[00:00:03]
INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.
[1. NOTICE AND RETURN]
WE WILL FOREGO THE PLEDGE OF ALLEGIANCE BECAUSE WE'VE ALREADY DONE THAT EARLIER.A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.
DISTRICT ONE. TRUSTEE. LANCE CURRIE. DISTRICT TWO.
SARAH WEINBERG. DISTRICT THREE. DAN MITCHELL.
DISTRICT FOUR. PRISMA GARCIA. DISTRICT FIVE. BRYANT.
BYRON SANDERS. DISTRICT SIX JOYCE FOREMAN. DISTRICT SEVEN BEN MACKEY.
DISTRICT EIGHT JOE CARREÓN AND DISTRICT NINE ED TURNER.
THIS MEETING IS AVAILABLE SIMULTANEOUSLY IN ENGLISH AND DE ISD.ORG.
IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET EVERYONE KNOW THAT THIS MEETING WILL BE CONDUCTED IN AN ORDERLY FASHION AND ASKED THAT THE PUBLIC TO ABIDE BY THE RULES OUTLINED IN BOARD POLICY BED LOCAL PERTAINING TO PUBLIC PARTICIPATION.
IT IS A CRIMINAL OFFENSE FOR A PERSON WITH THE INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING, TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTIONS OR VERBAL UTTERANCE, AND THEREBY CURTAILED THE EXERCISE OF OTHER FIRST AMENDMENT RIGHTS.
SPEAKERS ARE CAUTIONED THAT THEY SAY COULD. OH, I'M SORRY.
ANY PERSON WHO BECOMES BOISTEROUS, DISRUPTIVE OR FAILS TO ABIDE BY THE RULES OF THIS ASSEMBLY WHILE ADDRESSING THE BOARD OR WHILE ATTENDING THIS MEETING, SHALL BE ASKED TO LEAVE. FAILURE TO LEAVE WILL RESULT.
TO DO SO MAY MEAN FAILURE TO LEAVE WHEN REQUESTED.
TO DO SO MAY RESULT IN A PERSON BEING ESCORTED FROM THE MEETING AND SUBJECT TO ARREST.
ESTA REUNION ESTA DISPONIBLE SIMULTANEAMENTE EN INGLÉS ESPANOL AND DALLAS ISD.
PUNTO. ORG. OKAY, SO NEXT WE WILL GO TO ACKNOWLEDGMENTS RECOGNITIONS OF PUBLIC ELECTED OFFICIALS OR PUBLIC OFFICERS AND ELECTED OFFICIALS IN HERE. YEAH, I THOUGHT SENATOR WEST EARLIER.
OKAY, I GUESS HE'S LEFT. OKAY. AND NEXT. PUBLIC FORUM.
[4. PUBLIC FORUM]
MY AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF THIS MEETING.WILL WE HAVE ANY SPEAKERS ON THE AGENDA? WE DO, WE DO.
OKAY. I AM ASKING SPEAKERS TO BE MINDFUL OF CHILDREN THAT ARE IN ATTENDANCE.
CHILDREN WHERE CHILDREN ARE UNWILLING ADULT RECIPIENTS.
MEMBERS OF THE PUBLIC IN ATTENDANCE AT THIS PUBLIC MEETING SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE OR EXPLICIT LANGUAGE FROM SPEAKERS.
FATHER, PLEASE BE MINDFUL OF YOUR FELLOW SPEAKERS AND TO REFRAIN FROM USING INDIVIDUAL NAMES THAT INCLUDES STUDENTS NAMES AND TO ADDRESS THE BOARD AND NOT INDIVIDUAL TRUSTEES. THE DISTRICT HAS ADOPTED PROCEDURES TO HEAR AND ADDRESS COMPLAINTS ABOUT SPECIFIC INDIVIDUALS, AND IT IS RECOMMENDED THAT SPEAKERS AVAIL THEMSELVES OF THE GRIEVANCE POLICY TO SEEK RELIEF VIA THOSE PROCEDURES.
AUDIENCE. I AM ASKING THAT YOU NOT ENGAGE IN CONDUCT THAT WOULD DISRUPT THIS MEETING.
RULES AND ORDER RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETING. UNLAWFUL AND DISRUPTIVE CONDUCT INCLUDING INTERRUPTION.
SCHEDULED SPEAKERS SPEAKING OUT OF TURN, CROSSING ROPES, ROPED OFF BARRIERS OR INTERFERING WITH THE RIGHTS OF OTHERS WOULD NOT BE TOLERATED. EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER OWN STATEMENTS.
SPEAKERS, PLEASE BE REMINDED THAT SUBSTANTIATION ARE NOT ALLOWED.
SPEAKERS WHO FAIL TO ADHERE TO THIS RULE WILL BE INTERRUPTED AND INFORMED.
YOUR COMMENTS ARE OUT OF ORDER. MISS FLORES, WILL YOU PLEASE NAME.
[00:05:03]
PLEASE CALL THE NAMES OF THE SPEAKERS. GOOD EVENING.I WOULD LIKE TO REMIND THE SPEAKERS THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME.
PLEASE LISTEN CAREFULLY TO YOUR NAME. ROBERT CECCARELLI NOT PRESENT.
MIKE HUQ NOT PRESENT. MARY ANN HOSKINS.
GOOD EVENING, SUPERINTENDENT, ASSISTANT SUPERINTENDENT, BOARD MEMBERS AND AUDIENCE.
MY NAME IS MARY ANN HOSKINS. THIS IS MY HUSBAND AND I, HENRY HILTON HOUSE.
THIS IS OUR SECOND GRANDSON, DEVIN DANTE HOBSON.
BUT MY SUBJECT TODAY, WHAT I WANT TO SPEAK ON IS WHY IS DISD LETTING TEACHERS ENROLL STUDENTS? A TEACHER CANNOT ENROLL A STUDENT. YOU CAN'T DO IT.
YOU KNOW, MY HUSBAND AND I, WE HAVE YOU KNOW, WE HAVE DEVIN AND WE HAVE DARIUS, OUR OLDEST GRANDSON, DARIUS DESHAWN HOSKINS. BUT WE COULD, YOU KNOW, ENROLL HIM BECAUSE WE ARE THE BIOLOGICAL GRANDPARENTS.
WHY DID DISD LET THEIR TEACHER AT ANN RICHARDS MIDDLE SCHOOL? MISS DENISE, WHAT'S THE LAST NAME? AHMED. DENISE AHMED, ENROLL DEVIN AT SKYLINE HIGH SCHOOL.
SHE CANNOT DO THAT. SHE'S A SHE'S A TEACHER. COME ON.
YOU KNOW, SOMETIMES TEACHERS CAN DO THINGS. THEY CAN JUST.
YOU JUST GO OVERBOARD WITH THINGS. HE'S BEEN OUT OF SCHOOL SINCE OCTOBER, THE FIRST OF 2025.
TODAY IS APRIL. THE. I MEAN, NO. MAY THE 14TH, 2026.
IT'S TOO LONG TO BE OUT OF SCHOOL, BUT I. BUT BUT WHAT I'M TRYING TO SAY.
DO NOT LET TEACHERS ENROLL STUDENTS. PLEASE DON'T DO THAT.
AND ALSO WITH MY WHY WHY IS DISD SENDING ME SOMETHING TO MY PARENTS HOUSE WHEN I HAD A HOUSE THEN UNTIL IT WAS SOLD ILLEGALLY. BUT WE'LL GET THAT HOUSE BACK.
THEY SENT ME SOMETHING TO MY PARENTS HOUSE AT 5124 BROOKLYN STREET DOWN TO 675210 DASH 3047 WITH MARY A HOSKINS. WHY DON'T YOU SEND ME SOMETHING THERE? I HAD A HOUSE AT 3802 FRANK STREET, DALLAS, TEXAS, 75210-2012.
BUT WE'RE GOING TO GET THAT HOUSE BACK BECAUSE IT WAS SOLD ILLEGALLY. BUT PLEASE DO NOT LET TEACHERS ENROLL STUDENTS AT DISD SCHOOLS. THANK YOU. OKAY. THANK YOU, MR. FIRST VICE PRESIDENT.
THIS CONCLUDES OUR SPEAKERS. ALL RIGHT. THANK YOU.
THE BOARD WILL RETIRE THE CLOSED SESSION PURSUING TEXAS GOVERNMENT CODE, SECTION 551.
[5. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections]
CONCERNING THE FOLLOWING SECTIONS. THE PUBLIC AND STAFF ARE WELCOME TO STAY IN THE ROOM OR CONNECT ONLINE WHILE THE BOARD LEAVES THE MEETING TO ATTEND THE CLOSED SESSION. THE PUBLIC PORTION OF THIS MEETING WILL RESUME AFTER CLOSED SESSION.THE BOARD WILL RETIRE THE CLOSED SESSION TO PURSUE CLOSED SESSION PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551, CONCERNING ANY AND ALL PROPOSED PERMIT PERMITTED BY THE ACTION BY THE ACT INCLUDED, BUT NOT LIMITED TO THE FOLLOWING. 551.071 FOR PRIVATE CONSULTATION WITH HIS ATTORNEY ABOUT PENDING OR CONTEMPLATING LITIGATION, OR ON MATTERS IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNMENT GOVERNMENTAL BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS, CLEARLY CONFLICTS WITH THIS CHAPTER.
SECTION B 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SALE OR VALUE OF REAL PROPERTY.
SECTION C 551.074 TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION RE-ASSESSMENT REASSIGNMENTS.
DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING THE 2025 2026 PERFORMANCE EVALUATION OF THE CHIEF INTERNAL AUDITOR AND RESULTS.
[00:10:01]
PERSONNEL OR DEVICES OR SECURITY AUDIT SECTION E 551.089 TO DELIBERATE REGARDING SECURITY ASSESSMENTS OR DEPLOYMENTS RELATED TO INFORMATION RESOURCES TECHNOLOGY NETWORK SECURITY INFORMATION AS DESCRIBED BY SECTION 2059.055 B OR THE DEPLOYMENT OR SPECIFIC OCCASIONS OF IMPLEMENTATION OF SECURITY PERSONNEL, CRITICAL INFRASTRUCTURE OR SECURITY DEVICES. SECTION F 551.129.TO CONSULT WITH ITS ATTORNEYS BY USE OF TELEPHONE.
CONFERENCE CALL. VIDEO CONFERENCE CALL, A COMMUNICATIONS OVER THE INTERNET IN THE OPEN MEETINGS AND OR CLOSED MEETINGS WHEN THE TIME IS NOW. 4:18 P.M. THIS SECTION IS NOW CLOSED.
WE'RE NOW IN CLOSED SESSION. WE ARE BACK IN OPEN SESSION.
THE BOARD TOOK NO ACTION IN CLOSED SESSION. ALL RIGHT.
NEXT WE WILL TURN TO ITEM SIX VISION AND PROGRESS MONITORING TRUSTEES.
[6. VISION/PROGRESS MONITORING]
WE ARE NOW IN VISION AND PROGRESS MONITORING SECTION A THANK YOU, TRUSTEE TURNER.AND I'M GOING TO GO AHEAD AND TURN THIS OVER TO CHIEF HEWITT.
POWELL. AND SHE'LL BE GIVING US AN UPDATE ON THIS PARTICULAR DATA POINT.
THANK YOU. SUPERINTENDENT ELIZALDE. AND GOOD AFTERNOON.
TRUSTEES. SO BEFORE WE BEGIN, I'D LIKE TO SHARE THIS PICTURE OF OUR DALLAS ISD ASPIRE AWARDS.
IT HONORS OUR TEAM MEMBERS LIKE OUR CUSTODIANS, OUR OFFICE MANAGERS, REGISTRARS, TEACHERS, ASSISTANTS, COMMUNITY LIAISONS, AND PARENT SUPPORT SPECIALISTS.
AND WE WANTED TO MAKE SURE WE RECOGNIZE THEIR, THEIR WORK BECAUSE THEY'RE OFTEN THE FIRST FACES THAT OUR FACES, OUR FAMILIES SEE. AND THEY CREATE REALLY STRONG SUPPORT BEHIND OUR CAMPUSES.
AND THEY'RE REALLY AN ESSENTIAL PART OF CREATING REALLY STRONG LEARNING ENVIRONMENTS FOR OUR STUDENTS AND STAFF AND REALLY HELPING TO SHAPE THE CULTURE OF OUR SCHOOLS. AND SO WE KNOW THAT BY INTENTIONALLY CELEBRATING THESE EMPLOYEES WHO DEMONSTRATE THAT SERVICE COMMITMENT AND COLLABORATION, THAT WE'RE WORKING TO BUILD A CULTURE WHERE EVERYONE FEELS VALUED AND APPRECIATED.
SO WE CAN GO ON TO THE NEXT SLIDE. AS INDICATED BY THE DATA, WE CAN CONTINUE TO SEE OUR POSITIVE MOMENTUM OF STAFF, CULTURE AND WORKPLACE SATISFACTION ACROSS THE CAMPUSES.
WE CAN SEE THIS WITH OUR 1.8 PERCENTAGE INCREASE OF FROM LAST YEAR TO THIS YEAR.
AND WE ALSO ARE MET IN OUR PROGRESS CONSTRAINT PROGRESS MEASURE 3.2, PARDON ME, IN THAT WE CONDUCTED OUR ROI PROCESS ALONG WITH STRATEGIC INITIATIVES.
NEXT SLIDE. AND SO WE CAN SEE THAT WE MET THIS PROGRESS MEASURE.
AND IF YOU JUST LOOK ACROSS THE BOARD, WE CAN SEE POSITIVE DATA IN THAT EVERY AREA IS GREEN.
AND WE CAN SEE THAT IN GENERAL, IF I WERE TO ADD THE OUR POSITIVE RESPONSES FROM STAFF AND IN ADDITION TO OUR NEUTRAL RESPONSES FROM STAFF, WE CAN SEE A RANGE OF 87 TO 92 POSITIVE RESPONSES ACROSS THE BOARD.
WE ARE AT 75.9 POSITIVE PERCENT RESPONSES, WHICH IS AN INCREASE FROM LAST YEAR.
AND WE CAN SEE AGAIN ACROSS ALL OF THESE MEASURES POSITIVE RESPONSE INCREASES.
NEXT SLIDE. AND SO OUR UPGRADES FOR THIS WORK IS TO HAVE AN EXPANDED CULTURE CALENDAR.
AND WE INCLUDED THIS YEAR OUR STUDENTS. AND WE SAW ACTUALLY AS A BYPRODUCT, OUR INCREASED POSITIVE CULTURE FROM STAFF AS THEY WERE WORKING TO CELEBRATE OUR STUDENTS TO INCREASE ATTENDANCE. AND THEN WE'RE EXPANDING THIS NEXT YEAR TO REALLY THINK THROUGH CULTURAL OPPORTUNITIES TO BRING IN THE COMMUNITY TO CELEBRATE OUR STAFF AND OUR STUDENTS.
WE'RE ALSO CONTINUING THE EXPANSION OF OUR EMPLOYEE RECOGNITION PROGRAMS. WE JUST TALKED ABOUT OUR EXPIRED AWARDS, AND WE'RE GOING TO INCLUDE MORE OF OUR SUPPORT STAFF IN THAT AWARD NEXT YEAR.
AND WE ALSO WORK TO CELEBRATE OUR OUTSTANDING MENTORS FOR THE SCHOOL YEAR.
IN ADDITION, WE HAVE EXPANDED OUR OPPORTUNITIES TO HAVE CONVERSATIONS WITH OUR STAFF, INCLUDING OUR STATE CONVERSATIONS THAT HELPS TO RETAIN OUR, OUR EMPLOYEES AND OUR TEAM MEMBERS. IN ADDITION, WE'VE EXPANDED IT TO EMPATHY INTERVIEWS.
AND THERE WE'RE WORKING TO CALL AND CHECK ON OUR FIRST YEAR TEACHERS TO SEE WHAT WORKED FOR THEM,
[00:15:05]
HOW WE CAN IMPROVE AND TO ENSURE THAT THEY'LL STAY.AND WE'VE SEEN MORE INCREASED RETENTION FOR THOSE STUDENTS, THOSE TEACHERS, PARDON ME.
AND WE'VE ALSO INCREASED OUR DSI STIPENDS FOR OUR TEACHERS AS WELL.
AND SO OUR NEXT CPM IS 3.2 ON RETURN ON INVESTMENT.
AND SO WE WANTED TO TAKE JUST A MINUTE TO CONNECT THIS WORK TO THE BROADER BUDGET CONVERSATION THAT YOU'LL HEAR LATER ON IN THE AGENDA FROM DEPUTY SUPERINTENDENT RAMOS. AND SO THIS PROCESS IS TRULY DESIGNED TO HELP US BE THOUGHTFUL AND STRATEGIC IN HOW WE ALIGN RESOURCES AND OUR PRIORITIES, ESPECIALLY IN LIGHT OF THE FINANCIAL, THE FINANCIAL PRESSURES THAT WE'RE FINDING OURSELVES NAVIGATING CURRENTLY.
THE UPCOMING BUDGET WILL REQUIRE US TO MAKE SOME INTENTIONAL CHOICES ABOUT HOW WE FOCUS ON EFFORTS AND RESOURCES, AND TO SUPPORT THAT, WE ARE TAKING A COMPREHENSIVE LOOK AT OUR CONTRACTS, PROGRAMS AND SERVICES, AND THIS INCLUDES IDENTIFYING WHAT HAS WORKED WELL, WHERE WE CAN IMPROVE EFFICIENCY AND WHERE WE MAY HAVE TO LOOK AT EXPLORING DIFFERENT WAYS TO CONTINUE SUPPORT. SUPPORTING STUDENTS AND STAFF.
SO OUR FOCUS IS ON SUSTAINING WHAT MATTERS MOST WHILE BEING RESPONSIBLE STEWARDS OF THE RESOURCES.
SO NEXT SLIDE. SO HERE WE DID WANT TO SHOW YOU OUR CALENDAR THAT WE USE THIS YEAR OR THIS TIMELINE.
THE HISTORICAL CONTEXT. SO YEAR OVER YEAR AND CLARIFIES WHAT THE WORK IS INTENDED TO ACHIEVE.
AND HERE, THE INDIVIDUAL SHEETS THAT I SHARED IN THE PREVIOUS SLIDE ROLLS UP TO OUR DASHBOARD THAT DISPLAYS THE SUMMARY METRICS, INCLUDING OVERALL DOLLARS PER PUPIL SERVED. AND SO THIS DASHBOARD REALLY GIVES US THE ABILITY TO EASILY REVIEW THE INITIATIVES ACROSS VARIOUS DIMENSIONS, SUCH AS BY CHIEF OVERSEEING THOSE INITIATIVES, THE STRATEGIC PRIORITY AND BY HOW THEY ALIGN TO OUR STUDENT OUTCOME GOALS.
THESE INITIATIVES REPRESENT 80% OF ALL THE DOLLARS THAT GO THROUGH OUR RETURN ON INVESTMENT PROCESS.
AND THOUGH THESE ARE JUST 25% OF THE INITIATIVES, THE INITIATIVES THAT YOU SEE BEFORE YOU AMOUNT TO THE MAJORITY OF THE DOLLAR AMOUNT THAT WE USE, THE RETURN ON INVESTMENT PROCESS. I THINK ONE THING TO ADD HERE, THESE WERE SELECTED BECAUSE THEY ARE BIG DOLLAR ITEMS. AND THEN THERE ARE ALSO CORE TO OUR STRATEGY FOR ACCELERATING STUDENT OUTCOMES.
THIS YEAR, SOME OF THE INVESTMENTS THAT WE CONTINUE TO MOVE FORWARD WITH, OF COURSE, WE REALLY ARE INVESTED IN TEACHER COMPENSATION, AS YOU HEARD, AND THE BOARD ACTUALLY MOVED FORWARD WITH UNIVERSAL PRE-K.
AND THEN THERE ARE OTHER DECISIONS THAT WE MOVE FORWARD WITH SUNSETTING AS PART OF THIS PROCESS.
MATH ACCELERATION SPECIALIST, SELECT, INSTRUCTIONAL SOFTWARE, PROJECT READ.
AND THEN OF COURSE, WITH FEDERAL DECISIONS THAT WERE MADE AT THE FEDERAL LEVEL, H-1B HIRING PROGRAM, WHERE DECISIONS THAT WE DECIDED TO SUNSET THIS YEAR ABOUT THE PIVOT.
[00:20:02]
AND WE ATTRIBUTE THIS TO OUR IMPROVED STUDENT OUTCOMES.AND TRUSTEES, IN THIS WEEKEND'S BOARD UPDATE, WE'LL HAVE A PDF FOR YOU OF ALL OF THE INITIATIVES THAT WERE REVIEWED OVER THE COURSE OF THE YEAR. AND WITH THAT, WE'LL TAKE ANY QUESTIONS.
THANK YOU. TRUSTEE MACKEY. ALL RIGHT. FIRST OF ALL, CHIEF HEWITT, CONGRATULATIONS.
I MEAN, IT'S PRETTY INCREDIBLE TO SEE NOT ONLY JUST GENERALLY STAFF SURVEY AND CLIMATE GOING UP, BUT I THINK IT WAS EVERY SINGLE QUESTION IS UP.
THE VAST MAJORITY OF THEM AT THE HIGHEST THEY'VE EVER BEEN.
AND THAT SPEAKS A LOT TO THE WORK THAT YOU ARE DOING THE ENTIRE SYSTEM IS DOING.
AND I WILL JUST SPEAK FROM PERSONAL ANECDOTE.
IT IS SUPER QUIET BECAUSE I THINK A LOT OF PEOPLE ARE STAYING BECAUSE OF THIS.
AND I THINK THAT SPEAKS TO A LOT OF THE WORK.
SO KUDOS ON THIS. I DON'T HAVE ANY QUESTIONS.
I'M JUST EXCITED TO SEE THAT CONTINUE AND SEE US CONTINUE TO MOVE THAT CONSISTENCY.
AND THE ROI, I MEAN, I THINK THIS IS THE CLEAREST IT'S BEEN YET, WHICH IS SUPER EXCITING.
YES, SIR. I WOULD BE CURIOUS. I HAVE TWO QUESTIONS ON THIS.
I WOULD LOVE TO KNOW MORE ABOUT FUNCTIONALLY AS YOU ALL GO.
AND I MEAN, WE'RE TALKING ABOUT THE BUDGET TODAY AND YOU GUYS ARE BRINGING A RECOMMENDATION, WHICH I'M EXCITED FOR AND LOOK FORWARD TO SUPPORTING. THE, HOW DOES THIS FACTOR INTO HOW YOU PLAN THE BUDGET? I'D JUST BE CURIOUS FOR A LITTLE BIT OF INSIGHT INTO THAT.
AND THEN THE SECOND PART OF THAT QUESTION IS RATHER THAN US, WHICH I'M LOOKING FORWARD TO READING ALL OF THESE AND GOING THROUGH THAT, I'M WONDERING IF YOU COULD JUST GIVE US A BRIEF OVERVIEW OF LIKE THE 1 OR 2 AREAS THAT THIS HAS ILLUMINATED ARE REALLY MAKING AN IMPACT.
AND THEY MAY NOT BE ON HERE, BUT ANYTHING WE'VE LEARNED THIS YEAR THAT ISN'T MAKING AS BIG AN IMPACT AS WE THOUGHT, AND THAT DOESN'T MEAN IT'S NOT SOMETHING WE'RE GOING TO MOVE FORWARD WITH OR CONTINUE TO EXPLORE. BUT I WOULD JUST BE CURIOUS TO KNOW A LITTLE HIGH LEVEL EXECUTIVE SUMMARY OF THAT YOU WANT TO TALK ABOUT? YEAH. SO AS FAR AS THE BUDGETING PROCESS, EVERY YEAR, AS YOU KNOW, WE FACE BUDGET CHALLENGES. AND SO THE RETURN ON INVESTMENT PROCESS IS A PIECE OF THAT BUDGETING PROCESS.
SO AS WE DIVE INTO WHERE CAN WE BECOME MORE EFFICIENT AS A DISTRICT? WHERE CAN WE LOOK AT STRATEGIC AREAS TO REDUCE OUR EXPENDITURES? BECAUSE WE'VE BEEN TRACKING THIS DATA FOR MANY YEARS, WE HAVE THE DATA THAT SHOWS WHERE OUR INVESTMENTS ARE WORKING WITH REGARDS TO STUDENT OUTCOMES. AND SO WE ARE ABLE TO TIE THOSE INVESTMENTS WITH THE BOARD STRATEGIES.
AND SO WE KNOW THAT THESE AREAS THAT WE'RE INVESTING IN ARE PRODUCING STUDENT OUTCOMES.
CAN YOU GIVE A QUICK EXECUTIVE SUMMARY OVERVIEW OF LIKE THE 1 OR 2 AREAS THAT ARE JUST LIKE, WE'RE REALLY EXCITED ABOUT WHAT'S BEING SHOWN HERE AND HERE. ONE OF THE TWO OF THOSE AREAS THAT WE'VE DECIDED TO PIVOT AWAY FROM. CAN WE GET THE SLIDE DECK BACK UP? HERE. WHY DON'T I, YOU KNOW, ACTUALLY, CAN WE GO TO SLIDE? HERE? OKAY. SO TRUSTEE MACKEY, FOR EXAMPLE, WE, WE INVESTED A LOT IN OUR MATH ACCELERATION SPECIALISTS THIS YEAR, AND WE THOUGHT THAT THAT WOULD BE A, A BIG MOVE THAT WOULD LEVERAGE HIGHER YIELD, HIGHER RESULTS.
AND WE HAD CONVERSATIONS AND, AND WHICH LED INTO.
SO YOU CAN SEE WE'RE SUNSETTING THAT. AND IF YOU LOOK OVER IN INVESTMENTS, MATH ACADEMIES.
AND SO WHAT WE'RE DOING THERE IS WE'RE FOCUSING THERE TO STRENGTHEN THE CORE ONE OR CORE TIER ONE TEACHERS SO THAT WE'RE PROVIDING THAT PROFESSIONAL DEVELOPMENT TO EACH TEACHER SO THAT THEY'RE IN FRONT OF STUDENTS AS OPPOSED TO TAKING SEVEN.
[00:25:02]
WE PROBABLY HAD ABOUT 70 MATH ACCELERATION SPECIALISTS AND THEY'RE PULLING KIDS OUT.THAT'S A SUPER HELPFUL EXAMPLE. THANK YOU FOR THAT. AND THAT ELIMINATED ONE LAST QUESTION I HAVE.
WHICH IS HOW DO WE THINK ABOUT NEW INITIATIVES? HAS THIS CHANGED HOW, FOR INSTANCE, IF THE CABINET SAYS WE'RE GOING TO DO A NEW INITIATIVE, WE PROPOSE THIS.
ARE WE THINKING IN ADVANCE ABOUT WHAT ARE THE OUTCOMES WE WOULD EXPECT TO SEE? HOW MANY YEARS IS IT GOING TO TAKE TO SHOW THAT AS YOU BUILD THIS OUT, OR ARE THESE MAINLY ONCE WE START IT, THEN WE START PLANNING THIS OUT? I THINK THIS PROCESS PROBABLY STARTED US LOOKING AT OUR EXPANDING OUR EARLY LEARNING, WHICH THEN WENT INTO PRE PRIMER AND UNIVERSAL PRE-K.
AND ALL OF THE DEPARTMENTS HAVE EMBRACED IT AND REALLY LOOKING AT THE DATA.
SO IN THAT INSTANCE, LIKE PRE PRIMER, WHICH IS A NEW PROGRAM, HAVE WE ALREADY THOUGHT ABOUT HOW WE'RE GOING TO TRY TO JUDGE ITS ROI, WHETHER OR NOT IT'S EFFECTIVE. WHEN WE LOOK BACK IN ONE, 2 OR 3 YEARS.
NEXT TIME WE'LL HAVE MORE QUESTIONS FOR TIFFANY HEWITT. I'VE.
SEEING. TRUSTEE SANDERS. ECHOING THE THE ALL THE GREEN THAT WAS ON THE SPREADSHEET.
CONGRATULATIONS, CHIEF. THAT IS IT'S EXCITING.
AND IT'S GOOD TO KNOW THAT WE'RE AT A DISTRICT WHERE PEOPLE WANT TO BE AND ARE FEELING THAT, AND IT'S SHOWING A COUPLE OF QUESTIONS ON OUR ROI PROCESS, WHICH, BY THE WAY, I THINK, YOU KNOW, IT SOUNDS LIKE SUCH A A COMMON SENSE THING, BUT IN A SCHOOL DISTRICT, IT'S VERY DIFFICULT TO DO.
AND I KNOW IT'S IT REALLY IS AN INNOVATION. AND SO THAT'S KIND OF ONE OF THE QUESTIONS I HAD.
SO THE ROI PROCESS, OBVIOUSLY WE GET TO WE GET TO LOOK AT THIS.
HOW IS THIS COMMUNICATED? HOW IS LIKE ALL THE WAY DOWN TO THE CAMPUS LEVEL, THE PRINCIPAL'S LIKE, IS THAT THE, IS THAT THE CONVERSATION THAT YOU'RE ALSO HAVING WITH THE CAMPUS LEADERS ON AS WE'RE LOOKING AT ROI? WHAT ARE YOU SEEING THOSE KINDS OF THINGS OR LIKE HAS THAT STRATEGY, THAT VERNACULAR MADE IT ALL THE WAY DOWN THERE? TALK A LITTLE BIT ABOUT HOW WE'RE TAKING THIS FROM HIGH LEVEL ALL THE WAY DOWN TO THE CAMPUS LEVEL.
I THINK THAT'S SOMETHING THAT YOU KNOW, THIS IS A PHASED PROCESS.
AND I KNOW, YOU KNOW, AS FAR AS THE CENTRAL OFFICE SCHOOL LEADERSHIP, THE BUDGET OFFICE, MY OFFICE HCM CHIEF GAYLORD'S OFFICE HAVE DEFINITELY HAD LOTS OF CONVERSATIONS AND HAVE BEEN INVOLVED.
BUT, CHIEF HEWITT, YOU MAY WANT TO TALK A LITTLE MORE.
SURE. DEFINITELY. WE LOOK AT THE INITIATIVES.
WE HAVE CONVERSATIONS ABOUT THEM. SO I'LL USE THE ACCELERATION SPECIALISTS FOR EXAMPLE.
I DON'T KNOW THAT WE'RE SPECIFICALLY BRANDING OR NAMING IT ROI FOR THEIR PURPOSES, BUT WE ARE CERTAINLY HAVING THEM LOOK AT THE OUTCOMES THAT WE HAVE FOR STUDENTS MEASURING THOSE OUTCOMES. WE TRACK THEM, WE HAVE CONVERSATIONS ABOUT THOSE OUTCOMES.
AND THEN AT MULTIPLE POINTS THROUGHOUT THE YEAR, WE'RE WORKING WITH CHIEF RAMOS AND DOCTOR LEAR ON WHAT THIS MEANS FOR THE LARGER INITIATIVE. WELL, I ASK BECAUSE IT'S HELPFUL LANGUAGE FOR ME EVEN AS A TRUSTEE TO EXPLAIN.
SO WHEN THEY SEE CHANGES HAPPEN OR THIS PROGRAM IS SHIFTING OR WE'RE DOING SOMETHING DIFFERENT HERE, IT'S HELPFUL. IT HAS BEEN HELPFUL FOR ME EVEN EXPLAINING IT TO COMMUNITY MEMBERS.
IT'S LIKE, THIS IS WHY WE'RE MAKING THESE CHANGES.
IT CERTAINLY IS HELPFUL. SO THAT WAS THAT WAS JUST ONE OF MY QUESTIONS.
ANOTHER ONE I'M THINKING ABOUT AS WE'RE DOING ROI, THE FRAMEWORK.
THE THINGS THAT HAVE BEEN HISTORICALLY HARD TO TRACK OR HARD TO MEASURE, WHICH I LOVE.
WE'RE STEPPING INTO OUR HABITS OF MIND WORK. ARE WE APPLYING THAT LENS TO A LITTLE BIT LIKE WHAT BEN WAS SAYING OR SORRY TRUSTEE MACKEY WAS SAYING, BUT IT'S NEW. IT'S A NEW WAY TO EVALUATE EFFECTIVENESS.
IT FEELS LIKE WE PROBABLY NEED TO GIVE OURSELVES A LITTLE BIT OF TIME ON HOW WE SAY YES, THAT RETURN ON INVESTMENT HAS YIELDED BECAUSE ONE OF THE CHALLENGES I GUESS I WANT TO STEER CLEAR FROM IS. ASSIGNING AN ROI, KPI, IF YOU WILL, TO SOMETHING THAT THESE THINGS
[00:30:08]
AREN'T ACTUALLY SUPPOSED TO MOVE THE NEEDLE ON.RIGHT. BUT WE'RE TRYING TO FIND IT JUST BECAUSE WE WANT TO MAKE IT WORK IN THE FRAMEWORK. BUT WE ALSO KNOW HABITS OF MIND, FOR INSTANCE, IS REALLY, REALLY IMPORTANT, ESPECIALLY WITH AI AND ALL OF THESE 21ST CENTURY SKILL SETS WE'RE GOING TO BE NEEDING.
AND I GUESS I'M, I'M LESS ASKING A QUESTION AND MORE JUST KIND OF FLAGGING IT.
I KNOW YOU GUYS HAVE THOUGHT ABOUT IT, BUT I KNOW IT'S SOMETHING I'M THINKING ABOUT TOO. AS WE ARE SAYING, WHAT IS THE RETURN ON INVESTMENT? I WANT US TO BE ABLE TO MOVE WITH KIND OF OUR OUR LEARNINGS ON WHAT ARE THE MOST IMPORTANT THINGS TO EVEN BE MEASURING.
DOES THAT MAKE SENSE? OKAY. IT DEFINITELY MAKES SENSE.
YEAH. AWESOME. OKAY. THANK YOU. OH, SORRY. ONE LAST THING.
HB ONE HIRING PROGRAM. I KNOW WE'RE WE'RE SUNSETTING THAT FOR ALL THE REASONS.
HOW ARE WE GOING TO COUNTERBALANCE WITH, YOU KNOW, OUR MAKING SURE THAT WE HAVE ENOUGH BILINGUAL EDUCATORS? HOW, WHAT, WHAT'S OUR STRATEGY TO REALLY FILL THAT VOID THAT, THAT TOOL WAS HELPING US TO ADDRESS.
CHIEF ABEL'S HERE TO TALK. YES. THANK YOU. DEFINITELY A VERY IMPORTANT QUESTION FOR US.
SEVERAL STRATEGIES. ONE OF THEM IS WE'VE INCREASED THE BILINGUAL STIPEND.
ALSO WITH THE HELP OF THE SUPERINTENDENT AND CHIEF RAMOS, WE'VE WE'VE EXPANDED OUR MARKETING PROGRAM TO MAKE SURE THAT WE'RE REACHING NOT JUST TEACHERS HERE IN DFW, BUT ACROSS THE STATE AND AS WELL AS THE SURROUNDING STATES AS WELL AND ACROSS THE NATION.
SO WE'RE GOING TO CONTINUE TO, TO ADVERTISE THAT WAY AND CONTINUE TO MARKET.
RIGHT NOW, WE'RE, WE'RE CONFIDENT WE'RE GOING TO BE ABLE TO MEET THE NEED. OBVIOUSLY, WE HAVE TO SEE HOW EVERYTHING TURNS OUT, BUT WE'RE CONFIDENT. LIKE TOMORROW WE HAVE A JOB FAIR OR I'M SORRY, SATURDAY MORNING WE HAVE A JOB FAIR. WE'VE GOT ALMOST 200 PEOPLE REGISTERED TO COME TO A JOB FAIR. SO WE'RE SUPER EXCITED ABOUT OUR OPPORTUNITIES.
OKAY, GREAT. THANK YOU, I APPRECIATE IT. I'M GOOD.
THANK YOU. TRUSTEE MICCICHE. THANK YOU. AND I ALSO WANT TO CONGRATULATE YOU ON THE GREAT RESULTS THAT YOU'RE SHOWING THERE ON THE CLIMATE SURVEYS.
AND TEN YEARS AGO WHEN IT WAS, THOSE NEGATIVE NUMBERS WERE PRETTY HIGH.
AND THANK YOU FOR PUTTING THE NEGATIVE NUMBERS THERE AS WELL.
IT'S CONSISTENT AND ON ON EVERY SINGLE METRICS.
THANK YOU. SO TURNING TO THE ROI. I APPRECIATE THE WAY THINGS ARE CATALOGED THAT CATEGORIZED, AND HOW WE HAVE A LONG LIST OF KEY INITIATIVES AND HOW MUCH WE'RE SPENDING ON THEM.
AND I KNOW THIS IS A WORK IN PROGRESS, BUT I'M TRYING TO FIGURE OUT, WELL, HOW HOW DO WE MEASURE WHETHER HIGH QUALITY INSTRUCTION MATERIALS IS A RED, GREEN OR YELLOW? HOW DO WE HOW DO WE MEASURE THESE OTHER INITIATIVES TO DETERMINE WHAT THE WHAT THE ACTUAL RETURN IS AND WHETHER THAT RETURN IS, IS A BIG RETURN OR A SMALL RETURN OR NO RETURN.
I BECAUSE I KNOW IT'S KIND OF A DIFFICULT ABSTRACT PROBLEM TO GET TO, BUT I'M STILL NOT NOT SURE IF I, AS I LOOK AT THESE WITHOUT JUST KIND OF WINGING IT TO SAY, OKAY, EARLY CHILDHOOD EDUCATION, THAT'S A REAL, YOU KNOW, THAT'S MAKING HUGE RETURNS DO LANGUAGE MAKING HUGE RETURNS.
BUT HOW DO WE, HOW DO WE KNOW WHICH ONE OF THESE ARE WORKING BEST? AND AND IF WE HAD TO DO OUR LITTLE TRAFFIC LIGHT THING FOR EACH INITIATIVE, HOW DO WE MEASURE IT? RIGHT. AND SO TRUSTEE MICCICHE, THAT'S A GREAT QUESTION.
AND WE DON'T HAVE JUST ONE DATA POINT TO MEASURE IT.
IT IS A FRAMEWORK THAT WE USE. AND ONE STARTS WITH, YOU KNOW, WHAT'S THE CORE NEED.
SO WE'RE CLEARLY DEFINING WHAT THAT SPECIFIC NEED IS.
WE ARE TARGETING. I HATE USING TARGETING. I'M GOING TO SAY, LOOK AT WHERE WE'RE FOCUSING.
YES, WE'RE IF THERE'S A YOU TALKED ABOUT DUAL LANGUAGE.
SO IF WE HAVE A FOCUS ON DUAL LANGUAGE STUDENTS, THEN THEN THAT'S SOMETHING ELSE.
THAT'S PART OF OUR PROCESS ON ROI. WE'RE ALSO LOOKING AT INTENDED OUTCOMES.
[00:35:01]
SO HOW ARE WE CONNECTING? HOW ARE WE MAKING THE CONNECTION BETWEEN THE INVESTMENT AND THE MEASURABLE OUTCOME? THE TOTAL COST PER STUDENT. WE ALSO TALK ABOUT AND LOOK AT SUPPORTING EVIDENCE.SO WE'RE LOOKING AT EVIDENCE THAT THIS INVESTMENT WILL LEAD TO THE OUTCOMES.
AND SO THIS IS SOMETHING. AND EARLIER YOU SAW THE YEAR LONG PROCESS.
THIS IS SOMETHING THAT'S HAPPENING CONTINUOUSLY THROUGHOUT THE YEAR.
AND WE ACKNOWLEDGE IF YOU GO TO THE NEXT SLIDE, I THINK IT WOULD BE THE ONE THAT HAS THE CATEGORY.
WELL SO THIS ONE. WHICH DOCTOR ARE THEY GOING TO HAVE ACCESS TO BEING ABLE TO SEE THESE THOSE LINKS.
SO THEY'LL BE ABLE TO SEE THAT. I WANT TO RE-EMPHASIZE THE THE POINT YOU'RE MAKING ON SOME OF THESE, IT IS GOING TO BE CHALLENGING TO DO A TIGHTER CORRELATION THAN ON OTHERS.
AND THEN FROM THE OUTCOMES, MAKING SURE THAT WE KNOW THE DIFFERENCE BETWEEN AN OUTPUT AND AN OUTCOME, BECAUSE THE OUTCOMES THAT WE'RE UTILIZING ARE ALL THE BOARD GOALS THAT YOU ALL SPENT SO MUCH TIME ON.
AND SO SOME OF THESE WE KNOW, THEY'RE LIKE, LET'S TAKE GO TO THE NEXT ONE FOR ME.
SO IF WE DO HIGH QUALITY INSTRUCTIONAL MATERIALS, IT'S GOING TO BE REAL HARD TO ISOLATE THAT.
IT'S JUST HIGH QUALITY INSTRUCTIONAL MATERIALS, RIGHT? BECAUSE THE QUALITY OF THE TEACHER AND THE IMPLEMENTATION OF THAT IS SO VITAL.
SO THEN WHAT WE HAVE TO DO IS SAY, WELL, WHEN WE USE SOMETHING ELSE ACROSS THE BOARD, WHAT KIND OF OUTCOMES WERE WE GETTING TO TRY TO ISOLATE AS BEST WE CAN. THIS PARTICULAR. IMPLEMENTATION OR STRATEGY THAT WE'RE USING TO SEE IF.
NOW THAT WE'RE USING IT AND COMPARED TO ALL OF THE THINGS BEING HELD THE SAME.
DID WE GET THE STUDENT OUTCOMES WE WERE EXPECTING? IF YOU'LL GO ONE MORE FOR ME ON THE MATH, I'LL GO BACK TO TRUSTEE MACKEY QUESTION, LIKE ON THE MATH ACCELERATION SPECIALISTS AND GO ONE MORE FOR ME.
WELL, WE HAD DONE LITERACY ACCELERATION SPECIALISTS AND WE HAD SEEN SOME IMPROVEMENT.
AND THEN WE WERE LIKE, WELL, WILL THAT WORK FOR MATH TWO? BUT THEN IT DIDN'T DO IT DIDN'T TRANSFER THE SAME WAY IN THE DATA THAT CHIEF HEWITT POWELL WAS COLLECTING.
JUST HERE'S WHERE THE KIDS ARE. WE'VE THE BIG CHANGE WE MADE HERE.
THE BIGGEST CHANGE WERE MATH ACCELERATION SPECIALISTS.
SO JUST AT THOSE PARTICULAR CAMPUSES WHERE WE WERE USING IT.
IT'S COSTING US BECAUSE YOU'LL SEE ON THE PREVIOUS SLIDE, WE ACTUALLY DO A PER STUDENT COST.
AND I THINK TO YOUR POINT, THAT'S WHERE WE GO, OKAY, WELL, HIGH QUALITY INSTRUCTIONAL MATERIALS, IT DOES COST US A LOT OF MONEY. BUT LOOK WHAT THAT COMES OUT TO PER STUDENT AND WHAT KIND OF OUTCOMES ARE CORRELATED.
NOT NOT A CAUSE CAUSAL BECAUSE I CAN'T DO CAUSAL.
BUT WE CAN DO CORRELATIONS. BUT THEN WE'RE GETTING GROWTH FROM AFTER SCHOOL PROGRAMING.
IT ALSO COSTS ME ALMOST EIGHT TIMES MORE THAN HIGH QUALITY INSTRUCTIONAL MATERIALS.
SO IT'S A, WE'RE LIKE GOING BACK AND FORTH BETWEEN WE ARE GETTING SOME GROWTH, BUT KNOWING WE'RE GOING TO HAVE TO MAKE SOME DECISIONS ON RECOMMENDATIONS, THEN WE HAVE TO TIE IT BACK TO THE PER STUDENT COST.
OKAY, I REALIZE WE'RE IN NEW TERRITORY AND WE'RE BEING VERY INNOVATIVE IN TRYING TO DO IT THIS WAY.
SO I DIDN'T EXPECT TO HAVE, YOU KNOW, A VERY SPECIFIC ANSWER WITH RESPECT TO EACH INITIATIVE.
AND I APPRECIATE THE FACT THAT THAT WE ARE WE ARE GOING IN THIS DIRECTION.
BUT WHEN YOU WHEN YOU HAVE 20 DIFFERENT LEVERS THAT YOU'RE PULLING AT THE SAME TIME, IT'S, IT'S, IT'S HARD TO IDENTIFY WHICH ONE IS, IS DOING IT IS MAKING THE BIGGEST DIFFERENCE.
AND YOU KNOW, WHAT IS THE RETURN ON EACH ONE OF THOSE LEVERS? BUT DO WE, DO WE KNOW OF OTHER SCHOOL DISTRICTS THAT ARE KIND OF PIONEERING THIS APPROACH AND ALREADY AND TRYING, TRYING TO COME UP WITH WAYS TO ISOLATE THE, THE DIFFERENT RETURNS ON THE DIFFERENT INVESTMENTS.
ACTUALLY, DOCTOR ELIZALDE, MYSELF AND DEPUTY CHIEF RAMOS PRESENTED AT COUNCIL OF GREAT CITY SCHOOLS AND HOLDSWORTH AND THERE, YOU KNOW, THERE WAS NO ROOM IN THERE BECAUSE THERE WERE SO MANY DISTRICTS.
AND SO I THINK THAT THERE ARE DISTRICTS THAT ARE INTERESTED.
AND, YOU KNOW, AND, AND I THINK THAT THEY'RE, THEY'RE WORKING TOWARD HAVING A FRAMEWORK.
[00:40:01]
OKAY. WELL, I APPRECIATE THE FACT THAT WE'RE ON THE LEADING EDGE AND THIS IS, THIS IS THE RIGHT WAY TO APPROACH APPROACH IT.AND I THINK THAT'S GREAT. SO I HAD A QUESTION ON SOME OF THE NUMBERS.
AND I'LL TAKE T FOR EXAMPLE. IT'S I THINK IT'S LISTED THERE AS 80.
IS IT 81 MILLION 158. YES. OKAY. AND SO LIKE, LIKE TOTAL TEACHER COMPENSATION IS WHAT, 700 MILLION OR SOMETHING LIKE THAT. AND SO HOW, HOW DO WE IDENTIFY THAT 81 MILLION OF THE TOTAL TEACHER YOUR COMPENSATION IS T AND THE REST IS.
THAT IS ONE THAT'S OWNED BY HUMAN CAPITAL MANAGEMENT.
SO I'M GOING TO ASK CHIEF ABLE TO COME UP AND SPEAK TO THAT.
HI. THANK YOU. YEAH. SO WHAT WE DID, I THINK THE METHODOLOGY WAS THAT WE WOULD TAKE OUR HIRING SCHEDULE AND THEN SEE TEACHERS THAT ARE PAID HIGHER THAN THAT BASED ON THEIR EXPERIENCE, WHAT THAT COST WOULD BE. OKAY. SO WE'RE COMPARING HOW MUCH ADDITIONAL MONEY THAT WE PAY COMPARED TO THE MARKET SENIORITY SCALE SCHEDULE. CORRECT.
SO IN THE, IN THE AGGREGATE, WE'RE BY USING T, WE'RE PAYING OUR TEACHERS $81 MILLION MORE.
YEAH. CORRECT. AND WE WE CORRELATE IT BACK TO WE DO HAVE A NEW HIRE SCHEDULE.
THAT'S KIND OF A STEP SCALE. WE CORRELATE IT BACK TO THAT.
OKAY. AND THEN, AND THEN IN TERMS OF THE THE STATE TIA MONEY.
HOW MUCH HOW HOW MUCH ARE WE GETTING OR JUST MAKING IT AN APPLES TO APPLES COMPARISON.
IS THAT RIGHT? THAT'S CORRECT. OKAY. SO OUT OF THAT 81 MILLION, AND I'M SPEAKING VERY BROADLY, BUT OUT OF THAT $81 MILLION OF COMPENSATION ABOVE THE MARKET SCALE, WE GET 2029 MILLION, CORRECT. AND THE NEXT YEAR THAT WILL EXPAND UP.
OKAY. ALL RIGHT. THANK YOU. APPRECIATE IT. TRUSTEE.
FOREMAN. THANK YOU. JUST A FEW QUESTIONS AND I'LL START WITH THE CONSTRAINT TWO.
PARTICULARLY THE TEACHER SURVEY OR THE STAFF SURVEY.
HAS THAT CHANGED SINCE 2018? HOW THE QUESTIONS CHANGED AT ALL SINCE 2018? TRUSTEE FOREMAN THERE? NO. THESE HAVE ACTUALLY ALL BEEN THE SAME QUESTIONS.
THEY'VE ALL BEEN THE SAME QUESTIONS. OKAY. SO ONE OF THE THINGS I THINK THAT CONCERNS ME THE MOST IS WHEN I LOOK AT THE DISCIPLINE PART OF IT, IT STILL SEEMS TO BE AN ISSUE. ARE WE LOOKING AT AT THAT IN ANY OTHER SPECIFIC WAY? CHIEF CHIEF HEWITT CAN RESPOND TO THAT. YES OF COURSE.
AND SO WE ARE MEASURING THAT. AND ONE OF THE WAYS THAT WE WELL, ONE THING I'D LIKE TO SAY IS THAT FROM 2018 TO CURRENT DAY, IT IS ONE OF THE LARGEST AREAS OF GROWTH FOR US.
SO WE KNOW THAT WE ARE DOING SOME WORK TO INCREASE THOSE POSITIVE OUTCOMES OR THOSE POSITIVE RESPONSES, BUT WE HAVE A NUMBER OF WAYS THAT WE'RE LOOKING AT DISCIPLINE.
ONE IS ENSURING THAT WE ARE TRAINING OUR RESET TEACHERS, OUR REDIRECTION TEACHERS.
WE HAVE MONTHLY MEETINGS WITH THEM, WE TRAIN STAFF.
WE'VE I'M SORRY, I WAS THINKING OF ANDY. I'M SORRY, BUT OUR CHIEF GAYLORD HAS HELPED US CREATE PROFESSIONAL DEVELOPMENT FOR OUR STAFF, ESPECIALLY WHEN THEY'RE NEW AROUND CLASSROOM MANAGEMENT.
SO WE HAVE A MULTITUDE OF WAYS THAT WE ADDRESS IT.
AND IT'S BASICALLY BY TEACHER TIER AND BY CAMPUS NEED.
AND SO OBVIOUSLY THERE NEEDS TO BE SOME ADDITIONAL THINGS HAPPENING.
AND ON THE RESET CENTERS THAT'S ONE OF THE INITIATIVES THAT WE STARTED WITH FOUR YEARS AGO, THREE YEARS AGO, FIVE YEARS AGO, SOMETHING LIKE THAT.
HAVE WE REALLY LOOKED AT THE RESEARCH CENTERS TO SEE EXACTLY WHAT'S GOING ON IN THOSE CENTERS, AND THAT THEY ARE DOING EXACTLY WHAT WE NEED.
IS THERE A REPORT OR AN ASSESSMENT ON THE RESEARCH CENTERS SO WE DON'T HAVE A SPECIFIC REPORT? I'D HAVE TO CONNECT WITH SHERRIE CHRISTIAN TO SEE IF THERE'S A REPORT, BUT I WILL TELL YOU THAT THEY ARE OBSERVED BY OUR EXECUTIVE DIRECTORS,
[00:45:04]
OUR PRINCIPALS. WE ALSO ARE ENSURING THAT THEY RECEIVE TRAINING.WE DO SEE AND OBSERVE THEM OFTEN ON ALL OF OUR WALKS.
AND SO YES, TO ANSWER YOUR QUESTION. SO SUPERINTENDENT, IT WOULD BE GOOD TO HAVE SOME IDEA OF EXACTLY HOW MANY STUDENTS ARE GOING THROUGH THE RESET CENTERS AND EXACTLY WHAT WE'RE DOING LOOKING AT THAT PARTICULAR INITIATIVE, IF THAT'S POSSIBLE.
YES, MA'AM. AND I DO THINK WE COLLECT THAT DATA SO WE CAN JUST WE CAN CERTAINLY PUT THAT IN.
BUT AND TO YOUR TO YOUR PREVIOUS QUESTION, I DID WANT TO BECAUSE I KNOW CHIEF HEWITT MAY HAVE FORGOTTEN, BUT SHE DOES WITH HER TEAM. TO YOUR FIRST QUESTION ON WHAT ELSE ARE WE DOING TO ADDRESS DISCIPLINE? BECAUSE IT'S CERTAINLY A CONCERN THAT I SHARE WITH YOU AS WELL.
SHE DOES WORK WITH A TEAM TO DISAGGREGATE THAT DATA ALL THE WAY, BECAUSE THERE ARE SOME SCHOOLS THAT MAY HAVE SOME ISSUES AND SOME OTHER SCHOOLS THAT DON'T. SO WHILE WE'RE SEEING ONE AREA, ONE OVERALL NUMBER, AND THEN FROM THAT, THEN CHIEF HEWITT POWELL WORKS WITH THE TEAM TO TO SEE WHAT WE NEED TO DO AT CERTAIN CAMPUSES. AND SO I THINK IT MIGHT ALSO BE HELPFUL FOR US TO PUT TOGETHER, LIKE THE LAST SET OF THE, THE NINE WEEKS DISCIPLINE REFERRAL DATA AND, AND WHAT THAT LOOKS LIKE PER CAMPUS.
SO EACH TRUSTEE COULD SEE THAT THAT MIGHT BE SOMETHING WE COULD PUT IN AS WELL.
OKAY. THANK YOU. TRUSTEE. FOREMAN. WE DID INCLUDE THE RESET CENTER IN THE ROI PROCESS SO YOU CAN SEE IT DOWN AT THE BOTTOM HERE. SO. SO WHEN YOU GET WHEN YOU GET THE BOARD UPDATE, WE SHOULD BE ABLE TO HAVE A REPORT FOR YOU ON WHAT THAT DATA ANALYSIS SHOWS UP TO THIS POINT, BUT WE'LL HAVE ALL THE OTHER DATA AS WELL. OKAY.
AND THEN I JUST WENT OVER TO CONSTRAINT THREE.
SO DID I, DID I UNDERSTAND YOU TO SAY THAT 80% OF ALL THOSE DOLLARS ARE OR ARE RETURN ON INVESTMENT? THAT THEY'RE ALL CONNECTED TO THE AREAS THAT WE HAVE PUT IN THESE CATEGORIES SO THAT THE LARGEST AMOUNT OF MONEY OF OUR BUDGET, 80% OF ALL THE DOLLARS THAT GO THROUGH THIS ARE THE BIG TICKET.
THESE ARE THE BIG TICKET ITEMS. SO IF YOU CAN BELIEVE IT OR NOT, I DO AGREE WITH TRUSTEE MITCH KATE IN TRYING TO FIND OUT IF SOME OF THESE PROGRAMS ARE WORKING, PARTICULARLY WHEN I LOOK AT OUR EXPANDED LEARNING TIME, WHICH IS OUR SUMMER LEARNING AND AFTER SCHOOL AND HIGH QUALITY TUTORING PROGRAMS, EXACTLY WHAT EFFECT THEY'RE HAVING ON THE STUDENTS, BECAUSE WE DO HAVE A LOT OF PROGRAMS, AND I KNOW THAT FOR A FACT AND SOME WORK AND SOME DON'T.
SO I'D BE INTERESTED IN UNDERSTANDING THAT. AND ALL OF THESE WILL HAVE THAT DATA LINK FOR YOU SO THAT EVERYBODY WILL BE ABLE TO SEE EXACTLY THE QUESTION YOU'RE ASKING. AND AT THAT POINT, OF COURSE, I KNOW YOU MAY HAVE MORE QUESTIONS, BUT WE'LL WE'LL BE ABLE TO SHARE THAT WITH YOU.
VERY GOOD. AND THEN THE THE LAST QUESTION FOR NOW IS I WAS LOOKING AT THE DOLLAR AMOUNT FOR CTE AND THE DOLLAR AMOUNT FOR THE CAREER INSTITUTE'S CTE 44 MILLION. SO THE CTE PROGRAMS, DIFFERENT FROM THE CAREER INSTITUTE PROGRAMS, WOULD BE LAUNCHED INSIDE OF THE. THOSE ARE ON CAMPUSES.
ON THE CAMPUSES. CORRECT. RIGHT. DO WE KNOW HOW MANY CTE PROGRAMS WE HAVE ON CAMPUSES AND WHAT THOSE PROGRAMS ARE? BECAUSE THAT WOULD ALSO BE INTERESTING AS I TALK TO MY HIGH SCHOOLS ABOUT WHAT'S GOING ON WITH THEIR PROGRAMS, BECAUSE I HAVE CONCERNS HAVE BEEN RAISED. AND SO I'D JUST LIKE TO KNOW WHAT THOSE CAMPUSES ARE AND WHAT PROGRAMS ARE ON THOSE CAMPUSES.
YEAH. I'LL SEE WHAT IS EXACTLY LISTED ON THE ROI.
AND IF THAT'S NOT PART OF THAT, WE'LL ADD THAT AS WELL.
SO I'M TAKING NOTES. SO WE'LL INCLUDE THAT. THANK YOU VERY MUCH.
CULTURAL NUMBERS. I BELIEVE IF I LOOKED AT THE COLUMN CORRECTLY, EVERY SINGLE NUMBER FROM OUR CURRENT SURVEY IS THE HIGHEST ON RECORD SINCE 2018, WHICH MEANS WE WE WE BROKE EVERY RECORD SO FAR.
AND THAT'S REMARKABLE. SO THANK YOU FOR YOUR WORK AND FOR YOUR TEAM'S CONTINUED LEADERSHIP.
AND I APPRECIATE THAT. ON THE ROI SEVERAL TRUSTEES HAVE.
I'VE GOT LOTS OF MARK OUTS OF QUESTIONS THAT HAVE BEEN ASKED, SO I'LL TRY TO STAY TIGHT.
WE CAN CERTAINLY MAKE THE HYPERLINKS AVAILABLE RIGHT NOW.
THEY'RE A PDF. WELL, AND THERE MAY BE SOME REASONS WE NEED TO TALK THROUGH THAT.
[00:50:01]
I JUST WANTED TO I DIDN'T UNDERSTAND THE ANSWER TO THAT. YEAH.I WANT TO MAKE SURE THAT I'M WITH REGARD TO CERTAIN CONFIDENTIAL INFORMATION.
SO BEFORE I SAY WE'LL LIST IT TO THE PUBLIC, LET US REVIEW THAT.
BUT THERE'S CERTAINLY GOING TO BE AVAILABLE, OF COURSE, TO YOU ALL. AND I CERTAINLY DON'T WANT TO OBVIOUSLY BREACH ANYTHING RELATED TO CONFIDENTIAL OR NOT. BUT THE FACT THAT WE'RE ON THE CUTTING EDGE AND DOING THIS AND BEING ABLE TO BE AS TRANSPARENT WITH THE PUBLIC ABOUT, YOU KNOW, THE WORK WE DO TO TRY TO MAKE SURE OUR DOLLARS, THEIR DOLLARS ARE SPENT WELL IN SCHOOLS, IS SOMETHING I THINK WE SHOULD BE VERY PROUD OF. AND I'D LIKE TO SHOUT IT FROM THE MOUNTAINTOPS, AND I'D LIKE PEOPLE TO BE ABLE TO READ AND SEE WHAT WHAT IS APPROPRIATE FOR THEM TO BE ABLE TO SEE. SO ONE QUESTION I HAD WAS IN THINKING ABOUT THIS.
HOW DOES THIS PROCESS INFORM WHEN YOU BEGIN TO LOOK AT NEW INITIATIVES? SO FOR EXAMPLE, WE, WE'VE, WE'RE GOING TO BE PILOTING SOME PRE PRIMER WORK AND WE'RE GOING TO BE TAKING A LOOK AT THAT.
WE I BELIEVE WE ALSO DID SOME, SOME EXTENDED SCHOOL YEAR, I DON'T KNOW IF THAT'S CAPTURED WITHIN SOME OF THE PROGRAMS YOU HAVE ON HERE OR IF THAT'S A NEW INITIATIVE OR NOT. AND SO, YOU KNOW, AT SOME POINT WE MAY LEARN THAT PROGRAM IS DOING BETTER THAN SOME OF THE ONES WE HAVE ON THIS LIST.
AND UNFORTUNATELY, WE DON'T HAVE ALL THE RESOURCES THAT WE WOULD LIKE.
SO WE MAY HAVE TO MAKE SOME CHOICES. SO I'D LOVE TO JUST HEAR SOME OF THE DISCUSSION OF, OF HOW THIS PROCESS INFORMS YOUR PILOT PROGRAMS AND OTHERS, AND HOW ULTIMATELY YOU'LL BE MAKING DECISIONS, WEIGHING NEW PROGRAMS AGAINST WHAT YOU CURRENTLY HAVE ON THE SCREEN.
YEAH. SO I THINK I'D START BY SAYING WE HAVE, I'M GOING TO SAY THERE'S BOTH BOTH OF THESE BUCKETS, THE EVALUATION OF CURRENT PRACTICES, IF YOU WILL, PLUS THIS ORGANIC CREATIVITY, NEW IDEAS.
YEAH. WELL, THERE COULD BE SOMETHING THAT WE'RE DOING HERE THAT MAY BE GIVING US OUTCOMES, BUT IT MAY NOT BE AS GREAT AN OUTCOME AS IF WE SUBSTITUTE THIS NEW THING THAT SOMEONE CAME UP WITH.
IT'S A GRADE LEVEL. ESSENTIALLY. IT'S A NEW GRADE LEVEL BETWEEN KINDER AND FIRST.
IT WILL GENERATE ADA. SO WE FIRST ASK OURSELVES, WE'RE GOING TO GET SOME ADDITIONAL DOLLARS.
IT'S ALMOST LIKE A PROOF OF CONCEPT BECAUSE IF I'M GETTING ADA AND IT'S YIELDING OUTCOMES, WELL, THEN THAT 1ST MAY ACTUALLY BE A VERY SMALL INCREASE TO THE EXISTING BUDGET.
IT JUST DEPENDS HOW MANY STUDENTS, HOW WELL THEY DO.
SO WE WANT TO HAVE ENOUGH CREATIVITY FOR THE TEAM TO BRING ME THOSE TYPES OF IDEAS AND THEN EVALUATE, WELL, HOW MUCH CAN WE AFFORD TO TAKE A RISK? AND SO I TELL THE TEAM WE'RE GOING TO TAKE SOME RISKS.
THEY JUST NEED TO BE CALCULATED RISK AS OPPOSED TO RECKLESS RISKS, RIGHT? BECAUSE IF WE DON'T TAKE ANY RISKS, THEN WE'RE GOING TO BE DOING EXACTLY WHAT WE'RE DOING. AND WE SHOULDN'T EXPECT TO GET INCREASED OUTCOMES.
THAT 1ST MAY COST US DEPENDING ON IF WE DECIDE TO ADD.
WHAT IF WE GET LIKE AN OVERABUNDANCE AND IT'S NOT JUST FILLING THE SEATS? WE HAD THE CONVERSATION. DO WE ADD A CLASSROOM TO INCLUDE MORE STUDENTS THAT THAN WHAT WE WERE ANTICIPATING? WELL, WE'RE NOT GOING TO GET ADA FOR THOSE STUDENTS BECAUSE YOU ONLY GET MONEY FOR STUDENTS FROM THE PRE-K PROGRAM THAT QUALIFY.
WHICH IS WHY I WASN'T GOING TO COST US ADDITIONAL MONEY, RIGHT? LIKE IF I HAVE 16 KIDS AND I CAN HAVE 22 AND I HAVE 16 SCHOLARS, I COULD PUT SIX ADDITIONAL STUDENTS THAT DON'T QUALIFY.
IT DIDN'T COST ME MORE MONEY. RIGHT. BUT WHAT IF THERE'S A WHOLE NEW WAITLIST OF 22 KIDS? WE THEN HAVE TO MAKE THE DECISION. DO WE ADD THE TEACHER, WHICH IS NOW GOING TO COST US ADDITIONAL FUNDS? BUT WHAT DOES THE DATA SAY LONG TERM ABOUT KIDS THAT COME TO OUR PRE-K? SO THEN WE HAVE TO GO LOOK AT THE DATA AND IT SAYS THOSE STUDENTS ARE MORE LIKELY TO STAY, WHICH MEANS OUR ENROLLMENT MAY INCREASE, WHICH MEANS I GET MORE ADA AND OUR STUDENTS PERFORM BETTER.
SO THEN WE'LL WEIGH THAT EACH EACH YEAR. AND SO I'M TRYING TO GIVE THEM ENOUGH BECAUSE I KNOW SOME OF THIS IS LIKE THERE'S A SCIENCE TO IT, BUT THEN THERE'S ALSO THE ART CREATIVITY PART, AND WE'RE TRYING TO BALANCE THOSE.
I DON'T KNOW THAT I GOT IT RIGHT. YET I DON'T KNOW IF WE WILL, BUT WE'LL CERTAINLY LISTENING TO YOUR FEEDBACK, WE WANT TO TRY TO MAKE SURE WE'RE NOT STIFLING NEW IDEAS BECAUSE THERE'S A BUDGET CONSTRAINT, BUT THAT WE'RE ALSO BEING THOUGHTFUL IN WHERE WE'RE TAKING THOSE ADDITIONAL RISKS ON COSTS SO THAT THEY DON'T BECOME EXPENDITURES, BUT THEY BECOME INVESTMENTS. WHAT, WHAT I FIND THE MOST EXCITING ABOUT THIS CONVERSATION IS
[00:55:04]
ONE, WHAT IT SAYS ABOUT US CULTURALLY IN OUR EFFORT TO CONTINUE TO TRY TO INNOVATE, CONTINUE TO TRY TO FIND BETTER WAYS.BECAUSE AS YOU SAY, IF YOU DO THE SAME THING, YOU SHOULD EXPECT THE SAME OUTCOME. SO YOU'VE GOT TO FIGURE OUT A WAY TO DO THAT. BUT YOU KNOW, YOU TALK ABOUT BEING AT HOLDSWORTH, WHICH FOR THOSE WHO DON'T KNOW, IS THE CENTER WHERE A LOT OF DIFFERENT SCHOOL BOARDS AND OTHERS CAN COME TOGETHER TO TRY TO LEARN ON HOW TO DO THIS BETTER. HOW PACKED THAT ROOM WAS.
YOU KNOW, IT'S IT'S ALMOST LIKE IF YOU LEARN TO DO THIS SKILL, WELL, THE ABILITY TO MEASURE ROI AND TO INNOVATE WITHIN THAT CULTURE, THAT IS ALMOST MORE IMPORTANT THAN ANY PARTICULAR PROGRAM BECAUSE IT'S BUILDING A SKILL THAT LETS YOU ADAPT TO WHAT WE NEED TO DO TO CONTINUE TO GROW. AND THAT'S A, THAT'S A REAL LEGACY.
I MEAN, IF WE AS A DISTRICT CAN MASTER THIS AND THEN TEACH OTHERS HOW TO DO IT, THAT'S AN INCREDIBLE, POWERFUL TOOL IN A LEGACY. SO THANK YOU FOR, FOR DOING THAT.
AND IN FACT, ONE OF THE INTERESTING THINGS I THINK TRUSTEE ASKED THIS QUESTION, AND I THINK YOU CAN KIND OF ALSO RELATES TO ONE OF TRUSTEE SANDERS QUESTIONS OF THERE ARE CERTAIN THINGS THAT ARE HARD TO MEASURE WITH A NUMBER, AND THEN YOU KIND OF WANT TO KNOW HOW TO MEASURE THEM. YOU KNOW, IT'S ALMOST LIKE YOU WANT TO COME UP WITH A SCORE, BUT NOT EVERYTHING FITS WITH A SCORE.
I THINK IT'S REALLY INTERESTING. THE ONLY THING I WANTED TO JUST ADD TO THAT IS YOU KNOW, THE POINT ABOUT T I, YOU KNOW, ACTUALLY GET 20, WAS IT 9 MILLION MORE DOLLARS, SOMETHING AROUND THAT RANGE OF FUNDS? TO THE EXTENT THERE IS A SCORE THAT MAKES THE ROI EVEN BETTER.
AND SO YOU KNOW, KNOWING SORT OF WHEN, AS WE'RE DOING THIS, WHAT DOLLARS WE GET OUT OF THE STATE TO HELP MAKE THOSE OUR ROI STRETCH EVEN FURTHER IS A POWERFUL THING. SO OVERALL, I'M JUST REALLY EXCITED THAT WE DO THIS AND EXCITED TO SEE IT BECOME PART OF OUR INSTITUTIONAL MUSCLE.
AND, AND TO SEE WHERE IT GOES. SO THOSE ARE MY QUESTIONS.
TRUSTEE TURNER YES, THANK YOU FOR THE PRESENTATION.
A LOT OF MY QUESTIONS ALREADY ANSWERED AND ASKED BY A LOT OF MY COLLEAGUES HERE.
JUST A FEW THINGS I JUST WANT TO POINT OUT THAT'S IMPORTANT TO ME IS PARENT SUPPORT SPECIALISTS AND THE REDUCTION WHAT IMPACT FINANCIAL IMPACT ARE WE HAVING TO THAT PARTICULAR POSITION? I'M NOT, I'M NOT SURE THAT WE HAVE A REDUCTION IN PARENT SUPPORT SPECIALISTS.
OKAY. BECAUSE WE, I GUESS BECAUSE ONCE WE CLICK ON THE LINK, I'LL BE ABLE TO SEE.
AND I'M REALLY INTERESTED IN KNOWING WHAT'S THE RETURN ON INVESTMENT BECAUSE ON MY EXPERIENCE ON THE CAMPUSES IS WORKING AND A LOT OF KIDS AND FAMILIES ARE BENEFITING FROM HAVING THESE MENTAL HEALTH CLINICIANS ON THE CAMPUS.
SO I DEFINITELY WOULD BE INTERESTED IN SEEING UNDERSTAND A LITTLE BIT MORE ON WHAT ARE WE DOING TO IMPROVE IN HOW WE ARE RETAINING SOME OF MY MENTAL HEALTH CLINICIANS, BECAUSE I KNOW THEY'RE NOT JUST FALLING OUT THE SKY, RIGHT? YOU KNOW, AND SO THOSE ARE THE TWO THINGS THAT I'M I'M INTERESTED IN LEARNING MORE.
AND I SEND MY QUESTIONS IN THE TRACKER. THANK YOU, THANK YOU.
THANK YOU. KUDOS ON BOTH FRONTS. REALLY LOVE SEEING THIS.
AND LOVE THE PROCESS WITH REGARD TO TO THE POSITIVE CLIMATE AND CULTURE SCORES.
TO WHAT DO YOU ATTRIBUTE IT? WHY, HOW ARE WE, HOW ARE WE MAKING THIS HAPPEN? THIS IS, THIS IS HARD, RIGHT? POSITIVE, ALL POSITIVE, ALL THE WAY ACROSS THE BOARD.
DO YOU HAVE THE WORK OF HCM AND THE RECOGNITIONS AWARDS THAT THEY PROVIDE? YOU HAVE THE WORK OF OUR TEACHERS WHO SUPPORT ONE ANOTHER, WHO ARE SUPPORTING KIDS, THE WORK OF OUR CAMPUS LEADERS.
YES, WE PUT, WE HELP THEM CREATE TOOLS LIKE THE CULTURE CALENDAR, BUT ULTIMATELY IT IS THEIR DESIRE TO WANT TO HAVE A REALLY GREAT CLIMATE AND CULTURE AT THEIR CAMPUS AND THE COMMUNITY. THEY BRING IN THE PARTNERSHIPS THAT CAN BRING IN HIGHLIGHT CHIEF DILLON OR THE POSITIVE STORIES.
I MEAN, IT'S REALLY A COLLECTIVE EFFORT. I'LL SAY THIS AND MAYBE I'LL GET A RAISE OUT OF IT.
I THINK IT STARTS FROM THE TOP. AND REALLY FROM OUR SUPERINTENDENT, FROM OUR BOARD REALLY, DO WE GET A RAISE TO. YES. AS A MATTER OF FACT, WE'RE GOING TO DOUBLE IT.
NO, REALLY, I THINK, YOU KNOW, IF YOU LOOK EVEN IN THE WAY THAT YOU ALL WORK TOGETHER AND WHAT YOU,
[01:00:01]
WHAT YOU ALLOW US TO DO. WHAT YOU ALLOW THE SUPERINTENDENT TO DO AND HOW SHE WORKS WITH THE TEAM.WE HAVE A REALLY GREAT A REALLY GREAT CABINET.
I WISH I COULD SAY IT'S 1 OR 2 THINGS, BUT IT REALLY IS AN ENTIRE SYSTEM.
SO, SO KIND OF REPEATING BACK TO YOU WHAT I, WHAT I HEARD IS KIND OF EXPLICIT GOAL SETTING EXPECTATIONS AND FRAMEWORKS KIND OF FROM THE TOP TO THE CAMPUS LEVEL. IS THAT SORT OF ABSOLUTELY WHAT I'M HEARING.
GREAT. I THINK THAT'S AN INTERESTING THING TO KNOW AND REMEMBER BECAUSE IT'S GOING TO, YOU KNOW, ONCE YOU GET IT GETS LIKE AN ASYMPTOTE, RIGHT? IT GETS HARDER AND HARDER TO MAKE THAT MARGINAL CHANGE.
SO ONE QUESTION I HAVE IS, DO YOU, I THINK I HEARD YOU SAY YOU HAVE THESE BY CAMPUS, RIGHT? SO YOU DON'T, YOU DON'T HAVE THEM BY PERSON BECAUSE THEY'RE ANONYMOUS, BUT YOU HAVE THEM ON CAMPUS LEVEL AND THAT YOU USE THEM TO IF YOU SEE, YOU KNOW, REALLY BEST PRACTICES OR THINGS THAT MIGHT COULD USE SOME IMPROVEMENT.
USE THAT FOR THAT. CAN WE SEE THOSE FOR AT A CAMPUS LEVEL? ARE THOSE SOMETHING THAT WE CAN SEE. YES. WE ACTUALLY DON'T HAVE THE CAMPUS DATA AT THIS POINT, BUT WE'LL GET THEM IN THE NEXT FEW WEEKS. AND ONCE WE GET THEM, WE'LL HAVE THEM. IT JUST TAKES A WHILE FOR THE THE ACCOUNTABILITY AND ASSESSMENT TEAM.
I DON'T KNOW, EVALUATION TEAM. I'M NOT GETTING YOUR TITLE THE THAT DEPARTMENT CORRECT I SEE.
ASSISTANT SUPERINTENDENT CORTEZ BACK THERE. SO WE KNEW WE NEEDED TO PRESENT THIS TO YOU ALL.
WE'RE STILL A COUPLE OF WEEKS FROM DISAGGREGATING THAT DATA.
RIGHT. YOU KNOW, TO WHAT DEGREE IT'S RELATED AND KIND OF OVERARCHINGLY WE'RE SEEING IMPROVEMENT IN THE DISTRICT IMPROVEMENT SCORES, BUT AT THE CAMPUS LEVEL AS WELL. OKAY, SO MOVING ON TO THE ROI CONVERSATION.
AND WHEN I'M THINKING ABOUT RETURN ON INVESTMENT, IT COULD BE A RETURN, COULD BE DOLLARS, IT COULD BE ACADEMIC IMPROVEMENT. SO CAN YOU JUST SPEAK A LITTLE BIT MORE TO THE DIFFERENTIATION AND HOW YOU SEE IT? YEAH. SO THAT'S AT THE VERY BEGINNING OF THE PROCESS WHEN DOCTOR LEAR REMINDS EVERYONE, OKAY, IT'S TIME. WE'RE GOING TO START OVER ON HERE.
THE ONES WE'RE LOOKING AT AGAIN, WE FIRST WE DEFINE WHAT IS IT THAT WE'RE GOING TO USE TO MEASURE SUCCESS BECAUSE SOME OF THESE EASIER TO CONNECT TO AN OUTCOME, BUT SOME MAY NOT BE DIRECTLY RELATED TO AN OUTCOME YET WE KNOW IT HAS AN IMPACT ON IT.
SO LET'S TAKE MENTAL HEALTH CLINICIANS. THAT'S PROBABLY A GOOD ONE.
WE'RE NOT GOING TO BE ABLE TO PROBABLY DRAW A CONCLUSION TO AN OUTCOME, BUT WE PROBABLY CAN LOOK AT SOME OUTPUTS AND THE OUTPUTS ARE CONNECTED TO THE OUTCOMES. SO WHAT ARE SOME THINGS WE CAN LOOK AT.
WHAT IS THE ATTENDANCE LOOK LIKE AT A CAMPUS THAT DOES HAVE A PARTICULAR MENTAL HEALTH, YOU KNOW, CLINICIAN WHAT IS HAPPENING WITH THE NUMBER OF STUDENTS THAT ARE HAVING REFERRALS, NOT JUST ON CAMPUS, BUT ARE WE MINIMIZING THE NUMBER OF STUDENTS THAT ARE NEEDING TO GO TO THE DISTRICT ALTERNATIVE EDUCATION PLACEMENT OR JJAEP OR SUSPENSION YOU KNOW, WHETHER IT'S A RESET CENTER.
IS IT CONSISTENTLY AFFECTED? HOW DO TEACHERS BY CAMPUS RESPOND? OTHER STAFF MEMBERS RESPOND TO THIS SURVEY AND HOW DO WE SEE A DIFFERENCE BASED.
NOW WHERE THERE ARE MORE MENTAL HEALTH CLINICIANS TO.
WHEN THERE WASN'T. SO TRYING TO AGAIN, KEEP ALL AS MANY OTHER THINGS CONSISTENT AS WE CAN, WHICH IS OBVIOUSLY VERY DIFFICULT BECAUSE WE'RE DOING MULTIPLE THINGS AT ONE TIME, WHICH WE HAVE TO, BUT THEY MAY ALSO BE HAVING SOME EFFECT. SO THAT WOULD BE LIKE AN EXAMPLE WHERE WE'D BE LOOKING AT AN OUTPUT VERSUS AN OUTCOME, BUT WE KNOW THAT IT'S ULTIMATELY CONNECTED TO THE OUTCOME.
DOES THAT. YEAH, THAT'S SUPER CLARIFYING. THANK YOU. THAT HELPS A LOT. SO AND THEN I HAD A QUESTION MORE BROADLY FROM AN OPERATIONS STANDPOINT, SO NOT SO MUCH RELATED TO ACADEMIC OUTCOMES, BUT OPERATIONALLY, HOW ARE WE THINKING ABOUT ROI ON THAT? THOSE FRONTS, LIKE MAYBE TRANSPORTATION OR INVENTORY OR SOME OF THE LESS EXCITING PERHAPS, BUT, YOU KNOW, IMPORTANT TO THE BOTTOM LINE AND EFFICIENCY IN MAKING SURE THAT WE'RE BEST USING OUR RESOURCES.
SO LET'S THINK ABOUT AN AREA THAT WE ARE WORKING TO CONSOLIDATE FROM THE OPERATIONS STANDPOINT.
WE FUNCTION OUT OF APPROXIMATELY 4 OR 5 DIFFERENT WAREHOUSES CURRENTLY, WHICH REQUIRES.
[01:05:03]
SO A TRUCK HAS TO GO TO THIS WAREHOUSE TO PICK UP X MATERIAL AND THEN GOES AND DISTRIBUTES TO CAMPUS ANOTHER TRUCK THAT'S COMING TO GET A DIFFERENT TYPE OF, YOU KNOW, PLUMBING EQUIPMENT OR SOMETHING.BUT IF IT'S MORE EFFICIENT, THEN IT LEAVES US MORE DOLLARS TO PUT BACK INTO STUDENT OUTCOMES, RIGHT? STUDENT SUCCESS. SO CONSOLIDATING THAT TO ONE LOCATION COULD YIELD ONE TRUCK GOES TO ONE LOCATION, PICKS UP EVERYTHING IT NEEDS FOR A PARTICULAR REGION IN OUR DISTRICT.
SO INSTEAD OF COMING AND GOING FOUR DIFFERENT TIMES, IT'S PICKING UP AND GOING TO ONE AREA.
AND SO WE SAVE BOTH TIME EMPLOYEES TIME. WE'RE ALSO SAVING ON FUEL COSTS.
WE'RE SAVING ON WEAR AND TEAR ON VEHICLES. AND SO THAT'S JUST ONE EXAMPLE THAT CAN AFFECT THE EFFICIENCY IN SEVERAL OPERATIONAL BUDGETS, WHICH AGAIN, THEN TO YOUR POINT, COULD FREE UP SOME DOLLARS.
RIGHT. WE UPDATE EQUIPMENT BECAUSE CAN THEY CLEAN AREAS FASTER WITH CERTAIN EQUIPMENT.
I MEAN I'LL BE A LITTLE EXAGGERATED, BUT YOU KNOW, A BROOM VERSUS WE'RE USING SOME OF THE ELECTRICAL EQUIPMENT, RIGHT, THAT THEY CAN UTILIZE TO CLEAN MORE CONSISTENTLY AS OPPOSED TO HOW MUCH TIME IT'S GOING TO TAKE A CUSTODIAN TO DO SOMETHING IF IT'S MORE MANUAL AND LESS OF THE MECHANICAL APPROACH. SO THOSE ARE SOME AREAS THAT I KNOW THE OPERATIONS AND MAINTENANCE TEAM ARE CONSTANTLY LOOKING AT TO SEE HOW CAN WE GET MORE EFFICIENT. I REALLY APPRECIATE THAT. AND I THINK KIND OF BACK TO THE POINT OF CLARITY, I THINK WE HAVE WITH THIS ROI FRAMEWORK CLARITY, WHICH WHEN WE HAVE CLARITY, EVERYBODY UNDERSTANDS AND AND CAN POINT TO THE ASSIGNMENT.
AND I THINK IT'S IMPORTANT ON THE ROI IN WITH RESPECT TO THE ROI CONVERSATION THAT WE ARE HAVING THAT ON THE OPERATION SIDE, I THINK SOME OF THOSE HIGHLIGHTS ARE IMPORTANT TO OUR UNDERSTANDING OF, OF BECAUSE IN THIS BELT TIGHTENING, IN THIS, YOU KNOW, TIMES WHERE FUNDING IS ON THE OPERATIONAL SIDE TIGHT, IT'S HELPFUL TO, TO BE ABLE TO COMMUNICATE THAT WE ARE WORKING HARD AND DOING INNOVATIVE THINGS TO, TO IMPROVE OUR RETURN ON INVESTMENT ON THAT FRONT AS WELL.
THANK YOU ALL. APPRECIATE IT. TRUSTEE GARCIA.
GREAT JOB ON THIS. I WAS LOOKING AT SOME I DID SOME SIMPLE MATH HERE, AND I WAS LOOKING AT THE ONES THAT I WAS LIKE, OH, WELL, THEY'RE ALL POSITIVE. BUT THEN YOU HAVE THIS HIGH PERCENTAGE OF NEUTRALS.
AND SO I WANTED TO CALL OUT SOME OF THE ONES THAT WHEN YOU DO THE MATH, THE SIMPLE MATH, YOU REALIZE LIKE, OH, WELL, THESE ARE EXACTLY WHAT WE NEED, RIGHT? SOME OF THE TOP ONES, LIKE THE HIGHEST WAS LIKE CLEAN AND SAFE OF HAZARDS.
RIGHT. AND THEN HOW THAT RELATES TO, I WOULD RECOMMEND THIS SCHOOL TO OTHERS TO WORK HERE.
AND, AND SO I ALSO RECOGNIZE, YOU KNOW, DISCIPLINE, RIGHT.
EVEN THOUGH IT IS IMPROVING, THERE WERE SOME POSSIBILITIES OF CONTINUING TO IMPROVE.
RIGHT. BUT IN TERMS OF HOW THAT CORRELATES, RIGHT.
IS THERE THAT INVERSE RELATIONSHIP WITH THOSE NUMBERS? AND THEN HOW DOES IT LOOK LIKE WHEN YOU LOOK AT ALL THE DIFFERENT CAMPUSES? BECAUSE I THINK ABOUT ALL OF THE GREAT PROGRAMS AND EVEN IN HAVING SOME COMMUNITY BUDGET CONVERSATIONS, THE, YOU KNOW, SOME THINGS PEOPLE SAY ARE DISCIPLINE AND DIRECTLY TELL ME LIKE THESE SCHOOLS TRUSTEE GARCIA YOU NEED TO BE WORRIED ABOUT DISCIPLINE.
AND SOME OF THAT IS IMPRESSION. BUT SOME OF THOSE WERE TRUE STAFF MEMBERS RIGHT AT THE SCHOOL.
AND SO I CONSIDER THAT A POINT OF, OF, WELL, IF, IF THE PERSON WORKING THERE IS TELLING ME, THEN, YOU KNOW, OBVIOUSLY IT'S SOMETHING TO CONSIDER.
AND THEN YOU KNOW, HOW THAT AFFECTS THEIR SURVEY, RIGHT? SO THOSE ARE JUST SOME IMPRESSIONS FROM THE LAST FEW DAYS OR WEEKS MAYBE.
AND THEN IN TERMS OF THE, LET'S SEE, I MADE A LOT OF NOTES.
SO YOU HAVE A HIGH PERCENTAGE IN NEUTRAL, RIGHT? AND SO YOU SAID THAT THERE REALLY WAS. ALL OF THIS IS LIKE THE SECRET SAUCE.
AND SO IT'S THERE'S NOT ONE THING THAT COULD GUARANTEE MOVING THESE INDIVIDUAL, YOU KNOW, THESE INDIVIDUALS FROM THIS NEUTRAL STATE TO LIKE NOW THEY'RE ANSWERING IN A MORE FAVORABLE WAY.
WELL, SO I THINK LET ME KIND OF TAKE A STEP BACK.
[01:10:09]
THE ONES THAT ARE SORT OF OUTSCORING, SCORING OTHER CAMPUSES, AND THOSE CAMPUSES THAT HAVE LOW CLIMATE SURVEY DATA.AND THEN WE GO AND STUDY THOSE CAMPUSES. WE DO WALKS, WE DO OBSERVATIONS, CONVERSATIONS.
SO THAT'S ONE THING. AND THEN THE OTHER THING I WOULD SAY, LIKE WITH REGARD TO MAYBE DISCIPLINE, AS THE SUPERINTENDENT STATED EARLIER, WE DO DISAGGREGATE THAT DATA.
AND ONE OF THE RESPONSES THAT WE HAVE FOR THOSE CAMPUSES IS THAT WE HAVE A CROSS-FUNCTIONAL TEAM THAT INCLUDES MENTAL HEALTH SERVICES, OUR DISCIPLINE DEPARTMENT, OTHER PROFESSIONAL DEVELOPMENT GROUPS, AND WE ALL COME TOGETHER AND WE'LL SHOW UP AT THAT CAMPUS TO FIND OUT KIND OF WHAT IS THE ROOT CAUSE OF THE DISCIPLINE AT THE CAMPUS AND HOW CAN WE SUPPORT THE CAMPUS.
SO. SO THERE ARE SOME THINGS THAT WE DO. AND THEN I THINK TO SAY THAT THERE'S 1 OR 2 THINGS.
IT'S SORT OF IT'S DIFFERENT BY CAMPUS. BY CAMPUS.
YES. BUT I THINK ALSO WHEN WE THINK ABOUT WHAT OUR PERCENTAGE OF FOLKS THAT MAY BE, WHAT DO THEY NEED TO BE ABLE TO BE ABLE TO RESPOND POSITIVE? IT IS BY CAMPUS. AND AND IF I'M CORRECT, CORRECT ME IF WE DON'T DO IT THIS WAY ANYMORE.
BUT LIKE AT THE CAMPUS, THEY WILL HOST A MEETING TO TALK TO THE STAFF.
WHAT WHAT IS IT THAT YOU NEED FOR US TO GET BETTER IN THIS AREA? AND SOMETIMES THEY DO IT LIKE A PRINCIPAL MAY HOST SMALLER GROUP MEETINGS SO PEOPLE FEEL MORE COMFORTABLE.
SO LIKE, YOU KNOW, LET'S SAY AT MY SCHOOL AND I'M A TEACHER, I MIGHT SAY, WELL, I REALLY THINK WE NEED X, Y, OR Z. AND I MIGHT PUT THAT ON A NOTE. I DON'T HAVE TO NECESSARILY EVEN GIVE MY NAME.
AND I TURN THAT BACK IN TO MY LEADERSHIP. SO EACH CAMPUS WILL DO SOME ACTION PLAN.
I THINK THAT'S THE WORD THAT CHIEF HEWITT POWELL USES WITH THE TEAM.
OH, YEAH. RIGHT. YEAH, EXACTLY. THIS IS ALL AGGREGATED AT THE DISTRICT LEVEL.
AND AND I DO WANT TO ADD WHAT ELSE I THINK IS CAUSING THIS TO GO UP IS THIS BOARD.
THIS BOARD MEASURES HOW OUR, OUR, OUR INTERNAL STAKEHOLDERS, OUR EDUCATORS.
AND I USE THE WORD EDUCATORS. AS EVERYONE KNOWS, ANYONE WHO WORKS ON OUR CAMPUS IS AN EDUCATOR.
AND SO THIS BOARD YOU ALL EXPECT US TO FOCUS ON THIS.
AND SO WHAT GETS MEASURED IS MEASURED. AND SO WE FOCUS ON THIS BECAUSE IT'S THE RIGHT THING TO DO.
AND BECAUSE THIS BOARD HOLDS US ACCOUNTABLE FOR HOW THAT IS.
SO I WANT TO MAKE SURE I ADD THAT, THAT, THAT I THINK IS A HUGE COMPONENT OF WHY THIS AREA, WHILE WE STILL HAVE ROOM TO GROW, WE'RE AGAIN, THERE'S NO JOB DONE HERE, BUT IT IS MOVING IN THE RIGHT DIRECTION.
YEAH. OH, I DEFINITELY AGREE. AND, YOU KNOW, IN TERMS OF THE QUESTION OR THE CONVERSATION, IT WAS TO THINK THROUGH LIKE, WELL, WHAT ARE, WHAT ARE THE SPECIFIC NEEDS? BUT THAT'S WHAT YOU DEVELOP CAMPUS BY CAMPUS, PRINCIPAL BY PRINCIPAL.
AND SO IT'S VERY PERSONALIZED VERSUS LIKE THIS BLANKET PLAN.
I THINK I THINK THAT MANY OF MY, THAT'S WHAT HAPPENS WHEN YOU PUSH THE BUTTON LAST MANY OF MY QUESTIONS WERE ANSWERED, BUT I. IF I THINK OF SOMETHING ELSE, I WILL ENTER.
BUT THANK YOU. TRUSTEE. ROUND TWO. OKAY. SEEING NONE THEN.
THANK YOU. OKAY. TRUSTEE ED TURNER. YES? I JUST WANT TO ANNOUNCE THAT LINCOLN HIGH SCHOOL GIRLS JUST WON 4X4 100 METER RELAY AND BROKE THE RECORD AT 45.86. 45.86. YES! WE'RE FLYING ANOTHER WIN FOR DALLAS. WE'LL TAKE IT. MAY I TAKE A MOMENT OF OF PERSONAL AND PROFESSIONAL PRIVILEGE? BECAUSE WE DO HAVE A LOT OF OUR STAFF MEMBERS IN THE AUDIENCE.
AND ANY DATA THAT WE HAVE IS A REFLECTION. AND WE ACKNOWLEDGE OUR TEACHERS, OUR PRINCIPALS.
YOU'RE NOT ASSIGNED TO A CAMPUS. WOULD YOU ALL PLEASE STAND? I SEE ALL OF YOU ALL IN HERE, SO PLEASE STAND. THANK YOU. THANK YOU FOR ALL THAT YOU DO TO SUPPORT ALL THE WORK THAT HAPPENS AT A CAMPUS.
[01:15:05]
OUR JOB IS TO SUPPORT CAMPUSES. SO THANK YOU FOR THAT MOMENT.AND LIKE THAT, YOU'RE LETTING THEM GO HOME EARLY. THANK YOU TRUSTEES.
[7. INFORMATION/REPORTS]
SUPERINTENDENT. THANK YOU. I'M GOING TO HAVE OUR DEPUTY SUPERINTENDENT STAY RIGHT WHERE HE IS RIGHT THERE.EDUARDO RAMOS AND HE'S GOING TO TAKE US THROUGH THIS BUDGET UPDATE.
WHAT IF. TRUSTEE. SUPERINTENDENT ELIZALDE. TONIGHT, WE'RE GOING TO REVIEW THE 2627 PROPOSED BUDGET.
NEXT YEAR'S BUDGET. I WANTED TO START WITH NEXT YEAR'S FORECAST.
AND SO IF YOU REMEMBER, IN THE LAST MONTH'S PRESENTATION, WE TALKED ABOUT WHERE WE WERE PROJECTING TO END THE CURRENT 2526 SCHOOL YEAR. AND SO THAT WE ARE CURRENTLY PROJECTED TO END THE YEAR WITH A $90.8 MILLION DEFICIT.
SO A LITTLE BIT BETTER THAN WHAT WE PROJECTED WITH THE WHEN WE ADOPTED THE BUDGET AT A $91 MILLION DEFICIT, WE. THIS SLIDE SHOWS THE FORECAST THREE YEARS OUT.
AND SO THERE'S A FEW NUMBERS THAT I WANT TO HIGHLIGHT FROM THIS SLIDE, SPECIFICALLY THE 2627 A BUDGET WILL BE RECOMMENDING A $104 MILLION DEFICIT.
SO WE'LL GO INTO DETAILS ON THAT RECOMMENDATION.
BUT SPECIFICALLY THE 2627 NUMBERS. THEY REFLECT THE PASSAGE OF PROPOSITION C.
SO THE BOND, THANKS TO OUR TAXPAYERS, DID PASS PROP C, IF YOU REMEMBER, PROP C INCLUDED THAT REFINANCING SO THAT REFINANCING INCLUDED AN INFLUX OF CASH INTO OUR OPERATING BUDGET.
AND THAT'S A RESULT OF PROP C. AND SO IN THE OUT YEARS, WE ARE PROJECTING TO STILL A PROJECT DEFICIT BUDGETS OF 77,000,000 IN 27, 28 AND 73 MILLION IN THE 28, 29 YEARS.
ALL OF THESE RECOMMENDED BUDGETS STILL ALIGN WITH LOCAL BOARD POLICY.
WE WOULD STILL MEET THE THREE MONTHS OF FUND BALANCE.
SO EVEN IN THE 2829 SCHOOL YEAR, THE 472 MILLION OF UNASSIGNED FUND BALANCE STILL MEETS THE THREE MONTHS OF OUR FUND BALANCE POLICY. I WOULD ALSO WANT TO POINT OUT THAT IN THE 2829 SCHOOL YEAR, THAT SCHOOL YEAR IS GOING TO BE KEY FOR DALLAS ISD.
THAT IS THE YEAR THAT WE, AS A LEADERSHIP TEAM, AS A DISTRICT, WOULD WANT TO ULTIMATELY END THE YEAR AT A BALANCED BUDGET. AND SO THAT IS OUR GOAL. THAT IS OUR KEY BECAUSE WE ARE IN A SUCH A STRONG PLACE FINANCIALLY AS A DISTRICT, THAT GIVES US TIME TO CONTINUE TO FIND EFFICIENCIES AS A DISTRICT, TO FIND AREAS WHERE WE CAN CONTINUE TO REDUCE OUR EXPENDITURES AND ULTIMATELY GET TO A BALANCED BUDGET, CONTINUE TO BE RESPONSIBLE WITH TAXPAYER DOLLARS.
AND SO OUR GOAL IS BY THE 28, 29 YEAR TO END THE YEAR WITH WITH A BALANCED BUDGET.
THE ACTUALS ARE WHERE WE HAVE ENDED THE YEAR.
SO EVERY YEAR WE HAVE ENDED BETTER THAN OUR RECOMMENDATION.
IN THE 2223 SCHOOL YEAR, WE RECOMMENDED A DEFICIT ENDED WITH A $23 MILLION SURPLUS IN 2324.
WE ENDED WITH A $27 MILLION SURPLUS. AND THEN LAST YEAR, $187 MILLION DEFICIT ENDED WITH A FIRST TIME $68 MILLION DEFICIT. THIS YEAR, AGAIN, WE'RE PROJECTING TO END WITH A $90 MILLION DEFICIT.
SO AGAIN, ANYTIME WE RECOMMEND A BUDGET TO OUR BOARD AT THE BEGINNING OF THE YEAR, WE HAVE A LOT OF WORK TO DO DURING THE SCHOOL YEAR TO CONTINUE TO FIND EFFICIENCIES. LOOK AT OUR BUDGET.
OUR PAYROLL BUDGET SPECIFICALLY COME IN BETTER THAN WHAT WE PROJECT SO THAT AT THE END OF THE YEAR, WE COME IN BETTER THAN WHAT WE ORIGINALLY ADOPTED AT THE BEGINNING OF THE YEAR.
THIS SHOWS OUR FORECASTS WITH OUR UNASSIGNED FUND BALANCE.
[01:20:03]
THE YELLOW LINE IS THE LOCAL FUND BALANCE POLICY, THREE MONTHS OF FUND BALANCE.SO AGAIN IT SHOWS THAT WE DO IN THE OUT YEARS MEET THAT POLICY.
AND AGAIN JUST HIGHLIGHTING THAT IN THE 2829 SCHOOL YEAR, THAT IS GOING TO BE A KEY YEAR FOR DALLAS ISD WHERE WE WANT TO GET TO A BALANCED BUDGET BY THAT SCHOOL YEAR. SO THAT'S GOING TO BE A KEY YEAR FOR US JUST PLANNING IN THE FUTURE.
KEEP THAT IN MIND AS A LEADERSHIP TEAM AND AS A SCHOOL BOARD.
PROJECTED TAX RATE 99.3 $0.03. THAT IS A LOWER TAX RATE THAN OUR CURRENT TAX RATE RECAPTURE.
WE'RE PROJECTED TO SEND BACK TO THE STATE OF TEXAS $73 MILLION, OUR CURRENT ESTIMATE TO SEND BACK TO THE STATE $60 MILLION THIS YEAR. SO AS OUR PROPERTY VALUES CONTINUE TO GROW, THE AMOUNT THAT WE SEND BACK TO THE STATE OF TEXAS ALSO CONTINUES TO GROW BECAUSE OF THE ROBIN HOOD SYSTEM. AND SO BASICALLY, ACCORDING TO THE CURRENT CALCULATIONS AND THE CURRENT ESTIMATES, WE OVER COLLECT LOCAL TAXPAYER DOLLARS BASED ON THE CURRENT SYSTEM.
SO WE MUST SEND BACK FUNDS TO THE STATE OF TEXAS EVERY YEAR AS OUR PROPERTY VALUES CONTINUE TO GROW.
THAT RECAPTURE ESTIMATE WILL CONTINUE TO GROW AS WELL.
SO THE FOLLOWING YEAR WE'RE ESTIMATING THAT TO BE OVER 100 MILLION.
SO IN 26, 27, $73 MILLION, OUR STARTING TEACHER SALARY FOR NEXT YEAR, $68,000.
WE ALSO INCREASED OUR MINIMUM HOURLY RATE, $17.50.
SO THE BOARD DID INVEST IN OUR EMPLOYEES WITH A COMPENSATION PACKAGE OF $56 MILLION THIS YEAR.
SO WE ARE VERY PROUD OF THAT AND WE CONTINUE TO INVEST IN OUR EMPLOYEES.
AND SO WHEN YOU LOOK AT THE 2627 BUDGET ADOPTED COMPARED TO LAST YEAR'S PROPOSED LAST YEAR, WE PROPOSED A $91 MILLION DEFICIT. THIS YEAR WE ARE PROPOSING A $104 MILLION DEFICIT.
IF YOU LOOK AT OUR PAYROLL COSTS, THE PAYROLL NUMBER THAT YOU SEE BEFORE YOU, THAT DOES INCLUDE A DECREASE IN TOTAL PAYROLL COSTS OF $36 MILLION. BUT WHEN YOU LOOK AT THE AMOUNT THAT WE INVESTED IN OUR EMPLOYEES OF 56 MILLION, WE ACTUALLY REDUCED TOTAL PAYROLL COSTS OF $92 MILLION.
AND SO WE REALLY THE POINT I'M TRYING TO MAKE IS WE REALLY MADE GREAT EFFORTS TO REDUCE OUR EXPENDITURES, TO CONTINUE TO MAKE SURE THAT WE INVESTED IN OUR EMPLOYEES.
WE ALSO REDUCED CONTRACTION, CONTRACTED COSTS AND OTHER OPERATING COSTS.
AND SO WE CONTINUE TO LOOK FOR WAYS AS A DISTRICT TO FIND EFFICIENCIES.
AND WE'RE GOING TO CONTINUE THAT WORK DURING THE YEAR, NEXT SCHOOL YEAR, TO MAKE SURE THAT WE COME IN BETTER THAN THE $104 MILLION THAT WE ARE PROPOSING AND THAT WE WILL PROPOSE IN TWO WEEKS WHEN THE BOARD LOOKS AT ADOPTING THIS BUDGET.
WHEN YOU LOOK AT OUR TOTAL BUDGET, $1.8 BILLION BUDGET AS A DOLLAR BILL.
THE MAJORITY OF OUR BUDGET IS SPENT IN OUR PEOPLE AND OUR EMPLOYEES.
$0.80 OF OUR DOLLAR IS IN PAYROLL, $0.12 IS IN CONTRACTED SERVICES, $0.06 SUPPLIES AND MATERIALS.
SO THAT'S JUST ANOTHER WAY, A SIMPLE WAY OF LOOKING AT WHERE OUR BUDGETING DOLLARS GO IN DALLAS ISD.
AND THEN AS A FUNCTION OF HOW WE ARE TO SHOW THE BOARD AS FAR AS OUR OVERALL BUDGET, THIS IS THE TOTAL EXPENDITURES THAT WE SPEND IN DALLAS ISD BY FUNCTION. AND SO YOU HAVE OUR EXPENDITURES BY INSTRUCTION, CO-CURRICULAR SCHOOL LEADERSHIP, HEALTH SERVICES, STUDENT TRANSPORTATION.
[01:25:03]
AND THAT JUST COMPARES OUR EXPENDITURES OVER A THREE YEAR PERIOD.AND SO YOU SEE HOW OUR EXPENDITURES HAVE CHANGED OVER THAT THREE YEAR PERIOD.
THEN WE ALSO SHOW OUR FOOD SERVICE BUDGET. THAT AMOUNT HAS INCREASED FROM 111,000,000 IN 2425 TO 118,000,000 IN 25, 26 WENT UP A SLIGHT AMOUNT TO 119.8 MILLION IN 2627.
KEEPING IN MIND THAT THE FOOD SERVICE FUND THAT IS A SELF-SUSTAINING FUND, WE DO RECEIVE REIMBURSEMENTS FROM THE FEDERAL GOVERNMENT, THE NATIONAL SCHOOL LUNCH PROGRAM. AND SO THE GOAL OF THE FOOD SERVICE FUND IS ALWAYS TO BE A SELF-SUSTAINING FUND, A SELF-SUSTAINING PROGRAM. SO THE GOAL IS ALWAYS TO BE IN THE BLACK WITH THAT FUND.
AND THEN, OF COURSE, OUR DEBT SERVICE FUND, YOU HAVE OUR ANNUAL DEBT SERVICE PAYMENT, WHICH WE ARE ESTIMATING AT $498.5 MILLION FOR NEXT YEAR. THAT DOES INCLUDE OUR FIRST BOND SALE, WHICH WILL OCCUR IN JANUARY AS A RESULT OF THE PASSAGE OF OUR $6.2 BILLION BOND PROGRAM, WE ARE NOT GOING TO SELL THE $6.2 BILLION ALL AT ONCE.
WE SELL OUR BOND ON AN ANNUAL BASIS EVERY JANUARY OF EVERY FISCAL YEAR, JUST SO THAT WE COULD MAKE SURE THAT WE MAINTAIN OUR TAX RATE AND PROMISE OUR VOTERS ONLY THAT ONE PENNY INCREASE.
AND IN SPEAKING OF OUR $6.2 BILLION BONDS, THE COMMUNITY MEMBERS, THE VOTERS MAY ASK, NOW THAT DALLAS ISD PASSED THIS HUGE, LARGE BOND PACKAGE, NOW YOU HAVE PLENTY OF MONEY TO PAY YOUR TEACHERS.
AND SO IN THE SCHOOL FUNDING REALM, YOU CANNOT MIX AND INTERTWINE THOSE TWO BUCKETS.
SO WITH THE PASSAGE OF OUR BOND, WE COULD ONLY USE THOSE FUNDS FOR SPECIFIC PURPOSES WHICH ARE BUILDING SCHOOL BUILDINGS, RENOVATING OUR SCHOOL BUILDINGS, PURCHASING BUSSES, PURCHASING TECHNOLOGY, SAFETY AND SECURITY.
BUT WE CANNOT USE THOSE FUNDS TO PAY OUR DAY TO DAY EXPENSES TO RUN THE DISTRICT, SUCH AS PAYING TEACHER SALARIES, EMPLOYEE SALARIES, MAINTENANCE, CUSTODIAL GROUNDS, THINGS OF THAT NATURE.
THE OTHER SIDE OF THE TAX RATE, THE $0.74 OF OUR TAX RATE, THAT IS TO RUN THE DAY TO DAY OPERATIONS, OUR GENERAL OPERATING FUND. THAT IS WHERE YOU SEE WE ARE FACING A $104 MILLION DEFICIT, AND THAT IS A SIDE OF THE BUCKET WHERE WE MUST SEND $73 MILLION BACK TO THE STATE OF TEXAS.
SO I JUST WANTED TO SHOW TWO DIFFERENT BUCKETS, TWO DIFFERENT POTS OF MONEY.
WE CANNOT INTERMIX BOTH OF THOSE POTS OF MONEY.
THESE SPECIFICALLY ARE REDUCTIONS THAT WE'VE MADE AT THE CENTRAL ADMINISTRATIVE LEVEL.
IN 2425, WE REDUCED 74 CENTRAL OFFICE POSITIONS AND 25, 26, 86 POSITIONS.
AND IN 2627, WE ARE REDUCING 98 POSITIONS. ON THE LEFT SIDE IS THE DOLLAR AMOUNT THAT WE'VE REDUCED CENTRALLY IN 24, 25, 9.5 MILLION, 25, 26, 64,000,020 627, ALMOST $24 MILLION.
SO YOU'VE SEEN THE WORK THAT WE CONTINUE TO DO IN REDUCING NON CAMPUS RELATED EXPENDITURES.
WE'RE RECOMMENDING A $104 MILLION BUDGET DEFICIT FOR NEXT YEAR.
WE'VE REDUCED TOTAL PAYROLL COSTS BY 36 MILLION.
KEEPING IN MIND THAT THAT INCLUDES A $56 MILLION INVESTMENT IN A COMPENSATION PACKAGE, $17.50 IS OUR MINIMUM HOURLY RATE FOR OUR EMPLOYEES, OR 2% OF MIDPOINT RAISE FOR CAMPUS AND SUPPORT PERSONNEL AND CENTRAL STAFF.
OUR STARTING TEACHER PAY ZERO EXPERIENCE $68,000.
WE DO HAVE A DECREASE IN TOTAL STATE REVENUE OF $86 MILLION FOR NEXT YEAR.
A PORTION OF THAT, OF COURSE, IS DUE TO A DECREASE IN OUR OVERALL STUDENT ENROLLMENT.
[01:30:07]
AND AN INCREASE THAT INCLUDES AN INCREASE IN OUR RECAPTURE PAYMENT OF $11 MILLION.WE JUST HAD A PRESENTATION ON OUR RETURN ON INVESTMENT PROGRAM.
THESE ARE JUST SOME HIGHLIGHTS OF THOSE INITIATIVES THAT WE HAVE IN DALLAS ISD.
AND WITH THAT, I WILL OPEN IT UP. THANK YOU. TRUSTEE.
FOREMAN. THANK YOU. EDITOR. I HAVE JUST A FEW QUESTIONS AND I'LL START WITH THE GENERAL FUND FOR FORECAST IS PAGE 18 OF 1194. AND JUST LOOKING AT THE PAYROLL COST OVERALL THE THE AMOUNT THAT IT WENT DOWN WAS 19 MILLION.
JUST LOOKING AT THIS PARTICULAR SHEET AND I THINK YOU SAID IT WENT DOWN A LITTLE BIT MORE.
SO I'D BE INTERESTED IN FINDING OUT WHERE THOSE ADDITIONAL DOLLARS CAME FROM.
IN THE, ON THE FUND BALANCE, STAYING ON THE VERY SAME SHEET.
WE ARE NOW AT, WELL, AFTER THIS PROJECTION, WE'LL BE AT 472 MILLION.
BUT $44 MILLION OF THAT WILL BE THE THREE MONTH OPERATING EXPENSE.
IS THAT CORRECT? THAT'S CORRECT. OKAY. AND IN 2526 WE HAD 635 MILLION.
SO I'M A LITTLE BIT CONCERNED ABOUT THE FUND BALANCE AND WHERE WE'RE LANDING WITH THE FUND BALANCE, WITH ADDITIONAL DOLLARS TO BE ABLE TO PLUG THE HOLES THAT NEED TO BE PLUGGED.
IF WE KEEP GOING DOWN THIS TRACK, IT WON'T BE THERE.
THEN I'M ON PAGE 20 OF 1194. AND AGAIN, THAT'S ON THE GENERAL FUND BALANCE AND WHERE WE ARE IN REGARDS TO HOW MUCH MONEY.
SO IT LOOKS LIKE IT'LL BE LIKE 173 MILLION MAYBE ON THE OVERALL PAGE 21 TRUSTEE FOREMAN. CAN YOU GIVE US THE SLIDE NUMBER? OH I'M SORRY. THAT'S 20. WELL, IT'S LIKE FOUR.
DOES THAT HELP YOU? IS THAT BETTER? YES. THANK YOU.
OKAY, SO NOW I'M ON TO SLIDE FIVE. SO ON THE ON THE PROJECTED ENROLLMENT DID YOU SAY THAT WE WERE GOING TO LOSE ABOUT 1500 STUDENTS? THAT'S THE PROJECTION. YES. OKAY. THAT'S THE CURRENT PROJECTION.
CORRECT. HOW MANY STUDENTS DID WE LOSE THIS CURRENT YEAR AND HOW MANY WERE PROJECTED? SO WE LOST A LITTLE OVER 4000 STUDENTS. AND HOW MANY DID WE PROJECT WE HAD PROJECTED? 138,500 STUDENTS. SO HOW MANY DID WE PROJECT TO LOSE? WE HAD PROJECTED TO LOSE ABOUT 1500 STUDENTS.
SO CURRENT YEAR WE WERE WAY WE WERE WE WERE WAY OFF WAY OVER PROJECTION LIKE MANY SCHOOL DISTRICTS.
CORRECT. BUT I'M JUST CALLING. NO, I WAS WAY OFF.
I WAS WAY OFF WITH WHAT? WHAT I LET THE TEAM.
YOU KNOW, WHEN WE DID IT. OF COURSE WE HAD. WE KNOW WHAT AFFECTED IT THE MOST.
YEAH. RIGHT. RIGHT. WE DO. AND THE DEMOGRAPHIC STUDIES THAT WE'VE HISTORICALLY DONE IN REGARDS TO WHAT WHICH DID DRIVE OUR PROJECTED ENROLLMENT AND WITH MISS MR. ARAGON. I DON'T KNOW IF WE'RE STILL DOING THAT SAME KIND OF DEMOGRAPHIC STUDY, AND I WOULD REALLY CAUTION US TO CONTINUE TO DO THE DEMOGRAPHIC STUDY SO THAT WE CAN BE CLOSER ALIGNED TO THOSE PARTICULAR NUMBERS AS WE MOVE, MOVE ALONG.
FOR THE AND THIS IS PROBABLY A ROBERT ABLE QUESTION.
THE STARTING TEACHER SALARY. WHAT IS THE MARKET FOR STARTING TEACHER SALARY.
YEAH. AND I MAY HAVE CHRISTIAN COOPER WOULD COME UP AND HELP ME. BUT WE BELIEVE NEXT YEAR OBVIOUSLY WILL BE PREDICTIONS. WHEN WE AGE EVERYBODY'S 2%, WE'RE PREDICTING THAT TO BE AROUND MAYBE $64,000.
SO MAYBE I DIDN'T ASK MY QUESTION FOR STARTING TEACHER SALARY.
THE MARKET. WHAT IS THE MARKET STARTING TEACHER SALARY? IS IT 64,000 65,000? YEAH. I'LL HAVE CHRISTIAN COME UP JUST TO MAKE SURE.
[01:35:12]
SORRY. GOOD EVENING. SO THE CURRENT MARKET AVERAGE IS ABOUT 64,000 FOR STARTING TEACHER.64,000. AND IS THAT IN THE REGION OR IS THAT STATEWIDE OR NATIONAL.
DFW AREA. THAT'S THE REGION. OKAY. THANK YOU.
AND WHILE YOU'RE THERE ON THE MINIMUM HOURLY RATE, WHAT IS THE MARKET? SO WE LOOK AT SCHOOL DISTRICTS AND MOST OF THE SCHOOL DISTRICTS ARE BETWEEN $15 AN HOUR, 15, $16. WE'RE AT LEAST A DOLLAR OVER OTHER SCHOOL DISTRICTS.
SO WE'RE AT 1750. SO THAT'S 15. THAT'S 250 OVER.
SO DO WE KNOW EXACTLY WHAT THE MARKET IS, OR CAN WE GET IT? WE CAN GET IT. OKAY. CAN YOU GET IT? THAT WOULD BE GOOD FOR ME TO HAVE A GOOD UNDERSTANDING OF WHAT THE MARKET IS.
THANK YOU, CHIEF ABEL. ON TO SLIDE SIX.
SO WE TALKED ABOUT THE NUMBER OF EMPLOYEES THAT WE LOST.
WHAT WAS THAT NUMBER? THE TOTAL NUMBER OF EMPLOYEES THAT WE REDUCED WAS.
98 AT THE CENTRAL LEVEL, 400 AT THE CAMPUS LEVEL.
SO THAT DOLLAR AMOUNT, IF I'M LOOKING AT THE NUMBERS, RIGHT.
WE'RE WE'RE PROJECTING $36 MILLION DIFFERENCE.
SO WOULD THAT CORRELATE WITH THAT NUMBER? THE NUMBER OF PEOPLE THAT WE LOST, THE 498, WOULD THAT BE. YES. THE PAYROLL COST 36 MILLION.
YES. THE PAYROLL COST. YES. THANK YOU. AND THEN I'M ON SLIDE EIGHT. AND I'M STARTING AT THE FIRST ITEM, WHICH IS NUMBER 11, THE INSTRUCTION WHICH WE'RE LOSING STUDENTS, BUT WE WENT UP ALMOST $40 MILLION.
SO THIS IS THE ADOPTED BUDGET, BUT THIS IS THE ADOPTED BUDGET.
WHEN YOU LOOK AT 2526 THAT WAS ADOPTED BACK IN MAY.
THIS WAS BEFORE WE ACTUALLY AMENDED IT IN SEPTEMBER.
BUT IS THERE SO THE MECHANISM DID WE USE TO DETERMINE THIS NUMBER WITH THE LOSS OF STUDENTS? WELL, A BETTER NUMBER WOULD ACTUALLY BE IF YOU LOOK AT YOUR BUDGET BOOK ON PAGE 27, BECAUSE THAT INCLUDED THE AMENDED BUDGET.
THIS IS BEFORE WE RECEIVED THE INFLUX OF FUNDING FROM THE STATE.
SO WHENEVER WE PRESENT THE BUDGET, WE HAVE TO PRESENT IT, ADOPT IT, TO ADOPT IT.
AND SO THAT'S WHY THIS NUMBER IS A LITTLE BIT OFF. THE REASON I ASKED THAT THAT QUESTION IS, IS THAT I'M ALWAYS UNCOMFORTABLE ADOPTING A DEFICIT BUDGET.
AND ALL OF US SHOULD BE UNCOMFORTABLE WITH ADOPTING A DEFICIT BUDGET.
AND THEN WHEN I LOOK AT THESE NUMBERS, I GET A DIFFERENT STORY, WHICH CONCERNS ME A LITTLE BIT.
LET'S SEE, I THINK I HAVE ONE OTHER QUESTION.
I'LL JUST COME BACK FOR A SECOND. SHOWING TRUSTEE MICCICHE.
THANK YOU. I APPRECIATE THE SUMMARY AND THE CHALLENGES THAT WE'RE FACING.
I THINK WITH RESPECT TO OUR CONSTITUENTS, WE, WE NEED TO REALLY HAVE A CLEAR COMMUNICATIONS STRATEGY. AND THERE ARE A COUPLE OF ELEMENTS TO IT.
YOU CERTAINLY TOUCHED ON THE FACT THAT WE'VE GOT TWO SEPARATE BUCKETS, AND MY SUGGESTION WOULD BE TO HAVE A FREQUENTLY ASKED QUESTIONS SECTION DESCRIBING THE BUDGET AND ASKING THAT BASIC QUESTION.
WE JUST PASSED A $6.2 BILLION BUDGET. WHY ARE WE HAVING A DEFICIT?
[01:40:06]
OKAY. SO NEEDS TO BE KIND OF THIS IS THIS IS GOOD FOR US.THIS EXPLANATION THAT YOU PUT HERE IS GOOD FOR US.
IT ACTUALLY IS NOT THAT EASY TO FOLLOW FOR SOMEONE WHO JUST WANTS TO UNDERSTAND THE BASICS.
AND SO I WOULD, I WOULD EVEN SUGGEST A VIDEO OR SOMETHING THAT THAT JUST BREAKS IT DOWN AND SAYS, BY LAW, YOU CAN'T TAKE ANY MONEY FROM THE, FROM THE BOND FUNDS, WHICH ARE INTENDED FOR BUILDINGS AND BUSSES AND DEVICES AND USE THEM TO PAY FOR EMPLOYEE SALARIES. I JUST BUT IT NEEDS TO BE.
IT NEEDS TO BE SIMPLER BECAUSE I THINK EVERYONE'S INITIAL REACTION IS YOU'VE GOT 6.2 BILLION.
YOU MUST BE DOING SOMETHING WRONG. AND I, AND I WOULD USE THAT, THAT PHRASE BY LAW, THIS POT OF MONEY IS FOR BUILDINGS AND THIS POT OF MONEY IS FOR OPERATIONS. AND THEN THE SECOND THING I WOULD SUGGEST, INCLUDING IN THE FREQUENTLY ASKED QUESTIONS, AGAIN, TRYING TO DO THIS AT A VERY SIMPLE LEVEL.
IN 2025, THE TEXAS LEGISLATURE INCREASED FUNDING FOR EDUCATION BY AN HISTORIC AMOUNT, $8 BILLION. AND WHY DIDN'T THAT TAKE CARE OF YOUR OPERATING BUDGET DEFICIT.
AND THEN I WOULD GO BACK TO THE INFLATION FACTOR.
AND WE NEEDED 20% MORE THAN THAT. AND THIS HISTORIC INCREASE ONLY GAVE US, I DON'T KNOW, EIGHT EIGHT OUT OF THE 2020 BILLION GAVE PUBLIC SCHOOLS EIGHT OUT OF THE 20 BILLION.
SO IT'S IT'S LIKE AN EMPLOYEE WHO WAS MAKING $100,000 IN 2019 AND NEEDS TO BE AT 120,000 IN 2025, GETS A RAISE OF $9,000. AND THAT'S AN HISTORIC RAISE FOR HIM.
IT'S THE BIGGEST RAISE HE'S EVER GOTTEN. BUT HE NEEDED HE NEEDED 20 AND HE ONLY GOT NINE.
BUT SOME SOME WAY OF EXPLAINING THIS TO PEOPLE THAT THAT EVERYBODY CAN GRASP.
BECAUSE WHEN WHEN WE LOOK AT ALL OF THIS STUFF OURSELVES, WE UNDERSTAND IT.
BUT THE PUBLIC JUST SEES THIS. THEY'VE GOT A DEFICIT.
IT MUST BE MISMANAGEMENT. WHAT ELSE COULD IT BE? RIGHT? THEY GOT $6.2 BILLION. AND WE WE NEED TO BE VERY CONSCIOUS OF MAKING SURE THAT WE, WE, WE TELL THE TELL THE FULL STORY AND THEN ENROLLMENT LOSS, RIGHT.
THE BIRTH RATE IS LOWER. IT'S A NATIONAL THING FOR FOR PUBLIC SCHOOLS, THAT ENROLLMENT IS DOWN BECAUSE THE BIRTH RATE IS LOWER. IT'S NOT BECAUSE PEOPLE ARE ABANDONING THE PUBLIC SCHOOLS.
IT'S BECAUSE THERE ARE FEWER KIDS AT THOSE AGES.
AND WE NEED A FREQUENTLY ASKED QUESTION THAT SHOWS THAT AND SHOWS THE DATA AND AND JUST THINKING OUT LOUD. I MEAN, WE COULD WE CAN SHOW THAT OUR ENROLLMENT LOSS RELATIVE TO THE OTHER BIG DISTRICTS HAS BEEN MUCH LOWER BECAUSE WE'VE MADE THESE INCENTIVES TO INCREASE OUR PRE-K THREE ENROLLMENT, AND WE'VE HAD MORE OUTREACH TO GET KIDS WHO ARE PRE-K FOUR TO TO BE PART OF THE BE PART OF OUR PROGRAMS. SO, SO I THINK THOSE THINGS ARE, ARE, ARE REALLY IMPORTANT TO, TO CLARIFY BECAUSE WE ALL UNDERSTAND IT AND WE, YOU KNOW WE, WE UNDERSTAND IT ALL TOO WELL, BUT THE PUBLIC DOESN'T REALLY UNDERSTAND BECAUSE THEY'RE NOT PAYING ATTENTION TO THE DETAILS LIKE WE ARE.
AND SO YOU CAN GET A DIFFERENT, A A DIFFERENT NARRATIVE FROM ENROLLMENT LOSS.
BUDGET DEFICIT. WE JUST GAVE THEM 6.2 BILLION.
RIGHT. SO SO I WOULD I WOULD ASK THAT SOMEBODY TAKE TAKE A HARD LOOK AT TRYING TO REALLY GET THIS COMMUNICATIONS CRYSTAL CLEAR TO ANYBODY WHO READS THEM, RATHER THAN JUST CRYSTAL CLEAR TO US WHO HAS TO MAKE DECISIONS BASED ON THEM.
AND IT IS IT IS CRYSTAL CLEAR TO US WHO HAVE TO MAKE DECISIONS ON IT.
[01:45:04]
BUT PEOPLE WHO ARE LOOKING AT DALLAS ISD DON'T NECESSARILY SPEND A LOT OF TIME TO FIGURE OUT WHAT'S HAPPENING, BUT SEE THOSE KIND OF HEADLINES. THE OTHER THING I WOULD WOULD JUST COMMENT ON IS THE, THE FACT THAT I APPRECIATE THAT THE ADMINISTRATION HAS DONE A GREAT JOB IN MAKING THE REDUCTIONS AS PAINLESS AS POSSIBLE. NOT COMPLETELY PAINLESS, BUT THE FACT THAT WE DO HAVE ATTRITION, WE HAVE THE BEST RETENTION RATE OF OUR TEACHERS, RIGHT? BETTER. BETTER THAN THE ENTIRE REGION.BUT WE STILL WE STILL HAVE ATTRITION. AND SO IF IF WE HAVE ATTRITION, THAT'S, THAT IS A WAY THAT WE CAN NOT FILL THOSE POSITIONS AND NOT, YOU KNOW, SEND PEOPLE TO, TO LEAVE THE DISTRICT WITHOUT A JOB BECAUSE EVERY, EVERY DISTRICT HAS ATTRITION AND IT'S OVER 10%.
SO, SO WE, WE HAVE THE ROOM TO, TO MAKE IT LESS PAINFUL.
AND ADMINISTRATION HAS, HAS, HAS DONE A PRETTY GOOD JOB WITH THAT.
THE ONLY OTHER QUESTION, THE ONLY QUESTION I HAVE REALLY RELATES TO THE FOOD SERVICES BUDGET IS MY UNDERSTANDING WAS THAT THAT WAS 100% FUNDED BY THE FEDERAL GOVERNMENT.
AND THEN THERE WAS A CHANGE THAT SOMETHING SOME THINGS THAT USED TO BE 100% FUNDED BY THE FEDERAL GOVERNMENT ARE NO LONGER FUNDED 100% BY THE FEDERAL GOVERNMENT.
I THINK IT HAD TO DO WITH CAPITAL OUTLAYS, BUT COULD YOU GIVE ME SOME INSIGHT ON THAT? SO ANY LARGE CAPITAL OUTLAY PURCHASE THAT HAS TO BE FUNDED BY THE LOCAL SCHOOL DISTRICT OR BOND MONEY? THAT'S CORRECT. AND OTHERWISE THE ACTUAL FOOD OPERATIONS ARE FUNDED 100%.
THE LOCAL FOOD OPERATIONS, THEY REIMBURSE US ON A PER MEAL BASIS.
AND SO PART, A PORTION OF IT IS FUNDED FEDERALLY.
AND THEN A PORTION OF IT IS FUNDED IF YOU QUALIFY FOR FREE OR REDUCED AND THEN THERE'S PAID MEALS.
OKAY. THANK YOU. TRUSTEE MACKEY. YES. THANK YOU FOR THIS COMPREHENSIVE REPORT.
IT'S YOU KNOW, THIS IS A LOT OF IT'S A YEAR'S WORTH OF WORK COMING TOGETHER TO PLAN FOR NEXT YEAR.
I ALSO WANT TO THANK THE COMMUNITY FOR SUPPORTING THIS BOND.
IT WOULD NOT HAVE HAPPENED. AND IF YOU READ THE DALLAS MORNING NEWS EDITORIAL IN SUPPORT OF THE BOND, ONE OF THE MAJOR REASONS IS BECAUSE OF THE FISCAL STEWARDSHIP THAT THIS DISTRICT HAS CONTINUED TO DO OVER THE LAST DECADE.
AND THAT'S THANKS TO YOUR LEADERSHIP AND AND AS WELL AS YOU, DOCTOR ELIZALDE AND THE WHOLE TEAM.
AND THANK YOU. IF WE CAN START AT SLIDE TWO, I'LL GO THROUGH A COUPLE SLIDES THAT HAVE QUESTIONS ON. I REALLY APPRECIATE THIS MULTI YEAR VIEW HERE. AND I APPRECIATED YOUR FRAMING AROUND WHAT WE'RE ACTUALLY ASKING YOU WHEN WE'RE TALKING ABOUT THESE DEFICITS IS THIS IS THE WORST CASE SCENARIO THAT WE ENVISION. AND WHAT YOU SAW IN THE NEXT SLIDE IS THAT WE USUALLY OVERPERFORM THIS BY 100 TO 200 MILLION.
SO YOU KNOW, THERE'S A LOT OF RED ON THIS PAGE, BUT IT'S A WORST CASE SCENARIO ESTIMATE.
TWO QUESTIONS ON SLIDE TWO THOUGH. ONE IS HELP ME UNDERSTAND THE MATH.
BECAUSE WHEN I LOOK AT 2526, WE EXPECT TO END AT APPROXIMATELY $91 MILLION DEFICIT, RESULTING IN AN UNASSIGNED FUND BALANCE OF 6.35. HELP ME UNDERSTAND HOW WHEN WE GO ANOTHER 104 MILLION, WE ONLY END UP 6 TO $9 MILLION LESS AT 624. THAT WAS PROP C HITS US IN 2627. GOTCHA.
OKAY, SO PROP C MAKES UP THAT DIFFERENCE SUBSTANTIALLY.
CORRECT? THAT'S HELPFUL. SECOND, I GUESS IS WHAT I UNDERSTOOD FROM THIS.
AND AS WE, YOU KNOW, IN ALL OF THESE, I THINK I'VE SAID THIS BEFORE, I FEEL TOTALLY COMFORTABLE SPENDING OUR DEFICIT TO EDUCATE OUR KIDS OR OUR SURPLUS TO EDUCATE OUR KIDS NOW, AS OPPOSED TO JUST HOLDING IT FOREVER.
BUT IF WE HAPPEN TO HAVE THE WORST CASE SCENARIO FOR THESE THREE YEARS, WHAT'S THE ADMINISTRATION? AM I READING THIS TO THINK THAT, YOU KNOW, IF WE HIT THIS WORST CASE SCENARIO FOR THREE YEARS, THAT THEN WE WOULD EXPECT TO ADOPT A VERY PAINFUL, I ASSUME, BUDGET IN 2930 THAT HAS A ZERO DEFICIT THERE, OR WHAT KIND OF ADJUSTMENTS WOULD WE BE MAKING ALONG THE WAY, RECOGNIZING THAT OBVIOUSLY, WE'RE NOT ADOPTING 27, 28 AND 2829 NOW? YEAH, I THINK THAT WAS WHAT WE WANTED TO SHOW.
[01:50:02]
AND IF YOU DON'T MIND, I CAN I SHOW THE ONE THAT SHOWS OUR FUND BALANCE EFFECT BECAUSE FOR ME I CAN EXPLAIN IT A LITTLE BETTER THAT ONE. SO AGAIN, BACK TO YOUR POINT. WORST CASE SCENARIO, WE DO NOTHING.WE CONTINUE, WE DON'T MAKE ANY ADJUSTMENTS. THEN IN 2829, WE WOULD STILL BE IN BEST PRACTICE OF HAVING THE FUND BALANCE WE SHOULD HAVE. BUT IT'S GETTING REALLY CLOSE, MEANING THAT IF WE CONTINUED THAT, THEN I THINK TO ANSWER YOUR QUESTION, IN 2930, WE WOULD NOT BE IN A BEST PRACTICE.
WE WOULD END UP BEING BELOW THE FUND BALANCE OF BEST PRACTICE AND WOULD BE OUT OF POLICY.
THAT'S NOT WHAT WE'RE GOING TO DO. WE'RE GOING TO CHANGE BOTH.
IN TWO WEEKS, WE WILL BE BETTER THAN THE 104 THAT WE'RE.
AND WE WILL BE BETTER THE NEXT YEAR WITH THE GOAL BEING 28.
29. WE WILL NOT BE BRINGING YOU A DEFICIT BUDGET.
OKAY, SO THAT ACTUALLY WAS A HUGE CLICK FOR ME IF WE GO BACK TO SLIDE TWO.
THIS IS NOT THE FORECAST THAT WE ARE PROJECTING TO BRING TO THE BOARD IN THE NEXT TWO YEARS.
THIS IS A FORECAST OF IF WE DO IF WE DID NOTHING.
GOT IT. OKAY. THAT ANSWERS ALL OF MY QUESTIONS AND CONCERNS ABOUT THAT.
OKAY. IF WE CAN GO TO SLIDE FIVE. THAT WAS SUPER HELPFUL.
REAL QUICK, ONE QUESTION I HAD ON RECAPTURE. THIS IS OUR ESTIMATE.
AND THAT ALSO ADJUSTED THE RECAPTURE. GOTCHA.
SO THERE'S ESSENTIALLY ANOTHER 25, 26 AMENDED ADOPTED BUDGET, CORRECT.
THAT WOULD HAVE THE 60 MILLION, CORRECT? YES.
AND IN SEPTEMBER, WE AMENDED THAT TO ACTUALLY WE AMENDED THAT TO 70 MILLION.
BUT WE'RE GOING TO PAY 60. IT MIGHT. OKAY. IT MIGHT BE HELPFUL FOR ME TO SEE THAT ADOPTED BUDGET ALSO, SINCE THAT WAS A MAJOR CHANGE THAT WE DID. YEAH.
AND YOUR BOOK, IT'S ON PAGE 27. GOTCHA. IT'S IN THE OTHER ONE.
OKAY. PERFECT. THEN THAT ANSWERS MY QUESTION.
I HAVE SOME QUESTIONS FOR ROBERT ON THIS. THIS WAS SUPER HELPFUL.
I SEE THE STARTING SALARY AT $68,000 WAS SUPER HELPFUL TO SEE THE COMPARISON.
WHAT'S OUR AVERAGE TEACHER SALARY NOW? 68. OH, SORRY.
I MAY HAVE CHRISTIAN COOPER COME UP AND MAKE SURE I GIVE THE RIGHT NUMBER. PHONE A FRIEND.
PHONE A FRIEND. MAKE SURE. AND IF WE HAVE THE AVERAGE FOR OUR CURRENT TEACHERS.
SO THE CURRENT AVERAGE TEACHER SALARY IS $75,038.
AND THAT'S FOR THIS CURRENT SCHOOL YEAR OR NEXT CURRENT SCHOOL YEAR.
THE CURRENT SCHOOL YEAR, THIS CURRENT SCHOOL YEAR THAT WE'RE IN.
WHAT ARE WE PROJECTING OUR AVERAGE SALARY FOR TEACHERS NEXT YEAR? IT'LL BE SLIGHTLY OVER 78,000 NEXT YEAR. SO AVERAGE $78,000 SALARY FOR DALLAS ISD TEACHERS NEXT YEAR.
IS OUR PROJECTION IN THIS BUDGET? YES. FOR RETURNING TEACHERS. YES.
AND A BIG POINT TOO, IS THAT DOESN'T INCLUDE ANY STIPENDS LIKE BILINGUAL OR SPECIAL ED OR ESL, NOR ANY OF OUR DSI STIPENDS, WHICH ARE AVAILABLE FOR OUR PROFICIENT ONE AND HIRE TEACHERS AT THE DSI CAMPUSES.
SO THE TEACHERS ON AVERAGE, THEY COME BACK NEXT YEAR, WE'RE PREDICTING $78,000.
OKAY. IT WOULD BE HELPFUL FOR ME IF WE COULD COULD PUT IN THE TRACKER WHAT WE'RE I MEAN, I ASSUME IT'S WHATEVER OUR LINE ITEM IS FOR TEACHER PERSONNEL DIVIDED BY THE NUMBER OF TEACHERS, WHATEVER THE AVERAGE WE EXPECT TO BE NEXT YEAR. THAT I MEAN, THAT'S A STUNNING NUMBER UP SIGNIFICANTLY OVER THE LAST FIVE YEARS.
DO WE KNOW? I ALSO HEARD 56 MILLION IN TOTAL COMPENSATION INCREASES IS WHAT WE'RE DOING.
YES. DO WE HAVE AN AVERAGE AMOUNT FOR HOW MUCH OF THAT 56 MILLION IS FOR TEACHERS? 37.5 MILLION. 37.5 AND ON ROUGH AVERAGE FOR TEACHERS REMIND ME, I KNOW WE SAW THIS AT SOME OTHER POINT.
[01:55:06]
ROUGHLY HOW MUCH PERCENTAGE AVERAGE INCREASE IS IT? CHRISTIAN VERIFIED. I BELIEVE IT'S GOING TO AVERAGE ABOUT A 5% INCREASE.YES. FROM THIS YEAR TO NEXT YEAR. YES. THAT'S AWESOME.
ALL RIGHT. LET ME SEE IF I HAVE ANYTHING ELSE FOR Y'ALL.
I DON'T THINK I DO, SO THANK YOU ALL FOR THAT.
SO THEN GOING BACK TO THE SLIDES. ON SLIDE.
12. THAT'S ALSO SUPER HELPFUL VISUAL ABOUT THE NUMBER OF POSITIONS.
AGAIN THIS IS AGAIN THE CENTRAL OFFICE NON CAMPUS BASED POSITIONS.
CORRECT. OKAY. AND THEN YOU MENTIONED THAT ONE OF THE BIG AREAS IN WHICH WE WERE REDUCED IS ABOUT 92 MILLION IN PAYROLL COSTS. WHERE DID THAT PREDOMINANTLY COME FROM THESE REDUCTIONS, PLUS THE SHRINKING OF CAMPUS ALLOTMENTS BECAUSE OF OUR PROJECTED LOWER AMOUNT OF STUDENTS? CORRECT. LESS STUDENTS MEANS LESS TEACHERS, WHICH OCCURRED THROUGH VACANCIES.
GOTCHA. YEAH, THIS IS SUPER HELPFUL, SUPER DETAILED.
WOULD BE GREAT TO SHARE OUT. SO THANK YOU FOR YOUR WORK.
THANK YOU FOR ALL THE DILIGENCE IN THIS AND LOOK FORWARD TO CONSIDERING IT LATER THIS MONTH.
TRUSTEE WEINBERG. THANK YOU FOR THE DETAILED INFORMATION.
I HAVE A QUESTION. I'M GONNA JUMP AROUND A LITTLE BIT.
SO LET'S GO TO SLIDE THREE. AND IT'S THE BUDGET VERSUS ACTUAL.
AND THERE EVERY YEAR YOU ACHIEVE A BETTER RESULT THAN PROJECTED BY A NUMBER OF THINGS.
THIS YEAR IS A LITTLE BIT DIFFERENT. I WANT TO TALK ABOUT THAT SEPARATELY. BUT IN THESE YEARS, WHAT ARE THE MAIN CONTRIBUTORS TO THAT, THAT DELTA? THERE WERE TWO MAIN CONTRIBUTORS TO THE DELTA THIS YEAR.
THE FIRST ONE WAS, OF COURSE, THE NUMBER OF STUDENTS, THE 4000 STUDENTS.
THE SECOND FACTOR WAS A CHANGE IN THE CALCULATION WITH OUR WHOLE HARMLESS REVENUE.
AND SO WE RECEIVED A NOTICE ABOUT THAT CHANGE IN MARCH.
AND SO WE WERE EXPECTING AN ESTIMATED WELL, THE CHANGE IN THAT DELTA WAS ABOUT $53 MILLION LESS THAN WHAT WE WERE EXPECTING, IN ESSENCE. AND SO THAT'S THIS YEAR. SO WE'RE, WE'RE ABOUT WHERE WE THOUGHT WE WERE GOING TO BE, BUT WE GOT THERE A DIFFERENT THROUGH A DIFFERENT ROUTE. CORRECT.
SO IN THE PRIOR THREE YEARS WHERE THERE IS A BIG CHANGE, WHAT FACTORS CONTRIBUTED TO THE ABILITY TO ACHIEVE BETTER THAN EXPECTED RESULTS? SO WE FROZE PAYROLL POSITIONS. AND SO AS VACANCIES OCCURRED, WE ESPECIALLY THE NON CAMPUS POSITIONS WE LOOKED AT THOSE POSITIONS AND EITHER SLOWED DOWN THE HIRING OR JUST ELIMINATED THE POSITIONS THAT WE DECIDED WE COULD NOT AFFORD THEM.
WE SLOWED DOWN OUR SPENDING SPECIFICALLY IN THE SPRING.
NOT BECAUSE THEY HAVE THE FUNDS, THEN THEY WOULD PURCHASE SUPPLIES OR MATERIALS.
AND SO IT'S PERSONNEL SUPPLIES, CONTRACT EFFICIENCIES.
AND THEN, AND THEN ONE OF THE FACTORS ALSO WAS RECAPTURE, CORRECT? RIGHT. WHICH IS TIED TO THE ENROLLMENT PIECE SO THAT THERE'S SOME NET NUMBER OF THAT, RIGHT? CORRECT. GREAT. SO I HAVE A QUESTION ON THE ASSUMPTIONS.
WE HAVE AN ASSUMPTION OF TAX GROWTH OF 4.75. I THINK IT WAS TO GET TO THAT SLIDE.
YEAH. 4.75. AND THEN A RECAPTURE ESTIMATE OF 73 MILLION.
HOW ARE THOSE TWO TIED TOGETHER. AT WHAT TAX RATE DOES RECAPTURE GO AWAY.
IF YOU MAY NOT HAVE THAT ANSWER NOW. BUT I'M CURIOUS.
IS IT A DOLLAR FOR DOLLAR TYPE THING. IT'S TIGHT.
IT'S A IT'S TIED TO THE PROPERTY GROWTH AND ALSO THE NUMBER OF STUDENTS THAT WE HAVE.
AND THEN THE FASTER THAT OUR PROPERTY VALUES GROW, THEN THE HIGHER OUR RECAPTURE IS GOING TO BE.
[02:00:01]
AND SO AND SO. IF THE IF WE DIDN'T GROW AT 4.75% BECAUSE THERE'S A RISK THAT, SAY, GROWTH SLOWED AND WE ONLY GREW AT 3%, RIGHT? THERE WOULD BE LESS OF AN IMPACT BY VIRTUE OF THE RECAPTURE PIECE OF THE EQUATION.RIGHT? SO AT SOME, SOME POINT THAT THAT GOES AWAY, BUT THAT THERE'S SOME SOFTENING OF IMPACT THERE.
THAT'S CORRECT. OKAY. AND THEN. SO WHEN WE LOOK AT THAT, AND I THINK WE TALKED ABOUT THIS, AND I THINK TRUSTEE MACKEY ASKED ABOUT IT, BUT WE HAVE BASICALLY WE'RE SETTING UP A STRUCTURAL DEFICIT RIGHT THROUGH THE YEARS GOING FORWARD.
AND WE'VE HAD SOME GOOD CONVERSATIONS. I THINK ABOUT ROI AND THINKING ABOUT EFFICIENCIES.
AND I HEAR THAT WE'RE GOING TO BE THINKING ABOUT THIS BECAUSE EVEN IF EVEN IF THINGS STAY THE SAME, THAT'S NOT OKAY. SO WE'RE GOING TO ATTEND TO THAT.
WE ALSO HAVE ANOTHER RISK FACTOR OUT THERE, RIGHT? THAT IS. LEGISLATION AND THE LEGISLATURE'S FUNDING IN THE NEXT SESSION.
THAT WILL BE KIND OF PARACHUTING INTO THOSE ESTIMATES AS WELL.
RIGHT. AND SO, SO IN ATTENDING TO IT, YOU KNOW, WE'LL, WE'LL BE DOING THAT PROBABLY NOT AT THE 11TH HOUR. RIGHT. NO, I MEAN, WE'RE, WE'RE ALREADY BEGINNING NOW WITH REGARD TO SOME ADJUSTMENTS THAT WE'RE GOING TO BE MAKING.
I MEAN, WE HAVE OUR OWN INTERNAL. AGAIN, YOU'RE ADOPTING A BUDGET FOR 2627.
WE ARE INTERNALLY LIKE, OKAY, NEXT YEAR WE HAVE TO MAKE SURE, NUMBER ONE, WE CAN'T COME IN AT 104.
I WANT ALL THE VACANCIES. I WANT TO KNOW WHERE THEY ARE AND I WANT TO KNOW HOW LONG THEY'VE BEEN THERE. THEN EDITOR AND I SIT DOWN AND NO POSITIONS CAN BE FILLED UNLESS BOTH MY DEPUTY SUPERINTENDENT, CFO AND MYSELF ARE CONVINCED THAT, YOU KNOW, IF A POSITION IF A CENTRAL POSITION HAS BEEN VACANT FOR SIX MONTHS, WE SOMEHOW HAVE MANAGED TO GET BY. SO NOW THAT DOESN'T MEAN THE WORK ISN'T DONE RIGHT.
BUT THAT MEANS THOSE RESPONSIBILITIES ARE BEING PICKED UP BY OTHER PEOPLE.
SO THAT MEANS WE DON'T NEED THAT POSITION. AND WE DO WANT TO DO THEM FROM VACANCIES BECAUSE AS ALL OF US HERE KNOW, IT IS VERY HARD. NOW, I'M NOT CONFUSED ABOUT MY ROLE.
MY ROLE IS NOT TO MAKE SURE ANY OF US HAVE A JOB.
OUR ROLE IS TO MAKE SURE WE DO A GREAT JOB FOR KIDS.
IF A POSITION HAS, WE HAVE FOUND A WAY TO GET ESPECIALLY POSITIONS THAT ARE NOT AT THE CAMPUS.
ALTHOUGH WE DID NOT SEE THE $8 BILLION INCREASE, AS I'LL SHOW YOU IN JUST A MINUTE, AND I KNOW I'M TAKING YOUR TIME, SO THAT'S OKAY. SO SO WHAT I HEAR AND WHAT I'M COMFORTED BY, I'M BOTH COMFORTED, NERVOUS ABOUT, AND COMFORTED BY IS WHEN WE SEE THE STRUCTURAL DEFICIT, TOO, WE UNDERSTAND THERE'S A TIMING THAT IS, IS AN URGENCY BECAUSE YOU HEAR, YOU KNOW, ACROSS THE STATE, RIGHT? DISTRICTS ARE HAVING THESE PROBLEMS. AND I THINK THE FISCAL STEWARDSHIP, AS TRUSTEE MACKEY POINTED OUT, THAT HERETOFORE WE'VE REALLY PAID ATTENTION TO, HAS ALLOWED US THE RUNWAY OF THESE ENROLLMENT AND FUNDING AND HOLD HARMLESS RISKS THAT JUST ARISE AS AS PART OF DOING BUSINESS.
I GUESS ANOTHER QUESTION I HAVE IS A LITTLE BIT MORE SPECIFIC. DIVING IN INSTRUCTION IS A PART OF THE GENERAL FUND IS THE BIGGEST DECREASE IN THE BUDGET, YOU KNOW, AT 4.4% DECREASE. AND THEN THAT MAKES IT 51.16, 51.6% OF THE BUDGET.
SO, AND WE SEE THIS STRUCTURAL GOING FORWARD.
SO HOW DO WE, HOW DO WE THINK ABOUT INSTRUCTIONAL SPENDING AND WHAT IS OUR FLOOR AND WHAT IS OUR FRAMEWORK BY WHICH WE THINK ABOUT INSTRUCTIONAL SPENDING. I DON'T KNOW IF WE HAVE A FLOOR. I WOULD SAY A BEST PRACTICE IS NOT TO GO UNDER 50%.
[02:05:01]
AND SO THAT'S A DIFFERENT FUNCTION CODE THAN FUNCTION 11.AND SO I KNOW DALLAS ISD, WE DO PROVIDE A LOT OF SUPPORT FOR OUR CAMPUSES.
AND THEN WOULD RECAPTURE BE A FACTOR IN THAT AS WELL.
AND RECAPTURE WOULD BE A FACTOR IN THERE AS WELL. AND SO, SO WHILE IT MIGHT LOOK LIKE THAT, WHEN YOU FACTOR THAT BACK IN, WE STILL MIGHT BE LOWER, BUT WE'RE NOT AS MUCH LOWER AS IT MIGHT LOOK LIKE ACROSS. CORRECT.
OKAY, GREAT. SO SO IT'S IT'S SUPPORTED THE CAMPUS LEVEL RECAPTURE.
AND ANOTHER AREA I CAN SEE IS SOME DISTRICTS DON'T HAVE THEIR OWN POLICE DEPARTMENTS.
WE DO HAVE OUR OWN POLICE DEPARTMENT. GOT IT.
SO JUST BY FUNCTION OF SIZE. YEAH. OKAY. GREAT.
AND THEN ONE THING IN THE FREQUENTLY ASKED QUESTIONS I THINK WOULD BE INTERESTING.
I THINK WE CAN THINK ABOUT IT, BUT THINK ABOUT IT.
SCALE IS THE IMPACT OF ENROLLMENT ASSUMPTIONS, RIGHT? SO IF IF WE HAVE AN AVERAGE FUNDING, CALL IT $13,000 PER STUDENT, I DON'T KNOW IF THAT'S THE NUMBER.
YOU PROBABLY KNOW BETTER. 6215 WELL, BUT YOU KNOW, YEAH, WHEN YOU GET THE MULTIVARIABLE EQUATION GOING, YEAH, IT'S ABOUT 115. SO, SO A THOUSAND STUDENTS, RIGHT? THAT'S ALMOST $12 MILLION WORTH OF FUNDING. AND SO I THINK THAT IS A THAT'S A BIG LEVER, RIGHT? IS THAT ENROLLMENT AND MANAGING ENROLLMENT AND THINKING ABOUT ENROLLMENT. AND I LIKE THE WAY WE'RE FOCUSED ON IT.
AND I THINK IN A FREQUENTLY ASKED QUESTIONS, THAT'S SOMETHING THAT'S JUST OF NOTE.
AND WITH THAT, I APPRECIATE ALL THIS EFFORT. I APPRECIATE THE DETAIL.
I APPRECIATE THOSE BIG FAT BOOKS PRINTED OUT BECAUSE IT WAS SUPER HELPFUL TO USE THOSE. THANK YOU. TRUSTEE SANDERS A LOT OF MY QUESTIONS HAVE ACTUALLY BEEN ASKED, BUT I DO WANT TO JUST FLAG HIGHLIGHT A COUPLE OF A COUPLE OF THINGS, TRY TO CONNECT THE DOTS, EXCUSE ME, TRYING TO CONNECT THE DOTS BETWEEN SOME OF WHAT THE TRUSTEES HAVE BEEN TALKING ABOUT.
2028. WE SAID WE WANT OUR GOAL IS TO COME WITH A BALANCED BUDGET.
THE THING THAT IT FEELS IS GOING TO BE IMPORTANT BETWEEN NOW AND THEN ACTUALLY IS AND COMMUNICATING TO OUR COMMUNITY, CONSTITUENTS EMPLOYEES, STAFF, EVERYBODY IS UNDERSTANDING WHY THAT BUDGET DEFICIT HAS EXISTED. WHAT WE'RE DOING ABOUT IT AND REALLY HIGHLIGHTING THE THINGS IN THE GENERAL ECOSYSTEM AND DEMOGRAPHICS THAT ARE REALLY DRIVING, DRIVING THOSE THINGS.
THE OTHER THING THAT I'M REALLY INTERESTED IN SEEING.
WHAT WE DO IS SORRY. THE REASON WHY I'M FLAGGING THE COMMUNICATIONS COMPONENT OF THIS IS BECAUSE WE DON'T KNOW. THERE'S STILL A LOT OF X FACTORS THAT WE CANNOT ACCOUNT FOR YET.
RIGHT? WE HOPE IT'LL BE THERE, BUT WE DON'T KNOW.
THE SOONER WE CAN START TO HAVE. GOOD CONVERSATIONS WITH KEY PLACES OF INFLUENCE, THE BETTER IT'S GOING TO BE FOR US. IF WE HAVE TO START TO MAKE SOME TOUGH DECISIONS LATER ON DOWN THE LINE FOR US TO GET BALANCED, AND I SAY THAT WITH EXTREME FRUSTRATION WITH WHAT WE'RE NOT GETTING FROM AUSTIN.
BUT ALSO THOSE ARE THE CARDS WE'RE BEING DEALT.
SO WE'RE GOING TO HAVE TO FIGURE SOMETHING OUT, AND IT WILL BE EASIER FOR US TO HAVE THAT BE A LONG CONVERSATION OR A LONG ARC CONVERSATION RATHER THAN A SHOCK CONVERSATION.
HOWEVER, WE CAN CONTINUE TO BE PARTNERS WITH THE DISTRICT AND THE ADMINISTRATION ALONG THAT.
I LOVE THE IDEA OF THE VIDEO. I LOVE THE IDEA.
THAT'S WHAT I'M ASKING FOR SO THAT I KNOW THAT I CAN HELP US GET EVERYBODY READY SO THAT IT FEELS LIKE WE'RE DOING IT TOGETHER, AS OPPOSED TO SOMEBODY BEING SHOCKED WITH IT.
WHEN I THOUGHT TWO YEARS AGO, WE GAVE OUT 6.2, RIGHT? ALL OF THAT STUFF HAPPENS IF WE HAVEN'T CONTEXTUALIZED THE CONVERSATION LONG ARC IN CHANGE MANAGEMENT, THEN WE'LL IT'LL BE, IT'LL BE TOUGHER FOR US DOWN THE LINE.
THE LAST THING I'LL SAY, BECAUSE AGAIN, MOST OF THIS HAS BEEN MOST OF MY QUESTIONS HAVE BEEN HIT US.
WHAT DO WE EXPECT? IF YOU HAVE A CRYSTAL BALL OR IF YOU'VE BEEN TALKING TO ANY COLLEAGUES, OR IF WE'VE BEEN HEARING ANYTHING FROM OUR FEDERAL FOLKS, DO WE HAVE ANY ANTICIPATIONS OF WHAT'S GOING TO HAPPEN WITH EDUCATION FUNDING IN THE
[02:10:06]
UPCOMING FEDERAL YEAR? WELL, FROM THE FEDS, WE WE THINK WE'RE OKAY.THEY MAY PUSH IT THROUGH A DIFFERENT DEPARTMENT.
I SAY, OKAY. I DON'T MEAN WE THINK WE'RE FUNDED PROPERLY.
LET ME BE CLEAR. BUT AT THIS POINT, WHAT'S ALREADY BEEN APPROPRIATED IS SOLID.
SO WE THAT PORTION I THINK WE'RE WE CAN COUNT ON THAT.
OKAY. THE OTHER FACTORS THOUGH, THAT ALL OF YOU HAVE ALREADY DISCUSSED THAT ARE WE DON'T KNOW.
AND WHEN I SAY THAT, THAT'S PART OF OUR INEFFICIENCIES, IF YOU WILL, BECAUSE IF WE'VE PLANNED FOR 600 STUDENTS AT THIS CAMPUS AND ONLY 350 SHOW UP THERE, BUT I GET 200 MORE, BUT THEY ARE DISTRIBUTED.
THOSE 200 KIDS ARE DISTRIBUTED AMONGST THREE OTHER SCHOOLS.
THEN I DON'T HAVE A 22 TO 1 RATIO. I COULD END UP AT A 16 TO 1 RATIO JUST BECAUSE EACH OF OUR STUDENTS HAVE UNIQUE PROFILES THEIR GEN ED, THEIR GEN ED, AND BILINGUAL, THEIR GEN ED AND SPECIAL ED, THEIR GEN ED BILINGUAL SPECIAL ED GT.
OUR KIDS ARE UNIQUE, BUT THAT MEANS WE HAVE TO PROVIDE UNIQUE SERVICES.
SO THE 104 THAT WE'RE PRESENTING TO YOU, WHAT I DON'T EVER WANT TO DO IS PRESENT A CERTAIN BUDGET.
AND THEN THE BUDGET, WE'RE WAY OFF AND WE'RE MORE THAN THAT, OBVIOUSLY, I AGREE, I DON'T LIKE NOTHING IS CAUSING ME MORE ANXIETY RIGHT NOW THAN A DEFICIT BUDGET. SO WE'LL CONTINUE TO WORK ON THOSE UNEXPECTED THINGS THAT COME ACROSS.
BUT IF I CAN JUST ON ON SLIDE SIX, IF YOU ALL PUT SLIDE SIX, BECAUSE ALL OF YOU HAVE ALLUDED TO THIS, AND I THINK THIS NEEDS TO BE AGAIN, IN THE VIDEO OR IN THE FREQUENTLY ASKED QUESTIONS AND THE COMMUNICATION.
IF YOU ACTUALLY LOOK AT THE ADOPTED BUDGET, WHICH AGAIN WAS SEPTEMBER FISCAL YEAR 26, AND YOU LOOK AT REVENUE, THAT REVENUE IS $1.8 BILLION. RIGHT. WE GOT AN INFLUX OF MONEY.
I DON'T THINK SO. LOOK AT FISCAL YEAR 27. 1.7.
WE HAVE LESS MONEY, LESS MONEY. BUT I HAVE A $52 MILLION COMPENSATION PACKAGE THAT I NEED TO DELIVER TO OUR TEAM MEMBERS. AND SO I KNOW YOU ALL, I MEAN, YOU ALL HAVE TO ADOPT THIS BUDGET, BUT I CERTAINLY WANT TO COMMUNICATE TO MY BOARD THAT WE ARE WE ARE GOING TO MAKE SURE WE TAKE CARE OF OUR PEOPLE, AND IT IS GOING TO REQUIRE.
I AM SENDING COMMUNICATION OUT NEXT WEEK TO ALL OF THE PEOPLE THAT WE DO CONTRACTED SERVICES WITH, BECAUSE IF I HAVE TO MAKE A CHOICE BETWEEN WHETHER WE PAY TEAM MEMBERS WHO ARE PROVIDING DIRECT SERVICES TO KIDS EVERY SINGLE DAY, THROUGHOUT THE ENTIRE DAY, OR WHETHER I HAVE CONTRACTED SERVICES, UNLESS AN ROI TELLS ME THAT THAT CONTRACTED SERVICE IS BETTER THAN A TEACHER IN THE CLASSROOM OR THE TEACHER ASSISTANT, GUESS WHERE WE'RE GOING TO MAKE SOME RECOMMENDATIONS.
RECOMMENDED CUTS. THEY'RE CLEARLY GOING TO COME IN THE LESS ROI IF THAT IS IN FACT THE CASE.
SO LIKE WE'RE GIVING NOTIFICATION SO THAT PEOPLE AREN'T SURPRISED TO YOUR POINT.
TRUSTEE SANDERS YEAH, AND, AND ONE, I APPRECIATE THAT THE, THE LONG ARC OF WHAT I'M THINKING ABOUT IS, ONE, A COUPLE OF THINGS I WANTED TO FLAG GREAT, NOT GREAT RESPONSIBLE THAT WE'RE MAKING THE CUTS CENTRALLY, PRIORITIZING WHAT'S HAPPENING ON THE CAMPUSES, PRIORITIZING OUR TEACHERS, PRIORITIZING WHAT'S HAPPENING IN THE CLASSROOMS. I'M, I'M THINKING A FEW YEARS, JUST A COUPLE YEARS DOWN THE LINE, THAT'S GOING TO EQUIP US TO MAKE SURE THAT ONE, THEY ACTUALLY KNOW WHAT WE'RE DOING RIGHT NOW, FISCALLY, RESPONSIBLY ALONG THE WAY SO THAT THEY KNOW WE'RE NOT BEING FAT CATS AND JUST KIND OF, OH, WE GOT A GOOD FUND BALANCE. WE'RE GOOD.
WE'RE, WE'RE BEING RESPONSIBLE ALONG THE WAY.
AND THEN THE. TO THE POINT THAT WE HAVE. MAYBE SOME GOOD THINGS THAT COULD
[02:15:05]
HAPPEN POSITIVELY IN AUSTIN. ALONG THE WAY FOR OUR LEGISLATIVE SESSIONS.OPTIMUS. EVERYBODY WILL BE, TO YOUR POINT, UNDERSTANDING WHAT THE WORST CASE SCENARIO COULD BE. AND THEN WE FIGHT LIKE HECK TO MAKE OUR CASE FOR NOT HAVING TO DEAL WITH THAT ON THE WAY DOWN AND HAVING THE TOOLS TO DO SO, I THINK IS GOING TO HELP ALL OF US OUT.
AND SO I APPRECIATE THIS. THIS IS ACTUALLY REALLY GOOD.
SO THANK Y'ALL. SHAUN. TRUSTEE CURRIE. I ACTUALLY WANT TO PICK UP ON DOCTOR ALDI'S LAST POINT OUT OF THE $8.5 BILLION PACKAGE THAT WAS PASSED, HOW MUCH IS DALLAS ISD GETTING? ESSENTIALLY NOTHING. SO, SO WE GOT $0 OUT OF THE GREAT EDUCATION, RIGHT? SO THERE WAS A LINE ITEM THAT SHOWED, OKAY, WE WERE GOING TO GET X DOLLARS AND THEN HOLD.
AND THEN THE INCREASE IN THE HOMESTEAD EXEMPTION AND THE COMPRESSED TAX RATE WIPED IT OUT, WHICH THEN THERE WAS A HOLD HARMLESS CLAUSE THAT WAS SUPPOSED TO.
THAT'S WHY IT'S CALLED HOLD HARMLESS, BECAUSE THEY'RE SUPPOSED TO NOT PUNISH THE DISTRICT BECAUSE THEY'VE COMPRESSED THE TAX RATE, RIGHT? THEY'RE SUPPOSED TO MAKE UP THE DIFFERENCE FROM YOUR LOCAL TAX BASE WHEN THEY SHIFT THAT OVER.
THAT DID NOT HAPPEN. SO WE'VE ESSENTIALLY RECEIVED NO ADDITIONAL INFLUX OF FUNDS.
IT'S A NET ZERO. I'M JUST LETTING THAT SINK IN.
I MEAN THAT'S THAT'S JUST NUTS. IT'S FRUSTRATING.
IT'S, IT'S TO, TO, FOR THE LEGISLATURE TO TOUT SUCH A HISTORIC, QUOTE UNQUOTE, YOU KNOW, CONTRIBUTION TO PUBLIC SCHOOLS AND YET DALLAS ISD NOT TO SEE ANY OF IT IS INCREDIBLY FRUSTRATING.
AND WHAT I'VE SEEN IN THIS LENGTHY DISCUSSION IS A THOUGHTFUL EFFORT TO NAVIGATE THROUGH IT.
AND AND IT'S UP TO US AS ELECTED OFFICIALS AND OTHERS TO GO TO OUR REPRESENTATIVES IN AUSTIN TO GO TO THE COMMUNITY AND HELP MAKE THEM AWARE THAT DALLAS ISD GOT $0. AND WE ARE CONTINUING TO HAVE TO SCRAMBLE TO ADJUST TO THE FACT THAT WE'VE NOT BEEN GIVEN ANY RELIEF.
SPEAKING OF WHICH, I I WANTED TO TOUCH ON JUST TO GO BACK TO ONE OF THE POINTS TRUSTEE MACKEY MADE, WHICH IS ABOUT, YOU KNOW, NO ONE THE IDEA OF A DEFICIT BUDGET BUDGET IS ALWAYS UNCOMFORTABLE.
BUT, YOU KNOW, THE SCHOOL DISTRICT IS NOT A HOUSEHOLD TO WHERE IF YOU JUST SAVE MONEY FOREVER, THAT'S GOOD. BECAUSE THEN YOU, YOU KNOW, YOU JUST HAVE IT FOREVER AND GIVE IT TO YOUR KIDS AND, YOU KNOW, MOVE ON. THAT'S NOT HOW SCHOOL DISTRICTS WORK.
WE HAVE MONEY SITTING IN ACCOUNTS AND THAT'S WHY WE HAVE A POLICY THAT SAYS THE BEST PRACTICE IS TO KEEP THREE MONTHS OF CUSHION, NOT TO KEEP FOUR MONTHS OF CUSHION OR FIVE MONTHS OF CUSHION OR TEN MONTHS OF CUSHION.
BECAUSE THAT'S JUST MONEY THAT TAXPAYERS HAVE GIVEN US THAT WE ARE NOT USING TO HELP KIDS.
AND THAT'S NOT WHAT THEY'VE ASKED US TO DO. THEY WANT US TO INVEST IN STUDENTS.
AND SO ALWAYS, I THINK OUR ROLE IS TO ASK THE QUESTIONS WE'VE ASKED AT THIS DAIS TODAY TO SAY, ARE WE BEING EFFICIENT? ARE WE FINDING WAYS TO SPEND THE DOLLARS TO WHERE WE ARE GETTING THE BEST RETURN ON INVESTMENT FOR WHAT THE TAXPAYERS HAVE GRACIOUSLY ALLOWED US TO SPEND ON KIDS? BUT ONCE WE THINK WE'VE DONE THAT, ONCE WE'VE TRIMMED WHERE WE THINK WE CAN, THEN THE NEXT CUTS ACTUALLY COME OUT OF THE DISCUSSION WE HAD PREVIOUSLY WHERE WE LOOKED AT ALL OF THOSE DIFFERENT PROGRAMS AND THE RETURNS ON INVESTMENTS AND THE WAY IN WHICH YOU GET TO $0 WITHOUT, YOU KNOW, WHAT WE'RE THINKING ABOUT DOING IN TERMS OF LOOKING AT FIGURING OUT WAYS TO TO DO THE BUDGET OVER THE NEXT FEW YEARS IS TO START CUTTING PROGRAMS WHERE WE CAN SEE THEY ACTUALLY HELP KIDS.
I DON'T THINK THAT'S WHAT AND I DON'T THINK ANYBODY IS PROPOSING TO DO THAT. DISTRICTS ARE PROPOSING TO DO THAT. I JUST WANT TO MAKE SURE THE PUBLIC UNDERSTANDS, YOU KNOW, VOTE TODAY IS NOT A VOTE TO BE FISCALLY IRRESPONSIBLE.
AND SO I JUST WANTED TO AGAIN, TOUCH ON THAT POINT WITH TRUSTEE MACKEY.
I THOUGHT WAS A GREAT ONE. AND I REALLY APPRECIATE ALL THE WORK YOU'VE DONE.
ANY OTHER ROUND ONE? SEEING NONE. TRUSTEE MICCICHE JUST A FEW COMMENTS WITH RESPECT TO WE DEFINITELY
[02:20:10]
NEED TO MAKE THE LEGISLATIVE EFFORT AND SEE IF WE CAN GET SOME HOLD HARMLESS HELP AND ADDITIONAL FUNDING FOR PUBLIC SCHOOLS.BUT I ALSO UNDERSTAND THE STAND. ADMINISTRATION IS LOOKING AT SOME OF THE INCENTIVES THAT ARE IN THE LEGISLATION WHERE THERE'S THERE'S MONEY THAT YOU CAN STATE FUNDING YOU CAN GET IF YOU ADOPT CERTAIN POLICIES OR PRACTICES.
AND THAT'S GROWING. THAT'S GOING TO GROW, AND WE'RE GOING TO BE ACCESSING THAT.
AND THERE ARE OTHER INCENTIVES FOR LONGER SCHOOL YEARS AND SUMMER AND SUMMER SCHOOL.
IF, IF THE DISTRICT TAKES CERTAIN ACTIONS OR ADOPTS CERTAIN PROGRAMS. AND I JUST WANTED TO KIND OF MAKE THAT CLEAR THAT WE HAVE NOT FORSAKEN THE IDEA OF GOING AND LOOKING AT EACH ONE OF THESE, THESE OPTIONS AND SEEING IF IF THEY WORK FOR US, IF THE AMOUNT OF EFFORT THAT IT TAKES TO ACTUALLY GET THE MONEY IS GIVES US A GOOD RETURN ON THE INVESTMENT. I WANT TO GO BACK TO SOMETHING WE DO EVERY YEAR IN AUGUST WHEN WE TALK ABOUT ADOPTING THE TAX RATE. AND WE ALWAYS KIND OF THROW THE QUESTION TO YOU THAT THERE'S A LOT OF STATE REGULATION OF WHAT THE TAX RATE IS FOR THE OPERATING BUDGET. RIGHT. AND AND THAT WE, WE AS A DISTRICT ARE LIMITED IN WHAT TAX RATE WE CAN ADOPT, RIGHT. IF WE, IF WE TRY TO CUT THE TAX RATE, THE STATE WILL CUT OUR FUNDING. AND THEN THERE ARE LIMITATIONS ON OUR ABILITY TO RAISE THE TAX RATE AND BENEFIT FROM THE ADDITIONAL REVENUE THAT WOULD COME FROM THE TAX RATE.
WHICH LEADS ME TO MY, MY NEXT QUESTION, WHICH RELATES TO PROPERTY TAX BILLS, RIGHT.
SO IF INSTEAD OF PROPERTY VALUES RISING 5%, THEY RISE 10%.
TAXPAYERS PAY MORE. AND WELL, WE COLLECTED THE TAX ASSESSOR COLLECTORS OF DALLAS COUNTY AS OUR AGENT COLLECTS IT. AND THEN WE HAVE TO DO WHAT WITH IT? WE GET THAT EXTRA MONEY. OR IS THERE SOMETHING CALLED RECAPTURE AND HOW DOES THAT WORK? SO THE STATE CALCULATES THE AMOUNT OF TOTAL REVENUE THAT WE CAN KEEP.
THAT'S CALLED RECAPTURE. NEXT YEAR WE'RE ESTIMATING THAT OVERAGE WILL BE $73 MILLION.
BUT IT'S IRRELEVANT WHETHER IT CAME FROM THAT.
WE COLLECTED TOO MUCH BECAUSE THE PROPERTY VALUES GREW FASTER BECAUSE WE LOST MORE STUDENTS.
IT'S IRRELEVANT AS TO WHAT CAUSED THAT INCREASE.
WE HAVE TO RETURN THAT MONEY. SO SO IF YOU KEEP ALL THINGS EQUAL AND THE TAX, THE VALUE, THE TAXABLE VALUE OF PROPERTY GOES UP BY 10% INSTEAD OF 5%. THAT DELTA ESSENTIALLY GOES TO RECAPTURE.
YES. OKAY. SO SO EVEN EVEN THOUGH THE LINE ON THE TAX BILL SAYS DALLAS ISD, WE DON'T WE DON'T KEEP THAT INCREASE BECAUSE OF THE RECAPTURE.
I KNOW YOU KNOW MY OWN NEIGHBORS, RIGHT? MAKING A CHECK OR I'M PAYING ON MY MORTGAGE TO DALLAS ISD.
WE'RE A PASS THROUGH ESSENTIALLY. ABSOLUTELY.
AND BUT EVEN THOUGH IT SAYS DALLAS ISD, ALL OF THOSE DOLLARS DO NOT COME TO DALLAS ISD.
CORRECT. THE STATE DETERMINES THAT AMOUNT. AND ANYTHING OVER THAT, WHICH IS A LOT.
[02:25:01]
THE THE, THE CHALLENGE WITH OUR FUNDING, WELL, WE HAVE LOTS.BUT ONE OF THE MAJOR CHALLENGES WITH THE FUNDING IS THIS WAS ORIGINALLY ADOPTED AS WHEN THEY USED TO SAY PROPERTY, WEALTHY SCHOOL DISTRICTS, THEY IN THEY IN THEIR MINDS WERE THINKING A HIGHLAND PARK, AN ALAMO HEIGHTS IN THE SAN ANTONIO AREA, AND EANES WESTLAKE IN AUSTIN, WHICH EQUATES TO NOT JUST PROPERTY WEALTH.
IT ALSO EQUATES TO WHAT MY CFO AND I CALL PERSONAL WEALTH.
THAT IS NOT A DALLAS ISD. WE DO NOT HAVE INDIVIDUAL PERSONAL WEALTH AS THE OVERALL GENERAL POPULATION THAT WE SERVE. SO IT WAS A MIS. IT'S A MISCONCEPTION THAT IF YOU'RE IN A PROPERTY, WEALTHY DISTRICT, WHICH WE ARE, BECAUSE THERE ARE A LOT OF BUSINESSES, THERE ARE MALLS, AIRPORTS, ETC., A DOWNTOWN THAT'S THRIVING, ETC. BUT THE STUDENTS WE SERVE 88% OF THEM ARE ECONOMICALLY DISADVANTAGED.
AND SO BECAUSE OF THAT RECAPTURE, ACTUALLY ENDS UP TAKING MONEY FROM THE VERY SCHOOL DISTRICTS IN MANY INSTANCES LIKE OURS THAT ACTUALLY NEED THOSE DOLLARS BECAUSE WE'RE PROVIDING A LOT OF SERVICES THAT SOME OTHER DISTRICTS MAY NOT NEED.
SO THANK YOU FOR GIVING ME AN OPPORTUNITY TO DISCUSS MY DISSERTATION, WHICH WAS ON SCHOOL FINANCE, THAT THAT REVENUE IS NOW OVER $3 BILLION. THE RECAPTURE REVENUE AND AND IT GOES TO PROPERTY, POOR DISTRICTS, OR DOES IT GO TO THE STATE GENERAL FUND? IT GOES INTO THE STATE'S GENERAL FUND, AND THEY'RE SUPPOSED TO SEND IT TO PROPERTY, POOR SCHOOL DISTRICTS, RIGHT? EXACTLY. YES. AND THEN THEY DISPERSE. TRUSTEE FOREMAN.
I JUST WANT TO QUICKLY BE CLEAR ON MY REASON FOR UNDERSTANDING THAT WE SAVED MONEY IN OUR FUND BALANCE. THROUGH THE YEARS THERE, I THINK ONLY TWO TRUSTEES UP HERE THAT WAS INVOLVED IN THAT PROCESS OF TRYING TO MAKE SURE WE SAVED MONEY.
AND IF WE HAD NOT SAVED MONEY, WE WOULDN'T BE WHERE WE ARE TODAY.
SO I DON'T WANT US TO GET IN A POSITION WHERE WE THINK HAVING A ZERO FUND BALANCE IS THE ANSWER, BECAUSE IT'S NOT RIGHT. IT IS NOT. SO I JUST WANTED TO BE CLEAR THAT THERE WAS A REASON FOR SAVING THE MONEY. AND LOOK AT THE POSITION WE'RE IN NOW.
IF WE DID NOT HAVE A FUND BALANCE THAT WAS HEALTHY, WE WOULD BE IN WORSE SHAPE THAN WE ARE.
THANK YOU. TRUSTEE TURNER. YES. THANK YOU FOR THIS PRESENTATION.
AND I HEAR EVERYTHING ABOUT STATE FEDERAL GOVERNMENT, BUT IT STILL COMES DOWN TO ONE THING.
STUDENT POPULATION. AND IT SOUNDS LIKE WHAT I'M MORE CONCERNED ABOUT IS WHAT ARE WE AS A DISTRICT, DOING TO TAKE KIDS AWAY FROM THE CHARTER SCHOOLS? WE ARE LOSING A LOT OF KIDS TO CHARTER SCHOOLS, AND CHARTER SCHOOLS ARE NOT OUTPERFORMING US.
AND I WANT TO I'M REALLY INTERESTED IN GETTING WITH SUPERINTENDENT LATER AND TALKING ABOUT IDENTIFYING FAILING CHARTER SCHOOLS AND THEN COMPARING OUR SCHOOLS THAT ARE DOING WELL IN THEIR AREAS. AND HOW ARE WE TARGETING AND HAVING CONVERSATIONS WITH THOSE PARENTS THAT YOUR KIDS CAN BE GETTING A BETTER QUALITY EDUCATION? WITH DALLAS ISD, I SEE THE COMMERCIALS, I SEE THE BILLBOARDS.
I KNOW WE'RE PUTTING MARKETING DOLLARS TO SOME ADVERTISEMENT, BUT IT'S THAT IT'S LIKE CAMPAIGNING.
IT'S THAT DOOR KNOCK, THAT CONVERSATION, THAT ONE ON ONE CONVERSATION ABOUT DALLAS ISD.
AND THEN HOW ARE WE EQUIPPING OUR PARENTS TO TRAIN THEM TO GO SELL DALLAS ISD TO THEIR NEIGHBORS? BECAUSE THEY LIVE IN THE COMMUNITIES WITH THESE FOLKS THAT ARE SENDING THEIR KIDS TO CHARTER SCHOOLS? THEIR FRIENDS GO TO CHARTER SCHOOLS. WHY IS YOUR SCHOOL LIKE WHAT'S COOL IN MY SCHOOL THAT YOUR SCHOOL DON'T HAVE? WHAT OPPORTUNITIES THAT WE HAVE IN MY SCHOOL THAT YOU'RE LACKING ON? OUR PARENTS SHOULD KNOW THAT IN EVERY SINGLE LANGUAGE, AND I WOULD REALLY BE INTERESTED IN KNOWING THE ONLY WAY WE CAN FIGHT THE GOVERNOR AND EVERYTHING THEY'RE DOING DOWN IN AUSTIN IS THAT WE GOT TO GET KIDS AND KEEP SUCCEEDING.
AND THAT'S WHAT I WANT TO REALLY TALK AND TAKE A DEEP DIVE INTO.
HOW CAN WE DO THAT? TRUSTEES. ANY OTHER QUESTIONS?
[02:30:01]
OKAY. SEEING NONE O. CAN I SAY THIS REAL QUICK? TRUSTEE ED TURNER, GET WITH ME. THERE YOU GO.I CAN TELL YOU ABOUT CHARTER SCHOOLS. AND WITH THAT, THANK YOU, TRUSTEES.
AND THANK YOU FOR THE PRESENTATION. THANK YOU. TRUSTEES.
WE'LL NOW TURN TO AGENDA ITEM SEVEN B, SMALL BUSINESS ENTERPRISE, THE QUARTERLY REPORT.
GOOD EVENING, DOCTOR ELIZALDE AND OUR TRUSTEES.
WE HAVE ASKED ALL OF THE DEPARTMENTS AND SCHOOLS, NUMBER ONE, TO CONSIDER A COMMITMENT TO 30% UTILIZATION, A 30% UTILIZATION ON AN AREA OF GOODS AND SERVICES.
AND THAT 199 GENERAL OPERATING FUNDS, THAT'S THE AREA THAT WE'LL PRESENT THE DATA ON LATER ON.
BUT I WANT TO FIRST HIGHLIGHT ONE THING THAT FIRST HIGHLIGHT ONE THING.
WE HAVE HAD SUCCESS WITH A NUMBER OF OUR SENIOR EXECUTIVES, AND THEY HAVE FAR EXCEEDED THAT 30%.
FIRST OF ALL, I WANT TO HIGHLIGHT THAT DOCTOR ELIZALDE'S OFFICE.
WE HAD CHIEF LIBBY DANIELS AND THE COMMUNICATIONS DEPARTMENT.
THEY LED ALL OF THE DEPARTMENTS IN THE DISTRICT WITH 93% UTILIZATION OF SMALL BUSINESSES.
THAT'S EXCEPTIONAL, AND WE APPRECIATE THE SUPPORT OF OUR SENIOR EXECUTIVES.
AND SO WE WANT TO THANK THEM ALSO. AND THAT WOULD BE OUR DEPUTY SUPERINTENDENT, LEAH RAMOS.
CHIEF HEWITT, CHIEF ALFRED GAYLORD HARRISON. AND WE JUST WANT TO THANK THEM FOR THEIR DEPARTMENTS, THEIR OFFICES, UTILIZING OUR SMALL BUSINESSES.
NEXT, I WOULD LIKE TO LET YOU KNOW THAT THE BASIC INITIATIVES THAT WE HAVE WITH OUR DEPARTMENT, WE HAVE SHARED OUR DIRECTORY OF SMALL BUSINESSES WITH ALL CAMPUSES AND DEPARTMENTS THROUGHOUT THE DISTRICT, AND WE AGAIN, WE'VE ASKED THEM TO MAKE THAT THAT COMMITMENT.
AND WE HAD TWO WE HAD THAT INITIATIVE AND WE HAD ANOTHER INITIATIVE WHERE WE HAD IT'S CALLED THE SMALL BUSINESS SMALL BUSINESS INITIATIVE. AND THAT WAS VERY, VERY SUCCESSFUL ALSO.
SO WE HAD A LOT OF OUR CAMPUSES AND DEPARTMENTS ARE SUPPORTING US.
ALL RIGHT. NEXT. ON OUR DATA THAT WE SUBMITTED TO YOU WHEN IT COMES TO GOODS AND SERVICES. 199 WE NORMALLY GIVE YOU TWO SETS OF DATA.
FIRST SET OF DATA IS THE DATA FOR CERTIFIED GOODS AND SERVICES VENDORS.
AND THE SECOND SET OF DATA IS FOR NON CERTIFIED VENDORS.
AND WHAT WE'VE DONE IS THAT WE'RE COLLABORATING OUR CERTIFICATION AGENCIES.
AND WE STARTED WHAT WE'RE CALLING A ACADEMY FOR OUR NON-CERTIFIED VENDORS.
AND IN THE PURPOSE OF IT IS TO HELP THOSE NON-CERTIFIED VENDORS NAVIGATE THE CERTIFICATION PROCESS, WHICH CAN BE A CHALLENGE. ALL RIGHT. AND NEXT, I'M GOING TO TURN THE DATA OVER TO DATA PRESENTATION TO MISS PATTY.
THANK YOU, MR. WILLIAMS. TRUSTEES. DOCTOR ELIZALDE, I WILL SHARE THE STATISTICAL ANALYSIS FOR THE VARIOUS SB UTILIZATION. THE FIRST SLIDE THAT YOU HAVE BEFORE YOU IS THE 2020 BOND PROGRAM.
IT REFLECTS BOTH PRIME AND SUBCONTRACTOR PAYMENTS FROM THE BEGINNING OF THE 2020 BOND PROGRAM UP TO AND INCLUDING MARCH 31ST, 2026. AS YOU ARE AWARE, THE BOARD HAS ESTABLISHED A 30% SB GOAL IN THE AREA OF CONSTRUCTION.
OUR CURRENT UTILIZATION IS 59.93%. THE BOARD HAS ESTABLISHED A 35% SB GOAL FOR BOND FUND THE PROFESSIONAL SERVICES, AND OUR CURRENT UTILIZATION IS 38.65%.
[02:35:02]
THE NEXT SLIDE BEFORE YOU IS CONSTRUCTION MANAGEMENT AT RISK? THAT IS A PROCUREMENT METHOD THAT WAS UTILIZED BY THE DISTRICT.AND AGAIN, WE HAVE A 30% SB GOAL IN THE AREA OF CONSTRUCTION.
AND OUR UTILIZATION IS 51.81%. THE BOTTOM OF THIS ANALYSIS SHARED WITH YOU, THE PARTICULAR CONSTRUCTION MANAGER, AS WELL AS THE PURCHASE ORDER AND THE PAYMENT AMOUNT.
THE NEXT SLIDE BEFORE YOU IS ACTUALLY WHAT WAS MENTIONED BY MR. WILLIAMS. AND THIS HAS BEEN ONE OF OUR CONSISTENT CHALLENGES.
OUR BOND FUNDED I'M SORRY. THIS INCLUDES NON BOND FUNDED PAYMENTS.
AND OUR FIRST ANALYSIS IS REGARDING FUND 1.99.
AGAIN, WE HAVE A BOARD ESTABLISHED GOAL OF 30%.
AS YOU WILL NOTE THAT IN QUARTER ONE, IF YOU LOOK IN THE AREA THAT SAYS SMALL BUSINESS ENTERPRISE PERCENTAGE DIRECTLY UNDER THE BLUE ROW, OUR UTILIZATION FOR QUARTER ONE WAS 17.15%. WE SHOWED AN INCREASE IN QUARTER TWO.
WE WERE AT 18.15%. AND THIS CURRENT QUARTER IS 21.89%.
HOWEVER, WHEN YOU TAKE ALL THREE QUARTERS CUMULATIVE, WE'RE AT 18.73% S E UTILIZATION.
AND IF THOSE COMPANIES BECOME CERTIFIED, WE WILL POTENTIALLY INCREASE AND MEET THE BOARD'S 30% SB UTILIZATION GOAL. THE NEXT ONE IS DISTRICT WIDE FUNDS. HOWEVER, IT DOES NOT INCLUDE YOUR BOND FUNDS AND OUR.
AGAIN, OUR GOAL IS 30% SB UTILIZATION. WE ARE AT 18.30% AND CUMULATIVE FROM JULY 1ST, 2025 THROUGH MARCH THE 31ST, 2026, WHICH REPRESENTS THREE QUARTERS OF DATA.
WE ARE AT 18.30%. THIS IS THE ANALYSIS FOR OUR NON BOND FUND PROCUREMENTS.
THAT'S SHOWN ON PAGE SIX. AND THAT CONCLUDES OUR DATA ANALYSIS AND INFORMATION.
AND NOW I WOULD LIKE TO TURN IT OVER TO YOU FOR ANY QUESTIONS.
THANK YOU FOR THE PRESENTATION. TRUSTEE. I SEE TRUSTEE SANDERS I JUST WANT TO SAY THANK YOU ALL FOR BEING SO RESPONSIVE EVERY TIME I MEET SOMEONE OUT IN THE COMMUNITY AND I SEND THEM OVER THERE, I GET A NOTE BACK.
MR. WILLIAMS, MISS PARTY. THEY'VE SAT DOWN, THEY'VE TALKED WITH THEM, THEY'VE EDUCATED THEM.
AND IT DOESN'T MEAN AND IT'S HARD TO DO THAT ON ONE OFFS.
AND TO YOUR POINT, I'M EXCITED ABOUT YOU. WHAT DO YOU CALL IT? THE CAMP. WHAT DO WE CALL IT TO GET PEOPLE SB COHORTS, COHORTS, CERTIFICATION COHORTS.
SO AGAIN, GRATEFUL, EVEN MORE IMPORTANT, NOW THAT WE HAD THIS BIG BOND PASSED AND WE HAVE A LOT OF WORK TO DO, AND WE WANT TO HELP YOU ALL TO DO IT. SO THANK YOU AGAIN FOR ALL THE EFFORT THAT YOU'RE MAKING ON THIS.
SAYS A LOT ABOUT OUR COMMITMENT TO THIS COMMUNITY. SO THANK YOU. THANK YOU.
TRUSTEE FOREMAN. SO ONE OF THE THINGS I WANT TO SAY IS, IS THAT THIS DEPARTMENT IS THE STANDARD FOR SMALL BUSINESS PARTICIPATION IN DALLAS, PROBABLY IN TEXAS AND MAYBE THROUGHOUT THE COUNTRY.
YOU CONSISTENTLY COME TO US WITH GREAT NUMBERS AND LOTS OF GOOD WORK.
SO JUST KNOW I SEE YOU AND I APPRECIATE YOU. THANK YOU.
TRUSTEES FOR THE QUESTIONS. OKAY. SEEING NONE.
THANK YOU BOTH FOR THE PRESENTATION. THANK YOU ALL.
TRUSTEES, WE'LL TURN TO AGENDA ITEM SEVEN C. HOWEVER, SEVEN C WAS DISCUSSED IN CLOSED SESSION, SO TRUSTEES WILL TURN TO AGENDA ITEM NINE, WHICH WOULD BE THE MINUTES THAT ARE SUBMITTED FOR APPROVAL.
[9. MINUTES SUBMITTED FOR APPROVAL]
TRUSTEES. THE MINUTES WILL BE POSTED IN DILIGENT FOR YOUR REVIEW.SO TRUSTEES WILL TURN TO STATUTORY ITEMS. AGENDA ITEMS TEN.
[10. STATUTORY ITEMS]
ARE THERE ANY QUESTIONS UNDER STATUTORY ITEMS?[02:40:10]
TRUSTEE FOREMAN. SO. I'M LOOKING AT. 11 A OKAY, SO I WANT TO MAKE A COMMENT NOT NECESSARILY TO TO SPEAK TO IT, BUT I'VE BEEN CONSISTENTLY LOBBYING TO HAVE A COMMITTEE TO LOOK AT POLICIES FOR DALLAS ISD.I DON'T THINK THE RIGHT WAY IS TO HAVE A TRUSTEE GET TWO OTHER TRUSTEES AND THEY BRING IT FORTH.
I, I BELIEVE AND CORRECT ME IF I'M WRONG, MR. PRESIDENT. CORRECT ME IF I'M WRONG, BUT I BELIEVE IN OUR TEAM OF TEN.
THERE WAS A CONVERSATION ABOUT HOW WE REALLY DID NEED TO REVISIT OUR POLICIES.
AND I THINK THE EFFICIENT WAY IS TO HAVE A COMMITTEE.
AND THAT WAS DISCUSSED IN OUR TEAM OF TEN. SO MY RECOMMENDATION TO THIS BOARD IS, IS THAT WE HAVE A COMMITTEE ONCE A NEW PRESIDENT IS, IS ELECTED TO LOOK AT OUR POLICIES OVERALL RATHER THAN INDIVIDUAL TRUSTEES BRINGING POLICIES FORWARD. THANK YOU, MR. TRUSTEE. I SEE NOTHING UNDER TEN, SO WE'LL START WITH 11 A TRUSTEE FOREMAN YOU HAD A QUESTION FOR 11 A.
[11. POLICY UPDATES]
THAT WAS THAT WAS JUST A COMMENT OVERALL. ALL RIGHT.OKAY. ANYTHING UNDER 11 FOR POLICY UPDATES? TRUSTEES.
BUT TRUSTEE I SEE MAGGIE FIRST. MAGGIE. YEAH.
AND THE PROPOSED CHANGES, I BRING THESE AND I THINK JUST FOR THE PURPOSES OF CLARITY OF THE RECORD, JUST SPEAK TO EACH ONE OF THOSE. YEAH. SO. 11 A LET'S GO.
THIS IS THE FIRST SET OF POLICIES I KNOW TRUSTEE, FOREMAN AND I ARE WORKING ON OTHER POLICIES THAT WE ALSO HOPE TO HAVE THE BOARD CONSIDER, WHETHER IT'S THROUGH A POLICY COMMITTEE OR THE BOARD.
AND I MEAN THIS WITH ALL OF THESE POLICIES, BUT SPECIFICALLY TO THIS FIRST ONE IS THAT THESE ARE MEANT TO START A DISCUSSION BY NO WAY, SHAPE OR FORM DO I FEEL, OR I THINK ANY OF US FEEL THAT THESE ARE THE RIGHT EXACT POLICIES THAT SHOULD BE ADOPTED.
IT'S MEANT FOR A DISCUSSION. SO I WILL JUST BRIEFLY OVERVIEW FOR A LOCAL IN LOOKING AT THAT ONE, I THINK THIS IS ONE THAT WILL HAVE A LOT MORE AND I EXPECT THIS BOARD TO WANT TO PUNT.
SO THINGS LIKE OUR GOAL SETTING PROCESS, IDENTIFYING PROGRESS MEASURES, WHERE DO THOSE PROGRESS MEASURES LIVE IN A PUBLIC DOCUMENT IN REGULATION? WHEN DO WE MONITOR CERTAIN GOALS AND PROGRESS MEASURES.
AND THEN WE'VE ALWAYS HAVE THESE MONITORING REPORTS WHICH WE SPENT A SIGNIFICANT AMOUNT OF TIME ON TODAY THAT ARE SO USEFUL FOR US IN OUR COMMUNITY, SO IT AIMS TO PUT A FEW GUARDRAILS AROUND. WHAT DO WE ACTUALLY EXPECT TO SEE? SOME EXAMPLES ARE WHEN WE SEE DATA AROUND OUR GOALS, WE SHOULD SEE IT BROKEN OUT BY FEEDER PATTERN SO WE CAN ACTUALLY HAVE MEANINGFUL CONVERSATIONS ON THAT. SO THAT'S ESSENTIALLY THE HEART OF THIS.
I THINK THERE'S A LOT OF OTHER LANGUAGE IN THIS POLICY PERSONALLY THAT PROBABLY NEEDS TO BE UPDATED.
I LOOK AT OUR STRATEGIC COVENANTS, I LOOK AT OUR MISSION AND VISION.
BUT THIS IS MEANT TO START THE CONVERSATION AND THIS BOARD TO DECIDE IF WE WANT TO MOVE FORWARD WITH A, EITHER A POLICY COMMITTEE OF SUBCOMMITTEE TO TALK ABOUT MISSION AND VISION AND MAKE OTHER RESPONSES.
BUT I JUST PUT THIS OUT HERE FOR THE FIRST CONVERSATION AROUND THAT. THANK YOU.
SEE NEXT TRUSTEE WEINBERG, MY QUESTION IS ON 11 D, I THINK.
SO JUST DON'T FORGET ME. I WILL, I WILL, WE'LL BRING IT BACK UP AND KEEP YOUR LIGHT ON.
SO. TRUSTEE ED TURNER. YES, I JUST WANT TO TO SAY THAT I DO AS POLICY CHAIR, I DO AGREE WITH TRUSTEE FOREMAN ON ESTABLISHING A POLICY COMMITTEE TO HELP US REVISIT A LOT OF OUR POLICIES. AND I APPRECIATE.
TRUSTEE MACKEY FOR FOLLOWING THE PROCESS THAT WE CURRENTLY HAVE IN PLACE SO WE CAN START THE CONVERSATIONS ON SOME OF THESE POLICIES THAT ARE VERY IMPORTANT TO HOW WE MOVE FORWARD. AND I'M LOOKING FORWARD TO ESTABLISHING A POLICY COMMITTEE AS A, AS A BOARD.
AND THAT'S MY COMMENT ON IT. THANK YOU. ANYONE ELSE FOR 11AC OKAY.
[02:45:03]
IF IT'S 11 B YEAH, I'LL JUST DO ANOTHER QUICK OVERVIEW.SO THIS IS ONE AND I THINK THE TIME FOR US TO CONSIDER POLICY.
I AGREE WITH WHAT WE TALKED ABOUT OUR TEAM OF TEN, WHICH IS, YOU KNOW, WE SHOULD CONSIDER ALL OF OUR POLICIES AND LOOK AT THEM. SO THIS WAY THIS ONE LOOKS AT ALIGNING OUR POLICY AROUND PUBLIC PARTICIPATION CLOSER TO HOW THE CITY DOES ITS PUBLIC PARTICIPATION POLICY. AND IN A LOT OF LARGE DISTRICTS, ESSENTIALLY, IT WOULDN'T CHANGE MUCH ABOUT HOW PUBLIC PARTICIPATION HAS HAPPENED OVER THE COURSE OF THIS YEAR. THIS MAINLY SPEAKS TO PARTICULAR TIMES.
I THINK BACK TO WHEN I WAS BOARD PRESIDENT AND COVID WAS IN FULL FORCE, AND WE HAD A LARGE NUMBER OF SPEAKERS, MOST OF WHOM DID NOT LIVE WITHIN DALLAS, COME OUT TO MAKE A POLITICAL STATEMENT.
AND SO IT GIVES US THE OPPORTUNITY THAT WHEN WE HAVE A SIGNIFICANT NUMBER OF SPEAKERS, 30 PLUS SPEAKERS ON PARTICULAR ITEMS, THAT IT WOULD SHRINK THE MINUTES FROM THREE MINUTES TO EITHER 2 OR 1 MINUTE.
AGAIN, THIS IS JUST A STARTING POINT. IF THIS BOARD WANTS TO DO THINGS OTHERWISE, BUT EVERYONE WOULD STILL HAVE A CHANCE TO SPEAK, NO MATTER HOW LONG THAT IS. AND THE BOARD COULD SUSPEND THIS AT ANY POINT IN TIME. SO IF THE BOARD WERE TO DETERMINE, YOU KNOW, WE'RE ABOUT TO MAKE A BIG DECISION ON OUR BUDGET, AND THERE'S A LOT OF PEOPLE OUT HERE, WE CAN EASILY MAKE THE DECISION TO SUSPEND IT. SO THAT'S SOME OF THE HEART OF THIS.
BUT AGAIN, JUST LIKE ALL THE OTHER POLICIES I MENTIONED HERE, FULLY SUBMITTED WITH THE FULL EXPECTATION THAT THIS BOARD MIGHT HAVE A LOT OF DIFFERENT IDEAS, IT'S MEANT TO START A CONVERSATION. THANK YOU.
AND THEN, WEINBERG, YOU'RE STILL 11 D. YEAH. OKAY, THEN I SEE TRUSTEE FOREMAN NEXT.
SO JUST ON THIS PARTICULAR POLICY. 11 B IT WOULD BE GOOD TO HAVE DATA ON WHEN WE HAVE MORE THAN 20 SPEAKERS, BECAUSE I DON'T RECALL MORE THAN 20 THAT OFTEN DURING COVID.
YEAH WE DID. WHAT I DON'T WANT TO DO IS TO BE UNFRIENDLY TO THE PUBLIC.
AND SO IF WE HAVE A RIGID POLICY REGARDING THIS, IT COULD CAUSE SOME MISTRUST IN THE COMMUNITY.
SO I WANT TO BE REAL CAREFUL WITH THAT. SO I NEED SOME DATA TO TALK ABOUT FOR THE LAST YEAR OR TWO, BECAUSE COVID WAS TOTALLY DIFFERENT FOR THE LAST YEAR OR TWO.
HOW MANY TIMES HAVE WE HAD OVER 30 SPEAKERS? OR JUST THE NUMBER OF SPEAKERS.
TRUSTEE, SANDERS AND TRUSTEE MACKEY ALREADY SAID THIS.
LIKE, YOU KNOW, THIS IS A DRAFT THAT WE ALL JUST WANTED TO INITIATE CONVERSATION AROUND.
I FEEL SOLID ABOUT THIS POLICY. THE ONE THING THAT I WANTED TO, YOU KNOW, JUST LIFT UP IS DO WE NEED TO HAVE THE CONSTRAINT OF ONE HOUR OR CAN WE JUST GO AHEAD AND SAY, YOU KNOW, THESE ARE THE DIFFERENT MINUTE ALLOTMENTS DEPENDING ON THE NUMBER OF SPEAKERS? AND THE REASON I SAY THAT IS BECAUSE THEN IT DOESN'T FORCE US.
AND I KNOW WE CAN, YOU KNOW, VOTE TO SUSPEND AND KIND OF OPEN IT UP.
BUT IT FEELS LIKE THAT IS PROBABLY ANOTHER CONSTRAINT THAT WE MIGHT NOT NECESSARILY NEED TO HAVE THAT COULD PROVIDE JUST A LITTLE BIT MORE COMPLICATIONS DOWN THE LINE.
SO YEAH, THAT'S MY ONLY NOTE ON THIS ONE HERE.
I HAVE TRUSTEE ED TURNER NEXT. YEAH, I AGREE WITH TRUSTEE FOREMAN AS WELL AS TRUSTEE SANDERS.
I, I'M ALL ABOUT THE PUBLIC SPEAKING. YOU KNOW, WE'RE THANK GOD WE'RE NOT DALLAS CITY HALL.
AND BUT I KNOW HOW PEOPLE FEEL ABOUT THEIR KIDS AND I KNOW HOW EDUCATION CAN BECOME A SENSITIVE WAY.
BUT WE ALSO WANT TO BE ABLE TO PROTECT OUR TIME.
BUT AT THE END OF THE DAY, WE ALL GOT ELECTED.
WE KNOCKED DOORS. WE WE WERE IN A HOT SEAT TALKING TO CONSTITUENTS ALL THE TIME.
AT THE END OF THE DAY. BUT AT THE SAME TIME, WE DO NEED TO HAVE SOME TYPE OF MEASUREMENTS IN PLACE.
IN THE EVENT THAT YOU HAVE PEOPLE WITH OTHER AGENDAS THAT'S TRYING TO MOVE A NARRATIVE THAT COULD CREATE UNWANTED DISRUPTION, ESPECIALLY FOR FOR OUR DISTRICT. SO I'M KIND OF I'M KIND OF TORN IN BETWEEN, BUT I'M NEVER AGAINST CUTTING PEOPLE SHORT OF HAVING A THREE MINUTES BECAUSE THAT THREE MINUTES GO BY PRETTY QUICK AND PEOPLE WANT TO BE HEARD, EVEN IF IT'S NOT WHAT WE WANT TO HEAR, IT'S WHAT THEY WANT TO SAY.
AND THEY HAVE THE RIGHT TO SAY THAT. PLUS THEY'RE PAYING TAXES.
SO THAT'S MY COMMENT ON IT. THANK YOU. TRUSTEE CURRIE.
[02:50:01]
WHICH IS HOW OFTEN IN THE LAST SEVERAL YEARS HAVE WE HAD MORE THAN 20 OR MORE THAN 30 SPEAKERS. SO HOPEFULLY WE'LL GET THAT INFORMATION IN THE BOARD TRACKER SOON.I'D ALSO BE CURIOUS TO GET INFORMATION ON WHAT OTHER DISTRICTS ARE DOING.
AND I DON'T KNOW IF THAT'S A TRACKER. I CAN ASK THE ADMINISTRATION IF THAT'S ON THE BOARD NEEDS TO, NEEDS TO LOOK AT. BUT I'LL TELL YOU, I DID SOME JUST SORT OF MY OWN INDEPENDENT RESEARCH.
HOUSTON ISD IS AT TWO MINUTES. AUSTIN ISD IS AT ONE MINUTE.
FORT WORTH ISD IS AT THREE MINUTES. BUT THE BOARD PRESIDENT CAN CAP OR EITHER.
EITHER CAP THE OVERALL TIME PERIOD OR SHORTEN AT HIS DISCRETION OR HER DISCRETION.
AND SO I THINK IT'S FAIRLY COMMON FOR THEM TO JUST SAY, HEY, THERE'S AN HOUR OF PUBLIC COMMENT AND THAT'S IT. YOU KNOW, CYPRESS FAIRBANKS SAYS IT'S ENTIRELY AT THE BOARD PRESIDENT'S DISCRETION, BUT IT CAN NEVER BE REDUCED BELOW ONE MINUTE.
AND YOU KNOW, THE OTHER, AGAIN, I DON'T I'M STILL THINKING THROUGH THIS.
I THINK THAT'S A GREAT POINT FOR DISCUSSION FOR US TO TALK ABOUT.
YOU KNOW, ONE, ONE INTERESTING SORT OF COUNTERBALANCE IS, YOU KNOW, SOMETIMES PEOPLE WANT TO WANT TO LOG IN AND HEAR ABOUT A DISCUSSION ON A PARTICULAR ISSUE THAT WE ARE WRESTLING WITH AT THE DAIS.
YOU KNOW, WE'RE HAVING A VOTE ON, YOU KNOW, THIS KEY, YOU KNOW, BUDGET ITEM OR THIS SORT OF ITEM.
AND, YOU KNOW, WHEN YOU SORT OF HAVE NO PLAN.
AND SO IT MAKES, IN SOME WAYS, MEETINGS MORE PREDICTABLE FOR THE PUBLIC.
IF THERE'S SOME SORT OF STRUCTURE OF WHAT EXPECTATIONS ARE.
AND I WOULD ALSO SAY, YOU KNOW, AT SOME POINT, IF YOU'VE GOT ENOUGH SPEAKERS TALKING ON A TOPIC, IT'S THE VOLUME OF SPEAKERS THAT MATTERS AS MUCH AS ANYTHING ELSE.
YOU KNOW, AND, AND BEING ABLE TO, YOU KNOW, LET THE PUBLIC BE ABLE TO I MEAN, IF IT'S A REALLY HOT TOPIC AT 60, PEOPLE WANT TO SPEAK ABOUT IT, YOU KNOW, THEY SHOULDN'T HAVE TO WAIT THREE HOURS TO BE ABLE TO HAVE THEIR VOICES HEARD.
I DON'T KNOW IF IT'S ONE MINUTE, I DON'T KNOW IF IT'S TWO. I DON'T KNOW IF IT'S THE THE CUT OFFS OF 20 AND 30 THAT ARE CURRENTLY IN THERE. I WANT TO KEEP DISCUSSING AND THINKING THROUGH IT, BUT I JUST KIND OF WANTED TO THROW THOSE THINGS OUT BECAUSE THOSE ARE THE THINGS THAT HAVE BEEN TOSSED AROUND IN MY MIND SINCE I READ THIS EARLIER IN THE WEEK.
THANK YOU. OKAY. NO ONE ELSE AROUND TO ON 11 BE BEN MACKEY.
AND THAT'S WHY I THINK THIS IS A GOOD TIME TO HAVE THIS CONVERSATION BECAUSE I AGREE, I BET IF WE LOOK AT THIS YEAR, THERE'S MINIMAL IMPACT THAT IT WOULD HAVE HAD TO THE POINT AROUND THE ONE HOUR AND WHY WE DON'T NEED THAT.
SO THE REASON THAT THAT'S NOT A HARD LIMIT, THE REASONING FOR PUTTING THAT IN THERE IN THE FIRST PLACE WAS EXACTLY TO WHAT TRUSTEE CURRIE SAID, WHICH IS TO GIVE THE PUBLIC AN IDEA OF ROUGHLY HOW MUCH TIME WE SPEND.
I DON'T THINK THERE'S ANYTHING BINDING ABOUT IT. WE COULD REMOVE IT OR LEAVE IT, BUT THE POINT OF THAT WAS TO KIND OF GIVE THE PUBLIC A GUIDE TO ROUGHLY HOW MUCH TIME WE DEDICATE TO SPEAKERS. AND THEN THE OTHER THING I WOULD SAY IS, THIS IS NOT THE ONLY VENUE I SPEAK FOR MYSELF, BUT I DON'T KNOW A SINGLE OTHER SOUL UP HERE WHO WENT AND REACHED OUT TO BY A CONSTITUENT OR COMMUNITY MEMBER, WON'T HAPPILY SIT DOWN AND HAVE COFFEE, OR A HAPPY HOUR OR LUNCH WITH SOMEONE TO TALK THROUGH THESE. AND A LOT OF OUR ORGANIZATIONS THAT ARE ENGAGED SO DEEPLY WITH US DO THIS QUITE FREQUENTLY, AND IT'S REALLY EFFECTIVE. SO I THINK, I THINK IT'S JUST, AGAIN, PUTTING THAT OUT THERE, THAT THIS IS NOT THE ONLY VENUE FOR CONVERSATION WITH US. I THINK ALL OF US ARE REACHABLE, BUT I THANK THE BOARD FOR ITS ENGAGEMENT ON HERE.
I BELIEVE POLICY CHANGES HAVE TO BE IN FRONT OF THE BOARD TWICE.
ARE WE ABLE TO AMEND, YOU KNOW, IN JUNE WITH FURTHER DISCUSSION.
BUT I THINK IF ANYONE ON BOARD SERVICES WANTS TO KIND OF GIVE US THE ACTUAL RULE IS GRANT.
UNLESS UNLESS IT IS POSTPONED. RIGHT. SO DISCUSSION NOW.
DISCUSSION IN JUNE. VOTE IN MAY. VOTE IN JUNE.
GOT IT. RIGHT. AT THE END OF THIS MONTH THERE WILL BE ANOTHER POLICY CHAIR MEETING.
AND SO THESE ANY CHANGES THAT YOU RECOMMEND TODAY WILL GO TO THAT MEETING.
WE'LL DISCUSS THAT AND THEN IT WILL COME BACK FOR BRIEFING AND THEN VOTE IN JUNE.
[02:55:03]
BACK FOR DISCUSSION IN JUNE. AND WE HAVE ANOTHER CONVERSATION AND DECIDE IF WE DO WANT TO MAKE ANY CHANGES OR PUNT IT AGAIN. OKAY.THANK YOU. THAT'S IT. OKAY. ANYONE ELSE FOR 11 B ROUND TWO.
TRUSTEE MACKEY THIS IS JUST A VERY BRIEF POLICY CHANGE.
AGAIN, NO PRIDE OF AUTHORSHIP. THIS BOARD CAN CHANGE IT.
THIS ACTUALLY CAME OUT OF A DISCUSSION AT THE SUPERINTENDENT'S EVALUATION COMMITTEE AROUND IMPROVING AND STREAMLINING OUR PROCESS TO GIVE THE SUPERINTENDENT FEEDBACK, WHICH WE HAVE A HIGHLY QUANTITATIVE EVALUATION.
AND RIGHT NOW WE HAVE A GIANT CLOSED SESSION MEETING WHERE WE SPEND A LOT OF TIME GOING IN CIRCLES AND PULL THE SUPERINTENDENT IN. THIS REALLY PUSHES THE BOARD TO COME TO AGREEMENT IN THAT CLOSED SESSION ABOUT ANY FEEDBACK WE WANT TO PROVIDE THE SUPERINTENDENT AND THEN DELEGATE THE BOARD PRESIDENT AND THE SUPERINTENDENT EVALUATION CHAIR TO GO AND SHARE THAT FEEDBACK WITH THE SUPERINTENDENT. THIS WAS JUST, AGAIN, BASED ON THAT CONVERSATION AT THE SUPERINTENDENT'S EVALUATION COMMITTEE, BUT WOULD WELCOME ANY DISCUSSION CHANGES AND SUGGESTIONS.
THANK YOU. TRUSTEE FOREMAN. THANK YOU. ONE OF THE THINGS THAT CONCERNED ME IS NINE OF US UP HERE AND WE'RE ALL DIFFERENT. THE SUPERINTENDENT WORKS FOR ALL NINE OF US.
ALL NINE OF US SHOULD HAVE AN OPPORTUNITY TO SPEAK WITH THE SUPERINTENDENT IN REGARDS TO OUR FEELINGS, NOT TO SPEAK TO ANOTHER COLLEAGUE, BUT TO SPEAK TO THE SUPERINTENDENT IN REGARDS TO HOW WE FEEL ABOUT HER PERFORMANCE.
AND I WOULD JUST BE A LITTLE BIT UNCOMFORTABLE WITH THE BOARD NOT SPEAKING TO THE SUPERINTENDENT, JUST AS WE JUST DID WITH THE INTERNAL AUDITOR.
WE ONLY HAVE TWO PEOPLE WORKING FOR US. AND IT'S, I'M UNCOMFORTABLE WITH THAT PARTICULAR KIND OF A SITUATION. I THINK THERE COULD BE SOME THINGS THAT MIGHT LIMIT SOME OF OUR CONVERSATION WITH THE SUPERINTENDENT.
BUT JUST TO HAVE THE BOARD PRESIDENT AND THE AND THE CHAIR OF THE COMMITTEE TO SPEAK WITH THE SUPERINTENDENT ABOUT HER EVALUATION DOES NOT SEEM APPROPRIATE FOR ME. TRUSTEES.
ANYONE ELSE ON 11 C. TRUSTEE MACKEY ROUND TWO.
I, I DON'T MINCE WORDS WHEN I TALK WITH HER IN THOSE MEETINGS.
SHE SHOULD HAVE ONE BOSS, WHICH IS THE BOARD.
AND I THINK THAT'S THE HEART OF WHAT THIS IS TO DO, IS THE BOARD SHOULD DO THE WORK IN CLOSED SESSION AND DECIDE WHAT FEEDBACK WE'RE GOING TO PROVIDE, AND THEN THAT FEEDBACK GETS PROVIDED AS A BOARD AS OPPOSED TO NINE DIFFERENT PERSPECTIVES AND OFTEN CONFLICTING PERSPECTIVES ON THAT.
SO THAT'S AGAIN, THE HEART OF IT. IT'S NOT MEANT TO STOP A BOARD MEMBER FROM TALKING TO ELIZALDE OR PROVIDING ANY FEEDBACK. WE KNOW THAT HAPPENS. THAT WILL HAPPEN IN EVERY DISTRICT FOR AS LONG AS THERE ARE BOARDS AND SUPERINTENDENTS.
BUT I JUST WANTED TO PROVIDE SOME EXTRA CONTEXT. TRUSTEE FOREMAN.
SO. DOCTOR, THEY WORK FOR NINE PEOPLE, NOT ONE.
SHE WORKS FOR NINE. AND NO, WE DON'T WANT TO BE CONFLICTING WHEN WE WERE SPEAKING TO HER.
THAT'S WHY YOU DO A WRITTEN EVALUATION TO BE ABLE TO ADDRESS THAT.
BUT AS A AS A BOARD MEMBER MYSELF, I WOULD RATHER TAKE MY OWN ISSUES TO DOCTOR ELIZALDE AFTER THE EVALUATION. DOCTOR JUST TOLD ME THE OTHER DAY, YOU DON'T CALL ME THAT MUCH, WHICH IS TRUE. BUT WHEN IT COMES TO SOMETHING OF THIS MAGNITUDE, ALL OF US SHOULD BE IN THE ROOM.
NOW, IF THE IF THE CHAIR OF THE COMMITTEE WANTS TO TAKE THE LEAD.
I DON'T HAVE ANY PROBLEM WITH THAT. BUT I DO HAVE A PROBLEM WITH ALL OF US NOT BEING IN THE ROOM, BECAUSE I NEED TO KNOW WHAT'S BEING SAID. PERIOD.
TRUSTEE TURNER SO JUST JUST FOR THE RECORD, THIS APPLIES TO ALL SUPERINTENDENTS, RIGHT? NOT JUST DOC DALLAS ISD. YES. I'M BEING FUNNY.
[03:00:06]
ANYONE ELSE FOR WHAT WAS THAT? 11 C ANYONE ELSE? 11 C OKAY. SEEING NONE THEN GO 11 D TRUSTEE WEINBERG.11 D I'VE DECIDED TO ASK THE QUESTION OFFLINE.
THANK YOU. ALL RIGHT. TRUSTEE MACKEY 11 D OR WHAT'S.
YEAH. I WOULD LIKE TO JUST SHARE THE SAME UPDATE ON THIS.
AND AGAIN, PROBABLY LOTS OF WAYS TO IMPROVE THIS POLICY, ETC.
I HAVE SAT THROUGH ENOUGH ITERATIONS OF SCHOOL RENAMING TO KNOW THAT WE DO NOT HAVE A POLICY THAT IS CLEAR FOR EVERYONE. PEOPLE INTERPRET IT DIFFERENTLY AND WITHOUT FAIL, EVERY TIME WE COME THERE, THERE ARE ISSUES. AND I HAVE BEEN ON BOTH SIDES OF THESE ISSUES AND AND SEE THIS.
SO THE PURPOSE OF THIS AND THERE ARE SUBSTANTIAL CHANGES IN THIS.
I'M GOING TO HIGHLIGHT A COUPLE BIG CHANGES, THAT THIS POLICY IS A SUPPOSED TO BE A START TO TRY TO DO IS, NUMBER ONE, TO. PUT SIGNIFICANTLY MORE CLARITY AROUND THE SCHOOL RENAMING PROCESS THAT ENGAGES THE SCHOOL COMMUNITY IN ADVANCE. THERE HAS BEEN NUMEROUS TIMES WHEN.
AND SO IT AIMS TO SOLVE FOR SOME OF THOSE ISSUES.
THIS SPLITS IT UP INTO TWO DIFFERENT NAME CHANGE PROCESSES ONE FOR SCHOOLS AND CAMPUSES THAT HAVE AN EXISTING STUDENT BODY AND PARENTS AND STAFF, ETC., AND THEN ONE FOR DISTRICT WIDE FACILITIES OR SCHOOLS THAT ARE BRAND NEW AND DO NOT HAVE AN EXISTING STUDENT BODY.
SO IT HAS TWO DIFFERENT PROCESSES FOR EACH OF THOSE.
IT ALSO SAYS THAT WE SHOULD FOCUS OURS ON NAMING OF FACILITIES AND SCHOOLS, AND NOT HALLWAYS AND BAND HALLS AND WHATNOT, WHICH IS STILL A GREAT HONOR, BUT IT, IT RECOMMENDS THAT THAT ACTUALLY BE MOVED TO THE SCHOOLS AND THE SBMS ACTUALLY OWN THAT PROCESS.
IF THEY DECIDE TO NAME A HALLWAY AFTER ALUMNI, THEY SHOULD HAVE THE FULL ABILITY TO DO SO RATHER THAN WAIT AND GO THROUGH A YEAR LONG PROCESS WITH US. AND IT IT DELEGATES THE ADMINISTRATION TO PUT THE RULES AROUND IT THAT MAKE THAT MEANINGFUL.
BUT THESE TWO PROCESSES, AND YOU CAN READ THE SPECIFICS HERE.
I'M NOT GOING TO GO THROUGH EVERY SINGLE SINGLE SPECIFIC, BUT FOR THE ONES AND SCHOOLS THAT HAVE COMMUNITY STUDENTS, PARENTS, ETC., THAT ENGAGE WITH THAT, AND IT HAS AN EXISTING SITE BASED DECISION MAKING COMMITTEE, WHICH IS A LEGAL REQUIREMENT AT SCHOOLS CHARGED WITH HELPING TO MAKE THESE DECISIONS.
IT ESSENTIALLY PUTS THE POWER WITH THE SBM AS A WHOLE, NOT A CURRENT ONE MEMBER WHO MIGHT SIGN OFF ON IT CURRENTLY TO MAKE ANY RECOMMENDATION OF NAME CHANGES. NOW ANYONE CAN PUT FORTH NAME CHANGES TO THE SBM ALL THEY WANT, BUT ULTIMATELY THE PROCESS STARTS WHEN THE SBM VOTES AND SAYS, WE DO WANT TO MOVE FORWARD WITH THIS RECOMMENDED NAME CHANGE. IT ALSO HAS SPECIFICS THAT THERE SHOULD BE AT LEAST TWO MEETINGS ABOUT THE NAME CHANGE WITH ADVERTISEMENT MULTIPLE WEEKS IN ADVANCE, AND PROOF THAT THAT HAPPENED, AND A SURVEY THAT GOES OUT AND MUST BE RESPONDED TO BY MEMBERS OF THE SCHOOL COMMUNITY THAT SHOULD BE ADMINISTERED NOT BY THE SCHOOL, BUT ACTUALLY BY CENTRAL OFFICE STAFF.
THAT CREATES A SURVEY SCHOOL, SENDS IT OUT AND GETS THE RESPONSES.
AND THERE ACTUALLY NEEDS TO BE A MINIMUM NUMBER OF FOLKS THAT RESPOND TO THAT SURVEY TO SAY, WE ACTUALLY WANT THIS NAME CHANGE. ONLY AFTER THOSE STEPS ARE FOLLOWED WOULD THAT THEN BE RECOMMENDED TO THE BOARD AND GO THROUGH OUR REGULAR PROCESSES FOR NAME CHANGE TO MAKE IT SO WHEN IT COMES TO US, IF IT COMES THROUGH THIS PROCESS, THERE'S ALMOST NOTHING THAT WE CAN SAY THAT SAYS THE COMMUNITY WAS NOT ENGAGED AND INVOLVED ALONG THE PROCESS. SEPARATE ON THE ONES EITHER DISTRICT FACILITIES AND OR SCHOOLS THAT DO NOT HAVE A SBGM AND A BODY TO ENGAGE WITH. IT BASICALLY PUTS THOSE IN THE DISTRICT WIDE FACILITIES CATEGORY.
IT GIVES THEM A LOT OF VOICE IN THIS AND MAKES SURE THE PROCESS IS CLEAR.
AND IT NOTES THAT IF SOMETHING COMES TO THE BOARD, WE HAVE A LOT OF WAIVERS THAT WE TALK ABOUT ALL THE TIME FOR THINGS THAT HAPPEN WITH NAMING THAT IF SOMETHING WOULD REQUIRE A WAIVER, IT DOESN'T MEAN THE BOARD CAN'T CONSIDER MAKING THAT WAIVER.
SO WE KNOW THAT IT IS A SEPARATE POLICY AND NOT PART OF THIS.
AND SO THIS TRIES TO SEPARATE THESE TWO THINGS OUT.
SO AGAIN, I DON'T PROMISE THAT THIS IS A PERFECT POLICY.
[03:05:05]
COMMUNICATE OFFLINE. BUT IF BOARD MEMBERS LOOK AT THESE, WE CAN HAVE CONVERSATION NOW AS WELL.BUT IF YOU LOOK AT THIS LATER AND ALSO HAVE FEEDBACK, MAYBE WE CAN HAVE BOARD SERVICES SEND OUT AN EMAIL, YOU SEND YOUR FEEDBACK TO BOARD SERVICES, AND THE POLICY COMMITTEE CAN CONSIDER THAT WHEN THEY MEET AND MAKE ANY FUTURE RECOMMENDATIONS. SO WITH THAT, I WILL OPEN IT UP. TRUSTEE.
FOREMAN. THIS MAKES THE PROCESS A LOT MORE COMPLICATED.
SOME SB D MS WORK VERY WELL. SOME WE HAVE TO HELP TO GET TO THAT LEVEL OF OF UNDERSTANDING.
I'VE CERTAINLY BEEN ON THE SIDE OF FRUSTRATION WITH SOME NAMING AND HAVE WATCHED SOME OF THE THINGS THAT HAVE HAPPENED, BUT I THINK SOME OF THAT IS HISTORY AND I THINK WE HAVE TO BE CAREFUL NOT TO MAKE IT SO COMPLICATED THAT WE DON'T. THERE'S NOT A NAMING OF A NEW SCHOOL. ONE OF THE THINGS IS, IS THAT SOME OF OUR SCHOOLS WERE NAMED 60 YEARS AGO, AND IT'S A DIFFERENT COMMUNITY.
AND THAT DIFFERENT COMMUNITY WANTS TO CHANGE A NAME.
WE SHOULDN'T MAKE IT SO COMPLICATED THAT THEY CAN'T.
AND A LOT OF TIMES OUR PARENTS ON THE SB MS DON'T HAVE THE HISTORY.
THEY JUST DON'T HAVE THAT. HISTORY DOESN'T MAKE THEM BAD PEOPLE.
IT JUST MEANS THEY DON'T HAVE THE HISTORY OF UNDERSTANDING WHAT HAPPENED.
WHAT WE DON'T WANT TO DO IS MAKE THINGS OVERLY COMPLICATED.
FOR THAT, I DO KNOW THAT WE WAIVE THE POLICY TOO MUCH WHEN IT COMES TO NAMING.
I TOTALLY AGREE WITH YOU ON THAT, BUT I DON'T WANT TO MAKE IT OVERLY COMPLICATED SO THAT PEOPLE FEEL LIKE WE CAN'T CHANGE THE NAME OF A SCHOOL IF WE WANT TO. IT'S JUST MY OPINION.
TRUSTEE ED TURNER. THANK YOU TRUSTEE MACKEY FOR BRINGING THIS TO THE BOARD MEMBERS.
I DO AGREE THAT WE HAVE TO HAVE A BETTER POLICY BECAUSE WHEN WE WAS DEALING WITH.
I AGREE WITH YOU ON HAVING LIKE THE COMPETITION GYM IN MADISON THAT BEING HANDLED ON THE CAMPUS, BECAUSE THE WAY THE SYSTEM IS SET UP NOW AS A TRUSTEE, I SAY, HEY, I WANT TO NAME THIS THE COMPETITION GYM AFTER A COACH.
I DON'T HAVE TO GO TO THE COMMUNITY. I DON'T HAVE TO GET COMMUNITY INPUT.
ALL I NEED IS A SIGNATURE. NOW IF I IF I'M IN A ROOM WITH SBM, GOT TEN PEOPLE AND NINE PEOPLE VOTE AGAINST IT AND THE ONE PERSON VOTE AGAINST IT SIGNS IT HEY, AND I SIGNED IT. IT COMES BEFORE THE BOARD.
I FOLLOW THE POLICY. RIGHT. SO THERE WE DO HAVE TO HAVE SOME MEASUREMENTS AND SOME PROTECTIONS IN PLACE WHEN IT COMES TO SCHOOL NAMING, FACILITY NAMINGS AND THINGS LIKE OF THAT NATURE, BUT ALSO TO TRUSTEE FOREMAN POINT, WE DON'T WANT TO MAKE IT TOO COMPLICATED FOR PEOPLE TO BE ABLE TO, TO CHANGE THE NAME OF A SCHOOL.
BUT AT THE SAME TIME, THE PROCESS RIGHT NOW IS JUST, AND I'LL BE HONEST WITH YOU, I MEAN, IT BENEFITED ME AND THE NAME CHANGE THAT I WANTED, BUT IN REALITY IS IT COULD HAVE BEEN A LOT.
IF IT WAS UP TO ME, IT WOULD HAVE BEEN A DIFFERENT PROCESS.
I EDUCATED THEM ON THE PROCESS, AND I. AND I MADE IT CLEAR TO THE PRINCIPAL THAT MOVING FORWARD, BEFORE ANY NAME CHANGES COME, THE ALUMNI ASSOCIATION SHOULD BE A PART OF THE CONVERSATION.
AND I MADE IT CLEAR THAT I'M NOT GOING TO SIGN OFF ON ANY NAME CHANGING UNLESS THE NAME UNLESS THIS GOES TO THE ALUMNI ASSOCIATION TO TALK ABOUT IT, AND THE ALUMNI ASSOCIATION TAKES IT TO THE SBM, THEY TALK ABOUT IT.
AND THEN IT'S ONLY THAT PROCESS THAT I'M GOING TO BE WILLING TO APPROVE IT.
BUT THAT'S NOT POLICY, RIGHT? SO WE DO NEED SOME, SOME, SOME STRONGER STANDARDS IN OUR POLICY.
SO THANK YOU FOR BRINGING THIS TO THE TABLE. TRUSTEE SANDERS BEING A NEW TRUSTEE, WHICH, YOU KNOW, WE TRUSTEE GARCIA AND I JUST HIT OUR ONE YEAR ANNIVERSARY YEAR.
YOU CAN'T SAY THAT ANYMORE. I KNOW, I KEEP SAYING IT.
OKAY. ALL RIGHT. THE, THIS I, I GENUINELY APPRECIATE THIS EFFORT TO, TO KIND OF TIGHTEN IT UP BECAUSE EVEN EARLY ON, I'VE HAD AN EXPERIENCE, AS YOU KNOW, BEEN CHALLENGING AND UNEXPECTEDLY SO BECAUSE OF ALL OF THESE COMPLEXITIES THAT WE'RE
[03:10:01]
TALKING ABOUT. A COUPLE OF THINGS THAT I'M, I'M STILL PROCESSING IT AND DIGESTING IT A LITTLE BIT, BUT A FEW THINGS JUST JUMPED OUT AND TRUSTEE, FOREMAN AND TURNER JUST KIND OF FLAGGED A COUPLE OF IDEAS.I HAVE SOME SCHOOLS WHERE I HAVE REALLY INVOLVED AND ENGAGED ALUMNI AND WOULD 100% NEED TO HAVE A HAND IN ANY KIND OF NAME CHANGES OR NAMINGS OF FACILITIES IN, IN RELEVANT TO THAT ALUMNI GROUP.
AND THEN IN SOME PLACES, I DON'T THEY'RE ALMOST NON-EXISTENT.
IT'S KIND OF LOOSE. AND THE SAME FOR SBDC. MS. SOME PLACES I HAVE STRONG, SOME PLACES I DON'T.
THE PLACE WHERE I WOULD LIKE FOR US TO POTENTIALLY CONSIDER LOOSENING IT ABOUT LOOSENING THE, THE POLICY LANGUAGE A BIT IS AROUND THE SURVEYS.
SO I'D LIKE TO HAVE SOMETHING THAT, THAT PROBABLY SPOKE A LITTLE BIT MORE TO A BEST EFFORT AT COMMUNICATING THAT THERE'S AN OPPORTUNITY TO WEIGH IN AS OPPOSED TO A HARD SET. HEY, WE HAVE TO HAVE, YOU KNOW, THIS NUMBER OF RESPONSES.
AND THEN AS WE CONTINUE TO MOVE DOWN THE LINE I THINK IT IS HELPFUL TO HAVE A DISTINCTION BETWEEN EXISTING SCHOOLS AND COMMUNITIES AND THEN NEW SCHOOLS THAT ARE, THAT ARE ALSO LAUNCHING.
SO I REALLY LIKE THAT DISTINCTION AS WELL. THAT'S GOING TO BE REALLY HELPFUL.
AND I HAVE SOME MORE. I'VE WRITTEN DOWN SOME NOTES.
I'LL BE ABLE TO PUT THEM INTO WHAT, JUST SO I CAN UNDERSTAND PROCESS ON THIS.
WHO DO I SUBMIT THOSE TO? ARE OUR RECOMMENDATIONS AGAIN, YOU ARE ACTUALLY.
WELL, IT'S YOUR POLICY AS WELL. SO MACKIE YOU.
BUT WHAT WE CAN DO IS WORK WITH BOARD SERVICES TO SEND OUT A REMINDER. IF YOU HAVE ANY FEEDBACK ON ANY OF THE POLICIES THAT YOU DIDN'T COMMUNICATE AT THE BOARD MEETING, PLEASE SEND THEM. THEY CAN AGGREGATE IT ALL AND THEN SHARE IT WITH THE POLICY COMMITTEE AND ADJUSTMENTS CAN BE MADE.
IT WAS A RHETORICAL QUESTION. PRESIDENT. I WAS ASKING IF YOU KNEW.
OKAY. YOU KNOW, SO. YES. THANK YOU. SEE, I SEE MITCH.
BUT IT DOESN'T DO US MUCH GOOD TO HAVE A POLICY THAT CAN BE COMPLETELY CIRCUMVENTED BY THREE TRUSTEES GETTING TOGETHER AND JUST PUTTING IT ON THE AGENDA WITHOUT HAVING TO MEET ANY OF THE CRITERIA THAT ARE IN THE POLICY AND AND WITHOUT HAVING TO OFFER ANY REASON WHY IT'S BEING MOVED FORWARD IN SPITE OF NOT MEETING THE CRITERIA, LIKE NO JUSTIFICATION FOR IT.
SO IT, IT SEEMS TO ME THAT. IF IF WE'RE GOING TO HAVE A POLICY, WE SHOULD FOLLOW THE POLICY.
BUT WE HAVE THIS LOOPHOLE THAT YOU CAN DRIVE A TRUCK THROUGH JUST BY GETTING TWO OTHER TRUSTEES TO SIGN ON, TO SIGN ON TO A NAME CHANGE. AND THEN YOU DON'T HAVE TO MEET ANY OF THE ANY OF THE CRITERIA.
SO I'M SORT OF SORT OF AT A LOSS WHY WE WOULD NOT CLOSE THAT AVENUE AND MAKE EVERYBODY GO THROUGH THE POLICY AND THEN IF THEY WANT TO WAIVER TO THE POLICY, JUSTIFY WHY THERE'S A REASON FOR THE WAIVER.
BUT IF WE JUST IF WE JUST HAVE THE ABILITY FOR THREE TRUSTEES TO CHANGE, TO PUT THINGS ON THE AGENDA, TO CHANGE NAMES WITHOUT, WITHOUT HAVING TO OFFER ANY REASONS GROUNDED IN THE POLICY, THEN THE POLICY IS, YOU KNOW, IS JUST SORT OF OPTIONAL. THAT'S ALL STILL.
ROUND ONE CURRY. I WOULD JUST PUSH BACK THAT ON THAT A LITTLE BIT IN THE SENSE OF YOU STILL HAVE TO LIKE COME AND EXPLAIN THE THREE TRUSTEES WHY THEY'RE SEEKING THE WAIVER AND GET THE BOARD TO APPROVE IT.
SO WE STILL HAVE A SAY IN THAT PROCESS. IT'S UP TO THE WILL OF THE BOARD TO ENFORCE THE POLICY.
IF WE THINK THAT THE WAIVER IS NOT WORTH THE CHANGE.
I AM CURIOUS JUST I MEAN, I BELIEVE THE WAIVER I DON'T KNOW IF THE WAIVER IS A SEPARATE ITEM IN OUR BOARD OPERATING POLICIES OR, OR IT'S JUST BUILT INTO THE CONCEPT THAT ANY THREE TRUSTEES CAN ALWAYS BE ABLE TO BRING SOMETHING TO THE AGENDA.
I DON'T QUITE KNOW WHAT CREATES THE WAIVER. AND MAYBE IT'S A CONVERSATION WE CAN TALK ABOUT AFTERWARD, BUT BUT I'D BE OPEN TO HAVING A CONVERSATION ABOUT MAKING IT FOR OR MAKING IT, YOU KNOW, MAKING YOU HAVE TO STATE A REASON OR SOMETHING LIKE THAT.
[03:15:06]
THEN I THINK WE'RE GOING TO HAVE A DETAILED POLICY FOR CHANGING NAMES.BUT WE'VE GONE THROUGH AN ANALYSIS OF THE POLICY.
AND SO IT MAKES, IT MAKES HAVING THE POLICY JUST A NAMING POLICY COMPLETELY OPTIONAL.
OKAY, THEN ROUND TWO I SEE. TRUSTEE. FOREMAN.
SO ONE OF THE THINGS THAT I'M STRUGGLING WITH IS BY POLICY, AND I THINK IT'S OUR OPERATING PROCEDURE B E LOCAL BY POLICY. THREE TRUSTEES CAN PUT ANYTHING ON THE AGENDA THAT THEY CHOOSE TO.
SO AGAIN, THAT BRINGS ME RIGHT BACK TO THE FACT THAT WE SHOULD BE LOOKING AT ALL OF OUR POLICIES, INCLUDING OUR BOARD OPERATING PROCEDURES, IF WE'RE GOING TO DEAL WITH THAT PARTICULAR ISSUE, BECAUSE YOU CAN'T SAY ON THIS ONE, YOU'RE GOING TO ELIMINATE THREE TRUSTEES BRINGING IT FORWARD.
AND THEN YOU HAVE A POLICY THAT SAYS THREE TRUSTEES CAN BRING ANYTHING FORWARD.
WE NEED TO LOOK AT ALL OF OUR POLICIES. THAT'S JUST THE WAY IT IS.
ROUND TWO MAGGIE. YEAH, THIS IS SUPER HELPFUL.
I THINK THE POINT ABOUT THE HOW DO YOU MAKE SURE LIKE AN ALUMNI ASSOCIATION IS PUT IN HERE IF THERE IS AN ALUMNI ASSOCIATION, MY GUESS IS THAT PREDOMINANTLY PERTAINS TO HIGH SCHOOLS.
I THINK THE POINT AROUND NOT EVERY SCHOOL COMMUNITY IS GOING TO HAVE THE SAME RESPONSE RATE.
SO MAKING IT AROUND EFFORT, LIKE, DID WE COMMUNICATE THE SURVEY FOR AT LEAST TWO WEEKS AND HAVE PEOPLE FILL IT OUT? I THINK THERE'S THINGS THERE. THAT'S ALL VERY, VERY HELPFUL. AND I'M SURE MORE FEEDBACK WILL BE SENT TO THE COMMITTEE TO CONSIDER TO TRUSTEE.
MITCH KEYES POINT, I TEND TO AGREE WITH TRUSTEE FOREMAN.
THIS IS IN OUR B E LOCAL. I THINK IF IT MENTIONS THREE TRUSTEES IN THIS POLICY, WE SHOULD CHANGE IT TO MAKE SURE THAT THIS JUST SAYS WHATEVER THE BOARD DETERMINES AND BE LOCAL, WHICH EXISTS CURRENTLY. THAT WOULD BE THE WAY BECAUSE AND AT A CERTAIN POINT, YOU CAN'T HAVE FIVE BRING IT BECAUSE THEN THERE'D BE SUPPOSEDLY A WALKING QUORUM BEHIND THE SENSE OF THAT. I MEAN, WE COULD CHANGE OUR BE LOCAL TO BE FOUR TRUSTEES CAN PUT SOMETHING ON THE AGENDA.
I THINK THAT'S A WORTHWHILE CONVERSATION TO HAVE. I'M NOT SURE I WOULD SUPPORT THAT. BUT I THINK LIKE, YOU KNOW, AT LEAST THREE FORCES GIVES YOU ENOUGH TO FORCE A CONVERSATION AROUND.
AND I THINK IF I, YOU KNOW, TWO PRESIDENT CARRY ON CREDIT, IF I REMEMBER ALL OF THE WAIVERS, HE DIDN'T ALLOW THE WAIVERS ON, HE MADE THE TRUSTEES GO AND GET TWO OTHER PEOPLE TO PUT ON THREE TRUSTEES TO PUT THE WAIVERS ON THERE.
THAT'S RIGHT. THANK YOU TRUSTEE. AND SO I THINK THAT WAS I THINK TRUSTEE FOREMAN SAID ALL RIGHT.
BECAUSE HE FOLLOWED THE POLICY IN THAT INSTANCE. SO I THINK THAT'S A GOOD COMMENT AROUND BE LOCAL.
I THINK THIS IS THE CASE WITH ANY OF OUR POLICIES.
THREE TRUSTEES CAN BRING AND ASK TO WAIVE ANY POLICY.
TRUSTEE MICCICHE. WELL, YEAH, LET ME PUSH BACK ON ON THAT.
WE COULD CARVE OUT FROM BE LOCAL THE NAME CHANGE.
AND THEN WE CAN SEE IF FIVE, FIVE PEOPLE SEEING WHETHER OR NOT THIS NAME CHANGE PROPOSAL MEETS THE CRITERIA THAT WE HAVE IN THIS DETAILED POLICY THAT YOU'RE PRESENTING, AGREE WITH MAKING THE CHANGE OR WITH MAKING A WAIVER.
BUT BUT RIGHT NOW, SO WE WE ARE NOT PROHIBITED FROM CHANGING BE LOCAL TO EXCLUDE THE THREE TRUSTEE, THE THREE TRUSTEE EXCEPTION. AND SO THAT WOULD BE MY SUGGESTION.
OTHER. OTHERWISE, I THINK HAVING A NAMING POLICY THAT CAN BE SIMPLY AVOIDED BY GETTING TWO OTHER TRUSTEES TO AGREE WITH YOU TO CHANGE THE NAME WITHOUT MEETING ANY OF THE CRITERIA IS DOESN'T REALLY MAKE ANY SENSE.
BUT WITH ALL THAT, I ALSO THINK WE SPEND WE'RE SPENDING A LOT OF TIME ON NAMES.
TRUSTEE IS ANYONE ELSE FOR 11 D ROUND TWO. SEEING NONE.
AND THANK YOU. THANK YOU TRUSTEES. THEN WE'LL NOW ANYTHING ELSE FOR 11 UNDER POLICY UPDATES.
OKAY. SEEING NONE. SECOND, PLEASE. COULD SOMEONE EXPLAIN THE STUDENT CODE OF CONTRACT CONDUCT?
[03:20:07]
I THINK IT'S UNDER 11I11I11I CHANGES. I SAW YOU BACK THERE.I JUST NEEDED. IF THERE ARE CHANGES AND WHAT THOSE CHANGES ARE, PLEASE.
AND SO WE HAD TO MAKE SEVERAL UPDATES. THIS YEAR WE HAVE VERY FEW CHANGES.
SO WE, WE DID A LOT LAST YEAR. SO WE DID MINIMAL THIS YEAR.
THE MAIN THINGS ARE, WE UPDATED SOME LANGUAGE AROUND THE STUDENT SUPPORT TEAMS AND THE MULTI-TIERED SYSTEMS OF SUPPORT MTSS SO THAT THERE'S A LITTLE BIT MORE LANGUAGE IN THERE ABOUT HOW WE SUPPORT STUDENTS THAT ARE HAVING DISCIPLINE ISSUES.
THEN WE ALSO MOVED THE CELLULAR DEVICE LANGUAGE.
WE ACTUALLY ENDED UP WITH IT IN LEVEL ONE AND LEVEL TWO, THIS PAST CODE OF CONDUCT.
CELL PHONES ARE LEVEL TWO. AND SO THAT WAS A MAJOR CHANGE.
WE ALSO ADDED LANGUAGE AROUND CHARTER SCHOOLS SO THAT PARENTS UNDERSTAND IF THEY COME TO THE DISTRICT FROM A CHARTER SCHOOL AND THEY ARE FACING DISCIPLINE CONSEQUENCES AT THAT CHARTER SCHOOL, WE ARE GOING TO INVESTIGATE AND MAKE SURE WHATEVER IT IS THAT THEY DID AT THE CHARTER SCHOOL, WE ADDRESSED THAT AND WE PROVIDE THE CONSEQUENCES IN THE DISTRICT.
RIGHT NOW, THE DEFINITION ADDRESSED STUDENTS RETALIATING AGAINST EMPLOYEES OR VOLUNTEERS.
AND SO WE ADDED A, AN ADDITIONAL DEFINITION FOR THAT.
SO THAT'S THE CHANGES FOR THIS YEAR. JUST ONE QUICK QUESTION.
GOOD CHANGES. BUT THE THE CHARTER SCHOOL. YES.
SO THE STUDENT WOULD BE ACCEPTED INTO DALLAS ISD.
WELL, WE DON'T HAVE A CHOICE. WE HAVE TO TAKE THEM.
BUT IN SOME INSTANCES, THEY WERE THEY WERE COMING WITHOUT US.
WITHOUT US, LIKE THEY WERE GOING TO WHAT THEY DO THE CHARTER SCHOOLS LIKE, WELL, YOU'RE GOING TO HAVE TO BE WELL, YOU'RE GOING TO BE SUSPENDED, LET'S SAY A CHARTER SCHOOL. AND THEN THEY COME TO US AND THEY THINK THEY'RE JUST GOING TO GO RIGHT INTO A CLASSROOM. WE'RE LIKE, NO, WE NEED TO EVALUATE WHAT YOUR OFFENSE WAS AT THE CHARTER.
AND THAT MIGHT GENERATE A D, A E, P PLACEMENT BEFORE YOU GET.
SO WE'RE GOING TO ENROLL YOU, BUT IT DOESN'T MEAN YOU GO DIRECTLY TO A SCHOOL BECAUSE AS WE KNOW, CHARTER SCHOOLS ARE SELECTIVE, EVEN THOUGH THEY'RE NOT SUPPOSED TO BE.
AND SO THEY END UP WITH TRYING TO JUST REMOVE STUDENTS THAT ARE HAVING BEHAVIORAL ISSUES.
AND THE STUDENTS THEN COME TO US THINKING THEY'RE GOING TO GO, OH, YEAH, YEAH, WE'LL JUST GO BACK TO OUR HOME SCHOOL, SO TO SPEAK, AND THAT THEY WON'T HAVE TO DEAL WITH THE CONSEQUENCES FROM THEIR BEHAVIOR.
WE WANT TO BE CLEAR BECAUSE THEN WHEN WE AND WE'VE BEEN DOING THAT, BUT WE'VE GOTTEN PUSHBACK FROM PARENTS WHO SAY, WHERE DOES IT SAY THAT YOU CAN BECAUSE HE'S COMING FROM A CHARTER SCHOOL AND WE'RE WE'RE JUST WANT TO BE CLEAR.
AND THAT WAY WE CAN ENFORCE IT. THAT SOUNDS GOOD.
THANK YOU. THAT'S IT LADIES. WELL, WE HAVE TRUSTEE TURNER.
TRUSTEE TURNER. I WAS TRYING TO DISMISS THEM.
I JUST WANTED TO THANK YOU ALL FOR ANSWERING MY QUESTIONS THAT I HAD.
THANK YOU. ANYONE ELSE FOR 11. I. SEEING NONE IN TRUSTEES. WE'LL TURN TO CHIEF OF STAFF DIVISION.
ANYTHING UNDER CHIEF OF STAFF DIVISION 14, 15 OR 16.
OKAY. WE'LL GO INTO ACADEMICS AND TRANSFORMATION DIVISION.
ANYTHING UNDER 18? 18. ANYTHING UNDER 18.
OKAY. WE'LL GO TO INFORMATION TECHNOLOGY DIVISION TRUSTEES.
ANYTHING UNDER 20. ANYTHING UNDER 20.
[03:25:05]
TRUSTEES WILL TURN TO FINANCIAL SERVICES DIVISION.THE TRUSTEES WILL GO TO OPERATIONS SERVICES DIVISION.
ANYTHING UNDER 26. THE CONSTRUCTION SERVICES DIVISION.
ANYTHING UNDER 28 OR 29. TRUSTEES WILL TURN TO POLICE DIVISION. ANYTHING UNDER 31.
TRUSTEES. SEEING. NOTHING UNDER 30 AND 31. THEN WE'LL TURN TO AGENDA ITEM 32.
ADJOURNMENT. THE TIME IS 8:13 P.M., AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.