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THIS MEETING IS NOW CONVENED.BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE SUNG, TRUSTEE GUIDRY, TRUSTEE HERNANDEZ, TRUSTEE ALLEN, TRUSTEE CRUZ, [LAUGHTER] TRUSTEE BLUEFORD-DANIELS, TRUSTEE SANTOS, AND TRUSTEE DEIGAARD.
WE WOULD ALSO LIKE TO ACKNOWLEDGE INCOMING TRUSTEE BRIDGET WADE.
IF YOU COULD PLEASE STAND, THAT'S MS. WADE WAVING HER HAND, AND MS. WADE IS NEWLY ELECTED INCOMING BOARD MEMBER WHO WOULD REPRESENT DISTRICT SEVEN.
MS. WADE WILL TAKE HER OATH AND MR. BAKER, WHO'S OUR OTHER NEW TRUSTEE.
HE'S NOT IN THE AUDIENCE, WILL TAKE THEIR OATH OF OFFICE ON TUESDAY, JANUARY 11TH.
WE'RE GLAD TO SEE YOU'RE HERE.
WE HAVE ALSO BEEN-- EDIT TRUSTEE FLYNN VILASECA WELCOME.
ON WITH THE CONSIDERATION APPROVAL OF MINUTES FROM DECEMBER 2ND, 2021, DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA? SO MOVED.
IS THERE A SECOND? WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE SANTOS.
WE HAVE NINE FOR, ZERO OPPOSED.
WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE NINE 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 SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW.
BUT YOU MAY NAME YOUR OWN CHILD.
PLEASE BE REMINDED THAT MASKS ARE REQUIRED ON ALL HISD PROPERTIES, IF YOU WILL NOT COMPLY TO OUR RULES, YOU WILL BE REMOVED FROM THE BUILDING.
OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS A2, SUPERINTENDENT'S UPDATE TO THE BOARD.
WILL TRACY RILEY PLEASE COME TO THE PODIUM? GOOD AFTERNOON, THANK YOU, TRUSTEES.
I'M REALLY EXCITED TO SEE THE FUNDING ALLOCATION FOR DEFERRED MAINTENANCE ON THE AGENDA TODAY.
THANK YOU SO MUCH FOR GIVING YOUR ATTENTION TO THAT.
THANK YOU TO THE SUPERINTENDENT AND TO YOUR TEAM FOR PUSHING THAT FORWARD.
WE ARE SO EXCITED TO HAVE THE LENS ON HVAC SUPPORT AND JUST ALL OF THE THINGS ON CAMPUSES THAT ARE REALLY GOING TO HELP TO MARKET OUR SCHOOLS TO THE COMMUNITY AND REALLY BRING BACK THAT PRIDE AND BEAUTY INTO OUR CAMPUSES THAT NEED IT THE MOST.
ON A PERSONAL NOTE, I WANTED TO COME HERE TONIGHT WITH ALLISON NEWPORT, WHO'S HERE WITH ME AND SAY THANK YOU TO OUR DISTRICT SEVEN TRUSTEE, TRUSTEE SUNG.
AND YOU HAVE BEEN A CHAMPION FOR MEANINGFUL INSTRUCTION AND REDUCED OVER RELIANCE ON HIGH STAKES TESTING.
YOU HAVE SUPPORTED PARENT, TEACHER AND COMMUNITY VOICES.
YOU UNDERSTAND THE INCREDIBLE NEED FOR BONDS IN OUR COMMUNITY AND THE FUNDING ALLOCATIONS THAT WE NEED ACROSS THE BOARD.
EVERY VOTE THAT YOU HAD WAS FOCUSED ON INCREASING EQUITY TO THOSE IN UNDER-RESOURCED, UNDERFUNDED AND NEGLECTED COMMUNITIES.
YOU HAVE BEEN A CHAMPION FOR SPECIAL EDUCATION AND A VOICE OF REASON ON OUR SCHOOL BOARD.
GIVE ME THE CONFIDENCE TO SEND MY FOUR CHILDREN TO SCHOOL IN HISD AND EXCUSE ME FOR-- I'M SO PROUD OF YOU.
THANK YOU FOR BEING AN ALLY TO ALL IN OUR COMMUNITY AND ALL OF YOUR HARD WORK AND YOUR TIME AWAY FROM YOUR FAMILY AND THE SUPPORT THAT YOU HAVE GIVEN ALL STUDENTS IN HISD.
OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS A3, ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL TWO PROGRESS MEASURES ONE, TWO AND THREE.
OUR ONE SPEAKER ON THIS TOPIC HAS REGISTERED TO ADDRESS THE BOARD VIA ZOOM.
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PLEASE REMEMBER THAT IF YOU ARE SIGNED UP TO SPEAK VIA ZOOM, WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.MISS JONES, PLEASE ADMIT SPEAKER MARIA FERNANDEZ.
SHE IS NOT ON THE ZOOM LINK RIGHT NOW.
OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K4, APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY EB LOCAL, SCHOOL YEAR FIRST READING.
OUR FOUR SPEAKERS ON THIS TOPIC HAVE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.
MS. JONES, PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.
WE HAVE NO ZOOM SPEAKERS ON THE LINE FOR K4.
OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS K8, APPROVAL TO ESTABLISH NEW BOARD POLICY FFF LOCAL, STUDENT WELFARE, STUDENT SAFETY FIRST READING.
MS. JONES, PLEASE IDENTIFY AND ADMIT OUR TWO REGISTERED ZOOM SPEAKERS.
WE HAVE NO SPEAKERS ON THE ZOOM CALL FOR K-8.
AND FINALLY, WILL, GARY MONROE, PLEASE COME TO THE PODIUM.
I GOT NINE WOMEN THAT SIT ON THE BOARD.
I'VE NEVER BEEN TO YOUR AGENDA REVIEW, I NEVER HAD THE REASON TO COME, BUT I'M LOOKING AT THIS THING AND I'M SEEING WHERE YOUR PERSONNEL SHOULD CALL CPS.
A MONTH AND A HALF AGO AT MADISON HIGH SCHOOL, A BUNCH OF GIRLS WERE APPROACHED BY MALE TEACHERS.
WHICH ONE OF YOU NINE SITTING UP THERE HAD A PROBLEM WITH IT? WHICH ONE OF YOU AFRICAN-AMERICANS HAD A PROBLEM WITH IT? DISTRICT NINE, I NEED YOU TO LOOK AT ME.
DO YOU CARE MORE ABOUT YOUR [INAUDIBLE] THAN YOU DO ABOUT YOUR CHILDREN? BECAUSE THIS AIN'T [INAUDIBLE] GOING TO KEEP GOING ON.
LET ME TELL YOU WHY THEY'RE GOING TO KEEP GOING ON.
YOU LIKE MY FEDERAL COMPANY? I'M GOING TO SEND YOU SOME MORE.
STOP WRITING STUFF ON PAPER AND NOT PROTECTING THESE CHILDREN, BLACK KIDS, LATINO KIDS, LGBTQ KIDS WERE BOTHERED AT THAT SCHOOL AND NOT ONE OF YOU NINE WOMEN OPENED YOUR MOUTH.
YOU'RE NOT WOMEN, YOU'RE MACHINES.
BECAUSE A REAL WOMAN WOULD GET IN FRONT OF A PODIUM AND DENOUNCE IT.
I GOT A PROBLEM WITH IT, [INAUDIBLE].
Y'ALL WANT ME TO BE QUIET? THEN STEP OUT OF YOUR COMFORT ZONES.
YOU TELLING ME A GROWN MAN WOULD BOTHER FEMALE STUDENTS AND NOT ONE FEMALE BOARD MEMBER WOULD OPEN THEIR MOUTH? NOT ONE FEMALE CONSERVATIVE WOULD OPEN HER MOUTH BECAUSE YOU ARE EMBOLDENED TO YOUR [INAUDIBLE] SORORS AND FRAT BROTHERS.
IT'S A SUPERHERO COMING TO THE SCHOOL DISTRICT, AND HE'LL BE HERE NEXT WEEK.
SUPERINTENDENT'S UPDATE TO THE BOARD.
OUR FIRST ORDER OF BUSINESS IS TO HEAR THE SUPERINTENDENT'S UPDATE TO THE BOARD.
SUPERINTENDENT HOUSE, PLEASE BEGIN.
THE FIRST THING I WANT TO DO IS JUST WELCOME EVERYONE BACK TO 2022.
WE ARE HERE, WE MADE IT AND WE'RE LOOKING FORWARD TO A FRUITFUL, FLOURISHING REST OF OUR SCHOOL YEAR IN 2022.
A COUPLE OF THINGS THAT I DO WANT TO MENTION, FIRST OF ALL, IN REFERENCE TO JUST UPDATES BEFORE WE GO INTO THE PRESENTATION.
AND YOU KNOW WHAT, I'LL SAVE THAT TILL LAST.
BUT I DO HAVE A COUPLE OF THINGS THAT I WANT TO MENTION TO THE BOARD IN REFERENCE TO UPDATES AND TESTING THAT I WANT OUR COMMUNITY TO BE AWARE OF AS SOON AS SHE'S FINISHED UP.
ALRIGHT, THANK YOU, SUPERINTENDENT HOUSE.
PRESIDENT ALLEN, TRUSTEES, I'M HERE THIS EVENING TO PRESENT TO YOU GOAL 2 PROGRESS MEASURES ONE THROUGH THREE.
AS WE REVIEWED LAST MONTH, WE LOOKED AT OUR RENAISSANCE READING RESULTS AND GOAL TWO MIRRORS GOAL ONE.
EXCEPT WE'RE GOING TO BE LOOKING AT MATH RESULTS THIS EVENING.
SO AS A REMINDER, GOAL 2 STATES THAT THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT-OR-ABOVE GRADE LEVEL IN MATH IS MEASURED BY THE 'MEETS GRADE LEVEL STANDARD' ON STAAR WILL INCREASE EIGHT PERCENTAGE POINTS FROM 46 PERCENT TO 54 PERCENT IN 2024.
OUR FIRST PROGRESS MEASURE ADDRESSES FIRST GRADE STUDENTS THE PERCENTAGE OF FIRST GRADE STUDENTS PERFORMING ON GRADE LEVEL IN MATH AS MEASURED BY THE END OF YEAR MATH SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 64 IN 2019 TO 72 IN 2024.
SO BEFORE WE JUMP INTO OUR DATA REVIEW, I WANT TO KIND OF ORIENT OURSELVES AGAIN,
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JUST LIKE WE DID IN DECEMBER, ABOUT WHERE THESE STUDENTS WERE THROUGHOUT THESE LAST TWO YEARS OF OUR PANDEMIC.SO THIS YEAR'S FIRST GRADERS WERE PRE-K FOUR IN 2019-2020.
THEY WERE KINDERGARTNERS LAST YEAR IN TWENTY TWENTY ONE AND ABOUT 42 PERCENT OF THEM WERE LEARNING REMOTELY LAST YEAR.
THIS YEAR'S SECOND GRADERS WERE KINDERGARTNERS THE FIRST YEAR OF THE PANDEMIC IN 19-20.
LAST YEAR IN 2021, THEY WERE FIRST GRADERS AND 45 PERCENT OF THEM WERE LEARNING REMOTELY LAST YEAR AND THIS YEAR'S THIRD GRADERS WERE, OF COURSE, FIRST GRADERS IN 19-20, SECOND GRADERS LAST YEAR, AND ABOUT 47 PERCENT OF THEM WERE LEARNING REMOTELY LAST YEAR.
AS ALL OF OUR EDUCATORS KNOW, MATH IS VERY CONCRETE.
SO MATH IN ORDER TO LEARN, ESPECIALLY AT THOSE YOUNG LEVELS, LEARNING NEW CONCEPTS REALLY RELIES ON THAT HANDS ON, THOSE MANIPULATIVES.
THERE'S LOTS OF NOISE TYPICALLY IN ELEMENTARY MATH CLASSROOMS WITH LEARNING AND TALKING AND COUNTING AND MANIPULATING ALL OF OUR LEARNING TOOLS IN ORDER TO REALLY GET THE CONCRETE ASPECTS OF MATH.
SO, YOU KNOW, HAVING THOSE IN-PERSON EXPERIENCES LEARNING THOSE FIRST PIECES OF MATH IS CRITICAL.
SO WHEN WE LOOK AT OUR FIRST GRADE MATH STUDENT RESULTS, WE LOOK AT AT-OR-ABOVE BENCHMARK 40TH PERCENTILE ENGLISH AND SPANISH RESULTS COMBINED.
SO, WHEN WE LOOK AT FIRST GLANCE, WE HAVE 52 PERCENT BOY IN 19-20, AND THIS YEAR BOY WERE 62 PERCENT.
RENAISSANCE WENT THROUGH A RENORMING PROCESS.
SO, WHEN YOU NORM A TEST, YOU'RE LOOKING AT A SPECIFIC POPULATION SAMPLE AND AGGREGATING IT WITH THAT PARTICULAR SAMPLE OF STUDENTS AND SETTING TARGETS BASED ON THAT.
SO SETTING THE WHAT IS AT-OR-ABOVE BENCHMARK.
FOR SPANISH TEST, THE RENAISSANCE COMPANY REALLY ONLY HAD BEFORE 2020-2021.
THEY REALLY ONLY HAD HISD STUDENTS, AS IS A POPULATION AND WE WERE THEIR LARGEST DISTRICT, LARGEST DISTRICT OF SPANISH TESTERS, BUT STARTING WITH TWENTY TWENTY ONE, WE HAD A LARGER SAMPLE GROUP INCLUDED IN THEIR NORMING PROCESS FROM AROUND THE COUNTRY OF SPANISH TESTS.
SO THAT DID CHANGE WHAT THE TEST AND WHAT THE TARGETS LOOKED LIKE.
WE HAVE NOT GONE BACK YET BECAUSE WE JUST RECEIVED THAT DATA.
WE HAVE NOT GONE BACK YET TO RECALCULATE THE 2018-19, 2019-20 DATA, WHICH WE WILL DO TO LOOK AT IT AS AN APPLES TO APPLES.
BUT WHAT'S IMPORTANT HERE IS TO KNOW IF THAT 52 TO 62 LOOKS LIKE A TEN POINT JUMP.
BUT WHAT WE'RE FINDING AS WE DIG INTO THE DATA IS IT'S REALLY A RESULT OF THE NORMING PROCESS, ESPECIALLY WITH OUR SPANISH TESTS, BECAUSE THOSE ARE THE TESTS THAT HAVE A BIGGER GROUP BEING INCLUDED.
SO LET'S BREAK IT OUT BY ENGLISH ONLY AND SPANISH ONLY, SO YOU CAN SEE HERE, BOY IN 19-20 WAS 65 PERCENT AND FOR ENGLISH ONLY FOR THIS YEAR IT'S AT 64 PERCENT.
SO JUST A ONE POINT DROP, BUT NOT THAT WIDE GAP THAT WE SAW WITH BOTH COMBINED.
SO HERE YOU CAN SEE SPANISH ONLY WHERE WE SEE THAT HUGE DIFFERENCE.
SO LOOK AT THE DATA BETWEEN 17-18, WHERE WE WERE AT 50.
WE HAVE THOSE TWO YEARS WHERE WE WERE AT 24 FOR BOY, 24 PERCENT AT-OR-ABOVE BENCHMARK FOR SPANISH.
THEN THAT ADDITIONAL DATA SET CAME IN WITH OUR SPANISH TESTERS, NOT JUST WITH HISD, BUT ACROSS THE NATION.
AND SO THAT'S WHERE WE SEE THE 56 PERCENT BOY THIS YEAR.
SO AGAIN, WE'RE DIGGING INTO THIS A LITTLE BIT MORE.
WE WANT TO GO BACK SO THAT WE CAN SEE AN APPLES TO APPLES TO BE ABLE-- AND WE SHOULD HAVE THAT RELATIVELY QUICKLY.
WE JUST GOT THAT NORMING PROCESS DONE.
SO, IN GRADE TWO, PROGRESS MEASURE 2.2, THE PERCENTAGE OF SECOND GRADE STUDENTS PERFORMING ON GRADE LEVEL IN MATH IS MEASURED BY END OF YEAR MATH SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 62 PERCENT TO 70 PERCENT IN TWENTY TWENTY FOUR.
AND HERE AGAIN, WE DON'T SEE AS SIGNIFICANT OF A DIFFERENCE, WE DIDN'T SEE THE NORMING DIFFERENCE IMPACT SECOND GRADE OR EVEN THIRD GRADE, NEARLY AS MUCH AS WE SAW IT
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IMPACT FIRST GRADE.SO HERE, WHAT WE'RE CONSIDERING IS THIS IS A TRUE LEARNING LOSS HERE, GOING FROM THAT 49 TO THE 47, A TWO POINT DROP FROM BOY IN 2019-20 TO 47 IN 21-22.
INTERESTINGLY, THE LOSSES WHEN WE LOOK AT OUR STUDENT GROUPS, WE'RE PRIMARILY SEEING THE DIFFERENCES WERE-- THE BIGGEST DIFFERENCE WAS BETWEEN MALES AND FEMALES.
SO, OUR BIGGEST LOSS WAS OUR FEMALE STUDENT GROUP.
MALES WENT FROM 49 TO 49 BETWEEN THOSE TWO YEARS AND OUR FEMALES WENT FROM 50 TO 45.
WHEN WE LOOK AT ENGLISH ONLY WE HAVE A THREE POINT DROP FROM BOY 19-20 TO BOY 21-22.
IN SPANISH ONLY, WE HAVE AN EVEN LEVEL DATA SET FROM 52 TO 52.
AND FOR STUDENTS WITH DISABILITIES, REMEMBER, THIS IS WHERE WE FIRST HAVE A LARGE ENOUGH COHORT TO REPORT OUT AS IDENTIFICATION PROCESSES START HAPPENING IN FIRST GRADE.
WE AGAIN SEE THAT INCREASE THAT WE TALKED ABOUT LAST MONTH WITH READING FROM 22 IN 19-20 TO 28 IN 21-22 AGAIN AND PRIMARILY ATTRIBUTABLE, WE BELIEVE, TO THE INCREASED MONITORING, THE INCREASED TRAINING, ENSURING BEST PRACTICES ARE IN PLACE.
SO, EXCITED AGAIN ABOUT THAT INCREASE FOR STUDENTS WITH DISABILITIES IN SECOND GRADE.
SO FOR 2.3, THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ON GRADE LEVEL IN MATH IS MEASURED BY THE END OF THE YEAR SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 69 TO 77 IN TWENTY TWENTY FOUR.
SO HERE WITH OUR THIRD GRADE MATH RESULTS, WE SEE A NINE POINT DECLINE.
THESE ARE STUDENTS THAT WERE IN FIRST GRADE AT THE ONSET OF THE PANDEMIC AND IN SECOND GRADE LAST YEAR, AGAIN ABOUT 47 PERCENT LEARNING FROM HOME.
SIGNIFICANT DECREASES WERE SEEN ACROSS ALMOST ALL OF OUR STUDENT GROUPS.
AND WE ARE EVEN BELOW WHERE WE WERE IN 17-18 FOR BOY.
WHEN WE LOOK AT ENGLISH, ONLY YOU SEE A TEN POINT DROP.
AND SPANISH ONLY IS A ONE POINT GAIN.
AGAIN, WE'RE LOOKING INTO THAT RENORMING PROCESS TO LOOK AT HOW MANY STUDENTS WERE PART OF THAT.
BUT WE ANTICIPATE THAT THAT'S GOING TO BE PART OF WHAT WE SEE IN OUR DATA ANALYSIS.
FOR STUDENTS WITH DISABILITIES, FOR THIRD GRADE AGAIN, WE SEE A TWO POINT INCREASE HERE.
AND WHEN WE TALK ABOUT NEXT STEPS, WE'RE LOOKING AT HIGH QUALITY PROFESSIONAL LEARNING, NOT JUST WITH OUR INSTRUCTIONAL STAFF AND OUR TEACHERS, BUT ALSO OUR SCHOOL LEADERS.
SO WHAT DOES THE LESSON CYCLE LOOK LIKE? WHAT ARE THE BEST PRACTICES AROUND THAT? AS YOU GO INTO CLASSROOMS, ESPECIALLY MATH CLASSROOMS, WHAT ARE WE LOOKING FOR? SO THOSE PROFESSIONAL LEARNING OPPORTUNITIES ARE ACROSS THE BOARD.
THE REDESIGNED MATHEMATICS UNIT PLANNING GUIDE, THE UPG THAT WE'VE TALKED ABOUT PREVIOUSLY.
SO MAKING SURE THAT WE'RE BOLSTERING CONTENT THERE AND THEN THE HOUSE BILL THREE MATH ACADEMY FRAMEWORK, ENSURING THAT MIRRORING THAT READING ACADEMY THAT OUR MATH TEACHERS ARE SUPPORTED AS WELL.
AND THAT CONCLUDES THE PRESENTATION.
WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.
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.
PLEASE INDICATE YOUR INTEREST IN THE QUE.
JUST ONE QUICK QUESTION, AND I NOTICED IT WAS ON SOME OF THE SLIDES BEFORE I'D ASK ABOUT HAVING THE GOAL LINE ON EACH ONE OF THE SLIDES, I KNOW IT'S ON SOME, BUT IT MAKES IT A REALLY EASY VISUAL.
SAY, FOR INSTANCE, LIKE PACKAGE PAGE NUMBER FIVE.
IT MAKES IT A REALLY EASY VISUAL TO HAVE A BROKEN LINE AS TO WHAT THE GOAL IS WITHOUT HAVING TO GO DOWN AND REFERENCE AT THE BOTTOM WHAT EACH ONE OF THOSE COLORS ARE.
SO, IT WOULD PUT A GOAL WITH A BROKEN LINE AND I PROMISE YOU, MAKES IT VERY, VERY EASY TO LOOK AT WITHOUT HAVING TO SEE ALL THIS AT THE BOTTOM.
I THINK ONE OF THE POINTS OF CONFUSION IS THAT WE DON'T HAVE A SEPARATE GOAL FOR ENGLISH AND SPANISH, SO THAT'S WHY WE DIDN'T PUT IT ON THERE, BUT WE CAN PUT THE OVERALL
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GOAL FOR ALL STUDENTS.OH, OK, I SEE WHAT YOU'RE SAYING, BUT YEAH, PUT THE MAIN GOAL SPEAKERS] THE GOAL IS BECAUSE EVEN THOUGH IT'S SEPARATED ACCORDING TO ENGLISH AND SPANISH AT THE BOTTOM, YOUR LEGEND DISTINGUISHES ONE FROM THE OTHER.
BUT VISUALLY, WHEN YOU'RE LOOKING AT THE GRAPH, IF YOU HAVE THAT BROKEN LINE SPEAKERS], IT GIVES YOU A BETTER SNAPSHOT OF WHERE EACH OF THE CATEGORIES SHOULD BE.
DR. MATNEY, ONE OF MY-- I MAY HAVE MISSED THIS, BUT THE RENORMING PROCESS, I KNOW THAT YOU SAID THAT THERE IS MORE STUDENTS OUTSIDE OF HISD.
IS THAT IN THE UNITED STATES OR IS THAT TEXAS? THAT'S IN THE UNITED STATES.
DOES THE FACT THAT TEXAS HAS THE TEKS AFFECT ANYTHING? NO, NOT NECESSARILY SO THE NORMING PROCESS TAKES EVERY STUDENT WHO'S TAKING THIS RENAISSANCE STAAR ASSESSMENT AND THE SKILLS ARE SIMILAR ACROSS THE BOARD.
AND SO WE GO AND TIE THE TEKS TO EACH OF THE SKILLS ON THIS RENAISSANCE ASSESSMENT.
BUT SO DO THE OTHER STATES FOR THEIR SKILLS AS WELL.
AND WHEN IS THE MOY TAKING PLACE? [INAUDIBLE] YOU NOT HAVE THAT OFF THE TOP OF MY HEAD.
IT HAS NOT TAKEN PLACE YET? NO, I BELIEVE IT HAS.
DO YOU KNOW WHEN WE'RE GOING TO HAVE THOSE NUMBERS? WE REPORT MOY-- ROBERT, DO YOU HAVE IT OFF THE TOP OF YOUR HEAD? APRIL? YEAH, I THINK WE REPORT IT TO Y'ALL IN APRIL.
AND THEN SO ONE OF THE TRENDS THAT I SEE FROM MOST OF THE REPORTS THAT YOU ARE SHOWING US IS THAT THERE'S AN INCREASE IN OUR SPECIAL EDUCATION STUDENTS OVERALL.
SO DO YOU HAVE A ROOT CAUSE FOR THIS? IS THERE SOMETHING THAT WE'RE DOING THAT WE CAN DO WITH SOME OF OUR OTHER STUDENTS? CAN YOU GIVE US MORE INFORMATION ABOUT THAT? YEAH, THAT'S SOMETHING REALLY EXCITING, SO A LOT OF THE FOCUS HAS REALLY BEEN ON ARD COMMITTEES WRITING SOLID GOALS THAT ARE VERY TARGET DRIVEN AND ARE MEASURABLE.
AND SO WHEN YOU HAVE THAT AND YOU'RE USING DATA TO DESIGN THAT, THEN YOU CAN SEE THE OUTCOMES AND YOU KNOW HOW TO ADJUST ALONG THE WAY.
SO, THERE'S BEEN A REALLY BIG PUSH ON ENSURING THAT ARD COMMITTEES ARE COACHED UP IN HOW TO DO THAT.
AND THEN ALSO THE-- JUST THE MONITORING OF MAKING SURE THAT THE PROGRESS MONITORING IS TRACKED IN OUR SYSTEM SO THAT TEACHERS KNOW, 'OKAY, I HAVE THE STUDENT? I NEED TO MAKE SURE HERE'S THE GOAL.
I HAVE TO GO IN ON THIS DATE AND MAKE SURE THAT I'M RECORDING, ARE WE THERE OR ARE WE NOT THERE?' AND SO JUST THAT FOCUS AND THE SUPPORT, ALONG WITH THE MONITORING HAND IN HAND IS WHAT THE TEAM HAS REALLY SEEN HAS LIFTED THIS GROUP UP.
SO, IF THIS WOULD BE FOR ALL TEACHERS, RIGHT, NOT JUST TEACHERS WHO ARE TEACHING SPECIFICALLY SPECIAL EDUCATION STUDENTS? YEAH, SO FOR RIGHT NOW, IT'S TARGETED ON STUDENTS WHO ARE WORKING WITH STUDENTS WITH-- TEACHERS WHO ARE WORKING WITH STUDENTS WITH DISABILITIES, BUT YOU KNOW, MONITORING STUDENT ACHIEVEMENT AND GROWTH AND PROGRESS IS BEST PRACTICE FOR EVERY CLASSROOM AND EVERY STUDENT, FOR SURE.
THOSE ARE ALL MY QUESTIONS FOR NOW.
IF I COULD JUST TAKE A SECOND TO TAKE A POINT OF PERSONAL PRIVILEGE.
I WANT TO SAY THANK YOU TO MY CONSTITUENTS.
THANK YOU, TRACY, ALLISON FOR YOUR KIND WORDS.
IT'S BEEN MY PRIVILEGE TO SERVE YOUR STUDENTS AND ALL OF OUR STUDENTS IN DISTRICT SEVEN AND ACROSS HISD.
I'D ALSO LIKE TO WELCOME TRUSTEE ELECT WADE AND THANK YOU FOR STEPPING UP INTO SERVICE, AND I THINK IT SAYS A LOT THAT YOU'VE TAKEN THE TIME TO COME OUT HERE TO AGENDA REVIEW TO PREPARE YOURSELF TO REPRESENT DISTRICT SEVEN IN ARE COMING MEETING A WEEK FROM TODAY.
WITH REGARDS TO THE MONITORING.
SO, THANK YOU VERY MUCH FOR THE ANALYSIS AND HELPING US UNDERSTAND THE NUANCES OF THE DATA AND THE NORMING, ET CETERA.
SO, VERY UNDERSTANDABLY, FOR ALL THE REASONS WE'VE DISCUSSED, WE'RE NOT ON TRACK WITH WHERE WE WOULD HOPE OUR KIDS WOULD BE ABSENT A PANDEMIC.
AND I'M REALLY APPRECIATIVE OF ALL THE STRATEGIES AND HOW THOUGHTFUL THEY ARE FOR
[00:25:02]
GETTING OUR KIDS BACK ON TRACK.DO WE SEE OUR STUDENTS GETTING BACK ON TRACK THIS SCHOOL YEAR OR IS THIS REALLY GOING TO BE A MULTIYEAR PROCESS? IT'S THE LATTER.
IT WILL BE A MULTIYEAR PROCESS.
IT'S GOING TO BE A BIG PART OF WHAT WE ARE DOING IN OUR STRATEGIC PLANING.
WE KNOW THAT, YOU KNOW, THE LEARNING LOSS OVER THE COURSE OF THE LAST 20 MONTHS, IT WILL TAKE JUST AS MUCH TIME, IF NOT MORE, TO ENSURE THAT KIDS GET WHERE THEY NEED TO GO.
AND THIS GOES EVEN BEYOND, YOU KNOW, THE PANDEMIC, QUITE FRANKLY.
SO, YOU KNOW, SOME VERY EXCITING CONVERSATIONS WITH THE CABINET AND EXECUTIVE STAFF THAT WE'VE BEEN REALLY DIGGING INTO IN TERMS OF WHAT THIS IS GOING TO LOOK LIKE.
ONE OF THE THINGS THAT I WAS GOING TO SHARE WITH YOU ALL LATER ON THIS EVENING IS THAT I WOULD BE ASKING FOR A MEETING WITH EACH OF YOU ON [INAUDIBLE] TO TALK ABOUT KIND OF NEXT STEPS IN ONE OF THE MAJOR TURNAROUND EFFORTS THAT WE WANT TO FOCUS ON.
SO, YES, TO ANSWER YOUR QUESTION, IT IS A LONG TERM PROCESS IN TERMS OF THE LEARNING LOSS THAT WE'VE SEEN.
AND THAT'S PART OF THE REASON WHY ESSER WAS LAID OUT FOR THREE YEARS VERSUS A LUMP FOR 12 MONTHS.
THOSE SUPPORTS NEED TO BE IN PLACE OVER THE COURSE OF YEARS TO COME TO ENSURE THAT WE PROVIDE WHAT STUDENTS NEED AND WHAT STUDENTS HAVE HAVE SEEN AS LOSS.
AND THAT'S VERY, VERY MUCH UNDERSTANDABLE, [INAUDIBLE] APPRECIATE YOU'RE THINKING ABOUT STRATEGIC WAY.
SO, I HOPE THAT YOU'LL CONTINUE TO THINK ABOUT WHAT YOU NEED FROM THE BOARD AND COMMUNICATE WHAT YOU NEED FROM THE BOARD IN TERMS OF SUPPORT.
I SEE HERE THE IMMEDIATE STRATEGIES BEING TAKEN THIS YEAR, BUT I ALSO HOPE THAT THE BOARD CAN SUPPORT YOU THIS SUMMER AND NEXT YEAR AND THAT LONG TERM PLAN TO SUPPORT OUR STUDENTS.
AND THAT'S ONE OF THE THINGS SINCE YOU ASKED [LAUGHTER] THAT I WILL BE ASKING ON WEDNESDAY IS FOR THE SUPPORT OF SOME VERY DIFFICULT DECISIONS AND IN CONVERSATION WITH A COUPLE OF YOU THAT HAVE HAD ONE ON ONES WITH THIS WEEK.
YOU KNOW, I WAS BROUGHT HERE FOR A PARTICULAR REASON AND I'M NOT HERE, AS MY MOTHER USED TO SAY, AS A SHOW TOY.
I'M HERE TO DEVELOP A PLAN THAT HOPEFULLY WILL HAVE THE SUPPORT OF THIS COMMUNITY AND THIS BOARD TO ENSURE THAT WE MOVE OUR STUDENTS IN THE DIRECTION THAT WE NEED THEM TO GO.
SO I'M LOOKING FORWARD TO THAT SUPPORT AROUND DIFFICULT, DIFFICULT DECISIONS.
OK, SO IF WE CAN GO TO SLIDE SIX.
OK, SO YOU-- IF I'M LOOKING AT THIS CORRECTLY, LIKE THE HUGE JUMP, RIGHT? AND YOU MENTIONED THE NORMING HAVING AN EFFECT, IS THAT THE ONLY REASON THAT THERE IS THIS JUMP? OR IS IT TOO PRELIMINARY BECAUSE YOU HAVEN'T LOOKED AT THE DATA YET? DR. MATNEY? YEAH, GREAT QUESTION.
SO, WHAT I WOULD LIKE TO DO IS RERUN 18-19, 19-20 FIRST TO BE ABLE TO ANSWER THAT.
BECAUSE THE BIGGEST JUMP IS ONLY IN FIRST GRADE, CORRECT? NO, THE RENORMING HAS IMPACTED EVERY GRADE LEVEL OF SPANISH TESTERS, BUT THIS IS WHERE OBVIOUSLY WE'VE SEEN THE BIGGEST IMPACT.
OF COURSE, WHEN YOU LOOK AT BOY IN 18-19 AND 19-20 FROM BOY TO MOY IN BOTH, YOU KNOW, IT'S A PRETTY SIGNIFICANT JUMP FOR BOTH OF THOSE YEARS.
SO WE WANT TO REALLY DIG DOWN BEFORE WE CAN SAY THAT THIS IS OFF TRACK FOR THIS POPULATION [INAUDIBLE] OR ON TRACK AND EVEN MORE SO THAN WHAT WE WOULD ANTICIPATE OR WHERE WE WOULD ANTICIPATE IT BEING.
AND YOU'LL SHARE THAT DATA THE NEXT TIME WE PROGRESS MONITOR THIS OR PRIOR TO THAT.
I ANTICIPATE NEXT TIME WE PROGRESS MONITOR THIS UNLESS WE CAN GET IT SOONER.
AND THEN MAYBE SEND IT IN AN UPDATE OR A Q&A PROCESS SOMEHOW.
SO, THIS IS FIRST GRADE AND THEN SLIDE 10 WAS SECOND GRADE.
SO, THIS IS SPANISH ONLY THE NORMING WOULD HAVE HAPPENED AS WELL, CORRECT? CORRECT.
IT, YOU KNOW, WE'RE NOT SURE RIGHT NOW IF THIS IS BECAUSE WE HAVE A LOT OF DUAL LANGUAGE STUDENTS TAKING IT IN BOTH LANGUAGES.
SO, WE WANT TO REALLY KIND OF TEASE OUT A LITTLE BIT MORE TO SEE-- OK.
IF IT REALLY IS A LANGUAGE NORMING FOR THE YOUNG GRADE LEVELS OR IF IT DOES
[00:30:04]
MATRICULATE UP IN SOME WAY.BECAUSE I'M JUST WONDERING IF THAT'S, YOU KNOW, IF THEY'RE TAKING IT IN SPANISH, THEY OBVIOUSLY HAVE TO READ.
YOU KNOW, I JUST WONDER IF THERE'S A CONNECTION THERE.
AND OVERALL, WHEN WE PROGRESS MONITOR, WE TEND TO SEE THAT THE SPANISH-- THE KIDS TAKING THE STAAR OR THE RENAISSANCE, EITHER ONE AND SPANISH TEND TO SCORE HIGHER.
AND I JUST WONDERED IF WE'VE REALLY DUG INTO THAT DATA AND LOOKED AT THAT AND WHY THE REASONS-- LIKE THE ROOT CAUSE, RIGHT? MM-HMM.
YES, JUST AGAIN, REALLY, REALLY EXCITED TO SEE THAT OUR STUDENTS WITH DISABILITIES ARE FINALLY GETTING SUPPORTS, AND I'M HOPING TO CONTINUE TO SEE THIS THIS UPWARD TREND.
SO, KUDOS TO EVERYONE THAT'S WORKING ON THAT.
WHY DO YOU THINK THERE'S SIGNIFICANT DECREASE HERE? DR. MATNEY.
SO, WHEN YOU THINK ABOUT MATH AND MY COLLEAGUE MAGGIE GARDEA IS HERE AS WELL FROM THE CURRICULUM SIDE, BUT THIRD GRADE IS WHERE YOU START APPLYING SOME OF THOSE ADDITION MULTIPLICATION INTO THE LARGER APPLICATION PROBLEMS. SO, WE HEAR FROM THE READING SIDE, YOU GO FROM LEARNING TO READ TO READING TO LEARN, IN MATH YOU START SEEING THAT FLIP AS WELL INTO THE APPLICATION AND HAVING TO FIGURE OUT WHERE I HAVE TO APPLY ADDITION OR MULTIPLICATION OR SUBTRACTION.
AND SO, SOME OF IT-- AND GIVEN THAT THEIR FIRST AND SECOND GRADE YEARS WERE BOTH INTERRUPTED AND THOSE ARE SOME OF THOSE CORE FOUNDATION YEARS OF REALLY LEARNING THOSE FOUNDATIONAL ADDITION, TWO DIGIT ADDITION, SUBTRACTION, TWO DIGIT SUBTRACTION, COULD DEFINITELY HAVE IMPACTED IN WHY WE SEE THIS DECLINE HERE.
AND DR. MATNEY, YOU MENTIONED MAGGIE.
I'D LIKE TO HAVE BOTH MAGGIE AND OUR CHIEF ACADEMIC OFFICER, DR.
SHAWN BIRD, JUST TO COME UP TO THE FRONT ROW.
AND IF YOU GUYS WANT TO PROVIDE ANY ADDITIONAL INSIGHTS BEING THAT, ESPECIALLY DR.
BIRD, I DON'T THINK YOU GUYS HAVE HAD A CHANCE TO MEET HIM.
TOWARDS THE END OF THE MEETING, I WAS GOING TO OFFICIALLY INTRODUCE HIM AS WELL AS JEREMY GRANT-SKINNER, WHO, IF YOU WOULD RAISE YOUR HAND, JEREMY.
JEREMY IS OUR NEW CHIEF TALENT OFFICER AS WELL.
SO ANY INSIGHTS THAT SHAWN, MAGGIE THAT YOU HAVE, PLEASE FEEL FREE TO PROVIDE THOSE AT THIS TIME.
MATNEY SAID, MATH IS REALLY DIFFERENT FROM READING.
IN READING, YOU HAVE THE SAME TEKS THAT CYCLE OVER AND OVER, BUT AT DIFFERENT LEVELS AND DIFFERENT RIGOR.
FROM MATH, IT'S BUILDING BLOCKS.
AND SO IF THERE'S ONE BLOCK MISSING FROM THEIR LEARNING PROCESS, IT'S GOING TO HAVE A DOMINO EFFECT, GIVING HER EXAMPLE ABOUT MATH ADDITION AND SUBTRACTION.
THEY HAVE TO HAVE THAT CONCRETE EXPERIENCE IN WHICH THEY'RE ABLE TO MANIPULATE MATERIALS TO LEARN WHAT IS ADDING, WHAT IS SUBTRACTING, WHAT IS PUTTING TOGETHER, WHAT IS TAKING APART.
AND AS YOU GO FROM PRE-K TO KINDER.
KINDER, NOW THEY'RE REALLY DIGGING DEEP INTO WHAT IS ADDITION.
WHEN THEY GET TO FIRST GRADE, NOW THEY'RE WORKING WITH PROBLEM SOLVING.
WHAT DOES IT LOOK LIKE WHEN WE'RE PUTTING IT INTO WORDS? BUT AT FIRST GRADE, THEY'RE ONLY WORKING UP TO 20, THE NUMBER 20, WHEN YOU GET TO SECOND AND THIRD, IT'S GOING TO MULTIPLY.
NOW THEY'RE WORKING UP TO A THOUSAND.
BUT NOT ONLY ARE THEY WORKING ON PROBLEM SOLVING, NOW WE'RE ADDING PLACE VALUE.
AND SO AS YOU CAN SEE, AS YOU START MOVING UP INTO THE GRADE LEVELS, IT'S STILL ADDITION AND SUBTRACTION.
BUT NOW YOU'RE ADDING SO MANY COMPONENTS TO IT THAT IT'S GETTING MORE DIFFICULT.
IF THEY DO NOT HAVE THAT EXPERIENCE, THAT CONCRETE EXPERIENCE IN PRE-K, IT'S GOING TO BE A BIG BLOCK FOR THEM TO REALLY GET TO THE LEVEL IN THIRD AND FOURTH GRADE THAT THEY NEED TO BE.
AND BY THE WAY, AND FOURTH AND FIFTH GRADE NOW THEY'RE DOING DECIMALS.
ADDING AND SUBTRACTING DECIMALS.
SO YOU CAN SEE ANYWHERE THROUGH THAT PATH, IF THERE'S A LAPSE OR THE STUDENT DOES NOT PICK UP THOSE STRATEGIES AT THE LEVEL THAT THEY NEED TO, THEY'RE NOT GOING TO BE SUCCESSFUL OR IT'S GOING TO BE A STRUGGLE FOR THEM TO BE SUCCESSFUL IN THE UPPER GRADES.
OK, THAT'S HELPFUL, THANK YOU.
ON SLIDE 17, Y'ALL MENTIONED THE HB3 MATH ACADEMY, IS THAT SIMILAR TO LIKE THE READING ACADEMIES? CAN YOU EXPLAIN? IT IS THAT IT'S REQUIRED UNDER HB THREE, BUT IT'S NOT THAT IT'S MANDATED FOR
[00:35:02]
TEACHERS.HB THREE ONLY REQUIRES THAT DISTRICTS IDENTIFY STRUGGLING SCHOOLS USING DATA AND TO PROVIDE ADDITIONAL SUPPORT, AND WE HAVE DONE THAT IN COLLABORATION WITH THE AREA OFFICES.
AND THEN THAT SUPPORT IS-- SO THE SUPPORT ISN'T MANDATED, EITHER, IT'S JUST IDENTIFYING? WELL IT'S BOTH.
IT'S IDENTIFYING AND PROVIDING SUPPORT.
WE ACTUALLY HAVE MATH ACADEMY TDSS THAT ARE DISPATCHED SPECIFICALLY TO THOSE IDENTIFIED CAMPUSES.
BUT WE DON'T JUST STOP THERE BECAUSE WE KNOW THE MATH ACADEMY FRAMEWORK FOCUSES ON THOSE KEY SKILLS THAT WE KNOW ARE WHERE OUR STUDENTS STRUGGLE, WHICH IS PROBLEM SOLVING, NUMBER FLUENCY, AND NUMBER RECOGNITION OR NUMBER SENSE.
WE PROVIDE PROFESSIONAL DEVELOPMENT AROUND THAT, SO WE'RE NOT ONLY PROVIDING IT FOR THOSE CAMPUSES, WE'RE PROVIDING IT DISTRICT WIDE.
SO, CAN YOU ELABORATE WHAT HIGH QUALITY PROFESSIONAL LEARNING IS? SURE.
BIRD, IF YOU DON'T MIND COMING UP AND ADDRESSING THAT, I'D APPRECIATE IT.
SO, WE ARE LOOKING RIGHT NOW AS WE GO THROUGH OUR STRATEGIC PLANNING PROCESS ABOUT HOW WE'RE WORKING TOGETHER WITH THE SCHOOLS OFFICE TO SUPPORT SCHOOLS IN A MORE EFFECTIVE WAY.
SO, THAT IS THE ACADEMIC TEAM WILL BE WORKING VERY CLOSELY WITH THE SCHOOL SUPPORT OFFICERS AND THE ASSISTANT SUPERINTENDENTS TO REALLY VISIT SCHOOLS TOGETHER TO OBSERVE MATH CLASSROOMS, ALL CLASSROOMS, BUT IN THIS CONTEXT, MATH CLASSROOMS. AND THEN, YOU KNOW, BRING THE INFORMATION THAT WE'RE COLLECTING BACK SO THAT WE CAN REALIGN OUR PROFESSIONAL DEVELOPMENT OFFERINGS FOR TEACHERS.
SO, THAT'S AN ONGOING PROCESS, BUT, YOU KNOW, WE'RE GOING TO BE ABLE TO UNDERSTAND THE PROBLEMS WHEN WE GO TOGETHER TO OBSERVE WITH THE SCHOOL SUPPORT OFFICERS AND THE ACADEMIC TDSS AND THE ACADEMIC PEOPLE SO THAT WE CAN, YOU KNOW, FORMULATE A PLAN THAT IS SPECIFIC TO EACH CAMPUS.
EVERY CAMPUS IS GOING TO HAVE DIFFERENT NEEDS, BUT WE PROBABLY WILL FIND SOME COMMON ISSUES WHEN WE LOOK AT THE DATA.
WE'LL FIND SOME COMMON PRACTICES THAT ARE HAPPENING IN SCHOOLS AND THEN CAN COME BACK AND CREATE A PLAN TO PROVIDE PROFESSIONAL DEVELOPMENT FOR TEACHERS.
THAT WILL INFORM OUR PROFESSIONAL DEVELOPMENT PLANS.
SO, THIS IS PROFESSIONAL LEARNING FOR HATTIE MAE WHITE, NOT FOR OUR KIDS? WELL, FOR TEACHERS THAT ARE TEACHING OUR STUDENTS.
SO, WHEN YOU TALK ABOUT THE DIFFERENCE BETWEEN WHAT YOU'RE LOOKING FOR IN PROFESSIONAL DEVELOPMENT WITH THE REDESIGNED MATHEMATICS UNIT PLANNING GUIDE, HOW IS THAT DIFFERENT FROM THE UNIVERSAL LEARNING DESIGN? DR. CRUZ, YOU REMEMBER? THE KURZWEIL THAT WE WERE USING.
SO, THE-- I'M NOT FAMILIAR WITH THE [INAUDIBLE] MATHEMATICS [INAUDIBLE] LINGO, BUT I'LL LET MAGGIE TALK ABOUT THAT.
AND LET ME PIGGYBACK MY SECOND QUESTION TO THAT, BECAUSE IT MIGHT SEGUE INTO YOUR EXPLANATION.
IS THIS FOR EVERY GRADE LEVEL YOU TALKED ABOUT? THE CONCRETE IN PRE-K AND KINDERGARTEN, FIRST GRADE.
HOW IS THIS MATHEMATICS UNIT PLANNING GUIDE USED AT EVERY GRADE LEVEL? SO SIMILAR TO WHAT WE DID IN READING WHERE WE HAD THE RECOVERY LESSONS, WE DID THE SAME THING FOR MATH BECAUSE IT IS A BUILDING PROCESS AND MAKING SURE THAT THE STUDENTS ARE ABLE TO MASTER THAT TEKS FOR THAT SPECIFIC GRADE LEVEL.
WE WERE VERY INTENTIONAL, MORE SO WITH MATH IN MAKING SURE THAT WE HAD THAT SKILL, THAT PREREQUISITE SKILL BUILT INTO THAT GRADE LEVEL, FOR EXAMPLE, THIRD GRADE FOR MATH, FOR ADDITION AND SUBTRACTION.
WE MADE SURE THAT WE WENT BACK AND WE SAW WHAT WAS THE TEKS THAT THEY NEEDED TO HAVE MASTERED IN SECOND GRADE TO BE SUCCESSFUL IN THE THIRD GRADE TEKS.
SO WE DESIGNED MINI LESSONS AROUND THAT, BUT NOT ONLY JUST MINI LESSONS.
WE ALSO DESIGNED WORKSTATIONS, AND RESOURCES AROUND IT.
BUT IN REGARDS TO THE PROFESSIONAL DEVELOPMENT.
SO, WHEN WE'RE MEETING WITH THIRD GRADE TEACHERS AND SAYING, HERE'S THE TEKS, THE GUESS WHAT THIS IS WHAT YOU HAVE TO TEACH IN SECOND GRADE TO BE ABLE TO HAVE YOUR STUDENTS MASTER THIS BECAUSE A LOT OF TIMES GRADE LEVEL TEACHERS DON'T KNOW HOW TO TEACH THAT TEKS AT A LOWER LEVEL.
SO WE'RE VERY INTENTIONAL IN OUR PROFESSIONAL DEVELOPMENT.
MAKE SURE THAT THEY UNDERSTAND HOW IT'S TAUGHT IN THE PREVIOUS GRADE LEVEL AND HOW TO TEACH IT IN THAT GRADE LEVEL.
OK, SO THE DIFFERENCE BETWEEN THIS-- WHERE'S THIS COMING FROM AS FAR AS THE FUNDING SOURCE THAT WE'RE USING TO GUIDE THIS PROFESSIONAL DEVELOPMENT AND IS IT THE SAME FUNDING SOURCE THAT WE TALKED ABOUT WITH THE UDL? I JUST DON'T WANT TO DOUBLE SPEND, RIGHT? GO AHEAD, MAGGIE.
SO IT'S NOT ANY ADDITIONAL FUNDING FOR THIS.
THIS IS JUST PART OF THE WORK THAT WE DO AS A CURRICULUM DEPARTMENT FOR HISD.
[00:40:01]
AND THEN ONE MORE QUESTION HOW ARE WE ACCOUNTING FOR COVID WHEN YOU'RE WALKING INTO CLASSROOMS NOW WITH THAT LEARNING LOSS? BECAUSE THE TEKS THAT YOU'RE REFERENCING ARE TEKS THAT THEY WERE BEHIND IN 2020, 2019 LIKE.SO WOULDN'T IT BE A LITTLE FURTHER BEHIND IF WE'RE TALKING ABOUT A LEARNING LOSS? SO WHAT WE'RE TALKING ABOUT.
SO IF I'M A THIRD GRADE TEACHER, MY CURRICULUM, MY UPG GUIDE, SHOWS ME WHAT THAT TEKS SHOULD HAVE BEEN TAUGHT AND HOW IT SHOULD HAVE BEEN TAUGHT IN SECOND GRADE.
BUT BECAUSE TEACHERS HAVE ACCESS TO ALL OUR CURRICULUM DOCUMENTS, THEY'RE ACTUALLY ABLE TO GO BACK TO SECOND GRADE AND SEE WHAT THAT FIRST GRADE TEKS LOOK LIKE OR EVEN ACCESS TO FIRST GRADE TEKS.
BECAUSE IF THERE'S A GAP AND THE STUDENT IN THIRD GRADE, ISN'T AT A SECOND GRADER, SECOND GRADE LEVEL, [INAUDIBLE] AT FIRST THEY ACTUALLY HAVE THOSE DOCUMENTS THAT THEY CAN GO BACK TO.
BUT WHAT WE ALSO HAVE DONE AS A CURRICULUM DEPARTMENT, WE ADDED AN ADDITIONAL UDL RESOURCE OR GUIDE THAT GOES HAND IN HAND WITH OUR UPG.
SO TEACHERS ARE GIVEN STRATEGIES ON HOW TO PRESENT THE INFORMATION TO THE STUDENTS AND GIVE THEM THE OPPORTUNITY OF DIFFERENT WAYS, A VARIETY OF WAYS OF RESPONDING.
SO THE TEKS THAT YOU'RE FRAMING THIS AROUND, IS IT THE RENAISSANCE 360 TEKS OR ARE WE DOING THIS? HOW-- SO ARE WE TEACHING TO THE RENAISSANCE 360 NOW IS WHAT I'M ASKING? NO, MA'AM, WE'RE NOT.
WE'RE TEACHING TO THE TEXAS STANDARDS.
I'M SPEAKING IT INTO EXISTENCE.
YOU'RE GOING TO GET YOUR DOCTORATES DEGREE.
BUT SO BECAUSE OF THE RISE IN COVID NUMBERS AND THE TESTING SHORTAGE THAT WE'VE HAD THROUGHOUT THE CITY.
WELL, THE TEACHERS TO BE ABLE TO WORK REMOTELY ON JUNE 18TH [INAUDIBLE] THEIR PROFESSIONAL DEVELOPMENT.
AND ACTUALLY WHERE IT [INAUDIBLE] SOMETHING SOMETHING I WAS GOING TO TALK A LITTLE BIT ABOUT TOWARDS THE END OF THE MEETING.
WE HAVE WORKED CLOSELY WITH BOTH THE CITY AS WELL AS SOME OF OUR OTHER LEGISLATORS TO ENSURE THAT WE INCREASE THE AMOUNT OF TESTING.
SO NOW WE'RE ABLE TO TEST ABOUT 35000 PEOPLE A DAY, NOT TO MENTION WITH WHAT WE'RE DOING AT OUR SCHOOLS AT ABOUT 80-85 PERCENT OF OUR SCHOOLS, WE'RE STARTING TESTING.
BUT I'LL TALK ABOUT KIND OF THE WHEN, THE WHERE OF THE SCHEDULE.
SO WE'VE INCREASED THAT EVEN ON OUR CAMPUSES FOR STUDENT AND STAFF.
SO, THEY HAVE TO COME IN TO WORK REMOTELY ON JUNE-- ON JANUARY 18.
THE PLAN IS NOT TO WORK REMOTELY.
THE PLAN IS TO CONTINUE THE PATH OF EDUCATING OUR KIDS INSIDE OF OUR BUILDING, SOMETHING THAT I ACTUALLY TALKED ABOUT TODAY IN THE PRESS CONFERENCE.
WE-- AND I'LL TALK ABOUT THE ABSENCES AND KIND OF HOW THAT'S MOVING FORWARD.
WE'LL LOOK AT SCHOOLS ON A SCHOOL BY SCHOOL BASIS IN REFERENCE TO THE ISSUES.
SO THE PLAN IS NOT TO MOVE FORWARD WITH ANY ADDITIONAL REMOTE DAYS UNLESS THE HEALTH DEPARTMENT COMES IN AND SAYS THIS IS NOT HEALTHY TO DO, YOU HAVE TO SLOW DOWN, SLOW THE PACE AND GO REMOTELY AND THAT HASN'T OCCURRED AS OF YET.
I'M GOING TO RESERVE MY QUESTIONS FOR THE NEXT ROUND.
FIRST, I WANT TO START WITH THE LAST PAGE, WHICH WAS THE SUPERINTENDENT'S RESPONSE.
AND I WANT TO THANK YOU MR. HOUSE FOR THE IMPROVED QUALITY OF THESE RESPONSES BECAUSE AS I WENT THROUGH THE DATA AND I WAS WRITING DOWN MY QUESTIONS AND I GET TO THE LAST PAGE, I'M LIKE, OH, A WHOLE BUNCH OF MY QUESTIONS WERE JUST ANSWERED.
SO THANK YOU FOR YOUR THOUGHT THAT YOU PUT INTO THAT.
AND LET ME-- SORRY, I'M TRYING TO LEARN THE NEW TECHNOLOGY WITHOUT PAPER, SO I CAN'T FLIP AROUND.
SO I'M GOING TO DO MY BEST SINCE THIS IS GONE QUIET.
YOU'VE MENTIONED SIGNIFICANT DECLINES IN MATH PERFORMANCE, SO MY QUESTION TO THAT IS WHO IS DOING BETTER AND WHO IS DOING WORSE? LIKE WHAT GROUPS OF STUDENTS? DR. MATNEY.
SO THE EXAMPLE THAT I GAVE ABOUT THE MALE FEMALE GAP WAS REALLY A NEW ONE FOR US.
AND SO BEING ABLE TO WATCH THAT AND MONITOR THAT, OF COURSE, AFTER NEXT WEEK, Y'ALL WILL BE GETTING THE BY CAMPUS.
SO YOU'LL BE ABLE TO SEE KIND OF WHERE SOME OF OUR SHINING SPOTS ARE.
YOU KNOW, WE'RE NOT OVERLY THRILLED WITH ANY OF IT.
IT'S, YOU KNOW, EVEN THE ONES THAT ARE DOING BETTER ARE NOT IMPROVING AS MUCH AS WE WOULD LIKE FOR THE STUDENT GROUPS TO IMPROVE.
AND SO WHAT WE WANT TO DO IS REALLY KIND OF RAISE THE FLOOR FOR EVERYBODY TO MAKE SURE THAT THEY'RE ALL MOVING UP, BUT THAT ONE, WE HIGHLIGHTED THAT ONE GENDER GAP BECAUSE IT REALLY WAS SOMETHING THAT STUCK OUT SET OUT TO US AS AN ANOMALY.
SO, WHAT I THINK I'M HEARING AND YOUR RESPONSE IS EVERYBODY DECLINED EQUALLY?
[00:45:10]
EVERYBODY SAW A DECLINE OR STAYED THE SAME COMMISERATE WITH WHAT WE'VE SEEN HISTORICALLY FOR THOSE STUDENT GROUPS.SO WE DIDN'T SEE IN A STUDENT GROUP DECLINE GREATER THAN WHAT THEY NORMALLY WERE BEHIND.
OK, SO IT'S ALL I GUESS IT'S REALLY, I THINK IN MY HEAD WHAT MY QUESTION RELATED TO.
EACH GROUP PROPORTIONATELY DECLINED SIMILARLY TO WHAT THE DIFFERENCES WERE PRE-COVID? CORRECT.
DO YOU KNOW WHY? AND THEN TO THE DECLINE THAT YOU'VE NOTICED IN THAT ONE MEASURE WAS JUST FEMALES? DO YOU KNOW WHY? NO.
IS IT CERTAIN CAMPUSES? IS IT CERTAIN PROGRAMS? THAT'S NOT AN ANSWER THAT WE HAVE RIGHT NOW? OKAY.
BUT YOU'RE ASKING THE QUESTION AND LOOKING FOR AN ANSWER.
AND THEN, IS THERE ANYTHING THAT'S BEEN LEARNED, YOU KNOW, AND I KEEP ASKING A SIMILAR QUESTION EVERY MONTH.
YOU KNOW, ALL OF OUR KIDS ARE BACK IN PERSON.
SOME WERE VIRTUAL ALL OF LAST YEAR, SOME WERE VIRTUAL, SOME OF LAST YEAR, SOME CAME BACK IN PERSON AFTER THAT FIRST SIX WEEKS FOR THE REMAINDER OF THE YEAR.
IS THERE ANYTHING THAT YOU'RE NOTICING OF PATTERNS BETWEEN THOSE ESSENTIALLY THREE POPULATIONS OF KIDS, THE KIDS WHO ARE COMPLETELY VIRTUAL, PARTIALLY VIRTUAL AND NOT VIRTUAL, EXCEPT FOR, AGAIN, THE FIRST SIX WEEKS THAT IS INFORMING LIKE HERE WERE SOME BEST PRACTICES OR THINGS THAT MAYBE YOU HAD ALREADY PUT IN PLACE THAT YOU FOUND ACTUALLY WERE ACHIEVING RESULTS LAST YEAR? DR. MATNEY.
WE HAVEN'T REALLY DONE, YOU KNOW, THIS WAS A TOPIC OF CONVERSATION, OF COURSE, IN A RESEARCH DEPARTMENT AT THE ONSET OF THE PANDEMIC.
WHAT MAKES THIS UNIQUE IS WE DIDN'T SET OUT IN THIS PANDEMIC JOURNEY AS SETTING IT UP AS A RESEARCH PROJECT, SO EVERYBODY STAYED HOME FOR THEIR OWN PERSONAL REASONS OR WENT BACK TO SCHOOL FOR THEIR OWN PERSONAL REASONS.
WE REALLY HAVEN'T FOUND A PORTRAIT OF AN IN-PERSON LEARNER OR A PORTRAIT OF AN AT HOME LEARNER.
YOU KNOW, WE SAW THE 12TH GRADERS HAVE THE HIGHEST PERCENT OF AT HOME AND PRE-K STUDENTS HAVE THE HIGHEST PERCENT OF IN-PERSON AND IT WAS AN EVEN LINE ALL THE WAY UP.
SO, YOU KNOW, THAT WAS REALLY THE ONLY THING.
AND SO WITHOUT SETTING IT UP AS A RESEARCH PROJECT OR EXPERIMENT, WE HAVEN'T REALLY CONTINUED WITH REALLY ANALYZING WHICH ONE WAS BETTER OR WORSE BECAUSE WE HOPE NEVER TO HAVE TO DO IT AGAIN, NOT WHICH IS BETTER OR WORSE.
BUT WERE THERE PRACTICES FOR THE IN-PERSON KIDS THAT YOU FOUND SUCCESS WITH IT, NOW YOU NEED TO MAINTAIN AND REPLICATE OR SCALE? THAT'S WHERE I'M GOING WITH THAT QUESTION, BUT MY TIME IS UP, SO I WILL WAIT FOR NEXT ROUND.
THANK YOU FOR THE PRESENTATION.
WITH RESPECT TO THE MATHEMATICS UPG, WHEN DO YOU PLAN TO IMPLEMENT THAT SUPPORT SYSTEM? [INAUDIBLE].
THAT'S CURRENTLY IN OUR DOCUMENTS RIGHT NOW, WE STARTED WITH THAT INTENTION OVER THE SUMMER AND STARTED CREATING THOSE DOCUMENTS SO THOSE CAN BE FOUND CURRENTLY.
BUT ARE THEY IN THE SCHOOL SYSTEM? HAVE THESE MEASURES, THE RECOVERY DAYS, THE MINI LESSONS AND ALL OF THAT, HAS THAT BEEN PLACED IN THE SCHOOLS ALREADY? THOSE ARE IN OUR CURRICULUM DOCUMENTS, AND THOSE ARE THE CURRICULUM DOCUMENTS THAT TEACHERS SHOULD BE FOLLOWING.
OK, SO THEY SHOULD BE FOLLOWING THEM.
DO WE KNOW WHICH SCHOOLS ARE FOLLOWING THEM AND WHICH SCHOOLS ARE NOT? AND THAT'S A PART OF WHAT OUR SCHOOLS OFFICE FOCUSES ON IS ENSURING THAT NUMBER ONE, THAT THE SUPPORTS ARE THERE.
NUMBER TWO, FROM AN ACCOUNTABILITY STANDPOINT, WHAT'S HAPPENING IN THE CLASSROOM THAT GOES ALL THE WAY DOWN TO THE PRINCIPALSHIP AS WELL AND THE OBSERVATIONS THAT ARE HAPPENING.
DR. WATTS IS, OF COURSE, RESPONSIBLE FOR OUR SCHOOLS OFFICE AND WHAT'S HAPPENING.
SHE'S RALLYING THOSE TROOPS TO ENSURE THAT THE PRACTICES THAT ARE BEING FOCUSED ON ARE PRACTICES REGARDLESS OF WHAT'S BEING UTILIZED, BUT THE PRACTICES ARE BEING EXECUTED.
AND SO WE WOULD BE ABLE TO GET SOME DATA ON WHO'S EXECUTING AND WHO-- AND SO
[00:50:03]
THAT WE CAN SEE WHETHER OR NOT THIS IS ACTUALLY WORKING TO CLOSE THE GAP.ONCE WE GET A GOOD IDEA OF WHO IS UTILIZING OUR DOCUMENTS WITH [INAUDIBLE] AND FOLLOWING OUR UNIT PLANNING GUIDE AS IT IS WRITTEN OUT, THEN YES, WE WOULD HAVE A BETTER IDEAS AS TO WHETHER OUR DOCUMENTS ARE WORKING OR NOT.
SO WE WOULD BE ABLE TO GET SOME DOCUMENTATION-- SOME DATA ON THAT AT SOME POINT, CORRECT? WE'D BE GLAD TO PROVIDE WHATEVER DATA IS AVAILABLE.
AND THE OTHER QUESTION I HAVE SUPERINTENDENT HOUSE WITH RESPECT TO THE 500 KIDS, WE'RE GOING TO BE HIRING-- PARTNERSHIP IF IEDUCATE.
HOW ARE WE GOING TO UTILIZE THOSE PARTICIPANTS, IF YOU WILL, BECAUSE I DON'T WANT TO SAY JUST CHILDREN, BECAUSE SOME OF THEM ARE COLLEGE STUDENTS, CORRECT? CORRECT.
AND ARE WE GOING TO BE UTILIZING THEM IN THIRD GRADE? HAVE YOU SET OUT WHERE YOU'RE GOING TO UTILIZE THOSE 500 STUDENTS? YES, I'LL LET DR.
CRUZ, OUR DEPUTY SUPERINTENDENT, TALK A LITTLE BIT ABOUT THAT PLAN AND THE EXECUTION IN DIFFERENT LEVELS THAT WE PLAN TO UTILIZE THOSE STUDENTS.
TRUSTEE GUIDRY, WE'RE SUPER EXCITED ABOUT OUR PARTNERSHIP WITH IEDUCATE IN THE CORE OF THE 500 INTERNS THAT WERE AIMING TO HIRE.
SO, IT'S BEEN DECIDED THAT WE'RE GOING TO FOCUS ON ELEMENTARY SCHOOLS.
WE KNOW THAT THAT'S THE AREA WHERE THERE'S A LOT OF NEED.
AND ALSO MANY OF THE STUDENTS, OF COURSE, ARE COLLEGE STUDENTS AND HIGH SCHOOL STUDENTS.
SO WE THOUGHT IT'D BE A GOOD START AND THEY'LL BE DEPLOYED TO CAMPUSES AND WITH STUDENT POPULATIONS THAT HAVE EXPERIENCED THE GREATEST GROWTH AND THEY'LL BE PAIRED WITH TEACHERS AT THOSE CAMPUSES.
SO THE IDEA IS THAT THEY'RE GOING TO ACTUALLY BE UNDER THE SUPPORT OF A TENURED TEACHER.
AND REALLY, WE'RE SEEING THIS AS NOT ONLY DIRECT BENEFIT FOR THE STUDENTS IN TERMS OF THE [INAUDIBLE] THEY'RE GOING TO GET, BUT THIS IS ALSO POTENTIALLY A PIPELINE OF FUTURE TEACHERS FOR US.
SO WE'RE VERY, VERY EXCITED ABOUT THAT.
[INAUDIBLE] TO GET THE SHORT ANSWER TO YOUR QUESTION, IS THERE GOING TO BE DEPLOYED ELEMENTARY SCHOOLS AND TO THE STUDENTS THAT NEED THEM THE MOST.
SUPERINTENDENT HOUSE, I HEARD THE VERBIAGE YOU USED RAISING THE FLOOR AND OBVIOUSLY WE WANT TO CLOSE THE GAP WITH THE LEARNING LOSS.
AND IF I CAN USE [INAUDIBLE] REFERENCE, WE TALK ABOUT THE NEXT STEPS THAT WE'RE GOING TO UTILIZE.
BUT I WANT TO KNOW SPECIFICALLY LIKE ON SLIDE SIX.
ON SLIDE SIX, WE TALK ABOUT SPECIFICALLY THE SPANISH ONLY PERCENTILE OF STUDENTS.
IN SLIDE 10, WE TALK ABOUT THE SPANISH ONLY PERCENTILE STUDENTS FOR SECOND GRADE MATH AND MATH STUDENTS.
SO MY QUESTION IS IF YOU GO TO PACKAGE PAGE 27 AND 29 AND 30.
I DON'T KNOW WHAT SLIDE IT IS, [INAUDIBLE] PACKET PAGE 27, 29 AND 30.
IT'S PAGE 13, I BELIEVE IT IS.
AND I'M WAITING BECAUSE I WANT-- OK, [INAUDIBLE] THAT'S NOT IT.
13, I'M LOOKING AT PACKAGE PAGE 38 UNDER GOAL MONITORING.
SPECIFICALLY, YES, PACKET PAGE 38.
OK, WELL, WHEN I LOOK AT THE RESEARCH, LET ME JUST SAY THIS, WHEN I LOOK AT THE GOAL MONITORING THE RESEARCH, IN 2017 THROUGH 19, OBVIOUSLY THE GAP BETWEEN AFRICAN-AMERICAN STUDENTS AND HISPANIC STUDENTS WAS LIKE 13 PERCENTAGE POINTS.
AND SO AS WE TALK ABOUT THE DIFFERENCE IN SLIDE SIX AND THE SPECIALTY, AND THAT THAT'S NEEDED FOR THE SPANISH TESTERS AND THE SPANISH ONLY STUDENTS, MY QUESTION IS WHAT ARE THE PLANS OR HOW HAVE YOU IDENTIFIED CLOSING THE GAP BETWEEN AFRICAN-AMERICAN STUDENTS AND SPANISH STUDENTS? AND THE REASON WHY I'M ASKING THAT QUESTION? WELL, OBVIOUSLY, THE REASON WHY I'M ASKING IS BECAUSE IN THIS DATA, IT SHOWS FOR THE-- I'M LOOKING AT.
THE AFRICAN-AMERICAN STUDENTS IN 2017, THE END OF YEAR, THEY WERE AT 51 PERCENT, 2018 AND 19, THEY WERE AT 51 PERCENT AND HISPANICS KIDS WERE AT 73 PERCENT AND 71 PERCENT, AND THE WHITE KIDS WERE AT 89 PERCENT AND 89 PERCENT.
I WANT TO KNOW SPECIFICALLY, HAVE YOU IDENTIFIED WHAT PROCESSES YOU'RE GOING TO
[00:55:04]
USE TO CLOSE THAT GAP? FIRST, TO RAISE THAT FLOOR, AS WAS STATED BETWEEN THE AFRICAN-AMERICAN KIDS AND THE HISPANIC KIDS IN ORDER TO RAISE THEM UP TO AT LEAST BE ON-- CLOSE THAT GAP BETWEEN THE TWO OF THEM AND-- BECAUSE OBVIOUSLY, IT'S NOT GOING TO BE-- IT'S NOT BECAUSE THEY CAN'T SPEAK ENGLISH, IT'S GOING TO BE A PHONICS TYPE SITUATION IN MOST CASES, BUT I JUST NEED TO KNOW A PLAN.WE CAN'T KEEP KICKING THE CAN DOWN THE ROAD WHEN THAT GAP OBVIOUSLY STARTS FROM 2017, 18, 19 THROUGH 21 AND STILL ANYWHERE FROM 13 TO 15 POINTS DIFFERENCE.
SO I WANT TO KNOW SPECIFICALLY WHAT THAT PROCESS IS GOING TO BE TO CLOSE-- SPEAKERS] TRUSTEE BLUEFORD-DANIELS, I THINK THAT'S A PART OF WHERE WE'RE GOING WITH NOT ONLY OUR HIGHEST NEED SCHOOLS, OUR LOWEST PERFORMING SCHOOLS, BUT SCHOOLS AS A WHOLE.
WE'RE DIGGING INTO THE STRATEGIC WORK NOW AND WE'RE GETTING VERY CLOSE.
A BIG PART OF THAT CONVERSATION AND STARTING-- GOING TO BE STARTING INDIVIDUALLY WITH YOU ALL ON WEDNESDAY.
AND WE HAVE GOTTEN VERY CLOSE, VERY, VERY CLOSE.
WE KNOW WE SAID MARCH, BUT WE'RE LOOKING TO HAVE A SKELETON OF WHAT THAT LOOKS LIKE CLOSER TO THE END OF THIS MONTH.
WE'LL START SOME OF THOSE CONVERSATIONS WITH YOU, BUT THERE'S SOME BIG ITEMS THAT WE NEED TO TALK TO YOU ALL INDIVIDUALLY ABOUT FIRST.
BUT I'M VERY SECURE THAT WE HAVE A BOLD PLAN IN PLACE THAT WE'RE BUILDING THAT WILL HELP TO ACCOMPLISH WHAT YOU'RE TALKING ABOUT IN TERMS OF THE DEFICIT IN THE GAPS BETWEEN ALL OF OUR DIFFERENT SUBGROUPS OF STUDENTS.
AND I APPRECIATE THAT BECAUSE OBVIOUSLY IT'S BEEN THERE FOR A LONG TIME AND WE CANNOT CONTINUE TO LET IT FESTER BECAUSE WE'RE NOT GOING TO KEEP RAISING CERTAIN GROUPS FOR A PATHWAY TO THE PENITENTIARY AND NOT HAVE THEM UNDERSTAND JUST BASIC READING SKILLS.
SO WE'VE GOT TO FIND COLLECTIVELY WHAT PROCESSES WE'RE GOING TO USE TO MINIMIZE THAT IMPACT OR TO CLOSE THAT GAP.
ONE QUESTION OF CLARIFICATION.
YOU MENTIONED-- ONE OF Y'ALL USED THE ACRONYM UDL.
WHAT DOES THAT MEAN? UNIVERSAL DESIGN FOR LEARNING.
THANK YOU, BECAUSE THE OTHER ACRONYM WAS SPELLED OUT HERE, AND I JUST WANT TO MAKE SURE WE KNEW-- UNIVERSAL DESIGN FOR LEARNING.
PAGE 17 OF THE PRESENTATION YOU LIST SOME STRATEGIES THAT YOU'RE IMPLEMENTING TO ADDRESS THESE, YOU KNOW, AS YOUR NEXT STEPS.
HOW ARE YOU GOING TO EVALUATE THE EFFECTIVENESS OF THE INPUTS AND STRATEGIES THAT YOU'RE PUTTING IN PLACE? DR.
SO IT GOES BEYOND JUST HERE AT THE BOARD TABLE.
SO THESE ARE OBVIOUSLY NOT A COMPREHENSIVE LIST.
THESE ARE SOME OF THE HEAVY LIFTS, MOST HIGH LEVERAGE AREAS THAT WE'RE WORKING ON.
AND SO IT BEGINS WITH WHAT WERE THE GOALS, WHAT WAS THE INTENT OF WHATEVER PROFESSIONAL LEARNING PIECE IT WAS.
SO LET'S TAKE THE HOUSE BILL THREE MATH ACADEMY FRAMEWORK.
WHAT WE WANT TO DO IS LOOK AT WHAT WERE THE GOALS, WHAT WERE THEY FOCUSED ON? WERE THEY FOCUSED ON CERTAIN TEKS, WHERE THEY FOCUSED ON CERTAIN LESSONS AND THEN USING THE DATA ALONG THE WAY TO SEE DID THOSE CAMPUSES MAKE HIGHER GAINS WITH EVERY STUDENT GROUP, NOT JUST ONE OR TWO, BUT EVERY STUDENT GROUP ACROSS THE BOARD IN COMPARISON TO ONES THAT WERE NOT PART OF THE MATH ACADEMY FRAMEWORK.
AND SO LOOKING AT THE REDESIGN MATH UNIT PLANNING GUIDE, WHAT WE ANTICIPATE SEEING IS THOSE TEKS AREAS THAT WE KNOW HAVE TYPICALLY WE'VE STRUGGLED WITH STUDENTS, STRUGGLED WITH THEM, POSSIBLY LAST YEAR, KNOWING THAT THOSE GUIDES HAVE BOLSTERED THAT ALIGNMENT WITH LOOKING AT FIRST GRADE TO SECOND GRADE TO THIRD GRADE.
I'M GOING BACK AND MEASURING, MAKING SURE THAT WE DO SEE THE RESULTS.
SO IT HAPPENS IN OFFICES, IT HAPPENS HERE AT THE DAIS, IT HAPPENS AT CAMPUSES ARE DATA DRIVEN INSTRUCTIONAL SPECIALISTS GO OUT THERE AND HELP CAMPUSES LOOK AT THOSE THINGS.
SO, REALLY KNOWING WHAT THE TARGET IS AND PULLING OUR DATA IN ON THE BACK END.
AND I THINK, TELL ME IF THIS IS A CORRECT SORT OF WAY OF FRAMING IT AT THIS POINT, EVEN THOUGH THESE GOALS THAT WERE MONITORING HAD A BASELINE, THAT'S A COUPLE OF YEARS AGO, PRE-COVID, IN MANY WAYS, FROM A FUNCTIONAL STANDPOINT OF WHERE ARE WE AND HOW DO WE MAKE A PLAN MOVING FORWARD? YOU KNOW, THE STRATEGIC PLAN YOU KEEP TELLING US ABOUT THAT WILL BE SEEING SOON.
YOU'RE NOT, IN THIS MOMENT IN THESE PRESENTATIONS, THE STRATEGIES HAVEN'T BEEN COMPLETELY
[01:00:01]
FLESHED OUT THAT WILL COME WITH THE STRATEGIC PLAN AND WHAT WE CAN EXPECT AFTER THAT STRATEGIC PLAN IS ROLLED OUT IS MORE NUANCED INFORMATION IN THESE REPORTS OF OK HERE IN THE STRATEGIC PLAN, THESE ARE THE THINGS THAT I TOLD YOU THAT WE WERE GOING TO PUT IN PLACE TO ADDRESS THIS ROOT CAUSE THAT WAS LEADING TO THIS DATA AND HOW IT'S ACTUALLY PLAYING OUT.AND THAT I WOULD EXPECT THEN WE WOULD HEAR A LITTLE MORE OF THAT IN THESE CONVERSATIONS DOWN THE ROAD.
WOULD THAT BE A CORRECT [INAUDIBLE]? AGREED.
BECAUSE IT'S REAL EASY FOR US TO SIT HERE AND BE FRUSTRATED WITH THE DATA IS NOT WHERE WE THINK, YOU KNOW, BUT I'M UNDERSTANDING AND APPRECIATING WHY IS WHAT I THINK I'M TRYING TO GET AT.
AND THEN MY LAST QUESTION IS, YOU KNOW, AND I APOLOGIZE, I'M NOT GREAT WITH NAMES.
BUT IN THIS IDEA OF BLOCKING, MY QUESTION IS, YOU KNOW, WE'VE GOT THESE PRE-K KIDDOS.
THEY MISSED PRE-K, THEY MISSED KINDERGARTEN.
THEY'RE NOW IN FIRST GRADE, SO THEY'VE MISSED BLOCKS.
HOW ARE YOU IDENTIFYING AND ASSESSING INDIVIDUAL CHILDREN TO FILL IN THOSE MISSING BLOCKS? OR IS IT ALL OF THE KIDS IN FIRST GRADE ARE BEING FILLED IN THE MISSING BLOCKS FROM PRE-K? MAGGIE, YOU WANT TO SHARE JUST A LITTLE BIT ABOUT KIND OF THE GAPS AND MINI LESSONS THAT GO ALONG WITH FILLING SOME OF THOSE GAPS.
SO, BECAUSE WE ARE-- WE DO HAVE TO FOLLOW TEA GUIDELINES.
WE HAVE TO MAKE SURE THAT EACH CHILD IS RECEIVING ON GRADE LEVEL INSTRUCTION.
BUT WHEN WE'RE LOOKING AT THE PREREQUISITE, THE MINI LESSON REALLY TAKES IT DOWN TO THE OTHER LEVEL, LIKE THIS IS WHAT YOU SHOULD LEARN IN ORDER TO BE SUCCESSFUL ON THIS ONE, BUT IT DOESN'T STOP THERE.
WE ALSO PROVIDE THAT SUPPORT IN SMALL GROUP INSTRUCTION, SO WHERE THE TEACHER IS REALLY ABLE TO SIT DOWN WITH THOSE STUDENTS AND DIFFERENTIATE.
SO IF ONE STUDENT REALLY DIDN'T GET IT WHEN SHE DID OR HE DID THE MINI LESSON, THEN THAT'S ANOTHER OPPORTUNITY FOR THE TEACHER TO SIT DOWN AND DO THAT ONE ON ONE OR THAT SMALL GROUP INSTRUCTION AND SAY, OK, LET'S DIG DEEPER INTO THIS TEKS TO MAKE SURE THAT YOU'VE GOT A SOLID UNDERSTANDING.
I'M GOING TO FOLLOW UP ON SOME QUESTIONS THAT TRUSTEE GUIDRY WAS ASKING AND DR. CRUZ WAS ANSWERING ABOUT THE TUTORS.
SO, I KNOW THAT THE TUTORS WILL BE IN ELEMENTARY SCHOOLS, WHO WILL DECIDE WHAT GRADE LEVELS OF THE ELEMENTARY SCHOOLS THE TUTORS WILL BE FOCUSED ON? DR. CRUZ.
SO, IT'S NOT GOING TO BE A COOKIE CUTTER APPROACH.
IT'S GOING TO DEPEND ON THE SCHOOL.
IT'S A PARTNERSHIP WITH THE SCHOOL, THE CAMPUS TO IDENTIFY WHAT THEIR NEEDS ARE, WHAT GROUPS OF STUDENTS, WHAT GRADE LEVELS, ET CETERA.
SO, IT'S GOING TO JUST DEPEND ON THE NEEDS OF THE EXACT CAMPUSES, BUT IT IS DEFINITELY A COLLABORATION WITH THE SCHOOL BECAUSE WE ALSO WANT TO MAKE SURE THAT THE TUTORS THAT ARE PAIRED ARE GOOD FITS.
THAT THE CAMPUS HAS BOUGHT INTO THEM AND THAT THEY'RE SUPPORTING THEM.
IS THERE SOME WAY THAT WE CAN ENSURE THAT THEY'RE NOT ONLY USED FOR TESTING GRADE LEVELS? I FEEL LIKE THAT'S A VERY STRONG-- WHAT'S THE WORD THAT I'M LOOKING FOR, INCLINATION OF-- INCLINATION TO SET THE TUTORS TO ONLY TEST AND GRADE LEVELS THAT THEY ARE ACTUALLY LIKE, SPREAD OUT? DEFINITELY UNDERSTAND YOUR CONCERN, AND AGAIN, THE FOCUS IS REALLY ABOUT NEED AND NOT GRADE LEVEL.
YOU KNOW, FOR EXAMPLE, REGARDLESS OF WHETHER, YOU KNOW, WE'RE TALKING ABOUT FIRST, SECOND, THIRD, FOURTH GRADE, IF WE HAVE A STRONGER NEED WITH A PARTICULAR CHILD OR A PARTICULAR GRADE LEVEL, WE WANT TO ENSURE THAT, THAT EMPHASIS AND THAT SUPPORT IS PROVIDED THERE.
AND WE'RE NOT LOOKING AT, YOU KNOW, THIRD GRADERS BECAUSE WE KNOW THAT THAT'S A MAJOR, YOU KNOW, TESTING POINT.
AND THEN MY SECOND QUESTION IS THERE SOME TYPE OF PLAN IN THE FUTURE TO STREAMLINE THE [INAUDIBLE] PLANNING GUIDES AND MAKING SURE THAT MOST OF THE SCHOOLS ARE FOLLOWING THE UNIT PLANNING GUIDES IN HISD SO THAT WE HAVE BETTER DATA? MAGGIE, YOU WANT TO SHARE A LITTLE BIT ABOUT THE PLANNING GUIDE? ABSOLUTELY, WE WILL PROVIDE PROFESSIONAL DEVELOPMENT SO THAT TEACHERS HAVE A BETTER UNDERSTANDING OF WHAT THOSE PLANNING GUIDES ARE AND HOW TO WORK THROUGH THEM AND HOW TO USE THEM TO UTILIZE AND TO PLAN EFFECTIVE LESSONS.
ONCE THEY SEE THE VALUE OF IT, THEN THEY'RE ON BOARD [INAUDIBLE] TO MAKING THEIR LIFE EASIER.
BECAUSE A LOT OF TIMES YOU HAVE TEACHERS THAT GO ON THE INTERNET AND THEY'RE SEARCHING FOR DIFFERENT LESSONS.
IT'S IN OUR UNIT PLANNING GUIDE.
AND SO SOMETIMES IT'S JUST GETTING THEM TO UNDERSTAND HOW TO NAVIGATE THE SYSTEM AND PULL
[01:05:01]
THOSE LESSONS TO BE ABLE TO EFFECTIVELY PROVIDE OR TO DELIVER A LESSON TO THE STUDENTS.AND IT'S ABOUT BUILDING CAPACITY BEFORE YOU HAVE AN EXPECTATION.
SOMETIMES YOU CAN VARIOUSLY TELL SOMEBODY WHAT TO DO, BUT IF YOU HAVEN'T BUILT THE UNDERSTANDING, THE EXPECTATION AROUND IT, AND I THINK THAT'S, YOU KNOW, A PART OF WHAT MAGGIE'S TALKING ABOUT.
SO, WE WANT TO MAKE SURE THAT WE HAVE TO GO BACK TO WHAT TRUSTEE SANTOS TALKED ABOUT QUALITY PROFESSIONAL DEVELOPMENT AVAILABLE TO ENSURE THAT WE'RE BUILDING THAT UNDERSTANDING AND WE'RE BUILDING THAT INTEREST IN THAT EXCITEMENT TO ENSURE THAT THEY CAN DELIVER AND EXECUTE EXACTLY WHAT IT IS THAT WE'RE LOOKING FOR [INAUDIBLE].
THANK YOU, PRESIDENT ALLEN, MR. HOUSE.
SO TWO ISSUES THAT CONTINUALLY COME UP IN THE DISTRICT ONE TEACHER ADVISORY COMMITTEE IS THAT THE DATA COLLECTING THE BENCHMARKING IS INTERFERING WITH TEACHERS NEED TO PROVIDE MEANINGFUL INSTRUCTION TO HELP STUDENTS CATCH UP.
ALSO, WITH YOUR PROFESSIONAL DEVELOPMENT THAT YOU'RE GIVING, ARE YOU USING CURRENT EXEMPLARY TEACHERS THAT ARE UP TO DATE WITH TEACHING FOR LEARNING CONDITIONS THAT STUDENTS TEACHERS ARE CURRENTLY FACING? SURE, JUST WANT TO SHARE A LITTLE BIT ABOUT KIND OF PROFESSIONAL DEVELOPMENT AND THE WHO.
WE DO LOOK, FOR EXEMPLAR TEACHERS THAT ARE DELIVERING LESSONS AT THE LEVEL WHERE THE STUDENTS ARE ABLE TO CAPTURE THE KNOWLEDGE, ESPECIALLY WITH OUR PRE-KINDER.
WE REALLY UTILIZE A LOT OF TEACHERS TO ACTUALLY FILM AND PROVIDE PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS, AND WE ALWAYS KNOW THAT COLLEAGUES LEARN BETTER FROM THEMSELVES BECAUSE THEY'RE IN THE WORK.
AND SO SOMETIMES THEY'RE ABLE TO COMMUNICATE THE INFORMATION BETTER THAN WE ARE IN CENTRAL OFFICE.
BUT IF YOU MESSAGE IT THE RIGHT WAY THAT TEACHERS ARE ABLE TO INTERNALIZE IT.
SO WE ALWAYS TAKE EVERY OPPORTUNITY TO LOOK FOR THOSE EXEMPLAR TEACHERS AND WE SOMETIMES ASK IF WE CAN FILM THEM.
BUT WE ALWAYS ASK THEM, CAN YOU HELP US PROVIDE PROFESSIONAL DEVELOPMENT TO YOUR COLLEAGUES? SO ARE YOU PAYING THOSE TEACHERS? YES.
IF IT'S AFTER HOURS, YES, WE CAN CERTAINLY COMPENSATE THEM.
SO, I JUST WANT TO MAKE THE COMMENT THAT AS A POLICYMAKER, THE SOLUTION HERE IS MISSED LEARNING OPPORTUNITY-- TO ADDRESS THE MISSED LEARNING OPPORTUNITIES BY ENSURING THAT WE HAVE SMALLER CLASS SIZES, SUPPORTING OUR TEACHERS WITH STRONG PROFESSIONAL DEVELOPMENT, TO ENSURE INTERACTIVE LESSONS, AND STRONG PEDAGOGY.
SO, BY THAT, I THINK REDUCING BENCHMARKS AND [INAUDIBLE] TO INCREASE EVERY POTENTIAL, MAXIMIZE EVERY POTENTIAL, EVERY INSTRUCTIONAL MINUTE IS GOING TO BE ESSENTIAL THESE NEXT FEW YEARS.
SO, MY QUESTION IS, IS THERE A WAY WE CAN KEEP X NUMBER OF INSTRUCTIONAL MINUTES SACRED FOR TEACHERS WHERE LIKE YOU CANNOT HAVE A [INAUDIBLE] BETWEEN AUGUST? I'M SORRY YOU HAVE A BOY IN AUGUST, THEN THROUGH SEPTEMBER, THROUGH OCTOBER, YOU CAN'T HAVE X, Y AND Z.
IS THERE A WAY WE CAN DO THAT? DEFINITELY SOMETHING THAT WE'LL BE TAKEN INTO CONSIDERATION TO ENSURE THAT TEACHERS HAVE THE NECESSARY TIME TO TEACH WHAT'S NEEDED.
I THINK THAT'S WHAT I'M HEARING YOU-- RIGHT.
LIKE WHEN TEACHERS GET THEIR GROOVE, THEY HAVE THAT BUILDING CAPACITY, BUILDING CAPACITY WITH THEIR COLLEAGUES AND THEIR STUDENTS.
SO WHEN THEY'RE IN THAT GROOVE, WE STOP AS TEACHERS, WE STOP TEACHING SO MY UNIT BECOMES OBSOLETE AND THEN THE DISTRICT COMES IN AND POURS IN THEIR VERY DISCONNECTED TEKS TO WHAT WE'RE TEACHING BECAUSE AGAIN, ONE OF MY OTHER QUESTIONS IS HOW ARE YOU DOING THIS IN A VERY DECENTRALIZED DISTRICT PROVIDING THIS PROFESSIONAL DEVELOPMENT? SO-- [INAUDIBLE].
SO, THEN THE FOLLOW UP IS THAT CAN X NUMBER OF MINUTES BE SACRED FOR PLANNING TIME AS WELL, SO THAT TEACHERS CAN GIVE THAT MEANINGFUL FEEDBACK TO THEIR STUDENTS AND ACTUALLY CALL PARENTS AND ACTUALLY BE ABLE TO GRADE PAPERS AND REALLY PLAN FOR THAT RELATIONSHIP THAT THEY NEED TO BUILD WITH OUR STUDENTS? WHAT I CAN TELL YOU A BIG PART OF, YOU KNOW WHY DR.
BIRD IS HERE IS TO HELP ENSURE THAT WE DO THE BACK MAPPING ALL THE WAY DOWN TO THE SCHOOL LEVEL TO ENSURE THAT EVERYTHING IS IN SYNC.
SO WE'LL BE TAKING A CLOSE LOOK AT ALL OF THOSE PIECES OF THE PUZZLE TO ENSURE THAT WE HAVE, YOU KNOW, ENOUGH TIME, WE HAVE ENOUGH PROFESSIONAL DEVELOPMENT, WE HAVE QUALITY MATERIALS TO BE ABLE TO DO EXACTLY WHAT NEEDS TO BE DONE.
AND I UNDERSTAND THAT UNDER HB THREE AND YOU KNOW, WE AS A DISTRICT ADMINISTRATION,
[01:10:06]
WE'RE BEING HELD ACCOUNTABLE FOR X, Y AND Z NUMBERS AND EVERYBODY TALKS ABOUT DATA AND WE NEED TO ENSURE THAT WE'RE TESTING OUR KIDS SO THAT WAY, OUR NUMBERS LOOK GOOD.BUT I JUST WANT TO CHALLENGE US TO THINK THAT WE-- NOT THINK TO KNOW THAT WE NEED TO ENSURE THAT TEACHERS ARE BUILDING THEIR OWN CAPACITY AND CHILDREN'S CAPACITY SO THAT WE HAVE REAL, MEANINGFUL LEARNING HAPPENING IN THE CLASSROOMS. LIKE YOU-- I DIDN'T GET INTO EDUCATION FOR THE NUMBERS.
I GOT INTO IT FOR THE LEARNING, RIGHT? SO HOW CAN WE ENSURE THAT-- I KNOW WE HAVE CHECK MARKS AND BOXES WE NEED TO CHECK, BUT MOVING FORWARD, PARTICULARLY WITH COVID, AND THAT THE MISSED LEARNING OPPORTUNITIES, I'M NOT GOING TO SAY LEARNING GAPS.
IT'S JUST NERVE WRACKING, BUT THE MISSED LEARNING OPPORTUNITIES THAT WE'VE HAD, HOW CAN WE DO THAT AND STILL REMAIN COMPLIANT? WE'RE DEFINITELY TAKING THOSE THINGS INTO CONSIDERATION.
OK, SO ON PAGE 17 OF THE REPORT, NOT OF THE SLIDES.
WELL AND BASICALLY THIS SLIDE ALSO.
OK, SO THE HIGH QUALITY PROFESSIONAL LEARNING THAT IS GOING TO HAPPEN, IT'S NOT QUITE HAPPENING YET.
AM I UNDERSTANDING? I JUST WANTED TO BE CLEAR.
EVEN THOUGH THE SLIDES CALLED NEXT STEPS, THIS IS ALSO ONGOING.
AND REALLY THE NEXT STEP PIECE IS MAKING SURE, LIKE WHAT DR.
BIRD TALKED ABOUT, THAT WE'RE LOOKING AT THOSE INDIVIDUAL NEEDS BASED ON THE STRATEGIC PLAN.
SO THAT'S WHAT MAKES IT THE NEXT PIECE IS WE'RE USING THAT DATA AND INFORMATION AND GOAL SETTING PROCESS TO ENSURE THEN THAT WE'RE LOOKING AT EACH INDIVIDUAL CAMPUS TO MAKE SURE THEY HAVE WHAT THEY NEED.
AND HOW IS THAT DIFFERENT FROM THE PD THAT WE'VE HAD OR CURRENTLY HAVE? DR.
SO WITH A NEW STRATEGIC PLAN, WE HAVEN'T HAD THAT IN THE PAST.
SO PD HAS REALLY BEEN ALWAYS BASED ON DATA, BUT ALSO SOMETIMES WE LOOK AT IT AS ONE BLANKET.
CAMPUSES INDIVIDUALIZE A LOT, AND SO WE WANT TO MAKE SURE WE'RE DOING VERY STRATEGICALLY IS INDIVIDUALIZING THOSE PIECES THROUGHOUT THE SYSTEM.
OK, SO IT'S BEEN INDIVIDUALIZED.
I GUESS I'M TRYING TO UNDERSTAND THE DIFFERENCE BECAUSE IT SOUNDS DIFFERENT, BUT I'M NOT QUITE FOLLOWING.
WELL, AND PART OF THIS IS, YOU KNOW, WE WORK WITH TEACHERS AND THAT'S A VERY NATURAL THING TO ENSURE THAT TEACHERS HAVE WHAT THEY NEED TO ENSURE THAT THEY'RE READY TO WORK WITH THEIR STUDENTS.
BUT THE OTHER COMPONENT IS ENSURING THAT THE LEADERS KNOW WHAT THAT LINK IS.
SO TEACHERS ARE RECEIVING THIS THROUGH THAT, FOR EXAMPLE, THE MATH ACADEMY FRAMEWORK.
SO AS A LEADER, HOW CAN I SUPPORT THOSE TEACHERS AS THEY SUPPORT THOSE STUDENTS? THAT'S WHERE THE INDIVIDUALIZATION COMES IN BECAUSE LIKE WHAT GARDEA SAID IS THE MATH ACADEMY IMPLEMENTATION ISN'T IN EVERY SINGLE CAMPUS.
AND SO WE INDIVIDUALIZE BASED ON THAT, ENSURE THOSE LEADERS AT THOSE CAMPUSES ARE SUPPORTED IN WHAT THEY NEED TO BE ABLE TO SUPPORT THEIR TEACHERS.
AND SO IT'S-- WE'RE STILL PROVIDING THE HIGH QUALITY PROFESSIONAL LEARNING.
WE'RE JUST ENSURING THAT IT'S TAILORED TO THOSE PIECES.
AND THEN WHEN THE NEW STRATEGIC PLAN ROLLS OUT, ENSURING THAT, THAT HAPPENS AS WELL.
AND DOES THE PROFESSIONAL LEARNING, IS IT LIKE A ONE TIME THING? IS THAT A LONG TERM LIKE THE SUPPORTS THAT THE TEACHER CONTINUALLY NEEDS TO MAKE SURE? LIKE IF, YOU KNOW, I MEAN, I REMEMBER AS A TEACHER, GET THESE ONE TIME THINGS AND THEN YOU LEAVE AND IT WAS GREAT.
AND THEN, OH, WAIT, I DIDN'T IMPLEMENT IT BECAUSE IT JUST TAKES TOO MUCH TO ACTUALLY PUT IT ALL TOGETHER.
SO LIKE WHEN YOU THINK ABOUT THE READING ACADEMIES, THAT'S A LONG, ONGOING YEAR LONG PROCESS, AND THAT IS THE BEST CASE SCENARIO.
SO GO TO A SESSION, TALK ABOUT THESE THINGS AND THEN GO PRACTICE AND DO AND THEN COME BACK AND TALK ABOUT WHAT THE IMPLEMENTATION LOOKED LIKE SO THAT'S REALLY WHAT WE AIM FOR.
AND YOU KNOW, THAT'S WHAT SOME OF THE WORK OF THE DDIS IS THEY GO OUT AND THEY'RE TALKING ABOUT DATA AND TEACHERS TALK ABOUT HOW THEY IMPLEMENTED THINGS AND SO THAT WHEN THEY COME BACK OUT, THEY TALK AGAIN.
BUT SOME PROFESSIONAL LEARNING IS ONE DAY, BUT OUR HOPES IS THAT THERE ARE ALSO THINGS BUILT IN THAT WE CAN BUILD THOSE SYSTEMS IN SO THAT WE CAN GO BACK AND REVIEW AND TALK ABOUT IMPLEMENTATION AND NEXT STEPS FOR IMPROVING THE NEXT TIME.
AND THEN IN TERMS OF LIKE, YOU KNOW, WE'RE TALKING ABOUT, AGAIN ON THE SAME PAGE OF THE REPORT, WE'RE TALKING ABOUT, YOU KNOW, THIS TUTORING AND THE EXTRA SUPPORTS, ARE PARENTS ALSO GETTING INFORMED ON THE PROGRESS OF THEIR STUDENTS AND ANY NEXT STEPS THAT THEY
[01:15:01]
NEED TO TAKE OR QUESTIONS THEY NEED TO BE ASKING? ABSOLUTELY.SO THAT'S ONE OF THE SUPERINTENDENT'S CONSTRAINTS IS THE READING PROGRESS.
IN FACT, I JUST APPROVED A COMMUNICATION TODAY AGAIN FOR THIS SECOND ROUND OF COMMUNICATION AND SOME OF THE INFORMATION THAT PARENTS ARE GETTING ARE HOW TO SUPPORT THEIR STUDENTS.
SO HERE'S WHERE YOUR STUDENT IS.
HERE'S HOW TO SUPPORT YOUR STUDENTS.
AND THAT DEFINITELY WAS AT THE DIRECTION OF THE TRUSTEES THROUGH THAT CONSTRAINT.
AND SO HAVING THOSE SUPPORTS THERE SO THAT FAMILIES KNOW ACTION ITEMS FOR THEM TO DO, NOT JUST HERE'S WHERE YOUR STUDENT IS, BUT, AND HERE'S HOW YOU CAN HELP AS A FAMILY.
AND DOES THAT INCLUDE MATH? OR I'M THINKING SPECIFICALLY LIKE THE STUDENTS THAT ARE GETTING THIS HIGH DOSAGE TUTORING.
HOW DO THE PARENTS KNOW WHERE THEIR KID IS IF THEY'RE PROGRESSING? YEAH, THAT COMES IN WITH THE-- SO YOU'RE RIGHT, THE CONSTRAINT IS ABOUT THOSE READING LEVELS.
SO THE HOUSE BILL 4545 WITH THOSE HIGH DOSES OF TUTORING THAT IS ABOUT THAT RELATIONSHIP BETWEEN THE TUTOR, WHICH IS TYPICALLY THE-- ALSO INTERFACES WITH THE TEACHER, AND THAT THOSE ADULTS GIVING THAT FEEDBACK TO THE FAMILIES ABOUT HOW THEY'RE PROGRESSING THROUGH THEIR 30 HOURS OR EVEN MORE OF TUTORING AND HOW THOSE GAPS ARE BEING CLOSED AS MEASURED BY WHETHER IT'S RENAISSANCE, WHETHER IT'S JUST AN END OF WEEK ASSESSMENT, YOU KNOW, WE WORKED ON THESE TWO TEKS THIS WEEK AND HERE'S A QUICK FIVE QUESTION ASSESSMENT AND YOU'RE, YOU KNOW, HERE'S WHERE YOUR STUDENT IS NOW.
AND THEN MY LAST QUESTION IS AGAIN, ON THE SAME PAGE 17 OF THE REPORT, YOU MENTIONED IN THE, I GUESS IT'S THE THIRD PARAGRAPH, TALKING ABOUT THE HIGH DOSAGE TUTORING THAT SAYS, HOWEVER, THIS DOES NOT ADDRESS THE NEEDS OF STUDENTS THAT PERFORMED AT-OR-ABOVE THE APPROACHES STANDARD.
SO YOU TALK ABOUT THE SCAFFOLDS AND THE INTERVENTIONS FOR THAT CURRICULUM.
INVESTMENT IN EDUCATORS, [INAUDIBLE].
SO LIKE HOW YOU KNOW, WE HAVE THE HIGH DOSAGE TUTORING FOR THE FIRST GROUP OF STUDENTS.
HOW ARE WE EVALUATING WHAT WE'RE DOING FOR THE STUDENTS THAT ARE PERFORMING HIGHER, BUT ALSO AREN'T GROWING? DR. MATNEY? YEAH, SO IT'S SIMILAR PROCESSES.
IT'S REALLY LOOKING AT OUR DATA ENSURING THAT WE'RE NOT WASTING OPPORTUNITIES, THOSE VALUABLE MINUTES OF ASSESSING THAT WE'RE ACTUALLY UTILIZING THE DATA.
AND SO YOU'RE RIGHT, WE'VE GOT THOSE OPPORTUNITIES FOR THOSE STUDENTS AS DIRECTED BY HOUSE BULL 4545, BUT WE HAVE STUDENTS WHO MAY HAVE MOVED FROM MASTER'S GRADE LEVEL TO MEETS GRADE LEVEL AND DECLINED IN THE PAST YEAR THAT WE NEED TO MAKE SURE THAT THEY'RE BACK UP AT THAT HIGHER LEVEL.
SO A LOT OF THAT COMES IN CONVERSATIONS WITH OUR AGAIN, OUR DDIS THAT GO OUT AND HAVE CONVERSATIONS WITH CAMPUSES.
LOOK AT WHERE YOUR STUDENTS WERE HISTORICALLY AND THEN SEE WHERE THEY ARE NOW.
ARE THEY STILL MEETING UP TO THEIR POTENTIAL? HOW CAN WE ALSO SCAFFOLD SOME OF THOSE TEKS IN THAT LEARNING TO ENSURE THAT THEY'RE BACK UP AT THAT HIGH LEVEL SO THAT WE'RE DOING IT? IT'S ONE OF THE THINGS THAT I THINK IS VALUABLE ABOUT STAAR.
IT'S NOT JUST A PASS FAIL ASSESSMENT, YOU'VE GOT THOSE MULTIPLE LEVELS OF ACHIEVEMENT.
AND SO EVERY STUDENT NEEDS TO BE MOVING UP TO THAT NEXT HIGHER LEVEL OF ACHIEVEMENT ON STAAR, NOT JUST STAGNATING WHERE THEY ARE.
OK, AND THAT IS PART OF THE PROFESSIONAL LEARNING PLAN AS WELL? OK, THANK YOU SO MUCH.
THANK YOU SO MUCH, PRESIDENT ALLEN, AND THANK YOU SO MUCH, DR.
MATNEY, FOR THE PRESENTATION THIS EVENING, SUPERINTENDENT HOUSE.
I JUST HAVE A FEW QUESTIONS I KNOW THAT WE'VE SEEN IN OTHER PROGRESS MONITORING REPORTS SOME INFORMATION AROUND AT LEAST IN THIS SUPERINTENDENT'S RESPONSE PIECE TO OUR PARTICIPATION IN READING ACADEMIES FOR HB THREE AND NOW WE'RE SEEING IT HERE FOR MATH ACADEMY.
SO I'M CURIOUS AS FAR AS WHO'S ATTENDING WHEN, I KNOW WE TOOK SORT OF LIKE A ROLLED APPROACH AS FAR AS LIKE FIRST KINDERGARTEN TEACHERS, AND IT'S SORT OF DOING IT COHORT BY COHORT OR ARE WE DOING THE SAME THING FOR THE MATH ACADEMIES? MAGGIE WANT TO ADDRESS THAT? THANK YOU.
SO SIMILAR TO THE READING ACADEMIES, IT'S A THREE YEAR ROLLOUT PHASE.
AND SO WE KNEW THAT WITH THE READING ACADEMIES THAT WAS MANDATED BY TEA.
WHEN WE STARTED WITH KINDER, WE DIDN'T WANT TO DOUBLE DOSE OF THE TEACHERS BECAUSE THAT WOULD JUST REALLY OVERWHELM THEM.
SO, WHAT WE DID IS WE STARTED BACKWARDS.
WE STARTED WITH THE THIRD GRADE TEACHERS TO PROVIDE THE MATH ACADEMY FOR THEM.
AND SO THIS IS THE SECOND YEAR OF THE MATH ACADEMIES.
AND SO NOW WE'RE WORKING WITH SECOND GRADE TEACHERS AND ANY NEW THIRD GRADE TEACHERS.
AND THIS IS ALSO A MANDATED ACADEMY AS WELL, OR WAS ONLY THE READING ACADEMY MANDATED?
[01:20:01]
SO THE READING ACADEMY IS MANDATED THAT ALL ELEMENTARY PRINCIPALS, K TO THREE TEACHERS ATTEND THE WHOLE READING ACADEMY.WITH THE HB THREE MATH ACADEMY, IT WAS SLIGHTLY DIFFERENT IN THAT TEA DIDN'T SAY YOU HAVE TO ATTEND THESE PRE PRESCRIBED MODULES AND ATTEND THIS ACADEMY, BUT THEY DID MANDATE THAT EACH DISTRICT CREATE THEIR OWN MATH ACADEMY SO LONG AS IT WAS BASED ON DATA, AND WE WERE ADDRESSING THOSE LOW PERFORMING SCHOOLS BASED ON THAT DATA.
SO THAT'S HOW WE, WORKING WITH THE SCHOOLS OFFICE, WE IDENTIFIED THOSE CAMPUSES AND OF COURSE, UTILIZING THREE YEARS WORTH OF DATA.
AND THEN GIVEN WHERE WE ARE RIGHT NOW WITH THE PANDEMIC AND SOME OF THE LEARNING GAPS THAT HAVE COME AS A RESULT OF THAT, I WOULD IMAGINE THAT WE'RE HAVING MORE TEACHERS PARTICIPATE IN THIS GIVEN WHAT THE DATA IS TELLING US? FOR THE MATH ACADEMY, YES, WE'VE BEEN VERY STRATEGIC AND WHEN WE PROVIDE THE PROFESSIONAL DEVELOPMENT, BUT ALSO WHEN OUR TDS, MATH ACADEMY TDSS GO OUT TO THE CAMPUSES AND SUPPORT THOSE TEACHERS SIDE BY SIDE.
AND AS TRUSTEE SANTOS WAS SAYING EARLIER, AND SOME OF HER COMMENTS TO, WE ARE PROVIDING SINCE WE'RE DOING A LOT OF THIS IN-HOUSE, THE OPPORTUNITY FOR OUR EXCEPTIONAL TEACHER LEADERS HERE IN THE DISTRICT TO BE ABLE TO TAKE ON SOME OF, I GUESS, THE REQUIREMENTS FOR ROLLING THIS OUT TO THEIR PEERS? FOR THE MATH ACADEMIES? THE MATH ACADEMIES, WE DO WANT IT INTERNAL IN REGARDS TO WE WANT TO MAKE SURE WE'RE FOLLOWING HB THREE GUIDELINES IN WHICH THE DISTRICT IS PROVIDING THAT PROFESSIONAL DEVELOPMENT.
THAT BEING SAID, WE STILL LOOK OUT FOR THOSE EXEMPLAR TEACHERS AND WE DO STILL PULL THEM TO ASSIST US WITH THE PROFESSIONAL DEVELOPMENT.
SO THEY DO WORK SIDE BY SIDE WITH US.
AND DO WE HAVE AN IDEA OF HOW MANY TEACHER PARTICIPANTS WE'VE HAD SO FAR? IN THE [INAUDIBLE]? UH HUH.
MAGGIE? I DO NOT HAVE THAT NUMBER.
AND ARE WE ALSO LEVERAGING SUPPLEMENTAL PROGRAMS TO SUPPORT ACCELERATED LEARNING GIVEN THE LEARNING LOSS IN MATH AS WELL? ABSOLUTELY.
WHEN WE CREATE OUR UNIT PLANNING GUIDE, IT'S NOT ONLY FOR ADDRESSING THOSE LEARNING LOSS, IT'S ALSO ADDRESSING THE LEARNING LOSS WITHIN OUR HIGH ACHIEVING STUDENTS BECAUSE WE KNOW THEY EITHER REMAIN STAGNANT OR THEY WENT BACKWARDS.
SO WHEN WE DESIGNED OUR UNIT PLANNING GUIDES, WE INTENTIONALLY PUT A SECTION THERE WHERE [INAUDIBLE] TEACH, WHICH IS OF COURSE VITAL TO ALL LEARNING AND ALL INSTRUCTION, WAS SCAFFOLD.
SO TEACHERS WERE ABLE TO ADDRESS THE HIGH LEARNERS, THE MIDDLE AND THEN THE LOWER LEARNERS WITHIN THAT FIRST TEACH BY SCAFFOLDING THE INSTRUCTION.
I KNOW THAT MY COLLEAGUES HAVE ASKED A LOT OF QUESTIONS AND MINE WAS REALLY FOCUSED ON THIS AREA.
BUT THANK YOU AGAIN FOR THE OPPORTUNITY TO PRESENT AND WE APPRECIATE THE WORK THAT THE STAFF HAS DONE TO HELP OUR STUDENTS.
WHAT'S A GOOD QUESTION? FOR THOSE PARENTS AND [INAUDIBLE] THAT DON'T MONITOR THEIR CHILD'S TESTING OR PROGRESS.
THAT WILL NOT ENGAGE OR RESPOND TO THE TESTING OR THE NOTIFICATIONS, HOW ARE YOU MANUALLY NOTIFYING THOSE PARENTS? DR. MATNEY.
YEAH, SO THE FIRST LEVEL LIKE YOU REFERENCED, IS THAT NOTIFICATION THAT SENDING THE ACTUAL RESULT OUT, SENDING IT HOME TO PARENTS.
BUT REALLY, IT'S ABOUT THE RELATIONSHIP BETWEEN THE TEACHER AND THE FAMILIES.
SO, IT'S TEACHERS CALLING, KNOCKING ON DOORS, HELPING FAMILIES KNOW HOW THEY CAN SUPPORT THEIR STUDENTS.
AND SO IT'S REALLY THE KIND OF BOOTS ON THE GROUND GRASSROOTS FROM THE TEACHER RELATIONSHIP SIDE.
SEEING, NO OTHER TRUSTEES IS IN THE QUEUE.
WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.
MAY I HAVE A MOTION? [INAUDIBLE] MAY I HAVE A-- WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE HERNANDEZ.
OK, I JUST HEARD IT COME FROM THAT WAY.
[LAUGHTER] DON'T FORGET WHEN Y'ALL SAY THE MOTION.
WE HAVE NINE FOR AND ZERO OPPOSED.
TRUSTEES, IF THERE IS NO OBJECTION, WE WILL BREAK PROCEDURES BECAUSE WE HAVE
[01:25:04]
FOUR SPEAKERS THAT ARE NOW READY TO SPEAK BY ZOOM.OUR FIRST SPEAKER IS ON THE TOPIC OF A3, ACCEPTANCE OF BOARD MONITORING UPDATE.
MS. JONES, PLEASE ADMIT SPEAKER MARIA FERNANDEZ.
MS. FERNANDEZ IF YOU'LL CUT YOUR CAMERA ON, YOU MAY BEGIN.
THANK YOU FOR YOUR TIME AND I APPRECIATE BEING HERE.
MY NAME IS MARIA FERNANDEZ AND I AM A PARENT OF A FRESHMAN AT BELLAIRE AND A RECENT GRADUATE AT LAMAR HIGH SCHOOL.
AND I ALSO AM PART OF THE STEERING COMMITTEE FOR THE COMMUNITY VOICES FOR PUBLIC EDUCATION.
AND AS HISD CONTINUES TO FOCUS ON THE BOARD GOALS, WHICH I KNOW YOU GUYS SPENT QUITE A BIT OF TIME DISCUSSING, I'M GOING TO ASK THAT THE NEW SCHOOL BOARD CONTINUE TO FOCUS AND SUPERINTENDENT HOUSE, OF COURSE, CONTINUE TO FOCUS ON ENHANCING MEANINGFUL INSTRUCTION, IMPROVING LEARNING, HAVING SMALLER CLASS SIZES, LIBRARIES IN EVERY SCHOOL AND EQUITABLE, CULTURALLY RELEVANT INSTRUCTION.
FURTHERMORE, PUSHING THE BAR ON STUDENT LEARNING AND STUDENT READINESS FOR FULL PARTICIPATION IN OUR DEMOCRACY IS NECESSARY AND IMPORTANT.
BUT AN OVERRELIANCE ON HIGH STAKES TESTING IS NOT THE WAY THEY ARE, PARTICULARLY NOW THAT WE ARE DEALING WITH THIS LEARNING LOSS.
SO, I WANTED TO SPEAK WITH YOU TODAY TO THANK YOU BOTH PERSONALLY ON MY BEHALF AND CVPE FOR THE TWO OUTGOING BOARD MEMBERS, ANNE SUNG AND HOLLY FLYNN VILASECA.
YOU HAVE STOOD FOR STUDENTS FIRSTS, ALSO FOR SUPPORTING TEACHERS AND OTHER EDUCATORS AS WELL.
YOU FOUGHT FOR OPEN ENROLLMENT SCHOOLS IN EVERY NEIGHBORHOOD FOR BETTER SPECIAL EDUCATION, FOR ESL AND WRAPAROUND SERVICES, AND FOR HELPING OTHER HISTORICALLY UNDER-RESOURCED STUDENTS.
THANK YOU BOTH FOR YOUR CONTRIBUTIONS TO THE STUDENTS OF HISD OVER THE LAST FOUR YEARS.
IT WAS GREAT TO HAVE YOUR PAST LEARNING EXPERIENCE AND DIRECT KNOWLEDGE OF WHAT STUDENTS NEED AND HOW TO ACCURATELY MEASURE THEM.
THANK YOU FOR CHAMPIONING COMPLIANCE AND AUDIT DEPARTMENTS THAT ARE FULLY STAFFED AND EFFECTIVE.
I KNOW THEY'RE STILL A BIT OF A WAY TO GO, BUT IT'S FURTHER ALONG TODAY THAN IT WAS.
AND THEN I WANT TO THANK YOU FOR SUPPORTING THE SAFETY OF OUR STUDENTS, TEACHERS, STAFF AND THEIR FAMILIES DURING THE PANDEMIC.
IT'S NOT AN EASY DECISION FOR SOME.
I UNDERSTAND THAT, BUT IN THE END IT'S ABOUT WHAT'S GOOD FOR THE COLLECTIVE.
I CONTINUE TO SUPPORT MASKS ALONG WITH THE OTHER MITIGATION FACTORS THAT HAVE BEEN PUT IN PLACE.
SO THANK YOU FOR FOLLOWING THE SCIENCE AND SUPPORTING THE MASK MANDATE, AND I WISH YOU ALL THE BEST AS YOU EMBARK ON YOUR NEXT CHAPTER.
HOPE TO SEE YOU SOON IN A LEADERSHIP ROLE WHERE YOU CAN CONTINUE TO HELP STUDENTS, TEACHERS AND SCHOOLS, THANK YOU.
OUR NEXT ITEM IS K-4 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY SCHOOL YEAR.
FIRST READING MS. JONES, PLEASE ALLOW LACI ACKLEY.
MS. ACKLEY, IF YOU'LL CUT YOUR CAMERA ON, YOU MAY BEGIN.
MS. ACKLEY, IF YOU'LL CUT YOUR CAMERA ON, YOU MAY BEGIN.
YOU'RE STILL MUTED, MS. ACKLEY.
DOES THAT WORK? YES, THAT'S WORKING.
I AM ON K-4B DELEGATING SUPERINTENDENT AUTHORITY TO CLOSE SCHOOLS FOR PUBLIC HEALTH
[01:30:01]
SAFETY.IT LEAVES NO ROOM FOR VOTING ON THE MATTER.
ADDITIONALLY, THIS SHOULD NOT BE LEFT SOLELY TO ONE PERSON.
DOES IT WORK? DOES THAT WORK? YES, THAT'S WORKING-- I THINK THERE'S A DELAY.
OK, I AM ON K-4B, DELEGATING SUPERINTENDENT AUTHORITY TO CLOSE SCHOOLS FOR PUBLIC HEALTH SAFETY.
I'M NOT SURE WHAT'S HAPPENING.
LEAVES NO ROOM FOR VOTING ON THE MATTER.
ADDITIONALLY, THIS SHOULD NOT BE LEFT SOLELY TO ONE PERSON.
MS. ACKLEY, YOU MAY GO AHEAD AND CONTINUE.
I'M JUST ASKING THAT THE AGENDA ITEM BE REMOVED FOR LEAVING [INAUDIBLE] SUPERINTENDENT UP FOR CLOSING THE SCHOOLS WITHOUT A VOTE.
MISS JONES, PLEASE ALLOW CAROLYN-- CAROLINE WALTER.
MS. WALTER, YOU CAN TURN YOUR CAMERA ON AND YOU MAY BEGIN.
SUPERINTENDENT HOUSE, I WAS CONCERNED TO SEE AGENDA K-- ITEM K-4 ON THE AGENDA.
I WOULD LIKE YOU TO CLARIFY AT THIS TIME WHY YOU ARE SEEKING FULL AUTHORITY TO CLOSE SCHOOLS FOR HEALTH AND SAFETY REASONS.
DO YOU THINK THAT SCHOOLS SHOULD BE CLOSED RIGHT NOW DUE TO COVID OR EVER FOR THAT MATTER ? KIDS NEED TO BE IN SCHOOL IN PERSON.
I FEEL LIKE THAT'S AN ABSOLUTE THAT'S SOMETHING WE ALL HAVE LEARNED THROUGHOUT THE LAST TWO YEARS, AND ANYTHING LESS THAN THAT IS SIMPLY UNACCEPTABLE.
THE ACADEMY-- THE AMERICAN ACADEMY OF PEDIATRICS, HAS DECLARED A NATIONAL STATE OF EMERGENCY IN CHILDREN'S MENTAL HEALTH.
WHY WOULD WE CONTINUE TO GO DOWN A PATH THAT IS CAUSING SO MUCH HARM TO SO MANY CHILDREN? REGARDLESS OF ALL OF THESE FACTS, A DECISION OF THIS MAGNITUDE COULD BE SO DETRIMENTAL TO SO MANY PEOPLE THAT IT SHOULD NEVER BE LEFT IN THE HANDS OF ONE INDIVIDUAL, REGARDLESS OF WHO THAT IS.
I AM ASKING THAT YOU COMMIT TO BRINGING NORMALCY BACK TO SCHOOLS RATHER THAN CLOSING SCHOOLS BECAUSE YOU CANNOT CLOSE THE GAP WHEN YOU CLOSE THE SCHOOLS.
I HOPE THE BOARD OF TRUSTEES IS NOT IN FAVOR OF GIVING THIS SOLE RESPONSIBILITY TO YOU, AND I HOPE THAT YOU ALL CONTINUE TO DO THE RIGHT THING AND KEEP OUR SCHOOLS OPEN FOR OUR KIDS.
OUR NEXT SPEAKER IS K-8 APPROVAL TO ESTABLISH NEW BOARD POLICIES, STUDENT WELFARE.
MS. JONES PLEASE IDENTIFY AND ADMIT WHITNEY [INAUDIBLE].
WE WILL NOW CONSIDER 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.
THESE POLICIES START OFF AS ACTION ITEMS AT THE AGENDA REVIEW MEETING FOR THE FIRST READING.
SIMILAR TO THE REGULAR MONTHLY BOARD MEETING EACH MONTH, ALL ACTION ITEMS FOR AGENDA REVIEW, INCLUDING THESE POLICIES, WILL BEGIN ON THE CONSENT AGENDA.
IF A TRUSTEE WOULD LIKE TO HAVE AN ITEM HELD FROM THE CONSENT, THEY SHOULD NOTIFY THE DISTRICT CHIEF OF STAFF SYLVIA TRINH BY EIGHT A.M.
ON MONDAY PRIOR TO THE VOTING MEETING.
[01:35:03]
AS A REMINDER TRUSTEES, YOU HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS BEFORE AGENDA REVIEW TO THE ADMINISTRATION.THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL AND IT IS IN YOUR SHAREPOINT UNDER JANUARY BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEB.
TRUSTEES, ITEMS K-1, K-2 AND K-3 WERE PULLED FROM THE CONSENT AGENDA BY TRUSTEE DEIGAARD.
SHE NO LONGER HAS QUESTIONS FOR THOSE ITEMS. IF THERE ARE NO QUESTIONS FROM OTHER TRUSTEES ON THOSE ITEMS, WE WILL MOVE THEM BACK TO THE CONSENT.
ARE THERE ANY TRUSTEE QUESTIONS FROM K-1? K-2? K-3? THEN WE WILL MOVE TO K-4.
APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY EB LOCAL SCHOOL YEAR.
THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE DEIGAARD.
MAY I HAVE A MOTION? SO MOVED CRUZ.
A MOTION BY TRUSTEE CRUZ AND A SECOND VOTE TRUSTEE DEIGAARD.
TRUSTEE DEIGAARD WITH THE FIRST QUESTION.
SO THIS IS A QUESTION OF CLARIFICATION FOR LEGAL.
SO AS I UNDERSTAND IT, CURRENTLY THE SUPERINTENDENT HAS, AND THIS HAS EXISTED EVEN BEFORE COVID, FOR EXAMPLE, A FREEZE OR A FLOOD OR A HURRICANE OR WHATEVER, THAT THE SUPERINTENDENT, FOR REASONS OF HEALTH AND SAFETY, CAN CHOOSE TO CLOSE A SCHOOL OR ALL SCHOOLS FOR A DAY OR A WEEK OR WHATEVER, DEPENDING UPON THE SITUATION.
BUT THEN THE BOARD HAD TO RATIFY HOW THE SUPERINTENDENT ADJUSTED THE CALENDAR TO MAKE UP THOSE DAYS.
AM I CORRECT MS. MCBRIDE? THAT'S CORRECT.
YOUR CURRENT BOARD POLICY DOES HAVE A PROCEDURE FOR RATIFICATION.
SO THIS DOESN'T ALTER THE SUPERINTENDENT'S ABILITY TO CLOSE A CAMPUS OR CAMPUSES WITHOUT A BOARD VOTE? IT SIMPLY REMOVES THE BOARD RATIFYING HOW THE SUPERINTENDENT ADJUSTS THE CALENDAR TO MAKE UP THOSE INSTRUCTIONAL HOURS AND DAYS, CORRECT? THAT'S CORRECT.
SEEING NO OTHER QUESTIONS IN THE QUEUE.
WE'RE NOW READY TO APPROVE THE BALANCE OF THE AGENDA REVIEW BUSINESS AGENDA ITEMS BY CONSENSUS.
[LAUGHTER] THE RESULTS OF NINE FOR, ZERO AGAINST.
NOW WE ARE READY TO APPROVE THE BALANCE OF THE AGENDA REVIEW BUSINESS AGENDA ITEMS BY CONSENSUS.
MAY I HAVE A MOTION? [INAUDIBLE] WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BOARD TRUSTEE BLUEFORD-DANIELS .
AT THIS TIME, BEFORE WE MOVE TO THE JANUARY 13 ITEMS, WE WILL TAKE A BRIEF 15 MINUTE RECESS AND RETURN BACK AT-- 20 MINUTE RECESS AND RETURN BACK AT SEVEN O'CLOCK FOR THE SECOND HALF OF THE AGENDA.
[01:58:27]
SEVEN O'CLOCK PM.[01:58:29]
OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR[01:58:33]
BOARD[01:58:34]
MEETING OF JANUARY 13, 2022.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 VIA EMAIL IS IN YOUR SHAREPOINT UNDER JANUARY BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.
TRUSTEES STARTING WITH DISTRICT ONE.
PLEASE STATE ANY ITEMS YOU WOULD LIKE PULLED FOR DISCUSSION THIS EVENING.
WE WILL START WITH TRUSTEE SANTOS.
WHERE'S YOUR BINDER? I SAY, WHERE'S YOUR BINDER? YEAH.
YEAH, WE'LL COME BACK TO YOU TRUSTEE HERNANDEZ .
SO I CAN'T GET MY NOTES IN THIS FANCY NEW LITTLE THING OPEN, BUT BASED ON MY RECOLLECTION, I DON'T HAVE ANY.
[02:00:02]
BUT IF THIS OPENS AND I FIND I DO, I'LL.DO YOU HAVE ANY ITEMS YOU WANT TO PULL FROM TRUSTEE SUNG.
AT ITEM I1A APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER $100000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER $100000.
SO IT'S ITEM I1A PROJECT NUMBER 22-07-02-23 PACKET PAGE NUMBER SEVENTEEN ILLUMINATES EDUCATION.
SO THIS FUND, WHERE'S THIS COMING FROM AND WHO WILL BE USING THIS? MS. [INAUDIBLE]? I'M SORRY, TRUSTEE SANTOS, COULD YOU REPEAT THE PROJECT NUMBER? [INAUDIBLE].
YES, MA'AM, THIS IS A REQUEST FROM THE STUDENT ASSESSMENT DEPARTMENT.
SO THIS VENDOR WILL PROVIDE A COMPREHENSIVE, COMPREHENSIVE ASSESSMENT PLATFORM THAT WILL BE UTILIZED BY STUDENTS, TEACHERS AND DISTRICT ADMINISTRATORS TO MONITOR AND MEASURE THE STUDENT PROGRESS OF TEKS.
DOES THIS MEAN THAT WE ARE NOT USING RENAISSANCE 360 ANYMORE? AND IF SO, DO WE HAVE TO CHANGE OUR GOALS WITH PROGRESS MEASURES? DR. MATNEY.
NO, THIS IS OUR ON TRACK SYSTEM, SO THIS IS WHERE LIKE OUR, WHEN WE TAKE DLAS, WHEN WE TAKE LOCAL ASSESSMENTS, IT'S SCANNED AND UPLOADED THERE.
WE'RE REQUIRED BY THE STATE OF TEXAS TO MAINTAIN SOME TYPE OF PLATFORM SO TEACHERS CAN HAVE REAL TIME ACCESS TO STUDENT DATA.
AND SO THIS IS THE PRODUCT WE'VE USED THEM BEFORE.
AND SO THIS IS THE PRODUCT THAT WAS CHOSEN TO CONTINUE TO BE USED TO MAINTAIN SO TEACHERS HAVE ACCESS TO THEIR STUDENT LEVEL DATA.
SO WHAT HAPPENED TO THE ONE THAT WE WERE USING BEFORE WE WERE? IT WAS HIGHER ED SOMETHING OR PD TRACK OR SOMETHING TO THAT EFFECT BECAUSE WE ALREADY HAD THAT.
WE WENT FROM A THE DLA DEPARTMENT, THEN WE WENT TO A CENTRALIZED SYSTEM SO THAT WAY WE COULD TRACK THE DATA.
SO WHY ARE WE SWITCHING NOW? WELL, THIS IS THE SAME VENDOR THAT WE'VE HAD THE LAST COUPLE OF YEARS.
SO IT'S THE SAME VENDOR, BUT WE'RE PAYING 10 MILLION MORE DOLLARS FOR? SO IF IT'S THE SAME VENDOR THAT WE'VE BEEN UTILIZING IN THE PAST, THIS IS PROBABLY JUST AN UPDATED CONTRACT, SO IT WOULDN'T BE IN ADDITION TO.
COULD WE GET CLARIFICATION, $10 MILLION SEEMS LIKE KIND OF A LOT TO JUST SAY, MAYBE THIS IS THE VENDOR I.
COULD I RESUBMIT A REFERRAL FOR THAT WHERE THIS $10 MILLION? IT'S COMING FROM ADMINISTRATION'S BUDGET? WE'D BE GLAD TO PUT THAT IN AS A REFERRAL AND PROVIDE YOU THE INSIGHT SPEAKERS].
CAN I ADD SOMETHING TO THAT REFERRAL TOO PLEASE? SURE.
CAN WE GET A BREAKDOWN OF ALL THE DLAS, THE BENCHMARKS, THE SNAPSHOTS, THE JUST ALL OF THE TESTING THAT WE'RE DOING, THE COVID LIKE WHATEVER SNAPSHOTS IN THE PROFESSIONAL DEVELOPMENT NOW JUST WANT A BREAKDOWN OF EVERYTHING THAT WE'RE DOING BECAUSE WE HAVE RENAISSANCE 360 AND JUST SO WE CAN KEEP UP.
WE'LL ADD THAT TO THE ENTIRE REFERRAL.
SO EVERY DEPARTMENT NOW HAS A NEW, I GUESS, CHIEF.
AND SO WHEN I WAS LOOKING FOR THE FUNDING SOURCE, IT'S LIKE VARIOUS SCHOOLS, BUT THEN I'M NOT SURE WHO THE CHIEFS ARE AND WHAT DEPARTMENT THAT'S COMING OUT OF ANYMORE.
[02:05:03]
SO IF THAT WOULD BE LIKE A LEGEND WOULD BE HELPFUL FOR THAT AS WELL.AND SO I JUST $10 MILLION IS REALLY EXPENSIVE FOR SOFTWARE ACT.
LIKE WHAT? I JUST NEED SOME JUSTIFICATION TO APPROVE THAT.
WE'LL ADD THAT INTO THE REFERRAL.
SUPERINTENDENT HOUSE, IF I COULD JUST ADDRESS.
TRUSTEE SANTOS AT THE TOP OF EACH BOARD ITEM IN PARENTHESES OF THE TITLE, THE LAST IN PARENTHESES IS THE CHIEF THAT THE ITEM WOULD FALL UNDER.
AT THE TOP OF EVERY BOARD ITEM IN THE PROJECT DESCRIPTION.
SO I GUESS MAYBE I'M NOT FAMILIAR WITH THE CHIEFS NOW.
SO A BREAKDOWN MAYBE OF AN ORGANIZATIONAL CHART.
THEY WERE COMING FROM BEFORE NOW.
IT'S KIND OF THANK YOU SO MUCH.
THAT MUST HAVE BEEN FROM EARLIER.
SORRY, THAT MUST HAVE BEEN FROM EARLIER.
MOST OF MY QUESTIONS WERE ANSWERED ON THE Q&A AND I APPRECIATE THAT.
I JUST HAVE ONE QUESTION, THOUGH, AND I DON'T KNOW WHERE IT WOULD FALL.
WHERE CAN I GET 10 SMART BOARDS FOR FOREST BROOK, UNDER WHAT ITEM? I DON'T KNOW.
I KNOW IT'S UNDER 1A, BUT ANYWHERE IN THERE.
I JUST NEED 10 SMART BOARDS AT FOREST BROOK.
YOU CAN PUT IT WHATEVER ITEM NUMBER YOU WANT TO PUT IT UNDER, BUT I JUST NEED 10 SMART BOARDS.
[LAUGHTER] REQUESTING THINGS? NO, WE'RE NOT.
WE MAY NOT BE IN THE PAST, BUT I'M ASKING.
THANK YOU VERY MUCH TRUSTEE BLUEFORD-DANIELS.
22-09-13 WOULD BE THE PROJECT NUMBER.
IT'S PAGE FOUR OF TWENTY FIVE.
SO I JUST HAVE SOME QUESTIONS.
THIS OBVIOUSLY IS A BIG ITEM THAT WE DO HAVE HERE LISTED ON [INAUDIBLE] AS AN I ITEM.
I IMAGINE THIS IS IN PREPARATION FOR A POTENTIAL FUTURE BOND WORK.
AND SO I JUST WANTED TO CLARIFY IF THAT'S RIGHT.
FIRST OF ALL, THAT'S MY FIRST QUESTION.
SO YES, IT COULD POTENTIALLY BE USED FOR FUTURE BOND REFERENDUM.
THIS DOES REPLACE THE PROJECT THAT EXPIRED AT THE END OF LAST MONTH.
SO TYPICALLY, THIS PROJECT WOULD BE FOR THE CONSTRUCTION DEPARTMENT TO UTILIZE IN THE EVENT THAT THEY WOULD HAVE A SPARK PARK.
ANY NEW PROJECTS, ANY RENOVATIONS, ANY ADDITIONS, ET CETERA.
THEY WOULD HAVE A LIST OF ARCHITECT ENGINEER ENGINEERING FIRMS THAT THEY COULD UTILIZE.
BUT TO ANSWER YOUR QUESTION, YES, SHOULD THEY CHOOSE AND WE ISSUE A BOND REFERENDUM PASSES TO USE THIS ITEM, THEY COULD USE THIS ITEM.
AND THEN SO WOULD THIS ITEM THEN BE INTENDED TO BE REIMBURSED BY BOND FUNDS IF IT WERE WITHIN THE NEXT YEAR? IT COULD, YES.
AND THEN THE NOT TO EXCEED TWENTY FIVE MILLION DOLLARS.
IS THAT PER PROJECT OR IS THAT OVERALL? IT WOULD BE OVERALL THE FIVE YEARS NOT TO EXCEED TWENTY FIVE MILLION OVER A FIVE YEAR TERM .
OK, SO THAT WOULD, BUT THAT WOULD BE INDEPENDENT OF BOND FUNDS.
THEN? IT WOULD BE INCLUSIVE OF THE BOND IT SHOULD W NEED ARCHITECTS AND ENGINEERS AND OBVIOUSLY IF WE WOULD NEED ADDITIONAL FUNDS, WE WOULD BRING IT BACK TO THE BOARD FOR NOT TO EXCEED INCREASE.
I DO SEE THAT THERE'S AN MWBE COMMITMENT THAT'S LISTED HERE, SO I APPRECIATE THAT.
ARE THERE SOME FIRMS, THOUGH, THAT HAVE WORKED WITH US IN THE PREVIOUS AND PREVIOUSLY THAT MIGHT BE LOCAL? I DON'T SEE THAT ARE LISTED IS THERE.
SO THE PROJECT IS STILL UNDER THE CODE OF SILENCE, BUT WE DID.
WE BROKE THIS UP A LITTLE DIFFERENTLY THAN WE'VE HAD IN THE PAST.
IN THE PAST, IF YOU RECALL, WE JUST PROVIDED A LIST OF ARCHITECTS AND ENGINEERS.
THIS WAY WE BROKE THE MARKET BASKETS UP INTO FIVE.
WE SEPARATED THE PROJECTS OUT SO THAT WE COULD BE INCLUSIVE OF ALL TYPES OF FIRMS. AND SO WHAT WE DID WAS IF YOU COULD SEE A MARKET BASKET NUMBER ONE, THAT REALLY THAT'S JUST UTILIZED.
WE JUST NEEDED ONE ENGINEERING ARCHITECTURAL FIRM FOR THAT.
[02:10:08]
AND THEN THE REMAINING MARKET BASKETS.WE HAVE NINE FIRMS LISTED FOR EACH.
CAN YOU SCROLL DOWN TO SEE THE OTHER MARKET BASKETS? OKAY.
AND THERE ARE NINE FOR EACH OF THE OTHERS, BUT ONLY ONE FOR THE FIRST ONE.
I DO BELIEVE A LOT OF THESE OFFICES HAVE PRESENCE HERE IN HOUSTON, BUT I'M NOT SURE IF THEY'RE BASED OUT OF HOUSTON, SO THAT'S ALL THAT IMPORTANT FOR LOCAL ECONOMY.
ON THE THIRD COLUMN, TRUSTEE VILASECA, ANYONE THAT HAS AN H LISTED IS A LOCAL HOUSTON OFFICE.
SO IN MY Q&A QUESTION, I ASKED WHETHER OR NOT THESE FUNDS HAD BEEN UTILIZED TO SHOW WHERE THE FUNDS HAD BEEN UTILIZED OVER THE FIVE LAST FIVE YEARS AND THEY HAVE NOT BEEN.
SO WE HAVE THIS $25 MILLION SITTING IN THE BUDGET FOR THIS PARTICULAR ITEM THAT HAS NOT BEEN USED FOR AT LEAST FIVE YEARS.
IS THERE A POSSIBILITY THAT THESE FUNDS COULD GO BACK INTO THE GENERAL FUND SO THAT WE COULD UTILIZE THEM FOR, SAY, EMPLOYEE INCREASES? SO THIS IS JUST A NOT TO EXCEED AMOUNT.
AND SO I'LL LET GLENN, DO YOU WANT TO ADDRESS THE BONUS? YEAH.
SO THERE'S NO SPECIFIC ACCOUNT SITTING THERE WITH FIVE MILLION DOLLARS A YEAR.
SO SOME OF THAT WILL COME FROM BOND, RIGHT, WHICH HADN'T EVEN PASSED YET.
WE DON'T KNOW HOW MUCH OF HOW MUCH THAT WILL BE.
WE ALSO DON'T KNOW WHAT PROJECTS FACILITIES MAY HAVE OVER THE NEXT FIVE YEARS WHERE THEY NEED ARCHITECTURAL SERVICES.
SO THE MONEY ISN'T JUST SITTING, YOU KNOW, THERE'S NO ACCOUNT SITTING THERE WITH $5 MILLION.
OKAY, AND THAT'S WHAT I THOUGHT.
I THOUGHT WE HAD AN ACCOUNT SITTING THERE WITH THAT MONEY IN THERE, JUST WAITING TO BE UTILIZED AND THE FACT THAT WE HAD NOT UTILIZED IT, THAT IS NOT THE CASE.
TRUSTEE SANTOS, THERE ARE NO OTHER TRUSTEES IN THE QUEUE, DID YOU NEED TO SPEAK AGAIN? THANK YOU.
IT'S REFERENCING PROJECT NUMBER 22-08-12-01 PAGE 18.
WHAT IS THE HISTORICAL ANNUAL COST FOR THIS ITEM? JUST OVER 3.5, JUST JUST SHY OF 3.5 MILLION.
I DO WANT TO IF I MAY JUST ADD TO THAT, I DO WANT TO POINT OUT THAT'S WITHOUT ESSER FUNDS.
SO THE REASON FOR THE INCREASE, RIGHT, THIS WOULD BE A PROJECT THAT WOULD BE ELIGIBLE TO UTILIZE ESSER FUNDS.
AND SO THAT 3.5 MILLION IS PRIOR TO RECEIVING ESSER DOLLARS.
OK, SO THE TWENTY TWO, ALMOST TWENTY THREE MILLION DOLLARS THAT INCLUDES THE ESSER FUNDS AND THIS.
THE MATERIALS THAT WE ARE GAINING WITH THIS, HOW WHAT'S THEIR END DATE? LIKE THEY DID THE SOFTWARE RIGHT NOW ARE LICENSED TO RUN OUT IN THREE TO FIVE YEARS.
I JUST WANT TO MAKE SURE THAT THE 22, ALMOST 23 MILLION DOLLARS THAT WE'RE SPENDING, WE COULD PUT THAT IN TO DIFFERENT THINGS THAT ALLOW US TO HAVE A LONGER LIFESPAN.
AS OPPOSED TO $23 MILLION THAT WHERE A PROGRAM BECOMES OBSOLETE.
SO IS THERE A RUNDOWN OF THAT OR? SO.
THIS WOULDN'T TYPICALLY BE THIS WOULD BE MORE IN LINE WITH INSTRUCTIONAL MATERIALS.
YES, THEY WOULD HAVE THE OPTION TO PROVIDE SOFTWARE, BUT IT WOULDN'T BE A SOFTWARE THAT WOULD NEED TO BE IMPLEMENTED BY THE IT DEPARTMENT AND DISTRICT WIDE SOFTWARE.
IT MIGHT BE A SPELLING SOFTWARE THAT A SCHOOL WANTS TO USE FOR A SPELLING PROGRAM OR A READING PROGRAM, ET CETERA.
IT'S MATERIALS TO HELP INSTRUCTIONAL IN THE CLASSROOM.
I JUST WAS KIND OF WONDERING SUPERINTENDENT HOUSE WITH THE MONEY THAT WE HAVE HAVING A LONGER TERM INVESTMENT WITH IT, AS OPPOSED TO MATERIALS THAT ARE ONLY GOING TO LAST A YEAR OR TWO, LIKE IF YOU CREATE A POSITION FOR PROFESSIONAL DEVELOPMENT AND WE ONLY HAVE THREE YEARS TO FUND THAT POSITION, THEN WHAT HAPPENS OR JUST MAKING SURE THAT THIS MONEY IS CONCRETE AND IT'S ACTUALLY HOW IS THIS WORKED OUT IN THE MONEY THAT YOU'RE SPENDING
[02:15:01]
HERE? HOW IS IT WORKED OUT? HOW DID YOU TAKE THAT INTO CONSIDERATION WHEN YOU DECIDED WE JUST IT'S $23 MILLION FOR INSTRUCTIONAL MATERIALS, I DON'T KNOW.TELL ME WHAT YOUR QUESTION IS.
YOU SPENT THREE POINT FIVE MILLION DOLLARS HERE HISTORICALLY.
THEN YOU JUMPED UP TO ALMOST 23 MILLION FOR SPECIAL EDUCATION MATERIALS, TECHNOLOGY EQUIPMENT SUPPLIES, PROFESSIONAL DEVELOPMENT SERVICES.
I JUST THAT JUMP IS REALLY BIG.
AND HOW WAS THAT DETERMINED THAT YOU WERE GOING TO MAKE THAT JUMP? CHIEF REED.
SO THE THREE POINT FIVE IS PER YEAR.
RIGHT NOW, WE'RE NOT GOING FROM THREE POINT FIVE TO TWENTY TWO POINT FIVE.
SO IT'S CLOSER TO $17 MILLION AND WE'RE ADDING IS ABOUT $5 MILLION TO HELP INCORPORATE SOME OF THE SUPPLIES MATERIALS CLASSROOM SUPPORTS FOR THAT ARE GOING TO BE PURCHASED OUT OF ESSER.
AND I'LL JUST FOLLOW UP WITH THE REFERRAL.
MY QUESTIONS ARE ON THE SAME ITEM, CHIEF REED, IF I CAN ADDRESS HIM.
CAN YOU BREAK THAT MATH DOWN? BECAUSE IF IT'S THREE POINT FIVE MILLION PER YEAR, CORRECT? HOW ARE YOU GETTING TO THE 17 MILLION? YES, BECAUSE ON ALL THESE ITEMS, IF YOU NOTICE RIGHT ABOVE THE DOLLAR AMOUNT, IS THE PROJECT TERM.
OH, SORRY, THIS IS A THREE YEAR, TWO YEAR I'M SO USED TO FIVE.
I'M SO USED TO FIVE YEAR TERMS. YEAH.
SO THEN HOW IS IT GOING FROM EIGHT MILLION TO TWENTY TWO MILLION? IT'S REALLY GOING TO BE, IF IT'S EIGHT AND A HALF PER YEAR, THEN THAT'S 17 MILLION FOR THE TERM.
IF I THOUGHT IT WAS THREE POINT FIVE PER YEAR.
THE HISTORICAL SPEND IS $3.5 MILLION A YEAR.
OKAY, SO IF THIS IS A TWO YEAR RENEWAL.
IT'S A IT'S A NINE MONTH WITH TWO ANNUAL RENEWALS, SO THAT AVERAGES OUT.
THE TWENTY TWO AND A HALF WOULD AVERAGE OUT TO ABOUT EIGHT POINT ONE MILLION DOLLARS.
OVER THE OVER THE NINE MONTHS AND TWO YEARS.
SO IT WOULD BE AND WE'RE ASKING FOR A LITTLE SHY, A LITTLE LESS THAN $5 MILLION PER YEAR FOR YES, TO COVER THE ESSER.
AND DO WE HAVE EVIDENCE LIKE ARE THESE ARE THESE NEW? I GUESS LET ME ASK THE QUESTION FIRST, ARE THESE NEW VENDORS OR RETURNING OR IS IT A MIX? SO SOME OF THEM ARE.
THERE'S I THINK WE'RE ADDING 50, 51 VENDORS, SOME OF THEM, THE MAJORITY OF THEM WE'VE DONE BUSINESS WITH BEFORE.
A FEW OF THEM ARE NEW VENDORS TO THE DISTRICT.
AND DO WE HAVE EVIDENCE THAT THESE VENDORS, WHETHER THEY'RE RETURNING OR NEW, ACTUALLY POSITIVELY IMPACT STUDENT OUTCOMES? SO THAT'S DIFFICULT WITH SUPPLIES OF MATERIALS SPECIFICALLY TO BE ABLE TO TIE THE PURCHASE OF PARTICULAR SUPPLIES OR MATERIALS TO THAT KIND OF TO AN OUTCOME.
WITH FIFTY ONE VENDORS, THAT WOULD BE DIFFICULT TO DO.
THANK YOU, SO JUST FOR SOME CLARIFICATION.
THIS IS A PROJECT AND WE CALL IT A PROJECT, IT'S REALLY A LIST OF VENDORS THAT DIFFERENT DEPARTMENTS AND DIFFERENT SCHOOLS WOULD HAVE ACCESS TO REQUISITIONING GOODS AND SERVICES FOR WHAT THEY NEED FOR CHILDREN IN A CLASSROOM.
IT DOESN'T EVEN MEAN ALL OF THESE VENDORS WIND UP GETTING ANY BUSINESS FROM IT.
IT JUST MEANS THEY CAN GET BUSINESS FROM US.
YOU'RE INCREASING THE SPEND BECAUSE WE'RE INCREASING HOW WE'RE TRYING TO DO OUR WORK BECAUSE YOU'RE TRYING TO MITIGATE TWO YEARS WORTH OF LEARNING LOSS.
WHILE, IT'S A VERY VALID QUESTION I'M HEARING OF HOW DO WE EVALUATE FOR EFFECTIVENESS THESE VENDORS? I MEAN, SOME OF IT COMES THROUGH WITH PROGRESS MONITORING THAT IF A SCHOOL IS MAKING A BAD CHOICE OF HOW THEY'RE USING THEIR DOLLARS ON GOODS AND SERVICES FOR CLASSROOMS, THAT THEY'RE NOT GOING TO ACHIEVE THE RESULTS.
[02:20:01]
WHY DO WE NOT DO ANYTHING? OR MAYBE WE DO DO AN EVALUATION THAT THERE ARE CERTAIN METRICS THEY HAVE TO MEET BEFORE THEY CAN BE INCLUDED AS A VENDOR THAT ARE BEYOND JUST FISCAL THINGS, THEY ARE QUALITY ASPECTS.IS THAT PART OF THIS PROCESS WHEN WE, WHEN Y'ALL DO THIS? SO WHEN WE'RE RECOMMENDING.
SO OBVIOUSLY THERE'S AN EVALUATION COMMITTEE AND THAT'S PART OF THE EVALUATION COMMITTEE WHEN THEY'RE RECOMMENDING VENDORS IS THAT THEY TAKE HISTORICAL DATA INTO CONSIDERATION WHEN THEY'RE MAKING RECOMMENDATIONS.
WE ALSO HAVE DOCUMENTS THAT WE SEND OUT TO END USERS TO COMPLETE THAT PROVIDE EITHER A REFERENCE IN ANY POSITIVE OR NEGATIVE FEEDBACK THAT THEY CAN ON THE VENDORS THAT WE PUT IN THE VENDOR FILE THAT WOULD, SHOULD IT BE NEGATIVE, PROHIBIT THEM FROM DOING BUSINESS WITH US, AND WE WOULDN'T MAKE THE RECOMMENDATION TO THE BOARD TO AWARD.
I DO WANT TO POINT OUT THESE VENDORS WOULD BE FOR AN ART CLASS.
THIS WOULD BE A VENDOR THAT THERE WOULD BE VENDORS ON HERE WHERE THE ART TEACHER COME AND BUY ART SUPPLIES.
OR IF A CLASS IS READING A BOOK, THEY WOULD COME TO THIS TO BUY TO PURCHASE THE BOOK.
SO IT'S NOT SO MUCH THAT IT'S INSTRUCTIONAL MATERIAL.
I WOULD SAY IT'S SUPPLEMENTAL MATERIAL TO THE WORK THAT GOES ON IN THE CLASSROOM.
IF YOU MEET, IF YOU MAX OUT THE NOT TO EXCEED AMOUNT, IF WE MEET THAT, WHICH USUALLY WE DON'T, BECAUSE OTHERWISE YOU HAVE TO COME BACK TO THE BOARD.
I GUESS THE QUESTION I WOULD HAVE ON THIS THEN IS WHY ARE WE MORE THAN DOUBLING THE AMOUNT? IF WE LOOK AT IT AS A PER PUPIL [INAUDIBLE] MORE THAN DOUBLING THE AMOUNT PER PUPIL, IS IT GOING TO GET THAT ROI? IS THIS THE PLACE WHERE WE GET AN ROI BY THESE SUPPLEMENTAL INSTRUCTIONAL MATERIALS LIKE THAT BECOMES PART OF A STRATEGY QUESTION.
IS WHAT I'M HEARING IS WE'RE ADDING MORE MONEY TO INSTRUCTION SUPPLEMENTAL INSTRUCTIONAL MATERIALS.
HOW DOES THAT WORK INTO YOUR STRATEGIC PLAN TO MEET THE GOALS FOR OUR KIDS? IS THIS A STRATEGIC DECISION? SO OF COURSE, THE STRATEGIC PLAN, ONE OF THE THINGS THAT WE ARE WORKING ON WITHOUT DISCLOSING EXACTLY WHERE WE'RE GOING WITH IT DOES TAKE A CLOSE LOOK AT HOW WE ALLOW FOR FUNDS TO BE SPENT.
SO AGAIN, WITHOUT DISCLOSING THAT IN THE PROPER MANNER AND THE PROPER CHANNELS.
THIS IS SOMETHING THAT WE'LL BE TAKING A CLOSE LOOK AT.
BUT A PART OF WHAT I SEE IS, YOU KNOW, A PART OF THIS IS AS A RESULT OF KIND OF HOW DECENTRALIZED WE ARE AND THE DIFFERENT CHOICES THAT WE HAVE TO BRING IN, YOU KNOW, DIFFERENT OPPORTUNITIES TO SPEND.
THEN WHY ARE WE OPENING THE DOOR WIDER NOW BEFORE YOU'VE COMPLETED YOUR STRATEGIC PLAN? [INAUDIBLE] ANY ADDITIONAL INSIGHT? SO SINCE WE'VE RECEIVED THE ESSER DOLLARS IN THE SHOPPING CARTS IN MY DEPARTMENT THAT WE'RE PROCESSING, WE'VE SEEN AN INCREASED AMOUNT OF SHOPPING CARTS AS IT RELATED TO INSTRUCTIONAL MATERIAL.
THIS TYPE OF ITEM, SO WE'RE GOING TO FIRST OF ALL, THAT PROJECT IS GOING TO EXPIRE.
THIS IS JUST A SUPPLEMENTAL PROJECT TO COVER US BECAUSE THERE WILL BE A LAPSE IN COVERAGE, BUT WE'RE SEEING AN INCREASE IN SHOPPING CARTS USING ESSER DOLLARS AND.
WE WOULD RUN OUT OF MONEY AND RUN OUT OF TIME ON THAT CONTRACT, SO THAT'S WHY WE'RE BRINGING YOU THIS ONE.
BUT IF THE INCREASE IN THE SHOPPING CART, IS THAT A STRATEGIC DECISION OR IS THAT BECAUSE THEY HAVE THE MONEY? I THINK IT'S I THINK IT'S A INDIVIDUAL SITE DECISION AND UTILIZING THE DOLLARS BECAUSE THEY HAVE THE MONEY.
THANK YOU, SO LOOKING AT THE SLIDE THAT WE HAVE UP, CAN YOU REMIND US HOW DO WE READ THAT CENTER INFORMATION, THE BUDGET INFORMATION? SO THE FUND IS VARIOUS SCHOOLS OR DEPARTMENTS THAT CAN TAP THIS? AND THEN WHERE WOULD WE LOOK TO SEE WHETHER THIS IS COMING FROM GENERAL FUND OR TITLE DOLLARS OR ESSER FUNDING? CHIEF REED.
SO WHEN IT SAYS VARIOUS SCHOOLS AND DEPARTMENTS, THAT MEANS IT COULD COME FROM ANY OF THOSE SOURCES.
ONE OF THE PREVIOUS ONES WE LOOKED AT, I REMEMBER THE NUMBER THE ONE FOR.
WHEN WE LOOKED AT IT ACTUALLY HAD A FUND LISTED, RIGHT, SO IT HAD A ONE NINE
[02:25:02]
NINE THREE HUNDRED FUND, IT HAD A COST [INAUDIBLE] THAT.ONE NINE NINE MEANS IT'S GENERAL FUND.
BUT IN THIS CASE, SINCE IT'S NOT SPECIFIED, MULTIPLE BUCKETS, THEY CAN DRAW FROM THEM, THEY CAN USE THIS AND.
NOT JUST ONE DEPARTMENT RIGHT NOW.
AND I WANT TO NOTE HERE THAT THERE'S SUPPLEMENTAL MATERIALS.
SINCE I'M A FORMER SCIENCE TEACHER, THERE'S A LOT OF SCIENCE SUPPLY COMPANIES AS WELL.
SO SCIENCE TEACHERS BUYING LAB MATERIALS THAT MAYBE HAVE BROKEN OVER THE YEARS.
NOW YOU HAVE ESSER FUNDS COMING, YOU CAN RESUPPLY THOSE THINGS.
SO I JUST WANT TO NOTE THAT THAT'S IN HERE AS WELL.
AND YOU KNOW, WE TOOK THIS CLASS LAST YEAR ABOUT EDUCATIONAL FINANCE, WHERE WE ALL LEARNED THAT THE BUDGET IS THE STRATEGY.
SO WHILE WE'RE AUTHORIZING OR NEXT WEEK, IF WE IF THE BOARD AUTHORIZES THIS, YOU KNOW, THEN WE'RE AUTHORIZING THESE VENDORS SO THAT PEOPLE CAN PUT CAN GO TO THESE VENDORS AND GET THE SUPPLIES THEY NEED FOR THEIR SCHOOLS.
BUT THIS BOARD STILL CAN COME BACK WITH THE STRATEGIC PLAN AND APPROVE A BUDGET THAT IS THE STRATEGY FOR THE COMING YEARS.
SO I JUST WANT TO REMIND US OF THAT, THAT, YOU KNOW, OBVIOUSLY WE NEED TO BE WATCHING OUR DOLLARS IN HISD, BUT THAT'S GOING TO COME IN THE STRATEGIC DISCUSSION AND THE BUDGET DISCUSSION.
I WENT TO THE STORE THE OTHER DAY AND MY HUSBAND HAS BEEN MAKING GROCERIES AND I BOUGHT A LOAF OF BREAD.
SO IT WAS STICKER SHOCK TO ME ALMOST THREE DOLLARS A LOAF AND THE LOAF WAS SMALLER, SO I WAS REALLY UPSET AND I'M USING THAT ANALOGY.
I MEAN, YOU HAVE TO PAY ATTENTION.
LOAF WAS SMALL AND IT WAS THREE DOLLARS.
I DON'T KNOW ABOUT Y'ALL, BUT I WATCH MY MONEY LIKE THAT.
SO YOU TALKED ABOUT THE INCREASE IN A SHOPPING CART.
DOES THAT HAVE ANYTHING TO DO WITH THE INCREASE OF EVERYTHING, MY LOAF OF BREAD AND EVERYTHING IN GENERAL? INFLATION.
AS FAR AS YES, AS FAR AS THE COST OF EVERYTHING AND THE INCREASE IN COSTS, I'M JUST ASKING THAT BECAUSE AGAIN, I'M TRYING TO SAVE A DOLLAR.
I WANT A BIG LOAF OF BREAD LIKE I USED TO GET FOR THREE DOLLARS, TWO DOLLARS.
SO YES, MA'AM, WE'VE SEEN AN INCREASE IN COST.
IS THE BREAD PLACE IS STILL OPEN WHEN YOU GET A REAL CHEAP, YOU KNOW? TAKE THAT INTO ACCOUNT.
SEEING NO OTHERS IN THE QUEUE, THE NEXT ITEM ON THE AGENDA IS ITEM I3, TRUSTEE SUNG, OH, LET ME READ IT FIRST.
ACCEPTANCE OF GRANT FUNDS AND SUPPORT OF DISTRICT WIDE AND SCHOOL SPECIFIC PROGRAMS AND AUTHORIZATION TO NEGOTIATE AND EXECUTE CONTRACTS REQUIRED UNDER THE GRANTS.
ALLEN, SUPERINTENDENT HOUSE, DOES THE ADMINISTRATION REVIEW THE TRAINING MATERIALS IN THIS GRANT? GOOD EVENING, TRUSTEES, GOOD EVENING SUPERINTENDENT HOUSE, YES, PART OF THE GRANT IS WELL BEFORE WE EVEN APPLY FOR THE GRANT, WE BEGIN TO LOOK AT THEM AND THEN ONCE WE ONCE THE SCHOOLS BUY THEM, THE CURRICULUM DEPARTMENT WILL ALSO WORK WITH THEM, WITH THE CAMPUSES TO REVIEW THE CURRICULUM AND THE PROFESSIONAL DEVELOPMENT THAT'S BEING OFFERED.
OKAY, SO WHAT KIND OF GARDENING TECHNIQUES ARE BEING USED? DO YOU KNOW WHAT TYPE OF GARDENING TECHNIQUES ARE BEING USED? GARDENING TECHNIQUES.
OH, FOR THE OH, BARGAINING TECHNIQUES.
I'M JUST ASKING, DO YOU KNOW IF THEY INCLUDE PESTICIDES AND WHAT TYPE OF CHEMICALS IS PARTICULARLY WITH THIS ENTITY THAT'S GIVING US THE GRANT? I'M SURE.
WE WOULD HAVE TO LOOK INTO THAT.
I WOULD IF YOU COULD LOOK BACK AT THE HISTORY AND JUST KIND OF INTERESTED IN.
I'M CURIOUS AS TO THE CONTENT OF THE PROFESSIONAL OR TRAINING THAT THERE WILL BE PROVIDING FOR OUR TEACHERS AND MAKE SURE THAT IT'S A SOUND TRAINING AND A SUSTAINABLE ONE.
[02:30:01]
SO THANK YOU.SEEING NO OTHER TRUSTEES IN THE QUEUE FOR THOSE GRANTS.
WE'LL MOVE TO THE NEXT ONE, WHICH IS I4 APPROVAL OF THE JANUARY GENERAL FUND BUDGET AMENDMENT.
SO THE BUDGET AMENDMENT FOR SIX HUNDRED AND EIGHTY FIVE THOUSAND ONE HUNDRED AND FIVE FOR STUDENT DEVICES.
WHAT KIND OF DEVICES IS THIS AMENDMENT BEING USED FOR? APOLOGIZE.
I CANNOT GET MY TECHNOLOGY IN ORDER HERE.
FOR POWER UP DEVICES, FOR OUR HIGH SCHOOLS.
SO WE'RE RECEIVING ADDITIONAL DEVICES? DIDN'T WE APPROVE TWENTY THREE MILLION FOR THEM LAST AUGUST? SO IT'S ACTUALLY A SHIFT IF YOU LOOK AT LINE SEVENTY ONE.
DOLLARS ARE BEING MOVED FROM 71 INTO 53, SO WE NEEDED MORE MONEY FOR THE DEVICES? YES.
WE WE'RE RECEIVING MORE DEVICES? I'M NOT SURE HOW MANY MORE DEVICES OK I'D LIKE THAT IN A REFERRAL TOO PLEASE.
OUR NEXT ITEM ON THE AGENDA IS I5 APPROVAL OF RESOLUTION DECLARING INTENTION TO REIMBURSE EXPENDITURES RELATED TO A FUTURE BOND ISSUE.
I WAS JUST WONDERING IF YOU CAN GIVE US A GENERAL OVERVIEW OF WHAT YOU'RE THINKING FOR THE BOND AND GENERAL TIMELINE FOR IT.
CHIEF PAUL, IF YOU DON'T MIND SHARING ME AT JOINING ME AT THE PODIUM TO TALK A LITTLE BIT ABOUT KIND OF WHERE WE ARE IN REFERENCE TO THE PREP AND OUR COMMITTEE THAT WE'VE PUT TOGETHER TO REALLY GET THE BALL ROLLING.
WE HAVE A CAPITAL PLANNING STEERING COMMITTEE THAT IS IN SESSION.
WE'RE GOING INTO OUR THIRD MEETING THIS MONTH AND BASICALLY WE'RE KIND OF LEANING IN THE FRAMEWORK FOR A POTENTIAL BOND FOR NOVEMBER OF 2022.
SO WE'RE STILL IN THE PLANNING PHASE.
WE'RE LOOKING AT A LOT OF INFORMATION AS IT RELATES TO OUR CURRENT SITUATION.
REMEMBER THAT OUR LAST BOND WAS OR THE DISTRICT'S LAST BOND WAS IN 2012.
SO WE'VE HAD A 10 YEAR GAP AND WE'RE FINISHING UP THE LAST PROJECT.
I BELIEVE IT'S AT BELLAIRE, IF I'M NOT MISTAKEN.
SO IT IS IMPERATIVE A DISTRICT OUR SIZE THAT WE HAVE A BOND EVERY FIVE OR SIX YEARS.
WELL, I'M SORRY, I DON'T MEAN TO GEEK OUT ON YOU, BUT THIS IS REALLY COOL STUFF.
BUT OUR DEFERRED MAINTENANCE AND THAT'S MAINTENANCE THAT WE HAVEN'T BEEN ABLE TO DO IS ABOUT 1.89 BILLION DOLLARS.
SO IT JUST NECESSITATES THE NEED TO START PLANNING FOR A BOND.
AND THAT'S KIND OF WHERE WE ARE RIGHT NOW.
WE HAVE EACH ONE OF YOU PROVIDED US WITH EXCEPTIONAL PEOPLE TO SIT ON THE COMMITTEE.
AND SO WE'RE HAVING THOSE CONVERSATIONS, PLANNING AND SO FORTH AT THIS AT THIS TIME.
SO I HOPE AND SO WE'LL PRESENT SOMETHING TO YOU.
I BELIEVE IN MAY TO GIVE YOU KIND OF A FULL PICTURE AND GIVE YOU SOME, YOU KNOW, GIVE YOU THE COMMITTEE'S WORK THAT THEY'RE, YOU KNOW, HARD AT WORK DOING.
AND I WANT TO THANK Y'ALL FOR JUST PROVIDING SOME REALLY ENTHUSIASTIC PEOPLE TO THE COMMITTEE.
THE REIMBURSEMENT EXPENDITURES.
CAN WE GET AN IDEA OF WHAT THOSE EXPENDITURES WERE? THOSE BOND EXPENDITURES WERE FOR 2007, 2012 AND POTENTIALLY WHAT THAT COSTS WILL BE THAT WE'LL BE ASKING FOR REIMBURSEMENT FOR, FOR THE 2022 BECAUSE I WANTED TO SEE COMPARATIVELY, I KNOW INFLATION AGAIN, MY LOAF OF BREAD, I KNOW IT'S GOING TO BE HIGHER, BUT I JUST WANT TO GET A GENERAL IDEA OF WHAT IT WAS THEN.
AND IN 7, 12 AND OF COURSE, CURRENT COMING UP UPCOMING.
[02:35:02]
AND IN 12, THOSE OF YOU HAD BEEN AROUND FOR A WHILE BECAUSE THAT WAS ON THAT SIDE RAISING HELL.THEY WERE CONCENTRATING ON HIGH SCHOOLS.
AND I STILL THERE ARE A LOT OF SCHOOLS IN SOME OF THE DISTRICTS THAT WERE BUILT IN THE 30S AND 40S.
AND SO WILL WE BE CONCENTRATING SPECIFICALLY? AND I HOPE THE INDIVIDUAL THAT WE HAVE ASSIGNED TO THAT COMMITTEE ARE BRINGING IT TO YOUR ATTENTION.
I KNOW THAT WE HAVE LAND LOCKED ISSUES WITH SOME OF THE SCHOOLS I GOT THERE.
I LIKE THAT KIND OF STUFF, TOO.
IT KIND OF GEEKY STUFF, BUT IT WILL IT BE A CONCENTRATION OF L'S MIDDLE SCHOOLS OR ALL OF THEM? YOU'RE LOOKING AT EVERYBODY.
I THINK WE HAVE TO HAVE A COMPREHENSIVE LOOK AT THE DISTRIBUTION.
SO AS YOU MENTIONED, YOU KNOW, THE LAST BOND REALLY FOCUSED ON HIGH SCHOOLS, BUT WE HAVE SOME REALLY OLD ELEMENTARY SCHOOLS.
WE HAVE SOME REALLY OLD MIDDLE SCHOOLS.
AND SO I THINK WE NEED TO PROVIDE A COMPREHENSIVE LOOK AT THE DISTRICT AND NOT ONLY THAT, BUT ALSO OVERLAY THE STRATEGIC PLAN.
AND I THANK YOU FOR THAT BECAUSE, YOU KNOW, AGAIN, I WAS ON THAT SIDE RAISING CAIN ABOUT THE PROCESS, AND I HAD A SCHOOL, ONE OF THE SCHOOLS IN THE DISTRICT, KEY MIDDLE SCHOOL THAT EVERYBODY KNOWS ABOUT THAT WAS ON TELEVISION FOR ASBESTOS AND VARIOUS MOLD AND VARIOUS OTHER THINGS.
AND LET ME JUST SAY IT AGAIN, IT WAS NOT REBUILT AND IT WAS BUILT IN 1957 OR 59.
AND THEN THE SCHOOL CLOSEST TO IT, WHICH WAS BARBARA JORDAN THAT WAS BUILT IN 1971, WAS REBUILT.
SO I HOPE THAT YOU ALL TAKE THAT INTO CONSIDERATION THAT WHATEVER METHODOLOGY THAT WAS USED BEFORE, IT DIDN'T WORK WELL LAST TIME.
WE'LL GO INTO IT WITH A LENS OF EQUITY.
BUT LIKE CHIEF PAUL INDICATED, WE'LL BE TAKING A COMPREHENSIVE LOOK AT THE ENTIRE SCHOOL DISTRICT WITH A WITH THE LENS OF EQUITY TO ENSURE THAT WE DO WHAT'S BEST IN THE BEST TIMING.
AND ONE OF THE THINGS THAT SHE SAID IS EXTREMELY IMPORTANT IS THAT IT OVERLAYS WITH THE STRATEGIC WORK THAT WE'RE FOCUSING ON AS WELL.
THANK YOU, CHIEF PAUL THANK YOU.
I'LL BE IN TROUBLE FOR MAKING A REQUEST.
WE ARE NOW READY FOR YOUR COMMENTS.
SO TODAY, SO TODAY WAS A WAS AN EXTREMELY IMPORTANT DAY BEING THAT WE LAUNCHED OUR HISD ON CAMPUS COVID 19 TESTING JOB.
VERY, VERY PROUD I HAD A CHANCE TO VISIT TODAY, SAM HOUSTON HIGH SCHOOL, WHICH IS ONE OF THE SEVERAL DIFFERENT SCHOOLS THAT ARE TAKING PART.
I BELIEVE WE HAD 14 SCHOOLS THAT WERE ACTUALLY TESTING SPECIFICALLY TODAY IN THOSE 14 SCHOOLS.
NOW, AS OUR STUDENTS RETURN TO THE CLASSROOMS AND STAFF CAME BACK TO WORK THIS WEEK AFTER WINTER BREAK, WE CONTINUED TO LEAD THE WAY WITH SAFETY AT THE FOREFRONT OF ALL OF OUR DECISIONS.
AS WE PRIORITIZE SAFETY, HISD CONTINUES ITS MASK MANDATE.
THAT IS SOMETHING THAT WE ARE NOT WAVERING ON.
WE HAVE DATA THAT SHOWS THAT, THAT HAS MADE A DIFFERENCE IN COMPARISON TO THOSE THAT HAVE NOT HAD A MASK MANDATE IN PLACE.
WE'VE ALSO STRONGLY ENCOURAGE OUR STUDENTS AND STAFF TO GET GET TESTED REGARDLESS OF THEIR VACCINATION STATUS.
AND PROVIDING SEVERAL OPPORTUNITIES TO DO SO, AS WE DID TODAY IN 14 SCHOOLS NOW.
DURING THE WINTER BREAK, WE PROVIDED 12 DIFFERENT DRIVE THRU TESTING OPPORTUNITIES AT OUR HIGH SCHOOLS.
JUST THIS PAST SUNDAY, OUR TESTING OPPORTUNITY TO PROVIDED OPPORTUNITIES FOR 2000 INDIVIDUALS TO BE TESTED.
WE CONTINUE TO EXPAND OUR PARTNERSHIPS AND COMMUNITY THROUGHOUT THE COMMUNITY WITH DIFFERENT HEALTH ORGANIZATIONS AND OFFICIALS TO PROVIDE ADDITIONAL TESTING AND VACCINATION OPPORTUNITIES FOR OUR FAMILIES, INCLUDING TWO MEGA-SITES AT DELMAR AND AT BUTLER.
I BELIEVE AT DELMAR ALONE, WE HAD THE CAPACITY OF ABOUT A THOUSAND TESTS A DAY.
DELMAR AND BUTLER SO 2000 COMBINED.
WE'RE EXCITED THAT STARTING TODAY, OF COURSE, THESE TESTS ARE ABSOLUTELY FREE.
THEY'RE PCR TESTS, WHICH MEANS THEY DON'T GET RESULTS ON THE SPOT.
THEY SHOULD GET RESULTS IN ABOUT TWENTY FOUR HOURS.
AT LEAST 85 PERCENT OF OUR CAMPUSES WILL BE DOING SOME FORM OF WEEKLY OR BIWEEKLY TESTING AS WELL.
EIGHTY FIVE PERCENT OF OUR 280 PLUS SITES WILL BE PROVIDING WEEKLY OR BIWEEKLY
[02:40:05]
TESTING, SO VERY, VERY SIGNIFICANT.ONE OF THE THINGS THAT I WANT TO REITERATE THAT I REITERATED IN THE PRESS CONFERENCE EARLIER TODAY BECAUSE I THINK THERE MAY HAVE BEEN SOME CONFUSION OUT THERE.
OUR GOAL IS TO KEEP OUR SCHOOLS OPEN.
I KNOW WITH THE ITEM THAT TALKED ABOUT THE SUPERINTENDENT HAVING AUTHORITY TO CLOSE IT THAT IF YOU CHECK MY RECORD, THE SCHOOL DISTRICT THAT I CAME FROM ONE OF THE ONLY IN THE STATE OF TENNESSEE THAT STAYED OPEN, 70, 60, 70 PERCENT OF OUR KIDS WERE IN SCHOOL DURING THE ENTIRE PANDEMIC AND WE CONTINUE TO MAKE THAT PROGRESS.
WE FEEL LIKE WE CAN CONTINUE DOING THE SAME THING HERE.
THE ONLY REASON WE WOULD LOOK AT THE POSSIBILITY OF SHUTTING DOWN AT A PARTICULAR CAMPUS IS IF IT'S NOT SAFE OR IF THE HEALTH DEPARTMENT CAME IN AND SAID WE HAD TO DO SOMETHING DIFFERENT.
SO I WANT OUR COMMUNITY TO KNOW AND UNDERSTAND THAT WE'RE FOCUSED AND COMMITTED TO DOING WHAT'S RIGHT AND EDUCATING OUR KIDS INSIDE OF OUR BUILDINGS, JUST ENSURING THAT IT'S SAFE.
HISD WILL CONTINUE TO OFFER TEMPORARY ONLINE LEARNING THAT HAS GROWN.
OUR NUMBERS ARE SHOWING THAT THERE'S AN INCREASE THERE.
WE MUST CONTINUE TO WORK TOGETHER TO DO OUR PART TO ENSURE THAT SAFETY IS NUMBER ONE.
WE'VE TALKED ABOUT STUDENTS, BUT IT'S ABOUT OUR STAFF AS WELL.
NOW, JUST TO GIVE YOU SOME ADDITIONAL INSIGHT IN REFERENCE TO THE NUMBERS, STUDENT ABSENCES WERE UP MONDAY.
WE HAD ABOUT A 75 PERCENT SEVENTY FIVE POINT FIVE PERCENT ATTENDANCE RATE, WHICH MEANT THAT ABOUT FORTY FIVE THOUSAND FIVE HUNDRED AND FIFTEEN STUDENTS WERE ABSENT.
THAT CHANGED, AND WE HAD ABOUT AN 85 PERCENT ATTENDANCE RATE, WHICH MEANT ABOUT 26000 OF OUR STUDENTS WERE ABSENT.
SO WE'RE SEEING THE NUMBER COME DOWN, WHICH IS A GOOD THING NOW WHEN WE TALK ABOUT STAFF.
THAT'S WHERE IT BECOMES VERY DIFFICULT IF WE DON'T HAVE THE NECESSARY STAFF TO ENSURE THAT A CAMPUS HAS WHAT IT'S NEED IN TERMS OF TEACHING AND ADMINISTRATORS TO OPERATE.
ON MONDAY, WE HAD ABOUT 758 STAFF MEMBERS THAT WERE ABSENT.
AND THEN ON WEDNESDAY WE HAD ABOUT 321.
SO YOU CAN SEE THAT, THAT DATA IS TRENDING IN THE RIGHT DIRECTION NOW.
NOT ALL OF THOSE WERE TEACHERS.
WHEN YOU LOOK AT SPECIFIC NUMBERS AROUND TEACHERS ON MONDAY, WE HAD 301 TEACHERS THAT WERE ABSENT ON TUESDAY.
WE HAD 242 TEACHERS THAT WERE ABSENT AND ON WEDNESDAY, WE HAD 122 TEACHERS THAT WERE ABSENT, SO I WANTED TO MAKE SURE THAT I MADE THAT DELINEATION BETWEEN STAFF AND TEACHERS.
NOW A COVID 19 DASHBOARD IS UP.
IT'S IMPORTANT FOR OUR COMMUNITY TO KNOW THAT WE UPDATE THAT DASHBOARD TWICE A WEEK, GENERALLY ON TUESDAYS AND THURSDAYS.
BUT THAT DATA IS UP TO DATE, AND WE ENCOURAGE OUR COMMUNITY TO TAKE A CLOSE LOOK.
NOW, A COUPLE OF THE MOST COMMON QUESTIONS THAT WE'VE GOTTEN SINCE WE'VE BEEN BACK IN SESSION IS ARE STUDENTS AND TEACHER ABSENCES UP? AND AGAIN, JUST TO REITERATE, YES, THEY ARE.
THAT IS SOMETHING THAT WE'RE SEEING ACROSS THE COUNTRY.
I'VE HAD A CHANCE TO CONNECT WITH COLLEAGUES ACROSS THE COUNTRY.
COUNCIL OF GREAT CITY SCHOOLS, CHIEFS FOR CHANGE.
AND WE'RE ALL SEEING SOME OF THE SAME CHALLENGES.
WE'VE ALL HANDLED THINGS A LITTLE BIT DIFFERENT.
SOME HAVE DELAYED SCHOOLS AND WHAT I WILL SAY IS ONE OF THE THINGS THAT'S BEEN VERY HELPFUL TO HOUSTON IS OUR WEATHER.
WHAT WE'VE LEARNED ABOUT THIS VIRUS IS THAT IT FLOURISHES IN COLDER WEATHER AND WE'VE BEEN WE'VE BEEN VERY FOR OUR NUMBERS LOOK GREAT BEFORE THE THANKSGIVING HOLIDAY AND THEY SHOT UP.
WHAT WE'RE HEARING FROM EPIDEMIOLOGISTS, WHAT WE'RE HEARING FROM TEXAS CHILDREN'S HOSPITAL, TEXAS A&M IS THAT WE SHOULD SEE A PEAK, PROBABLY THE THIRD OR FOURTH WEEK IN JANUARY BEFORE THINGS START HEADING BACK IN THE RIGHT DIRECTION.
WE WANT TO KEEP OUR SIGHTS ON KEEPING OUR SCHOOLS OPEN.
SO ANOTHER QUESTION THAT CONTINUES TO COME UP THAT I WANT TO REITERATE IS HOW WILL THE DISTRICT HANDLE THE TEACHER SHORTAGE? AGAIN, THE DISTRICT CONTINUES TO ASSIGN SUBSTITUTE TEACHERS WHERE NEEDED.
HISD CONTINUES TO MANAGE THE ABSENCES OF TEACHERS WITH OUR SUB POOL AND INDIVIDUAL SCHOOL STAFF.
AND FINALLY, HISD CENTRAL OFFICE LICENSE STAFF MEMBERS ARE WORKING IN OUR TEMPORARY ONLINE PROGRAM TO ACCOMMODATE THOSE STUDENTS THAT ARE IN QUARANTINE AND ARE PREPARED TO DEPLOY ADDITIONAL CENTRAL STAFF AS NEEDED.
SO WE'RE DOING WHAT IT TAKES AS WE'VE DONE FOR, YOU KNOW, GOING BACK TO THE START OF THE SCHOOL YEAR AND I APPRECIATE THE COMMITMENT OF OUR STAFF NOW THE LAST COUPLE OF THINGS THAT I WANT TO MENTION AROUND COVID.
TOMORROW, I HAVE AN OPPORTUNITY TO ENGAGE SPECIFICALLY WITH THE
[02:45:03]
SECRETARY OF EDUCATION CARDONA AND SURGEON GENERAL MURTHY TO TALK ABOUT SOME OF THESE THINGS AS WELL.I, ALONG WITH ABOUT 10 OR 12 OTHER SUPERINTENDENTS ACROSS THE COUNTRY.
AND THEN WEDNESDAY, AS I MENTIONED, COMPLETELY NON-COVID RELATED.
WE'LL HAVE THE OPPORTUNITY TO CONNECT WITH YOU ALL TO TALK A LITTLE BIT MORE ABOUT SOME OF THE UPCOMING THINGS AROUND STRATEGIC WORK.
NEXT STEPS WHAT WE NEED IN TERMS OF SUPPORT FROM YOU ALL TO MOVE THE WORK FORWARD.
LAST THING THAT I WANTED TO DO, WHICH I DID EARLIER, I WANTED TO OFFICIALLY WELCOME JEREMY GRANT SKINNER.
JEREMY JOINED US FROM FROM BALTIMORE, AND HE'S OUR NEW CHIEF TALENT OFFICER.
WE'RE EXTREMELY EXCITED TO HAVE JEREMY, AS WELL AS DR.
SHAWN BIRD, WHO'S BEEN HERE AS WELL FOR THE FOR THE LAST LAST FEW WEEKS.
PLEASE MEET THE LADIES OUR 10 AT THE DAIS HERE.
THAT DOES CONCLUDE MY UPDATES.
WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW YES.
OK, I JUST WANT TO SAY THANK YOU TO TRUSTEE SUNG AND TRUSTEE VILASECA FOR THE LAST FOUR YEARS.
YOU ARE INCREDIBLE, PHENOMENAL POLICYMAKERS, LEADERS AND MOMS IN EVERYTHING WONDERFUL UNDER THE SUN AND BEYOND.
AND WE'RE GOING TO MISS YOU VERY MUCH AND JUST WANT TO SAY THANK YOU SO MUCH FOR AND I'M NOT GOING TO CRY.
YOU KNOW, JUMPING ON THIS BOARD.
I HAD A LOT OF I WAS SCARED AND YOU MADE EVERYTHING LESS SCARY AND YOU MADE EVERYTHING MORE POSSIBLE.
AND IT HAS BEEN AN HONOR AND A PRIVILEGE TO WORK ALONGSIDE WITH YOU TO DO SO MUCH GOOD FOR OUR COMMUNITY, OUR KIDS, PARENTS, STUDENTS, STAFF AND I AM INCREDIBLY GRATEFUL FOR YOUR WORK AND OVER THE YEARS OF FRIENDSHIP.
SO THANK YOU SO MUCH FOR EVERYTHING YOU'VE DONE.
[APPLAUSE] THANK YOU, LADIES, APPRECIATE YOU.
WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 7:49 P.M.
OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING ON THURSDAY, JANUARY 13TH OF 2022.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.