[1. NOTICE AND RETURN]
          [00:00:08]
          NO. 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 SALUTE TO THE TEXAS FLAG AND OUR MOMENT OF SILENCE. THE BOARD WOULD LIKE TO ACKNOWLEDGE THE PASSING OF FORMER SUPERINTENDENT DOCTOR NOLAN ESTES. DOCTOR ESTES SERVED AS SUPERINTENDENT OF THE DALLAS INDEPENDENT SCHOOL DISTRICT FROM 1968 TO 1978. DURING HIS TENURE, DOCTOR ESTES PLAYED A CENTRAL ROLE IN DESEGREGATING THE PUBLIC SCHOOL SYSTEM IN 11:36 A.M. WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. IF YOU'RE ABLE PLEASE STAND AND JOIN US FOR A MOMENT OF SILENCE, THE PLEDGE OF ALLEGIANCE. IN OUR MOMENT OF SILENCE THE BOARD WOULD LIKE TO ACKNOWLEDGE THE PASSING OF FORMER SUPERINTENDENT DR. NOLAN E. 
          STES WHO SERVED FROM 1968 TO 1978. 
          HE NAVIGATED THE DISTRICT THROUGH LEGAL CHALLENGES FOR EQUITY IN EDUCATION. HIS LEADERSHIP DURING -- HIS LEADERSHIP DURING A PIVOTAL ERA BROUGHT CHANGE THAT INFLUENCES EDUCATIONAL PRACTICES TODAY. WE HONOR THE LEGACY OF DR. 
          NOLAN ESTES. 
          I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. 
          HONOR THE TEXAS FLAG. I MREJ ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE. 
          >> 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 TWO, SARAH WEINBERG. DAN MICCICHE. 
          TRUSTEE FOR DISTRICT 7, BEN MACKEY. 
          OUR SUPERINTENDENT OF SCHOOLS DR. STEPHANIE ELIZALDE JOINS US. THIS MEETING WILL BE AVAILABLE IN ENGLISH AND SPANISH AT DALLASISD.ORG. 
          IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ABOARD BY BOARD POLICY, BED LOCAL. TO DISRUPT A LAWFUL MEETING, TO OBSTRUCT OR INTERFERE WITH THE CONDUCT OF A MEETING BY PHYSICAL ACTION AND OTHER FIRST 
          [4. PUBLIC FORUM]
AMENDMENT RIGHTS. SPEAKERS ARE CAUTIONED WHAT THEY SAY COULD VIOLATE THE OTHERS IN THE LAW OF DEFAMATION OR INVASION OF PRIVACY AND THEY MAY 
          [5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]
WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE. 
          ANYONE WHO IS BOISTEROUS OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD 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 3.A. 
          TRUSTEES WILL TURN TO AGENDA 4A, PUBLIC FORUM. 
          HOWEVER, I WAS INFORMED NO ONE HAS SIGNED UP TO SPEAK SO TRUSTEES WILL TURN TO ITEM 5 CLOSED SESSION. 
          THE BOARD WILL RETIRE TO CLOSED SESSION. 
          THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM OR CONNECT ONLINE. 
          IT WILL REMOVE AFTER CLOSED SESSION. 
          WE ANTICIPATE IT TO LAST APPROXIMATELY AN HOUR MAYBE? THE BOARD WILL CLOSE PURSUANT TO 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 ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT STATE BAR OF TEXAS CONFLICTS WITH THIS CHAPTER. SECTION 551. 072 TO DELIBERATE SALE OR LEASE OF PROPERTY. TO DELIBERATE THE 
          [00:05:02]
APPOINTMENT, EMPLOYMENT AND EVALUATION OF 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 
          [6. VISION/PROGRESS MONITORING]
          >>> THE TIME IS NOW 12:13 P.M., AND WE ARE BACK IN OPEN SESSION. THE BOARD TOOK INTO ACTION IN CLOSED SESSION. AGENDA 6A STUDENT OUTCOME GOAL METRICS AND UPDATES. 
          SUPERINTENDENT? 
          >> THANK YOU, PRESIDENT CARREON. SO 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. 
          AND SO LET'S START WITH PROPOSED GOAL NUMBER ONE, HOWEVER, THERE'S GOING TO BE A COMMON THEME THAT IS GOING TO BE -- THAT YOU'RE GOING TO HEAR ABOUT IF SOMEONE MIGHT 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 THAT WAS THE FIRST YEAR OF AUTOMATED SCORING. 
          SO WITH THOSE TWO NUMBERS YOU REALLY ONLY HAVE ONE YEAR OF GROWTH OR DECLINE BETWEEN '23 AND '24, AND WE REALLY ANTICIPATE SEEING SOME IMPROVEMENT FOR THE '24- 25 SCHOOL YEAR, BUT WE WON'T HAVE THOSE DATA UNTILUNTIL TIME IN JUNE. 
          SO RATHER THAN TRYING TO COME UP WITH WHAT SHOULD THOSE ANNUAL TARGETS LOOK LIKE BASED SOLELY RIGHT NOW AND 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? SO OUR DIFFERENCE BETWEEN CURRENTLY, THE 37 LAST YEAR, THE STATE WAS NINE POINTS COLLECTIVELY HIGHER THAN WE WERE SITTING AT A 46, BUT THE PREVIOUS YEAR THE GAP WAS SIX POINTS, AND THAT HAD ACTUALLY BEEN CLOSING UP UNTIL STAR 2.0. SO 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 WE'RE GIVING BASED ON IREADY BUT WE HAVEN'T COMPLETED THAT ASSESSMENT YET. 
          WE DO WANT TO HAVE A FULL YEAR OF INSTRUCTION, SO WE WILL HAVE THOSE DATA BY JUNE. THAT'S GOING TO BE A 
          [00:10:03]
COMMON THEME YOU'LL HEAR BETWEEN EACH OF THESE GOALS WHEN TALKING ABOUT THE METRICS. 
          SO WHEN WE GO TO GOAL TWO, IT'S THE DIFFERENCE BETWEEN GOALS ONE AND TWO, AS YOU'LL RECALL, GOAL ONE IS THIRD GRADE READING WITH REGARD TO APPROACHES MEETS END MASTERS PERFORMANCE AND GOAL TWO IS THIRD GRADE MATHEMATICS WITH THE APPROACHES MEETS END MASTERS. 
          SO THE SAME THEME FOLLOWS GOAL TWO. 
          WITH GOAL THREE THIS IS IN REGARD TO OUR MIDDLE GRADES, SPECIFICALLY EIGHTH GRADE, FOCUSING ON THE READING AND WRITING CURRENTLY THAT IS IN OUR STATE ASSESSMENT 2. 0, SAME DATA WANTING TO 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 OTHERALL PERFORMANCE. WHEN LOOKING AT 3. 1, 3. 2 AND 3. 3 WE WOULD, AGAIN, BE UTILIZING THAT ALIGNED ASSESSMENT OF IREADY. 
          WE WILL HAVE THIS DATA IN JUNE. THE ONLY CHALLENGE ON GOALS ONE, TWO, THREE OR FOUR 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 -- OR EACH ANNUAL TARGET UNTIL SUCH TIME WE ARE 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, SO GOALS THREE AND FOUR ARE, AGAIN, EIGHTH GRADE, BUT ONE IS THE READING/WRITING. THE OTHER IT MATHEMATICS, AND THE SAME THEME WITH REGARD TO COMPARING TO STATE AS WELL AS LOOKINGALITY OUR INTERNAL PERFORMANCE. 
          GOAL FIVE, THIS ONE WE DID TAKE CURRENT DATA AND APPLIED THE NEW RULES THAT WERE -- THAT WE THINK ARE COMING ONLINE AND, 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 ASSESSMENTS. WE'RE GOING TO PUT OUT NUMBERS AND THEN IT'S GOING TO SEEM LIKE WE'RE CHANGING THOSE NUMBERS SO WE'RE SHOWING ALL THE ACTUALS. 
          HERE ARE ALL THE ACTUALS AND THEN WE'LL HAVE A DISCUSSION, AGAIN, OUR EXPECTATION IS IN JUNE. THE ONLY AREA THAT I THINK IS NOT DEPENDENT ON OBTAINING SOME OF THE STATE DATA WOULD BE ON GPM 5. 4 WHICH IS THE 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 REQUEST TO NEXT YEAR IN ADDITION TO THE ECONOMICS COURSE THAT ALSO HAS THE FINANCIAL LITERACY EMBEDDED IN IT. IT IS AROUND 5% AND WE WILL BE ABLE TO ACCELERATE THAT, WE FEEL CONFIDENT ABOUT THAT FINANCIAL LITERALLY, A VERY HIGH UPTICK, MEANING STUDENTS ARE REALLY REQUESTING TO BE MORE KNOWLEDGEABLE ON THAT PERSONAL FINANCIAL LITERACY. THE OTHER THREE -- ONE WE WILL BE ABLE TO TRACK WITH REGARD TO HOW MANY STUDENTS ARE OBTAINING THOSE CREDITS. WE WILL BE ABLE TO BRING THAT DATA BUT IT WILL BE VERIFIED THEN, YOU DO GET ON TRACK PERFORMANCE IN OUR REPORT BUT 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 TO MEETING AT THE TLOESH HOLD. 
          WE THINK IT SHOULD BE RIGOROUS BUT ATTAINABLE. 
          WHEN WE THINK ABOUT STUDENT EXPERIENCES AND THIS IS A GOOD OPPORTUNITY FOR ME. I'M GOING TO GO IN REVERSE ORDER STARTING WITH CPM 1.3. THIS IS ONE THE BOARD INVESTED A LOT. WE SAW SOME OF THAT, WE WITNESSED THAT TUESDAY NIGHT IN OUR STATE OF THE DISTRICT AND I THINK WE SEE A LOT OF 
          [00:15:05]
OUR STUDENTS GAINING REAL WORLD EXPERIENCE THAT CONNECTS AND BRINGS THE ACADEMIC WORLD TO LIFE. 
          IT'S NOT AN EITHER/OR BUT A BOTH/AND. 
          I WANT TO REMIND SOME BOARD MEMBERS WHO MAY OR MAY NOT HAVE BEEN PART OF THE BOARD AND I ONLY RAISE THAT BECAUSE EXTRACURRICULAR WAS APPROVED BY THE STATE UNDER A LOCAL ACCOUNTABILITY SYSTEM AND ACTUALLY TRUSTEE MICCICHE WOULD ASKED ME HOW MANY AS AND BS WOULD WE HAVE HAD? WE ACTUALLY HAD FEWER AS AND BS BECAUSE IF WE ONLY HAD THE STATE ASSESSMENT COMPONENT WE WOULD HAVE HAD MORE AS AND BS A COUPLE OF THOSE YEARS. 
          THERE WAS ONLY A HANDFUL THAT EVER APPLIED FOR IT. 
          THIS WOULD BRING IN -- WE KNOW HOW IMPORTANT THAT IS, SO WE WOULD WANT TO CONTINUE TO FOCUS ON BOTH THE ACADEMIC SIDE AND THE EXTRACURRICULAR SIDE AND THAT THRESHOLD CURRENTLY 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 IN EXTRACURRICULAR. IF I SHOW UP TO CHESS CLUB TWO TIMES, IS THAT EXTRACURRICULAR? NO. 
          EXTRACURRICULAR, WE NEED TO INTERNALLY DEFINE IT SO THAT WHEN WE REPORT IT OUT THAT IT 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 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. SO WE'RE STILL WORKING THROUGH REDEFINING, REALLY BRINGING YOU RIGOROUS HERE IS HOW WE WOULD DEFINE PARTICIPATION AND 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 NOT JUST HOW TO USE TECHNOLOGY BUT HOW TO STAY SAFE AND INCLUDED IN THAT DIGITAL LITERACY THE EMOTIONAL INTELLIGENCE AND THEN THE COMMUNICATION, THE PUBLIC SPEAKING, THE BEING ABLE TO ARTICULATE THOUGHTS AND TO ADVOCATE. AND SO 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. AND 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 AND THEN HOW DO WE CHALLENGE OURSELVES TO BE ABOVE THAT AND BY HOW MUCH SHOULD WE BE ABOVE THAT? SO 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, AND THEN CONSTRAINT TO TEACHER SATISFACTION, THE SAME KIND OF THING WITH THE TEACHERS, BUT ON THE RETENTION PART WE'D COMPARE TO THE REGION. WE KNOW THUS FAR -- KNOCK ON WOOD -- WE'VE BEEN DOING VERY WELL WITH TEACHER RETENTION AND THEN CPM 2. 2 WOULD BE THE CLIMATE SURVEY FROM OUR TEACHERS AND LOOKING AT THE POSITIVE RESPONSES AND, 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 THE SIMILAR SIZE AND SIMILAR DEMOGRAPHICS OF BOTH STUDENTS THAT WE SERVE. AND THEN CONSTRAINT THREE, ALLOCATING RESOURCES. SO FOR CPM 3. 1, WE'RE REDEFINING PRIORITY CAMPUSES. 
          AS YOU ALL MAY RECALL FROM YOUR BOARD UPDATE, THE DISTRICT SUPPORT CAMPUSES, DSI OR TELL ME WHAT THOSE, AGAIN, DR. LEAR? 
          [00:20:06]
          >> INSTITUTE. 
          >> SAY THE WHOLE ACRONYM. 
          >> DISTRICT SUPPORT INITIATIVE. 
          >> SO WITHIN THE DISTRICT SUPPORT INITIATIVE WE HAVE THE PTE, THE REBRANDING OF ACE. 
          WE HAVE THE SSS AND THOSE ARE SCHOOLS THAT NEED SOME ADDITIONAL SUPPORT AS WELL AND 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. SO WE'RE REDEFINING, SO PAST OUTCOMES OR NUMBERS THAT WE PROVIDED METRICS HERE ARE COMING FROM APPROXIMATELY 80 CAMPUSES, AND THAT'S NOW MOVING TO 49 SCHOOLS, SO THE NUMBER OF SCHOOLS THAT WE'VE PRIORITIZED HAS BEEN REDUCED. 
          SO 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. SO I WON'T HAVE THAT INFORMATION UNTIL CLOSER TO THE BEGINNING OF THE SCHOOL YEAR AS I CAN GET WITH CHIEF ABEL TO HAVE THOSE CAMPUSES STAFFED AT. CHIEF HEWITT POWELL IS KEEPING TRACK AS THE CAMPUSES ARE HIRING WHAT PROFICIENCY LEVEL BECAUSE THAT'S ONE OF THE AREAS THE PRINCIPALS HAVE TO LOOK AT WHEN MAKING SELECTIONS FOR THOSE SCHOOLS. THE ANNUAL BUDGE, 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 AND ON 3. 3 WE'VE TALKED ABOUT OUR STUDENT-TO- TEACHER RATIO AND I THINK THIS WILL DEMONSTRATE THE LATEST RESEARCH WE FOUND SHOWS 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 YOU'RE ALSO OUPLING IT WITH GOOD INSTRUCTION AND PROFICIENT TEACHERS. 
          THIS METRIC WILL TRACK THAT. WE'LL HAVE THAT -- WE SHOULD HAVE THAT FOR YOU AS SOON AS WE GET THE PRELIMINARY DATA. OUR DNF SCHOOLS SHOULD BE DIFFERENT AND THEN CONSTRAINT 4, FINANCIAL -- JUST OUR FINANCIAL RATINGS IN THE TWO AREAS, EITHER THE ANNUAL AUDIT AND OUR FIRST RATING AND I THINK THAT COMPLETES THOSE. AND SO NOW I CAN TAKE ANY COMMENTS AND QUESTIONS. 
          >> THANK YOU, SUPERINTENDENT, AND THE TEAM FOR PUTTING THIS DRAFT TOGETHER. I KNOW THERE'S STILL A LOT OF DATA WE'RE WAITING TO FINALIZE IT AND BRING A FULL VERSION TO THE BOARD, BUT I KNOW WE ALL AGREE IT'S IMPORTANTIMPORTA NT KEEP THIS IN FRONT OF OUR MINDS, TRUSTEES, SOMETHING WE NEED TO TAKE ACTION ON IN OUR JUNE MEETING. 
          THAT'S A TIME LINE AS A REFRESHER. WE HAVE APPROVED THE GOALS, PROPOSED THE GOALS LAST MONTH, NOW WE'RE FOCUSING ON THE METRICS 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? OKAY. 
          I SEE NO QUESTIONS. TRUSTEE MACKEY? 
          >> I THANK YOU FOR -- PAM AND STEPHANIE, FOR MEETING WITH ME ON THIS. 
          A COUPLE THINGS -- I THINK IT MAKES SENSE WE WAIT AND TAKE SOME TIME AND APPROVE WHAT WE HAVE AND 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 OF 50% OR 60%. 
          FOR MY GUT IT LOOKS MEANINGFUL AND RIGOROUS AND ATTAINABLE. I WOULD WANT TO KNOW FOR EACH OF THEM WHAT'S THE THOUGHT PROCESS AND WHY WE ENDED PUP ON WHY WE'RE SUGGESTING, FOR INSTANCE ON TSI, 42%? IT SEEMS THAT'S A BIG MOVE OVER FIVE YEARS. 
          WHAT'S TYPICAL? HOW DOES THAT WORK? MAYBE WE MIGHT GO HIGHER. FOR EACH OF THOSE THAT WOULD BE VERY HELPFUL FOR ME TO BE ABLE TO JUSTIFY, BECAUSE, AS IT ALWAYS IS, IT DOESN'T MAKE SENSE TO SAY WE'RE GIVING IT 100%. 
          BUT WHY DID WE CHOOSE 50%? WHY DID WE CHOOSE 60%? HOW IS IT STATE, NATIONAL, ET CETERA, WOULD BE VERY HELPFUL FOR ME. THE ONLY OTHER SPECIFIC 
          [00:25:02]
NUANCE IS ON THE PERSONAL LITERACY COURSE. THIS IS SPECIFICALLY REFERRING TO THE ELECTIVE COURSE? 
          >> IT INCLUDES BOTH. THERE'S AN ECONOMICS GRADUATION REQUIREMENT AND ONE OF THEM HAS -- THERE ARE TWO DIFFERENT COURSES, REGULAR ECONOMICS OR ECONOMICS THAT HAS A FINANCIAL LITERACY THREAD, AND THEN THERE'S AN ELECTIVE PERSONAL FINANCIAL LITERACY COURSE, AND WE WANTED TO INCLUDE BOTH OF THOSE IN THIS PARTICULAR METRIC. 
          >> GOT YOU. AND SO MY ONLY QUESTION ON THAT 45% IN TERMS OF HOW WE THINK ABOUT THAT WOULD BE IF 80% OF OUR GRADUATES ARE TAKING THE ONE THAT WILL HAVE THE PERSONAL FINANCIAL LITERACY THEN MAYBE 45 IS TOO LOW. IF THEY'RE NOT, 45 MIGHT BE THE RIGHT NUMBER. THOSE ARE THE THINGS I WOULD WANT TO KNOW ON EACH OF THEM. 
          >> THAT MAKES SENSE. WE'LL PUT LIKE A RATIONALE UNDER EACH ONE FOR BOARD MEMBERS. 
          ONE OF THE THINGS THAT CAME UP AS I WAS DIVING INTO THIS ONE, TRUSTEE MACKEY, CERTAIN STUDENTS WHO DO NOT HAVE THE ABILITY TO NECESSARILY TAKE, FOR INSTANCE, EVEN THE ELECTIVE, AND 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 CAN DEFINITELY DEFINE HOW DID WE GET TO THAT 45. 
          >> THANK YOU. I REALLY APPRECIATE YOU ALL LOOKING MORE DEEPLY INTO THE THINGS LIKE -- NOT ELECTIVES -- EXTRACURRICULARS AND DEFINING WHAT DOES SUCCESS LOOK LIKE? IT'S NOT JUST PUTTING YOUR NAME ON A SHEET. IT'S SHOWING UP. 
          I HAVE NO CONCERNS WITH US TAKING TIME TO GET A GOOD BASELINE TO SAY THIS IS WHAT WE'RE DEFINING, THIS IS WHERE WE'RE GOING TO GO. I WILL REMIND THE BOARD FROM AN EVALUATION STANDPOINT, NEXT YEAR'S EVALUATION OF THE SUPERINTENDENT WILL BE BASED ON THE CURRENT GOALS AND THE CURRENT DATA, SO WE DO, EVEN IF WE'LL ADOPT AND HAVE THEM IN PLACE, IT'S OKAY FOR US TO GET THE TARGETS A LITTLE BIT LATER AS WE GO FORWARD BECAUSEBECAUSE 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 IS SUPER HELPFUL AND I APPRECIATE THE WAY YOU'VE BEEN THINKING ABOUT THIS. 
          >> TRUSTEE CURRIE? 
          >> I APPRECIATE YOUR COMMENTS ON UNDERSTANDING WHY THE NUMBERS ARE. I WANT TO ADD, HE ADDED THAT PART, UNDERSTANDING WHERE WE COMPARE WITH THE STATE AND WITH OTHER LIKE DISTRICTS THAT HAVE KIDS LIKE OURS WOULD BE HELPFUL IN THAT SENSE. 
          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. I JUST WANTED TO GIVE YOU, TELL YOU MY VIEW IS TO HAVE -- 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, AND I THINK IT CAN BE VERY, 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 AS YOU DEVELOP IT AND LOOKING FORWARD TO AS YOU WORK THROUGH THAT WITH YOUR TEAM ON WHAT THAT LOOKS LIKE. AND 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, YOU KNOW, OBVIOUSLY BEING DISCUSSED RIGHT NOW AT THE LEGISLATURE, BUT I DO THINK WHERE YOU CAN -- WHERE ORGANIZATIONS CAN RUN AFOUL OF GOALS AS THEY GET SO LOCKED IN THAT THEY'RE INFLECTIONABLE WHEN CHANGE NEEDS TO HAPPEN. IF THE STATE ENDS UP DRAMATICALLY CHANGING THE WAY IN WIN THEY'RE EVALUATING US, I WILL CERTAINLY BE COMFORTABLE WITH THAT AS WELL AND WANTED TO SAY THAT. 
          [7. INFORMATION/REPORTS]
I APPRECIATE THE HARD WORK OF THE ADMINISTRATION. 
          >> FURTHER QUESTIONS IN ROUND ONE? SEEING NONE, ROUND TWO? 
          MACKEY? >> I WOULD ECHO -- THANK YOU FOR THAT LAST POINT. THERE ARE A LOT OF UNKNOWNS IN THE STATE NOT ONLY FOR THE STAR TESTING CHANGES BUT CONSIDERING MAJOR CHANGES WITH HOW CCMR IS DONE AND TIERING DIFFERENT THINGS. WE KNOW DIRECTIONALLY WHERE WE WANT TO GO, SO I WOULDN'T EXPECT A WHOLESALE RESTART, BUT IN TALKING ABOUT WHAT THE METRICS WOULD BE, I WOULD ECHO I WOULD BE OPEN FOR THAT. I THINK THAT WOULD BE A REALLY HEALTHY THING IF THERE ARE CHANGES. THANK YOU. 
          >> ANYONE ELSE FOR ROUND TWO ON THIS? OKAY. SEEING NONE, THANK YOU, TRUSTEES. 
          TRUSTEES WILL NOW TURN TO AGENDA ITEM 7A, BUDGET UPDATE. 
          SUPERINTENDENT? 
          >> SO NOW I GET TO TURN IT OVER TO OUR CFO, YOU HAVE HEARD MY VOICE LONG ENOUGH. TO CHIEF RAMOS. 
          >> GOOD AFTERNOON, PRESIDENT CARREON, SUPERINTENDENT ELIZALDE 
          [00:30:02]
AND THE BOARD. YOU'VE SEEN SOME OF THESE SLIDES BEFORE BUT WANTED TO BRING YOU SOME UPDATED INFORMATION AND SUMMARIZE SOME OF THE CURRENT SLIDES THAT WE HAVE FOR YOU AS WELL. SO THE FIRST SLIZ SHOWS THE CURRENT BUDGET AND WHERE WE HAD PROJECTED WHEN WE ADOPTED THE BUDGET WHICH WAS $187. 8 MILLION BUDGET DEFICIT. 
          WE HAD LOOKED AT OUR EXPENDITURES. 
          WE NOW HAVE PROJECTED THE BUDGET TO END AT A DEFICIT. 
          WE DO HAVE BETTER UPDATED NUMBERS SO YOU WILL HEAR IN THE PUBLIC MEETING ON MAY 22ND WE ARE NOW PROJECT ING ING OF $104 MILLION. WE HAVE MADE GREAT STRIDES IN REDUCING THE OVERALL DEFICIT BY CLOSE TO $83 MILLION. 
          WE'RE HEADING IN THE RIGHT DIRECTION. 
          AS YOU HAVE HEARD WE'VE SLOWED DOWN SOME HIRING PROCESSES. 
          WE'VE REDUCED POSITIONS THROUGHOUT THE DISTRICT AND LOOKED AT OUR SPENDING ESPECIALLY IN THE SPRING, AND SO THAT HAS REALLY ENABLED US TO REDUCE OUR OVERALL SPENDING FOR THIS FISCAL YEAR. WE'RE HEADING IN THE RIGHTRIGHT AS FAR AS ENDING THE CURRENT FISCAL YEAR BETTER THAN WE HAD PROJECTED. 
          ON THE NEXT SLIDE JUST WANTED TO POINT OUT THAT OUR PROJECTED TAX RATE, AGAIN, FOR NEXT SCHOOL YEAR, WE ARE PROJECTING A 2 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. SO 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 2 CENTS. 
          SO, AGAIN, IT'S EITHER THE TAX RATE COMPRESSION OR THE SENATE IS ALSO LOOKING AT HOMESTEAD EXEMPTION, AN INCREASE OF 240,000 PER HOUSEHOLD. 
          AND THE NEXT SLIDE, SOME OF THE BIG BUDGET ADJUSTMENTS 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 AND 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 WE ARE ESTIMATING AN INCREASE IN RECAPTURE, ONE OF THE BIGGEST INCREASES TO OUR BUDGET FOR NEXT YEAR. 
          WE ARE ESTIMATING RECAPTURE TO INCREASE TO $104 MILLION. 
          AN INCREASE OF ED FROM $60 MILLION. 
          REDUCED -- WE'VE REDUCED CENTRAL OFFICE OPERATING EXPENDITURES BY $65 MILLION SPECIFICALLY IN STAFFING AND DEPARTMENTAL BUDGETS AT THE CENTRAL OFFICE LEVEL, AND 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 WE TOOK CARE OF OUR CAMPUSES FIRST. WE DID THAT BY MAKING REDUCTIONS OPERATIONALLY AND AT THE DEPARTMENT LEVEL, AND SO 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 OF $20 MILLION. AND SO 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. AND SO HERE IS 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 THERE IS PRETTY MUCH ALMOST A FLAT CHANGE IN OVERALL EXPENDITURES, 1. 88 MILLION TO 1. 88 MILLION. AND SO THAT OCCURRED BECAUSE OF THE LARGE EFFORT THAT WE MADE TO REDUCE OUR OVERALL EXPENDITURES. WE AS A DISTRICT REDUCE 
          [00:35:02]
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. 
          AND THEN WE ALSO KNEW 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, SO THIS PROCESS BEGAN AS EARLY AS JANUARY STARTING WITH THE LEGISLATIVE PROCESS THAT STARTED IN EARLY JANUARY. 
          OUR BUDGETING TIME LINE ALSO BEGAN IN JANUARY, AND SO THAT IS WHEN ALL OF OUR ADMINISTRATIVE TEAM GOT TOGETHER, LOOKED AT OUR CURRENT BUDGET, AND WE REALLY LOOKED AT REDUCING OUR OVERALL EXPENDITURES FOR NEXT YEAR BY $80 MILLION. AGAIN, OUR FINANCIAL SOLVENCY WAS CRUCIAL AND SO WE NEEDED -- 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 WE HAD THE ROOM IN OUR BUDGET FOR COMPENSATION INCREASES FOR NEXT YEAR AND YOU'LL SEE THE AMOUNT THAT WE INVESTED NEXT YEAR AND ALSO WE WANTED TO MAKE SURE WE HAD ROOM TO INVEST IN OUR CAMPUSES FOR NEXT YEAR. YOU HEARD WE DID INVEST 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 REDUCEREDUCE BUDGET IN THOSE INDIVIDUAL AREAS, SO EVERY CHIEF, EVERY DEPARTMENT WAS GIVEN A SUMMARY DOCUMENT WHERE EVERY SINGLE BUDGET RESOURCE WAS GIVEN TO THEM FOR THEM TO LOOK AT ALL OF THEIR INDIVIDUAL AREAS. 
          AND THAT IS WHY WE WERE ABLE TO COME UP WITH THE $80 MILLION IN REDUCTIONS WHICH ALLOWED US TO BASICALLY COME BACK WITH 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 OF $2. 4 MILLION. 
          IT WOULD HAVE INCREASED BECAUSE OF THE INCREASE IN THE RECAPTURE PAYMENT AND IN COMPENSATION. 
          AGAIN, IN ORDER TO POSITION THE DISTRICT FINANCIALLY AND MAKE SURE THAT WE ARE ABLE TO INVEST IN DIFFERENT AREAS, WE KNEW THAT THOSE CUTS NEEDED TO HAPPEN. AND SO 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. 
          SO THAT'S WHERE YOU SEE THE LARGEST INCREASE IN OUR BUDGET OF $44 MILLION. YOU'LL SEE THE MAJORITY OF THE FUNCTIONS ARE REDUCTIONS, AGAIN, FROM OUR OVERALL REDUCTION COST THROUGHOUT THE DISTRICT. THE MAJORITY OF OUR REDUCTIONS OCCURRED IN CONTRACTED SERVICES, SO EVERY CHIEF, EVERY DEPARTMENT LOOKED AT AREAS TO REDUCE, THE MAJORITY OCCURRED IN CONTRACTED SERVICES. 
          DISTRICT WIDE $50 MILLION IN CONTRACT SERVICES WERE REDUCED. ALSO A BIG AREA THAT WE WERE ABLE TO REDUCE IN WEREWERE SUPPLIES. 
          SO 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. 
          AND 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 INITIATIVE, THE FORMER ACE PROGRAM AND THEN EXPAND ING LEARNING TIME, $22. 2 MILLION. 
          AS FAR AS OUR FOOD SERVICE PROGRAM THAT IS A SELF-SUSTAINING PROGRAM. NEXT YEAR WE ARE PROJECTING 
          [00:40:02]
THAT PROGRAM TO COST $118. 5 MILLION. 
          THE GOAL FOR THAT PROGRAM IS FOR IT TO BE SELF- SUSTAINING, SO WE ARE PROJECTING FOR THAT PROGRAM TO BE SELF- SUSTAINING, AGAIN, BRINGING IN $118. 5 MILLION IN OVERALL REVENUES. 
          AND THEN OUR DEBT SERVICE, WHICH IS OUR BOND PAYMENTS, AS WE SELL BONDS WE HAVE TO PAY BACK THOSE BONDS, AND SO 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 WILL HEAR LATER ON WHEN WE TALK ABOUT SOME OF THE LEGISLATIVE TOPICS THAT ARE BEING DISCUSSED WITH REGARDS TO SCHOOL FINANCE, HOUSE BILL 19, AND SO 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 A FEW SLIDES FROM NOW. 
          AND SO WITH REGARDS TO COMPENSATION, JUST TO SUMMARIZE OVERALL COMPENSATION, AGAIN, WE REDUCED OUR OVERALL EXPENDITURES TO MAKE ROOM FOR A COMPENSATION INCREASE, SO WE WERE ABLE TO INVEST $32 MILLION IN OUR VALUABLE EMPLOYEES. 
          AND SO, OVERALL, TEACHERS RECEIVED $19. 2 MILLION IN INVESTMENTS. PRINCIPALS, ASSISTANT PRINCIPALS, STAFF RECEIVED $10. 9 MILLION. 
          SO THAT INCLUDED A MINIMUM WAGE ADJUSTMENT OF $17 AN HOUR OR 2% OF THEIR MID POINT. 
          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, SO 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÷÷PROUD OF. 67% OF OUR TEACHERS, WHEN YOU INCLUDE OUR STIPEND FOR THE DSI PROGRAM, 67% OF OUR TEACHERS EARNED $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 AND, AGAIN, THAT IS, IN PART, BECAUSE OF OUR TEI INITIATIVE AND WE FEEL THAT IS A HUGE SUCCESS IN THIS DISTRICT. WE CONTINUE TO BE PROUD OF THAT PROGRAM. AND SO HERE I WANTED TO SUMMARIZE SOME OF THE TOPICS THAT ARE OCCURRING AT THE LEGISLATIVE LEVELS, AND SO CURRENTLY THERE ARE TWO BILLS WITH REGARDS TO PUBLIC SCHOOL FUNDING. 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. ALSO SUBURBAN 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, AND SO JUST A LITTLE SUMMARY OF HOUSE BILL 2 AND WHAT THAT LOOKS LIKE. 
          HOUSE BILL 2 AS A STATE ARE INVESTING $7.6 BILLION IN PUBLIC EDUCATION FUNDING. 
          AND SO, FOR US, THAT MEANS THERE'S AN ADDITIONAL $395, AN INCREASE TO THE BASIC LLOTALLOTMENT. KEEPING IN MIND WE WERE LETTING YOU, THE BOARD, KNOW THAT IT WOULD TAKE $1,340 TO MAKE US WHOLE COMPARED TO $ -- 2019 NUMBERS. THAT IS A HUGE PLUS FOR THE DISTRICT AND SO WE DO NEED THAT BECAUSE, AGAIN, WE ARE FACING $128 MILLION SHORTFALL. THIS $395 WOULD HELP US IN REALLY REDUCING THAT OVERALL DEFICIT. THAT INCLUDES AS PART OF THE FORMULA OF 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 T FINE ARTS AND COMP ED AS WELL AS TIA ALLOTMENT WHICH WOULD BE INCREASES IN THE PROGRAM. EARLY ON IN THIS BILL WE WERE LOOKING AT RECEIVING AN ADDITION $314, $315 PER STUDENT. WE ARE LOOKING AT MUCH 
          [00:45:07]
HIGHER PER STUDENT NUMBERS. CURRENTLY 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 4. 35 BILLION DOLLAR INCREASE TO PUBLIC EDUCATION. THE BULK OF THAT INCREASE IS SPECIFICALLY WITH TEACHER PAY INCREASES SO IT'S BASICALLY A PASSTHROUGH. THEY GIVE US THE FUNDS AND WE PASS THAT ON TO OUR TEACHERS. THERE ARE NO ADDITIONAL FUNDS FOR OPERATIONAL COSTS, FOR HOURLY EMPLOYEES, OUR SUPPORT STAFF COSTS FOR INCREASES TO UTILITIES, FOR TRANSPORTATION AND SO THIS BILL IS MUCH LOWER THAN THE HOUSE BILL AND SO THE SENATE BILL 26 WILL BE HEARD, WE'RE THINKING, THIS WEEK, AND SO WE ARE REALLY HOPEFUL THAT THE HOUSE BILL AND MUCH OF WHAT WAS INCLUDED WILL PREVAIL. JUST AS AN FYI, 144 MEMBERS VOTED IN FAVOR OF THATTHAT BILL AND THERE WERE FOUR NAYS. WITH REGARDS TO SENATE BILL 260, THE 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. SO CLOSE TO $6 MILLION. 
          ANY ADDITIONAL FUNDING FOR SAFETY IS DESPERATELY NEEDED. 
          SO WE'RE CLOSELY MONITORING THAT AS WELL. THAT WOULD IMPROVE THE AMOUNT OF FUNDING WE DO RECEIVE TO COVER OUR COSTS TO KEEP OUR CAMPUSES AND DISTRICTS SAFE. 
          HOUSE BILL 19, THIS IS VERY KERPG FOR US. 
          THIS ONE DEALS WITH DEBT THAT SCHOOL DISTRICTS ISSUE FOR THEIR BONDS. THIS BILL SPECIFICALLY LIMITS THE AMOUNT OF DEBT A SCHOOL DISTRICT CAN ISSUE. KEEPING IN MIND IN THE STATE OF TEXAS, THE SCHOOL DISTRICTS ARE LIMITED ON THE AMOUNT OF DEBT THEY CAN ISSUE WITH THE 50 CENT DEBT TEST. THEY CANNOT RAISE MORE THAN 50 CENTS. OURS IS 24, A LITTLE OVER 24 CENTS. THIS BILL WOULD LIMIT OUR DEBT TO 20% OF OUR AVERAGE THREE YEARS OF TAX COLLECTIONS, AND SO TO GIVE YOU AN EXAMPLE OF WHAT THAT WOULD MEAN FOR US, OUR CURRENT DEBT PAYMENT WAS 431 MILLION, THREE YEARS OF OUR AVERAGE TAX COLLECTIONS IS 365,000, SO AS ORIGINALLY 
          WRITTEN -- >> 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 AND SO WE'VE HEARD THERE'S BEEN SOME CHANGES TO THE LANGUAGE. WE HAVEN'T SEEN THE FINAL BILL. 
          BUT SOME OF THE DISCUSSIONS HAVE BEEN THEY WOULD EXEMPT CURRENT EXISTING DEBT WHICH WOULD HELP DALLAS ISD AND OTHER DISCUSSIONS THEY WOULD EXEMPT DEBT THAT HAS ALREADY BEEN APPROVED BY VOTERS AND THAT WOULD GREATLY HELP DALLAS ISD. WE'RE HOPING THAT DOES COME TO FRUITION. THAT BILL IS 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, AND SO DEPENDING ON WHERE YOU ARE WITH YOUR DEBT AND YOUR TAX RATE, VOTERS CAN APPROVE BONDS BUT THIS LIMIT WOULD LIMIT THE NUMBER OF BONDS THAT WE CAN SELL. 
          EVEN THOUGH THEY WERE A FROFD PPROVED BY VOTERS. 
          WE WERE 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 
          [00:50:04]
ACCOUNTS ARE HERE TO STAY. $1 BILLION, THE FIVE- YEAR COST AT $4 BILLION. THOSE ARE THE BIG BILLS THAT WE'RE WATCHING LEGISLATIVELY WITH REGARDS TO SCHOOL FINANCE. AND THEN FINALLY IN CLOSING SUMMARIZING THE BUDGET FOR NEXT YEAR WE ARE RECOMMENDING A 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 AND CONTRACTED SERVICES. 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 INCREASESINCREASES INCLUDED $17 MINIMUM WAGE OR 2% OF MIDPOINT INCREASE FOR CAMPUS SUPPORT AND ESSENTIAL STAFF AND STARTING TEACHER SALARY PAY FOR ZERO YEAR TEACHER 64,000. 
          ALSO THIS BUDGET DOES INCLUDE AN INCREASE OF $44 MILLION IN OUR RECAPTURE PAYMENT AND THEN WE -- IT IS VERY, 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 WITH SCHOOL FUNDING. 
          THAT BUDGET AMENDMENT I WILL TELL YOU WILL PROPOSE A FINAL BUDGET BETTER THAN THE ONE THAT YOU ARE SEEING TONIGHT. SO JUST LOOK OUT IN SEPTEMBER OF 2025. 
          AND WITH THAT I OPEN IT UP FOR QUESTIONS. 
          >> TRUSTEE MICCICHE? 
          >> THANK YOU FOR THE PRESENTATION AND THE HARD WORK THAT GOES INTO IT. AS WE'VE SAID IN PREVIOUS MEETINGS AND BRIEFINGS, WE APPRECIATE THE FACT YOU'RE TRYING TO KEEP THE CUTS AS FAR AWAY FROM THE CLASSROOM AS POSSIBLE, AND THE FACT THAT THE CUTS HAVE COME FROM THE CENTRAL OFFICE WITH INCREASES IN CAMPUS ALLOTMENTS, I THINK, IS A REALLY GOOD THING. 
          IT REFLECTS WELL ON THE DISTRICT'S SENSE OF PRIORITY. 
          THANK YOU FOR THAT. I DID HAVE A QUESTION ON THE RECAPTURE AND IN LOOKING AT THE BUDGET I WANT TO MAKE SURE THAT I'M NOT DOUBLE COUNTING IT. 
          ON PAGE THREE UNDER THE COLUMN 24/25 PROJECTED AMOUNT AND THEN IT'S GOING TO BE THE SAME THING, GO TO PAGE SIX IF WE CAN DO THAT. 
          OKAY, SO IN THE FISCAL YEAR '26 PROPOSED COLUMN, WE HAVE STATE REVENUE AT $166 MILLION. 
          IS THAT NET OF RECAPTURE OR -- TO ME, IT LOOKS LIKE IT COULD MEAN THAT THE 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 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. 
          >> OKAY. SO 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. 
          >> OKAY. AND SO IN THIS SPECIFIC PAGE YOU'LL FIND OUR RECAPTURE PAYMENT INCLUDED IN THE CONTRACTED SERVICES NUMBER. 
          OKAY, GREAT. THANK YOU. LET ME ASK YOU TO GO TO PAGE 15 AGAIN. THE WHOLE LEGISLATIVE SESSION HAS BEEN QUITE A STRUGGLE. 
          THE 7. 6 BILLION IS OVER TWO YEARS, RIGHT? SO WE'RE TALKING LESS THAN $4 BILLION A YEAR TOTAL FOR PUBLIC EDUCATION. 
          AND THERE'S IN BOTH OF THESE PLANS THERE'S THE 
          [00:55:06]
SALARY INCREASE REQUIREMENTS AND TEACHER PAY INCREASE REQUIREMENTS AND SO FORTH. THOSE ARE IN LINE WITH WHAT WE WOULD OTHERWISE ORDINARILY DO, RIGHT? IT'S NOT LIKE THEY ARE RESTRICTIONS THAT ARE HARD TO MEET. 
          >> HOUSE BILL 2 IS 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 WOULD BE MORE DIFFICULT FOR US TO ACHIEVE. 
          >> OKAY. 
          >> IF I CAN ADD TO THAT AS WELL, WE ALSO HAVE TO JUST PROTECT AGAINST WHAT IT DOES WITH REGARD TO TEI BECAUSE NOW WHAT'S HAPPENED IS REGARDLESS OF WHAT TOUR PROFICIENCY IS, THE SALARY INCREASE IS THE SAME BASED ON YEARS OF SERVICE NOT ON PERFORMANCE. 
          >> OKAY. 
          >> WHICH WOULD BE DIFFERENT THAN THE WAY WE WOULD CURRENTLY DIVVY UP THOSE FUNDS. AM I MAKING SENSE? 
          >> YES, IT DOES. AND THEN JUST MOVING TO THE TIA NUMBERS AND I GUESS THAT WOULD BE -- LET'S GO TO PAGE 12. 
          SO WE'RE PROJECTING A $19 MILLION INCREASE IN TEI AND CURRENTLY WE GET, WHAT, ABOUT 30 MILLION FROM TIA? 
          >> IT'S BETWEEN 28 AND 30 MILLION. 
          >> OKAY. AND ARE WE PROJECTING THE SAME NUMBER OR ROUGHLY THE SAME 
          NUMBER? >> ROUGHLY THE SAME NUMBER. 
          >> AND PROPOSED LEGISLATION MIGHT INCREASE THAT -- 
          >> CORRECT. 
          >> -- NUMBER. 
          >> THE PROPOSED LEGISLATION, THE CHANGE WOULDN'T OCCUR UNTIL THE '26-27 SCHOOL YEAR, HOWEVER. 
          >> SO WITHOUT THE TIA MONEY, THE MONEY IS FUNGIBLE, BUT IF WE HAVE 30 MILLION COMING IN FROM TI, AND WE'VE GOT 19. 2 MILLION, WE DO HAVE MORE FLEXIBILITY THAN MOST DISTRICTS BECAUSE WE HAVE A LOT MORE TIA MONEY? 
          >> THAT'S CORRECT. >> OKAY. 
          JUST COMING BACK TO THAT SLIDE ON VOUCHERS ON PAGE 16, -- YEAH, IN THE LAST COLUMNCOLUMN AT 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 ONEONE COST IN THE FIRST YEAR IS EXPECTED TO BE 1 BILLION. THE FIVE- YEAR COST, MEANING THE COST IN FIVE YEARS IS EXPECTED TO BE $4 BILLION PER YEAR, 
          RIGHT? >> CORRECT. 
          >> THAT'S NOT THE AGGREGATE COST OVER FIVE YEARS. THAT IS THE COST PER YEAR, $4 BILLION, STARTING IN YEAR FIVE? 
          >> CORRECT. 
          >> I'LL COME BACK IN THE SECOND ROUND. 
          THANK YOU. >> TRUSTEE WEINBERG? 
          >> THANK YOU. THAT'S FOR THOSE GREAT QUESTIONS AND ELIMINATING ANSWERS IN THE FIRST 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 SORT OF 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 PATHOLOGY -- 
          >> 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 REPAIRS. 
          WE WILL 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 WE HAVE WITH THE APPRAISAL DISTRICT, THAT'S A BIG PIECE OF IT. 
          WE CODE THAT AS CONTRACTED SERVICES. 
          AND THEN ANY TYPE OF SOMETIMES CONSULTANTS THAT WE BRING IN TO 
          [01:00:02]
THE DISTRICT. I'M TRYING TO THINK OF SOME OF THE LARGERLARGER ONES. AND JUST SOME OF THE CONSULTANTS THAT WE BRING INTO THE DISTRICT OVERALL. 
          >> GOT IT. GOT IT BUT RECAPTURE -- 
          >> AND RECAPTURE IS THE BIGGEST PIECE, YES. 
          >> YOU KNOW, IT'S KIND OF INTERESTING BECAUSE, AGAIN, MAYBE YOU CAN HELP ME RECONCILE THIS A LITTLE BIT. 
          WE HAVE 104 MILLION IN RECAPTURE AND, YOU KNOW, YOU LOOK FORWARD TO THE BILLION DOLLARS THAT ARE GOING TO THE VOUCHERS, AND RECAPTURE IS INTENDED TO, YOU KNOW, STATEWIDE KIND OF HELP MAKE MORE EQUITABLE THE PROPERTY TAX FUNDS, BUT IN DALLAS ISD, A SPECIAL EXCEPTION IN THAT WE HAVE A HIGH NEEDS STUDENT BASE, RIGHT. SO I WAS KIND OF SITTING AND THINKING ABOUT THAT AND WONDERING HOW TO RECONCILE WE'RE PAYING 104 MILLION BACK, WE HAVE A MILLION DOLLARS IN VOUCHERS AND RELATING THIS TO OUR BUDGETING IT'S MORE OF, I GUESS, A PHILOSOPHICAL QUESTION. CAN YOU RECONCILE THAT? 
          >> I THINK THAT'S ONE OF THE DELINQUENCIES WHERE THEY JUST -- 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 TAKING INTO ACCOUNT WITH OUR CURRENT FORMULATING SYSTEM. 
          AND SO EVERY YEAR, AS OUR PROPERTY VALUES CONTINUE TO GROW, WHICH WHEN YOU LOOK AT APPRAISALS OF HOMES TLOIT OUR DISTRICT, USUALLY THEY INCREASE. 
          AS A DISTRICT OUR RECAPTURE PAYMENT IS LIKELY TO INCREASE. YOU COMPOUND THAT WITH, IN THE FUTURE, OUR ENROLLMENT DECREASES, THEN THAT ESCALATES THE AMOUNT OF OUR RECAPTURE PAYMENT AS WELL. 
          >> AND THEN THERE WERE TWO BASIC ALLOTMENT INCREASES BASED ON WHICH BILL GOES THROUGH WHICH WAS 600 TO $900 PER STUDENT -- 
          >> YES. 
          >> VERSUS $10,000 PER STUDENT. 
          >> RIGHT. 
          >> OUTSIDE OF THE SYSTEM. 
          >> RIGHT. >> I WANTED TO HAVE MY HEAD RIGHT CLARIFYING ALL THOSE NUMBERS FLOATING AROUND. 
          ANOTHER QUESTION I HAD WAS -- REALLY IT'S A SMALL NUMBER BUT A BIG DECREASE IN COMMUNITY SERVICES AND I WAS WONDERING IF THAT WAS PART, TRANSLATING SUBJECT TO OBJECT. 
          IS THAT STUFF OR PEOPLE OR SERVICES? 
          . >> WE CAN PROBABLY FIND THAT STARTING ON PAGE -- I BELIEVE IT'S -- 
          >> I'M SORRY. 
          >> IN OUR BUDGET BOOK, 37. I CAN FIND THAT -- 
          >> MAYBE AFTER THE MEETING IS GREAT. 
          JUST HELP ME TRIANGULATE THAT, WHAT IS GOING AWAY. 
          >> I CAN SEND THAT TO YOU. 
          >> AWESOME. AND THEN -- I THINK THAT IS MY FIRST ROUND. THANK YOU. 
          >> TEE CURRIE. 
          >> THANK YOU FOR YOUR HARD WORK AND PUTTING THIS TOGETHER. 
          JUST HAD A FEW QUESTIONS ACE I WAS TRYING TO UNDERSTAND IT. 
          ONE, I WANTED TO SEE IF YOU OR DR. ELIZALDE COULD TALK ABOUT -- YOU SORT OF 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 BUDGES WE'VE DONE THIS YEAR AND I WANTED TO GET CLARD CLARITY ON WHAT THAT LOOKS LIKE AT THE CAMPUS LEVEL AND HOW THAT WILL BE HELPFUL FOR KIDS. 
          >> WE WERE INTENTIONAL THIS YEAR IN WORKING BOTH WITH FINANCE AND WITH HUMAN CAPITAL AND WE SAT TOGETHER AND WE STARTED THE ENTIRE BUDGET PROCESS WITH CAMPUS STAFFING FIRST. 
          SO LOOKING AT BASED ON TWO THINGS WE DID DIFFERENTLY, ONE, INSTEAD OF UTILIZING PROJECTIONS IN ENROLLMENT, WHICH WE TYPICALLY DO A DEMOGRAPHIC KIND OF CURSORY VIEW AND THEN, SAY, WE ANTICIPATE A LOSS OF STUDENTS, WE DID NOT DO THAT. 
          WE ROLLED THEM UP SO IF THEY WERE IN FIFTH GRADE, WE'LL ASSUME 100% ARE GOING TO STAY WITH US INTO THE NEXT GREAT LEVEL. THAT MEANS, IF ANYTHING, WE'RE PROBABLY OVERPROJECTING. IF WE ALREADY BAKE THAT INTO THE BUDGET, WHY YOU SAW AN INCREASE 
          [01:05:02]
OF OVER $20 MILLION AT THE CAMPUS LEVEL. 
          SPECIFICALLY IN STAFFING I WANTED OUR PRINCIPALS NOT JUST TO HEAR 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, HERE'S OUR BUDGET. 
          HERE IS 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. 
          >> AND 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, OVERSTAFFED, THE GOAL HERE WOULD BE THAT WE WOULD HAVE LESS MOVEMENT BECAUSE IF WHAT WE END UP IS WITH 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 WERE ORIGINALLY ASSIGNED. A LOT OF THAT WILL HAVE TO DO 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 WORKING 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 -- I'M SURE SEVERAL OTHER TRUSTEES, WE GET LOTS OF COMMENTS ABOUT LEVELING EACH YEAR. IT IS IMPACTING KIDS, 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 AND, THE FACT WE MIGHT HAVE SECONDARY BENEFIT OF REDUCING CLASS SIZES IS VERY GOOD. 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 -- THE OTHER THING -- I SAY THAT AS IF THERE'S ONE, I HAVE SEVERAL -- IF I'M LOOKING AT SLIDE SIX, WHICH YOU HAVE ON THE SCREEN HERE, EFFECTIVELY OUR REVENUE IS GOING UP PRIMARILY BECAUSE OUR TAX REVENUE -- OUR LOCAL TAX REVENUE IS GOING UP, BUT OUR EXPENSES ARE STAYING THE SAME. 
          BUT AS WE SEE ON SLIDE SEVEN WHEN YOUR LOCAL TAX REVENUE GOES UP, YOUR RECAPTURE DPS GOES UP AND SO 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, A LOT, HOW THE CUTS ENDED UP IN CONTRACTED SERVICES AND IN SUPPLIES. I WANTED TO SEE IF YOU COULD EXPOUND ON HOW YOU IDENTIFY WHICH CONTRACTED SERVICES TO CUT OR WHICH SUPPLIES TO CUT, AND SORT OF THE ANALYSIS YOU WENT THROUGH AS A DISTRICT TO DETERMINE 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, YOU KNOW, UNITED TO LEARN, READING PARTNERS, OTHERS WHERE WE HAVE SOME SORT OF DIFFERENT GROUPS, DO THOSE FIT INTO CONTRACT SERVICES OR IS THAT ELSEWHERE IN THE BUDGET? 
          >> SO THE MAJORITY MAY FIT IN CONTRACTED BUT HOW WILL THEY FIT. WITH REGARDS TO THE BUDGET AND THE PROCESS AND HOW DID WE LOOK AT CUTTING EXPENDITURES, AT, AS A DISTRICT, ONE OF THE PLUSES WE HAVE WE ARE VERY DATA HEAVY AND SO WE TRACK A LOT OF DATA, SPECIFICALLY IN THAT'S ISD WE TRACK OVER 60 PROGRAMS AND SO 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 THAT PROGRAM BENEFITS? AND THEN WHAT AREAS DOES A CERTAIN PROGRAM OR SPECIFIC AREA IMPACT? AND SO, AS I STATED, EVERY CHIEF WAS IN CHARGE OF LOOKING AT THEIR DIFFERENT DEPARTMENTS. 
          THE SPECIFIC AREAS WE LOOKED AT JUST SPECIFICALLY, WE LOOKED AT CCMR, SPECIAL POPULATIONS THROUGHOUT THE DISTRICT. 
          WE LOOKED AT PROGRAMS IN RECRUITMENT, PROFESSIONAL 
          [01:10:01]
DEVELOPMENT, PROGRAMS THAT IMPACT THE WHOLE CHILD, FAMILY AND COMMUNITY ENGAGEMENT, THIRD GRADE READING. PROGRAMS THAT IMPACTED THESE DIFFERENT AREAS AND HOW POTENTIAL CUTS COULD IMPACT THOSE PROGRAMS WHETHER IT BE A NEGATIVE OR A POSITIVE IMPACT. AND 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 WERE ABLE TO MAKE DECISIONS BASED ON DIVING INTO SOME OF THAT DATA. WE LOOKED AT OUR DYSLEXIA PROGRAM, OUR SPECIAL ED DEPARTMENT AND LOOKING AT REORGANIZING THAT PROGRAM. WE WERE ABLE TO MAKE SOME OF THE WE LOOKED AT OTHER AREAS DISTRICT WIDE, OUR ROLLOVERS, SO 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 WE -- THERE'S A RUN ON EXPENDITURES WE'RE TRYING TO PREVENT. WE ALSO LOOKED AT DIFFERENT AREAS. WE LOOKED AT DEMONSTRATION TEACHERS, FOR EXAMPLE. THAT'S ANOTHER PROGRAM THAT WE WILL LOOKED AT CLOSELY. AND 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 WE'VE BEEN GIVEN YOU TO BUDGET, AND THOSE TWO SOMETIMES DON'T CORRELATE. 
          YOU COULD SPEND LESS. WE'VE REDUCED THOSE BUDGETS. 
          SOME OF THAT WAS LOOKING AT HISTORICAL SPENDING COMPARED TO WHAT WE'VE GIVEN THEM HISTORICALLY WITH THE BUDGET. 
          >> AND ON THOSE SERVICES YOU TALKED ABOUT LIKE DYSLEXIA AND OTHERS, IS THAT THE ROI PROCESS OR A DIFFERENT, MORE GRANULAR PROCESS? 
          >> THAT'S THE ROI PROCESS THAT WE LOOKED AT. 
          >> IN ADDITION -- IF I COULD GIVE ONE OTHER EXAMPLE. 
          THE ROI PROCESS GOT US FOCUSED ON WHICH ONES WE NEEDED TO LOOK AT, BUT WE ALSO HAVE TO LOOK AT, FOR INSTANCE, I WILL USE ONE I REMEMBER OUT OF SCHOOL LEADERSHIP THAT'S A CONTRACTED SERVICE, BECAUSE INITIALLY, WE WE NEED TO? WE HAVE TO TAKE INTO CONTRACT NOT JUST WHAT WE SPEND BUT WHAT WE WERE GETTING BACK, AND SO THEY FUNDRAISE MORE THAN TWO TIMES WHAT WE INVEST, SO ITS IMPACT WAS LESS IF WE WERE SPENDING THREE TIMES THAT AND THEN WE MEASURED THAT AGAINST THE OUTCOMES. NO, THIS ONE NEEDS TO STAY. 
          SO INSTEAD OF TAKING -- I'LL JUST DO WHAT SOMETIMES OTHER DISTRICTS DO, HEY, WE NEED TO HAVE A 10% REDUCTION, EVERY CHIEF YOU HAVE TO CUT 10% FROM YOUR DEPARTMENT. THAT DOESN'T WORK. 
          YOU CAN DO IT THAT WAY, BUT THEN WE'RE NOT LOOKING AT ANY RETURN ON INVESTMENT AND WE'RE NOT LOOKING AT EACH INDIVIDUAL DEPARTMENT BASED ON WHAT STUDENT NEEDS THEY MAY HAVE TO CORRELATE THOSE TO. 
          >> I'LL SAVE MORE QUESTIONS FOR ROUND TWO. 
          I HAVE NOT YET HAD THIS BUT I SUSPECT THERE MAY BE A PARENT WHO 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 FIGURE OUT THE BEST RESOURCES FOR KIDS, WHICH IS ALL WE CAN ASK AS A BOARD. 
          I APPRECIATE YOU'VE DONE THAT. I DO HAVE A SOAPBOX COMMENT ABOUT STATE FUNDING I WILL WAIT FOR THE NEXT ROUND TO MAKE. 
          >> TRUSTEE MACKEY? 
          >> THANK YOU, PRESIDENT CARREON AND THANK YOU ALL, ED, STEPHANIE, FOR ALL YOUR WORK. 
          THIS IS A MORE AND MORE FINE- TUNED PROCESS EVERY YEAR, THIS IS THE MOST COMPREHENSIVE CONVERSATIONS I REMEMBER. THANK YOU FOR ALL OF YOUR WORK. 
          I KNOW THERE'S A TON THAT'S GONE INTO THIS. FIRST, I WANT TO PICK UP ON THE ROI AND 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, I WOULD LIKE TO SEE THE ANALYSIS, NEAR ARE THE BIG ONES, WHY WE'VE MADE THESE DECISIONS, WHAT HAS WORKED AND WHAT HASN'T WORKED, AND I KNOW YOU ALL DO A TON OF DIFFERENT ROI ANALYSIS, AND SOMETIMES I FEEL TRYING TO DO EVERYTHING IS NOT ENOUGH, SO I WOULD BE PERSONALLY SUPPORTIVE OF AS YOU ALL THINKTHINK WHAT THE BIG BETS WE ARE MAKING ARE, WE DO A MORE COMPREHENSIVE ANALYSIS ON THOSE BIG BETS RATHER THAN AN ROI ANALYSIS ON 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, WE'RE KEEPING OUR EXPENDITURES THE SAME BUT WE'RE INCREASING IN OTHER AREAS SUCH AS I SAW IN THE SUMMARY COMPENSATION SO THOSE CAME WITH THE OFFSETTING COSTS, $70 MILLION TO $90 MILLION CUTS YOU ARE MAKING IN OTHER PLACES. 86 POSITIONS AND SUPPLIES. 
          [01:15:04]
I WASN'T SURE WHEN YOU WERE ANSWERING TRUSTEE WEINBERG'S QUESTIONS ABOUT THE BIGGEST CONTRACTS BEING THINGS LIKE SPECIAL ED, MAINTENANCE, AREAS WE HAVEN'T BEEN ABLE TO FILL INTERNALLY, WERE THOSE THE BIGGEST EXPENSES IN THOSE, OR THE EXPENSES 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. 
          I CAN GRAB THE LARGER CONTRACTS. I CAN GET THAT LIST FOR YOU. 
          >> I WOULD LIKE TO UNDERSTAND FOR EACH OF THESE WHETHER IT IS CONTRACTS, SUPPLIES, AND THE OTHER QUESTION I HAVE, I'M SURE WE HAVE THE ANSWER ON THE POSITIONS. 
          WHAT ARE THE BIGGEST REDUCTIONS? BECAUSE I THINK THAT WILL BE REALLY HELPFUL IN THIS WORK. WE HAVE TO REDUCE. 
          WE ARE STILL IN A DEFICIT. IT WOULD BE HELPFUL TO UNDERSTAND THE BIGGEST AREAS BASED ON THE ROI ANALYSIS. 
          DO WE KNOW WHAT THE 86 POSITIONS ARE? 
          >> WITH REGARD TO THE POSITIONS, TRACKER 1751 HAS THEM SPECIFICALLY LISTED. 
          >> DO YOU HAVE THAT? 
          >> IN TRACKER 1751. 
          >> DO WE KNOW WHAT THEY ARE? 
          >> YES. 
          >> CAN YOU SHARE THEM? 
          >> YES. WELL -- 
          >> NOW? 
          >> IT WAS A QUESTION POSED IN THE TRACKER, AND WE RESPONDED TO IT. 
          >> GOT YOU. 
          I DIDN'T SEE THAT TRACKER. >> YEAH. 
          >> HOW MANY POSITIONS ARE WE TALKING ABOUT? 
          >> 86. 
          >> 86 POSITIONS. I'M ASKING GENERALLY. 
          >> OH, OKAY. 
          >> WHERE -- 
          >> THE BIGGEST NUMBER EARLY LEARNING, 20. LET ME SEE. AND THEN JUST THROUGHOUT THE DISTRICT JUST TO THROW OUT A FEW, AN ACCOUNTANT ONE -- 
          >> I THINK THAT HELPS. IT SOUNDS LIKE THE BIGGEST -- THERE ARE SOME OTHER ONES HERE AND THERE BUT THE BIG ONE IS IN THE EARLY LEARNING. 
          >> WE HAD SEVERAL IN LEAD INSTRUCTIONAL COACHES, ACE PROGRAM AS WE WERE REVAMPING 
          THAT PROGRAM. >> GOT YOU. 
          OKAY. THANK YOU FOR THAT. 
          SUPER HELPFUL. I WOULD LIKE TO KNOW THAT FOR THE CONTRACTED SERVICES AND THE SUPPLIES. 
          I DON'T NEED EVERY ONE, THE BIGGEST ITEMS THAT ARE MAKING UP THOSE REDUCTIONS. 
          >> I CAN GET THAT FOR YOU. 
          >> CAN WE GO TO THE FUNCTION CODES? I THINK IT'S THE NEXT SLIDE, RIGHT HERE. 
          I KNOW I ASKED THIS LAST TIME. I THINK THERE WERE SOME QUESTIONS AROUND IT. I AM CURIOUS IN FUNCTION 21 WITH THE 3.6 MILLION, WHAT IS MAKING UP THE BRUNT OF THAT INCREASE BECAUSE THAT'S THE ONE AREAAREA IS NOT LIKE THE OTHERS. 
          >> THOSE TWO WERE OPPOSITE, CONTRACTED SERVICES AND SUPPLY INCREASES, SPECIFICALLY IN CONTRACTS, K- 12, COLLEGE CAREER PLATFORMS AND 1. 9 MILLION THERE IN LITERACY, ACCELERATED SPECIALIST SUPPLIES FOR THAT 
          PROGRAM. >> OKAY. 
          IT WOULD BE HELPFUL TO GET A LITTLE BIT MORE DETAIL, WHAT ARE THE PLATFORMS. I WOULD 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. THIS IS SUPER HELPFUL. 
          ONE THING I WANT TO SHOUTOUT, I'VE HEARD FOUR OR FIVE DIFFERENT FAMILIES THAT WERE NOT DALLAS ISD FAMILIES BEFORE TELL ME THEY ARE EXCITED BECAUSE THEY'RE GETTING THEIR KID INTO PRE-K 3 OR 4. IT SOUNDS LIKE THIS MAY NOT BE FOR YOU, BUT IT SOUNDS LIKE WE'RE INCREASING THE AMOUNT OF SPACES, IS THAT ACCURATE, FOR THE PRE- K WORK? 
          >> YES. 
          >> YES, IT IS ACCURATE. 
          >> I KNOW A NUMBER OF FAMILIES HAVE TOLD ME ONCE THEY STARTED, THEY STAY. 
          OH, THIS IS GREAT. I ENJOY THIS. 
          I THINK IT'S REALLY HELPFUL TO KNOW EVEN THOUGH WE'VE MADE REDUCTIONS IN THE PERSONNEL IN TERMS OF OUR ESSENTIAL STAFFING OF THAT, IT'S NOT NECESSARILY WE'RE REDUCING OUR PRE- K, WE'RE INCREASING SPOTS ON CAMPUS AVAILABLE FOR STUDENTS. SO KUDOS TO THAT. 
          ON THE EXPANDED LEARNING TIME ONE, 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- FOURTHS A DAY. 
          ARE WE CONSIDERING CONTINGENCIES 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 WANTED TO MAKE SURE THE NUMBER OF DAYS DOES END UP MATCHING TO ACCESSACCESS DOLLARS AND ARE LOOKING AT THE DSI SCHOOLS AND BEING ABLE 
          [01:20:03]
TO START THAT BY FRONT LOADING. 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. IT DOESN'T GO INTO EFFECT UNTIL THE '26 SCHOOL YEAR. 
          WE WOULD WANT TO GIVE ENOUGH NOTICE BECAUSE OF THE WAY WE UNDERSTAND THAT RIGHT NOW, RIGHT, IT'S NOT WHICH EVER STUDENTS WANT TO ATTEND. YOU HAVE TO CREATE THAT AS A WHOLE SCHOOL APPLICATION AS WE DID IT BEFORE. 
          BUT WE THINK IF WE FRONT LOAD IT AND PUT IN ENOUGH TIME WE CAN ACTUALLY WORK THROUGH AND EITHER RECOVER SOME OF THESE DOLLARS OR ACTUALLY AT THIS LY CONTINUE TO EXPAND. 
          >> GOT YOU. I APPRECIATE THAT. 
          AND THEN IF YOU CAN GO FORWARD TO THE SUMMARY -- KEEP GOING. RIGHT HERE. 
          THIS IS INCREDIBLY HELPFUL TO ME. 
          IT LOOKS LIKE WE'RE REDUCING THE CONTRACT SERVICES, THE REDUCTION AND SUPPLIES, THE INCREASE AND RECAPTURE AND THE INCREASE IN COMPENSATION. ARE THERE ANY OTHER AREAS WHERE WE ARE MAKING, QUOTE, UNQUOTE, SIZABLE INCREASES BASED ON OUR STRATEGIES THAT IS DIFFERENT? I THINK I SAW MENTAL HEALTH EARLIER IN THERE. IS THERE SOME AMOUNT LIKE WE ARE INCREASING BY $2 MILLION FOR MENTAL HEALTH? I WOULD 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, LIKE, DO A WHOLE -- WE CAN JUST LOOK AT IT AND PUT THAT IN THE TRACKER. I CAN'T OFF THE TOP OF MY HEAD. 
          SOME 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. SO WE WOULD HAVE MADE SOME REDUCTIONS BUT INSTEAD OF MAKING REDUCTIONS WE REALLOCATED THOSE FUNDS. 
          SO I THINK I NEED MORE TIME TO STUDY, TO RESPOND TO THAT QUESTION AND WE CAN PUT THOSE IN THE TRACKER IF THAT'S OKAY. 
          >> THANK YOU ALL SO MUCH. 
          >> TRUSTEE WHITE. 
          >> I GUESS I WANT TO GO TO THE SLIDE WHERE IT'S DISCUSSING -- I THINK IT'S -- 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 ON THE HOMESTEAD INCREASE AND THE SAD THING IS THAT, YES, WE ARE PROPERTY RICH, BUT WE'RE NOT GETTING -- AND THE RESOURCES THAT ARE BEING TAKEN FROM US WE DESPERATELY NEED RIGHT NOW. 
          AND THE FACT, ALSO, THAT WE HAVEN'T HAD AN INCREASE SINCE 2019. 
          IS THAT CORRECT? >> THAT'S CORRECT. 
          >> AND WE'RE WELL AWARE IT'S GOING TO GET WORSE WITH THE TARIFFS AND WHAT HAVE YOU. 
          WHEN YOU HAVE 100,000 STUDENTS THAT GETS A BILLION DOLLARS RIGHT OFF THE BAT AND THERE'S OVER 5. 5 MILLION, IS THAT CORRECT, PUBLIC SCHOOL STUDENTS? 
          >> YES. 
          >> AND WE'RE GETTING, WHAT, 
          $395 -- >> PER STUDENT INCREASE. 
          >> THAT DOESN'T MAKE THE PLAN FEEL EVEN AT ALL. AND THE FACT THAT -- I CAN'T EVEN -- I CAN'T EVEN -- I COULDN'T WRAP MY MIND AROUND WHAT WAS GOING ON. I THOUGHT IT WAS GOING TO BE A LEAP FROM THE FOLLOWING YEAR, BUT I GUESS THEY'RE DOING IT IN INCREMENTS. 
          SO WE'RE IN FOR SOME CHALLENGING TIMES, I FEEL, AND I JUST HOPEHOPE BY THIS TIME NEXT YEAR A LOT OF PEOPLE ARE STILL IN THEIR HOMES BECAUSE THEY HAVEN'T BEEN PRICED OUT. 
          ONE OTHER THING I WOULD LIKE TO 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 
          [01:25:04]
FOR, AND THERE BOARD, BECAUSE WE DID APPROVE THAT, WHEN IT CAME TO -- WHEN I FIRST GOT ONBOARD OUR SUPPORT STAFF -- WELL, NOT SUPPORT STAFF, I WANT TO MENTION THE CAFETERIA STAFF. THEY WEREN'T MAKING EVEN $15 AN HOUR. AND SO 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 WE ARE TRYING VERY HARD TO TAKE CARE OF OUR STAFF MEMBERS. I KNOW THAT THIS SESSION HASN'T CLOSED, SO HOPEFULLY WE CAN -- WHAT I'M SAYING IS NOT FALLING ON DEAFDEAF 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 PAINED ME WE HAD TO MAKE THE CUTS THAT WE HAD TO MAKE AND WE HAD TO START ON OUR CAMPUSES WITH THE CUTS. THERE'S VERY HARD FOR ME. 
          ALSO, GOING BACK TO AS FAR AS RECAPTURE AND, YES, NORTH TEXAS IS CONSIDERED -- 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, WHICH IS -- 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 HOW OR IF THEY'RE GETTING THE RESOURCES FROM US THAT THEY NEED. AND ONE OF MY LAST POINTS I FEEL IS WHEN IT COMES TO DEBT SERVICES IN US BEING CAPPED IN THE FUTURE, THEY'RE LOOKING AT CAPPING US, IF THAT -- IN YOUR -- AND I KNOW YOU'RE DOING -- WE'RE DOING PROJECTIONS HERE. 
          I GET THAT. 
          IT COULD BE WORSE. IT COULD BE NOT. 
          BECAUSE I KNOW AT SOME POINT, AT ONE POINT WE WERE JUST USING 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 BUDGETWISE GOING FORWARD FOR OUR '25-26 BUDGET? 
          >> SO THIS WOULD BE EXTREMELY DETRIMENTAL ESPECIALLY IN THE OUT YEARS BECAUSE WE WOULD BE FORCED -- IF WE'RE LIMITED IN THE AMOUNT OF DEBT THAT WE COULD ISSUE, THE NEEDS ARE STILL THERE. SO 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, AND SO THAT WOULD BE CATASTROPHIC FOR OUR STUDENTS. 
          >> SINCE WE ARE IN THE BUSINESS OF EDUCATING, WHICH MEANS THAT WITH DISTRICT FOUR, 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 WE'RE PLANNING FOR -- IT'S SAD AND IT'S HARD FOR ME TO EVEN THINK ABOUT IT -- THAT WE WON'T GET OUR COMPETITION GYMS THE WAY WE SHOULD HAVE GOTTEN THEM ON TIME AND WE WON'T GET THE OTHER ADDITIONSADDITIONS 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 OUR CHIEF DAVID BATES. THEY TOOK CARE OF IT. 
          BUT THAT IS VERY DISHEARTENING TO ME THAT IS HAPPENING. SINCE I KNOW THAT PRE-K DID GIVE US THAT BUMP IN THE INCREASE IN STUDENTS WE NEEDED, BECAUSE WE HAVE HAD A DECLINE, BUT THEY 
          [01:30:02]
GAVE US A BUMP AND WE LEVELED OUT FROM WHERE WE WERE VERSUS WHAT WE HAVE PROJECTED, HOW MUCH WILL THIS AFFECT PRE- K SERVICES AS FAR AS TEACHER CUTS AND THE LEVELING MENTIONED IF THE TEACHERS ARE NEEDED IN THOSE VARIOUS AREAS? 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. 
          >> AND AS FAR AS -- AND I HAD THIS CONVERSATION WITH YOU, ALSO, BUT OPERATING AT A NEGATIVE BUDGET IS DIFFICULT. OF COURSE IT'S BETTER TO HAVE RESOURCES WE NEED FOR EVERYTHING, BUT I DO UNDERSTAND THAT WE'RE ALL GOING TO HAVE TO MAKE CUTBACKS AND ADJUSTMENTS, AND I DO WANT TO THANK YOU FOR YOUR SERVICE, CHIEF RAMOS, AND EVERYTHING YOU'VE BEEN DOING. 
          THANK YOU, SIR. 
          >> TRUSTEE TURNER? >> YES. 
          THANK YOU, CHIEF RAMOS, FOR THIS DETAILED REPORT. I'LL BE FAIRLY QUICK HERE. 
          PAGE 15 WE TALK ABOUT THE 395 INCREASE IN THE BUDGET -- I MEAN, FROM THE STATE. WHAT FINANCIAL INCREASE COULD THAT POTENTIALLY BRING TO THE DISTRICT BASED ONON CURRENT STUDENT ENROLLMENT? 
          >> DEPENDING ON THE FINAL LANGUAGE OF HOUSE BILL 2 AND THE RECONCILIATION BETWEEN HOUSE BILL 2 AND SENATE 26, WITH HOUSE BILL 2 OR THE LBB 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. 
          WE'RE WAITING ON THE FINAL OUTCOME OF THAT. 
          >> AND WHEN IT COMES TO RECAPTURE, ARE WE SUBJECTING FROM THAT OR MINUS RECAPTURE PLUS $78 MILLION? 
          >> WE'RE ESTIMATING THAT TO BE 104 MILLION NEXT YEAR. 
          ONCE HOUSE BILLBILL OR THE SENATE BILL PASS THAT IS WILL AFFECT OUR RECAPTURE PAYMENT. THAT 104 MILLION WILL CHANGE. 
          >> THAT'S WHAT I WAS THINKING AND GETTING AT. 
          OVER HERE, THE RECOMMENDED CHANGE FROM CONTINUING PROGRAMS TO FEDERAL AND STATE CONTINGENCY. DO WE STILL HAVE FUNDS IN OUR BUDGET? I THOUGHT THAT WAS USED UP BY NOW. 
          >> WE HAD FEDERAL FUNDS SPECIFICALLY, AND WE'VE EXPENDED THOSE. THE FUNDS WE HAVE ARE OPERATING DOLLARS. WE JUST ARE CHANGING THE NAME AS FAR AS WHAT WE ASSIGN THAT TO. 
          >> LET ME CLARIFY BECAUSE I THINK IT'S AN IMPORTANT QUESTION, TRUSTEE TURNER. 
          WHEN ESR WAS GIVEN WE WERE EVALUATING PROGRAMS WE WERE USING THE DOLLARS FOR WHICH WE SHOULD USING ROI PROCESS, MENTAL HEALTH COUNSELORS WERE PAID OUT OF THAT EXPANSION. 
          WE SAW THE DATA. WE SAW THE NEED. 
          WHEN THOSE DOLLARS GO AWAY, HOW ARE YOU GOING TO KEEP IT? SO THERE WERE DOLLARS WE PUT AWAY IN FUND BALANCE AND THEY WERE ASSIGNED. WE ASSIGNED THAT WE WOULD HAVE DOLLARS TO MAKE UP WHEN IT WENT. WE TITLED IT CONTINUING PROGRAMS FROM ESR SO WE WOULD RECOMMEND THAT WE ORIGINALLY FUNDED IT OUT OF ESR BUT WE EXPENDED ALL OF THE ESR DOLLARS BUT BEFORE THE DEADLINE. 
          SO NOW, BECAUSE THERE ARE NEW CONSTRAINTS WITH THE FEDERAL AND STATE HOW MUCH MONEY ARE WE GETTING, HOW MUCH ARE THEY TAKING AWAY, WE'RE NOW WANT TO GO RENAME. 
          WE WANT TO RELABEL IT MORE APPROPRIATELY FEDERAL AND STATE IMPACT CONTINGENCY RATHER THAN CONTINUING PROGRAMS FROM ESR. ALL FL OF THOSE THINGS ARE NOW BAKED INTO OUR 
          BUDGET. >> THANK YOU FOR THAT 
          [01:35:01]
CLARIFICATION. AND LASTLY, ARE WE EXPECTING A DECREASE IN FEDERAL DOLLARS? 
          >> SO AS FAR AS IN TITLE ONE IN OUR TITLE DOLLARS, NO, BUT WE COULD SEE A DECREASE FROM THE SMALLER GRANTS, AND SO WE ARE EXPECTING SOME OF THE SMALLER GRANTS TO GO AWAY. 
          >> AND HAVE WE BEEN PRO- ACTIVE ON THE CHANGE IN CERTAIN LANGUAGE TO MAINTAIN SOME OF THESE GRANT DOLLARS? 
          >> WE HAVE IDENTIFIED WHICH GRANTS COULD GO AWAY AND FOUND ALTERNATIVE FUNDING FOR THOSE. 
          >> AND WE'RE ALSO -- AND WE'RE REVIEWING POLICY LANGUAGE TO ENSURE THAT WE ARE IN ALIGNMENT WITH WHAT THE NEW FEDERAL REQUIREMENTS OF DEFINITIONS OF EQUITY ARE. WE'LL BRING THAT TO YOU IN THE VERY NEAR FUTURE. 
          >> THAT'S WHAT I HAVE. THANK YOU VERY MUCH. 
          >> ANYONE ELSE FOR ROUND ONE? WE'LL GO TO ROUND TWO HERE BEGINNING WITH TRUSTEE CURRIE. 
          >> THANK YOU, CHIEF RAMOS. I WANTED TO JUST ASK WHERE THE BUDGET WILL PUT US TO RELATIVE OUR FUND BALANCE AND POLICY RELATED FUND BALANCE? 
          >> SO, BY THE END OF THE FISCAL YEAR BECAUSE WE HAVE REDUCED OUR OVERALL CURRENT BUDGET DEFICIT, WE WILL STILL MEET OUR LOCAL BOARD POLICY OF THREE MONTHS, SO WE WOULD STILL BE AT THE 675 MILLION OF UNASSIGNED FUND BALANCE, SO WE WOULD STILL MEET OUR LOCAL BOARD POLICY. 
          >> AND WHAT WOULD THAT -- YOU'RE TALKING ABOUT THE END OF FISCAL YEAR '25- 26 WE WOULD STILL BE IN LINE WITH POLICY? 
          >> SO AT THE END OF THIS FISCAL YEAR WE WILL BE AND THE END OF NEXT YEAR BASED ON CURRENT PROJECTIONS, YES. 
          >> DO YOU HAVE A ROUGH BALLPARK ASSUMING OUR BUDGET IS 100% ACCURATE, WHICH IS ALWAYS, YOU KNOW, THERE ARE SOME ADJUSTMENTS, WHERE WE WOULD BE AT THE END OF '25-26? 
          >> CURRENTLY WE'RE A LITTLE OVER FOUR MONTHS OF FUND BALANCE SO WE'LL BE CLOSER TO A LITTLE OVER 3 MONTHS OF FUND BALANCE WHICH WOULD SILL BE WITHIN OUR LOCAL POLICY. WHICH IS THREE MONTHS. 
          >> WE'RE HOPEFUL TO GET RELIEF FROM THE LEGISLATURE, BUT IF WE DON'T 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 ADJUSTMENTS TO DEAL WITH THAT POLICY, IS THAT CORRECT? 
          >> THAT'S CORRECT. 
          >> SECOND, IF YOU'LL GO TO SLIDE 15, SEVERAL OTHER TRUSTEES HAVE MENTIONED IT, WHILE I'M THANKFUL THE WORK THE HOUSE HAS DONE, BUT, I JUST WANTED TO TALK ABOUT HB-19 AND HOW CHALLENGING TO, AGAIN, HANDCUFF OUR ABILITY TO CONTINUE TO HELP OUR KIDS IN THE FUTURE. I HAVE LET MY STATE REPRESENTATIVE KNOW I AM HOPEFUL TO GET THIS RESOLVED AND ENCOURAGED FOR ANYONE ELSE TO GO AND DO THE SAME. 
          WE HAVE -- I DON'T KNOW WHAT OUR RATE IS COMPARED TO OTHERS, BUT THE CAP IS 50 CENTS AND WE'RE HALF THAT AND I THINK WE'VE BEEN THAT AT AN EXTREMELY LOW RATE FOR A VERY LONG TIME. 
          AND SO 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 DO SOME OF THE MAINTENANCE WE NEED TO DO TO HAVE GREAT, SAFE LEARNING PLACES. 
          I WOULD ENCOURAGE THE PUBLIC TO BE AWARE OF THIS ISSUE AND TO RAISE ISSUES AS MUCH AS WE CAN. AND MY SOAPBOX MOMENT, SLIDE SIX, PLEASE. ACTUALLY FIVE. 
          ONE MORE BACK. OH, IT IS SIX. SORRY. 
          SO I MENTIONED THIS BEFORE AND I'LL SAY IT AGAIN. 
          IT CAN BE CONFUSING. IF MY TAXES KEEP GOING UP BECAUSE MY VALUES KEEP GOING UP, WHY DON'T SCHOOLS HAVE MORE MONEY? THIS SLIDE DOES CLARIFY THAT. 
          YOU'LL SEE THAT WE'RE GETTING, THE ROUGH MATH IS ALMOST $125 MILLION OR A BIT MORE IN TAX REVENUE, BUT YOU'LL SEE THE STATE REDUCING THE AMOUNT THEY ARE PUTTING INTO PUBLIC EDUCATION. THE STATE EFFECTIVELY CAPS WHAT WE'RE ALLOWED TO SPEND PER STUDENT SO EVERY TIME WE GET EXTRA DOLLARS, THAT MEANS THE STATE GETS TO PAY LESS MONEY. AND THE STATE IS EXCITED ABOUT THE SURPLUS, TALKED ABOUT HOW THEY'LL USE THE SURPLUS FOR THEIR ISSUES. A BIG CHUNK IS THEY KEEP KEEPING MORE AND MORE DOLLARS RATHER THAN LETTING THOSE DOLLARS GO TO PUBLIC SCHOOLS, AND WE HAVE TO GO EACH SESSION AND PUT OUR HAND OUT, CAN WE PLEASE HAVE MORE OF THE MONEY WE'RE TELLING THE 
          [01:40:03]
PUBLIC WE'RE COLLECTING FOR SCHOOLS. 
          MY SOAPBOX IS THAT IS INCREDIBLY FRUSTRATING. 
          WE NEED TO BE TRANSPARENT DOLLARS ARE NOT GOING TO PUBLIC SCHOOLS BUT GOING INTO THE STATE'S COFFERS AND INTO THEIR SURPLUS SO THEY CAN SPEND ON OTHER THINGS AND WE WOULD BE ABLE TO DO A WHOLE LOT MORE FOR KIDS IF WE COULD KEEP 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 SO THAT I WAS GOING TO USE, BUT LET ME CONTINUE ON THIS POINT BECAUSE THIS IS NOT -- 
          >> YOU HAVE A LOT OF SO LEFT. 
          >> LET ME THANK THE SUPERINTENDENT AND THE WHOLE TEAM FOR MAKING THE EFFORTS IN AUSTIN, AND THERE'S REAL PROGRESS THERE, THERE'S NO DOUBT. BUT I DO WANT TO KEEP THINGS IN PERSPECTIVE WITH JUST INFLATION AND PUBLIC EDUCATION NEEDED 20 MILLION 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 SORT OF DECEIVED ITSELF INTO THINKING THEY HAD A GIGANTIC SURPLUS THAT WAS THE RESULT OF, I DON'T KNOW, GREAT MANAGEMENT MANAGEMENT OR -- A GREAT ECONOMY, BUT SO MUCH OF IT WAS JUST THE RESULT OF INFLATION. AND WHEN YOU DON'T MAKE AN INFLATION ADJUSTMENT FOR THE SCHOOLS OF 20 BILLION, THAT'S WHY YOU HAVE A GIGANTIC SURPLUS. 
          SO EVERY TIME INFLATION GOES UP, WE HAVE TO GO AND BEG FOR A PARTIAL INFLATION ADJUSTMENT. 
          AND SO WHILE I'M APPRECIATE TETCH OF THE PROGRESS NOW BEING MADE IN THE HOUSE, AND I DON'T KNOW HOW IT WILL TURN OUT IN THE SENATE. 
          NOBODY DOES. BUT PUBLIC EDUCATION HAS NOT BEEN MADE WHOLE FOR INFLATION AND 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. 
          IF WE WERE GOING TO BE MADE WHOLE TO 2019 LEVELS WE WOULD HAVE NEED ED 1,340 DOLLAR ADJUSTMENT IN THE BASIC ALLOTMENT. WE'RE LOOKING AT HOUSE BILL 2 OF 395 ADJUSTMENT SOSO IT WOULD ALMOST $1,000 SHORT OF WHAT WE WOULD NEED FOR INFLATION. BUT WHAT IS THAT -- WHAT DOES THAT $395 ADJUSTMENT DO FOR DALLAS ISD FUNDING? CAN YOU TRANSLATE THAT INTO NUMBERS OF DOLLARS DALLAS ISD WOULD GET IF THAT PASSED ON THE BASIC ALLOTMENT? 
          >> SO THE NUMBER ACTUALLY HAS IMPROVED FROM THE 395, AT LEAST FOR DALLAS ISD. WE'RE LOOKING AT 646 BASED ON LBB ESTIMATES. AND SO WE WOULD NOW LOOK AT 78 
          MILLION. >> OKAY. 
          >> AN INCREASE OF 78 MILLION. 
          >> 78 MILLION OVER ONE YEARYEAR TWO YEARS? 
          >> ONE YEAR. 
          >> AND THAT'S COMPARED TO THE DEFICIT THAT WE'RE GOING TO 
          RUN -- >> OF 128 MILLION. 
          >> OKAY. WE'LL STILL BE SHORT UNLESS THERE ARE OTHER ADJUSTMENTS ELSEWHERE THAT PRODUCE MORE FUNDING. 
          >> CORRECT. OKAY. 
          AND I GUESS THE LARGER PICTURE AS YOU NOTED WE'RE STARTING OUT HERE WITH A DEFICIT OF 128, 129 MILLION, AND WE ARE EXPECTING THAT WILL GO DOWN SOME WHAT WITH THE STATE FUNDING. 
          >> CORRECT. 
          >> I WANT TO TURN TO THE ATTENDANCE ISSUES. 
          [01:45:03]
I KNOW THAT SINCE COVID THE WHOLE WORLD HAS HAD AN ATTENDANCE DROP AND WE'VE BEEN A PART OF THAT. IS THERE ANYTHING, ANY NEW INITIATIVES OR EFFORTS TO TRY TO GET THAT UP? BEST PRACTICES TO GET ATTENDANCE 
          UP? >> WE ARE WORKING WITH SEVERAL FOCUSED ORGANIZATIONS ON REDEFINING AS CHRONIC ABSENTEEISM. IT'S THE NOTION OF THERE ARE A GROUP OF STUDENTS WHO HAVE, LET'S SAY, THE LARGEST BARRIERS AND, YOU KNOW, IT'S KIND OF LIKE YOU HAVE STUDENTS THAT ATTEND ALMOST EVERY DAY AND THEN YOU HAVE A GROUP OF STUDENTS THAT ONLY MISS WHEN THEY'RE ABSOLUTELY ILL, AND THEN SOME STUDENTS THAT HAVE A LOT OF BARRIERS AND THEY'RETHEY'RE NOW WE CALL THE CHRONIC ABSENTEE. SOME AREAS WITH THE COMMUNITIES WE SEE THE LARGEST PERCENTAGE THAT WE'RE JUST NOW WORKING TOGETHER TO, A, IDENTIFY WHO THEY ARE. 
          A FOR REAL EXAMPLE LIKE FOR OAK CLIFF IS WORKING WITH US TOTO WHO ARE THE STUDENTS WITH THAT CHRONIC ABSENTEEISM AND WHAT ARE WE SEEING FROM COMMUNITY BASED PROGRAMMING THAT ARE BEST PRACTICES. JUST LOOKING AT A SCHOOL- BASED APPROACH HAS NOT GOTTEN US ANY REAL IMPROVEMENT NOR FROM JUST A COMMUNITY BASED APPROACH. 
          TAYLOR HAS REACHED OUT TO US AND WE'RE PARTNERING. 
          >> OKAY, THANK YOU. I LOOK FORWARD TO HEARING ABOUT THAT IN THE COMING MONTHS, THAT WOULD BE GREAT. 
          THANK YOU AGAIN FOR YOUR WORK. 
          >> TRUSTEE WEINBERG. 
          >> THANK YOU. I WANTED TO REITERATE THE THANKS BOTTOM UP, THE CAMPUS BASED BUDGETING AND THE ALLOCATING OF THE 20 MILLION TO THE CAMPUSES. 
          THAT SUNSET REVIEW EXERCISE SOUNDS INFORMATIVE. 
          YOU PREPARED US LAST MONTH AND SENT US THE FULL THICKER BUDGET. SO WE CAN UNDERSTAND AND HAVE TIME TO PROCESS THIS BECAUSE IT'S COMPLICATED. I ECHO MY COLLEAGUES WHO APPRECIATE THE ROI PROCESS AND TO SAY THANKS. 
          ONE QUESTION I HAVE IS WILL WE SEE THREE- YEAR, SORT OF, PROJECTIONS BEFORE WE APPROVE THE BUDGET? 
          >> SO AT THE MAY 22ND PUBLIC MEETING I WILL HAVE THREE- YEAR PROJECTIONS AT THAT PRESENTATION. 
          >> THAT'S GREAT. FOLLOWING ON TO ATTENDANCE, ENROLLMENT IS ANOTHER PIECE OF THIS. 
          WE HAVE THIS VOUCHERS KIND OF FLOATING OUT THERE AND THINKING ABOUT ENROLLMENT. HOW ARE YOU THINKING ABOUT ENROLLMENT IN ANY EFFORTS OR BUDGET ITEMS OR WAYS YOU'RE THINKING ABOUT THIS IN CONTEXT OF CURRENT ENVIRONMENT? 
          >> YEAH, NOW THAT THE BILL HAS BEEN SIGNED, WE'RE REALLY WAITING FOR THE RULES AND SO IT WILL TAKE A WHOLE YEAR OF IMPLEMENTATION SO THAT BILLION DOLLARS HAS A LOWER FIRST YEAR COST AND ACTUALLY THE FOLLOWING YEAR THAT'S WHERE YOU SAW THE FIVE YEAR IN YEAR FIVE TO REITERATE WHAT TRUSTEE CURRIE -- OR ONE OF THE TRUSTEES WAS ASKING ABOUT. 
          IT WILL ADD UP TO FIVE. YEAR ONE IS ONE BILLION, YEAR TWO IS TWO BILLION, AND BY YEAR FIVE, EACH YEAR IT'S FIVE BILLION ESTIMATED. WE'RE LOOKING AT WHAT ARE THE RULES GOING TO BE? WHAT THAT IMPLEMENTATION IS. 
          BEFORE YOU ARE ELIGIBLE FOR THE VOUCHER, EDUCATION SAVINGS ACCOUNT, THE STUDENT HAS TO GAIN ADMIRATION INTO THAT SCHOOL. SO JUST BECAUSE I APPLY FOR -- I DENT GET THOSE DOLLARS UNLESS I GET INTO THE SCHOOL. WHEN I TALK TO THE SURROUNDING PRIVATE SCHOOLS, NO ONE WAS THINKING EXPANDING THEIR SCHOOL. THE NUMBER OF SEATS ARE STILL THE NUMBER OF SEATS AND THEY HAVE WAIT LISTS CURRENTLY. SO RIGHT NOW WE DON'T ANTICIPATE, AT LEAST IN YEARYEAR THERE WOULD BE A 
          [01:50:03]
HUGE GROUP OF STUDENTS THAT WOULD BE GOING THERE. WE WANT TO SEE FOR THE RULES. 
          I DON'T THINK IT WOULD BE UNTIL YEAR TWO WE COULD PUT A COMPREHENSIVE PLAN TOGETHER. 
          >> THAT'S FAIR. I ECHO BEN IT'S COMMENTS ABOUT PRE-K BEING A GREAT CONDUIT. I HEAR THAT, TOO, EXPOSING FOLKS WHO HAVEN'T BEEN TO THE INCREDIBLE PROGRAM. I THINK THAT WE ARE TRYING TO ATTRACT ENROLLMENT BY HAVING THE VARIETY IN THE OPEN ENROLLMENT. SO THANK YOU. 
          THAT CONCLUDES MY QUESTIONS. 
          >> TRUSTEE WHITE. 
          >> I HAVE A FEW QUICK QUESTIONS. AS FAR AS THE SECURITY THAT WE WERE -- THE POORLY UNFUNDED SECURITY THAT WE WERE MAN DAPTED TO HAVE, HOW MUCH OF A DEFICIT ARE WE RUNNING , AND BY DEFICIT I MEAN, OF COURSE WE ALREADY HAD SOME. 
          WE HAD TO ADD ON TO 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. 
          >> AND THAT'S SALARY, HEALTH CARE? 
          >> THAT'S ALL INCLUSIVE, YES. 
          >> AND ARE WE RECEIVING ANY ADDITIONAL FUNDS FROM THE STATE TO HELP WITH OUR MENTAL HEALTH INITIATIVES? 
          >> CURRENTLY THERE'S NO ADDITIONAL BILL THAT HELPS WITH THAT. 
          >> BUT MENTAL HEALTH ISSUES ARE DEFINITELY INCREASING AND WE DEFINITELY NEED THOSE SERVICES. 
          AND I KNOW WE HAD TO MAKE ADJUSTMENTS, BUT I JUST AM GRATEFUL FOR WHAT WE DO HAVE. AND, ONCE AGAIN, I WOULD LIKE TO ADD BACK TO WHAT WE WERE MENTIONING ABOUT THE STUDENT ALLOTMENT BECAUSE IT WAS KNOWN WHAT WE'RE PAYING AS FAR AS RECAPTURE WAS KNOWN AS ROBINHOOD, AND WE'RE STILL PAYING THAT REGARDLESS OF WHETHER -- THEY DIDN'T RESOLVE, IT WAS SOMETHING THAT WAS SUPPOSED TO BE RESOLVED AS FAR AS HOW WE'RE GOING TO FUND SCHOOLS. 
          IT WAS NEVER RESOLVED AND HAS BEEN GOING ON FOR 30 YEARS. 
          IS THAT APPROXIMATELY CORRECT? 
          >> IT'S BEEN A WHILE. 
          >> YES. 
          >> BUT OVERNIGHT THEY DECIDED THAT REGARDLESS WHETHER WE GOT THIS RESOLVED THE ROBINHOOD, RECAPTURE, WE'RE GOING TO DO VOUCHERS. 
          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. AND 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 YEAR DOUBLED. IT'S REALLY CLEVER HOW THEY'VE DONE IT, THEY'RE NOT INCREASING, SOME PLACES THEY'RE INCREASING THE DWELLING AMOUNT 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 WILL REALIZE THEY HAVE TO LIVE UNDER THE SAME RULES THEY'RE PUTTING ON US. 
          MAYBE THEY'LL THINK TWICE ABOUT WHAT THEY'RE DOING TO US. 
          I CAN'T -- I'VE ALWAYS SAID THIS AND I BELIEVE IT IS THAT THE YOUNGER WE CAPTURE OUR KIDS, PRE-K, IS INVALUABLE. IT REALLY IS. 
          AND THE LAST FACTOR THAT I LIKE TO MENTION IS I JUST WANT US ALL TO MAKE SURE THAT EVEN THOUGH IT WAS MENTIONED CHRONIC ABSENTEEISM, I HAVE GOTTEN CALLS FROM PARENTS WHO SAID, MY CHILD IS A SENIOR. WHAT ARE WE GOING TO DO? 
          [01:55:09]
THEY'RE÷÷ FRIGHTENED. WE HAVE GREAT PROGRAMS. SOME OF THESE STUDENTS THEY WERE ABLE TO RECAPTURE THEIR CREDITS AND THAT IS VITAL BECAUSE WE WANT ALL OF OUR STUDENTS TO GRADUATE, BECAUSE GRADUATION IS RIGHT AROUND THE CORNER CONGRATULATIONS TO OUR SENIORS. 
          >> TRUSTEE JOHNSON. 
          >> THANK YOU FOR ALLOWING ME TO GO. 
          HOW MUCH MONEY HAVE WE RECEIVED? WE'VE HAD THIS CONVERSATION, HOW MUCH MONEY HAVE WE RECEIVED FROM THE STATE CONCERNING OUR POLICE OFFICERS THAT WAS MANDATED TO DO? HAVE WE RECEIVED ADDITIONAL FUNDS FOR SAFETY AND SECURITY? 
          >> FOR THE OFFICERS THEMSELVES WE RECEIVED $15,000 TIMES EACH OF THE CAMPUSES WE HAVE. 
          SO 230 SCHOOLS TIMES 15 -- 
          >> CLOSE TO 5 MILLION. 
          >> THAT'S ABOUT 5 MILLION. 
          >> HOW MUCH DO WE HAVE TO PAY? 
          >> BUT IT COSTS ABOUT -- 
          >> OVER 35 MILLION. >> SO EACH OFFICER IS AROUND 80? 
          >> 75, 80,000 BY THE TIME -- I'M LOOKING -- ROBERT IS LOOKING THINGS UP RIGHT NOW. 
          WHETHER THEY'RE A CSO, THE COMMISSIONED SECURITY OFFICER OR THE POLICE OFFICER THEMSELVES, THE RANGE IS SOMEWHERE IN THERE. 
          IF WE WERE SAYING $80,000 -- 
          >> RIGHT, GIVEN OR TAKE. 
          >> RIGHT. WE'RE GETTING $15,000, AND IT COSTS US ABOUT $80,000. 
          >> SO $15,000 -- 
          >> 65,000 THAT WE'RE IN THE NEGATIVE ON EACH ONE OF THOSE. 
          >> WHICH IS AN INFLUENCE OF THIS 
          BUDGET? >> ABSOLUTELY. 
          >> IF WE DIDN'T DO IT AS A BOARD OUR OFFICERS WOULDN'T HAVE A HEALTHY LIFESTYLE OR HAVE A HEALTHY SALARY TO DO ANY OF THE 
          WORK. >> THEY WOULD ALL BE VACANT. 
          WHO ARE WE GOING TO HIRE FOR $15,000? 
          >> THANK YOU SO MUCH. 
          >> YES, SIR. 
          >> TRUSTEE FOREMAN. 
          >> THANK YOU. 
          SORRY I WAS LATE. CAR ISSUES. SO I MIGHT ASK SOME QUESTIONS YOU'VE ALREADY GONE OVER, BUT I THINK THEY'RE KIND OF IMPORTANT TO ME. 
          AND I'LL JUST START WITH -- I'M ON PAGE 3. WE CAN KIND OF KEEP UP. 
          PAGE 3 WE TALK ABOUT THE 2024 OPINION 2025 PROJECTED AMOUNT OF LOCAL DOLLARS. THE '25- 26, DO WE HAVE THE PROJECTED AMOUNT OF LOCAL 
          DOLLARS? >> YES. 
          >> AND IS THAT ON PAGE 6? 
          >> THAT'S ON PAGE 6, CORRECT. 
          >> AND THAT'S INCLUDING AN ESTIMATE WITH THE CURRENT BILLS THAT ARE THERE FOR ADDITIONAL 
          DOLLARS? >> CORRECT. 
          >> IS THAT WHY IT SAYS CURRENT 
          LAW? >> CURRENT LAW, YES. 
          >> THANK YOU. IN THE -- I'LL GO ON TO PAGE 6. I'LL START AT 5. 
          ON PAGE 5 WE TALK ABOUT THE CENTRAL STAFF REDUCTIONS, AND IT WAS $2. 3 MILLION. 
          WAS THAT POSITIONS THAT WERE FILLED, POSITIONS NOT FILLED? 
          >> SO THAT ACTUALLY WAS AN OLD SLIDE. 
          IF YOU LOOK AT THE SCREEN -- 
          >> I'M SORRY. 
          >> THE CENTRAL OFFICE REDUCTIONS WERE CLOSE TO 65 MILLION, AND THAT INCLUDEDED 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 PLACE HOLDERS IN THE BUDGET, AND SO I'M INTERESTED IN THE ONES FILLED THAT WERE CHANGED. 
          >> WE CAN PROVIDE THAT. 
          >> AND THEN THETHE 263,000 ADDITIONAL CAMPUS EQUITY ADJUSTMENTS, WHAT DOES THAT MEAN? 
          >> SO THAT WAS LAST YEAR'S 
          SLIDE. >> I'M STILL LOOKING AT LAST YEAR'S. 
          >> THE ONE ON THE SCREEN IS THE CORRECT ONE. 
          >> I CAN'T SEE THAT SCREEN. 
          >> I'M SORRY. 
          >> I'M GOOD. 
          >> THAT'S OKAY. I'M GOOD. THANK YOU. 
          [02:00:07]
LET ME SEE IF IT'S THE SAME PAGE 6. 
          I'LL JUST ASK YOU THE QUESTIONS LATER SINCE THIS IS AN OLD SLIDE. THANK YOU. 
          >> TRUSTEE TURNER. 
          >> YES. ONE LAST QUESTION. 
          WOULD THIS BUDGET HAVE AN IMPACT ON THE EXPANSION OF THE 
          [9. MINUTES SUBMITTED FOR APPROVAL]
RESOURCE CENTERS? 
          >> AS FAR AS THE OVERALL BUILD ING THAT COMES OUT OF THE 
          [10. STATUTORY ITEMS]
BOND MONEY WITH REGARDS TO STAFFING THAT IS BUILT INTO THIS SPECIFIC BUDGET, THE CAMPUS BUDGET. 
          >> BUT THERE'S NO REDUCTION? 
          >> NO. 
          >> THAT'S ALL I WANTED TO KNOW. THANK YOU. 
          >> ANYONE ELSE FOR ROUND TWO? THANK YOU, CHIEF SUPERINTENDENT. 
          7B WAS DISCUSSED IN CLOSED SESSION. 
          [11. POLICY UPDATES]
WE'LL TURN TO A, THE MINUTES WILL BE IN BOARD DOC FOR REVIEW. 
          ANY QUESTIONS UNDER STATUTORY ITEMS 10, 10A, B OR C? I NOTE FOR THE TRUSTEES, 10A WE WILL BE CONSIDERING A RESOLUTION, A MEMORIUM OF DR. NOLAN ESTES. OKAY. I SEE NONE. 
          TRUSTEES, WE'LL MOVE INTO POLICY ITEMS. UNDER 11, TRUSTEES, ARE THERE ANY QUESTIONS UNDER POLICY ITEMS, A, B -- 
          >> B. 
          >> C, D, H, AND I. ANYTHING FOR A? SEEING NONE, WE'LL START WITH B, TRUSTEE FOREMAN? 
          >> THE REASON FOR THIS CHANGE, I SEE THAT THREE TRUSTEES HAVE ASKED IT BE ON THE AGENDA SO COULD SOMEBODY EXPLAIN TO ME WHY IT'S NECESSARY TO MAKE THIS CHANGE? 
          >> YES, THANK YOU FOR THE QUESTION. 
          11B IS THE CHANGE OF THE BOARD BRIEFING TIMETIME -- WHICH IS THIS MEETING FROM 11:30 A.M. 
          START TIME TO 4:00 P.M. START TIME. THE REASON IS TWO THINGS, ONE TO ALLOW WORKING PEOPLE MORE ACCESS TO THIS MEETING, IF IT STARTS LATER IN THE AFTERNOON. 
          AND BETTER ACCOMMODATE WORKING SCHEDULES. 
          WE ALL KNOW THIS IS A VOLUNTEER 
          POSITION. >> SO I'M VOLUNTEER WORKING PERSON. AND BEING AROUND THIS DISTRICT FOR SO LONG KNOWING THE LATER YOU HAVE THE MEETINGS, THE LATER YOU'RE GOING TO BE HERE, AND THE LATER YOU'RE HERE, THE HARDER 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 BEEN TOO LONG. I REMEMBER MEETINGS AS LATE AS 4:00 IN THE MORNING. 
          WHEN YOU OPEN UP THIS WINDOW YOU ALSO ALLOW AN OPPORTUNITY FOR PEOPLE WHO WORK TO COME AND SPEAK, YOU WILL HAVE MORE SPEAKERS. YOU DON'T HAVE SPEAKERS DURING THE DAY BECAUSE THEY ARE WORKING SO YOU OPEN IT UP FOR MORE MEETINGS. 
          AND 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, SO I HAVE SOME REAL CONCERNS ABOUT THAT BECAUSE THAT OPENS UP A WHOLE LOT OF OTHER THINGS. 
          AND I WILL SAY SINCE WE'VE OPENED UP B- E I WILL OPEN UP CONCERNS OF MINE THAT HAVE NOT BEEN APRIL ADDRESSED AND ONE IS REQUIRING TRUSTEES TO HAVE TO SUBMIT A QUESTION AND THEN GET A SECOND JUST TO GET AN ITEM PULLED FROM THE AGENDA. WHICH I THINK WE SHOULD BE ABLE TO DO THAT WITHOUT THAT. 
          I'LL BE LOOKING TO SEND SOME LANGUAGE IN REGARDING TO THAT, ALSO. THANK YOU. 
          [02:05:04]
          >> TRUSTEES, FURTHER QUESTIONS ON 11B? WHEN YOU LOOK BACK AT THE LAST TWO YEARS OF BOARD BRIEFINGS, BOARD MEETINGS AND, YOUR AVERAGE IS FROM AN HOUR AND A HALF TO TWO HOURS. 
          AVERAGE BOARD BRIEFING IS THREE TO FOUR HOURS, AND YOUR AVERAGE NIGHT MEETING IS SOMEWHERE AROUND THE THREE- HOUR MARK. 
          SO THIS START TIME OF THE BOARD BRIEFING WILL PUT US AT 7:00 P.M. TO 8:00 P.M. FINAL TIME IF YOU LOOK AT THE AVERAGE OVER THE LAST THREE YEARS. 
          >> MR. PRESIDENT? 
          >> I'LL GET YOU IN ROUND TWO, TRUSTEE FOREMAN. 
          >> I'M SORRY. 
          >> I WOULD LIKE TO SAY THAT I FULLY SUPPORT THE CHANGE TO 4:00 P.M. 
          IT ALLOWS THE COMMUNITY TO COME TO THE BRIEFINGS TO ASK QUESTIONS THAT THEY MAY HAVE AND ALSO FOR US THAT ARE WORKING TO ADJUST OUR WORK SCHEDULES TOTO POSSIBLY, FOR ME, TO GO IN MAYBE EARLIER AND GET OFF WORK EARLY VERSUS HAVING TO LEAVE IN THE MIDDLE OF THE DAYTIME AND POSSIBLY GO BACK TO WORK BECAUSE, TO BE HONEST, IT'S KIND OF HARD TO GO BACK TO WORK AFTER TAKING ALL THIS IN. 
          THIS ACTUALLY WORKS FOR ME. 
          >> ANY FURTHER QUESTIONS IN ROUND ONE? ROUND TWO, TRUSTEE FOREMAN? 
          >> REAL QUICK, I WOULD 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 SALE 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. 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, TOO. AND I HOPE THE SUPERINTENDENT DOESN'T HAVE TO LET THEM TAKE A DAY OFF THE DAY AFTER WE STAY LATE. 
          >> ANY OTHER QUESTIONS FOR ROUND 
          TWO? >> SEEING NONE, ANY OTHER QUESTIONS ON POLICY UPDATES A THROUGH I? 
          >> F. 
          >> OH, YEAH. THE LETTERS CHANGED A LITTLE BIT HERE. 
          WHICH ONE IS THAT ONE? 
          >> STUDENT CODE OF CONDUCT AND FOOD SERVICES. 
          >> OKAY. LET'S START WITH FOOD SERVICES. 
          TRUSTEE FOREMAN? >> IN READING THE NEW LANGUAGE, SUPERINTENDENT, IT PRETTY MUCH 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, AND WHAT DO WE DO? DO WE GIVE THE STUDENT BREAKFAST? IS THE TEACHER CALLED AWAY FROM THE REST OF THETHE KIDS? I THINK WE SHOULD HAVE A LIMITATION. I DO BELIEVE IN THE BREAKFAST PROGRAM, EVEN THOUGH MANY OF OUR KIDS DON'T EAT IT. 
          I BELIEVE IN IT. I THINK YOU SHOULD HAVE SOME LIMITATIONS SO THAT IT'S NOT THAT BROAD, SO WHENEVER A STUDENT COMES IN, A STUDENT IS ABLE TO EAT BREAKFAST BECAUSE THAT INTERRUPTS THE CLASS DAY. THAT'S JUST MY OPINION. 
          >> I'LL CERTAINLY TAKE THAT TO OUR TEAM. 
          >> IF YOU MAY, SINCE I'M SPONSORING THIS WITH MICCICHE, THE WAY 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 WHO WANT TO OFFER BREAKFAST BEFORE HAND AND SO THE FEAR OF SAYING BREAKFAST ISN'T GOING TO BE SERVED IN THE CLASSROOM, KIDS MIGHT SHOW UP RIGHT AFTER SCHOOL. I FULLY AGREE WITH YOU. I THINK IT'S FINE -- THE WAY I UNDERSTAND IT AND AT A CERTAIN POINT IT TRANSITIONS FROM BREAKFAST TO LUNCH. 
          YOU'RE RIGHT, IT'S NOT ANYTIME. 
          THE HEART OF THE POLICY IS JUST -- YOU MAY PUT OTHER SYSTEMS IN PLACE. 
          >> I GET IT, I GET IT. I GET IT. 
          I JUST THINK THAT IT'S TOO BROAD. 
          THANK YOU. 
          >> TRUSTEES, ANY OTHER QUESTIONS FOR 11C? OKAY. SEEING NONE, TRUSTEES, ANY OTHER QUESTIONS ON POLICY UPDATES? 
          >> F. 
          >> TRUSTEES -- MY NUMBERS ARE -- 
          >> D, F, B, B AND STUDENT CONDUCT. 
          [02:10:15]
          >> HI, CHIEF ABEL. 
          >> HELLO. 
          >> OKAY, SO -- AND I'M SPECIFICALLY LOOKING AT PAGEPAGE 104 TO START WITH. WHERE IT TALKS ABOUT REASONS FOR NONRENEWAL. 
          >> 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 WE WOULD LIST ON THE OFFICIAL NOTICE TO THE EMPLOYEE. 
          THE DISTRICT WOULD HAVE SOME KIND OF BACKUP INFORMATION. 
          IT COULD BE A MEMORANDUM. IT COULD BE A MEMO, A PSO INVESTIGATION, ANY VARIOUS REASONS AS LONG AS THOSE ARE SUPPORTED. THERE'S NOT A SPECIFIC FORM FOR EACH ONE. 
          >> SO IT JUST MAKES A LITTLE BIT MORE SENSE IF WE SAY THERE WOULD BE ADDITIONAL INFORMATION COMING FORWARD BECAUSE THE WAY THIS READS RIGHT NOW IS 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 FIRST. 
          >> SURE. I WAS ABLE TO LOOK AT -- THANK FOR 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 AND WE'VE SEEN THE BENEFITS FROM THAT. 
          WE'VE SEEN RECIDIVISM GO DOWN. WE HAVE SEEN  DOWN OF ALL TYPES OF OFFENSES. I WANT TO APPLAUD YOU FOR THE WORK AND ALL THE DIFFERENT CHANGES. 
          IT'S HARD TO DISCERN HOW MUCH IS CONCRETE -- NOT CONCRETE BUT, LIKE, REALLY MEANINGFULLY DIFFERENT VERSUS UPDATES, ADJUSTMENTS, ET CETERA. 
          I WOULD LOVE IF YOU COULD OVERVIEW WHAT YOU SEE AS SOME OF THE LARGEST CHANGES AND I'LL 
          FOLLOW UP WITH ANY QUESTIONS. >> THANK YOU AND GOOD AFTERNOON. 
          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, SO IF A STUDENT IS INVOLVED IN AN OFFENSE AND A PARENT WANTS TO SEE THE VIDEO, THE PARENT MAY COME IN AND WATCH THE VIDEO, BUT THEY ARE NOT ALLOW TO VIDEO THE VIDEO. SO IF THE VIDEO IS PLAYING, THEY CAN'T HAVE A DEVICE AND VIDEO THAT. SO WE HAVE THAT IN THERE NOW. 
          WE HAVE WITNESS STATEMENTS, SO 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 SENT TO DAP FOR AN OFFENSE, IF, WHILE THEY WERE IN THE PROCESS OF BEING SENT TO DAP THEY COMMIT ANOTHER OFFENSE, YOU CAN'T SEND A STUDENT FOR DOUBLE OFFENSES. SO A STUDENT CAN'T COME FOR X NUMBER OF DAYS AND FINISH THAT ASSIGNMENT AND HAVE TO START ANOTHER ASSIGNMENT. THEY WOULD HAVE TO DETERMINE WHAT IS MAYBE THE HIGHER OFFENSE, LIKE ONE'S DISCRETIONARY AND ONE IS MANDATORY, THEY WOULD COME FOR THE MANDATORY OFFENSE, AND THE SCHOOL WOULD SIGN A DIFFERENT CONSEQUENCE FOR THE DISCRETIONARY OFFENSE, BUT THEY CAN'T DOUBLE STACK OFFENSES TO COME TO DAP. 
          ANOTHER ITEM IS THAT WE MOVE SKIPPING FROM A LEVEL ONE TO A LEVEL TWO. WE MOVE THE PROPPING OF DOORS FROM LEVEL TWO TO MANDATORY, AND THE REASON WE DID THAT IS IT REALLY WAS ALREADY MANDATORY BECAUSE ON. FIRST OFFENSE IF THEY POPPEDPOPPED LOCKED DOOR OPEN OR OPENED A LOCKED DOOR FOR ANOTHER STUDENT THEY WENT TO DAP ON THE FIRST OFFENSE, SO 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 OPEN A LOCKED DOOR TO ALLOW A STUDENT TO COME IN THAT IS A DAP REMOVAL. AND THEN THE VAPING. RIGHT NOW VAPING IS MANDATORY. 
          [02:15:02]
THE FIRST OFFENSE THEY GO TO DAP. HOWEVER, WE DO HAVE WITH OUR DISTRICT OF INNOVATION DISTINCTION THAT WE CAN DO A DIFFERENT CONSEQUENCE FOR THAT, SO NOW FOR VAPING FOR THE FIRST OFFENSE THEY WILL GO TO RESET AND THEN ON THE SECOND OFFENSE THEY WILL COME TO DAP. THOSE ARE THE MAJOR CHANGES FOR THIS YEAR. 
          >> THANK YOU FOR THAT SUMMARY. THOSE ARE ALL SUPER HELPFUL AND SOUNDS LIKE A LOT OF THOSE MAKE A TON OF SENSE AROUND THE DOUBLE JEOPARDY FOR DAP, MAKE IT ALL AT ONCE AND MAKE THE DECISION. I KNOW A FEW YEARS AGO WE MADE SIGNIFICANT CHANGES TO ELIMINATE DISCRETIONARY SUSPENSIONS AND THE MENTAL HEALTH AND WRAPAROUND AND IT SHOWS IN THE DATA. I'M CURIOUS, 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 ARE -- IS DISCRETION TO REMOVE A STUDENT TOTALLY FROM THE SCHOOL? YOU SAY REMOVAL FROM THE SCHOOL THAT IS DAEP. 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 -- 
          >> AND GET SUPPORT IN THAT SETTING? 
          >> YES. 
          >> AND THOSE ARE FOR A CERTAIN LEVEL OF OFFENSES AND ABOVE, 
          CORRECT? >> 
          CORRECT. >> ONE OF THE THINGS I WOULD LOVE IN THE TRACKER BEFORE WE VOTE ON THIS IS TO LOOK AT FOR ALL OF THE SCHOOLS ARE FEEDER PATTERNS WHAT -- I WOULD LOVE TO SEE HOW MANY DISCRETIONARY 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. 
          SO, AGAIN, I DON'T EXPECT YOU TO HAVE THAT DATA NOW BUT I WOULD NEED BEFORE WE MOVE FORWARD AND ADOPT THIS. THANK YOU ALL FOR YOUR WORK AND THE RADICAL TRANSFORMATION 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 DIDDID DISCIPLINE. AND 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, RESET CENTERS AND ALL THOSE THINGS. 
          BUT WHAT WOULD BE INTERESTING FOR ME WOULD BE FOR ME TO SEE HOW MANY STUDENTS ACTUALLY COME 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 TROUBLE STUDENTS. 
          AND SO WE BRING THEM IN. SOME OF THEM, IF I'M CORRECT, CORRECT ME IF I'M WRONG, AND I KNOW YOU WILL. SOME OF THOSE STUDENTS WERE SERVING DAEP IN THE SCHOOLS THAT THEY COME FROM. 
          IS THAT CORRECT? 
          >> YES. 
          >> AND THEN WE HAVE TO PUT THEM IN OUR DAEP BECAUSE WE ACCEPT THOSE STUDENTS. THERE ARE JUST SOMETIMES WE HAVE TO BE REAL WITH OURSELVES. AND STUDENTS MIGHT NEED TO BE IN ANOTHER ALTERNATIVE SETTING OTHER THAN DAEP. 
          THE SUPERINTENDENT AND I HAVE HAD SEVERAL CONVERSATIONS ABOUT DALLAS ACADEMY AND TRYING TO STRENGTHEN OUR PROGRAM BECAUSE WE HAVE TO RECOGNIZE THAT SOME STUDENTS NEED A LOT OF WORK, AND I SEE CHIEF HEWITT 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 JJAP 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 -- AS A ISD WE DON'T HAVE A CHOICE. BUT THOSE ARE SOME SERIOUS ISSUES, AND PUTTING KIDS WHO HAVE ALREADY INDICATED WHO 
          [02:20:01]
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 PRINCIPALS DISCRETIONARY ACTION, THEN WE ARE TYING THEIR HANDS. 
          I'M GOING TO SAY THAT AGAIN. IF WE TAKE FROM PRINCIPAL S THE OPPORTUNITY FOR DISCRETIONARY DISCIPLINE, WE ARE TYING THEIR HANDS, AND SITTING AROUND THIS HORSESHOE, WE'RE NOT IN THE SCHOOLS. 
          WE ARE NOT IN THE SCHOOLS. AND WE HAVE TO BE CAREFUL AS WE MAKE THESE DECISIONS ABOUT WHAT WE'RE GOING TO DO. 
          SO, FOR ME, I WOULD JUST LIKE TO SEE BY TRUSTEE DISTRICT HOW MANY STUDENTS ARE REPEAT AND THEN WE'LL JUST GO FROM THERE. THANK YOU. 
          >> TRUSTEE CURRIE. 
          >> THANK YOU AGAIN FOR YOUR WORK ON THIS. 
          LAST YEAR WE HAD SOME QUESTIONS ABOUT THE CELL PHONE POLICY AND WHETHER THERE WOULD BE ADJUSTMENTS TO IT. I DON'T SEE ANY THIS YEAR WHICH MEANS, AS I UNDERSTAND IT, IT IS -- PHONES ARE SUPPOSED TO BE PUT AWAY DURING INSTRUCTIONAL TIME. I REMEMBER THERE BEING PILOT WORK 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 I COULD FOLLOW UP ON A TRACKER. I WOULD LOVE TO KNOW WHAT THE OUTCOMES WERE AND WHETHER WE CONSIDERED MAKING CHANGES IN LIGHT OF SOME OF THE DATA WE RECEIVED. 
          >> IT'S UP TO THEM HOW THEY MONITOR THAT. SOME CAMPUSES DO HAVE PERIODS DURING THE DAY THEY ALLOW CELL PHONES LIKE THERE MAY BE A CLASSROOM THAT THE TEACHER USES A CELL PHONE FOR DIFFERENT PURPOSES SO THAT IS UP TO THE CAMPUS. 
          >> MY DAUGHTER LIKES TO TEXT ME WHILE SHE'S IN SCHOOL AND I TELL HER, PLEASE STOP DOING THIS. 
          THIS IS NOT -- 
          >> APPROPRIATE. 
          >> I'M WORKING ON THAT. 
          >> ABSOLUTELY OUR CAMPUSES WITHIN POLICY HAVE THE AUTHORITY TO SAY THEY DO NOT ALLOW CELL PHONES DURING THE DAY AND WE DO HAVE THOSE CAMPUS THAT IS ARE USING THE POUCHES NOW AND STUDENTS HAVE TO LOCK THE PHONE AND OPEN THEM ON THE WAY OUT WITH THE MAGNET RELEASE. THEY'VE COLLECTED THE DATA AND WITH THE CAMPUSES DOING THE PILOT SO 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 IF THAT'S THE RIGHT OUTCOME OR NOT BUT I WANT TO LOOK CAREFULLY AT IT. THANK YOU. 
          >> >> TRUSTEE 
          TURNER? >> WHAT IS THE NEW LAW WHEN IT COMES TO DISCIPLINE? WHAT IMPACT WILL THAT HAVE AS FAR AS WHEN IT COMES TO SUSPENSIONS AND EXPULSION? I KNOW WE DON'T BUT -- 
          >> SO THE SUSPENSION BILLS THAT ARE IN TALKS RIGHT NOW WILL NOT HAVE AN IMPACT ON US BECAUSE WE DO NOT DO SUSPENSIONS. 
          >> THANK YOU. 
          >> TRUSTEE WEINBERG. 
          >> WHAT IS THE PROCESS BY WHICH YOU MAKE THESE CHANGES, LIKE A STUDENT CODE OF CONDUCT COMMITTEE? CAN YOU BRIEFLY TALK ABOUT IT? 
          >> DO YOU WANT TO TALK ABOUT THE TASK FORCE? 
          >> 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 REACHED OUT TO SCHOOL LEADERSHIP AND WE GIVE PRINCIPALS, ASSISTANT PRINCIPALS, WE HAVE PARENTS THAT ARE PART OF THE COMMITTEE. WE BRING THEM TOGETHER. 
          WE'VE ALREADY MET WITH THEM THREE TIMES PRIOR TO US HAVING THIS CONVERSATION HERE SO WE PRESENT THEM WITH A CURRENT CODE CODE CONDUCT THAT WE'RE USING AND 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 AND YOUR CAMPUS. WE HAVE REPRESENTATIVES FROM EVERY DISTRICT DEPARTMENT FROM TRANSPORTATION, OUR UNION, OUR TEACHERS' UNION, ALL PART OF THE COMMITTEE TO HELP US FORMULATE THE CHANGES. 
          [02:25:02]
          >> GREAT. AND YOU SAID YOU'VE HAD THREE 
          MEETINGS? >> WE HAVE, YES. 
          >> 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 JOYCE FOREMAN CONCERNING MAKING SURE OUR PRINCIPALS HAVE DISCRETION WHEN IT COMES TO THAT. 
          I WORKED IN THE DISTRICT FOR TEN YEARS. I'VE DONE THE WORK. IT IS A CONCERN OF MINE THAT WE SEND EVERYONE TO DEAP AND THEY COME RIGHT BACK AND THEY GO RIGHT BACK AND THEN THEY COME RIGHT BACK. 
          SO IT'S BEEN A BACK AND FORTH. WE'VE HAD THESE CONVERSATIONS. 
          AND FOR SOME, EVEN PROVIDING WRAPAROUND SUPPORT, THE BEHAVIOR HAS NOT CHANGED, RIGHT? SO WHAT DISCRETION ARE WE GOING TO GIVE THE PRINCIPALS, BECAUSE WORKING IN A DISTRICT FOR TEN YEARS, BEING IN THOSE SCHOOLS AS A TRUSTEE AND BRINGING SUPPORT TO OUR ALS AND EDUCATORS AND LISTENING TO THEIR CONCERNS AND THE COMMUNITY'S CONCERNS, GOING BACK AND FORTH ISN'T THE SOLUTION EITHER. SO WHAT CAN WE DO TO MAKE SURE THAT EVERY KID IS SAFE AND ALSO OUR EDUCATORS ARE SAFE BECAUSE THIS IS A CONCERN. AND THEN WHAT ARE THOSE REPERCUSSIONS WHEN YOU HAVE SOMEONE TO OPEN UP DOORS AND VIOLATE THE POLICY WE HAVE IN PLACE? I HOPE YOU CAN ANSWER THAT. 
          I HOPE THAT WASN'T TOO MUCH FOR YOU. 
          >> WE AGREE. JUST SENDING KIDS TO DEAP AND NOT GIVING THEM SUPPORT DOESN'T WORK. WE HAVE A PLETHORA OF RESOURCES. 
          WE'VE EXPANDED THE WORK WE HAVE GOING ON THERE TO TRY TO HELP MODIFY THOSE BEHAVIORS. WE EVEN HAVE TWO CLINICIANS AT DEAP THAT WORK WITH STUDENTS THERE TO GET THEM ADDITIONAL STRATEGIES SO WHEN THEY GO BACK TO CAMPUS THEY DO NOT REPEAT THOSE BEHAVIORS. 
          THEN THE OTHER THING TO REMEMBER IS THAT, ESPECIALLY IN OUR HIGH SCHOOLS, WE NOW HAVE A FULL- TIME CLINICIAN AT EVERY COMPREHENSIVE HIGH SCHOOL. IT IS OUR HOPE THAT IN EVERY HIGH SCHOOL WE'RE UTILIZING THEM TO HELP OUR KIDS THAT ARE ACTING OUT OR, YOU KNOW, DOING THINGS THAT ARE CAUSING THEM TO HAVE BEHAVIORAL ISSUES SO THEY CAN GIVE THEM THOSE STRATEGIES OR DIG DEEPER INTO WHAT'S GOING ON THAT'S MAKING THEM BEHAVE THE WAY THEY'RE BEHAVING. 
          SO THOSE ARE SOME OF THE THINGS WE'RE TRYING TO DO DIFFERENTLY. WHEN WE INITIALLY DID AWAY WITH SUSPENSIONS, THE CONVERSATIONS 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 DIFFERENT. 
          SO THE THOUGHT NOW IS INSTEAD OF SENDING THEM HOME, WE GET THEM THE REFERRAL TO THE MENTAL HEALTH CLINICIAN. 
          WE GET THEM THE THINGS WE NEED. WE SIGN THEM AND HAVE SOMEONE THAT CHECKS INTO WITH THEM. 
          WE AGREE. WE CAN'T KEEP EXPECTING THEM TO DO -- TO ACT DIFFERENT IF WE DIFFERENT. 
          >> WE GIVE THE PRINCIPALS THAT DISCRETION TO MAKE THAT DECISION NOT JUST WITH DEAP. IF THEY'RE GOING BACK AND FORTH AND WE'VE GIVEN THEM ALL THE RESOURCES AND YET THE BEHAVIOR HAS NOT CHANGED, DO WE GIVE OUR PRINCIPALS THE DISCRETION BECAUSE RIGHT NOW OUR EDUCATORS DO NOT FEEL THE SUPPORT. IF YOU TALK TO THEM, THEY DO NOT FEEL THE SUPPORT. SO DO WE GIVE THEM THAT DISCRETION? I KNOW WE CAN, THE BOARD HAS TO VOTE ON IT. WHAT IS THE ADMINISTRATION WANT TO TACKLE -- WHAT CAN WE DO WITH THAT? 
          >> NO. 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. 
          AND RIGHT NOW IT WAS SPECIFICALLY THE APPROACHES ARE, AGAIN, I DON'T THINK NIP DISAGREES WITH THE STATEMENTS IF THEY GO TO DEAP AND COME BACK, WE ALL, AGAIN, I WANT TO REITERATE WHAT DEPUTY CHIEF CHRISTIAN HAS INDICATED AS WELL. 
          SENDING KIDS HOME, THAT DEPARTMENT WORK DIDN'T WORK EITHER. 
          WE'RE STRUGGLING. 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 
          [02:30:02]
CONTINUE TO BE CHALLENGED BY THE VERYVERY YOU ARE ASKING US. 
          THEY'RE VERY GOOD QUESTIONS AND OBSERVATIONS. 
          I THINK WE STILL HAVE SOME PLACES WHERE OUR TEACHERS AND PRINCIPLES ARE NOT FEELING SUPPORTED. 
          WE HAVE TO FIND A WAY TO -- WHAT ELSE CAN WE DO? IT'S A COMPLEX SITUATION BECAUSE I ALSO RECALL THERE ARE MANY TIMES WE WERE DOING SUSPENSIONS AND, FRANKLY, EVEN WHEN WE SENT STUDENTS TO DAEP I WOULD GET CALLS FROM INDIVIDUALS THAT WILL HOLD ON, WE NEED TO LOOK AT WHAT THE WHOLE SITUATION IS WITH THIS STUDENT. 
          AND SO I THINK IT'S A VERY COMPLEX SITUATION, AND WE'RE GOING TO HAVE A VERY COMPLEX SOLUTION. THE WAY WE HAVE IT, DO I THINK 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 THE STUDENTS WHO ARE THE MOST THAT CREATE ADDITIONAL CHALLENGES, WHAT ARE WE DOING RIGHT AWAY? HOW CAN WE INTERVENE FROM THE BEGINNING TO BE MORE PROACTIVE? EVERYTHING WE'RE DISCUSSING ARE ALL CONSEQUENCES, ALL ABOUT PUNITIVE MEASURES. 
          WE NEED TO CONTINUE TO FRONT LOAD AND 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 THEIR HISTORY WITH THE STUDENTS, WHAT ARE WE DOING TO PROVIDE THE SUPPORT AT THE OF THE SCHOOL YEAR SO THAT WE CAN BE, AGAIN, MORE PRO-ACTIVE? I THINK IT'S A VERY COMPLEX SITUATION AND WE'LL CONTINUE TO TAKE THE FEEDBACK AND MAKE REVISIONS. 
          TO YOUR QUESTION, CAN THEY SUSPEND THEM? NO. OUR CODE OF CONDUCT DOES NOT ALLOW THAT TO BE AN OPTION. 
          >> I KNOW THE BOARD HAS TO MAKE THOSE DECISIONS AS WELL BUT IT IS A COMPLEX SITUATION. I UNDERSTAND. WE WILL DISCUSS THAT AS A BOARD. 
          THANK YOU SO MUCH. 
          >> TRUSTEE WHITE? 
          >> THANK YOU. AND I UNDERSTAND DAEP IS NEEDED, IS USEFUL, AND SOMETIMES WE HAVE OUR STUDENTS THAT ARE TAKING ADVANCED COURSES THAT END UP AT DAEP. 
          ANY STUDENT CAN END UP AT DAEP FOR ANY REASON. 
          I KIND OF THINK THAT FOR THE STUDENTS THAT ARE HABITUAL REPEATERS, 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 THE CLASSROOM SETTING, A REGULAR SCHOOL SETTING, AND BE PRODUCTIVE. THAT IS VERY IMPORTANT. 
          AND ANOTHER QUESTION THAT I HAVEHAVE 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 AT DAEP? 
          >> SO AT DAEP WE FOLLOW THE CODE OF CONDUCT AS WELL. 
          SO IF THEY HAVE A FIGHT THEN THEY MAY GO TO RESET. 
          WE HAVE RESET AT DAEP. 
          THEY HAVE ADDITIONAL CONSEQUENCES THERE. 
          THERE ARE WAYS IF THEY'RE AT DAEP AND THEY GET INTO ADDITIONAL SITUATIONS THEY MAY END UP GOING TO JJAEP. 
          WE FOLLOW THE CODE OF CONDUCT LIKE REGULAR SCHOOLS FOLLOW THE CODE÷÷CODE CONDUCT. 
          >> THIS IS SOMETHING, -- AND IT WAS KIND OF MENTIONED BUT AS A TEACH ER AND HAVING SOMETHING HAPPEN THAT I EXPERIENCED WAY BACK WHEN AND IT'S STILL HAPPENING NOW WHEN YOU'RE IN A 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 KIND OF THE SYSTEM WE HAVE NOW WITH DAEP. 
          THERE ARE DIFFERENT THINGS HAPPENING, IF I'M GOING TO BE 
          [02:35:01]
KICKING BACK AND GOING BACK TO MY CAMPUS, WHAT IS THE DETERRENT FOR ME TO STRAIGHTEN UP MY ACT? THAT'S THE QUESTION. 
          >> OKAY. SO AT DAEP IT'S A VERY STRUCTURED ENVIRONMENT. KIDS DO NOT HAVE THE FREEDOM THEY HAVEHAVE A COMPREHENSIVE SCHOOL. PASSING PERIODS, THEY HAVE FIVE MINUTES TO HAVE A PASSING PERIOD WHERE THEY CAN HANG OUT WITH THEIR FRIENDS OR SOCIALIZE. THEY COME IN IN THETHE AND THE TIME THEY ENTER THE BUILDING UNTIL THEY LEAVE THE BUILDING THEY ARE ESCORTED BY A STAFF MEMBER. EVEN WHEN THEY GO TO THE RESTROOMS, THEY ARE WALKED TO THE RESTROOM. 
          I DO FEEL LIKE THERE ARE THINGS AT DAEP THAT DETER THEM FROM WANTING TO COME BACK. A CALL FROM A PARENT WANTING HER CHILD TO STAY AT DAEP. MY CHILD WAS 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. 
          SO SHE WAS ACTUALLY ASKING FOR HIM TO COME BACK, AND I HAD TO EXPLAIN TO HER THAT IS NOT AN OPTION. WELL, HE'S PROBABLY GOING TO GET IN TROUBLE SO HE CAN COME BACK. 
          THEY FEEL 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 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, KIDS DO NOT KICK BACK. THAT IS VERY, VERY TRIKT. 
          -- STRICT. I THINK THERE'S A WAY WE CAN WORK WITH PRINCIPALS TO MAYBE DO THAT. 
          THEY HAVE TO GO THE WAY 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 THEY END UP A AT JJAEP. 
          WE'LL CONTINUE TO LOOK JUST EXACTLY BASED ON YOUR QUESTIONS AND OBSERVATIONS AS WELL AS THOSE OF OUR PRINCIPALS, THE ONES THAT THE FRONTLINE THAT DO TELL US THE THINGS THAT ARE CHALLENGING THEM. 
          WAYS THEY SERVE OUR STUDENTS BUT THEY ARE BEING SUPPORTED AT THE SAME TIME AND WE HAVE TO FIGURE OUT HOW TO MAKE SURE THAT OUR STAFF DOES FEEL THAT THEY HAVE CONTROL OF THEIR CLASSROOMS. 
          >> 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 OTHER PEOPLE RUNNING PROGRAMS. WHAT HAVE YOU SEEN ANY OTHER PROGRAM THAT DEALS WITH DISCIPLINARY ISSUES THAT WE MAYBE CAN USE AS A MODEL, AND DON'T GET ME WRONG WITH WHAT THE SUPERINTENDENT SAID. I TOTALLY AGREE. 
          WHEN YOU HAVE A PRINCIPAL THAT COMES IN, WE HAVE ALL SEEN THE MOVIE "EAST SIDE" OR "LEAN ON ME." WHEN SOMEONE COMES IN AND SETS THE TONE AND EVERYBODY IS ONBOARD, THAT DOESN'T HAPPEN, AND 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. YOU ARE HERE TO HANDS ARE FOR HELPING NOT HURTING. THOSE ARE THE THINGS THAT THEYTHEY AND I FEEL LIKE BECAUSE IT'S NOT BEING ENFORCED, WHETHER IT'S WITH DRESS CODE OR BEHAVIOR, AND IF YOU LET -- SOMETIMES YOU LET PEOPLE GET AWAY, THEY WILL TAKE A MILE. 
          THEY'LL TAKE YOUR WHOLE HOUSE BEFORE YOU KNOW IT. 
          I UNDERSTAND WHAT SHE SAID AND I'M ONBOARD WITH IT, BUT WHEN IT COMES TO OTHER MODELS YOU'VE SEEN, AND I DON'T WANT KIDS LOCKED UP AND I DEFINITELYDEFINITELY UNDERSTAND -- I'VE HEARD ELEMENTARY SCHOOL KIDS ARE GOING AND I'M GOING, WHY IS AN ELEMENTARY SCHOOL CHILD BEING SENT UP OFF CAMPUS? SO I'M GOING TO BE QUIET AND LET YOU ANSWER THE QUESTION. 
          IF YOU HAVE SEEN ANY OF THE MODELS ANYWHERE ELSE THAT ANYONE ELSE IS USING ACROSS THE COUNTRY OR WHAT RESEARCH HAVE YOU DONE 
          [02:40:03]
IN SOMETHING WE MAY GLEAN FROM. 
          >> SO 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? AND SO, YES, AT THAT TIME WE LOOK AT DIFFERENT THINGS. WE WATCHED DOCUMENTARIES. 
          WE WERE TRYING TO FIND THE MAGIC BULLET TO TAKE CARE OF THIS. 
          AND FROM THAT IS WHERE WE CAME UP WITH THE RESET AND THE MODEL OF WORKING IN A RESTORATIVE APPROACH RATHER THAN A PUNITIVE APPROACH 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 AND RESET AND HOW WE GOT TO THAT POINT AND HOW IT'S WORKING. 
          BUT, YES, WE -- AND 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. 
          >> AND THANK YOU FOR ALL THE WORK 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? WHAT ARE THE DEMOGRAPHICS WHEN IT COMES TO RACE AND GENDER? 
          >> WE WILL GET THAT FOR YOU AND PROVIDE IT IN A TRUSTEE TRACKER. 
          >> ALL RIGHT, NO PROBLEM. AND MY NEXT QUESTION IS I KNOW THE WAY THE POLICY IS PROPOSED HERE IS THAT THEY GET CAUGHT VAPING WE DON'T NEEDILY SEND THEM TO DAEP, WHAT ARE WE DOING TO EDUCATION THESE KIDS ON THE HARMS OF VAPING, WHAT IT DOES TO THE BODY, THE LONG- TERM CONSEQUENCES OF VAPING AND DO WE HAVE A CURRICULUM THAT IS BEING USED AND HAVING A DISCUSSION WITH KIDS SO THEY KNOW IT CAUSES CANCER? THESE VAPING COMPANIES DON'T DO THE RIGHT THING AND METAL CAN GET IN THEIR LUNGS AND THEY CAN POTENTIALLY DIE. 
          >> WE HAVE MODULES THAT THE STUDENTS HAVE TO WORK THROUGH WHEN THEY ARE NOT ONLY FOUND TO BE VAPING BUT ALSO, YOU KNOW, 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 SOSO IS A BIG ISSUE FOR US RIGHT NOW IS OUR KIDS THINKING THAT THEY NEED TO VAPE, SO, YES, WE HAVE QUITE A BIT OF MATERIALS THAT WE USE FOR THAT. 
          >> WHEN YOU SAY MODULES, ARE THEY DOING THIS IN THE RECESS CENTER, ONE-ON- ONE WITH A COUNSELOR? WHEN IS THIS TAKING PLACE? 
          >> A LITTLE BIT OF BOTH. IF THEY COME TO RESET OR TO DAEP THEY HAVE TO GO THROUGH THOSE CLASSES TO WORK THROUGH WHAT ALL HAPPENS. 
          >> SO HOW ARE WE TRACKING WHO HAS DONE IT? DO THEY TAKE A LITTLE QUIZ AT THE END? 
          >> THIS IS A COMPUTERIZED PROGRAM. 
          THAT HAS SEVERAL BEHAVIORS AND VAPING IS ONE OF THE LESSONS THAT ARE THERE SO THE STUDENTS WORK THROUGH THE LESSONS AND AT THE END THEY DO A JOURNAL ENTRY ON THINGS THEY'VE LEARNED, THEY'VE TALKED ABOUT. SOME OF THE SCHOOLS HAVE EVEN SET THE KIDS PUT TOGETHER A LITTLE PROJECT ON WHAT THEY'VE DONE, LEARNED FROM VAPING. WE ALSO HAVE OUR PARENT SESSION, SO WE'VE DONE THROUGH MENTAL HEALTH SEVERAL PARENT WEB INAR S ABOUT THE EFFECTS AND PARENTS ASK THEIR QUESTIONS AND HOW WE CAN SUPPORT THEM. 
          >> OKAY. THANK YOU VERY MUCH. 
          >> TRUSTEE MICCICHE? 
          >> THANK YOU. I THINK I FOUND THE ANSWER ON MY PHONE, BUT THESE CHARTS WERE REALLY SMALL. 
          I WAS LOOKING AT THE CLIMATE SURVEYS, AND THERE ARE TWO QUESTIONS IN THE CLIMATE SURVEYS THAT KIND OF BEAR ON THE STUDENT CODE OF CONDUCT, TWO MORE THAN OTHERS, AND ONE IS THE CAMPUS CLIMATE SURVEY OF TEACHERS ABOUT WHETHER UNRULY STUDENTS ARE ABLE TO DISRUPT THE CLASSROOM AND ANOTHER ONE IS SOMETHING ALONG THE LINES OF DISCIPLINE IS ENFORCED ON MY CAMPUS. AND 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 
          [02:45:01]
CAMPUSES ARE DIFFERENT AND NEED TO BE APPROACHED, YOU KNOW, SEPARATELY TO MAKE SURE WE'RE NOT HAVING HUGE PROBLEMS AT PARTICULAR CAMPUSES. I WOULD BE INTERESTED -- I COULDN'T FIND THE TRENDS ON THAT SURVEY THAT I WAS LOOKING AT, AND I'M WONDERING IF YOU CAN PROVIDE US WITHWITH IF YOU KNOW THIS AT THIS POINT, WHAT THE TREND HAS BEEN SINCE WE HAVE GONE TO THE NO SUSPENSION POLICY IN USING THE RESET CENTERS AS TO WHETHER OR NOT THE RESPONSES TO THOSE QUESTIONS BY CAMPUS STAFF HAVE GOTTEN MORE POSITIVE OR LESS POSITIVE. 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? 
          >> SO THAT WOULD BE SOMETHING WE WOULD HAVE TO WORK WITH OUR EVALUATION AND ACCOUNTABILITY TEAM FOR THEM TO RUN THAT DATABASED ON THE CLIMATE 
          SURVEYS. >> BUT I THINK WE CAN LOOK THE YEAR-OVER- YEAR TREND, WE CAN PULL THE REPORTS, AND I'M LOOKING AT MR. CORTES, AND WE CAN PULL THOSE AND PUT THEM IN A TRACKER. MY GENERAL, AGAIN, 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. 
          AND SO WE NEED TO ENSURE THAT WE'RE WORKING WITH SCHOOL LEADERSHIP TO LOOK CAMPUSES TO SEE SEE DO WE SEE CAMPUSES LIKE WHAT TRUSTEE WHITE SAID WHERE IT'S ESTABLISHED AND THERE'S THIS KIND OF -- AND THEN THE 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 ITIT BE IN THOSE TWO QUESTIONS FROM THOSE SURVEYS SO WE CAN PULL THAT. WE WILL PULL THAT AND PUT IT 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, YOU KNOW, DIFFERENT ANECDOTES AND SOME EXCEPTIONS IN SOME SCHOOLS, BUT OVERALL THESE POLICIES ARE WORKING TO THE BENEFIT OF OUR KIDS AND ARE BEING RECOGNIZED BY STAFF ON CAMPUS AS MOSTLY HELPING. NOTHING IS PERFECT SO I DON'T WANT THE EXCEPTION TO KILL THE GENERAL RULE, BUT I THINK WE'VE BEEN GOING IN THE RIGHT DIRECTION AND I WOULDWOULD TO SEE THE UPDATED DATA. 
          THANK YOU. 
          >> ANYONE ELSE FOR ROUND ONE? SEEING NONE, TRUSTEE FOREMAN? 
          >> THANK YOU. I WOULD LIKE TO SEE THAT DATA, ALSO, AND I WOULD ACTUALLY LIKE TO SEE IT FROM WHEN WE ACTUAL LY ADOPTED THE POLICY OF NO SUSPENSION UNTIL NOW. THAT'S BEEN ABOUT MAYBE FIVE YEARS AGO, FOUR, FIVE, SIX YEARS AGO, RIGHT? SOMEWHERE IN THAT AREA. I WOULD LIKE TO SEE THE AREA FROM THAT POINT ON, BECAUSE IT WOULD BE IMPORTANT TO LOOK AT IT IN ITS ENTIRETY RATHER THAN A SNAPSHOT. 
          >> THAT'S WHAT I'M ASKING FOR. 
          >> 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 PRINCIPALS AND THEIR INVOLVEMENT. ARE PRINCIPALS ON THE DISCIPLINE COMMITTEE? 
          >> THEY ARE. 
          >> OKAY. 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 WOULD LIKE TO SEE THAT. 
          >> AND 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 THE 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. AND 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? 
          [02:50:03]
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 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 AND WE ALL KNOW AFTER COVID A LOT OF THINGS CHANGED. WE ALL KNOW THAT. 
          AND SO WE REALLY NEED TO LOOK AT THAT. 
          AND 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 AND YOU HAVE ONE CLINICIAN. 
          AND I THINK, SUPERINTENDENT, PART OF WHAT WE TALKED ABOUT WHEN WE CHANGED THE RATIO OF COUNSELORS TO 250 TO 1 OR SOMETHING LIKE THAT -- 
          >> 270. 
          >> 270 TO 1? I THOUGHT I WAS CLOSE. 
          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. 
          I MEAN, THEY'RE KIND OF LOCKED AT THE HIP ON A LOT OF THIS STUFF. 
          SO ARE THE COUNSELORS RECEIVING THAT SAME KIND OFOF THAT THE CLINICIANS ARE RECEIVING IN TERMS OF HELPING THESE STUDENTS TO GO THROUGH THIS PROCESS? 
          >> THEY DO. 
          >> GOOD AFTERNOON. 
          >> GOOD AFTERNOON. 
          >> OUR COUNSELORS DO RECEIVE THAT TRAINING, AND THEY ARE DELIVERING SUPPORT FOR STUDENTS TO EDUCATE THEM ON, I THINK, SOME OF THE TOPICS AROUND VAPING, ET CETERA. YES, THOSE SUPPORTS ARE IN 
          PLACE. >> VERY GOOD. 
          AND DO WE -- PARTICULARLY ON VAPING BECAUSE THAT'S A BIG ISSUE ON A LOT OF CAMPUSES, I MEAN, IT'S HUGE, AND THEY GO IN THE RESTROOMS 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, SO WHAT ARE WE DOING THAT'S MAKING IT DIFFERENT FOR THEM THAN WHAT'S IN THE ACTUAL SCHOOLS? 
          >> SO I WOULD SAY PROBABLY THE BIGGEST THING IS WE DON'T HAVE PASSING PERIODS, SO 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 VAPE IN THERE, THEY WOULD IMMEDIATELY SMELL IT AND KNOW WHO IS IN THERE AND WHAT THEY'RE DOING, SO I WOULD SAY THAT IS PROBABLY THE BIGGEST 
          DIFFERENCE. >> THANK YOU. 
          >> ANY OTHER QUESTIONS FOR ROUND TWO? 
          >> ONE QUICK QUESTION. 
          >> TRUSTEE TURNER. 
          >> AM I ABLE TO SEE THAT MODULE THAT'S OUT, THE KIDS? OKAY, THANK YOU. 
          >> WE CAN MAKE THAT AVAILABLE TO EVERY TRUSTEE SO THAT EVERYONE CAN SEE THAT. 
          >> ALL RIGHT, THANK YOU. 
          >> MM-HMM. >> SEEING NO FURTHER QUESTIONS UNDER POLICY UPDATES, WE'LL TURN TO CHIEF OF STAFF 14 A OR B. 
          >> 14B. 
          >> TRUSTEE FOREMAN? 
          >> I JUST SHOWED THIS TO TRUSTEE CURRIE, WHICH I'M THE ONE   %-Ú  THE MONEY THAT WE SPEND. BUT I AM HAPPY TO SEE WHAT WE'RE 
          [18. Athletics]
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 15 A OR B? TRUSTEES, ANY QUESTIONS UNDER 16, VOLUNTEER PARTNERSHIP SERVICES, 16 A? TRUSTEES, ANY QUESTIONS UNDER ATHLETICS, 18A? I.T. AND ADMINISTRATION -- 
          >> ATHLETICS. 
          >> TRUSTEE WHITE? 
          >> YES. AND THIS WAS -- OH, I'M SORRY. 
          [02:55:07]
          >> TRUSTEE WHITE? 
          >> YES, I'M DEFINITELY IN SUPPORT OF THIS, BUT THE DISTINCTION I FEEL THAT NEEDS TO BE INCERTAINTIED IS ASSISTANT COACHES, IF I'M ON -- THIS IS 18A ATHLETICS. I'M SORRY. 
          OKAY, THIS IS THE ONE -- THIS IS A DIFFERENT ONE. IT'S B, I THINK. 
          OH, I'M SORRY. YEAH. 
          >> WELL -- 
          >> I HAVE A 14 QUESTION. JUST WENT SO FAST. 
          >> I DON'T HAVE A QUESTION ON THIS ONE, BUT I WAS -- I DO HAVE A QUESTION BECAUSE I UNDERSTAND THAT THIS IS DOING THE SUMMER BREAK, CORRECT, WHEN THE STUDENTS ARE PARTICIPATIONING IN SPORTS -- 
          [14. Chief of Staff]
          >> NO, MA'AM. THIS IS FOR EMS SUPPORT FOR VARSITY FOOTBALL GAMES SO WE HAVE EXTRA SUPPORT TO MAKE SURE WE TAKE CARE OF THE MEDICAL NEEDS THAT MAY ARISE DURING GAMES. 
          >> OKAY, SO IN ADDITION THEY ASSIST OUR -- I KNOW WE HAVE SPORTS MEDICINE 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 THE VARSITY FOOTBALL GAMES HAVE ATHLETIC TRAINERS THERE. 
          >> RIGHT. 
          >> THIS IS FOR EMS SUPPORT AT ALL VARSITY FOOTBALL GAMES. 
          >> FOR INJURY AND WHAT HAVE YOU? 
          >> YES, MA'AM. >> OKAY, THANK YOU. 
          >> TRUSTEE WEINBERG, WHAT DID YOU HAVE? 
          >> I HAVE 14B. SORRY, YOU JUST WENT SO FAST. 
          YOU COULDN'T FIND ME. I HAD TO PUT UP A SIGN. 
          >> QUICKLY. 
          >> THE CELL PHONE FREE DEVICES AND EQUIPMENT. MY QUESTION IS, AND I THINK YOU SPOKE TO THIS EARLIER BUT WE'LL GET DATA ON KIND OF OUTCOMES FROM THOSE WHO HAVE PUT BELL-TO- BELL BANDS ON, RIGHT? 
          >> CORRECT. 
          >> AND THIS IS JUST OPENING UP THE OPPORTUNITY FOR THE PURCHASE OF POTENTIAL -- 
          >> CORRECT. THERE ARE OTHER CAMPUSES WHO ARE INTERESTED. 
          >> THIS OPENS THE DOORS FOR IT. GREAT. 
          THANK YOU. 
          >> TRUSTEE WHITE? 
          >> I KNOW WE WERE PANELLED AND THE RESULTS THAT WE GOT FROM IT -- BECAUSE I SEE WE'RE PURCHASING MORE SO WE MUST HAVE HAD A GREAT OUTCOME. 
          >> SO, 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 ANYWAY JUROR THINGS 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, A LOT OF TIMES KIDS USED THEIR CELL PHONES TO PLAN MEETING UP TO HAVE FIGHTS OR OTHER DISRUPTIVE BEHAVIORS AND SO THE FEEDBACK THAT WE'RE GETTING FROM CAMPUS IS THEY REALLY APPRECIATE THE CELL PHONE POUCHES. 
          >> I THINK THIS IS AND ALWAYS HAS BEEN EVER SINCE I WENT TO ONE OF THE CONFERENCES WHEN THEY 
          [21. FINANCIAL SERVICES DIVISION]
HAD IT THERE IN THE AREA THAT THIS IS SOMETHING THAT IS NEEDED BECAUSE FOR THE VERY SAME THINGS YOU MENTIONED. I'M GLAD THIS IS TAKING PLACE DISTRICT WIDE NOW. HOPEFULLY THE CAMPUSES WILL BUY INTO THIS AND WE'LL HAVE -- WE'RE DOING A CASH OUTLAY FOR IT. 
          >> THANK YOU. 
          >> 19, INFORMATION TECHNOLOGY DIVISION. 
          ANYTHING UNDER 19, WHICH INCLUDES 20 A OR 20 B? OKAY. 21, FINANCIAL SERVICES DIVISION. 
          OKAY, TRUSTEE WHITE, WHICH 
          NUMBER? >> I'M SORRY, 20A. 
          >> TRUSTEE WHITE. 
          >> I'M SORRY. 
          OH, HI. HOW ARE YOU DOING? 
          >> 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? 
          [03:00:06]
          >> THIS IS A CLOUD- BASED SOLUTION. 
          20B IS FOR THEIR AZURE PRODUCT. IT IS FOR IDENTITY MANAGEMENT. 
          >> BECAUSE WHEN I WAS READING IT I WAS THINKING IN MY MIND THAT MICROSOFT HAS SAFEGUARDS AND SUPPORT BUT YOU'RE SAYING A IS ACTUALLY FOR -- IS IT MORE -- 
          >> IT'S A PRODUCT. IT'S A PRODUCT THAT WE USE FOR IDENTITY ACCESS TO SECURELY ACCESS RESOURCES TO A SINGLE SIGN-ON PORTAL, PART OF OUR CYBER SECURITY PROGRAM, SO IT'S AN APPLICATION THAT'S CLOUD BASED. 
          >> WHEN WE LOGGED INTO THE PORTAL NOW WE HAVE TO USE TWO DIFFERENT I.D. THINGS, THE PASSWORD AND YOUR LOGON. 
          SO WHAT REALLY, I GUESS, IS DIFFERENT WITH THIS? 
          >> THIS IS THE PORTAL. THIS IS AN EXTENSION OF, SO WE CAN BUY LICENSING TO USE THE PORTAL, OUR SINGLE SIGN- ON 
          PORTAL. >> SO IT'S NOT SOMETHING THAT WE OWN. 
          WE HAVE TO RENEW IT OR GET ADDITIONAL PRODUCTS TO MIRROR IT TO WORK MORE EFFICIENTLY? 
          >> TO USE THE PRODUCT THERE IS A LICENSING COST. 
          >> ALL RIGHT. THANK 
          YOU. >> YOU'RE WELCOME. 
          >> TRUSTEE FOREMAN, THE SAME ONE? 
          >> SO JUST A QUICK QUESTION, THE PRICE ALMOST DOUBLED. WE'RE NOT BUYING THE PRODUCT, SO WHY DID THE PRICE ALMOSTALMOST DOUBLE? 
          >> THE LICENSING COST INCREASED MORE THAN WE ANTICIPATED YEAR OVER YEAR AND WE'VE EXPANDED THE FEATURES OF THE PORTAL TO INCLUDE MORE CYBER SECURITY FEATURES. ONE OF THEM THIS APPLICATION DOES THINGS LIKE SCANS THE DARK WEB FOR COMPROMISED CREDENTIALS AS WELL AS HELPS US PREVENT PHISHING, WEBSITE PHISHING. 
          >> THIS MIGHT NEED TO BE A CLOSED SESSION CONVERSATION. 
          BECAUSE AS -- WHEN I LOOK AT PRICES DOUBLING, AND WE'VE ALREADY BOUGHT THE PRODUCT, WE HAVE THE PRODUCT. IT'S JUST -- I JUST QUESTION WHAT'S GOING ON, AND, AGAIN, IT'S NOT A THING THAT I 
          [26. Risk Management]
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. 
          >> THANK YOU. 
          >> ANYTHING UNDER FINANCIAL SERVICES DIVISION WHICH IS 22A, 23A, B, OR , 24A OR B, 25A OR 26A? 
          >> 26A. 
          >> 26A? ANYTHING BEFORE THAT? OKAY, 26A. 
          >> SO THIS IS AN INSURANCE POLICY FOR DISTRICT WIDE USE NOT TO EXCEED $11 MILLION IN FIVE YEARS. 
          SO THE LAST ONE WE HAD WAS $10 MILLION, IT WAS $11 MILLION BUT WE USED $10 MILLION. DOES THIS INCLUDE -- 
          [28. Maintenance & Facility Services]
BECAUSE THERE IS A MENTION OF A POLICY CHANGE TO INCLUDE NONCERTIFIED TEACHERS OR WHOMEVER IN THE DISTRICT TO BE COACHES. 
          WOULD THIS COVER ANY OFOF THAT? 
          >> SO THIS COVERS SPECIFICALLY STUDENTS THAT ARE INVOLVED IN THE COMPETITION, AND IT COVERS STUDENTS WHO ATTEND FIELD TRIPS, SO THIS IS SPECIFICALLY FOR 
          STUDENTS. >> THIS IS JUST STUDENTS? 
          >> STUDENTS, YES. 
          [03:05:02]
          >> ALL RIGHT, THANK YOU. 
          >> TRUSTEES, OPERATION SERVICES DIVISION, 28 -- 
          >> 28A. 
          >> TRUSTEE FOREMAN? 
          >> JUST A QUESTION, AGAIN, THE DOUBLING OF A CONTRACT. FROM $1. 2 MILLION TO $3 MILLION AND JUST A QUESTION OF WHY DID IT DOUBLE? 
          >> OKAY. FOR THE TRACKER LATER? 
          >> 28A? 
          >> MM-HMM. JUST A QUESTION ABOUT WHY DID IT DOUBLE? THAT SHOULDN'T BE A TRACKER ANSWER. 
          >> THIS ONE IS A DECREASE. 
          >> HMM? 
          >> THE WINDOWS AND GLASS? 
          >> WHERE IS THAT 1.259? 
          >> OUR INITIAL BOARD DOC WAS FOR 5 MILLION. 
          >> RIGHT. 
          >> AND WE DECREASED THIS ONE. IT'S A NEW BOARD DOC FOR 3 
          MILLION. >> RIGHT, IS THERE A REASON WHEN WE ONLY SPENT 1.259? 
          >> WE 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. 
          I'M JUST SAYING WHEN WE SEE THESE DOLLARS, WE NEED TO USE THOSE DOLLARS. THAT'S ALL I'M SAYING. 
          >> I'M NOT ENCUMBERING THE MONEY. 
          IT GIVES ME THE AUTHORITY TO SPEND UP TO THAT, BUT I HAVE ZERO DOLLARS ALLOCATED TO IT AS OF RIGHT NOW. 
          >> THANK YOU. 
          >> YES, MA'AM. 
          >> 28B, C -- 
          >> DO YOU UNDERSTAND ME, PAM? 
          >> I DO. 
          >> 28B, C OR D? 
          >> B. 
          >> 28B. TRUSTEE FOREMAN. 
          >> THIS IS THE SAME QUESTION I ASK ALL THE TIME IN REGARDS TO BUY BOARDS. IF WE EVEN ATTEMPT TO SEE IF THERE'S÷÷THERE'S OPPORTUNITY TO PURCHASE ANYWHERE ELSE THEY ARE EASY BECAUSE YOU DON'T HAVE TO GO OUT FOR BIDS. YOU DON'T HAVE TO DO ANYTHING. 
          BUT THERE ARE WAYS YOU CAN TEST TO SEE BY PICKING UP THE PHONE AND ASKING QUESTIONS BECAUSE WE SPEND LARGE DOLLARS AND THIS IS $15 MILLION. 
          THERE'S NO FARN TEA THAT'S BEST VALUE. 
          [29. Food & Child Nutrition Services]
I WILL CONTINUE TO ASK THE QUESTION UNTIL SOMEBODY ANSWERS IT. 
          >> TRUSTEE TURNER, ALSO 28B? 
          >> I HAVE A QUESTION ABOUT 24B. 
          >> OKAY. 
          >> ARE WE GOING TO HAVE A TRUSTEE BUDGET WORKSHOP BEFORE WE DECIDE TO VOTE ONON '25- 26 FISCAL YEAR BUDGET? 
          >> NO. WE'VE DISCUSSED IT TODAY AND WE DISCUSSED IT LAST MONTH AS WELL. 
          >> OKAY, SOUNDS GOOD. 
          >> 28 A, B, C OR D? 29 A, B OR C? 
          [3. ACKNOWLEDGEMENTS]
OKAY. WE WILL TURN TO CONSTRUCTION SERVICES DIVISION. 
          31 A THROUGH J. OKAY. 
          POLICE DIVISION, 33A. OKAY. 
          OKAY. THEN IF THERE'S NOTHING FURTHER, I'LL QUICKLY TURN BACK TO AGENDA ITEM 3B, PRESIDENT'S REMARKS. 
          WE HAVE A COUPLECOUPLE MEMBERS THIS MONTH I WANTED TO EXPRESS THANK YOU FOR YOUR SERVICE TO DALLAS ISD AND TRUSTEE WHITE, ANY PARTING REMARKS? 
          >> YES, THANK YOU. JUST A SECOND. 
          I WAS IN AND OUT, BUT, FIRST OF ALL, I WOULD LIKE TO 
          [03:10:01]
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 DEFINITELY WANT TO MAKE SURE THAT WE GET OUR OUR RESOURCES THAT WE NEED FOR OUR SCHOOLS ON 2026 BOND. I WOULD ALSO LIKE TO THANK GINA LOPEZ, PRK TORE, CYNTHIA FLORES, DR. STEVENS, FAYE MATTHEWS, AND, I'M SORRY, I ALWAYS CALL HER TAMARA, I DO NOT KNOW HER LAST NAME -- IT'S JORDAN. AS A MATTER OF FACT, CHANTEL GRANT, ALL OF THE LADIES IN THE BOARD SERVICES DEPARTMENT BECAUSE THEY DO SUCH A GREAT JOB TAKING CARE OF US WHEN WE FIRST COME ONBOARD. I JUST CAN'T TELL YOU HOW VALUABLE MS. PROCTER 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 AND, YES, DISTRICT 4, WE HAVE HAD A LOT OF CHANGES AS FAR AS PRINCIPALSHIPS ARE CONCERNED, BUT THEY'RE NECESSARY, UNFORTUNATELY. JUST HANG IN THERE. 
          WE'RE DEFINITELY GOING TO IMPROVE OVER TIME. 
          AND I WISH THE PRINCIPALS -- ONE PRINCIPAL JUST LEFT. I HATE THAT SHE LEFT BUT I'M WISHING HER WELL ON WHATEVER NEW ENDEAVORS SHE MAY HAVE THAT SHE'S GONE ON TO. I WOULD ALSO LIKE TO THANK CHIEF ALFRED AND CHIEF BATES FOR THE WORK THAT IS GOING TO BE DONE AT THE PLEASANT GROVE STADIUM THAT I HAVE BEEN ASKING FOR AND HOPEFULLY IN SEAGOVILLE, THE SOUND SYSTEM THAT IS -- I DON'T KNOW IF IT WAS FROM 1930 OR WHATEVER, BUT THAT SYSTEM WHEN I HEARD IT, OH, MY GOD, WHAT ARE WE DOING. THANK YOU FOR HEARING MY CALL ON THAT. AND I WOULD ALSO LIKE TO THANK MY FELLOW BOARD MEMBERS WHO ARE HERE. I MEAN, ALL OF YOU HAVE -- I'VE ACTUALLY GLEANED FROM AND CONVERSATIONS AND WHAT HAVE YOU, AND EVEN DUSTIN MARSHALL, WHO USED TO BE MY NAME DOWN AT THE END WHO ACTUALLY I LEARNED A LOT FROM HIM AS WELL WHILE HE WAS HERE SERVING. I WOULD JUST BE AMISS TO NOT ONLY 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. 
          AND I JUST REALLY WANT THE COMMUNITY TO KNOW 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. IT SHOWS. 
          SO 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 DIAS HERE, I DEFINITELY WANT YOU TO COME OUT, AND, 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 PRIMA GARCIA AND WELCOME HER ONBOARD THE DISD TEAM HERE
* This transcript was compiled from uncorrected Closed Captioning.