[00:00:01] >> [MUSIC] [1. NOTICE AND RETURN] >> 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 AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG. >> >> THE FOLLOWING TRUSTEES [3. ACKNOWLEDGEMENTS] ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE. A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. TRUSTEE FOR DISTRICT 1, LANCE CURRIE, IS JOINING US VIA VIDEO CONFERENCE, I BELIEVE. MAY NOT BE ON YET. TRUSTEE FOR DISTRICT 2, SARAH WEINBERG IS HERE. TRUSTEE FOR DISTRICT 3, DAN MICCICHE, I BELIEVE IS ALSO JOINING US BY VIDEO CONFERENCE. TRUSTEE FOR DISTRICT 4, PRISMA GARCIA. PRESIDENT, TRUSTEE FOR DISTRICT 5, BYRON SANDERS. TRUSTEE FOR DISTRICT 7, BEN MACKEY. OUR SUPERINTENDENT OF SCHOOL, DR. STEPHANIE ELIZALDE JOINS US TONIGHT WITH JOE CARREON, TRUSTEE FOR DISTRICT 8 AND BOARD PRESIDENT. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ENGLISH AND SPANISH AT DALLASISD.ORG. [SPANISH] IN ORDER FOR THIS BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THAT THIS MEETING WILL BE CONDUCTED IN ORDERLY FASHION, AND ASK THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION. IT IS A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT THE LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS. SPEAKERS ARE CAUTIONED THAT WHAT THEY SAY COULD VIOLATE THE RIGHTS OF OTHERS UNDER THE LAW OF DEFAMATION OR INVASION OF PRIVACY, AND IF THEY'RE UNSURE OF THE LEGAL EFFECT OF THEIR REMARKS, THEY MAY WANT TO SEEK LEGAL ADVICE PRIOR TO THE UTTERANCE. ANY PERSON BECOMES BOISTEROUS, DISRUPTIVE, OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WHEN REQUESTED TO DO SO MAY RESULT IN THE PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST. TRUSTEES WILL NOW TURN TO AGENDA ITEM 3A, RECOGNITION OF ELECTED AND PUBLIC OFFICIALS. THERE WE GO. THE FORMER TRUSTEE, MAXIE JOHNSON, IS WITH US, AND ALSO COUNCILMEMBER ELECT. MR. JOHNSON IS WITH US. ANY OTHER ELECTED OFFICIALS? NO. OTHER TRUSTEES WILL NOW TURN TO AGENDA ITEM 4, PUBLIC FORUM. [4. PUBLIC FORUM] I'M ASKING SPEAKERS TO BE MINDFUL OF CHILDREN THAT ARE IN ATTENDANCE, CHILDREN AND UNWILLING ADULT RECIPIENT MEMBERS OF THE PUBLIC IN ATTENDANCE AT THIS MEETING SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE OR EXPLICIT LANGUAGE FROM SPEAKERS. SPEAKERS THAT INSIST ON EXPOSING THE PUBLIC TO THIS LANGUAGE SHALL BE ASKED TO LEAVE IMMEDIATELY. FURTHER, PLEASE BE MINDFUL OF YOUR FELLOW SPEAKERS AND TO REFRAIN FROM USING INDIVIDUALS NAMES, TO INCLUDE STUDENT NAMES OR TO ADDRESS THE BOARD AND NOT INDIVIDUAL TRUSTEES. THE DISTRICT HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT THE SPEAKERS AVAIL THEMSELVES TO THE GRIEVANCE POLICY TO SEEK RELIEF VIA THOSE PROCEDURES. AUDIENCE, I'M ASKING YOU NOT TO ENGAGE IN CONDUCT THAT WILL DISRUPT THE MEETING. THE RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETINGS. UNLAWFUL OR DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING THE ROPED OFF BARRIERS, OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED. EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER STATEMENTS. SPEAKERS, PLEASE BE REMINDED THAT SUBSTITUTIONS ARE NOT ALLOWED. IF YOU SIGN UP TO SPEAK AND YOU CANNOT SPEAK ON BEHALF OF SOMEONE ELSE. SPEAKERS WHO FAIL TO ADHERE TO THIS RULE WILL BE INTERRUPTED OR INFORMED THAT YOUR COMMENTS ARE OUT OF ORDER. DR. JORDAN, WILL YOU PLEASE CALL THE NAMES OF THE SPEAKERS? >> YES. GOOD MORNING. I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK. WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME. PLEASE LISTEN CAREFULLY. I WILL CALL TWO SPEAKERS AT A TIME. WOULD THE FIRST SPEAKER COME TO THE MICROPHONE? PASTOR MAXIE JOHNSON. >> HE MISSED US. [LAUGHTER] >> GOOD MORNING. DIDN'T PLAN TO BE BACK SO SOON, BUT I GUESS I'M HERE. I'M HERE TO SPEAK ON AA LOCAL. TO DO A SINGLE READ ON THIS POLICY IS MISALIGNED AND COUNTERPRODUCTIVE TO THE INTENTIONALITY, THE ALPHA DEBT WAS INVESTED FROM ALL OF US TO COME TOGETHER TO SERVE [00:05:02] THE KIDS THAT NEEDED THE RESOURCES THE MOST FROM THE DATA WE'LL USE ACROSS THIS DISTRICT. AA IS NOT JUST A POLICY, BUT THIS IS THE EDUCATIONAL PHILOSOPHY OF OUR DISTRICT. WE UNDERSTAND THE CHALLENGES WE ARE FACING, BUT THIS BOARD, WHICH UNANIMOUSLY VOTED 90, WE HAD COMMUNITY MEETINGS ACROSS THE DISTRICT WITH OUR COMMUNITY LEADERS, WITH OUR STAKEHOLDERS, ACROSS THIS DISTRICT, AND THIS WAS A SHARED INVESTMENT. I SAT NEXT TO THE BOARD PRESIDENT FOR AN ENTIRE YEAR. WE SERVED, HAD CONVERSATIONS. IT WAS SAID THAT WE WOULD NOT DO A SINGLE READ ON ITEMS THAT WAS THIS IMPORTANT. I WAS THE POLICY CHAIR FOR FOUR YEARS IN THIS DISTRICT. I JUST LEFT JUST A SNEEZE AGO, MAYBE A FEW HOURS. HOWEVER, THIS POLICY WAS NOT BROUGHT TO ME AS THE POLICY CHAIR. IT WAS NOT DISCUSSED. IT WAS AMAZING TO SEE THIS POLICY AND THE LANGUAGE, AFTER WE'VE DONE EXTENSIVE WORK TO MAKE SURE THAT WE WAS COMPLETELY TRANSPARENT WITH OUR COMMUNITY, WITH OUR CONSTITUENTS. AGAIN, WE UNDERSTAND THE CHALLENGES THAT WE ARE FACING, BUT WE CAN DO BETTER. WE DO HAVE TIME. IT WAS SAID THAT POSSIBLY SEPTEMBER MAY BE THE DEADLINE. POSSIBLY OCTOBER, HOWEVER, WE COULD HAVE ONE READ TODAY, WE COULD ALSO HAVE ANOTHER READ IN AUGUST AND GO BACK TO THE SAME COMMUNITIES ACROSS THIS DISTRICT AND HAVE EXTENSIVE DIALOGUE TO LET THEM SEE WHAT WE'RE TRYING TO DO AND ALSO EDUCATE THE COMMUNITY ON THE IMPORTANCE OF THIS. IF THIS LANGUAGE IS VOTED ON THIS MONTH, IT VIOLATES THE TRUST, AND IT SETS US BACK FOR ALL THE ACCOMPLISHMENTS WE HAVE ACCOMPLISHED AS A BOARD ACROSS THE YEARS. AGAIN, WE UNDERSTAND WHAT IS GOING ON, BUT I SUGGEST THAT THE BOARD SHOULD SEEK OUTSIDE COUNSEL OPINION AND FIX THE LANGUAGE AND INCLUDE THE COMMUNITY JUST LIKE WE DID WHEN WE FIRST DID THE AEA POLICY. I SPOKE WITH OUR FORMER BOARD PRESIDENT, TRUSTEE HENRY. HE FEELS VERY STRONGLY ABOUT THIS. HE WAS TRYING TO MAKE IT, BUT A BUSINESS SITUATION CAME UP. HE WANTS THIS BOARD TO KNOW THAT WE ARE SUPPORTIVE OF THIS BOARD, BUT WE'RE ALSO CONCERNED ABOUT THIS POLICY. THANK YOU FOR ALLOWING ME TO SPEAK TODAY. BLESSINGS TO YOU. >> THANK YOU. PRESIDENT CARREON, THIS CONCLUDES OUR SPEAKERS. >> THANK YOU, TRUSTEES. [5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:] WE'LL NOW TURN TO AGENDA ITEM 5, CLOSED SESSION. THE BOARD WILL NOW RETIRE AT A CLOSED SESSION. THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THIS ROOM, WE'RE CONNECTED ONLINE WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION. THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION. ANTICIPATED TO BE PROBABLY LONGER CLOSED SESSION. MAYBE AN HOUR OR SO. THE BOARD WILL RETIRE AT A CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551, CONCERNING ANY AND ALL PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING. TEXAS GOVERNMENT CODE, SECTION 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEY ABOUT PENDING CONTEMPLATED LITIGATION OR ON A MATTER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER, SECTION 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE, OR VALUE OF REAL PROPERTY. SECTION 551.074 TO DELIBERATE THE APPOINTMENT, EMPLOYMENT, EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING THE INTERNAL AUDIT OFFICER PERFORMANCE EVALUATION FORM FOR THE 2025, 2026 SCHOOL YEAR, AND SECTION 551.129 TO CONSULT WITH ITS ATTORNEYS BY USE OF VIDEO CONFERENCE CALL OR COMMUNICATIONS OVER THE INTERNET IN AN OPEN MEETING AND/OR CLOSED MEETING. TRUSTEES, THE TIME IS 11:39 AM, AND WE ARE IN CLOSED SESSION. THE TIME IS NOW 2:17 PM. [LAUGHTER] FORESHADOWY. [LAUGHTER] WE ARE BACK IN OPEN SESSION. THE BOARD TOOK NO ACTION IN CLOSED SESSION. TRUSTEES WILL NOW TURN TO AGENDA ITEM 6A, [6. VISION/PROGRESS MONITORING] CONSTRAINT PROGRESS MEASURES, CPM 2.2 AND 3.1. >> THANK YOU, PRESIDENT CARREON, MEMBERS OF THE BOARD. WE ARE CONTINUING TO PROVIDE OUR PROGRESS MONITORING, AND OUR TEAM WILL BE REPORTING OUT ON CONSTRAINTS. I DO WANT TO REMIND EVERYONE BECAUSE SHORTLY AFTER THIS, IN A COUPLE OF MORE ITEMS, WE'LL BE TALKING ABOUT GOAL SETTING, WHICH WILL BE FOR THE NEXT FIVE YEARS. [00:10:01] AS WE REVIEW THESE, PLEASE KEEP IN MIND, WE HAVE ONE FOOT IN THE LAST SET OF FIVE-YEAR GOALS, WHICH COMPLETE IN THIS SCHOOL YEAR, THE '24, '25 SCHOOL YEAR, SO THAT DATA IS COMING FROM THIS SCHOOL YEAR. THEN, AGAIN, VERY SHORTLY, WE'LL BEGIN TALKING ABOUT GOALS FOR MOVING FORWARD AND CONSTRAINTS WHICH ARE A LITTLE DIFFERENT. BUT FOR THIS REPORT, THIS IS COMING FROM THE '24, '25 SCHOOL YEAR, I'M GOING TO TURN THIS OVER TO CHIEF HUITT-POWELL AND DR. BRIAN LUSK. >> THANK YOU. CAN WE GO TO THE NEXT SLIDE. CAN YOU GUYS HEAR ME? >> YEAH. >> CAN YOU HEAR ME NOW? >> YEAH. >> CAN WE GO ON TO THE NEXT SLIDE? >> YOU CAN DO IT. >> I'M SORRY. THANK YOU. ON CONSTRAINT 2, ENSURING HIGH LEVELS OF CAMPUS STAFF SATISFACTION. WE ARE ON TRACK. OUR POSITIVE RESPONSES ON THE CLIMATE SURVEY ROSE FROM 68.2% IN 2018 TO 74.1% IN 2025, EXCEEDING THE BOARD'S TARGET OF 73%. THIS SIX-POINT GAIN REFLECTS A CONSISTENT IMPROVEMENT ROOTED IN OUR EFFORTS TO FOCUS ON RECOGNITION AND DEVELOPMENT AND CULTURE, AND WE BELIEVE IT'S A TESTAMENT TO THE SHARED COMMITMENT OF OUR BOARD, OUR SUPERINTENDENT, AND TO DISTRICT STAFF TO WORK TOGETHER TO CREATE THE CONDITIONS NECESSARY FOR THIS PROGRESS. OUR BIGGEST MULTI YEA- GAINS ARE IN THE AREA OF MOST PREDICTIVE OF TEACHER RETENTION RATES AND SATISFACTION. SPECIFICALLY, STAFF WILLINGNESS TO STAY IN DALLAS ISD IF OFFERED A COMPARABLE ROLE ELSEWHERE, IMPROVED BY 7.7 POINTS FROM TWO AND ALSO PERCEPTIONS OF STRONG MORALE ROSE FROM 7.9 POINTS, AND SATISFACTION WITH RECOGNITION FOR GOOD WORK INCREASED BY 5.4 POINTS. THESE ITEMS ALSO ALIGNED WITH THE WORK THAT WE'VE DONE AROUND OUR STATE CAMPAIGN, AND OUR TEAM BUILDING ACTIVITIES AND CAMPUS RECOGNITION EFFORTS. ALSO, I'D LIKE TO HIGHLIGHT THAT EVEN IN THE FACE OF INCREASED BEHAVIOR CHALLENGES THAT WE ALL SAW AFTER COVID AND THE SHIFTS THAT WE MADE WITHIN OUR STUDENT CODE OF CONDUCT, OUR PERCEPTIONS OF STAFF AROUND DISCIPLINE HAS INCREASED AS WELL. WE ROSE FROM 60% TO 68.6%, WHERE DISCIPLINE IS ENFORCED CONSISTENTLY. AS A PERCEPTION AND THEN THE PERCEPTION THAT UNRELEASED STUDENTS ARE NOT PERMITTED TO DISRUPT LEARNING INCREASED FROM 60.6% TO 69.6% FROM 2018. WE JUST THINK THAT THIS IS A CLEAR SIGN THAT OUR STAFFING STRATEGIES AND POSITIVE BEHAVIOR SUPPORTS ARE HAVING AN IMPACT. THEN, AGAIN, JUST LOOKING FROM LAST YEAR TO THIS YEAR, WE SAW SOME STRONG MOMENTUM. WE CAN SEE THAT PERCEPTIONS OF A CLEAN AND SAFE CAMPUS ROSE FROM 2.3%, AND ALSO, WE JUMPED NEARLY TWO POINTS WITH STAFF SAYING THAT THEY CHOOSE TO STAY IN DALLAS ISD. THEN WE SEE THAT BECAUSE OF THESE LONG AND SHORT-TERM GAINS, WE CAN SEE THAT THE WORK WE'RE DOING IS HAVING A POSITIVE IMPACT. I'D LIKE TO LOOK AT OUR STRATEGIES INPUTS AND OUTPUTS NEXT. WE IN 2024, 2025, WE HELD CAREER CONVERSATIONS WITH OUR CAMPUS ADMINISTRATORS, SPECIFICALLY, OUR PRINCIPALS AND ASSISTANT PRINCIPALS TO ALIGN THEIR PROFESSIONAL GROWTH REQUEST TO THEIR LONG-TERM AND THEIR LONG-TERM ASPIRATIONS. THESE CONVERSATIONS WERE ONE WAY THAT WE SHOWED OUR LEADERS THAT WE VALUE THEM AND THAT WE ARE PARTNERS IN THE WORK TO HELP DEVELOP THEM. WE CAN SEE THAT THIS INVESTMENT REFLECTED IN STRONG PARTICIPATION. NOW, THESE WERE NOT REQUIRED CONVERSATIONS. THEY WERE OPTIONAL, AND WE CAN SEE THAT 76% OF PRINCIPALS PARTICIPATED, AND 75% OF ASSISTANT PRINCIPALS PARTICIPATED, AND THEY ALL REPORTED THAT THEY HAD MEANINGFUL CAREER CONVERSATIONS WITH THEIR SUPERVISORS. FOLLOWING THE CAREER CONVERSATION, THEN THE EXPECTATION WAS TO CREATE DEVELOPMENT PLANS AND CREATE LEARNING OPPORTUNITIES FOR THOSE TEAM MEMBERS SO THAT THEY CAN CONTINUE TO GROW WITHIN THEIR CURRENT POSITION. NEXT YEAR, WE'RE PLANNING TO EXPAND THESE CAREER CONVERSATIONS TO OUR CAMPUS LEADERSHIP TEAMS, AND SPECIFICALLY OUR SIL TEAMS TO HELP THEM DEVELOP IN THOSE ROLES AS WELL. THE NEXT STRATEGY WE USED WAS TO HAVE A USE OF THE CULTURE CALENDAR, AND THIS WAS TO SCHEDULE REGULAR STAFF APPRECIATION EVENTS, TEAM BUILDING ACTIVITIES THROUGHOUT THE YEAR. THEY GAVE CAMPUSES DEDICATED TIME TO CELEBRATE THEIR TEAMS AND TO BUILD A POSITIVE ENVIRONMENT. [00:15:01] WE CAN SEE THAT NOT ONLY IS IT REFLECTED IN THE STAFF SURVEY, BUT ALSO WE CAN SEE THAT THERE WAS INCREASED RETENTION OF OUR TEACHERS FROM 90% TO A PROJECTION OF 93% IN 2025. AMONGST OUR MOST DISTINGUISHED TEACHERS, WE ARE ANTICIPATING THE PROJECTION OF 95% OF THEM STAYING. WE ALSO KNOW THAT WAS IN PART DUE TO OUR STAY CAMPAIGN WHERE DISTRICT LEADERS REACH OUT TO THOSE DISTINGUISHED TEACHERS, AND WE ASKED THEM TO STAY IN DALLAS ISD, AND WE ALSO ASKED THEM, WHAT ARE THE THINGS THAT WE CAN DO TO IMPROVE STAFF MORALE AND OUTCOMES FOR KIDS, AND THEN WHAT ARE WE DOING WELL. NEXT YEAR, OUR STRATEGY, WE'RE PLANNING TO HOLD SIMILAR STATE CONVERSATIONS WITH OUR MENTEES. WE HAVE MENTORS WHO HAVE MENTEES THAT ARE FIRST-YEAR TEACHERS, AND WE PLAN TO PROVIDE PROFESSIONAL DEVELOPMENT FOR THEM TO HAVE THOSE SIMILAR CONVERSATIONS BECAUSE WE KNOW THAT FIRST YEAR AS A TEACHER CAN SOMETIMES BE CHALLENGING. THEN FINALLY, WE HAD FOCUS GROUPS WHERE WE WORKED WITH CAMPUS TEACHERS AND CAMPUS LEADERS TO JUST GATHER HONEST FEEDBACK ABOUT SCHOOL CLIMATE, AND WHAT WE HEARD REALLY HELPED SHAPE OUR RESPONSES TO A LOT OF THINGS, EVERYTHING FROM INSTRUCTION, TO CURRICULUM, AND PROFESSIONAL DEVELOPMENT. BUT ONE OF THE THINGS THAT WE HEARD WAS THAT THEY WANTED US TO DO A MORE ROBUST JOB OF FOCUSING ON AND RECOGNIZING OUR CAMPUS STAFF AND TEAM MEMBERS WHO SUPPORT THE CAMPUS AND ENSURE SUCCESS FOR STUDENTS. THOSE CAMPUS STAFF WERE INDIVIDUALS LIKE OUR OFFICE MANAGERS AND TEACHERS ASSISTANTS. THIS YEAR, IN THIS INAUGURAL YEAR, WE HONOR 212 TEAM MEMBERS. OUR GOAL NEXT YEAR IS TO EXPAND THOSE APPRECIATION AWARDS TO EVEN MORE STAFF. NOW, I'M GOING TO TURN THE PRESENTATION OVER TO DR. LUSK, WHO'S GOING TO ALSO SHARE HOW SOME OF THE FEEDBACK WE RECEIVED THIS YEAR HELPED SHAPE THE IMPLEMENTATION OF OUR THEORY OF ACTION THIS PAST YEAR. >> THANK YOU CHIEF HUITT-POWELL. GOOD AFTERNOON, TRUSTEES, DR. ELIZALDE. THIS SLIDE PROVIDES A PRINCIPAL SURVEY DATA RESPONSES REGARDING THE BELIEF THAT THE THEORY OF ACTION IS BEING IMPLEMENTED AS EXPECTED. WHILE WE HAVE MADE GAINS YEAR-OVER-YEAR, YOU CAN SEE WE HAVE LISTED AS SUNSETTING, BECAUSE WE'RE NO LONGER GOING TO MEASURE THESE DATA. OVER THE PAST TWO YEARS, WE DID RECEIVE QUITE A BIT OF PRINCIPAL FEEDBACK THROUGH FOCUS GROUPS, AS NOTED BY CHIEF HUITT, REGARDING THE AUTONOMIES, AND MUCH OF THE FEEDBACK THAT WE DID RECEIVE WAS THAT THE AUTONOMIES WERE REALLY FINANCIALLY-BASED RATHER THAN REAL AUTONOMY. WE REALLY HAD TO THINK ABOUT THAT AND MAKE SOME PIVOTS AND DECISIONS ON HOW WE ARE GOING TO BETTER SUPPORT PRINCIPALS. >> THIS IS ALSO, IF YOU RECALL THE SAME TIME AS WE IMPLEMENTED OUR HIGH QUALITY INSTRUCTIONAL MATERIAL AS A DISTRICT, WE ALSO RECOGNIZE TOO, WHILE WE KNOW OUR STATED THEORY OF ACTION IS MANAGED INSTRUCTION WITH EARNED EMPOWERMENT. WE HAD TO BE REALLY INTENTIONAL AROUND MAKING SURE THAT WE MANAGE THE IMPLEMENTATION OF THE CURRICULUM BECAUSE YEAR 1, OBVIOUSLY, IS A CRITICAL YEAR TO MAKE SURE THAT HAPPENS WELL. ALTHOUGH WE WERE SEEKING TO EMPOWER PRINCIPALS, THE AUTONOMIES THAT THEY WERE FINANCIALLY FOCUSED, THEY REALLY WERE NOT AUTONOMIES. ESSENTIALLY, THEY ALMOST WERE AS REWARDS. THERE WAS A NEED TO ENSURE THAT THE CURRICULUM IMPLEMENTATION WAS HAPPENING WELL, AND WE HAD AUTONOMIES THAT REALLY TRULY WERE AUTONOMIES AND MET THE NEEDS OF OUR PRINCIPALS. THUS, WE PIVOTED FROM AUTONOMIES AND SUPPORTS AND MOVED TO DIFFERENTIATING SUPPORTS FOR OUR PRINCIPALS THROUGH THEIR COACHING SESSIONS FROM EXECUTIVE DIRECTORS, AND JUST THE SAME IN SCHOOLS, WHERE THE COACHING AND FEEDBACK TO TEACHERS WOULD BE DIFFERENTIATED AS THE NEED APPLIES TO THE STRENGTH AND THE SKILL SET OF A TEACHER. WHAT WE DID LEARN FROM PRINCIPALS IN THESE FOCUS GROUPS IS LESS IS MORE. WE HAD A LOT OF WHAT WE WERE CALLING AUTONOMIES AT THE TIME, AND MANY SUPPORTS, AND WHAT WE REALIZED IS WE JUST NEED TO FOCUS ON A FEW THINGS THAT MET THE NEEDS FOR THE PRINCIPALS. WE DID THAT THROUGH THE FEEDBACK THROUGH SCHOOL LEADERSHIP. AS I NOTED, ED COACHING VISITS WERE DIFFERENTIATED BASED UPON SCHOOL SUCCESS AND OUTCOMES. IN ADDITION, THE SCHOOL LEADERSHIP DECIDED TO ALLOW PRINCIPALS, THE AUTONOMY BASED UPON THOSE SUCCESSES IN SCHOOL RATINGS TO DIFFERENTIATE THE ATTENDANCE OF THE PRINCIPAL MEETINGS AND BE ABLE TO SEND A MEMBER OF THEIR TEAM IN LIEU OF, DEPENDING ON WHERE THEY WERE AS A COLLECTIVE SCHOOL. NONETHELESS, JUST AS CHIEF HUITT PRESENTED THE DATA THAT DEMONSTRATES SUCH A POSITIVE GROWTH IN THE CLIMATE DATA, WE DO SEE GROWTH IN THE THEORY OF ACTION DATA AS WELL FROM SPRING OF '24-'25 FROM 78.5-80.9. I THINK IT'S ALSO NOTEWORTHY JUST TO SAY THAT ANOTHER 10% OF THOSE RESPONDENTS RESPONDED AS NEUTRAL REGARDING THE IMPLEMENTATION OF THEORY OF ACTION. WITH THAT, WE WILL TURN IT OVER FOR QUESTIONS. [00:20:02] >> TRUSTEES, QUESTIONS? TRUSTEE FOREMAN. >> THANK YOU. JUST A FEW QUESTIONS. FIRST OF ALL, THANK YOU FOR THE WORK THAT YOU'VE DONE. BUT I DO STILL HAVE SOME CONCERNS, JUST EVEN BASED ON THE SURVEY. I'LL START OUT WITH JUST ASKING A SIMPLE QUESTION. BETWEEN 2018 AND 2025, HOW MANY TIMES HAVE THE SURVEY QUESTIONS HAVE THEY CHANGED AT ALL? >> I DON'T KNOW WHICH ONES OF THESE HAVE BEEN, IF ANY OF THEM HAVE BEEN. >> BUT THAT'S MY QUESTION. >> YES, MA'AM. I'M ASKING FOR OUR TEAM. >> I DO KNOW THAT THERE'S AT LEAST ONE QUESTION THAT'S CHANGED AND IT'S NOTATED AT THE BOTTOM OF THE SURVEY, AND THEN WE'LL ALSO SEE IF WE CAN GET SOMEONE HERE, AND IF NOT, WE CAN ALWAYS SEND THAT TO YOU IN RETURN. >> THAT WOULD BE GOOD. THE REASON I ASKED THAT QUESTION IS AS SURVEY QUESTIONS CHANGE, SURVEY OUTCOMES CAN CHANGE, AND SO I'M REALLY INTERESTED IN THAT PARTICULAR PIECE. THE OTHER THING IS THAT, WHEN WE DO THE SURVEYS, IS IT PRIOR TO THE END OF THE YEAR OR IS IT AT THE BEGINNING OF THE YEAR? >> WE DO ONE SURVEY IN THE SPRING, AND WE DO ONE SURVEY IN THE FALL. >> WHEN IS THIS SURVEY? >> IT GOES OUT IN APRIL. >> IN APRIL? I JUST LIKE TO SEE THE SURVEY QUESTIONS. LET ME TELL YOU WHERE MY CONCERN IS. CHIEF HUITT, YOU KNOW I HAVE MUCH RESPECT FOR YOU. MY CONCERN IS THAT WHAT WE'RE REPORTING OUT IS THE PERCENTAGE POSITIVE REGARDING DISCIPLINE IS ENFORCED CONSISTENTLY AND EFFECTIVELY AT MY CAMPUS. THE PERCENTAGE POSITIVE IS 68.6%, AND WE SHOW THE NO'S AT 10.9%. >> NO, MA'AM. THOSE ARE NOT NO'S. THE N IS NEUTRAL. >> NEUTRAL. >> BECAUSE THAT WAS A QUESTION YOU ALL HAD ASKED BEFORE OF THE NO'S, AND SO THIS WAS IN RESPONSE TO YOUR ALL'S REQUEST. >> THAT'S A NEUTRAL RESPONSE? >> YES, MA'AM. >> DO WE HAVE THE NO'S? >> YES. THAT WOULD JUST BE THE REMAINDER, SO WE WOULD TAKE THE 68.9 AND 10. >> WE HAVE ALMOST 30%. >> NO, MA'AM. TEN AND 68 WOULD BE 78, SO IT'S JUST A LITTLE OVER 20%. >> NO. I'M ACTUALLY LOOKING AT THE PERCENTAGE THAT SAID YES 68%, RIGHT? >> CORRECT. PLUS YOU ASKED ME FOR THE NO'S NOW, AND SO IF 10% [OVERLAPPING] >> WILL YOU JUST LET ME GET IT OUT? >> CERTAINLY. >> THANK YOU. BECAUSE I'M TRYING TO GET A GOOD UNDERSTANDING OF HOW MANY NO'S WE ACTUALLY HAVE BASED ON THE FACT THAT WE'RE LOOKING AT 100%, CORRECT? YOU MAY NOW? >> YES, MA'AM. >> IT'S 22%? >> 21.1 TO BE EXACT. >> OF THAT NUMBER, HOW MANY TEACHERS DO WE ACTUALLY HAVE THAT WOULD BE TAKING THIS SURVEY? >> I WOULD NEED TO GET THAT DATA IN TERMS OF WHAT PERCENT OF TEACHERS REPLIED. >> BECAUSE I KNOW WE HAVE ABOUT 10,000 TEACHERS NORMALLY IN THE DISTRICT. >> BUT THE QUESTION YOU ASKED ME WAS HOW MANY REPLIED, BECAUSE WE DON'T REQUIRE THIS. THIS IS AN ANONYMOUS SURVEY, SO I WOULDN'T WANT TO TELL YOU 10,000. >> THAT MAKES IT EVEN MORE COMPLICATED, BECAUSE IF YOU DON'T WANT TO [OVERLAPPING] >> I CAN ONLY JUST BE HONEST. THAT'S ALL I CAN DO. >> THANK YOU FOR THAT. BECAUSE IF WE DON'T KNOW THE NUMBER OF TEACHERS THAT REPLIED. >> WE CAN GET THAT FOR YOU. >> BUT IT WOULD BE BETTER IF THAT'S REPORTED OUT, BECAUSE IF IT WAS ONLY 3,000 TEACHERS THAT REPLIED, THEN THAT MAKES IT EVEN MORE SKEWED. I'M NOT QUESTIONING WHAT YOU DO, AND I'M NOT QUESTIONING THE RESULTS THAT YOU HAVE. I'M ASKING THE QUESTION SIMPLY TO GET A GOOD UNDERSTANDING OF WHERE WE ARE. WHEN YOU'RE IN THE SCHOOLS, YOU DO HEAR CONCERNS ABOUT DISCIPLINE, PERIOD AND THIS DOESN'T GIVE ME AN ACCURATE ACCOUNT OF WHAT WE ACTUALLY HAVE. I WOULD LIKE TO SEE HOW MANY REPLIED. [00:25:03] IF THERE WERE ANY NO'S, WHAT THAT NUMBER WAS, AND THEN THE SURVEY QUESTIONS TO BE ABLE TO GET A GOOD UNDERSTANDING OF WHERE WE ACTUALLY ARE. SPECIFICALLY, YOU NOTICE I DIDN'T QUESTION ANYTHING BUT THE DISCIPLINE AREA. SPECIFICALLY ON THAT DISCIPLINE AREA, AND DR. LANCE. >> YES, MA'AM. >> WE REALLY RELIED ON THE THEORY OF ACTION FOR YEARS, RIGHT? >> WE'VE HAD IT FOR SOME TIME. >> I THINK SOME OF THE SCHOOLS REALLY FELT LIKE THEY HAD SOME AUTONOMY BASED ON THE THEORY OF ACTION. ARE WE REPLACING ANY OF THOSE AUTONOMIES? ARE THEY ALL JUST GOING TO GO AWAY? >> WELL, IN CONSULTATION WITH CHIEF HUITT-POWELL AND THE FEEDBACK THAT WE RECEIVED, WE ESSENTIALLY, AS I STATED EARLIER, EXECUTIVE DIRECTORS WERE DIFFERENTIATING THEIR COACHING FOR SCHOOLS AND PRINCIPALS AT SCHOOLS AS A RESULT OF THE FEEDBACK THAT WE RECEIVED. >> WHEN YOU SAY DIFFERENTIATING, THAT DOESN'T INCLUDE THE AUTONOMIES THAT THEY HAD, OR IT DOES INCLUDE THE AUTONOMY? >> ESSENTIALLY, THAT WOULD BE THE AUTONOMY. FOR EXAMPLE, IF YOU'RE A SCHOOL THAT HAD, SAY, A PROJECTED A RATING, OR EARNED THE A RATING, BECAUSE WE KNOW THERE'S BEEN A LITTLE BIT OF A LAG IN SOME OF THAT REPORTING FOR US. BUT ESSENTIALLY, IF YOU'RE A SCHOOL THAT HAD AN A RATING OR PROJECTED A RATING, THEN IN A SCHOOL THAT WAS FUNCTIONING WELL, THEN YOU PROBABLY WOULD RECEIVE COACHING FROM YOUR EXECUTIVE DIRECTOR ON A THREE-WEEK BASIS. THEN THE EXECUTIVE DIRECTOR WOULD DIFFERENTIATE HIS OR HER RESPECTIVE SCHOOLS IN THE SAME WAY THAT I JUST OUTLINED. >> THANK YOU. >> YES, MA'AM. >> TRUSTEE MACKEY. >> YES. THANK YOU FOR THIS, AND CONGRATULATIONS. THIS IS AMAZING TO SEE. I WOULD JUST FIRST POSIT. WE SAY WE'RE ON TRACK? LOOKS TO ME LIKE WE ACCOMPLISH THIS ONE. IS THAT ACCURATE? >> YES, WE CAN PUT A MISSION ACCOMPLISHED BANNER ON THERE. >> WE'LL NEVER USE A MISSION ACCOMPLISHED BANNER. >> I'M JUST KIDDING. >> BUT I'M SAYING, I THINK IT'S IMPORTANT TO KNOW THAT IT'S NOT JUST ON TRACK, BUT THIS BOARD SET A RIGOROUS GOAL, AND IT'S IMPORTANT TO KNOW THAT WE'VE MET THAT ONE. IF THIS CONTINUES INTO THE NEXT ONE, I THINK, THAT'S HELPFUL TO KNOW WHAT WE'VE MET AND WHAT WE'VE NOT MET. THAT'S AWESOME. KUDOS TO THAT. I KNOW THIS HAS BEEN A LOT OF HARD WORK TO GET HERE. I THINK IT SHOWS IN OUR RETENTION RATE. I THINK THE RETENTION RATE NUMBERS THAT YOU SHOWED WERE REALLY FASCINATING AROUND THAT. ONE NOTE I WOULD LIKE TO MAKE ON THIS DATA, AGAIN, THE DISCIPLINE POINT, WHICH I KNOW IS ALWAYS A BIG CONVERSATION. I RECOGNIZE HERE THAT I THINK IN SPRING OF '25 IS THE HIGHEST THAT'S BEEN IN THE LAST SIX YEARS, IS THAT ACCURATE? I KNOW AS FAR AS THE SURVEY QUESTIONS GO, MAYBE THERE ARE OTHER THINGS, BUT THESE ARE THE ONES I REMEMBER WHEN I WAS TAKING THE SURVEY IN 2018 AND 2019. I THINK THESE HAVE BEEN PRETTY CONSISTENT FOR A WHILE. WE ARE THE ONLY DISTRICT THAT DOES THIS PARTICULAR SURVEY, IS THAT ACCURATE? >> YES. >> THAT'S STILL GREAT. THE FACT THAT THIS HAS BECOME BAKED IN, I WOULD BE VERY INTERESTED TO KNOW WHAT PERCENTAGE OF OUR TEACHERS RESPOND? THE LAST CLARIFYING QUESTION HERE I HAVE IS, IS THIS ALL STAFF OR JUST TEACHERS? >> THIS IS CAMPUS STAFF. >> ALL CAMPUS STAFF? GOT IT. I KNOW YOU TOUCHED ON SOME OF THESE OUTPUTS. I'M JUST CURIOUS FROM YOUR EXPERTISE AND SEEING THIS ROLL OUT IN CAMPUSES, WHAT WOULD YOU SAY IS THE BIGGEST, MOST IMPACTFUL THINGS THAT HAVE DONE THIS? ARE THEY THE CAREER CONVERSATIONS, WHICH IS WHAT YOU MENTIONED? OR ARE THERE OTHER THINGS THAT YOU SEE THIS IS MAKING A BIG DIFFERENCE? >> I THINK THERE'S A PUSH, AND I CAN CERTAINLY LET DR. LANCE RESPOND AS WELL, BUT I DEFINITELY THINK THAT THERE WAS A PUSH FROM YOU ALL, OUR BOARD OF TRUSTEES, AND ALSO FROM OUR SUPERINTENDENT TO DO A BETTER JOB OF SEEKING INPUT FROM STAFF AND FROM LEADERS, AND TO EVERY TIME WE GO AND DO SOMETHING TO JUST ASK WHAT THEY THINK? WHAT'S WORKING? HOW IS IT WORKING? EVERYTHING FROM OUR STATE CAMPAIGN TO THESE INTENTIONAL FOCUS GROUPS TO EVERY TIME WE ROLL OUT AN INITIATIVE, WE START WITH FOCUS GROUPS. IT HAS MADE A DIFFERENCE IN HOW WE OPERATE AND HOW WE'RE ATTEMPTING TO SOLVE PROBLEMS. I DO THINK THAT OUR SUPERINTENDENT SHE OFTEN SAYS, PEOPLE HELP. THEY SUPPORT WITH WHATEVER, THEY HELP CREATE. YOU CAN CORRECT ME ON THAT. >> THEY SUPPORT. THEY HELP TO CREATE. >> THANK YOU. THEY SUPPORT WHAT THEY HELP CREATE. I THINK THAT SEEKING THEIR VOICE AND ALLOWING THEM TO CREATE AND BE PARTNERS ALONGSIDE SOME OF THE WORK THAT WE'RE DOING IS MAKING THE HUGEST DIFFERENCE IN THE WORK THAT WE DO. >> THAT'S GREAT. [00:30:04] >> THE OVERALL TOP LINE NUMBER IS GREAT, BUT WE'VE GOT 230 PLUS SCHOOLS IN DALLAS ISD, SO I'M SURE THEY ARE OUTLIERS. WHAT ARE THE STEPS WE TAKE WHEN A SCHOOL'S CLIMATE SURVEY HAS DROPPED OR IS BELOW WHAT WE WOULD EXPECT FOR OUR SCHOOLS? WHAT SUPPORTS DO WE PROVIDE IN THOSE INSTANCES? >> SURE. I THINK ONE THING THAT WE SHOULD ANTICIPATE AND EXPECT SOMETIMES IS THAT IF YOU RECEIVE A NEW SUPERVISOR OR A NEW PRINCIPAL, THAT SOMETIMES THERE'S A SMALL DIP, SO WE ANTICIPATE THAT, BUT WHEN WE NOTICE THAT THERE'S A HUGE CLIMATE SHIFT, WE GO AND WE LOOK ALSO WHAT'S GOING ON WITH STUDENT ENGAGEMENT, WHAT'S HAPPENING WITH ACADEMIC OUTCOMES, AND THEN WE'LL CERTAINLY PROVIDE SUPPORTS TO THAT PRINCIPAL, AND THOSE SUPPORTS LOOK LIKE EVERYTHING FROM THE ED PROVIDING DIRECT COACHING TO FIND OUT WHAT'S GOING ON. WE'LL WORK TO SEE, IS THE CAMPUS READILY USING THEIR FAC, THEIR FACULTY ADVISORY COMMITTEE, WHO ALSO PULLS OUT CONCERNS ACROSS THE CAMPUS? WE'LL ALSO LOOK AT THEIR CULTURE CALENDAR, BECAUSE WE WANT TO KNOW THAT, ARE YOU INTENTIONALLY DOING WORK AROUND TEAM BUILDING AND FOSTERING A GOOD CLIMATE? THEN THERE ARE TIMES WHERE WE HAVE SENT IN OUR TEAM TO GO AND JUST DO FACE TO FACE INTERVIEWS WITH THE CAMPUS STAFF TO FIND OUT WHAT ARE THE ROOT CAUSES OF A POOR CLIMATE, AND WHAT ARE SOME THINGS WE CAN DO TO MAKE IT BETTER AT THAT CAMPUS? >> THAT'S GREAT. YOU'RE LOOKING AT THAT. HAVE WE EVER CORRELATED BY CAMPUS STAFF CLIMATE SURVEY WITH NOW THAT WE HAVE STUDENT CLIMATE SURVEY TO SEE IF IT'S HIGH IN ONE PLACE, IS IT HIGH ON THE OTHER? OR ARE WE SEEING INVERSE RELATIONSHIP? HAVE WE EVER LOOKED AT THOSE TWO DATA SIDE BY SIDE FOR OUR CAMPUSES? >> I DON'T KNOW THAT WE'VE SPECIFICALLY DONE THAT. I JUST KNOW THAT IT DEFINITELY COMES OUT ON OUR SCORECARD FOR OUR TEACHERS AND OUR CAMPUS. >> BUT THAT CERTAINLY SOMETHING THAT I THINK WOULD BE A GOOD EXERCISE FOR US, AND THAT'S EASILY DONE. I'M LOOKING AT JACOB CORTEZ BACK THERE, AND I KNOW BY THE NEXT FEW DAYS WE'LL HAVE A SIDE BY SIDE SO WE CAN CORRELATE. >> I'D JUST BE CURIOUS IF WE'VE LEARNED ANYTHING ABOUT THAT AND HOW IT'S INFORMING US, ESPECIALLY AS WE SET OUR NEXT SET OF GOALS. IF WE GO TO THE NEXT SLIDE ON SLIDE 3, THE CAREER CONVERSATIONS, DOES EVERYBODY TAKE PART IN CAREER CONVERSATIONS OR IS THIS A SUBSET OR HOW HAVE WE ROLLED THAT OUT? >> WE ROLLED IT OUT THROUGH OUR LEAD DEPARTMENT, AND WE ESSENTIALLY WORKED WITH OUR HUMAN AND CAPITAL MANAGEMENT DEPARTMENT TO DEVELOP QUESTIONS. IT'S ESSENTIALLY JUST A GUIDE FOR PRINCIPALS AND ASSISTANT PRINCIPALS TO HAVE CONVERSATIONS WITH THEIR SUPERVISORS. THESE ARE MY CAREER ASPIRATIONS. THIS IS WHERE I SEE MYSELF NEXT YEAR. THIS IS WHERE I SEE MYSELF IN FIVE YEARS. THEN THE LEADER RESPONDS BY SAYING, WELL, LET'S TALK ABOUT THE GAPS YOU HAVE, AND THEN LET'S ALSO TALK ABOUT THE NEEDS THAT YOU HAVE AND HOW WE CAN FILL IN THOSE GAPS. IT WAS OPTIONAL, AND WE WERE ABLE TO DO A SURVEY ON HOW MANY PEOPLE WE NOW REPORTED HAVING THESE MEANINGFUL CONVERSATIONS, AND IT WAS 76%, AND THEN 75% OF OUR LEADERS, AND THEY WERE OPTIONAL CONVERSATIONS. >> THAT'S AMAZING. THE NUMBERS SPEAK FOR THEMSELVES. WHETHER IT'S A SURVEY, WHETHER IT'S THIS RETENTION RATE 90, 93% FOR TEACHER RETENTION, COMPARED TO, I THINK THE STATE IS SOMEWHERE AROUND 78% IN ANY GIVEN YEAR. THAT IN STATISTICS SUMS UP WHAT I THINK THE HEART OF THIS WAS. KUDOS TO YOU AND YOUR TEAM AND THE ENTIRE STAFF WHO'S BEEN WORKING ON THIS. THANK YOU. >> TRUSTEE SANDERS. >> I'M ECHOING THE IMPACT, AND THEN ALSO THE SYSTEMS AND STRUCTURES THAT ALLOW US TO ACTUALLY TRACK THE DATA. KUDOS TO THE TEAM FOR HAVING PULLED THAT TOGETHER. A COUPLE OF QUESTIONS. ONE, IF YOU GO BACK TO THE PREVIOUS SLIDE, GOING DOWN TO THE DISCIPLINE LINE ITEMS, AS WELL, DISCIPLINE IN FORCE, AND THEN UNRULY STUDENTS REALLY FOCUSING ON THOSE TWO, WE HAD A DIP BETWEEN '21 AND '22, AND THEN WE'VE SEEN A TREND IN THE POSITIVE DIRECTION EVER SINCE. I'M INTERESTED IN ONE, WHAT WAS THE DIP? THEN WHAT WERE THE CORRECTIONS THAT WE PUT INTO PLACE AFTERWARDS, THAT WAS IN RESPONSE TO WHATEVER WE SAW HAPPEN IN THAT PARTICULAR YEAR, AND HOW HAVE WE BEEN INFORMED BY THE IMPACT? A LITTLE BIT OF WHAT ARE YOU TALKING ABOUT, BUT I'M MAYBE DIALING DOWN ANOTHER LEVEL ON NUANCE AND SPECIFICS. WHAT'S REALLY DRIVEN THE TREND BACK UP? >> SURE. I THINK THAT WHAT WE CAN ATTRIBUTE THAT DIP TO IS WE SAW NOT ONLY DALLAS ISD, BUT SCHOOL DISTRICTS ACROSS THE COUNTRY, SAW A RISE IN MENTAL HEALTH ISSUES, WHICH RESULTED IN BEHAVIOR ISSUES ON CAMPUSES AFTER COVID. OUR BOARD, YOU-ALL, AND THE STAFF RESPONDED BY PUTTING MENTAL HEALTH CLINICIANS AT SCHOOLS, [00:35:02] WE REVAMPED OUR DISCIPLINE SYSTEM FOR RESET. THEN EVEN WHEN WE RECEIVED THE RESET, WE KNOW THAT THERE WAS AN ADJUSTMENT PERIOD, AND THE TEAM WENT OUT AND HAD TO TRAIN OUR CAMPUS LEADERSHIP AND THE RESET CENTER COORDINATORS TO HELP WITH WHAT HAPPENS IN THE RESET CENTER. WHEN IT WORKS WELL, WE CAN SEE THAT DISCIPLINE TYPICALLY DROPS AT A CAMPUS. I THINK IT WAS JUST A RESPONSE TO WHAT WE SAW COMING OUT OF COVID, AND THEN A STAFF RESPONSE TO THAT. >> I'M ALSO INTERESTED IN THE BIFURCATION OF THE BREAKDOWN OF THE RESPONSES FOR THIS, ESPECIALLY GIVEN THAT IS STAFF. I'M REALLY INTERESTED IN TEACHERS VERSUS OTHER POSITIONS THAT MIGHT BE ON CAMPUS. THAT WOULD BE REALLY INTERESTING, THEN, OF COURSE, WITH A TOTAL END COUNT OF HOW MANY PEOPLE RESPONDED TO THIS. THE OTHER THING THAT I WAS GOING TO ASK, THOUGH, IS, WE JUST TALKED A LITTLE BIT ABOUT CORRELATION. I'M REALLY INTERESTED IF THERE'S A CORRELATION BETWEEN POSITIVE RESPONSES OR POSITIVE GROWTH AND THESE CULTURE AND CLIMATE QUESTIONS, AND MAYBE WITH A HEIGHTENED EMPHASIS ON DISCIPLINE IN PERSISTENT ATTENDANCE, STUDENT RETENTION, THOSE QUESTIONS, GIVEN WE KNOW WE'RE STILL DEALING WITH A PERSISTENT STUDENT PRESENCE CHALLENGE IN ALL THESE DIFFERENT ITERATIONS. I'M INTERESTED IN SEEING WHAT THAT ALIGNMENT LOOKS LIKE, BECAUSE IT MIGHT BE INFORMATIVE ON HOW WE DECIDE TO SPEND MORE DIRECT RESOURCES IN ORDER TO ADDRESS THAT VERY EXPLICIT DATA POINT THROUGHOUT THE DISTRICT. THANK YOU. >> TRUSTEE WEINBERG. >> LOVE SEEING THE POSITIVE GROWTH AND POSITIVE CLIMATE AND CAMPUS STAFF SATISFACTION. TWO FOLLOW ON QUESTIONS. WHEN WE GET THE SAMPLE SIZE, I'D LOVE TO SEE IT OVER TIME, JUST TO SEE IF THERE'S CONSISTENCY IN REPLIES AND JUST IF IT'S EASIER TO MAKE IT APPLES TO APPLES AS A PERCENT OF JUST TOTAL. THEN AS A FOLLOW ON TO TRUSTEE SANDERS QUESTION, WHICH WAS A GREAT ONE, I ALSO WONDER IN TERMS OF IN ADDITION TO IMPACTING ATTENDANCE, IF YOU SEE A POSITIVE RELATIONSHIP TO ACHIEVEMENT. JUST CURIOUS. THANK YOU. >> TRUSTEE TURNER. >> YES. THANK YOU FOR PROVIDING THIS DETAILED INFORMATION. I WOULD LIKE TO KNOW, THIS SURVEY IS DONE BY TEACHERS, IS THAT CORRECT? 100% BY TEACHERS? >> THIS ONE'S ALL CAMPUS STAFF WHO'S RESPONSIBLE FOR THAT. >> UNDER TEACHER, EVERYONE. WHAT HAPPENS IF THERE IS A NEGATIVE SURVEY FOR A PARTICULAR CAMPUS? HOW DOES THAT AFFECT THE LEADERSHIP OF THE CAMPUS? >> WHEN WE SEE THE NEGATIVE CAMPUS SURVEYS, AND WE CERTAINLY SEE THAT, AND I THINK THAT'S WHAT I TRIED TO ALLUDE TO EARLIER, SOMETIMES WE'LL SEE A DIP WHEN WE HAVE A NEW PRINCIPAL, AND SO WE MONITOR THAT. OTHER TIMES WHEN WE SEE THAT THERE'S A SIGNIFICANT DIP AT A PARTICULAR CAMPUS, WE'LL DO MULTIPLE THINGS. THAT CAN BE ANYWHERE FROM COACHING THE PRINCIPAL FROM THE EXECUTIVE DIRECTOR. WE MIGHT MONITOR THAT CULTURE CALENDAR THAT'S IN PLACE FOR THE CAMPUS. THEN WE ALSO SEE SOME THINGS THAT ARE COMING OUT OF RUMBLINGS FROM THE CAMPUS IN ADDITION TO THIS CLIMATE SURVEY THAT HAS DIP SIGNIFICANTLY, WE'LL GO OUT AND WE'LL INTERVIEW CAMPUS STAFF TO SEE WHAT THEIR NEEDS ARE AND WHY THE MORALE ON THAT CAMPUSES IS SO LOW AND HOW WE CAN BEST SERVE THEM. >> THANK YOU. THAT'S THE ONLY QUESTION I HAVE. >> TRUSTEE GARCIA. >> YES. IN TERMS OF PIGGYBACKING OFF OF TRUSTEE SANDERS AND TRUSTEE MACKEY, WHEN WE LOOK AT THE DATA, CAN WE ALSO DRILL DOWN EVEN FURTHER BECAUSE WHEN WE LOOK AT STAFF SATISFACTION, ARE WE LOOKING AT ELEMENTARY OR THE MIDDLE HIGH SCHOOL AND SEEING IF WE COULD FOLLOW SOME TREND OR SEE IF THERE'S CERTAIN SATISFACTION MAYBE AT THE ELEMENTARY VERSUS MIDDLE OR MAYBE HIGH SCHOOL. THAT WOULD BE SOMETHING TO CONSIDER. THEN, OF COURSE, YOU MENTIONED FOCUS GROUPS. WHEN WE WERE TALKING ABOUT PRINCIPALS, I BELIEVE YOU MENTIONED FOCUS GROUPS. I WOULD LIKE TO SEE NUMBERS IN TERMS OF, WELL, ONE, HOW DID YOU RECRUIT FOR FOCUS GROUPS AND THEN HOW THEY PARTICIPATED AND HOW OFTEN? >> TRUSTEES, ANYONE ELSE ON 6A? [00:40:05] THANK YOU SO MUCH. TRUSTEES WE'LL NOW TURN TO ATTEND ITEM 6B, STUDENT OUTCOME GOALS METRIC. SUPERINTENDENT. >> THANK YOU. OF COURSE, THESE ARE GOALS THAT THE MAJORITY OF THIS BOARD HAVE BEEN WORKING ON FOR QUITE SOME TIME, AND THEN WE'VE SPENT SOME TIME DISCUSSING THEM. WE ARE STILL AT A POINT WHERE WE'RE JUST STARTING TO RECEIVE AND A LITTLE BIT, YOU WILL SEE OUR PRELIMINARY END OF COURSE STAAR DATA. THESE ARE GOING TO CONTINUE TO NEED TO BE REFINED. WE CERTAINLY DON'T WANT TO BRING YOU SOME DATA AND ASK YOU TO ADOPT SOMETHING AND THEN SAY, WAIT, WE GOT SOME MORE INFORMATION BECAUSE WE KNOW THERE'S INFORMATION COMING THAT WOULD BETTER INFORM THE METRICS, PER SE, IF WE CAN GO TO THE NEXT SLIDE, PLEASE, THE ACTUAL NUMBERS. THAT BEING SAID, WE'RE GOING TO GO AHEAD AND TAKE A RISK ON GOAL 1, NOT ON THE GPMS YET, BECAUSE WE HAVE SOME CONVERSATION THAT I WOULD CERTAINLY LIKE TO HAVE WITH THIS BOARD. WITH GOAL 1 [NOISE] WE HAVE ACTUALLY MODELED OUT THE GROWTH WE HAD AND WHAT WE THINK THE STATES MODELING OUT. THIS IS ALL FROM PRELIMINARY DATA. THE PRELIMINARY DATA MEANS THAT WE HAVE STUDENT INFORMATION THAT MAY OR MAY NOT BE INCLUDED IN OUR FINAL NUMBERS BECAUSE IT IS BASED ON THE NUMBER OF DAYS IN WHICH THE STUDENT IS ACTUALLY PARTICIPATING IN ON THAT CAMPUS. IF THEY JOIN A CAMPUS AFTER THE OCTOBER PIMS DATE AND ARE NO LONGER THERE WHEN THE TEST IS GIVEN, THOSE STUDENTS DON'T END UP COUNTING AS PART OF OUR ACCOUNTABILITY. THERE ARE GOING TO BE SOME PLUS OR MINUSES IN THESE NUMBERS, BUT WE DECIDED WE WOULD GO AHEAD AND START WITH GOAL 1 AND UTILIZING WHAT WE BELIEVE TO BE. AGAIN, I'M GOING TO ASK TO GIVE US SOME GRACE. WE ARE GOING OUT ON A LIMB AND PUTTING THIS 43 THERE FOR WHERE WE THINK OUR BASELINE IS GOING TO BE FOR THIRD GRADE READING IN DOMAIN 1, WHICH IS AN AVERAGE OF THE APPROACHES, MEETS AND MASTERS ADDED TOGETHER AND DIVIDED BY THREE IS WHAT GIVES YOU THAT NUMBER. WE THINK WE'RE GOING TO BE AT 43 FROM OUR PRELIMINARY DATA. WE'LL TALK ABOUT WHERE WE WERE AT A DIFFERENT TIME. IF IN FACT, WE'RE AT 43, AND WE WANT TO CLOSE THE GAP BETWEEN OUR PERFORMANCE AND THE STATE PERFORMANCE. WE WILL NEED TO HAVE DISPROPORTIONATE GAIN. WE WILL NEED TO GAIN AT A FASTER RATE THAN THE STATE DOES. IN ORDER FOR THAT TO HAPPEN, WE HAD TO MODEL OUT, WELL, HOW MUCH DO WE THINK THE STATE IS GOING TO IMPROVE FROM WHERE THEY ARE AND HOW MUCH DO WE THINK WE'RE GOING TO IMPROVE? IN THAT PROCESS, WE ARE GOING TO GO AHEAD AND MAKE AN ASPIRATIONAL AND ATTAINABLE. I BELIEVE THIS IS BOTH SOMETHING THAT WE'RE REACHING OUT THERE, BUT WE BELIEVE THAT A 10 POINT OVERALL GAIN FROM WHERE WE ARE NOW TO FIVE YEARS IS ATTAINABLE, VERY CHALLENGING AND ATTAINABLE. KNOWING THAT OVER TIME, WE CONTINUE TO IMPROVE OUR IMPLEMENTATION OF BOTH STRATEGIES AND THE CURRICULAR DELIVERY, LIKE OUR HIGH QUALITY INSTRUCTIONAL MATERIALS, AND REFINE THAT, WE'VE UTILIZED AN ACCELERATED MODEL OF ONE POINT, THEN THE FOLLOWING YEAR 1.5 POINTS, AND THEN THE FOLLOWING YEAR TWO POINTS AND THEN 2.5 POINTS AND THEN THREE POINTS. THIS IS A BUILDING UPON BUILDING EACH YEAR. NOW, JUST KEEP IN MIND THAT IT MAY NOT SEEM TO THE LAYMAN THAT ONE POINT IS A LOT, BUT THIS IS A ONE POINT ON DOMAIN. THAT MEANS WE HAVE TO HAVE INCREASED, ACTUALLY, VERY SIGNIFICANTLY IN EACH OF THE TWO UPPER TIERS OF PERFORMANCE LEVELS AT THE MEETS AND THE MASTERS IN ORDER TO HAVE AN INCREASE IN YOUR DOMAIN SCORE. OF COURSE, ONE OTHER THING THAT WE ALWAYS HAVE TO KEEP IN MIND, EVERY YEAR IT IS A DIFFERENT GROUP OF STUDENTS. THERE'S ACTUALLY A DIFFERENT STARTING POINT, BUT WE ARE NOT USING THAT AS AN EXCUSE FOR WHERE WE WILL END UP. KNOWING THAT, WE ALSO THEN HAVE GROWTH PROGRESS MEASURES THAT I KNOW WE SPENT A LOT OF TIME BUILDING ON HOW WILL WE LOOK AT PROJECTING, PREDICTING AND EVEN MAKING SOME ADJUSTMENTS AS NECESSARY FOR THOSE EARLIER INDICATORS, [00:45:04] KINDERGARTEN GRADES 1 AND 2. WE WERE LOOKING AT CERTAIN GROUP PERFORMANCE, WHICH WE MAY WANT TO RECOUCH IN TERMS OF SIMPLY SAYING THAT WE WILL REPORT OUT IN GPM 1.3. WE WILL MEASURE THE SAME STUDENT GROUPS THAT THE STATE REPORTS OUT ON SO THAT WE CAN ALIGN OUR MISSION THAT THIS BOARD AND THIS SUPERINTENDENT AND THIS DALLAS ISD ENTIRE TEAM HAS OF ENSURING THAT THOSE WHO NEED THE MOST GET THE MOST. THAT BEING SAID, WHAT I WOULD LIKE TO TELL YOU ALL IS, AND ACTUALLY, TRUSTEE MACKEY, THANKS FOR JOINING ME WITH SOME OF OUR PSYCHOMETRICIANS THIS MORNING FROM I-READY. I'M ALSO GOING TO THROW ANOTHER MONKEY WRENCH IN HERE. I'M A SECOND LANGUAGE LEARNER. DID I USE THAT IDIOM CORRECTLY? IS THAT RIGHT? RATHER THAN LOOKING AT THE 50TH PERCENTILE, AFTER VISITING WITH THE PSYCHOMETRICIANS, THERE'S ACTUALLY A MUCH BETTER INDICATOR TO MEASURE GROWTH, WHICH I THINK IS THE MOST IMPORTANT, WHICH IS, ARE OUR KIDS ON GRADE LEVEL OR NOT? IF THEY'RE NOT, ARE WE GETTING THEM ON GRADE LEVEL? I-READY ACTUALLY PROVIDES US PERFORMANCE BANDS. THOSE PERFORMANCE BANDS ARE ON GRADE LEVEL, ABOVE GRADE LEVEL. THOSE ARE GREEN AND DARKER GREEN, THOSE ARE TWO AREAS. THEN THERE'S YELLOW, AND YELLOW IS ONE GRADE LEVEL BELOW. THEN THERE ARE TWO REDDISH, ONE SLIGHT RED, WHICH IS TWO GRADE LEVELS BELOW AND THEN VERY DARK RED, THREE GRADE LEVELS OR MORE. YOU'RE GOING TO SEE A VERSION OF THAT SHORTLY. BUT IF YOU COULD KEEP IN MIND THAT I JUST DESCRIBED FOR YOU FIVE LEVELS OF PERFORMANCE, ESSENTIALLY. THEN IF WHAT WE DID IS WE TOOK THOSE MEASUREMENTS, AND UPON THOSE, WE WOULD OBVIOUSLY GET A BASELINE. WE WOULD SAY THAT EVERY YEAR, WE WOULD INCREASE THE PERCENTAGE OF STUDENTS THAT ARE ON GRADE LEVEL SO THAT WE WOULD BE MOVING EVERYONE UP. THAT WOULD ALIGN. IT IS BY THE WAY, THAT WOULD BE CRITERION REFERENCE. THE GOAL PROGRESS MEASURE THAT I INITIALLY CAME UP WITH, ALL OF US DID AS A TEAM, THIS 50TH PERCENTILE IS ACTUALLY A NORMED GROWTH MEASURE AFTER VISITING WITH THE STATISTICIANS. WE REALLY WOULD LIKE TO STAY IN LINE WITH THE FACT THAT STAAR IS FOR THE MOST PART, CRITERION REFERENCED WITH A NORMING AFTER THE ASSESSMENT IS GIVEN, BUT IT IS BUILT UPON STANDARDS. HERE ARE THE STANDARDS AND HOW ARE OUR STUDENTS DOING AGAINST THOSE STANDARDS. THAT'S WHAT I-READY CAN DO WITH GRADE LEVEL BANS. IF YOU WILL ALLOW US, WE WILL BE MAKING SOME DRAFT CHANGES TO THIS, AND I WOULD THEN SCHEDULE BETWEEN NOW AND THE NEXT TIME WE'RE TOGETHER, ONE ON ONE CONVERSATIONS WITH EACH OF YOU SO THAT WE CAN DIVE A LITTLE DEEPER BECAUSE THIS IS A CHANGE THAT I'M BRINGING LITERALLY JUST NOW, BECAUSE I JUST FINISHED UNDERSTANDING FROM THE DATA SINCE I-READY. THIS WAS THE FIRST TIME WE WERE TAKING THAT ASSESSMENT, AND I'VE LEARNED SO MUCH MORE. I APOLOGIZE THAT IT'S LATE, BUT I'D RATHER GET IT RIGHT THAN NOT VOICE THAT I THINK THAT WOULD BE A BETTER WAY IN WHICH TO MEASURE THIS. IT WOULD ALSO BE MORE TRANSPARENT TO OUR COMMUNITY. ARE OUR STUDENTS AT GRADE LEVEL? WHICH ONES AREN'T, AND ARE WE GETTING THEM THERE? >> NOW, ON THE NEXT GOAL IS ESSENTIALLY THE SAME THING EXCEPT WE'D HAVE THIRD GRADE MATH. THE FIRST ONE WAS THIRD GRADE READING. HERE WE'RE STARTING AT A SLIGHTLY LOWER BASELINE. WE ARE PROJECTING TO BE AROUND 41 IN DOMAIN 1. AGAIN, IN ORDER TO CLOSE THE GAP WITH THE STATE PROJECTED PERFORMANCE, WE WOULD NEED TO INCREASE 11 POINTS ON DOMAIN 1 OVER THE NEXT FIVE YEARS. AGAIN, WE BELIEVE IT'S ATTAINABLE WE BELIEVE IT'S GOING TO BE VERY CHALLENGING, AND WE BELIEVE WE CAN GET THAT TO HAPPEN. THAT WOULD BE, AGAIN, RECOGNIZING THAT THOSE DOMAIN POINTS MEAN WE REALLY HAVE TO IMPROVE AT THE MEETS AND THE MASTERS LEVEL IN ORDER TO REACH THAT 52 TARGET IN OUR FIFTH YEAR. SIMILARLY TO GOAL 1, GPM 2.1, 2.2 AND 2.3, IF YOU'LL ALLOW US TO MAKE SOME ADJUSTMENTS IN THAT LANGUAGE, WHERE WE WOULD BE MEASURING ON GRADE LEVEL NEAR GRADE LEVEL BELOW GRADE LEVEL, AND THEN MODEL OUT AN AGGRESSIVE GOAL OF GETTING STUDENTS CAUGHT UP. THEN WHEN WE WOULD GO TO GOAL 3. ESSENTIALLY, WE'RE DEALING WITH THE EXACT SAME THING, BUT NOW AFTER YOUR FEEDBACK, [00:50:01] WE KNEW IT WAS IMPORTANT TO PUT A MIDDLE GRADE IN HERE THIS IS EIGHTH GRADE SO WE'D BE LOOKING AT EIGHTH GRADE ELR THIS WOULD BE AGAIN DOMAIN 1. WE ARE ANTICIPATING BEING AT 51. WE'RE A LITTLE BIT HIGHER, WHICH ALSO MEANS THERE'S A LITTLE BIT LESS ROOM FOR GROWTH. BUT AGAIN, TO CLOSE THAT GAP, WE WOULD NEED TO ACCELERATE A SEVEN POINT GAIN AND GET TO 58. WE WOULD AGAIN SUGGEST ALLOWING US TO MAKE THOSE ADJUSTMENTS ON GRADE LEVEL BELOW GRADE LEVEL AND MOVING THOSE NUMBERS FOR GPMS 3.1, 3.2 AND 3.3. THEN GOAL 4 IS THE INVERSE, IF YOU WILL, OF EIGHTH GRADE, BUT THIS TIME WITH MATHEMATICS. THAT ONE IS ALSO GOING TO BE SOMETHING WE'LL NEED TO DISCUSS AS WE HAVE SOME OF THOSE STUDENTS IN THOSE ADVANCED MATH CLASSES THAT ALL STUDENTS IN EIGHTH GRADE DON'T TAKE I-READY AT THIS TIME. WE MIGHT CONSIDER ACTUALLY GIVING I-READY TO ALL EIGHTH GRADERS SIMPLY FOR THE PURPOSES OF SEEING WHAT THAT ALIGNMENT WOULD LOOK LIKE WITH STUDENTS THAT WOULD BE TAKING ALGEBRA 1 IN THAT EIGHTH GRADE YEAR. THEN LASTLY, OUR PROPOSED GOAL 5, WHICH CENTERS AROUND COLLEGE CAREER MILITARY READINESS. NOW HERE WE ACTUALLY HAD SOME TARGETS, AND WE HAD TO REMOVE THEM I THINK, TRUSTEE MACKEY, YOU'VE RAISED THIS A COUPLE OF TIMES ON OUR ONE ON ONE. BECAUSE THE STATE HAS HAS NOW GIVEN DIRECTION THAT THEY WILL BE CHANGING THE POINT SYSTEM THAT WILL IMPACT HOW THEY CURRENTLY SCORE US ON CCMR. THEY'RE NOW GOING TO GO TO, AND I'M NOT GOING TO GET IT EXACTLY RIGHT, BUT THERE WILL BE A POINT GIVEN BASED ON IF THE STUDENT HAS, FOR INSTANCE, AN INDUSTRY BASED CERTIFICATION AND IS ENROLLED IN COLLEGE OR AN INDUSTRY BASED CERTIFICATION AND IS TSI MET. AGAIN, I'M MAKING UP THESE NUMBERS, THE AGENCY DOES HAVE SOME OF THAT ALREADY OUTLINED, BUT THAT MIGHT BE WORTH HALF A POINT. A STUDENT WHO IS COLLEGE ENROLLED AND TS I-READY, THAT MIGHT BE WORTH 1.5 POINTS SO THAT MEANS THE WAY WE'VE BEEN CALCULATING AND THE WAY WE'VE BEEN SCORED ON GOAL 5 IS GOING TO SIGNIFICANTLY CHANGE, BUT THAT IMPLEMENTATION ISN'T UNTIL IS THAT THE 27/28 SCHOOL YEAR 28? WE COULD PUT IN SOME PRIOR NUMBERS BASED ON THE CURRENT METRICS, THE WAY THE MODEL THAT THEY'RE USING THEN WE CAN MAKE AN ASTERISK AND THEN CHANGE THAT. BUT CERTAINLY, WHAT I DIDN'T WANT TO DO IS, I'LL GIVE YOU AN EXAMPLE. WE THINK WE'RE GOING TO BE SOMEWHERE IN THE 80S HERE. BUT IF THOSE POINT SYSTEMS CHANGE, THAT SAME 80S MAY GO TO A 60 IT'S NOT BECAUSE THAT DROPPED, BUT IT'S BECAUSE THE METHODOLOGY CHANGED, AND THEN WE'D HAVE TO SET NEW GOALS THAT'S GENERALLY NOT SOMETHING WE DO RIGHT WHEN WE DO FIVE YEAR GOALS. YOU NORMALLY TRY TO DO THEM ALL THE WAY ACROSS. THEN MY LAST THING HERE IS GOAL 5 AND GPM 5.1, WHAT I WOULD WANT YOU TO NOTE ON THESE NUMBERS, WHICH WE DID MODEL OUT. THOSE ARE LAG YEARS, THOSE WILL ALWAYS COME FROM THE PRIOR YEAR GRADUATING CLASS. BUT GPM 5.2 AND 5.3 ARE ACTUALLY THE DATA. WE MIGHT BE LATE IN REPORTING IT BECAUSE WE WANT TO GET IT INCLUDING THE SUMMER, BUT THAT WOULD BE FROM THAT SCHOOL YEAR. BUT THE OTHER TWO WOULD BE COMING FROM THE PREVIOUS YEAR. THEN LASTLY, 5.4, BECAUSE THIS BOARD IS SO ADVANCED. YOU ALL HAD ALREADY SUPPORTED GPM 5.4 ON PERSONAL FINANCIAL LITERACY, WHICH THERE IS NOW A NEW LAW. REQUIRING PERSONAL FINANCIAL LITERACY UNDER NEW GRADUATION REQUIREMENTS, BUT THEY WILL NOT START UNTIL THE FRESHMAN CLASS OF NEXT SCHOOL YEAR, NOT THIS SCHOOL YEAR, NOT THE 25/26TH SCHOOL YEAR, BUT THE 26 /27TH SCHOOL YEAR. THAT WOULD MEAN WE REALLY COULD THIS BECAUSE WE WOULD STILL BE AHEAD IN PREPARING. BECAUSE REMEMBER, IF THOSE STUDENTS NEED IT FOR GRADUATION, THEY HAVE FOUR YEARS TO COMPLETE THAT PERSONAL FINANCIAL LITERACY IF WE'RE ACCELERATING OTHER STUDENTS AND IT'S NOT PART OF THEIR GRADUATION REQUIREMENT, I THINK THAT STILL MEETS THE SPIRIT AND THE INTENT OF WHAT THIS BOARD PUSHED US TO THINK OUTSIDE OF THE BOX. Y'ALL WERE JUST AHEAD OF THE STATE NOW THEY'RE PUTTING THAT IN, BUT WE WOULDN'T SEE THAT FOR ANOTHER FIVE YEARS ANYWAY. THAT'S WHY OUR RECOMMENDATION WOULD BE TO LEAVE THAT IN THERE. THEN JUST VERY QUICKLY, BECAUSE I KNOW THERE'LL BE QUESTIONS. CONSTRAINT 1, AS YOU ALL MAY RECALL, THESE WERE JUST SETTING SOME THRESHOLDS. WE STILL NEED TO DO SOME MORE WORK. WE'RE TRYING TO GET BACK TO THAT CAMPUS CLIMATE. [00:55:03] WE'RE ACTUALLY TRYING TO GET SOME STATE AND NATIONAL DATA FROM THE GROUPS THAT DO THAT KIND OF COMPARISON, AND WE HAVEN'T COMPLETED THAT YET. WE'RE STILL WORKING ON THAT HABITS OF MIND COMPONENT. THE EXTRACURRICULAR ACTIVITIES, WHICH, OF COURSE, IS ONE OF TRUSTEE FORMAN'S ALSO VERY FAVORITE ONE. THAT WAS A COMPLETE GOAL FOR A WHILE SO IT'S HERE, AND THE TEAM HAS COME UP WITH THEY THINK A THRESHOLD OF 73% IS VERY AGGRESSIVE, BUT ATTAINABLE AGAIN. THEN CONSTRAINT 2, THIS IS THE TEACHER SATISFACTION. THIS FIRST ONE, I THINK IS NOW FAIRLY STANDARD BECAUSE WE CAN COMPARE OURSELVES TO THE REGION IN TERMS OF BEING ABLE TO RETAIN TEACHERS. THE CLIMATE SURVEY ON CPM 2.2, WE'RE STILL, AGAIN, DOING SOME OF THAT NATIONAL AND STATE COMPARISON. CONSTRAINT 3. FOR THIS PARTICULAR CONSTRAINT, WE'RE NEEDING TO CLEARLY DEFINE THOSE PRIORITY CAMPUSES. WE USED TO HAVE JUST HPC. WE WANT TO GO BACK AND ENSURE THAT WE'VE GOT THE RIGHT PRIORITY CAMPUSES ALIGNED TO OUR RETURN ON INVESTMENT. THEN OUR RETURN ON INVESTMENT, WHICH IS 3.2 DID WE UTILIZE THAT PROCESS, AND CAN WE PROVIDE EVIDENCE THAT THE PROCESS WAS FOLLOWED? WE'RE GOING TO TAKE A LOOKING AT THAT STUDENT TO TEACHER RATIO AND CORE COURSES. THEN THE LAST ONE IS THE FINANCIAL SOLVENCY. GIVEN THAT, PRESIDENT CARREON, CERTAINLY I CAN BEGIN TO ADDRESS SOME QUESTIONS. >> TRUSTEE MACKEY. >> YES. THANK YOU. THANK YOU, DR. AL ZALDE AND PAM AND THE ENTIRE TEAM, I KNOW YOU ALL HAVE DONE A TON OF WORK IN THIS AREA GOING BACK AND FORTH OVER THE LAST NUMBER OF MONTHS. I'LL TRY TO GO IN ORDER FOR WHAT ALL DID. IF YOU GO BACK TO THE FIRST GOAL. FIRST WANT TO JUST DEEPLY APPRECIATE THE THOUGHTFULNESS THAT ALL PUT IN TO FIGURE OUT WHAT THESE TARGETS ARE, EVEN TO TAKE A STAB AT WHAT WE THINK AND HOPE WILL BE THE CASE. IF WE MAKE ADJUSTMENTS, THAT'S FINE. THE WAY YOU ALL HAVE THOUGHT ABOUT THIS, COMPARING IT TO THE STATE DOING ANALYSIS, THAT IS INCREDIBLE. OFTEN I SEE BOARD JUST SHOOT A DART AND PICK NUMBERS. WE'RE GOING TO GO UP BY 2% OF A YEAR WITHOUT DOING THAT THINKING, AND THAT WAS NOT THE CASE HERE SO KUDOS TO YOU ALL. I THINK MY GENERAL TAKE ON ALL THE PROGRESS MEASURES IS THIS BOARD IS OWNING THESE GOALS, AND THAT'S WHAT WE SAID WE WANTED YOU TO ACHIEVE IT WOULD BE MY HOPE, AND I WILL GENERALLY DEFER TO THE ADMINISTRATION, WHAT ARE THE THINGS YOU'RE GOING TO MEASURE THAT ARE TELLING YOU IF YOU'RE ON TRACK. AS FAR AS THE METRICS, I'M NOT GOING TO HAVE A LOT OF PARTICULAR THINGS TO SAY, YOU SHOULD DO IT THIS WAY OR THAT WAY, BECAUSE ULTIMATELY, YOU GOT TO TELL US ON WHAT YOU'RE LOOKING AT IN THE MIDDLE OF THE YEAR AND WHAT WE SHOULD BE LOOKING AT TO KNOW IF WE'RE ON TRACK FOR THIS. I DO HAVE ONE QUESTION HERE. I KNOW ONE OF THE CONVERSATIONS WE HAD FOR A LONG TIME WAS ON DOMAIN 1, BECAUSE IT IS CONFUSING IF YOU'RE NOT IN EDUCATION. IS THIS ACTUALLY A PERCENTAGE? WHAT IS IT A PERCENTAGE OF IF THAT'S THE CASE, OR IS THAT JUST A NUMBER? >> I DON'T CONSIDER IT A PERCENTAGE BECAUSE YOU CAN'T AVERAGE AVERAGES. WHAT WE DO GET IS WE GET A PERCENT OF STUDENTS THAT ARE AT APPROACHES OR ABOVE THEN WE GET A PERCENT OF STUDENTS THAT ARE AT MEETS AND ABOVE, AND WE GET A PERCENT OF STUDENTS THAT ARE AT MASTERS AND ABOVE. BUT THE DOMAIN CALCULATION THEN TAKES EACH OF THOSE ADDS THEM AND DIVIDES BY THREE. BECAUSE EACH OF THOSE ARE AVERAGE OR PERCENTAGES, WE WOULD NOT WANT TO JUST SAY, JUST STATISTICALLY, IT'S AN INDEX IS PROBABLY A BETTER WORD. >> THEN I WOULD JUST RECOMMEND REMOVING THE PERCENTAGE SIGN BECAUSE PEOPLE ARE GOING TO ASK WHAT'S THE PERCENTAGE OF WHAT. >> I SEE. >> MAYBE WE JUST IN PARENTHESES, TRY TO GIVE A SENSE OF THE STATE AVERAGE. SINCE THAT'S WHAT YOU PEGGED IT WITH TODAY, THE STATE AVERAGE IS 51, JUST TO GIVE PEOPLE MAYBE THAT'S NOT THE BEST WAY TO DO IT. I WOULD JUST NOT DO A PERCENTAGE BECAUSE IT'S NOT REALLY A PERCENTAGE. >> UNDERSTOOD. >> I ALSO DEEPLY APPRECIATE YOUR COMMENTARY ON WE THINK WE FOUND A BETTER WAY TO MIMIC WHAT'S GOING TO BE EFFECTIVE TO STUDENTS MEETING DOMAIN 1. I HAVE NO CONCERNS WITH YOU ALL GOING BACK TO THE DRAWING BOARD, CHANGING THOSE UP, AND PUTTING THOSE IN. I WOULD HOPE THAT AS WE GO THROUGH THIS PROCESS, WHILE I WOULDN'T WANT TO JUST CHANGE A PROGRESS MEASURE IN THE MIDST OF THE YEAR. I WOULD HOPE THAT WE HAVE A PROCEDURE, BUT WE FINISHED THE YEAR. IF SOMETHING WASN'T CORRELATED OR DIDN'T HELP US, SO YOU WANT TO CHANGE IT, I THINK YOU ALL SHOULD FEEL ALWAYS COMFORTABLE BRINGING US BACK TO THE BOARD AND SAY, HEY, WE'RE GOING TO CHANGE SOME OF THESE PROGRESS MEASURES BECAUSE THOSE OTHER ONES DIDN'T HELP US. KUDOS AGAIN ON THAT ASPECT. IF WE WILL GO FORWARD TO THE NEXT ONE, NOTHING ELSE HERE, NEXT ONE. DID I HEAR YOU CORRECTLY AND THAT THESE GPMS YOU'RE ALSO GOING TO MAKE SOME ADJUSTMENTS IN THE SAME WAY AS FIRST TWO GOALS? [01:00:02] >> I DID WANT TO ALSO BE CONSISTENT AND JUST USE THE GRADE LEVEL EXPECTATION, BECAUSE I THINK THAT GIVEN WHAT I JUST HEARD FROM I-READY, THE ALIGNMENT TO THE STAR PREDICTABILITY, WHICH WE KNOW HAS BEEN SOMEWHAT MORE OF A CHALLENGE WITH NWEA AND MAP, JUST BECAUSE THEY HAVE TO RESCORE EVERY TIME THE STATE CHANGES. THAT'S THE REASON WHY I THINK THE GRADE LEVEL EXPECTATION, ALIGNED TO THE STATE STANDARDS ON I-READY WOULD BE A MORE EFFECTIVE WAY OF CORRELATING AND PREDICTING OUR SUCCESS OR NEED TO IMPROVE. >> THAT MAKES TOTAL SENSE. ON GOAL 5, EVERYTHING YOU SHARED THERE MAKES SENSE TO ME. I THINK THIS IS ONE THAT WE'RE GOING TO PROBABLY WORK WITH WHAT WE'VE GOT BEST IN TERMS OF WHAT THE CCMR IS THIS YEAR, AND WE KNOW IT WILL, FOR SURE, 100% CHANGE. I THINK WE JUST HAVE TO BE OKAY WITH ACTUALLY CONSIDERING AND CHANGING THIS GOAL AND HOW IT'S MEASURED A COUPLE OF DIFFERENT WAYS. I DO THINK WHAT YOU HAVE HERE AS FAR AS THE PROGRESS MEASURES THAT WE TALKED ABOUT, ARE PROBABLY GOING TO BE PREDICTIVE TO THOSE MOST IMPORTANT THINGS THAT ARE GOING TO WAIT MORE. I SAW THAT IN HOUSE BILL 2, TEXAS ALSO ACTUALLY EXPANDED THE PURPOSE OF EDUCATION TO INCLUDE SOMETHING AROUND COLLEGE WITHOUT REMEDIATION, WHICH WE'RE GETTING TO WITH TSI SO I THINK THIS IS THE DIRECTION. I APPRECIATE LEAVING THE PERSONAL FINANCIAL LITERACY IN THERE, EVEN IF IT'S JUST UP UNTIL WHEN IT'S A FULL STATE REQUIREMENT. THE LAST CONVERSATION I HAVE, IF WE GO TO CONSTRAINT 1. I SEE YOU MENTIONED THAT PERCENTAGE THE LAST TIME WE BROUGHT THE PERCENTAGE ON EXTRACURRICULAR ACTIVITIES WE DIDN'T HAVE A BASELINE BECAUSE YOU WANTED TO MAKE SURE THAT IT WAS A REAL AND MEANINGFUL LEVEL OF EXTRACURRICULAR ENGAGEMENT, NOT JUST SIGNING A NAME UP FOR A CLUB. DID WE DETERMINE WHAT THAT THRESHOLD IS AND DO WE OR WHEN WILL WE HAVE A BASELINE OF WHAT THAT THRESHOLD IS? >> IN TERMS OF IDENTIFYING WHETHER THAT PARTICIPATION ACTUALLY COUNTS AS THE REAL PARTICIPATION? >> YES. >> I THOUGHT I SAW MAYBE LESLIE STEVENS WALK IN, MAYBE. SHE'S LIKE, NO, NOT ME. YES, YOU AND CHARLOTTE. CHARLOTTE HUD SMITH AND LESLIE, IF YOU ALL WILL COME UP, BECAUSE I KNOW YOU ALL HAD ALREADY STARTED TO CREATE THESE, HOW YOU ALL HAVE THE CLUBS OR THE TEACHERS AND THE SPONSORS ACTUALLY BE ABLE TO KNOW, BECAUSE WE'VE TALKED ABOUT GOING TO CHESS CLUB ONE TIME DOES NOT MEAN THAT I'M ACTUALLY REALLY ENGAGED IN EXTRACURRICULAR. I THINK BEFORE WE EVEN WERE ABLE TO GET TO, THE 73% IS WHAT WE THINK IS AGGRESSIVE AND YET ATTAINABLE. WE CAN DO BOTH. BUT YOU ALL WERE CREATING A SYSTEM THAT WAS GOING TO HELP WHAT KIND OF PERCENTAGE OR REAL PARTICIPATION AND HOW ARE WE GOING TO COLLECT THAT TO ENSURE FIDELITY TO WHEN WE SAY SOMEONE IS REALLY PARTICIPATING? CAN ONE OF YOU SHARE THAT? >> OVERALL PARTICIPATION THIS YEAR WAS 71.4 DISTRICT WIDE. WE COLLECT THAT INFORMATION THROUGH A DASHBOARD SYSTEM. >> REAL QUICK. THAT 71.4, IS THAT BASED ON WHATEVER YOUR DEFINITION IS FOR TRULY PARTICIPATING? >> YES WE HAVE HAD A PRETTY ROCK SOLID DEFINITION OF TRULY PARTICIPATING AT LEAST FOR THE LAST SIX YEARS. IT'S BECOME MORE RIGOROUS EVERY YEAR. I THINK THERE'S LIKE 10 NOW. FIRST THING IS, PUT ALL OF THE ATHLETICS, UIL ACTIVITIES, THOSE THINGS ASIDE, BECAUSE THEY'RE SANCTIONED. BUT ANY JUST CLUB THAT SCHOOL WANTS TO CREATE, THEY FIRST HAVE TO HAVE THE PRINCIPALS PERMISSION TO CREATE THAT CLUB. THEY MUST MEET A MINIMUM OF NINE TIMES. THEY MUST HAVE A ROSTER, A CALENDAR. IF IT'S SECONDARY, THEY HAVE TO ELECT OFFICERS, OF COURSE, THAT CAN'T BE REQUIRED. IT NEEDS TO BE OPTIONAL, FUN, AND MEMORABLE, CONNECTED TO THE COMMUNITY. WE CHECK THAT, HAVE FOR SIX YEARS. >> I'M GOING TO JUST MOVE QUICKLY BECAUSE I ONLY HAVE 2.5 MINUTES LEFT HERE. I GOT TO THESE IN. THAT CLUB THAT GOES THROUGH THAT PROCESS. IF I'M A PRINCIPAL COUNTING FOR THIS, DO I CHECK TO SEE IF THEY GO MORE THAN ONE TIME OR THEY SHOW UP AT THAT CLUB ONE TIME? THEY COUNT? HOW DOES THAT WORK? >> THEY TAKE ATTENDANCE IN THE ACTIVITIES SITE. THERE'S AN ACTIVITIES. >> WHAT'S THE THRESHOLD FOR COUNTING IF I TOOK ATTENDANCE, AND THAT KID SHOWED UP FOR CHESS CLUB ONE TIME? >> THEY'RE THERE, BUT THE STUDENT WOULDN'T GET CREDIT FOR PARTICIPATING UNLESS THEY ATTENDED NINE TIMES. >> NINE TIMES. THAT'S AWESOME. THAT MAKES A TON OF SENSE. I DON'T WANT TO SPEND TIME TOO MUCH ON THERE, MAYBE THE SECOND ROUND IS, IF WE'RE AT 71.4, WHY IS 73% THE RIGHT NUMBER? I WOULD LOVE TO DIG INTO THAT A LITTLE BIT MORE IN THE SECOND ROUND OR LATER ON. [01:05:05] I'M NOT SAYING THAT IT IS OR ISN'T. I DON'T KNOW. I WANT TO KNOW WHY, JUST LIKE WE DID THE STATE FRAMEWORK ITEM THERE. I WOULD HOPE THAT'S THE CASE FOR BOTH CPM 1.1 AND 1.2 WHEN WE FIGURED OUT WHY IS THE NUMBER WE PICK THERE IS THE RIGHT NUMBER IS WHAT I'D HOPE TO UNDERSTAND. THANK YOU ALL, AND I'M SORRY TO RUSH YOU ON THIS. IF WE GO TO THE NEXT ONE, 2.2 OR 2-2? >> YES, SIR. CLIMATE SURVEY. >> CLIMATE SURVEY. >> THE SAME THING. >> NO QUESTIONS HERE. >> THE SAME THING. YOU WANT TO MAKE SURE THAT WE'RE [OVERLAPPING]. >> EXACTLY. WHY? MY LAST POINT IS ON THE 3S. TEN MINUTES FLIES FAST. NOW I KNOW HOW JOYCE FEELS ALL THE TIME. CAN SOMEONE MOVE IT TO SLIDE 3, PLEASE? [LAUGHTER] >> NOW MOVE YOUR TIME. >> WHAT ARE WE DOING? NOT SLIDE 3, SORRY. I'M GOING STRAIGHT THROUGH. [LAUGHTER] THAT'S MY FAULT. >> IT HAPPENS ON THIS END. >> [LAUGHTER] THE 3.1 POINT HERE, ARE WE LOOKING AT ALL TEACHERS, ARE WE LOOKING AT CORE TEACHERS? I REMEMBER WE HAD THIS CONVERSATION BEFORE. >> I'LL HAVE OUR CHIEF OF HUMAN CAPITAL MANAGEMENT. ROBERT ABEL WILL COME TO ADDRESS THAT QUESTION SO THAT THEY DON'T HAVE TO FIX MY RESPONSE. IT'S PROBABLY GOING TO BE WRONG, TRUSTEE MACKEY. >> CURRENTLY, THIS ONE COULD LOOK AT ALL OF THE TEACHERS. WE KNOW THAT INSTRUCTIONAL PROGRAMS ARE IMPORTANT ACROSS ALL OF THE DISCIPLINES, BUT WE'RE ALSO OPEN TO REFINING THAT FUTURE IF WE GO FORWARD AS WELL. >> WELL, MY $0.02, AND AGAIN, I WOULD DEFER TO YOU, LIKE IF WE'RE LOOKING AT ALL OF OUR GOALS OR CORE SUBJECTS, I WOULD THINK THAT IT'S PROBABLY MOST IMPORTANT HERE, BUT IF THAT'S THE CHOICE TO DO ALL TEACHERS, THAT MAKES SENSE TO ME, TOO. THIS IS THE ONE I WILL BE MOST PAYING ATTENTION TO IN TERMS OF THE WHY WE PICK THE NUMBER. WITH THE GAPS OR ANYTHING LIKE THAT, I WOULD BE VERY HESITANT TO ADOPT SOMETHING HERE FOR HIGH-PRIORITY CAMPUSES, IF IT IS LOWER THAN THE DISTRICT AVERAGE, OR SOMETHING LIKE THAT. I'D WANT TO KNOW THAT WHY. I KNOW IF I KEPT ON TALKING, JOE COULDN'T COME OFF. >> TRUSTEE SANDERS. >> I HAVE SIGNIFICANTLY FEWER QUESTIONS THAN TRUSTEE MACKEY. LET'S START THERE. BUT THINGS THAT REALLY DID JUMP OUT TO ME. ONE, DR. ELIZALDE, WE'VE TALKED ABOUT THIS BEFORE THAT EVERYTHING THAT WE HAVE UP HERE, PARTICULARLY IN OUR GPMS, IS SO HEAVILY TIED TO THE INSTRUMENT ITSELF. IN A WORLD WHERE WE HAVE ACCOUNTABILITY TO OUR PUBLIC, A LOT OF OUR FAMILIES ARE MAKING A DECISION ON WHAT KIND OF SCHOOLS THEY WANT TO GO TO BASED ON THE SIMPLE RATING OR THE SCORE THAT THEY GET. THEY DO F-RATING. I'VE BEEN PUBLICLY TRACKED SAYING THAT I'M NOT THE BIGGEST FAN OF THE STATE'S RATING, BUT IT IS WHAT WE HAVE. ONE OF THE THINGS THAT I THINK CAN HELP US IN THIS ERA OF OUR REPORTING, WHICH WAS SOMETHING THAT WE WENT BACK AND DID, IS HAVE SOME LANGUAGE ON THE FRONT END THAT CAN ACKNOWLEDGE THAT THESE ARE THE TRENDS, THESE ARE THE GOALS, ALL THINGS BEING EQUAL. AS LONG AS THE TEST IS WHAT THE TEST IS BASED ON WHEN WE STARTED THIS PROCESS, THEN THESE ARE OUR GOALS. THE CHALLENGE THAT I THINK WE'VE RUN INTO BEFORE IS SOMETHING WILL MATERIALLY CHANGE IN HOW THE TEST IS EITHER DESIGNED OR HOW THEY SCORE IT. WE'RE DEALING WITH THAT RIGHT NOW, WHERE THE SCORING SYSTEM USING AI AND TECHNOLOGY, RATED A NUMBER OF OUR STUDENTS' RESPONSES, IN MY OPINION, SORRY, NOT MY OPINION, BASED ON THE EMPIRICAL EVIDENCE, IMPROPERLY. A LOT OF PEOPLE DON'T KNOW THAT. THE DIPS THAT WE SAW CAME BECAUSE THE STATE DECIDED TO USE A DIFFERENT WAY TO MEASURE THE THINGS THAT OUR KIDS WERE WRITING. THEY DID THAT IN THE MIDDLE OF THE SCENARIO WITHOUT ADJUSTING IN ANY MATERIAL WAY, ANY KIND OF WAY FOR THAT TO BE TAKEN INTO ACCOUNT WITH THE ACCOUNTABILITY RATING. THAT'S NOT GIVING OURSELVES AN OUT. IT'S BEING HONEST. I THINK WE HAVE TO SAY SOMETHING ON THE FRONT END THAT ALLOWS US TO SAY, IF YOU SEE A DOTTED LINE COMING AT SOME POINT, IT'S NOT US GOING BACK AND SURPRISING OR MOVING THE GOALPOSTS. WE'RE SAYING TO BE FAIR TO OUR FAIRLY ROBUST GOALS, ALL OF THAT IS TRUE, ASSUMING THAT THE STATE DOESN'T MOVE THE GOAL POST THEMSELVES. I'D LIKE TO HAVE SOME LANGUAGE THERE ON THE FRONT END. I THINK IT'S FAIR TO OUR TEACHERS. IT'S FAIR TO OUR PRINCIPALS. IT'S FAIR TO OUR EDUCATORS. THE SECOND THING I'LL SAY IS THIS, IF WE GO TO THE CONSTRAINTS, I THINK WE'RE IN THE 3S. [01:10:01] NO, 1S. THE ONES CONSTRAINTS. A COUPLE OF THINGS THERE. ONE, KUDOS, TO INCLUDING CPM 1.2. I THINK THAT IN A WORLD, I WILL BE BANGING THIS DRUM, AS LONG AS I'M SITTING HERE WITH A MIC, THAT ALL OF THOSE SKILLS THAT HAVE BEEN HISTORICALLY NOT TRADITIONALLY MEASURED, MATTER AS MUCH FOR OUR YOUNG PEOPLE AS ANYTHING THAT FALLS IN THE CATEGORIES OF READING, WRITING, ARITHMETIC, AND ESPECIALLY NOW, BECAUSE IT'S GETTING HARDER AND HARDER TO PREDICT THE KINDS OF JOBS THAT ARE GOING TO BE AVAILABLE. YOU CAN'T EVEN TELL SOMEBODY RIGHT NOW WHAT TODAY'S THIRD GRADER, WHAT THE JOB MARKET IS GOING TO LOOK LIKE BY THE TIME THEY STEP OUT. WE KNOW THEY HAVE TO HAVE FUNDAMENTAL FOUNDATIONAL ACADEMIC CAPABILITIES. WE UNDERSTAND THAT. THIS PART HERE, THE HABITS OF MIND, DIGITAL LITERACY, EMOTIONAL INTELLIGENCE, THE ABILITY TO COMMUNICATE, COLLABORATE, TO BE CREATIVE, PROBLEM SOLVERS, THAT MATTERS A LOT. I APPRECIATE THAT WE HAVE IT AS A CONSTRAINT. I WOULD LOVE FOR US, NOT RIGHT NOW, BUT DOWN THE LINE, TO EXPLORE HOW WE CAN PROBABLY BOOST THAT UP IN HOW WE'RE TARGETING AND TAILORING WHAT HAPPENS IN OUR SCHOOLS AND WHAT WE HOLD AS SUCCESS FOR US. I THINK WE REALLY NEED TO PUT AN EXTRA EXCLAMATION POINT ON HABITS OF MIND. YOU ALSO CALL THEM 21ST-CENTURY SKILLS, DURABLE SKILLS. THERE'S ALL THESE DIFFERENT WAYS FOR US TO TALK ABOUT THEM. REALLY IMPORTANT FOR OUR YOUNG PEOPLE. THEN IT CONNECTS TO THE LAST PART HERE WITH THE EXTRACURRICULAR ACTIVITIES. YOU DON'T HAVE TO COME UP TO THE FRONT. IT'S A NOTE THAT GIVEN THE TIGHTNESS OF OUR BUDGETS, GIVEN THE ECONOMIC DEALING WITH, A PART THAT COULD HELP US HERE IS BEING ABLE TO CAPTURE AND THEN CREDIT TOWARD THE DISTRICT, AND I WOULD SAY, TOWARD OUR GOALS, AND IN THIS INSTANCE, CONSTRAINTS, WHAT'S HAPPENING WITH OUR PARTNERS. IF A CHILD IS NOT ENROLLED IN AN EXPLICITLY DISTRICT AFTER SCHOOL PROGRAM OR CLUB OR SOMETHING LIKE THAT, HOW ARE WE WORKING WITH OUR PARTNERS WHO ARE OUT THERE DOING WORK IN OUR COMMUNITIES TO SAY, HEY, THAT KID IS CAPTURED OVER HERE, THOUGH, WHICH IS ALSO MATERIAL, BECAUSE IT SETS THE STAGE FOR THEM TO ALIGN EVEN MORE STRATEGICALLY WITH WHAT ARE THE ACADEMIC GOALS FOR DALLAS ISD? WHAT ARE THE TEAKS IN PARTICULAR THAT WE'VE STRUGGLED WITH? WHAT ARE THE ONES WHERE THEY COULD ACTUALLY INTEGRATE OR EMBED THAT REINFORCEMENT, WHAT'S HAPPENING IN THE CLASSROOM, WITH WHAT'S HAPPENING AFTER THE TRADITIONAL HOURS OF 8:00-3:00? THEN WHAT THAT ALSO DOES IS IT EMPOWERS THOSE SAME ORGANIZATIONS THAT ARE SERVING OUR KIDS TO BE ALIGNED EVEN OVER SUMMER. THERE'S WAYS THAT WE CAN BRING THOSE THINGS TOGETHER, BUT I WANT TO FLAG THAT AS A WAY THAT WE CAN ACTUALLY MOVE WITHOUT ANY FLUFF. THIS IS REALITY. WE COULD MOVE THAT NUMBER FOR US, AND I THINK WE MIGHT END UP BEING SURPRISED WITH WHAT OUR TOTAL CAPTURE IS RELATIVE TO OUR THRESHOLD OF 73%. THANK YOU. >> TRUST FOREMAN. >> THANK YOU. SUPERINTENDENT, CAN WE START ON CONSTRAINT 3? >> CONSTRAINT 3. YES, MA'AM. >> WE WANT TO ALLOCATE RESOURCES THAT ALIGN WITH THE WORLD OF PHILOSOPHY. THAT'S WHAT I'M ASSUMING THAT MEANS, CORRECT? >> YES, MA'AM. IF YOU RECALL, THIS WAS PART OF THAT, LET'S SAY, AN AEA CONVERSATION THAT WE'VE HAD IN TERMS OF WORD CHOICE. >> IT STARTS WITH TALKING ABOUT INVESTMENT IN THE NUMBER OF PROFICIENT 1 TEACHERS. WHAT DOES THAT MEAN? DOES THAT MEAN THAT WE ARE CASTING A LARGER NET FOR PROFICIENT 1 TEACHERS, OR JUST WHAT DOES THAT MEAN? >> I'M GOING TO LET ROBERT SO I DON'T GET IT WRONG, AND THEN THEY HAVE TO CORRECT ME, TRUSTEE FOREMAN. WE'RE GOING TO LET ROBERT GET IT RIGHT FROM THE BEGINNING. >> GOOD. THANK YOU. >> I THINK WHAT WE'RE SAYING IS WE'RE DEFINITELY TRYING TO CAST A WIDER NET TO INCENTIVIZE OUR PROFICIENT 1 AND HIRE TEACHERS TO GO TO THOSE CAMPUSES OF HIGHER NEED. IT'S GOING TO INCLUDE OUR NEW DSI STRATEGY, WHICH INCLUDES THE ADDITIONAL COMPENSATION AND STIPENDS THAT ARE AVAILABLE, AS WELL AS A REALLY STRONG MARKETING AND RECRUITMENT STRATEGY PLAN [01:15:02] FOR THOSE TEACHERS TO INCENTIVIZE THEM TO THERE. AS YOU ALL KNOW, WE DO MULTIPLE JOB FAIRS SPECIFICALLY JUST FOR OUR DSI CAMPUSES TO TRY TO GIVE ALL THOSE TEACHERS A GOOD OPPORTUNITY TO INTERVIEW AT THOSE CAMPUSES. >> DO WE HAVE A LIST OF THE DSI CAMPUSES? >> YES, MA'AM. >> COULD THAT BE SHARED BECAUSE [OVERLAPPING]? I PROBABLY MISSED IT. >> I THINK WE PUT IT IN TWO BOARD UPDATES, BUT IT'S A LONG LIST. WE'LL GET YOU ANOTHER LIST OF THAT, FOR SURE. >> CAN YOU MAKE SURE THAT THOSE ARE BY TRUSTEE DISTRICT, SO I CAN HAVE A QUICK GLANCE AT WHICH ONES I'M SPEAKING ABOUT? THEN THE OTHER THING THAT I WOULD LIKE IS, AND I SEE CHIEF HERE PEERING OVER TO SEE WHAT I'M SAYING. I'D LIKE TO KNOW AT EACH ONE OF THOSE CAMPUSES THAT ARE DESIGNATED DSI, HOW MANY PROFICIENT 1 AND ABOVE TEACHERS DO WE HAVE? THAT'S BEEN A CONSTANT QUESTION THAT I'VE ASKED OVER AND OVER. THE NUMBER OF PROFICIENT 1 AND ABOVE AT THOSE CAMPUSES ALREADY. THEN WE WOULD BE ABLE TO MEASURE, OF COURSE, AS NEXT YEAR, THAT WILL BE IMPORTANT TO ME. THAT'S ALL I NEEDED ON THAT, ROBERT. THANK YOU SO MUCH. >> THANK YOU. >> SUPERINTENDENT, NOW, I'M GOING TO GOAL 1. >> YES, MA'AM. >> GOAL 1, WE ARE CURRENTLY AT 43%. >> THAT'S OUR BEST GUESS. >> BEST GUESS. >> BECAUSE WE DO HAVE DATA, BUT IT'S NOT CLEANED-UP DATA FROM THE STATE. I'M BEING TRANSPARENT AND SAYING, THIS IS WHAT WE HAVE. IT COULD CHANGE NOT DRASTICALLY, BUT IT COULD CHANGE A LITTLE BIT. >> WHEN THE DATA CHANGES, THE FOLLOWING YEARS, WILL THAT NUMBER CHANGE? ALSO, ARE YOU GOING TO GO UP ONE PERCENTAGE POINT OR WHATEVER PERCENTAGE POINT YOU'RE GOING UP HERE? IS THAT THE IDEA? >> IF, IN FACT, IT IS CHANGED HERE, IT WOULD DEPEND ON WHAT THE STATE'S CHANGE WAS AS WELL, BECAUSE WE KNOW THAT THE GOAL IS TO MAKE SURE THAT WE'RE GETTING CLOSER TO THE STATE PERFORMANCE. I WOULD STILL NEED TO SEE THE ANSWER IS MAYBE BECAUSE I STILL NEED TO SEE WHAT THE STATE DATA. WE SHOULD GET ALL OF THAT IN THE NEXT COUPLE OF DAYS. I ANTICIPATE BEING ABLE TO GIVE THIS TO YOU. DEFINITELY, WHEN WE COME TO THE AUGUST MEETING, BUT I THINK WE'LL BE ABLE TO PROVIDE YOU IN A BOARD UPDATE, PREVIEWING OF THESE NUMBERS EVEN BEFORE OUR AUGUST BOARD BRIEFING. >> ARE ALL OF THE PROPOSED GOALS PERCENTAGES AN ESTIMATE? >> YES, MA'AM. RIGHT NOW, THEY ARE. WELL, I SAY THAT. THERE'S A COUPLE THAT WE'RE SOLID ON WHEN WE GET TO GOAL 5. >> GOAL 5. OKAY. BUT WE ACTUALLY DON'T HAVE A GOAL IN THERE ON FIVE. >> WE JUST HAVE THE GPMS, AND THAT'S BECAUSE WE DON'T ACTUALLY HAVE THAT. THAT'S THE DATA THERE THAT IS A YEAR LAG ON GOAL 5. IT COMES FROM THE PREVIOUS GRADUATING CLASS, AND WE'RE STILL WAITING FOR THE STATE. >> THAT'S THE CMO, WHICH IS A LAG. >> THEN IT WILL ALSO BE CHANGING. BEFORE I PROVIDE SOME OF THESE TARGETS, WE WANTED TO MAKE SURE WE ALSO COMMUNICATED WITH YOU ALL THAT THAT IS GOING TO BE CHANGING BECAUSE EXACTLY WHAT TRUSTEE SANDERS MENTIONED, WHICH YOU HAVE MENTIONED PREVIOUSLY, SOMETIMES THE TEST CHANGES. SOMETIMES THE WAY IT'S GRADED CHANGES, SOMETIMES BOTH, AND SOMETIMES THE WAY IN WHICH THE STATE ASSIGNS THE RATING TO A PARTICULAR AREA LIKE HOW THEY'RE GOING TO SCORE CCMR CHANGES, AND WE HAVE NOW BEEN TOLD THEY WILL BE CHANGING IT IN TELL ME AGAIN, DR. ELIZALDE, 28? IN 28, THEY'RE GOING TO CHANGE. CURRENTLY, IT'S DONE ONE WAY. IN 2028, IT'S GOING TO BE DIFFERENT. >> THANK YOU. >> YES, MA'AM. >> TRUSTEES, ANYONE ELSE FOR 6B? >> SEE NOTHING FURTHER. THANK YOU SO MUCH, SUPERINTENDENT. WE'LL NOW TURN TO AGENDA ITEM 7A, THE SUPERINTENDENT'S REPORT, [7. INFORMATION/REPORTS] THE 2025/2026 DISTRICT IMPROVEMENT PLAN, AND END OF YEAR I READY, AND END OF COURSE EOC RESULTS. SUPERINTENDENT? >> THANK YOU VERY MUCH. CHIEF HEWETT POE WILL BEGIN BY STARTING WITH THE DISTRICT IMPROVEMENT PLAN. WE'VE ALLUDED TO CAMPUS IMPROVEMENT PLANS AND DISTRICT IMPROVEMENT PLANS. THESE ARE THOSE THAT ARE REQUIRED FIRST AND FOREMOST BY THE TEXAS EDUCATION AGENCY, BUT THEY'RE ALSO REQUIRED FOR THE FEDERAL LEVEL, [01:20:02] IN ORDER FOR US TO ALSO ENSURE THAT WE ARE IN ALIGNMENT WITH THE TITLE I DOLLARS THAT WE RECEIVE. WITH THAT, CHIEF HEWETT POE IS GOING TO START WITH OUR DISTRICT IMPROVEMENT PLAN, THESE SHOULD ALSO BE LIVING, BREATHING DOCUMENTS. THE CAMPUSES AND THE DISTRICT CREATE THESE BASED ON THE DATA WE HAVE NOW. AS THE DATA GETS CLEANED UP, AND AS YOU PROCEED THROUGHOUT THE YEAR, IF WE NEED TO MAKE ADJUSTMENTS, THEN WE MAKE ADJUSTMENTS, BUT THE FOUNDATION OF THIS SHOULD BE THERE. THESE ARE DRIVEN BY THE WAY THE TEXAS EDUCATION AGENCY LIKES THEM TO BE PRESENTED. AFTER WE DO THE DISTRICT IMPROVEMENT PLAN, I'M GOING TO CONNECT WHERE OUR CURRENT PERFORMANCE IS ON I-READY, AND THEN WE CAN GO TAKE QUESTIONS. >> THANK YOU, SUPERINTENDENT. THROUGHOUT THE YEAR, WE WORK WITH OUR DAC, OR OUR DISTRICT ADVISORY COMMITTEE, WHICH CONSISTS OF STAFF, BUSINESS PARTNERS, PARENTS, AND COMMUNITY MEMBERS, AND WE FOCUS ON THE NEEDS OF OUR STUDENTS AND OUR STAFF, AND OUR CAMPUSES. WE CREATE A COMPREHENSIVE NEEDS ASSESSMENT, AND IT EXAMINES OUR NEEDS IN FOUR KEY AREAS, WHICH INCLUDE DEMOGRAPHICS, WHICH INCLUDES OUR SHIFTS IN POPULATIONS, OR OUR STAFFING NEEDS, OUR PROCESSES AND PROGRAMS, WHICH FOCUSES ON CURRICULUM, AND AGAIN, THAT TALENT THAT WE HAVE IN DIFFERENT DEPARTMENTS. IT ALSO FOCUSES ON STUDENT LEARNING AND HOW WE USE OUR FORMATIVE ASSESSMENTS, SUMMATIVE ASSESSMENTS, AND ANY DIAGNOSTIC DATA, AND WE SHARE THAT INFORMATION, AND WE ALSO GLEAN OUR PERCEPTIONS FROM THE COMMUNITY BASED ON OUR CULTURE AND CLIMATE SURVEYS, AND ALSO FROM OUR STUDENTS AND STAFF. ALL OF THESE AREAS HELP US ENSURE THAT WE CREATE A DISTRICT IMPROVEMENT PLAN THAT ENSURES THAT WE'RE FOCUSING ON OUR STUDENT OUTCOME GOALS AND THAT WE ALIGN THOSE GOALS TO OUR FEDERAL AND LOCAL FUNDS. NEXT SLIDE. JUST QUICKLY, AGAIN, JUST A REMINDER THAT OUR STUDENT OUTCOME GOALS HELP DRIVE OUR STRATEGIC INITIATIVES, LIKE OUR COLLEGE AND WORKFORCE READINESS, EARLY LEARNING, AND MENTAL HEALTH SERVICES, AND EACH OF THE INITIATIVES THAT WE'LL TALK ABOUT IN A MOMENT HAVE STRATEGIES THAT ARE ASSOCIATED WITH THEM TO ENSURE WE GET THE OUTCOMES WE NEED FOR STUDENTS. ON THE NEXT SLIDE, WE'LL TALK ABOUT THOSE STRATEGIC INITIATIVES. I'LL JUST BRIEFLY HIGHLIGHT A FEW OF THOSE AREAS. FIRST WE HAVE COLLEGE, CAREER, AND WORKFORCE READINESS, WHERE OUR STUDENTS ARE GAINING REAL-WORLD EXPERIENCE, ALIGN CTE PATHWAYS AND INDUSTRY-BASED CERTIFICATIONS TO ENSURE ALL OF OUR STUDENTS ARE COMPLETERS BY THE TIME THEY GRADUATE. THEN WE ALSO HAVE EARLY LEARNING, AND HERE WE ARE FOCUSED ON OUR INVESTMENTS IN PRE-K3 AND PRE-K4, AND WE BELIEVE IN GIVING STUDENTS A STRONG START, WHICH INCREASES OUR LITERACY RATES OVER TIME. THIS YEAR, WE'VE EXPANDED OUR PRE-K3 TO MORE CAMPUSES, AND WE'RE ADDING 20 CAMPUSES OVER NEXT YEAR, WHERE WE'LL OFFER FULL-DAY PROGRAMS. OUR SCHOOL CHOICE, DALLAS ISD, REMAINS TOP IN THE STATE AROUND OFFERING SCHOOL CHOICE, WHERE KIDS CAN FIND A BEST-FIT SCHOOL FOR THEM. IN ADDITION TO THAT, THIS INCLUDES OUR LEGACY SCHOOLS, WHERE WE WANT THOSE SCHOOLS TO BE THE FIRST PRIORITY IN THE FIRST OPTION FOR OUR PARENTS. THEN WE ALSO HAVE OUR STRATEGIC COMPENSATION. WE CONTINUE TO COMPENSATE OUR MOST EFFECTIVE STAFF AND OUR TOP-PERFORMING TEACHERS AND LEADERS. THIS YEAR, WE'RE ALSO ADDING SCHOOL COUNSELORS, AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT LATER. WE ALSO HAVE MENTAL HEALTH SERVICES. HERE WE ARE JUST ENSURING THAT OUR STUDENTS ARE RECEIVING THAT WRAP-AROUND CARE AND THE SOCIAL AND EMOTIONAL SUPPORT THAT THEY NEED SO THAT THEY CAN REMAIN ENGAGED AND RESILIENT. WE HAVE 13 YOUTH AND FAMILY CENTERS THAT PROVIDE THAT WRAP-AROUND CARE ACROSS THE DISTRICT. IN OUR HIGH-QUALITY INSTRUCTIONAL MATERIALS, WHICH YOU'VE HEARD SO MUCH ABOUT, THEY'RE WORKING TO CREATE A WRITING PLAYBOOK TO HELP OUR TEACHERS IMPLEMENT EFFECTIVE WRITING CURRICULUM FOR OUR STUDENTS, AND ALSO WE'LL CONTINUE WITH THE MATH ACADEMIES THAT WERE WILDLY SUCCESSFUL THIS PAST YEAR. AGAIN, WE'LL TALK MORE ABOUT IT IN THE FUTURE, OUR DISTRICT SUPPORT INITIATIVE. YOU KNOW THAT WE SPENT SOME TIME REVAMPING OUR ACE MODEL, BECAUSE WE WANTED TO REALLY FOCUS ON THOSE SCHOOLS THAT NEEDED IT, AND SO WE TARGETED AND DRILLED DOWN THE SUPPORT THAT WE WERE PROVIDING. THEN WE ALSO WANTED TO PROVIDE WRAP-AROUND CARE AND REALLY FOCUS ON THE WHOLE CHILD AT THESE CAMPUSES, AND SO WE'VE IMPLEMENTED PROGRAMS LIKE HOME LIBRARIES AND CONTENT-BASED FIELD TRIPS AND LITERACY, AND MATH ACCELERATION SPECIALISTS. WITH OUR COUNSELING INITIATIVE, WE KNOW THAT THOSE COUNSELORS ARE THE HEARTBEAT OF OUR CAMPUSES, [01:25:01] AND WE WANTED TO MAKE SURE THAT THEY HAVE A SEAT AT THE TABLE WHEN WE'RE TALKING ABOUT PROGRAMS AND SUPPORTS THAT ARE NEEDED TO REALLY FOCUS ON THE WELL-BEING OF STUDENTS. NOW THEY SERVE ON OUR CAMPUS ADMINISTRATIVE TEAMS, AND WE ALSO, AS YOU KNOW, THIS YEAR, REDUCED THE RATIOS SO THAT WE HAVE A LOWER STUDENT-TO-COUNSELOR RATIO TO SUPPORT OUR SECONDARY CAMPUSES AND TO ENSURE OUR STUDENTS HAVE A BETTER CHANCE OF RECEIVING COLLEGE AND CAREER ADVISEMENT. THESE INITIATIVES ARE REFLECTIVE ON OUR COMMITMENTS AND THE ULTIMATE GOAL OF OUR STUDENTS HAVING AN OPPORTUNITY FOR A SUCCESSFUL LIFE BEYOND OUR CLASSROOMS. FOR OUR STRATEGIES, AGAIN, I'LL JUST FOCUS ON A FEW OF THESE. WE HAVE OUR TIER I RESOURCES. AGAIN, THAT'S OUR HIGH-QUALITY INSTRUCTIONAL MATERIALS. THIS YEAR, WE'RE FOCUSING ON A REVAMP OF SOME OF THE MIDDLE SCHOOL SUPPORTS THAT WE'VE OFFERED. IN PROFESSIONAL DEVELOPMENT, WE'LL SEE SOME DIFFERENTIATED PROFESSIONAL DEVELOPMENT FOR OUR CILT TEAMS, OR OUR CAMPUS INSTRUCTIONAL LEADERSHIP TEAMS, AND OUR NOVICE TEACHERS. FOR TARGETED INSTRUCTION, WE'LL HAVE AGAIN, A SPECIFIC EMPHASIS ON MIDDLE SCHOOL. OF COURSE, WE KNOW THAT IS JUST OUR TARGETED INSTRUCTION THAT WE WANT OUR TEACHERS TO PROVIDE FOR OUR STUDENTS USING THOSE HIGH-QUALITY INSTRUCTIONAL MATERIALS. IN OUR DIGITAL RESOURCES, WE USE THOSE TO ACCELERATE GRADE-LEVEL ACHIEVEMENTS. WE'LL HEAR ABOUT ONE OF THOSE RESOURCES IN A MOMENT FROM OUR SUPERINTENDENT. WE ALSO HAVE VERY TARGET PROGRESS MONITORING. REMEMBER, WE HAVE DASHBOARDS THAT HELP US DRILL DOWN TO A STUDENT LEVEL AND ALL THE WAY DOWN TO THE VERY GAP THAT THEY HAVE AT THAT MOMENT IN TIME, AND HOW WE CAN SUPPORT STUDENTS TO ACCELERATE THEIR GROWTH. WE ALSO KNOW THAT SOME SCHOOLS AND SOME TEACHERS NEED ADDITIONAL SUPPORT. WE HAVE SUPPORTS LIKE OUR EARLY LEARNING SPECIALISTS, OUR INSTRUCTIONAL FACILITATORS, MATH AND LITERACY ACCELERATION SPECIALISTS, AND OF COURSE, OUR CAMPUS INSTRUCTIONAL LEADERSHIP TEAMS, WHO ALL WORK AS ADDITIONAL SUPPORTS FOR CAMPUSES AND FOR TEACHERS. THEN WE ALSO HAVE OUR COLLEGE PREP SUPPORT, WHICH WE OFFER AT ALL OF OUR CAMPUSES, WHICH SUPPORT MATH AND ER READINESS, OUR ENGLISH READINESS. THEN FINALLY, WE HAVE OUR ALIGNED PROGRAMS AND STUDY, AND OUR GEN-TECH DEGREE PATHWAY. THESE PROGRAMS OF STUDY ARE VERTICALLY ALIGNED TO MEET THE TEA STANDARDS OF ACCOUNTABILITY. WE ALSO OFFER PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO ENSURE THAT WE HAVE ALIGNED INDUSTRY-BASED CERTIFICATIONS IN ALIGNMENT WITH OUR PROGRAMS OF STUDY. THIS TEAM ALSO HAS DONE A GREAT JOB OF INCORPORATING THE SUMMER HUBS SO THAT WE DON'T HAVE THAT SUMMER MELT FOR OUR STUDENTS, AND TO KEEP THEM ON TRACK. THE NEXT SLIDE. THANK YOU. AS WE MOVE FORWARD, OUR CAMPUSES, AS OUR SUPERINTENDENT ALLUDED TO EARLIER, THEY'RE WORKING ON THEIR CAMPUS IMPROVEMENT PLANS. WE JUST WANT TO MAKE SURE YOU ALL KNOW THAT WE'RE FOCUSED ON OUR DISTRICT GOALS, STRATEGIC INITIATIVES, AND WE KNOW THAT THIS WILL HELP US ENSURE QUALITY, EXCELLENCE FOR EVERY STUDENT IN DALLAS ISD. AT THIS TIME [OVERLAPPING] I'M SORRY >> I'M SORRY I DIDN'T MEAN TO CUT YOU OFF. >> THAT'S OKAY. I'D LIKE TO TURN THE PRESENTATION OVER TO DR. ELIZALDE, WHO'S GOING TO WALK US THROUGH THE END-OF-YEAR I-READINESS ACADEMIC DATA. >> SOME OF THE CORE DATA THAT ARE USED IN THE DEVELOPMENT OF THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLAN COMES FROM MULTI-DATA SOURCES. WE NEVER JUST WANT TO USE STAR. ONE OF THE REASONS IS, WE CAN UTILIZE A TOOL THAT TRULY CAN GIVE US GROWTH. LET ME JUST BE BRIEF, BUT AT THE SAME TIME, I WANT TO BE VERY EXPLICIT. SOMETHING WE GET FROM I-READY THAT WE DO NOT GET FROM A STATE ASSESSMENT IS WE GET WITHIN-YEAR GROWTH. WE ACTUALLY KNOW FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR WHAT HAPPENED WITH STUDENT GROWTH. WHEN YOU DO A STATE ASSESSMENT THAT ASSESSES SOMEWHAT NEAR THE END OF THE YEAR, BECAUSE IT'S REALLY NOT AT THE END OF THE YEAR. WE HAD THREE WEEKS LEFT. THAT WAS AT LEAST 15 INSTRUCTIONAL DAYS THAT TEACHERS DID NOT HAVE ACCESS TO BECAUSE OF WHEN THE ASSESSMENT WAS GIVEN. THEN THAT DETERMINES THE COMPARISON TO THE GROWTH. AN EXAMPLE, A THIRD-GRADE READING STUDENT, NOT UNTIL THEY FINISH THE NEXT YEAR IN FOURTH GRADE, ARE WE COMPARING GROWTH? BUT A LOT HAPPENS BETWEEN MAY AND THE BEGINNING OF AUGUST. WE ALL KNOW AND RECOGNIZE WHAT SUMMER SLIDE IS, OR SUMMER MELT. THAT IS NOT TAKEN INTO ACCOUNT WHEN THE STATE GATHERS GROWTH ON STAR. [01:30:02] HERE, HOWEVER, I CAN SHOW GROWTH. WE CAN TAKE THIS, AND IN FACT, IT DOES DRILL DOWN ALL THE WAY DOWN TO A CAMPUS, TO A GRADE LEVEL, TO A CONTENT, TO AN INDIVIDUAL TEACHER, AND PROBABLY THE MOST IMPORTANT IS TO AN INDIVIDUAL STUDENT. LET ME JUST BRIEFLY CONNECT A FEW DOTS. AS YOU RECALL, I TOLD YOU I-READY ACTUALLY HAS FIVE ON GRADE LEVEL, ABOVE GRADE LEVEL. WE'VE TAKEN THOSE TWO AND PUT THEM TOGETHER IN THE ALL GREEN. WHAT YOU SEE IN GREEN MEANS THOSE ARE STUDENTS THAT WERE ON OR ABOVE GRADE LEVEL. YELLOW MEANS THEY ARE WITHIN ONE GRADE LEVEL. IT COULD BE LESS THAN A GRADE LEVEL, BUT THEY'RE NOT ON GRADE LEVEL. DOES THAT MAKE SENSE? MAYBE I'M NOT A FULL GRADE LEVEL, BUT MAYBE I'M HALF A GRADE LEVEL. THEN RED ENCOMPASSES BOTH TWO AND THREE YEARS BELOW. OUR AGGREGATE DATA OF KINDER THROUGH EIGHTH GRADE, ALL OF THOSE GRADES TOGETHER IN READING, LANGUAGE ARTS, IN ENGLISH, AND IN SPANISH, WE STARTED OUT AT THE BEGINNING OF THE YEAR WITH ONLY 27% OF THE STUDENTS BEING ON OR ABOVE GRADE LEVEL. WE ENDED UP 19 POINTS HIGHER. TEACHERS DID AMAZING WORK, AND WE ENDED UP 46% OF THE STUDENTS DISTRICT-WIDE BEING ON OR ABOVE GRADE LEVEL EXPECTATION. NOW LET'S BREAK THAT DOWN INTO KINDER FOR OUR PURPOSES. AGAIN, I WANT TO REITERATE, THIS GOES ALL THE WAY DOWN. CAMPUSES HAVE THIS AT THE CAMPUS LEVEL, BY CLASSROOM, BY TEACHER, BY STUDENT. KINDERGARTEN, WHAT WE SAW IN KINDERGARTEN WAS AN INCREASE OF 52 PERCENTAGE POINTS. WE WENT FROM 26% OF THE STUDENTS AT THE BEGINNING OF THE YEAR BEING GRADE-LEVEL EQUIVALENT KINDER TO 78%. FIRST GRADE WAS A PLUS 36. SECOND GRADE WAS A PLUS 28. THIRD GRADE IS A PLUS 15. FOURTH GRADE IS THE LOWEST INCREASE, AND I WANT YOU TO PUT A PIN IN THAT. I'M GOING TO COME BACK TO THAT FOR JUST A SECOND. FOURTH GRADE WAS ONLY PLUS FIVE, FIFTH GRADE WAS PLUS NINE, SIXTH GRADE WAS PLUS SEVEN, SEVENTH GRADE IS PLUS EIGHT, AND EIGHTH GRADE IS PLUS NINE. THE REASON I WANTED YOU TO ASTERISK OR THINK ABOUT FOURTH GRADE IS I WANT YOU TO KNOW SOMETHING. THE MAJORITY OF THOSE FOURTH GRADERS, GUESS WHERE THEY WERE IN 2021? COVID KINDERGARTEN. THAT WAS OUR LOWEST ATTENDANCE OF KINDERGARTENERS. IF YOU ALL RECALL THAT FALL SEMESTER, MOST OF THAT WAS ONLINE, VERY DIFFICULT FOR KIDS TO DO ANYTHING ONLINE. MUCH LESS KINDER STUDENTS, THEIR ENTIRE KINDERGARTEN YEAR. THE REASON I MENTIONED THAT IT'S VITAL IN LITERACY. WE SEE THAT DATA, BECAUSE THIS IS ALSO, YOU MAY RECALL, LAST YEAR, WE WERE A LITTLE DISAPPOINTED IN OUR THIRD-GRADE OUTCOMES. WE WERE EXPECTING SOMETHING HIGHER. DO YOU SEE THAT THIS CLASS NOW IS DEFINITELY SHOWING ON THE LITERACY SIDE IMPACTS BECAUSE OF COVID? NOW, THAT'S NOT AN EXCUSE, AND WE'RE GOING TO CONTINUE TO WORK ON IT, BUT I JUST WANT EVERYONE TO UNDERSTAND THAT WE ALSO CAN'T IGNORE SOME OF THE FACTORS THAT ACTUALLY AFFECTED OUR KIDS. NOW, LET'S GO TO STUDENT PERFORMANCE BY GROUPS THAT THE STATE UTILIZES. WHAT WE SEE HERE AS WELL IS THAT WE SEE FAIRNESS IN PERFORMANCE. WHEN WE PROVIDE STUDENTS RESOURCES, WHAT WE SEE ARE AFRICAN-AMERICAN STUDENTS, HISPANIC, ECONOMICALLY DISADVANTAGED, EMERGENT BILINGUALS, AND SOME OF THESE ARE DOUBLE DESCRIBED, AS TRUSTEE FORMAN WILL POINT OUT, OF COURSE. I COULD BE AN AFRICAN AMERICAN STUDENT WHO'S ALSO REPRESENTED AND ECONOMICALLY DISADVANTAGED. I COULD BE AN EMERGENT BILINGUAL STUDENT WHO'S ALSO REPRESENTED IN THE ECONOMICALLY DISADVANTAGED GROUP. SOME OF THESE STUDENTS, THESE ARE NOT JUST INDIVIDUAL STUDENTS, THEY COULD BE IN MORE THAN ONE OF THESE BUCKETS. BUT WHAT WE DO SEE IS THAT THERE WAS AN OVERALL CLOSING OF THE DISPARITY OF THE DIFFERENCES BETWEEN STUDENT GROUP PERFORMANCE. LET'S GO TO MATH. IN MATH, DISTRICT WIDE, SINCE WE NOW KNOW HOW TO READ THESE, WE HAD A PLUS 34 DISTRICT-WIDE, KINDERGARTEN PLUS 57, FIRST GRADE PLUS 44, SECOND GRADE PLUS 36, THIRD GRADE PLUS 43, FOURTH GRADE PLUS 39. [01:35:02] REMEMBER THE FOURTH GRADE ON THE LITERACY SIDE WAS ONLY A PLUS FIVE? >> WHY ISN'T THAT PATTERN IN MATH? BECAUSE MATH IS A CONCRETE SEQUENTIAL CONTENT, NOT A COMPLEX HOLISTIC SYSTEM LIKE READING AND WRITING ARE. YOU CAN SEE THE DIFFERENCES. WE ALSO HAD A LOT MORE TO GROW IN MATH, BY THE WAY, BECAUSE YOU LOOK AT WHERE OUR STARTING POINT WAS IN MATHEMATICS. WE HAD BASICALLY ALMOST RECOVERED ON THE READING LANGUAGE ART SIDE FROM PRE-COVID. WE HAVE NOT RECOVERED ON THE MATH SIDE. MOVING ON FOURTH GRADE, AS I MENTIONED, PLUS 39, FIFTH GRADE PLUS 32, SIXTH GRADE PLUS 16, SEVENTH GRADE PLUS NINE AND EIGHTH GRADE PLUS FOUR. NOW, THAT EIGHTH GRADE, IT'S ANOTHER ONE WE'LL NEED TO DO A LITTLE ASTERISK BECAUSE I WANT YOU TO LOOK TO THE RIGHT, AND YOU'LL SEE THE NUMBER OF STUDENTS THAT WERE TESTED IN EIGHTH GRADE MATH. THAT'S ONLY A LITTLE OVER 3,300. WE HAVE MORE LIKE 8,000 STUDENTS. WHY? BECAUSE THESE STUDENTS ARE IN ALGEBRA I. GENERALLY, I HAVE NOT WANTED TO OVER TEST STUDENTS. I DIDN'T WANT THEM TO TAKE A STATE ASSESSMENT AND TAKE I-READY WHEN THEY'RE IN THAT ALGEBRA I, BUT WE MAY NEED TO THINK ABOUT IF IT'S MORE BENEFICIAL FOR US TO UNDERSTAND WHETHER THOSE STUDENTS ARE GROWING OR NOT, OUR TEAM WILL BE LOOKING AT THAT. BUT I JUST WANT YOU TO KNOW THAT THAT REPRESENTS STUDENTS WHO HAVE NOT BEEN IN ADVANCED MATH, AND WE CAN SEE WHAT'S HAPPENING TO THEIR PERFORMANCE. YOU WOULD THINK IF I'M NOT IN ADVANCED, THEN AM I GOING TO BE ABLE TO DO BETTER, BUT THAT'S GENERALLY NOT WHAT YOU SEE. WE KNOW THE RESEARCH AROUND STUDENT EXPECTATIONS BEING A CORE COMPONENT. IF A TEACHER BELIEVED IN ME, AS I KNOW IT IS THE CASE FOR MANY OF US, WHEN THEY BELIEVED IN US, WE DID. CONVERSELY, IF PEOPLE DON'T BELIEVE IN US, IT'S ALSO EQUALLY ACCURATE. I THINK IT'S JUST SOMETHING WE'RE GOING TO HAVE TO DIVE A LITTLE DEEPER INTO. AGAIN, THEN LOOKING AT OUR STUDENT GROUPS, WE CAN SEE REALLY SIGNIFICANT IMPROVEMENT ACROSS THE BOARD OF STUDENTS REGARDLESS OF THEIR ZIP CODE SHOWING SIGNIFICANT INCREASE. ALSO UTILIZED FOR OUR PLANS WAS OUR END OF COURSE TESTS. IF WE GO TO THE NEXT SLIDE. THIS INCLUDES ALL OF THE TESTS. THERE'S IS FIVE, ALGEBRA, ENGLISH I, ENGLISH II, BIOLOGY, AND US HISTORY. IT'S FIVE. SO THIS INCLUDES AN AGGREGATE OF ALL OF THEM. LET'S GO TO THE NEXT SLIDE SO WE CAN BREAK IT DOWN. ALGEBRA I. KEEP IN MIND ALGEBRA I AGAIN, IT'S NOT JUST YOUR TYPICAL NINTH GRADER. THIS INCLUDES ALL EIGHTH GRADERS THAT TOOK ALGEBRA I IN EIGHTH GRADE ARE INCLUDED HERE. WE WILL BE ABLE TO TELL YOU WHAT PERCENT OF THIS WAS DALLAS ISD EIGHTH GRADERS AND WHAT PERCENT WERE NOT, BUT I WON'T BE ABLE TO GIVE YOU A COMPARISON BECAUSE THE STATE DOES NOT DESEGREGATE THE DATA THAT WAY. WHAT I CAN TELL YOU IS THE STATE DOES NOT HAVE ANYWHERE NEAR THE LARGE PERCENTAGE OF STUDENTS THAT WE HAVE TAKING ALGEBRA I IN EIGHTH GRADE. THAT'S NOT TRUE ACROSS THE STATE. NONETHELESS, WHAT WE SAW HERE WAS A +1 AT THE APPROACHES LEVEL. WE SAW A SIGNIFICANT +4 WITH REGARD TO MEETS. THEN WE SAW A +4 AT THE MASTER'S LEVEL. THIS IS REALLY JUST KUDOS TO OUR PRINCIPALS, OUR TEACHERS, BOTH AT EIGHTH GRADE AND NINTH GRADE THAT ARE TEACHING ALGEBRA I. THESE ARE REALLY SIGNIFICANT GROWTH. ENGLISH I AND ENGLISH II. THESE ARE THE AREAS IN WHICH WE KNOW THAT WRITING, WHEN WE TALK ABOUT WRITING HAS A DISPARATE IMPACT ON THESE SCORES. NONETHELESS, ENGLISH II EOC, WE SAW A SLIGHT INCREASE OF PLUS TWO AT THE APPROACHES LEVEL, -1 AT THE MEETS AND A FLAT PERFORMANCE OF MAINTAINING DOUBLE DIGIT AT 11 AT THE MASTER'S LEVEL. NO CHANGE. ENGLISH II, WE SAW A DECREASE. SO DID THE STATE. BUT AGAIN, THE STATE NUMBERS HAVEN'T BEEN SOLIDIFIED, WHICH IS WHY I HAVEN'T PUT THOSE COMPARISONS YET. I'M JUST COMPARING OURSELVES. WE SAW A DECREASE OF THREE AT THE APPROACHES. WE SAW ANOTHER DECREASE OF THREE AT THE MEETS, AND THEN WE SAW AN INCREASE AT THE MASTERS OF +1. OUR KEY LEASE HEEL IS GOING TO CONTINUE TO BE THAT WE NEED TO REVAMP HOW WE DO THE WRITING COMPONENTS OF THOSE ENGLISH AREAS, BECAUSE IT'S REALLY NOT THE READING PER SE. IT'S THE WRITING. IT'S THAT EXPRESSION TO IDEAS. WHEN WE LOOK AT BIOLOGY, ANOTHER REALLY GREAT STORY HERE IS, WE HAVE A +6 AT THE APPROACHES, ANOTHER +6 AT THE MEETS, AND A +3 EVEN AT THE MASTERS. [01:40:02] THAT'S GROWTH EVERYWHERE. THAT MEANS STUDENTS ARE MOVING FROM EACH OF THOSE AREAS INTO THE NEXT HIGHEST PERFORMING BAN. US HISTORY, WHICH IS CERTAINLY ONE OF THE HIGHER PERFORMING AND OF COURSE TESTS. EVEN THERE, WE SAW A +1 AT THE APPROACHES, A +3 AT THE MEETS AND A +4 AT THE MASTERS. WE ARE NOT JUST TEACHING KIDS ENOUGH TO GET BY. WHAT THE DATA DEMONSTRATE HERE IS A CONTINUED FOCUS FOR OUR TEACHERS OF ENSURING THAT EVEN KIDS THAT WE'RE DOING ALL RIGHT, THAT THOSE STUDENTS ARE BEING CHALLENGED TO MOVE INTO THOSE UPPER LEVELS AS WELL. THAT CONCLUDES THE SUPERINTENDENT'S REPORT. >> THANK YOU, SUPERINTENDENT, TRUSTEES. QUESTIONS. TRUSTEE SANDERS. >> THANK YOU SO MUCH. CHIEF, QUICK QUESTION. DO WE HAVE A HANDLE ON WHAT'S THE SPED PERCENT AT OUR HISTORICAL AC CAMPUSES? DO YOU KNOW WHAT THAT HAS LOOKED LIKE? >> I'D HAVE TO GO. WE'D HAVE TO GO LOOK THAT UP. >> OKAY. ALL RIGHT. >> ESPECIALLY BECAUSE WE WE RE IDENTIFIED SOME OF THOSE RIGHT NOW. THAT'S CERTAINLY SOMETHING WE CAN PUT IN THE TRACKER SO EVERYBODY CAN SEE WHAT THE SPECIAL EDUCATION PERCENTAGE IS AT THOSE CAMPUSES. >> GREAT. I'M JUST THINKING ABOUT JUST KNOWING HOW POWERFUL THAT TOOL HAS BEEN FOR US. I'M THINKING ABOUT OUR SUSTAINABILITY WITH IT, GIVEN ALL OF OUR ECONOMIC CHALLENGES AND KNOWING WHAT'S JUST COMING OUT OF THE LEGISLATIVE SESSION. I'M JUST THINKING ABOUT WAYS FOR US TO CONTINUE TO MAKE SURE THAT WE HAVE THESE RESOURCES ACCURATELY APPROPRIATED. KNOWING THAT WE WILL BE GETTING MORE MONEY PER SPED CHILD COMING UP IN THE UPCOMING ON. >> WE WILL LIKELY. BUT YOU DO RECOGNIZE THAT WE CURRENTLY SUBSIDIZE THAT WITH LOCAL DOLLARS. >> I KNOW. >> WE'LL HAVE TO SUBSIDIZE LESS. >> THAT'S WHAT I'M TALKING. >> YES, SIR. >> HOW WE CAN MOVE THE DOLLARS AROUND IN ORDER TO BE CREATIVE WITH HIM. QUESTION. HOW DOES I-READY GROUP OR I-READY TESTING WITH THAT STUDENT POPULATION? HAVE WE EVER LOOKED AT, OR I'M JUST CURIOUS, HOW DOES THAT ALIGN WITH THE SNAPSHOT THAT WE HAVE TO TAKE FOR OUR ACCOUNTABILITY ASSESSMENT OR ACCOUNTABILITY RATINGS WITH THE STATE STANDARDIZED TEST? DO WE KNOW WHAT THAT LOOKS LIKE? >> CAN YOU REPEAT THE QUESTION BECAUSE I WANT TO MAKE SURE I'M CLEAR ON WHAT YOU'RE ASKING? >> THE SNAPSHOT THAT WE HAVE TO TAKE? >> THE PM SNAPSHOT? >> THE PM SNAPSHOT. YEAH. >> WE CAN DO AN ACCOUNTABILITY SUBSET FROM THE I-READY DATA. >> OKAY. GOT IT. THE ONLY REASON I'M ASKING IS BECAUSE I'M INTERESTED IN HOW MUCH THAT OVERLAYS WITH WHAT OUR ULTIMATE ACCOUNTABILITY RATING IS GOING TO BE FOR THE STANDARDIZED TEST SCORE. >> I-READY DOES THAT FOR EVERY SINGLE SCHOOL DISTRICT ON AN ANNUAL BASIS TO MAKE SURE THAT IS IT A TIME THAT THEY NEED TO GO BACK AND RENORM THE ASSESSMENT, OR ARE THEY IN LINE WITH THE PREDICTABILITY. THIS BEING OUR FIRST YEAR USING IT, THAT'S EXACTLY WHAT WE'RE GOING TO DO NEXT IS WE'RE GOING TO THEN LOOK AT WHERE EACH OF OUR CAMPUSES ON I-READY, AND THEN WE'LL ALIGN THAT WITH WHAT ITS STAR DATA LOOK LIKE SO THAT WE CAN DO THE REAL, IF YOU WILL, LITMUS TEST. I-READY SAYS IT'S ALIGNED. I ALWAYS TELL OUR TEAM. THE ONLY RESEARCH THAT MATTERS TO US IS THE RESEARCH IN DALLAS ISD. WE'LL BE ABLE TO PROVIDE WHAT THAT LOOKS LIKE. >> GOT IT. THE WHOLE REASON I'M ASKING IS I WANT TO MAKE SURE THAT THE TOOLS THAT WE'RE USING, LIKE I WAS SAYING, ARE ALIGNING WITH THE THINGS THAT WE'RE HELD ACCOUNTABLE FOR, ULTIMATELY. APPRECIATE YOU. THANK YOU FOR ANSWERING THAT QUESTION. I WILL NOTE, I'M REALLY IMPRESSED BY THE GROWTH THAT WE SAW IN I-READY, PARTICULARLY WITH SOME OF OUR MORE HISTORICALLY DISADVANTAGED GROUPS. PARTICULARLY IN THE READING WITH BLACK STUDENTS, TO BE ABLE TO SEE THAT JUMP THAT IS IMPRESSIVE TO ME, AND THAT'S SOMETHING THAT I THINK WE SHOULD CELEBRATE. AGAIN, I LOVE THE DIFFERENTIATED APPROACHES THAT EMPOWER US TO HAVE THAT PERFORMANCE GROWTH WITHIN THAT ACADEMIC YEAR. KUDOS TO THE TEAM FOR MOVING IN THAT DIRECTION. THEN THE LAST THING I WAS GOING TO ASK IS WITH HQIM, HELP ME UNDERSTAND BECAUSE I'M WRAPPING MY HANDS AROUND IT. USING HQIM, IS THERE ANY DIFFERENT OR IS THERE ABILITY FOR PEOPLE BASED ON THEIR NOT GOING TO SAY TENURE, BUT MAYBE THEIR EDUCATOR RATING, THEIR TEACHER RATING, [01:45:03] TO HAVE A LITTLE BIT MORE ELBOW ROOM ON HOW OFTEN THEY HAVE TO USE IT, OR IS IT PRETTY MUCH A BLANKET, THIS IS HOW WE USE IT. THIS IS HOW WE PACE OURSELVES. THIS IS THE TOOL THAT EVERYBODY'S ON AT THE SAME TIME. >> EVERYBODY HAS SOME FLEXIBILITY BECAUSE THERE'S NO WAY THAT WHAT WE'RE NOT GOING TO BE IS, WE'RE NOT GOING TO BE ON THIS DAY, YOU NEED TO BE ON THIS PAGE. THIS PARTICULAR. WE'RE NOT GOING TO DO THAT. THAT'S VERY INEFFECTIVE, AND IT DOES NOT ALLOW THE TEACHER TO BE ABLE TO MONITOR BASED ON REAL. OUR BEST PRACTICES IS YOU NEED TO MONITOR AND ADJUST TO REAL REAL TIME. TEACHERS HAVE TO HAVE SOME FLEXIBILITY. NOW, THAT BEING SAID, YOU ALSO HAVE TO BALANCE THAT OUT WITH THE FACT THAT IF I NEVER TEACH IT, BECAUSE I NEVER GET TO IT, THEN I'M 100% SURE KIDS WON'T BE ABLE TO DO IT. YOU HAVE TO BALANCE OUT GIVING FLEXIBILITY AND AUTONOMY WITH UNDERSTANDING THAT ALL THE KIDS NEED THE GOOD STUFF. EACH CAMPUS PRINCIPAL WITH EXECUTIVE DIRECTOR GUIDANCE, OF COURSE, THEY WORK WITH, AND YES, TEACHERS WHO ABSOLUTELY HAVE OUTCOMES THAT SUPPORT THAT THEY ARE MORE EFFECTIVE WITH STUDENTS ARE ALSO PROBABLY GOING TO HAVE MORE FLEXIBILITY. YET, I ALSO HAVE TO REMIND EVERYBODY, IF WE'RE TRULY BEING STUDENT CENTERED, THEN WE ALSO HAVE TO REMEMBER THAT OVER 22% OF OUR STUDENTS HAVE INTRADISTRICT MOBILITY. IF I AM NOT ANYWHERE NEAR THE SAME PACING, THAT ANOTHER CAMPUS IS, I AM CREATING ADDITIONAL CHALLENGES FOR STUDENTS SIMPLY BECAUSE I'M SO FAR OFF FROM WHERE THEY'RE GOING TO GO TO A NEW SCHOOL. OUR GOAL HAS ALWAYS HAS TO BE OUR DECISIONS NEED TO BE DRIVEN BY WHAT IS IT THAT THE STUDENT NEED IS? WE THINK IN THIS CASE, WE CAN DO BOTH. WE THINK WE CAN HAVE SOME AUTONOMY. THAT BEING SAID, NO, HQIM IS NOT LIKE THE END OBO. ABSOLUTELY NOT. BUT DO WE NEED TO ANCHOR OURSELVES IN A COMMON FOUNDATION? YES, WE DO. IT'S A BOTH END. WHAT WE HAVE SEEN IS AS MUCH AS I DIDN'T WANT TO SEE AN IMPLEMENTATION DIP OUR FIRST YEAR, THAT IS EXACTLY WHAT HAPPENED. THIS YEAR, AS TEACHERS WERE ABLE TO MOVE IN AND HAVE SOME MORE AUTONOMIES AND HAVE SOME MORE FLEXIBILITIES, THEIR DATA SHOWS THAT WE CAN UTILIZE IT, AND WE CAN BALANCE IT. >> OKAY. GREAT. THANK YOU. TRUSTEE WEMBER. >> THANK YOU. I HAVE A COUPLE OF CLARIFYING QUESTIONS. ONE IS, WHAT IS GEN TECH? I JUST DON'T KNOW WHAT THAT TERM OF ART EXACTLY IS. >> YEAH, I SAW IT. I THOUGHT. WE PROBABLY SHOULD HAVE DONE A BETTER JOB OF COMMUNICATING THAT, SO THAT'S ON ME. ESSENTIALLY, IN OUR P TECH EARLY COLLEGE PROGRAMS, IT'S ULTIMATELY THE 60 HOURS OF DUAL CREDIT THAT ARE PRIMARILY FOCUSED ON THE CORE CONTENT AREAS. THEY'RE NOT NECESSARILY. IN SOME OF P TECH PATHWAYS, WE WERE STEEPED IN PARTICULAR AREAS OF, LET'S SAY, SCIENCES OR SOME OTHER PARTICULAR AREAS OF STUDY. THIS IS MORE OF A CORE COMPLETE, SO THE CREDITS ARE MORE TRANSFERABLE. >> GOT IT. THAT MAKES SENSE. ANOTHER CLARIFYING QUESTION IS, LITERACY AND MATH ACCELERATION SPECIALIST. WHAT DO THEY DO AND WHERE DO THEY DO IT? >> SURE. THANKS. IF YOU RECALL, WE HAD A PILOT A FEW YEARS BACK OF OUR LITERACY ACCELERATION SPECIALIST, AND WE PRIMARILY PUT THEM IN SOME OF OUR MOST STRUGGLING SCHOOLS. THEY HAVE A CASE OF STUDENTS WHO ARE MULTIPLE GRADE LEVELS BEHIND, AND THEY'LL TAKE THOSE STUDENTS, AND THEY MEET WITH THEM THROUGHOUT THE DAY. THEY HAVE A SMALL GROUP OF KIDS EVERY LET'S SAY, 90 MINUTES THROUGHOUT THE DAY. THEY ESSENTIALLY WORK WITH THEM ON SOME OF THE FOUNDATIONAL NEEDS FOR READING. WE'RE TALKING ABOUT LITERARY ACCELERATION SPECIALISTS. THAT'LL BE LIKE PHONICS AND FLUENCY AND THINGS LIKE THAT. THEIR GOAL IS TO HELP THE STUDENT ACCELERATE TO MULTIPLE GRADE LEVELS WITHIN THE SCHOOL YEAR. >> ARE THEY ON A CAMPUS? >> THEY'RE ON THE CAMPUS, AND THERE, YES. >> IF I MIGHT GO TO THE FIRST GRADE, AND I'D PULL THOSE FOLKS OUT FOR 90 MINUTES AND THEN I GO TO SECOND GRADE. >> DURING THE LAP TIME. >> DURING LAP TIME. GOOD. THAT HELPS. THANK YOU. I JUST WANT TO MAKE SURE I UNDERSTOOD WHAT THAT WAS. THEN WHEN YOU WERE TALKING THROUGH THE STRATEGIC INITIATIVES AND PROBABLY MORE IMPORTANTLY THE STRATEGIES, AS YOU WERE PREPARING THESE PLANS, IS THERE ANYTHING THAT YOU'VE SHED, SOMETHING THAT YOU'RE LIKE, OH, [01:50:01] THIS ISN'T WORKING ANYMORE OR IT LOOKS PRETTY CONSISTENT WITH WHAT WE'VE BEEN DOING, AND I CAN'T THINK OF ANYTHING, BUT I'M WONDERING IF ALL AND IT MIGHT BE EVEN SMALLER ON THE MARGIN. IT'S OUT OF LEFT FIELD QUESTION. YOU CAN CIRCLE BACK TO ME IF YOU'D LIKE. >> I THINK SOME OF IT MAY BE IN THE IMPLEMENTATION, NOT NECESSARILY THAT IT'S AN INNOVATION. I GUESS MAYBE, MY OWN COMPARISON OF WHAT I'M SAYING. SOMETIMES THE NEW INNOVATION IS THE IMPLEMENTATION. I WOULD SAY AN EXAMPLE ACTUALLY WOULD BE YOUR PREVIOUS QUESTION AROUND AN ACCELERATION SPECIALIST. [NOISE] ANY OF THE SPECIALISTS THAT PREVIOUSLY USED TO SERVE FROM A CENTRAL LOCATION AS OPPOSED TO BEING CAMPUS BASED. I THINK OUR LESSONS THAT WE LEARNED WERE THEY REALLY NEED TO BE ABLE TO REPORT TO THE CAMPUS PRINCIPAL, NOT TO A CENTRAL PERSON, SO THAT THEY BECOME PART OF THAT CAMPUS AND THAT CULTURE. THE PRINCIPAL IS THE ONE WHO IS DIRECTING, SUPERVISING, SUPPORTING. I THINK THAT IS A FUNDAMENTAL SHIFT FROM WHAT WE WERE DOING. IN SOME WAYS TO YOUR POINT, LIKE, THE IDEA IS THE SAME, BUT THE WAY IN WHICH IT'S IMPLEMENTED IS SIGNIFICANTLY DIFFERENT. THAT WOULD BE ONE, I WOULD SAY. >> MARGINAL CHANGE IN IMPLEMENTATION AS YOU'RE EVOLVING BIGGER PICTURE INITIATIVES. IT'S LITERACY IN MATH ACCELERATION SPECIALIST, A I JUST TO MAKE SURE WE WERE ATTENDING TO MATH. I KNOW WE HAVE MATH ACADEMIES. I LIKE THE BALANCE THERE. MOVING FORWARD TO THE I-READY SCORES. >> I'M CURIOUS IN GENERAL, BUT I'M CURIOUS ABOUT THE 4TH-GRADE SCORES IN PARTICULAR AND PROBABLY IN LITERACY, IN PARTICULAR. IF YOU LOOKED AT THOSE SCORES LAST YEAR, I REMEMBER SEEING SOMETHING LIKE THIS OR MAYBE IT WAS AT THE BEGINNING OF THE YEAR, BUT IF YOU TOOK THOSE SCORES, DID WE TAKE I-READY LAST YEAR? >> NO, WE DID NOT. >> IT WOULD BE HARD TO HAVE A WALK FORWARD WHERE YOU CAN SEE. >> BUT WE DID FIND A WAY IN WHICH WE COULD, AND NONE OF THE COMPANIES, NONE OF THE PARTNERS WOULD, CERTAINLY THIS IS AN INTERNAL ALIGNMENT PIECE. BUT I THINK WE DID PROVIDE THIS IS HOW MUCH GROWTH WE SAW ON MAP, AND THIS IS HOW MUCH GROWTH WE SAW ON I-READY WHEN WE WERE TRANSITIONING OVER. SOMETHING WE HAVEN'T DONE YET, BECAUSE AFTER WE GOT ALL THIS DATA, AND THEN WE GOT STAAR AND WE'RE JUST STARTING TO DIVE THROUGH THAT. ONE OF THE THINGS WE DID BEFORE FOR YOU ALL WAS, WHAT WERE THOSE STUDENTS THE GRADE LEVEL BEFORE SO THAT WE COULD ACTUALLY SHOW EVEN THOUGH THEY DIDN'T HAVE AS MUCH GROWTH, BUT DID THEY, AS A COHORT OF STUDENTS, DID WE HAVE MORE SIGNIFICANT GROWTH? BECAUSE I THINK THAT'S SOMETHING WE WERE ABLE TO SHOW BEFORE. WE'RE GOING TO WORK ON WHETHER WE CAN DO THAT, EVEN THOUGH WE HAVE TWO DIFFERENT TESTS. >> FUN WITH NUMBERS, BUT I THINK IT'S INTERESTING THAT IN PARTICULAR WHERE YOU CAN SEE HOPEFULLY PROGRESS, EVEN THOUGH IT'S NOT AS MUCH AS WE WOULD LIKE. HOPEFULLY YEAR OVER YEAR, WE'RE GOING TO ACCELERATE THE GAINS. [NOISE] THAT CONCLUDES MY QUESTIONS. THANK YOU. >> TRUSTEE FOREMAN. >> THANK YOU. CHIEF, LET'S GO TO PAGE 4. I'M JUST GOING TO START WITH COLLEGE, CAREER, AND WORKFORCE. THE POINT ABOUT STUDENTS NAVIGATING THEIR FUTURE PATHS AND MAKING INFORMED DECISIONS BEFORE HIGH-SCHOOL. DO WE HAVE SOME INITIATIVE? I SEE DR. LUSK COMING UP. YOU ARE GOING TO TAKE IT? >> I'M GOING TO HELP MY PARTNER IF I CAN. YES, MA'AM. >> OKAY. JUMP IN HERE. I'M JUST TRYING TO GET A CLEAR UNDERSTANDING OF WHAT WE'RE TALKING ABOUT IN FORMS OF STUDENTS HAVING A DECISION BEFORE THEY GET IN HIGH-SCHOOL. WHAT DOES THAT LOOK LIKE? >> YES, MA'AM. A FEW YEARS AGO. >> HOLD ON ONE SECOND BECAUSE THERE'S A SIGNIFICANT WORD THAT I WANT TO MAKE. YOU'RE SAYING BEFORE HIGH-SCHOOL [OVERLAPPING] AND THIS SAYS BEYOND. >> OH, I'M SORRY, I SAW BEFORE. >> I'VE DONE THAT TOO. I JUST WANTED TO MAKE SURE THAT WE'RE GETTING [OVERLAPPING]. >> NOW, WE'RE BETTER BECAUSE I WAS GETTING READY TO HAVE A BIT. >> NO, WE WOULDN'T WANT THAT NOW. >> WELL, YOU KNOW, I WILL. I ABSOLUTELY WILL. BUT ON THIS COLLEGE, CAREER, AND WORKFORCE READINESS, WE'RE MARRYING THE COLLEGE AND THE CAREER AND WORKFORCE BY USING THE CAREER INSTITUTES, CORRECT? [01:55:03] >> YES. BECAUSE WE BELIEVE THAT THERE'S NOT JUST ONE PATH, YOU CAN DO BOTH. YOU CAN GO TO CAREER INSTITUTE AND EARN CERTIFICATIONS, BUT YOU CAN ALSO GO TO COLLEGE, AND YOU CAN EARN DUAL CREDIT. >> YOU'RE SPEAKING OF DUAL CREDIT CLASSES IN THE HIGH-SCHOOLS AND ALSO GOING TO THE CAREER INSTITUTES? >> A STUDENT CAN DO THAT. YES, MA'AM. >> DO WE HAVE STUDENTS DOING THAT? >> OH, YEAH, I BELIEVE SO. ABSOLUTELY. I'D HAVE TO LOOK AT THE DATA TO SAY HOW MANY STUDENTS DO THAT? >> CAN YOU DO THAT FOR ME BECAUSE I'D LOVE TO SEE THAT BECAUSE WHAT I'VE SEEN IS EITHER THE P TECH OR THE CAREER INSTITUTE. IT WOULD BE GOOD IF THEY COULD TAKE DUAL CREDITS ALSO. THAT MAKES SENSE. ON THE MENTAL HEALTH SERVICES. OF COURSE, EVERYBODY KNOWS HOW I FEEL ABOUT THOSE SERVICES. I'M JUST WONDERING, DR. LEAR, DO YOU HAVE SOMETHING YOU WANT TO SAY? I SAW YOU PASSING A NOTE. YOU KNOW I SEE EVERYTHING. [LAUGHTER] IN REGARDS TO THE MENTAL HEALTH SERVICES. ALL I'M TRYING TO MAKE SURE IS THAT WE ARE CONTINUING TO TRY TO FILL THOSE VACANT POSITIONS BECAUSE I KNOW WE HAVE NOT BEEN ABLE TO FILL ALL OF THE POSITIONS THAT WE WANT TO, AND I'M JUST HOPING THAT WE CONTINUE TO MAKE SURE THAT WE ADDRESS THAT CRITICAL ISSUE WITH OUR CHILDREN. I KNOW YOU FEEL THE SAME WAY I DO. I JUST THINK IT NEEDS TO BE EMPHASIS. JUST LIKE WE PUT EMPHASIS ON COUNSELORS, I THINK WE NEED TO PUT EMPHASIS ON MAKING SURE THOSE CLINICIANS ARE THERE ALSO. THAT'S JUST A QUICK THOUGHT. THIS IS FOR CHIEF ABEL. YOU'RE NOT GOING TO GET AWAY? >> [INAUDIBLE] >> NO, YOU DIDN'T. [LAUGHTER] CHIEF ABEL, THIS IS BASICALLY ON STRATEGIC COMPENSATION. YOU MIGHT REMEMBER AT THE LAST BOARD MEETING, I WAS RAISING A RUCKUS ABOUT LONG-TENURED EMPLOYEES GETTING SOME KIND OF A STIPEND OR BUMP, OR SOMETHING BECAUSE WE HAVE SOME THAT ARE BELOW THE SALARY OF OUR STARTING TEACHERS, PARTICULARLY, IS WHAT I'M TALKING ABOUT. I WAS GLAD TO SEE THAT THE STATE HAD SOME INFINITE WISDOM IN MAKING SURE THAT THAT HAPPENED. BUT WHAT I DON'T UNDERSTAND BASED ON THAT BILL, IS THAT A STIPEND OR IS THAT A PART OF THEIR SALARY? WILL THAT BE A SALARY BUMP? >> I DON'T THINK THAT THE LAW SPECIFIES. I KNOW THAT WE'RE WORKING ON OUR PLAN IN DEVELOPING IT NOW THAT THE BILL HAS BEEN PASSED, AND OUR PLAN IS TO INTEGRATE THAT INTO BASE SALARY. >> YOU CAN MAKE IT. THANK YOU. THAT WAS WHAT I WANTED TO HEAR. >> WHEW. [LAUGHTER]. >> THANK YOU. I WANT TO GO TO PAGE 7. SUPERINTENDENT, YOU MADE A STATEMENT THAT I THOUGHT WAS SIGNIFICANT WHEN YOU LOOKED AT THE KINDERGARTEN. BUT ONE OF THE THINGS I THINK WE DON'T TALK ABOUT ENOUGH THAT THIS DISTRICT HAS DONE IS OUR EARLY LEARNING INITIATIVES. IT SEEMS LIKE IN MY MIND, I MIGHT BE WRONG, BUT SINCE WE STARTED MAYBE 4, 05, 6 YEARS AGO, THIS REAL HEAVY PUSH FOR EARLY LEARNING THAT'S PRE-K, 03, AND 4, IT SEEMS LIKE THE KINDERGARTEN SCORES ARE GOING UP. >> YOU'RE NOT WRONG, YOU ARE ABSOLUTELY CORRECT. TWO THINGS HAVE HAPPENED. NOT ONLY HAVE THE PERFORMANCE OF KINDER STUDENTS IMPROVED, THE NUMBER OF STUDENTS THAT ARE EVEN REPORTING TO KINDERGARTEN HAS INCREASED BECAUSE SOME PEOPLE DON'T EVEN REALIZE KINDERGARTEN IS NOT A COMPULSORY ATTENDANCE. PARENTS CAN KEEP THEIR KINDERGARTENERS HOME, TOO. BUT AS THEY'VE SEEN MORE SUCCESS WITH THE PRE-K 3, THEY'VE TRIED IT OUT, OR A PRE-K 4 PROGRAM, THEN WE'RE ALSO MORE LIKELY THAN TO THAT STUDENT TO COME TO KINDERGARTEN. YOU'RE 100% CORRECT, TRUSTEE FOREMAN. >> I WANT TO BE CORRECT ON THIS ONE, TOO. >> I'M GOING TO DO MY BEST. >> I'M ON EIGHT. I'D LIKE TO SAY THIS TO CHIEF HUITT. YOU'VE TAKEN A LOT OF GRIEF FROM ME IN REGARDS TO CAMPUSES THAT I BELIEVE NEEDED ADDITIONAL RESOURCES AND ADDITIONAL HELP, AND YOU HANDLED IT QUITE WELL. BUT WHEN YOU LOOK AT THESE NUMBERS AND SEE THE GROWTH OF [02:00:04] AFRICAN AMERICANS THAT COMES BASED ON THE ADMINISTRATION LISTENING TO SOME OF THE CONCERNS AND MAKING SURE THAT WE'RE THERE TO MAKE SURE THAT ALL STUDENTS HAVE A QUALITY EDUCATION. THIS MEANS A LOT IN TERMS OF JUST WHERE THE DISTRICT'S FOCUS IS AND WHERE THE DISTRICT IS GOING. WHEN YOU LOOK AT THESE NUMBERS, SUPERINTENDENT, IT IS GROWTH, PROBABLY UNMEASURABLE IN MANY OTHER DISTRICTS BECAUSE ONE OF THE THINGS THAT YOU DID THAT I TALKED ABOUT WAS NOT ONLY LOOKING AT SCHOOLS THAT WERE PREDOMINANTLY AFRICAN AMERICAN, BUT LOOKING AT STUDENTS THAT ARE IN OTHER SCHOOLS THAT ARE PREDOMINANTLY OF ANOTHER RACE OR NATIONALITY, AND THEN MAKING SURE THAT THOSE STUDENTS ALSO ARE CATCHING UP. THAT'S MADE A DIFFERENCE AND IT'S SHOWING IN THE CHART. I APPRECIATE THAT. THAT'S IN READING AND MATH, BY THE WAY. THANK YOU. >> TRUSTEE MACKEY. >> THANK YOU. SORRY, I MISSED THE FIRST PART OF THIS. I WANT TO DIVE IN A LITTLE BIT MORE TO ON SLIDE 3. THAT'S SLIDE 4. IN THE EARLY LEARNING ASPECT, AND YOU MIGHT HAVE MENTIONED THIS ALREADY, SO THE FREE FULL-DAY PRE-K PROGRAM IS FOR THOSE WHO QUALIFY, IS THAT INCLUSIVE OF PRE-K 3 AND PRE-K 4? IS THAT SPECIFICALLY AROUND PRE-K 4? >> BOTH. >> GREAT. JUST LIKE JOYCE, THAT'S THE ANSWER I WANTED TO HEAR. >> WELL, THEN I THINK WE SHOULD ALL GO HOME NOW THEN. [LAUGHTER] WE GOT TWO OUT OF TWO, THAT'S 100%. WE'LL CALL IT A DAY. >> I ASKED THAT QUESTION BECAUSE I'VE HEARD FROM A LOT OF FAMILY MEMBERS WHO ARE TRYING TO DECIDE WHAT TO DO WITH THEIR FIRST CHILD, ETC., THEY'RE THINKING ABOUT A BUNCH OF PRIVATE SCHOOL OPTIONS, AND THEY HAD THE OPTION OF DALLAS ISD PRE-K. WHAT I'VE SEEN IS WHEN THEY START IN PRE-K, THEY CONTINUE IN PRE-K. I'M SURE YOU DON'T HAVE THIS RIGHT NOW. IF YOU DO, THAT'D BE AMAZING. BUT I WOULD LIKE TO MAKE AN OFFICIAL TRACKER REQUESTS FOR THIS. FOR A WHILE WHEN WE FIRST STARTED THIS, WE HAD A REALLY COMPELLING STATISTIC THAT WAS WHEN WE LOOK AT STUDENTS WHO START IN DALLAS ISD PRE-K, HOW MUCH MORE LIKELY ARE THEY TO BE ON LEVEL IN KINDERGARTEN? IF THEY'RE ON LEVEL IN KINDERGARTEN IN DALLAS ISD, HOW MUCH MORE LIKELY ARE THEY BE ON LEVEL IN THIRD GRADE? IF THEY'RE ON LEVEL IN THIRD GRADE, HOW MUCH MORE LIKELY ARE THEY TO BE COLLEGE AND CAREER READINESS? I DON'T KNOW IF WE'VE LOOKED AT THAT RECENTLY. I WOULD LOVE TO SEE WHAT WE ARE LEARNING ABOUT THAT NOW THAT WE HAVE A NUMBER OF DATA BECAUSE THAT HAS BEEN ONE OF THE MOST COMPELLING POINTS ABOUT WHY TO CONSIDER DALLAS ISD PRE-K, AND IT REALLY RESONATES. I'D ALSO BE CURIOUS AROUND IF A STUDENT STARTS IN PRE-K WITH US, HOW MUCH MORE LIKELY ARE THEY TO MATRICULATE, I GUESS YOU COULDN'T DO MORE, BUT HOW LIKELY ARE THEY TO MATRICULATE TO FIRST GRADE? MY ANECDOTAL EVIDENCE IN THE FOLKS THAT I TALKED TO SAYS VERY HIGH, WHERE YOU START, YOU MAKE FRIENDS, YOU GET COMFORTABLE, AND YOU STAY. WE'VE GOT A LOT OF GREAT OPTIONS, SO I'D LOVE TO SEE WHAT WE'RE LEARNING ABOUT THAT. AGAIN, KUDOS TO YOU ALL FOR THINKING THROUGH THIS, I THINK EXPANDING THOSE OPPORTUNITIES FOR PRE-K 3 AND PRE-K 4 ARE DEFINITELY CREATING A STRONGER PIPELINE FOR DALLAS ISD STUDENTS, AND PEOPLE ARE GETTING TO SEE WHAT WE HAVE TO OFFER, SO KUDOS ON THAT. >> THAT ENDS ROUND 1. ROUND 2. ANY QUESTIONS? WE'LL BE MOVING ON TO AGENDA ITEM 9, MINUTES SUBMITTED FOR APPROVAL. TRUSTEES, THE MINUTES ARE POSTED IN BOARDDOCS FOR YOUR REVIEW. >> TRUSTEE TURNER. >> YES. >> WE'RE ON 7B. >> OH, I APOLOGIZE. ITEM B, SMALL BUSINESS SBO QUARTERLY REPORT, FISCAL YEAR 2024-2025, QUARTER 3. >> I HAVE OUR ROCK STARS COMING UP HERE. OUR EXECUTIVE DIRECTOR ANNIE PARTEE, OUR DEPUTY CHIEF LESLIE WILLIAMS. THANK YOU BOTH. I AM GOING TO TURN IT OVER TO THEM TO GIVE US ANOTHER EXCELLENT REPORT. >> THANK YOU, DR. ELIZALDE. I WANT TO THANK THE BOARD FOR GIVING US THE OPPORTUNITY TO PRESENT OUR THIRD QUARTER SMALL BUSINESS OFFICE REPORT. BUT I HAVE THREE HIGHLIGHTS PRIOR TO THE DATA. ON THE FIRST SHEET THAT YOU HAVE HERE IS THAT I WANT TO HIGHLIGHT OUR AWARDED VENDOR EXPO. WE HAD 36 VENDORS AND 123 DISTRICT STAFF MEMBERS TO PARTICIPATE. [02:05:04] THESE ARE THE END USERS. THAT MEANS THAT IT WAS OUR CAMPUS OFFICE MANAGERS, ADMINISTRATIVE ASSISTANTS, AND DIRECTORS OF VARIOUS DEPARTMENTS THAT PARTICIPATED. THE GOAL OF THAT EXPO IS TO INTRODUCE OUR VENDORS TO OUR STAFF AND ESTABLISHED A WORKING RELATIONSHIP. THE GOAL IS THAT BASED ON THAT RELATIONSHIP, THAT WILL IMPACT OUR DEPARTMENT BEING ABLE TO REACH ITS 30% GOAL. THE NEXT IS OUR SBOS KNOWLEDGE IS POWER CONFERENCE. THIS WAS ONE OF OUR LARGER CONFERENCES. WE HAD 414 REGISTRANTS THAT PARTICIPATED. WE HAD A COUPLE OF SESSIONS THAT WERE VERY, VERY POPULAR. WE HAVE A NUMBER OF SESSIONS THAT WE OFFER AND WORKSHOPS, BUT TWO THAT WE'RE VERY POPULAR WAS WRITING AN EFFECTIVE PROPOSAL AND HOW TO MARKET YOUR BUSINESS. THEN THE LAST SLIDE THAT I WANTED TO SHARE WITH YOU IS OUR BOND ACADEMY. AS I'VE SHARED WITH YOU BEFORE, THAT THE PURPOSE OF THE BOND ACADEMY, WE HAD AN ISSUE WITH A NUMBER OF THE SMALL BUSINESSES NOT BEING ABLE TO BECOME BONDED OR INCREASE THEIR BONDING CAPACITY. THEREFORE, WE STARTED THE BOND ACADEMIES. THIS PAST BOND ACADEMY, WE HAD 15 GRADUATES, THAT'S COMPANIES THAT COMPLETED THE FOUR-WEEK PROCESS. IT WAS A FOUR-WEEK WORKSHOP, AND THEY COMPLETED THAT. TWO AREAS THAT THEY WERE REALLY EXCITED ABOUT IS HOW TO EFFECTIVELY WRITE A BOND APPLICATION AND UNDERSTANDING PROFIT AND LOSS STATEMENTS. NEXT, MS. PARTEE WILL SHARE THE DATA. >> THANK YOU VERY MUCH, MR. WILLIAMS. GOOD AFTERNOON, EVERYONE. I HAVE THREE DATA POINTS THAT I WOULD LIKE TO SHARE WITH YOU REGARDING THE DISTRICT'S SMALL BUSINESS ENTERPRISE INITIATIVES. ON THE FIRST SLIDE THAT YOU HAVE BEFORE YOU PAGE 4, WE HAVE A UTILIZATION OF SMALL BUSINESS ENTERPRISE AT 61.05% IN COMPARISON TO A 30% GOAL AS IT RELATES TO CONSTRUCTION. AS IT RELATES TO PROFESSIONAL SERVICES FOR THE 2020 BOND PROGRAM, WE HAVE 36.83% SBE UTILIZATION IN COMPARISON TO A 35% GOAL. PAGE 5 IS THE FUND 199 GENERAL OPERATING FUND. IT DOES NOT INCLUDE ANY CONSTRUCTION BOND DATA OR ANALYSIS. ON THIS PARTICULAR SLIDE, WE ACTUALLY HAVE A GOAL OF 30%, HOWEVER, OUR UTILIZATION CUMULATIVE WAS 17.39%. THERE'S AN AREA THAT THE BOARD HAS REQUESTED THAT WE PROVIDE, AND THAT IS THE NUMBER OF ALL SMALL BUSINESSES, INCLUDING THOSE THAT WERE NONE CERTIFIED. SO IF WE WOULD TAKE THAT INTO CONSIDERATION, WE WOULD HAVE BEEN AT 26.4%, AND THAT IS FISCAL YEAR CUMULATIVE TO DATE, JULY 1ST, 2025 THROUGH MARCH 31ST, 2025. THE NEXT SLIDE BEFORE YOU IS ACTUALLY THE SMALL BUSINESS ENTERPRISE UTILIZATION, AND THAT IS DISTRICT WIDE. IT DOES NOT INCLUDE ANY BOND PAYMENTS OR ACTIVITIES. WE HAD AN ESTABLISHED GOAL OF 30%. OUR ACTUAL UTILIZATION WAS 18.52%. AND WE CONSIDER HOW SMALL BUSINESS ENTERPRISES, INCLUDING THOSE THAT WERE NOT CERTIFIED, WE WOULD HAVE BEEN AT 32.40%. SO THAT CONCLUDES THE STATISTICAL ANALYSIS ON THOSE THREE INFORMATIONAL PAGES. IF YOU HAVE ANY QUESTIONS, WE WOULD LOVE TO ADDRESS THOSE, AS WELL AS RECOMMENDATIONS. >> TRUSTEE WEINBERG. >> I CAN'T SEE FAR AND CLOSE. THANK YOU ALL FOR THE UPDATE. I HAVE A QUESTION FOR YOU ABOUT THE KNOWLEDGE IS POWER BUSINESS CONFERENCE. I SEE, WHEN I PUT MY GLASSES ON THAT YOU ALL HAD SOME DIFFERENT VENDORS LIKE UT SOUTHWESTERN, DALLAS COLLEGE. DID YOU ALL PARTNER SO THAT YOU COULD TOGETHER INSTRUCT THE VARIOUS VENDORS ON YOUR PROCESSES AND PROCEDURES? WAS IT. >> YES, THAT'S CORRECT. IT WAS A COLLABORATION THAT WE DO ANNUALLY WITH OUR CHAMBERS OF COMMERCE, DALLAS COLLEGE, UT, SOUTHWESTERN, AS WELL. SO WE DO THAT ON AN ANNUAL BASIS. >> IS THAT THE 414, IS THAT HOW MANY FOLKS HOW MANY FOLKS ATTENDED? [02:10:02] >> THAT WAS HOW MANY REGISTERED. >> REGISTERED. >> IT WAS A VIRTUAL CONFERENCE. >> INTERESTING. I LOVE THE COLLABORATION AND PARTNERSHIP AND LEVERAGING ACROSS OTHER FOLKS THAT YOU WORK WITH. THAT'S GREAT. CONGRATULATIONS ON THE UTILIZATION NUMBERS. AS LOOK LIKE THEY CONTINUE TO IMPROVE. I LIKE THE WAY THAT YOU'VE PUT BOTH THOSE THAT WERE CERTIFIED AND THE NON-CERTIFIED, SO YOU CAN SEE THE REACH THAT YOU'RE HAVING IN THE EFFORTS THAT YOU'RE PUTTING FORTH. THANK YOU FOR THE REPORT. >> WE'VE ALSO IMPLEMENTED SOME CERTIFICATION INITIATIVES TO ENCOURAGE THOSE NON-CERTIFIED VENDORS TO BECOME CERTIFIED. >> EXCELLENT. THANK YOU. >> TRUSTEE SANDERS. >> YOU SPOKE TO IT. I'D LOVE FOR YOU TO TALK JUST A LITTLE BIT ABOUT THOSE INITIATIVES, HOW WE'RE DOING, WHAT WE'RE DOING TO GET OUT THERE. THEN, I'M GOING TO REPEAT WHAT I THOUGHT I HEARD YOU SAY. FOR THE ENTERPRISE ANALYSIS, YOU'RE SAYING, IF WE HAD HAD MORE PEOPLE OFFICIALLY CERTIFIED, WE WOULD HAVE BEEN AT AROUND 32% UTILIZATION? >> THAT'S IN DISTRICT WIDE GOALS, NON-BOND FUNDING. >> NON-BOND. >> PROCUREMENT. WHAT ARE SOME OF YOUR THOUGHTS AROUND FUND 199? IT'S GOOD TO MEET THOSE GOALS, BUT I KNOW YOU GUYS, Y'ALL ARE ABSOLUTELY CRUSHING IT IN THE BOND SPACE, AND QUITE FRANKLY, IN THE PROFESSIONAL SERVICES SPACE, TOO, GIVEN LIKE WE SAID, THAT SAME FACTOR OF PROBABLY UNDER CERTIFICATION SO FAR. WHAT ARE SOME OF YOUR GOALS ON HOW WE PUSH THOSE NUMBERS UP? >> ONE THING THAT WE'RE DOING, WE'RE BASICALLY IDENTIFYING, LIKE WE SAID, THOSE VENDORS AND THAT ARE NOT CERTIFIED. THEREFORE, WE'RE COLLABORATING WITH THE CERTIFICATION AGENCIES TO WORK WITH THOSE COMPANIES SO THAT THEY CAN BECOME CERTIFIED. THAT'S THE MAIN THING THAT WE'RE DOING. THEN YOU BELIEVE THAT THAT'S GOING TO HELP US CONSIDERABLY? >> OH, YES, IN ADDITION TO THAT, WE ARE DOING SOME HAND HOLDING. WE ARE WORKING WITH THOSE COMPANIES TO HELP THEM TO UNDERSTAND THE PROCESS, TO HELP THEM COMPLETE AND UPLOAD THEIR PAPERWORK, AS WELL. WE'RE EXPEDITING THEIR CERTIFICATIONS IF THEY'RE WILLING TO SUBMIT THEIR INFORMATION. IN ADDITION TO THAT, ON THE PAGE THAT WE HAVE BEFORE YOU, SOME OF THE OTHER INITIATIVES, WE'RE DOING DEBRIEFINGS, TO HELP COMPANIES THAT DO NOT HAVE AN UNDERSTANDING OF DOING BUSINESS WITH DISTRICT. HELP THEM TO UNDERSTAND THE WHY, WHAT THEY DID WELL ON THEIR PROPOSAL, WHAT THEY CAN FOCUS ON AND WORK ON. WE ALSO HAVE SOME ENHANCEMENTS TO OUR WEBSITES. WE DO A LOT OF SOCIAL MEDIA MARKETING AS WELL. OF COURSE, THE KNOWLEDGES POWER BUSINESS CONFERENCE, WE HAVE IN ISD EXPO, WHERE WE'RE BRINGING TOGETHER OTHER INDEPENDENT SCHOOL DISTRICTS WITH THEIR PROFESSIONAL PROCUREMENT TEAM TO TALK ABOUT DOING BUSINESS WITH THEIR SCHOOL DISTRICTS. WITH THAT APPROACH, WE ARE HOPEFUL THAT OTHER INDIVIDUALS THAT ARE WORKING WITH THE OTHER SCHOOL DISTRICTS WOULD BE WILLING TO COME IN IN A ONE STOP OPPORTUNITY TO JUST TALK WITH US ALL. CERTAINLY ONE OF THE OTHER INITIATIVES, WE HAVE ALL OF OUR DALLAS ISD EMPLOYEES AND DEPARTMENTS THAT ARE WILLING TO COLLABORATE WITH US, AND WE HAVE AN ANNUAL EXPO WHERE THEY COME IN, THE DECISION MAKERS, AND THEY ARE WILLING TO MEET WITH THE BUSINESS COMMUNITY REGARDING SOME OF THEIR NEEDS AS WELL. WE HOST A LOT OF WORKSHOPS WITH PROCUREMENT. AS WELL AS CONSTRUCTION SERVICES TO EDUCATE THE COMMUNITY. LAST, BUT CERTAINLY NOT LEAST, WE HAVE A VERY AGGRESSIVE OUTREACH CAMPAIGN AS WELL. >> THANK YOU FOR THAT. BOND ACADEMY, I THINK IT IS A BRILLIANT IDEA. HOW OFTEN ARE YOU ALL GOING TO RUN NOW? IT SAYS FOUR WEEKS HERE? IS IT A ONCE A YEAR THING, OR DO YOU DO A FEW SESSIONS? >> TWICE A YEAR? >> [OVERLAPPING] TWICE A YEAR. >> THAT IS IN COLLABORATION WITH CONSTRUCTION SERVICES, AS WELL AS SSP CONSULTANT, ONE OF OUR CERTIFIED SMALL BUSINESS ENTERPRISES. >> ANY WAY THAT I CAN HELP TO GET THE WORD OUT ABOUT THOSE WHENEVER IT'S TIME FOR PEOPLE TO ENROLL FOR COMPANIES JUST FOR AWARENESS. PLEASE, FEEL FREE TO TAP IN. I'D LOVE TO BE A RESOURCE. >> THANK YOU. >> APPRECIATE THAT. >> TRUSTEE FOREMAN. >> YOU TWO GUYS ARE TWO OF MY FAVORITE PEOPLE. >> THANK YOU. >> DISTRICT ADMINISTRATION. I SAID, PROBABLY EVERY TIME YOU COME AND I DO MEAN IT. YOUR OUTREACH TO THE COMMUNITY HAS BEEN STELLA. TO CONTINUE THIS PROGRAM AT THE RATE [02:15:04] THAT WE'RE CONTINUING THE PROGRAM MEANS A LOT TO THE COMMUNITY IN GENERAL. JUST A COUPLE OF QUESTIONS. ONE OF THE STRUGGLES THAT WE'VE HAD SPECIFICALLY, NOT WITH CONSTRUCTION, BUT WITH GOODS AND SERVICES. I DID HEAR YOU, MS. PARTI SPEAK TO THE FACT THAT WE DO HAVE THE EXPO WITH THE STAFF? YES. TO MAKE SURE. BUT A LOT OF GOODS AND SERVICES DON'T COME DIRECTLY FROM THE STAFF. THAT'S A PROCUREMENT ISSUE. I DON'T KNOW THE ANSWER TO THAT, BUT IT JUST APPEARS IN SOME WAY, PARTICULARLY WHERE THERE ARE AREAS WHERE THERE ARE OR SMALL BUSINESSES THAT THERE HAS TO BE A CHECK OFF TO MAKE SURE THROUGH YOUR DEPARTMENT THAT IF A SMALL BUSINESS IS INVOLVED, DOES THAT HAPPEN? >> YES, IT DOES. WE'RE PART OF EVERY SELECTION COMMITTEE EVALUATION TO DO OUR SMALL BUSINESS ENTERPRISE REVIEW. >> THAT'S GOOD. LASTLY, I'M AGAIN, SPEAKING TO THE DISTRICT WIDE FUNDS, WHICH WE HOVER SOMEWHERE AROUND 18,19%. NEVER IN THE 20%. IT SEEMS THAT WOULD BE A GOOD GOAL TO TRY TO GET OVER 20. >> WELL, BASICALLY, THE GOAL IS FOR US TO MEET OR EXCEED 30%, WHICH IS THE CHARGE FROM THE BOARD. THEREFORE, WE'RE DOING A NUMBER OF THINGS. WE HAVE A NUMBER OF INITIATIVES THAT ARE FOCUSING ON THAT, WE MEET WITH THE VENDORS THAT HAVE RECEIVED THE LARGE CONTRACTS, GOODS AND SERVICES CONTRACTS WITH US. MS. PARTI AND I MEET WITH THEM. WE TALK TO THEM ABOUT INCREASING THEIR UTILIZATION OF SMALL BUSINESSES, ETC. WE LET THEM KNOW THAT BASICALLY, IF THEY'RE WORKING OR SUPPORTING OR DOING BUSINESS WITH ANY SMALL BUSINESSES THAT WE MIGHT NOT KNOW ABOUT, AND THEY CAN LET US KNOW ABOUT THAT, AND WE CAN INCREASE THAT WILL INCREASE OUR PERCENTAGE. US MEETING WITH THOSE BIG TICKET VENDORS, THAT'S HELPING US ALONG WITH CONSTANTLY GOING TO THE BUSINESS MEETINGS IN DALLAS SSD WITH ALL THE OFFICE MANAGERS, THE ADMINISTRATIVE ASSISTANTS AND DIRECTORS OF DEPARTMENTS, LETTING THEM KNOW, BASICALLY THE NEED FOR THEM TO INCREASE THE UTILIZATION. OF SMALL BUSINESSES, ETC. THOSE ARE THE THINGS THAT WE'RE DOING. WE DO IT ON A CONSISTENT BASIS THROUGHOUT THE YEAR TO MAKE SURE THAT WE CAN MEET OR EXCEED THAT 30% GOAL. >> WE ALSO HAVE MONTHLY MEETINGS WITH THE PROCUREMENT LEADERSHIP AS WELL TO TALK ABOUT WAYS WE CAN IMPROVE WHAT WE'RE DOING. WE TAKE A LOOK AT ANY RECOMMENDATIONS AND BEST INDUSTRY PRACTICES FROM OTHER ORGANIZATION. WE SHARE SUCCESSES, AS WELL AS THE CHALLENGES. WE TRY TO WORK TOGETHER TO COLLABORATE TO SEE WHAT WE CAN DO TO ULTIMATELY MEET AND EXCEED THAT SB GOAL. >> THANK BOTH OF YOU FOR YOUR HARD WORK. THANK YOU. >> TRUSTEES, FURTHER QUESTIONS ON 7B. SEEING NO FURTHER QUESTIONS. THANK YOU SO MUCH FOR THE PRESENTATION. >> THANK YOU. >> TRUSTEES WILL NOW TURN TO AGENDA ITEM 9A. [9. MINUTES SUBMITTED FOR APPROVAL] TRUSTEES, THE MINUTES ARE POSTED IN BOARD DOC FOR YOUR REVIEW. TRUSTEES WILL NOW TURN TO AGENDA ITEMS UNDER STATUTORY ITEMS 10, [10. STATUTORY ITEMS] SPECIFICALLY 10A AND 10B. TRUSTEES AT THE NIGHT MEETING, WE WILL BE PRESENTED WITH AN OPPORTUNITY TO ENDORSE INDIVIDUAL CANDIDATES TO FILL THE POSITION OF THE TASB, THE TEXAS ASSOCIATION OF SCHOOL BOARDS AND BOARD OF DIRECTORS. NOMINEES SHOWN ON THE LIST OF CANDIDATES YOU RECEIVED OR POSTED ONLINE WITH THE BOARD DOCUMENTS HAVE BEEN NOMINATED BY THEIR LOCAL ISD BOARDS FOR TASB BOARD POSITIONS, WHICH ARE CURRENTLY VACANT OR EXPIRING TERMS. WE ARE BRINGING THIS ITEM FORWARD AT THIS TIME OR THIS MONTH, BECAUSE THE BOARD MUST ACT BETWEEN MAY 12TH AND AUGUST 1ST. OUR OWN TRUSTEE DAN MICCICHE, SERVES AS A TASB DIRECTOR. HE IS NOT UP FOR HIS TERM IS NOT UP AT THIS MOMENT. THE TASB BOARD IS COMPOSED OF MEMBERS OF ALL 20 TASB REGIONS. ELIGIBLE LOCAL BOARDS, SUCH AS OURS, [02:20:01] CAN NOMINATE TRUSTEES IN THEIR RESPECTIVE REGIONS. YOU HAVE BEEN PROVIDED, AGAIN, THE BIOS FOR THE REGION 10 CANDIDATES. FOUR CANDIDATES ARE ELIGIBLE FOR REGION 10 POSITION A. THE CANDIDATES ARE ELIGIBLE FOR REGION 10 POSITION B. WE CAN ENDORSE ONE CANDIDATE FOR POSITION A, AND WE CAN ENDORSE ONE CANDIDATE FOR POSITION B. THE TERM OF OFFICE FOR EACH DIRECTOR POSITION IS THREE YEARS, AND WE'LL BEGIN AT THE END OF THE ANNUAL CONVENTION THAT WILL BE HELD SEPTEMBER 11TH-14TH, 2025. PLEASE REVIEW THE CANDIDATES, TRUSTEES, AND THE BOARD DOCUMENTS. IF WE CHOOSE, AT THE NIGHT MEETING, WE WILL VOTE ON THE ELIGIBLE NAMES AT OUR UPCOMING MONTHLY BOARD MEETING, USING THE OPEN NOMINATIONS METHOD, THE SAME METHOD WE USE TO NOMINATE BOARD MEMBERS, SUCH AS LIKE WE DID LAST MONTH. ARE THERE ANY QUESTIONS ON ANY OF THAT? TRUSTEE MACKEY. >> I'M LOOKING AT THE ATTACHMENTS. OH, NEVER MIND. I ANSWER MY OWN QUESTION. THANK YOU. >> ANY OTHER QUESTIONS, POTENTIALLY ON 10A AND 10B? SEE, NO FURTHER QUESTIONS, TRUSTEES WILL NOW TURN TO 10C, WHICH WILL BE US CONSIDERING AND TAKE POSSIBLE ACTION ON THE NOMINATION TO APPROVE AN ADDITIONAL BOARD MEMBER TO SERVE ON THE 2025-2026 SCHOOL SAFETY SECURITY COMMITTEE IN ACCORDANCE WITH THE TEXAS EDUCATION CODE, SECTION 37.109, THE SCHOOL SAFETY AND SECURITY COMMITTEE AND THE GUIDELINES ESTABLISHED BY THE TEXAS SCHOOL SAFETY CENTER, EACH SCHOOL DISTRICT IS REQUIRED TO ESTABLISH A SCHOOL SAFETY SECURITY COMMITTEE. THE COMMITTEE MUST INCLUDE THE PRESIDENT OF THE DISTRICT'S BOARD OF TRUSTEES AND ONE MEMBER OF THE BOARD OF TRUSTEES OTHER THAN THE PRESIDENT. MEMBERSHIP MAY BE EXPANDED UPON THE DISCRETION OF THE COMMITTEE COORDINATOR, TRUSTEES. NO ACTION WILL BE TAKEN DURING THIS BOARD BRIEFING. COMMITTEE MEMBERS WILL BE NOMINATED AND VOTED ON DURING THE NIGHT MEETING, THE JUNE 26TH BOARD MEETING, AND JUST FOR CONTEXT TRUSTEES, THIS IS COMING FORWARD BECAUSE IN THE 2024-2025 SCHOOL YEAR, IT WAS MYSELF AS BOARD PRESIDENT, TRUSTEE JOHNSON WAS THE OTHER MEMBER OF THE SCHOOL BOARD WHO WAS ON THAT COMMITTEE. WE NEED TO FILL HIS POSITION NOW IN HIS VACANCY AND ABSENCE. ARE THERE ANY QUESTIONS ON 10C? SEE NO QUESTIONS ON 10C, TRUSTEES. ANY QUESTIONS ON 10D? >> SEEING NO QUESTIONS, TRUSTEES, WE NOW TURN TO POLICY UPDATES 11. [11. POLICY UPDATES] ANY QUESTIONS UNDER POLICY UPDATES? >> 11A. >> WE'LL START WITH 11A. TRUSTEE FOREMAN. >> I DEFINITELY WANT TO STATE A POSITION. I THINK [OVERLAPPING]. >> TRUSTEE FOREMAN, IF I MAY REAL QUICKLY. IF I MAY. SORRY TO INTERRUPT YOU. MY APOLOGIES. FOR 11A, THAT IS B LOCAL. FOR B LOCAL, WE'LL HAVE TWO VERSIONS OF THE POLICY. THERE'S VERSION 1 THAT WAS SUBMITTED BY MYSELF AND TRUSTEES WEINBERG AND TURNER. THERE'S ALSO VERSION 2 OR B SUBMITTED BY TRUSTEE FOREMAN. ALSO SUBMITTED A PROPOSAL FOR THE BOARD'S CONSIDERATION. BOTH CAN BE DISCUSSED TODAY. IF THERE ARE ANY QUESTIONS, AND THE BOARD CAN VOTE LATER THIS MONTH AT THE NIGHT MEETING ON THE VERSION OF THEIR CHOICE. APOLOGIES FOR THAT, DR. FOREMAN. I HAD TO GET THAT IN THERE >> THANK YOU. I'LL START WITH VERSION A, WHICH IS A SUBMISSION BY TRUSTEE CARRION, TRUSTEE WEINBERG, AND TRUSTEE TURNER, IN REGARDS TO MOVING THE BOARD BRIEFING MEETING TO A BASIC NIGHT MEETING STARTING AT 4:30. I RAISED SOME CONCERN PRIOR TO THIS IN REGARDS TO MOVING A BRIEFING MEETING, WHICH IS LONGER THAN A REGULAR BOARD MEETING BECAUSE YOU HAVE MANY ISSUES YOU HAVE TO ADDRESS. TODAY IS A GOOD EXAMPLE OF THAT. WHERE WE GOT HERE AT 11:30, AND IT'S NOW 4:30, AND WE'RE JUST NOW GETTING THROUGH TO THE POLICIES, AND WE HAVE PEOPLE WAITING OUTSIDE FOR A HEARING. [02:25:06] WELL, NOBODY IN THIS ROOM HAS BEEN ON THE BOARD FOR AN EXTENDED PERIOD OF TIME. I REMEMBER NIGHT BRIEFING MEETINGS AND THOSE MEETINGS DID, IN FACT, LAST OVER INTO THE NIGHT. WHEN I SAY INTO THE NIGHT, I ACTUALLY REMEMBER SITTING AT A MEETING UNTIL FOUR O'CLOCK. I JUST THINK IT'S A BAD IDEA TO CHANGE THE TIME ONE DAY A MONTH. IS IT SERVING THE TRUSTEES THAT ASK FOR THE CHANGE OR IS IT SERVING THE PEOPLE? I THINK WE SHOULD BE ABOUT SERVING THE PEOPLE. I ALSO WORK AND I TAKE OFF TO BE HERE FOR THE BOARD BRIEFING. I DO NOT WANT TO BE IN DECEMBER TRYING TO GO HOME AT MIDNIGHT BECAUSE OF A BOARD BRIEFING. THAT JUST DOES NOT MAKE A LOT OF SENSE TO ME, OVERALL, AND I CAN'T SUPPORT THAT. WHAT I DO KNOW IS THAT, I DON'T WANT TO PUT THE SUPERINTENDENT IN THE MIDDLE, SO I'LL LET HER SIT OVER THERE. BUT WHAT I DO KNOW IS THAT THERE ARE A LOT OF STAFF MEMBERS THAT COME TO THESE MEETINGS. THOSE STAFF MEMBERS NORMALLY STAY TO ANSWER QUESTIONS. IF THE SUPERINTENDENT STAY TO MIDNIGHT MEETINGS, SHE KNOWS EXACTLY WHAT I'M TALKING ABOUT. IT IS A REAL CONCERN THAT WE ARE CONSIDERING CHANGING THE BRIEFING, WHICH HAS THE MEAT OF EVERYTHING BECAUSE AT THE BOARD MEETING, USUALLY, WE'VE DISCUSSED MOSTLY EVERYTHING. CHANGING IT TO A LATER TIME THAT POSSIBLY WILL MAKE US BE HERE LATER. WE'RE GOING TO BE HERE TILL SIX O'CLOCK BECAUSE I GOT A LOT OF QUESTIONS. I JUST THINK WE NEED TO RETHINK THAT. THANK YOU. >> TRUSTEE MACKEY. >> THANK YOU. ONE NOTE ON THIS, AND I THINK I REACHED OUT TO YOU ABOUT THIS. CORRECT ME IF I'M WRONG, BUT I BELIEVE OUR STATE LEGISLATURE HAS PREEMPTED US IN MAKING THIS DECISION AND IS NOW REQUIRING ALL PUBLIC MEETINGS START AFTER REGULAR WORK HOURS, IS THAT ACCURATE? DOES ANYONE KNOW? >> I'VE NEVER [INAUDIBLE]. >> WE DO HAVE LEGISLATION THAT STATES THAT. >> MY QUESTION IS, I DON'T KNOW IF THEY DEFINE THAT, BUT SORRY, TRUSTEE FOREMAN, BUT YOU DON'T HAVE TO TAKE IT UP WITH US, I GUESS THAT'S GOING TO BE A STATE THING. >> [INAUDIBLE] SOMEBODY TO SHARE THAT BECAUSE HAS NOT BEEN SHARED WITH ME. >> IF WE CAN SHARE IT, BUT I WOULD PREFER NOT TO AMEND THIS POLICY TO 4:00 AND THEN BE TOLD IT NEEDS TO BE FIVE O'CLOCK OR SOMETHING LIKE THAT, SO I'D PREFER TO JUST DO THAT BASED ON WHAT IT NEEDS TO BE. IF WE CAN LOOK INTO THAT AND PROVIDE ANY OF THAT STUFF. >> I APOLOGIZE. WE ARE LOOKING INTO IT TO FURTHER DEFINE IT BECAUSE IT IS VERY BROAD. >> THANK YOU. >> [OVERLAPPING] I'LL SPEAK TO IT. I BELIEVE IT'S PART OF SB 12. THERE'S TWO COMPONENTS TO THAT LEGISLATION. ONE OF THEM BEING WHAT THE LEGISLATURE CALLS PARENTAL ENGAGEMENT IN THEIR WORDS. I THINK THE LANGUAGE IN THE LEGISLATION ON SB 12 IS THAT PUBLIC MEETINGS MUST BE HELD AFTER NORMAL WORK HOURS, BUT THEY DON'T DEFINE THAT, AND I DON'T KNOW IF THE LEGISLATIVE HISTORY OF IT DEFINES IT EITHER. AT SOME POINT, THIS CONVERSATION WILL BE HAD. I STILL SUPPORT THIS. I THINK WE SHOULD GET THE TIME RIGHT. AGAIN, I THINK IT'S ROOTED FUNDAMENTALLY IN ENSURING THAT OUR WORKING FAMILIES, OUR WORKING PARENTS CAN PARTICIPATE IN OUR BOARD BRIEFINGS AND BECOME EDUCATED ON THESE ISSUES FULLY AND ALSO ENGAGE IN ANY PUBLIC FORUM THAT IS OFFERED AT THAT TIME AS WELL. I FULLY SUPPORT THIS AND I HOPE TO HAVE EVERYONE SUPPORT AS WELL. WHILE I HAVE THE MICROPHONE HERE, I WANT TO SPEAK TO TRUSTEE VERSION B, THAT THE BOARD WILL ALSO HAVE AN OPPORTUNITY TO CONSIDER, AND THAT'S THE REVISION OR THE VERSION BROUGHT FORTH BY TRUSTEE FOREMAN. I WON'T BE SUPPORTING THE REVISION BROUGHT FORTH BY TRUSTEE FOREMAN. TRUSTEE FOREMAN'S VERSION HAS BEEN PROVIDED TO YOU HERE THE DAIS. [02:30:03] THE MAIN CHANGE IS ON PAGE 4 WHERE I THINK THE IDEA IS THAT TO PULL SOMETHING FROM THE CONSENT AGENDA FOR SEPARATE CONSIDERATION, OUR CURRENT B LOCAL REQUIRES AT LEAST TWO OF THE NINE TRUSTEES TO BE INTERESTED IN HAVING THAT CONVERSATION. I THINK THE REVISION BROUGHT FORTH BY DR. FOREMAN IS THAT ONLY ONE TRUSTEE CAN BRING THAT FORWARD. I CAN'T SUPPORT THAT. I THINK WE HAVE IMPORTANT WORK HERE TO DO FOR OUR COMMUNITY, AND IF ONLY ONE TRUSTEE IS INTERESTED, OF COURSE, THAT'S WHY WE HAVE BOARD BRIEFINGS OR THAT TRUSTEE IS WELCOME TO ASK QUESTIONS AND LEARN MORE ABOUT THE POLICY. THEN, OF COURSE, THERE'S ALWAYS OFF THE RECORD CONVERSATION THAT CAN BE HAD WITH THE SUPERINTENDENT. THAT SAID, I FULLY SUPPORT MOVING FORWARD WITH VERSION A OR ONE, MOVING THE TIME. I AGREE WITH TRUSTEE MACKEY THAT WE SHOULD GET THE TIME RIGHT. TO COMPLY WITH STATE LAW OR TO ENSURE THAT 4:00 PM DOES NOT CONFLICT WITH THE RECENTLY PASSED STATE LAW. I ALSO LOOK FORWARD TO NOT SUPPORTING VERSION B. FURTHER QUESTIONS, TRUSTEE TURNER? >> YES. I THINK TRUSTEE FOREMAN DOES BRING UP A VALID POINT WHEN WE THINK ABOUT THE TIMING OF HOW LATE WE'LL GO INTO THE NIGHT. I THINK THAT IS A VALID ARGUMENT TO MAKE. MY QUESTION IS, HOW WILL WE DEAL WITH THE HEARINGS THAT TAKE PLACE BECAUSE SOME BOARD MEMBERS WILL GO HOME, SOME BOARD MEMBERS WILL HAVE TO STAY FOR HEARINGS? ARE WE MOVING THE HEARINGS UP EARLIER DURING THE DAYTIME? OR HOW WOULD THAT WORK? >> THE IDEA IS, AND THIS, AGAIN, IS GOING TO BE IN CONFLICT A LITTLE BIT DEPENDING ON HOW, AND I'LL ANSWER THAT QUESTION. IN CONFLICT A LITTLE BIT ON HOW WHETHER WE'RE PUSHED TO FIVE O'CLOCK INSTEAD OF FOUR O'CLOCK, DEPENDING ON WHAT OUR LAWYERS ADVISE US OF AND WHAT THIS BOARD ULTIMATELY DECIDES. BUT THE VISION MOVING FORWARD IS THAT FOUR O'CLOCK IS THE KEY TIME, AND THAT THE EMPLOYEE HEARINGS WOULD BEGIN AT 4:00 PM ON THE NIGHT OF THE NIGHT MEETING. FROM 6:00 PM, WHICH, IF YOU LOOK HISTORICALLY IN THE LAST THREE YEARS, IT'S ABOUT AN HOUR, AN HOUR AND A HALF EMPLOYEE HEARING MEETING TIME. IF THE REQUEST WOULD BE FOR BOARD MEMBERS TO MAKE THEMSELVES AVAILABLE AT 4:00 PM ON THE NIGHT MEETING, SO THAT FROM 4:00-6:00 WE DO EMPLOYEE HEARINGS, AND THEN WE JUMP INTO OUR STANDARD NIGHT MEETING TIME OF 6:00 PM. THEN ON THE BRIEFING DAYS, AGAIN, 4:00 PM IS NOW THE SAME ROUTINE, BUT INSTEAD OF NOT HAVING THE EMPLOYEE HEARINGS DURING THE BRIEFING TIME, WE ACTUALLY JUST JUMP STRAIGHT INTO OUR BOARD BRIEFING. THAT'S THE VISION. OF COURSE, EVERYTHING'S DIFFERENT. THE CURRENT VISION, OF COURSE, DOESN'T NECESSARILY WORK BEAUTIFULLY AS WELL BECAUSE WE'VE HAD FOLKS WAITING FOR A MINUTE. [OVERLAPPING] BUT THIS VERSION WOULD PUT THEM UP FRONT, WE WOULD GUARANTEE TO HEAR THEM. THEY TYPICALLY HAVE NEVER GONE PAST TWO HOURS IN THE LAST THREE YEARS THAT I DID THE RESEARCH ON, AND SO WE'LL BE READY. IT JUST REQUIRES A QUORUM TO BE HERE TWO HOURS BEFORE THE NIGHT MEETING. >> WHAT IS THE CONTINGENCY PLAN IF A HEARING GOES LONGER THAN THE NORMAL ALLOWED TIME, AND WE DON'T HAVE A QUORUM? WHAT'S THAT CONTINGENCY PLAN FOR THAT? >> IT'S A GREAT QUESTION. THE QUESTION WAS IF THE EMPLOYEE HEARING GOES LONG, LET'S SAY IT GOES TWO HOURS AND 30 MINUTES OR IT GOES THREE HOURS. I THINK THE MOST LOGICAL IMPACT WOULD BE PUSHING THE NIGHT MEETING BACK 30 MINUTES OR AN HOUR. BUT, AGAIN, YOU CAN LOOK BACK AS PUBLIC RECORD. WE'VE LOOKED AT HOW LONG THESE THINGS TYPICALLY TAKE. ALSO, BOARD SERVICES DOES A GREAT JOB OF SCHEDULING THESE THINGS IN A WAY THAT WE DON'T OVERSCHEDULE, SO THAT WE DON'T RUN INTO THOSE SITUATIONS. BUT IF YOU LOOK BACK IN THE LAST THREE YEARS, I THINK YOU'D BE HARD-PRESSED TO FIND A TIME WHERE WE'VE GONE BEYOND TWO HOURS ON THESE THINGS. >> THANK YOU FOR THE CLARIFICATIONS. >> FIRST ROUND STILL. TRUSTEE GARCIA. >> YES. I KNOW THAT PREVIOUSLY IT WAS DISCUSSED THAT THE CHANGE OF TIME WOULD FACILITATE COMMUNITY ENGAGEMENT, AND THAT'S SOMETHING THAT I'VE CONTINUOUSLY HEARD AND WORKING PROFESSIONALS, PEOPLE THAT DON'T NECESSARILY WORK AT ORGANIZATION WHERE THEY COULD ATTEND. THEN I ALSO WANT TO BRING UP A POINT OF TRANSPARENCY BECAUSE CURRENTLY THE CLIMATE, THERE HAPPENS TO BE DOUBT IN ORGANIZATIONS, AND I THINK US OPENING IT UP FOR 4:00 PM WOULD ALLOW MORE PEOPLE TO JOIN. HEARINGS ARE NEVER DIVIDED, THEY'RE NOT SPLIT. SO IF THERE WAS A TIME SITUATION, [02:35:01] THEY DON'T STOP AND THEN CONTINUE AT A DIFFERENT TIME. >> IT'S NOT IMPOSSIBLE, WE TYPICALLY DON'T DO THAT. THERE HAVE BEEN TIME PREVIOUSLY WHERE WE'VE STOPPED THIS MEETING TO GRUNT TO AN EMPLOYEE HEARING AND HAVE THE EMPLOYEE HEARING, AND THEN COME BACK AND RESTART THIS MEETING. THAT HAS HAPPENED IN THE PREVIOUS YEAR. >> THEN I'M REVIEWING THE CHANGE TRUSTEE FOREMAN PUT TOGETHER, AND I THINK I CAN TALK MORE ABOUT THAT IN THE FUTURE WITH HER. >> ANYONE ELSE ON ROUND 1? ROUND 2, TRUSTEE FOREMAN. >> TRUSTEE GARCIA, I'LL JUST SHARE WITH YOU, AND MOST BOARD MEMBERS UP HERE KNOW THAT TRUSTEE FOREMAN IS PROBABLY THE ONLY ONE THAT PULL ITEMS AND HAVE TO HAVE A SECOND TO BE ABLE TO GET THAT ITEM PULLED FROM THE AGENDA. THAT IS SOMETHING THAT HAPPENED PROBABLY IN THE LAST THREE TO FOUR YEARS. THAT HAS NOT ALWAYS BEEN A POLICY OF THIS BOARD. I DON'T THINK ANY OTHER TRUSTEE, MAYBE TRUSTEE TURNER, MAYBE, HAS ASKED A QUESTION AND GOT A SECOND TO PULL AN ITEM. MOST TRUSTEES DON'T DO THAT. THAT'S THEIR PREROGATIVE. BUT IT ALSO IS MY PREROGATIVE TO BE ABLE TO ASK QUESTIONS AND NOT HAVE TO GO BEGGING FOR A SECOND TO BE ABLE TO PULL THAT SO I CAN VOTE AGAINST IT. BECAUSE WHAT THAT FORCES ME TO DO IS TO VOTE AGAINST THE WHOLE CONSENT AGENDA. I DON'T THINK PERSONALLY I SHOULD BE PUT IN THAT KIND OF A POSITION AS A TRUSTEE DULY ELECTED, LIKE EVERYBODY UP HERE, DULY ELECTED AND LONGER THAN ANYBODY ELSE UP HERE. I DON'T THINK I SHOULD BE PUT IN THAT POSITION WHERE I HAVE TO GO BIG, AND I'VE ASKED TRUSTEE TURNER. BUT HE'S PROBABLY THE ONLY ONE I'VE ASKED THAT'S STILL UP HERE. THAT IS NOT RIGHT BY ANY STRETCH OF THE IMAGINATION. WHAT THAT'S GOING TO FORCE ME TO DO IS ASK ALL OF MY QUESTIONS AT THE BOARD BRIEFING. THEY CAN BE EXTENSIVE. I SEE THE SUPERINTENDENT LOOKING AT BECAUSE SHE KNOW I CAN GO ON AND ON AND ON. THEY CAN BE EXTENSIVE BECAUSE IF I DON'T HAVE A PARTNER TO PULL FOR A SECOND, I'M NOT GOING TO GO BEGGING, SO I'LL JUST ASK ALL MY QUESTIONS, AND THAT'LL BE ON ALMOST EVERY ITEM BECAUSE YOU SEE THIS BINDER RIGHT HERE, IT'S TRADITIONAL FOR ME BECAUSE THAT'S THE WAY I OPERATE. THAT'S IT. >> TRUSTEE MACKEY. >> THANK YOU FOR THAT, TRUSTEE FOREMAN. I ACTUALLY AGREE WITH YOUR POINT ON HAVING TO VOTE AGAINST THE CONSENT AGENDA. WHILE I AM NOT AMENABLE TO ANY TRUSTEE PULLING ITEMS FOR FULL DISCUSSION AT THE NIGHT MEETING, I WOULD BE AMENABLE TO ALLOWING A SINGLE TRUSTEE TO PULL IT FOR A SEPARATE VOTE WITHOUT DISCUSSION SO YOUR VOICE COULD BE HEARD IN TERMS OF THAT VOTE INSTEAD OF HAVING TO VOTE AGAINST THE CONSENT AGENDA. BUT I THINK TO YOUR POINT, TRUSTEE FOREMAN, I THINK YOU'RE RIGHT. THAT'S WHY WE'VE SET THE STRUCTURE UP HERE ON THE BRIEFINGS. I THINK THAT'S THE PERFECT OPPORTUNITY FOR THESE BRIEFINGS TO BE THAT CONVERSATION, EVEN IF THEY RUN LONG, AND I THINK THAT IS THE PURPOSE OF IT. THAT'S WHY I WOULDN'T SUPPORT THIS IN ITS CURRENT RECOMMENDATION. BUT TO YOUR POINT ABOUT THE CONSENT AGENDA AND HAVING TO VOTE AGAINST IT, I WOULD BE AMENABLE TO AN ADDITION THAT IT COULD BE PULLED OFF OF CONSENT FOR A VOTE ONLY IF IT DOESN'T HAVE A SECOND, BUT THE SECOND DOES ALLOW IT TO HAVE THE DISCUSSION. THANK YOU. >> ANY FURTHER QUESTIONS, COMMENTS ON THIS ONE? TRUSTEES, ANYTHING ELSE UNDER 11? >> YES. I DO HAVE A QUESTION. >> 11B. >> 11B, TRUSTEE TURNER? >> [OVERLAPPING] I'LL LET TRUSTEE FOREMAN GO. MINE IS D. >> TRUSTEE FOREMAN. >> TRUSTEE MACKEY, I THINK THIS IS ONE THAT YOU WORKED ON. >> YES, MA'AM. >> I'M STILL A LITTLE BIT CONCERNED ABOUT THE LANGUAGE IN REGARDS TO BREAKFAST AT THE SCHOOLS. THE LANGUAGE PRETTY MUCH SAYS THAT THE CHILDREN CAN HAVE BREAKFAST AT ANY TIME. TO ME, THAT'S JUST NOT GOOD LANGUAGE IN REGARDS TO BREAKFAST. I AM ALL FOR BREAKFAST FOR CHILDREN. [02:40:03] I'M ALL FOR IT IN THE CLASSROOM, I'M ALL FOR IT IN THE CAFETERIA. BUT THE LANGUAGE PRETTY MUCH INDICATES THAT IT CAN BE AT ANY TIME, AND THAT'S WHERE I'M HAVING A PROBLEM BECAUSE THAT'S A CONFLICT NOT ONLY WITH JUST BREAKFAST AT ANY TIME, BUT THAT'S A CONFLICT WITH LUNCH. I THINK IT SHOULD HAVE SOME TIME FRAME. IF THESE CHILDREN SHOULD GET BREAKFAST UNTIL NINE O'CLOCK, I THINK THAT WOULD BE FINE. BUT JUST AN OVERALL BREAKFAST AT ANY TIME, THAT'S JUST A CONFLICT FOR ME. >> TRUSTEE MACKEY. >> THANK YOU. IT MAKES SENSE TO ME, TRUSTEE FOREMAN. I THINK WE CAN WORK SOMETHING IN THERE. I'M SURE WE DON'T GIVE BREAKFAST AT THREE O'CLOCK IN THE AFTERNOON, ETC. FOR BREAKFAST IN THE CLASSROOM, WHAT IS OUR CURRENT CUTOFF? HOW DOES THAT ACTUALLY OPERATE IN PRACTICE? IS IT WHEN LUNCH STARTS OR HOW DOES THAT GO? >> THE TIME'S GOING TO VARY. YOU'RE RIGHT, IT'S NOT ABOUT FEEDING A KID BREAKFAST AT THREE O'CLOCK. WE'RE GOING TO START LUNCH AT SOME POINT, BUT WE'RE GOING TO PROVIDE A MEAL FOR THAT KID WHEN THAT KID SHOWS UP, SO THAT CHILD HAS AN OPPORTUNITY TO EAT PRIOR TO LUNCH EVEN BEGINNING. BUT ONCE LUNCH STARTS, WE'LL MAKE SURE THAT THAT CHILD EATS LUNCH. WOULD YOU BE AMENABLE? BECAUSE I'M AMENABLE TO LANGUAGE IN HERE THAT SPECIFIES THAT. I DON'T KNOW EXACTLY WHERE I CAN LOOK AT IT, BUT DISTRICT INCREASE BREAKFAST BEFORE SCHOOL, ENSURING STUDENTS WHO ARRIVED AFTER THE START OF SCHOOL ARE GIVEN ACCESS TO MEALS AND ALLOWED TO CONSUME BREAKFAST IN THE CLASSROOM. I DON'T HAVE THE SUGGESTION. [OVERLAPPING] >> UP UNTIL 30 MINUTES BEFORE THE LUNCH BEGINS. [OVERLAPPING] I DON'T KNOW IF THAT'S THE RIGHT TIME. I'M JUST SAYING BECAUSE THE ONLY ISSUE WITH PUTTING NINE O'CLOCK IS EACH OF OUR CAMPUSES, HIGH SCHOOLS ACTUALLY DON'T EVEN START UNTIL THAT TIME. BUT IF WE SAID A CERTAIN CUTOFF BEFORE LUNCH BEGAN AT THAT SCHOOL, WOULD THAT WORK? >> WHEN I THINK OF ELEMENTARY, I THINK OF ONE FRAME OF MIND, AND THEN WHEN I THINK OF HIGH SCHOOL, IT'S ANOTHER FRAME OF MIND BECAUSE NO HIGH SCHOOL STUDENT IS GOING TO COME IN AT NINE O'CLOCK LOOKING FOR BREAKFAST. >> I DON'T KNOW. I GOT A LOT OF THOSE. >> YOU DO? I DON'T HAVE ANY. >> WE DON'T START TILL 9:00. I WOULD JUST SAY, YOU ALL KNOW HOW FUNCTIONALLY IT WORKS WITH SCHOOLS. IF YOU COULD COME UP WITH AN IDEA OF WHAT THE LANGUAGE IS THAT WOULD MAKE IT CLEAR THAT YOU CAN'T POINT TO A POLICY AT 2:30 IN THE AFTERNOON AND SAY, I WANT BREAKFAST IN THE CLASSROOM, BUT THAT GETS TO THE HEART OF MAKING SURE KIDS HAVE ACCESS TO FOOD WHEN THEY NEED IT REGARDLESS OF WHEN THAT IS. >> ABSOLUTELY. >> WE CAN WORK ON THAT, BUT JUST TO WRAP AT LEAST THIS PART UP, THEN I WANT TO MAKE SURE OUR TEAM IS CLEAR. WE DON'T WANT A STUDENT TO GO HUNGRY BECAUSE THEY CAME LATE TO SCHOOL IN THE MORNING TIME. >> ANYTIME. >> NONE OF YOU DO, NONE OF US DO. SECONDLY, WE ALSO DON'T WANT DISRUPTION THROUGHOUT THE ENTIRE DAY. >> I WANT MY BREAKFAST. >> BECAUSE I WANT MY BREAKFAST. WE DON'T WANT IT TO, AGAIN, IT'S TWO O'CLOCK, I WANT BREAKFAST EVEN THOUGH LUNCH HAS ALREADY COME. KNOWING THAT, OUR TEAM CAN CRAFT SOMETHING AND THEN CONNECT WITH YOU, TRUSTEE MACKEY AND TRUSTEE FOREMAN, JUST TO SEE IF THAT CONTINUES TO MEET THAT. ACCEPTABLE? THANK YOU. >> THAT'S ACCEPTABLE. >> TRUSTEES, I THINK THE NEXT ONE, TRUSTEE TURNER SAID, ANYTHING BEFORE 11E. >> HOLD ON. >> MINE IS D. >> I'M SORRY, D. >> YES. >> ANYONE ON 11C? >> HOLD ON A MINUTE. I HAVE 11C. >> 11C, TRUSTEE FOREMAN. >> ON 11C, TRYING TO GET TO THE RIGHT PAGE HERE. I THINK THIS IS A ROBERT ABEL QUESTION. >> IT'S TERM CONTRACT. ROBERT, IT'S DFPB. >> TERM CONTRACT. I'M ON PAGE 304 AND UNDER 40. OUT OF THE 39 REASONS THAT WE HAVE LISTED, WE ALSO LIST ANY OTHER REASON DETERMINED TO BE IN THE BEST INTEREST OF THE DISTRICT. [02:45:03] IS THERE A REASON WHY WE ARE USING THAT CATCH-ALL LANGUAGE? >> I WOULD SAY WE HAD THAT IN THERE FOR ANY UNIQUE CIRCUMSTANCE THAT'S NOT INCLUDED IN THE 39 REASONS, BUT DOES PUT THE DISTRICT AT RISK IF WE WOULD WANT TO MOVE FORWARD. TRADITIONALLY, WE WOULD HAVE MORE THAN ONE REASON LISTED, BUT NOT ALWAYS. >> WOULD THE WORDING BE, FOR ANY UNIQUE SITUATION, COULD WE PUT THAT IN THERE TOO? BECAUSE WHEN WE SAY ANY OTHER REASON, THAT COULD BE ANYTHING. >> I THINK MY ONLY PAUSE WITH ADDING UNIQUE, I DEFINITELY SEE YOUR PERSPECTIVE, BUT IT WOULD BE IS THAT A PERSON COULD ARGUE IN COURT. WELL, THIS IS NOT A UNIQUE SITUATION BECAUSE IT HAPPENED IN 1999 IN IRVING ISD OR SOMETHING, SO I WOULD NOT WANT TO LIMIT THAT. I CAN JUST TELL YOU THAT WE DO REVIEW ALL OF THESE INDIVIDUALLY, AND WE BRING THEM TO THE BOARD ALSO PRIOR TO A VOTE. THERE'S AN OPPORTUNITY FOR YOU TO HAVE THAT DISCUSSION, OR IF THERE'S THAT REASON THAT WE FEEL WOULD NOT BE APPROPRIATE. THERE'S SEVERAL CATCHES AS WE GO FORWARD. >> WE'LL GO TOGETHER. >> SOUNDS GREAT. >> HAVE A CONVERSATION. >> YES, MA'AM. >> I'M NOT BUYING IT. >> NOT A HOME RUN, BUT I'M TRYING. >> AT LEAST YOU HAVE TO PLAY. >> ANYONE ELSE ON 11C? THEN TRUSTEE TURNER, 11 D. >> YES. I HAVE A QUESTION. WHEN WE TALK ABOUT ATHLETIC COACHES, WHAT DO WE MEAN BY NON-CREDENTIAL? >> NON-CREDENTIAL, WHEN WE SEE THAT FROM A ECM PERSPECTIVE, CREDENTIAL WOULD BE A SBEC CERTIFICATION FOR A TEACHER OR ANY OTHER STATE LICENSE OR SOMETHING ALONG THOSE LINES. >> NOW, TO THE SUPERINTENDENT, HOW DOES THIS IMPACT I KNOW THE STIPENDS WHEN IT COMES TO EXEMPT VERSUS NON-EXEMPT EMPLOYEES? >> FOR ATHLETIC PURPOSES, BECAUSE OF THE NUMBER OF HOURS THAT YOU TALK ABOUT WHENEVER YOU THINK ABOUT ANY ATHLETIC COACHING OF ANY SORT, YOU CANNOT DO STIPENDS FOR NON-EXEMPT EMPLOYEES BECAUSE THEY WORK HOURLY, SO WAGE AND HOUR LAWS APPLY. YOU MUST PAY TIME-AND-A-HALF FOR EVERY HOUR THAT AN EMPLOYEE IS WORKING EVEN IF IT'S WITHIN THEIR ASSIGNMENT OR IF IT'S OUTSIDE THEIR ASSIGNMENT. SOMETHING LIKE COACHING WITH REGARD TO THAT, IF I GO AND I'M GOING TO GO REVIEW THE VIDEO FROM LAST WEEK'S GAME, I MIGHT SPEND THREE HOURS DOING THAT. THE SECOND ISSUE ARISES FROM [NOISE] MANY INDIVIDUALS WHO ARE NON-EXEMPT ARE ALSO IN POSITIONS WHERE WE MAY BE USING TITLE DOLLARS, AND YOU CANNOT LEAVE YOUR PRIMARY ROLE TO GO DO COACHING BECAUSE NOW I RISK FEDERAL FUNDING, AND NOT JUST THE FEDERAL FUNDING FOR THAT PERSON, IT'S ACTUALLY A PART OF THE FEDERAL REQUIREMENT OF THE ENTIRE $160 MILLION THAT WE WOULD GET. CAN A NON-EXEMPT PERSON CLOCK OUT AND SAY THEY'RE GOING TO GO HELP A COACH FOR AN HOUR AND THE CAMPUS USES THEIR CAMPUS FUNDS TO PAY THEM? YES, IT'S STILL GOING TO BE TIME-AND-A-HALF, I WANT TO ADD, BECAUSE ANY HOUR OUTSIDE, REGARDLESS OF WHETHER YOU'RE DOING THE SAME JOB OR A NEW JOB, ANY HOUR ABOVE THE 40 HOURS ON NON-EXEMPT EMPLOYEES HAS TO GET PAID AT TIME-AND-A-HALF. THAT'S THE ISSUE, BUT PART OF THE LANGUAGE CHANGE HERE IS BECAUSE YOU DON'T HAVE TO NECESSARILY BE A CERTIFIED EMPLOYEE TO BE ABLE TO COACH. WE DO HAVE SOME COACHES THAT ARE COACHES, THEY MAY EVEN BE A TEACHER, THEY MAY NOT BE CERTIFIED YET. THEY MAY BE WORKING TOWARDS THAT CERTIFICATION. I'M GOING TO GIVE AN EXAMPLE, I DON'T THINK WE HAVE THAT MANY. I CAN'T THINK OF ONE, BUT A REAL EXAMPLE COULD BE, I COULD BE A CTE TEACHER AND A DOI BECAUSE I'M REALLY GOOD AT A PARTICULAR CRAFT, AND I COULD DO SOME COACHING. THAT'S AN EXEMPT EMPLOYEE WHO MAY NOT BE CERTIFIED, BUT WHO CAN COACH. THAT'S DIFFERENT BECAUSE THAT EMPLOYEE IS EXEMPT. THAT'S WHY THE RECOMMENDATION OF WHO IS NOT CREDENTIALED MAY BE ASSIGNED, WE ABSOLUTELY CAN SUPPORT THAT LANGUAGE, BUT THANK YOU FOR ASKING THE CLARIFYING QUESTION. WHAT WE CAN BE CLEAR ON IS THE SIGNIFICANT ISSUE HERE IS WHETHER YOU'RE NON-EXEMPT EMPLOYEE OR AN EXEMPT EMPLOYEE. >> YES. THANK YOU FOR THAT CLARIFICATION. THAT'S ALL I HAD. THANK YOU. >> TRUSTEE FOREMAN. >> I HAVE A COUPLE OF QUESTIONS, MAYBE MORE THAN A COUPLE. I'LL START WITH WHO MAKES THE DETERMINATION THAT THIS PERSON COULD COACH AT A SCHOOL? >> IT STILL HAS TO GO THROUGH THE REGULAR HIRING PROCESS. IN OTHER WORDS, A COACH OR THE PRINCIPAL, DEPENDING ON WHO SUPERVISES THE POSITION. [02:50:03] >> WHO SUPERVISES THE POSITION? WOULD IT BE THE ATHLETIC DIRECTOR? >> I DON'T THINK AN ATHLETIC DIRECTOR HIRES CAMPUS COACHES. THEY MAY BE A PART OF THE INTERVIEW COMMITTEE, BUT IF I RECALL, THOSE ARE PRINCIPAL DECISIONS. >> I'LL TALK ABOUT MY CONCERNS LATER. WOULD THIS AFFECT INSURANCE? >> THE WAY IT'S WRITTEN RIGHT NOW HAS ABSOLUTELY NO EFFECT. >> NO EFFECT ON? >> NO, MA'AM. THIS SITUATION OF LANGUAGE WE HAVE IN HERE IS CURRENTLY IN PLACE. WE HAVE NON-CREDENTIALED PEOPLE THAT ARE COACHING RIGHT NOW AS I'M SITTING HERE. >> THEY'RE CALLED A COACH? >> CORRECT. >> I'D LIKE TO SEE THAT LIST OF PEOPLE. >> ABSOLUTELY. >> BECAUSE I DO REMEMBER WHEN MIKE MILES WAS HERE, WE GOT RID OF ALL NON-CREDENTIAL COACHES. >> ACTUALLY, MAY I MAKE A CORRECTION? >> SURE, PLEASE. >> THOSE WERE NON-EXEMPT INDIVIDUALS, NOT NON-CREDENTIALED. >> I THOUGHT IT WAS NON-CREDENTIAL AND I WILL ACCEPT WHAT YOU SAY, BUT I WOULD LIKE TO SEE A LIST OF THOSE PEOPLE WHO ARE CURRENTLY COACHING, WHERE THEY'RE COACHING, AND HOW LONG THEY'VE BEEN COACHING. >> YES, MA'AM. >> I CAN GET THAT. >> YOU CAN GET THAT? >> YOU CAN JUST GO TALK TO HER ABOUT ONE BECAUSE SHE'LL KNOW THAT ONE. >> NO. I WANT EVERYBODY BECAUSE I MIGHT KNOW EVERYBODY. >> NO, WE'RE GOING TO PROVIDE YOU ALL, BUT RIGHT NOW WE CAN PROVIDE YOU ONE THAT YOU'RE GOING TO BE VERY FAMILIAR WITH. >> I WOULD LIKE TO SEE THAT BECAUSE I DO HAVE SOME CONCERNS JUST BECAUSE THE WAY THE LANGUAGE IS, IT DOESN'T SPECIFY IF THAT'S THROUGH THE ATHLETIC DEPARTMENT OR IF THAT'S THROUGH THE SCHOOL. >> NO. THIS POSITION, THE ATHLETIC COACH, I'M SO GLAD YOU RAISED THAT. THIS IS NOT A NEW POSITION, THIS IS FOR ANY EXISTING ATHLETIC COACH. THE ONLY CAVEAT HERE IS WE'RE BEING TRANSPARENT THAT THEY DON'T NECESSARILY HAVE TO BE A CERTIFIED OR CREDENTIALED INDIVIDUAL TO BE A COACH. >> [OVERLAPPING] I'D LIKE TO SEE THAT LIST. >> YES, MA'AM. THANK YOU. >> ANYTHING FURTHER ON 11D? SEEING NOTHING FURTHER ON 11D. >> SORRY, I ACTUALLY DO. I HAVE A QUESTION. >> 11D? >> YEAH. >> TRUSTEES SANDERS. >> SUPER QUICK CLARIFICATION, AND YOU TOUCHED ON IT JUST A SECOND, CURRENT EMPLOYEE. HELP ME. >> WE DEFINE CURRENT EMPLOYEE AS ANYONE WHO BECOMES AN EMPLOYEE. >> GOT IT. THANK YOU. >> SEE, EVERY NOW AND THEN, I CAN HANDLE ROBERT'S JOB TOO. >> WELL, THAT WASN'T TOO GOOD. ANYONE WHO BECOMES AN EMPLOYEE? I'M TALKING ABOUT CURRENT EMPLOYEES. >> NO, BUT WE HAVE A CURRENT EMPLOYEE. YES. >> TRUSTEES, ANYTHING AFTER 11D? >>YES, 11E. >> 11E, TRUSTEE FOREMAN. >> TWO OF MY FAVORITES. HI. LET'S JUST START WITH LOTS OF QUESTIONS. THIS IS EVERY YEAR, SO IT'S NOT NEW THAT I HAVE QUESTIONS REGARDING THE STUDENT CODE OF CONDUCT. I THINK AT ONE POINT, IT WAS STATED THAT OUR STUDENTS ARE NOT BEING SENT TO DAEP AS OFTEN AS THEY WERE BEFORE WE STOPPED THE EXPULSION OF STUDENTS. WHAT I WANT TO BE CLEAR ABOUT IS THAT WE DISAGGREGATED THE DATA. WE TALK A LOT ABOUT USING DATA, AND I'M NOT TALKING ABOUT YOU GUYS. I'M TALKING ABOUT THE WAY THE CONVERSATION WENT. IT WAS A DISAGGREGATION OF DATA. WE HAVE THE DAEP LIST OF STUDENTS, AND WE ALSO HAVE THE RESET. IN MANY CASES, THE RESET STUDENTS WOULD HAVE BEEN SENT TO DAEP IF WE DIDN'T HAVE RESET. LOOKING AT THAT OVERALL, THE DISCIPLINE HAS NOT GONE DOWN. THE DISCIPLINE IS STILL UP AND STILL NEEDS TO BE ADDRESSED. I'M NOT IN FAVOR OF THE STATE LEGISLATURE, BUT THEY DID COME UP WITH A HOUSE BILL THAT TALKED SOMEWHAT ABOUT DISCIPLINE, CORRECT? [02:55:03] WHAT WAS THAT HOUSE BILL? >> SIX. >> WHAT DID IT SAY? >> IT'S QUITE A BIT IN HOUSE BILL 6. ALLY ARE YOU RUNNING FOR THAT? >> YOU KNOW ME. YOU KNOW WHERE TO GO. WHAT DOES IT OVERALL SAY? MAYBE KESHA IS LOOKING AT IT, SHE CAN TELL ME REAL QUICK. >> THE MAJOR CHANGES FOR US OUT OF HOUSE BILL 6 WAS THAT IT ADDED LANGUAGE AROUND THE CBCS, THE CAMPUS BEHAVIOR COORDINATORS. IT ADDED LANGUAGE AROUND THE TEACHER REMOVALS. IT ADDED LANGUAGE AROUND THREAT ASSESSMENT. A BIG ONE THAT WE'RE WORKING ON RIGHT NOW IS THE CELLULAR DEVICE BAN AND THE E-CIGARETTES. THEY ADDED A FEW EXPELLABLE OFFENSES. THEY ALSO HAVE AN INTRODUCTION TO VIRTUAL ALTERNATIVE EDUCATION PROGRAM. NOW, ONCE WE GET THE GUIDELINES FROM TEA DOWN THE ROAD, WE WILL BE ABLE TO HAVE A VIRTUAL PROGRAM FOR DAEP. THEN THERE'S ALSO LANGUAGE ABOUT SUSPENSIONS. >> WHAT IS THAT LANGUAGE ABOUT SUSPENSION? >> NOW THE YOUNGER KIDS CAN BE SUSPENDED. >> THAT'S ELEMENTARY SCHOOL, CORRECT? >> YEAH. PRE-K THROUGH THIRD GRADE CAN NOW BE SUSPENDED. >> OF COURSE, YOU CHANGED LOTS OF THE POLICY AS WE DO EVERY YEAR, RIGHT? >> YES, MA'AM. >> I'M ON PAGE 9. >> PAGE 90? >> NINETY? >> YES. >> IT TALKS ABOUT A PAGE 15 SECTION 4. TRANSPORTATION IS NOT PROVIDED FOR DAEP AND JJAEP FOR STUDENTS WITH DISABILITIES UNLESS THE STUDENT IEP STATES THAT THERE HAS TO BE. THE QUESTION THAT I HAVE IN REGARDS TO THAT IS IS THAT MY UNDERSTANDING HAS ALWAYS BEEN THAT WE PROVIDED TRANSPORTATION FOR JJAEP. ARE WE NOT GOING TO PROVIDE TRANSPORTATION FOR JJAEP? >> FOR THE SPECIAL EDUCATION STUDENTS, IT WOULD BE IN THEIR IEP. WE WOULD PROVIDE IT, BUT IT JUST HAS TO BE IN THE IEP. >> IF THEY'RE NOT SPECIAL ED, ARE WE PROVIDING TRANSPORTATION FOR JJAEP? WE USED TO PROVIDE THAT. >> YEAH. WE DON'T PROVIDE. >> WELL, WE USED TO. IF SOMEBODY WOULD LOOK AT THAT BECAUSE I SPECIFICALLY KNOW OF A STUDENT THAT WE PROVIDED TRANSPORTATION FOR JJAEP. IF SOMEBODY COULD LOOK AT THAT, JUST TO MAKE SURE I'M NOT WRONG ON THAT. I COULD BE, BUT I DON'T THINK I AM. NOW I'M ON THIS IS THE NEXT PAGE. THIS TALKS ABOUT THE DISABILITIES COMMITTEE. ACTUALLY, IT LOOKS LIKE IT'S GOT PAGE 16 AT THE TOP. IT'S ON THE NEXT PAGE. THIS IS ON THE WORKUPS OR THE MARKUPS OF WHAT CHANGES ARE GOING TO BE MADE. IF YOU SEE 16 AT THE TOP. YOU SEE IT? THEN IT TALKS ABOUT THE STUDENT WITH DISABILITIES WHO IS FOUND TO HAVE VIOLATED THE STUDENT CODE OF CONDUCT WILL BE REFERRED TO DISCIPLINARY ACTIONS UNDER THE DISTRICT'S PROCEDURES. BUT IT TALKS ABOUT A COMMITTEE. WHO'S ON THAT COMMITTEE? >> THAT WOULD BE THE HEARING COMMITTEE. ON THE HEARING COMMITTEE, IT WOULD BE THE PRINCIPAL, THE ASSISTANT PRINCIPAL, THE SPECIAL ED TEACHER, A MENTAL HEALTH CLINICIAN, BECAUSE IT'S PART OF THE DISCIPLINARY REVIEW COMMITTEE. >> THAT'S GOOD. THANK YOU. THEN PAGE 21. STAND ON THAT SAME PAGE, GOOD, WHERE IT SAYS 21. THIS IS THE ONE THAT REALLY CAUGHT MY ATTENTION AND IT'S BASED ON TEACHERS BEING ABLE TO KEEP STUDENTS OUT OF THEIR CLASS BECAUSE OF DISRUPTION. BUT IT ALSO TALKS ABOUT THERE WOULD HAVE TO BE SOME RETURN TO THE CLASSROOM AND [03:00:04] SOMEONE WOULD HAVE TO PRESENT SOME PAPER REGARDING THAT. WHO WOULD THAT BE? >> THE SAFETY PLAN. >> AT THE CAMPUS, THEY WOULD REVIEW. IF THE TEACHER REMOVES THE STUDENT, AND THEN THE GROUP WOULD COME BACK TOGETHER, THE TEACHER HAS TO DO A WRITTEN CONSENT FOR THE STUDENT TO COME BACK. NOW, IF THE TEACHER SAYS THEY DO NOT WANT THE STUDENT BACK, THEN THERE IS A REPLACEMENT REVIEW COMMITTEE THAT COMES TOGETHER, THEY REVIEW THE SITUATION. THEY DETERMINE IF THERE IS ANOTHER PLACEMENT THAT IS BEST FOR THE STUDENT. BUT IN SOME CASES, THE STUDENT WILL HAVE TO RETURN, FOR EXAMPLE, LET'S SAY IT'S AN ALGEBRA ONE TEACHER, AND THEY ONLY HAVE ONE ALGEBRA ONE TEACHER IN THE SCHOOL. THE STUDENT WOULD HAVE TO GO BACK FOR THEIR ALGEBRA 1. >> WHO WAS ON THE PLACEMENT REVIEW COMMITTEE? >> ON THE PLACEMENT REVIEW COMMITTEE, WE WOULD HAVE TO GIVE ALL THOSE GUIDELINES TO THE CAMPUS. I WANT TO SAY, IS IT UNDER 37.03? WE'LL LOOK AT 37.03 AND GET THAT LIST TO YOU OF WHO ALL IS ON THERE. BUT THEN THAT GROUP WOULD THEN COME BACK WITH A PLAN AND WORK WITH A TEACHER FOR THE STUDENT TO RETURN. >> I ASKED THAT QUESTION BECAUSE TEACHERS HAVE HAD CONCERNS ABOUT NOT BEING ABLE TO KEEP STUDENTS OUT OF THEIR CLASS WHO ARE DISRUPTIVE. IT WOULD BE INTERESTING TO SEE HOW THAT COMMITTEE IS SET UP. THEN I'M STILL ON THAT SAME PAGE 27. >> TRUSTEE FOREMAN, IF WE CAN GO BACK, I APOLOGIZE. WE DO HAVE IT IN HERE. IT'S UNDER 7.1 RIGHT BELOW THAT. IT TELLS YOU EXACTLY WHO'S ON THE COMMITTEE. THE CAMPUS FACULTY CHOOSES TWO TEACHERS, THE CAMPUS BEHAVIOR COORDINATOR. I APOLOGIZE IT'S RIGHT THERE. >> THAT'S OKAY. THIS IS A LOT OF READING BY THE WAY, MA'AM [LAUGHTER] AND SMALL PRINT TOO. THEN ON THAT SAME PAGE 27, IT SAYS, IDENTIFYING INDIVIDUALS BASED ON REFERRALS, TIPS, OR OBSERVATIONS AND THIS IS ON THE BEHAVIORAL SUITS SIDE? IS THIS A NEW TEAM THAT WILL BE COMING INTO THE SCHOOL OR IS THIS A TEAM THAT'S ALREADY SET UP IN THE SCHOOL? >> YES. THE CAMPUSES ALREADY HAVE A THREAT ASSESSMENT TEAM. BECAUSE RIGHT NOW WE HAVE THAT PROCESS IN PLACE ON OUR CAMPUSES WHERE IF THERE IS A THREAT, THERE IS A GROUP THAT COMES TOGETHER AND REVIEWS IT. WE JUST NOW HAD TO PUT THIS LANGUAGE IN THE CODE OF CONDUCT BECAUSE OF HOUSE BILL 6. >> DO WE DO A LARGE NUMBER OF RISK ASSESSMENTS? DO WE KNOW HOW MANY WE DO? >> I CAN GET YOU THAT NUMBER? >> YEAH, THAT'S OKAY. JUST THE NUMBER WOULD BE GOOD. THANK YOU. I'M FLIPPING THE PAGE. WE'RE TALKING ABOUT A NEW STORAGE METHOD AND I GUESS THAT'S IN REGARDS TO DATA, WHICH WE PROBABLY TALKED ABOUT MORE TIMES THAN I'D LIKE TO TALK ABOUT AND THAT'S FOR THE CELL PHONES. I KNOW SUPERINTENDENT, I THINK WE TALKED ABOUT IT BEFORE, AT SOME POINT, SOME SCHOOLS DID TEST THE CELL PHONE USAGE? >> YES, MA'AM. >> YOU TEND TO LOOK AT THE TIME BUT YOU PUT YOUR HEAD DOWN. [LAUGHTER] >> TRUSTEE FOREMAN, CAN I COME BACK AROUND 2:00? >> NO. YOU KNOW WHAT? I DO HAVE A LONG ARM. >> YES, WE HAD CAMPUSES THAT DO THIS AND THEY COLLECTED DATA, AND THAT'S GREAT, BUT IT'S NO LONGER AN OPTION, REGARDLESS OF WHATEVER DATA COLLECTION TOOK PLACE BECAUSE IT IS NOW PART OF THE LAW. HOWEVER, WE ARE HAVING TO WAIT FOR TEA TO PUT OUT RULES. RULE MAKING TAKES PLACE. MOST PEOPLE SOMETIMES THEY WONDER, WHY ISN'T THIS IMMEDIATE? BECAUSE TEA STILL HAS TO CREATE RULES. THERE'S STATEMENTS IN THERE THAT SAYS, CELL PHONES CANNOT BE USED. I DON'T KNOW IF IT'S IN THIS ONE DURING THE INSTRUCTIONAL DAY. WHAT DOES THAT MEAN? DOES THAT MEAN AT LUNCHTIME THEY CAN'T HAVE IT? DOES THAT MEAN A PASSING PERIOD THEY CAN'T HAVE IT? DOES THAT MEAN THE MINUTE THEY STEP ON A CAMPUS, DOES IT MEAN ONLY IN THE CLASSROOM? [03:05:01] THERE ARE SOME OF THESE THAT SOME OF THE SPECIFICITY WILL HAVE TO COME OVER TIME. WHAT WE DO KNOW IS CLEAR IS THEY ARE CERTAINLY NOT MANDATING THE WAY IN WHICH YOU BECAUSE IT DOES ALSO SAY THAT THE ITEM HAS TO BE SECURED. BUT IT DOESN'T TELL YOU HOW, NOR DOES IT REQUIRE IT? SECURED COULD BE KIDS HAVE TO PUT IT UP AND THEY CAN'T TAKE IT OUT. NOW, THERE HAVE TO BE CONSEQUENCES THEN IF STUDENTS DON'T MEET THAT EXPECTATION. BUT IT DOESN'T MEAN YOU HAVE TO GO PURCHASE A POUCH. THERE'S A LOT OF SPECIFICITY HERE THAT IS NOT WRITTEN, THAT WE WILL STILL HAVE TO BE PROBABLY INFORMING YOU OF HOW WE'RE GOING TO IMPLEMENT THAT. >> TRUSTEE TURNER. >> YES. MY CONCERN IS ABOUT PAGE 7. WHEN WE TALK ABOUT THE STUDENT ENGAGEMENT AND SUPPORT DEPARTMENT, WHY IS THAT LANGUAGE BEING SCRATCHED THROUGH THAT A REFERRAL MUST BE APPROVED BY THE STUDENT ENGAGEMENT SUPPORT DEPARTMENT WHEN IT COMES TO GRADUATIONS? [NOISE] >> BY THE TIME THE STUDENT IS GETTING TO GRADUATION, THE REFERRAL WOULD HAVE ALREADY BEEN APPROVED SO WE CAN NO LONGER NEED TO HAVE THAT INFORMATION IN THERE. >> PAGE 9. THIS IS MY BIGGEST CONCERN, DELETING BULLETS TO CLARIFY PARENT AND GUARDIAN ACCESS TO PERMANENT PARAMETERS FOR VIDEOS AND WITNESS STATEMENTS. WHY ARE WE SCRATCHING THROUGH ENSURING AND PROTECTING STAFF AND STUDENTS, RIGHTS TO DUE PROCESS? WHEN I READ 2.4, IT DOESN'T SPECIFICALLY TALK ABOUT PARENT AND GUARDIAN ACCESS WHEN I READ THE POLICY ITSELF. >> ARE YOU TALKING ABOUT THE VIDEOS? >> YES. >> I'M SAYING IF I GO UP TO 2.4, AND YOU SEE ADMINISTRATOR/CAMPUS BEHAVIOR COORDINATOR. ARE WE REMOVING ADMINISTRATORS FROM THIS PROCESS? >> THE CAMPUS BEHAVIOR COORDINATOR IS AN ADMINISTRATOR. BUT THERE IS NOW A SINGLE CAMPUS BEHAVIOR COORDINATOR ON THE CAMPUS. HOUSE BILL 6 GAVE US THE CLEANER LANGUAGE THAT WE ARE NOW TO HAVE IN THIS SECTION. THAT'S WHERE WE TOOK THIS LANGUAGE WAS FROM HOUSE BILL 6. SINCE IT'S ONE CAMPUS BEHAVIOR COORDINATOR THAT HAS THESE RESPONSIBILITIES, THAT'S WHY WE TOOK OUT THE ADMINISTRATOR/ BECAUSE THE TITLE IS CAMPUS BEHAVIOR COORDINATOR. [BACKGROUND] >> WHEN I GO TO A CAMPUS AND I LOOK FOR THE CAMPUS BEHAVIOR COORDINATOR, IT'S GOING TO BE AN ASSISTANT PRINCIPAL. >> NORMALLY, IT'S AN ASSISTANT PRINCIPAL. >> NOW, WHAT IF IT'S NOT AN ASSISTANT PRINCIPAL? >> IT MIGHT BE THE PRINCIPAL. >> BECAUSE I KNOW WE HAVING A REDUCTION IN APS, SO HOW DOES THAT COME AS AN ADDITIONAL RESPONSIBILITY TO A PRINCIPAL THAT LOSES AP? I KNOW THAT. >> EVERYBODY DID NOT LOSE AN AP. TRUSTEE TURNER, WE HAD A CONVERSATION. [OVERLAPPING] >> I KNOW. > TO BE FAIR, WE SPENT TIME AND WE'VE REVISITED THOSE, AND WE MADE SOME CONNECTIONS THAT WE NEEDED TO CORRECT FROM THE BEGINNING RATHER THAN ADD THOSE AT THE END. OUR TEAM WILL MAKE THOSE A PART OF THE PROCESS ONGOING SO THAT THE CAMPUSES DON'T END UP IN THAT SITUATION AGAIN. >> YES, I GET THAT. I'M JUST THINKING ABOUT THE ADDED RESPONSIBILITY TO A INDIVIDUAL. UNLESS THAT'S ALREADY THE ROLE. >> ASSISTANT PRINCIPALS HAVE HAD TO BE, THAT'S BEEN A PART OF OUR JOB. WHEN YOU WERE AN AP, YOU WERE A CAMPUS BEHAVIOR COORDINATOR. HOWEVER, SOMETIMES CAMPUSES WOULD CHOOSE TO MAYBE LIKE YOU'RE GOING TO TAKE IT FOR THESE STUDENTS, AND YOU'RE GOING TO TAKE IT FOR THESE STUDENTS AND BE THE CBC. NOW, THE LAW REQUIRES IT TO BE ONE PERSON. THE PRINCIPAL WORKING WITH THEIR ASSISTANT PRINCIPALS, WILL SELECT WHICH PERSON. NOW, THEY CAN GET HELP FROM OTHER PEOPLE, BUT ONLY ONE PERSON CAN ACTUALLY BE THE PERSON TEA IS GOING TO BE SENDING INFORMATION OR COLLECTING INFORMATION FROM HAS TO BE ONE NAMED PERSON. >> GOT YOU, I UNDERSTAND. THANK YOU. MOVING ALONG, SECTION 8.3 ON PAGE 23. COULD YOU EXPLAIN THAT TO ME? >> UNDER THE VIDEOS? >> YES. >> WE TOOK THAT LANGUAGE OUT BECAUSE WHILE WE DO THAT, WE WERE INFORMED THAT WAS SOMETHING WE DID NOT NECESSARILY NEED TO PUT IN THE CODE OF CONDUCT, BECAUSE THAT IS A RIGHT, BUT WE DON'T PUT ALL OF OUR RIGHTS AND LEGAL INFORMATION IN HERE, [03:10:04] SO WE JUST TOOK THAT BACK OUT. >> BUT APPARENTLY, SOMEBODY HAVE THAT RIGHT. THEY DO HAVE THIS? >> YES. >> THAT'S THE MAIN THING I WAS CONCERNED ABOUT THAT NO ONE RIGHTS WAS BEING TAKEN AWAY. THAT'S ALL THE QUESTIONS I HAVE. THANK YOU VERY MUCH. >> TRUSTEE SANDERS. >> ON PAGE 8, IF YOU GO THERE WITH ME. SORRY. >> THIS PAGE 8. NOT THE LINE OF PAGE 8, BUT ACTUALLY PAGE 8, SO PAGE 44. >> HE'S LOOKING AT THE ACTUAL MARKED-UP CODE OF CONDUCT. >> YOU GOT IT. >> [OVERLAPPING] ARE YOU ON 1.4? >> NO. I WAS USING THE MARKED-UP DETAIL SHEET, EIGHT OF THEM. >> [OVERLAPPING] YOU'RE ON PAGE 8 OF 54. >> NO. CLEARLY, I'M NEW, IS WHAT I AM. [LAUGHTER]. GOING BACK TO THAT ONE. THERE YOU GO. KEEP SCROLLING DOWN TO PAGE [OVERLAPPING] 44. WE'RE GOING TO BE ALL RIGHT. THANK YOU. [LAUGHTER] I'M INTERESTED IN A COUPLE OF THINGS. ONE, I KNOW THAT A WHILE BACK WHEN IT WAS MADE A MANDATORY REFERRAL FOR ELECTRONIC CIGARETTES OR VAPING, AS WE CALL IT, WE SAW A SIGNIFICANT IMPACT IN OUR NUMBER OF REFERRALS TO AP. >> CORRECT. >> I'M INTERESTED IN, ONE, WHAT DID THAT LOOK LIKE FOR DALLAS ISD? I'VE SEEN THAT ACROSS THE STATE. I ALSO DID SOME WORK SPECIFICALLY IN FORT WORTH ISD. I'M INTERESTED IN WHAT HAPPENED THERE. WHAT WE THINK THE IMPACT IS GOING TO BE GIVEN THE SHIFT THAT WE'RE SEEING HERE, WHICH WHAT THIS IS SAYING, JUST FOR THE RECORD, IF AEP IS AT CAPACITY, WHAT WE'RE SAYING IS, WE'RE GOING TO USE THE RESET ROOMS AND ON-CAMPUS SOLUTIONS FOR FIRST OFFENSES FOR 10 DAYS, AND THEN SECOND OFFENSE WILL BE A MANDATORY DAEP PLACEMENT. INTERESTED IN WHAT HAPPENED WHEN WE HAD THE MANDATORY AEP PLACEMENT BECAUSE I'M INTERESTED IN SEEING WHAT WE THINK IS GOING TO HAPPEN WITH THIS SHIFT. WHAT'S THE DIFFERENTIAL BETWEEN HOW MANY KIDS WE WERE SENDING TO DAEP AND WHAT WE'RE DOING NOW? I THINK IT'S A POSITIVE DIRECTION, IN FACT, THAT WE DON'T HAVE A MANDATORY REQUIREMENT FOR ELECTRONIC CIGARETTE, BECAUSE HONESTLY, I DON'T SEE HOW THAT WAS HELPING THE PROBLEM IN THE FIRST PLACE. BUT I'D LOVE TO PUT SOME NUMBERS TO IT BECAUSE IT THEN CONNECTS TO MY SECOND QUESTION, HELP ME UNDERSTAND WHY WE WOULD STILL MAINTAIN A MANDATORY AEP PLACEMENT FOR A SECOND OFFENSE, EVEN IF IT IS A SECOND OFFENSE AS OPPOSED TO GIVING FLEXIBILITY, ADAPTABILITY IN CASE SPECIFIC DECISIONS TO THE CAMPUS STAFF WORKING WITH THAT PARTICULAR STUDENT. >> THIS IS FROM HOUSE BILL 6. IT IS STILL MANDATORY. HOWEVER, THEY NOW GAVE US THE FLEXIBILITY FOR THE FIRST OFFENSE THAT THEY COULD GO INTO IN-SCHOOL SUSPENSION FOR 10 DAYS. BUT WE KNOW WE DON'T HAVE IN-SCHOOL SUSPENSION. WE HAVE RESET. >> THAT'S RIGHT. >> THAT'S WHY WE'RE USING THAT LANGUAGE FROM HOUSE BILL 6 TO SAY AT A CAMPUS WHERE WE HAVE RESET, THEY CAN GO THERE FOR 10 DAYS NOW VERSUS THE MANDATORY REMOVAL TO DAEP. HOWEVER, HOUSE BILL 6 NOW SAYS THE SECOND OFFENSE IS MANDATORY DAEP. >> HAS TO, AND THERE'S NO OPT-OUT ABILITY. >> THERE'S NO OPTION FOR THE SECOND OFFENSE. >> UNFORTUNATELY, BUT OKAY, GOT IT. THE OTHER THING THAT I WAS GOING TO ASK IS, THIS IS A FUNCTION OF INFORMATION, I THINK JUST WOULD BE HELPFUL TO THE BOARD TO BE ABLE TO HAVE VISIBILITY TO. GIVEN SOME OF OUR EARLIER CONVERSATIONS, I'M INTERESTED IN WHAT OUR DEMOGRAPHICS ARE FOR OUR REFERRALS. IN THE WORLD THAT WE EXIST IN NOW, HOWEVER, THAT CAN BE SHARED ON AN ONGOING BASIS WITH THE BOARD OF TRUSTEES, I WOULD LOVE TO HAVE THAT VISIBILITY. >> WE DO PROVIDE, IS IT NINE WEEKS? >> EVERY NINE WEEKS. >> EVERY NINE WEEKS, YOU WILL GET A REPORT AND IT WILL BE DESEGREGATED BY THE GROUPS THAT THE STATE UTILIZES IN DOMAIN 3. [03:15:01] >> DOMAIN 3. THANK YOU. THAT'S GOING TO BE IMPORTANT. LAST THING IS, AND I WAS WONDERING, IS THIS DISTRICT POLICY OR EVEN PRACTICE FOR STUDENTS WHO WOULD END THE YEAR WITH AN AB REFERRAL TO BE GIVEN AN OPPORTUNITY TO MAKE UP THOSE HOURS OVER THE SUMMER, SO THAT IF IT'S POSSIBLE FOR THEM TO FINISH THOSE, THEY WOULD BE ABLE TO START BACK AT THEIR CAMPUS AS OPPOSED TO HAVING TO START BACK AT AN ALTERNATIVE LOCATION? >> ABSOLUTELY. THEY'VE BEEN IN SESSION THE LAST TWO WEEKS. LAST WEEK AND THIS WEEK FOR STUDENTS TO GET THOSE SUPPORT. IT'S ACTUALLY BEEN FOCUSED AROUND MENTAL HEALTH. MENTAL HEALTH TEAM HAS PROVIDED THAT TWO-WEEK CAMP AND ALLOWED THE KIDS TO GET EXTRA DAYS SO THAT MANY OF THEM CAN RETURN. >> EXCELLENT. THANK YOU. I APPRECIATE IT. >> TRUSTEE MACKEY. >> THANK YOU. AGAIN, THANK YOU FOR ALL YOUR WORK ON THIS AND TRYING TO KEEP UP WITH THE EVER-EVOLVING ENVIRONMENT WHILE DOING WHAT IS BEST FOR STUDENTS. I THINK I ASKED ABOUT THIS AT THE BRIEFING, AND I SAW A LOT OF THE TRUSTEE REQUESTS COME THROUGH BUT I DID NOT SEE THIS ONE, SO I MIGHT NOT HAVE BEEN CLEAR ENOUGH AND THAT'S ON ME, IS LAST YEAR AT THIS TIME, WE LOOKED AT OVER THE PAST NUMBER OF NOW FIVE YEARS SINCE PRE COVID. HOW MANY TOTAL REFERRALS IN THE DISTRICT? HOW DOES THAT COMPARE YEAR OVER YEAR? HOW MANY TOTAL AP PLACEMENTS? HOW MANY FIGHTING OR VIOLENT OFFENSES, I THINK WE'VE DONE IN THE PAST? THEN WHAT DOES RECIDIVISM LOOK LIKE? LAST YEAR WHEN WE DID THIS, THE NUMBERS WERE PRETTY STUNNING. JOE AND I WROTE AN OP-ED, AND I THINK WE SAW PLACEMENTS FALL SUBSTANTIALLY FROM PRE-PANDEMIC. RECIDIVISM DROPPED BY A THIRD. WE ARE SEEING THE DISPARITIES OF WHO IS BEING DISCIPLINED CLOSE, JUST BASED ON GOOD SUPPORTS THAT ACTUALLY HELP STUDENTS MOVE FORWARD, ESPECIALLY STUDENTS THAT NEED IT. THAT SAVED US MILLIONS OF DOLLARS IN STUDENTS NOT BEING ABSENT ANYMORE. ALL THE DATA I'VE SEEN IN THE LAST FOUR YEARS SHOWS THAT IT IS WORKING. IS IT YOUR TAKE THAT THE WORK THAT WE'VE DONE WHILE NOT PERFECT AND CONTINUE TO EVOLVE IS WORKING AND HAVING POSITIVE IMPACTS? >> WHAT I WILL TELL YOU THAT I AM MOST EXCITED ABOUT IS THE CHANGE IN THE NUMBERS IF YOU COMPARE IN-SCHOOL OUT-OF-SCHOOL AND DISCRETIONARY DAP TO NOW RESET POSITIVE INTERVENTIONS, WHICH IS THE ONE-PERIOD RESET AND DISCRETIONARY DAP. I CAN GIVE YOU SOME EXAMPLES. >> PLEASE. >> FOR EXAMPLE, LET'S SAY 1819, WE HAD 16,117 REFERRALS FOR ISS, OSS, AND DISCRETIONARY DAPS. FOR 1920, IT WAS ALMOST 17,000 WHEN YOU ADDED UP ISS, OSS, AND DISCRETIONARY. NOW, THIS PAST YEAR, 24/25, WE HAD 6,600 RESETS, PISRS, AND THE DISCRETIONARY. THAT'S THE PART THAT EXCITES ME. PUTTING KIDS OUT FOR ISS, OSS, AND THE DISCRETIONARIES WAS WAY HIGHER THAN WHAT WE'RE SEEING NOW BETWEEN RESET AND THE DISCRETIONARY DAPS. >> THAT'S WHY I REMEMBER, WE'VE ASKED THAT SAME QUESTION EVERY SINGLE YEAR WE'VE DONE THIS. THERE'S ALWAYS GROWING PAINS. WE'RE ALWAYS FINDING BETTER WAYS TO DO IT. BUT FUNDAMENTALLY, WE ARE SEEING LESS DISCIPLINE INCIDENTS, BAR NONE. WE ARE SEEING LOWER RECIDIVISM. WE ARE SEEING STUDENTS ACTUALLY GET SUPPORTS THEY NEED SO THEY CAN ENGAGE IN CLASSROOMS. WE ARE SEEING HIGHS ON OUR STAFF PERCEPTION SURVEY, THAT THIS IS NOT PERFECT, BUT IT IS WORKING. IT'S HARD WORK. IT'S A VERY DIFFERENT WAY TO THINK ABOUT GETTING STUDENTS WHAT THEY NEED INSTEAD OF A QUICK WAY OUT. AS A FORMER PRINCIPAL, ETC., SOMETIMES, EVEN WITH THE BEST OF INTENTIONS, BEING ABLE TO SEND A KID HOME MIGHT BE THE EASIEST THING, AND I MIGHT FEEL THE NEED TO DO THAT, BUT IN HINDSIGHT REFLECTING ON MY OWN DECISIONS, THAT PROBABLY DAMAGED KIDS MORE THAN IT HELPED. I WANT US TO CONTINUE TO KEEP THAT FIRST AND THANK YOU FOR SHARING THAT AND THANK YOU FOR THE WORK Y'ALL ARE DOING. BUT I DO HEAR SOME OF THE CONCERNS THAT I HEAR, AND I DO HEAR OCCASIONAL CONCERNS. BUT ALMOST EXCLUSIVELY, THEY ARE ANECDOTAL IN ONE SITUATION THAT WE WISH SOMETHING WAS DIFFERENT. WHAT I WANT US TO KEEP COMING BACK TO IS IT'S NOT LIKE THERE WAS A ROSY PAST WHERE WE HAD IT ALL TOGETHER AND WORKED. WE'VE NEVER FIGURED THIS OUT. THIS IS THE BEST WE HAVE YET, AND AT LEAST IN RECENT MEMORY. I COMMEND YOU ON THAT WORK. I WOULD JUST LOVE FOR US IF WE CAN GET THOSE STATS RIGHT THERE, THOSE SAME THINGS. IF IT KICKS UP ONE YEAR, WE'D LOVE TO EXPLORE THAT ALSO. I'M NOT SAYING WE'RE TRYING TO HIDE STUFF, BUT LET'S KEEP THAT INFORMATION ABOUT THE WORK WE'RE DOING SYSTEMICALLY FRONT AND CENTER, AND TRY TO CONTINUE TO SHOW THAT YEAR OVER YEAR, WHAT WE'RE LEARNING AND IMPROVING. THANK YOU ALL FOR YOUR WORK. THANK YOU FOR SHARING THAT. I THINK IT'S JUST SO OFTEN IT CAN GET LOST, AND REALLY AT THE HEART OF IT, [03:20:02] THIS IS ABOUT DOING NOT WHAT WE WANT TO DO, BUT WHAT WORKS FOR STUDENTS, AND I THANK YOU ALL FOR THAT WORK. >> ANYONE ELSE ON ROUND 1? SEEING NONE, TRUSTEE FOREMAN. >> THANK YOU. I CONTINUE TO HEAR HOW WE'VE MOVED SO MUCH IN A POSITIVE DIRECTION. I CONTINUE TO SAY, WE'VE CHANGED THE NUMBERS IN THAT WE TALKING MORE ABOUT DAEP, AND I'M TALKING ABOUT ALL OF THE DISCIPLINARY ACTIONS INCLUDING RESET. >> CORRECT. >> THAT'S NOT WHAT WE'RE REALLY TALKING ABOUT. IF WE'VE CHANGED, I'D LIKE TO SEE THOSE NUMBERS. I'M LOOKING AT, AND THIS IS JUST ONE HIGH SCHOOL CAMPUS FOR RESET, THIS IS FOR THE 2024/2025 SCHOOL YEAR, 473. RECIDIVISM, 119. THAT ONLY MEANS THAT THOSE KIDS ARE CONSISTENTLY GOING BACK TO RESET. IT'S NOT THAT I DON'T BELIEVE WE'VE MADE SOME SIGNIFICANT CHANGES, IT'S THAT I DON'T BELIEVE WE'RE COUNTING ALL THE NUMBERS AS WE GO THROUGH THE PROCESS. WE NEED TO PUT THEM ALL TOGETHER. KESHA, I'VE TOLD YOU THAT IF WE'RE GOING TO TALK ABOUT IT, WE NEED ALL OF THE NUMBERS. WE DON'T NEED THEM BROKEN DOWN PIECE BY PIECE. I GOT TWO SEPARATE SETS RIGHT HERE. WE NEED ALL OF THEM. THEN THAT'S THE WAY YOU REALLY FIND OUT IF WHAT WE'RE DOING IS WORKING. I DON'T KNOW IF WHAT WE'RE DOING IS WORKING. BUT I DO KNOW THAT THE STATE HAS DETERMINED THAT TEACHERS HAVE A RIGHT TO GET SOME OF THESE KIDS OUT OF THEIR CLASSROOMS, AND THEY DIDN'T HAVE THAT BEFORE. THAT'S MANDATED. THERE IS SOMETHING STILL WRONG, AND WE JUST HAVE TO FIGURE OUT EXACTLY WHAT WE HAVE AND THEN HOW WE'RE GOING TO MOVE FORWARD, INSTEAD OF THE DIFFERENT SETS OF NUMBERS THAT WE'RE DEALING WITH. ONE PERSON GETS ONE SET AND ONE PERSON GETS ANOTHER SET. IF YOU WOULD SHARE WITH ALL OF THE TRUSTEES, NOT JUST ME, BUT ALL OF THE TRUSTEES HAVE A BREAKDOWN OF DAEP, JJAEP, AND THE RESET CENTER, SO WE CAN SEE ALL OF THE DISCIPLINE AREAS AND THEN BE ABLE TO MAKE A CONSCIOUS DECISION IF WE'RE MOVING FORWARD. YOU CAN DO THAT BY YEAR IF YOU'D LIKE TO BECAUSE THAT'S THE ONLY WAY YOU'RE GOING TO BE ABLE TO TELL. DR. LIA, YOU NEED SOMETHING? >> YES. THAT'S IN OUR END OF YOUR REPORT THAT YOU ALL ARE GETTING READY TO GET IN YOUR BOARD UPDATE. ALL OF THAT IS IN THERE. [LAUGHTER]. >> VERY GOOD. SOMEBODY WAS READING MY MIND. THANK YOU. >> ANYONE ELSE FOR ROUND 2 ON 11E? SEEING NONE. TRUSTEES, ANYTHING AFTER 11E? 11F, TRUSTEE SANDERS, I HEARD YOU FIRST. BUT BEFORE THAT, DR. LIA. >> THANK YOU, PRESIDENT CARREON, SUPERINTENDENT, AND TRUSTEES. I WANTED TO JUST GIVE A STATEMENT TO EXPLAIN WHY WE'RE BRINGING THIS POLICY FORWARD. THIS IS THE AEA LOCAL, AND WE'RE BRINGING IT FORWARD TO ENSURE THAT WE HAVE ALIGNMENT WITH RECENT LEGAL REQUIREMENTS, INCLUDING SENATE BILL 12, AND RECENT EXECUTIVE ORDERS RELATED TO DIVERSITY, EQUITY, AND INCLUSION PRACTICES IN K-12 EDUCATION. THE TEXAS EDUCATION AGENCY IS ENFORCING A CERTIFICATION REQUIREMENT FOR THE DISTRICT TO ATTEST COMPLIANCE WITH THESE STATUTES. THIS INCLUDES CONFIRMING THAT DISTRICT POLICIES AND PRACTICES DO NOT PROMOTE OR REQUIRE DEI DEPARTMENTS, TRAINING, OR PROGRAMMING THAT ARE NOW PROHIBITED UNDER LAW. WHILE DALLAS ISD HAS, AND WE REMAIN COMMITTED TO SERVING THE NEEDS OF STUDENTS AND CLOSING ACHIEVEMENT GAPS, IT'S NECESSARY FOR US TO REVISE OUR LANGUAGE AND PRACTICES TO COMPLY WITH STATE AND FEDERAL MANDATES. THE PROPOSED UPDATES REFLECT THIS BALANCE BY PRESERVING OUR CORE COMMITMENT TO STUDENT SUCCESS AND INCLUSIVE SUPPORT SYSTEMS, WHILE ALSO ENSURING LEGAL COMPLIANCE AND SAFEGUARDING THE DISTRICT FROM POTENTIAL SANCTIONS OR FUNDING IMPLICATIONS. [03:25:01] THIS REVISION IS NOT ABOUT BACKING AWAY FROM OUR VALUES, IT IS ABOUT OPERATING RESPONSIBLY WITHIN THE LEGAL FRAMEWORK WHILE CONTINUING TO ADVOCATE FOR ACADEMIC EXCELLENCE AND OPPORTUNITY FOR EVERY CHILD IN DALLAS ISD. NORMALLY, WE DO POST POLICIES FOR TWO READS. HOWEVER, TODAY, WE'RE REQUESTING A SINGLE READ TO COMPLY WITH THE TEA CERTIFICATION REQUIREMENT AND USDE'S ENFORCEMENT DATE OF APRIL 24TH, 2025, FOR THE NEW INTERPRETATION OF TITLE 6, WHICH IS THE FEDERAL CIVIL RIGHTS LAW. I DO WANT TO THANK THE BOARD FOR YOUR SUPPORT AS WE NAVIGATE THESE DIFFICULT CHANGES WITH INTEGRITY, TRANSPARENCY, AND A CONTINUED FOCUS ON STUDENT OUTCOMES. >> TRUSTEE SANDERS. >> THANK YOU, DR. LEAR. A FEW THINGS. ONE, WHEN THESE REVISIONS WERE POSTED AND SHARED WITH THE BOARD, I'LL ADMIT THAT I WAS DEEPLY TROUBLED BECAUSE THE RACIAL EQUITY POLICY THAT THIS DISTRICT CAME TOGETHER AROUND 2017, 2020 WAS SOMETHING THAT WAS A COMMUNITY DRIVEN EFFORT. IT WAS VERY MUCH GRASS ROOTS. IT WAS LED BY SOME REALLY BOLD AND BRAVE TRUSTEES THAT HAVE PREVIOUSLY SAT IN THESE SEATS, AND SOME OF THE ONES CURRENTLY HERE NOW, TRUSTEE FOREMAN HEAVILY INVOLVED IN HELPING BRING THESE TO THE TABLE. IT WAS POWERFUL, NOT SIMPLY BECAUSE IT WAS IDEOLOGICAL OR PHILOSOPHICAL. IT WAS POWERFUL BECAUSE IT WAS ROOTED IN IMPACT. IT WAS ROOTED IN DATA. WHAT DO WE NEED TO DO IN ORDER TO UPLIFT THIS ENTIRE SCHOOL DISTRICT AND DO SO BY ENSURING THAT THOSE WHO WERE FURTHEST AT THE MARGINS AND OUTCOMES, WE WERE ABLE TO GET YOUNG PEOPLE WHAT THEY NEEDED IN ORDER TO THRIVE. I WAS VERY MUCH AGAINST GOING BACK ON A LOT OF THAT LANGUAGE. WE ALSO UNDERSTAND WE'RE IN UNIQUE TIMES WITH A REALLY COMPLICATED SCENARIOS THAT WE HAVE TO DEAL WITH. I SHARED MY THOUGHTS WITH DR. LEAR WITH DR. ELIZALDE. WHAT YOU SEE HERE IS ACTUALLY REFLECTIVE OF THAT. I THINK WE HAVE NINE VERSIONS. DEEP, AND I'M SURE WE'RE NOT DONE YET. BUT ONE OF THE THINGS THAT I SUGGESTED AND WAS ABLE TO ADD TO THIS SPACE WAS, YES, WE JUST HAD A PIECE OF LEGISLATION THAT ESSENTIALLY BARS A DISTRICT FROM EVEN USING LANGUAGE LIKE EQUITY FROM MAKING REFERENCE TO THINGS THAT QUITE FRANKLY ARE NEAR AND DEAR TO MY HEART AND HAVE BEEN, AND THAT A LOT OF PEOPLE FOUGHT, BLED AND DIED IN ORDER TO MAKE SURE ARE PART OF HOW WE TAKE CARE OF OUR COMMUNITIES AND DO RIGHT BY SOCIETY. HOWEVER, WE HAVE THE LAWS THAT WE HAVE. BUT ONE OF THE THINGS THAT I AM PROUD OF IS THAT THE DISTRICT HAS PUT A LOT OF TIME AND A LOT OF EFFORT, AT LEAST IN THIS FIRST DRAFT ON TRYING TO SEE IF WE CAN CREATE A POLICY THAT PRESERVES THE OPPORTUNITY FOR US TO DO WHAT WE KNOW IS RIGHT HERE IN DALLAS FOR THIS COMMUNITY AND FOR THESE STUDENTS. ONE OF THE THINGS THAT I SUGGESTED WAS ALLOWING FOR LANGUAGE IN THE PURPOSE STATEMENT TO INCLUDE THE LEGAL BASIS FOR US TO CONTINUE TO EXECUTE STRATEGIES, RUN OUR SCHOOL DISTRICTS, HAVE PROGRAMS, HAVE THE CONVERSATIONS IN THE COMMUNITIES THAT INVOLVES MAKING SURE THAT WE DON'T LEAVE ANY STUDENT BEHIND, INCLUDING STUDENTS WHO ARE IN HISTORICALLY MARGINALIZED GROUPS. IN DOING SO UNDER THIS CURRENT UMBRELLA, ADDING THE LANGUAGE THAT ACTUALLY NAMES TEXAS EDUCATION CODE 39.053 ALLOWS US TO, YES, SEE AND PAY ATTENTION TO AND BECOME COMPLIANT WITH WHAT THE STATE LEGISLATURE JUST PASSED, BUT ALSO WE ARE BY LAW, REQUIRED TO CLOSE GAPS BETWEEN DEMOGRAPHIC GROUPS. WHEN YOU'RE LOOKING AT DOMAIN 3 OF OUR STATE ACCOUNTABILITY SYSTEM, WE ARE BY LAW, STILL REQUIRED TO MAKE SURE THAT NO DEMOGRAPHIC GROUP OR NO DEMOGRAPHIC BODY IS BEING LEFT BEHIND ANY OTHERS. AND SO WITH THAT BEING THE CASE, [03:30:01] IF WE ADD THIS IN TO THIS LANGUAGE HERE, I THINK IT SENDS A SIGNAL TO THE COMMUNITY THAT ONE, WE'RE NOT STEPPING AWAY FROM WHAT WE KNOW WE NEEDED TO DO, BECAUSE IF WE DECIDED IT BACK IN 2017, IT DOESN'T MEAN THAT ALL OF A SUDDEN IT'S BECOME WRONG. WHAT IT MEANS IS THAT BASED ON THE LEGAL ENVIRONMENT OR THE QUITE FRANKLY, POLITICAL ENVIRONMENT, IT'S MADE IT A LOT HARDER FOR US TO SAY WHAT WE KNOW WE NEED TO DO CAN ACTUALLY HAPPEN. WHAT WE ALSO KNOW IS THAT WE HAVE A LEGAL RESPONSIBILITY BASED ON ALSO THE LAW THAT EXISTS WITH TEXAS EDUCATION CODE. THAT WE HAVE TO CLOSE GAPS, RACE ETHNICITY, SOCIOECONOMIC STATUS, DISABILITY STATUS, LANGUAGE STATUS. THAT IS ALSO OUR REQUIREMENT, AND WE NEED TO BE EMPOWERED, AND OUR STAFF NEEDS TO BE EMPOWERED WITH THE MANDATE FROM THE BOARD IN POLICY TO DO JUST THAT. I FEEL LIKE THAT MOVES US. THIS MOVES US IN THAT DIRECTION. THERE'S WORK THAT NEEDS TO HAPPEN, AND A WHOLE LOT OF CONVERSATIONS THAT WE NEED TO HAVE WITH THE COMMUNITY. BUT THE REVISION WAS THAT I SUGGESTED, THAT SHOWING UP IN ITS DRAFT FORM HERE THAT HELPS US CONTINUE TO MOVE FORWARD. THE LAST THING I'LL SAY, BECAUSE I KNOW I'M GETTING UP ON MY TIME, I WAS NOT IN FAVOR OF A ONE READ. I SAY THAT VOCIFEROUSLY, 10 TOES DOWN BECAUSE I BELIEVE WE HAVE TO HAVE A CONVERSATION. ALSO, WE HAVE SOME WHAT I WAS PREVIOUSLY UNAWARE OF, LEGAL TIME CONSTRAINTS THAT WE HAVE TO ABIDE BY, WHICH IS WHAT'S DRIVING, I THINK THE URGENCY FOR US TO TAKE THIS UP RIGHT NOW AND TO HAVE THIS CONVERSATION. I ALSO SEE THIS AS A LIVING DOCUMENT THAT WILL CONTINUE TO BE REVISED, AS WE GET MORE FEEDBACK FROM THE COMMUNITY, AS WE'RE ABLE TO TALK WITH THE PEOPLE WHO HAD A HAND IN HELPING US BUILD IT IN THE FIRST PLACE. THAT AT THE END OF THE DAY, THIS ISN'T SOMETHING THAT'S BEING DONE IN THE DARK AND IT'S NOT BEING THRUST UPON THE COMMUNITY, BUT WE'RE STRIKING A BALANCE BETWEEN WHAT WE'RE LEGALLY BEING REQUIRED TO DO UNDER THREAT OF, QUITE FRANKLY, MONEY, AND ALSO WHAT WE KNOW IS GOING TO BE BEST IN THE BEST INTEREST FOR OUR COMMUNITY AND FOR OUR SCHOOL. I WANT TO AT LEAST START WITH THAT CONVERSATION. TRUSTEE FOREMAN. >> THIS IS REALLY A DIFFICULT SITUATION FOR ME. KNOWING THAT THIS DISTRICT HAS DONE YEOMAN'S WORK IN TERMS OF TRYING TO MOVE ALL STUDENTS. THE LAW NOW PUTS US IN A SITUATION WHERE WE DO HAVE TO MAKE SOME CHANGES TO LANGUAGE. BUT THROUGH THAT CHANGE TO LANGUAGE, I AM HOPING THAT OUR PHILOSOPHY REMAINS THE SAME, IS THAT NO STUDENT WILL BE LEFT BEHIND. NOT ONE SINGLE STUDENT. WHERE THERE ARE NEEDS THAT WE WILL ADDRESS THOSE NEEDS, WHETHER IT'S IN A SCHOOL, AN INDIVIDUAL SCHOOL, OR A INDIVIDUAL STUDENT WITHIN A SCHOOL. THAT'S BEEN PART OF OUR CORE FOR YEARS. MY EXPECTATION AND I BELIEVE THAT THIS DISTRICT WILL CONTINUE TO MAKE THOSE STRIDES. WHAT I DID ASK IS THAT, SINCE THIS IS A SINGLE READ, I DON'T LIKE SINGLE READS, EITHER, BECAUSE I NEED TO GO HOME AND GET A CUP OF COFFEE AND WORK ON IT. BUT I DON'T GET AN OPPORTUNITY TO DO THAT. BUT SINCE IT'S A SINGLE READ, I'VE ASKED THAT WE DO GO BACK TO THE COMMUNITY, HAVE COMMUNITY CONVERSATIONS REGARDING THIS PARTICULAR ISSUE AND CLEARLY TAKE OUR PARTNERS ALONG WITH US AS WE GO THROUGH THIS PROCESS OF TRYING TO FOLLOW THE LAW, BUT THEN TRYING TO DO WHAT WE KNOW IS RIGHT FOR ALL OF OUR CHILDREN. I AM GOING TO SUPPORT THE SINGLE READ, BUT I'M ALSO SUPPORTING ADDITIONAL INFORMATION AND OUTREACH TO THE COMMUNITY SO THE COMMUNITY CAN UNDERSTAND WHY WE DID IT, WHAT WE DID, AND MAYBE HAVE SOME IDEAS THAT CAN ASSIST US IN TRYING TO MAKE SURE ALL STUDENTS, 139,000, ALL 139,000 GET EQUAL TREATMENT AND ARE GIVEN THE SAME OPPORTUNITY FOR A QUALITY EDUCATION. THANK YOU. >> TRUSTEE MACKEY. [03:35:01] >> WELL, I'M NOT SURE I CAN BE ANY MORE ELOQUENT THAN TRUSTEE SANDERS AND TRUSTEE FOREMAN. BUT I THINK TWO IMPORTANT THINGS THAT I'D LIKE TO NOTE ON THIS IS I WAS ON THE BOARD WHEN WE ADOPTED THIS POLICY AND SEEN THE WORK AND SEEN CANDIDLY. THE CLOSURES THAT WE'VE MADE DOING WHAT WE ARE EXPECTED TO DO, WHICH IS TO GROW OUTCOMES FOR ALL OUR STUDENTS, ESPECIALLY THOSE WHO ARE FURTHEST BEHIND, BASED ON THEIR ACADEMIC ACHIEVEMENT, BASED ON ALL OF THIS. I WANT TO BE CLEAR. WE ARE MAKING SOME LANGUAGE ADJUSTMENTS HERE CONSIDERING THESE, AND THAT IS VERY EXPLICITLY IN THE LAW, AND I THINK WE NEED TO LOOK AT THAT. BUT FUNDAMENTALLY, WE WEREN'T DOING ANYTHING THAT HAS BECOME ILLEGAL NOW. WE NEVER SAT BACK AND SAID, OKAY, WE'RE GOING TO PRIORITIZE THESE RESOURCES FOR THIS SCHOOL BECAUSE THERE ARE BLACK STUDENTS AT THAT SCHOOL. IT WAS NEVER ABOUT SIMPLY LOOKING AT RACE OR GENDER OR IDENTITY. WE LOOKED AT WHICH STUDENTS NEED SUPPORT, AND WE PUT SUPPORT THERE. THE SAME THING THAT HAPPENS IN ACTUALLY SOME OF OUR STATE FINANCING BILLS THAT THE STATE PASSED THE SESSION. THERE ARE SCALARS AND ADDITIONAL AMOUNTS OF FUNDING FOR STUDENTS THAT COME FROM SOCIOECONOMIC BACKGROUNDS OR RURAL BACKGROUNDS OR PLACES WHERE WE KNOW STUDENTS NEED MORE, AND THAT IS WHAT DALLAS ISD HAS DONE THROUGHOUT THIS ENTIRE PROCESS, AND WILL CONTINUE TO DO, NOT BECAUSE OF GENDER RACE OR IDENTITY, BUT BECAUSE THOSE STUDENTS NEED IT, AND THAT WE WILL CONTINUE TO DO THAT. I HAVE NO DOUBT THAT THIS BOARD AND THIS ADMINISTRATION WILL CONTINUE TO DO RIGHT BY WHAT OUR STUDENTS NEED, JUST LIKE WE'RE CHARGED TO DO LEGALLY BY THIS STATE. I JUST WANTED TO MAKE THAT POINT CLEAR THAT THIS IS NOT THAT WE WERE DOING SOMETHING THAT IS NOW ILLEGAL, AND IT'S NOT THE CASE. WE'VE ALWAYS BEEN THERE AND FOLLOW THE LAW AND THE EXPECTATIONS, WHICH IS TO GIVE STUDENTS WHAT THEY NEED. NOW, PEOPLE CAN DO THEIR RESEARCH ON HISTORY, AND WE UNDERSTAND ALL OF THE DECISIONS THAT HAVE COME TO A POINT THAT HAVE CREATED THE SITUATIONS THAT WE HAVE. BUT WE'RE NOT JUST DOING THINGS BECAUSE OF RACE AND IDENTITY AGAIN. IT COMES BACK TO NEED, AND WE'RE GOING DO THAT. I JUST WANTED TO MAKE THAT POINT THAT THIS IS NOT THAT IT HAS TO BE A SUBSTANTIAL CHANGE TO OUR WORK BECAUSE WE WERE NEVER DOING ANYTHING THAT IS NOW ILLEGAL. THIS IS A LANGUAGE CONVERSATION, AND TO TRUSTEE FOREMAN'S POINT. THIS WILL BE AN ONGOING CONVERSATION. THERE'S STILL GOING TO BE RULES AND ALL STUFF. WE'RE GOING TO COME BACK AND LOOK AT THOSE THINGS. WE ARE EXPECTED EXPLICITLY BY THE STATE TO CLOSE ACADEMIC ACHIEVEMENT GAPS BETWEEN DIFFERENT DEMOGRAPHIC GROUPS. THERE IS SOME LANGUAGE ELEMENTS HERE, BUT THIS BOARD, I DON'T SEE US, AND I THINK THIS DISTRICT AS A WHOLE WAVERING FROM ITS SUBMISSION TO GET THE STUDENTS WHAT THEY NEED BASED ON WHERE THEY ARE CURRENTLY ACHIEVING AND HOW THEY COME TO US. WE WANT TO MAKE SURE EVERY SINGLE KID HAS THAT OPPORTUNITY TO BE SUCCESSFUL. THANK YOU. >> ANYONE ELSE FOR ROUND 1? ROUND 2? TRUSTEE SANDERS. >> DOUBLING DOWN ON THE POINTS THAT TRUSTEE FOREMAN AND THAT TRUSTEE MACKEY ARE MAKING. I WANT TO FLAG SOMETHING AND READ IT VERBATIM ON THE RECORD. PURSUANT TO THE TEXAS EDUCATION CODE 39.053, WHICH IS THE CODE THAT TALKS ABOUT DOMAIN 3, WHICH WE ARE HELD ACCOUNTABLE FOR BY TEXAS STATE ACCOUNTABILITY. THE DISTRICT IS LEGALLY REQUIRED TO MONITOR AND IMPROVE STUDENT PERFORMANCE DISAGGREGATED BY ITS DEMOGRAPHICS AS PART OF THE PUBLIC SCHOOL ACCOUNTABILITY FRAMEWORK. THIS INCLUDES THE DEVELOPMENT AND IMPLEMENTATION OF EVIDENCE BASED INTERVENTIONS WHEN PERSISTENT GAPS ARE IDENTIFIED. I SAY THAT BECAUSE I WANT TO TRIPLE DOWN AND HIGHLIGHT, PUT EXCLAMATION POINTS BEHIND. WE ARE GOING TO NEED TO TALK WITH OUR COMMUNITY. FOLKS ARE GOING TO NEED TO KNOW THAT WE ARE STILL HERE, THAT WE'RE NOT RETREATING. THAT WE ARE NOT CHANGING WHO WE ARE. AT THE END OF THE DAY, WE ARE COMMITTED TO LEANING IN WITH UNDERSTANDING AND NUANCE, AND THERE I SAY, IMPROVING UPON AND EVOLVING THE WAYS THAT WE'VE ALREADY BEEN ABLE TO CLOSE THOSE GAPS. WE'RE GOING TO NEED PARTNERSHIP FOR THE COMMUNITY. WE'RE GOING TO NEED PEOPLE WHO ARE LISTENING TO THIS TO HELP SPREAD THE WORD, BECAUSE THERE'S ALSO GOING TO BE A GROUP OF FOLKS OUT THERE THAT ARE GOING TO SAY SOMETHING'S CHANGED DOWN THERE AT DALLAS ISD. THERE'S GOING TO BE SOME PEOPLE OUT THERE WHO ARE GOING TO LOOK AT THAT AND TAKE THE HEADLINE AND NOT READ THE ARTICLE AND SAY THAT THINGS ARE DIFFERENT DOWN IN DALLAS ISD. THEY DON'T CARE ABOUT BLACK KIDS ANYMORE. I CAN'T THINK OF ANYTHING FURTHER FROM THE TRUTH. I HAVE SOME CONSTITUENTS OUT THERE WHO SENT ME HERE WHO ARE GOING TO HOLD ME [03:40:04] ACCOUNTABLE AS THEY SHOULD TO MAKE SURE THAT WE ARE SAYING WITH OUR FULL VOICE THAT ALL STUDENTS MATTER, AND WE'RE NOT LEAVING ANYBODY BEHIND, AND WE'RE NOT CHANGING A GAME. WE'RE NOT FLIPPING THE SCRIPT, AND WE AIN'T SCARED. BUT WHAT WE ARE GOING TO DO IS MAKE SURE THAT WE MAKE THE RIGHT CHANGES SO THAT THE WORK CAN CONTINUE. THAT EXTERNAL CONVERSATION IS GOING TO BE VERY IMPORTANT, AND WE'RE GOING TO NEED THE DISTRICT TO WALK ALONGSIDE WITH US, PUTTING RESOURCES TOWARD IT, TIME TO TOWARD IT. I KNOW I SEE OUR COMMUNICATIONS CREW BACK THERE. WE'RE GOING TO HAVE TO PUT SOME WORK IN. I JUST WANT TO FLAG THAT BECAUSE YES, WE'LL CHANGE THE POLICY, WE'LL EDIT THE POLICY. BUT THIS IS GOING TO BE AN ONGOING CONVERSATION THAT WE'RE PROBABLY GOING TO HAVE TO MAKE SURE THAT WE REPEAT OVER AND OVER AGAIN. >> ANYONE ELSE ROUND 2? SUPERINTENDENT. >> I FEEL COMPELLED TO JUST RE STATE A COUPLE OF THINGS. CERTAINLY, AS I SERVE AT THE WILL OF THE BOARD, THERE ARE TIMES WHEN WE HAVE DIFFERENT PERSPECTIVES. I THINK WE ALL AGREE ON THIS PARTICULAR ISSUE, WE COULD NOT BE MORE TIGHTER ALIGNED, AND I'M VERY PROUD TO SERVE THIS BOARD IN THAT CAPACITY. THERE IS NO RIGHT ANSWER. THERE ARE A WHOLE BUNCH OF WRONG ANSWERS TO THIS VERY COMPLEX AND COMPLICATED CHALLENGE. I AM FORTUNATE AND BLESSED TO WORK FOR THIS BOARD. I TELL OUR TEAM, THE DEFINITION OF CREATIVITY IS PROBLEM SOLVING WITH CONSTRAINTS, EVEN WHEN YOU DON'T CONTROL THOSE CONSTRAINTS. THAT IS THE VERY ESSENCE OF THE CHALLENGE THAT IS BEFORE US TODAY. HOW DO WE CONTINUE TO ENSURE THAT WE PUT KIDS FIRST WHILE UNDERSTANDING THAT THERE IS A NEW LANDSCAPE? STUDENTS ARE NOT SERVED IF WE ARE NOT ABLE TO DO OUR JOB EVERY SINGLE DAY. I WANT TO SAY TO ANYONE WHO IS LISTENING NOW OR WHO MAY WATCH THIS VIDEO AT A LATER TIME WHEN THEY'RE BORED, THIS BOARD IS IN A VERY DIFFICULT SITUATION. I CANNOT IMAGINE THE STRESS OF EACH AND EVERY ONE OF YOU TO EVERY BOARD MEMBER, BUT CERTAINLY TO OUR TWO NEW BOARD MEMBERS WHO WERE JUST ELECTED BY CONSTITUENCIES AND WANTING TO ENSURE THAT THOSE CONSTITUENTS UNDERSTAND YOU ARE AS DEDICATED TO ENSURING THAT STUDENT NEEDS ARE ALWAYS GOING TO COME FIRST, AND THAT WE ARE GOING TO DO IT IN A WAY THAT ALLOWS US TO CONTINUE THE WORK. BECAUSE IF WE AREN'T ABLE TO DO THAT, AND LET'S SAY $160 MILLION OF TITLE 1 DOLLARS WERE REMOVED, WHO DOES THAT AFFECT DIRECTLY? IT AFFECTS OUR KIDS. THE VERY PEOPLE THAT YOU ALL SHOW UP EVERY DAY TO GUIDE US TO ENSURE THAT WE ARE MAKING THE EFFORT AND THE OUTCOMES. I WANT TO, AGAIN, ALSO DOUBLE DOWN, THE EFFORTS WE HAVE MADE UNDER THE GUIDANCE OF THIS BOARD HAVE ABSOLUTELY CREATED CLOSURE OF THOSE GAPS, SO WE KNOW WHAT WORKS. WE WILL CONTINUE TO WORK TO MEET YOUR EXPECTATIONS, SERVING STUDENTS FIRST WHILE UNDERSTANDING THAT ADULTS ARE DRIVING THE CLIMATE IN WHICH WE ARE IN. BUT STUDENTS WILL ALWAYS COME FIRST. THERE WAS ALREADY A STORY THAT TALIA WROTE IN DMN A COUPLE OF WEEKS BACK. PRESIDENT CARRION WAS QUOTED, AS WAS MYSELF, AND I SEE DMN IN THE HOUSE AGAIN TODAY. THIS IS JUST A REALLY CHALLENGING TIME, AND I WANT TO THANK THIS BOARD FOR GIVING US THE STRENGTH AND THE COURAGE TO DO THE WORK THAT IS NECESSARY WHILE FINDING A WAY TO STAY WITHIN WHAT THE LAW SAYS. WE WERE NEVER DOING ANYTHING ILLEGAL, TO TRUSTEE MACKEY'S POINT AS WELL. WE HAVE NEVER DISADVANTAGED ONE GROUP FOR THE PURPOSES OF ADVANTAGING ANOTHER. WHAT WE HAVE DONE IS WE'VE RESPONDED TO THE DATA, AND THE DATA SAID STUDENTS NEEDED HELP. THE FACT THAT THE OVERWHELMING PROFILE OF THOSE STUDENTS HAPPEN TO HAVE [03:45:05] BEEN BLACK AND BROWN WAS NOT WHAT DROVE OUR PROBLEM SOLVING. THANK YOU TO THIS BOARD, AND I HOPE EVERYONE UNDERSTANDS THAT WE ARE VERY BLESSED IN DALLAS ISD, TO HAVE THIS BOARD OF TRUSTEES, BECAUSE NOT EVERY BOARD IS GOING TO STAND BEHIND US, AND I AM SPEAKING TO DALLAS ISD TEAM MEMBERS. NOT EVERY DISTRICT WILL HAVE THIS BOARD STANDING BEHIND US, PUSHING US FORWARD, SUPPORTING US TO ENSURE STUDENTS COME FIRST. >> THANK YOU, SUPERINTENDENT. TRUSTEES, ANY OTHER QUESTIONS ON 11F? SEEING NOTHING FURTHER, TRUSTEES, ANYTHING AFTER 11F? >> 11G. >> OKAY. 11 G, TRUSTEE FOREMAN. >> ON 11G, I UNDERSTAND THERE ARE POLICY CHANGES ALSO, AND THAT'S ON CH LOCAL. WHAT I'M ASKING SUPERINTENDENT IS THAT I WILL AGREE ON THE POLICY CHANGE IF POLICY CH AND CV COMES BACK BEFORE THE BOARD. MY PARTNER OVER HERE IN CRIME, BEN AND I WORK TO TRY TO RESOLVE SOME OF THE ISSUES THAT I HAVE BEEN CALLING OUT FOR YEARS IN REGARDS TO THIS POLICY. I WILL SUPPORT IT, BUT I ALSO WANT TO MAKE SURE THAT THAT POLICY. I'M ASSUMING THAT WE WILL HAVE A POLICY CHAIR, AND IT WILL GO TO THE POLICY CHAIR FIRST. >> WERE THESE SINGLE READS AS WELL? >> A SINGLE READ. >> YEAH. >> CH CV DC. >> WHAT I'M HEARING FOR CH AND CV, AT LEAST FOR YOU, TRUSTEE FOREMAN, IS WE WILL CONNECT WITH YOU AND TRUSTEE MACKEY AND SEE IF WHAT WE'VE GOT IS GOING TO MEET THE REQUIREMENTS THAT YOU HAVE IN YOUR MIND. >> I THINK PART OF IT, SUPERINTENDENT, IS THAT WE'RE IN AGREEMENT ON THE LANGUAGE CHANGE, BUT THERE ARE SOME ADDITIONAL ISSUES WITHIN THE POLICY THAT HAS NOTHING TO DO WITH THE LANGUAGE CHANGE. >> UNDERSTOOD. I'LL GET WITH YOU SO I CAN UNDERSTAND MORE. >> OKAY. >> TRUSTEE SANDERS. ARE YOU ALSO ON 11? >> YEAH. >> OKAY, GO AHEAD. >> THIS IS ANOTHER ONE THAT, OF COURSE, I CARE DEEPLY ABOUT. MWBE POLICIES HAVE BEEN ONE OF THE, I THINK MATERIAL BENEFITS AND WINS THAT HAVE COME OUT OF THE CIVIL RIGHTS MOVEMENT COLLECTIVELY, '50S, '60S '70S, '80S. IT'S BEEN ONE OF THE MOST POWERFUL ASSETS TO ALLOW COMPANIES, BUSINESSES, ENTREPRENEURS, WHO OTHERWISE WOULD HAVE NEVER GOTTEN A CHANCE TO BE ABLE TO BUILD A BUSINESS THAT COULD AFFECT THEIR COMMUNITIES. SOMETIMES THE WORK HAPPENING IN COMMUNITIES THAT LOOK LIKE THE LEADERSHIP. COMMUNES OF COLOR. THIS ASSET HAS CREATED GENERATIONAL WEALTH. IT'S BEEN ONE OF THE MOST POWERFUL TOOLS THAT THIS COUNTRY HAS USED IN BOTH THE PUBLIC AND PRIVATE SECTOR IN ORDER TO ENSURE THAT GROUPS OF PEOPLE WHO HAVE NOT GOTTEN A FAIR SHARE GET A REAL SHOT. DALLAS ISD HAS STOOD OUT AS A LEADER IN THAT SPACE FOR DECADES. DECADES. TO SEE THAT WE, BY MY FIRST ESTIMATION, WERE PULLING BACK FROM THAT, WHICH WAS MY INTERPRETATION WHEN I READ IT, I WAS VERY MUCH AGAINST IT. WHAT I BELIEVE IS THAT BASED ON INFORMATION THAT I'M LEARNING AND WHAT'S HAPPENING ACROSS THE COUNTRY, AND THE REAL IMPACT OF IF THIS PROGRAM ENDS UP GETTING CHALLENGED, IT'S NOT JUST THAT THE MWBE STATUS WOULD BE CHALLENGED. WHAT WE WOULD SEE IS THAT THERE WOULD LIKELY BE A PAUSE IN ANY OF THE WORK THAT WOULD MOVE FORWARD AS THIS THING WAS BEING CHALLENGED. [03:50:01] WHAT I ALSO BELIEVE DEEPLY IN IS THAT WHEN IT COMES TO POLICY CHANGES, WHEN IT COMES TO THE LAWS, PERIOD. IT MATTERS THAT THE PEOPLE WHO ARE CLOSEST TO THE PROBLEM GET TO SPEAK UP ABOUT THE PROBLEM. WHAT I'M LEARNING IS THAT OUR TEAM HAS DONE A PRETTY GOOD JOB IN REACHING OUT TO THE CONTRACTORS ASSOCIATIONS, MINORITY CHAMBERS, THE PEOPLE OF COLOR CHAMBERS, THE FOLKS WHO HAVE RELIED ON PARTNERSHIP, QUITE FRANKLY, WITH THE SCHOOL DISTRICT FOR A VERY LONG TIME, AND THEY THEMSELVES ARE SAYING, WE NEED TO LOOK AT A CHANGE. THERE'S A THREAT OUT HERE THAT IF WE DO NOT, AND THERE'S AN INJUNCTION. THE CONSTRAINTS THAT WOULD BE PUT ON THE DISTRICT THROUGH AN INJUNCTION WOULD BE MORE PUNITIVE, TIGHTER, AND QUITE FRANKLY DAMAGING, NOT JUST FOR ECONOMIC OPPORTUNITY, BUT ACTUALLY FOR THE STUDENTS THEMSELVES. IF THE STOOLS DOESN'T GET BUILT, THE KIDS CAN'T GO TO SCHOOL. IF WE DON'T HAVE ANYBODY TO BE ABLE TO COME AND REPAIR THE LEAK IN THE ROOF, WHEN IT RAINS, THE KIDS ARE DEALING WITH RAIN INSIDE WHENEVER IT RAINS OUTSIDE. I QUITE, FRANKLY, FOR THE RECORD, HATE THAT WE'RE EVEN HAVING THIS CONVERSATION. I THINK IT IS A SAD DAY IN AMERICA THAT WE ARE REHASHING THINGS THAT WE HAD ASKED AND ANSWERED. IF ANYBODY WANTS TO BE OBJECTIVE ABOUT TAKING A STEP BACK AND LOOKING AT THE IMPACT OF MINORITY AND WOMEN BUSINESS ENTERPRISES IN THOSE PROGRAMS, OVER THE YEARS, THEY WILL HAVE TO ACKNOWLEDGE THAT IT DID CREATE OPPORTUNITIES FOR PEOPLE WHO OTHERWISE WOULD NOT HAVE HAD THEM. THE FACTS ARE CLEAR. BUT HERE WE ARE, AND WE STILL HAVE WORK TO DO. THE SUGGESTED LANGUAGE WITH SMALL BUSINESS ENTERPRISE GIVES US AN UMBRELLA UNDER WHICH WE CAN BE STRATEGIC. WE CAN HAVE MICRO PROGRAMS UNDER SBE, WE CAN BE SPECIFIC IN THAT WE WOULD STILL BE ABLE TO COVER, I WOULD SAY THE SPIRIT OF WHY WE HAD MWBE PROGRAMS IN THE FIRST PLACE. I WILL SAY THERE'S PROBABLY A LOT MORE WORK TO DO TO GET SPECIFIC ABOUT HOW WE EXECUTE THAT. HOWEVER, I BELIEVE SBE CAN START TO MOVE US IN THAT DIRECTION. I CAME IN HERE TODAY, WILLING TO NOT ONLY SAY NO, BUT HELL, NO. NOW I'M AT A PLACE WHERE I THINK IF WE CONTINUE TO DO THE WORK AND TO TAKE THE FEEDBACK OF THE PEOPLE WHO ACTUALLY ARE THE WORKERS IN THIS SPACE, THEN I THINK WE CAN GET TO A PLACE THAT ALLOWS US TO DEAL WITH A VERY DIFFICULT SITUATION, SCENARIO, ENVIRONMENT, AND POLITICALLY CHARGED CLIMATE RIGHT NOW. I SAY ALL OF THAT IN GRATITUDE FOR THE WORK THAT'S HAPPENED, AND FOR THE CONVERSATIONS THAT ARE HAPPENING WITH COMMUNITY, AGAIN, JUST LIKE WITH THE PREVIOUS POLICY. WE'RE GOING TO HAVE TO CONTINUE TO HAVE VERY OPEN AND CONSISTENT DIALOGUE BECAUSE I DON'T WANT US TO RECEDE FROM THE LEADERSHIP THAT THIS DISTRICT HAS HAD IN THIS SPACE FOR YEARS AND YEARS. THANK YOU. >> TRUSTEE FOREMAN, ROUND 2. >> THANK YOU. I WANTED TO, FIRST, THE SUPERINTENDENT TO GET IT CLEAR THAT I WAS GOING TO GET THOSE POLICIES BACK OUT THERE. NOW THAT I'VE DONE THAT, I'D JUST LIKE TO SAY THAT DALLAS ISD HAS BEEN A LEADER IN ENSURING THAT ANYONE COULD COME AND DO BUSINESS WITH THE DISTRICT. I'M A FORMER 30-YEAR BUSINESS OWNER MYSELF. DID BUSINESS WITH THE DISTRICT WHEN I WAS IN BUSINESS, ACTUALLY HELPED TO LEAD THE PROGRAM AT ONE TIME. IT'S BEEN A UNIQUE PROGRAM, AND THE UNIQUENESS IS THAT IT HAS BEEN CONSISTENT. IT'S BEEN CONSISTENT WITH TRYING TO ENSURE THAT ALL PEOPLE HAD AN OPPORTUNITY TO DO BUSINESS WITH THE DISTRICT. THESE ARE TOUGH TIMES, AND TOUGH DECISIONS ARE BEING MADE BASED ON NEW LAWS THAT ARE BEING PUT UP ON US. THAT PUTS US IN A SITUATION WHERE WE HAVE A CONSISTENT CHALLENGE TO ENSURE THAT WE FOLLOW THE LAW, [03:55:04] BUT WE ALSO DO WHAT WE KNOW IS RIGHT, WITHIN THE LAW. SUPERINTENDENT, LIKE YOU SAID EARLIER, WE WERE NEVER DOING ANYTHING WRONG. WE WERE ACTUALLY DOING WHAT WAS RIGHT AND DOING IT IN THE RIGHT WAY. BUT THE CHALLENGE IS, DO WE WANT TO BE CHALLENGED? THE ANSWER IS NO. BECAUSE WE DON'T WANT THE PROGRAM TO GO AWAY, NOR DO WE WANT IT TO BE STOPPED. USING THE SMALL BUSINESS DESIGNATION STILL GIVES US AN OPPORTUNITY TO MOVE FORWARD, AND THAT'S WHAT I'M LOOKING FOR. THE OTHER THING IS THAT TRUSTEE SANDERS SPOKE BRIEFLY ABOUT INVOLVING THE COMMUNITY. THE COMMUNITY HAS ALWAYS BEEN INVOLVED WITH DALLAS ISD AND THIS PARTICULAR PROGRAM. I DO UNDERSTAND THAT THERE'S BEEN OUTREACH FROM SOME OF THE STAFF MEMBERS TO THE COMMUNITY. THERE NEEDS TO BE MORE SO THAT WE HAVE AN OPPORTUNITY FOR THEM TO WEIGH IN. THEY'VE ALWAYS WEIGHED IN ON THIS PROGRAM, ALWAYS. I'M SUPPORTING THE NAME CHANGE, BUT I'M ALSO SUPPORTING MAKING SURE THAT WE BRING OTHER PEOPLE TO THE TABLE, TO BE ABLE TO GET THEIR INPUT IN REGARDS TO HOW DO WE MOVE FORWARD WITH THIS PROGRAM. THANK YOU. >> TRUSTEE SANDERS, ROUND 2. >> THE LAST POINTS I'LL BRING UP ABOUT THIS, ONE OF THE THINGS THAT WAS COMPELLING TO ME AS I'M LOOKING AT MOVING FORWARD WITH THE SUGGESTED POLICY CHANGES WAS THAT WE WOULD STILL BE ABLE, AND CORRECT ME IF I'M WRONG, WHEN WE GET THE REPORTS ON UTILIZATION OF THE PROGRAM, THE SBE PROGRAM. EVEN THOUGH IT IS NOT IT WOULD NO LONGER BE A MWBE PROGRAM, SBE IS NOW THE PROGRAM, WE WOULD STILL BE ABLE TO GET DATA BACK THAT SHOWS HOW WE'RE DOING WITH SBE ORGANIZATIONS, COMPANIES, BUSINESSES THAT HAVE AN MWBE CERTIFICATION. >> THAT IS CORRECT. WE WOULD STILL REPORT OUT. WE CANNOT USE IT AS OUR FILTER IN TERMS OF THE PROCESS, BECAUSE WE DO HAVE TO CHANGE OUR PROCESS, NOT JUST OUR NAME. >> RIGHT. >> THAT BEING SAID, THERE IS A BIG OVERLAP BETWEEN SBE AND MWBE, BUT IT'S NOT A ONE TO ONE. WHEN OUR DEPUTY CHIEF AND OUR EXECUTIVE DIRECTOR BRING US THE REPORTS, THEY WILL STILL BRING, AND OF THE SBES, THIS PERCENTAGE WERE MWBE CERTIFIED, BECAUSE THAT LABEL STILL EXISTS, SO A PROGRAM MAY NOT BE SOMETHING WE'RE CHOOSING TO USE, BUT THE CERTIFICATION DOES EXIST. >> RIGHT. >> BY THE WAY, JUST SO FOR THE PUBLIC DISCOURSE, THE MAJORITY OF MINORITY OWNED BUSINESSES ALSO WOULD QUALIFY AS SBES. IS THAT CORRECT, BASED ON OUR READ? >> YES. >> THAT'S IMPORTANT. THE REPORT OUT IS GOING TO BE IMPORTANT BECAUSE I THINK THAT IS SOMETHING THAT THE PUBLIC NEEDS TO KNOW. THAT'S IMPORTANT. WE KEEP AND MAINTAIN THAT TRANSPARENCY. BUT THE OTHER THING THAT HELPS IN THAT SPACE IS THIS LAW DOES NOT PREVENT US FROM BEING OUT, LIKE TRUSTEE FOREMAN WAS SAYING. GOING OUT TO THE RIGHT PLACES, GOING OUT TO THE PLACES WHERE THESE CONTRACTOR ASSOCIATIONS ARE, GOING OUT TO THE CHAMBERS, MAKING SURE THAT WE ARE ACTIVELY GOING TO PLACES SO THAT EVERYBODY KNOWS THAT THERE'S A BIDDING OPPORTUNITY. MAKE SURE WE'RE INVITING THE RIGHT PEOPLE TO THE BOND CAMP. MAKE SURE THAT WE'RE DOING ALL OF THOSE DIFFERENT THINGS. I ELEVATE THAT BECAUSE ALSO, IT'S NO SECRET. WE'RE THINKING ABOUT POTENTIALLY MAYBE HYPOTHETICALLY BRINGING A BOND OUT TO THE COMMUNITY. IT IS UNREASONABLE BASED ON THE INFORMATION I'VE LEARNED TO THINK THAT THERE WOULDN'T BE A CHALLENGE TO THE DISTRICT IF WE DID NOT MAKE A CHANGE NOW. [04:00:06] WITH THAT BEING THE CASE, IT WOULD ABSOLUTELY AFFECT OUR ABILITY TO GO OUT AND GET A BOND DONE PUBLICLY. IT WOULD ABSOLUTELY AFFECT OUR ABILITY TO GO OUT AND MAKE SURE THAT WE NOT ONLY TAKE CARE OF A LOT OF OUR COMMUNITIES THAT HAVE GONE WITHOUT FOR SO VERY LONG, BUT THE PLACES THAT NEED THE RENOVATIONS, ALL OF THAT STUFF, I WOULD AFFECT OUR ABILITY TO GO OUT AND DO THAT. THE LAST THING I'LL SAY IS, AS WE CONTINUE TO MOVE FORWARD AND HAVE THESE PUBLIC CONVERSATIONS, HAVING THEM IN A WAY WHERE, YES, WE EXPLAIN THE POLICY CHANGE. BUT I THINK AT THE SAME TIME, WE CREATE AN OPEN DOOR FOR THE OPPORTUNITY FOR MORE COMPANIES TO PARTICIPATE IN THE SBE PROGRAM, IS GOING TO BE IMPORTANT THAT WE MOVE WITH THOSE PARALLEL PATHWAYS AT THE SAME TIME. AND WHAT I'D BE INTERESTED IN ESPECIALLY WITH US GOING ALL IN ON TRYING TO MAKE SURE THAT WE LIVE WITHIN THIS NEW TERRAIN, BUT DO SO, MAINTAINING THE SPIRIT OF WHERE WE WERE, I'D LOVE TO SEE WHERE WE STAND IN A COUPLE OF YEARS, AS WE'RE LOOKING BACK ON WHAT OUR PARTICIPATION IN UTILIZATION WAS LIKE. AND THAT'S THE THING THAT I WOULD ALSO SAY TO THE PUBLIC, HOLD US ACCOUNTABLE. IF WE SEE A MAJOR SHIFT IN THE AMOUNT OF OPPORTUNITIES THAT ARE SHOWN UP, IF WE SEE A MAJOR SHIFT IN UTILIZATION OF ORGANIZATIONS, ESPECIALLY SINCE WE'RE GOING TO BE REPORTING OUT, HOLD US ACCOUNTABLE. SAY THAT OUT LOUD. THAT'S IMPORTANT, TOO. SO THE TRANSPARENCY WILL BE THERE. WE'RE MOVING UNDER A BIT OF DURESS, OF COURSE, BUT ALSO, WE'RE GOING TO MOVE AND AT THE SAME TIME, BE VERY AGGRESSIVE ABOUT ENSURING THAT THE ENTIRE COMMUNITY KNOWS ABOUT OPPORTUNITIES FOR THEM TO COME AND PARTICIPATE IN MAKING OUR FACILITIES, SERVICES, AND EVERYTHING ELSE TO THE HIGHEST QUALITY BENEFIT TO OUR YOUNG PEOPLE IN THIS DISTRICT. >> ANYONE ELSE FOR ROUND 2? SEEING NO ANY FURTHER TRUSTEES, WE'LL MOVE OUT MOVE ANYTHING ELSE FOR UNDER 11. [BACKGROUND] THAT'S 11I. [BACKGROUND] ANYTHING BEFORE 11I, 11E. 11 I, THEN. [BACKGROUND] TRUSTEE FOREMAN. >> SO YOU BEING MY BEST BUDDY TODAY, RIGHT? >> EVERY DAY. >> I GOT A COUPLE OF QUESTIONS FOR YOU. AND I'M LOOKING AT THE DC LOCAL POLICY. AND THEN UNDER WHERE WE MOVED AFFIRMATIVE ACTION AND DIVERSITY AND EQUITY. BUT WE STILL LEFT SOME LANGUAGE IN THAT I THINK MAY BE SOMEWHAT OF A CONCERN. AND THE LANGUAGE I'M REFERRING TO IS GENDER EXPRESSION. THEN WE GO ON TO TALK ABOUT SEXUAL ORIENTATION, GENDER IDENTITY, THAT MIGHT BE SOME LANGUAGE WE NEED TO TAKE ANOTHER LOOK AT. >> I WILL GET WITH LEGAL SERVICES NEXT WEEK AND COME BACK WITH THE FINAL. >> SO THAT'S UNDER THAT WHOLE AFFIRMATIVE ACTION PIECE, WHERE THAT LANGUAGE IS RIGHT THERE. AND THEN I WOULD LIKE, THIS IS UNDER POSTING OF VACANCIES. I'D LIKE THE WORD ALL PUT IT AT THE FRONT. ALL VACANCIES WILL BE POSTED, BECAUSE I HEAR SOMETIMES THAT VACANCIES ARE NOT POSTED. AND I'D LIKE TO SEE ALL VACANCIES POSTED SO THAT PEOPLE FEEL COMFORTABLE WITH THOSE VACANCIES ARE BEING POSTED. SO I'D LIKE TO SEE THAT WORD ALL IF AT ALL POSSIBLE. AND THEN ON THE SECOND PAGE, WHEN IT TALKS ABOUT THE CLIMATE SURVEYS, AND MAYBE THE SUPERINTENDENT CAN HELP ME. DO WE HAVE SPECIFIC DATES THAT WE DO CLIMATE SURVEYS? BECAUSE THIS BASICALLY SAYS THE SUPERINTENDENT CAN DO IT WHENEVER THE SUPERINTENDENT DESIRES TO DO IT, AND I THOUGHT THE CLIMATE SURVEYS WOULD LIKE ONCE A YEAR OR SOMETHING LIKE THAT. >> IT'S TWICE. WE DO ONE IN THE FALL AND ONE IN THE SPRING SO WE CAN DO TWO COMPARISONS. WE CAN CERTAINLY PUT A LITTLE MORE CLARITY. YOU WANT SOME FLEXIBILITY IN TERMS OF WHAT MAKES SENSE, BUT I HEAR YOUR POINT, I SHOULDN'T JUST BE I DECIDE TOMORROW. NO, I AGREE WITH YOU 100%. SO WE'LL PUT SOME CLARIFICATION. >> [OVERLAPPING] IF YOU DO AGREE? AS LONG AS IT'S IN THE POLICY. >> YES, MA'AM. >> I'LL KNOW WHAT TO LOOK FOR. [04:05:02] >> EASY TO DO. >> I'LL GET THAT LANGUAGE. >> SEE HOW EASY THAT WAS. [LAUGHTER] >> TRUSTEES, ANYONE ELSE FOR 11 I? SEEING NOTHING FURTHER UNDER 11 TRUSTEES. ANYTHING UNDER CHIEF OF STAFF DIVISION. THAT'S BE 14A-18D. [13. CHIEF OF STAFF DIVISION] I'LL GIVE YOU EVERYONE A MINUTE TO LOOK THROUGH THAT. [BACKGROUND] >> SO 14A? >> 14A TRUSTEE FOREMAN. >> THIS IS FOR A SURVEY. >> IT'S YOUR FAVORITE. IT'S A COOP. >> SHALL I GO AHEAD AND JUST ANSWER THE QUESTION YOU'RE GOING TO ASK. THE ONLY REASON WE WANTED TO GO WITH THE COOP, BECAUSE THE ONLY REASON YOU'LL TAKE IS BECAUSE ACTUALLY, FOR YOUR POINT, WE WANT TO HAVE CONTINUOUS DATA. WE DON'T WANT A NEW PARTNER. [OVERLAPPING] WE'VE BEEN USING THEM. IF WE CHANGE IT, THEN THE QUESTIONS CHANGE, AND THEN WE'RE GOING TO HAVE TO RESET NEW BENCHMARKS. >> THEN I'D BE MAD AGAIN. >> YOU'D BE UPSET ABOUT THAT? THIS IS ONE I THOUGHT YOU WOULD ACTUALLY GO, THIS ONE MAKES SENSE. [OVERLAPPING] >> MAKE SENSE. >> GOOD. >> ANYONE ELSE FOR 14A? STILL IN CHIEF OF STAFF DIVISION, 15A-18 D. ANYTHING IN THAT RANGE? >> 17A. >> 17A. HEARING NOTHING BEFORE THAT. TRUSTEE FOREMAN. >> DO YOU WANT ME TO ASK THE QUESTION YOU'RE GOING TO ASK TO, TRUSTEE FOREMAN? THIS IS ON NURSING, RIGHT? FIRST MEDICALLY FRAGILE STUDENTS. >> RIGHT. >> DEPUTY CHIEF GARCIA, COULD YOU PLEASE COME TO THE FRONT. >> THE QUESTION IS, HOW MANY NURSES DO WE HIRE FOR THE CRITICAL STAFF UNITS. HOW MANY NURSES? >> THEY LOOK AT HISTORICAL, AND THEN THEY LOOK AT THE STUDENTS WE CURRENTLY HAVE REGISTERED IF I RECALL. ACHIEVED HER DOCTORATE FROM UT, SO WE'RE NOT GOING TO REFER TO HER. [APPLAUSE] DOCTOR CASAS. >> THANK YOU. >> DOCTOR CASAS, CAN YOU PLEASE ANSWER TRUSTEE FOREMAN'S QUESTION? >> YES. SO THIS LAST YEAR WE HAD NINE STUDENTS THAT REQUIRED AN INDIVIDUAL NURSE. >> WHAT I'M LOOKING AT IS THE PREVIOUS AMOUNT IN 2023 WAS 600,000. BUT NOW WE'RE TALKING ABOUT 3.5 MILLION OVER A FIVE YEAR PERIOD. I KNOW WE DON'T KNOW EXACTLY HOW MANY STUDENTS THAT WE HAVE, BUT WAS THE PREVIOUS CONTRACT JUST FOR 603,000 AND DID WE USE ALL OF THAT CONTRACT? >> THAT WAS A ONE YEAR? >> IT WAS ACTUALLY A THREE YEAR CONTRACT WITH TWO ONE YEAR RENEWALS. PRIOR TO 2023, WE HAD ON AVERAGE ABOUT THREE OR FOUR STUDENTS. THE LAST COUPLE OF YEARS, WE'VE HAD NINE AND 10 STUDENTS. WE ACTUALLY CAME BACK TO THE BOARD ASKING FOR ADDITIONAL AUTHORIZATION TO SPEND MONEY IN FEBRUARY, BECAUSE THE ORIGINAL CONTRACT WAS FOR 750. AT THAT TIME, WE HAD ALREADY EXPENDED OVER 600,000. I THINK IN THE YEAR, WE ENDED AT OVER 800,000 THIS LAST YEAR. IT WAS ON THE THIRD YEAR OF THE CONTRACT, THE PREVIOUS RFP. >> COULD YOU BREAK THAT DOWN BY YEAR, NUMBER OF STUDENTS AND THE NUMBER OF NURSES AND THE TOTAL AMOUNT SPENT BY YEAR. >> SINCE WHEN? >> SINCE THE 2023 CONTRACT, WAS THE CONTRACT LED IN 2023? >> YES. IN 2023, WE HAD 10 STUDENTS, AND LAST YEAR WE HAD 10 STUDENTS. >> I HEARD YOU, I THOUGHT I HEARD YOU SAY THREE OR FOUR STUDENTS. >> PRIOR TO 2023. ON AVERAGE, WE HAD ABOUT THREE OR FOUR STUDENTS. IN THE LAST COUPLE OF YEARS, WE'VE HAD UP TO 10 STUDENTS. >> THAT IS A NURSE EIGHT HOURS A DAY? YES. THESE ARE OUR STUDENTS WHO ARE MEDICALLY FRAGILE AND REQUIRE, INTENSIVE ONGOING SUPPORT. >> ABSOLUTELY. COULD YOU BREAK THAT DOWN BY HOW MANY STUDENTS? TOTAL NUMBER OF NURSES, TOTAL DOLLAR AMOUNT SPENT SINCE 2023 FOR EACH YEAR? >> YES. >> THANK YOU. [04:10:05] >> ANYONE ELSE FOR 17A? SEEING NO ONE ELSE, TRUSTEES ANYTHING UNDER 18A THROUGH D SPECIAL SERVICES. TRUSTEES WILL MOVE TO ACADEMICS AND TRANSFORMATION DIVISION. [19. ACADEMICS AND TRANSFORMATION DIVISION] >> 20A. >> 20A. TRUSTEE FOREMAN? >> YES. >> JUST A COUPLE OF QUESTIONS. IN REGARDS TO THIS CONTRACT, I WOULD ASSUME THESE ARE NEW PROVIDERS? >> NO, MA'AM. >> THESE 10 PARTNERS, NINE ARE CURRENT ONES NEW. >> NINE ARE RECURRING? >> YES, MA'AM. >> HOW MANY TOTAL PARTNERS DO WE HAVE? INCLUDING THIS. >> FORTY-TWO. >> FORTY-TWO PARTNERS? WHAT'S THE NEW PARTNER ON HERE? IT IS POINTS OF LIGHT KIDS UNIVERSITY PREPARATORY LEARNING CENTER. >> THANK YOU. >> CHRISTY WEINBERG 20A. >> QUICK QUESTION FOR YOU. WHAT MECHANISM IS IN PLACE? WHEN YOU HAVE THESE EARLY CHILDHOOD PARTNERSHIPS, TO DETERMINE IF, BECAUSE THEY'RE HIGH QUALITY, I NOTICED TO DETERMINE THAT THEY'RE HIGH QUALITY AND WHO MONITORS IT, AND HOW OFTEN? >> WE HAVE A CRITERIA WHERE WE GO OUT TO THE SITES AND VISIT THEM AND WE MAKE SURE THAT THE NAC ACCREDITED OR HAVE A TEXAS RISING STAR, ALONG WITH SOME OTHER CRITERIA. ONCE THEY DO THAT. >> EXCELLENT. THEN YOU MAINTAIN THAT. >> ABSOLUTELY. >> THANK YOU. >> ANYONE ELSE FOR 20A? >> 22A. >> ANYTHING BEFORE 22A? SEEING NONE, 22A? TRUSTEE FOREMAN. >> ANOTHER CORPORATE AGREEMENT. >> YES, MA'AM. >> WE'RE GOING TO STILL BE FRIENDS AFTER THIS, RIGHT? >> I HOPE SO. THAT'LL BE NICE. >> AGAIN, THE QUESTION ABOUT A CORPORATE AGREEMENT, IS THIS A NEW CORPORATE AGREEMENT? IF IT IS, WHY DID WE CHOOSE A CORPORATE AGREEMENT AS OPPOSED TO A REGULAR PROCUREMENT? >> IT IS NEW. THE RATIONALE IS THIS, TRUSTEE FOREMAN, THE PREVIOUS RFP THAT WE DID, THERE WERE VERY FEW APPLICANTS OR VERY FEW WHO. >> RESPONDED. >> VENDORS WHO RESPONDED, THANK YOU. AS A RESULT, THERE WERE SOME GAPS IN SUPPORTS AND SERVICES THAT WE NEED, AND SO SOME IS IN THE CULINARY SPACE. FOR EXAMPLE, I KNOW, LIKE IN THE CORE INSTITUTES, WE ARE LAUNCHING OUR DENTAL PROGRAM, AND SOME OF THE SPECIFIC FURNITURE THAT WE NEED, WE'RE NOT ABLE TO GET AS A RESULT. IT'S REALLY IMPORTANT THAT WE HAVE THIS COOPERATIVE AGREEMENT TO ALLOW US TO GET THE RESOURCES, MATERIALS, AND SERVICES. FOR CT PROGRAMS. >> JUST TO GIVE SPECIFIC INFORMATION, THE LAST BID WE SENT OUT INFORMATION TO 800 VENDORS, 16 RESPONDED, AND WE WERE ONLY ABLE TO AWARD 15 VENDORS. THAT LIMITED THE NUMBER OF VENDORS THAT OUR CAMPUSES HAD TO CHOOSE FROM, WHICH LIMITED THE NUMBER OF VENDORS THAT OUR PROGRAMS COULD CHOOSE FROM. >> FIFTEEN VENDORS RESPONDED? >> SIXTEEN VENDORS RESPONDED. >> SIXTEEN RESPONDED. HOW MANY DID WE AWARD? >> FIFTEEN. >> WE HAD FIFTEEN VENDORS, BUT THEY COULDN'T SERVICE TWO CAREER INSTITUTES? >> THEY COULDN'T SERVICE THE DISTRICT BECAUSE OF THE CATEGORIES THAT WE HAVE WITH CAREER IN TECH CATEGORIES. YOU HAVE CULINARY, YOU HAVE COSMETOLOGY, SCHOOL STORES, HEALTH SCIENCE, AUTOMOTIVE TECHNOLOGY, AVIATION, WELDING. >> HOW HAVE WE SERVICED THESE BEFORE? >> IT HAD EXPIRED. THERE WAS A PREVIOUS RFP THAT HAS EXPIRED. >> WE SERVICED THEM BY GOING OUT FOR B. >> YES. >> I'M JUST MAKING A POINT. [BACKGROUND] IT'S OKAY, OSWALDO. I GOT IT. IT'S OKAY. I'M JUST MAKING A POINT THAT WHEN WE DO COOPERATIVE PURCHASING, THERE IS NO BID. [04:15:05] >> WHEN WE DO COOPERATIVE PURCHASING, WE DO DO THREE QUOTES. THAT ENSURES THAT WE DO HAVE COMPETITIVE PRICING. THE BIDS ARE DONE BY THE COOP. >> THE BIDS ARE DONE BY COOP. BECAUSE THAT THAT WILL SATISFY THE STATE REQUIREMENT. >> CORRECT. >> FOR YOU TO BE ABLE TO PURCHASE. >> CORRECT. >> I UNDERSTAND THAT PART. DO ME A FAVOR. THE LAST BIT OF PROCUREMENT THAT YOU DID. THE LAST ONE. I'D LIKE TO KNOW THE TOTAL DOLLAR AMOUNT AND HOW MUCH WAS SPENT AND THE VENDORS, IF YOU DON'T MIND. IF YOU WILL SHARE THAT WITH ME, I WOULD APPRECIATE IT. >> GET THAT. >> THANK YOU. >> ANYONE ELSE FOR 22A? >> 22B, WHERE ARE ALL GOING? >> THEN WE DO 22B. TRUSTEE FOREMAN. >> JUST REAL QUICKLY. I'M ASSUMING THIS PHYSICAL EDUCATION INITIATIVE COURSE IS NEW TO THE CAREER INSTITUTE. >> IT'S ACTUALLY NOT FOR THE CAREER INSTITUTE. >> WHAT IS IT FOR? >> OF THE INNOVATIVE COURSES YOU'RE LOOKING AT, THERE ARE A TOTAL OF 20, 19 ARE CTE BASED, AND ONE IS NOT FOR CTES. IT'S FOR THE COMPREHENSIVE HIGH SCHOOLS. >> WHY DID I THINK THAT WAS. [OVERLAPPING] >> WELL, I THINK IT'S A MAJORITY. >> BECAUSE THE MAJORITY WERE CTES? >> BECAUSE IT SAYS CAREER AND TECHNICAL. >> ON THE FIRST PART, BUT THEN THERE'S A WORD AND. >> THAT'S WHAT JUST GOT MY ATTENTION. THIS WOULD BE FOR ALL SCHOOLS, IF ANYTHING? >> THE PHYSICAL EDUCATION PORTION. >> THAT JUST NEEDS TO BE WORDED A LITTLE DIFFERENT. PHYSICAL EDUCATION AND CAREER INSTITUTES WOULD HAVE BEEN BETTER. THANK YOU, GUYS. >> ANYONE ELSE FOR 22B? SEEING NONE, ANYTHING UNDER 23? THEN WE'LL MOVE TO SCHOOL LEADERSHIP DIVISION. [24. SCHOOL LEADERSHIP DIVISION] ANYTHING ON THERE 25? >> 25C. >> I HEARD 25C. ANYTHING BEFORE 25C? HERE NOTHING 25C, TRUSTEE FOREMAN. >> MISS MCFARLANE. >> COME ON UP HERE, MISS MCFARLANE. >> I'M BRINGING UP A FRIEND. I CAN'T FIND [OVERLAPPING] MY EYES. >> YOU DON'T HAVE TO READ IT. JUST QUICKLY THIS IS NEW? THE CREDIT RECOVERY COURSE IS NEW? WHO WILL BE TAUGHT THIS COURSE? >> IT'S NOT NEW. IT'S OUR CREDIT RECOVERY PROGRAM THAT WE HAVE IN OUR GRAD DEPARTMENT. THIS IS FOR RECONNECT PLUS OUR FEEDS PROGRAM ALL OF THOSE PROGRAMS. >> THIS IS FOR CREDITS FOR SCHOOL RECOVERY. I'M LOOKING CREDIT RECOVERY, MONEY RECOVERY. GOT IT. >> THIS IS THE ONGOING THAT WE HAVE. YES, MA'AM. >> YES, SO THAT THEY CAN GRADUATE. GOT IT. DON'T NEED YOU, MISS MCFARLANE. >> THANK YOU. >> ONE SECOND. ANYONE ELSE FOR 25C? HEARING NONE, TRUSTEES, WE'LL TURN TO NOW, [26. INFORMATION TECHNOLOGY DIVISION] INFORMATION TECHNOLOGY DIVISION. ANYTHING UNDER 27? >> 27B. >> WAS IT THE COOPERATIVE PART? [LAUGHTER] >> 27B TRUSTEE FOREMAN. >> SOMEBODY BETTER PLEASE EXPLAIN YOURSELF. I'M JUST LOOKING AT THE DIFFERENCE IN THE ORIGINAL DOLLAR AMOUNT, WHICH WAS 15 MILLION. NOW WE'RE DOWN TO 1.5 MILLION IN FORM OF COOP. THAT'S A GOOD DEAL, BUT WHY DID WE DROP DOWN? >> THE ORIGINAL CONTRACT WAS FOR FIVE YEARS. THIS IS A ONE YEAR CONTRACT, TRUSTEE FOREMAN, OR REQUEST FOR ONE YEAR AUTHORITY. >> THANK YOU. >> BUT YOU'RE GOING TO ASK HIM ABOUT C, SO I'LL JUST HAVE HIM SIT THERE. >> YOU KNOW, I AM. >> ARE YOU? WE'LL DO THAT, 27C. >> IT'S THE SAME QUESTION THAT I ALWAYS ASK ABOUT COOPS AND WHY WE DON'T USE DIRECT VENDORS. >> THIS IS A EXTENSION OF OUR ORACLE SYSTEM, OUR ERP, SOLE SOURCE. [04:20:03] >> IS ORACLE ONLY SOLE SOURCE? DO WE HAVE AN OPPORTUNITY TO GO WITH CONTRACTORS FROM ORACLE? I'M ASSUMING WE GO DIRECT. >> YES, MA'AM. >> BECAUSE HOW LONG HAVE WE HAD ORACLE? MORE YEARS THAN I CAN THINK ABOUT. >> YES, MA'AM. >> WE'RE SPENDING TWO, THREE, $5 MILLION A YEAR ON ORACLE. IS THAT FOR SOFTWARE LICENSES OR EQUIPMENT, UPDATE? >> BOTH. IT'S FOR LICENSING FOR OUR FINANCIAL HR PAYROLL SYSTEMS, AND WE'RE ALSO UTILIZING ORACLE'S CLOUD INFRASTRUCTURE. WE HAD OUR INSTANCES, OUR ERP ON PREM. WE'VE MOVED THAT THIS YEAR TO THE CLOUD. THERE'S SOME COSTS THERE. BUT WE'RE SAVING SOME COSTS BY NOT HAVING TO SUPPORT SERVERS IN OUR DATA CENTER ANYMORE. >> THOSE SERVERS ARE NOW OFFLINE? >> THEY'RE NOW IN ORACLE'S CLOUD INFRASTRUCTURE. IT'S CALLED INFRASTRUCTURE AS A SERVICE. THERE'S A APPLICATION COST AND THEN THE INFRASTRUCTURES TO SUPPORT THAT. >> WE'RE PAYING THE APPLICATION COSTS THIS YEAR? >> THIS INCLUDES BOTH. >> IN THIS PARTICULAR $10 MILLION? >> YES, MA'AM. >> THANK YOU. >> ANYONE ELSE ON 27C? SEEING NONE, TRUSTEES WILL TURN TO FINANCIAL SERVICES DIVISION, [28. FINANCIAL SERVICES DIVISION] WHICH IS 29A THROUGH 32B. ANYTHING UNDER FINANCIAL SERVICES DIVISION? >> I'M JUST GOING TO LET 29B SLIDE BY, SUPERINTENDENT. >> THANK YOU. [LAUGHTER] I APPRECIATE THAT. [33. OPERATION SERVICES DIVISION] >> THEN I THINK I'LL TURN TO OPERATION SERVICES DIVISION. THAT IS EVERYTHING FROM 34A TO 35B. ANYTHING UNDER OPERATION SERVICES DIVISION? >> GOT ANOTHER CORPORATE AGREEMENT. >> SEEING NOTHING THERE, THEN WE'LL TURN TO CONSTRUCTION SERVICES DIVISION, THAT IS 37A. >> WAIT. MY APOLOGIES [INAUDIBLE]. >> YOU LISTENING TO ME? >> SORRY. I DID HAVE ONE ON 32B. MY APOLOGIES. >> 32B. GO AHEAD. >> I JUST WONDER CAN SOMEBODY WALK THROUGH THE REGION 10 AGREEMENT THAT HAVE NECESSARILY CONCERN 27. >> IT'S OUR REGULAR. THEY HAVE SOME SERVICES THAT WE TAKE ADVANTAGE OF THROUGHOUT ALL OF OUR DEPARTMENTS. DO YOU HAVE CHOICES WITH SERVICE CENTER? YOU CAN DO INDIVIDUAL SERVICES AND PAY FOR THOSE OR YOU CAN DO THE WHOLE AGREEMENT, WHICH IS WHAT WE DO BECAUSE IT'S REALLY MORE COST EFFECTIVE. THERE ARE SOME AREAS THAT WE USE. ED, YOU WANT TO GIVE A LITTLE MORE SPECIFICITY THAN I DID? >> THEN SPECIFICALLY, THEY ALSO TAKE CARE OF OUR REQUIRED PRIVATE SCHOOL PASS THROUGH. THEY KEEP TRACK OF ALL OF OUR INVENTORY THAT WE'RE REQUIRED TO DO AS PART OF OUR TITLE 1 REQUIREMENTS. >> GOT YOU. LIKE 7.5 MILLION FOR CAMPUS ENTITLEMENT, WHAT DOES THAT FUNCTIONALLY MEAN? >> THAT IS THE ESTIMATE BASED ON THE AMOUNT OF TITLE 1 FUNDING THAT WE RECEIVE A CERTAIN PERCENTAGE [OVERLAPPING] TO PASS TO PRIVATE SCHOOLS. >> GOT YOU. THANK YOU SO MUCH. >> THANK YOU. >> TRUSTEES NOW CONSTRUCTION SERVICES DIVISION. >> 34B. >> NOW, MAYBE NOT. [LAUGHTER] >> I'M GOING TO MOVE ON. I'M GOING TO LET IT GO. I'M TIRED. >> NO, 34B? >> I'VE BEEN ASKING THEM WITH THIS BIND OVER HERE. >> YOU WANT 34B? >> PLEASE. >> 34B. LET'S GO. [LAUGHTER]. >> TRUSTEE MACKEY, [INAUDIBLE]. >> WHAT ABOUT TRUSTEE MACKEY? >> HE WENT BACKWARDS AND GAVE THEM ANOTHER OPPORTUNITY FOR ME. [LAUGHTER] >> MY QUESTION IS THAT THIS IS A $4 MILLION CONTRACT FOR MAINTENANCE AND SERVICES EQUIPMENT FOR DISTRICT WIDE USE FOR AUDITORIUMS. >> YES. >> HAVE WE HAD THIS KIND OF PROCUREMENT BEFORE? >> WE HAVE. IN THE PAST, WE SHARED IT WITH THE LEARNING COMMUNITY WHERE THEY WERE ABLE TO BUY PROPS AND THINGS OF THAT NATURE. THIS ONE IS SPECIFICALLY FOR THE MAINTENANCE OF AN AUDITORIUM. [04:25:04] >> WHEN I LOOK AT THE FACT SHEET, IT DOESN'T SHOW THAT WE'VE HAD THIS PARTICULAR CONTRACT BEFORE? >> CORRECT. BECAUSE THE ONE THAT WE HAD BEFORE WAS A SHARED ONE TO WHERE THEY COULD BUY PROPS, AND THEY COULD BUY STAGES, AND THEY COULD BUY ALL KINDS OF THINGS, AND WE PIGGYBACKED ON IT AND USED IT FOR MAINTENANCE AND REPAIRS, LIKE RIGGING AND CURTAINS AND THINGS LIKE THAT. THIS ONE NOW IS SPECIFICALLY FOR US TO DO MAINTENANCE. >> HOW MUCH WAS THAT ONE THAT YOU PREVIOUSLY SHARED? >> I BELIEVE THAT ONE IS EIGHT, PROBABLY. I'LL HAVE TO GO BACK AND GET THAT INFORMATION FOR YOU. >> COULD YOU GET THAT INFORMATION BECAUSE IT JUST SEEMS LIKE $4 MILLION IT'S ALMOST $1 MILLION A YEAR. THAT'S ONLY GOING TO COVER THE MAINTENANCE PART OF AUDITORIUMS. THAT SEEMS A BIT EXTENSIVE. IF WE STILL HAVE THE OTHER CONTRACT THAT STILL HAVE THE DOLLARS IN IT, IF IT'S STILL LIVE CONTRACT, THEN I WOULD BE CURIOUS ABOUT THAT. YOU DON'T HAVE TO GIVE IT TO ME NOW, BUT I WOULD LIKE TO SEE THAT CONTRACT, EXACTLY HOW MUCH WE SPENT, HOW LONG WE'VE HAD IT, WHAT IT'S FOR, AND THEN COMPARE IT TO THIS CURRENT CONTRACT? THANK YOU. >> ANYONE ELSE FOR 34B? HEARING SOME BINDERS CLOSE? [36. CONSTRUCTION SERVICES DIVISION] THIRTY-SIX CONSTRUCTION SERVICES DIVISION. ANYTHING FROM 37A TO 38B, ANYTHING IN THAT RANGE? >> 37B, C AND I. >> WE'LL START WITH 37B. TRUSTEE MACKEY. >> YOU MEAN TO BE ABLE TO TAKE ALL OF THESE AT ONCE. MY JUST GENERAL QUESTION, I APPRECIATE THIS BECAUSE WE ALWAYS SHOW THE SCOPE. TO YOUR KNOWLEDGE, FROM WHAT WE PLANNED IN 2020, BASED ON THESE THREE CAMPUSES, HAS ANYTHING FROM THAT SCOPE CHANGED EITHER BEEN REMOVED OR ADDED TO YOUR KNOWLEDGE? >> WHICH ONES AM I LOOKING AT B? >> SORRY. IDAHO, ELEMENTARY SCHOOL, B, MARGARET B. HENDERSON, C. BUT WE CAN TAKE THEM SEPARATELY. >> WE'LL TAKE THEM SEPARATELY FOR CLEAN RECORD, SO 37B. >> NO CHANGES. >> GREAT. THANK YOU. >> ANYONE ELSE ON 37B? THEN 37C. >> MARGARET HENDERSON. >> NO CHANGES. >> THANK YOU. >> ANYONE ELSE ON 37C? SEEING NONE, ANYTHING BEFORE 37I? >> YES, G. >> 37G, TRUSTEE SANDERS. >> JUST WANTED TO KNOW A LITTLE BIT ABOUT THE CHANGE ORDER. WHAT WAS IDENTIFIED THERE? I KNOW IT DESCRIBES IT VAGUELY, BUT SPECIFICALLY, WHAT DID YOU SEE? >> JUST A ASBESTOS WHEN WE'RE DOING DEMO, BEHIND THE WALLS, WE HAVE A CERTAIN QUANTITY. WHEN WE GET BEHIND THE WALL, THEY'RE FINDING MORE OF THAT QUANTITY SO WE'RE EXPANDING THAT SCOPE. >> THANK YOU. >> ANYONE ELSE FOR 37G? SEEING NONE, THEN 37I, TRUSTEE MACKEY. >> GRANER. >> NO CHANGES. >> THANK YOU. >> YOU-ALL ANYTHING ELSE UNDER 37? SEEING NONE, DO WE GO TO 38 REAL PROPERTY MANAGEMENT? SEEING NONE, THEN WE'LL GO TO POLICE DIVISION. ANYONE WITH 48? [39. POLICE DIVISION] JUST DEFORMING YOUR [INAUDIBLE]. THEN SUPERINTENDENT, GO AHEAD. >> YES. I THINK YOU'RE ABOUT TO GET TO 41. BEFORE WE GET TO 41, I DID WANT TO JUST TAKE A MOMENT. WE HAVE A TEAM MEMBER WHO'S GOING TO BE STILL STAYING WITH US. AT LEAST THAT'S WHAT HE'S PROMISED. BUT HE'S GOING TO FOCUS ON SOME OTHER THINGS. SEAN BRINKMAN. THIS WILL BE HIS LAST BOARD MEETING AS THE CTO. BOARD MEMBERS, I KNOW, HAVE PROVIDED THAT INFORMATION IN THE BOARD DATE, AND MARLIN HARRISON WHO WAS AROUND HERE A MINUTE AGO WILL BE STEPPING INTO THAT ROLE. WE'RE VERY FORTUNATE THAT WE HAVE TEAM MEMBERS THAT ALL OF THEM SHOW UP EVERY DAY AND SAY, I CAN WORK FOR YOU, I CAN WORK FOR YOU, OR I COULD WORK FOR YOU. WE'VE GOT THREE AMAZING PEOPLE. WE'VE GOT LOTS OF AMAZING PEOPLE. THERE'S OUR NEW CTO WILL BE MARLIN HARRISON. WAVE MARLIN, SO EVERYBODY KNOWS WHO YOU ARE. I WOULD LIKE TO TAKE A MOMENT TO JUST THANK [04:30:03] CHIEF BRINKMAN FOR LEADING THE TEAM BECAUSE HE'S ALWAYS REMINDED ME IT WAS A TEAM EFFORT, AND HE'S GOT JOHN HURLEY WITH HIM, MARLIN HARRISON THERE. I KNOW A WHOLE LOT OF OTHER PEOPLE THAT SUPPORT THAT TEAM. BUT THESE THREE GENTLEMEN ARE JUST TOP NOTCH. THEY COULD GO WORK ANYWHERE AND MAKE EASILY DOUBLE WHAT THEY'RE MAKING HERE. BUT THEY CHOOSE TO DO THIS WORK BECAUSE THEY LOVE SERVING KIDS AND HELPING OUR DISTRICT. WE'RE EXCITED TO WELCOME MARLIN AND WE'RE EXCITED FOR SEAN TO FOCUS ON STUDENT ENTERPRISE SYSTEMS AND GET MY DATA WAREHOUSE UP AND RUNNING SO THAT I DON'T HAVE TO KEEP LOOKING FOR DATA IN A MILLION DIFFERENT PLACES. BUT IF WE COULD JUST GIVE SEAN TEAM A ROUND OF APPLAUSE FOR HIS SERVICE. [APPLAUSE] SEAN AND I MET IN 2011 WHEN HE USED TO MANAGE OUR CURRICULUM MANAGEMENT SYSTEM. WHERE'S OSWALDO? OSWALDO WAS PART OF THAT TEAM TOO BACK IN THE DAYS. ANYWAY, AGAIN, THANK YOU. NEXT TIME, YOU'LL SEE MARLIN HARRISON WHEN YOU WANT TO START ASKING QUESTIONS. MARLIN, BETTER BE READY. THANK YOU AGAIN. >> THANK YOU, SUPERINTENDENT. TRUSTEES, WE'LL TURN TO AGENDA ITEM 41 ADJOURNMENT. THE TIME IS 6:40 PM. THIS MEETING IS ADJOURNED. [NOISE] * This transcript was compiled from uncorrected Closed Captioning.