Feb 17, 2022 Special Board Workshop

BUENAS DIAS

[00:00:09]

BOARD MEMBERS PRESENT VIA ZOOM.

I'M NOT SURE IF THEY'RE ON YET. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES AND REMIND EVERYONE TO PLEASE ADHERE TO THE DISTRICT'S MASK MANDATE.

IF YOU ARE NOT WEARING A MASK, YOU WILL BE ASKED TO LEAVE THE PREMISES.

OUR FIRST ORDER OF BUSINESS IS TO HEAR SPEAKERS TO SPECIFIC AGENDA ITEMS. HOWEVER, NO ONE HAS REGISTERED TO SPEAK TODAY.

WE ARE NOW READY TO CONSIDER ITEMS FOR POSTED FOR DISCUSSION AND ACTION, BEGINNING WITH A2 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS, MEASURE THREE. TRUSTEES PLEASE NOTE THAT ITEM A2 IS INCLUDED ONLY FOR A FORMAL VOTE.

IT IS THE SAME ITEM THAT WAS PRESENTED DURING THE FEBRUARY 3RD AGENDA REVIEW, SO THE PRESENTATION WILL NOT BE REPEATED.

WE JUST DIDN'T VOTE BECAUSE WE WERE IN A HURRY TO GET OUT BECAUSE OF THE STORM.

DO I HAVE A MOTION? WADE. IS THERE ANY DISCUSSION? PLEASE VOTE. FIVE VOTE FOR, ZERO AGAINST, ZERO ABSTENTIONS.

OUR NEXT ITEM OF BUSINESS IS G1 ADOPTION OF RESOLUTION TO WAIVE WORKDAY MISSED AND TO PAY EMPLOYEES AS A RESULT OF THE FEBRUARY 4TH 2022 DISTRICT CLOSURE.

DO I HAVE A MOTION? SO MOVED SANTOS. DO I HAVE A SECOND? SECOND BY TRUSTEE BAKER.

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? PLEASE VOTE. FIVE FOR, ZERO AGAINST, ZERO ABSTENTIONS.

NEXT, WE ARE READY TO BEGIN OUR WORKSHOP ON THE DISTRICT'S STRATEGIC PLAN.

SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR.

THANK YOU, MADAM PRESIDENT, AND AND THANK YOU ALL THAT ARE HERE WITH US, BOTH ONLINE AND AT THE DAIS. WHAT I'D LIKE TO SHARE IS THAT TODAY WE WILL BE GOING TO HAVE THE OPPORTUNITY TO REVIEW AND AND AND COMPLETE OPPORTUNITY FOR YOU ALL TO HEAR A LOT MORE ABOUT OUR STRATEGIC PLAN.

AS YOU ALL KNOW, THERE'S BEEN A LOT OF WORK OVER THE COURSE OF THE LAST SEVERAL MONTHS AND LISTENING TO OUR COMMUNITY, LISTENING TO STAFF, LISTENING TO DATA TO REALLY GET US TO THIS PARTICULAR POINT.

I WILL SHARE HOW WE GATHERED INPUT TO DETERMINE OUR PRIORITIES.

THE CORE VALUES THAT WE HOLD AS WE MOVE FORWARD AND OUR GOALS AND ASPIRATIONS AS WE PREPARE TO LAUNCH AND IMPLEMENT AND IMPLEMENT THIS FIVE YEAR STRATEGIC PLAN.

THEN MY TEAM AND I WILL DISCUSS SIX COMMITMENTS THAT ARE IN THIS PLAN AND THE STRATEGIES THAT WILL MAKE UP EACH ONE OF THE COMMITMENTS.

AS YOU KNOW, WE SOUGHT OUT EXTENSIVE COMMUNITY ENGAGEMENT, AND IN SHAPING THIS PLAN, WE LISTENED TO OUR PARENTS, FAMILIES, STUDENTS AND STAFF TO INFORM US IN THE BEST WAY POSSIBLE TO MOVE THIS PLAN FORWARD FOR OUR SCHOOL DISTRICT AND OUR COMMUNITY.

THROUGHOUT THIS PROCESS, WE RECEIVED THOROUGH FEEDBACK FROM STUDENTS, PARENTS, TEACHERS, CAMPUS LEADERS, CENTRAL OFFICE STAFF, ALL WITH THE CLEAR INTENT OF MAKING THIS PLAN ONE THAT WAS NOT JUST FOR THE COMMUNITY, BUT BY THE COMMUNITY.

OUR CORE VALUES SPEAK TO WHO WE ARE.

THEY THRIVE.

AND THEY WILL MOVE US FORWARD AND DRIVE US IN THE WORK AND INFORM THE DECISIONS THAT WE MAKE MOVING FORWARD, AS WELL AS YOU CAN SEE STUDENTS FIRST RESTORING TRUST EXCELLENCE FOR ALL STUDENTS, PURPOSEFUL INNOVATION GUIDED BY A COMMITMENT OF EXCUSE ME, COMMUNITY, A VOICE AND A UNIFIED IN OUR PURSUIT.

AS YOU ALL KNOW, OUR BOARD GOALS ARE EXTREMELY IMPORTANT, A CRITICAL AND INFORMING THE WORK WE'RE DOING ON A DAILY BASIS.

THIS PLAN IS AIMED SQUARELY AT MEETING AND EXCEEDING THE GOALS THAT HAVE BEEN LAID OUT.

NOW THEY ARE WRITTEN OUT ON THIS PARTICULAR SLIDE, AS YOU CAN SEE, BUT I THINK OUR ASPIRATIONS FOR STUDENT EXPERIENCES BEAR READING OUT.

WHEN THE STRATEGIC PLAN IS IMPLEMENTED SUCCESSFULLY IN EVERY HISD SCHOOL, IN EVERY NEIGHBORHOOD THROUGHOUT THE DISTRICT.

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AS YOU CAN SEE, NUMBER ONE, EVERY DAY EACH STUDENT LEARNS FROM A CHALLENGING AND ENGAGING MATH, READING AND WRITING CURRICULUM LED BY PASSIONATE, CARING AND EFFECTIVE EDUCATORS.

THE SECOND, WITH EVERY DAY, EACH STUDENT HAS OPPORTUNITIES TO PURSUE INTERESTS AND PASSIONS WHILE BUILDING CONFIDENCE, TEAMWORK AND LEADERSHIP SKILLS THROUGH A VARIETY OF COURSES AND EXTRACURRICULAR ACTIVITIES.

EVERY DAY, EACH STUDENT LEARNS IN A SAFE AND JOYFUL CLASSROOM THAT SUPPORTS THEIR OVERALL WELL-BEING AND EVERY DAY EACH STUDENT WHO NEEDS SPECIAL EDUCATION SERVICES LEARNS.

SKILLED EDUCATOR WHO'S WHO PROVIDES PERSONALIZED SUPPORT TO HELP THEM SUCCEED.

AND FINALLY, EVERY YEAR, EVERY STUDENT AND FAMILY HAS ACCESS TO HIGH QUALITY OPTIONS IN THEIR NEIGHBORHOOD AND CAN PURSUE THEIR INTERESTS IN UNIQUE LEARNING ENVIRONMENTS.

SO AS I INDICATED, I'M LOOKING FORWARD TO HAVING THE OPPORTUNITY FOR YOU ALL TO HEAR, NOT JUST FROM FROM ME TODAY, BUT YOU HAVE THE OPPORTUNITY TO HEAR FROM SOME OF MY, OUR NEWS STAFF. I THINK JUST ABOUT EVERYBODY, WITH THE EXCEPTION OF ONE INDIVIDUAL THAT IS IN FRONT OF YOU, IS NEW TO THE DISTRICT, SO HE HAD THE OPPORTUNITY TO TO REALLY ENGAGE.

AND THE FIRST PERSON THAT I'D LIKE TO TO BRING UP ON DECK WHO WHO'S UP TO BAT IS IS MAX MOHLER, OUR NEW CHIEF COMMUNITY ENGAGEMENT OFFICER.

MAX, I'LL TURN IT OVER TO YOU.

SUPERINTENDENT HOUSE, EXCUSE ME.

I'M SORRY, MADAM PRESIDENT, DO WE HAVE A SOFT COPY OR HARD COPY OF THIS PRESENTATION? WE CAN GET YOU ON. THANK YOU.

AND JUST TO INTERRUPT QUICKLY.

AND WE'VE BEEN JOINED BY TRUSTEE DEIGAARD VIA ZOOM.

GOOD MORNING, EVERYBODY. WE'VE HEARD LOUD AND CLEAR THAT HISD MUST WORK TO REBUILD TRUST WITH FAMILIES, HISD STAFF AND THE COMMUNITY.

THE DISTRICT HAS STRUGGLED TO MEET ITS OBLIGATIONS TO STUDENTS, TEACHERS AND TAXPAYERS IN RECENT YEARS. A LACK OF FINANCIAL TRANSPARENCY AND EFFECTIVE COMMUNICATION AND INCONSISTENT COMMUNITY AND PARENT ENGAGEMENT HAVE ALL ERODED CONFIDENCE IN HISD.

IT IS A NEW DAY IN HISD.

THE HARD WORK TO MAKE THIS DISTRICT A RELIABLE COMMUNITY PARTNER AND ASSET STARTS NOW.

NOW WHAT WE'VE LEARNED ON AVERAGE, ONE IN FIVE PARENTS DO NOT HAVE THE CONFIDENCE IN HISD TO OR REALLY THINK THE DISTRICT IS RESPONSIVE TO THEIR NEEDS OR THEIR CONCERNS.

WE WILL WE WILL REBUILD OUR FAMILY RESPONSE SYSTEM AND BUILD AN INFRASTRUCTURE THAT ADDRESSES FAMILY QUESTIONS AND CONCERNS EFFECTIVELY AND EFFICIENTLY.

PARENTS WILL WORK WITH TRAINED SPECIALISTS AS THEY WILL KNOW WHAT TO FOLLOW UP ON AND HOW TO FOLLOW UP THROUGH OUR NEW SYSTEMS AND PROCESSES IN HISD.

WE CANNOT BE IN THE HEADLINES FOR FINANCIAL IMPROPRIETIES AGAIN.

THIS ADMINISTRATION HAS ALREADY MADE PERSONNEL AND POLICY CHANGES TO REMEDY PREVIOUS MISMANAGEMENT. THE DISTRICT WILL REBUILD FINANCIAL INFRASTRUCTURE PREDICATED ON TRANSPARENCY AND ACCOUNTABILITY.

THROUGH THE NEWLY CREATED OFFICE OF ENGAGEMENT, HISD IS MAKING A COMMITMENT TO MAKE THE NEEDS OF FAMILIES AND STUDENTS PRIORITY AND NUMBER ONE.

EVERY FAMILY SHOULD HAVE A POSITIVE EXPERIENCE WITH THE SCHOOL DISTRICT, WITH THEIR SCHOOL, IN THEIR COMMUNITY, IN EVERY HISD SCHOOL.

WE SIMPLY CANNOT PROVIDE EVERY STUDENT THE LEARNING ENVIRONMENT THEY DESERVE WITHOUT FACILITATING A CULTURE OF TRUST.

A CULTURE OF HONESTY AND TRANSPARENCY.

DISTRICT WIDE. THROUGH THIS STRATEGIC PLAN, WE COMMIT OURSELVES TO HONESTY, TRANSPARENCY AND RELIABILITY IN AN ORDER IN ORDER TO BUILD AND STRENGTHEN THE TRUSTING RELATIONSHIP WITH OUR STAKEHOLDERS.

WE WILL DO THAT BY REIMAGINING THE PARENT AND FAMILY ENGAGEMENT EXPERIENCE TO INCREASE TRANSPARENCY ACROSS ORGANIZATIONS IN EVERY ONE OF OUR EVERY ONE OF OUR FACILITIES.

WE COMMIT TO THE SUSTAINABILITY AND EQUITABLE, EQUITABLE PRACTICE THROUGH BUDGET PRACTICES AND KEEPING AND ENSURING THAT OUR STUDENTS ARE THE CENTER OF EVERYTHING THAT WE DO IN OUR DISTRICT.

AS SUPERINTENDENT HOUSE MENTIONED WE KNOW THAT THE DISTRICT MUST WORK TO REBUILD TRUST

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TO DO THAT, WE'RE REORIENTING OUR FAMILY COMMUNITY ENGAGEMENT INFRASTRUCTURE TO BE A NIMBLER, MORE CUSTOMER SERVICE FOCUSED ORGANIZATION.

WE WILL SEEK OUT PARENT FEEDBACK WHERE THEY ARE IN THEIR OWN COMMUNITIES BY HOSTING REGULAR LISTENING SESSIONS IN EACH FEEDER PATTERN TO BETTER UNDERSTAND ISSUES AND CONCERNS IN REAL TIME.

WE WILL ALSO CREATE CAMPUS SPACE PLANS THAT SET CLEAR EXPECTATIONS, LAY OUT DETAILED RESPONSE TIMELINES AND CREATE SPECIFIC PERFORMANCE EVALUATION METRICS FOR ALL SCHOOL BASED STAFF TIED TO EFFECTIVE AND RESPONSIVE FAMILY ENGAGEMENT.

WE WILL RETOOL OUR PARENTS CENTER TO BE SINGULARLY FOCUSED ON SOLUTIONS AND EMPOWER THEM TO BE ADVOCATES FOR PARENT CONCERNS WITH OTHER DISTRICTS THAT WE WILL BE MOVING THE INFORMATION CENTER, WHICH IS CURRENTLY IN THE COMMUNICATIONS DEPARTMENT.

WE WILL BE MOVING THEM INTO THE FAMILY COMMUNITY ENGAGEMENT DEPARTMENT TO BETTER ALIGN OUR ORIENTATION TOWARD ADDRESSING PARENT CONCERNS.

WE WILL ESTABLISH A PARENT LEADERS ACADEMY TO HELP GIVE PARENTS THE TOOLS THEY DESERVE TO BE BETTER ADVOCATES FOR THE DISTRICT, ITS STUDENTS AND THEIR COMMUNITIES.

WE MUST BE BETTER AT COMMUNICATING WITH OUR PARENTS.

WE WILL STREAMLINE OUR FACE WEBSITE TO BETTER SERVE PARENTS AND DEVELOP TECHNOLOGICAL INFRASTRUCTURE THAT WILL ALLOW US TO BETTER INTAKE, ANALYZE AND ACTION PARENT CONCERNS AND COMPLAINTS. WE WILL ALSO BE DEDICATING MORE RESOURCES TO HEAR FROM PARENTS AND UNDERSERVED COMMUNITIES SO THAT THE DISTRICT CAN RECEIVE FEEDBACK FROM THE ENTIRE COMMUNITY, NOT JUST THE SUBSET OF NEIGHBORHOODS.

IN 20 IN 2021-22, THE DISTRICT STARTED BRINGING MONTHLY BUDGET UPDATES TO THE BOARD, WHEREAS IN THE PAST IT WAS TWICE A YEAR IN FEBRUARY AND JUNE.

IN ADDITION TO BUDGET REPORTS, THE DISTRICT PROVIDED ITS FIRST BUDGET TO ACTUAL REPORT AS OF DECEMBER 31ST, 2021 TO THE FEBRUARY BOARD MEETING.

THE DISTRICT WILL CONTINUE TO WORK WITH THE BOARD AND THE COMMUNITY TO BUILD REPORTING AND COMMUNICATION THAT IS USEFUL AND TIMELY.

THE DISTRICT IS ALSO MOVING AWAY FROM THE INCREMENTAL BUDGETING PROCESS, WHERE BUDGETS JUST CONTINUE TO GROW YEAR OVER YEAR WITHOUT ANY REAL REVIEW OF CURRENT PROGRAMS AND SERVICES AND SUNSETTING OF THINGS THAT DON'T ALIGN TO THE DISTRICT'S GOALS.

WE WILL BE MORE STRATEGIC IN HOW DOLLARS ARE SPENT AND ALIGNED TO THE DISTRICT'S GOALS, ENSURING THAT WE CONTINUOUSLY EVALUATE WHAT WE ARE DOING FOR EFFECTIVENESS.

WE WILL BE MORE ENGAGED WITH STAKEHOLDERS AND HOW WE SPEND DISTRICT FUNDS AND BRING THE COMMUNITY ALONG AS WE BUILD FUTURE BUDGETS.

THE DISTRICT IS DEVELOPING A STAFFING MODEL THAT ENSURES THAT WHEN EVERY STUDENT ENTERS AN HISD SCHOOL, THEY HAVE ACCESS TO CORE BASIC SERVICES NO MATTER WHERE THEY ATTEND SCHOOL IN THE DISTRICT, INCLUDING ACCESS TO COUNSELORS, NURSES, LIBRARIANS AND COLLEGE AND CAREER ADVISORS TO HELP GUIDE THEM THROUGH THEIR ACADEMIC GOALS.

IN ADDITION, THE DISTRICT WILL BE CENTRALIZING EXTRACURRICULAR ACTIVITIES [INAUDIBLE] ONCE THE CHOICE OF THE CAMPUS LIKE ATHLETICS AND UIL ACADEMICS.

I'M GOING TO INTERRUPT FOR JUST A SECOND.

WE'VE BEEN JOINED BY TRUSTEE GUIDRY.

TO ENSURE EVERY CHILD HAS EQUITABLE ACCESS TO A CLASSROOM, THEY MUST BE ABLE TO GET TO THEIR SCHOOL SAFELY AND EFFICIENTLY.

TOWARD THAT GOAL, THE DISTRICT WILL LEVERAGE ESSER FUNDS TO ENHANCE OPERATIONS THAT ARE ACTION TOWARD IMPROVING STUDENT OUTCOMES AND INCREASING ACCESSIBILITY.

THAT INCLUDES INCREASING TRANSPORTATION ACCESSIBILITY BY ACQUIRING NEW SPECIAL EDUCATION BUSSES, STUDENT EXPRESS VEHICLES AND REGULAR BUSSES.

IT ALSO MEANS THAT WE MAKE ENHANCEMENTS TO OUR SECURITY SYSTEMS AT HISD FACILITIES.

THAT INCLUDES PROTOTYPING SCHOOL BUILDINGS THAT ARE SAFER AND MORE SECURE DUE TO THE IMPROVEMENTS MADE TO SECURITY, ALARM AND CAMERA SYSTEMS, SCHOOL WINDOWS AND CREATING BUILDINGS THAT HAVE ONE DEDICATED POINT OF ENTRY.

TAKEN TOGETHER, THESE MEASURES WILL HELP MAKE OUR SCHOOLS STRONGER AND OUR CLASSROOMS SAFER. OUR KEY METRICS FOR A SUCCESS ARE UP ON THE SCREEN.

RATES OF PARENT COMMUNITY SATISFACTION WITH COMMUNICATION.

OPPORTUNITIES FOR INVOLVEMENT IN ADVOCACY AND THE FAMILY STUDENT EXPERIENCE.

ANOTHER KEY METRIC IS THE NUMBER OF OPPORTUNITIES FOR THE COMMUNITY ENGAGE AND THE ENTIRE BUDGET PROCESS.

THE NUMBER OF BOARD AND PUBLIC TRANSPARENT FINANCIAL REPORTING SESSIONS.

THE NUMBER OF STUDENTS ACCESSING TRANSPORTATION RESOURCES AND FINALLY, THE NUMBER OF FACILITIES WITH IMPROVED SECURITY ENHANCEMENTS.

SUPERINTENDENT.

THANK YOU, CHIEF MOHL. NOW EVERY HISD STUDENT DESERVES.

SORRY. WE'VE BEEN JOINED BY TRUSTEE BLUEFORD-DANIELS.

GOOD MORNING. AS I INDICATED, EVERY HISD STUDENT DESERVES ACCESS TO A SCHOOL THAT MEETS ALL OF THEIR NEEDS ALL OF THE TIME.

HISD MUST PROVIDE FUNDAMENTAL EDUCATIONAL EXPERIENCES THAT EVERY ONE OF OUR CAMPUSES TO ALL STUDENTS THAT THAT HAVE THE KIND OF LEARNING THAT'S AT OR ABOVE THE LEVEL THAT PROMOTES THEIR PHYSICAL AND EMOTIONAL WELL-BEING.

IT'S EXTREMELY IMPORTANT THAT WE CONTINUE TO PROMOTE THAT, ESPECIALLY DURING THE TOUGH TIMES THAT MANY OF OUR KIDS HAVE SEEN OVER THE LAST COUPLE OF YEARS.

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NO MATTER WHICH HISD CAMPUS THEY ATTEND, AND I WANT TO REINFORCE THAT REGARDLESS WHAT HISD CAMPUS THEY ATTEND.

ADDITIONALLY, THERE WILL BE A SET OF STANDARDS FOR STUDENT TEACHER RATIOS AND EVERY ONE OF OUR CLASSROOMS BY STANDARDIZING SOME BUDGET AND PROGRAMMATIC PLANNING.

WE WILL GIVE OUR PRINCIPALS MORE TIME TO FOCUS ON TEACHING AND LEARNING.

VERY IMPORTANT PIECE.

SOME OF THE CHANGES THAT YOU SEE IN THIS PARTICULAR PLAN, IT WILL ALLOW OUR PRINCIPALS TO FOCUS THEIR EFFORTS ON WHAT WE NEED THEM TO DO, WHICH IS TEACHING AND LEARNING.

DR. CRUZ. SO HOW ARE WE GOING TO DO THIS? WE'RE GOING TO START BY CREATING A BASELINE OF EXPECTATIONS FOR OUR STUDENT EXPERIENCES, AS SUPERINTENDENT INDICATED, THAT MEANS TO FINDING AND A FUNDING ESSENTIAL POSITIONS OR FUNCTIONS THAT GUARANTEE A BASIC STANDARD FOR STUDENT HEALTH, SAFETY AND WELL-BEING AT EVERY CAMPUS AND THIS LANGUAGE IS DIRECTLY FROM BOARD POLICY.

WE'RE GOING TO DO THAT THROUGH TWO PRIMARY MECHANISMS. ONE IS WE'RE GOING TO MAKE SURE THAT WE'RE ALLOCATING AND FUNDING POSITIONS THAT EVERY SINGLE SCHOOL, REGARDLESS OF WHAT NEIGHBORHOOD THEY'RE IN, WHAT STUDENTS THEY SERVE, HAVE A AT LEAST A MINIMUM BASIC STANDARD, A BASELINE TO START OFF WITH.

AND THAT INCLUDES, AS THE SUPERINTENDENT INDICATED, LOOKING AT THINGS SUCH AS ART MUSIC.

THE RIGHT NUMBER OF TEACHERS, THE RIGHT RATIOS, NURSES, SCHOOL COUNSELORS AND MORE, AND WE'LL GO THROUGH A LITTLE BIT MORE DETAIL IN A SECOND AROUND THIS.

WE'RE ALSO GOING TO BE CENTRALLY FUNDING AGAIN, CONSISTENT WITH BOARD POLICY SERVICES AND NON PERSONAL ITEMS THAT SUPPORT THOSE STANDARDS.

SO, FOR EXAMPLE, ATHLETIC EQUIPMENT, GIFTED AND TALENTED PROGRAM MATERIALS IT SUPPORT.

WE HEARD, FOR EXAMPLE, A LOT IN THE LISTEN AND LEARN SESSIONS THAT STUDENTS DON'T ALWAYS HAVE ACCESS TO, FOR EXAMPLE, FINE ARTS EQUIPMENT OR UNIFORMS FOR ATHLETICS.

AND YOU'LL SEE THAT WE'RE GOING TO ACTUALLY BE ADDRESSING THIS SO THAT'S NO LONGER THE CASE AT ANY OF OUR SCHOOLS.

AND THEN WE'RE GOING TO ALSO CONTINUE TO ALLOCATE ADDITIONAL RESOURCES ON TOP OF THIS BASELINE STAFFING MODEL THROUGH A WEIGHTED FUNDING FORMULA BASED ON STUDENT CHARACTERISTICS AND MAKING SURE THAT WE'RE DIFFERENTIATING BY NEED, AND THAT THE SCHOOLS THAT SERVE THE STUDENTS WITH THE HIGHEST NEEDS ALSO GET ADDITIONAL FINANCIAL RESOURCES TO TO LAYER ON TOP OF THIS BASELINE SET OF EXPECTATIONS.

SO THIS IS A GRAPHIC TO SHOW WHAT THIS LOOKS LIKE.

YOU'LL SEE AT THE BOTTOM IT STARTS OFF WITH THAT BASELINE STAFFING ALLOCATION.

I'LL GO THROUGH MORE DETAILS IN A MINUTE AROUND THAT TO MAKE SURE THAT EVERY SCHOOL HAS ACCESS TO THOSE, THOSE THOSE PEOPLE THAT ARE GOING TO HELP STUDENTS WITH THEIR SUCCESS.

THEN, AS I MENTIONED, THERE'S GOING TO BE INCREASED CENTRALLY FUNDED MATERIALS AND SERVICES GOING DIRECTLY TO SCHOOLS SO THAT STUDENTS AGAIN, REGARDLESS OF WHAT BACKGROUND THEY'RE FROM OR WHAT SCHOOL OR NEIGHBORHOOD THEY'RE IN, THEY HAVE ACCESS TO THE SAME KINDS OF EXPERIENCES.

AND THEN ON TOP OF THIS, YOU'LL SEE THERE'S AGAIN, THAT WEIGHTED FORMULA THAT I REFERENCED TO MAKE SURE THAT SCHOOLS CAN STILL INNOVATE.

THEY CAN ADAPT TO THEIR LOCAL NEEDS.

THEY CAN BE FLEXIBLE AND NIMBLE.

BUT WE BELIEVE IF WE HAVE THESE THREE COMPONENTS AGAIN CONSISTENT WITH WITH CURRENT BOARD POLICY, THAT SCHOOLS WILL THRIVE.

JUST SOME ADDITIONAL DETAILS THAT WE WANT TO HIGHLIGHT, AGAIN, THAT THIS STAFFING MODEL IS REALLY ABOUT ADDRESSING INEQUITIES AND MAKING SURE THAT THERE'S THAT BASELINE.

BUT I WANT TO STRESS, YOU KNOW, BASELINE DOESN'T MEAN COOKIE CUTTER DOESN'T MEAN THAT EVERY SCHOOL HAS THE SAME.

IT'S A STARTING POINT.

IT'S A [INAUDIBLE] IF YOU WILL, TO MAKE SURE THAT ALL SCHOOLS HAVE AT LEAST THIS SET OF OF RESOURCES AND SUPPORTS FOR STUDENTS.

BUT WE WANT TO BUILD ON TOP OF THAT.

AND AS WE MENTIONED, YOU KNOW, SCHOOLS WILL BE ABLE TO DO THAT BY LAYERING ADDITIONAL RESOURCES FOR STAFF ON TOP OF THAT BASELINE THROUGH THE FLEXIBLE FUNDING AND ALSO UTILIZING A TIERED AUTONOMY FRAMEWORK, WHICH WE'RE IN THE MIDST OF DEVELOPING RIGHT NOW.

WE WANT TO MAKE SURE THAT THOSE NEW AND EXPANDED, CENTRALLY FUNDED SUPPORTS WHICH WE'LL TALK ABOUT IN A SECOND ARE GOING TO BE AVAILABLE TO STUDENTS AND FAMILIES ACROSS EVERY SCHOOL. ONE THING THAT WAS LOUD AND CLEAR THAT THE SUPERINTENDENT HAS TOLD US TIME AND TIME AGAIN, YOU KNOW, EVERY SINGLE LISTEN AND LEARN OR CONVERSATIONS WITH STUDENTS.

I THINK ONE OF THE MAIN TOPICS WAS AT SOME SCHOOLS, KIDS HAVE THIS, BUT OTHER SCHOOLS, THEY DON'T HAVE THAT. AND THAT WAS FELT, YOU KNOW, VERY STRONGLY BY PARENTS.

IT WAS FELT BY STUDENTS.

AND WE THINK THAT IT'S ABOUT EQUITY.

AND SO THIS WILL ADDRESS THAT.

SO I'M GOING TO GIVE YOU SOME SOME EXAMPLES OF WHAT WE'RE TALKING ABOUT IN TERMS OF STAFFING THE STAFFING COMPONENT TO THIS.

SO UNDER THIS NEW MODEL EVERY HIGH SCHOOL IN THE DISTRICT WILL BE ALLOCATED ACCOUNTS COUNSELORS OR SOCIAL WORKERS AND OR SOCIAL WORKERS AND COLLEGE AND CAREER ADVISERS AT A COMBINED RATIO OF ONE TO FOUR HUNDRED AND FIFTY PER STUDENT.

THAT IS SIGNIFICANTLY HIGHER THAN WHAT WE HAVE RIGHT NOW.

IN OTHER WORDS, WE WOULD SIGNIFICANTLY INCREASE THE NUMBER OF COUNSELORS AND SOCIAL WORKERS AND COLLEGE CAREER ADVISERS AT EVERY SINGLE ONE OF OUR SCHOOLS.

SO WE WANT TO MAKE SURE WE KNOW THAT AS THE STUDENTS ARE DEALING WITH THE TRAUMA OF THE

[00:20:04]

THOSE THINGS REALLY MATTER TO THEM.

AND SO WE WANT TO MAKE SURE THAT THOSE PEOPLE ARE AT THE SCHOOLS TO SUPPORT THE KIDS.

SIMILARLY, THE MIDDLE SCHOOLS WILL HAVE THOSE COUNSELORS AND SOCIAL WORKERS, AND THEY WOULD ALSO HAVE A COLLEGE CAREER ADVISOR.

THAT COLLEGE CAREER ADVISOR IS REALLY IMPORTANT TO MIDDLE SCHOOL BECAUSE, AS YOU ALL KNOW, WITH HOUSE BILL, FIVE STUDENTS IN MIDDLE SCHOOL ARE NOW MAKING DETERMINATIONS AROUND WHAT THEY WANT TO DO, WHAT CAREER AND THEN WHAT ACADEMIC PATHWAY THEY'RE GOING TO DEVELOP. SO BY LAW, THEY HAVE TO PRODUCE THEIR PLAN ESSENTIALLY BY EIGHTH GRADE, BUT WITHOUT SOMEONE THERE TO SUPPORT THEM, TO HELP THEM EXPLORE WHAT'S AVAILABLE OUT THERE, WHAT OPTIONS THERE ARE OR WHAT PATHWAYS EXIST.

MANY STUDENTS AND FAMILIES ARE MAKING THOSE DECISIONS IN THE ABSENCE OF INFORMATION, SO THIS WOULD ADDRESS THAT BY MAKING SURE THAT ALL SCHOOLS HAVE THOSE PEOPLE.

AND THEN WE TALKED ABOUT ELEMENTARY AS WELL, MAKING SURE THEY ALSO HAVE THAT FULL TIME COUNSELOR AND SOCIAL WORKER AT THEIR CAMPUS.

SIMILARLY, AND WE KNOW THIS BECAUSE OF THE PANDEMIC, BUT EVEN PRE-PANDEMIC, THE CRITICAL ROLE THAT NURSES PLAY, WE KNOW THAT NURSES RIGHT NOW ARE VERY THEY HAVE A LOT OF THINGS ON THEIR PLATE. IN SOME CASES THEY'RE WORKING BETWEEN SEVERAL CAMPUSES OR SOME CAMPUSES DON'T HAVE NURSES RIGHT NOW, AND THEY'RE WORKING WITH WITH ADMINISTRATORS OR OTHER PEOPLE WHO ARE TAKING ON THESE RESPONSIBILITIES.

WE BELIEVE THAT IT'S CRITICAL THAT EVERY SCHOOL HAS A NURSE OR ASSOCIATE NURSE AND THAT EVEN LARGER SCHOOLS MAY EVEN HAVE ON TOP OF THOSE NURSES AND ASSOCIATES NURSES.

THEY WOULD HAVE NURSING ASSISTANTS BECAUSE WE KNOW THAT THE HEALTH OF OUR STUDENTS IS REALLY, REALLY CRITICAL AND IMPORTANT, AND WE WANT TO MAKE SURE THAT REGARDLESS OF WHAT SCHOOL CHILD ATTENDS, THEY HAVE THAT.

THIS WE'RE REALLY EXCITED ABOUT AS WELL, WE HEARD A LOUD AND CLEAR FROM THE COMMUNITY AND FROM THE BOARD AS WE THINK ABOUT EARLY CHILDHOOD AND THE IMPORTANCE OF EARLY CHILDHOOD.

AND DR. BOARD WILL SPEAK LATER MORE ABOUT THAT GENERAL STRATEGY AROUND EARLY CHILDHOOD EDUCATION. BUT WE KNOW HOW IMPORTANT IT IS THAT WE HAVE THOSE SMALLER RATIOS, ESPECIALLY AT THAT EARLY CHILDHOOD LEVEL, AND WE WANT TO MAKE SURE THAT WE'RE MEETING THE BOARD EXPECTATIONS AROUND THAT ELEVEN TO ONE STUDENT ADULT RATIO.

SO WE WANT TO MAKE SURE THAT EVERY ELEMENTARY SCHOOL, EVERY SCHOOL THAT HAS THOSE EARLY CHILDHOOD PROGRAMS MEET THAT ELEVEN TO ONE BY MAKING SURE THAT THERE ARE TEACHING ASSISTANTS FOR THOSE EARLY CHILDHOOD CLASSROOMS. THERE WOULD ALSO BE TEACHING ASSISTANTS, AND WE'LL SEE THIS IN A SECOND FOR OUR BILINGUAL CLASSROOMS. BUT WE BELIEVE THAT TEACHERS IN THE CLASSROOM REALLY WOULD BENEFIT FROM THAT SUPPORT AND BE ABLE TO GIVE KIDS A LOT MORE INSTRUCTION AND FOCUS IF THEY HAVE THAT ADDITIONAL ADULTS. SO WE WANT TO MAKE SURE THIS IS TRUE ACROSS ALL OF OUR SCHOOLS.

WE'VE HEARD LOUD AND CLEAR THE IMPORTANCE OF LIBRARIANS, AND WE BELIEVE THAT THOSE KINDS OF SKILLS THAT THEY HELP DEVELOP THE PASSION FOR LEARNING, FOR READING, FOR CONDUCTING RESEARCH, FOR DEVELOPING THOSE CRITICAL THINKING SKILLS ARE ESSENTIAL.

AND YET WE KNOW AND WE HEARD THIS LOUD AND CLEAR THAT NOT EVERY SCHOOL HAS THESE PEOPLE WHO CAN HELP STUDENTS WITH US, AND WE KNOW THAT IT'S REALLY, REALLY VALUABLE FOR THEM.

SO WE ARE EXCITED TO MOVE FORWARD IN A DIRECTION WHERE EVERY SCHOOL WOULD HAVE A LIBRARY OR MEDIA SPECIALIST MEDIA SPECIALISTS REALLY BEING MORE PRIMARILY AT THE HIGH SCHOOL LEVEL TO HELP KIDS WITH THE RESEARCH SKILLS BRIDGING BOTH PHYSICAL TEXTBOOKS, BUT ALSO DIGITAL RESOURCES.

WE KNOW THAT A LOT OF MATERIALS ARE ONLINE NOW, BUT STUDENTS STILL NEED SOMEONE TO HELP THEM UNDERSTAND HOW TO ACCESS RESOURCES, HOW TO DEVELOP THAT PASSION FOR LEARNING, HOW TO BECOME THOSE RESEARCHERS THAT WE KNOW ARE REALLY IMPORTANT SKILLS FOR THEM TO HAVE IN COLLEGE CAREER AND BEYOND.

WE TALKED ABOUT THIS BEFORE, BUT FINE ARTS, WE WANT TO MAKE SURE THAT EVERY STUDENT IN THE DISTRICT HAS ACCESS TO FINE ARTS IN THEIR SCHOOL.

WE BELIEVE THAT IT IS SUPER CRITICAL AND DR.

BOARD WILL TALK MORE ABOUT THE GENERAL STRATEGY AROUND FINE ARTS.

BUT WE WE DON'T WE DON'T SEE THE FINE ARTS AS SOMETHING SEPARATE.

WE SEE IT AS SOMETHING CORE TO STUDENTS, SOMETHING THAT THEY NEED TO HAVE ACCESS TO, SOMETHING THAT WILL ACTUALLY SUPPLEMENT AND NOT ONLY SUPPLEMENT BUT SUPPORT THEIR ACADEMIC LEARNING.

SO WE WANT TO MAKE SURE ACROSS ALL SCHOOLS, STUDENTS HAVE ACCESS TO FINE ARTS TEACHERS.

WE'VE BEEN JOINED BY TRUSTEE HERNANDEZ.

SO THIS IS A GRAPHIC OF THAT SHOWS YOU WHAT THOSE BASELINE STAFFING MODEL POSITIONS ARE.

AGAIN, THIS IS NOT THE ONLY POSITION.

THIS IS WHAT IS GOING TO BE TRUE ACROSS ALL SCHOOLS.

SCHOOLS WILL STILL BE ABLE TO LAYER ON TOP OF THIS, BUT WE WANT TO MAKE SURE THAT ALL SCHOOLS, AS YOU CAN SEE WITH THOSE AVATARS THAT ARE IN BLUE, HAVE THOSE POSITIONS THAT ARE LAID OUT THERE. EVERYTHING FROM, OF COURSE, PRINCIPALS AND ASSISTANT PRINCIPALS AND DEANS AND NURSES AND COUNSELORS IN THOSE POSITIONS WE TALKED ABOUT.

ALSO, OF COURSE, MAINTAINING AND BUILDING OFF OF OUR WRAPAROUND SPECIALISTS THAT HAVE BEEN CRITICAL TO OUR STUDENTS TO DATE.

WE WANT TO MAKE SURE THAT THE MIDDLE AND HIGH SCHOOLS, AS WE MENTIONED, WE DIFFERENTIATE AND WE ALSO HAVE THOSE COLLEGE CAREER ADVISORS BECAUSE WE KNOW THAT IT STARTS IN MIDDLE SCHOOL, IN HIGH SCHOOL.

WE TALKED ABOUT THE NURSE ASSISTANT IN ADDITION TO THE NURSES.

WE TALKED ABOUT THE TESTING COORDINATOR BECAUSE WE KNOW THERE'S A LOT OF TESTING THAT HAPPENS IN HIGH SCHOOL AND SOMEONE NEEDS TO BE ABLE TO MAKE SURE KIDS ARE REGISTERED TO TAKE THE SAT OR TO TAKE THEIR ADVANCED PLACEMENT EXAMS. IT'S A LOT THAT HAPPENS AT THE HIGH SCHOOL LEVEL REGISTRARS AND THEN AT THE ELEMENTARY.

AS WE TALKED ABOUT PRE-K TEACHING ASSISTANTS, WE ALSO WANT TO MAKE SURE THAT OUR ELEMENTARY'S HAVE BILINGUAL TEACHING ASSISTANTS BECAUSE WE KNOW OF THE CHALLENGES ASSOCIATED WITH WORKING WITH STUDENTS WHO ARE EMERGING LANGUAGE LEARNERS.

REALLY EXCITED ABOUT THIS PART, WE TALKED ABOUT INCREASING INVESTMENT IN DIRECT RESOURCES

[00:25:03]

SO THROUGH THIS MODEL, WE WOULD HAVE FOR THE FIRST TIME CENTRALLY FUNDED SUPPORTS AROUND FINE ARTS. SO IN ADDITION TO GIVING THEM THE STAFFING FOR THE FINE ARTS, THERE WOULD BE FUNDING SET ASIDE TO MAKE SURE THAT SCHOOLS HAVE THE UNIFORMS, THAT THEY HAVE, THE EQUIPMENT THAT THEY HAVE, THE INSTRUMENTS THAT THEY HAVE, THE THE STAGE EQUIPMENT, ET CETERA, THAT THEY NEED TO IMPLEMENT QUALITY FINE ARTS PROGRAMING.

ATHLETICS. WE'VE HEARD THIS A LOT FROM STUDENTS.

SOME OF OUR SCHOOLS STRUGGLE AND ARE NOT ABLE TO PROVIDE STUDENTS WITH ATHLETIC PROGRAMS BECAUSE CURRENTLY, AS CHIEF MOHL INDICATED BEFORE, THOSE PROGRAMS ARE FUNDED BY CAMPUSES AND SOME CAMPUSES CURRENTLY CAN'T DO THAT.

WE WANT TO ESSENTIALLY FUND THIS SO THAT REGARDLESS OF WHAT SCHOOL YOU YOU HAVE, STUDENTS HAVE ACCESS TO ATHLETICS.

WE WANT TO MAKE SURE THAT WE'RE CENTRALLY FUNDING STIPENDS SO THAT WE'RE FAIR AND EQUITABLE FOR OUR EMPLOYEES.

THAT, OF COURSE, THINGS LIKE COPIERS ARE THERE.

WHEN WE THINK OF ADVANCED PLACEMENT I'VE DUAL CREDIT, WE WANT TO MAKE SURE THAT WE'RE NOT ONLY CONTINUING THE SUPPORT THAT WE GIVE RIGHT NOW, BUT THAT WE'RE EXPANDING THAT.

AND DR.

BIRD IS GOING TO BE SPEAKING ABOUT SOME VERY EXCITING WORK AROUND THAT.

WE WANT TO BUILD ON THE STRENGTH OF OUR CTE PROGRAMS OR CAREER AND TECHNICAL EDUCATION PROGRAMS AND PROVIDE MORE CENTRALIZED SUPPORT.

I DO WANT TO FLAG THAT IS AN AREA THAT WE CENTRALIZED A FEW YEARS AGO AND IT HAS PRODUCED SIGNIFICANT GAINS FOR OUR STUDENTS.

IF YOU LOOK AT THE NUMBER OF STUDENTS WHO ARE GETTING CERTIFICATIONS WHO ARE LEAVING WITH STACKABLE CREDENTIALS BECAUSE WE WERE ABLE TO CENTRALLY SUPPORT THOSE, GET THE FUNDS OUT TO CAMPUS, MORE SUPPORT, WE SAW INCREASES FOR OUR STUDENTS.

SIMILARLY, FOR OUR GIFTED AND TALENTED POPULATIONS, WE WANT TO DO THE SAME THING IT RIGHT NOW. [INAUDIBLE] FOR EXAMPLE, DID A [INAUDIBLE] AT RICE UNIVERSITY, DID A STUDY THAT SHOWED THAT MANY OF OUR SCHOOLS, ESPECIALLY THOSE THAT SERVE LOW INCOME AND MINORITY STUDENT POPULATIONS, DON'T HAVE ADEQUATE IT SUPPORT.

AND WE KNOW THAT IN THIS DIGITAL AGE, THIS IS SUPER, SUPER IMPORTANT.

SO THIS WOULD ALSO HELP US EXPAND THE LEVEL OF SUPPORT AND RESOURCES AVAILABLE ACROSS ALL SCHOOLS, ESPECIALLY THOSE SERVING UNDERSERVED COMMUNITIES, SO THEY HAVE THE RIGHT IT INFRASTRUCTURE, SUPPORT RESOURCES AND MANPOWER.

UIL SIMILAR TO ATHLETICS RIGHT NOW, SCHOOLS PAY FOR THAT OUT OF THEIR OWN BUDGETS, AND THAT IS CREATED INEQUITIES BECAUSE SOME SCHOOLS CAN'T HAVE IT.

WE WANT TO MAKE SURE UIL IS AVAILABLE TO EVERY SINGLE ONE OF OUR SCHOOLS, SO WE WOULD CHANGE THIS TO A CENTRALIZED FUNDING MODEL WHERE EVERY SCHOOL WOULD HAVE ACCESS TO UIL.

AND IT WOULDN'T JUST BE FOR THE SCHOOLS THAT CAN AFFORD IT.

SUBSTITUTE TEACHERS.

WE WANT TO, THROUGH OUR TALENT OFFICE, REALLY MAKE SURE THAT SCHOOLS RIGHT NOW ARE PAYING FOR THEIR OWN SUBSTITUTE TEACHERS. WE WOULD BE CENTRALLY FUNDING AND MANAGING THIS SO THAT SCHOOLS DON'T HAVE TO FOCUS ON THAT ANYMORE, AND WE CAN MAKE SURE THAT THERE ARE QUALITY SUBSTITUTE TEACHERS AT EVERY ONE OF OUR SCHOOLS.

SPECIAL EDUCATION DR.

BIRD IS GOING TO SPEAK LATER ABOUT THAT, BUT THERE'S GOING TO BE A SIGNIFICANT INCREASE IN THE LEVEL OF SUPPORT AND RESOURCES AND SPECIAL EDUCATION FOR ALL OF OUR SCHOOLS.

AND THEN DR. [INAUDIBLE] WILL ALSO SPEAK MORE IN DEPTH ABOUT CENTRALLY FUNDING SOME QUALITY VETTED CURRICULUM AND MATERIALS ACROSS ALL OF OUR SCHOOLS AND PROVIDING THEM.

ALSO, TEACHERS WILL BE HEARD LOUD AND CLEAR.

TEACHERS WANT PROFESSIONAL DEVELOPMENT, QUALITY, PROFESSIONAL DEVELOPMENT THAT DOESN'T TAKE AWAY FROM THEM INSTRUCTIONAL TIME.

AND SO THERE IS A COMPREHENSIVE STRATEGY AND RESOURCES TO DO SO.

I JUST WANT TO GO THROUGH WHAT SOME OF THE BENEFITS ARE, I THINK THEY'RE IMPLIED AS I TALK THROUGH THIS. THIS WILL AGAIN ENSURE THAT REGARDLESS OF WHAT SCHOOL A STUDENT ATTENDS OR WHAT NEIGHBORHOOD THEY LIVE IN, THEY'RE GOING TO HAVE ACCESS TO THAT SET OF CORE EXPERIENCE SUPPORTS.

IT'S GOING TO SIGNIFICANTLY INCREASE ACCESS TO ESSENTIAL AREAS LIKE COUNSELING NURSES AND COUNSELOR ADVISING LIBRARY SERVICES, ATHLETICS, FINE ARTS, ADVANCED COURSEWORK AND MUCH MORE AS YOU SAW. IT'LL HELP US MEET THE BOARD GOAL OR THE BOARD CONSTRAINT AROUND THE ELEVEN TO ONE STUDENT RATIO IN THE EARLY CHILDHOOD GRADE LEVEL.

SO IT WILL HELP US CATCH KIDS EARLIER AND MAKE SURE THAT THOSE GAPS ARE BEING ADDRESSED EARLIER. IT WILL STILL ALLOW FOR THE INNOVATION, ADAPTABILITY AND TIERED LEVELS OF CAMPUS AUTONOMY THAT HAVE MADE OUR DISTRICT STRONG TO DATE, BUT HAVE ALSO CREATED CERTAIN INEQUITIES. SO WE'RE STILL, AS WE MENTIONED THROUGH THE ADDITIONAL FUNDING SOURCES AND THROUGH THIS NEW FRAMEWORK OF TIERED AUTONOMY, SCHOOLS WILL STILL BE ABLE TO INNOVATE AND BUILD ON TOP OF THAT BASELINE.

IT'S NOT THE ONLY THING THEY'RE GOING TO GET.

AND AS THE SUPERINTENDENT INDICATED, WE THINK THIS IS CRITICAL.

PRINCIPALS AND OTHER STAFF AT CAMPUS.

THEY'RE GOING TO BE ABLE TO FOCUS ON WHAT REALLY MATTERS.

THEY'RE GOING TO BE ABLE TO FOCUS ON THAT INSTRUCTIONAL LEADERSHIP, MAKING SURE THAT TEACHERS AND STUDENTS ARE GETTING THESE LEVELS OF SUPPORT THAT THEY NEED, AS OPPOSED TO FOCUSING ON ALL OF THESE MORE BUSINESS SIDE OPERATIONS THAT DETRACT.

AND WE HEARD THIS FROM PRINCIPALS LOUD AND CLEAR THAT DETRACT FROM THEIR ABILITY TO FOCUS ON INSTRUCTIONAL LEADERSHIP.

WANT TO JUST END BY TALKING ABOUT SOME KEY METRICS FOR SUCCESS AS WE LOOK AT HOW DO WE MEASURE THIS AND WE'RE WORKING WITH DR.

[INAUDIBLE] ON ALL OF OUR KEY METRICS.

BUT WE'RE GOING TO BE LOOKING, OF COURSE, AT THE END OF THE DAY, THE MOST IMPORTANT THING IS THEIR STUDENT ACADEMIC PERFORMANCE OUTCOMES.

SO LOOKING AT ALL OF THE ACADEMIC DATA, LOOKING AT THE BOARD GOALS TO MAKE SURE THAT THIS NEW MODEL, MAKE SURE THAT IT ACTUALLY MOVES THE NEEDLE ACADEMICALLY FOR OUR STUDENTS.

WE'RE GOING TO BE TRACKING PARTICIPATION IN THINGS SUCH AS ATHLETICS AND FINE ARTS BECAUSE AGAIN, WE WANT TO MAKE THESE THINGS ACCESSIBLE TO ALL OF OUR STUDENTS, NOT JUST TO SOME. WE'RE GOING TO TRACK OF COURSE THE EFFECT THAT IT HAS IN EARLY CHILDHOOD, BOTH IN TERMS OF RATIO, BUT OF COURSE ALSO OUTCOMES, LEARNING OUTCOMES, ENROLLMENT RATES AND POST-SECONDARY INSTITUTIONS.

WE BELIEVE BY GIVING THE STUDENTS EARLIER INFORMATION, MORE ADVANCED COURSEWORK, MORE ACCESS TO COUNSELORS AND COLLEGE CAREER ADVISORS, WE'RE GOING TO SEE AN INCREASE IN THE

[00:30:02]

WE WANT MORE OF OUR STUDENTS TO GRADUATE WITH THOSE CREDENTIALS AND TO PURSUE THOSE CREDENTIALS. AND THEN LASTLY, OF COURSE, WE'RE GOING TO BE MONITORING OUR STUDENT HEALTH AND WELL-BEING. WE'RE VERY FORTUNATE THAT WE HAVE THROUGH THROUGH PURPLE, THROUGH OUR WRAPAROUND WORK. WE HAVE THE INFRASTRUCTURE TO ACTUALLY TRACK HOW OUR STUDENTS ARE DOING WITH REGARD TO THEIR HEALTH AND GENERAL WELL-BEING.

AND WE'RE GOING TO BE MONITORING THAT TO MAKE SURE THAT MORE OF OUR STUDENTS HAVE THE SAFETY AND THE HEALTH THAT THEY NEED TO BE SUCCESSFUL.

THANK YOU, DR. CRUZ, WE'RE GOING TO SHIFT TO THE NEXT COMMITMENT, WHICH IS GREAT SCHOOLS AND IN PROGRAMS IN EVERY COMMUNITY, AND WHAT WE KNOW IS THAT EVERY FAMILY HAS THE RIGHT TO EXPECT THAT WE PROVIDE THEM WITH A CONSISTENT AND HIGH QUALITY SCHOOL AGAIN IN THEIR NEIGHBORHOOD. THAT IS THE FOUNDATION OF EVERYTHING THAT WE WANT, EXPECT AND PLAN TO DO TO MEET THIS COMMITMENT.

WE MUST IMPROVE OUR DNF RATED CAMPUSES PERMANENTLY.

QUALITY NEIGHBORHOOD SCHOOLS WILL BECOME THE BUILDING BLOCK FOR SUCCESS OF EXCELLENT SCHOOLS ACROSS HISD.

EASIER ACCESS TO OUR EXCEPTIONAL MAGNET PROGRAMS AND SCHOOLS AND SPECIALTY PROGRAMS THAT ARE OUT THERE WILL PROVIDE UNIQUE EDUCATIONAL EXPERIENCES THAT ENSURE EVERY STUDENT IN HISD CAN HAVE THE NECESSARY ACCESS THAT FITS THEM AND THEIR FAMILY BEST.

SO WHAT WE LEARNED.

MANY HISD STUDENTS CANNOT ACCESS HIGH QUALITY SCHOOLS, ESPECIALLY THOSE THAT ARE CLOSE TO WHERE THEY LIVE. THAT'S UNACCEPTABLE AND WE CANNOT CONTINUE AT THIS PARTICULAR RATE.

WHAT WE LEARNED IS THAT ESPECIALLY AT THE EARLY CHILDHOOD LEVEL, IS THAT MANY TIMES WHEN THERE'S NOT A PROGRAM WITHIN A COUPLE OF MILES, RADIUS PARENTS TEND TO LOOK IN ANOTHER DIRECTION. SO THIS IS SOMETHING THAT WE AIM TO REALLY CHANGE AND MOVE IN A DIFFERENT DIRECTION ON. HISD HAS LOST ENROLLMENT, AS YOU ALL KNOW IN RECENT YEARS, AND WE BELIEVE IMPROVING SCHOOLS AND EXPANDING ACCESS TO EXISTING QUALITY SCHOOLS WILL BRING STUDENTS AND FAMILIES BACK INTO OUR SCHOOL DISTRICT.

WE WILL IMPLEMENT SEVERAL BOLD STRATEGIES TO TRANSFORM 24 OF OUR LOWEST PERFORMING CAMPUSES. THESE WILL NOT BE ONE SIZE FIT ALL KIND OF STRATEGIES, BUT WILL BE TIED TO SPECIFIC NEEDS AT THESE CAMPUSES.

WE WILL NOT BE AFRAID TO MAKE THE BIG CHANGES.

I BELIEVE THAT'S WHY YOU ALL BROUGHT ME HERE AND IT'LL BE INDICATIVE OF WHAT YOU SEE IN THIS PLAN. WE WILL MAKE SURE THAT STAFF TEACHING AND AND SUPPORTS AND RESOURCES ON ALL OF OUR CAMPUSES ARE READY AND ABLE TO IMPROVE STUDENT OUTCOMES.

WE WILL CREATE A MORE ACCESSIBLE ENROLLMENT PROCESS AND REMOVE THE BARRIERS TO ATTENDANCE OR FOR ATTENDANCE FOR MANY OF OUR FAMILIES AND WHAT THEY'VE SEEN.

THAT NEED FOR GREATER ACCESS IS GOING TO BE EXTREMELY IMPORTANT AS WE MOVE FORWARD.

NOW I'M GOING TO TURN IT OVER TO OUR CHIEF OF SCHOOLS, DR.

DANI DENISE WATTS, TO TALK A LITTLE BIT A LITTLE BIT MORE ABOUT GREAT SCHOOLS AND PROGRAMS IN EVERY COMMUNITY.

GOOD MORNING. I COULD NOT BE MORE EXCITED TO BE HERE TODAY TO TALK TO YOU ABOUT DELIVERING ON THE PROMISE AND POTENTIAL OF EACH AND EVERY STUDENT IN HOUSTON INDEPENDENT SCHOOL DISTRICT.

IN DOING SO, WE MUST BALANCE THE DUALITY OF ENSURING A GREAT HOME SCHOOL EXPERIENCE WHILE ALSO PROVIDING OPTIONS AND OPPORTUNITIES BEYOND THAT HOME SCHOOL EXPERIENCE WHERE STUDENTS HAVE SPECIAL INTERESTS AND TALENTS.

HOW WILL WE OPERATIONALIZE THAT? SO WE'LL DO THAT BY THE BULLETS THAT YOU SEE BEFORE YOU.

DISTRICT CONDITIONS FOR BOLD CHANGE, EQUITABLE RESOURCE ALLOCATION FOR LEARNING, ACCELERATION, HIGHLY SKILLED EFFECT, EFFECTIVE AND PASSIONATE STAFF, EXPANDED LEARNING OPPORTUNITIES AND REIMAGINING AND BROADENING OPTIONS TO PURSUE SPECIAL INTERESTS.

I'LL BE GOING OVER EACH ONE OF THESE BULLETS IN DETAIL.

SO I BELIEVE STRONGLY THAT CHANGE STARTS AT THE TOP.

AND A LOT OF TIME, WE PUT A TREMENDOUS AMOUNT OF FOCUS ABOUT WHAT NEEDS TO HAPPEN AT THE SCHOOL LEVEL TO TURN AROUND OR TRANSFORM SCHOOLS.

BUT THE ARGUMENT THAT I'M MAKING HERE IS THAT IT HAS TO START AT THE DISTRICT LEVEL.

SO GIVEN THAT WE HAVE ESTABLISHED A NEW DISTRICT TRANSFORMATION OFFICE WITH THE RESPONSIBILITIES THAT YOU SEE BEFORE YOU, THIS OFFICE WILL BE SOLELY FOCUSED ON IDENTIFYING, COORDINATING AND DEPLOYING RESOURCES WITH GOOD INTENTION.

A LOT OF OUR LOWER PERFORMING SCHOOLS RECEIVE A LOT OF HELP AND SUPPORT, BUT A LOT OF TIMES THAT'S NOT STRATEGICALLY USED, AND AT TIMES IT CAN EVEN BE A BURDEN FOR PRINCIPALS AND HOW THEY FIGURE OUT HOW TO DEPLOY ALL OF THE SUPPORT SO THAT IT WORKS FOR THE IMPACT

[00:35:04]

WE WILL ALSO BE SUPPORTING THE BALANCE, WHICH I BELIEVE IS A GOOD BALANCE BETWEEN SUPPORTING OUR CAMPUSES, BUT ALSO SUPERVISING AND HOLDING THEM ACCOUNTABLE SO THAT WE GET TRACTION ON THE RESOURCES THAT WE DEPLOY.

FINALLY, THE LAST TWO THINGS THAT THE DISTRICT TRANSFORMATION OFFICE WILL BE RESPONSIBLE FOR IS MONITORING IMPLEMENTATION AND PROVIDING TAILORED RESPONSIVENESS.

EACH CAMPUS IS DIFFERENT.

EACH CAMPUS HAS ITS OWN NUANCE, AND THE DISTRICT TRANSFORMATION OFFICE WILL STAND POISED TO HELP PRINCIPALS AND TEACHERS GRAPPLE WITH THEIR MOST CHALLENGING AND PRESSING PROBLEMS. AND THEN LASTLY, THE THINGS THAT WE LEARN AND THAT THAT WE INNOVATE ON IN THE TRANSFORMATION SCHOOLS, WE WANT TO LEARN THOSE LESSONS, CODIFY AND REPLICATE TO SUPPORT OTHER DISTRICTS ACROSS THE OTHER SCHOOLS ACROSS THE DISTRICT.

IN ORDER TO ACCELERATE THE LEARNING OF STUDENTS IN OUR LOWEST PERFORMING SCHOOLS, WE MUST WE MUST ENLIST HIGHLY SKILLED, PASSIONATE AND COMMITTED STAFF MEMBERS.

WE VALUE EVERY TEACHER IN HISD, BUT IN ORDER TO ADVANCE LEARNING FOR OUR MOST DISENFRANCHISED LEARNERS, IT REQUIRES A DIFFERENT SKILL SET.

SO IN THIS PLAN, WE WILL BE PRIORITIZING A STAFFING TIMELINE AND OFFERING INCENTIVES THAT LURE THE HIGHEST POTENTIAL CANDIDATES TO OUR HIGHEST MEDIA SCHOOLS.

WE'LL ALSO BE SCREENING CANDIDATES FOR SPECIALIZED SKILLS, A PROVEN TRACK RECORD OF SUCCESS AND COMPETENCIES THAT CONTRIBUTE TO ADVANCED STUDENT LEARNING.

WE WILL ALSO BE EMPLOYING A PROFESSIONAL LEARNING APPROACH THAT ELEVATES AND EXTENDS LEADERSHIP. IN OTHER WORDS, WE CAN'T BE IN A SITUATION WHERE WHEN THAT GREAT PRINCIPAL LEAVES, WE'RE TURNING AROUND A SCHOOL AGAIN, AND THEN WHEN THAT PRINCIPAL LEAVES, WE'RE TURNING AROUND THAT SCHOOL AGAIN.

SO WE HAVE TO PUT IN PLACE SOME SUSTAINABLE LEADERSHIP AND REALLY COUNT ON A TEAM OF LEADERS TO SUPPORT THE ADVANCEMENT OF OUR STUDENTS IN THESE SCHOOLS.

YOU HEARD DR.

CRUZ TALK EARLIER ABOUT EQUITABLE RESOURCES, SO EVERYTHING ON THIS SLIDE LEANS TO THE ORIENTATION THAT HE TALKED ABOUT, BUT IT ALSO EXTENDS IT.

WE WILL BE PROVIDING ADDITIONAL MONETARY RESOURCES BASED ON THE THE WEIGHTED FORMULA CENTERED IN BOARD POLICY.

WE WILL ALSO BE PROVIDING INCREASED SUPPORT THAT WILL HELP SUPPORT OUR SCHOOL LEADERS WITH INSTRUCTION AND BUILDING CAPACITY AT THE SCHOOL LEVEL.

WE WILL BE PRIORITIZING THE HIGHEST NEED SCHOOLS WITH THE NEW CURRICULUM AND NEW PROGRAMS TO ENSURE THAT THEY GO FIRST.

AND WE LEARNED THOSE LESSONS AND WE'RE ABLE TO REPLICATE AND WE'LL ALSO BE OFFERING THESE SCHOOLS TECHNOLOGY UPGRADES AND FACILITIES ENHANCEMENTS.

IT REALLY MATTERS WHAT OUR KIDS SEE EVERY DAY WHEN THEY WALK INTO A BUILDING.

IT MATTERS WHEN A PARENT DROPS A CHILD OFF WITH THAT EXPERIENCE IS IN THE FRONT OFFICE.

SO WE WANT TO MAKE SURE THAT WHAT PEOPLE SEE SIGNALS CHANGE AND SIGNALS A BETTER FUTURE FOR THE CHILDREN IN HISD.

FINALLY, WE WANT TO EXPAND LEARNING OPPORTUNITIES.

OUR OFTENTIMES WE TALK ABOUT ACHIEVEMENT GAPS.

I REALLY BELIEVE WE HAVE MORE OPPORTUNITY GAPS.

MANY TIMES OUR STUDENTS JUST HAVE NOT HAD EXPOSURE TO CERTAIN THINGS THAT ALLOW THEM TO BE ABLE TO LEARN AT THE RATE THAT WE THAT WE DESIRE FOR THEM.

SO WITH THIS PLAN, WE WILL BE INCREASING AFTER-SCHOOL PROGRAMING.

WE WILL BE INCREASING ADVANCED PLACEMENT COURSES.

WE WILL BE PROVIDING STUDENTS WITH MORE FIELD TRIPS AND OTHER EXPERIENTIAL LEARNING ACTIVITIES SO THAT WE CAN TRULY IGNITE LEARNING AND MOTIVATE OUR STUDENTS TO BE MORE ENGAGED AND SEE THEIR PROMISE AND POTENTIAL IN OUR SCHOOLS.

AND WE ALSO WANT TO REIMAGINE AND EXPAND OUR MAGNET OPTIONS.

HISD HAS A BEAUTIFUL RECORD OF SUCCESS WITH MAGNET OPTIONS, AND WE KNOW WE NEED TO LEARN FROM THOSE. WE NEED TO REFINE THAT, THAT HISTORY AND REPLICATE THAT HISTORY AS MUCH AS POSSIBLE. SO IN ORDER TO DO THAT, WE WANT TO SOLICIT STAKEHOLDER FEEDBACK.

WE'LL PAUSE WE'LL MAKE SURE THAT WE HEAR, PARTICULARLY FROM SOME OF OUR MORE DISENFRANCHISED COMMUNITIES, AROUND WHAT MAGNET OPTIONS ARE THEY MOST INTERESTED IN.

WHAT ARE THE CHALLENGES AND BARRIERS THAT THEY ARE EXPERIENCING THAT KEEP THEM FROM MAKING THAT, THAT CHOICE OPTION? WE'LL ALSO ASSESS OUR CURRENT MAGNET OPTIONS TO MAKE SURE THEY TRULY MEET A STANDARD OF EXCELLENCE. WE WILL IMPROVE THE APPLICATION PROCESS TO ENSURE TIMELINESS, FAIRNESS AND TRANSPARENCY, AND WE WILL MAKE SURE.

WE ARE BROADENING OUR CHOICES IN MAGNET DESERTS.

[00:40:03]

RATES OF AT RISK FACTOR, INCLUDING STUDENT ABSENCES SUSPENSIONS WITH THE INCREASE IN NURSES AND COUNSELORS, WE SHOULD EXPECT TO SEE THOSE NUMBERS BEGIN TO COME DOWN.

OBVIOUSLY, WE'LL BE LOOKING AT REACHING AND EXCEEDING OUR OUR BOARD GOALS AROUND ACADEMIC OUTCOMES. WE WANT TO INCREASE THE PERCENTAGE OF HIGHLY EFFECTIVE TEACHERS AND LEADERS AT EACH SCHOOL, HAVE A SIGNIFICANT REDUCTION IN VACANCIES.

ALSO, WE'LL BE LOOKING AT ANNUAL SURVEYS TO ENSURE THAT WE HAVE SATISFIED PARENTS WHO PERCEIVE THIS SUPPORT TO BE IN FAVOR OF THEIR STUDENTS.

WE WANT TO LOOK AT THE RATES OF STUDENTS ENROLLED IN NEIGHBORHOOD SCHOOLS, ZONE SCHOOLS OR MAGNET SCHOOL OPTIONS, AND WE WANT TO MAKE SURE THAT WE'RE INCREASING THE NUMBER OF PROGRAMS IN DESIGNATED AREAS OF THE CITY.

THANK YOU, DR. WATTS.

WE'RE GOING TO MOVE TO TO THE NEXT COMMITMENT, WHICH IS HIGH QUALITY TEACHING AND LEARNING. SO IN JUST A MOMENT, YOU'RE GOING TO HEAR FROM OUR CHIEF ACADEMIC OFFICER, DR.

SEAN BIRD. BUT BEFORE WE DO THAT, I WANT US TO UNDERSTAND THAT THAT EVERY STUDENT LEARNING IN OUR HISD CLASSROOMS FROM OUR OUR YOUNGEST PRE KRS TO LEARNERS THAT ARE SENIORS PREPARING FOR GRADUATION AND BEYOND WILL GET ACCESS TO LEARNING MATERIALS AND INSTRUCTION THAT HAS THEM LEARNING AND MASTERING GRADE LEVEL SKILLS EVERY DAY IN EVERY HISD CAMPUS.

WE BELIEVE THAT THE POWER OF EARLY LEARNING IS EXTREMELY IMPORTANT.

WE'RE GOING TO INCREASE THE NUMBER OF PRE-K CLASSROOMS IN THE DISTRICT BY MAKING IT EASIER FOR FAMILIES TO ENROLL THEIR YOUNGSTERS AND REACH OUT TO EVERY FAMILY THAT WE SERVE TO INCREASE THE NUMBER OF STUDENTS WHO START THEIR EDUCATIONAL JOURNEY BEFORE KINDERGARTEN. NOW WE KNOW THAT OLDER STUDENTS NEED AND ARE HUNGRY FOR MORE ACCESS TO THE KIND OF COURSES THAT WILL PREPARE THEM FOR THE LIFE AFTER HIGH SCHOOL.

THESE COURSES ARE NOT A PRIVILEGE IN MY EYES FOR SOME OF OUR STUDENTS.

THEY HAVE THIS OPPORTUNITY ALREADY, BUT MANY DO NOT.

THEY'RE ALL. IT'S ALSO NECESSARY FOR ALL OF OUR STUDENTS TO HAVE THIS OPPORTUNITY ON A CONSISTENT BASIS, REGARDLESS OF WHERE THEY ATTEND SCHOOL.

NOW, THE STRATEGIC PLAN COMMITMENT HERE.

GREAT SCHOOLS AND AND LEARNING IS CENTRAL TO OUR MISSION TO PREPARE OUR STUDENTS FOR FOR THE FUTURE AND BEYOND IN ORDER TO PROVIDE THE KIND OF EDUCATION FOR ALL OF OUR STUDENTS, WE MUST PROVIDE HIGH QUALITY INSTRUCTIONAL MATERIALS AND SUPPORT THE IMPLEMENTATION.

AND I REPEAT, WE MUST SUPPORT THE IMPLEMENTATION WITH THE KIND OF FIDELITY THAT WE KNOW WILL BE IMPORTANT.

WE MUST ALSO PROVIDE ACCESS TO HIGH QUALITY PRE-K PROGRAMS. WE HEARD THAT LOUD AND CLEAR ON THIS DAIS, AND WE HEARD IT LOUD AND CLEAR IN OUR COMMUNITY AS WELL.

THIS ALSO INCLUDES ENSURING THAT OUR STUDENTS HAVE FINE ARTS PROGRAMING AND PROVIDED THE KIND OF SUPPORT FOR ADVANCED COURSEWORK IN ALL OF OUR HIGH SCHOOLS DR.

BIRD. THANK YOU SUPERINTENDENT HOUSE, GOOD MORNING TRUSTEES.

IT'S MY PLEASURE TO BE HERE THIS MORNING.

I'M VERY EXCITED TO SHARE THE DIRECTION FOR THE DISTRICT'S ACADEMIC PROGRAMS. FIRST, WANT TO SAY THAT I AGREE WHOLEHEARTEDLY WITH DR.

WATTS THAT CHANGE MUST BEGIN IN THIS OFFICE AND I LOOK FORWARD TO PARTNERING WITH THE SCHOOL'S OFFICE TO IMPLEMENT THESE ACADEMIC PLANS.

AND I WANT TO START BY KIND OF GROUNDING US IN WHY WE ARE DOING THIS, WHAT THE NEED FOR THIS IS. DR. WATTS REFERENCED A AN OPPORTUNITY.

SHE USED THE TERM OPPORTUNITY GAP.

IT WAS ACTUALLY A NATIONWIDE STUDY DONE IN 2016 BY THE NEW TEACHER PROJECT AND WHAT THEY FOUND. WHAT THEY DID WAS THEY WANTED TO EXAMINE THE EXPERIENCE THAT STUDENTS WERE HAVING EVERY DAY AND THIS WAS PRE-PANDEMIC, BUT IT REALLY RESONATES AND INFORMS OUR WORK AS WE MOVE OUT OF THE PANDEMIC.

SO THEY WORKED WITH FIVE SCHOOL DISTRICTS THREE URBAN, ONE RURAL AND ONE CHARTER MANAGEMENT ORGANIZATION, AND THEY FOLLOWED 4,000 STUDENTS AND THEIR TEACHERS ACROSS THE SCHOOL YEAR. THEY GATHERED A SIGNIFICANT AMOUNT OF DATA TO PAINT A PICTURE OF WHAT STUDENTS WERE EXPERIENCING, AND THEY STUDIED REALLY FOUR COMPONENTS OF THE STUDENT EXPERIENCE THAT THEY BELIEVED WOULD CORRELATE WITH STUDENT SUCCESS.

THEY GATHERED ALMOST 5,000 STUDENT ASSIGNMENTS AND MORE THAN 20,000 PIECES OF WORK FROM THESE ASSIGNMENTS TO MEASURE THE QUALITY OF ASSIGNMENTS STUDENTS RECEIVED.

AND THEY CONDUCTED HOURS OF RESEARCH [INAUDIBLE] OBSERVATIONS, RATHER TO DETERMINE WHETHER STUDENTS HAD ACCESS TO STRONG STANDARD LINE INSTRUCTION THAT MADE KEY INSTRUCTIONAL SHIFTS.

[INAUDIBLE] STUDY STUDENT ENGAGEMENT BY CONDUCTING 30,000 IN-THE-MOMENT SURVEYS OF STUDENTS WHILE THEY'RE IN THEIR CLASSROOMS TO PERCEIVE THEIR ENGAGEMENT WITH THE LESSON.

AND THEN THEY ALSO SURVEYED TEACHERS, EVERY TEACHER IN THE STUDY TO MEASURE TEACHERS

[00:45:04]

THE GOAL WAS REALLY TO WEAVE ALL THIS DATA TOGETHER TO TELL A COMPELLING STORY THAT HELPED HELPED US UNDERSTAND WHAT STUDENTS FOUND, WHAT STUDENTS EXPERIENCES WERE LIKE.

AND IN SPITE OF WHAT THEY FOUND WAS IN SPITE OF THE FACT THAT KIDS DO WHAT THEY'RE ASKED TO DO, AND MANY KIDS ARE SUCCESSFUL AT WHAT THEY'RE ASKED TO DO.

THEY ACTUALLY WERE NOT BEING ABLE TO BE SUCCESSFUL IN POST-SECONDARY.

SO THE OPPORTUNITY MYTH REALLY IS THAT WE TELL KIDS, COME TO SCHOOL, DO WHAT YOU'RE ASKED TO DO, MAKE GOOD GRADES AND YOU'LL BE READY FOR COLLEGE.

THAT'S THE MYTH, BECAUSE WE KNOW THAT TOO MANY OF OUR STUDENTS LEAVE OUR SCHOOLS AND THEY GO TO COLLEGE AND THEY HAVE TO TAKE REMEDIAL COURSEWORK, WHICH COSTS THEM MORE MONEY, WHICH DISCOURAGES THEM.

AND MANY STUDENTS DO NOT REALIZE THE PROMISE OF A COLLEGE DEGREE.

THAT'S THE MYTH THAT WE'RE TALKING ABOUT.

IT'S TRUE FOR ALL STUDENTS, BUT IT'S ESPECIALLY TRUE FOR STUDENTS OF COLOR, MULTILINGUAL LEARNERS, STUDENTS WITH MILD TO MODERATE DISABILITIES AND STUDENTS FROM LOW INCOME BACKGROUNDS WHO ARE EVEN LESS LIKELY TO GET THOSE FOUR RESOURCES, GRADE APPROPRIATE ASSIGNMENTS, STRONG INSTRUCTION, DEEP ENGAGEMENT AND A CULTURE OF HIGH EXPECTATIONS.

I WANT TO BE VERY CLEAR THIS IS NOT ABOUT TEACHERS DESIRE NOT TO DO THIS.

THERE IS. WE'RE GOING TO TALK ABOUT SOME THINGS THAT ARE OUR TEACHERS ARE WORKING VERY HARD EVERY DAY IN FRONT OF THEIR STUDENTS.

AND BUT WE AS A CENTRAL OFFICE NEED TO PROVIDE THEM THE TOOLS THAT THEY NEED SO THAT THEY CAN BE SUCCESSFUL AND THEIR STUDENTS CAN BE SUCCESSFUL.

THIS IS ONE OF THE FINDINGS IS THAT STUDENTS ARE VERY LARGELY SUCCESSFUL STUDENTS SUCCEEDED ON 71 PERCENT OF THE ASSIGNMENTS IN THE STUDY.

THE PROBLEM WITH THAT WAS ONLY 17 PERCENT OF THE TIME WHERE THOSE ASSIGNMENTS AT GRADE LEVEL EXPECTATIONS SO MANY TIMES STUDENTS WERE WORKING FAR BELOW GRADE LEVEL, WHICH MEANS THAT THAT'S WHY YOU SEE THOSE GAPS IN COLLEGE GOING.

THAT'S WHY YOU SEE THOSE GAPS IN STATE ASSESSMENT VERSUS WHAT THEIR GRADES ARE IN SCHOOL.

AND THAT IS THE PROBLEM THAT WE AIM TO FIX HERE.

WE HAVE TO MAKE A VERY SERIOUS COMMITMENT TO OUR STUDENTS, AND THAT COMMITMENT IS THAT EVERY STUDENT IN OUR SCHOOL DISTRICT WILL HAVE ACCESS TO HIGH QUALITY GRADE LEVEL, APPROPRIATE INSTRUCTIONAL MATERIALS IN READING AND MATH EVERY DAY.

SO STARTING WITH THE 22-23 SCHOOL YEAR WITH A SELECT NUMBER OF SCHOOLS, INCLUDING THE TRANSFORMATION SCHOOLS THAT DR.

WATTS SPOKE OF WE'LL BE PILOTING MATH AND READING INSTRUCTIONAL MATERIALS IN PARTNERSHIP WITH THE TEXAS EDUCATION AGENCY.

WE ACTUALLY HAVE A PILOT GOING RIGHT NOW IN MIDDLE SCHOOL FOR MATH THAT WE'LL BE EXPANDING NEXT YEAR, AND WE'RE GOING TO SCALE THE IMPLEMENTATION TO 100 PERCENT OF OUR SCHOOLS WITH DELIBERATE SPEED IN THE COMING YEARS BECAUSE I BELIEVE THAT WE SHOULDN'T BE WAITING. STUDENTS SHOULDN'T HAVE TO WAIT.

WE NEED TO IMPLEMENT A PILOT AND THEN SCALE IT RATHER QUICKLY.

I THINK I WANT TO SAY, THOUGH, THAT AUTONOMY FOR SCHOOL LEADERS IS VERY IMPORTANT FOR THEM TO MAKE DECISIONS IN THEIR SCHOOL COMMUNITIES.

I'M A FORMER PRINCIPAL.

I KNOW I ENJOYED AUTONOMY TO MAKE DECISIONS THAT WERE BEST FOR MY SCHOOL COMMUNITY.

BUT IN THE AREA OF INSTRUCTIONAL MATERIALS, WE NEED TO HAVE CONSISTENCY.

THERE ARE SCHOOLS IN THIS DISTRICT THAT HAVE HIGH MOBILITY RATES, AND A CHILD CAN GO FROM ONE SCHOOL TO A SCHOOL LESS THAN A MILE AWAY AND HAVE A VASTLY DIFFERENT EXPERIENCE IN MATH INSTRUCTION. AND THAT'S NOT OK.

WE HAVE TO PROVIDE A CONSISTENT BASELINE EXPERIENCE FOR STUDENTS, AND WE HAVE TO TRAIN OUR TEACHERS IN USING THOSE MATERIALS SO OUR TEACHERS ARE NOT UP ALL NIGHT LOOKING ON THE INTERNET FOR INSTRUCTIONAL MATERIALS.

WE NEED TO HONOR THEIR PROFESSIONAL EXPERTISE AND AND HONOR THEIR PLANNING TIME THAT THEY SPEND AND GIVE THEM THE RESOURCES THEY NEED SO THAT THEY CAN SPEND THEIR TIME REALLY INTERNALIZING THOSE LESSONS AND NOT LOOKING FOR THINGS LATE AT NIGHT, LIKE SO MANY TEACHERS DO EVERY SINGLE NIGHT.

IN ADDITION TO CONSISTENT RESOURCES, WE KNOW THAT CHILDREN MUST HAVE ACCESS TO GRADE LEVEL INSTRUCTION AND LEARNING ACCELERATION, PARTICULARLY AS WE MOVE OUT OF THE PANDEMIC.

AND SO WE LOOK FORWARD TO BEGINNING THIS PHASED IN APPROACH.

ANOTHER COMMITMENT THAT WE NEED TO MAKE TO OUR STUDENTS IS TO OUR YOUNGEST STUDENTS.

WE NEED TO MAKE SURE THAT EVERY CHILD THAT ATTENDS HISD SCHOOLS IS READY FOR KINDERGARTEN THE FIRST DAY. TO THAT END, WE'LL EXPAND PRE-K PROGRAMS TO MEET THE DEMAND FOR ENROLLMENT. WE KNOW THAT WE HAVE HIGHER DEMAND IN PARTS OF THE CITY THAN WE HAVE SEATS.

SO WE'RE WORKING ON A MULTI-YEAR PLAN TO EXPAND THOSE SEATS.

AND WE'RE ALSO WORKING ON JUST CLEANING UP THE PROCESS THAT FAMILIES LEARN ABOUT ENROLLMENT. OFTENTIMES, IF THIS IS THEIR FIRST CHILD.

YOU KNOW, THE SCHOOL SYSTEM CAN BE HARD TO NAVIGATE.

SO WE ARE LOOKING AT WAYS TO SIMPLIFY THE ENROLLMENT PROCESS.

TARGETED MARKETING STRATEGIES TO INCREASE ENROLLMENT.

AND WE HAVE ALREADY BEGUN IMPLEMENTING A HIGH QUALITY CURRICULUM IN ALL OF OUR PRE-K PROGRAMS. THE DISTRICT HAS PURCHASED THAT CURRICULUM.

NOW WE ARE SETTING ABOUT IMPLEMENTING THAT AND MAKING SURE IT'S IMPLEMENTED WITH FIDELITY SO THAT STUDENTS ARE READY FOR KINDERGARTEN ON DAY ONE.

I'M REALLY EXCITED TO SHARE THIS PART OF THE PRESENTATION WITH YOU.

MANY STUDENTS, YOU KNOW, THEY COME TO SCHOOL FOR FINE ARTS.

THEY COME. I WAS AN ENGLISH TEACHER.

I WOULD LIKE TO THINK THAT ALL MY STUDENTS CAME TO LISTEN TO ME, TEACH SHAKESPEARE.

BUT I KNOW THAT MANY OF THEM CAME FOR BAND, ART, CHOIR, AND ORCHESTRA, AND ATHLETICS.

WE'RE GOING TO DEVELOP.

WE HAVE DEVELOPED A BASELINE EXPECTATION FOR FINANCE PROGRAMING, AND WE HEARD THIS DURING

[00:50:05]

IT'S AN IMPORTANT ASPECT OF THE SCHOOL EXPERIENCE, AND IT ACTUALLY REINFORCES WHAT STUDENTS LEARN IN LANGUAGE ARTS, MATH, SCIENCE AND SOCIAL STUDIES.

BUT WE KNOW THAT MANY SCHOOLS HAVEN'T BEEN ABLE TO PROVIDE THESE OPPORTUNITIES, AND WE'VE BEGUN TO CHANGE THAT REALITY USING ESSER DOLLARS ALREADY.

USING OUR ESSER DOLLARS, WE ARE INVESTING OVER $27 MILLION TO BUY NEW INSTRUMENTS AND REPAIR EXISTING EQUIPMENT, REPLACE BAND UNIFORMS, REPAIR HIGH SCHOOL THEATERS AND ENSURE THEY HAVE APPROPRIATE LIGHTING AND SOUND SYSTEMS AND REPAIR OR REPLACE DANCE STUDIO FLOORS. ADDITIONALLY, WE'VE EXPANDED PARTNERSHIPS WITH OUR ARTS ORGANIZATIONS ACROSS THE CITY TO PROVIDE MORE STUDENTS WITH ACCESS TO ARTS IN BOTH IN-SCHOOL AND AFTER SCHOOL PROGRAMS. SO THIS WORK IS ALREADY UNDERWAY.

IT'S VERY EXCITING.

ALL OF OUR HIGH SCHOOL BAND PROGRAMS ARE RECEIVING NEW UNIFORMS. THOSE ARE ALL ON ORDER RIGHT NOW.

AND THOSE REPAIRS TO EQUIPMENT, AND WE'RE REALLY MAKING SURE THAT IF STUDENT STARTS IN BAND AND AND MIDDLE SCHOOL OR THERE'S BAND PROGRAM IN HIGH SCHOOL, THERE'S ALSO A BAND PROGRAM, MIDDLE SCHOOL SO THAT WE CAN ENSURE CONTINUITY OF SERVICE.

ADDITIONALLY, WE WANT TO MAKE SURE THAT WE ARE PROVIDING ALL STUDENTS, NO MATTER WHAT SCHOOL THEY GO TO OPPORTUNITIES FOR SUCCESS.

WE WANT TO INCREASE THE OPPORTUNITIES FOR ADVANCED COURSEWORK IN HISTORICALLY UNDERSERVED COMMUNITIES. WE HAVE A GROUP OF SCHOOLS THAT WE CALL OUR OPPORTUNITY 19.

THESE ARE SCHOOLS WHERE WE KNOW.

CHILDREN CAN TAKE AP ADVANCED PLACEMENT COURSEWORK IF THEY HAD ONLY THEY HAD ACCESS TO IT. THE STANDARDIZED STAFFING FORMULA WILL ALLOW US TO DO THIS.

WE'RE GOING TO WE ARE GOING TO CENTRALIZE SOME POSITIONS HERE BECAUSE AT A SCHOOL WHERE THERE ARE NOT A LOT OF STUDENTS, THERE'S NOT ENOUGH STUDENTS.

SO IT'S A SMALLER SCHOOL THAT MAYBE CAN'T HAVE AFFORD TO HAVE A TEACHER THAT TEACHES AP CHEMISTRY ALL DAY. BUT IF WE CENTRALIZE THOSE POSITIONS, WE CAN SEND THOSE DEPLOY THOSE TEACHERS FROM THE CENTRAL OFFICE TO SHARE AMONG CAMPUSES SO THAT EVEN IF THERE ARE ONLY 10 STUDENTS AT A CAMPUS THAT WANT TO TAKE AP CHEMISTRY, WE CAN SERVE THEM THAT WAY.

TOO MANY CHILDREN WHO ATTEND DNF SCHOOLS ARE NOT PROVIDED THE OPPORTUNITY TO TAKE ADVANCED COURSEWORK, AND WE ARE VERY EXCITED TO USE OUR ESSER DOLLARS TO REVERSE THAT TREND AS WELL. OVER THE NEXT SEVERAL YEARS, WE'LL INVEST OVER $28 MILLION FOR THOSE 19 HIGH SCHOOLS, AND THAT WILL INCLUDE NOT JUST PROVIDING THE COURSEWORK.

IT'S NOT ENOUGH TO JUST SAY WE'RE GOING TO REQUIRE EVERY HIGH SCHOOL TO OFFER A CERTAIN NUMBER OF AP COURSES.

WE HAVE TO PROVIDE SCAFFOLDING FOR THOSE STUDENTS IN THOSE SCHOOLS BECAUSE THEY HAVEN'T BEEN NECESSARILY EXPOSED TO AP COURSEWORK BEFORE.

SO WE HAVE PARTNERSHIPS WITH THE UNIVERSITY OF HOUSTON TO INVEST IN TUTORS FOR THOSE STUDENTS WE HAVE. WE WILL LEVERAGE OUR OUR PARTICIPATION IN THE AVID PROGRAM.

AND AVID IS AS A PROGRAM FOR COLLEGE GOING STUDENTS, AND IT REALLY TEACHES THEM ORGANIZATIONAL STRATEGIES, TEACHES THEM STUDY SKILLS.

WE ALREADY HAVE THOSE THOSE THAT CURRICULUM IN MANY OF OUR SCHOOLS.

WE'RE GOING TO EXPAND THAT AND WE'RE GOING TO MAKE SURE OUR TEACHERS ARE TRAINED.

MANY TIMES TEACHERS TEACH PRE OR AP COURSES, BUT THEY HAVEN'T NECESSARILY BEEN TO THE TRAINING THAT RICE UNIVERSITY OFFERS OR THE [INAUDIBLE] ORGANIZATION OFFERS.

SO WE'RE GOING TO MAKE SURE THAT THEY'RE TRAINED AND WE'RE ALSO GOING TO INVEST IN BUILDING SUCCESS FOR STUDENTS BY INVESTING IN PRE ADVANCED PLACEMENT CURRICULUM IN SCHOOLS SO THAT BY THE TIME THEY GET TO THEIR JUNIOR AND SENIOR YEAR, THEY'RE READY TO TAKE THOSE ADVANCED PLACEMENT COURSES AND BE SUCCESSFUL ON THEM.

SO THAT'S A LOT, AND WE HAVE WAYS TO MEASURE ALL OF THOSE.

SO OBVIOUSLY, STUDENT ACADEMIC PERFORMANCE OUTCOMES AND INCREASE IN THOSE WILL WILL WE WILL MONITOR THAT.

WE WANT TO MONITOR PARTICIPATION RATES IN ADVANCED PLACEMENT.

BUT IT'S NOT JUST IT'S NOT ENOUGH JUST TO PARTICIPATE.

WE ALSO WANT STUDENTS TO BE SUCCESSFUL ON THE EXAMS. SO PERFORMANCE ON THE AP EXAMS, WE WILL LOOK AT THE PERCENTAGE OF STUDENTS THAT ARE ENROLLED IN CAMPUSES IMPLEMENTING FINE ARTS PROGRAMS. SO WE WANT TO SEE THOSE NUMBERS INCREASE.

AND OBVIOUSLY WE WANT TO SEE THE STUDENTS IN PRE-K INCREASE.

AND ALSO, AS YOU HEARD EARLIER, WE HAVE SOME STAFFING PLANS IN PLACE THAT WILL REDUCE THAT STUDENT TEACHER RATIO.

SUPERINTENDENT HOUSE THANK YOU, DR.

BIRD. THE NEXT COMMITMENT THAT WE'LL MOVE TO IS DELIVERING EFFECTIVE SERVICES AND SUPPORTS FOR STUDENTS WITH EXCEPTIONAL NEEDS.

AND I THINK YOU'VE HEARD ME SAY BEFORE THAT, YOU KNOW, ALL OF THESE COMMITMENTS ARE NEAR AND DEAR, BUT THIS IS NEAR AND DEAR IN A MANNER THAT'S PERSONAL AS WELL.

A FULL AND CONSISTENT COMPLIANCE HAS TO BE FOCUSED ON WITH STATE AND FEDERAL REQUIREMENTS FOR THE IDENTIFICATION OF SPECIAL EDUCATION STUDENTS WITH NEEDS AND DELIVERY OF SERVICES IS A MOST BASIC COMMITMENT THAT WE MUST AND WILL MAKE.

FAMILIES WILL BE A PARTNER IN MEETING THE UNIQUE NEEDS OF THEIR CHILD AND WILL HAVE THE OPPORTUNITY TO KNOW WHAT TO EXPECT THROUGH THEIR CHILD'S HISD EXPERIENCE.

ALONG THE WAY, PARENT QUESTIONS WILL BE ANSWERED BEFORE THEY BECOME MAJOR CONCERNS.

[00:55:06]

SERVICES AND SUPPORTS WILL BE SPECIFIC TO THE STUDENT AND WILL FOLLOW.

EACH AND EVERY HISD CAMPUS IN TERMS OF CONSISTENCY AS WE IMPLEMENT.

IEPS WILL BE CONSISTENTLY AND EFFECTIVELY IMPLEMENTED AT EVERY CAMPUS AT ALL TIMES.

CLASSROOM TEACHERS AND SCHOOL LEADERS WILL BE TRAINED AND SUPPORTED TO SERVE STUDENTS WITH SPECIAL EDUCATION NEEDS AND WILL UNDERSTAND THEIR RESPONSIBILITY IN MEETING THOSE SPECIFIC STUDENT NEEDS.

IF WE'RE IN A IF WE'RE SUCCESSFUL AS A SCHOOL DISTRICT WILL NOT ONLY BE FULLY COMPLIANT IN TERMS OF WHAT WE DO ON AN ANNUAL BASIS.

STUDENTS WITH SPECIAL NEEDS AND IN SPECIAL EDUCATION WILL HAVE ACCESS TO GRADE LEVEL TEACHING AND LEARNING IN EVERY CLASSROOM THAT ALLOWS THEM TO ACHIEVE THE LEVEL THAT WE EXPECT. NOW, WHAT DOES THE STRATEGIC PLAN COMMITMENT LOOK LIKE HERE? AS YOU CAN SEE, OUR COMMITMENT FOR STUDENTS IS SPECIALIZED IN TERMS OF THE INSTRUCTIONAL PROGRAMS AND EMERGENT BILINGUAL, INCLUDING THE THREE MAIN FOCUSES THAT YOU SEE ON THE SCREEN HERE. WE KNOW WE MUST IMPROVE PROACTIVE COMMUNICATION BY PROVIDING INFORMATION THAT IS IMPORTANT TO OUR FAMILIES AND RESPOND BETTER AGAIN AND RESPOND BETTER WHEN THERE ARE CONCERNS IN ORDER TO REBUILD THE KIND OF TRUST THAT WE WANT AND EXPECT OUR STUDENTS CAN ACHIEVE. WE WILL BROADEN ACCESS TO HIGH QUALITY CURRICULUM AGAIN WITH THE LINE SUPPORTS TO IMPROVE LEARNING OUTCOMES.

NOW, OVER THE YEARS, THE DISTRICT HAS HAD AREAS OF NONCOMPLIANCE CITED BY TEA AS WE KNOW AND INTERNAL AUDITS, AND WE COMMIT TO EXCEEDING ALL THE REQUIREMENTS FOR EDUCATING STUDENTS WITH EXCEPTIONAL NEEDS.

I'D LIKE TO TURN IT BACK OVER TO DR.

SHAWN BIRD AND THAT THIS IS AN AREA THAT FALLS WITHIN THE CATEGORY AS HIS RESPONSIBILITIES AS CHIEF CHIEF ACADEMIC OFFICER DR.

BIRD. THANK YOU, SUPERINTENDENT HOUSE.

GOOD MORNING AGAIN. SO WE KNOW THAT WE MUST IMPROVE PROACTIVE COMMUNICATION BY PROVIDING INFORMATION THAT IS IMPORTANT TO OUR FAMILIES AND RESPOND BETTER WHEN THERE ARE CONCERNS.

WE'RE GOING TO FOCUS ON ACADEMIC ACHIEVEMENT TO IMPROVE STUDENT LEARNING OUTCOMES BY PROVIDING STUDENTS WITH ACCESS TO GRADE LEVEL CURRICULUM, AS I JUST SPOKE ABOUT AND ENRICHMENT OPPORTUNITIES TAILORED TO THEIR UNIQUE NEEDS.

WE KNOW THAT ALL STUDENTS CAN ACHIEVE A HIGH LEVELS AND WE WILL BROADEN ACCESS TO HIGH QUALITY CURRICULUM WITH ALIGNED SUPPORTS TO IMPROVE LEARNING OUTCOME OUTCOMES FOR ALL STUDENTS. AND FINALLY, WE WILL MEET AND EXCEED FEDERAL, STATE AND LOCAL COMPLIANCE REQUIREMENTS BY ENSURING STUDENTS WHO NEED SPECIALIZED SERVICES RECEIVE THE RIGHT SUPPORTS AS SOON AS POSSIBLE.

AND IT'S DOCUMENTED.

OVER THE YEARS, THE DISTRICT HAS HAD AREAS OF NONCOMPLIANCE CITED BY TEA AND INTERNAL AUDITS, AND WE COMMIT TO IMPROVING IN THIS AREA AND EXCEEDING THE EXPECTATIONS OF THAT.

ONE OF THE WAYS THAT WE CAN REBUILD TRUST WITH FAMILIES IS TO IMPROVE OUR COMMUNICATION.

INCREASING POSITIVE TWO WAY COMMUNICATION EMPOWERS OUR FAMILIES TO KNOW THE PROCESS FOR IDENTIFICATION AND EVALUATION OF THEIR CHILD AND WHERE TO GO OR WHO TO CONTACT FOR ADDITIONAL SUPPORT REQUESTS.

AGAIN, WE KNOW THAT PARENTS WHO ARE NOT FAMILIAR WITH THE SCHOOL DISTRICT BUREAUCRACY, IT CAN BE HARD TO NAVIGATE AND WE WANT TO MAKE THAT EASIER FOR THEM.

CREATING A FAMILY ENGAGEMENT PORTAL FOR FAMILIES OF STUDENTS WITH EXCEPTIONAL NEEDS OFFERS A NEW COLLABORATION OPPORTUNITY TO PROACTIVELY REIMAGINE OUR PARTNERSHIP WITH PARENTS. IN ADDITION, WE COMMIT TO PROVIDING MORE SIMPLE TO UNDERSTAND MATERIALS FOR FAMILIES AND THEIR HOME LANGUAGE, FOCUSING ON TRANSPARENCY, ACCOUNTABILITY AND EASE OF ACCESS FOR PARENTS OF STUDENTS WHO HAVE THE MOST INTENSIVE NEEDS.

SO THIS IS AN EXAMPLE OF A NEW SERVICE MODEL THAT WE ARE ROLLING OUT.

IT'S BEING DEVELOPED FOR FAMILIES AND CHILDREN WITH SPECIAL EDUCATION PROGRAMS. IT ALLOWS FAMILIES TO REGISTER THEIR CONCERNS AND RECEIVE IMMEDIATE AND ATTENTIVE SUPPORT. THIS WILL ALLOW US TO TRACK PARENTS CONCERNS THROUGH THE RESOLUTION OF THEIR CONCERNS AND WILL BE A CENTRAL SORT OF PORTAL THAT WE CAN TURN AROUND PARENT CONCERNS IN A MUCH QUICKER WAY THAN WE HAVE BEEN IN THE PAST.

AND ADMINISTRATORS WILL BE ABLE TO TRACK THE PROCESS OF THESE CONCERNS ALL THE WAY THROUGH. SO WE LOOK FORWARD TO ROLLING THIS OUT.

OF COURSE, STUDENTS COME TO SCHOOL TO LEARN, AND WE WANT THEM TO BE AN INCLUSIVE ENVIRONMENTS AS MUCH AS POSSIBLE AND IN ACCORDANCE WITH THE IDEA LEGISLATION.

BUT PRIORITIZING GRADE LEVEL LEARNING AND ACHIEVEMENT FOR ALL STUDENT POPULATIONS IS ESSENTIAL TO CLOSE THE OPPORTUNITY GAPS THAT WE'VE SPOKEN ABOUT SEVERAL TIMES TODAY THAT

[01:00:01]

SO WE'RE GOING TO INCREASE INCLUSIVE AND RIGOROUS LEARNING OPPORTUNITIES WHILE PROVIDING HIGH QUALITY CURRICULUM AND ALIGN RESOURCES WHICH EXPAND THE POTENTIAL OF ALL OF OUR STUDENTS. SO I SPOKE ABOUT THAT EARLIER, BUT THAT INVOLVES ALSO THAT IS HAND IN HAND WITH THE CURRICULUM ROLLOUT THAT WE'LL BE IMPLEMENTING.

AND ALSO, WE KNOW OUR STUDENTS, THEY NEED TO BE INCLUDED IN GENERAL EDUCATION CLASSES AS MUCH AS POSSIBLE WITH APPROPRIATE SUPPORTS.

SO WE ARE LOOKING FORWARD TO DEVELOPING A NEW INCLUSION MODEL SO THAT STUDENTS WHO NEED TO BE SOMETIMES SELF-CONTAINED WILL ALSO BE IN WITH THEIR GENERAL EDUCATION PEERS AS MUCH AS POSSIBLE. CREATING SYSTEMS TO TRACK AND MONITOR THE DELIVERY OF SERVICES AND SUPPORTS FOR STUDENTS WITH AN INDIVIDUALIZED EDUCATION PLAN, AS WELL AS EMERGING BILINGUAL STUDENTS EXAMINING PAST PRACTICES REVEALS A GREAT NEED FOR DISTRICT WIDE SYSTEMS THAT ALIGN COMMUNICATION, ACCOUNTABILITY AND ONGOING PROGRESS MONITORING.

STAYING 100 PERCENT IN COMPLIANCE WITH FEDERAL, STATE AND LOCAL REGULATIONS IS FOUNDATIONAL TO ENSURING THAT ALL STUDENTS ACHIEVE AT HIGH LEVELS.

WE COMMIT TO MEETING AND EXCEEDING LEGAL COMPLIANCE STANDARDS AND ALIGNING STAFF AND RESOURCES TO MEET THE NEEDS OF ALL STUDENTS, OVER THE NEXT FIVE YEARS OUR STRATEGY IS TO BEGIN WITH A STRONG FOCUS ON COMPLIANCE AND ACCOUNTABILITY, AS YOU CAN SEE IN THIS GRAPHIC. WELL, ALIGNING THE ACADEMICS TEAM'S CURRICULUM IMPLEMENTATION PLANS AND GRADUALLY SHIFTING TO LESS COMPLIANCE AND MORE INSTRUCTIONAL TRAINING AND SUPPORTS.

WE KNOW THAT WE NEED TO GET THE COMPLIANCE RIGHT PART CORRECT.

AND YOU KNOW, AS PEOPLE INTERNALIZE THOSE PROCESSES, THEN WE CAN MOVE MORE SWIFTLY INTO INSTRUCTIONAL TRAINING AND SUPPORTS FAMILY.

COMMUNICATION WILL BE THE FOUNDATION THROUGHOUT, AND INCREASING AND ALIGNING ACCOUNTABILITY MEASURES ACROSS OUR SYSTEM HELPS US MEASURE, MONITOR AND REPORT PROGRESS, AS WELL AS ENSURING EVERY STAFF KNOWS THEIR ROLE AND RESPONSIBILITY.

THIS, OF COURSE, HAS SOME KEY METRICS FOR CONTINUOUS IMPROVEMENT, STUDENT ACADEMIC PERFORMANCE AND OUTCOMES. JUST AS IN THE OTHER SECTION, THE RATE OF ON TIME EVALUATIONS FOR STUDENTS WHO NEED SPECIALIZED SERVICES, THE PERCENTAGE OF IEP PROGRESS AND GOAL DOCUMENTATION. WE'LL WORK WITH OUR NEW COMMUNICATION TOOL, THE RATES OF PARENT SATISFACTION AND PERCEPTION AND THE, YOU KNOW, INCREASE THEIR INCREASED UNDERSTANDING OF HOW OUR SYSTEM WORKS AND THEIR ABILITY TO NAVIGATE IT AND STRUCTURE OBSERVATION AND THEN RATE OF FAMILY ENGAGEMENT OPPORTUNITIES.

THANK YOU, DR. BIRD.

WE'RE GOING TO TAKE A SHIFT TO TO TALK A LITTLE BIT ABOUT THE COMMITMENT AROUND WORLD CLASS TALENT THROUGHOUT HISD AND AND SO JUST IN JUST A MOMENT, YOU'RE GOING TO HEAR FROM OUR CHIEF TALENT OFFICER MR. JEREMY GRANT SKINNER. BUT BEFORE WE DO SO, I'D LIKE TO JUST SHARE THAT EVEN AS HISD IS HAS GRAPPLED WITH THE LOCAL IMPACTS OF THE PANDEMIC, THAT REALLY SHOCKED NOT JUST HISD, BUT SHOCKED THE WORLD.

IT'S BEEN VERY INTERESTING TO TO SEE THAT THE TEAMS HAVE REALLY FOCUSED THEIR EFFORTS ON REMAKING HISD AS A DESTINATION FOR NEW TALENT AND A HOME FOR EXPERIENCED EDUCATORS LOOKING TO GROW IN THEIR PROFESSION.

AND I THINK THAT'S A KEY PIECE THAT YOU'LL SEE AS AS MR. SKINNER PERCENT IN JUST A MOMENT.

HISD WILL ONLY BE A WORLD CLASS DISTRICT IF WE CAN RECRUIT, RETAIN AND EMPOWER WORLD CLASS TALENT. EVERY HISD EMPLOYEE IS ENTITLED TO COMPETITIVE COMPENSATION FOR THEIR WORK.

CLEAR EXPECTATIONS AND ACCOUNTABILITY AND THE OPPORTUNITY TO GROW IN THEIR PROFESSION.

AND THAT'S KEY. YOU KNOW, ONE OF ONE OF THE THINGS THAT RESEARCH HAS SHOWN IS THAT IT'S NOT NECESSARILY ABOUT HOW MUCH MONEY YOU MAKE, BUT IT'S ALSO ABOUT HOW YOU HAVE YOUR CAPACITY BUILT AND WHAT KIND OF SUPPORT THAT YOU HAVE OVER THE COURSE OF TIME.

SO YOU'RE HERE IN JUST A MOMENT, A LITTLE BIT MORE ABOUT THAT.

NOW SURVEY DATA HAS SHOWN US THAT THAT WE RUN THE RISK OF LOSING ALMOST A THIRD OF HISD STAFF MEMBERS IN HISD THAT NEXT IN THE NEXT YEAR.

WHILE COVID 19 AND THE PANDEMIC HAS PLACED UNPRECEDENTED STRAIN ON CAMPUS STAFF EMPLOYEES. THIS ALSO SPEAKS TO A MORE SYSTEMATIC ISSUE THAT'S OUT THERE.

OUR FIRST TWO INITIATIVES TO IMPROVE THE WAY WE COMPENSATE AND EVALUATE OUR STAFF ARE ALREADY MOVING FORWARD AND UNDERWAY.

OUR BOWL COMPENSATION PLAN THAT YOU'LL HEAR A LITTLE BIT MORE ABOUT, IT'S COUPLED WITH T TESTS WE'LL ALSO COMPENSATE, IDENTIFY AND REWARD HARD WORKING AND EXCELLENT STAFF MEMBERS THAT GET THE JOB DONE AT A HIGH LEVEL.

WE KNOW THAT GREAT TALENT CAN MAKE THE DIFFERENCE IN CULTIVATING CLASSROOMS AND SCHOOLS WHERE STUDENTS THRIVE AS WELL.

[01:05:01]

MEANWHILE, WE'RE IN A UNIQUE MOMENT WHEN THE PANDEMIC HAS SHOCKED THE WORKFORCE TEACHERS, PRINCIPALS AND SUPPORT STAFF ACROSS MANY JOB CATEGORIES.

THIS IS TRUE NOT JUST ACROSS THE NATION, BUT IT'S TRUE RIGHT HERE IN HISD.

AND IN THIS CONTEXT, WE NEED BOTH TO CONTINUE THE SHORT TERM WORK TO STABILIZE TEAM HISD AND TO IMPLEMENT COMPREHENSIVE TALENT PLANS, COMPREHENSIVE COMPREHENSIVE TALENT AND PLANS THAT WILL SERVE STUDENTS FOR YEARS TO COME.

SO DR. MR. GRANT SKINNER, GO AHEAD AND TURN IT OVER TO YOU.

YEP. GOOD MORNING.

WITHIN A COMPREHENSIVE TALENT PLAN, WE NEED TO TRANSFORM OUR PRACTICES IN THE AREAS OF RECRUITMENT, RETENTION, SUPPORT AND DEVELOPMENT TO ENSURE OUR DISTRICT IS A GREAT PLACE TO WORK AND GROW.

I'LL TALK ABOUT THIS IN THREE STRATEGY AREAS GROWING TALENT, RECRUITMENT AND HIRING AND COMPENSATION AND CULTURE.

THE FIRST STRATEGY AND FOR THIS COMMITMENT, IS GROWING TALENT.

WE WILL BE CONTINUING REFINING AND EXPANDING THE WAYS WE DEVELOP AND GROW OUR OWN PEOPLE.

THIS MEANS CURRENT HISD EMPLOYEES PERSPECTIVE, HISD EMPLOYEES FROM ALL AROUND AND MEMBERS OF OUR LOCAL COMMUNITIES WHO WANT TO SERVE OUR STUDENTS AS STAFF MEMBERS IN HISD.

FIRST, AS WE EXPLORE WAYS TO ADD MORE.

GROW YOUR OWN PROGRAMS. WE'RE INVESTING IN ONE OF OUR EXISTING PROGRAMS, THE HISD ALTERNATIVE CERTIFICATION PROGRAM. THROUGH THE USE OF ESSER FUNDS, WE WILL BE MAKING THIS PROGRAM THROUGH WHICH WE CAN RECRUIT ANY COLLEGE GRADUATE TO TEACH AND EARN CERTIFICATION RIGHT HERE IN HISD COST FREE FOR PARTICIPANTS FOR THE NEXT TWO SCHOOL YEARS AS LONG AS THEY COMMIT TO STAY IN HISD. SECOND FOR ALL OF OUR TEACHERS, IT IS CRITICAL THAT WE CLEARLY DEFINE THE COMPONENTS OF EXCELLENT INSTRUCTION AND PROVIDE MEANINGFUL FEEDBACK AND SUPPORT.

WE HAVE RECENTLY SPOKEN HERE FROM A POLICY PERSPECTIVE ABOUT OUR UPCOMING TRANSITION TO THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM.

THIS TRANSITION HELPS US IMPROVE THE EVALUATION EXPERIENCE FOR TEACHERS STARTING FRESH WITH A NEW RUBRIC AND EVALUATION SYSTEM, AND THIS IS A CORE PART OF OUR PLANS TO GROW OUR PEOPLE. THIRD, WE HAVE BEGUN PILOTING A PLANNING FOR A PILOT COHORT OF 15 SCHOOLS TO PARTICIPATE IN OUR OPPORTUNITY CULTURE INITIATIVE NEXT SCHOOL YEAR.

THIS INITIATIVE WORKS WITH SCHOOLS TO DESIGN AND IMPLEMENT INNOVATIVE STAFFING MODELS THAT PRIORITIZE TEACHER DEVELOPMENT WHILE SIMULTANEOUSLY PROVIDING OPPORTUNITIES FOR STRONG VETERAN TEACHERS TO EXTEND THEIR REACH TO MORE STUDENTS BY SERVING AS TEACHERS AND COACHES FOR OTHER TEACHERS IN THEIR BUILDINGS.

NEXT IN HISD, ACROSS THE STATE AND BEYOND, CRITICAL STAFFING SHORTAGES ARE A CHALLENGE, THIS ALSO POSES AN OPPORTUNITY FOR US TO UPGRADE EXISTING RECRUITMENT EFFORTS TO ATTRACT NEW CANDIDATES AND STREAMLINE HIRING, SO THAT HISD DRAWS ON THE VERY BEST TALENT TO SERVE OUR STUDENTS. WE WILL SHARE A COMPELLING STORY OF HISD WITH PROSPECTIVE EMPLOYEES AND EXPAND THE TYPES AND LOCATIONS OF RECRUITMENT ACTIVITIES TO MEET STUDENT NEEDS AND MATCH CANDIDATE TRENDS.

WE WILL MOVE HIRING TIMELINES EARLIER AND MAKE OUR PROCESS FASTER AND FRIENDLIER, AND CENTRAL STAFF WITH EXPERTISE AND TALENT MANAGEMENT WILL PROVIDE MORE PROACTIVE AND STRATEGIC SUPPORT TO PRINCIPALS AND OTHER HIRING MANAGERS.

THE THIRD AND FINAL STRATEGY WITHIN OUR TALENT COMMITMENT IS COMPENSATION AND CULTURE.

THE ASPECT OF OUR TALENT PLAN WITH THE MOST SIGNIFICANT URGENCY IS IMPLEMENTATION OF A MULTI-YEAR COMPENSATION PLAN TO RECRUIT AND RETAIN WORLD-CLASS TALENT.

WE MUST ENSURE THAT EVERY SINGLE HISD EMPLOYEE RECEIVES A HIGHLY COMPETITIVE COMPENSATION PACKAGE IN THE YEARS AHEAD.

WE WILL ALSO PROVIDE INCENTIVES FOR TEACHERS AND OTHER STAFF WHO CHOOSE TO WORK IN OUR HIGHEST NEED CONTENT AREAS AND SCHOOLS PROVIDE INCENTIVES TO THOSE TEACHERS, AND WE WILL DESIGN AND IMPLEMENT NON-FINANCIAL TACTICS TO MAKE AND KEEP HISD A GREAT PLACE TO WORK.

THIS FOCUS ON BOTH COMPENSATION AND CULTURE IS ESSENTIAL, AND I WANT TO SHARE A STORY, A QUICK STORY ABOUT THE POTENTIAL WE HAVE HERE.

JUST YESTERDAY, I SPOKE WITH A LONGTIME HISD TEACHER.

AND WHAT SHE SAID IS STICKING WITH ME AS I THINK ABOUT NOT JUST OUR TEACHERS, BUT OUR OTHER STAFF AS WELL.

SHE TALKED ABOUT HOW FOR YEARS SHE DROVE IN TO HISD TO TEACH FROM HER HOME IN HUMBLE.

[01:10:04]

WHY? HERE WERE HER WORDS.

HISD WAS THE PLACE TO BE, AND THAT IS WHAT MUST BECOME TRUE IN HISD AGAIN.

NOW I'M GOING TO ZOOM IN TO TALK MORE ABOUT THE COMPENSATION PIECE OF THIS.

DURING THE CURRENT SCHOOL YEAR, WE USED ESSER FUNDS TO SUPPLEMENT SALARIES OF TEACHERS, ADMINISTRATORS AND SUPPORT STAFF AS WE LOOK AHEAD TO A NEW YEAR.

WE WILL CONTINUE TO SMARTLY TARGET A SIGNIFICANT PORTION OF OUR TOTAL ALLOCATION OF ESSER FUNDS TO RECRUIT AND RETAIN STAFF.

THIS WILL BEGIN WITH OUR OWN TEACHERS, THOSE WHO WORK HERE WITH US RIGHT NOW.

WE MUST IMMEDIATELY TAKE STEPS TO KEEP GOOD TEACHERS IN PLACE.

GOING BEYOND THIS CURRENT SCHOOL YEARS ESSER STIPENDS, WE MUST INCENTIVIZE OUR TEACHERS TO STAY THE COURSE IN THIS PROFESSION AT THIS CRITICALLY IMPORTANT TIME FOR OUR STUDENTS AND RIGHT HERE IN HISD AND I WILL SPEAK DIRECTLY TO OUR HISD TEACHERS AND SAY, WE VALUE YOU AND WE NEED YOU.

AND THE NEXT COUPLE OF MONTHS WILL BE INVITING OUR CURRENT TEACHERS TO COMMIT HISD TO MAKE A COMMITMENT TO STAY WITH US THROUGH AT LEAST THE SCHOOL YEAR 24 OR 25 FOR THE NEXT THREE YEARS. EACH CURRENT TEACHER WHO COMMITS TO TEACH AN HISD FOR THREE MORE YEARS WILL EARN THREE INCENTIVES OVER THE COURSE OF THOSE THREE YEARS ON TOP OF THEIR REGULAR COMPENSATION. WE MUST ALSO COMPETE HARD FOR NEW TEACHER TALENT.

TODAY, WE'RE ANNOUNCING THAT FOR SCHOOL YEAR 2022, 2023, WE WILL OFFER A $5,000 ONE TIME SIGNING INCENTIVE FOR ANY TEACHER WHO HAS AT LEAST TWO YEARS OF PRIOR TEACHING EXPERIENCE AND COMMITS TO HISD BY APRIL 30TH FOR NEXT YEAR.

OTHER TEACHERS WHO COMMIT BY APRIL WILL RECEIVE $4,000, AND TEACHERS HIRED LATER IN THE YEAR WILL RECEIVE $2,000.

ANOTHER WAY WE ARE LEVERAGING ESSER FUNDS IS TO CONTINUE AND EXPAND THE STIPENDS WE WILL PROVIDE TO STAFF MEMBERS WORKING IN CRITICAL SHORTAGE AREAS NEXT YEAR, FROM TEACHERS AND SPECIALTY AREAS TO COUNSELORS AND SOCIAL WORKERS, FROM NURSES TO TRANSPORTATION STAFF.

THESE STAFF MEMBERS MEMBERS WILL EARN ADDITIONAL PAYMENT ON TOP OF THEIR BASE SALARY IN SCHOOL YEAR 2022-2023.

HAVING SAID THAT, OUR COMPENSATION PLAN IS ABOUT MORE THAN ONE TIME ADD-ONS.

IT WILL ENSURE THAT OUR BASE SALARIES AND WAGES ARE MORE COMPETITIVE WITH OUR NEIGHBOR DISTRICTS AND OTHER DISTRICTS COMPETING FOR TALENT BOTH NEAR AND FAR.

WE WILL BE BUILDING INTO THIS YEAR'S BUDGET SALARY INCREASES FOR ALL EMPLOYEES IN 2022, INCLUDING BOTH UPGRADES TO SALARY SCALES AND AUTOMATIC STEP INCREASES FOR EMPLOYEES WHO ARE MEETING PERFORMANCE EXPECTATIONS.

OUR COMPENSATION PLAN THEN REPEATS THOSE UPGRADES FOR SCHOOL YEAR 2023-24 AND SCHOOL YEAR 2024-25 SO THAT WE GET AND STAY ON TRACK WITH WHAT THE MARKET DEMANDS OF US.

EVERY STAFF MEMBER IN OUR THREE YEAR PLAN WILL RECEIVE A SALARY INCREASE EACH YEAR FOR THE NEXT THREE YEARS.

THIS IS THIS IS PARTLY A CORRECTIVE ACTION.

TEACHERS IN HISD HAVE SEEN A CHANGE TO THEIR SALARY SCALE TWO TIMES IN THE LAST FOUR YEARS. THE SAME IS TRUE FOR FOR ASSISTANT PRINCIPALS AND DEANS.

OTHER STAFF MEMBERS HAVE GONE IN MANY CASES FOR YEARS, FIVE YEARS, SIX YEARS, EVEN SEVEN YEARS, WITH NO CHANGE TO THEIR SALARY.

EVEN WITH TYPICAL YEAR TO YEAR CHANGES IN THE COST OF LIVING, WHAT THIS TRANSLATES TO IS PEOPLE ACTUALLY MAKING LESS MONEY.

THEY HAVE LESS BUYING POWER FROM FOR DOING THE SAME JOB.

AND NOW IN THIS ENVIRONMENT WHERE WE HAVE EVEN HIGHER INFLATION THAN NORMAL.

THIS IS MORE TRUE THAN EVER AND OUR PLAN SOLVES THESE PROBLEMS. WE CAN'T GUARANTEE THAT WE WILL ALWAYS PAY MORE THAN EVERY OTHER DISTRICT.

BUT THROUGH OUR STRATEGIC PLAN, WE WILL MAKE SURE THAT WE CAN FAIRLY COMPETE WITH OTHER DISTRICTS TO GET STAFF AND TO KEEP OUR STAFF AND TO MAKE SURE THAT OUR PAY COMMUNICATES THE VALUE OUR TEAM MEMBERS BRING TO HISD.

I WANT TO CIRCLE BACK MORE MORE SPECIFICALLY TO TEACHERS, FOR CURRENT TEACHERS, FOR A MOMENT NOW THAT YOU HAVE A FULLER PICTURE OF OUR COMPENSATION PLAN THROUGH A COMBINATION OF OUR BASE COMPENSATION PLAN FOR THE NEXT THREE YEARS AND THIS ONE TIME COMMIT HISD STIPEND THAT I TALKED ABOUT.

WE'RE MAKING IT SO THAT EACH TEACHER CAN EARN AT LEAST A CUMULATIVE ADDITIONAL $20,000 OVER THE NEXT THREE YEARS.

THIS INCLUDES AN ANNUAL COST OF LIVING ADJUSTMENT THAT AVERAGES FOUR PERCENT EACH YEAR FOR THE NEXT THREE YEARS.

BUILT INTO OUR THREE YEAR COMPENSATION PLAN, AN ANNUAL RAISE OR STEP INCREASE FOR ALL EFFECTIVE TEACHERS EACH YEAR FOR THE NEXT THREE YEARS, BUILT INTO OUR THREE YEAR

[01:15:01]

TO CLOSE THE PART OF THE PRESENTATION ON COMPENSATION TODAY, I'M SHARING THE PLANNED TEACHER SALARY SCHEDULES FOR EACH OF THE NEXT THREE YEARS.

I KNOW IT'S A VERY DETAILED AND YOU SEE THEM ON THIS SLIDE.

YOU CAN SEE THE STARTING MINIMUM SALARY FOR THIS UPCOMING YEAR WILL MOVE TO $59,000, AND BY YEAR THREE, THE RANGE OF TEACHER BASE SALARIES WILL BE FROM $64,000 TO $90,000.

NEXT, YOU CAN SEE THE PLANNED PRINCIPAL SALARIES FOR THE NEXT THREE YEARS, JUST AS A SNAPSHOT AND WHAT HAVING SHOWN JUST THESE TWO EXAMPLES, I WANT TO REITERATE WHAT I SHARED THAT OUR THREE YEAR COMPENSATION PLAN FOCUSES ON ENSURING THAT ALL EMPLOYEES RECEIVE APPROPRIATE MARKET INFORMED RAISES FOR EACH OF THE NEXT THREE YEARS.

WE HAVE IDENTIFIED SOME KEY METRICS WE WILL USE TO MEASURE OUR SUCCESS OVER THE COURSE OF THIS STRATEGIC PLANS IMPLEMENTATION.

TAKEN TOGETHER, THESE FIVE METRICS WILL PROVIDE A GAUGE OF THE IMPACT OF OUR WORK TO CULTIVATE WORLD CLASS TALENT AT ALL LEVELS THROUGHOUT THE DISTRICT.

AND I WANT TO LEAVE YOU TODAY WITH A BRIEF EXPERT THAT HELPS CONVEY THE SPIRIT OF OUR COMMITMENT TO MAKING HISD A GREAT PLACE TO WORK AND GROW IN THIS MOMENT.

I AM READING FROM OUR RESOURCE PUBLISHED THIS MONTH BY TNTP.

IT'S CALLED PRACTICAL IDEAS FOR THE PANDEMIC AND BEYOND.

AND IT SAYS, ESPECIALLY WITH THE AVAILABILITY OF RECOVERY ACT FUNDS, DISTRICTS HAVE AN OPPORTUNITY TO PLAN AND BUILD MOMENTUM FOR LONGER TERM CHANGES TO TEACHER PIPELINES, THE EMPLOYEE VALUE PROPOSITION AND THE TEACHER ROLE ITSELF THAT WILL BRING MANY MORE TALENTED PROFESSIONALS INTO THE CLASSROOM TO SUPPORT STUDENTS AND THE CRITICAL YEARS AHEAD.

AND I WILL TURN IT BACK OVER TO SUPERINTENDENT HOUSE.

THANK YOU, MR. GRANT SKINNER.

AND THANK YOU, BOARD TRUSTEES FOR FOR ALLOWING US TO PRESENT THIS INFORMATION OVER THE COURSE OF THE LAST HOUR.

AS YOU CAN TELL, WE'RE EXTREMELY EXCITED TO PROVIDE THIS THIS ROADMAP FOR HISDS FUTURE.

IT LAYS OUT, OF COURSE, A FRAMEWORK FOR GETTING EVERY STUDENT AT OR ABOVE GRADE LEVEL AND INVESTING IN WORLD CLASS TALENT, AS YOU JUST SAW TO ENSURE THAT OUR FAMILIES HAVE ACCESS TO THE SAME EDUCATIONAL EXPERIENCES, NO MATTER WHAT SCHOOL THEY ATTEND.

AND AND MAKING HISD THE DESTINATION FOR STUDENTS FROM THE YOUNGEST PRE-K LEARNERS TO THOSE THAT THAT COME TO THE RANKS OF HIGH SCHOOL AND GRADUATION.

AND MOVING TOWARDS BEING COLLEGE AND CAREER READY.

THE WORK OF TRANSFORMING THIS, THIS DISTRICT BEGINS.

IT BEGINS NOW, AND IT WILL NOT BE EASY.

AS YOU ALL KNOW, THERE WILL BE BUMPS IN THE ROAD AS WE GO.

BUT WE LOOK FORWARD TO PIVOTING AND ADJUSTING AND DOING WHAT'S NECESSARY TO EXECUTE THIS WORK IN THE MANNER THAT WE EXPECT.

NOW WE NEED YOU TO STAND WITH US, TO WORK WITH US AND TO HOLD US ACCOUNTABLE EVERY STEP OF THE WAY. AND I'M LOOKING FORWARD TO WORKING WITH YOU ALL AS TRUSTEES AS TIME MOVES FORWARD. NOW, AS YOU SEE ON THE LAST SLIDE HERE, THESE ARE ESSENTIALLY THE COMMITMENTS THAT THAT WE JUST WENT THROUGH.

AND WHAT I DO WANT TO PREFERENCE IS THAT ON, OF COURSE, MARCH THE 3RD, WE WILL BE HAVING A SEPARATE BUDGET WORKSHOP THAT WILL OVERLAY HOW AND WHAT THIS WILL LOOK LIKE FROM A FINANCIAL STANDPOINT.

SO WE'RE LOOKING FORWARD TO ENSURING THAT YOU GUYS HAVE A BETTER IDEA OF EXACTLY WHAT THAT LOOKS LIKE. SO AS WE MOVE INTO THE Q&A PORTION OF TODAY, WE'D LOVE TO TO GET ANY ANY QUESTIONS SPECIFICALLY TO THE COMMITMENTS THAT THAT WE'VE PRESENTED AND AND LOOK FORWARD TO HEARING FROM YOU AROUND THOSE SPECIFIC QUESTIONS.

THANK YOU. PRESIDENT CRUZ, THANK YOU, MR. HOUSE AND STUFF. IT'S A LOT OF INFORMATION.

TRUSTEES PLEASE INDICATE YOUR DESIRE FOR QUESTIONS IN THE QUEUE.

WE WILL DO TWO ROUNDS OF TWO MINUTES EACH.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

THANK YOU ALL FOR THE PRESENTATION.

THANK YOU ALL FOR BEING OUT HERE.

OF COURSE, IT'S GOING TO BE A LOT OF QUESTIONS ABOUT THE PACKAGE, AND I'LL JUST SAY START OFF BY SAYING THIS IS AN AWESOME PRESENTATION.

THANK YOU. THE GRAPHICS AND THE FLOW CHARTS ARE JUST BEAUTIFUL GENERAL, GENERALLY SPEAKING. AND SO MY MY MAIN QUESTION IS FOR EVERYTHING THAT WE'VE REVIEWED AND OF COURSE, WE WILL FURTHER DISSECT, WHAT IS THIS TIMELINES? I MEAN, OBVIOUSLY, YOU GUYS HAVE BEEN LISTENING BECAUSE I HEAR SOME OF THE THINGS THAT

[01:20:02]

SO AS WE TALK ABOUT THE TRANSFORMATIONAL COHORT, AS WE TALK ABOUT THE COMPENSATION PACKAGE THAT MR. GRANT SKINNER JUST JUST DISCUSSED AS WE TALK ABOUT, YOU KNOW, HIGH QUALITY CURRICULUM, AS WE TALK ABOUT, YOU KNOW, SOME OF THE PROGRAMS THAT WE'RE LOOKING FORWARD TO MOVE, MOVE ON.

WE'RE NOT LOOKING TO TO WAIT.

WE'RE LOOKING FORWARD TO MOVING ON MANY OF THESE THINGS.

NOW THERE WILL BE COMPONENTS THAT WE CONTINUE TO BUILD ALONG THE WAY BECAUSE WE'RE NOT GOING TO BE ABLE TO DO EVERYTHING IN THE NEXT THREE, THREE TO FIVE MONTHS IN PREPARATION FOR THE. BUT THERE ARE MAJOR COMPONENTS THAT EACH ONE OF THE CHIEFS JUST DISCUSSED THAT WE WILL BE MOVING ON VERY QUICK TO START THE 22-23 SCHOOL YEAR.

AND I APPRECIATE THAT BECAUSE I APPRECIATE YOU ALL ADDRESSING OBVIOUSLY THE CONCERNS WE'VE HAD A LOT OF US HAVE HAD ON THIS DAY FOR THE LAST YEAR OR TWO.

AND TAKE, FOR INSTANCE, OAK FOREST ELEMENTARY SCHOOL.

IT'S A SCHOOL IN THE COMMUNITY THAT EVERYBODY, PEOPLE MOVE IN THAT COMMUNITY FOR THEIR CHILDREN TO ATTEND.

HOWEVER, IT'S IT'S OVERCAPACITY.

SO ARE YOU ALL? I STILL HAVEN'T SAW THAT YOU GUYS ARE LOOKING AT EXPANDING THOSE PROGRAMS THAT ATTRACT PEOPLE TO THAT SCHOOL, TO A NEIGHBORING SCHOOL SO THAT CHILDREN WON'T HAVE TO LEAVE TOO FAR FROM THEIR COMMUNITY OUT OF THE DISTRICT TO GO SOMEWHERE ELSE.

SO I THINK THAT'S ESSENTIAL.

I DIDN'T GET THAT HERE, BUT I HOPE THAT YOU GUYS ARE LOOKING AT THAT AND WE'RE DEFINITELY TAKING A CLOSE LOOK AT, YOU KNOW, SCHOOL BY SCHOOL PROGRAM BY PROGRAM WHERE THE NEEDS ARE. THIS IS A WORK IN PROGRESS, AS YOU CAN SEE.

OF COURSE, WE'LL BE DIVING INTO EVEN MORE DETAILS AS WE MOVE CLOSER INTO THE END OF THE SCHOOL YEAR AND AS WE PREP FOR IMPLEMENTATION.

SO THERE'LL BE ADDITIONAL UPDATES AS WE MOVE FORWARD AROUND THE SPECIFICS IN EACH ONE OF THESE COMMITMENT AREAS.

AND WE LOOK FORWARD TO ENSURING THAT YOU ALL HAVE ANY AND ALL QUESTIONS ANSWERED AND ENSURE THAT YOU ALL HAVE THE INSIGHTS AROUND HOW WE'RE MOVING TOWARDS IMPLEMENTATION AS WELL. AND I APPRECIATE THAT.

BUT HOW WILL YOU NOTIFY US SO THAT WE CAN BE ENGAGED BECAUSE WE'RE GETTING ALL KINDS OF MESSAGES? MY COMPUTER IS STILL GOING OFF RIGHT NOW ABOUT THE CAPACITY OF SCHOOLS OR LACK THEREOF AT OAK FOREST ELEMENTARY SCHOOL.

SO HOW WILL YOU LET US KNOW SO THAT WE CAN BE ENGAGED WITH THE COMMUNITY AND WE CAN ALL BE ON THE SAME PAGE SO WE CAN YOU KNOW, WE HAVE A CAPITAL NEEDS COMMITTEE THAT OUR CHIEF OPERATING OFFICER IS IS LEADING THE CHARGE ON AND THAT, YOU KNOW, IS COMPLETELY CONNECTED TO SOMETHING THAT'S NOT NOT ACTUALLY SPECIFICALLY ONE OF THESE COMMITMENTS.

AND THAT'S AN EVENTUAL BOND ISSUE AS WELL TO LOOK AT CAPACITY, TO LOOK AT ISSUES.

SO THAT'LL BE A PART OF WHAT WE'RE FOCUSING ON.

ALSO, BUT BUT AND I DON'T KNOW IF YOU'RE GETTING TOWARDS BOUNDARIES.

WE SPECIFICALLY WANTED TO FOCUS ON THESE PARTICULAR COMMITMENTS HERE AND WHAT WHAT OUR STRATEGIC WORK WILL LOOK LIKE AROUND THOSE.

AND I APPRECIATE THAT. YOU KNOW, I USE THAT AS A SPECIFIC BECAUSE THAT'S SOMETHING THAT WE'RE ALL AWARE OF, THAT CONSTANTLY WE'RE CONSTANTLY GETTING LETTERS AND EMAILS, ET CETERA, FROM THE PARENTS IN THIS COMMUNITY.

AND SO MY LAST QUESTION BEFORE I RUN OUT OF TIME IS I'D LIKE TO SEE AN OPPORTUNITY TO [INAUDIBLE] TEACHERS AND BUS DRIVERS WHO ARE PUSHED THROUGH THESE LAST 22 MONTHS OF COVID. AND I LIKE TO ESTABLISH A CRITERIA TO USE ESSER FUNDS FOR A ONE TIME PAYMENT FOR THOSE THAT HAVE PUSHED THROUGH.

THERE'S SOMEBODY THERE, SOME TEACHERS AND BUS DRIVERS AND SUPPORT STAFF THAT HAVE COME TO WORK THESE 22 MONTHS [BELL] AND SO I'D LIKE TO BE ABLE TO SEE AT LEAST A ONE TIME BONUS FOR THEM FOR THAT TIME PERIOD.

THANK YOU. THANK YOU.

WHAT I CAN SAY IS THAT AS MR. GRANT SKINNER JUST LAID OUT, WE'VE PUT TOGETHER A VERY AGGRESSIVE, VERY AGGRESSIVE COMMITMENT TO ENSURE THAT WE ATTRACT, RETAIN AND AND MOVE FORWARD IN A MANNER THAT WE HAVEN'T SEEN IN QUITE SOME TIME IN HISTORY WITH WITH OUR EMPLOYEES.

SO WE WILL DEFINITELY HEAR ANY ADDITIONAL INSIGHTS, BUT WE FEEL VERY GOOD ABOUT WHERE WE

[01:25:03]

TRUSTEE WADE.

THANK YOU TO EVERYONE THAT CAME TODAY AND THANK YOU, TRUSTEES.

I HAVE A COUPLE OF QUESTIONS.

ONE IS ON THE HIRING OF TEACHERS, SO I SEE THE THE PAYMENT PLAN, BUT TO ATTRACT TEACHERS.

DO YOU PLAN ON HELPING WITH, YOU KNOW, LOCAL REAL ESTATE? HOW DID THEY FIND WHERE TO LIVE? WILL YOU BE SUPPORTING THEM IN WHAT SOME CITY CITY INCENTIVES? I MEAN, WHAT'S WHAT'S THE BOULDER PLAN BESIDES JUST PAY TO ATTRACT THEM HERE? IS THERE, ARE THERE OTHER OTHER THINGS IN THE MIX? I THINK ONE OF THE THINGS THAT THE RESEARCH HAS SHOWN THAT BESIDES PAY, IT'S EXTREMELY IMPORTANT TO CONTINUE SUPPORTING EDUCATORS.

AND I HEAR WHERE YOU'RE COMING FROM IN TERMS OF SUPPORT AROUND REAL ESTATE, THAT'S NOT A PART OF THIS PLAN, BUT WE FEEL LIKE STARTING WITH THE CORE IDEA OF ENSURING THAT WE COMPENSATE OUR EMPLOYEES FAIRLY OVER THE COURSE OF THE NEXT FEW YEARS.

ON TOP OF ENSURING THAT WE HAVE THE SYSTEMS AND PROCESSES FOR PROFESSIONAL DEVELOPMENT AND SUPPORT IN PLACE WILL MAKE A MAJOR DIFFERENCE IN ENSURING THAT WE NOT ONLY ATTRACT, BUT WE CONTINUE TO RETAIN QUALITY EMPLOYEES AS WELL.

OK, BUT DO YOU THINK THAT ATTRACTING THEM HERE, I MEAN, ATTRACTING THEM TO HOUSTON IS IMPORTANT IF WE'RE BRINGING THEM ACROSS STATE LINES.

WE WE DO BELIEVE ATTRACTING THEM HERE ACROSS STATE LINES IS IMPORTANT AND WE FEEL LIKE THIS, THIS PLAN WILL BE A PART OF WHAT THAT LOOKS LIKE.

OK, THANK YOU. MY NEXT QUESTION IS ALTERNATIVE CERTIFICATION PROGRAM.

IT'S YOU SAY IT'S GOING TO BE FREE TO THE DISTRICT AND HOW IS THAT GOING TO WHICH ARE THE TEACHERS. IS THAT PART OF THE ESSER FUNDS AS WELL? SO MR. GRANT SKINNER CAN CAN COME UP, BUT TO ANSWER YOUR QUESTION, YES.

HE OK. IT'S A PART OF ESSER.

OK, THANK YOU. YEAH.

OH, AND ONE OTHER QUESTION ON.

IS THERE A PLAN FOR DISCIPLINE AS WELL JUST ACROSS THE.

IS THERE IS THERE A PLAN IN PLACE FOR HELPING GUIDE TEACHERS AND STAFF ON PROPER DISCIPLINE, PROPER PROTOCOLS AND DISCIPLINE? SO A PART OF A PART OF WHAT WE'RE DOING, OF COURSE, IN OUR TRANSFORMATION COHORT IS REALLY TAKING TAKING A LOOK CLOSELY SCHOOL BY SCHOOL AND WHERE SOME OF THE NEEDS ARE SO THAT WE CAN BUILD WHAT SUPPORTS IT, WE NEED.

FOR EXAMPLE, IF WE GO INTO A PARTICULAR SCHOOL IN OUR TRANSFORMATION COHORT AND WE SEE, LIKE YOU JUST INDICATED THAT THERE ARE MAJOR NEEDS AND NOT NOT EVEN NECESSARILY IN THE TRANSFER TRANSFORMATIONAL COHORT.

BUT IF WE SEE THAT THERE ARE MAJOR NEEDS AROUND CURRICULUM INSTRUCTION DISCIPLINE, THEN WE WANT TO ENSURE THAT WE PROVIDE THOSE PRESCRIBED NEEDS FOR THAT PARTICULAR SCHOOL.

IT'S NOT JUST ABOUT THE COOKIE CUTTER, COOKIE CUTTER APPROACH AND EVERYBODY GETTING THE SAME PROFESSIONAL DEVELOPMENT.

THERE ARE SOME INSTANCES WHERE CERTAIN GRADE LEVEL CERTAIN TEACHERS, CERTAIN SCHOOLS DON'T NEED CERTAIN PROFESSIONAL DEVELOPMENTS.

BUT IF THERE'S A PARTICULAR NEED, WE WANT TO ENSURE THAT WE BUILD THE ROBUST SYSTEMS AND PROCESSES AROUND PROFESSIONAL DEVELOPMENT TO ENSURE THAT WE'RE IMPROVING CAPACITY AROUND NOT ONLY BEHAVIOR, BUT BUT OTHER AREAS THAT THAT HAVE TO DO WITH TEACHING AND LEARNING, ESPECIALLY. AND MY FINAL QUESTION IS ON THE WRAPAROUND SPECIALIST PROGRAM.

WHAT WILL BE SINCE YOU'VE ALREADY BEEN, YOU ALREADY KNOW, YOU ALREADY HAD THEM IN PLACE.

AND SO WHAT WILL BE WHEN WILL WE GET SOME KIND OF OUTPUT OR DATA ON HOW THAT SUCCESSFUL THEY ARE TO DATE? DR. CRUZ OR DR.

BIRD, YOU GUYS WANT TO SHARE A LITTLE BIT.

I KNOW WE TALKED ABOUT THIS EARLIER, EITHER WAY.

WE CAN CERTAINLY SHARE.

I MEAN, WE WE HAVE TONS OF DATA THAT WE LOOK AT CONSTANTLY AROUND WRAP-AROUND, SO WE'RE HAPPY TO SHARE THROUGH BOARD REFERRAL IF YOU'D LIKE REPORTS THAT HAVE BEEN DONE.

RICE UNIVERSITY [INAUDIBLE] IS ACTUALLY OUR PRIMARY EVALUATOR ON THE WRAPAROUND FRONT.

SO WE'RE HAPPY TO SHARE THAT DATA, BUT THAT IS ONGOING.

I MEAN, WE'RE ALWAYS LOOKING AT WHAT IMPACT IT'S HAVING ON STUDENTS IN TERMS OF SCOPE, REACH AND THEN EVEN IMPACT ON STUDENT OUTCOMES.

SO WE'RE HAPPY TO SHARE THE DATA.

AND THEN THE ANSWER IS THAT'S GOING TO BE ONGOING.

WE'RE NOT WE'RE NEVER GOING TO STOP THAT.

THANK YOU. TRUSTEE GUIDRY.

THANK YOU [INAUDIBLE] THANK YOU.

CRUZ, AND TO ALL OF YOU, ALL WHO PRESENT IT, THANK YOU SO MUCH.

THIS IS A LOT. SO LET ME I KNOW I'M GOING TO RUN OUT OF TIME, SO I'M GOING TO GO KIND OF

[01:30:05]

THE WHERE ARE YOU GOING TO GET THE STAFF TO MONITOR THE EFFECTIVE IMPLEMENTATION OF THIS PROPOSED PLAN? SO WE FEEL LIKE WE HAVE SOME STAFF IN PLACE ALREADY, BUT WE WOULD ACTUALLY HAVE TO LOOK AT THE SIX DIFFERENT AREAS AGAIN AND REALLY TALK ABOUT WHAT WHAT THOSE SPECIFIC AREAS. BUT WE'RE AND I'LL START SPECIFICALLY WITH DR.

WATTS AREA BECAUSE YOU'VE GOT YOU ALL HAVE HEARD SPECIFICALLY AROUND TRANSFORMATION COHORT. WE'VE PUT TOGETHER A TRANSFORMATION OFFICE ALREADY.

SO THERE ARE COMPONENTS THAT THAT WE'VE ALREADY STARTED TO BUILD BECAUSE WE NEEDED TO START MANY OF THE CLASSROOM OBSERVATIONS AND ASSESS THOSE SCHOOLS THAT WE KNOW ARE STRUGGLING. WE ALSO NEED WE ALSO KNOW THAT, FOR EXAMPLE, IN OUR IN OUR HUMAN RESOURCES DEPARTMENT, OUR TALENT OFFICE, THERE ARE SOME THINGS THAT WE NEED TO DO DIFFERENTLY THERE AS WELL. SO THERE WILL BE SOME RIGHTSIZING, SOME EXPANDING AS WELL AS WE AS WE BUILD.

BUT I CAN DEFINITELY PROVIDE MORE INSIGHT SPECIFICALLY AROUND EACH ONE OF THE SIX COMMITMENT AREAS AS NEEDED.

I WOULD REALLY APPRECIATE THAT, SUPERINTENDENT.

AND THEN HOW ARE YOU GOING TO ENSURE THAT CAMPUSES FULLY UNDERSTAND HOW TO GET WHAT THEY NEED FROM THE CENTRAL ADMINISTRATION? SO THAT'S A PART OF, YOU KNOW, COMMUNICATING WITH ADMINISTRATORS ON A CONSISTENT BASIS.

THAT'S A PART OF MAKING SURE THAT THE SUBJECT SUBJECT AREA EXPERTS TRANSFORMATION TEAM ARE IN SCHOOLS AND NOT JUST IN CENTRAL OFFICE.

IT'S IMPORTANT THAT WE ARE NOT ONLY IN SCHOOLS BUT IN CLASSROOMS TO ENSURE THAT WE SEE WHAT THEY SEE, THAT WE'RE SEEING THE SAME THINGS AND KNOW EXACTLY WHAT THE IMPLEMENTATION NEEDS TO LOOK LIKE AS WE MOVE TOWARDS ENSURING THAT GREAT EXPECTATIONS, IMPLEMENTATION, FIDELITY ARE ALL IN PLACE.

YEAH. AND I MEAN, I HEAR YOU.

AND SO I'M ANXIOUS TO SEE THE BUDGET WORK UP ON THIS BECAUSE I WANT TO KNOW HOW THIS IS GOING TO BE FUNDED AND HOW IT'S GOING TO BE SUSTAINED SO THAT THAT THAT WOULD BE INTERESTING TO ME.

WHAT ARE YOU GOING TO DO ABOUT THE POSITIONS OF [INAUDIBLE] POSITIONS AT DIFFERENT SCHOOLS RIGHT NOW? SO IF THEY DON'T FIT WITHIN THIS PLAN, HOW ARE YOU GOING TO UTILIZE THEM? WHAT ARE YOU GOING TO DO WITH THOSE POSITIONS? THE PLAN DOES NOT CALL FOR INDIVIDUALS LOSING, YOU KNOW, LOSING JOBS, IF THAT'S WHAT YOU'RE GETTING AT. WELL, I DON'T KNOW.

THAT'S WHAT I'M ASKING. WELL, TO ANSWER YOUR QUESTION THAT THE PLAN DOES NOT CALL FOR THAT, THE PLAN. CALLS FOR SUPPORT.

OK. AND IN EXECUTION.

SO I HOPE THAT HOPE THAT MAKES MAKES MAKES IT CLEAR FOR YOU.

WELL, IT KIND OF BUT I'LL STOP THERE AND I CERTAINLY I HAVE ACCESS TO YOU SO I CAN FURTHER [INAUDIBLE]. NOW SO WHAT HAPPENS TO IB, GT, CTE, HOW DOES THAT FIT WITHIN THIS, THIS THIS PLAN? DR. BIRD. SO I MEAN, THOSE PROGRAMS CONTINUE.

AND IF WE'RE STRENGTHENING IN TERMS OF PARTICULARLY ADVANCED PLACEMENT, WE'RE STRENGTHENING THAT IN SCHOOLS THAT HAVE NOT NECESSARILY HAD THOSE OPPORTUNITIES IN THE PAST. AND WE'RE ACTUALLY ADDING FREE ADVANCED PLACEMENT TO THOSE SCHOOLS SO THAT THERE'S A THE INFRASTRUCTURE IS THERE TO MAKE TO HELP STUDENTS BE SUCCESSFUL.

SO WE'RE NOT ELIMINATING ANY GIFTED.

I MEAN, ALL THOSE PROGRAMS ARE REMAINING, AND WE'RE STRENGTHENING SOME, OK, BECAUSE I DIDN'T HEAR ANY DISCUSSION ABOUT THEM.

SO YOU'RE SAYING NOW THAT YOU'RE STRENGTHENING AND NOT ELIMINATING, BUT WE CAN BE ASSURED OF THAT, CORRECT? ABSOLUTELY.

ALL RIGHT NOW ON THE OPPORTUNITIES AND RESOURCE AT EVERY SCHOOL, AND I WISH THESE WERE NUMBERED. CAN WE MAYBE GET THEM NUMBER BECAUSE THAT OK, THAT THAT WOULD DEFINITELY HELP US. YOU HAVE A WEIGHTED FORMULA.

AND I'M JUST GOING TO KIND OF SHOW YOU WHAT I'M TALKING ABOUT.

AND IT'S THE THREE LEVELS, OK.

IT'S THE BASELINE, THE CENTRALLY FUNDED AND THEN THE WEIGHTED FORMULA RIGHT HERE.

YES. TELL ME, WHAT FACTORS DID YOU USE TO COME UP WITH THIS WEIGHTED FORMULA? SURE. BE GLAD TO TO HAVE MR. GRANT SKINNER TO SHARE A LITTLE BIT OR DR.

CRUZ SHARE A LITTLE BIT ABOUT ABOUT THIS PIECE AS WELL.

I'M HAPPY TO PROVIDE SOME INSIGHT, TOO.

WE'RE LOOKING PRIMARILY AT TWENTY SIX INDICATORS INDICATORS THAT THAT IDENTIFY STUDENT NEEDS.

[01:35:05]

FOR EXAMPLE, WE KNOW IF YOU LOOK AT FREE, REDUCED LUNCH, FREE AND REDUCED LUNCH DOESN'T PAINT A FULL STORY OF A LEVEL OF NEED AT A SCHOOL.

THERE'S A WHOLE BUNCH OF OTHER DATA POINTS UNEMPLOYMENT RATES IN A NEIGHBORHOOD, TEEN PREGNANCY RATES. THERE'S A WHOLE BUNCH OF OTHER DATA THAT CAN BE LOOKED AT.

SO WE ACTUALLY HAVE TWENTY SIX DIFFERENT INDICATORS THAT ARE GOING TO BE THE DRIVING FORCE BEHIND THAT WEIGHTED FORMULA SO THAT WE CAN REALLY ALLOCATE IT BASED ON NEED.

SO THEY'LL BE A CONSTANT I MEAN, AS SUPERINTENDENT INDICATED I THINK THEY'LL GET MORE INFORMATION DURING THE BUDGET WORKSHOP, BUT IT'S ESSENTIALLY BASED ON NEED AS LOOKING THROUGH THOSE TWENTY SIX DIFFERENT INDICATORS.

AND IF WE MAY.

CAN WE SEE GET A COPY OF THE INDICATORS, THE TWENTY SIX INDICATORS? PLEASURE. THANK YOU.

SURPRISED I STILL HAVE TIME.

OK, ESTABLISH DISTRICT CONDITIONS FOR BOLD CHANGES.

THE DISTRICT TRANSFORMATION OFFICE, WHERE WILL THE STAFF COME FROM FOR THIS OFFICE? SURE, I'LL LET DR.

DENISE WATTS TALK A LITTLE BIT ABOUT THE TRANSFORMATION OFFICE IN THAT IT FALLS IN HER PURVIEW. AND JUST TO FOLLOW UP QUESTION, MAYBE YOU CAN PUT IT ALL TOGETHER.

WHAT WHAT POSITIONS WILL THIS ENTAIL? SURE. SO MANY OF THE STAFF IS ALREADY INTERNAL EXISTING EMPLOYEES.

DR. [INAUDIBLE] BROWN WILL BE LEADING THE TRANSFORMATION OFFICE UNDER ME.

THE TRANSFORMATION OFFICE REALLY CONSISTS OF A REPRESENTATIVE FROM EACH OF THE MAJOR DEPARTMENTS THAT SIT ON A CORE CHANGE TEAM.

SO, FOR EXAMPLE, DR.

MATNEY, THERE WILL BE SOMEBODY REPRESENTED FROM THE HR DEPARTMENT.

THERE'LL BE A REPRESENTATIVE FOR FROM ACADEMICS.

SO ITS EXISTING STAFF THAT ARE PUTTING THESE SCHOOLS AT THE TOP OF THE LIST IN TERMS OF PRIORITIZING IN THEIR WORK AND MAKING SURE THAT AS THEY GO OUT AND WORKING TO THEIR DEPARTMENTS, THESE SCHOOLS ARE TOP OF MIND.

SO THIS IS NOT REALLY ABOUT BRINGING IN ADDITIONAL STAFF.

THIS IS ABOUT BETTER LEVERAGING EXISTING STAFF.

ON KEY METRICS FOR SUCCESS.

AT THE BOTTOM OF THE LAST BULLET POINT, THE NUMBER OF MAGNET PROGRAMS IN DESIGNATED AREAS AREAS OF THE CITY HAD, THOSE AREAS [BELL] DESIGNATED.

AND IF SO, WHERE ARE THEY? THEY HAVE NOT ALREADY BEEN PRECISELY DESIGNATED, BUT I THINK WE ALL KNOW THAT THERE ARE AREAS OF TOWN THAT WE WOULD CONSIDER TO BE MAGNET DESERTS.

BUT WE'LL BE TAKING A CLOSER LOOK AT THOSE SO THAT WE CAN PRECISELY DEFINE THEM FOR YOU.

AND WHEN DO YOU EXPECT TO HAVE THAT? I WOULD SAY WITHIN THE NEXT FIVE TO SIX MONTHS, OK? AND WE'LL GET A COPY, CORRECT? YES, MA'AM. THANK YOU.

TRUSTEE DEIGAARD.

OK. THANK YOU FOR THIS GREAT PRESENTATION, IT'S NICE TO SEE WHERE WE'RE GOING TOWARDS OUR GOALS AND HOW YOU PLAN TO GET US THERE.

MY QUESTIONS BEGIN WITH WHAT DATA DID YOU USE TO DEVELOP THIS PLAN? WHAT DID THAT DATA TELL YOU THAT LED TO THE RECOMMENDATION OF THIS PLAN? I DIDN'T QUITE. WHAT DATA DID WE? WHAT DATA DID YOU USE TO DEVELOP THIS PLAN? OK, GOT IT. THANK YOU.

THANK YOU FOR YOUR QUESTION TRUSTEE DEIGAARD, OF COURSE.

AS YOU KNOW, THERE WAS EXTENSIVE COMMUNITY INPUT FROM THE DIFFERENT SURVEYS THAT WE UTILIZE. THE LISTEN AND LEARNS, OF COURSE, STAAR DATA, ADVANCED PLACEMENT DATA, COLLEGE ENROLLMENT, PRE-K ENROLLMENT.

SO ALL OF THE STUDENT STUDENT ACHIEVEMENT DATA THAT WE KNOW AND ARE VERY FAMILIAR WITH.

WE ALSO LOOKED AT DATA ON EMPLOYMENT TRENDS, COMPENSATION, CANDIDATE SUPPLY AND DEMAND.

WE LOOKED AT OUR AUDITS AS WELL.

OF COURSE, YOU KNOW, WE DID THIRD PARTY HUMAN CAPITAL AUDIT NEW TEACHER PROJECT CAME IN DID AN AUDIT AS WELL AS SPED STRATEGIES, WHO'S WORKED CLOSELY WITH US AS WELL.

AND WE'VE BEEN VERY, VERY EXCITED ABOUT THE PARTNERSHIP WITH [INAUDIBLE] AND THE DATA THAT THEY CONTINUE TO PROVIDE.

WE ALSO HAVE LOOKED AT SCHOOL CHOICE DATA ALSO, SO THERE ARE SEVERAL DIFFERENT DATA PIECES THAT WE WILL CONTINUE TO LOOK AT AND AND PARTNERS THAT WE'LL CONTINUE TO WORK WITH THAT PROVIDES SOME OF THAT DATA AS WELL.

SO WHAT DID THAT DATA TELL YOU ABOUT WHAT CURRENT STRATEGIES ARE AND ARE NOT WORKING, FOR

[01:40:07]

SO WHEN WE TALK ABOUT.

THE THE SEL WORK WRAP AROUND WORK, AS DR.

CRUZ JUST MENTIONED EARLIER.

THERE'S BEEN LOTS OF INVESTMENTS AND COMMITMENTS AROUND WHAT THIS LOOKS LIKE, AND THE DATA IS VERY CLEAR THAT THESE SUPPORTS ARE BOTH NEEDED AND THEY WORK.

THIS IS AN INVESTMENT THAT IS GOING TO BE EXTREMELY IMPORTANT IN TERMS OF COUNSELORS, SOCIAL WORKERS.

WE ALSO ARE LOOKING CLOSELY AT THE COLLEGE AND CAREER READINESS INFORMATION AROUND IB, AP, DUAL CREDIT.

THOSE ARE PIECES THAT WE KNOW ARE MAJOR DIFFERENCE MAKERS AND OUR STRENGTHS.

THE SCHOOL DISTRICT AND IT'S ONE OF THE REASONS WHY YOU HEARD IN THE IN THE PRESENTATION THAT WE LOOK TO TO NOT ONLY CONTINUE THESE BUT BUILD ON THEM AS WELL.

I THINK IT WAS DR. DR.

BIRD THAT MENTIONED EARLIER, EVEN IF IT'S A SCHOOL THAT THAT THAT HAS, YOU KNOW, 10 STUDENTS, THIS PLAN ALLOWS FOR US TO BE ABLE TO SERVE THE AP OR IB OPPORTUNITIES THAT ARE NEEDED, EVEN A SMALL SCHOOL OR A SCHOOL THAT HAS A SMALL GROUP OF INDIVIDUALS.

SO THOSE ARE STRENGTHS THAT WE'RE BUILDING ON THAT WE THINK ARE GOING TO BE VERY, VERY IMPORTANT. WE'VE ALSO WE ALSO KNOW THAT WE HAVE GREAT TEACHERS, WE HAVE GREAT PRINCIPALS AND WE'LL BE ABLE TO PROVIDE EVEN MORE SUPPORT MOVING FORWARD AS A PART OF THIS PLAN.

CAN WE SHARE HOW YOU USE THE GOALS AND THE CONSTRAINTS IN THE DEVELOPMENT OF THIS PLAN, INCLUDING THE DISAGGREGATED STUDENT POPULATION TARGETS AT THE DISTRICT LEVEL AND AT THE INDIVIDUAL CAMPUS LEVEL? CAN YOU REPEAT THAT ONE MORE TIME FOR ME? YES, PLEASE SHARE HOW YOU USE THE GOALS AND CONSTRAINTS IN THE DEVELOPMENT OF THIS PLAN, INCLUDING DISAGGREGATED STUDENT POPULATION TARGETS AT THE DISTRICT LEVEL AND AT THE INDIVIDUAL CAMPUS LEVEL? IT SOUNDS LIKE AN ACT QUESTION [LAUGHTER] IT'S THE LONG DIVISION SUM OF YOUR WORK METHOD.

[LAUGHTER] ABSOLUTELY. I APPRECIATE YOUR QUESTION.

AND ACTUALLY, THIS IS SOMETHING THAT I, ALONG WITH THE TEAM HAVE TALKED ABOUT, AND I'D LIKE TO INVITE SOME OF MY TEAM TO TO SHARE DR.

CRUZ. I KNOW YOU AND I HAVE TALKED, TALKED ABOUT SOME OF THIS.

I WANT YOU TO INTERJECT HERE.

SURE. SO AS A SUPERINTENDENT AT THE BEGINNING THAT THE TWO PRIMARY SOURCES OF INFORMATION THAT WERE USED IN THE DEVELOPMENT OF THIS PLAN WAS BOTH THE COMMUNITY INPUT DATA AND THEN THE STUDENT ACHIEVEMENT DATA RELATIVE TO THE BOARD GOALS.

SO IN FACT, WE WOULD BE HAPPY TO SHARE WITH YOU ALL IF YOU WOULD LIKE.

WE DEVELOPED A LOGIC MODEL THAT ALL LEADS TO THE BOARD GOAL.

SO IT'S KIND OF BACKWARDS PLANNING FROM THERE, AND YOU'LL SEE HOW ALL OF THE DIFFERENT INPUTS AND OUTPUTS CORRESPOND AND WILL SUPPORT ALL OF THE DIFFERENT BOARD GOALS.

SO WE DIDN'T PUT IT UP HERE BECAUSE IT'S A BIG DOCUMENT, BUT THERE IS A FULL LOGIC MODEL THAT WAS DEVELOPED IN CREATING THIS PLAN.

WE CAN SEND THAT OUT TO YOU ASAP.

THANK YOU. YOU'RE WELCOME.

ARE THERE ARE THERE ANY PROGRESS MEASURES OVER THE BOARD [INAUDIBLE] THE GOALS AND CONSTRAINTS SUPERINTENDENT [INAUDIBLE] THE PROGRESS MEASURES.

ARE THERE ANY PROGRESS MEASURES THAT YOU BELIEVE NEED TO BE REVISED BASED ON YOUR STRATEGIC PLAN AND OR THE DATA, RESEARCH AND DEVELOPMENT OF THE PLAN? GREAT. THAT'S A GREAT QUESTION, AND I THINK IT'S SOMETHING THAT WE TALKED ABOUT DURING THE DURING OUR MOST RECENT BOARD RETREAT.

AND WHAT I WHAT I WANT TRUSTEES TO REALIZE IS THAT THE WORK THAT WE DID, THE EXTENSIVE WORK THAT WE DID OVER THE COURSE OF THE LAST LAST SEVERAL MONTHS WAS BUILT AROUND THE GOALS AND RESTRAINTS THAT ARE IN CURRENT MOTION.

SO OF COURSE, IT'S THE BOARD'S PREROGATIVE TO MAKE THOSE CHANGES.

BUT WHAT I WILL SAY IS THAT WE UTILIZE WHAT'S CURRENT AS THE NORTH STAR FOR US TO FOCUS ON TO BUILD THIS WORK.

SO WE'D LOVE TO CONTINUE MOVING FORWARD AROUND EXECUTION VERSUS HAVING TO PIVOT MAJORLY AND MAKE MAJOR CHANGES.

I AGREE WITH YOU ABOUT THE GOALS AND CONSTRAINTS.

I'M TALKING SPECIFICALLY ABOUT THE PROGRESS MEASURES BECAUSE THOSE BELONGS TO YOU AND WHETHER OR NOT YOU THINK BASED ON THIS PLAN AND THE DATA RESEARCH THAT YOU'VE DONE TO CREATE THIS PLAN. ARE THOSE STILL PREDICTIVE IN THE WAY THAT YOU LIKE? YES, YOU BELIEVE THEY NEED TO BE.

YEAH. SO SO PLANNING AND STRATEGY HAS BEEN ALIGNED WITH WITH THE GOALS AND RESTRAINTS, TO

[01:45:05]

WHEN WILL ANY CAMPUS LEVEL BUDGETARY CHANGES BE IMPLEMENTED? ARE THERE ANY OTHER CHANGES PROPOSED IN THE PLAN THAT WILL HAVE SIGNIFICANT IMPACT ON CAMPUSES AND THE PRINCIPALS BEEN CONSULTED ON THE TIMELINE AND WHAT WAS THEIR FEEDBACK? CAN YOU SAY THAT ONE MORE TIME? AND ALSO, MAX HAS THESE QUESTIONS, IF THAT HELPS FOR YOU TO HEAR, OK? AND WE'D BE GLAD TO TO TAKE THESE QUESTIONS AND PROVIDE THE ENTIRE BOARD WITH WITH ANSWERS. SO I'D LIKE THE PUBLIC TO HEAR.

I'D LIKE THE PUBLIC TO HEAR THE ANSWER TO THIS ONE.

WILL ANY. SO WHEN WILL THE CAMPUS LEVEL BUDGET CHANGES BE IMPLEMENTED AND HAVE PRINCIPLES BEEN CONSULTED ON THAT TIMELINE OF WHAT WAS THEIR FEEDBACK? SO GREAT QUESTION.

WE'LL BE ACTUALLY MEETING.

OF COURSE, FROM A PRIORITY ORDER STANDPOINT, IT WAS IMPORTANT FOR US TO COMMUNICATE WITH YOU FIRST AND WE'LL MOVE FORWARD AND BE MEETING WITH PRINCIPALS TOMORROW TO GO OVER SOME OF THESE SPECIFICS.

BUT THE EXPECTATION IS TO MOVE FORWARD AROUND MANY OF THE IMPLEMENTATION STRATEGIES, ESPECIALLY THE STAFFING MODEL THAT WAS EXPLAINED TODAY THAT WILL.

THE EXPECTATION IS TO MOVE FORWARD WITH THAT FOR THE START OF THE 22-23 SCHOOL YEAR.

SO EVERY PLAN HAS ITS FLAWS.

WHAT ARE THE FLAWS IN THIS PLAN? SO GREAT QUESTION.

THERE ARE ZERO FLAWS IN THIS PLAN [LAUGHTER].

WHAT I WHAT I AND OF COURSE, I'M BEING FACETIOUS TRUSTEE DEIGAARD.

BUT WHAT I WILL SAY IS THAT IN ALL FAIRNESS, WHAT WE WILL FIND IS THAT THERE WILL BE.

YOU HEARD ME MENTION THAT THERE WILL BE BUMPS AND BRUISES ALONG THE WAY.

BUT WHAT GOOD EDUCATORS DO IS USE RESEARCH.

USE YOUR PARTNERS TO ENSURE THAT WHENEVER THOSE BUMPS OCCUR, YOU MAKE THE NECESSARY PIVOTS AND NOT JUST HOPE THINGS AWAY.

SO WE FEEL GOOD ABOUT WHAT WAS UTILIZED TO GET TO THIS PARTICULAR PLACE.

BUT WHAT'S GOING TO BE IMPORTANT IS THAT YOU ALL CONTINUE TO HOLD US ACCOUNTABLE.

WE PROGRESS MONITOR.

WE ENSURE THAT WE'RE WATCHING THE DATA AND THAT WHEN, WHEN AND IF WE NEED TO MAKE SHIFTS, WE MAKE THOSE SHIFTS.

SO I'M NOT IN THE BUSINESS OF JUST ROLLING DICE AND HOPING OUR EXPECTATION IS TO PROGRESS MONITOR AND FOCUS OUR ATTENTION ON WHAT'S WORKING AND WHAT'S NOT WORKING OVER THE COURSE OF TIME. WHAT PARTS OF THIS PLAN [BELL] MOVE OUR DISTRICT CLOSER TO A SYSTEM OF A GREAT SCHOOL AND WHAT PARTS OF THIS PLAN WILL MOVE US FURTHER AWAY? SO THERE ARE COMPONENTS OF OF THE SYSTEM OF GREAT CITY SCHOOLS, OF COURSE, AND WE'D BE GLAD TO TO KIND OF SPELL OUT WHAT THAT ALIGNMENT LOOKS LIKE.

I THINK THE TRANSFORMATION WORK THAT YOU'RE HEARING ABOUT IS IS A IS A CLEAR INDICATOR OF OF THE SOME OF THAT ALIGNMENT.

WE ALSO KNOW THAT, YOU KNOW, BRINGING OUR BRINGING US CLOSER TO TO SOME OF THE PIECES OF THE PUZZLE AROUND OUR NEW STAFFING MODEL IS A LITTLE BIT DIFFERENT.

BUT WE BELIEVE IT'S A MAJOR NEED SPECIFICALLY FOR OUR SCHOOL DISTRICT THAT MAY NOT HAVE AS MUCH ALIGNMENT. SO IT IS SOMETHING THAT WE'RE INTERESTED IN.

WE THINK THERE ARE COMPONENTS OF IT THAT ARE STRONG AND THAT WILL BE VERY FAMILIAR TO TO WHAT YOU SEE AS WE CONTINUE TO ROLL OUT.

I WAS REFERRING TO THE TEA SYSTEM OF GREAT SCHOOLS MODEL.

MS. BLUEFORD-DANIELS SAID YOUR BELL RUNG, YOU'RE OUT OF TIME.

THANK YOU. AND CHIEFS, MY QUESTIONS WILL BE VERY SHORT SO THAT I CAN TRY TO USE UP MY FULL TWO MINUTES BECAUSE I THINK I HAVE LIKE FIVE QUESTIONS FOR EACH CHIEF, STARTING WITH CHIEF MOHL. WHAT WERE THE SUVS AND THE NINE PASSENGER VANS BE USED FOR FOR STUDENT TRANSPORTATION? WE'LL HAVE CHIEF OPERATING OFFICER WANDA PAUL TO TO COME UP AND SHARE SOME INSIGHT AROUND EXACTLY WHAT THIS PLAN IS PURPOSED FOR.

WE CURRENTLY HAVE SUVS IN OUR FLEET, AND IT PROVIDES US A LITTLE BIT OF FLEXIBILITY WHEN WE HAVE ONE AND TWO AND THREE KIDS.

CHILDREN THAT WE HAVE TO PICK UP.

THE NINE PASSENGER VEHICLES ARE, WE CALL THEM THE STUDENT EXPRESS.

THAT ALSO GIVES US THAT FLEXIBILITY.

WE DON'T HAVE TO SEND 80 PASSENGER VEHICLES TO PICK UP SMALL AMOUNTS OF KIDS, SO IT JUST GIVES US MORE FLEXIBILITY IN OUR FLEET.

WILL SCHOOLS HAVE ACCESS TO THESE SMALL VEHICLES FOR FIELD TRIPS, AND WILL THEY BE CHEAPER? WELL, THE HOPE, YES.

[01:50:02]

[INAUDIBLE]? TYPICALLY, THOSE VEHICLES ARE, YOU KNOW, STILL EXPENSIVE.

BUT IN TERMS OF GIVING US FLEXIBILITY ON SMALL FIELD TRIPS AND THAT SORT OF THING, IT PROVIDES US THAT ACCOMMODATION.

OK, THE NEXT QUESTION IS ABOUT THE LIBRARIANS THAT ARE GOING TO BE FUNDED.

I HAVE ONE SCHOOL [INAUDIBLE] THOMAS, THAT HAS LIBRARIAN THAT HAS A LIBRARY.

SHE WANTED TO BUY A LIBRARIAN, BUT SHE HAS ABSOLUTELY ZERO BOOKS.

WILL THERE BE A FUND OR SOMETHING TO FILL THESE BOOKS? YOU PUT A LIBRARIAN IN THE SCHOOL WITH NO BOOKS.

WELL, WELL, I'LL ASK MY CHIEF ACADEMIC OFFICER, DR.

SHAWN BIRD, TO ADDRESS THIS.

SO I THINK WE LOOK AT THE LIBRARY COLLECTIONS, BUT ALSO WE LOOK AT SCHOOLS THAT WOULD LIKE TO USE DIGITAL RESOURCES.

A LOT OF SOME LIBRARIES HAVE MOVED TO A MEDIA SPECIALIST POSITION WHERE THEY HAVE ACCESS TO COLLECTIONS ONLINE.

BUT BOOKS OBVIOUSLY ARE IMPORTANT TO, YOU KNOW, BOOKS THAT KIDS CAN HOLD ARE OBVIOUSLY IMPORTANT. SO WE LOOK AT THE LIBRARY AT THAT AS A SYSTEM AS WELL.

AND IF I MAY ADD TO THAT, DR.

BIRD, WE ACTUALLY CURRENTLY DO HAVE ALLOCATED FUNDS FOR BOOKS THROUGH ESSER.

SO IF A SCHOOL NEEDS FUNDS, THEY JUST NEED BOOKS FOR THEIR LIBRARY.

THEY JUST NEED TO COMMUNICATE THAT TO DR.

BIRD'S OFFICE. AND WE CAN WE CAN SUPPORT THAT.

BECAUSE I WAS VERY SERIOUS. WHEN I SAY [INAUDIBLE] THOMAS HAD ZERO BOOKS, THEY SHOWED ME THIS EMPTY LIBRARY THAT WAS SUPPOSED TO HAVE SOME BOOKS COMING FROM SOMEWHERE, BUT THEY NEVER GOT THERE. WHAT IS AN ASSOCIATE NURSE? MR. JEREMY GRANT SKINNER WILL COME UP AND ADDRESS THAT, DR.

ALLEN. SO CURRENTLY WE DO NOT HAVE ASSOCIATE NURSES, WE ONLY HAVE NURSES, AN ASSOCIATE NURSE WILL BE SOMEONE WHO HOLDS AN LVN LICENSE, SO IT IS A LICENSE TO SERVE STUDENTS BUT DIFFERENT THAN AN RN LICENSE.

AND THIS IS OUR FULFILLS, OUR INTEREST IN MAKING SURE WE CAN EXPAND THE RECRUITMENT POOL TO FILL POSITIONS AND PROVIDE THOSE SERVICES, GIVEN THAT THERE IS A WELL-KNOWN NURSING SHORTAGE HERE AND BROADLY.

AND DR. ALLEN THIS, THIS IS SOMETHING THAT WE IT'S COMMON PRACTICE IN MANY SCHOOL DISTRICTS ACROSS THE COUNTRY. WE'VE KIND OF LIMITED OURSELVES IN HISD SPECIFICALLY WITH WITH RNS.

WE DID THIS IN MY LAST LAST FEW DISTRICTS AS WELL.

SO AS MR. GRANT SKINNER INDICATED, IT'LL EXPAND THE NUMBER OF INDIVIDUALS THAT WE HAVE.

AND AND EVEN THOUGH WE'VE WE'VE BEEN FOR THE MOST PART STAFFED, IT BECOMES VERY DIFFICULT. ONCE WE LOSE ONE TWO TO INCREASE THE NUMBER OF APPLICANTS THAT WE HAVE, THIS WILL BE A VERY IMPORTANT STEP.

OKAY, SO WHO WILL DETERMINE IF YOU GET A REAL NURSE, NOT REAL NURSE, BUT A NURSE VERSUS HAVING AN ASSOCIATE NURSE? AND WILL IT DETERMINE LIKE THE PHONES THAT ARE IN THE SCHOOL? SURE MR. GRANT SKINNER.

IT WILL NOT MAKE A CHANGE FOR FUNDS THAT ARE IN A SCHOOL, SO THE SCHOOL WILL BE ALLOCATED ONE OR THE OTHER.

AND WE HAVE NOT DETERMINED THE THE THE METHOD THROUGH WHICH YOU'LL GET ONE OR THE OTHER YET. OK.

MY SAME QUESTION ABOUT A LIBRARIAN VERSUS A MEDIA SPECIALIST.

I THINK THAT IS TO GIVE PRINCIPALS SOME FLEXIBILITY, AS I SAID, AS I MENTIONED BEFORE, SOME PRINCIPALS, YOU KNOW DO OR SOME SCHOOLS DO USE MORE DIGITAL COLLECTIONS, SO THEY MIGHT WANT A MEDIA SPECIALIST.

RATHER THAT HAS A HAS, YOU KNOW, FOCUS ON TECHNOLOGY RATHER THAN A TRADITIONAL LIBRARIAN.

BUT BOTH PHYSICIANS LARGELY SERVE THE SAME PURPOSE.

THEY'LL BE PROVIDING INSTRUCTION TO KIDS ON RESEARCH METHODS AND THOSE KINDS OF THINGS.

IT'S JUST REALLY THE MEDIUM THAT THAT THEY USE.

OK, BECAUSE I KNOW THAT TO BE A LIBRARIAN, YOU HAVE TO HAVE A MASTER'S.

DO YOU ALSO HAVE TO HAVE A MASTERS TO BE A MEDIA SPECIALIST? MR. GRANT SKINNER, I'LL HAVE TO CONFIRM THE QUALIFICATIONS FOR THE MEDIA SPECIALIST, I'M NOT SURE.

PRICE DIFFERENTIAL WITH THE FOR THE PRINCIPAL? NO. IS THE MONEY COMING CENTRALLY LOCATED? CENTRALLY LOCATED. ON THE COST OF UIL I KNOW THAT'S GOING TO BE CENTRALLY LOCATED AND SOME UIL USUALLY COMES IN PACKETS.

WILL EVERYBODY HAVE THE SAME PACKET FOR THE SAME COST? DR. BIRD, SO IT WOULD BE CENTRALLY FUNDED AND IT WILL REALLY BE DRIVEN BY STUDENT STUDENT, YOU KNOW, PARTICIPATION SO NOT EVERY SCHOOL MAY HAVE A NUMBER SENSE CLUB.

SO, YOU KNOW, THEN THEY WOULDN'T, BUT IT WILL BE.

THE FEES FOR UIL WILL BE CENTRALLY FUNDED SO THAT ALL STUDENTS IN THE DISTRICT HAVE

[01:55:01]

WHAT ABOUT TRANSPORTATION FOR UIL? WILL THAT BE CENTRALLY FUNDED? WILL THE SCHOOLS HAVE TO PAY? I HAVE TO GET BACK TO YOU ON THAT.

OK, WHAT GRADES ARE CONSIDERED EARLY CHILDHOOD FOR YOUR PLANS THAT YOU HAVE FOR EARLY CHILDHOOD? DOES IT STOP AT PRE-K OR DOES IT GO TO KINDERGARTEN AND UP? SO THIS PARTICULAR WHAT I TALKED ABOUT TODAY WAS PRE-K EXPANDING PRE-K.

BUT YOU KNOW, WE THINK OF EARLY CHILDHOOD REALLY IS PRE-K AND K AND IN TERMS OF LIKE CURRICULUM IMPLEMENTATION.

OKAY. MY QUESTION IS ABOUT IF WE'RE TRYING TO GET MOST SCHOOLS TO BE EARLY TO HAVE A PRE-K PROGRAM.

WHAT ABOUT THE PRE-K CENTERS? IS THERE IF YOU'RE GOING TO HAVE MOST SCHOOLS WITH A PRE-K PROGRAM THAT'S GOING TO TAKE AWAY THE KIDS FROM THE PRE-K CENTERS? WHAT WILL THE PRE-K CENTERS BE ABLE TO DO? WILL THEY BE ABLE TO TAKE LIKE KINDERGARTEN STUDENTS, FIRST GRADE STUDENTS? OR WILL THEY HAVE TO BE SMALLER AND SMALLER AND SMALLER? SO WE ARE LOOKING AT THE ACROSS THE CITY.

WE'RE WORKING WITH [INAUDIBLE], WHO HAS COLLECTED RESEARCH ON THE ON EARLY CHILDHOOD PROGRAMS. WE THINK IT'S GOING TO BE A COMBINATION OF EARLY CHILDHOOD CENTERS AS WELL AS NEIGHBORHOOD SCHOOLS THAT HAVE PROGRAMS. YOU KNOW, THERE'S CERTAINLY VALUE IN EARLY CHILDHOOD CENTERS AND THEY EXIST AND I'VE BEEN VISITED A COUPLE. THEY'RE GREAT.

AND THEN THERE ARE SOME AREAS OF THE CITY WHERE WE DON'T HAVE AN EARLY CHILDHOOD CENTER, SO WE FOCUS ON NEIGHBORHOOD SCHOOLS.

SO IT'LL BE A COMBINATION OF THE TWO.

AND WE LOOK FORWARD TO BRINGING A PLAN OVER MULTIPLE YEARS TO SHOW WHICH COMBINATION OF THOSE SERVICES WE CAN PROVIDE.

I MEAN, A LOT OF IT REALLY HAS TO DO WITH BUILDING AVAILABILITY.

AND YOU KNOW, THERE'S SOME FACILITIES CONSTRAINTS, TOO THAT WE HAVE TO LOOK AT.

WHAT ABOUT THOSE STUDENTS THAT DO NOT MEET THE QUALIFICATIONS TO GO TO A PRE-K CENTER? WILL THERE BE A PROGRAM SO THAT IF YOUR MOM IS IS MAKING MEDIAN INCOME, WILL THERE BE A PROGRAM THAT WE CAN THAT THEY CAN COME TO HISD TO GO TO PRE-K WITHOUT PAYING? I WILL, OF COURSE, OUR FOCUS IS GOING TO BE FROM A NEEDS BASED, EXCUSE ME, I HAVE MINT IN MY MOUTH. OUR FOCUS IS GOING TO BE FROM A NEEDS BASED STANDPOINT, BECAUSE WE KNOW THAT'S WHERE MANY OF OUR STRUGGLES COME FROM IN TERMS OF KIDS THAT COME IN WITH, YOU KNOW, THE NUMBER OF VOCABULARY, VOCABULARY DEFICIENCIES THAT WE KNOW THE ALL THE PHONEMIC AND PHONOLOGICAL AWARENESS STRUGGLES THAT THEY HAVE.

SO WE WANT TO FOCUS THERE, BUT WE DEFINITELY CAN LOOK BEYOND THAT, ESPECIALLY IF THERE ARE ADDITIONAL SLOTS.

BUT RIGHT NOW, THE FOCUS IS ON, ON AND ABOUT NEED.

OK. EARLIER WE WERE TALKING ABOUT FIELD TRIPS.

ARE THESE YOU SAID IT'S A MORE FIELD TRIPS? [BELL] MORE FIELD TRIPS, YES, ARE THESE GOING TO BE DISTRICT MANDATED FIELD TRIPS, TEACHER REQUEST SCHOOL REQUESTS? YOU'RE GOING TO TELL THEM WHERE TO GO WITH THESE MORE FIELD TRIPS.

ARE THEY GOING TO BE ABLE TO CHOOSE WHERE THEY WANT TO GO WITH THESE MORE FIELD TRIPS? I'LL ACTUALLY ACCOMPANY THEM.

HOW ABOUT THAT? DR.

BIRD. NO, WE.

DR. WATSON.

ACTUALLY UNDER TRANSFORMATION.

SO THERE WILL BE BUDGETARY DOLLARS SET ASIDE FOR FIELD TRIPS, AND WE WON'T BE MANDATING ANY FIELD TRIPS UNLESS THEY'RE ALREADY A PART OF THE STANDARD CURRICULUM.

SO I THINK IT'LL BE SCHOOL BASED DRIVEN.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE, FOR THE PRESENTATION SO FOR THE PARENT EXPERIENCE FEEDER PATTERN MEETINGS WILL BE WILL THEY BE LANGUAGE SPECIFIC TO THE COMMUNITY? SURE, MR. MOHL, THANK YOU FOR YOUR QUESTION, TRUSTEE SANTOS, TO ANSWER YOUR QUESTIONS, YES, WE'VE IT'S BEEN MADE REAL CLEAR THAT WE NEED TO DO A BETTER JOB OF COMMUNICATING WITH FAMILIES THAN THEIR LITERAL LANGUAGE AND ALSO LANGUAGE THAT THEY UNDERSTAND.

THANK YOU. AND WHEN WILL THESE MEETINGS BEGIN? WHAT'S THE TIMEFRAME FOR? IDEALLY, AS SOON AS POSSIBLE, BUT WE'LL HAVE A MORE DETAILED PLAN IN THE WEEKS TO COME.

OK, SO THIS NEXT QUESTION IS BASELINE OF EXPECTATIONS.

WILL THE RATIO FOR STUDENTS TEACHERS BE WEIGHTED MORE HEAVILY IN COMMUNITIES OF LOW SES? MR. GRANT SKINNER OR OR DR.

CRUZ. [INAUDIBLE] RATIO IS THE SAME, BUT THE FUNDING THAT GOES ON TOP OF IT IS DIFFERENT.

SO SCHOOL COULD THEN, FOR EXAMPLE, DEPENDING ON WHAT THEIR ALLOCATION IS, THEY COULD HIRE MORE TEACHERS TO DECREASE THE RATIO, EVEN MORE SO ESSENTIALLY, I'LL COME BACK TO THAT.

THANK YOU. OK, I WANT TO WAIT TO ASK THIS QUESTION, BUT I'M NOT GOING TO.

SO WHEN ESSER DOLLARS RUN OUT, WHAT WILL BE CUTTING, WHAT WILL WE BE CUTTING TO MAKE THESE NEW PROGRAMS AND PRIORITIES AND SUSTAINABLE? SO WE'LL BE TAKING A CLOSE, CLOSER LOOK AT WHAT THAT LOOKS LIKE.

WE DON'T WE DON'T HAVE AN ANSWER FOR EXACTLY WHAT THAT'S GOING TO LOOK LIKE, BUT WE'RE VERY SPECIFICALLY FOCUSED IN THAT SUSTAINABILITY IS GOING TO BE VERY IMPORTANT AS WE MOVE FORWARD, AND THERE WILL HAVE TO EVENTUALLY BE SOME SOME ACTIONS AS WE MOVE FORWARD.

IF FUNDING DOESN'T CHANGE, IF THERE ISN'T ANOTHER ROUND OF OF OF ESSER OR WHATNOT, AND THAT VERY WELL COULD OR COULD NOT BE THE CASE.

[02:00:01]

ALL RIGHT. TWO SEPARATE AND APART FROM THE FINANCIALS, WHAT ARE WE CUTTING IN ORDER TO DO MORE BECAUSE OF THESE FIVE THINGS? SO AGAIN, MARCH THE 3RD, WE'RE GOING TO GET INTO THE SPECIFICS IN REFERENCE TO HOW SO I LOOK FORWARD TO SHARING MORE SPECIFICS AT THAT TIME.

OKAY, THANK YOU.

THIS NEXT QUESTION LIBRARIES ANY REMEDIES TO FACILITIES THAT DON'T HAVE LIBRARIES.

SO I KNOW, LIKE NORTHSIDE HIGH SCHOOL AND SAM HOUSTON HIGH SCHOOL, DON'T HAVE PHYSICAL LIBRARIES. DR.

BIRD. SO AGAIN, MANY SCHOOLS THAT DON'T HAVE CURRENTLY PHYSICAL SPACES, THEY SERVE CHILDREN THROUGH EITHER CLASSROOM LIBRARIES OR DIGITAL RESOURCES.

I WOULD DEFER TO CHIEF PAUL, ABOUT IF THERE'S ANY FACILITIES CHANGES, BUT WE'RE GOING TO SERVE STUDENTS, YOU KNOW, WE HAVE CONSTRAINTS THAT WE HAVE TO TAKE INTO CONSIDERATION AS WE SERVE STUDENTS.

SO THERE'S NO PLAN FOR FACILITIES, OK, STAFFING BASELINE, SO SPECIAL EDUCATION, DIAGNOSTICIAN. HOW WAS THE AIR SPECIAL EDUCATION REPORT USED TO CREATE THIS BASELINE? DR. BIRD, ACTUALLY HR [INAUDIBLE].

OK, IF YOU DON'T MIND, WELL, SHE'S COMING UP, WILL YOU REPEAT YOUR QUESTION? HOW WAS THE AIR SPECIAL EDUCATION REPORT USED TO CREATE THIS BASELINE? WE DEFINITELY LOOKED AT SEVERAL REPORTS, BOTH LOCALLY AND NATIONALLY, WE ALSO HAD SUPPORT FROM DIFFERENT DATA TEAMS, AS THEY MENTIONED, MENTIONED HERC.

AND SO LOOKING AT BOTH OUR INTERNAL SYSTEMS AS WELL AS TALKING TO STAFF IS KIND OF HOW WE. AND THAT WAS ONE OF THE REPORTS THAT LIKE WE WOULD LOOK AT.

WE HAD ABOUT 10 TO 12 REPORTS OVER A FOUR TO SIX WEEK PERIOD THAT WE WOULD MEET AND TALK THROUGH AND KIND OF PULL OUT EVIDENCE BASED STRATEGIES OR IDEAS AND HOW IT BEST CONNECTED TO OUR TEAM HERE IN HOUSTON.

SO STUDENTS WITH EXCEPTIONAL NEEDS ARE VERY, VERY, VERY INDIVIDUALIZED.

HOW WILL CENTRALLY FOCUS RESOURCES BE ABLE TO FIT THE INDIVIDUAL NEEDS OF OUR STUDENTS? SO RIGHT NOW, WE DO HAVE CENTRALLY FOCUSED RESOURCES, SO WE REALLY DO ALIGN THINGS CENTRALLY FOR OUR ALL OF OUR, YOU KNOW, FEDERALLY FUNDED POSITIONS AS WELL AS RESOURCES AND SUPPORTS WHAT WE REALLY WANT TO DO.

ONE OF OUR NEXT STEPS IS TO AUDIT WHAT'S AVAILABLE AT CAMPUSES LOOKING IN OUR SPECIALIZED PROGRAMS TO MAKE SURE THAT THERE'S LIKE A BASELINE OF RESOURCES THAT ARE AVAILABLE TO EVERY SCHOOL WHERE WE MIGHT NOT HAVE DONE THAT BEFORE.

SO TO SAY IF YOU'RE IN A BEHAVIOR CLASSROOM, WHAT ARE THE ESSENTIAL MATERIALS, RESOURCES, CURRICULUMS AND TRAININGS THAT YOU WOULD NEED TO BE SUCCESSFUL? OKAY. SO I KNOW THAT YOU TALKED ABOUT THAT LOGIC REPORT AND WE SPECIAL EDUCATION IS NEAR AND DEAR TO US [INAUDIBLE].

SO WHAT ARE THE PLANS FOR THE IDENTIFICATION PROCESS MOVING FORWARD IN BOTH SPECIAL EDUCATION AND ALONG THOSE LINES GT THAT GIFTED AND TALENTED I'D REALLY LIKE TO SEE THAT WITH THE DATA THAT YOU'RE USING AND THOSE LOGIC REPORTS THAT YOU'VE PLACED.

DEFINITELY. THIS IS NEXT QUESTION IS GOING TO BE FOR DR.

BIRD. I JUST WONDERED IF I CAN ALSO ADD JUST ON THE STAFFING MODEL.

I WANT TO MAKE CLEAR AGAIN, I SHOULD HAVE MADE THIS CLEAR, BUT I FORGOT TO.

THE STAFFING MODEL THAT WAS SHARED WITH YOU ALL TODAY DOES NOT INCLUDE SPECIAL EDUCATION BECAUSE AS AS DR.

BRADFORD INDICATED, IT'S MOSTLY FEDERAL DIFFERENT KIND OF FUNDING SOURCES.

SO THOSE SPECIALIZED POSITIONS, YOU DIDN'T SEE THEM REFLECTED THERE, BUT THEY ARE PART OF THE STRATEGIC STAFFING MODEL FOR SPECIAL ED.

OKAY, THANK YOU. SO DR.

BIRD, WILL THIS CURRICULUM YOU'RE TALKING ABOUT BE SCRIPTED? SO ARE SUPPORTS FOR TEACHERS.

I MEAN, IT PROVIDES IT'S REALLY UP TO THE TEACHER AND THE TEACHER.

WHAT WE DON'T WANT TO DO IS TAKE THE TEACHER'S PROFESSIONAL JUDGMENT AWAY.

TEACHERS, YOU KNOW, THEY HAVE GONE TO COLLEGE.

THEY ARE PROFESSIONALS AND WE WANT TO HONOR THEIR PROFESSIONALISM.

THERE ARE DIFFERENT LEVELS OF SUPPORT FOR FOR TEACHERS THAT THEY CAN CHOOSE TO USE OR NOT. BUT IT'S IF A TEACHER WANTED TO USE SOLELY THE PLAN AND THE CURRICULUM THEY COULD, THEY COULD DO THAT. THEY CAN.

ALSO, THOUGH, WE KNOW THAT EXPERIENCED TEACHERS ARE GOING TO MEET THE NEEDS OF THEIR STUDENTS IN A VARIETY OF WAYS, SO THEY ARE CERTAINLY FREE TO TAILOR THE LESSON TO OPPOSING VIEWPOINTS ON PEDAGOGY IN THIS PRESENTATION.

SO YOU'RE TALKING ABOUT LEARNING LOSS AND OPPORTUNITY GAP, AND THEN YOU'RE SAYING THAT 74 PERCENT OF HOMEWORK WAS NOT ON GRADE LEVEL.

AND OKAY, SO LET ME GO TO MY QUESTION.

SO THE ACADEMIC LANGUAGE DECISIONS DON'T HAVE OR HAVEN'T ACQUIRED YET.

YOU KNOW, YOU'RE GIVING THIS CURRICULUM TO TEACHERS, WHAT AUTONOMY WILL TEACHERS HAVE [BELL]? DR. BIRD. SO, YOU KNOW, PROVIDING IT WAS ALSO GOING TO TIE INTO THE PROFESSIONAL

[02:05:03]

I'M SORRY. OK. SO PROVIDING TEACHERS WITH A BASELINE CURRICULUM, YOU KNOW, THAT'S WHAT WE EXPECT TO BE THE FOUNDATION THAT TEACHERS USE.

SO THAT AGAIN, THAT ADDRESSES STUDENT MOBILITY AND ADDRESSES IT, ADDRESSES THE EXPERIENCE THAT KIDS HAVE ACROSS THE DISTRICT.

HOWEVER, YOU KNOW THAT'S THE FOUNDATION AND TEACHERS.

YOU KNOW, TEACHERS HAVE DIFFERENT WAYS THAT THEY'VE BEEN SUCCESSFUL IN TEACHING CONCEPTS.

USING THOSE RESOURCES, THEY CAN STILL ADD IN THEIR THEIR THEIR PEDAGOGICAL, YOU KNOW, THINGS THAT THEY'VE DONE IN THE PAST.

SO IT'S NOT. IT'S WE JUST WANT TO MAKE SURE THAT IF I GO FROM SCHOOL A TO SCHOOL B, THAT IT'S THE SAME BASELINE CURRICULUM THAT WE'RE USING.

OK, THANK YOU, AND I JUST WANT TO KEEP IN MIND, DR.

BIRD, THAT THAT HISD HAS DONE SOMETHING VERY SIMILAR TO THAT.

SO WHAT WE DON'T REPEAT THAT SAME MISTAKE.

I DON'T WANT TO SAY A MISTAKE, THAT SAME EXPERIENCE AGAIN, BECAUSE, YOU KNOW, THE MOBILITY RATE WITHIN OUR COMMUNITIES IS VERY HIGH.

BUT WHEN YOU I THINK AGAIN, WHEN MY TEACHER IS HEARD THAT YOU SAID THERE WERE 74 PERCENT OF KIDS WERE NOT ON GRADE LEVEL, BUT WHAT WAS A PROCESS THAT SCAFFOLD IT DOWN TO? SO OUR TEACH OUR KIDS WOULD BE ABLE TO JUST DO HOMEWORK.

SO OH, AND I JUST WANT TO MAKE SURE.

SO THAT STATISTIC THAT WAS FROM THE NATIONAL STUDY, THAT WASN'T SPECIFIC TO HISD THAT WAS JUST TRAINING FOR THE NATIONAL STUDY.

THANK YOU. MY NEXT QUESTION WILL COME.

TRUSTEE HERNANDEZ.

THANK YOU, EVERYONE, FOR ALL THE WORK THAT YOU'VE PUT INTO THIS.

MY FIRST QUESTION IS A FOLLOW UP TO ONE OF THE ANSWERS THAT WAS GIVEN TO TRUSTEE BLUEFORD-DANIELS. SOMEBODY STATED NOT EVERYTHING IS GOING TO BE DONE IN THE NEXT THREE TO FIVE MONTHS. SO WHEN WILL WE KNOW WHAT PARTS OF THE PROGRAM OF THIS OF THIS INFORMATION IS GOING TO BE IMPLEMENTED BY THE NEXT SCHOOL YEAR? AND WHICH ONE IS GOING TO TAKE TWO OR THREE YEARS TO BE IMPLEMENTED? OKAY, FAIR QUESTION.

WELL, WE'LL PROVIDE UPDATES ALONG THE WAY BETWEEN NOW AND AND THE CLOSE OF THE SCHOOL YEAR THAT WILL PROVIDE MORE SPECIFICS AROUND EXACTLY WHAT NOW THERE ARE SOME THINGS THAT WE KNOW THAT WE'RE GOING TO BE MOVING FORWARD WITH IMMEDIATELY.

AND YOU HEARD SOME OF THOSE THINGS TRANSFORMATION COHORT, THE COMPENSATION, THE THE STAFFING FEE.

SO THOSE ARE PIECES THAT WE'RE GOING TO MOVE ON IMMEDIATELY.

ALSO, THE EARLY CHILDHOOD EXPANSION.

SO WE'LL BE TALKING ABOUT THE NUMBER OF SCHOOLS, THE SPECIFIC SCHOOLS IN TERMS OF THE EXPANSION FOR EARLY CHILDHOOD EXPANSION.

SO SOME OF THOSE THINGS HAVE BEEN ESTABLISHED.

BUT OF COURSE, THIS IS A FIVE YEAR PLAN AND WE'RE GOING TO BE BUILDING ON THAT.

SO WE'LL HAVE MORE EXPANSION ANNUALLY FROM THE EARLY CHILDHOOD STANDPOINT, AND WE'LL NEED TO STUDY WHAT THE PARAMETERS ARE, WHERE WE NEED MORE EXPANSION, WHERE THE NEED IS.

SO IT'S AN ONGOING PROCESS, BUT THERE ARE SPECIFIC THINGS THAT WE SHARE TODAY THAT WE'RE MOVING ON IMMEDIATELY.

THANK YOU. I WOULD LOVE TO SEE LIKE A TIMELINE GRAPHIC SO THAT I CAN VISUALLY SEE THAT.

MY NEXT QUESTION IS ABOUT THE PRINCIPAL SALARIES.

THERE IS SOMETHING IN THAT SLIDE CALLED THE SCHOOL'S RISK LOAD.

CAN YOU EXPLAIN WHAT THAT MEANS? MR. GRANT SKINNER WILL WILL ADDRESS THAT QUESTION.

THANK YOU, THIS ACTUALLY IS A REFERENCE TO THAT SAME GROUP OF 26 FACTORS THAT DR.

CRUZ TALKED ABOUT EARLIER THAT ARE BEING CONSIDERED FOR THE THE WEIGHTED ALLOCATION OF ADDITIONAL FUNDS TO SCHOOLS.

SO WE'RE ALIGNING HERE AN INTEREST IN MAKING SURE THAT AS WE THINK ABOUT IN THIS CASE, WHERE A PRINCIPAL SALARY SHOULD INCREASE, THAT IT IS INCREASING BASED ON THE NUMBER OF THOSE RISK FACTORS THAT ARE PRESENT IN THEIR SCHOOL.

ARE THOSE SCHOOLS ALREADY IS AT RISK ALREADY, ALREADY DETERMINED, IT'S PREDETERMINED? I THINK THAT WAS PREVIOUS BOARD BOARD REFERRAL THAT CAME UP HERE THAT I THINK WE'RE GOING TO PROVIDE THAT THAT INFORMATION.

OK, SOUNDS GOOD.

MY NEXT QUESTION IS ABOUT THE ACP.

FOR THE NEXT TWO YEARS, ACP WILL BE FREE AND THE SOMEBODY STATED THAT IT WOULD BE BECAUSE THOSE TEACHERS WOULD BE STAYING WITH THE DISTRICT FOR A CERTAIN AMOUNT OF TIME.

WHAT IS THAT TIMELINE THAT THEY'RE EXPECTED TO STAY WITH THE DISTRICT? JUST JUST A LITTLE BIT OF ADDITIONAL BACKGROUND HERE.

SO RIGHT NOW, IF SOMEONE JOINS THE ACP ACP, THEY ARE SERVING AS A FIRST YEAR TEACHER WHILE THEY'RE ATTAINING THEIR PROFESSIONAL CERTIFICATION AS A TEACHER.

AND DURING THAT FIRST YEAR, THEY PAY THROUGH THEIR THROUGH THEIR PAYCHECKS ABOUT $6,000 FOR FOR THAT EXPERIENCE.

[02:10:01]

SO FOUR IN TOTAL. THE ACP PROGRAM IS ONE ONE YEAR PROGRAM, SO THREE IN TOTAL, YES.

OKAY. MY NEXT QUESTION IS ABOUT THE CRITICAL SHORTAGE STIPENDS.

I KNOW THAT THERE'S A SPECIAL EDUCATION TEACHER STIPEND OF $5,000.

I WAS A BILINGUAL TEACHER, SO I KNOW THAT BILINGUAL SPECIAL EDUCATION IS ALSO A VERY CRITICAL SHORTAGE. I DON'T SEE THAT ON HERE.

I SEE A BILINGUAL TEACHER WOULD THOSE TWO STIPENDS BE PUT TOGETHER? IF THEY'RE LIKE, WHERE THERE ARE BILINGUAL SPECIAL EDUCATION POSITIONS? ALL OVER THE DISTRICT. YEAH. HOPEFULLY, WHERE SOMEONE IS SERVING AS A BILINGUAL SPECIAL EDUCATION TEACHER, THEY CAN BE ELIGIBLE FOR BOTH.

OK. AND THEN I DO JUST WANT TO ADVOCATE FOR THERES BILINGUAL ADMINISTRATION AS WELL AND BILINGUAL TAS.

THOSE ARE THOSE POSITIONS ARE VERY CRITICAL TO OUR STUDENTS.

WE HAVE A LARGE POPULATION OF SPANISH SPEAKING STUDENTS, AND SO WE WANT TO MAKE SURE THAT WE ARE ADVOCATING FOR THOSE STAFF MEMBERS AS WELL.

MY NEXT QUESTION IS ON THE SPECIAL EDUCATION.

PARENT INITIATIVES CALL OR EMAIL THIS SLIDE.

YES. SO IT DOES SAY THAT WHO WOULD HOW WOULD THE PARENT INITIATE AND CALL OR EMAIL TO SO DOES IF IT GOES TO THE PRINCIPAL? DOES THAT AUTOMATICALLY GO TO THE CENTRAL ADMINISTRATION? HOW ARE WE MAKING SURE THAT WE'RE NOT SOMEBODY? [BELL] DR.

BRADFORD YES, THAT'S A REALLY GOOD QUESTION.

I'M VERY EXCITED ABOUT THIS BECAUSE IT MAKES IT SO MUCH MORE TRANSPARENT.

THERE WILL ACTUALLY BE A SPECIAL EMAIL ADDRESS FOR FAMILIES TO REACH OUT TO THAT WILL BE ON OUR KIND OF REVISED WEBSITE.

FAMILIES WILL ALSO BE ABLE TO SEND A FORM THROUGH THAT WEBSITE AS WELL IF THEY DON'T WANT TO EMAIL. SO IT WILL GO TO A SPECIAL AND I DON'T KNOW THE SPECIFIC NAME OF THE EMAIL ADDRESS RIGHT NOW, BUT A SPECIFIC EMAIL ADDRESS WHICH WILL CAPTURE THAT.

AND THE NEAT THING IS THAT IT'LL BE VERY TRANSPARENT, SO ADMINISTRATORS WILL BE ABLE TO SEE WE CAN KIND OF TRACK AND MONITOR FAMILIES ALL ALONG THE WAY, WHERE NOW IT'S KIND OF A BIT OF A HIDDEN PROCESS WHERE WE HAVE TO CHECK AND ASK QUESTIONS AND KIND OF DIG A LITTLE BIT. SO I'M EXCITED ABOUT THAT SO THAT WE CAN REALLY MONITOR OUR CUSTOMER SERVICE.

THANK YOU. TRUSTEE BAKER.

YES, GOOD MORNING, AND THANK YOU ALL FOR SUCH AN ELOQUENT, COMPREHENSIVE, ARTICULATE PRESENTATION. I HAVE A FEW QUESTIONS.

MY FIRST ONE, I WANT TO PIGGYBACK ON WHAT TRUSTEE HERNANDEZ JUST ASKED WITH YOUR NEW COMMUNICATIONS EXAMPLE HERE.

CONSIDERING OUR CURRENT WAY OF MAKING BOARD AND SUPERINTENDENT REFERRALS, WILL THE BOARD MEMBERS HAVE ACCESS TO THIS COMMUNICATIONS HERE, YOU KNOW, IN A WAY OF CONDENSING THE WAY THAT WE CURRENTLY HANDLE ALL THE COMPLAINTS THAT WE GET ON A DAY TO DAY BASIS, THAT WAS JUST AN IDEA THAT CAME TO MY MIND? SO I THINK THIS IS SPECIFICALLY FOCUSED ON SPECIAL EDUCATION.

AND I THINK WHAT I WHAT I HEAR YOU [INAUDIBLE] IS MORE SO A FOCUS ON SUPERINTENDENT AND IN BOARD REFERRALS.

WE CAN DEFINITELY TAKE A CLOSE LOOK AT THAT.

IF IF THE WILL OF THE BOARD IS IS THERE TO DO SO, BUT WE'RE OPEN OPEN TO DOING THAT.

THANK YOU. MY NEXT QUESTION? I MISSED THAT. I SEE IT NOW.

THANK YOU. MY NEXT QUESTION IS YOU SAID ONE IN FIVE PARENTS DID NOT HAVE YOUR FULL CONFIDENCE IN HISD AS OF NOW, AND WE'RE WORKING ON THAT IN YOUR SURVEY ONE IN FIVE.

SO WHAT ARE OUR PLANS TO IMPROVE THAT? OF COURSE, WE WANT TO MONITOR AND JUST ENSURE THAT GROWTH IS MOVING.

WE WANT TO ENSURE THAT EVERY PARENT FEELS FEELS VALUED MOVING FORWARD.

AND THAT'S WHY SOME OF THE STEPS THAT DR.

BRADFORD HAS TALKED ABOUT AND REALLY EVERY ONE OF OUR COMMITMENT AREAS.

SO THE WAY TO REALLY GET IT, THAT IS TO PROGRESS MONITOR, TAKE A LOOK AT THE DATA, CONTINUE TO WORK WITH THE PARTNERS LIKE HERC AND OTHERS TO ENSURE THAT THE SURVEYS THAT WE SEND OUT THE WORK THAT DR.

MATNEY IS DOING TO ENSURE THAT THE DATA JUST CONTINUES TO IMPROVE.

SO IT'S ONGOING IMPROVEMENT.

AND SO I CAN'T GIVE YOU A SPECIFIC NUMBER IN TERMS OF WHERE WE WANT TO GO.

WE WANT TO GET BETTER AND WE WANT TO CONSISTENTLY GET BETTER ON AN ONGOING BASIS.

THANK YOU. MY NEXT QUESTION IS, I KNOW YOU SAID ON MARCH 3RD, WE WILL TALK ABOUT THE

[02:15:06]

BUT DO YOU HAVE A BALLPARK FIGURE FIGURE AS TO THE AMOUNT OF MONEY THAT THIS PLAN IS GOING TO COST TO ROLL OUT? WE'LL DIG INTO THAT SPECIFICALLY IN THE WORKSHOP ON MARCH, MARCH, MARCH THE 3RD.

SO WE'LL BE WE'LL BE DISCUSSING DEEPER AT THAT TIME.

AND WILL IT INVOLVE ANY INCREASE IN TAXES? AGAIN, NOT NOT SOMETHING THAT THAT'S BEEN DISCUSSED, BUT WE'LL GET INTO AGAIN THE SPECIFICS ON MARCH 3RD AROUND EVERYTHING FROM A BUDGETARY STANDPOINT.

OK, MY NEXT QUESTION IS, YOU SAID THAT WE PLAN TO IMPLEMENT ONE COUNCILOR PER 450 STUDENTS.

I BELIEVE THAT'S IN HIGH SCHOOL AND THEN YOU GAVE AN EXAMPLE ONE FOR 350 AND THEN ONE FOR 250 AND ELEMENTARY SCHOOLS.

HAVE WE TAKEN IN CONSIDERATION WAYS TO INCREASE OUR SECURITY OR IMPROVE OUR SAFETY ON SCHOOL CAMPUSES? IT'S DEFINITELY SOMETHING THAT WAS MENTIONED IN THE IN THE PRESENTATION AND AS WE ALSO CONTINUE TO MOVE TOWARDS THE WORK THAT WE'RE DOING IN CAPITAL NEEDS ASSESSMENT AND PLANNING AS WE PREPARE FOR A BOND ISSUE, THIS IS DEFINITELY SOMETHING THAT WE WANT TO TAKE INTO CONSIDERATION DURING THAT TIME PERIOD.

OK, AND MY NEXT QUESTION IN THIS ROUND IS WILL THE OVERALL PLAN INVOLVE ANY CLOSING OF ANY SCHOOL CAMPUSES? YOU KNOW, THAT'S COME UP ON ON A FEW DIFFERENT OCCASIONS.

AND WHAT I CAN EQUIVALENTLY SAY AGAIN THAT THERE HAS NOT BEEN CONVERSATIONS ABOUT SCHOOL CLOSINGS TO AS A PART OF THIS PARTICULAR PLAN.

NOW WHAT WE KNOW IS THAT WE HAVE TO TAKE A LOOK AT WHAT THE FUTURE IS GOING TO LOOK LIKE.

I DON'T KNOW WHAT YEAR TWO, THREE, FOUR, WILL LOOK LIKE.

SO WE'LL HAVE TO ASSESS WHAT THAT LOOKS LIKE ON AN ONGOING BASIS.

BUT RIGHT NOW, WE HAVEN'T FOCUSED OUR EFFORTS ON ON, ON ANY CONSOLIDATIONS OR SCHOOL CLOSINGS. OK, MY NEXT QUESTION IS THAT WHAT ARE SOME OF YOUR CORE LIMITATIONS OF THIS STRATEGIC PLAN? IT WAS.

IT WAS AN ACCIDENT, ANOTHER WAY EARLIER.

BUT I'M PUTTING IT TO YOU IN ANOTHER WAY.

ARE THERE ANY LIMITATIONS? RIGHT NOW I THINK SUPPORT IS GOING TO BE EXTREMELY IMPORTANT.

UNDERSTANDING IS GOING TO BE EXTREMELY IMPORTANT AS WE MOVE FORWARD.

SO I THINK THE ROLLOUT WILL SHARE WITH US WHAT SOME OF THE POTENTIAL CHALLENGES DEFICIENCIES. HOWEVER, WE WANT TO ARTICULATE THEM.

BUT AS I INDICATED EARLIER, WHAT'S IMPORTANT IS THAT WE TAKE THE TIME TO PROGRESS MONITOR EVERY COMPONENT OF THIS PLAN AND ENSURE THAT WHENEVER WE NEED TO MAKE PIVOTS, WE MAKE THOSE PIVOTS AND NOT HOPE THINGS AGAIN AWAY.

SO WE WE WANT TO MAKE SURE THAT EVEN IF THERE ARE DEFICIENCIES OR ISSUES THAT WE HIT THEM HEAD ON AND WE MAKE CERTAIN THAT WE MAKE THE NECESSARY MODIFICATIONS IN A TIMELY MANNER.

WELL, MY NEXT QUESTION IS AT WILL THE CTE PROGRAMS AND PROGRAMS THAT LIKE BE EXPANDED TO ALL SCHOOLS AND.

YEAH, STOP RIGHT THERE.

DR. BIRD, SO YES, PART OF OUR PLAN IS TO LOOK AT WHAT CTE OFFERINGS ARE AVAILABLE AND WHERE THE DEMAND IS, AND SO IN HIGH SCHOOLS WE HAVE WE WANT TO MAKE SURE WE HAVE PATHWAYS FOR TO MEET THE STUDENT DEMAND.

SO WE ARE ANALYZING THAT RIGHT NOW.

OK, MY LAST QUESTION IN THIS ROUND IS.

WAIT, HOLD ON. I WAS DOING GOOD SO FAR WITH MY LAST QUESTION IN THIS ROUND IS THAT OK? YEAH, WE JUST GOT THIS THIS MORNING.

SO, SO MUCH TO ABSORB, YOU KNOW, IN A HOUR AND A HALF.

WILL WE BE GIVEN MORE TIME TO ABSORB ALL THIS INFORMATION? [BELL] SO THIS WAS ONE OF THE REASONS WHY WE WANTED TO GET THIS INFORMATION TO YOU ALL BEFORE THE RELEASE.

WE TALKED ABOUT IN MARCH.

WE WANTED TO TAKE SOME TIME TO ENSURE THAT NOT ONLY YOU, BUT THE COMMUNITY HAD AN OPPORTUNITY TO PROCESS WHAT WE'RE DOING HERE BECAUSE WE KNOW THERE'S GOING TO BE CONTINUED QUESTIONING CONTINUED DIALOG AROUND EXACTLY WHERE WE LAND ON THIS.

SO TO ANSWER YOUR QUESTION, YES.

OK, THANK YOU.

OK, I HAVE A FEW QUESTIONS TO WRAP UP ROUND ONE.

THANK YOU, TRUSTEES. I FEEL LIKE WE'VE ASKED SOME PRETTY IMPORTANT QUESTIONS.

I'M EXCITED FOR SOME OF THE PARTS OF THIS PLAN, PARTICULARLY CURRICULUM RAISING THE BAR FOR TEACHER COMPENSATION AND RETENTION AND EXPANDING PRE-K.

I THINK THE QUESTION HAS BEEN POSED SEVERAL TIMES ABOUT SUSTAINABILITY, AND I THINK IT WOULD BE IMPORTANT AND I HOPE THAT THIS IS GOING TO BE SHARED ON MARCH 3RD.

IF NOT TODAY I'M HEARING YOU SAY, OK, WE'RE GOING TO LOOK AT THAT, BUT SO AM I

[02:20:07]

THAT'S THAT'S CORRECT. AND IT'S NOT LOOKING AT IT A YEAR FROM NOW.

IT'S IT'S LOOKING AT IT, YOU KNOW, AS SOON AS POSSIBLE.

BUT THE FOCUS ON SOME OF THE IMPLEMENTATION STRATEGIES WAS TO MOVE AS QUICK AS POSSIBLE ON SOME OF THE MAJOR NEEDS.

IT REALLY COULD AFFECT STUDENT PERFORMANCE, ESPECIALLY IN SOME OF OUR OUR LOWEST PERFORMING SCHOOLS, BUT SUSTAINABILITY IS SOMETHING THAT WE WILL CONTINUE TO LOOK AT.

WE'LL ALSO EXPECT TO HEAR SOME OF THE MOST UPDATED FEDERAL GUIDANCE AS WELL IN TERMS OF WHAT HAPPENS WITH ESSER.

YOU KNOW, WE'VE HEARD THAT THERE POSSIBLY COULD BE ANOTHER ROUND, BUT THAT POSSIBLY, YOU KNOW, MAY NOT COME TO FRUITION AS WELL.

SO IT WILL BE A MAJOR, MAJOR CONCENTRATION AS WE MOVE FORWARD.

SO IF I'M HEARING YOU CORRECTLY, YOU'RE SAYING, ABSENT ESSER, YOU WOULD NOT BE ABLE TO IMPLEMENT THIS PLAN FULLY.

SO IT'S A IT'S AN INTERTWINING OF OF SEVERAL DIFFERENT FUNDING SOURCES THAT WE'RE FOCUSED ON, AND ESSER IS ONE OF THOSE FUNDER SOURCES.

SO, SO TO ANSWER YOUR QUESTION, IF ESSER WILL PULL OUT OF THAT, WOULD IT MAKE IT MORE DIFFICULT? OF COURSE, BUT THAT'S A PART OF WHAT ESSERS DESIGN WAS LAID OUT TO DO.

THERE ARE COMPONENTS OF ESSER THAT WAS DESIGNED FOR HOLDING SCHOOL DISTRICTS HARMLESS OR DOING CERTAIN HAVING CERTAIN COMPONENTS IMPLEMENTED.

SO WE'RE DEFINITELY WANTING TO ENSURE THAT WE STAY IN LINE WITH ALL THE UTILIZATIONS AND AND STRATEGIES AROUND ESSER.

BUT ESSER IS NOT THE SOLE COMPONENT OF WHAT WE'RE DOING IN THIS PLAN.

IT'S ONE OF THE PIECES OF THE PIE.

SO SHOULD WE ANTICIPATE CHANGES IN THE BUDGET THAT WE ARE GOING TO APPROVE IN JUNE? BASED ON THIS PLAN, WE WILL AGAIN DIVE INTO BUDGET MORE SPECIFICALLY ON MARCH 3RD.

ABSOLUTELY. THANK YOU AND JUST DEFINITELY WANT TO REITERATE THAT I THINK BASED ON MY COLLEAGUE'S QUESTIONS OF SOMETHING THAT'S HIGH ON OUR MIND AND YOU KNOW, MOST OF US TOOK THE GENOMICS TRAINING LAST YEAR, AND OUR BUDGET IS OUR STRATEGY.

SO DEFINITELY INTERESTED TO LEARN HOW THAT'S GOING TO BE SUSTAINED.

HOW ARE WE ADDRESSING INCREASING ENROLLMENT IN THIS STRATEGIC PLAN? SO I SAW SOME THINGS HIGHLIGHTED, AND I THINK WHAT I'M LOOKING FOR TRUSTEE BLUEFORD-DANIELS BROUGHT UP A REALLY GOOD EXAMPLE OF THE EXAMPLE OF OAK FOREST ELEMENTARY. I'M LIKE, ARE YOU LOOKING AT ENROLLMENT TOGETHER WITH A DEMOGRAPHER? LIKE, WHAT STRATEGIES ARE BEING USED? MY QUESTION IS, I DON'T FEEL LIKE THERE'S ENOUGH OF OF THIS AN EMPHASIS ON ENROLLMENT LIKE TO THE POINT OF SUSTAINABILITY.

YOU KNOW, WE'VE LOST THOUSANDS AND THOUSANDS OF KIDS TO CHARTER SCHOOLS, AND WE'RE GOING TO CONTINUE TO LOSE IF IF THINGS DON'T CHANGE FOR US AND THIS PLAN WOULD NOT BE SUSTAINABLE IF ENROLLMENT IS NOT DRASTICALLY INCREASED.

AND YOU KNOW, I'VE SUBMITTED BOARD REFERRALS ON THESE QUESTIONS, LIKE, ARE WE LOOKING AT THE [BELL] POCKETS WHERE THE HIGHEST WAITLISTS ARE AS OPPOSED TO JUST WHERE THE DESERT'S OF OPPORTUNITIES ARE? AND I THINK IT NEEDS TO BE BOTH.

TO ANSWER YOUR QUESTION. ABSOLUTELY.

YOU KNOW, WHEN WE TALK ABOUT DROPPING ENROLLMENT, TYPICALLY PARENTS LOOK AT TWO THINGS THEY LOOK AT QUALITY AND THEY THEY ALSO LOOK AT, YOU KNOW, THE IDEA OF TRUST.

AND AND THOSE ARE TWO THINGS THAT YOU HEARD HEAVILY FOCUSED ON IN THIS IN THIS PLAN IMPROVING QUALITY, IMPROVING QUANTITY AS WELL, BUT ALSO IMPROVING THE IDEA OF TRUST THROUGHOUT THIS COMMUNITY.

WHEN THOSE THOSE THINGS ARE TYPICALLY ESTABLISHED, YOU SEE ENROLLMENT GROW OVER THE COURSE OF TIME WHEN YOU SEE PROGRAMMATIC OPPORTUNITIES IN THOSE DESERTS, WHEN YOU SEE THE QUALITY, THE CARE SUPPORT, YOU SEE STUDENTS COME BACK.

AND THIS IS THIS IS A MAJOR ISSUE NOT ONLY IN HISD IT'S A MAJOR ISSUE IN CHARTERS.

IT'S A MAJOR ISSUE ACROSS ACROSS THE COUNTRY RIGHT NOW.

SO MANY OF US HAVE SEEN, UNFORTUNATELY, SOME OF THESE DROPS.

THANK YOU, TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ, AND THANK YOU AGAIN TO EVERYONE FOR YOUR ANSWERS.

SO I'M GOING TO START WITH, I KNOW I'VE DISCUSSED THIS WITH MAX AND OUR NEW COMMUNICATIONS DIRECTOR, BUT MY CONCERN, TOO, IS THAT WE COMMUNICATE A LOT TO THE PUBLIC VIA TEXT MESSAGE AND ALL THESE DIFFERENT FORMS. AND MOST OF IT HAS TO DO, IT SEEMS LIKE A LARGE PERCENTAGE OF IT FROM WHAT I'VE HEARD FROM PARENTS IS THAT IT'S AROUND SOCIAL SERVICES AND NOT REALLY ABOUT EDUCATION.

[02:25:06]

AND MY MY NEXT CONCERN IS THAT A PRE ADVANCED PLACEMENT TRAINING, YOU SAID THAT THERE WILL BE PRE ADVANCED PLACEMENT TRAINING OR OPPORTUNITIES IN 9TH AND 10TH GRADE.

FROM WHAT I'M UNDERSTANDING.

AND SO HOW WILL WE GO ABOUT MAKING SURE THESE TEACHERS ARE PREPARED FOR THAT? SURE. DR. BIRD WILL SHARE A LITTLE BIT ABOUT FUNDING PLAN IS TO TRAIN TEACHERS.

THERE'S A PROGRAM AT RICE THAT ALL AP TEACHERS CAN ATTEND.

IT'S A FOUR DAY INSTITUTE IN THE SUMMER, AND THERE'S ALSO A NATIONAL MATHEMATICS AND SCIENCE INITIATIVE TRAINING.

SO THAT'S BUILT INTO THE COST OF THE PROGRAM.

THAT'S ONGOING TRAINING FOR TEACHERS.

OK, WELL, THANK YOU. THAT WAS GOING TO ACTUALLY GO INTO MY NEXT QUESTION.

SINCE WE HAVE HOUSTON SO BLESSED WITH SO MANY COMMUNITY OUTSOURCING OPPORTUNITIES THAT WE HAVE. HOW DO WE PLAN TO BEST UTILIZE ALL OF THOSE RESOURCES THAT ARE FABULOUS COMMUNITIES AND SCHOOL, ALL THESE DIFFERENT OPPORTUNITIES THAT WE HAVE THAT WE'VE DON'T ACCESS TO THEIR HIGHEST ABILITY? WILL THAT BE SOMETHING THAT WE REALLY HAVE A LIST AND REALLY USE UTILIZE TO THE BEST OF OUR ABILITY? SO IN TERMS OF ARTS EXPANSION, THERE'S LOTS OF COMMUNITY PROGRAMS THAT ARE THAT WE ARE PLANNING TO EXPAND AND SEVERAL OF THE CURRICULUM AND INSTRUCTION INSTRUCTION INITIATIVES DO HAVE SOME PARTNER INITIATIVES.

SO WE WORK WITH BARBARA BUSH LITERACY FOUNDATION ON THINGS.

WE WORK WITH THE UNIVERSITY OF HOUSTON ON MANY THINGS AND THE PARTNERSHIPS THAT WE HAVE TO EXPAND.

PROGRAMING OPPORTUNITIES FOR STUDENTS ARE PART OF THIS THIS PLAN AS WELL, AND THAT SPEAKS TO AS LIKE AS IN REP ALSO INTO WRAPAROUND SPECIALISTS THAT COMMUNITIES AND SCHOOLS.

I MEAN, JUST USING THAT AS AN EXAMPLE, THEY DO THAT SERVICE AS WELL.

SO SOMETHING TO CONSIDER AS SEEMS LIKE WE'RE USING A LOT OF ESSER FUNDS, SO IT'D BE HELPFUL TO HAVE SOME OUTSOURCING AS WELL.

ALSO, A SCHOOL REPAIRS.

[BELL] THANK YOU.

YOU'RE WELCOME. YOU CAN ALWAYS MAKE A MOTION FOR ANOTHER ROUND TRUSTEES SINCE THIS IS A LOT OF INFORMATION. TRUSTEE DEIGAARD.

BEFORE I BEGIN, PRESIDENT CRUZ, CAN YOU HEAR ME BETTER? YES. OK.

ALL RIGHT. SO MY NEXT QUESTION IS, IS THERE A LOT OF GREAT IDEAS IN HERE.

WHAT DO YOU THINK IS GOING TO BE THE BIGGEST CHALLENGE TO IMPLEMENT AND HOW DO YOU THINK YOU WILL OVERCOME THAT CHALLENGE? THE BIGGEST CHALLENGE TO IMPLEMENT.

I THINK, YOU KNOW, QUITE FRANKLY, THERE'S SOME THERE'S SOME BOLD ACTIONS HERE AND IMPLEMENTATION WILL YOU KNOW, IN MY OPINION, BE A MAJOR FOCAL POINT OF EVERYTHING THAT WE DO? AND ALL OF IT WILL BE A CHALLENGE.

BUT WHAT GOES INTO IT IS, IS THE PROPER PLANNING, THE FIDELITY AND THE EXECUTION.

SO I CAN'T, YOU KNOW, SHARE WITH YOU ONE SPECIFIC STRATEGY THAT I FEEL WOULD BE THE MOST CHALLENGING WHAT I CAN TELL YOU IN TERMS OF IMPACT, I TRULY BELIEVE.

YOU KNOW, THE WORK WE'RE DOING WITH HIGH QUALITY CURRICULUM, THE TRANSFORMATIONAL WORK, THOSE WILL BE BIG PIECES OF WHAT WE DO MOVING FORWARD.

I THINK THE CONSISTENCY THAT WAS TALKED ABOUT EARLIER IN MAKING SURE THAT WE HAVE THE SAME KIND OF CURRICULUM, HIGH QUALITY MATERIALS THAT'S GOING TO BE KEY BECAUSE THAT'S GOING TO ENSURE THAT NOT ONLY AT THE DISTRICT LEVEL, BUT SCHOOLS TEACHERS ARE UTILIZING THE MATERIALS IN A MANNER THAT THAT WE EXPECT.

SO THERE'S A LOT OF TRAINING AND DEVELOPMENT THAT GOES ALONG WITH THAT, THE PROFESSIONAL DEVELOPMENT SYSTEMS AND AND DESIGNING EXACTLY WHAT A SPECIFIC SCHOOL NEEDS AS WELL T TESTS, ALL OF THESE THINGS ARE IMPORTANT.

SO I DON'T KNOW THAT THERE'S ONE SPECIFIC THAT I WOULD HIGHLIGHT TRUSTEE DEIGAARD, BUT THERE ARE SEVERAL VERY IMPORTANT COMPONENTS THAT I'M LOOKING FORWARD TO.

THANK YOU. IS THIS ALL THIS STRATEGIC PLAN ALL GETTING LAYERED ON EVERYTHING ELSE WE CURRENTLY DO OR ARE THERE THINGS THAT SCHOOLS ARE CURRENTLY DOING THAT THEY MAY NOT BE

[02:30:01]

BUT WHAT I WHAT I CAN SAY, WHAT WAS THE SECOND PART OF YOUR QUESTION? I THINK YOU HAD MAYBE A THREE PARTER, WHAT I'M TRYING TO UNDERSTAND IS WE DON'T HAVE INFINITE DOLLARS. OBVIOUSLY, ADDING THINGS MEANS THAT SOME THINGS GET TAKEN AWAY.

AND SPECIFICALLY AT THE CAMPUS LEVEL, YOU KNOW, THE THINGS THAT MIGHT BE LOST TO A CAMPUS HAVE THOSE BEEN EVALUATED FOR IMPACT ON STUDENT ACHIEVEMENT AND ALSO IMPACT ON ENROLLMENT ? WE FEEL LIKE THE THE IMPACTS WILL BE MINIMAL IN TERMS OF THE CHANGES THAT WE'RE LOOKING TO MAKE AT AT THE SCHOOL LEVEL, WE FEEL LIKE THERE'LL BE MORE SUPPORTS THAT WILL BE A MAJOR, A MAJOR IMPROVEMENT ON OUR CAMPUSES AS WE MOVE FORWARD.

I DON'T KNOW IF THERE'S ONE SPECIFIC ONE THAT YOU'RE GETTING AT IN TERMS OF WHETHER IT'S THE STAFFING PLAN OR NOT.

EDUCATION, BUT NO, NO, NO, NOT.

IT'S NOT ANYTHING SPECIFIC, BUT ANYTIME YOU CHANGE THINGS AT THIS FULL LEVEL, IT HAS AN IMPACT AND WE CAN HAVE THE BEST INTENTIONS.

BUT IF WE HAVEN'T CHECKED IT AGAINST IMPACT WITH THE PEOPLE THAT ARE CLOSEST TO OUR STUDENTS FOR ANY BLIND SPOTS WE MIGHT HAVE AS A BOARD OR ADMINISTRATION, THAT THAT'S REALLY THE SPIRIT OF MY QUESTION.

WHAT I CAN TELL YOU IS THAT WE FEEL LIKE OUR SCHOOLS AND OUR PRINCIPLES ARE HUNGRY.

WE'VE WE'VE GROUND SOFTENED THIS WITH WITH MANY PRINCIPALS ALONG THE WAY TO GET GET FEEDBACK, AND WE FEEL LIKE THEY'RE HUNGRY FOR THE KIND OF CHANGE THAT THAT'S BEING MOVED FORWARD. THIS LOOKS LIKE THEY'RE GOING TO BE SOME POTENTIAL STAFF STRUCTURE CHANGES. WILL THE STRUCTURAL CHANGES WITH ALL OF THIS WORK INCREASE OR DECREASE OUR ADMINISTRATIVE TO TEACHER CLASSROOM TEACHER RATIO? WE'LL WE'LL DEFINITELY TAKE A CLOSE LOOK.

AND I THINK YOU'RE SPECIFICALLY TALKING ABOUT THE STAFFING PLAN.

WE'LL LOOK AT WHAT THE IMPACTS ARE SCHOOL BY SCHOOL.

I THINK WHAT'S IMPORTANT IS THAT WE HAVE THE NEEDS THAT WE KNOW CAN BE CAN BE EXECUTED AND WILL MEET THE NEEDS OF OUR OF OUR STUDENTS.

SO I CAN'T TELL YOU WHAT THAT LOOKS LIKE AT EVERY SCHOOL, BUT WE'D BE GLAD, YOU KNOW, THAT IS SOMETHING THAT WE'RE WE'RE TAKING A LOOK AT FROM A STAFFING PLAN STANDPOINT.

AND WE KNOW, YOU KNOW WHAT IT COULD OR COULD NOT LOOK LIKE ON ON MOST CAMPUSES.

AND I MEAN THAT NOT JUST AT THE CAMPUS LEVEL, BUT THE DISTRICT AS A WHOLE.

SO THE AND IT WAS MENTIONED EARLIER.

NOT ALL KIDS COME TO SCHOOL FOR SHAKESPEARE.

THEY COME TO SCHOOL FOR OTHER THINGS LIKE FINE ARTS AND ATHLETICS.

WHAT ABOUT OUR KIDS WHO ARE NOT ATTRACTED BY THOSE TWO THINGS, FOR EXAMPLE? IN FACT, A LOT OF KIDS THAT GO TO ENERGY HIGH SCHOOL FOR, YOU KNOW, ALL THE PROGRAMS THAT THEY OFFER KIDS WHERE THE CODING ROBOTICS.

I'M SURE THERE IS A LONGER LIST THAN I'M EVEN LIFTING UP HERE.

HOW IS THAT GOING TO LOOK IN THIS EFFORT TO INCREASE USING [BELL] THESE STRATEGIES OF FINE ARTS AND ATHLETICS TO INCREASE ATTENDANCE FOR KIDS WHO AREN'T INTERESTED IN THOSE THINGS? SO I GUESS, ARE YOU ASKING WHETHER THERE'LL BE CHANGES AT THOSE SPECIFIC SCHOOLS IN TERMS OF THE LOSS OF PROGRAMMATIC OPPORTUNITIES, IF THAT IS THE ASK.

WE'RE NOT LOOKING TO PULL AWAY SPECIFIC PROGRAMS AT SPECIFIC SCHOOLS.

WE'RE NOT. WE'RE LOOKING TO EXPAND ENSURE THAT WE EQUALIZE THE OPPORTUNITIES AND OFFERINGS ACROSS THE DISTRICT, BUT THERE'S A FINITE AMOUNT OF MONEY, SO I'M JUST CURIOUS HOW THAT'S GOING TO WORK, BUT THANK YOU.

YOU'RE WELCOME. TRUSTEE GUIDRY.

THANK YOU SO MUCH.

LET ME JUST ASK A GENERAL OVERALL QUESTION, HOW WILL THE BOARD MONITOR THIS PLAN? IS IT GOING TO BE BUILT INTO THE PROGRESS MONITORING, ESPECIALLY THE TRANSFORMATION PART? YES, WE'LL MAKE SURE THAT ALIGNMENT IS IS PROVIDED AND PROGRESS MONITORING ALONG THE WAY IS IS PRESENTED TO THE BOARD FROM FROM ALL OF THE THINGS THAT I TALKED ABOUT EARLIER,

[02:35:02]

SO IT'S GOING TO BE BUILT IN, BUT WE WILL ALSO HAVE AN OPPORTUNITY TO LOOK AT IT SEPARATELY TO MAKE SURE TO SEE THAT THE IMPLEMENTATION IS GOING GOING ON OK, AND WE'RE PIVOTING WHERE WE NEED TO PIVOT.

CORRECT? YEAH. YES, MA'AM.

ALL RIGHT, AND IF I MAY, DR.

BIRD WITH RESPECT TO THE OUR COMMITMENT TO STUDENTS.

YOU SAID THAT THERE IS A MATH PILOT IN THE MIDDLE SCHOOLS RIGHT NOW CAN YOU TELL ME A LITTLE BIT MORE ABOUT THAT PILOT? SURE, IT'S IN SIX SCHOOLS AND IT'S PARTNERSHIP WITH THE TEXAS EDUCATION AGENCY THROUGH THE RESILIENT SCHOOLS PROGRAM, AND SO THEY ARE IMPLEMENTING THE PROGRAMS. CARNEGIE MATH IS THE CURRICULUM THEY'RE USING, AND THAT HAS BEEN GOING ON ALL YEAR LONG, AND IT'S AN OPPORTUNITY TO REALLY GET A LOT OF TARGETED SUPPORT.

SO WE HAVE A PARTNERSHIP WITH TNTP THAT COMES IN AND WE ALLOW PROFESSIONAL DEVELOPMENT FOR TEACHERS. THERE'S SOME OPPORTUNITIES TO SEE HOW IT'S GOING, STEP BACK AND MAKE ADJUSTMENTS AS NECESSARY, AND THAT'S BEEN HAPPENING FOR THIS SCHOOL YEAR, AND SO WHAT ARE YOU SEEING WITH RESPECT TO THE FEEDBACK? HOW IS IT GOING? SO I THINK, YOU KNOW, IT'S A NEW IT'S NEW IMPLEMENTATION.

SO ALWAYS YOU'RE GOING TO HAVE SOME OPPORTUNITIES TO MODIFY.

I'VE BEEN I VISITED SEVERAL SCHOOLS THAT HAVE HAVE ARE IMPLEMENTING IT, AND I WOULD SAY IN SOME PLACES IT'S GOING VERY, VERY WELL AND THERE'S HIGH FIDELITY TO THE CURRICULUM IN OTHER PLACES. TEACHERS ARE STILL ARE LEARNING THE CURRICULUM AND THEY'RE THEY'RE WORKING WITH THEIR ADMINISTRATION AND THEIR COACHES TO, YOU KNOW, MODIFY.

IT'S DIFFERENT. IT'S CONCEPTUAL TEACHING OF MATH, WHICH IS DIFFERENT THAN MANY TEACHERS WERE TRAINED IN SCHOOL TO TEACH PROCEDURAL MATH.

SO IT IS IT IS A IS A SHIFT FOR TEACHERS, AND I THINK THAT'S THE IMPORTANT THING ABOUT THE NEED FOR PROFESSIONAL DEVELOPMENT AND THE NEED FOR MY TEAM TO REALLY REFOCUS OUR EFFORTS AND REALLY BE SUPPORT SCHOOLS IN DIFFERENT WAYS.

SO MY TEAM WILL BE GOING THROUGH THIS TRAINING AS WELL SO THAT THEY CAN BE AT SCHOOLS ELBOW TO ELBOW WITH TEACHERS, TO MODEL LESSONS, TO SUPPORT TEACHERS AS THEY'RE IMPLEMENTING THAT. THERE'S THERE IS SOME OF THAT HAPPENING NOW WITH A THERE'S SOME COACHES THAT ARE WORKING IN THE IN THE SIX SCHOOLS THAT ARE IMPLEMENTING THAT, BUT, YOU KNOW, I WOULD SAY, LIKE ANYTHING NEW, IT TAKES TIME AND WE NEED TO GIVE OUR TEACHERS GRACE AND PATIENCE AS THEY ARE IMPLEMENTING AND UNDERSTAND THAT, YOU KNOW, THEY'RE GOING TO BE ADJUSTMENTS ALONG THE WAY.

WELL, I'M OK WITH THE TEACHERS.

MY CONCERN ARE THE STUDENTS.

HOW WHAT ARE THE OUTCOMES FOR THE STUDENTS? HAS IT BEEN AN INCREASE IN MATH, UNDERSTANDING AND DEVELOPMENT? SO WE WILL SEE, YOU KNOW, AS THE STATE ASSESSMENT COMES, WE'LL SEE HOW YOU KNOW WHAT THE RESULTS ARE. WE'LL SEE WHAT THE SUMMIT OF ASSESSMENT, BUT THERE ARE THERE HAVE BEEN INTERIM ASSESSMENTS WHICH WE CAN GET THE DATA FOR YOU FOR THOSE SCHOOLS.

MAY WE GET THAT RECEIVE THAT DATA? MM HMM. THANK YOU.

ON THE WHAT WE LEARNED.

SUPERINTENDENT HOUSE, YOU TALKED ABOUT, AND OF COURSE, THERE IS A PORTION IN HERE WHERE WE HAVE AN ALIGNMENT FOR OUR SPECIAL EDUCATION TO CONFLICT RESOLUTION, AND YOU SPOKE ABOUT THERE BEING A PLAN FOR PARTNERSHIP WITH THE FAMILIES.

MY ISSUE IS THERE'S ALREADY BEEN A PLAN TO PARTNERSHIP.

SO WHAT ARE WE GOING TO DO DIFFERENTLY? WHAT DOES THIS PLAN OFFER DIFFERENT THAN WE'VE ALREADY HAD THAT DID NOT THAT HAS NOT WORKED IN THE PAST? SURE.

ABSOLUTELY. DR.

BRADFORD WILL SHARE A LITTLE INSIGHT HERE.

SURE. SHARING SPECIFICALLY AROUND OUR SPECIAL POPULATIONS, WE GET, YOU KNOW, COMPLAINTS BOTH AT THE FROM LIKE PARENTS WHO GRIEVE US TO THE TEXAS EDUCATION AGENCY AS WELL AS JUST INTERNALLY. SO A LOT OF OUR WORK IS JUST PROCESSING AND LOOKING AT LIKE, WHERE DO THOSE COMPLAINTS FALL? LIKE, WHAT ARE THE KIND OF THE FIVE MAJOR AREAS AND THEN US FOCUSING OUR SUPPORTS MOVING FORWARD AROUND THOSE.

SO SOME OF IT IS CREATING MORE PARENT, YOU KNOW, FACING FAMILY FRIENDLY AND WORKING WITH A PARTNER WHO CAN DEVELOP RESOURCES THAT REALLY HELP EXPLAIN MORE OF THE PROCESS TO PARENTS, THE EXPECTATIONS TO PARENTS, BUT THEN ALSO, I THINK, JUST INTERNALLY PROVIDING CUSTOMER SERVICE TRAINING FOR OUR SPECIAL POPULATIONS TEAM, YOU KNOW, THEY'RE EXPERTS, THEY KNOW WHAT THEY'RE DOING, BUT IT'S REALLY KIND OF HELPING US TO HELP FAMILIES MORE TO ADVOCATE FOR THEIR STUDENTS.

SO CREATING SOME REALLY FAMILY FRIENDLY RESOURCES VIDEOS, YOU KNOW, DOCUMENTS THAT FAMILIES CAN UNDERSTAND THE PROCESS BETTER AND THEN US INTERNALLY TRAINING BASED ON EVEN JUST THIS YEAR'S PARENT FEEDBACK FROM SINCE AUGUST, WE HAVE A GREAT DEAL OF FEEDBACK FROM PARENTS WHERE THEY'RE TELLING US WHAT? WE'RE NOT GETTING IT RIGHT, AND SO IT'S MAYBE THERE WAS A PLAN, BUT JUST REALLY HONING IN ON EXACTLY WHAT OUR PARENTS ARE TELLING US NOW.

SO THERE WILL BE A TEAM SET UP BECAUSE MY CONCERN IS ALWAYS THE FOLLOW UP.

[02:40:02]

SO THERE WILL BE A SPECIFIC TEAM THAT'S GOING TO DO THAT FOLLOW UP, CORRECT? YES, AND WE HAVE THE TEAM.

I MEAN, I THINK IT'S PART OF OUR PLAN AND REALLY IT'S GREAT THAT WE DO HAVE A TEAM.

IT'S JUST REALIGNING THE WORK THAT WE DO FOCUSED AROUND THESE NEW COMMITMENTS AND PRIORITY AREAS.

OK, PERFECT, AND THEN ON THE COMMUNICATION EXAMPLE.

IT I LOVE YOU KNOW, THAT YOU HAVE IT SET OUT AT DIFFERENT LEVELS.

MY CONCERN WOULD BE THE DISTRICT RESPONSE.

IT SAYS TWO TO FIVE DAY TURNAROUND DOCUMENTATION OF CAUSE.

NOW THERE ARE SOME [BELL] SITUATIONS THAT WILL REQUIRE SOONER THAN TWO TO FIVE DAYS.

SO WE'RE NOT HELD TO THIS CORRECT.

IF IT REQUIRES IMMEDIATE ATTENTION, WE WILL GIVE IMMEDIATE ATTENTION.

DEFINITELY. SO THAT'S ONE OF THE THINGS IT'S LIKE PARENTS WILL RECEIVE LIKE THAT IMMEDIATE CONTACT, AND THEN WE DO HAVE LIKE PARENT LIAISON WHO WILL BE ABLE TO MAKE SURE THAT THEY'RE CONNECTING BOTH WITH THE DISTRICT, WITH THE CAMPUS TO PROVIDE THAT IMMEDIATE SUPPORT, BUT SOMETIMES IT DOES REQUIRE FURTHER INVESTIGATION, AND SO OUR KIND OF TURNAROUND TIME FOR EVERYTHING BEING COMPLETED AND RESOLVED.

WE'RE NOT ONLY ARE WE CONNECTING AND REALLY UNDERSTANDING WHAT THE PROBLEM IS, BUT NOW WE'VE REALLY RESOLVED THE PARENTS REQUESTS WITH WITHIN TWO TO FIVE DAYS, BUT DEFINITELY BEFORE THAT. AND CERTAINLY, IF THERE'S ANYTHING WHERE YOU KNOW, THERE'S HARM OR SOME THINGS AND SOMEONE'S IN DANGER, THAT'S AN IMMEDIATE RESPONSE RIGHT AWAY.

PERFECT. THANK YOU SO MUCH.

IF I MAY, I'M SORRY TO [INAUDIBLE] MORE BROADLY SPEAKING, BECAUSE I THINK THESE THINGS ARE REALLY CLOSELY RELATED.

SPED IS OBVIOUSLY AT [INAUDIBLE], BUT WE'RE IN THE PROCESS.

WE HAVE TO SET CLEAR TIMELINES AND EXPECTATIONS FOR FAMILIES TO HEAR BACK FROM US.

I THINK A LOT OF THE CHALLENGES FAMILIES WILL SUBMIT A COMPLAINT CONCERN AND THERE'S NOT A CLEAR PROCESS AND THERE'S NOT A CLEAR TIME THAT WE DELIVER INFORMATION BACK AND ACTUALLY SEE IT THROUGH TO RESOLUTION.

SO BROADLY SPEAKING, THAT'S WORK THAT WE'RE DOING, AND I'LL FOLLOW UP ON YOU WITH YOU ON THAT. THANK YOU, SIR.

TRUSTEE SANTOS.

THANK YOU DR. BIRD, WHAT HAPPENS TO OUR IVY SCHOOLS, I HEARD YOU SAY THAT WE'RE GOING TO BE LOCKSTEP WITH TEAS CURRICULUM.

THAT WORK. SO FAR, IVY SCHOOL I MEAN IVY PROGRAM CONTINUES, AND THEY CONTINUE.

I MEAN, IVY IS, YOU KNOW, AS YOU KNOW, IT'S REALLY ABOUT THE HABITS OF INQUIRY THAT CONTINUES IN THOSE SCHOOLS.

THANK YOU, AND WHAT WAS THE HISTORICAL EXPENDITURE FOR PD? THE TYPES OF PD, THE DIFFERENT WAS A DIFFERENTIATED FOR THE LAST FOUR YEARS.

WHAT DO YOU ANTICIPATE THE COST TO BE MOVING FORWARD? WILL THERE BE DIFFERENTIATED PROFESSIONAL DEVELOPMENT? AND SUPERINTENDENT HOUSE WILL PLANNING TIME BE PROTECTED INSTRUCTIONAL MINUTES BE PROTECTED IN THE STRATEGIC PLAN AND SOCIAL, EMOTIONAL LEARNING TIME BUILT INTO THE CURRICULUM? AND WE'LL GET YOU SOME, SOME SOME DATA IN REFERENCE TO THE FIRST COUPLE OF QUESTIONS THAT YOU HAD AROUND PROFESSIONAL DEVELOPMENT AND DOLLARS SPENT.

WE CAN WE CAN DEFINITELY DO THAT.

THE LAST PORTION OF YOUR QUESTION WAS OR YOUR SECOND QUESTION WAS.

WOULD WHAT DO YOU ANTICIPATE THE DIFFERENCE PLANNING TIME, WILL THE FLYING TIME BE PROJECTED FOR TEACHERS WILL, INSTRUCTIONAL MINUTES BE PROTECTED IN THIS STRATEGIC PLANNING TIME AND SOCIAL EMOTIONAL LEARNING TIME BUILT INTO CURRICULUM? YEAH. DR. BIRD. SO ACTUALLY, IT'S MY HOPE THAT PLANNING TIME IS ACTUALLY MUCH MORE PROTECTED FOR TEACHERS WITH THIS BECAUSE AGAIN, THEY WON'T HAVE TO BE GOING TO SEARCH FOR DIFFERENT THINGS TO MAKE IT FIT WITH WHATEVER IS ON THE CAMPUS.

I MEAN, BECAUSE THEY'RE USING DIFFERENT THINGS, YOU KNOW, THEY'RE USING DIFFERENT CURRICULUM MATERIALS. SO HOPEFULLY THEIR PLANNING TIME WILL BE MUCH MORE PRODUCTIVE AND EFFECTIVE FOR THEM, AND YOU KNOW, OUR GOAL IS TO HONOR THEIR THEIR WORK IN TERMS OF THE COST. WE'RE GETTING SOME, WE'RE GETTING THAT INFORMATION NOW.

WE'LL SEND THAT TO YOU WHEN WE HAVE WHEN WE HAVE THAT AVAILABLE MARCH 3RD, AND PLEASE READ MY LIPS. NO NEW TESTING.

THANK YOU. HAVE YOU HEARD BACK FROM TEACHERS ABOUT WHAT GOOD PRE AP AND AP PROFESSION DEVELOPMENT IS? SO WE ARE WORKING WITH OUR COLLEGE AND CAREER READINESS TEAM.

WE'RE PULLING NOW THAT WE HAVE IDENTIFIED THIS AS A STRATEGY FOR PARTICULARLY THOSE 19.

SCHOOLS WILL BE BRINGING TEACHERS AND ADMINISTRATORS TO GET THEIR FEEDBACK AND TAILOR THIS THE SAME WITH MATH CURRICULUM.

THERE IS A GROUP OF PEOPLE TEACHER DEVELOPMENT SPECIALIST CURRICULUM SPECIALISTS.

PRINCIPALS WILL BE INVITING TEACHERS TO JOIN TO REALLY CREATE THE FRAMEWORK FOR WHAT THEY WANT THEIR PROFESSIONAL DEVELOPMENT EXPERIENCE TO LOOK LIKE.

BECAUSE I AGREE WITH YOU, IT NEEDS TO BE DIFFERENTIATED.

NOT EVERYBODY NEEDS THE SAME EXACT TRAINING AND IT NEEDS TO BE THROUGHOUT THE YEAR.

THERE NEEDS TO BE DIFFERENT EXPERIENCES FOR TEACHERS AS THEY'RE IMPLEMENTING THE CURRICULUM, SO I COMPLETELY AGREE WITH YOU.

THANK YOU. DR. BIRD, SUPERINTENDENT HOUSE I GUESS THIS IS TO DR.

WATTS. HOW CAN WE ENSURE THAT THESE COMPLIANCE ACCOUNTABILITY OFFICERS THAT PRINCIPALS HAVE FOR THESE NEW INITIATIVES WILL NOT BOG DOWN PRINCIPALS WITH THEIR DAY TO DAY LEADERSHIP ROLES?

[02:45:02]

SO WHEN WE TALK ABOUT GOING INTO A SCHOOL, ENVISION A PERSON SITTING KNEED IN THE SHOULDER TO SHOULDER WITH A PRINCIPAL COACHING AND SUPPORTING THEM AROUND INSTRUCTIONAL PRACTICES AS AS A PART OF PLAN A.

OVER TIME, IF YOU DON'T SEE IMPROVEMENT IN PERFORMANCE, THAT'S WHEN YOU GET TO THE ACCOUNTABILITY PIECE.

SO IT SHOULDN'T NECESSARILY BE TAKING UP MORE TIME.

IT IT IS ABOUT GIVING CLEAR, CONCISE FEEDBACK AND THE EXPECTATION THAT PEOPLE RESPOND TO THAT FEEDBACK. OKAY, THANK YOU, AND HOW MANY SCHOOLS WILL BE DESIGNATED MAGNET MOVING FORWARD? OK, SO ALL RIGHT, SO THEN MY NEXT QUESTIONS ARE.

ALL RIGHT, SO MOVING ON WITH THE COMPENSATION.

WAS A COMPENSATION STUDY USED TO BE TO FORM THIS NEW PAY SCALE? TO ANSWER YOUR QUESTION, YES, BUT MR. GRANT-SKINNER WILL PROVIDE SOME ADDITIONAL INSIGHT.

YES, WE USE INTERNAL ANALYSIS AND A SUPPLEMENTAL ANALYSIS THAT WAS PROVIDED TO US BY A VENDOR TO INFORM OUR COMPENSATION PLAN AND BEYOND BEYOND THE SIMPLE YES, WHAT I WILL SAY IS THAT I DIDN'T EXPLICITLY SAY IN THE PRESENTATION EARLIER IS WHAT THOSE ANALYZES SHOWED IS THAT ACROSS JOB CATEGORIES, WE ARE NOT WE HAVE NOT KEPT UP WITH THE MARKET, AND WHEN WE LOOK AT POSITIONS LIKE TEACHERS OR PRINCIPALS, FOR EXAMPLE, WHEN WE LOOK AT A DOZEN OR SO OF THE CLOSEST NEIGHBORS, BUT ALSO THE THREE OR FOUR OTHER OTHER LARGEST DISTRICTS IN TEXAS, WE ARE NEAR THE BOTTOM IN TERMS OF AVERAGE SALARY RIGHT NOW AND THEN FOR POSITIONS THAT FALL ON WHAT WE CALL OUR MASTER PAY SCALE, WHICH IS BASICALLY EVERYONE OTHER THAN PRINCIPALS, TEACHERS, APS, DEANS AND POLICE OFFICERS.

WE ARE ON AVERAGE BEHIND THE MARKET BY 20 TO 30 PERCENT.

SO YES, AND WHAT WE FOUND FROM THAT IS THAT WE ARE WAY BEHIND.

SO THANK YOU, MR. GRANT. SO THIS COMPENSATION STUDY WAS ORDERED IN 2019 BY THE BOARD, AND WE HAVE YET TO SEE IT, AND THIS WAS PRECISELY THE REASON BECAUSE WE WANTED TO BE STRATEGIC MOVING FORWARD WITH COMPENSATION FOR ALL EMPLOYEES.

SO IT WOULD BE HELPFUL FOR ME IF I HAVE A COMPARISON OF LAST YEAR, THE LAST FEW YEARS.

SIDE BY SIDE FOR THE COMPENSATION AS WELL AS SURROUNDING DISTRICTS AND THEIR COMPENSATION. SO WHERE DOES THAT TAKING US UP TO? WHERE ARE WE GOING TO BE COMPETITIVE MOVING FORWARD? I'D LIKE TO BE ABLE TO SEE THAT. I KNOW I'VE PUT OUT GRAPHS ON HOW WE'RE LIKE NOT AT THE TOP. SO WHERE DOES THAT LEAVE US AND WHERE IS THIS MONEY COMING FROM FOR THE COMPENSATION? AND WE'LL GET INTO AGAIN THETHE BUDGET SIDE OF IT ON THE 3RD, BUT WHAT I CAN TELL YOU IS AS MR. GRANT-SKINNER INDICATED WE WERE, YOU KNOW, IN THE BOTTOM BOTTOM OF THE QUARTILE WHEN WE LOOK AT SALARIES, I THINK WITH THIS PARTICULAR PLAN IT WOULD PUSH US TO, YOU KNOW, THE TOP THREE TO FIVE, IF I'M NOT MISTAKEN, IN THE RESPECTIVE AREAS THAT WE'RE FOCUSING ON.

OK, AND THE CURRENT TEACHER WHO COMMITS WILL THESE STIPENDS ON TOP OF THE CURRENT STIPENDS THAT WE'RE PROVIDING? SAY THAT ONE MORE TIME. WE'RE CURRENTLY PROVIDING ESSER STIPEND STIPENDS.

THIS IS ON TOP OF THAT.

YES, AND ANOTHER COMMENT WAS MADE EARLIER ABOUT LIKE AN INTEREST IN ENSURING THERE'S INCENTIVE OR BONUS FOR PEOPLE WHO LIKE STUCK WITH US THIS YEAR.

AND THERE ARE STAFF MEMBERS WHO ARE STILL DUE AN ADDITIONAL PAYMENT IN JUNE, INCLUDING $1,250 MORE FOR TEACHERS.

SO THAT IS SEPARATE FROM ANYTHING THAT WE TALKED ABOUT HERE TODAY.

THANK YOU, AND IT'S NO SECRET THE LAST COUPLE OF YEARS ON TOP OF COVID, WE'VE HAD A MORALE HAS BEEN EXTREMELY LOW.

WHAT ARE WE DOING? I MEAN, THE MORALE FOR TEACHERS RESPECT, AUTONOMY, PROFESSIONALISM [BELL] IS WHAT THEY'RE SEEKING NOW.

TRUSTEE WADE TALKED ABOUT WHAT WE'RE DOING ON TOP OF COMPENSATION.

THAT'S VERY GOOD POINT.

WHAT ARE WE DOING TO IMPROVE MORALE? ONE OF THE THINGS THAT BEFORE MR. GRANT-SKINNER COMES IN IS THAT REALLY JUST OPENING OUR EARS AND LISTENING, MAKING SURE THAT WE PROVIDE AT THE VENUES FOR ALL EMPLOYEES TO COME IN AND BE HEARD AS A PART OF THIS PROCESS. SO WE HAD SEVERAL DIFFERENT MEANS OF FEEDBACK NOT ONLY EMPLOYEES BUT ALSO TEACHERS, COMMUNITY MEMBERS THAT WERE A BIG PART OF OF WHAT WE HEARD AND GATHERED IN TERMS OF THE DATA THAT HELPED INFORM US TO GET TO THIS PARTICULAR POINT.

[INAUDIBLE] I DON'T KNOW IF YOU HAVE ANYTHING ELSE.

SURE THAT ALIGNS VERY MUCH WITH WHAT I WAS GOING TO SHARE, WHICH IS, YOU KNOW, PART OF

[02:50:02]

ONE OF THE THREE STRATEGIES IN THE TALENT SECTION IS ABOUT COMPENSATION AND CULTURE, AND BECAUSE OF THE IMPORTANCE OF IT GOING BACK TO YOUR POINT THAT EVEN YEARS AGO, THE BOARD UNDERSTOOD THERE WAS A NEED FOR SOME CHANGE TO COMPENSATION.

WE FOCUS TODAY LARGELY ON THE COMPENSATION PIECE, BUT THERE'S ABSOLUTELY WORK TO DO WITHIN THIS PLAN ABOUT OTHER ASPECTS OF EMPLOYEES EXPERIENCE.

IT'S NOT JUST ABOUT MONEY.

THANK YOU SO MUCH. MM-HMM.

TRUSTEE ALLEN. THANK YOU.

EARLIER, WE TALKED ABOUT PRE-K BEING AT AN ELEVEN TO ONE RATIO, WILL THIS BE COMING OUT OF THE SCHOOL BUDGET OR IS IT CENTRALLY PAID? DR. BIRD, THAT'S PART OF THE CENTRAL FUNDING STAFFING WITH TEACHERS AND TEACHER ASSISTANTS. SO PRINCIPALS NEED TO GET READY FOR A CUT.

WHEN WILL THEY KNOW THEIR PRELIMINARY BUDGETS? YOU SAID PRINCIPALS NEED TO GET READY.

YEAH, IF IF THE CENTRAL MONEY IS COMING FROM SOMEWHERE, YOU'RE NOT GETTING ANY FROM THE PRINCIPALS BUDGETS? SO WHAT AND AGAIN, I DON'T WANT TO DIVE INTO THE NUMBERS HERE.

THAT'S WHY WE'VE SET OUR ASIDE AS A SEPARATE A SEPARATE DAY TO REALLY DIVE INTO THE BUDGET. SO I'D LIKE TO SAVE ANY OF THE QUESTIONS FROM A SPECIFIC FROM A BUDGETARY STANDPOINT TO THE FOR THE 3RD, BUT THERE IS A PLAN BEHIND WITH THAT WHAT THAT WILL LOOK LIKE. THE SECOND PORTION OF YOUR QUESTION WAS WHAT DR.

ALLEN? WHEN WILL THEY SEE THEIR PRELIMINARY BUDGET? SO I DON'T.

EXPECTATION IS THERE.

WE'D LIKE TO BE ABLE TO GET THE BUDGETS OUT RIGHT BEFORE SPRING BREAK, WHICH IS WHAT WE NORMALLY DO. SO THAT'S THE THAT'S THE PREFERRED TIMELINE.

THANK YOU. I'VE ALSO HEARD YOU TALK ABOUT STAKEHOLDER INPUT, COMMUNITY INPUT.

IS THERE A PLAN FOR PRINCIPALS TO HAVE INPUT? THEY FEEL LIKE THEY CAN'T SPEAK AT THE PRINCIPALS MEETING LIKE I HAVE MY MY SCHOOL [INAUDIBLE] THEY HAVE NO LIGHTS IN THE GYM THEY STILL COULDN'T GET IT.

THE AIR CONDITIONER DOESN'T WORK BECAUSE THERE'S NO BLINDS ON THE WINDOWS, COULDN'T GET IT, AND THEN I HEARD YOU TALK ABOUT UPGRADING THE FACILITIES.

SO IS THERE A WAY FOR PRINCIPALS TO GET PUT TO GIVE INPUT FOR THE UPGRADES THAT THEY NEED ON THEIR FACILITIES? CURRENTLY, I DO HAVE A GROUP OF PRINCIPALS THAT I MEET WITH ON A MONTHLY BASIS. I THINK THE NUMBER IS ABOUT 28 AND THEY SERVE AS KIND OF A SOUNDING BOARD OF INDIVIDUALS THAT WE CAN HEAR ABOUT DIFFERENT THINGS THAT ARE GOING ON MAJORLY IN THE SCHOOL DISTRICT. WE ALSO WANT TO ENSURE THAT CONNECTION BETWEEN THE SCHOOLS AND THE SCHOOLS OFFICE IS CONSISTENT.

SO WHEN THERE ARE MAJOR NEEDS, WE CAN MAKE CERTAIN THAT WHETHER IT'S AN SSO OR AN ASSISTANT SUPERINTENDENT, WE CAN CONNECT WITH OPERATIONS, CONNECT WITH IT WHEREVER THE SPECIFIC NEEDS ARE TO ACCOMPLISH WHAT NEEDS TO BE ACCOMPLISHED.

AN EXAMPLE OF THAT WOULD BE KIND OF WHAT WE SAW AT HOBBY ELEMENTARY.

I'M NOT SURE WHOSE SCHOOL HOBBY HOBBY IS.

THERE WAS SOME, SOME MAJOR NEEDS THERE REALLY FROM A CAPITAL NEEDS ASSESSMENT, BUT WE WERE NOT ABLE TO ACCOMPLISH ALL OF THE NEEDS, BUT WE WERE ABLE TO FIX SOME OF THOSE THINGS THAT WERE IMPORTANT TO ENSURE THAT THE SAFETY AND QUALITY OF AIR IS IS WHERE IT NEEDS TO BE. SO WOULD THE OTHER PRINCIPALS LIKE ASSIGNED TO ONE OF THOSE 28 PEOPLE SO THAT THEY CAN GET THEIR THEIR QUESTIONS ANSWERED.

DR. WATTS SO IT'S UNFORTUNATE THAT THE PRINCIPAL AT THOMAS HAS NOT HAD HER NEEDS MET, AND I WILL ADDRESS THAT AS SOON AS I LEAVE TODAY, BUT I WILL SAY THAT SSO IS THE PRIMARY POINT OF CONTACT ON THE CAMPUS, AND IF THERE ARE ISSUES THAT ARE NOT RESOLVED THROUGH THE NORMAL MEANS OF REACHING OUT THROUGH THE SYSTEM TO GET FACILITIES MANAGEMENT SUPPORT, THE SSO AND THE ASSISTANT SUPERINTENDENT SHOULD BE ESCALATING THAT SO THAT WANDA'S TEAM CAN TAKE CARE OF IT, BUT I WILL ASSURE YOU WHEN I LEAVE TODAY THAT THOMAS' NEEDS WILL BE ASSESSED AND TAKEN CARE OF.

OK, I NEED TO GO BACK TO MY ORIGINAL QUESTION BECAUSE I KNOW AND I'M GLAD YOU'RE GOING TO WORK ON THOMAS. BUT DO THE OTHER PRINCIPALS HAVE CONTACT WITH THE 28 PRINCIPALS SO THAT THEY CAN GET THEIR NEEDS MET? SCHOOL EVERY SINGLE WEEK SO THAT HE'S TALKING TO.

[02:55:01]

OK, THANK YOU.

PROBLEMS AND THEN WHAT THE PROBLEMS THAT DON'T GET SOLVED GET ESCALATED UP TO US.

OK, I HAVE ONE ADDITIONAL QUESTION, AND I DON'T KNOW WHICH LANE THIS IS IN.

THERE IS. IS THERE A WAY DOWN WITH THE ESSER FUNDS THAT I HAVE ONE PARENT THAT HAS EMAILED ME ABOUT YOU WHEN YOU GET YOUR EYEGLASSES FOR YOUR CHILDREN AND THEY ARE PRESCRIBED. YOU DON'T HAVE TO PUT THAT IN THERE, BUT IF YOU GET A PRESCRIPTION FROM THE DOCTOR THAT SAYS THAT YOU CAN'T WEAR YOUR MASK, THERE'S NOWHERE TO PUT IT IN WITHOUT YOU BEING DESIGNATED AS SPECIAL ED.

IS THERE A PLACE YOU ARE GOING TO BE A PLACE OR USE THE ESSER TO MAKE A PLACE THAT WOULD SAY LIKE IF A CHILD NEEDS SUNSHADES FOR DYSLEXIA, THEY DON'T HAVE TO GO THROUGH SPECIAL ED IF THEY NEED A DOCTOR'S EXCUSE.

WHAT IF IT WAS ON THE MEDICAL RECORDS OR SOMETHING LIKE THAT? WE DEFINITELY, I THINK THAT FOR ME, WHAT THAT SOUNDS LIKE IS MAKING SURE THAT WE CONNECT THAT PARTICULAR FAMILY WITH THE WRAP AROUND SPECIALISTS.

WRAPAROUND SPECIALISTS ARE SUPPOSED TO SERVE AS KIND OF A CONNECTOR TO DIFFERENT SERVICES AND SUPPORTS THAT A CHILD OR A FAMILY MAY NEED.

SO, SO WE CAN.

DEFINITELY, IF WE CAN GET THE INFORMATION ON THAT PARTICULAR FAMILY, THEY DON'T NEED ANY SERVICES. THEY DON'T WANT TO GO THROUGH SPECIAL ED TO GET THEIR DOCTOR'S PRESCRIPTIONS DOWN. OKAY, WELL, IF YOU CAN CONNECT US, THE DOCTOR SAID MY MY CHILD HAS TO WEAR BLUE GLASSES BECAUSE SHE HAS DYSLEXIA.

OKAY. THERE'S NO PLACE TO PUT THAT IN WITHOUT SAYING GOING THROUGH SPECIAL ED AND YOUR CHILD BEING DESIGNATED AS SPECIAL ED.

DR. BRADFORD YES.

THANK YOU FOR THAT QUESTION.

SO OUTSIDE OF SPECIAL EDUCATION, WE DO HAVE A 504 PROCESS, WHICH IS EXACTLY FOR THAT.

THERE'S 504 SUPPORTS AND SERVICES AS WELL AS DYSLEXIA SUPPORTS AND SERVICES, AND THEY DO NOT HAVE TO QUALIFY AS HAVING A DISABILITY.

SO 504 IS NOT THROUGH SPECIAL ED SERVICES.

NO, IT'S THROUGH THE OFFICE OF SPECIAL POPULATIONS LIKE THAT LARGER UMBRELLA, BUT THEY'RE NOT IN SPECIAL EDUCATION.

THEY ARE A STUDENT THAT RECEIVES 504 SUPPORTS.

IT'S A SPECIAL SERVICE, BUT IT'S NOT SPECIAL EDUCATION.

MY NEXT QUESTION. CHIEF WATTS I THINK IT KIND OF THREW ME OFF WHEN YOU SAID SOMETHING ABOUT HOME SCHOOLING, YOU WERE TRYING TO DO CONSISTENT AND QUALITY HOME SCHOOLING.

AND I WAS CONCERNED.

WERE YOU TALKING ABOUT NEIGHBORHOOD SCHOOLS? YES, MA'AM. THE SCHOOL, THE HOME SCHOOL, WHICH IS THE SCHOOL IN THE COMMUNITY THAT THEY'RE ALLOTTED TO? OKAY. I JUST GOT TO APOLOGIZE IN THE IN THE JARGON.

THIS PROFESSIONAL DEVELOPMENT THAT THE TEACHERS ARE GOING TO GO THROUGH, WHEN IS IT IS IF IT'S IN THE SUMMERTIME, WILL THEY BE PAID EXTRA [BELL] OR IF IT'S DURING SCHOOL TIME, ARE THEY GOING TO TAKE TIME FROM THE KIDS, THE PROFESSIONAL DEVELOPMENT.

SO WE ARE BUILDING THOSE CALENDARS OUT NOW, AND IT WOULD BE LARGELY IN THE SUMMER DURING THE PRE-SERVICE DAYS, BUT WE'RE SO WE'RE BUILDING THE SCHEDULE OUT AND THERE'LL BE MULTIPLE OPPORTUNITIES FOR TEACHERS TO GET INITIAL TRAINING.

NO EXTRA PAY.

OK, THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT. I THOUGHT YOU WERE TRYING TO EXCLUDE ME, BUT IN HOUR 25 AND 26 OF MY DAY, I WILL BE REVIEWING THIS AGAIN AND SOME OF THE QUESTIONS AND RESEARCH THAT HAS BEEN ANSWERED SO I CAN FURTHER PREPARE, BUT I WILL SAY THIS ONE THING I'VE LEARNED IN MY MANAGEMENT YEARS.

INSPECT WHAT YOU EXPECT.

WRITE THAT DOWN. INSPECT WHAT YOU EXPECT.

THAT'S IMPORTANT BECAUSE THAT MEANS FOLLOW UP, FOLLOW UP, FOLLOW UP.

AND I WANT TO ENSURE THAT WITH EVERYTHING WE'RE TALKING ABOUT HERE THAT PEOPLE HAVE HAD OUTREACH ON THESE CAMPUSES HAVE SPENT TIME ON THESE CAMPUSES, HAVE SPENT TIME MORE THAN A WALKTHROUGH, 15-20 MINUTES, TO BE ABLE TO SEE WHAT THOSE CAMPUSES ACTUAL NEED IS BECAUSE YOU'RE GOING, COMING OVER TO MY CAMPUS, YOU STILL DON'T KNOW ANYTHING ABOUT MY NEIGHBORHOOD, AND SO I WANT TO MAKE SURE THAT WE'RE SERVING NOT JUST THE STUDENTS, BUT OBVIOUSLY THE COMMUNITY AS WELL.

OK, SO I HAD A WHOLE BUNCH OF NOTES THE RESEARCH DEPARTMENT TALKED ABOUT.

DR. WATTS TALKED ABOUT THE SUPPORTERS.

I WANT TO TALK ABOUT VISITING CAMPUS TO HELP.

OH, THANK YOU FOR THIS FULL PLAN.

YES, MA'AM. THANK YOU FOR THE FULL PLAN.

BECAUSE BEFORE WHEN WE TALKED ABOUT THIS INTERMITTENTLY AND SOME OF THE OTHER MEETINGS, WE TALKED ABOUT HAVING IT ROLLED OUT PARTIALLY, AND I TOLD Y'ALL, WE DIDN'T WANT A LAYAWAY PLAN, WE WANTED A FULL PLAN.

SO THANK YOU THAT WE DIDN'T HAVE TO PUT IT ON LAYAWAY.

[03:00:02]

A FOLLOW UP TO THEM SO.

OUR TEACHER SALARIES, WE TALKED ABOUT 22-23, ET CETERA.

WILL THIS BE DETERMINED ON YEARS OF EXPERIENCE IN ORDER FOR THEM TO START AT SOME OF THESE LEVELS? MR. GRANT-SKINNER STEPS.

YES, EACH OF THE STEPS THAT YOU SEE IN THE TEACHER SALARY SCALE IS BASED ON THE NUMBER OF PRIOR YEARS OF TEACHING EXPERIENCE, AND SINCE I HAVE THE OPPORTUNITY, I'LL JUST NAME TWO THINGS. SO WHAT YOU SEE THAT WE ARE SEEKING TO ADDRESS HERE IS THAT THERE ARE PARTICULAR YEARS OF TEACHER TEACHING EXPERIENCE WHERE WE ARE MORE BELOW OUR NEIGHBORS.

SO IN PARTICULAR, PEOPLE WITH THREE, FOUR, OR FIVE, SIX, SEVEN YEARS OF EXPERIENCE IN OUR IN OUR CURRENT TEACHER SALARY SCHEDULE, THAT IS WHERE WE ARE MOST BEHIND OUR COMPETITORS.

SO WHAT YOU SEE IS THAT WE HAVE BUILT OUT A THREE YEAR TEACHER SALARY PLAN THAT ADDRESSES THAT BY ENSURING THAT WE ARE MORE COMPETITIVE AT THAT LEVEL, AND TRUSTEE SANTOS EARLIER ASKED THE QUESTION THAT I CAN ANSWER HERE, WHICH IS ABOUT WHERE THIS GETS US TO.

SO YOU SEE THAT THE MINIMUM TEACHER SALARY IN SCHOOL YEAR 24-25 WILL BE $64,000, AND THAT IS FIVE PERCENT MORE THAN THE CURRENT MAXIMUM OF OUR NEIGHBORS.

SO WE KNOW THAT WE'RE COMPETING WITH A MOVING TARGET, RIGHT? LIKE WE'RE SEEKING TO ADDRESS COMPENSATION.

SO IS EVERYONE ELSE.

SO WE CAN'T SAY WHERE THIS WILL LEAVE US IN THREE YEARS EXACTLY, AND YET WE'VE BUILT IT OUT SO THAT IT PUTS US SEVERAL PERCENTAGE POINTS AHEAD OF WHO'S LEADING RIGHT NOW.

OKAY, EXCELLENT. WHAT IS THE CONSIDERATION GIVEN TO FOR CTE PROGRAMS? WE TALKED ABOUT THIS IN PREVIOUS MEETINGS.

ARE YOU ALL WORKING WITH METRO OR IN THE COMMUNITIES IN SOME OF THESE COMMUNITIES? METRO RAIL, THE BUSSES, UNION PACIFIC, THE SHIP CHANNEL, ALL OF WHICH IS LOCATED IN [BELL] IMMEDIATE AREAS OF SOME OF THESE SCHOOLS.

AND I'M IF I'M THE LAST ONE, I'M GOING TO MAKE A MOTION FOR ROUND THREE.

YOU'RE NOT THE LAST ONE BUT YOU CAN MAKE THE MOTION.

DR. BIRD.

SO YES, WE DO WORK WITH AREA BUSINESSES IN TERMS OF INDUSTRY CERTIFICATIONS AND THINGS THAT WE CAN GET YOU A DETAILED INFORMATION.

I CAN GET YOU A DETAILED BRIEF ON THAT.

PLEASE DO. SURE. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. I AM EXCITED TO BE HERE FOR THE MARCH 3RD BUDGET MEETING, AND I'M NOT GOING TO ASK ANY QUESTIONS, BUT I DO WANT TO SAY THAT I WOULD LIKE TO BE ABLE TO LOOK AT THE PRESENTATION THREE TO FIVE DAYS IN ADVANCE.

SO JUST PUTTING THAT OUT THERE SINCE MARCH IS STILL A FEW WEEKS AWAY.

MY FIRST QUESTION WOULD BE ON THIS TEACHER SALARIES.

IS THIS SET IN STONE OR IS THIS STILL GOING TO BE A MOVING, MOVING TARGET? THESE RIGHT NOW ARE THE RECOMMENDATIONS THAT AFTER ALL THE RESEARCH THAT'S BEEN DONE AND THE COMPENSATION STUDY THAT SANTOS TRUSTEE SANTOS REFERRED TO, THIS IS WHAT WE WE FEEL IS THE SMARTEST RECOMMENDATION AS WE AS WE MOVE DOWN, BUT IS IT SET IN STONE OR CAN IT CHANGE? I MEAN, ANYTHING CAN CHANGE.

OK, QUITE FRANKLY, BUT THIS IS THIS IS WHAT WE FEEL IS THE WAY FORWARD.

OK, I KNOW BROADENING MAGNET CHOICES WAS MENTIONED.

WHAT EXACTLY DOES THAT MEAN AND WHEN WILL THAT PLAN BE OUT? DR. BIRD OR DR.

WATTS, YOU WANT TO TALK A LITTLE BIT ABOUT THE BROADENING MAGNET CHOICES, AND WHAT DOES IT MEAN? SO THE EVALUATION PROCESS IS IS STARTING IMMEDIATELY IN TERMS OF SOLICITING PARENT INPUT AND ACTUALLY GOING OUT SEEING CAMPUSES, TALKING TO STUDENTS, AND THAT TIMELINE WILL CONTINUE THROUGHOUT THE SUMMER INTO EARLY FALL, AND THEN WE'LL BEGIN TO MAKE SOME CHANGES BASED ON THAT INPUT AND FEEDBACK.

OK. IN TERMS OF THE WEIGHTED FORMULA I KNOW THAT YOU MENTIONED THAT IT IS THAT FORMULA ALREADY CREATED OR IS IT IN THE PROCESS OF BEING CREATED? IN THE PROCESS. IT IS IN THE PROCESS.

OK, BUT IT AGAIN, IT WILL BE FOCUSED ON THOSE INDICATORS AS AT RISK INDICATORS.

OK. DO WE HAVE A TIMELINE FOR THAT? WE WILL HAVE THAT CERTAINLY PRIOR TO THE BEFORE THE SPRING BREAK, WHEN WE ROLL OUT THE BUDGETS OF THE PRINCIPALS, AND JUST TO KIND OF REINFORCE TRUSTEE HERNANDEZ IS THIS, OF COURSE, IS THE BEGINNING OF THE DIALOG.

SO YOU ASKED WHETHER SOMETHING CAN CAN CHANGE.

[03:05:04]

WE WANT TO TAKE HEED TO THOSE QUESTIONS AND ENSURE THAT WE FACILITATE THAT DIALOG WITH YOU ALL IN THE MANNER THAT MAKES SENSE.

SO FOR MY FOR THIS, THIS IS TWO THREE YEARS IN, FOR WHAT WE SEE RIGHT HERE.

THIS IS AN ADVANCE. WHAT I'M ASKING IS, ARE THESE NUMBERS SET IN STONE FOR THE NEXT TWO OR THREE YEARS? NOT, NOT NECESSARILY.

I NEED THEM TO CHANGE FOR THIS, LIKE RIGHT NOW, BUT JUST IN THE FUTURE, THE BUDGET PLANNING. IT COULD CHANGE, RIGHT? LET'S SAY ANOTHER SCHOOL DISTRICT GOES FIVE PERCENT MORE THAT, YOU KNOW, AND THEN WE SOMEHOW END UP AT THE BOTTOM AGAIN.

RIGHT? THAT'S WHAT.

YEAH. THESE ARE NOT SET IN STONE.

THEY COULD CHANGE FOR THE NEXT.

THESE THESE ARE JUST THE RECOMMENDED NUMBERS RIGHT NOW.

VERY WELL. COULD THE MARKET COULD CHANGE SIGNIFICANTLY AND WE POTENTIALLY COULD HAVE TO SHIFT ONE WAY OR THE OTHER.

SO, YES, TO ANSWER YOUR QUESTION, THAT VARIABILITY COULD VERY EASILY HAPPEN.

I THINK THE EXPECTATION FOR SEVERAL YEARS IS THAT THERE WAS A RAISE EVERY YEAR AND THAT DIDN'T HAPPEN. SO THERE WAS A CHANGE.

SO I THINK, YOU KNOW, GIVEN THE MARKET, GIVEN THE CONDITIONS, WE'RE ALWAYS SUBJECT TO SOME KIND OF SHIFT CHANGE OR DIFFERENT SCENARIO.

I JUST WANTED TO ENSURE THAT IN THE FUTURE, WE DON'T GET STUCK HERE AND GET STUCK AT THE BOTTOM AGAIN. GOT IT.

GOT IT. I SEE WHAT YOU'RE SAYING.

OK, THANK YOU, AND THEN THIS WHOLE PLAN, WHICH SUBGROUP OF STUDENTS WILL IT AFFECT THE MOST? I THINK FROM A QUALITY STANDPOINT, WHEN YOU TALK ABOUT HIGH QUALITY CURRICULUM, WHEN YOU TALK ABOUT, YOU KNOW, IMPROVING THE IDEA OF PROFESSIONAL DEVELOPMENT, THAT'S AN IMPROVEMENT FOR ALL STUDENTS.

THAT'S MAJOR, BUT WHAT YOU'LL ALSO SEE HERE IS AS WE LOOK AT OUR TRANSFORMATIONAL COHORT, THAT'S AN OPPORTUNITY FOR OUR OUR LOWEST PERFORMING OR HIGHEST NEED STUDENTS TO REALLY SEE SOME, SOME MAJOR SUPPORTS THAT THEY CAN MAKE A MAJOR DIFFERENCE, BUT THERE ARE ELEMENTS OF THIS PLAN THAT WILL IMPROVE.

WE TALKED ABOUT EARLIER WITH DR.

BRADFORD MENTIONED IN TERMS OF THE CUSTOMER EXPERIENCE.

THAT'S AN ALL DISTRICT, ALL STUDENT, ALL FAMILY EXPERIENCE.

SO THERE ARE MANY ELEMENTS THAT ARE FOCUSED ON IMPROVING ALL ELEMENTS OF STUDENTS AT ALL GRADE LEVELS, BUT WE KNOW THAT WE ALSO WANT TO ENSURE THAT THERE ARE GREAT SUPPORTS IN PLACE FOR OUR MOST DISENFRANCHIZED STUDENTS AS WELL.

SO I WOULD SAY ALL STUDENTS WILL WILL HAVE MAJOR IMPACTS HERE.

THANK YOU. MM HMM. DO YOU HAVE A PLAN IN PLACE? I KNOW A LOT OF A LOT OF THINGS ARE BEING CENTRALIZED, IB, UIL, DO YOU HAVE A PLAN IN PLACE TO TRACK SCHOOLS THAT ARE NOT DOING ANYTHING EXTRACURRICULAR AND ARE JUST, YOU KNOW, GOING WITH THE BASELINE? YEAH. DR. BIRD. YEAH, SO WE'LL BE WORKING CLOSELY WITH THE SCHOOL'S OFFICE TO MAKE SURE THAT, YOU KNOW, PRINCIPALS ARE AWARE OF THE THINGS THAT ARE AVAILABLE TO THEM AND MAKE SURE THEY'RE TAKING ONE OF OUR METRICS IS ACTUALLY THE INCREASED PARTICIPATION IN THOSE AREAS THAT WERE FUNDING.

SO WE'LL BE ABLE TO REPORT BACK ON THAT.

OK, MY LAST QUESTION IS HOW ARE PARENTS IN THE COMMUNITY GOING TO BE NOTIFIED OF THESE CHANGES? YEAH.

MR. MOHL. SO THE INTENT AGAIN, THE SUPERINTENDENT HAS MENTIONED THAT THIS IS THE BEGINNING OF A DIALOG AND THAT INCLUDES WHAT THIS BOARD, BUT IT ALSO INCLUDES WITH THE COMMUNITY. THE INTENT IS WE'RE GOING TO ROLL THIS OUT OVER THE NEXT FEW WEEKS LEADING UP TO SPRING BREAK AT A REAL, INTENSE PROCESS, BUT THEN AS WE GO FORWARD PAST SPRING BREAK AND ON INTO NEXT SCHOOL YEAR, WE'LL CONTINUE TO ENGAGE THEM AGAIN, COMMUNITY MEETINGS AND IN THEIR COMMUNITIES AND THEIR LANGUAGES.

THERE WILL BE A WHOLE HOST OF MEETING MAKING EVENTS THAT WE'LL HOLD.

SO THIS IS AN EVER DEVELOPING PLAN THAT WILL SEEK AND WILL QUITE CANDIDLY WE'LL NEED COMMUNITY INPUT THE WHOLE WAY THROUGH SO.

TRUSTEE BAKER.

WELL, THANK YOU SO MUCH.

THAT WAS KIND OF FAST.

MY FIRST QUESTION IS RELATED TO THE TEACHER SALARIES.

I'M GLAD THAT YOU HAVE THAT IN THERE.

TEACHERS DO DESERVE A RAISE.

ON THE PAGE THAT MENTIONS THE SIGNING INCENTIVE, IS THAT JUST A SIGNING BONUS OR IS THAT ADDED TO THE ANNUAL SALARY? MR. GRANT-SKINNER. WHAT YOU SEE ON THE SLIDE IS A ONE ONE TIME PAYMENT FOR TEACHERS TO BE PAID AT THE TIME THEY JOIN HISD AS A AS A NEW TEACHER HERE, ONE TIME.

OK, THAT'S RIGHT, AND ALSO, WELL, SINCE THAT'S THE ONE TIME PAYMENT.

SO TO TRUSTEE HERNANDEZ POINT, OK, YOU GAVE US A DRAFT ON THAT OTHER PAGE OF WHERE WE AT

[03:10:08]

IT IT'S TAKEN A LONG TIME TO GET.

IT SEEMS LIKE TO GET TO THAT POINT ARE YOU STILL CONSIDERING MODIFYING THAT TO BE A HIGHER SALARY BECAUSE, YOU KNOW, CONSIDERING WHERE WE ARE NOW IN TAKING ALL THE WAY TO FISCAL YEAR 2024 TO GET TO $64,000.

THIS IS OUR OUR RECOMMENDATION OF WHERE WE GET WHICH AGAIN IS INFORMED BY THE CURRENT MARKET AND WHAT WE EXPECT.

AS I SAID, THIS WOULD TAKE US FROM NEARLY THE BOTTOM TO SIGNIFICANTLY ABOVE WHAT IS CURRENTLY THE TOP.

BY 2024 OR 2025, AND RELATED TO SOME OF THE INTERESTS OF LIKE USE OF ESSER FUNDS.

ALSO, WHAT I WOULD SAY IS IF YOU HAVE ONLY GIVEN TWO RAISES IN FOUR YEARS OR IF FOUR OTHER CATEGORIES OF EMPLOYEES YOU HAVEN'T GIVEN A RAISE IN SEVEN YEARS, WE CAN'T FIX THAT IMMEDIATELY, ALL AT ONCE IN A WAY THAT IS, YOU KNOW, THAT ALIGNS WITH FISCAL RESOURCES, AND SO WE'RE TAKING THE RIGHT STEPS OVER THE COURSE OF A THREE YEAR PLAN.

OUR HOPE WOULD BE THAT THIS SPRING, WE CAN SAY THIS IS IN FACT WHAT WE'RE COMMITTING TO OVER THE NEXT THREE YEARS.

AND MEANWHILE, GIVEN THAT PARTICULARLY PARTICULARLY FOR TEACHERS, WE'RE LEVERAGING ESSER FUNDS IN THE WAY THAT YOU SAW HERE TO HAVE SOME ADDITIONAL FUNDING IN A WAY THAT I WOULD SAY PROVIDES A BRIDGE TO 2024-2025 WHEN WE'RE AT THE TOP.

OK. YEAH, I KNOW, BECAUSE COMING FROM THE CITY OF HOUSTON, THAT SOUNDS GOOD A RAISE IS COMING YOU KNOW WHAT I MEAN, BECAUSE ANY GOVERNMENT ENTITY, YOU KNOW, ARE NORMALLY THE LOWEST, ESPECIALLY AS COMPARED TO CORPORATE.

MY NEXT QUESTION IS REGARDING REGULAR EMPLOYEES ARE WE PLANNING ON INCREASING THE MINIMUM WAGE KIND OF LIKE THE CITY OF HOUSTON ANNOUNCED YESTERDAY? ARE WE GOING TO CONSIDER ALL OF THOSE WORKERS, JANITORIAL CUSTODIAL WORKERS, THOSE LOWER LEVEL POSITIONS AND GIVING THEM AN INCREASE IN THE MINIMUM? YEAH. AGAIN, OUR THREE YEAR PLAN ADDRESSES EVERY SINGLE EMPLOYEE IN THE DISTRICT WHERE EVERY EMPLOYEE WOULD BE ABLE TO SEE A SALARY OR WAGE INCREASE IN EVERY ONE OF THE NEXT THREE YEARS, AND THIS WHAT WE ALSO TOOK INTO ACCOUNT IS WHAT THE HISTORY HAS BEEN.

SO I SHARED THAT SOME PEOPLE HAVEN'T HAD A RAISE IN SEVEN YEARS.

SOME PEOPLE HAVE HAD TWO RAISES IN THE PAST FOUR YEARS.

ACTUALLY, ONE OF THE ONE OF THE PLACES THAT WHERE WE ARE OUR CURRENT LEADER AMONG SCHOOL DISTRICTS IN THE REGION IS WITH OUR MINIMUM WAGE.

YOU KNOW, THE THROUGH SOME INCREASES, THERE WAS A 40 PERCENT INCREASE ALL AT ONCE FOR OUR MINIMUM WAGE WHEN IT WENT FROM $10 TO $14 AN HOUR.

OUR CURRENT $14 MINIMUM WAGE IS IS A LEADER AMONG ANY ANY DISTRICT AROUND HERE, AND THAT'S WHY WHAT WE HIGHLIGHTED HERE IS LIKE OUR INTERESTS WITH THE MINIMUM WAGE IS MAINTAINING OUR CURRENT STATUS AS A LEADING DISTRICT IN THE REGION.

SO EVERYONE WILL SEE SOME INCREASES AND THOSE INCREASES ARE INFORMED BY WHAT THEY ALREADY HAVE RECEIVED IN RECENT YEARS.

OK, THANK YOU.

MY NEXT QUESTION IS REGARDING THE MAGNET PROGRAMS AND PROGRAMS LIKE WE HAVE, LIKE THE HIGH SCHOOL FOR HEALTH PROFESSIONS AND THE HIGH SCHOOL FOR LAW ENFORCEMENT.

MM HMM. ARE YOU SAYING THAT WE'RE GOING TO EXPAND THAT TO ALL SCHOOLS NOW, SIMILAR PROGRAMS? BECAUSE BACK IN THE DAY WHEN I WAS THERE, YOU KNOW, YOU HAD TO LIVE IN A CERTAIN AREA TO GO TO HSBVA AND--SO YES, WE ARE LOOKING AT EXPANDING THOSE PROGRAMS OR OTHER PROGRAMS BASED ON THE INPUT WE GET FROM FAMILIES.

OK, BASED ON THE INPUT? SO IT COULD BE THE PROGRAMS THAT YOU MENTIONED, BUT IF FAMILIES ARE TELLING US THEY WANT ANOTHER PROGRAM, WE COULD OPT TO DO THAT PROGRAM INSTEAD, BUT THERE WILL BE AN INCREASE IN MAGNET PROGRAMS IN AREAS WHERE THERE ARE NOT PROGRAMS ALREADY BECAUSE YOU'VE ALREADY GOTTEN THAT INPUT, RIGHT? ABSOLUTELY. AND MY LAST QUESTION FOR NOW IS, EXCUSE ME, IT MAY SOUND LIKE A LITTLE FUNNY, A LITTLE BIT. YOU KNOW, I'M A PART TIME COMEDIAN SOMETIMES.

[CHUCKLING] OK, IS THIS A WHAT YOU CONSIDER THIS LIKE A NEW CAR OR USED CAR, THIS PROGRAM OVERALL? I WOULD SAY IT'S EFFICIENT AND A HYBRID AND ENVIRONMENTALLY FRIENDLY.

[03:15:02]

THANK YOU. OK, I'M ROUNDING OUT ROUND TWO MYSELF.

THAT'S OK. SO HOW DOES THIS ADDRESS EQUITY INSTEAD OF EQUALITY? BECAUSE WHAT I SEE IS EVERYBODY GETS THE SAME, AND YOU MENTIONED A WEIGHTED STUDENT FORMULA. WHAT PERCENTAGE OF WHAT A SCHOOL GETS IS BASED ON THE WEIGHTED STUDENT FORMULA AND WHAT PERCENTAGE IS BASED ON EVERYONE GETS THE SAME.

DR. CRUZ, I'M GOING TO HAVE YOU TO TALK A LITTLE BIT ABOUT THE WEIGHTED STUDENT FORMULA.

SO THE STAFFING MODEL IN PARTICULAR, I THINK IT TAKES EQUITY HEADS ON.

AS I INDICATED, FIRST OF ALL, THERE IS AN ISSUE WITH SMALLER SCHOOLS.

I KNOW HISTORICALLY PUT A BAND-AID ON THAT THROUGH OUR SMALL SCHOOL SUBSIDY, BUT WE KNOW THAT SMALLER SCHOOLS DON'T HAVE THE ECONOMIES OF SCALE TO BE ABLE TO COVER THINGS LIKE WE TALKED ABOUT, UIL, ENRICHMENT, THOSE TYPES OF THINGS.

THAT'S WHY THEY DON'T HAVE THEM, AND IT WAS INTERESTING WHEN WE BROUGHT STUDENTS INTO THIS ROOM, THE STUDENTS THEMSELVES, THAT THEY WERE REPRESENTED FROM EVERY HIGH SCHOOL ARTICULATED THAT THEY SAID, BECAUSE I DON'T GO TO ONE OF THE LARGER SCHOOLS, I DON'T GET ACCESS TO THIS, AND SO I THINK THERE'S THAT ECONOMIES OF SCALE COMPONENT TO THIS.

AGAIN, THERE STILL IS THE FLEXIBILITY IN TERMS OF THAT ADDITIONAL FUNDING, WHICH WILL BE WHICH WILL BE ALLOCATED USING A WEIGHTED FUNDING FORMULA TO MAKE SURE THAT THE STUDENTS WITH THE HIGHEST NEED GET MORE MONEY PER STUDENTS, AS THEY CURRENTLY DO.

SO THEY'RE STILL GOING TO BE THAT FLEXIBILITY AND THAT FOCUS ON EQUITY, BUT AT THE END OF THE DAY, IF YOU LOOK AT IT, I MEAN, STUDY AFTER STUDY HAS SHOWN [INAUDIBLE] STUDIES HAVE SHOWN US SCHOOLS THAT SERVE OF HIGHER CONCENTRATIONS OF POVERTY, SCHOOLS THAT HAVE GREATER LEVELS OF NEED OFTEN DON'T HAVE A CHANCE TO GIVE THEIR KIDS THESE CORE EXPERIENCES THAT WE WOULD, OF COURSE, ALL WANT FOR OUR OWN STUDENTS.

SO BY DEFINING THIS BASELINE, THAT'S WHY I INDICATED IT'S NOT A COOKIE CUTTER, EVERYONE'S GETTING THE SAME, RIGHT? BECAUSE THAT WOULD RUN COUNTER TO I THINK TO OUR VALUES, TO YOUR, TO YOUR THE BOARD'S POLICIES AND SO FORTH.

THIS IS ABOUT JUST HAVING A FLOOR, A MINIMUM SET OF EXPECTATIONS FOR ALL STUDENTS, RIGHT? SO THAT AGAIN DOESN'T MATTER WHERE YOU LIVE OR WHAT COMMUNITY YOU'RE GOING TO HAVE THESE THINGS, BUT ON TOP OF THAT, THAT'S WHERE THIS WEIGHTED FUNDING COMES IN.

THAT'S WHERE ADDITIONAL SOURCES OF FUNDING, THINK OF LIKE TITLE FUNDING, ET CETERA, THOSE ARE REALLY BASED ON STUDENT DEMOGRAPHICS, AND THAT'S WHERE THE SCHOOL CAN CUSTOMIZE, ADAPT AND INNOVATE.

BUT RIGHT NOW, WHAT WE SEE IS YOU CAN GO TO ONE SCHOOL OR ANOTHER SCHOOL AND SEE FUNDAMENTAL DIFFERENCES IN TERMS OF THE REALITY STUDENTS EXPERIENCE, AND WE HEARD A LOUD AND CLEAR FROM THE COMMUNITY.

THAT'S WHAT THEY DIDN'T WANT.

THEY WANT TO MAKE SURE THERE'S AT LEAST A BASELINE.

I ALSO WANT TO FLAG WE'RE THE ONLY DISTRICT IN THE STATE OF TEXAS THAT DOESN'T OPERATE THIS WAY AND ONE OF THE FEW IN THE COUNTRY.

I MEAN, WHEN WE WHEN WE DEVELOP THIS MODEL, WE LOOKED AT DALLAS, AUSTIN, SAN ANTONIO.

WE LOOK AT SCHOOL DISTRICTS ACROSS THE COUNTRY, AND YOU KNOW, THE REASON THAT THEY DON'T OPERATE THIS WAY IS BECAUSE OF THE INEQUITIES THAT IT CAUSES THAT WE KNOW WE'VE HAD HISTORICALLY FOR MANY YEARS HERE IN THE DISTRICT.

SO WHAT IS OUR CURRENT AND YOU MIGHT NOT HAVE THE ANSWER TO THIS, AND I WOULD LIKE TO SEE IT ON MARCH 3RD.

WHAT IS OUR CURRENT PER PUPIL ALLOCATION AND WHAT WOULD THE PUA BE IN THE NEW PLAN? AND I WOULD LIKE TO SEE THAT FOR THE LAST 10 YEARS AS WELL.

WE'LL MAKE SURE TO HAVE THAT AVAILABLE.

THANK YOU, AND SO YOU MENTIONED.

YOU KNOW, WE'RE THE ONLY DISTRICT IN THE STATE THAT FUNDS WEIGHTED STUDENT FORMULA, BUT WHAT EVIDENCE DO YOU HAVE THAT THIS MODEL IS WHAT IS GOING TO HELP OUR STUDENTS REACH THEIR GOALS? I THINK WE'VE BEEN AT A STANDSTILL IN REFERENCE TO WHERE WE CURRENTLY ARE, AND UNFORTUNATELY, AND I WANT TO PREFACE THAT THERE ARE SOME, YOU KNOW, SOME SOME SITUATIONS WHERE, YOU KNOW, THIS HAS BEEN A PLUS, BUT WE FEEL LIKE BY CREATING THIS BASELINE EXPERIENCE AND BUILDING ON TOP OF THAT IS THE WAY FORWARD, IT MAKES COMPLETE SENSE. AS A FORMER PRINCIPAL, AS A FORMER PRINCIPAL SUPERVISOR AND SUPERINTENDENT, THIS HAS BEEN PROVIDED THE OPPORTUNITY FOR FULL DISTRICT IMPLEMENTATION TO HAPPEN IN THE MANNER TO PROVIDE, YOU KNOW, GREAT CURRICULUM ON TOP OF WHAT THIS LOOKS LIKE.

I THINK THIS IS, IN MY ESTIMATION, WHAT TRULY MAKES SENSE AND THIS IS ONE OF THE REASONS THAT I LOOKED AT HISD AS AN OPPORTUNITY, QUITE FRANKLY, AS SILLY AS THAT MAY SOUND.

THIS WAS ONE OF THE THINGS THAT JUST MADE SENSE.

OK, I THINK I WOULD LIKE TO GO A LITTLE DEEPER THAN THAT, AND MAYBE THAT'S A FOLLOW UP.

YOU KNOW, SOME DATA AROUND THAT.

I UNDERSTAND IT MAKES SENSE TO YOU, BUT I WOULD LIKE TO SEE EVIDENCE OF HOW THIS ACTUALLY

[03:20:05]

WE CAN PROVIDE THAT AS WELL.

THAT'S I THINK, WHAT'S CRITICAL, AND IN TERMS OF THE TEACHER COMPENSATION, I JUST WANT TO MAKE SURE I UNDERSTAND A PIECE OF IT.

I'M TRYING TO GO BACK. SO THERE'S THE TEACHER, THE PAY SCALE, RIGHT? SO IF I WERE IF I'M A ONE YEAR FIRST YEAR TEACHER OR SECOND YEAR TEACHER, BUT DID I UNDERSTAND CORRECTLY THAT IF I AM A HIGHLY EFFECTIVE TEACHER, THAT I CAN ACTUALLY MOVE MORE QUICKLY THROUGH THAT PAY SCALE? MR. GRANT-SKINNER. SO NOT EXACTLY, THE SALARY SCALES THAT YOU SEE HERE WOULD CONTINUE TO BASE MOVEMENT ON A YEAR OF EFFECTIVE PERFORMANCE.

SO, YOU KNOW, TO LOOK AT THE EXAMPLE, IF YOU ARE CURRENTLY A FIRST YEAR TEACHER, THAT MEANS YOU ARE ON STEP ZERO AND YOUR CURRENT SALARY IS FIFTY SIX THOUSAND EIGHT SIXTY NINE . UNDER THIS PLAN, ASSUMING THAT PERSON AT LEAST MINIMUM PERFORMANCE EXPECTATIONS THIS YEAR, THEY WOULD MOVE A STEP NEXT YEAR SO THEY WOULD MOVE TO STEP ONE IN 2022, SO THEIR SALARY WOULD BE SIXTY THOUSAND DOLLARS.

SO MY REFERENCE TO AN AUTOMATIC PAY INCREASE WITH A RELATIONSHIP TO EFFECTIVENESS WAS SAYING THAT YOU HAVE TO MEET MINIMUM EXPECTATIONS TO EARN THAT STEP INCREASE, BUT OTHERWISE IF YOU'RE BEYOND THAT PERFORMANCE, IT DOESN'T MOVE YOU FASTER ALONG THIS SCHEDULE, AND WE HAVE PLANS IN THE FUTURE TO EXPLORE THE TEACHER INCENTIVE ALLOTMENT AS A WAY TO SUPPLEMENT THE SALARY THAT IS REPRESENTED ON THE SCHEDULE, AND ONE OF THE OTHER THINGS THAT YOU HEARD, AS WELL AS THE OPPORTUNITY CULTURE WORK.

THAT'S OF COURSE, A SMALLER SCALE OF WORK, BUT IT'S ALSO ANOTHER OPPORTUNITY FOR YOUR HIGHEST PERFORMING TEACHERS TO REALLY LOOK AT THE POSSIBILITY OF ENTERING THE REALM OF A OF A SCHOOL THAT MAY HAVE SOME OF THE BIGGEST STRUGGLES AND NOT ONLY TO BUILD STUDENT CAPACITY, BUT TO BUILD ADULT CAPACITY AS WELL BY BEING COMPENSATED AT A HIGHER LEVEL.

AND WHAT DO THOSE INCENTIVES LOOK LIKE, BECAUSE I KNOW WE'VE, YOU KNOW, WITH ACHIEVE 180, WE'VE DONE INCENTIVES LIKE WHAT IS DIFFERENT WITH LURING TEACHERS AND PRINCIPALS, MR. GRANT-SKINNER. YOUR QUESTION IS ABOUT OPPORTUNITY, CULTURE, INCENTIVES.

WELL, THAT AND EVEN, YOU KNOW, THE 24 TRANSFORMATION SCHOOLS, RIGHT? I THINK ON THE SLIDE IT MENTIONED LIKE, OK, THERE'S GOING TO BE INCENTIVES TO GET THE STRONGEST TEACHERS TO TEACH IN THE CAMPUSES OF NEED.

WE'VE DONE THAT ALREADY.

SO WHAT CHANGES? WHAT'S DIFFERENT TO ACTUALLY MAKE SURE THAT HAPPENS? SURE, I'LL START AND TALK ABOUT WITH RESPECT TO OPPORTUNITY CULTURE.

SO THE STIPENDS THAT ARE AVAILABLE ON TOP OF SOMEONE'S SALARY IN THOSE CASES ARE TIED TO TAKING ON DIFFERENT ROLE AND ADDITIONAL RESPONSIBILITY WHERE YOU'RE PROVIDING SUPPORT TO MORE STUDENTS, EITHER DIRECTLY OR INDIRECTLY THROUGH COACHING OF OTHER TEACHERS IN YOUR SCHOOL, AND IT CREATES THE OPPORTUNITY FOR A REALLY STRONG TEACHER TO SIGNIFICANTLY INCREASE THEIR SALARY WHILE STAYING IN A ROLE IN THE SCHOOL SO THEY DON'T NEED TO GO DOWN AN ADMINISTRATOR PATHWAY IF THAT'S NOT WHAT THEY'RE LOOKING FOR.

JUST BECAUSE IT GIVES THEM AN OPPORTUNITY TO EARN MORE, IT DOESN'T TAKE THEM OUT OF THE CLASSROOM OR OUT OF THE SCHOOL.

IT KEEPS THESE GREAT TEACHERS DIRECTLY CONNECTED TO STUDENTS WHILE GIVING THEM AN OPPORTUNITY TO SIGNIFICANTLY INCREASE THEIR TOTAL PAY, AND I KNOW THAT THE TEAMS ARE, AS WE'RE PLANNING FOR THE PILOT WITH 15 SCHOOLS NEXT YEAR.

THE TEAMS ARE WORKING RIGHT NOW TO FIGURE OUT EXACTLY WHAT THEIR STIPENDS WOULD BE, AND TYPICALLY IN OTHER PLACES THAT HAVE HAD OPPORTUNITY CULTURE INITIATIVES, WE'RE TALKING 12 OR 15 OR $18000 A YEAR FOR THOSE REALLY STRONG TEACHERS WHO TAKE ON THAT ADDITIONAL RESPONSIBILITY. DR.

WATTS, YOU WANT TO TALK ABOUT THE TRANSFORMATION COHORT? YEAH, I'LL ADD TO THE OPPORTUNITY CULTURE.

THOSE WILL ALSO START IN THE TRANSFORMATION SCHOOLS, AND ONE OF THE COMPONENTS OF THAT JEREMY DIDN'T MENTION THAT I WANT TO HIGHLIGHT IS THAT THOSE ARE ALSO TIED TO ACCOUNTABILITY. SO THOSE PEOPLE WHO ARE TAKING ON THE OPPORTUNITY TO SUPPORT THEIR PEERS AND STILL BE TIED TO STUDENT OUTCOMES, THAT ADDITIONAL COMPENSATION ONLY COMES WHEN THERE ARE OUTCOMES TO SUPPORT YOUR EFFECTIVENESS IN THOSE ROLES, AND SO THAT IS VERY DIFFERENT THAN WHAT'S BEEN DONE IN THE PAST.

I AM ONLY COMMITTING IN THE TRANSFORMATION SCHOOLS THIS YEAR TO DO A RETENTION AND A RECRUITING BONUS BECAUSE YOU ALL HAVE ASKED A LOT ABOUT SUSTAINABILITY.

[03:25:01]

SO WE CAN'T ALWAYS DEPEND ON A MONETARY RESOURCE.

WE HAVE TO CREATE THE CULTURE, THE SUPPORT, THE MISSION ALIGNMENT WITHIN A SCHOOL TO LURE AND RETAIN TEACHERS.

IT CAN'T ALWAYS BE ABOUT MONEY, AND MANY TEACHERS THAT HAVE BEEN IN THOSE ENVIRONMENTS WILL TELL YOU THAT MONEY AFTER A WHILE IS JUST NOT ENOUGH.

SO WE HAVE TO DO SOME OTHER THINGS TO MAKE SURE WE RETAIN AND RECRUIT STAFF.

THANK YOU, AND I THINK WHAT BOTH OF YOU ALL SHARED IS REALLY IMPORTANT.

YOU ALSO HAD MENTIONED EARLIER IN THE PORTION THAT YOU SHARED ABOUT.

I DON'T THINK YOU USE THE WORD PIPELINE, BUT, YOU KNOW, KIND OF LIKE A WHOLE TEAM, RIGHT? SO WHEN THE PERSON LEAVES, I MEAN, I'VE SEEN THAT IN THE LAST FEW YEARS IN HISD, IT'S LIKE WE GET THE SCHOOL OUT OF IR AND THEN IT JUST IT'S JUST THIS CYCLE, RIGHT? INSTEAD OF HOW CAN WE ACTUALLY GET THE SCHOOL TO EXCELLENCE? WHAT DOES THAT LOOK LIKE? SO IT WILL LOOK LIKE SUPPORTING A CADRE OF PEOPLE, TIER TWO LEADERS, OUR OPPORTUNITY CULTURE LEADERS AT A SCHOOL SO THAT WHEN A LEADER LEAVES, WE DON'T ALWAYS HAVE TO LOOK EXTERNAL TO THE SCHOOL TO BRING IN A NEW LEADER.

YOU COULD ACTUALLY PULL UP AN ASSISTANT PRINCIPAL THAT'S ALREADY BEEN AT THE SCHOOL, UNDERSTANDS THE CULTURE, THE SYSTEMS THAT ARE OPERATIONAL AND CAN CONTINUE THOSE THINGS.

IT WILL ALSO INCLUDE FOR SOME OF OUR SCHOOLS, BOOTS ON THE GROUND PARTNERSHIP WITH A THIRD PARTY THAT'S THERE, THAT IS EVEN FURTHER AND MORE QUICKLY ADVANCING LEADERSHIP CAPACITY AT THAT SCHOOL SO THAT WE HAVE THIS PIPELINE STRATEGY THAT'S BUILT UP AND WE DON'T HAVE TO GO OUT AND SEARCH FOR THE NEXT LEADER, WHICH IS WHY I DON'T LIKE THE WORD TURNAROUND BECAUSE IT JUST IT IS EXACTLY WHAT IT SUGGEST AROUND AND AROUND AND AROUND.

THANK YOU FOR THAT. TRUSTEES, IT LOOKS LIKE THERE'S A DESIRE FOR A THIRD ROUND.

IT IS 12:30.

I CAN SEE THAT WE'RE GETTING FIDGETY, SO I WOULD SUGGEST WE TAKE A 10 OR EVEN A 15 MINUTE RECESS, COME BACK FOR A THIRD ROUND AND THEN WE STILL HAVE OUR E-RATE TRAINING.

DOES THAT SEEM OK WITH EVERYONE? YEAH.

OH, SORRY, GO AHEAD, KATHY.

GO AHEAD.

SECOND. WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE HERNANDEZ, PLEASE VOTE FOR THIRD ROUND. EIGHT IN FAVOR, ZERO AGAINST ZERO ABSTENTIONS.

THE BOARD WILL TAKE A SHORT RECESS.

[INAUDIBLE] OH, YOU VOTED YES.

OK, SO NINE IN FAVOR, ZERO AGAINST ZERO ABSTENTIONS.

THE BOARD WILL TAKE A SHORT RECESS AND WE'LL BE BACK HERE AT 12:45.

RECONVENED AT 12:46 PM.

TRUSTEES WERE READY FOR A THIRD ROUND.

IT LOOKS LIKE THE QUEUE WAS CLEARED, SO PLEASE PUT YOUR NAME BACK IN.

TRUSTEE BLUEFORD-DANIELS.

OK. LET ME GET MYSELF TOGETHER.

I PROBABLY SHOULDN'T HAVE JUMPED IN SO QUICK.

I'M GOING BACK TO SOMETHING I THINK MOST OF US TOUCHED ON, AND I AM A STICKLER SINCE I'VE BEEN HERE. I THINK I TALKED ABOUT TIMELINES.

TIMELINES ARE JUST AN ESSENTIAL PART OF MY LIFE, OPERATIONS.

SO AS MY COHORTS HAVE INDICATED AND CHIEF GRANT-SKINNER, I THINK HE'S MOVED UP TO NUMBER ONE SPOT, GLENN, WATCH IT.

[CHUCKLING] WHAT MARKETING STRATEGY WILL BE USED TO PROMOTE NEW PROGRAMS? MAGNET [INAUDIBLE] IB, ETC, AND CAN WE USE THOSE ESSER FUNDS FOR ONE TIME TO DO THAT BIG GRAND PROMOTION TO THE COMMUNITIES? I'LL LET CHIEF MOLL TALK A LITTLE BIT ABOUT KIND OF WHAT THAT STRATEGY MIGHT LOOK LIKE FOR THE FUTURE. SO WE'VE ALREADY STARTED HAVING CONVERSATIONS WITH DR.

WATTS' TEAM AROUND HOW WE MARKET THE PROGRAMS AND THE PRINCIPAL.

SO IT'S DIRECT OUTREACH TO THEM, OBVIOUSLY, AND TRYING TO RECRUIT ALL OF THIS IS TIED IN WITH ONE ANOTHER.

YOU KNOW, ON A RECRUITMENT FRONT, HOW DO WE GET THE MESSAGE OUT? I KNOW IN THE PAST WE'VE DONE BILLBOARDS AND STUFF LIKE THAT, SO WE'RE LOOKING AT EVERY ASSET WE HAVE. WE'RE ALSO ENGAGING MEDIA PARTNERS AND OUR MEDIA PLATFORMS TO HELP MARKET WHAT WE'RE DOING. SO THERE'S A WHOLE HOST OF STRATEGIES, AND I'M HAPPY TO SHARE THEM WITH

[03:30:01]

I REMEMBER HEARING THOSE CONVERSATIONS WHEN I WAS OVER THERE WITH A PLAN SIMILAR TO THIS.

DR. CRUZ.

ARE YOU SPEAKING SPECIFICALLY TOWARDS LIKE BECAUSE JUST WITH MY LIMITED RESEARCH FROM THE STANDPOINT OF MAGNET AND THE GROWTH OF MAGNETS.

SO I WOULD SAY THIS IS DIFFERENT.

DR. CRUZ, IF YOU'D LIKE TO SHARE KIND OF YOUR HISTORICAL PERSPECTIVE.

I'M SORRY. I THINK THE PLAN IS VERY DIFFERENT FROM ANYTHING WE'VE DONE IN THE PAST.

I THINK IT DIFFERS BASED ON BOTH COMPONENTS THAT ARE HERE THINGS THAT WE'VE NOT DONE IN THE PAST, BUT ALSO THE INTENSITY OF SOME OF THE THINGS.

SO, YOU KNOW, WE MAY HAVE, FOR EXAMPLE, YOU KNOW, YEARS AGO HAD A BIG PUSH ON ADVANCED PLACEMENT, BUT AS YOU HEARD DR.

BIRD TALK ABOUT TODAY, YOU KNOW, THE RESOURCES THAT ARE GOING BEHIND IT, THE TEACHER PROFESSIONAL DEVELOPMENT, THE CURRICULUM, WE'VE NEVER REALLY DONE THAT THIS WAY.

SO, AND I ALSO THINK THIS HAS A GREATER EMPHASIS ON EQUITY, PERHAPS THAN WE HAVE IN THE PAST, AND AGAIN, IT'S JUST A TESTAMENT OF THE SUPERINTENDENT'S BOLDNESS AND HIS WILLINGNESS TO LIKE, PUSH US IN THAT DIRECTION REALLY SAY WE GOT TO TACKLE THESE BIG ISSUES THAT HONESTLY, WE'VE BEEN KICKING DOWN THE ROAD FOR PROBABLY A LONG TIME.

EXACTLY, EXACTLY, AND I APPRECIATE THAT, AND YOU KNOW, I WASN'T BEING FACETIOUS IN THAT COMMENT BECAUSE LIKE I SAID, I WAS OVER THERE WHEN SOME OF THESE THINGS WERE TALKED ABOUT, AND I KNOW THAT SOME OF THE PEOPLE HERE WOULDN'T BE NECESSARILY KNOWLEDGEABLE OF THAT, PER SAY.

I JUST REMEMBER HEARING SOME OF THE INFORMATION THAT WAS SHARED WHEN I WAS OUT THERE, AND SO IT MAKES IT MORE VALUE.

I LOVE THE FACT THAT DR.

WATSON TALKED ABOUT THE COMPONENT ABOUT THE TEACHERS SALARIES.

I LOVE THE FACT THAT THERE IS AN OPPORTUNITY FOR THOSE TEACHERS AT LOW PERFORMING SCHOOLS WILL HAVE AN OPPORTUNITY FOR AN INCENTIVE, AND I WANT TO GO BACK TO MY INITIAL POINT.

I STILL BELIEVE IN TRYING TO GIVE SOME INCENTIVE OR REWARD FOR THOSE PEOPLE WHO HAVE ENDURED AND BEEN HERE CONTINUOUSLY FOR THOSE TWENTY TWO MONTHS.

I KNOW THEY'RE GETTING $1200 LATER ON AT THE END OF THE YEAR, BUT I STILL WOULD LOVE TO SEE OPPORTUNITY WHILE WE HAVE SOME ESSER FUND MONEY GLENN, [CHUCKLING] THE MONEY MAN, MAY THE MONEY RESIDE WHERE THE MONEY RESIDES, TO BE ABLE TO GIVE SOME TYPE OF SMALL INCENTIVE. THANK YOU, I SHOULD SAY NOT INCENTIVE, BUT THANK YOU FOR THOSE TEACHERS.

THANK YOU. TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ.

A COUPLE OF QUESTIONS ON AREA SUPERINTENDENTS AND CSOS, DO THEY GET REGULAR TRAINING AS WELL? BECAUSE IT SOUNDS LIKE THAT'S SOMETHING THAT MAY NEED TO BE.

THEY HAVE NOT BEEN.

THAT WAS ONE OF THE FIRST THINGS I HEARD LOUD AND CLEAR WHEN I ARRIVED.

SINCE I HAVE BEEN HERE, THEY HAVE A REGULAR SCOPE AND SEQUENCE, AND I AM RIGHT NOW PROVIDING THE PROFESSIONAL DEVELOPMENT, BUT HOPEFULLY WE'LL BE ABLE TO HAVE SOME SUPPORT AROUND THAT MOVING FORWARD.

OK, THANK YOU VERY MUCH, AND THEN ON ATTRACTING PEOPLE TO OUR SCHOOLS, STUDENTS AS WELL AS TEACHERS, IT'S IMPORTANT THAT WE MAKE SURE WE ADDRESS REPAIRS, AS DR.

ALLEN WAS DISCUSSING AS WELL TO RESPECT OUR SCHOOLS AS WELL.

MY OTHER QUESTION FOR YOU IS I'M CONCERNED ABOUT, FOR EXAMPLE, T.H.

RODGERS AND MOVING THE BLIND AND DEAF PROGRAM OUT OF T.H.

ROGERS, WHICH HAS BEEN THERE FOREVER, AND MY QUESTION IS THIS WILL REQUIRE MORE BUSING AND CONSOLIDATION OF KIDS INTO LESS SCHOOLS.

IS THIS BECAUSE OF FUNDING? IS THIS BECAUSE OF EQUIPMENT? I MEAN, I UNDERSTAND IT HAS TO DO WITH IDEA AND YOU'RE TRYING TO GET THE KIDS.

THE CHILDREN WAS IN CERTAIN POPULATIONS TO BE ABLE TO INTERCHANGE WITH THE OTHER KIDS, FROM THAT PERSPECTIVE, BUT I'M JUST REALLY CONCERNED ABOUT IT, AND THE COMMUNICATION ON THAT HAS BEEN NOT VERY GREAT.

SO THAT'S SOMETHING TO CONSIDER GOING FORWARD THAT, WE'LL PASS THAT TO HER BECAUSE IT CAME OUT OF SPECIAL ED. THANK YOU, DR.

[INAUDIBLE]. YES.

[03:35:01]

WE WILL DEFINITELY BOOST OUR COMMUNICATION, REALLY.

WE WANT TO JUST MAKE SURE THE PARENTS AND THE FAMILIES AND THE STUDENTS WERE WELL-SUPPORTED THROUGHOUT THE PROCESS.

TO YOUR POINT, IT IS BASED ON LIKE THE LEAST RESTRICTIVE ENVIRONMENT AND SO PUTTING STUDENTS CLOSER TO THEIR GENERAL EDUCATION PEERS CLOSE TO THEIR NEIGHBORHOOD SCHOOLS, BUT WE WILL DEFINITELY TAKE IN THAT FEEDBACK AND SHARE MORE COMMUNICATION TO THE BOARD.

THANK YOU, AND MY LAST QUESTION IS ON ESSER FUNDS, BECAUSE IT SEEMS TO BE A CONVERSATION.

WE'RE HAVING A LOT OF ESSER FUNDS HAVE WHAT A TWO YEAR LIFE SPAN? THREE YEARS. THREE YEARS, BUT WE'VE DONE ONE YEAR ALREADY? OK, SO WE'VE GOT TWO YEARS LEFT AND THEN THE QUALIFICATIONS FOR ESSER FUNDS.

I KNOW THEY HAVE BUCKETS THEY GO INTO, RESTRICTIONS, BUT THERE ARE OTHER THINGS THAT GO INTO RECEIVING THEM.

I'D LIKE TO KNOW WHAT THE DISTRICT WANTS TO PROVIDE ON WHAT THAT LOOKS LIKE.

WHAT ARE THE QUALIFICATIONS? AND WE'LL SHARE ADDITIONAL INSIGHT IN REFERENCE TO HOW WE'RE GOING TO INTERTWINE THE AND ACCOMPLISH A GOAL OF THIS STRATEGIC PLAN FINANCIALLY ON THE ON THE THIRD.

WE FEEL LIKE WE HAVE A SOLID HANDLE ON THE DIFFERENT BUCKETS AND WHAT THEY LEGALLY NEED TO BE FOCUSED ON AND WHAT WE CAN DO TO SUPPORT THIS SPECIFIC STRATEGIC PLAN.

TRUSTEE BAKER.

YES. FIRST QUESTION, HOW MANY MINUTES DO I HAVE? ONE? TWO.

OK, MY FIRST QUESTION IS WHAT DO YOU MEAN BY RE-IMAGINED PARENT FAMILY EXPERIENCE? SO WE HAD WE HAD TO SPECIFICALLY, AND MAX, YOU'RE MORE THAN WELCOME TO JUMP IN.

MR. MOLL, BUT WE HAD TO COMPLETELY RETHINK REIMAGINE WHAT WE HEARD FROM OUR PARENTS, FIRST OF ALL, AND THE START OF THAT WAS JUST LISTENING AND UNDERSTANDING WHERE THE ISSUES THE BARRIERS WERE, AND ONCE WE HEARD WHERE THOSE BARRIERS AND ISSUES WERE, WE HAD TO REDESIGN AND REIMAGINE WHAT THAT WAS GOING TO LOOK LIKE [INAUDIBLE] TO ENSURE THAT WE MET THE SPECIFIC NEEDS THAT WE KNOW THAT ARE NOT BEING FOCUSED AND ACCOMPLISHED RIGHT NOW.

MR. MOLL, ANYTHING ELSE? NO, I THINK THE SUPERINTENDENT'S RIGHT.

WHEN WE TALK ABOUT REIMAGINING THE WAY WE ENGAGE WITH FAMILIES, IT'S TYPICALLY COMPLAINTS COME IN AT A CAMPUS LEVEL.

THE REAL IDEAL WOULD BE TO MAKE SURE THEY DON'T LEAVE THAT CAMPUS, THAT THEY GET ADDRESSED THERE. THERE'S AN INFRASTRUCTURE OF SYSTEMS AND PROCESSES THAT NEED TO BE PUT IN PLACE. WE'RE ALSO RE-EMPHASIZING THE IMPORTANCE IN WHICH WE COMMUNICATE OUTWARDLY OUR FAMILY COMMUNITY ENGAGEMENT STRATEGY.

PART OF THAT IS INCLUDING THE INFORMATION CENTER IN THAT DEPARTMENT, IT'S RETOOLING OUR PARENT CENTER AND ALL OF OUR APPARATUSES TO BE CUSTOMER SERVICE FOCUSED.

I THINK THIS IS A CUSTOMER SERVICE FUNCTION, AND SO IT'S JUST IT'S REALLY REFOCUSING HOW WE APPROACH FAMILIES AND HOW WE GIVE THEM THE INFORMATION THEY NEED.

OK, MY NEXT QUESTION IS UNDER THE CORE VALUES WE MENTIONED RESTORING TRUST, AND MY QUESTION IS IN REGARDS TO SOMETHING THAT WAS MENTIONED EARLIER, DEALS WITH INTERNAL TRUST. IN LISTENING TO MY COLLEAGUES WITH REGARDS TO PRINCIPALS HAVING A PORTAL, A WAY TO COMMUNICATE ISSUES ON THEIR CAMPUSES, YOU MENTIONED THAT AN SSO WAS ASSIGNED TO EVERY CAMPUS, GET TO TALK TO THEM ONCE A WEEK, BUT IN THE GOING BACK AND FORTH, WHY DON'T WE JUST REEVALUATE THAT? AND I HEARD YOU MENTION SOME PROFESSIONAL DEVELOPMENT TRAINING, REEVALUATE THAT BECAUSE IT SEEMS THAT THERE ARE VOICES YOU KNOW ARE NOT REALLY HEARD THE WAY IT SHOULD BE IN TERMS OF BEING CAMPUS MANAGERS.

IN TERMS OF PRINCIPALS? YEAH, PRINCIPALS, THE ONES THAT ARE COMMUNICATING WITH THE SSOS.

RIGHT, SO SSOS ARE ONE WAY, IT SHOULD BE THE PRIMARY WAY TO COMMUNICATE, BUT OF COURSE, OUR COUNCIL OF 28 PRINCIPALS THAT I TYPICALLY MEET WITH PRINCIPALS KNOW THAT THEY CAN COMMUNICATE WITH THEM AS WELL TO LIFT UP DIFFERENT ISSUES OR THEMES THAT MIGHT BE OCCURRING AS WELL. SO THERE ARE A COUPLE OF DIFFERENT METHODS OF LIFTING UP, BUT THE PRIMARY IS THAT SSO TO ENSURE THAT THOSE DIRECT NEEDS ARE EXECUTED ON AS QUICKLY AS POSSIBLE. OK, THANK YOU, MR. HOUSE, AND MR. HOUSE, BY THE WAY, THIS IS A VERY COMPREHENSIVE PLAN.

THAT'S WHY I ASKED, WAS IT A NEW CAR? [CHUCKLING] YEAH, WE TALKED ABOUT UNDER THE BOARD GOALS, THIRD GRADE READING AT OR ABOVE AND DOING MATH AT OR ABOVE GRADE LEVEL.

[03:40:01]

IT'S IT STARTS WITH SEVERAL OF THE THINGS THAT YOU HEARD TODAY HAVING QUALITY CURRICULUM, HAVING THE SUPPORT FROM, YOU KNOW, WELLNESS SUPPORT TO THE PROFESSIONAL DEVELOPMENT.

ALL OF THOSE THINGS LEAD TOWARDS THIS NORTH STAR OF ENSURING THAT THIRD GRADE STUDENTS ARE PERFORMING ABOVE GRADE LEVEL IN READING AND MATH.

SO ALL OF THE DIFFERENT COMPONENTS THAT YOU HEARD TODAY SHOULD LEAD TOWARDS REALLY EXPEDITING WHAT HAPPENS FROM A PERFORMANCE STANDPOINT WITH OUR STUDENTS.

SO, IT TRULY IS A MULTI-PRONGED APPROACH, AND SEVERAL OF THE SUPPORTS PROBABLY TOO MANY TO NAME WITHOUT GOING BACK THROUGH THE ENTIRE PRESENTATION LEAD TO SUPPORTING STUDENTS AND THEIR OVERALL PERFORMANCE.

OK, THANK YOU. MM-HMM.

TRUSTEE ALLEN.

THANK YOU. WILL THERE BE, I KNOW IT SAID PROFESSIONAL DEVELOPMENT, WILL THERE BE SPED TRAINING FOR ADMINISTRATORS, TEACHERS, ET CETERA, BECAUSE A LOT OF OUR PROBLEMS SEEM TO BE FOR LACK OF KNOWLEDGE OF THE LITTLE BIT POINTS? YES, THERE WILL. DR.

BIRD. YES, DEFINITELY, AND WE'VE ALREADY HAD THE OPPORTUNITY THIS YEAR TO BE ON THE PRINCIPALS REGULAR MEETING AGENDA, JUST PROVIDE UPDATES AND REALLY REFRESHERS THROUGHOUT THE YEAR, BUT WE ARE PLANNING AS PART OF LIKE THE WORKING WITH ACADEMICS AS CURRICULUM IS ROLLED OUT THAT WE'RE REALLY PARTNERING VERY CLOSELY SO THAT TEACHERS AND ADMINISTRATORS ARE REALLY SEEING, NOT JUST THE COMPLIANCE ASPECT, BUT ALSO THE INSTRUCTIONAL COMPONENTS AS WELL SO THAT WE ARE, YOU KNOW, HOLISTICALLY MEETING THE NEEDS OF EVERY STUDENT ON THE CAMPUS. THANK YOU.

ALSO WE'RE TALKING ABOUT QUALITY TEACHERS IN THE CLASSROOM.

OUR ASSOCIATE TEACHERS, I SAW WE JUST HAD THE FAIR AND THEY'RE GOING TO BE PAID $14 AN HOUR. DO WE HAVE PLANS FOR CERTIFIED TEACHERS TO SUBSTITUTES FOR STUDENTS VERSUS GETTING $15 AT MCDONALD'S? THEY'RE $14, AND THEY HAVE TEACHING CERTIFICATES.

FOR WHICH? SUBSTITUTES. GOT IT.

MR. GRANT-SKINNER.

THANK YOU FOR THE QUESTION. WE'RE EXPLORING THIS RIGHT NOW IN TWO WAYS.

SO FIRST, IN WHAT THE RATES SHOULD BE FOR ASSOCIATE TEACHERS WHO HAVE DEGREES AND HAVE TEACHER CERTIFICATION.

SO I ANTICIPATE THAT WE WILL BE LOOKING FOR SOME INCREASE THERE, AND AT THE SAME TIME, WE ARE LOOKING THROUGH THIS PLAN TO ALSO EXPAND THE WAY WE DO SUBSTITUTES IN THE DISTRICT.

EVERYONE ALL ACROSS THE COUNTRY HAS LEARNED THE IMPORTANCE OF SUBSTITUTES MORE THAN EVER, AND WE'RE LOOKING TO LEVERAGE THE FUNDING THAT WE ALREADY SPEND EVERY YEAR ON SUBSTITUTES TO BE MORE EFFICIENT AND EFFECTIVE.

THANK YOU, AND I HEARD CHIEF WATTS SAYING THAT TEACHERS LEAVE FOR OTHER REASONS BESIDES MONEY. ARE YOU GATHERING DATA FROM THOSE TEACHERS TO COVER THE AREAS FOR WHY THEY'RE LEAVING WHEN IT'S, YOU KNOW, TO RETAIN STAFF IS NOT NECESSARILY ALWAYS MONEY? I CAN'T SAY THAT I'VE DONE THAT PERSONALLY BECAUSE I HAVEN'T BEEN HERE A FULL CYCLE YEAR YET. HOWEVER, I'M SURE--WELL, I'M NOT SURE.

IS THAT SOMETHING THAT YOUR DEPARTMENT DOES? AND THEN I WOULD LIKE TO DO THAT MOVING FORWARD AS IT RELATES TO THE TRANSFORMATION OF SCHOOLS. THANK YOU.

WHAT ARE THE SIX SCHOOLS THAT ARE DOING THE CARNEGIE MATH? THEY ARE BIOTECH AT RUSK, FONVILLE, LANIER MIDDLE SCHOOL, MCREYNOLDS MIDDLE SCHOOL, PIN OAK MIDDLE SCHOOL AND [INAUDIBLE].

EXCUSE ME, AS IF THEY REALLY NEED IT.

MOVE ON TO THE NEXT ONE.

OK, THE PROGRAMS THAT WE TALKED ABOUT QUALIFIED EVERY STUDENT, IF YOU COME FROM ONE SCHOOL AND YOU GO TO THE NEXT SCHOOL, YOU SHOULD BE ON THE SAME PAGE.

WHAT ARE WE DOING FOR THOSE GT PROGRAMS? AND IS THERE A WAY THAT WE CAN MAKE SURE THAT THOSE CHILDREN THAT ARE GIFTED AND TALENTED ARE BEING REVIEWED AND SERVICED AND NOT BEING BY BYPASSED? WHAT ARE THEY DOING FOR INDIVIDUALIZED PROGRAMS WHEN THEY GO TO ANOTHER SCHOOL? SO DR.

BRADFORD ACTUALLY COVERS THIS AREA AS WELL.

DR. BRADFORD. YES, THAT'S A GREAT QUESTION, AND I KNOW THE GIFTED AND TALENT TEAM IS PROBABLY VERY EXCITED TO HEAR YOU BRING IT UP.

WE DO HAVE A SMALL BUT MIGHTY DISTRICT, GIFTED AND TALENTED TEAM, AND WE ALSO HAVE A CAMPUS SUPPORT PERSON ON EVERY CAMPUS WHERE THERE ARE GIFTED AND TALENTED STUDENTS, AND SO WE PROVIDE ADDITIONAL RESOURCES.

THERE'S DIFFERENT MODELS WHERE YOU CAN EITHER PUSH IN SUPPORT FOR STUDENTS OR PULL OUT SERVICES FOR STUDENTS.

SO WE DEFINITELY WANT TO HAVE A BASELINE WHERE ALL STUDENTS HAVE RIGOROUS, HIGH QUALITY CURRICULUM, BUT WE ARE DIFFERENTIATING WE FOLLOW THE SAME STANDARDS, BUT WE GO DEEPER

[03:45:04]

OKAY, I JUST WANT TO BE CERTAIN AS TO MAKE SURE THAT ALL CHILDREN ARE CERTIFIED, ACTUALLY MAKE SURE THAT ALL THE KIDS ARE REVIEWED.

OH, DEFINITELY, YES.

A LOT OF KIDS I REMEMBER USED TO COME TO MY SCHOOL WITH NO CERTIFICATION HAD NOT BEEN CERTIFIED AND THEY DEFINITELY ALREADY WERE WHEN THEY GET THERE, AND SO THEY DIDN'T GET IT AT THEIR OTHER SCHOOLS, AND THAT'S DEFINITELY A COMPONENT OF THE PLAN WHEN WE TALK ABOUT JUST STREAMLINING SERVICES AND THE COHORTS ACROSS THE DISTRICT WHERE IT'S NOT AS DIFFERENTIATED FROM ONE CAMPUS TO THE OTHER, THAT THE GIFTED AND TALENTED EXPERIENCE OUR GOAL WITHIN THIS FIVE YEARS IS FOR IT TO BE VERY SIMILAR ACROSS THE DISTRICT, WITH DISTRICTWIDE SUPPORTS BEING PROVIDED INSTEAD OF IT KIND OF RELYING ON THE CAMPUS.

THANK YOU. THIS MORNING I WAS LOOKING AT TELEVISION.

I SAW SOMETHING ABOUT A TENNESSEE MODEL FOR GROWING TEACHERS, CAN YOU CHECK THAT OUT? NEXT QUESTION. WILL THERE BE? [LAUGHTER] I'M TRYING TO GET MY TWO MINUTES--GET A GOOD USE OF MY TWO MINUTES.

OK, WILL THERE BE LIKE A FUNDING BUCKET OR SOMETHING FOR PRINCIPALS WHEN YOU GET TO THIS ESSER MONEY AND YOU HAVE SOME LEFTOVER, SO MAYBE THEY CAN DO LIKE TO APPLY FOR SOME GRANTS FOR THEIR SCHOOL TO GET SOME OF THIS ESSER MONEY THAT MIGHT BE LEFTOVER FOR THAT PARTICULAR YEAR? DR. CRUZ, YOU WANT TO SHARE A LITTLE BIT ABOUT KIND OF WHAT CURRENTLY, SCHOOLS DO HAVE DIFFERENT BUCKETS OF DISCRETIONARY ESSER FUNDS, ONE OF WHICH THE LEAST RESTRICTIVE IS ACTUALLY CALLED INNOVATION FUNDS.

SO THEY CAN REALLY, INITIALLY, IT WAS GOING TO BE A GRANT PROCESS, BUT WE DETERMINED THAT WE WERE JUST GOING TO GIVE IT TO EVERY SCHOOL.

SO THEY HAVE THAT AVAILABLE TO THEM CURRENTLY THAT THEY CAN TAP INTO AND REALLY SPEND ALMOST ON ANY PURPOSE AS LONG AS IT ALIGNS WITHIN THE FEDERAL GRANT REQUIREMENTS.

THANK YOU VERY MUCH. NOW GO BACK TO YOUR ORIGINAL QUESTION AROUND THE TENNESSEE GROW YOUR OWN MODEL THAT WAS ACTUALLY DERIVED IN MY OLD SCHOOL DISTRICT.

[CHUCKLING] [INAUDIBLE] WE WANT TO GO BACK? NO IT'S THE ONE WHERE THE TEACHERS ARE IN THE CLASSROOM WITH ANOTHER TEACHER, BUT THEY GET PAID LIKE AN AIDE AND THEN THEY CAN GO TO SCHOOL AT NIGHT FOR FREE? YEAH, WE WERE THE FIRST IN THE STATE TO MOVE FORWARD WITH THE OPPORTUNITY CULTURE WORK, WHICH IS OK, THANK YOU. TRUSTEE GUIDRY.

SO WITH RESPECT TO THOSE SIX SCHOOLS WITH THE MATH PROGRAM, I'M GOING TO TELL YOU, I'M A LITTLE DISAPPOINTED RIGHT NOW BECAUSE WE TALK ABOUT EQUITY AND EQUALITY ALL THE TIME.

YET WHEN WE GET PROGRAMS THAT YIELD HIGH BENEFIT TO THE STUDENTS IS THE STUDENTS WHO ARE IN THE SCHOOLS THAT'S ALREADY DOING WELL THAT GET AN OPPORTUNITY TO HAVE THESE PROGRAMS AND OUR CHILDREN, THE AFRICAN-AMERICAN AND BROWN CHILDREN DON'T EVEN GET THE OPPORTUNITY.

WHAT I WILL SAY IN DR.

BOARD I'LL LET YOU JUMP IN IS THAT WE'RE MAKING A SHIFT TO ALL SCHOOLS.

THIS IS REALLY JUST A STARTING POINT, AND WE HAVE A CADRE OF SO MANY DIFFERENT THINGS, BUT THE FOCUS AND WHAT I THINK IS EXTREMELY IMPORTANT HERE IS TO KNOW THAT WE'RE STARTING WITH A SMALL GROUP.

IT'S KIND OF OUR PILOT AROUND WHAT THIS LOOKS LIKE, BUT THE IDEA IS TO ENSURE THAT WE'RE ALL MOVING IN THE DIRECTION THAT WE NEED TO.

DR. BIRD. SURE, I CAN'T SPEAK TO HOW THESE SCHOOLS ARE CHOSEN, PREDATES MY TIME HERE, BUT I WILL SAY THAT FOR ONGOING, IT WILL BE THE TRANSFORMATION SCHOOLS THAT WILL BE SELECTED , AND THEN WE'RE OPENING UP TO OTHER PRINCIPALS TO VOLUNTEER TO BE IN THIS FIRST YEAR, AS WE SCALE IT UP, BUT WE'LL DO SOME TARGETED MARKETING FOR SCHOOLS THAT WE WANT TO PARTICIPATE IN THE PROGRAM IF THEY DON'T VOLUNTEER ON THEIR OWN, I'LL JUST REINFORCE THAT WAS THAT PREDATED ALL OF US, THE SELECTION OF THOSE SIX SCHOOLS, BUT THE MATH CURRICULUM THAT HE'S REFERRING TO WILL START IN THE TRANSFORMATION SCHOOLS NEXT YEAR.

OK, ON GROWING TALENT, THIS IS LIKE THE VERY FIRST THING IT SAYS, GROW YOUR OWN PROGRAM, AND I'M JUST WONDERING, HOW DOES THAT WORK HAND IN HAND WITH CONSISTENCY WITHIN THE CURRICULUM? SO IF THE TEACHER IS HAVING AN ABILITY TO GROW THEIR OWN PROGRAM UNLESS I'M READING THIS WRONG. YES, I THINK YOU ARE.

THIS IS MORE SO WHEN WE TALK ABOUT GROW YOUR OWN, THE SHORTAGE OF TEACHERS THAT ARE OUT THERE BECAUSE OF THE SHORTAGE OF WHAT WE'RE SEEING IN THE UNIVERSITIES AS WELL, WE FEEL THAT IT'S INCUMBENT UPON US TO START GROWING OUR OWN TEACHERS.

OKAY, GOT YOU.

[03:50:01]

THAT'S NOT WHAT WE SAID! [LAUGHTER] ALL RIGHT, AND THEN ON THE CONVERSATION, I GUESS IN CULTURE RECOGNIZING GREATNESS OTHER THAN THE T-TESS, HOW DO YOU ALL PLAN TO DO THIS? WHAT IS THE MATRIX THAT WE'RE GOING TO DO TO RECOGNIZE GREATNESS? SO I THINK, YOU KNOW, IT STARTS WITH, YOU KNOW, THE OVERALL STUDENT ACHIEVEMENT, YOU KNOW, NOT ONLY THE STAR BUT ADVANCED PLACEMENT COLLEGE ENROLLMENT, PRE-K ENROLLMENT, BUT THERE ARE OTHER METRICS THAT WILL BE LOOKING AT.

DR. BIRD, YOU'RE MORE THAN WELCOME TO SHARE ANY ADDITIONAL METRICS THAT YOU THINK WILL BE IMPORTANT HERE. COULD YOU JUST REPEAT THE FIRST PART OF THE QUESTION? OH, I WAS JUST SAYING ON THE CONVERSATION AND CULTURE SLIDE OF RECOGNIZING GREATNESS, WHAT METRICS OR METRIC DO YOU HAVE OTHER THAN, YOU KNOW, THE T-TESS TO EVALUATE GREATNESS? OH, OK, MISUNDERSTOOD YOUR QUESTION.

DR. WATTS, DO YOUR MIND, OR [LAUGHTER] HE'S GOING TO TIME OUT . [CHUCKLING] THAT'S OKAY. YOU'RE RECOGNIZING A PIECE OF THIS THAT IS LIKE UNDER THIS UMBRELLA, WHICH IS OUR FUTURE INTEREST IN THE TEACHER INCENTIVE ALLOTMENT DEVELOPMENT, RIGHT? THAT'S ONE WAY TO MAKE SURE THAT WE CAN SUPPLEMENT BASE COMPENSATION FOR PEOPLE WHO ARE DOING REALLY WELL IN THEIR ROLE.

BEYOND THAT, WHAT I'LL SAY IS THIS IS A FIVE YEAR PLAN.

WE'RE NAMING THAT AS A STRATEGY.

WE DO NOT HAVE OTHER CURRENT SPECIFIC PLANS OF WHAT THAT LOOKS LIKE.

WE'RE SAYING, WE'RE MAKING A COMMITMENT TO FIND WAYS BEYOND BASE COMPENSATION TO RECOGNIZE AND REWARD STAFF WHO DO REALLY WELL IN THEIR ROLE.

THANK YOU, SIR.

[INAUDIBLE] [LAUGHTER].

TRUSTEE SANTOS. IN REGARDS TO RESOURCE ALLOCATION, WHAT DISTRICTS IN TEXAS OR NATIONALLY WOULD MAKE THIS? WOULD THIS MAKE HISD MOST SIMILAR TO? WE'D BE GLAD TO PROVIDE YOU WITH THE MODELS THAT WE LOOKED AT AND KIND OF WHAT THE SIMILARITIES ARE OUT THERE.

WE CAN PROVIDE THAT TO THE ENTIRE BOARD.

SIMILARLY, WHAT DISTRICTS HAVE SIMILAR INITIATIVES AND SUCCESSES THAT HISD WOULD BE TRYING TO EMULATE, SO NOT NECESSARILY EMULATION BECAUSE THEY'RE GOING TO BE DIFFERENT BITS AND PIECES OF SEVERAL DIFFERENT DISTRICTS THAT ARE OUT THERE.

MORE THAN ANYTHING, THERE ARE BEST PRACTICES THAT ARE GOOD FOR KIDS.

BUT WE DIDN'T LOOK AT ONE PARTICULAR SCHOOL DISTRICT AND SAID, WE WANT TO BE LIKE YOU.

WE WANT TO ASSESS THE NEEDS THAT WE HAVE IN OUR SCHOOL DISTRICT AND DETERMINE EXACTLY WHAT IT IS. AND THERE ARE SOME STRATEGIES HERE THAT YOU'LL SEE IN SEVERAL DIFFERENT SCHOOL DISTRICTS AROUND US.

BUT THERE'S NOT ONE IN PARTICULAR THAT WE MODELED A MAJORITY OF WHAT WE'RE DOING BEHIND.

OK, THANK YOU. AND THIS IS GOING TO BE TO DR.

BIRD. SCHOOL DISTRICTS HAVE [INAUDIBLE] DEBATE OTHER ACADEMIC AND EXTRACURRICULAR PROGRAMS AS THEIR BOARD GOALS AND GOLD PROGRESS MEASURES INCREASED STUDENT OUTCOMES IN AREAS FAR BEYOND STANDARDIZED TESTING IN COLLEGE AND CAREER READINESS.

IS THIS SOMETHING THAT SUPERINTENDENT, THAT THE THAT COULD BE BAKED INTO THE STRATEGIC PLAN? COULD THIS BE A CHALLENGE YOU TAKE ON SEPARATE IN ADDITION TO OUR BOARD GOALS? DR. BIRD. YEAH, ABSOLUTELY.

I AGREE WITH YOU. I THINK THOSE PARTICIPATION IN THOSE PROGRAMS DOES HELP SUPPORT THE FULL ACADEMIC PROGRAM, AND YOU SHOULD SEE STUDENT ACHIEVEMENT INCREASES ACROSS DIFFERENT DISCIPLINES WHEN KIDS ARE PARTICIPATING IN THOSE PROGRAMS. AND DR. WATTS ALSO SAID THE OPPORTUNITY GAP UYL ACADEMICS AND EXTRACURRICULAR ACTIVITIES CAN HELP IT NAVIGATE US OUT OF THIS COVID LANDSLIDE.

GIVING ADDITIONAL CREDIT, COURSE CREDIT FOR PARTICIPATION LIKE THE SPRING SCHOOL, WINTER SCHOOL, AND SO FORTH. THIS IS SOMETHING THAT CAN HELP BUILD ON THAT HATE THAT WORD OPPORTUNITY GAP, BUT THE LEARNING LOSS THAT OUR KIDS HAVE SUFFERED.

SURE. OK, THEN MY NEXT QUESTION IS VIOLENCE IS UP NATIONWIDE, INCLUDING IN SCHOOLS.

WHAT HAS THE DISCIPLINE BEEN FOR HISD IN THE LAST TWO YEARS VERSUS THE LAST FOUR? WHAT SUPPORTS CAN YOU HAVE TO HELP TEACHERS AND PRINCIPALS ON THE GROUND FLOOR AND WHAT SUPPORTS SOCIAL EMOTIONAL SUPPORT ARE WE PUTTING IN PLACE FOR OUR STUDENTS MOVING FORWARD? YEAH, WE DEFINITELY HAVE SEEN.

IT'S BEEN INTERESTING. WHEN THE COVID NUMBERS WERE HIGH, THE DISCIPLINE WAS LOW AS AS WE'VE COME DOWN IN THE COVID NUMBERS, YOU'VE SEEN, YOU KNOW, DISCIPLINE NUMBERS GO UP AS WELL IN TERMS OF KIND OF WHAT THAT LOOKS LIKE IN TERMS OF STRATEGIES MOVING FORWARD.

WE'LL CONTINUE WORKING WITH THE SCHOOLS OFFICE DEPENDING ON WHICH SPECIFIC SCHOOL HAS A NEED. YOU KNOW, WE'LL WORK ON BUILDING PLANS FROM A PROFESSIONAL DEVELOPMENT STANDPOINT

[03:55:01]

DR. WATTS. DR.

ANY ANY ADDITIONAL INSIGHTS IN TERMS OF DISCIPLINE, TRENDS THAT YOU ALL HAVE SEEN SPECIFICALLY. OBVIOUSLY, I THINK YOU GUYS ARE POINTING TO THE TREND THAT WE ALL SEE.

I WILL SAY AS ONE OF THE INITIATIVES AT THE HIGH SCHOOL LEVEL, THEY DO HAVE AN INTERVENTION PLAN AND STRATEGY THAT THEY'RE DEPLOYING.

SO IT'S TAKING SOME OF THE LESSONS LEARNED FROM THAT AND TRANSLATING IT DOWN TO SOME OF THE OTHER LEVELS.

AND THEN IT REALLY IS INDIVIDUAL SCHOOL BY SCHOOL.

BUT I CERTAINLY THINK THE SUPPORT OF WRAPAROUND SPECIALISTS AND COUNSELORS ALSO ARE REMEDY FROM THAT LIKE STUDENTS ACT OUT FOR A REASON.

AND DISCIPLINE IS NOT ALWAYS THE ANSWER, AND WE HAVE TO GET TO THE ROOT CAUSE OF THE PROBLEM AND WE HAVE TO HAVE EXPERTS.

RIGHT, THAT'S WHY I WAS LOOKING FOR THE DATA.

DR. CRUZ, YOU SAID THAT, YOU KNOW, THIS IS GOING TO BE BASED OFF OF A WEIGHTED SCHOOL FORMULA. THE RESOURCES THAT YOU'RE ALLOCATING WILL SIMILARLY WITH COUNSELORS, SOCIAL EMOTIONAL COUNSELORS THAT ARE IN NEED.

LIKE, ARE WE GOING TO LOOK AT THAT DATA AND KNOW WHERE TO PLACE MORE COUNSELORS? SO THAT IS WHAT.

ABSOLUTELY. YOU KNOW. THAT'S WHAT WE'RE DOING.

CONJUNCTION TO WHAT YOU'RE SAYING AND MY QUESTIONS, I HOPE THAT YOU PROVIDE THE RESEARCH THAT YOU'RE USING SO THAT, YOU KNOW, WE KNOW THAT WE'RE PUTTING OUR MONEY WHERE OUR VALUES ARE. OK, SO IT HAS BEEN MY EXPERIENCE AND THIS DR.

BYRD, IT HAS BEEN MY EXPERIENCE THAT TYING OUTCOMES TO PAY CREATES NON COLLABORATIVE DYNAMICS BETWEEN TEACHERS.

IT'S BEEN MY EXPERIENCE.

[INAUDIBLE] WAS A REALLY POORLY EXECUTED MECHANISM THAT HURT OUR DISTRICT FINANCIALLY, AND WE LOST A TON A TON OF HUMAN TALENT.

CAN YOU EXPLAIN HOW THIS IS DIFFERENT IN PARTICULAR TO FOSTER A COLLABORATIVE WORK ENVIRONMENT AND ALSO FUNDING THE T TEST THE TIA THAT YOU ARE THINKING ABOUT USING? SO I WAS THE FIRST I MISSED THE VERY BEGINNING OF YOUR QUESTION, SO YOU'RE JUST ASKING ABOUT THE TEACHER INCENTIVE ALLOTMENT.

RIGHT. VERSUS VERSUS.

SO IT'S MY EXPERIENCE.

I WAS HERE FOR [INAUDIBLE] AND I WAS IN HIGHLY PERFORMING TEACHER, WHATEVER, BUT IT FOSTERED A REALLY HOSTILE WORK ENVIRONMENT BETWEEN TEACHERS BECAUSE WE'RE IN COMPETITION WITH ONE ANOTHER AND WE DIDN'T REALLY COLLABORATE IN OUR PLC'S PROFESSIONAL LEARNING COMMUNITIES, TRUSTEE BLUEFORD-DANIELS.

SO IT WAS [INAUDIBLE] WAS REALLY POORLY EXECUTED.

WE WERE SUED BECAUSE, YOU KNOW WHAT, WHAT Y'ALL ARE THINKING AND BAKING UP? HOW ARE YOU? ARE YOU LEARNING FROM HISD PREVIOUS MISTAKES? AND HOW DO YOU PLAN TO USE A COLLABORATIVE WORK ENVIRONMENT AND ADDITION INTO ADDITIONALLY, HOW WILL YOU BE FUNDING THIS? IT'S DIFFERENT FROM BEFORE.

[INAUDIBLE]. WHAT WE CAN SAY NOW IS WE ARE A YEAR AWAY FROM THE TIME WHEN WE WOULD BE APPLYING FOR THE TEACHER INCENTIVE ALLOTMENT.

IF WE STAY ON TRACK WITH WHAT WAS ANNOUNCED LAST SPRING, WHICH IS TO APPLY FOR THE [INAUDIBLE] COHORT F AND WE WILL USE THIS TIME TO PLAN WELL, WE HAVE NOT PLANNED YET.

WE HAVE NOT WE HAVE NOT MADE ANY DECISIONS ABOUT WHAT THAT SYSTEM WOULD LOOK LIKE FOR THE TEACHER INCENTIVE ALLOTMENT.

WE'VE SIMPLY NAMED THAT WE DON'T WANT TO LOSE ACCESS OR WE DON'T WANT TO.

WE WANT TO MAKE SURE WE ALSO HAVE ACCESS TO THOSE RESOURCES THAT SUPPLEMENT WHAT WE CAN PAY TO OUR TEACHERS AND OTHER STAFF.

AND WHAT YOU HAVE SAID IS IS CERTAINLY TOP OF MIND FOR US.

WE KNOW THAT SOMETHING THAT EITHER WAS SIMILAR OR IS PERCEIVED TO BE VERY SIMILAR HAPPENED IN THE PAST WITH VERY NEGATIVE RESULTS IN SOME OF THE WAYS THAT YOU TALKED ABOUT IN OTHERS. SO IT IS TOP OF MIND TO MAKE SURE THAT WE'RE NOT REVISITING A NEGATIVE EXPERIENCE FROM THE PAST.

THANK YOU. AND I'M GOING TO GIVE YOU EXTRA CREDIT.

MR. GRANT- SKINNER, IF YOU CAN BUILD A HIGHER, A GRAPHIC ORGANIZER WITH THE HIERARCHY OF QUESTIONS THAT WE HAVE TO ASK SO THAT WE ASK THOSE FIRST AND CATEGORIZE IT DIGITALLY, THANK YOU. TRUSTEE DEIGAARD.

THANK YOU. MY FIRST QUESTION, I HEARD EARLIER THAT ONE OF THE REASONS FOR GOING TO THE STAFFING MODEL IS OUR SMALL SCHOOLS HAVING TROUBLE HAVING THE RESOURCES TO SUPPORT EVEN JUST THE BASICS. AND I KNOW WE SPEND A LOT OF MONEY ON SMALL SCHOOL SUBSIDIES.

SO MOVING TO THIS FTE MODEL, WILL THAT MEAN YOU WILL BE REDUCING THIS POSSIBLE SUBSIDIES? YES. ALSO, I KEEP.

[INAUDIBLE] ALSO, I KEEP.

DID YOU WANT ELABORATION ON THAT SMALL SCHOOL SUBSIDY? NO. OK.

IF YOU WANT, IF HE WANTS TO, THAT'S FINE.

BUT WHAT I HEARD WAS, NO, THEY'RE NOT GOING TO CONTINUE THIS POSSIBLE SUBSIDY FOR THE

[04:00:05]

CORRECT. [INAUDIBLE] OKAY, MY NEXT QUESTION HAS TO DO WITH I KEEP HEARING THAT THERE ARE ALL THESE OTHER DISTRICTS THAT DON'T USE A WEIGHTED FOR PUPIL ALLOCATION MODEL.

I HAVE A LIST OF IN D.C.

JUST MOVED TO A POINT OF PER PUPIL ALLOCATION MODEL RECENTLY.

I MEAN, ATLANTA, BALTIMORE, BOSTON, CHICAGO, CINCINNATI, [INAUDIBLE], D.C., DENVER, L.A., SAN FRANCISCO, NEW YORK CITY.

AND THEY'RE DOING IT BECAUSE THEY BELIEVE THAT IT IS MORE EQUITABLE.

WHAT IS OUR REASON FOR STARTING TO PULL BACK FROM SOMETHING THAT LARGE URBAN DISTRICTS IN THE UNITED STATES ARE MOVING TOWARDS? AND SPECIFICALLY, WHEN YOU ASK PULL BACK ON WHAT SPECIFICALLY? WEIGHTED STUDENT FORMULAS.

ACTUALLY MOVING FROM A WEIGHTED PER PUPIL MODEL TO A [INAUDIBLE].

WE FEEL AGAIN THE BASIC EXPERIENCE IS REALLY ALL OVER THE BOARD, QUITE FRANKLY, AND WE FEEL LIKE THIS IS A WAY TO TO REALLY REIN IN THAT, THAT BASIC EXPERIENCE THAT'S NEEDED.

SO YOU NAMED, YOU KNOW, QUITE A FEW DIFFERENT SCHOOL DISTRICTS AND WE ACTUALLY HAVE, YOU KNOW, PEOPLE IN THE ROOM THAT HAVE WORKED IN A COUPLE OF DISTRICTS IN L.A.

AND BALTIMORE AS WELL.

SO WE'D BE GLAD TO TO SHARE SOME OF THE INSIGHTS AROUND, YOU KNOW, WHAT THEY'RE DOING, MAYBE IN L.A. THAT WE'RE OF COURSE CHIEF.

CHIEF SHAWN BIRD HAS WORKED IN BALTIMORE, WHERE, OF COURSE, CHIEF GRANT-SKINNER HAS WORKED AS WELL. AND DR.

BIRD, WOULD YOU LIKE TO JUMP IN AND.

SO WHEN I WORKED IN L.A.

SEVERAL YEARS AGO, BUT WHEN I DID WORK THERE, THERE IS SOME DECENTRALIZATION, BUT THERE ARE THINGS THAT ARE CENTRALIZED.

CURRICULUM IS CENTRALIZED.

THERE ARE BASE POSITIONS.

YOU CANNOT, FOR EXAMPLE, SAY, I DON'T WANT A NURSE AND I DON'T WANT A LIBRARIAN AS A PRINCIPAL, YOU HAVE TO.

THERE ARE CERTAIN POSITIONS THAT ARE NON-NEGOTIABLE AND YOU HAVE TO HAVE SO THAT THERE IS NOT INEQUITY AMONG CAMPUSES FOR BASIC SERVICES, FOR STUDENTS.

SO I WORKED IN I WORKED IN PHILADELPHIA, ALSO SIMILAR MODEL.

BUT THERE ARE DEFINITELY GUARDRAILS IN PLACE THAT YOU CANNOT YOU CANNOT VIOLATE AS PRINCIPLE. MR. GRANT SKINNER. THANKS, BALTIMORE.

BALTIMORE CITY IS A DISTRICT THAT IMPLEMENTED A LIST WEIGHTED STUDENT FUNDING FORMULA, I THINK ALMOST 15 YEARS AGO, MORE THAN 10 YEARS AGO, AND I WAS THERE FOR THE LAST FOUR AND A HALF YEARS DURING A TIME WHEN WE WERE TAKING STEPS TO SCALE BACK SOME OF WHAT THAT LOOKED LIKE BECAUSE IT DID LOOK LIKE UNRESTRAINED AUTONOMY AT THE SCHOOL LEVEL THAT WAS NOT SERVING STUDENTS.

WHAT WHAT I WOULD SAY TO MAKE A COMPARISON TO WHAT IT IS TODAY THERE VERSUS WHAT WE ARE WORKING TO DO HERE IS THE WAY THAT HAS EVOLVED OVER TIME IS IT IS A PER PUPIL FUNDING FORMULA TO SCHOOLS.

AND THEN EACH SCHOOL EVERY YEAR HAS TO MEET A LONG LIST OF REQUIREMENTS IN TERMS OF THE BASELINE STAFFING THAT THEY PROVIDE.

I THINK THIS IS A MORE HONEST WAY TO APPROACH THIS, TO SAY WE'RE GOING TO TELL YOU THE THINGS THAT YOU NEED AND GIVE THEM TO YOU INSTEAD OF GIVING YOU FUNDING.

AND THEN 90 PERCENT OF THAT FUNDING IS TIED TO SPECIFIC POSITIONS FROM THE START ANYWAY.

THIS IS A WAY OF SAYING WE WANT TO MAKE SURE FROM THE START THAT EVERYONE HAS THAT BASELINE. AND THEN IF YOU'RE GOING TO BE TO THE EXTENT YOU CAN GO BEYOND THAT BASELINE, YOU'LL DO SO THERE WITH WEIGHTED FUNDING, WITH FUNDING THROUGH A WEIGHTED FUNDING FORMULA. I VERY MUCH APPRECIATE THAT INSIGHT.

THANK YOU. SO.

ARE PRINCIPLES THAT I HAVE THE AUTONOMY TO MAKE THE HIRES OR WERE THEY BE HIRED CENTRALLY AND DEPLOYED TO THE CAMPUSES? IS THERE A SPECIFIC POSITION THAT YOU'RE THINKING ABOUT? ANY OF THESE THINGS THAT YOU'RE ASSIGNING TO CAMPUSES? SO LET'S, LET'S SAY, NURSES OR WHATNOT AND WHAT I CAN TELL YOU, I DON'T KNOW THAT THERE'S A SPECIFIC STRATEGY THAT WE'VE FOCUSED ON IN TERMS OF THE HOW.

SO WE'LL HAVE TO GET BACK WITH YOU ON ON THAT.

BUT IT COULD LOOK A LITTLE BIT DIFFERENT FOR DIFFERENT POSITIONS.

BUT FOR NURSES, FOR EXAMPLE, IN MY LAST SCHOOL DISTRICT, WE WE WORKED ON AND ENSURING THAT WE HAD A MODEL THAT INVOLVED OUR NURSE ADMINISTRATION AND WE FOUND OUT WHO THOSE CANDIDATES WERE GOING TO BE.

AND THEN WE BROUGHT THE SCHOOLS IN ON WHO THE POOL WAS OF INDIVIDUALS TO ALLOW THEM TO MAKE A CHOICE. SO YOU MAY SEE SOMETHING LIKE THAT.

THERE WILL BE SOME SCHOOL INVOLVEMENT ON DIFFERENT, DIFFERENT POSITIONS.

[04:05:01]

HOW MUCH OF THAT IS PRINCIPLE, DEVELOPMENT, AND SUPPORT.

AND I SAW IN THE PRESENTATIONS [INAUDIBLE] AUTONOMY.

SO CAN YOU SPEAK TO THE CONSISTENCIES OR INCONSISTENCIES OF OUR CURRENT SYSTEM AND HOW YOU'RE GOING TO REMEDY THAT AND HOW YOU'RE GOING TO IMPLEMENT YOUR AUTONOMY? DR. WATTS.

I THINK WE'RE IN THE DEVELOPMENTAL STAGE OF EARNED AUTONOMY, SO WE DON'T HAVE THAT DEFINED AND READY TO ROLL OUT AND SHARE IT AT THIS POINT.

THE CONCEPT FOR NEXT YEAR IS TO PROVIDE THE BASELINE EXPERIENCE AND THEN THE DOLLARS GIVEN OVER AND ABOVE THAT IS REALLY STILL AT THE PRINCIPAL'S DISCRETION.

I THINK THE EARNED AUTONOMY PIECE WILL BE LATER DOWN THE ROAD.

OKAY, THANK YOU.

TRUSTEE BAKER.

THANK YOU. THANK YOU VERY MUCH.

I CAN'T WAIT TO GET RID OF THESE MASKS.

THAT WAS A JOKE. WELL, FIRST QUESTION.

SO THE ROLLOUT OF THIS PROGRAM, IS IT ONLY FOR YOUR PILOT SCHOOLS OR THE WHOLE SCHOOL DISTRICT TO START WITH? SO IT REALLY DEPENDS ON WHAT COMPONENT THAT YOU'RE TALKING ABOUT, THE DIFFERENT COMMITMENTS THAT WE HAVE, THERE ARE CERTAIN COMMITMENTS, AS TRUSTEE GUIDRY TALKED ABOUT EARLIER. THERE'S A CADRE OF SCHOOLS THAT WE'RE FOCUSING ON PARTICULAR CURRICULUM RIGHT NOW, YOU'VE GOT THE TRANSFORMATION COHORT.

SO THERE'S DIFFERENT COMPONENTS OF WHAT THIS LOOKS LIKE THAT WILL BE ROLLING OUT IN SMALL GROUPS. BUT THERE ARE CERTAIN THINGS THAT WILL BE ROLLED OUT DISTRICT WIDE AS WE TALK ABOUT COMPENSATION PLAN, AS WE TALK ABOUT STAFFING PLAN, AS WE TALK ABOUT SOME OF THE OVERALL COMPONENTS OF THE PLAN.

SO SOME WILL BE ROLLED OUT DISTRICT WIDE, AFFECTING ALL SCHOOLS.

SOME WILL BE ROLLED OUT SPECIFICALLY AROUND SCHOOLS FROM A NEEDS BASED STANDPOINT, IF YOU'RE INVOLVED IN THE TRANSFORMATIONAL COHORT.

SO IT JUST KIND OF REALLY DEPENDS, BUT EVERYTHING IS SCHEDULED TO MOVE FORWARD ONE WAY OR THE OTHER. THIS IS GREAT.

THIS IS GREAT. I CAN TELL YOU REALLY TALK TO A LOT OF PEOPLE AND GOT A LOT OF INPUT.

ON YOUR SECURITY PORTION, I REREAD IT.

WHEN YOU TALK ABOUT THE VEGETABLES AND THE WINDOWS.

COULD YOU EXPLAIN A LITTLE BIT MORE ABOUT THAT? YEAH. I'M TALKING ABOUT BULLET PROOF WINDOWS OR STORM PROOFING THE WINDOWS.

GOT IT! MS. PAUL MS. PAUL STILL HERE? OKAY SHE STEPPED BACK. OK.

NO PROBLEM. AND THEN THE ALL IN ONE COMMUNICATIONS CHANNEL FOR THE OFFICE OF ENGAGEMENT, ALL IN ONE COMMUNICATIONS.

WHAT DO YOU MEAN BY THAT? JUST PLEASE, COULD YOU ELABORATE ON THAT A LITTLE BIT? MR. [INAUDIBLE]. ABSOLUTELY.

SO IT'S A TWO PRONGED PROCESS.

I THINK WE HAVE AN OPPORTUNITY TO BE BETTER AT TAKING INFORMATION, ESPECIALLY IF WE'RE TALKING ABOUT, I THINK YOU'RE REFERENCING FAMILY COMMUNITY ENGAGEMENT SPECIFICALLY.

SO WHAT WE ENVISIONED AND WE HAVEN'T FULLY IDEALIZED THIS YET IS A LET'S CALL IT AN APP, A WEBSITE THAT IS MORE STREAMLINED OF HOW WE INTAKE INFORMATION.

OKAY. AND THE SECOND PART OF THAT IS POINTING FAMILIES TO THE RESOURCES THAT WE'RE PROVIDING FROM A COMMUNICATION STANDPOINT.

FOR EXAMPLE, CURRENTLY YOU COULD GO ON OUR WEBSITE AND YOUR FAITH SPECIALIST FOR TRUSTEE DISTRICT IS YOU CAN FIND WHO THEY ARE, HOW TO CONTACT THEM.

BUT I THINK A LOT OF PEOPLE DON'T KNOW THAT'S THERE.

SO AN ALL IN ONE COMMUNICATION CHANNEL WILL COMBINE THESE THINGS AND AGAIN, POINT PEOPLE TO THE RESOURCES THEY HAVE. THAT'S GOOD.

NEXT QUESTION. DOES THIS PLAN INCLUDE USING NEW TEACHING METHODS IN THE CLASSROOM OR TRAINING METHODS? SO WITH WITH NEW CURRICULUM COMES NEW TRAINING.

SO THERE WILL BE TRAINING THAT ALIGNS TO BOTH THE MATH AND EVENTUALLY READING CURRICULUM AS WELL. THERE WILL BE TRAINING, OF COURSE, THAT COMES WITH ALL PROFESSIONAL DEVELOPMENT AS WELL. SO YES, THERE WILL BE RETOOLING THROUGH OUR TRAINING AND PROFESSIONAL DEVELOPMENT THAT GOES ALONG WITH BOTH CURRICULUM AND SOME OF THE PROCESSES AND SYSTEMS THAT GO ALONG WITH OTHER, WHETHER IT BE CTE.

THERE SHOULD BE STRONG TRAINING TO GO ALONG WITH EVERYTHING THAT WE DO.

SO I MEAN, WHAT I'M TALKING ABOUT THE METHODS, THOUGH, LIKE, FOR EXAMPLE, I'VE SEEN RECENTLY SOME TRAINING DONE, LIKE USING VIDEO AND TEACHING AND DIFFERENT METHODS OF GIVING IT TO THE STUDENTS GOT A VERSUS THE CURRICULUM ITSELF.

DR. BIRD. SO IN THE EXAMPLE OF MATH, SO IT IS A CONCEPTUAL BASED FRAMEWORK.

SO THERE WILL BE SOME TRAINING ABOUT HOW TO APPROACH TEACHING MATHEMATICS IN SOME

[04:10:03]

AND YES, SO I THINK THAT THE GOAL I THINK ONE OF THE THINGS WE LEARNED IN THE PANDEMIC IS THAT WE LEARN HOW TO DO THINGS A LITTLE DIFFERENTLY, USE TECHNOLOGY IN DIFFERENT WAYS.

AND SO WE HOPE TO CONTINUE DEVELOPING TEACHERS IN THOSE IN THOSE METHODS AS WELL.

GOOD. AND SO I'M GOING TO FOLLOW UP WHENEVER THE SECURITY GUY COME BACK ON THAT.

AND MY LAST QUESTION WILL BE COMMENT WILL BE WITH ABOUT INCREASED TRANSPARENCY.

I NOTICED THAT YOU HAVE I'M GOING TO MY RADIO VOICE NOW.

I NOTICED THAT YOU HAVE YOU SAID YOU'RE GOING TO HAVE FREQUENT AND CONSISTENT REPORTING TO THE BOARD AND TO THE PUBLIC.

TELL ME MORE ABOUT THAT, PLEASE.

ABSOLUTELY, I THINK THAT THE ANSWER TO THAT IS THAT WE WANT, YOU KNOW, THERE NOT TO BE A ROCK THAT'S UNTURNED IN TERMS OF INFORMATION THAT NEEDS TO BE SHARED NOT ONLY WITH YOU ALL, BUT ALSO OUR COMMUNITY AT LARGE.

SO A BIG PART OF, YOU KNOW, MR. [INAUDIBLE] RESPONSIBILITY IS ENSURING THAT WE DEVELOP THAT ENGAGEMENT WITH OUR COMMUNITY.

AND THERE'S CLEAR LINES OF WHAT THAT NEEDS TO LOOK LIKE, NOT ONLY WITH TRUSTEES BUT ALSO OUR LARGER COMMUNITY AS WELL.

THANK YOU VERY MUCH, AND I'LL JUST RESERVE MY 12 SECONDS FOR WHENEVER SECURITY COME BACK.

THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. SO TO TRUSTEE SANTOS COMMENTS EARLIER, YOU KNOW, I AGREE THAT I'VE WAS VERY POORLY PLANNED OUT, BUT I WANT TO MAKE SURE THAT MY EXPERIENCE AS A TEACHER IS ALSO HEARD IN THIS. MY EXPERIENCE IS THAT THERE WASN'T A COMPETITION BETWEEN TEACHERS.

WHAT HAPPENED WAS THAT PEOPLE JUST, TEACHERS WOULD BE LIKE THAT'S NOT EVEN TOP OF MIND AT ALL, BECAUSE IT DOESN'T MATTER.

IT DOESN'T MEAN ANYTHING.

HOW DO WE ENSURE THAT THIS NEW TEACHER ALLOTMENT IS SOMETHING THAT'S GOING TO BE MEANINGFUL, THAT TEACHERS ARE GOING TO STRIVE TO MAKE SURE THAT THEY'RE HAVING THE BEST TEACHING PRACTICES FOR OUR STUDENTS? YEAH, BUT I THINK IT STARTS WITH COMMUNICATION AND HEARING OF CONCERNS THAT WE'RE OUT THERE BECAUSE PEOPLE WILL ASK THE QUESTION THAT TRUSTEE SANTOS ASKED, YOU KNOW, HOW IS THIS DIFFERENT? AND WE HAVE TO BE ABLE TO TO SHARE.

MR. GRANT SKINNER, YOU WANT TO SHARE A LITTLE, A LITTLE BIT MORE INSIGHT.

THERE HAS BEEN CONSISTENT CONVERSATIONS OVER THE LAST SEVERAL WEEKS AROUND WHAT THIS LOOKS LIKE IN TERMS OF PLANNING EVEN A YEAR OR SO OUT.

SURE, TWO THINGS. FIRST, I WILL SAY OUR WORK OVER THE NEXT YEAR, GETTING TO A POINT WHERE WE WOULD ACTUALLY MAKE AN APPLICATION FOR THE TEACHER INCENTIVE ALLOTMENT WILL CONTINUE TO INCLUDE STAKEHOLDER ENGAGEMENT.

WE HAD STAKEHOLDER ENGAGEMENT TO MAKE THE DECISION TO INFORM OUR DECISION ABOUT OUR TRANSITION T-TESTS AND WILL BE TRANSITIONING SOME OF THAT WORK NOW TO TALK ABOUT WHAT DOES IT LOOK LIKE FOR US TO PLAN THOUGHTFULLY AND WITH INPUT FOR A FUTURE TEACHER INCENTIVE ALLOTMENT APPLICATION? THE SECOND THING I THINK I HAVE SHARED HERE BEFORE IS FROM MY UNDERSTANDING WHEN THE DISTRICT WAS DOING ASPIRE AND HAD [INAUDIBLE], IT WAS ALSO TARGETING THE BENEFITS OF THAT PROGRAM TO A VERY SMALL PERCENTAGE OF TEACHERS, WHICH MEANT THAT IT WOULDN'T HAVE RELEVANCE FOR A LOT OF PEOPLE.

AND WE'RE NOT LOOKING TO SEEK TEACHER INCENTIVE ALLOTMENT FUNDS SO THAT WE CAN REWARD THE TOP ONE PERCENT OF TEACHERS.

WE'RE LOOKING FOR THIS TO BE SOMETHING THAT SUPPORTS A WIDER GROUP OF OUR TEACHERS WHO ARE PERFORMING REALLY WELL EVERY DAY.

SO JUST TO CLARIFY FOR THIS NEXT SCHOOL YEAR, 2022-2023, THERE WILL NOT BE TEACHER INCENTIVE ALLOTMENT IT IS FOR THE YEAR '23-24.

THAT'S CORRECT. THE 2022 NEXT SCHOOL YEAR IS TIME FOR US TO CONTINUE COLLECTING INPUT.

YEAH, DESIGNING WHAT WE WANT TO PUT INTO OUR APPLICATION, WHICH WE WOULD SUBMIT, I THINK IN MARCH OF TWENTY TWENTY THREE.

OK, THANK YOU.

OK, AND I'M LAST THIS ROUND THREE.

I WANTED TO FOLLOW UP ON [INAUDIBLE] AUTONOMY COMMENT AND QUESTION AS WELL.

AND JUST WONDERING IF, LIKE WHAT I'M SEEING IN THIS PRESENTATION IS IT'S ALL OR NOTHING.

AND WE HAVE SCHOOLS THAT YOU KNOW, ARE ARE NOT JUST HIGH FUNCTIONING, BUT HIGH PERFORMING UNDER THE CURRENT FUNDING AND WONDERING IF THERE HAVE BEEN CONVERSATIONS OR YOU ALL HAVE CONSIDERED MAINTAINING THAT AUTONOMY, WHILE, STILL HAVING THE NEW STAFFING MODEL.

DR. CRUZ, YOU WANT TO SHARE A LITTLE ADDITIONAL INSIGHT AROUND KIND OF.

I JUST WANT TO UNDERSCORE WE WE DON'T WE DON'T.

[04:15:04]

LIKE, WE DON'T BELIEVE THAT THAT'S ALIGNED WITH OUR VALUES OF THE BOARD WANTS WHAT THE COMMUNITY WANTS. WE BELIEVE THAT SCHOOLS STILL NEED TO HAVE AUTONOMY AND AGAIN, WE'RE STILL GOING TO DIFFERENTIATE. AND AS DR.

WATTS INDICATED, I THINK WE'RE IN THE PROCESS OF DEVELOPING A FRAMEWORK BECAUSE WE HAVEN'T HAD A FRAMEWORK RIGHT AROUND WHAT [INAUDIBLE] AUTONOMY ACTUALLY MEANS.

WE KNOW IT'S A POLICY, BUT WE'VE NOT ACTUALLY DEFINED WHAT IT LOOKS LIKE OR WHAT IT MEANS. SO WE'RE IN THE PROCESS OF DEFINING THAT.

WE DO BELIEVE THAT IF SCHOOLS ARE DOING WELL, RIGHT, DON'T MICROMANAGE, DON'T GET IN THE WAY, IF GOOD THINGS THAT ARE HAPPENING BECAUSE THE ONLY THING I WOULD SAY IS WE ALSO HAVE TO BE CAUTIOUS WHEN WE SAY SCHOOLS ARE DOING WELL BECAUSE BY SOME MEASURES, SOMETIMES THEY ARE. BUT WHEN YOU DISAGGREGATE THE DATA, YOU'LL SEE THAT CERTAIN POPULATIONS ARE NOT DOING WELL OR YOU'LL SEE THAT ACTUALLY THE SCHOOLS ARE UNDERPERFORMING RELATIVE TO THE STUDENTS ENTRY POINT.

RIGHT. AND WE'VE SEEN THAT, FOR EXAMPLE, WITH ADVANCED PLACEMENT LIKE SOME OF OUR HIGHER PERFORMING SCHOOLS.

WHEN WE LOOK AT THE AP, POTENTIAL DATA SHOULD ACTUALLY BE DOING A LOT BETTER.

SO JUST BECAUSE THEY'RE DOING WELL DOESN'T MEAN THAT THEY THEY'RE PERFORMING AT THE LEVEL THEY SHOULD BE PERFORMING, RIGHT.

SO WE HAVE TO TAKE ALL OF THIS INTO ACCOUNT.

WHEN WE DEVELOP THIS FRAMEWORK, IT'S GOING TO TAKE A PROCESS.

IT'S GOING TO TAKE A WHILE FOR US TO DO THIS.

WE DO WANT SCHOOLS TO HAVE TIERED AUTONOMY.

THAT'S WHY WE PUT IT IN THERE.

WE BELIEVE IN THAT. AND I THINK EVEN TO SOME LEVEL, I MEAN, THE FACT THAT, YOU KNOW, DR.

WATTS HAS THE THE TRANSFORMATION SCHOOLS WE'RE GOING TO TAKE, WE'RE GOING TO HAVE A MORE I DON'T WANT TO SAY PRESCRIPTIVE APPROACH, BUT I KNOW THAT'S NOT TRUE, BUT THEY'RE GOING TO HAVE MORE INTENT, CENTRAL SUPPORTS RIGHT THAN ANOTHER SCHOOL IS MEANS THAT WE'RE ALREADY DOING THAT. THIS IS NOT ABOUT AGAIN TAKING AWAY THE AUTONOMY FROM ALL SCHOOLS.

THIS IS ABOUT JUST HAVING A BASELINE OF CONSISTENCY FOR ALL OF OUR SCHOOLS SO THAT SCHOOLS CAN BUILD. WE CAN BUILD ON AUTONOMY ON TOP OF THAT.

OK, THAT'S REALLY HELPFUL CONTEXT, AND I DO LOOK FORWARD TO SEEING THAT FRAMEWORK, BUT BECAUSE I THINK THAT WE DEFINITELY HAVE BEEN LACKING THAT AND YOU KNOW, I THINK CHIEF GRANT SKINNER, YOU KNOW, THAT ANALOGY HE GAVE, IT'S LIKE YOU NEED TO HAVE AUTONOMY, BUT THERE HAVE TO BE THERE HAS TO BE METRICS AND GUARDRAILS.

SO I THINK THAT'S REALLY IMPORTANT.

SO THANK YOU FOR CONSIDERING THAT A QUESTION ON THE CURRICULUM BECAUSE CURRENTLY WE PRETTY MUCH DO HAVE CENTRALIZED CURRICULUM.

AM I CORRECT? BUT IT'S UP TO SCHOOLS IF THEY USE IT OR NOT? SO WHAT? HOW WILL THIS BE DIFFERENT IF WE'RE PROVIDING THESE HIGH QUALITY, THIS HIGH QUALITY CURRICULUM? BUT HOW ARE WE MEASURING IF IT'S ACTUALLY BEING IMPLEMENTED? THAT WORK? YEAH, THANK YOU FOR THE QUESTION.

SO THAT'S CORRECT. WE DO HAVE THE HUB WHERE WE HAVE ON MY TEAM, PEOPLE WHO WRITE CURRICULUM. IT'S AVAILABLE TO TEACHERS TO USE, BUT THERE ARE WIDELY DIFFERENT MATERIALS AND RESOURCES THAT SCHOOLS EITHER USE OR CHOOSE TO USE OUR CURRICULUM.

THIS WILL BE, AS I MENTIONED EARLIER, KIND OF REFOCUSING THE ACADEMIC DEPARTMENTS SO THAT WE ARE ALL FOCUSED ON THE IMPLEMENTATION OF THIS CURRICULUM ACROSS THE DISTRICT.

AND THAT'S GOING TO MEAN THAT PEOPLE ARE NOT WRITING MATH CURRICULUM ANYMORE.

THEY'RE INSTEAD WORKING WITH SCHOOLS TO IMPLEMENT THE CURRICULUM THAT WE ARE PURCHASING.

SO IT'S JUST SHIFTING RESOURCES TO MAKE SURE THAT WE HAVE FIDELITY OF IMPLEMENTATION.

SO THERE'LL BE MORE CHECKPOINTS MORE SYSTEMS IN PLACE TO ACTUALLY MONITOR, IT SOUNDS LIKE. THAT'S RIGHT. AND MORE PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS, MORE OPPORTUNITIES FOR PEOPLE THAT WORK IN THIS BUILDING TO BE IN SCHOOLS, WORKING SIDE BY SIDE TEACHERS TO DO MODEL LESSONS, TO ASSIST THEM TO, YOU KNOW, COACH THOSE KIND OF THINGS. BUT I WANT TO BE CLEAR, THERE IS AN EXPECTATION VERSUS THE IDEA OF, YOU KNOW, YOU DO WHAT YOU WANT.

THERE'S AN EXPECTATION OF WHAT'S AHEAD.

AND THE SUPPORTS IS, DR.

BIRD INDICATED, SHOULD BE THERE TO COLLABORATE, TO ENHANCE, TO ENSURE THAT WE'RE WORKING HAND IN HAND TO TO MAKE SURE THE IMPLEMENTATION GOES IN THE MANNER THAT IT NEEDS TO.

THANK YOU. WHAT WOULD YOU SAY IS THE MOST INNOVATIVE PIECE OF THIS PLAN? I THINK I THINK YOU GUYS HAVE SWALLOWED A LOT TODAY, AND THERE'S BEEN A LOT OF WORK THAT HAS GONE INTO TO THE PLAN.

I THINK COLLECTIVELY IS WHERE THE SYNERGY AND THE PLAN IS, YOU KNOW, FROM THE WORK THAT YOU GUYS HAVE HEARD ME SAY, SAY SINCE MY SINCE MY INTERVIEW ABOUT OPPORTUNITY, CULTURE, THE WORK THAT YOU KNOW WE WANT TO DO IN THE TRANSFORMATION COHORT, THE COMPENSATION PLAN, ALL OF IT, I BELIEVE, IS TRULY INNOVATIVE.

ALL OF IT IS BOLD.

YOU HEARD ME USE THAT WORD A LOT.

THIS IS A VERY BOLD.

I KNOW YOU ALL WANT TO KNOW ON THE [INAUDIBLE] FOR AS WELL.

SO I TRULY, TRULY BELIEVE THAT COLLECTIVELY, WE HAVE AN INNOVATIVE PLAN.

SO I DON'T LOOK AT ONE PARTICULAR AREA OF THE PLAN AS THE MOST INNOVATIVE.

I THINK COLLECTIVELY, WE'RE DOING THE THINGS THAT ALIGN WITH THE SPECIFIC NEEDS THAT WE HAVE AS A SCHOOL DISTRICT THAT WILL MOVE US DOWN THE ROAD.

[04:20:04]

BUT WE ALSO HAVE TO THINK ABOUT, YOU KNOW, THE IDEA OF TOO MUCH BEING ROLLED OUT AT ONE PARTICULAR TIME AND MAKING SURE THAT THE QUALITY OF WHAT WE DO IS IS A MAJOR PART OF THE IMPLEMENTATION. SO YES, TO ANSWER YOUR QUESTION, THERE WERE OTHER POSSIBILITIES THAT WERE OUT THERE, BUT WE FEEL THESE ARE THE ESSENTIAL PIECES OF THE PUZZLE THAT WE NEED TO TO REALLY GET THINGS GOING WHERE THEY NEED TO GO.

OKAY, I'M GOING TO ASK ONE MORE QUESTION BECAUSE MY TIME WAS RUNNING WHEN HE WAS TALKING.

HOW DID YOU DECIDE THE METRICS FOR EACH OF THESE PILLARS? YEAH. DR.

CRUZ, I'LL LET YOU TALK A LITTLE BIT ABOUT THOSE OVERALL METRICS.

WELL, WE'RE LUCKY TO HAVE DR.

MATNEY IS THE SHORT ANSWER.

WE KNOW, I MEAN, WE AGAIN WE LOOKED AT THE BOARD GOALS AND THAT LOGIC MODEL, AND WE TRY TO FIND SOMETHING WHERE WE FELT, YOU KNOW, THIS ACCOMPLISHES THIS AND IT WILL ACCOMPLISH THIS BOARD GOAL. RIGHT.

SO A LOT OF THOSE METRICS ARE EITHER DIRECTLY ALIGNED OR ACTUALLY PART OF THE CURRENT BOARD MONITORING SYSTEM OR THE PROGRESS MEASURES AND SO FORTH.

OTHERS WERE ONES THAT WE JUST FELT WERE GOING TO BE AND I WANT TO BE CLEAR, THOSE ARE NOT THE ONLY THINGS THAT ARE GOING TO BE TRACKING, BUT THOSE ARE THE THINGS THAT WE IDENTIFIED AS LIKE, THESE ARE THE MOST ESSENTIAL ONES OVER THE WEEKS TO COME.

WE'RE GOING TO CONTINUE TO WORK WITH DR.

MATNEY OFFICE TO REFINE THEM, TO GET THE ACTUAL STARTING DATA TO SET THOSE YOU WHAT THE DATA COLLECTION PROTOCOLS ARE GOING TO BE IF IT'S NOT EXISTING DATA AND SO FORTH.

BUT AGAIN, IT REALLY GOES TO ALIGNMENT TO THE BROADER BOARD GOALS AND MAKING SURE THAT EVERYTHING YOU KNOW LINED UP PROPERLY.

THANK YOU, APPRECIATE THE ANSWERS AND REALLY APPRECIATE, YOU KNOW, ALL THE EFFORT.

I KNOW THIS HAS BEEN A LOT OF TIME IN THE MAKING.

WE AS A BOARD HAVE BEEN VERY ANXIOUS TO TO SEE THESE PIECES OF THE STRATEGIC PLAN.

SO, YOU KNOW, AND IT'S BEEN A LONG CONVERSATION, BUT THANK YOU FOR EVERYONE'S TIME.

TRUSTEES, WE'VE GOT ONE MORE THING.

WE WERE READY TO HEAR FROM TANYA PRIDGEN, INFORMATION AND TECHNOLOGY SENIOR MANAGER, WHO WILL PROVIDE TODAY'S BOARD MEMBER TRAINING AND DISTRICT UPDATE ON E-RATE COMPLIANCE.

AND WHILE SHE'S WALKING UP HERE, SO FOR OUR BUDGET WORKSHOP IN TWO WEEKS, I THINK I'M HEARING FROM TRUSTEES, WE'D LIKE A Q&A.

YOU KNOW, WE CAN SUBMIT QUESTIONS AHEAD OF TIME, JUST THINGS THAT ARE ON OUR MIND AND KIND OF FOLLOW UP FROM THIS.

AND THEN IF WE CAN GET THE PRESENTATION, THOSE SLIDES AT LEAST A DAY IN ADVANCE WOULD BE REALLY HELPFUL FOR US.

WE'LL THINK THROUGH THAT.

WHAT WE DON'T WANT TO DO IS RELEASE INFORMATION WITHOUT CONTEXT.

SOMETIMES THE CONTEXT IS EXTREMELY IMPORTANT.

FOR EXAMPLE, IF THIS WOULD HAVE BEEN RELEASED BEFOREHAND, A LOT OF ASSUMPTIONS COULD HAVE BEEN OUT THERE WITHOUT THE CONTEXT.

SO I SAID, WE'LL TALK, TALK A LITTLE BIT MORE ABOUT WHAT THAT LOOKS LIKE.

THANK YOU. YEAH. AND THANK YOU FOR THE ETHICS AND COMPLIANCE [INAUDIBLE] WAITING SO PATIENTLY. I KNOW IT'S BEEN A LONG DAY.

JUST FY STAFF.

THANK YOU. ABSOLUTELY.

THANK YOU, GUYS. ABOUT 1:30.

[INAUDIBLE] IS HE YOUR FAVORITE NOW? THANK YOU. APPRECIATE THIS.

APPRECIATE IT. HOT FLASHES, FORTY-NINE.

YEAH, I THINK WE.

YEAH. [INAUDIBLE] WHERE GLENN? BYE GLENN. GLENN LEFT ALREADY . BYE GLENN.[INAUDIBLE] ONCE A YEAR . HUH? IT'S ONCE A YEAR.

OKAY. MS. PRIDGEN, THANK YOU SO MUCH FOR YOUR PATIENCE.

GOOD AFTERNOON, LADIES AND GENTLEMEN.

THANK YOU. I DON'T THINK THE MIC IS ON.

SORRY. KIND OF LET'S SEE, YEAH, WE CAN BARELY HEAR YOU.

MAYBE WE CAN GET AN EXTERNAL MIC ON HER.

IT'S HARD TO HEAR. I'LL TRY TO MOVE CLOSER.

OK, YEAH. OKAY, GREAT.

WE'LL DO IT THAT WAY. CERTAINLY IT'S A MATTER FOR YOU.

TAKE MY MASK OFF.

I DON'T SEE QUITE AS LOUD.

SO GOOD AFTERNOON, PRESIDENT CRUZ TRUSTEES, THANK YOU SO MUCH FOR TAKING YOUR TIME FOR

[04:25:03]

I'LL TRY TO MOVE QUICKLY.

I KNOW IT'S BEEN A LONG DAY FOR YOU.

SO WE'LL JUMP RIGHT IN.

ONE OF THE THINGS I'M GOING TO SHARE WITH YOU IS THAT HISD HAS A VERY ROBUST E-RATE PROGRAM IN PLACE.

WE HAVE A LOT OF CHECKS AND BALANCES SO THAT WE ENSURE THAT WE'RE COMPLIANT ALL THE WAY ACROSS THE BOARD.

SO I'M GOING TO BRIEFLY GO THROUGH JUST THE BASICS OF THE E-RATE PROGRAM AND THEN SPEND A LITTLE MORE TIME AS IT RELATES TO HISD.

SO THE WHAT IS THE SCHOOL AND LIBRARIES PROGRAM? IT'S ACTUALLY CALLED THE E-RATE PROGRAM IS WHAT THEY REFER TO IT AS AND THE SCHOOLS AND LIBRARIES E-RATE PROGRAM, WHICH IS UNDER THE ADMINISTRATION OF THE UNIVERSAL SERVICE ADMINISTRATIVE COMPANY, BETTER KNOWN AS USAC.

SO WHEN YOU HEAR US TALK ABOUT USAC, YOU'LL UNDERSTAND THAT THAT'S WHO ACTUALLY TAKES THE ORDERS THAT THE FCC PROVIDES AND ADMINISTERS THOSE.

SO YOU'RE ELIGIBLE APPLICANTS OR YOUR PUBLIC OR PRIVATE SCHOOLS, K-12 LIBRARIES, GROUPS OF SCHOOLS AND LIBRARIES SUCH AS YOUR CONSORTIA, YOUR DISTRICTS, YOUR SYSTEMS WHO CAN APPLY FOR DISCOUNTS FOR ELIGIBLE SERVICES.

YOU'RE ELIGIBLE SERVICES INCLUDE DATA TRANSMISSION SERVICES AND OR INTERNET ACCESS.

INTERNAL CONNECTIONS MANAGED BROADBAND SERVICES IN YOUR BASIC MAINTENANCE OF INTERNAL CONNECTIONS. SO HISD IS ELIGIBLE FOR APPROXIMATELY $30 MILLION OVER THE COURSE OF THE NEXT FOUR YEARS.

YEAH, GREAT NUMBERS, RIGHT? IT CERTAINLY HELPS US OUT.

WE HAVE RECEIVED OVER THREE HUNDRED AND FORTY MILLION SINCE THE INCEPTION.

SO ONE OF THE THINGS I'D LIKE TO SHARE WITH YOU REAL QUICK AS WE'RE THERE AND YOU'RE GOING TO HEAR IT A LITTLE LATER AS WELL.

THERE ARE ORDERS THAT HISD ACTUALLY FALLS UNDER DUE TO THE E-RATE PROGRAM, AND THEY HAVE VARIOUS ORDERS BASED ON THOSE ORDERS.

THOSE ARE THE RULES THAT WERE GIVEN, AND THE CURRENT ORDER WAS ADOPTED IN NOVEMBER OF 2019. SO THAT DETERMINES THE FUNDING.

IT DETERMINES THE NUMBER OF YEARS WHICH TYPICALLY IN ORDERS FOR FIVE YEARS.

RIGHT NOW, WE RECEIVE ONE HUNDRED AND SIXTY SEVEN DOLLARS PER STUDENT OVER THE COURSE OF THOSE FIVE YEARS.

SO FOR THE FIVE YEAR TERM, WHICH STARTED IN 2021 WHEN I SAY 2021, SO THE FUNDING YEAR FOR IT'S A LITTLE DIFFERENT THAN THE FISCAL YEAR THAT WE USE.

SO WE APPLY IN MARCH OF EVERY YEAR, SO MARCH OF 2021, ACTUALLY, THAT TERM IS GOING TO BE JULY ONE OF 2021 THROUGH JUNE 30TH OF 2022.

MS. PRIDGEN I'M SO SORRY.

THAT'S OK. HI, I WAS WONDERING, DO WE HAVE A SOFT COPY OR A HARD COPY OF THIS PRESENTATION? IT'S ON THE SHAREPOINT.

OK, THANK YOU. THANK YOU.

CERTAINLY. SO THAT'S HOW OUR FUNDING COMES ABOUT.

WE HAD A TOTAL OF THIRTY FIVE MILLION THAT STARTED IN 2021 AND GOES THROUGH 2026.

SO WE'VE ALREADY APPLIED FOR 2021, SO WE'VE RECEIVED PART OF THOSE FUNDS.

SO CONGRESS WROTE THE TELECOMMUNICATIONS ACT OF 1996.

IT'S SUPPORTED BY REVENUES OF TELECOM COMPANIES.

PART OF THIS ACT, DIRECTED BY THE FEDERAL COMMUNICATIONS COMMISSION, WHICH IS THE FCC TO ESTABLISH AND OVERSEE THE E-RATE PROGRAM.

THE FCC SETS THE RULES AND POLICIES FOR THE PROGRAM THROUGH ORDERS, WHICH I JUST REFERRED TO EARLIER. USAC ADMINISTERS, THE YOU E-RATE PROGRAM.

THESE ORDERS DETERMINE HOW THE USAC ADMINISTERS THE DAY TO DAY OPERATIONS AT THE E-RATE PROGRAM. USAC DEVELOPS PROCEDURES FOR APPLICANTS AND SERVICE PROVIDERS, SUCH AS HOW TO PROCESS APPLICATIONS AND APPLY FOR REIMBURSEMENT USAC PROCEDURES ARE REVIEWED AND APPROVED ANNUALLY BY THE FCC.

SO WHEN WE TALK ABOUT APPLICATIONS, THAT'S ALL DONE ONLINE, AND I'LL KIND OF GO INTO THAT A LITTLE BIT MORE IN THE PRESENTATION.

SO APPLICATIONS AND COMMITMENTS ARE MADE FOR FUNDING YEARS.

SO THE E-RATE FUND YEAR OF 22, WHICH IS ACTUALLY 2022, WILL BE JULY ONE 2022 THROUGH JUNE 30TH OF 2023.

SO WE WILL APPLY FOR THOSE FUNDS IN MARCH OF THIS YEAR FOR THAT APPLICATION.

CURRENTLY, WE HAVE APPROXIMATELY $30 MILLION REMAINING FOR THE FOUR YEARS AND SO WE PLAN ON SPLITTING THAT UP AS WE LOOK AT THE NEEDS OF THE DISTRICT AND WE'VE KIND OF ALREADY DETERMINED WHAT THOSE NEEDS ARE GOING TO BE OVER THE NEXT FOUR YEARS.

SO YOU HAVE TWO DIFFERENT SERVICE TYPES, YOU HAVE A CATEGORY ONE, AND THAT'S FOR DATA TRANSMISSION SERVICES AND INTERNET ACCESS.

YOUR CATEGORY TWO IS GOING TO BE YOUR INTERNAL CONNECTIONS, YOUR MANAGED BROADBAND SERVICES, YOUR BASIC MAINTENANCE OF INTERNAL CONNECTIONS.

THOSE EACH CATEGORY HAS A DIFFERENT DISCOUNT AND THE DISCOUNTS ARE CALCULATED FOR THE DISTRICT AS A WHOLE, AND THAT'S DEPENDING UPON THREE ELEMENTS.

FIRST ONE IS THE POVERTY LEVEL, AND THAT'S GOING TO BE YOUR CEP, WHICH IS YOUR COMMUNITY ELIGIBILITY PROVISION AND YOUR NATIONAL SCHOOL LUNCH PROGRAM.

SO WE ARE USING THE CEP.

IT BRINGS US UP TO 100 PERCENT OF THE DISCOUNT THAT WE CAN RECEIVE.

[04:30:05]

SO WHETHER IT'S THE CATEGORY ONE OR THE CATEGORY TWO, YOUR DISCOUNTS RANGE FROM 20 TO 90 PERCENT FOR CATEGORY ONE SERVICES, AND YOUR DISCOUNTS RANGE FROM 20 TO 85 PERCENT FOR YOUR CATEGORY TWO SERVICES.

SO THIS SLIDE RIGHT HERE WILL SHOW YOU THAT MATRIX AND WHERE WE FALL.

SO HISD RECEIVES THE HIGHEST DISCOUNT AVAILABLE PER CATEGORY BASED ON THE DETERMINING CRITERIA. HISD POVERTY LEVEL, AS I SAID, WE'RE AT 100 PERCENT BASED UPON THE CEP AND THE NATIONAL SCHOOL LUNCH PROGRAM. OUR STATUS IS URBAN.

SO IN THAT HISD SERVICE TYPE DISCOUNT, WE GET 90 PERCENT FOR C ONE AND EIGHTY FIVE PERCENT FOR C TWO.

SO USAC AND HISD GUIDELINES SURROUNDING THE PROCESS OF REQUESTING GOODS AND SERVICES, WHICH COULD BE ANY TYPE OF SOLICITATION, WHETHER IT'S AN RFP, A COMPETITIVE, ANY TYPE OF COMPETITIVE BIDDING THAT WE WOULD DO.

SO THOSE SOLICITATIONS MUST BE AVAILABLE TO THE PUBLIC FOR A MINIMUM OF 28 DAYS PER USAC RULES. THE E-RATE CODE OF SILENCE COMMENCES UPON THE SOLICITATION.

SO THAT'S ONE OF THE CHANGES IN POLICY, BUT IT COMMENCES UPON SOLICITATION.

THE PRICE FOR ELIGIBLE PRODUCTS AND SERVICES MUST BE THE HIGHEST WEIGHTED CATEGORY.

IT DOESN'T MEAN THAT THAT'S THE SOLE CRITERIA, BUT IN YOUR MATRIX FOR DETERMINING AN AWARDING A VENDOR THAT HAS TO BE THE HIGHEST WEIGHTED CRITERIA.

SO THE CERTIFICATION OF COMPLIANCE WITH CIPA, WHICH IS YOUR CHILDREN'S INTERNET PROTECTION ACT, IS A SPECIFIC REQUIREMENT ON INTERNET SERVICE, EXCUSE ME, INTERNET SAFETY POLICIES AND WHICH IS REQUIRED UPON FILING.

SO THAT CAME BEFORE THE BOARD MANY YEARS AGO, AND IT CARRIES FORWARD WITH US BECAUSE IT WAS A PUBLIC MEETING THAT TOOK PLACE.

SO YOUR APPLICATIONS ARE COMPLETED THROUGH FORMS ACCESSED VIA THE E-RATE PRODUCTIVITY CENTER KNOWN AS EPC.

SO WHAT DOES THAT APPLICATION PROCESS ENTAIL FROM START TO FINISH? SO FOR HISD WE TAKE THIS.

[INAUDIBLE] I'M SORRY.

SO WE TAKE GREAT PRIDE IN ENSURING THAT WE CAPTURE EXACTLY WHAT THE DISTRICT NEEDS ARE.

SO WE LOOK AT EVERY SINGLE CAMPUS IN THE DISTRICT TO DETERMINE WHAT DOES THEIR EQUIPMENT LOOK LIKE. IS IT CLOSE TO END OF LIFE? AND SO WITH THOSE NUMBERS THAT WE DRAW DOWN, WE ACTUALLY WORK WITH THE NETWORKING TEAM.

WE LOOK AT ALL OF THOSE NUMBERS DETERMINE WHAT THOSE NEEDS ARE PER CAMPUS.

THEN WE DO WHAT ARE CALLED SITE SURVEYS.

SO WE HAVE A TEAM THAT ACTUALLY GOES TO EVERY SINGLE SITE AND REVIEWS THE SCHOOL AND VERIFIES THAT THAT EQUIPMENT IS EXACTLY WHAT'S NEEDED.

THEN THERE'S A DESIGN DOCUMENT THAT COMES FROM A VENDOR.

WE REVIEW THAT TO ENSURE IT'S CORRECT.

AND IN EACH STEP, EVERYONE, THERE'S CHECKS AND BALANCES.

THERE'S APPROVALS. THEN WE COME BACK, IS THIS CORRECT? YES, IT IS CORRECT.

ONCE THE DESIGN DOCUMENTS ARE APPROVED, THEN WE GO THROUGH QUOTES, THEN SHOPPING CARTS, ONCE THE QUOTES ARE APPROVED BY EVERYONE INVOLVED.

SO IT'S A RIGOROUS PROCESS THAT EVERYONE GOES THROUGH TO ENSURE THAT ONE, WE'RE SPENDING THE FUNDS FINANCIALLY FISCALLY APPROPRIATE AND THAT WE'RE ENSURING THAT THE DISTRICT IS COVERED. SO AFTER WE ACTUALLY TAKE CARE OF ALL OF THESE, WE DO OUR APPLICATIONS, SUBMIT IT. THEN THERE ARE REVIEWS THAT FOLLOW FROM USAC.

AND SO THEN FOLLOWING THOSE REVIEWS, THEIR DECISIONS ISSUED AS TO APPROVAL OF FUNDING OR THE DENIAL OF FUNDING.

IF THERE IS A DENIAL OF FUNDING, THEN WE ACTUALLY APPEAL.

SO WE'VE NOT HAD THOSE ISSUES, BUT THAT WOULD BE THE PROCESS THAT WOULD HAPPEN IN THAT EVENT. SO CATEGORY ONE SERVICES ACTUALLY BEGIN JULY 1ST OF EVERY YEAR THAT YOUR CATEGORY TWO SERVICES, WHICH ARE GOING TO BE THE DEPLOYMENT OF INFRASTRUCTURE EQUIPMENT, THOSE ARE NOT. THAT PROCESS DOESN'T HAPPEN UNTIL WE RECEIVE APPROVAL FOR FUNDING.

SOMETIMES THAT TAKES A LITTLE LONGER.

YOUR CATEGORY ONE SERVICES ARE ACTUALLY GOING TO BE YOUR THE DARK FIBER THAT WE RELEASE TO ENSURE THAT OUR DISTRICT IS CONNECTED, THE INTERNET CONNECTIVITY.

SO THIS MONTHLY RECURRING CHARGES OR YOUR CATEGORY ONE, THE START JULY ONE GO THROUGH JUNE 30TH. HOWEVER, THE CATEGORY TWO, WE WAIT FOR THE FUNDING BEFORE WE START PURCHASING EQUIPMENT AND DEPLOYING IT TO ENSURE THAT WE ARE RECEIVING THE MAXIMUM BENEFIT FOR HISD.

SO THE E-RATE PROGRAM AUDIT AND CONTROLS ARE IN PLACE FOR ASSET VERIFICATION AND PROJECT COMPLETION. SO WE ACTUALLY GO OUT TO THE VENDOR TO ENSURE THAT THE INFORMATION WE'VE RECEIVED, SUCH AS SERIAL NUMBERS, ASSET TAGS, THAT EVERYTHING MATCHES UP.

THEN WE GO TO THE CAMPUS.

WE'VE VERIFIED THAT THE EQUIPMENT THAT WE VERIFIED AT THE VENDOR IS ACTUALLY THE

[04:35:02]

ONCE IT'S PLACED IN THE SCHOOL, WE HAVE REPORTS THAT WE LOOK AT TO MAKE SURE THAT ALL OF THAT EQUIPMENT IS UP AND RUNNING.

THEN WE PHYSICALLY WALK A SCHOOL TO MAKE SURE AS WELL.

SO AS YOU CAN SEE, DEFINITELY MAKING SURE THAT WE'RE COMPLIANT WITH ALL E-RATE RULES.

IT'S CRITICAL FOR THE FUNDING.

WE'VE DONE VERY WELL IN OUR AUDITS.

SO BUT WE ATTRIBUTE THAT TO MAKING SURE THAT THOSE PROCESSES ARE IN PLACE.

SO IN INVOICING, IT HAS TWO OPTIONS.

THERE'S A BUILD ENTITY APPLICANT REIMBURSEMENT, WHICH IS CALLED A BEAR.

AND SO THAT IS ACTUALLY WHEN HISD PAYS UP FRONT FOR SERVICES SUCH AS OUR CATEGORY ONE, THEY REIMBURSE US FOR THOSE UP TO 90 PERCENT.

AND SO WE ACTUALLY SUBMIT THOSE FOR REIMBURSEMENT.

THEN THERE'S WHAT'S CALLED A SPI.

IT'S A SERVICE PROVIDER INVOICE AND THAT IS ACTUALLY FILED BY THE SERVICE PROVIDER.

AND WITH THAT, THAT'S GOING TO BE OUR CATEGORY TWO CURRENTLY.

IT CAN GO EITHER WAY, DEPENDING ON HOW WE CHOOSE TO PAY IT.

BUT CURRENTLY WE'RE USING THE SPI FOR OUR CATEGORY TWO, AND THAT IS WHERE THE VENDOR ACTUALLY BUILDS THE 85 PERCENT AND HISD IS ONLY RESPONSIBLE FOR 15 PERCENT.

SO AS BOARD MEMBERS AND YOU'RE APPROVING CONTRACTS, THIS IS REALLY IMPORTANT BECAUSE WHAT HAPPENS IS IF WE USE THE BARE METHOD, EVEN THOUGH WE ARE REIMBURSED FOR THOSE FUNDS, ALL OF THOSE PURCHASE ORDERS ARE GOING TO HIT THAT APPROVED SPEND.

SO YOU CAN SEE WHERE THAT CAN BE A LITTLE DECEIVING WHERE WE'RE ONLY ACTUALLY RESPONSIBLE FOR 15 PERCENT.

HOWEVER, IF WE UTILIZE THAT METHOD, THE TOTAL COST GOES AGAINST THAT CONTRACT.

SO. OK.

WELL, LET'S SEE HERE, MAYBE THERE WE GO.

HISD POLICIES THAT ARE RELATED TO THE E-RATE PROGRAM, WE HAVE CAA LOCAL, WHICH WAS REVISED IN NOVEMBER.

THE CHILD APPROVED THAT REVISION CAA TWO REGULATION, WHICH IS CURRENTLY UNDERGOING THE APPROVAL PROCESS FOR THE CHANGES SO THAT IT WILL REFLECT ACCURATELY THE CHANGES THAT YOU'VE APPROVED IN CAA LOCAL.

SO E-RATE PERSONNEL, THESE USED TO BE CALLED EMPLOYEES.

WE'VE GONE TO PERSONNEL BECAUSE THERE WERE SOME QUESTIONS REGARDING THAT IN AN AUDIT.

AND SO ALL DISTRICT OFFICERS, BOARD MEMBERS AND EMPLOYEES EVOLVED INVOLVED IN ANY ASPECT OF THE E-RATE PROGRAM ARE CONSIDERED E-RATE PERSONNEL.

YOUR CONTRACTORS, EXCEPT FOR SERVICE PROVIDERS THAT PROVIDE E-RATE SUPPORTED SERVICES TO THE DISTRICT CONSULTANTS, AGENTS AND OTHER ENTITIES AND INDIVIDUALS INVOLVED ON BEHALF OF THE DISTRICT. WITH THE E-RATE PROGRAM, INCLUDING INDIVIDUALS WHO PREPARE, REVIEW, APPROVE, SIGN OR SUBMIT E-RATE APPLICATIONS OR OTHER FORMS RELATED TO THE E-RATE PROGRAM, OR DETERMINE WHETHER SERVICES ARE ELIGIBLE FOR FUNDING, PREPARE BIDS OR COMMUNICATE OR WORK WITH E-RATE SERVICE PROVIDERS, E-RATE CONSULTANTS OR USAC.

SO WHEN WE TALK ABOUT FUNDING JUST TRANSPARENT AS FAR AS THE PROCESS, ONE OF THE THINGS THAT WE DO IS WE ACTUALLY REQUEST THOSE FUNDS FOR BUDGETING.

THERE'S AN E-RATE ACCOUNT THAT WE HAVE FROM REIMBURSEMENTS THAT HAVE COME BACK IN.

SO WHEN WE NEED MONEY SPECIFIC TO A SCHOOL, WE REQUEST THOSE FUNDS THROUGH BUDGETING.

SO THE OFFICE OF INTERNAL AUDIT STAFF MEMBERS RESPONSIBLE FOR AUDITING AND MONITORING HISD COMPLIANCE WITH THE E-RATE PROGRAM RULES, THEY ALSO FALL UNDER THE E-RATE PERSONNEL.

SO THE COMPETITIVE PURCHASING PROCESS SO GOODS AND SERVICES MUST BE PROCURED IN AN OPEN, NEUTRAL, LAWFUL AND COST EFFECTIVE MANNER.

FAIR AND OPEN COMPETITION MUST BE PRESENT FREE OF ANY CONFLICT OF INTEREST OR THE APPEARANCE OF A CONFLICT, AND ALL PARTIES MUST FOLLOW FEDERAL, STATE AND LOCAL REQUIREMENTS. THIS IS EXTREMELY IMPORTANT.

IN A LITTLE BIT, MAYBE THE NEXT SLIDE WE'RE GOING TO TALK ABOUT THE BOARD MEMBERS AND ACTUALLY YOUR ROLE AS IT RELATES TO THOSE THAT COMPLIANCE IN MAKING SURE THAT IT IS FAIR AND OPEN.

SO THE CODE OF SILENCE, THE CODE OF SILENCE SHALL MEAN A PROHIBITION OF ANY COMMUNICATION REGARDING ANY RFP BID OR OTHER COMPETITIVE SOLICITATION BETWEEN ANY PERSON WHO SEEKS AN AWARD FROM THE DISTRICT OR ITS AFFILIATED ENTITIES, INCLUDING A POTENTIAL VENDOR OR VENDORS REPRESENTATIVE AND A BOARD MEMBER, THE SUPERINTENDENT, SENIOR STAFF MEMBER, PRINCIPAL DEPARTMENT, HEAD DIRECTOR, MANAGER OR OTHER DISTRICT REPRESENTATIVE WHO HAS INFLUENCE IN THE EVALUATION OR SELECTION PROCESS, THUS ANY [INAUDIBLE] PERSONNEL.

SO WE'RE ALL BOUND TO THAT CODE OF SILENCE.

SO THE E-RATE CODE OF SILENCE COMMENCES AT THE START OF THE SOLICITATION.

IT DOESN'T END UNTIL YOU'VE APPROVED IT BY THE BOARD AND THEN WE START THAT CONTRACT PROCESS. ABSOLUTELY.

[04:40:01]

SO E-RATE IS BASICALLY JUST THE MONEY THAT WE'RE SPENDING ON CERTAIN DESIGNATED MONIES RIGHT, SO IT'S JUST CONTRACTS THAT GO IN AND OUT OF THE DISTRICT, AND THE CODE OF SILENCE IS WHEN WE CAN'T TALK TO SOMEBODY BECAUSE THEY'RE UNDER AN RFP AND RFQ.

CORRECT? SOMEWHAT.

OK, SO AS IT RELATES TO THE CODE OF SILENCE, YOU CAN TALK TO THE VENDOR ABOUT ITEMS THAT YOU'RE PREVIOUSLY ENGAGED WITH.

YOU CANNOT TALK TO THEM AS IT RELATES TO THE PARTICULAR SOLICITATION.

OK. SO I'M SORRY, WE'VE BEEN AT THIS ALL MORNING LONG.

IT'S OK. IT'S ALL RIGHT.

OK.

ALL RIGHT. THANK YOU. YOU'RE WELCOME.

BUT E-RATE IS JUST LIKE THE TERM USED FOR THE MONIES EXCHANGED FOR SERVICES.

IT IS. IT'S A FEDERAL PROGRAM THAT WE RECEIVE FUNDING FOR.

WE APPLY FOR THE FUNDS.

THEN THEY LOOK AT OUR APPLICATION AT THE TIME, WE HAVE TO SEND THE APPROVED CONTRACTS WITH THEM THAT ARE CURRENT FOR THAT PARTICULAR CONTRACT YEAR.

AND SO IF YOU RECALL AND SOME OF YOU HAVE BEEN HERE, YOU'VE ALSO APPROVED THOSE EXTENSIONS OF THOSE CONTRACTS.

SO ONCE WE CREATE AN APPLICATION WITH USEC, WE'RE BOUND BY THE CONTRACT WE SUBMITTED AT THE TIME OF APPLICATION.

SO THAT PARTICULAR VENDOR, THAT TIME, THAT'S WHAT USEC APPROVES.

SO AS WE ASK FOR EXTENSIONS FOR CONTRACTS OR EXTENSIONS OF FUNDING THROUGH E-RATE, WE HAVE TO MAINTAIN THOSE CONTRACTS.

FOR INSTANCE, RIGHT NOW, WE JUST COMPLETED FUND YEAR 2019 FOR E-RATE WITH THAT APPLICATION, OF COURSE, WE WERE BEHIND DUE TO COVID, SO WE HAD THOSE EIGHT MONTHS THAT WE WEREN'T ALLOWED IN BUILDINGS WHICH PUT US BACK.

THAT PARTICULAR APPLICATION WAS FOR TWO HUNDRED AND FORTY NINE SCHOOLS.

SO LARGE APPLICATION HISD, OUR E-RATE PROGRAM IS MASSIVE AS COMPARED TO A LOT OF OTHER DISTRICTS. SO WE HAD TO EXTEND THAT CONTRACT OR THAT APPLICATION.

WE REQUESTED EXTENSION OF FUNDING THROUGH USAC.

ONCE THE GRANT THAT WE HAVE TO MAKE SURE THAT THAT CONTRACT FOLLOWS.

SO, DOES THAT HELP YOU? IS THERE LIKE A STATUTE OF LIMITATIONS OR A TERM LIKE THAT FOLLOWS THAT THOSE EIGHT DOLLARS, SO YOU SAID 2019, SO WE'RE NOW IN 2022.

IS THAT LIKE TITLE ONE TITLE? ANY TYPE OF FEDERAL FUNDING THAT WE ARE USING? IS THERE LIKE A LIMITATION IN WHEN WE CAN USE THAT? THERE'S THE ONLY LIMITATIONS THAT ARE PLACED UPON IT OR WHAT WE CAN SPEND IT ON WHAT WE'VE APPLIED FOR. SO WHEN WE APPLY, WE APPLY FOR SPECIFIC ITEMS. NOW WE CAN ASK FOR A SUBSTITUTION OF THOSE AND THEY MAY GRANT IT.

THEY MAY NOT. BUT AS FAR AS A LIMITATION ON TIME, WE RECEIVE THAT DIRECTION FROM USAC.

SO EVERY TIME THEY EXTEND IT, WE CAN EXTEND THE FUNDING WHEN THEY EXTEND THAT, LIKE FOR CABLING, FOR INSTANCE, OUR APPLICATION FOR CABLING TOOK PLACE, THE ONE WE'RE CURRENTLY USING IN 2010.

BUT BECAUSE WE STILL HAVE $4 MILLION LEFT ON THAT APPLICATION, WE CONTINUE TO EXTEND THAT AND ARE TRYING TO CONTINUE TO UTILIZE WHAT CABLING ANY TIME IT'S NECESSARY FOR THE SPECIFIC SCHOOLS THAT WE'RE APPLIED FOR UNDER THAT CONTRACT.

THIS IS VERY HELPFUL. THANK YOU.

YOU'RE WELCOME. SO QUALITY REVIEWS AND SIGN OFFS, THE APPROVALS AND SIGN UPS ARE RECEIVED AT EVERY CRITICAL STEP OF THE E-RATE PROCESS, INCLUDING DESIGN DOCUMENTS, QUOTES, EQUIPMENT VERIFICATION, PRE AND POST INSTALLATION, FINAL INVOICE PACKAGING PRIOR TO APPROVING PAYMENT, WHICH IS CRITICAL BECAUSE WE MAKE SURE THAT WHAT A VENDOR SAYS THEY'VE DONE, THAT THEY ACTUALLY DO.

SO WE LOOK AT EVERYTHING AND WE HAVE A PACKET THAT WE PUT TOGETHER THAT VERIFIES EVERY STEP OF THE WAY, EVERY APPROVAL, EVERYTHING THAT WE'VE DONE PRIOR TO US APPROVING PAYMENT FOR THAT ACTUAL SCHOOL RFPS CONTRACTS, USAC REVIEWS.

SO PAYMENT NON-DISCOUNT INVOICE PORTION.

ALL E-RATE APPLICANTS MUST PAY THEIR NON DISCOUNT SHARE.

SO SERVICE PROVIDERS CANNOT GIVE US A DISCOUNT DIRECTLY OR INDIRECTLY TO PAY FOR THE DISTRICT'S NON-DISCOUNT SHARE.

SO IT CANNOT BE A CHARITABLE CHARITABLE DONATION FROM THE PROVIDER OR AN ENTITY WITH WHICH THE SELECTED SERVICE PROVIDER HAS A RELATIONSHIP.

THE FUNDS CANNOT COME FROM THE SERVICE PROVIDER OR AN ENTITY CONTROLLED BY THE SERVICE PROVIDER. SERVICE PROVIDER BILLS CAN'T BE IGNORED OR WAIVED, AND IF AN APPLICANT CAN'T SHOW PROOF OF PAYMENT DURING THE INVOICE PROCESS INVOICE REVIEW, THE INVOICE MAY BE DENIED. SO AS AN APPLICANT, NO HISD E-RATE PERSONNEL CAN HAVE A RELATIONSHIP WITH A SERVICE PROVIDER THAT WOULD UNFAIRLY INFLUENCE THE OUTCOME OF THE COMPETITION.

FURNISHED SERVICE PROVIDERS WITH INSIDE COMPETITIVE INFORMATION HAVE OWNERSHIP INTEREST

[04:45:05]

SO THE E-RATE PROGRAM PERSONNEL AND BOARD MEMBERS ARE PROHIBITED FROM ACCEPTING ANY GIFTS, MEALS, ENTERTAINMENT OR ANY OTHER THING OF VALUE FROM ANY OUTSIDE ENTITY OR ANY CONSULTANT OR OTHER INDIVIDUAL REPRESENTING SUCH AN ENTITY THAT PROVIDES OR SEEKS TO PROVIDE GOODS OR SERVICES PURSUANT TO THE E-RATE PROGRAM, EITHER DIRECTLY OR THROUGH A JOINT VENTURE OR RESELL ARRANGEMENT.

THE EXCEPTION OF THAT IS GOING TO BE THOSE OF [INAUDIBLE] INTRINSIC VALUE, SUCH AS A PIN, A KEYCHAIN, A SINGLE CARD.

CHARITABLE DONATIONS NOT DIRECTLY OR INDIRECTLY RELATED TO THE E-RATE PROCUREMENT AND NOT INTENDED TO CIRCUMVENT ANY OTHER FCC RULES.

HISD REQUIRES A LETTER FROM THE VENDOR STATING THAT THE DONATION IS GIVEN WITHOUT ANY CONSIDERATION OR PREFERENTIAL TREATMENT SURROUNDING E-RATE.

SO I WAS THINKING ABOUT THIS LAST NIGHT AS I WAS WORKING THROUGH THE PROGRAM AGAIN.

SO TO KIND OF SHARE WITH YOU HOW THAT WORKS, IF YOU WERE TO ASK FOR A DONATION FROM AN E-RATE VENDOR SUCH AS YOU'RE LOOKING FOR.

I'M JUST GOING TO SAY CABLING BECAUSE YOU'RE GETTING A [INAUDIBLE] DONATED.

SO THERE'S A LETTER THAT MUST COME FROM THE E-RATE SERVICE PROVIDER THAT INDICATES THAT THEY ARE NOT LOOKING FOR ANY PREFERENTIAL TREATMENT AS IT RELATES TO THE E-RATE POLICY THAT ACTUALLY GOES THROUGH THE ETHICS AND COMPLIANCE OFFICE.

SUPERINTENDENT MUST SIGN IT.

SO THERE IS A PROCESS IN PLACE AS IT RELATES TO THOSE TYPE OF DONATIONS, COMPUTERS, ANYTHING WHEN I SAY COMPUTERS, IT'S NOT COMPUTERS, BUT WE HAVE VENDORS, OUR HARDWARE VENDORS THAT ACTUALLY IT KIND OF BECAUSE IT'S THE SAME VENDOR.

SO WE WANT TO MAKE SURE THAT WE'RE GETTING THOSE TYPES OF LETTERS WHEN IT COMES TO THAT.

SO THERE'S NO APPEARANCE OF A CONFLICT EITHER.

SO THE APPEARANCE OF A CONFLICT IS JUST AS IMPORTANT AS A REAL CONFLICT.

POTENTIAL IMPLICATIONS OF E-RATE PROGRAM VIOLATIONS COULD INCLUDE CANCELATION OF COMMITMENTS, SUSPENSION, AND DEBARMENT FROM THE E-RATE PROGRAM, RECRUITMENT OF DISPERSED E-RATE FUNDS AND CRIMINAL OR CIVIL PROSECUTION.

SO BOARD MEMBERS SHALL NOT KNOWINGLY ACCEPT CAMPAIGN CONTRIBUTIONS FROM OR HAVE A BUSINESS RELATIONSHIP WITH E-RATE VENDORS OR SERVICE PROVIDERS, BUSINESS RELATIONSHIP IS DEFINED AS A BOARD MEMBERS ACCEPTANCE OF OR RECEIPT OF AMOUNTS IN EXCESS OF $2000 IN A SINGLE CALENDAR YEAR IN THE COURSE OF ANY BUSINESS DEALINGS WITH AN IRATE VENDOR.

BOARD MEMBERS ARE PROHIBITED FROM VOTING ON E-RATE CONTRACTS FOR THREE YEARS IF THE CUMULATIVE FUNDS IN EXCESS OF $500 IN CAMPAIGN CONTRIBUTIONS IN A SINGLE CALENDAR YEAR ARE RECEIVED FROM AN IRATE VENDOR OR SERVICE PROVIDER TAKEN AS A WHOLE, OR THE CUMULATIVE FUNDS IN EXCESS OF $2000 IN THE COURSE OF ANY BUSINESS RELATIONSHIP OR RECEIVED FROM AN IRATE VENDOR SERVICE PROVIDER TAKEN AS A WHOLE.

SO BOARD MEMBERS SHALL SUBMIT COPIES OF EACH POTENTIAL CAMPAIGN CONTRIBUTION PRIOR TO FORMAL ACCEPTANCE OF CASHING THE CHECK OR RECEIVING SUCH FUNDS TO EVALUATE THE IMPACT TO THE E-RATE PROGRAM.

SUBMISSION SHALL BE MADE SEVEN DAYS WITHIN SEVEN BUSINESS DAYS OF A DONATION DATE OR PRIOR TO ANY VOTE ON RELATED CONTRACTS, WHICHEVER OCCURS FIRST.

SO HERE'S WHERE IT GETS EXCITING IS THE FUNDS THAT HISD HAS RECEIVED, AS I SAID EARLIER, WE'VE RECEIVED IN EXCESS OF THREE HUNDRED AND FORTY MILLION.

SO THE FY 19, WE THOUGHT THAT WE WERE GOING TO DO THIS IN JANUARY, BUT WE'VE ACTUALLY COMPLETED THE FY 19 APPLICATION AND HAVE STARTED THE PROCESS FOR FY 20.

SO THE 2020 APPLICATION IS FOR A TOTAL OF TWO HUNDRED AND FIFTY NINE SCHOOLS.

SO MOST OF THE SCHOOLS WILL BE TOUCHED AGAIN THIS YEAR.

THE DISTRICT WIDE APPLICATION FOR 2021.

WE RECEIVED APPROVAL FOR ALMOST $3 MILLION IN FUNDING FROM USAC ON THAT PARTICULAR APPLICATION. SO THIS YEAR, THE APPLICATION WILL BE DONE THIS MARCH.

SO COMING VERY, VERY QUICKLY.

AND IT APPEARS THAT OVER THE NEXT FOUR YEARS, OBVIOUSLY WE'RE GOING TO SPEND

[04:50:03]

OUR D AND F SCHOOLS TO ENSURE THAT THOSE SCHOOLS ARE HIT FIRST IN THE APPLICATION PROCESS AND IN THE UPGRADE PROCESS.

SO DOES ANYONE HAVE ANY QUESTIONS? MADAM PRESIDENT, MAY I MAKE A COMMENT TO THE BOARD? ABSOLUTELY. IN JUST A LITTLE BIT OF HISTORY HERE, BUT I WANT TO RE-EMPHASIZE SOME OF THE IMPORTANCE OF CODE OF SILENCE OF THE LIMITATIONS ON ACCEPTING DONATIONS, ET CETERA.

WELL OVER A DECADE AGO, HOUSTON ISD GOT INVOLVED IN A MULTI-YEAR INVESTIGATION WITH USAC FCC AND JUSTICE DEPARTMENT.

IT ACTUALLY GREW OUT OF SOME E-RATE VIOLATIONS IN ANOTHER DISTRICT.

BUT THERE WERE SOME IMPLICATIONS THAT THEY WERE CONCERNED MIGHT BE IN PLACE IN HOUSTON.

WE WENT THROUGH SEVERAL YEARS OF INVESTIGATIONS WHERE WE WERE NOT ABLE TO MAKE APPLICATIONS OR RECEIVE E-RATE FUNDS.

IT COST THE DISTRICT LITERALLY TENS OF MILLIONS OF DOLLARS BY NOT BEING ABLE TO BE PART OF SEVERAL CYCLES.

AND THESE LIMITATIONS THAT ARE IN THE POLICY GREW OUT OF A SETTLEMENT AND A RESOLUTION THAT WE REACHED AS A DISTRICT WITH USAC, FCC AND DEPARTMENT OF JUSTICE TO ENSURE THAT HISD WOULD AGAIN BE ELIGIBLE TO CONTINUE TO RECEIVE E-RATE FUNDS.

SO THAT'S A LITTLE BIT OF HISTORY THAT PREDATES ANYBODY THAT'S ON THE BOARD, AND I THINK PROBABLY MOST OF THE STAFF THAT ARE INVOLVED.

BUT WE TAKE THESE PROCEDURES WITH THE ABSOLUTE UTMOST SERIOUSNESS BECAUSE WE HAVE BEEN THROUGH THAT PERIOD MANY YEARS AGO WHERE AS A DISTRICT WE LOST OUR ABILITY TO ACCESS THESE FUNDS THAT CAN BE SO VALUABLE TO OUR SCHOOLS.

IF YOU EVER HAVE ANY QUESTIONS AS AN INDIVIDUAL ABOUT A BUSINESS RELATIONSHIP OR A DONATION OR ANYTHING ELSE THAT MIGHT RAISE A CONCERN, YOU MIGHT ALWAYS TALK TO MY PARTNER, LISA MCBRIDE, OR TO ME.

WE'RE ALWAYS HAPPY TO VISIT WITH YOU.

WE WANT TO CONTINUE TO ENSURE THAT WE ARE ABSOLUTELY IN COMPLIANCE AS THE DISTRICT SO THAT WE'RE ABLE TO CONTINUE TO ACCESS THESE FUNDS.

I APPRECIATE YOU BRINGING THAT UP, AND IT IS CORRECT.

WE LOST OVER $70 MILLION.

WE WERE IN A COMPLIANCE AGREEMENT FOR 10 YEARS, SO A LOT OF WHAT WE DO TODAY IS BASED ON WHAT HAPPENS, YOU KNOW, YEARS BACK, THAT COMPLIANCE AGREEMENT ENDED IN 2013.

HOWEVER, WE STILL FOLLOW THE SAME BASIC PROCESSES AND PROCEDURES TO ENSURE THAT HISD IS NEVER AFFECTED THAT WAY AGAIN.

YOU KNOW, IT'S ALL ABOUT OUR STUDENTS IN MAKING SURE THAT WE CAN PROVIDE THE BEST EDUCATION THAT WE CAN FOR THEM AND ENSURING THAT THEY HAVE THE CONNECTIVITY THEY NEED IN SCHOOL AND I KNOW WE'RE WORKING ON IT OUTSIDE AS WELL, BUT SO WE DO TAKE IT VERY SERIOUSLY. AND SO I'M SORRY, I KNOW SOME OF YOU BASICALLY WENT THROUGH THE SAME TRAINING OR EDUCATION.

I GUESS I COULD SAY RECENTLY, BUT I KNEW WE HAD SOME NEW BOARD MEMBERS.

I WANTED TO MAKE SURE THAT TRUSTEE BAKER AND TRUSTEE WADE, THAT YOU HAD SOME BACKGROUND INFORMATION AS WELL ON THIS.

SO THANK YOU ALL.

IF THERE'S ANY OTHER QUESTIONS OR AT ANY TIME.

IF WE CAN ANSWER ANYTHING, WE ARE ALWAYS MORE THAN HAPPY.

YEAH, WE HAVE A FEW QUESTIONS.

ABSOLUTELY. ABSOLUTELY.

TRUSTEE ALLEN. OH.

OK. ARE THERE SYSTEMS IN PLACE TO REMOVE THE OLD E-RATE CABLES THAT YOU SAID HAVE REACHED END OF LIFE AND THEIR EQUIPMENT IF YOU HAVE DETACHABLE BUILDINGS? IT'S A PROBLEM IF YOU SHOULD HAVE A SHARED ATTIC.

YOUR STUFF IS HIDDEN, BUT WITH DETACHABLE BUILDINGS, YOU GOT ALL OF THIS.

ARE THERE ANY SYSTEMS IN PLACE TO TAKE DOWN THE OLD STUFF AND LIKE REMOVE AND RECYCLE IT? OR SO? AS FAR AS CABLING IS CONCERNED, THE REMOVAL OF CABLING IS NOT COVERED UNDER THE E-RATE PLAN. INSTALLING NEW CABLE IS BUT THE REMOVAL OF THE CABLE IS NOT.

IT IS SOMETHING DEFINITELY WE ARE LOOKING INTO AT THIS POINT, REMOVING THAT OLD CABLING AND PAYING FOR THAT.

WE DO HAVE A RECYCLE PROGRAM.

[04:55:01]

THEY CAN TAKE THAT CABLING AND RECEIVE FUNDS.

AS FAR AS EQUIPMENT, THE HARDWARE, THE INFRASTRUCTURE, WE DO THE SAME WITH THAT WE BRING IT BACK IN. THERE ARE RULES RELATED TO EQUIPMENT FROM E-RATE, SO IT MUST REMAINED OR THE OLD ORDER, WHICH SOME OF THAT'S STILL IN EFFECT FOR THREE YEARS IN THE CAMPUS IT WAS PURCHASED FOR. BUT IT HAS TO BE MONITORED FOR FIVE YEARS.

AND THE NEW ORDER, THOUGH WE CAN MOVE IT, MOVE THE EQUIPMENT AT ANY TIME AS LONG AS IT STAYS WITHIN THE SCHOOL. BUT WE ALL WE HAVE TO TRACK IT FOR FIVE YEARS NOW.

ONCE THAT FIVE YEARS IS OVER, THEN WE HAVE A VENDOR THAT WE HAVE A CONTRACT WITH THE DISTRICT DOES AND THEY COME BACK IN AND THEY GIVE US SO MUCH MONEY.

IT DEPENDS ON THE PIECE AS TO WHETHER IT'S BY THE WEIGHT OR IT'S BY THE SPECIFIC ITEM.

SO THE DISTRICT DOES RECEIVE FUNDS ON THAT RECYCLING.

SO THOSE BIG THINGS HAVE TO STAY IN THE BUILDING, THEY JUST DON'T HAVE TO STAY IN THAT ROOM WHERE THEY, THAT IS CORRECT FOR A TOTAL OF THREE YEARS.

YES, YES, THEY CAN'T BE MOVED WITHIN THE BUILDING AND THAT WAS SOMETHING IN OUR RECENT AUDIT BECAUSE THEY WERE SAYING, WELL, IT WASN'T AN EXACT LOCATION, BUT IT DOESN'T MATTER WITH E-RATE. IT JUST HAS TO BE SPECIFIC TO THE CAMPUS, NOT AS HAS TO BE IN ROOM 315.

OK. ANYONE ELSE? I'M TRUSTEE GUIDRY.

OK, SO, AND THANK YOU FOR THE PRESENTATION.

YOU'RE WELCOME. SO WHO'S ON THE E-RATE TEAM FOR HISD? SO I'M ACTUALLY OVER THE E-RATE PROGRAM, SENIOR MANAGER IN I.T., WE HAVE AN E-RATE FUNCTIONAL MANAGER WHO ACTUALLY IS THE PERSON WHO LOOKS AT THE APPLICATIONS.

PRIOR TO WE LOOK AT ALL OF THE INFORMATION AND THERE'S A TEAM OF US, SO IT'S A CROSS COLLABORATION TEAM WITHIN THE IT DEPARTMENT.

BUT I ALSO WANT YOU TO KNOW THAT WE WALK SIDE BY SIDE WITH VARIOUS DEPARTMENTS, SUCH AS FIXED ASSETS, ACCOUNTING, PURCHASING.

SO IT'S A COLLABORATIVE EFFORT TO ENSURE THAT WE'RE COMPLIANT IN EVERY AREA.

BUT IF YOU'RE ASKING SPECIFIC TO E-RATE, WE HAVE AN E-RATE PROJECT MANAGER.

HIS NAME IS RON EVANS.

HE ACTUALLY GOES OUT TO THE SCHOOLS.

HE WORKS WITH THE PRINCIPALS.

AND SO ONE OF THE THINGS THAT WE DO IS PRIOR TO THE INSTALLATION, ONCE WE KNOW WHAT EQUIPMENT IS NEEDED, RON WILL ACTUALLY GO OUT.

HE TALKS TO THE PRINCIPALS, SHARES WITH THEM WHAT EQUIPMENT IS GOING TO BE UPGRADED AND THEIR CAMPUS SCHEDULES A DATE.

HE GOES OUT WHEN THE VENDOR SHOWS UP AS WELL FOR THAT INSTALLATION.

THERE'S ANY QUESTIONS, ANY PROBLEMS. RON EVANS, WHO IS OUR PROJECT MANAGER, HE HANDLES THAT AND HE DOES AN AMAZING JOB.

HE'S GOT SO MANY YEARS OF EXPERIENCE.

AUDITORS ARE ALWAYS VERY IMPRESSED WITH HIM AND HIS KNOWLEDGE.

AND AGAIN, WE HAVE E-RATE FUNCTIONAL MANAGER.

HER NAME IS ASHLEY CLINTON, AND SHE HAS BEEN IN THE DISTRICT FOR 15 YEARS, SO SHE'S VERY FAMILIAR WITH THE E-RATE PROGRAM, HAS WORKED IN IT IN YEARS.

SO SHE HANDLES MAKING SURE THAT OUR E-RATE CONSULTANT RECEIVES THE INVOICES AND THEN WE VERIFY WHAT THEY COME BACK WITH AS FAR AS WHAT OUR REIMBURSEMENT.

WE HAVE OUR E-RATE CONSULTANT, WHICH IS CSM CONSULTING.

THEY HAVE BEEN WITH THE DISTRICT FOR 14 YEARS.

WE'VE BEEN VERY FORTUNATE THAT.

ON THE MULTIPLE.

YOU CAN KEEP GOING.

ON THE MULTIPLE OF SOLICITATIONS THAT WE HAVE THAT THE SAME CONSULTANT HAS ACTUALLY WON THOSE SOLICITATIONS, THIS CONSULTANT IS ONE THAT WORKED WITH THE CHIEF AUDITOR AT THE TIME WHEN WE WERE UNDER INVESTIGATION, AND SHE IS ACTUALLY ONE OF THE PEOPLE THAT ASSISTED IN COMING UP WITH THAT COMPLIANCE AGREEMENT.

VERY ACTIVE, AND THE FCC SEEKS HER CONSULTING AS IT RELATES TO E-RATE.

SO HISD IS IS BLESSED THAT WE STILL HAVE SOMEONE THAT HAS THAT INSTITUTIONAL KNOWLEDGE THAT GOES SO FAR BACK.

WE ALSO HAVE OUR ASSET MANAGEMENT TEAM.

WE HAVE TWO PEOPLE CURRENTLY UNDER THAT ASSET MANAGEMENT TEAM, NICOYA TINGLE AND TIMOTHY JORDAN. AND THEY BOTH GO OUT, THEY GO TO THE SCHOOLS.

THERE'S, YOU KNOW, THEY DO ALL THAT ASSET VERIFICATION FOR US.

PLUS, LIKE I SAID, THE NETWORKING TEAM, THERE'S MULTIPLE GROUPS THAT WE WORK WITH COLLABORATIVELY TO ENSURE THAT THE E-RATE PROGRAM IS THE BEST THAT IT CAN BE FOR HISD.

[05:00:01]

WE DO A SOLICITATION AND THAT GOES THROUGH THE PURCHASING PROCESS.

NOW IF YOU WOULD LIKE TO BE NOTIFIED, WE CAN DO THAT AS WELL.

AND THE REASON THAT I SAY THAT IS BECAUSE WE HAVE A CODE OF SILENCE AND THAT CODE OF SILENCE IS VERY IMPORTANT.

AND THERESA, I DON'T KNOW IF THE OFFICE CURRENTLY NOTIFIES THE BOARD WHEN A SOLICITATION OCCURS. FOR E-RATE, BECAUSE I HAVEN'T BEEN NOTIFIED, AND SO I DON'T KNOW WHEN TO START THE CODE OF SILENCE AND THAT'S, YOU KNOW, THAT'S THAT'S CRITICAL.

YEAH, RIGHT? SO WE GET WE GET AN EMAIL OCCASIONALLY THAT SAYS, YOU KNOW, THESE ARE THE CURRENT REPORTS AND THE CODE OF SILENCE, BUT IT'S JUST THE BUCKETS.

I MEAN, HONESTLY, I HAVE NO IDEA WHAT'S IN EACH OF THOSE.

LIKE I COULD BE TALKING TO A VENDOR AND I DON'T KNOW.

WE DON'T KNOW. OK, SO ONE OF THE THINGS I WILL SHARE WITH YOU IS ANY SOLICITATION THAT'S RELATED TO E-RATE WILL ALWAYS SAY E-RATE ELIGIBLE.

SO YOU'RE GOING TO SEE THAT.

SO IF IT'S NETWORK HARDWARE, IT'S GOING TO SAY E-RATE ELIGIBLE FOR E-RATE CONSULTING.

DEFINITELY. IT WOULD SAY E-RATE, BUT WE'LL MAKE SURE WE'LL PUT THAT IN THE PROCESS.

WE DO HAVE CERTAIN, YOU KNOW, WE HAVE QUITE A FEW PROCESSES IN PLACE IN WRITING THAT ARE DOCUMENTED. SO WE'LL DEFINITELY ADD THAT TO ENSURE THAT THE INFORMATION COMES TO YOU BECAUSE AGAIN, IT IS CRITICAL.

SO THANK YOU FOR BRINGING THAT TO OUR ATTENTION.

THANK YOU. AND THEN JUST A COUPLE OF MORE QUESTIONS.

SURE. SO YOU SAID THAT YOU KNEW THE NEEDS OF THE PER CAMPUS.

HOW DO YOU KNOW THAT? SO WE ACTUALLY HAVE SOFTWARE THAT WE UTILIZE THAT VERIFIES EVERY PIECE OF EQUIPMENT IN EACH BUILDING BASED ON THE EQUIPMENT.

IT'S GOING TO TELL US THE MODEL NUMBER.

IT'S GOING TO SHOW US SPECIFIC MODEL NUMBERS ARE SOME OF THEM ARE END OF LIFE.

WE KNOW FROM A VENDOR WHEN A PARTICULAR PIECE OF EQUIPMENT IS GOING END OF LIFE, AND SO THAT'S HOW WE UTILIZE WHAT IS REPLACED FIRST.

HOWEVER, DURING OUR SURVEYS, WE MAKE SURE WE'RE LOOKING TO SEE, DOES EVERY CLASSROOM HAVE AN AP IN PLACE? WHAT ABOUT THOSE LARGE GROUP INSTRUCTION AREAS? THAT'S ONE OF OUR FOCUSES AGAIN THIS YEAR IS TO ENSURE THAT THIS LARGE GROUP INSTRUCTION, SUCH AS YOUR AUDITORIUM, YOUR CAFETERIA, YOUR GYM, YOUR LGIS, ANY TYPE OF ROOM THAT MAY BE UTILIZED FOR TESTING THAT IT HAS ADEQUATE COVERAGE IN IT TO ENSURE THAT WHEN A STUDENT IS TESTING, THEY CAN CONNECT THAT YOU KNOW YOU HAVE ADEQUATE EQUIPMENT TO CONNECT NUMBERS OF STUDENTS. I GUESS I'M JUST A LITTLE CONCERNED ABOUT THAT BECAUSE I'VE BEEN ON CAMPUSES AND SOME AND CAMPUSES IN OUR AREAS THAT DON'T HAVE THE UPDATED EQUIPMENT.

SO TO SAY YOU ALL, YOU KNOW, HAVE A FINGER ON THAT AND THEN I KNOW THAT I'VE BEEN TO CAMPUSES THAT HAVE OUTDATED EQUIPMENT THAT HAVE EQUIPMENT THAT DOES NOT WORK.

I'M JUST WONDERING HOW HOW SOME OF OUR SCHOOLS ARE GETTING OVERLOOKED.

OK, SO.

HOPEFULLY, I MEAN, IF YOU KNOW A SPECIFIC ONES, PLEASE LET US KNOW WHO THOSE ARE AND WE WILL DO SURVEYS. WE DO SURVEYS EVERY YEAR AND WE'RE CONTINUING TO DO THAT.

NOW ONE OF THE THINGS THAT WE HAVE TO KEEP IN MIND IS THAT THROUGH THE E-RATE PROGRAM, IT ONLY COVERS ABOUT A THIRD OF THE EQUIPMENT.

SO AS WE GO THROUGH, IT SOUNDS LIKE A LOT OF MONEY.

BUT WHEN YOU THINK ABOUT THE NUMBER OF SCHOOLS THAT WE HAVE AND THE AMOUNT OF EQUIPMENT THAT'S IN EACH SCHOOL, IT'S A PROCESS OF EVERY YEAR.

WE CAN ONLY REPLACE SO MANY ITEMS. SO YOU ALL GET THE DIFFERENCE ON WHICH SCHOOLS, WHICH CAMPUSES ARE BEING REPLACED.

I'M SORRY, YOU ALL GET THE DETERMINATION ON WHICH SCHOOLS TO REPLACE EQUIPMENT.

IS THAT SOMETHING YOU ALL DO IN YOUR SURVEY? YOU DETERMINE WHICH SCHOOLS GET THE NEW EQUIPMENT AND THEN THE OTHERS CANNOT GET THEM BECAUSE WE DON'T HAVE THE FUNDING.

NO, IT DOESN'T.

QUITE SO. EVERY SCHOOL HAS FUNDING.

IT'S BASED ON ENROLLMENT.

SO THAT'S THE WAY IT HAS BEEN IN THE PAST.

OK, SO BEFORE 2021, THE APPLICATIONS WERE BY SCHOOL.

SO AND IT WAS BASED ON THE NUMBER OF STUDENTS THAT WERE THERE, AND THAT'S HOW THE FUNDING WAS BASED. AND SO YOU UTILIZE THAT FUNDING THAT YOU HAD PER SCHOOL.

I WILL TELL YOU THAT WITH THE NEW APPROACH AS IT IS, WHICH WE CALL IT A BUCKET APPROACH, WHAT THAT MEANS IS WE HAVE DISTRICT WIDE FUNDS NOW, SO WE HAVE MORE DISCRETION AS TO HOW WE CAN UTILIZE THOSE FUNDS FOR A CAMPUS THAT HAS MORE NEEDS.

BUT SCOTT, IF YOU'D LIKE TO SPEAK TO THAT AS WELL.

YEAH, SO AND TRUSTEE GUIDRY.

[05:05:02]

SO THERE'S ROUGHLY RIGHT NOW WHEN WE TALK ABOUT NETWORK CONNECTIVITY, WE'RE TALKING ABOUT THE WIRELESS ACCESS POINTS INSIDE THE CLASSROOMS, INSIDE THE MULTIPURPOSE ROOMS, AND THEN WE'RE TALKING ABOUT THE BACK END INFRASTRUCTURE THAT CONNECTS ALL THESE DEVICES TOGETHER.

SO WE LOOK AT THE CAPACITY OF THE SCHOOL AND WE ESSENTIALLY HAVE A MODEL WHERE WE SAY EVERY CLASSROOM SHOULD HAVE AN ACCESS POINT, EVERY MULTIPURPOSE ROOM.

ONCE WE UNDERSTAND THOSE NEEDS, WHETHER IT'S AN AUDITORIUM OR A GYMNASIUM OR JUST A MULTI-USE SPACE, DEPENDING UPON THE NUMBER OF PEOPLE THAT COULD POSSIBLY BE COMING IN THERE TO DO THE TESTING.

SO SOMETIMES THEY MAY HAVE 400 600 PEOPLE THAT ARE COMING IN, AND SOME AREAS ARE ONLY ABOUT 100. SO WE BUILD THAT CAPACITY BASED UPON THE NEED THERE IN TERMS OF DETERMINING THE EQUIPMENT BECAUSE THERE'S ROUGHLY ABOUT 26000 PIECES OF EQUIPMENT, WE HAVE TO PUT THAT ON A LIFE CYCLE.

SO WE'RE RETIRING THOSE ASSETS THAT ARE MEETING THAT LIFECYCLE AT THE END OF, SAY, SIX YEARS, SEVEN YEARS.

THAT'S WHAT IT TYPICALLY LAST IN THOSE PARTICULAR INSTANCES.

BUT WE SHOULD HAVE ENOUGH CAPACITY TO BE ABLE TO TO OUTFIT EVERY SCHOOL WITH THOSE ACCESS POINTS. WE'RE ADDING ADDITIONAL ACCESS POINTS IN THE OUTDOORS AREAS, ESPECIALLY WHEN WE LEARN THROUGH THE PANDEMIC WHERE PEOPLE WEREN'T ABLE TO COME IN AND DROP OFF EQUIPMENT AT THE WITHIN THE SCHOOL, SO THEY HAD TO BE ABLE TO DROP OFF EQUIPMENT OUTSIDE.

SO WE BUILT SOME OF THE OUTDOOR WIRELESS CAPACITY OUT THERE AS WELL.

THANK YOU, SIR. AND I'M CERTAINLY GOING TO BE KEEPING AN EYE ON TO MAKE SURE THAT THE SCHOOLS IN OUR DISTRICT DOES HAVE THE UPDATED EQUIPMENT AND IT HAS ALL OF THE CONNECTIVITY THAT WE'VE SEEN OTHER SCHOOLS HAVE.

AND THEN MY LAST QUESTION WOULD BE ON THE BEAR.

SO HOW LONG DOES IT TAKE TO REIMBURSE, YOU KNOW, IF IT'S PAID UP FRONT? HOW LONG AND WHEN IT'S REIMBURSED? WHERE DO THOSE REIMBURSED FUNDS GO? DO THEY GO BACK TO THE TO THE CAMPUS OR INTO A CAMPUS ACCOUNT OR? WELL, NOW I'M ASSUMING IT'S GOING TO BE IN THE CENTRALIZED ACCOUNT.

SO YOU KNOW WHAT? SHE'S GOING TO GIVE YOU MORE TIME.

SO THE ACCOUNT IS AN DISTRICT E-RATE ACCOUNT.

IT'S ACTUALLY NOT PER SCHOOL, BUT I WILL TELL YOU, WE ACTUALLY PLACE IT WHAT WE CALL AN INTERNAL ORDER THAT'S SPECIFIC TO A SCHOOL SO WE CAN TRACK, YOU KNOW, THOSE TYPE OF THINGS. SO WHEN THE FUNDS, THEY'RE EXPENDED FROM A DISTRICT WIDE ACCOUNT, WHEN THEY'RE REIMBURSED, THEY GO BACK INTO THAT SAME DISTRICT WIDE ACCOUNT, THE OVERALL E-RATE FUND THAT THE DISTRICT UTILIZES TO PAY OUR PORTION.

I'M GOING TO GO BACK REAL QUICK TO THE EQUIPMENT BECAUSE I WANT TO MAKE SURE AS IT RELATES TO EQUIPMENT, THERE'S ONLY SPECIFIC EQUIPMENT THAT E-RATE WILL COVER.

AND THAT IS THAT'S, YOU KNOW, THE INFRASTRUCTURE.

SO IT'S GOING TO BE YOUR GATEWAYS, YOUR SWITCHES AND YOUR APS.

SO BUT DEFINITELY IF YOU SEE A SCHOOL THAT HAS A NEED THAT'S NOT BEING MET OR IF THEY'RE HAVING ISSUES.

TYPICALLY, WHAT HAPPENS IS THEY PUT IN WHAT'S CALLED A TICKET AND THEN THE CUSTOMER SERVICE GROUP WILL GO OUT OR CSR WILL CHECK THAT.

BUT PLEASE DON'T HESITATE.

WE DEFINITELY WANT TO CHECK THOSE THINGS OUT BECAUSE WE WANT TO ENSURE THAT EVERY SCHOOL IN THE DISTRICT HAS CONNECTIVITY AND THAT OUR STUDENTS ARE LEARNING AS THEY SHOULD.

SO IT'S IMPORTANT TO ALL OF US.

THANK YOU, MA'AM. YOU'RE WELCOME.

TRUSTEE DEIGAARD. THANK YOU.

FIRST, I WANT TO ISSUE AN APOLOGY FOR NOT BEING ON MUTE EARLIER, I'M TRYING TO DO TECHNOLOGY HERE, BARRELING DOWN THE FREEWAY AND FUMBLING WITH THINGS AND ACTUALLY TRYING TO FIGURE IT OUT. SO I HAVE A QUESTION.

FOLLOWING UP ON JUDITH OR TRUSTEE CRUZ EARLIER ABOUT CODE OF SILENCE.

I THINK WHAT I HEARD IN HER QUESTION IS SOMETHING THAT I'VE WONDERED MYSELF LIKE I HEAR WHAT YOU'RE SAYING ABOUT IT, SAYS E-RATE IN FRONT OF IT.

BUT I THINK WHAT WE GENERALLY DON'T ALWAYS UNDERSTAND OR HAVE THE CONFIDENCE IN OUR UNDERSTANDING IS WHO THE VENDORS ARE.

YOU KNOW, LIKE WE DON'T NECESSARILY KNOW IF WE'RE TALKING TO A VENDOR OR NOT.

I ON THE SIDE OF CAUTION LIKE, I'M JUST NOT GOING TO TALK TO ANY VENDORS AND PRESUME THEY'RE ALL UNDER THE CODE OF SILENCE ALL THE TIME.

AND SO I JUST I THINK I JUST WANT TO LIFT THAT UP AS A POSSIBLE AREA OF LACK OF CLEAR UNDERSTANDING AND OR COMMUNICATION WITH MORE MEMBERS ON THAT.

OK. IT'S A GREAT POINT.

TRUSTEE DEIGAARD. SO ONE OF THE THINGS THAT I KNOW THAT THE ETHICS AND COMPLIANCE OFFICE, I KNOW THEY WERE WITHOUT SOMEONE FOR A WHILE, AND I THINK SOME OF THE LINKS WERE NOT VALID. BUT I KNOW THAT TERESA CORRIGAN, OUR NEW ETHICS AND COMPLIANCE OFFICER, I KNOW

[05:10:01]

AM I CORRECT, TERESA? OK. SO I DON'T KNOW IF YOU HEARD THAT, BUT SHE'S GOING TO WORK WITH PURCHASING SERVICES AND DEFINITELY WE'LL GET BACK WITH YOU ON THAT, BUT WE DO WANT TO ENSURE THAT EACH ONE OF YOU UNDERSTANDS WHO THOSE VENDORS ARE AND WHEN THERE IS A SOLICITATION THAT'S PRESENT, THAT'S CRITICAL.

SO WE WILL MAKE SURE THAT MOVING FORWARD THAT THAT IS ADDRESSED.

SO WE APOLOGIZE FOR THAT.

THANK YOU. YOU'RE WELCOME.

APPRECIATE IT AND THANK YOU AGAIN FOR YOUR PRESENTATION.

YOU'RE WELCOME. THANK YOU SO MUCH.

MS. PRIDGIN. YOU'RE WELCOME.

THANK YOU SO MUCH. I APPRECIATE ALL OF YOU TAKING THE TIME TODAY.

WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 2:29 P.M.

ON FEBRUARY 17TH TO 2022

* This transcript was compiled from uncorrected Closed Captioning.