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WE WILL NOW RECONVENE FOR AGENDA REVIEW.

[Agenda Review]

[00:00:06]

[SPANISH] GOOD EVENING, THIS MEETING IS NOW CONVENED.

THE TIME IS 5:06 P.M..

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALAN, TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS TRUSTEE DEIGAARD, TRUSTEE BAKER AND TRUSTEE HERNANDEZ.

I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON FEBRUARY 15, 2022, AND THE AGENDA REVIEW MEETING HELD ON MARCH 3RD, 2022? SO MOVED. WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE ALLEN.

PLEASE VOTE. 9 FOR, 0 AGAINST AGAINST 0 ABSTENTIONS.

WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE ONE SPEAKER REGISTERED THIS EVENING WHO SHALL BE LIMITED TO 2 MINUTES PER BOARD POLICY. PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.

WE ALSO ASK THAT SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD.

THE ITEM HELD FOR OUR REGISTERED SPEAKER IS B ONE APPROVAL OF THE BOARD'S QUARTERLY SELF EVALUATION STAFF USE TRACKER TIME USE TRACKER AND QUARTERLY PROGRESS TRACKER IN ACCORDANCE WITH THE TEXAS EDUCATION AGENCY IMPLEMENTATION INTEGRITY INSTRUMENT.

WILL GARY MONROE, PLEASE COME TO THE PODIUM.

MR. MONROE IS ALSO REGISTERED TO ITEMS H-1 AND J-1 MR. MONROE.

YOU SAID A MOUTHFUL.

WE NEED TO MAKE SURE THAT WE AIN'T DOING THE SAME THINGS OR WE GET THE SAME RESULTS.

THAT MEANS YOU NEED TO START READING YOUR MATERIAL.

YOU NEED TO DO EVERYTHING THAT A TRUSTEE DOES.

WE ALSO NEED TO UNDERSTAND, MR. SUPERINTENDENT, THAT I KNOW THAT YOU WANT THESE SCHOOLS FIXED BECAUSE MAYBE A MONTH AND A HALF AGO, YOU WERE RUNNING AROUND TRYING TO FIND YOUR KID A NEW SCHOOL.

YOU BROUGHT THEM TO MY OLD HIGH SCHOOL.

SO I WOULD ASK WHY YOUR KIDS DON'T GO TO SCHOOL RIGHT NOW? YOU KNOW WHY? BECAUSE YOU AIN'T GOING TO PUT HER IN A SCHOOL THAT DON'T HAVE NOTHING TO OFFER HER. MA'AM, I KNOW IF WE GET THIS, BUT YOU CAN'T DO THAT WHILE I'M UP HERE.

FIRST OF ALL, I AIN'T CALLED NOBODY IF YOU WANT TO HAVE A CONVERSATION OUTSIDE AND TALK ABOUT MY CHILD.

STOP MY STOP, MA'AM.

HE'S INTERRUPTED MY TIME.

I WENT STRICTLY BY BOARD POLICY.

YOU SAID DON'T NAME NOBODY, AND I DIDN'T NAME ANYBODY.

YOU DID NAME A CHILD.

NO, I DIDN'T. YOU SAID HIS CHILD--I DID NOT NAME ANYBODY.

LET'S GET BACK TO THE TOPIC.

MY TOPIC IS 106.

YOU STOPPED ME.

I DIDN'T STOP YOU.

MA'AM, TAKE ME BACK TO 106, AND AS I SAID, IF IT AIN'T GOOD ENOUGH FOR YOURS, IT'S GOT TO BE GOOD ENOUGH FOR OURS.

I TELL YOU WHAT.

SINCE YOU WILL NOT RESTORE MY TIME AND YOU MESSED WITH MY CONSTITUTIONAL RIGHT.

NOW YOU GOT A PROBLEM, AND IF YOU WANT TO HAVE A DISCUSSION, LET'S HAVE ONE.

THANK YOU, THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM A-2 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL FOUR.

SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE COLLEAGUES.

PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE.

THANK YOU, MADAM PRESIDENT.

I'D LIKE TO INVITE DR.

ALLISON MATNEY TO THE PODIUM TO MOVE FORWARD, AND THE PRESENTATION AND REFERENCE TO GOAL FOUR. THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT, HOUSE AND TRUSTEES.

I AM HERE THIS EVENING TO DISCUSS GOAL FOUR.

THIS IS OUR FINAL PRESENTATION FOR THE END OF YEAR EVALUATION FOR OUR FOUR GOALS.

SO JUST AS A REMINDER GOAL FOUR STATES, THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES READING AT OR ABOVE GRADE LEVEL AS MEASURED BY THE MEETS GRADE LEVEL

[00:05:02]

STANDARD ON STAAR THREE THROUGH EIGHT READING AND STAAR EOC, ENGLISH ONE AND TWO ASSESSMENTS WILL INCREASE EIGHT PERCENTAGE POINTS FROM 21% IN SPRING 2019 TO 29% IN SPRING 2024.

SO HERE WE CAN SEE WHERE WE WERE IN 2018 WITH THIS STUDENT GROUP ON OUR READING IN ENGLISH ONE AND TWO EOC ASSESSMENTS, WE WERE AT 22% AT OR ABOVE GRADE LEVEL IN 2018.

IN 2019, WE'RE AT 21%, AND THEN YOU MIGHT REMEMBER AS WE WENT THROUGH THE PANDEMIC, WE HAD CONVERSATIONS ABOUT LEVEL SETTING THE EXPECTATION FOR 2021 BEING THAT SAME NUMBER FROM 2019.

SO THAT NUMBER IS 21, AND WE ACTUALLY DID ACHIEVE THAT 21% FOR THE STUDENT GROUP.

SO WE DID MEET THIS TARGET FOR GOAL FOUR.

THIS IS A TAPR DATA SOURCE, AND ONE OF THE LIMITATIONS WITH USING TAPER IN THIS SETTING IS THAT IT DOESN'T ACTUALLY DISAGGREGATE STUDENTS WITH DISABILITIES INTO OTHER STUDENT GROUPS. IT TREATS IT AS ITS OWN STUDENT GROUP.

SO WE DON'T HAVE BY RACE, ETHNICITY.

THIS IS THE SINGLE DATA SET.

SO HIGH LEVERAGE AREAS FOR NEXT STEPS LOOKING AT THAT LITERACY BY THREE INITIATIVE, AND AS A REMINDER, ADMINISTRATION HAS HAD THIS DATA FOR QUITE SOME TIME, AND SO THOSE WERE DATA POINTS THAT WE MADE PLANS FOR THIS SCHOOL YEAR OFF OF.

SO YOU'VE HEARD US TALK ABOUT OUR LITERACY BY THREE REFRESH, OF COURSE, OUR HOUSE BILL THREE READING ACADEMIES THAT WE CONTINUE TO OFFER AND PARTICIPATE IN, AND THAT CONCLUDES THE GOAL FOUR PRESENTATION.

YOU ARE AWESOME. [LAUGHTER] I THINK THAT WAS THE SHORTEST PROGRESS MONITORING PRESENTATION. YOU'VE ANSWERED EVERYBODY'S QUESTIONS ALREADY.

TRUSTEES, PLEASE GET IN THE QUEUE TO INDICATE QUESTIONS.

TRUSTEE BAKER.

FIRST QUESTION, MR. SUPERINTENDENT, DO YOU AGREE THAT WE'RE ON TRACK TO MEET THE GOAL? I AGREE THAT THE PROGRESS THAT WE'RE SEEING IS DEFINITELY THE PROGRESS IN THE DIRECTION THAT WE WANT TO HEAD.

DR. MATNEY, DO YOU WANT TO SHARE SOME INSIGHT IN REFERENCE TO EXACTLY WHERE THE EXPECTATION IN REFERENCE TO THE GOAL IS AND WITH THE PROGRESSION THAT WE'RE SEEING, WHETHER WE ARE ON ON PACE TO MEET THE GOAL.

SURE. ABSOLUTELY.

SO, ANNUALLY WE ACTUALLY IDENTIFY IF WE'RE ON TRACK, IF WE MET THE TARGET OR IF WE DIDN'T MEET THE TARGET. SO FOR THIS 2021 SCHOOL YEAR, LAST YEAR, WE DID MEET THE TARGET, BUT AGAIN, AS WE WERE COMING OUT OF THE PANDEMIC, WE KNEW THAT THE ULTIMATE TARGET FOR 2024 IS 29%.

SO WE ACTUALLY FRONTLOADED A LITTLE BIT.

SO YOU'LL SEE WE WANTED TO JUST STAY THE SAME FROM 2019 INSTEAD OF ACTUALLY GAINING FROM 19 TO 21.

SO ALTHOUGH WE MET THE TARGET AND IF WE LOOKED AT AN EVEN NUMBERING BETWEEN 2021 ALL THE WAY TO 2024, WE COULD HAVE BEEN IN A SITUATION THAT WE WERE BEHIND, BUT WE CHOSE ON PURPOSE NOT TO DO THAT BECAUSE WE KNEW WHAT OUR KIDS HAD GONE THROUGH.

WE KNEW THAT WE HAD TO GET THEM BACK INTO CLASSROOMS, LEVEL SET, MAKE SURE THAT THEY WERE SET UP FOR SUCCESS, BUT EVERYTHING THAT WE'VE SEEN WITH OUR PROGRAMING FOR STUDENTS WITH DISABILITIES ALONG THE WAY, ALL OF OUR RENAISSANCE REPORTS WE'VE BEEN TALKING ABOUT THIS YEAR, REALLY SHOW SOME GREAT PROMISE, AND I BELIEVE WE'RE ABSOLUTELY ON TRACK TO NOT JUST MEET THAT 29%, BUT EXCEED IT AND IF SO, WHAT GIVES YOU CONFIDENCE THAT WE'RE GOING TO EXCEED THAT GOING FORWARD? YEAH, SO JUST THE LEADING INDICATORS OF THE DATA WITH RENAISSANCE, SEEING THAT OUR STUDENTS WITH DISABILITIES ARE SHOWING GREATER GROWTH THAN THEY HAVE IN YEARS PAST, AND A LOT OF THAT IS BECAUSE OF THE PROGRAMING CHANGES THAT ARE HAPPENING.

THE TRUSTEES HAVE SET A CONSTRAINT FORWARD FOR ADMINISTRATION TO ENSURE THAT WE'RE SERVING STUDENTS WITH DISABILITIES APPROPRIATELY AND WITH A FOCUS, AND SO ONE OF THOSE THINGS IS ENSURING THAT THEIR IEP GOALS AND TARGETS ARE APPROPRIATE, AND WE'RE SEEING THE OUTCOMES IN STUDENT OUTCOMES BY DOING THAT AND MAKING SURE THAT TRAINING IS THERE IN THE WORK, IS THERE FOR FOR TEACHERS SUPPORTING STUDENTS WITH DISABILITIES.

SO I HAVE THREE QUESTIONS BECAUSE THE GRAPH DOES NOT REALLY STATE THIS CLEARLY.

[00:10:01]

WHO IS STRUGGLING THE MOST? WHO IS IMPROVING THE MOST? WHO IS NOT MOVING? THANK YOU FOR ASKING THAT.

SO IT DOESN'T WE DON'T OUTLINE IT BY GRADE LEVEL HERE, BUT WE DID SEE DROPS IN OUR MIDDLE SCHOOL GRADES. SO SIXTH AND SEVENTH GRADE, WE SAW DROPS.

EIGHTH GRADE STAYED ABOUT THE SAME, BUT WE DIDN'T SEE THOSE GAINS.

WE DID SEE GAINS IN OUR ENGLISH ONE AND TWO.

SO OUR HIGH SCHOOL LEVELS, BUT THE INTERESTING PIECE ABOUT THAT IS IN 2020, THE STATE ALLOWED FOR US TO WAIVE THE REQUIREMENTS OF TESTING FOR GRADUATION.

SO WE HAVE LESS RE-TESTERS, WE HAVE FEWER STUDENTS THAT HAVE TO TAKE THAT TEST OVER AND OVER AND SO THAT COULD BE PART OF THAT OUTCOME, BUT WE'RE GOING TO DIG DEEPER TO FIND THAT OUT, BUT WE DID SEE INCREASES THERE.

SO SINCE WE MET THE TARGET, WHAT ARE THE STRENGTHS AND WHAT ARE THE LIMITATIONS IN THE AREAS WHERE WE AREN'T IMPROVING AS RAPIDLY? SO THE AREAS WHERE WE AREN'T IMPROVING AS RAPIDLY.

SO WE LOOK AT TRANSITION AND THIS IS ACROSS THE BOARD, NOT JUST WITH STUDENTS WITH DISABILITIES, BUT THOSE TRANSITIONS FROM ELEMENTARY TO MIDDLE AND FROM MIDDLE TO HIGH SCHOOL, WE TYPICALLY SEE THOSE AS AREAS THAT WE STRUGGLE AND HAVE TO REALLY PROVIDE SUPPORTS AROUND AND THEN COUPLE THAT WITH HAVING TO MODIFY LEARNING AROUND THOSE AREAS SIXTH GRADE TEACHERS IN SCHOOLS REALLY GETTING TO KNOW THOSE STUDENTS THAT HAVE JUST COME TO THEM, BUILD THOSE RELATIONSHIPS.

THAT'S WHY WE SOMETIMES SEE THOSE LIMITATIONS.

MY NEXT QUESTION IS WHAT GAPS EXISTS BETWEEN STUDENT GROUPS? SO AS I STATED, THIS ONE DOESN'T ACTUALLY DISAGGREGATE DOWN IN THE STUDENT GROUPS WITHIN STUDENTS WITH DISABILITIES, BUT WE CONTINUE TO SEE IN ALL OF OUR DATA SETS THAT WE HAVE LARGE GAPS WITH OUR AFRICAN AMERICAN AND HISPANIC STUDENTS IN COMPARISON TO OUR ASIAN AND OUR WHITE STUDENTS.

OKAY, IS THERE ANYTHING IN THE PLAN AND THE SUPERINTENDENT'S RESPONSE, THAT WILL REQUIRE MORE BOARD APPROVAL.

SIR, IS THERE ANYTHING THAT WOULD REQUIRE BOARD APPROVAL OR BOARD SUPPORT? IN REFERENCE TO THE STRATEGIC PLAN? YES, SIR. THE BUDGET IS IS THE PIECE THAT WILL BE THE MOST MOST PREVALENT AS WE MOVE FORWARD DOWN THE ROAD.

OF COURSE, THE CONVERSATIONS THAT WE'VE HAD TODAY WERE MORE SO AROUND THE DIFFERENT MODELS THAT REALLY ALIGN TO WHAT WE'LL DO WITH THE BUDGET, AND THAT'S WHY I REALLY APPRECIATED A COUPLE OF YOU COMING BACK AND KIND OF SHARING WHERE YOU STAND.

SO THE BUDGET IS THE MAJOR DRIVER AT THIS POINT.

THIS SHOWS THAT WE ARE ON TARGET IN THE AGGREGATE, BUT ARE THERE ANY SCHOOLS THAT HAVE HISD TYPICAL STUDENT DEMOGRAPHIC BUT OUTPERFORMED DISTRICT? SO THOSE HIGH NEED SCHOOLS, SURE THERE ARE I DON'T DON'T HAVE THOSE PARTICULAR SCHOOLS IN FRONT OF US, BUT WE CAN PROVIDE THOSE--WE USED TO CALL THEM H SQUARED SCHOOLS.

HIGH NEED, HIGH PERFORMING SCHOOLS.

WE DEFINITELY HAVE THOSE AND WE CAN PROVIDE THOSE.

I WAS A PRINCIPAL OF ONE OF THOSE.

GREAT ANY DEMOGRAPHICALLY TYPICALLY OUTLIERS THAT WE CAN LEARN FROM THIS ANY DEMOGRAPHICALLY TYPICALLY OUTLIERS THAT WE CAN LEARN FROM IT? ABSOLUTELY.

WHAT UNDERSTANDING IS THE ADMINISTRATION GLEANING FROM THIS? IN REFERENCE TO THE OUTLIERS, THE HIGH PERFORMING--I THINK YOU TAKE A LOOK AND WE'D HAVE TO COME BACK IN AND SHARE TRUSTEE BAKER IN REFERENCE TO WHAT THOSE SCHOOLS ARE.

I'D HATE TO SPEAK TO IT, BUT WE'D BE GLAD TO DO THAT.

DR. MATNEY, IF WE COULD PREPARE SOMETHING THAT SPEAKS SPECIFICALLY TO THOSE H SQUARED SCHOOLS, THOSE HIGH POVERTY, HIGH PERFORMING SCHOOLS, PROVIDED TRUSTEES, LET'S DO SO.

ABSOLUTELY.

MY NEXT QUESTION IS, WHAT DID THE ADMINISTRATION LEARN THAT IS HELPING INFORM CHANGES IN IMPLEMENTATION THAT BOTH DISTRICT AND CAMPUS LEVELS? WE'LL ADD THAT TO DR.

MATNEY, DID YOU GET THAT QUESTION AS WELL? IT'S THE SAME QUESTIONS THAT I SENT TO YOU EARLIER.

YES. MY LAST SUGGESTION, OR QUESTION IS, ARE WE PLANNING TO MAKE THE REPORT MORE DETAIL? IN FACT, WE HAVE SOME SAMPLES WE'RE GOING TO EMAIL TO YOU SO THAT NEXT TIME WE COULD HAVE SOME OF THESE QUESTIONS SELF ANSWERED GOING FORWARD.

I THINK WE GOT THE QUESTIONS MOST RECENTLY.

WE GOT THEM OUT TO THE GROUP.

[00:15:02]

WE'LL DO THE BEST JOB WE CAN TO ENSURE THAT WE PROVIDE WHAT THE TRUSTEES ARE LOOKING FOR.

THANK YOU VERY MUCH. THOSE ARE MY QUESTIONS.

TRUSTEE WADE.

YES, QUICK QUESTION.

SO THANK YOU, DOCTOR MATNEY, REAL QUICK.

SO SO FAR IT SOUNDS TO ME LIKE THE DISTRICT IS HAVING SUCCESS IN THIS AREA, AND WE STILL HAVE TO OUR POINT TONIGHT THE PUA MODEL IN EXISTENCE, AND WHAT IS THE DISTRICT DOING THAT THE DISTRICT IS DOING SOMETHING RIGHT IN THIS AREA? CORRECT, AND COULD THAT BE AN INSTRUMENT USED IN THE IF WE CONTINUE IN A PUA MODEL? WITH THE SUCCESSES YOU ARE HAVING IN SPECIAL NEEDS THROUGHOUT THE REST OF THE DISTRICT, DOES THAT MEAN--SO WE'RE SUCCESSFUL IN OUR PUA MODEL AS IT STANDS IN THIS DEPARTMENT WITH WHATEVER SUPPORTS THE DISTRICT IS DOING, WHICH ARE DOING VERY WELL.

SO I JUST WANT TO PUT THAT OUT THERE AS SOMETHING THAT IS A POSITIVE IN THE MARK OF THE PUA MODEL AND WHAT YOU ARE DOING IN TESTING IN THIS PARTICULAR AREA.

SO WHATEVER THAT'S WORTH.

THANK YOU. TRUSTEE DEIGAARD.

YOU WERE, THEN HE DISAPPEARED, SO I WASN'T SURE.

SO I RECOGNIZE THAT IT DOESN'T--YOU WERE SAYING THIS DOESN'T DISAGGREGATE BY STUDENT GROUPS. UM, DO WE TRACK IN THE DISTRICT THE PERFORMANCE BY AND I KNOW THERE'S LIKE 13 CATEGORIES I THINK WITH IDEA.

DO WE TRACK PERFORMANCE BY LIKE INDIVIDUAL CATEGORIES OF STUDENTS WITH SPECIAL NEEDS.

WE DO, THAT DEFINITELY LIVES WITHIN THAT OFFICE IN LOOKING AT EACH OF THOSE CATEGORIES, EACH OF THOSE AREAS OF DISABILITY, TO SEE THOSE IMPROVEMENTS, THIS IS THE AGGREGATE AND THEY LOOK AT MY PROGRAM.

SO LIKE IF A STUDENT HAS AUTISM OR A STUDENT HAS READING, WOULD THAT BE SHAREABLE WITH US? IS THAT SOMETHING THAT'S AN EASY REPORT THAT'S ALREADY IN EXISTENCE? SHOULD BE, YES.

I WOULD LOVE TO SEE THAT.

JUST I'M REALLY CURIOUS, AND THEN WITH THAT, IT SOUNDS LIKE YOU ALSO TRACK BY GRADE, AND I THINK THAT'S AVAILABLE ON THE TEA WEBSITE, SO WE DON'T NEED TO GET THAT PROVIDED. JUST WANTED TO MAKE SURE.

IN TERMS OF THE REPORT, SO IT SAID LITERACY BY THREE INITIATIVE IS BEING ANALYZED.

CAN YOU EXPLAIN A LITTLE BIT ABOUT THAT, WHAT THAT MEANS? SURE, I'LL ASK MY CHIEF ACADEMIC OFFICER, DR.

BIRD OR CHIEF BIRD TO SHARE SOME INSIGHT HERE.

SO A COUPLE OF THINGS. AS YOU KNOW, WE'VE PURCHASED A REALLY GREAT READING, WHICH IS SYSTEMATIC PHONICS INSTRUCTION.

SO THAT IS BEING ROLLED OUT EVERY CAMPUS.

SO I THINK IF YOU LOOK AT THE ORIGINAL LITERACY BY THREE INITIATIVE, THERE ARE SOME UNEVEN IMPLEMENTATION OVER TIME.

IT JUST HAS HAPPENED.

SO WE'RE LOOKING AT STRENGTHENING PROFESSIONAL DEVELOPMENT.

OF COURSE, THERE'S THE READING ACADEMIES THAT TEACHERS ARE GOING THROUGH THAT IS HELPING THEM IN SYSTEMATIC PHONICS INSTRUCTION.

I THINK THE THING THAT WE WILL SEE THE GREATEST GAINS IN WHILE WE'RE ON TARGET, WE WOULD LIKE TO SEE MUCH HIGHER STUDENT ACHIEVEMENT, AND THAT'S GOING TO BE THE IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS FOR ALL STUDENTS, AND SO NEXT YEAR, WE HAVE SIX CAMPUSES THAT ARE IMPLEMENTING KNOWLEDGE BASED READING CURRICULUM, AND SO I THINK AS WE IMPLEMENT THAT AND WE IMPLEMENT THAT WITH FIDELITY AND THEN WE KNOW THAT PHONICS ARE BEING TAUGHT IN EVERY SCHOOL AND EVERY GRADE IN THOSE EARLY GRADE LEVELS AND IN BOTH ENGLISH AND SPANISH.

THAT'S ALSO AN IMPORTANT DISTINCTION, THAT IT'S NOT JUST MIMICKING THE ENGLISH PHONICS, BUT THAT KIDS IN BILINGUAL PROGRAMS ARE LEARNING SPANISH PHONICS.

SO I THINK YOU'LL SEE AN IMPROVEMENT ONCE WE SEE IMPLEMENTATION OF THESE NEW CURRICULUM MATERIALS, AND JUST SO FOR MY UNDERSTANDING, SO REALLY GREAT READING IS WHAT GRADES? K THROUGH THREE AND THEN AMPLIFY WHAT GRADES? IT'S AVAILABLE TO K THROUGH EIGHT.

NEXT YEAR, WILL IMPLEMENT IT IN THREE ELEMENTARY SCHOOLS AND THREE MIDDLE SCHOOLS.

JUST A PILOT TO SEE HOW THAT GOES.

THE READING ACADEMIES ARE K THROUGH THREE, CORRECT? MM HMM, TEACHERS AND THAT'S THE REQUIRED.

SO, REALLY GREAT READING AND READING ACADEMIES ARE ALL ELEMENTARY.

[00:20:04]

THAT'S RIGHT. K THROUGH THREE AND AMPLIFY IS GOING TO BE PHASED OUT.

OKAY, THAT'S HELPFUL, AND THEN MY ASSUMPTION IS WE WOULD SEE GROWTH AFTER AFTER THIS YEAR. I'M ALSO CURIOUS TO SEE ABOUT ANY OF THE DEMOGRAPHIC OUTLIERS THAT TRUSTEE BAKER REFERENCED. SO LOOKING FORWARD TO THAT REPORT.

DR. MATNEY, YOU MENTIONED AREAS WHERE LIKE THE TRANSITION GRADES ARE WHERE STUDENTS IMPROVE THE LEAST, AND JUST CURIOUS WHAT THOSE SUPPORTS LOOK LIKE AND WHAT HAS WORKED WHAT ARE WE ABLE TO SCALE? DR. MATNEY. SO ONE OF THE THINGS IS MAKING SURE THAT WE HAVE TRANSITION MEETINGS THROUGH THE ARD PROCESS FOR STUDENTS WITH DISABILITIES SPECIFICALLY.

WHEN A STUDENT IS AT AN ELEMENTARY SCHOOL FOR SIX, SEVEN YEARS.

THOSE RELATIONSHIPS ARE BUILT WITH FAMILIES AND WITH THE STUDENT AND REALLY UNDERSTANDING THE STUDENT AND THEIR NEEDS, NOT JUST FROM A REPORT, AND SO HAVING THOSE TRANSITION MEETINGS TO GET THAT GOING AT THE MIDDLE SCHOOL LEVEL AND THEN AGAIN AT THE HIGH SCHOOL LEVEL IS CRITICAL AND THERE'S A LOT OF SUCCESS WHEN THOSE HAPPEN BECAUSE THEN YOU'RE NOT TAKING TIME TO REALLY GET TO KNOW THE STUDENT AND WHAT THEIR NEEDS ARE.

YOU CAN HIT THE GROUND RUNNING AND REALLY PROVIDE THOSE SUPPORTS QUICKLY, AND I WOULD JUST ADD THAT AS WE TRANSITION TO YOU'RE GOING TO GET TIRED OF HEARING ME SAY BUT HIGH QUALITY INSTRUCTIONAL MATERIALS.

WE'RE ALSO TRAINING ALL TEACHERS, NOT JUST GENERAL TEACHERS, BUT EVERY TEACHER WILL HAVE THIS FOUNDATION SO THAT THEY CAN SCAFFOLD APPROPRIATELY FOR STUDENTS WITH DISABILITIES.

OKAY, AND YOU MENTIONED ALSO LARGE GAPS WITH OUR CHILDREN OF COLOR, WHICH I THINK WE SEE IN EVERY REPORT, AND I'M JUST CURIOUS WHAT KINDS OF TARGETED SUPPORTS--I THINK A LOT OF TIMES IT CORRELATES WITH LOW INCOME, AND I UNDERSTAND WITH THE WEIGHTS WE GIVE MORE AND WITH THIS RISK FACTOR, WE'RE GOING TO GIVE MORE, BUT WHAT KIND OF INTENTIONAL SUPPORTS ARE GIVEN FOR SPECIFICALLY OUR AFRICAN-AMERICAN CHILDREN.

YEP, AND I WOULD EVEN TAKE IT A STEP FURTHER IN TERMS OF OUR HIGHEST NEED STUDENTS, AND THAT'S KIND OF WHAT WE'RE DOING AND WHAT OUR FOCUS WILL BE, ESPECIALLY IN THE TRANSFORMATION NETWORK, AND I'D LOVE FOR DR.

WATTS TO SHARE WITH SOME OF THOSE STRATEGIES AND FOCUS AND TIERED SUPPORTS WILL LOOK LIKE AS WELL AROUND IMPROVING QUALITY INSTRUCTION FOR OUR SPECIAL ED STUDENTS.

SO, WELL, I'M ASKING SPECIAL ED STUDENTS, SPECIFICALLY AFRICAN AMERICAN STUDENTS, SPECIAL EDUCATION STUDENTS.

SO IN THE TRANSFORMATION SCHOOLS WILL BE WORKING SPECIFICALLY WITH TEACHERS TO INCREASE THEIR INSTRUCTIONAL CAPACITY.

I THINK ONE OF THE BIG FOCUSES IN OUR SCHOOLS WILL NOT ONLY BE THE CURRICULUM, BUT THE ENGAGEMENT. I THINK IT'S ONE THING TO PUT REALLY GREAT CONTENT IN FRONT OF STUDENTS, BUT IF YOU DON'T CREATE AN ENVIRONMENT IN WHICH STUDENTS SEE INSTRUCTION AS RELEVANT, SOMETIMES THE CONTENT REALLY DOESN'T MATTER.

SO REALLY WORKING WITH TEACHERS TO SEE THE IMPORTANCE OF THE CONTENT AND THE ENGAGEMENT OF OUR STUDENTS WOULD BE ONE ONE SPECIFIC WAY, AND JUST--OH, I GUESS MY TIME IS UP . TRUSTEE DEIGAARD.

THIS IS ALWAYS MY FAVORITE PART, AND I AM NEVER GOING TO GET TIRED OF HEARING ABOUT HIGH QUALITY INSTRUCTIONAL MATERIALS BECAUSE THE MORE AND MORE I LEARN ABOUT IT, THE MORE EXCITED I AM ABOUT THAT FOR OUR KIDS.

SO THERE ARE TWO STRATEGIES LISTED IN THE SUPERINTENDENT'S RESPONSE IN THIS REPORT.

ARE THESE BUDGET NEUTRAL? I'D HAVE TO LOOK AT DOCTOR BIRD.

I DON'T REMEMBER WHAT THE RESPONSE WAS.

I DON'T HAVE THEM IN FRONT OF ME. THAT WAS THE LITERACY BY THREE REFRESH AND THE--SAYS LITERACY BY THREE REFRESH AND THE HB THREE THOSE BECAUSE IT'S ADOPTION OF INSTRUCTIONAL MATERIALS, THOSE ARE THE NORMAL REGULAR COSTS THAT WE HAVE, AND THEN THE HB THREE READING ACADEMIES, WE HAVE A BUDGET FOR THAT.

SO ARE THOSE GOING TO INCUR ADDITIONAL COSTS IN THE FISCAL YEAR 23 BUDGET OVER FISCAL YEAR 22? NO.

SO THAT'S WHAT I MEAN, BUDGET NEUTRAL, AND THEN I KNOW THAT WHAT IS AN INCREASE IN OUR BUDGET WITH LITERACY IS LIBRARIANS AND THAT'S A CORE TENET OF THE BUDGET FOR LITERACY AS AN INCREASE. WHY ARE THEY NOT INCLUDED IN THIS FOR OUR SPECIAL ED KIDS? AS A STRATEGY LIKE IF THAT'S A DRIVER FOR.

YEAH, I THINK WHEN WE WERE DISCUSSING THIS, I WAS THINKING REALLY THE CORE INSTRUCTIONAL PROGRAM IN THE CLASSROOM.

I MEAN, LIBRARIES ARE SERVING ALL STUDENTS, AND YOU'RE RIGHT, THAT'S PART OF THE STRATEGY

[00:25:01]

AS WELL. I WAS THINKING OF REALLY OUTCOMES FOR THIS GROUP? YEAH. THANK YOU.

I UNDERSTAND NOW, AND I WANT TO FOLLOW UP ON A QUESTION THAT TRUSTEE BAKER ASKED ABOUT THINGS THAT REQUIRE THE SUPERINTENDENT'S APPROVAL.

SO WHAT I'M HEARING IS THESE TWO THINGS ARE ALREADY THINGS WE'VE APPROVED.

THEY DON'T REQUIRE ANY APPROVAL FROM US AND WE'RE ALREADY SUPPORTING THEM AS A BOARD.

SO YOU DON'T NEED THAT FROM US AS WELL.

YOU INDICATED THERE IS A SLIGHT DIP IN READING AND HAVE INCLUDED STRATEGIES FOR IMPROVEMENT. HAVE YOU IDENTIFIED THE REASONS FOR THE SLIGHT DIP? LIKE WHAT YOU'RE DOING THAT MAY NOT BE WORKING? AS WELL AS MAYBE STUFF THAT IS WORKING AND JUST NOT WORKING AS CONSISTENTLY.

SO THERE'S THE CLOUD OF THE PANDEMIC, AND WE DON'T KNOW TO WHAT DEGREE THAT SOME CHILDREN WERE OUT OF SCHOOL, SOME CHILDREN WERE IN SCHOOL.

SO THERE'S THAT MIX, BUT I THINK LARGELY IT'S ABOUT THE FIDELITY OF IMPLEMENTATION OF INSTRUCTIONAL STRATEGIES THAT WE KNOW THAT WORK.

I THINK WHAT IS REALLY CRITICAL FOR STUDENTS WITH DISABILITIES, FOR ALL STUDENTS, IS THAT WE ARE GIVING THEM OPPORTUNITIES TO ACHIEVE ON GRADE LEVEL WITH THE APPROPRIATE SCAFFOLDS , AND SO I THINK THERE IS A TENDENCY OF VERY WELL INTENDED TEACHERS THAT ARE SAYING, OH, THESE KIDS ARE BEHIND BECAUSE THEY'VE BEEN OUT OF SCHOOL AND SO WE HAVE TO GO BACK AND REMEDIATE. THERE'S LOTS OF STUDIES THAT SHOW THAT YOU REALLY NEED TO ACCELERATE LEARNING, AND IF YOU'RE STAYING IN REMEDIATION ALL THE TIME, YOU'RE NEVER GOING TO GET KIDS UP ON GRADE LEVEL. SO I THINK THAT'S THE BIGGEST THING THAT WE NEED TO MAKE SURE THAT WE'RE DOING. HOW ARE YOU GOING ABOUT ENSURING THAT'S CONSISTENTLY APPLIED ACROSS CAMPUSES? SO I THINK REALLY IT'S A MINDSET SHIFT IN MANY WAYS AND IT'S ABOUT PROFESSIONAL DEVELOPMENT AND GIVING TEACHERS THE TOOLS THAT THEY NEED.

SO IF WE PROVIDE THEM WITH INSTRUCTIONAL AREAS THAT WE KNOW OUR STANDARDS ALIGN AND WE KNOW OUR GRADE LEVEL, THEN IT'S ABOUT HELPING THE TEACHERS APPLY THOSE MATERIALS AND REALLY HAVING GIVING THEM THE OPPORTUNITY TO TRULY DIFFERENTIATE WITH THE MATERIALS THAT WE HAVE. RIGHT NOW, A LOT OF TEACHERS ARE LOOKING FOR LOTS OF THINGS.

THEY'RE GOING ONLINE, THEY'RE SPENDING THEIR TIME DOING THAT INSTEAD OF JUST IMPLEMENTING AND INTERNALIZING THE GRADE LEVEL STANDARDS.

SO YOU'RE GIVING THEM A MORE TIME EFFICIENT WAY OF DOING IMPROVED WORK FOR THEIR STUDENTS , AND SO ARE YOU GETTING THE BUY IN FROM TEACHERS TO GO DOWN THE PATH YOU'RE TRYING TO GO DOWN? THERE'S GREAT ENTHUSIASM AMONG PEOPLE THAT'RE PILOTING FOR NEXT YEAR.

THAT WAS ALL OPT IN FOR READING AND WE HAD MORE PEOPLE INTERESTED, BUT WE COULD ONLY DO SIX BECAUSE IT'S A PILOT WITH TEA.

OKAY, AND THEN I'M GOING TO ECHO TRUSTEE CRUZ ABOUT LOOKING FORWARD TO THE THAT SET OF SCHOOLS THAT'S OUTPERFORMING THEIR PEERS IN KIND OF DEMOGRAPHICALLY TYPICAL SCHOOLS.

I THINK IT WOULD BE EXCITING TO HEAR WHAT YOU ALL ARE LEARNING ABOUT THAT.

THANK YOU.

THANK YOU. SO RECENTLY A REPORT WAS SENT TO THE BOARD ABOUT THE CURRICULUM AND MATERIALS USED AT HISD AND I FOUND SOME OF THE INFORMATION IN THAT REPORT VERY CONCERNING.

IT STATES THAT THE DIFFERENT MATERIALS USED ARE NOT NECESSARILY ALIGNED.

FOR EXAMPLE, THE MATERIALS FOR READING WAS STRUCTURED READING SUPPORT, BUT THE ONE THAT HISD WAS PROVIDING WAS A BALANCED LITERACY APPROACH, AND SO HISD WAS UNINTENTIONALLY HALTING THE DEVELOPMENT LEARNING OF STUDENTS.

SO HAVE WE MADE SURE THAT ALL THESE NEW REALLY GREAT READING? I HAVEN'T PERSONALLY LOOKED INTO IT, BUT HAVE WE MADE SURE THAT THEY ARE ALIGNED? AND I KNOW THAT WE'RE MOVING AWAY FROM [INAUDIBLE] SO THAT'S THE WHOLE PURPOSE OF BASED UPON THAT, I THINK I KNOW WHAT YOU'RE TALKING ABOUT.

THAT'S THE WHOLE PURPOSE OF OF IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS IS THAT WE KNOW THAT STUDENTS ARE RECEIVING GRADE LEVEL OPPORTUNITIES, AND I WILL SAY THAT IS ONE THING, EVEN IN DECENTRALIZATION, YOU CAN CENTRALIZE CERTAIN THINGS SUCH AS CURRICULUM, AND THAT'S REALLY IMPORTANT FOR THE STUDENT EXPERIENCE BECAUSE RIGHT NOW WHAT HONESTLY DOES HAPPEN IS THERE ARE SOME SCHOOLS THAT ARE SUPPORTING, THEY HAVE DIFFERENT PROGRAMS AND A STUDENT CAN GO FROM ONE SCHOOL JUST TO A VERY CLOSE NEARBY SCHOOL, AND IT'S VERY DIFFERENT. SO WE DO WANT TO ENCOURAGE SCHOOLS THAT WE WANT TO SUPPORT SOMETHING REALLY WELL. SO WE'RE GOING TO SUPPORT THE DISTRICT ADOPTED THINGS THAT WE KNOW OUR STANDARDS ALIGN AND WE KNOW ARE GIVING THE STUDENTS THE OPPORTUNITIES THEY NEED, AND THAT'S WHAT MY TEAM IS GOING TO BE FOCUSING ON IS REALLY PROVIDING HIGH QUALITY PROFESSIONAL DEVELOPMENT

[00:30:01]

FOR TEACHERS, BUT WE CAN ONLY DO THAT IF WE HAVE A LIMITED NUMBER OF THINGS THAT WE'RE SUPPORTING THAT MAKES PERFECT SENSE, BUT I DON'T THINK THAT MY QUESTION WAS ANSWERED.

SO THERE WAS A STRUCTURED READING APPROACH AND A BALANCED LITERATURE APPROACH, SPEAKERS] ALL EVERYTHING THAT HISD IS SUPPORTING INSTRUCTIONALLY FOR READING IS ALL ONE.

SO THAT WE'RE NOT HALTING INSTRUCTION.

THAT'S RIGHT. THAT'S WHY WE ADOPTED REALLY GREAT READING TO PUT THAT COMPONENT INTO THE READING INSTRUCTION. THAT MAKES SENSE.

THANK YOU. TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, AND FORGIVE ME, CHIEF BIRD, IF I HAVE REPEATED A QUESTION; I STEPPED OUT FOR A SECOND. SO YOU SAY YOU'VE RECEIVED BUY-IN FROM THE TEACHERS? WE'RE JUST STARTING NEXT YEAR.

SO THE ONES THAT HAVE SIGNED UP, YES, AND THAT'S WHY I'M DOING FOCUS GROUPS WITH TEACHERS . WHAT'S THE AVERAGE AGE OF EXPERIENCE OF THE TEACHERS THAT HAVE BOUGHT IN? SO I DON'T KNOW THE AVERAGE AGE.

I CAN GET INFORMATION FROM SCHOOLS ABOUT THAT.

THE SCHOOLS THAT HAVE OPTED IN, WHAT TYPE OF SCHOOLS DO WE HAVE? IT'S A GOOD CROSS-SECTION.

I CAN PROVIDE YOU THE LIST OF SCHOOLS THAT ARE OPTING IN.

OKAY, THANK YOU.

SO THE TRANSFORMATION SCHOOLS, WE ARE PROVIDING THAT FOR THEM AND THEN SCHOOLS OPTED IN ABOVE THAT, I CAN GIVE YOU THAT LIST OF SCHOOLS.

I'M SORRY, I APOLOGIZE.

YEARS OF EXPERIENCE, NOT AGE.

[CHUCKLING] I KNEW WHAT YOU MEANT. I KNOW WHAT YOU MEANT.

I'M SO SORRY. LEGAL CORRECTED ME.

[CHUCKLING] OKAY, YES, ALL RIGHT, THAT'S IT, THANK YOU.

OKAY, ANYONE ELSE FOR ROUND ONE.

I HAVE A FOLLOW UP QUESTION FOR ROUND TWO.

AGAIN, BACK TO THE GAPS BETWEEN THE STUDENT GROUPS THAT AREN'T NECESSARILY IN THE REPORT, BUT YOU REFERENCED AND THANK YOU, DR.

WATTS, FOR FOR SHARING THAT INSIGHT.

I'M JUST CURIOUS, LIKE, WHAT DOES THAT LOOK LIKE IN TERMS OF I'M THINKING OF IF WE'RE TALKING ABOUT OUR AFRICAN AMERICAN STUDENTS AND I'M THINKING OF OF TRUSTEE BLUEFORD-DANIELS' JARS OVER THERE HER ILLUSTRATION RIGHT AND AFRICAN AMERICAN STUDENTS ARE AT THE VERY BOTTOM, THE SPECIAL ED AFRICAN AMERICAN STUDENTS, AND SO, DR.

WATTS, YOU TALKED ABOUT STRATEGIES FOR THE SCHOOL, THE TRANSFORMATION SCHOOLS, BUT I'M REALLY CURIOUS, LIKE HOW INTENTIONAL ARE WE IN TERMS OF MAKING SURE THAT THE STUDENTS AT THE VERY BOTTOM, LIKE WHAT IS IT THAT THEY ABSOLUTELY NEED AND HOW ARE WE ADDRESSING THOSE NEEDS? BEFORE YOU JUMP IN, DR.

WATTS, I THINK WHEN YOU TALK ABOUT A CHILD WITH SPECIAL NEEDS AND THE ARD PROCESS AND THE IEP, IT'S AN INDIVIDUALIZED PROCESS, AND ONE OF THE THINGS THAT WE HAVE IN FOCUS ON, AND I THINK YOU ALL SAW THE SPED STRATEGIES REPORT, IS REALLY ENSURING THAT WE HAVE COMPLIANCE COMMUNICATION TO REALLY START.

I MENTIONED EARLY ON IN THE PROCESS THAT WE'VE SEEN VERY FEW COMPLAINTS.

THAT'S WHERE IT STARTS.

IT STARTS WITH UNDERSTANDING WHAT THE NEEDS ARE AT SCHOOLS, ENSURING THAT WE'RE ADHERING TO WHAT'S IN THAT IEP ON A CONSISTENT BASIS BECAUSE THAT IS AN INDIVIDUALIZED PLAN FOR EACH CHILD. DR. WATTS, ANY OTHER INSIGHTS YOU WANT TO SHARE? SO ONE OF THE THINGS THAT I'M HOPING TO BE ABLE TO TRANSITION INTO IN MANY OF THE TRANSFORMATION SCHOOLS IS REALLY BRINGING IN EXAMPLES OF STUDENT WORK.

THERE IS VALUE IN LOOKING AT STUDENT WORK, ANALYZING WHAT STUDENTS ARE MISSING, SO THAT YOU CAN BETTER UNDERSTAND THE CONCEPTUAL UNDERSTANDING AROUND THE MISCONCEPTION THAT THE STUDENT IS HAVING AND THEN DESIGNING A RETEACH PLAN AROUND THE MISCONCEPTION.

I THINK A LOT OF TIMES TEACHERS MAY KNOW THAT A STUDENT IS LOW IN A PARTICULAR TEK STANDARD AND THEY GO BACK AND THEY RETEACH THE WHOLE STANDARD WHEN IT COULD BE A VERY SPECIFIC, NUANCED MISCONCEPTION, BUT YOU DON'T KNOW THAT SOMETIMES IF YOU'RE JUST LOOKING AT STANDARDIZED TEST DATA; YOU'D KNOW THAT, HOWEVER, IF YOU'RE LOOKING AT STUDENT WORK.

SO BRINGING IN MORE STUDENT WORK SAMPLES, I THINK IS ONE WAY, AND THAT'S SOMETHING THAT I'M HOPING TO BE ABLE TO TRANSITION OUR SCHOOLS TO.

OKAY, THANK YOU, AND I LOOK FORWARD TO HEARING MORE ABOUT THAT, AND JUST AGAIN, RECOGNIZING THE HARD WORK THAT HAS GONE ON WITH SPECIAL EDUCATION AND WITH THE COMPLIANCE . OBVIOUSLY WE CAN SEE THE FACT THAT STUDENTS DID NOT FALL BEHIND DESPITE THE PANDEMIC IS SPEAKS VOLUMES TO THE WORK THAT HAS BEEN DONE IN THAT AREA.

SO THANK YOU FOR THAT.

TRUSTEE SANTOS.

[00:35:02]

THANK YOU, PRESIDENT CARUSO. DR.

WATSON. CHIEF BIRD, SO WHAT I HEARD YOU TALKING ABOUT WAS CULTURAL COMPETENCY.

THE RELEVANCE, CULTURAL COMPETENCY, YES.

IS THAT BUILT INTO THE PROFESSIONAL DEVELOPMENT? AS WE ADOPT NEW MATERIALS.

YES, THAT IS PART OF THE TRAINING AND THE FOUNDATIONAL SKILLS.

SO WHAT I HEARD YOU ALL SAY WAS THAT THE CULTURAL COMPETENCY PLUS LESS TESTING, RIGHT? I BELIEVE THAT WE CAN ACCOMPLISH GOALS WITH TESTING CHILDREN LESS THROUGHOUT THE SCHOOL YEAR. YES. WHAT I'M HEARING IS A GREAT TIME FOR POLICY THAT PROTECTS INSTRUCTIONAL TIME.

SO IS THERE A WAY, SUPERINTENDENT HOUSE, THAT WE COULD CREATE A POLICY OR CONSTRAINT THAT WOULD PROTECT TEACHER INSTRUCTIONAL TIME AND SAY YOU HAVE X NUMBER OF MINUTES THAT YOU CAN TEACH AND THAT WE CANNOT TOUCH? WE CAN DEFINITELY DISCUSS IT.

SO I'M GOING TO BE POSITIVE AND SAY YES AND I WILL JUST WE'RE GOING TO WORK TOWARDS THAT OR THIS TRUSTEE. THANK YOU, SUPERINTENDENT.

THANK YOU, CHIEF BIRD AND CHIEF WATTS.

THANK YOU. SEEING NO ONE ELSE IN THE QUEUE.

THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY FOR THE PRESENTATION.

MAY I HAVE A MOTION TO ACCEPT PRESENTATION? MOTION TO APPROVE. SECOND, SANTOS.

HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE SANTOS.

PLEASE VOTE. 9 FOR, 0 AGAINST.

WE WILL NOW CONSIDER A VOTING ITEM FROM THE AGENDA.

REVIEW BUSINESS AGENDA.

ACCEPTANCE OF PROPOSED REVISIONS TO BOARD MONITORING CALENDAR.

MAY I HAVE A MOTION? WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE HERNANDEZ.

IS THERE ANY DISCUSSION? I ACTUALLY HAVE A QUESTION.

JUST QUICK QUESTION.

I GUESS THE QUESTION IS FOR DR.

MATNEY, SUPERINTENDENT, IF THAT'S OKAY.

I MEAN, I'M JUST WONDERING, LIKE, WHY YOU CHOSE AT CERTAIN JUNCTURES TO HAVE THE CHANGES? DR. MATNEY. SURE, EXCELLENT QUESTION.

SO WE LOOKED AT ACTUALLY FIRST AND FOREMOST, HOW THIS YEAR HAS GONE, AND WE DETERMINED THAT THERE WERE SOME AREAS WHERE WE COULD ACTUALLY BUMP SOME REPORTS UP AND MAKE THEM MORE ACTIONABLE FOR THE YEAR.

SO FOR EXAMPLE, THE TEACHER RETENTION DATA, WE'LL HAVE THAT SOONER THAN SEPTEMBER OR THE YEAR AFTER. SO AND THEN WE ALSO CONSIDERED MORE TIGHT BOARD SUBMISSION TIMELINES ACTUALLY, BECAUSE WE HAD TO LOOK AT REN RENAISSANCE, WINDOWS CLOSE AND THAT TYPE OF THING. SO WE LOOKED AT EACH ONE INDIVIDUALLY AND WHERE IT MADE SENSE TO BE EARLIEST.

WITHIN THE LSG RULES ABOUT YOU CAN ONLY PRESENT TWO GOALS AT ONE MEETING YOU CAN ONLY PRESENT TWO. SO WE HAD TO KEEP THAT FRAMEWORK AS WELL.

THANK YOU, THAT'S REALLY HELPFUL.

NO, THAT'S ALL. THANK YOU SO MUCH.

PLEASE VOTE.

9 FOR, ZERO AGAINST ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF APRIL 14, 2022.

AS A REMINDER, TRUSTEES, EVERYONE HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS TO THE ADMINISTRATION.

THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL.

IT'S IN YOUR SHAREPOINT UNDER APRIL BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.

TRUSTEES AND I DON'T KNOW IF YOU REMEMBER THAT I HAD ASKED FOR YOU ALL TO EMAIL AHEAD OF TIME YOUR DISCUSSION ITEMS. I HAVE TWO TRUSTEES THAT DID.

IS THERE ANYONE ELSE THAT HAD ANY DISCUSSION ITEMS? I HAVE F-1.

I-1 TWO ITEMS FROM I-1 AND I-4.

I HAD INITIALLY ASKED FOR EVERYTHING I HAD QUESTIONS ON TO BE PULLED, BUT THEN I SAID THE ONLY ONES I WANTED WITH FOLLOW UP QUESTIONS WERE THE ONES YOU MENTIONED AND E-1.

E1, F1, I-2 AND I-4.

THEY'RE ON THERE. SORRY THE E LOOK LIKE THE F.

I THOUGHT F-1 WAS WRITTEN TWICE.

[00:40:02]

ANY OTHER ITEMS. OKAY, SO LET'S START WITH E-1 TRUSTEE DEIGAARD.

THANK YOU FOR YOUR RESPONSES HERE.

THESE ARE FOLLOW UP QUESTIONS TO THIS.

SO THIS LOOKS LIKE A REALLY GREAT INITIATIVE.

HOW WAS THIS INTERVENTION SELECTED FOR THESE TWO CAMPUSES? DR. WATTS.

THE SELECTION PROCESS I TOOK, I BELIEVE, TOOK PLACE BEFORE I GOT HERE, BUT IT WAS AN APPLICATION PROCESS FOR A HOW THE SCHOOLS WERE CHOSEN, HOW THIS INTERVENTION WAS CHOSEN.

OH, THANK YOU FOR CLARIFYING.

THANK YOU FOR CLARIFYING.

THE INTERVENTION WAS CHOSEN BY WAY OF FEEDBACK FROM COMMUNITIES, TEACHERS, SUPPORT FROM TRANSCEND, WHO WAS THE PROVIDER THAT SUPPORTED THE DEVELOPMENT AND FACILITATION OF THE GRANT. IT WAS REALLY A SHAREHOLDER DESIGN PROCESS.

THANK YOU. WHAT ASPECTS OF THE MODEL DOES THE DISTRICT BELIEVE WILL BE CRITICAL LEVERS FOR IMPROVING STUDENT PERFORMANCE? I COULD NAME A FEW.

THE PERSONALIZED LEARNING ASPECT GETS TO A LOT OF WHAT WE WERE TALKING ABOUT MOST RECENTLY WITH SPECIAL EDUCATION STUDENTS REALLY GETTING TO KNOW EACH STUDENT AS AN INDIVIDUAL AND WHAT THEIR SPECIFIC LEARNING NEEDS ARE.

I CAN ALSO SEE A PROCESS BY WHICH, AS WE CONTINUE TO WORK WITH OUR FAMILIES AS WE HAVE IN LAUNCHING THIS GRANT, IT'S JUST ANOTHER WAY TO INVEST PARENTS AND FAMILIES IN THE EDUCATIONAL PROCESS, AND WE KNOW THAT IN AND OF ITSELF SUPPORT STUDENT OUTCOMES.

THOSE ARE JUST A COUPLE OF EXAMPLES.

THAT SOUNDS GREAT. THANK YOU, AND HOW IS THE DISTRICT PLANNING TO SUPPORT RIGOROUS INSTRUCTION ON THESE INTERVENTION CAMPUSES? BOTH OF THESE CAMPUSES WILL ALSO BE IMPLEMENTING THE NEW CURRICULUM THAT'S EMBEDDED IN THE PROCESS. IT'S NOT AN ADD ON.

IT'S KIND OF EMBRACED IN IT.

SO I THINK IT'S SEEING BOTH OF THESE THINGS RUNNING PARALLEL.

IT IS THE PERSONALIZED LEARNING EXPERIENCE, BUT IT'S ENSURING ALSO THAT STUDENTS HAVE ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS.

OKAY. ARE THERE ANY OTHER DISTRICTS THAT HAVE USED THIS MODEL IN LOWER PERFORMING CAMPUSES AND WHAT WERE THE STUDENT LEARNING OUTCOME RESULTS FROM THAT? THAT I DO NOT KNOW THE ANSWER TO, BUT I WILL SAY BECAUSE OF THE DESIGN PROCESS, INHERENTLY IT IS DESIGNED FOR THE SPECIFIC SCHOOL AND COMMUNITY.

SO IT WOULD BE VERY DIFFICULT TO REPLICATE EVERY NUANCE OF THE SCHOOL COMMUNITY IS TAKING INTO CONSIDERATION, SO IT WOULD BE DIFFICULT TO REPLICATE THAT ACROSS OTHER PLACES.

OK AND THEN YOU SAY THAT YOU'RE GOING TO ESTABLISH BASELINES AT THE END OF THE YEAR BECAUSE THE ABOUT HOW HOW WILL YOU MEASURE MONITOR PROGRESS OF THESE NEW PLANS? AND SO I THINK THAT'S SOMETHING I WOULD PARTICULARLY I APPRECIATE THAT YOU DON'T HAVE IT YET, BUT I HOPE THAT WE WILL SEE MORE ABOUT BECAUSE THAT'S ALWAYS WE PUT THESE PROGRAMS IN PLACE AND WE SAY THEY'RE GOING TO BE GOOD, BUT WE MIGHT TEND TO MONITOR INPUTS OF INPUTS, NOT THE OUTCOMES OF INPUTS.

SO I APPRECIATE THAT YOU'RE CONSIDERING THAT.

ABSOLUTELY. THANK YOU.

TRUSTEE WADE YES.

I WANT TO PIGGYBACK ON SUE'S COMMENTS.

A LOT OF THE QUESTIONS THAT WERE ASKED IN THAT I APPRECIATE THE DATA THAT WAS VERY GOOD, AND WHAT I WANTED TO ASK THE SAME QUESTION WAS BASICALLY, WHEN DO YOU EXPECT TO HAVE IS A YEAR FROM NOW? I MEAN, WHAT'S THE WHAT'S THE WHAT'S THE DEADLINE ON? JUST SOME DATA THAT WE COULD USE.

I MEAN, IS IT THE YEAR? OBVIOUSLY, IN THE YEAR.

SO THE BASELINE EXPECTATIONS WILL BE ESTABLISHED AT THE END OF THIS YEAR BECAUSE IT WILL BE ACTUALLY LAUNCHED, BUT I THINK IN TERMS OF LIKE AN UPDATE ON WHERE WE ARE IN PROGRESS, YOU CAN EXPECT US TO TRACK LEADING INDICATORS AS THE SCHOOL YEAR NEXT YEAR TRANSPIRES.

AND THEN ALSO GOING AT THE END OF THE YEAR, GOING BACK TO THOSE BASELINE EXPECTATIONS AND DOING A COMPARISON.

BECAUSE I LOVE THE MODEL, I LOVE THE IDEA AND I WANTED TO SAY THAT SOME POSITIVES REALLY QUICK, THAT I REALLY ENJOY THE WEEKLY PERFORMANCE TASK IN PROBLEM SOLVING, THE ABILITY TO THINK THROUGH COMPLEX PROBLEMS. LEARNING STATION LABS, MAKER SPACES.

I MEAN, THIS IS WHAT COMPETITION LOOKS LIKE AND THIS IS IMPRESSIVE.

SO THANK YOU VERY MUCH FOR INITIATING THIS.

I'M IMPRESSED. THANK YOU.

TRUSTEE GUIDRY.

THANK YOU SO MUCH. OKAY.

SO IT LOOKS LIKE FOR E-1, THIS IS UNDER THE CURRENT PUA DECENTRALIZATION.

[00:45:03]

CORRECT, AND THEN YOU SAID ALSO THAT IT WOULD FALL, I GUESS, UNDER THE NEW PUA PRESENTATION. HOW DOES IT FALL UNDER THE HYBRID? YEAH. SO THANK YOU FOR THAT QUESTION.

THAT WILL QUESTION WAS VERY DIFFICULT TO ANSWER BECAUSE I DIDN'T KNOW WHICH WAY WE WOULD BE GOING. I ANTICIPATE WHICHEVER MODEL WE LAND ON, I DON'T ANTICIPATE IT HAVING IMPLICATIONS ON THE CAMPUS AS IT RELATES TO IMPLEMENTING THAT, THAT GRANT AND THAT DESIGN PROCESS. SO EITHER WAY, I THINK WE'LL BE FINE.

YES. ONE LAST QUESTION.

YOU SAID THIS PARTICULAR PROGRAM WAS DESIGNED FOR THESE SCHOOLS, THESE COMMUNITIES, THIS.

DO WE HAVE ANY MIRROR SCHOOLS OR MIRROR COMMUNITIES THAT IT COULD ALSO FIT INTO FOR FUTURE REFERENCE? MAYBE NOT THIS TIME, BUT FOR FUTURE.

SO I WILL SAY ANOTHER SCHOOL, PATRICK HENRY MIDDLE SCHOOL, ALSO WENT THROUGH A SIMILAR PROCESS AND ARE NOT GOING TO CONTINUE IN THAT GRANT, BUT BECAUSE THEY ARE A TRANSFORMATION SCHOOL, I'M GOING TO MAKE SURE THAT SCHOOL AND THAT COMMUNITY STILL GETS TO CARRY OUT THEIR PLAN WITH TRANSFORMATION TRANSFORMATION FUNDING.

SO THAT WOULD BE A MIRROR SCHOOL THAT'S NOT NECESSARILY BEING SUPPORTED WITH T CLASS THE GRANT BUT IS BEING SUPPORTED BY US AND THEY WENT THROUGH A SIMILAR PROCESS AS THOSE TWO SCHOOLS. I JUST WANT SOME MORE IN D9.

HOW ABOUT THAT. THANK YOU SO MUCH.

NO PROBLEM. SO SEEING NO MORE ON E-1.

LET'S MOVE TO F-1.

TRUSTEE DEIGAARD SINCE YOU PULLED IT FOR DISCUSSION? NEVER MIND. MY QUESTION WAS ANSWERED.

OKAY. THANK YOU. ANYONE ELSE ON F-1? OK. WE HAVE I-1 PROJECT NUMBER 22 I'M SORRY, PROJECT NUMBER 220210.

I THINK THAT'S A 48.

SO IT'S I-12202 1048.

OKAY. SO YEAH, I WAS JUST TRYING TO FIND THE, THE RESPONSE FROM ADMINISTRATION.

SO THE, THE RESPONSE SAYS THAT THE EXPECTATION IS SO ON AND SO FORTH, BUT HOW ARE YOU GOING TO MONITOR TOWARDS THEIR DESIRED RESULTS FOR THIS INVESTMENT? SO. GOT IT. HOLD ON.

WHAT'S THE ITEM? TRUSTEE DEIGAARD.

LIKE, WHAT IS THE. WHAT IS THE ACTUAL NUMBER? OF THE Q&A, AND IT'S THE EXPECTATION IS THAT TEACHERS INVOLVED IN THIS PROFESSIONAL DEVELOPMENT WILL INCREASE THE NUMBER OF AP.

YEAH. SO, SO YOU'RE GOING TO KEEP MONITORING THIS TO MAKE SURE THAT THIS THAT THIS IS ACTUALLY THE RESULTS THAT ARE GOING TO HAPPEN AND ADJUST COURSE IF IT DOESN'T.

THAT'S ALL I REALLY WANTED.

THAT'S ALL I WANTED TO CONFIRM.

THANK YOU. ANY OTHER QUESTIONS ON THAT ONE? SO IT WAS INTERLOCAL PROFESSIONAL DEVELOPMENT, CONSULTANT SERVICES AND MATERIALS FOR ADVANCED PLACEMENT COURSES.

OKAY. SO THEN THE OTHER I ITEM IS PROJECT NUMBER 22030348 IN SAME QUESTION, YOU'RE MONITORING THAT, NOT THAT JUST THAT YOU'RE EXPECTING THIS, BUT YOU'RE MONITORING THAT IT'S ACHIEVING THE DESIRED RESULT.

DR. BIRD. YES, THAT'S RIGHT.

THAT'S ALL I WANTED TO CONFIRM.

THANK YOU, AND THAT WAS ON CARNEGIE MATH, CORRECT? OKAY. ANY OTHER QUESTIONS ON THAT? THE LAST ONE HELD FOR DISCUSSION IS I-4.

THIS IS THE GENERAL FUNDAMENTAL BUDGET AMENDMENT.

TRUSTEE DEIGAARD. SORRY.

I'M PULLING IT UP. SO AGAIN, FOLLOW UP QUESTION TO YOUR RESPONSE.

[00:50:06]

YOU STATE THAT FUNDS ARE SET ASIDE IN THE BUDGET WHERE CAMPUSES AND DEPARTMENTS CAN'T ACCESS THEM, BUT THERE IS AN APPEAL PROCESS TO ACCESS THOSE FUNDS.

SO WHAT IS THE RUBRIC AND PROCESS FOR PRINCIPALS TO GET PERMISSION FROM CENTRAL OFFICE TO ACCESS THOSE FUNDS? AND HOW HAS THAT BEEN COMMUNICATED TO PRINCIPALS? CHIEF REED.

ACTUALLY, THAT WOULD BE ME.

SO IF THIS IS IN RESPONSE TO THE QUESTION THAT WAS POSED IN THE Q&A, THAT'S ONLY FOR THE REMAINDER OF THIS SCHOOL YEAR THAT EXPIRES.

IT'S THE 75% THAT WAS HELD BACK.

THE CRITERIA FOR SCHOOLS TO BE ABLE TO ACCESS THOSE FUNDS, AND I'M DOING THEM OFF THE TOP OF MY HEAD. SO I MAY MISS ONE IF IT'S CONNECTED TO SOCIAL EMOTIONAL LEARNING.

SCHOOL IMPROVEMENT GOALS.

READING AND MATH PERFORMANCE, BOARD GOALS.

I MIGHT BE MISSING ONE.

THERE'S ONE MORE AROUND.

IF THERE'S BEEN ANY WORK THAT HAS STARTED THIS YEAR BUT NOT AND NEEDS TO BE FINANCIALLY FINISHED. FUNDS CAN BE RELEASED FOR THAT.

WHEN SCHOOLS PROVIDE THAT INFORMATION AND ALL THE NECESSARY PAPERWORK.

IT'S TAKING THE ASSISTANT SUPERINTENDENTS ABOUT 2 TO 3 DAYS TO PROCESS THOSE.

AND HOW HAS THAT BEEN COMMUNICATED TO PRINCIPAL? HAS IT BEEN CONSISTENT OR IS IT BEEN SPORADIC? NO, IT WAS COMMUNICATED IN A MEMO.

OKAY. BECAUSE I'D HEARD QUESTIONS FROM PARENTS ABOUT HOW THAT WAS ALL GOING TO WORK.

IT WAS COMMUNICATED IN A MEMO THAT HAD A FLOW CHART.

IT HAD THE DATE, ALL THE INFORMATION THAT THEY NEEDED TO SUBMIT.

THANK YOU. I APPRECIATE THAT.

NO PROBLEM. AND THEN I STILL DON'T UNDERSTAND HOW THIS SHOWS UP IN THE BUDGET AMENDMENT, WHY IT DOESN'T SHOW UP UNTIL JUNE, IF IT FEELS LIKE THEY'RE JUST SORT OF FLOATING OUT THERE IN SPACE WITH NO HOME IN OUR BUDGET AND THAT DOESN'T SEEM RIGHT TO ME.

SO IT'S JUST SITTING LIKE I SAID, IT'S IN ACCOUNTS.

WE KNOW WHAT SCHOOLS IT BELONGS TO, WHAT DEPARTMENTS IT BELONGS TO, BUT IT'S STILL SITTING THERE IN THE BUDGET. THEY JUST CAN'T CREATE ANY KIND OF PURCHASE ORDERS OR SPEND THE DOLLARS. IF, FOR EXAMPLE, WE JUST WENT IN AND JUST CUT, LET'S SAY WE WENT AHEAD AND REDUCE THE BUDGET FOR THE FOR THE SCHOOL DOLLARS.

THEN SHE HAS NOTHING TO RETURN TO THEM BECAUSE WE'VE TAKEN IT OUT OF THE BUDGET.

RIGHT. SO IT'S THERE SO THAT IT CAN BE ACCESSED, AND THEN ONCE WE GET INTO INTO MAY, WE HAVE A BETTER IDEA OF WHAT WE'RE NOT GOING TO BE RETURNING.

THEN WE CAN GO AHEAD ON THE JUNE BUDGET AMENDMENT, BRING BACK A REDUCTION FROM THOSE DOLLARS. THANK YOU FOR EXPLAINING THE MECHANICS OF THAT, AND THEN MY NEXT FOLLOW UP QUESTION TO THAT IS, I'M STILL STRUGGLING WITH HOW LIKE WE APPROVED A BUDGET LAST YEAR THAT MADE CERTAIN ALLOCATIONS AND NOW THE ADMINISTRATION HAS CHANGED THAT.

LIKE IT FEELS LIKE WE SHOULD BE VOTING ON SOMETHING IF IT'S BEING CHANGED, AND I DON'T I DON'T UNDERSTAND THE LEGAL MECHANICS OF HOW ALL THAT WORKS.

SOUNDS LIKE YOU'RE TALKING ABOUT FUNCTIONS BETWEEN.

BETWEEN FUNCTIONS OR.

WELL, WE ALSO HAVE PROOF OF HOW THE DOLLARS ARE ALLOCATED TO SCHOOLS THROUGH THE RESOURCE ALLOCATION HANDBOOK, BUT WHAT YOU ACTUALLY APPROVE AS FAR AS EVERYTHING WE BRING YOU IN JUNE AND THEN EVERY MONTH THE BOARD APPROVES THE BUDGET BY FUNCTION.

CORRECT. SO IF WE'RE CHANGING RESOURCE ALLOCATION TO CAMPUSES, DOES THAT NOT HAVE TO COME BACK TO THE BOARD? SO IT WILL IT'LL COME BACK TO YOU WHENEVER WE WHENEVER WE ROLL BUDGETS OUT UNDER THIS UNDER THE NEW ALTERNATIVE MODEL, THEY'RE GOING TO BUILD THEIR BUDGETS.

THEY'RE GOING TO PUT MONEY IN THE WATER FUNCTIONS.

THEY'RE GOING TO PUT THOSE IN FOR THIS YEAR, AND WE BRING TO YOU IN JUNE.

HYPOTHETICAL JUST HYPOTHETICAL SITUATION.

I'M NOT SAYING THIS IS WHERE IT'S GOING.

IF A BOARD THEN SAYS IN JUNE, NO, WE DIDN'T AGREE WITH IT.

WELL, IT'S LIKE I DON'T UNDERSTAND WHY WE APPROVE DECISIONS AFTER DECISIONS AND NOT BEFORE DECISIONS. I DON'T UNDERSTAND THE STRUCTURAL MECHANICS.

MAYBE THAT'S A LEGAL QUESTION.

THAT'S WHAT I WAS GOING TO SAY.

WHAT I'M UNDERSTANDING THAT HAS HAPPENED IS YOU HAVE A BUDGET THAT WAS APPROVED AT THE FUNCTION LEVEL AND YOUR BUDGET IS AUTHORITY TO SPEND.

IT DOESN'T MEAN THAT YOU HAVE TO SPEND.

SO THE ADMINISTRATION IS JUST SPENDING LESS MONEY AT SOME OF THE FUNCTION LEVELS, AND WHEN IT ACTUALLY IS RETURNING BACK TO ANOTHER ACCOUNT, YOU'LL REVIEW THAT, BUT THEY DON'T HAVE TO GET AUTHORITY FROM THE BOARD TO SPEND LESS THAN THE BOARD HAS AUTHORIZED THEM TO SPEND. THANK YOU FOR THAT.

TRUSTEE GUIDRY.

THANK YOU. SO YOU OUTLINED THE ITEMS THAT WOULD QUALIFY UNDER THE METRIC IS WHAT ABOUT END OF YEAR EVENTS? IS THAT SOMETHING THAT'S BEING CONSIDERED? BECAUSE THE MONEY WAS PULLED BACK BEFORE PRINCIPALS HAD AN OPPORTUNITY TO DECIDE WHAT INCENTIVES THEY WERE GOING TO BE DOING FOR THE STUDENTS FOR TESTING AND AWARDS CEREMONY.

[00:55:01]

THOSE TYPE OF ITEMS. ARE THEY BUILT IN OR NOT BUILD IN? IT KIND OF DEPENDS ON IF THOSE THOSE PROCESSES WERE ALREADY STARTED, AS DR.

WATTS INDICATED, THAT WILL ALLOW FOR SOME CONSIDERATION, BUT OF COURSE, THE OTHER AREAS IN REFERENCE TO READING, MATH, OTHER PIECES, THOSE ARE THE MAJOR FOCUS AND ENSURING THAT THOSE FUNDS ARE APPROVED OR NOT.

SO IF THEY WANT TO GIVE SOME AWARDS, IF IT WASN'T STARTED ALREADY, THEY CAN'T GIVE THE AWARDS SUPERINTENDENT HOUSE.

WE'LL TAKE A LOOK AT EVERY EVERY ITEM AS THEY COME IN, AND WE WANT TO MAKE MAKE SURE THEY ADHERE TO THE GUARDRAILS THAT WE'VE SET UP AND HAVE ANY CAMPUSES REQUESTED ANY OF THE FUNDS TO DATE? YES, ABSOLUTELY, AND LAST ITEM, SO WHAT WILL HAPPEN TO THE UNREQUESTED FUNDS? WHAT HAPPENED TO THOSE THOSE MONIES? THAT'S THE SAVINGS THAT WE'RE LOOKING TO REALIZE.

OKAY. SO THAT WILL GO ON THE BUDGET FOR THAT'LL BE ADDITIONAL FUNDS WE'LL HAVE FOR THE NEXT YEAR FOR THE TROPHIES FOR NEXT YEAR, BIGGER ONES.

IT'LL GO INTO FUND BALANCE THAT HELPS FUNDS THAT FUND NEXT YEAR'S DEFICIT.

SEE. THANK YOU.

TRUSTEE BAKER YES, DR.

REED, I HEARD YOU MENTIONED IT WAS ASSOCIATED WITH SEL SOCIAL EMOTIONAL LEARNING.

TO WHAT EXTENT IS IT CONNECTED TO SOCIAL EMOTIONAL LEARNING AND WHY? TO WHAT EXTENT IS WHAT YOU SAID THAT EYE FOR ITEM IN TERMS OF THE MONIES BEING APPROVED CRITERIA SEL? WHY IS IT AND TO WHAT EXTENT IS IT ASSOCIATED? I DON'T KNOW THE EXTENT NECESSARY TO WHICH IT IS ASSOCIATED, BUT WE I THINK THE BOARD WOULD AGREE WITH ME THAT A STUDENT'S SOCIAL EMOTIONAL WELL-BEING IS FOUNDATIONAL TO THEM LEARNING. SO WE FELT LIKE IT WAS IMPORTANT TO INCLUDE THAT AS A LINE ITEM.

TRUSTEE HERNANDEZ.

JUST I GUESS FOLLOW TO TRUSTEE GUIDRY QUESTIONS I'VE HAD.

I'VE HEARD THAT RECEIVING THIS APPROVAL IS TAKING LONGER THAN TWO OR THREE DAYS, AND SO THEN A PRINCIPAL MIGHT USE THEIR OWN MONEY TO BUY SOMETHING BECAUSE IT IS I DON'T KNOW. RIGHT. WHAT THE MODEL IS.

I HAVEN'T SEEN IT PERSONALLY, BUT IF IT DOES TAKE LONGER IS THE PRINCIPAL GO OUT AND BUY IT AND IT'S APPROVED AFTER THE FACT? IS THAT SOMETHING THAT THEY WOULD BE ABLE TO BE REIMBURSED FOR? WELL, I THINK WHAT'S IMPORTANT THAT'S A RISK THAT AS A FORMER PRINCIPLE, I WOULDN'T TAKE.

I DON'T THINK THAT'S A SMART RISK TO TAKE.

AGAIN, WE'VE SET ASIDE A PROCESS AND WE WANT TO MAKE SURE THAT NOW IF THERE WAS A PARTICULAR PRINCIPLE THAT HASN'T HAD AN ANSWER, PLEASE PROVIDE THAT PRINCIPAL'S NAME.

WE'LL GET WITH THAT PRINCIPLE TO FIND OUT WHERE THE ISSUE WAS, BUT WE HAVEN'T HEARD THAT.

WE'VE TRIED TO BE VERY RESPONSIVE IN TERMS OF WHAT THIS LOOKS LIKE, AND WE'LL MAKE SURE TO GET THE ANSWERS AS QUICK AS POSSIBLE.

OKAY. I NEED TO KNOW THE SPECIFICS.

ABSOLUTELY. DIDN'T GET SOMETHING.

THANK YOU. TRUSTEE SANTOS.

SO TRUSTEES, YOU RECEIVED AN EMAIL.

THERE'S AN ORGANIZATION THAT WE'VE PARTNERED WITH FOR THE LAST 30 YEARS.

AND DR.

WATTS, ARE WE NOT FUNDING THEM? ARE THE SCHOOLS FOR KICK START ANYMORE? I'M NOT SPECIFICALLY AWARE OF THAT ORGANIZATION OR HOW IT'S WORKING.

I ACTUALLY RECEIVED COMMUNICATION FROM THIS WEEK, BUT MY UNDERSTANDING IS THAT THEY HAVE BEEN FUNDED TO THE CAMPUS LEVEL, SO THEY'LL CONTINUE TO BE FUNDED TO THE CAMPUS LEVEL.

TO THE BEST OF MY RECOLLECTION, WE'VE NOT FUNDED THEM CENTRALLY.

SO I GUESS THAT'S MY QUESTION, IS THAT WITH THE BUDGET FREEZE, CERTAIN PRINCIPALS LIKE TRUSTEE GUIDRY WAS SAYING CAN'T FUND THIS PROGRAM.

SO YOU'RE SAYING JUST IF IT'S ALREADY IN MOTION AND THERE HAVE BEEN FUNDS EXPENDED ALREADY, THAT'S SOMETHING THAT WE'RE TAKING INTO CONSIDERATION.

SO, BUT THEY DON'T HAVE ENOUGH FOR IT, BUT THEY DON'T HAVE ENOUGH FOR IT.

DID IF THE SCHOOL HAD ENOUGH MONEY IN ITS BUDGET TO FUND THAT PARTNER, AND THE 75% WAS PULLED BACK AND THAT WAS ALREADY IN MOTION.

ALL THEY HAVE TO DO IS GO THROUGH THE REQUISITION TO GET THE ADDITIONAL FUNDS IF THEY ARE TRYING TO START A NEW PARTNERSHIP IN MARCH.

THEN IT WOULD NOT APPLY.

OKAY. IT'S NOT, BUT THANK YOU.

[01:00:01]

TRUSTEE BLUEFORD-DANIELS.

ACTUALLY, THANK YOU. I DIDN'T REALLY HAVE A QUESTION, BUT IN REFERENCE TO WHAT WHAT TRUSTEE HERNANDEZ WAS TALKING ABOUT, THE SCHOOL ITSELF DIDN'T MAKE THE PURCHASE.

HOWEVER, THERE WERE STUDENTS.

I SAID IT AS A REFERRAL, BUT THERE WERE STUDENTS AT PATRICK HENRY MIDDLE SCHOOL THAT WERE SCHEDULED TO GO ON A TRIP.

AND I'M GETTING FLOODED WITH EMAILS BECAUSE THE MONEY WASN'T SENT ACCORDINGLY.

SO PLEASE LOOK AT THAT.

ALL RIGHT. THANK YOU. OK TRUSTEES.

ANY OTHER ITEMS? I DON'T SEE ANYONE ELSE ON THE QUEUE.

OK J-1 WAS NOT PULLED FOR DISCUSSION.

MS. HUTCHINS TAYLOR SENT US AN EMAIL.

SHE GOT SOME INFORMATION JUST TODAY.

SO THAT'S WHY YOU WERE RECEIVING IT TODAY, AND THERE SHOULD BE ADDITIONAL INFORMATION IN THE PORTAL IF IT'S NOT ALREADY THERE VERY SOON, AND I JUST WANTED TO GIVE HER A FEW MINUTES TO GIVE US AN UPDATE OF SOME INFORMATION THAT WE NEED TO LOOK AT BEFORE NEXT WEEK'S MEETING. MS. HUTCHINS TAYLOR.

GOOD AFTERNOON TRUSTEES THANK YOU PRESIDENT CRUZ.

THIS ITEM WAS NOT COMPLETE AT THE TIME.

OF ALL THE INFORMATION THAT I RECEIVED ON YESTERDAY, I DID NOT HAVE IT AT THE TIME THAT THE DEADLINE FOR SUBMITTING BACKUP INFORMATION TO YOU CAME AROUND.

SO THAT'S WHY IT'S A LITTLE LATE, BUT IT DOES INVOLVE A LOT OF REALLY GOOD INFORMATION RELATED TO REDISTRICTING, [INAUDIBLE] FROM BICKERSTAFF HEATH, THE FIRM THAT YOU APPROVED TO GUIDE US THROUGH THIS PROCESS, WILL BE HERE NEXT THURSDAY IN THE MATERIALS THAT EMAILED TO YOU TODAY HIS POWERPOINT PRESENTATION THAT HE INTENDS TO PRESENT NEXT WEEK IS THERE SO THAT YOU HAVE AN OPPORTUNITY TO REVIEW IT.

HIS INITIAL ANALYSIS IS THERE AS WELL AS TWO RESOLUTIONS THAT HE WANTS YOU TO VOTE ON.

AND AS I SAID, I DIDN'T KNOW THERE WERE GOING TO BE RESOLUTIONS AT THE TIME WE SUBMITTED THE ITEM, SO WE'LL HAVE TO AMEND THE POSTING A LITTLE BIT FOR NEXT WEEK SO THAT YOU CAN VOTE ON THOSE ITEMS, BUT THERE'S A LOT OF GOOD INFORMATION THERE.

HE'S HIS PRELIMINARY ANALYSIS OF THE 2020 CENSUS DATA IS THAT WE WILL NEED TO REDISTRICT IN HISD.

THERE ARE THREE DISTRICTS, DISTRICTS THAT NEED TO BE REALIGNED SO THAT WE'RE WITHIN 10% FROM BIGGEST TO SMALLEST, AND THOSE DISTRICTS ARE DISTRICT THREE, DISTRICT FOUR AND DISTRICT SEVEN.

THOSE THREE DISTRICTS WE HAVE ACTUALLY ONE DISTRICT IS UNDERSIZED, ONE DISTRICT IS OVERSIZED, AND ONE IS RIGHT AT THE BORDERLINE FOR BEING OVERSIZED.

SO WE WILL HAVE TO DO SOME ADJUSTMENTS.

HE ASKED THAT YOU PLEASE REVIEW THE INFORMATION WITH AN EYE TOWARD THE NUMBER OF PUBLIC HEARINGS THAT YOU WANT TO HAVE OUT IN THE COMMUNITY TO GET INPUT ON DRAWING BOUNDARY REDRAWING BOUNDARY LINES IN THESE AREAS AND POTENTIAL DATES THAT YOU WOULD LIKE FOR THEM TO BE PREPARED TO HOLD THESE HEARINGS ALONG THE LINES OF THE REQUEST FROM FROM PRESIDENT CRUZ ABOUT GETTING A TIMELINE IN PLACE ON HOW LONG THIS PROCESS WILL TAKE.

G AHEAD TRUSTEE BLUEFORD-DANIELS.

CAN YOU REPEAT THOSE DISTRICTS? YOU SAID THAT DISTRICT THREE, FOUR AND SEVEN AND SEVEN AND WHO'S ON THE BORDER? YOU KNOW, I HAVE 43 SCHOOLS, SO I'M INTERESTED IN KNOWING WHO'S ON THE BORDER WITH THE OTHER TWO ARE.

DISTRICT THREE IS ABOUT 15% UNDER THE WHAT WE WOULD CALL THE IDEAL AMOUNT IF WE COULD HAVE ALL DISTRICTS EQUAL.

DISTRICT FOUR IS RIGHT ON THE CUSP OF BEING 10% OVER AND 10% IS THE MARK THAT WE DON'T WANT TO GO PAST. COURTS HAVE RECOGNIZED REDISTRICTING EFFORTS AS BEING APPROPRIATE IF IT'S LESS THAN THE 10%.

SO WE'RE BORDERLINE THERE AND PROBABLY NEED TO READJUST DISTRICT FOUR, AND YOU WILL SEE IN HIS INFORMATION THAT DISTRICT SEVEN IS 11.2% OVER.

SO TWO OF THEM ARE TOO LARGE AND ONE IS TOO SMALL.

SO WE NEED TO MAKE SOME ADJUSTMENTS THERE.

I WAS JUST CURIOUS ABOUT THAT BECAUSE OBVIOUSLY, BUT WITH DISTRICT TWO.

THEY ARE MAPS.

SOME REALLY GOOD MAPS THAT HE PROVIDED IN THE MATERIALS THAT YOU HAVE AS WELL AS SOME DETAILED ANALYSIS ON THE BREAKDOWN OF OF VOTING AGE POPULATION BY ETHNICITY AND JUST A LOT OF GOOD DATA IN THERE FOR YOU TO LOOK AT.

SO YOU RECEIVE THE EMAIL FROM ME THIS AFTERNOON AND IT'S ALSO GOING TO BE IN THE PORTAL SO THAT YOU CAN ACCESS IT EASILY.

THANK YOU. I SEE IT NOW.

I DIDN'T SEE IT EARLIER, BUT THANK YOU.

[01:05:01]

THANK YOU, MS. HUTCHINS TAYLOR, FOR THAT UPDATE, AND SOUNDS LIKE WE HAVE SOME ADDITIONAL HOMEWORK THIS WEEKEND.

[SPANISH] OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING AT ON THURSDAY, APRIL 14TH, 2022.

WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 6:12 P.M.

ON APRIL 7TH, 2022.

THANKS, EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.