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[00:00:02]

THIS MEETING IS NOW CONVENED AT 2:01 P.M.

[CALL TO ORDER]

BOARD MEMBERS PRESENT AND BOARD AUDITORIUM ARE TRUSTEE GUIDRY, TRUSTEE FLYNN VILASECA, TRUSTEE ALAN, TRUSTEE CRUZ AND TRUSTEE SANTOS.

THE BOARD WILL NOW ADJOURN TO CLOSE OUR EXECUTIVE SESSION UNDER CHAPTER 551 OF

[ADJOURN TO CLOSED OR EXECUTIVE SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED UNDER SECTION C]

TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 004.071.072.073.074.076.082.

0821.083.084 AND.089 .

SHOULD BOARD FINAL ACTION VOTE A DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED.

SUCH FINAL ACTION VOTE ON DECISIONS SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT MEETING OF THE BOARD UPON NOTICE THEREOF, THE BOARD HAS ADJOURNED TO CLOSED OR EXECUTIVE SESSION AT 2:02 P.M.

ON NOVEMBER 11TH, 2021.

THANK YOU!

[REGULAR BOARD MEETING RECONVENES FOR OPEN SESSION]

GOOD EVENING, THIS MEETING OF THE BOARD OF EDUCATION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT IS NOW RECONVENED IN OPEN SESSION.

THE TIME IS 5:01 P.M.

WE HAVE SINCE BEEN JOINED BY TRUSTEES DEIGAARD, TRUSTEE BLUEFORD-DANIELS AND TRUSTEE HERNANDEZ.

SHE WASN'T HERE THE FIRST TIME AND TRUSTEE SUNG.

PLEASE RISE FOR A MOMENT OF SILENT MEDITATION.

PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND PLEDGE TO THE TEXAS FLAG.

SUPERINTENDENT HOUSE WILL NOW READ.

THANK YOU VERY MUCH.

ATTENTION SALUTE PLEDGE.

IT IS NOW TIME FOR SPECIAL RECOGNITIONS.

WE OBSERVED THIS DATE NOVEMBER THE 11TH AS VETERANS DAY, AND I'D LIKE TO ASK TRUSTEE FLYNN VILASECA TO READ THE PROCLAMATION.

WHEREAS MEMBERS OF THE ARMED FORCES HAVE PLAYED A VITAL ROLE IN AMERICA'S SECURITY SINCE THE FOUNDING OF OUR NATION AND DESERVE OUR DEEPEST APPRECIATION AND RESPECT.

AND WHEREAS CITIZENS HAVE VOLUNTEERED TO SERVE IN THE ARMED FORCES IN TIMES OF BOTH WAR AND PEACE.

SERVING WITH HONOR UNDER THE MOST DIFFICULT CIRCUMSTANCES.

AND WHEREAS VETERANS HAVE DEMONSTRATED THEIR DEVOTION TO THE AMERICAN PEOPLE AND DEDICATION TO ADVANCING FREEDOM THROUGH THEIR SERVICE AND THE ARMED FORCES VIA ACTIVE DUTY RESERVE OR NATIONAL GUARD.

AND WHEREAS VETERANS HAVE CONTINUED TO SERVE THE NATION AS CIVILIANS, VOLUNTEERING THEIR TIME AND EXPERTISE TO IMPROVE THEIR COMMUNITIES AS PUBLIC SERVANTS, MENTORS AND COMMUNITY LEADERS.

AND WHEREAS THE HOUSTON INDEPENDENT SCHOOL DISTRICT APPLAUDS ITS MANY EMPLOYEES

[RECOGNITIONS]

AND FORMER STUDENTS WHO HAVE FAITHFULLY AND LOYALLY SERVED OUR COUNTRY IN THE ARMED FORCES.

NOW, THEREFORE, THE HOUSTON INDEPENDENT SCHOOL DISTRICT AND THE BOARD OF EDUCATION RECOGNIZED TODAY, NOVEMBER 11, TWENTY TWENTY ONE AS VETERANS DAY AND URGE ALL HOUSTONIANS TO PAY TRIBUTE TO AND SHOW THEIR APPRECIATION OF OUR MILITARY PERSONNEL AND THEIR EFFORTS TO SECURE PEACE AND FREEDOM AROUND THE WORLD AND WITNESS THEREOF OF THIS 11TH DAY OF NOVEMBER, 2021.

THANK YOU.

NEXT, WE RECOGNIZE THE MONTH OF NOVEMBER AS AMERICAN HERITAGE MONTH, AND I'D LIKE TO ASK TRUSTEE CRUZ TO READ THE PROCLAMATION.

WHEREAS THE UNITED STATES OF AMERICA, THE LAND OF THE FREE AND THE HOME OF THE BRAVE IS ALSO A LAND OF IMMIGRANTS AND A NATION OF DIVERSITY AND A COUNTRY THAT ENJOYS THE RICHNESS OF MANY ETHNICITIES, CULTURES AND FAITHS.

AND WHEREAS AMERICANS, WHILE INDIVIDUALLY VERY DIFFERENT, UNITE IN THE COMMON VISION OF FREEDOM FOR ALL AND THE UNALIENABLE RIGHTS OF EVERY CITIZEN TO LIFE, LIBERTY AND THE PURSUIT OF HAPPINESS.

AND WHEREAS AMERICAN HERITAGE PLAYS A FUNDAMENTAL ROLE IN THE LIFE OF EVERY CHILD AND STUDENT IN THE HOUSTON INDEPENDENT SCHOOL DISTRICT AND IS THE FOUNDATION FOR A WEALTH OF OPPORTUNITIES FOR FUTURE SUCCESS TO ALL WHO ARE WILLING TO WORK FOR IT.

AND WHEREAS THE HOUSTON INDEPENDENT SCHOOL DISTRICT, ITS TEACHERS AND STAFF ARE COMMITTED TO PREPARING AND NURTURING OUR FUTURE LEADERS AS THEY PURSUE EXCELLENCE AND WORK TO ACHIEVE THE AMERICAN DREAM.

NOW, THEREFORE, WE, THE BOARD OF EDUCATION AND THE SUPERINTENDENT OF SCHOOLS, ARE PROUD TO PROCLAIM NOVEMBER, 2021 TO BE AMERICAN HERITAGE MONTH IN HISD WITH THE THEME OF AMERICA'S PUBLIC SCHOOLS EDUCATING THE NEXT GENERATION.

AND WE ENCOURAGE ALL TO RECOGNIZE THE IMPORTANCE OF PATRIOTISM AND CELEBRATE OUR FREEDOM AND THE RICH TRADITIONS OF OUR AMERICAN HERITAGE AND WITNESS THEREOF ON THIS 11TH DAY OF NOVEMBER, 2021 .

THANK YOU.

OUR NEXT AND FINAL RECOGNITION IS THE OBSERVANCE OF EDUCATION SUPPORT PROFESSIONALS DAY, TRUSTEE BLUEFORD-DANIELS WILL READ THE PROCLAMATION.

OK, LET ME GET IT RIGHT.

RIGHT, RIGHT PAGE.

OUR NEXT INFORMAL RECOGNITION IS AN OBSERVANCE OF EDUCATION SUPPORT PROFESSIONALS DAY.

THE PROCLAMATION READS WHEREAS NEARLY THREE MILLION PEOPLE ARE EMPLOYED AS EDUCATION SUPPORT PROFESSIONALS, ESPS IN OUR NATION'S PUBLIC SCHOOLS AND COLLEGES, MAKING UP ONE THIRD OF OUR PUBLIC EDUCATION'S WORKFORCE.

AND WHEREAS ESPS PROVIDE CRITICAL SERVICES TO OUR STUDENTS BEFORE, DURING AND AFTER SCHOOL, BOTH INSIDE AND OUTSIDE THE CLASSROOM, AND WHEREAS THESE SERVICES EQUIP AND ENABLE OUR SCHOLARS TO BE BETTER PREPARED TO LEARN AND TO ACHIEVE HIGHER LEVELS OF ACADEMIC SUCCESS.

AND WHEREAS ESPS FULFILL A VARIETY OF ROLES THAT TOUCH EVERY ASPECT OF A STUDENT'S LIFE, FROM RELIABLY TRANSPORTING THEM TO AND FROM SCHOOL TO PROVIDING HEALTHY MEALS THAT FUEL THEIR GROWTH AND LEARNING TO ENSURING THE COMFORT AND SAFETY OF ALL WHO OCCUPY OUR DISTRICT FACILITIES.

AND WHEREAS ESPS ARE COMMITTED TO OUR SCHOLARS SUCCESS, EVEN AT THEIR OWN PERSONAL EXPENSE, WITH TWO THIRDS OF THEM GIVING MONEY TO STUDENTS TO HELP THEM PAY FOR SCHOOL SUPPLIES, FIELD TRIPS AND CLASS PROJECTS.

THEREFORE, BE IT RESOLVED THAT WE, THE BOARD OF EDUCATION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT AND THE SUPERINTENDENT OF SCHOOLS, DO HEREBY PROCLAIM NOVEMBER THE 17TH, 2021 AS EDUCATION SUPPORT PROFESSIONALS DAY IN HISD AND ENCOURAGE EVERYONE TO

[00:05:31]

IMPRESS EXPRESS APPRECIATION FOR THE MANY CONTRIBUTIONS OF EDUCATION SUPPORT PROFESSIONALS IN HOUSTON, TEXAS, THIS 11TH DAY OF OCTOBER, 2021 WITH THIS YEAR'S HONOREES FOR EDUCATION SUPPORT PROFESSIONALS DAY PLEASE STAND.

AT THIS TIME, THOUGH, SHE'S ALREADY THERE.

I INVITE RITA THOMAS WITH HOUSTON EDUCATION SUPPORT PERSONNEL TO PLEASE COME TO THE PODIUM.

ALREADY FOR THIS RECOGNITION, YOU DON'T GIVE ME SOMETHING I'LL GIVE, BUT TWO MINUTES.

I WANT TO GO AHEAD AND GET IT OVER WITH.

FIRST, I WANT TO SAY IT'S SO GOOD TO SEE Y'ALL FACE.

I'M GOING TO CALL THE OKAY.

WHEN WE FIRST WHEN WE HAVE IS.

AVA BAKER, BUS DRIVER.

THANK YOU.

THANK YOU.

NEXT PERSON IS REGINA WILLIAM, FOOD SERVICE.

WE HAVE JERRY BARNETT, BUS DRIVER, NORTHWEST.

WE HAVE RICARDO GARZA, PLANT OPERATOR LAMAR.

THE NEXT PERSON WE HAVE IS RICKY BROWN, A SUPERVISOR AND FMO.

NEXT PERSON WE HAVE ARLENE LEGO FROM BROOKLINE ELEMENTARY SCHOOL.

OKAY.

OH HEY, FOOD SERVICE MANAGER.

THAT WAS MY SCHOOL, I WORKED AT BROOKLINE FOR 15 YEARS IN HOUSEKEEPING.

OK, WE HAVE GENEVA, KELLY.

GENEVA KELLY, SHE FOOD SERVICE.

IS IT HERE FROM FOOD SERVICE? WE HAVE CAROL BIRD, FOOD SERVICE.

WE HAVE CLAUDIA, COME ON, OMEGA, SHE'S A CUSTODIAN FROM DEADY MIDDLE SCHOOL.

AND WE HAVE WALTER BURNS, IS HE HERE? HE'S THE ELECTRICITY FROM CFS.

HE'S NOT HERE.

MR. GARZA, HE'S NOT HERE, EITHER.

MR. MARTINEZ.

ALL THE GUYS COME FROM GROUNDS DEPARTMENT.

AND.

I LIKE TO I JUST LIKE TO STRESS SOMETHING OUT.

WHEN WHEN WE HAVE THESE RECOGNITIONS AND YOU GET THAT, GET A NOTIFICATION FROM FROM JANICE THEM, PASS THE INFORMATION OUT TO THE SUPERVISOR AND STUFF LIKE THAT.

YOU KNOW, WE APPRECIATE IT.

IF I PASS THE INFORMATION ON TO YOUR PRINCIPALS AND STUFF LIKE THAT SO THEY CAN KNOW THEY ARE BEING RECOGNIZED SO THEY CAN BE RECOGNIZED ALSO AT THE LOCATION.

NOVEMBER, NOVEMBER 17TH, [INAUDIBLE] SUPPORT PERSONNEL, AND I WANT TO THANK TRANSPORTATION FIRST, CFS FOR EVERY YEAR, FOR RECOGNIZING THEIR EMPLOYEES.

Y'ALL GIVE THEM A HAND.

[00:10:10]

OK.

WE HAVE A SPECIAL RECOGNITION.

NOW I'M GOING TO SAY DURING THAT PANDEMIC, WE ALL WAS UP UNDER STRESS.

THAT'S RIGHT.

I MEAN, IT WAS JUST HORRIBLE.

AND WE SEE HOW OUR FRONT LINE PEOPLE STOOD ON THE LINE.

GET ANY KIDS FED DRIVING THESE SCHOOL BUSSES.

DOING EVERYTHING TO GET OUT NEIGHBORS AND GET OUR KIDS FED.

SO THIS YEAR, WE'RE GOING TO BE GIVING ACKNOWLEDGMENT TO OUR FOOD SERVICE EMPLOYEES.

NOT THAT, NO, Y'ALL DID Y'ALL PART TOO.

BUT I WANT TO SAY, WHEN YOU SEE THE FOOD SERVICE PEOPLE STANDING ON THE SIDE OF THE LINE ON SIDE OF THE STREET AND ICE FEEDING THOSE KIDS, THAT MORE THAT TOOK MORE THAN A PAYCHECK, THAT TOOK AN ACT OF LOVE, ACT OF LOVE FOR OUR CHILDREN.

SO AT THIS TIME? I WANT TO PRESENT THIS, PRESENT THIS, OUTSTANDING PLAGUE FOR THE FOOD SERVICE AND WANDA, CAN YOU COME GET IT? THANK YOU TO WORK ALREADY.

I WANT.

OK, AND I WANT TO ALSO ACKNOWLEDGE.

IT'S SO IMPORTANT Y'ALL.

PEOPLE, IT'S IMPORTANT.

Y'ALL TURN AROUND AND LOOK AT THEM.

JUST GIVE IT INSTRUCTIONS.

IT IS SO IMPORTANT BOARD MEMBERS, SUPERINTENDENT TO REMEMBER THAT A LITTLE KINDNESS GOES A LONG WAYS, JUST A LITTLE KINDNESS.

THESE PEOPLE STOP BEING SO BROWBEAT IT SO LONG.

WHEN SOMEBODY SAY SOMETHING NICE TO THEM, IT SCARES THEM.

IT DO.

CAN I GET AMEN? OH LORD, SHOULD GAVE HER A TIME LIMIT.

LOOK HERE I WANT TO THANK ELIZABETH SANTOS YOU CAME OUT.

SHE WENT VISIT NORTHWEST, KATHY, I WANT TO THANK YOU, BECAUSE YOU WENT TO VISIT

[00:15:03]

CENTRAL.

MARILYN, SHE WENT TO VISIT BUTLER.

AND SUPERINTENDENT YOU WENT TO THE [INAUDIBLE] AND ALL THOSE BUS DRIVERS TOLD ME TO TELL YOU ALL, THANK YOU ALL FOR COMING OUT THERE AND REMEMBERING THEM.

SO IT'S IMPORTANT, IT'S IMPORTANT, Y'ALL.

Y'ALL, LISTEN TO WHAT I'M SAYING.

STOP, SOMETIMES JUST SAY THANK YOU.

YEAH, YEAH, YEAH, THAT'S NOT TOO MUCH TO ASK.

THANK YOU VERY MUCH.

THANK YOU.

NOW WE HAVE.

[HEARING OF THE COMMUNITY (Part 1 of 2)]

READY FOR THE HEARING OF THE COMMUNITY STUDENTS, PLEASE NOTE THAT WE ARE CONDUCTING OUR HEARING OF THE COMMUNITY IN TWO PARTS IN ORDER TO PRIORITIZE OUR STUDENTS WHO HAVE SIGNED UP TO SPEAK.

ONLY THOSE WHO HAVE REGISTERED WITH THE BOARD SERVICES OFFICE BY 9:30 A.M.

TODAY MAY SPEAK THIS EVENING SHOULD ANY REGISTERED SPEAKER WISH TO DISTRIBUTE HANDOUT MATERIALS TO THE BOARD, THE MATERIALS MUST HAVE BEEN PROVIDED TO BOARD SERVICES BY 9:30 A.M.

TODAY.

WE HAVE TWO STUDENT SPEAKERS WHO HAVE REGISTERED FOR THE HEARING OF THE COMMUNITY THIS EVENING AND COMMENTS SHALL BE LIMITED TO TWO MINUTES EACH SO THAT EACH PERSON WHO HAS SIGNED UP TO SPEAK CAN BE HEARD BY THE BOARD.

WE ASK THAT THERE BE NO DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.

NO ABUSIVE STATEMENTS OR ACTIONS.

NO THREATS OF CONFRONTATION.

AND NO AUDIBLE EXPRESSIONS BY THE AUDIENCE OF DISAPPROVAL OR APPROVAL.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

THE CLOCK ON THE WALL TO YOUR RIGHT AND ON THE PODIUM WILL COUNT DOWN YOUR TIME AND WILL SIGNAL WHEN YOUR TIME IS UP.

I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND END YOUR REMARKS PROMPTLY WHEN YOUR TIME HAS EXPIRED.

WILL ANIYA LILA BROOKS PLEASE COME TO THE PODIUM? I ATTEND LONGFELLOW ELEMENTARY, I AM IN SECOND GRADE AND I HAVE DYSLEXIA.

DYSLEXIA DOESN'T MEAN YOU AREN'T SMART.

IT JUST MEANS YOU LEARN DIFFERENT.

I'M ACTUALLY HERE TO PUT MORE MONEY INTO DYSLEXIA SERVICES, AND MORE TEACHERS DON'T KNOW HOW TO HANDLE DYSLEXIA STUDENTS.

THANK YOU.

THANK YOU ANIYA.

MELISSA ORTEGA.

MELISSA ORTEGA.

WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO

[SPEAKERS TO AGENDA ITEMS]

SPECIFIC AGENDA ITEMS. WE HAVE EIGHT SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO TWO MINUTES EACH PER BOARD POLICY.

PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.

WE ALSO ASK THAT SPEAKER STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW.

BUT YOU MAY NAME YOUR OWN CHILD.

OUR FIRST ITEM HERE FOR REGISTERED SPEAKER IS AGENDA ITEM A ONE.

APPROVAL OF PERSONAL SERVICES PERFORMED BY THE SUPERINTENDENT.

WILL GLORY MEDINA, PLEASE COME TO THE PODIUM.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS AGENDA ITEM A 2 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURE ONE.

WILL SANDRA RODRIGUEZ ALSO REGISTERED FOR K1, PLEASE COME TO THE PODIUM.

DIRECTOR AT LATINOS FOR EDUCATION AND A PROUD PARENT OF A SENIOR AT AN HISD SCHOOL.

WE NOTICED THE DECREASE IN THE NUMBER OF STUDENTS TAKING THE SAT AND ACT TESTS.

WE ARE EAGER TO HEAR THE ADMINISTRATION'S PLAN TO INCREASE THE NUMBER OF STUDENTS TO TAKE THE SAT AND ACT.

THERE ARE STUDENTS WHO MAY FIND IT DIFFICULT TO NAVIGATE THE PROCESS BECAUSE FAMILIES MAY NOT HAVE THE RESOURCES OR EXPERIENCE AROUND COLLEGE AND CAREER READINESS.

LOW INCOME AND MINORITY STUDENTS OFTENTIMES HAVE LESS ACCESS TO SCHOOL BASED SUPPORTS THAN THEIR COUNTERPARTS WITHIN THE SAME SCHOOLS.

WITHOUT SCHOOLS TO HELP ADDRESS THOSE GAPS THAT MAY BE LEFT ON THEIR OWN TO

[00:20:03]

NAVIGATE POST-GRADUATION PLANNING.

STUDENTS SHOULD HAVE ACCESS TO INTERNSHIPS AND MULTIPLE COUNSELORS TO HELP NAVIGATE THESE RESOURCES.

WHAT ARE YOU DOING TO ENSURE THAT STUDENTS ARE RECEIVING THE APPROPRIATE RESOURCES AND SUPPORT TO BE COLLEGE AND CAREER READY? WE RECOMMEND SCHOOLS STAY CONNECTED WITH STUDENTS, KNOW WHERE TO FIND INFORMATION ABOUT KEY MILESTONES, REQUIREMENTS AND POST-GRADUATION OPPORTUNITIES.

ALSO, LATINO FAMILIES ACROSS HISD HAVE EXPRESSED THAT ONE OF THE BARRIERS TO FAMILY ENGAGEMENT IN THEIR CHILD'S EDUCATION IS THE LACK OF INFORMATION IN SPANISH.

WE WANT TO EMPHASIZE THE IMPORTANCE OF CREATING A MORE INCLUSIVE ENVIRONMENT FOR FAMILIES BY PROVIDING SPANISH INTERPRETATION AND TRANSLATION.

FAMILIES WANT TO PARTICIPATE IN THIS SERVICE SHOULD BE A NORM.

THIS WILL CREATE A WELCOMING SPACE FOR FAMILIES TO ESTABLISH TRUST AND IMPROVE COMMUNICATION.

WE RECOMMEND YOU INVEST IN SIMULTANEOUS INTERPRETATION AND TRANSLATION DEVICES FOR A MORE EFFICIENT WAY OF COMMUNICATING.

WE ALSO RECOMMEND AUDIO INTERPRETATION AND TRANSLATION OF THE SCHOOL BOARD MEETING LIVE STREAMING.

THANK YOU.

THANK YOU.

NOELIA [INAUDIBLE] ALSO REGISTERED FOR K-1.

ELEMENTARY.

IT WAS DONE IN A HIGH SCHOOL, MIDDLE SCHOOL.

AND WHAT ELSE? I AN ELEMENTARY ELEMENTARY, IT'S TRICKY PARABOLA.

I'M HERE TO SPEAK ABOUT 12 PARTIES AND WAS NOT OKAY AND ENTHUSIASM.

WE, AS PARENTS, HAVE NOTICED THAT THE ENTHUSIASM, NO MATTER THE PERCENTAGE OF THE STUDENTS AND THE PERCENTAGE AND NUMBER OF STUDENTS, PARTICULARLY IN INTERESTED, HAVE LOST THE INTEREST IN TOMATOES EXAMINERS.

AS IT AS I SAID, THEY'RE TAKING THE SAT AND ACT AS THEIR SKEY PARA BOARD RECURSOS FOR CUSTOMERS AND GET NUESTROS NINOS TO MOTIVE.

AND SO I'M HERE TO ASK FOR RESOURCES FOR THAT.

OUR CHILDREN ARE MOTIVATED IN.

ALSO, LOOK AT SOME IMPORTANT RECEIVER LOS RECURSOS, BUT OUR SALAS FERRAMENTAS CASE LOOK AS A TOM OPERATOR AND NEVER SEE THAT AGAIN AS A USEFUL ACCESSORY.

SO NOT ONLY THE RESOURCES, BUT ALSO TO KNOW THE INFORMATION SO THAT THEY CAN GO TO THE UNIVERSITY WHAT, WHAT OTHER RESOURCES THEY NEED TO GET THERE.

BUT ALSO ALWAYS LOOK AT AMBIENTAL, SEGURANCA, GARDA AND SCUOLA AND IN HOUSTON, TENGAN EL RECURSO GETTING AN TAMBIEN MASK ON SALAS SOBRE EL ULTIMO.

SO SHE WOULD ALSO LIKE TO SEE MORE RESOURCES AS FAR AS COUNSELOR SO THAT THEY CAN SPEAK ABOUT THE SUBJECT TO THE STUDENTS.

IT HAS BEEN.

SO IS A MOSQUITO K1.

YOU KNOW, SHE.

YOU KNOW, THAT HAS BEEN RECOMMENDED FOR MS. MORE MONEY BY NOT JUST BANKING FOLKS PARALYSIS.

SO SHE'S ADDRESSING THE EFFECT OF HAVING A SYSTEM OF TRANSLATION FOR HISPANICS AND IN ALL MEETINGS SAID WE'RE NOT GOING TO STAND AND TAMBIéN AS WELL AS SCHOLARS, BUT HE THEM AT ALL.

AND SHE WOULD LIKE TO SEE THIS EXTENDED TO THE SCHOOLS BECAUSE THAT'S WHERE EVERYTHING BEGINS.

THAT'S IT.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS AGENDA ITEM B2 APPROVAL OF AMENDED RESOLUTIONS ORDERING NOVEMBER 2ND, 2021 GENERAL ELECTION FOR HOUSTON INDEPENDENT SCHOOL DISTRICT SINGLE MEMBER DISTRICTS ONE, FIVE, SIX, SEVEN AND NINE.

WILL LAURA LIM PLEASE COME TO THE PODIUM? I'M HERE AS A CONCERNED PARENT AND TAXPAYER TO DISCUSS THE CLARIFICATION OF AGENDA ITEM B2.

PLEASE EXPLAIN TO ME WHAT APPROVAL OF MINUTE RESOLUTION ORDERING NOVEMBER 2ND TWENTY TWENTY ONE GENERAL ELECTION FOR ISD MEANS.

I WOULD LIKE AN EXPLANATION, CLARIFICATION AND TRANSPARENCY TRANSPARENCY, ESPECIALLY IF IT WILL AFFECT THE NOVEMBER 2ND ELECTION.

ALSO, THIS SOUNDS LIKE A CONFLICT OF INTEREST SINCE ALL THE CURRENT BOARD MEMBERS ARE INCUMBENTS RUNNING IN THIS ELECTION.

ALSO, I'M HERE TO DISCUSS THE MASS EXODUS OF CHILDREN FROM HISD SCHOOLS OVER A

[00:25:03]

PERIOD OF THE LAST FIVE YEARS.

IN HISD, WE HAVE SEEN A DECLINING ENROLLMENT TREND.

WHY IS THAT? COULD IT BE THAT HISD HAS SHIFTED FROM A FOCUS ON EDUCATION OF THE BASIC SUBJECTS LIKE READING, WRITING, MATH AND SCIENCE TO A FOCUS ON CULTURE AND SEXUALITY? LET'S NOT BLAME OUR DISTRICT'S POOR PERFORMANCE ON THEIR CURRENT TIMES OF COVID, BUT RATHER LOOK AT WHAT THE CURRENT SCHOOL BOARD FOCUS ON THESE LAST FIVE YEARS RENAMING SCHOOLS AND STADIUMS AT THE EXPENSE OF TAXPAYERS DOLLARS, CUTTING PROGRAMS IN UNDERSERVED SCHOOLS, CUTTING SPECIAL ED RESOURCES, ETC..

LET'S LOOK AT WHY BUDGETS ARE BEING CUT AND MOST OF THE SCHOOLS IN OUR DISTRICTS WHEN FORTY FIVE PERCENT OF OUR INCREASING PROPERTY TAXES GO TO HISD, MY DAUGHTER'S SCHOOL'S BUDGET HAS BEEN CUT BY $1 MILLION, EVEN THOUGH SHE ATTENDS THE LARGEST MIDDLE SCHOOL IN THE DISTRICT.

MANY THINGS ARE WRONG HERE, AND IT'S TIME TO STOP SAYING YOU'RE READY TO LISTEN TO OUR CONCERNS.

WE ARE PAST THAT.

IT'S TIME TO START DOING SOMETHING ABOUT ALL OF THIS BECAUSE IT SHOULD HAVE BEEN DONE FIVE YEARS AGO.

THANK YOU.

ASHLEY SOLANO.

YES.

JESSICA BOWMAN.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS AGENDA ITEM B1, APPROVAL OF FALL 2021 CLASS SIZE WAIVERS REQUEST.

WILL DANIEL SANTOS PLEASE COME TO THE PODIUM? GOOD EVENING MEMBERS OF THE BOARD, SUPERINTENDENT HOUSE.

MY NAME IS DANIEL SANTOS, HFT EXECUTIVE VICE PRESIDENT, AND I RISE TO SPEAK ON AGENDA ITEM D1, CLASS SIZE WAIVERS HFT EXPRESSES CONCERN OVER THE DISTRICT'S DECISION TO SUBMIT OVER A THOUSAND CLASS SIZE WAIVER REQUESTS OVER 400 OF THOSE REQUESTS FOR KINDERGARTEN AND FIRST GRADE CLASSES.

IT IS UNFORTUNATE THAT CONDITIONS STILL EXIST THAT CONTRIBUTE TO THE TEACHER SHORTAGE, LOW WAGES AND PERSISTENT TOXIC WORKING ENVIRONMENTS, FOR EXAMPLE, AT SOME CAMPUSES.

THIS DECISION IS ESPECIALLY STUNNING BECAUSE SIX MONTHS AGO, THIS BOARD ACCEPTED REVISIONS TO AE LOCAL COMMITTING THE DISTRICT TO SIGNIFICANTLY DECREASING THE STUDENT TEACHER RATIO IN EARLY CHILDHOOD CLASSES.

INSTEAD, THE DISTRICT IS MOVING IN THE OPPOSITE DIRECTION.

IN A YEAR IN WHICH OUR YOUNGEST STUDENTS ARE STILL GRAPPLING WITH THE IMPACT OF COVID AND THEIR PARENTS AND THEIR TEACHERS DESERVE A SAFER, HEALTHIER CLASSROOM ENVIRONMENT.

EARLY EDUCATION RESEARCH IS CLEAR WITH SMALLER CLASS SIZES.

TEACHERS ARE ABLE TO PROVIDE MORE INDIVIDUALIZED ATTENTION AND ENGAGE IN MORE DIALOGS WITH CHILDREN.

KEY FACTORS IN ACADEMIC AND SOCIAL DEVELOPMENT HFT AND PARENTS URGE THE BOARD TO DEMAND A BOLDER PLAN THAT SERVES OUR YOUNGEST CHILDREN BETTER AND ATTRACTS AND RETAINS MORE TEACHERS AND SUPPORT STAFF, AND WE HOPE THAT THAT PLAN CAN BE CAN MANIFEST SOON.

SO THANK YOU FOR YOUR TIME.

THANK YOU.

OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS AGENDA ITEM K4 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY BUILDINGS, GROUNDS AND EQUIPMENT MANAGEMENT MAINTENANCE, SECOND READING.

WILL TRACY RILEY PLEASE COME TO THE PODIUM? THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS.

I'M TRACY RILEY.

THANK YOU FOR THE OPPORTUNITY.

MY FOUR KIDS ARE OUT THERE.

GO AHEAD.

OKAY, THANK YOU FOR HAVING ME THIS EVENING.

MY NAME IS TRACEY RILEY AND I AM THE PROUD PARENT OF FOUR CHILDREN IN HISD LEARNING AT THREE DIFFERENT CAMPUSES.

I AM HERE TO ASK HISD TO IMMEDIATELY ALLOCATE FUNDS TO COMPLETE OUTSTANDING WORK ORDER REPAIRS AT OUR SCHOOLS.

MOLD, BROKEN HVAC, TERMITES IN THE WALLS, FENCES NEEDING REPAIR AND SO MUCH MORE.

FOR AT LEAST FIVE YEARS, I'VE SEEN WORK ORDERS SUBMITTED, BUT THE REPAIR IS NOT COMPLETED.

THESE ARE ISSUES AT LOVE ELEMENTARY, SINCLAIR ELEMENTARY AND MANY OTHER CAMPUSES IN THE DISTRICT.

I KNOW THERE'S A BOND COMING UP.

I SURE HOPE THERE'S ONE, BUT NOT EVERY SCHOOL WILL BE ON THE BOND.

AND EVEN IF THEY WERE, MANY SCHOOLS NEED STOP GAP REPAIRS FOR THE KIDS WHO ARE LEARNING IN THEM RIGHT NOW.

WE NEED TO PRIORITIZE OUR OLDEST SCHOOLS FIRST WHERE THE STUDENTS HAVE THE GREATEST NEED.

WE NEED TO MAKE SURE OUR SCHOOLS ARE SAFE FOR OUR KIDS RIGHT NOW AT LOVE

[00:30:02]

ELEMENTARY, WHERE MY YOUNGEST CHILDREN ATTEND YOU CAN SEE THROUGH THE HOLES IN THE DOORS BECAUSE TERMITES ARE ACTIVELY EATING THROUGH THEM.

MOLD IS GROWING IN THE CLASSROOMS AND WINDOWS, AND IT'S THE FIRST THING THAT THE CHILDREN SEE WHEN THEY ENTER.

I KNOW THAT MONEY IS AN ISSUE, BUT BASIC REPAIRS ARE IMPORTANT AND I WANT TO KNOW WHAT I CAN DO FOR THE CHILDREN AT LOVE ELEMENTARY AND ALL OF OUR OTHER SCHOOLS IN THE DISTRICT THAT WE HAVE A SAFE PLACE TO LEARN.

PRINCIPALS ARE TURNING IN WORK ORDERS AND THE WORK ORDERS ARE BEING CLOSED WITHOUT THE WORK EVER HAVING BEEN COMPLETED.

WHAT CAN I DO AS A PARENT TO WORK WITH YOU AS HISD ADMINISTRATION TO GET THIS FIXED? I KNOW IN THE PAST THAT MANY TRUSTEES HAVE HAD THEIR HANDS TIED OVER OPERATIONAL PROCESS, SO I'M LOOKING TO YOU GUYS AS AN ADMINISTRATION TO SAY, LET US SUPPORT YOU OUT ON THE STREETS, IN THE SCHOOLS, FROM BEHIND THE FENCE OR WITHIN THE WALLS.

NOW THAT WE HAVE THE CHANCE TO BE THERE, THEY.

THANK YOU.

THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. BEFORE WE GO ON WITH THE BOARD MEETING WE PLEASE ASK THAT OUR AUDIENCE MEMBERS PLEASE HONOR OUR RULES FOR WEARING MASKS AND CONSIDER THIS AS YOUR WARNING BEFORE REMOVAL.

THANK YOU.

WE ARE NOW READY TO CONSIDER OUR DISCUSSION AND REPORT ITEM A2 ACCEPTANCE OF

[A-2. Acceptance Of Board Monitoring Update: Presentation Of Goal 3 Progress Measure 1]

BOARD MONITORING UPDATE.

PRESENTATION OF GOAL THREE.

PROGRESS MEASURE ONE.

SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.

COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE.

YES, MA'AM, I'D LIKE TO TO INVITE DR.

ALLISON MATNEY TO THE TO THE PODIUM TO TALK TO US A LITTLE BIT ABOUT GOAL THREE, PROGRESS MEASURE NUMBER ONE, DR.

MATNEY.

GREAT.

THANK YOU.

SUPERINTENDENT HOUSE, PRESIDENT ALAN, TRUSTEE.

I AM HERE THIS EVENING TO WALK THROUGH A DEEPER DIVE INTO THREE GOAL THREE PROGRESS MEASURE ONE AND INCLUDE SOME INFORMATION AROUND GRADUATION AND DROPOUT AND POST-SECONDARY ENROLLMENT AS WELL.

THERE WE GO.

OKAY, THANK YOU TONIGHT GOAL PROGRESS MEASURE THREE POINT ONE FOR 10TH AND 12TH GRADERS.

SO LAST MONTH WE DID A DEEP DIVE INTO OUR CURRENT 11TH GRADERS, BUT WE'VE ADDED IN OUR CURRENT 10TH AND 12TH GRADERS AS WELL.

ALSO, AS STATED, WE'RE GOING TO BE LOOKING AT A PREVIEW OF THE GRADUATION AND DROPOUT REPORT THAT WILL BE COMING OUT AND BEING PUBLISHED IN THE NEXT WEEK, AS WELL AS OUR POST-SECONDARY ENROLLMENT REPORT.

AND AS A REMINDER, IN JANUARY, WE'LL DO A DEEPER DIVE INTO 3.2.

OUR STUDENTS WHO HAVE MET OUR OUR INDICATORS ON AP, I.B.

DUAL CREDIT OR DUAL ENROLLMENT, AND IN FEBRUARY THAT DEEPER DIVE INTO STUDENTS MEETING OUR INDUSTRY BASED CERTIFICATION TARGETS.

SO AS A REMINDER, WITH GOAL THREE IS THE PERCENTAGE OF GRADUATES THAT MEET THE CRITERIA FOR CCMR COLLEGE CAREER MILITARY READINESS AS MEASURED IN DOMAIN, ONE OF THE STATE ACCOUNTABILITY SYSTEM WILL INCREASE EIGHT PERCENTAGE POINTS FROM SIXTY THREE PERCENT FOR 17-18 GRADUATES TO SEVENTY ONE PERCENT 22-23 GRADUATES THAT GET REPORTED IN 2024.

PROGRESS MEASURE THREE POINT ONE STATES THE PERCENTAGE OF STUDENTS WHO BY THE END OF THE 11TH GRADE HAVE DEMONSTRATED COLLEGE READINESS BY SATISFYING THE TEXAS SUCCESS INITIATIVE.

TSI REQUIREMENTS EITHER THROUGH SAT ACT OR THE TEXAS SUCCESS INITIATIVE ASSESSMENT, WILL INCREASE EIGHT PERCENTAGE POINTS FROM TWENTY FOUR IN 2019 TO THIRTY IN 2024.

SO THIS IS SOME OF THIS INFORMATION IS A REVIEW FROM LAST MONTH THAT WE LOOKED AT, BUT WE'VE ADDED IN SOME ADDITIONAL INFORMATION AROUND OUR 10TH GRADERS AND 12TH GRADERS.

SO THE 10TH GRADE INFORMATION IS NEW AND THE 12TH GRADE INFORMATION IS NEW.

BUT WE SEE THE SAME TRENDS THAT WE THAT WE DISCUSSED LAST MONTH AROUND OUR ASSESSMENT PARTICIPATION RATES.

DUE TO COVID, WE HAD TO PAUSE THE SAT.

IT WAS NOT OFFERED IN IN THE SPRING OF 2020 AND WE'VE BEEN RECOUPING EFFORTS TO GET STUDENTS ACCESS TO THOSE ASSESSMENTS THAT HAD TO BE PAUSED FOR OUR COVID TIME PERIOD.

SO WHAT THIS DATA DOES IS REALLY DRIVE OUR DECISION MAKING AROUND GETTING KIDS TO TAKE THE SCHOOL DAY SAT ASSESSMENT.

ACT IS NOT ONE THAT WE OFFER DURING THE SCHOOL DAY, BUT SEVERAL OF OUR STUDENTS GO AND TAKE THE ACT ELSEWHERE ON THEIR OWN AND THEN TSI READING AND TSIA MATH ARE ASSESSMENTS TYPICALLY TAKEN FOR ENTRY INTO OUR DUAL CREDIT PROGRAMS. AND SO WE'RE LOOKING AT IDENTIFYING STUDENTS WHO WANT ENTRY INTO THOSE

[00:35:03]

PROGRAMS AND ENSURING THAT THAT THOSE ASSESSMENTS ARE AVAILABLE FOR THEM AS WELL.

SO ON THIS SLIDE, WHAT WE ADDED FROM LAST MONTH IS IN 2020-2021, THAT 10TH GRADE BAR AND 12TH GRADE BAR.

SO WHAT'S IMPORTANT HERE IS TO LOOK AT THE THE TRAJECTORY OF 10TH GRADE.

HISTORICALLY, WE HAVE STUDENTS MOVING FROM 10TH GRADE INTO 11TH GRADE AT ABOUT THREE PERCENT ALREADY MEETING THE TSI.

TYPICALLY, THOSE ARE STUDENTS WHO WANT TO TAKE DUAL CREDIT AS A LIMIT GRADERS, SO THEY'VE ALREADY TAKEN THAT TSC A ASSESSMENT TO GAIN ENTRY INTO THOSE COURSES, WE'RE ONE PERCENTAGE POINT BEHIND THIS YEAR SO THAT 10TH GRADE BAR OF TWO PERCENT ARE OUR CURRENT 11TH GRADERS RIGHT NOW.

SO WHAT THAT MEANS PROGRAMMATICALLY IS REALLY LOOKING AT RECOUPING HOW CAN WE ENGAGE OUR CURRENT 11TH GRADERS AT A PRETTY RAPID PACE TO ENSURE THAT THEY HAVE ACCESS AGAIN TO THESE ASSESSMENTS? AND WHAT WE'RE ENCOURAGED ABOUT IS THAT WE ARE TAKING THE SAT SCHOOL DAY IN THE SPRING FOR THIS 11TH GRADE GROUP.

SO WE ANTICIPATE THIS NUMBER GOING UP IS TYPICALLY IT DOES, BUT WE HAVE TO REACH 26 PERCENTAGE POINTS TO TO MEET OUR TARGET AND BE ON TRACK FOR THIS YEAR.

SO THAT'S A HEAVY LIFT FOR OUR CURRENT JUNIOR CLASS.

THIS NEXT SLIDE IS FAMILIAR AGAIN, WHAT WE'VE ADDED IN IS 2020-2021 TENTH GRADERS AND 12TH GRADERS.

AND SO AGAIN, THAT THAT 10TH GRADE THOSE WERE THOSE STUDENTS THAT ALREADY TOOK THE TSI TO ENTER DUAL CREDIT AND HAVE ALREADY CHECKED OFF THAT CCMR CHECKBOX.

BUT WE ARE BEHIND, AND SO LOTS OF EFFORTS HAVE TO BE MADE TO ENSURE AGAIN THAT ACCESS TO THOSE ASSESSMENTS THAT WE'VE GOT QUALITY INTERVENTIONS IN PLACE LOOKING AT COMMUNICATING TO CAMPUSES WHO THOSE STUDENTS ARE, WHO HAVE MET AND WHO HAVE NOT MET, ENSURING THAT THOSE KHAN ACADEMY DASHBOARDS ARE ACCESSIBLE AND THAT WE'RE GETTING STUDENTS THE DATA THAT THEY NEED IN THE PRACTICE THEY NEED HEADED INTO THAT SCHOOL DAY SAT.

ALL RIGHT, SO OUR STUDENTS WITH DISABILITIES ASSESSMENT PARTICIPATION RATES.

AGAIN, JUST ADDED IN THAT 10TH AND 11TH GRADE AND LOOKING AND USING THIS DATA TO AGAIN GUIDE OUR EFFORTS, ESPECIALLY WITH THAT 11TH GRADE CLASS THIS YEAR.

SO THE PERCENTAGE OF STUDENTS WITH DISABILITIES MEETING TSI READING AND MATH BY GRADE LEVEL, AS WE DISCUSSED LAST MONTH AT 11TH GRADE BAR WENT FROM ONE THE LAST TWO YEARS TO FOUR THIS YEAR.

SO AGAIN, THERE WERE SOME REASONS BEHIND THAT WE DISCUSSED.

BUT AGAIN, WE'RE LOOKING AT OUR 10TH GRADE CLASS AS 11TH GRADERS THIS YEAR, COMING IN WITH ZERO.

SO ALL OF THOSE SAME EFFORTS TO SURROUND AND SUPPORT THESE STUDENTS IS CRITICAL.

SO HERE WE HAVE IT BY GRADE LEVEL.

AGAIN, JUST ADDED THAT 10TH AND 12TH GRADE SEEING THOSE SAME TRENDS.

AND THEN IN OCTOBER, I DISCUSSED WITH YOU ALL THAT OUR NEXT STEPS WERE THE ROLLOUT OF THE KHAN ACADEMY DASHBOARD DISTRICTWIDE, WHICH PUTS A LOT OF GREAT, POWERFUL DATA IN CAMPUS ADMINISTRATION'S HANDS TO HELP WORK WITH STUDENTS IN ORDER TO ACHIEVE THESE TARGETS.

AND THEN ALSO WORKING ON LINKING CURRICULUM TO SKILLS NECESSARY FOR TSIA SUCCESS, WHETHER IT'S AN SAT, THE TSI ASSESSMENT OR ACT, AND THEN ALSO ADDRESSING THE COVID IMPACT.

SO I WANT TO UPDATE YOU IN A MONTH, WE'VE BEEN BUSY, SO OUR NEXT STEPS NOW ARE IDENTIFYING OVERLAP AND UNIQUE CURRICULUM OF SAT AND ACT.

WE'VE ALREADY MET AS A CROSS-FUNCTIONAL CCMR ACTION COMMITTEE, AND WE'RE GOING TO ADD A COUPLE MORE LAYERS TO THAT.

BUT WE'VE ALREADY HAD INITIAL CONVERSATIONS ABOUT THE IMPORTANCE AND THE VALUE OF THIS WORK AND EMBEDDING THIS IN CURRICULUM TO MAKE SURE THAT THERE'S EXPOSURE AT ALL LEVELS AND NOT JUST THROUGH KHAN ACADEMY OR WORK THAT STUDENTS DO OUTSIDE OF THE CLASSROOM.

AND THEN WE'VE ALSO BEEN INVESTIGATING THE PSAT AND TSIA ALIGNMENT, TSI ALIGNMENT SO THAT WE CAN HOPEFULLY BRING TO TRUSTEES A LITTLE BIT EVEN MORE GRANULAR DATA ON OUR STUDENTS WHO TAKE PSAT/NMSQT IN 10TH GRADE AND 11TH GRADE AND HOW THAT ALIGNS TO TSI.

SO HOT OFF THE PRESS TODAY, WE HAVE SOME GOOD NEWS AROUND THAT, SO I'M HOPING TO BE ABLE TO EMBED SOME MORE DATA POINTS GOING FORWARD FOR THIS AREA.

SO NOW I'M GOING TO DO A LITTLE TEACHING ABOUT THE GRADUATION AND DROPOUT REPORT THAT, LIKE I SAID, IS GOING TO BE PUBLISHED IN IN BEFORE THE THANKSGIVING HOLIDAY.

[00:40:01]

SO WITH GRADUATION RATES, WE LOOK AT A FOUR YEAR LONGITUDINAL COHORT.

SO WHAT THAT MEANS IS STUDENTS WHO ENTER AS NINTH GRADERS.

THEY HAVE TO GRADUATE BY AUGUST OF THEIR 12TH GRADE YEAR.

SO NOT JUST MAY, BUT THEY HAVE ALL THE WAY UP TO AUGUST 31ST.

SO THROUGHOUT THAT SUMMER AS WELL, IF STUDENTS LEAVE THE COHORT AND SAY THEY GO TO ANOTHER DISTRICT, ANOTHER STATE, THEY GO BACK TO ANOTHER COUNTRY.

WE HAVE TO WE HAVE TO MAKE SURE WE CODE THEM ACCURATELY WHERE THEY WENT.

AND IF WE DON'T, THEN THEY'RE CODED AS DROPOUTS, WHICH WILL BE THE NEXT PART OF THIS REPORT.

BUT WHAT I WANT TO SHOW YOU HERE IS AS WE LOOK AT OUR STUDENT GROUPS AND GRADUATION RATE, WE HAVE SOME INTERESTING TRENDS FROM 2011 TO 2020.

WE HAVE SOME SOLID INCREASES IN OUR ALL STUDENTS STUDENT GROUP.

OUR AFRICAN-AMERICAN, OUR HISPANIC AND OUR ECONOMICALLY DISADVANTAGED STUDENT GROUPS.

SO REALLY EXCITED TO SEE THOSE INCREASES, NOT JUST ONE YEAR INCREASES, BUT FROM 2011 ALL THE WAY TO 2020.

OUR WHITE STUDENT GROUP HAS DIPPED OVER THE COURSE OF THE YEARS FROM 2019 TO 2020, WE ABOUT A THREE POINT DIP THERE.

AND SO ALL OF THOSE STUDENT GROUPS THAT I'VE JUST DISCUSSED ARE OUR RIGHT THERE TOGETHER IN ABOUT THE 83 PERCENT MARK HAVE CLUSTERED TOGETHER.

OUR ASIAN STUDENT POPULATION CONTINUES TO HOVER AT THE TOP.

AND THEN OUR TWO LOWEST PERFORMING GRADUATION CONTENT AREAS OR STUDENTS WITH DISABILITY AND THEN OUR EL STUDENTS.

AND WHAT THAT MEANS BY EL NINE THROUGH 12 IS IF THEY WERE EVER AN ENGLISH LEARNER IN GRADES NINE THROUGH 12.

SO EVEN IF THEY'VE EXITED IN 11TH GRADE, THEY'RE STILL COUNTED HERE BECAUSE THEY WERE AN ENGLISH LEARNER IN THEIR HIGH SCHOOL TIME PERIOD.

SO NEXT, WE'RE GOING TO LOOK AT WHERE THE STATE IS, SO THAT'S WHERE WE ARE, IS A DISTRICT.

AND SO A COUPLE OF ITEMS TO HIGHLIGHT THE STATE IS HIGHER THAN HIGHEST FOR EACH OF THOSE STUDENT GROUPS THAT WE JUST OUTLINED.

HOWEVER, HISD SHOWED A HIGHER ONE AND TWO YEAR GROWTH FOR ALL OF THOSE STUDENT GROUPS OTHER THAN THE ASIAN STUDENT GROUP, WHERE BOTH HISD AND THE STATE DECREASED.

SO HISD IS TRENDING IN THE RIGHT DIRECTION.

WE'RE GETTING THERE.

WE'RE JUST NOT OUTPERFORMING THE STATE YET.

AND THEN HISD AT A SMALLER ONE YEAR DECREASE WITH ASIAN STUDENTS IN THE STATE DID.

SO NOW LET'S TALK ABOUT DROPOUT RATES, SO I MENTIONED A MINUTE AGO A LITTLE BIT ABOUT DROPOUT RATE WHEN A STUDENT LEAVES HISD.

WE HAVE TO GIVE THEM WHAT'S CALLED A LEVER CODE, SO WE HAVE TO HAVE A REASON WHY THEY'VE LEFT AND WE HAVE TO REPORT THAT REASON TO THE STATE.

WHEN WE WHEN A STUDENT LEAVES AND WE GET A RECORDS REQUEST FROM CY-FAIR ISD, WE KNOW THAT THEY'VE MOVED TO CY-FAIR ISD.

WE ASSIGN THE CODE FOR MOVE TO ANOTHER TEXAS DISTRICT.

SO THERE'S A LIST OF LEVER CODES THAT ARE APPROPRIATE.

THEN THERE'S ONE THAT BASICALLY MEANS WE DON'T KNOW WHERE THEY WENT.

WE LOST TOUCH WITH THEM.

WE DON'T KNOW.

WE HAVE NOT CODED WHERE THEY'VE GONE ACCURATELY.

SO THAT IS WHAT WE CALL OUR DROPOUT NUMBER.

AND THE STATE CONSIDERS THOSE OF STUDENTS WHO HAVE DROPPED OUT OF SCHOOL BECAUSE WE CAN'T ACCOUNT FOR WHERE THEY'VE GONE.

SO WHAT THIS CHART SHOWS IS OUR WE HAVE HAD AND GRADUATION RATE.

WE WANT TO BE VERY HIGH DROPOUT RATE.

WE WANT TO BE VERY LOW.

SO WE HAVE TO RE ACCUSTOM.

WHAT WE'RE LOOKING AT IS TARGETS HERE.

SO WE'VE ACTUALLY HAD SIX OF THESE STUDENT GROUPS DECREASE SINCE 2019.

SO AGAIN, WE'RE HEADED IN THE RIGHT DIRECTION.

WE WANT THESE NUMBERS TO DECREASE.

WE ARE STILL HIGHER THAN WHERE WE WERE IN 2011, BUT WE ARE MAKING EFFORTS TO ENSURE THAT THIS IS GOING IN THE RIGHT DIRECTION WITH DROPOUTS.

THERE COULD BE TWO REASONS FOR THAT.

ONE IS THEY'RE LEGITIMATE DROPOUTS.

STUDENTS LITERALLY LEGITIMATELY DROPPED OUT OF SCHOOL.

THEY ARE STILL HERE IN HOUSTON.

THEY ARE JUST NOT ATTENDING CLASS WITH US.

THE OTHER PART IS ENSURING THAT THAT CODE IS CODED CORRECTLY.

SO IF WE DON'T FIND OUT UNTIL SIX MONTHS LATER WHERE THE STUDENT WENT, IT'S IMPORTANT TO GO BACK AND CODE THAT AND.

AND SO WHAT WE'RE DOING RIGHT NOW IS INVESTIGATING.

ARE WE MAKING SURE AS AN ORGANIZATION AND ON CAMPUSES THAT THAT CODING PROCESS IS HAPPENING TIMELY AND THAT WE'RE FOLLOWING UP WITH STUDENTS THAT THAT WE THINK ARE DROPOUTS BUT MAY REALLY HAVE GONE SOMEWHERE ELSE LEGITIMATELY?

[00:45:02]

WE JUST NEED TO COME AND CODE THEM AGAIN.

ALL RIGHT, SO AGAIN, THE STATE DATA IS HERE.

HIDD IS AGAIN HIGHER THAN THE STATE, SO WE HAVE GROUND TO MAKE UP, BUT WE'VE HAD HIGHER DECREASES THAN THE STATE FOR AFRICAN-AMERICAN, ALL STUDENTS, HISPANIC, ECONOMICALLY DISADVANTAGED EL AND STUDENTS WITH DISABILITIES.

SO AGAIN, WE'RE HEADED IN THE RIGHT DIRECTION.

WE'RE MAKING UP MORE GROUND TO IN TO REACH OUR GOALS.

SO NOW WE'LL MOVE TO THE POST-SECONDARY ENROLLMENT PIECE.

SO WE PARTNER WITH AN ORGANIZATION CALLED NATIONAL STUDENT CLEARINGHOUSE AND THIS ORGANIZATION, WE SUBMIT OUR GRADUATION DATA TO THEM.

THEY PARTNER WITH ABOUT 99 PERCENT OF POST-SECONDARY INSTITUTIONS, TWO AND FOUR YEAR COLLEGES ACROSS THE UNITED STATES.

AND SO THEN THEY SEND BACK TO US MATCHING INDICATORS WHERE STUDENTS ARE.

AND WE INTERCHANGE THIS DATA SEVERAL TIMES A YEAR TO ACCOUNT FOR FALL, AS WELL AS SPRING ENROLLMENT FOR STUDENTS IN POST-SECONDARY INSTITUTIONS.

SO UNLIKE WHEN I COME UP HERE AND TALK TO YOU ALL ABOUT THE TAPER REPORT AND I SAY THIS IS ONLY FOR STUDENTS WHO WENT TO POST-SECONDARY IN TEXAS, THIS IS ACTUALLY THROUGHOUT THE ENTIRE UNITED STATES, SO THIS ONE IS MUCH MORE COMPREHENSIVE.

SO WHEN WE LOOK AT THESE DATA POINTS, YOU CAN SEE WE HAVE OUR COVID 19 LINE THERE.

WE HAD SOME STEADY INCREASES IN OUR GRADUATES IN OUR ONE YEAR ENROLLMENT AND IN OUR FALL ENROLLMENT.

SO WHAT THAT MEANS IS WE LOOK AT SO THE TOP LINE IS OUR NUMBER OF SENIORS FOR EACH OF THOSE CLASSES.

SO FOR EXAMPLE, THERE WERE ELEVEN THOUSAND FOUR HUNDRED AND TWENTY FIVE SENIORS IN 2020.

GRADUATES IS THE YELLOW LINE, AND WE HAD AN ANOMALY IN 2020 AND WE THINK WE KNOW WHAT HAPPENED.

SO IN 2020, WE HAD MORE GRADUATES THAN SENIORS AND THAT IS DUE TO OUR EARLY GRADS.

SO STUDENTS WHO WERE JUNIORS AND THEY CHOSE TO GRADUATE EARLY.

AND WE'RE THINKING THAT IT'S MOST LIKELY BECAUSE OF THE PANDEMIC THAT THEY JUST WEREN'T GOING TO HANG AROUND.

THEY WENT AHEAD AND GRADUATED EARLY AND AND WENT ON TO WHAT THEY WERE GOING TO DO IN POST-SECONDARY LIFE.

THEN OUR BLUE LINE IS THE NUMBER OF STUDENTS THAT ENROLL AFTER ONE YEAR WITHIN ONE YEAR OF GRADUATING FROM US.

AND THEN THE GREEN LINE IS THE NUMBER OF STUDENTS THAT ENROLLED IMMEDIATELY AFTER GRADUATION IN THE FALL.

SO YOU CAN SEE THAT WE RECOUP SOME STUDENTS THAT MAY NOT ENROLL IN THE FALL BUT GO AHEAD AND ENROLL FOR THE SPRING OR MAYBE EVEN THE SUMMER WITHIN ONE YEAR OF THEIR GRADUATION.

ON THIS NEXT SLIDE, WE ARE LOOKING AT THE PERCENTAGE OF GRADUATES ENROLLED IN COLLEGE IN THE FALL AND WITH ONE YEAR WITHIN ONE YEAR.

AND SO OUR PERCENTAGE WE DID SEE DECREASES.

BUT NATIONALLY, WHAT'S IMPORTANT TO NOTE IS WE SAW A NINE PERCENT DECREASE OF STUDENTS ENROLLING WITHIN ONE YEAR.

NATIONALLY, THERE WAS A SEVEN POINT FIVE PERCENT DECREASE IN URBAN AREAS, SO WE'RE ABOVE THE URBAN AREA.

BUT THERE WAS AN ELEVEN POINT FOUR PERCENT DECREASE AMONG HIGH POVERTY DISTRICTS ACROSS THE NATION, SO WE ARE LOWER THAN THAN THE NATIONAL AVERAGE FOR HIGH POVERTY SCHOOL DISTRICTS.

SO HERE WE'RE GOING TO LOOK AT THE ENROLLMENT WITHIN ONE YEAR OF HIGH SCHOOL GRADUATION, WHICH IS THE TOP LINE.

SO AGAIN, THAT'S THE SAME NUMBERS THAT WE JUST SAW, BUT WE'VE DIVIDED IT OUT BY ONE YEAR ENROLLMENT IN A FOUR YEAR INSTITUTION, WHICH IS THAT DARKER BLUE LINE IN THE MIDDLE VERSUS ONE YEAR ENROLLMENT AT A TWO YEAR INSTITUTION, WHICH IS ON THE BOTTOM.

SO WHAT THIS TELLS US IS THE VAST THE WE HAVE MORE STUDENTS ENTERING FOUR YEAR INSTITUTIONS THAN TWO YEAR INSTITUTIONS WITHIN ONE YEAR OF GRADUATING FROM US.

YOU'LL NOTICE THE PRETTY SIGNIFICANT DIP IN THE TWO YEAR FROM TWENTY FOUR TO EIGHTEEN.

THIS IS A NATIONAL TREND.

THE NATIONWIDE, THE TWO YEAR ENROLLMENT TO THE ENROLLMENT AT TWO YEAR INSTITUTIONS

[00:50:03]

DECLINE NATIONALLY, THEY TOOK THE BIGGEST HIT DUE TO COVID.

SO HERE ARE OUR TOP 10 POST-SECONDARY INSTITUTIONS FOR OUR HISD CLASS OF 2020.

YOU CAN SEE OUR NUMBER ONE IS HOUSTON COMMUNITY COLLEGE.

UNIVERSITY OF HOUSTON AND ON DOWN TO TEXAS STATE IN THE TOP 10.

SEVEN OF THE TOP 10 ARE WITHIN 50 MILES OF HOUSTON.

SO KIDS ARE STAYING VERY CLOSE TO HOME.

THE OTHER THREE ARE STILL IN TEXAS, THOUGH UT A&M AND TEXAS STATE ARE STILL WITHIN TEXAS.

SO THIS TELLS US THAT OUR KIDS ARE NOT VENTURING VERY FAR FROM US AND MIGHT EVEN BE STILL LIVING AT HOME AND COMMUTING TO SOME OF THESE INSTITUTIONS FOR THEIR POST-SECONDARY WORK.

OUR PERCENTAGE OF HISD GRADUATES ENROLLED IN HIGHER ED WITHIN ONE YEAR BY RACE ETHNICITY.

SO WE'RE TAKING THE SAME DATA SET, BUT PARSING IT OUT BY RACE ETHNICITY, WHEREAS ALL OF OUR RACE ETHNICITY SAW DECLINES AND WE'RE MOST CONCERNED ABOUT THE GREATEST DECLINE WITH OUR AFRICAN-AMERICAN AND HISPANIC STUDENTS THEY SAW.

WHEREAS WHITE AND ASIAN SAW THREE POINT DECLINES.

WE HAVE EIGHT IN 10 WITH OUR HISPANIC AND AFRICAN-AMERICAN POPULATIONS.

HERE WE GO.

OUR PERCENTAGE OF GRADUATES, SO RATHER THAN RACE ETHNICITY, WE'RE NOW LOOKING AT OUR SPECIAL ED AND ENGLISH LEARNER POPULATIONS HERE AGAIN, WE HAVE THOSE DECLINES.

WE CAN SEE OUR MALE STUDENTS DECLINED AT A AT A LOWER RATE IN SPECIAL ED THAN OUR I'M SORRY.

THERE WE GO.

OK, GENDER SORRY.

THE DATA DIDN'T MATCH WHAT I WAS TALKING ABOUT.

SO WITH GENDER, WE HAVE OUR MALE STUDENTS.

HE DECLINED AT A GREATER RATE THAN OUR FEMALE STUDENTS, OUR ECONOMICALLY DISADVANTAGED STUDENTS DECLINED AT A GREATER RATE THAN OUR NON ECONOMICALLY DISADVANTAGED STUDENTS.

SO AGAIN, LOTS OF WORK TO DO STILL AROUND WITH ALL OF OUR STUDENTS AROUND ENSURING ACCESS, ENSURING PREPAREDNESS AND ENSURING THAT THEY KNOW THAT THEY ARE PREPARED AND ARE READY AND HAVING THOSE CONVERSATIONS ABOUT GOING TO POST-SECONDARY INSTITUTIONS.

ALL RIGHT, SO ON THIS SLIDE, WE'RE PARSING IT OUT BY SPECIAL EDUCATION AND ENGLISH LEARNER STUDENTS.

AGAIN, SIMILAR TRENDS.

NINE POINT DECREASE AMONG NON SPECIAL ED, BUT ONLY AN EIGHT POINT DECREASE AMONG SPECIAL ED STUDENTS STILL SIGNIFICANTLY LOWER THAN NON SPECIAL ED, BUT DIDN'T DECREASE AS MUCH, WHEREAS ENGLISH LEARNERS DECREASED BY 10 PERCENTAGE POINTS AND NON-ENGLISH LEARNERS ONLY DECREASED BY SEVEN.

SO NOW WE'LL LOOK AT THE PERSISTENCE DATA, SO STUDENTS WHO ENROLLED WITHIN ONE YEAR AND THEN STAYED FOR A SECOND YEAR.

SO LET'S TALK A LITTLE BIT ABOUT THE CIRCUMSTANCES AROUND THIS DATA.

CLASS OF 2019 IS THE POPULATION I WANT YOU TO LOOK AT ON THE FAR RIGHT.

SO CLASS OF 2019 WOULD HAVE ENTERED COLLEGE AND ARE A POST-SECONDARY INSTITUTION IN 1920.

IN SPRING OF THEIR FRESHMAN YEAR IS WHEN COVID HIT.

SO WHAT WE'RE LOOKING AT IS THE PERCENT THAT WENT BACK AT THE BEGINNING OF AUGUST.

STILL IN THE MIDDLE OF THE PANDEMIC IN 2021.

SO WHAT WE SEE IS OUR ASIAN STUDENTS AND OUR WHITE STUDENTS WENT BACK, THE MAJORITY OF THOSE WENT BACK FOR THAT SECOND YEAR IN THE MIDDLE OF THE PANDEMIC.

BUT BUT ALL STUDENTS, AFRICAN-AMERICAN AND HISPANIC, WERE LESS LIKELY TO GO BACK FOR THAT SECOND YEAR DURING THAT PANDEMIC.

OUR WHITE STUDENTS, ACTUALLY, WE SAW A PRETTY SIGNIFICANT JUMP IN PERSISTENCE.

YOU'RE IN THE MIDDLE OF A PANDEMIC.

AND THAT CONCLUDES THE PRESENTATION OF THOSE THREE TOPICS.

THANK YOU.

WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES FOR EACH ITEM OF DISCUSSION.

WE WILL HAVE TWO ROUNDS OF TWO MINUTES EACH.

IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION SECOND AND A BOARD VOTE.

[00:55:02]

TRUSTEE CRUZ, THANK YOU FOR THIS VERY THOROUGH PRESENTATION.

I'M REALLY EXCITED AND WANT TO CONGRATULATE THE ADMINISTRATION ON THE NEXT STEPS OUTLINED.

I'M REALLY EXCITED TO SEE THE KHAN DISTRICT DASHBOARD AND THE DATA THAT'S GOING TO BE ABLE TO GIVE YOU ALL.

AND I JUST RECENTLY LEARNED THAT I CAN ACTUALLY LINK MY KID'S ACCOUNT TO MY ACCOUNT AND TRACK THEIR PROGRESS AS WELL, SO PARENTS BE ON THE LOOKOUT FOR THAT.

AND I'M REALLY LOOKING FORWARD TO SEEING THE FRUITS OF LINKING THAT CURRICULUM TO THE TSI SUCCESS.

SO SLIDE EIGHT, ENCOURAGED BY THIS AS WELL, AND I HOPE TO CONTINUE TO SEE THIS UPWARD TREND WITH OUR STUDENTS WITH DISABILITIES.

AND I THINK WE TOUCHED ON THIS LAST MONTH, BUT WHAT IS IT THAT'S WORKING SO WELL, PARTICULARLY WITH STUDENTS, STUDENTS WITH DISABILITIES IN READING? DR.MATNEY.

I THINK IT WAS SLIDE EIGHT.

IS THIS THE ONE THE ASSESSMENT PARTICIPATION? NO, I WOULDN'T.

I WONDER IF I WAS LOOKING AT AN OLD PRESENTATION.

IT'S THE ONE.

UM? YES, THIS ONE.

SO WHEN WE LOOK AT OUR STUDENTS WITH DISABILITIES, AS WE DISCUSSED LAST MONTH, SOMETIMES THIS IS A NUMBERS PIECE AND SO WE HAD MORE STUDENTS WITH DISABILITIES BECAUSE WHERE I WERE IMPROVING OUR IDENTIFICATION PROCESSES, SO WE HAD MORE STUDENTS WITH DISABILITIES.

AND SO BECAUSE WE HAD MORE, WE HAD A GREATER PERCENTAGE THAT WAS A GREATER NUMBER THAT WAS MEETING TSI.

OK.

I DO REMEMBER YOU SAYING THAT.

OK.

SLIDE 12 BUT IT MAY BE SLIDE 13.

I WAS LOOKING AT WHAT WAS IN THE PORTAL AND IT WAS SLIDE 12.

CAN YOU MENTIONED THE CROSS FUNCTIONAL CCMR COMMITTEE? CAN YOU TOUCH ON THAT A LITTLE MORE AND WHAT THEIR ROLE IS? YEAH, SO SO OUR INITIAL MEETING WAS A SUBSET, AND IT WAS WITH SECONDARY CURRICULUM ACCOUNTABILITY AND OUR COLLEGE AND CAREER READINESS DEPARTMENT JUST HAVING AN INITIAL CONVERSATION AROUND WHAT SOME DATA POINTS LOOK LIKE AND SOME ALIGNMENT OR MISALIGNMENT.

SO IT WAS IT WAS VERY SURFACE LEVEL.

AND THEN OUR NEXT ROUND WERE INVOLVING THE SCHOOL'S OFFICE AND IN SEVERAL OTHER COMPONENTS TO ENSURE THAT WE HAVE EVEN MORE AT THE TABLE.

AND WE'RE GOING TO REALLY DIG IN TO THE THE COLLEGE BOARD DASHBOARD, WHICH PROVIDES US LOTS OF COMPREHENSIVE DATA.

AND OUR COLLEGE READINESS DEPARTMENT HAS PRODUCED QUITE A BIT OF ALIGNMENT DATA.

AND SO WE'RE REALLY DIGGING INTO THAT AND THEN AND THEN HAVING SOME SUBCOMMITTEES THAT WILL GO OUT AND AND EXAMINE FROM A CONTENT SIDE WHERE EACH OF THE WHEN WE HAVE A AN SAT STANDARD THAT DOES NOT ALIGN WITH OUR TEKS CURRICULUM OUR TEXAS ESSENTIAL KNOWLEDGE AND SKILLS WHERE THAT NEEDS TO BE PUT IN THE CURRICULUM ALIGNMENT, WHERE IT MAKES THE MOST SENSE SO THAT STUDENTS ARE EXPOSED TO THAT.

OK, WONDERFUL.

SLIDE 14 FOR THE STUDENT GROUPS THAT DECREASED, WHAT CAN YALL EXPLAIN THAT TREND ? DR.

MATNEY.

SO FOR THIS IS THE GRADUATION RATE SLIDE.

SO WE HAD ONE STUDENT GROUP DECREASE FROM 19 TO 20, AND THAT WAS OUR ASIAN STUDENT POPULATION.

AND I HAVE NOT DUG INTO IF THAT WAS CLUSTERED IN A CERTAIN AREA, IF IT WAS DUE TO JUST NUMERATOR AND DENOMINATOR.

OK.

KIND OF LIKE THE SPECIAL ED COMPONENT, BUT THAT THAT'S ONE OF THE THINGS THAT IS OUR NEXT STEPS AS WELL.

OK.

SLIDE 19 IS THIS BREAKDOWN FOR IS IT ONLY FOR COLLEGE DEGREES OR DOES IT INCLUDE LIKE CERTIFICATES? YOU MEAN CAREER TECH CERTIFICATES? DR. MATNEY.

YES, IT'S ONLY COLLEGE DEGREE.

SO THAT VERY LAST LINE ON THE BOTTOM, THE DARK BLUE COLLEGE DEGREES THEY ONLY LOOK AT SIX YEAR AFTER SIX YEARS IF THEY'VE EARNED A DEGREE.

SO THEN ONLY FOUR YEAR DEGREES AS THEY LOOK AT WHO THEY LOOK AT ALL THE WAY UP TO SIX.

I'M SORRY.

SO THE TYPE OF DEGREE IS IT ONLY A FOUR YEAR INSTITUTION OR AN ASSOCIATE'S AS WELL? IT DOES NOT INCLUDE ASSOCIATES.

OK.

OK.

IT DOES INCLUDE ASSOCIATES.

OK.

NO WORRIES, THANK YOU.

AND THEN WHAT IS THE PROJECTION OF THE TRAJECTORY? SO I MEAN, I KNOW THIS DATA GOES UP TO THE CLASS OF 2015, AND OBVIOUSLY WE WOULDN'T HAVE IT FOR THE CLASS OF 2016 YET BASED ON DATA YOU DO HAVE.

[01:00:02]

CAN YOU PROJECT THAT TRAJECTORY? DR.

OK.

MM-HMM.

SLIDE 20 IF I STILL HAVE TIME.

AND SO WE ARE PUTTING A LOT OF RESOURCES INTO COLLEGE AND CAREER READINESS AND THE TREND PRIOR TO COVID FOR INCREASING COLLEGE ENROLLMENT AND COMPLETION WAS LARGELY FLAT.

I WOULD LOVE SOME INSIGHT INTO THIS.

DR. CRUZ, WOULD YOU MIND SHARING SOME INSIGHT IN REFERENCE TO THIS PARTICULAR DATA POINT? YES, SO PARTIALLY THAT WAS ATTRIBUTED TO HIGHER GRADUATION RATES.

SO AS WE INCREASE OUR GRADUATION RATES RIGHT, THE TYPICAL THE DELTA, THE STUDENTS THAT WE TEND TO GRADUATE MORE ARE THOSE AT RISK STUDENTS WHO ARE REALLY STRUGGLING.

IT'S GOING TO GO BACK TO THE DENOMINATOR THAT IF YOU LOOK AT THE SIZE OF OUR GRADUATING CLASSES, THEY'VE BEEN STEADILY INCREASING.

THE OTHER PART IS, I MEAN, WE HAVE, OF COURSE, AS YOU ALL KNOW, WE HAVE A LARGE PARTNERSHIP WITH TEXAS CONNECTIONS AND THAT'S AN INSTITUTION THAT WE'VE BEEN STRUGGLING WITH SIGNIFICANTLY IN TERMS OF THOSE ARE STUDENTS ARE SCATTERED ALL THROUGHOUT THE STATE, AND MANY OF THOSE STUDENTS OPT NOT TO GO TO COLLEGE.

SO WE'RE WORKING, ACTUALLY, WE'RE PUTTING SOME MEASURES IN PLACE RIGHT NOW TO ADDRESS THAT.

BUT IF YOU FACTOR THAT OUT, ACTUALLY THE RATE GOES UP.

SO I WOULD SAY THOSE ARE THE KIND OF CONTRIBUTING FACTORS IS THE INCREASE IN SIZE, WHICH IS AGAIN A GOOD THING BECAUSE WE'RE SEEING LESS DROPOUT.

BUT AT THE SAME TIME, HAVING MORE CHALLENGE TO MOVE THE NEEDLE FOR ALL OF OUR STUDENTS.

OK, THAT'S HELPFUL.

AND THEN IN SLIDE 21, ARE WE DOING A TIME WHERE I FEEL LIKE I'VE BEEN GOING FOREVER? SO IF I'M READING THIS CORRECTLY, ABOUT HALF OF OUR KIDS, YOU KNOW, MORE OR LESS, DEPENDING ON THE YEAR, ARE ENROLLING IN A HIGHER INSTITUTION AFTER HIGH SCHOOL.

AM I LOOKING AT THAT CORRECTLY? DR. MATNEY.

YES.

OKAY, RIGHT.

AND WHAT IS THE, I GUESS, LONG TERM GOAL? LIKE, WHAT WOULD WE EXPECT FOR OUR STUDENTS OR THOSE IN THE OF TRUSTEE SANTOS? THANK YOU.

PRESENT ALLEN, DR.

MATNEY FOR THE PRESENTATION.

SUPERINTENDENT HOUSE.

SO MY QUESTION IS REGARDING SLIDE PAGE 14, PACKEY PAGE 22.

AND IT'S THE THE BREAKDOWN OF GRADUATION RATES FOR ENGLISH LANGUAGE LEARNERS EL ENGLISH LEARNERS.

SO I'M TRYING TO SEE WHAT THIS DATA TELLS ME, DR.

MATNEY.

DOES THIS MEAN THAT WE'RE PUTTING LESS RESOURCES TO OUR ENGLISH LANGUAGE LEARNERS THAN OUR STUDENTS WITH DISABILITIES? NO, DR.

MATNEY.

YEAH, I WOULDN'T SAY THAT EITHER.

STUDENTS WHO ARE ENGLISH LEARNERS AND THEY ARE STILL ENGLISH LEARNERS IN HIGH SCHOOL ARE EITHER LONG TERM ELS AND THERE IS A HERC RESEARCH REPORT THAT'S BEEN COMING OUT ABOUT THAT.

AND SO THEY'RE HISTORICALLY BEHIND IN CONTENT, IN CREDITS.

AND SO WHEN YOU LOOK AT THIS AS OUR FOUR YEAR GRADUATION RATE, OUR ACCOUNTABILITY INCLUDES FIVE YEAR AND SIX YEAR, BUT THIS IS JUST WITHIN FOUR YEARS.

IF THEY'RE ALREADY BEHIND, THEN THAT FOUR YEAR IS A STRUGGLE FOR THEM TO MAKE UP THE CREDITS THAT ARE REQUIRED.

IF THEY COME TO US FROM ANOTHER COUNTRY AS HIGH SCHOOL STUDENTS, THEY'RE TYPICALLY BEHIND BECAUSE EVEN IF EVEN IF THEY'VE ATTENDED SCHOOL, IT MAY NOT ALIGN WITH WITH THE TEXAS GRADUATION STANDARDS.

SO WHAT THAT DOES TELL ME IS WE ARE NOT PUTTING THE RESOURCES THAT WE NEED TO, YOU KNOW, CATCH OUR KIDS UP.

SO WHAT I MEANT BY THAT, BECAUSE YOU SAID THAT THIS NUMBER INCLUDED STUDENTS THAT WERE EXITED OUT, WHETHER YOU'RE EXITING NINE, 10, 11 OR 12 AND YOUR HIGH ADVANCED HIGH AND SO FORTH.

SO.

I GET WHAT YOU'RE SAYING.

IS THERE A PROGRAM OR WHAT TYPE OF RESOURCES DO YOU TEACHERS WITH ENGLISH LANGUAGE LEARNERS HAVE TO USE TO BE ABLE TO CATCH LIKE SOMEONE THAT COMES FROM THE CONGO? OR, I MEAN, THEY DON'T HAVE THE RESOURCES, HOW ARE WE GETTING THEM THERE? IT GOES BACK TO MY ORIGINAL QUESTION THE RESOURCES THAT WE NEED TO MAKE SURE OUR STUDENTS GET WHAT THEY NEED.

AND WE'D BE GLAD TO PROVIDE A KIND OF A DETAILED, DETAILED INSIGHT INFORMATION TO ALL BOARD MEMBERS AND REFERENCE TO WHAT WE'RE DOING SPECIFICALLY IN EL.

I KNOW FOR FOR CERTAIN, DR.

MATNEY IS NOT GOING TO BE ABLE TO TO PROVIDE ALL OF THAT INSIGHT AND INFORMATION, AND THERE ARE SEVERAL THINGS, SO WE'D BE GLAD TO PUT THAT LIST TOGETHER MS. [INAUDIBLE] FOR ALL ALL TRUSTEES.

OK, SO.

ALL RIGHT, THANK YOU.

TRUSTEE GUIDRY.

THANK YOU, PRESIDENT ALLEN.

[01:05:05]

JUST A COUPLE OF QUESTIONS, SUPERINTENDENT HOUSE.

MICROPHONE.

IT SAYS IT SAYS ON.

CAN YOU HEAR ME NOW? OK? ON SLIDE 12? CAN YOU EXPLAIN TO ME JUST A LITTLE BIT ABOUT WHAT DOES THE CROSS-FUNCTIONAL CCMR ACTION COMMITTEE DO WHAT'S THEIR FUNCTION? SO WE'VE JUST KICKED OFF AND HAD OUR INITIAL CONVERSATION ABOUT THIS NEED AND THE SUPERINTENDENT'S DIRECTION TO US TO TO START THIS AND HAVE THESE CONVERSATIONS.

AND IT REALLY IS LOOKING AT HOW HOW DO WE INCREASE THESE METRICS ACROSS THE BOARD? SO ONE OF THE PIECES THAT WE STARTED WITH IS LOOKING AT THE CURRICULUM AND THE OVERLAP OF THE SAT ACT, BUT WE'LL END UP DIVING INTO EVERY PIECE OF OUR CCMR INDICATORS IN ORDER TO MEET THE GOAL THAT THE BOARD HAS SET OUT FOR US.

EXCELLENT.

AND WHO'S A PART OF THAT COMMITTEE? IS IT TEACHERS OR COMMUNITY MEMBERS WHO SURE, DR.

MATNEY, WOULD YOU SHARE KIND OF THE MAKEUP OF THE COMMITTEE? YEAH, SO RIGHT NOW, WE'VE JUST STARTED OUR VERY INITIAL CONVERSATION ABOUT THE NEED AND THE DIRECTION FROM THE SUPERINTENDENT TO HAVE THIS.

AND IT STARTED WITH THE LEADERS IN COLLEGE CAREER READINESS, LEADERS IN SECONDARY CURRICULUM.

THERE WAS AN ACCOUNTABILITY PIECE THERE FOR US TO BE ABLE TO TALK IF THERE'S ANY ACCOUNTABILITY QUESTIONS, BUT THE LONG TERM IS INCORPORATING MANY MORE GROUPS TO ENSURE THAT EVERY VOICE IS HEARD IN THESE CONVERSATIONS.

EXCELLENT.

THANK YOU.

ON SLIDE 16.

IT DEALS WITH THE DROPOUT RATE.

HOW LONG DOES A STUDENT HAVE TO BE OUT OF SCHOOL TO BE CONSIDERED A DROPOUT? DOCTOR MATNEY.

I AM NOT SURE IF IT'S A NUMBER OF DAYS AND WHAT THAT LOOKS LIKE, BUT WE CAN GET THAT FOR YOU.

WOULD YOU PLEASE? AND THEN HOW ARE WE FOLLOWING UP TO DETERMINE HOW TO PROPERLY CODE? BECAUSE YOU SAID AFTER SIX MONTHS OR SO, YOU HAVE TO GO BACK AND MAKE SURE YOU'RE CORRECTLY CODING AND THAT KIND OF THING.

SO WHAT ARE WE DOING TO FOLLOW UP TO MAKE SURE WE ARE PROPERLY CODING? DR.

MATNEY.

SO THERE'S TRAINING FROM OUR FEDERAL AND STATE COMPLIANCE GROUP.

THEY WORK WITH CONTACTS AT EVERY CAMPUS TO ENSURE THAT NUMBER ONE, THE INITIAL KNOWLEDGE IS THERE.

AND THEN THE REMINDERS OF THIS IS HOW MANY THE CODE THAT'S DROPOUT CODE IS CALLED NINETY EIGHT.

THIS IS HOW MANY EIGHT CODES YOU HAVE AT YOUR CAMPUS.

MAKE SURE YOU GO BACK, VERIFY, CHECK THAT PIECE.

AND SO THERE'S REMINDERS THERE'S THAT CONSTANT COMMUNICATION BETWEEN FEDERAL AND STATE COMPLIANCE, WHICH WHICH RUNS OUR PIN SUBMISSION, OUR DATA THAT GOES TO THE STATE FOR COMPLIANCE AND FUNDING AND ACCOUNTABILITY.

AND THE CAMPUS LEVEL, WHO'S DOING THE CODING AND THE FOLLOW UP WITH THE STUDENTS.

AND SO WHEN DOES THE CODING OCCUR? FOR INSTANCE, IF A CHILD ENTERS SCHOOL AND THEN LATER DROPS OUT, WOULD THAT CHILD BE CONSIDERED CODED AS IN SCHOOL FOR THE ENTIRE YEAR? SO IT PROBABLY DEPENDS ON WHAT REPORT YOU'RE TALKING ABOUT, FOR THE DROPOUT REPORT THAT WOULD BE CONSIDERED A DROPOUT.

BUT IF THEY'RE IN SCHOOL THROUGH THE SNAPSHOT DATE, THEN THEY WOULD BE CONSIDERED FOR FUNDING.

SO SAY, SAY THEY'RE IN SCHOOL FOR THROUGH SNAPSHOT AND THEY TAKE STAAR, AND THEN THEY DROP OUT FOUR DAYS BEFORE SCHOOL'S OUT.

THEY WOULD BE CONSIDERED A DROPOUT.

BUT FOR ACCOUNTABILITY, THEY WERE HERE FOR SNAPSHOT.

THEY TOOK THE STATE ASSESSMENT.

SO IT REALLY DEPENDS ON ON WHAT REPORT WE OWE, WE ALWAYS SAY EVERY DATA POINT COULD BE CORRECT.

IT DEPENDS ON WHAT LENS YOU'RE LOOKING AT IT.

OK.

ALL RIGHT.

THANK YOU.

AND THEN ONE LAST QUESTION WOULD BE ON SLIDE 22.

DO WE HAVE A BREAKDOWN OF RACE OR ETHNICITY ENROLLING IN EACH OF THESE UNIVERSITIES? I DON'T HAVE THAT WITH ME THIS EVENING, BUT IT'S AVAILABLE.

IT IS AVAILABLE? MAY I REQUEST A COPY OF THAT SUPERINTENDENT HOUSE? SURE, WE'LL GET IT TO ALL BOARD MEMBERS, ALL TRUSTEES.

THANK YOU.

THANK YOU SO MUCH, DR.

MATNEY.

TRUSTEE BLUEFORD-DANIELS.

[01:10:05]

THANK YOU, MADAM PRESIDENT.

SUPERINTENDENT HOUSE, JUST A FEW QUESTIONS, TRUSTEE GUIDRY MUST BE READING MY BRAIN BECAUSE I HAD A QUESTION ON PAGE TWENTY TWO, PACKAGE PAGE 22, THE HISD FOUR YEAR LONGITUDE GRADUATION RATE.

PACKAGE PAGE TWENTY TWO.

AND JUST TO FOLLOW UP, EXCUSE ME TO TRUSTEE GUIDRY'S QUESTION, AND THAT IS THANK YOU FOR THIS DETAILED REPORT TO DR.

MATNEY BY THE WAY, WHEN YOU SAY CODE 98, YOU MENTIONED ABOUT, SOMETIMES THEY CAN BE CODED INCORRECTLY AND THEN YOU CAN GO, THERE'S TIME TO GO BACK AND MAKE CORRECTIONS TO THE CODING, WHEN CAN WAS THAT PERIOD THAT YOU CAN MAKE THOSE CORRECTIONS? WHAT'S THAT TIMELINE? IF THEY'RE IF THEY'RE CODED INCORRECTLY PRIOR TO GRADUATION? AND THE REASON WHY I'M ASKING THAT BECAUSE JUST LIKE YOU WERE SAYING TO TRUSTEE GUIDRY, YOU CAN START AT THE BEGINNING OF THE YEAR, TAKE THE STAAR TEST AND DROP OUT FOR A WEEK BEFORE SCHOOL IS ENDED AND YOU'D BE CODED 98, I PRESUME, AT THAT POINT.

SO IF THEY'RE NOT TECHNICALLY OUT AND THEY'RE CODED 98, CAN YOU STILL HAVE TIME TO MAKE THAT CORRECTION? SAY THEY MISSED FOUR OF THE LAST FIVE DAYS OF SCHOOL, AND THEY'RE INCORRECTLY CODED BECAUSE THAT'S WHAT YOU'RE SAYING.

THERE'S TIME TO MAKE A CORRECTION TO THE CODING WHEN THEY'RE WHEN YOU FIND OUT THAT THERE'S IT'S BEEN INCORRECTLY CODED, AND I'M JUST CURIOUS WHAT THAT TIMELINE IS PRIOR TO GRADUATION.

DR.

MATNEY, ANY INSIGHT AND REFERENCE TO CODING HERE? WE CAN GET THAT TO YOU THERE.

THERE ARE DEFINITE RULES AROUND THAT.

WHEN WE WHEN OUR STAFF WENT OUT FOR TO RECOVER STUDENTS THAT HAD NOT RE-ENROLLED, THAT TIMELINE IS THE END OF SEPTEMBER TO BE CONSIDERED NOW, NOT A DROP OUT, BUT BACK RE-ENROLLED WITH US.

BUT THERE'S A MORE DETAILED TIMELINE WE CAN GET FOR YOU.

OK.

I WAS JUST CURIOUS ABOUT THAT BECAUSE I WAS LISTENING TO YOU TALK ABOUT, YOU KNOW, THE OPPORTUNITY TO MAKE THAT CORRECTION.

AND THE OTHER QUESTION I HAD ON PACKAGED PAGE 20 ABOUT THE CCMR, THE CONVERSATIONS.

IS THERE A PROCESS AS I ASK AS A FOLLOW UP THAT WE'RE SURVEYING PARENTS AND STUDENTS TO DETERMINE WHAT CAREER OPPORTUNITIES SHOULD BE TAILORED TO SPECIFIC AREAS? I ASK THAT QUESTION AGAIN, PARTICULARLY ABOUT THE MARITIME, WHEATLEY BEING CLOSE TO THE PORT OF HOUSTON.

I SAW THE PHOTO, AND OF COURSE, THAT'S THE FIRST THING I SAID, BUT I THINK IT'S VERY, VERY IMPORTANT TO DETERMINE LOCATION PROXIMITY TO SOME OF THESE OPPORTUNITIES FOR THESE YOUNG PEOPLE TO HAVE TO BE ABLE TO GO INTO CAREER THE PARTICULAR FIELDS.

THAT'S ACTUALLY GOING TO BE A PART OF PART OF THE STRATEGIC WORK MOVING FORWARD TO REALLY MAKE THOSE CONNECTIONS WITH EMPLOYERS, MAKE THOSE CONNECTIONS WITH BUSINESSES THAT WANT TO BE A MAJOR PARTNER IN WHAT HAPPENS.

AND IT HAS TO HAVE A MAJOR NEED IN TERMS OF EMPLOYMENT OPPORTUNITIES AS WELL.

THE WILLINGNESS ALSO TO HAVE THE INTERNSHIPS AND EXTERNSHIPS BECAUSE THAT'S WHERE THE RUBBER MEETS THE ROAD, ESPECIALLY FROM A CAREER TECH AND SKILLED LABOR STANDPOINT.

SO THAT WILL BE A PART OF WHAT WE DO MOVING FORWARD.

AND THANK YOU FOR THAT.

I SAW THE PHOTOS.

THANK YOU FOR THAT OPPORTUNITY TO MEET UP WITH THE MARITIME PEOPLE.

BUT I JUST WANT TO MAKE SURE THAT WE'RE PROVIDING THE CORRECT CAREER PATHWAYS FOR THE COMMUNITIES THAT ARE APPLICABLE TO THOSE PARTICULAR COMMUNITIES BECAUSE, YOU KNOW, SOME COMMUNITIES MIGHT NOT TAKE ROBOTICS AND THEY NEED MARITIME.

SO IT'S IMPORTANT.

THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU, MR. HOUSE, AND THANK YOU.

DR.

MATNEY, FOR THE PRESENTATION, I'M GLAD TO SEE THAT WE HAVE OVERALL GROWTH COMPARED TO THE STATE IN REGARDING GRADUATION RATES AND A HIGHER DECREASE IN OUR DROPOUT RATES THAN THE STATE.

MY FIRST QUESTION IS ON SLIDE SIX AND I KNOW THAT WE HAVE OUR 10TH GRADERS IN RED RIGHT THERE.

SO MY QUESTION IS, CAN WE INCREASE THAT PERCENTAGE OF 10TH GRADERS? AND DO YOU THINK THAT IT WOULD BE HELPFUL TO INCREASE THAT PERCENTAGE? OF COURSE, EVERY PERCENTAGE POINT THAT WE MOVE A CHILD OR CHILDREN FORWARD IS EXTREMELY IMPORTANT, AND THE GOAL IS TO NOT ONLY MOVE, YOU KNOW, ONE SUBGROUP, BUT TO MOVE EVERY GRADE LEVEL AND EVERY SUBGROUP.

SO YES, WE DO BELIEVE THAT WE CAN IMPROVE IN THAT AREA AND THAT WE WILL IMPROVE IN

[01:15:05]

THAT AREA.

DR.

MATNEY, ANY ADDITIONAL INSIGHT YOU'D LIKE TO PROVIDE HERE.

I ECHO YOUR THOUGHTS EXACTLY.

ARE THERE ANY EXTRA STEPS THAT ARE BEING TAKEN SPECIFICALLY IN THE 10TH GRADE AREA TO HELP INCREASE THAT NUMBER.

DR. MATNEY OR DR.

CRUZ? WELL, I THINK THE KHAN ACADEMY DASHBOARD IS GOING TO BE INCREDIBLY POWERFUL.

WE BEGIN ADMINISTERING THE PSAT TO STUDENTS IN EIGHTH GRADE IN THE DISTRICT, AND WE, AS YOU ALL KNOW, WITH YOUR SUPPORT [INAUDIBLE], WE ESSENTIALLY FUND THAT FROM 8TH OR 11TH GRADE.

SO LEVERAGING THAT TOOL NOW AND GIVING TEACHERS THE DATA THAT THEY NEED TO FIGURE OUT EXACTLY WHAT OBJECTIVES THEY NEED TO FOCUS ON FOR STUDENTS AND THEN PROVIDING STUDENTS THE OPPORTUNITY TO ENGAGE IN ROBUST PREPARATION THROUGH KHAN ACADEMY, I THINK WILL CONTRIBUTE TO SUCCESS ACROSS ALL GRADE LEVELS.

THANK YOU AND THEN I DID HAVE A QUESTION ABOUT THE DEFINITION OF COLLEGE, BUT TRUSTEE CRUZ ALREADY ASKED THAT.

SO MY NEXT QUESTION IS ON SLIDE 22 AND I'M GLAD TO SEE ALL THESE TEXAS SCHOOLS ON HERE.

TEXAS HAS A LOT OF GREAT SCHOOLS.

WE'RE A HUGE STATE AND I WAS A STUDENT OF HISD WHO WENT OUT-OF-STATE AND WHEN I TALKED TO A LOT OF STUDENTS, YOU KNOW, LIKE, I ALSO WANT TO GO OUT-OF-STATE, I DO.

YOU HAVE THE PERCENTAGE OF STUDENTS WHO--DO WE TRACK THAT, THE PERCENTAGE OF STUDENTS WHO GO OUT-OF-STATE AND ARE THERE ANY INITIATIVES TO LIKE OPPORTUNITIES THAT ARE BEING PRESENTED TO STUDENTS BECAUSE THERE ARE FORTY NINE OTHER OTHER STATES AND UNIVERSITIES ALL OVER THE WORLD? SO JUST WANT TO SEE WHAT ELSE IS OUT THERE OR WHAT WE'RE DOING IN TERMS OF THAT? YEAH, WE DEFINITELY TRACK THAT INFORMATION AND WE, YOU KNOW, WE DEFINITELY CAN GET MORE INSIGHT IN TERMS OF WHERE STUDENTS ARE LANDING, WHETHER IT'S IN-STATE.

WE DO SEE AND I'M NOT FOR CERTAIN, BUT I DO KNOW BEING THAT I'VE BEEN ACROSS THE COUNTRY A BIT THAT THERE ARE SEVERAL STATES THAT OFFER BORDER TUITION OR DON'T CHARGE THE, YOU KNOW, THE OUT-OF-STATE FEES.

SOMETIMES THOSE THINGS ARE ATTRACTIVE.

OF COURSE, THERE ARE STATES THAT MAKE THEIR SITUATIONS EVEN MORE PROMISING AND INVITING BECAUSE OF THEIR PROMISE PROGRAMS THAT PAY FOR THE FIRST TWO YEARS.

NOT SOMETHING THAT'S HAPPENING IN TEXAS, BUT I'M JUST SAYING THAT IS SOMETHING THAT WOULD KEEP OUR STUDENTS IN THE STATE OF TEXAS AND WOULD BE MORE ATTRACTIVE TO THE ASSOCIATE'S DEGREE PROGRAMS AND THE BACHELOR'S DEGREE PROGRAMS THAT ARE OUT THERE.

YEAH.

THANK YOU AND MY NEXT QUESTION IS RIGHT ON THE NEXT SLIDE.

UM, ON SLIDE TWENTY THREE.

IN 2019, WE SAW A DECREASE IN TWO OF OUR POPULATIONS.

OK, WELL, I WAS JUST ASKING.

DO WE KNOW WHY? DO WE HAVE ANY EXPLANATION FOR THAT? THAT'S IT.

DOCTOR MATNEY, FEEL FREE TO GO AHEAD.

SO IT REALLY GOES BACK TO WHAT DR.

CRUZ SAID ABOUT THE DENOMINATOR OF GRADUATES INCREASING AND SO WHEN YOU HAVE MORE GRADUATES, YOU HAVE MORE TO MAKE SURE ARE GOING TO THESE POST-SECONDARY INSTITUTIONS IF THAT'S THEIR PATH.

TRUSTEE SONG.

SO THEN TO FOLLOW UP ON THAT LAST QUESTION, ARE YOU TELLING ME THAT THE NUMERATOR IS GOING UP? IT'S JUST THAT THE DENOMINATOR IS GOING UP FASTER? I DON'T HAVE THAT IN FRONT OF ME, BUT I DO KNOW THE DENOMINATOR IS GOING UP.

OKAY.

OKAY, THANK YOU.

HOW WHAT PROPORTION OF OUR SENIOR CLASS OR GRADUATING CLASSES ARE TEXAS CONNECTION STUDENTS AT THIS POINT? I DON'T HAVE THAT IN FRONT OF ME, EITHER, BUT THAT'S SOMETHING THAT WE CAN ACCESS IT ALWAYS.

IT COMES UP EVERY TIME WE TRY TO INTERPRET THIS INFORMATION, AND I KNOW IT DRIVES, PARTICULARLY FOR OUR WHITE STUDENTS, A LOT OF THE NUMBERS AND THE TRENDS THAT WE SEE AND SO AND BECAUSE THE STRATEGY, TEXAS CONNECTION STUDENTS ARE HISD STUDENTS.

BUT I RECOGNIZE THAT THE STRATEGIES WE EMPLOY FOR THEM BECAUSE THERE ARE GEOGRAPHICALLY DISPERSED HAVE TO BE DIFFERENT THAN THE STRATEGIES WE EMPLOY FOR STUDENTS WHO ARE HERE IN HOUSTON AND SO I'M WONDERING IF IT MAY BE HELPFUL TO JUST SEE THE DATA WITH AND

[01:20:05]

WITHOUT TEXAS CONNECTIONS, MAYBE NOT FOR EVERYTHING, BUT FOR SOME OF THESE TRENDS, SO THAT WE CAN THINK MORE CLEARLY ABOUT HOW ARE WE DOING ABSENT OF TEXAS CONNECTIONS AND HOW ARE WE DOING WITH TEXAS CONNECTION STUDENTS? WE CAN DEFINITELY DO THAT.

LET ME GO TO SLIDE SIX.

SO WE SAW THIS SLIDE LAST MONTH, AND I UNDERSTAND WHAT'S BEEN ADDED ARE THE 10TH AND 12TH GRADE DATA FOR 2020 AND 2021, SO I'M THINKING ABOUT OUR SENIORS WHO FINISHED IN 2021.

DO WE HAVE ANY SENSE OF HOW THIS COMPARES TO THE STATE? I MEAN, WE SAW A DROP, I IMAGINE DISTRICTS ACROSS THE STATE SAW A DROP.

DO YOU HAVE ANY SENSE OF HOW WE COMPARE HERE.

WHEN TAPR COMES OUT, WE SHOULD HAVE THAT INFORMATION THEN.

OK AND THEN WHAT CAN WE DO? I MEAN THIS SLIDE AND THEN SO MANY OF THE SLIDES IN THESE PRESENTATIONS SHOW THAT OUR SENIORS HAVE STRUGGLED.

THE STUDENTS WHO HAVE LEFT US DURING THE PANDEMIC HAVE STRUGGLED ONCE THEY'VE GRADUATED AND THEY'RE NO LONGER AN HISD STUDENT, WHAT CAN WE DO TO HELP OUR STUDENTS WHO DIDN'T ENTER COLLEGE, WHO, YOU KNOW, GRADUATED WITH LESS THAN WE WOULD HAVE WANTED THEM TO HAVE GRADUATED WITH? WHAT DO WE DO? MY HEART IS KIND OF HURTING RIGHT NOW.

I THINK ONE OF THE THINGS THAT WE DO IS PARTNER WITH OUR LOCAL COMMUNITY COLLEGES AS WELL.

LOOK AT THE POSSIBILITY OF, YOU KNOW, HOLDING, YOU KNOW, WHETHER IT BE JOB FAIRS TO BRING SOME OF THE INDUSTRY SUPPORTS IN AND BRING THOSE STUDENTS BACK IN.

I THINK THERE'S A LOT OF DIFFERENT ENGAGING OPPORTUNITIES TO TO MAKE SURE THAT THEY UNDERSTAND THAT, YOU KNOW, WE CARE AND THAT WE, YOU KNOW, WE WANT TO CONTINUE TO ASSURE THAT THEIR SUCCESS IS HEADED IN THE RIGHT DIRECTION.

SUPERINTENDENT HOUSE, IF I MAY ADD TO THAT, ONE OF THE OTHER CONCRETE THINGS THAT WE'RE DOING DIFFERENTLY IN RESPONSE TO THIS DATA IS DR.

MATNEY AND HIS TEAM, IN FACT, IS NOW RUNNING THE FALLENROLLMENT FOR US EARLIER.

SO WE HAVE A SNAPSHOT OF WHAT OUR SENIORS LAST YEAR WHERE THEY ARE IN THE FALLAND MR. DAVID JOHNSON AND THE COLLEGE CAREER READINESS TEAM HAVE A WHOLE STRATEGY AROUND REACHING OUT TO.

WE'RE VERY FORTUNATE IN THAT FOR THE PAST FEW YEARS, WE'VE BEEN COLLECTING A STUDENT'S CELL PHONE INFORMATION AND WE HAVE A DATA MANAGEMENT SYSTEM BUILT ON SALESFORCE THROUGH WHICH WE CAN TAX THOSE STUDENTS.

SO THE THOUGHT BEING WE COULD THEN MATCH UP WHICH STUDENTS DIDN'T ENROLL IN COLLEGE, EVEN IF THEY INDICATED THEY WERE.

WE'LL KNOW WHO THEY ARE NOW AND THEN WE CAN REACH OUT AND CONTINUE TO SUPPORT THEM, EVEN THOUGH THEY'VE ALREADY GRADUATED AND HELPING THEM GET INTO COLLEGE.

I IMAGINE OUR LOCAL COMMUNITY COLLEGES WOULD LOVE TO HAVE US USING, YOU KNOW, OUR DATA AND CONTACT INFORMATION AND TO ENCOURAGE THEM TO TAKE PART AND FAIRS TO LEARN MORE ABOUT COLLEGE OPPORTUNITIES.

OK, SLIDE SEVEN.

SO HERE WE HAVE A BREAKUP BETWEEN READING AND MATH, AND ACTUALLY, I'M A LITTLE SURPRISED BY THIS.

I HAD THE IMPRESSION THAT DURING THE PANDEMIC STUDENTS, THE LEARNING LOSS WAS MORE IN THE AREA OF MATH.

BUT AM I READING THIS CORRECTLY THAT THERE'S SIGNIFICANT GAPS OR DROPS IN THE AREA OF READING AS WELL, OR MAYBE GREATER THAN IN MATH AT THIS LEVEL AT THE HIGH SCHOOL LEVEL? YEAH, SO THAT IS A LITTLE SURPRISING TO US AS WELL, BECAUSE NATIONWIDE WE KNEW THAT MATH TOOK A HIT PRE-K ALL THE WAY UP TO 12 AND SO ONE OF THE THINGS HERE, THOUGH, IS WHEN YOU LOOK AT SAT, TSI, ACT, SOME OF THAT KNOWLEDGE IS RESIDUAL FROM WHAT THEY LEARNED PRE-PANDEMIC AND SO WE COULD BE SEEING THAT EFFECT HERE.

OK.

OKAY, THANK YOU.

UM, AND THEN GOING ON TO SLIDE 12.

TRUSTEE DEIGAARD.

THANK YOU.

SO THIS IS ALWAYS MY FAVORITE PART OF OUR MEETINGS.

IT IS THE MOST IMPORTANT PART OF OUR MEETINGS BECAUSE WE'RE TALKING ABOUT HOW OUR CHILDREN ARE DOING IN THEIR LEARNING TRAJECTORIES AND SO THANK YOU FOR THIS GREAT PRESENTATION.

I WANT TO START WITH I'M CONTINUE TO BE CONCERNED ABOUT AN ESPECIALLY AS I LOOK AT THE DATA ON PAGE FIVE AND SIX OF THE PRESENTATION ABOUT SO CORRECT ME IF I'M WRONG IN THIS, THAT NORMALLY PRE-COVID, EVERY 11TH GRADER, UNLESS THEY WERE ABSENT FROM SCHOOL THAT DAY, EVERY 11TH GRADER TOOK THE SAT, IS THAT CORRECT? CORRECT.

SO, IN 2020 ONLY THE 11TH GRADERS WHO OPTED IN, THEY WERE EITHER ALREADY IN AND I THINK EVEN MY RECOLLECTION AS A PARENT WAS EVEN IF MY KID WAS ATTENDING SCHOOL IN

[01:25:01]

PERSON, I STILL HAD TO OPT INTO MY CHILD TAKING THE SAT.

CORRECT.

SO WE NOW HAVE SO THIS YEAR, ALL OF THE 11TH GRADERS WHO WERE IN ATTENDANCE ON THAT DAY TOOK THE SAT, CORRECT? THAT'S CORRECT.

SO, OUR 12TH GRADERS WHO DIDN'T TAKE THE SAT IN 2020, DID WE AUTOMATICALLY ADMINISTER THE SAT TO THEM AS 12TH GRADERS THIS YEAR? DR. MATNEY, SHE'S ASKING ABOUT THOSE, THOSE 11TH GRADERS THAT DID NOT TAKE THE SAT, WHETHER WE AUTOMATICALLY AND TO MY KNOWLEDGE THAT WAS NOT THE CASE.

RIGHT, I DON'T THINK IT WAS AUTOMATIC.

SO MY NEXT QUESTION THEN IS IF IT WASN'T AUTOMATIC, WHY NOT? FOR THIS FALL, WHY WERE THE 12TH GRADERS WHO DIDN'T GET TO AUTOMATICALLY TAKE IT LAST YEAR NOT AUTOMATICALLY ADMINISTERED IT THIS YEAR, SO, YOU KNOW, THE KIDS WHOSE PARENTS AREN'T GOING TO HAVE THEM SIT FOR THAT TEST ON THEIR OWN BECAUSE THEY DON'T KNOW HOW TO NAVIGATE THAT SYSTEM OR, YOU KNOW, AREN'T, YOU KNOW, FOR A VARIETY OF REASONS, RIGHT? THAT'S WHY WE GIVE THE SAT AUTOMATICALLY TO ALL OF OUR 11TH GRADERS.

WHAT ARE WE DOING TO MAKE SURE THAT GROUP OF KIDS THAT COULD GO ON TO A FOUR YEAR COLLEGE IF THEY TAKE THE SAT, GET THAT TEST THIS FALLSO THEY CAN APPLY TO SCHOOLS? ANY INSIGHT IN REFERENCE TO 12TH GRADERS, DR.

CRUZ? I'D ACTUALLY LIKE TO ASK MR. JOHNSON TO COME UP TO CLARIFY BECAUSE WE DID MAKE IT AUTOMATIC FOR OUR SENIORS AND [INAUDIBLE] TO MR. JOHNSON.

SO AUTOMATIC FOR THE SENIORS WHO DIDN'T TAKE IT AS A JUNIOR AUTOMATIC FOR ALL SENIORS.

YES, THAT IS CORRECT, TRUSTEE DEIGAARD AND THANK YOU FOR THE QUESTION.

SO WE BEGAN WORKING ON THIS ACTUALLY EVEN BEFORE SCHOOL LET OUT.

WE KNEW THIS WAS COMING UP.

WE BROUGHT IN ALL OF OUR TESTING COORDINATORS.

WE CREATED THE CUT LIST.

WE EVEN ALLOWED STUDENTS THAT HAD NOT SCORED COLLEGE READY FOR A SECOND CHANCE TO TAKE THE SAT TEST.

SO YES, TO YOUR QUESTION.

SO STUDENTS WHO TOOK IT IN 11TH GRADE DID NOT AUTOMATICALLY TAKE IT AGAIN IN 12TH GRADE, BUT STUDENTS WHO DIDN'T TAKE IT IN 11TH GRADE DID AUTOMATICALLY TAKE IT IN 12TH GRADE.

THAT'S CORRECT, OR HAD THE OPPORTUNITY.

THEY HAD THE OPPORTUNITY, YES, SIR AND THEN WE--SO, THEN QHY DIDN'T YOU AUTOMATICALLY ADMINISTER IT TO ALL OF THEM? WELL, I MEAN, JUST AS WITH ANY, I'M SORRY, LIKE THE STUDENTS WE WE REGISTERED THEM.

OK, WE DO THIS THROUGH A BULK UPLOAD OF THEM TO HAVE THEM REGISTERED.

SO THEY WERE AUTOMATICALLY, YOU KNOW, GIVEN THE OPPORTUNITY TO TAKE THE TEST NOW, WHETHER THEY SHOW UP THAT DAY OR NOT, YOU KNOW.

OKAY SO IT WASN'T A SCHOOL DAY LIKE IT NORMALLY WOULD BE WHERE THEY'RE ALL JUST SITTING FOR IT THAT DAY; IT WAS ANOTHER OUT OF SCHOOL.

NO, IT WAS A SCHOOL DAY.

IT WASN'T AUTOMATIC.

WELL, IT'S ALWAYS, RIGHT, I MEAN, WE DIDN'T USE ANY DIFFERENT PROTOCOL THAN WE'VE ALWAYS HAVE.

LIKE SO EVERY SENIOR HAD THE OPPORTUNITY TO TAKE THE SAT TEST, EITHER THEY HAD A CHANCE TO TAKE IT IN THE SPRING OR WHEN THEY CAME BACK IN THE FALL.

SO THIS FALL, SENIORS, HOW WERE THE PARENTS OR GUARDIANS NOTIFIED OF THE OPPORTUNITY FOR THEIR CHILD TO SIT FOR THE SAT, WHETHER OR NOT THEY SAT FOR IT THEIR JUNIOR YEAR? THAT WOULD HAVE BEEN DONE AT THE AT THE CAMPUS LEVEL.

AS I SAID, THE PRINCIPALS WE DID TRAININGS ON THIS, WE BROUGHT THEM IN JUST AS WE ALWAYS DO.

SO THE SAME WAY THAT WE LET PARENTS KNOW ABOUT THE SCHOOL DAY SAT IN THE SPRING, WE USE THE SAME MECHANISMS TO ALERT PARENTS THROUGH THEIR SCHOOL COMMUNICATIONS AS SCHOOLS COMMUNICATE THAT OUT INFORMATION THAT GOES OUT TO STUDENTS AND FAMILIES.

WHAT WAS THE DATE FOR THE SAT ADMINISTRATION? THE DATE FOR IT? YEAH, IT WAS IN OCTOBER.

YEAH, IT WAS THE SECOND WEEK OF OCTOBER.

OKAY, WELL, WE CAN DO TRUSTEE DEIGAARD IS MAKE SURE THAT WE WORK WITH SCHOOLS ON A COMPREHENSIVE COMMUNICATION STRATEGY BECAUSE WHILE WE DO AUTOMATICALLY ENROLL THE STUDENTS, WHAT WE DO ENCOURAGE AS MANY STUDENTS TO PARTICIPATE, IF YOU LOOK AT HISTORICALLY, YOU KNOW, WE ALWAYS HOVER AROUND 90 PERCENT.

SO THERE'S OF COURSE, SOME STUDENTS THAT DON'T, FOR A NUMBER OF DIFFERENT REASONS, BUT THERE MAY HAVE BEEN IN YOUR PARTICULAR CASE, IT MAY HAVE BEEN A COMMUNICATION GAP, IS

[01:30:03]

WHAT I'M HEARING.

SO WHAT WE CAN DO IS MAKE SURE THAT WE WORK AND MAYBE WE NEED TO DO MORE CENTRAL COMMUNICATION IN ADDITION TO RELYING ON SCHOOLS SO THAT PARENTS ARE AWARE OF THIS.

IF IT HAPPENED AT ONE SCHOOL, THAT MEANS IT COULD HAVE HAPPENED AT MORE SCHOOLS.

SO, I'M VERY WORRIED THAT WE'VE GOT KIDS THAT ARE GOING TO FALL THROUGH THE CRACKS SOUNDING].

I'LL ASK THE REST THE NEXT ROUND.

THANK YOU.

SURE.

TRUSTEE FLYNN VILASECA.

THANK YOU SO MUCH, DR.

MATNEY, SUPERINTENDENT HOUSE, FOR THE PRESENTATION THIS EVENING ON SLIDE SEVEN AND SORT OF CONSISTENT THROUGHOUT MANY OF THE SLIDES REGARDING GRADUATION RATES AND DROPOUT RATES.

WE HAVE THE PERCENTAGES LISTED, BUT WE DON'T HAVE THE NUMBER, AND I KNOW IT WOULD BE A LOT OF INFORMATION TO PUT ON A SLIDE.

BUT IT'S IMPORTANT FOR US [INAUDIBLE] THAT WE ARE UNDERGOING CONSISTENT ENROLLMENT LOSS [INAUDIBLE] OF WHAT THOSE NUMBERS ARE LOOKING LIKE YEAR OVER YEAR.

WE'D BE GLAD TO GET THAT ADDITIONAL INFORMATION FOR YOU AS WELL.

THANK YOU ON SLIDE 14, ARE WE ABLE TO TRACK OR ACCOUNT FOR WHERE STUDENTS GO IF THEY DO GO OUT-OF-STATE? DR. MATNEY, ANY INSIGHT IN REFERENCE TO TRACKING STUDENTS AFTER THEY LEAVE THE STATE OF TEXAS? YES.

SO IF THEY ATTEND A POST-SECONDARY INSTITUTION OUTSIDE OF THE STATE OF TEXAS THAT IS INCLUDED IN WHAT WE GET FROM NATIONAL STUDENT CLEARINGHOUSE? OKAY, OR WHAT IF THEY'RE STILL NOT FINISHED WITH THEIR K-12 EDUCATION AND THEY GO FINISH HIGH SCHOOL IN ANOTHER STATE, ARE WE ABLE TO TRACK THOSE STUDENTS SO THAT THEY'RE NOT MISQUOTED? DR. MATNEY? NO, SO YOU'RE SPECIFICALLY REFERENCING THE DROPOUT PIECE.

SO THE WAY WE KNOW THAT IS EITHER THE PARENT NOTIFIES US UPON AN ENROLLMENT OR WE GET A RECORDS REQUEST FROM THE RECEIVING SCHOOL IN THE OTHER STATE, AND THAT'S HOW WE KNOW WHERE THEY WENT.

OK, ALL RIGHT.

IS THAT INFORMATION CAPTURED IN TIME AS YOU'RE SUBMITTING DATA TO THE STATE? OR IS THERE A WAY TO AMEND THAT IF THERE'S SOME KIND OF LAG TIME THERE WHEN THAT HAPPENS, IT HAPPENS DIFFERENTLY WITH EVERY, EVERY CHILD.

EVERY SITUATION KIND OF DEPENDS ON WHEN THAT CHILD TRANSFERS FROM ONE SCHOOL TO ONE STATE, SO IT HAPPENS AT DIFFERENT TIMES, HAPPENS EVERY DAY.

SLIDE 14.

I KNOW WE TOUCHED A LITTLE BIT UPON OUR EL'S NINE THROUGH 12 STUDENTS.

I KNOW TRUSTEE SANTOS BROUGHT IT UP IN SOME OTHER OF MY COLLEAGUES HERE AS WELL.

ARE WE ABLE TO LOOK AT PULL OUT THE STUDENTS THAT HAVE HAD EXPERIENCE IN OUR NEWCOMER SCHOOL AND HOW THEY'RE DOING COMPARED TO THE REST OF OUR STUDENTS THAT ARE CATEGORIZED HERE? SURE, WE DEFINITELY CAN DECIPHER BETWEEN DIFFERENT SUBGROUPS.

NOT A PROBLEM AT ALL.

OKAY AND THE SAME GOES FOR SWD STUDENTS OR STUDENTS WITH DISABILITIES OR ANY HERE.

LIKE WHERE ARE SOME OF THE TRENDS AS FAR AS POCKETS? I KNOW TRUSTEE GUIDRY TALKS ABOUT EXCELLENCE.

SO WHERE ARE POCKETS OF EXCELLENCE, AS FAR AS WHERE OUR STUDENTS EXCELLING AND HOW ARE WE LEARNING FROM THAT AS A DISTRICT? DR. MATNEY, YOU WANT TO SHARE A LITTLE BIT ABOUT KIND OF THE BEST PRACTICES THAT WE SEE IN THE FIELD AND KIND OF HOW WE UTILIZE THOSE PRACTICES TO ENSURE THAT WE INFORM PRACTICE OF OTHER SCHOOLS AS WELL? SURE, ABSOLUTELY, SO THE FIRST PIECE IS YOU WILL SEE THIS INFORMATION IN THE FULL REPORT THAT WILL BE COMING OUT BY CAMPUS AS WELL AND MOST IMPORTANTLY, IT REALLY STARTS, YOU KNOW, AT PRE-K, AS YOU ALL HAVE TALKED MANY TIMES.

IT JUST REALLY IS THE ACCUMULATION OF EDUCATION AND KEEPING STUDENTS ON TRACK WITH THEIR LEARNING SO THAT THEY AREN'T BEHIND BY THE TIME THEY GET TO MIDDLE SCHOOL OR BY THE TIME THEY GET TO HIGH SCHOOL.

SO ENSURING THERE'RE SOLID SUPPORT SYSTEMS IN PLACE FOR KIDS AT EVERY LEVEL HELPS PUT THEM ON TRACK FOR A FOUR YEAR GRADUATION ONCE THEY ENTER THEIR NINTH GRADE YEAR AND WE DO HAVE LOTS OF POCKETS OF EXCELLENCE.

SUPERINTENDENT HOUSE, IF I MAY ADD TO THAT AS WELL.

SO YOU'LL NOTICE, AS YOU ALL POINT OUT, FOR ENGLISH LANGUAGE LEARNERS, THEY ARE THE LOWEST.

THEY HAVE THE LOWEST GRADUATION RATE.

BUT I THINK IT'S ALSO WORTH NOTICING THE JUMP FROM 2019-2020.

IT WAS THE LARGEST GAP AND I THINK WE CAN REALLY ATTRIBUTE A BIG PART OF THAT TO A NEW PRACTICE THE MULTILINGUAL DEPARTMENT PUT IN PLACE WHERE THEY ACTUALLY HAVE SPECIALISTS WHO WORK WITH THE SCHOOLS THAT WERE HAVING THE HIGHEST DROPOUT RATES FOR OUR ENGLISH LANGUAGE, AND THEY SERVE AS CASEWORKERS AND GO OUT AND FIND THE STUDENTS AND ENGAGE AND BRING IT BACK TO SCHOOLS.

SO THAT'S BEEN A VERY SUCCESSFUL PRACTICE THAT THE SUPERINTENDENT'S ALREADY CHARGED US WITH THINKING ABOUT EXPANDING AND DOING MORE OF.

THAT'S BEEN SUCCESSFUL.

THANK YOU.

[01:35:01]

LET'S SEE HERE.

SLIDE TWENTY THREE, AS IS DISCUSSED EARLIER, THERE'S BETWEEN 8 AND 10 PERCENT OF OUR STUDENTS AS FAR AS OUR AFRICAN-AMERICAN AND HISPANIC STUDENTS, THERE'S A DECREASE IN ENROLLING IN HIGHER EDUCATION.

WHAT ARE SOME OF THE THINGS THAT WE'RE DOING TO ADDRESS THIS RIGHT NOW WITH OR WITHOUT ESSER FUNDS? WHAT ARE SOME OF THE PRACTICES THAT WE'RE DOING TO HELP SUPPORT OUR STUDENTS? DR. CRUZ, ANY ADDITIONAL INSIGHT YOU'D LIKE TO PROVIDE HERE? SURE THING.

I MEAN, IT'S A DAUNTING TASK, OF COURSE; THIS IS NOT EASY TO FIX.

WE KNOW ALL OF THE PRESSURES THAT COVID HAS HAD ON STUDENTS AND FAMILIES AS A WHOLE.

WE ARE, THOUGH, VERY EXCITED THAT THE SUPERINTENDENT HAS EXPANDED THE NUMBER OF COLLEGE CAREER ADVISORS SIGNIFICANTLY THIS YEAR.

SO THERE ARE MORE PEOPLE ON THE GROUND.

WE KNOW THAT THE MORE TIMES THE STUDENT MEETS WITH THE COLLEGE CAREER ADVISOR, WE'VE SEEN A DIRECT CORRELATION WITH AN INCREASE LIKELIHOOD OF THEM MATRICULATING, ESPECIALLY LATINO AND AFRICAN-AMERICAN STUDENTS AND LOW INCOME STUDENTS.

SO WE'RE REALLY EXCITED ABOUT EXPANDING THAT.

OF COURSE, SCHOOLS WERE GIVEN FUNDS TO ALSO TO LEVERAGE WITH ESSER TO GET KIDS COLLEGE-READY.

SO SCHOOLS ARE DOING THAT IN INNOVATIVE, DIFFERENT WAYS.

BUT IT'S GOING TO BE A CHALLENGE.

YOU KNOW, A LOT OF THE STUDENTS, YOU SAW THE DATA, MALE STUDENTS IN PARTICULAR SAW THE BIGGEST DIP AND LATINO AND AFRICAN-AMERICAN STUDENTS AND MANY OF THEM.

IT'S BECAUSE OF THE PRESSURE THAT THEY FEEL TO GO OUT AND WORK AND SUPPORT THEIR FAMILIES.

SO THERE ARE THINGS THAT NEED TO BE ADDRESSED IN DIFFERENT WAYS, BUT WE'RE TRYING AS HARD AS WE CAN RIGHT NOW.

WE'RE HOPEFUL THAT WE'LL BE ABLE TO TURN THE CORNER SOON.

THANK YOU AND A QUESTION ABOUT I THINK TRUSTEE SUNG ALSO BROUGHT THIS UP.

I HAVE A QUESTION ABOUT SLIDE 22.

SLIDE 19, I APOLOGIZE.

EMPLOYEES IN THE FALL WITHIN ONE YEAR OF HIGH SCHOOL GRADUATION GOING INTO COLLEGE.

I KNOW DR.

CRUZ IS OVER A LOT OF THE NEW CREATIVE AND INNOVATIVE PROGRAMS, AND I KNOW THAT WITH COVID, THERE WERE A LOT OF ADULTS THAT SET UP.

THEY HAD A LOT OF NEW ENTREPRENEURIAL PROGRAMS AND THEY DID NOT GO BACK TO THEIR JOBS AND WE HAD NEW ENTREPRENEURIAL AND CREATIVE PROGRAMS, OUR NEW ENTREPRENEUR PROGRAM IN HISD.

SO I WAS WONDERING BECAUSE THESE STUDENTS, WHEN THEY FINISH, THEY'RE GOING TO BE ABLE TO HAVE THEIR BUSINESS POSSIBLY FUNDED BY OTHER BUSINESSES.

HOW WILL THEY BE CODED? ARE THEY BEING TRACKED SO THAT WE'RE NOT ON THIS LIST IF WE HAVE BECAUSE RIGHT NOW THERE'S 75 OF THOSE STUDENTS IN THIS ENTREPRENEURIAL ENTREPRENEURIAL PROGRAM, AND IF THEY COME OUT WITH A BUSINESS, THEIR BUSINESS GETS FUNDED AND THEY DON'T GO TO COLLEGE.

THIS MIGHT MESS WITH OUR NUMBERS, AND WE MIGHT NOT BE ABLE TO SAY WHY OUR NUMBERS WENT DOWN OF STUDENTS THAT WENT TO COLLEGE.

SO MY QUESTION IS, ARE THESE STUDENTS BEING TRACKED OR WILL THEY BE TRACKED? SO WE WILL BE ABLE TO SAY THIS STUDENT GOT FUNDED BY HISD'S NEW PROGRAMS STARTED HIS OWN BUSINESS.

THAT'S WHY OUR NUMBERS ARE GOING DOWN FOR GOING TO COLLEGE, SO WILL THOSE STUDENTS POSSIBLY COULD OUR INNOVATIVE CREATIVE PROGRAMS--I'M SURE WE CAN TRACK THE STUDENTS FROM THESE THREE SCHOOLS, PRESUMABLY--NOT NECESSARILY JUST THAT ONE ENTREPRENEURIAL PROGRAM.

BUT IF WE HAVE OTHER PROGRAMS THAT ARE GOING TO HELP STUDENTS THAT GO FROM LIKE THE CARPENTRY PROGRAM THAT WE HAVE, THOSE STUDENTS MAY NOT NECESSARILY GO TO COLLEGE IF THEY GO OUT AND WE HAVE A LOT OF PROGRAMS JUST LIKE THAT.

SO WE DON'T WANT TO LOOK AT THE DROP IN ON THIS PAGE FOR THEM NOT ENTERING COLLEGE WHEN WE'RE DOING THINGS FOR THEM TO START THEIR OWN.

SO YOU'RE SPEAKING OF KIND OF A DATABASE THAT REALLY FOCUSES ON TRACKING STUDENTS POST-GRADUATION NON-COLLEGE AND FINDING THAT SWEET SPOT AROUND WHERE THEY ARE AND WHAT THEY'RE DOING.

I DON'T THINK THAT ACTUALLY EXISTS, BUT WE CAN DEFINITELY TAKE A LOOK AT WHAT THAT TO HAVE THEIR OWN BUSINESSES, AND WE'RE PUTTING THEM IN POSITION TO BE FUNDED FOR THEIR OWN BUSINESS, WE DON'T WANT TO KICK OURSELVES IN THE FOOT AND SAY THEY DIDN'T GO TO COLLEGE.

OKAY, FAIR ENOUGH.

OK, THANK YOU.

TRUSTEE CRUZ.

THANK YOU.

OK, SO A COUPLE OF QUESTIONS.

YOU MENTIONED THE SALES FORCE AND COMMUNICATING WITH STUDENTS VIA TEXT.

HOW LONG AFTER THEY GRADUATE DO WE KEEP IN TOUCH WITH THEM OR IS THIS KIND OF NEW? DR. CRUZ.

SO IT'S ONGOING.

IN FACT, JUST RECENTLY, FOR EXAMPLE, WE HAD THE CITY THAT HAD AN OPPORTUNITY FOR STUDENTS

[01:40:01]

TO PARTICIPATE IN A PAID INTERNSHIP AND SO WE REACHED OUT TO THOUSANDS OF ALUMNI.

THE SUPERINTENDENT, AS YOU ALL KNOW, HAS LAUNCHED A STUDENT CORE OF TUTORS, AND ACTUALLY WE'RE LEVERAGING THAT TO REACH BACK TO YEARS OF STUDENTS THAT HAVE GRADUATED.

I THINK WE'VE BEEN, IF I'M NOT MISTAKEN, FOUR OR FIVE YEARS WE HAVE THEIR INFORMATION FOR.

SO WE'LL BE REACHING OUT TO ALL OF THE STUDENTS, ARE YOU IN COLLEGE? ARE YOU THINKING ABOUT COMING AND TUTORING AND MENTORING STUDENTS? WE'D LOVE TO HAVE YOU BACK.

SO IT'S A REALLY POWERFUL TOOL THAT ALLOWS US TO GO BACK MULTIPLE YEARS AND DEPENDING ON THE CIRCUMSTANCE.

AND THE REALLY NEAT THING ABOUT IT TOO, IS IT'S NOT JUST LIKE A BLANK TEXT THE STUDENTS, YOU CAN SEE THEM TEXT BACK AND THE COLLEGE ADVISORS THEN FOLLOW UP WITH THEM AND CONNECT THEM WITH OTHER PEOPLE AS NEEDED AS WELL.

SO IT'S A WHOLE TEAM THAT'S THERE TO HELP THEM THROUGH TEXT, PICK UP THE PHONE AND SO FORTH.

SO REALLY, REALLY POWERFUL TOOL WE HAVE AT OUR DISPOSAL.

OK, THAT IS REALLY EXCITING TO HEAR AND THEN MY OTHER QUESTION IS, SO FOR THIS DATA, THE STUDENTS THAT EARN A COLLEGE DEGREE WITHIN SIX YEARS OF GRADUATION.

DOES THAT ALSO INCLUDE STUDENTS THAT GRADUATED HIGH SCHOOL WITH AN ASSOCIATE'S DEGREE LIKE OUR DUAL ENROLLMENT STUDENTS? IS THIS ALSO CAPTURING LIKE, IS IT AS AN AGGREGATE? I DON'T BELIEVE SO.

NO, THIS IS REALLY ABOUT OUTCOMES AFTER THEY LEAVE US.

SO IF THEY EARN THEIR ASSOCIATE'S DEGREE BECAUSE RIGHT, THAT'S TRUE.

OK, GOOD TO KNOW AND THEN, YEAH, JUST INTERESTED TO KNOW.

LIKE, WHAT HAVE YOU SEEN THAT DOESN'T ACTUALLY WORK WITH HELPING STUDENTS PERSIST? AND WHAT HAVE YOU STOPPED DOING? ANY INSIGHTS IN REFERENCE TO PROGRAMMATIC PIECES THAT HAVE NOT BEEN BEST PRACTICES THAT WE CONTINUE? WELL, I WOULDN'T NECESSARILY SAY SOMETHING THAT DIDN'T WORK, BUT SOMETHING THAT WE REALIZED WASN'T ENOUGH.

WE FOCUS INITIALLY A LOT ON THE ON THE ON WHAT WE COULD DO WITH STUDENTS LEADING UP TO GRADUATION.

SO, YOU KNOW, HELPING THEM COMPLETE THEIR FAFSA, APPLY TO COLLEGE, GET FINANCIAL AID AND SCHOLARSHIPS AND WE WERE VERY EXCITED WHEN WE SAW SIGNIFICANT GAINS IN THOSE AREAS, BUT IT DIDN'T TRANSLATE TO THE KIND OF BOOSTS IN ENROLLMENT THAT ACTUALLY NATIONAL DATA TOLD US WE WOULD SEE AND WHEN WE LOOKED AT THE ROOT CAUSE, WHAT WE REALIZED IS THAT STUDENTS, AFTER THEY GRADUATE, NEED A LOT OF SUPPORT BETWEEN THE LAST DAY OF HIGH SCHOOL GRADUATION AND THE FIRST DAY OF COLLEGE AND BEYOND.

BUT THAT SUMMER IN PARTICULAR, THEY CALL IT SUMMER MELT IS A HUGE ISSUE BECAUSE MANY OF THE STUDENTS THEY HAVE THEIR LETTER, THEY GOT IN.

BUT THEN EITHER THEY DON'T KNOW HOW TO ACTUALLY ENROLL IN THE RIGHT CLASSES OR THEY FEEL THE OBLIGATION OF HAVING TO WORK, THEY START WORKING AND THEN THEY SAY, I'M GOING TO, I'M GOING TO PUT IT OFF FOR A WHILE.

SO WHAT WE SAW IS A SIGNIFICANT NUMBER.

IN FACT, THE LAST TIME I KNOW THE NUMBER WAS ABOUT 1500 OF OUR SENIORS THAT WERE IN THAT CATEGORY, THEY APPLIED, THEY GOT INTO COLLEGE, THEY GOT THE FINANCIAL AID, BUT THEY DIDN'T SHOW UP TO COLLEGE.

SO I THINK TO ANSWER YOUR QUESTION, IT'S MORE OF WE REALIZE THAT JUST FOCUSING ON THE HIGH SCHOOL PIECE IS NOT ENOUGH.

THERE NEEDS TO BE SUPPORT THROUGH THAT BRIDGE INTO COLLEGE, THAT'S GOING TO REALLY GET THEM, GET THEM THERE.

THAT'S A PART OF THE REASON WHY MANY OF OUR COMMUNITY COLLEGES SAW THE BIGGEST HIT WITH OUR MOST VULNERABLE STUDENTS THAT ARE OUT THERE, BECAUSE IT TAKES, YOU KNOW, A SPEED BUMP, IT'S NOT AS TALL TO TO REALLY THROW THEM OFF.

IN MANY INSTANCES LIKE DR.

CRUZ INDICATED, YOU KNOW, SITUATION WHERE THEY HAVE TO WORK FOR A SITUATION WHERE THEY COULDN'T GET THE ASSISTANCE ON THEIR FIRST DAY ON CAMPUS, WHERE THEY MIGHT NOT COME BACK.

SO WE KNOW THAT THERE'S A SUBGROUP OF STUDENTS OUT THERE AND A SUBGROUP OF UNIVERSITIES THAT HAVE ASSOCIATE DEGREE PROGRAMS THAT SAW AN EVEN BIGGER HIT AND DROP IN ENROLLMENT AS WELL.

OKAY, THANK YOU AND THEN I'M CURIOUS, ARE YOU CORRELATING THE DATA OF THE STUDENT LIKE THE SUBSET OF STUDENTS THAT YOU'RE TEXTING TO PERSISTENCE DATA.

DR. CRUZ? ABSOLUTELY AND WE'RE SEEING A POSITIVE IMPACT.

OK.

WE STARTED THE INITIATIVE, IN FACT, WITH A PROFESSOR AT HARVARD AND UNIVERSITY OF PITTSBURGH, WHO WERE THE EARLY PILOTERS FOR THIS AND YES, IT IS A VERY SUCCESSFUL INITIATIVE AND THE STUDENTS WHO GET MORE, THE MORE INTERACTIONS AND TOUCH POINTS THEY GET, WE SEE A DIRECT CORRELATION TO AN INCREASE IN THEIR COLLEGE AND THEIR COLLEGE ENROLLMENT.

ARE ALL GRADUATES INCLUDED OR IS IT A PILOT? NOW IT'S AS MANY STUDENTS AS WE GET THE CELL PHONE NUMBERS, WHICH IS THE MAJORITY OF OUR SENIORS.

OK, AWESOME.

MY LAST QUESTION IS I WAS REALLY SURPRISED TO SEE THE NUMBER OF STUDENTS NOT ONLY THAT STAY IN TEXAS, BUT A THIRD OF OUR STUDENTS ACTUALLY GO TO HOUSTON COMMUNITY COLLEGE AND WHAT IS THE RELATIONSHIP OR WORK LOOK LIKE WITH I MEAN, THE PERSISTENCE OF OUR STUDENTS AT THAT ORGANIZATION.

WE'D BE GLAD TO GRAB SOME DATA SPECIFICALLY FROM HOUSTON [INAUDIBLE] I'VE HAD A CHANCE TO TO MEET WITH THE DIFFERENT CAMPUSES AROUND PARTNERSHIPS AND CONTINUING TO ENSURE THAT THE KIND OF SUPPORTS THAT WE KNOW THAT ARE SUCCESSFUL, THE MENTORSHIPS THE INSURANCE, THAT THEY HAVE A WARM ADULT BODY TO SUPPORT THEM ARE IN PLACE.

[01:45:01]

SO WE'RE LOOKING FORWARD TO GROWING THOSE PARTNERSHIPS WITH ALL OF THE CAMPUSES.

OK, WONDERFUL.

THOSE ARE ALL MY QUESTIONS.

THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

JUST A FOLLOW UP TO TRUSTEE CRUZ, TRUSTEE, ATC TRUSTEE [INAUDIBLE] AND I HAVE BEEN BRAINSTORMING ABOUT WHAT THE PATHWAYS HAVE ALREADY BEEN DECIDED AND HAVING A COMMUNITY MEETING FOR THAT AREA TO KEEP THEM INFORMED.

SO THAT, I MEAN, THAT WAS A GOOD POINT TO ENSURE THAT WE'RE COMMUNICATING WITH EACH OTHER.

TRUSTEE DEIGAARD MENTIONED ABOUT THE SAT AND ACT TESTING.

ORDINARILY, KIDS, HELP US WITH THIS TIMELINE.

ORDINARILY, KIDS WITH ACT/SAT ARE TESTED WHEN? WHAT MONTH? ARE YOU SPEAKING OF 11TH GRADERS? MM HMM.

I DON'T REMEMBER THE EXACT DATE, BUT IT'S SPRING.

THE PSAT IS IN OCTOBER AND THE SAP IS IN THE SPRING FOR JUNIORS 11TH GRADERS.

OK AND THAT'S WHY I'M GOING THERE BECAUSE IT'S LIKE, WE'RE KIND OF SORT OF CONFUSED.

ORDINARILY, IT'S AT THIS PERIOD AND NOW BECAUSE OF COVID, AND WE'RE LOOKING AT THIS DROP ON PAGE SIX.

DECREASE IN THOSE THAT APPLIED IN 2021 THAT COULD OBVIOUSLY HAVE BEEN IMPACTED BY COVID AND BECAUSE OF COVID, WE ORDINARILY TEST IN THE SPRING OR OCTOBER WHENEVER IT IS AND NOW WE'RE TESTING THIS YEAR IN OCTOBER OF THIS YEAR AND AGAIN IN APRIL OF THIS YEAR, I THINK THAT IT HAS TO BE BROKEN DOWN IN LAYMAN'S TERM AND SO THAT EVERYBODY WILL UNDERSTAND, NOT JUST UP HERE, OBVIOUSLY, BECAUSE WE'RE SCRATCHING OUR HEAD TO WHAT THAT TIMELINE LOOKS LIKE SO THAT THEY COULD PREPARE ACCORDINGLY AND I THINK THAT'LL BE IMPORTANT TO HELP TO INCREASE BECAUSE I THINK WE'RE GOING TO HAVE SKEWED DATA FROM OBVIOUSLY FROM LAST YEAR AND ONCE WE TEST THEM AND HAVE THEM PREPARE FOR THE TESTING FOR 2021-22, THEN IT'S GOING TO LOOK A WHOLE LOT DIFFERENT.

IT COULD BE A DROP BECAUSE OF THE FACT THE DIFFERENCE BETWEEN THEM TESTING COVID YEAR AND PRE-COVID POST-COVID.

SO I THINK IT'S IMPORTANT.

WHEN SHOULD WE GET THAT TAPR DATA? WE MENTIONED ABOUT THAT, WHEN SHOULD THAT COME OUT? SO THE WE START RECEIVING SOME INFORMATION END OF NOVEMBER, EARLY DECEMBER FOR OUR BOARD GOAL REPORTING, THOSE REPORTS WILL BE COMING, I BELIEVE, IN FEBRUARY AND MARCH.

OK, THANK YOU FOR THAT.

I MEAN, THE FIRST QUESTION I ASK YOU ALL I UNDERSTAND WHY I ASK THAT QUESTION, RIGHT? SO I WANT TO HAVE SOMETHING CLEAR, NOT JUST FOR US, BUT FOR PARENTS AND THE STUDENTS AS WELL.

I THINK NATIONWIDE WE WERE SCRATCHING OUR HEADS BECAUSE EVEN IN MY LAST SCHOOL DISTRICT, YOU KNOW, THERE WERE CANCELATION OF TESTS.

THERE WAS A LOT OF CONFUSION.

WE'D HEAR FROM ACT THAT, YOU KNOW, THAT X, Y AND Z WAS GOING TO HAVE TO HAPPEN AGAIN.

SO AS WE GET BACK TO NORMALCY, I THINK THE REGULAR SCHEDULE WILL BE IN PLACE, THE REGULAR COMMUNICATION THAT THE SCHOOLS ARE SENDING OUT SO THAT STUDENTS WILL UNDERSTAND EXACTLY WHAT IT LOOKS LIKE.

BUT IT DID CAUSE A LOT OF CONFUSION IN REFERENCE TO ASSESSMENT AND THANK YOU FOR THAT BECAUSE, YOU KNOW, WE JUST WANT SOME CLARITY.

NOW WE TALKED ABOUT THE TEXTING, ET CETERA.

IT'S ONE THING TO CREATE AND HAVE THOSE IDEAS AND BRAINSTORM IMPLEMENTING IT SOMETHING ELSE.

SO EVEN WITH THE CREATIVITY, I LOVE THE THOUGHT PROCESS BEHIND TEXTING AND EMAILING TO TRY AND SEE WHERE THE STUDENTS ARE POST-GRADUATION, TWO YEAR, FOUR YEAR, ETC.

BUT SINCE WE'RE JUST TALKING ABOUT DOING THAT SOME RESULTS? THANK YOU.

RESULTS IN REFERENCE TO? WE'RE JUST STARTING THIS, IF WE LOOK AT IT THIS YEAR, THEN CAN WE GET SOME RESULTS AT THE END OF THIS SCHOOL YEAR IN MAY OR JUNE AS TO WHERE SOME OF THOSE STUDENTS ARE FROM THAT ARE GRADUATING, WHERE THEY'RE HEADED, BECAUSE WE TALKED ABOUT TEXTING RIGHT, USING THAT PROCESS TO KEEP UP WITH THEM, CORRECT.

SO BECAUSE WE WERE STARTING TO DO THAT, ARE TALKING ABOUT DOING THAT.

IF IT'S IMPLEMENTED, HOW SOON CAN WE SEE SOME RESULT BY THE END OF THE SCHOOL YEAR OR BY OCTOBER OF NEXT YEAR, WE'LL BE ABLE TO SEE THE RESULTS OF THE EFFORT.

DOES THAT MAKE SENSE? NO, BUT [LAUGHTER] IT MAKES SENSE TO ME.

I THINK WE'RE ALREADY SEEING SOME OF THOSE RESULTS, I THINK WE HAVE TO REALLY THINK OUTSIDE OF THE BOX WHAT ARE THE COMMUNICATION TOOLS THAT OUR STUDENTS UTILIZE THE MOST AND I THINK EVERYBODY KNOWS THAT TEXTING AND SOCIAL MEDIA ARE THE BIG PIECES

[01:50:02]

THAT ARE UTILIZED NOW.

SO WE TRY TO GO TO WHERE THEY ARE.

SO I THINK WE'RE SEEING SOME OF THOSE, SOME OF THOSE RESULTS ALREADY AND IF THERE'S A WAY TO QUANTIFY THAT, WE CAN DEFINITELY LOOK AT HOW WE CAN QUANTIFY IT IN THE FUTURE AND THANK YOU FOR THAT.

BUT IT MADE SENSE TO ME.

WE TALKED ABOUT IT.

SO I JUST WANT TO KNOW ONCE IT'S IMPLEMENTED AND WE START DOING IT, HOW SOON CAN WE SEE SOME RESULTS? I DON'T WANT TO JUST TALK ABOUT IT, YOU KNOW, CREATE IT.

I WANT TO SEE SOME RESULTS [INAUDIBLE].

THANK YOU.

TRUSTEE SANTOS.

THANK YOU, DR. MATNEY, SUPERINTENDENT HOUSE.

DOCTOR CRUZ, I GUESS THIS QUESTION WILL BE DIRECTED TO YOU.

HOW DO WE SEE THE RESULTS OF KHAN ACADEMY? LIKE HOW OUR KIDS HAVE--IS IT BEING EFFECTIVE OR PROGRAMS LIKE KHAN ACADEMY? OF COURSE, KHAN ACADEMY IS A STRATEGY THAT WE'VE MOST RECENTLY IMPLEMENTED--WELL, I USED IT WHEN I WAS A TEACHER, SO I JUST WANT TO KNOW WHAT MY RESULTS WERE LIKE, HOW ARE KIDS BENEFITING FROM IT.

I WAS A 10TH GRADE ENGLISH TEACHER AND I USED IT IN MY CLASSROOM.

I JUST WANT TO KNOW.

WELL, THERE'S NATIONAL DATA AND THERE'S ALSO LOCAL DATA.

SO WHEN WE PILOTED A SMALLER SCALE WITH SAT PREPARATION IN PARTICULAR, AND I WANT TO EMPHASIZE, KHAN ACADEMY IS NOW IN AP.

IT'S IN ALL OF THE SUBJECT AREAS, NOT JUST THE SAT, BUT WHEN WE DID IT WITH SAT IN HISD, WE SAW THAT STUDENTS WHO USE AN AVERAGE OF LIKE 10 HOURS, ACTUALLY, MORE LIKE I THINK IT WAS 150 TO 180 POINT GAIN ON THEIR SAT PERFORMANCE.

SO WE SAW LIKE A VERY DIRECT CORRELATION TO STUDENT ACHIEVEMENT, LIKE FROM WHERE THEY WERE BEFORE AND THEN AFTER THEY USED IT AND THEN THAT'S NATIONAL DATA, TOO; IT SHOWS THAT IT'S VERY EFFECTIVE.

SO WAS THAT IN SCHOOLS THAT ARE IN HIGHER CONCENTRATIONS OF POVERTY ? WE'RE ALWAYS ARE VERY INTENTIONAL ABOUT FINDING DIFFERENT RANGES OF SCHOOLS TO SEE HOW IT SERVES DIFFERENT POPULATIONS.

OKAY, THANK YOU AND THEN MY LAST QUESTION IS, SO WHEN WE PUT STUDENTS OUT THAT ARE SO FAR BEHIND IN READING AND MATH, THEY FEEL VERY UNSUCCESSFUL AND LIKE COLLEGE IS NOT FOR THEM AND THEY'RE NEVER GOING TO GO AND I'VE HEARD FROM TRUSTEE HERNANDEZ, TRUSTEE VILASECA AND DR. MATNEY.

DR. MATNEY, WHAT GRADE DID YOU USE TO TEACH? ELEMENTARY.

ABSOLUTELY, AND THIS IS TO THE POINT, RIGHT, LIKE WE HAVE TO INVEST IN OUR KIDS FROM A VERY YOUNG START AND I'M JUST GOING TO KEEP HARPING ON, I MEAN, OUR GOAL, RIGHT? THE PERCENTAGE OF GRADUATES THAT MEET THE CRITERIA FOR COLLEGE CAREER AND MILITARY READINESS AS MEASURED IN DOMAIN ONE.

BUT YADA YADA YADA, WE'RE NOT GOING TO GET TO THIS GOAL UNLESS WE INVEST IN OUR KIDS EARLY ON AND ENGLISH LANGUAGE LEARNERS AND I KNOW I'M POINTING TO HAVE [INAUDIBLE] I'M SORRY, TRUSTEE HERNANDEZ AND TRUSTEE VILASECA, BECAUSE THAT WAS YOUR AREA OF EXPERTISE.

THE MULTILINGUAL DEPARTMENT.

I APPLAUD YOUR EFFORT, BUT THAT'S TOO LATE WHEN YOU'RE SENDING THIS TEAM INTO HIGH SCHOOLS.

IT'S TOO LATE.

YOU'RE JUST GETTING THEM TO GRADUATION.

YOU'RE NOT FIXING A SYSTEMIC PROBLEM.

WHAT WE NEED TO DO IS ADDRESS THAT VERY EARLY ON.

BUT I DO APPLAUD YOU ALL FOR IT.

THAT'S AWESOME.

THANK YOU.

TRUSTEE SUNG.

THANK YOU, MADAM PRESIDENT.

SLIDE 12, PLEASE.

SO I WANT TO UNDERSTAND BETTER, WHERE WE ARE TAKING A CROSS FUNCTIONAL LOOK AT THIS GOAL AND HOW BETTER TO SUPPORT OUR STUDENTS IN ACHIEVING THAT AND DO I UNDERSTAND THAT PART OF THIS IS SUPPORTING MATH AND ENGLISH TEACHERS SO THAT THEY UNDERSTAND, OF COURSE, THEY'RE TEACHING THE TEKS, BUT NOW THEY ALSO CAN BETTER UNDERSTAND HOW TO PREPARE STUDENTS FOR THE FOR THESE ASSESSMENTS, BASICALLY, AND TO UNDERSTAND HOW THEIR CURRICULUM ALIGNS TO THE ASSESSMENTS? DR. MATNEY? YES, THAT'S ONE OF THE GOALS IN ORDER TO ACHIEVE THE GREATER GOAL OF INCREASE IN CMR ACCESS.

GREAT, THAT MAKES SENSE TO ME AND I JUST WANT TO EMPHASIZE, AS TRUSTEE CRUZ EMPHASIZED, FOR HALF OF OUR GRADUATES, COMMUNITY COLLEGE IS COLLEGE AND FOR MANY OF OUR STUDENTS WHO ARE NOT YET GOING TO COLLEGE, YOU KNOW, WHEN WE GET THEM THERE, FOR MANY OF THEM, COMMUNITY COLLEGE WILL BE WHERE THEY START AND IN TEXAS, IF YOU DON'T HAVE TSIA, IF YOU HAVEN'T PASSED THAT, IF YOU DON'T HAVEN'T MET THAT TSIA CRITERIA, YOU SPEND YOUR FIRST YEAR IN COMMUNITY COLLEGE IN REMEDIAL COURSES AND THAT IS WHERE WE LOSE SO MANY OF OUR HISD GRADUATES OFF THE COLLEGE GRADUATION TRACK IN REMEDIAL COMMUNITY COLLEGE COSTS.

SO I WANT TO COMMEND ANY EFFORTS WE CAN MAKE TO SUPPORT OUR STUDENTS TO TO ACHIEVE THE CSI READINESS.

IT'S IMPORTANT FOR ACADEMIC ACHIEVEMENT, BUT IT'S ALSO REALLY PRACTICALLY IMPORTANT IN OUR STUDENT'S LIVES AS THEY'RE TRYING TO MOVE FORWARD IN THEIR COLLEGE EDUCATION.

THANK YOU.

PAGE 14, SLIDE 14.

I KNOW YOU SAID THAT YOU DIDN'T HAVE SPECIFIC DETAILS FOR THE ASIAN STUDENT GROUP AND WHY

[01:55:01]

WE'VE SEEN THAT DROP THERE.

I SEE THAT'S HAPPENED AT THE STATE LEVEL AS WELL IN RECENT YEARS.

I JUST WANT TO EMPHASIZE HOW IMPORTANT IT IS TO REMEMBER THAT ASIA IS A BIG CONTINENT AND THERE ARE VERY DIFFERENT HISTORIES OF STUDENTS WHO COME TO US FROM DIFFERENT COUNTRIES IN ASIA AND THE EXPERIENCE OF IMMIGRANT FAMILIES WHO ARE COMING ON H-1B VISAS VERSUS FAMILIES THAT ARE COMING AS REFUGEES FROM COUNTRIES WHERE THEIR EDUCATION MAY HAVE BEEN DISRUPTED BY WAR ARE VERY DIFFERENT AND SO WHEN WE SEE THESE KINDS OF TRENDS FOR THE ASIAN GROUP, IT'S OFTEN BECAUSE IMMIGRATION PATTERNS ARE CHANGING AND WE NEED TO RECOGNIZE THE NEEDS OF OF NEW STUDENT POPULATIONS THAT ARE COMING AND JUST CLUSTERING EVERYBODY TOGETHER AS ASIAN.

THERE'S ALWAYS SOME STUDENTS WITH TREMENDOUS NEED THAT ARE HIDDEN IN THERE.

I JUST WANT TO EMPHASIZE THAT AND I LOOK FORWARD TO IF YOU'RE ABLE TO GIVE US MORE INSIGHT INTO WHAT'S HAPPENING HERE, I'D APPRECIATE THAT.

UM AND I THINK THOSE ARE ALL MY COMMENTS.

I KNOW THAT WE'RE DOING SO MUCH WORK THIS YEAR TO PROVIDE ADDITIONAL COUNSELING AND COLLEGE READINESS SUPPORT IN OUR SCHOOLS, I KNOW THAT'S WHERE A LOT OF OUR ESSER FUNDING IS GOING, AND I'M REALLY GLAD TO SEE THAT WE'RE HELPING OUR STUDENTS WITH THAT.

TRUSTEE HERNANDEZ.

THANK YOU.

SO I KNOW THAT WE ARE USING THIS TRACKING SYSTEM TO REACH OUT TO STUDENTS TO SEE WHERE THEY'RE AT.

DO WE TRACK STUDENTS WHO HAVE DROPPED OUT TO SEE IF THEY GET A GED INSTEAD OF A HIGH SCHOOL DEGREE? A GED VERSUS A HIGH SCHOOL EQUIVALENT? YES.

ANY INSIGHT IN REFERENCE TO DROP OUT INFORMATION, DR.

MATNEY? WE DO, SO THE HEADER OF THIS SLIDE ACTUALLY SAYS WITH EXCLUSIONS, AND I DIDN'T GO INTO A LOT OF DETAIL THERE, BUT ONE EXCLUSION IS IT'S CALLED TEX CHASE.

NOW, THE GED TEST CHANGED A COUPLE OF YEARS AGO, AND NOW IT'S CALLED TEX CHASE AND SO THIS DATA DOES INCLUDE BECAUSE THAT'S CONSIDERED ONE OF THE EXCLUSIONS.

SO THAT'S PART OF THE TRACKING OF THIS.

YES.

OK.

SO WE ARE TRACKING STUDENTS WHO DROP OUT AND THEN GET THAT TEXT CHASE.

YES.

OK AND.

THE ACTUALLY THAT'S IT, THAT'S MY ONLY QUESTION, THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU.

STARTING WITH SLIDE 14.

I.

OUR [INAUDIBLE], WHILE STILL FURTHER BEHIND THAN THE OTHER GROUPS, HAD THE BIGGEST GAIN.

SO AND THEY OUTPACED THE STATE.

SO HAVE YOU IDENTIFIED WHAT STRATEGIES AND PRACTICES HAVE BEEN PUT INTO PLACE THAT HAVE CONTRIBUTED TO THAT GAME? LIKE WHAT? WHY? BECAUSE THAT'S LIKE A THAT'S A BIG IT'S A BIG JUMP.

ABSOLUTELY, AND WE'D BE GLAD TO.

LIKE I INDICATED, I CAN REMEMBER.

REMEMBER WHAT? TRUSTEE ASKED THE QUESTION TO PROVIDE KIND OF A LIST OF EL STRATEGIES AND DIFFERENT THINGS THAT ARE BEING FOCUSED ON FOR THE SCHOOL DISTRICT.

I DON'T THINK WE HAVE ANYBODY FROM OUR EL DEPARTMENT HERE, BUT THERE'S DEFINITELY A REASON BEHIND IT AND WE'D BE COMPLETELY GLAD TO BE ABLE TO PROVIDE THOSE THOSE PARTICULAR PROGRAMS TO TO TO ALL TRUSTEES.

AND I THINK AT ANY FUTURE PRESENTATIONS, WHEN YOU HAVE A SUCCESS, SHARE WITH THAT.

LIKE HERE, HERE ARE THE THINGS THAT WE ASKED YOU IN POLICY OR FUNDING TO CHANGE THAT HAVE CONTRIBUTED TO THE SUCCESS AND YOU KNOW, IT WOULD BE A GREAT THING TO DEMONSTRATE TO US IN THE PUBLIC.

SO I ENCOURAGE YOU TO INCLUDE THAT IN THE PRESENTATIONS IN THE FUTURE.

OK, THEN PAGE 17.

AGAIN, YOU KNOW, I WANT TO COMMEND US FOR A REALLY YELL FOR OUTPACING THE STATE AND SO SIMILAR QUESTION, WHAT ARE WE DOING? WHAT ARE THE BEST PRACTICES THAT WE ARE ENGAGING IN OR HOW WE'RE ALLOCATING DOLLARS OR WHATEVER THAT HAVE CONTRIBUTED TO OUR SUCCESS? AND AGAIN, THIS THIS REPORT TODAY WAS JUST REALLY FOCUSED ON THE RAW DATA.

WE'D BE GLAD TO PROVIDE KIND OF A CROSSWALK AROUND SPECIFIC STRATEGIES BECAUSE I THINK THAT'S WHERE I HEAR YOU FOCUSING YOUR QUESTIONS ON.

SO THAT'S WORKING.

YEAH, YEAH, WE SEE THAT.

[02:00:01]

IT'S LIKE, IS IT ACCIDENTAL OR IS IT INTENTIONAL? AND THAT I THINK IT'S GOOD FOR FOR US TO UNDERSTAND.

PAGE 19 I JUST WANT TO SAY A THANK YOU FOR YOUR WORK AND TRACKING HOW OUR KIDS ARE DOING AFTER THEY LEAVE US, BECAUSE THAT, I THINK IS THE BEST DEMONSTRATION OF.

OF THE WORK THAT HAS HAPPENED IN, YOU KNOW, THROUGH THEIR 12TH GRADE IS WHAT SUCCESS THEY HAVE ONCE THEY LEAVE US AND THEN MY FINAL QUESTION IN THIS KIND OF BUILDS ON QUESTIONS THAT I'VE HEARD FROM SOME OF MY COLLEAGUES, BUT I WANT TO DIG A LITTLE DEEPER.

WHAT TRENDS ARE YOU SEEING IN THE KHAN PARTICIPATION DATA? AND HOW IS THAT CORRELATING IN THE OVERALL LIKE SHOW ME IN THIS DATA WERE THAT'S TRANSLATING? THE KHAN ACADEMY DATA? YEAH.

DR. DR.

CRUZ OR DR.

MATNEY, ANY INSIGHT YOU GUYS WANT TO PROVIDE IN REFERENCE TO KHAN ACADEMY OUTSIDE OF WHAT YOU PROVIDED ALREADY? WE'RE HAPPY TO SHARE THROUGH THROUGH DR.

MATNEY SOME OF THE PRELIMINARY FINDINGS THAT WE HAVE THROUGH THE PILOT.

WE WERE ABLE TO GET SOME PHILANTHROPIC SUPPORT TO DO SOME SMALL SCALE PILOT OF THE INITIATIVE THAT WE'RE ABOUT TO ROLL OUT DISTRICT WIDE AND WE'RE HAPPY TO SHARE THAT THROUGH DR. MATNEY'S OFFICE.

IT WOULD BE GREAT TO SEE.

THANK YOU SO MUCH.

TRUSTEE FLYNN VILASECA.

THANK YOU AGAIN, I JUST HAD ANOTHER QUESTION AROUND THE TEXAS CONNECTIONS ACADEMY.

CURIOUS AS TO WHAT RISD IS DOING, SO I GUESS, TO SUPPORT THEM WITH THEIR CCMR GOALS.

THAT'S THE FIRST QUESTION.

DR. MATNEY, ANY ANY INSIGHT IN REFERENCE TO THE CCMR GOALS IN REFERENCE TO TEXAS CONNECTIONS, I.

YEAH.

SO I KNOW THAT, YOU KNOW, THEY PARTICIPATE IN IN A LOT OF THE SAME SESSIONS THAT WE PROVIDE.

DR.

CRUZ MAY HAVE ADDITIONAL INSIGHT, BUT WE THE IDENTIFICATION OF THE NEED IS THE MOST SIGNIFICANT PIECE.

I KNOW AND I'M WE'RE HAPPY TO PROVIDE ADDITIONAL DETAILS, I DON'T HAVE THEM ALL OFFHAND, BUT I KNOW THAT OUR COLLEGE READINESS OFFICE HAS ALSO PROVIDED EXPANDED COLLEGE, ADVISING OPPORTUNITIES FOR EVEN THOSE VIRTUAL STUDENTS.

OKAY.

OKAY AND JUST OUT OF CURIOSITY, DO THEY QUALIFY FOR THE ALTERNATIVE ACCOUNTABILITY WAIVER? TEXAS CONNECTIONS STUDENTS.

WELL, THE ACADEMY ITSELF.

ARE THEY ON THE ACCOUNTABILITY ALTERNATIVE ACCOUNTABILITY SYSTEM OR ARE THEY PART OF THE MAINSTREAM? THAT I'M UNSURE OF.

THEY'RE PART OF THE MAIN, THE MAIN ACCOUNTABILITY SYSTEM.

THEY DON'T MEET THE REQUIREMENTS.

OK.

JUST CURIOUS.

THANK YOU.

THAT'S ALL.

THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

MAKE SURE TRUSTEES, WHEN YOU SAY THANK YOU.

YOUR MOTION OR YOUR SECOND, PLEASE STATE YOUR NAME.

SANTOS SO MOVED, SECOND HERNANDEZ.

WE HAVE A MOTION BY TRUSTEE SANTOS AND THE SECOND BY TRUSTEE HERNANDEZ TRUSTEE HERNANDEZ.

PLEASE VOTE.

WE HAVE WE HAVE EIGHT FOR ZERO AGAINST.

AT THIS TIME SINCE WE'VE BEEN HERE FOR TWO HOURS, WE'LL TAKE A 15 MINUTE BREAK.

TRUSTEES WILL BE BACK AT 7:18.

CONSIDERATION OF THE SUPERINTENDENCE AGENDA ITEMS, WE ARE NOW READY TO

[Superintendent's Agenda Items]

CONSIDER THE SUPERINTENDENCE AGENDA ITEMS, FOR THE RECORD, LET IT BE REFLECTED THAT AGENDA ITEMS A2 AND K1 EACH HAVE NEW ATTACHMENTS.

ITEM B2 HAS A NEW AND REVISED ATTACHMENT ITEMS. I ONE I TWO AND I FOUR HAVE REVISED ATTACHMENT.

ITEM K1 AND ITS ATTACHMENTS HAVE BEEN REVISED AND ITEMS K3 THROUGH K9 AND THEIR ATTACHMENTS ARE NEW.

BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST AS DEFINED IN BOARD POLICY BDFA LOCAL A CONFLICT OF INTEREST IS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEES ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S

[02:05:03]

INTERESTS.

WE WILL NOW CONSIDER ITEMS HELD FOR ABSTENTION AND OR DISCUSSION.

EACH MONTH, ALL ACTION ITEMS BEGAN ON THE CONSENT AGENDA.

IF A TRUSTEE WOULD LIKE AN ITEM HELD FROM CONSENT, THEY NEED TO NOTIFY THE DISTRICT CHIEF OF STAFF SYLVIA TRAN BY 8:00 A.M.

ON THE MONDAY PRIOR TO VOTING.

MEETING TRUSTEES AS A REMINDER, EVERYONE HAD AN OPPORTUNITY TO MEET TO THIS MEETING TO SUBMIT ADDITIONAL QUESTIONS AFTER AGENDA REVIEW TO THE ADMINISTRATION.

THE Q&A DOCUMENT HAS BEEN UPDATED TO REFLECT THE ADDITIONAL QUESTIONS.

THE UPDATED Q&A WAS SENT TO ALL TRUSTEES AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.

TRUSTEES REQUESTED THE FOLLOWING ITEMS BE HELD FROM CONSENT AGENDA.

D1 APPROVAL OF FAULT 2021 CAT CLASS SIZE WAIVER REQUEST.

I FOUR APPROVAL OF THE NOVEMBER GENERAL FUND BUDGET AMENDMENT.

K1 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY BED LOCAL BOARD MEETINGS PUBLIC PARTICIPATION 2ND READING.

K2 APPROVAL OF PROPOSED REVISION TO BOARD POLICY.

CE LOCAL ANNUAL OPERATING BUDGET.

SECOND READING FOR EACH ITEM OF DISCUSSION, WE WILL DO TWO ROUNDS OF TWO MINUTES EACH.

IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH A MOTION SECOND AND BOARD VOTE.

OUR FIRST ITEM HELD FROM THE CONSENT AGENDA IS ITEM D1 APPROVAL OF FALL2021 CLASS

[D-1. Approval Of Fall 2021 Class-Size Waiver Requests]

SIZE WAIVER REQUEST.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE SUNG.

MAY I HAVE A MOTION? WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE SANTOS.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE SUNG.

I ASKED LAST WEEK AT AGENDA REVIEW FOR THE AVERAGE CLASSROOM SIZE FOR CLASSES WITH WAIVERS, AND THAT WAS ANSWERED IN THE UPDATED Q&A RECEIVED YESTERDAY.

THANK YOU AND I SEE, AS I HOPED, THAT OUR CLASSES WITH WAIVERS RANGE FROM TWENTY TWO POINT SIX ON AVERAGE AGREED TO TWENTY FOUR POINT SIX AT GRADE FOUR, JUST A COUPLE LARGER THAN THE CAP TWENTY TWO.

I'M ASTONISHED, THOUGH, AT THE AVERAGE CLASSROOM SIZE OF CLASSES WITHOUT WAIVERS.

I HAD NO IDEA THAT WE HAD AVERAGE ELEMENTARY CLASS SIZES THAT WERE FIFTEEN AND UNDER.

I'M JUST I.

I'M KIND OF ASTONISHED.

IS THAT ACTUALLY WHAT OUR AVERAGE? I MEAN, YOU GAVE US THE DATA, SO I BELIEVE YOU.

I JUST.

HELP ME UNDERSTAND.

LIKE, WHY IS IT THAT WE HAVE SUCH DISPARITY BETWEEN THE CLASS SIZES THAT I'M USED TO SEEING THAT ARE TWENTY TWO AND UP? AND THEN THE WHOLE DISTRICT OVERALL, THAT'S FIFTEEN.

WHAT TELL ME WHAT THAT TELLS US ABOUT THE DISTRIBUTION OF KIDS IN OUR SCHOOLS? SURE AND WELL, DR.

MATNEY'S COMING UP.

IT REALLY VARIES FROM FROM SCHOOL TO SCHOOL.

YOU'RE LOOKING AT THE AVERAGES.

DR. MATNEY CAN CAN SHED A LITTLE LIGHT AROUND SOME OF OUR SMALL SCHOOLS.

BUT WHAT SOME OF THE MAJOR TRENDS ARE AS WELL.

SURE, ABSOLUTELY.

THANK YOU FOR THAT QUESTION.

SO ALL OF THE ALL OF THE CLASSES ARE INCORPORATED.

SO WHEN YOU CONSIDER SOME OF OUR SPECIAL EDUCATION PROGRAMS THAT HAVE MAYBE FIVE OR SIX STUDENTS THAT'S INCORPORATED IN THIS REPORT, OK, THAT MAKES COMPLETE SENSE THEN.

OK, THANK YOU FOR HELPING ME TO UNDERSTAND THAT THOSE ARE THOSE ARE ALL MY QUESTIONS.

TRUSTEE CRUZ.

THANK YOU.

OK, SO.

MY QUESTION IS, OH, SORRY.

UM, TRYING TO THINK OF WHERE I'M LOOKING AT, OK, SO IN THE REPORT THAT WAS PROVIDED TO US, I THINK LAST WEEK, ELEMENTARY SCHOOLS OFFICE ONE.

HAS JUST LIKE WAY MORE.

UM, OBVIOUSLY, THERE'S AN INCREASE ACROSS THE BOARD, BUT CAN YOU EXPLAIN WHY? SURE, DR. MATNEY DO YOU WANT TO SHED SOME LIGHT ON THIS PIECE AS WELL, AND I'M LOOKING AT PAGE 11 OF THAT REPORT.

YES, SO THE MAJORITY OF THE CAMPUSES IN ELEMENTARY SCHOOL OFFICE, ONE OR IN THE WEST SIDE OF OUR DISTRICT AND THOSE CAMPUSES ARE EXPLODING IN SIZE.

WE HAVE A LOT OF FAMILIES ENROLLING OUT THERE MOVING INTO THOSE NEIGHBORHOODS AND SO WE DO SEE THE GREATEST POPULATION INCREASE OUT THERE.

OK, THANK YOU AND THEN WHY IS IT THE TREND BIG LIKE THE MORE WAIVERS THE INCREASE IN K THROUGH SECOND AS OPPOSED TO THIRD AND FOURTH GRADE?

[02:10:04]

I THINK THAT REALLY VARIES BASED ON CAMPUS.

SOME OF WHAT WE SAW WHEN WE REALLY DISSECTED THIS DATA ORIGINALLY WAS, FOR EXAMPLE, A CAMPUS MIGHT HAVE BEEN STAFFED FOR FOUR ENGLISH CLASSROOMS AND ONE BILINGUAL CLASSROOM AND AT THE AT THOSE YOUNGER GRADE LEVELS, WE SAW AN INCREASE IN NUMBERS OF BILINGUAL STUDENTS ENROLLING AND SO, SO THEY HAD TO LOOK AT HIRING A NEW BILINGUAL TEACHER.

SO IT WAS PROGRAMMATIC RELATED AND WE SAW THAT REALLY IN THE IN THE YOUNGER GRADE LEVELS.

OK, AND THAT'S A LARGE TREND.

YES.

OK AND THEN HOW WILL INCREASING THE NUMBER OF CLASS WAIVERS HELP THE ADMINISTRATION REACH THE BOARD GOALS? YES, SO THIS ITEM, WHEN APPROVED, GOES TO TEA AND THEN WE'RE IN COMPLIANCE BECAUSE WAIVERS ALLOW US TO BE IN COMPLIANCE OF THE CLASS SIZE LAW.

IF THIS ITEM IS NOT APPROVED, THEN WE ARE OUT OF COMPLIANCE WITH TEA LAW AND INTERVENTIONS AND SANCTIONS OR WHATEVER IN THAT PART OF THE TEXAS EDUCATION CODE.

AND WHAT WOULD BE THE ALTERNATIVE TO INTERVENTIONS IN SANCTIONS LIKE HIRING MORE TEACHERS? OR YOU JUST HAVE TO PAY LIKE, I GUESS I'M TRYING TO UNDERSTAND.

YEAH.

SO REMEMBER, THIS REPORT IS TAKEN AT ONE POINT IN TIME, SO THE EFFORTS ARE STILL CONTINUING TO LOWER THESE RATIOS AND GET STAFF IN PLACE.

YOU KNOW, EVEN EVEN IN NOVEMBER, THEY'RE STILL LOOKING FOR STAFF THAT CAN BE HIRED TO TO LOWER AND BE IN COMPLIANCE WITH THIS TWENTY TWO TO ONE.

OK, SO I GUESS I'M STILL TRYING TO UNDERSTAND, SO IT'S A SNAPSHOT THAT'S GIVEN TO TEA.

SO REGARDLESS OF EVEN IF YOU HIRED TEACHERS LATER, IT WOULDN'T HAVE BEARING ON THIS SNAPSHOT OR WHAT'S REPORTED.

IS THAT CORRECT? OK, THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU FOR THIS REPORT, DR.

MATNEY.

THANK YOU, MR. HOUSE.

IT'S VERY INTERESTING TO SEE ALL THESE NUMBERS, SO.

TRUSTEE SUNG ALREADY ASKED SOME OF MY QUESTIONS.

IS IT POSSIBLE TO ENSURE THAT FOR THE AT LEAST, THE PRE-K CLASSROOMS THAT ARE OVERSIZED THAT REQUIRE A WAIVER THAT THEY.

THERE MUST BE A TEA.

THERE FOR THAT CLASSROOM.

WE'RE MAKING EVERY EFFORT, AS DR.

MATNEY INDICATED, TO CONTINUE TO HIRE IN, YOU KNOW, AT EVERY LEVEL, NOT NOT JUST KINDERGARTEN, TO FILL THOSE GAPS.

I DON'T KNOW THAT I CAN GUARANTEE YOU THAT I THINK I WOULD BE SPEAKING OUT OF TURN IF WE IF WE MADE THAT KIND OF PROMISE.

BUT WE ARE MAKING EVERY EFFORT WITH ALL OF THE ALL OF THE ELEMENTARY SCHOOLS THAT WERE SPEAKING OF AT THE AT THE EARLY YEARS.

IS IT POSSIBLE TO GET A REPORT ON THOSE SCHOOLS THAT DO HAVE WAIVERS FOR PRE-K AND K? AND WHICH ONES DO HAVE TAS AND WHICH ONES DO NOT? WE'D BE GLAD TO DO SO.

OK, PERFECT.

I HAD ONE MORE QUESTION AND I CANNOT THINK OF IT AT THE MOMENT, SO I WILL DO IT ON A SECOND ROUND.

THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU.

THIS IS A FOLLOW UP TO TRUSTEE CRUZ'S QUESTION ABOUT THE ELEMENTARY SCHOOLS OFFICE ONE CAMPUSES AND THE GROWING ENROLLMENT OR THE RESPONSE TO HER QUESTION INCLUDED THAT SOME OF THOSE CAMPUSES HAVE AN INCREASE IN ENROLLMENT, BUT THERE ARE ALSO SEVERAL SCHOOLS IN THAT AREA, FOR EXAMPLE, HORN THAT HAS A LARGE PERCENTAGE INCREASE IN CLASS SIZE WAIVERS, WHO ACTUALLY HAS HAD A DECLINE IN ENROLLMENT THIS YEAR.

SO I'M CONFUSED ABOUT IF THEY HAVE A DECLINE IN ENROLLMENT, WHY IS THERE..

A LOT OF IT DEPENDS ON WHERE THE GROWTH ACTUALLY IS.

YOU COULD SEE AN OVERALL DECLINE IN ENROLLMENT, BUT YOU COULD ACTUALLY SEE GROWTH AT A PARTICULAR GRADE LEVEL.

SO DR. MATNEY, ANYTHING YOU WANT TO ADD THERE? YES, SO SO THE WEST SIDE WAS A GENERAL STATEMENT ABOUT THAT WE DO SEE SOME CAMPUSES, SO FOR EXAMPLE, THEY THEY WERE STAFFED POSSIBLY ONE CERTAIN WAY AND THEN THEY, FOR EXAMPLE, WHETHER IT'S A PROGRAM THAT THEY WERE STAFFED FOR BILINGUAL VERSUS ENGLISH, IT MAY BE THAT THEY HAD A LOSS OF TEACHERS.

WE ALSO SAW AN INCREASE THIS YEAR IN TEACHER RESIGNATIONS EARLY IN THE YEAR OVER

[02:15:01]

[INAUDIBLE].

AT ONE PARTICULAR CAMPUS EXPERIENCE THAT AND SO HAD, YOU KNOW, WAS IN THE MIDDLE OF SHUFFLING AND HIRING TO REPLACE THAT WHEN WHEN THE SNAPSHOT WAS TAKEN.

BUT WE'D BE SPECIFICALLY BE HAPPY TO TAKE A CLOSER LOOK AND PROVIDE THE ENTIRE ENTIRE BOARD OF TRUSTEES INFORMATION AROUND HORN.

I DON'T MEAN I ONLY GAVE THAT AS AN EXAMPLE, BUT I THINK WHAT I'M CONCERNED AS I LISTENED TO THIS CONVERSATION MORE, IS THAT WE DON'T ACTUALLY KNOW WHY, YOU KNOW, AND I GET CENTRALIZATION VERSUS DECENTRALIZATION.

BUT I AM CONCERNED THAT THERE ARE SPACES WHERE ENROLLMENTS GONE DOWN.

THE CLASS SIZES HAVE GONE UP, AS WELL AS ALL THE OTHER SPACES THAT CLASS SIZES ARE GOING UP AND AGAIN, THAT FEELS COUNTERINTUITIVE TO ME.

IN RESPONSE TO THE LEARNING DISRUPTION FROM COVID AND THE GROUND THAT WE NEED TO MAKE UP AND KNOWING THAT OTHER DISTRICTS ARE FOCUSING ESSER DOLLARS ON REDUCING CLASS SIZE AND SO I'M STILL STRUGGLING WITH THIS.

TO GIVE YOU AN EXAMPLE TO KIND OF PUT IT IN LAYMAN TERMS AS AS A PRINCIPAL WOULD SEE IF YOU WERE A SCHOOL THAT HAD SIX SECTIONS OF FOURTH GRADE AND ENROLLMENT WENT DOWN AND NOW YOU ONLY HAVE FOUR SECTIONS OR, LET'S SAY, FOUR AND A HALF SECTIONS OF FOURTH GRADE.

IT MAY BE THAT HALF A SECTION WAS SPLIT BETWEEN TWO CLASSES, AND IT CAUSED THAT GROWTH THAT WE'RE SEEING IN TERMS OF THE CLASS SIZE.

THAT'S KIND OF HOW IT HAPPENS AT THE SCHOOL LEVEL, ESPECIALLY WHEN WE'RE TALKING.

I THINK I UNDERSTAND YOUR QUESTION A LITTLE BIT BETTER NOW.

YEAH.

THANK YOU.

TRUSTEE FLYNN VILASECA, THANK YOU SO MUCH.

THANK YOU FOR PROVIDING US A LIST OF THE INDIVIDUAL ELEMENTARY SCHOOLS AND WHERE THEY STAND AS FAR AS WAIVERS ARE CONCERNED.

I JUST IN ADDITION TO THE COMMENT THAT YOU MADE DR.

MATNEY ABOUT THE GROWTH IN THE WEST.

THERE'S A PARTICULAR SCHOOL IN HERE THAT I'M I'M A LITTLE WORRIED ABOUT BECAUSE THEY HAVE BEEN IN AND OUT OF IR STATUS RIGHT NOW.

THEY'RE NOT IN IR STATUS.

IT'S A SCHOOL OF ALMOST A THOUSAND STUDENTS, HIGH PRINCIPAL TURNOVER AT THE SCHOOL, BUT THE FIFTY PERCENT OF THE OF THE CLASSES HAVE CLASS WAIVERS.

RIGHT.

SO I'M JUST CONCERNED ABOUT AND I'M JUST ZOOMING IN ON SOME DISTRICTS LIKE SCHOOLS RIGHT WHEN I MAKE THAT COMMENT.

BUT I'M JUST WONDERING LIKE WHAT WE CAN DO TO HELP REMEDY THAT, NOT JUST FOR THAT SCHOOL, BUT FOR OTHER SCHOOLS THAT ARE HAVE SIMILAR PATTERNS.

PATTERNS IN TERMS OF THE GROWTH OF OR THE DECLINE IN ENROLLMENT IS THAT IT'S JUST AS FAR AS, YOU KNOW, LIKE HIGH PRINCIPAL TURNOVER.

LOTS OF STUDENTS AT THE SCHOOLS, LIKE NINETY NINE PERCENT OF THE STUDENTS, QUALIFY FOR FREE OR REDUCED PRICE LUNCH.

YOU KNOW, THAT'S A BIG PART OF WHAT WE'RE GOING TO.

WE'RE FOCUSING ON IN TERMS OF OUR STRATEGIC WHERE WE'RE LIVING AND BREATHING STRATEGIC WORK RIGHT NOW.

YOU CAN LOOK AT MY MY CABINET THAT YOU PROBABLY SEE S'S ON THEIR ON THEIR EYEBALL LENSES BECAUSE THAT'S WHAT WE'RE FOCUSING ON.

SO THESE ARE THE THINGS, OF COURSE, WITH THEORY OF ACTION.

IT STARTS WITH LEADERSHIP AND WE'RE REALLY HONING IN.

THAT'S ONE OF THE THINGS THAT DR.

WATTS IS FOCUSED ON RIGHT NOW IS BUILDING CAPACITY AND LEADERS MAKING SURE THE RIGHT KIND OF PROFESSIONAL HELP EXISTS SO THAT WE CAN ENSURE THAT WE DON'T HAVE THE KIND OF TURNOVER AND WE HAVE THE KIND OF EFFECTIVENESS THAT WE NEED TO SEE IN SCHOOLS SO THAT WE AND WE HAVE THE BENCH STRENGTH AS WELL, SO THAT WHEN WE DO SEE TURNOVER AND NATURAL ATTRITION, IT'S A GOOD ATTRITION THAT WE CAN FILL THOSE GAPS AND IN A VERY SMART WAY.

OKAY, THANK YOU AND THEN I ALSO NOTICED THAT THERE'S AN EARLY CHILDHOOD CENTER THAT HAS THREE HUNDRED PERCENT.

YES.

PERCENT OF, I GUESS, CLASSES WITH WAIVERS.

YEAH AND I'M JUST CURIOUS, LIKE, DID THEIR ENROLLMENT GO UP LIKE TREMENDOUSLY AS A RESULT OF OTHER CHANGES ACROSS THE DISTRICT? I'M JUST CURIOUS SORT OF WHAT COULD BE GOING ON THERE AT THAT PARTICULAR CAMPUS, AND WHICH WHICH EARLY CHILDHOOD CENTER IS IT? IT'S ENERGIZED EARLY CHILDHOOD CENTER, JUST THREE HUNDRED PERCENT INCREASE IN OR THREE HUNDRED PERCENT OF THE.

AND WE'D BE GLAD TO.

YEAH.

IF THERE ARE SPECIFIC SPECIFIC SCHOOLS IN YOUR DISTRICT THAT YOU WANT ADDITIONAL INSIGHT ON, YOU CAN MARK THOSE DOWN AND WE'D BE GLAD TO DIVE DEEPER THAN THAT THAN THE DATA THAT YOU SEE.

OKAY.

IT'S JUST HARD FOR ME TO UNDERSTAND, LIKE THERE'S ELEVEN CLASSES, BUT THERE'S THIRTY THREE WAIVERS.

SO WHAT DOES THAT MEAN? DR. MATNEY? YEAH, YEAH, WE CAN.

WE CAN LOOK INTO THAT FURTHER AND GET THAT TO YOU FOR SURE.

OKAY, THANK YOU FOR HELPING ME UNDERSTAND THAT.

[02:20:02]

THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU, DR.

MATNEY.

MY QUESTION IS FOR YOU EARLIER YOU SAID YOU WERE LOOKING INTO THE PROGRAMS, ARE THERE SOME PROGRAMS THAT YOU SEE HAVE LONGER WAIT LISTS IN THESE EARLY CHILDHOOD PRE-K K THAT WE SHOULD KNOW ABOUT? I DON'T HAVE THAT WITH ME RIGHT NOW, BUT THAT'S PART OF THE EXAMINATION, LOOKING AT THE BILINGUAL PROGRAM PIECE, LOOKING AT THE EARLY CHILDHOOD PIECE AND HOW SOME OF THAT MOVEMENT INFLUENCED SOME OF THESE WAIVERS.

OK AND THEN MY LAST QUESTION IS WHEN I WAS WORKING AT THE SCHOOLS, WHEN WE.

HAD TWENTY TWO, WE WOULD SEND THE STUDENT TELL THE STUDENT LIKE, HEY, WE'RE CAPPED.

YOU NEED TO GO TO ANOTHER CAMPUS.

CAN YOU TELL ME WHAT THE WHY THAT WAS NOT THE CASE THIS YEAR? YEAH.

SO IT WAS THE CASE.

THE PROBLEM WAS A LOT OF THOSE HUBS THAT WE TYPICALLY RESERVE FOR THAT, ESPECIALLY IN THE WEST.

THEY WERE ALSO EXPERIENCING THEIR OWN CLASS SIZE WAIVER CONCERNS AND SO.

SO WE DIDN'T HAVE THAT AVAILABILITY LIKE WE'VE HAD IN YEARS PAST.

OK, THAT MAKES SENSE.

THANK YOU.

HMM.

TRUSTEE SANTOS.

THANK YOU FOR THE PRESENTATION, DR.

MATNEY SUPERINTENDENT HOUSE, I HAVE A QUESTION, A PROCEDURAL QUESTION, IF THIS WOULD POSTPONE THIS ITEM WERE POSTPONED UNTIL NEXT THURSDAY WHEN WE HAVE HEARINGS.

IS THAT GOING TO AFFECT ANYTHING, THE TEA DEADLINE FOR THE WAIVERS? WHEN IS THAT? DR.

MATNEY DO YOU KNOW WHEN THE DEADLINE IS RIGHT OFF HAND? I DON'T HAVE IT OFF THE TOP OF MY HEAD, BUT I DO KNOW THAT THE DATE AND TIME WE'RE SUPPOSED TO HAVE IT CONSIDERED THE NEXT BOARD SESSION.

BUT I WILL.

I CAN LOOK INTO THAT.

I JUST I'M A VERY ACTIVE TEACHER ADVISORY COMMITTEE AND I'M ACTUALLY SEEING SOME DISCREPANCIES BETWEEN WHAT I'VE BEEN, WHAT INFORMATION HAS BEEN RELAYED AND SOME OF WHAT SCHOOLS THAT I HAVE.

UM, WHAT'S LISTED HERE? SO I JUST BE CURIOUS TO IF YOU DON'T MIND SHARING THAT, THAT INFORMATION THAT YOU HAVE AND WE'D BE GLAD TO CROSS-CHECK IT AGAIN WITH WHAT WE HAVE.

BUT YOU CAN VERY WELL EITHER EMAIL MYSELF OR SYLVIA ON ANY ADDITIONAL DISCREPANCY PIECES OF DATA THAT YOU HAVE.

BE GLAD TO TAKE A LOOK AT IT.

OK, SO.

IF I THEN COULD, WHAT WAS THE ANSWER TO MY THE MY QUESTION IF WE DELAYED THIS UNTIL NEXT THURSDAY? IS THAT GOING TO AFFECT ANYTHING? I MEAN, OUR CLASS ARE STILL GOING TO BE BIG, RIGHT? WE'RE STILL GOING TO NEED WAIVERS.

I JUST WANT TO MAKE SURE THAT WE'RE NOT GOING TO MISS A DEADLINE.

YEAH, THE COMPLIANCE IS IS, OF COURSE, THE IMPORTANT PIECE HERE.

WE DON'T HAVE THE EXACT DAY THAT THIS INFORMATION, WE DO KNOW THAT IT WAS SUPPOSED TO BE AND BEFORE THE NEXT THE NEXT FULL MEETING FROM WHAT I UNDERSTAND.

BUT I THINK DR.

MATNEY IS TRYING TO LOOK THAT UP RIGHT NOW.

IF YOU DON'T MIND IT LIKE THAT, IT WOULD BE LIKE, I SAID, PLEASE SEND ME THAT INFORMATION, SYLVIA, AND WE'LL CROSS-CHECK IT.

ABSOLUTELY.

TRUSTEE DEIGAARD.

SO I GET THE BIT ABOUT HOW IN THE PAST WE WOULD CONCENTRATE ONE CLASS PER GRADE IS HAVING THE WAIVER AND NOW WE'RE SPREADING IT OUT.

I THINK IT WOULD GIVE PEACE OF MIND TO KNOW, YOU KNOW, WHICH OF THESE ARE THAT SITUATION, ESPECIALLY IF THERE'S A BIG JUMP.

BUT I THINK WE SHOULD LOOK AT THIS ENERGIZED THING BECAUSE I DON'T KNOW HOW THEY COULD HAVE THIRTY THREE MORE WAIVERS WHEN THEY ONLY HAVE ELEVEN CLASSES.

THAT SEEMS LIKE AN ERROR.

DR. MATNEY.

YES, THAT'S WHAT WE'RE GOING TO LOOK INTO.

I'VE GOT THAT ON MY LIST.

YEAH.

THANK YOU.

SO I MOVE THAT WE POSTPONE THIS ITEM UNTIL THE NEXT BOARD MEETING ON NOVEMBER 18TH, SECOND SANTOS.

WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE SANTOS.

[02:25:07]

TRUSTEE SANTOS, I HAD A PROCEDURAL QUESTION, I GUESS, BECAUSE I WANTED THAT INFORMATION FOR DR. MATNEY FROM DR.

MATNEY.

COULD WE WAIT TO VOTE ON THIS? I WAS JUST GOING TO UNTIL THE END OF THE MEETING, SO WE GIVE DR.

MATNEY SOME TIME TO FIND THE ANSWER.

I HAVE THE ANSWER.

OH, OK, YOU'RE FINE TO POSTPONE.

OK, THANK YOU.

THEN.

ARE WE UP FOR THE VOTE? TRUSTEE SUNG OH, SORRY.

I JUST WANTED TO ASK, IS THERE A TRUSTEE HERNANDEZ OR TRUSTEE SANTOS, IS THERE A REQUEST TO THE ADMINISTRATION? SO WHILE WE'RE POSTPONING THIS FOR A WEEK, IS THERE SOME INFORMATION WE'D LIKE OR SOME ACTION WE'D LIKE? I THINK WHAT I HEARD IS THAT TRUSTEE SANTOS WAS GOING TO SEND US SOME, SOME DATA THAT SHE HAD RECEIVED AND WE WERE GOING TO CROSS-CHECK THAT DATA AND THEN WE ALSO HEARD THAT THE ENERGIZES PIECE IN REFERENCE TO THE THREE HUNDRED PERCENT INCREASE WAS SOMETHING THAT WE WERE GOING TO PROVIDE ADDITIONAL INSIGHT AROUND AS WELL.

OK.

OK, THANK YOU.

TRUSTEE DEIGAARD.

IN RESPONSE TO TRUSTEE SUNG'S QUESTION, WHAT I WOULD LIKE TO SEE BEFORE I'M GOING TO FEEL COMFORTABLE VOTING FOR THIS IS I GET THAT WE'RE DECENTRALIZED, BUT I WOULD HOPE THAT THERE WAS SOME OVERSIGHT OF THE PRINCIPALS SO THAT THE ADMINISTRATION UNDERSTANDS WHY THEY'RE REQUESTING THESE DIFFERENT WAIVERS.

YOU KNOW, IS IT BECAUSE THEIR ENROLLMENT, YOU KNOW, HAS GROWN AND THEY DON'T HAVE CAPACITY TO ADD ANOTHER CLASSROOM? HOW MANY OF THEM ARE BECAUSE THEIR ENROLLMENT HAS SHRUNK AND THEY'VE HAD TO CONCENTRATE CLASSROOMS? RIGHT? AND IT JUST I WOULD FEEL MORE COMFORTABLE KNOWING THERE WAS SOME OTHER STANDING UNDERSTANDING AT THE ADMINISTRATIVE LEVEL, EVEN THOUGH WE'RE A DECENTRALIZED SYSTEM, THAT SHOULD BE LISTED ON THE ACTUAL WAIVERS THEMSELVES.

WE'D BE GLAD TO TO LET YOU SEE THE ACTUAL WAIVER FOR EACH ONE OF THEM AS WELL.

THAT WILL KIND OF GIVE YOU UNDERSTANDING AND EXPLANATION AROUND THE WHY BEHIND EACH WAVIER.

I'LL JUST SEND IN A QUESTION THROUGH THE Q&A THEN THAT'S PROBABLY THE MORE APPROPRIATE THING TO DO.

THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

NO QUESTIONS, THANK YOU.

SEEING, NO OTHER TRUSTEES IN THE QUEUE.

WE ARE VOTING ON POSTPONEMENT UNTIL AFTER THE HEARINGS.

I DON'T KNOW THE DATE.

PLEASE VOTE.

NINE FOR, ZERO AGAINST.

OUR NEXT ITEM HELD FOR DISCUSSION IS AGENDA ITEM I FOUR APPROVAL OF THE

[I-4. Approval Of The November General Fund Budget Amendment]

NOVEMBER GENERAL FUND BUDGET AMENDMENT.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE CRUZ.

MAY I HAVE A MOTION? SO MOVED.

SECOND.

WE HAVE A TRUSTEE VILASECA A MOTION AND SECOND BY DEIGAARD.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE CRUZ.

THANK YOU.

SO ON THE PORTAL ON IT SAYS NOVEMBER 2021 BUDGET AMENDMENT REVISED.

WAS THERE A CHANGE? [INAUDIBLE].

THERE WASN'T ACTUALLY WHEN WE POSTED ORIGINALLY, THE BOTTOM LINES WERE SHIFTED, THEY WERE OUT OF ALIGNMENT.

SO WE JUST UPDATED THE ALIGNMENT.

THANK YOU.

IN THE EXECUTIVE SUMMARY OR WAIT.

YES.

YOU MENTIONED CARRYOVER FROM PRIOR YEAR ENCUMBRANCES.

AND THEN YOU TALK ABOUT CURRENT YEAR ENCUMBRANCES.

SO COULD YOU GIVE ME AN EXAMPLE OF OF AN OUTSTANDING ENCUMBRANCE FROM THE BUDGET WE JUST APPROVED.

SO THE ENCUMBRANCES ARE OBLIGATIONS FROM THE PRIOR YEAR THAT WERE CARRIED OVER WHERE GOODS WEREN'T RECEIVED.

AND SO WHAT WE DO IS WE CARRY THOSE DOLLARS INTO THE NEXT FISCAL YEAR AND THEN THEY BECOME AN EXPENDITURE IN THE NEXT YEAR.

SO ANY? ANY KIND OF PURCHASE ORDER, RIGHT.

IT COULD BE SUPPLIES.

IT COULD BE, YOU KNOW, IT COULD BE PAPER.

IT COULD BE IT COULD BE CAPITAL OUTLAY, YOU KNOW, CAMPUSES CAN RECEIVE OR CAMPUSES AND DEPARTMENTS MAY HAVE ORDERED LAPTOPS, RIGHT? AND THEY DIDN'T RECEIVE THEM BY JUNE 30 IN THE FISCAL YEAR.

SO THEN WE CARRY THOSE DOLLARS, THOSE DOLLARS OVER.

SO IN THE SECOND SENTENCE OF THIS EXECUTIVE SUMMARY SAYS THESE OBLIGATIONS DO NOT

[02:30:02]

CONSUME THE CURRENT YEAR BUDGET AS THEY WILL BE RESERVED FOR ENCUMBRANCES AND FUND COMMITMENTS IN THE 2021 COMPREHENSIVE ANNUAL FINANCE REPORT.

CAN YOU EXPLAIN THAT TO ME? YES, MA'AM.

IN THE ASSIGNED FUND BALANCES, THERE IS A RESERVE FOR CARRYOVER THAT THOSE ARE THE DOLLARS THAT ARE SET ASIDE IN THE FUND BALANCE TO PAY FOR THOSE ENCUMBRANCES.

SO IF YOU NOTICE ON THE BOTTOM OF THIS REPORT HERE, IT SAYS ON A NOTE NUMBER THREE ON THE ASSIGNED FUND BALANCE, IT SAYS, REFLECTS LIQUIDATION OF CARRYOVER ENCUMBRANCES.

SO WHAT THAT MEANS IS THAT WE WOULD EXPECT THAT IF WE CARRIED OVER DOLLARS FROM PURCHASES FROM THE PRIOR YEAR THAT THAT FUND BALANCE WOULD BE LIQUIDATED AND THEN IT'LL BE RESTARTED NEXT YEAR AND AS OF JUNE 30.

OF COURSE, I HAVE NO IDEA WHAT THAT'LL BE, YOU KNOW, IN JUNE OF NEXT YEAR.

SO IS THERE A SPECIFIC PERCENTAGE THAT HAS TO BE RESERVED IN THE FUND BALANCE FOR ENCUMBRANCES? NO, NO.

THAT'S.

NOT NECESSARILY A PERCENTAGE, BUT.

YEAH NO IT'S ACTUALLY ITEMS THAT WERE THAT DID NOT LIQUIDATE, DID NOT CLEAR, DID NOT EXPENSE BY THE END OF THE FISCAL YEAR.

OK, SO SO A SCHOOL, LET'S SAY A SCHOOL GOES OUT THERE.

THEY ORDERED, I DON'T KNOW, $5000 IN READING MATERIALS, BUT THOSE READING MATERIALS DID NOT GET TO THEM.

DID NOT HIT THEIR FRONT DOOR ON JUNE 30 BY JUNE 30 CAN'T BE AN EXPENSE NOW FOR THE 2021 SCHOOL YEAR.

SO THEN WE CARRY OVER THE PURCHASE ORDER INTO THE NEXT YEAR BECAUSE THOSE BOOKS WOULD BE RECEIVED IN JULY OR MAYBE AUGUST.

RIGHT.

BUT SO THAT SO, SO A CAMPUS BUDGET IS NOT IMPACTED USING THEIR CURRENT YEAR DOLLARS.

WE CARRY THE BUDGET WITH THAT $5000 FROM TWO THOUSAND FROM THE PREVIOUS SCHOOL YEAR INTO THE NEW SCHOOL YEAR.

SO THE CAMPUSES, CAMPUSES AND DEPARTMENTS ARE MADE WHOLE.

SO WHAT PERCENTAGE OF OUR BUDGET IS USUALLY IN ENCUMBRANCES? LIKE HOW MUCH IS CARRYING OVER THAT? THAT NUMBER GO IS UP AND DOWN.

LAST YEAR IT WAS ONE HUNDRED AND FORTY SEVEN MILLION DOLLARS.

THAT'S THE HIGHEST IT'S EVER BEEN.

WOW.

IN 2020.

YES, JANUARY OF 2020, IT WAS FIFTY FIVE MILLION.

SO THAT NUMBER GOES UP AND DOWN EACH YEAR.

SO THERE'S NO THERE'S NO TREND ON WHAT THAT NUMBER LOOKS LIKE.

I MEAN, I GUESS ARE THERE ARE THERE SYSTEMS THAT NEED TO BE IN PLACE TO TRY TO LIKE HAVE MORE CONTROLS OF THAT? I MEAN, I KNOW IF YOU'RE ORDERING SOMETHING YOU CAN'T ALWAYS CONTROL WHEN IT COMES, BUT IS THERE ANYTHING THAT YOU'VE OBSERVED THAT NEEDS TO BE CHANGED IN THAT RESPECT? I THINK THIS PAST YEAR WAS WAS AN ANOMALY.

SO AS WE SEE A NUMBER APPROACHING ONE HUNDRED AND FIFTY MILLION, WE KNOW ACROSS ACROSS THE UNITED STATES, ACROSS THE WORLD, A LOT OF PRODUCT WAS SLOWED DOWN TREMENDOUSLY AND WITH COVID, IT DIDN'T HELP ANYMORE.

SO I DON'T KNOW WHAT THE VARIANTS LOOK LIKE PRIOR TO COVID, WHETHER WE HAD A SMALLER VARIANT OF THE FIFTY FIVE MILLION THAT WE'RE TALKING ABOUT THE YEAR PRIOR.

BUT I'M SURE GLENN CAN PROVIDE SOME ADDITIONAL INSIGHTS IN TERMS OF WHAT THOSE VARIANCES LOOK LIKE GOING BACK BEFORE COVID AS WELL.

YEAH, IT WAS 20 MILLION IN 2019, BUT IN 18 IT WAS FIFTY ONE MILLION AND 17 IT WAS SEVENTY FIVE.

SO, YOU KNOW, IT KIND OF STARTED GOING DOWN AND THEN KIND OF STARTED GOING UP.

SO IT'S NOT ANY ONE.

I MEAN, THERE'S NO REAL TREND ON SAYING, OH, I THINK IT'S GOING TO BE, YOU KNOW, X PERCENT OF THE BUDGET.

OKAY, YEAH.

AND THEN THE UNASSIGNED FUND BALANCE WITH THE POLICY WE'RE ADOPTING TODAY, IT SHOULD BE THREE MONTHS, RIGHT? CORRECT.

THIS AMOUNT IS LESS THAN THE THREE MONTHS, AND I MONTHS IS ACTUALLY ABOUT FOUR HUNDRED SIXTY FIVE MILLION.

OKAY.

AND ALSO ON HERE THE FOUR, THE FOUR POINT SEVENTY THREE MILLION DOLLARS YOU SEE ON HERE.

THIS ASSUMES THAT EVERY IN THIS BUDGET IS SPENT BECAUSE THIS IS A BUDGET.

IF Y'ALL REMEMBER BACK IN THE FALL, I TALKED ABOUT, YOU KNOW, I'M HOPING FOR AT LEAST $40 MILLION IN FALLOUT.

SOME WILL BE IN SALARY, SOME WILL BE IN OTHER OTHER BUDGETS THROUGHOUT THE DISTRICT.

SO THAT WOULD MEAN THAT I WOULD EXPECT THAT I SHOULD BE AT LEAST AT FIVE HUNDRED AND THIRTEEN MILLION BY YEAR END.

GOT IT.

RIGHT, BECAUSE THIS IS AGAIN, ASSUMING IT'S LIKE YOUR HOME BUDGET, RIGHT? ASSUMING THAT YOU'RE GOING TO SPEND EVERY DIME.

WE WON'T WE KNOW WE WON'T SPEND EVERYTHING, ESPECIALLY WITH THIS WITH THE STAFF SHORTAGE, RIGHT, THAT WE HAVE THIS YEAR.

OK, SO WITH THIS AMOUNT, WE ARE WITHIN OUR POLICY.

FOUR SIXTY FIVE IS THE IS THE IS THE IS THE MINIMUM FOR FOR THIS YEAR.

WE BASE IT ALL ON OUR ON OUR ADOPTED BUDGET.

OK.

BECAUSE OF OTHER THINGS WE'VE SET ASIDE, RIGHT, THE ENCUMBRANCES THAT SET ASIDE.

SO WE DON'T NEED ADDITIONAL FOR THAT.

OK, THANK YOU.

TRUSTEE GUIDRY.

[02:35:05]

THANK YOU.

AND PLEASE EXCUSE ME IF THIS QUESTION HAS BEEN ASKED ALREADY.

SUPERINTENDENT HOUSE BUT I'M LOOKING AT THE TRANSFERS HERE AND A LOT OF THESE TRANSFERS ARE FROM INSTRUCTION TO SOMETHING ELSE.

AND I JUST THINK INSTRUCTION IS VERY IMPORTANT RIGHT NOW.

AND SO REMOVING MONEY FROM FUNDS, FROM INSTRUCTION TO GO TO POSITION CHANGES, WHO'S WHO'S MAKING THESE CHANGES? IS IT THE SCHOOL? THIS IS AND I KNOW SOMEONE REFERENCED DECENTRALIZATION IN TERMS OF WHAT THIS LOOKS LIKE, BUT THIS HAPPENS AT THE AT THE BUILDING LEVEL, AND IT IS SOMETHING THAT WILL BE TAKING A CLOSE LOOK AT IT AS A PART OF OUR STRATEGIC WORK AS WELL.

WE ARE TRULY TAKING A CLOSE LOOK AT WHAT THAT LOOKS LIKE.

I AGREE AND CONCUR WITH WITH YOUR CONCERN, BUT IT IS A BYPRODUCT OF DECENTRALIZATION.

THANK YOU, SIR.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU.

EXCUSE ME.

FOLLOW UP TO THAT.

IS THAT SOMETHING THAT THE AUDIT DEPARTMENT COULD LOOK AT? I'M SURE THEY COULD.

OK.

BUT THAT WAS ONE OF THE THINGS THAT'S KIND OF LIKE BEEN ON MY RADAR THAT I'VE BEEN TALKING ABOUT THE AUDIT DEPARTMENT LOOKING AT INTERMITTENTLY SO THAT WE COULD TRY AND NOT HAVE ISSUES FOLLOW UP TO TO WHAT TRUSTEE GUIDRY WAS TALKING ABOUT.

I THINK WE HAVE THE NUMBERS IN REFERENCE TO WHAT IT LOOKS LIKE, AND I THINK THAT'S A REFLECTION OF WHAT TRUSTEE GUIDRY JUST JUST SAID.

THE AUDIT DEPARTMENT COULD, YOU KNOW, REFLECT AGAIN AND SHOW US WHAT THOSE NUMBERS ARE.

WE WHAT IT BOILS DOWN TO AGAIN, THE MODEL THAT THAT WE FOCUS ON.

BUT AGAIN, IT'S SOMETHING THAT WE'RE TAKING A CLOSE LOOK AT MOVING FORWARD.

THANK YOU.

SEEING NO OTHER TRUSTEE IS IN THE QUEUE.

PLEASE VOTE.

WE HAVE SIX FOR, THREE AGAINST.

OUR NEXT ITEM HELD FOR DISCUSSION IS AGENDA ITEM K1 APPROVAL OF PROPOSED

[K-1. Approval Of Proposed Revisions To Board Policy BED(LOCAL), Board Meetings: Public Participation—Second Reading]

REVISIONS TO BOARD POLICY BED LOCAL BOARD MEETINGS, PUBLIC PARTICIPATION, SECOND READING.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE CRUZ, MAY I HAVE A MOTION AND A NAME? SO MOVE ON THIS.

DEIGAARD SECOND.

MOTION BY TRUSTEE HERNANDEZ AND A SECOND TRUSTEE DEIGAARD, ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? TRUSTEE CRUZ.

THANK YOU, MADAM PRESIDENT.

I MOVE THAT WE ADD IN THE PUBLIC COMMENT SECTION OF THIS POLICY THE FOLLOWING STATEMENT: INTERPRETATION SERVICES SHALL BE PROVIDED TO ANY NON-ENGLISH SPEAKING INDIVIDUAL IN NEED OF SUPPORT TO FILL OUT THE PUBLIC COMMENT FORM AND OR TO SPEAK TO THE BOARD.

SIMULTANEOUS INTERPRETATION SERVICES SHALL BE PROVIDED FOR THE DURATION OF THE IN-PERSON BOARD MEETING AND VIA BROADCAST.

SECOND, SANTOS.

WE HAVE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SANTOS.

ARE THERE ANY QUESTIONS FROM THE COLLEAGUES? I THOUGHT SHE WAS GOING TO PUT IT UP.

[02:41:19]

TRUSTEE GUIDRY.

SO I'M CERTAINLY FOR HAVING TRANSLATION SERVICES FOR ALL OF THOSE WHO ARE IN NEED OF TRANSLATION SERVICES TO ENHANCE AND BETTER HELP THEM UNDERSTAND WHAT'S GOING ON WITH THEIR CAMPUSES AS WELL AS THE BOARD OF EDUCATION.

BUT LAST WEEK WE TALKED ABOUT IT AND I THINK IT CAME AT A COST OF ABOUT $40000 PER SESSION OR PER YEAR.

AND SO I WAS WONDERING, IS THERE ANY WAY THAT WE COULD OFFER OUR TEACHERS, OUR BILINGUAL TEACHERS AND PARAPROFESSIONALS WHO HAVE THE ABILITY TO TRANSLATE, OFFER THEM THE OPPORTUNITY TO MAKE EXTRA MONEY AS OPPOSED TO FORMING THIS OUT TO AN OUTSIDE SOURCE? HADN'T THOUGHT ABOUT THE IDEA, BUT CHIEF TRINH WE CAN WE CAN TAKE A LOOK.

I THINK WE WERE TASKED WITH GETTING QUOTES AND WHAT THE PROFESSIONAL COST WOULD BE, AND THAT'S THAT'S WHAT WE DID.

BUT WE'D BE GLAD TO TAKE ANOTHER LOOK AT THE STRATEGY THAT THAT YOU'RE SPEAKING OF.

THANK YOU.

AND WITH THAT IN MIND, I WOULD MAKE I THINK WE HAVE TO MOVE ON, VOTE ON THIS MOTION, BUT I WOULD MAKE A MOTION THAT WE POSTPONE SO THAT WE CAN TAKE A LOOK AT WHAT THAT EXPENSE WOULD BE AND WHETHER OR NOT WE WOULD HAVE PARAPROFESSIONALS AND BILINGUAL TEACHERS WHO WOULD BE WILLING TO STEP UP, MAKE SOME EXTRA MONEY AND PROVIDE THOSE SERVICES.

WE'LL DEFINITELY DO SO, YEAH, IF IT'S THE WILL OF THE WILL OF THE BOARD.

THANK YOU, SIR.

TRUSTEE SUNG.

THANK YOU TRUSTEE CRUZ FOR BRINGING THIS FORWARD.

I THINK IT'S IN LINE WITH OUR BOARD SELF CONSTRAINT TO BE INCLUSIVE OF FAMILIES THAT SPEAK LANGUAGES OTHER THAN ENGLISH IN OUR DECISION MAKING THAT WE THAT WE HEAR FROM THEM.

SO MY QUESTIONS ARE A LITTLE BIT PRACTICAL HERE.

SO FOR THE FIRST SENTENCE, I CAN IMAGINE VERY CLEARLY HOW THAT WOULD WORK, RIGHT? SOMEBODY WANTS TO SPEAK TO THE BOARD.

THEY CONTACT BOARD SERVICES VIA EMAIL OR BY PHONE, AND WE MAKE SURE THAT WE ARE RESPONSIVE IN WHATEVER LANGUAGE THEY REACH OUT TO US IN.

FOR THE SECOND PART, SIMULTANEOUS INTERPRETATION SERVICES SHALL BE PROVIDED.

I KNOW WE'VE DISCUSSED HIRING INTERPRETERS FOR SPANISH.

IS THIS.

HOW DO HOW DO WE READ THIS BECAUSE THERE'S SO MANY LANGUAGES THAT ARE SPOKEN, SO I MEAN, I THINK MOVING FORWARD WITH SPANISH FIRST MAKES A LOT OF SENSE.

IT IS THE LARGEST LANGUAGE THAT IS SPOKEN IN HOUSTON ISD.

ARE WE ALSO TALKING ABOUT, YOU KNOW, SIGN LANGUAGE WAS JUST DISCUSSED THIS LAST WEEK OR VIETNAMESE OR OTHER LANGUAGES AS WELL? SO HOW DO HOW DOES THE TRUSTEE CRUZ HOW YOU BROUGHT THIS FORWARD? GIVE US A LITTLE BIT MORE THOUGHT ABOUT THE SECOND SENTENCE THERE.

MAY I ANSWER, MADAM PRESIDENT? SO YEAH, THAT'S WHY I WROTE NON-ENGLISH SPEAKING.

BECAUSE THEN IT IT LEAVES IT UP FOR, YOU KNOW, IT COULD BE ANY LANGUAGE.

AND I THINK WE DO NEED TO START WITH SPANISH, GIVEN IT IS THE MOST WIDELY SPOKEN LANGUAGE OF OUR ENGLISH LEARNER POPULATION.

AND SIMULTANEOUS INTERPRETATION MEANS THAT SOMEONE IS TRANSLATING LIKE YOU'RE BASICALLY SPEAKING THE OTHER LANGUAGE AT THE SAME TIME THAT THE PERSON IS SPEAKING.

SO KIND OF TO TRUSTEE GUIDRY'S QUESTION, JUST BECAUSE YOU'RE BILINGUAL DOESN'T MEAN THAT YOU CAN INTERPRET IT TAKES A VERY SPECIAL SKILL TO BE YOUR BRAIN IS LITERALLY

[02:45:04]

YOU'RE HEARING THE PERSON SPEAK, YOU ARE TRANSLATING AND THEN YOU'RE LITERALLY TRANSLATING THE NEXT SENTENCE IN YOUR HEAD.

AND IT IS LIKE, IT'S IT'S SO THE PERSON WHO'S LISTENING DOESN'T MISS A BEAT.

RIGHT? BECAUSE IF YOU DO SIDE BY SIDE, YOU MIGHT MISS A FEW THINGS.

YOU FORGET WHAT THE PERSON SAID.

THE SIMULTANEOUS KEEPS IT ON PACE.

SO JUST BECAUSE SOMEONE IS BILINGUAL AND IT MAY VERY WELL BE THAT WE DO HAVE BILINGUAL STAFF THAT DOES HAVE THAT SKILL SET, BUT JUST BECAUSE YOU ARE BILINGUAL DOESN'T NECESSARILY MEAN THAT YOU CAN INTERPRET SIMULTANEOUSLY.

SO TRUSTEE CRUZ, THE FIRST SENTENCE I GET, PRACTICALLY SPEAKING, WHATEVER LANGUAGE SOMEONE COMES IN AND THEY SPEAK MANDARIN CHINESE, WELL, THEN WE FIND SOMEBODY IN THE BUILDING WHO CAN HELP THEM FILL OUT THE FORM AND THEN DAY OF WE MAKE SURE WE HAVE SOMEONE WHO CAN HELP TRANSLATE WHEN THEY'RE SPEAKING TO THE BOARD.

THE SECOND PART HAVING SIMULTANEOUS INTERPRETATION SERVICES.

PROVIDED IT MAY BE HARDER TO SOURCE, YOU KNOW, SOMEONE SIGNS UP AND WE KNOW THAT THEY'RE COMING, THAT'S ONE THING, BUT SOMEBODY COULD SHOW UP WITHOUT NOTICE, RIGHT? IT'S A PUBLIC MEETING.

SOMEONE CAN SHOW UP.

AND THEY SAID, I WOULD LIKE SIMULTANEOUS INTERPRETATION SERVICES IN THE LANGUAGE I NEED IT IS CHINESE.

AND THEN WE CAN'T SOURCE THAT LIKE WE CAN'T TURN AROUND AND FIND THAT PERSON.

SO JUST VERY PRACTICAL.

I SUPPORT THIS.

I JUST VERY PRACTICALLY SPEAKING, I DON'T SEE HOW WE DO THE SECOND PART.

THE SECOND SENTENCE IN ALL LANGUAGES.

SO ARE YOU THINKING WE SPECIFY ON THE SECOND SENTENCE? I THINK, YES, I MEAN, I THINK IS THE INTENT HERE THAT WE DO SPANISH FIRST AND THEN WE, YOU KNOW, FIGURE IT OUT.

I THINK IF WE START WITH ONE, THAT THAT PUTS US IN THE RIGHT PATH.

OK, SO THEN WE JUST NEED TO FIGURE OUT THE LANGUAGE FOR THAT.

AND I'M SUPPORTIVE OF THAT.

THANK YOU.

THANK YOU.

AND I DO HAVE A QUESTION ABOUT THAT, BECAUSE WE DO HAVE OVER 100 LANGUAGES SPOKEN IN HISD.

SO IF IT SAYS ON THAT SAME SECOND SENTENCE AND I KNOW YOU SAID THAT IT WOULD BE 40000 PER YEAR, IS THIS 40000 PER YEAR FOR EACH LANGUAGE BECAUSE BEING A GOOD STEWARD OF THE CHILDREN'S MONEY? YEAH, WHEN YOU'RE TALKING ABOUT SIMULTANEOUS INTERPRETATION FOR THE DURATION OF THE IN PERSON BOARD MEETING AND VIA BROADCAST, THAT WOULD BE AN ENORMOUS AMOUNT OF MONEY FOR OVER 100000, NO I'M SORRY ONE HUNDRED DIFFERENT LANGUAGES AND THEY HAVE UNTIL THAT MORNING TO EVEN SIGN UP.

TURN AROUND WOULD BE.

REALLY? I AGREE WITH THE VERY FIRST ONE.

BUT I WOULD HAVE AN ISSUE WITH THE MONEY THAT IT WOULD COST TO DO OVER 100 LANGUAGES FOR.

SURE.

THANKS.

I MEAN, I THINK TRUSTEE SUNG'S SUGGESTION OF FOCUSING ON ONE LANGUAGE TO START IN THE SECOND SENTENCE WOULD PROBABLY MAKE SENSE.

IF WE START WITH ONE LANGUAGE AND LEAVE OUT THE OTHER 99 LANGUAGES WHEN YOU GET TO SIMULTANEOUSLY.

I WOULD AGREE WITH THE TOP ONE FOR ALL LANGUAGES AND THE SECOND HALF.

WE WOULD WORK ON.

EVENTUALLY, BUT TO PROVIDE ANY PERSON THAT WANTS TO FILL OUT THE PUBLIC COMMENT FORM.

IN ANY LANGUAGE THAT IS OFFERED IN OUR DISTRICT, SO.

OK, I'M THROUGH WITH MY QUESTION.

TRUSTEE HERNANDEZ.

THANK YOU.

I ALSO AGREE WITH THE FIRST SENTENCE, I BELIEVE THAT WE SHOULD BE ABLE TO DO THAT AND HELP INDIVIDUALS THAT DON'T SPEAK ENGLISH FILL OUT ANY OF THE FORMS WITH THE SECOND SENTENCE.

I ALSO AGREE THAT IT IS MIGHT BE IMPOSSIBLE TO SIMULTANEOUS TO PROVIDE SIMULTANEOUS INTERPRETATION FOR OVER 100 LANGUAGES.

SO I WOULD SUGGEST WE ADD SOMETHING, AT LEAST RIGHT NOW, SOMETHING ALONG THE LINES OF LIKE THE HIGHEST.

THE NUMBER ONE.

THE FIRST OF THE LANGUAGE OTHER THAN ENGLISH, RIGHT, THE HIGHEST PERCENTAGE OF.

YEAH.

OTHER LANGUAGE OTHER THAN ENGLISH.

[02:50:01]

SOMETHING ALONG THOSE LINES TO THAT SENTENCE, BECAUSE THAT COULD CHANGE OVER TIME.

AND OBVIOUSLY, YOU CAN ADD THE FIRST AND SECOND ONE.

AND I WANT TO ADD AS WELL.

THAT I AGREE WITH TRUSTEE CRUZ'S COMMENTS ABOUT BEING BILINGUAL DOES NOT MEAN THAT YOU CAN SIMULTANEOUSLY INTERPRET.

IT'S A VERY DIFFICULT TASK EVEN IF YOU ARE BILINGUAL CERTIFIED.

IT IS NOT, DOES NOT MEAN THAT YOU CAN TRANSLATE, ESPECIALLY SIMULTANEOUSLY.

SO I THINK THAT THAT THAT FOR THE RESPECT OF OUR.

OF OUR COMMUNITY THAT DOES NOT SPEAK ENGLISH.

I WOULD GO WITH A PROFESSIONAL SERVICE THAT DOES THAT KIND OF WORK.

INSTEAD OF OUR TEACHERS OR STAFF.

MADAM PRESIDENT, IF I MIGHT ADD, WE DO KNOW THAT SPANISH, ARABIC AND VIETNAMESE ARE THE THREE LANGUAGES THAT ARE MOST SPOKEN THROUGHOUT THROUGHOUT THE SCHOOL, DISTRICT AND COMMUNITY.

WE ALSO KNOW THAT CLOSED CAPTION COULD BE AN OPTION AS WELL.

WE WE DO AND HAVE UPDATED THE THE TEAMWORK THAT HAS BEEN WORKING ON A NEW AGENDA SOFTWARE THAT WOULD ALLOW US TO TO DO THE CLOSED CAPTIONING.

SO IT MIGHT BE JUST AS A SUGGESTION TO THE GROUP.

IT MAY BE THAT WE FOCUS ON ON SPANISH HERE AND MAYBE LOOK AT SOME KIND OF CLOSED CAPTION OPTION FOR THE OTHER LANGUAGES THAT ARE MOST PROMINENTLY SPOKEN.

AND AS THOSE LANGUAGES GROW OVER THE COURSE OF THE YEAR OR YEARS, WE LOOK AT MAYBE MORE INTERPRETERS IF THE DEMAND GROWS IN THOSE PARTICULAR AREAS.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

YOU KNOW, I EXPRESS MY CONCERN WITH THIS.

I HATE [INAUDIBLE] I'M CONCERNED.

[INAUDIBLE] I EXPRESSED THAT I'D HAVE CONCERNS LAST MEETING WITH AN INTERPRETATION PART.

I JUST STARTED, IT CAN'T BE TWO MINUTES ALREADY.

[LAUGHTER] I'M GONNA FILE AN [INAUDIBLE].

UNTIL I EXPRESS MY CONCERN ABOUT THE COST AND THE COST AND.

OF INCURRING THE VARIOUS LANGUAGES, I SPOKE SPECIFICALLY ABOUT THE FACT THAT WE'VE GOT SIGNAGE IN THE SOUTH SIDE ON THE SOUTH SIDE MANDARIN.

WE'VE GOT A LARGE POPULATION OF HAITIANS, CREOLES, ET CETERA, AND I KNOW THAT WE SHOULD WE HAVE TO BE RECEPTIVE TO OUR LARGEST POPULATION.

I AGREE WITH THAT.

BUT I THINK THAT WE'RE JUST GOING TO OPEN UP A WHOLE NEW [INAUDIBLE] WITH THE VARIOUS LANGUAGES AND TRANSLATION.

I WAS GOING TO SUGGEST THAT PERHAPS [INAUDIBLE] THAT YOU CAN SCRAPE.

I WAS GOING TO SUGGEST THAT WE COULD USE IT AND TRANSLATE ON THE SCREEN AS SOMETHING TO SUPPLEMENT AN OPPORTUNITY BECAUSE I TOTALLY AGREE.

I THINK THE CLOSED CAPTIONING THAT WAS MY POINT.

I'M GLAD YOU BROUGHT THAT UP BECAUSE I THINK THE CLOSED CAPTION WILL BE AN OPPORTUNITY FOR US TO INCORPORATE AND HAVE EVERYBODY FEEL PART OF THIS MEETING AND SIGN UP, ET CETERA.

YOU KNOW, BECAUSE THE THING ABOUT IT IS WE CAN SPEND A LOT OF TIME TALKING ABOUT THIS, BUT WE DON'T SPEND A WHOLE LOT OF TIME TALKING ABOUT HOW WE CAN IMPROVE THESE FAILING SCHOOLS.

THAT SHOULD BE OUR CONCENTRATION.

AND EVEN WITH ANY TYPE OF TRANSLATION, THE THOSE BLACK KIDS IN THESE IN THIS DISTRICT, THESE D AND F SCHOOLS WHO SPEAK ENGLISH ARE STILL AT THE BOTTOM.

SO LET'S TALK ABOUT HOW WE'RE GOING TO IMPROVE THAT.

AND I'LL BE SHARING SOME INSIGHT AROUND PRIORITIES THAT WAS EMAILED TO YOU GUYS TODAY.

THAT'LL BE ROLLED OUT TO THE LARGER COMMUNITY TOMORROW, THE 100 DAY UPDATE.

SO WE'RE LOOKING FORWARD TO TO TACKLING IT ALL.

YES, MA'AM.

[02:55:01]

LEGAL QUESTION.

SO WE ARE GOING TO GO INTO CLOSED SESSION.

DR. ALLEN, MAY I SPEAK REALLY QUICKLY? I'VE BEEN IN THE QUEUE FOR I DON'T KNOW HOW LONG, I DON'T KNOW HOW I'VE BEEN PASSED UP.

IT DIDN'T.

I DON'T KNOW, LET ASK THE LEGAL TEAM.

I JUST ASKED YOU, IS IT A LEGAL QUESTION? BUT IF IT'S A LEGAL QUESTION, WE HAVE TO GO.

IF IF IT'S A LEGAL QUESTION, THEN WE HAVE TO GO TO LEGAL FOR THE.

I HAVE COMMENT ON.

OK, THEN GO AHEAD AND ASK.

THANK YOU.

SO SIXTY TWO PERCENT OF STUDENTS IN HISD ARE HISPANIC, AND IT DOESN'T.

IT DOESN'T MEAN WE'RE GOING TO DISCOUNT THIS POPULATION SAYING, NO, WE CAN'T SERVICE THIS POPULATION BECAUSE WE CAN'T SERVICE EIGHT PERCENT OR THREE PERCENT BECAUSE THAT'S AGAIN, WHEN YOU TALK ABOUT EQUITY OR WHATEVER, YOU DON'T SERVICE AN ENTIRE SIXTY TWO PERCENT POPULATION BECAUSE WE CAN'T DO IT FOR ALL.

IT'S THE LARGER PERCENTAGE.

YOU'RE NOT GOING TO DISCOUNT A SEGMENT BECAUSE YOU CAN'T GET IT ALL WHEN THEY ARE THE LARGER POPULATION NUMBER ONE.

NUMBER TWO, THE EXPERTISE, THAT'S THAT'S PEOPLE ARE TRAINED, THEY GO, THEY'RE CERTIFIED, THEY GO TO SCHOOL FOR TRANSLATION.

ADDITIONALLY, IF I'M IF I'M THE BILINGUAL TEACHER UP HERE AND MR. REID IS SAYING, I HATE, YOU KNOW, SANTOS ELEMENTARY SCHOOL AND I'M A TEACHER THERE, I MIGHT HAVE SOME BIASES AND NOT INTERPRET CORRECTLY SO THERE.

AND THEN ON TOP OF THAT.

SO THIS GOES DIRECTLY TO SCHOOLS THAT ARE, QUOTE UNQUOTE FAILING, BECAUSE IF PARENTS WHERE SCHOOLS ARE 45 PERCENT LATINO ARE IN THAT FAILING CATEGORY THEY CAN'T ADVOCATE.

I'M WORRIED ABOUT HOW MANY KIDS PARENTS CAN'T HELP THEIR OWN KIDS ADVOCATE FOR THEIR WHAT'S GOOD, WHAT'S GOING ON IN THEIR CLASSROOMS. THIS IS RIDICULOUS.

I DON'T EVEN UNDERSTAND WHY THIS IS.

WE'RE DEBATING THIS, SO MY FINAL POINT IS, CAN WE AMEND SIMULTANEOUS INTERPRETATION SERVICES WILL BE PROVIDED FOR THE DURATION OF THE IN-PERSON BOARD MEETING AND VIA BROADCAST, BEGINNING WITH SPANISH AND WITH A LONG TERM GOAL TO INTEGRATE OTHER LANGUAGES.

OR EXECUTIVE SESSION AFTER CHAPTER FIVE FIVE ONE OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTION 004 .

071 .

072 .

073 .

074 .

076 .

082 .

0821 .

083 .

084 AND .

089.

SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED.

SUCH FINAL ACTION VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THERE OF.

THE BOARD HAS BEEN ADJOURNED AT 8:15 P.M.

ON 11 NOVEMBER 11 2021.

OH, PLEASE, EVEN.

AND THEN POSTPONE DOING THIS, RIGHTLY [INAUDIBLE].

DO I HAVE TO MOVE TO TABLE THE REST OF OUR BUSINESS AND MOVE UP HEARING OF THE COMMUNITY OR JUST TO MOVE UP HEARING OF THE COMMUNITY? JUST TO MOVE UP HEARING OF THE COMMUNITY? TRUSTEE DEIGAARD I'M SORRY, I PROBABLY WALKED IN A LITTLE BIT LATE.

HAVE WE ALREADY DEALT WITH THE BUSINESS THAT WAS ALREADY ON THE TABLE? WE HAVE TO FINISH THAT BECAUSE IT'S ON THE TABLE.

THANK YOU.

OK.

TRUSTEE CRUZ.

I MOVE

[03:00:05]

MEETING IS NOW RECONVENED AT 9:12 P.M.

TRUSTEE CRUZ.

I MOVE THAT WE POSTPONE THE AMENDMENT AND THE POLICY K1 TO THE NEXT BOARD MEETING ON NOVEMBER 18TH.

AND THE ORIGINAL K1 POLICY.

WE HAVE A TRUSTEE A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SUNG.

ARE THERE ANY QUESTIONS FROM MY COLLEAGUES? THE MOTION IS TO POSTPONE THE AMENDMENT AND THE K1.

PLEASE VOTE.

NINE FOR, ZERO AGAINST.

TRUSTEE DEIGAARD.

THANK YOU.

I MOVE THAT WE MOVE HEARING OF THE COMMUNITY UP TO NOW AND TABLE THE REST OF

[HEARING OF THE COMMUNITY (Part 2 of 2)]

OUR BUSINESS UNTIL AFTER OUR SPEAKERS, PLEASE.

SECOND.

WE HAVE A MOTION AND A SECOND BY TRUSTEE DEIGAARD TO MOVE THE HEARING OF THE COMMUNITY UP.

PLEASE VOTE.

NINE FOR, ZERO AGAINST.

WE HAVE NOW COME TO THE PORTION OF OUR MEETING FOR THE HEARING OF THE COMMUNITY.

SPEAKERS WE ARE GLAD YOU ARE HERE AND LOOK FORWARD TO HEARING YOUR VIEWS.

ONLY THOSE WHO ARE REGISTERED BY 9:30 A.M.

TODAY MAY SPEAK THIS EVENING.

COPIES OF HANDOUT MATERIALS MUST HAVE BEEN PROVIDED TO BOARD SERVICES BY 9:30 A.M.

TODAY.

WE HAVE EIGHTEEN REMAINING SPEAKERS REGISTERED THIS EVENING.

SPEAKERS ARE LIMITED TO TWO MINUTES EACH.

I'D LIKE TO REMIND SPEAKERS THAT WHEN ADDRESSING THE BOARD, PLEASE STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEY ARE PROTECTED UNDER THE FAMILY EDUCATION RIGHTS AND PRIVACY ACT.

HOWEVER, NAMING YOUR OWN CHILD IS PERMISSIBLE IN THE COURSE OF STATING YOUR CONCERN.

THE BOARD ENCOURAGES AND WELCOMES COMMENTS AND INPUT FROM OUR COMMUNITY, BUT WE CANNOT RESPOND TO.

WE CANNOT RESPOND.

WE CANNOT RESPOND TO OR DELIBERATE ON ANY SUBJECT THAT IS NOT INCLUDED ON THE POSTED AGENDA.

THAT IS, THE BOARD CANNOT DELIBERATE OR RESPOND DIRECTLY TO A SPEAKER IN THIS FORMAT.

SO THAT EACH PERSON WHO HAS SIGNED UP TO SPEAK CAN BE HEARD BY THE BOARD.

WE ASK THAT THERE BE NO DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.

NO ABUSIVE STATEMENTS OR ACTIONS.

NO THREATS OF CONFRONTATION.

AND NO AUDIBLE EXPRESSIONS BY THE AUDIENCE OF APPROVAL OR DISAPPROVAL.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

THE CLOCK ON THE WALL TO YOUR RIGHT AND ON THE PODIUM WILL COUNT DOWN YOUR TIME AND WILL SIGNAL WHEN YOUR TIME IS UP.

I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND OTHER SPEAKERS AND END YOUR REMARKS PROMPTLY WHEN THE TIME HAS EXPIRED.

WOULD STEVE MOORE PLEASE COME TO THE PODIUM AND STATE YOUR NAME.

MEMBERS OF THE BOARD AND STAFF, THANK YOU FOR YOUR DEDICATION AND LONG HOURS.

MY NAME IS STEVE MOORE.

I AM THE FOUNDER AND PRESIDENT OF AN INVESTMENT COMPANY THAT HAS ROUGHLY 300 EMPLOYEES IN THE HOUSTON AREA.

I ASSURE YOU, IT IS NOT EDUCATION, BUT MOSTLY LIFE SKILLS, MORALS, PROFESSIONAL BEHAVIOR, WHICH SHOULD START IN THE CLASSROOM.

CRITICAL THINKING AND PERSONAL WORK ETHIC THAT DETERMINES WHO GETS RAISES AND PROMOTIONS AND WHO GETS FIRED.

MOST OF WHAT STUDENTS MEMORIZE IS SOON FORGOTTEN ANYWAY.

WE HAVE WELL-PAID STAFF WHO FORGOT HOW TO CALCULATE THE AREA OF A TRIANGLE OR HOW MANY BRANCHES OF GOVERNMENT THERE ARE.

ATTEMPTING TO TEACH ACADEMICS WITHOUT FIRST TEACHING LIFE SKILLS TO YOUR PERHAPS OVER 20 PERCENT LOST KIDS IS LIKE TRYING TO DRIVE A CAR WITHOUT FIRST FIXING THE FLAT TIRE.

JUST IMPROVING TEST RESULTS WILL DO LITTLE TO HELP STUDENTS REACH THEIR FULL LIFETIME POTENTIAL, WHICH IS PART OF YOUR MISSION STATEMENT.

TWO GENERATIONS AGO, MORE KIDS WENT TO CHURCH AND WATCH TV SHOWS THAT PROMOTED WORK ETHIC AND MORAL VALUES.

AT MY AGE, I REMEMBER TRUTH, JUSTICE AND THE AMERICAN WAY.

BUT KIDS ENTERTAINMENT TODAY IS FILLED WITH SEX, VIOLENCE, MATERIALISM,

[03:05:01]

INSTANT GRATIFICATION, AND SUPERMAN'S MOTTO IS NO LONGER TRUTH, JUSTICE AND THE AMERICAN WAY.

I HOPE BOARD MEMBERS CAN INCOGNITO OBSERVE TYPICAL CLASSES TO SEE FIRSTHAND HOW MANY STUDENTS ARE BORED BY IRRELEVANT ACADEMIC SUBJECTS AND ENTERTAIN THEMSELVES BY DISRUPTING LEARNING.

THANK YOU, MR. MOORE.

DR. KEVIN SIMMS. DR. KEVIN SIMMS. SAM SMITH.

SAM SMITH.

MARIE PITKIN FLORES.

GOOD EVENING, MY NAME IS MARIE FLORES.

I'M A PARENT OF AN HISD STUDENT BECAUSE IT'S SO DIFFICULT TO OBTAIN BUS INFORMATION BECAUSE MY DAUGHTER'S SCHOOL BUS HAS BEEN SO UNRELIABLE THIS YEAR.

IT'S TOO STRESSFUL FOR OUR FAMILY TO USE HISD TRANSPORTATION.

BEING LATE TO SCHOOL IS NOT ACCEPTABLE TO US, SO I TAKE HER MYSELF.

IT IS ALSO FRUSTRATING THAT HER LAST BUS RIDE HOME FROM SCHOOL WAS ALMOST AN HOUR AND A HALF.

SHE LIVES LESS THAN 10 MILES FROM THE SCHOOL.

BUT IN AN EFFORT TO BE HELPFUL, I WOULD LIKE TO ENCOURAGE THE USE OF ADVANCEMENT IN TECHNOLOGY FOR IMPROVING THE ROUTING AND SCHEDULING PROCESS.

THE QUANTUM TEAM FOR THE MIT OPERATIONS RESEARCH CENTER WON THE INAUGURAL BOSTON PUBLIC SCHOOLS TRANSPORTATION CHALLENGE, A COMPETITION INTENDED TO GENERATE IDEAS TO HELP THE SCHOOL SYSTEM STREAMLINE ROUTES, REDUCE EMISSIONS AND SAVE MONEY.

BUILDING SCHOOL BUS ROUTES MANUAL CAN MANUALLY CAN BE A MULTI-WEEK PROCESS.

MIT SOLUTION DEVISES ROUTES IN ABOUT 30 MINUTES.

EVERY SINGLE ROUTE IS CHECKED BY PEOPLE WITH YEARS OF EXPERIENCE.

IN RECENT YEARS, MAJOR SCHOOL SYSTEMS HAVE BEEN TURNING TO THE EFFICIENCIES THAT HAVE MADE RIDESHARING SUCH A SUCCESSFUL ENTERPRISE.

THE NEW YORK CITY SCHOOL SYSTEM ANNOUNCED THAT IT WOULD BE TEAMING UP WITH THE RIDESHARING APP VIA TO HELP IMPROVE ITS ROUTING AND BUSSING.

COMMUNICATION WITH DRIVERS, PRINCIPALS, PARENTS AND STUDENTS AS A HUMAN ELEMENT THAT CANNOT BE REPLACED.

BUT I THINK IT HISD SHOULD MAKE USE OF ADVANCEMENT IN TECHNOLOGY ADVANCEMENTS AND TECHNOLOGY THAT FACILITATE THE EXPEDITIOUS CREATION OF EFFICIENT ROUTING AND SCHEDULING, WHICH COULD THEN BE IMPROVED UPON BY EXPERIENCED TRANSPORTATION EMPLOYEES.

ANY EFFORTS THAT COULD IMPROVE THE RELIABILITY OF HISD TRANSPORTATION, IMPROVE EFFICIENCY, REDUCE EMISSIONS AND SAVE MONEY, I'M SURE WOULD BE APPRECIATED BY ALL.

THANK YOU VERY MUCH.

SAMUEL COLE REINER.

I'M NOT I'M NOT GOING TO BE INTIMIDATED BY ANYBODY OR BULLIED BY ANYBODY OR PUT UP WITH THAT IF SOMEONE ELSE IS BEING BULLIED, THAT'S KIND OF THE ONE OF THE BASIS OF OUR FREEDOMS HERE IN AMERICA.

IT'S VETERANS DAY, SO I'D LIKE TO REMEMBER ALL OF OUR VETERANS THAT GIVE US THAT FREEDOM.

THAT'S WHY I'M HERE.

THE TEACHERS HAVE A TEACHERS UNION.

THE SCHOOL BOARD HAS A ADMINISTRATION LOOK AFTER THEM.

PARENTS ARE SUPPOSED TO LOOK AFTER THEIR CHILDREN.

I'M RESPONSIBLE FOR MY KIDS.

I CANNOT SAY ENOUGH ABOUT HOW IRONIC IT IS THAT EDUCATORS WOULD IGNORE FACTS.

I'M NOT INTERESTED IN MY OPINIONS OR YOUR OPINIONS.

THEY'RE WAVERING AND MEEK AT BEST.

FACTS, HOWEVER, ARE STUBBORN THINGS, AND THEY REQUIRE ACKNOWLEDGMENT.

THIS MASK? IT HAS NO BASIS ON SCIENTIFIC FACT AT ALL.

IT DOES NOTHING FOR OUR KIDS.

IT'S REALLY UPSETTING.

I'D LIKE TO KNOW WHY THE PLEDGE OF ALLEGIANCE ISN'T SAID.

I'D LIKE TO KNOW WHY YOU'RE NOT TEACHING SPANISH AS MUCH AS YOU'RE TEACHING ENGLISH.

YOU TALK ABOUT JOB SKILLS.

MOST EVERYTHING YOU HAVE ON YOUR SCREEN HERE IS BASED BY RACE.

YOU SHOULD TEACH SPANISH AT A VERY EARLY AGE.

I MEAN, YOU TALK ABOUT AN APPLICABLE JOB SKILL THAT IS WAY UP THERE.

I'D LIKE TO KNOW IF YOU ONLY TEACH THE BAD PARTS OF HISTORY OR IF YOU ACKNOWLEDGE THE GOOD PARTS OF HISTORY, YOU KNOW WHAT WE'VE DONE AS A COUNTRY TO MOVE TO WHERE WE ARE NOW, FAR AND ABOVE ANYBODY ELSE.

[03:10:02]

I FINISHED MY CRT BOOK THE COLLEGE EDITION, AND IT WAS A DISAPPOINTMENT ON MANY LEVELS.

IT REALLY WAS.

BUT ONE OF THE THINGS THAT WAS DISAPPOINTING IS HOW EASY IT WAS TO UNDERSTAND.

I WILL NOT NOT EVER ACKNOWLEDGE THAT A PERSON OF COLOR IS INFERIOR OR THAT MY CHILDREN, BECAUSE THEY WERE BORN WHITE, ARE RACIST AT BIRTH.

THAT IS FOOLISHNESS.

I DON'T CARE WHO.

THANK YOU.

NIKKI KAISER.

NIKKI KAISER.

JAMIE COLLIER.

JAMIE COLLIER.

ANNA LOPEZ.

HI, THANK YOU FOR LETTING ME SPEAK.

I HAVE A SON, A 15 YEAR OLD IN HISD.

AND LAST WEEK FOR HIS ENGLISH ASSIGNMENT, HE WAS ASKED THIS QUESTION HE NEEDED TO WRITE AN ESSAY ABOUT IT.

WHY MUST WE SOMETIMES REBEL AGAINST OUR PARENTS TO ASSERT OUR OWN IDENTITY? AND I WONDERED WHY A TEACHER NEEDS TO ENCOURAGE A TEENAGER TO REBEL AGAINST HIS PARENTS? YES, SINK LET IT SINK.

THINK ABOUT IT.

I THINK THE MAJOR REBEL WITHOUT THE NEED OF A TEACHER, I THINK IN AN ENGLISH CLASS, THEY SHOULD FOCUS ON MORE IMPORTANT THINGS.

BUT THE VERY NEXT DAY, I GET EMOTIONAL WITH THIS.

THE VERY NEXT DAY, IN HIS AP HUMAN GEOGRAPHY CLASS, HE GOT A WHOLE SPEECH ABOUT HOW PRIVILEGED HE IS FOR BEING WHITE.

AND LET ME TELL YOU, HE'S NOT WHITE.

HE'S 50 PERCENT HISPANIC, 50 PERCENT WHITE.

STOP GETTING PEOPLE BY THE COLOR OF THEIR SKIN.

YOU KNOW, HE CAME HOME ALMOST CRYING.

DON'T DIVIDE THE KIDS.

HE HE'S NEVER LOOK AT THE COLOR OF THE SKIN, NEVER IN HIS LIFE.

I'M NOT FROM THIS COUNTRY.

I WAS SO HAPPY TO SEE IT BECAUSE I SEE THE COLOR OF THEIR SKIN.

I WASN'T GROWN UP IN MY COUNTRY WITH THIS.

I WAS SO PROUD OF HIM.

I WAS SO PROUD OF HISD.

HE'S BEEN IN HISD ALL HIS LIFE.

SO PROUD TO GET TO HIGH SCHOOL AND START LOOKING AT PEOPLE BY THE TONE OF HIS SKIN.

THAT'S.

THANK YOU, MICHELLE WILLIAMS. GOOD EVENING, SUPERINTENDENT HOUSE, BOARD TRUSTEE.

MY NAME IS MICHELLE WILLIAMS. I'M PRESIDENT OF THE HOUSTON EDUCATION ASSOCIATION TSTINEA.

HISD ALONG WITH JUST COUNTLESS SCHOOL DISTRICTS ACROSS THE COUNTRY, ARE GRAPPLING WITH THE POST-PANDEMIC ISSUES.

OUR ADMINISTRATORS, TEACHERS, SUPPORT STAFF, CUSTODIANS, CAFETERIA WORKERS ARE DEALING WITH AN UNPRECEDENTED AMOUNT OF GROUP FIGHTS, CAMPUS VANDALISM, FOOD FIGHTS AND TRUANCY KIDS SKIPPING CLASSES.

TEACHERS ARE BEING ASKED TO COVER CLASSES FOR ABSENT COWORKERS WHILE TRYING TO KEEP UP WITH THE EXTRA PAPERWORK, CLOSE LEARNING GAPS AND DEAL WITH REPEATED CODE OF CONDUCT INFRACTIONS.

I'M ASKING YOU ALL TODAY ON BEHALF OF MY MEMBERSHIP TO REVISIT THE PROCESS FOR REMOVAL OF STUDENTS WHO REPEATEDLY VIOLATE THE CODE OF CONDUCT FROM CAMPUSES SO THAT ADMINISTRATORS CAN KEEP THEIR TEACHERS, STAFF AND STUDENTS SAFE.

BECAUSE IF THIS IS NOT DONE, WHAT'S GOING TO HAPPEN IS ACCOUNTABILITY IS NOT GOING TO BE OUR ISSUE.

WE'RE GOING TO FACE A TRAGEDY ON ONE OF THESE CAMPUSES.

SO I'M ASKING YOU ALL TO REVISIT THE PROCESS OF REMOVAL BECAUSE IT'S AN UNPRECEDENTED YEAR AND ADMINISTRATORS HANDS ARE BEING TIED BECAUSE THEY CAN'T GET THESE KIDS WHO ARE REPEATEDLY.

BREAKING THE CODE OF CONDUCT OFF OF THESE CAMPUSES SO THAT WE CAN CALM OUR CAMPUSES.

THANK YOU.

THANK YOU.

DANI [INAUDIBLE].

I'M A PRODUCT OF HISD AND THE FATHER OF THREE BOYS AND MY OLDEST BEGAN KINDERGARTEN

[03:15:08]

THIS YEAR.

MY SON IS A BRIGHT AND OUTGOING BOY.

HE MAKES FRIENDS EASILY AND READS WELL FOR HIS AGE.

HE HAS TWO COLLEGE EDUCATED PARENTS.

I'M NOT HERE TO REPRESENT HIM.

I'M HERE FOR THE SHY KID WHO IS AT NEW SCHOOL AND IS STRUGGLING TO MAKE FRIENDS FOR THE 25 PERCENT OF CHILDREN IN THIS COUNTRY WHO WEAR GLASSES FOR THE CHILD OF THE FAMILY WERE ENGLISH LIKE MINE WAS NOT THE PRIMARY LANGUAGE AT HOME TO WHOM IT IS MORE ESSENTIAL AS HE FACES TO DEVELOP PHONETICALLY FOR THE CHILD WHO MAY COME FROM AN ABUSIVE HOME FOR WHOM THEIR TEACHER SMILING FACE IS A WELCOME REPRIEVE.

THIS MASK MANDATE WILL WIDEN THE ACHIEVEMENT GAP BETWEEN THESE KIDS AND KIDS LIKE MINE.

YOU DO IT IN THE NAME OF STUDENT SAFETY, BUT DO YOU HAVE ANY DATA EVIDENCE TO SUPPORT THIS? EXPLAIN THE LOGIC OF WHY YOU WOULD HAVE REQUIRED THE SAME THING FOR MY KINDERGARTNER, WHO HAS A MUCH LOWER RISK AND A HIGHER BURDEN TO BEAR, AS YOU WOULD FOR A SENIOR IN HIGH SCHOOL? DR. MARTY [INAUDIBLE] FROM JOHNS HOPKINS.

DO MASKS REDUCE TRANSMISSION IN CHILDREN? BELIEVE IT OR NOT, WE COULD FIND ONLY A SINGLE RETROSPECTIVE STUDY ON THE QUESTION AND ITS RESULTS WERE INCONCLUSIVE.

DR. ELISA [INAUDIBLE] PERKINS I'M NOT OF THE DIRECTOR OF INFECTIOUS DISEASE AT BOSTON MEDICAL CENTER.

I'M NOT AWARE OF ANY STUDIES THAT SHOW CONCLUSIVELY THAT KIDS WEARING MASKS IN SCHOOLS HAS ANY EFFECT ON THEIR COMORBIDITY OR MORTALITY, OR THE HOSPITALIZATION OR THE DEATH RATE IN THE COMMUNITY AROUND THEM.

WHERE'S YOUR EVIDENCE? WE ARE SEEING THIS PLAY OUT IN REAL TIME WITH THE SURROUNDING DISTRICTS.

THERE ARE 28 MILLION KIDS AGE FIVE TO 11 IN THE U.S., 94 HAVE DIED FROM COVID, ALBEIT TRAGIC.

THIS IS FEWER THAN WE EXPECT FROM A NORMAL FLU SEASON, PER YOUR COVID DASHBOARD.

DISTRICT FIVE.

TWENTY ELEMENTARY SCHOOLS DO WE KNOW THE AVERAGE NUMBER OF COVID CASES IN THE SCHOOLS? BETWEEN ZERO AND ONE.

APPLICATIONS FOR PRIVATE SCHOOLS ARE DUE IN JANUARY.

THESE PARENTS ARE GOING TO VOTE WITH THEIR FEET.

I KNOW 50 TO 100 FAMILIES THAT WILL LEAVE THIS DISTRICT.

WHEN THE PARENTS APPLY, THEY'RE GONE FOR GOOD.

WE BEG YOU, TAKE THESE MASKS OFF THESE KIDS.

THANK YOU, MERCEDES HARRIS.

[INAUDIBLE] GOOD EVENING, I'M MERCEDES HARRIS, AND I WOULD FIRST LIKE TO THANK ALL OF YOU FOR YOUR HARD WORK AS I KNOW YOUR ROLE IS CHALLENGING DAILY.

I'M A PARENT EXPRESSING MY CONCERN ON HOW THE MATRIX HAS BEEN CALCULATED FOR STUDENTS OPTING INTO SCHOOL CHOICE.

SPECIFICALLY, STUDENTS THAT OPTED OUT OF THE SPRING 2021 STAAR ARE BEING MEASURED ACADEMICALLY BY ONE DATA POINT DURING A TUMULTUOUS PANDEMIC.

HISD IS CONSTANTLY ASSESSING OUR STUDENTS, AND WE NEED TO ADD ADDITIONAL DATA POINTS IN THE MATRIX CALCULATION TO BE FAIR TO STUDENTS WHO ARE COPING WITH THE GLOBAL PANDEMIC LAST SCHOOL YEAR.

MY SUGGESTION IS TO USE OTHER MEASURABLE FACTORS TO REPRESENT THE ENTIRE STUDENT BASED ON THEIR PERFORMANCE TODAY, INSTEAD OF A SNAPSHOT FROM LAST SPRING WHEN WE WERE DEEP IN THE PANDEMIC.

THE NEW MATRIX CALCULATION IS NOT WORKING.

IT HAS BEEN STATED THAT STUDENTS ARE NOT PENALIZED FOR OPTING OUT OF THE STAAR.

THOSE STUDENTS WERE INDEED PENALIZED, AND IT WILL IMPACT THE REST OF THEIR LIVES BY NOT BEING ELIGIBLE FOR A SCHOOL OF THEIR CHOICE BASED ON THE MATRIX CUTOFF.

REEVALUATE THE MATRIX CALCULATOR AND HOW IT IS NOT TRULY REPRESENTING THE STUDENT'S PERFORMANCE TODAY.

THANK YOU.

THANK YOU, MS. HARRIS, CAROLYN WALTER.

CAROLYN WALTER.

KELLY KRUGER.

IT'S KELLY, WHY DO MY KIDS HAVE TO BEAR THE BURDEN OF Y'ALL DECIDING YOU WANT TO BREAK THE LAW FOR NOT FOLLOWING THE GOVERNOR'S MANDATES? OUR CHILDREN ARE NOT SUPER SPREADERS.

IF, IF SO, SHOW ME THE DATA, MAKE IT MAKE SENSE FOR ME.

I NEED TO SEE WHY MY KIDS ARE BEING THREATENED TO FILL OUT A REFLECTION SHEET IF THEIR MASKS COME OFF OF THEIR FACE ONE MORE TIME.

I FIND IT IRONIC THAT WHEN IT WAS HISPANIC HERITAGE WEEK, THE MARIACHI BAND PERFORMED AT MY CHILDREN'S SCHOOL.

KIDS AND TEACHERS DANCED, SANG AND SAT TOGETHER.

YET AN HOUR LATER, THEY SAT IN THE CAFETERIA A FEW CLASSES AT A TIME.

EVERY OTHER SEAT AND YOU CAN SAY, OH, WELL, IT WAS BECAUSE THEY WERE TAKING THEIR MASKS OFF TO EAT.

ARE YOU SERIOUS? THESE KIDS MASK FALL OFF THEIR FACE ALL DAY.

THEY DON'T WEAR THEM OUTSIDE.

THANK GOD, I DON'T.

I SEE THEM WRESTLING.

I SEE THEM PLAYING.

I SEE THEM ACTING LIKE KIDS.

I SEE THEM PLAYING FREEZE TAG.

[03:20:01]

THIS IS ALL A GIANT JOKE, ESPECIALLY COMPARED TO ALL THE OTHER DISTRICTS WITH NO MANDATES.

WHERE ARE ALL THEIR SPIKE CASES? OR FOR NOT ENFORCING MASK LETTING PARENTS EAT WITH THEIR CHILDREN AT SCHOOL VOLUNTEERING FOR CLASS ACTIVITIES AT SCHOOL? I'M ASKING YOU MAKE IT MAKE SENSE FOR ME.

PLEASE SHOW ME YOUR DATA.

MY SON WAS SENT HOME FOR 10 DAYS LAST WEEK BECAUSE OF ONE STUDENT WHO CONTRACTED COVID FROM HOME.

IF THE MASKS WORK LIKE YOU'LL THINK OR SAY, WHY IS MY SON BEING SENT HOME? WASN'T THE MASK SUPPOSED TO PREVENT HIM FROM CATCHING COVID? IF THE MASK WORK, THEN WHY IS MY SIX YEAR OLD SITTING IN FRONT OF A COMPUTER FOR FOUR HOURS STRAIGHT MISSING AN ENTIRE WEEK OF SCHOOL PLUS, WHICH IS SUCH A WASTE OF TIME AND MONEY.

THAT TOL LEARNING SYSTEM IS A JOKE.

SUCH A WASTE YOU HAVE ROBBED ME AND ROBBED ALL OF US OF KNOWING WHAT IT'S LIKE TO LOVE THE SCHOOL THAT THEIR KIDS GO TO.

YOU HAVE ROBBED MY FIRST GRADER OF EVER KNOWING WHAT IT'S LIKE TO HAVE A NORMAL SCHOOL YEAR.

YOU HAVE ROBBED ME OF MY PRECIOUS TIME WITH MY KIDS AT SCHOOL, ENJOYING AND BEING A PART OF THEIR SCHOOL ACTIVITIES.

I'M DONE WITH THIS DISTRICT.

I'M.

MEGAN JASPER.

CARLOS PEREZ.

I AM PARENT OF A HISD STUDENT I'M HERE ON BEHALF OF MY SON.

MY SON USED TO BE.

HE USED TO BE HAPPY, A VERY HAPPY ALWAYS SAYING HI TO EVERYBODY, EVEN THOUGH HE DOESN'T KNOW THE PERSON, HE IS ALWAYS HAPPY TO GO TO SCHOOL.

BUT SUDDENLY SOMETHING CHANGED.

ONE DAY WE FIND HIM CRYING IN ONE OF OUR CLOSETS AND WE CAME AND WE ASKED, WHY ARE YOU CRYING, CRYING? AND HE GOES, LIKE THIS BECAUSE, YOU KNOW, THIS MASK THAT THEY MAKE ME WEAR ON SCHOOL.

YOU KNOW, IT MAKES ME FEEL INSECURE, AND I THINK THE TEACHER IS MAD AT ME AND THE TEACHERS ALL THE TIME ON TOP OF ME TELLING ME TO PUT THE MASK ALL THE WAY ABOVE MY NOSE HOLES.

AND SUDDENLY HE'S CRYING AND HE'S INSECURE.

AND HE'S NOT THE SONG THAT YOU KNOW THAT WE RAISED.

WE'VE RAISED A SON THAT, YOU KNOW, IS MEANT TO BE HAPPY BECAUSE WE'RE HERE TO BE HAPPY AND NOT JUST TO SCARE THE KIDS, YOU KNOW? AND HE'S TELLING ME HE'S TEACHER ALL THE TIME ON HIS BACK BECAUSE HE DOESN'T.

HE CAN'T EVEN BREATHE WITH HIS MASK.

SO I WANT TO ASK YOU, YOU KNOW, I WORK 12 HOURS A DAY AND I'M HERE TO ASK YOU TO LISTEN TO THE PARENTS, LISTEN TO THE DATA BECAUSE, ACCORDING TO A STUDY FROM CDC ITSELF, YOU KNOW, THE MASK ONLY STOP THE SPREAD OF THE VIRUS 1.8 PERCENT, 1.8 PERCENT.

WE DESTROYING THE LIFE OF OUR KIDS FOR ONE POINT EIGHT PERCENT.

I'M ASKING YOU TO LISTEN TO THE PARENTS, LISTEN TO THE DATA AND PLEASE STOP WITH THIS MADNESS BECAUSE WE DESTROYING THE LIFE OF OUR KIDS, THE CHILDHOOD OF OUR KIDS FOR ONE POINT EIGHT PERCENT.

YOU KNOW THIS MASKS DON'T WORK, IF THEY WORK.

WHY? WHY PEOPLE THINK.

THANK YOU.

JACKIE [INAUDIBLE].

GOOD EVENING.

OKAY.

HISD POSTED THIS PICTURE ON YOUR INSTAGRAM ON NOVEMBER 4TH, WITH TRAVIS SCOTT POSING WITH THE CHILDREN AT YOUNG ELEMENTARY.

HE IS NOT WEARING A MASK.

I DON'T KNOW WHY.

I MEAN, CELEBRITIES, I GUESS, ARE EXEMPT.

SO THIS HAS BEEN REMOVED SINCE WHICH I ASSUME FROM THE ABSOLUTE TRAGEDY THAT HAPPENED.

IT'S VERY UNFORTUNATE.

NOW, DESPITE THE FACT THAT HE'S A CELEBRITY FROM OUR COMMUNITY, OUR SCHOOL DISTRICT IS SHOWING HIM AS A ROLE MODEL.

OK? HE DROPPED OUT OF COLLEGE, PROMOTES VIOLENCE AT HIS SHOWS HE POSTED ON HIS

[03:25:02]

INSTAGRAM.

TO THAT, TO THE KID THAT WHO BLACKED OUT, YOU'RE A HERO.

AND DIDN'T STOP HIS SHOW WHEN THERE WAS ABSOLUTE CHAOS HAPPENING IN HIS RIGHT, IN FRONT OF HIS VERY EYES.

GREAT ROLE MODELS DON'T HAVE MUSIC LYRICS LIKE F-ED THREE [EXPLETIVE] THIS WEEK.

SHE JUST WANT THE COCO, POPPING PILLS IS ALL WE KNOW.

IT AIN'T A MOSH PIT.

IF THERE AIN'T NO INJURIES, SHE'S SNORTING THREE LINES LIKE ADIDAS.

WHY WOULD WE? WHY WOULD WE PROMOTE THIS? HIS MUSIC IS NOT ONLY TRASH, HE'S NOT A GOOD ROLE MODEL FOR OUR STUDENTS.

ALL EYES ARE ON HOUSTON RIGHT NOW, YOU GUYS, AND WE ARE NOT LOOKING GOOD.

I'M NOT SURE WHO RUNS YOUR SOCIAL MEDIA, BUT SOME OF THE PEOPLE YOU PROMOTE ARE NOT GOOD ROLE MODELS FOR OUR CHILDREN IN THIS COMMUNITY.

IT WOULD BE BEST TO STICK TO EDUCATION AND LEAVE HOLLYWOOD OUT OF OUR SCHOOLS, CONSIDERING MORE SCHOOLS WILL BE PLANTING MORE GARDENS IN HIS NAME AND HIS FOUNDATION.

I WOULD STRONGLY SUGGEST YOU LOOK AT THAT.

REMEMBER THIS ISAIAH SAID.

ALL THE MAKERS OF IDOLS WILL BE PUT TO SHAME AND DISGRACED, AND THEY WILL GO OFF INTO DISGRACE TOGETHER.

THANK YOU.

THANK YOU.

JANA MCEWAN.

JANA MCEWAN.

THAT BRINGS US TO THE END OF OUR COMMENTS.

WE NOW HAVE A CONSIDERATION AND APPROVAL OF MINUTES FROM OCTOBER 14TH AND 21ST FOR

[CONSIDERATION AND APPROVAL OF MINUTES FROM OCTOBER 14 AND 21, 2021]

TWENTY ONE FOR 2021.

CONSENT AGENDA.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE REGULARLY REGULAR MONTHLY BOARD MEETING HELD ON OCTOBER 14TH 2021 AND THE SPECIAL MEETING HELD ON OCTOBER 21ST 2021.

MOTION WITH YOUR NAME.

SO MOVED HERNANDEZ.

WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE DEIGAARD.

IS THERE ANY DISCUSSION? PLEASE VOTE.

WE HAVE NINE FOR, ZERO AGAINST.

WE ARE NOW READY TO CONSIDER ITEMS DISCUSSED IN EXECUTIVE SESSION.

ARE THERE ANY MOTIONS?

[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]

I THOUGHT YOU HAD IT.

OK.

I MOVE THAT THE BOARD AUTHORIZE THE DISTRICT TO SETTLE THE MATTER OF MARIO CORTEZ VS.

HISD [INAUDIBLE] IN THE COUNTY COURT AT LAW NUMBER FOUR HARRIS COUNTY, TEXAS CAUSE NUMBER ONE ONE FOUR EIGHT EIGHT FIVE EIGHT ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE NOVEMBER 12, 2021.

WE HAVE A MOTION BY TRUSTEE GUIDRY GUIDRY AND THE SECOND BY TRUSTEE FLYNN VILASECA.

PLEASE VOTE.

NINE FOR, ZERO AGAINST .

I MOVED AT THE BOARD AUTHORIZE THE DISTRICT TO SETTLE THE MATTER OF MADELEINE OBNF CHRISTA AND ROBERT O VS.

HISD BEFORE THE TEXAS EDUCATION AGENCY TEA DOCKET NUMBER TWO FOUR FIVE SE ZERO EIGHT TWO ONE ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE NOVEMBER 12, 2021.

WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE FLYNN VILASECA.

PLEASE VOTE.

[03:30:18]

I MOVE THAT THE BOARD APPROVE THE FINDING OF NO GOOD CAUSE FOR EDUCATORS TO RESIGN OR ABANDON EMPLOYMENT CONTRACTS WITHOUT DISTRICT CONSENT UNDER SECTION TWENTY ONE POINT 105 C TWENTY ONE POINT ONE SIXTY C OR TWENTY ONE POINT TWO TEN C OF THE TEXAS EDUCATION CODE, AS DISCUSSED IN CLOSED SESSION AND AUTHORIZE THE INTERIM AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO SUBMIT A WRITTEN COMPLAINT TO SBEC TO IMPOSE SANCTIONS.

AS DISCUSSED IN CLOSED SESSION EFFECTIVE NOVEMBER 12, 2021.

WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE FLYNN VILASECA.

PLEASE VOTE.

WE HAVE EIGHT FOR, ONE ABSTAIN.

I MOVE THAT THE BOARD APPROVED THE BALANCE OF THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVE PROPOSED TERMINATIONS OF CONTINUING TERM AND PROBATIONARY CONTRACTS, APPROVED END OF TERM TERMINATIONS OF PROBATIONARY CONTRACTS THAT THE BOARD APPROVED PROPOSED NON RENEWALS OF TERM CONTRACTS, THAT THE BOARD APPROVED ISSUANCE OF FOURTH YEAR PROBATIONARY CONTRACTS AND THAT THE BOARD AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE NOTICE OF THE SAME THAT THE BOARD APPROVED SEPARATION AND RELEASE AGREEMENTS.

THAT THE BOARD APPROVED WITHDRAWS OF CONTRACT RECOMMENDATIONS, AND THAT THE BOARD APPROVED ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS, AS DISCUSSED IN CLOSED SESSION EFFECTIVE NOVEMBER 12, 2021.

WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE FLYNN VILASECA.

PLEASE VOTE.

WE HAVE EIGHT FOR, ONE ABSTAIN.

I MOVE THAT THE BOARD AUTHORIZED THE SUPERINTENDENT OR HIS DESIGNEE TO NEGOTIATE, EXECUTE AND AMEND ALL DOCUMENTS PERTAINING TO A RELEASE OF USE RESTRICTIONS RELATED TO A PRIVATELY OWNED PROPERTY IN THE [INAUDIBLE] INDUSTRIAL DISTRICT AND VICINITY OF DAVID BARNETT ELEMENTARY SCHOOL AND [INAUDIBLE] LORENZO EARLY CHILDHOOD CENTER FOR THE PURPOSE OF CONSTRUCTING AND EXPANSION OF EAST END MAKER HUB, A MIXED USE PROPERTY ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE NOVEMBER 12, 2021.

WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE FLYNN VILASECA, PLEASE VOTE.

WE HAVE NINE FOR, ZERO AGAINST.

WE ARE NOW READY TO CONSIDER THE BALANCE OF TODAY'S AGENDA.

DO I HAVE A MOTION TO ACCEPT THE BALANCE OF TODAY'S AGENDA?

[CONSENT AGENDA]

SO MOVED CRUZ.

SECOND, SUNG.

AND PRESIDENT ALLEN JUST MAKING CLEAR FOR THE MINUTES THAT THAT BALANCE OF TODAY'S AGENDA NOW INCLUDES ITEM K2.

THANK YOU.

DO I NEED TO SAY IT? IT WOULD.

YOU ALREADY TOOK CARE OF THAT? YEAH, OK.

WE HAVE A A MOTION BY TRUSTEE CRUZ AND A SECOND BY TRUSTEE SUNG.

ARE THERE ANY COMMENTS OR QUESTIONS FOR MY COLLEAGUES? PLEASE VOTE.

NINE FOR, ZERO AGAINST.

WE'RE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS, PLEASE LIMIT YOUR TIME

[TRUSTEE REPORTS AND COMMENTS]

TO ONE MINUTE PER TRUSTEE.

LET'S START AT TRUSTEE SUNG.

HAPPY VETERANS DAY, EVERYBODY.

THANK YOU.

TRUSTEE GUIDRY.

HAPPY VETERANS DAY.

THANK YOU TO OUR TEACHERS, OUR PARAPROFESSIONALS, OUR BUS DRIVERS, OUR COOKS, OUR EVERYONE WHO IS INCLUDED TO MAKE HISD THE EXCELLENT SCHOOL DISTRICT THAT WE ARE AND I KNOW WE HAVE WORK TO DO, BUT I STILL BELIEVE EXCELLENCE RESIDES WITHIN HISD.

THANK YOU, SUPERINTENDENT HOUSE.

TRUSTEE HERNANDEZ.

HAPPY VETERANS DAY, EVERYONE HAVE A GOOD NIGHT.

TRUSTEE FLYNN VILASECA.

HAPPY VETERANS DAY, HAPPY THANKSGIVING, THAT'S COMING UP HERE IN A COUPLE OF

[03:35:02]

WEEKS, NOT EVEN.

PLEASE BE SAFE.

ALSO LOOKING FORWARD TO HEARING MORE ABOUT THE 100 DAY PLAN RECAP THAT SUPERINTENDENT HOUSE HAS COMING OUT.

LOOKING FORWARD TO THE CONVERSATION THAT WE'LL BE HAVING.

ALSO, I KNOW THAT WE WERE JUST COMPLETING ROUND OF HOMECOMINGS.

SO TO ALL THE HIGH SCHOOLS THAT WERE CELEBRATING HOMECOMINGS, CONGRATULATIONS TO THE SENIORS AND TO THE ATHLETES AND THE SCHOLAR ATHLETES AND ALL OF THAT AS WELL, AND ALSO RECOGNIZING THE LIFE OF A STUDENT THAT WE LOST IN THE TRAGEDY ON FRIDAY AT HEIGHTS HIGH SCHOOL.

THANK YOU.

HAPPY VETERANS DAY, HAPPY AMERICAN HERITAGE MONTH AND HAPPY EDUCATIONAL SUPPORT PROFESSIONALS DAY.

THANK YOU.

TRUSTEE CRUZ.

CRUZ.

TRUSTEE BLUEFORD-DANIELS.

SALUTE TO OUR VETERANS.

HAPPY BIRTHDAY, BELATED BIRTHDAY TO ALONDRA, MY DAUGHTER.

DEEPEST CONDOLENCES AND PRAYERS TO THE FAMILIES OF THOSE IMPACTED BY THE FAMILY, BY THE TRAGEDY AT THE NRG CONCERT.

CONGRATULATIONS TO THE HOUSTON ASTROS, NORTH FLORES BULLDOGS AND WILLIE WILDCATS FOR THEIR DISTRICT PLAYOFF [INAUDIBLE].

GO BULLDOGS.

GO WILDCATS.

TRUSTEE SANTOS.

THANK YOU SO MUCH, PRESIDENT ALLEN.

I JUST WANT TO EXPRESS MY DEEPEST, DEEPEST CONDOLENCES TO THE FAMILIES OF ALEXIS CANTU AND BRIANA RODRIGUEZ.

THEY WERE BOTH STUDENTS IN DISTRICT ONE.

WALTRIP HIGH SCHOOL, RAMBLING ROSE AND HEIGHTS HIGH SCHOOL REDCOATS.

AS A STUDENT, I LOST MY BEST FRIEND TO GUN VIOLENCE.

I VOLUNTEERED AFTER I GRADUATED TO COME BACK TO SERVE THE COMMUNITY THAT LACKED PROGRAMS .

AS A TEACHER I LOST STUDENTS AND I KNEW HOW DESPERATELY THE SCHOOLS IN AREAS WITH HIGH CONCENTRATION OF POVERTY NEEDED, MORE AFTER-SCHOOL PROGRAMING NEEDED, THAT ARTS NEEDED FINE ARTS TO GET OUR KIDS ENGAGED.

AS A NEW MOM, I LOOK AT MY SON AND I, ALL THE HUGS AND KISSES AND SNUGGLES AND TEARS BECAUSE AS A NEW MOM, WE HAVE THEM RIGHT.

AND I JUST CAN'T SEE HOW ALL OF THAT ENDS WITH GUN VIOLENCE OR WHAT SINGLE BULLET AT A CONCERT.

WE NEED TO DO BETTER AS A DISTRICT TO MAKE SURE THAT WE PUT 42 MILLION BACK $42 MILLION BACK INTO FINE ARTS LIKE WE VOTED ON AND SAID WE WOULD SO THAT WE KEEP THE GUNS OUT OF OUR KIDS HANDS AND PUT PUT INSTRUMENTS.

IN THEATER PROGRAMS AND THINGS THAT ACTUALLY INTEREST OUR KIDS.

SO JUST WANT TO SAY THAT I GIVE A BIG HUG AND HUGS.

AND MY DEEPEST CONDOLENCES TO THE DISTRICT ONE COMMUNITY.

I MEAN, I'M NOT GOING TO QUIT ADVOCATING FOR FINE ARTS.

THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU.

FIRST ON ON THIS VETERANS DAY, I WANT TO THANK OUR EMPLOYEES, ALUMNI OF OUR OF OUR DISTRICT, FAMILY MEMBERS AND COMMUNITY MEMBERS WHO HAVE SERVED OUR COUNTRY.

PRAYERS FOR EVERYONE WHO LOST A LOVED ONE OR FRIEND IN THE HORRIBLE TRAGEDY AT ASTROWORLD.

LET'S KEEP THEM ALL IN OUR PRAYERS.

AND THEN THIS IS JUST A LITTLE HOUSEKEEPING THING I OBSERVED TONIGHT.

WE HAVE ALL OF OUR GOALS AND OUR CONSTRAINTS VERY CLEARLY ARTICULATED DOWN HERE.

WE CAN'T SEE THEM, BUT THEY'RE ALSO NOT REALLY EASY FOR THE PUBLIC TO SEE THEM.

AND SO IT COULD BE KIND OF COOL TO PUT THEM OUT THERE FOR THE PUBLIC, JUST LIKE WE HAVE THEM BACK HERE FOR US.

JUST A THOUGHT, BECAUSE THIS IS THIS IS THE CORE OF OUR WORK DOWN HERE, AND I JUST WANT TO MAKE SURE THAT WE AS A BOARD AND AS A COMMUNITY ARE GROUNDED IN IT.

SO JUST A THOUGHT.

THANK YOU.

GOOD NIGHT.

MR. SUPERINTENDENT.

DO YOU HAVE ANY REPORTS FOR US AT THIS TIME? YES, AS AS INDICATED, MADAM PRESIDENT, WE OUR DEEPEST CONDOLENCES TO ALL OF THE

[REPORTS FROM THE SUPERINTENDENT]

STUDENTS AND COMMUNITY MEMBERS THAT WERE IMPACTED, MOST RECENTLY AT NRG, BUT ALSO JUST WANTED TO PROVIDE.

I'M DONE SO, SO JUST WANTED TO PROVIDE JUST A QUICK SNAPSHOT OF A FEW IMPORTANT ITEMS. LET'S SEE.

CAN SOMEONE TRANSITION THE SLIDE, PLEASE?

[03:40:01]

YEAH, I FLIPPED IT.

THERE WE GO.

JUST WANTED TO PROVIDE SOME INSIGHT AND REFERENCE TO WHERE WE END IT AT SNAPSHOT, WHICH WAS ABOUT 194 THOUSAND 6 HUNDRED 95 STUDENTS, THAT'S ABOUT FOUR, FOUR OR FIVE COLUMNS OVER UNDER 2021 22 CURRENT.

OF COURSE, SNAPSHOT WAS A VERY IMPORTANT DATE FOR US, BUT I JUST WANTED TO MAKE SURE YOU ALL WERE UP TO SPEED IN REFERENCE TO EXACTLY WHAT THAT WHAT THAT LOOKS LIKE AND AND WHERE WE LANDED AFTER AFTER SNAPSHOT.

ALSO WANTED TO PROVIDE SOME SOME INSIGHT AND REFERENCE TO WHERE WHERE THE DATA IS.

IT'S GETTING BETTER.

AND AND THAT'S A POSITIVE THING.

THESE ARE SOME OF THE KEY INDICATORS AND TAKEAWAYS THAT WE CONTINUE TO LOOK AT, AS WELL AS SOME OTHER PIECES OUR COVID 19.

OUR TEAM CONTINUES TO MEET AS WELL.

BUT AS YOU CAN SEE HERE, WE STARTED OFF THE SCHOOL YEAR AUGUST OF TWENTY THIRD AND TWENTY FOUR PERCENT 14 DAY AVERAGE POSITIVITY RATE.

WE'RE AT ABOUT FIVE POINT THREE NOW.

THINGS ARE PROGRESSIVELY GOING IN THE RIGHT DIRECTION.

THIS IS JUST ANOTHER LOOK BY DATES OF WHERE WE ARE AND AND WE HOPE, ESPECIALLY DURING THE HOLIDAYS, THAT WE CONTINUE TO HEAD IN THE RIGHT DIRECTION.

IN HARRIS COUNTY AND ACROSS THE COUNTRY, THESE ARE JUST A FEW ITEMS. AS I INDICATED, THINGS ARE HEADING IN THE RIGHT DIRECTION.

OF COURSE, WE BROUGHT BACK THE LARGEST SCHOOL DISTRICT IN THE STATE OF TEXAS AND WITH THE MITIGATION MEASURES THAT WE'VE HAD IN PLACE.

WE'VE HELD ONE OF THE ONE OF THE LOWEST RATES IN REFERENCE TO COVID, WHICH WAS POINT TWO ONE SOMETHING THAT WE WANT OUR COMMUNITY TO KNOW.

FOR THOSE THAT ARE INTERESTED IS THAT THE VACCINE IS AVAILABLE FOR FIVE THROUGH 11 YEAR OLDS, AND STUDENT FIELD TRIPS HAVE BEEN REINSTITUTED FOR OUR STUDENTS.

AND WE ARE IN THE PROCESS OF EXPLORING THE BEST APPROACH TO POSSIBLY UPDATING OUR MASK MANDATE REQUIREMENT AT THE END OF THE SEMESTER.

AS SOMEONE MENTIONED, I THINK TRUSTEE FLYNN VILASECA INDICATED THE 100 DAY UPDATE, WHICH I'M EXTREMELY EXCITED ABOUT HAS BEEN HAS BEEN SENT TO YOU ALL.

YOU SHOULD HAVE IT IN YOUR EMAIL QUEUE.

WE WILL BE ROLLING IT OUT TOMORROW.

SO VERY EXCITING ABOUT WHAT IT'S GOING TO LOOK LIKE.

WE ARE RIGHT NOW BETWEEN NOVEMBER AND DECEMBER ON THIS PARTICULAR TIMELINE, WHICH MEANS THAT WE'RE STILL MOVING FORWARD WITH THE FOCUS GROUPS.

WE'RE GOING TO HAVE AN OPPORTUNITY TO ENGAGE WITH YOU ALL SPECIFICALLY, I BELIEVE, ON THE 18TH AROUND WHERE WE ARE AND WHAT THIS LOOKS LIKE.

JUST A REMINDER YOU HAVE SEEN THIS AND YOU DO HAVE THIS PIECE.

ALSO REACHED THE 100 DAY I'VE HAD THE OPPORTUNITY TO MAKE OFFERS PRETTY MUCH FOR EVERY POSITION ON THE CABINET THAT I'M EXTREMELY EXCITED ABOUT.

WE'VE BUILT A WORLD CLASS TEAM.

MY AND MY.

MY THEORY OF ACTION IS IT'S ALWAYS STARTS AT THE TOP WITH TALENT.

AND I FEEL LIKE WE'VE BUILT A TEAM THAT WILL ALLOW US TO ENSURE THAT WE ACCOMPLISH THE THINGS THAT WE NEED TO IN THIS SCHOOL DISTRICT IN A VERY PROGRESSIVE MANNER.

AND LAST BUT NOT LEAST, AS AS WE'VE HEARD OVER AND OVER.

HAPPY VETERANS DAY.

TO THE MANY THAT HAVE KEPT OUR COUNTRY SAFE AND DONE THE THINGS THAT WE EXPECT THAT WE KNOW ARE IMPORTANT FOR THIS COUNTRY.

GOOD NIGHT.

WE LOOK FORWARD TO SEEING YOU AT OUR NEXT REGULAR BOARD MEETING ON DECEMBER 9, 2021 AGENDA REVIEW FOR THAT MEETING WILL BE HELD ON DECEMBER 2ND, 2021.

THERE BEING NO FURTHER BUSINESS, THIS MEETING IS OFFICIALLY ADJOURNED AT 9:56 P.M.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.