[Agenda Review]
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BOARD MEMBERS, PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE SUNG, TRUSTEE GUIDRY, TRUSTEE HERNANDEZ, TRUSTEE ALLEN, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS, TRUSTEE SANTOS AND TRUSTEE DEIGAARD.
CONSIDERATION AND APPROVAL OF MINUTES FROM NOVEMBER 4TH AND 15TH, 2021.
DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA MEETING HELD ON NOVEMBER 4TH AND THE SPECIAL MEETING HELD ON NOVEMBER THE 15TH WITH THE NAME.
SANTOS. THERE'S A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE.
TRUSTEE HERNANDEZ. TRUSTEE HERNANDEZ.
THE VOTE IS AYE FOUR, ZERO AGAINST.
WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. HOWEVER, WE HAVE NO REGISTERED SPEAKERS TODAY.
THE BOARD WILL NOW ADJOURN THE CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 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 VOTE, ACTION OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THE PUBLIC MEETING OR AT A SUBSEQUENT MEETING OF THE BOARD UPON NOTICE THEREAFTER.
THE BOARD IS ADJOURNED AND TO CLOSE SESSION AT 5:05 P.M.
THIS MEETING IS NOW RECONVENED IN OPEN SESSION.
OUR FIRST ORDER OF BUSINESS IS TO HEAR THE SUPERINTENDENTS UPDATE TO THE BOARD.
SUPERINTENDENT HOUSE PLEASE BEGAN.
YES, MA'AM, I DO HAVE A FEW UPDATES, AND FIRST OF ALL, I HOPE EVERYONE HAD A PLEASANT HOLIDAY AND SAFE TRAVELS TO AND FROM WHEREVER THEY MAY HAVE HAVE GONE.
OF COURSE, A COUPLE OF THINGS THAT I WANTED TO MENTION.
THE MOST RECENT, OF COURSE, IS A FIFTH CIRCUIT COURT OF APPEALS DECISION THAT HAPPENED YESTERDAY. THIS PARTICULAR CASE WAS TEMPORARILY HALTED THE ENFORCEMENT OF FEDERAL INJUNCTION AGAINST GOVERNOR GREG ABBOTT EXECUTION OR EXECUTIVE ORDER, EXCUSE ME, THAT SEEKS TO PROHIBIT PUBLIC SCHOOL DISTRICTS FROM MANDATING WEARING FACE MASKS PENDING THE COURT'S FULL REVIEW OF THE MATTER.
THE RULING DOES NOT, AND I WANT TO REPEAT IT DOES NOT IMPACT THE REQUIREMENT THAT STUDENTS, STAFF AND VISITORS MUST WEAR MASKS WHILE ON HISD PROPERTY.
SO IN SHORT, THE CASE THAT THAT WE SAW YESTERDAY THAT MANY PEOPLE HAD QUESTIONS ABOUT IN THE PRESS IS SOMETHING THAT'S MUCH DIFFERENT THAN WHAT WE WERE DEALING WITH.
OF COURSE, WHILE WE WERE HEARTENED THAT WE HAVE MAINTAINED THE LOWEST RATE OF COVID 19 CASES IN THE STATE.
AND VACCINATIONS ARE AVAILABLE FOR A MAJORITY OF OUR SCHOOL AGE STUDENTS.
WE WILL REMAIN VIGILANT IN TERMS OF OUR MASK MANDATE.
WE WILL REVIEW ALL THE DATA AND THE TRENDS RELATED TO COVID 19 AFTER THE HOLIDAYS AS WE'VE INDICATED, AND THROUGH THE FIRST SEMESTER OF CLASSES TO DETERMINE IF ANY CHANGES NEEDED TO HAPPEN IN REFERENCE TO OUR SAFETY PROTOCOLS.
SO I WANTED TO MAKE SURE THAT THAT WAS CLEAR.
WE DID SEND OUT A PRESS RELEASE JUST A COUPLE OF HOURS AGO AS WELL TO MAKE SURE OUR COMMUNITY WAS UP TO SPEED.
ALSO, YESTERDAY IS JUST AN FYI.
WE HAD OUR FIRST IN-PERSON PRINCIPALS MEETING.
WHAT I CAN TELL YOU IS THAT TO HAVE NEARLY 300 PEOPLE IN A VERY LARGE SPACE, LET ME MAKE THAT CLEAR, VERY, VERY LARGE SPACE THAT WE WERE ABLE TO RENT OUT AND ACCOMMODATE AND THEN HAVE BREAKOUT SESSIONS.
THERE WAS ELECTRICITY IN THE ROOM.
PRINCIPALS WERE REALLY ENERGIZED.
I WAS EXCITED TO HAVE MY FIRST OPPORTUNITY AFTER NEARLY, YOU KNOW, SIX MONTHS TO ADDRESS THAT GROUP FOR THE FIRST TIME.
WE HAD A CHANCE TO CELEBRATE THEM FOR ALL THE HARD WORK THAT WE'VE SEEN FROM THEM ON A CONSISTENT BASIS THIS SCHOOL YEAR.
BUT MORE IMPORTANTLY, WE FOCUSED, ESPECIALLY DURING THOSE BREAKOUT SESSIONS, ON BUILDING CAPACITY AND MAKING CERTAIN THAT WE BUILD STRONGER ADMINISTRATORS.
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SO VERY EXCITING TIMES THAT SAY A PIECE THAT WE REALLY HAVE BEEN LOOKING FORWARD TO, AND IT'S SOMETHING THAT WE WILL DO ON A CONTINUUM AS WE CONTINUE WITH ADDITIONAL PRINCIPALS MEETINGS MOVING FORWARD.WE DO HAVE A COUPLE OF NEW STAFF MEMBERS THAT HAVE JOINED US.
I BELIEVE THIS WEEK WILL BE HIS FIRST WEEK.
HE CAN STAND. DR. SEAN BYRD IS OUR NEW CAO.
AND DR. BYRD WILL BE WITH US THE NEXT TIME WE MEET.
SO YOU HAVE A CHANCE TO SEE HIM IN PERSON.
WE ALSO DO HAVE A NEW INDIVIDUAL THAT HAS JOINED US IS [INAUDIBLE] BRADFORD.
IS SHE HERE? I SAW HER HERE EARLIER.
SHE STEPPED OUT AND SHE SHE'S HEADING UP OUR SPECIAL POPS DEPARTMENT POPULATION DEPARTMENT. SO WE WANT TO WELCOME HER AS WELL ONCE WE HAVE THE OPPORTUNITY TO SEE BOTH OF THOSE INDIVIDUALS. WE DID BRING ON A NEW CHIEF TALENT OFFICER ALSO AND JEREMY WILL BE STARTING WITH THIS IN JANUARY.
SO VERY EXCITED ABOUT CLOSING THE LOOP ON OUR TEAM.
DURING OUR PRINCIPALS MEETING THERE, OF COURSE, BEFORE THE MEETING, WE HAVE A CHANCE TO BRING TOGETHER A GROUP OF ABOUT 28 PRINCIPALS THAT ARE KIND OF OUR LEADERSHIP COUNCIL THAT I MEET WITH.
WE BRING DIFFERENT ITEMS TO, THEY BRING DIFFERENT ITEMS TO US AND WE TALK ABOUT THOSE ITEMS. ONE OF, A COUPLE OF THE ITEMS THAT WE TALKED ABOUT TO ENSURE THAT WE GOT THEIR FEEDBACK. ONE WAS LIBRARY BOOKS.
AND OUT OF THAT MEETING, WE DECIDED THAT, AND WE ALL DECIDED THIS TOGETHER, PRINCIPALS AS WELL AS MYSELF ADMINISTRATION THAT WE WOULD PROVIDE A UNIFIED PROCESS OF WHAT WE ALREADY DO TO ENSURE THAT WE HAVE THE SAFEST, BEST SELECTION, AND I WANT TO PREFERENCE THAT, YOU KNOW, THERE VERY WELL COULD BE SOMETHING THAT SLIPS THROUGH THE CRACKS.
AND IF THAT DOES HAPPEN IN REFERENCE TO A LIBRARY OR LIBRARY BOOKS, WE'LL DEAL WITH THOSE SITUATIONS INDIVIDUALLY.
BUT WE'RE DOING WE HAVE A PROCESS IN PLACE, WHERE WE'RE VETTING THOSE BOOKS, WE'RE GOING TO EXPLAIN THAT PROCESS AND SEND SOMETHING OUT NEXT WEEK.
SAME THING IN REFERENCE TO CRT.
WE HAD THAT CONVERSATION AS WELL.
WE'RE PROVIDING INSIGHT AND KIND OF TALKING POINTS TO MAKE SURE THAT WE'RE ALL SPEAKING THE SAME LANGUAGE.
ONE OF THE THINGS THAT PRINCIPALS BROUGHT TO THE TABLE THAT I THOUGHT WAS VERY IMPORTANT IS THAT THEY INDICATED MR. HOUSE, WE FEEL LIKE WE SHOULD DESCRIBE TO THE TO THE COMMUNITY WHAT CRT IS.
AND IT MAKES CERTAIN THAT WE WE SHARE THAT WE DON'T NECESSARILY FOCUS ON ANY TYPE OF THEORY. WE FOCUS ON STANDARDS SO THAT INFORMATION WILL BE PROVIDED TO ALL OF OUR SCHOOLS AS WELL. IT WAS IMPORTANT THAT WE HAD THAT CONVERSATION AND MAKE CERTAIN THAT WE ADDRESS THESE ISSUES BEFORE THEY BUBBLE UP ANY LARGER THAN WHAT THEY MAY BE ALREADY.
LAST COUPLE OF THINGS THAT I'LL MENTION DR.
ALLEN, PRESIDENT ALLEN IS, OF COURSE, OUR STRATEGIC PLANNING IS IS MOVING FORWARD.
I THINK WE HAVE A THREE OR FOUR HOUR CUT OUT EVEN TOMORROW TO TO DIVE INTO SOME ADDITIONAL WORK. I KNOW YOU ALL ARE ANXIOUS BECAUSE IN MY INDIVIDUAL CONVERSATIONS WITH YOU, YOU KNOW, MOST OF YOU HAVE TOLD ME, WELL, WHAT IS THIS GOING TO LOOK LIKE OR WHAT IS THIS GOING TO LOOK LIKE? AND MY SIMPLE ANSWER CONTINUES TO BE IT'S GOING TO BE IN OUR FIVE YEAR STRATEGIC PLAN.
SO WE ARE WORKING HARD TO TO ENSURE THAT WE BRING TO YOU A STRATEGIC PLAN THAT ADDRESSES THE PRIORITIES AND WE'RE INVOLVING, YOU KNOW, SEVERAL DIFFERENT INDIVIDUALS IN THIS BUILDING. INDIVIDUALS OUTSIDE OF THIS BUILDING NEXT WEEK, I BELIEVE I'LL BE MEETING WITH A GROUP OF TEACHERS, ALSO A CEO ROUNDTABLE WHERE WE'RE BRINGING SEVERAL CEOS IN TO TOUCH BASE WITH THEM TO FIND OUT WHAT IS IT THAT YOU DESIRE IN TERMS OF OUR STUDENTS? WHAT IS IT THAT STUDENTS ARE MISSING IN MANY INSTANCES THAT THEY NEED IN ORDER TO BE SUCCESSFUL? SO WE'RE LOOKING FORWARD TO CONTINUING THAT FEEDBACK WHILE DIVING INTO THE CONTENT OF OUR STRATEGIC PLAN.
ALLEN, THAT CONCLUDES MY UPDATES.
THANK YOU. WE WILL NOW CONSIDER VOTING ITEMS. VOTING ITEMS HELD FOR DISCUSSION FROM THE AGENDA REVIEW BUSINESS AGENDA TRUSTEES.
EACH MONTH, ADMINISTRATION WILL BRING FORTH REVISED POLICIES WITH CHANGES RECOMMENDED BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS ARE TASB.
THESE POLICIES WILL START OFF AS ACTION ITEMS AT THE AGENDA REVIEW MEETING FOR THE FIRST
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READING. SIMILAR TO THE REGULAR BOARD MEETING EACH MONTH, ALL ACTION ITEMS FOR AGENDA REVIEW, INCLUDING THESE POLICIES, WILL BEGIN ON THE CONSENT AGENDA.IF A TRUSTEE WOULD LIKE AN ITEM HELD FROM THE CONSENT AGENDA, THEY SHOULD NOTIFY THE DISTRICT CHIEF OF STAFF, SYLVIA TRINH BY EIGHT A.M.
ON THE MONDAY PRIOR TO THE VOTING MEETING.
AS A REMINDER, TRUSTEES HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS BEFORE AGENDA REVIEW TO THE ADMINISTRATION.
THE Q&A DOCUMENT HAS BEEN PROVIDED TO YOU PRIOR TO THIS MEETING, AND IT IS ALSO POSTED ON THE DISTRICT'S WEBSITE.
OUR FIRST ITEM HERE FOR DISCUSSION IS AGENDA ITEM K1 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, A.E.
LOCAL EDUCATION PHILOSOPHY FIRST READING.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE, DEIGAARD, BLUEFORD-DANIELS AND CRUZ.
MAY I HAVE A MOTION? [INAUDIBLE] SECOND, I HAVE A MOTION BY TRUSTEE FLYNN VILASECA AND A SECOND BY TRUSTEE HERNANDEZ, IS THERE ANY DISCUSSION? LET'S START WITH TRUSTEE DEIGAARD.
I'D ACTUALLY LIKE TO HEAR WHAT MY COLLEAGUES HAVE TO SAY FIRST, PLEASE.
THANK YOU. I'D LIKE TO HEAR WHAT MY COLLEAGUES HAVE TO SAY.
FIRST, PLEASE. TRUSTEE BLUEFORD-DANIELS.
THANK YOU, MADAM PRESIDENT, AND I DON'T HAVE MY Q&A.
MY Q&A BECAUSE I THINK SOME OF THAT STUFF MAY HAVE BEEN ANSWERED.
SO I [INAUDIBLE]. OK, THANK YOU.
BECAUSE I DID HAVE SOME QUESTIONS ABOUT NATURALLY ABOUT WHEN IT'S REFERENCING TADS AND CONSTRAINT ONE THE D&F SCHOOLS.
IS THAT SENT TO ME ALREADY? YES. I ASKED HOW MANY TEACHERS WERE IDENTIFIED AS TADS.
AND AGAIN, EFFECTIVE AND HIGHLY AFFECTED.
THOSE ACRONYMS ARE NOT ACRONYM.
I STILL HAVE A PROBLEM WITH THOSE.
AND DID I GET A LIST OF THE D&F SCHOOLS? YES, THAT'S COMING.
OK? ALL RIGHT. THAT WAS MY QUESTION FOR [INAUDIBLE], THANK YOU, TRUSTEE TRUSTEE CRUZ.
UM. SO WE'RE ON A LOCAL CORRECT.
GOT IT HERE, IF YOU NEED IT. OKAY, I HAVE IT.
I'M JUST TRYING TO GET TO THE RIGHT PAGE.
SO MY QUESTION IS ON THE CONSTRAINT FOR THE CONSTRAINT PROGRESS MEASURE FOR PRE-K.
I KNOW IT IS. IT WAS EXPLAINED IN THE Q&A.
IF YOU COULD JUST WALK ME THROUGH THE PROCESS FOR THAT, PLEASE.
SURE. DR. MATNEY, IF YOU DON'T MIND JOINING US AT THE PODIUM TO TO SHARE A LITTLE INSIGHT AROUND THIS PARTICULAR ITEM.
SURE. GOOD EVENING. SO FOR CONSTRAINT, PROGRESS MEASURE 5.1, WHAT WE DID WAS LOOK AT THE MAXIMUM NUMBER OF PRE-K CLASSROOMS WE HAD HAD OVER THE COURSE OF THE LAST FEW YEARS.
SO NOT CURRENT NECESSARILY, BUT JUST THE MAXIMUM FOR EACH OF THE CAMPUSES OVER THE LAST THREE YEARS. AND THEN WE ALSO LOOKED AT WHAT OUR CAPACITY IS NOW AND THEN INCREASE IT A LITTLE BIT MORE, KNOWING THAT WE WANT TO SEE SOME SMALL INCREMENTS THE NEXT COUPLE OF YEARS AND THEN A LARGER A LARGER GAIN PENDING LOOKING AT WHAT FACILITIES LOOK LIKE, HOW WE CAN REORGANIZE, WHAT THESE PROGRAMS LOOK LIKE.
SO WHEREAS NORMALLY WHEN WE SEE OUR GOALS THAT ARE CONSTRAINTS AND YOU SEE THAT EVEN LINE GOING UP AND HAVING THOSE SAME INCREASES EACH YEAR, WHAT YOU'LL SEE FOR THIS ONE IS TWO YEARS OF THE SMALLER INCREASES AND THEN HAVING THAT LARGER INCREASE IN THE FINAL YEAR.
AND SO TAKING ALL OF THOSE DATA POINTS THAT WE FELT COMFORTABLE KNOWING SOME OF THE BOLD MOVES THAT WE WANT TO TAKE WITH PRE-K, THAT THOSE WERE ATTAINABLE WITH THAT NEW INFORMATION. THANK YOU, AND I KNOW THAT YOUR TEAM HAS BEEN WORKING REALLY HARD AT, YOU KNOW, REVISITING THIS, AND I DO APPRECIATE THE TIME.
I AM CONCERNED THAT THERE ARE SOME DATA POINTS, YOU KNOW, AND I KNOW IN THE PREVIOUS Q&{A'S, YOU KNOW, THE RESPONSE WAS WE DON'T HAVE ACCESS TO THESE DATA POINTS THAT WE'RE ALSO CONSIDERING THAT.
AND THEN MY SECOND CONCERN IS IN THE LAST, I GUESS, IT WAS A WORKSHOP THAT WE HAD HAD LAST MONTH. I KNOW SEVERAL OF US EXPRESSED LIKE THE CONSTRAINT PROGRESS MEASURES DON'T GET AT QUALITY BECAUSE THE CONSTRAINT READS SIGNIFICANTLY INCREASING QUALITY.
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SO NOT JUST THE NUMBER OF SEATS, BUT THE QUALITY.SO 5.1 NOR 5.2 ADDRESS THAT QUALITY ISSUE.
THANK YOU. [INAUDIBLE], I'M SORRY.
WHAT I CAN SHARE WITH YOU JUST IN THE LAST FEW WEEKS.
DR. CRUZ AND AND SYLVIA TRINH, OUR CHIEF OF STAFF, WE HAD A CHANCE TO SPEND SOME TIME AT TUC, WHICH OF COURSE IS THE TEXAS UNITED COUNCIL OF ESSENTIALLY THE LARGEST DISTRICTS IN THE STATE, AND THIS HAS BECOME A FOCUS.
ONE OF THE ONE OF THE DATA POINTS IN TERMS OF SOME RESEARCH THAT WE WERE GOING THROUGH DURING THAT TIME SPOKE TO THIS AND IT SPOKE AROUND QUALITY AND QUANTITY.
AND WHILE QUALITY IS EXTREMELY IMPORTANT, ONE OF THE THINGS THAT WE TALKED ABOUT DURING THAT RESEARCH PRESENTATION IS THAT QUANTITY IS EXTREMELY IMPORTANT AS WELL.
AND AND WITH THIS RESEARCH, IT BROKE DOWN EVEN FURTHER IS THAT SHOW THAT, YOU KNOW, THERE WAS A SIGNIFICANT IMPACT ON THOSE STUDENTS, EVEN WHEN THE QUALITY WASN'T FOCUSED ON AND EVEN BETTER OR AN EVEN MORE INCREASED IMPACT ON STUDENTS WHEN THE QUALITY WAS FOCUSED ON.
AND I ONLY SHARE THAT BECAUSE THE NUMBER OF SEATS IS EXTREMELY IMPORTANT ON TOP OF THE QUALITY AS WELL. BUT IF THERE'S SOMEWHERE YOU WANT TO START, YOU WANT TO START WITH THE WITH THE OVERALL EXPANSION AND THE NUMBER OF SEATS AND THEN BUILD ON THE QUALITY OVER THE COURSE OF TIME. DR.
CRUZ, ANYTHING ELSE YOU WANT TO ADD? CHIEF TRINH, ANYTHING YOU WANT TO ADD IN TERMS OF WHAT WE HEARD DURING THAT TIME PERIOD? I THINK YOU HIT THE NAIL ON THE HEAD SUPERINTENDENT HOUSE.
OK, THANK YOU. AND I'LL JUST ADD, I MEAN, I DO APPRECIATE THAT ADDITIONAL INFORMATION IN ORDER TO HAVE QUALITY, YOU HAVE TO HAVE QUANTITY, RIGHT? BUT I DO WANT TO MAKE SURE THAT WE ARE ENSURING THE HIGHEST STANDARDS AND THAT WE WOULD HAVE A METRIC FOR THAT. SO THANK YOU.
THANK YOU, PRESIDENT ALLEN SUPERINTENDENT HOUSE, I WANT TO TAKE A POINT OF PRIVILEGE, THOUGH, TO ACKNOWLEDGE A FELLOW TRUSTEE FROM PASADENA INDEPENDENT SCHOOL DISTRICT WHO IS HERE'S CRYSTAL DAVILA.
THANK YOU FOR COMING OUT TONIGHT.
OK, SO THEN MY ANSWER, I MEAN, MY QUESTION WOULD BE COULD QUALITY SEATS BE DEFINED AS I KNOW THAT WE HAVE A RATIO THAT WE WE LOOK AT, BUT A TENURED TEACHER TEACHER THAT HAS FIVE YEARS OF TEACHING EXPERIENCE AND A MAYBE AN 11 TO 1 RATIO, BUT NOT A TEACHING ASSISTANT, A TEACHER IN A VERY SMALL CLASSROOM THAT HAS EXPERIENCE.
COULD THAT DEFINE QUALITY? IN MY OPINION, IT'S NOT JUST ABOUT THE NUMBER OF YEARS OF EXPERIENCE FOR A TEACHER.
I THINK THERE IS DEFINITELY SOME SOME HOPE AND POSSIBILITY IN.
AND WHAT HAPPENS WITH A TEACHER THAT HAS EXPERIENCE, BUT IT'S ABOUT THE KIND OF FEEDBACK THAT THAT TEACHER GETS.
IT'S ABOUT THE EVALUATION SYSTEM.
IT'S ABOUT THE SYSTEMS OF PROFESSIONAL DEVELOPMENT THAT ARE IN PLACE AS WELL, BECAUSE I'VE SEEN SOME, SOME 20 YEAR VETS THAT ARE ROCK STARS, BUT I'VE ALSO SEEN SOME, SOME THREE YEAR VETS THAT ARE ROCK STARS AS WELL.
SO THAT WOULDN'T NECESSARILY BE.
WELL, WHEN I SAY EXPERIENCE, THEN I'M GOING TO CHANGE MY QUESTION THAT INSTEAD OF LOOKING AT THREE TO FIVE YEARS OF EXPERIENCE, WE CAN LOOK BACK TO TRUSTEE BLUEFORD-DANIELS' POINT. WHEN WE WHEN WE DETERMINE QUALITY OR WE DETERMINE EFFECTIVE, WE CAN TALK ABOUT CULTURAL COMPETENCY.
SO IF THE TEACHER LOOKS, TALKS, WALKS AND KNOWS AND CAN IDENTIFY WITH THE STUDENTS IN THAT COMMUNITY IF THE TEACHER HAS SMILES IN THE KID'S FACE, IF THERE'S LAUGHTER IN THE CLASSROOM, IF KIDS ARE LEARNING AND ENGAGE AND NOT JUST SLUMP DOWN OVER A DESK WITH MULTIPLE CHOICE QUESTIONS, PROCESS OF ELIMINATION LIKE THAT TYPE OF EXPERIENCE THAT WE TALK ABOUT BECAUSE THAT CAN'T BE MEASURED IN A IN A WALKTHROUGH.
I MEAN, THAT'S, YOU KNOW, YOU GET A KID ON A BAD DAY.
HE'S NOT GOING TO BE SMILING. BUT IF THAT TEACHER LIKE IF YOU HAVE A COMMUNITY FEEDBACK AS FAR AS CULTURE IS CONCERNED ON THAT CAMPUS, IN THAT CLASSROOM, THEN THAT MAYBE WE CAN DEFINE EXPERIENCE THAT WAY.
SO MY QUESTION STILL REMAINS LIKE, IS THAT PART OF, HOW ARE WE DEFINING QUALITY SEATS? BECAUSE I'M LIKE TRUSTEE, BLUEFORD-DANIELS HAS SAID.
LIKE WHEN YOU TALK ABOUT THINGS THAT ARE SUBJECTIVE, HOW DO YOU DEFINE THAT? GOT IT. I THOUGHT YOU WERE TALKING ABOUT QUALITY IN TERMS OF A TEACHER.
I APOLOGIZE. NO, I JUST I MEAN, HOW DO YOU [INAUDIBLE] WHAT IS A QUALITY SEAT?
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GOT IT. SO FOR THE PURPOSES OF THIS CONSTRAINT, CONSTRAINT PROGRESS MEASURE 5.2 IS THE QUALITY PIECE. SO ONE OF THE PIECES THAT TEA.SAYS THROUGH HOUSE BILL THREE THAT CREATES A QUALITY ENVIRONMENT FOR PRE-K CLASSROOMS IS AN INSTRUCTOR TO STUDENT RATIO OF 11 TO 1.
SO THAT PROGRESS MEASURE WAS CHOSEN SPECIFICALLY TO GET IT THAT QUALITY PIECE THROUGH THE WORDING OF THE CONSTRAINT.
RIGHT? BUT TO MY UNDERSTANDING, THAT'S JUST NOT NECESSARILY TEACHER THAT CAN BE A TA, RIGHT? CORRECT.
SO RIGHT. MY QUESTION IS, CAN WE TAKE THAT A STEP FURTHER AND MAKE SURE THAT IT IS EXPERIENCED IN [INAUDIBLE] YOU CHOOSE TO DEFINE IT? AND WE DON'T HAVE TO DO THE BARE MINIMUM OF WHAT TEA THINKS EDUCATION SHOULD BE BECAUSE THEY QUITE OBVIOUSLY HAVEN'T GOTTEN IT RIGHT YET ALL THE WAY, RIGHT? RIGHT? SO I.
[INAUDIBLE] SO I'M JUST, YOU KNOW, I JUST I WOULD REALLY LIKE TO NOT JUST DO BARE MINIMUM BUT GO OVER AND BEYOND WITH PEOPLE THAT ACTUALLY KNOW PEDAGOGY.
FIRST OFF, JUST A HOUSEKEEPING THING.
COULD WE, GET I'VE ASKED BEFORE, CAN WE GET ON ON MONDAYS, ON OUR CALENDARS, A REMINDER THAT WE NEED TO REQUEST TO PULL SOMETHING FROM CONSENT SO WE'RE STILL NOT GETTING THAT WE GET THEM BEFORE REGULAR BOARD MEETINGS, BUT NOT BEFORE AGENDA REVIEWS WHERE WE'RE TAKING VOTES. THOUGHT IT, THOUGHT IT WAS ON THERE, BUT WE CAN DEFINITELY CHECK AGAIN.
DID YOU ALL OTHER BOARD MEMBERS GET IT? OK. I DIDN'T.
I'M GLAD SOME OF MY COLLEAGUES DID.
IT SEEMS LIKE WE'RE MIXED. SOME OF US DID.
SOME OF US DID. OK ON THE TOPIC OF QUALITY EARLY CHILDHOOD EDUCATION SEATS, I FULLY AGREE THAT 5.2 IS A QUALITY INDICATOR.
I THINK IT'S IMPORTANT TO ACKNOWLEDGE THAT BECAUSE ALL OF THE STANDARDS KIND OF NATIONWIDE THAT LOOK AT QUALITY EARLY CHILDHOOD EDUCATION ALWAYS MENTIONED THE TEACHER TO STUDENT RATIO. SO IF WE HAD TO PICK ONE METRIC, I THINK WE'VE GOT THE ONE THAT'S MOST IMPORTANT FOR QUALITY.
I AGREE THAT THERE'S OTHERS, AND I WANT TO EMPHASIZE WE DON'T HAVE TO REINVENT THIS AT THIS TABLE. LIKE THERE IS A LOT OF RESEARCH OUT THERE ABOUT WHAT OUR QUALITY EARLY CHILDHOOD EDUCATION, THERE'S RESEARCH, THERE'S ACCREDITATION ORGANIZATIONS, AND THAT WOULD BE WAY OUT OF LINE IF I CLAIM TO BE THE EXPERT EVEN AT THIS TABLE ON THAT TOPIC.
BUT I JUST WANT TO POINT OUT THAT THAT EXPERTISE IS OUT THERE AND I THINK THE ADMINISTRATION IS APPROPRIATELY PICKED ONE OF THEM.
IF THEY WANTED TO PICK ANOTHER, I WOULDN'T BE OPPOSED TO THAT.
BUT JUST TO SAY THAT WE DON'T HAVE TO FIGURE THAT WE DON'T HAVE TO REINVENT THE WHEEL.
I'M EXCITED ABOUT THE MORE AMBITIOUS GOAL HERE.
I'M EXCITED ABOUT HAVING A NON-LINEAR TARGET GRAPH.
I THINK THAT MAKES A LOT OF SENSE.
SO I'M LOOKING FORWARD TO SEE HOW THAT DEVELOPS.
I'M TURNING TO CONSTRAINT PROGRESS MEASURE 1.2.
COULD YOU TELL US MORE ABOUT HOW YOU CAME, YOU DEVELOPED THIS REVISED TARGET, PLEASE? SURE, SO THIS ONE IN IN LISTENING TO FEEDBACK AND SOME OF THE FEEDBACK WAS ABOUT, YOU KNOW, ARE WE OK SAYING THAT THE TARGET IS STILL BELOW THE AVERAGE? AND SO JUST INCORPORATING THAT HAVING MORE INTERNAL CONVERSATIONS, LOOKING AT THE BIG ROCKS THAT WE CAN STILL MOVE.
IN FACT, WE HAD SOME CONVERSATION TODAY ABOUT THIS INTERNALLY ABOUT HOW SOME OF THE WORK ALIGNS WITH THIS CONSTRAINT, AS WELL AS 1.1.
AND SO WE LOOKED AT, WE ORIGINALLY HAD SAID WE WILL INCREASE THREE PERCENTAGE POINTS.
WE THOUGHT THAT DOUBLING THAT IS DOABLE.
IT STILL LANDS US JUST SHY OF THE AVERAGE.
SO LANDING AT 55, OUR AVERAGE IS 58 FOR ALL STUDENTS.
SO IT'S STILL JUST SHY, BUT FOR KNOWING THAT IT'S THE NEXT THREE YEARS, WE SEE THIS AS SOMETHING TO CONTINUE TO TO ENSURE THAT THIS POPULATION OF STUDENTS IS ACTUALLY AT OR ABOVE AVERAGE IN IN THE COMING 5 TO 7 YEARS EVEN.
OK, WELL, I'M DELIGHTED TO HEAR THAT WE HAVE A NEW TARGET THAT IT SOUNDS LIKE WE BELIEVE IT'S ACHIEVABLE, BUT THE CONVERSATIONS THAT ARE AROUND IT ARE DRIVING SOME STRATEGIC THOUGHT AND THAT IT'S AMBITIOUS, WHICH IS THE SWEET SPOT WE WANT TO BE IN.
SO THANK YOU VERY MUCH. I KNOW THAT YOU GUYS HAVE PUT SOME ADDITIONAL WORK INTO THIS AND YOU'VE HAD TO BRING DIFFERENT PEOPLE TOGETHER TO THE TABLE TO DEVELOP THESE GOALS.
BUT I'M APPRECIATIVE OF THE WORK AND I'M EXCITED FOR WHERE IT LEADS US.
THANK YOU, SO ON CONSTRAINT, ONE PROGRESS MEASURES, AND I KEEP GOING BACK TO, YOU KNOW,
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WHAT ARE WE TRYING TO ACCOMPLISH WITH THE CONSTRAINT, RIGHT? AND WE AGAIN, I CAN'T RE-EMPHASIZE ENOUGH.THE BOARD OWNS THE CONSTRAINTS.
THE ADMINISTRATION OWNS THE PROGRESS MEASURES.
SO CONSTRAINT 1 STUDENTS NEEDING THE MOST SUPPORT AND IT'S VERY 1.1, 1.2 ARE CLEAR TO ME.
I'M STILL STRUGGLING A LITTLE AND I KNOW THIS ISN'T WHAT'S BEING CHANGED.
BUT WITH 1.3 OVER, THE FACT THAT WE HAVE SUCH A [INAUDIBLE] OUR AVERAGE TEACHER RATINGS ARE 90 PERCENT ARE EFFECTIVE OR HIGHLY EFFECTIVE AT OUR LOWEST PERFORMING CAMPUSES AT 70 PERCENT. AND I'M DOES 1.3 ADDRESS THAT CONCERN.
DOCUMENTED. NOT DIRECTLY, THIS IS REALLY ABOUT RETAINING TEACHERS AT AT THOSE CAMPUSES SO THAT THERE'S NOT THAT CONSTANT CHURN.
OK, SO FOR 1.3, WE'RE NOT LOOKING AT THE INDICATORS.
OK. SO OK, SO THEN CONSTRAINT 5.
UM, AND I'M ACTUALLY HAVE PULLED UP JUST AS AN EXAMPLE, YOU KNOW, THE SUBJECTIVE, HIGH QUALITY THERE ARE EVIDENCE BASED PRACTICES OF WHICH WE'VE ALREADY DISCUSSED ONE.
ANOTHER, EVIDENCE BASED PRACTICE IS ALL LEAD TEACHERS HAVE AT LEAST A BA DEGREE, PLUS SUITABLE CREDENTIALS IN EARLY LEARNING AND ARE PAID THE SAME LEVEL AS K-12.
YOU KNOW, LIKE THERE ARE STANDARDS THAT ARE EVIDENCED BASED FOR THE TERM, HIGH QUALITY.
BUT I HEAR YOU MR. HOUSE ON PRIORITIZING GETTING OUR KIDDOS INTO CLASSROOMS WHILE WE'RE INCREASING QUALITY.
I'M STILL STRUGGLING, HOWEVER, WITH PROGRESS MEASURE 5.1 AND I GET THAT YOU ALL HAVE BIGGER, YOU KNOW, DISCUSS HOW YOU CAN INCREASE THAT NUMBER.
BUT I'M CONCERNED THAT THERE'S STILL A.
IT'S STILL ABOUT FILLING EXISTING SEATS, AS OPPOSED TO ALSO MAKING SURE THAT IN SPACES WHERE WE HAVE DEMAND AND NEED AND THERE AREN'T THE SEATS.
AND WHAT I WOULD LIKE TO PROPOSE IS THAT THE BOARD RECONSIDERS THE LANGUAGE OF CONSTRAINT 5, THAT THE SUPERINTENDENT WILL NOT ALLOW THREE AND FOUR YEAR OLDS WITHIN HISD BOUNDARIES TO BE WITHOUT HIGH QUALITY FULL DAY EARLY LEARNING OPPORTUNITIES WITHIN A TWO MILE RADIUS OF THEIR RESIDENCE. AND I SHOULD HAVE PRESENTED THAT AS A MOTION.
AND IT WAS LIKE SECOND, SECOND.
SO I MOVE THAT WHAT I JUST SAID THAT WE CHANGE OUR LANGUAGE REQUESTED.
BECAUSE IT'S STILL [INAUDIBLE].
CAN I JUST. I'D LIKE TO FOR THE BOARD TO DISCUSS IT BEFORE WE JUST CHANGE IT.
SO BUT SECOND ROUND, WE CAN TALK MORE, BUT IT'S AN EQUITY ISSUE TO ME.
THAT WAS ME, RIGHT? OKAY, UM, THANK YOU, DR.
MATNEY, FOR THE UPDATES, AND I'LL GET BACK TO WHAT YOU WERE SAYING RIGHT NOW.
I KNOW THAT YOU DID MENTION THAT WE HAVE THE NUMBER FOR WHAT OUR CAPACITY IS NOW FOR THE SEATS. DO YOU HAVE THAT NUMBER? NOT RIGHT NOW. OKAY? I'VE BEEN WAITING ON THAT NUMBER AND THOUGHT WE'VE SUBMITTED IT, BUT I'LL DOUBLE CHECK, OK, MAKE SURE. BUT I DID SEE.
YOU KNOW? THAT YOU DID SOME RESEARCH, AND I SEE THAT THE THE NUMBER HAS GROWN.
JUST ONE HOUSEKEEPING ITEM, I KNOW THAT WE DO IT FOR THE OTHER CHANGES IN IN HERE BECAUSE JUST LIKE SCRATCH IT OUT AND LEAVE THE OLD NUMBERS THERE JUST SO THAT IT'S EASIER TO COMPARE. THAT WOULD BE WONDERFUL.
SO 5.1 IS ACTUALLY A BRAND NEW ONE BECAUSE YOU ALL REMOVED IT COMPLETELY LAST TIME INSTEAD OF LEAVING IT TO EDIT.
SO THAT'S WHY THE FORMATTING LOOKS LIKE THAT.
UM. SO, UM, I APPRECIATE ONE POINT TO CHANGING TO SIX PERCENT, SIX PERCENT AS WELL.
I KNOW THAT YOU'VE DONE A LOT OF RESEARCH ON THAT, SO THANK YOU FOR SUE'S ALMOST MOTION.
[00:30:07]
I THINK THAT MAKING SURE THAT WE HAVE SEATS IN THE RIGHT AREAS OF WHERE THE NEEDS ARE IS VERY IMPORTANT.I HADN'T THOUGHT ABOUT THAT LANGUAGE BEFORE, BUT I THINK IT'S SOMETHING THAT WE SHOULD CONSIDER. AND I WOULD IF SOMEBODY COULD TYPE IT UP AND PUT IT ON THE SCREEN JUST SO THAT WE CAN SEE IT, I DON'T KNOW IF YOU HAVE IT TO.
BUT I WOULD LOVE TO SEE IT SO WE CAN DISCUSS IT FURTHER.
THANK YOU. TRUSTEE BLUEFORD-DANIELS.
SUPERINTENDENT HOUSE. OK. I KNOW WE'VE GOT A NEW SYSTEM, AND SO WE'RE TRYING TO TRANSFER, BUT I'M NOT. I'M GOING TO HAVE TO USE MY NOTES SO I CAN BE.
I TRY TO SEND ALL MY QUESTIONS AND ANSWERS IN EARLY, AND I'M STILL NOT COORDINATED ENOUGH TO KNOW WHAT THE ANSWERS ARE, SO I'LL HAVE TO GET SOME HELP ON THAT.
SO SEND YOUR BEST AND BRIGHTEST.
I'LL USE. YOU CAN USE THAT [INAUDIBLE] AND SEND THEM TO ME TO HELP ME.
BUT ANYWAY, LET ME ASK YOU SERIOUSLY.
WHEN WE TALKED ABOUT THE MANDATE FOR CHANGE, I DON'T WANT US TO CONTINUE TO KICK THE CAN DOWN THE ROAD. AND ONE OF THE QUESTIONS THAT I WAS ASKING ABOUT THE MAGNET PROGRAMS AND THE MAGNET PROGRAMS IS.
LET ME SEE HOLD SO I CAN RECLAIM MY TIME.
THE MAGNET PROGRAM, IF CONSTRUCTED, THAT- I HAD SEVERAL.
THE MANDATE FOR CHANGE PACKAGE PAGE 11.
AND HOW WILL THE REWARD WHERE IT SAYS EMPLOYEES SHOULD BE REWARDED EMPLOYEES IDENTIFIED AS HIGH PERFORMANCE USING VALUE ADDED DATA SHOULD BE REWARDED.
MY QUESTION IS HOW WILL THE REWARD ALLOW EMPLOYEES WHO ARE PART OF A LOW PERFORMING SCHOOL IN OPPORTUNITY OR BE IDENTIFIED AS HIGH PERFORMERS? I NOTICED IN MY Q&A.
WHAT IS THAT PROCESS? I MEAN, I'M CONCERNED WITH THOSE THAT ARE LOW PERFORMING SCHOOLS, THOSE THAT ARE HIGH PERFORMERS WILL CONTINUOUSLY PROBABLY GET THE REWARD.
I WOULD THINK AND THOSE THAT ARE LOW PERFORMING SCHOOLS WOULD NOT HAVE THE OPPORTUNITY TO BE REWARDED. SO THAT'S MY CONCERN FOR THAT BALANCE.
THIS IS K1B, MANDATE FOR CHANGE.
PACKAGE PAGE 11 IN MY OLD BOOK.
[INAUDIBLE]. I'VE BEEN PASSED THE BATON, SO FOR THIS PARTICULAR SECTION OF THE POLICY, AS YOU NOTICE, IS NOT GREYED OUT.
SO WE ARE NOT AT THIS TIME RECOMMENDING ANY CHANGES.
SOME-- THIS LANGUAGE IS OUTDATED.
WE DO NOT HAVE THAT VALUE ADDED DATA TO INCENTIVIZE OR TO REWARD, OUR TEACHERS, OUR EMPLOYEES ANY LONGER.
OK, SO OUR ADMINISTRATION'S FOCUS FOR THIS PARTICULAR POLICY, WERE THE GOALS, THE CONSTRAINTS AND THE PROGRESS MEASURES THAT WE ARE BRINGING TO YOU.
THIS POLICY IS QUITE LENGTHY AND HEFTY, AND THERE HAS BEEN CONVERSATION BY THE BOARD TO GO BACK AND MODIFY SOME OF THOSE OTHER PIECES.
BUT I DO WANT TO CAUTION THAT OUR ADMINISTRATION'S FOCUS FOR THIS MEETING, FOR THIS PARTICULAR POLICY THAT WE'RE BRINGING TO YOU TONIGHT AND THAT WILL BRING AGAIN FOR THURSDAY WITH EDITS AND MODIFICATIONS AS RECOMMENDED IS THE FOCUS IS ON THE GOALS, CONSTRAINT AND PROGRESS MEASURES.
AND I THINK NOW WE'RE JUST DOWN TO THE PROGRESS MEASURES AT THIS POINT BECAUSE WE GOT THE GOALS, WE ALMOST HAVE THE CONSTRAINTS.
AND SO WHAT WE'RE BRINGING TO YOU IS THE PROGRESS MEASURES.
BUT THAT'S NOTED THAT ONE TRUSTEE IS IS ASKING US TO LOOK AT SOME OTHER PIECES.
BUT I DO WANT TO SAY THAT THOSE PIECES REQUIRE ADDITIONAL CONVERSATION BY THE TRUSTEES.
I KNOW WE'RE LOOKING AT THE PROGRESS MEASURES, BUT AS I SENT THE Q&A, THE QUESTIONS FOR WHAT WE'RE TO WHAT WE WERE SUPPOSED TO REVIEW, MY CONCERN BECAME IT'S-- I'M CONCERNED WITH THE VERBIAGE THAT WAS USED HERE AND THE FACT THAT IT APPEARS THAT WE'RE JUST KICKING THE CAN DOWN THE ROAD, FOR INSTANCE, SCHOOL CHOICE THAT WAS PART OF WHAT WE HAD FOR THE AGENDA REVIEW. SO MY NOTES ON THAT SAYS, WHAT ARE WE DOING FOR SCHOOL CHOICES FOR THOSE SCHOOLS THAT DON'T HAVE MAGNET PROGRAMS OR ANYTHING.
[00:35:01]
SINCE I CAN'T COORDINATE WITH WHAT'S ON THE COMPUTER AND I DON'T HAVE MY NEW LAPTOP.I'M GOING ACCORDING TO MY NOTES THAT I WROTE IN THE BINDER THAT WAS SENT TO ME.
SO IF I'M ON THE WRONG PAGE THEN Y'ALL TELL ME BECAUSE I'LL COME BACK AND RECLAIM MY TIME. SO WHAT I WHAT I WILL SAY, TRUSTEE BLUEFORD-DANIELS, EVEN THOUGH WE'RE DEALING WITH SOME DATED LANGUAGE HERE THESE ARE PORTIONS OF WHAT WE'RE MOVING FORWARD WITH TO ADDRESS IN OUR STRATEGIC WORK.
SO, YOU KNOW, YES, IT'S THE BOARD'S JOB TO TO DEVELOP THIS SIDE OF THE THE LANGUAGE AND THE CONSTRAINTS, BUT PLEASE KNOW THAT IT'S SOMETHING THAT WE'RE FOCUSING OUR WORK ON REGARDLESS. AND I APPRECIATE THAT.
I JUST DON'T WANT US TO GET CAUGHT UP IN A WHOLE LOT OF VERBIAGE AND RECONSTRUCTING THIS, THAT AND THE OTHER. AND THE REALITY OF IT IS WE STILL HAVE ISSUES WITH IDENTIFYING SCHOOL CHOICE, IDENTIFYING MAGNET PROGRAMS. AND SO I WANT SOMETHING SOME I WANT SOME REAL MEAT, NOT NOT FAT ON WHAT WE'RE GOING TO DO TO TRY AND GET THOSE SCHOOLS THAT DON'T HAVE THAT WITH THOSE PROGRAMS. AND HOW SOON CAN WE DO THAT? BOTTOM LINE. YES.
I KNOW SUPERINTENDENT HOUSE HAS ADDRESSED THIS, SO I'LL ADDRESS IT FOR HIM AGAIN.
THAT PARTICULAR CONCERN IS GOING TO BE ADDRESSED.
IT'S ALREADY ADDRESSED VIA ONE OF OUR PRIORITIES.
AND NOW THE NEXT THING THAT WE'RE GOING TO BE DOING WITH THOSE PRIORITIES IS FLESHING IT OUT. WHAT ARE THOSE PROGRAMS AND SYSTEMS AND SUPPORTS AND RESOURCES THAT ALL SCHOOLS NEED TO HAVE? SO THAT'S WHERE THAT SCHOOL CHOICE MAGNET WILL COME INTO PLAY.
BUT WE'RE WORKING ON THAT AS WE SPEAK.
TOMORROW IS ACTUALLY A FULL DAY RETREAT WHERE WE ARE FLESHING OUT THAT FIVE YEAR STRATEGIC PLAN.
OK, AND I'LL HAVE TO DEAL WITH THAT BECAUSE I'M COMING RIGHT BACK NEXT THURSDAY, AND I'M ASKING THESE SAME QUESTIONS ABOUT SOME OF THESE SCHOOLS, BECAUSE SOME OF THESE, SO MANY OF THEM DON'T HAVE THE PROGRAMS. WHICH WE.
[LAUGHTER] THEY'LL GET THE PROGRAMS IN MY SCHOOL AND I'LL STOP ASKING.
TRUSTEE SUNG? THANK YOU, MADAM PRESIDENT.
SO MY QUESTION WOULD BE DIRECTED AT TRUSTEE DEIGAARD, SO THANK YOU VERY MUCH FOR GIVING SOME THOUGHT TO THE CONSTRAINT AND BRINGING THIS LANGUAGE AND HIGHLIGHTING THE IMPORTANCE OF STUDENTS ACCESSING EARLY LEARNING OPPORTUNITIES NEAR THEIR RESIDENTS.
THE RESEARCH INDICATES THAT PROXIMITY IS A HUGE FACTOR FOR PARENTS AND AND WHERE THEY PLACE THEIR YOUNGEST CHILDREN.
SO MY QUESTION TO YOU, TRUSTEE DEIGAARD, IS DO THESE NEED? IT'S PROBING WHAT YOUR INTENT IS WITH THE WORD OPPORTUNITIES.
DO THESE NEED TO BE HISD OPPORTUNITIES? DO THEY NEED TO BE FREE OPPORTUNITIES IF THERE ARE HIGH QUALITY, EARLY, FULL DAY EARLY LEARNING OPPORTUNITIES THAT OTHER PEOPLE PROVIDE, THEN WE'RE OFF THE HOOK LIKE KIND OF-- UNPACK THAT A LITTLE FOR ME.
IF I ANSWER HER QUESTION, DOES THAT COUNT AGAINST MY TIME? IT'S COUNTED UNDER MY TIME.
[LAUGHTER] DON'T COUNT IT AGAINST HER TIME.
SO WE DON'T HAVE THE CAPACITY IN SOME COMMUNITIES.
SUCH AS GULFTON, I MEAN, YOU AND I HAVE HAD THIS CONVERSATION, THE PARENTS THAT LINE UP FOR THE FEW SEATS THAT MIGHT BE AVAILABLE IN A SCHOOL, RIGHT? AND. WE CAN'T WAIT TO HAVE A BOND WITH NEW STRUCTURES OR EXPANDING CAPACITY OF EXISTING BUILDINGS FOR KIDS.
THEY'RE ONLY FOUR FOR ONE YEAR.
THERE ARE ONLY THREE AND FOUR FOR TWO YEARS.
THEY CAN'T WAIT ANOTHER TWO OR THREE YEARS TO HAVE THIS SPACE.
AND I THINK THERE ARE OTHER CITIES HAVE DONE THIS WHERE THEY HAVE PARTNERED WITH EXISTING PROGRAMS. BUT BUT THEY'RE UNDER THE UMBRELLA OF THE SCHOOL DISTRICT SO THAT THEY CAN MAKE SURE THAT THEY ARE HIGH QUALITY, THAT THEY HAVE STANDARDS.
THEY'RE ON OUR ROLLS FOR A.D.A.
ALL OF THAT STUFF AND IT DOESN'T DELAY GETTING THE KIDDOS INTO OUR DISTRICT AND UNDER OUR UMBRELLA, AND WE LOSE A LOT OF OUR LITTLE ONES TO CHARTER SCHOOLS AND OTHER SYSTEMS BECAUSE THERE ISN'T CAPACITY IN THEIR COMMUNITY FOR THE FAMILIES TO SEND THEM TO A QUALITY PRE-K PROGRAM, AND I THINK IT'S-- THERE ARE TWO PROBLEMS HERE.
[00:40:03]
ONE IS CAPACITY IN SOME COMMUNITIES AND THEN THERE ARE OTHER COMMUNITIES WHERE CAPACITY EXISTS. AND YOU KNOW, WE NEED TO MAKE SURE THAT WE'RE GETTING THOSE LITTLES INTO THOSE CLASSROOMS. AND I FEEL LIKE THIS MORE-- SO I HEARD IN YOUR VISION, THEY COUNT TOWARDS ADA, SO THESE ARE HISD OPPORTUNITIES, WE CAN'T JUST SAY, HEY, SOMEBODY ELSE HAS A, YOU KNOW, ONE SPOT OPEN.UM. AND THEN-- THE OTHER THING THAT TROUBLES ME ABOUT THIS IS, YOU KNOW, LIKE IF WE CAN POINT TO A FULL DAY EARLY LEARNING OPPORTUNITY IN A SCHOOL, BUT IF FAMILIES AREN'T SIGNING UP FOR IT.
THEN WE CAN STILL CHECK A COMMUNITY OFF OUR LIST WITH THIS LANGUAGE.
I'M JUST TRYING TO MAKE SURE THAT THIS LANGUAGE HOLDS US ACCOUNTABLE FOR GETTING KIDS INTO CLASSROOMS. I'M JUST THINKING THROUGH WHAT THIS WOULD DO.
SUPERINTENDENT HOUSE. [INAUDIBLE] AND SUE, I THINK IT'S DEFINITELY WELL INTENDED.
I LOVE THE IDEA THAT IT ALIGNS WITH THE RESEARCH AS WELL IN TERMS OF WHAT WE KNOW ABOUT KIDS THAT LIVE, YOU KNOW, IF THEY LIVE MORE THAN TWO MILES, THEY TYPICALLY DON'T WANT TO GO TO A PARTICULAR PROGRAM.
BUT ONE OF THE THINGS THAT I HAVE TO CAUTION US OF IS THAT AND I THINK YOU MENTIONED, YOU KNOW, OUTFITTING FACILITIES FROM AN EARLY CHILDHOOD STANDPOINT TO MEET SPECIFIC STANDARDS. WHAT I WANT TO MAKE SURE THAT WE UNDERSTAND IS THAT BY PUTTING THIS IN, PLAY IT, IT PUTS US IN A POSITION WHERE WE'RE REQUIRED IN A VERY SHORT PERIOD OF TIME TO TO ACCOMPLISH SOMETHING THAT WOULD BE VERY, VERY DIFFICULT.
I THINK OVER THE COURSE OF TIME, WE CAN INCREASE AND WORK TOWARDS THIS TWO MILE RADIUS GOAL. BUT TO PUT THIS IN PLACE IN A IN A SHORT PERIOD OF TIME AND HAVE THAT EXPECTATION IS VERY, VERY DIFFICULT TO MAKE SURE THAT THE TOILETS, TO MAKE SURE THAT THE EXITS, TO MAKE SURE THAT ALL OF THOSE PIECES ARE IN PLACE WITHIN TWO MILES OF ALL OF THE KIDS IN OUR POPULATION IS A VERY, VERY DIFFICULT TASK OPERATIONALLY.
OK, AND THEN-- I HEAR HEAR WHERE YOU'RE COMING FROM IN TERMS OF PARTNERSHIPS, DEFINITELY.
BUT IT'S STILL BOILS DOWN TO YOU CAN PARTNER, BUT YOU STILL HAVE TO HAVE A FACILITY.
OK, AND THEN I'M COMING BACK TO YOU, SUPERINTENDENT HOUSE.
BUT I HAVE ONE MORE QUESTION FOR TRUSTEE DEIGAARD.
DID HE SEEM TO BE FREE OPPORTUNITIES OR AFFORDABLE OPPORTUNITIES? WOULD YOU BE OPEN TO THAT LANGUAGE? UM, I AM TOTALLY OPEN TO OTHER LANGUAGE.
OK. AND THAT'S WHY I DID NOT WANT TO MAKE A MOTION UNTIL EVERYBODY HAD AN OPPORTUNITY TO WEIGH IN ON THE IDEA. THANK YOU.
AND THEN TURNING BACK TO THE PROPOSED CONSTRAINT PROGRESS MEASURE LANGUAGE 5.1.
SUPERINTENDENT HOUSE, IT SEEMS TO ME IF WE'RE INCREASING ENROLLMENT FROM 11,663 TO 24,837, WHICH IS A CONSIDERABLE JUMP IN THREE YEARS.
WE'RE GOING TO HAVE TO CONSIDER LOCATION.
WE'RE GOING TO HAVE TO OPEN SOME NEW-- THAT WE CONSIDER-- [INAUDIBLE] THREE YEARS-- THAT WOULD CONSIDER DRIVING DISTANCE.
SO I SUSPECT EVEN WITH THE EXISTING LANGUAGE, WE WOULD GET TO SOME OF TRUSTEE DEIGAARD'S CONCERNS. AND I AGREE, BUT I THINK IT'S OVER THE COURSE OF INCREMENTAL TIME TO GET THERE, WHAT I WAS HEARING IS THAT, YOU KNOW, SOMETHING LIKE THAT MIGHT NEED TO HAPPEN IMMEDIATELY. SO I JUST THINK WE NEED TO MAKE CERTAIN THAT IN THE LANGUAGE, IT'S VERY CLEAR THAT INCREMENTALLY WE WANT TO SEE THE KIND OF GROWTH TOWARDS A PARTICULAR GOAL THAT MEETS THIS TWO MILE RADIUS THAT WE'RE TALKING ABOUT HERE.
I DID HEAR THAT. OK? I HAVE A QUESTION FOR TRUSTEE DEIGAARD AND IT'S KIND OF LIKE WHAT, UH, SUPERINTENDENT HOUSE WAS SAYING. I KNOW THAT IN THE NEIGHBORHOOD SCHOOLS, SOME OF THE THE PRE-K IS NOT OFFERED AT EVERY SCHOOL AND IT'S NOT OFFERED AT EVERY SCHOOL BECAUSE OF THE FIRE AND SAFETY REQUIREMENTS THAT YOU HAVE TO HAVE TWO DOORS IN EVERY CLASSROOM FOR THE STUDENTS IN PRE-K, KINDERGARTEN, TO GET IN AND OUT OF.
SO SO AND I KNOW THAT THIS WOULD PUT THEM IN-- BECAUSE I WAS IN THIS SAME PREDICAMENT MYSELF, WHERE I HAD SOME KINDERGARTNERS IN A CLASSROOM AND THAT DIDN'T HAVE TWO DOORS AND I GOT WRITTEN UP BY THE FIRE MARSHALS.
BUT-- SO YOU HAVE TO HAVE A DOOR THAT ON ONE SIDE, THAT'S WHY YOU ALWAYS SAY, HAVE THAT LITTLE DOOR. WHEN THE NEW BUILDINGS AND THEY GO THROUGH THE BATHROOM, YOU HAVE TO BE ABLE TO GET OUT OF EVERY, EVERY CLASSROOM IN TWO DIFFERENT WAYS, AND YOU HAVE TO HAVE SO MANY
[00:45:05]
SQUARE FEET PER CLASSROOMS. SO NOT ALL OF THE-- SCHOOLS WITHIN A TWO MILE RADIUS WOULD QUALIFY FOR HAVING AND THEN I KNOW TWO MILES FROM SOME SCHOOLS DON'T EVEN HAVE A BUILDING WITHIN A TWO MILE RADIUS. AND, I ALSO WAS CONCERNED ABOUT I KNOW WE HAVE THE STUDENTS THERE, BUT FOR PRE-K, WON'T THEY STILL HAVE TO MEET THE QUALIFICATIONS EVEN THOUGH THE STUDENTS ARE THERE? TO-- THAT'S CORRECT.PROGRAM FOR PRE-K, EVERYBODY JUST CAN'T GO TO PRE-K.
I GUESS YOU'D HAVE TO PAY FOR.
SO THOSE WERE JUST MY CONCERNS OF THE THINGS THAT I KNEW THAT I WOULD HAVE BEEN CONCERNED ABOUT IS THE EVERY CLASSROOM HAVING TO HAVE IN THE OLDER BUILDINGS.
YOU MAY NOT HAVE ENOUGH-- YOUR KINDERGARTNERS TO HAVE TWO DOORS AND ADD SOME PRE-KS AND HAVE TWO DOORS IN THE CLASSROOM.
THAT AND THE QUALIFICATIONS ISSUE WHERE EVEN THOUGH IF WE PUT THE THE CLASSROOMS THERE, WE MAY NOT HAVE THE KIDS BECAUSE THEY DON'T QUALIFY WITH LOW INCOME AND MILITARY.
YOU HAVE TO HAVE THOSE. I THINK THERE'S 13 WAYS THAT YOU HAVE TO QUALIFY.
THAT'S ALL I HAVE TO SAY. GO AHEAD.
CAN I ANSWER YOUR QUESTIONS? YES.
SO I HEAR YOUR CONCERN ABOUT FACILITIES, AND I GET THAT THE WAY WE WRITE CONSTRAINTS IS NOT THE SAME AS THE WAY WE WRITE GOALS OF FROM X TO Y BY Z.
RIGHT? BUT THERE IS AN IMPLICATION OF THAT.
IF YOU LOOK AT ANY OF OUR PROGRESS MEASURES ARE NOT.
NEXT YEAR WE'RE GOING TO BE AT 100 PERCENT OF WHERE WE WANT TO BE RIGHT.
THEY ARE THE PROGRESS MEASURES ARE WRITTEN X TO Y BY Z.
SO IT'S STILL A PROCESS AND IT DOESN'T-- AND I FULLY RECOGNIZE THAT, HOWEVER, THIS CONSTRAINT IS WRITTEN, AND IT DOESN'T MEAN THAT EVERY THREE YEAR OLD AND FOUR YEAR OLD IS IN A PRE-K CLASS NEXT YEAR.
JUST LIKE THE WAY THE OTHER CONSTRAINTS ARE WRITTEN DOESN'T MEAN THAT EVERY SPECIAL ED CHILD HAS THE QUALITY OF TEACHER THAT WE FEEL THAT THEY NEED AND DESERVE NEXT YEAR.
IT IS A PROCESS BECAUSE YOU HAVE TO BUILD CAPACITY.
RIGHT? AND BUT THEY SHOULD ALSO CHALLENGE THE ORGANIZATION AND NOT JUST SAY, WELL, THIS IS ALL WE CAN DO.
IT SHOULD BE, YOU KNOW, THIS IS WHAT WE FEEL WE SHOULD DO.
AND THEN IT'S UP TO THE SUPERINTENDENT TO FIGURE OUT HOW TO DO IT.
AND THAT'S WHY THE PROGRESS MEASURES THEN WOULD BE HERE'S WHERE WE ARE AT.
HERE'S WHERE WE FEEL WE CAN CHALLENGE THE ORGANIZATION, BUT IS STILL ATTAINABLE WITHIN THAT PROGRESS MEASURE, RIGHT? BASED ON OUR RESOURCES OF OF BUILDINGS, OF DOLLARS OF TEACHERS.
SO AND, YOU KNOW, FOR QUALITY, SO ON AND SO FORTH.
I'M OPEN TO LANGUAGE CHANGES, YOU KNOW, AS TRUSTEE SUNG BROUGHT UP ABOUT, YOU KNOW, IS IT FREE OR IS IT AFFORDABLE? AND. YOU KNOW, IT'S NOT UP TO US TO DECIDE THE MECHANICS OF HOW THIS IS ACHIEVED, IT'S UP TO US TO SAY, NO, THIS THIS IS WHAT NEEDS TO BE ACHIEVED AND IT'S THE SUPERINTENDENT'S JOB THEN TO DECIDE HOW.
RIGHT? BUT I AM OPEN TO REVISIONS TO THE LANGUAGE IF THIS IS SOMETHING THAT YOU ALL WANT TO CONSIDER. TRUSTEE CRUZ.
YOU GUYS KNOW THAT I LOVE TO QUOTE THE STUDIES THAT WAS DONE IN 2019.
A SIGNIFICANT NUMBER OF STUDENTS DO NOT HAVE ACCESS TO HISD PRE-K WITHIN THEIR ZONE OR WITHIN A MILE OF WHERE THEY LIVE.
STUDENTS WHO HAVE-- WHO ARE EL HAVE LESS THAN OR EQUAL ACCESS TO PRE-K PROGRAMS AS THEIR NON-EL PEERS.
THIS IS FROM THE TEA WEBSITE, IT SAYS, BEFORE SEEKING A WAIVER TO MEET THE FULL DAY PRE-K REQUIREMENT OR BEFORE CONSTRUCTING, REPURPOSING OR LEASING A CLASSROOM FACILITY OR ISSUING BONDS TO MEET THE FULL DAY PRE-K REQUIREMENT.
HB-3 REQUIRES DISTRICTS TO SOLICIT OR CONSIDER A PUBLIC PRIVATE PARTNERSHIP WITH HIGH QUALITY CHILD CARE OR HEAD START PROGRAMS. SO MY QUESTION IS.
I'M CURIOUS-- AND PRESIDENT ALLEN, IF I MAY ADDRESS TRUSTEE DEIGAARD.
SO THE WORD OPPORTUNITIES, WHY THAT WORD AS OPPOSED TO JUST FULL DAY PRE-K? WHY EARLY LEARNING OPPORTUNITIES? I'M NOT WEDDED TO THAT LANGUAGE.
OK, I'M JUST CURIOUS, LIKE IT FEELS VERY, VERY BROAD.
IT COULD BE INTERPRETED DIFFERENT WAYS, BUT I DO WANT TO SECOND WHAT YOU SAID EARLIER.
[00:50:02]
TRUSTEE DEIGAARD IN TERMS OF LIKE THIS WOULD NOT BE TOMORROW THAT WE WOULD ACHIEVE THIS, BUT I THINK IT IS CRITICAL.AND WE'VE, YOU KNOW US AROUND THE TABLE HAVE, YOU KNOW, I THINK WE'VE WE ARE CONCERNED AND WE KNOW THAT-- HOW CRITICAL THESE YEARS ARE IN TERMS OF THE TRAJECTORY OF STUDENTS.
AND, YOU KNOW, REFERENCING HERC AGAIN, THEY GAVE US A HEAT MAP OF WHERE THOSE GAPS ARE.
MAJORITY OF THEM ARE IN DISTRICT 2.
THERE DEFINITELY ARE OTHER AREAS OF THE CITY THAT LACK EVEN THE OPPORTUNITY FOR PRE-K.
AND I MEAN, THIS IS OUR CHANCE TO ADDRESS IT.
[LAUGHTER] THANK YOU, PRESIDENT ALLEN.
OK, SO I OBVIOUSLY-- THIS IS A GREAT CONSTRAINT TO CONSIDER, BUT I HAVE A COUPLE OF QUESTIONS IN MY QUESTION. OF COURSE, MY QUESTION GOES TO MR. HOUSE. LET ME JUST ASK YOU, SIR, BECAUSE WE HAVE TO WRITE CONSTRAINTS THAT ARE ATTAINABLE . IS THE LIMIT OF THE TWO MILE RADIUS EVEN FEASIBLE, PARTICULARLY WITH SOME OF OUR RURAL COMMUNITIES? NOT CURRENTLY.
LOOKING AT THIS RESTRAINT THE WAY IT READS, UNLESS THERE WAS SOME KIND OF MODIFICATION, IT READS THAT THIS NEEDS TO HAPPEN NOW.
SO THIS IS NOT SOMETHING THAT COULD BE DONE IN A YEAR.
I THINK THIS IS SOMETHING THAT WOULD HAVE TO BE TIED TOWARDS PARTNERSHIPS, TOWARDS BOND, TOWARDS A MULTITUDE OF DIFFERENT STRATEGIES TO APPROACH IT.
IT'S DEFINITELY SOMETHING THAT WE CAN WORK TOWARDS, BUT IT'S NOT SOMETHING THAT WILL HAPPEN FAST FROM AN INFRASTRUCTURE STANDPOINT.
VERY DIFFICULT. AS A FORMER PRINCIPAL THAT HAD FOUR HEAD START CLASSROOMS IN MY BUILDING WHERE WE OUTFITTED GYMNASIUMS WITH CLASSROOMS, DROP CEILINGS, PUT FLOORS IN TO TO MAKE CLASSROOMS OUT OF, YOU KNOW, UTILIZING GYMNASIUMS. THOSE PARTNERSHIPS WERE THERE BECAUSE WE WERE WORKING TOWARDS THIS AT THE TIME IN MY DISTRICT. SO IT'S SOMETHING THAT THAT TOOK TIME AND PLANNING, DEFINITELY SOMETHING THAT WE PLAN TO FOCUS ON.
BUT I JUST WANT TO EMPHASIZE WHAT WHAT YOU ALL HAVE TALKED ABOUT AS WELL.
IT'S NOT SOMETHING THAT'S FEASIBLE IN A SHORT PERIOD OF TIME IN A YEAR.
SO IS IT THAT WE COULD MAYBE RECONSIDER OR IF WE'RE WRITING IT, CAN WE WRITE IT SUCH THAT IT DOES NOT-- WE DON'T LOOK AT IT AND CONSIDER IT LIKE RIGHT AWAY? THAT'S A QUESTION FOR ME. YES.
SO, I MEAN, YES, BUT IF YOU LOOK AT CONSTRAINT ONE, WHY ARE WE NOT INTERPRETING CONSTRAINT ONE THROUGH THAT SAME LENS WHEN WE'RE SAYING WE'RE JUST GOING TO GO FROM 57 PERCENT TO 60 PERCENT ON SOMETHING OVER A FIVE YEAR PERIOD OF TIME? RIGHT? WE HAVEN'T WE HAVEN'T SET OUT WITH THIS IS SOMETHING THAT HAS TO HAPPEN TOMORROW, RIGHT? WE HAVE SET OUT WITH THE IDEA IF WE WANT TO CHALLENGE THE ORGANIZATION ON SOMETHING THAT SHOULD BE, OVER TIME ATTAINABLE.
AND THIS IS WHERE WE'RE GOING TO CHALLENGE THE ADMINISTRATION AND WE'RE GOING TO CHALLENGE OURSELVES WITH THE DECISIONS WE'LL HAVE TO MAKE AS A BOARD THAT THE ADMINISTRATION WILL BRING TO US.
TO MAKE THIS HAPPEN BECAUSE WE THINK THAT THIS IS A PRIORITY THAT WE WILL NOT OPERATE WITHOUT HAVING, YOU KNOW, ANY OF THESE CONSTRAINTS BECAUSE WE THINK THEY'RE THAT VALUABLE FOR OUR CHILDREN. AND I WANT TO MAKE IT MAKE IT CLEAR TO TO ALL TRUSTEES THAT THIS IS A PRIORITY. IT'S NOT SOMETHING THAT YOU KNOW, WE ARE FOCUSED ON AS A MATTER OF FACT.
RUTH TURLEY, THE LEAD WITH HERC, WILL BE WITH US TOMORROW IN OUR RETREAT.
SO, THIS IS SOMETHING THAT WE ARE FOCUSING ON.
BUT AGAIN, IT'S SOMETHING THAT WILL DEFINITELY TAKE SOME TIME, INFRASTRUCTURE, FINANCES TO GET THERE, BUT IT'S A FOCUS.
THANK YOU, PRESIDENT ALLEN, SUPERINTENDENT HOUSE.
I'D LIKE TO GO ON THE RECORD THAT THIS IS ONE OF THE FIRST TIMES THAT I FEEL EXCITED AND HOPEFUL AND THAT WE ARE ALL COMING TO A SORT OF CONSENSUS THAT-- WHERE ARE, VALUES LIE.
BUT I AM GOING TO SAY THAT THIS-- I'M A LITTLE LEERY OF THE UNINTENDED CONSEQUENCES THAT THIS SPECIFIC LANGUAGE CAN CAUSE, HOWEVER, HOWEVER, JUST THE WAY
[00:55:08]
THAT TRUSTEE CRUZ SAID IT, I MEAN, THIS IS WHERE WE'RE HEADED.UNIVERSAL PRE-K, THAT'S SOMETHING THAT WE CAN ADDRESS A LOT OF SOCIAL ISSUES THAT CAN ACTUALLY CHANGE SOME OF THE INSTITUTIONAL RACISM THAT HAS COME IN WITH PUBLIC EDUCATION THAT HAS NOT BEEN ADDRESSED YET.
SO I WOULD LIKE TO TAKE A LOOK AT THE LBB A SECOND TIME.
THE FACILITIES ASSESSMENT THAT WE PAID $5 MILLION FOR, THE COMPENSATION STUDY, THAT WE STILL HAVE NOT RECEIVED THE ENROLLMENT STUDY THAT WE STILL HAVEN'T RECEIVED ON TOP OF THE HERC STUDY. AND I HAVE A QUESTION, I GUESS, DR.-- WELL, SUPERINTENDENT HOUSE, THE FIRE EXIT PREEXISTING LIKE-- SO MY UNDERSTANDING IS THAT IF A BUILDING IS-- PREDATES THE NEW FIRE CODE REQUIREMENTS, IT'S STILL ALLOWED, RIGHT? WE CAN WE CAN GET THAT EXACT INFORMATION.
I KNOW THERE IS LANGUAGE THAT SPEAKS TO SOMETHING SIMILAR TO WHERE YOU'RE COMING FROM, BUT I DON'T WANT TO SPEAK OUT OF TURN BECAUSE I DON'T KNOW THE EXACT LANGUAGE AND WHAT IT DOES OR DOES NOT SAY, BUT WE CAN PROVIDE THAT RIGHT.
AND SO JUST THERE IS NOTHING THAT SAYS THAT WE CANNOT FIT THE COST FOR PRE-K, AND IT'S AN INVESTMENT. WE CAN COVER THE COST FOR EVERY SINGLE STUDENT THAT ZONED TO HISD TO HAVE ACCESS TO PRE-K. WE DON'T HAVE TO DO THE BARE MINIMUM OF WHAT TEA, THE SAME AGENCY THAT IS MESSED OUR-- WE CAN-- WE DON'T HAVE TO DO THE BARE MINIMUM.
AND AGAIN, THE REASON WHY WE ARE WHERE WE ARE PUBLIC EDUCATION IS BECAUSE WE DO THE BARE MINIMUM. ADDITIONALLY, I AM NOT OPPOSED TO LEARNING CENTERS PARTNERING WITH HARRIS COUNTY DEPARTMENT OF EDUCATION.
AGAIN, BEFORE WE TALK ABOUT, YOU KNOW, WE'VE TALKED FROM THIS DAY HAS TALKED ABOUT CLOSING SCHOOLS IN POOR COMMUNITIES.
WE'VE TALKED ABOUT BRINGING CHARTER ENROLLMENT UP, BUT THIS IS A SOLUTION TO ALL OF THAT.
THIS IS A SOLUTION TO A LOT OF ISSUES THAT WE HAVE GOING ON, ESPECIALLY NOW AFTER COVID.
LIKE, WE'RE SEEING THE EFFECTS IN OUR COMMUNITIES OF HOW OUR STUDENTS YEARN TO BE IN A CLASSROOM. BUT BEFORE WE TALK ABOUT PARTNERSHIPS, I DO WANT TO TALK ABOUT BUILDING CAPACITY AND STARTING TO BUILD OUR BUDGET AROUND HUMAN CAPITAL.
SO I'M GOING TO BE QUIET NOW, BUT THANK YOU.
THANK YOU. THANK YOU, TRUSTEE CRUZ, FOR BRINGING UP THAT HERC STUDY.
DR. MATNEY, WOULD YOU HAPPEN TO KNOW THE NUMBER OF STUDENTS THAT ARE NOT ABLE TO ENROLL IN HISD PRE-K, K? BECAUSE WE DON'T WE DON'T HAVE THE SEATS? I DO NOT HAVE THAT WITH ME THIS EVENING, OK? I WOULD LIKE TO SAY THAT THREE AND FOUR YEAR OLDS ARE OUR FUTURE.
IF-- WE NEED TO PRIORITIZE THEM RIGHT NOW, IF WE WAIT.
I KNOW THAT THIS AMENDMENT OR CONSTRAINT, SOUNDS-- I KNOW THAT WAS NOT TWO MINUTES. THAT WAS NOT TWO MINUTES.
ALL RIGHT. THREE AND FOUR YEAR OLDS ARE OUR FUTURE, AND IF WE WAIT A YEAR TO PUT SOMETHING LIKE THIS IN PLACE, THAT JUST MEANS THAT THERE'S A WHOLE 'NOTHER SET OF STUDENTS THAT IS WAITING FOR THESE CLASSROOMS. SO THE FASTER THAT WE DO THIS, THAT WE'RE ABLE TO PUT THIS IN PLACE, I UNDERSTAND THAT IT'S NOT GOING TO BE NEXT YEAR, RIGHT? WE ALL UNDERSTAND THAT.
BUT THE FASTER THAT WE PUT THIS IN PLACE INTO OUR POLICY, INTO OUR CONSTRAINTS, I THINK THAT THE FASTER THAT WE CAN GET THERE AND ACTUALLY MAKING SURE THAT WE HAVE THOSE SEATS AVAILABLE, AT LEAST SEATS AVAILABLE FOR STUDENTS THAT NEED IT.
AND I'M ALL ABOUT PRIORITIZING OUR EARLY CHILDHOOD, EVEN IF THAT MEANS THAT WE HAVE TO PAY FOR THE FULL DAY OF PRE-K.
SO I'VE GOT A COMMENT, AND THEN I'VE GOT ANOTHER QUESTION FOR THE ADMINISTRATION.
IN RESPONSE, TRUSTEE SUNG ASKED A QUESTION ABOUT, YOU KNOW, PARTNERSHIPS FOR CAPACITY, AND I KNOW THAT MAKES EVERYBODY SQUIRM.
BUT I WANT TO MAKE SURE FOLKS ALSO UNDERSTAND HOW PRE-K IS-- MAKES AFFORDABLE CHILD CARE IN OUR CITY POSSIBLE FOR MANY FAMILIES AND ANY, YOU KNOW, EVERY THREE AND FOUR YEAR OLD IS IN AN HISD FACILITY.
A LOT OF OUR AFFORDABLE COMMUNITIES, AFFORDABLE CHILD CARE OPTIONS ARE NO LONGER FINANCIALLY VIABLE.
[01:00:02]
AND SO THERE IS AN ECOSYSTEM THAT WE ARE PART OF HERE THAT I DON'T THINK SHOULD BE DISCOUNTED IN THIS CONVERSATION.IT'S A BIGGER PROBLEM THAT WE'RE THAT-- WE'RE PART OF, RIGHT? AND I WANT TO MAKE SURE THAT WE'RE THOUGHTFUL OF THAT IN THIS AS WELL.
MY QUESTION IS BACK TO THE ACTUAL PROGRESS MEASURE AS IT'S BEING PRESENTED IN MY-- MINDFUL OF THE CONCERNS THAT I'VE RAISED, THAT TO ME REALLY COMES DOWN TO AN EQUITY OF ACCESS PROBLEM OR CONCERN.
CONSTRAINT PROGRESS MEASURE 5.1.
HOW DO WE MAKE SURE, YOU KNOW, ESPECIALLY SINCE THERE'S NOT REALLY AN EQUITY COMPONENT IN THE WAY THE CONSTRAINT IS WRITTEN, LIKE THERE WOULD BE THE WAY I'VE PROPOSED IT.
HENCE, WHY I PREFER THAT LANGUAGE OR THAT DIRECTION OF LANGUAGE.
HOW CAN I KNOW AS A TRUSTEE AND 5.1 THAT YOU KNOW WHERE THE HERC STUDY HAS POINTED OUT THESE SHORTAGES ARE IF THERE ISN'T CAPACITY, HOW WILL I KNOW AS A TRUSTEE WHEN I'M MONITORING PROGRESS THAT THESE SEATS ARE BEING PROVIDED EQUITABLY AND NOT JUST WHERE THEY'RE EASY TO PUT, BUT WHERE THEY'RE MOST NEEDED? [INAUDIBLE] STATEMENT? IT'S A QUESTION, IT'S A VERY LONG QUESTION.
[LAUGHTER] I THINK WHEN WE TALK ABOUT PROGRESS MONITORING, IT'S SOMETHING THAT HAS TO HAPPEN OVER TIME. WE HAVE TO MEASURE OURSELVES WITH THE NUMBER OF SEATS THAT WE'VE INCREASED BY, IN PARTICULAR AREAS OF TOWN.
AND THAT'S A PART OF WHAT WE'RE LOOKING TO FOCUS ON.
SOME PART OF WHY HERC IS WITH US TOMORROW.
IT'S A PART OF, YOU KNOW, THE GOAL MOVING FORWARD.
SO WE'RE COMPLETELY IN AGREEMENT THAT THIS IS DEFINITELY SOMETHING THAT HAS NOT BEEN IN PLAY THE WAY IT NEEDS TO BE IN PLAY.
AND IT'S DEFINITELY SOMETHING THAT, YOU KNOW, WE'RE FOCUSING OUR EFFORTS ON.
I THINK IT'S UP TO THIS, THIS BOARD TO DETERMINE WHAT THAT LOOKS LIKE.
BUT I THINK WE'VE HEARD, YOU KNOW, WHAT THOSE CONCERNS ARE.
BUT REGARDLESS OF WHAT THE CONCERNS ARE, WE'RE GOING TO BE WORKING TOWARDS IT.
SO. AND, YOU KNOW, DETERMINING, YOU KNOW, HOW WE MEASURE THAT GROWTH OVER THE COURSE OF TIME IS SOMETHING THAT WILL BE, YOU KNOW, TAKING A CLOSE LOOK AT AS WELL.
SO YOU'RE-- SO HERC, RIGHT? YOU'RE YOU'RE MEETING WITH THEM TOMORROW.
BUT WOULD YOU BE AMENABLE TO HAVING THIS CONVERSATION WITH THEM TOMORROW ABOUT THESE PROGRESS MEASURES AND ABOUT OUR CONSTRAINT? [INAUDIBLE] LIKE IF IS THIS-- DID THEY BELIEVE THAT THIS IS GOING TO DRIVE THE CHANGE THAT OUR STUDENTS NEED FROM OUR DISTRICT? WE CAN DEFINITELY BRING IT TO THE TABLE.
THEN I MOVE. WE POSTPONE THE VOTE ON THIS ITEM UNTIL NEXT WEEK SO THAT WE CAN GET SOME FEEDBACK FROM THE [INAUDIBLE].
SO I JUST WANT TO CLARIFY, TRUSTEE DEIGAARD, YOU WANT TO POSTPONE FIRST READING, SO NEXT WEEK WOULD BE FIRST READING.
TO OUR DECEMBER REGULAR BOARD MEETING ON DECEMBER 9TH SO THAT MR. HOUSE HAS AN OPPORTUNITY TO HAVE A DEEPER CONVERSATION ABOUT IT WITH HERC.
WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE GUIDRY.
IS THERE ANY DISCUSSION? TRUSTEE BLUEFORD-DANIELS.
[INAUDIBLE] WE GRADE THESE PROGRESS MEASURES CORRECT? WE CREATED THIS.
WE'RE JUST UPDATING ALL OF THIS AS WE PREPARE AND WE JUST MAKE REVIEWING.
WE'RE MAKING REVISIONS TO WHAT WE HAD ALREADY CREATED.
AM I NOT CORRECT? WE APPROVED IT.
I'M SORRY. WE DID NOT MAKE THE [INAUDIBLE].
SHE SAID WE DID NOT MAKE IT PROGRESS [INAUDIBLE].
OK, SO THIS FIRST READING IS THE CHANGES THAT WERE SUGGESTED TO US THROUGH-- WHO SUGGESTED THESE CHANGES TO US? ADMINISTRATION. OK, OK, I'M JUST-- I'M GOING SOMEWHERE WITH THIS.
SO THIS FIRST READING, I THINK IT'S ALREADY BEEN MOTIONED FOR US TO POSTPONE IT, AND I THINK IT'S IMPORTANT TO DO SO BECAUSE IT LOOKS LIKE THAT WE'RE IDENTIFYING SOME FALLOUT OF SOME CONCERNS THAT WE HAVE THAT WE DID NOT IDENTIFY BEFORE.
AND IT LOOKS LIKE TWO THAT IT WOULD PROBABLY BE NECESSARY.
A GOOD WAY FROM THE DIALOG THAT'S BEEN GOING BACK AND FORTH WOULD BE FOR US TO DISCUSS IT
[01:05:04]
IN DETAIL AT A BOARD RETREAT SO THAT WE ALL CAN HAVE SOME BACK AND FORTH IN CONVERSATION ABOUT IT. BECAUSE I THINK THERE'S BEEN A LOT OF QUESTION AND ANSWERING ABOUT THIRD GRADERS-- PRE-KS.I'M SORRY. AND AND LET ME JUST SAY BECAUSE I REALIZED IN DISTRICT 2 IS GOING TO BE AN ISSUE WITH PRE-K.
THEN I WENT TO MR. HOUSE AND I ASK ABOUT A PROGRAM CONTINUING IN DISTRICT 2 AT KASHMERE ELEMENTARY.
AND FOR THAT, I APPRECIATE IT BECAUSE I EXPRESSED THE IMPORTANCE OF HAVING THAT PROGRAM.
THE PRE-K PROGRAM AT KASHMERE ELE AND THE THREE YEAR OLD PROGRAM, I THINK IS WHAT IT WAS, WASN'T IT AT KASHMERE ELE? BECAUSE AGAIN, THE AREA DOES NOT HAVE FACILITIES THAT ARE-- WHERE PEOPLE ARE, CAN AFFORD TO SEND THEIR KIDS TO A DAYCARE AND THEY NEED TO BE IN A LEARNING ENVIRONMENT.
AND FOR THAT, I WANT TO JUST PUBLICLY SAY THANK YOU MR. HOUSE FOR DOING THAT.
BUT I THINK THAT THAT WE NEED TO HAVE A LOT MORE DISCUSSION SO THAT WE ALL COULD BE ENGAGED. BOARD RETREAT.
THANK YOU. THAT WAS A STATEMENT. TRUSTEE CRUZ, DID YOU HAVE A QUESTION ABOUT THE POSTPONEMENT DISCUSSION? NO, THANK YOU. TRUSTEE SUNG DID YOU HAVE DISCUSSIONS ABOUT THE POSTPONEMENT? THANK YOU. I HAVE MY UM ROBERT'S RULES OF ORDERS TRAINING NOTES, AND IT SAYS THAT DISCUSSION ON THE MOTION TO POSTPONE CAN GO TO THE-- OH IT CAN'T ONLY BE TO THE MERITS OF THE [INAUDIBLE]. OK, I DO HAVE A COMMENT ON THIS.
[LAUGHTER] SO. SO I ACTUALLY HAVE A SUBSTANTIVE COMMENT ON THIS THAT I WOULD LIKE TO MAKE. AND SO I'D LIKE TO BE ABLE TO DO THAT BEFORE WE POSTPONE THIS.
I'LL JUST SAY THAT. MAY I OKAY, THANK YOU.
SO I THINK WHAT WE'VE DISCUSSED IS THIS GENERAL IMPRESSION AMONG TRUSTEES, AND MAYBE IT'S TRUE, OK, THAT THE PROPOSED REVISED LANGUAGE FOR THE CONSTRAINT IS A MORE AMBITIOUS GOAL, AND MAYBE IT IS FROM A FACILITY STANDPOINT TO GET THIS DONE IN FIVE YEARS.
BUT WHAT I'M CONCERNED ABOUT IS THE THE GAP BETWEEN HAVING A FACILITY AND HAVING STUDENTS IN CLASSROOMS. AND TO ME, THAT'S WHAT MATTERS IS I WANT EVERY THREE OR FOUR YEAR OLD ENGAGED IN A HIGH QUALITY LEARNING EXPERIENCE, WHETHER IT'S IN AN HISD CLASSROOM OR SOMEWHERE ELSE.
SO IT'S AN OPEN QUESTION TO ME, LIKE OUR EXISTING CONSTRAINTS OR AS PROPOSED WITH ITS PROGRESS MEASURE COULD BE MORE AMBITIOUS, ACTUALLY, BECAUSE IT REQUIRES PROGRESS MEASURE 5.1, STUDENTS ACTUALLY ENROLLED IN CLASSROOMS. WHEREAS YOU COULD ENVISION A SCENARIO WHERE THERE'S A NICE LEARNING OPPORTUNITY, BUT KIDS AREN'T ENROLLING. I MEAN, WE KNOW THAT EVERYBODY HAS THE OPPORTUNITY TO VOTE AT A POLLING LOCATION NEAR YOU, BUT NOT SO MANY PEOPLE GO OUT TO VOTE, RIGHT? SO I'M WORRIED ABOUT I DON'T KNOW WHICH ONE IS MORE AMBITIOUS, SO I'M JUST SAYING.
AND SO IF YOU'RE GOING TO TALK WITH THE [INAUDIBLE] EXPERTS RUNNING THE KINDER INSTITUTE, THAT WOULD BE THE QUESTION I'D LIKE TO GET FROM THEM IS WHICH WAY IS MORE AMBITIOUS? I DON'T KNOW. THANK YOU.
I JUST WANT TO CLARIFY, BECAUSE IT SEEMS TO BE THERE'S A LITTLE BIT A CONCERN I'M HEARING ABOUT WHY WOULD WE CHANGE THE CONSTRAINT WE'VE ALREADY DECIDED ON IT.
WE OWN THE CONSTRAINT, ADMINISTRATION OWNS THE PROGRESS MEASURE, BUT IF THERE IS A LACK OF CONSENSUS OR LINGERING CONCERNS OVER A PROGRESS MEASURE.
IT USUALLY INDICATES THAT THERE NEEDS TO BE SOME REFINEMENT DONE TO THE ACTUAL CONSTRAINT, AND THAT'S ALL I'M SUGGESTING THAT WE CONSIDER IS IF THE PROGRESS MEASURES AREN'T GETTING AT THE TRUE INTENT OF WHAT WE WE THOUGHT WE MEANT WHEN WE MADE THE CONSTRAINT, MAYBE WE NEED TO REFINE THE LANGUAGE A LITTLE BIT.
IT'S ALL I'M SUGGESTING WITH THIS.
I AM TOTALLY OPEN TO DIFFERENT LANGUAGE.
THIS IS SOMETHING THAT I JUST TYPED TOGETHER.
AND I TOTALLY HEAR YOUR POINT.
IF WE DON'T JUST WANT TO HAVE THE SEATS, WE WANT TO HAVE CHILDREN IN THEM.
YOU KNOW, THE MOTION STANDS ON THE TABLE.
LET'S GET MORE INFORMATION FROM MR. HOUSE, FROM HERC AND REVISIT IT NEXT WEEK.
AND IF WE STILL FEEL LIKE WE'RE NOT READY TO VOTE ON THIS, THEN WE CONSIDER HAVING A DEEPER DIVE CONVERSATION IN A WORKSHOP.
SEEING NO OTHER NAMES IN THE QUEUE, PLEASE VOTE ON THE POSTPONEMENT.
[01:10:02]
MHM HMM. WE HAVE SEVEN FOR, ONE AGAINST.OUR NEXT ITEM HELD FOR DISCUSSION IS AGENDA ITEM K8, APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, EI LOCAL ACADEMIC ACHIEVEMENT FIRST READING.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE CRUZ.
MAY I HAVE A MOTION? SO MOVED TO TRUSTEE CRUZ.
IS THERE ANY DISCUSSION? TRUSTEE CRUZ? THANK YOU, PRESIDENT ALLEN.
SO CURRENTLY, IF A STUDENT FAILS ONE SEMESTER OF A TWO SEMESTER COURSE, THEY HAVE TO RETAKE THE ENTIRE SEMESTER.
AND WITH THIS, IT WOULD NOT REQUIRE THEM TO RETAKE THE ENTIRE SEMESTER.
IS THAT MY UNDERSTANDING THAT CORRECTLY? DR. MATNEY.
THAT IS CORRECT. SO WHAT IS THE ALTERNATIVE? SO FIRST OF ALL, NOT ALL COURSES ARE TWO SEMESTERS.
SO IF YOU CONSIDER A ONE SEMESTER COURSE, HAVING TO REPEAT THE SECOND PART OF IS NOT ALWAYS APPLICABLE.
OTHER OPTIONS INCLUDE TAKING CREDIT BY EXAM.
SO STUDENTS WHO HAVE NOT BEEN SUCCESSFUL ON A COURSE OR PART OF A COURSE CAN GO AND TAKE THAT FOR CREDIT RECOVERY.
THEY CAN TAKE THAT EXAM AND THEY CAN ALSO TAKE APEX SO THEY CAN BE ENROLLED IN AN ONLINE VERSION AND BE TARGETED WITH WHAT THEY ARE HAVING TO REMEDIATE AND THEN TAKE AN ASSESSMENT AT THE END. SO IT'S NOT NECESSARILY AN ENTIRE SEMESTER.
AND WILL THERE BE SOME SORT OF STANDARDIZATION OF WHAT THAT LOOKS LIKE IN THE DISTRICT? YES. SO THERE ARE ONLY CERTAIN WAYS THAT STUDENTS CAN EARN CREDIT.
SO YOU CAN'T JUST HAVE A TEACHER GO AND ASK A FEW QUESTIONS AND THEN ASSIGN CREDIT IN THE SYSTEM. IT HAS TO BE THROUGH APEX, THROUGH CREDIT BY EXAM OR THROUGH ONE OF OUR FACE-TO-FACE COURSES OR, OF COURSE, ONLINE WITH TEXAS CONNECTIONS.
OK. AND THAT DOESN'T NEED TO BE SPECIFIED IN THIS POLICY.
THAT'S HELPFUL. SEEING, NO OTHER QUESTIONS, PLEASE VOTE.
WE HAVE EIGHT FOR, ZERO AGAINST.
OUR NEXT ITEM HERE FOR DISCUSSION IS AGENDA ITEM K9, APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, FNG LOCAL STUDENT RIGHTS AND RESPONSIBILITIES: STUDENT AND PARENT COMPLAINTS GRIEVANCES.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS.
MAY I HAVE A A MOTION? [INAUDIBLE].
IS THERE A SECOND? SECOND GUIDRY.
WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND THE SECOND BY TRUSTEE GUIDRY.
IS THERE ANY DISCUSSION? TRUSTEE BLUEFORD-DANIELS? [INAUDIBLE] [INAUDIBLE] DR.
I'D LIKE TO ASK MR. AUGUST HAMILTON TO ADDRESS THIS, BUT MY UNDERSTANDING IS THAT IT CAN BE THE COMPLAINT CAN BE ISSUED TO THE SCHOOL OR TO CENTRAL OFFICE.
I JUST WANT THIS POLICY TO BE CLEAR, SO THAT THOSE READING IT WILL KNOW WHERE THE HAND DELIVERY SHOULD BE.
IF THEY HAVE ANY CONCERN THAT THE STUDENTS RIGHTS [INAUDIBLE].
THAT'S [INAUDIBLE] YES, MA'AM. AND THE OTHER PART OF THAT WAS.
IT SAYS ON THE SCHEDULING CONFERENCES.
THE DISTRICT SHALL MAKE REASONABLE ATTEMPTS TO SCHEDULE CONFERENCES AT MUTUALLY AGREEABLE TIME. IS THERE A WAY TO DEFINE THAT MORE LIKE 10 DAYS? 15 DAYS TO HAVE SOMETHING MORE MATTER OF FACT.
IS IT BEING SUBJECTIVE AS TO WHAT REASON? I WOULD DEFER TO TO OUR LEGAL COUNSEL.
IT'S HUTCHINS-TAYLOR TO BECAUSE I THINK WE NEED TO BE VERY CAREFUL ABOUT WHAT THAT LOOKS LIKE, SO I WOULD DEFINITELY DEFER TO TO HER IN REFERENCE TO WHERE THAT-- [INAUDIBLE]
[01:15:01]
SECTION THAT YOU'RE REFERENCING? I'M SORRY. PAGE THREE.PAGE 3 OF 8? UNDER K9. [INAUDIBLE] PAGE 3 OF 8.
I'M LOOKING FOR THE SECTION-- PACKAGE PAGE 52 [INAUDIBLE] UNDER THE GENERAL PROVISIONS FOR FILING A COMPLAINT.
AND THEN I'M SORRY, I'M SORRY, COME DOWN TO SCHEDULING CONFERENCES.
AND I WAS JUST ASKING ABOUT THAT, THE VERBIAGE REASONABLE AND MUTUALLY AGREEABLE TIME.
I'M JUST I DON'T WANT IT TO FALL THROUGH THE CRACKS THAT THE MUTUALLY AGREEABLE TIME BETWEEN SOMEONE LODGING A COMPLAINT IS NOT CONDUCIVE TO SOMEONE WHO THEY'RE COMPLAINING TO THE PERSON RECEIVING IT, AS WELL AS THE WORD REASONABLE.
I JUST WANTED TO SEE IF WE CAN GET THAT MORE DEFINED.
AS IN THE NUMBER ATTEMPTS THAT THE ADMINISTRATION WILL MAKE TO CONTACT THE PARENT AROUND SCHEDULING. CORRECT. I THINK THIS LANGUAGE IS AIMED AT SOMETIMES WE RECEIVE THE COMPLAINT AND THEN IN TRYING TO COMMUNICATE AND REACH A MUTUAL A MUTUAL TIME, WE DON'T GET FEEDBACK. AND SO IT'S INTENDED TO SAY THAT WE'LL MAKE REASONABLE ATTEMPTS.
BUT IF YOU WANT TO DEFINE THAT, THAT WILL MAKE DOCUMENT.
AT LEAST THREE ATTEMPTS TO REACH OUT TO THE PARENT.
IS THAT-- AND THAT'S WHAT I'M LOOKING FOR, BECAUSE I DON'T WANT THAT TO BE AGAIN SUBJECTIVE-- WHEN I TRY TO CALL YOU LAST NIGHT AND I DIDN'T CALL YOU ANY MORE, AND THERE'S NOTHING TO VALIDATE THAT ATTEMPT.
OKAY. AND ON PAGE 5 OF 8, THE COMPLAINT AND APPEAL FORM.
AFTER THE LEVEL 1 CONFERENCE, NO NEW DOCUMENTS MAY BE SUBMITTED BY THE STUDENT OR PARENT UNLESS THE STUDENT OR PARENT DID NOT KNOW THE DOCUMENTS EXISTED BEFORE THE LEVEL 1 CONFERENCE. I NEEDED SOME CLARITY ON THAT AND WE COULD JUST NOT DISCUSS THAT NECESSARILY HERE. BUT I WOULD LIKE TO HAVE SOME FURTHER DISCUSSION ABOUT THAT BECAUSE AGAIN, I'M JUST CONCERNED WITH OPPORTUNITIES FOR PARENTS TO MEET WITH THE ADMINISTRATIONS AT VARIOUS SCHOOLS OR, IN ANY CASE, WHATEVER THE CASE MAY BE.
I DON'T WANT US TO LIMIT OURSELVES AND HAVE THE OPPORTUNITY FOR PARENTS NOT TO BE ABLE TO EXERCISE EVERY RIGHT TO CONTACT THE ADMINISTRATION ABOUT ANY CONCERNS THEY MAY HAVE.
SO WHAT I HEAR IS THAT YOU WOULD YOU WOULD FEEL MORE COMFORTABLE WITH A WITHIN X NUMBER OF DAYS. CORRECT? I WOULD.
I WOULD. I THINK IT SHOULD BE DEFINED AS SUCH, LIKE 3 TO 10 DAYS THAT THE 3 TO 5 DAYS OR SOMETHING THAT'S REASONABLE BECAUSE, YOU KNOW, WE HAVE PARENTS THAT ARE WORKING.
OBVIOUSLY, WE ALWAYS CONCERN OURSELVES WITH THAT.
AND IF WE SAY, YOU KNOW, MAYBE THEY CAN'T GET OFF THIS WEEK AND CAN'T GET OFF INTO THE FOLLOWING WEEK. SO I'D BE CONCERNED THAT IF WE HAD 10 OR 15 DAYS, THEN MAYBE THERE COULD BE SOME ALLOWANCES IN THAT TIME TO HAVE TO DEAL WITH ANY CONSTRAINTS OR CONCERNS THAT THEY HAVE AT THE SCHOOLS.
THAT MAKES-- IT MAKES SENSE [INAUDIBLE].
THANK YOU. SEEING NO OTHER QUESTIONS IN THE QUEUE, PLEASE VOTE.
OUR LAST ITEM HELD FOR DISCUSSION IS AGENDA ITEM K-12 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, GRA RELATIONS WITH GOVERNMENTAL ENTITIES, STATE AND LOCAL GOVERNMENTAL AUTHORITIES. FIRST READING.
THIS ITEM IS ALSO BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS.
MAY I HAVE A MOTION? [INAUDIBLE].
HERNANDEZ. IS THERE SECOND? SECOND CRUZ.
WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE CRUZ.
DISCUSSION TRUSTEE BLUEFORD-DANIELS.
THANK YOU, MADAM PRESIDENT. I AM NOT GOING TO SAY I HAVE A LOT OF READ BY PROXY, BUT I TRY TO TRY TO NIT PICK LITTLE THINGS THAT CAN CATCH US IN A TRICK BAG AND SO ON.
PACKAGE PAGE 73, ONE OF TWO UNDER OTHER QUESTIONINGS OF STUDENTS.
I HAD A CONCERN WITH THAT BECAUSE IT SAYS THE PRINCIPAL ORDINARILY SHOULD MAKE REASONABLE EFFORTS TO NOTIFY THE STUDENT'S PARENTS OR ANY OTHER PERSONS HAVING LAWFUL CONTROL OF THE STUDENT. AND MY QUESTION WAS HOW IS THIS GOING TO BE DOCUMENTED THAT THAT THE PRINCIPAL MADE THAT REASONABLE EFFORT TO NOTIFY THE STUDENT'S PARENTS?
[01:20:01]
AND THE OTHER PART OF THAT QUESTION IS, DOES THE PRINCIPAL HAVE HISD PHONES, CELL PHONES ISSUED? AND IF THAT COULD BE A MECHANISM? TO SHOW THAT WITH THE PHONE CALL MADE ON THIS DATE OR ANOTHER DATE, WE MADE AN ATTEMPT TO CONTACT THE STUDENT'S PARENTS.IT'S NOT SPECIFICALLY LAID OUT HERE, OF COURSE, BUT WE CAN.
CERTAINLY WHAT WE CAN DO IS REVISIT THAT WITH OUR PRINCIPLES TO MAKE SURE THAT THERE IS CLARITY AROUND WHAT DOCUMENTATION SHOULD EXIST AND THAT MAY TAKE DIFFERENT FORMS. IT MAY BE A COMBINATION OF PHONE RECORDS.
IT MAY BE AN EMAIL COMMUNICATION, ET CETERA.
BUT I BELIEVE THAT THERE IS A NEED FOR US PERHAPS TO GO BACK AND JUST KIND OF REVISIT THAT WITH OUR PRINCIPLES AND WE'LL WORK WITH CHIEF WATTS TO MAKE SURE THAT PRINCIPLES ARE CLEAR THAT THERE IS AN EXPECTATION FOR THEM TO HAVE SOME DOCUMENTATION? AND I APPRECIATE THAT. I JUST WANT-- AGAIN, I DON'T WANT IT TO FALL IN A LOOP-- THROUGH A LOOPHOLE THAT WE DIDN'T HAVE A WAY OF VALIDATING THAT WE HAD WE REACHED OUT.
ESPECIALLY WITH LAW ENFORCEMENT CONCERN OR CPS, THAT THERE'S THE IMMEDIATE SITUATION GOING ON. AND WE SAY WE REACHED OUT TO THE STUDENTS PARENTS AND WE DON'T HAVE ANYTHING TO VALIDATE THAT WE CALL THAT PARENT OR, YOU KNOW, WE COULD SEND AN EMAIL, BUT WHO SAID THE PARENT IS RECEIVING EMAILS.
SO IT JUST SEEMS TO BE-- IT NEEDS TO BE ANOTHER LAYER OF SUPPORT TO VALIDATE THAT WE MADE AN ATTEMPT. OF COURSE, IT LOOKS DIFFERENT FOR FOR EVERY PARENT, AND SOME PARENTS ONLY WANT TO BE CONTACTED BY TECH.
SOME, YOU KNOW, SO IT'S ALMOST AND I HATE TO GO BACK TO THIS LANGUAGE.
IT'S ALSO ALMOST MAKING THAT REASONABLE ATTEMPT VERSUS, YOU KNOW, PUTTING SPECIFIC LANGUAGE AROUND, YOU KNOW, TELEPHONE, EMAIL, TEXTS.
BUT WE CAN DEFINITELY GO BACK AND AND TAKE A LOOK AT IT.
[INAUDIBLE] JUST STOOD OUT AT ME. [INAUDIBLE].SOMETHING TO THINK ABOUT, SO THANK YOU.
TRUSTEE SUNG. COULD YOU CLARIFY WHAT IS MEANT BY A SCHOOL OFFICIAL IN THIS POLICY? THAT WOULD BE THAT WOULD BE ADMINISTRATION AT AT A SCHOOL.
THAT WAS MY ONLY QUESTION. SEEING NO OTHER QUESTIONS IN THE QUEUE, PLEASE VOTE.
WE HAVE 8 FOR AND ZERO AGAINST.
WE'RE NOW READY TO APPROVE THE BALANCE OF THE AGENDA REVIEW BUSINESS AGENDA ITEMS BY CONSENSUS. MAY I HAVE A MOTION? SO MOVED HERNANDEZ.
[INAUDIBLE] WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BLUEFORD-DANIELS . IS THER ANY DISCUSSION? PLEASE VOTE. [INAUDIBLE] EIGHT FOR, ZERO AGAINST. AT THIS TIME, WE WILL TAKE A RECESS.
OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING ON DECEMBER 9TH, 2021.
AS A REMINDER, TRUSTEES EVERYONE HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS TO THE ADMINISTRATION.
THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES AND HAS BEEN POSTED ON THE DISTRICT WEBSITE.
WE HAVE TWO ITEMS WHICH TRUSTEE BLUEFORD-DANIELS HAS ALREADY REQUESTED TO PULL FOR DISCUSSION THIS EVENING.
BEGINNING WITH DISTRICT 1, PLEASE STATE ANY OTHER ITEMS YOU WOULD LIKE TO HAVE [INAUDIBLE]. TRUSTEE SANTOS.
TRUSTEE BLUEFORD-DANIELS. [INAUDIBLE] YOU STILL WANT B1 AND F1? OK. TRUSTEE HERNANDEZ? NO ADDITIONAL.
TRUSTEE DEIGAARD? [INAUDIBLE]. TRUSTEE SUNG? NONE, THANK YOU. TRUSTEE CRUZ? I4. TRUSTEE GUIDRY ? I JUST HAVE F1 AS WELL, THANK YOU.
[01:25:04]
[INAUDIBLE] YOU STILL WANT B1, OK, AND YOU STILL WANT F1 ONE.YOU HAVE AN ADDITIONAL? NO, MA'AM. OK, LET'S GET STARTED.
I JUST HAD A QUESTION ABOUT THE FINANCE OPERATION AT WISDOM, HINES CALDWELL AND BOOKER T.
WASHINGTON, WHERE I KNOW IT WAS STATED BEFORE THAT THERE IS AUDIT PERFORMED ONCE THEY'RE REQUESTED, WHERE THESE AUDITS REQUESTED.
SO CAN I ACTUALLY ADDRESS THAT SINCE I'M THE ONE THAT WROTE THIS REPORT IS THAT OK? THANK YOU. PRESENT ALLEN, SO THE PURPOSE OF THIS REPORT IS BASICALLY TO REPORT ON EVERYTHING THAT THE AUDIT COMMITTEE DID OVER THE COURSE OF THE YEAR.
SO IN TERMS OF THOSE AUDITS, THAT'S THE PLAN THAT THE INTERNAL AUDIT DEPARTMENT BRINGS FORWARD. AND WE APPROVED IN JUNE, SOME OF THEM, I THINK, WERE SPECIFIC REQUESTS.
BUT THOSE WERE LARGELY BY THE, YOU KNOW, IT'S BASED ON THE RISK ASSESSMENT, THOSE INTERVIEWS THAT WE'VE BEEN PARTICIPATING IN RIGHT NOW.
AND THAT'S OBVIOUSLY THE ONES WE'RE DOING NOW ARE FOR THE NEXT AUDIT YEAR.
BUT THESE PRIOR AUDITS ARE BASED ON THE RISK ASSESSMENT ON TRUSTEE RECOMMENDATIONS, ET CETERA. OK, SO MY QUESTION STILL IS WERE THESE AUDITS REQUESTED? AND IF SO, BY WHOM? [INAUDIBLE] OH, YEAH. [INAUDIBLE]..
THOSE AUDITS ARE FROM THE AUDIT PLAN, AND NONE OF THEM WERE REQUESTED AUDITS.
OK, THEY WERE FROM THE WHAT? I'M SORRY, THEY'RE FROM THE AUDIT PLAN THAT WAS APPROVED BY THE BOARD.
CAN YOU REPEAT IT BECAUSE I DIDN'T HEAR MOST OF IT.
THEY WERE FROM THE AUDIT PLAN THAT WAS APPROVED BY THE BOARD.
SO THOSE PARTICULAR SCHOOLS WERE ID'D WISDOM HINES AND BOOKER T.
WASHINGTON? THE BOARD APPROVED-- BY THE BOARD? THE BOARD APPROVED DOING THREE ACTIVITY FUND AUDITS.
AND SO THOSE THREE SCHOOLS WERE CHOSEN BY INTERNAL AUDITS.
SO THEY WEREN'T REQUESTED, THEN THEY WERE CHOSEN? WELL, I'D HAVE TO CHECK ALL THREE.
WE MAY HAVE HAD ONE OR TWO OF THEM THAT WERE REQUESTED BY THE PRINCIPALS.
AND I ASKED THE QUESTION BECAUSE I KNOW IN THE PAST WHEN I ASK ABOUT DOING AUDITS AT SCHOOLS THAT YOU SAID THAT ORDINARILY THEY REQUEST THEM AND I'D ASK ABOUT HAVING THE HAVING THEM DONE LIKE QUARTERLY.
AND I'M GLAD TO SEE THAT YOU'RE DOING.
DON'T GET ME WRONG, BUT I JUST WANTED TO KNOW-- BASED ON WHAT YOU SAID BEFORE ABOUT THEM BEING DONE AS REQUESTED.
THAT'S WHY I WANT TO KNOW IF THEY WERE REQUESTED.
SO WE HAD THREE THAT WERE DONE.
I BELIEVE TWO OF THE THREE WERE REQUESTED.
BUT I CAN DOUBLE CHECK IT AND GET BACK TO YOU.
OK, LET ME KNOW NEXT WEEK, PLEASE.
AND THE OTHER QUESTION, THE OTHER THING I WANT TO SAY IS I'M GLAD TO SEE THAT YOUR AUDIT MANUAL HAS BEEN UPDATED ON THE HISD WEBSITE.
THANK YOU FOR THAT. I APPRECIATE THAT.
SO DID THAT THE AUDIT COMMITTEE APPROVE THAT AUDIT MANUAL OR YOU JUST UPDATED IT? I JUST UPDATED. OK, I JUST LIKE TO MAKE A POINT THAT-- MAKE A MOTION THAT THAT THE BOARD REVIEW, THE BOARD, ONCE WE HAVE OUR BOARD RETREAT REVIEW THAT AUDIT PLAN SO WE CAN IDENTIFY POTENTIALLY WHERE WE CAN IMPROVE THE OPPORTUNITY BECAUSE I'M ALWAYS CONCERNED WITH AS I WENT THROUGH THIS PAYING AN OUTSIDE AUDIT COMPANY THAT'S ALWAYS-- THAT'S A-- IT'S A BIG ISSUE WITH ME, WITH THINGS THAT WE COULD BE DOING INTERNALLY.
SO I JUST WANT TO MAKE THAT PART OF MY COMMENT.
SO THAT'S ALL I HAD, MADAM PRESIDENT.
OUR NEXT ITEM ON THE AGENDA FOR DISCUSSION IS F1.
[INAUDIBLE]. I HAD A FOLLOW UP QUESTION TO THAT.
TRUSTEE CRUZ YOUR CHAIR OF AUDIT, RIGHT? SO WHEN IS THE NEXT-- WHAT-- EVERY YEAR THE BOARD HAS AN OPPORTUNITY TO MAKE RECOMMENDATIONS FOR THE NEXT YEAR'S AUDIT PLAN THAT THEN THE BOARD VOTES ON.
[01:30:04]
WHEN IS THAT COMING UP NEXT? SO WE, SORRY, WE APPROVED IT THIS LAST YEAR IN JUNE, SO I SUSPECT IT'LL BE IN JUNE OF THIS COMING YEAR AS WELL.SO I WOULD SAY PRIOR TO THAT GIVING THOSE RECOMMENDATIONS.
I JUST COULDN'T REMEMBER. THANK YOU FOR REFRESHING MY MEMORY.
I GUESS IT'S A PROCEDURAL QUESTION, DR.
IS K6 PULLED? [INAUDIBLE] DID K-6? [INAUDIBLE].
OUR NEXT ITEM ON THE AGENDA IS F1 AUTHORITY TO NEGOTIATE AND EXECUTE AN INTERLOCAL AGREEMENT WITH THE UNIVERSITY OF HOUSTON DOWNTOWN CENTER FOR COMMUNITY ENGAGEMENT AND SERVICE LEARNING WORKSHOP-- WORK STUDY INTERNSHIP PROGRAM THAT WAS PULLED BY TRUSTEE BLUEFORD-DANIELS AND TRUSTEE GUIDRY.
BLUEFORD-DANIELS. [INAUDIBLE] MORE ITEMS THAN TRUSTEE CRUZ THIS TIME? [LAUGHTER]. GOSH, SHE'S RUBBING OFF ON ME.
32? F1, PACKAGE PAGE 23 IN THE SUBJECT.IS IT 32 OR 33? I SAID 23.
IT'S THE COVER PAGE, ESSENTIALLY THE AGENDA ITEM, PRINT OUT PAGE.
YEAH, IT'S STILL GOING TO BE 32.
MAYBE I DON'T HAVE IT. I DON'T KNOW.
OK, AUTHORITY TO NEGOTIATE AND EXECUTE AN INTERLOCAL AGREEMENT WITH THE UNIVERSITY OF HOUSTON DOWNTOWN CENTER FOR COMMUNITY ENGAGEMENT AND SERVICE LEARNING WORK STUDY INTERNSHIP PROGRAM.
WHY DOES UHD COULD WE NOT HAVE INCLUDED TSU AS WELL AS PART OF THAT? OR IS IT SOMETHING IN PARTICULAR THAT DOES NOT ALLOW US TO INCLUDE OTHER UNIVERSITIES? I THINK THERE WAS-- IT'S A GREAT QUESTION TRUSTEE BLUEFORD-DANIELS.
SAY THAT AGAIN. I SAID, GREAT QUESTION.
THANK YOU. [LAUGHTER] TRUSTEE BLUEFORD-DANIELS.
WE WOULD LOVE TO WORK WITH TSU TO DO SOMETHING.
WE'D LOVE TO WORK WITH ANY HIGHER EDUCATION INSTITUTE THAT WOULD LIKE TO SUPPORT US IN THIS WAY. WE'RE REALLY EXCITED ABOUT THIS PARTNERSHIP.
IT'S THE FIRST OF ITS KIND WITH REGARD TO WRAP-AROUND.
AND SO WE WOULD LOVE TO WORK WITH ANY HIGHER EDUCATION INSTITUTE.
THIS ONE IN PARTICULAR, REACHED OUT TO US AND SHARED THIS OPPORTUNITY, SO WE EMBRACED IT.
BUT WE'RE HOPEFUL THAT WE'LL BE ABLE TO EXPAND IT TO TSU AND TO OTHER INSTITUTIONS.
WE MAY HAVE THE CAPACITY AND INTEREST IN WORKING WITH US IN THIS CAPACITY.
AND I APPRECIATE THAT BECAUSE ESPECIALLY SENATOR MILES HAS GOT MILLIONS OF DOLLARS IN THIS LAST LEGISLATION, IT'S GOING TO GO TO TSU AND TO UH.
SO IT MAY BE AN OPPORTUNITY TO UTILIZE THOSE YOUNG PEOPLE OVER THERE AS PART OF THIS TRAINING, ESPECIALLY BECAUSE THEY COME FROM THE COMMUNITIES WHERE WE HAVE MOST-- WITH A WRAPAROUND SERVICES ARE NEEDED MOST.
DOES THAT MAKE SENSE? ABSOLUTELY.
OKAY, THANK YOU. WE'RE DEFINITELY OPEN TO.
I'M NOT GOING TO SAY IT AGAIN.
[LAUGHTER] BUT WE'RE DEFINITELY OPEN TO TO THE IDEA OF MULTIPLE PARTNERS.
I THINK WE HAVE TO DIVERSIFY OUR PORTFOLIO TO LOOK LIKE, YOU KNOW, OUR STUDENT BODY.
SO I'M ACTUALLY SPEAKING SATURDAY WITH WITH PRAIRIE VIEW AT A EVENT FOR NURSES AS WELL.
SO WE DEFINITELY HAVE, YOU KNOW, OUR EARS, OUR EYES WIDE OPEN TO TO NEW AND INNOVATIVE PARTNERSHIPS AS WE AS WE CONTINUE FORWARD.
AND I APPRECIATE THAT BECAUSE LAST MONTH SAID DOES IT MAKES SENSE, YOU SAID NO.
SO I JUST THOUGHT I WOULD JUST DOUBLE CHECK IT.
[LAUGHTER] BUT I THINK IT'S IMPORTANT BECAUSE AS WE TALKED ABOUT BEFORE, YOU KNOW, WE CAN UTILIZE SOME OF THOSE TALENTS, WE MAY BE ABLE TO UTILIZE THOSE TALENTS TO FILL IN OPPORTUNITIES. FOR INSTANCE, WITH THE TEACHERS, THE TAS, THEY MAY BE ABLE TO USE THEM TO.
I DON'T KNOW WHAT THE CRITERIA IS, BUT TO SUBSTITUTE AND HELP AND ASSIST SINCE THEY'RE MAJORING IN EDUCATION.
SAME THING WITH NURSES, ET CETERA.
SO THAT'S WHY I KEEP HARPING ON THAT.
SO THANK YOU, MADAM PRESIDENT, I HAVE A QUESTION ON THAT ONE.
DO THESE SCHOOLS HAVE TO REACH OUT TO YOU OR DO YOU REACH OUT TO THEM? IT'S A COMBINATION OF BOTH.
WE HAVE PARTNERSHIPS. I MEAN, WE HAVE MANY PARTNERSHIPS WITH TSU IN DIFFERENT CAPACITIES AND WITH OTHER INSTITUTIONS.
AND IN THIS PARTICULAR CASE, THEY EXPRESSED AN INTEREST IN WORKING WITH WRAP-AROUND BECAUSE MANY OF THE GRADUATES, FOR EXAMPLE, THEY HAVE MANY OF THEIR GRADUATES THAT ALREADY-- WE HIRED.
AND SO THEY SAID, HOW CAN WE KIND OF CREATE A PIPELINE OF INDIVIDUALS WHO WILL SERVE YOUR
[01:35:02]
YOUR STUDENTS, BUT ALSO COULD BE POTENTIAL FUTURE EMPLOYEES? RIGHT? BUT YOU KNOW, SOME OF THESE CONVERSATIONS ARE ORGANIC.SOMETIMES YOU JUST IN A ROOM WITH SOMEONE AND THEY COME UP WITH AN IDEA, AND WE ARE ALSO ALWAYS ACTIVELY LOOKING FOR PARTNERSHIPS.
SO THIS AGAIN IS NEW AND EXCITING.
AND I THINK AGAIN, WE'RE GOING TO TRY TO GET AS MANY PARTNERS AS WE CAN TO TO BUILD ON THIS. THANK YOU.
TRUSTEE GUIDRY? THANK YOU. THAT WAS ONE OF MY QUESTIONS, WHAT WE CAN TRY TO INCREASE ON THIS PARTICULAR AGREEMENT WITH OTHER UNIVERSITIES, BUT ALSO IN THE NEGOTIATION PROCESS, WHO IS GOING TO DETERMINE THE CAMPUSES THAT WILL RECEIVE THESE IN TERMS? CAN YOU RESTATE YOUR QUESTION? ARE WE GOING TO NEGOTIATE WHICH CAMPUSES WILL RECEIVE THESE INTERNS AT THEIR PARTICULAR CAMPUSES OR ARE THEY GOING TO BE TELLING US WE WANT TO GO TO THIS SCHOOL AND NOT THAT SCHOOL? CAN WE NEGOTIATE? YOU KNOW, THE INTERESTING THING IS THAT.
IT'S A VERY INTERESTING HIGHER ED SYSTEM HERE, BECAUSE IT'S DECENTRALIZED, SO EVEN THOUGH YOU MAY HAVE ONE CAMPUS, THAT'S THE SAME UNIVERSITY THEY OPERATE INDEPENDENTLY.
SO YOU HAVE TO WORK SPECIFICALLY WITH THOSE INDEPENDENT CAMPUSES AND WORK OUT AGREEMENTS WITH THOSE SPECIFIC CAMPUSES.
SO IF IF WE'RE WORKING WITH, YOU KNOW, THE SOUTH CAMPUS OF HCC, THAT AGREEMENT IS SPECIFIC TO THE SOUTH CAMPUS OF HCC.
SO THERE'S GENERALLY NOT A LOT OF MIXING IN THESE AGREEMENTS THEY ARE SPECIFIC TO A PARTICULAR CAMPUS.
SO IN OTHER WORDS, BECAUSE THIS IS THE DOWNTOWN CENTER, THEN WE'RE GOING TO BE LOOKING AT INTERNS THAT-- WITHIN THE VICINITY OF DOWNTOWN.
IS THAT WHAT YOU'RE SUGGESTING? NOT WHAT I'M SUGGESTING.
I BELIEVE THAT'S, YOU KNOW, GIVEN THAT IT'S A DOWNTOWN AGREEMENT.
I WOULD EXPECT THAT IT WOULD BE DRIVEN BY BY THAT PARTICULAR CAMPUS IN REFERENCE TO WHAT IT LOOKS LIKE. AND THEN IN THAT CASE, THEN I THINK WE SHOULD PROBABLY REACH OUT TO MORE UNIVERSITIES SO THAT WE CAN SPREAD THIS AVAILABILITY AROUND A LITTLE BIT MORE THAN JUST WITHIN THAT VICINITY.
THANK YOU. [INAUDIBLE] TRUSTEE-- TRUSTEE DEIGAARD.
TRUSTEE SANTOS. [INADUIBLE] TRUSTEE HERNANDEZ.
SO MY QUESTION IS KIND OF SIMILAR TO TRUSTEE GUIDRY'S.
SO WE HAVE, UM, THESE COLLEGE STUDENTS WORKING WORK STUDY HERE IN HISD, HOW IS HISD GOING TO DEPLOY THEM INTO DIFFERENT HISD CAMPUSES? ALL RIGHT. THEY'RE ONLY GOING TO BE DEPLOYED TO CAMPUSES NEAR NEAR THAT UNIVERSITY? NOT ENTIRELY, AS THE SUPERINTENDENT INDICATED.
I THINK WE HAVE TO WORK WITH [INAUDIBLE] AROUND THE STUDENTS ABILITY.
SOME OF THEM HAVE TRANSPORTATION. SOME DON'T HAVE TRANSPORTATION.
I THINK THERE'S GOING TO BE A NATURAL PROPENSITY FOR THEM TO WANT-- FOR SOME OF THOSE STUDENTS TO WANT TO WORK CLOSE TO WHERE THEY LIVE AND WHERE THEY CAN ACCESS SCHOOL.
BUT ACTUALLY, WE'RE WORKING WITH THE UNIVERSITY SYSTEM IN DOWNTOWN TO HELP STRATEGICALLY PLACE THEM WHERE THEY'RE MOST NEEDED.
SO WE KNOW THAT CERTAIN CAMPUSES HAVE GREATER NEEDS AND SO WE'RE GOING TO BE WORKING WITH THEM. BUT WE HAVE TO ALSO TAKE INTO ACCOUNT, OF COURSE, THE LIMITATIONS OF THE STUDENTS THEMSELVES HAVE. BUT IT'S NOT TO YOUR QUESTION, NO, IT'S NOT ONLY GOING TO BE DOWNTOWN.
THEY WILL BE STRATEGICALLY PLACED BASED ON NEED AND ALSO THE WILLINGNESS AND ABILITY OF THE INTERNS THEMSELVES.
AND THEY'RE WORKING PART TIME? THAT IS CORRECT. AND SO DO THEY HAVE DIFFERENT LEVEL OF RESPONSIBILITY THAN A REGULAR WRAPAROUND SPECIALIST? CORRECT, THEY'RE NOT A WRAPAROUND SPECIALIST.
THEY'RE WORKING UNDER A WRAPAROUND SPECIALIST, SO THEY'RE THEY'RE ACTUALLY BEING ASSIGNED TO WRAPAROUND SPECIALISTS AND THEY'RE ACTUALLY MENTORING AND COACHING THEM AND LEVERAGING THEM THE WAY THE BEST CAN.
BECAUSE AGAIN, THE IDEA IS THAT THEN THEY EVENTUALLY ALREADY GET THESE SKILLS, THE TRAINING SO THAT THEY CAN.
EVENTUALLY, WE CAN HIRE THEM RIGHT AND BRING THEM ON BOARD AS AS WRAPAROUND SPECIALISTS IN THE FUTURE. OK, SOUNDS GOOD.
SO I WANT TO COMPLIMENT YOU ON THIS PARTNERSHIP, I KNOW IT TAKES A LOT OF WORK TO DEVELOP THESE PARTNERSHIPS, BUT I THINK THEY HAVE TREMENDOUS OPPORTUNITY.
I MEAN, THIS IS THE BEST OF ALL WORLDS.
THEY ARE PAID FOR BY FEDERAL WORK STUDY FUNDS, WHICH IS GREAT.
AND THEN THEY'RE COMING TO WORK IN OUR SCHOOLS AND, AS YOU'VE SAID, DEVELOP THE PIPELINES. THIS IS REALLY EXCITING.
WHEN I PREVIOUSLY WORKED IN THE NONPROFIT WORLD, WE UTILIZED WORK STUDY STUDENTS.
[01:40:05]
UHD WAS A GREAT SOURCE.UH IS ALSO A GREAT SOURCE AND RIGHT IN THE HEART OF WHERE WE HAVE MANY SCHOOLS THAT COULD BENEFIT FROM THIS KIND OF A PARTNERSHIP IN HOUSTON AS WELL.
SO I'M EXCITED FOR THIS AS A FIRST STEP AND EXCITED TO SEE WHERE THIS GOES.
OUR NEXT ITEM FOR DISCUSSION IS ITEM I4, APPROVAL OF THE DECEMBER GENERAL FUND BUDGET AMENDMENT.
THANK YOU. SO I HAD SUBMITTED THIS ON THE Q&A.
I'M LOOKING AT THE LINE ITEMS. OH, YEAH. OK, I SEE IT NOW.
SO OUR EXCESS OR A DEFICIENCY? WE'RE NOW AT 300 THOUSAND.
WHEN WE ADOPTED THE BUDGET IN JUNE, INCLUDING THE AMENDMENT, WHAT WAS THE THE DEFICIT? CHEIF REED? THE DEFICIT WAS 82 MILLION DOLLARS WHEN WE ADOPTED THE BUDGET IN JUNE.
THAT INCLUDED THE AMENDMENT THAT WAS MADE AT THE TABLE? IT DID NOT. SO, INCLUDING THE AMENDMENT MADE AT THE TABLE.
WHAT WAS THE DEFICIT? 115 MILLION.
SO HOW DID WE GO FROM 115 MILLION TO 299 MILLION? SO CARRY OVER ENCUMBRANCES.
OK WAS 147 MILLION DOLLARS ALONE, BUT WE HAVE AN ASSIGNED FUND BALANCE THAT WE SET THOSE DOLLARS ASIDE IN.
SO IT'S NOT A DEFICIT THAT CONSUMES THE UNASSIGNED FUND BALANCE.
SO IF YOU LOOK AT THE BOTTOM OF THIS OF THIS REPORT.
I HAVE BROKEN OUT THE THE DIFFERENT FUND BALANCES THAT WE HAVE.
RIGHT, SO THE FUND BALANCE, THE UNASSIGNED FUND BALANCE BEGINNING THERE, YOU SEE THAT 491 MILLION. MM HMM.
AND THEN YOU SEE THE 473 MILLION DOLLARS.
WAIT, THE 491 MILLION, WHERE IS THAT AT? THE VERY BOTTOM OF THE SCHEDULE ON PAGE 58 BACK OF PAGE 58.
OH, ON THE LEFT SIDE, I WAS LOOKING ON THE RIGHT.
VERY BOTTOM. YEAH, OK, OK, OK.
YEAH, THE 491 AND THEN OUR UNDERSIGNED FUND BALANCE FOR THE DECEMBER 31ST IS 473.
OK, SO WHAT'S GOING DOWN ABOUT 17- 18 MILLION DOLLARS, RIGHT? OK, THEN YOU SEE THE ASSIGNED FUND BALANCE THAT HAS THE 123 MILLION.
YES. OK, THAT HAS CARRYOVER TAKEN OUT OF IT.
FROM OUR BEGINNING FUND BALANCE, SO BASICALLY WE HAVE WE HAVE DOLLARS THAT ARE WHERE WE CARRY OVER THE BUDGET FROM THE PRIOR YEAR, AS WELL AS THE EXPENDITURES THAT WILL EVENTUALLY HAPPEN.
BUT IT'S STILL AN EXPENDITURE, I DON'T HAVE A REVENUE.
SO I DON'T HAVE A REVENUE UP HERE THAT'S HIGHER.
I HAVE AN EXPENDITURE THAT'S HIGHER.
BUT THE DOLLARS HAVE BEEN SET ASIDE OVER, YOU COULD ALMOST SAY THAT HAVE BEEN SET ASIDE OVER IN THE SAVINGS ACCOUNT THAT WILL PAY FOR IT FROM.
BUT BECAUSE THE EXPENDITURES ARE HIGHER THAN THE REVENUES, YOU SEE THAT BIG JUMP.
BUT DOLLARS ARE SET ASIDE FOR THAT EXPENDITURE.
SO TECHNICALLY THEN WE DON'T HAVE THAT-- THAT'S NOT A REAL DEFICIT.
IS THAT WHAT I'M HEARING YOU SAY? I'M TRYING TO UNDERSTAND.
SO WE HAVE THE HUNDRED-- AND THE TRUE DEFICIT IS THE 115 MILLION.
WHICH WAS THE 82 THAT WE STARTED WITH.
YES. FROM THE SALARY INCREASES PLUS THE 9.3 FOR TIME CLOCK SYSTEM.
OK, SO IT'S REALLY A 124 OF THAT 285 IS THE TRUE OPERATING DEFICIT.
OK. THAT'S HELPFUL, THANK YOU.
OK, WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD MEETING IS NOW ADJOURNED AT 8:07 P.M.
OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING ON THURSDAY, DECEMBER 9TH.
THANK YOU. [LAUGHTER]
* This transcript was compiled from uncorrected Closed Captioning.