[1. NOTICE AND RETURN]
[00:00:02]
TIME, 20, 04 P.M.. WE HAVE A QUORUM AND THE MEETING HAS BEEN DULY POSTED.
GOOD AFTERNOON, AND WELCOME TO THE BOARD OF BRIEFING.
A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES. WE WILL FOREGO THE MOMENT OF SILENCE AND PLEDGE OF ALLEGIANCE AND SALUTE TO TEXAS FLAG, AS WE JUST DID EACH MOMENTS AGO. THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATING SIMULTANEOUSLY BY VIDEO CONFERENCE.
A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION. TRUSTEE FOR DISTRICT 1, LANCE CURRIE. DISTRICT 2, SARAH WEINBERG. DISTRICT 3, DAN MICCICHE. DISTRICT 4, PRISMA GARCIA.
DISTRICT 5, BYRON SANDERS. DISTRICT 9, ED TURNER.
DR. STEPHANIE ELIZALDE, SUPERINTENDENT OF SCHOOLS JOINS US.
AND I AM JOE CARREÓN TRUSTEE FOR DISTRICT 8 AND BOARD PRESIDENT.
AGAIN, IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, I WANT TO LET IT BE KNOWN THIS MEETING WILL BE CONDUCTED IN ORDERLY FASHION AND ASKED THE PUBLIC TO ABIDE BY THE RULES OUTLINING BOARD POLICY BED LOCAL.
[4. PUBLIC FORUM]
TRUSTEES WILL NOW TURN TO AGENDA ITEM 4. OUR AGENDA CALL WITH PUBLIC FORUM.OUR AGENDA CALLS FOR THE PUBLIC FORUM SEGMENT OF OUR MEETING. WE HAVE SPEAKERS TO NON AGENDA ITEMS. I'M ASKING SPEAKERS TO BE MINDFUL OF CHILDREN THAT ARE IN ATTENDANCE. CHILDREN UNWILLING ADULT RECIPIENTS OF THE PUBLIC IN ATTENDANCE AT THIS MEETING SHOULD NOT BE EXPOSED TO LEWD, FILTHY, VULGAR, OBSCENE OR EXPLICIT LANGUAGE FROM SPEAKERS. SPEAKERS THAT INSIST ON EXPOSING THE PUBLIC TO THIS LANGUAGE SHALL BE ASKED TO ME, TO LEAVE IMMEDIATELY.
THE RULES OF ORDER AND DECORUM WILL BE ENFORCED DURING THE PUBLIC COMMENT PERIOD TO ENSURE EFFICIENT MEETINGS AND LAWFUL OR DISRUPTIVE CONDUCT, INCLUDING INTERRUPTING SCHEDULED SPEAKERS, SPEAKING OUT OF TURN, CROSSING OFF THE ROAD BARRIERS OR INTERFERING WITH THE RIGHTS OF OTHERS WILL NOT BE TOLERATED.
EACH PARTICIPANT IS LEGALLY RESPONSIBLE FOR THE CONTENT AND CONSEQUENCES OF HIS OR HER OWN, HIS OR HER OWN STATEMENTS. MISS I WOULD LIKE TO REMIND THE SPEAKER THAT YOU HAVE THREE MINUTES TO SPEAK.
WHEN YOU ARRIVE AT THE MICROPHONE, PLEASE STATE YOUR NAME AND LISTEN CAREFULLY FOR YOUR NAME.
CLARA MCDADE. YES. GOOD AFTERNOON. MY NAME IS CLAIRE MCDADE. I AM IN DISTRICT 5. I GOT A LITTLE PROBLEM HERE.
WILMER-HUTCHINS ELEMENTARY SCHOOL. YOU HAVE ONE REGISTRAR, HISPANIC.
HE SPEAKS IN SPANISH FOR EVERYTHING THAT HE'S SAYING.
EVEN THOUGH YOU HAVE BLACK PARENTS, THEY'RE ENROLLING THEIR KIDS.
HE IS CALLING THEM IN TO REGISTER THEIR KIDS, AND HE'S USING SPANISH NUMBERS.
NOW ON TUESDAY, FROM 8:00 TO 4:00, I SIT THERE AND WATCH HIM.
AND YOU KNOW WHAT HE DID? HE CALLED ALL OF THE SPANISH IN FIRST, AND THEN HE CALLED IN THE BLACKS.
I GOT A PROBLEM WITH THAT. A LOT OF PEOPLE IN THE COMMUNITY GOT A PROBLEM WITH THAT.
IT WASN'T NOTIFIED UNTIL I CALLED MY SUPERINTENDENT.
I MEAN, UNTIL I CALLED MY REPRESENTATIVE TO LET THEM KNOW, WELL, I HAD A PARENT TO CALL HIM.
I GAVE HIM THE NUMBER TO CALL THEM, TO LET HIM KNOW THAT THIS IS UNFAIR TO OUR COMMUNITY.
WE WILL NOT TOLERATE THAT. THAT MUST BE STOPPED.
THESE ARE LITTLE PRE-KIDS, PRE-KID STUDENTS HADN'T EATEN ANYTHING ALL THAT DAY.
I THINK THAT'S TOTALLY UNFAIR. NOW, THIS IS AN ENGLISH SPEAKING COUNTRY.
ENGLISH COME FIRST. HE MUST BE TOLD THAT. THIS WILL NOT BE TOLERATED.
AND WE ARE ANGRY. I'M HERE TAKING OUT MY BUSY DAY TO COME HERE TO LET YOU KNOW THIS.
IT MUST STOP. WE KNOW PROBABLY ABOUT 65% OF THOSE KIDS IN THAT SCHOOL IS HISPANIC, BUT YOU HAVE BLACK KIDS. AND SO THEY WERE TAKEN FROM J.N. ERVIN TO COME TO WILMER-HUTCHINS ELEMENTARY SCHOOL.
A LOT OF PARENTS DON'T LIKE THAT EITHER. THEY WANT THEM TO GO TO J.N.
ERVIN. SO I JUST WANTED YOU ALL TO KNOW THIS IS A NO NO.
WE WILL NOT TOLERATE THAT. THANK YOU. PRESIDENT CARREÓN THIS CONCLUDES OUR PUBLIC FORUM.
TRUSTEES, WE'LL TURN TO AGENDA ITEM FIVE. CLOSED SESSION.
[6. VISION/PROGRESS MONITORING]
6.A. STUDENT OUTCOME GOALS 1-4. SUPERINTENDENT.[00:05:07]
STUDENT OUTCOME GOALS 1-4. AND THEN THE UNDERPINNING OF ALL OF OUR WORK, OF COURSE, IS EVALUATED IN A LARGE PERCENTAGE THROUGH OUR STATE ASSESSMENT. SO I'LL CONCLUDE THIS PARTICULAR SECTION WITH AT LEAST AN UPDATE ON OUR STATE PERFORMANCE, AS THAT IS THE FOUNDATION FOR ALL OF OUR GOALS.I WILL TURN IT OVER TO OUR CHIEFS.
GOOD AFTERNOON, TRUSTEES, PRESIDENT CARREÓN, AND SUPERINTENDENT ELIZALDE.
I JUST WANTED TO START OFF BY TALKING ABOUT OUR MANTRA FOR LAST YEAR AND OUR MANTRA FOR THIS YEAR, WHICH WAS STAY THE COURSE. WE ASKED EVERYONE TO STAY THE COURSE, TO FOCUS ON HIGH-QUALITY INSTRUCTIONAL MATERIALS, USING THAT 4 TIER, HIGH-QUALITY TIER ONE INSTRUCTION.
AND SO I JUST WANTED TO UNDERSCORE THAT BEFORE I BEGIN THE PRESENTATION.
SO JUST STARTING WITH OUR THIRD GRADE RLA. WE MET OUR TARGET.
OUR PERFORMANCE INCREASED FROM 45 TO 47. AND WE EXCEEDED OUR TARGET OF 46.
AND IN MATH, WE FELL JUST, WE MADE PROGRESS BUT JUST FELL SHORT OF OUR TARGET OF 42.5.
BUT OVERALL WE SAW POSITIVE MOVEMENT IN THIRD GRADE.
AND WE JUST HAD A LITTLE BIT SLOWER GROWTH IN OUR THIRD GRADE MATHEMATICS THAN WE WANTED TO SEE.
NEXT SLIDE. OUR EIGHTH GRADE RESULTS ARE IN. IS THAT ME? I'M NOT SURE. OKAY. THANK YOU. OUR EIGHTH GRADE RESULTS TELL A STRONGER STORY.
WE MET AND EXCEEDED BOTH OF OUR TARGETS IN RLA AND IN MATHEMATICS.
IN RA, WE INCREASED BY FIVE POINTS, AND WE SAW AN INCREASED IMPROVEMENT ACROSS SEVERAL STUDENT GROUPS, PARTICULARLY IN MATHEMATICS. NEXT SLIDE. OKAY, SO ON OUR FIRST GOAL, A STUDENT OUTCOME GOAL 01, 3RD GRADE RLA WE EXCEEDED OUR TARGET REACHING 47.
HOWEVER, A PERFORMANCE ACROSS OUR STUDENT GROUPS WAS A BIT MIXED.
WE SAW GROWTH AMONG OUR EMERGENT BILINGUAL, OUR ECONOMICALLY DISADVANTAGED, AND OUR HISPANIC STUDENTS WHO AND OUR MERCHANT BILINGUAL STUDENTS SHOWED THE LARGEST GROWTH.
AT THE SAME TIME OUR AFRICAN AMERICAN STUDENTS AND WHITE STUDENTS DECLINED BY ONE PERCENTAGE POINT.
THIS UNEVEN PERFORMANCE CAUSED US TO DIG REALLY DEEP INTO THE DATA BECAUSE WE KNEW WE HAD VERY STRONG SYSTEMS ACROSS OUR DISTRICT LAST YEAR, AND WE ACTUALLY HAD A TEAM OF INDIVIDUALS THAT WORKED THIS SUMMER TO LOOK INTO THE NUMBERS, TO FIND OUT WHAT IS A HIGH LEVERAGE THING THAT WE COULD DO TO REALLY INCREASE AND ACCELERATE THE PERFORMANCE ACROSS OUR THIRD GRADE STUDENTS.
AND WE NOTICED THAT OUR STAFFING AROUND THIRD GRADE WAS ONE REALLY HIGH LEVERAGE AREA THAT OUR CHIEF GAYLORD, WILL TALK A LITTLE BIT MORE ABOUT THAT IN OUR NEXT STEPS.
WE REACHED 42, NOT 42.5, BUT WE HAD AN OVERALL INCREASE BY ONE POINT.
WE, I WANT YOU TO KNOW THAT THERE WAS SOME REALLY ENCOURAGING NEWS UNDER THIS SORT OF DOMAIN.
ONE DATA, WE SAW MORE OF OUR STUDENTS ACTUALLY MEET THEIR INDIVIDUAL GROWTH TARGETS.
SO WITHIN THE SCORING BANDS AS YOU KNOW, THERE'S LIKE DOES NOT MEET.
HIGH DOES NOT MEET. SLOW DOES NOT MEET. LOW APPROACHES, HIGH APPROACHES.
WE SAW A LOT OF STUDENTS MOVE WITHIN THEIR GRADE BAND, JUST NOT ACROSS GRADE BAND.
SO WE SAW MOMENTUM, WE SAW PROGRESS. AND IF WE CONTINUE ALONG THIS TRAJECTORY, WE WILL DEFINITELY SEE MORE OF OUR STUDENTS SHOW UP IN DOMAIN ONE PERFORMANCE AS THEY MOVE FROM MEETS TO APPROACHES TO MEETS NEXT YEAR. ANOTHER PROMISING DATA POINT THAT WE SAW AS WE LOOKED AT THE STUDENT DATA IS THAT WE SAW STUDENTS WHO MOVED FROM MEETS TO MASTERS. AND SO WE SAW IT MORE OUTCOMES AT THE HIGHER LEVELS OF THESE GREAT BANDS AS WELL.
SO WE'RE LOOKING FORWARD TO THAT CONTINUED TRAJECTORY GOING INTO NEXT YEAR.
AND AGAIN, OUR WORK REMAINS CENTERED AROUND THAT INSTRUCTIONAL BLOCK.
BUT WE ALSO KNOW THAT WE HAD A REALLY INTENTIONAL FOCUS ON MIDDLE SCHOOL ACROSS THE DISTRICT, REALLY AND VERY CLOSE ALIGNMENT BETWEEN STUDENT SCHOOL LEADERSHIP AND ACADEMIC SERVICES WITH AN INTENTIONAL PUSH INTO MIDDLE SCHOOLS.
[00:10:02]
AND SO WE CAN SEE SOME OF THE OUTCOMES THERE.AND, AND IMPLEMENTED THE ADVISORY PERIODS TO FOCUS ON LEADERSHIP IN THAT SENSE OF BELONGING.
AGAIN, WE HAD THAT SAME FOCUS ON INSTRUCTIONAL BLOCK.
AND WE ALSO HAD A MATH STRATEGY WHICH WAS LED BY A CHIEF GAYLORD.
I WOULDN'T ATTRIBUTE THESE RESULTS NECESSARILY TO ONE SINGLE INITIATIVE.
I KNOW THAT'S GOING TO BE A QUESTION THAT MAY COME UP LIKE WHAT WAS THE ONE THING? I THINK WHAT WE ALL AGREED TO WHEN WE HAD A CHANCE TO REALLY DIG INTO THE DATA WE REALLY THINK THAT THERE'S JUST TIGHTER ALIGNMENT AND A REALLY COHERENT SYSTEM ACROSS THE BOARD THAT'S REALLY MOVING US IN THIS, IN THIS DIRECTION.
GOOD AFTERNOON TRUSTEES. YOU KNOW, WE SAY THIS AND WE REALLY CAN'T SAY IT ENOUGH.
I WAS ABOUT TO SAY THE NEW INNOVATION IS IMPLEMENTATION BECAUSE WE HEAR IT FROM OUR SUPERINTENDENT.
WE'VE BEEN HEARING IT FOR THE LAST FOUR YEARS NOW, STARTING FIVE YEARS.
AND IT'S A BIG DEAL. RUN THE PLAY. HAVE A GOOD PLAY, RUN THE PLAY ACROSS THE BOARD AND DO IT WELL AND DO IT EVERYWHERE, IN EVERY CLASSROOM WITH EVERY STUDENT. AND EVERY YEAR I CAN TELL THAT COLLECTIVELY AS A GROUP, EVERYTHING IS GETTING TIGHTER. SO THE FIRST THING ACROSS THE TOP OF THIS ONE SLIDE IS CONTINUING TO RUN THAT PLAY ACROSS THE BOARD FROM PRE-K THROUGH AP, IB SENIORS. SO WITH THAT WE DID REVIEW SOME DATA TRENDS AND EVERYTHING WE JUST PRESENTED TO YOU. AND WHEN WE LOOK AT STAFFING FOR THIRD GRADE, WE ARE CONTINUING TO MAKE A COUPLE OF TARGETED ADJUSTMENTS.
AND THAT IS MAKING SURE THAT THE STAFF THAT WE PLACED THERE ARE NOT JUST NOVICE TEACHERS, BUT THEY'RE GETTING A LOT MORE ADDITIONAL SUPPORT SPECIFICALLY IN THIRD GRADE. SO WE WILL BE BRINGING A POLICY TO YOU OR CHIEF ABEL WILL BE BRINGING THE POLICY TO YOU.
THE SECOND THING IS WRITING THIS YEAR ON THE THIRD GRADE READING LANGUAGE ARTS STAAR ASSESSMENT.
REMEMBER THREE YEARS AGO, WRITING WAS COMPLETELY SOMETHING SEPARATE THAN READING.
THERE WAS A READING TEST. THERE WAS A WRITING TEST FOR 30 YEARS IN TEXAS.
SO WE KNOW THAT ONE QUESTION ON THAT TEST IS OVER 20% OF THAT TEST.
SO REALLY MAKING SURE OUR KIDS HAVE THE ACADEMIC VOCABULARY, THEY KNOW HOW TO PICK A SIDE IF IT'S AN ARGUMENTATIVE TEXT BUT REALLY FOCUSING IN ON THAT PIECE. AND THEN REALLY ENSURING THAT ACROSS THE BOARD FROM BOTH OF OUR DESIGN SIDE DELIVERY SIDE, WE'VE GOT STRONG PLC VIDEOS, STRONG WRITING PLAYBOOKS, AND WE'RE BUILDING STUDENTS CONFIDENCE IN WRITING.
AND ALSO DON'T FORGET THE STAAR AND THE SOCIAL STUDIES TEST ALSO HAVE WRITING PORTIONS NOW.
THEY DID NOT HAVE THAT YEARS AGO. SO IT'S THAT CONTINUED PIECE.
AND THEN THE THIRD PIECE REALLY IS HCM, HUMAN CAPITAL MANAGEMENT, WITH SCHOOL LEADERSHIP AND ACADEMICS COLLABORATING TO MAKE SURE THAT OUR, ANY TEACHER THAT'S A NOVICE UNDER 0 TO 2 TO 3 YEARS, WE MATCHING THEM WITH AN EXCELLENT MENTOR THAT WE'RE GIVING EARLY SUPPORT TO REALLY MAKE SURE THAT ACROSS THE BOARD, WE'RE FINDING EARLY INDICATIONS AROUND THE SUCCESS.
AND WITH THAT, I THINK I'M TURNING THAT OVER TO DR.
I CAN'T COUNT HOW MANY SESSIONS ALL OF YOU HAD AS WE BUILT OUR NEW FIVE YEAR GOALS.
BUT WE KNOW THAT THE SUMMATIVE EACH YEAR IS STILL MEASURED IN GREAT PART BY HOW OUR STUDENTS PERFORM ON WHAT WE CALL STAR 2.0, 2.0 STATE OF TEXAS ASSESSMENT OF ACADEMIC READINESS.
THAT COULD BE A TRIVIA QUESTION, BY THE WAY. DO YOU KNOW WHAT STAAR STANDS FOR? SO WOULD LIKE TO TAKE THE MOMENT AGAIN, ALL OF THESE STUDENT ACADEMIC OUTCOMES ARE ALL TO ENSURE THAT WE
[00:15:04]
CONTINUE TO MOVE THE NEEDLE. AND SO I AM TRULY HONORED TO BE ABLE TO MAKE THE STATEMENT THAT THE DISTRICT'S TEAM WORK FROM THE CURB TO THE CLASSROOM, FROM BUS DRIVERS, OUR MAINTENANCE, OUR OFFICERS, OUR NURSES, OUR COUNSELORS, OUR LIBRARIANS, OUR TEACHERS, OUR CAMPUS LEADERS, OUR TEACHER ASSISTANTS.EVERY SINGLE PERSON THAT SERVES DALLAS ISD HAS WORKED TOWARDS US ARRIVING AT OUR STUDENTS, BEING A STRONG B AT AN 85 FOR THE 2026 ACCOUNTABILITY RATINGS.
[APPLAUSE]. AND THAT BREAKS DOWN INTO, AGAIN, MORE THAN 70, 71% OF OUR SCHOOLS ARE A AND B RATED.
MORE THAN SEVEN OUT OF EVERY TEN OF OUR SCHOOLS.
STUDENTS ARE BEING SERVED AT AN A OR B RATED CAMPUS.
LAST YEAR AT 72% PEOPLE MIGHT HAVE THOUGHT THAT WAS AN ACCIDENT.
YOUR SUPPORT HAS HELPED US ARRIVE HERE, BUT WE'RE GOING TO CONTINUE.
WE'LL TAKE A LITTLE BIT TO CELEBRATE. AND THEN EVERYONE KNOWS THAT IN DALLAS ISD, WHAT WE HAVE IS NEVER ENOUGH BECAUSE WE KNOW OUR KIDS DESERVE EXCELLENCE AND WE'RE VERY GOOD, BUT WE'RE NOT EXCELLENT, THAT'S AN A. AND WE'RE GOING TO KEEP WORKING TOWARDS THAT A, WE COULD NOT DO THIS WITHOUT EVERY SINGLE PERSON SUPPORT, BUT THE MOST SUPPORT THAT I KNOW DOESN'T GET ENOUGH RECOGNITION IS THIS BOARD'S LEADERSHIP. THANK YOU TO THIS BOARD. I'D LIKE TO ASK OUR TEAM TO GIVE THIS BOARD A STANDING OVATION. [APPLAUSE].
IF THIS ISN'T A BOARD OF THE YEAR OF THE STATE OF TEXAS.
I DON'T KNOW WHAT IT IS BECAUSE THAT'S WHO I GET TO SERVE.
AND SO WE WILL CERTAINLY TAKE QUESTIONS WITH REGARD TO OUR PRESENTATION.
THANK YOU ALL SO MUCH FOR THE PRESENTATION. TRUSTEES, QUESTIONS? TRUSTEE MICCICHE.
I'LL JUST SAY FIRST ON THE OUTCOME GOALS AND THE PRESENTATION, I, I'M REALLY, IT SEEMS A LITTLE REDUNDANT BECAUSE AS WE GO THROUGH OUR GOALS OVER THE YEAR, WE, WHAT WE, WHAT WE SEE IS CONTINUED PROGRESS.
AND I, AND I ALSO LIKE THE WAY YOU'VE REALLY GOTTEN IT DOWN TO WHERE YOU ANTICIPATE ALL THE QUESTIONS AND WHERE THE SLIDES ARE NOW REALLY CLEAR, CONCISE AND COMPREHENSIVE.
I MEAN, YOU CAN THE TAKEAWAYS ARE THERE THERE'S THE ACTIONS THAT YOU WILL TAKE TO TRY TO KEEP THINGS MOVING FORWARD ARE THERE. SO I REALLY FEEL LIKE AS WE GO THROUGH THESE GOALS, THAT I ALMOST HAVE THE SAME THING TO SAY.
AND THANKS FOR PRESENTING IT SO CLEARLY. I HAVE ONE QUESTION ABOUT THE THIRD GRADE FOCUS.
AND OF COURSE, THIRD GRADE PROFICIENCY IS BASED ON THE FOUNDATIONS FROM PRE-K THROUGH KINDERGARTEN AND FIRST AND SECOND GRADE. AND HOW DO WE, WHAT, ARE WE DOING ANYTHING SPECIAL OR THINKING ABOUT DOING ANYTHING DIFFERENT IN THOSE EARLIER GRADES TO SO THAT THE THIRD GRADE DOESN'T, THE THIRD GRADE CLASS DOESN'T HAVE TO BE THE CATCH UP SITUATION? I'M GOING TO GO AHEAD AND TAKE THAT QUESTION TRUSTEE MICCICHE.
SO THE WORK THAT IS BEING DONE THROUGH THE, YOU KNOW, CONTINUED EXPANSION OF OUR PRE-K OUTREACH, PRE-K 3, PRE-K 4, IS, IS PROVIDING THAT BRIDGE.
ONE OF THE AREAS THAT YOU, YOU HEARD THE TEAM MENTIONED THAT WE'LL BE BRINGING FORWARD IS WHEN WE DO LEVELING, THIRD GRADE SEEMS TO BE A GRADE THAT TENDS TO HAVE A LOT OF MOVEMENT.
[00:20:04]
THE ONES THAT WE MOVE DURING LEVELING OR WHEN WE'RE DOING OUR END OF YEAR SPRING BUDGET THAT OUR HIGHEST PERFORMING TEACHERS.SO WE'LL NEED TO LET LEVELING THIRD GRADE CAN'T BE THE PLACE WHERE WE'RE MOVING TEACHERS AROUND.
AS EVERYONE KNOWS, IN A DISTRICT THIS SIZE, IT'S REAL EASY TO SAY, JUST KEEP EVERYBODY WHERE IT, KIDS DON'T SHOW UP IN EXACTLY THE WAY WE STAFF.
AND SO WE HAVE TO OBVIOUSLY, WE HAVE TO MOVE FOLKS AROUND.
I NEVER LIKE TO DO THAT, BUT IT'S A STUDENT DRIVEN, STUDENT CENTERED DECISION.
BUT THAT'S ONE OF THE AREAS THAT WE DID NOTE WE NEED SOME STABILITY.
AND THEN THE SECOND ONE WAS THAT ISN'T THE PLACE WHERE YOU PUT BRAND NEW TEACHERS IS IN THIRD GRADE.
SO BETWEEN THOSE TWO, WE ANTICIPATE WE WILL HAVE A FASTER ACCELERATION IN THOSE AREAS.
OKAY, THANK YOU. AND OF COURSE, I WANT TO SAY CONGRATULATIONS TO THE WHOLE TEAM FOR THE GREAT RESULTS FOR THE 25-26 ACCOUNTABILITY RATINGS. I THINK IT REALLY REFLECTS THE HARD WORK AND THE TEAMWORK THAT THAT HAS GONE INTO ALL OF THIS. AND SUPERINTENDENT ELIZALDE THE PROGRESS SINCE YOU HAVE BEEN HERE IS REALLY, REALLY AMAZING.
AND YOU CAN SEE THAT FROM THE 76 IN THE YEAR ENDING 22 TO THE 85 IN IN THIS YEAR ENDING 26 IN THAT FOUR-YEAR PERIOD. THOSE ARE PHENOMENAL IMPROVEMENTS.
AND I KNOW THAT AS SOON AS ANYONE CREDITS YOU FOR YOUR LEADERSHIP, YOU IMMEDIATELY RE CREDIT THE TEAM AND THAT IS THAT'S APPROPRIATE. BUT I DO WANT TO SINGLE OUT YOUR LEADERSHIP AS BEING SUCH A KEY FACTOR IN THE PROGRESS IN THIS SCHOOL DISTRICT AND THE PROGRESS OUR STUDENTS ARE MAKING. THANK YOU VERY MUCH.
TRUSTEE WEINBERG. I SECOND THAT I ALSO WANT TO SAY, I FEEL LIKE I HAVE THIS VISION IN MY HEAD AND I KEEP THINKING ABOUT IT SINCE THE WORLD CUP OF ALL THOSE NORWEGIAN FOLKS THAT ARE ROWING TOGETHER IN THE SAME DIRECTION, KIND OF WITH A PLAN AND WITH A PATH.
AND I THINK THAT'S WHAT I KIND OF SEE HAPPENING.
AND THESE RESULTS REFLECT THAT. AND I REALLY APPRECIATE THE CONSISTENCY OF THE OF THE PATH AND THE MAP AND THE INNOVATION BEING THE IMPLEMENTATION, THE CONSISTENT IMPLEMENTATION WITH EVERYBODY ROWING IN THE SAME DIRECTION. SO I ALSO ECHO JUST CONGRATULATIONS AND THANKS TO EVERYBODY IN THAT GIANT HUGE ROWBOAT OR SHIP OR WHATEVER IT IS THAT THEY ARE ALL ROWING.
SO I AM SUPER EXCITED. IT'S FUN TO SEE CONSISTENCY, IMPROVEMENT AND I APPRECIATE IT.
I DO HAVE A COUPLE OF QUESTIONS BECAUSE YOU KNOW, IT WOULDN'T BE ME IF I DIDN'T HAVE A COUPLE QUESTIONS. SO MY QUESTION IS ON THE EMERGENT BILINGUAL, I WAS THINKING ABOUT THE IREADY SPANISH IMPROVEMENT THAT HAPPENED LAST YEAR.
HAVE YOU ALL SEEN THAT BE PART OF THE RESULTS OF THE EMERGENT BILINGUAL? YES. RAMP UP. I MEAN, WHEN THEY CREATED THE SYSTEM THAT MATCHED THE ENGLISH SYSTEM.
YOU CAN TOTALLY SEE AN ACCELERATION AND PERSONAL, PERSONALIZATION, BECAUSE THEY'RE NOT WAITING FOR A TEACHER TO KIND OF GIVE THEM THE NEXT LESSON. AT THE SAME TIME, WE HAVE A ROBUST HQIM FOR DUAL LANGUAGE ONE WAY AND TWO WAY.
AND YOU KNOW, I KEEP TALKING ABOUT THE WRITING PIECE.
REMEMBER IN THIRD GRADE, PART OF THE KIDS ARE GOING TO TAKE THE TEST IN SPANISH AND PART OF ENGLISH.
AND EVERY YEAR IT SEEMS LIKE THEY FLIP FLOP. WHICH QUESTION? WHO'S GETTING INFORMATIONAL? WHO'S GETTING ARGUMENTATIVE? THAT'S A LITTLE BIT MORE DIFFICULT. BUT YES, THE CONNECTION TO IREADY IS DEFINITELY YIELDING RESULTS TIED, TIED INTO STAAR.
THAT THAT CHANGE CAN BE, YOU KNOW, ATTRIBUTED TO THAT.
THAT WAS THE YEAR THAT WE HAD THE BETTER TOOL.
YES. THAT WAS AWESOME. SO I ALSO HAD A QUESTION ABOUT I, CHIEF HEWITT, IF YOU WILL REPEAT FOR ME SLOWLY THE DOMAIN ONE GROWTH TARGETS WITHIN SCORING BANDS.
I PUT ON MY NOTES, SAY AGAIN? SURE. SO IN THE GROWTH TARGETS WE ESSENTIALLY HAVE DOES NOT MEETS APPROACHES, MEETS AND MASTERS. AND SO THE GOAL IS TO GET STUDENTS TO GRADE LEVEL, WHICH IS MATH MEETS AND THEN TO KEEP THEM AT A HIGHER RATE OF LEVEL OF PERFORMANCE AT MASTERS. BUT WHAT HAPPENED THAT WE SAW SPECIFICALLY, LIKE IN THIRD GRADE MATH IS THAT WE SAW STUDENTS GO FROM THEIR GROWTH TARGET, A LOWER, A LOWER PART OF THE GRADE BAND. SO LET'S SAY THEY WERE A LOW APPROACH STUDENT.
SO WE WON'T SEE THAT IN DOMAIN ONE UNTIL NEXT YEAR IF THEY IF WE KEEP THAT GROWTH.
BUT I WANT TO REITERATE THE QUESTION THAT TRUSTEE WEINBERG'S ASKING BECAUSE WHILE THE STUDENT GREW,
[00:25:07]
I WANT TO REITERATE THAT THE WAY THE STATE CALCULATES OUR DATA.YOU ONLY GET A POINT IF YOU'RE IN THE APPROACHES BUCKET, IT DOESN'T MATTER HOW MUCH YOU IMPROVED IN THAT BUCKET, YOU'RE STILL GOING TO GET ONE POINT. SO TO CHIEF HEWITT'S POINT AND TO YOUR QUESTION, STUDENTS MOVED WITHIN THAT BAND, BUT NOT ENOUGH TO GET INTO THE NEXT BAND. OUR DATA SHOWED THAT WHEN WE DO CONTINUE THAT, THOUGH, OUR EXPECTATION NOW IS THAT WE HAVE A WHOLE LOT OF STUDENTS THAT ARE LEAVING THIRD GRADE AT THE UPPER BAND OF APPROACHES.
SO OUR EXPECTATION IS THAT THEY NOW CAN GET INTO, EVEN IF IT'S THE LOWER BAND, BUT THEY'LL BE IN THE MEETS, WHICH NOW GIVES US TWO POINTS AS OPPOSED TO ONE.
SO WHAT WE COULD SEE IS SUDDENLY, YOU KNOW, PEOPLE GO, HOW DID YOU GET THIS HUGE GAIN? WELL, THE STUDENTS ACTUALLY WERE ALREADY ALMOST THERE.
AND THEN AS A REMINDER, THANK YOU FOR ASKING THE QUESTION.
THIS IS A DIFFERENT GROUP OF THIRD GRADE STUDENTS.
EVERY YEAR WHILE WE'RE COMPARING YEAR TO YEAR, IT IS A DIFFERENT GROUP OF STUDENTS IN THIRD GRADE.
HOW DID THIRD GRADERS THEN GO TO FOURTH GRADE AND FOURTH GRADE TO FIFTH GRADE? BUT FOR THIS PURPOSE, RIGHT NOW WE'RE COMPARING LAST YEAR TO THIS YEAR, WHICH ARE TWO.
THOSE ARE TWO DIFFERENT GROUPS OF STUDENTS. GREAT.
AND SO I GUESS THEN IN THE STRATEGIES, WOULD YOU SAY THAT YOU ARE CONTINUING THE STUDENT SELF AGENCY? SO THEY'RE SETTING THEIR GOALS AND LOOKING TO ACHIEVE GROWTH WITHIN THEMSELVES, WHETHER IT'S FROM APPROACHES TO HIGHER APPROACHES OR MEATS TO MASTERS OR WHATEVER IT IS. YEAH, ABSOLUTELY. WE'LL STILL SET STUDENT GOALS THIS YEAR WITH ALL OF OUR STUDENTS.
THEY DO SO MUCH WORK AND THEY ARE ALWAYS BEHIND THE CURTAIN.
BUT ANY OF OUR SUCCESS IS ALSO DUE TO THAT GROUP FROM ACADEMICS.
THAT BEING SAID, THEY BROUGHT TO US, TO ME SPECIFICALLY, AN ANALYSIS OF THE THIRD-GRADE TEST IN MATH HAS THE LARGEST PERCENTAGE OF WHAT WILL DESCRIBE AS TECH ENHANCED QUESTIONING.
THAT MEANS THAT STUDENT DOES NOT JUST GO IN AND SELECT A, B, C, AND D.
AND I'M GOING TO GET IT WRONG, BUT I SEE MY MATH DIRECTOR OVER THERE, 47%, 43%.
IS THE ANSWER 12? IS THE ANSWER 26? YOU HAD TO FILL THAT IN.
ANOTHER EXAMPLE IS A DROP-DOWN MENU THAT TELLS YOU HAVE A DESCRIPTION OF, LET'S SAY 4 SOLID SHAPES, AND IT ASKS YOU WHAT CHARACTERISTICS ARE SIMILAR FROM THESE FOUR SOLID SHAPES.
AND THE DROP-DOWN MENU THEN SAYS TWO OF THEM HAVE ONLY TWO FACES.
FOUR OF THEM HAVE ZERO VERTICES. THOSE ARE THE TYPES.
THIS IS THIRD GRADE. I'D ASK THIS AUDIENCE OR WHOEVER'S WATCHING OR THIS BOARD, WHAT DO YOU THINK THE CORRECT ANSWER MIGHT BE TO THE ONES I JUST GAVE YOU? THESE ARE NOT THIS IS NOT THE OLD THIRD GRADE MATH TEST FROM WHEN THEY DIDN'T EVEN GIVE US A THIRD GRADE MATH TEST WHEN I WAS IN SCHOOL.
SO I THINK AT SOME POINT WE ARE GOING TO WANT TO GIVE YOU ALL SOME SAMPLES OF THESE ITEMS. WE'D ALSO LIKE TO EDUCATE OUR PUBLIC MORE THAN ANYTHING SO THAT THEY KNOW.
WHAT IS INTERESTING IS THE TECH ENHANCED QUESTIONS IN MATH DECREASE GRADE BY GRADE BY GRADE.
JUST A QUICK POINT OF INFORMATION. IF I TAKE THAT TEST, WILL IT BECOME PUBLIC BECAUSE I DON'T.
NO, WE. I'M WORRY I WON'T PASS. WE WILL KEEP IT CONFIDENTIAL AS WE DO FOR ALL OUR STUDENTS.
THANK YOU VERY MUCH. GREAT QUESTION, THOUGH. AND I THINK WHAT'S INTERESTING THOUGH, IS YOU MIGHT THINK THE TECH ENHANCED QUESTIONS WOULD INCREASE, RIGHT? THIRD GRADE TO FOURTH GRADE. FIFTH GRADE. THAT WAS MY HYPOTHESIS.
THAT IS NOT WHAT HAPPENS. THERE ARE FEWER TECH ENHANCED MATH QUESTIONS.
[00:30:01]
AND SO IF WE DON'T ALLOW OUR STUDENTS ENOUGH TIME TO PRACTICE, THEY HAVE THE ANSWER.THEY JUST DON'T KNOW ALWAYS HOW TO RESPOND IN THE FORMAT IN WHICH IT'S BEING PRESENTED.
NOW, IT IS NOT AN EXCUSE. WE'RE GOING TO WORK ON THAT.
I JUST WANT OUR BOARD AND OUR PUBLIC TO BE AWARE OF.
THESE ARE THE TYPES OF ANALYZES THAT THIS AMAZING TEAM IS ABLE TO BRING TO US, SO THAT WE CAN THEN MAKE ADJUSTMENTS AS WE HELP SUPPORT OUR TEACHERS IN THE CLASSROOM. AND I APPRECIATE, I MEAN, I THINK I HAVE PARENTS IN MY CONSTITUENCY THAT ARE ASKING ABOUT SCREEN TIME.
AND I THINK THERE IS A BALANCE. AND I THINK YOU ALL I APPRECIATE THE CONSCIENTIOUSNESS WITH WHICH YOU ALL APPROACH THE BALANCE AND THE ACTIVE ENGAGEMENT VERSUS PASSIVE ENGAGEMENT ON THE SCREEN. SO AS A AS A SIDE NOTE AND AS A FOLLOW ON AS A SEGUE ONE THING I ALSO DIDN'T NOTICE, BUT I'M SURE I KNOW THERE'S A BULLET POINT ON, IF YOU WILL, IS SORT OF PARENT ENGAGEMENT AND HOW YOU ARE, WHAT YOUR STRATEGY IS ON THE IMPLEMENTATION AS INNOVATION FROM THE PARENT PERSPECTIVE? WE PROBABLY NEED TO TAG TEAM THIS QUESTION, BUT CERTAINLY.
WE HAVE A BIG ANSWER FOR YOU THIS YEAR. WE REALLY HAVE A BIG ANSWER FOR YOU.
SO ONE THING WE WANTED TO MAKE SURE THAT WE DID WAS NOT JUST SHARE THE INFORMATION OUT AROUND, YOU KNOW, CAMPUS ACCOUNTABILITY, BUT REALLY EMPOWER PARENTS WITH THE INFORMATION AND THE TOOLS TO, TO ACCESS THEIR STUDENTS STAAR SCORES AND THEIR LEARNING AND THEIR IREADY SCORES AND EVERYTHING THEY CAN DO TO HELP THOSE STUDENTS AT HOME. AND THEN I'M GOING TO TURN IT OVER QUICKLY TO CHIEF GAYLOR, WHO IS ALL THE TOOLS TO HELP A PARENT.
WELL, DALLAS ISD HAS A NEW PARENT ACADEMIC SUPPORT SITE THAT IS TIED TO THE DISTRICT WEBSITE, AND CHIEF DANIELS HAS PUT IT ON EVERY CAMPUS WEBSITE.
AND IT NOT ONLY INCLUDES EVERY CURRICULUM SYLLABI FOR EVERY CORE CONTENT AREA.
IT ALSO CREATES. IT ALSO HAS OUR SCREEN TIME GUIDELINES.
AND THEN IT'S TIED ALSO TO STAAR BECAUSE WHAT WE'RE WANTING IS A ONE STOP SHOP THAT PRINCIPALS CAN PUT ON THEIR NEWSLETTERS, PRINCIPALS CAN PUT IN THEIR PTA, SBDM MEETINGS, AND THAT WAY EVERYBODY CAN GO TO THE ONE PLACE TO GET ALL OF YOUR ALL OF YOUR QUESTIONS ANSWERED, AND YOU HAVE COMMUNICATION SET UP. DO PARENTS KNOW THIS IS COMING? DO PRINCIPALS KNOW THIS IS COMING? YES, AND I THINK EVERY PRINCIPAL HAS A DEADLINE ON WHEN THEY DO THAT WITH EVERY PARENT AND EVERY STUDENT IN THE DISTRICT.
CORRECT, AND WE ALSO HAVE ONGOING TRAINING THAT WE HAVE FROM JOHN DILLINGER'S TEAM.
BROKEN RECORD HERE, BUT HECK OF A JOB. CONGRATULATIONS TO THE DISTRICT.
CONGRATULATIONS TO THE TEAM. CONGRATULATIONS TO EVERYBODY ON OUR CAMPUSES.
AND QUITE FRANKLY, YOU KNOW, BEING A BEING A PARENT OF DALLAS ISD AS WELL, YOU KNOW, CONGRATULATIONS TO THE FAMILIES OUT THERE SUPPORTING THEIR KIDS ON THIS WHOLE JOURNEY. I GOT UP, I WAS, I WAS WHISPERING BECAUSE I WANTED TO KNOW WHAT HOUSTON ISD SCORE WAS.
WE'LL FIGURE THAT OUT LATER. I PLAN ON SPIKING THE BALL IN FRONT OF THEM AGAIN THIS YEAR.
WE ALL ARE SUPPORTING KIDS. YEAH, NO, IT'S FOR THE CHILDREN.
YEAH, FOR THE CHILDREN. TRUSTEE CURRIE. ALL RIGHT.
WE SPIKING THE BALL FOR THE CHILDREN. BUT ONE I, I WANTED TO JUST COMMEND YOU GUYS ON THIS.
I'VE BEEN GOING THROUGH MY OWN LITTLE NERD SPREADSHEET ON, ON DISTRICT FIVE AND, AND WHAT'S HAPPENING HERE, AND WE SEE OUR GROWTH, BUT ALSO JUST SOME OF THE GLOWS.
AND I WANT TO, I WANT TO CALL THIS OUT LOUD BECAUSE SOMETIMES RECENCY BIAS CAN MAYBE OBSCURE JUST HOW BIG OF A DEAL THE ERA THAT WE'RE IN ACTUALLY IS.
AND SO GROWING UP IN THIS COMMUNITY AND BEING A OAK CLIFF KID MYSELF, BEING RAISED PARTWAY IN 75232, AND THEN PARTWAY IN 75216. NO ONE EVER HAD THE EXPECTATION THAT SOUTH OAK CLIFF WAS GOING TO BE AN A RATED CAMPUS. I WANT TO SAY THAT AGAIN, PEOPLE, THAT WAS NOT THE EXPECTATION, EVEN FOR PEOPLE WHO EXPECTED A LOT. BUT THEY DIDN'T THINK THAT THAT WAS GOING TO HAPPEN.
PINKSTON, FOLKS WERE NOT SAYING THAT WEST DALLAS, THE PRIDE OF THE WEST SIDE, WAS CAPABLE OF AN A RATING. AND HERE WE ARE IN 2026. WITH THAT BEING THE CASE.
[00:35:07]
AND THERE'S SO MANY OTHER CAMPUSES THAT HAVE THESE B RATINGS, THESE A RATINGS.AND THIS IS THE THING THAT YOU'RE RIGHT, WE NEED TO STOP AND CELEBRATE BECAUSE THIS IS NOT SOMETHING THAT A LOT OF PEOPLE SAID WOULD BE COMING OUT OF DALLAS ISD, BUT IT IS. AND THIS ISN'T OUR FIRST YEAR.
THIS HAS BEEN THE TREND, AND WE'RE GOING TO KEEP PUSHING FOR EVEN MORE TRENDS.
WE'RE GOING TO GET MORE SPECIFIC, BUT WE HAVE TO CELEBRATE THESE PRINCIPLES, THESE TEACHERS, THESE, THESE FOOD SERVICE CUSTODIAL, OUR RESOURCE OFFICERS, EVERYBODY WHO HAS CONTRIBUTED TO THIS HUGE, HUGE CONGRATULATIONS. I TIP MY HAT. THE LAST THING I'LL SAY IS I APPRECIATE, I KNOW IT'S, YOU KNOW, OF COURSE, SURE. BUT I, BUT I WANT TO SAY IT AGAIN IN THIS ERA FOR US TO CONTINUE TO BIFURCATE OUR REPORTING, TO MAKE SURE THAT WE HAVE THE KINDS OF STRATEGIES THAT ARE GOING TO MAKE SURE WE'RE NOT LEAVING ANY DEMOGRAPHIC BEHIND.
AND THE GROWTH THAT I'M SEEING WITH BLACK STUDENTS, THE, THE PERFORMANCE THAT I'M SEEING FROM OUR EMERGING BILINGUAL STUDENTS, THOSE WERE A FOCUS OF OURS AND STILL ARE A FOCUS ON MAKING SURE THAT WE LIFT EVERY, EVERY DEMOGRAPHIC.
SO KUDOS. A LOT OF WORK, OF COURSE. CERTAINLY THINGS THAT I'LL BE TALKING, YOU KNOW, WITH THE LEADERSHIP TEAM ABOUT IN DISTRICT FIVE THAT I'M SEEING, BUT I'M EXCITED FOR THIS YEAR. CONGRATULATIONS.
CONGRATULATIONS. AND WE'RE GOING TO FIGURE OUT HOW WE PUSH OURSELVES TO THE NEXT LEVEL.
THANK YOU ALL. TRUSTEE CURRIE. THANK YOU SO MUCH.
AND ONE, I'LL JUST ECHO AGAIN JUST HOW WONDERFUL IT IS TO CONTINUE TO SEE THE GROWTH, TO CONTINUE TO BE ABLE TO TALK TO THE COMMUNITY ABOUT THE GROWTH TO, TO VALIDATE THEIR FAITH THAT THEY SHOWED IN US WHEN THEY PASSED THE BOND. BUT MORE THAN ANYTHING, JUST TO CONTINUE TO PROVE THAT ONE OUR KIDS CAN ACHIEVE, I THINK DR. ELIZALDE, I HEARD HER INTERVIEW TODAY TALK ABOUT HOW ZIP CODE DOES NOT DICTATE YOUR ABILITY TO LEARN OR YOUR ACADEMIC SUCCESS.
AND WE PROVE THAT EVERY SINGLE DAY. AND SO THANK YOU SO MUCH FOR THAT.
SO JUST TICKING THROUGH THE QUESTIONS I WROTE DOWN AS WE WENT ONE TRUSTEE MICCICHE ASKED MY FIRST QUESTION, WHICH IS, YOU KNOW, THE FOCUS ON MAKING SURE WE DON'T HAVE NOVICE TEACHERS IN THIRD GRADE.
WHAT DOES THAT DO FOR, YOU KNOW, WHAT I WOULD THINK ABOUT ARE FOUNDATIONS, THE FIRST, SECOND GRADE AS WELL TO MAKE SURE THAT WE'RE ALIGNED THERE, AS WE TALKED ABOUT WITH OUR MATH ACADEMIES, YOU KNOW, LEARNING AS A BUILDING SET OF BUILDING BLOCKS AND IT IS GOOD TO HEAR FROM DR.
ELIZALDE'S RESPONSE THAT WE HAVE THOUGHT THROUGH THAT AND ARE THINKING THROUGH THAT, AND SO I WON'T ASK FURTHER QUESTIONS ON THAT. ONE OF THE QUESTIONS I HAD, THOUGH, IN LOOKING AT IT WAS IT WAS SORT OF THE FOCUS ON WRITING.
SO AT LEAST IN OUR LITERATURE, ON THE WEBSITE, WHEN WE TALK ABOUT THOSE PROGRAMS, WE TALK ABOUT AMPLIFY FOR READING AND EUREKA AND CARNEGIE FOR MATH, BUT WE DON'T TALK ABOUT ONE FOR WRITING.
AND IN PARTICULAR, HERE'S SORT OF WHY I WANT TO FRAME THE QUESTION. YOU KNOW, THERE'S, I'M SURE THERE'S A MILLION DIFFERENT WAYS TO TEACH WRITING. YOU CAN STAND UP IN THE FRONT OF THE CLASSROOM AND TALK TO SOMEONE ABOUT WRITING AND SHOW THEM EXAMPLES, OR YOU CAN HAVE THEM GET REPS WRITING A LOT.
IS THERE A STANDARD WAY IN WHICH WE ENCOURAGE OUR TEACHERS THAT ARE TEACHING WRITING TO APPROACH THAT TOPIC IN THE CLASSROOM? YEAH, WRITING IS TAUGHT WITHIN THE READING BLOCK.
SO READING AND WRITING ARE BOTH TAUGHT THROUGH AMPLIFY.
SO WHEN YOU THINK OF READING, CURRICULUM IS AMPLIFY, IT'S ACTUALLY READING AND WRITING.
WE GIVE, WE GIVE TEACHERS THREE BIG TOOLS WHEN IT COMES TO READING AND WRITING.
AND THAT'S THE CURRICULUM. IT'S THE CLARITY DOCUMENTS AROUND HOW YOU DO THE CURRICULUM AROUND.
AND THEN THE THIRD THING IS REALLY AROUND HOW THEY ENGAGE IN THE WRITING PROCESS.
SO IF YOU REMEMBER LAST YEAR I BROUGHT YOU A WRITING PLAYBOOK.
AND IN THAT WRITING PLAYBOOK, WE GO THROUGH LITERALLY LIKE, HOW DO YOU UNDERSTAND WHAT YOU'RE WRITING, HOW YOU'RE DEVELOPING IDEAS AROUND THAT? BUT IT IS EMBEDDED.
AND HER AND I WILL SAY IT'S DAILY. IT SHOULD BE DAILY.
SO A GOOD EXAMPLE WRITING SENTENCES SHOULD BE WHAT YOU DO DAILY IN YOUR READING WRITING CURRICULUM.
AND THAT IS WHAT OUR CURRICULUM SAYS. ANOTHER THING THAT WE'VE LOOKED AT IS WHEN WE TALK ABOUT THESE LONG PROMPTS, LIKE WITH STAAR, THEY'RE ASKING YOU TO WRITE A LONG RESPONSE.
[00:40:03]
WE DON'T WANT THEM. WE DON'T WANT STUDENTS TO WAIT 2 OR 3 WEEKS TO WRITE A LONG RESPONSE.THAT'S TO ME LIKE RUNNING A MARATHON AND NOT RUNNING EVERY DAY.
AND SO IT REALLY IS JUST MAKING SURE ACROSS THE BOARD THAT WHATEVER IS IN THAT CURRICULUM THAT THEY ARE READING AND THEN WRITING AND THEN USING WRITING JOURNALS TO MONITOR HOW THAT IS IMPROVING. AND THAT, I MEAN, IT'S REALLY COMBINED.
BUT I WOULD ADD THAT ALL OF OUR INSTRUCTIONAL PRACTICES INVOLVE THE FOUNDATION THAT THE ONLY WAY THE STUDENT GETS BETTER IS BY THE STUDENT DOING. SO THESE ARE NOT SPECTATOR SPORTS.
MATH NOR WRITING OR SPECTATOR SPORTS. YOU DON'T LEARN BY WATCHING SOMEONE ELSE DO.
BUT WE NEED STUDENTS TO BE ABLE TO DECONSTRUCT AND THEN CONSTRUCT THEIR OWN.
SO IT CAN BE EVERYTHING FROM PROVIDING SOME EDITS OR CRITIQUES TO SOMEONE'S MODEL WRITING, AS WELL AS THEN RESPONDING TO SHORT ANSWERS. BUT IT SHOULD ALWAYS BE CONNECTED TO THE READING SO THAT IT ISN'T THIS SEPARATE THING.
BECAUSE WHAT WE WILL FIND IN OUR ASSESSMENT IS ONE SELECTION OR PASSAGE COULD BE UTILIZED FOR READING COMPREHENSION, OR IT COULD BE UTILIZED TO DO SOME WRITING ANALYSIS THAT THE STUDENT WOULD RESPOND TO.
SO TO YOUR POINT, IT NEEDS TO BE ACTIVE LEARNING, NOT PASSIVE.
AND THAT'S THE UNDERPINNING OF ALL THE PROFESSIONAL DEVELOPMENT THAT WE DO IN OUR DISTRICT.
THANK YOU, THAT'S VERY HELPFUL. AND THEN WHAT I HEAR IS A VERY CLEAR VISION OF WHAT THAT LOOKS LIKE.
AND SO CONGRATULATIONS ON, ON THE PROGRESS YOU'VE MADE ON THAT.
A COUPLE OF QUESTIONS I HAVE, AND THIS MAY BE TOO EARLY TO ASK, BUT, YOU KNOW, IN SOME OF THE DATA I'VE SEEN, I'VE SEEN SOME YOU KNOW, PARTICULARLY STRONG GROWTH IN DOMAIN ONE, WHICH IS JUST SORT OF RAW ACADEMIC, YOU KNOW, PERFORMANCE. AND YOU KNOW, I WOULD LOVE TO ULTIMATELY SEE THE DATA, HOW THAT PLAYS OUT AND TO BEGIN TO CONTINUE TO TELL THE STORY, YOU KNOW, I'M NOT DIMINISHING GROWTH OR OTHERS, BUT IT'S NICE TO BE ABLE TO SAY, YOU KNOW, WE ARE NOT JUST RELYING ON GROWTH FOR OUR HIGH NUMBERS.
WE ARE ACTUALLY MOVING THE UNDERLYING NEEDLE ON ACADEMIC OUTCOMES.
AND, AND SO I'M LOOKING FORWARD TO SEEING THAT.
AND THEN ONE THING THERE WAS THE SLIDE THAT HAD THE BARS THAT DR.
ELIZALDE TALKED ABOUT. I'M NOT SURE WHAT SLIDE THAT IS, I HAVE HIT A BUTTON.
AND BEFORE TRUSTEE SANDERS MAKES FUN OF ME. I'VE LOST THE CONNECTION THERE, SO.
THIS ONE HERE. SO WHAT I FOUND INTERESTING ABOUT THIS IS YOU, YOU SORT OF SEE THE, THE PERCENTAGE OF SCHOOLS THAT ARE A AND B REALLY STAY CONSISTENT BETWEEN THE TWO YEARS.
THERE'S ONE PERCENTAGE POINT DIFFERENCE, WHICH MAY BE EVEN AS MUCH AS STATISTICAL NOISE.
AND YET YOU SEE A TWO-POINT GROWTH IN THE OVERALL RATING, THAT THAT TELLS ME WE HAVE A NUMBER OF SCHOOLS THAT MAY NOT HAVE TICKED ABOVE TO GO FROM B TO A OR FROM C TO B, BUT YOU HAVE MOVEMENT WITHIN THOSE BANDS.
AND SO THAT'S JUST ANOTHER THING I WANTED TO POINT OUT TO THE PUBLIC IS THAT WHILE THE RAW NUMBERS MAY NOT CHANGE, THAT MEANS WE'VE GOT MORE HIGH B'S, WE'VE GOT MORE, YOU KNOW, WE'VE GOT MORE.
WE HAVE A LOT OF 89. YEAH. AND SO AND SO THAT'S EXCITING TO SEE AS WE GO.
SO OVERALL, I JUST ECHO MY FELLOW TRUSTEES COMMENTS.
THANK YOU SO MUCH FOR THE WORK THAT YOU'RE DOING AND SO EXCITED TO CONTINUE TO SEE US GROW.
TRUSTEE GARCIA. SO CONGRATULATIONS. I KNOW WE'VE SAID IT A LOT, BUT IT TRULY MEANS A LOT COMING FROM, YOU KNOW, ALL OF US. AND THE WORK THAT YOU ALL DO EVERY DAY IS, IS HOW WE CAN WE JUST CONTINUE TO PROVE THAT KIDS, NO MATTER WHERE THEY'RE FROM OR WHERE THEY GREW UP, THEY CAN DO IT.
SO I HAD A COUPLE QUESTIONS. OF COURSE, ALL OF THIS LOOKS WONDERFUL.
I DID LOOKING AT GOAL ONE, WHEN WE LOOK AT THIRD GRADE, I KNOW WE SEE A DROP IN SOME AREAS.
I KNOW LIKE A MINUS ONE IN AFRICAN AMERICAN POPULATION.
I KNOW WE'RE CONTINUING TO MONITOR THESE NUMBERS.
BUT ARE THERE, IS IT JUST LIKE YOU SAID, RUN THE PLAY, KEEP DOING MORE OF, OF THE WORK? OR HOW DO WE MONITOR THESE PARTICULAR STUDENT GROUPS? WELL, I CAN TELL YOU THAT ON THIS SPECIFIC STAAR, THE PROMPT THAT THEY HAD, IF YOU WERE IN THE, THE STUDENTS THAT TOOK THE, THE ASSESSMENT IN ENGLISH HAD A MUCH DIFFERENT DIFFICULT TIME THAN THE STUDENTS THAT TOOK IT IN SPANISH, BECAUSE OF THE FACT ONE WAS KIND OF LIKE, TELL ME ABOUT THE BEES.
THAT WAS THE SPANISH PROMPT. OH, SO THIS PROMPTS HER DIFFERENT.
[00:45:02]
YEAH. AND SO I DO THINK THAT OUR AFRICAN AMERICAN AND OUR WHITE STUDENTS, THEY ALL STUDENTS HAVE A MORE DIFFICULT TIME WITH WHAT THEY CALL ARGUMENTATIVE TEXTS, WHICH IS WHERE YOU HAVE TO PICK A SIDE AND THEN DEFEND YOUR SIDE VERSUS TELL ME ABOUT THE BEES.SO THAT PIECE IS A LITTLE BIT OF A CAVEAT. I WOULD SAY THAT'S PART OF THAT SPECIFICALLY BECAUSE REMEMBER, EVERY YEAR THESE TESTS ARE COMPLETELY DIFFERENT, AND THE SPANISH AND ENGLISH ARE ALWAYS COMPLETELY DIFFERENT.
SO THEY DO NOT THEY THEY DON'T MATCH. THEY DON'T TAKE.
THEY DON'T MATCH. WELL, IF YOU TOOK IT IN ENGLISH, YOU GOT THE PROMPT ABOUT COWBOYS.
IT'S NOT A TRANSLATION. YEAH. YEAH. SO THE TEST.
BECAUSE YOUR SPANISH LANGUAGE ARTS FOUNDATION COMPONENTS ARE DIFFERENT FROM ENGLISH LANGUAGE, WHICH IS WHY WE USE A 50/50 MODEL, SO THAT STUDENTS ARE GETTING THE ENGLISH COMPONENTS THAT THEY NEED TO ULTIMATELY BE ABLE TO TAKE THE TEST IN ENGLISH, WHICH YOU WILL SEE. AS YOU SEE FROM OUR SCORES, OUR STUDENTS DO END UP DOING WELL BY THE TIME THEY'RE IN MIDDLE SCHOOL, EVEN IF THEY STARTED OFF IN SPANISH LANGUAGE BY EIGHTH GRADE, AS WAS EVIDENCED BY OUR STUDENT OUTCOME GOALS FOR GRADE EIGHT.
HOWEVER, FROM ONE YEAR TO THE NEXT, BECAUSE IT'S NOT A TRANSLATION NOW, THE AGENCY WILL TELL YOU THAT THEY'VE DONE STATISTICAL ANALYSIS TO MAKE SURE THAT THEY'RE MAKING IT EQUITABLE IN TERMS OF WHAT THE SCORE IS REQUIRED TO PASS ON ONE TEST, WHETHER IT'S IN ENGLISH OR THE OTHER TESTS THAT MAY BE IN SPANISH, BUT THOSE ARE ALWAYS GOING TO BE THE VARIABLES THAT THAT HAVE AN IMPACT, MORE IMPACT ON OUR STUDENTS PROBABLY, THAN IN MANY OTHER DISTRICTS. YEAH, BECAUSE WHEN YOU LOOK AT GOLD THREE, YOU SEE A FLAT LINE ON EMERGENT BILINGUAL.
AND SO SO THAT'S WHAT HAPPENS BECAUSE THERE'S TAKING DIFFERENT TESTS.
IT'S NOT APPLES TO APPLES. NOT NECESSARILY. NOT IN.
NOT IN. NOT FOR THREE. GO GO. ONE WILL BE TWO DIFFERENT TESTS.
GOLD THREE WILL BE IT'S ALL IT'S ALL ENGLISH.
ALL ENGLISH. IN MIDDLE SCHOOL. AT THAT POINT. OKAY. BUT THAT KIND OF GOES BACK TO WHY WE, YOU KNOW, FOR PEOPLE THAT WE DON'T MAKE EXCUSES, OUR KIDS HAVE TO BE READY FOR EVERYTHING.
I MEAN, YOU DON'T KNOW IF YOU'RE GOING TO PLAY SOCCER TODAY OR YOU'RE GOING TO PLAY BASKETBALL TODAY. SO WE'RE GOING TO TRAIN YOU FOR BOTH. WELL, REALLY FOR LIKE 25 SPORTS BECAUSE I MEAN, THAT'S WHAT OUR EXPECTATION IS FOR OUR KIDS TO BE SUCCESSFUL.
YEAH. OKAY. OKAY. NOW THAT MAKES MORE SENSE. AND BUT IN TERMS OF THE YOU MENTIONED, CHIEF HUITT, SOMETHING ABOUT SENSE OF BELONGING ON THIS SLIDE, AND I PUT QUESTION MARK, BUT I MISSED THE STATEMENT.
I DON'T KNOW IF YOU. SURE, WE WERE ABLE TO TRACK SOME OF THE PROGRAMS THAT WE'RE GOING TO IMPLEMENT IN OUR GEMS PROGRAM THIS YEAR ACROSS OUR COMPREHENSIVE, COMPREHENSIVE MIDDLE SCHOOLS. AND SO SOME OF THE THINGS WE PILOTED LAST YEAR TO INCREASE SENSE OF BELONGING, BELONGING, AND TRY TO ATTACK CHRONIC ABSENTEEISM.
AND SOME OF THE OTHER THINGS WE'RE DEALING WITH AT THE MIDDLE SCHOOL LEVEL WAS TO IMPLEMENT A MORE STRUCTURED ADVISORY SYSTEM, AND WE PILOTED THAT ACROSS SOME MIDDLE SCHOOLS.
WE SAW SOME POSITIVE OUTCOMES AND ALSO TO PILOT WHAT WE CALLED WEB LINK.
IT'S A REALLY STRUCTURED PROGRAM. AND SO A LOT OF THE THINGS THAT WE'RE PUTTING INTO IT ACROSS ALL MIDDLE SCHOOLS NEXT YEAR, WE PILOTED AT MULTIPLE MIDDLE SCHOOLS ACROSS THE DISTRICT.
AND SO THEN THAT OKAY, THAT'S WHAT YOU MEANT.
ALSO A QUICK QUESTION. THE PEGASUS STUDENTS, THEY TAKE THIS EIGHTH-GRADE TEST, THE STAAR? YOU'RE ASKING, DO THEY TAKE THE EIGHTH GRADE MATHEMATICS. YEAH. OKAY. BECAUSE I KNOW THAT THAT GROUP TO ME WAS SORT OF A NUANCE BECAUSE THEY'RE IN THE HIGH SCHOOL, BUT THEN THEIR EIGHTH GRADE AS WELL. IT DEPENDS ON WHAT COURSE THEY'RE IN.
THEY TAKE THE STAR THAT'S ALIGNED TO THE COURSE THAT THEY TAKE.
OKAY. THAT THEY'RE IN. SORRY. OKAY, THEN LET'S SEE.
I THINK THOSE ARE ALL MY QUESTIONS. THANK YOU FOR THIS ROUND.
TRUSTEE TURNER. ALL RIGHT. FIRST OF ALL, I, LIKE MY COLLEAGUE SAID, CONGRATULATIONS.
THE WORK THAT YOU ALL HAVE PUT IN FOR THE LAST YEAR HAS REALLY BEEN AMAZING.
AND KUDOS TO EACH AND EVERY ONE OF YOU ALL FOR THE WORK THAT YOU'VE DONE.
AND THANK YOU IN ADVANCE FOR THE WORK THAT YOU WILL CONTINUE TO DO.
AND I KNOW LAST YEAR WE WAS HAVING SOME CHALLENGES WITH AI GRADING THE WRITING.
IS THAT SOMETHING THAT WE'RE STILL DEALING WITH THIS YEAR? YES.
AS FAR AS WHEN WE TURN OUR SCORES BACK INTO THE STATE? EXACTLY. YES, WE ARE DEFINITELY TURNING THEM BACK INTO THE STATE.
[00:50:02]
AND THEY ARE DEFINITELY COMING BACK HIGHER IN SOME CASES.BUT AT THE SAME TIME WE HAVE A PRACTICE AROUND USING.
WE DO HAVE AN INTERNAL AI GRADER TO. ALSO WE USE PAPER.
SO I MEAN, WE HAVE CHROMEBOOKS AND WE ALSO HAVE PAPER.
BUT YES, THE STATE DOES USE THAT PIECE WHEN IT GRADES THESE ASSESSMENTS.
OKAY. ALL RIGHT, GOOD. THAT'S GOOD TO KNOW. YOU MENTIONED DEALING WITH NOVICE TEACHERS AND HAVING MENTORS, WORKING WITH THEM KIND OF TALK TO ME ABOUT THAT.
I THINK IT'S A REAL BRILLIANT IDEA TO HAVE MENTORS, TEACHERS BEING MENTORED.
IN DALLAS ISD IF THERE ARE 0 TO 2 YEAR TEACHER.
AND WHAT WE NOTICED IS THAT ACROSS THIRD GRADE LAST YEAR IF YOU HAD A MENTOR TEACHER THAT WAS ASSIGNED TO YOU AND STAYED WITH YOU THROUGHOUT THE YEAR, YOUR STUDENTS PERFORM HIGHER THAN THOSE THAT HAD MAYBE SWITCHED A MENTOR OR THEIR MENTOR LEFT AND THEY DIDN'T CONTINUE ON WITH THEIR MENTOR.
SO WE THOUGHT WE WANTED TO MAKE SURE THAT WE'RE INTENTIONAL ABOUT ENSURING THAT THEY HAVE THEIR MENTOR TEACHER, AND THAT THEY ALSO RECEIVE ADDITIONAL SUPPORT AT THE BEGINNING OF THE YEAR AROUND DESTRUCTION AND PROVIDING STRUCTURES IN THE CLASSROOM.
SO THAT'S HAPPENING WITH CHIEF GAYLORD'S TEAM.
YEAH, I JUST WANT TO HIGHLIGHT, I THINK WHAT WE'VE SEEN IS WHEN YOU DO HAVE AN EFFECTIVE MENTOR FOR A NOVICE TEACHER, YOU HAVE HIGHER STUDENT OUTCOMES. WE'VE SEEN HIGHER TEACHER RETENTION RATES AND WE'VE SEEN HIGHER EVALUATIVE SCORES AS WELL, SO WE DO KNOW IT'S VALUABLE. ONE GREAT THING, I THINK THAT THE HCM TEAM IN CHARGE OF OUR MENTOR PROGRAM HAVE DONE RECENTLY IS THEY REALLY FOCUSED ON GETTING FEEDBACK FROM OUR MENTORS AND MENTEES.
AT THE END OF THE YEAR, DURING THE YEAR AND AT THE BEGINNING AS WELL.
AND USING THAT FEEDBACK TO GUIDE AND CHANGE THAT PROGRAM.
SO WE FEEL WE HAVE A REALLY GREAT PLAN IN PLACE THIS YEAR WE EXPECT TO HAVE MORE GAINS.
AND WE DEFINITELY APPRECIATE SCHOOL LEADERSHIP AND THEIR SUPPORT AND HELPING US GET THEM MATCHED ON CAMPUS WITH A HIGHLY EFFECTIVE TEACHER TO MAKE SURE WE'RE ABLE TO SUPPORT THEM WELL. OKAY, GREAT. AND IS THIS SOMETHING THAT WE'RE DOING AT EVERY CAMPUS ACROSS THE BOARD, OR WAS THIS JUST A PILOT? NO, ACROSS THE BOARD.
YES, SIR. OKAY, COOL. THANK YOU. THANK YOU FOR THAT.
AND THEN LAST DOMAIN WHEN YOU TALKED ABOUT ARGUMENTATIVE DEBATES, RIGHT.
SO I KNOW THIS IS FAR FETCHED, BUT CAN WE HAVE A THIRD GRADE DEBATE TEAM SO THEY CAN JUST START ARGUING, YOU KNOW, THIRD GRADE? NO, I KNOW THAT'S NOT REAL, BUT JUST AN IDEA.
THANK YOU, I THANK Y'ALL. GOOD WORK AND KEEP UP THE HARD WORK.
THANK Y'ALL. I WOULD SAY ANY THIRD GRADE TEACHER SAYS THEY'RE ALREADY ARGUING TRUSTEE TURNER.
ANYONE ELSE FOR ROUND ONE? IF NOT, THEN ROUND TWO.
TRUSTEE WEINBERG. THANK YOU. A QUICK FOLLOW UP QUESTION.
I'M CURIOUS, AND YOU MAY NOT HAVE THE INFORMATION HERE, BUT AS IT IN THE TRACKER THE SPECIAL EDUCATION SERVICE RECEIVING STUDENTS SUBPOPULATION JUST KIND OF HOW THAT BREAKS OUT AS A SUBGROUP IN THE OUTCOME GOALS.
WE CAN GET THAT TRACKER. YEAH. THANK YOU. AND THEN FINALLY, THERE'S JUST, IT IS SO HARD, I THINK, TO DESCRIBE ALL OF THE THINGS THAT ARE HAPPENING TO MAKE PROGRESS HAPPEN.
AND SO I REALLY APPRECIATE HOW SUCCINCTLY YOU ALL DESCRIBED IT ON THE SLIDE.
AND I THINK IT'S JUST SUCH RICH INFORMATION AND PEOPLE REALLY VALUE AND I THINK KIND OF ILLUMINATES SORT OF, YOU KNOW, FOLKS WHO DON'T HAVE THE TIME OR DON'T WATCH THE DETAIL.
SO THANK YOU SO MUCH FOR THE DETAIL ON THE SLIDES.
THAT'S REALLY HELPFUL TO ME AND HELPFUL IN COMMUNICATING ON TO FOLKS HOW WE'RE ACHIEVING THIS PROGRESS, BECAUSE THE PROGRESS IS REMARKABLE AND I'M SUPER EXCITED TO COMMUNICATE IT.
SO THANK YOU ALL. TRUSTEE SANDERS. THE GEMS STRATEGY MOVING FORWARD THIS YEAR. GEMS. AND I'M DOING MY ACRONYM CHECK GROWING EXCELLENCE IN MIDDLE SCHOOLS.
AND PARTICULARLY IN SOME OF THE SUBJECTS THAT WE ENDED UP WITH, DOES THAT AFFECT HOW WE GET THIS INITIATIVE GOING? ONE, AGAIN, I'M OUT OF MYSELF REALLY EXCITED ABOUT US HAVING A MIDDLE SCHOOL STRATEGY THIS YEAR.
IT'S THAT OFTENTIMES IT'S THE YOU KNOW, KIND OF LIKE THE STEPCHILD OF THE LEVELS SOMETIMES.
[00:55:02]
BUT WHEN YOU'RE LOOKING AT THE PERFORMANCE OF PREVIOUS YEAR, DO YOU FEEL LIKE IT'LL ADJUST ANY OF THE STRATEGY OF GEMS MOVING FORWARD THIS YEAR? NO, I THINK OUR, OUR TIER ONE STRATEGY IN OUR INSTRUCTIONAL BLOCK STRATEGY IS WILL REMAIN THE SAME THROUGHOUT K-12, RIGHT? PRE-K 12. AND SO THAT DOESN'T CHANGE ANYTHING.SO, FOR EXAMPLE, WE SCHEDULE TWO BLOCKS OF CONTENT, AND THEN YOU TAKE ART, TWO BLOCKS OF CONTENT, AND THEN YOU TAKE YOUR NEXT ELECTIVE. AND SO IT'S REALLY BREAKING UP AND BEING REALLY THOUGHTFUL ABOUT HOW STUDENTS ENGAGE THROUGHOUT THE STRUCTURED SCHOOL DAY AS THEY ATTEND MIDDLE SCHOOL. OKAY. ALL RIGHT. PRETTY MUCH THE BIGGEST THING THAT I WANTED TO ASK, THERE'S MUCH MORE VERY RICH DATA. YOU GUYS GAVE US A VERY SUCCINCT HIGH LEVEL OF IT, WHICH IS VERY HELPFUL AND LOOK FORWARD TO DEEP DIVE IN OVER THE NEXT SEVERAL WEEKS. JUST AS ANYONE ELSE FOR ROUND TWO? SEEING NO ONE ELSE. THANK YOU ALL FOR THE PRESENTATION.
GREAT WORK. TRUSTEES WILL NOW TURN TO AGENDA ITEM 7.A.
[7. INFORMATION/REPORTS]
SUPERINTENDENT'S REPORT. SUPERINTENDENT. THANK YOU, PRESIDENT CARREÓN.WE'LL GO AHEAD AND MOVE ON WITH OUR NEXT GROUP.
AND CHIEF GAYLORD AND DEPUTY CHIEF BROUGHTON WILL GO AHEAD AND TURN THAT OVER TO THEM.
GOOD EVENING AGAIN. DR. BROUGHTON IS GOING TO ACTUALLY START THIS.
SO IF YOU WANT TO TAKE IT AWAY. GOOD EVENING, SUPERINTENDENT ELIZALDE AND MEMBERS OF THE BOARD, THANK YOU SO MUCH FOR THIS OPPORTUNITY TO SHARE A BRIEF RECAP OF SUMMER BREEZE 2026.
AND SO WE'VE BEEN BUSY. THIS YEAR MARKED THE SIXTH YEAR OF OUR REIMAGINED SUMMER PROGRAM, AND SUMMER BREEZE REPRESENTS ALL OF THE PROGRAMS THAT WE OFFER ACROSS DALLAS ISD TO INCLUDE OUR DISTRICT INITIATIVES, AS WELL AS THOSE SPONSORED BY OUR PARTNERS AND SOME OF OUR VENDORS.
OUR GOAL IS SIMPLE. IT IS TO PROVIDE STUDENTS WITH FREE, HIGH QUALITY OPPORTUNITIES TO LEARN, GROW AND STAY ENGAGED DURING THE SUMMER WHILE ALSO PROVIDING A RESOURCE TO OUR FAMILIES.
AND SO OUR SUMMER PROGRAMING IS BUILT AROUND FOUR BIG PRIORITIES ACCELERATING LEARNING, ENRICHMENT, MEETING OUR LEGISLATIVE REQUIREMENTS, AND SUPPORTING STUDENTS AND FAMILIES.
AND SO SUMMER GIVES US VALUABLE TIME TO ADDRESS STUDENT NEEDS AND ALSO GIVE THEM GIVE US THE OPPORTUNITY TO PROVIDE THE MEALS, TRANSPORTATION AND INCENTIVES TO ENCOURAGE PARTICIPATION.
AND SO ON THE SCREEN THERE, YOU CAN SEE SOME OF OUR STUDENTS FROM KLEBERG, AS WELL AS ARCADIA PARK, WHO TOOK PART IN OUR PROGRAMS. NEXT SLIDE PLEASE.
AND SO SUMMER COOL, WHICH IS OUR K-8, OUR PRE-K-8, EXCUSE ME, PROGRAM.
WE SERVED OVER 12,000 STUDENTS THIS SUMMER, AND WE DID THAT ACROSS 56 DIFFERENT SITES.
AND THIS YEAR'S BROADWAY THEMED PROGRAM FOCUSED ON REALLY TWO THINGS.
OFFERING A MATH AND READING BLOCK IN THE MORNING AND THEN ENRICHMENT IN THE AFTERNOON.
AND SO STUDENTS ALSO HAD THE OPPORTUNITY TO ENGAGE IN HOUSE BILL 1416 TUTORING IF NEEDED.
AND WE ACCOMPLISHED 321,000 TUTORING HOURS THIS SUMMER.
AND SO OUR HIGH SCHOOL STUDENTS ALSO HAD SOME OPPORTUNITIES.
AND THEN MORE THAN 750 STUDENTS PARTICIPATED IN THAT EXPERIENCE.
AND SO WE OFFERED THEM AN OPPORTUNITY TO PREPARE FOR END OF COURSE AS WELL.
AND SO, SLIDE THREE, PLEASE. ENRICHMENT IS EVERYTHING TO US.
AND SO WE BELIEVE IT IS A CARROT HERE IN DALLAS ISD.
AND SO WE OFFERED 28 ENRICHMENT CAMPS THIS SUMMER AND SERVED ABOUT 30,000 STUDENTS.
AND SO WE'RE PROUD OF THAT. AND SO OUR STUDENTS HAD THE OPPORTUNITY TO ENGAGE IN LOTS OF OPPORTUNITIES, FROM DEBATE, TO ACADEMIC DECATHLON, TO AMERICAN SIGN LANGUAGE, SCIENCE ENRICHMENT, CHEERLEADING, MARIACHI DANCE, ALL OF THE FINE ARTS. AND SO WE'RE PROUD OF THAT.
AND IN SUMMARY, WE ARE PROUD TO SHARE THAT OUR NUMBERS INCREASED FROM LAST YEAR TO THIS YEAR.
THANK YOU. ALL RIGHT, FOR THE STUDENTS NOW FOR THE ADULTS, WE HAD MORE THAN 4,700 STUDENTS,
[01:00:06]
STUDENTS, TEACHERS. I'M SURE THEY FELT LIKE STUDENTS TEACHERS PARTICIPATING IN OUR SUMMER.IT'S REALLY WHAT WE CALL OUR FLEX DAY TRAINING, WHERE YOU COME TWO DAYS DURING THE SUMMER TO DO ALL OF YOUR WRITING AND HQIM AND MATH AND EVERYTHING. AND THEN THAT WAY YOU HAVE TWO FLEX DAYS THROUGHOUT THE YEAR.
IN ADDITION TO THAT, ON JULY 23RD, WE BROUGHT ALMOST A THOUSAND OR REALLY 945 CAMPUS LEADERS THERE, SILT. THAT'S THE CAMPUS INSTRUCTIONAL LEADERSHIP TEAM.
WE EQUIP THEM TO GO BACK TO CAMPUSES TO SUPPORT ALL OF THEIR TEACHERS THROUGHOUT THE YEAR.
THESE CAMPUS LEADERS SUPPORT ONGOING TRAINING, MENTORING, LESSON PLANNING.
WE WORK WITH OUR CENTRAL OFFICE TEAMS. THE THIRD BIG THING AT CARTER HIGH SCHOOL THIS YEAR, WE HAD OUR NEW TEACHER ACADEMY FROM CARTER AND WILMER-HUTCHINS, AND WE PREPARED.
IT SAYS 800 NEW TEACHERS. BUT GET THIS, WE HAD 800 NEW TEACHERS AND WE HAD OVER 200 TEACHERS THAT WERE HIRED LAST YEAR THAT DID NOT GET TO ATTEND, THAT WANTED TO COME BACK TO DO EVEN MORE NEW TEACHER TRAINING.
WITH THAT, WE HAD A TOTAL OF ALMOST 6,500 ADULTS.
ANOTHER PIECE THAT WE WANTED TO HIGHLIGHT THIS YEAR IS WE HAD OUR FIRST EVER AI SUMMIT.
THIS WAS FOR ABOUT 225 LEADERS AND ABOUT 200 TEACHERS.
WE ALSO HAD A SPECIALIZED MONTESSORI SUMMIT FOR ABOUT 125 TEACHERS.
SO THE AI SUMMIT REALLY PEOPLE PARTICIPATED ON HOW TO USE THE TOOLS THAT WE'RE GIVING YOU FOR CURRICULUM AND LEADERSHIP TO BE PRODUCTIVE IN THE CLASSROOM WITH A HUGE PIECE ON THE HUMAN CONNECTION IN THE DIGITAL AGE AND PROTECTING ACADEMIC INTEGRITY.
SOMETIMES THOSE ARE TWO WORLDS THAT NEED A LITTLE TIME TO MAKE SURE BOTH ARE HELD IN HIGH FIDELITY.
SO WE GAVE THEM TIME. AND THEN LAST, WHEN PEOPLE SAY, WELL, WHAT WAS ALL OF THAT TRAINING, IT REALLY WE'RE GOING TO SAY IT FOR THE 100TH TIME TODAY.
SOLID TIER ONE INSTRUCTION, MAKING SURE YOU UNDERSTAND YOUR ALIGNMENT, YOUR GRADE LEVEL STANDARDS, HOW TO DIFFERENTIATE. WHEN WE SAY ALL MEANS ALL, THAT MEANS DESIGNING A CLASSROOM FOR EVERY STUDENT, REGARDLESS OF WHAT SECTION OF TOWN YOU'RE IN, REGARDLESS IF YOU'RE IN PRE-K OR YOU'RE A HIGH SCHOOL AP TEACHER.
THANK YOU. THANK YOU FOR THE PRESENTATION. DO WE HAVE ANY QUESTIONS? LET'S SEE. TRUSTEE SANDERS. A COUPLE OF QUESTIONS.
YOU KNOW, I HOPE Y'ALL DO GET A BREAK OR GOT ONE.
BIGGEST QUESTION IS FOR THE SUMMER INITIATIVES.
HOW, HOW HAVE WE BEEN MEASURING THAT? LIKE, I'M CURIOUS, YOU KNOW, FOR THE KIDS WHO COME TO, YOU KNOW, WE CALL IT SUMMER COOL. NOW, I KNOW WE'VE CALLED IT SUMMER BREEZE BEFORE, YOU KNOW, HOW IS IT SHOWING UP? HOW ARE THESE STUDENTS DOING? AND I WOULD IMAGINE ACROSS A RANGE OF DIFFERENT DOMAINS, RIGHT? NOT JUST STAR TESTS OR SOMETHING LIKE THAT.
ATTENDANCE. HOW ARE WE SHOWING WHAT THE ROI IS ON THE WORK THAT WE'RE DOING IN THE SUMMER? YES, THANK YOU FOR THE QUESTION TRUSTEE SANDERS. WE DO A FORMAL EVALUATION EVERY YEAR TO ANALYZE WHETHER THE PERFORMANCE OR OUR WORK IS HAPPENING IN A POSITIVE MANNER. THROUGHOUT THE SUMMER.
AND SO WE'RE ABLE TO EVALUATE ATTENDANCE. WE'RE ABLE TO EVALUATE, WE ENGAGE STUDENTS IN TUTORING.
AND SO THEY'RE TRACKED THROUGHOUT THE SCHOOL YEAR. AND SO WE, WE LOOK AT THE DATA TO MAKE INFORMED DECISIONS ON WHAT ADJUSTMENTS NEED TO BE MADE THROUGHOUT THE SUMMER. AND I THINK SOME OF THE SPECIFIC DATA THAT ARE COLLECTED DR.
IT COULD EVEN INCLUDE GRADES. HOW DID STUDENTS DO? YEAH. BECAUSE WE ARE LOOKING AT MORE THAN JUST ONE THING IN ORDER TO EVALUATE WHETHER THIS IS PROVIDING THAT RETURN ON INVESTMENT.
AND SO DR. LEAR CAN PUT THAT IN THE TRACKER FOR ALL TRUSTEES TO SEE.
AGAIN, THAT EVALUATION OF WHETHER OUR INVESTMENT IN SUMMER FOR STUDENTS IS YIELDING THOSE OUTCOMES.
[01:05:03]
THANK YOU, THAT WOULD BE GREAT. AND THEN ALSO I'VE SLEPT SINCE Y'ALL PROVIDED US THE LIST, BUT CAN YOU SEND US AGAIN IN THE TRACKER? WHAT WERE THE SCHOOLS DISTRICT WIDE AGAIN? THAT WOULD BE HELPFUL. THANK YOU. ANY OTHER QUESTIONS? TRUSTEE GARCIA. HOW DOES THE PARTICIPATION LOOK IN TERMS OF, YOU KNOW, BY TRUSTEE DISTRICT? ARE THERE CERTAIN OUTREACH TO PARENTS? I'M JUST THINKING AHEAD.RIGHT. BECAUSE SOME OF IT IS PROVING THAT ROI.
BUT IF IT'S THERE FOR IN CERTAIN AREAS, YOU KNOW, AS A BOARD MEMBER, I'M THINKING, WELL, HOW, YOU KNOW, I DO HAVE A FEW CAMPUSES WHERE IT'S LIKE, WELL, THESE ARE THE ONES THAT, YOU KNOW, MAYBE THEY NEED TARGETED APPROACH TO PARTICIPATE IN THESE SUMMER PROGRAMS. SO I WONDERED, DO WE HAVE THAT KIND OF DATA AVAILABLE TO US FOR PARTICIPATION.
FOR THE, FOR ALL, FOR THE [INAUDIBLE] SCHOOLS SPECIFICALLY, OR JUST.
YEAH. WE HAVE A DASHBOARD THAT'S BY CAMPUS, BY TRUSTEE AND BY VERTICAL TEAM.
OKAY. YEAH. SO MAYBE THAT'S WHAT I NEED. SO WE'LL, WE'LL PUT, WE'LL MAKE SURE THAT IN THE TRACKER, WE'LL DO THAT FOR ALL THE TRUSTEES SO THAT YOU ALL HAVE ACCESS TO THAT.
I DON'T LIKE THAT ACRONYM GETS TOUGH, BUT GRAD I REMEMBER.
YES. YEAH. OKAY. BECAUSE I DID SOMETHING TO HIGHLIGHT THERE.
YOU KNOW, I'VE DONE WHEN I WAS, HEY, LOOK, BRAND NEW TRUSTEE.
I'M STILL NEW. TRUSTEE. I DID SUMMER GRADUATIONS.
RIGHT? I'VE DONE THOSE AND DISTRICT 4 WE'VE SEEN THE NUMBERS GROW DURING THE JUST MAY GRADUATION, GRADUATING ON TIME. SO FIRST, BRUCE SAMUEL SEAGOVILLE LARGEST NUMBERS I'VE SEEN.
AND THEN, YOU KNOW, AND THEN SUMMER, I WAS LIKE, OH, WE'RE WE, WE HAVE SOME, WHICH IT'S GREAT THAT THEY'RE ABLE TO GRADUATE, YOU KNOW, REGARDLESS OF WHEN IT IS. BUT I JUST WANTED TO POINT THAT OUT.
BUT I WONDERED IF CREDIT BOOST WAS TIED TO THAT PROGRAM AS WELL.
AND THEN THE ONLY OTHER THING. NO, ACTUALLY, THAT'S ALL THE QUESTIONS I HAVE FOR THIS.
THANK YOU. TRUSTEES, ANY OTHER QUESTIONS FOR 7.A? SEEING NONE. AND THANK YOU ALL FOR THE PRESENTATION. TRUSTEES WILL NOW TURN TO AGENDA ITEM 7.B, THE SMALL BUSINESS ENTERPRISE QUARTERLY REPORT.
AND I SEE MR. WILLIAMS AND MISS PARTEE COMING UP SO THAT THEY CAN DO THEIR PART OF MY REPORT, AND WE'LL GIVE THEM JUST A FEW MINUTES TO SETTLE IN.
I'LL TURN IT OVER TO MR. WILLIAMS AFTER THEY DO MUSICAL CHAIRS.
MR. WILLIAMS WILL GET CLOSER TO BEING ABLE TO RUN THE DECK IS WHAT I THINK JUST HAPPENED.
OKAY, MR. WILLIAMS, I'LL TURN IT OVER TO YOU, MISS PARTEE.
THANK YOU VERY MUCH. WE ARE SUPPORTING GENERAL, GENERAL CONTRACTORS AND VENDORS AS THEY TRANSITION FROM THE MINORITY WOMEN BUSINESS ENTERPRISE TO THE SMALL BUSINESS ENTERPRISE CERTIFICATIONS.
AND A MAJOR FOCUS IS ON OUR GOODS AND SERVICES VENDORS WHO HAVE WON CONTRACTS WITH THE DISTRICT BUT ARE NOT CERTIFIED. SO WE'RE REALLY FOCUSING ON THAT GROUP.
ALL RIGHT. WE'RE COLLABORATING WITH THREE CERTIFICATION AGENCIES TO STREAMLINE THE CERTIFICATION PROCESS, WHICH CAN BE A CHALLENGE WITH A LOT OF OUR SMALL BUSINESSES.
AND THAT HAS REALLY HELPED A LOT. NEXT. I'M WAITING FOR ASSISTANCE WITH PULLING UP THE REPORT.
THERE WE GO. OKAY, ON THE NEXT SLIDE THAT'S GOING TO COME UP AND THAT IS YOU'RE GOING TO SEE A LIST OF THE SBO INITIATIVES AND PROGRAMS THAT WE HAVE THAT WE'VE SHARED WITH YOU BEFORE.
AND WE'VE BEEN VERY SUCCESSFUL WITH THEM. AND THEN.
GO TO THE NEXT SLIDE. I'M NOT CONTROLLING IT.
WE HAVE SOMEONE CONTROLLING IT FOR US. MR. WILLIAMS. OKAY. NEXT SLIDE PLEASE. THAT ONE. NEXT SLIDE.
[01:10:08]
I'M SORRY ABOUT THOSE TECHNICAL DIFFICULTIES.BUT ANYWAY, WE WERE VERY, VERY FORTUNATE THIS SUMMER TO HAVE THREE OUTSTANDING SUMMER INTERNS.
AND ONE BEING THE SBO BACK TO SCHOOL INITIATIVE.
NOW OUR INTERNS CAME ARE REALLY A TEN SKYLINE, SEAGOVILLE AND THE SCIENCE ENGINEERING MAGNET.
AND THESE YOUNG PEOPLE WERE AWESOME. AND IT SAYS A LOT TO BASICALLY WHAT'S HAPPENING ON THESE VARIOUS CAMPUSES EVERY YEAR WHEN WE HAVE INTERNS, OUR DEPARTMENT, OUR STAFF, THEY'RE REALLY IMPRESSED HOW INTELLIGENT AND HOW THESE STUDENTS WORK HARD.
NEXT MISS PARTEE WILL COVER THE FOURTH QUARTER DATA.
WE WILL BE PRESENTING FOURTH QUARTER OF FISCAL YEAR 25-26 AND THE SLIDE OR THE PORTION OF THE SLIDE THAT YOU HAVE BEFORE US IS THE 2020 BOND PROGRAM. FOR THE SPECIFIC AREA AS IT RELATES TO CONSTRUCTION, WE HAVE A 30% GOAL THAT HAS BEEN ESTABLISHED BY OUR BOARD POLICY, CH AND CV LOCAL. HOWEVER, OUR ACTUAL UTILIZATION WAS 61.33%.
AND WITH THE PROFESSIONAL SERVICES, WE HAVE A BOARD ESTABLISHED POLICY OF 35% SBE UTILIZATION.
HOWEVER, WE'VE EXCEEDED THAT, WE HAVE 38.94%.
IF WE COULD HAVE THE NEXT SLIDE, PLEASE. THANK YOU SO VERY MUCH.
AS IT RELATES TO THE CONSTRUCTION GOAL WE HAVE 30% AND THE ACTUAL UTILIZATION IS 51.39%.
YET AGAIN, WE HAVE EXCEEDED THE 30% CONSTRUCTION GOAL AS OUTLINED IN OUR BOARD POLICY.
AND THEN WE HAVE A LIST OF ALL THE SCHOOLS THAT WERE PROCURED THROUGH THAT PARTICULAR CMAR METHODOLOGY, ALONG WITH THE CONSTRUCTION MANAGER IDENTIFIED.
THE NEXT SLIDE IS THE SBE UTILIZATION FOR NON-BOND FUNDED PROCUREMENTS.
THE FIRST ANALYSIS IS ACTUALLY FUND 199. AND IT RELATES TO FUND 199.
YOU WILL SEE EACH QUARTER IDENTIFIED FOR QUARTER ONE.
WE HAD A SMALL BUSINESS ENTERPRISE PERCENTAGE PARTICIPATION AT 17.15%.
AND THAT IS CONSIDERING CERTIFIED SMALL BUSINESSES.
FOR QUARTER TWO WE WERE AT 18.15%. QUARTER 3, 21.89%.
QUARTER 4, WE SHOWED A LITTLE INCREASE, WHICH WAS AT 3.47%.
SO IF YOU FOCUS ON THE COLUMN THAT SAYS TOTAL SBE FOR THE FISCAL YEAR 25 TO 26, WHICH COVERS JULY THE 1ST, 2025 THROUGH JUNE THE 30TH, 2026, WHICH CERTIFIES SMALL BUSINESSES, WE WERE AT 19.98%. HOWEVER, THERE IS AN ADDITIONAL PERCENTAGES IF THOSE COMPANIES WERE ALL CERTIFIED. WE HAVE TOTAL TO DATE 29.46%. THAT IS WHEN YOU CONSIDER CERTIFIED AND NON-CERTIFIED SMALL BUSINESS ENTERPRISES. SO WE HAVE A MAJOR INITIATIVE THAT MR. WILLIAMS SPOKE TO EARLIER ON WHAT WE'RE TRYING TO DO IS TO HAVE ALL OF THOSE COMPANIES TO CONSIDER AND BECOME SBE CERTIFIED.
ALSO, I WILL FOCUS ON THE DISTRICT WIDE FUNDS, WHICH IS THE BOTTOM ANALYSIS.
AND AS IT RELATES TO DISTRICT WIDE FUNDS, OF COURSE, OF COURSE, THAT EXCLUDES BOND FUNDS.
AND WE HAVE, AGAIN, A 30% GOAL AS ESTABLISHED BY OUR BOARD POLICIES.
AND AS IT RELATES TO FISCAL YEAR 25-26, CUMULATIVE WITH CERTIFIED SMALL BUSINESS ENTERPRISES, WE WERE AT 19.11%. IF YOU WOULD TAKE INTO ACCOUNT ALL SMALL BUSINESSES, REGARDLESS OF THEIR
[01:15:08]
CERTIFICATION OR NON CERTIFICATION STANDARDS, WE WOULD HAVE BEEN AT 27.86%.AND AGAIN, IN COMPARISON TO A 30% GOAL FOR FUND 1.99, WE WERE AT 19.98%.
AND FOR DISTRICT WIDE FUNDS, WHICH EXCLUDES OUR BOND, OUR 600 SERIES, WE ARE AT 19.11%.
THAT CONCLUDES OUR PRESENTATION. MR. WILLIAMS. I WANT TO ADD ONE THING. ONE THING WE'RE DOING IN REFERENCE TO THIS AREA AS FAR AS 199.
THAT DATA THAT WAS SHARED AND WE'RE CONDUCTING CERTIFICATION WORKSHOPS.
ALL RIGHT. SIMILAR TO OUR BURN ACADEMIES. AND IT'S BEEN AMAZING THE TURNOUT FOR THOSE.
AND WE'RE FOCUSING ON THESE COMPANIES THAT SHE WAS JUST TALKING ABOUT THAT ARE WINNING CERTIFICATION, WINNING CONTRACTS WITH THE DISTRICT, BUT THEY ARE NOT CERTIFIED.
AND SO THEREFORE, WE'RE WORKING WITH THE SMALL BUSINESSES AND WITH VETERAN OWNED SMALL BUSINESSES.
ALL RIGHT, SO THEREFORE, WE HAVE VETERANS AND SMALL BUSINESSES COMING TO OUR WORKSHOPS.
THANK YOU, AND THIS PARTICULAR SLIDE IS ACTUALLY HIGHLIGHTING THOSE SPECIFIC INITIATIVES THAT WE ARE WORKING TO INCREASE SB CERTIFICATION WITH THOSE VENDORS. THAT CONCLUDES OUR PRESENTATION. WE'RE NOW OPEN TO ANY QUESTIONS, AND WE APOLOGIZE FOR THE TECHNICAL GLITCHES. NO APOLOGY NEEDED. THANK YOU SO MUCH FOR THE PRESENTATION.
THIS IS CRITICAL. AND AS A DISTRICT, MOVING SO MANY RESOURCES TO HAVE THIS KIND OF PARTICIPATION IS AN ECONOMIC EMPOWERMENT ENGINE FOR OUR REGION. I WANTED TO FLAG SOMETHING THAT IS ANOTHER GROW.
AS WE LOOK AT THE, WE'VE BEEN DOING A PHENOMENAL JOB AND HISTORICALLY ALWAYS DO AN EXCEPTIONAL JOB OVER PERFORMING ON BOND. PARTICIPATION WITH SBE CERTIFIED ENTITIES.
SO SINCE WE, IF YOU, LIKE YOU SAID, IF WE HAVE, IF WE'RE GOING BY THE REVISED SMALL BUSINESS ENTERPRISE NUMBERS AND WE ARE NOW HITTING THAT 30% GOAL, WE JUST GOT TO GET OUR PEOPLE CERTIFIED.
WHAT I'M SEEING IS A, AS SINCE WE'VE BEEN OVER THAT MARK, IT'S BEEN A SMALLER AND SMALLER GAP BETWEEN THE FOLKS WHO ARE CERTIFIED AND THE FOLKS WHO AREN'T, WHO WOULD HAVE BEEN, WHO WOULD HAVE BEEN QUALIFYING.
SO TO ME, THAT SAYS THAT THE WORK IS WORKING.
THAT ONE, WE'RE RECRUITING MORE PEOPLE WHO ARE ABLE TO DO THESE DISTRICT WIDE CONTRACTS.
SO ONE, JUST WANT TO COMMEND YOU ON THAT EFFORT.
AND AGAIN, JUST RAISING MY HAND TO, YOU KNOW, I'M GONNA KEEP SENDING THEM YOUR WAY WHEN I, WHEN I KEEP FINDING THEM. BUT, YOU KNOW, WHATEVER HELP WE CAN OFFER AS TRUSTEES, YOU KNOW, RAISE THE FLAG, WE'RE HERE TO HELP. BUT THIS IS POSITIVE MOMENTUM, ESPECIALLY AS WE MOVE DEEPER INTO NOW THIS HISTORIC BOND WORK THAT WE HAVE AHEAD OF US.
SO CONGRATULATIONS AND WE'LL KEEP THE PROCESS GOING.
THANK YOU, SIR. TRUSTEES, FURTHER QUESTIONS? SEE NO FURTHER QUESTIONS.
[9. MINUTES SUBMITTED FOR APPROVAL]
AGENDA ITEM 9. THE MINUTES SUBMITTED FOR APPROVAL.THE MINUTES ARE POSTED ON DILIGENT FOR YOUR REVIEW TO BE APPROVED AT THE BOARD MEETING.
TRUSTEES, ANY QUESTIONS? ANY QUESTIONS UNDER STATUTORY ITEMS?
[10. STATUTORY ITEMS]
ANY QUESTIONS UNDER STATUTORY ITEMS 10?[01:20:01]
QUICK QUESTION. WE WILL VOTE ON THESE IN A SEPARATE MEETING.CORRECT. WITH THE NIGHT MEETING AND THE NIGHT MEETING.
[11. POLICY UPDATES]
POLICY UPDATES. I WANT TO BRING TRUSTEES YOUR ATTENTION.UNDER 11. TO 11 UNDER POLICY UPDATES TO 11.C, 11.D AND 11.E.
THE ADMINISTRATION IS REQUESTING A SINGLE READ, SO THEY'RE POSTED AS A SINGLE READ TO MEET COMPLIANCE REQUIREMENTS UNDER SB 12 IN A TIMELY MANNER. SO I JUST WANT TO FLAG THAT FOR YOU ALL.
ARE THERE ANY QUESTIONS UNDER POLICY UPDATES? 11 A-K. TRUSTEE FOREMAN. SO THE POLICIES THAT YOU JUST NAMED THAT'S BEING BROUGHT FORWARD BY THE ADMINISTRATION, COULD WE PLEASE UNDERSTAND WHAT THE CHANGES ARE AND WHAT THE LAWS ARE SO THAT, SO THAT WE DON'T GET CONFUSED ABOUT WHAT WE'RE CHANGING? ABSOLUTELY, THANK YOU FOR THAT TRUSTEE FOREMAN.
THESE ALL HAVE TO DO WITH ALIGNMENT WITH THE NEW SENATE BILL 12 LAW.
AND IF THEY'RE NOT APPROVED BY THIS DATE, THEN I'M OUT OF COMPLIANCE BECAUSE THEY HAVE TO BE IN.
BUT. AND ALL OF THEM WILL BE ATTACHED IF THEY AREN'T ALREADY.
AND WE'LL. BUT WE'LL DOUBLE CHECK TO MAKE SURE WE ARE HIGHLIGHTING WHAT THE CHANGE IS.
SO IT'S ALSO EASIER FOR YOU TO SEE WHAT THE CHANGE IS.
YEAH, IT'S MUCH EASIER WHEN WE SEE WHAT THE CHANGES.
YES, MA'AM. I'LL MAKE SURE THAT WE. AND SENATE BILL 12.
THANK YOU FOR THAT. THANK YOU. TRUSTEE TURNER.
YES, AND I WOULD LIKE TO ADD TO THAT THAT THE ADMINISTRATION DID PRESENT TO ME THE CHANGES FOR THE POLICIES AND THE LANGUAGE TO MAKE SURE THAT WE ARE COMPLIANT WITH THE STATE LAW. AND THE CHANGES THAT WERE PRESENTED TO ME WERE JUST SIMPLE, SMALL CHANGES JUST TO MAKE SURE THAT WE'RE COMPLIANT.
WHAT YOU'RE SAYING THE POLICIES WENT THROUGH THE POLICY REVIEW CHAIR PROCESS, UNDERSTOOD. YES. IT WENT THROUGH THE POLICY REVIEW CHAIR PROCESS AND EVERYTHING WAS ALL ABOUT BEING COMPLIANT. THANK YOU. TRUSTEE MICCICHE.
YEAH, I THINK ALONG THE SAME LINES, IT WOULD REALLY BE HELPFUL TO HAVE LIKE ONE PAGE OR TWO PAGE NARRATIVE OF WHAT THESE CHANGES ARE SO THAT WE'RE NOT JUST HUNTING TO FIGURE OUT WHAT THEY ARE, BUT, YOU KNOW, THIS BILL IN THIS PROVISION MAKES THIS CHANGE FOR THIS REASON.
WE WILL ABSOLUTELY. WE WILL ABSOLUTELY WITH TRUSTEE FOREMAN.
AND YOU TRUSTEE MICCICHE, WILL BRING. WE'LL PUT THAT WE'LL DO THAT AND WE'LL MAKE SURE THAT WE PUT THAT IN THE TRACKER SO THAT AGAIN, IT SHOULD BE SOMETHING THAT'S EASIER AND, AND THEN YOU CAN ASK THE QUESTIONS FROM THAT AS OPPOSED TO HAVING TO DIG THROUGH THAT.
I CERTAINLY APPRECIATE THAT UPGRADE AND WE'LL TAKE CARE OF THAT.
TRUSTEES, ANY OTHER QUESTIONS? OKAY. TRUSTEE TURNER.
ALSO, COULD YOU ADD THAT WHEN YOU BRING THAT TO THE POLICY REVIEW? SO NOTED. YES, SIR. WE'LL DO THAT. OKAY. TRUSTEES, ANY QUESTIONS UNDER POLICY UPDATES A-K? OKAY, THEN WE'LL TURN TO CHIEF OF STAFF DIVISION.
[13. CHIEF OF STAFF DIVISION]
ANY QUESTIONS UNDER 14 OR 14? OKAY, WE'LL TURN TO HUMAN CAPITAL MANAGEMENT DIVISION.[15. HUMAN CAPITAL MANAGEMENT DIVISION]
ANY QUESTIONS UNDER 15-16? OKAY, THEN WE'LL TURN[17. ACADEMICS AND TRANSFORMATION DIVISION]
TO ACADEMICS AND TRANSFORMATION DIVISION. TRUSTEES, ANY QUESTIONS UNDER 18? MR. PRESIDENT, I DO HAVE A QUICK QUESTION ABOUT THE HIPPY PROGRAM.OKAY. WHICH ONE IS THAT? 18? THERE ARE THREE.
18. OKAY. WE'LL GO WITH WE'LL START WITH 18.B.
AND JUST A SUMMARY OF WHERE THAT PROGRAM STANDS.
I KNOW WE'VE HAD IT FOR A LONG TIME AND THOUGHT IT WAS VERY EFFECTIVE.
[01:25:06]
HOW BIG IS IT? WHAT CHANGES ARE WE MAKING? HOME INSTRUCTION FOR PARENTS OF PRESCHOOL YOUNGSTERS. YES. GOOD EVENING. OKAY.WE HAVE A STAFF THAT SUPPORTS 425 FAMILIES FOR CHILDREN WHO ARE BETWEEN THE AGES OF TWO AND FIVE, AND THEY HAVE A 30 WEEK CURRICULUM PROGRAM TO SUPPORT FAMILIES ON HOW TO INTERACT WITH THEIR CHILDREN IN THE HOUSE.
YOU SAID 435? 425 FAMILIES. OKAY, AND IS THAT LARGER OR SMALLER? SAME SIZE AS WE'VE HAD FOR THIS PROGRAM HAS BEEN AROUND FOR WELL OVER 20 YEARS, RIGHT? YES, UP TO 38 YEARS. AND SO LAST YEAR WE HAD 500 FAMILIES.
THIS YEAR WE HAVE 425. AND HOW DOES THAT FIT IN WITH OUR PRE-K PROGRAM? IS THERE A DIFFERENT FUNCTION THAT THE HIPPY PROGRAM DOES THAT IS THAT RELATES TO OUR PRE-K 3 AND PRE-K 4? SO ONCE THE STUDENTS TURN THREE AND FOUR, WE START TO RECRUIT THEM SO THAT WE'RE CREATING A PIPELINE FOR THE DISTRICT.
THE DIFFERENCE IS THAT WE ARE WORKING WITH THE PARENT ON THEIR INTERACTIONS WITH THE CHILD TO HELP CREATE THOSE FOUNDATIONAL SKILLS IN THE HOME BEFORE THEY GET TO SCHOOL AND INTO PRE-K. OKAY. SO, SO ON THE THEORY THAT THE PARENT IS THE CHILD'S FIRST TEACHER AND THAT WE WANT TO FILL THAT 0 TO 3, THREE GAP WITH PARENTS EDUCATED, WHO CAN THEN DO THINGS THAT WILL HELP THEIR STUDENTS SUCCEED.
AND, YOU KNOW, 90% OF BRAIN DEVELOPMENT BEFORE AGE FIVE AND ALL THAT.
SO THIS PROGRAM IS LIMITED TO 425 FAMILIES. WHAT ELSE ARE WE DOING FOR THE OTHER 0 TO 3 FAMILIES? THE OTHER FAMILIES WITH 0 TO 3 AGE KIDS.
WITH HER? YES. DID YOU ANSWER THAT? RIGHT NOW, THIS IS OUR PRIMARY.
WOULDN'T OUR SRI PARTNERS, THOUGH, BE AN EXTENSION AS WE PARTNER WITH THOSE? BECAUSE WE GET TO SEND SOMEONE UP, EVEN IF WE'RE PROVIDING THE TEACHER FOR THAT PRE-K, WE ARE ABLE TO PROVIDE PROFESSIONAL DEVELOPMENT AND SUPPORT TO OUR PARTNER CHILDCARE CENTERS. WOULD THAT WOULD THAT NOT BE ANOTHER AREA WHERE WE WOULD.
IT'S NOT EXACTLY THE SAME. I GET THAT, BUT WOULD THAT NOT BE.
YEAH. YES, BECAUSE MANY OF OUR PRE-K PARTNERSHIP SITES HAVE INFANTS AND TODDLERS.
OKAY, WELL, LET ME JUST ASK BECAUSE I KNOW WE'RE STRAYING A LITTLE BIT FROM THE CONTRACTS, IT'S THEMSELVES. BUT IF THERE'S DATA ON THIS, I'D REALLY LIKE TO SEE IT.
AND THEN JUST THINKING OUT LOUD IF THE DATA IS SHOWING THAT THIS IS REALLY WORKING, IS THIS ANOTHER OPPORTUNITY AREA FOR US TO CONSIDER TO IMPROVE STUDENT OUTCOMES OVER THE LONG HAUL? THANK YOU. THANK YOU. WE'LL BRING YOU THAT. THAT WAS ACTUALLY A QUESTION TWO YEARS AGO THAT I SAID I WANTED EVERY YEAR TO KNOW HOW MUCH THIS WAS COSTING AND WHAT WERE THE BENEFITS. AND THE TEAM BROUGHT US AN ROI ON THAT.
WE HAVE A ROBUST ROI ON THAT. THAT ROI WAS. YES.
SO WE'RE GOING TO BRING YOU THAT ROI. TRUSTEES, ANYONE ELSE FOR 18.?.
AND YOU KNOW, THEY'RE ALSO PROMOTING THE PRE-K 3.
AND SO I WAS IMPRESSED WITH THE GROUP AND HOPEFUL AND EXCITED TO SEE THE REPORTING.
TRUSTEE FOREMAN. SO TRUSTEE GARCIA SAYS SHE'S RUNNING TO HIM MANY TIMES IN HER DISTRICT.
I HAVE NOT IN MY DISTRICT. SO HOW ARE THE FAMILIES CHOSEN? WE RECRUIT AT DIFFERENT COMMUNITY EVENTS AND WE'VE RECENTLY BEGAN A PRE-K TASK FORCE SO THAT WE'RE WORKING WITH COMMUNITY GROUPS ACROSS THE CITY TO SEE WHERE WE CAN PLUG INTO COMMUNITY EVENTS AND PROMOTE PRE-K ACROSS THE CITY.
SO IN THE TRACKER, CAN WE HAVE THOSE COMMUNITY GROUPS THAT YOU ARE PROMOTING AT? YES. STRICTLY FOR HIPPY. YES. YES. OKAY, THANK YOU.
[01:30:02]
ANYONE ELSE FOR 18.B? SEEING NO ONE ELSE. THEN WE'LL TURN TO INFORMATION AND TECHNOLOGY DIVISION ANYTHING[19. INFORMATION TECHNOLOGY DIVISION]
UNDER 20. I SEE, I SEE TURNER, TRUSTEE TURNER.YEAH. 20,20.B. 20.B. ARE YOU? OKAY? 20.B. 20.B.
TRUSTEE TURNER. YEAH. YES, SIR. YEAH. MY QUESTION IS REGARDING THE 12, THE AMOUNT OF MONEY THAT'S LEFT OVER THAT WE'RE NOT SPENDING ON THE SOFTWARE.
I SEE HERE THAT WE'RE SPENDING THAT WE, I JUST HAD IT PULLED UP, THAT WE HAD 11.5 MILLION ALLOCATED FOR THIS, BUT WE, WE'VE ONLY SPENT $10 MILLION.
WHAT HAPPENS WITH THAT ADDITIONAL 1.5 MILLION? DOES IT GO BACK TO THE GENERAL FUND OR WHAT? I'M GOING TO ASK.
AND IF HE WOULD CHIEF RAMOS, IF HE WOULD COME TO ANSWER THAT SPECIFIC QUESTION.
BUT, YES WE'RE HAVING TO GO BACK TO GET AN ADDITIONAL BOARD BECAUSE WE ANTICIPATE PURCHASES, BUT HE'LL BE ABLE TO SPEAK TO THAT. WELL DEPUTY SUPERINTENDENT RAMOS COMES UP, IF I RECALL, ON THIS ONE, WHAT HAPPENED WAS WE ACTUALLY THINK WE'RE GOING TO EXCEED WHAT YOU'VE ALREADY APPROVED, EVEN THOUGH. YES, YOU'RE CORRECT, SIR, WE'RE UNDER BUT WE'RE GOING TO GET THERE BEFORE.
AND AS TRUSTEE FOREMAN AND SEVERAL OF YOU HAVE BROUGHT RATHER THAN WAITING.
AND THEN WE'RE AT THE 15% OVER WHICH IS APPROVED BUT NOT LIKED.
SO IF I RECALL, WE ACTUALLY HAD TO GO BACK OUT SO THAT WE COULD GET APPROVAL BID SO THAT WE COULD THEN GET APPROVAL FOR THE AMOUNT THAT WE NOW HAVE MORE, BECAUSE REMEMBER, YOU ALL ARE DOING THESE MULTIYEAR.
AND SO WE DO THE BEST WE CAN. AND ON SOME OF THEM WE COME UNDER AND ON SOME OF THEM WE'RE NOT UP.
WE'RE THE COST MAY INCREASE OVER TIME. SO THEN WE HAVE TO MAKE ADJUSTMENTS.
AND SO WE WANT TO MAKE SURE WE DON'T GO OVER BUDGET.
AND I KNOW WHAT YOU'RE ASKING FOR NOW IS ABOUT $12 MILLION STILL FOR THREE YEARS.
AND OF COURSE, YOU GET PAST THAT REALLY, REALLY QUICKLY KNOWING THAT THIS CONTRACT GOES INTO.
IF APPROVED, IT WILL GO INTO EFFECT IN AUGUST.
SO BASICALLY, WE'RE GOING TO SPEND $1.5 MILLION BETWEEN NOW AND THE END OF AUGUST ON TECHNOLOGY.
SO IT DEPENDS ON WHERE THE FUNDING COMES FROM.
IF THE MONEY IS NOT SPENT, BECAUSE ALL THESE ARE ESTIMATES.
SO IF THE MONEY IS NOT SPENT, THEN IT EITHER GOES IT PROBABLY GOES INTO FUND BALANCE.
OKAY. IF IT'S OUT OF BOND MONEY, THEN IT JUST GOES INTO CONTINGENCY AS PART OF THE BOND.
RIGHT. SO THAT'S WHY I WAS GOING THERE, RIGHT. BECAUSE I'M THINKING ABOUT THE SHORTFALL THAT WE WERE IN. RIGHT. SO IF THIS 1.5 MILLION GOES BACK INTO THE GENERAL FUND, THAT MEANS THAT DECREASES OUR OUR DEFICIT. IS THAT CORRECT? NO, IT HELPS OUR OUR SAVINGS ACCOUNT HELPS OUR SAVINGS ACCOUNT.
YES. BECAUSE WE'RE NOT WE'RE NOT SPENDING THE FUNDS.
IT DOESN'T GO BACK TO OUR M&O, IT GOES INTO THE FUND BALANCE.
NOW, THEN WE USE FUND BALANCE WHEN WE HAVE A DEFICIT TO PAY DOWN OUR DEFICIT.
THAT'S HOW WE ACTUALLY BY LAW, WE ACTUALLY HAVE A BALANCED BUDGET BECAUSE WE USE MONEY FROM OUR FUND BALANCE TO PAY THAT DOWN, EVEN THOUGH IN REALITY, WE KNOW WE HAVE MORE EXPENDITURES THAN WHAT WE'RE COLLECTING ON REVENUE WITH THE BUDGET THAT YOU ALL APPROVED.
SO TO ANSWER YOUR QUESTION DIRECTLY, TRUSTEE TURNER, IT'S NOT GOING TO GO BACK TO THE GENERAL FUND.
IT'S GOING TO GO INTO THE FUND BALANCE IF IT'S NOT SPENT.
THANK YOU. THAT'S ALL I HAD. TRUSTEE. TRUSTEE FOREMAN 20 B JUST TO FOLLOW UP ON TRUSTEE TURNER'S QUESTION, I THINK THE QUESTION IS THE ENDING OF THE CONTRACT IS 2027.
THAT IS CORRECT. THE ENDING OF THIS BOARD DOC.
THAT IS EXACTLY WHAT YOU'RE ASKING FOR. 12 MILLION MORE DOLLARS FOR A CONTRACT THAT ENDS IN 2027.
[01:35:07]
IS THAT WHAT WE'RE DOING? ARE WE HAVING ARE WE DOING A NEW CONTRACT? IT'S A NEW CONTRACT. AND WHAT WOULD THAT DATE BE? THAT DATE WOULD BE THE DATE. I BELIEVE THE AUGUST OF THIS MONTH AFTER THE BOARD VOTES.SO IT'S NOT IT'S ADDING $12 MILLION BUT NOT A NEW CONTRACT WITH THE SAME DATE.
AND THAT WOULD BE THE CONCERN IS, IS THAT WE'RE ADDING THAT MUCH MONEY FOR ONE YEAR.
NO, IT'S FOR IT'S FOR FIVE YEARS. IS IT WHAT.
THREE OVER THREE YEARS. THIS IS FOR THREE YEARS.
SO THE ENDING DATE FOR THE CONTRACT WILL BE WHAT? IT SHOULD BE 29, 29. 29 YES. OKAY, SO LET'S GO BACK AND REVIEW OUR DOCUMENTS AND LET'S MAKE SURE THAT THAT MATCHES UP WITH IF IT'S 29.
YES. BUT IF IT'S A CONTINUATION OF THE CURRENT CONTRACT, IT WOULD NOT BE FUNDED.
NO. THIS IS CONSIDER AND TAKE POSSIBLE ACTION TO AUTHORIZE, NEGOTIATE AND ENTER INTO.
SO THIS IS NOT A NEW CONTRACT. IT'S NEW. AND IT WOULD GO TO 2029.
BUT I'LL MAKE SURE TRUSTEE FOREMAN THAT ALL THE DOCUMENTS ALIGN. THANK YOU.
ANYONE ELSE FOR 20 B IF NO ONE ELSE 20 B THEN TRUSTEE SANDERS, WHAT WOULD YOU HAVE? 20 E. 20 E. 20 E. TRUSTEE SANDERS. NOT BRAND NEW TRUSTEE, BUT NEW NEW ISH.
REMIND ME, IS THIS A NEW RELATIONSHIP OR IS THIS SOMETHING THAT WE, WE DO REGULARLY? THIS ONE IS A NEW RELATIONSHIP. THERE'S AN OPPORTUNITY FOR US TO POTENTIALLY GET ACCESS TO SOFTWARE THAT AT A AT A NO COST, RIGHT. SO IN ORDER TO DO THAT, YOU HAVE TO ENTER INTO THIS INTERLOCAL AGREEMENT.
BUT THIS ONE IS A NEW ONE. SO THAT THAT WAS ACTUALLY GOING TO BE MY QUESTION.
ONE I LOVE IT'S NOT FREE. SOMEBODY'S PAYING FOR IT.
WE WE'RE ALL PAYING FOR IT IN SOME WAY. BUT TO THE DISTRICT.
GOT IT. WHAT, DOES THIS REPLACE THAT WE WOULD HAVE BEEN SPENDING MONEY ON.
ONE IS OUR MAIL FILTERING TOOL THAT ALL OF THE MAIL GOES THROUGH.
WE'RE EVALUATING THE PRODUCTS THAT ARE AVAILABLE THROUGH THIS INTERLOCAL.
IF THROUGH OUR EVALUATION, WE DEEM THAT THE PRODUCT IS SUITABLE AND IT'S THE SAME QUALITY, THAT'S SOMETHING THAT WE COULD POTENTIALLY TRANSITION TO THAT NO COST.
FANTASTIC. WHICH IS, WHICH IS, WHICH IS EXCELLENT.
SO THE BIGGEST QUESTION I HAD ON THIS IS, AND MAYBE THIS WOULD BE HELPFUL FOR A TRACKER CONVERSATION AS WE'RE LOOKING AT ALL THE INVESTMENTS THAT WE'VE BEEN MAKING IN SECURITY OVER THE LAST, YOU KNOW, COUPLE OF YEARS, WHETHER IT'S CYBERSECURITY OR KIND OF VIDEO SURVEILLANCE, SECURITY, THOSE TYPES OF THINGS.
WOULD LOVE TO KNOW WHAT THIS IS NOW BEING ABLE TO REPLACE.
ABSOLUTELY. AND THEN THE OTHER THING IS THE ONE QUESTION I HAVE IS AROUND, YOU ALREADY KNOW, RISK AND RISK MITIGATION IN THE INTERLOCAL AGREEMENT.
WOULD THIS BE THEM EXECUTING THE OPERATIONS OF THE TOOLS OR THEY OR WE HAVE OUR HANDS ON THEM.
WE WILL, WE WILL OPERATE THE TOOLS. IT'S JUST GETTING ACCESS.
YOU KNOW THE SUBSCRIPTIONS. WHAT? HAVE YOU GOT IT.
BUT THE TOOLS WILL BE WITHIN OUR ENVIRONMENT.
OUR ECOSYSTEM. SO WE WOULD OWN ALL THE DATA, EVERYTHING THAT WOULD COME FROM IT.
EVERYTHING. ABSOLUTELY. OKAY. ALL RIGHT. GREAT. THAT WAS IT. THANK YOU. ANYONE ELSE FOR 20 E.
OKAY. SEEING NO ONE ELSE FOR 20 E, THEN TRUSTEES WE'LL TURN TO FINANCIAL SERVICES DIVISION,
[21. FINANCIAL SERVICES DIVISION]
WHICH IS 22, 23, 24 AND 25. ANYTHING UNDER FINANCIAL SERVICES DIVISION.HEARING NOTHING UNDER FINANCIAL SERVICES DIVISION.
[26. OPERATION SERVICES DIVISION]
THEN TRUSTEES WILL TURN TO OPERATION SERVICES DIVISION, WHICH IS 27.IN 28 2027 ANYTHING UNDER 27. OPERATION SERVICES DIVISION.
SEEING NONE AND TRUSTEES WE'LL TURN TO CONSTRUCTION SERVICES DIVISION, WHICH IS 28, 29.
[28. CONSTRUCTION SERVICES DIVISION]
[01:40:02]
ANYTHING UNDER OH. AND AND 30, 29 OR 30 I SEE TRUSTEE CURRIE.29B. 29B TRUSTEE TURNER WHAT DO YOU HAVE? 29 TO TURN YOUR LIGHTS ON? YEAH, I KNOW, E. OKAY THEN WE'LL START WITH 29 B TRUSTEE CURRIE.
JUST REAL SIMPLE. I WANT TO SHOUT THIS OUT BECAUSE I'M NOT SURE HOW OFTEN THIS HAPPENS.
IT HAS A SLIDE RUNNING THROUGH THE MIDDLE OF IT IF YOU'VE EVER BEEN THERE.
IT'S VERY COOL. AND FOR THOSE WHO WONDER, WHY WOULD YOU PUT A SLIDE IN THE SCHOOL? THOSE KIDS, WHEN THEY EARN DIFFERENT ACHIEVEMENTS, GET TO GO DOWN THE SLIDE TO CELEBRATE.
AND SO IT'S ACTUALLY PART OF THE INSPIRATION OF THE CAMPUS.
BUT AS I'M READING THIS CORRECTLY, WE ARE UNDER BUDGET FOR THAT, CORRECT? THAT'S CORRECT. WE WERE RECEIVING A CREDIT. THIS IS AN ADJUSTMENT TO THE BUDGET TO RECEIVE SOME CREDIT BACK, BECAUSE WE BUILT IT FOR LESS THAN WHAT WE CONTRACTED FOR.
CORRECT. CORRECT. AND THEN I BELIEVE IF I'M ALSO LOOKING AT 29 F AND G, THAT'S GENEVA HEIGHTS.
AND THEN ALSO THE CONTRACT FOR I KNOW IT'S BUCKNER TERRACE, AND I COULDN'T TELL IF IT WAS ALSO MOCKINGBIRD AND MONTA, BUT WE ARE UNDER BUDGET FOR THOSE IN RECEIVING CREDIT CREDITS BACK FOR THOSE AS WELL.
IS THAT CORRECT? THAT IS CORRECT. AND I KNOW THAT HASN'T HAPPENED ON EVERY SINGLE PROJECT. BUT YOU KNOW, FOR THOSE THAT DON'T KNOW MY DAY JOB, I'M A CONSTRUCTION AND REAL ESTATE ATTORNEY AND I DON'T SEE A WHOLE LOT OF PROJECTS THAT COME IN UNDERNEATH WHAT YOU CONTRACT FOR. AND SO I JUST WANTED TO TAKE A MOMENT TO CONGRATULATE YOU AND YOUR TEAM ON THOSE SCHOOLS.
I'VE CERTAINLY BEEN INSIDE MARCUS. IT'S A IT'S A PHENOMENAL BUILDING.
AND TO BE ABLE TO TELL THE TAXPAYERS, WE BUILT THAT BEAUTIFUL BUILDING AND CAME IN UNDER. WHAT WE CONTRACTED FOR IS VERY, VERY IMPRESSIVE. SO KUDOS TO YOU AND YOUR TEAM.
THANK YOU SIR. THANK YOU, BOND FATHER, FOR ALL THAT YOU DO.
[LAUGHTER] ANYONE ELSE FOR 29 B AND IF NOT, THEN WE'LL JUMP TO 29 E TRUSTEE TURNER.
29 D THAT'S 29 D, RIGHT? YEAH. JP SPARK. OH I'M SORRY.
YES. SPARKS. YEAH. GO AHEAD. OH, YOU KNOW WHAT? OKAY. YEAH. 29D I APOLOGIZE. YEAH. JP SPARKS, WE'RE PROVIDING A SECURE VESTIBULE, MECHANICAL AND PLUMBING IMPROVEMENTS ROOF REPLACEMENT, NEW MARQUEE, AND SELECT DRAINAGE AND IMPROVEMENTS.
OKAY. AND ALSO LOOKING AT THE SPDSPE UTILIZATION.
I'M JUST TRYING TO UNDERSTAND. WHY? I MEAN, WHY ARE WE GOING WITH SOMETHING WITH THIS? NOT THIS HAS A VERY LOW UTILIZATION OF SMALL BUSINESS ENTERPRISE.
NOT TO SAY THAT WE'RE GOING WITH THEM, BUT HOW DID THEY GET. YEAH. SO BEFORE WE HAVE A DISCUSSION ABOUT THAT SELECTION LET'S LET'S HAVE A CONVERSATION. ONE ON ONE OR IF NECESSARY, CLOSED SESSION WITH REGARD TO LIKE THE SELECTION, BECAUSE I'M NOT SURE I'M FOLLOWING WHAT SB AND HOW THIS PROCESS IS AND BECAUSE THE BOARD IS ABOUT TO APPROVE IT.
OKAY. SO JUST, I MEAN, TRUSTEE TURN TO YOU REPHRASE YOUR QUESTION OR OKAY, OKAY.
YEAH, WE'LL TALK ABOUT IT LATER. OFFLINE. YEAH.
THEN I'LL CERTAINLY BRING IT TO THE ENTIRE BOARD. ANY THERE ANYTHING ELSE FOR 29 D? NO I DON'T. THANK YOU. THANK YOU AGAIN FOR ALL YOUR HARD WORK AND EVERYTHING YOU'VE BEEN DOING.
OKAY. THANK YOU SIR. BOND FATHER. YEAH. HOW DARE I QUESTION THE BOND, FATHER? OKAY. TRUSTEES ANYTHING ELSE UNDER CONSTRUCTION SERVICES OR DIVISION 29 OR 30? I SEE WHICH ONE IS IT? TRUSTEE SANDERS. YEAH.
WHICH ONE IS IT? SORRY. 30. 30 C. 30 C TRUSTEE SANDERS.
ONE JUST WANT TO IT'S BEEN A LONG TIME COMING.
BUT I THINK WE'VE GOTTEN TO WHERE WE NEED TO BE AND JUST WANT TO MAKE SURE I UNDERSTAND THIS TOO.
SO WE ARE ESSENTIALLY SETTING THE NEW LONG TERM LEASE FOR OUR RELATIONSHIP WITH PAUL QUINN IN ORDER TO TO MOVE FORWARD ON STARTING CONSTRUCTION WITH THE WITH HAYNES. CORRECT.
THIS IS FOR THE, THE EXISTING, THE RENOVATION PORTION TO FINISH OUT THE BASEMENT.
AND WE ARE EXTENDING AT LEAST THAT LEASE WAS ABOUT TO EXPIRE, SO WE NEEDED TO EXTEND IT.
GOT IT. OKAY. SO THIS, THIS IS THIS IS THE BASEMENT.
[01:45:03]
WE'RE STILL TALKING ABOUT THE BASEMENT WITH THIS PARTICULAR ONE. OKAY.ALL RIGHT, I UNDERSTAND NOW. ALL RIGHT. YEAH.
SO STILL A LONG TIME COMING. GOT IT. YES, SIR.
ALL RIGHT. THANK YOU. ANYONE ELSE FOR 30 C? OKAY.
ANYTHING ELSE UNDER CONSTRUCTION SERVICES DIVISION.
SEEING NOTHING ELSE. THEN TRUSTEES WILL TURN TO AGENDA ITEM 31.
ADJOURNMENT. THE TIME IS 6:10 P.M., AND THIS MEETING IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.