[1. NOTICE AND RETURN]
          [00:00:03]
          >> GOOD MORNING. THE TIME IS 11:36 A.M. 
          WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. 
          IF YOU ARE ABLE, PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND THE SALUTE TO TEXAS FLAG. 
          IN OUR MOMENT OF SILENCE, THE BOARD WOULD LIKE TO ACKNOWLEDGE THE PASSING OF FORMER SUPERINTENDENT, DR. NOLAN ESTES. 
          DR. ESTES SERVED AS SUPERINTENDENT OF THE DALLAS INDEPENDENT SCHOOL DISTRICT FROM 1968-1978. 
          DURING HIS TENURE, DR. ESTES PLAYED A CENTRAL ROLE IN DESEGREGATING THE PUBLIC SCHOOL SYSTEM IN DALLAS, NAVIGATING THE DISTRICT THROUGH SIGNIFICANT LEGAL AND SOCIAL CHALLENGES TO PROMOTE RACIAL EQUITY AND EDUCATION. 
          HIS LEADERSHIP DURING A PIVOTAL ERA BROUGHT TRANSFORMATIVE CHANGE THAT CONTINUES TO INFLUENCE EDUCATIONAL PRACTICES TODAY. 
          WE HONOR THE LEGACY OF DR. NOLAN ESTES AND EXTEND OUR HEARTFELT CONDOLENCES TO HIS FAMILY. 
          ALLEGIANCE] PLEDGE] THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE. 
          A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. 
          TRUSTEE FOR DISTRICT 2, SARAH WEINBERG, TRUSTEE FOR DISTRICT 3, DAN MICHIKI, TRUSTEE FOR DISTRICT 7, BEN MAKI, TRUSTEE FOR DISTRICT 9, EDD TURNER. 
          OUR SUPERINTENDENT SCHOOLS DR. STEPHANE EZO, JOINS THE [FOREIGN] TRUSTEE FOR DISTRICT 8 AND BOARD PRESIDENT. 
          THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH @DALLASIDZ.ORG. 
          [FOREIGN]. 
          IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN 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 CONTENT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS' FIRST AMENDMENT RIGHTS. 
          SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY'RE SURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE. 
          ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING SHALL BE ASKED TO LEAVE. 
          FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST. 
          TRUSTEES WILL TURN TO AGENDA ITEM 3.A, RECOGNITION OF ELECTED OFFICIALS, HOWEVER, I SEE NONE IN THE AUDIENCE. 
          TRUSTEES WILL THEN TURN TO AGENDA 4A, PUBLIC FORUM. 
          [4. PUBLIC FORUM]
HOWEVER, I WAS INFORMED THAT NO ONE HAS SIGNED UP TO SPEAK FOR THE PUBLIC FORUM. 
          [5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
SO TRUSTEE WILL TURN TO AGENDA 95 CLOSED SESSION. 
          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. 
          WE ANTICIPATE CLOSED SESSION TO LAST APPROXIMATELY AN HOUR, MAYBE? PROBABLY LESS. 
          THE BOARD WILL RETIRE TO CLOSE SESSION PURSUANT TO TEXAS GOVERNMENT CODE, SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING. 
          TEXAS GOVERNMENT CODE SECTION 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER. 
          SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE, OR VALUE OF REAL PROPERTY, SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING THE 2024/2025 PERFORMANCE EVALUATION OF THE CHIEF INTERNAL AUDIT OFFICER AND RESULTS. 
          SECTION 551.076 TO DELIBERATE REGARDING THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL OR DEVICES, OR SECURITY AUDIT. 
          SECTION 551.089 TO DELIBERATE REGARDING THE SECURITY ASSESSMENTS OR DEPLOYMENTS RELATING TO INFORMATION RESOURCES TECHNOLOGY. 
          NETWORK SECURITY INFORMATION IS DESCRIBED BY SECTION 2059.0 55B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS FOR IMPLEMENTATION OF SECURITY PERSONNEL, 
          [00:05:04]
CRITICAL INFRASTRUCTURE, OR SECURITY DEVICES AND SECTION 551.129, TO CONSULT WITH HIS ATTORNEYS BY USE OF TELEPHONE CONFERENCE CALL, VIDEO CONFERENCE CALL, OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND OR A CLOSED MEETING. 
          TRUSTEES, THE TIME IS NOW 11:41 A.M, AND WE ARE IN CLOSED SESSION. 
          THE TIME IS NOW 12:13 P.M., WE ARE BACK IN OPEN SESSION. 
          THE BOARD TOOK NO ACTION IN CLOSED SESSION. 
          TRUSTEES WILL NOW TURN TO AGENDA ITEM 6A, 
          [6. VISION/PROGRESS MONITORING]
STUDENT OUTCOME GOAL METRICS, AND UPDATES, SUPERINTENDENT. 
          >> THANK YOU, PRESIDENT CARON. 
          AS THE BOARD HAS APPROVED THE LANGUAGE WITH REGARD TO OUR GOALS, THIS IS GOING TO BE THE OTHER THERE WE GO. THANK YOU. 
          WE ARE NOW BEGINNING THE CONVERSATION AROUND THE ACTUAL METRICS THAT WOULD BE CONNECTED TO THE GOALS. 
          LET'S START WITH PROPOSED GOAL NUMBER 1. 
          HOWEVER, THERE'S GOING TO BE A COMMON THEME THAT YOU'RE GOING TO HEAR ABOUT. 
          IF SOMEONE, MAYBE DOCTOR LUSK, MIGHT YOU BE ABLE TO RUN THE SLIDES FOR ME, PLEASE. 
          THERE WE GO. THANK YOU VERY MUCH. 
          AS YOU ALL KNOW, WHAT WE'RE SHOWING HERE IS OUR ACTUALS FROM 2020, THROUGH ALMOST THE PRESENT. 
          WE'VE COMPLETED OUR STATE ASSESSMENT THIS PAST WEEK, THOSE DATA WILL NOT BE AVAILABLE UNTIL SOMEWHERE IN JUNE. 
          OUR EXPECTATION IS THAT IF WE GET THOSE PRELIMINARY RAW DATA IN JUNE, WE WOULD BE ABLE TO EXTRAPOLATE WHERE OUR CURRENT DOMAIN WOULD BE. 
          BUT IN TERMS OF MANAGING EXPECTATIONS, BECAUSE YOU MAY RECALL 2022/23, WHERE THE ACTUAL THERE IS 42, THAT WAS THE FIRST YEAR OF STAR 2.0. 
          THE FOLLOWING YEAR, 23/24 WAS STAR 2.0, BUT IF YOU RECALL, THAT WAS ALSO THE FIRST YEAR OF AUTOMATED SCORING. 
          WITH THOSE TWO NUMBERS, YOU REALLY ONLY HAVE ONE YEAR OF GROWTH OR DECLINE BETWEEN 2023/24, AND WE REALLY ANTICIPATE SEEING SOME IMPROVEMENT FOR THE 24/25 SCHOOL YEAR, BUT WE WON'T HAVE THOSE DATA UNTIL SOMETIME IN JUNE. 
          RATHER THAN TRYING TO COME UP WITH WHAT SHOULD THOSE ANNUAL TARGETS LOOK LIKE, BASED SOLELY RIGHT NOW ON WHERE WE HAVE BEEN, WE WOULD LIKE TO ENSURE THAT WE WOULD BE AT A MINIMUM OF 50% BY THE 2030, BY THE FIVE-YEAR END, THE FIVE-YEAR GOALS. 
          HOWEVER, THAT COULD CHANGE. 
          AGAIN, IT COULD INCREASE BASED ON WHAT THE 24/25 ACTUALS ARE. 
          IN ADDITION TO THAT, WE WANT TO COMPARE OURSELVES TO, WELL, WHERE IS THE STATE CURRENTLY? OUR DIFFERENCE BETWEEN CURRENTLY THE 37 LAST YEAR, THE STATE WAS NINE POINTS COLLECTIVELY HIGHER THAN WE WERE. 
          IT'S SITTING AT A 46. 
          BUT THE PREVIOUS YEAR, THE GAP WAS SIX POINTS, AND THAT HAD ACTUALLY BEEN CLOSING UP UNTIL STAR 2.0. 
          IT'S A LONG-WINDED WAY OF SAYING, WE'RE STILL GATHERING THE DATA, AND I WOULD LIKE TO BE ABLE TO BRING TO YOU THAT WE'RE CLOSING ON THE STATE OUTCOMES SO THAT THAT COMPARISON OR THAT THRESHOLD IS HIGHER THAN JUST BASED ON CURRENT DATA, BUT ALSO HOW WE WOULD PUSH OURSELVES. 
          THAT WOULD BE WITH REGARD TO GPMS 1.1, 1.2, AND 1.3, WE ACTUALLY WILL HAVE THOSE DATA IN JUNE BECAUSE THOSE ARE THOSE THAT WE'RE GIVING BASED ON I READY, BUT WE HAVEN'T COMPLETED THAT ASSESSMENT YET. 
          WE REALLY DO WANT TO HAVE A FULL YEAR OF INSTRUCTION. 
          WE WILL HAVE THOSE DATA BY JUNE. 
          THAT'S GOING TO BE A COMMON THEME YOU'RE GOING TO HEAR BETWEEN EACH OF THESE GOALS WHEN TALKING ABOUT THE METRICS. 
          WHEN WE GO TO GOAL 2, IT'S ESSENTIALLY THE DIFFERENCE BETWEEN GOALS 1 AND 2, AS YOU RECALL, THE GOAL 1 IS THIRD-GRADE READING WITH REGARD TO APPROACHES MEETS AND MASTERS PERFORMANCE, AND GOAL 2 IS THIRD-GRADE MATHEMATICS WITH THE APPROACHES MEETS AND MASTERS. 
          THE SAME THEME FOLLOWS GOAL 2. 
          WITH GOAL 3, THIS IS IN REGARD TO OUR MIDDLE GRADE, SPECIFICALLY EIGHTH GRADE, 
          [00:10:02]
FOCUSING ON THE READING AND WRITING CURRENTLY THAT IS IN OUR STAR OR STATE ASSESSMENT 2.0, SAME DATA, WANTING TO ENSURE WE COMPARE OURSELVES TO THE STATE, WHEN SAYING, HERE'S WHAT THE GAP IS CURRENTLY. 
          OUR GOAL IS NOT ONLY TO IMPROVE AND TO ACCELERATE, BUT TO CLOSE THAT GAP BETWEEN US AND THE STATE OVERALL PERFORMANCE. 
          WHEN LOOKING AT 3.1, 3.2, AND 3.3, WE WOULD AGAIN BE UTILIZING THAT ALIGNED ASSESSMENT OF IRD. 
          WE WILL HAVE THESE DATA IN JUNE. 
          THE ONLY CHALLENGE WITH ANY OF THE DATA ON GOALS 1,2,3, OR 4 IS GOING TO BE WITH THE STATE RELEASE OF THE DATA. 
          THAT'S THE ONLY COMPONENT, BUT WE WILL BE ABLE TO BEGIN BRINGING SOME ACTUAL EACH ANNUAL TARGET. 
          UNTIL SAID TIME, WE'RE USING OUR BEST THOUGHTS WITH REGARD TO OUR PAST INCREASES, ESPECIALLY PRIOR TO COVID, WHEN WE WERE ALMOST OR AT THE STATE PERFORMANCE IN SEVERAL OF THESE AREAS. 
          GOALS 3 AND 4 ARE AGAIN EIGHTH GRADE, BUT ONE IS THE READING, WRITING. 
          THE OTHER IS MATHEMATICS, AND THE SAME THEME WITH REGARD TO COMPARING TO STATE, AS WELL AS LOOKING AT OUR INTERNAL PERFORMANCE. 
          GOAL 5, THIS ONE, WE DID TAKE CURRENT DATA AND APPLY THE NEW RULES THAT WE THINK ARE COMING ONLINE. 
          AS MANY OF YOU KNOW, THERE'S ACTUAL TALK CURRENTLY ABOUT EVEN CHANGING SOME OF THESE AND DIFFERENTIATING AS AN EXAMPLE, CERTAIN CERTIFICATIONS MIGHT CARRY SOME WEIGHT. 
          OTHER CERTIFICATIONS MIGHT CARRY LESS WEIGHT, WHICH MEANS I MIGHT NEED TO COME BACK TO YOU ALL AND MAKE SOME ADDITIONAL ADJUSTMENTS. 
          AGAIN, WE WENT, YOU KNOW WHAT? WE'RE GOING TO PUT OUT NUMBERS. 
          THEN IT'S GOING TO SEEM LIKE WE'RE CHANGING THOSE NUMBERS. 
          WE'RE SHOWING ALL THE ACTUALS. 
          WE WANT TO CONTINUE TO BE TRANSPARENT. 
          HERE ARE ALL THE ACTUALS. 
          THEN WE'LL HAVE A DISCUSSION. 
          AGAIN, OUR [INAUDIBLE] JUNE. 
          THE ONLY AREA THAT I THINK IS NOT DEPENDENT ON OBTAINING SOME OF THE STATE DATA WOULD BE GPM 5.4, WHICH IS THAT PERSONAL FINANCIAL LITERACY COURSE. 
          BUT THE TEAM IS, IN FACT, WORKING ON THE ELECTIVE COURSE AND HOW MANY STUDENTS ARE CURRENTLY ENROLLED AND HOW MANY WE WILL BE ENROLLING BECAUSE STUDENTS HAVE ALREADY ESSENTIALLY FILLED OUT THEIR COURSE REQUESTS FOR NEXT SCHOOL YEAR, IN ADDITION TO THE ECONOMICS COURSE THAT ALSO HAS THE FINANCIAL LITERACY EMBEDDED IN IT, SO WE WILL BE ABLE TO DO THAT BASELINE, WHICH IS AROUND 5%, AND THAT WE WILL BE ABLE TO ACCELERATE THAT. 
          WE FEEL CONFIDENT ABOUT THAT PERSONAL FINANCIAL LITERACY BECAUSE IT ACTUALLY HAS BEEN A VERY HIGH UPTAKE, MEANING STUDENTS ARE REALLY REQUESTING TO BE MORE KNOWLEDGEABLE ON THAT PERSONAL FINANCIAL LITERACY. 
          WELL, AND GPM 5.2 IS ALSO ONE THAT WE WILL BE ABLE TO TRACK WITH REGARD TO HOW MANY STUDENTS ARE OBTAINING THOSE CREDITS AT THE END OF EACH SCHOOL YEAR. 
          WE WILL BE ABLE TO BRING THAT DATA, BUT IT WILL BE VERIFIED THEN YOU DO GET SOME ON-TRACK PERFORMANCE IN OUR TAPER REPORT, BUT ALSO THE STATE WILL GIVE US SOME OF THAT DATA THAT WILL NOT JUST BE AN INTERNAL METRIC, BUT THAT WE CAN VALIDATE WITH THE STATE. 
          WITH REGARD TO CONSTRAINTS, AS DISCUSSED, WE WANT TO WORK TOWARDS MEETING CERTAIN THRESHOLDS. 
          SOME YEARS WE MAY BE AT THE THRESHOLD OR A LITTLE BELOW OR A LITTLE ABOVE, BUT WE THINK THAT THRESHOLD SHOULD BE RIGOROUS, BUT IT SHOULD ALSO BE ATTAINABLE. 
          WHEN WE THINK ABOUT STUDENT EXPERIENCES, AND THIS IS A GOOD OPPORTUNITY FOR ME. 
          I'M GOING TO GO IN REVERSE ORDER FOR JUST A SECOND, STARTING WITH GPM 1.3 BECAUSE THIS IS ONE THAT THIS BOARD REALLY INVESTED A LOT, KNOWING HOW IMPORTANT EXTRACURRICULAR, AND I THINK WE SAW SOME OF THAT. 
          WE WITNESSED THAT TUESDAY NIGHT AT OUR STATE OF THE DISTRICT, AND I THINK WE SEE A LOT OF OUR STUDENTS REALLY GAINING REAL-WORLD EXPERIENCE THAT THEN CONNECTS AND BRINGS THE ACADEMIC WORLD TO LIFE. 
          IT'S NOT AN EITHER OR, BUT IT'S A BOTH END. 
          IN THIS 1.3, I JUST WANT TO REMIND SOME BOARD MEMBERS MAY OR MAY NOT HAVE BEEN PART OF THE BOARD WHEN THE DISTRICT CHOSE TO SUBMIT A LOCAL ACCOUNTABILITY SYSTEM. 
          I ONLY RAISED THAT BECAUSE EXTRACURRICULAR WAS APPROVED BY THE STATE UNDER A LOCAL ACCOUNTABILITY SYSTEM. 
          ACTUALLY, TRUSTEE MICCICHE WAS ONE THAT WOULD ALWAYS ASK ME WHEN I WAS THE CHIEF, WELL, HOW MANY AS WOULD WE HAVE HAD? HOW MANY BS WOULD WE HAVE HAD IF WE HAD NOT DONE THE LOCAL ACCOUNTABILITY SYSTEM? WE ACTUALLY HAD FEWER AS AND BS BECAUSE OUR SYSTEM WAS SO 
          [00:15:04]
RIGOROUS THAT IF WE HAD ONLY HAD THE STATE ASSESSMENT COMPONENT, WE ACTUALLY WOULD HAVE HAD MORE AS AND MORE BS, A COUPLE OF THOSE YEARS. 
          WE WERE THE LAST SCHOOL DISTRICT. 
          THERE WAS ONLY A HANDFUL THAT ACTUALLY EVER APPLIED FOR IT. 
          BUT THIS WOULD BRING IN WE KNOW HOW IMPORTANT THAT IS. 
          WE WOULD WANT TO AGAIN, CONTINUE TO FOCUS ON BOTH THE ACADEMIC SIDE AND THE EXTRACURRICULAR SIDE, AND THAT THRESHOLD CURRENTLY, WE'RE SHOWING OUR ACTUALS. 
          BUT WHAT I WANT TO INCLUDE HERE IS, PART OF WHAT MADE IT VERY RIGOROUS WAS THE WAY IN WHICH WE MEASURE, THAT IS A STUDENT AND EXTRACURRICULAR. 
          IF I SHOW UP TO CHESS CLUB TWO TIMES, IS THAT EXTRACURRICULAR? NO. 
          >> EXTRA CURRICULAR, WE NEED TO INTERNALLY DEFINE IT SO THAT WHEN WE REPORT IT OUT THAT IT REALLY IS A STUDENT HAS BEEN GIVEN MULTIPLE OPPORTUNITIES, AND THEY'RE ACTUALLY INVESTED. 
          THIS IS SOMETHING THAT'S MEANINGFUL FOR THEM, NOT SOMETHING WE MAKE ANYONE DO, BUT RATHER THAT WE ARE ENCOURAGING AND INFLUENCING THEIR PARTICIPATION, WHETHER THAT'S SPORTS, BAND, DANCE, ROTC, CHESS, SPANISH CLUB, DEBATE, FINE ARTS. 
          THERE'S A MYRIAD OF PROGRAMS THAT I THINK YOU CAN SEE ON ANY OF THE SOCIAL MEDIA PLATFORMS. WE'RE STILL WORKING THROUGH REDEFINING, REALLY BRINGING YOU RIGOROUS. 
          HERE IS HOW WE WOULD DEFINE PARTICIPATION IN EXTRACURRICULAR ACTIVITIES. 
          THE OTHER ONE, 1.2, HABITS OF MIND. 
          THIS IS THE BADGING SYSTEM. 
          THIS ONE WE'RE NOT AS CLOSE AS I WOULD LIKE TO BE YET, SO I WANT TO BE TRANSPARENT. 
          THIS IS US DEVELOPING THAT OPPORTUNITY IN THOSE THREE AREAS WHERE STUDENTS WOULD BE WORKING TOWARDS THOSE HABITS OF MIND. 
          THE DIGITAL LITERACY AND SAFETY COMPONENT, KNOWING NOT JUST HOW TO USE TECHNOLOGY, BUT HOW TO STAY SAFE WITH TECHNOLOGY, AND IT IS INCLUDED IN THAT DIGITAL LITERACY, THE EMOTIONAL INTELLIGENCE, AND THEN THE COMMUNICATION, THE PUBLIC SPEAKING, THE BEING ABLE TO ARTICULATE THOUGHTS, AND TO ADVOCATE. 
          THOSE THREE AREAS WILL HAVE BADGING. 
          SOME OF IT COULD COME SEPARATE FROM A CLASSROOM SETTING, SOME OF IT WOULD BE IN A CLASSROOM SETTING. 
          BUT WHAT THRESHOLD IS THAT? SINCE THIS IS BRAND NEW, I MIGHT HAVE TO BRING THIS AT THE END OF OUR FIRST YEAR, BECAUSE I DON'T KNOW HOW THAT BADGING IS ACTUALLY GOING TO MANIFEST ITSELF UNTIL THAT FIRST YEAR IS COMPLETED. 
          THEN THE CAMPUS CLIMATE, WE KNOW WE DO THOSE, AND OUR STUDENT RESULTS ARE VERY IMPORTANT TO US. 
          BUT WHAT DOES THE NATIONAL STANDARD LOOK LIKE? WHAT DOES THAT COMPARE TO WHAT DO MOST SCHOOL DISTRICTS, NOT JUST NATIONALLY, BUT NATIONALLY SCHOOL DISTRICTS THAT ARE LIKE US. 
          WHAT DOES THE STUDENT CLIMATE SURVEY LOOK LIKE? THEN, HOW DO WE CHALLENGE OURSELVES TO BE ABOVE THAT, AND BY HOW MUCH SHOULD WE BE ABOVE THAT? WE WOULD WANT TO BRING, NOT JUST AGAIN, BASED ON OUR PAST OUTCOMES, BUT ON WHAT DOES THAT COMPARE TO? BECAUSE I KNOW IT'S IMPORTANT TO SAY, WHAT ARE WE REACHING TOWARDS? ESPECIALLY SINCE WE WOULD JUST HAVE A THRESHOLD. 
          THEN CONSTRAINT 2, TEACHER SATISFACTION. 
          SAME THING WITH THE TEACHERS, BUT ON THE RETENTION PART, WE'D COMPARE TO THE REGION. 
          WE KNOW THUS FAR, LIKE ON WOOD, WE'VE BEEN DOING VERY WELL WITH TEACHER RETENTION. 
          THEN CPM 2.2 WOULD BE THE CLIMATE SURVEY FROM OUR TEACHERS, AND LOOKING AT THE POSITIVE RESPONSES. 
          AGAIN, WE NEED TO DO SOME RESEARCH ON COMPARING THAT TO WHAT'S A HIGH STANDARD FOR SCHOOL DISTRICTS SIMILAR TO US? WE DON'T WANT TO JUST PICK ANY SCHOOL DISTRICT. 
          WE KNOW THAT IT NEEDS TO ALIGN WITH URBAN, AND WITH SIMILAR SIZE AND SIMILAR DEMOGRAPHICS OF BOTH STUDENTS THAT WE SERVE. 
          THEN CONSTRAINT 3, ALLOCATING RESOURCES. 
          FOR CPM 3.1, WE'RE REDEFINING PRIORITY CAMPUSES, AS YOU ALL MAY RECALL FROM YOUR BOARD UPDATE, THE DISTRICT SUPPORT CAMPUSES, DSI. 
          TELL ME WHAT THOSE AGAIN, DR. LEAR. TOO MANY ACRONYMS. 
          >> INSTITUTE DSI. 
          >> SAY THE WHOLE ACRONYM. 
          >> I'M SORRY. DISTRICT SUPPORT INITIATIVES. 
          >> THAT'S IT, DISTRICT SUPPORT INITIATIVE. 
          WITHIN THE DISTRICT SUPPORT INITIATIVE, IF YOU RECALL, THERE ARE THREE AREAS. 
          WE HAVE THE PTE, WHICH IS THE REBRANDING OF ACE, OR THE PTE, PATHWAYS TO EXCELLENCE. 
          WE HAVE THE SSS WITH OUR STRATEGIC SUPPORT SCHOOLS, AND THOSE ARE SCHOOLS THAT NEED SOME ADDITIONAL SUPPORT AS WELL. 
          THEN, WE HAVE OUR STRATEGIC STAFFING, WHICH ARE OUR HIGH SCHOOLS IN AREAS THAT WE HAVE WITH THOSE CONTENT AREAS THAT MAY BE MORE DIFFICULT TO STAFF. 
          WE'RE REDEFINING. 
          PAST OUTCOMES OR NUMBERS THAT WE PROVIDED 
          [00:20:04]
METRICS HERE ARE COMING FROM APPROXIMATELY 80 CAMPUSES, AND THAT'S NOW MOVING TO, IS IT 49 SCHOOLS? THE NUMBER OF SCHOOLS THAT WE'VE PRIORITIZED HAS BEEN REDUCED. 
          I DON'T KNOW WHAT THAT PERCENTAGE OF PROFICIENCY IS CURRENTLY AT THOSE SCHOOLS BECAUSE THEY'RE STAFFING THEM NOW FOR NEXT YEAR. 
          BUT WE KNOW WE NEED TO MAKE SURE CLEARLY, THE OBJECTIVE OF EVEN BEING IN THIS INITIATIVE IS TO STAFF AS HIGH AS POSSIBLE, WHICH IS WHY WE'VE INCENTIVIZED, AS YOU-ALL KNOW, WITH STIPENDS AND ADDITIONAL RESOURCES TO THESE SCHOOLS. 
          I WON'T HAVE THAT INFORMATION UNTIL CLOSER TO THE BEGINNING OF THE SCHOOL YEAR, AS I CAN GET WITH CHIEF ABEL TO SEE WHAT HAVE THOSE CAMPUSES STAFFED AT. 
          NOW, CHIEF HUITT-POWELL IS ALREADY KEEPING TRACK AS THE CAMPUSES ARE HIRING, WHAT PROFICIENCY LEVEL? BECAUSE THAT'S SUPPOSED TO BE ONE OF THE AREAS THAT THE PRINCIPALS HAVE TO ACTUALLY LOOK AT WHEN MAKING SELECTIONS FOR THOSE SCHOOLS. 
          THE ANNUAL BUDGET, THAT'S EITHER WE DID IT OR WE DIDN'T DO ALIGNMENT IN TERMS OF DEMONSTRATING THAT WE UTILIZED OUR RETURN ON INVESTMENT TO MAKE THE DECISIONS. 
          ON 3.3, WE'VE TALKED ABOUT OUR STUDENT TO TEACHER RATIO. 
          I THINK THIS WILL PROVIDE US CERTAINLY AN OPPORTUNITY TO DEMONSTRATE. 
          THIS IS DEMONSTRATING WHAT THE LATEST RESEARCH THAT WE FOUND SHOWS THAT WHEN THERE'S A 10% REDUCTION OR GREATER FROM A TYPICAL CLASS SIZE, THAT YOU DO SEE INCREASED STUDENT ACADEMICS. 
          I DON'T THINK SEEING IT ALONE, BUT RATHER THAT YOU'RE ALSO COUPLING IT WITH GOOD INSTRUCTION AND WITH PROFICIENT TEACHERS. 
          BUT THIS PARTICULAR METRIC, WE'LL BE ABLE TO TRACK THAT, AND WE HAVEN'T YET LOOKED AT WITH THOSE NUMBERS SPECIFICALLY. 
          BUT WE SHOULD HAVE THAT FOR YOU AS SOON AS WE GET. 
          REMEMBER WE'RE WAITING FOR THE PRELIMINARY DATA, BECAUSE OUR D AND F SCHOOLS SHOULD BE DIFFERENT WHEN WE GET OUR DATA. 
          THEN CONSTRAINT 4, JUST OUR FINANCIAL RATINGS IN THE TWO AREAS, EITHER THE ANNUAL AUDIT AND OUR FIRST RATING. 
          I THINK THAT COMPLETES THOSE. 
          NOW I CAN TAKE ANY COMMENTS AND QUESTIONS. 
          >> THANK YOU, SUPERINTENDENT AND THE TEAM FOR PUTTING THIS DRAFT TOGETHER. 
          I KNOW THERE'S A LOT OF DATA THAT WE'RE STILL WAITING ON TO REALLY FINALIZE IT AND BRING A FULL VERSION TO THE BOARD. 
          BUT I KNOW WE AGREE IT'S IMPORTANT TO KEEP THIS IN FRONT OF OUR MINDS. 
          TRUSTEES, THIS IS SOMETHING THAT WE WILL NEED TO TAKE ACTION ON AT OUR JUNE MEETING. 
          THAT'S A TIMELINE AS A REFRESHER. 
          WE'VE APPROVED THE PROPOSED GOALS LAST MONTH, NOW WE'RE FOCUSING ON THE METRICS, SO THIS MONTH TO THINK ABOUT IT, NEXT MONTH, ALSO TO CONSIDER IT WITH THE EXPECTATION THAT IF IT'S THE BOARD'S WILL, WE APPROVE THIS AT THE END OF JUNE. 
          WITH THAT, TRUSTEES, ARE THERE ANY QUESTIONS? I SEE NO QUESTIONS. TRUSTEE MACKEY. 
          >> THANK YOU FOR PAM AND STEPHANIE FOR MEETING WITH ME ON THIS. 
          A COUPLE OF THINGS, I THINK IT MAKES TOTAL SENSE THAT WE WAIT AND TAKE SOME TIME AND WE APPROVE WHAT WE HAVE, AND THEN ADD IN AS WE GET MORE DATA BACK. 
          THE ONE THING, AND I DON'T NECESSARILY NEED THIS TODAY, BUT I THINK IT WOULD BE HELPFUL ON THE END TARGETS. 
          I DON'T SEE ANY CONCERNS WITH THE END TARGETS OF 50 OR 60%. 
          FROM MY GUT, IT LOOKS MEANINGFUL AND RIGOROUS AND ATTAINABLE. 
          I WOULD JUST WANT TO KNOW FOR EACH OF THEM, WHAT'S THE THOUGHT PROCESS, AND WHY WE ENDED UP ON WHY WE'RE SUGGESTING, FOR INSTANCE, ON TSI, 42%. 
          SEEMS LIKE THAT'S A PRETTY BIG MOVE OVER FIVE YEARS. 
          I WOULD LOVE TO KNOW, WHAT'S OUR TYPICAL? HOW DOES THAT WORK? MAYBE BASED ON THIS YEAR, WE MIGHT GO A LITTLE HIGHER. 
          FOR EACH OF THOSE, THAT WOULD BE VERY HELPFUL FOR ME TO BE ABLE TO JUSTIFY BECAUSE AS IT ALWAYS IS, OBVIOUSLY, IT DOESN'T MAKE SENSE TO SAY, WE'RE GOING TO GET 100%. THAT'S NOT FEASIBLE. 
          BUT WHY DO WE CHOOSE 50%? WHY DO WE CHOOSE 60%? HOW IS IT IN CONTEXT WITH EITHER STATE OR NATIONAL, ETC, WOULD JUST BE VERY HELPFUL FOR ME. 
          THEN, THE ONLY OTHER SPECIFIC NUANCE HERE IS ON THE PERSONAL LITERACY COURSE. 
          I HEARD YOU MENTION, THIS IS SPECIFICALLY REFERRING TO THE ELECTIVE COURSE? 
          >> IT INCLUDES BOTH. 
          THERE'S AN ECONOMICS GRADUATION REQUIREMENT. 
          THERE ARE TWO DIFFERENT COURSES THAT STUDENTS CAN CHOOSE FROM, REGULAR ECONOMICS OR ECONOMICS THAT HAS A FINANCIAL LITERACY THREAD. 
          THEN, THERE'S AN ELECTIVE PERSONAL FINANCIAL LITERACY COURSE, AND WE WANTED TO INCLUDE BOTH OF THOSE IN THIS PARTICULAR METRIC. 
          >> GOT YOU. MY ONLY QUESTION THEN ON THAT 45% IN TERMS OF HOW WE THINK ABOUT THAT WOULD BE IF 80% OF OUR GRADUATES ARE TAKING 
          [00:25:01]
THE ONE THAT WILL HAVE THE PERSONAL FINANCIAL LITERACY, THEN MAYBE 45 IS TOO LOW. 
          BUT IF THEY'RE NOT, THEN 45 MIGHT BE THE RIGHT NUMBER. 
          THOSE ARE THE THINGS I WOULD WANT TO KNOW ON EACH OF THEM. 
          >> THAT MAKES TOTAL SENSE. I THINK WHAT WE'LL DO IS WE'LL PUT A RATIONALE UNDER EACH ONE FOR BOARD MEMBERS. 
          ONE OF THE THINGS THAT CAME UP AS I WAS DIVING INTO THIS ONE, TRUSTEE MACKEY, IS THERE ARE CERTAIN STUDENTS WHO DO NOT HAVE THE ABILITY TO NECESSARILY TAKE, FOR INSTANCE, EVEN THE ELECTIVE. 
          THAT SCHOOL MAY NOT BE OFFERING THE ECONOMICS WITH THE FINANCIAL LITERACY LIKE IB STUDENTS. 
          THEIR COURSES ARE ALREADY PREDETERMINED FOR THAT PARTICULAR DIPLOMA PLAN, AND SO THEY DON'T HAVE THE ABILITY TO TAKE THAT ELECTIVE. 
          I THINK SOME OF THAT WAS EXTRAPOLATED, BUT WE COULD DEFINITELY DEFINE, HOW DID WE GET TO THAT 45? 
          >> THANK YOU. I REALLY APPRECIATE YOU ALL LOOKING MORE DEEPLY INTO THE THINGS LIKE EXTRACURRICULARS, AND REALLY DEFINING WHAT DOES SUCCESS LOOK LIKE. 
          IT'S NOT JUST PUTTING YOUR NAME ON A SHEET, IT'S SHOWING UP. 
          AGAIN, I HAVE NO CONCERNS WITH US TAKING SOME TIME TO GET A GOOD BASELINE TO SAY, THIS IS WHAT WE'RE DEFINING, THIS IS WHERE WE'RE GOING TO GO. 
          I'LL REMIND THE BOARD THAT FROM AN EVALUATION STANDPOINT, ESSENTIALLY, NEXT YEAR'S EVALUATION OF THE SUPERINTENDENT IS GOING TO BE BASED ON THE CURRENT GOALS AND THE CURRENT DATA. 
          EVEN IF WE'RE GOING TO ADOPT THESE THIS YEAR AND HAVE THEM IN PLACE, IT'S OKAY FOR US TO GET THE TARGETS A LITTLE BIT LATER AS WE GO FORWARD, BECAUSE THAT'S NOT GOING TO IMPACT UNTIL THE FALL OF 2026 WHEN WE'RE ACTUALLY LOOKING AT THE FIRST YEAR OF WORK ON THIS. 
          I THINK THAT, IT'S SUPER HELPFUL, AND I APPRECIATE THE WAY YOU ALL HAVE BEEN THINKING ABOUT THIS. 
          >> TRUSTEE CURRIE. 
          >> TRUSTEE MACKEY STOLE A LOT OF MY THUNDER. 
          I REALLY APPRECIATE HIS COMMENTS ON JUST UNDERSTANDING WHY THE NUMBERS ARE. 
          HE ADDED IT ABOUT PART WAY THROUGH. 
          AGAIN, UNDERSTANDING WHERE WE COMPARE WITH THE STATE AND WITH OTHER LIKE DISTRICTS THAT HAVE KIDS LIKE OURS WOULD BE HELPFUL IN THAT SENSE. 
          ONLY TWO OTHER THINGS I WANTED TO ADD. 
          ONE, ON THE HABITS OF MIND, I DO SEE THAT WE'RE GOING TO DO SOME MORE WORK TO DEVELOP THAT. 
          WHY I CERTAINLY DON'T WANT TO WAIT FOREVER, I DO THINK IT'S MORE IMPORTANT TO GET IT RIGHT THAN TO GET IT QUICK. 
          I THINK THIS IS A REALLY CREATIVE AND DIFFERENT APPROACH TO WHAT WE'RE ASKING AN ADMINISTRATION TO DO. 
          I THINK IT CAN BE VERY MEANINGFUL. 
          BUT WITH THAT, I THINK WE AS A BOARD NEED TO GIVE YOU SOME GRACE TO HAVE THE TIME TO DEVELOP THAT. 
          I'M COMPLETELY COMFORTABLE WITH SOME DELAY IN THAT AS YOU DEVELOP IT, AND LOOKING FORWARD TO, AS YOU WORK THROUGH THAT WITH YOUR TEAM, ON WHAT THAT LOOKS LIKE. 
          IN A SIMILAR CONCEPT, I'M NOT SURE WHAT OF OUR GOALS, IF ANY, WOULD NEED TO BE CHANGED, IF THE STATE CHANGES SOME OF ITS TESTING REGIME, WHICH IS, OBVIOUSLY BEING DISCUSSED RIGHT NOW AT THE LEGISLATURE. 
          BUT I DO THINK WHERE ORGANIZATIONS CAN RUN A FOUL OF GOALS AS THEY GET SO LOCKED IN THAT THEY'RE INFLEXIBLE WHEN CHANGE NEEDS TO HAPPEN. 
          IF THE STATE ENDS UP DRAMATICALLY CHANGING THE WAY IN WHICH THEY'RE EVALUATING US, AND THAT CAUSES SOME CHANGES HERE, I WILL CERTAINLY BE COMFORTABLE WITH THAT AS WELL. 
          I WANTED TO SAY THAT, BUT I APPRECIATE THE HARD WORK OF THE ADMINISTRATION. 
          >> FURTHER QUESTIONS ROUND 1? SEEING NONE, ROUND 2? MACKEY. 
          >> I WOULD JUST ECHO. THANK YOU FOR BRINGING UP THAT LAST POINT. 
          I DO THINK THAT THERE'S A LOT OF UNKNOWNS WITH THE STATE, NOT ONLY FOR THE STAR TESTING CHANGES, BUT I KNOW THEY'RE ALSO CONSIDERING MAJOR CHANGES WITH HOW CCMR IS DONE AND TEARING DIFFERENT THINGS, SO I WOULD BE OPEN TO. 
          WE OBVIOUSLY KNOW DIRECTIONALLY WHERE WE WANT TO GO AND THE BOARD IS SET, SO I WOULDN'T EXPECT A WHOLESALE RESTART. 
          BUT IN TALKING ABOUT WHAT THE METRICS WOULD BE, I WOULD ALSO ECHO THAT I WOULD DEFINITELY BE OPEN FOR THAT. 
          I THINK THAT WOULD BE A REALLY HEALTHY THING, IF THERE ARE CHANGES. THANK YOU. 
          >> ANYONE ELSE FOR ROUND 2 ON THIS? SEEING NONE, THANK YOU, TRUSTEES. 
          TRUSTEES, WE'LL NOW TURN TO AGENDA ITEM 7A, 
          [7. INFORMATION/REPORTS]
SUPERINTENDENT'S REPORT, BUDGET UPDATE. SUPERINTENDENT. 
          >> NOW I GET TO TURN IT OVER TO OUR CFO, ED RAMOS. 
          YOU ALL HAVE HEARD MY VOICE LONG ENOUGH, SO WE'LL TURN IT OVER TO CHIEF RAMOS. 
          >> GOOD AFTERNOON, PRESIDENT CARREON, SUPERINTENDENT ELIZALDE, MEMBERS OF THE BOARD. 
          WANTED TO GIVE YOU AN UPDATE ON THE BUDGET. 
          YOU'VE SEEN SOME OF THE SLIDES BEFORE, BUT WANTED TO BRING YOU SOME UPDATED INFORMATION AND SUMMARIZE SOME OF THE CURRENT SLIDES THAT WE HAVE FOR YOU AS WELL. 
          THE FIRST SLIDE SHOWS THE CURRENT BUDGET AND WHERE WE HAD PROJECTED WHEN WE ADOPTED THE BUDGET, WHICH WAS $187.8 MILLION BUDGET DEFICIT. 
          WE DID DISCUSS THAT. 
          AS OF THE END OF MARCH, WE HAD LOOKED AND WE ACTUALLY HAD REDUCED OUR OVERALL EXPENDITURES. 
          WE NOW HAD PROJECTED THE BUDGET TO END AT A DEFICIT OF 138.3 MILLION. 
          [00:30:01]
WE DO HAVE SOME BETTER UPDATED NUMBERS, SO YOU WILL HEAR IN THE PUBLIC MEETING ON MAY 22ND, THAT WE ARE NOW PROJECTING A BUDGET DEFICIT BY THE END OF THIS FISCAL YEAR OF AN ESTIMATED $104 MILLION. 
          WE HAVE MADE SOME GREAT STRIDES IN REDUCING THE OVERALL DEFICIT BY CLOSE TO $83 MILLION, SO WE'RE HEADED IN THE RIGHT DIRECTION. 
          AS YOU HAVE HEARD, WE'VE SLOWED DOWN SOME HIRING PROCESSES. 
          WE'VE REDUCED POSITIONS THROUGHOUT THE DISTRICT. 
          WE'VE LOOKED AT OUR SPENDING, ESPECIALLY IN THE SPRING, SO THAT HAS REALLY ENABLED US TO REDUCE OUR OVERALL SPENDING FOR THIS FISCAL YEAR. 
          WE'RE HEADING THE RIGHT DIRECTION AS FAR AS ENDING THE CURRENT FISCAL YEAR BETTER THAN WHAT WE HAD PROJECTED. 
          ON THE NEXT SLIDE, JUST WANTED TO POINT OUT THAT OUR PROJECTED TAX RATE AGAIN FOR NEXT SCHOOL YEAR, WE'RE PROJECTING A TWO CENT REDUCTION IN THE OVERALL TAX RATE. 
          THAT, JUST WANTED TO REITERATE, MAY CHANGE, DEPENDING ON THE END OF THE LEGISLATIVE SESSION. 
          CURRENTLY, THERE ARE TWO DISCUSSIONS THAT ARE HAPPENING LEGISLATIVELY. 
          ONE IS TAX RATE COMPRESSION, AND THE OTHER ONE IS INCREASING THE HOMESTEAD EXEMPTION. 
          DEPENDING ON WHICH WAY THE CONVERSATION GOES AT THE LEGISLATIVE LEVEL, THAT MAY IMPACT WHAT OCCURS WITH OUR OVERALL TAX RATE. 
          BUT AGAIN, WE DO KNOW THAT AT LEAST IT WILL BE REDUCED BY AT LEAST TWO CENTS. 
          AGAIN, IT'S EITHER THE TAX RATE COMPRESSION OR THE SENATE IS ALSO LOOKING AT HOMESTEAD EXEMPTION, AN INCREASED 240,000 PER HOUSEHOLD. 
          >> THEN THE NEXT SLIDE, SOME OF THE BIG BUDGET ADJUSTMENTS THAT YOU'RE GOING TO SEE OVER THE NEXT SEVERAL SLIDES. 
          PROJECTED REVENUE FOR NEXT YEAR, WE ARE PROJECTING AN INCREASE IN PROJECTED REVENUE OF $60 MILLION. 
          THAT IS FROM SOME OF THE CHANGES IN THE INCREASES IN THE BUDGET FORMULA. 
          ONCE YOU PLUG IN THE CHANGES IN OUR PROJECTED TAXABLE VALUES, OUR STUDENT ENROLLMENT, AND JUST THE OVERALL TAXABLE VALUES THROUGHOUT THE STATE AND HOW THEY IMPACT THE FUNDING FORMULAS. 
          RECAPTURE, WE DO KNOW THAT WE ARE ESTIMATING AN INCREASE IN RECAPTURE. 
          THAT'S ONE OF THE BIGGEST INCREASES TO OUR BUDGET FOR NEXT YEAR. 
          WE ARE ESTIMATING RECAPTURE TO INCREASE TO $104 MILLION. 
          THAT'S AN INCREASE FROM $60 MILLION THIS YEAR. 
          YOU'RE GOING TO SEE A $44 MILLION INCREASE IN NEXT YEAR'S BUDGET JUST IN RECAPTURE. 
          WE'VE REDUCED CENTRAL OFFICE OPERATING EXPENDITURES BY $65 MILLION SPECIFICALLY IN STAFFING AND DEPARTMENTAL BUDGETS AT THE CENTRAL OFFICE LEVEL. 
          THEN WHEN WE LOOKED AT SOME OF THE CHANGES THAT WE MADE AT THE CAMPUS LEVELS. 
          THIS YEAR, WE REALLY FOCUSED ON LOOKING AT MAKING SURE THAT WE TOOK CARE OF OUR CAMPUSES FIRST, AND THEN WE DID THAT BY MAKING REDUCTIONS OPERATIONALLY AND AT THE DEPARTMENT LEVEL. 
          THE FINAL OUTCOME FROM THAT IS WE MADE AN OVERALL INVESTMENT IN OUR CAMPUSES OF $20 MILLION, WHETHER THAT BE THROUGH ADDITIONAL PERSONNEL OR CHANGES IN SOME OF THE PROGRAMMATIC CHANGES THAT WE MADE. 
          BUT THERE WAS AN OVERALL INVESTMENT DISTRICT WIDE IN OUR CAMPUSES OF $20 MILLION. 
          HERE'S A SUMMARY OF OUR OVERALL BUDGET BY OBJECT. 
          OBJECT IS WHAT WE CALL PAYROLL COSTS, CONTRACTED SERVICES, SUPPLIES, AND MATERIALS, OTHER OPERATING COSTS, CAPITAL OUTLAY. 
          HERE'S WHERE YOU SEE OUR TOTAL REVENUE COMPARED LAST YEAR TO THIS YEAR, WHERE YOU WILL SEE THE $60 MILLION CHANGE IN OVERALL REVENUES. 
          YOU SEE AN INCREASE OF $60 MILLION. 
          IN EXPENDITURES, WHEN YOU LOOK AT THE BOTTOM LINE, YOU SEE THAT THERE IS PRETTY ALMOST A FLAT CHANGE IN OVERALL EXPENDITURES, 1.88 MILLION TO 1.88 MILLION. 
          THAT OCCURRED BECAUSE OF THE LARGE EFFORT THAT WE MADE TO REDUCE OUR OVERALL EXPENDITURES. 
          WE, AS A DISTRICT, REDUCED OVERALL EXPENDITURES BY $80 MILLION AND WE KNEW THAT THAT NEEDED TO OCCUR BECAUSE ONE, OUR RECAPTURE PAYMENT, WE KNEW WAS GOING TO INCREASE AND TWO, WE ALSO KNEW THAT WE NEEDED TO LOOK AT COMPENSATION INCREASES THROUGHOUT THE DISTRICT. 
          OTHERWISE, WE RISK LOSING EMPLOYEES THROUGHOUT THE DISTRICT TO OTHER DISTRICTS IN THE DALLAS FORT WORTH AREA. 
          THEN WE ALSO KNEW THAT WE NEEDED TO CONTINUE TO INVEST IN CERTAIN PROGRAMS THROUGHOUT THE DISTRICT. 
          IN ORDER TO DO THAT, WE NEEDED TO MAKE ROOM IN OUR BUDGET TO MAKE THOSE INVESTMENTS. 
          THIS PROCESS BEGAN AS EARLY AS JANUARY, STARTING WITH THE LEGISLATIVE PROCESS. 
          THAT STARTED IN EARLY JANUARY. 
          OUR BUDGETING TIMELINE ALSO BEGAN IN JANUARY. 
          [00:35:04]
THAT IS WHEN ALL OF OUR ADMINISTRATIVE TEAM GOT TOGETHER, LOOKED AT OUR CURRENT BUDGET, AND WE REALLY LOOKED AT REDUCING OUR OVERALL EXPENDITURE FOR NEXT YEAR BY $80 MILLION. 
          AGAIN, OUR FINANCIAL SOLVENCY WAS CRUCIAL AND SO WE KNEW WE NEEDED TO MAKE THOSE DECISIONS TO REDUCE OUR OVERALL EXPENDITURES. 
          WE ALSO KNEW THAT THE POSITIONS THAT WE NEEDED TO INVEST IN WAS CRITICAL FOR THE DISTRICT. 
          WE ALSO WANTED TO MAKE SURE THAT WE HAD THE ROOM IN OUR BUDGET FOR COMPENSATION INCREASES FOR NEXT YEAR, AND YOU'LL SEE THE AMOUNT THAT WE INVESTED IN OUR EMPLOYEES FOR NEXT YEAR. 
          WE WANTED TO MAKE SURE THAT WE HAD ROOM TO INVEST IN OUR CAMPUSES FOR NEXT YEAR, AND YOU HEARD THAT WE DID INVEST $20 MILLION DISTRICT WIDE IN OUR CAMPUSES. 
          EVERY DEPARTMENT WE FELT WAS BEST POSITIONED TO MAKE THE NEEDED ADJUSTMENTS IN THEIR BUDGETS AND SO EVERY CAMPUS WAS GIVEN THE TASK OF LOOKING AT THEIR INDIVIDUAL AREAS, LOOK FOR EFFICIENCIES, LOOK AT PERSONNEL, AND COME BACK WITH A PLAN TO REDUCE YOUR BUDGET IN THOSE INDIVIDUAL AREAS. 
          EVERY CHIEF, EVERY DEPARTMENT WAS GIVEN A SUMMARY, A DOCUMENT WHERE EVERY SINGLE BUDGET RESOURCE WAS GIVEN TO THEM FOR THEM TO LOOK AT ALL OF THEIR INDIVIDUAL AREAS. 
          THAT IS WHY WE WERE ABLE TO COME UP WITH THE $80 MILLION IN REDUCTIONS, WHICH ALLOWED US TO BASICALLY COME BACK WITH A EVEN BUDGET AS FAR AS EXPENDITURES WERE CONCERNED. 
          IF WE WOULDN'T HAVE MADE THE REDUCTIONS THAT WE MADE IN OUR BUDGET, WE'D ACTUALLY BE LOOKING AT A DEFICIT BUDGET OF $204 MILLION SO WE ACTUALLY WOULD HAVE INCREASED BECAUSE OF THE INCREASE IN THE RECAPTURE PAYMENT, AS WELL AS THE INVESTMENTS THAT WE'VE MADE IN COMPENSATION. 
          AGAIN, IN ORDER TO POSITION THE DISTRICT FINANCIALLY AND MAKE SURE THAT WE WERE ABLE TO INVEST IN DIFFERENT AREAS, WE KNEW THAT THOSE CUTS NEEDED TO HAPPEN. 
          THIS SLIDE AGAIN, JUST SHOWS IN A DIFFERENT FORMAT, THE REDUCTIONS AND THE DIFFERENT AREAS THAT WE EXPEND, OUR FUNDS IN BY FUNCTION. 
          AGAIN, FROM INSTRUCTION TO SCHOOL LEADERSHIP, HEALTH SERVICES, PLANT MAINTENANCE AND OPERATIONS, ADMINISTRATION, COMMUNITY SERVICE, AND THE WATER PURCHASE THAT IS OUR RECAPTURE PAYMENT. 
          THAT'S WHERE YOU SEE THE LARGEST INCREASE IN OUR BUDGET OF $44 MILLION. 
          YOU'LL SEE THE MAJORITY OF THE FUNCTIONS WERE OUR REDUCTIONS, AGAIN, FROM OUR OVERALL REDUCTION COSTS THROUGHOUT THE DISTRICT. 
          THE MAJORITY OF OUR REDUCTIONS OCCURRED IN CONTRACTED SERVICES. 
          WHEN EVERY CHIEF, EVERY DEPARTMENT LOOKED AT AREAS TO REDUCE, THE MAJORITY OF THOSE REDUCTIONS OCCURRED IN CONTRACTED SERVICES. 
          DISTRICT WIDE, $15 MILLION IN CONTRACTED SERVICES WERE REDUCED. 
          ALSO A BIG AREA THAT WE WERE ABLE TO REDUCE IN WERE SUPPLIES. 
          AS A DISTRICT, WE WERE ABLE TO REDUCE $33 MILLION IN OVERALL SUPPLIES. 
          AGAIN, DIVING INTO HOW MUCH WE SPEND AS A DISTRICT, AND WHERE ARE WE ABLE TO BECOME MORE EFFICIENT SO THAT WE CAN INVEST IN OTHER AREAS. 
          86 POSITIONS WERE REDUCED, AND SO THAT'S WHERE ANOTHER AREA OF WHERE OUR OVERALL REDUCTIONS CAME FROM AS WELL. 
          THEN AS FAR AS OUR DISTRICT PROGRAMS, WE REALLY LOOKED AT AND PROTECTED MANY OF THE PROGRAMS THAT WE INVEST IN AS A DISTRICT. 
          THESE ARE NOT ALL INCLUSIVE, BUT THESE ARE SOME OF THE LARGER PROGRAMS THAT WE HAVE AS A DISTRICT THAT YOU'VE SEEN, MENTAL HEALTH, 14.1 MILLION COLLEGE CAREER, MILITARY READINESS, 20.4 MILLION, EARLY LEARNING, 23.8 MILLION, OUR DISTRICT SCHOOL INITIATIVE, WHICH WAS THE FORMER ACE PROGRAM, 21 MILLION, AND THEN EXPANDING LEARNING TIME, WHICH IS OUR SUMMER SCHOOL AND AFTER SCHOOL TUTORING $23.2 MILLION. 
          AS FAR AS OUR FOOD SERVICE PROGRAM, THAT IS A SELF SUSTAINING PROGRAM. 
          NEXT YEAR, WE ARE PROJECTING THAT PROGRAM TO COST $118.5 MILLION. 
          THE GOLD FOR THAT PROGRAM IS FOR IT TO BE SELF SUSTAINING. 
          WE ARE PROJECTING FOR THAT PROGRAM TO BE SELF SUSTAINING. 
          AGAIN, BRINGING IN $118.5 MILLION IN OVERALL REVENUES. 
          THEN OUR DEBT SERVICE, WHICH IS OUR BOND PAYMENTS. 
          AS WE SELL BONDS, WE HAVE TO PAY BACK THOSE BONDS. 
          NEXT YEAR, OUR MORTGAGE PAYMENT, OUR BOND PAYMENTS, $431.2 MILLION. 
          THIS IS AN AREA THAT WE ARE WATCHING VERY CLOSELY, SPECIFICALLY BECAUSE OF WHAT IS OCCURRING AT THE LEGISLATIVE LEVEL. 
          YOU'RE GOING TO HEAR LATER ON WHEN WE TALK ABOUT SOME OF THE LEGISLATIVE TOPICS THAT ARE BEING DISCUSSED 
          [00:40:02]
WITH REGARDS TO SCHOOL FINANCE, HOUSE BILL 19. 
          THAT SPECIFIC BILL HAS US VERY CONCERNED, AND WE'RE GOING TO TALK ABOUT THAT AND HOW THAT IMPACTS OUR DEBT SERVICE FUNDS. 
          KEEP IN MIND THAT NUMBER $431 MILLION WE'RE GOING TO TALK ABOUT THAT NUMBER IN FEE SLIDES FROM NOW. 
          WITH REGARDS TO COMPENSATION, JUST TO SUMMARIZE OVERALL COMPENSATION, AGAIN, WE REDUCED OUR OVERALL EXPENDITURES TO MAKE ROOM FOR A COMPENSATION INCREASE. 
          WE WERE ABLE TO INVEST $32 MILLION IN OUR VALUABLE EMPLOYEES. 
          OVERALL TEACHERS RECEIVED $19.2 MILLION IN INVESTMENTS, PRINCIPALS, ASSISTANT PRINCIPALS, EXECUTIVE DIRECTORS, 2.2 MILLION, CAMPUS SUPPORT AND CENTRAL STAFF, THEY RECEIVED 10.9 MILLION. 
          THAT INCLUDED A MINIMUM WAGE ADJUSTMENT OF $17 AN HOUR OR 2% OF THEIR MIDPOINT. 
          ONE OF THE AREAS THAT I WOULD LIKE TO POINT OUT IS AS A DISTRICT, DALLAS ISD DOES HAVE THE BEST RETENTION RATE AMONG DISTRICTS IN THE DALLAS FORT WORTH AREA. 
          WE ARE VERY PROUD OF THAT. 
          WE ALSO HAVE THE HIGHER RETENTION RATE THAN THE STATE OF TEXAS. 
          ANOTHER DATA POINT THAT WE ARE PROUD OF. 
          67% OF OUR TEACHERS, WHEN YOU INCLUDE OUR STIPEND FOR THE DSI PROGRAM, 67% OF OUR TEACHERS EARN $70,000 OR MORE. 
          MANY DISTRICTS, YOU WOULD HAVE TO WORK AT LEAST 16 YEARS TO MAKE $70,000. 
          FOR US, 67% OF OUR TEACHERS ARE ALREADY AT THAT LEVEL. 
          AGAIN, THAT IS IN PART BECAUSE OF OUR TI INITIATIVE, AND WE FEEL THAT IS A HUGE SUCCESS HERE IN THIS DISTRICT, AND SO WE CONTINUE TO BE PROUD OF THAT PROGRAM. 
          HERE, I WANTED TO SUMMARIZE SOME OF THE TOPICS THAT ARE OCCURRING AT THE LEGISLATIVE LEVELS. 
          CURRENTLY, THERE ARE TWO BILLS WITH REGARDS TO PUBLIC SCHOOL FUNDING, HOUSE BILL 2 AND SENATE BILL 26. 
          I AM GOING TO GIVE KUDOS TO OUR SUPERINTENDENT WHO WAS VERY INSTRUMENTAL IN MAKING SURE THAT DALLAS ISD, WAS POSITIONED IN A GOOD POSITION WITH REGARDS TO FUNDING, NOT ONLY DALLAS ISD, BUT SUBURBAN DISTRICTS AND URBAN DISTRICTS THROUGHOUT THE STATE. 
          WITH HER HAVING DISCUSSIONS WITH THE HOUSE LEADERSHIP, WE WERE ABLE TO REALLY POSITION OURSELVES WITH BETTER FUNDING ON THE HOUSE SIDE. 
          JUST A LITTLE SUMMARY OF HOUSE BILL 2 AND KIND OF WHAT THAT LOOKS LIKE. 
          HOUSE BILL 2, AS A STATE, THEY ARE INVESTING $7.6 BILLION IN PUBLIC EDUCATION FUNDING. 
          FOR US, THAT MEANS THAT THERE'S AN ADDITIONAL $395 AN INCREASE TO THE BASIC ALLOTMENT. 
          KEEPING IN MIND THAT EARLY ON IN THESE CONVERSATIONS, WE WERE LETTING YOU, THE BOARD KNOW THAT IT WOULD TAKE $1,340 TO MAKE US HOLD COMPARED TO 2019 NUMBERS. 
          THAT IS A HUGE PLUS FOR THE DISTRICT. 
          WE DO NEED THAT BECAUSE AGAIN, WE ARE FACING $128 MILLION SHORTFALL. 
          THIS $395 WOULD REALLY HELP US IN REALLY REDUCING THAT OVERALL DEFICIT. 
          THAT INCLUDES AS PART OF THE FORMULA, A 40% OF THE ADDITIONAL FUNDS MUST BE USED FOR COMPENSATION INCREASES. 
          75% OF THAT SPECIFICALLY FOR TEACHERS, COUNSELORS, NURSES, AND LIBRARIANS. 
          THIS BILL ALSO INCLUDES ADDITIONAL FUNDING IN THE AREAS OF SPECIAL EDUCATION, FINE ARTS, AND COMP ED, AND AS WELL AS TIA ALLOTMENT, WHICH FOR US, WOULD BE INCREASES IN THE TEI PROGRAM. 
          EARLY ON IN THIS BILL, WE WERE LOOKING AT RECEIVING AN ADDITIONAL 314, $315 PER STUDENT. 
          SOME OF THE ADJUSTMENTS NOW BASED ON LBB RUNS, WE ARE LOOKING AT MUCH HIGHER PER STUDENT NUMBERS. 
          CURRENTLY, THEY'RE LOOKING AT 646 FOR NEXT YEAR, 976, THE YEAR AFTER. 
          IT'S BEEN A HUGE INCREASE COMPARED TO WHAT WE SAW EARLY ON. 
          AGAIN, BECAUSE OF THE DISCUSSIONS THAT HAVE BEEN OCCURRING WITH THE HOUSE LEADERSHIP. 
          SENATE BILL 26, NOT AS FAVORABLE TO PUBLIC SCHOOLS. 
          CURRENTLY, THEY ARE LOOKING AT A $4.35 BILLION INCREASE TO PUBLIC EDUCATION. 
          THE BULK OF THAT INCREASE IS SPECIFICALLY WITH TEACHER PAY INCREASES, SO IT'S BASICALLY A PASS THROUGH. 
          THEY GIVE US THE FUNDS, 
          [00:45:01]
AND WE PASS THAT ON TO OUR TEACHERS. 
          THERE IS NO ADDITIONAL FUNDS FOR OUR OPERATING COSTS FOR ADDITIONAL PAY FOR OUR HOURLY EMPLOYEES, OUR SUPPORT STAFF. 
          A COST FOR INCREASES TO UTILITIES, FOR TRANSPORTATION. 
          THIS BILL IS MUCH LOWER THAN THE HOUSE BILL. 
          THE SENATE BILL 26 WILL BE HEARD. 
          WE'RE THINKING THIS WEEK. 
          WE ARE REALLY HOPEFUL THAT THE HOUSE BILL AND MUCH OF WHAT WAS INCLUDED IN THE HOUSE BILL WILL PREVAIL JUST AS AN FYI WITH THE HOUSE BILL, 144 MEMBERS VOTED IN FAVOR OF THAT HOUSE BILL, AND THERE WERE FOUR NAS. 
          THE MAJORITY OF HOUSE MEMBERS WERE IN FAVOR OF HOUSE BILL 2. 
          WITH REGARDS TO SENATE BILL 260, THAT SPECIFICALLY ADDRESSES THE SAFETY ALLOTMENT. 
          THERE ARE TWO BILLS ON THE SENATE SIDE AND ON THE HOUSE SIDE, BUT WITH REGARDS TO ADDITIONAL FUNDS FOR SAFETY, WE ARE LOOKING AT EITHER 5.73 MILLION OR AN ADDITIONAL 5.66 MILLION, CLOSE TO $6 MILLION. 
          ANY ADDITIONAL FUNDING FOR SAFETY IS DESPERATELY NEEDED. 
          WE'RE CLOSELY MONITORING THAT BILL AS WELL AND THAT WOULD IMPROVE THE AMOUNT OF FUNDING THAT WE DO RECEIVE TO COVER OUR COSTS TO KEEP OUR CAMPUSES AND DISTRICTS SAFE. 
          HOUSE BILL 19, THIS ONE IS VERY CONCERNING FOR US. 
          THIS ONE DEALS WITH DEBT THAT SCHOOL DISTRICTS ISSUE FOR THEIR BONDS. 
          THIS BILL SPECIFICALLY LIMITS THE AMOUNT OF DEBT THAT A SCHOOL DISTRICT CAN ISSUE. 
          KEEP IT IN MIND THAT IN THE STATE OF TEXAS, SCHOOL DISTRICTS ARE ALREADY LIMITED ON THE AMOUNT OF DEBT THEY CAN ISSUE WITH THE 50 CENT DEBT TEST. 
          SCHOOL DISTRICTS CANNOT ISSUE OR CANNOT RAISE THEIR DEBT SERVICE TAX RATE MORE THAN $0.50. 
          CURRENTLY OURS IS A LITTLE OVER $0.24. 
          THIS BILL WOULD SPECIFICALLY LIMIT OUR DEBT TO 20% OF OUR AVERAGE THREE YEARS OF TAX COLLECTIONS. 
          TO GIVE YOU AN EXAMPLE OF WHAT THAT WOULD MEAN FOR US. 
          OUR CURRENT DEBT PAYMENT YOU HEARD WAS 431 MILLION. 
          THREE YEARS OF OUR AVERAGE TAX COLLECTIONS IS 365,000. 
          AS ORIGINALLY WRITTEN. 
          >> MILLION, 365 MILLION. 
          >> 365 MILLION, SORRY, 365 MILLION. 
          AS ORIGINALLY WRITTEN, WE WOULD ALREADY NOT BE ABLE TO ISSUE ADDITIONAL DEBT. 
          WE'VE BEEN ABLE TO KIND OF TALKED WITH HOUSE LEADERSHIP. 
          WE'VE HEARD THAT THERE'S BEEN SOME CHANGES TO THE LANGUAGE. 
          WE HAVEN'T SEEN THE FINAL BILL SUBSTITUTE. 
          BUT SOME OF THE DISCUSSIONS HAVE BEEN THEY WOULD EXEMPT CURRENT EXISTING DEBT, WHICH WOULD HELP DALLAS ISD. 
          THEN THERE'S BEEN OTHER DISCUSSIONS THAT THEY WOULD EXEMPT DEBT THAT HAS ALREADY BEEN APPROVED BY VOTERS. 
          THAT WOULD GREATLY HELP DALLAS ISD. 
          WE'RE HOPING THAT DOES COME TO FRUITION. 
          BUT AGAIN, THAT BILL IS VERY CONCERNING IN THE FUTURE, AS WE LOOK AT TAKING CARE OF OUR AGING FACILITIES, TAKING CARE OF ADDITIONAL BUSES, POTENTIALLY ADDITIONAL POLICE VEHICLES, AND FUTURE BONDS IN THE FUTURE. 
          THIS MAY POTENTIALLY LIMIT WHAT WE COULD ISSUE IN THE FUTURE. 
          DEPENDING ON WHERE YOU ARE WITH YOUR DEBT AND YOUR TAX RATE, IT COULD COME TO THE POINT WHERE OUR VOTERS CAN APPROVE BONDS, BUT THIS LIMIT WOULD LIMIT THE NUMBER OF BONDS THAT WE CAN SELL, AND IT COULD LIMIT THE NUMBER OF PROJECTS THAT WE COULD BUILD, EVEN THOUGH THEY WERE APPROVED BY OUR VOTERS. 
          THAT IS WHY THIS BILL IS VERY CONCERNING TO US. 
          WE'RE WATCHING IT VERY CLOSELY. 
          SENATE BILL 2 SCHOOL VOUCHERS. 
          THAT WAS ACTUALLY SIGNED BY THE GOVERNOR INTO LAW ON SATURDAY. 
          THAT HAS COME TO FRUITION. 
          SCHOOL VOUCHERS ARE HERE. 
          PRIVATE SCHOOL SAVINGS ACCOUNTS ARE HERE TO STAY. 
          THE ONE YEAR COST FOR SCHOOL VOUCHERS, $1 BILLION THE FIVE YEAR COST, THEY ESTIMATE AT $4 BILLION. 
          >> THOSE ARE THE THE BIG BILLS THAT WE'RE WATCHING LEGISLATIVELY WITH REGARDS TO SCHOOL FINANCE. 
          THEN FINALLY, IN CLOSING, JUST SUMMARIZING THE CURRENT BUDGET FOR NEXT YEAR. 
          WE ARE RECOMMENDING BUDGET WITH A DEFICIT OF $128.9 MILLION. 
          THAT IS MUCH LOWER THAN CURRENT YEAR BUDGET WITH A DEFICIT OF 187.8 MILLION. 
          THAT INCLUDES REDUCTIONS IN OVERALL EXPENDITURES IN CONTRACTED SERVICES. 
          [00:50:04]
WE REDUCED CONTRACTED SERVICES BY $16 MILLION. 
          WE REDUCED OVERALL SPENDING AND SUPPLIES BY $33 MILLION. 
          WE INVESTED IN OUR EMPLOYEES WITH COMPENSATION, 32.3 MILLION IN COMPENSATION INCREASES. 
          WHICH INCLUDED $17 MINIMUM WAGE OR A 2% OF MIDPOINT INCREASE FOR CAMPUS SUPPORT AND CENTRAL STAFF, AND THE STARTING TEACHER SALARY PAY FOR A ZERO YEAR TEACHER, 64,000. 
          ALSO, THIS BUDGET DOES INCLUDE AN INCREASE OF $44 MILLION IN OUR RECAPTURE PAYMENT, AND THEN IT IS VERY LIKELY, IT'S GOING TO HAPPEN THAT IN SEPTEMBER OF 2025, WE WILL COME TO THE BOARD WITH A BUDGET AMENDMENT BECAUSE OF THE FINAL CHANGES LEGISLATIVELY WITH SCHOOL FUNDING. 
          THAT BUDGET AMENDMENT, I WILL TELL YOU, WE'LL PROPOSE A FINAL BUDGET BETTER THAN THE ONE THAT YOU ARE SEEING TONIGHT. 
          JUST LOOK OUT FOR A BUDGET AMENDMENT IN SEPTEMBER OF 2025. 
          WITH THAT, I OPEN IT UP FOR QUESTIONS. 
          >> TRUSTEE MICCICHE. 
          >> THANK YOU FOR THE PRESENTATION AND HARD WORK THAT GOES INTO IT. 
          AS WE'VE SAID IN PREVIOUS MEETINGS AND BRIEFINGS. 
          I THINK ALL OF US APPRECIATE THE FACT THAT YOU'RE TRYING TO KEEP THE CUTS AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE, AND AND THE FACT THAT THE CUTS HAVE COME FROM THE CENTRAL OFFICE WITH INCREASES IN CAMPUS ALLOTMENTS, I THINK IS A REALLY GOOD THING, AND I THINK IT REFLECTS WELL ON THE DISTRICT'S SENSE OF PRIORITY. 
          THANK YOU FOR THAT. I DID HAVE A QUESTION ON RECAPTURE. 
          IN LOOKING AT THE BUDGET, I WANT TO MAKE SURE THAT I'M NOT DOUBLE COUNTING IT. 
          ON PAGE 3, UNDER THE COLUMN 24-25 PROJECTED AMOUNT. 
          ACTUALLY, LET'S GO TO PAGE 6, IF WE CAN DO THAT. 
          IN THE FISCAL YEAR 26 PROPOSED COLUMN, WE HAVE STATE REVENUE AT $166 MILLION. 
          NOW, IS THAT NET OF RECAPTURE, BECAUSE TO ME, IT LOOKS LIKE IT COULD MEAN THAT STATE GIVES THE DISTRICT $166 MILLION, AND THEN WE'RE PROJECTING THAT THE DISTRICT GIVES THE STATE 104 MILLION UNLESS THERE'S SOME NETTING THAT'S GOING ON THERE. 
          >> THE LOCAL AND THE STATE NUMBERS INCLUDE RECAPTURE. 
          THE STATE WOULD REDUCE OUR LOCAL FUNDING WITH THE TAKING OF OUR RECAPTURE PAYMENT IS WHERE THE RECAPTURE COMES INTO PLAY ON THE LOCAL SIDE. 
          >> IF WE WERE GOING TO DO THIS A DIFFERENT WAY, THE STATE WOULD BE SENDING US 270 MILLION, AND WE WOULD BE SENDING THE STATE 104 MILLION. 
          CORRECT. IN THIS SPECIFIC PAGE, YOU'LL FIND OUR RECAPTURE PAYMENT INCLUDED IN THE CONTRACTED SERVICES NUMBER. 
          >> GREAT. THANK YOU. LET ME ASK YOU TO GO TO PAGE 15 AGAIN. 
          I KNOW THAT THE WHOLE LEGISLATIVE SESSION HAS BEEN IN QUITE A STRUGGLE. 
          THE 7.6 BILLION IS OVER TWO YEARS. 
          WE'RE TALKING LESS THAN FOUR BILLION A YEAR TOTAL FOR PUBLIC EDUCATION. 
          IN BOTH OF THESE PLANS, THERE'S THE SALARY INCREASE REQUIREMENTS AND TEACHER PAY INCREASE REQUIREMENTS AND SO FORTH. 
          THOSE ARE IN LINE WHAT WE WOULD OTHERWISE ORDINARILY DO. 
          IT'S NOT LIKE THESE ARE RESTRICTIONS THAT ARE HARD FOR US TO MEET. 
          >> HOUSE BILL 2 IS PRETTY CLOSE TO IN LINE WITH WHAT WE WOULD DO. 
          SENATE BILL 26 IS PARTLY IN LINE WITH WHAT WE WOULD DO. 
          THE FIVE PLUS YEARS, THAT WOULD BE A LITTLE BIT MORE DIFFICULT FOR US TO ACHIEVE. 
          >> IF I CAN ADD TO THAT AS WELL, WE ALSO HAVE TO JUST PROTECT AGAINST WHAT IT DOES WITH REGARD TO TEI, 
          [00:55:05]
BECAUSE NOW WHAT'S HAPPENED IS REGARDLESS OF WHAT YOUR PROFICIENCY IS, THE SALARY INCREASE IS THE SAME BASED ON YEARS OF SERVICE, NOT ON PERFORMANCE. 
          WHICH WOULD BE DIFFERENT THAN THE WAY WE WOULD CURRENTLY DIVVY UP THOSE FUNDS. 
          DOES THAT MAKE SENSE? 
          >> YES, IT DOES. THEN JUST MOVING TO THE TIA NUMBERS, AND LET'S GO TO PAGE 12. 
          WE'RE PROJECTING A $19 MILLION INCREASE FOR TEI. 
          CURRENTLY, WE GET WHAT ABOUT 30 MILLION FROM TIA. 
          >> IT'S ABOUT BETWEEN 28 AND 30 MILLION. 
          >> ARE WE PROJECTING THE SAME NUMBER OR ROUGHLY THE SAME NUMBER? 
          >> ROUGHLY THE SAME NUMBER. 
          >> AND PROPOSED LEGISLATION MIGHT INCREASE THAT? 
          >> CORRECT. THE PROPOSED LEGISLATION, THE CHANGE WOULDN'T OCCUR UNTIL THE 26, 27 SCHOOL YEAR, HOWEVER. 
          >> MONEY IS FUNGIBLE, BUT IF WE'VE GOT 30 MILLION COMING IN FROM TIA, AND WE'VE GOT A 19.2 MILLION, WE DO HAVE MORE FLEXIBILITY THAN MOST DISTRICTS BECAUSE WE HAVE A LOT MORE TIA MONEY. 
          >> THAT'S CORRECT. 
          >> JUST COMING BACK TO THAT SLIDE ON VOUCHERS ON PAGE 16. 
          IN THE LAST COLUMN AT THE VERY BOTTOM RIGHT HAND CORNER. 
          I DIDN'T READ THAT CORRECTLY THE FIRST TIME AROUND, AND MAYBE OTHERS DIDN'T CATCH IT THE FIRST TIME AROUND, TOO, BUT SO THE ONE YEAR COST IN THE FIRST YEAR IS EXPECTED TO BE ONE BILLION. 
          THE FIVE YEAR COST, MEANING THE COST IN FIVE YEARS IS EXPECTED TO BE $4 BILLION PER YEAR. 
          >> CORRECT. 
          >> THAT'S NOT THE AGGREGATE COST OVER FIVE YEARS. 
          THAT IS THE COST PER YEAR, $4 BILLION STARTING IN YEAR 5. 
          >> CORRECT. 
          >> I'LL COME BACK ON THE SECOND ROUND. THANK YOU. 
          >> TRUSTEE WEINBERG. 
          >> THANK YOU. THANKS FOR THOSE GREAT QUESTIONS AND ELIMINATING ANSWERS IN THE FIRST MR. K ROUND. 
          ONE QUESTION I HAVE IS IN CONTRACTED SERVICES. 
          I KNOW PART OF IT IS RECAPTURE. IS THAT THE BULK OF IT? JUST WHAT ARE SOME EXAMPLES OF THINGS IN CONTRACTED SERVICES THAT ARE CUT? IT'S A GENERIC TERM. 
          >> CONTRACTED SERVICES, A LOT OF IT, IF YOU LOOK AT SOME OF THE SPECIAL ED SERVICES THAT WE HAVE, WITH REGARDS TO WE DON'T HAVE ENOUGH EMPLOYEES. 
          >> LIKE, SPEECH PATHOLOGIST. 
          >> SPEECH PATHOLOGISTS. 
          >> THAT'S AN AREA WE CONTRACT OUT BECAUSE WE DON'T HAVE ENOUGH. 
          >> SOME OF THE NURSING SERVICES, THOSE ARE CONTRACTED SERVICES. 
          WITH REGARDS TO ON THE MAINTENANCE SIDE, WE DON'T HAVE THE SPECIALTY WITH HVAC TYPE REPAIRS. 
          WE'LL CONTRACT SOME OF THAT OUT. 
          SOME OF THE LARGER TYPE REPAIRS, WE'LL CONTRACT MANY OF THAT OUT. 
          A LOT OF IT ALSO THE, CONTRACT WHAT WE HAVE WITH THE APPRAISAL DISTRICT. 
          THAT'S A BIG PIECE OF IT. 
          WE CODE THAT AS CONTRACTED SERVICES. 
          THEN ANY TYPE OF SOMETIMES CONSULTANTS THAT WE BRING INTO THE DISTRICT. 
          I'M TRYING TO THINK OF SOME OF THE LARGER ONES. 
          JUST SOME OF THE CONSULTANTS THAT WE BRING INTO THE DISTRICT OVERALL. 
          >> GOT IT. BUT RECAPTURES. 
          >> RECAPTURE IS THE BIGGEST PIECE, YES. 
          >> IT'S INTERESTING BECAUSE, AND AGAIN, MAYBE YOU CAN HELP ME RECONCILE THIS A LITTLE BIT. 
          WE HAVE 104 MILLION IN RECAPTURE. 
          YOU OF LOOK FORWARD TO THE BILLION DOLLARS THAT ARE GOING TO THE VOUCHERS. 
          RECAPTURE IS INTENDED TO STATEWIDE HELP MAKE MORE EQUITABLE THE PROPERTY TAX FUNDS. 
          BUT IN DALLAS ISD, WE'RE A SPECIAL EXCEPTION IN THAT WE HAVE A HIGH NEEDS STUDENT BASE. 
          [01:00:05]
I WAS SITTING THINKING ABOUT THAT, AND I WAS WONDERING HOW TO RECONCILE THE FACT THAT WE'RE PAYING 104 MILLION BACK. 
          WE'VE GOT $1 BILLION IN VOUCHERS AND RELATING THIS TO OUR BUDGETING. 
          IT'S MORE OF A, I GUESS, A PHILOSOPHICAL QUESTION, BUT CAN YOU RECONCILE THAT? 
          >> I THINK THAT'S ONE OF THE DELINQUENCIES IN THE CURRENT FUNDING SYSTEM WHERE IT JUST TAKES INTO ACCOUNT PROPERTY WEALTH, AND IT DOESN'T TAKE INTO ACCOUNT PERSONAL WEALTH OF A COMMUNITY. 
          WHEN YOU LOOK AT A COMMUNITY LIKE DALLAS ISD, WHERE WE HAVE OVER 85 OR CLOSE TO 88% OF OUR STUDENTS ARE AT POVERTY LEVEL, THAT'S NOT TAKEN INTO ACCOUNT WITH OUR CURRENT FUNDING FORMULA SYSTEM. 
          EVERY YEAR AS OUR PROPERTY VALUES CONTINUE TO GROW, WHICH, WHEN YOU LOOK AT APPRAISALS OF HOMES THROUGHOUT OUR DISTRICT, USUALLY THOSE APPRAISALS INCREASE. 
          WHEN THE APPRAISALS INCREASE, THE STATE SAYS WE ARE GETTING WEALTHIER. 
          ANYTIME APPRAISALS INCREASE, THEN AS A DISTRICT, OUR RECAPTURE PAYMENT IS LIKELY TO INCREASE. 
          YOU COMPOUND THAT WITH IF IN THE FUTURE, OUR ENROLLMENT DECREASES, THEN THAT ESCALATES THE AMOUNT OF OUR RECAPTURE PAYMENT INCREASING AS WELL. 
          >> THEN THERE WERE TWO BASIC ALLOTMENT INCREASES BASED ON WHICHEVER BILL GOES THROUGH, WHICH WAS ABOUT 600-$900, RIGHT? 
          >> CORRECT. 
          >> PER STUDENT? 
          >> YES. 
          >> VERSUS A $10,000 PER STUDENT. 
          ADDITIONAL OUTSIDE OF THE SYSTEM. 
          JUST WANT TO MAKE SURE I HAD MY HEAD RIGHT AND CLARIFYING ALL THOSE NUMBERS FLOATING AROUND. 
          ANOTHER QUESTION I HAD WAS, REALLY, IT'S A SMALL NUMBER, BUT A BIG DECREASE. 
          IT WAS THE 40% DECREASE IN COMMUNITY SERVICES. 
          I WAS WONDERING IF THAT WAS PART IN TRANSLATING SUBJECT OR FUNCTION TO OBJECT. 
          IT'S A LITTLE BIT CONFUSING. IS THAT STUFF OR PEOPLE OR SERVICES? 
          >> WE CAN PROBABLY FIND THAT STARTING ON PAGE, I BELIEVE IT'S IN OUR BUDGET BOOK, 37. 
          BUT I CAN FIND THAT. 
          >> MAYBE AFTER THE BRIEFING IS GREAT. 
          IT'S GOING TO JUST HELP ME TRANGULATE THAT, JUST CURIOUS WHAT IT IS THAT IS GOING AWAY. 
          >> BUT I CAN SEND THAT TO YOU. 
          >> AWESOME. I THINK THAT IS MY FIRST ROUND. THANK YOU. 
          >> TRUSTEE CURRIE. 
          >> CHIEF RAMOS, THANK YOU SO MUCH FOR YOUR HARD WORK ON THIS AND PUTTING THIS TOGETHER. 
          JUST HAD A FEW QUESTIONS AS I WAS TRYING TO UNDERSTAND IT. 
          ONE, I WANTED TO SEE IF EITHER YOU OR DR. ELIZALDE COULD TALK A LITTLE BIT MORE ABOUT, YOU TALKED ABOUT A CAMPUS FOCUSED APPROACH. 
          MY UNDERSTANDING IS THAT IN PRIOR YEARS, WE MIGHT HAVE GONE A DIFFERENT DIRECTION IN TERMS OF BUILDING THE CAMPUS LEVEL BUDGETS THAN WE'VE DONE THIS YEAR, AND I WANTED TO GET SOME CLARITY FROM EITHER ONE OF YOU ON WHAT THAT LOOKS LIKE WHEN WE START AT THE CAMPUS LEVEL AND HOW WE THINK THAT'S GOING TO BE HELPFUL FOR KIDS. 
          >> WE WERE INTENTIONAL THIS YEAR IN WORKING BOTH WITH FINANCE AND WITH HUMAN CAPITAL. 
          WE ACTUALLY ALL SAT TOGETHER, AND WE STARTED THE ENTIRE BUDGET PROCESS WITH CAMPUS STAFFING FIRST. 
          LOOKING AT BASED ON TWO THINGS WE DID DIFFERENTLY, ONE, INSTEAD OF UTILIZING PROJECTIONS IN ENROLLMENT, WHICH WE TYPICALLY DO A DEMOGRAPHIC CURSORY REVIEW AND THEN SAY, WE ANTICIPATE A LOSS OF STUDENTS, ETC. 
          WE DID NOT DO THAT. 
          WHAT WE DID IS WE TOOK STUDENTS CURRENTLY ENROLLED, AND WE ROLLED THEM UP. 
          IF THEY WERE IN FIFTH GRADE, WE SAID, WE'RE GOING TO ASSUME 100% ARE GOING TO STAY WITH US INTO THE NEXT GRADE LEVEL. 
          THAT MEANS, IF ANYTHING, WE'RE PROBABLY OVER PROJECTING, BUT THAT WOULD MEAN WE WOULD ACTUALLY THEN LOWER STUDENT TO TEACHER RATIOS. 
          BUT IF WE ALREADY BAKED THAT INTO THE BUDGET, WHICH IS WHY YOU SAW AN INCREASE TO THE BUDGET OF OVER $20 MILLION AT THE CAMPUS LEVEL, BECAUSE SPECIFICALLY IN STAFFING, I WANTED OUR PRINCIPALS TO NOT JUST HEAR THAT WE SUPPORT CAMPUSES FIRST, BUT THERE WAS ACTUAL ACTION THAT MATCHED THAT. 
          ONCE WE STAFFED ALL OF THE SCHOOLS, WHICH DID END UP IN SOME INSTANCES ADDING MORE STAFF, THEN WHAT WAS LEFT, WE HAVE TO MAKE THAT WORK AT THE CENTRAL LEVEL. 
          WE FLIPPED THE TRIANGLE, IF YOU WILL, TYPICALLY, WE JUST HERE'S OUR BUDGET. 
          HERE'S WHAT WE'VE DONE IN ADDITION TO USING FORECASTS AS OPPOSED TO ACTUAL STUDENT NUMBERS. 
          I THINK THOSE ARE THE TWO SIGNIFICANT CHANGES THAT WE DID. 
          [01:05:01]
          >> AM I CORRECT THEN THAT THE LEVELING PROCESS MIGHT LOOK A LITTLE BIT DIFFERENT THIS YEAR AS A RESULT? 
          >> IF WE HAVE, IN FACT, WHICH I BELIEVE WE DID, OVER STAFF, THEN THE GOAL HERE WOULD BE THAT WE WOULD HAVE LESS MOVEMENT BECAUSE IF WHAT WE END UP WITH IS QUITE A FEW SCHOOLS INSTEAD OF NEEDING ADDITIONAL TEACHERS, WE MIGHT HIT IT JUST RIGHT AT SOME CAMPUSES AND OTHER CAMPUSES MIGHT BE OVERSTAFFED. 
          BY SOME, WE MIGHT NOT HAVE TO MAKE THE ADJUSTMENTS. 
          WE MIGHT BE ABLE TO KEEP MORE FOLKS WHERE THEY ARE ORIGINALLY ASSIGNED. 
          >> SIGNED. A LOT OF THAT WILL HAVE TO DO, OF COURSE, WITH WHERE STUDENTS ACTUALLY SHOW UP. 
          BUT THE GOAL HERE WAS TO BE MORE STUDENT CENTERED AND MORE CAMPUS CENTERED TO MINIMIZE THE DISRUPTION THAT TAKES PLACE WHEN WE KNOW WE HAVE TO DO LEVELING, BUT WE KNOW IT HAS A NEGATIVE IMPACT. 
          WE KNOW THAT. WE'RE REALLY WORKING TO TRY TO PROTECT AGAINST THAT. 
          >> WELL, I JUST WANTED TO GIVE YOU A CHANCE TO TALK ABOUT THAT AND TO COMMEND YOU ON THAT, BECAUSE I'M SURE SEVERAL OTHER TRUSTEES, WE GET LOTS OF COMMENTS ABOUT LEVELING EACH YEAR. 
          BUT WHAT LEVELING REALLY IS IS IMPACTING KIDS. 
          IT'S TAKING A TEACHER MAYBE OUT OF ONE SET OF KIDS AND PUTTING IT WITH ANOTHER, AND IT'S DISRUPTING THE KIDS RIGHT WHEN THEY'RE GETTING STARTED IN THE SCHOOL YEAR. 
          THE MORE WE CAN DO TO EVEN THAT OUT SO THAT KIDS CAN JUMP RIGHT IN AND STAY FOCUSED ON THEIR CLASSES IS A GREAT THING. 
          THE FACT THAT WE MIGHT HAVE A SECONDARY BENEFIT OF REDUCING SOME OF OUR CLASS SIZES IS ALSO VERY GOOD. 
          I APPRECIATE THAT, AND I'M LOOKING FORWARD TO SEEING HOW THE FALL AND THE EMAILS WE GET, HOW THOSE CHANGE FINGERS CROSSED. 
          THE OTHER THING I WANTED TO ASK, SO AS I WAS LOOKING AT, I SAY THE OTHER THING IS IF THERE'S ONE. 
          I'VE GOT A FEW MORE THAN ONE. 
          BUT I WANT TO MAKE SURE I'M TRACKING IT. 
          IF I'M LOOKING AT SLIDE 6, WHICH YOU HAVE ON THE SCREEN HERE. 
          EFFECTIVELY, OUR REVENUE IS GOING UP PRIMARILY BECAUSE OUR LOCAL TAX REVENUE IS GOING UP, BUT OUR EXPENSES ARE STAYING THE SAME. 
          BUT AS WE SEE ON SLIDE 7, WHEN YOUR LOCAL TAX REVENUE GOES UP, YOUR RECAPTURE GOES UP, AND SO WE'RE PAYING 44 MILLION MORE IN RECAPTURE. 
          IN ORDER FOR US TO KEEP OUR EXPENSES THE SAME BUT STILL PAY MORE IN RECAPTURE, YOU'VE HAD TO FIND ROUGHLY $44 MILLION OR SO IN CUTS IN ORDER TO OFFSET. AM I CORRECT ON THAT? 
          >> CORRECT. PLUS MORE. 
          >> PLUS MORE. YOU TALKED A LITTLE BIT ABOUT, NOT A LITTLE BIT. 
          YOU TALKED A LOT ABOUT HOW THE CUTS ARE PRIMARILY ENDED UP IN CONTRACTED SERVICES AND IN SUPPLIES. 
          I WANTED TO SEE IF YOU COULD EXPOUND A LITTLE BIT MORE ON HOW YOU IDENTIFIED WHICH CONTRACTED SERVICES TO CUT OR WHICH SUPPLIES TO CUT AND THE ANALYSIS THAT YOU WENT THROUGH AS THE DISTRICT TO DETERMINE THAT THESE CUTS ARE GOING TO HAVE LESS IMPACT ON KIDS THAN OTHER ALTERNATIVES THAT YOU LOOKED AT. 
          AND THEN WHEN WE TALK ABOUT CONTRACTED SERVICES, YOU MENTIONED MAINTENANCE, YOU MENTIONED SOME OTHER EXAMPLES. 
          WHERE DO OUR PARTNERSHIPS WITH OUTSIDE COMMUNITY ORGANIZATIONS THAT UNITED TO LEARN, READING PARTNERS, OTHERS WHERE WE HAVE SOME DIFFERENT GROUPS. 
          DO THOSE FIT INTO CONTRACT SERVICES, OR IS THAT ELSEWHERE IN THE BUDGET? 
          >> THE MAJORITY OF THOSE MAY FIT IN CONTRACTED SERVICES. 
          BUT AGAIN, YOU HAVE TO LOOK AT HOW WOULD THOSE IMPACT CAMPUSES. 
          WITH REGARDS TO THE BUDGET AND THE PROCESS AND HOW DID WE LOOK AT CUTTING EXPENDITURES. 
          WHEN YOU LOOK AT, AS A DISTRICT, ONE OF THE PLUSES WE HAVE IS WE ARE VERY DATA HEAVY, AND SO WE TRACK A LOT OF DATA. 
          SPECIFICALLY IN DALLAS SIZE D, WE TRACK AN ESTIMATED OVER 60 PROGRAMS. WE HAVE DATA ON MANY OF OUR PROGRAMS, AND SO WHEN YOU LOOK AT HOW YOU'RE GOING TO IMPACT NOT ONLY A DEPARTMENT, BUT A CAMPUS, YOU CAN'T ONLY LOOK AT THE NUMBERS. 
          YOU HAVE TO LOOK AT HOW IT'S GOING TO IMPACT THE NUMBER OF STUDENTS. 
          WHEN YOU LOOK AT A PROGRAM, WHAT'S THE NUMBER OF STUDENTS AT THAT PROGRAM BENEFITS? THEN WHAT AREAS DOES A CERTAIN PROGRAM OR SPECIFIC AREA IMPACT? AS I STATED, EVERY CHIEF WAS IN CHARGE OF LOOKING AT THEIR DIFFERENT DEPARTMENTS. 
          AND SO THE SPECIFIC AREAS THAT WE LOOKED AT JUST SPECIFICALLY, WE LOOKED AT CCMR, SPECIAL POPULATIONS THROUGHOUT THE DISTRICT. 
          WE LOOKED AT PROGRAMS AND RECRUITMENT, PROFESSIONAL DEVELOPMENT, PROGRAMS THAT IMPACT THE WHOLE CHILD. 
          OUR FAMILY AND COMMUNITY ENGAGEMENT, THIRD GRADE READING. 
          PROGRAMS THAT IMPACTED ALL OF THESE DIFFERENT AREAS, AND HOW POTENTIAL CUTS COULD IMPACT THOSE PROGRAMS, WOULD IT BE A NEGATIVE OR A POSITIVE IMPACT? THEN BASED ON THAT CRITERIA, THEN WE MADE A DECISION ON WHICH PROGRAMS TO PULL BACK ON. 
          AS AN EXAMPLE, THAT'S ONE OF THE REASONS WE LOOKED AT REVAMPING OUR ACE PROGRAM. 
          NOW WE THINK WE IMPROVE THAT PROGRAM, AND WE WERE ABLE TO MAKE DECISIONS BASED ON DIVING INTO SOME OF THAT DATA. 
          WE LOOKED AT OUR DYSLEXIA PROGRAM, OUR SPECIAL LED DEPARTMENT AND LOOKING AT REORGANIZING THAT PROGRAM. 
          [01:10:06]
WE WERE ABLE TO MAKE SOME OF THE CUTS THROUGH THAT ANALYSIS. 
          WE LOOKED AT OTHER AREAS DISTRICT WIDE OR PO ROLLOVERS. 
          HISTORICALLY, WE'VE HAD A HIGH NUMBER OF PURCHASE ORDERS THAT WE ROLL OVER, AND WE THINK THAT'S BECAUSE TOWARDS THE END OF THE SCHOOL YEAR, THERE'S BASICALLY A RUN ON EXPENDITURES, AND SO WE'RE TRYING TO PREVENT THAT THIS YEAR. 
          WE ALSO LOOKED AT DIFFERENT AREAS. 
          WE LOOKED AT DEMONSTRATION TEACHERS, FOR EXAMPLE. 
          THAT'S ANOTHER PROGRAM THAT WE LOOKED AT CLOSELY. 
          JUST LOOKING AT THE END OF THE DAY DEPARTMENTS, WE LOOKED AT THIS IS THE AMOUNT YOU'VE SPENT HISTORICALLY YEAR OVER YEAR. 
          BUT THIS IS THE AMOUNT THAT WE'VE BEEN GIVING YOU THE BUDGET, AND THOSE TWO SOMETIMES DON'T CORRELATE. 
          YOU ACTUALLY COULD SPEND LESS, AND SO WE'VE REDUCED THOSE BUDGETS. 
          SOME OF THAT WAS JUST LOOKING AT HISTORICAL SPENDING COMPARED TO WHAT WE'VE GIVEN THEM HISTORICALLY WITH THE BUDGET. 
          >> ON THOSE SERVICES YOU TALKED ABOUT, LIKE DYSLEXIA AND OTHERS, IS THAT THE ROI PROCESS THAT YOU TALKED ABOUT EARLIER, IS THAT A DIFFERENT MORE GRANULAR PROCESS? 
          >> NO, THAT'S THE ROI PROCESS THAT WE LOOKED AT. 
          >> IN ADDITION, THOUGH, IF I COULD GIVE ONE OTHER EXAMPLE. 
          THE ROI PROCESS GOT US FOCUSED ON WHICH WERE THE ONES WE NEEDED TO LOOK AT. 
          BUT WE ALSO HAVE TO LOOK AT, FOR INSTANCE, I'M GOING TO USE CITY YEAR BECAUSE THAT'S WHEN I REMEMBER OUT OF SCHOOL LEADERSHIP, THAT'S A CONTRACTED SERVICE, BECAUSE INITIALLY, IT WAS LIKE, WELL, HERE'S HOW MUCH DO WE NEED TO. 
          BUT WE ALSO HAVE TO TAKE INTO ACCOUNT NOT JUST WHAT WE SPENT, BUT WHAT WE WERE GETTING BACK, AND SO THEY FUND RAISE MORE THAN TWO TIMES WHAT WE INVEST. 
          ITS IMPACT WAS IF WE WERE SPENDING THREE TIMES THAT, AND THEN WE MEASURED THAT AGAINST THE OUTCOMES, AND IT'S LIKE, NO, THIS ONE NEEDS TO STAY. 
          INSTEAD OF TAKING, I'LL JUST DO LIKE WHAT SOMETIMES OTHER DISTRICTS DO IS, HEY, WE NEED TO HAVE A 10% REDUCTION. 
          EVERY CHIEF, YOU HAVE TO CUT 10% FROM YOUR DEPARTMENT. 
          THAT DOESN'T WORK. WELL, YOU CAN DO IT THAT WAY, BUT THEN WE'RE NOT LOOKING AT ANY RETURN ON INVESTMENT, AND THEN WE'RE NOT LOOKING AT EACH INDIVIDUAL DEPARTMENT BASED ON WHAT STUDENT NEEDS THEY MAY HAVE TO CORRELATE. 
          >> I'LL SAVE SOME MORE QUESTIONS FOR ROUND 2, BUT I HAVE NOT YET HAD THIS, BUT I SUSPECT THERE MAY BE A PARENT THAT WANTS TO KNOW WHY A PARTICULAR PROGRAM MAY NOT BE THERE THAT THEY WANTED BEFORE. 
          IT SOUNDS LIKE I COULD AT LEAST TELL THEM THE DISTRICT WENT THROUGH A THOUGHTFUL PROCESS TO TRY TO FIGURE OUT THE BEST USE OF RESOURCES FOR KIDS, WHICH IS ALL WE CAN ASK FOR AS A BOARD, AND SO I APPRECIATE THAT YOU'VE DONE THAT. 
          I DO HAVE SOME OTHER COMMENTS IN PARTICULAR A SOAPBOX COMMENT ABOUT STATE FUNDING THAT I'LL WAIT FOR THE NEXT ROUND TO MAKE. 
          >> TRUSTEE MACKEY. 
          >> THANK YOU, PRESIDENT CARRION. 
          THANK YOU ALL, ED, STEPHANIE, EVERYONE, FOR THE WORK ON THIS. 
          THIS IS A MORE AND MORE FINE TUNED PROCESS EVERY YEAR. 
          THIS IS THE MOST COMPREHENSIVE CONVERSATIONS EARLIER THAN I EVER REMEMBER IT. 
          SO THANK YOU FOR ALL OF YOUR WORK BECAUSE I KNOW THERE'S BEEN A TON THAT HAS GONE INTO THIS. 
          FIRST, I WANT TO PICK UP ON THE ROI. 
          AGAIN, I KNOW THIS HAS BEEN A BIG DEVELOPMENT AS WE'VE GONE FORWARD. 
          I THINK IT IS INCREDIBLY HELPFUL. 
          ONE THING THAT WOULD BE HELPFUL FOR ME, AND WE DON'T HAVE TO DIVE INTO THIS NOW IS, I'D LOVE TO SEE THE ANALYSIS OF HERE ARE THE BIG ONES. 
          HERE'S WHY WE'VE MADE THESE DECISIONS. 
          HERE'S WHAT'S WORKED AND WHAT HASN'T WORKED, AND THEN GOING FORWARD, I KNOW YOU ALL DO A TON OF DIFFERENT ROI ANALYSES. 
          SOMETIMES I FEEL LIKE TRYING TO DO EVERYTHING IS NOT ENOUGH. 
          I WOULD BE PERSONALLY SUPPORTIVE OF, AS YOU ALL REALLY THINK ABOUT WHAT THE BIG BETS THAT WE'RE MAKING ARE. 
          WE DO A MORE COMPREHENSIVE ROI ANALYSIS ON THOSE BIG BETS RATHER THAN TRYING TO DO AN ROI ANALYSIS ON ABSOLUTELY EVERYTHING OUT THERE. 
          I WANT TO DIVE INTO THE CUTS, AND THANK YOU FOR THAT. 
          AGAIN, WHAT I HEARD FROM BOTH TRUSTEE WEINBERG AND TRUSTEE CURRIE'S POINTS HERE IS, WE'RE KEEPING OUR EXPENDITURES THE SAME, BUT WATER IS INCREASING. 
          BUT THEN ALSO WE'RE INCREASING IN OTHER AREAS SUCH AS, I SAW IN THE SUMMARY, COMPENSATION. 
          THOSE CAME WITH THE OFFSETTING COSTS. 
          BY MY MATH, THAT'S SOMEWHERE AROUND THE $70-90 MILLION OF CUTS THAT YOU ALL ARE MAKING IN OTHER PLACES. 
          THE MAJORITY OF THEM I HEARD YOU SAY WE'RE CONTRACTED SERVICES, 86 POSITIONS AND SUPPLIES. 
          I WASN'T SURE WHEN YOU WERE ANSWERING TRUSTEE WEINBERG'S QUESTION ABOUT THE BIGGEST CONTRACTS BEING THINGS LIKE SPECIAL LED MAINTENANCE, THESE AREAS WHERE WE HAVEN'T BEEN ABLE TO FILL INTERNALLY. 
          WERE THOSE JUST THE BIGGEST EXPENSES IN THOSE OR WERE THOSE THE EXPENSES THAT WE ARE CUTTING THAT ARE MAKING UP THE SIZABLE AMOUNT OF CUTS? 
          >> THOSE WERE THE BIGGEST EXPENSES. 
          I CAN GRAB BECAUSE THEY INVOLVE DEPARTMENTS THROUGHOUT THE DISTRICT AS FAR AS THE CONTRACTS. 
          I CAN GRAB SPECIFICALLY THE LARGER CONTRACTS THAT WE'RE REDUCING. 
          >> DO WE HAVE THOSE? MAYBE THAT'S SOMETHING BEFORE THEM. 
          >> I CAN GET THAT LIST FOR YOU. 
          >> THAT WOULD REALLY HELP. I WOULD LIKE TO REALLY UNDERSTAND FOR EACH OF THESE WHETHER IT IS CONTRACTS, 
          [01:15:02]
SUPPLIES, AND THE OTHER QUESTION I HAVE, I'M SURE WE HAVE THE ANSWER ON THE POSITIONS IS, WHAT ARE THE BIGGEST REDUCTIONS? BECAUSE I THINK THAT'LL BE REALLY HELPFUL IN THIS WORK. 
          OBVIOUSLY, WE HAVE TO REDUCE. 
          WE STILL A DEFICIT. 
          IT WOULD JUST BE HELPFUL FOR ME TO UNDERSTAND WHAT ARE THE BIGGEST AREAS WE IDENTIFIED FOR REDUCTION BASED ON THE ROI ANALYSIS. 
          DO WE KNOW WHAT THOSE 86 POSITIONS ARE OR WHERE THEY CAME FROM? 
          >> WITH REGARDS TO THE POSITIONS, TRACKER 1751 HAS SOME SPECIFICALLY LISTED. 
          >> DO YOU HAVE THAT? 
          >> YEAH, AND TRACKER 1751. 
          >> DO WE KNOW WHAT THEY ARE? 
          >> YES. 
          >> CAN YOU SHARE THEM? 
          >> YES. WELL. 
          >> NOW OR? 
          >> WELL, I THINK IT WAS A QUESTION POSED IN THE TRACKER, AND WE RESPONDED TO IT. 
          >> GOT YOU. I'M ASKING DO I NEED TO GO LOOK AT THE TRACKER RIGHT NOW? YEAH. I DIDN'T SEE THAT TRACKER. 
          >> HOW MANY POSITIONS ARE WE TALKING ABOUT? 
          >> EIGHTY SIX. 
          >> EIGHTY SIX POSITIONS. 
          >> I'M NOT ASKING EVERYONE. 
          I'M ASKING GENERALLY. 
          >> THE BIGGEST NUMBER WERE IN INSTRUCTIONAL SPECIALISTS EARLY LEARNING, 20. 
          LET ME SEE. THEN JUST THROUGHOUT THE DISTRICT, JUST TO THROW OUT A FEW ACCOUNTANT ONE. 
          >> I THINK THAT'S HELP. 
          IT SOUNDS LIKE THE BIGGEST. 
          THERE'S SOME OTHER ONES HERE AND THERE, BUT OVERALL, A BIG ONE IS IN THE EARLY LEARNING SPECIAL. WE HAD CENTRALLY. 
          >> THERE WERE SEVERAL LEAD INSTRUCTIONAL COACHES ACE PROGRAM AS WE WERE REVAMPING THAT PROGRAM. 
          >> GOT YOU. THANK YOU FOR THAT. SUPER HELPFUL. 
          I WOULD LOVE TO KNOW THAT FOR THE CONTRACTED SERVICES THAT WE WERE REDUCING AND THE SUPPLIES. 
          WERE THE PREDOMINANT. I DON'T NEED EVERY ONE. 
          JUST LIKE THE BIGGEST ITEMS THAT ARE MAKING UP THOSE REDUCTIONS. 
          >> I CAN GET THAT FOR YOU. 
          >> CAN WE GO TO THE FUNCTION CODES? I THINK THAT'S THE NEXT SLIDE OR SLIDE RIGHT HERE. 
          I KNOW I ASKED THIS LAST TIME. 
          I THINK THERE WAS SOME QUESTIONS AROUND IT. 
          I STILL I AM CURIOUS IN THAT INSTRUCTIONAL LEADERSHIP FUNCTION 21 WITH THE 3.6 MILLION, ESSENTIALLY, WHAT IS MAKING UP THE BRUNT OF THAT INCREASE 'CAUSE THAT'S THE ONE AREA THAT IT SEEMS THAT IS NOW LIKE THE OTHERS. 
          >> THOSE TWO WERE ACTUALLY OPPOSITE CONTRACTED SERVICES AND SUPPLIES INCREASES. 
          SPECIFICALLY, IN CONTRACTS. 
          IT LOOKS LIKE K12 COLLEGE CAREER PLATFORMS AND THE 1.9 MILLION THERE IN LITERACY ACCELERATED SPECIALIST SUPPLIES FOR THAT PROGRAM. 
          >> IT'D BE HELPFUL IF I GET A LITTLE MORE DETAIL LIKE WHAT ARE THE PLATFORMS. HOW IS IT? IT SOUNDS LIKE IT IS ALIGNED WITH THE GOALS THAT WE'RE SETTING AND ALL THAT WORK. 
          I WOULD JUST LIKE TO KNOW WHAT THAT IS MAKING UP. 
          ON THE PRIORITIES, I THINK IT'S ONE OR TWO SLIDES FORWARD RIGHT HERE. 
          THANK YOU FOR THIS. IT IS SUPER HELPFUL. 
          ONE THING I WANT TO SHOUT OUT THAT I'VE HEARD FOUR OR FIVE DIFFERENT FAMILIES THAT WERE NOT DALLAS IC FAMILIES BEFORE. 
          TELL ME THEY'RE EXCITED BECAUSE THEY'RE GETTING THEIR KID INTO PRE K3 OR PRE K4. 
          IT SOUNDS LIKE THIS MIGHT NOT BE FOR YOU, BUT SOMEONE. 
          IT SOUNDS LIKE WE'RE ACTUALLY INCREASING THE AMOUNT OF SPACES. 
          IS THAT ACCURATE FOR THE PRE-K WORK? 
          >> YES. 
          >> YES. 
          >> THAT'S AWESOME. 
          >> THAT IS ACCURATE. 
          >> I KNOW A NUMBER OF FAMILIES THAT HAVE TOLD ME THAT ONCE THEY STARTED, BUT THEY STAY BECAUSE THEY'RE LIKE, OH, THIS IS GREAT. I ENJOY THIS. 
          I THINK IT'S REALLY HELPFUL TO KNOW THAT EVEN THOUGH WE'VE MADE SOME REDUCTIONS IN THE PERSONNEL IN TERMS OF OUR CENTRAL STAFFING OF THAT, THAT'S NOT NECESSARILY THAT WE'RE REDUCING OUR PRE-K. WE'RE ACTUALLY INCREASING PRE-K SPOTS ON CAMPUSES AVAILABLE FOR STUDENTS. 
          KUDOS TO THAT. ON THE EXPANDED LEARNING TIME ONE, HAS THERE BEEN ANY THOUGHT TO? I KNOW ONE OF THE BILLS THAT IS IN THERE POTENTIALLY MAKES IT AN EASIER LIFT TO GET STATE DOLLARS THROUGH THE ADDITIONAL DAY SCHOOL FUNDING FOR THE SUMMER PROGRAMS. MAYBE UP TO THREE QUARTERS A DAY. 
          ARE WE CONSIDERING CONTINGENCIES THAT IF THAT IS TO PASS, HOW WE CAN UTILIZE THAT TO OFFSET THE COST FOR OUR EXPANDED LEARNING TIME? 
          >> WE ARE, BUT WE WANTED TO ALIGN THAT. 
          FIRST, OBVIOUSLY, WE WANT TO MAKE SURE THAT THE NUMBER OF DAYS DOES END UP MATCHING SO WE COULD ACCESS THOSE DOLLARS, AND WE'RE LOOKING AGAIN AT THE DSI SCHOOLS AND BEING ABLE TO START THAT BY FRONTLOADING THOSE INSTRUCTIONAL DAYS, BECAUSE OBVIOUSLY IT WOULDN'T MAKE SENSE FOR US TO PUT THEM AFTER THE STATE ASSESSMENT WOULD BE GIVEN NECESSARILY. 
          IT WOULD TAKE US A WHOLE OTHER YEAR, AND OF COURSE, IT DOESN'T GO INTO EFFECT UNTIL THE 26 SCHOOL YEAR, BUT WE WOULD WANT TO GIVE ENOUGH NOTICE BECAUSE OF THE WAY WE UNDERSTAND THAT RIGHT NOW, IT'S NOT WHICHEVER STUDENTS WANT TO ATTEND. 
          YOU ACTUALLY HAVE TO CREATE THAT AS A WHOLE SCHOOL APPLICATION AS WE DID IT BEFORE. 
          BUT WE THINK IF WE FRONT LOAD IT AND PUT ENOUGH TIME, THEN WE CAN ACTUALLY WORK THROUGH AND EITHER RECOVER SOME OF THESE DOLLARS OR ACTUALLY CONTINUE TO EXPAND WITHOUT ADDING ADDITIONAL DOLLARS TO WHAT WE'RE INVESTING. 
          >> GOT YOU. I APPRECIATE THAT. 
          THEN IF YOU CAN GO FORWARD TO THE SUMMARY. KEEP GOING. 
          [01:20:05]
RIGHT HERE. THIS IS INCREDIBLY HELPFUL TO ME. 
          IT LOOKS LIKE WE'RE REDUCING THE CONTRACT SERVICES, THE REDUCTION SUPPLIES, THE INCREASE IN RECAPTURE AND THE INCREASE IN COMPENSATION. 
          ARE THERE ANY OTHER AREAS WHERE WE ARE MAKING "SIZABLE" INCREASES BASED ON OUR STRATEGIES? THAT IS DIFFERENT. 
          I THINK I SAW MENTAL HEALTH EARLIER IN THERE, BUT IS THERE SOME AMOUNT LIKE WE ARE INCREASING BY $2 MILLION FOR MENTAL HEALTH OR FOR ANY OF THE COLLEGE AND CAREER? I'D BE CURIOUS A LITTLE BIT MORE GRANULAR THAN THIS, WHERE WE ARE MAKING AN INCREASE BASED ON A BIG BET ALIGNED TO OUR GOALS THAT WE'RE TRYING TO DO. 
          DO WE KNOW OF ANY OF THOSE? 
          >> I THINK WE WOULD HAVE TO DO A WHOLE. 
          WE CAN JUST LOOK AT IT AND PUT THAT IN THE TRACKER BECAUSE I CAN'T OFF THE TOP OF MY HEAD. 
          SOME OF IT IS MORE OF A REALLOCATION. 
          AGAIN, I'LL USE ACE AS AN EXAMPLE. 
          IT MAY NOT LOOK LIKE NEW DOLLARS, BUT IT IS NEW DOLLARS BECAUSE IT'S FEWER SCHOOLS WITH A MORE FOCUSED APPROACH. 
          WE WOULD HAVE MADE SOME REDUCTIONS, BUT INSTEAD OF MAKING REDUCTIONS, WE RE ALLOCATED THOSE FUNDS. 
          I THINK I NEED A LITTLE MORE TIME TO STUDY TO RESPOND TO THAT QUESTION THEN WE CAN PUT THOSE IN THE TRACKER IF THAT'S OKAY. 
          >> GREAT. THANK YOU ALL SO MUCH. 
          >> TRUSTEE WHITE. 
          >> I GUESS I WANT TO GO TO THE SLIDE WHERE IT'S DISCUSSING, I'M GOING BACKWARDS. 
          THAT ONE. THANK YOU. 
          I THINK IT'S CRITICAL TO MENTION THAT, AND I HAD THIS CONVERSATION BECAUSE THEY'RE INCREASING THE HOMESTEAD ALLOTMENTS, BUT OUR PROPERTY TAXES ARE INCREASING, SO THAT'S REALLY LIKE WE'RE NOT EVEN GETTING ANY RELIEF FROM THE HOMESTEAD INCREASE. 
          THE SAD THING IS THAT YES, WE ARE PROPERTY RICH, AND THE RESOURCES THAT ARE BEING TAKEN FROM US, WE DESPERATELY NEED RIGHT NOW. 
          THE FACT ALSO THAT WE HAVEN'T HAD AN INCREASE SINCE 2019, IS THAT CORRECT? 
          >> THAT'S CORRECT. 
          >> WE'RE WELL AWARE THAT EVERYTHING HAS, AND IT'S GOING TO GET WORSE, ITS PLAN WITH THE TARIFFS AND WHAT HAVE YOU. 
          WHEN YOU HAVE 100,000 STUDENTS THAT GET $1 BILLION RIGHT OFF THE BAT, AND THERE'S OVER 5.5 MILLION, IS THAT CORRECT [INAUDIBLE] SCHOOL STUDENTS? 
          >> YES. 
          >> WE'RE GETTING $395? 
          >> PER STUDENT INCREASE. 
          >> THAT DOESN'T MAKE THE PLAYING FEEL EVEN AT ALL. 
          I COULDN'T WRAP MY MIND AROUND WHAT WAS GOING ON. 
          I ORIGINALLY SAW THAT THEY WERE GOING TO GO UP TO SEVEN BILLION OVER A CERTAIN PERIOD OF TIME. 
          I THOUGHT IT WAS GOING TO BE A LEAP FROM THE FOLLOWING YEAR, BUT I GUESS THEY'RE DOING IT IN INCREMENTS. 
          WE'RE IN FOR SOME CHALLENGING TIMES, I FEEL. 
          I JUST HOPE THAT BY THIS TIME NEXT YEAR, A LOT OF PEOPLE ARE STILL IN THEIR HOMES BECAUSE IT HADN'T BEEN PRICED OUT. 
          ONE OTHER THING I WOULD LIKE TO ALSO POINT OUT ON THIS IS THAT WHEN IT COMES TO THE AMOUNT OF PAY INCREASE FOR OUR TEACHERS THAT ARE VERY HARD WORKING ON OUR CAMPUSES AND THAT DO A GREAT JOB, AND WE WANT TO PAY THEM MORE. 
          BUT I DO WANT TO THANK YOU AND THIS BOARD BECAUSE WE DID APPROVE THAT. 
          WHEN I FIRST GOT ON BOARD, OUR SUPPORT STAFF, WELL, NOT SUPPORT STAFF, I WANT TO MENTION THE CAFETERIA STAFF, THEY WEREN'T MAKING EVEN $15 AN HOUR. 
          FOR US TO BE UP TO 17 RIGHT NOW, WHICH I WISH IT WERE MORE, IS DEFINITELY A STEP IN THE RIGHT DIRECTION. 
          I THINK THAT THAT SHOWS THAT WE ARE TRYING VERY HARD TO TAKE CARE OF ALL OF OUR STAFF MEMBERS. 
          I KNOW THAT THIS SESSION HASN'T CLOSED, 
          [01:25:02]
SO HOPEFULLY, WHAT I'M SAYING IS NOT FALLING ON DEAF EARS, AND WHAT WE'RE ALL SAYING IS NOT FALLING ON DEAF EARS BECAUSE WHEN YOU LOOK AT THE DIFFERENCES IN STUDENT ALLOTMENT THAT WE'RE GETTING COMPARED TO OTHERS, WE HAVE TO DO AN AWFUL LOT WITH NOT ENOUGH RESOURCES. 
          IT REALLY PAINED ME THAT WE HAD TO MAKE THE CUTS THAT WE HAD TO MAKE AND THAT WE HAD TO START ON OUR CAMPUSES WITH THE CUTS. 
          THAT'S VERY HARD FOR ME. 
          ALSO GOING BACK TO AS FAR AS RECAPTURE, AND YES, A LOT OF OUR SCHOOL DISTRICTS ARE CONSIDERED WEALTHY, AND WE'RE SENDING MONEY BACK TO THE STATE. 
          BUT A LOT OF US NEED THAT RECAPTURE MONEY ON OUR CAMPUSES TO HELP OUR OWN STUDENTS. 
          BUT THAT DOESN'T MEAN THAT WE'RE NOT CONCERNED ABOUT THE OTHER DISTRICTS AROUND THE BORDER WHO DON'T HAVE ENOUGH RESOURCES, WHICH WE DON'T REALLY KNOW IF THEY'RE GETTING THE RESOURCES FROM US THAT THEY NEED. 
          ONE OF MY LAST POINTS I FEEL IS WHEN IT COMES TO DEBT SERVICES AND US BEING CAPPED IN THE FUTURE, THEY'RE LOOKING AT CAPPING US. 
          I KNOW WE'RE DOING PROJECTIONS HERE, I GET THAT. 
          IT COULD BE WORSE, IT COULD BE NOT. 
          BECAUSE I KNOW AT ONE POINT, HISTORICALLY, THE MONEY WAS JUST USED FOR BRICK AND MORTAR, BUT NOW WE'RE ABLE TO DO SOME OTHER THINGS WITH IT. 
          IN YOUR OPINION, HOW DETRIMENTAL DO YOU THINK THIS WOULD BE TO US BUDGET-WISE GOING FORWARD FOR OUR '25-'26 BUDGET? 
          >> THIS WOULD BE EXTREMELY DETRIMENTAL, ESPECIALLY IN THE OUT YEARS BECAUSE, IF WE'RE LIMITED IN THE AMOUNT OF DEBT THAT WE COULD ISSUE, THE NEEDS ARE STILL THERE, OUR BUILDINGS ARE STILL DETERIORATING, AND SO WE'D BE FORCED TO USE OUR OPERATING DOLLARS TO REPAIR OUR BROKEN AIR CONDITIONERS OR BROKEN SYSTEMS, WHICH WOULD COMPETE WITH OUR INSTRUCTIONAL DOLLARS. 
          THAT WOULD BE CATASTROPHIC FOR OUR STUDENTS. 
          >> SINCE WE ARE IN THE BUSINESS OF EDUCATING, WHICH MEANS THAT WITH DISTRICT 4, WHICH I FEEL WE HAVE BEEN PUT AT THE END OF THE LINE FOR SOME OF OUR RESOURCES THAT WE NEED FOR OUR SCHOOLS. 
          AND THIS COULD MEAN THAT BASICALLY, WITH THE 2026 BOND THAT WE'RE PLANNING FOR NOW, IT'S SAD, AND IT'S HARD FOR ME TO EVEN THINK ABOUT IT THAT WE WON'T GET OUR COMPETITION GEMS THE WAY WE SHOULD HAVE GOTTEN THEM ON TIME, AND WE WON'T GET THE OTHER ADDITIONS TO OUR SCHOOLS THAT WE NEED. 
          THAT IS CRITICAL AND SERIOUS TO ME BECAUSE I SAW A VIDEO THAT ONE OF THE TRUSTEES MADE. 
          OURS IS NOT AS BAD BECAUSE I HAVE BEEN ASKING. 
          WE MAY HAVE LEAKS, BUT I'VE BEEN ASKING, AND I WANT TO THANK CHIEF BRENT ALFRED AND ALSO CHIEF DAVID BATES. 
          THEY TOOK CARE OF IT. 
          BUT THAT IS VERY DISHEARTENING TO ME THAT THAT IS HAPPENING. 
          ALSO, SINCE I KNOW THAT PRE-K DID GIVE US THAT BUMP AND INCREASE OF STUDENTS THAT WE NEEDED BECAUSE WE HAVE HAD A DECLINE, BUT THEY GAVE US THAT BUMP, AND WE LEVELED OUT WHERE WE WERE VERSUS WHAT WE HAD PROJECTED. 
          HOW MUCH WILL THIS AFFECT PRE-K SERVICES WITH TEACHER CUTS AND THE LEVELING THAT WAS MENTIONED? IF THE TEACHERS ARE NEEDED IN THOSE VARIOUS AREAS, WILL WE HAVE THE RESOURCES IF WE GET A INFLUX, WILL WE HAVE THE RESOURCES TO HANDLE IT? 
          >> IF WE HAVE ADDITIONAL PRE-K STUDENTS, WE WILL HAVE THE TEACHERS TO SUPPORT THOSE STUDENTS, YES. 
          [01:30:04]
          >> I HAD THIS CONVERSATION WITH YOU ALSO. 
          BUT OPERATING ON A NEGATIVE BUDGET IS DIFFICULT. 
          OF COURSE, IT'S BETTER TO [LAUGHTER] HAVE RESOURCES THAT WE NEED FOR EVERYTHING, BUT I DO UNDERSTAND THAT WE'RE ALL GOING TO HAVE TO MAKE CUTBACKS AND ADJUSTMENTS, WHETHER IT BE CONTRACTS OR OPERATIONAL SERVICE, OR WHAT HAVE YOU. 
          I DO WANT TO THANK YOU FOR YOUR SERVICE, CHIEF RAMOS, AND EVERYTHING THAT YOU'VE BEEN DOING. THANK YOU, SIR. 
          >> THANK YOU. 
          >> TRUSTEE TURNER. 
          >> YES. THANK YOU, CHIEF FOR RAMOS, FOR THIS DETAILED REPORT. 
          I'LL BE FAIRLY QUICK HERE. 
          PAGE 15, WHEN WE TALK ABOUT THE 395 INCREASE IN THE BUDGET, FROM THE STATE, WHAT FINANCIAL INCREASE COULD THAT POTENTIALLY BRING TO THE DISTRICT BASED ON OUR CURRENT STUDENT ENROLLMENT? 
          >> DEPENDING ON THE FINAL LANGUAGE OF HOUSE BILL 2 AND THE RECONCILIATION BETWEEN HOUSE BILL 2 AND SENATE BILL 26. 
          CURRENTLY, JUST WITH HOUSE BILL 2, THE LBB ACTUALLY IS ESTIMATING FOR NEXT YEAR, A POTENTIAL INCREASE IN FUNDING FOR DALLAS ISD OF 78 MILLION, AND THE FOLLOWING FISCAL YEAR, 117 MILLION. 
          THAT'S JUST HOUSE BILL 2 AS WRITTEN. 
          OF COURSE, THAT HAS TO RECONCILE WITH SENATE BILL 26, SO WE'RE STILL WAITING ON THE FINAL OUTCOME OF THAT. 
          >> WHEN IT COMES TO RECAPTURE, ARE WE SUBTRACTING WHAT WE ALL RECAPTURE FROM THAT OR IS THAT AN ADDITION, MINUS RECAPTURE PLUS 78 MILLION? 
          >> RECAPTURE, WE'RE STILL ESTIMATING THAT TO BE 104 MILLION NEXT YEAR. 
          >> THIS BASICALLY PUTS A DENT IN IT, FOR THE MOST PART? 
          >> WELL, ONCE HOUSE BILL 2 OR SENATE BILL 26 PASSES, THAT'S ALSO GOING TO AFFECT OUR RECAPTURE PAYMENTS. 
          THAT 104 MILLION WILL CHANGE. 
          >> THAT'S WHAT I WAS THINKING. THAT'S WHAT I WAS GETTING AT. 
          >> YES. 
          >> THEN OVER HERE, I'M LOOKING AT THE RECOMMENDED CHANGE FROM CONTINUUM PROGRAMS POST ESSER TO FEDERAL AND STATE IMPACT CONTINGENCY. 
          DO WE STILL HAVE ESSER FUNDS IN OUR BUDGET? [INAUDIBLE] HOW THAT WAS USED UP BY NOW. 
          >> WE HAD FEDERAL FUNDS, SPECIFICALLY ESSER FUNDS, AND SO WE'VE EXPENDED THOSE. 
          THE FUNDS THAT WE CURRENTLY HAVE ARE OPERATING DOLLARS, AND SO WE JUST ARE CHANGING THE NAME AS FAR AS WHAT WE ASSIGN THAT TO. 
          >> BUT LET ME CLARIFY A LITTLE BIT BECAUSE I THINK IT'S A REALLY IMPORTANT QUESTION, TRUSTEE TURNER. 
          WHEN ESSER WAS GIVEN, WE WERE EVALUATING PROGRAMS THAT WE WERE USING ESSER DOLLARS FOR TO SEE, AGAIN, USING AN ROI PROCESS, WHICH ONES DO WE THINK? LIKE MENTAL HEALTH COUNSELORS WERE ORIGINALLY PAID OUT OF ESSER DOLLARS, THAT EXPANSION. 
          WE SAW THE DATA, WE SAW THE NEED. 
          WHEN THE ESSER DOLLARS GO AWAY, HOW ARE YOU GOING TO KEEP IT? THERE WERE DOLLARS THAT WE PUT AWAY IN FUND BALANCE, AND THEY WERE ASSIGNED. 
          WE ASSIGNED THAT WE WOULD HAVE DOLLARS TO MAKE UP WHEN ESSER WENT. 
          WE TITLED IT CONTINUING PROGRAMS FROM ESSER SO THAT WE WOULD REMEMBER THAT WE ORIGINALLY FUNDED IT OUT OF ESSER, BUT WE EXPENDED ALL OF THE ESSER DOLLARS BEFORE THE DEADLINE. 
          NOW, BECAUSE THERE ARE NEW CONSTRAINTS WITH THE FEDERAL AND STATE, HOW MUCH MONEY ARE WE GETTING? HOW MUCH ARE THEY TAKING AWAY? WE NOW WANT TO RENAME. 
          WE STILL HAVE SOME ASSIGNED FUND BALANCE THERE THAT WE CAN USE FROM TIME TO TIME, SO WE WANT TO RELABEL IT MORE APPROPRIATELY, FEDERAL AND STATE IMPACT CONTINGENCY RATHER THAN CONTINUING PROGRAMS FROM ESSER BECAUSE ALL OF THE ESSER THINGS THAT WE KEPT ARE NOW BAKED INTO OUR BUDGET. 
          >> THANK YOU FOR THAT CLARIFICATION. 
          LASTLY, ARE WE EXPECTING A DECREASE IN FEDERAL DOLLARS? 
          >> AS FAR AS TITLE 1 IN OUR TITLE DOLLARS, NO, BUT WE COULD SEE A DECREASE IN FEDERAL DOLLARS FROM THE SMALLER GRANTS, AND SO WE ARE EXPECTING SOME OF THE SMALLER GRANTS TO GO AWAY. 
          >> OKAY. HAVE WE BEEN PROACTIVE ON CHANGING CERTAIN LANGUAGE TO MAINTAIN SOME OF THESE GRANT DOLLARS? 
          >> WE'VE ALREADY IDENTIFIED WHICH GRANTS COULD POTENTIALLY GO AWAY AND FOUND ALTERNATIVE FUNDING FOR THOSE. 
          >> OKAY. 
          >> WE'RE REVIEWING POLICY LANGUAGE TO ENSURE THAT WE ARE IN ALIGNMENT WITH 
          [01:35:01]
WHAT THE NEW FEDERAL REQUIREMENTS OF DEFINITIONS OF EQUITY ARE. 
          WE'LL BE BRINGING SOME OF THAT TO YOU IN THE VERY NEAR FUTURE. 
          >> OKAY. THAT'S ALL I HAVE. THANK YOU VERY MUCH. 
          >> ANYONE ELSE FOR ROUND 1? OKAY THEN. 
          TRUSTEES, WE WILL GO TO ROUND 2 HERE BEGINNING WITH TRUSTEE CURRIE. 
          >> THANK YOU, CHIEF RAMOS. WANTED TO JUST ASK WHERE THE BUDGET WILL PUT US RELATIVE TO OUR FUND BALANCE AND BOARD POLICY RELATED TO OUR FUND BALANCE. 
          >> BY THE END OF THIS FISCAL YEAR BECAUSE WE HAVE REDUCED OUR OVERALL CURRENT BUDGET DEFICIT, WE WILL STILL MEET OUR LOCAL BOARD POLICY OF THREE MONTHS. 
          WE WOULD STILL BE AT THE 675 MILLION OF UNASSIGNED FUND BALANCE, SO WE WOULD STILL MEET OUR LOCAL BOARD POLICY. 
          >> YOU'RE TALKING ABOUT THE END OF FISCAL YEAR '25-'26, WE WOULD STILL BE IN LINE WITH BOARD POLICY? 
          >> AT THE END OF THIS FISCAL YEAR, WE WILL BE AND AT THE END OF NEXT FISCAL YEAR, BASED ON THE CURRENT PROJECTIONS, WE WILL BE AS WELL. YES. 
          >> DO YOU HAVE A ROUGH BALLPARK BASED ON CURRENT PROJECTIONS, AND ASSUMING OUR BUDGET IS 100% ACCURATE, WHICH IS ALWAYS, ALWAYS SOME ADJUSTMENTS, WHERE WE WOULD BE AT THE END OF FISCAL YEAR '25-'26? 
          >> CURRENTLY WE'RE A LITTLE OVER FOUR MONTHS OF FUND BALANCE, SO WE'LL BE CLOSER TO A LITTLE OVER THREE MONTHS OF FUND BALANCE, WHICH WOULD STILL BE WITHIN OUR LOCAL POLICY, WHICH IS THREE MONTHS. 
          >> OBVIOUSLY, WE'RE HOPEFUL THAT WE'LL GET SOME RELIEF FROM THE LEGISLATURE, BUT AT LEAST SOUNDS TO ME LIKE IF WE DON'T GET RELIEF FROM THE LEGISLATURE AT THE END OF NOT THIS YEAR WE'RE VOTING ON NOW, BUT THE FOLLOWING ONE, WE MAY BE RUNNING REAL CLOSE TO HAVING TO MAKE SOME ADJUSTMENTS TO DEAL WITH THAT POLICY, IS THAT CORRECT? 
          >> THAT'S CORRECT. 
          >> OKAY. 
          >> SECOND, IF YOU'LL GO TO SLIDE 15. 
          >> SEVERAL OTHER TRUSTEES HAVE MENTIONED IT. 
          I'M CERTAINLY THANKFUL OF THE WORK THE HOUSE HAS DONE HOPE THE SENATE CAN WORK WITH THE HOUSE TO GET GOOD RESULTS. 
          BUT JUST WANT TO AGAIN TALK ABOUT HB 19, AND HOW CHALLENGING THAT WOULD BE TO AGAIN HANDCUFF OUR ABILITY TO CONTINUE TO HELP OUR KIDS IN THE FUTURE. 
          I HAVE ALREADY LET MY STATE REPRESENTATIVE KNOW THAT I AM HOPEFUL THAT WE CAN GET THIS RESOLVED, AND I WOULD ENCOURAGE ANYONE ELSE WHO'S CONCERNED ABOUT THIS TO PLEASE GO AND DO THE SAME. 
          I DON'T KNOW WHAT OUR RATE IS COMPARED TO OTHERS, BUT YOU JUST SAID THE CAP ON YOUR RATE IS $0.50, AND WE'RE LESS THAN HALF THAT AT $0.24 AND I THINK WE'VE BEEN THAT WAY 25 YEARS OR SOMETHING LIKE THAT. 
          WE'VE HAD AN EXTREMELY LOW RATE FOR A VERY LONG TIME. 
          IF THE POINT IS TO LOWER PROPERTY TAXES, WE'VE DONE IT WHEN IT COMES TO THAT RATE, AND WE DON'T NEED TO PREVENT OURSELVES FROM BEING ABLE TO HELP GET SOME OF THESE AGING SCHOOLS DO SOME OF THE MAINTENANCE THAT WE NEED TO DO TO MAKE SURE KIDS HAVE GREAT, SAFE PLACES TO LEARN AND THRIVE. 
          I WOULD CERTAINLY ENCOURAGE THE PUBLIC TO BE AWARE OF THIS ISSUE AND TO RAISE ISSUES AS MUCH AS WE CAN. 
          THEN LAST, MY SOAPBOX MOMENT, IF YOU'LL GO BACK TO SLIDE 6, PLEASE. ACTUALLY FIVE. 
          IT'S SIX. SORRY. I MENTIONED THIS IN ANOTHER BOARD MEETING. 
          I'LL SAY IT AGAIN HERE BECAUSE I THINK IT CAN BE CONFUSING TO PEOPLE. 
          I CERTAINLY GET THE PUBLIC WHO ASKED ME, "WAIT A MINUTE, IF MY TAXES KEEP GOING UP, BECAUSE MY VALUES KEEP GOING UP, WHY DON'T SCHOOLS HAVE MORE MONEY?" WELL, THIS SLIDE REALLY DOES CLARIFY THAT. 
          YOU'LL SEE THAT WE'RE GETTING I THINK THE ROUGH MATH IS ALMOST $125 MILLION OR MORE IN TAX REVENUE. 
          BUT YOU'LL ALSO SEE THE STATE REDUCING THE AMOUNT THAT THEY ARE PUTTING INTO PUBLIC EDUCATION. 
          THAT'S BECAUSE THE STATE EFFECTIVELY CAPS WHAT WE'RE ALLOWED TO SPEND PER STUDENT SO EVERY TIME WE GET EXTRA DOLLARS FROM OUR LOCAL TAX BASE, THAT JUST MEANS THE STATE GETS TO PAY LESS MONEY. 
          THE STATE RIGHT NOW IS VERY EXCITED ABOUT THE SURPLUS THEY'VE GOT AND THEY HAVE TO SPEND A SESSION TALKING ABOUT HOW THEY'RE GOING TO BE ABLE TO USE THAT SURPLUS FOR THEIR ISSUES. 
          BUT A BIG CHUNK OF THAT SURPLUS IS THEY KEEP KEEPING MORE AND MORE DOLLARS RATHER THAN LETTING THOSE DOLLARS GO TO PUBLIC SCHOOLS. 
          WE HAVE TO GO EACH SESSION AND PUT OUR HAND OUT AND SAY, CAN WE PLEASE HAVE A LITTLE BIT MORE OF THE MONEY THAT WE'RE TELLING THE PUBLIC THAT WE'RE COLLECTING FOR SCHOOLS? MY SOAPBOX IS THAT'S INCREDIBLY FRUSTRATING. 
          WE NEED TO BE TRANSPARENT WITH THE PUBLIC THAT THEIR DOLLARS ARE NOT GOING TO PUBLIC SCHOOLS, BUT THEY'RE GOING OFTEN INTO THE STATES COFFERS AND INTO THEIR SURPLUS SO THAT THEY CAN SPEND ON OTHER THINGS, AND THAT WE WOULD BE ABLE TO DO A WHOLE LOT MORE FOR KIDS IF WE COULD JUST KEEP A LITTLE BIT MORE OF THOSE DOLLARS IN SCHOOLS AND CLASSROOMS. THANK YOU FOR LETTING ME GO ON MY SOAPBOX. 
          >> MIC DROP. 
          >> TRUSTEE MICCICHE. 
          >> WELL, YOU TOOK SOME OF THE SOAP THAT I WAS GOING TO USE, BUT LET ME CONTINUE ON THIS POINT BECAUSE THIS IS NOT [LAUGHTER] 
          [01:40:05]
          >> SOME ODD PLACES. [OVERLAPPING] 
          >> YOU GOT A LOT OF SOAP LEFT, RIGHT. 
          >> LET ME THANK THE SUPERINTENDENT AND THE WHOLE TEAM FOR MAKING THE EFFORTS IN AUSTIN. 
          THERE'S REAL PROGRESS THERE. 
          THERE'S NO DOUBT, BUT I DO WANT TO KEEP THINGS IN PERSPECTIVE WITH JUST INFLATION. 
          PUBLIC EDUCATION NEEDED 20 BILLION FROM THIS BIENNIUM AT BEST WE'RE LOOKING AT 7.5 BILLION. 
          NOW, IF THERE WAS AN INFLATION ADJUSTMENT CLAUSE IN THE BASIC ALLOTMENT, WE WOULD ALREADY BE HAVING THIS MONEY. 
          BUT THE STATE DECEIVED ITSELF INTO THINKING THAT THEY HAD A GIGANTIC SURPLUS THAT WAS THE RESULT OF I DON'T KNOW, GREAT MANAGEMENT OR A GREAT ECONOMY, BUT SO MUCH OF IT WAS JUST THE RESULT OF INFLATION. 
          WHEN YOU DON'T MAKE AN INFLATION ADJUSTMENT FOR THE SCHOOLS OF 20 BILLION, THAT'S WHY YOU HAVE A GIGANTIC SURPLUS. 
          EVERY TIME INFLATION GOES UP, WE HAVE TO GO AND BEG FOR A PARTIAL INFLATION ADJUSTMENT. 
          I'M APPRECIATIVE OF THE PROGRESS NOW BEING MADE IN THE HOUSE, AND I DON'T KNOW HOW IT'S GOING TO TURN OUT IN THE SENATE. 
          NOBODY DOES, BUT PUBLIC EDUCATION HAS NOT BEEN MADE WHOLE FOR INFLATION. 
          I THINK THAT IS REALLY A TRAGEDY. 
          LET ME ASK IN PARTICULAR ABOUT HOW MUCH THE INCREASE IN THE BASIC ALLOTMENT WILL DO FOR US. 
          JUST LET ME SAY THIS. 
          IN DOING THE INFLATION ADJUSTMENTS, AND YOU MENTIONED THIS, CHIEF RAMOS, THAT IF WE WERE GOING TO BE MADE WHOLE TO 2019 LEVELS, WE WOULD HAVE NEEDED A $1,340 ADJUSTMENT IN THE BASIC ALLOTMENT. 
          WE'RE LOOKING NOW AT HOUSE BILL TWO OF MAKING ABOUT A 395 ADJUSTMENT. 
          IT WOULD BE ALMOST $1,000 SHORT OF WHAT WE WOULD NEED FOR INFLATION. 
          BUT WHAT DOES THAT $395 ADJUSTMENT DUE FOR DALLAS ISD FUNDING. 
          CAN YOU TRANSLATE THAT INTO NUMBERS OF DOLLARS DALLAS ISD WOULD GET IF THAT PASSED JUST ON THE BASIC ALLOTMENT? 
          >> THE NUMBER ACTUALLY HAS IMPROVED FROM THE 395, AT LEAST FOR DALLAS ISD. 
          WE'RE NOW LOOKING AT 646 BASED ON LBB ESTIMATES. 
          WE WOULD NOW LOOK AT 78 MILLION. 
          THAT'S AN INCREASE OF 78 MILLION. 
          >> SEVENTY EIGHT MILLION OVER ONE YEAR OR TWO YEARS? 
          >> ONE YEAR. 
          >> THAT'S COMPARED TO THE DEFICIT THAT WE'RE GOING TO RUN OF 128 MILLION. 
          WE'LL STILL BE SHORT UNLESS THERE ARE OTHER ADJUSTMENTS ELSEWHERE THAT PRODUCE MORE FUNDING. 
          I GUESS THE LARGER PICTURE, AS YOU NOTED, WAS THAT WE'RE STARTING OUT HERE WITH A PROPOSED BUDGET WITH A DEFICIT OF 128, 129 MILLION. 
          WE ARE EXPECTING THAT THAT WILL GO DOWN SOMEWHAT WITH THE STATE FUNDING. 
          >> CORRECT. 
          >> I WANTED TO TURN TO THE ATTENDANCE ISSUES. 
          I KNOW THAT SINCE COVID, THE WHOLE WORLD HAS HAD AN ATTENDANCE DROP, AND WE'VE BEEN PART OF THAT. 
          I KNOW THAT WE'VE BEEN MAKING EFFORTS TO INCREASE ATTENDANCE. 
          IS THERE ANYTHING LIKE ANY NEW INITIATIVES OR EFFORTS TO TRY TO GET THAT UP, IF WE LEARN BEST PRACTICES TO SEE IF WE CAN GET ATTENDANCE UP. 
          >> WE ARE WORKING WITH SEVERAL FOCUSED ORGANIZATIONS ON WHAT WE'RE NOW REDEFINING AS CHRONIC ABSENTEEISM. 
          RATHER THAN JUST ABSENTEEISM ACROSS THE BOARD, IT'S THE NOTION OF THERE ARE A GROUP OF STUDENTS WHO HAVE THE LET'S SAY, 
          [01:45:06]
THE LARGEST BARRIERS, AND IT'S LIKE, YOU HAVE STUDENTS THAT ATTEND ALMOST EVERY DAY. 
          THEN YOU HAVE A GROUP OF STUDENTS THAT ONLY MISS WHEN THEY'RE ABSOLUTELY ILL. THEN WE HAVE SOME STUDENTS THAT HAVE A LOT OF BARRIERS, AND THEY'RE NOW WHAT WE CALL THAT CHRONIC ABSENTEE. 
          THERE ARE SOME AREAS AND SOME PROGRAMS WITH THE COMMUNITIES WHERE WE SEE THE LARGEST PERCENTAGE OF CHRONIC ABSENTEEISM THAT WE'RE JUST NOW REALLY WORKING TOGETHER TO TRY TO A IDENTIFY WHO THEY ARE, AND I'LL GIVE YOU FOR REAL EXAMPLE LIKE FOUR OAK CLIFF IS ONE OF THE GROUPS THAT'S WORKING WITH US IN THE SOUTH OAK CLIFF COMMUNITY TO SPECIFICALLY IDENTIFY WHO ARE THE STUDENTS WITH THAT CHRONIC ABSENTEEISM, AND WHAT ARE WE SEEING BOTH COMMUNITY BASED PROGRAMMING AND SCHOOL PROGRAMMING THAT ARE BEST PRACTICES, BECAUSE PRIOR TO THIS, JUST LOOKING AT A SCHOOL BASED APPROACH HAS NOT GOTTEN US ANY REAL IMPROVEMENT NOR FROM JUST A COMMUNITY BASED APPROACH. 
          TAYLOR TOYS HAS REACHED OUT TO US AND WE'RE PARTNERING. 
          THAT'S JUST ONE AREA THAT WE'RE WORKING ON. 
          >> THANK YOU. I LOOK FORWARD TO HEARING MORE ABOUT THAT IN THE COMING MONTHS, YOU WOULD TALK ABOUT ATTENDANCE INITIATIVES. 
          THAT WOULD BE GREAT. 
          THANK YOU. THANK YOU AGAIN FOR YOUR WORK. 
          >> TRUSTEE WEINBERG. 
          >> THANK YOU. I JUST WANTED TO REITERATE THE THANKS FOR THE BOTTOM UP CAMPUS BASED BUDGETING AND THE ALLOCATING OF THE 20 MILLION TO THE CAMPUSES. 
          I THINK THAT WAS REALLY, THAT SUNSET REVIEW EXERCISE SOUNDS LIKE IT WAS VALUABLE AND INFORMATIVE. 
          I APPRECIATE THE TIME YOU'VE TAKEN TODAY AND PREPARING US YOU LAST MONTH AND SENDING US THE FULL THICKER BUDGET. 
          JUST SO THAT WE CAN BETTER UNDERSTAND AND HAVE THE TIME TO REALLY PROCESS AND UNDERSTAND THIS, BECAUSE IT'S COMPLICATED, AND ECHO MY COLLEAGUES WHO APPRECIATE THE ROI MINDSET AND THE THOUGHT AND DETAIL AND PROCESS YOU'VE USED TO DEVELOP THIS, JUST TO SAY THANKS. 
          ONE QUESTION I HAVE IS, WILL WE SEE THREE YEAR PROJECTIONS BEFORE WE APPROVE THE BUDGET? 
          >> AT THE MAY 22ND, PUBLIC MEETING, I WILL HAVE A THREE YEAR PROJECTIONS AT THAT PRESENTATION. 
          >> OH, THAT'S GREAT. GREAT. FOLLOWING ON TO ATTENDANCE ENROLLMENT IS ANOTHER PIECE OF THIS, AND WE HAVE THIS VOUCHERS FLOATING OUT THERE AND THINKING ABOUT ENROLLMENT. 
          HOW ARE YOU ALL THINKING ABOUT ENROLLMENT? ARE THERE ANY EFFORTS OR BUDGET ITEMS OR WAYS YOU'RE THINKING ABOUT THIS IN CONTEXT OF CURRENT ENVIRONMENT AND LEGISLATIVE? 
          >> NOW THAT THE BILL HAS BEEN SIGNED, WE'RE REALLY WAITING FOR THE RULES. 
          IT'LL TAKE A WHOLE YEAR OF IMPLEMENTATION. 
          THAT BILLION DOLLAR ACTUALLY HAS A LOWER FIRST YEAR COST. 
          ACTUALLY, THE FOLLOWING YEAR, THAT'S WHY YOU SAW THE FIVE YEAR IN YEAR FIVE TO REITERATE WHAT TRUSTEE CURRIE WAS ONE OF THE TRUSTEES WAS ASKING ABOUT. 
          IT'S NOT IT WILL ADD UP TO FIVE, YEAR 1 IS ONE BILLION. 
          YEAR 2 IS TWO BILLION. 
          YEAR 3 IS THREE BILLION, YEAR 4 AND BY YEAR 5, EACH YEAR, IT'S FIVE BILLION ESTIMATED. 
          RIGHT NOW WE'RE STILL LOOKING AT WHAT ARE THE RULES GOING TO BE? WHAT IS THAT IMPLEMENTATION IS? ONE OF THE THINGS WE HAVE TO KEEP REMINDING EVERYONE BEFORE YOU ARE ELIGIBLE FOR ANY OF THE VOUCHER OR THE EDUCATION SAVINGS ACCOUNT, THE STUDENT HAS TO GAIN ADMISSION INTO THAT SCHOOL. 
          JUST BECAUSE I APPLY FOR I DON'T GET THOSE DOLLARS UNLESS I GET INTO THE SCHOOL. 
          WHEN I TALK TO THE SURROUNDING PRIVATE SCHOOLS, NO ONE WAS THINKING ABOUT EXPANDING THEIR SCHOOL. 
          THE NUMBER OF SEATS ARE STILL THE NUMBER OF SEATS, AND THEY HAVE WAIT LISTS CURRENTLY. 
          RIGHT NOW WE DON'T ANTICIPATE, AT LEAST IN YEAR 1 THAT THERE WOULD BE A HUGE GROUP OF STUDENTS THAT WOULD BE GOING THERE, BUT WE WANT TO WAIT AND SEE FOR THE RULES. 
          I DON'T THINK IT'LL BE UNTIL YEAR 2 THAT WE'LL ACTUALLY BE ABLE TO PUT A COMPREHENSIVE PLAN TOGETHER TO BE REAL HONEST. 
          >> YEAH, THAT'S RIGHT. THAT'S AN ONGOING CONVERSATION. 
          I ECHO BEN'S COMMENTS ABOUT PRE-K BEING A GREAT CONDUIT IN RAMP BECAUSE I HEAR A LOT OF THAT, TOO, JUST THE SEATS IN PRE-K, EXPOSING FOLKS WHO JUST HAVEN'T OTHERWISE BEEN EXPOSED TO THE INCREDIBLE CHOICES AND PROGRAMS HAS BEEN REALLY BENEFICIAL, AND I THINK THAT INHERENTLY, WE ARE TRYING TO ATTRACT ENROLLMENT BY OFFERING THE CHOICES AND HAVING THE VARIETY OF PROGRAMS IN THE OPEN ENROLLMENT. 
          I APPRECIATE THAT YOU'RE ATTENDING TO IT, BUT TO THE EXTENT THAT IT NEEDS ATTENDING TO AND IN THE TIME FRAME 
          [01:50:03]
IN WHICH IT'S NEEDED TO BE ATTENDED TO. 
          THANK YOU. CONCLUDES MY QUESTIONS. THANK YOU. 
          >> TRUSTEE WHITE. 
          >> WE'LL HAVE TO HAVE A FEW QUICK QUESTIONS. 
          AS FAR AS THE SECURITY THAT WE WERE MANDATED TO HAVE, HOW MUCH OF A DEFICIT ARE WE RUNNING AND BY A DEFICIT I MEAN, OF COURSE, WE ALREADY HAD SOME, BUT WE HAD TO ADD ONTO THAT. 
          HOW MUCH IS THAT ACTUALLY COSTING US? 
          >> CURRENTLY, THERE'S A DIFFERENTIAL BETWEEN WHAT WE'RE SPENDING AND WHAT WE RECEIVE FROM THE STATE OF OVER 30 MILLION. 
          >> THEN THAT'S SALARY, HEALTH CARE, THINGS OF THAT NATURE THAT WE HAD TO ALSO PUT IN PLACE. 
          >> IT'S ALL INCLUSIVE, YES. 
          >> ARE WE RECEIVING ANY ADDITIONAL FUNDS FROM THE STATE TO HELP WITH OUR MENTAL HEALTH INITIATIVES? 
          >> CURRENTLY, THERE'S NO ADDITIONAL BILL THAT ADDRESSES THAT. 
          >> BUT MENTAL HEALTH ISSUES ARE DEFINITELY INCREASING, AND WE DEFINITELY NEED THOSE SERVICES. 
          I KNOW WE HAD TO MAKE ADJUSTMENTS. 
          BUT I'M GRATEFUL FOR WHAT WE DO HAVE. 
          ONCE AGAIN, I'D LIKE TO ADD BACK ON TO WHAT WE WERE MENTIONING ABOUT THE STUDENT ALLOTMENT, BECAUSE WHAT WE'RE PAYING, AS FAR AS RECAPTURE, WAS KNOWN AS ROBIN HOOD. 
          WE'RE STILL PAYING THAT, THEY DIDN'T RESOLVE IT. 
          IT'S SOMETHING THAT WAS SUPPOSED TO BE RESOLVED AS FAR AS HOW WE'RE GOING TO FUND SCHOOLS. 
          IT WAS NEVER RESOLVED. 
          IT'S BEEN GOING ON FOR AT LEAST 30 YEARS. 
          IS THAT APPROXIMATELY CORRECT? 
          >> IT'S BEEN A WHILE. 
          >> YES. BUT OVERNIGHT, THEY DECIDED THAT, REGARDLESS OF WHETHER WE GOT THIS RESOLVED, THE ROBIN HOOD AK RECAPTURE, WE'RE GOING TO DO THIS VOUCHERS, BECAUSE WE WANT TO I DON'T KNOW. 
          I'M NOT GOING TO SPECULATE. 
          I CAN'T SAY THEY WERE GOING TO DO IT JUST TO HELP THEIR FRIENDS OUT, BECAUSE THEIR FRIENDS PROPERTY TAXES WITH THEIR MILLION DOLLAR PROPERTIES ARE INCREASING JUST AS WELL AS OURS, AND THEY'RE STRUGGLING, I CAN'T SAY. 
          BUT THAT IS WHAT HAPPENED, AND IT IS HAPPENING. 
          WITH THE WAY THAT THEY'VE DECIDED TO, ALL OF A SUDDEN, INCREASE PROPERTY TAXES EVERYWHERE, THEY'RE ACTUALLY ROBBING THE HOOD, BECAUSE IT DOESN'T MATTER WHERE YOU LIVE, YOUR TAXES ARE SKYROCKETING. 
          THEY HAVE OVER THE LAST FIVE YEARS DOUBLED. 
          >> AND IT'S REALLY CLEVER HOW THEY'VE DONE IT. 
          THEY'RE NOT INCREASING SOME. 
          SOME PLACES THEY'RE INCREASING THEY'RE DWELLING THEM OUT, BUT MOST OF THE PLACES THEY'RE INCREASING THE VALUE OF THE LAND, WHICH YOU CAN'T PROTEST. 
          IT'S GOING TO BE INTERESTING TO SEE, HOPEFULLY, SOME OF THEM WILL REALIZE THAT THEY HAVE TO LIVE UNDER SOME OF THE SAME RULES THAT THEY'RE PUTTING ON US. 
          MAYBE THEY'LL THINK TWICE ABOUT WHAT THEY'RE DOING TO US. 
          ANOTHER THING THAT IS ALSO VERY IMPORTANT IS, I CAN'T, I'VE ALWAYS SAID THIS, AND I BELIEVE IT IS THAT THE YOUNGER WE CAPTURE OUR KIDS, PRE-K, TEACHING PARENTS HOW TO WORK WITH THEM BEFORE THEY GET TO US IS INVALUABLE. 
          IT REALLY IS. 
          ONE OTHER THE LAST FACTOR THAT I'D LIKE TO MENTION IS, I JUST WANT US ALL TO MAKE SURE THAT EVEN THOUGH IT WAS MENTIONED THAT SOME OF THE STUDENTS CHRONIC ABSENTEEISM, I'VE GOTTEN THOSE CALLS FROM PARENTS WHO SAID, MY CHILD'S A SENIOR. 
          WHAT ARE WE GOING TO DO? THEY'RE FRIGHTENED. 
          BUT WE HAVE GREAT PROGRAMS TO WORK WITH THEM. 
          THAT'S WHAT I TRY TO MAKE SURE THEY UNDERSTAND AND WITH SOME OF THESE STUDENTS, THEY WERE ABLE TO RECAPTURE THEIR CREDITS. 
          THAT IS VERY VITAL BECAUSE WE WANT ALL OF OUR STUDENTS TO GRADUATE. 
          BECAUSE GRADUATION IS RIGHT AROUND THE CORNER WITH A PLUG. 
          CONGRATULATIONS TO OUR SENIORS. THANK YOU SO MUCH. 
          >> THANK YOU. TRUSTEE JOHNSON. 
          >> THANK YOU, TRUSTEE FOREMAN, FOR ALLOWING ME TO GO. 
          HOW MUCH MONEY HAVE WE RECEIVED? I'M A PROD OF SUPERINTENDENT BECAUSE WE'VE HAD THIS CONVERSATION, SUPERINTENDENT. 
          HOW MUCH MONEY HAVE WE RECEIVED FROM THE STATE CONCERNING OUR POLICE OFFICERS THAT WE WAS MANDATED TO DO, 
          [01:55:02]
AND HAVE WE RECEIVED ANY ADDITIONAL FUNDS FOR OUR SAFETY AND SECURITY? 
          >> FOR THE OFFICERS THEMSELVES, WE RECEIVED $15,000 TIMES EACH OF THE CAMPUSES THAT WE HAVE. 
          230 SCHOOLS TIMES 15. 
          >> CLOSE TO 5 MILLION. 
          >> IT'S ABOUT 5 MILLION. 
          >> WELL, HOW MUCH DO WE ACTUALLY HAVE TO PAY? 
          >> BUT IT COSTS ABOUT. 
          >> OVER 35 MILLION. 
          EACH OFFICER IS AROUND 80. 
          >> BETWEEN 75 AND 80,000, BY THE TIME WE I'M LOOKING ROBERT'S LOOKING THINGS UP RIGHT NOW. 
          BUT DEPENDING ON WHETHER THEY'RE C, THE COMMISSIONED SECURITY OFFICER, OR THE POLICE OFFICER THEMSELVES, THE RANGE IS SOMEWHERE IN THERE. 
          IF WE WERE JUST SAYING $80,000. 
          >> GIVE A TAKE. 
          >> WE'RE GETTING 15,000, WHICH IS AND IT COSTS US ABOUT 80,000. 
          >> 15,000. 
          >> IT'S 65,000 THAT WE'RE IN THE NEGATIVE ON EACH ONE OF THOSE. 
          >> WHICH IS INFLUENCING THIS BUDGET THAT WE'RE. 
          >> ABSOLUTELY. 
          >> WHICH BASICALLY MEANS IF WE DIDN'T DO AS A BOARD AND WORKING WITH THE ADMINISTRATION, OUR OFFICES WOULDN'T HAVE A PRETTY MUCH HEALTHY LIFESTYLE OR HEALTHY SALARY TO DO ANY OF THE WORK. 
          >> THEY'D ALL BE VACANT BECAUSE NOBODY WHO ARE WE GOING TO HIRE FOR $15,000. 
          >> ABSOLUTELY. THANK YOU SO MUCH. 
          >> YES, SIR. 
          >> TRUSTEE FOREMAN. 
          >> THANK YOU. SORRY, I WAS LATE, BUT CAR ISSUES. 
          I MIGHT ASK SOME QUESTIONS THAT YOU'VE ALREADY GONE OVER, BUT I THINK THEY'RE IMPORTANT TO ME. 
          I'LL JUST START WITH I'M ON PAGE 3. 
          I'LL JUST GIVE YOU THE PAGE SO WE CAN KEEP UP. 
          PAGE 3 WHERE WE TALK ABOUT THE 2024, 2025 PROJECTED AMOUNT OF LOCAL DOLLARS. 
          THE 25, 26, DO WE HAVE THE PROJECTED AMOUNT OF LOCAL DOLLARS? 
          >> YES. 
          >> THAT IS ON IS THAT ON PAGE 6? 
          >> THAT'S ON PAGE 6, CORRECT. 
          >> THAT'S INCLUDING AN ESTIMATE WITH THE BILL, THE CURRENT BILLS THAT ARE THERE FOR ADDITIONAL DOLLARS? 
          >> CORRECT. 
          >> IS THAT WHY THAT SAYS CURRENT LAW? 
          >> CURRENT LAW, YES. 
          >> GOOD. THANK YOU. 
          IN THE I'LL GO ON TO PAGE 6. 
          WELL, I STARTED FIVE. ON PAGE 5, WE TALK ABOUT THE CENTRAL STAFF REDUCTIONS. 
          IT WAS 2.3 MILLION DOLLAR. 
          WAS THAT POSITIONS THAT WERE POSITIONS NOT FILLED? 
          >> THAT ACTUALLY WAS AN OLD SLIDE. 
          IF YOU LOOK AT THE SCREEN I'M SORRY. 
          IT'S THE CENTRAL OFFICE REDUCTIONS WERE CLOSE TO 65 MILLION. 
          THAT INCLUDED 86 POSITIONS. 
          >> WERE THEY FILLED POSITIONS OR UNFILLED POSITIONS? 
          >> THEY WERE BOTH. 
          THE MAJORITY WERE VACANT. 
          >> COULD I HAVE SOMETHING THAT SHOWS ME WHICH ONES WERE VACANT? BECAUSE THOSE WERE JUST PLACEHOLDERS IN THE BUDGET. 
          I'M INTERESTED IN THE ONES THAT WERE FILLED THAT WE CHANGED. 
          >> WE CAN PROVIDE THAT. 
          >> THEN THE 263,000 ADDITIONAL CAMPUS EQUITY ADJUSTMENTS. WHAT DOES THAT MEAN? 
          >> THAT WAS LAST YEAR'S SLIDE. THAT'S IN THE [OVERLAPPING]. 
          >> I'M STILL LOOKING AT LAST YEAR. 
          >> THE ONE ON THE SCREEN IS THE CORRECT ONE. 
          >> I CAN'T SEE THAT SCREEN. 
          >> OH, I'M SORRY. 
          >> I'M GOOD. THAT'S OKAY. 
          I'M GOOD. THANK YOU. 
          LET ME SEE IF THIS IS THE SAME PAGE 6. WELL, IT'S NOT. 
          I'LL JUST ASK YOU THE QUESTIONS. 
          LATER, SINCE THIS IS AN OLD SLIDE. THANK YOU. 
          >> TRUTH TURN. YES. ONE LAST QUESTION. 
          HOW WOULD THIS BUDGET HAVE AN IMPACT ON THE EXPANSION OF THE RESOURCE CENTERS? 
          >> AS FAR AS THE OVERALL BUILDING, THAT THE SPECIFIC FACILITY ITSELF THAT COMES OUT OF THE BOND MONEY WITH REGARDS TO STAFFING THAT IS BUILT INTO THIS SPECIFIC BUDGET. 
          [02:00:04]
THAT'S PART OF THE OVERALL STAFFING AND OPERATING CAMPUS BUDGET. 
          >> BUT THERE'S NO REDUCTION. 
          >> NO. 
          >> THAT'S ALL I WANT TO KNOW. THANK YOU. 
          TRUSTEES, ANYONE ELSE FOR ROUND TWO? THANK YOU, CHIEF, SUPERINTENDENT. 
          TRUSTEES WILL TURN TO 7.B WAS DISCUSSED IN A CLOSED SESSION. 
          WE'LL TURN TO 9.A 
          [9. MINUTES SUBMITTED FOR APPROVAL]
THE MINUTES TRUSTEES WILL BE POSTED IN BOARD DOCS FOR YOUR REVIEW. 
          TRUSTEES, ARE THERE ANY QUESTIONS UNDER STATUTORY ITEMS 10.A, 
          [10. STATUTORY ITEMS]
B, OR C? NOW I'LL JUST NOTE FOR THE TRUSTEES, TRUSTEES, 10. A. 
          WE WILL BE CONSIDERING A RESOLUTION OF MEMORIUM, COMMEMORATING THE LEGACY OF DOCTOR NOLAN ESTES. 
          THE RESOLUTION IS IN YOUR PACKETS FOR REVIEW. 
          ANY QUESTIONS UNDER 10.A, B, OR C? I SEE NONE. TRUSTEES WILL MOVE INTO POLICY ITEMS UNDER 11, TRUSTEES. 
          [11. POLICY UPDATES]
ARE THERE ANY QUESTIONS UNDER POLICY ITEMS A AND B,? 
          >> B. 
          >> CD H AND I. I HEARD IS THERE ANYTHING FOR A? NONE, THEN WE'LL START WITH B. 
          TRUSTEE FOREMAN. 
          >> I'M REAL INTERESTED IN THE REASON FOR THIS CHANGE. 
          I SEE THAT THREE TRUSTEES HAVE ASKED THAT IT BE ON THE AGENDA. 
          COULD SOMEBODY EXPLAIN TO ME WHY IT'S NECESSARY TO MAKE THIS CHANGE? 
          >> YES. THANK YOU FOR THE QUESTION, OPPORTUNITIES SO TRUSTEES. 
          11 B IS THE CHANGE OF THE BOARD BRIEFING TIME, CHANGING THE BOARD BRIEFING TIME FROM WHICH IS THIS MEETING FROM 11:30 A.M. START TIME TO 4:00 P.M. START TIME. 
          THE REASON IS TWO THINGS. 
          ONE JUST TO ALLOW WORKING PEOPLE MORE ACCESS TO THIS MEETING IF IT STARTS A LITTLE LATER IN THE AFTERNOON. 
          THEN ALSO TO BETTER ACCOMMODATE THE WORKING SCHEDULES OF TRUSTEES, BECAUSE AS WE ALL KNOW, THIS IS A VOLUNTEER POSITION. 
          >> I'M A WORKING PERSON. 
          BEING AROUND THIS DISTRICT FOR SO LONG, KNOWING THE LATER YOU HAVE THE MEETINGS, THAT MEANS THE LATER YOU'RE GOING TO BE HERE. 
          THE LATER YOU'RE HERE, THE HARDER IT'S GOING TO BE FOR YOU TO GET UP AND GO TO WORK THE NEXT DAY. 
          I DON'T KNOW IF MOST OF YOU HAVE BEEN AROUND AS LONG AS I HAVE. 
          IT'S PROBABLY TOO LONG, BUT I CAN REMEMBER MEETINGS AS LATE AS 4:00 IN THE MORNING. 
          JUST TO TAKE CARE OF DISTRICT BUSINESS. 
          WHEN YOU OPEN UP THIS WINDOW, YOU ALSO ALLOW AN OPPORTUNITY FOR PEOPLE WHO WORK THAT WANT TO COME AND SPEAK, YOU WILL HAVE MORE SPEAKERS. 
          YOU DON'T HAVE SPEAKERS DURING THE DAY BECAUSE THEY ARE WORKING. 
          YOU OPEN IT UP FOR MORE MEETINGS. 
          I CLEARLY UNDERSTAND PEOPLE WHO WORK WANT TO BE AT WORK, BUT THIS IS ONCE A MONTH. 
          IT'S NOT LIKE IT'S TWICE A MONTH, FIVE DAYS A MONTH, OR ANYTHING. 
          I HAVE SOME REAL CONCERNS ABOUT THAT BECAUSE THAT OPENS UP A WHOLE LOT OF OTHER THINGS. 
          I'LL JUST ALSO SAY THAT I WILL BE SINCE WE'VE OPENED UP BE, I WILL BE LOOKING AT SOME ISSUES IN BE THAT ARE CONCERNS OF MINE THAT HAVE NOT BEEN ADDRESSED. 
          ONE OF THOSE ISSUES, PARTICULARLY, IS REQUIRING TRUSTEES TO HAVE TO SUBMIT A QUESTION, AND THEN GET A SECOND JUST TO GET A ITEM PULLED FROM THE AGENDA, WHICH I THINK AS TRUSTEES, WE SHOULD BE ABLE TO DO THAT WITHOUT THAT. 
          I'LL BE LOOKING TO SEND SOME LANGUAGE IN THAT WOULD BE REGARDING TO THAT ALSO. THANK YOU. 
          >> TRUSTEES, FURTHER QUESTIONS ON 11 B. 
          SINCE WE BROUGHT UP THE TOPIC, TRUSTEES, I'LL JUST STATE, WHEN WE LOOK BACK AT THE LAST TWO YEARS OF BOARD BRIEFINGS, BOARD MEETINGS, AND EMPLOYEE HEARINGS, YOUR AVERAGE EMPLOYEE HEARING IS ANYWHERE FROM AN HOUR AND A HALF TO 2 HOURS. 
          YOUR AVERAGE BOARD BRIEFING IS SOMEWHERE 3-4 HOURS AND YOUR AVERAGE NIGHT MEETING. 
          SOMEWHERE FROM A THREE-HOUR THREE-HOUR MARK. 
          THIS START TIME OF THE BOARD BRIEFING OF 4:00 P.M. WOULD PUT US SOMEWHERE AT A 7:00 P.M. TO 8:00 P.M. FINAL TIME IF YOU LOOK AT THE AVERAGE OVER THE LAST THREE YEARS. 
          [02:05:01]
          >> MR. PRESIDENT. 
          >> WE GET YOU AROUND TWO, TRUSTEE FOUR. 
          >> I'M SORRY. 
          >> TRUSTEE ATTORNEY. 
          >> I DIDN'T SEE EACH. 
          >> YES, I WOULD LIKE TO SAY THAT I FULLY SUPPORT THE CHANGE TO 4:00 P.M. 
          I THINK THAT ALLOWS THE COMMUNITY TO COME TO THE BRIEFINGS TO ASK QUESTIONS THAT THEY MIGHT HAVE. 
          ALSO FOR US THAT ARE WORKING. 
          IT DOES ALLOW US TO ADJUST OUR WORK SCHEDULES TO POSSIBLY FOR ME TO GO IN MAYBE EARLIER AND GET OFF WORK EARLY VERSUS HAVING TO LEAVE IN THE MIDDLE OF DAYTIME, AND THEN POSSIBLY GO BACK TO WORK. 
          BECAUSE TO BE HONEST, IT'S HARD TO GO BACK TO WORK AFTER TAKING ALL OF THIS IN. 
          THIS ACTUALLY WORKS FOR ME. THANK YOU. 
          ANY OTHER QUESTIONS FOR ROUND ONE? R ROUND 254 ME. 
          >> JUST REAL QUICK. I'D LIKE TO CONSIDER MYSELF HARD WORKING TOO SINCE I'VE BEEN ON THE SAME JOB FOR 14 YEARS AND WAS IN BUSINESS FOR 30 YEARS. 
          BUT WHAT I WAS GOING TO SAY IS, AT THE LAST BOARD BRIEFING, DID WE NOT HAVE A LADY THAT WAS GOING CRAZY BECAUSE WE WENT TOO LONG FOR A HEARING? I THINK WE DID. I JUST THINK YOU NEED TO TAKE ALL OF THAT INTO CONSIDERATION INSTEAD OF PERSONAL AGENDA. 
          WE SHOULD BE THINKING ABOUT THE WHOLE. 
          THANK YOU. OH, AND FORGET THE STAFF. 
          BECAUSE THE STAFF WILL HAVE TO STAY TWO. 
          I HOPE THE SUPERINTENDENT DON'T HAVE TO LET THEM TAKE A DAY OFF THE NEXT DAY WHEN WE STAY LATE. 
          >> ANY OTHER QUESTIONS FOR ROUND TWO? NONE, TTEES? ANY OTHER QUESTIONS ON THEIR POLICY UPDATES, A THROUGH I? THE LETTERS CHANGED A LITTLE BIT HERE. 
          WHICH ONE WHICH ONE IS THAT ONE, TRUSTEE MIKE? 
          >> F IS STUDENT CODE OF CONDUCT, TRUSTEE FOREMAN'S AT C, WHICH IS CO FOOD SERVICES. 
          >> LET'S START WITH TRUSTEE FOREMAN WITH FOOD SERVICES QUESTION, TRUSTEE FOREMAN. 
          >> IN READING THE NEW LANGUAGE SUPERINTENDENT, IT SAYS THAT A STUDENT WHENEVER THEY COME IN CAN HAVE BREAKFAST. 
          I THINK THAT PUTS A HEAVY BURDEN ON STAFF. 
          BECAUSE SOME STUDENTS COME IN LATE, THEY COULD COME IN AT 10:00. WHAT DO WE DO? DO WE BREAK TO GIVE THE STUDENT BREAKFAST? IS THE TEACHER CALLED AWAY FROM THE REST OF THE KIDS? I THINK WE SHOULD HAVE SOME LIMITATION. 
          I DO BELIEVE IN THE BREAKFAST PROGRAM, ALTHOUGH MANY OF OUR KIDS DON'T EAT IT, BUT I BELIEVE IN IT. 
          BUT I THINK YOU SHOULD HAVE SOME LIMITATION SO THAT IT'S NOT THAT BROAD. 
          WHENEVER A STUDENT COMES IN, A STUDENT IS ABLE TO EAT BREAKFAST BECAUSE THAT INTERRUPTS THE CLASS DAY. THAT'S JUST MY OPINION. 
          >> WELL, CERTAINLY TAKE THAT TO OUR TEAM. 
          >> IF I MAY SINCE, I AM SPONSORING THIS WITH TRUSTEE MITCH KAY. 
          WE WERE TALKING ABOUT THIS. 
          ONE OF THE REASONS FOR THIS CHANGE IS THE WAY THAT THE POLICY WAS BEFORE, IT WAS SPECIFIC TO THE FACT THAT BREAKFAST MUST BE SERVED IN THE CLASSROOM, WHICH WAS CREATING A LOT OF ISSUES FOR SCHOOLS THAT MIGHT HAVE AN ABILITY WHERE THEY WANT TO OFFER BREAKFAST BEFOREHAND. 
          THE FEAR OF TAKING OUT SAYING BREAKFAST ISN'T GOING TO BE SERVED IN THE CLASSROOM WAS THAT, WHILE KIDS MIGHT SHOW UP RIGHT AFTER SCHOOL, I FULLY AGREE WITH YOU. 
          I THINK IT'S FINE FOR THE ADMINISTRATION LOOKING AT THE WAY I UNDERSTAND IT, AND CHIEF BATES CAN PROBABLY CORRECT ME IS THAT AT A CERTAIN POINT, IT TRANSITIONS FROM BREAKFAST TO LUNCH BECAUSE LUNCH IS START, SO YOU'RE RIGHT. 
          IT'S NOT AT ANY TIME, BUT THE HEART OF THIS POLICY IS JUST I MAY PUT OTHER SYSTEMS IN PLACE. 
          I GET IT. IT'S A STUDENT. 
          >> I GET IT. I JUST THINK THAT IT'S TOO BROAD. THANK YOU. 
          >> TRUSTEES, ANY OTHER QUESTIONS FOR WAS I GUESS 11 C. SEE NONE TRUSTEES, ANY OTHER QUESTIONS OR POLICY UPDATES? TRUSTEES D. MY NUMBERS ARE- 
          >> DFBB AND STUDENT CODE OF CONDUCT. 
          >> DFBB. 
          >> HEY, CHIEF ABEL. 
          >> HELLO. 
          >> I'M SPECIFICALLY LOOKING AT PAGE 104 TO START WITH, WHERE IT TALKS ABOUT REASONS FOR NON RENEWAL. 
          >> YES, MA'AM. 
          >> WHAT DOCUMENTS ARE NEEDED? IT GIVES US SEVERAL DIFFERENT REASONS. 
          ARE THERE DOCUMENTS ATTACHED TO THESE REASONS OR THIS IS JUST A REASON? 
          >> NO, IT WOULD JUST BE A REASON. 
          EACH ONE THAT WE WOULD LIST ON THE OFFICIAL NOTICE TO THE EMPLOYEE, 
          [02:10:04]
THE DISTRICT WOULD HAVE SOME BACKUP INFORMATION. 
          IT COULD BE A MEMORANDUM, IT COULD BE A MEMO, IT COULD BE A PSO INVESTIGATION, IT COULD BE AN AI, IT COULD BE ANY VARIOUS REASONS AS LONG AS THOSE ARE SUPPORTED, BUT THERE'S NOT A SPECIFIC FORM FOR EACH ONE. 
          >> IT JUST MAKES A LITTLE BIT MORE SENSE IF WE SAY THAT THERE WOULD BE ADDITIONAL INFORMATION COMING FORWARD, BECAUSE THE WAY THIS READS RIGHT NOW IS IT'S ANY OF THESE WITH NO DOCUMENTATION. 
          I'M NOT AGAINST ANY OF THEM, BUT IT JUST SEEMS LIKE THAT'S THE WAY THAT READS. 
          THINGS LIKE NEGLECT OF DUTY. 
          FAILURE TO COMPLY WITH REQUIREMENTS REGARDING PROFESSIONAL DEVELOPMENT. 
          IT JUST SEEMS THAT IT'S OPEN, AND THERE SHOULD BE SOMETHING TO SUBSTANTIATE THAT AS A REASON. 
          >> YES, MA'AM. 
          >> DOES THAT MAKE SENSE? 
          >> IT DOES. 
          >> THANK YOU. 
          >> ANY OTHER QUESTIONS ON THIS ITEM? SEEING NONE, THEN NOW, STUDENT CODE OF CONDUCT? 
          >> I'LL LET YOU GO FOR A SPIN. 
          >> SURE. I DON'T KNOW IF WE HAVE SHERRY OR SOMEONE HERE. 
          THANK YOU FOR ALWAYS PUTTING ALL THE CHANGES THERE. 
          I KNOW WE'VE DONE A LOT IN TERMS OF REALLY RETHINKING HOW WE DO DISCIPLINE AND MAKING SURE THAT WE ARE DOING IT IN THE MOST EFFECTIVE WAY POSSIBLE. 
          WE'VE SEEN A LOT OF BENEFITS FROM THAT, WE'VE SEEN RECIDIVISM GO DOWN, WE HAVE SEEN INCIDENTS GO DOWN OF ALL TYPES OF OFFENSES, AND I WANT TO APPLAUD YOU ALL FOR THE WORK YOU'VE DONE HERE. 
          I READ THROUGH ALL OF THE DIFFERENT CHANGES. 
          IT'S HARD FOR ME TO DISCERN, HOW MUCH OF THIS IS CONCRETE OR NOT CONCRETE, BUT REALLY MEANINGFULLY DIFFERENT VERSUS UPDATES, ADJUSTMENTS, ETC. 
          SO I'D LOVE, IF FIRST, YOU ALL COULD JUST OVERVIEW WHAT YOU SEE AS SOME OF THE LARGEST CHANGES FROM THIS, AND THEN I'LL FOLLOW UP WITH ANY QUESTIONS. 
          >> THANK YOU AND GOOD AFTERNOON. 
          YES. WE DO NOT HAVE A LOT OF MAJOR CHANGES. 
          FOR EXAMPLE, THE FEW WHAT WE CONSIDER TO BE MAJOR ARE, WE'VE PUT LANGUAGE IN NOW ABOUT THE VIDEOS. 
          IF A STUDENT IS INVOLVED AND A PARENT WANTS TO SEE THE VIDEO, THE PARENT MAY COME IN AND WATCH THE VIDEO, BUT THEY ARE NOT ALLOWED TO VIDEO THE VIDEO. 
          IF THE VIDEO IS PLAYING, THEY CAN'T HAVE A DEVICE AND VIDEO THAT. 
          WE HAVE THAT IN THERE NOW. 
          WE ALSO HAVE WITNESS STATEMENTS. 
          IF STATEMENTS ARE TAKEN REGARDING AN OFFENSE, THEN THE PARENTS MAY SEE THOSE STATEMENTS, HOWEVER, THE NAMES OF THE OTHER STUDENTS HAVE TO BE REDACTED. 
          ANOTHER MAJOR ITEM THAT WE PUT IN IS STUDENTS WHO ARE BEING SENT TO DAEP FOR AN OFFENSE. 
          IF WHILE THEY ARE IN THE PROCESS OF BEING SENT TO DAEP, THEY COMMIT ANOTHER OFFENSE, YOU CAN'T SEND A STUDENT TO DAEP FOR DOUBLE OFFENSES. 
          A STUDENT CAN'T COME FOR X NUMBER OF DAYS AND THEN FINISH THAT ASSIGNMENT AND THEN HAVE TO START ANOTHER ASSIGNMENT THERE FOR DAEP. 
          THEY WOULD HAVE TO DETERMINE WHAT IS MAYBE THE HIGHER OFFENSE, LIKE ONE IS DISCRETIONARY, ONE'S MANDATORY, THEY WOULD COME FOR THE MANDATORY OFFENSE, AND THE SCHOOL WOULD HAVE TO SIGN A DIFFERENT CONSEQUENCE FOR THE DISCRETIONARY OFFENSE, BUT THEY CAN'T DOUBLE STACK OFFENSES TO COME TO DAEP. 
          ANOTHER ITEM IS THAT WE MOVE SKIPPING FROM A LEVEL 1 TO A LEVEL 2. 
          WE MOVE THE PROPPING OF DOORS FROM LEVEL 2 TO MANDATORY. 
          THE REASON WE DID THAT IS IT REALLY WAS ALREADY MANDATORY BECAUSE ON THE FIRST OFFENSE, IF THEY PROPPED A LOCKED DOOR OPEN OR OPENED A LOCKED DOOR FOR ANOTHER STUDENT, THEY WENT TO DAEP ON THE FIRST OFFENSE. 
          IT WAS ALMOST REDUNDANT LANGUAGE, SO WE JUST MOVED IT TO MANDATORY WHERE WE REALLY SHOULD HAVE PUT IT IN THE FIRST PLACE, BECAUSE IF THEY OPENED A LOCKED DOOR TO ALLOW A STUDENT TO COME IN, THAT IS A DAEP REMOVAL. 
          THEN THE VAPING. RIGHT NOW, VAPING IS MANDATORY SO ON THE FIRST OFFENSE THEY GO TO DAEP. 
          HOWEVER, WE DO HAVE WITH OUR DISTRICT OF INNOVATION DISTINCTION THAT WE CAN DO A DIFFERENT CONSEQUENCE FOR THAT. 
          NOW FOR VAPING FOR THE FIRST OFFENSE, THEY WILL GO TO RESET, AND THEN ON THE SECOND OFFENSE, THEY WILL COME TO DAEP. 
          THOSE ARE THE MAJOR CHANGES FOR THIS YEAR. 
          >> THANK YOU FOR THAT SUMMARY. THOSE ARE ALL SUPER HELPFUL. 
          IT SOUNDS LIKE A LOT OF THOSE MAKE A TON OF SENSE, ESPECIALLY AROUND THE DOUBLE JEOPARDY FOR DAEP. 
          MAKES A TON OF SENSE TO HAVE THAT ALL AT ONCE AS A CONVERSATION AND THEN MAKE THE DECISION. 
          I KNOW A FEW YEARS AGO, WE MADE SOME SIGNIFICANT CHANGES TO ELIMINATE DISCRETIONARY SUSPENSIONS, REALLY INVEST IN THE RESET CENTERS, AND A LOT OF THE MENTAL HEALTH AND WRAP AROUND SUPPORTS, AND IT SHOWED DIVIDENDS IN THE DATA. 
          [02:15:01]
IT'S NOT JUST ME SAYING THAT. 
          I'M CURIOUS. I KNOW YOU MENTIONED, AND WE'VE HAD THIS QUESTION BEFORE. 
          THERE ARE SOME ELEMENTS WHERE THERE ARE DISCRETIONARY FOR PLACEMENTS OUTSIDE OF SCHOOL; IS THAT CORRECT? 
          >> CORRECT. 
          >> WHAT ARE THOSE INSTANCES IN WHICH THERE IS DISCRETION TO REMOVE A STUDENT TOTALLY FROM THE SCHOOL? 
          >> WHEN YOU SAY REMOVAL FROM SCHOOL, THAT IS DAEP. 
          THAT IS THE ONLY OPTION. 
          WE NO LONGER SEND A STUDENT HOME FOR THREE DAYS FOR A SUSPENSION. 
          IF THEY ARE GOING TO BE REMOVED FROM SCHOOL, THEY HAVE TO COME TO AN ALTERNATIVE SETTING, WHICH IS IN DAEP. 
          >> THEY GET SUPPORT IN THAT SETTING. 
          >> YES. 
          >> THOSE ARE FOR ONLY CERTAIN LEVEL OF OFFENSES OR ABOVE, CORRECT? 
          >> RIGHT. 
          >> I DON'T EXPECT YOU TO HAVE THIS NOW, BUT ONE OF THE THINGS I'D LOVE IN THE TRACKER BEFORE WE ACTUALLY VOTE ON THIS IS TO LOOK AT, FOR ALL OF THE SCHOOLS OR FEEDER PATTERNS, I WOULD LOVE TO SEE HOW MANY DISCRETIONARY DAEP PLACEMENTS ARE COMING BY SCHOOL AND BY FEEDER, TO SEE IF THERE ARE ANY OUTLIERS, AND THEN UNDERSTAND THE WORK THAT YOU ALL ARE DOING WHEN YOU IDENTIFY THOSE OUTLIERS. 
          AGAIN, I DON'T EXPECT YOU TO HAVE THAT DATA NOW, BUT THAT WOULD BE SOMETHING I WOULD NEED BEFORE WE MOVE FORWARD AND ADOPT THIS. 
          BUT OTHERWISE, THANK YOU ALL FOR YOUR WORK AND THE RADICAL TRANSFORMATION THAT Y'ALL HAVE DONE AND THE DATA SUPPORTING IT. THANK YOU. 
          >> TRUSTEE FOREMAN. 
          >> THANK YOU. WELL, I HAVE A LITTLE BIT OF A DIFFERENT SPIN. 
          WE DID SEVERAL YEARS AGO, DECIDE THAT WE WERE CHANGING SOME OF THE WAY WE DID DISCIPLINE. 
          I KNOW IN THE SCHOOLS IN MY DISTRICT, I HAVE NOT SEEN THAT TURN OUT TO BE BETTER BECAUSE WE CONTINUE TO HAVE SOME OF THE SERIOUS ISSUES THAT CONTINUE WITH OUR YOUNG PEOPLE. 
          WE'VE DONE A LOT OF THINGS IN TERMS OF MENTAL HEALTH CLINICIANS, THE RESET CENTERS, AND ALL THOSE THINGS. 
          BUT WHAT WOULD BE INTERESTING FOR ME WOULD BE FOR ME TO SEE HOW MANY STUDENTS ACTUALLY COMES FROM EACH TRUSTEE DISTRICT AND GO TO RESET. 
          THEN HOW MANY OF THOSE ARE REPEAT? ONE OF THE THINGS THAT I DO KNOW IS THAT A LOT OF TIMES THE DISTRICT TAKE IN STUDENTS FROM OTHER ISDS WHO HAVE BEEN TROUBLED STUDENTS. 
          WE BRING THEM IN. 
          SOME OF THEM, IF I'M CORRECT, CORRECT ME IF I'M WRONG, SHERRY, I KNOW YOU WILL, AND KEISHA IS SITTING OVER THERE, SHE'LL CORRECT ME TOO, BUT SOME OF THOSE STUDENTS WERE SERVING DAEP IN THE SCHOOLS THAT THEY COME FROM; IS THAT CORRECT? 
          >> YES. 
          >> THEN WE HAVE TO PUT THEM IN OUR DAEP? 
          >> CORRECT. 
          >> BECAUSE WE ACCEPT THOSE STUDENTS. 
          THERE ARE JUST SOME TIMES, WE HAVE TO BE REAL WITH OURSELVES, AND STUDENTS MIGHT NEED TO BE IN ANOTHER ALTERNATIVE SETTING RATHER THAN DAEP. 
          THE SUPERINTENDENT AND I HAVE HAD SEVERAL CONVERSATIONS ABOUT DALLAS CAN ACADEMY AND TRYING TO STRENGTHEN OUR PROGRAM WITH DALLAS CAN ACADEMY. 
          BECAUSE WE HAVE TO RECOGNIZE THAT SOME STUDENTS NEED A LOT OF WORK, AND I SEE CHIEF HERE LOOKING AT ME. 
          SOME STUDENTS NEED A LOT OF WORK, AND I KNOW FOR A FACT THAT EVERYBODY SITTING UP HERE WANTS EVERY STUDENT TO BE SUCCESSFUL. 
          BUT DAEP IS NOT THE ANSWER. 
          THAT'S ONE OF OUR ALTERNATIVE SOURCES. 
          WHAT WE DIDN'T TALK ABOUT WAS JJAEP, AND THAT'S WHEN THE KIDS HAVE SOME SERIOUS OTHER ISSUES. 
          BUT WE ACTUALLY ALLOW STUDENTS TO ENROLL IN DALLAS ISD THAT HAVE ANKLE MONITORS ON, THEY'RE GOING TO COURT AND ALL THE OTHER THINGS. 
          BECAUSE AS A ISD, WE DON'T HAVE A CHOICE. 
          BUT THOSE ARE SOME SERIOUS ISSUES, AND PUTTING KIDS WHO HAVE ALREADY INDICATED WHO THEY ARE AND WHAT THEY'RE GOING TO DO AMONGST OTHER STUDENTS BECOMES ANOTHER ISSUE FOR ME. 
          WE CAN SAY WE DON'T WANT TO SEND KIDS HOME. 
          WE CAN SAY WE DON'T WANT TO DO THIS OR THAT. 
          BUT WE'VE GOT TO LOOK AT THE WHOLE, AND SOMETIMES THE WHOLE DOESN'T WORK. 
          IN REGARDS TO DISCRETIONARY. 
          IF WE TAKE AWAY FROM PRINCIPLES, DISCRETIONARY ACTION, THEN WE'RE TYING THEIR HANDS. 
          I'M GOING TO SAY THAT AGAIN. 
          IF WE TAKE FROM PRINCIPALS, 
          [02:20:01]
THE OPPORTUNITY FOR DISCRETIONARY DISCIPLINE, WE ARE TYING THEIR HANDS AND SITTING AROUND THIS HORSESHOE, WE'RE NOT IN THE SCHOOLS. 
          WE HAVE TO BE CAREFUL AS WE MAKE THESE DECISIONS ABOUT WHAT WE'RE GOING TO DO. 
          FOR ME, I JUST LIKE TO SEE BY TRUSTEE DISTRICT, HOW MANY STUDENTS, HOW MANY ARE REPEAT. 
          THEN WE'LL JUST GO FROM THERE. THANK YOU. 
          >> TRUSTEE CURRIE. 
          >> THANK YOU AGAIN FOR YOUR WORK ON THIS. 
          LAST YEAR WHEN WE TALKED ABOUT THIS, WE HAD SOME QUESTIONS ABOUT THE CELL PHONE POLICY AND WHETHER THERE WERE GOING TO BE ANY ADJUSTMENTS TO IT. 
          I DON'T SEE ANY SIGNIFICANT ADJUSTMENTS TO IT THIS YEAR, WHICH MEANS, AS I UNDERSTAND IT, PHONES ARE SUPPOSED TO BE PUT AWAY DURING INSTRUCTIONAL TIME. 
          BUT I ALSO RECALL THERE BEING SOME PILOT WORK THAT WE HAD DONE TO LOOK TO SEE WHETHER OR NOT DIFFERENT APPROACHES MIGHT HAVE DIFFERENT OUTCOMES. 
          I DON'T KNOW IF YOU'RE ABLE TO SPEAK TO THAT NOW OR IF NOT, I CAN FOLLOW UP IN A TRACKER, BUT I'D LOVE TO KNOW WHAT THE OUTCOME OF SOME OF THOSE WERE. 
          WHETHER WE CONSIDERED MAKING ANY CHANGES TO OUR CELL PHONE POLICY IN LIGHT OF SOME OF THE DATA WE RECEIVED. 
          >> OUR POLICY DOES ALLOW FOR BASICALLY BANNING OF CELL PHONES. 
          IT'S UP TO THE CAMPUS' DISCRETION HOW THEY MONITOR THAT. 
          SOME CAMPUSES DO HAVE PERIODS DURING THE DAY THAT THEY ALLOW CELL PHONES. 
          THERE MAY BE A CLASSROOM THAT THE TEACHER USES CELL PHONES FOR DIFFERENT PURPOSES. 
          THAT IS UP TO THE CAMPUS. 
          >> MY DAUGHTER LIKES TO TEXT ME WHILE SHE'S IN SCHOOL AT BOOKER T. 
          >> EXACTLY. 
          >> I TELL HER, PLEASE STOP DOING THIS. 
          THIS IS NOT REFLECTING WELL, BUT I'M WORKING ON THAT. 
          >> YES. BUT ABSOLUTELY. 
          OUR CAMPUSES WITHIN OUR POLICY DO HAVE THE AUTHORITY TO SAY THEY DO NOT ALLOW CELL PHONES DURING THE DAY. 
          WE DO HAVE THOSE CAMPUSES THAT ARE USING THE POUCHES NOW, AND SO THE STUDENTS DO HAVE TO LOCK THE PHONES IN THE MORNING AND THEN OPEN THEM AT THE END OF THE DAY ON THEIR WAY OUT WITH THE MAGNET RELEASE. 
          OUR ENA DEPARTMENT IS GOING THROUGH THAT DATA NOW, THEY'VE COLLECTED ALL THE SCHOOLS, AND THEY ARE LOOKING AT THE DATA TO SEE WHAT WE'RE SEEING WITH THOSE CAMPUSES THAT ARE DOING THE PILOT. 
          THAT WILL BE AVAILABLE SOON TO SHOW WHAT WE'VE SEEN WITH THE CELL PHONE POUCHES. 
          >> MY DAUGHTER ACCUSES ME OF WANTING TO BAN CELL PHONES IN SCHOOLS. 
          I DON'T NECESSARILY KNOW WHETHER THAT'S THE RIGHT OUTCOME OR NOT, BUT I CERTAINLY WANT US TO LOOK CAREFULLY AT IT. THANK YOU. 
          >> TRUSTEE TURNER. 
          >> YES. I WANTED TO KNOW, WHAT IS THE NEW FEDERAL LAW WHEN IT COMES TO DISCIPLINE? WHAT IMPACT IS THAT GOING TO HAVE ON OUR DISCIPLINE POLICY AS FAR AS WHEN IT COMES TO SUSPENSIONS AND EXPULSION WHEN WE EXPEL KIDS? I KNOW WE DON'T. 
          >> THE SUSPENSION BILLS THAT ARE IN TALKS RIGHT NOW WILL NOT HAVE AN IMPACT ON US BECAUSE WE DO NOT DO SUSPENSIONS. 
          >> TRUSTEE WEINBERG. 
          >> JUST A QUICK QUESTION. WHAT IS THE PROCESS BY WHICH YOU MAKE THESE CHANGES LIKE A STUDENT CODE OF CONDUCT COMMITTEE, COMMUNITY INPUT, CAN YOU JUST BRIEFLY DESCRIBE THE PROCESS? 
          >> YOU WANT TO TALK ABOUT PAST [INAUDIBLE]? 
          >> GOOD AFTERNOON [INAUDIBLE]. 
          >> THANK YOU. GOOD AFTERNOON. 
          WE HAVE A STUDENT CODE OF CONDUCT TASK FORCE. 
          WE CONVENE A COMMITTEE. 
          EVERY YEAR, WE ASK YOU AS A TRUSTEE TO PROVIDE US WITH THE NAME OF A REPRESENTATIVE THAT YOU WOULD LIKE TO HAVE. 
          WE REACH OUT TO SCHOOL LEADERSHIP, AND WE GET PRINCIPALS, ASSISTANT PRINCIPALS, WE HAVE PARENTS THAT ARE A PART OF THE COMMITTEE. 
          WE BRING THEM TOGETHER, WE'VE ALREADY MET WITH THEM THREE TIMES PRIOR TO US HAVING THIS CONVERSATION HERE. 
          WE PRESENT THEM WITH A CURRENT CODE OF CONDUCT THAT WE'RE USING, THEN WE PROVIDE DATA. 
          WE USE DATA TO MAKE DECISIONS BASED ON WHAT THEY'RE SEEING, WHAT THEY'RE HEARING, IF YOU'RE A PRINCIPAL, WHAT YOU'RE OBSERVING ON YOUR CAMPUS. 
          WE HAVE REPRESENTATIVES FROM EVERY DISTRICT DEPARTMENT, FROM TRANSPORTATION, FROM OUR UNION, OUR TEACHERS' UNION, AND THEY'RE ALL A PART OF THE COMMITTEE TO HELP US FORMULATE THE CHANGES. 
          >> GREAT. YOU SAID YOU'VE HAD THREE MEETINGS? 
          >> WE HAVE. 
          >> THANK YOU. APPRECIATE IT. 
          >> TRUSTEE JOHNSON. 
          >> YES, I THINK TRUSTEE TURNER, CONCERNING THE SUSPENSION BILL, COULD YOU ELABORATE ON THAT? 
          >> YES, I JUST SAW THE NEW PRESIDENT ADMINISTRATION SIGN SOMETHING INTO LAW REGARDING MAKING IT EASIER TO EXPEL KIDS. 
          >> I KNOW THAT WE DON'T CURRENTLY SUSPEND KIDS. 
          I SOMEWHAT AGREE WITH TRUSTEE JORGE FORMAN, CONCERNING MAKING SURE OUR PRINCIPAL HAVE DISCRETION. 
          WHEN IT COMES TO THAT, 
          [02:25:01]
I WORKED IN THE DISTRICT FOR 10 YEARS, SO I'M HERE AND I'VE ACTUALLY SEEN, I'VE DONE THE WORK. 
          IT IS A CONCERN OF MINE THAT WE'VE SEE EVERYONE AT DAEP. 
          >> THEN THEY COME RIGHT BACK, AND THEN THEY GO RIGHT BACK, AND THEN THEY COME RIGHT BACK. 
          IT'S BEEN A BACK-AND-FORTH WE'VE HAD THESE CONVERSATIONS. 
          YET FOR SOME, EVEN PROVIDING WRAP-AROUND SUPPORT, THE BEHAVIOR HAS NOT CHANGED. 
          WHAT DISCRETION ARE WE GOING TO GIVE THE PRINCIPALS BECAUSE WORKING IN THE DISTRICT FOR 10 YEARS, BEING IN THOSE SCHOOLS AS A TRUSTEE AND BRINGING SUPPORT TO OUR PRINCIPALS AND EDUCATORS, LISTENING TO THEIR CONCERNS, AS WELL AS THE COMMUNITY CONCERNS, WHAT CAN BE DONE BECAUSE GOING BACK AND FORTH IS NOT THE SOLUTION EITHER? WHAT CAN WE DO TO MAKE SURE THAT EVERY KID IS SAFE AND ALSO OUR EDUCATORS ARE SAFE, BECAUSE THIS IS A CONCERN. 
          THEN WHAT ARE THOSE REPERCUSSIONS WHEN YOU HAVE SOMEONE TO OPEN UP DOORS AND VIOLATE THE POLICY THAT WE HAVE IN PLACE? I HOPE YOU CAN ANSWER THAT. I HOPE THAT WEREN'T TOO MUCH FOR YOU. 
          >> NO. WE AGREE. 
          JUST SENDING KIDS TO DAEP AND NOT GETTING THEM SUPPORTS DOESN'T WORK. 
          WE DO HAVE A PLETHORA OF RESOURCES AT DAEP. 
          WE'VE REALLY EXPANDED THE WORK THAT WE HAVE GOING ON THERE TO TRY TO HELP MODIFY THOSE BEHAVIORS. 
          WE EVEN HAVE TWO CLINICIANS AT DAEP THAT WORK DAILY WITH THE STUDENTS THERE TO TRY TO GET THEM ADDITIONAL STRATEGIES SO THAT WHEN THEY GO BACK TO CAMPUS, THEY DO NOT REPEAT THOSE BEHAVIORS. 
          THEN THE OTHER THING TO REMEMBER IS THAT, ESPECIALLY ON OUR HIGH SCHOOLS, WE NOW HAVE A FULL-TIME CLINICIAN AT EVERY COMPREHENSIVE HIGH SCHOOL. 
          IT IS OUR HOPE THAT AT EVERY HIGH SCHOOL WE'RE UTILIZING THOSE INDIVIDUALS TO HELP OUR KIDS THAT ARE ACTING OUT OR DOING THINGS THAT ARE CAUSING THEM TO HAVE BEHAVIORAL ISSUES SO THAT THEY CAN GIVE THEM THOSE STRATEGIES OR DIG DEEPER INTO WHAT'S GOING ON THAT'S MAKING THEM BEHAVE THE WAY THEY'RE BEHAVING. 
          THOSE ARE SOME OF THE THINGS THAT WE'RE TRYING TO DO DIFFERENTLY. 
          WHEN WE INITIALLY DID AWAY WITH SUSPENSIONS, THE CONVERSATION THEN WAS AROUND WE SEND STUDENTS HOME FOR THREE DAYS, AND WE EXPECT THEM TO COME BACK AND ACT DIFFERENTLY. 
          WE JUST DROP THEM BACK INTO THEIR CLASSROOM, AND THEY'RE GOING TO MIRACULOUSLY DO THINGS DIFFERENTLY. 
          THE THOUGHT NOW IS, INSTEAD OF SENDING THEM HOME, WE DO GIVE THEM THOSE SUPPORTS. 
          WE GET THEM THE REFERRAL TO THE MENTAL HEALTH AND CLINICIAN. 
          WE GET THEM THE THINGS THAT THEY NEED. 
          WE ASSIGN A MENTOR TO THEM. 
          WE HAVE SOMEONE THAT CHECKS IN WITH THEM. WE AGREE. 
          WE CAN'T JUST KEEP EXPECTING THEM TO ACT DIFFERENT IF WE DON'T DO DIFFERENT. 
          >> WILL WE GIVE THE PRINCIPALS THAT DISCRETION TO MAKE THAT DECISION, NOT JUST WITH DAEP, BUT IF A STUDENT NEEDS TO BE SUSPENDED, BECAUSE IF THEY'RE GOING BACK AND FORTH AND WE'VE GIVEN ALL THEM THE RESOURCES, THAT WE'RE SAYING THAT WE HAVE, AND YET THE BEHAVIOR HAS NOT CHANGED, DO WE GIVE OUR PRINCIPALS THE DISCRETION BECAUSE RIGHT NOW SOME OF OUR EDUCATORS DO NOT FEEL THE SUPPORT? IF YOU TALK TO THEM, THEY DO NOT FEEL THE SUPPORT. 
          WILL WE GIVE THEM THAT DISCRETION? I KNOW WE CAN PUT IT IN POLICY, AND THE BOARD HAS TO VOTE ON IT. 
          I DON'T KNOW IF THE SUPERINTENDENT WANT TO TACKLE THAT. 
          WHAT CAN WE DO WITH THAT? 
          >> I MEAN, THE ANSWER IS NO. 
          THAT'S SPECIFICALLY WHY YOU HAVE A STUDENT CODE OF CONDUCT THAT OUTLINES WHAT WE HAVE COLLECTIVELY AGREED UPON AS OUR APPROACH TO IMPROVING STUDENT BEHAVIORS. 
          AGAIN, I DON'T THINK ANYONE DISAGREES WITH THE STATEMENTS OF IF THEY GO TO DAEP AND COME BACK AND THEY BEHAVE. 
          WE ALL, AGAIN, I WANT TO REITERATE WHAT DEPUTY CHIEF CHRISTIAN HAS INDICATED, AS WELL. 
          WE ALSO KNOW THE DATA, WHAT WE DID BEFORE OF SENDING KIDS HOME. 
          THAT DIDN'T WORK EITHER. 
          TO REALLY DIRECTLY ANSWER YOUR QUESTION, WE HAVEN'T FOUND LIKE THIS IS WHAT'S WORKING. 
          I THINK WE HAVE TO CONTINUE TO COLLECT THE DATA. 
          I THINK WE HAVE TO CONTINUE TO BE CHALLENGED BY THE VERY QUESTIONS YOU ALL ARE ASKING US. 
          I THINK THEY'RE ALL VERY GOOD QUESTIONS AND OBSERVATIONS. 
          I THINK WE STILL HAVE SOME PLACES WHERE OUR TEACHERS AND PRINCIPALS ARE NOT FEELING SUPPORTED. 
          WE HAVE TO FIND A WAY TO WHAT ELSE CAN WE DO. 
          I THINK IT'S A VERY COMPLEX SITUATION, BECAUSE I ALSO RECALL THAT THERE ARE MANY TIMES WHEN WE WERE DOING SUSPENSIONS, AND, FRANKLY, EVEN WHEN WE SEND STUDENTS TO DAEP, THEN I'LL ALSO GET CALLS FROM INDIVIDUALS THAT WELL, HOLD ON, WE NEED TO LOOK AT WHAT THE WHOLE SITUATION IS WITH THIS STUDENT. 
          I THINK IT'S A VERY COMPLEX SITUATION, AND WE'RE GOING TO HAVE A VERY COMPLEX SOLUTION. 
          [02:30:04]
DO I THINK THE WAY WE HAVE IT IS GOING TO BE PERFECT? ABSOLUTELY NOT. AGAIN, I CONCUR WITH THE OBSERVATIONS. 
          WE'LL CONTINUE TO WORK WITH OUR PRINCIPALS, I THINK THROUGH SCHOOL LEADERSHIP, THROUGH DEPUTY CHIEF AND EXECUTIVE DIRECTOR IN OUR DEPARTMENT TO WORK ON WHAT OTHER THINGS CAN WE DO. 
          I THINK FIRST, IDENTIFYING THAT THERE ARE SOME THINGS WE ALREADY KNOW CREATE SOME ADDITIONAL CHALLENGES. 
          WHAT ARE WE DOING RIGHT AWAY? HOW CAN WE INTERVENE FROM THE BEGINNING TO BE MORE PROACTIVE? EVERYTHING RIGHT NOW THAT WE'RE DISCUSSING ARE ALL CONSEQUENCES. 
          THEY'RE ALL ABOUT PUNITIVE MEASURES. 
          WE REALLY NEED TO CONTINUE TO FRONT-LOAD, AND I THINK AS THE SUPERINTENDENT, WE HAVE TO DO A BETTER JOB, AND THAT STARTS WITH ME OF IDENTIFYING. 
          MOST OF THESE SITUATIONS ARE NOT OUT OF THE BLUE. 
          WE DO KNOW THAT THERE ARE HISTORY WITH THE STUDENTS. 
          WHAT ARE WE DOING TO PROVIDE THE SUPPORT AT THE VERY BEGINNING OF THE SCHOOL YEAR SO THAT WE CAN BE, AGAIN, MORE PROACTIVE? I THINK IT'S A VERY COMPLEX SITUATION AND WE'LL CONTINUE TO TAKE THE FEEDBACK AND MAKE REVISIONS. 
          BUT TO YOUR QUESTION, CAN THEY SUSPEND THEM? NO. OUR STUDENT CODE OF CONDUCT SPECIFICALLY DOES NOT ALLOW FOR THAT TO BE AN OPTION. 
          >> THANK YOU, SUPERINTENDENT. I KNOW THE BOARD HAS TO MAKE THOSE DECISIONS AS WELL, BUT THANK YOU. 
          IT IS A COMPLEX SITUATION. I UNDERSTAND. 
          I THINK A LITTLE DIFFERENTLY, BUT WE WILL DISCUSS THAT AS A BOARD. 
          THANK YOU SO MUCH. TRUSTEE WHITE. 
          > THANK YOU. I UNDERSTAND DAEP IS NEEDED, IT'S USEFUL. 
          SOMETIMES WE HAVE OUR STUDENTS THAT ARE TAKING ADVANCED COURSES THAT END UP AT DAEP. 
          ANY STUDENT CAN END UP AT DAEP FOR WHATEVER REASON. 
          BUT I THINK THAT FOR THE STUDENTS THAT ARE HABITUAL REPEATERS, WE MAY NEED TO HAVE AN ALTERNATIVE SCHOOL WITHIN THE SCHOOL FOR THEM AND CONTINUE TO MONITOR AND GATHER DATA AS FAR AS THE FOLLOW UP AS FAR AS ARE THEY READY TO GO BACK INTO A REGULAR SCHOOL SETTING AND BE PRODUCTIVE? THAT IS VERY IMPORTANT. 
          ANOTHER QUESTION THAT I HAVE IS, WHAT HAPPENS TO A CHILD IF THEY HAVE A PROBLEM WHILE AT THE SCHOOL, SUCH AS IF THEY ARE FIGHTING A TEACHER AT THE SCHOOL OR THEY COMMIT SOME OTHER OFFENSE WHILE THEY'RE AT DAEP? 
          >> AT DAEP, WE FOLLOW THE CODE OF CONDUCT AS WELL. 
          IF THEY HAVE A FIGHT, THEN THEY MAY GO TO RESET. 
          WE HAVE RESET AT DAEP. 
          THEY HAVE ADDITIONAL CONSEQUENCES THERE. 
          THERE ARE ALSO WAYS THAT IF THEY ARE AT DAEP AND THEY GET INTO ADDITIONAL SITUATIONS, THEY MAY END UP GOING TO JJAEP. 
          WE DEFINITELY FOLLOW THE CODE OF CONDUCT JUST LIKE THE REGULAR SCHOOLS FOLLOW THE CODE OF CONDUCT. 
          >> THIS IS SOMETHING ALSO, AND IT WAS MENTIONED, BUT AS A TEACHER, AND HAVING SOMETHING HAPPEN THAT I EXPERIENCED WAY BACK WHEN, AND IT'S STILL HAPPENING NOW WHEN YOU'RE IN THE CLASSROOM AND YOU SEND A CHILD OUT OF THE CLASS FOR BEHAVIOR, AND SOMEONE BRINGS THEM BACK AND SAYS, IF THEY APOLOGIZE, CAN THEY COME BACK INTO THE CLASSROOM? THAT'S THE SYSTEM WE HAVE NOW WITH DAEP, BUT AT A DIFFERENT LEVEL. 
          THERE ARE SOME SERIOUS THINGS THAT HAVE BEEN HAPPENING. 
          IF I KNOW I'M GOING TO BE KICKING BACK FOR THREE WEEKS OVER HERE AND I'M GOING BACK TO MY CAMPUS, WHAT IS A DETERRENT FOR ME TO STRAIGHTEN UP MY ACT? THAT'S THE QUESTION. 
          >> AT DAEP, IT'S A VERY STRUCTURED ENVIRONMENT. 
          KIDS DO NOT HAVE THE FREEDOM THAT THEY SOMETIMES HAVE IN A COMPREHENSIVE SCHOOL. 
          FOR EXAMPLE, PASSING PERIODS. 
          THEY HAVE FIVE MINUTES TO HAVE A PASSING PERIOD WHERE THEY CAN HANG OUT WITH THEIR FRIENDS OR SOCIALIZE OR WHATEVER. 
          THEY DO NOT HAVE THAT AT DAEP. 
          THEY COME IN IN THE MORNING AND FROM THE TIME THEY ENTER THE BUILDING TO THE TIME THEY LEAVE THE BUILDING, 
          [02:35:02]
THEY ARE ESCORTED THROUGHOUT THE DAY BY A STAFF MEMBER. 
          EVEN WHEN THEY GO TO THE RESTROOMS, I MEAN, IT'S ALMOST LIKE KINDERGARTEN, THEY WALKED TO THE RESTROOMS. I DO FEEL LIKE THERE ARE THINGS AT DAEP THAT DETER THEM FROM WANTING TO COME BACK. 
          TELL YOU, I GOT A PHONE CALL THIS MORNING FROM A PARENT WANTING HER CHILD TO STAY AT DAEP. 
          SHE SAID MY CHILD IS JUST RELEASED FROM DAEP LAST WEEK. 
          HE'S BACK AT SCHOOL. 
          HE'S HAVING ISSUES. 
          HE NEVER GOT IN TROUBLE AT DAEP BECAUSE HE SAID IT'S SO STRUCTURED AND HE DOESN'T HAVE A CHANCE TO GET IN TROUBLE. 
          SHE WAS ACTUALLY ASKING FOR HIM TO COME BACK, AND I HAD EXPLAINED TO HER THAT IS NOT AN OPTION. 
          SHE SAID, HE'S PROBABLY GOING TO GET IN TROUBLE SO HE CAN COME BACK. 
          BUT THERE ARE DIFFERENCES THAT WE HOPE MAKE IT WHERE A KID FEELS LIKE THEY HAVE MORE OPTIONS AT THEIR CAMPUS TO HAVE DIFFERENT THINGS THAN THEY HAVE AT DAEP, SO THEY WOULDN'T WANT TO COME BACK. 
          >> LET ME ADD THOUGH TO YOUR OBSERVATION, TRUSTEE WHITE. 
          WE ALSO AT THE CAMPUS LEVEL, I THINK THERE ARE SOME THINGS WE CAN DO WHERE WE CAN CREATE SOME SETTINGS TO YOUR POINT THAT MIGHT BE, BECAUSE DEFINITELY, IF YOU GO TO DAEP, WHAT YOU WILL SEE IS THE KIDS DO NOT KICK BACK. 
          IT IS VERY STRICT. 
          BUT WHY CAN'T WE DO SOME OF THAT MAYBE AT A CAMPUS SO THAT THEY WOULD BE KEPT FROM DOING SOME OF THE BEHAVIORS? I THINK THERE'S A WAY WE CAN WORK WITH PRINCIPALS TO MAYBE DO THAT SO THAT IT'S NOT JUST THEY HAVE TO GO ALL THE WAY TO DAEP. 
          HOW CAN WE CREATE SOME SETTINGS AT THE CAMPUS LEVEL THAT WOULD BE PROACTIVE TO KEEP THEM FROM DOING SOME OF THE THINGS THAT END UP EITHER AT DAEP OR THEN THEY END UP AT JJAEP? WE'LL CONTINUE TO LOOK JUST EXACTLY, BASED ON YOUR ALL'S QUESTIONS AND OBSERVATIONS, AS WELL AS THOSE OF OUR PRINCIPALS, WHO ARE THE ONES THAT THE FRONT LINE THAT DO TELL US HERE ARE THE THINGS THAT ARE CHALLENGING THEM, AND HOW CAN WE FIND WAYS TO STILL SERVE OUR STUDENTS, BUT ENSURE THAT STAFF ALSO FEEL THAT THEY'RE BEING SUPPORTED AT THE SAME TIME. 
          WE HAVE TO FIGURE OUT HOW TO MAKE SURE THAT OUR STAFF DOES FEEL THAT THEY HAVE CONTROL OF THEIR CLASSROOMS, THAT THEY HAVE CONTROL OF THEIR SCHOOLS. 
          I COULD NOT AGREE MORE. 
          >> I WANT TO ASK THIS ONE LAST FINAL QUESTION, BECAUSE I KNOW A LOT OF TIMES WE GO ALL OVER THE STATE TO LOOK AND SEE HOW OTHER PEOPLE ARE RUNNING PROGRAMS. WHAT HAVE YOU GUYS SEEN ANY OTHER PROGRAM THAT DEALS WITH DISCIPLINARY ISSUES THAT WE MAYBE CAN USE AS A MODEL? DON'T GET ME WRONG WHAT THE SUPERINTENDENT SAID. 
          I TOTALLY AGREE. 
          BECAUSE WHEN YOU HAVE A PRINCIPAL THAT WILL COME IN, WE'VE ALL SEEN THE MOVIE LEAN ON ME, AS WE KNOW. 
          WHEN YOU HAVE SOMEONE COMES IN AND THEY SET THE TONE, AND EVERYBODY IS ON BOARD, THAT DOESN'T HAPPEN. 
          IN SOME OF OUR SCHOOLS, THAT IS THE CASE. 
          THE TONE HAS BEEN SET. 
          THEY KNOW IT'S NOT TOLERATED. 
          THEY KNOW WHEN YOU COME IN HERE, YOU ARE HERE TO LEARN. 
          HANDS ARE FOR HELPING, NOT HURTING. 
          THOSE ARE THE THINGS THAT THEY UNDERSTAND. 
          I FEEL LIKE BECAUSE IT'S NOT BEING ENFORCED, WHETHER IT'S WITH DRESS CODE OR BEHAVIOR. 
          SOMETIMES WHEN YOU LET PEOPLE GET AWAY ONE INCH, THEY'LL TAKE A MILE. 
          THEY'LL TAKE YOUR WHOLE HOUSE BEFORE YOU KNOW IT. 
          I UNDERSTAND WHAT SHE SAID, AND I GET THAT, AND I'M DEFINITELY ON BOARD WITH IT. 
          BUT WHEN IT COMES TO OTHER MODELS THAT YOU'VE SEEN, AND I DON'T WANT KIDS LOCKED UP, AND I DEFINITELY CAN'T UNDERSTAND. 
          I'VE HEARD ELEMENTARY SCHOOL KIDS ARE GOING, AND I'M GOING, WHY IS A ELEMENTARY SCHOOL CHILD BEING SENT OFF THE CAMPUS? I'M GOING TO BE QUIET AND LET YOU ANSWER THE QUESTION, IF YOU ALL HAVE SEEN ANY OTHER MODELS ANYWHERE ELSE THAT ANYONE ELSE IS USING ACROSS THE COUNTRY OR WHAT RESEARCH HAVE YOU DONE AND SEEN SOMETHING THAT WE MAY GLEAN FROM. 
          >> BEFORE WE IMPLEMENTED THE RESET CENTERS, WE DID QUITE A BIT OF RESEARCH ON WHAT WAS OUT THERE TO OFFSET SUSPENSIONS, BECAUSE THAT WAS OUR BIGGEST CONVERSATION AROUND THAT TIME, ESPECIALLY WITH KIDS COMING BACK FROM THE PANDEMIC, WHAT COULD WE DO DIFFERENT. 
          YES, AT THAT TIME, WE LOOKED AT DIFFERENT THINGS. 
          WE WATCHED DOCUMENTARIES. 
          WE'RE TRYING TO FIND THE MAGIC BULLET TO TAKE CARE OF THIS. 
          FROM THAT IS WHERE WE CAME UP WITH RESET AND THE MODEL OF WORKING IN A RESTORATIVE APPROACH RATHER THAN A PUNITIVE APPROACH, 
          [02:40:06]
TRYING TO HELP KIDS UNDERSTAND THEIR BEHAVIORS AND DEAL WITH THEIR BEHAVIORS. 
          NOW, WE ACTUALLY GET THOSE CALLS FROM OTHER DISTRICTS WANTING TO COME VISIT AND SEE WHAT WE'RE DOING IN RESET AND HOW WE GOT TO THAT POINT AND HOW IT'S WORKING. 
          BUT YES, WE ALWAYS TELL PEOPLE, IF YOU KNOW OF A DISTRICT THAT HAS FOUND THE ANSWER, WE WOULD LOVE TO HEAR THAT BECAUSE WE WOULD LOVE TO SEE WHAT THEY'RE DOING. 
          >> THANK YOU GUYS FOR ALL THE WORK THAT YOU'VE DONE. 
          I KNOW YOU HAVE OUR STUDENTS AT HEART IN MIND WHEN YOU'RE DOING THIS. THANK YOU AGAIN. 
          >> TRUSTEE TURNER. 
          >> YES. 
          >> WHAT ARE THE DEMOGRAPHICS FOR VAPING? THE KIDS IS GOING TO DAP? WHAT ARE THE DEMOGRAPHICS WHEN IT COMES TO RACE AND GENDER? 
          >> WE WILL GET THAT FOR YOU AND PROVIDE IT IN A TRUSTEE TRACKER. 
          >> NO PROBLEM. MY NEXT QUESTION IS, WHEN WE DO I KNOW THE WAY THIS THE POLICY IS PROPOSED HERE IS THAT IF THEY GET CAUGHT VAPING, WE DON'T IMMEDIATELY SEND THEM TO DAP. 
          WHAT ARE WE DOING TO EDUCATE THESE KIDS ON THE HARMS OF VAPING, WHAT IT DOES TO THE BODY, THE LONG TERM CONSEQUENCES OF A VAPING. 
          DO WE HAVE A CURRICULUM THAT IS BEING USED AND HAVING DISCUSSION WITH THESE KIDS? THEY KNOW THAT IT CAUSES CANCER, THAT THESE VAPING COMPANIES DON'T DO THE RIGHT THING, AND METAL CAN GET IN THEIR LUNGS AND THEY CAN POTENTIALLY DIE. 
          >> YES, SO WE DO HAVE ALL OF WHAT YOU JUST MENTIONED. 
          WE HAVE MODULES THAT THE STUDENTS HAVE TO WORK THROUGH WHEN THEY ARE NOT ONLY FOUND TO BE VAPING, BUT ALSO A LOT OF THINGS THROUGH OUR HEALTH CLASSES AND SCIENCE CLASSES THAT TALK ABOUT THE EFFECTS OF VAPING. 
          OUR COUNSELORS WORK WITH OUR KIDS ON THE EFFECTS OF VAPING. 
          ISSUE FOR US RIGHT NOW IS OUR KIDS THINKING THAT THEY NEED TO BABE. 
          YES, WE HAVE QUITE A BIT OF MATERIALS THAT WE USE FOR THAT. 
          >> ARE THEY WATCHING WHEN YOU SAY MODULES, THEY JUST ARE THEY DOING THIS IN THE RESET CENTER? ARE THEY DOING THIS ONE ON ONE WITH THE COUNSELOR? LIKE, WHEN IS THIS TAKING PLACE? 
          >> LITTLE BIT OF BOTH. BUT ESPECIALLY IN RESET. 
          IF THEY COME TO RESET, OR IF THEY COME TO DAP, THEY HAVE TO GO THROUGH THOSE CLASSES TO WORK THROUGH WHAT ALL HAPPENS, WHAT THE EFFECTS OF VAPING? 
          >> BECAUSE I HAVEN'T SEEN IT. HOW ARE WE TRACKING WHO'S DONE IT? DO THEY TAKE LIKE A LITTLE QUIZ AT THE END? I'M JUST TRYING TO FIGURE IT OUT. 
          >> THIS IS A COMPUTERIZED PROGRAM THAT WE HAVE THAT HAS SEVERAL BEHAVIORS IN THERE, AND VAPING IS ONE OF THE LESSONS THAT THERE WERE SEVERAL LESSONS THAT ARE THERE. 
          THE STUDENTS WORK THROUGH THE LESSONS, AND AT THE END, THEY DO A JOURNAL ENTRY ON THINGS THAT THEY'VE LEARNED THAT THEY'VE TALKED ABOUT. 
          SOME OF THE SCHOOLS HAVE EVEN SAID THEY HAVEN'T RESET, HAVE THE KIDS PUT TOGETHER A LITTLE PROJECT ON WHAT THEY'VE LEARNED FOR VAPING. 
          WE ALSO HAVE OUR PARENT SESSION. 
          WE'VE DONE THROUGH MENTAL HEALTH. 
          WE'VE HAD SEVERAL PARENT WEBINARS THAT TALKED ABOUT THE EFFECTS OF VAPING, WHAT PARENTS AND THEY ASKED THEIR QUESTIONS AND HOW WE CAN SUPPORT THEM. 
          >> THANK YOU VERY MUCH. 
          >> TRUST, MISS [INAUDIBLE]. 
          >> THANK YOU. I THINK I FOUND THE ANSWER ON MY PHONE, BUT THESE CHARTS WERE REALLY SMALL, BUT I WAS LOOKING AT THE CLIMATE SURVEYS. 
          THERE ARE TWO QUESTIONS IN THE CLIMATE SURVEYS THAT BEAR ON THE STUDENT CODE OF CONDUCT, TWO MORE THAN OTHERS. 
          ONE IS THE CAMPUS CLIMATE SURVEY OF TEACHERS ABOUT WHETHER UNRULY STUDENTS ARE ABLE TO DISRUPT THE CLASSROOM. 
          ANOTHER ONE IS THAT SOMETHING ALONG THE LINES OF DISCIPLINE IS ENFORCED ON MY CAMPUS. 
          AS FAR AS I COULD TELL THROUGH SQUINTING, IT LOOKED LIKE IT WAS ABOUT TWO-THIRDS POSITIVE ON THE DISTRICT SURVEY, AND I'M SURE DIFFERENT CAMPUSES ARE DIFFERENT AND NEED TO BE APPROACHED SEPARATELY TO MAKE SURE THAT WE'RE NOT HAVING HUGE PROBLEMS AT PARTICULAR CAMPUSES, BUT I COULDN'T FIND THE TRENDS ON THAT SURVEY THAT I WAS LOOKING AT. 
          AND WONDERING IF YOU CAN PROVIDE US WITH OR IF YOU KNOW THIS AT THIS POINT, WHAT THE TREND HAS BEEN SINCE WE HAVE GONE TO THE NO SUSPENSION POLICY AND USING THE RESET CENTERS AS TO WHETHER OR NOT THE RESPONSES TO THOSE QUESTIONS BY CAMPUS STAFF HAVE GOTTEN MORE POSITIVE OR LESS POSITIVE. 
          [02:45:01]
MY RECOLLECTION WAS THAT WE WERE ACTUALLY GETTING BETTER RESPONSES, THAT THINGS WERE GETTING BETTER WITH THE POLICIES, THE NO SUSPENSION POLICIES AND SO FORTH THAT WE PUT IN PLACE RATHER THAN GETTING NEGATIVE. 
          BUT CAN YOU SHED SOME LIGHT ON THAT, PLEASE? 
          >> THAT WOULD BE SOMETHING WE WOULD HAVE TO WORK WITH OUR EVALUATION AND ACCOUNTABILITY TEAM FOR THEM TO RUN THAT DATA BASED ON THE CLIMATE SURVEY. 
          >> BUT I THINK WE CAN LOOK THE YEAR OVER YEAR TREND. 
          WE CAN JUST PULL THE REPORTS, AND I'M LOOKING RIGHT NOW AT MR. CORTEZ, AND WE CAN JUST PULL THOSE AND PUT THOSE IN A TRACKER. 
          MY GENERAL, AGAIN, JUST FROM MEMORY COULD BE WRONG WAS THAT WE WERE SEEING ACTUALLY SOME IMPROVEMENT. 
          BUT TO YOUR POINT, IT'S GOING TO VARY FROM CAMPUS TO CAMPUS. 
          WE NEED TO ENSURE THAT WE'RE WORKING WITH SCHOOL LEADERSHIP TO LOOK AT THOSE INDIVIDUAL CAMPUSES TO SEE WHERE DO WE SEE CAMPUSES LIKE WHAT TRUSTEE WHITE SAID WHERE IT'S ESTABLISHED, AND THERE'S THIS KIND OF AND THEN OTHER CAMPUSES WHERE MAYBE IT ISN'T FEELING THAT WAY. 
          WE WOULD SEE THAT IN SEVERAL PLACES, AND ONE OF THE PLACES WE MIGHT FIND IT WOULD BE IN THOSE TWO QUESTIONS FROM THOSE SURVEYS. 
          WE CAN GO PULL THAT. WE WILL PULL THAT AND WE'LL PUT THAT IN THE TRACKER FOR EVERY TRUSTEE. 
          >> MY SENSE FROM READING THESE THINGS OVER TIME IS THAT, SINCE WE WENT TO THESE NEWER POLICIES THAT WE'VE GOTTEN MORE POSITIVE RESPONSES OVER TIME, DESPITE DIFFERENT ANECDOTES AND SOME EXCEPTIONS AT SOME SCHOOLS. 
          BUT OVERALL, THAT THESE POLICIES ARE WORKING TO THE BENEFIT OF OUR KIDS AND ARE BEING RECOGNIZED BY STAFF ON CAMPUS AS MOSTLY HELPING. 
          NOTHING'S PERFECT, SO I DON'T WANT THE EXCEPTION TO TO KILL THE GENERAL RULE, BUT I THINK WE'VE BEEN IN THE RIGHT GOING IN THE RIGHT DIRECTION, AND I WOULD LIKE TO SEE THE UPDATED DATA. THANK YOU. 
          >> ANYONE ELSE FOR A ROUND ONE? SEE NO TRUSTEE FOR MEAN. 
          >> THANK YOU. I'D LIKE TO SEE THAT DATA ALSO. 
          I'D ACTUALLY LIKE TO SEE IT FROM WHEN WE ACTUALLY ADOPTED THE POLICY OF NO SUSPENSION TILL NOW. 
          THAT'S BEEN ABOUT MAYBE FIVE YEARS AGO, FOUR, FIVE, SIX YEARS AGO. SOMEWHERE IN THAT AREA. 
          I'D LIKE TO SEE THE DATA FROM THAT POINT ON. 
          BECAUSE IT WOULD BE IMPORTANT TO LOOK AT IT IN ITS ENTIRETY RATHER THAN A SNAPSHOT. 
          >> THAT'S RIGHT. 
          >> WELL, I DIDN'T QUITE GET YOURS THAT WAY. 
          >> THAT'S WHAT I WAS GOING TO PROVIDE. 
          THAT WAS MY UNDERSTANDING. 
          MULTIPLE YEAR IT'S A TREND. YES, MA'AM. 
          >> THANK YOU. THE NEXT QUESTION IS ABOUT THE PRINCIPLES AND THEIR INVOLVEMENT. 
          A PRINCIPALS ON THE DISCIPLINE COMMITTEE. 
          DO WE KNOW HOW MANY AND FROM WHAT AREAS OF TOWN BECAUSE IT'S DIFFERENT? 
          >> ABSOLUTELY. SCHOOL LEADERSHIP PROVIDED US WITH THE LIST OF PRINCIPALS, AND I WANT TO SAY WE HAVE ONE PRINCIPAL FROM EVERY REGION AND ASSISTANT PRINCIPALS AS WELL. LET ME FIND IT. 
          >> I'D LIKE TO SEE THAT. THEN SINCE YOU MENTIONED SCHOOL LEADERSHIP AND THE CHIEF IS SITTING BACK THERE. 
          IT WOULD BE REALLY INTERESTING TO HAVE A CONVERSATION WITH THE PRINCIPALS AT HER NEXT PRINCIPAL MEETING, ALL OF THE PRINCIPALS, SO THEY CAN WEIGH IN ON THIS PARTICULAR SITUATION BECAUSE SOME PEOPLE SEE IT DIFFERENT, AS YOU CAN SEE, UP HERE, WE SEE IT DIFFERENT. 
          SOME PEOPLE SEE IT DIFFERENT, AND IT WOULD BE INTERESTING TO SEE THAT. 
          I'M GLAD TO KNOW THE PRINCIPALS ARE ON THE COMMITTEE. 
          I DID LIKE THE FACT THAT TRUSTEE WHITE ASKED ABOUT LOOKING AT OTHER DISTRICTS TO SEE HOW THEY'RE HANDLING DISCIPLINE, BECAUSE MY QUESTION WAS GOING TO BE WHAT BEST PRACTICES ARE WE USING THAT WE GAIN FROM ANOTHER DISTRICT? BECAUSE THIS BOARD LIKES TO DO THINGS AND SAY, WE'RE THE ONLY ONE DOING IT. 
          THAT'S NOT THE WAY THIS LADY WORKS. 
          I WANT TO MAKE SURE THAT WHAT WE'RE DOING WORKS FOR EVERYBODY, AND IT'S IN GETTING THE BEST PRACTICES AND TRYING TO UNDERSTAND WHAT THEY ARE THROUGH NOT JUST IN TEXAS, BUT THROUGHOUT THE COUNTRY, BECAUSE THIS ISSUE IS NOT NEW. 
          WE ALL KNOW, AFTER COVID, A LOT OF THINGS CHANGED. 
          WE ALL KNOW THAT. WE REALLY NEED TO LOOK AT THAT. 
          THEN THE LAST POINT I'D LIKE TO MAKE IN REGARDS TO THE CLINICIANS ARE DOING A WONDERFUL JOB. 
          BUT SOME CAMPUSES HAVE A LOT OF KIDS, 
          [02:50:03]
AND YOU GOT ONE CLINICIAN. 
          I THINK, SUPERINTENDENT THAT PART OF WHAT WE TALKED ABOUT WHEN WE CHANGED THE RATIO OF COUNSELORS TO 250 TO ONE OR SOMETHING LIKE THAT. 
          >> TWO-SEVENTY. 
          >> TWO-SEVENTY TO ONE. 
          I THOUGHT I WAS CLOSE. THAT SOME OF THE TALK WAS ABOUT THOSE COUNSELORS. 
          BECAUSE I KNOW AT HIGH SCHOOLS, PARTICULARLY IN MY AREA, COUNSELORS AND CLINICIANS WORK HAND IN HAND. 
          THEY LOCKED AT THE HIP ON A LOT OF THIS STUFF. 
          ARE THE COUNSELORS RECEIVING THAT SAME TRAINING THAT THE CLINICIANS ARE RECEIVING IN TERMS OF HELPING THESE STUDENTS TO GO THROUGH THIS PROCESS. 
          >> THEY DO. GOOD MORNING. 
          >> GOOD AFTERNOON. 
          >> GOOD AFTERNOON. 
          >> OUR COUNSELORS DO RECEIVE THAT TRAINING, AND THEY ARE DELIVERING SUPPORTS FOR STUDENTS TO EDUCATE THEM ON, I THINK SOME OF THE TOPICS WE HAD AROUND VAPING, ETC. 
          YES, THOSE SUPPORTS ARE IN PLACE. 
          >> VERY GOOD. DO WE PARTICULARLY ON VAPING BECAUSE THAT'S A BIG ISSUE ON A LOT OF CAMPUSES. 
          IT'S HUGE, AND THEY GO IN THE REST ROOMS, AND OF COURSE, THE STAFF CAN'T SEE THEM. 
          WHILE WE'RE TALKING ABOUT DOING THE ADDITIONAL COUNSELING IN REGARDS TO VAPING. 
          WHEN THE KIDS GET TO DAEP, I KNOW THEY'RE NOT ABLE TO VAPE. 
          WHAT ARE WE DOING THAT'S MAKING IT DIFFERENT FOR THEM THAN WHAT'S IN THE ACTUAL SCHOOLS? 
          >> I WOULD SAY PROBABLY THE BIGGEST THING IS, WE DON'T HAVE PASSING PERIODS. 
          WE DON'T HAVE OPPORTUNITIES FOR LARGE GROUPS OF STUDENTS TO GO IN THE RESTROOM AND BE IN THERE FOR TWO OR THREE MINUTES, WHICH WOULD GIVE THEM THE TIME TO DO THAT. 
          THEY'RE ESCORTED TO THE RESTROOMS, THE ADULT IS STANDING THERE AT THE DOOR. 
          IF THEY WERE TO IN THERE, THEY WOULD IMMEDIATELY SMELL IT AND KNOW WHO'S IN THERE AND WHAT THEY'RE DOING. 
          I WOULD SAY THAT IS PROBABLY THE BIGGEST DIFFERENCE. 
          >> THANK YOU. 
          >> TRUSTEES, ANY OTHER QUESTIONS FOR ROUND TWO? 
          >> ONE QUICK QUESTION. 
          >> TRUSTEE [INAUDIBLE]. 
          >> AM I ABLE TO SEE THAT MODULE THAT I MEAN, THE CHILD SHOW THE KIDS? THANK YOU. 
          >> WE CAN PUT THAT, MAKE THAT AVAILABLE TO EVERY TRUSTEE SO THAT EVERYONE CAN SEE THAT. 
          >> THANK YOU. 
          >> TRUSTEES SEE NO FURTHER QUESTIONS, UNDER POLICY UPDATES, WE'LL TURN TO CHIEF OF STAFF, 14A OR B? 
          [13. CHIEF OF STAFF DIVISION]
          >> 14B. 
          >> 14B. TRUSTEE FOREMAN. 
          >> I JUST SHOWED THIS TO TRUSTEE CURRIE, WHICH I'M THE ONE THAT ALWAYS COMPLAIN ABOUT ALL THE MONEY THAT WE SPEND. 
          BUT I AM HAPPY TO SEE THAT WE'RE LOOKING AT TRYING TO GET DEVICES FOR CELL PHONE FREE CLASSES. 
          THAT'S REALLY A POSITIVE STEP, AND I'M EXCITED ABOUT THAT. 
          >> TRUSTEES, ANY QUESTIONS UNDER 15, EVALUATION AND ASSESSMENT 15A OR B? TRUSTEES, ANY QUESTIONS UNDER 16 VOLUNTEER AND PARTNERSHIP SERVICES, 16A. 
          TRUSTEES, ANY QUESTIONS ON THEIR ATHLETICS? 
          [17. ACADEMICS AND TRANSFORMATION DIVISION]
18A. IT ADMINISTRATION. 
          >>ATHLETICS. 
          >> ATHLETICS. TRUSTEE WHITE? 
          >> YES. TAKE IT HERE. 
          >> TRUSTEE WHITE. 
          >> YES. I'M DEFINITELY IN SUPPORT OF THIS, BUT THE DISTINCTION I FEEL THAT NEEDS TO BE INSERTED IS ASSISTANT COACHES IF I'M ON TO THIS IS 18A, ATHLETICS. 
          >> LET GO THOUGH IN BETWEEN. I'M SORRY. 
          THIS IS A DIFFERENT. IT'S B, I THINK. 
          IT WAS A B. I'M SORRY. 
          >> [INAUDIBLE]. 
          >> I WAS. 
          >> DO YOU HAVE ANY QUESTIONS ON 18A? 
          [02:55:03]
          >> NO. 
          >> I HAVE A 14 QUESTION. 
          JUST WENT SO FAST. 
          >> I DON'T HAVE A QUESTION ON THIS ONE, BUT I DO HAVE A QUESTION BECAUSE I UNDERSTAND THAT THIS IS DURING THE SUMMER BREAK, CORRECT? WHEN THE STUDENTS ARE PARTICIPATING IN SPORTS. 
          >> NO, MA'AM. THIS IS FOR EMS SUPPORT DURING THE FOOTBALL SEASON FOR OUR VARSITY FOOTBALL GAMES. 
          WE HAVE EXTRA SUPPORT TO MAKE SURE WE TAKE CARE OF THE MEDICAL NEEDS THAT MAY ARISE DURING GAMES. 
          >> IN ADDITION, THEY ASSIST OUR BECAUSE I KNOW WE HAVE SPORTS MEDICINES, DOCTORS ON SOME OF OUR CAMPUSES. 
          THEY TAKE UP THE SLACK WHERE WE MAY NOT HAVE THE NECESSARY STAFF TO HANDLE IT, CORRECT? 
          >> WELL, ALL OF VARSITY FOOTBALL GAMES HAVE ATHLETIC TRAINERS THERE? THIS IS FOR EMS SUPPORT AT ALL VARSITY FOOTBALL. 
          >> FOR ANY INJURIES OR WHAT HAVE YOU? 
          >> YES, MA'AM. 
          >> THANK YOU. 
          >> TRUSTEE WEINBERG, WHAT DID YOU HAVE? 
          >> I HAD 14B. SORRY, YOU JUST WENT SO FAST. 
          >> 14B. 
          >> HEAD UP A SIGN. 
          >> GO AHEAD. 
          >> REALLY QUICKLY. THE CELL PHONE FREE DEVICES AND EQUIPMENT. 
          MY QUESTION IS, AND I THINK YOU SPOKE TO THIS EARLIER, BUT WE'RE GOING TO GET DATA ON OUTCOMES FROM THOSE WHO HAVE PUT BELL TO BELL BANDS ON. 
          >> CORRECT. 
          >> THIS IS JUST OPENING UP THE OPPORTUNITY FOR THE PURCHASE OF POTENTIAL ADDITIONAL CAMPUSES TO SIGN ON. 
          >> CORRECT. IS THERE OTHER CAMPUSES WHO ARE INTERESTED? 
          >> ONE THAT WILL GET THE DATA, AND TWO, THIS JUST OPENS THE DOORS FOR IT. GREAT. THANK YOU. 
          >>TRUSTEE [INAUDIBLE] 
          >> I KNOW WE WERE PADDLE TILING THIS WAS AND THE RESULTS THAT WE GOT FROM IT BECAUSE I SEE THAT WE'RE PURCHASING MORE, SO WE MUST HAVE HAD A GREAT OUTCOME. 
          >> YES, THE FEEDBACK THAT WE HAVE GOTTEN FROM THE CAMPUSES DIRECTLY IS THAT THEY REALLY ENJOY IT. 
          THEY APPRECIATE IT. 
          THEY FEEL LIKE IT IS MAKING A DIFFERENCE BECAUSE ONE OF THE MAJOR THINGS THAT THEY FELT LIKE HAPPENED WITH CELL PHONES, IN ADDITION TO THE LOSS OF INSTRUCTIONAL TIME, BECAUSE THEY'RE NOT PAYING ATTENTION WHEN THEY'RE TEXTING AND DOING ALL THOSE THINGS, WAS THAT A LOT OF TIMES KIDS USE THEIR CELL PHONES TO PLAN MEETING UP TO HAVE FIGHTS OR OTHER DISRUPTIVE BEHAVIORS. 
          THE FEEDBACK THAT WE'RE GETTING FROM CAMPUSES THAT THEY REALLY APPRECIATE THOSE CELL PHONES. 
          >> BUT I THINK THIS IS, AND I ALWAYS HAVE BEEN EVER SINCE I WENT TO ONE OF THE CONFERENCES, AND THEY HAD IT THERE IN THE AREA THAT THIS IS SOMETHING THAT IS NEEDED BECAUSE FOR SOME OF THE VERY SAME THINGS YOU JUST MENTIONED. 
          I'M GLAD THAT THIS IS TAKING PLACE DISTRICT WIDE NOW. 
          HOPEFULLY, THE CAMPUSES WILL BUY INTO THIS. 
          WE'LL HAVE IT SINCE WE'RE DOING A CASH OUTLAY FOR IT. THANK YOU. 
          >> YOU'RE WELCOME. 
          >> NINETEEN, INFORMATION TECHNOLOGY DIVISION ANYTHING UNDER 19, 
          [19. INFORMATION TECHNOLOGY DIVISION]
WHICH INCLUDES 20A OR 20B. 
          >> 21, FINANCIAL SERVICES DIVISION. 
          TRUSTEE WHITE, WHICH NUMBER? 
          >> I'M SORRY, 28. 
          >> 28. TRUSTEE WHITE. 
          >> YES. I'M SORRY. 
          HI. HOW ARE YOU DOING? 
          >> I'M DOING FINE. 
          >> I WAS JUST WONDERING BECAUSE WHAT IS THE DIFFERENCE BETWEEN I KNOW THIS IS FOR ONE IS FOR THEY'RE SAYING FOR CLOUD SPACE, BUT MICROSOFT ALSO HAS CLOUD SPACE, IS THAT CORRECT? 
          >> THIS IS FOR IDENTITY ACCESS AND GOVERNANCE. 
          IT'S A CLOUD-BASED SOLUTION. 
          THE 20-B IS FOR MICROSOFT CLOUD SERVICES, THEIR AZURE PRODUCT. 
          WE HAVE SEVERAL WORKLOADS IN AZURE. 
          20-A IS BASICALLY A CLOUD BASED APPLICATION SOLUTION FOR IDENTITY MANAGEMENT. 
          >> BECAUSE WHEN I WAS READING IT, I WAS THINKING IN MY MIND THAT MICROSOFT DEFINITELY HAS SAFEGUARDS AND SUPPORTS IN. 
          BUT YOU'RE SAYING A IS ACTUALLY FOR? 
          >> IT'S A PRODUCT THAT WE USE FOR IDENTITY ACCESS. 
          [03:00:02]
ALL OF OUR USERS TO SECURELY ACCESS RESOURCES THROUGH A SINGLE SIGN-ON PORTAL. 
          IT'S PART OF OUR CYBERSECURITY PROGRAM. 
          IT'S AN APPLICATION THAT'S CLOUD-BASED. 
          >> WHEN WE LOG INTO THE PORTAL NOW, WE HAVE TO USE TWO DIFFERENT ID THINGS TO LOG IN. 
          OF COURSE, THE PASSWORD AND YOUR LOG-ON. 
          >> MULTI-FACTOR. 
          >> WHAT REALLY IS DIFFERENT WITH THIS? 
          >> THAT IS THIS IS THE PORTAL. 
          THIS IS AN EXTENSION OF SO WE CAN BUY LICENSING TO USE THE PORTAL, OUR SINGLE SIGN-ON PORTAL. 
          >> IT'S NOT SOMETHING THAT WE HAVE TO RENEW IT OR GET ADDITIONAL PRODUCTS TO MIRROR IT TO WORK? 
          >> THERE'S A LICENSING COST TO USE THE PRODUCT. 
          >> THANK YOU. 
          >> YOU'RE WELCOME. 
          >> TRUSTEE FOREMAN, WHICH ONE ARE YOU GOING TO DO? SAME ONE? 
          >> SAME ONE. 
          >> GO AHEAD, TRUSTEE FOREMAN. 
          >> JUST A QUICK QUESTION, SEAN. 
          >> YES, MA'AM. 
          >> THE PRICE ALMOST DOUBLED. 
          WE'RE NOT BUYING A PRODUCT, SO WHY DID THE PRICE ALMOST DOUBLE? 
          >> THE LICENSING COST INCREASED MORE THAN WE ANTICIPATED YEAR OVER YEAR, AND WE'VE EXPANDED THE FEATURES OF THE PORTAL TO INCLUDE MORE CYBERSECURITY FEATURES. 
          THIS APPLICATION DOES THINGS LIKE SCANS THE DARK WEB FOR COMPROMISED CREDENTIALS, AS WELL AS PREVENTS OR HELPS US PREVENT WEBSITE PHISHING. 
          >> THIS MIGHT NOT BE A PUBLIC CONVERSATION, BUT IT MIGHT NEED TO BE A CLOSED SESSION CONVERSATION BECAUSE WHEN I LOOK AT PRICES DOUBLING, AND WE'VE ALREADY BOUGHT THE PRODUCT. 
          WE HAVE THE PRODUCT. 
          I JUST QUESTION WHAT'S GOING ON. 
          AGAIN, IT'S NOT A THING THAT I THINK WE SHOULD BE TALKING ABOUT PUBLICLY, BUT I DO BELIEVE IT SHOULD BE A CONVERSATION. 
          >> THANK YOU, TRUSTEE FOREMAN, AND I'LL TALK TO THE SUPERINTENDENT ON THAT. 
          >> THANK YOU. 
          >> TRUSTEES, ANYTHING UNDER FINANCIAL SERVICES DIVISION, 
          [21. FINANCIAL SERVICES DIVISION]
WHICH IS 22-A, 23-A, B, OR C, 24-A OR B, 25-A OR 26-A. 
          >> 26-A. 
          >> 26-A? ANYTHING BEFORE THAT? 26-A. 
          >> EXCUSE ME. THIS IS AN INSURANCE POLICY FOR DISTRICT-WIDE USE NOT TO EXCEED $11 MILLION IN FIVE YEARS. 
          THE LAST ONE WE HAD WAS $10 MILLION. 
          WELL, IT WAS $11 MILLION, BUT WE USED $10,000,000. 
          BECAUSE THERE'S A MENTION OF A POLICY CHANGE TO INCLUDE NON CERTIFIED TEACHERS OR WHOMEVER IN THE DISTRICT TO BE COACHES, WOULD THIS COVER ANY OF THAT? 
          >> THIS COVERS SPECIFICALLY STUDENTS THAT ARE INVOLVED IN UIO COMPETITION, AND IT ALSO COVERS STUDENTS THAT ATTEND FIELD TRIPS. 
          THIS IS SPECIFICALLY FOR STUDENTS. 
          >> THIS IS JUST STUDENTS? 
          >> STUDENTS, YES. 
          >> THANK YOU. 
          >> THANK YOU. 
          >> TRUSTEES, OPERATION SERVICES DIVISION, 28? 
          [27. OPERATION SERVICES DIVISION]
          >> 28-A. 
          >> 28-A, TRUSTEE FOREMAN. 
          >> JUST A QUESTION. 
          AGAIN, IT'S THE DOUBLING OF A CONTRACT FROM 1.2 TO THREE MILLION, AND JUST THE QUESTION OF WHY DID IT DOUBLE? 
          >> WE'RE JUST GOING TO FOR THE TRACKER LATER, I GUESS, OR? 
          >> 28-A? 
          [03:05:01]
          >> YEAH. 
          >> JUST A QUESTION ABOUT WHY DID IT DOUBLE, THAT SHOULDN'T BE A TRACKER ANSWER. 
          >> THIS ONE'S A DECREASE, IS THE WINDOWS AND GLASS. 
          >> WE SPENT 1.259. 
          >> OUR INITIAL BOARD DOC WAS FOR FIVE MILLION, AND WE DECREASED THIS ONE. 
          IT'S A NEW BOARD DOC FOR THREE MILLION. 
          >> IS THERE A REASON WHEN WE ONLY SPENT 1.259? 
          >> YEAH, WE'VE DECREASED IT. 
          >> I KNOW. I GET IT, BUT IT'S STILL DOUBLE WHAT WE SPENT. 
          YOU CAN GET WITH ME LATER. 
          I'M NOT TRYING TO BE ROUGH, BUT I'M JUST SAYING WHEN WE ENCUMBER THESE DOLLARS, THESE DOLLARS ARE ENCUMBERED, AND IT MIGHT BE ANOTHER SPACE THAT WE NEED TO USE THOSE ENCUMBERED DOLLARS. THAT'S ALL I'M SAYING. 
          >> I'M NOT ENCUMBERING THE MONEY. 
          IT JUST GIVES ME THE AUTHORITY TO SPEND UP TO THAT. 
          IT ALSO GIVES BRENT THE AUTHORITY TO SPEND UP TO THAT. 
          BUT I HAVE $0 ALLOCATED TO IT AS OF RIGHT NOW. 
          >> THANK YOU. 
          >> YES, MA'AM. 
          >> 28-B, C. 
          >> DO YOU UNDERSTAND ME, PAM. 
          >> I DO. 
          >> 28-B, C OR D. 
          >> B. 
          >> 28-B. TRUSTEE FOREMAN 
          >> THIS IS THE SAME QUESTION I ASK ALL THE TIME IN REGARDS TO BUYBOARDS. 
          IF WE EVEN ATTEMPT TO SEE IF THERE'S AN OPPORTUNITY TO PURCHASE ANYWHERE ELSE, BUYBOARDS ARE EASY BECAUSE YOU DON'T HAVE TO GO OUT FOR BID, YOU DON'T HAVE TO DO ANYTHING. 
          BUT THERE ARE WAYS THAT YOU CAN TEST BUYBOARDS TO SEE IF, IN FACT, YOU'RE GETTING A REAL PRICE IN THIS SIMPLY BY PICKING UP THE PHONE AND ASKING QUESTIONS, BECAUSE WE SPEND LARGE DOLLARS WITH BUYBOARDS, AND THERE'S NO GUARANTEE THAT THAT'S THE BEST VALUE. 
          THIS IS $15,000,000, BUT THERE'S ABSOLUTELY NO GUARANTEE THAT THAT'S BEST VALUE. 
          I STILL WILL CONTINUE TO ASK THOSE QUESTIONS UNTIL SOMEBODY FIGURES OUT HOW TO ANSWER IT. THANK YOU. 
          >> TRUSTEE TURNER, YOU'RE ALSO 28-B? 
          >> NO, I'M SORRY. I HAD A QUESTION ABOUT 24-B. 
          >> 24-B. 
          >> ARE WE GOING TO HAVE A TRUSTEE BUDGET WORKSHOP BEFORE WE DECIDE TO VOTE ON A 25/26 FISCAL YEAR BUDGET? 
          >> NO, WE'VE DISCUSSED IT TODAY, AND WE DISCUSSED IT LAST MONTH AS WELL. 
          >> SOUNDS GOOD. 
          >> 28, AGAIN, B, C OR D? 29-A, B, OR C? WE'LL NOW TURN TO CONSTRUCTION SERVICES DIVISION, 31 A-J. 
          POLICE DIVISION, 33 A? NO? THEN IF THERE'S NOTHING FURTHER, I'LL QUICKLY TURN BACK TO AGENDA ITEM 3, WHAT IS IT? 
          [3. ACKNOWLEDGEMENTS]
3B, PRESIDENT'S REMARKS. 
          WE HAVE A COUPLE OF BOARD MEMBERS THAT ARE ROLLING OFF THE BOARD THIS MONTH. 
          I JUST WANT TO EXPRESS THANK YOU FOR YOUR SERVICE TO DALLAS ISD. 
          IF THERE'S NO OBJECTIONS, TRUSTEE WHITE, ANY PARTING REMARKS? 
          >> YES, THANK YOU. 
          JUST A SECOND. I WAS IN AND OUT. 
          BUT FIRST OF ALL, I WOULD JUST LIKE TO THANK DISTRICT 4 FOR ALLOWING ME TO SERVE THEM. 
          IT HAS REALLY BEEN A PLEASURE. 
          I AM NOT FINISHED, UNFORTUNATELY. 
          WE HAVE A 2026 BOND COMING UP, AND I'M DEFINITELY WANT TO MAKE SURE THAT WE GET OUR RESOURCES THAT WE NEED FOR OUR SCHOOLS FROM THE 2026 BOND. 
          I WOULD ALSO LIKE TO THANK GINA LOPEZ, DELISA PROCTOR, CYNTHIA FLORES, DR. TAMIKA ALFORD-STEPHENS, FAY MATTHEWS. 
          I'M SORRY, I JUST ALWAYS CALL HER TAMARA. 
          I DO NOT KNOW WHAT HER LAST NAME IS. 
          JORDAN. MATTER OF FACT, CHANTEL GRANT. 
          I WOULD LIKE TO THANK ALL OF THE LADIES IN THE BOARD SERVICES DEPARTMENT BECAUSE THEY DO 
          [03:10:04]
SUCH A GREAT JOB AT TAKING CARE OF US WHEN WE FIRST COME ON BOARD. 
          I JUST CAN'T TELL YOU HOW VALUABLE MISS PROCTOR AND GINA WERE TO ME TO ASSIST ME IN WHAT I NEEDED TO KNOW AND HOW TO GO ABOUT DOING THINGS AS A NEW TRUSTEE. 
          I WOULD ALSO LIKE TO THANK OUR CAMPUS STAFF WHO WORKED VERY HARD WORKING WITH OUR STUDENTS. 
          YES, DISTRICT 4, WE HAVE HAD A LOT OF CHANGES AS FAR AS PRINCIPALSHIPS ARE CONCERNED, BUT THEY'RE NECESSARY, UNFORTUNATELY. HANG IN THERE. 
          WE'RE DEFINITELY GOING TO IMPROVE OVER TIME. 
          THE PRINCIPAL AT TIGHTS JUST LEFT. 
          I DEFINITELY HATE THAT SHE LEFT, BUT I'M DEFINITELY WISHING HER WELL ON WHATEVER NEW ENDEAVORS THAT SHE MAY HAVE THAT SHE'S GOING ON TO. 
          I WOULD ALSO LIKE TO THANK CHIEF ALFORD AND CHIEF BATES FOR THE WORK THAT IS GOING TO BE DONE AT THE PLEASANT GROVE STADIUM THAT I HAVE BEEN ASKING FOR. 
          HOPEFULLY, THEY WILL ALSO GET SOMETHING DONE AT THE JAMES HENRY STADIUM IN SEAGOVILLE AS WELL. 
          YES, DEFINITELY APPRECIATED THE NEW SCOREBOARD AND THE SOUND SYSTEM THAT IS, I DON'T KNOW IF THAT WAS FROM 1930 OR WHATEVER, BUT THAT SYSTEM WHEN I HEARD IT, I WAS LIKE, OH, MY GOD, WHAT ARE WE DOING? BUT THANK YOU GUYS FOR HEARING MY CALL ON THAT. 
          I WOULD ALSO LIKE TO THANK MY FELLOW BOARD MEMBERS WHO ARE HERE. 
          ALL OF YOU GUYS I'VE ACTUALLY GLEANED FROM IN CONVERSATIONS AND WHAT HAVE YOU. 
          EVEN DUSTIN MARSHALL, WHO USED TO BE MY NEIGHBOR DOWN AT THE END, WHO ACTUALLY I LEARNED A LOT FROM HIM AS WELL WHILE HE WAS HERE SERVING. 
          YEAH, I WOULD JUST BE AMISS TO NOT ALSO THANK THE CHIEFS WHO WHENEVER I NEEDED SOMETHING, CALLED THEM UP, THEY GOT BACK WITH ME. 
          I KNOW YOU'RE PAID TO DO IT, BUT THEY DID IT AT ANY RATE. 
          I JUST REALLY WANT THE COMMUNITY TO KNOW THAT I AM GOING TO NEED YOUR SUPPORT. 
          I COME WHEN YOU HAVE CALLED ME. 
          WHEN I CALL YOU, I NEED YOU TO COME, BECAUSE THESE ARE OUR KIDS, THESE ARE OUR SCHOOLS THAT NEED THE ATTENTION BECAUSE I FEEL LIKE WE HAVE BEEN PUT AT THE END OF THE LINE WHEN IT COMES TO SPENDING ON OUR PROPERTIES, AND IT SHOWS. 
          WHEN I CALL YOU AND ASK YOU TO COME AND SUPPORT ME, AS I COME DOWN HERE AND ADVOCATE FOR FUNDS, JUST ON A DIFFERENT SIDE OF THE DAIS HERE, I DEFINITELY WANT YOU GUYS TO COME OUT. 
          OF COURSE, WE DEFINITELY WANT TO SUPPORT THE NEW INCOMING TRUSTEE WHO IS COMING, BECAUSE WE WANT TO MAKE SURE THAT SHE DOES EVERYTHING THAT SHE SAID SHE'S GOING TO DO FOR DISTRICT 4 AS WELL. 
          I WOULD LIKE TO CONGRATULATE PRISMA GARCIA AND WELCOME HER ON BOARD, THE DISD TEAM HERE. 
          I GUESS THAT'S ABOUT IT. 
          IT'S LIKE I SAID, IT'S NOT GOODBYE, IT'S I'LL SEE YOU AROUND, BECAUSE I WILL DEFINITELY BE COMING BACK, MAKING SURE THAT DON'T FORGET ABOUT DISTRICT 4. 
          THANK YOU SO VERY MUCH. IT'S BEEN A PLEASURE SERVING WITH YOU. 
          >> THANK YOU, TRUSTEE. 
          TRUSTEES, THE TIME IS 3:22 P.M., AND THE MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.