Aug 14, 2025 Board Briefing

>> GREAT. THANK YOU SO MUCH.

>> LOOKING AT THE REDUCTION OF DNF SCHOOLS TO A TOTAL OF 16, DOWN FROM 65, I LOOK FORWARD TO MORE TRUSTEES HAVING NO D AND F SHIRTS, LIKE TRUSTEE FOREMAN DID A FEW YEARS AGO. THANK YOU SO MUCH.

>> TRUSTEES, ANY OTHER QUESTIONS, COMMENTS ON 6A.

NOTHING ON ROUND 1, THEN ROUND 2, TRUSTEE SANDERS.

>> JUST REALLY QUICKLY. WHEN ARE WE ANTICIPATING THE FINAL GRADE RATINGS? DO WE KNOW?

>> WELL, WE RECEIVED THEM LAST NIGHT.

>> GOT IT.

>> I'M ABOUT TO TELL YOU WHAT THAT IS IN THE NEXT ITEM.

>> WORD I BET.

>> I THINK ROUND 2 FOR 6A.

SEEING NO TRUSTEES, WE'LL NOW TURN TO AGENDA ITEM 7A,

[7. INFORMATION/REPORTS]

SUPERINTENDENT'S REPORT, STUDENT OUTCOME, AND CONSTRAINT UPDATE. SUPERINTENDENT?

>> WE'LL ACTUALLY, GOING TO DO THE SECOND, IS THAT RIGHT?

>> BOTH OF THOSE WERE ALREADY DONE.

>> PERFECT. THEN 7A.

>> WE'LL NOW MOVE TO THE NEW.

I'M JUST WAITING FOR OUR TEAM TO GET CAUGHT UP WITH US.

HERE WE GO. THIS WE PUT TOGETHER BASED ON OUR PROJECTIONS.

THERE WAS ONE CHANGE FROM THE PROJECTIONS THAT WE HAVE PROVIDED TO YOU EARLIER ON SO THAT YOU WOULD HAVE WHAT WE WERE THINKING.

THERE WAS ONE CHANGE.

THERE WAS ONE SCHOOL THAT WE HAD AT A 90, THAT THE AGENCY HAS AT A 89.

THAT CHANGES THE NUMBER OF AS WENT 30-60.

WE HAD PREVIOUSLY PROJECTED 61.

WE CAN GO TO THAT NEXT SLIDE.

OUR BS WENT 71-103.

WE ACTUALLY HAVE A SLIGHT CHANGE THERE, ALTHOUGH WE'RE SHOWING YOU THIS 27% AND 45%.

IT ACTUALLY OFFICIALLY WILL BECOME 26%.

IT STILL STAYS AT 45%.

BUT WHAT THAT STILL TELLS US IS THAT MORE THAN 70% OF OUR SCHOOLS IN DALLAS SIZE D ARE AN A OR A B.

THAT IS THE HIGHEST PERCENTAGE OF AS AND BS, AT LEAST SINCE, EVEN INCLUDING THE PREVIOUS YEAR BEFORE STAR REDESIGN, WHERE WE WERE AT ONLY 64% OF THE SCHOOLS WERE AS AND BS.

I WANT TO REPEAT, THAT'S 71%, ALMOST 72, NOT QUITE, BUT ABOVE 70% ARE AS AND BS.

NOW, IF WE TAKE A LOOK AT OUR CS, THAT ACTUALLY PRODUCES 93%.

OF ALL SCHOOLS IN DALLAS ISD ARE NOW AN A, A B, OR A C, WHICH IS THE HIGHEST, EVEN DATING BACK TO SOME OF THE HIGHEST PERFORMANCE ON THE PREVIOUS LESS RIGOROUS STAR, 1.0, WHERE WE WERE AT 90% WAS THE HIGHEST WE HAD ATTAINED.

NOW WE ARE AT 93%, WHICH BRINGS US TO OUR OVERALL DISTRICT SCORE OF AN 83, A B ON THIS NEW AND MORE RIGOROUS ASSESSMENT.

OBVIOUSLY, WE FEEL THAT OUR CAMPUSES, NOT JUST THE DISTRICT OVERALL, BUT INDIVIDUAL CAMPUSES, ARE DEMONSTRATING THE KIND OF SUCCESS THAT THIS BOARD IS EXPECTING AND THAT

[00:25:02]

THIS BOARD HAS BEEN IMPLEMENTING IN THE PREVIOUS FIVE-YEAR GOALS AS WE'LL BE MOVING INTO THIS NEW ERA.

THAT DATA IS IMPORTANT BECAUSE IT CONNECTS TO OUR NEXT FIVE-YEAR GOALS.

WE WENT FROM JUST TO REITERATE THAT 83 CAME FROM THE PREVIOUS WAS A 79, AND THAT 79 HAD BEEN ROUNDED UP.

WE WERE ACTUALLY A 78 POINT SOMETHING HIGHER THAN EITHER 0.5 OR HIGHER, I DON'T REMEMBER, BUT IT WAS SO THAT'S HOW WE GOT TO THE 79 IN 2024 TO THE 83 CURRENTLY IN 2025.

ALL OF THOSE ARE IMPORTANT, BUT AS WE GET INTO THE GOALS AND CONSTRAINTS, JUST A WALK DOWN MEMORY LANE BECAUSE THIS BOARD INVESTED A LOT OF TIME WITH YOUR COMMUNITIES IN HAVING MEETINGS.

JUST A BRIEF OVERVIEW ON THE WHOLE RESETTING PROCESS.

YOU ALL ENGAGED OUR COMMUNITY, BOTH IN PERSON, VIRTUALLY, WE HAD SURVEYS.

WE CREATED THEN DRAFTS.

YOU GAVE US FEEDBACK, MULTIPLE ITERATIONS, AND I WILL BE PRESENTING TO YOU NOW, YOU HAVE ADOPTED THE BOARD UNDER THESE PROPOSED GOALS, AND NOW WHAT WE WILL BE PRESENTING FOR YOUR APPROVAL AT THE NIGHT MEETING WILL BE THE ACTUAL METRICS THAT GO WITH THE GOALS.

THE LANGUAGE YOU HAD APPROVED AT A PREVIOUS BOARD MEETING, NOW WE'LL BE FOCUSED ON THE ACTUAL METRICS.

JUST QUICKLY ON GOAL 1, I'LL TAKE A LITTLE BIT LONGER THAN I AM ASKING OUR TEAM TO TAKE ON SOME OF THESE OTHER ITEMS, BUT PARTICULARLY THIS ONE, DID WANT TO GIVE SOME RATIONALE FOR HOW WE ARRIVED AT SETTING THESE TARGETS.

FIRST OF ALL, THE GOAL IS TO GO 43-53.

OUR TEAM TOOK THE BEST FIT LINE LOOKING AT THE SLOPE OVER WHAT HAS OCCURRED OVER THE LAST TWO YEARS UNDER THE NEW ASSESSMENT, AND THEN DEVELOPED WHAT WOULD THAT PROGRESSION LOOK LIKE AND COMPARE THAT TO THE STATE, SO THAT WE COULD SEE WHAT WILL IT TAKE IF THE STATE CONTINUES ALONG ITS GROWTH AND WE CONTINUE ALONG OUR GROWTH, HOW CAN WE GET TO NOT HAVING A GAP OR REDUCING THAT GAP? THAT MEANT WE WOULD NEED TO ACCELERATE AND CONTINUE TO ACCELERATE, AS WE DID THIS YEAR, CONTINUE TO ACCELERATE THAT SO THAT WE COULD GET TO AND ACTUALLY, THE GOAL WE RESET THEN IS TO A 55.

I NOTICED THAT THE GOAL ITSELF SAYS 43-53.

THAT WAS THE ORIGINAL DATA THAT WE GOT BEFORE TEA GAVE US THE FINAL? WE THOUGHT WE WERE GOING TO BE A 43.

WE ENDED UP AT A 45 ON GOAL 1, WHICH WAS AT THIRD-GRADE READING.

WE MADE THE ADJUSTMENT ON THE INDIVIDUAL BASELINE, AND THE TARGET, WE DID NOT REFLECT THAT IN THE LANGUAGE.

THAT'S BECAUSE I'LL NEED TO CHANGE THAT.

YOU ADOPTED THE LANGUAGE THAT'S IN GOAL ONE.

AT THE NIGHT MEETING, WE WOULD NEED TO ALSO CHANGE WITHIN THE VERBIAGE THAT IT WOULD GO 45-55.

WE WOULD BE LOOKING AT GOING A ONE-POINT GAIN IN YEAR 1, 1.5 POINT GAIN IN YEAR 2 TO A TWO-POINT GAIN IN YEAR 3, 2.5 IN YEAR 4 TO A THREE-POINT GAIN IN YEAR 5.

THAT'S A SLOPE THAT'S ELEVATING OR ACCELERATING EACH YEAR.

THE RATIONALE FOR THAT IS WE KNOW THAT AS WE CONTINUE TO IMPROVE OUR EARLY LEARNING, AS WE HAVE ALREADY SEEN, AND THE MORE STUDENTS WE GET ENROLLED, WE KNOW THE MORE READY THEY WILL BE FOR KINDER, WHICH MEANS THEY SHOULD BE BETTER PREPARED FOR EACH SUBSEQUENT YEAR.

EACH YEAR, WE SHOULD BE BUILDING ON HIGHER STUDENT ACHIEVEMENT ALREADY BEING RECEIVED INTO THIRD GRADE.

THAT'S THE NOT QUITE A HOCKEY PUCK TRAJECTORY, BUT RATHER A SLIGHT ELEVATED POSITIVE SLOPE THAT WILL ACCELERATE YEAR OVER YEAR.

THAT'S FOR GOAL 1.

THAT'S THE SAME PHILOSOPHY, ESSENTIALLY, WHILE THE NUMBERS MAY BE DIFFERENT FOR EACH OF THESE GOALS.

GOAL 2 IS THIRD GRADE WITH A FOCUS, OF COURSE ON THE MATHEMATICS.

HERE, AGAIN, WE'RE ANTICIPATING A 51-58.

MATH, AS WE ALL KNOW, HAD BEEN THE AREA WHERE WE HAD BEEN ALONG WITH THE STATE.

WE DID NOT SEE THE SAME REBOUND FROM COVID AS WE HAD SEEN IN READING, BUT WE CAN SEE NOW THAT WE'RE BEGINNING TO MAKE SOME SIGNIFICANT GAIN.

WE STILL THINK 58 IS WHERE WE CAN GET, BUT WE ALSO KNOW THESE ARE STILL VERY RIGOROUS, BUT THEY ARE ATTAINABLE.

THAT GENERATES A ONE POINT GAIN YEAR 1,

[00:30:01]

A ONE-POINT GAIN YEAR 2, 1.5 YEAR 3, 1.5 YEAR 4 TO A TWO-POINT GAIN IN YEAR 5.

GOAL 3 REALLY IT'S THAT FOCUS ON 8TH GRADE, AS THE BOARD, THAT WAS ONE OF THE ITERATIONS YOU ALL BROUGHT US WAS NOT IGNORING MIDDLE GRADES.

OF COURSE, OUR GPMS WILL COME BACK, AND WE'LL PROVIDE YOU THOSE RESULTS ON A REGULAR BASIS SINCE ALL OF THOSE FEED INTO THAT 8TH GRADE.

IN 8TH GRADE, WITH REGARD TO READING LANGUAGE ARTS, OUR EXPECTATION IS THAT WE WOULD BE GOING FROM THE 49-53.

KEEPING IN MIND THAT AS EACH GRADE LEVEL PROGRESSES, THERE ARE THE AMOUNT OF STANDARDS OBVIOUSLY ARE MORE RIGOROUS.

YOU HAVE MORE YEARS THAT REPRESENT THAT PARTICULAR GRADE LEVEL.

GROWTH IS DEFINITELY MORE CHALLENGING AS WE GET FROM YEAR TO YEAR.

HERE, STILL IN TRYING TO CLOSE THAT GAP WITH THE STATE, WE WOULD GO FROM A 49-53 FOR OUR 8TH GRADE.

THAT WAS GOAL 3, AND 4ARE BOTH 8TH GRADE.

ONE IS READING LANGUAGE ARTS, AND THEN GOAL FOUR IS THE MATH, WHICH WOULD BE THE ONE 49-53.

>> LASTLY, IS OUR PROPOSED GOAL 5 METRICS.

AGAIN, YOU ALL HAVE ALREADY WORKED ON THE LANGUAGE.

THIS IS FOCUSED ON GOING AN 80-88.

WE MAY BE SHOWING YOU NUMBERS FOR GOAL 5 WHEN I COME BACK THAT MAY ACTUALLY LOOK HIGHER THAN THIS.

THE REASON WHY WOULD WE SAY THEN WE'RE AT AN 80.

THERE IS A SHIFT IN THE WAY THE AGENCY WILL BE EVALUATING CCMR, SO WE NEED TO MAKE THE ADJUSTMENT.

WE HAD TO TAKE THAT DATA AND SAY, IF WE APPLY THE CURRENT TO THE NEW RULES, WHERE WOULD WE BE? YOU'RE GOING TO SEE SOME DATA THAT MAY LOOK LIKE IT'S IN CONFLICT WHEN I BRING YOU OUR CURRENT GOAL 5 OUTCOME, BUT THAT'S BASED ON THE WAY THE AGENCY EVALUATED THAT GOAL FOR THAT PARTICULAR YEAR.

NOW THE AGENCY HAS CHANGED THAT AND THIS REFLECTS THAT.

THEN LASTLY, ARE THE CONSTRAINTS, WHICH YOU'VE ALSO LOOKED AT PREVIOUSLY.

WE HOPEFULLY HAVE LANDED ON SOME AREAS WHERE I KNOW WE'LL STILL HAVE FURTHER CONVERSATION.

BUT ENSURING THAT WE HAVE THOSE GOALS THAT ARE FOCUSED ON CONSTRAINT 1, WE WANT TO MAKE SURE THAT STUDENTS ARE HAVING A POSITIVE EXPERIENCE.

WE DO NOT WANT TO ACHIEVE ACADEMIC OUTCOMES AND HAVE ENVIRONMENTS, CLIMATE, AND CULTURE THAT PEOPLE DO NOT FEEL ARE SUPPORTIVE AND POSITIVE.

IT IS POSSIBLE TO DO BOTH.

WE CAN GET STUDENT ACADEMIC OUTCOMES AND NOT HAVE ENVIRONMENTS THAT ARE OVERLY REGULATED OR NEGATIVE IN OUR EXPECTATIONS, RATHER COLLABORATIVE, SO THAT WE DON'T END UP IN A SITUATION WHERE PEOPLE REALLY DON'T ENJOY WHERE THEY WORK.

STUDENTS, IN PARTICULAR, NEED TO HAVE POSITIVE EXPERIENCES.

CONSTRAINT 2, THESE ARE ALL THE THINGS THAT YOU AS OUR BOARD WANT TO MAKE SURE THAT WE'RE MAINTAINING.

WE WANT TO MAKE SURE TEACHERS, IN PARTICULAR, WE WANT ALL STAFF TO BE SATISFIED, AND WE'LL ALWAYS BRING YOU THAT DATA, BUT WE ALSO KNOW THAT WHERE THE RUBBER MEETS THE ROAD, WE KNOW IT'S AT THE CLASSROOM LEVEL AND WE WANT TO ENSURE THAT TEACHER SATISFACTION.

YOU ALL HAVE EXPECTED THAT OF US, AND WE WILL CONTINUE TO WORK ON ENSURING THAT CLASSROOM CULTURE AND CLIMATE IS SUPPORTIVE FOR OUR TEACHERS AS WELL.

CONSTRAINT 3, IS THEN BEGINNING TO ENSURE THAT WE'RE ALLOCATING RESOURCES IN A FAIR MANNER SO THAT CAMPUSES AND STUDENTS ARE GETTING THE RESOURCES THAT THEY NEED.

CONSTRAINT 4, WE'LL FOCUS ON THE LAST ONE, WHICH ALWAYS IS IMPORTANT BECAUSE WE CAN'T DO THIS WORK IF WE DON'T STAY FINANCIALLY STABLE.

THIS BOARD, OF COURSE, HAS DONE SO MANY THINGS WELL, BUT THAT'S ONE OF THE AREAS YOU ALL CONTINUE TO CHALLENGE US IN MAKING SURE THAT WE ARE DOING WHAT IS BEST FOR THE ENTIRE DISTRICT AND MAINTAINING FINANCIAL STABILITY.

THAT CONCLUDES THIS PART OF THE SUPERINTENDENT'S REPORT.

>> TRUSTEES QUESTIONS. TRUSTEE SANDERS AND TRUSTEE FOREMAN. TRUSTEE SANDERS.

>> THANK YOU, DR. ELIZALDE. QUICK QUESTION.

YOU MENTIONED IT, AND IF I MISS IT, I APOLOGIZE.

WHEN ARE WE GOING TO GET THAT NUMBER FOR THE CCMR BASELINE?

>> WE'RE PRESENTING THESE BASELINE BASED ON WHAT WE DO KNOW NOW.

THE ONE THAT WE WILL BRING TO YOU ARE ACTUALLY THE CLOSE OUT FROM THE LAST YEAR'S GOALS, THAT WE JUST GOT THAT FINAL DATA.

>> GOT IT.

>> THAT'LL PROBABLY WE'LL BRING THAT TO YOU IN SEPTEMBER.

[00:35:02]

>> PERFECT. AWESOME. SEPTEMBER. THEN MY NEXT QUESTION, I MEAN TO ASK THIS A WHILE BACK.

FOR CONSTRAINT 1.2 WITH THE HABIT TO MINE INDEX, WE TALKED ABOUT HOW IMPORTANT THAT IS.

IS A CRITICAL PART OF OUR FRAMING FOR CREATING FUTURE READY YOUNG PEOPLE.

WHAT ARE WE USING TO MEASURE THAT? THEN WHAT TOOL OR TOOLS ARE WE USING TO MEASURE THAT? THEN ARE THEY SELF REPORTED FROM THE YOUNG PEOPLE, OR IS IT BY OBSERVATION OR SOME THIRD PARTY COULD BE TEACHER OR SOMEBODY ELSE, WHATEVER.

HOW ARE WE MEASURING THOSE THINGS?

>> THERE'S GOING TO BE A MULTIPLE WAY BUT IT WILL BE MEASURED.

IT'S NOT SELF REPORT BY THE STUDENT.

THERE WILL EITHER BE SOME SORT OF AN EXIT ACTIVITY, BUT THERE ARE A VARIETY OF WAYS IN WHICH THIS CAN BE MEASURED.

THE TEAM IS STILL IDENTIFYING WHICH ARE THE BEST WAYS TO COMPLETE THIS BUDGING SYSTEM, IF YOU WILL, LIKE SCOUTING.

THAT'S A CPM THAT YOU'LL SEE.

I DON'T HAVE ANY PARTICULAR NUMBERS BECAUSE THE TEAM IS STILL WORKING.

THIS PARTICULAR CONSTRAINT ALSO FOCUSES ON ENSURING THAT WE'RE WORKING WITH HIGH SCHOOL GRADUATES.

WE KNOW THAT THIS CORRELATES TO THAT COLLEGE CAREER MILITARY READINESS.

SOME OF THE SPECIFICS ARE STILL BEING WORKED OUT.

I DON'T ANTICIPATE BEING ABLE TO BRING YOU ALL OF THAT INFORMATION FOR ANOTHER COUPLE OF MONTHS AS THE TEAM WORKS ON THAT.

>> I LOVE YOU SAID THE MAGIC WORD, BUDGING, CREDENTIALING, THOSE TYPES OF THINGS.

THE ONLY THING THAT'LL FLAG IS THAT I FAVOR THOSE STRATEGIES THAT ARE TRANSFERABLE AND ABLE TO BE CASHED IN, SO TO SPEAK OUT IN THE MARKET, AS PEOPLE LOOKING AT JOBS, OPPORTUNITIES, COLLEGE AND CAREER AREAS, THAT'S GREAT, AND THAT THEY CAN ACTUALLY POST ON THEIR LINKEDIN.

WAYS FOR THEM TO REALLY DEMONSTRATE WHAT THEY'VE BEEN ABLE TO LEARN.

THANK YOU. JUST WANT TO FLAG UP.

>> TRUSTEE FOREMAN.

>> THANK YOU. SUPERINTENDENT, JUST A COUPLE OF QUESTIONS.

I WANT TO GO BACK TO ACTUALLY THE STAR SCORES.

SORRY, I WAS LATE. ABOUT 7% OF OUR SCHOOLS, WHICH WOULD BE ABOUT 21 IF YOU JUST USE A 300 A ROUGH NUMBER.

>> IT'S 16.

>> SIXTEEN, WOULD BE BELOW A C. ONE OF THE THINGS I'M CONCERNED ABOUT IF THERE ARE SCHOOLS THAT ARE MULTI YEAR.

>> WE DO NOT.

>> WE DO NOT HAVE ANY?

>> WE HAD ONE THAT WAS A POSSIBILITY AND THAT SCHOOL IMPROVED SUFFICIENTLY THAT WE DO NOT HAVE ANY SCHOOLS THAT ARE IN THAT MULTI YEAR CONCERN THAT PROVIDES THE COMMISSIONER CERTAIN RIGHTS WITH REGARD TO DISTRICT TAKEOVER.

>> I JUST WANT TO MAKE THIS CLEAR.

THIS HAS BEEN SOMETHING IN ACTION FOR PROBABLY, I'VE BEEN ON HERE 10 YEARS.

WE'VE MOVED THE NEEDLE FOR ALL OF THOSE YEARS.

THIS DIDN'T JUST HAPPEN OVERNIGHT.

THIS HAS BEEN THOUGHT OUT LONG, A STRATEGY THAT WAS PRESENTED MANY YEARS AGO.

WITH YOUR HELP AND LEADERSHIP, WE'VE BEEN ABLE TO MAKE SURE THAT SOME OF THESE THINGS HAPPEN, PARTICULARLY, WE REMEMBER AIMS IN THE MIDDLE, HIGH PRIORITY CAMPUSES, A'S CAMPUSES, EXTRA RESOURCES.

THANK YOU, CHIEF HEWITT. I KNOW YOU GOT SICK OF TAKING MY CALLS.

BUT THOSE KINDS OF THINGS HAVE BEEN THE THINGS THAT HAVE MOVED THIS PARTICULAR DISTRICT TO WHERE WE ARE TODAY.

I THINK WE HAVE TO REMEMBER, THIS IS NOT AN OVERNIGHT SITUATION.

THIS HAS BEEN A LONG STANDING FIGHT TO MOVE STUDENTS, AND PARTICULARLY LOOKING AT STUDENT GROUPS, WHICH WE HAD NOT DONE THAT MUCH IN THE PAST.

BUT LOOKING AT THE PARTICULAR STUDENT GROUPS AND THANK YOU BEIN FOR SUPPORTING ME ON SOME OF MY NONSENSE.

[LAUGHTER] BUT LOOKING AT THE STUDENT GROUPS TO ENSURE THAT ALL STUDENTS WERE ABLE TO MOVE FORWARD.

ONE OF THE THINGS THAT I CONTINUE TO ASK IS THAT, WHEN WE HAVE CERTAIN STUDENT GROUPS IN PARTICULAR SCHOOLS THAT ARE LOW POPULATION, AND I'LL JUST COME OUT AND SAY IT BECAUSE I'VE SAID IT BEFORE.

WELL WE HAVE AFRICAN AMERICAN STUDENTS IN SCHOOLS THAT ARE PREDOMINANTLY HISPANIC, BECAUSE WE HAVE A PREDOMINANTLY HISPANIC DISTRICT.

WHEN WE HAVE AFRICAN AMERICAN STUDENTS, I'M STILL INTERESTED, AND THERE'S NOTHING IN THE MATRIX THAT I BELIEVE ADDRESSES THAT PARTICULAR ISSUE, BUT I WANT TO LOOK AT AND MAKE SURE THAT THOSE STUDENTS

[00:40:03]

ARE BEING PUSHED JUST AS HARD AS I'M PUSHING THOSE KIDS AT CARTER, IF THAT MAKES SENSE.

>> YES, MA'AM. I WOULD JUST RESPECTFULLY POINT YOU TOWARDS DOMAIN 3 FOR EVERY CAMPUS AND WE'LL BE ABLE TO PROVIDE THAT TO YOU.

ON CAMPUSES, WHERE THERE'S A MINORITY GROUP, IF YOU WILL, AND I'M NOT USING THE TERM THAT I THINK IS APPROPRIATE.

I'M USING THE TERM THE AGENCY USES.

NONETHELESS, SO WHAT WE HAVE YOUR EXACT POINT.

IF THERE ARE A SMALL NUMBERS OF, LET'S SAY AFRICAN AMERICAN AT A PREDOMINANTLY LATINO HISPANIC SCHOOL, THEN THEY ACTUALLY NOW THE STATE DOES ACCOUNT FOR THAT PERFORMANCE IN CLOSING THE GAPS, WHICH IS 30% OF A CAMPUS GRADE, AS WELL AS 30% OF THE DISTRICT FINAL GRADE.

>> IT SHOULD BE THE SAME THING FOR HISPANICS.

>> THE REVERSE, I KNEW YOU'RE ALWAYS VERY FAIR, WHERE YOU HAVE SOME PREDOMINANTLY AFRICAN AMERICAN CAMPUSES, AND WE HAVE A FEW LATINO STUDENTS, THE SAME IS TRUE.

DOMAIN 3 IS AN AREA THAT I KNOW, CHIEF HEWITT AND THE TEAM SPEND A LOT OF TIME ENSURING THAT WE KNOW HOW THOSE STUDENTS ARE DOING.

>> THANK YOU SO MUCH, AND THANK YOU, DR. ELIZALDE, FOR YOU AND YOUR TEAM AND THE MANY CONVERSATIONS WE'VE HAD ABOUT THIS.

>> TRUSTEE MACKE.

WOULD LOVE TO JUST START FROM THE BEGINNING AND GO IN ORDER WITH A FEW QUESTIONS.

I THINK I HAVE TWO AREAS OF COMMENT.

BUT THE FIRST ONE, ONE NOTE ON GOAL 1, AND I THINK IT HOLDS TRUE FOR ALL OF THEM.

WHAT YOU SAID ABOUT HOW YOU CAME TO THIS SOUNDS LIKE IT MAKES SENSE FOR ME.

I THINK WHERE THE 43 WAS COMING FROM IS, I THINK WE PREVIOUSLY USED MEETS RATE FOR THIS.

POTENTIALLY, I THINK WE'RE AT A 43% MEETS RATE, MAYBE, BECAUSE THIS IS NOW GOING TO BE A DOMAIN 1.

>> YEAH, BUT OUR ORIGINAL DATA FROM THE AGENCY WAS THAT THIRD GRADE READING WAS 43.

THEN BOTH, IF YOU REMEMBER, WE HAD RE-SCORES AS WELL AS THERE WAS A FINAL NUMBER WAS CLEANED UP BY TEA, SO 43, ACTUALLY, IT'S THE ONLY AREA WHERE THERE WAS A CHANGE FROM THE AGENCY AND THE ORIGINAL ORIGINAL PRELIMINARY, AND IT DID GO FROM 43-45.

>> GOT YOU. TO TRY TO CONCEPTUALIZE, I THINK MY UNDERSTANDING OF DOMAIN 1 HERE IS ESSENTIALLY IF WE WERE TO GO 45-50 OVER FIVE YEARS, THAT'S 10 POINTS OF DOMAIN 1 GROWTH, WHICH ESSENTIALLY MEANS WE WOULD NEED TO BE 10 PERCENTAGE POINTS HIGHER IN APPROACHES, 10 PERCENTAGE POINTS HIGHER IN MEETS, AND 10% APPROACH HIGHER SCORE IN MASTERS TO CORRELATE TO THAT.

IS THAT ONE WAY TO GET THERE?

>> THAT COULD BE ONE WAY, BUT ACTUALLY THERE COULD BE LOTS OF WAYS.

>> WHAT WE ARE ABLE TO CORRELATE IS, YOU CAN'T GET AN INCREASE IN DOMAIN 1 WITHOUT GETTING AN INCREASE AT THE MEETS LEVEL.

>> GOT YOU.

>> BECAUSE MEETS COUNTS FOR TWO POINTS, IF YOU WILL, AS OPPOSED [OVERLAPPING] APPROACHES. IT'S ONE.

IF YOU IMPROVE IN APPROACHES, BUT YOU DON'T GET ANY GROWTH IN MEETS AND MASTERS, YOU'LL HAVE SEE MINIMAL IMPROVEMENT IN DOMAIN 1.

>> GOT YOU.

>> IN GENERAL, A 60, FOR INSTANCE, I'LL JUST GIVE YOU AN EXAMPLE.

IF WE HAD A DOMAIN 1 OF 60, IT COULD REPRESENT WHAT WE RIGHT NOW PUSH AT OUR CAMPUSES, A 90, 60, 30, 90% APPROACHES, 60% AT MEETS AND A 30% AT MASTERS.

ADDING THOSE AND DIVIDING BY THREE GIVES YOU A 60.

BUT AGAIN, THAT'S AT A 90% APPROACHES, AND THE MOST YOU COULD GET TO, YOU'VE GOT TO HAVE 60% AT THE MEETS IN ORDER TO BE AT A 60.

>> I WAS REALLY ASKING THAT QUESTION MAINLY TO SAY, LIKE, THIS IS A RIGOROUS GOAL.

>> OH, [LAUGHTER] ABSOLUTELY, 100%.

THANK YOU FOR POINTING THAT OUT.

THIS IS NOT I THINK AND THESE ARE POINTS, NOT PERCENTAGES, BECAUSE YOU GET POINTS BASED ON EACH OF THOSE CATEGORIES.

WHEN WE THINK ABOUT IT, AND WE TALKED ABOUT MAYBE EVEN PROVIDING AN EXAMPLE.

TRUSTEE MACKE, YOU AND A COUPLE OF OTHER TRUSTEES ARE LIKE, WHAT DOES DOMAIN 1 MEAN? I THINK WE CAN ABSOLUTELY PUT AS WE ONCE THESE GET ADOPTED, THIS ACTUALLY SHOW WHERE DOES THAT 45 THAT WE HAVE? LIKE UNDERNEATH, I COULD PUT WHAT I JUST SAID, LIKE A 90, 60, 30? WE COULD PUT 80, 40, 10.

>> I THINK PUBLICLY, IT'D BE HELPFUL TO SAY, THIS IS WHERE WE'RE AT THIS YEAR.

THERE'S DIFFERENT WAYS TO GET TO 55.

IT COULD LOOK LIKE WE KNOCK IT A PARK ON OUR MAT.

BUT ALL OF THOSE ARE GOING TO LOOK INCREDIBLY RIGOROUS.

IS IT YOUR ESTIMATION?

[00:45:01]

I'M TURNING MY ATTENTION NOW TO WE OUT FAR OUT PAST THE GROWTH IN STATE, LIKE, MY PERSONAL SIGHTS ARE SET AND LIKE, CAN WE SURPASS THE STATE AT AN ABSOLUTE? IS IT YOUR UNDERSTANDING THAT IF WE ACHIEVE THAT, DO YOU FEEL CONFIDENT THAT WE WOULD HAVE A GOOD SHOT AT BEING ABOVE THE STATE IN TERMS OF OUR ACHIEVEMENT?

>> I ABSOLUTELY DO FEEL CONFIDENT.

WE ALL KNOW IT'S VERY DIFFICULT FOR ME TO KNOW FOR SURE WHAT THE STATE'S GOING TO DO.

BUT KNOWING WHAT THE STATE HAS DONE IN THE PAST, AND THAT'S SUCH A LARGE GROUP THAT IT ALSO WILL TEND TO MOVE MUCH SLOWER BECAUSE IT'S SUCH A LARGE GROUP OF STUDENTS THAT ARE REPRESENTED.

THE ANSWER TO YOUR QUESTION IS YES.

>> DO WE KNOW THE STATE'S CURRENT DOMAIN 1, AT LEAST ONE OF THE MOST RECENT YEARS?

>> FOR GOAL 1?

>> YES. OF COURSE, I DON'T KNOW THAT I HAVE IT IN FRONT OF ME.

I CAN PROVIDE IT TO YOU SHORTLY.

>> I THINK THAT WOULD JUST BE HELPFUL FOR ME TO KNOW THAT THE STATE TODAY MIGHT BE AT 46 OR 47 OR SOMETHING LIKE THAT.

>> NO, WE DID ACTUALLY HAVE THAT, I THINK IT'S CURRENTLY RIGHT NOW, IS IT A 46?

>> THIS IS LIKE THE STATE DOESN'T MOVE THAT FAST HISTORICALLY.

IF WE DO KNOCK THIS OUT OF THE PART, WE SHOULD BE STRONGLY OUTPERFORMING.

I WILL SAY, I ASKED CHATGPT IF THIS IS A RIGOROUS GOAL, AND IT SAID, "YES, IT'S VERY RIGOROUS AND WE'LL TAKE SYSTEMS LEVEL REFORM AND TARGETED INTERVENTION, BUT IT IS NOT IMPOSSIBLE." [LAUGHTER] KUDOS TO YOU.

>> I'M GLAD WE PASSED CHATGPT.

THAT'S ALL I GOT TO SAY. [LAUGHTER]

>> KEEP GOING DOWN. THAT WOULD BE REALLY HELPFUL JUST TO SEE DIFFERENT WAYS IT COULD ACCOMPLISH.

NO MORE QUESTIONS HERE, NO MORE QUESTIONS ON THE NEXT TWO.

YOU'VE ANSWERED ALL MY QUESTIONS THERE.

THEY'RE ALL THE SAME. CCMR, I KNOW WE'LL HAVE THINGS TO TALK ABOUT.

I WILL JUST NOTE LIKE I'VE SAID THIS BEFORE, IF THE STATE RADICALLY CHANGES WHAT CCMR LOOKS LIKE IN THE FUTURE, I WOULD HOPE WE RECONSIDER IT.

>> THEN TO THE CONSTRAINTS, SO MY QUESTION, I'VE HAD SOME CONVERSATIONS.

I DON'T WANT TO BELABOR THE POINT ON THE PERCENTAGE OF STUDENTS RESPONDING POSITIVELY TO THEIR CAMPUS CLIMATE SURVEY, ANNUALLY METER EXCEED A THRESHOLD OF 62.

MY GUT TELLS ME THAT FEELS NOT WHERE WE'D WANT IT TO BE, AND I'M TOTALLY HAPPY WITH ALL OF THESE BEING A BENCH LINE THAT WE SHOULD STAY AT AND NOT FALL BELOW, HOPEFULLY.

IN MY PERSPECTIVE LOOKING AT THIS, I WOULD WANT TO SEE THAT WHATEVER THAT PERCENTAGE IS THAT WE PUT THERE IS WHAT WE ALL FEEL CONFIDENT THAT WE'RE DOING GREAT.

TO ME, 62% FEELS LOW, ESPECIALLY IF WE HAVE TEACHER SATISFACTION AT 70%, AND MAYBE YOU COULD CHANGE MY MIND IF THIS IS IN THE TOP QUARTILE OF NATIONAL SCORES OR WHATNOT.

THIS WOULD BE ONE AREA.

I WOULD HOPE WE CONSIDER THINKING A LITTLE BIT MORE ASPIRATIONALLY ABOUT WHERE WE WOULD WANT TO BE EVEN IF IT REQUIRES SOME CHANGE, AND WE WON'T GET THERE OVERNIGHT, THAT'S TOTALLY FINE.

THAT WOULD BE ONE, I THINK IS WORTH LIFTING UP THAT WE MIGHT HAVE A LITTLE BIT OF WORK TO DO THERE, AND WE CAN FIGURE THAT OUT.

IT'S NOT A GOAL NECESSARILY.

WE'RE NOT GOING TO GET TO WHATEVER THE THRESHOLD WOULD BE OVERNIGHT.

THAT'S ONE THOUGHT I HAVE.

I JUST WANT TO PUT THAT TO YOU ALL TO THINK ABOUT.

IF YOU HAVE A RESPONSE OR YOU WANT TO TALK ABOUT IT, I'D BE OPEN TO THAT, BUT I JUST WANTED TO MAKE THAT NOTE.

>> NO, WE CAN HAVE CONVERSATIONS.

I THINK WE'VE STARTED CONVERSATIONS WITH YOU AND A FEW OTHER TRUSTEES REGARDING THIS.

WE ARE COMPARING, I THINK PANORAMA, THE ORGANIZATION THAT DOES THE LARGEST GROUP OF SCHOOL DISTRICTS WITH STUDENT EXPERIENCES PROVIDED US THAT THE AVERAGE IS 57% POSITIVE EXPERIENCES ACROSS.

FOLLOWING OUR CONVERSATION, I THINK WE WERE TRYING TO SEE IF THEY COULD MAYBE DRILL DOWN TO SCHOOL DISTRICTS THAT ARE MAYBE MORE SIMILAR TO US AS OPPOSED TO ALL OF THE SCHOOL DISTRICTS TO SEE IF THAT NUMBER.

WE CONTINUE. WE'RE OPEN-MINDED AND WE'LL CONTINUE TO HAVE DIALOGUE AND THOUGHTS ABOUT THIS.

WE ALSO JUST WANT TO MAKE SURE THAT WE RECOGNIZE THAT THERE'S A LARGE COMPONENT OF STUDENTS THAT ARE IN THEIR TEEN YEARS.

WE WANT TO BE ABLE TO DISCERN BETWEEN JUST CHANGES AND HOW THAT IS REFLECTED NATIONWIDE, WHETHER THAT'S SO, CERTAINLY WE'LL CONTINUE THE CONVERSATION.

>> THAT'S ONE THAT THANK YOU FOR THAT.

I LOOK FORWARD TO SEEING WHAT AND WHY YOU BRING BACK, BUT THAT'S ONE THAT I'LL DEFINITELY BE LOOKING AT, AND I'M HAPPY TO CHAT WITH YOU MORE ABOUT THAT.

DID WE DEFINE WHAT WE'RE QUALIFYING FOR EXTRACURRICULAR ACTIVITIES?

>> YES. THEY HAVE TO MEET CERTAIN CRITERIA.

CERTAIN PARTICULAR GROUPS, ORGANIZATIONS THEY HAVE TO HAVE A SPONSOR.

THEY HAVE TO MEET A CERTAIN NUMBER OF TIMES, THEY HAVE TO BE PRESENT FOR A CERTAIN NUMBER OF TIMES.

THERE IS AN ENTIRE TECHNOLOGY SYSTEM THAT WAS BUILT SPECIFICALLY TO MONITOR AND EVALUATE EACH AND EVERY STUDENT.

>> THAT'S GREAT. ONCE WE HAVE THAT IN LIKE A SET WAY, IF WE CAN SHARE THAT, THAT'D BE HELPFUL FOR ME.

IF WE GO TO THE NEXT ONE, THESE ALL LOOK VERY STRONG TO ME. NEXT ONE.

[00:50:05]

I KNOW WE DON'T HAVE A PERCENTAGE IN 3.1.

I'LL BE VERY CURIOUS TO WHAT WE COME BACK WITH.

I THINK ONE QUESTION THAT CLARIFIED FOR ME AT THE EARLY ONE, WHEN WE SAY PRIORITY CAMPUSES, ARE WE REFERRING TO WHAT DO WE CALL THEM, DSI CAMPUSES?

>> WE MIGHT WANT TO CONSIDER ALIGNING THAT LANGUAGE JUST SO WE KNOW WHAT THE BUCKET IS, PRIORITY CAMPUS VERSUS LIKE THE DISTRICT SUPPORT INITIATIVES AND ALL THE THINGS IN THERE.

THIS IS ONE I'LL BE LOOKING FORWARD TO.

I THINK THIS IS ONE THAT IS PROBABLY THE HARDEST THING I WOULD BET TO DO, BUT IT'S PROBABLY ONE OF THE MOST MEANINGFUL.

WHY WE CHOOSE THE NUMBER WE CHOOSE, ESPECIALLY LOOKING HOW IT ALIGNS WITH OUR OVERALL DISTRICT RATE? IT MIGHT BE SOMETHING HARD TO ACHIEVE, BUT I THINK IT'S WORTHWHILE FOR US TO LOOK INTO BUT THAT'S ONE PERCENTAGE I'LL BE INTERESTED TO SEE.

OTHERWISE, THANK YOU ALL FOR YOUR WORK.

THIS LOOKS INCREDIBLY STRONG.

>> TRUSTY WEINBERG.

>> THANK YOU. GREAT JOB ON SCORES.

I ECHO MY COLLEAGUES' PRAISE OF THE EFFORT PUT OUT BY THE STUDENTS AND BY SUPERINTENDENT AND HER LEADERSHIP TEAM AND ALL THE TEACHERS AND EVERYONE.

THANK YOU ALL FOR ALL YOUR HARD WORK.

IT'S REALLY SHOWED UP AND SUPER IMPRESSIVE.

I HAVE A CLARIFYING QUESTION ON THE HABITS OF MIND. I THINK I HEARD.

I'M JUST NOT SURE IF I HEARD IT RIGHT, THAT THE BADGING WILL BE FOR SENIORS.

HIGH SCHOOL STUDENT SENIORS.

>> YES, THAT'S THE GROUP THAT WE'RE STARTING WITH.

>> STARTING WITH. AS YOU THINK ABOUT IT, THOSE ARE SKILLS THAT DEVELOP OVER TIME AND THAT WE'LL BUILD THROUGH CURRICULUM.

I GUESS THAT'S HOW WE'LL MEASURE, IF BY THE TIME STUDENTS ARE SENIORS, WE'VE IMPARTED THAT KNOWLEDGE INTO THEIR BEING.

>> YES, MA'AM.

>> BUT THERE WON'T BE MEASURES THAT HAPPENED BEFORE THAT.

>> NOT IN A FORMAL WAY, BUT I THINK MAYBE IF I'M UNDERSTANDING THE POINT IS, IN ORDER FOR US TO HAVE SUCCESS HERE, WE CAN'T WAIT TILL THEY'RE SENIORS.

THESE SKILLS HAVE BEEN EMBEDDED IN MANY OF OUR OTHER CURRICULUM.

WE WON'T BE REPORTING NECESSARILY, HERE'S HOW SIXTH GRADERS ARE DOING IN THEIR SPEECH CLASS OR IN AN AREA THAT WE'VE ADDED IN READING LANGUAGE ARTS OR MAYBE EVEN SOME CONNECTION WITH SOME TECHNOLOGY OR DIGITAL LITERACY ENSURING DO THEY UNDERSTAND? ALL OF THAT HAS BEEN EMBEDDED ALONG THE WAY.

BUT GRADUATES THAT WE DEFINITELY WOULD LIKE TO HAVE THEN THE FORMAL BADGING PROCESS SO THAT WE COULD LET THEM USE THAT AS THEY APPLY TO JOBS OR I'M PROFICIENT AS MEASURED BY MY DISTRICT, BUT NONETHELESS, MEASURED BY AN ENTITY OTHER THAN THEMSELVES, AND BE ABLE TO DEMONSTRATE THIS AS A PART OF MAYBE AN APPLICATION OR A RESUME AND US BEING ABLE TO DETERMINE, ARE WE GETTING BETTER AT THAT? BECAUSE IF WE'RE NOT, THEN THE CHANGES WE NEED TO MAKE AREN'T JUST AT THE STUDENTS THAT ARE GRADUATING.

WE WOULD NEED TO MAKE THOSE CHANGES OBVIOUSLY EARLIER.

WE NEED TO MAKE SURE THAT WE CAN REPORT TO YOU THAT WE'RE CONNECTING IT BEFORE, EVEN THOUGH THAT'S WHERE WE'RE MEASURING IT, THAT IT'S A PRE-K TO 12 EXERCISE IN WORKING TOWARDS THAT PARTICULAR BADGING.

>> I'VE CERTAINLY SEEN I'VE BEEN TO A FEW CAMPUSES THIS WEEK AND SEEN MIDDLE IN ELEMENTARY THIS WHERE I'VE BEEN MOSTLY SEE THAT.

YOU CAN SEE ELEMENTS OF IT, YOU CAN SEE IT, BUT IT'S INTERESTING JUST TO THINK AND I KNOW THAT YOU ALL, AS EDUCATORS BACKWARDS PLAN, YOU DON'T JUST GET THERE MAGICALLY. THAT'S SUPER HELPFUL.

THANK YOU. THEN I APOLOGIZE, BUT I'M STILL CONFUSED ABOUT 45 VERSUS 43 AND 43 FOR THIRD-GRADE READING AS A MEET NUMBER.

WILL YOU CROSSWALK THAT FOR ME AGAIN?

>> SURE. I THINK I GOT THIS JUST BECAUSE I WANT TO GET BACK TO THE ORIGINAL QUESTION AS WELL AND ANSWER YOURS.

THE STATE THIRD-GRADE READING LANGUAGE ARTS WAS A 49, AND WE'RE AT A 45.

I THINK TRUSTEE MACKEY ASKED ME THAT ORIGINALLY.

>> THE MEETS NUMBER OR THE DOMAIN?

>> THAT'S A DOMAIN NUMBER.

A DOMAIN IS MADE UP OF THREE PERFORMANCES.

APPROACHES, MEETS AND MASTERS.

APPROACHES, IS IT'LL BE APPROACHES AND ABOVE.

YOU END UP SO IF I'M AT MEETS.

THEN THAT MEANS I WAS ALSO AT APPROACHES.

IF I'M AT MASTERS, I WAS ALSO AT MEETS AND I WAS AT APPROACHES.

THAT'S WHY MEETS COUNT THREE POINTS THREE TIMES AS MUCH.

[00:55:01]

MASTERS COUNTS THREE TIMES AS MUCH.

MEETS COUNTS TWICE AND APPROACHES COUNTS ONCE.

HOWEVER, SINCE THEY'RE DOUBLE-COUNTED IN THE REPORTING NUMBERS, WE SIMPLY ADD UP APPROACHES, MEETS AND MASTERS AND DIVIDE BY THREE TO GIVE US A DOMAIN SCORE.

BUT MOST DOMAIN ONES MATHEMATICALLY, BECAUSE MEETS IS COUNTING TWICE.

IT'S GOING TO BE CLOSE TO WHAT THE DOMAIN ONE IS.

YOUR MEETS IS GENERALLY REFLECTED VERY CLOSELY ALIGNED TO WHATEVER YOUR DOMAIN ONE SCORE.

IT'S VERY DIFFICULT TO HAVE SUPER HIGH APPROACHES, NOT HAVE A HIGH MEETS AND END UP WITH A HIGH DOMAIN ONE.

>> MAKES PERFECT SENSE.

BUT AND OR MEETS CHANGED.

>> SEPARATELY FROM THE CONVERSATION WE JUST HAD, SO IT'S CONFUSING BECAUSE THEY'RE BOTH 45.

CONFUSING BECAUSE YOU SAYING SHOULD.

>> BECAUSE IN THIS PARTICULAR CASE, IT ENDED UP BEING THE EXACT SAME NUMBER.

>> BECAUSE OF THE REGRADING OR.

>> THE RESCORING, NOT ONLY DID THE RESCORING HELP FIVE PARTICULAR SCHOOLS CHANGED A GRADE LEVEL.

WE HAD FIVE SCHOOLS THAT WE HAD ACTUALLY WALNUT HILL INTERNATIONAL LEADERSHIP ACADEMY, WHERE OUR COMMISSIONER WILL BE VISITING TOMORROW.

WENT FROM A B TO AN A AS A RESULT OF RESCORING.

WE HAD SOME SCHOOLS THAT WERE CS THAT WENT TO BS.

WE HAD A SCHOOL THAT WAS AN F THAT WOULD HAVE BEEN ON A MULTI-YEAR LIST THAT BECAME A D, WHICH HITS PAWS ON THE MULTI-YEAR.

THERE WERE SOME DS THAT BECAME C. THERE WERE A TOTAL OF FIVE SCHOOLS.

THE CHANGES ARE REFLECTIVE OF SOME OF THE RESCORING.

>> GREAT. THANK YOU. THAT'S WHERE I WAS GETTING A LITTLE CONFUSED.

I APPRECIATE THE CLARIFICATION.

I LIKE THE CONVERSATION THAT YOU ALL HAD ABOUT THE STUDENT EXPERIENCE.

I THINK THAT'S A GOOD HEALTHY CONVERSATION.

I LIKE THE WAY THAT YOU'RE THINKING ABOUT MAYBE RELATIVE TO A SIMILAR PANORAMA POPULATION, NATIONAL AVERAGE IS INTERESTING AND BECAUSE WE DO WANT OUR STUDENTS, AND WE KNOW THAT SOME STUDENTS ARE GOING TO BE UNHAPPY ABOUT NO CELL PHONES, SO THERE'S GOING TO BE A REFLECTION OF A GAP PERHAPS.

THANK YOU. THAT WAS A GOOD CONVERSATION, AND I APPRECIATE THE CLARIFICATION.

>> ANYONE ELSE ON ROUND 1? ANYONE ELSE, ROUND 2, TRUSTEE SANDERS.

>> THANK YOU. I WANT TO GO BACK TO CONSTRAINT 13.

WITH THE PERCENTAGE STUDENTS PARTICIPATING IN EXTRACURRICULAR ACTIVITIES, I THINK IT'S REALLY IMPORTANT THAT WE ARE MEASURING THOSE AS YOU TALKED ABOUT AND USING THE TECHNOLOGY FOR IT.

I DO WONDER IF THERE'S AN OPPORTUNITY FOR US TO REALLY LEVERAGE PARTNERSHIPS AS WELL.

I KNOW THERE'S WAYS FOR US TO BE ABLE TO CAPTURE WHAT HAPPENS WITH OUR KIDS AFTER THREE WHO DON'T RECEIVE EXTRACURRICULAR ACTIVITIES ON CAMPUS OR WITHIN OUR TYPICAL PURVIEW.

THERE'S SOME PHENOMENAL FOLKS DOING SOME GREAT WORK OUT THERE.

EVEN THOUGH THEY DIDN'T GET ACCESS TO IT THROUGH AN OFFICIAL DISTRICT CHANNEL, THERE'S SOME REALLY COOL STUFF HAPPENING OUT THERE, AND I DO WONDER IF THERE'S A WAY FOR US TO INVITE THEM TO REPORT WITH SOME STRUCTURE AND RIGOR AROUND IT.

BUT IN A WAY THAT THEY CAN ACTUALLY HELP US GET AN EVEN BIGGER, MORE TECHNICOLOR PICTURE OF WHAT'S HAPPENED WITH OUR YOUNG PEOPLE IN THOSE SPACES, AND LEVERAGE THIS AS AN OPPORTUNITY FOR THEM TO ACTUALLY START TO MEASURE THE THINGS THAT WE THINK IS ALSO IMPORTANT IN THE EXTRACURRICULAR ACTIVITY.

I JUST WANT TO FLAG THAT.

I KNOW IT WILL HELP US ACHIEVE THAT CONSTRAINT, AS WELL.

THE NEXT THING I'LL DO, IF YOU GO TO CONSTRAINT 333.3, FOR THIS ONE, HELP ME UNDERSTAND WHEN WE'RE MEASURING.

WHEN WE COME BACK TO SCHOOL, WE USUALLY END UP GETTING OUR RATINGS AT AROUND THIS TIME IN THE YEAR.

WHAT ARE WE SAYING? WHEN ARE WE SAYING SCOREBOARD? WE ARE NOW AT THE RIGHT RATIO FOR OUR D OR F CAMPUSES? ARE WE JUST GOING TO LOOK AT THE END OF THE YEAR, JUST WHERE WE LAND, OR HOW ARE WE MEASURING THAT?

>> THIS WILL REQUIRE US TO NOW LOOK AT OUR FINAL WHAT WE JUST RECEIVED.

AGAIN, OUR TEAM DID A PHENOMENAL JOB OF THEIR PROJECTION.

WE HAD A PRETTY GOOD IDEA OF WHERE WE WERE GOING TO BE. THE TEAM WAS OFF.

I JUST WANT TO REITERATE THAT.

I WANT TO SHOUT OUT THAT ACCOUNTABILITY RESEARCH TEAM LED BY JACOB CORTEZ,

[01:00:04]

THAT DR. OAKLEY USED TO LEAD, AND SHE LEFT IN IN A GREAT SPOT.

THEY'RE SOME OF THOSE BEHIND-THE-SCENES PEOPLE THAT WE NEVER TALK ABOUT.

THEY'VE DONE ABSOLUTELY PHENOMENAL WORK.

IT'S AN OPPORTUNITY FOR ME TO HIGHLIGHT THEM AS WELL.

WE'LL USE CURRENT BASED ON LAST YEAR'S OUTCOMES OF SO THE DNF RATED SCHOOLS THAT WE WILL BE TALKING ABOUT AT THE ELEMENTARY AND MIDDLE SCHOOLS WOULD BE THE 16, THE 14 DS, AND THE TWO FS WE HAVE NOW, FOR SURE.

THEN WE ALSO HAVE SOME SCHOOLS THAT WE MAY CONSIDER FRAGILE.

THEY MAY NOT HAVE BEEN AN ACTUAL DRNF, BUT THAT DOESN'T MEAN THAT THEY DON'T NEED SOME ADDITIONAL SUPPORT BECAUSE THIS YEAR, THE TEAM DID, AGAIN, A PHENOMENAL JOB OF MAKING SURE VERY FEW SCHOOLS FELL FROM A C TO EITHER A DRNF.

BUT WE HAVE TO MAKE SURE WE CONTINUE THAT, BECAUSE EVEN IF WE ELEVATE THE DNFS, IF THERE'S SOME FRAGILE CS THAT WE IGNORE, THEN THOSE WILL BECOME A DNF.

WE'LL USE THE CURRENT DATA WE HAVE, AND WE'RE ESSENTIALLY COMPARING THAT TO THE GENERAL STUDENT-TEACHER RATIO.

THERE'S CERTAINLY RESEARCH THAT SUPPORTS A VARIETY OF THOUGHTS, BUT THE OVERWHELMINGLY IS, NOW, THE EFFECTIVENESS OF THE TEACHER IS STILL THE KEY COMPONENT.

IF WHICH WE ALL KNOW THE GOAL, OBVIOUSLY IS TO HAVE AN EFFECTIVE PRINCIPAL AT EVERY SCHOOL AND AN EFFECTIVE TEACHER IN EVERY CLASSROOM.

WHEN THAT IS MET, A TEACHER CAN STILL DO A BETTER JOB IF THEIR STUDENT-TO-TEACHER RATIO IS MORE MANAGEABLE THAN OTHERS.

>> ESSENTIALLY, WHEN WE SAY, GUYS, WE'RE MEETING THIS PARTICULAR CONSTRAINT, WE'RE LOOKING AT THE BEGINNING OF THE YEAR, HOW WE START BASED ON WHAT WE WERE PROJECTING WE WERE GOING TO LAND AT, EVEN BEFORE WE GET OUR FINAL ACCOUNTABILITY.

>> WE DO. IN A DISTRICT THIS SIZE, TRUSTEE SANDERS WILL HAVE TO END UP DOING SOME LEVELING.

THAT'S THE DATA THAT WE'LL UTILIZE OVER THE NEXT TWO TO 2.5 WEEKS.

IF THE QUESTION IS, HOW DO WE DO THAT? IF WE'RE WRONG? WE FIX IT DURING OUR LEVELING PROCESS.

>> PERFECT. APPRECIATE YOU. THANK YOU.

>> TRUSTEES, ANYONE ELSE ON ROUND 2 FOR 7A? SEE, NO ONE ELSE. THANK YOU, SUPERINTENDENT.

TRUSTEES WILL NOW TURN TO ITEM 7B, THE SMALL BUSINESS OFFICE, QUARTERLY REPORT.

>> THANK YOU. FIRST, I'D LIKE TO THANK YOU, DR.ELIZALDE, AND YOU ARE TRUSTEES FOR THE SUPPORT THAT WE RECEIVED IN OUR TRANSITION TO THE SMALL BUSINESS ENTERPRISE.

I WANT TO THANK YOU ALL VERY MUCH FOR THAT.

ALSO, I WOULD LIKE TO THANK YOU, TRUSTEE WEINBERG, FOR JOINING US AT THE BUILDING BIG CONSTRUCTION MIXER.

THE REASON WHY THAT PROGRAM OF THAT EVENT WAS SO SUCCESSFUL IS BECAUSE OF THE SUPPORT WE RECEIVED FROM CHIEF BRENT ALFRED AND HIS TEAM.

NEXT, MS. PARTI WILL SHARE OUR DATA.

>> THANK YOU VERY MUCH, MR. WILLIAMS. GOOD AFTERNOON.

I WOULD SHARE WITH YOU THE 2020 BOND PROGRAM REPORT, SMALL BUSINESS ENTERPRISE UTILIZATION.

IF WE COULD TRANSFER TO PAGE 3.

ON THERE, YOU'LL NOTICE THAT THE DISTRICT'S CONSTRUCTION GOAL FOR THE 2020 BOND PROGRAM IS 30%.

HOWEVER, WE HAVE A UTILIZATION OF 66.27%.

THESE ARE ACTUAL PAYMENTS REFLECTING UP TO JUNE THE 30TH, 2025.

THE SBE UTILIZATION FOR PROFESSIONAL SERVICES IS 35%, AND THE ACTUAL UTILIZATION IS 39.58%.

THE NEXT SLIDE BEFORE YOU IS THE CMAR UTILIZATION, WHICH IS CONSTRUCTION MANAGER AT RISK, INCLUSIVE OF PAYMENTS UP TO AND INCLUDING JUNE THE 30TH, 2025.

THE BOARD HAS A GOAL OF 30% IN THE AREA OF CONSTRUCTION.

THE ACTUAL UTILIZATION IS 48.92%.

[01:05:05]

THE NEXT SLIDE BEFORE YOU IS ACTUALLY INFORMATION PERTAINING TO SOME OF OUR INITIATIVES.

THESE ARE THE INITIATIVES THAT HELP US TO INCREASE AND FOCUS SBE UTILIZATION FOR GOODS AND SERVICES.

IT ENCOMPASSES A VARIETY OF INITIATIVES SUCH AS COLLABORATIONS, SUPPORT, OUTREACH, ADVOCACY, AS WELL AS EDUCATION.

AS WE CONTINUE ON WITH THE SMALL BUSINESS ENTERPRISE UTILIZATION FOR FUND 199, IT INCLUDES FISCAL YEAR '24-'25 IN ITS ENTIRETY.

FROM FROM JULY THE 1ST, 2024, THROUGH JUNE THE 30TH, 2025, IT IS FOUND ON PAGE 6.

THE SBE GOAL IS 30%.

HOWEVER, THE ACTUAL UTILIZATION IS 19.90%.

THE NEXT SLIDE BEFORE YOU IS DISTRICTWIDE FUNDS.

AS WE TRANSITION, THE ACTUAL GOAL IS 30%, AND THE UTILIZATION IS 21.13%.

THIS INCLUDES ALL DISTRICTWIDE FUNDS EXCEPT FOR BOND-FUNDED PROCUREMENT OPPORTUNITIES.

THE LAST SLIDE IS ACTUALLY A PICTURE OF SOME OF OUR INITIATIVES.

YOU WILL NOTICE THAT WE HAVE HIGHLIGHTED THREE AREAS.

THE FIRST ONE IS THE 2025 AWARDED VENDOR EXPO.

I WOULD LIKE TO HIGHLIGHT AND EMPHASIZE THAT THE SBO OFFICE BILLS LEGACY.

OUT OF THE 33 VENDORS THAT WERE THERE, SIX OF THEM WERE FORMER DALLAS ISD STUDENTS.

IN ADDITION TO THAT, WE HAD A WONDERFUL COLLABORATION WITH MAINTENANCE AND FACILITY SERVICES DURING THEIR BUSINESS ACADEMY, AND THEY INVITED US THERE WITH THEIR TEAM TO TALK ABOUT THE DISTRICT'S SMALL BUSINESS ENTERPRISE PROGRAM AND POLICY.

TO THE RIGHT IS ACTUALLY OUR WONDERFUL STUDENT INTERNS.

WE HAD THE OPPORTUNITY TO MENTOR FOUR STUDENTS DURING THE SUMMER, AND OF THOSE FOUR STUDENTS, THREE OF THEM WERE ACTUALLY SMALL BUSINESS ENTERPRISES.

THESE ARE ACTUALLY OUR REPORTS, STATISTICAL, AS WELL AS SOME ANECDOTAL INFORMATION FOR THIS QUARTER.

DO YOU HAVE ANY COMMENTS OR QUESTIONS?

>> THANK YOU FOR THE PRESENTATION.

TRUSTEES? TRUSTEE SANDERS.

>> SHOUT OUT TO YOU ALL, MS. PARTI, MR. WILLIAMS, FOR THE SEAMLESS TRANSITION TO OUR NEW WORLD.

I COULD NOT BE THERE, AND I'M SAD, SO KEEP INVITING ME.

IF THE CALENDAR ALIGNS, I PROMISE YOU, I'M COMING TO Y'ALL'S EVENTS.

LITTLE QUICK ASIDE. OF THE SIX, DO YOU KNOW IF ANY OF THEM ARE DISTRICT 5 GRADUATES? I WANT TO SHOUT THEM OUT WHENEVER I GET A CHANCE TO.

>> I WILL DEFINITELY LOOK INTO THAT AND SHARE THAT INFORMATION.

> THANK YOU. GRATEFUL. THEN LASTLY, LOOKING AT THE OVERALL NUMBERS, I KNOW OUR UTILIZATION WAS A LITTLE BIT BELOW OUR GOALS THERE.

WHAT ARE SOME OF Y'ALL'S THOUGHTS? HOW CAN WE HELP? HOW ARE WE DRIVING SOME OF THOSE NUMBERS UP ON THE DISTRICTWIDE FUNDS AND THEN THE GENERAL OPS?

>> YES. SOME OF THE INITIATIVES THAT WE'RE WORKING ON, WE TOOK THE OPPORTUNITY TO HIGHLIGHT THAT.

JUST THE CONTINUED SUPPORT OF THE BOARD OF TRUSTEES THROUGH OUR POLICIES, AS WELL AS OUR SUPERINTENDENT AND EXECUTIVE LEADERSHIP, SUPPORTING INITIATIVES SUCH AS OUR MAJOR OUTREACH EVENTS, RECOMMENDING AND REFERRING VENDORS TO THE SMALL BUSINESS OFFICES AND PROCUREMENT SERVICES REGARDING SOME OF THE OPPORTUNITIES, THOSE ARE DEFINITELY BIG OPPORTUNITIES FOR US TO GROW AND INCREASE UTILIZATION WITH SMALL BUSINESS ENTERPRISES.

>> WELL, I PLAN ON BEING A CHAMPION ROCKING ALONGSIDE YOU ALL.

THANK YOU ALL SO MUCH. I ASKED ABOUT THOSE.

THE OTHER RESULTS THAT WE HAVE HITTING ALL OF THOSE GOALS, PARTICULARLY IN CONSTRUCTION, AND IT'S FANTASTIC.

THANK YOU SO MUCH FOR YOUR WORK OVER THE YEARS. REALLY GRATEFUL.

>> TRUSTEES, ANYONE ELSE? THANK YOU SO MUCH FOR THE PRESENTATION.

>> HAVE A GREAT EVENING.

>> THANKS. TRUSTEES, WE NOW TURN TO AGENDA ITEM 9A.

[9. MINUTES SUBMITTED FOR APPROVAL]

TRUSTEES, THE MINUTES WILL BE POSTED IN BOARD DOCS FOR YOUR REVIEW.

TRUSTEES, I'LL TURN TO GEN ITEMS UNDER STATUTORY ITEMS 10.

[10. STATUTORY ITEMS]

[01:10:03]

IF YOU'RE INTERESTED, TRUSTEES, IN SERVING AS THE DISTRICT'S REPRESENTATIVE FOR THE COUNCIL OF GRADE CITY SCHOOLS, OR AS ONE OF THE TASB DELEGATE ASSEMBLY POSITIONS FOR ITEMS 10A, 10B, AND 10C, PLEASE NOTIFY BOARD SERVICES.

WE WILL VOTE ON THE POSITIONS AT THE AUGUST BOARD MEETING HERE IN TWO WEEKS.

ANYTHING ON THEIR 10D? HERE WE GO. TRUSTEE FOREMAN.

>> GOOD AFTERNOON. JUST A FEW QUESTIONS, AND I'LL START WITH WHY ARE WE MAKING THIS MOVE.

>> THE ITEM IS TO DEFEASE DEBT WHICH WE ARE BASICALLY PAYING DOWN PRINCIPLE.

THE GOAL IS TO PAY DOWN $68 MILLION.

BY DOING SO, WE ANTICIPATE SAVING AN ESTIMATED $70 MILLION OVER THE LIFE OF THOSE BONDS.

>> WHERE ARE WE GETTING THE $68 MILLION TO PAY DOWN THE [INAUDIBLE]

>> EVERY YEAR, WE ESTIMATE WHAT WE ANTICIPATE IN COLLECTING FROM TAXES, AND WHENEVER WE DO HAVE AN EXTRA AMOUNT OF CASH FLOW, WE USE THAT ADDITIONAL CASH TO PAY DOWN OUR DEBT, WHICH IS OUR PRINCIPAL PAYMENTS.

>> I'VE LOOKED, THE LAST TWO YEARS, WE'VE BEEN AT A DEFICIT IN COLLECTING TAXES.

IS THAT CORRECT?

>> WE USUALLY COLLECT ABOUT 99% OF OUR OVERALL BUDGETED TAXES, AND SO IT IS ENOUGH TO PAY OUR OVERALL ANNUAL DEBT SERVICE PAYMENT.

WE COLLECT ENOUGH TO PAY OUR ANNUAL DEBT SERVICE PAYMENT PLUS ENOUGH TO ALSO PAY AN ADDITIONAL PRINCIPAL PAYMENT.

>> SIXTY-EIGHT MILLION?

>> THEN THERE'S ONE OTHER STATEMENT IN HERE.

I WAS JUST READING THROUGH THE DOCUMENT THAT YOU SENT.

YOU SAID THAT IF THE BOARD ADOPTS THIS, THEN THE BOARD PRESIDENT AND THE BOARD SECRETARY WILL ACTUALLY MAKE THE FINAL DECLARATION AND SIGN THE DOCUMENTS.

>> I WOULD PREFER THAT THAT COMES BACK TO THE BOARD SO THAT THE BOARD WILL HAVE AN OPPORTUNITY TO UNDERSTAND BECAUSE WHAT I DO KNOW AND DO UNDERSTAND IS THAT THIS ENTIRE BOARD IS RESPONSIBLE FOR ANY MOVEMENT THAT WE TAKE IN TERMS OF DEBT.

I STILL HAVE SOME QUESTIONS THAT I'LL BE ASKING OFFLINE ABOUT THIS AND HOW EFFECTIVE IT'S GOING TO BE WITH TAKING $68 MILLION AND PAYING DOWN THAT DEBT AS OPPOSED TO US HAVING TO CUT TEACHERS AND PROGRAMS IN SCHOOLS.

I'M JUST CONCERNED ABOUT THAT.

I'LL MEET WITH YOU TO ASK THE ADDITIONAL QUESTIONS.

>> TRUSTEES, THAT WAS 10D.

ANYONE ELSE ON 10D?

>> WE HAVE WEINBERG FIRST. TRUSTEE WEINBERG.

>> A COUPLE OF QUICK QUESTIONS.

THESE PAYMENTS ARE COMING OUT OF THE INTEREST AND SINKING FUND. IS THAT CORRECT?

>> THAT'S SEPARATE FROM THE GENERAL OPERATING FUND?

>> THAT'S CORRECT. THE SCHOOL DISTRICTS, WE HAVE TWO TAX RATES, THE M&O TAX RATE, AND THE DEBT SERVICE TAX RATE, AND THIS WILL COME OUT OF THE DEBT SERVICE TAX RATE, WHICH WE COULD ONLY USE THOSE FUNDS TO PAY DOWN DEBT.

>> THEY'RE SEPARATE BUCKETS, RIGHT?

>> THAT IS CORRECT.

>> IN THE INTEREST AND SINKING BUCKET, WE DON'T HAVE THE SAME RECAPTURE ISSUES.

WE HAVE MORE MONEY THAN EXPECTED, POSSIBLY BECAUSE OF THE HIGH INCREASE IN PROPERTY VALUES OVER TIME, SO WE'VE COLLECTED MORE THAN WE EXPECTED BECAUSE OF THAT EVEN THOUGH COLLECTIONS MIGHT BE DOWN. IS THAT RIGHT?

>> THAT IS CORRECT. STAY WITH ME HERE, MY THINKING.

THEN MY QUESTION IS, WHAT IS THE EXPECTED TIMING OF MAKING THIS PAYMENT.

WHEN DO YOU EXPECT TO GO AHEAD AND DEFEASE THE DEBT?

>> IF THE BOARD AUTHORIZES THIS DEFEASANCE, THIS PRINCIPAL PAYMENT, WE ANTICIPATE PAYING THIS DOWN IN FEBRUARY OF 2026.

>> WHEN YOU HAVE THAT DECISION TREE, WHEN YOU'RE DECIDING WHETHER TO DEFEASE THE DEBT, I REMEMBER US TALKING ABOUT THE IMPACT OF INFLATION ON OUR BOND FUNDS, THE HIGH RATE OF INFLATION THAT WE'VE HAD SINCE THE BOND IDEA CAME TO FRUITION.

WHAT TRADE-OFFS ARE CONSIDERED IN DEFEASANCE VERSUS NON-DEFEASANCE?

[01:15:04]

>> ANYTIME WE HAVE AN ADDITIONAL AMOUNT OF CASH FLOW, WE CAN EITHER PUT IT IN THE BANK,OR THE OTHER OPTION IS TO PAY DOWN PRINCIPAL.

ONE OF THE THINGS THAT WE ALWAYS WANT TO RECOMMEND IS TO PAY DOWN PRINCIPAL FASTER.

ANYTIME YOU PAY DOWN PRINCIPAL, YOU ARE ALWAYS GOING TO HAVE INTEREST RATE SAVINGS.

OUR GOAL IS TO ALWAYS SAVE INTEREST.

>> ARE WE THEN SHORT CHANGING ANY OF THE PROJECTS THAT WE HAD PREVIOUSLY PLANNED THAT MIGHT HAVE BEEN EATEN INTO BY INFLATION BY DEFEASING THIS DEBT OR ARE THOSE TWO SEPARATE PROPOSITIONS?

>> WHENEVER WE PAY DOWN PRINCIPAL WITH REGARDS TO OUR DEBT, IN THE LONG RUN, WE INCREASE OUR DEBT CAPACITY FOR FUTURE BOND ELECTIONS.

OVER, LET'S SAY, A 10-YEAR PERIOD, AS WE CONTINUE TO PAY DOWN DEBT IN THE LONG RUN, THEN THAT INCREASES OUR CAPACITY TO, IN THE FUTURE, PASS BOND ELECTIONS.

>> CIRCLING BACK JUST A LITTLE BIT. ONE, WHAT WE'RE DOING IS FREEING UP FUTURE CAPACITY, BASICALLY, BUT WHEN WE THINK ABOUT OUR 2020 BOND, ARE WE HOLDING ANYTHING BACK BECAUSE WE'RE EARLY RETIRING THIS DEBT THAT WE AREN'T ABLE TO DO THAT WE THOUGHT WERE GOING TO BE ABLE TO DO, BUT INFLATION MADE US NOT DO, BUT DEFEASING THE DEBT ALSO MAKES US NOT DO? NO. IT DOESN'T HURT ANY OF OUR CONSTRUCTION PROJECTS.

>> IT DOESN'T MAKE FOR REDUCTIONS IN CONSTRUCTION OR ANY OF THE PROJECTS WHERE THERE WERE CUTBACKS OR ANY OF THAT. THAT'S NOT RELATED?

>> THAT'S NOT RELATED. NO.

>> AWESOME. JUST A QUICK RECAP.

TWO SEPARATE FUNDS, NOT A GENERAL OPERATING FUND.

IT'S INTEREST IN SINKING.

WE HAVE MORE THAN WE THOUGHT, SO WE'RE PAYING IT DOWN EARLY, SO WE FREE UP FUTURE DEBT CAPACITY.

>> USE THE TAXPAYERS' MONEY EFFICIENTLY BY HAVING LESS INTEREST.

>> THANK YOU FOR FOLLOWING MY QUESTIONS.

>> ON ROUND 1 STILL, TRUSTEE MACKEY.

>> THAT WAS SUPER HELPFUL. THANK YOU FOR THAT CLARIFICATION.

IMPLIED IN THAT WE ALWAYS PAY DOWN DEBT.

I ASSUME THERE WOULD BE A SITUATION IN WHICH WE WOULDN'T PAY IT DOWN IF WE COULD EARN MORE IN THE BANK THAN WHAT WE'RE PAYING IN INTEREST. IS THAT ACCURATE OR NO?

>> YOU'RE TALKING ABOUT NOW BOND, WHENEVER WE HAVE A BOND SALE.

>> PAUSE. NO. I MIGHT HAVE MISSTATED THIS QUESTION.

WE RECEIVE FUNDING FROM OUR INTEREST AND SINKING FUND FROM ALL THESE TAX REVENUES WE GET.

WE HAVE TWO OPTIONS. WE CAN DEFEASE THE DEBT OR WE CAN PUT IT IN A BANK AND NOT DEFEASE THE DEBT. IS THAT ACCURATE?

>> IN THE BANK, WE WOULD EARN INTEREST.

>> THAT'S CORRECT. IS THE RATE OF INTEREST THAT WE WOULD EARN IN THE BANK LOWER, HIGHER, OR THE SAME AS WHAT WE WILL SPEND PAYING OFF THE DEBT PRINCIPAL AND INTEREST?

>> IT WOULD BE LOWER BECAUSE WHEN YOU PAY DOWN PRINCIPAL, IN THE LONG RUN, YOU BASICALLY SAVE MILLIONS OF DOLLAR ON INTEREST RATE COST.

>> BASICALLY, IT'S NOT LIKE WE EVEN HAVE THE OPTION TO KEEP IT IN THE BANK AND EARN MORE THAN WE WOULD SAVE JUST PAYING DOWN THE PRINCIPAL.

>> GOT IT. SECOND QUESTION AROUND THIS IS IN NON-FANCY FINANCE TERMS. ESSENTIALLY, WHAT THIS MEANS IS WE ARE PAYING OFF A SEGMENT OF DEBT AND REMOVING IT FROM OUR BOOKS. IS THAT ACCURATE?

>> THAT'S CORRECT. WE'RE PAYING OFF DEBT FASTER.

>> DOES IT COME OFF OF OUR BOOKS IN SOME WAY SHAPE AND FORM?

>> IT COMES OFF OUR BOOKS, YES.

>> MY LAST QUESTION, THE MOST MEANINGFUL ONE.

GIVEN THAT WE ARE IN THE BEGINNING STAGES OF PLANNING FOR A BOND IS, HOW WILL THAT FUNCTIONALLY IMPACT THE BOND.

>> ONE, IT SAVES US ON INTEREST RATE COSTS IN THE LONG RUN, AND IT INCREASES OUR DEBT CAPACITY IN THE FUTURE.

>> IN THEORY, WOULD THAT ALLOW US TO PERHAPS GO FOR A LARGER BOND AMOUNT MONEY WITHOUT INCREASING OUR TAX RATE THAN WE OTHERWISE WOULD HAVE?

>> THAT IS CORRECT.

>> AWESOME. THANK YOU SO MUCH.

>> TRUSTEES, ANYONE ELSE FOR ROUND 1 OF 10D?

>> ROUND 2, 10D, ANYBODY?

>> JUST A FEW MORE QUESTIONS AND SOME OF THE QUESTIONS HELPED, PARTICULARLY THE ONE THAT BEIN HAD REGARDING IF WE'RE PAYING DOWN THE DEBT, THEN THAT WOULD CREATE MORE CAPACITY FOR A NEW BOND.

>> TRUSTEE FOREMAN.

IS THIS DONE BASED ON WANTING TO ASK FOR A NEW BOND?

>> NO, THIS IS DONE BASICALLY TO SAVE OUR TAXPAYERS INTEREST RATE COSTS, WHICH BASICALLY IS WE'RE SAVING OUR TAXPAYERS MILLIONS OF DOLLARS BY PAYING DOWN DEBT EARLY.

>> HOW MUCH INTEREST ARE WE NOW RECEIVING?

[01:20:03]

>> WHENEVER WE BORROW MONEY, WE PAY INTEREST.

WHEN WE PAY DOWN DEBT, IN THIS CASE, WE'RE ESTIMATING TO SAVE $70 MILLION BY PAYING DOWN THIS DEBT.

>> $70 MILLION OVER WHAT PERIOD OF TIME?

>> $70 MILLION OVER A 30-YEAR PERIOD, IF WE WOULD HAVE PAID THIS DEBT OVER THE LIFE OF THIS BOND.

>> HOW MUCH CAPACITY WOULD THAT FREE UP FOR A NEW BOND?

>> I DON'T HAVE THOSE NUMBERS, BUT I CAN GET THOSE NUMBERS FOR YOU.

>> CAN YOU GET THOSE NUMBERS BECAUSE NOW I THINK WHERE THIS IS GOING.

I DO STILL HAVE SOME CONCERNS, AND I'LL GET WITH YOU.

>> TRUSTEES, ANYONE ELSE ROUND 2 ON 10D? SEEING NOTHING FURTHER ON 10D, ANYTHING ELSE UNDER 10? TRUSTEES, WE'LL NOW MOVE TO AGENDA ITEMS.

[11. POLICY UPDATES]

THE POLICY UPDATES UNDER 11.

TRUSTEES, ALL THESE POLICY UPDATES, I WANT TO BRING TO YOUR ATTENTION ARE RELATED TO CHANGES IN STATE LAW THAT TAKE EFFECT ON SEPTEMBER 1.

CONSEQUENTLY, THEY ARE ALL PRESENTED AS SINGLE READS.

TRUSTEES, ANY QUESTIONS UNDER 11? I HEARD 11B.

>> PROBABLY MORE. I JUST WANT TO START WITH B.

>> 11A, ANYONE? NO. THEN WE'LL START WITH 11 B.

11B, TRUSTEE FOREMAN.

>> COME ON, ROBERT, CHOP-CHOP.

THANK YOU. JUST A COUPLE OF QUESTIONS.

I'M ON PAGE 204, AND UNDER NUMBER 10 IT SAYS, FAILURE TO OBTAIN OR RETAIN CERTIFICATION AND OR LICENSES.

WELL, THAT HAPPENS SOMETIMES WHEN PEOPLE MOVE UP TO DIFFERENT POSITIONS.

IS THAT FAILURE FOR A PARTICULAR JOB LIKE A TEACHER, OR WOULD THAT BE FAILURE TO MAINTAIN CERTIFICATIONS IF YOU'RE AN ADMINISTRATOR?

>> IT COULD BE APPLIED TO BOTH IF IT'S A CHAPTER 21 CONTRACT EMPLOYEE THAT REQUIRES A CERTIFICATION?

>> CAN WE JUST CHANGE THE LANGUAGE A LITTLE BIT SAYING IF IT'S A CHAPTER 21 THAT REQUIRES CERTIFICATION BECAUSE THE WAY THAT LOOKS, AND I DO KNOW OF SOME PEOPLE WHO HAVE NOT KEPT UP THEIR CERTIFICATION, AND THAT'S OKAY BECAUSE THEY'RE IN DIFFERENT POSITIONS.

BUT THE WAY THAT IS STATED, EVEN IF I GO TO ANOTHER POSITION AND I DON'T MAINTAIN MY CERTIFICATION.

>> MAYBE SOMETHING ABOUT AS REQUIRED FOR THE CURRENT POSITION OR SOMETHING?

>> SOMETHING LIKE THAT. THAT WOULD MAKE ME FEEL A LOT EASIER.

THEN I'M ON PAGE 304, NUMBER 39.

YOU AND I HAVE HAD THIS BATTLE AND I'M GOING TO RESTATE AND I'M GOING TO STATE IT TO THE SUPERINTENDENT, TOO.

I'M JUST VERY UNCOMFORTABLE WITH THE LANGUAGE OF, AND THIS IS NUMBER 39, ANY OTHER REASON DETERMINED TO BE THE BEST INTEREST OF THE DISTRICT.

WHILE WE HAVE 38 REASONS THAT JUST MAKES ME VERY UNCOMFORTABLE WITH THAT PARTICULAR SITUATION.

I SEE THE SUPERINTENDENT'S GOING TO ANSWER ME.

>> AS A REMINDER, WE HAVE HAD SITUATIONS THAT WERE NOT COVERED UNDER THE FIRST 38, AND NONE OF THESE CAN GO FORWARD WITHOUT THE BOARD'S APPROVAL.

EVEN IF IT IS ANOTHER REASON THAT WE DETERMINE IS IN THE BEST INTEREST, IT ALL STILL HAS TO COME TO THE BOARD.

>> WELL, MAYBE THAT NEEDS TO BE STATED BECAUSE I'M PERSONALLY JUST BEING A BUSINESS OWNER OF 30 YEARS AND HAVING TO HIRE AND FIRE PEOPLE, I JUST FEEL UNCOMFORTABLE WITH JUST FOR ANY REASON.

MAYBE THE LANGUAGE COULD BE MAYBE YOU GUYS COULD GET TOGETHER AND TWEAK THE LANGUAGE, WHICH WOULD HELP SO THAT THAT DOESN'T MAKE PEOPLE FEEL LIKE YOU CAN JUST FIRE THEM FOR ANY REASON BECAUSE THAT'S BASICALLY WHAT IT SAYS.

>> I UNDERSTAND YOUR CONCERN, AND OF COURSE, CERTAINLY, FROM MY VANTAGE POINT.

MY CONCERN IS, I HAVE TO MAKE SURE THAT IF THERE'S SOMETHING THAT IS OCCURRING THAT ISN'T LISTED ABOVE, AND I CAN'T THINK OF EVERY SINGLE POSSIBLE SCENARIO, WE WANT TO COVER THAT.

BUT AGAIN, I WANT TO REITERATE, THIS IS NOT ANYTHING ANYONE OF US, NOT CHIEF ABEL, NOT MYSELF CAN SINGLE HANDEDLY LIKE, WE CAN'T JUST MAKE UP A REASON AND NOT HAVE THE EVIDENCE TO SUPPORT IT BECAUSE EVERY ONE OF THOSE COMES TO THE BOARD.

WE CAN CERTAINLY LOOK AND SEE, BUT IT'S BOTH IN POLICY THAT ONLY THE BOARD CAN APPROVE THESE.

WE'LL WORK TO SEE WHAT VERBIAGE MIGHT BE ABLE TO PROVIDE THE NECESSITY.

[01:25:06]

>> THANK YOU. THANK YOU, ROBERT. >> 11D.

>> ANYONE ELSE FOR 11B?

>> TRUSTEE SANDERS.

>> 11B, JUST WANTING TO COSIGN.

I THINK WHAT TRUSTEE FOREMAN WAS SAYING.

IT HELPS FOR US TO JUST REITERATE IN THE POLICY.

IF ANYBODY GOES TO THE POLICIES, IT IS ULTIMATELY, LIKE YOU SAID, GOING TO HAVE TO BE BY APPROVAL OR ACTION OF THE BOARD IN ORDER FOR THAT TO ALIGN.

I THINK IT ALLOWS US TO STRIKE A HAPPY MEDIUM, GIVEN SOME OF THE QUESTIONS THAT I KNOW SOME OF OUR EDUCATORS, STAFF MEMBERS WERE ASKING, AT THE END OF THE DAY, IT HELPS PEOPLE UNDERSTAND THAT THERE'S STILL A PROCESS, AND THIS ISN'T SOMETHING THAT'S TAKING US OUTSIDE OF THE REALM OF PROPRIETY THAT WE'VE BEEN IN IN THE FIRST PLACE.

THAT'S THE ONLY THING I'LL JUST COSIGN ON THAT.

>> ANYONE ELSE ON 11B? SEEING, NO ELSE ON 11B.

I HEARD THERE'S 11D?

>> 11D. IN THE FOURTH PARAGRAPH, ROBERT, THE EDUCATION CODE OF ETHICS FROM DEA.

>> 11D, TRUSTEE FOREMAN.

IS THIS JUST FOR EDUCATORS, OR IS THIS EDUCATION CODE FOR ALL EMPLOYEES?

>> YEAH, THIS WOULD BE APPLICABLE TO EMPLOYEE STANDARDS OF CONDUCT FOR ALL EMPLOYEES, WHERE WE WERE ALL CONSIDERED EDUCATORS.

CAN YOU, AGAIN, SAY THE SPECIFIC REFERENCE YOU'RE LOOKING?

>> IF I'M LOOKING AT THE DETAIL SHEET, IT SAYS IN THE FOURTH PARAGRAPH, THE DISTRICT CODES ALL HAS BEEN INSERTED.

I JUST WANT TO MAKE SURE THAT THAT'S ALL EMPLOYEES AS OPPOSED TO JUST EDUCATORS.

>> YES, MA'AM. ALL EMPLOYEES.

>> THEN ONE OF MY PET PEEVES.

PAGE 6, DRESS CODE.

HOW DO WE ENFORCE DRESS CODE? HOW DO WE?

>> HOW WE DO ENFORCE DRESS CODE.

SUPERVISORS ARE THE PRIMARY ONES RESPONSIBLE FOR ENFORCING THAT.

HCM SENDS OUT MEMOS FOR OUR SUMMER DRESS CODE, WHICH IS A LITTLE MORE LAX DUE TO THE TEMPERATURES, AND WE SEND OUT A REVISED DRESS CODE EARLY AUGUST OR SEPTEMBER AS WELL WHEN IT GETS BACK.

>> YES. I HAVE A QUICK QUESTION. ON PAGE 2, IT SAYS IT HAS TO BE REPORTED WITHIN THREE DAYS.

>> TRUSTEE WEINBERG D?

I DON'T HAVE IT OPEN, BUT IS THERE AN UNDERLYING WAS THERE A CHANGE IN THE LAW OR?

>> A CHANGE IN THE LAW IS GOING TO CHANGE THAT TOO, I BELIEVE TWO DAYS MAY HAVE TO JUMP.

WE'RE GOING TO DO A REVISION AND GET ALL OF OUR TIMELINES THAT ARE ALIGNED THAT WAY IT'S NOT ONE DAY HERE, TWO DAYS HERE, WE'RE GOING TO GET A UNIVERSAL PIECE THAT WE'RE GOING TO BRING FORWARD.

>> BUT IT HAS TO BE REPORTED WITHIN SOME NUMBER OF DAYS.

IT DOESN'T JUST GO UNREPORTED.

>> CORRECT. EVERYTHING WILL STILL BE REPORTED.

IT'S GOING TO GO FROM 72 TO A SHORTER TIME PERIOD.

>> TRUSTEE MACKEY IN 11D?

>> YES. I HAVE A MORE GENERAL QUESTION BECAUSE I KNOW IN THE LAW, THERE'S A WHOLE LOT OF SPECIFICS, AND THE LAW IS GOOD AT BEING VERY BROAD SOMETIMES AND NOT ACTUALLY TALKING TO NUANCE.

WHAT'S THE PATHWAY? I'VE HEARD A NUMBER OF PARENTS ASK ABOUT, LIKE HOW DO I FIGURE OUT WHAT IS AND WHAT COUNTS AND WHAT GOES AGAINST THIS? I'VE HEARD IN AN INSTANCE OF THIS ONE IS LIKE, MY NAME IS NICHOLAS, AND I WANT TO BE CALLED NICK. CAN I BE CALLED NICK? I'M JUST ASKING GENERALLY, LIKE, WHAT IS THE PATHWAY FOR EITHER PARENTS AND OR EDUCATORS WHO HAVE QUESTIONS TO GET THEIR QUESTIONS ANSWERED ABOUT WHAT OUR GUIDANCE IS ON HOW TO ADHERE TO THE LAW, BUT STILL MAKE SURE EVERY SINGLE KID IS WELCOME IN OUR SCHOOLS AND SAFE?

>> IF WE START AT THE CLASSROOM LEVEL, BUT IT WOULD BE TRUE FOR ANY EMPLOYEE.

THEIR FIRST PLACE OF INQUIRY WOULD BE THEIR IMMEDIATE SUPERVISOR, BECAUSE THE LEVEL OF PROFESSIONAL DEVELOPMENT, TRAINING HAS GONE ALL THE WAY TO, OF COURSE, THE TEACHER IN THE CLASSROOM, BUT THEIR SUPERVISORS ARE RECEIVING TRAINING, ANYONE THAT HAS INTERACTION, OF COURSE, WITH STUDENTS.

IF THAT INDIVIDUAL DOESN'T HAVE THE SPECIFIC INFORMATION AROUND THE QUESTION, BECAUSE IT COULD BE A QUESTION, AS YOU'VE STATED.

THERE COULD BE THINGS THAT COME UP THAT BECAUSE THERE'S ACTUALLY NO SPECIFIC GUIDANCE ON SOME OF THE NEW LAWS.

[01:30:01]

IT'S GOING TO BE WE'RE GOING TO DISCOVER IT ALONG THE WAY.

AGAIN, I WOULD WANT TO REINFORCE THAT THE FIRST PLACE ANY EMPLOYEE SHOULD GO WOULD BE TO THEIR IMMEDIATE SUPERVISOR AND FROM THERE FOR A LOT OF REASONS.

THE OTHER REASON IS WE WANT TO CAPTURE ALL OF THE QUESTIONS THAT ARE COMING.

THAT WAY, THOSE SUPERVISORS CAN PROVIDE INPUT BACK TO THOSE DEPARTMENTS.

BECAUSE IF WE NEED TO DO ADDITIONAL TRAINING, WE PROBABLY NEED TO DO IT FOR MORE THAN JUST ONE PLACE.

IT MAY BE BUBBLING UP ONE PLACE, BUT WE NEED TO MAKE SURE WITH THESE NEW LAWS, IN PARTICULAR THAT WE'RE DOING THAT TRAINING ACROSS THE BOARD.

THAT WOULD BE HELPFUL TO US SERVING OUR CONSTITUENTS.

>> ANYONE ELSE ON 11D? SEEING NOTHING FURTHER ON 11D, ANYTHING ELSE UNDER 11?

>> F.

>> F. FIRST, TRUSTEE FOREMAN.

>> HELLO, LADIES. JUST A COUPLE OF QUESTIONS.

I'M ACTUALLY ON PAGE 101, SO I'M ON THE FIRST PAGE.

BUT UNDER RECOMMENDATION AND PROCUREMENT OF MATERIALS, THE BOARD IS GOING TO CONSIDER THE MATERIALS FOR A LIBRARY ONCE A YEAR OR WHENEVER THE DISTRICT FEELS THERE'S A NEED?

>> CURRENTLY, OUR PLAN IS TO BRING THIS TO YOU TWICE A YEAR.

>> DOES THIS INCLUDE ANY OTHER LIBRARY MATERIALS?

>> YES, MA'AM. IT INCLUDES EVERY BOOK IN THE LIBRARY AND EVERY BOOK IN THE CLASSROOM EITHER PURCHASED OR DONATED.

THERE ARE DIFFERENT GROUPS THAT DONATE BOOKS THAT DO NOT COME THROUGH THE DISTRICT.

HOW ARE WE GOING TO HANDLE?

>> WE'RE PUTTING SYSTEMS IN PLACE WITH CAMPUS MEDIA SPECIALIST, PRINCIPALS, AND TEACHERS.

EVERY BOOK AT THIS POINT WILL COME THROUGH US TO YOU, AND WE'VE GOT TO NOTIFY THE PUBLIC 30 DAYS IN ADVANCE FOR ANY PROCUREMENT OF ANY MATERIALS OR DONATIONS.

>> THERE'S BEEN COMMUNICATION TO ALL OF THE CAMPUS LEADERS.

THEY CAN NO LONGER ACCEPT.

IF SOMEONE SHOWS UP TO DONATE, ALL DONATIONS HAVE TO GO BACK THROUGH THIS BECAUSE THEY HAVE TO COME THROUGH THIS BOARD.

WE CAN NO LONGER RECEIVE ANY BOOKS AT ALL THAT DON'T GET BOARD APPROVAL.

>> I JUST WANTED TO HEAR THAT CLEARLY. THANK YOU.

>> TRUSTEE SANDERS.

>> I DO LOVE TO READ.

I REALLY DO. I KNOW THIS IS NOT SOMETHING THAT WE'RE CHOOSING TO DO.

THIS IS SOMETHING THAT WE HAVE TO DO.

BUT I ALSO WANT TO PUT ON THE RECORD THAT THIS IS VERY CHALLENGING FOR A LARGE SCHOOL DISTRICT TO HAVE TO DO.

THERE ARE THOUSANDS OF PEOPLE WHO DONATE BOOKS AT ALL DIFFERENT TIMES OF THE YEAR.

WHAT WE'RE FUNCTIONALLY SAYING IS THAT IF I'M HEARING IT CORRECTLY AND CORRECTLY ON JUST THE PROCESS FOR WHAT THIS LOOKS LIKE, IF THERE IS AN ORGANIZATION OR A GROUP THAT WANTS TO DO A BOOK DRIVE AND THEY WANT TO DONATE A BOOK.

LET'S SAY, WE JUST HAD OUR ONE OF OUR TWO BOOK APPROVALS.

THEY NOW NEED TO WAIT UNTIL THE NEXT SCHEDULED BOOK APPROVAL IN ORDER FOR THEM TO GO AND THEN PROPOSE IT TO US.

>> SECONDARILY, I'M ASSUMING THAT IF THERE IS SOMEONE, AGAIN, WHO'S TRYING TO DONATE A LOT OF BOOKS, ESPECIALLY SINCE WE'RE GOING TO HAVE TO CATALOG ALL OF THESE, IT COULD BE HUNDREDS OF BOOKS.

IT COULD BE LOTS AND LOTS OF BOOKS.

I, AS A NON PAID TRUSTEE, DOING THIS, AND THIS IS NOT MY JOB, I AM SUPPOSED TO BE ABLE TO NOW GO AND APPROVE EVERY SINGLE ONE OF THESE INDIVIDUALIZED BOOKS.

>> FOR I'M ASSUMING THE KIND OF CONTENT.

WHAT DO WE EVEN KNOW WHAT WE'RE APPROVING THEM AGAINST? IS THERE LIKE A RUBRIC OR SOMETHING THAT WE'RE SUPPOSED TO BE USING? HOW IS THAT GOING TO PLAY OUT?

>> THERE IS A RUBRIC THAT WE'LL PROVIDE, BUT THE ANSWER TO THE QUESTION IS ALSO YES.

THE LEGISLATURES HAVE PUT THIS NOW AS A BOARD JOB.

>> DID NOT KNOW THAT WHEN I DECIDED TO RUN.

[01:35:02]

I'M ASKING THESE QUESTIONS BECAUSE I NEED TO ILLUMINATE HOW PRACTICALLY CHALLENGING, AND I WOULD SAY, ALMOST ABSURD, IT IS THAT THIS IS NOW THE RESPONSIBILITY OF EVERY TRUSTEE, OF EVERY BOARD IN THE STATE OF TEXAS.

I CAN TELL YOU THAT I'M PROBABLY GOING TO MISS SOME THINGS.

MY THING IS, EITHER I CHOOSE TO VOTE, YES, CHILDREN CAN READ OR I SAY, "YOU KNOW WHAT? I DON'T FEEL COMFORTABLE ENOUGH BECAUSE I DON'T WANT SOMEBODY TO COME AND QUESTION ME IF THEY FIND SOMETHING ON PAGE 25 OF THIS PARTICULAR BOOK THAT I DIDN'T NECESSARILY QUITE GET AROUND TO BECAUSE IT'S BEEN CORDONED OFF FOR HALF A YEAR.

IT'S RIDICULOUS." I UNDERSTAND THAT WE HAVE TO DO THIS, AND I'M MOVING FORWARD WITH IT, BUT I NEEDED TO BE ON THE RECORD THAT THIS OUTSIDE OF ANYBODY'S POLITICS IS PRACTICALLY IMPRACTICAL.

I APPRECIATE YOU ALL FOR FRAMING IT AS BEST AS HUMANLY POSSIBLE, BUT ALSO COME ON. THANK YOU.

>> MACKEY LEVINEF?

I MEAN, FUNCTIONALLY, HOW DOES BOOK BUYING CURRENTLY HAPPEN? WHAT DOES IT USUALLY LOOK LIKE IF I'M AT A RANDOM SCHOOL? HOW OFTEN ARE BOOKS COMING IN? AM I BUYING NEW BOOKS? BECAUSE I DON'T KNOW WHAT BOOKS ARE COMING OUT AT THE END OF THE YEAR, BUT THERE MIGHT BE A BOOK THAT COMES OUT AND I WANT TO READ IT.

>> YOU MAY.

>> I ECHO THAT FULLY.

HOW DOES THAT USUALLY WORK WITH OUR LIBRARIES CURRENTLY?

>> I MEAN, RIGHT NOW, I WOULD SAY, WE HAVE A VERY TIGHT SYSTEM ON HOW WE PURCHASE BOOKS.

THERE'S SYSTEMS, THERE'S STANDARDS, THERE'S RUBRICS IN OUR LIBRARY, WHERE THIS REALLY EXPANDS IS CLASSROOM LIBRARIES, REALLY ANYTHING IN THE SCHOOL.

WHEN I TALK TO OUR LIBRARY MEDIA'S DIRECTOR, IT IS THOUSANDS OF NEW BOOKS.

IT'S NOTHING OUTDATED.

IT'S NOTHING THAT WE'VE ALREADY PURCHASED.

BUT STARTING SEPTEMBER 1, EVERY NEW BOOK IS GOING TO COME THROUGH THIS PROCESS, AND THAT IS GOING TO BE THOUSANDS OF BOOKS.

>> HOW FREQUENTLY DO BOOKS CURRENTLY LAST YEAR GET PURCHASED?

>> EVERY MONTH.

>> WHAT I WAS ASKING THAT QUESTION FOR, SO FUNCTIONALLY, WHAT IS GOING TO BE THE IMPACT ON STUDENTS IN SCHOOLS?

>> I WOULD SAY IT'S GOING TO SLOW DOWN THEIR ABILITY TO PURCHASE EXACTLY WHAT THEY WANT EVERY MONTH.

BUT I FEEL VERY CONFIDENT IN OUR SYSTEM RIGHT NOW THAT WE HAVE A STRONG CATALOG OF BOOKS.

I THINK WE'VE GOT 1.8 MILLION BOOKS CURRENTLY IN OUR SYSTEM.

>> FUNCTIONALLY THINKING ABOUT BECAUSE I UNDERSTAND THAT THIS IS THE LAW THAT BOARDS ADOPT THIS NOW? NO SENSE IN ARGUING OVER THAT AT THIS LEVEL.

I'M TRYING TO THINK ABOUT, ARE THERE WAYS, AND I WOULD PERSONALLY BE AMENABLE TO WAYS THAT DON'T ADD A TON OF ADDITIONAL EFFORT, BUT ACTUALLY CAN SPEED THIS PROCESS UP.

IF WE NEEDED A STANDING ITEM MONTHLY THAT WHATEVER CAME IN THE LAST MONTH, WE CAN PUT ON, AND THE BOARD CAN REVIEW IT, I WOULD BE PERSONALLY IN FAVOR OF THAT IF THAT HELPS GETS BOOKS INTO STUDENTS' HANDS FASTER.

TO THE DONATION PIECE.

IS IT THE LAW THAT THEY MUST TURN AWAY THE DONATION OR COULD I AS A PRINCIPAL TAKE THE DONATION, KEEP IT IN THE ROOM, SEND THE TITLES AND THOSE GET APPROVED LATER ON, AND THEN THEY CAN GO INTO CIRCULATION? ARE THERE WAYS TO DO THAT THAT WE COULD WORK WITH?

>> THERE'S WAYS TO DO THAT RIGHT NOW, BUT IT'S DEFINITELY GOING TO BE A CENTRALIZED CATALOG FOR ALL DONATIONS, FOR ALL PURCHASES.

WE'RE GOING TO REALLY EYEBALL WHAT IS THE PROCESS? WE DEFINITELY DON'T WANT TO SLOW DOWN SCHOOLS.

YOU KNOW OUR INSTRUCTIONAL FOCUS.

>> LET ME ASK YOU THIS, AND THIS IS MAYBE A GENERAL THING.

DOES THE LAW SAY IT HAS TO BE THE BOOK IN HAND THAT WE'RE ABOUT TO HAVE, OR COULD WE APPROVE A CATALOGS OF BOOKS THAT CAN BE PURCHASED FOR DALLAS ISD.

WHEN PEOPLE PURCHASE THEM, IF IT'S ON THE CATALOG, THEY'RE ABLE TO TAKE A DONATION OR PURCHASE THEM AS OPPOSED TO WAITING FOR THE BOOK IN HAND, AND NOW CAN WE PUT IT IN THE LIBRARY?

>> NO, I WOULD SAY WE'RE ALREADY DOING THAT.

THAT PIECE WE'RE ALREADY DOING.

>> IF SOMEONE SHOWS UP WITH A WHOLE BUNCH OF MICE AND MEN, THAT'S PROBABLY ON OUR LIST.

>> THAT'S RIGHT. THERE'S ALREADY A PROCESS THAT WE WOULD HAVE ALREADY WORKED WITH SCHOOLS TO MAKE SURE THAT THEY'RE IN ALIGNMENT.

>> I WOULD PERSONALLY BE SUPPORTIVE OF ANY WAY WE COULD MAKE THIS AS SEAMLESS AS POSSIBLE.

CONSIDERING A WIDER LIST OF THINGS THAT ARE AVAILABLE.

LET'S DO THE WORK ON THE FRONT END ADOPT A WIDE LIST THAT MEETS THE CRITERIA THAT WE WANT.

HOPEFULLY FRAMING UP THAT THERE'S LESS INDIVIDUAL CASES WHERE WE HAVE TO SAY, WELL, THIS BOOK ISN'T ACTUALLY ON ANY OF THOSE LISTS.

WE'VE NEVER HEARD THIS TITLE BEFORE. IT'S A NEW ONE.

NOW LET'S MOVE THAT THROUGH THE PROCESS.

[01:40:02]

HOPEFULLY WE CAN CONTROL FOR A LOT OF THAT. THANK YOU.

>> TRUSTEE GARCIA.

>> I THINK TRUSTEE MACKEY COVERED SOME OF MY QUESTIONS.

BUT FOR THIS SPECIFICALLY TO BOOKS, ARE THERE LITERARY MATERIALS NOT CONSIDERED LIKE MAGAZINES OR OTHER IN PRINT?

>> IT'S EVERYTHING.

>> EVERYTHING?

>> IT'S AUDIO, IT'S PRINT.

IT'S ANYTHING THAT WE WOULD CONSIDER.

>> MEDIA.

>> CAUSE THAT WAS A QUESTION BECAUSE HERE WE'RE NOT ONLY CONSIDERING BOOKS, IT'S ALSO COULD BE FILM, DOCUMENTARIES.

>> IT'S ALL OF THEM HERE.

>> AUDIO BOOKS, ALL THIS.

>> REMEMBER, THIS ACTION WE'RE TAKING RIGHT NOW IS REGARDING PROCURING.

THIS IS COMPLETELY NEW IN THE STATE OF TEXAS.

>> YOU SAID THERE'S A LIST OF BOOKS THAT YOU ALREADY HAVE, BUT IS THERE A LIST OF BOOKS THAT YOU'RE LIKE, THIS IS NOT.

THESE ARE AUTOMATIC REJECTED BOOKS AND MEDIA?

>> BOTH.

>> YOU HAVE BOTH. THEN YOU'LL PASS THAT THROUGH A PROCESS, AND SO THE BOARD ONLY RECEIVES THOSE THAT YOU'VE ALREADY VETTED TO SOME DEGREE.

>> WE WILL PUBLICLY POST THOSE FOR 30 DAYS, SO THE PUBLIC CAN SEE WHAT WE'RE GOING TO PURCHASE EVERY TIME WE GO THROUGH A ROUND.

THEN ONCE WE GO THROUGH THAT ROUND, THEY'LL BE VETTED.

THEY'LL FOLLOW OUR RUBRICS, OUR STANDARDS, OUR PRIORITIES, AND THEN COME TO YOU FOR THE FINAL VOTE.

>> THEN THIS I BELIEVE YOU MENTIONED IT BEFORE.

IT ALSO APPLIES TO OUTSIDE GROUPS.

IF SOMEONE IS JUST SHOWING UP, YOU CAN NO LONGER DO THAT?

>> THEY'LL HAVE TO FOLLOW THIS PROCESS.

>> THEN IN TERMS OF VENDORS I THINK OF BOOK FAIRS.

WHEN PEOPLE SCHOLASTIC COMES, THEY COME AND THEY HAVE A BOOK FAIR, THOSE BOOKS HAVE TO BE VETTED AS WELL?

>> YEAH, BUT FOR THE MOST PART, MAJORITY OF BOOKS ARE ALREADY PURCHASED ON OUR CATALOG.

OUR CATALOG IS A VERY ROBUST CATALOG, ALMOST TWO MILLION BOOKS, AND IT'S BEING UPDATED DAILY.

>> LONGER.

>> LONGER, AND IT WILL ALL BE COMING TO YOU.

>> WELL, I THINK IT WAS MENTIONED BEFORE, BUT OBVIOUSLY, WE WANT TO MAKE IT EASY FOR YOU, SO I'M ALSO IN FAVOR OF THAT ONCE WE GET TO IT. THANK YOU.

>> TRUSTEE WEINBERG. ANYONE ELSE FROM FIRST ROUND ON 11 F? I SEE MY THING SHOWS NONE.

SECOND ROUND ON 11 F?

>> YEAH. SORRY I APOLOGIZE.

>> GO AHEAD, TRUSTEE SANDERS.

>> CONTINUING THIS 1984 S SITUATION WE'RE IN RIGHT NOW.

>> I DON'T TALK ABOUT THAT BOOK.

>> WELL, YOU'RE RIGHT.

THAT ONE'S NOT APPROVED.

YOU SAID LIBRARY MATERIALS.

WHAT DOES QUALIFY AS LIBRARY MATERIAL? BASICALLY, ARE WE SAYING EVERY MEDIA? EVERY MEDIUM?

>> HOW DOES THAT THEN AFFECT FIELD TRIPS? IF THERE IS A PLAY THAT'S HAPPENING OR BROADWAY, DALLAS MIGHT BE DOING SOMETHING, THAT IS OBVIOUSLY NOT IN THE LIBRARY, BUT MIGHT BE BASED OFF OF, OR IS ACTUALLY THE WRITTEN MATERIAL IS IN A LIBRARY?

>> ANYTHING IN A LIBRARY IS GOING TO GO THROUGH THIS PROCESS.

ANYTHING IN A CLASSROOM IS GOING TO GO THROUGH THIS PROCESS.

>> INCLUDING FIELD TRIPS AND EVERYTHING ELSE?

>> IT'S FOR PROCURING, SO FOR BUYING IT, IT WILL GO THROUGH THIS PROCESS.

>> I MEAN WE'D HAVE TO BUY TICKETS, SO, YES, IT WOULD GO THROUGH THIS PROCESS.

>> TRUSTEE MACKEY, SECOND ROUND, 11F?

>> GOING BACK TO MY POINT, YOU MENTIONED AND I'M GOING TO HOPE THIS THING BECAUSE I JUST WANT TO MAKE SURE I UNDERSTAND IT.

>> GO AHEAD.

YOU'RE GOING TO BRING US A APPROVAL OF WHAT?YOU SAID WHEN YOU WERE ANSWERING TRUSTEE GARCIA'S QUESTION, OF WHAT WE'RE PLANNING TO BUY.

MY QUESTION IS, ARE WE GOING TO APPROVE A LIST OF WHAT WE'RE PLANNING TO BUY? OR ARE WE GOING TO APPROVE A LIST OF WHAT WE WOULD BE WILLING TO BUY SHOULD A LIBRARY OR SOMEONE NEED IT, WHICH WOULD BE A MORE EXPANSIVE LIST IN MY OPINION.

>> WE'RE GOING TO BRING TO YOU THE MOST UPDATED CATALOG OF ANYTHING NEW THAT EVERYONE IS WANTING TO PURCHASE, THAT HAS BEEN VETTED AND APPROVED.

>> GOT YOU. IT IS GOING TO BE THE BROADER VERSION OF IT, NOT JUST LIKE WE'VE GOT ORDERS ON THESE SEVEN BOOKS. THEY'RE THE ONES.

>> DAY WEINBERG, SECOND ROUND 11F?

>> YEAH, JUST A QUICK PROCEDURAL.

ONCE WE'VE APPROVED, AS AN EXAMPLE, VENUES OF MICE AND MEN, WE DON'T HAVE TO KEEP APPROVING IT.

IS IT MARGINAL APPROVAL FOR NEW STUFF?

>> ONCE THAT ISBN HAS BEEN APPROVED, IT'S APPROVED.

>> GOT YOU. THANK YOU.

>> TRUSTEE FOREMAN.

>> JUST ONE QUICK QUESTION FOR CLARIFICATION.

HOW LONG DOES THAT APPROVAL LAST? ARE YOU GOING TO BE COMING YEARLY OR HOW LONG ONCE IT'S ON THE LIST, IT'S ON THE LIST?

[01:45:04]

>> IT'S ON THE LIST. THERE YOU GO.

>> TRUSTEES, ANYONE ELSE FOR 11F? SEEN NOTHING FURTHER THAN 11F.

ANYTHING AFTER 11F?

>> G.

>> WE'VE GOT 11G,11G TRUSTEE TURNER.

>> HELLO, CHIEF HEWITT. WELCOME BACK.

MY QUESTION IS, I THINK IT'S REALLY GOOD HERE WHEN WE TALK ABOUT PARENT RIGHTS AND SYLLABUS.

I'M SEEING HERE IN THIS POLICY THAT PARENTS GOING TO SEE IF ACTUALLY HAND COPY OF THE SYLLABUS FOR EACH CLASS FOR THE STUDENTS.

>> IT'S AVAILABLE DIGITALLY ONLINE.

CURRENTLY, THE SYLLABI ARE AVAILABLE ON THE ACADEMIC WEBSITE, AND WE ARE LINKING THEM TO THE SCHOOL WEBSITE.

>> BECAUSE I KNOW LAST YEAR, I HAD A CHALLENGE WITH ONE TEACHER THAT MY DAUGHTER HAD, ENGLISH TEACHER PROVIDED DETAILED OUTLINE SYLLABUS, BUT EVERY TEACHER DIDN'T PROVIDE THAT.

I THOUGHT IT WAS REALLY GREAT THAT THE TEACHER DID DO THAT.

NOW EVERY SINGLE TEACHER WILL BE REQUIRED TO PROVIDE A SYLLABUS?

>> WELL, LET ME THOUGH CLARIFY.

IT'S NOT AN INDIVIDUAL.

IT'S A COURSE GRADE LEVEL.

THIS IS NOT GENERATED.

THIS IS NOT TO PUT MORE WORK ON A TEACHER, BUT IT WAS TO PROVIDE PARENTS AN UNDERSTANDING.

HEY, THESE ARE THE THINGS, THE TOPICS THAT ARE GOING TO GO ON IN A THIRD GRADE READING LANGUAGE ARTS CLASS.

THE LEVEL OF DETAIL IS ALSO NOT SPECIFIED IN THE NEW LAW.

SOME FOLKS MAY THINK IT'S NOT DETAILED ENOUGH.

SOME FOLKS MAY NEED SOME ADDITIONAL INFORMATION.

PARENTS ARE ALWAYS NOT JUST ABLE TO, WE ENCOURAGE IF THERE'S ANY QUESTION.

WE WANT TO MAKE SURE WE'RE ENGAGING WITH OUR PARENTS TO MAKE SURE WE'RE CLARIFYING ANY QUESTIONS THEY HAVE, THOUGH.

BUT THIS WILL LET THEM KNOW.

WAIT, I WANT TO ASK QUESTIONS BECAUSE I MAY BE CONCERNED ABOUT A PARTICULAR CONTENT THAT'S BEING DISCUSSED.

>> IF THEY GO TO THE WEBSITE, DO THEY HAVE TO GO TO THE DISTRICT WEBSITE OR THEY CAN GO TO THE HIGH SCHOOL OR WHAT THE PARTICULAR CAMPUS THAT THE CHILD ATTENDS WEBSITE?

>> CURRENTLY, WE HAVE IT AVAILABLE ON THE DISTRICT WEBSITE.

WE ARE LINKING THAT COURSE SYLLABUS TO EVERY CAMPUS WEBSITE.

>> ULTIMATELY, IT'LL BE ON BOTH SO THAT THAT WAY THEY DON'T BUT RIGHT NOW FOR SURE, IT'S ON THE DISTRICT WEBSITE, BUT OUR GOAL IS TO GET IT ALL THE WAY TO THE INDIVIDUAL CAMPUS WEBSITE, TOO.

>> AWESOME. THEN, ALSO, AS I'M LOOKING HERE, I SEE, PARENT ENGAGEMENT.

THE BOARD OF TRUSTEES THROUGH THIS POLICY PRIORITIZE PARENT PARENTAL ENGAGEMENT.

I DO WANT TO GIVE A KUDOS TO YOU ALL FOR ALMOST CLOSE TO 100% OF THE SCHOOLS HAVE PARENT COORDINATORS. WHAT'S THE NEW POSITION NOW?

>> PARENT SUPPORT SPECIALISTS.

I DEFINITELY WANT TO GIVE YOU ALL A SHOUT OUT FOR DOING THAT BECAUSE I KNOW PARENT SUPPORT SPECIALISTS ARE NOT JUST FOLLOWED OUT THE SKY.

THANK YOU ALL FOR MAKING IT HAPPEN. THAT'S ALL I HAVE ABOUT THAT.

>> TRUSTEE SANDERS 11G?

>> YES. CAN THE ADMINISTRATION TALK A LITTLE BIT ABOUT THE PSYCHOLOGICAL OR PSYCHIATRIC EXAMINATION OR TREATMENT SECTION? PARTICULARLY, FOR PURPOSES OF THIS POLICY, PSYCHOLOGICAL OR PSYCHIATRIC EXAMINATION, THEY GO INTO A MEANS OF DEFINING THAT.

YOU SPOKE TO IT ACTUALLY PRETTY WELL ON DAY ONE AT BLACK STEM.

IF YOU COULD, JUST FOR MY COLLEAGUES AND FOR THE GENERAL PUBLIC, TALK A LITTLE BIT ABOUT WHAT THE DISTRICT'S APPROACH WILL BE TOWARD THAT.

>> BEFORE I TURN IT OVER TO OUR DEPUTY CHIEF AND ASSISTANT SUPERINTENDENT, I THINK ASSISTANT SUPERINTENDENT.

THERE WE GO. JUST AN OVERALL STATEMENT THAT I WANT TO REITERATE AGAIN.

SOME OF THE IMPLEMENTATION OF SOME OF THESE LAWS THAT GO INTO EFFECT, SEPTEMBER 1 WE'RE GOING TO LEARN AND RECEIVE ADDITIONAL GUIDANCE, OR THERE COULD BE SOME RULE MAKING.

SOME OF THIS FORTUNATELY OR UNFORTUNATELY, WILL BE FLUID.

WE'RE DOING THE BEST WE CAN GIVEN THE INFORMATION THAT WE'VE BEEN PROVIDED THROUGH LEGAL AND OTHER ORGANIZATIONS.

>> OVERALL, THE INTENT IS TO ENSURE THAT ANY TYPE OF SURVEYING THAT'S, LET'S SAY, RATHER MORE INTRUSIVE REGARDING PERSONAL-TYPE INFORMATION OF THINGS THAT MAY BE ONGOING IN YOUR HOME.

[01:50:03]

THINGS LIKE THAT REQUIRE PARENTAL APPROVAL.

BUT AT A GENERAL LEVEL, IF I'M A TEACHER AND A STUDENT WALKS INTO MY CLASSROOM, CAN I STILL ASK THEM, HOW ARE YOU DOING TODAY? THE ANSWER IS YES, WE DON'T NEED PARENTAL CONSENT TO ENSURE THAT THE CHILD IS DOING WELL TODAY.

IT'S MAKING SURE THAT WE FOLLOW WHAT THE INTENT IS UNLESS WE GET SPECIFIC GUIDANCE.

THIS PARTICULAR AREA DOES SPEAK SPECIFICALLY TO SOME OF THE ASSESSMENTS THAT WE MAY NEED OR MAY BE REQUIRED EITHER BECAUSE WE'RE WORKING TO DIAGNOSE OR TO PROVIDE SUPPORT.

I'LL TURN IT OVER TO THE TEAM TO SPECIFICALLY TALK ABOUT THIS PARTICULAR LANGUAGE.

>> GOOD EVENING, SUPERINTENDENT AND TRUSTEES.

AS SUPERINTENDENT ELIZALDE SAID, THIS PARTICULAR LANGUAGE JUST REALLY WANTS TO ENSURE THAT OUR STUDENTS WHO ARE RECEIVING TREATMENT FOR A DIAGNOSIS OF ADHD, FOR EMOTIONAL CONCERNS, WE TALK TO PARENTS FIRST.

THAT'S REALLY WHAT IT IS, THAT WE WILL TREAT THEM.

WE WILL PROVIDE THEM WITH MEDICATION MANAGEMENT, BUT WE WILL HAVE CONVERSATIONS WITH PARENTS.

AS YOU KNOW, OUR YOUTH AND FAMILY CENTERS, WHEN WE SEE OUR STUDENTS, WE DON'T JUST SEE OUR STUDENT, BUT WE SUPPORT OUR FAMILIES AS WELL.

>> THANK YOU FOR THAT. THAT'S REALLY GOOD CLARIFICATION.

I KNOW THAT IN THE PAST, THIS DISTRICT, MANY DISTRICTS HAVE ALSO USED THINGS LIKE DEVEREUX STUDENT STRENGTHS ASSESSMENT AND DIFFERENT TYPES OF WAYS TO NOT NECESSARILY, ONLY CHECK IN ON A YOUNG PERSON, BUT TO REALLY HOLD OURSELVES ACCOUNTABLE TO THEIR OVERALL WELL-BEING.

DOES OUR GUIDANCE CHANGE BECAUSE OF THIS NEW POLICY WITH REGARD TO USING THINGS, CHECKING IN ON THEIR OVERALL WELL-BEING.

>> WE DO HAVE A BATTERY OF ASSESSMENTS THAT WE UTILIZE, AND THIS LAW DOES NOT CHANGE THAT.

WE STILL WILL BE ABLE TO USE THE ASSESSMENTS THAT WE CURRENTLY USE.

>> FANTASTIC. THANK YOU.

>> TRUSTEES, ANYONE ELSE ON 11G? TRUSTEES, ANYONE ELSE UNDER ANYTHING 11?

>> 11J. >> 11J. CAN YOU TRUSTEE TURN IN 11J?

>> OKAY. MY QUESTION IS ABOUT SOCIAL TRANSITIONING AND MENTAL HEALTH CLINICIANS, HELP ME UNDERSTAND THIS POLICY BETTER, BECAUSE MY CONCERN IS, IS OUR KIDS THAT ARE DEALING WITH GENDER CONCERNS AND WANT TO BE ABLE TO, IF THEY CAN'T EXPRESS THIS AT HOME WITH THEIR PARENTS, WHO DO THEY EXPRESS THAT TO? IF WE HAVE MENTAL HEALTH CLINICIANS THERE, THEN DO WE STILL HAVE A SAFE SPACE FOR THEM TO GO TO, TO TALK ABOUT THEIR FEELINGS AND EMOTIONS, EVEN IF IT'S SEXUAL IDENTITY, AND I'M CONCERNED ABOUT THAT IN THIS POLICY.

>> THIS IS ONE OF THE AREAS THAT WE'RE GOING TO HAVE TO DO OUR BEST WITH THE CURRENT INTERPRETATION UNTIL THERE ARE MORE SPECIFIC RULES EITHER PROVIDED BY THE TEXAS EDUCATION AGENCY OR GUIDELINES OUT OF THE ATTORNEY GENERAL'S OFFICE.

CURRENTLY, THE GENERAL INTERPRETATION IS, IF IT'S IN REGARD TO A INDIVIDUAL STUDENT THAT MAY IDENTIFY WITH CERTAIN PARTICULAR FEELINGS THAT MAY BE OF THE SAME GENDER THAT THEY ARE, WE HAVEN'T SEEN ANYTHING THAT SAYS THAT THAT CONVERSATION CAN TAKE PLACE.

IT SPECIFICALLY CALLS OUT SOCIAL TRANSITIONING.

IF IT IS A STUDENT OF ONE GENDER ASKING ABOUT FEELING LIKE THEY ARE ANOTHER GENDER, RIGHT NOW, THE INTERPRETATION IS THAT WE MAY NOT HAVE THAT CONVERSATION, AND WE MAY NOT POINT THEM IN THE DIRECT.

WE CANNOT EVEN PROVIDE WHERE THEY CAN GO TO RECEIVE SUPPORT.

THAT PART WAS PRETTY CLEAR.

I THINK THERE'S A DIFFERENCE BETWEEN THE TRANSITIONING COMPONENT AND WHETHER I'M IDENTIFYING AS GAY, LESBIAN.

THAT'S DIFFERENT FROM SOCIAL TRANSITIONING FROM ONE GENDER TO A DIFFERENT GENDER.

>> I GOT YOU. BASICALLY, LIKE YOU DESCRIBED, WE JUST CAN'T REALLY SUPPORT THEM IN THAT.

WHAT DO WE DO? I JUST DON'T KNOW WHAT DO WE DO AS A MENTAL HEALTH PROFESSIONAL. HANDS ARE TIED.

[01:55:01]

I GET IT, I DIGRESS.

I DON'T WANT TO GO ON [INAUDIBLE].

>> TRUSTEES [OVERLAPPING]

>> THAT'S ALL I HAVE. THANK YOU.

>> TRUSTEES, ANYONE ELSE FOR 11J.

SEE NO ONE ELSE FOR 11J, TRUSTEES ANYONE ELSE FOR 11? 11L. TRUSTEE GARCIA.

>> THIS IS ABOUT THE CELL PHONE.

I RECEIVED A LETTER FROM A PARENT THAT MENTIONED THE HEALTH COMPONENT.

IN PARTICULAR, THIS CASE WAS ABOUT DIABETES AND TRACKING.

I KNOW THAT I'VE SEEN CAMPUSES DO DIFFERENT THINGS BUT WHAT IS THE RECOMMENDED PATH? WHAT IS THE DISSEMINATION OF INFORMATION FOR THESE TYPES OF CASES? BECAUSE I GUESS IN THIS CASE, THE PARENT THOUGHT, OH, WELL, WE CAN'T HAVE THE CELL PHONE BECAUSE OF THE BAN.

>> IF A STUDENT HAS A MEDICAL NOTE FROM A DOCTOR THAT SAYS THEY NEED THEIR CELL PHONE.

FOR EXAMPLE, STUDENTS THAT HAVE DIABETES, AND THEY HAVE THEIR MONITORS, AND IT'S ON THEIR CELL PHONE, THEY WILL BE ALLOWED TO HAVE THEIR CELL PHONE.

IF THEY'RE AT THE SECONDARY LEVEL, WE ACTUALLY HAVE A POUCH FOR THEM THAT HAS THE VELCRO IN IT.

THEY WOULD STILL PUT THEIR PHONE IN THE POUCH AND ONLY TAKE IT OUT WHEN THEY GET A NOTIFICATION THAT THEY ARE HAVING AN ISSUE WITH THEIR DIABETES.

BUT, YES, WE DO HAVE A PROCESS FOR THAT.

>> OKAY. THANK YOU.

>> TRUSTEES, ANYONE ELSE FOR 11L?

>> I JUST WANT TO MAKE A QUICK STATEMENT. >> [INAUDIBLE].

>> I WAS AT CARTER HIGH SCHOOL AND KIMBALL HIGH SCHOOL THE FIRST DAY.

THE TRANSITION TO THE CELL PHONE POUCHES IT WAS ALMOST SEAMLESS.

I JUST WANT TO THANK YOU, GUYS, BECAUSE WHOEVER WENT THROUGH THE PROCESS OF TRYING TO FIGURE OUT HOW THAT ACTUALLY HAPPENS TO HAVE TEENAGE STUDENTS GIVING UP THEIR CELL PHONE WITHOUT PITCHING A FIT WAS AMAZING.

I HAD ONE OF THEM THAT DID NOT PITCH A FIT. THANK YOU.

>> TRUSTEE MACKEY 11L?

>> YEAH, WE'RE SHUTTING OUT SCHOOLS.

I WAS AT MOLINA HIGH SCHOOL IN WASHINGTON DOING THIS EXACT SAME THING. [LAUGHTER] [OVERLAPPING]

>> I SEE MR. HUSSEIN AND PRINCIPAL THERE.

IT WAS TRULY INCREDIBLE.

THEY HAD THE BAGS OUT.

EVERYONE WAS DOING THAT, AND, THE ONLY QUESTION WAS, WHEN DO I GET IT LOCKED? WHICH I'M LIKE WOW PEOPLE ARE ACTUALLY ASKING ABOUT THAT, SO KUDOS.

>> I GOT TRUSTEE SANDERS.

>> WELL, I WAS AT ROOSEVELT.

[LAUGHTER] BUT TRULY, CO-SIGNING DAY WAS SMOOTH. IT WAS GOOD.

THAT WAS ONE OF THE THINGS I WANTED TO SPEAK TO.

I TALKED ABOUT HOW SMOOTH THE DAY WAS, EVEN IN SPITE OF ALL OF THESE NEW THINGS THAT WE HAVE TO CONTEND WITH THE CELL PHONE BEING A BIG ONE.

THANK YOU FOR CALLING THAT OUT TRUSTEE FOR ME.

>> OKAY, TRUSTY TURNER, ARE YOU [OVERLAPPING]

>> I'M JUST ECHOING.

I WAS AT THE GREAT JAMES MADISON.

I WAS LIKE, WOW, THIS IS LIKE AN ASSEMBLY LINE RIGHT HERE.

IT WAS VERY SEAMLESS.

THERE WASN'T ANY PUSHBACK FROM ANY OF THE STUDENTS.

IT ACTUALLY, IN MY OPINION, MADE THE SCHOOL MORE VISIBLE, THE LEADERSHIP MORE VISIBLE AT THE SCHOOL AS KIDS ARE WALKING IN, WHICH I THOUGHT WAS REALLY GOOD.

THANK YOU ALL FOR THE SYSTEMS THAT YOU ALL PUT IN PLACE FOR THESE SCHOOLS.

>> ANYBODY ELSE? COOL 11. [OVERLAPPING].

>> YOU ALL DIN'T VISIT [INAUDIBLE].

>> THERE YOU GO.

>> CAN YOU RECOGNIZE ME FOR A MUNUTE?

>> YEAH, SUPERINTENDENT [INAUDIBLE].

>> FIRST OF ALL, THE TEAM DID AN AMAZING JOB, CHIEF HEWITT POWELL, DR. LUSK.

THE WHOLE TEAM ARE REGIONAL DIRECTORS, WORKING WITH THEIR EXECUTIVE DIRECTORS AND THE HIGH SCHOOL PRINCIPALS IN PARTICULAR, MIDDLE SCHOOLS AS WELL.

BUT HIGH SCHOOLS, WE ALL KNOW.

I JUST WANT TO THANK THE TEAM BECAUSE I PROBABLY GAVE THEM A REALLY HARD TIME PRIOR TO THIS ABOUT THERE BETTER BE A SYSTEM, AND I BETTER MAKE SURE.

NONETHELESS, THEY HAD TO MAKE IT HAPPEN.

THANK YOU, TRUSTY FORMAN FOR BRINGING IT UP, SO THANK YOU TO ALL THE HIGH SCHOOL PRINCIPALS OUT THERE, AND THEIR EXECUTIVE DIRECTORS AND THE REGIONAL DIRECTORS, BECAUSE I HAVE HEARD OF OTHER PLACES WHERE IT DID NOT GO SMOOTH, OTHER PLACES NOT DALLAS ISD.

EVEN WHERE WE HAD A FEW HICCUPS, CAMPUS LEADERS WERE IMMEDIATELY ABLE TO GET SUPPORT AND MAKE SOME TWEAKS.

LET US NOT FORGET THAT WHILE WE MAY DISAGREE WITH SOME OF THE WAYS

[02:00:02]

IN WHICH SOME OF THE LAWS ARE IMPACTING OR SOME OF THE REASONS.

THERE IS SOME RATIONALE BEHIND THE SOCIAL MEDIA NEGATIVITY THAT IT HAS HAD ON OUR STUDENTS.

WE ARE HOPEFUL THAT WE TAKE THIS AND TAKE IT WITH THE PURPOSE, WHICH WAS TO ENSURE THAT OUR STUDENTS AND OUR TEACHERS HAVE CLASSROOMS WHERE THEY'RE FOCUSED ON THE ACADEMIC, INSTRUCTIONAL, AND HEALTHY SOCIAL ENVIRONMENT.

>> TRUSTEE WEINBERG, 11L.

>> YEAH, JUST QUICKLY. I ACTUALLY WAS ABLE TO SEE THE LEADERSHIP AT A SCHOOL IN ACTION WHERE THERE WAS A LITTLE BIT OF CONFLICT ABOUT THE CELL PHONE POLICY, AND IT WAS REALLY SMOOTHLY HANDLED.

ALL IN ALL, I THINK IT'S GONE REALLY WELL, BUT I ACTUALLY GOT TO SEE IT JUST DEALT WITH AND MOVING ON TO THE NEXT THING.

I'M SO EXCITED ABOUT THIS. I THINK IT'S REALLY GREAT.

I THINK IT'LL INCREASE INSTRUCTION TIME.

I AM REALLY APPRECIATE.

I'M SO HAPPY TO HEAR ABOUT THE EXPERIENCE IN HIGH SCHOOL.

I HAVEN'T BEEN TO HILLCREST OR WOODRING, BUT I CAN'T WAIT TO GO SEE IT IN ACTION.

BUT I'M SUPER EXCITED.

I THINK THIS WILL BE REALLY GOOD FOR OUR KIDS.

I THINK IT'S LOW HANGING FRUIT IN TERMS OF IMPROVING OUTCOMES AND IMPROVING, MENTAL HEALTH.

>> TRUSTEE SANDERS 11L ROUND TOO.

>> ONE LAST THING ABOUT THIS.

I GOT TO OBSERVE LUNCH IN TWO DIFFERENT PLACES.

YOU ALL KNOW, ESPECIALLY WITH YOUNG PEOPLE DURING LUNCHTIME, OFTENTIMES, IT'S PHONE TIME.

IT WAS A LITTLE VINTAGE, KIDS WERE TALKING TO EACH OTHER, ENGAGING WITH EACH OTHER.

THEY HAD TO GO FIND THEIR FRIENDS, THEY COULD JUST TEXT THEM AND BE LIKE, I'M OVER HERE IN THE CORNER.

IT LOOKED GREAT, AND YES.

I KNOW A LOT OF OUR YOUNG PEOPLE ARE NOT EXCITED ABOUT IT, BUT WE ALSO SEE THEY LOVE WATCHING OLD VIDEOS OF 1990S AND HOW EVERYBODY LOOKED LIKE, THEY'RE HAVING A GOOD TIME.

I THINK CREATING THIS CONDITION, WE'RE GOING TO LOOK UP MIDYEAR, AND I ACTUALLY THINK CULTURE IS GOING TO BENEFIT FROM THIS, AS WELL TOO.

I FULLY UNDERSTAND THE SCIENCE, FULLY UNDERSTAND EVERYTHING, BUT I ALSO UNDERSTAND CHANGE MANAGEMENT IS HARD, AND HOW THAT FIRST DAY WORKED IS NOT SOMETHING THAT WE SHOULD TAKE FOR GRANTED.

I JUST WANT TO FLAG THAT PART TOO.

>> ANYONE ELSE FOR 11L.

[OVERLAPPING] TRUSTEE GARCIA.

>> I GOT A SHOUT OUT TO [INAUDIBLE]

>> THERE YOU GO.

>> [INAUDIBLE] ALL THE TIME. ALSO, THE ANECDOTE IN SIGOBO, WAS KIDS ARE WRITING LETTERS TO EACH OTHER JUST LIKE I DO.

WE'LL HAVE TO KEEP TRACK OF THESE.

BUT I THINK FOR DISTRICT FOUR, IT'S DEFINITELY SOMETHING THAT WE'RE CONSIDERING FOR.

HOW DO WE REDUCE THOSE INCIDENTS AND DISCIPLINE. THANK YOU.

>> THANK YOU ALL. MOVING ON TO CHIEF OF STAFF DIVISION, ANYTHING UNDER 14? I SEE NONE, TRUSTEES WILL TURN TO

[15. ACADEMICS AND TRANSFORMATION DIVISION]

ACADEMICS AND TRANSFORMATION DIVISION, ANYTHING UNDER 16? I SEE TRUSTEE SANDERS.

>> GIVE ME SOME HISTORICAL CONTEXTS ON THIS.

I KNOW WE'VE HAD A LONG STANDING.

>> THIS IS 16A.

>> SORRY, 16A. HISTORICAL CONTEXT LONG STANDING AGREEMENT IN INTERACTION WITH HIPI.

THE AMOUNT, I'M NEVER ADVOCATING FOR US TO JUST BLOW SOME AMOUNT OF BUDGET, BUT IT'S 26,000.

I THOUGHT WE HAD A MORE ROBUST RELATIONSHIP WITH HIPI.

TALK TO ME A LITTLE BIT ABOUT WHAT THEY DO IN THEIR ROLE.

>> THAT 26,000 COVERS THE PROGRAM AND OPERATING FEES.

THE HIPI HOME INSTRUCTORS GO INTO THE HOME OF FAMILIES, AND THEY WORK WITH THE PARENT ON HOW TO EDUCATE THEIR STUDENT OR THEIR CHILD 2-5 WITH NUMBERS AND COUNTING AND LETTERS AND THOSE FOUNDATIONAL SKILLS.

>> BUT WE FUND ALL THE POSITIONS, SO 26,000 IS NOT FUNDING THE PROGRAM.

>> GOT IT.

>> IT'S ONLY FUNDING THE COMPONENT THAT WE'RE REQUIRED TO UTILIZE THAT APPROACH, METHODOLOGY, THEIR PARTICULAR [OVERLAPPING]

>> PERFECT. THAT'S WHAT I NEEDED. THANK YOU.

>> ANYONE ELSE UNDER 16A? THANK YOU.

TRUSTEES, ANYTHING UNDER 17.

I HEARD 17B.

17B, IT IS. TRUSTY FORMAN.

>> DR. LASSITER, THIS IS NOT GOING TO BE TOUGH.

>> I DON'T EXPECT IT TOUGH FROM YOU. YOU'VE BEEN GOOD TO ME.

>> WE'RE GOING TO REMAIN FRIENDS.

BUT JUST A FEW QUESTIONS REGARDING THIS WHOLE PROCESS

[02:05:02]

OF PARTNERING WITH THE COMMUNITY COLLEGE DISTRICT.

WE'VE BEEN DOING THIS FOR SEVERAL YEARS, AND I'M JUST INTERESTED, AND I KNOW YOU PROBABLY DON'T HAVE THE NUMBERS NOW BECAUSE WE'VE GOT THREE CONTRACTS ON HERE.

ALL OF THEM ARE PRETTY MUCH WITH THE COLLEGE DISTRICT, AND MOST OF THEM PROBABLY INVOLVE SOME OF OUR P-TECH STUDENTS.

BECAUSE I KNOW WE HAD SOME DROP IN STUDENTS GRADUATING WITH AN ASSOCIATE'S DEGREE IN SOME SCHOOLS, NOT IN ALL, BUT I'M INTERESTED JUST IN LOOKING AT THE PER STUDENT RATE AND THEN THE NUMBER OF STUDENTS THAT GRADUATED WITH THE ASSOCIATE'S AND THE NUMBER OF STUDENTS THAT DID NOT GRADUATE WITH THE ASSOCIATE'S.

DOES THAT MAKE SENSE?

>> YES. I CAN TELL YOU THE PER-STUDENT RATE.

THE PER-STUDENT RATE, WE DON'T PAY FOR THEIR TUITION UNLESS THERE'S A NEED FOR A RETAKE.

BUT WHAT WE DO PAY FOR IS TEXTBOOKS.

TEXTBOOKS ARE $23 AN HOUR FOR TEXTBOOKS.

IF YOUR STUDENT IS TAKING A COLLEGE COURSE THAT'S THREE HOURS, THAT'S GOING TO BE $69 FOR THAT PARTICULAR COURSE.

IF YOU THINK ABOUT A SENIOR WHO'S GOING TO TAKE 12 CREDITS IN A SEMESTER, THEN YOU CAN MULTIPLY THAT, 23*12 AND ARRIVE AT A NUMBER.

>> COULD YOU DO THIS FOR ME, WHICH MIGHT MAKE A LITTLE BIT MORE SENSE TO ME.

I DO UNDERSTAND THAT RATIONALE.

BUT IF WE'RE PAYING $69 PER STUDENT FOR THE TEXTBOOKS, AND THAT WOULD BE ON JUST ONE CONTRACT, SO WE GOT THREE?

>> WELL, THE AGREEMENTS YOU'RE SEEING, THERE ARE FIVE AGREEMENTS HERE, AND THE AGREEMENTS ARE FOR DIFFERENT PARTS OF THE P-TECH EARLY COLLEGE.

IS THIS THE EARLY COLLEGE OR THE P-TECH ONE? IS IT B TRUSTEE FOREMAN?

>> YES, 17B.

>> YOU CAN TALK ABOUT ALL THOSE, SO I DON'T HAVE TO CALL YOU BACK UP AGAIN.

>> BASICALLY, THIS B IS FOR P-TECH, AND WE HAVE 19 P-TECHS IN DALLAS ISD.

THIS IS SPECIFICALLY FOR OUR P-TECH PROGRAMS. BUT THERE ARE OTHER AGREEMENTS IN HERE.

THERE'S ONE SPECIFICALLY FOR EARLY COLLEGE PROGRAMS.

>> EARLY COLLEGE TECHNOLOGY.

>> THEN THERE'S ANOTHER ONE FOR JUST DUAL CREDIT THAT'S OUTSIDE OF P-TECH AND EARLY COLLEGE.

THERE ARE MULTIPLE, BUT THEY'RE FOR DIFFERENT PURPOSES.

>> BUT ARE THE SAME STUDENTS USING ALL OF THE CONTRACTS? I GUESS IS WHAT I'M TRYING TO ASK.

>> NO. THESE WOULD BE DIFFERENT STUDENTS.

LET'S JUST TAKE A HIGH SCHOOL. I'LL GIVE YOU CARTER HIGH SCHOOL.

CARTER HIGH SCHOOL P-TECH STUDENTS WOULD HAVE THE B WE'RE TALKING ABOUT RIGHT NOW, BUT THEY'RE ALSO CARTER STUDENTS WHO ARE TAKING DUAL CREDIT COURSES THAT ARE NOT IN P-TECH.

THEY ACTUALLY WOULD BE UNDER A DIFFERENT AGREEMENT HERE THAT WE'RE ACTUALLY BRINGING TO YOU TODAY FOR CONSIDERATION.

>> I GUESS I'M JUST TRYING TO WRAP MY HEAD AROUND THE COST PER STUDENT BASED ON DALLAS COLLEGE, THEN LOOKING AT THE RETURN ON INVESTMENT.

LOOKING AT THE NUMBER OF STUDENTS THAT ACTUALLY GRADUATE, BECAUSE THAT'S OUR ULTIMATE GOAL, IS THAT THEY GRADUATE WITH AN ASSOCIATE'S DEGREE.

I'M JUST LOOKING AT THE RETURN ON INVESTMENT, SUPERINTENDENT.

NOW, I AM NOT AGAINST THE AGREEMENT AT ALL, BUT I AM WANTING TO UNDERSTAND BETTER THE RETURN ON INVESTMENT BECAUSE WE'VE BEEN DOING THIS FOR HOW MANY YEARS, MAYBE SEVEN.

>> I THINK WE STARTED FULL-SCALE IN 2017, SO MAYBE EIGHT YEARS.

>> I'M CLOSE.

>> WE CAN PROVIDE YOU AN AVERAGE, BUT DIFFERENT STUDENTS ARE DEPENDING BECAUSE IT'S $69 PER COURSE IF IT'S A THREE-HOUR COURSE.

LIKE A SENIOR MIGHT BE TAKING FOUR COURSES, SO THAT WOULD BE, LET'S JUST AVERAGE IT OUT; 7*4 IS 280 FOR THAT STUDENT.

BUT ANOTHER STUDENT THAT'S TAKING THE DUAL CREDIT, THAT'S NOT PART OF AN EARLY COLLEGE HIGH SCHOOL OR P-TECH, MAY ONLY BE TAKING ONE OR TWO COURSES, SO THAT STUDENT MAY ONLY BE 70 OR $140, DEPENDING ON WHAT THEY'RE TAKING.

BUT WE CAN GIVE, LIKE AN AVERAGE.

WE CAN COME UP WITH AN AVERAGE.

THEN THERE'S THE OTHER COSTS THAT WE'RE NOT PAYING THAT I JUST THINK WE NEED TO AS WE PROVIDE YOU THE RESPONSE, OBVIOUSLY, AND THE TRACKER FOR ALL TRUSTEES, IS THAT WHAT WE'RE NOT PAYING AND WHAT THE STUDENT IS NOT PAYING IS THERE'S NO TUITION.

>> I GET THAT. AGAIN, I AM NOT AGAINST THE PROGRAM, SO I DON'T WANT THAT TO BE MISUNDERSTOOD.

BUT WHAT I AM ASKING ABOUT IS THAT WE HAVE ALL THESE MULTIPLE CONTRACTS, AND IN MANY CASES, ONE STUDENT CAN BE A PART OF MORE THAN ONE OF THESE CONTRACTS, IF I HEAR THAT CORRECTLY.

>> NO, ACTUALLY, NOT.

IF I'M JUST DUAL CREDIT, BUT I'M NOT EARLY COLLEGE,

[02:10:01]

THEN I'M GOING TO BE IN 17A.

IF I AM PART OF EARLY COLLEGE, THEN I THINK IT'S 17B, AND IF I'M PART OF P-TECH, THEN I THINK IT'S 17C.

>> IF YOU WOULD JUST BREAK THAT DOWN BASED ON NUMBERS AND THE COST PER STUDENT, I WOULD APPRECIATE IT.

>> WE CAN DO THAT.

>> SEVENTEEN B, TRUSTEE SANDERS?

>> YOU'RE WELCOME.

>> I'M THINKING ABOUT THE BROADER GROUP.

I'M ANCHORING IT ON THIS PARTICULAR ONE.

OBVIOUSLY, I THINK THIS IS ONE OF THE UNIQUE ASSETS THAT DALLAS ISD BRINGS TO THE TABLE IN THE EDUCATION ECOSYSTEM.

THIS RELATIONSHIP THAT WE HAVE WITH DALLAS COLLEGE ACROSS THESE THREE DIFFERENT STRATEGIES OR TACTICS, HOW WE'RE GOING TO LABEL IT.

I'M INTERESTED IN KNOWING YOUR THOUGHTS.

WE'VE SEEN. WE START WITH A LARGER NUMBER OF STUDENTS IN THE 9TH GRADE.

BY THE TIME WE GET TO 12TH GRADE, THE NUMBER WHO ARE GRADUATING WITH A SPECIFIC CERTIFICATE IS MUCH LOWER THAN IT WAS; WELL, IT'S LOWER THAN WHAT IT WOULD BE, LOOKING AT OUR 9TH GRADERS ENTERING INTO THE DIFFERENT PROGRAMS. AS I'M LOOKING AT WHAT OUR GROWTH OPPORTUNITIES ARE AS A SCHOOL DISTRICT, THAT'S AN AREA WHERE WE HAVE AN OPPORTUNITY TO TWEAK.

IN YOUR OPINION, WHAT ARE WE LOOKING AT IN ORDER TO INCREASE THAT CONVERSION? IS THERE SOMETHING THAT NEEDS TO BE INCLUDED IN OUR SCOPE OF WORK THAT WE'RE ASKING FOR, I DON'T KNOW, MAYBE FROM DALLAS COLLEGE OR IN SOME OTHER DOMAIN IN ORDER TO HELP US GET TO A HIGHER PROBABILITY OR RATE OF MATRICULATION GETTING ONE OF THESE CERTIFICATES AND ACCOMPLISHING THE GOALS THAT THE YOUNG PEOPLE MIGHT SET OUT FROM THE OUTSET.

>> I THINK FOR OUR P-TECH EARLY COLLEGE PROGRAMS, THOSE ARE AIMED AT 60 HOURS IN THE ASSOCIATE DEGREE, AND THE OTHERS, JUST TO BE CLEAR, THEY'RE NOT AIMED AT 60 HOURS.

THERE ARE SOME STUDENTS WHO ARE OUTSIDE OF THIS, WHO ARE TAKING AP AND DUAL CREDIT POTENTIALLY.

BUT TO YOUR QUESTION AROUND, HOW DO WE GET A BETTER SUCCESS RATE, REALLY, OF THE ASSOCIATE DEGREE? I THINK ONE IS MENTORING TO A DEGREE, ADVISING, AND PROGRESS MONITORING ALONG THE WAY.

I SOMETIMES, ESPECIALLY IN OUR FRESHMAN YEAR, IT CAN BE OVERWHELMING.

OUR STUDENTS DON'T TAKE A LOT OF CREDITS FOR FRESHMAN YEAR IN DUAL CREDIT.

SOPHOMORE YEAR GETS HEAVIER, SO WE HAVE TO DO A BETTER JOB OF ADVISING, MENTORING, AND PROGRESS MONITORING, AND THEN TALKING WITH STUDENTS ON HOW THEY'RE DOING AND HOW CAN WE HELP THEM BE MORE SUCCESSFUL ALONG THE WAY.

>> IN YOUR EXPERIENCE OVER THESE YEARS, HOW HEAVILY DO YOU FEEL THE FAMILY OR THE HOUSEHOLD, THEIR UNDERSTANDING OF THE JOURNEY ITSELF, HAS AN EFFECT ON THE YOUNG PERSON'S ABILITY TO SUCCEED?

>> OUR PARENTS ARE IMPORTANT PARTNERS, AND, FOR MANY OF OUR KIDS, ARE FIRST GENERATION, SO THE EXPERIENCE IS DIFFERENT, PROBABLY FOR A LOT OF OUR FAMILIES, BUT WE TRY TO REALLY WORK TO PARTNER WITH THEM BECAUSE WE KNOW THE MORE WE CAN BRING THEM ALONG, WE'RE GOING TO HAVE A BETTER SUCCESS RATE IF THEY UNDERSTAND THE CHALLENGES AND HOW THEY CAN BEST HELP THEIR STUDENTS.

>> IF I CAN JUST ADD THERE'S A WAY FOR US TO HAVE MORE STUDENTS FINISH.

WE CAN CHERRY-PICK THE KIDS, AND WE CAN SHOW SUCCESS.

BUT WE DON'T DO THAT.

WE HAVE IMPROVED, STILL HAVE A LOT MORE TO DO, AND AT THE SAME TIME, EVEN IF THE STUDENT DOESN'T GET THE 60 COLLEGE HOURS OR ASSOCIATE'S, IF THEY GET 45, THE RESEARCH IS SUPER STRONG AROUND THOSE STUDENTS COMPLETING AN ASSOCIATE'S CERTIFICATION AND OR GOING ON TO A FOUR-YEAR DEGREE.

WE CERTAINLY WANT TO BALANCE OUT THAT WE DON'T LIKE, OH, WE'RE NOT GETTING ALL THE KIDS COMPLETED, SO LET'S GET A LITTLE MORE SELECTIVE AND LOWER THE NUMBER THAT WE START WITH, BUT WE'LL HAVE MORE AT THE END, BECAUSE THEN THE PERCENTAGE WOULD LOOK HIGHER.

AT THE SAME TIME, THAT DOESN'T MEAN WE DON'T LOOK AT HOW DO WE IMPROVE FOR THE STUDENTS.

I THINK THE OTHER THING IS, WE HAVE TO RECOGNIZE THERE ARE SOME OF OUR STUDENTS WHOSE HOME, YOU MENTIONED, SOMETIMES THEIR CIRCUMSTANCES CHANGE FROM WHEN THEY STARTED THE PROGRAM.

SOME OF OUR STUDENTS ON THEIR EXITS HAVE INDICATED, I HAD TO GO TO WORK FULL-TIME BECAUSE SOMETHING HAPPENED AT HOME.

WE'RE ALSO GOING TO HAVE TO BALANCE OUT THAT THERE'S ALWAYS GOING TO BE SOME CHANGES, AND YET, WHAT ARE WE ABLE TO DO TO PROVIDE MORE SUPPORT? WE HAVE NOTICED DR. NEVELS HAS KEPT US INFORMED OF WHEN SHE'S BEEN ABLE TO PUT MORE SUPPORTS AT THE CAMPUS LEVEL WITH INDIVIDUAL STUDENTS.

THE STUDENTS ARE FAR MORE LIKELY TO MATRICULATE AND STAY WITH THE PROGRAM.

WE KNOW THAT'S A KEY AREA, AND WE'RE GOING TO CONTINUE TO WORK ON PROVIDING THAT, AS DR. LASSITER MENTIONED, THAT PROGRESS MONITORING.

[02:15:03]

LET'S NOT WAIT TILL THEY GET SO FAR BEHIND.

BUT THEN, FOR THEM, IT'S IMPOSSIBLE.

DOING THAT EARLIER, AND YOUR SUPPORT IN ALLOWING US TO EXPAND THE NUMBER OF COUNSELORS LAST YEAR FOR THE FIRST TIME AT HIGH SCHOOLS, SHOULD HAVE A POSITIVE IMPACT ON WHAT THAT LOOKS LIKE MOVING FORWARD.

>> GOOD. I LOVE THAT.

THEN MAYBE PLACING A MILE MARKER FOR THAT, JUST TO SEE WHAT THAT IMPACT REALLY LOOKS SO WE CAN COMPARE.

THEN, IF WE SEE SIGNIFICANT CHANGES, THEN IF THERE'S AN OPPORTUNITY TO DOUBLE DOWN ON RESOURCE ALLOCATION, THAT GIVES US A CHANCE TO MAKE A REALLY INFORMED DECISION.

THANK YOU ALL. I REALLY APPRECIATE IT.

>> TRUSTEE FOREMAN ROUND TWO 17B.

ANYONE ELSE FOR 17B? ANYONE ELSE FOR 17?

>> TWENTY-ONE A.

>> TRUSTEES. ANYTHING UNDER THE STUDENT SCHOOL LEADERSHIP DIVISION 19? SEEING NONE. UNDER INFORMATION TECHNOLOGY DIVISION 21.

[20. INFORMATION TECHNOLOGY DIVISION]

I HEARD 21A, 21A, TRUSTEE FOREMAN.

>> NOW, TRUSTEE FOREMAN. THIS IS CHIEF HARRISON'S ROOKIE TIME UP. COME ON NOW.

>> NO MA'AM.

>> TRUSTEE FOREMAN, I WANT CHIEF HARRISON TO WANT TO STAY NOW.

>> HE DOES NOT GET A BREAK.

HE'S IN THE SEAT. HI, CHIEF HARRISON.

>> GOOD AFTERNOON OR EVENING.

>> HOW ARE YOU?

>> DOING WELL. THANK YOU.

>> WELCOME.

>> JUST A COUPLE OF QUESTIONS THAT WILL BE LIKE SUPERINTENDENT'S.

WE'RE ORDERING A NEW, AND IT'S A COOPERATIVE AGREEMENT, WHICH ALWAYS CONCERNS ME.

>> WE KNEW YOU WERE GOING TO BE EXCITED ABOUT THAT, AND WE HAD A CONVERSATION ABOUT IT.

>> WE'RE ORDERING A NEW DATABASE SYSTEM.

IS THAT WHAT IT SAYS? DATA SERVICES SOFTWARE.

>> DATA AS A SERVICE. YES. WELL, ACTUALLY, WE'RE AUGMENTING OR INCREASING THE EXISTING BOARD DOC.

IN DECEMBER 2024, THE BOARD ADOPTED A BOARD DOC THAT ALLOWED US TO LOOK AT THE DATA ON THE FINANCIAL SIDE, AND WHAT WE'RE DOING IS CONSOLIDATING ALL THAT DATA.

WE'RE INCREASING THE SCOPE OF THAT BOARD DOC AND THAT ENGAGEMENT WITH THAT VENDOR TO LOOK AT STUDENT DATA.

RIGHT NOW, TO DO AN ASSESSMENT ON A STUDENT, YOU HAVE TO PULL DATA FROM VARIOUS DIFFERENT SYSTEMS. THIS IS GOING TO INCREASE THE EFFICIENCY OF THAT.

ONE PLATFORM, ONE DATA, AND WE CAN PUT OTHER APPLICATIONS, DASHBOARDS ON TOP OF THAT INSTEAD OF HAVING TO GO TO DIFFERENT APPLICATIONS.

>> HOW MANY SYSTEMS WILL WE BE GETTING RID OF?

>> CURRENTLY, WE USE ABOUT 3-4 DATA PLATFORM SYSTEMS. NOW WE WOULD BE COMBINING ALL THAT INTO ONE, SO WE WOULD BASICALLY BE MORE EFFICIENT.

WE'D REDUCE COSTS, AND THEN WE WOULD ALSO STRENGTHEN OUR NETWORK SECURITY BECAUSE NOW THE TECHNOLOGY DEPARTMENT WOULD BE LOOKING AT ONE PLATFORM.

WE WOULD ALSO SECURE OUR STUDENT DATA BECAUSE OUR DATA SHARING AGREEMENT WOULD NOW BE LOOKING AT ONE PLATFORM.

THEN IT WOULD ALSO ALLOW OUR DEPARTMENTS TO INTEGRATE MORE CLOSELY TOGETHER, SO NOW OPERATIONS WOULD BE ABLE TO TALK TO ACADEMICS, WOULD BE ABLE TO TALK TO THE STUDENT PLATFORMS. THAT WOULD REALLY MAXIMIZE HOW WE LOOK AT OUR DATA WHEN WE LOOK AT OUR RETURN ON INVESTMENT TOOLS, ESPECIALLY WHEN OUR DOLLARS BECOME TIGHTER.

ONE OF THE AREAS THAT WE ARE REALLY GOING TO FOCUS ON IS LOOK AT HOW WE SPEND OUR DOLLARS AND WHERE WE NEED TO REALLY FOCUS ON OUR RETURN ON INVESTMENTS.

>> THE QUESTION THAT I WOULD HAVE IS, WHEN DID WE PURCHASE THE PREVIOUS PLATFORMS?

>> WHEN?

>> WHEN THE COST OF THE PREVIOUS PLATFORMS, AND THEN I THOUGHT I HEARD THAT THIS IS AN ADD-ON TO AN EXISTING PROCUREMENT, IS THAT CORRECT?

>> WE PURCHASED THIS ON THE FINANCIAL OPERATION SIDE, AND SO WE ARE EXPANDING IT NOW TO THE ACADEMIC STUDENT SIDE.

>> IS THIS AN ADDITION TO A CURRENT CONTRACT?

>> THIS WOULD BE IN ADDITION TO A CURRENT CONTRACT, AND THEN WE WOULD BE REMOVING OTHER PLATFORMS IN OTHER AREAS.

>> IF IT'S IN ADDITION TO A CURRENT CONTRACT, COULD YOU PROVIDE THE CONTRACT NUMBER, THE AMOUNT, AND THE TERM OF THE CONTRACT?

>> YES, WE CAN GET THAT INFORMATION FOR YOU.

>> I WOULD APPRECIATE THAT. THANK YOU.

>> TRUSTEE TURNER. SAME ONE?

>> THANK YOU. WELCOME TO THE FRED.

>> TWENTY-ONE A.

[LAUGHTER] I KNOW.

I DO WANT TO SAY, I WAS VERY IMPRESSED WHEN I WENT TO FREDERICK DOUGLASS ELEMENTARY COMPUTER LAB.

IT WAS REALLY NICE,

[02:20:02]

AND I JUST WANT TO THANK YOU ALL FOR MAKING THAT HAPPEN.

THOSE KIDS REALLY DESERVE TO HAVE SOME OF THE NICE AND BEST TECHNOLOGY.

AS I'M VISITING SCHOOLS, ONE OF THE MAIN QUESTIONS I'M ASKING PRINCIPALS IS ABOUT TECHNOLOGY AND UPDATED COMPUTER LABS AND THINGS OF THAT NATURE.

AS I COME ACROSS THOSE CHALLENGES, I WILL BE REACHING OUT TO YOU ABOUT SYSTEMS FOR OUR SCHOOLS.

BUT AGAIN, THANK YOU FOR THE WORK THAT YOU ALL DO.

>> TRUSTEE FOREMAN ROUND TWO ON 21A?

>> I'M GOING TO LET IT RIDE.

I'LL WAIT TILL I GET MY DATE.

>> SOUNDS GOOD. LET'S GO, TRUSTEES,

[22. FINANCIAL SERVICES DIVISION]

INTO THE FINANCIAL SERVICES DIVISION.

ANYTHING UNDER 23?

>> 23A. TRUSTEE FORM.

>> YOU DID ONE OF MY FAVORITE THINGS.

>> BUT YOU'RE GOING TO LIKE THIS ONE.

>> SOMEBODY TALK TO ME.

>> THERE WAS AN RFP, AND WE'VE HAD TO MAINTAIN, KEEPING UP WITH THE PROCUREMENT THAT I KNOW YOU WERE VERY FAMILIAR WITH.

EVERY SO OFTEN, YOU NEED TO MAKE SURE THE FORMS ARE UPDATED.

BUT IN THE PROCESS OF TRANSITIONING FROM TIME TO TIME, SOME PARTICULARLY SMALL BUSINESSES, LOCAL, IN SOME INSTANCES, MISSED SOME PARTICULAR PARTS.

ESSENTIALLY, WE NEEDED TO RE GO OUT FOR ANOTHER TO ENSURE THAT THEY HAD A SUFFICIENT TIME TO RESPOND.

WE'RE HAVING TO COME BACK SO THAT WE WOULD BE ABLE TO ALLOW.

WE HAVE TO USE THIS MECHANISM BECAUSE THAT OTHER RFP HAD ALREADY CLOSED.

WE NEEDED TO USE THIS MECHANISM SO THAT THOSE ORGANIZATIONS, THOSE BUSINESSES WOULD BE ABLE TO STILL PARTICIPATE WITH US.

OTHERWISE, THERE ARE SOME BUSINESSES THAT HAVE HAD A PARTNERSHIP WITH US FOR YEARS THAT WOULD NO LONGER BE ABLE TO, AND WE DID NOT WANT TO BE EXCLUSIONARY BECAUSE THE FORMS CHANGED, AND SOME FOLKS MISSED SOME PARTICULAR PLACES, SO THAT'S WHY THIS CAME BACK WAS FOR US TO FIND A WAY FOR THEM TO BE ABLE TO PARTICIPATE.

>> SO THROUGH COOPERATIVE PURCHASING, THAT MEANS THERE'S ANOTHER ENTITY THAT'S GOING TO BE INVOLVED, IS THAT CORRECT?

>> THIS WOULD BE THROUGH REGION 10 COOPERATIVE.

THIS WOULD ALLOW US TO ADD SMALL BUSINESS ENTERPRISES OVER THE FIVE-YEAR PERIOD.

IF WE MISSED A SMALL BUSINESS ENTERPRISE OR LET'S SAY WITHIN THOSE FIVE YEARS WITHIN DALLAS ISD, BRAND NEW SMALL BUSINESS ENTERPRISE BEGINS A BUSINESS, THIS COOPERATIVE WOULD ALLOW US TO ADD THEM TO THIS BID, AND IT WOULD NOT COST US ANY ADDITIONAL DOLLARS.

>> NO ADDITIONAL DOLLARS FROM REGION 10.

>> WHEN I SEE COOPERATIVE, I IMMEDIATELY ASK OUR TEAM, WAIT A MINUTE, HOW DID THIS HAPPEN? WHY? EXPLAIN SO THAT I CAN AT LEAST HAVE AN ASSURANCE THAT WE UNDERSTAND YOUR CONCERNS THAT WE'RE BEING RESPONSIVE.

>> YEAH, I LIKE THAT.

>> I JUST WANT TO DISCUSS THAT, WHILE I UNDERSTAND MY COLLEAGUE HAS CONCERNS WITH CO-OPS, I WANT TO ALSO MAKE IT KNOWN THAT THERE ARE OTHERS ON THE BOARD AND THAT I PERSONALLY THINK THAT WE SHOULD BE TAKING ADVANTAGE OF THE RESOURCES THAT WE NEED, SO LONG AS YOU ALL LOOK AT BEST VALUE AND CAN DO THAT.

>> TRUSTEE MACKE 238.

AND TO ME, IT IS NOT THAT A CO-OP IS OR ISN'T BEST VALUE, JUST LIKE ANYTHING ELSE THAT WE CONTINUE TO KEEP OUR ATTENTION FOCUSED ON WHATEVER YOU ALL NEED TO GET THE GOALS AND ACCOMPLISH WHAT WE'VE DONE.

I, FOR ONE, SAY CARRY ON WITH WHAT YOU NEED TO, SO LONG AS YOU ALL ARE DOING THE DUE DILIGENCE, AND WE WILL CONTINUE TO LOOK AT THAT.

>> THANK YOU. TRUST FORM IN ROUND 2 ON 23 A?

>> YEAH, I JUST WANTED TO EXPLAIN TO BEIN IS THAT, YES, I HAVE AN ISSUE WITH CO-OP.

BEING CLEAR ABOUT IT.

WE'LL CONTINUE TO BE CLEAR ABOUT IT.

I'M A PURCHASING PROFESSIONAL, AND I DO WANT US TO DO OUR BEST, BUT I ALSO WANT TO MAKE SURE THAT WE DON'T LEAVE OUT SMALL BUSINESSES.

AND IN THIS CASE, WE ARE INCLUDING SMALL BUSINESSES, SO I'M GOOD.

>> ANYONE ELSE ON 238? SEEING NONE, LET'S DO 24, ANYTHING UNDER 24? ANYTHING UNDER 25? I SEE NONE.

[26. OPERATION SERVICES DIVISION]

THEN WE'LL GO TO OPERATION SERVICES DIVISION, ANYTHING UNDER 27 OR 28.

[02:25:04]

TRUSTY FORM AND 27 A.

>> YES, MA'AM.

>> MICHAEL, THIS IS NOT A NEGATIVE.

IT'S ACTUALLY A POSITIVE.

IN REGARDS TO UPDATING.

DON'T TOUCH, DINO.

>> WE HAVE TO WRITE THIS DOWN [LAUGHTER]

>> BUT UPDATING THE RADIO SYSTEMS, I THINK, IS IMPORTANT.

AND I'VE HAD CONVERSATIONS WITH DINO ABOUT IT, AND WE'VE GONE ROUND AND ROUND AND ROUND SO THIS IS A POSITIVE, SO I'M GLAD TO SEE YOU GUYS DOING IT.

>> NOW, THE WHOLE TEAM CAN GO HOME.

>> I DON'T KNOW. I GOT TO MAKE THEM SIT THERE TILL I GET THROUGH 28 [LAUGHTER]

>> TRUE. TRUSTEES, ANYONE ELSE FOR 27 A? SEEING NONE, THE TRUSTEES ANYTHING UNDER 28?

>> SHE SAID THAT ABOUT 28, BUT I'M GOING TO SAY SOMETHING ABOUT 28.

>> WHICH ONE?

>> THIS IS NOT A NEGATIVE.

THIS IS A POSITIVE. >> 28 A.

>> BECAUSE WE NEED THE UPGRADES ON THE SCOREBOARDS AND ALL OF THOSE IN ALL OF OUR FACILITIES AS WE CONTINUE TO GROW IN TERMS OF COMPETITION GYMS ON THE PARTICULAR CAMPUSES, THAT'S GOING TO BE IMPORTANT, SO I SUPPORT IT.

I SUPPORT WHAT MAKES SENSE.

IF IT DON'T, I DON'T.

>> THANK YOU. OKAY, TRUSTEES, ANYONE ELSE UNDER 28? SEE NONE, TRUSTEES WILL NOW TO GO TO CONSTRUCTION SERVICES DIVISION.

[29. CONSTRUCTION SERVICES DIVISION]

ANYTHING UNDER 30 OR 31? I HEARD 30 E. I HEARD 30 D. FIRST, WE'LL START THERE 30 D.

>> 30 D, SO JUST FOR CLARIFICATION, THIS IS FOR A COMPLETELY NEW SCHOOL, IS THAT CORRECT?

>> YEAH, THAT IS CORRECT.

>> THAT'S ALL. THANK YOU.

>> THANK YOU, ANYONE ELSE FOR 30 D? THEN WE'LL TURN TO 30 E, I HEARD, IS THAT CORRECT? TRUSTEE SANDERS 30 E.

>> THIS IS REALLY FOR MY FY, I'M JUST TRYING TO UNDERSTAND.

I KNOW IT'S NO FINANCIAL IMPACT, I UNDERSTAND THAT.

WHAT IS THE ACTION THAT WE'RE GIVING HERE AS THE BOARD? HELP ME UNDERSTAND WHAT WE'RE DOING.

>> THAT'S ACCESS EASEMENT.

SO WHEN WE BUILD A PIECE OF PROPERTY IN THE RIGHT OF WAY, WE HAVE TO GIVE UTILITY COMPANIES, THE CITY ACCESS TO THAT SERVICE.

>> WHEN THEY SAY, REQUESTED THE INSTALLATION OF WIDER SIDEWALKS, WE'RE SAYING, YES, YOU HAVE PERMISSION TO COME IN AND DO THAT WORK.

>> IF A METER IS IN THE SIDEWALK OR ACCESS TO A UTILITY, THEY MIGHT PUT A PIPE IN THERE, THEY NEED ACCESS TO SERVICE THE LINE.

WE GIVE THEM AN EASEMENT SO THEY DON'T HAVE TO ENCROACH ON OUR PROPERTY.

>> GOT IT. OKAY. THANK YOU. I APPRECIATE IT.

YEAH, IT WAS JUST A POINT OF INFORMATION. THANK YOU.

>> TRUSTEES, ANYTHING ELSE IN HER 30? HEARD 30 I.

OKAY. THAT'S WHAT I HEARD 30 G. THAT'S BEFORE THAT, SP WE'LL START WITH 30 G. TRUSTEE SANDERS.

>> ANOTHER POINT OF INFORMATION AND CLARIFICATION.

TOWN VIEW OBVIOUSLY HAS MULTIPLE DIFFERENT SCHOOLS WITHIN IT, SO THIS ONE BEING SPECIFICALLY CHANGE ORDER TO BAREFOOT SANDERS, ARE WE ONLY APPLYING IT TO THAT SCHOOL SIMPLY BECAUSE THAT'S LITERALLY THE AREA WHERE THE ROOF WORK IS HAPPENING OR BEDFORD.

>> JUDGE LOUIS BEDFORD.

>> OH, MY GOODNESS.

>> FORMER AT WOW.

>> THAT'S NOT BAREFOOT.

>> NOPE.

>> IT SAYS LAW. BUT THAT'S ATWOOD.

FORMER AT WILL. THANK YOU.

>> OVER HERE.

>> NO FURTHER QUESTIONS.

>> DO NOT COME OVER HERE.

>> ANYONE ELSE FOR 30 G? OKAY. THEN THE NEXT THING I HEARD WAS 30 I. TRUSTEE GARCIA.

>> YES. WILL YOU JUST GIVE A QUICK OVERVIEW OF WHAT THIS WILL DO?

>> WE'RE PARTING WAYS WITH OUR CURRENT CONTRACTOR.

THEY WERE BUILDING A GYM ADDITION AND NOW WE'RE SAYING, SINCE WE'RE PLANNING FOR SOME FUTURE POSSIBILITIES OF SAMUEL,

[02:30:02]

WE WANT TO START THE DESIGN PROCESS ON THAT INSTEAD OF WORKING AROUND THIS CONSTRAINT AND BUILDING THIS NEW GYM FACILITY.

>> I THINK THE REASON WHY I WANTED THAT EXPLANATION IS BECAUSE I KNOW THAT I'VE BEEN ENGAGING WITH THE ALUMNI OF SAMUEL AND THE FIRST THING THEY SAY IS, WHEN ARE WE GOING TO GET A NEW BUILDING? AND SO I JUST WANTED TO MAKE IT A POINT TO GO ON THE RECORD AND MENTION THAT BECAUSE I'M DEDICATED FOR THAT PROCESS, WHETHER IT'S BRINGING ALUMNI TOGETHER, COMMUNITY PARENTS, EVERYONE, SO THAT WE CAN GET MORE THAN THE ATHLETIC FACILITY.

>> YEAH, I WANT TO ADD THAT THIS IS ONE OF THE SCHOOLS THAT, AS WE REVIEWED THE PROCESS, IT HAD BEEN PIECE-MEALED, TO BE BLUNT AND THE TEAM HAS COME TO ME AND THE COST OVERRUNS ON PART OF TRYING TO PUT A PATCH.

THIS FACILITY IS ONE OF THE ONES THAT HAS ONE OF OUR LOWEST CONDITION INDEX, DEPENDING ON IF YOU'RE LOOKING AT HOW MUCH IT COSTS TO REPLACE, AND IT'S HIGHER, DEPENDING ON HOW YOU WANT TO READ YOUR FCI.

THE BOTTOM LINE IS IT IS IN NEED OF US TO REALLY RECONSIDER AN OVERALL MAKEOVER, NOT JUST LET ME LET'S DO THIS SECTION SO WE'LL CONTINUE TO HAVE CONVERSATIONS.

BUT AT THIS POINT, PUTTING IN DOLLARS INTO SOMETHING THAT REALLY NEEDS SOME ADDITIONAL WHOLESALE ATTENTION WAS NOT GOOD USE, AND WE'LL BE ENGAGING CERTAINLY WITH YOU AND THE REST OF THE COMMUNITY BEFORE, OF COURSE, WE'LL BRING SOMETHING FORWARD.

>> YEAH, I WELCOME THAT, AND OF COURSE, I KNOW THAT, I THINK I JOKINGLY SAY, LIKE, IN 2019, I KNOW I HELD AN EVENT AT THE FACILITY AT THE SCHOOL AND LET'S JUST SAY THE ELECTRICITY, THE DJ WAS TOO MUCH.

SO I KNOW THAT THERE'S SOME ISSUES THERE, AND THEY'VE BEEN EXPRESSED BY THE PRINCIPAL AND THE LOCAL COMMUNITY, THE ALUMNI ARE VERY ENGAGED AND SO THANK YOU FOR DOING THIS.

>> ANYONE ELSE ON 30 I? THEN SEEING NOTHING ELSE THERE WITH 31.

ANYTHING ON 31? HEARD 31 A.

THEN 31A IT IS TRUSTEE FORM.

>> YOU DON'T LIKE THIS ONE, TRUSTEE FOREMAN?

>> NO. BECAUSE IT'S BACK DATED.

THIS IS THIS IS THE ONE ON THE LAND BANK AND IT'S BACKDATED TO OCTOBER 1, 2024.

AND MY QUESTION IS, I CLEARLY UNDERSTAND THE LAND BANK, BUT WERE ANY HOUSES OR PROPERTY SOLD FROM OCTOBER 2024 TO NOW?

>> IF THEY WERE SO TRUSTEE FOREMAN, THERE WOULD HAVE BEEN FROM PROPERTIES THAT WERE ACQUIRED IN THE PRIOR CONTRACT, NOT OUT OF THIS CONTRACT.

THE REASON WE ALWAYS GET THE CONTRACT AFTER THE FACT, BECAUSE THE CITY AND THE COUNTY FIRST HAVE TO NEGOTIATE, SINCE THE COUNTY IS THE ONE THAT ACTUALLY DOES THE WORK TO FORECLOSE ON THE PROPERTY THAT THE LAND BANKER IS GOING TO ACQUIRE.

SO THE COUNTY AND THE CITY FINALLY HAD THEIR AGREEMENT AND IT WAS APPROVED IN MAY AND SO NOW WE'RE BRINGING THIS TO YOU NOW.

>> SO THE QUESTION, AGAIN, IS, WERE THERE ANY PROPERTIES SOLD FROM OCTOBER 2024 TO DATE?

>> AND THEY SELL THOSE PROPERTIES WITH THE PERMISSION OF THE DISTRICT?

>> BASED ON WHAT CONTRACT?

>> THE PRIOR CONTRACT.

>> SO THE PRIOR CONTRACT, WHAT WAS THE DATE OF THE PRIOR CONTRACT?

>> I DON'T HAVE IT EXACTLY IN FRONT OF ME, BUT IT WOULD HAVE EXPIRED.

>> WE'LL GET THAT FOR YOU AND PUT IT IN THE TRACKER.

>> JUST PUT IT IN THE TRACKER.

>> SURE.

>> BECAUSE I KNOW YOU UNDERSTAND WHY I'M ASKING THAT SPECIFIC QUESTION BECAUSE IF WE DID NOT HAVE AN AGREEMENT DURING THAT TIME, THEN THEY SOLD PROPERTIES BASED ON A NON AGREEMENT WITH THE DISTRICT, AND I WANT TO KNOW WHAT THOSE PROPERTIES ARE, IF THAT IN FACT HAPPENED.

I HOPE IT DIDN'T, BUT IF IT IN FACT HAPPENED, I'D LIKE TO KNOW.

>> CHRISTY MACIOSO, 31 A.

>> I WAS GOING TO START IN A SIMPLER PLACE.

CAN YOU EXPLAIN TO ME WHAT THIS IS AS THOUGH I AM AN EIGHTH GRADER? [LAUGHTER].

>> ALL RIGHT EIGHTH GRADER.

>> SO THE LAND BANK IS BASICALLY A PROGRAM WHERE ALL THE TAXING ENTITIES HAVE COME TOGETHER, AND THEY WILL IDENTIFY PROPERTIES THAT HAVE BEEN FORECLOSED ON.

[02:35:02]

THE PROPERTIES HAVE TO BE DELINQUENT FOR FIVE YEARS, THEY CAN'T HAVE IMPROVEMENTS ON THEM.

THEY CAN'T HAVE ACTUAL FAMILIES LIVING IN A STRUCTURE ON PROPERTIES.

THE INTENT IS TO ACQUIRE THESE PROPERTIES AND THEN SELL THEM AT A DISCOUNT TO AFFORDABLE HOUSING DEVELOPERS FOR THE INTENTION OF PROVIDING ADDITIONAL AFFORDABLE HOUSING IN THE CITY.

>> AND WE ARE A PARTY TO THIS SOLELY BECAUSE WE ARE A TAXING ENTITY?

>> SO WE HAVE SOME SAY IN THAT?

>> IS THERE REALLY ANY OTHER OPTIONS WE HAVE? LIKE, I'M TRYING TO UNDERSTAND IF THIS IS A PERFUNCTORY THING THAT WE GOT NEED TO DO IT BECAUSE WE'RE A TAXING ENTITY, BUT FUNCTIONALLY, IF THEY BROUGHT US THIS CONTRACT AND WE SAID, WE DIDN'T LIKE TO DO IT, THEN WHAT WILL BE OUR OPTIONS?

>> THE LAND BANK PROGRAM WOULD CEASE TO EXIST.

>> ALRIGHT. WELL, I SOUND LIKE I LIKE THE LAND BANK PROGRAM FOR HOW IT IS, SO THANK YOU.

>> TRUSTEE SANDERS C1.

>> WHEN WE'RE TALKING LAND BANK PROPERTIES, DO WE HAVE TO FOLLOW OR ABIDE BY THE SAME LAW THAT REQUIRES US TO FIRST OFFER THAT SALE TO CHARTER?

>> [OVERLAPPING] IT'S A DIFFERENT PROCESS.

>> GOT IT. ALL RIGHT. THANK YOU.

>> YOU'RE WELCONE.

>> TRUSTEE MARK, ROUND TWO ON THAT ONE?

>> SORRY, I HAVE ONE MORE QUESTION.

>> GO AHEAD.

>> AS WE THINK ABOUT I KNOW, ONE OF THE THINGS WE'VE TALKED ABOUT, DOCTOR LZALDA, YOU'VE BEEN HELPING THE LEAD WITH THE TEAM AND THINKING ABOUT, LIKE, A REAL ESTATE STRATEGIC PLAN FOR, IS THERE ANY INTERPLAY, COULD WE HAVE MORE ROBUST CONVERSATIONS RATHER THAN IF IT GOES INTO THIS, IT JUST GETS SOLD WITH THE PARTNERS? I KNOW THAT'D BE A WHOLE LOT OF CONVERSATIONS TO HAPPEN.

BUT ARE WE CONSIDERING THE LAND BANK AT ALL AS WE'RE THINKING ABOUT, LIKE HOW WE THINK ABOUT OUR OWN PROPERTIES?

>> WE HAVE NOT INCLUDED THAT BECAUSE AGAIN, THESE ARE PROPERTIES THAT HAVE HAD TO HAVE BEEN DELINQUENT FOR FIVE YEARS OR MORE.

GENERALLY, THE REAL ESTATE WE'RE BRINGING YOU ARE MORE RECENT, LIKE PROPERTIES THAT WE FIRST WANT TO BRING TO YOU AS SURPLUS, AND RATHER THAN BRINGING THEM TO YOU FOR THAT, WE WANT TO HAVE A PLAN OF WHAT SHOULD WE DO.

>> GOT YOU.

>> WE HAVEN'T THOUGHT ABOUT IT THAT WAY, BUT ANYTHING IN HERE IS, LIKE, A LOT OLDER.

>> AND IT'S NOT OURS?

>> AND TECHNICALLY, I GUESS IT IS BECAUSE WE FORECLOSED IT.

>> BUT ONLY BECAUSE IT'S DIFFERENT FROM PROPERTY WE OWN OUTRIGHT.