ME TO DO GROWTH ON FOUR AND FIVE.

OKAY. I MEAN ON THREE AND FOUR BECAUSE I HAVE PRIOR YEAR STATE ASSESSMENT DATA, BUT WITH THREE BEING THE GOAL, THAT WAS THE REASON I WANTED TO USE A PERCENTILE BECAUSE I REALLY DON'T HAVE THAT STATE.

[01:55:05]

THANK YOU ALL FOR THIS. I LOOK FORWARD TO SEEING US START TO PUT THE NUMBERS IN. I ALSO WANT TO SAY I APPRECIATE THE THOUGHTFULNESS AROUND THE CONSTRAINTS BEING A THRESHOLD WE WANT TO ACHIEVE. I DO WANT TO JUST MAKE SURE IT'S NOT THAT THE THRESHOLD WE'RE GOING TO SET IS WHAT WE ARE TODAY, NECESSARILY. IN SOME INSTANCES IT MIGHT BE, BUT IN OTHERS WE MIGHT SAY, HEY, WE WANT TO MOVE A LITTLE BIT MORE. AND SO IN THOSE CASES, WE MIGHT ACTUALLY HAVE SOME YEARLY TARGETS TO GET UP TO WHERE WE WANT TO BE. IS THAT ACCURATE? THAT IS CORRECT I WILL.

ABSOLUTELY. SOME OF THOSE THRESHOLD NUMBERS WILL COME UP WITH WE'RE NOT GOING TO BE AT THAT NUMBER.

THE GOAL IS, CAN WE GET CLOSE TO HOW CLOSE TO THAT NUMBER CAN WE GET? ABSOLUTELY. GREAT. THANK YOU ALL FOR YOUR WORK ON THAT.

I KNOW THIS HAS BEEN A LONG PROCESS, BUT I THINK IT'S ONE OF THE MOST MEANINGFUL PROCESSES WE CAN DO. SWITCHING TO THE BUDGET.

THANK YOU, CHIEF RAMOS, FOR ALL OF YOUR WORK ON THIS. A COUPLE QUICK QUESTIONS.

THE FIRST ONE ON THE. IS IT THE FUNCTION CODES RIGHT HERE.

CAN YOU TALK A LITTLE BIT ABOUT WHAT'S ACCOUNTING FOR THE 3.6 MILLION INCREASE IN INSTRUCTIONAL LEADERSHIP? SO IN INSTRUCTIONAL LEADERSHIP THE BIGGEST CHANGES WERE ABOUT 1.8 MILLION IN CONTRACTED SERVICES AND 2 MILLION IN SUPPLIES WERE THE BIGGEST CHANGES FOR INSTRUCTIONAL LEADERSHIP.

INCREASES IN SUPPLIES ARE CAMPUS SUPPLIES OR ARE THESE THE CAMPUS SUPPLIES? SO WHAT CAMPUS? WELL, NO, THIS WAS THIS WAS A DEPARTMENT SUPPLIES.

SO $2 MILLION DEPARTMENT SUPPLIES. IT WOULD BE HELPFUL JUST TO UNDERSTAND A LITTLE BIT MORE ABOUT. LIKE WHAT? HOW WE'RE GETTING TO THAT NUMBER.

IT JUST SEEMS TO BE THE OUTLIER HERE OUT OF EVERYTHING.

SECURITY ONE MAKES A TON OF SENSE TO ME. THE WATER, OBVIOUSLY, WE HAVE NO CONTROL OVER.

SO THAT'S JUST THE ONE I'D LIKE A LITTLE BIT MORE DETAIL ON AS WE THINK ABOUT THAT. AND THEN ON THE HR WORK.

THANK YOU FOR THE DETAILS ON ALL OF THE DIFFERENT RAISES AND LEVELS, ETC..

I KNOW YOU MENTIONED THE EFFECTIVENESS INDEXES IN THERE.

I KNOW WE HAD TALKED ABOUT SOME PLANNING WORK AROUND COUNSELOR EFFECTIVENESS COMING DOWN THE LINE.

IS THAT INCLUDED IN THIS OR IS THIS SOMETHING THAT IS CONSIDERED TO ROLL OUT NEXT YEAR, OR ARE WE WHERE DOES THAT FIT INTO ALL OF THIS WORK? YEAH, I THINK THE DISTRICT WE ARE MOVING FORWARD WITH THAT JUST SIMILAR TO WHEN WE IMPLEMENTED OTHER EIS THE FIRST YEAR IS THE EVALUATION AND THEN THE STRATEGIC COMPENSATION WOULD COME THE YEAR AFTER. SO THEY WOULD NOT SHOW IN THIS BUDGET. BUDGET WON'T REFLECT THIS YEAR WOULD REFLECT IN 27.

CORRECT. GOTCHA. AND WE ARE BRINGING THAT NEXT MONTH TO YOU ALL.

ALL RIGHT. AND THEN OBVIOUSLY ON THE ADOPTION, IF WE MOVE FORWARD WITH WHAT THE CURRENT PROPOSAL IS, I THINK IT'S THAT $127 MILLION DEFICIT IS WHAT WE'RE CURRENTLY BUDGETED AT.

THAT MIGHT COME IN LOWER AS OUR CURRENT DEFICIT MIGHT ACTUALLY DECREASE A LITTLE BIT.

STILL, IF WE DO SPEND THE FULL AMOUNT NEXT YEAR AND INCUR $127 MILLION DEFICIT, WOULD THAT STILL KEEP US BASED ON OUR BEST ESTIMATES AT OUR FUND BALANCE ABOVE THE THREE MONTH THRESHOLD? YES IT WOULD.

OKAY. GREAT. ONE FINAL QUESTION I THINK THIS MIGHT BE FOR CHIEF BATES.

IS DURING THIS PROCESS, HOW MANY TIMES DID YOU CELEBRATE THE FLORIDA GATORS NATIONAL CHAMPIONSHIP? NO. THANK YOU ALL SO MUCH FOR THIS WORK. TRUSTEE MICCICHE.

THANK YOU. I WANTED TO GO TO THE CONSTRAINTS.

LET'S SEE WHAT PAGE THAT IS. IT'S OF MIND INDEX.

CAN YOU TELL ME A LITTLE BIT MORE ABOUT IT. AND IF OTHERS OTHER DISTRICTS HAVE THIS KIND OF METRIC IN THEIR CONSTRAINTS OR GOALS, OR IS THERE A STANDARD PROCESS THAT THAT MEASURES THIS, THAT WE WOULD JUST BE ADOPTING PART OF? I'M NOT SURE I PICKED UP ON ALL OF IT, I LIKE IT I LIKE THE, THE CONCEPT OF, OF MEASURING THESE ITEMS, BUT I WASN'T. YEAH. OUR TEAM WENT AND AFTER WE LOOKED AT THE DATA AGAIN AND THIS WAS, LIKE THE FINANCIAL, PERSONAL, FINANCIAL LITERACY, LIKE SOMETHING NOT JUST THAT WAS LIKE NUMBER TWO RIGHT AFTER ACADEMICS.

AND IT WAS ALSO SOMETHING STUDENTS KEPT TALKING ABOUT AS WELL.

SO OUR TEAM LED IN THIS CASE LED BY CHIEF ACADEMIC OFFICER GAYLORD, WENT AND RESEARCHED WITH DOCTOR LEAR WHAT COULD BE DONE? HOW COULD WE GET THIS IN? AND SO I'LL TURN IT OVER TO EITHER DOCTOR, LAWYER OR DOCTOR.

NO, YOU'RE NOT DOCTOR. WE SHOULD GET YOU TO GET A DISSERTATION.

CHIEF GAYLORD, YOU WANT TO START? I THINK FOR THE BEGINNING, WE WENT BACK TO THE DATA, SAW

[02:00:08]

AND, I MEAN, WHEN YOU LOOK AT IT, IT IS DIFFICULT TO MEASURE.

AND DOCTOR, CHIEF GAYLORD AND I AND SOME TEAM MEMBERS SAT DOWN AND REALLY THOUGHT THROUGH, WHAT CAN THIS MEAN FOR KIDS? WHAT DO WE WANT FOR KIDS TO TAKE WITH THEM WHEN THEY LEAVE THEIR TENURE IN K-12 EDUCATION AND WE ACTUALLY GOT THE RESEARCH OUT AND WE KNEW THERE WERE 16 HABITS OF MIND.

WE CAN'T LOOK AT ALL 16, BUT WE REALLY DID BRING DOWN THAT 16 TO 3.

AND WE'RE IN THE PROCESS NOW OF BUILDING THAT HABITS OF MIND INDEX.

AND WE'RE LOOKING AT THE BADGING PROCESS. WE'VE DONE THIS BEFORE ACTUALLY WITH ENGAGEMENT.

AND WE WORKED WITH CHIEF BATES AND HIS DEPARTMENT ON THE WHOLE BADGING PROCESS.

AND THAT WAS JUST SO THAT WE, I MEAN, YOU ACTUALLY BROUGHT TO OUR ATTENTION ABOUT WORK ORDERS AND HOW MANY WERE GOING UNCHECKED.

AND SO WE STARTED THIS WHOLE PROCESS WITH THE BADGING, THE MOTIVATION AND IT WORKED EXTREMELY WELL WITH HIM.

SO WE'RE TRANSFERRING THAT BADGING PROCESS OVER TO THIS HABITS OF MIND.

AND WE'RE THINKING THAT IT WILL PROBABLY BE A THREE PHASED APPROACH AND SO ON.

THE CONSTRAINT YOU CAN SEE IT SAYS GRADUATES.

AND OBVIOUSLY WE DON'T WANT ONLY SENIORS. WE WOULD LIKE TO HAVE ALL STUDENTS.

BUT AT THIS POINT WE'RE JUST LOOKING AT HIGH SCHOOL.

AND AS THE SUPERINTENDENT STATED EARLIER, WE'RE LOOKING AT MODULES.

WE'RE ALSO LOOKING AT HOW CAN WE INFUSE SOME OF THIS CURRICULUM WITHIN COURSES WE HAVE ALREADY.

SO I GUESS I'M SAYING THAT TO SAY TRUSTEE MICCICHE, IT'S NOT ALL FLESHED OUT YET, BUT WE ARE CURRENTLY BUILDING THAT PROCESS.

AND I KNOW CHIEF GAYLORD COULD PROBABLY SPEAK TO RICHARDSON AND IRVING, I BELIEVE.

WHO I DON'T KNOW THAT THEY'RE STILL DOING IT, BUT A WHILE AGO THEY DID WORK TOWARD HAVING HABITS OF MIND AND MEASURING THAT AND ENSURING THAT THEIR STUDENTS WERE ENGAGED. AND ANGIE, DO YOU WANT TO ADD TO THAT? YEAH, SOME OF US HAVE BEEN KIND OF WORKING IN THAT SPACE FOR A WHILE.

IT'S JUST BEEN THE ABILITY TO MEASURE IT. IT ISN'T EASY.

A LOT OF TIMES BECAUSE IT'S HAVING KIDS DO PRESENTATIONS OR INTERVIEWS.

AND SO WHEN WE SAW THE FEEDBACK FROM THE COMMUNITY, WE THOUGHT, RIGHT NOW, WITH ALL THE ADVANCES IN TECHNOLOGY, WE COULD BUILD THE BADGE. WE COULD BUILD OUT A BADGE SO THAT BY THE TIME YOU GRADUATE, YOU'VE GONE THROUGH AND COMPLETED MODULES AROUND EMOTIONAL INTELLIGENCE, MANAGING SELF-AWARENESS HOW TO DEAL WITH HARD CHALLENGES.

JUST ALL OF THE COMPONENTS THAT WE'RE PUTTING INTO THE BIG THREE COMMUNICATION, EMOTIONAL INTELLIGENCE, AND THEN ALMOST THIS DIGITAL INTELLIGENCE SO THAT BY THE TIME YOU DO GRADUATE, YOU'RE NOT JUST GRADUATING WITH A DIPLOMA FROM DALLAS ISD.

YOU'RE GRADUATING WITH THE HARD SKILLS AND THE SOFT SKILLS TO GO ON AND BE SUCCESSFUL.

OKAY. WELL, GREAT. I'M EXCITED ABOUT THIS. AND I DO THINK IT'S, YOU KNOW, TO THE DISTRICT'S CREDIT THAT WE WE ARE TRYING TO INNOVATE AGAIN TO MEET THE NEEDS OF OUR STUDENTS. I WOULD JUST SUGGEST LOOKING PROBABLY HAVE ALREADY AT THE SEO AREA WHERE MEASURING, YOU KNOW, PROGRESS IN SEO IS HARD TO DO, BUT THERE'S A LOT OF THINKING OUT THERE THAT'S IN, IN THE LITERATURE. AND THAT'S REALLY ALL I HAVE.

I THINK MY COLLEAGUES HAVE, HAVE DONE A GREAT JOB IN FLESHING OUT THE BUDGET ISSUES.

THANKS. OKAY. LOOKING AT ROUND. OKAY. TRUSTEE WEINBERG.

I HAVE JUST I REALLY APPRECIATE EVERYBODY'S COMMENTS. I REALLY HAVE ONE CLARIFYING QUESTION, AND I, I REALLY AM EXCITED ABOUT THE PROGRESS WE'VE MADE ON THE GOALS AND HOPEFUL THAT THE BUDGET WILL BE BETTER THAN WE EXPECT.

AS AN OPTIMIST, BUT ON PAGE 19, I HAVE A CLARIFYING QUESTION.

ON THE FAR RIGHT, AND I THINK I'M READING IT WRONG.

SO NON-POSITION REDUCTIONS ARE A GIANT NUMBER.

I CAN'T SEE THAT FAR. AND THE REDUCTION IN FTE 86 OF THEM ARE A TINY NUMBER.

IS THAT RIGHT? THAT'S CORRECT. HOW IS THAT? HOW DOES THAT ADD UP? SO THAT IS THE MAJORITY OF THE NON-POSITION REDUCTIONS AGAIN, WERE IN CONTRACTED SERVICES AND SUPPLIES.

AND THEN 86 PEOPLE COST $7.2 MILLION. THAT'S CORRECT.

[02:05:02]

THANK YOU. I JUST WAS MAKING SURE THAT FOR SOME REASON, I COULDN'T GET MY ARMS AROUND THAT.

AND AGAIN, THANKS TO YOU ALL FOR THE DEVELOPMENT OF THE BUDGET AND FOR THE EVOLUTION ON THE GOALS, ESPECIALLY KIND OF ECHOING THE HABITS OF MIND THAT IS A LITTLE HARD TO MEASURE, BUT EVERY SINGLE MEETING I WENT TO AND FEEDBACK, YOU KNOW, KIND OF AFTER THE, AFTER THE FACT THAT IS WHAT I THINK PEOPLE REALLY WANT.

AND THAT SPECIAL SAUCE THAT ROUNDS OUT A CHILD'S EDUCATION.

SO THANK YOU FOR THE EFFORT YOU ALL HAVE PUT INTO YOU KNOW, MAKING PROGRESS ON A CONSTRAINT AND MEASURE FOR THAT.

TRUSTEES. ROUND TWO. TRUSTEE FOREMAN. THANK YOU.

EXCUSE ME. I'LL MAKE THIS QUICK. ROBERT, I'M GOING TO START WITH YOU, AND THEN I'LL GO TO THE SUPERINTENDENT.

IN REGARDS TO STIPENDS, THAT WE PAY DIFFERENT KINDS OF STIPENDS THAT WE PAY TO INDIVIDUALS WITHIN THE DISTRICT. DO YOU HAVE A DOLLAR AMOUNT FOR THAT? I DON'T HAVE A CUMULATIVE ONE. I CAN DEFINITELY GET THAT FOR YOU, THOUGH. COULD YOU DO THAT ALONG WITH WHAT THE STIPENDS ARE AND THE AMOUNT FOR EACH ONE, SO THAT I. AND YOU MIGHT, IF YOU COULD DO IT FOR TWO SCHOOL YEARS, THAT WOULD BE REALLY GOOD FOR ME BECAUSE I WANT TO MAKE A COMPARISON.

AND, SUPERINTENDENT, I KNOW YOU'RE GOING TO. YOUR HAIR'S GOING TO FLY WHEN I SAY THIS, SO I'M GOING TO SAY IT ANYWAY. EVERYBODY KNOWS THAT I AM A STAUNCH SUPPORTER OF TENURED TEACHERS. ALWAYS HAVE BEEN, ALWAYS WILL BE.

BECAUSE I THINK THE LONGER TEACHERS STAY IN THE CLASSROOM, THE BETTER TEACHERS THEY ARE.

AND WE DO NOT RECOGNIZE TENURED TEACHERS OTHER THAN THROUGH THE TEI SYSTEM.

I'M ASKING A QUESTION, AND THIS IS NOT A I HOPE IT'S NOT NEGATIVE.

IS THERE SOME WAY THAT WE CAN LOOK AT AND I ASK THE STIPEND QUESTION FOR THIS REASON? IS THERE SOME WAY WE TALK ABOUT RETENTION? BUT I'M INTERESTED IN RETAINING ALL TEACHERS, BUT PARTICULARLY THE TEACHERS THAT ARE TENURED WITHIN THE DISTRICT AND THAT HAVE BEEN HERE A LONG TIME.

SO WHILE YOU GUYS ARE LOOKING, IT WOULD BE REALLY NICE TO KNOW IF THERE'S SOME WAY THAT WE CAN PAY A TEACHER THAT'S PROFICIENT ONE OR PROFICIENT TWO THAT'S TENURED. WHEN I SAY TENURED, I'M TALKING 15 YEARS AND ABOVE, MAYBE SOME KIND OF STIPEND TO RETAIN THOSE TEACHERS.

I'D REALLY LIKE TO LOOK AT THAT. AND I KNOW IN MY DISTRICT AND YOU KNOW THIS AS WELL AS I DO, WE HAVE A LOT OF TENURED TEACHERS. AND I'M TRYING TO KEEP THEM.

THANK YOU. THAT'S ALL THIS TIME, ROBERT. TRUSTEE CURRIE.

I'LL ACTUALLY PICK UP ON THE COMMENT TRUSTEE FOREMAN MADE.

I CERTAINLY APPRECIATE ALL THE TEACHERS THAT HAVE SERVED FOR A LONG TIME IN THE DISTRICT, AND I ASSUME THAT THAT PROBABLY DOES CORRELATE TO EFFECTIVENESS.

BUT I PERSONALLY WANT TO MAKE SURE THAT THAT THE PRIMARY THING WE'RE FOCUSED ON IS EFFECTIVENESS OF OUR TEACHERS.

AND IF GOOD DATA SHOWS THAT SENIORITY IS A DRIVER OF THAT, THEN I CERTAINLY WOULD NOT BE OPPOSED TO DISCUSSIONS ON THAT.

BUT I WANT TO MAKE SURE WE RETAIN ONE OF THE THINGS THAT I THINK MAKES US UNIQUE AS A DISTRICT, WHICH IS FOCUSING ON EFFECTIVENESS OF OUR TEACHERS ON THE BUDGET ISSUES.

IF YOU'LL GO BACK SLIDE 18. JUST A COUPLE OF MORE QUESTIONS I WAS TRYING TO UNDERSTAND.

FIRST, I SAW A REDUCTION OF ABOUT 16% AND FUNCTION 13 CURRICULUM AND INSTRUCTIONAL STAFF DEVELOPMENT.

I JUST WAS IT'S A RELATIVELY LARGE DROP ON THE PAGE AND WANTED TO UNDERSTAND WHAT THAT DROP WAS.

THE MAJORITY OF THE DROP WAS FUNCTION 13 WAS IN CONTRACTED SERVICES.

THAT WAS 3.6 MILLION. AND SO SEVERAL OF THESE THAT SEEMS TO BE ONE OF THE BIG DRIVERS OF EITHER A REDUCTION IN SUPPLIES OR A REDUCTION IN CONTRACTED SERVICES.

IS THAT A PRETTY CONSISTENT THEME THROUGH SOME OF THESE REDUCTIONS? YES, IT'S PRETTY CONSISTENT. AGAIN, THE BIGGEST REDUCTIONS IN THE BUDGET FOR MANY OF THESE FUNCTIONS OCCURRED IN CONTRACTS AND SUPPLIES.

THE IN THE BOARD UPDATE THAT YOU RECEIVED THIS WEEKEND ON PAGES 32 THROUGH 47, YOU'LL BE ABLE TO SEE A DETAIL, A BETTER DETAIL OF THE REDUCTIONS BY FUNCTION.

AND SO THAT WILL PROBABLY ANSWER A LOT OF YOUR QUESTIONS. AND WE CAN I CAN ALSO FOLLOW UP WITH YOU OFFLINE AND I WILL DO THAT.

THE LAST ONE I WANTED TO DO THOUGH, JUST IN THE ROOM, IS I SEE COMMUNITY SERVICES.

THAT'S A 40% DROP. THAT'S A THAT'S A BIG PERCENTAGE.

AND IF YOU COULD JUST WALK ME THROUGH THAT ONE A LITTLE BIT AS WELL. THAT'S A FUNCTION 61.

[02:10:11]

I'LL LOOK AT THE PAGES YOU'VE HIGHLIGHTED AND IF I HAVE QUESTIONS I'LL FOLLOW UP AFTER ON THAT. AND THEN LAST ON SLIDE.

THIS IS THE COMPENSATION SLIDES WHERE THERE WERE TWO CHARTS NEXT TO EACH OTHER, ONE WITH THE TEI PAYOUTS AND THEN ONE WITH THE, YES, THAT SLIDE. ROBERT. CHIEF ABEL, COULD YOU EXPLAIN JUST SORT OF THE INTERACTION BETWEEN THE TWO SLIDES THAT THAT CONFUSED ME A LITTLE IS LET'S SAY WE HIRE A TEN YEAR TEACHER. I KNOW YOU MADE A COMMENT OF THAT USUALLY HAVE TO BE IN THE DISTRICT A CERTAIN NUMBER OF.

WELL, IF IT'S THE DISTRICT OR IF IT'S YOUR TENURE TO QUALIFY AS A PROFICIENT ONE LEVEL TEACHER.

BUT YOU KNOW, DOES THAT MEAN THAT SOMEONE COMING IN AT 68,500.

ARE THEY STARTING AT PROGRESSING TWO, OR ARE THESE JUST ENTIRELY DIFFERENT SCALES THAT DON'T TALK TO EACH OTHER? AND I JUST KIND OF THE CHARTS THE HOW THEY INTERACT WITH EACH OTHER.

I WOULD LOVE SOME MORE CLARIFICATION. SURE. SO THE CHART ON THE RIGHT IS OUR NEW HIRE SCHEDULE.

SOMETIMES WE ALSO CALL IT THE TICS, THE TEACHER INTRODUCTORY COMPENSATION SCALE. SO BASICALLY, IF WE HIRE A ANY TEACHER THAT'S NOT IN DALLAS ISD IS A TEACHER NOW.

YOU COULD BE AN EXPERIENCED TEACHER COMING FROM OUT OF STATE OR ANOTHER DISTRICT.

AS YOU COME IN, WE HIRE BASED UPON THAT SKILL THAT'S THERE ON THE RIGHT.

NOW HOW THAT KIND OF FEEDS IN AND CORRELATES TO THE LEFT IS WE TRY TO NOT MAKE SURE THAT WE DON'T HIRE SOMEBODY IN ABOVE PROFICIENT ONE.

WE DO HAVE SOME ABILITIES THAT IF SOMEBODY COMES IN WITH 13, 14, 15 YEARS EXPERIENCE, THE BOARD SEVERAL YEARS AGO, I THINK TRUSTEE FOREMAN LED THAT CHARGE, ASKED US TO HAVE A LITTLE BIT OF VARIABILITY SO WE COULD LOOK AT THAT PERSON INDIVIDUALLY AND MAKE THAT DETERMINATION BASED UPON THE KNOWLEDGE, SKILLS, ABILITY AND SKILL SET OF THAT PERSON VERSUS OUR NEED.

SO WHAT DOES HAPPEN THOUGH, IS IF YOU COME IN AS A, SAY, FOR EXAMPLE, A FIVE OR A SIX YEAR TEACHER.

FOR TEI, YOU ALWAYS HAVE TO EARN YOUR EFFECTIVENESS LEVEL.

IT'S NEVER JUST GIVEN OUT BASED ON EXPERIENCE OR ANYTHING LIKE THAT.

BUT WHEN YOU COME IN AFTER YOUR OR DURING YOUR FIRST YEAR, WE SEND OUT MULTIPLE COMMUNICATIONS TO THE TEACHERS THAT IF YOU'RE COMING IN WITH AT LEAST TWO YEARS EXPERIENCE OUTSIDE OF DALLAS, YOU QUALIFY FOR KIND OF AN EARLY DTR.

APPLICATION PROCESS. SO IT'S NOT GUARANTEED. BUT IF YOU'RE COMING IN WITH MORE THAN TWO YEARS AS YOU COME IN THAT THIRD YEAR, IF YOU OPT IN AS A TEACHER WITH TWO YEARS OR MORE COMING INTO DALLAS IN YOUR FIRST YEAR, YOU CAN OPT IN TO THAT EARLY DTR.

AND WHAT HAPPENS THERE IS YOU GET AN EARLY EVALUATION FROM YOUR CAMPUS ADMINISTRATOR, AND IF IT SCORES HIGH ENOUGH, THEN YOU WOULD QUALIFY FOR A ROUND OF DTR AND THEN IN THE NEXT YEAR YOU WOULD BE ABLE TO QUALIFY FOR YOU KNOW, DTR UP TO, YOU KNOW, PROFICIENT ONE, TWO, THREE, ETC..

SO THAT'S HOW THOSE THINGS ARE KIND OF ARE RELATED, LIKE THE ONE ON THE RIGHT IS KIND OF WHERE YOU START OFF, THE ONE ON THE LEFT IS WHAT YOU EARN AFTER YOU GET YOUR FIRST EFFECTIVENESS LEVEL.

WITH A CAVEAT, I THINK THE RULES YOU'RE REFERENCING IS THAT THE FIRST YEAR AND SECOND YEAR ON TEI, YOU CAN ONLY BE PROGRESSING ONE. IN THE SECOND YEAR PROGRESSING TWO.

THAT'S FOR ZERO YEAR NOVICE TEACHERS. IF THEY'RE COMING IN WITH EXPERIENCE, WE HAVE A SPECIAL CROSSWALK TO MAKE SURE WE'RE INCENTIVIZING THOSE EXPERIENCED TEACHERS TO COME TO DALLAS, BECAUSE WE WANT TO GET THOSE EXPERIENCED TEACHERS TO COME INTO DALLAS ISD, WHERE THEY CAN EARN THAT MONEY QUICKER AND FASTER. WHETHER YOU'RE A ZERO YEAR TEACHER OR A SEVEN YEAR OR TEN YEAR OR 15 YEAR COMING IN, WE WANT YOU TO BE ABLE TO EARN THE TEI MONEY AS SOON AS YOU AS YOU CAN BASED ON SYSTEM RULES ALONG COUPLED WITH YOUR ABILITY AS A TEACHER, THAT EFFECTIVENESS OF THAT TEACHER. AND IS THE CHART ON THE RIGHT.

IS THAT A ONE YEAR LIKE THAT'S WHAT YOU GET PAID YOUR FIRST YEAR.

BUT THEN AFTER THAT WE'RE GOING TO START LOOKING AT EFFECTIVENESS LEVELS.

OR HOW MANY YEARS DOES IT TAKE TO TRANSITION BETWEEN ONE ONE SYSTEM TO THE OTHER? YEAH, AS A GENERAL RULE, I WOULD SAY THIS IS ON THE RIGHT SIDE IS JUST YOUR VERY FIRST YEAR.

AND AFTER THAT YOU TRANSFER TO THE T SCALE ON THE LEFT.

ONE THING WE DON'T DO, LET'S JUST I'M GOING TO MAKE UP AN EXAMPLE IS I CAME IN WITH A FIVE YEAR TEACHER AND I'M MAKING 66 250 WHEN I GET MY EVALUATION BACK, LET'S JUST SAY I ONLY COME BACK AT PROGRESSING ONE.

WE WOULDN'T DROP YOUR SALARY TO THE 64.5, WE WOULD JUST FREEZE IT AT THAT LEVEL AS YOU GO FORWARD, THOUGH. THANK YOU. THOSE ARE ALL THE QUESTIONS I HAVE.

THANK YOU. THANK YOU FOR ROUND TWO. OKAY. TRUSTEES.

SEEING NOTHING FURTHER. I GUESS I'LL JUST ADD. THANK YOU FOR THE PRESENTATION. THANK YOU EVERYONE, SUPERINTENDENT, FOR ALL THE WORK THAT'S BEEN DONE ON THIS. TRUSTEES, WOULD YOU EXPECT MOVING FORWARD AS IT RELATES TO THE GOALS AND CONSTRAINTS IS THAT THE NIGHT MEETING WILL BRING FORWARD LANGUAGE THAT WE THAT WE HOPE TO VOTE ON AND APPROVE.

AND THEN IN MAY AND IN JUNE WE CAN DISCUSS, BE BRIEFED ON AND DISCUSS THE PERCENTAGES THAT WE WILL TIE TO THESE GOALS AND CONSTRAINTS.

THAT'S THE PATH MOVING FORWARD TO GET APPROVAL BEFORE OUR CURRENT 2025 GOALS EXPIRE IN JUNE.

SO WITH THAT, THEN WE'LL NOW MOVE ON. EVERYONE, TO AGENDA ITEM NINE.

[9. MINUTES SUBMITTED FOR APPROVAL]

[02:15:01]

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

TRUSTEES, ARE THERE ANY, TRUSTEES IS THERE ANY QUESTIONS UNDER STATUTORY ITEMS 10A, B,

[10. STATUTORY ITEMS]

COMPLETING THE REQUIRED CONTINUING EDUCATION IS AN OBLIGATION AND EXPECTATION OF A SITTING BOARD MEMBER UNDER THE STATE BOARD OF EDUCATION RULE.

IF YOU HAVE NOT COMPLETED YOUR REQUIRED TRAINING, PLEASE DO SO BEFORE THIS MONTH'S BOARD MEETING.

WHAT WILL HAPPEN AT THE BOARD MEETING? AS YOU ALL ARE FAMILIAR, IF YOU HAVE NOT COMPLETED YOUR HOURS AND YOUR CONTINUING LEARNING EDUCATION, YOU WILL BE CALLED OUT AT THE NIGHT MEETING. SO THERE'S ANY QUESTIONS UNDER 10A THROUGH F OKAY.

[11. POLICY UPDATES]

SO 11B, CORRECTION 11B.

HI, SEAN. A QUICK QUESTION. SO UNDER THE BACKGROUND, IT SPEAKS TO MEET THE LEGAL REQUIREMENTS FOR THE BOARD TO ADOPT A POLICY FOR THE EFFECTIVE INTEGRATION OF DIGITAL DEVICES IN THE DISTRICT.

WHAT POLICY IS THAT? IT'S A REQUIREMENT FOR HOUSE BILL 3489 THAT DISTRICTS ADOPT A POLICY FOR EFFECTIVE INTEGRATION.

OKAY. SO IT WOULD BE GOOD IF WE PUT IN THERE WITH WHAT WE'RE TRYING TO MEET.

THAT WOULD HELP ME. OKAY. THANK YOU. ANY OTHERS ON 11B?O KAY.

HEADING TO CHIEF OF STAFF A ANY QUESTIONS ON 14A?

[14. Chief of Staff]

BUT IF I UNDERSTAND IT CORRECTLY, THIS IS SOMETHING THAT WE CURRENTLY HAVE AND WE'RE CURRENTLY USING.

CORRECT. OKAY. AND IT'S FOR CONTINUITY. AND IT'S ACTUALLY COST.

THANK YOU. OKAY. TRUSTEES. ANYTHING ON 15A? OKAY. WE'LL MOVE ON TO ACADEMICS AND TRANSFORMATION DIVISION 17 A.

[16. ACADEMICS AND TRANSFORMATION DIVISION]

HI, BRIAN. IS THIS A SYSTEM THAT WE'RE CURRENTLY USING, OR IS THIS A NEW SYSTEM? NO, IT'S A SYSTEM WE ARE CURRENTLY USING. SO IT WILL BE GOOD IF SOMEHOW WE PUT ON THE FACE SHEET, SUPERINTENDENT, THAT IT'S A CURRENT SYSTEM, BECAUSE I ALWAYS ASK A TON OF QUESTIONS, BUT IF I KNOW IT'S A SYSTEM THAT WE'RE CURRENTLY USING, IT MAKES IT A LITTLE BIT EASY, EASIER FOR ME TO.

YEAH, IT'S THE SAME UNDERPINNING THINKING AS WITH THE LET'S TALK.

WE DON'T WANT TO CHANGE THINGS AND STILL GET A GOOD PRICE, SO WE'LL ADD THAT TO THE SHEET.

IF YOU JUST ADD THAT TO THE SHEET, THAT WOULD WHILE I'M READING AND PEOPLE ARE CALLING ME BUGGING ME LATE AT NIGHT.

YEAH, WE CAN DO THAT. THANK YOU. TRUSTEE WHITE, DO YOU HAVE A QUESTION ON 19A? NO, IT'S ACTUALLY 18. BUT YOU WERE ROLLING REALLY FAST, AND I DIDN'T GET TO SLOW YOU DOWN.

OKAY, YOU WANT TO. YOU WANT TO ASK QUESTION 18A? YES.

[02:20:01]

MY QUESTION WAS CONCERNING WE WERE ONLY USING.

I THINK THE VENDOR WAS CAPS FOR TRANSPORTATION.

BUT I SEE HERE THAT THIS IS FOR THE ATHLETIC DEPARTMENT.

I THINK IT IS TO TRANSPORT STUDENTS. YES. AND I GUESS CAN YOU TELL ME WHY THIS IS NECESSARY? I MEAN, WE NORMALLY WOULD USE, YOU KNOW, OUR REGULAR BUSSES AND HAVE THE DRIVERS DOING IT.

YES, ABSOLUTELY. THERE ARE TIMES WHERE WE HAVE SMALLER TEAMS WHERE THE BUSSES AREN'T NECESSARY.

AND THIS GIVES US MORE OPPORTUNITY TO TAKE SMALLER TEAMS THAT DON'T.

MAYBE A GOLF TEAM, FOR, FOR EXAMPLE, THAT'S GOING TO AN EVENT.

AND THIS ACTUALLY ALLOWS FOR US ALSO NOT TO HAVE TO UTILIZE CHIEF BATES' BUSSES RIGHT? DURING TIMES WHERE MAYBE IF STUDENTS ARE AT A GOLF OUTING, THEY CAN USE THE VANS AND THE BUSSES THEN ARE NOT UTILIZED AND TAKEN AWAY FROM THE TIME WHERE THERE'S DISMISSAL AND WHATNOT. SO THESE ARE NECESSARY FOR US TO TRANSPORT STUDENTS, AND IT MAKES IT EASIER FOR THE SCHOOLS BECAUSE COACHES ALSO CAN DRIVE THESE.

AND SO I GUESS ONE OF MY OTHER QUESTIONS WHEN I WAS READING, LOOKING AT THIS, READING THIS, I UNDERSTAND THEY PROBABLY WON'T NEED A CDL LICENSE, BUT IS THERE ANY ADDITIONAL EXPENSE WE MAY HAVE TO OUTLAY, INSURANCE OR OTHERWISE, BECAUSE WE HAVE STAFF MEMBERS THAT WHO NORMALLY WON'T BE DRIVING STUDENTS AROUND THAT ARE GOING TO BE DRIVING STUDENTS.

I DON'T KNOW THE QUESTION ON INSURANCE FROM A DISTRICT PERSPECTIVE.

IT'S NOT IT'S NOT REQUIRED UPON THE STAFF PERSPECTIVE.

BUT CHIEF RAMOS, DO YOU HAVE ANY SHED ANY LIGHT ON THAT FOR US? THE INSURANCE REQUIREMENTS ARE INCLUDED WITH THE BID PRICE.

AND SO WE ARE INSURED BOTH ON THE CAP SIDE AND THEN ON OUR OWN INSURANCE SIDE.

SO WE'RE SO WE'RE KIND OF DOUBLE. OKAY. I DON'T KNOW.

I WAS JUST QUESTIONING BECAUSE LIKE, YOU KNOW, WHEN YOU GO IN TO RENT A CAR, IF YOU GOT YOUR, YOUR OWN, BUT AND I GUESS, WELL, THIS IS FOR MAYBE EITHER ONE OF YOU.

WHICHEVER. BUT WHEN WE INCREASE THE BUDGET FOR CAPS, WE EXTENDED IT, I THINK, AND WE ALSO INCREASED IT BEFORE WHAT IS OUR WHAT IS OUR REMAINING AMOUNT AND HOW MUCH ADDITIONAL FUNDS ARE NEEDED FOR THIS? I'M GOING TO ASK OBVIOUSLY THIS IS FOR A MILLION, $1 MILLION OVER FIVE YEARS.

BUT I'LL ASK ASSISTANT SUPERINTENDENT REYES TO COME FORWARD AND HELP WITH THAT.

THANK YOU. GOOD AFTERNOON SIR. GOOD AFTERNOON, TRUSTEES, SUPERINTENDENT. AFTERNOON. SO THIS IS A NEW AGREEMENT THAT'S GOING OUT.

AND SO IT WILL BE FOR THE $1 MILLION OVER THE FIVE YEARS.

OKAY. I HAVE SOME MORE QUESTIONS, BUT I KNOW WHO I NEED TO GO TO.

THANK YOU SO MUCH. TRUSTEES TURNER OR FOREMAN, YOUR LIGHTS ARE ON, ON 18A.

EIGHT. OH, NO. I'M ALL THE WAY AT 31. OKAY. OKAY.

I MEAN, I HAVE A QUESTION. YES. OKAY. 18A, TRUSTEE TURNER.

SO THIS IS ONLY FOR ATHLETICS. THAT'S IT? NO, SIR.

IT'S A DISTRICT WIDE AGREEMENT. OKAY. SO, FOR EXAMPLE A COUPLE WEEKS AGO AT MADISON HIGH SCHOOL, SOME KIDS GOT INVITED TO GO TO, CITY HALL. THE STUDENT COUNCIL, BUT TRYING TO GET A BUS AT THAT PARTICULAR HOUR AT 05:00 WHEN ALL THE BUSSES ARE BUSY BECAME AN ISSUE.

IS THIS SOMETHING THAT WE CAN USE IN THE EVENT THAT THAT HAPPENS? YES, SIR. OKAY. THAT'S ALL I HAD. THANK YOU. OKAY, I'M GOING TO GO TO INFORMATION TECHNOLOGY DIVISION.

[20. INFORMATION TECHNOLOGY DIVISION]

[23. FINANCIAL SERVICES DIVISION]

25A. TRUSTEE MACKEY. YEAH. THANK YOU. SO I WAS LOOKING THROUGH THIS ONE, AND I APPRECIATE HOW USUALLY YOU SHARE WHAT THE LAST AGREEMENTS HAVE BEEN.

I KNOW THIS WAS A NEW ONE GIVEN TO HOW WE RESTRUCTURED THEM.

I'M SURE THERE IS SOMETHING I AM MISSING HERE, BUT $40 MILLION OVER FIVE YEARS FOR TROPHIES SOUNDS LIKE A LOT, SO I'M SURE THERE'S SOME MORE IN THERE. CAN YOU WALK ME THROUGH HOW WE CAME UP WITH THE 40 MILLION OVER FIVE YEARS GIVEN WE DON'T HAVE ANY HISTORICAL DATA? SO THIS IS BASED ON WHAT WE HAVE. WE PULLED THE WE HAVE HISTORICAL DATA ON BASED ON WHAT WE'VE SPENT HISTORICALLY.

[02:25:09]

AND SO USING WHAT WE'VE SPENT AS A DISTRICT, WE TOOK THAT AND ESTIMATED OUT OVER FIVE YEARS, AND THAT'S WHERE WE CAME UP WITH THE 40 MILLION.

SPECIFICALLY, THIS BID IS FOR TROPHIES, PLAQUES, AWARDS, GRADUATION ITEMS, PROMOTIONAL ITEMS, CATALOG DISCOUNTS, AND IT'S DISTRICT WIDE. SO THAT'S WHY IT'S UNDER MY PURVIEW.

WE TAKE INTO ACCOUNT ALL OF THESE ITEMS THAT THE DISTRICT HAS ORDERED.

SO IT MAY BE FROM DEPARTMENTS, IT MAY BE FROM CAMPUSES, BUT IT'S DISTRICT WIDE OVER A SPAN OF FIVE YEARS FROM ALL FUNDS. CAN, SO I DON'T SEE ANY OF THE NUMBERS THAT YOU TOOK INTO ACCOUNT AS PART OF THIS.

CAN WE GET THAT IN THE TRACKER, HOW YOU CAME UP WITH THE 40 MILLION AND KIND OF WHAT IT'S BEEN OVER THE LAST COUPLE OF YEARS.

WE CAN SUPPLY THAT. YES. AND THEN ALSO AS PART OF THAT AND MAYBE YOU HAVE THIS NOW I'D BE CURIOUS TO KNOW, LIKE WHAT PURCHASES MAKE UP THE BULK OF THAT BECAUSE AGAIN THIS IS A MASSIVE NUMBER.

SO I'M CURIOUS I'M SURE THERE'S SOME GOOD REASONS FOR THAT, BUT I'D LOVE TO KNOW WHAT THAT IS, BECAUSE THIS WORKS OUT TO ALMOST $10 MILLION A YEAR ON THIS TYPE OF STUFF, SO WE CAN GET THAT FOR YOU.

THANK YOU. TRUSTEES, 26A OR B? 27A. 28A.

29A. OKAY. WE'LL MOVE TO OPERATION SERVICES DIVISION 31 A.

[30. OPERATION SERVICES DIVISION]

SO THAT WAS A HUGE INCREASE IN THE AMOUNT. CAN YOU TELL ME WHY? YEAH, WE LEARNED FROM OUR BEST PRACTICES THROUGH THE BOND IS WE PULLED OUT FIRE ALARMS AND DID THEM AS A SEPARATE PACKAGE.

THEN WE PULLED OUT, LIKE, PA SYSTEMS OUT OF THE GENERAL THE GCS CONTRACT, AND IT SAVES US A WHOLE LOT OF MONEY.

SO NOW, INSTEAD OF JUST DOING MINOR REPAIRS FOR THE 500 THAT WE USED TO HAVE, WE'LL BE ABLE TO DO BRAND NEW INSTALLS AND PULL IT OUT OF THE GCS CONTRACT AND DO IT AS A SEPARATE PACKAGE, AND IT WILL END UP SAVING THE BOND AND GENERAL OPERATING MONEY.

TONS OF WHAT YOU'RE SAYING. I'M TRYING TO UNDERSTAND.

INSTEAD OF WHEN YOU DO A BID FOR A RENOVATION OR NEW CONSTRUCTION.

YES, MA'AM. THIS NORMALLY WOULD HAVE BEEN A PART OF THE GENERAL CONTRACTOR SPEC.

YES, MA'AM. IS THAT CORRECT? AND SO NOW THAT'S GOING TO BE MOVED OUT AND DONE IN-HOUSE.

NOT IN-HOUSE, WE'LL STILL OUTSOURCE IT TO THE VENDORS THAT WE'VE SELECTED IN THIS POOL OF VENDORS.

EXCEPT THIS POOL OF VENDORS IS A SINGLE TRADE CONTRACT.

SO WE DON'T GET THE 30% MARKUP A GC WOULD NORMALLY PUT ON WHEN HE BIDS, YOU KNOW, THE OVERALL CONTRACT.

SO COULD YOU JUST DO ME A FAVOR? I THINK I UNDERSTAND THE CONCEPT, BUT COULD YOU JUST TAKE A COUPLE OF PROJECTS, SHOW ME WHERE THAT'S BEEN DONE? YES, MA'AM. HOW MUCH IT COST? SURE. AND THEN AN ESTIMATE OF HOW MUCH IT WOULD COST.

DOING IT THIS WAY. OKAY. OKAY. THANK YOU. YES, MA'AM.

TRUSTEE WHITE 31B. YES. AND ALSO CHIEF BATES.

CAN WE LOOK AT THIS GET A SOMEWHAT PICTURE OF SCOPE OF HOW MANY SCHOOLS ACTUALLY NEED THESE SYSTEMS? BECAUSE I KNOW WE'VE BUILT QUITE A FEW NEW SCHOOLS AND HAVE SOME UPDATES.

SO WE'LL KNOW HOW MANY CAMPUSES ARE IN NEED OF IT.

YES, MA'AM. THANK YOU. ANYONE ELSE 31B? 32A? OKAY TRUSTEES WE'LL MOVE TO CONSTRUCTION SERVICES

[33. CONSTRUCTION SERVICES DIVISION]

DO YOU HAVE ONE? OH, NO. I'M GOOD. OKAY. TRUSTEE MACKEY.

YEAH. JUST 34B. 34B QUICK QUESTION NUMBER ONE.

WELL, FIRST OF ALL, THANK YOU ALL FOR MOVING FORWARD WITH THIS. I'M EXCITED TO SEE THE PROGRESS ON EVERYTHING. TWO QUESTIONS.

NUMBER ONE, HAS THE SCOPE CHANGED DRASTICALLY FROM WHAT WE HAD ORIGINALLY SHARED ON EITHER OF THESE PROJECTS? AND QUESTION TWO IS WHY DID WE CHOOSE TO BUNDLE THEM? NO. SCOPE HAS CHANGED SIGNIFICANTLY. WE'RE BUNDLING IT FOR EFFICIENCY.

[02:30:02]

GREAT. LOOKING FORWARD TO THE WORK. THANK YOU SO MUCH. OKAY TRUSTEES.

ANYTHING ELSE UNDER 34? OKAY. I'M SEEING NONE GRABBING THE GAVEL.

TRUSTEES, THE TIME IS SEEING NOTHING FURTHER AGENDA ITEM 35.

THE TIME IS 2:52 P.M. AND THIS MEETING IS ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.