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The time is 4 16 p.m. We have a

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quorum and the meeting has been duly posted. Good evening and

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welcome to the board briefing of the dallas independent school district board of trustees. We will forgo the

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pledge of allegiance and salute to the texas flag as we just did both moments ago. The

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following trustees are physically present or participating simultaneously by video conference. A quorum

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of the board is physically present at this location. Trustee for district 2 sarah

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weinberg, district 3 dan michke, district 4 prisma garcia, district 5 byron

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sanders, district 6 joyce foreman was here in his

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in the building, district 7 ben mackey, district 9 ed

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turner, dr. Stephanie elizalde, our superintendent of schools, joins us and I'm joe carrero, trustee for

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district 8 and board president. This meeting will be available simultaneously in english and spanish at dallasist.org.

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in order for the board to hold this meeting in an effective manner I want

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to let it be known that this meeting will be conducted in an orderly fashion and ask the public to abide by the rules outlined

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in board policy b.e.d. Local pertaining to public participation. It is a criminal offense

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for a person with the intent to prevent or disrupt a lawful meeting to substantially obstruct or interfere

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with the ordinary conduct of a meeting by physical action or verbal utterance and thereby

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curtail the exercise of others first amendment rights. Speakers are cautioned that what they say could violate the rights of others under the law

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of defamation or revocation of the law. If they are unsure of the legal effect

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of their remarks, they may want to seek legal advice prior to the utterance. Any person who becomes boisterous,

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disruptive, or fails to abide by the rules of this assembly while addressing the board or while attending this meeting

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shall be asked to leave. Failure to leave when requested to do so may result

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in the person being escorted from the meeting and subject to arrest. Trustees will now turn to agenda item 3. Public forum. Our agenda now

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calls for the public forum segment of our meeting. We will have speakers to non-agenda items. I am asking speakers

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to be mindful of children that are in attendance. Children and unwilling adult recipient members of the public

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in attendance at this meeting should not be exposed to lewd, filthy, vulgar, obscene, or explicit language from speakers. Speakers that

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insist on exposing the public to this language shall be asked to leave immediately.

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further, please be mindful of your fellow speakers and refrain from using the individual's name, name

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of the person, or name of the person. In order to include students' names and to address the board and not individual trustees,

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the district has adopted procedures to hear and address complaints about specific individuals, and it is recommended that speakers

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avail themselves of the grievance policy to seek relief via those procedures. Audience, I am asking not to engage in comment that will

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disrupt the meeting. The rules of order in the quorum will be enforced during the public comment period

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to ensure efficient meetings on lawful or disruptive conduct, including interrupting scheduled speakers, speaking at a turn, crossing

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out throat thought barriers, or interfering with the rights of others will not be tolerated. Each participant is legally

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responsible for the content and consequences of his or her own statements. Speakers, please be reminded

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that substitutions are not allowed. If you signed up to speak, you cannot speak on behalf of someone else. Speakers who fail to adhere to

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this rule will be interrupted and informed that your comments are out of order. Ms. Flores, will you please call the names of the speakers?

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good afternoon. I would like to remind the speakers that you have three minutes to speak. Will speakers robert

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ceccarelli and mike hook please come to the microphone?

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good afternoon, everybody. I gave you these sheets here. Take a look at the bottom. It says 24-25, the rankings

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of the schools.

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at the bottom there, when you start the first column, where it says woodrow

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wilson, everybody following that please? Woodrow wilson, this is the overall grades

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of the scores by children at risk. Woodrow wilson had a c, and now

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about five or six down. You see all those d's and f's? Everybody see it? Say yes or

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no, please. We know what we're talking about. Because you're not even paying attention, you don't deserve to be here. Really, you don't.

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okay? So he had six f's, this is 24, and he had about 14 d's

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for college overall score for the high schools. Go to the fourth column,

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student achievement. Go across, woodrow wilson, the fourth

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column, c, and go all the way down near the middle. You see

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all the d's and f's, starting with melina, the fourth column.

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you're not looking, please. Take a look, please, and give me my attention,

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please. You see all those f's. Okay? Now, college readiness. Seventh column. One, two,

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three, four, five, six, seven. Seventh column, go

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down the middle, f, and all those d's, and look at all those f's

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at the bottom. One, two, three, four, five, six, seven, eight, nine, ten. Ten f's. College readiness.

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let me tell you something. Parents look at college readiness. Tea does not score

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college readiness at all. Now, also, with the tea, they

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do 70% progress or student achievement. Student achievement is not even

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included. It needs to be included. That's what the parents look for. That's how

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south oak cliff did so well, because of their progress. They got a c

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in student achievement. That should have been included in the final grade, and they did not do it.

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I don't think nobody knows how they score the high schools by tea,

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but I'm telling you right now, and the 30% is the education gap. I'm trying

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to understand what that means. Does that mean that the blacks did 10% better

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on the staar test, and the whites did 20%? Does that mean the blacks did minus 10%? I don't understand that.

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okay? Maybe you can explain to me, ms. Alzadre, what that means.

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all I'm saying to you is that they had the rankings on the left side

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of the schools. There were four of them last year got the

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bottom ten. Kimball is at the bottom, second straight year, ms. Foreman. Kimball and

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wilma hutchins. Wilma hutchins also. Okay?

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but this is a good guide for the parents to receive to see how they're doing. All

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right? Now, you can tell me what college readiness is, but it's very, very important. Without that,

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they're only going to have a high school diploma. Okay? Also, they also include

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military, right, for student achievement. Thank you, mr. Checker. Your

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time has expired. Mike hook, will you please come to the microphone? Mike hook,

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not present. Mr. President, this concludes our public forum. Thank you, trustees. We'll now

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turn to agenda item five, closed session. The board will retire

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to closed session pursuant to texas government code section 551 concerning the following

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sections. The board will retire to closed session. The public and staff are welcome to stay

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in the room or connected online while the board leaves the meeting to attend the closed session. The public portion

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of the meeting will resume after closed session. The board will retire to closed session pursuant to

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texas government code section 551 concerning any and all purposes permitted

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by the act, including but not limited to the following. Section 551.071 for private consultation

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with the attorney about pending or contemplated litigation or on a matter in which the duty of the attorney

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to the governmental body under the texas disciplinary rules of professional conduct of the state bar of texas

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clearly conflicts with this chapter. Section 551.072

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to deliberate the purchase, exchange, lease, sale, or value of real property.

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section 551.074 to deliberate the appointment, employment, evaluation,

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reassignment, duty, discipline, or dismissal of a public officer or employee, including provisionary and term contract

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employees listed in the statutory items. And section 551.129 to consult

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with attorneys by use of telephone, videoconference, videoconference call, or communications

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over the internet in an open meeting and or closed meeting. Thank you.

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thank you. The time is 446 pm. And we are back

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in open session. 46 p.m. And we are back in open session the book the board took

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no action in closed session trustees will now turn to agenda item 6 a board policy

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a local instructional goals and objectives annual report superintendent. Thank you president carry on members of the board I'm gonna have chief

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hewitt powell along with deputy chief alvarenga and

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dr. Cheryl nevels come bring us

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this for a reminder this

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presentation usually was done by deputy superintendent

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brian lusk who is now superintendent in el paso isd so we now move those

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responsibilities chief hewitt powell has taken some of this

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on and as you all know some of the other responsibilities like athletics went to our

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chief academic officer now, we're chief academic athletic officer angie gaylord, so

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you've seen the presentation that discussion that we'll have

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this this afternoon you've seen all of these data before

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but you haven't seen them collectively and so this is I think maybe connected

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to yesterday's discussion and presentation where are you

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monitoring as a board policies? That are directly related to student outcomes or your goals

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and I would say this is one of those this is a local policy nonetheless related completely

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related to student academic achievement and so

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with that I am going to and I would like to I know we hear from some

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speakers I'm not sure speakers understand the rules of board meetings as we are not allowed

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to interact. It's just a public forum however, our team has actually we are interested

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in sometimes where data come from that are presented to this board children at risk

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defines college readiness in a very different way than the texas education agency does and

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so for this upcoming board update,

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I'll be sharing with you a side-by-side that chief hewitt powell's team along

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with I think I see mr. Cortez in here over there has helped us from

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assessment and accountability in his team so that you can understand and actually te8

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does evaluate college career military readiness and college

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readiness. They just do it in a different way and so we are comparing apples

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to lettuce because it's not even a fruit. It's very

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different. So this is not apples to oranges and we do want to share that because we are

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always interested and do want to make sure that our information to our public is

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transparent and and is accurate but it is the texas education agency who evaluates school

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districts so with that we'll get to a local e a local. Excuse me

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e a local. I'll turn that over to chief you a pile thank you.

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good afternoon president carry on superintendent and trustees before I begin I'm going

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to share this story want to stay in line with how dr. Lesk I'll stay true

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to his honor and share a story about a student and I wanted to share the story of naya

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rosetta she's a student at the townview school of education and she just recently

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completed an internship this past summer and also had an opportunity to share her experience

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with students at our recent career expo fair and she started the school of

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education she did an internship with dallas isd counseling

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services and now this this fall she will become a freshman

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at the university of the incarnate work at word

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to study pre optometry and so you're thinking how does she get there?

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and I think her story really reflects our goal to ensure that every students grad

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graduate with real pathways and that every student also have as an opportunity to sort

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of choose their own path based on the experiences and the opportunities that we give them

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next slide so I'm going to begin a brief summary

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of our ea local metrics before walking through each of these with a little bit more detail

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so overall the big takeaway, I think from this slide is that we can continue

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to see progress across all of our five ccm our metrics with increases in college and

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career readiness industry-based certifications post-secondary credentials financial aid in

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college enrollment our tsi readiness increased by eight percentage points representing

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02,910 students for the class of 2024 meeting those college

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readiness benchmarks and this represents six hundred and forty more students than the

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prior year for industry-based certifications we had 42 percent

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of the class earn an ibc even under the increased state rigor and our level one and level two

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certs increased by more than 200 from the prior year

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for fasta and tasfa, we can see strong completion rates at 94% and our college enrollment

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increased to 52% and this means that four thousand four hundred

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and forty-two students enrolled in college immediately upon

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graduation and so all this together just means that more of our students are leaving dallas isd with opportunities

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to access both college and career readiness pathways next slide, please and so again,

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I'm just echo with dr. Elizalde stated and this just just to say

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with prior reports you've seen this before this particular metric key metric one

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represents our lagged data and this we're going to report

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on class of 2024, which is tied to our 2025 accountability data and below you'll also see the

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class of 2025 estimates and we'll receive that official data this summer during our

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2026 accountability cycle so you'll see it below three points

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of reference class of 2023 2024 and 2025 for the class

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of 2024 we increased from 26 percent to 34 percent in each percentage point gain

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and again, this represents 600 more students meeting that

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benchmark for the class of the 2025 you can see maybe a

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slight decrease of a percentage point but I want

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to make sure that we look at this with important context if you look we can see that we

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actually tested 8,477 students in the class of 2024, but nine

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thousand and two hundred and eighty students in the class

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of 2025 which is an increase of 800 students and what we can also see is that we had more

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students reach our benchmark by 160 students and so this

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just tells us that even while we're expanding access we are also increasing more students

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who meet the benchmark I also like to highlight our positive trend for our african-american and

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our emerging bilingual students which reflects a progress across all of our student groups and just if you will

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take a look at the footnote and I know it's very tiny because I can barely see it

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with my reading glasses on but I will just say this that this metric is actually also aligned

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to our gpm 5.1 our prior gpm 5.1 and it was to ensure that

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we met this benchmark by 39 percent of our students by

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august 2025 and if we were in that benchmark actually included the college readiness

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coursework so if we were to take our tsi assessment data

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and that college readiness coursework and put it together we'd actually have exceeded

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that benchmark and met it at 70% of our students and far exceeding that particular

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target next we'll talk about our industry-based certification so this

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particular key metric again is also lag data and it's aligned to our former gpm 5.2

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with a target of 37 and we can see that we've landed at 42 for

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exceeding that particular target and so over the past

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three years you'll see in the 2025 estimate you can see sort

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of decreased numbers but again, I'll also provide some context

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in the past three years we've had some changes in how this particular metric is evaluated

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so in class of 2023 students can earn this this particular ccmr credit by taking a course

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with that it had an approved certification and they could

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pass that course they could receive it and then in 2024 they had to take the certification

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along with one additional course by 2025 we have to have two aligned courses

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plus within the same program of study and pass your certification meanwhile the

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certification courses that were approved by tea have shifted

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each year as well and so again, we can see continued progress if we were

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to apply those same metrics across all the years we would see improvement as well next

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slide key metric 3 and so for key metric 3 we can see

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that we had 741 students earned certification our original

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goal for g or target pardon me for this for gpm 5.3 was

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to earn 450 certificates certificates, pardon me level

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1 and level 2 certificates by 2025 and you can see that this class far exceeded that goal

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and an increase also by 200 from the prior year and again

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just to remind you all and to provide some additional context level 1 certificates require

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15 to 20 42 credit hours and level 2 certificates require 30 to 51 college credit hours

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and so I just want to also say that this work with increased and we can see

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positive trends even while the team worked to align these course sequences

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in the way that was meaningful for students so that we could transfer these college credits

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to four-year universities next

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slide okay, and again for a key metric

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for we can see that the class of 2025 achieved a 94%

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completion rate, which is exceptionally strong and we know that again this

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metric was also impacted by changes over the last few years notably the class of 2024 had a

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delayed rolled out in

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december. I think they rolled it out in december of 31st of that particular year

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in a full rollout in april and how they could complete their tasks on fafsa and so this past

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class of 2025 they had an opportunity to roll theirs out in december 1st but we know

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that there were changing timelines we had some opt-outs due to some national changes

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in in rules and in spite

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of that, we know that our counselors our schools had really tight systems. There was

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really proactive reaching we they made proactive opportunities to reach out

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to parents and to families and students and so with that we can see strong

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progress here and then for the final metric

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of the percent of our students who graduate week with post and enrolled in college

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immediately followed in their senior year. We can see the increased from 49 to

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52 percent of our students and so across these student groups

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if you would just take a look below we can see a really positive entry and what our

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emergent bilingual students increasing by seven percentage points

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from 22 to 24 and then our african-american students increasing

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by five percentage points from the prior year now we know there are still some gaps and

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there's still some work to do but we can definitely see some positive progress here and we

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know one key driver of the the improvement in this work is the summer mail program

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that has been a key lever for for the team and for our students in dallas isd

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and we just think this overall it reflects a more an intentional system with helping

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to support our students and our next slide and so while we're

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seeing progress again I'll just restate that we know there's more work to do and these are some

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of the next steps that we'll see in the upcoming school year first. We'll see in an area

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of focus. We're awaiting some task the guidance regarding a

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local which will require us to include military readiness

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we are also going to bring forward some adjustments maybe to our level one and level two

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certificate certificates metric and in addition to that there

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will be some refinements and how this particular policy is reported to

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to the board and secondly, we will also continue to work

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on our adjustments to our curriculum for tsi we

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have really implemented some adaptive platforms to help our students and embedded

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curriculum daily embedded curriculum support and then finally, we'll continue our

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quarter monitoring of our ccm our metrics with along with ipc ibcs and our

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clear targets and with that we are prepared

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to take questions trustee

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weber great report so thorough. I have a few questions just

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clarifying questions one of the questions I have is

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related to the estimated 33% of kids meeting the tsi just

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clarifying that is does that include college bridge or not

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include college bridge? That does not include college bridge. Awesome. Okay, and then

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is that so it's both language and math, correct?

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so do you have the numbers of what percentage students?

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past language past math yes, we do and for 2025 we have 46%

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of do you want it for 2025 or for 20 to 25? Okay for 2025 we have 40% of 46% of students who

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passed elar 42% passed math and

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then 33% passed both and if we

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were to say how many passed only elar it was 12.9 percent

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past elar 8.9 percent past math with a total of students

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passing one the other or both

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being a 55% thank you if I could add just a little color to that so if we take the 13%

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that passed elar but didn't pass math and the 9%

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that passed math but didn't pass elar we would able

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to actually add 21% 22% more of our students actually met part

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of this requirement and so these are thank you for asking

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us that question that that's that other area that we're going to continue to work on because when we can get those

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students to meet that other component and how far are they if they met the math now I just

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need to work on the elar we can you can see that if I get when we get that 22% over we're

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gonna see a really big jump from a 33 you'll be able

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to we'll be able to add 22 and then we'll be at 55. Those are realistic they're audacious,

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but they're realistic. We just have to keep and we're getting there each year. We are making

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improvement, but the team is really focused on making sure we we are able

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to find and identify what areas if I didn't do the elar what is

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it that I need to work on? Thank you, I think y'all forgot

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to start my clock oh, there it is, okay. Thank you okay, I

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just wanted to make sure I was on time okay, can you really quickly also talk about the

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2025 being an estimate just the timing I just to reiterate

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yeah, so 2025 there's we have this estimate and it'll be a part of the 2026 accountability

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cycle so we'll get that data in in july and this summer

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summer final data this summer and then and then we'll see

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estimate data for 2026, but it won't be final for a really long time

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from now, right? But we'll get to see kind of what progress we're making yes, despite that, but it won't be official

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for tea and for accountability and for outcome dollars okay you

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mentioned military readiness and that you all are going to be kind

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of revising how you track that do we have the capability to know that number now?

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we you want to you want to answer it's a little complicated I'll ask I remember it's having the conversation

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that it's company we were supposed to get from the department of war. We were supposed

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to get the current number it has not been provided to us in the previous in the past we

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used to get what are called the dd for forms department of defense form

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for and then we used to get that physically, but then they switched it and said

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we're going to get it electronically and we have yet to get that so we're

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just that's a piece of data that we are hoping to get in in our anticipating. Okay,

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great and then I guess what tools I hear you talking about sort of the math is past

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that the language is passed and sort of what tools are you using to?

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to to help students understand what they need to do in order to accomplish their college and

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career readiness I can answer this, but I'd like for a dr. Nevels to answer because it's really complex. Go ahead

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comprehensive yeah, so first we do still use the texas

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college bridge tool in the college prep course and at the end of that course we do assess

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another adaptive tool is kaplan. And so we've used kaplan at multiple campuses

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and so that's one of the tools where that's coupled with face-to-face intervention

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for students we also have the edgenuity platform that is used

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and that's been used for multiple years we have college spring. So there are

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several tools that we're implementing with campuses. That's helpful what I think I didn't phrase it quite right is

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how do you all how do the campuses know? What tool do the campuses have to know you know that that

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tiffany and cheryl and sarah? Here ready not there ready,

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you know kind of their their multivariable equation that makes them ready

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for their next step thank you for the clarity so we do have a comprehensive dashboard a

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salesforce dashboard that we use and campuses can pull real-time data

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from students and so it talks to accuplacer so after students test we have real-time data

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campuses can go in and pull down student reports and they can see exactly where students

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are and and students kind of have an idea themselves their own agency as well to kind of

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know that they're making progress on their path great

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wait one last question and I

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had a question on the just clarifying

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on the emergent bilingual and

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hispanic in the venn diagram how can you give me those

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buckets of numbers of what percent

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of emergent bilingual or hispanic and what percent are not we would need

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to pull that data out from you because they can be double counted, okay, just

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in the trackers great. Yes, great all right. Thank you all

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so much just image good thank you for this report, it's very very encouraging let

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me also thank you for pointing out the raw numbers in a couple of situations and

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there was one that that that is actually not a focus

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of this metric but that really jumped out at me and that was the the number

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of total graduates so we had in the class of 2024 8,477

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in the class of 2025 9,280 that's a that's a pretty big jump and and I think

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congratulations are in order

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for that. Thank you and another another item that did jump out at me was in on the page 7 the

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percentage

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of graduates enrolled in college following their senior year of high school you know

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and and the african-american students are leading away on that on that metric so very

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proud of the progress progress there I did find it a little

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hard to follow the changes the trying to go apples

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to apples or apples to lettuce apples to giraffes

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whatever the analogy is and I'm just just wondering if you

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could provide additional detail like if the old rules were

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in place here's the what-if because right now it doesn't

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really show that we've made progress for anybody who's just

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picking this up. It just looks like we we went backwards or

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you can do it the what-if the other way, you know what if the new rules that applied

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in the prior year, but but I but I do think it is important for us to be transparent about

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we're how we're moving and and in this case, it looks like

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we're moving backwards when we're actually moving forward and I that's the kind of

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for me the worst of all worlds that we're moving forward and it looks

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like we're moving backwards without without the appendix for that so I do can applaud

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the progress going forward but I would like it to be more clear that we are going forward

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that when we change the rules that then gives the gives of

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gives a false impression I do I do want to respond though. I

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mean they're smiling because we had this conversation and we and actually assistant superintendent cortez attempted

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to have his team do the analytics because it is a multi-level change it affects

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every single student in different ways. So we actually couldn't do a apply

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the rules across the board. It was way more complex than what we thought so we'll get back together though to find another

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way because that's that's you're having the conversation they're looking at me because

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we had this conversation only you're talking. I was talking to them that day it's the same thing because obviously

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to your point trustee mitch gave that 59, right? That shows even

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on this key metric 2 and then it's like our actual for the 2425 is a 42. It's like wait,

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we went minus 17. No, we didn't go minus 17 there were a whole bunch of ibcs that counted

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towards that 59 that did not

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count when we ended up at the 42, so we'll try to figure

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out how to get you a more quantifiable number let me amend my request where it is

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reasonably easy to do so can

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you highlight it in a in a more visible way?

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even if the footnote is is bigger because because right now the way I the way I I

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looked at it at first it was like how did we fall backwards?

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and even though there was this really small print footnote down there I couldn't quite make make sense of it. And I I

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just think I just would hope we can clarify that a bit then

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on the texas success initiative this this is an area where

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funding is attached to to each to each student who achieves a

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tsi rating. Is that correct? And um, and I know it varies

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by by students or does it vary by district if it's an economically disadvantaged the

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dollars vary so if we have economically disadvantaged kids that attain the same the metric

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is the same but the dollars that are attached are based on demographic filters and

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just it's ballpark. What are those numbers? Does anybody haven't you know, is it like a

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thousand or fifteen hundred dollars? We have so yeah, you can answer

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so for economically disadvantaged,

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it's five thousand dollars and for non economically

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disadvantaged is three thousand and then for special education students. It's an additional four

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thousand okay, so not not insignificant so and and you

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can qualify for tsi if you earn

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an associate's degree

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correct. Okay. So I told you this question was coming so we

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did see and I want to thank communications for highlighting conrad high

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school we're a hundred and three graduating students

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earned an associate's degree. That was over 40% of the class I know I want to

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make sure everybody has heard that four times so but but what

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I was really really getting at on that is that that's that

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school is outperforming every other school and there are a

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couple that are kind of close molina and I think wt white and

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and then there are a lot that are not really very close and

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so, you know, my my question when I see that is okay there

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are some there's got to be some reason why that that is and it

397
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could be the kind of program that is is there that it's one

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that keeps kids interested and they want to stay the course or it could be things that the

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schools are doing like, you know extra counselors or more

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check-ins or better

401
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partnership opportunities. I don't I don't know what they are but I would just think that

402
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when you've got, you know, such a phenomenal result. I mean you think about dallas isd students

403
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and particularly in that feeder pattern with two-thirds

404
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of the kids not speaking english and over 90% of them being economically

405
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disadvantaged. That is an amazing story and you know, we we should

406
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like we always try to do I know this we try to find best practices wherever

407
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they are but here's a place where we've got something that

408
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is really going so well, and you know, so my question is why isn't everybody up there

409
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trying to figure out? What the secret sauce is and

410
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apply it in other schools? So I'm gonna begin this question, but really the work is dr.

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neville's and so I'll let her continue the answer without taking up too much time that you told me this question was

412
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coming and I went and asked the team and she said oh, but we are and she said not only,

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you know can we see the campuses that are doing extremely well because we've taken some

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of the things that we've learned from conrad we've been able to see gains and other campuses

415
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by 15 and 20 points because of the learning and so some of

416
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the learning includes the work that they do with their

417
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counselors and with the team on being really proactive on how they use their

418
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collaborative. So it's a really true a plc it's collaborative plc around the the

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in the data that they receive for students so when she'll talk about interventions in a quick second,

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they are really intentional about the interventions and how they use that data and so that's something you just

421
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heard. Dr. Novel speak to that. They have applied now across the system in addition just quickly that

422
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you know she said there's something that's really that you can see a campus is that

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are very successful and that is that p tech is a part of the entire culture so

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whether you're the coach the custodian whoever it is a part of the culture

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of the entire campus and it's not seen as sort of a program on the campus and so some of

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the learning that they've gotten from conrad whether it's culture whether it's how they

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use their collaborative time or how they respond to interventions are things that

428
00:36:45,700 --> 00:36:48,767
they're applying across the system for other campuses as well and

429
00:36:50,267 --> 00:36:52,700
you'll see that in our in the updates that they're doing especially this school year

430
00:36:55,667 --> 00:36:58,767
okay thank you. I it's just a phenomenal story and I think even with the attention that

431
00:37:01,067 --> 00:37:02,267
we've been giving it lately it's just so dallas isd for

432
00:37:05,467 --> 00:37:08,400
for the kids with the most challenges

433
00:37:10,333 --> 00:37:12,600
to have that kind of success and it's a it's a

434
00:37:14,500 --> 00:37:17,667
great story, and I hope we tell it more and I hope we figure out a way to replicate it

435
00:37:19,200 --> 00:37:22,667
across the district. Thank you alright next I have a trustee

436
00:37:25,467 --> 00:37:29,100
for me thank you just just a few questions, and I want to start

437
00:37:30,500 --> 00:37:30,500
with military readiness how do

438
00:37:35,700 --> 00:37:39,200
we have? The units on all of the high school campuses and middle

439
00:37:40,300 --> 00:37:42,300
school campuses or is it just on specific high school and do

440
00:37:46,067 --> 00:37:46,067
you mean the rotc classes the

441
00:37:50,500 --> 00:37:50,500
just yes, so we just heard

442
00:37:54,800 --> 00:37:58,000
from chief gaylord, it's all high school campuses. I don't know that it's across all

443
00:37:59,200 --> 00:38:01,667
middle school campuses so could could I ask

444
00:38:03,667 --> 00:38:06,033
for the campuses and the number of students that are enrolled

445
00:38:08,567 --> 00:38:12,500
in each one of those? Because I for me, I think

446
00:38:13,733 --> 00:38:17,733
that's extremely important in military readiness is a part of what we're supposed to be trying to do so I'd like

447
00:38:19,167 --> 00:38:19,167
to see those numbers please and

448
00:38:40,367 --> 00:38:40,367
on the second so on the

449
00:38:45,833 --> 00:38:48,067
certifications we had I'm trying to see how many students we had

450
00:38:50,067 --> 00:38:50,067
with certifications one second

451
00:39:01,367 --> 00:39:03,867
50s pages here so I'm on page five the level one or level two

452
00:39:07,367 --> 00:39:11,133
and I see an increase in number of graduates. How many actual?

453
00:39:14,133 --> 00:39:14,133
students do we have in the

454
00:39:23,933 --> 00:39:24,800
the swim blank on the centers that we have the career

455
00:39:31,433 --> 00:39:32,467
institutes so we can answer that question are you are you

456
00:39:35,800 --> 00:39:37,033
referring to we have four career institutes we have three

457
00:39:40,000 --> 00:39:41,933
that are open three that are open. And so how many students

458
00:39:44,133 --> 00:39:48,067
do we have currently? We have about 6,000 about 6,000 current

459
00:39:50,567 --> 00:39:50,567
students but when I look

460
00:39:55,867 --> 00:39:59,667
at the classes 2025 we show nine thousand two hundred and eighty. So did we drop

461
00:40:00,633 --> 00:40:03,733
in number or? Those are the total number of graduates not a number

462
00:40:05,600 --> 00:40:07,700
of students. Okay career institute so we have a and this

463
00:40:09,733 --> 00:40:12,067
is for their year. It's for the class of 25. So it's

464
00:40:13,933 --> 00:40:17,000
last year. Yes, ma'am okay, so we had nine thousand two hundred and eighty,

465
00:40:18,700 --> 00:40:20,267
but now we have six thousand no, but those are two the six

466
00:40:23,733 --> 00:40:26,800
thousand are a subset of that number so not every student goes to a career institute,

467
00:40:27,900 --> 00:40:31,700
right? So we had last year nine thousand two hundred and eighty

468
00:40:34,500 --> 00:40:37,167
graduates and of those last year we maybe had around 800

469
00:40:41,333 --> 00:40:43,400
seniors 800 seniors of this nine thousand two hundred and

470
00:40:45,733 --> 00:40:47,700
eighty were of the ninety to eighty around 800 were

471
00:40:50,067 --> 00:40:52,233
at the career institute and they got a certification

472
00:40:57,500 --> 00:41:01,033
about seven hundred and about seven hundred forty one did yes, ma'am got a certification so can I can I just make an

473
00:41:02,300 --> 00:41:03,967
amendment to that so the level one and level two certificates

474
00:41:06,433 --> 00:41:09,067
are related to dual dual credit and could could be there but I

475
00:41:10,567 --> 00:41:14,167
think what we're mostly looking at our certifications which are on slide four for

476
00:41:16,667 --> 00:41:20,300
for the career institute so you can see how that can be confusing, right? Yeah, this is

477
00:41:21,767 --> 00:41:24,633
the way tea this is the way that they we were only putting

478
00:41:26,033 --> 00:41:29,167
it the way tea they have industry-based certifications which is one list and they give

479
00:41:30,533 --> 00:41:33,733
us credit for those when students are successful that's metric to trustee foreman

480
00:41:35,067 --> 00:41:39,033
on page four and those students are attending our career institutes some of those those

481
00:41:42,633 --> 00:41:44,367
of those students we have a good percentage that are

482
00:41:46,767 --> 00:41:50,033
earning iv c's through career institutes then on metric three which is on

483
00:41:51,733 --> 00:41:54,733
page five which is the one you started with these are a different type

484
00:41:56,867 --> 00:42:00,367
of certification it's a certificate and it has to be in conjunction with dallas

485
00:42:02,167 --> 00:42:05,000
college or another institution of higher ed but we mostly partner with

486
00:42:06,333 --> 00:42:09,800
dallas college and so it's in conjunction with getting associates these were the ones

487
00:42:13,300 --> 00:42:16,933
if you recall when we were doing some of the associates that weren't all transferring

488
00:42:18,867 --> 00:42:21,833
to to four-year degrees so some of these we don't always want

489
00:42:23,967 --> 00:42:26,267
students necessarily getting the associates degrees that are

490
00:42:28,467 --> 00:42:31,300
connected to these level one and level two because if they go to a four-year college, they

491
00:42:32,800 --> 00:42:34,133
lose those college hours don't transfer

492
00:42:37,167 --> 00:42:40,300
over I get that I get that but the reporting can be somewhat confusing when you are trying

493
00:42:42,667 --> 00:42:45,267
to break down actually what's happening particularly in specific areas.

494
00:42:46,967 --> 00:42:49,900
I do get you trying to report based

495
00:42:51,100 --> 00:42:54,367
on what tea is asking but I'm trying to understand exactly what we're doing in

496
00:42:55,733 --> 00:42:58,233
specific areas so that can be somewhat confusing and if you

497
00:43:00,833 --> 00:43:03,233
could break it down a little bit more for me

498
00:43:04,867 --> 00:43:07,767
we can we can sit with you so I can I want to make sure we get you what

499
00:43:09,100 --> 00:43:12,133
you're what how you're thinking so we can get it to you that way. Yes, ma'am.

500
00:43:15,167 --> 00:43:18,133
thank you trustee mackey. Yeah, first of all, congratulations I think if I

501
00:43:20,267 --> 00:43:24,067
looked at it correctly all of these wonderful red yellow green are green, right? Thank

502
00:43:26,300 --> 00:43:29,533
you for putting this back. Also, it's super helpful I know there's so much work that has

503
00:43:31,167 --> 00:43:34,633
gone in behind the scenes across all the campuses to do this and to see this kind of sustained

504
00:43:36,500 --> 00:43:40,100
growth over time. That's not easy to do. So kudos I'd love to keep up on the conversation

505
00:43:44,867 --> 00:43:48,633
on tsi since that's one that is only going to become more and

506
00:43:50,067 --> 00:43:51,367
more important as the state changes it's accountability

507
00:43:55,200 --> 00:43:56,900
metrics, etc and again, congratulations

508
00:43:59,300 --> 00:44:02,667
on this really strong growth trustee mitch can't kind of hit on some of one

509
00:44:04,000 --> 00:44:07,433
of my questions here do we have a range if we were to look at high school feeder patterns,

510
00:44:08,500 --> 00:44:11,733
for instance? What the highest like what's the range between the highest performing feeder

511
00:44:12,633 --> 00:44:15,800
pattern and the lowest performing feeder pattern? We can provide that information

512
00:44:18,100 --> 00:44:21,500
to you yeah, I'd be happy to provide that information to you, but I don't think it's going to

513
00:44:22,767 --> 00:44:26,233
be the highest performing feeder pattern we can provide that information to you. Yeah, I'd be really interested

514
00:44:27,133 --> 00:44:31,033
to see that. It seems like dan had already done his homework and found that out beforehand because I'd be really curious to have a deeper conversation

515
00:44:32,000 --> 00:44:35,067
around what are we learning from those higher performing feeder patterns that we are now extending?

516
00:44:36,367 --> 00:44:39,967
so I'm curious if we have thoughts about those but also what additional resources are we plugging in with our lower

517
00:44:41,267 --> 00:44:44,700
performing feeder patterns to help move them up because we know? It's not a difference in

518
00:44:45,933 --> 00:44:49,267
students. It's a difference in the support and the experience that they're getting I would

519
00:44:50,200 --> 00:44:54,167
really love for that conversation so I want to see if you have any thoughts on either of those what we have learned and are extending

520
00:44:55,167 --> 00:44:58,000
everywhere or to what we're doing to bring up the ones that are struggling

521
00:44:59,800 --> 00:45:03,600
the most so I can just say really quickly like we have one

522
00:45:05,267 --> 00:45:05,267
campus that has increased by

523
00:45:10,167 --> 00:45:13,400
26 points percent 26% and dr. Nobles you just want to speak just on two things

524
00:45:15,267 --> 00:45:18,467
that we know that this particular campus did to make that increase that we learned

525
00:45:20,333 --> 00:45:23,367
from conrad. Can we call that campus out? Sure, james madison high school

526
00:45:25,733 --> 00:45:28,033
way to go 26% growth is huge. We'll take it and so that's one

527
00:45:32,567 --> 00:45:34,367
of the campuses that really is intentional about the use

528
00:45:36,767 --> 00:45:39,700
of data and that salesforce dashboard and using that to advise the students working

529
00:45:41,233 --> 00:45:44,433
with those students and also the dashboard they're using and then the adaptive platform

530
00:45:47,067 --> 00:45:50,267
that they're using with the students and so they have implemented those strategies with fidelity and so

531
00:45:51,567 --> 00:45:54,533
we've seen that growth over time so it sounds like in both of those and you can

532
00:45:55,833 --> 00:45:59,267
correct me if I'm wrong are less about the experiences that like the kids aren't

533
00:46:00,567 --> 00:46:04,167
necessarily receiving some different experience what they're getting is actually more intentional conversations

534
00:46:05,600 --> 00:46:08,967
from adults who are using these dashboards, correct? I would say it's the quality

535
00:46:11,000 --> 00:46:12,767
of the implementation of those resources,

536
00:46:15,567 --> 00:46:18,167
right because they're available to all the campuses but I think when the team was talking

537
00:46:19,600 --> 00:46:22,867
to me about madison it was the what you just described that intent like this is what this

538
00:46:24,300 --> 00:46:28,000
student needs and then there's a whole plan around making sure every student. Okay, so then this works better

539
00:46:29,067 --> 00:46:32,667
with this student so we're going to give them access to this and this is when they're going to do it like helping the

540
00:46:34,433 --> 00:46:38,267
student even ensure that the time with that adaptive particularly that adaptive software is part of this

541
00:46:40,967 --> 00:46:44,233
like how do I work this into the school day? How do I work this

542
00:46:45,867 --> 00:46:49,267
into ensuring that there's time after school if they're staying after school? So there was it wasn't a here's

543
00:46:50,500 --> 00:46:53,067
what you have go see if it works or it was it was the

544
00:46:54,633 --> 00:46:58,467
support I think those that's the word you use it is it is the support of the existing

545
00:47:00,733 --> 00:47:04,600
tools. I also think two things I think they've done the team has done this work. We have

546
00:47:06,033 --> 00:47:09,433
to remember. This is lag so I think we're going to see some some leveling up

547
00:47:12,200 --> 00:47:15,867
to trustee minsky's point and to your point I think we're going to see some leveling up trustee

548
00:47:16,967 --> 00:47:20,733
mackey because we have taken some of these observations and dr. Novel says led that work in

549
00:47:21,867 --> 00:47:25,033
with each of these campuses. I think we're going to see some of that I also think both what

550
00:47:26,767 --> 00:47:29,700
trustee minsky and yourself have pointed out the there are opportunities for us

551
00:47:31,133 --> 00:47:33,667
to be more intentional ourselves in how we do the range what is

552
00:47:35,433 --> 00:47:38,667
the highest performing and how do we ensure that we are actually move everybody up?

553
00:47:39,967 --> 00:47:43,467
I don't know that I certainly have to say I have not been that

554
00:47:44,900 --> 00:47:47,800
intentional with our team and saying this is what I think I want to see next so it's an

555
00:47:49,033 --> 00:47:52,700
opportunity for us yeah, so dive. Thank you for that so diving down that I

556
00:47:53,867 --> 00:47:57,333
think I really appreciated the conversation around so if we have 33% of students that are met in

557
00:47:58,467 --> 00:48:01,900
both is our prediction here and there are 22% I think we said that are met in one and not the

558
00:48:03,033 --> 00:48:06,000
other I would love to understand and maybe we don't have this answer yeah,

559
00:48:07,133 --> 00:48:11,000
but this is where I'd love to get this conversation to go is if I'm a student who has met in english but not in math

560
00:48:12,467 --> 00:48:16,267
what looks different in my day than someone who is met in math and not in english

561
00:48:17,533 --> 00:48:20,667
versus someone who is not met in either? Do we have any particular

562
00:48:22,100 --> 00:48:25,833
strategies or different ways that we are plugging in with the students based on their individualized need

563
00:48:27,200 --> 00:48:29,167
this year we did implement some piloting programs and so we

564
00:48:31,300 --> 00:48:34,967
worked with the principals there was a tool we used mastery prep and so we did some

565
00:48:36,433 --> 00:48:39,933
in day school intervention or during the day school intervention and so we targeted

566
00:48:41,333 --> 00:48:43,833
students to your point who were met in one area and not the other and

567
00:48:45,367 --> 00:48:48,400
so if I'm john I'm at an elar then what we did was we work with the principal to bring in

568
00:48:49,633 --> 00:48:53,333
and train teachers do intervention do like a blitz day work with

569
00:48:55,333 --> 00:48:58,200
those students let them know where they were what their needs were and then do targeted

570
00:49:00,100 --> 00:49:03,267
intervention and then testing and so we saw some significant growth

571
00:49:04,533 --> 00:49:06,933
with doing that we did that with approximately six or seven

572
00:49:08,700 --> 00:49:10,133
campuses just as a start to see if it was worth scaling

573
00:49:15,067 --> 00:49:17,133
for next year thank you, I'll be curious to see how that goes and what we do there I

574
00:49:19,600 --> 00:49:22,500
know that part of this is of course we want to make sure kids feel comfortable

575
00:49:23,700 --> 00:49:26,533
with the format there is some kind of blitz and test prep and that will always be the case

576
00:49:27,767 --> 00:49:31,167
for these type of exams don't have don't have to go any further than the lawyers

577
00:49:32,267 --> 00:49:35,933
on this board who studied a lot more for lsat in the days leading up to the lsat than in their

578
00:49:37,367 --> 00:49:41,067
college? I think there's nothing wrong with that but also I know fundamentally we also are

579
00:49:42,167 --> 00:49:45,033
teaching these skills in algebra 2 and some of the others so what work are we doing

580
00:49:46,367 --> 00:49:50,133
to embed and align the work in our actual core courses to this and have we thought about? You know, do we do anything

581
00:49:51,333 --> 00:49:55,067
with like tsi fits best with algebra 2 hence we have our algebra 2 students or anything like that about how

582
00:49:56,233 --> 00:49:58,733
we're embedding these same skills and aligning them within the core courses well,

583
00:50:04,133 --> 00:50:07,333
that also was another strategy and this is really exciting for me because we're seeing so much growth this year

584
00:50:08,333 --> 00:50:11,367
but we did a partner with academic services and so they did embed strategies

585
00:50:13,633 --> 00:50:16,967
for the teachers in english 1 2 & 3 algebra 1 geometry and

586
00:50:19,400 --> 00:50:22,500
algebra 2 for teachers and students so that is real-time

587
00:50:25,300 --> 00:50:28,500
direct instruction support for students during those classes and so there's also

588
00:50:30,500 --> 00:50:33,700
growth there because then at the end of algebra 2 and english 3 and we're able to

589
00:50:35,200 --> 00:50:38,400
assess students as juniors and sophomores now in an ideal world,

590
00:50:40,367 --> 00:50:43,700
we're not there yet, but we're getting there taking the information. Dr neville's just

591
00:50:45,200 --> 00:50:48,367
did the work that academic services did to align curriculum really the next

592
00:50:51,967 --> 00:50:55,200
thing is to get how many students do I have that need

593
00:50:57,767 --> 00:50:59,733
the elar? Which teacher has the highest

594
00:51:01,900 --> 00:51:05,867
performance and how do I make sure that those students just like we started doing at the elementary of using our

595
00:51:07,833 --> 00:51:11,667
highest performing teachers? With our students who needed them the most we need to be able to do that

596
00:51:13,167 --> 00:51:16,067
of course, you're a former high school principal so, you know when I say the master schedule sounds like that's something we

597
00:51:17,600 --> 00:51:20,067
could do and you know that at a high school trustee mackey to do that is far more

598
00:51:23,267 --> 00:51:25,600
complex, but that's the next area so that when you would ask

599
00:51:27,367 --> 00:51:31,033
that question, we'd say not only here's the plan for stephanie but here are the teachers that these students

600
00:51:32,667 --> 00:51:36,100
have and then how we're monitoring that that's incredible if we can go thank

601
00:51:38,067 --> 00:51:38,067
you for that. I mean,

602
00:51:42,333 --> 00:51:46,233
it's exciting to see this growth one more technical question here on the top we're

603
00:51:50,133 --> 00:51:53,433
talking about the year in which we're looking at the data but that is you're

604
00:51:56,533 --> 00:52:00,200
saying it's lagged by a year for the class I'm not sure what class of 2024 is referring to

605
00:52:01,467 --> 00:52:05,100
on this side, but maybe key metric class of 2024 and then so on and so forth

606
00:52:06,267 --> 00:52:09,067
but am I accurately thinking about this to say our 2025 26 estimate is actually the class

607
00:52:11,500 --> 00:52:14,300
of 25 estimate correct. So class of 25 will be the 25 26

608
00:52:17,233 --> 00:52:20,433
accountability year, right? I would just encourage us also,

609
00:52:22,200 --> 00:52:26,100
I'm sure we also even though this year is not done I would love to see when we do this to look

610
00:52:27,200 --> 00:52:29,900
at what we think is happening for class of 2026 knowing full well that we are not

611
00:52:31,367 --> 00:52:34,367
like it's not gonna be right but it'll probably be a minimum because I think you know all

612
00:52:35,900 --> 00:52:38,600
of these kids every single kid on this page is long gone but it'd be really interesting

613
00:52:40,400 --> 00:52:43,333
to see where we're at with the kids currently here because we can they do dr. Nevels and

614
00:52:45,033 --> 00:52:47,733
chief you apollo do do have that they're monitoring that. Yes, sir I would love

615
00:52:49,233 --> 00:52:52,100
to see that on this as well. So if that's possible, but that's just a thought how

616
00:52:55,567 --> 00:52:57,700
do our class of 2026 look that if we're monitoring that do we

617
00:52:59,767 --> 00:53:02,967
have any idea yeah, it's exciting dr. Nevels is your work. You want

618
00:53:06,367 --> 00:53:07,967
to share it? She said okay she right now

619
00:53:10,400 --> 00:53:14,400
we're in the window of testing so we just started the window of like about a week ago and alright

620
00:53:15,867 --> 00:53:17,433
at this point this class is at 38.4 percent met thirty

621
00:53:20,400 --> 00:53:23,433
eight point six or thirty eight point four percent met thirty eight point four percent met

622
00:53:24,900 --> 00:53:27,667
that's amazing. Congratulations. That's still

623
00:53:28,933 --> 00:53:31,067
with a number of months to go all right, well that's ten

624
00:53:36,533 --> 00:53:38,733
minutes so I will yeah, yeah trustee sanders yield just a

625
00:53:43,667 --> 00:53:45,467
few quick questions because a lot's been covered already one

626
00:53:48,267 --> 00:53:52,100
yeah, and we could put this for the tracker I would like to see just how each individual

627
00:53:54,033 --> 00:53:56,933
high school squares up with across all of these domains

628
00:53:58,733 --> 00:54:02,733
that would just be great of course deeply interested in

629
00:54:06,667 --> 00:54:10,100
in my district and I feel like my colleagues probably feel the same so the other is I know it

630
00:54:11,467 --> 00:54:15,167
wasn't the point, but I'm also very interested in and it's been a long time since we've talked about just

631
00:54:16,633 --> 00:54:19,900
graduation rates because they you know that we've been doing pretty good,

632
00:54:21,300 --> 00:54:24,200
but that's a big jump so so what what do we credit to the total graduate number going up

633
00:54:26,567 --> 00:54:29,600
that much? Well, I don't think it's any

634
00:54:30,933 --> 00:54:33,600
one thing I think it's a multi-factor one you have to go back to where these

635
00:54:37,033 --> 00:54:40,400
students were going back to kovat and so there is if you will a certain amount

636
00:54:42,000 --> 00:54:45,800
of students that kind of left the system and then came back to a system so you get a bubble the second one is as we do

637
00:54:47,867 --> 00:54:51,333
better with students, then we may be keeping some students instead of them going, you

638
00:54:53,400 --> 00:54:56,467
know, especially students that start

639
00:54:57,667 --> 00:55:00,867
off with us so there has been a and then thirdly there was a bubble in this grade level so

640
00:55:02,933 --> 00:55:06,167
if you track this group of students there has been there was like a statewide there was

641
00:55:08,467 --> 00:55:11,267
this kind of a larger number and then you have students

642
00:55:13,900 --> 00:55:17,400
particularly their freshman year who are unsuccessful,

643
00:55:20,633 --> 00:55:23,800
that's the area as you all know that we're all so focused on is ensuring because if you don't

644
00:55:26,000 --> 00:55:29,767
have a great freshman year we have we it makes it very very difficult for students

645
00:55:31,733 --> 00:55:33,333
to ever get caught up that we still have a large percentage

646
00:55:36,033 --> 00:55:38,333
of students that we need to continue to support and

647
00:55:40,233 --> 00:55:43,667
improving that this particular number is also indicative of the fact that we were able

648
00:55:44,800 --> 00:55:48,500
to recover them so we might have a larger number of fifth year graduates if you will,

649
00:55:49,967 --> 00:55:53,800
okay yeah but we were able to capture them and so it's a little of this a little

650
00:55:54,900 --> 00:55:57,833
of this and a little of this got it okay, good.

651
00:55:59,433 --> 00:56:01,467
we'll keep the little of all those things going the

652
00:56:04,200 --> 00:56:06,300
the last question I have is is me just getting up to speed

653
00:56:09,100 --> 00:56:11,733
can you give me an example of? What what is

654
00:56:14,600 --> 00:56:16,933
in ibc that wouldn't qualify for outcomes based funding

655
00:56:18,700 --> 00:56:22,533
what's an example of that? So we have like osha 10 which all of our freshmen take and

656
00:56:23,733 --> 00:56:27,500
that is not on the a through f list okay, but that's a certification they take so

657
00:56:28,700 --> 00:56:31,567
what it would not count it's not on the a through f list got anything that's on the a

658
00:56:33,333 --> 00:56:34,600
through f list does count for accountability and for

659
00:56:37,900 --> 00:56:41,667
outcomes based funding and how to in that list is control of the state is there a

660
00:56:42,567 --> 00:56:45,567
potential especially if we have like a number of kids doing it what what could put that

661
00:56:46,833 --> 00:56:50,267
on the state list eventually? So they were on two-year cycle. So that's where businesses get together

662
00:56:51,400 --> 00:56:55,400
and they say hey, we want this on the ibc list currently there's 500 certifications. We're in a five-year cycle

663
00:56:57,333 --> 00:56:59,567
from 25 to 2030 we have version four of this list, but every

664
00:57:01,533 --> 00:57:03,600
year we can get one or two in there as the as ta opens

665
00:57:06,200 --> 00:57:09,200
that up they can make those recommendations what's our agent?

666
00:57:11,000 --> 00:57:13,567
what's I guess dallas isds agency in doing that? Does it have to be

667
00:57:15,100 --> 00:57:18,733
like a ground swell of a bunch of different isds or do we have the opportunity if we see? This is really hidden for us

668
00:57:20,000 --> 00:57:23,400
can we advocate for that? Absolutely we can advocate for it okay and then you said

669
00:57:24,767 --> 00:57:27,900
it's only like one or two a year and then there's a big review at the end

670
00:57:29,400 --> 00:57:32,733
of so they they are now in five-year cycles because before they were changing every

671
00:57:33,833 --> 00:57:36,667
two years got it and they were putting a hundred on taking a hundred off and

672
00:57:37,967 --> 00:57:41,900
that's what was throwing us and you can see where that causes problems because kids are in a four-year plan yeah,

673
00:57:43,467 --> 00:57:46,633
but if you change what we put you on for two years and now you change it now,

674
00:57:47,900 --> 00:57:50,967
that's no longer counting right. Well now what do I do? Yeah, and so they heard quite a

675
00:57:52,833 --> 00:57:55,667
bit of feedback from a few of us I'm not saying it was me and in that process we ended up

676
00:57:59,000 --> 00:58:02,567
then they gave us now what makes more sense which is a five-year review so that that

677
00:58:04,000 --> 00:58:06,600
way we have kids in a path yeah, rather than having

678
00:58:08,100 --> 00:58:12,033
to change mid-cycle. Are we seeing? Just you know doesn't have

679
00:58:14,300 --> 00:58:16,467
to be a scientific assessment, but are we seeing that there's

680
00:58:18,800 --> 00:58:22,400
potentially qualifying ibcs that aren't on the list, but that our kids really are

681
00:58:24,367 --> 00:58:27,333
taken to or we have a number of children that are doing it that

682
00:58:29,200 --> 00:58:31,633
would that we're targeting for addition so we're currently

683
00:58:33,467 --> 00:58:36,633
making sure that students receive an a through f certification, but

684
00:58:37,967 --> 00:58:40,600
they receive multiple they don't just receive one right they'll receive two and three

685
00:58:42,367 --> 00:58:46,100
as certifications come up and we're working with industry partners and they say hey we really want this one we can go

686
00:58:47,300 --> 00:58:50,433
ahead and do it because they already met accountability but then what we can do is we can

687
00:58:51,967 --> 00:58:55,700
say to the state. Hey, this one is regional this is a very good certification. We want to put this on the list and we

688
00:58:56,767 --> 00:59:00,200
can get businesses to advocate as well okay. All right. Got it. I I'm just

689
00:59:01,600 --> 00:59:04,467
deeply curious about that one. So I'll probably pull you aside and

690
00:59:06,233 --> 00:59:08,900
pick your brain, but got a couple no, but thank you. Thank you. Those are my

691
00:59:12,733 --> 00:59:12,733
questions trustees further

692
00:59:16,900 --> 00:59:16,900
questions okay trustees,

693
00:59:21,367 --> 00:59:24,200
you know further questions, thank you all for the presentation trustees

694
00:59:26,100 --> 00:59:30,100
will now turn to agenda item 7a the superintendents report including budget update superintendent thank you

695
00:59:31,967 --> 00:59:34,600
president carry on members of the board our deputy superintendent ed ramos and our

696
00:59:36,200 --> 00:59:40,067
chief of human capital management robert abel or coming up and

697
00:59:42,100 --> 00:59:43,400
we're going to as you know, we'll as we've developed to

698
00:59:47,667 --> 00:59:50,067
this point we still have quite a bit of work to do but as we're building for the

699
00:59:52,000 --> 00:59:55,000
25 26 we'll talk first about the 25 26 give you an overview as well as some

700
00:59:56,733 --> 00:59:59,567
highlights of the budget development for the 2627 school year and

701
01:00:01,700 --> 01:00:04,733
of course then at that point we'll take some questions so and remember that

702
01:00:06,633 --> 01:00:09,200
for the budget, it's a to read so we'll be doing some

703
01:00:11,267 --> 01:00:14,300
discussion today and then it will be back before a board vote in may. So

704
01:00:16,600 --> 01:00:19,600
this particular item you will not be voting on the budget in april this will not be a

705
01:00:21,533 --> 01:00:24,767
vote until the may 9th meeting and with that I'll turn it

706
01:00:27,000 --> 01:00:30,867
over to deputy superintendent ramos good evening president carry on superintendent

707
01:00:32,133 --> 01:00:35,567
elizalde members of the board wanted to go over the budget specifically where we are

708
01:00:37,600 --> 01:00:40,167
with the 25 26 budget and what we are looking at for the 26

709
01:00:42,667 --> 01:00:44,700
27 budget specifically next slide looking

710
01:00:48,233 --> 01:00:51,933
at what we adopted for the current budget. We

711
01:00:53,567 --> 01:00:56,233
adopted a 91 million dollar deficit. And so where are we projecting to end the year?

712
01:00:59,067 --> 01:01:02,667
we are pretty close to where we had projected our local tax collections one point almost

713
01:01:04,733 --> 01:01:06,633
one point forty eight million dollar local tax collections

714
01:01:09,233 --> 01:01:11,433
we have taken a hit with our state revenue that includes

715
01:01:14,133 --> 01:01:16,033
lower than projected enrollment numbers and as well as we took

716
01:01:18,933 --> 01:01:21,533
a hit with our whole harmless revenue estimates we received a

717
01:01:24,400 --> 01:01:26,467
memo from the texas education agency letting us know that

718
01:01:28,533 --> 01:01:31,067
there were some adjustments to the calculations and so in

719
01:01:34,967 --> 01:01:38,933
overall state revenue estimates they came in at 58 million dollars lower than projected

720
01:01:40,967 --> 01:01:43,633
so that has taken a hit with our revenue overall

721
01:01:46,700 --> 01:01:49,867
federal estimates are 17 million below estimates as well we have

722
01:01:51,667 --> 01:01:55,533
done a pretty good job in controlling our overall payroll cost during the year with vacancies as they have occurred

723
01:01:57,167 --> 01:01:59,633
throughout the year as well as with the lower

724
01:02:01,333 --> 01:02:04,833
in enrollment numbers we have also reduced our overall fts in the district and so we have

725
01:02:06,767 --> 01:02:08,533
controlled our overall payroll costs overall as a district and

726
01:02:12,667 --> 01:02:15,467
so we are projecting despite the lower revenue estimates we

727
01:02:17,933 --> 01:02:20,567
are and have made a real good effort with controlling expenditures

728
01:02:22,067 --> 01:02:26,000
and so we still project to come in within our overall projected deficit currently at

729
01:02:28,500 --> 01:02:31,300
ninety point eight million dollars and so we still have three months left to go

730
01:02:34,067 --> 01:02:37,433
in the year and so our goal is still to come in below that ninety point eight million. So

731
01:02:39,033 --> 01:02:42,500
we are still looking at reducing expenditures within april may and june and so if

732
01:02:44,067 --> 01:02:47,700
you go to the next slide every year we project a budget and you can see the past three

733
01:02:51,000 --> 01:02:53,000
years. We projected deficit budgets in the district we

734
01:02:56,700 --> 01:03:00,533
historically do our best to control our expenditures as a district and we have ended the

735
01:03:02,100 --> 01:03:03,933
year better than projected as soon as last year the 2425

736
01:03:06,933 --> 01:03:08,867
school year we did end with a 68 million dollar deficit

737
01:03:11,833 --> 01:03:13,667
compared to the 187 million dollar deficit we projected so

738
01:03:18,833 --> 01:03:22,400
again ending the 25 26 school year we are projecting to end the year with a deficit but not as high as the 91

739
01:03:24,833 --> 01:03:26,033
million dollar deficit so we are there is work to do

740
01:03:30,333 --> 01:03:33,933
with our overall deficit but again, we hope to end the year better than what we

741
01:03:35,400 --> 01:03:38,700
projected despite the challenges that we have faced with lower enrollment and the

742
01:03:40,067 --> 01:03:41,700
whole harmless hit that we have taken from some adjustments

743
01:03:48,800 --> 01:03:52,467
with the calculations as a district we also are committed to continuing to invest

744
01:03:54,300 --> 01:03:58,067
in programs within the district these are programs that we know impact

745
01:04:00,267 --> 01:04:03,867
our students and do bring in some achievements for our students and those are

746
01:04:05,267 --> 01:04:08,600
specifically in the areas of career and technology we spend forty five point four

747
01:04:10,233 --> 01:04:14,100
million in that area early learning twenty three point four million college and career

748
01:04:15,400 --> 01:04:18,467
readiness 21.9 million district school initiative 17.9 million

749
01:04:21,433 --> 01:04:24,033
and high quality tutoring 13 million. So this is part

750
01:04:26,467 --> 01:04:29,633
of our return on investment data quality that we look at as part

751
01:04:33,200 --> 01:04:37,200
of our budgeting process. And so we are continuing to look at these numbers as we look at our budget and some of the

752
01:04:38,233 --> 01:04:40,267
challenges that we face as a school district total

753
01:04:45,367 --> 01:04:48,567
compensation raises being proposed for dallas isd staff for next year total around

754
01:04:50,033 --> 01:04:53,633
fifty six point four million dollars that is for all staff the largest chunk of that is

755
01:04:55,367 --> 01:04:58,767
thirty seven and a half million dollar in teacher compensation ranges with the majority

756
01:04:59,767 --> 01:05:02,367
of that going to be offset by the expansion of the the teacher incentive allotment

757
01:05:04,233 --> 01:05:07,733
teachers will receive the under this proposal will receive the greater of the tei level change

758
01:05:09,733 --> 01:05:12,333
so if they move up a level on ti a change to the comp level of the ti if

759
01:05:14,300 --> 01:05:17,867
they maintain the same level or a two percent of the pay range if those two

760
01:05:18,933 --> 01:05:22,100
don't apply a vast majority of people are going to be in those top two categories it's only a few handful

761
01:05:23,533 --> 01:05:27,300
of people who fall in that bottom category other excellence initiatives are

762
01:05:28,600 --> 01:05:31,833
going to be proposed for 3.8 million dollars in raises that's going to include our edi

763
01:05:35,533 --> 01:05:38,367
our pei and her a pei and for the first time our school counselor excellence initiative

764
01:05:40,267 --> 01:05:42,933
or sci as well dallas isd as part of this proposal. We want

765
01:05:44,333 --> 01:05:47,433
to maintain our commitment to our support staff and we're going to propose

766
01:05:48,633 --> 01:05:51,567
to increase our dallas isd minimum wage from seventeen dollars to

767
01:05:52,700 --> 01:05:56,200
seventeen fifty dollar or seventeen fifty per hour this will help us maintain our

768
01:05:58,733 --> 01:06:02,667
regional lead as far as we can tell we're the highest paying school district on minimum wage also want to

769
01:06:03,700 --> 01:06:06,767
highlight that even though that is our minimum wage a vast majority of our employees are well

770
01:06:07,900 --> 01:06:11,133
above that that is just for entry level for a couple positions so majority

771
01:06:12,033 --> 01:06:15,500
of people are already making above that but we want to go ahead and move that minimum wage up as our commitment to

772
01:06:16,400 --> 01:06:19,967
our support staff and the awesome work they do for us and then pay for the additional compression

773
01:06:21,333 --> 01:06:25,233
for those other hourly employees as well the district is also recommending increase

774
01:06:26,700 --> 01:06:29,667
to our instructional support staff two and three as our teacher salaries have raised

775
01:06:31,167 --> 01:06:34,300
instructional support two and three are generally going to be positions that are either tied

776
01:06:35,900 --> 01:06:38,600
or marketed or banded to those teacher salaries so as teacher salaries have went up

777
01:06:40,267 --> 01:06:43,233
we need to make sure we keep them competitive some of the people that are

778
01:06:44,500 --> 01:06:48,367
in that group are going to be your media specialists your nurses your counselors your lss

779
01:06:49,967 --> 01:06:52,600
p's and your slp's as well those employees in this proposal would get somewhere

780
01:06:54,367 --> 01:06:57,567
around a 3.8 to 4.2 percent increase just depending on where they lie within those

781
01:06:58,700 --> 01:07:01,900
different pay grades and then other staff would receive 2% if they're not

782
01:07:03,100 --> 01:07:06,367
in those specific groups. Next slide this slide contains our

783
01:07:08,367 --> 01:07:10,867
proposed tei compensation levels as you can see each

784
01:07:12,500 --> 01:07:14,833
level increases about $3,000 some keynotes we want to

785
01:07:16,667 --> 01:07:20,667
mention is our proficient one compensation salary floor would be $78,000 so all proficient

786
01:07:21,800 --> 01:07:25,000
one and higher teachers make at least $78,000 as base salary and base salary for our master

787
01:07:26,367 --> 01:07:28,667
teachers would be a hundred and three thousand so a good good

788
01:07:30,933 --> 01:07:33,933
point of note is that if you're a master teacher at a pte and you get that pte stipend you

789
01:07:35,200 --> 01:07:37,933
have a hundred and sixteen thousand dollar base salary as a teacher at a pte campus

790
01:07:39,500 --> 01:07:42,400
prior to any bilingual stipends or esl stipends or special education stipends, etc and

791
01:07:45,500 --> 01:07:47,467
once again we mentioned earlier about the teachers will receive

792
01:07:50,967 --> 01:07:54,467
the greater of the tei change a tei compensation change or a 2% of the salary range as well if

793
01:07:55,567 --> 01:07:58,767
that applies to them on the right side, you'll see our new teacher or proposed new

794
01:07:59,900 --> 01:08:03,167
teacher hiring schedule so we're very excited about that a zero-year teacher coming in. I

795
01:08:06,767 --> 01:08:09,767
would start off at $68,000 and as I typed this presentation up, I realized that's slightly

796
01:08:10,867 --> 01:08:13,233
higher than the twenty six five that I started at so I'm very happy that we've made some

797
01:08:14,933 --> 01:08:16,967
progress since I joined the classroom anyway next slide

798
01:08:20,367 --> 01:08:23,067
this is just some estimates on some various employee groups we usually get questions about so

799
01:08:25,167 --> 01:08:29,100
that just gives the the average salary increase predicted for those those individuals as you

800
01:08:30,833 --> 01:08:34,600
can see all teachers on tei would be around somewhere around a five percent average

801
01:08:36,633 --> 01:08:40,300
if you're progressing one or two you would average around four and a half percent if you don't move

802
01:08:41,233 --> 01:08:44,700
to the proficient one or higher proficient one and higher would average around five point two percent our teacher assistants

803
01:08:46,667 --> 01:08:49,133
they will land somewhere around three point eight percent due

804
01:08:50,700 --> 01:08:51,867
to that compression of that 1750 overall our food service

805
01:08:54,833 --> 01:08:57,500
employees, for example, they would also be impacted if the 1750 per hour move is approved

806
01:08:59,600 --> 01:09:03,600
and that would move them up to around two point seven or two point eight percent raise instead of two percent

807
01:09:05,400 --> 01:09:07,533
for board approved and the same thing applies for our maintenance and transportation

808
01:09:10,800 --> 01:09:14,233
as well and I think another group we mentioned earlier was the counselors and media specialists ls sp's and those

809
01:09:15,467 --> 01:09:18,367
groups and nurses they'd be around three three point eight to four point two percent as

810
01:09:22,500 --> 01:09:26,400
well. Next slide as we continue to dive into our expenditures we wanted to give the board a picture of

811
01:09:28,267 --> 01:09:31,600
what districts are facing statewide the tasbo the texas association of school

812
01:09:32,900 --> 01:09:36,900
business officials recently did a survey for school districts and the districts responding.

813
01:09:38,867 --> 01:09:41,933
this is basically some of the data that they responded with 31%

814
01:09:43,967 --> 01:09:47,500
of districts are concerned about are not concerned about cash flow

815
01:09:48,600 --> 01:09:51,333
over the next three years, which means that almost 69 percent

816
01:09:52,900 --> 01:09:55,567
of districts are looking at their cash flow over the next three years 52%

817
01:09:57,500 --> 01:10:00,700
of districts are anticipating salary increases, but they are funding them

818
01:10:02,300 --> 01:10:03,633
through budget cuts for the next fiscal year 69

819
01:10:06,600 --> 01:10:09,867
almost 70 percent of districts anticipate making budget cuts for the 26 27 school year

820
01:10:12,533 --> 01:10:15,267
similar to what we are looking at as a district and the top three challenges that school

821
01:10:17,400 --> 01:10:18,700
districts are facing in the state deficit budgets lack

822
01:10:21,667 --> 01:10:25,433
of resources declining enrollment and aging facilities. So that sounds

823
01:10:27,033 --> 01:10:29,900
familiar in dallas isd that is what districts are facing throughout the state of texas

824
01:10:33,067 --> 01:10:36,033
next slide so as we look at next year's budget some of the assumptions that we are

825
01:10:37,233 --> 01:10:40,367
looking at we're looking at a taxable value growth of four point seventy four point

826
01:10:42,467 --> 01:10:45,467
five percent projected enrollment of one hundred and thirty two thousand five thirty

827
01:10:46,833 --> 01:10:48,400
three projected tax rate of night nine point nine eight

828
01:10:51,733 --> 01:10:54,900
eight seven three five that is with the assumption of increasing the debt service tax

829
01:10:56,500 --> 01:10:58,433
rate by one penny that also includes a projected tax rate

830
01:11:01,133 --> 01:11:02,967
for next year lower than our current tax rate our recapture

831
01:11:07,500 --> 01:11:07,500
actually that estimate has been

832
01:11:12,367 --> 01:11:16,367
re estimated at 80 million versus 110 that you currently see up there and then the starting teacher salary

833
01:11:17,800 --> 01:11:17,800
$68,000 and minimum hourly rate

834
01:11:24,333 --> 01:11:27,467
of 1750 we are going to begin having community budget meetings throughout the

835
01:11:28,833 --> 01:11:31,600
district they will begin starting if you go

836
01:11:33,033 --> 01:11:36,467
to the next slide may 6 may 7th, may 11th, may 12th and

837
01:11:38,200 --> 01:11:40,133
may 13th the locations will be at the career institute south

838
01:11:42,600 --> 01:11:46,167
career institute north the environmental center our resource center west and we

839
01:11:47,867 --> 01:11:51,033
will also have a virtual meeting will it open it up

840
01:11:52,700 --> 01:11:52,700
to questions?

841
01:11:57,467 --> 01:12:00,267
trustee michigan well, thank you for this report it does look like we have some some big

842
01:12:02,400 --> 01:12:05,933
challenges again this year I wanted to ask a question about the hold harmless provision and

843
01:12:09,100 --> 01:12:12,467
I've looked at that myself and it is unbelievably complicated

844
01:12:17,367 --> 01:12:19,433
and I know the comptroller's office and the tea have changed

845
01:12:24,000 --> 01:12:25,900
those computations on several occasions since the

846
01:12:29,300 --> 01:12:31,667
school funding legislation passed last year and I think

847
01:12:34,933 --> 01:12:37,433
conceptually what the hold harmless?

848
01:12:39,833 --> 01:12:42,900
provision is intended to make districts whole

849
01:12:44,633 --> 01:12:46,400
for the increase in the exemption for senior

850
01:12:49,733 --> 01:12:51,533
citizens right so that if that house did not have the senior

851
01:12:55,267 --> 01:12:57,600
citizen exemption home senior citizen homestead exemption

852
01:12:59,800 --> 01:13:03,433
on it there would be a certain level of taxes paid on it. But because it has that exemption

853
01:13:05,233 --> 01:13:06,533
and the state increased that exemption the districts can't

854
01:13:10,100 --> 01:13:11,800
get less local revenue and the state is supposed to replace

855
01:13:14,133 --> 01:13:16,267
that revenue under this hold harmless legislation so my

856
01:13:18,433 --> 01:13:20,633
question is since that calculation is so

857
01:13:23,867 --> 01:13:27,667
byzantine is are we at a point where we have the final? Calculation of how much the

858
01:13:29,300 --> 01:13:32,533
state is is going to make good make us whole or is this

859
01:13:34,433 --> 01:13:37,733
something where the calculations are still in flux and there's some hope that

860
01:13:39,467 --> 01:13:43,300
maybe we can arrive on a number that was more in line with what everyone's

861
01:13:44,667 --> 01:13:47,400
expectations were so we have a current estimate based

862
01:13:51,433 --> 01:13:54,533
on the revised data assumptions and so right now we are

863
01:13:56,167 --> 01:13:59,400
expecting to receive an estimated 23 million dollars

864
01:14:00,267 --> 01:14:01,900
in whole harmless revenue from the revised calculations

865
01:14:05,133 --> 01:14:07,000
and at one point we were anticipating an estimated 70

866
01:14:09,900 --> 01:14:12,667
million. Okay. Yeah, that's a big so I assume the team is is

867
01:14:14,800 --> 01:14:17,433
working to appeal that whether informally or formally to to see if if that that number can

868
01:14:20,833 --> 01:14:24,100
move right that I said, I I'm not a professional

869
01:14:26,667 --> 01:14:30,333
in that area, but if the calculation just didn't seem seem like it was let's just say

870
01:14:32,367 --> 01:14:34,367
I've made a lot of calls okay over the last 10 days and

871
01:14:40,133 --> 01:14:43,733
we're working on it. Thank you another question, I it may be

872
01:14:45,767 --> 01:14:48,867
too early to know if the compensation changes that are

873
01:14:52,333 --> 01:14:56,100
being proposed here still keep us on the high end of the market do you have a

874
01:14:58,000 --> 01:15:00,800
feel for that at this point? Yes, so what we did is we took

875
01:15:03,000 --> 01:15:06,300
the the compensation team in hcm took all the surrounding markets and they aged their

876
01:15:08,300 --> 01:15:11,200
their current salaries by two to three percent. We do believe that's going to lead us as a

877
01:15:12,367 --> 01:15:15,567
keep us as a market leader though yes, sir. I will say I cut text

878
01:15:16,867 --> 01:15:20,000
from three superintendents they wanted to know they said

879
01:15:21,800 --> 01:15:24,700
there's no way they're going to be able to take our teachers now and I

880
01:15:26,300 --> 01:15:29,967
said, that's correct. You cannot take our teachers yeah, and and then I guess that this

881
01:15:33,367 --> 01:15:36,367
might have to be developed a little bit further when we see what what our reserves actually

882
01:15:37,933 --> 01:15:37,933
turn out to be but what what do

883
01:15:42,500 --> 01:15:45,600
we anticipate? That our reserves will be if we

884
01:15:47,400 --> 01:15:50,133
adopt a budget along the lines of what's suggested here so based

885
01:15:51,433 --> 01:15:55,200
on our current reserves, we will still meet our local fund balance policy of the three months of reserves

886
01:15:56,733 --> 01:15:59,067
and and we still have at least two assuming we do

887
01:16:01,033 --> 01:16:05,000
nothing with our deficit budgets that we project we still have two years that we

888
01:16:06,733 --> 01:16:09,133
can sustain the current deficits that we are projecting

889
01:16:11,533 --> 01:16:15,033
okay, and then I just say this for anybody in the public is listening

890
01:16:17,033 --> 01:16:19,467
to that to us when we go for the bond when we have the

891
01:16:22,100 --> 01:16:24,800
bond election and if it does pass there will be an infusion

892
01:16:26,900 --> 01:16:30,333
or of authority anyway to spend money on the school buildings

893
01:16:32,967 --> 01:16:35,433
but that money cannot be used to spend on workforce and and

894
01:16:41,100 --> 01:16:45,033
so in one sense, we're dealing with the aging facilities through the bond program

895
01:16:46,867 --> 01:16:50,567
but we still are suffering from the operational side where the

896
01:16:53,067 --> 01:16:57,067
state has not made districts whole when you look

897
01:16:58,800 --> 01:17:01,000
at the package of funding for inflation that was that was

898
01:17:03,433 --> 01:17:05,667
very high so we did get an adjustment but in the aggregate

899
01:17:08,267 --> 01:17:12,000
the adjustment did not cover the inflation in our operating expenses

900
01:17:14,867 --> 01:17:14,867
that's correct. Thank you.

901
01:17:18,900 --> 01:17:21,900
that's all trustee form thank you, just a few questions and

902
01:17:23,900 --> 01:17:23,900
so we've adopted a deficit

903
01:17:28,267 --> 01:17:29,467
budget for the last three years,

904
01:17:32,333 --> 01:17:34,267
correct? Yes, and are we proposing another deficit

905
01:17:36,633 --> 01:17:39,133
budget? We will propose a deficit budget for 26 27. Yes

906
01:17:41,933 --> 01:17:44,267
okay, is it going to be anywhere near the deficit budget that we have this year?

907
01:17:47,033 --> 01:17:47,033
yes, it would be close

908
01:17:51,967 --> 01:17:51,967
to an estimated 90 some million

909
01:17:56,200 --> 01:17:59,633
dollars okay, and so throughout the state or the

910
01:18:01,700 --> 01:18:04,267
largest school districts proposing deficit budgets

911
01:18:05,800 --> 01:18:09,267
at the same rate. We are so currently there are I would say

912
01:18:10,667 --> 01:18:14,500
the majority of school districts in the state of texas are proposing deficit budgets based

913
01:18:16,867 --> 01:18:20,300
on the tasbo survey that we recently saw and so the way I

914
01:18:22,833 --> 01:18:26,600
guess that we come up with the additional monies is through the fund balance

915
01:18:28,600 --> 01:18:32,533
to balance it out, correct, correct so how much do we currently have in the fund

916
01:18:34,200 --> 01:18:37,500
balance and how much is assigned and how much is unassigned?

917
01:18:38,733 --> 01:18:41,167
currently in a unassigned fund balance. We have six hundred

918
01:18:43,100 --> 01:18:46,533
and thirty five million in assigned fund balance. I believe it's two hundred and

919
01:18:51,633 --> 01:18:51,633
thirty nine million and on the

920
01:18:59,133 --> 01:19:02,133
teachers robert, so are we keeping the same number

921
01:19:03,667 --> 01:19:07,533
of teachers. I've noticed that when I started out it was about ten thousand. We have

922
01:19:08,967 --> 01:19:11,000
about ninety four hundred. Are we projecting fewer teachers?

923
01:19:13,033 --> 01:19:16,667
yes, ma'am are our teachers and are generated by students so as we went through our spring

924
01:19:17,733 --> 01:19:21,367
budget process the number of teachers would have been reduced for next year versus this year

925
01:19:22,567 --> 01:19:25,567
so, how many do we have this year? I think it's around ninety four hundred maybe a

926
01:19:26,700 --> 01:19:29,833
little bit off and I can get a firm number and how many would we be projecting

927
01:19:31,033 --> 01:19:34,400
in this budget? I would need to go back and pull that day, but I can get that in there

928
01:19:35,667 --> 01:19:38,067
at the tracker for sure could you could you please get that for me and?

929
01:19:49,933 --> 01:19:52,900
I'm on page okay, it's three of the presentation and I'm

930
01:19:55,900 --> 01:19:55,900
looking at the difference in

931
01:20:01,733 --> 01:20:05,400
2022 2023 and then the budget versus actual dollar amounts.

932
01:20:07,933 --> 01:20:11,200
why is why are the dollar amounts actual smaller than the budgeted amount?

933
01:20:13,567 --> 01:20:16,567
so the budgeted amounts is what we at the beginning of the year projected when we

934
01:20:19,267 --> 01:20:22,900
adopted the budget as we go through the year as a district we do our best

935
01:20:24,300 --> 01:20:27,667
to control our expenditures and so when we end the year because we have vacancies and

936
01:20:29,967 --> 01:20:31,767
payroll we try to control our contracted costs our supply

937
01:20:34,667 --> 01:20:36,933
costs we end the year better than what we projected and so

938
01:20:38,733 --> 01:20:42,400
that's where you see our expenditures come in lower than what we had projected

939
01:20:43,800 --> 01:20:45,567
at the beginning of the year now I'm on page four and we

940
01:20:48,367 --> 01:20:51,400
have all of these wonderful programs are they still being funded at

941
01:20:54,333 --> 01:20:57,000
the same amount that we funded them at this year based on this this projection?

942
01:21:00,133 --> 01:21:03,833
so I would have to look at the historical data what this slide is showing is that

943
01:21:05,167 --> 01:21:08,467
we are committed to continuing to invest in these programs as a district

944
01:21:10,300 --> 01:21:13,233
but it would be good to understand what we've been invested previously and if

945
01:21:14,833 --> 01:21:18,067
we're talking about upping the dollar specifically looking at the fact that we'll have fewer

946
01:21:19,267 --> 01:21:22,100
students I can get that information for you. Please. Thank you so much and I'd also

947
01:21:27,667 --> 01:21:28,967
like to have robert that same information on counselors, I

948
01:21:32,433 --> 01:21:35,667
know at one point we did increase the number of counselors that we have we had

949
01:21:38,167 --> 01:21:40,433
so it'll be interesting to see that same number

950
01:21:43,600 --> 01:21:44,967
on counselors okay, I can get that for you. Thank you. Thank

951
01:21:48,900 --> 01:21:52,400
you so much trustee mackey thank you all so much and thank you for your diligent work here if

952
01:21:53,667 --> 01:21:56,900
you can go back to slide three real fast just a few clarifying questions. I mean this I mean

953
01:22:02,400 --> 01:22:05,500
it shows the thoughtfulness for what you all have done this work to budget conservatively

954
01:22:07,333 --> 01:22:09,900
and then show up better than where we've been at each of these by large amounts to

955
01:22:12,767 --> 01:22:14,800
am I right to assume that? Obviously, we're in the 24 25

956
01:22:16,900 --> 01:22:20,667
or 25 26 school year now we don't have the actual for the end of the year but if we had this line for

957
01:22:22,100 --> 01:22:24,933
25 26 it would read that 91 million dollars on the left-hand side and now we're

958
01:22:26,300 --> 01:22:29,500
tracking to get to around 90 million dollars still, right? That's correct. Okay that makes

959
01:22:31,167 --> 01:22:33,367
a lot of sense and can I say something to that? We weren't

960
01:22:35,433 --> 01:22:36,933
tracking we were tracking to be left thank you,

961
01:22:39,500 --> 01:22:43,367
it looked like it was we were tracking to be about 20 or so

962
01:22:45,300 --> 01:22:49,300
before the state changed its rules. That's correct. Got it I'll say just from my

963
01:22:50,533 --> 01:22:53,367
perspective and I appreciate your diligence looking at this and I know we have we have a

964
01:22:55,033 --> 01:22:58,667
fund balance above best practices, which is about that three months it's not a terrible thing

965
01:22:59,900 --> 01:23:03,667
but I would also note that like just from my own personal perspective that money is here to educate kids and we just saw

966
01:23:04,867 --> 01:23:08,633
from their last presentation while we're making great momentum we have more work to do and so I would personally be

967
01:23:09,800 --> 01:23:12,967
in favor of making sure that that money goes to moving the outcomes for kids though just also from

968
01:23:14,100 --> 01:23:18,000
my own personal perspective if that were to start to be projected to drop below three months I would have a

969
01:23:19,200 --> 01:23:22,500
very different take on that but we're not there and so I just want to give you and you dr I think we should be utilizing

970
01:23:24,067 --> 01:23:26,600
that to impact our system in the best way possible that you

971
01:23:28,933 --> 01:23:32,700
all see I'd love to know and if you can go a few more slides to the staff thank you.

972
01:23:34,433 --> 01:23:37,433
again. You all have been committed to this for a long time about making sure that we are a

973
01:23:38,667 --> 01:23:41,600
market pay leader across the board. I'm surprised we didn't see the dan slide

974
01:23:42,733 --> 01:23:45,933
in here directly but as you noted you always hear from certain groups, of

975
01:23:47,400 --> 01:23:51,067
course as this was being presented I heard it from a couple other groups that said what about us is my assumption

976
01:23:52,433 --> 01:23:55,800
that is every employee category reflected in the increases this year.

977
01:23:58,300 --> 01:24:02,100
yeah, the raises will be for all employees. We just picked some and then so I got a couple that I'll ask I see

978
01:24:03,767 --> 01:24:06,933
like counselors on here nurses where would they fall in this today campus support

979
01:24:08,967 --> 01:24:12,933
essential staff. Yeah, and nurses are going to be the campus support, but they're gonna be that

980
01:24:13,800 --> 01:24:17,500
instructional support two and three moves so they'll get somewhere between a three and a half to four point two based upon that

981
01:24:19,000 --> 01:24:20,367
compression okay, and then what about librarians, where do they

982
01:24:23,033 --> 01:24:26,433
fit in this? They're also going to be on the instructional support two and three so they're going

983
01:24:27,300 --> 01:24:30,500
to get the somewhere around the three point eight to four point two for our media specialist you

984
01:24:31,567 --> 01:24:35,367
gotcha and then like physical therapists or whatnot and I'll need to check physical therapists.

985
01:24:36,700 --> 01:24:39,700
gotcha. All right thank you for that. And then if you can go to the teacher slide,

986
01:24:41,000 --> 01:24:43,333
I think it was the next one. I know the legislation changed

987
01:24:45,333 --> 01:24:47,300
quite substantially the state tia previously, I think most

988
01:24:49,400 --> 01:24:52,867
districts were only certifying up to about 33% of teachers but they added a fourth designation and up to 50% of teachers do we

989
01:24:54,067 --> 01:24:57,133
have any sense of how that will impact us and how much more we would likely earn from the tia

990
01:24:58,467 --> 01:25:02,100
allotment based on? Our system yeah, generally I

991
01:25:05,500 --> 01:25:08,667
would say a conservative estimate is is that we're around 28 million dollars a

992
01:25:09,867 --> 01:25:13,200
year now plus or minus it fluctuates a little bit with teacher turnover and moves within the different attendance

993
01:25:14,467 --> 01:25:17,300
zones we're we're anticipating at least a forty four fifty four million dollar total

994
01:25:18,867 --> 01:25:21,333
increase with the new tia allotment so if we go back one slide then

995
01:25:23,933 --> 01:25:26,667
one way to think about is fifty six million thirty seven point five of which is for teachers

996
01:25:28,933 --> 01:25:31,933
roughly some twenty twenty five million is likely from an additional increase

997
01:25:33,133 --> 01:25:36,667
from the state tia as well. Yeah, correct I mean that's a good point too is that the tia

998
01:25:37,767 --> 01:25:40,633
is covering a lot of the raises but remember in dallas isd even though the law

999
01:25:41,900 --> 01:25:45,367
allows us to keep 10% for administrative costs in dallas isd not only do we not

1000
01:25:46,833 --> 01:25:50,800
spend any of that money on central staff administrative support, but we actually put in some

1001
01:25:51,733 --> 01:25:54,833
of our own money as well for our teacher rates so we go above we go. Well, it looks like if we're getting 25

1002
01:25:55,867 --> 01:25:57,200
million more and we're going 37 million. That's a we're

1003
01:26:03,000 --> 01:26:06,433
almost doubling it thank you for that. That's super helpful. And then my last question is on if we go sorry go back to

1004
01:26:07,833 --> 01:26:11,567
slide four I think it was the different initiatives and dallas isd has been a leader in this for a long time I

1005
01:26:12,833 --> 01:26:16,633
assume is there any way and you might not have it now? I would love to see I know we do a return on

1006
01:26:18,767 --> 01:26:22,467
investment analysis I'm my assumption as we probably have roi analyses broken out in each of these categories

1007
01:26:23,467 --> 01:26:27,000
for different things will the board be able to see that before we consider the budget in may?

1008
01:26:30,933 --> 01:26:34,167
we have plans to bring it in may wonderful, thank you all so much and I appreciate this

1009
01:26:35,567 --> 01:26:39,200
presentation and if I can say myself one small tracker the physical therapists are also instructional support two and

1010
01:26:40,400 --> 01:26:43,767
three so they'll be the three point eight four point two no tracker needed trustee sanders just a couple

1011
01:26:47,300 --> 01:26:50,900
of questions and I apologize in advance. I have to leave a

1012
01:26:54,633 --> 01:26:56,533
little bit early today, but one quick question

1013
01:26:59,200 --> 01:27:02,733
on the high quality tutoring remind me this is the strategy

1014
01:27:04,833 --> 01:27:04,833
moving forward this is the work

1015
01:27:09,933 --> 01:27:13,000
that's going to be happening in after school or is it going to be happening in school

1016
01:27:14,100 --> 01:27:17,200
settings? The high quality it can

1017
01:27:18,633 --> 01:27:22,033
actually be both okay, so there's some high quality tutoring that goes on within

1018
01:27:23,700 --> 01:27:26,067
the school day and then there's some that's going on, you know

1019
01:27:28,633 --> 01:27:30,200
after the school day. So it's a it's a variety okay, great

1020
01:27:35,400 --> 01:27:37,633
recapture the recapture change can you remind I know?

1021
01:27:43,200 --> 01:27:46,100
it's from 110 to 80 I believe correct. Can you explain just in?

1022
01:27:48,400 --> 01:27:51,767
layman's terms that difference so recapture is basically

1023
01:27:53,567 --> 01:27:55,900
determined by the estimated enrollment and property value

1024
01:27:58,300 --> 01:28:00,933
growth so you plug those two numbers and that determines basically your recapture got it

1025
01:28:03,000 --> 01:28:06,133
so basically the recapture difference is in the declining enrollment primarily,

1026
01:28:07,567 --> 01:28:09,267
correct? Well, I I want to clarify and

1027
01:28:12,400 --> 01:28:14,667
correct me if I'm misunderstanding it's also a

1028
01:28:19,733 --> 01:28:22,800
function of the tax compression though because our property values then because we have

1029
01:28:24,433 --> 01:28:28,433
homestead exemptions then the values of the properties while they're going up on our rolls

1030
01:28:30,500 --> 01:28:33,433
they're going we're getting less credit for those because of the growth because so when

1031
01:28:34,933 --> 01:28:38,367
student enrollment goes up yeah, and property values if student enrollment goes

1032
01:28:40,467 --> 01:28:41,967
down and property values go up your recapture is going

1033
01:28:45,733 --> 01:28:49,000
in the wrong direction. You're gonna have to pay more money so we had over the state

1034
01:28:50,567 --> 01:28:53,600
overestimated which is also though now hitting us on the other side

1035
01:28:54,900 --> 01:28:57,500
on the hold harmless because then they did not make us whole so we lost dollars on our

1036
01:28:59,400 --> 01:29:03,067
property values. So yeah, okay. We're gonna save some on the recapture

1037
01:29:05,533 --> 01:29:08,667
but they then took it away from us and then some on the

1038
01:29:10,233 --> 01:29:13,067
hold harmless side so there's so many and every single school

1039
01:29:14,933 --> 01:29:17,533
district gets affected differently because the school funding laws are so convoluted

1040
01:29:20,133 --> 01:29:22,300
it does not hit every but if you're this if x

1041
01:29:25,633 --> 01:29:29,000
but y then z but if y but not z then x I mean it is it's really hard for all of us

1042
01:29:31,733 --> 01:29:34,267
because we'll sit and go well how come this district this and we're this it's very difficult

1043
01:29:36,167 --> 01:29:39,500
for us to even run calculations and models and it's getting harder the which kind

1044
01:29:41,233 --> 01:29:45,233
of brings me to my point I'm gonna step on the soapbox for a little bit

1045
01:29:46,500 --> 01:29:50,100
I know we don't have throngs of people out here in the crowd to hear but you know kudos and congrats to all

1046
01:29:54,667 --> 01:29:58,567
the efficiencies that we're finding all of the systems that we have everything that we're doing but the entire state is

1047
01:30:03,233 --> 01:30:06,433
on an unsustainable pathway for education we are in a

1048
01:30:09,400 --> 01:30:12,733
world where we keep saying move to texas come to texas be in

1049
01:30:14,900 --> 01:30:14,900
texas grow live raise your kids

1050
01:30:19,700 --> 01:30:19,700
in texas and most of the large

1051
01:30:24,000 --> 01:30:27,033
school districts and a lot of the smaller ones are running deficit budgets right now

1052
01:30:28,600 --> 01:30:31,700
for multiple years running and we're gonna you know, we're

1053
01:30:33,367 --> 01:30:37,000
gonna do the work we're gonna we're gonna nitpick we're gonna be six sigma certified folks

1054
01:30:38,567 --> 01:30:41,867
who will get in there and try and find all of the efficiencies that we can

1055
01:30:43,633 --> 01:30:47,267
find but we have got to get some help and we're gonna need to rally the broader troops

1056
01:30:49,467 --> 01:30:53,367
the community needs to know about what we're dealing with because while they might not be

1057
01:30:55,767 --> 01:30:59,067
here to pay attention to this part if tough decisions have to be made that affect

1058
01:31:01,300 --> 01:31:04,400
them and their communities and their families and their kids everybody's gonna be up

1059
01:31:06,333 --> 01:31:09,167
in arms, but the conversations and the ire is not going

1060
01:31:12,133 --> 01:31:15,667
to be directed to where it needs to be directed and we have got to get people at the state

1061
01:31:17,533 --> 01:31:21,200
to help us. I know we are advocates for that, but there's got to be a bigger pie

1062
01:31:23,133 --> 01:31:25,100
of folks that are pushing for increased funding and when we

1063
01:31:27,367 --> 01:31:30,733
got the update that we got during our training yesterday that there's no appetite

1064
01:31:33,167 --> 01:31:36,367
presently to increase education funding

1065
01:31:42,367 --> 01:31:45,167
that's insane, that's crazy and we can't stand

1066
01:31:46,533 --> 01:31:49,100
for it so you're sitting at the table right now. So

1067
01:31:50,800 --> 01:31:53,133
that's why I'm talking to you. But also I'm talking to our broader community we

1068
01:31:55,933 --> 01:31:59,167
have got to fix this. This is not a sustainable pathway and they're asking us

1069
01:32:02,433 --> 01:32:05,233
to perform miracles and at the same time some of those

1070
01:32:06,633 --> 01:32:09,267
same voices that don't want to fund us will then take a swipe at public education saying why

1071
01:32:11,167 --> 01:32:13,833
aren't you doing your? Job it's because we're starving

1072
01:32:17,800 --> 01:32:17,800
no further questions truth

1073
01:32:26,300 --> 01:32:28,867
occurred well, I wouldn't gonna make a speech but now I want to make a speech now I do want

1074
01:32:30,433 --> 01:32:34,267
to just follow up on that frustration it's what I've talked about from this ds for a long time now I get

1075
01:32:35,700 --> 01:32:39,333
constituents all the time who want to go white. Why do you not have any more money? My property taxes keep going up

1076
01:32:40,333 --> 01:32:44,000
and up and up I don't understand and that's because no matter how much your property taxes go up the amount

1077
01:32:45,200 --> 01:32:47,967
of money we're allowed to spend per student is set explicitly by the state so if your values

1078
01:32:51,267 --> 01:32:54,133
go up, but we're only allowed to spend the same amount. Where's all that extra going?

1079
01:32:56,300 --> 01:32:59,267
what's going back to the state who puts less and less dollars into public education every

1080
01:33:00,633 --> 01:33:03,133
year and then every time we go to legislative session we have to go beg the legislature to

1081
01:33:04,833 --> 01:33:08,000
let us keep the property tax dollars that the public thinks are going to public education

1082
01:33:09,300 --> 01:33:12,067
when they're not and it's just extremely frustrating to go have to beg and then they come

1083
01:33:13,633 --> 01:33:16,567
and say well, we gave you a several billion dollars last session well, that's that's

1084
01:33:18,200 --> 01:33:21,000
several billion dollars of the money you essentially kept us held held from us and

1085
01:33:22,267 --> 01:33:24,767
you only gave us part of it back and now we're stuck so anyway,

1086
01:33:26,400 --> 01:33:29,400
now I'm I would almost went to the whole meeting without talking now. I got frustrated

1087
01:33:31,433 --> 01:33:33,967
so I couldn't help it. Um, okay speaking of frustrations on the

1088
01:33:36,833 --> 01:33:39,700
hold harmless adjustment were were we originally provided an

1089
01:33:44,400 --> 01:33:48,267
estimate by tea of what home harmless was going to be? Yes, and did we have that

1090
01:33:49,400 --> 01:33:51,000
number in hand at the time we created our budget?

1091
01:33:53,700 --> 01:33:57,233
yes, and so we adopted a budget with a set of assumptions that the state told us we could rely

1092
01:33:58,633 --> 01:34:02,100
on is that correct? Yeah, and the state is now I'm

1093
01:34:03,833 --> 01:34:07,300
trying to find another phrase other than pull the rug out from under us

1094
01:34:08,733 --> 01:34:12,133
but I'm really struggling to do so the state has now after we have adopted the budget after we have already

1095
01:34:12,967 --> 01:34:16,400
told the taxpayers you know, we know we're running into deficits, but we think we'll be able

1096
01:34:17,533 --> 01:34:19,967
to clear, you know do our best to be stewards they've changed the rules on us and now our

1097
01:34:22,333 --> 01:34:25,233
deficits going to be materially higher to the tune of 50. So we're 50

1098
01:34:26,800 --> 01:34:29,133
million dollars or so. Is that correct? That's correct I'm frustrated

1099
01:34:32,267 --> 01:34:36,267
and hopefully the state will realize that you can't change the rules on us once again like they have done in the past

1100
01:34:38,500 --> 01:34:42,467
and they will correct this and we'll be able to have an end result more in line of what we

1101
01:34:43,767 --> 01:34:47,167
were hoping our expectations would be my last question was, you know I know you're you

1102
01:34:48,967 --> 01:34:52,700
chief ramos you and your team please don't let my frustration in any way come

1103
01:34:53,767 --> 01:34:56,200
across as a reflection on the wonderful work you guys are doing and and and every year

1104
01:34:57,800 --> 01:35:00,467
you find ways to be excellent stewards

1105
01:35:01,967 --> 01:35:04,867
of our taxpayers dollars and that's why we've been able to dramatically reduce the

1106
01:35:06,600 --> 01:35:08,600
deficits that were projected for the last many years I am

1107
01:35:10,900 --> 01:35:14,600
just curious, you know, there is at least a little bit more time left in the fiscal year do we anticipate being

1108
01:35:15,733 --> 01:35:18,400
able to close even further and toward that that, you know, I'm looking at slide to where

1109
01:35:19,800 --> 01:35:19,800
we're projecting a budget

1110
01:35:24,367 --> 01:35:28,333
deficit of 90 basically 91 million dollars is that kind of where we think we'll end up or

1111
01:35:29,533 --> 01:35:33,167
do we think there's some hope that'll get even smaller over the next few months, you know, our goal is to continue

1112
01:35:34,800 --> 01:35:38,700
to reduce that deficit, but I'm gonna answer it with I'm gonna under promise so that I can try

1113
01:35:40,800 --> 01:35:40,800
to deliver I I expect this

1114
01:35:46,967 --> 01:35:50,500
to be a little better. But again, I we just we don't want this time. We're very in a

1115
01:35:53,433 --> 01:35:57,000
very different spot than we were and it's late in the year and so that's my

1116
01:35:59,067 --> 01:36:01,833
hesitant the other times I felt comfortable saying hey, we're gonna be able

1117
01:36:03,100 --> 01:36:07,000
to do this we're gonna be able to do that. We are essentially, you know halfway through april we have two months left

1118
01:36:12,433 --> 01:36:15,200
in this budget year and we just got notification right in the memo in march

1119
01:36:16,767 --> 01:36:20,133
before spring break with regard to this change. So we we anticipate doing better

1120
01:36:22,100 --> 01:36:25,333
and just really unsure right now what we can do

1121
01:36:26,833 --> 01:36:29,467
in two and a half months. We will do something. I just don't know what and am I

1122
01:36:32,167 --> 01:36:36,033
correct that this calculation changes? Out disproportionate the right

1123
01:36:37,067 --> 01:36:39,267
word, but it's hitting us as a district much harder than it is others right now we cannot find

1124
01:36:41,133 --> 01:36:42,867
anyone that is having a percent hit anywhere close

1125
01:36:45,200 --> 01:36:49,133
to what we are including houston I'm not a math whiz or

1126
01:36:50,733 --> 01:36:54,633
I don't want to show it's on myself I'm pretty good at math, but I have no idea how you can have a calculation

1127
01:36:56,100 --> 01:36:59,733
change that hits one district out of the state dramatically worse than everyone else that

1128
01:37:01,067 --> 01:37:03,567
that doesn't make sense and hopefully the state will revisit and can make a

1129
01:37:05,333 --> 01:37:05,333
correction. So, thank you

1130
01:37:09,367 --> 01:37:11,867
trustee turner I want to say a great presentation and I feel

1131
01:37:14,933 --> 01:37:17,400
the pain that my colleagues are talking about my main concern

1132
01:37:20,400 --> 01:37:23,900
even though we've had these cuts I will still be interested and maybe we'll just have this

1133
01:37:25,267 --> 01:37:28,833
in a one-on-one conversation about some things in the budget

1134
01:37:30,400 --> 01:37:34,367
that I've taken a look at that I do have some concerns about but I will talk

1135
01:37:35,867 --> 01:37:35,867
to the superintendent offline

1136
01:37:41,133 --> 01:37:44,200
about that. Thank you trustee lambert well, everybody had such great questions that I

1137
01:37:46,300 --> 01:37:50,200
appreciate the diligence with which we're all taking a look at this I also appreciate the diligence with which you

1138
01:37:51,067 --> 01:37:53,000
prepared all this information and I find it. I just want

1139
01:37:58,767 --> 01:38:02,433
to say having a you know 50 ish million dollar hit from a change in a calculation

1140
01:38:03,300 --> 01:38:06,400
from february to now is tough. So thank you all for rolling up your sleeves

1141
01:38:08,433 --> 01:38:11,567
digging deep trying to understand and provide clarity so that perhaps we can we can

1142
01:38:13,567 --> 01:38:17,233
make it right. So I want to I want to say thank you all

1143
01:38:18,467 --> 01:38:22,133
for that. I I also will have a quick question

1144
01:38:23,367 --> 01:38:26,800
on the assumption of the four and a half percent rate, where does that come from?

1145
01:38:28,000 --> 01:38:31,500
so that comes from looking at our historical growth and actually we just met with the

1146
01:38:32,767 --> 01:38:34,400
chief appraiser today and they gave us a confirmation that

1147
01:38:38,167 --> 01:38:41,967
that is what they are looking at as far as property value growth. Okay, great thank you.

1148
01:38:45,267 --> 01:38:48,367
thank you so much. I look forward to the greater detail on the roi calculations and you

1149
01:38:49,700 --> 01:38:53,500
know in may when we take a really roll up our sleeves and take a hard look

1150
01:38:54,633 --> 01:38:57,967
at the budget and take our vote so thank you for that. And I also circling back to to trustee mish case point

1151
01:38:59,633 --> 01:39:02,067
in my conversations with the community it's noted

1152
01:39:04,300 --> 01:39:04,300
that we have two buckets

1153
01:39:09,533 --> 01:39:13,033
of money. So we have the bucket by which we're going to the voters and they get to opine

1154
01:39:14,333 --> 01:39:16,367
on whether or not they want to fund facilities and then we

1155
01:39:18,567 --> 01:39:22,400
have this bucket which is which is designated or dictated by the state legislature. It is not in the hands of voters

1156
01:39:23,833 --> 01:39:26,500
it's in the hands of the state and they tell us and those are two very different things as he

1157
01:39:27,867 --> 01:39:31,467
mentioned I think that's really important for us to drive home and to continue to educate our just you know

1158
01:39:33,667 --> 01:39:36,333
constituents on that the two buckets of money are very separate

1159
01:39:38,133 --> 01:39:40,033
facilities is voter decided and operating funds the day-to-day,

1160
01:39:42,967 --> 01:39:44,233
you know paying the teachers instructional materials

1161
01:39:47,500 --> 01:39:51,367
transportation costs, you know gas, etc. Utilities. All

1162
01:39:52,867 --> 01:39:56,667
of that is really we kind of get what we get and appreciate what we get very

1163
01:39:58,533 --> 01:40:02,200
much and at the same time hope that we can get more so thank you so much for all the detail.

1164
01:40:03,933 --> 01:40:07,400
I look forward to our conversation in may I know it's going to make a good detailed one.

1165
01:40:10,600 --> 01:40:10,600
thanks trustee garcia thank you

1166
01:40:14,933 --> 01:40:18,433
for the presentation, this is very helpful and understanding something we've

1167
01:40:19,967 --> 01:40:22,533
already know that we're on a starving budget. I think was

1168
01:40:24,800 --> 01:40:26,067
said before and this sounds like a rhetorical question,

1169
01:40:29,067 --> 01:40:32,133
but is there a way to prep for false projections in the future. Is that something that?

1170
01:40:33,100 --> 01:40:37,000
chief ramos, maybe you're a magician like that. I mean that the only the best way to prep for it is just

1171
01:40:38,600 --> 01:40:41,733
to be conservative with your budgeting but okay, well there are some areas of

1172
01:40:45,200 --> 01:40:48,433
the budget that I will address continue to address in my

1173
01:40:50,800 --> 01:40:54,267
one-on-ones and also have some questions around different

1174
01:40:58,200 --> 01:41:00,933
roles. I don't want to know every role I don't need to know what they all do

1175
01:41:02,833 --> 01:41:05,267
but some you know high-level understanding as a newer board member and then I also just

1176
01:41:06,967 --> 01:41:10,400
want to I think it'll it's stuck out. I know you mentioned

1177
01:41:11,767 --> 01:41:15,667
there's community meetings how how do trustees support these community meetings and how can

1178
01:41:17,600 --> 01:41:21,267
we engage? I know that we get so many questions outside

1179
01:41:22,633 --> 01:41:24,467
of those meetings, but you had a list of them. I know I saw

1180
01:41:27,767 --> 01:41:29,633
environmental center so so doubt yeah, so a participation

1181
01:41:33,233 --> 01:41:36,400
at the meetings if you can participate it would be greatly appreciated and is there the

1182
01:41:38,500 --> 01:41:41,800
are the dates already out? Yeah so the last slide has the

1183
01:41:43,167 --> 01:41:46,833
dates and the time and our communications team has already started pushing those out and

1184
01:41:48,733 --> 01:41:51,767
they'll continue to do so and we can make sure that our campuses put that information

1185
01:41:53,767 --> 01:41:55,767
out through their own you know campus informations whether

1186
01:41:58,533 --> 01:42:00,767
that's their organization's ptas sbdms we'll use all

1187
01:42:05,233 --> 01:42:08,567
avenues through chief you at powell as well as you know any any event that we're holding

1188
01:42:09,867 --> 01:42:13,833
will make sure that this information is also readily available so anyone can attend

1189
01:42:15,167 --> 01:42:18,033
to any of these wonderful. Thank you round two trustee

1190
01:42:21,300 --> 01:42:24,033
curry just a real small point well trustee miss kay and

1191
01:42:25,500 --> 01:42:28,000
trustee weinberg talked about how you know, this is

1192
01:42:31,000 --> 01:42:34,033
about the sort of capital side of the balance sheet as opposed to the operating side but just to shout out to props see just

1193
01:42:35,167 --> 01:42:38,600
so people understand what that does it does refinance some debt which would then as part of that shift some

1194
01:42:40,133 --> 01:42:43,567
of the debt payments from the operating side

1195
01:42:44,767 --> 01:42:48,767
to the other side of the sheet which would free up at least a little bit of operating cash is that

1196
01:42:50,133 --> 01:42:52,100
correct? That's correct. I just wanted to make sure that that you know while the legislature

1197
01:42:55,967 --> 01:42:58,933
controls the vast majority of the operating budget there's at least a small thing that taxpayers will have the

1198
01:43:00,333 --> 01:43:01,467
opportunity to vote on related to additional dollars

1199
01:43:04,433 --> 01:43:04,433
in the operating budget just

1200
01:43:09,633 --> 01:43:12,800
you ever just quickly in the meetings that we have with the public I'm hoping that

1201
01:43:14,433 --> 01:43:18,233
perhaps it you all I always think of this so bear with me if you already have which I

1202
01:43:20,500 --> 01:43:24,267
imagine you have but just kind of that basic overview of how school finance works

1203
01:43:25,833 --> 01:43:28,767
on both sides and then also, you know kind of I think what we were talking

1204
01:43:30,300 --> 01:43:33,800
about yesterday and an opportunity to tell the public also the district's results and

1205
01:43:35,233 --> 01:43:37,733
sort of as as part of return on investment

1206
01:43:40,000 --> 01:43:42,733
in the overarching sense, right? How the investment that we've

1207
01:43:44,767 --> 01:43:46,867
made? Relates to how students are

1208
01:43:48,800 --> 01:43:50,067
performing. I just wanted to put that out there. Thank

1209
01:43:53,600 --> 01:43:56,633
you jersey for me. I just want to quickly say when we go to the public what?

1210
01:43:58,767 --> 01:44:02,133
we struggle with what you're telling us.

1211
01:44:04,200 --> 01:44:07,633
so, you know, the public's gonna struggle superintendent I hope there is

1212
01:44:10,333 --> 01:44:12,733
a takeaway some kind of questionnaire or something

1213
01:44:14,733 --> 01:44:17,733
to give the public an opportunity to interject and

1214
01:44:19,000 --> 01:44:22,033
to be able to give their opinion rather than just a presentation. We

1215
01:44:24,100 --> 01:44:24,100
need a takeaway

1216
01:44:28,167 --> 01:44:31,100
for the public thank you I'll also commit that we will put

1217
01:44:34,033 --> 01:44:37,300
what our first draft of our presentation with doing some sort

1218
01:44:39,633 --> 01:44:42,800
of takeaway from our public. We will put that in a board update so that all

1219
01:44:45,367 --> 01:44:48,000
of you can see what we will be utilizing and that way if

1220
01:44:50,233 --> 01:44:53,367
necessary we can certainly make some adjustments. So thank you for raising that and we'll put

1221
01:44:54,900 --> 01:44:58,667
that in in a board update that'll probably be me coming with the suggestions trustees

1222
01:45:03,300 --> 01:45:06,733
further questions seeing none. Thank you all for the presentation trustees.

1223
01:45:07,767 --> 01:45:10,833
we'll now move to agenda items or questions under minutes submitted

1224
01:45:14,300 --> 01:45:16,967
for approval. However, the minutes trustees will be posted indeligent

1225
01:45:18,367 --> 01:45:22,367
for your review the trustees under statutory items 10a I want to make you aware

1226
01:45:24,767 --> 01:45:27,533
at the last regular meeting of the month the board of

1227
01:45:28,833 --> 01:45:31,767
trustees before an election of trustees the current president of each local board

1228
01:45:33,300 --> 01:45:36,400
of trustees is required to announce the name of each board member who has completed

1229
01:45:38,100 --> 01:45:41,567
the required continuing education who has exceeded the required hours

1230
01:45:43,633 --> 01:45:46,933
of continuing education anyway, and who is deficient in meeting the required continuing

1231
01:45:48,267 --> 01:45:51,333
education as of the anniversary of the date of each board members election

1232
01:45:52,600 --> 01:45:56,300
or appointment to the board completing the required continuing education is a basic obligation and expectation

1233
01:45:57,700 --> 01:46:00,133
of any sitting board member under the state board of education rule if you have not

1234
01:46:03,400 --> 01:46:06,567
completed your required training, please do so before this month's april 23rd

1235
01:46:09,367 --> 01:46:09,367
meeting or else I guess

1236
01:46:13,633 --> 01:46:15,967
trustees any questions? Um, any other questions

1237
01:46:19,067 --> 01:46:19,067
under statutory items 10 no

1238
01:46:35,200 --> 01:46:36,267
how about policy updates which is

1239
01:46:41,667 --> 01:46:41,667
11 there's only one 11 a anyone

1240
01:46:50,467 --> 01:46:52,233
okay okay, what about academics and transformation division

1241
01:46:57,433 --> 01:46:57,433
which would be 14 14 a anything

1242
01:47:05,467 --> 01:47:09,233
there information technology division 16 a I see trustee foreman, right?

1243
01:47:23,600 --> 01:47:23,600
okay okay 16 a I'm just curious

1244
01:47:28,467 --> 01:47:31,833
do we have any other contracts for it professional services or

1245
01:47:33,867 --> 01:47:37,367
is this the only one? So we have contracts

1246
01:47:39,333 --> 01:47:42,267
for instance with power school, there's

1247
01:47:43,500 --> 01:47:46,033
professional services baked into that contract this is separate from any other

1248
01:47:49,800 --> 01:47:52,933
overarching contract for me, I just like

1249
01:47:54,867 --> 01:47:57,400
to know and see how many other professional services contracts

1250
01:47:59,133 --> 01:48:01,667
we have. Yes including this one and a dollar amount and the

1251
01:48:03,700 --> 01:48:06,167
year we actually let that particular contract. Yes

1252
01:48:07,967 --> 01:48:07,967
trustee. All right. Thank you

1253
01:48:12,233 --> 01:48:14,567
okay trustees anyone else for 16 a okay, then we'll go to

1254
01:48:16,300 --> 01:48:16,300
financial services division

1255
01:48:21,333 --> 01:48:21,333
which is 18 a yes

1256
01:48:26,067 --> 01:48:28,367
through which one 18 a yes, 18 a 18 a trustee turner yeah, I

1257
01:48:32,900 --> 01:48:32,900
have a concern my man concerned

1258
01:48:45,667 --> 01:48:49,367
a budget is looking at a you basically

1259
01:48:52,200 --> 01:48:56,033
with transportation and they're already at 75%

1260
01:48:57,867 --> 01:49:01,533
of their spending already here in february so is that related to fuel costs? Is it related

1261
01:49:02,933 --> 01:49:04,600
to overtime? Like can you tell me why?

1262
01:49:08,333 --> 01:49:11,967
it's the cost yeah that's actually related to the payroll estimate and if

1263
01:49:14,567 --> 01:49:17,267
you look at next year's budget, we have adjusted our

1264
01:49:19,500 --> 01:49:22,700
transportation estimate and it's because when we looked at the historical spending

1265
01:49:24,033 --> 01:49:26,067
on payroll we were miscalculating our payroll

1266
01:49:29,067 --> 01:49:31,733
estimate so that's kind of where we've adjusted the payroll for next year because I

1267
01:49:33,300 --> 01:49:37,167
see in the proposal budget that you have overtime for a million dollars, is that the adjustment that you're

1268
01:49:38,533 --> 01:49:42,433
making? Yes also, is that one of the tools that you're kind of put in place

1269
01:49:43,733 --> 01:49:47,067
to make sure that we don't go over budget when it comes to overtime so overtime actually

1270
01:49:48,833 --> 01:49:52,600
this year and last year. We've reduced overtime by 30% so that's one

1271
01:49:54,200 --> 01:49:57,700
of the areas that we're looking at with regards to our budget so we've managed to control overtime

1272
01:49:58,967 --> 01:50:02,267
in a district wide however in this particular department we are challenged by the fact

1273
01:50:03,533 --> 01:50:06,933
that we don't have enough drivers and so our only other option if we don't and we're

1274
01:50:08,933 --> 01:50:12,867
thankful I actually want to thank our drivers who do pick up the extra runs because otherwise we would have

1275
01:50:13,933 --> 01:50:16,833
to make decisions like the first place we'd have to cut. I mean we could keep

1276
01:50:18,900 --> 01:50:20,633
from going overtime we would just have to cut routes so for

1277
01:50:23,800 --> 01:50:27,233
instance the first area that costs us the most that's not required would be magnet

1278
01:50:29,267 --> 01:50:32,900
transportation but we all know that if we cut magnet transportation that's an

1279
01:50:34,000 --> 01:50:37,333
accessibility for many students and so that's one of the areas that we we it

1280
01:50:39,167 --> 01:50:41,867
costs you more you're absolutely right cost us more

1281
01:50:43,333 --> 01:50:46,567
because we have to pay time and a half when we pay overtime but if we don't have any enough

1282
01:50:48,167 --> 01:50:51,000
drivers, then our option is to reduce services and so

1283
01:50:53,267 --> 01:50:57,200
while we've done a good job of overtime district wide I definitely want to make sure

1284
01:50:59,933 --> 01:51:02,867
that I'm being transparent I don't see us being this

1285
01:51:05,000 --> 01:51:07,900
particular department would not be a place that I would be able to cut our overtime now I'm not

1286
01:51:11,000 --> 01:51:14,300
saying to cut over time. I just want to make sure that we're managing it properly and also know

1287
01:51:16,233 --> 01:51:18,367
like any efficiencies with routes schedule changes

1288
01:51:20,833 --> 01:51:24,633
things of that nature. Is that something else that we are exploring? Yes, we actually

1289
01:51:26,167 --> 01:51:28,767
reduced our special ed routes last year. Okay. Now we'll talk

1290
01:51:30,867 --> 01:51:33,367
about fuel costs, but especially what's going on right now what impact are we

1291
01:51:36,133 --> 01:51:39,000
forecasting for a rise in fuel especially going into

1292
01:51:40,833 --> 01:51:42,400
the summertime? So fuel we've with regards

1293
01:51:45,200 --> 01:51:48,233
to few we kind of priced out our contract and it's a fixed cost so that minimizes our

1294
01:51:50,233 --> 01:51:53,433
impact whenever a few costs increase so we buy like futures. Yeah. Okay. Yes

1295
01:51:55,533 --> 01:51:55,533
thank you, so it just a quorum

1296
01:52:00,133 --> 01:52:02,300
in 18 a yeah, just just real quick so we're telling how many

1297
01:52:08,567 --> 01:52:11,267
square miles is dallas isd 340 320 300 and I think it's

1298
01:52:13,900 --> 01:52:13,900
it's right under 400 like 380

1299
01:52:18,433 --> 01:52:21,033
almost 390 square. It's huge. Yes, ma'am. So and that I asked that question

1300
01:52:22,533 --> 01:52:24,000
for a simple reason. I understand the frustration

1301
01:52:27,000 --> 01:52:30,933
of trustee turner looking at the numbers, but because it is so large I don't know if

1302
01:52:34,033 --> 01:52:36,000
we'll ever have enough bus drivers in you can prop you

1303
01:52:38,200 --> 01:52:39,900
probably remember when we took over transportation from

1304
01:52:43,067 --> 01:52:46,233
dallas county schools, and we knew at the time that that was going

1305
01:52:47,433 --> 01:52:50,933
to be a struggle and I think it continues to be a struggle trying to

1306
01:52:52,300 --> 01:52:55,700
manage that particular situation and with all of the options that we have

1307
01:52:59,567 --> 01:53:00,967
transporting kids back and forth is really something

1308
01:53:05,200 --> 01:53:05,200
that's cumbersome and we also

1309
01:53:09,600 --> 01:53:11,167
had cut back on some of our our field trips which hopefully we

1310
01:53:16,900 --> 01:53:20,100
will pick up on more of those field trips, but that's also transportation

1311
01:53:22,900 --> 01:53:24,967
costs and also drivers, so I think that's a really difficult

1312
01:53:27,367 --> 01:53:31,333
area to to work with with such a large district if we were

1313
01:53:33,767 --> 01:53:36,733
small, I won't call any small districts names because I get in trouble, but if we were a

1314
01:53:38,567 --> 01:53:39,833
smaller district, I think it would be much more manageable

1315
01:53:47,100 --> 01:53:49,733
okay, so I saw ramos shaking his head and agreeing with me

1316
01:53:54,533 --> 01:53:55,600
trustees anyone else for 18a okay, then anything else under

1317
01:53:59,267 --> 01:54:03,167
financial services division which is 18a through 23a okay

1318
01:54:22,233 --> 01:54:22,233
okay, and how about operation

1319
01:54:26,967 --> 01:54:30,567
services division, which is 25 and 26. Oh, I have 22 did you

1320
01:54:32,867 --> 01:54:35,067
skip that or did I forget to say okay, so a 22 a yeah,

1321
01:54:37,867 --> 01:54:41,233
okay 22 a trustee warnberg. I just have a quick question. That's the federal grants and it's just I'm curious how when

1322
01:54:44,900 --> 01:54:48,900
do we get confirmed that this funding will actually be available to us? How at risk is this amount

1323
01:54:50,233 --> 01:54:53,867
of funding? It was a hundred sixteen one that hundred eighteen million 116 point five

1324
01:54:56,400 --> 01:54:59,767
million. Yeah, so that is that is the funding that we are expecting to receive so it's

1325
01:55:01,267 --> 01:55:05,167
been confirmed. That's that's not at risk in any way. Correct. That is confirmed as far as we know. Yes okay,

1326
01:55:06,633 --> 01:55:10,000
no recalculations or that we know that we know of thank you okay, anyone

1327
01:55:17,100 --> 01:55:18,900
for operation services division 25 or 26 okay what about

1328
01:55:26,000 --> 01:55:29,333
construction services division, which is 28 and 29 I have a

1329
01:55:34,700 --> 01:55:35,933
question. Okay. I see turner which one which uh,

1330
01:55:38,867 --> 01:55:42,167
which item I just wanted brent to get out of seat that was it. Oh,

1331
01:55:43,833 --> 01:55:45,733
really? No, he's there's oh my goodness. All right. He wanted

1332
01:55:48,600 --> 01:55:51,467
you to exercise. Okay. Okay. Anyone else construction services division so, you know

1333
01:55:55,933 --> 01:55:59,800
supposed to do that's my job. There you go okay, nothing else, okay looks

1334
01:56:01,100 --> 01:56:02,067
like you're good right? Okay, then trustees will turn

1335
01:56:05,233 --> 01:56:08,200
to agenda item 30 wait, okay. I did get clarification because of the question we did we are

1336
01:56:10,667 --> 01:56:14,200
384 square miles and houston is 320 oh, there you go. Trustees

1337
01:56:17,200 --> 01:56:20,367
will turn to june. I'm 30 adjournment.
The time is 6 34

1338
01:56:23,567 --> 01:56:23,567
p.m., the meeting is adjourned.