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[Agenda Review]

[00:00:07]

GOOD EVENING. THIS MEETING IS NOW CONVENED.

THE TIME IS 5:08 P.M..

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

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

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW MEETING HELD ON APRIL 7, 2022? SO MOVE, SANTOS.

SECOND HERNANDEZ.

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

PLEASE VOTE.

9 FOR 0 AGAINST, ZERO ABSTENTIONS.

WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE TWO SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO 2 MINUTES EACH PER BOARD POLICY.

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

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

BUT YOU MAY NAME YOUR OWN CHILD.

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

OBSCENE LANGUAGE AND PROFANITY WILL NOT BE TOLERATED, AS THIS IS A PUBLIC MEETING AND OUR STUDENTS ARE WATCHING.

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THEIR REMARKS WHEN THE TIMER RINGS INDICATING THEIR EXPIRATION OF THE TIME.

SPEAKERS WILL GENERALLY BE GIVEN TWO REMINDERS OF OUR PUBLIC COMMENT RULES.

IF THE SPEAKER CONTINUES TO VIOLATE THE RULES AFTER THESE REMINDERS, THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING.

OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS ITEM A1 APPROVAL OF PERSONAL SERVICES PERFORMED BY THE SUPERINTENDENT, INCLUDING SPEAKING ENGAGEMENTS, PANEL DISCUSSIONS, WORKSHOPS, ETC.

IN ACCORDANCE WITH TEXAS EDUCATION CODE SECTION 11.201E.

WILL GARY MONROE, PLEASE COME TO THE PODIUM.

I'M GONNA SPEAK ON J ONE AND THE REASON I'M GOING TO SPEAK ON J ONE.

I NEED YOU TO PAY REAL GOOD ATTENTION.

AS IT PERTAINS TO REZONING, YOU'RE TRYING TO FIGURE OUT WHY YOU HAVE INEQUITIES IN SCHOOLS.

1985, WE WON A STATE CHAMPIONSHIP, THE FIRST ALL BLACK TEAM TO DO IT.

THEY SAID, I PROMISE YOU IT'LL NEVER HAPPEN AGAIN.

HERE COMES OPEN ENROLLMENT.

THEY REZONE THESE THINGS FOR POLITICAL PURPOSES.

SO HOW DO YOU HAVE A SCHOOL IN DISTRICT NINE? IN A FEEDER PATTERN.

THAT'S TWO BLOCKS AWAY.

FROM MS. ALLEN'S SCHOOL WITH THE OTHER TWO SCHOOLS IN THE FEEDER PATTERN.

IT MAKES NO SENSE. IT WAS DONE FOR POLITICAL PURPOSES.

NOW, LET ME EXPLAIN SOMETHING TO YOU.

INTERSECTIONALITY AS IT PERTAINS TO RACISM AND INEQUITIES.

IT CREATES SYSTEMS THAT WILL NOT ALLOW YOU TO DEAL WITH YOUR INEQUITIES.

IT CAN'T BE DEALT WITH.

LAMAR 15, 20 YEARS AGO HAD LOW ENROLLMENT.

TO THE POINT THAT THEY WERE GOING TO HAVE TO DO SOMETHING.

WELL, WHAT THEY DID IS THEY STRESSED THEIR ZONE ALL THE WAY OVER TO DOWLING STREET, AND ONE DAY THEY WALKED OUT 110 PLAYERS IN A STATE CHAMPIONSHIP GAME AND 95 OF THEM WAS ON THE GATES.

PUT THEM LIVES WHERE THEY NEED TO BE.

YOU PUT THEM LINES WHERE THEY NEED TO BE YOUR KID'S GOING TO GO BACK TO SOME OF THE SCHOOLS WHERE THEY NEED TO GO.

SO I'M TALKING TWO, FOUR AND NINE GO TO BATTLE.

BECAUSE IF YOU DON'T, THE REST OF THESE PEOPLE, SCHOOLS WILL CONTINUE TO BE OVERPOPULATED BASED ON THOSE LINES. NEVER WOULD YOU WIN A STATE CHAMPIONSHIP AGAIN BECAUSE YOU WERE AN ALL BLACK TEAM.

37 YEARS IN A ROW, YOU AIN'T WON ONE.

THEY MADE SURE WHEN THEY REZONED IT THAT THEY CRIPPLED THE SCHOOLS THAT ARE IN YOUR DISTRICT.

[INAUDIBLE] OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS ITEM F 2 AUTHORITY TO NEGOTIATE AND EXECUTE CONTRACT WITH TEACH FOR AMERICA FOR THE DISTRICT'S SUMMER LEARNING PROGRAM.

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

I RISE TO SPEAK ON ITEM F 2.

CONTINUING OUR RELATIONSHIP WITH TFA, AN ORGANIZATION THAT SUPPLIES TEMPORARY TEACHERS OFTEN FOR LESS THAN TWO YEARS IN THE CLASSROOM, WILL SEND CONFLICTING MESSAGES TO CURRENT AND FUTURE CERTIFIED EDUCATORS.

MESSAGES IMPLYING THAT A THREE YEAR COMMITMENT IS IMPORTANT TO OUR DISTRICT'S STABILITY EXCEPT IF YOUR TFA.

[00:05:03]

THAT EXPERIENCE MATTERS EXCEPT IF YOUR TFA.

IF THE DISTRICT TRULY RESPECTS EXPERIENCED CERTIFIED TEACHERS, THEN SHOW US, SHOW TEACHERS AND SUPPORT STAFF HOW MUCH RESPECT THEY DESERVE BY ADOPTING A BOLD COMPETITIVE COMPENSATION PACKAGE.

THE EUPHORIA OVER A 6.75% PAY INCREASE IS AT BEST MISUNDERSTOOD.

TEACHERS ARE INSULTED FIVE YEARS OF BEING CHEATED OF AN ANNUAL 5% PAY INCREASE COUPLED WITH A BALLOONING UNASSIGNED FUND BALANCE REQUIRE A CORRECTION. IT REQUIRES A MINIMUM 10% PAY INCREASE OR A SUBSTANTIAL RETROACTIVE BONUS TO CORRECT FOR PAST POOR BUDGETING.

TRUSTEES HAVE AN IMPORTANT DECISION TO MAKE THAT WILL ECHO ACROSS THE DISTRICT AND WILL BE HEARD BY FUTURE TEACHERS.

BE BOLD, BE LEADERS, MAKE THE AMENDMENT TO THE BUDGET A REALITY.

MAKE THIS COUNT.

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 GOALS 1 AND 4 PROGRESS MEASURES ONE, TWO AND THREE. SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.

THANK YOU. PRESIDENT CRUZ I WOULD LIKE TO INVITE DR.

ALLISON MATNEY TO THE PODIUM TO PRESENT.

THANK YOU, SUPERINTENDENT HOUSE AND PRESIDENT CRUZ.

TRUSTEES THIS EVENING I'M HERE TO BRING YOU THE REPORT REGARDING GOALS ONE AND FOUR PROGRESS MEASURES ONE, TWO AND THREE.

SO AS A REMINDER GOAL ONE STATES THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN READING AS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STAAR WILL INCREASE EIGHT PERCENTAGE POINTS FROM 42 TO 50 IN SPRING 2024.

OUR FIRST PROGRESS MEASURE PERTAINS TO FIRST GRADE STUDENTS READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR, LITERACY SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 63% TO 71% IN 2024.

SO IN LOOKING AT THIS FIRST GRADE DATA WE HAVE ON THE FAR RIGHT HAND SIDE, THE 2021 2122 DATA.

THE BLUE LINE IS OUR ACTUAL PERFORMANCE ON RENAISSANCE.

THE 47% WAS BEGINNING OF THE YEAR.

THE 50% IS MIDDLE OF YEAR.

SO JUST FOR PERSPECTIVE ON THE REST OF THE CHART, WE HAVE 2017-18 ON THE FAR LEFT HAND SIDE, 18, 19, 19-20 WE ONLY HAD BEGINNING AND MIDDLE OF YEAR BECAUSE END OF YEAR WE WERE HOME FOR THE PANDEMIC.

SO IN LOOKING AT OUR LAST DATA POINTS WITH 19-20, THE MIDDLE OF YEAR WAS AT 68 AND WE'RE AT 50 FOR THIS FIRST GRADE STUDENT POPULATION THIS YEAR.

WE DID HAVE SIGNIFICANT DROPS ACROSS ALL STUDENT GROUPS EXCEPT THE ONE STUDENT GROUP OF ASIAN STUDENTS.

THEY INCREASED BY ONE PERCENTAGE POINT.

OUR SMALLEST DECREASE FOR FIRST GRADE WAS AMONG WHITE STUDENTS AT A SIX PERCENTAGE POINT DROP.

SO WHEN WE LOOK AT ENGLISH ONLY ON THIS SLIDE, WE DO SEE AN INCREASE FROM BEGINNING OF YEAR BY FIVE POINTS.

BUT AGAIN, IN LOOKING BACK TO 19-20, WE ARE STILL LAGGING BEHIND WHERE WE WERE PRE-PANDEMIC.

FOR SPANISH ONLY WE SEE A SIMILAR STORY WITH OUR DATA.

WE ARE STILL SIGNIFICANTLY BEHIND WHERE WE WERE, BUT WE DID GROW NINE PERCENTAGE POINTS ON THE SPANISH RENAISSANCE ASSESSMENT FOR FIRST GRADE.

FOR PROGRESS MEASURE 1.2 WE'RE LOOKING AT OUR SECOND GRADE STUDENTS READING ON GRADE LEVEL AS MEASURED BY THE END OF YEAR, LITERACY SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 61% TO 69% IN 2024.

SO WITH OUR SECOND GRADE DATA, WE DID HAVE AN INCREASE OF SEVEN PERCENTAGE POINTS FROM 49 TO 56 FROM BEGINNING OF YEAR BOY TO MIDDLE OF YEAR MOY.

THE SECOND GRADE STUDENT GROUP IS SLIGHTLY CLOSER TO WHERE WE WERE PRE-PANDEMIC.

WE WERE MOY WAS 59 SO A THREE PERCENTAGE POINT DIFFERENCE BETWEEN PRE-PANDEMIC AND WHERE WE ARE RIGHT NOW.

WE DID RATE THIS AS NOT ON TRACK.

OUR HISPANIC STUDENTS HAD AN EIGHT PERCENTAGE POINT DECREASE COMPARED TO 2020 MOY MIDDLE OF YEAR AND OUR BLACK AND OUR WHITE STUDENTS EACH HAD FIVE PERCENTAGE POINT INCREASES, BUT WE ARE AT THAT 56 POINT MARK FOR MIDDLE OF YEAR.

WE ARE STILL BELOW THAT RED LINE, WHICH IS OUR TARGET LINE WHERE WE WOULD EXPECT TO BE IN ORDER TO ACHIEVE THAT 69% TARGET IN 2024. WHEN WE LOOK AT ENGLISH ONLY.

[00:10:09]

WE ARE SLIGHTLY ABOVE WHERE WE WERE MIDDLE OF YEAR PRE-PANDEMIC.

WE WERE AT 48% THEN AND WE ARE AT 49% THIS YEAR.

WE ALSO STARTED SLIGHTLY ABOVE WHERE WE WERE PRE-PANDEMIC.

FOR SPANISH ONLY.

WE ARE ABOVE THE TARGET FOR THE POPULATION THAT TOOK THE ASSESSMENT IN SPANISH, BUT STILL SLIGHTLY BELOW WHERE WE WERE PRE-PANDEMIC.

WE WERE AT 74% MIDDLE OF YEAR AND WE'RE AT 68% THIS YEAR.

WHEN WE LOOK AT OUR SECOND GRADE DATA FOR OUR STUDENTS WITH DISABILITIES.

AND JUST A REMINDER, WE DON'T HAVE THIS SLIDE FOR FIRST GRADE BECAUSE THAT'S OUR STUDENT GROUP SIZE IS SO SMALL IN FIRST GRADE.

A LOT OF THE IDENTIFICATION FOR STUDENTS STARTS AROUND KINDERGARTEN, FIRST GRADE, GOING INTO SECOND GRADE.

SO WE START INCLUDING THESE SLIDES WITH OUR SECOND GRADE DATA POINTS.

WE ARE SEEING THOSE INCREASES CONTINUE WITH OUR POPULATION OF STUDENTS WITH DISABILITIES.

WE STARTED AT 23 PERCENTAGE POINTS, WHICH WAS ABOVE WHERE WE ENDED PRE-PANDEMIC AND WE INCREASED THREE PERCENTAGE POINTS TO 26.

FOR 1.3 WE ARE LOOKING AT OUR THIRD GRADE STUDENTS READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR LITERACY SCREENER INCREASING EIGHT PERCENTAGE POINTS FROM 57 TO 65% IN 2024.

SO WITH OUR THIRD GRADE STUDENTS, WE SEE THAT WE DID START AT 45, WE INCREASED TO 52.

WE WENT FROM 50 FOR MIDDLE OF YEAR.

PRE-PANDEMIC, WE'RE AT 52.

SO WE'RE DOWN TWO POINTS FROM PRE-PANDEMIC, BUT MORE IN LINE THAN THE PREVIOUS GRADE LEVELS.

WHEN WE LOOK AT ENGLISH ONLY, WE ARE ENDING ABOVE PRE-PANDEMIC 46 PERCENTAGE POINTS AT OR ABOVE BENCHMARK.

FOR ENGLISH ONLY WE WERE AT 45 PRE-PANDEMIC.

AND FOR SPANISH ONLY.

AGAIN, WE'RE ABOVE THE TARGET LINE FOR THIS POPULATION WHO ARE ASSESSED IN SPANISH, BUT STILL SLIGHTLY BELOW WHERE WE WERE MIDDLE OF YEAR IN 2019 2020. FOR OUR STUDENTS WITH DISABILITIES IN THIRD GRADE.

AGAIN, WE CONTINUE TO SEE THAT THAT TREND MOVING UPWARD FOR THIS POPULATION OF STUDENTS.

WE WENT FROM 16% OF OUR STUDENTS AT OR ABOVE BENCHMARK TO 23% AT OR ABOVE BENCHMARK IN THIRD GRADE.

SO OUR NEXT STEPS, LOOKING AT THE READING ASSESSMENT FOR FIRST, SECOND AND THIRD GRADE, CONTINUING THAT USE OF ESSER FUNDS FOR SUPPORTING TUTORIALS, SUPPORTING CLOSING THOSE GAPS THAT WE'RE STILL SEEING ACROSS STUDENT GROUPS, THE IMPLEMENTATION OF REALLY GREAT READING.

WE'VE TALKED ABOUT THAT SEVERAL TIMES BEFORE, BUT ENSURING THAT THAT'S IMPLEMENTED WITH FIDELITY SO ALL STUDENTS HAVE ACCESS.

OUR CONTINUATION OF READING ACADEMIES FOR OUR TEACHERS WHO ARE TEACHING STUDENTS IN THESE YOUNG GRADE LEVELS.

MOVING FORWARD PILOTING AMPLIFY NEXT YEAR IN CERTAIN SCHOOLS AND THEN AN EXAMINATION OF OUR ASSESSMENT PROGRAM IS ONGOING TO ENSURE THAT WE'RE TIGHT AND ALIGNED TO THE CURRICULUM AND THAT WE ARE ASSESSING APPROPRIATELY AND NOT OVER ASSESSING OUR STUDENTS.

SO TO MAXIMIZE THE INSTRUCTIONAL TIME.

SO MOVING ON TO GOAL 4 GOAL 4 IS STILL READING, BUT IT'S REGARDS TO OUR STUDENTS WITH DISABILITIES POPULATION.

SO THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES READING AT OR ABOVE GRADE LEVEL AS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON EITHER THE STAAR THREE THROUGH EIGHT READING AND THE STAAR EOC ENGLISH ONE AND TWO ASSESSMENTS WILL INCREASE EIGHT PERCENTAGE POINTS FROM 21% TO 29% IN SPRING 2024.

SO OUR FIRST PROGRESS MEASURE LOOKS AT OUR SECOND THROUGH FIFTH GRADE STUDENTS READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR, LITERACY SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 14 TO 22 IN 2024.

SO IN LOOKING AT THAT ELEMENTARY POPULATION, WE ARE ON TRACK.

AS YOU CAN SEE, WE STARTED THE YEAR.

AND WHEN WE DISCUSS THESE BEGINNING OF YEAR SCORES, WE TALKED ABOUT HOW WE WERE ALREADY HEADING IN THE RIGHT DIRECTION.

WE'RE AT 21% OF THIS POPULATION READING AT OR ABOVE THE BENCHMARK, SO SIGNIFICANTLY HIGHER THAN THE THREE PRE-PANDEMIC YEARS ON THE SLIDE.

FOR 4.2 WE'RE LOOKING AT OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IN SIXTH THROUGH EIGHTH GRADE READING ON GRADE LEVEL AS MEASURED BY THE END OF YEAR LITERACY SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 7% IN 19 TO 15% IN 2024.

[00:15:08]

SO AS YOU CAN SEE HERE, WE HAVE THE SAME TREND THAT WE SAW WITH OUR ELEMENTARY GRADE LEVELS.

WE WENT FROM 10 PERCENTAGE POINTS TO 12, BOTH ABOVE THAT RED MARK FOR BEING ON TRACK TO ACHIEVING THAT 15 BY 23-24. FOR 4.3 WE'RE LOOKING AT OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES WHO ARE ENROLLED IN EITHER ENGLISH ONE OR ENGLISH TWO READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR LITERACY SCREENER, INCREASING EIGHT PERCENTAGE POINTS FROM FIVE IN 2019 TO 13 IN 2024. SO AGAIN, HERE WE CAN SEE THAT WE ARE NOT QUITE WHERE WE WERE IN 17-18, BUT WE ARE DEFINITELY ABOVE WHERE WE WERE IN THE TWO SUBSEQUENT SCHOOL YEARS AND ABOVE WHERE WE WERE BEGINNING OF YEAR GOING UP THREE POINTS.

SO OUR NEXT STEPS FOR THIS POPULATION REALLY IS THE SAME AS WITH OUR FIRST, SECOND AND THIRD GRADE.

SO USING THOSE ALIGN STRATEGIES THAT WE'RE EXPENDING WITH ESSER FUNDS, THE REALLY GREAT READING, HAVING ACCESS THERE, READING ACADEMIES DEFINITELY SUPPORTS OUR STUDENTS WITH DISABILITIES.

THEY'LL HAVE ACCESS TO THE AMPLIFY PILOT IF THEY'RE ENROLLED AT THOSE CAMPUSES.

AND THEN THEY'LL ALSO BENEFIT FROM A LEANER ASSESSMENT PROGRAM.

AND THAT CONCLUDES THE PRESENTATION.

TRUSTEES PLEASE INDICATE YOUR INTEREST IN THE QUEUE.

TRUSTEE DEIGAARD.

THANK YOU. STARTING.

I HAVE SO MANY. STARTING MR. HOUSE WITH WHEN YOU LOOKED AT THIS DATA, WHEN IT WAS PRESENTED TO YOU FROM YOUR STAFF, WHAT IN IT GAVE YOU CONFIDENCE.

WHAT IN IT WAS SURPRISING OR CONCERNING FOR YOU? AND WHAT QUESTIONS DID YOU HAVE? YOU KNOW, ONE OF THE THINGS I LOOK AT SPECIFICALLY GOAL ONE, KNOWING THAT STUDENT GROUPS WITH DOUBLE DIGIT GAINS FROM BEGINNING OF THE YEAR TO TO MIDDLE OF THE YEAR, SAME GROUP STUDENTS INCLUDE, OF COURSE, AFRICAN-AMERICAN, WHITE, TWO OR MORE RACES, SECOND GRADE, THIRD GRADE MALES AND AFRICAN AMERICAN, ASIAN THIRD GRADERS AS WELL.

SO THAT'S DEFINITELY ENCOURAGING AS I LOOK AT KIND OF THE FLIP SIDE OF THAT IN TERMS OF WHO'S STRUGGLING AROUND GOAL ONE, OF COURSE, THE HISPANIC STUDENT GROUP DECLINED FROM 2019 MIDDLE OF THE YEAR TO 2021 MIDDLE OF THE YEAR.

AFRICAN AMERICAN STUDENTS GROUPS CONTINUES TO LAG PRETTY MUCH IN ALL RACES AND ETHNICITIES, SPECIFICALLY IN READING. IT ALSO IS IMPORTANT TO NOTE THAT THERE WAS LESS GROWTH OVERALL FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR THIS YEAR THAN PRE-PANDEMIC.

OF COURSE, THE ONLY STUDENT GROUP TO DECREASE FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR THIS YEAR IS OUR EL'S IN SECOND GRADE IN THIRD GRADE EL'S WERE STAGNANT FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR.

SO WE ALSO KNOW IN SPECIFIC TO THIS PARTICULAR GOAL AND GOAL ONE WHY IF ASKING OURSELVES THE QUESTION IN TERMS OF LOOKING AT CONCERNS AND CELEBRATIONS, WHY OUR SPANISH TESTERS IMPROVING BEGINNING OF THE YEAR? AND WE DR.

MATNEY AND I TALKED SPECIFICALLY ABOUT THIS BECAUSE I KNOW THAT QUESTION MAY COME TO THE TABLE IN THAT, YOU KNOW, RENAISSANCE REALLY DOESN'T ENCOURAGE THE IDEA OF DIRECT COMPARISONS ACROSS TESTING LANGUAGES AS THEY ARE NOT APPLE TO APPLE COMPARISONS AS WE'VE TALKED ABOUT IN THE PAST.

SO THOSE ARE SPECIFICALLY SOME HIGHLIGHTS FROM GOAL ONE.

THANK YOU. SO IN THAT SO I'VE GOT TWO MANY THINGS HERE.

HOW WERE YOU USING THIS DATA? SO HISTORICALLY WE WILL MAKE GAINS BETWEEN BOY AND MOY, BUT THEN WE WILL TABLE BETWEEN MOY AND EOY.

SO HOW IS THIS DATA BEING USED TO HELP INFORM REALLY THE INSTRUCTIONAL? LIKE HOW DID YOU USE IT OVER THE PAST COUPLE OF MONTHS? LIKE WHAT CHANGED IN INSTRUCTIONAL PRACTICES OVER THE LAST COUPLE OF MONTHS? SO YOU'LL HAVE A DIFFERENT TREND THIS YEAR FOR EOY THAN PREVIOUSLY.

I'D LIKE TO HAVE OUR CHIEF ACADEMIC OFFICER, DR.

BIRD, TO SHARE SOME INSIGHTS, SOME REFERENCE TO WHAT THAT LOOKS LIKE.

SO I THINK SOME OF IT, HONESTLY, IS THAT ESPECIALLY, EXCUSE ME, IN THE LOWER GRADES, CHILDREN ARE COMING BACK FROM UNSTRUCTURED TIME IN THE PANDEMIC.

SO, YOU KNOW, THEY'VE HAD A NATURAL INCREASE BECAUSE TEACHERS THE ROUTINES ARE THERE TEACHERS ARE IN ROUTINES.

[00:20:04]

WE HAVE BEEN FUNDING ADDITIONAL TUTORING AND THOSE KINDS OF THINGS.

AND SO I THINK, YOU KNOW, I THINK THERE'S THE PROBLEM WITH THE END OF YEAR ASSESSMENT IS THAT IT COMES AFTER THE STATE ASSESSMENT.

THERE'S SOME LEVEL OF FATIGUE THERE.

WE HAVE TO LOOK AT THE FIDELITY OF IMPLEMENTING OF ACTUALLY WHO'S TAKING THAT TEST.

SO I THINK THAT'S A CONCERN DR.

MATNEY AND I HAVE TALKED ABOUT IS LIKE MAKING SURE THAT WE TIGHTEN UP THE ACCOUNTABILITY FOR TAKING THAT EXAM SO THAT WE CAN GET TRUE DATA TO SEE TO MAKE SURE THAT THE RIGHT THAT WE'RE COMPARING THE SAME KIDS, YOU KNOW, THAT THE POOL IS NOT CHANGING.

SO I THINK THAT THERE IS A MORE CONCERTED EFFORT NOW TO ON FOCUSING ON READING INSTRUCTIONAL STRATEGIES AND MAKING SURE THAT WE HAVE SOME CONSISTENCY, FOR EXAMPLE, WITH REALLY GREAT READING IN THE EARLY GRADES TO MAKE SURE IT'S BEING IMPLEMENTED WITH FIDELITY ACROSS THE DISTRICT.

SO CONTINUE TO SEE GAINS.

YOU MENTIONED CONSISTENCY OF POPULATION.

I NOTICED IN SOME OF THESE THE END NUMBER DROPPED BETWEEN BOY AND MOY WHICH IS OUT OF THE NORM.

YEAH. LIKE WHY WOULD THAT HAVE HAPPENED? DR. MATNEY. YEAH.

THAT'S EXACTLY WHAT DR.

BIRD WAS REFERENCING. WHAT WE'RE SEEING IS WHEN WE LOOKED AT PARTICIPATION RATES, WE SAW SEVERAL CAMPUSES THAT THEIR PARTICIPATION RATE WAS SIGNIFICANTLY LOWER THAN THEIR ENROLLMENT RATE.

AND SO FOR WHATEVER REASON, THEY OPTED TO NOT TAKE THE REQUIRED RENAISSANCE ASSESSMENT.

AND SO WE ARE LOOKING INTO HOW WE CAN CHANGE OUR PRACTICES OF MONITORING THAT AND EXPECTATIONS AROUND NOT JUST ADMINISTERING, BUT THEN THERE'S A REASON WHY THEY DIDN'T ADMINISTER.

DID THEY NOT SEE THE VALUE? DID THEY NOT SEE IT? AND SO HOW CAN WE COME AND SUPPORT THAT END AS WELL, SO THAT IT'S NOT JUST TAKING IT FOR COMPLIANCE, IT'S TAKING IT BECAUSE THE INFORMATION IS CRUCIALLY USED. OKAY. THANK YOU.

SO I ALSO NOTICED THAT THERE WAS LESS GROWTH BOY TO MOY THIS YEAR THAN PRE-COVID.

WE'RE PUTTING THIS INVESTMENT OF ESSER DOLLARS INTO ACCELERATION OF EVIDENCE BASED PRACTICES.

WHY WOULD WE NOT HAVE SEEN MORE GROWTH AT THE BEGINNING OF THE YEAR? AND LIKE, WHAT ARE YOU DOING TO ADDRESS THAT? DR. MATNEY.

AND DR. BIRD MAY HAVE SOME FROM ACADEMIC SIDE AS WELL, BUT THAT'S SOME OF THAT IS WHEN YOUR NUMBER IS DIFFERENT FROM MOY I ALSO QUESTION WHAT STUDENTS WERE NOT TAKING THE TEST WERE THEY STUDENTS THAT TEACHERS WERE OPTING OUT BECAUSE THEY THOUGHT THEY WERE DOING FINE OR THE OPPOSITE.

SO I QUESTIONED SOME OF THAT BECAUSE IF EVERYONE HAD TESTED LIKE IN PREVIOUS YEARS, WOULD WE HAVE SEEN THAT HIGHER GROWTH? OKAY. IT SOUNDS LIKE Y'ALL ARE DIGGING INTO THIS TO ASK THESE WHYS THAT YOU SAW IN THE DATA AREAS OF THAT ARE THE DECLINE OR IN THIRD GRADE IT WAS STAGNATION OF OUR EL KIDS.

BUT I ALSO OBSERVED THAT OUR AFRICAN AMERICAN STUDENTS HAD GREATER GROWTH THIS YEAR BETWEEN BOY AND MOY AND PRE COVID, WHICH IS AND ACTUALLY LAST YEAR THEY WENT DOWN, WHICH IS A REALLY POSITIVE INDICATOR.

AND SO IN THOSE TWO AREAS ARE YOU IDENTIFYING WHAT IS AND ISN'T WORKING SO YOU CAN SUSTAIN THE PROGRESS THAT LIKE IS WHAT IS NECESSARY TO CLOSE THAT GAP AND THEN MITIGATE WHERE YOU HAD LOSSES.

YEAH. YES.

I THINK THAT A LOT OF THIS, AGAIN, GOES BACK TO THE CONSISTENCY OF PRACTICE THAT, YOU KNOW, WE ARE REFRESHING THE BY THREE INITIATIVE, THE LITERACY INITIATIVE AND OUR TEACHERS ARE WORKING VERY HARD TO MAKE UP LEARNING LOSS FOR STUDENTS.

AND I THINK AS WE SEE FURTHER IMPLEMENTATION OF REALLY GREAT READING AND AS MORE TEACHERS GO THROUGH THE READING ACADEMIES, WE'RE SEEING IMPROVEMENTS IN INSTRUCTIONAL PRACTICE.

AND SO I THINK THAT WILL CONTINUE.

BUT I DO THINK THAT AS I OBSERVED, AS I GO AND OBSERVE SCHOOLS, THERE IS QUITE A RANGE OF THINGS THAT ARE BEING IMPLEMENTED IN READING CLASSROOMS. AND WE REALLY DO NEED TO TIGHTEN THE FOCUS SO THAT WE CAN CONTINUE TO SEE ACCELERATED IMPROVEMENT FOR STUDENT GROUPS.

OKAY. THANK YOU. TRUSTEE WADE.

THANK YOU, DR. MATNEY.

MY QUESTION IS, I KNOW AT ONE POINT THERE WAS A SUPERINTENDENT REPORT AND HE SAID, WE'RE EXAMINING OUR ASSESSMENT PROGRAM AS A WHOLE TO ENSURE THAT OUR TEACHERS HAVE AN ACTIONABLE DATA.

AND GOING TO THAT DO YOU FEEL LIKE THE TEACHERS ARE NOT GETTING ACTIONABLE DATA? AND YOU SORT OF ANSWERED THIS TO SOME DEGREE, BUT I'D LIKE SOME CLARITY ON IT.

SO HOW ARE WE GETTING THIS TO OUR TEACHERS? AND IS THIS THE REASON WHY THEY'RE NOT DOING THE ASSESSMENTS? THEY'RE JUST NOT SEEING IT IN REAL TIME ENOUGH TO MAKE IT WORTH DOING.

SO I THINK THAT THERE ARE DEFINITELY WE COULD DO A BETTER JOB OF HELPING TEACHERS UNDERSTAND THE LINK BETWEEN WHY THIS TEST AND HOW THAT CAN BE ACTIONABLE IN THEIR CLASSROOM. I ALSO THINK THAT WE HAVE TO CHANGE THE CULTURE IN THE SCHOOL DISTRICT.

THAT DATA SHOULD BE USED FOR IMPROVING INSTRUCTION AND IT REALLY THERE'S USEFUL DATA AT THE TEACHER LEVEL.

AND THAT'S WHAT WE'RE LOOKING AT IS ARE WE GIVING THE RIGHT ASSESSMENTS SO THAT TEACHERS CAN ACTUALLY USE IT AND MAKE IMPROVEMENTS IN INSTRUCTION?

[00:25:03]

REAL TIME? AND SO WE ARE TAKING A CLOSE LOOK AT THAT.

OKAY. SO THAT IS BECAUSE THAT'S MY BIG CONCERN.

WE'RE DOING ALL OF THIS AND WE SPEND SO MUCH TIME ON IT.

RIGHT. AND WHAT'S THE POINT IF IT'S NOT? OKAY. THANK YOU. TRUSTEE GUIDRY.

THANK YOU SO MUCH FOR THE REPORT, OK.

GOING OVER TO SLIDE EIGHT.

WHAT, IF ANYTHING, DID WE LEARN FROM THIS? IF WE HAD AN OPPORTUNITY TO LOOK INTO IT, WHAT WORKED? BECAUSE HERE OUR BLACK AND WHITE STUDENTS INCREASED AND YET OUR HISPANIC CHILDREN DECREASED.

DO WE KNOW WHAT WAS WORKING AND WHAT WAS NOT? DR. MATNEY AND OR DR.

BIRD.

I THINK I COULDN'T SPECULATE ON WHY NECESSARILY WE HAVE TO LOOK FURTHER INTO THAT.

BUT I DO THINK THAT IT'S RELATED TO INSTRUCTIONAL PRACTICES.

IT'S THE HARD WORK THAT OUR TEACHERS ARE PUTTING IN EVERY DAY AND FOCUSING ON STUDENT GROUPS THAT ARE UNDERSERVED AND CLOSING THOSE GAPS.

I MEAN, IT REALLY IS THANKS TO THEIR WORK IN THE CLASSROOM.

I DO THINK IT'S AN INTERESTING QUESTION.

AND AGAIN, I THINK IT'S HARD TO EVALUATE THAT NOW BECAUSE THERE'S SUCH A WIDE VARIETY OF THINGS IN SCHOOLS.

AND AS WE NARROW THAT DOWN AND REALLY SUPPORT IT WELL, CENTRALLY, I THINK WE'LL SEE.

WE'LL BE ABLE TO HAVE MORE INSIGHT INTO THOSE KINDS OF QUESTIONS.

WELL, IF IT IS, IN FACT, INSTRUCTION AND PUTTING MORE WORK INTO THOSE CHILDREN WHO NEED IT, I LOVE IT.

AND I WOULD LOVE TO SEE MORE OF THAT, OF COURSE.

BUT LET'S TAKE A LOOK AT SLIDE NUMBER 10, BECAUSE NOW THIS CONFUSES ME, BECAUSE HERE THE SPANISH ONLY CHILDREN INCREASED, BUT YET ON SLIDE 8, THEY WERE DECREASED.

WHAT'S THE DIFFERENCE? AM I MISSING SOMETHING BETWEEN THOSE TWO? DR. MATNEY. YES. SO SLIDE.

LET'S START WITH SLIDE 8. SLIDE EIGHT, WE COMBINE ENGLISH AND SPANISH RESULTS TOGETHER.

IF A STUDENT TAKES ENGLISH AND SPANISH, WE TAKE THE BEST RESULT OUT OF THOSE TWO.

SO WE'RE NOT DUPLICATING STUDENTS ON THIS SLIDE.

WHEN WE GO TO SPANISH ONLY WE'RE TAKING ANY STUDENT THAT TOOK THE ASSESSMENT IN SPANISH.

SO AS AN EXAMPLE, IF YOU ADD UP THE SPANISH PLUS THE ENGLISH, IT'S NOT GOING TO EQUAL WHAT'S ON SLIDE 8.

SO IT IS AND WE HAVE A ROBUST DUAL LANGUAGE PROGRAM HERE.

SO IT IS VERY POSSIBLE THAT WE ARE SEEING BECAUSE SLIDE TEN AND NINE ARE YOU COULD HAVE DUPLICATE STUDENTS THERE, BUT WHEN YOU ONLY TAKE THE BEST RESULT, WE'RE SEEING IT HERE.

SO THEIR BEST RESULT MIGHT HAVE BEEN SPANISH.

SO WE SEE IT HERE, WHEREAS WE'RE NOT SEEING THAT BIG INCREASE ON ENGLISH ONLY ON SLIDE 9.

SO YOU SEE THE BEST FOR THE SPANISH RESULTS AND THEN WHATEVER THE ENGLISH RESULTS, BUT IT'S THE SAME STUDENT? SO WE DO THE BEST SCORE FOR ENGLISH AND SPANISH COMBINED AND THEN WE DO.

ONLY SPANISH.

CORRECT CORRECT.

OKAY. THAT MAKES SENSE.

ALL RIGHT. ON SLIDE 11.

I'M LOVING THIS. SO HOW CAN WE REPLICATE THIS? I MEAN, LOOK AT OUR CHILDREN WITH DISABILITIES.

THEY'RE DOING A DARN THING, RIGHT? SO HOW CAN WE REPLICATE THIS AND MAKE SURE THAT IT CONTINUES AND NOT FALL BEHIND? SO I THINK THAT WE'RE SEEING PROGRESS THAT OUR SPECIAL EDUCATION DEPARTMENT IS MAKING IN IMPLEMENTING IEPS WITH FIDELITY AND REALLY MAKING SURE THE RIGHT PEOPLE ARE ON THE TABLE.

I THINK THAT YOU'LL CONTINUE TO SEE IMPROVEMENTS IN THIS AS DR.

BRADFORD, WHO LEADS OUR SPECIAL EDUCATION WORK, CONTINUES TO REFINE THE PROCESSES AND REALLY MAKE SURE WE HAVE THE RIGHT SUPPORTS FOR STUDENTS.

BUT THIS REALLY, I THINK, HAS TO DO WITH IMPLEMENTATION OF IEPS THAT ARE APPROPRIATE.

I LOVE IT. LET'S KEEP IT GOING.

RIGHT. AND THEN FINALLY AND I KNOW I THINK YOU'VE DR.

BIRD YOU'VE TALKED ABOUT AMPLIFY.

THOSE ARE THOSE THREE SCHOOLS THAT WERE SELECTED, CORRECT? SIX SCHOOLS. THREE ELEMENTARY.

THREE MIDDLE SCHOOLS. OKAY.

THANK YOU, GUYS. ANYONE ELSE FOR ROUND ONE.

TRUSTEE HERNANDEZ.

THANK YOU, DR. MATNEY FOR YOUR PRESENTATION. I KNOW THAT TRUSTEE GUIDRY AND I AND I KNOW TRUSTEE CRUZ HAS ALSO ASKED FOR THIS BEFORE, BUT TRUSTEE GUIDRY ASKED FOR SOMETHING, SOME OTHER DATA POINT.

WE ASKED FOR SOME DATA POINTS ON SEPARATING THE ENGLISH SPEAKERS, THE HISPANIC INTO SPANISH AND ENGLISH. IS THAT POSSIBLE? I KNOW WE'VE BEEN ASKING FOR A WHILE, BUT WE HAVEN'T REALLY RECEIVED A FULL RESPONSE ON WHERE THAT'S AT.

YES. SO SO ENGLISH AND SPANISH.

[00:30:02]

AND WE'VE CONSULTED WITH RENAISSANCE ON THIS.

WE'VE CONSULTED WITH THE FORMER DIRECTOR OVER MULTILINGUAL ENGLISH AND SPANISH ARE NORMED DIFFERENTLY.

SO, YES, ABSOLUTELY.

PHYSICALLY, WE CAN PULL IT OUT AND GIVE IT TO YOU.

BUT WHAT I'M CONCERNED ABOUT IS THE USE OF THAT INFORMATION.

SO BECAUSE ENGLISH AND SPANISH ARE NORMED DIFFERENTLY SOMETIMES, THAT'S WHY WE SEE THE DIFFERENCE IN THOSE SUBJECTS AS WELL.

ALREADY THEY TELL US NOT TO COMPARE.

AND SO THEN IF WE BREAK IT DOWN BY STUDENT GROUP, THEN IT'S YOU SHOULDN'T COMPARE AT THE WHOLE.

AND NOW WE'RE LOOKING AT IT BY STUDENT GROUP.

ONE THING, THOUGH, THAT I'VE TALKED TO MY TEAM ABOUT IS HAVING A SPACE AROUND BECAUSE OUR DUAL LANGUAGE PROGRAM IS SO ROBUST, WHICH IS GREAT.

IS THERE SPACE TO LOOK AT OUR SPANISH RESULTS FOR OUR BILINGUAL PROGRAM STUDENTS ONLY AND NOT DUAL LANGUAGE AND THEN LOOK AT DUAL LANGUAGE AND NOT SO SEPARATING IT OUT THAT WAY VERSUS HISPANIC NECESSARILY.

SO IT'S PROGRAMMATIC VERSUS THE RACE ETHNICITY BREAKDOWN.

SO WE'RE LOOKING AT THAT.

WE'RE ALSO LOOKING AT THE VISUALIZATION OF THE OTHER STUDENT GROUPS.

WE'RE IN THE PROCESS RIGHT NOW OF REALLY EXAMINING THROUGH SOME BOARD GOVERNANCE WORK THAT I'M ENGAGED IN, SEVERAL TRUSTEES ARE ENGAGED IN OF HOW WE CAN BRING OUR REPORTING UP TO 2.0.

AND THIS IS THE ORIGINAL FORMAT THAT WE STARTED OUT WITH MANY YEARS AGO.

AND SO WE'RE I'M TAKING ALL THOSE NOTES AND WE PLAN TO ROLL THAT OUT IN AUGUST WITH ALL THESE NEW ENHANCEMENTS.

IS THAT THE SAME CASE FOR I KNOW THAT THIS IS RENAISSANCE, BUT IS THAT THE SAME CASE FOR LIKE STAAR TESTING OR OR BENCHMARKS AT THE DISTRICT? THAT'S A GREAT QUESTION.

SO RENAISSANCE IS NORM REFERENCED, SO IT'S NORMED FROM STUDENTS ALL ACROSS THE COUNTRY.

STAAR IS CRITERION REFERENCE.

SO IT'S SO WE CAN DO COMPARISONS THERE.

THERE'S SOME LANGUAGE NUANCE ABOUT JUST LEARNING SPANISH LANGUAGE VERSUS LEARNING ENGLISH LANGUAGE THAT'S TAKEN INTO CONSIDERATION.

BUT THE STAAR TEST IS A TEST OF THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS.

AND TRUSTEE HERNANDEZ TO KIND OF GO BACK TO YOUR ORIGINAL QUESTION IN REFERENCE TO ASKING FOR THAT COMPARISON, AGAIN, I WANT TO MAKE IT CLEAR THAT RENAISSANCE ADVISES AGAINST THAT.

BECAUSE OF WHAT DR.

MATNEY JUST INDICATED, THE NORMING IS COMPLETELY DIFFERENT.

SO I JUST WANTED TO MAKE MAKE SURE YOU WERE.

YES. COMPLETELY UNDERSTOOD THAT.

HOWEVER, WE DON'T ONLY GET THESE REPORTS FOR RENAISSANCE, SO WE GET THESE REPORTS FOR OTHER WE GET THEM FOR THE DISTRICT BENCHMARKS THAT ARE CRITERION RELATED, RIGHT? CORRECT. OKAY. SO FOR THE FUTURE I STILL WOULD LIKE TO LOVE TO SEE THAT DATA FOR THE CRITERION REFERENCED REPORTS THAT WE DO RECEIVE.

THANK YOU. ABSOLUTELY.

OKAY. I HAVE A FEW QUESTIONS.

SO SLIDE 8, AND I KNOW THAT FOLKS HAVE ASKED ABOUT THIS ALREADY.

SO WANT TO START OUT WITH THE GOOD NEWS, ESPECIALLY FOR OUR AFRICAN AMERICAN STUDENTS.

I MEAN, THE WHOLE TIME I'VE BEEN ON THE BOARD, I THINK THIS IS THE FIRST TIME THAT I'VE ACTUALLY SEEN A SIGNIFICANT INCREASE LIKE THAT.

AND THAT IS REALLY ENCOURAGING AND EXCITING.

AND ONCE Y'ALL DIG INTO THE DATA, WE'D LOVE TO HEAR MORE AS TO WHAT THAT'S ATTRIBUTED TO.

OBVIOUSLY VERY CONCERNED ABOUT HISPANIC STUDENTS DECREASING EIGHT PERCENTAGE POINTS.

THAT'S A PRETTY BIG DECREASE.

SO AGAIN, JUST WANT TO HEAR ONCE Y'ALL LEARN A LITTLE MORE AS TO WHY.

AND I KNOW IT'S HARD, YOU KNOW, AS AN AGGREGATE, BUT JUST EVEN ANY FINDINGS ARE HELPFUL.

PACKET PAGE 38 SO THIS OF THE REPORT, NOT THE PRESENTATION.

AND I DID ASK BOARD SERVICES.

I DON'T KNOW IF WE CAN GET THAT PULLED UP OR NOT.

THEY WERE GOING TO WORK WITH TECHNOLOGY.

SO PACKET PAGE 38, PAGE 6 OF THE REPORT STUDENTS TESTING IN ENGLISH HAD A MUCH LARGER GAIN FROM BOY TO MOY.

HOWEVER, IT WAS A SMALLER GAIN FOR STUDENTS TESTING IN SPANISH, WHICH THAT GAIN IS TYPICALLY LARGER.

SO AND THIS IS PARTICULAR TO KINDERGARTEN.

SO JUST KIND OF CURIOUS AS TO WHAT YOU THINK THAT MIGHT BE ATTRIBUTED TO? SO FROM WE ACTUALLY DISCUSSED THIS PIECE AS WELL, DR.

MATNEY AND I AND THE RENAISSANCE DOES NOT ENCOURAGE DIRECT COMPARISONS ACROSS TESTING LANGUAGES AS THEY ARE NOT OF COURSE, THE

[00:35:05]

APPLE TO APPLE COMPARISONS.

THE THE LANGUAGE TESTED WAS CHOSEN AT THE TEACHER LPAC'S DISCRETION AS TO WHAT MOST APPROPRIATELY REFLECTS THE STUDENT'S READING ABILITY.

SO SOME TEACHERS MAY TEST STUDENTS IN BOTH LANGUAGES IF THE CAMPUS IS TRYING TO SEE WHERE ANY B STUDENT FALLS.

SO DR.

MATNEY, ANY ADDITIONAL INSIGHTS YOU WANT TO PROVIDE? AND I GUESS LET ME CLARIFY MY QUESTION.

SO IT'S NOT COMPARING I MEAN, IT DID SOUND LIKE THAT THE WAY I ASKED IT, SO I APOLOGIZE.

BUT LIKE TYPICALLY THE STUDENTS THAT TEST IN SPANISH ONLY THAT GAIN IS BIGGER BUT FOR KINDER IT WASN'T SO JUST CURIOUS LIKE IS THIS BECAUSE THEY'RE JUST ENTERING LIKE WHAT WOULD BE THE THE OBSERVATION THERE? YEAH. SO WE'RE ACTUALLY LOOKING INTO IT.

SO IF YOU LOOK AT THE END COUNTS UNDERNEATH, YOU'LL SEE IN 19-20 WE WERE OVER 5000 STUDENTS.

WE'RE TESTING 2000.

NOW WE KNOW THAT OUR ENROLLMENT WENT DOWN.

WHAT WE'RE LOOKING AT AND THROUGH OUR COLLABORATION WITH THE DEMOGRAPHICS FIRM PASA, WE'RE LOOKING ACTUALLY AT DID OUR DEMOGRAPHIC OF ENROLLED KINDERGARTNERS CHANGE POST COVID? AND REALLY DIGGING INTO WE OBVIOUSLY HAD SIGNIFICANTLY FEWER SPANISH TESTERS IS ARE PARENTS KEEPING THEIR STUDENTS WHERE THEY HAD THEM IN THE PRE-K AND KEEPING THEM THROUGH KINDERGARTEN.

AND SO WE'RE WE'VE GOT THAT QUESTION THAT WAS ALSO PUZZLING TO US.

OKAY. I APPRECIATE THAT.

AND THEN MY QUESTION ON PAGE 37 AND IT'S PAGE FIVE OF THE REPORT.

OKAY.

I'LL HOLD IT FOR ROUND TWO.

WOW, THAT GOES FAST.

ANYONE ELSE FOR ROUND TWO? I MEAN, ROUND ONE? TRUSTEE.

SO WE'LL START ROUND TWO.

TRUSTEE DEIGAARD.

THANK YOU. SO REFERRING TO THE SUPERINTENDENTS RESPONSE FOR BOTH OF THESE ITEMS, I MEAN, THIS IS ONE OF THE MAIN FOUR CRITERIA FOR A MONITORING REPORT.

THE READING ACADEMY'S THE RESPONSE MAKES THE ASSUMPTION THAT THE READING ACADEMY'S ARE WORKING.

DO YOU HAVE TEACHERS ALREADY WHO HAVE COMPLETED THE READING ACADEMIES WHERE YOU'RE SEEING MORE GROWTH FOR THEIR STUDENTS AND THOSE WHO ARE NOT? LIKE WHAT DATA DO YOU HAVE FOR THAT THIS IS WORKING? DR. BIRD. SO WE WOULD HAVE TO AND THAT'S A GREAT QUESTION.

WE'LL HAVE TO ANALYZE THE COMPLETION AND HOW THOSE INDIVIDUAL TEACHERS WE HAVEN'T ANALYZED IT AT THAT LEVEL.

HOWEVER, I DO BELIEVE THAT JUST THE FACT THAT THEY ARE INTERNALIZING MORE INFORMATION ABOUT THE SCIENCE OF READING AND THE AND THE COMBINATION OF IMPLEMENTING REALLY GREAT READING IS HELPING.

BUT I WILL LOOK INTO THAT FURTHER.

I MEAN, SO OFTEN STRATEGIES ARE CHOSEN BECAUSE SOMEWHERE ELSE IT WAS SHOWN TO WORK, BUT SOMETIMES THERE WAS THE IMPLEMENTATION THAT THEN IT DOESN'T YIELD THE RESULTS.

AND THAT I MEAN, THAT'S A BIG PART OF THE FUNCTION OF THIS CONVERSATION IS TO MAKE SURE WHETHER YOU ALL ARE ASKING IT OF EACH OTHER.

AND IF YOU'RE NOT, THAT WE'RE ASKING THE QUESTIONS, WHAT IS WORKING, NOT WHAT SHOULD WORK, BUT WHAT IS WORKING OR ISN'T WORKING? AND SO THEN ON GOAL 4 WHAT SPECIFIC STRATEGIES.

SO THIS IS A SUBSET POPULATION OF STUDENTS ON A DIFFERENT ASSESSMENT OR DIFFERENT GRADES. BUT THE SUPERINTENDENT'S RESPONSE TO BOTH THINGS ARE LITERALLY EXACTLY THE SAME.

AND I'M JUST GOING TO SAY FOR FUTURE MONTHS, IF THAT'S HOW THE REPORTS ARE GOING TO COME TO ME, I'M PROBABLY GOING TO NOT ACCEPT IT.

AND SO I JUST HOPE IN FUTURE MONTHS THAT THERE IS MORE THEY'RE MORE ROBUST AND SPECIFIC TO THAT SPECIFIC REPORT AND ARE NOT COPY PASTE.

AND SO ON THE SPECIAL ED ONE, YOU KNOW, WITH ARE THERE OTHER THINGS THAT ARE WORKING IN THE SPECIAL ED DEPARTMENT THAT HAVE LED TO THESE GREAT I MEAN, WE'RE ON THE RIGHT TRACK THAT HAVE LED TO THE RESULTS BEING WHERE WE WANT THEM TO BE OR PLAN FOR THEM TO BE.

AND BECAUSE THAT'S NOT ADDRESSED IN THIS SUPERINTENDENT'S RESPONSE AND I'D LIKE TO KNOW MORE, PLEASE.

SO THAT IS IN THE SUPERINTENDENT'S REPORT ABOUT THE FOCUS ON IEP COMPLIANCE AND ENSURING PROPER STUDENT PLACEMENT.

THAT'S A REALLY BIG PART OF IT.

WE HAVE REALLY FOCUSED ON MAKING SURE THE STUDENTS ARE PLACED APPROPRIATELY AND THAT THE IEP IS IMPLEMENTED CORRECTLY AND THAT WE'RE MEETING TIMELINES.

[00:40:04]

AND SO I DO THINK THAT'S A REASON FOR IMPLEMENTATION.

IT'S IN THE FIRST PARAGRAPH OF THE.

THANK YOU TRUSTEE CRUZ.

MY QUESTION IS, SO I'M LOOKING AT THIS SLIDE THAT'S UP AND I'M LOOKING AT BEGINNING OF YEAR IN 2021 TO 2022.

SO IS THAT NUMBER FOR 13 DOWN TO 11? IS THAT BECAUSE THOSE KIDS AREN'T TESTING OR IS THAT OUR DROP IN STUDENTS IN THE YEAR? WHAT'S THAT BIG DROP? I'M TRYING TO UNDERSTAND THAT.

SO THAT DROP BETWEEN BEGINNING OF YEAR AND MIDDLE OF YEAR IS STUDENTS NOT TESTING.

THAT'S STUDENTS NOT TESTING.

SO THAT'S NOT STUDENTS WE'RE LOSING? NO, CORRECT? SO THAT'S A BIG I MEAN, I'M SEEING THAT ACROSS THE BOARD.

YES. INTERESTING.

THANK YOU. ANYONE ELSE FOR ROUND TWO.

TRUSTEE GUIDRY. I JUST HAVE A FOLLOW UP TO THAT.

SO WHY WOULDN'T THEY TEST? IS IT BECAUSE THEY'RE JUST ABSENT? DO THEY HAVE A CHOICE TO TEST OR NOT TEST? CAN THEY OPT OUT OF THE TESTING? IT'S NOT THE IDEA. THAT'S A GREAT QUESTION.

SO IT'S A LARGE TESTING WINDOW.

SO IF THEY'RE ABSENT, THEY'RE ABSENT FOR FOUR MONTHS.

I MEAN, FOUR WEEKS. I'M SORRY.

SO NO, IT IS IT COULD BE VERY VARIED DEPENDING ON CAMPUS.

SO REASONS FOR NOT TESTING COULD BE TEACHER NOT VALUING THE ASSESSMENT NOT SPENDING TIME ON THAT.

SO SPENDING TIME ON SOMETHING ELSE BECAUSE THEY DON'T VALUE THAT'S SOMETHING THAT WE CAN WORK ON HELPING MAKE THAT CONNECTION.

ANOTHER REASON COULD BE THAT THERE'S NOT A SYSTEM IN PLACE FOR CHECKING.

SO A PRINCIPAL MIGHT NOT KNOW THAT A TEACHER DIDN'T TEST A WHOLE CLASSROOM IF A SYSTEM WAS NOT PUT IN PLACE.

IT COULD ALSO BE THAT CLASSROOMS OR CAMPUSES WERE CHOOSING TO DO A DIFFERENT TEST INSTEAD OF THIS ONE.

AGAIN, THAT GOES BACK TO UNDERSTANDING THE VALUE OF THE DATA.

AND WHY WOULD THAT ONE BE MORE VALUABLE THAN THIS ONE? BUT WE ARE DIGGING INTO THAT BECAUSE THAT HAS BEEN A CONCERNING TREND THIS YEAR THAT I WANT TO MAKE SURE WE ADDRESS.

YEAH, BECAUSE MY CONCERN IS HOW CAN WE FULLY ASSESS IF ALL OF THE CAMPUSES AREN'T DOING THE SAME TESTING AND REQUIRING THE TESTING AND REPORTING THE TESTING.

RIGHT. SO WE'RE GOING TO TRY TO GET ON THE SAME PAGE AND HAVE ALL OF OUR TESTING SO WE COULD ACTUALLY KNOW WHAT'S GOING ON? TRUSTEE WADE.

I'M JUST ASKING. I PERSONALLY BELIEVE THAT WE COULD PARE THAT DOWN AND WE'RE WORKING ON THAT NOW.

YES. OK.

I HAVE A LOT OF QUESTIONS. OBVIOUSLY NOT TIME FOR ALL OF THEM.

SO BACK TO PACKET PAGE 37, PAGE FIVE OF THE REPORT.

IT LOOKS LIKE AFRICAN AMERICAN STUDENTS DID NOT DROP AS MUCH AS COMPARED TO TWO YEARS.

SO COMPARED TO 2020 AND THERE WAS A DROP, BUT IT WASN'T AS SIGNIFICANT AS WHITE AND ASIAN KIDS LIKE A REALLY SIGNIFICANT DROP.

ANY OBSERVATIONS ABOUT THIS? THIS IS ALSO KINDERGARTEN.

SO I'M CURIOUS, DO WE HAVE THIS DATA BROKEN DOWN FOR THE STUDENTS THAT ATTENDED PRE-K VERSUS STUDENTS THAT DIDN'T? THIS ONE WAS WAS ACTUALLY FAIRLY PUZZLING TO US.

AND WE'RE CLOSELY WORKING WITH PASA TO REALLY GARNER MORE INSIGHT AROUND WHAT THIS LOOKS LIKE.

WE'RE, OF COURSE, WONDERING IF THE POPULATION OF ENROLLMENT IN TERMS OF KINDERGARTNERS IS CHANGING AND WHETHER THAT MAY HAVE A DIFFERENT BUT DIFFERENCE IN WHAT THIS LOOKS LIKE.

BUT PASA IS GOING TO HELP US WITH WHAT THAT LOOKS LIKE.

ANY OTHER INSIGHTS? DR. MATNEY. SO I THINK THE SECOND PART OF YOUR QUESTION WAS AROUND LOOKING AT IT FOR STUDENTS THAT ATTENDED PRE-K AND NOT.

THAT DATA IS PRETTY LIMITED BECAUSE WE'VE GOT WE KNOW WHO ATTENDED OUR PRE-K, BUT IT WOULDN'T BE A COMPLETE DATA SET BECAUSE WE DON'T KNOW WHAT THEY DID IF THEY ATTENDED A PRE-K OUTSIDE OF HISD PREVIOUSLY.

SO IT WOULD BE A SMALLER SUBSET OF THIS POPULATION OF STUDENTS.

YEAH. AND I ASSUMED THAT AS WELL.

SO THANK YOU FOR THAT INSIGHT.

AND WOULD LOVE LIKE ONCE YOU DO GET INFORMATION FROM PASA THIS IS THE, THESE ARE THE DEMOGRAPHERS RIGHT? WHEN YOU SAY PASA, I WOULD LOVE TO SEE THAT.

[00:45:04]

ON PACKET PAGE 50, PAGE 18 OF THE REPORT AGAIN, ANOTHER SIGNIFICANT INCREASE OF OUR AFRICAN AMERICAN STUDENTS.

THIS IS FIRST GRADE READING, CORRECT OR NOT, AT LEAST THERE WAS NO DROP, I SHOULD SAY NOT [INAUDIBLE] AN INCREASE.

AND BASED ON PREVIOUS QUESTIONS, IT SOUNDS LIKE Y'ALL ARE STILL DIGGING INTO THAT DATA.

NOT QUITE SURE WHY.

AND WE DON'T WANT TO MINIMIZE IT.

YES. DEFINITELY SOMETHING THAT WE'RE EXCITED ABOUT.

BUT I THINK THE REALITY OF IT IS THAT, YOU KNOW, WE'RE STILL SIGNIFICANTLY BEHIND, I THINK AROUND 10 POINTS.

YES. SO IT'S SOMETHING THAT WE WANT TO CONTINUE TO DIG IN AND IN REFERENCE TO THE STRATEGIES THAT ARE WORKING AND ON INDIVIDUAL CAMPUSES.

THANK YOU. AND I MEAN, IT IS I TOTALLY AGREE IT'S NOT GOOD ENOUGH, BUT IT'S ENCOURAGING THAT THE NUMBER IS ACTUALLY MOVING UPWARD AS COMPARED TO BEFORE. AND SAME WITH THE STUDENTS WITH SPECIAL NEEDS, THAT UPWARD TREND.

AND OBVIOUSLY, WE'RE NOT SATISFIED UNTIL EVERYONE IS SUCCESSFUL.

AND ON PACKET PAGE 54, ACTUALLY, IT'S KIND OF LIKE 54 THROUGH 57.

SO JUST RECOGNIZING, AGAIN, THE GAINS FOR STUDENTS WITH DISABILITIES.

I MEAN, IT'S PRETTY REMARKABLE THAT DESPITE THE PANDEMIC, OUR MOST VULNERABLE STUDENTS DID NOT FALL BEHIND.

WHAT ARE THE STRENGTHS LIKE? WHAT HAVE WE LEARNED FROM THIS? DR. MATNEY. SO I THINK THE BIGGEST THING IS I LOOK AT THE DATA AND KNOW WHAT THE DEPARTMENT IS DOING TO REALLY IMPLEMENT THINGS WITH FIDELITY BEFORE I TURN IT INTO MORE DEPTH IS, IS JUST THAT MONITORING.

AND IF YOU'VE GOT AN APPROPRIATE IEP THAT IS WRITTEN FOR YOU AND THE TEACHER IS IMPLEMENTING IT, THIS IS THE OUTCOME WE'RE SEEING THE GAINS. IT SHOWS THAT THOSE STRATEGIES THAT HAVE BEEN PUT IN PLACE ARE NOT IN VAIN.

THEY'RE THE RESULT OF STUDENT OUTCOMES.

AND THAT'S REALLY ENCOURAGING.

AND I GUESS MY QUESTION MY FOLLOW UP QUESTION TO THAT IS LIKE WHAT IS SCALABLE IN TERMS OF WHAT IS BEING DONE IN TERMS OF THIS MONITORING TO THE REST OF THE POPULATION OF STUDENTS? I THINK IT ALIGNS COMPLETELY WITH WHAT WE'RE FOCUSING ON IN THE STRATEGIC PLAN, WHICH OF COURSE IS GREAT COMMUNICATION WITH THE PARENTS, OUTCOMES AND OVERALL COMPLIANCE AS WELL.

THAT IS ACTUALLY COMMITMENT NUMBER FIVE, WHICH IS WHAT WE'RE FOCUSING ON.

SO ENSURING THAT WE PUSH THOSE PARTICULAR ITEMS AND MAKE CERTAIN THAT WE'RE ROCK SOLID.

WE SHOULD SEE LESS COMPLAINTS COMING DOWN FROM TEA.

WE SHOULD SEE HAPPIER PARENTS.

WE SHOULD SEE PROGRESS WITH OUR SPED STUDENTS IN THE MANNER THAT WE'RE SEEING.

BUT I GUESS MY QUESTION IS, LIKE NOT BEYOND OUR STUDENTS WITH SPECIAL NEEDS, LIKE WHAT IS SCALABLE THAT YOU'VE LEARNED FROM THIS MONITORING? DR. BIRD. SO I THINK DEFINITELY THE FOCUS ON PHONICS INSTRUCTION, AND WE'RE STILL GOING TO LOOK AT OUR SPANISH SPEAKING STUDENTS BECAUSE REALLY GREAT READING IS AN ENGLISH ONLY PRODUCT. SO WHEN AMPLIFY COMES OUT, OR ROLLS OUT, THAT IS PARTICULARLY SPANISH PHONICS IS A PARTICULAR COMPONENT OF THAT PROGRAM.

I THINK THAT WILL BE HELPFUL.

AND THEN I THINK JUST THE FOCUS ON NARROWING THE THINGS THAT TEACHERS ARE LOOKING FOR AND SEARCHING FOR ON THEIR OWN BY IMPLEMENTING CURRICULUM.

WE'RE GOING TO SEE WE'RE GOING TO SCALE THE IMPROVEMENT.

THANK YOU. JUST REALLY ENCOURAGED BY THAT.

TRUSTEE HERNANDEZ.

THANK YOU. ONE OF THE QUESTIONS THAT TRUSTEE CRUZ ASKED OR ONE OF THE ANSWERS TO HER QUESTIONS WAS THAT YOU DON'T HAVE DATA ON PRE-K.

AS SOMEONE WHO THINKS THAT EARLY CHILDHOOD EDUCATION IS VERY IMPORTANT, AND I UNDERSTAND THAT THE DATA AROUND THAT IS VERY IMPORTANT.

IS THAT SOMETHING THAT WE COULD EASILY TWEAK SO THAT WE DO HAVE DATA ON WHICH STUDENTS ATTENDED PRE-K? WE COULD.

WE COULD IT WOULD BE ADDED TO THE ENROLLMENT PROCESS.

AND SO IT WOULD JUST BE IF PARENTS WERE WILLING TO FILL OUT THAT BOX ON THE ENROLLMENT FORM AS THEY COME TO US, YOU KNOW, DID YOUR CHILD ATTEND PRE-K AND IF SO, WHAT PRE-K DID THEY ATTEND? AND THEN ON THAT ENROLLMENT FORM, WE HAVE TO BUILD IT IN THE SYSTEM TO BE ABLE TO ACCESS THAT DATA.

SO IT SEEMS LIKE THAT WOULD BE VERY VALUABLE INFORMATION FOR US TO HAVE.

AND THEN MY OTHER QUESTION WAS TO MR. BIRD. AMPLIFY IS IN SPANISH?

[00:50:04]

YES, THERE'S A SPANISH.

BUT WE'RE NOT IMPLEMENTING AMPLIFY FOR ALL OF OUR SPANISH CLASSROOMS NEXT YEAR? NOT YET, BECAUSE WE WANT TO DO A SCALABLE IMPLEMENTATION SO THAT WE MAKE SURE IT'S SUPPORTED WELL AND IT'S THE RIGHT PRODUCT TO IMPLEMENT.

SO WE'RE GOING TO DO THAT ON A SMALLER SCALE AND THEN SCALE IT LARGER.

SO WHICH PRODUCT ARE THE SPANISH CLASSROOMS GOING TO USE? SO ACTUALLY, I'M LOOKING WE'RE ACTUALLY GOING TO GET SOME INPUT FROM OUR DUAL LANGUAGE DEPARTMENT AND OUR BILINGUAL TEACHERS BECAUSE THERE ARE PRODUCTS OUT THERE THAT WE CAN SUPPLEMENT OR SUPPORT SPANISH CLASSROOMS UNTIL THE IMPLEMENTATION IS FULLY REALIZED IN THE DISTRICT.

SO I CAN I'LL GET BACK WITH YOU WITH MORE INFORMATION ABOUT THAT.

THERE WILL BE A PRODUCT FOR OUR SPANISH AND DUAL LANGUAGE CLASSROOMS FOR NEXT YEAR? WE'RE INVESTIGATING THE AVAILABILITY OF THOSE THINGS RIGHT NOW.

WE DON'T KNOW IF THERE'S GOING TO BE A PRODUCT FOR OUR CLASSROOMS? WELL, THERE'S I MEAN, THERE'S CURRICULUM RIGHT NOW, BUT I'M SAYING PARTICULARLY FOR SPECIFICALLY FOR PHONICS, YOU KNOW, BEFORE WE IMPLEMENT AMPLIFY AT ALL SCHOOLS, WE'RE GETTING FEEDBACK FROM OUR DUAL LANGUAGE TEACHERS AND OUR BILINGUAL TEACHERS RIGHT NOW ABOUT WHAT THEY ARE USING.

IT'S VERY CONCERNING. WHAT THINGS THAT THEY'RE USING AND WHAT THINGS THAT THEY.

ESPECIALLY WITH THE DATA THAT CAME OUT TODAY.

SO YEAH, SO THAT'S ONE OF THE REASONS THAT WE NEED TO STANDARDIZE THINGS BECAUSE THERE'S LOTS OF THINGS OUT THERE AND THAT'S WHY WE'RE GETTING INPUT FROM TEACHERS IN THE FIELD THAT ARE USING THOSE THINGS SO WE CAN EVALUATE WHAT IS THE HIGHEST LEVERAGE TOOLS THAT ARE AVAILABLE.

IS THERE A DEADLINE FOR THAT? YEAH, WE'LL BE HAVING THAT WHATEVER WE PROCURE WILL BE IN THE SUMMERTIME, SO IT'LL BE AVAILABLE FOR THE FALL AND SO WE CAN TRAIN TEACHERS.

SO IT'S COMING SOON? I CAN. WE'LL BE IN TOUCH.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU, DR. MATNEY, THIS DATA THAT WE'RE LOOKING AT NOW CURRENTLY THIS MIDDLE OF THE YEAR DATA, WHEN WAS THAT? WHEN DID THAT COME OUT? THAT WAS JANUARY, FEBRUARY AND THE VERY BEGINNING OF MARCH.

SO FOR THESE PROGRESS MEASURES, THEN NONE OF THIS DATA AS IT'S PRESENTED HAS CHANGED SINCE OUR FEBRUARY AND MARCH, APRIL MEETING? SO WE DO NOT HAVE END OF YEAR RENAISSANCE DATA YET.

SO EVERYTHING IS BASICALLY THE SAME.

OK I'M JUST TRYING TO SEE THE TRUSTEES MUST HAVE HAD MORE TIME TO STUDY AND COME UP WITH MORE QUESTIONS TO THE SAME DATA.

THAT'S WHY I WAS TRYING TO FIGURE OUT.

SO THIS IS THE FIRST TIME YOU'RE SEEING THIS DATA.

OK OK. YES.

OKAY. I JUST WANT TO MAKE SURE WE ARE ON THE SAME PAGE SO WE DON'T JUST BE REDUNDANT WITH SOME OF OUR QUESTIONS AND WE USE OUR TIME WISELY SO WE CAN CONCENTRATE ON STUDENT OUTCOMES AS WELL.

THANK YOU. ALL RIGHT.

ANYONE ELSE FOR ROUND TWO? WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

MAY I HAVE A MOTION? SO MOVED SANTOS.

SECOND HERNANDEZ. MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE HERNANDEZ? IS THERE ANY DISCUSSION? SEVEN FOR ONE AGAINST ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF MAY 12TH, 2022.

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

THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL IS IN YOUR SHARE POINT UNDER MAY BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.

SOME ITEMS FOR NEXT THURSDAY HAVE ALREADY BEEN PULLED FOR DISCUSSION THIS EVENING.

TRUSTEE BLUEFORD-DANIELS PULLED E1, H1, I1.

TRUSTEE ALLEN PULLED B2, F2A AND H1.

TRUSTEE CRUZ PULLED L1 AND THE I ITEMS LET ME SEE WHICH ONES THEY ARE.

RFP 210605, 210604, 210603, AND 210602 OK.

IT'S AN I TO FOLLOW UP TO THE Q&A.

I4. OKAY.

WE'LL START WITH B2 TRUSTEE ALLEN.

[00:55:10]

OK ON 2 THAT'S WHERE WE ARE DISCUSSING THE LBB'S.

I JUST WANT TO RECOMMEND THAT WE CONTACT THE ONE TEA CERTIFIED COACH WHO EXPRESSED AN INTEREST IN OUR REQUEST FOR A COACH.

WE SHOULD MAKE AN EFFORT TO WORK WITH TEA BEFORE THE NEW SESSION TO PROVE THAT WE ARE NOW A COHESIVE GROUP, READY TO WORK TOWARD BECOMING A LONE STAR GOVERNANCE, EXEMPLARY COHORT AND BECOMING CERTIFIED.

WE WON THE BROAD PRIZE AWARD IN 2002, THEN AGAIN IN 2013, SO WE CAN ACHIEVE THAT AGAIN IF WE WORK AS ONE.

COMPLETELY AGREE.

THANK YOU, TRUSTEE ALLEN.

THE NEXT ITEM IS E 1.

OH. I THINK TRUSTEE DEIGAARD ARE YOU IN THE QUEUE FOR THIS ONE? QUESTION, WHAT EXACTLY ARE WE VOTING ON, ON THAT NEXT WEEK? IT'S NOT A VOTING ITEM.

IT'S A DISCUSSION. IT'S TOTALLY A DISCUSSION.

OK THAT'S WHAT. THANK YOU.

E 1, IT WAS PACKAGE PAGE TEN, IF WE'RE ABLE TO PULL THAT UP.

ARE WE ABLE TO PUT IT UP ON THE MONITORS NOW? ARE WE ABLE TO PULL IT UP? THANK YOU.

I'LL JUST GO AHEAD AND ASK THE QUESTION BECAUSE I THANK GOD, I HAVE ANOTHER NOTE OF IT DOWN HERE.

PACKAGE, PAGE TEN.

AND ARE WE THERE YET? OKAY. I WANTED TO KNOW IF THERE WERE AS I WAS LOOKING AT THIS.

THE APPROVAL FOR TO RENEW A CONTRACT WITH HARRIS COUNTY RESOURCES FOR CHILDREN.

AND MY QUESTION WAS WITH THAT AND I GOT TO MAKE SURE I GET MY QUESTION.

I DIDN'T TYPE THEM ALL UP ALL NEATLY LIKE SOME OF MY COLLEAGUES.

ARE THERE ANY ENGLISH.

HOW DID I HAVE THAT POSED? I'M SORRY. I APOLOGIZE BECAUSE LET ME GET MY QUESTION TOGETHER AND I'LL COME BACK TO IT BECAUSE I DON'T HAVE MY NOTES HERE ON MY PAGE.

SURE. SO I'LL BE BACK TO IT. THANK YOU.

OKAY. ANY OTHER QUESTIONS FOR E 1? DO YOU WANT ME TO SKIP YOUR ITEMS COMPLETELY TRUSTEE BLUEFORD-DANIELS OR JUST THAT ONE? JUST THAT ONE. OKAY, SO WE'LL GO TO F2A.

TRUSTEE ALLEN.

OKAY. MY ISSUE WITH F2A AND MY DISCUSSION FROM THAT ONE IS I HAVE AN ISSUE WITH USING NEW INEXPERIENCED TEACHERS AND [INAUDIBLE] CAMPUSES.

THE SCHOOLS REFERENCED HERE ARE BRUCE, DOGAN, MARTINEZ, LOOSCAN, [INAUDIBLE], LINCOLN, THOMAS, [INAUDIBLE].

OUR NEEDY STUDENTS NEED OUR BEST TEACHERS WHO KNOW HOW TO SCAFFOLD LEARNING FROM WHERE THEY ARE TO WHERE THEY NEED TO BE.

THESE STUDENTS ARE FROM PRE-K 12 AND THEY HAVE BEEN RETAINED.

THEY NEED OUR BEST TEACHERS.

I WOULD BE OKAY WITH TFA TRAINEES IF THEY WERE GETTING THEIR FEET WET WITH ENRICHMENT ACTIVITIES [INAUDIBLE] MEMBERS WILL BE LEARNING HOW TO MAKE LESSON PLANS WITH INSTRUCTIONAL METHODS.

AND THEY HAVE NOT HAD [INAUDIBLE] COURSE AT ALL.

SO I'M HAVING AN ISSUE WITH GETTING TO A YES ON USING TEACH FOR AMERICA SCHOOLS IN OUR FOR OUR STUDENTS THAT NEED THE BEST TEACHERS.

WHAT I'D LIKE TO DO IS CLARIFY THE UTILIZATION OF CORPS MEMBERS DURING THE SUMMER SCHOOL.

FIRST OF ALL, THESE INDIVIDUALS WILL BE UTILIZED AS SUPPORTS TO CLASSROOMS OF CURRENT TEACHERS THAT WILL BE TEACHING IN SUMMER SCHOOL.

SO THE IDEA IS FOR THEM TO BE LEARNING AND PROVIDING SUPPORT SO THEY'RE NOT THE PRIMARY TEACHER IN THAT PARTICULAR CLASSROOM.

SO THAT'S IMPORTANT TO KNOW IN THIS PROCESS.

DR. BIRD, ANY OTHER INSIGHTS HERE? ALSO, THE REASON THAT THESE SCHOOLS WERE CHOSEN IS FOR THEM TO BE SUPPORT IS BECAUSE WE'RE COMPLYING WITH HB 4545, AND WE CHOSE THE SCHOOLS WITH HIGH

[01:00:02]

NUMBERS OF STUDENTS THAT NEED EXTRA TUTORIAL SUPPORT.

SO WE DO HAVE IT IS AN HISD TEACHER OF RECORD AND THE TFA CORPS MEMBER IS THERE WILL BE THERE TO SUPPORT AND TO PROVIDE SUPPLEMENTAL ASSISTANCE TO THE CLASSROOM TEACHER.

WE ACTUALLY THIS IS A.

OH GO AHEAD. I'M SORRY.

SO THE TFA TEACHER WILL NOT BE THE TEACHER OF RECORD.

THAT'S CORRECT. THANK YOU.

TRUSTEE GUIDRY. ONE THING MAY NOT HAVE ANYTHING TO DO WITH THE OTHER, BUT I JUST NEED TO ASK THE QUESTION.

SO WE'RE IMPLEMENTING TFA TEACHERS, BUT WE'RE TAKING OUT THE PROGRAM THAT ALLOWS TEACHERS FROM WITHIN HISD? THE TEACH FORWARD? YES.

THAT'S MR. GRANT-SKINNER.

MR. GRANT SKINNER.

SO I DID SHARE EARLIER THAT PART OF THE REDUCTION IN THE OFFICE OF TALENT DEPARTMENT IN THE GENERAL FUND IS TO FUNDING THAT HAS BEEN IN THE BUDGET FOR THE TEACH FORWARD HOUSTON PROGRAM. WE'RE RETAINING 125,000 DOLLARS IN THAT PROGRAM FOR NEXT YEAR, WHICH IS MORE THAN WHAT WE ANTICIPATE WE NEED TO CONTINUE TO SUPPORT THE STUDENTS WHO ARE CURRENTLY A PART OF THE TEACH FORWARD HOUSTON PROGRAM.

AS I SHARED WHEN WE FIRST TALKED ABOUT OUR LONGER TERM STRATEGIC PLAN, WE ALSO HAVE ON OUR TIMELINE WORK TO DO WITH UNIVERSITY OF HOUSTON AND OR OTHER PARTNERS TO REIMAGINE WHAT THAT TEACH FORWARD HOUSTON PROGRAM CAN LOOK LIKE MOVING FORWARD, KNOWING THAT IT HASN'T IN THE LAST COUPLE OF YEARS BROUGHT IN NEW PARTICIPANTS IN THE PROGRAM.

SO WE'RE CONTINUING TO SUPPORT THE STUDENTS WHO ARE IN THE PROGRAM WHILE NAMING THAT THIS IS A PIPELINE THAT WE WANT TO FIND NEW WAYS TO INVEST IN.

AND SO AND I GUESS THAT'S MY CONCERN, BECAUSE IF WE DO, WHY WOULDN'T WE USE THOSE PARTICIPANTS FOR OUR SUMMER BACKUP TEACHERS AS OPPOSED TO TFA TEACHERS? I THINK ONE OF THE THINGS IS AS WE HAVE AN OPPORTUNITY HERE TO BUILD EVEN MORE TEACHERS FOR THE FUTURE.

I THINK THE EXPERIENCE THAT CORE MEMBERS WILL GET OVER THE COURSE OF THE SUMMER WILL HELP THEM GROW, HELP THEM TO DEVELOP SO THAT AS THEY DO GO INTO CLASSROOMS AS TEACHER FOR THE RECORD, THEY WILL BE EVEN STRONGER.

AND THAT'S A PART OF WHAT THE INSTITUTE IS ALL ABOUT.

I ACTUALLY HAD A CHANCE TO SPEND A COUPLE OF WEEKS IN NEW YORK JUST WATCHING INSTITUTE GOING TO VARIOUS SITES IN THE BRONX PRIOR TO COMING TO HISD TO SEE WHAT THAT LOOKS LIKE.

AND IT IS AN OPPORTUNITY TO LEARN TO KIND OF GO BACK TO WHAT DR.

ALLEN INDICATED, NOT HAVING SOME OF THOSE FUNDAMENTAL CLASSES THAT TEACHERS GET IN THE TEACHER OF ED TRADITIONAL PROGRAMS. AND I WASN'T A, YOU KNOW, A TRADITIONALLY CERTIFIED TEACHER, BUT SO THERE'S DIFFERENT WAYS TO GET INTO EFFECTIVE.

SO WE FEEL LIKE THIS IS ONE OF THOSE WAYS TO BECOME EVEN MORE EFFECTIVE OVER THE COURSE OF TIME.

SO WE WANT A ROBUST NUMBER OF INDIVIDUALS THAT ARE AS EFFECTIVE AS POSSIBLE AS WE MOVE INTO THE 22 23 SCHOOL YEAR.

I AGREE. BUT AT WHAT COST? THE TFA TEACHERS FOR THE SUMMER, WHAT COST DO WE HAVE SOMEWHERE TO INDICATE HOW MUCH WE'RE GOING TO BE PAYING THEM OVER THIS SUMMER? WE HAVE A IT'S A ZERO COST.

WE'RE NOT PAYING. SO AND WE ACTUALLY HAVE AN AGREEMENT THAT WE ENTERED INTO WITH TFA.

SO WE'RE ACTUALLY I THINK THAT WE'RE ACTUALLY OR THIS IS ACTUALLY COVERED UNDER THE ORIGINAL CONTRACT THAT WE HAVE WITH THEM.

IT IS WE HAVE AN AGREEMENT THAT STARTED.

AND I THINK IT'S A FIVE YEAR.

AND IT LASTS UNTIL 2025.

SO THAT IS TO FOR THEM TO HAVE INSTITUTE AND PARTICIPATE IN OUR SUMMER SCHOOL PROGRAMING.

SO BUT IT'S A ZERO COST TO THE DISTRICT.

OKAY. THANK YOU SO MUCH.

E 1.

TRUSTEE BLUEFORD-DANIELS.

OKAY. I THINK I'M BACK ON TRACK NOW THAT I HAVE A CHARGER FOR MY IPAD.

SO IF YOU CAN PULL UP THOSE SLIDES FOR US, PLEASE, I HAD SOME SLIDES THAT'S GOING TO SOMEWHAT SUPPORT MY CONCERN HERE.

LET'S DO [INAUDIBLE] FIRST.

WITH THIS PARTICULAR ITEM H 1 PACKAGE, PAGE 65 AND 66.

GO TO THE NEXT SLIDE.

THAT'S WATER STANDING OUT THERE.

THIS IS KEY MIDDLE SCHOOLS, FOOTBALL FIELD, SOCCER FIELD.

GO TO THE NEXT SLIDE, PLEASE.

AND THAT IS THEIR BASEBALL FIELD AND GO TO THE KASHMERE SLIDE, PLEASE?

[01:05:08]

THE KASHMERE IMAGE.

OK. THAT'S KASHMERE A HIGH SCHOOL.

THIS IS THEIR BASEBALL FIELD.

GO TO THE NEXT SLIDE, PLEASE.

THIS IS THEIR DUGOUT AND THEIR BENCH FOR THE HIGH SCHOOL BASEBALL TEAM.

GO TO THE NEXT SLIDE, PLEASE.

THIS IS THEIR DUGOUT FOR THE NEXT FOR THE HIGH SCHOOL BASEBALL TEAM.

NEXT SLIDE, PLEASE.

AND THIS IS THEIR HOME PLATE NEXT FOR A HIGH SCHOOL BASEBALL TEAM.

AND I'M DOING THIS.

I BROUGHT THAT PURPOSELY BECAUSE IT LOOKS LIKE WE'VE GOT TO HAVE SHOW AND TELL SOMEWHAT TO GET OUR POINTS ACROSS.

YOU KNOW, HOW YOU DID IN SCHOOL.

AND I MAY RUN OUT OF TIME, BUT I'LL COME BACK WITH THE SAME INFORMATION.

AND SO NOW WE'RE ADDRESSING HERE ON H1 NEGOTIATING OUR CONTRACT WITH THE REMAINDER OF, I THINK BOND 12 MONEY TO SPEND, I THINK IT WAS TWO 498,000 DOLLARS FOR THIS PARTICULAR ONE AND 500,000 DOLLARS . AM I ON THE RIGHT PAGE WE CAN GO TO PACKAGE PAGE.

I AM ON RIGHT PAGE. OKAY.

WE WANT TO SPEND THIS KIND OF MONEY FOR A PET CLINIC AND WE'VE GOT HORSE STABLES AND HORSES AND CHICKENS IN VARIOUS SCHOOLS, AND WE'VE GOT ROOM IN THESE SCHOOLS TO PUT SOME OF THOSE TYPES OF PROGRAMS. THIS IS NOT WHAT'S ATTRACTING CHILDREN IN OUR SCHOOLS.

THEY'RE LEAVING THESE CAMPUSES, GOING SOMEWHERE ELSE.

WE NEED TO PUT THE PROGRAMS RATHER THAN HAVE ANOTHER PET CLINIC IN AN AREA WHERE THEY'RE PROBABLY SURROUNDED BY PET CLINICS.

WE NEED TO HAVE PET CLINICS OR TRAINING OR PROGRAMS IN SCHOOLS WHERE NONE EXIST.

I'LL COME BACK WITH THE SECOND PART OF THAT.

THANK YOU. SO WHAT I WILL SAY IS THAT I THINK YOU'RE PROBABLY REFERRING SPECIFICALLY TO LAMAR HIGH SCHOOL, AND THEIR CHOICE AS A SCHOOL TO MOVE FORWARD WITH THIS PARTICULAR CLINIC THAT THEY'RE SUPPORTING FINANCIALLY.

AND I'D LIKE TO INVITE THE LAMAR PRINCIPAL UP TO SHARE SOME INSIGHTS AROUND WHAT THAT LOOKS LIKE.

I ACTUALLY WASN'T EXPECTING HER, BUT SAW HER IN THE AUDIENCE.

SO I'M GOING TO PUT YOU ON THE SPOT AND LET YOU SHARE SOME SPECIFICS AROUND KIND OF WHAT THIS LOOKS LIKE.

YES.

AND SO THE CLINIC IS ACTUALLY BEING BUILT OUT WITH CTE FUNDING, NOT WITH BOND MONEY.

WHEN THE BOND PROJECT WAS APPROVED, THE INTENTION WAS TO PUT A CTE SPACE IN THAT AREA, SOME TYPE OF CTE PROGRAM SUPPORT IN THAT AREA.

AND THEY HAD CONTRACTED WITH A COFFEE SHOP.

AS WE GOT CLOSER TO THAT AREA BEING FINISHED, WHAT THE OWNER OF THE COFFEE SHOP RECOGNIZED WAS THAT IT WAS NOT GOING TO BE AN IDEAL PLACE FOR HIM, THAT IT WOULDN'T BE PROFITABLE AND IT WOULD BE HARD FOR HIM TO EMPLOY OUR BUSINESS AND CULINARY ARTS STUDENTS.

SO HE ASKED TO BE LET OUT OF THAT CONTRACT.

AND FRANKLY, I FELT LIKE IT WAS GOING TO LEAD TO VIOLATIONS IN THE COMPETITIVE FOODS ISSUE.

SO I WAS HAPPY TO AGREE AND WENT THROUGH OUR LEGAL DEPARTMENT AND CTE TO MAKE SURE THAT THAT WAS THE APPROPRIATE THING TO DO.

WHEN WE LOOKED AT OUR CTE PROGRAMS AND WE THOUGHT, HOW ARE WE GOING TO? ONE, IT WAS A SHELL OF A SPACE.

IT WAS NOT INTENDED TO BE PART OF A BUILDOUT THAT THE BOND WAS GOING TO PAY FOR.

IT WAS IT'S SIMPLY A SHELL.

SO WE NEEDED TO FIND WHICH OF OUR CTE PROGRAMS WAS GOING TO NEED THAT SPACE.

AND ONE OF THE ISSUES THAT WE HAVE WITH OUR ANIMAL SCIENCE PROGRAM IS THAT VETS ARE RELUCTANT TO LET OUR KIDS COME IN AND DO THE PRACTICUM BECAUSE THEY DON'T HAVE ENOUGH EXPERIENCE HANDS ON WITH ANIMALS, BECAUSE WE DIDN'T HAVE ANY ANIMALS ON CAMPUS.

SO MY TEACHER WOULD BRING IN HER TWO DOGS.

BUT THOSE POOR DOGS CAN ONLY GET GROOMED SO OFTEN, YOU KNOW, SO WHAT WE THOUGHT ABOUT AND WHAT I TOOK TO THE DEPARTMENT WAS IF WE COULD CREATE A PARTNERSHIP WITH SEVERAL VETERINARIANS WHO WOULD ROTATE IN AND OUT AND WE COULD GIVE OUR KIDS ACCESS TO MORE ANIMALS, THEY WOULD GET THE HANDS ON EXPERIENCE THEY NEEDED PRIOR TO MOVING INTO A PRACTICUM.

AND WE COULD GET MORE VETS IN OUR IMMEDIATE AREA TO TAKE THEM ON.

THEY ACTUALLY EARN THE VET MED TECH CERTIFICATE THROUGH THIS PROGRAM, AND THAT GIVES THEM IMMEDIATE EARNING POWER OUT OF SCHOOL.

AND WHILE THEY'RE IN COLLEGE, IF COLLEGE IS THE ROUTE THEY CHOOSE TO TAKE AND THAT EARNING POTENTIAL IS REALLY IMPORTANT.

SO WHAT WE'LL DO IN THIS CLINIC IS WE'LL OPEN IT TO THE COMMUNITY.

THEY CAN DROP THEIR DOGS OFF IN THE MORNING, PICK THEM UP AT THE END OF THE DAY.

[01:10:03]

AND DURING THE DAY.

OUR KIDS IN THAT YEAR THREE PROGRAM CAN DO THINGS LIKE GROOMING, NAIL CARE, TEETH CARE, AND THEY'LL LEARN HOW TO DO, WELL, PET CHECKS SO THAT THEY CAN NOTIFY THE VET OR NOTIFY THE OWNER THAT A VET VISIT IS NECESSARY.

AND WHILE I APPRECIATE ALL THAT YOU SAID, DROP THE DOGS OFF IN THE MORNING AND I GUESS GO TO A SPA OR SOMETHING IN THE MEANTIME.

AND WHILE THEY'RE WAITING ON THE DOG OR WHATEVER THE CASE MAY BE, BUT WE'VE GOT LOTS OF PETS OUT THERE ON THE NORTH SIDE.

JONES ON THE SOUTH SIDE, THEY'RE ROPING PENS OUT THERE, HORSE CLUBS, RIDING CLUBS.

SO I CAN'T SUPPORT SOMETHING LIKE THIS.

WE'VE GIVEN SO MUCH MONEY TO BELAIRE LAMAR.

HOW MANY CTE PROGRAMS DO YOU HAVE OVER THERE? SEVEN.

HOW MANY CTE PROGRAMS DO YOU HAVE OVER THERE OVER AT LAMAR HIGH SCHOOL? NOT. DO WE? I DON'T KNOW. I COULD TELL YOU.

OKAY. ALL RIGHT.

WE HAVE EIGHT.

EIGHT CTE PROGRAMS. YEAH, I CAN'T SUPPORT SOMETHING LIKE THIS BECAUSE THERE ARE TOO MANY SCHOOLS THAT ARE.

I'M SORRY THAT YOU CAN'T BECAUSE THERE ARE 155 KIDS THAT ARE ECONOMICALLY DISADVANTAGED IN THIS.

AND THERE ARE TOO MANY SCHOOLS THAT ARE IN NEED OF PROGRAMS THAT ARE DESERTS THAT I CAN'T SUPPORT THIS.

AND I WANT TO TALK ABOUT THIS OPENLY BECAUSE OF THE FACT THAT WE HAVE SO MANY SCHOOLS THAT DON'T HAVE PROGRAMS ALREADY IN THERE.

I MEAN, IF WE CAN LOOK AT IT AGAIN NEXT YEAR, PUT IT ON HOLD FOR RIGHT NOW, BUT NOT FOR NOW.

I THINK WHAT'S IMPORTANT TO UNDERSTAND IS LAMAR IS A DECENTRALIZED SCHOOL DISTRICT, HAS THE ABILITY TO DO THIS THEMSELVES OUT OF THEIR BUDGET.

AND IN MY EYES, THIS IS THE DIRECTION THAT WE'VE STAYED IN TERMS OF THAT DECENTRALIZATION AND THAT ABILITY.

SO I SUPPORT THEM DOING WHAT THEY NEED TO DO WITH THEIR FUNDS FOR WHAT'S BEST ON THEIR BUDGET.

IT'D BE DIFFERENT IF THE DISTRICT WERE COMING IN AND PROVIDING THAT CENTRALIZED SUPPORT.

IT WOULD BE AN OVERALL EQUITY LENS THAT WE WOULD HAVE TO TAKE.

BUT THEY SEE EXACTLY WHAT THEY NEED FOR THEIR PARTICULAR COMMUNITY AND ARE UTILIZING THE FUNDS THAT THEY HAVE TO DO SO.

SO I HAVE NO PROBLEM WITH THAT, AND I APPRECIATE THAT.

I'M SAYING I CAN'T SUPPORT IT BECAUSE OF THE FACT THAT WE DON'T HAVE ENOUGH SUPPORT IN SOME OF THE SCHOOLS IN OTHER COMMUNITIES.

YOU TALKED ABOUT EIGHT CTE PROGRAMS. I CAN'T SUPPORT THIS.

TRUSTEE BLUEFORD-DANIELS WOULD IT? IF WE MADE A COMMITMENT TO SUPPORT ONE OF YOUR SCHOOLS IN STARTING A SIMILAR PROJECT, WOULD THAT BE SOMETHING THAT YOU WOULD BE OPEN TO TALKING MORE ABOUT? ABSOLUTELY.

I JUST WANT TO I WANT A LEVEL PLAYING FIELD.

THAT'S ALL I WANT TO DO.

GIVE THE KIDS IN OTHER PARTS OF THE COMMUNITIES OPPORTUNITIES.

THEY DON'T EVEN HAVE PET CLINICS IN SOME OF THE AREAS IN WHICH I REPRESENT.

SO BUT YEAH, I'D LIKE TO LEVEL THE PLAYING FIELD.

ALL RIGHT. I WANTED TO TALK.

I'M DAVID JOHNSON FROM THE.

HI, DAVID JOHNSON OFFICE. AND THIS IS DREW THURMAN, ONE OF OUR DIRECTORS.

WILL YOU SPEAK DIRECTLY INTO THE MICROPHONE? WE WANTED TO TO ADDRESS YOUR CONCERNS ABOUT THE EQUITY ISSUES FOR SUCH PROGRAMS ACROSS THE DISTRICT.

AND THIS IS WHEN ANY TIME THAT WE BUILD OUT A NEW WORK WITH THE SCHOOL, TO BUILD OUT A NEW CAREER READINESS PROGRAM, ONE OF THE THINGS THAT WE'RE REALLY LOOKING AT IS ACCESS ACROSS THE DISTRICT.

SO ONE OF THE COOL THINGS THAT WE HAVE WITH WHEN WE BUILD OUT A CTE PROGRAM IS THAT STUDENTS FROM FROM AROUND THE DISTRICT HAVE ACCESS THAT TO THAT PROGRAM THROUGH A CTE TRANSFER.

AND THAT'S ONE OF THE THINGS THAT WE'RE REALLY GOING TO TO PROMOTE MOVING FORWARD AS WE BUILD OUT THESE PROJECTS, REALLY WORKING WITH OUR MAGNET OFFICE TO GET THESE PROGRAMS CERTIFIED AS MAGNETS SO THAT WE CAN ACTUALLY BUST STUDENTS IN.

THIS WILL ALLOW US TO CREATE PROGRAMS SUCH AS THIS CLINIC WHERE WE HAVE SPACE, WHERE WE'VE ALREADY INVESTED IN ARCHITECTURAL PLANS, UP TO $25,000 ON THAT, JUST TO SO THAT WE COULD TAKE IT TO THE NEXT STEP TO TO BUILD THIS OUT.

BUT THIS IS BY NO MEANS TO SERVE JUST A PARTICULAR COMMUNITY.

IT'S TO SERVE STUDENTS FROM ACROSS THE DISTRICT.

SO AS WE DO.

WHAT MAY BE IMPORTANT, WHAT MAY BE IMPORTANT, I THINK, TO SPEAK TO TRUSTEE BLUEFORD-DANIELS CONCERNS IS MAYBE EVEN SHARING KIND OF WHAT WE'RE DOING AT THE BAR IN THIS POINT IN. YEAH, DREW'S GOING TO TALK ABOUT THAT.

[01:15:01]

I THINK THAT'S IMPORTANT TO KNOW FROM AN EQUITY STANDPOINT WHAT WE ARE SEEING IN DIFFERENT DISTRICT TWO IN COMPARISON.

ABSOLUTELY. BECAUSE I GOT TO KIND OF CALLS ABOUT THIS.

I'VE GOT ALL KINDS OF COMMENTS THAT CAME TO ME ABOUT THIS PARTICULAR ITEM.

PLEASE, PLEASE SHARE.

YEAH. SO WE'VE BEEN IN REGULAR CONTACT WITH PRINCIPAL ADAMS AT NORTH FOREST.

IT'S CLEAR THAT THE COMMUNITY IS VERY MUCH IN FAVOR OF BUILDING A AGRICULTURE FACILITY AT NORTH FOREST.

IT USED TO BE THERE WHEN NORTH FOREST WAS ITS OWN DISTRICT AND WHEN IT WAS TAKEN OVER BY HISD, THAT PROGRAM UNFORTUNATELY WENT AWAY.

NOT I DON'T KNOW REALLY THE HISTORY BEHIND THAT, BUT WE ARE PREPARED TO WE SEE THE PASSION FOR THAT PROGRAM THERE AND HAVE ALLOCATED $400,000 TO GET GOING ON A PROJECT THERE, AS WELL AS AN HVAC PROGRAM AT NORTH FOREST THAT'S GOING TO BE OUTFITTED NEXT YEAR.

AND I APPRECIATE THAT. I REALLY DO.

Y'ALL CAME PREPARED APPARENTLY SINCE I PULLED THIS ITEM.

SO I GUESS I'LL HAVE SOME COWBOYS COME IN NEXT WEEK WHEN WE GO OVER THIS AGAIN.

BUT BUT ONE OF THE CONCERNS, TOO.

THAT'S GOOD TO HEAR. BUT JONES HIGH SCHOOL, JONES HAS ROOM OVER THERE AT THAT FACILITY FOR SOMETHING, AND THEY HAVE ROPE IN PENS [INAUDIBLE], BUT THEY HAVE TRAIL CLUB TRAIL RIDING CLUBS OVER THERE IN THAT AREA AS WELL.

ALL I'M SAYING IS LOOK AT OTHER PLACES BECAUSE THERE'S OPPORTUNITY FOR OUR STUDENTS ON VARIOUS SIDES.

WHAT YOU TALKED ABOUT THE BUS TRANSPORTATION TRUSTEE WADE MENTIONED ABOUT THE CURRENT CONCERN FOR BUS TRANSPORTATION.

THAT'S GOING TO BE A FUEL COST THAT WILL PROBABLY BE ADDED IN THAT WE'D HAVE TO CONSIDER.

SO THERE ARE A LOT OF FACTORS, BUT MORE IMPORTANTLY, THE EQUITY ASPECT OF IT IS WHAT I'M MOST CONCERNED WITH, WHICH ALL CAME LOCKED AND LOADED.

I'LL BE WAITING FOR Y'ALL NEXT WEEK.

I JUST WANTED TO BE ABLE TO ANSWER YOUR QUESTION.

THANK YOU. REALLY IMPORTANT OPPORTUNITY FOR KIDS.

THANK YOU, MS. GRAVES.

OKAY. WE'VE GOT A FEW PEOPLE IN THE QUEUE ON THIS ITEM.

TRUSTEE GUIDRY.

SO MY CONCERN ON THIS PARTICULAR ISSUE AND WHY I CAN'T BACK IT IS BECAUSE HERE WE ARE AGAIN WHERE MONIES HAS BEEN UTILIZED TO START ONE PROJECT WITHOUT ANYBODY INVESTIGATING THE LICENSING AND SUSTAINABILITY OF GETTING THE CAFE UP.

AND NOW WE'RE FLIPPING AND USE IT.

AND INITIALLY THERE WAS IT WAS DISTRICT MONEY, IT WAS BOND MONEY.

PRESENTED AND NO ONE TOOK THE TIME TO INVESTIGATE TO SEE IF IT WAS GOING TO BE A SUSTAINED BUSINESS WITHIN THE SCHOOL.

AND NOW HERE WE ARE FLIPPING AND ASKING TO DO SOMETHING DIFFERENT, WHEREAS THAT BOND MONEY, INITIAL BOND MONEY WAS WASTED AND THROWN AWAY. ALSO, MY CONCERN ABOUT THIS ONE IS WHEN WE GET THE PROMISES THAT THESE ITEMS ARE GOING TO BE PLACED IN OUR SCHOOL, WORTHING COULD USE THIS AS WELL.

MADISON CAN AS WELL.

AND SO WE GET THESE PROMISES, BUT IT NEVER COMES TO FRUITION.

AND SO I CANNOT STAND BEHIND THIS AND WATCH.

AND DON'T GET ME WRONG, I LOVE LAMAR.

MY DAUGHTER DID A YEAR AND A HALF THERE, BUT I CAN'T STAND BEHIND THESE SCHOOLS THAT HAVE SEVEN AND EIGHT CTE PROGRAMS THAT ARE LIVE WELL AND THRIVING.

AND WE HAVE ONE AND TWO THAT WE CAN'T GET SUPPORT FOR.

WE'RE TALKING ABOUT EQUITY.

WE'RE MOVING INTO A PHASE OF EQUITY.

AND SO WE WANT YOU TO UNDERSTAND WHERE WE'RE COMING FROM WITH RESPECT TO THIS.

YOU ALL HAD THE BOND MONEY AND AT THAT TIME YOU UTILIZED IT FOR SOMETHING THAT FLOPPED.

IT DID NOT WORK.

AND NOW WE'RE FLIPPING AND YOU'RE SAYING, OH, IT'S OKAY BECAUSE IT'S CTE IS THEIR MONEY.

WELL, WHAT HAPPENED TO OUR MONEY? PUT THAT BACK INTO THE BUDGET AND UTILIZE IT FOR A PROGRAM IN ONE OF OUR DISTRICTS.

THANK YOU. OKAY.

WHAT I WILL SAY, TRUSTEE GUIDRY, WHILE I APPRECIATE YOUR PASSION, IT'S A 2012 BOND.

AND I DON'T EVEN KNOW, QUITE FRANKLY, WHETHER, YOU KNOW, WHETHER THAT'S, YOU KNOW, ACCURATE IN REFERENCE TO IT MAY BE I DON'T KNOW OF COURSE SO BUT I THINK FOR PURPOSES OF WHAT WE ARE WHERE WE ARE RIGHT NOW, OUR CTE DEPARTMENT SHARE THAT WE ARE LOOKING AT DIFFERENT PLACES. IT'D BE DIFFERENT IF NOTHING WAS GOING ON AT NORTH FOREST, BUT WE'RE LOOKING AT THE EXPANSION OF TWO DIFFERENT PROGRAMS AS WELL.

SO COMPLETELY UNDERSTAND WHERE YOU'RE COMING FROM.

IT WOULD ALSO BE DIFFERENT IF, YOU KNOW, WE WERE HAVING THE CONVERSATION AROUND HAVING MORE CENTRALIZED SUPPORT AROUND WHAT THIS LOOKS LIKE.

BUT THAT'S SOMETHING THAT WE'LL CONTINUE TO LOOK AT.

BUT IT'S NOT SOMETHING THAT WE DON'T WANT IN PLACE.

[01:20:03]

WE WANT EQUITY IN PLACE, AND WE WANT PROGRAMS IN PLACE FOR EVERYONE.

SO, SUPERINTENDENT, I'VE SAID IT OVER AND OVER AGAIN.

YOU CAN KEEP SAYING EQUITY, BUT THAT DOESN'T MEAN EQUITY UNTIL WE ACTUALLY SEE IT.

TRUSTEE DEIGAARD.

THANK YOU, MR. SUPERINTENDENT, FOR COMMENTING THAT WHATEVER WAS ORIGINALLY PLANNED IS BEFORE ANY OF US IN THIS ROOM WERE PROBABLY HERE, INCLUDING MS. GRAVES. SO THE QUESTION I HAVE ABOUT THIS AND THE CONVERSATION THAT HAS ENSUED, IS THIS AN INITIATIVE OF THE ADMINISTRATION OR IS THIS AN INITIATIVE OF THE SCHOOL? I THINK PRINCIPAL GRAVES MADE IT VERY CLEAR THAT IT WAS A AN IDEA THAT REALLY SPEAKS TO THE VISION OF THE SCHOOL AND PROGRAMMATICALLY WHERE THEY WOULD LIKE TO GO.

SO IN OUR THERE ARE PROS AND CONS TO DECENTRALIZATION AND CENTRALIZATION.

DECENTRALIZATION, IF DONE WELL, CAN GIVE AUTONOMY TO PRINCIPALS TO HAVE AGENCY, TO BE INNOVATIVE ON THEIR CAMPUSES, TO MEET THE NEEDS OF THEIR STUDENTS WITHIN OUR BOARD SCHOOLS, IN THIS CASE, CTE.

IS THERE ANY RESTRICTION ON PRINCIPALS IN OUR DISTRICT THAT IF THEY WANT TO IMPLEMENT A SIMILAR PROGRAM OR WHATEVER MIGHT BE INTERESTING TO THE STUDENTS IN THEIR SCHOOL THAT PROHIBITS THAT PRINCIPAL FROM PURSUING THAT? NO, THE FLEXIBILITY IS THERE.

SO IF A PRINCIPAL IN ANYWHERE ELSE IN THE DISTRICT WANTS A PET CLINIC OR WHATEVER IT IS, THEY CAN CHOOSE THAT TO BE THEIR CTE PROGRAM.

CORRECT? OKAY. AND THEN WHAT I'M GOING TO ASK IS WE MONITOR OUR PROGRESS TOWARDS OUR CTE GOAL THREE, FOUR TIMES A YEAR.

ONE OF THOSE PROGRESS MONITORING CONVERSATIONS, COULD WE HAVE A MORE ROBUST PRESENTATION ABOUT WHAT CTE IMPLEMENTATION LOOKS LIKE DISTRICT WIDE SO WE CAN HAVE AN UNDERSTANDING OF WHAT DOES EXIST AND WHERE IT EXISTS AND WHY IT EXISTS AND WHAT DOESN'T EXIST AND WHY IT DOESN'T EXIST. I THINK THAT WOULD BE HEALTHY.

AND WHERE WE ARE GROWING MORE KIDS IN CTE PROGRAMS AND WHERE WE MIGHT NOT BE.

I APPRECIATE THAT. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. MY COMMENTS WERE VERY SIMILAR TO TRUSTEE DEIGAARD COMMENTS.

I KNOW THAT EITHER MR. DAVID OR MR. DAVE. YES.

COMMENTED, SAYING WE ALLOCATED CERTAIN MONEY TO NORTH FOREST.

WHO IS WE IN THAT SENTENCE? BECAUSE I WOULD THINK THAT A SCHOOL, A HIGH SCHOOL PRINCIPAL WOULD GATHER THEIR CTE MONEY AND PRESENT A PROGRAM AS LAMAR IS DOING. HOWEVER, IT SEEMED LIKE THERE WAS SOMETHING ELSE GOING ON THERE.

YEAH, THAT IS.

SO AGAIN, WITH THE INPUT FROM NORTH FOREST, WE HAD AN ALLOCATION OF CTE FUNDS THAT WE WERE ABLE TO LOOK AND SEE WHAT KIND OF PROJECTS, PROGRAMS THAT ADMINISTRATIONS HAD APPROACHED THE DEPARTMENT WITH. AND WE FELT THAT WE WERE GOING TO BROADLY IDENTIFY OR ALLOCATE AN AMOUNT OF FUNDS FOR CERTAIN PROJECTS.

SO JUST AS AN EXAMPLE, THAT WOULD INCLUDE NORTH FOREST'S AG FACILITY, THEIR HVAC PROGRAM, WHEATLEY'S CHILD CARE FACILITY, AND THEN THE JONES HVAC PROGRAM AS WELL.

THOSE WERE THOSE WERE THE THOSE WERE THE BIG BUCKET ITEMS. WHAT DEPARTMENT IS WE? CAREER AND TECHNICAL EDUCATION.

CTE HAS ITS OWN BUCKET OF MONEY THAT THEY GET TO DECIDE WHERE THAT MONEY GOES TO.

WE PUT IT OUT THERE AND OBVIOUSLY WE RELY ON I MEAN, WE HAVE TO OBVIOUSLY COME BEFORE THE BOARD TO GET THOSE APPROVALS.

SO IT'S DIFFERENT THAN THE WITH LAMAR CTE BECAUSE FROM MY UNDERSTANDING, LAMAR HAS CTE MONEY, NOT THE DISTRICT HAS CTE MONEY.

AND THIS WOULD BE START UP BECAUSE THE EXPECTATION WOULD BE THAT THESE SCHOOLS AFTER STARTUP WOULD BE ABLE TO SUSTAIN THEMSELVES OVER THE COURSE OF TIME.

YES, GOOD AFTERNOON.

MY NAME IS CARRIE HOBSON [INAUDIBLE] AND I'M THE EXECUTIVE DIRECTOR FOR CAREER READINESS, SO CTE IS UNDER THAT.

SO AS FAR AS YOUR QUESTION, AS FAR AS THE CTE HAVE ITS OWN MONEY.

EVERY STUDENT IN CTE GENERATES AN EXTRA PORTION OVER THE REGULAR PART OF ATTENDANCE.

[01:25:03]

SO ALL OF THAT MONEY IS GENERATED BY STUDENTS.

AND AS FAR AS THE STATE IS CONCERNED, WHEN IT COMES BACK TO THE DISTRICT, 55% OF IT HAS TO BE SPENT DIRECTLY ON CTE.

SO OUR CTE PROGRAMS, ANYTHING THAT'S GOING ON, SO FROM THAT 55%, SO THE SALARIES AND EVERYTHING ELSE ACCORDING TO THE PROGRAMS AND EVERYTHING AT THE SCHOOL, THAT'S WHAT COMES OUT, GOES BACK OUT TO THE CAMPUSES SO THAT THEY CAN SUPPORT ALL OF THEIR CURRENT PROGRAMS AND TEACHERS.

THE OTHER PERCENTAGE CTE KEEPS, AND THEN Y'ALL GET TO DECIDE.

SO WHEN IT COMES TO THE STATE AND IN THE WAY THAT I UNDERSTAND IT, SO IT COMES TO THE STATE.

SO 100% COMES TO THE STATE, 45% STAYS WITH THE DISTRICT, AND 55% IS TO GO DIRECTLY TO CTE PROGRAMS. SO THAT SORT OF BROKEN UP WITH US FROM WORKING WITH THE BUDGETING DEPARTMENT.

SO A PORTION OF THAT IS GOING TO GO STRAIGHT INTO SALARIES.

SOME OF IT IS GOING TO BE OUR PROJECTS.

IN ADDITION, WE HAVE PERKINS FUNDING.

SO THE LARGE PERKINS GRANT, WHICH IS THE FEDERAL GRANT, WHICH AGAIN IS WHERE WE WOULD SPEND MONEY ON EQUIPMENT, BUILDING UP PROGRAMS, ADVISING SPECIAL POPULATIONS.

IT HAS SEVERAL DIFFERENT AREAS THAT WE HAVE TO SPEND THE FUNDS ON DIRECTLY IN CTE.

AND WHAT IS THE PROCESS TO CREATING A NEW CTE PROGRAM? HOW WAS THAT EVALUATED AFTER THE ADMINISTRATION? EXPRESSES INTEREST.

SO WE EACH YEAR WE HAVE PROGRAMING MEETINGS WITH EVERY CAMPUS, SO WE PUT THAT OUT TO EVERY CAMPUS.

IF YOU WANT TO ADD A NEW COURSE, IF YOU WANT TO ADD A NEW PROGRAM.

SO FIRST, WHAT WE ASK THEM TO DO IS WE NEED A RATIONALE.

SO WE WANT TO LOOK AGAINST THE JOB.

GULF COAST JOB BOARDS LIKE WE WANT TO LOOK AND MAKE SURE IT'S ALIGNED TO WHAT JOBS ARE OUT THERE.

WE ALSO WANT TO MAKE SURE THAT THERE'S BEEN STUDENT SURVEYS.

IS THIS SOMETHING THAT THE STUDENTS ARE INTERESTED IN PURSUING? SO AFTER WE'VE HAD THAT INITIAL INTEREST FROM THE CAMPUS, THEN THAT'S WHEN WE WOULD COME TOGETHER WITH THE OTHER DEPARTMENTS.

IF THERE'S SOMETHING THAT NEEDS TO BE BUILT OUT, WE WOULD WORK WITH FACILITIES AND CONSTRUCTION IF IT'S JUST SOMETHING ABOUT ADDING COURSES BECAUSE THERE ARE SOME PROGRAMS THAT COULD HAPPEN IN A CLASSROOM.

SO THEN THAT BECOMES OK.

WHAT'S OUR PLAN TO IMPLEMENT THESE NEW COURSES? SO IF IT'S A BUSINESS PATHWAY, WHAT THEY'RE GOING TO NEED FROM US AS A STARTUP IS THEY'RE GOING TO NEED A COMPUTER LAB, THEY'RE GOING TO NEED A TEACHER.

SO BASICALLY AND LOOKING AT OUR BUDGETS EACH YEAR AND LOOKING AT WHAT SUPPORT WE HAVE AS FAR AS THE JOB MARKET, THE INTEREST, THEN WE CAN START A PROGRAM AND WE CAN PHASE IT IN.

SO WE'RE NOT GOING TO START.

SO FOR INSTANCE, WHERE WE TALKED ABOUT THE HVAC PROGRAM, THEY'RE NOT GOING TO HAVE ALL FOUR CLASSES AT ONCE OR EVERYONE'S COMPLETELY FULL.

SO THEY'LL GET THE COURSES AS THEY GO ALONG.

WE'LL BUILD OUT THE FACILITY.

BUT THAT'S THE BASIC PROCESS, IS MAKING SURE THAT WE TAKE INTO CONSIDERATION.

A LOT OF TIMES WE'LL HAVE COMMUNITY SUPPORT FOR SOMETHING, BUT MAKING SURE WE HAVE THE STUDENT INTERESTS, THE COMMUNITY SUPPORT, AND THAT WE ARE ABLE TO NOT JUST BUILD OUT THE FACILITY BUT MAINTAIN IT THAT WAY.

AND SO LET'S SAY THAT YOU GET 20 NEW INTEREST FORMS FROM ADMINS, YOU CAN'T IMPLEMENT ALL 20.

WHAT IS THE PROCESS OF CHOOSING, HEY, WE'RE GOING TO DO THESE THREE THIS YEAR LIKE LAMAR VERSUS SOMETHING I, JONES OR WHEATLEY OR ANOTHER SCHOOL? TO BE PERFECTLY HONEST, PROGRAMS FROM THE FROM SCRATCH AREN'T NORMALLY THINGS THAT WE NOT THAT WE CAN'T HANDLE THEM WE NORMALLY DON'T GET A LOT OF PROGRAMS LIKE OUT OF THE BLUE.

MOST OF THEM TEND TO BE EXPANSION OF PROGRAMS. WE HAVE HAD SOME THAT ARE NEW, SO IF WE HAD MULTIPLE REQUESTS.

SO FOR INSTANCE, IF YOU'RE FAMILIAR WITH THE P-TECH PROGRAMS THAT ARE CONNECTED INTO COLLEGE, SO WHEN THERE IS AN OFFER TO BE ABLE TO DO A P-TECH PROGRAM IN THAT APPLICATION PROCESS, WE'RE GOING TO LOOK AT THOSE.

WE'RE ALSO GOING TO LOOK AT IF IT'S JUST AN EXPANSION THAT DOESN'T REQUIRE AN ADDITIONAL TEACHER, IT JUST REQUIRES AN ADDITIONAL COURSE.

SO WE LOOK AT THEM AS A WHOLE AND THEN TALK TO THE SCHOOLS ABOUT WHAT THAT PHASE IN LOOKS LIKE.

BECAUSE FOR SOME, IT'S TOO MUCH ALL AT ONCE.

AND SO WE TALK ABOUT THOSE THROUGHOUT AND THEN WE'VE JUST SORT OF IN LOOKING AT IT, WHAT CAN WE FEASIBLY DO? WE CAN DO WELL AND JUST KIND OF GO OUT FROM THERE.

BUT WE NORMALLY DON'T HAVE LIKE 20 SOMETHING REQUESTS.

BUT YOU'RE ABSOLUTELY RIGHT, THAT'S SOMETHING TO THINK ABOUT IT.

WE HAD THAT MANY REQUESTS AT ONCE.

BUT I THINK THE DIFFERENCE HERE THAT WE'RE NOT TALKING APPLES TO APPLES WHEN WE TALK ABOUT TALKING ABOUT LAMAR AND WE'RE TALKING ABOUT THE WHEATLEY, NORTH FOREST.

AND WHAT'S THE THIRD ONE? JONES. JONES.

LAMAR IS SUPPORTING THEMSELVES AND WITH THIS EXPANSION NEW PROGRAM, WHEREAS WE'RE TAKING SOME OF THE GENERATED DOLLARS AT THE DISTRICT LEVEL TO SUPPORT THESE THREE SCHOOLS AND THE START UP OF PROGRAMS. SO IT'S A LITTLE BIT DIFFERENT.

YES, I COMPLETELY UNDERSTAND THAT THERE'S DIFFERENT SOURCES OF FUNDING FOR LAMAR VERSUS THE OTHER SCHOOLS THAT WERE MENTIONED.

MY STILL HOW ARE THE DISTRICT FUNDS BEING USED EQUITABLY?

[01:30:03]

RIGHT. HOW DO WE KNOW THAT THOSE FUNDS ARE NOT JUST GOING TO GO TO LITTLE MARGINAL PLAYERS AGAIN, AGAIN, AGAIN, I THINK WHAT IS THAT PROCESS? IS THERE A CHECKLIST? IS THERE? I THINK SHE INDICATED THIS YEAR THERE WASN'T AN OUTPOURING OF NEW PROGRAMS THAT WERE PUT OUT THERE.

AND FROM AN EQUITY STANDPOINT, WE HAD THREE SCHOOLS THAT REALLY HAD A MAJOR NEED.

ONLY THREE. OH, THAT HAD A MAJOR NEED, BUT MORE THAN THREE SCHOOLS EXPRESSED.

I'M NOT SURE HOW MANY EXPRESSED.

SO OVERALL.

AS FAR AS THESE PROGRAMING MEETINGS, LIKE I SAID, MOST OF THEM ARE TO EXPAND SOMETHING TO ADD COURSES.

SO AT A CONVERSATION THIS MORNING WITH THE PRINCIPAL THAT WANTED TO ADD A FOURTH YEAR OF COURSES TO WHAT SHE ALREADY HAS EXISTING, SO SHE'S NOT REALLY ASKING FOR ANYTHING MORE, BUT A LONGER AMOUNT OF TIME FOR OUR STUDENTS TO WORK WITH.

BUT AS FAR AS LIKE BRAND NEW STARTS, THOSE ARE USUALLY BIGGER INITIATIVES THAT WILL COME WITH SOME OF THOSE THINGS LIKE P-TECH.

SO AND I THINK MY LINE OF QUESTIONING, I GUESS IS MORE WHAT IS THE DISTRICT DOING TO MAKE SURE THAT ADMINISTRATORS ARE REQUESTING OR HAVING THAT INITIATIVE TO REQUEST A PROGRAM SO THAT THERE IS EQUITY AROUND THE DISTRICT? RIGHT. WE KNOW THE EAST SIDE OF TOWN HAS VERY LOW EVERYTHING.

SO WHAT IS THE DISTRICT DOING INSTEAD OF JUST WAITING FOR ADMINISTRATORS TO REQUEST TO BE? SAY, HEY, WE KNOW THAT YOU'RE MISSING X, Y AND Z.

WE THINK THAT THIS IS MIGHT BE WORK.

WELL, WHAT DO YOU THINK? I THINK IT GOES BACK TO, YOU KNOW, JUST OUR FOCUS IN THE STRATEGIC PLAN AND LOOKING AT EVERYTHING WITH THE EQUITY LENS.

AND, YOU KNOW, DAVID'S DEPARTMENT UNDERSTANDING THAT AS A SCAFFOLDS DOWN TO THE WORK AND FOCUS THAT WE'RE LOOKING AT AS A AS A SCHOOL DISTRICT.

I'M EXCITED ABOUT WHAT WE'RE HEARING ABOUT THE EXPANSION AT NORTH FOREST, WHEATLEY, JONES THOSE ARE NEEDED AREAS.

BUT WE ALSO KNOW THERE'S A OPPORTUNITY AT LAMAR TO EXPAND AND TO HAVE THAT EXPANSION BE SUPPORTED BY THE SCHOOL THEMSELVES.

THAT'S EVENTUALLY WHERE WE WANT TO GET THESE THREE NEW PROGRAMS AS WELL.

BUT HERE'S AN OPPORTUNITY TO SUPPORT THEM OUT OF THE GATES TO GET THEM THERE.

TRUSTEE BAKER.

MY QUESTION WAS CONCERNING THE COST A HALF A MILLION DOLLARS IN A TIME THAT WE'RE CUTTING 60 MILLION.

I ASKED THAT QUESTION ON Q&A AS WELL AS ANOTHER PROJECT.

AND ALSO IN ADDITION, WHAT WAS THE PROCESS USED TO GO ABOUT USING THE SAME VENDOR FOR THAT PROJECT? AND ALSO, WHAT'S YOUR PROCEDURE ON HOW YOU SOLICIT THE PROJECT TO THOSE SAME FOUR VENDORS? WHICH WHICH VENDORS ARE YOU REFERRING TO? THAT'S ON THE PROJECT THAT'S WE'RE TALKING ABOUT NOW ARE WE SELECTED NASH INDUSTRIES? YOU GOT THREE OTHERS UP THERE AS WELL.

[INAUDIBLE]. AND THEN, THE PRICE WAS 508.

GOT IT. YEAH.

I SAID 508 MILLION.

YEAH, BUT [INAUDIBLE].

GOT IT. SO THIS WAS BID AS A COMPETITIVE SEAL PROPOSAL, WHICH IS TYPICALLY HOW WE'LL BID A CONSTRUCTION RELATED PROJECT.

THE VENDOR.

I'M SO SORRY. I CAN BARELY UNDERSTAND YOU I'M SORRY.

SO THIS WAS BID AS A COMPETITIVE SEALED PROPOSAL, WHICH IS TYPICALLY THE WAY THAT WE BID CONSTRUCTION PROJECTS.

I BELIEVE THE VENDORS LISTED ARE THE FOUR VENDORS THAT RESPONDED TO THE FOUR TWO, THREE, FOUR, FOUR VENDORS THAT RESPONDED TO THE CSP THAT WE PUT OUT.

TYPICALLY, WHEN YOU ISSUE A COMPETITIVE, SEAL PROPOSAL, YOU READ THE PRICES OUT LOUD.

THE VENDORS, THE VENDORS WHO BID COME, WE READ THE PRICES OUT LOUD AND WE START NEGOTIATIONS WITH WITH THE LOWEST VENDOR.

IN THIS CASE. IF WE CANNOT COME TO AN AGREEMENT WITH THAT VENDOR, WE MOVE TO THE SECOND, TO THE THIRD, TO THE FOURTH UNTIL WE REACH A NEGOTIATION.

SO NASH WAS THE VENDOR THAT WAS RANKED BEST VALUE.

NUMBER ONE. THEY HAPPEN TO BE THE LOWEST VENDOR AND THE PROJECT'S 508,000.

OKAY. THANK YOU.

YOU'RE WELCOME. TRUSTEE ALLEN.

THANK YOU VERY MUCH.

AND I DO HAVE A COUPLE OF QUESTIONS BECAUSE THIS WAS ONE ONE OF THE QUESTIONS THAT I DID ASK FOR ON MY QUESTIONNAIRE.

ON APRIL THE 29TH WHEN I SENT IN MY QUESTIONS FOR Q&A.

I DID ASK, BUT WHAT ARE THE CTE PROGRAMS OFFERED AT EACH HIGH SCHOOL? AND I DID NOT GET AN ANSWER TO THAT, SO I WOULD LIKE AN ANSWER TO THAT.

ONE OF THE ISSUES THAT I HAVE WITH ONE OF THE ONE OF THE GENTLEMEN WAS TALKING, HE SAID THAT THIS PROJECT WOULD HELP THEM TO BUS AND STUDENTS TO LAMAR. AND ANOTHER LIST THAT I ALREADY ASKED FOR, LAMAR, IS OVERCAPACITY.

SO WHY WOULD THEY BE INTERESTED IN BUSING IN MORE STUDENTS AND THEY'RE ALREADY OVERCAPACITY, WHICH WOULD BE A SAFETY ISSUE.

[01:35:02]

I WOULD ALSO, BESIDES BE KNOWING WHICH CTE PROGRAMS ARE OFFERED AT THESE SCHOOLS, I WOULD LIKE TO KNOW HOW THE CTE MONEY WAS ALLOCATED FOR EACH SCHOOL THIS YEAR AND LAST YEAR.

HOW MUCH MONEY AND HOW IT WAS ALLOCATED.

WAS IT ALLOCATED BY STUDENT? HOW DID THEY COME TO AN AGREEMENT ON WHAT WAS GOING ON? BECAUSE I KNOW AT JONES THEY LOOK AT [INAUDIBLE] FOR STUDENTS [INAUDIBLE] HVAC PROGRAM.

SO THAT'S ALL I WANT THOSE TWO QUESTIONS ANSWERED BEFORE I CAN GO ANYWHERE CLOSE TO A YES.

WE'LL MAKE SURE TO GET THAT INFORMATION TO YOU ASAP.

THANK YOU. AND I HAVE A QUESTION FOR ROUND ONE AND YOU MIGHT NOT HAVE THIS INFORMATION.

HOW MANY STUDENTS ARE CURRENTLY EARNING THAT CERTIFICATION? THE VET MEDTECH CERTIFICATE AT LAMAR AND HOW MANY WOULD POTENTIALLY EARN IT WITH THE BUILD OUT? GRACE. CTE CHILDREN IN THE AGRICULTURE PROGRAM.

AND THEN THEY BREAK BETWEEN ANIMAL SCIENCES AND HORTICULTURE.

WE END UP ABOUT 50-50 ON THAT.

THE PROBLEM IS THAT WITHOUT MORE VETERINARIANS THAT WILL TAKE OUR KIDS IN PRACTICUM, THEY END UP GOING INTO ADVANCED ANIMAL SCIENCE, WHICH IS ANOTHER CLASSROOM BASED COURSE, AND THEY DON'T GET THE HANDS ON EXPERIENCE AND THEY CAN'T EARN THE INDUSTRY CERTIFICATION FOR VET MEDTECH.

SO THERE'S CURRENTLY 350 STUDENTS IN THE AGRICULTURE PROGRAM, BUT YOU DON'T KNOW HOW MANY ARE ACTUALLY EARNING THE VET MEDTECH CERTIFICATE.

IT'S GENERALLY RIGHT NOW ONLY 5 TO 6 KIDS THAT WE CAN PLACE IN CLINICS WITHOUT THE HANDS ON EXPERIENCE.

BUT WE WOULD BE ABLE TO PLACE ALL OF THE KIDS THAT WANT TO GO VET MED SCIENCE, WHICH IS GENERALLY ABOUT 50 PER YEAR, THAT STAY IN THE ANIMAL TRACK.

WE COULD PLACE THEM IN CLINICS WITHIN THE BUS LINE, AROUND OUR CAMPUS OR WITHIN WALKING DISTANCE OF OUR CAMPUS, BECAUSE THAT'S ANOTHER HURDLE FOR OUR KIDS, IS GETTING TO THE PRACTICUM.

SO IT WOULD OPEN UP THE PRACTICUM, WHICH INSTEAD OF GETTING THE ONLY THE OSHA 30, THEY WOULD ALSO GET THE VET MEDTECH.

BUT WE HAVE TO HAVE THAT HANDS ON EXPERIENCE TO SO WE'RE NOT GROWING THE PROGRAM IN NUMBER OF KIDS THAT ARE IN IT.

WE'RE TRYING TO EXPAND THE OPPORTUNITIES OF THE PRACTICUM TO MORE KIDS.

OKAY. THANK YOU.

THANK YOU. TRUSTEE GUIDRY.

I APOLOGIZE IF I CAME ACROSS A LITTLE HARSH EARLIER.

IT'S JUST THAT I AM PASSIONATE AND I DO WANT TO TRULY SEE EQUITY.

AND I DON'T THINK THIS LEADS TO EQUITY BECAUSE, NUMBER ONE, YOU TALKED ABOUT THE STARTUP.

SO WITH THE STARTUP, FIRST OF ALL, PUA HAVE MORE CHILDREN, YOU HAVE MORE MONEY, CORRECT? SO LAMAR AND BELAIRE, THEY HAVE ALL OF THE MONEY BECAUSE THEY HAVE ALL OF THE CHILDREN.

AND THEN YOU HAVE TO HAVE A TEACHER.

WHERE DOES THE TEACHER COME FROM? WHAT BUDGET DOES THE TEACHER COME OUT FOR THE CTE PROGRAM? THE CTE TEACHERS AND THE CTE PROGRAMS ARE FUNDED WITH THE MONEY.

OKAY. SO YOU'RE SAYING THE SCHOOL DOES NOT HAVE TO FUND THAT THAT NEW START UP, THE NEW START UP CTE TEACHER WHO FUNDS THAT TEACHER.

THANK YOU. THAT FUND THAT WOULD COME OUT OF THAT 55% THAT I WAS TALKING ABOUT.

SO WHAT WE DO IN LOOKING AT ALL THE TEACHERS ACROSS THEY'RE FUNDS THAT AS WE'RE STARTING UP THE PROGRAM, PART OF WHAT WE NEED TO BUDGET FOR IS WHEN WE ARE GOING TO NEED A NEW TEACHER.

SO IN THE CASE OF THE LAMAR BARN RIGHT NOW I'M SORRY.

CLINIC YOU HAVE TEACHERS THAT ARE TEACHING THOSE COURSES.

SO IT'S THAT PRACTICUM THAT HANDS ON EXPERIENCE PART SO THEY DON'T NECESSARILY THAT'S A PART OF THE CONVERSATION.

DO WE ACTUALLY NEED A NEW TEACHER? NO, I'M NOT TALKING ABOUT A NEW TEACHER.

I'M TALKING ABOUT A START UP CTE.

JONES SO.

JONES THAT WOULD ALSO COME FROM THE SAME FUND THAT THE REST OF IT IS, WHICH IS THE DISTRICT CTE.

THE CENTRALIZED MONEY.

YES. OKAY.

NOW, THE SECOND THING IS, THE ISSUE THAT I HAVE IS ONCE THE CHILDREN BEGAN TO GET BUSED TO A LAMAR AND THAT PROGRAM IS THRIVING, THEY NO LONGER WANT TO STAY IN THEIR HOME SCHOOL, EVEN IF A PROGRAM STARTS THERE BECAUSE IT'S NOT ATTRACTIVE AS A LAMAR PROGRAM. SO HOW ABOUT THIS? RATHER THAN PLACING IT IN LAMAR, GET IT STARTED IN NORTH FOREST, LET THE CHILDREN BUSED TO NORTH FOREST AS OPPOSED LET THE CHILDREN BUSED TO WHEATLEY, LET THEM

[01:40:07]

BUSED TO WORTHING.

GET US STARTED THERE.

GIVE US YOUR MONEY.

PUT IT OVER AT WORTHY.

CAN WE DO THAT? DULY NOTED, WILL.

THAT'S A PART OF THE REASON. AS WE LOOK AT THE STRATEGIC PLAN, WE ARE LOOKING AT IT WITH AN EQUITY LENS.

TRUSTEE GUIDRY IT'S NOT SOMETHING THAT WE'RE ATTEMPTING TO DO.

AND I FEEL WHERE YOU'RE COMING FROM AND, I THINK WE'RE IN THE, IN THE SAME SPACE, WHATNOT.

AND I APPRECIATE YOU ALL BEING HERE TODAY, BUT I THINK THE PROOF IS IN THE PUDDING.

WE ARE LOOKING AT THREE SCHOOLS THAT WE FEEL HAVE A NEED AND THERE MAY BE INTERESTS FROM ACROSS THE DISTRICT FOR STUDENTS THAT MAY WANT TO COME AND BE A PART OF THESE NEW PROGRAMS AS WELL.

THESE ARE THREE BRAND NEW PROGRAMS THAT WILL BE COMING TO THE TABLE.

AND THIS IS ACTUALLY NOT THE AGENDA ITEM.

THIS IS LAMAR.

WE'VE DEVIATED FROM THE ACTUAL AGENDA ITEM, BUT I UNDERSTAND WHERE YOU'RE COMING FROM.

BUT THAT'S THE PROBLEM SUPERINTENDENT, I NEED YOU TO UNDERSTAND.

I DON'T WANT MY CHILDREN BUSED OUT OF MY DISTRICT.

I WANT THEM TO STAY IN THE DISTRICT AND HAVE MOST PROGRAMS IN THE DISTRICT, IN EACH DISTRICT, TO HAVE A PROGRAM THAT WOULD ENTICE OUR CHILDREN TO STAY RIGHT WHERE THEY ARE.

BUT I'M DONE. THANKS.

AND THAT'S THE IDEA OF STARTING THREE BRAND NEW ONES.

YOU NOTICE WHERE THEY'RE, YOU KNOW, WHERE THEY'RE GOING AND WHERE THAT SUPPORT IS.

SO I THINK THERE'S SOMETHING TO SAY.

IT'D BE DIFFERENT IF WE WEREN'T HAVING A CONVERSATION AROUND THREE NEW PROGRAMS THAT ARE RECEIVING SOME OF THE CENTRAL SUPPORTIVE FROM DOLLARS THAT ARE BEING GENERATED THROUGH CTE. THAT'S HAPPENING.

THAT IS EQUITY IN MY EYES.

IF THAT WEREN'T HAPPENING, I WOULD HAVE SOME CONCERNS ABOUT WHAT IT LOOKS LIKE.

BUT I HEAR WHERE YOU COMING FROM.

TRUSTEE. BLUEFORD-DANIELS.

THANK YOU. AND LET ME APOLOGIZE.

YOU CAN HEAR THE PASSION AND CONCERN WE HAVE FOR LEVELING THE PLAYING FIELD.

I PROMISE YOU I APOLOGIZE AGAIN IF YOU FELT LIKE WE WERE ATTACKING YOU ALL BECAUSE WE WEREN'T.

BUT, YOU KNOW, IT'S JUST THAT WE'VE NOT HAD PEOPLE, ENOUGH PEOPLE, TO BE THE DRUM MAJORS FOR EQUITY LEVEL PLAYING FIELD.

AND WHILE I THANK YOU, SUPERINTENDENT HOUSE AND I MIGHT HAVE HEARD US GOING BACK AND FORTH A LITTLE BIT, BUT WHILE I THANK YOU FOR LOOKING AT IT DIFFERENTLY, A DIFFERENT LENS, I REALLY DO APPRECIATE THAT.

BUT AGAIN, YOU KNOW, WE STILL IT'S LIKE WE'VE TOUCHED THAT HOT SKILLET AND WE'VE BEEN BURNED.

AND SO WE'RE CAUTIOUS ABOUT ANYTHING ELSE OR WHEN WE SEE CERTAIN CERTAIN SCHOOLS THAT WE KNOW, YOU KNOW, I LOOK AT THE NUMBERS AND LAMAR HAVING 1200 KIDS ZONE TO THEM ACCORDING TO THE 22 DEMOGRAPHICS AND THEN 1500 ALMOST 1600 ARE COMING IN FROM OTHER CAMPUSES.

YOU KNOW, WHEATLEY, 33, [INAUDIBLE] KIDS, ALL THESE CAMPUSES THAT HAVE KIDS GOING TO LAMAR.

AND LIKE I SAID BEFORE, AS A MOTHER AND GRANDMOTHER, I WOULD WANT THE BEST EDUCATION FOR MY CHILD, OUR GRANDCHILD.

YOU HAD MY NIECE, JADA BALLARD, WHO'S GRADUATING FROM LSU IN A COUPLE OF WEEKS, AND LAMAR, SHE WANTED TO GO TO WHEATLEY.

EVERYBODY KNOW I LOVE WHEATLEY, BUT SHE I ENCOURAGED HER BECAUSE OF ACADEMICS TO GO TO LAMAR.

SO I'M NOT BEATING UP ON LAMAR NECESSARILY, BUT I JUST WANT TO HAVE SOMETHING THAT OUR STUDENTS AND OUR COMMUNITIES CAN LOOK FORWARD TO.

THAT'S IT IN A NUTSHELL.

SO THANK YOU.

AND THIS A VERY IMPORTANT PROJECT TO HELP OUR KIDS WITH EARNING POTENTIAL TO GO TO COLLEGE.

AND THAT'S WHAT'S SO IMPORTANT TO ME, BECAUSE IT WILL MAKE COLLEGE.

TRUSTEE BAKER.

YEAH. I JUST WANT TO CLARIFY.

IT WAS $508,000, HALF A MILLION DOLLARS TO WANT TO VERIFY AND CLARIFY MY QUESTION THAT I ASKED DURING THE Q&A.

IS THAT A GOOD WAY TO BE SPENDING THAT AMOUNT OF MONEY AND THE TIME THAT WE'RE DISCUSSING BUDGET AND CUTTING RIGHT NOW, ESPECIALLY FROM OUR PREVIOUS MEETING WE JUST HAD? THAT'S THE QUESTION I ASKED.

AND I GOT TO KIND OF LIKE THE ANSWER WAS IT WAS KIND OF CONFUSING A LITTLE BIT.

WE FEEL THAT IT'S A USEFUL, FOCUSED, YOU KNOW, UTILIZATION OF THE FUNDS THAT WILL BE COMPLETELY, YOU KNOW, GEARED TOWARDS CHILDREN AND THEIR FUTURES IN TERMS OF BEING THEIR READINESS SKILLS BEING IN A STRONG PLACE.

AND I WANT TO SAY THAT ALSO, I FEEL WHERE MY COLLEAGUES ARE COMING FROM TO MY LEFT, BECAUSE I GRADUATED FROM FOREST BROOK HIGH SCHOOL AND I WENT TO SMILEY TWO YEARS AND WE HAD AN AGRICULTURE PROGRAM AND IT'S NORTH FOREST HIGH SCHOOL.

NOW, I DON'T KNOW IF IT'S THERE ANYMORE, BUT I FEEL Y'ALL WHERE YOU'RE COMING FROM.

[01:45:05]

SO YEAH, WE KNEW WE NEED TO HAVE IT ALL AROUND THE CITY OF HOUSTON.

SO THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU. AND FIRST, I'M GOING TO APOLOGIZE, MA'AM, IN THE BLUE DRESS.

WHAT IS YOUR NAME AGAIN? IT'S [INAUDIBLE].

[INAUDIBLE] DID I SAY THAT CORRECTLY.

THANK YOU. YOU HAVE BEEN VERY, VERY INFORMATIVE AND I JUST WANTED TO SAY THANK YOU TO YOU AND MR. HOUSE. I HAVE A QUESTION THAT IS PROBABLY GOING TO BE MORE APPROPRIATE FOR YOUR STAFF, BUT I WANT TO GIVE YOU THE RESPECT OF ASKING IT OF YOU.

CTC IS FUNDED BY FOR EVERY STUDENT THAT IS ENROLLED IN A CTE PROGRAM, THERE ARE ADDITIONAL DOLLARS THAT WE DON'T GIVE BACK TO THE STATE.

RIGHT. SO THAT'S JUST.

CAN I ASK? YEAH.

TO A SCHOOL LIKE LAMAR IS GENERATING DOLLARS.

SO WHAT IS THE CTE REVENUE FOR LAMAR ON AN ANNUAL BASIS? AND WHAT I'M HEARING IS LAMAR GETS TO OR ANY SCHOOL THAT CTE GETS TO KEEP 55% OF THOSE DOLLARS THE OR THEY'RE ALLOCATED TO THAT CAMPUS THE OTHER 44% 45% GOES INTO ANOTHER DEPARTMENT THAT IS USED TO FUND NEW PROGRAMS IN OTHER PLACES LIKE THESE THREE SCHOOLS THAT YOU'RE TALKING ABOUT.

RIGHT. SO BECAUSE OF THE PROGRAM AT LAMAR THAT IS GENERATING REVENUE, YOU'RE ABLE TO FUND OTHER START UP PROGRAMS OR EXPANSIONS IN THE DISTRICT, IS THAT CORRECT? IN MY UNDERSTANDING, THAT'S ONE.

OKAY. SO THE, THE WAY IT WORKS IS THROUGHOUT THE [INAUDIBLE] SUBMISSION.

SO FOR EVERY STUDENT SITTING IN A CLASS, DEPENDING ON HOW MANY COURSES THEY'RE IN, SO IF THEY'RE TAKING ONE OF THE LONGER COURSES OR LIKE A SINGLE PERIOD, DOUBLE PERIOD, SO THERE'S AN AMOUNT OF MONEY THAT'S GENERATED.

SO AFTER THAT IS GENERATED AND AGAIN, PLEASE EXCUSE IT, I DON'T KNOW HOW THAT COMES BACK TO THE DISTRICT.

SO ONCE THEY DETERMINE THAT AMOUNT, WHEN THAT AMOUNT COMES BACK TO THE DISTRICT, IT'S ACTUALLY 45% THAT STAYS IN THE DISTRICT, 55% STAYS WITH THE DEPARTMENT. AND FROM THERE IT GOES OUT TO THE CAMPUSES.

SO THE [INAUDIBLE] IS 55% FOR LET'S SAY IT'S $100 PER KID.

SHE'S KEEPING $55.

THE OTHER NO, THE OTHER WAY AROUND.

NO, IT'S JUST THE DISTRICT.

SO THE DISTRICT.

OKAY. SO IN THAT SENSE OF THE 100, IF WE THINK ABOUT THE 100 COMING BACK TO HISD IS KEEPING $45, CTE IS TAKING $55.

AND WITH THAT $55, WHAT WE'RE DOING IS WE'RE MAKING SURE EACH CAMPUS IS GETTING WHAT THEY NEED FROM THAT 55.

SO LAMAR DOESN'T DIRECTLY GET HALF.

YES.

BECAUSE THOSE CTE KIDS ARE THERE.

EVEN THOUGH SHE'S GETTING I DON'T KNOW, LET'S SAY $25 OUT OF THE 100.

THE OTHER PART OF THAT IS ABLE TO SUPPORT EXPANSION OR CREATION OF OTHER BECAUSE YOU CAN'T GET THE DOLLARS IF YOU DON'T HAVE THE KIDS.

AND SO IT GIVES THE MONEY TO OTHER SCHOOLS TO START THE PROGRAM TO GET THE KIDS.

CORRECT. YES.

SO ABSENT IN THE MONEY THAT THIS IS COSTING IS COMING OUT OF MS. GRAVES LAMAR'S CTE SCHOOL BASED BUDGET TO BE INVESTED IN CTE PROGRAMS ALIGNED WITH OUR BOARD GOALS, CORRECT? AND THERE'S A DIFFERENCE BETWEEN STARTUP AND AND OF COURSE, EXPANSION IS TALKED ABOUT, BUT BOTH CAN BE SUPPORTED CENTRALLY.

BUT THIS 500,000 THAT IS IN THIS ITEM WE'RE BEING ASKED TO VOTE FOR IS ABOUT SUPPORTING GOAL THREE OF OUR BOARD GOALS, CORRECT? CORRECT. AND IF WE DON'T MAKE THIS INVESTMENT, IT MEANS SHE HAS FEWER STUDENTS THAT CAN COMPLETE THE PROGRAM WHICH WHICH IS GOING TO IMPACT GOAL THREE.

AND IF SHE HAS FEWER KIDS THAT ARE ENROLLED IN CTE, IT IMPACTS THE OTHER SCHOOLS THAT BENEFIT FROM THAT PROGRAM THAT ULTIMATELY ARE GOING TO GENERATE MORE STUDENTS TO CREATE MORE DOLLARS TO SUPPORT MORE CREATION OF MORE PROGRAMS AT MORE SCHOOLS.

CORRECT. THE WHOLE IDEA IS TO BE ABLE TO DO EXACTLY WHAT YOU'RE SEEING RIGHT NOW IS TO HAVE AS MANY PROGRAMS, HAS AS MANY KIDS THAT CAN GENERATE MORE DOLLARS SO WE CAN EXPAND OVER THE COURSE OF TIME.

DON'T REFUTE ANY OF IT.

MY HOPE IS THAT WE CAN MOVE FORWARD HERE.

THANK YOU. AND MOVE BEYOND THIS, BECAUSE I THINK THE SUPPORT SHOULD BE BEHIND WHAT WE'RE DOING AT LAMAR, WHAT WE'RE DOING AT JONES, WHAT WE'RE DOING AT

[01:50:09]

WHEATLEY AND WHAT WE'RE DOING AT THE THIRD SCHOOL AS WELL.

IT'S WORKING FOR EACH OTHER TO GET WHERE WE WANT TO GO.

YOU CAN MAKE THE ARGUMENT WE'RE NOT GOING TO MOVE ON QUITE YET BECAUSE THERE'S STILL A FEW MORE QUESTIONS.

TRUSTEE SANTOS.

HI, THANK YOU. I JUST WANT TO SAY THANK YOU TO MY COLLEAGUES.

Y'ALL BRING UP TRUSTEE GUIDRY TRUSTEE HERNANDEZ TRUSTEE BLUEFORD-DANIELS.

I'M EXTREMELY IMPORTANT POINT AND IT'S VERY, VERY TIMELY FOR US TO REALIZE THAT IF WE MODIFIED OUR MODEL TO USE A VERSION OF ENROLLMENT BASED FUNDING THIS YEAR, WE COULD START TO SEE A NARROW PATH TO EQUITY DISTRICT TWO AND THREE WOULD SPECIFICALLY DISTRICT TWO AND THREE WOULD RECEIVE THE MOST MONEY THAT COULD BE USED FOR SEED MONEY FOR MISSING PROGRAMS IN THE DISTRICT.

IF I AND I WILL SEND YOU THOSE SPREADSHEETS OF THE DOLLARS, I THINK LIKE CHAVEZ WOULD HAVE GOTTEN ALMOST 300,000 AND [INAUDIBLE] WOULD HAVE RECEIVED SOME MORE OF THAT, TOO.

BUT THANKS, Y'ALL.

THIS IS ROUND TWO.

I'M LIKE, OKAY, I HAVE A COUPLE OF QUESTIONS.

I THINK PEOPLE IN THE QUEUE ALREADY ASKED.

WHAT SCHOOLS IN HISD HAVE THEM VET MEDTECH CERTIFICATE OFFERED? I'M NOT SURE RIGHT OFF THE TOP OF MY HEAD.

BUT I KNOW IN THE Q&A, I BELIEVE WE DID LIST THE SPECIFIC PROGRAMS AT EACH HIGH SCHOOL.

SO THAT SHOULD BE THERE.

I DON'T SEE IT.

NO. OH IS AN ATTACHMENT.

OK. I DIDN'T CLICK ON ALL THE ATTACHMENTS.

I'LL KEEP LOOKING. SO THIS MONEY THAT'S ALLOCATED THE 508,000 IS NOT TO START UP THE PROGRAM BECAUSE THE PROGRAM ALREADY EXISTS, CORRECT? CORRECT. IF THIS MONEY IS NOT SPENT ON THIS, WHERE WOULD THE MONEY GO OR WHERE WOULD IT BE SPENT? AND IS IT FROM THIS FISCAL YEAR 22? MY CTE DEPARTMENT TO COME.

SO IF THE MONEY IS NOT SPENT WITH THE [INAUDIBLE] IS SPENT ELSEWHERE, SO THAT WOULD BE GOING BACK.

SO ONE THAT LEAVES THE FACILITY UNDONE.

AND SO WE HAVE TO ONE HAVE TO FIGURE OUT WHAT DO WE DO WITH A FACILITY WE CAN'T USE AFTER INVESTMENT.

SO THAT'S ONE CONSIDERATION ABOUT WHERE WE WOULD HAVE TO SPEND THE FUNDS.

THE OTHER PART IS REALLY, AGAIN, TRYING TO LOOK AT THE BIG PICTURE.

SO WE'RE TRYING TO GO AND DO A NEEDS ASSESSMENT OF THE ENTIRE DISTRICT, WHAT ARE OUR MOST PRESSING NEEDS.

AND SO I THINK SORT OF TO ADDRESS WHERE IT'S NOT JUST THE ADMINISTRATOR WHO GETS TO ASK LIKE, HEY, I WANT SOMETHING, BUT IT'S ALSO US GOING OUT TO SEE THE SCHOOL.

THESE COMPUTERS ARE FIVE YEARS OLD AND THEY'RE DOING AN I.T.

PROGRAM WE NEED TO GET NEW.

SO THOSE ARE THE TWO THINGS AT FIRST TO CONSIDER IS A FACILITY THAT WILL WOULD HAVE SPENT MONEY ON THAT CAN'T BE USED AS IS.

AND THEN ALSO WHAT ARE THEIR NEEDS IN THE DISTRICT? OKAY. THAT'S HELPFUL. AND THEN BECAUSE THE SPACE FOR CTE EXISTS AT LAMAR.

SO ESSENTIALLY IF IT'S NOT THIS PROGRAM, WE WOULD SPEND THE MONEY ON SOMETHING CTE RELATED.

IN MY UNDERSTANDING THAT. CORRECT.

IT WOULD JUST BE GOING BACK TO THE DRAWING BOARD, TAKING A LOOK AT WHERE THE NEED IS AND WHERE THE POSSIBILITIES ARE FOR EITHER EXPANSION OR NEW PROGRAMS. OKAY. I APPRECIATE THAT.

TRUSTEE BAKER.

YES. TWO QUICK QUESTIONS.

HOW SOON IS THE WHAT IS THE PROJECTED COMPLETION DATE, IF APPROVED FOR THAT PROJECT? IT'S GOING TO BE SEPTEMBER OF THIS YEAR, 2022.

OKAY. AND QUESTION TO THE ADMINISTRATION.

DID I HEAR YOU CORRECTLY OR IF NOT, ARE YOU INTENDING TO PROVIDE TRAINING OR REMINDERS TO OTHER LEADERS THAT, YOU KNOW, THEY COULD DO SIMILAR THINGS AROUND THE DISTRICT? THAT'S AN ANNUAL PROCESS THAT PRINCIPALS GO THROUGH WITH THIS THIS GROUP OF PROFESSIONALS.

THEY WORK WITH THE CTE PROFESSIONALS ON DIFFERENT CAMPUSES TO TALK ABOUT, YOU KNOW, THE CURRENT NEEDS, THE CURRENT DESIRE TO EXPAND THE GAPS THAT MIGHT MIGHT EXIST.

SO THAT'S SOMETHING CURRENTLY THAT DOES HAPPEN.

BECAUSE CTE IS A HUGE DEAL FOR ME WHEN I RUN FOR OFFICE.

AND SO I JUST WANT TO MAKE SURE THAT IT'LL BE COMING TO A SCHOOL NEAR US SOON.

AND THAT'S THAT SPEAKS TO THE EXPANSION THAT WE TALKED ABOUT IN THE THREE SCHOOLS THAT WE'RE LOOKING AT AS BRAND NEW EXPANDERS.

[01:55:09]

SO WE DEFINITELY HEAR YOU AND WE'RE DEFINITELY EXECUTING EXACTLY WHAT WHAT WE'RE EXPECTING.

TRUSTEE ALLEN. THANK YOU.

MY QUESTION OF THE MONEY THAT LAMAR HAS HAD FROM THEIR CTE PROGRAM.

HOW MUCH OF IT WAS FROM THE 55% THAT WAS GIVEN TO TO FROM CTE ? CTE YOU GUYS HAVE THOSE PARTICULAR NUMBERS? SO JUST TO GIVE YOU CONTEXT, WE HAVE 3788 STUDENTS ENROLLED IN CTE PROGRAMING.

HOW MUCH MONEY WAS GIVEN TO LAMAR? YES, MA'AM. FROM THE CTE DEPARTMENT.

ALL RIGHT. SO SUPPORTING THOSE 3788 STUDENTS.

WE ALLOCATED $2,135,000 TO SUPPORT THE PROGRAMS ON THAT CAMPUS.

THIS YEAR? YES.

HOW MUCH WAS GIVEN TO JONES? TO JONES HIGH SCHOOL ENROLLMENT, 289 STUDENTS CTE FUNDING.

609,000. AND THE OTHER CAMPUS.

WHICH CAMPUS? I'M SORRY.

TRUSTEE ALLEN. I DON'T REMEMBER WHAT YOU SAID.

THERE WERE THREE CAMPUSES THAT YOU ALL GAVE MONEY TO THIS YEAR.

WHEATLEY. NOW, THESE I'M SORRY, THIS IS WHAT I'M GIVING RIGHT NOW IS I'M GIVING THE TOTAL ALLOCATION THAT WE'RE SPENDING TO SUPPORT ALL CTE.

FOR THOSE PROGRAMS, THOSE SPECIFIC PROGRAMS. DO YOU ALL HAVE THOSE FOR THE SPECIFIC PROGRAMS, FOR THE BUILD OUTS THAT WE HAVE? FOR WHEATLEY HIGH SCHOOL.

WE'RE SERVING 820 STUDENTS, AND OUR CTE SPEND FOR THIS YEAR IS 855,000.

BUT WE CAN GET YOU THE SPINS FOR THOSE DIFFERENT PROJECTS THAT WE'RE INVESTING IN THOSE SCHOOLS.

DID ANY OTHER SCHOOLS APPLY FOR THIS MONEY? THE ONLY MONEY THAT SCHOOLS ACTUALLY APPLY FOR CAN COME OUT OF THE PERKINS FUNDS WHEN THEY'RE LOOKING TO DO UNIQUE IMPROVEMENTS TO THE PROGRAMS THEY ALREADY HAVE. OTHERWISE, THESE NUMBERS WOULD INCLUDE EQUIPMENT SALARIES.

IF WE HAVE ONE OF THOSE TYPES OF PROJECTS, IF WE DO TRANSPORTATION, ANY OF THOSE THINGS.

LET ME TRY ONE MORE TIME.

DID ANY OTHER SCHOOLS APPLY FOR THIS MONEY? FOR THE MONEY FOR THE BARN? THE 55% THAT YOU ALL HAD, YOU SAY THE SCHOOLS GET 44%, THE CTE DEPARTMENT GETS 55%.

SO YOU ALL AWARDED THREE SCHOOLS.

DID ANYBODY ELSE APPLY FOR THIS MONEY? IT'S NOT AN APPLICATION PROCESS.

IT'S AN ALLOCATION.

OKAY. YOU CAN HAVE IT.

IF IT'S NOT AN APPLICATION, HOW DO YOU GIVE OUT THAT 55% THAT YOU HAVE? THE SALARIES ARE DETERMINED BASED ON THE NUMBER OF TEACHERS AND THE NUMBER OF STUDENTS.

SO IF A SCHOOL HAS A CERTAIN AMOUNT OF TEACHERS AND PROGRAMS, THAT'S HOW THE SALARY AMOUNTS COME OUT, THE EQUIPMENT.

THAT'S NOT WHAT I WANTED TO KNOW WHY WASN'T THAT? BUT THREE SCHOOLS AWARDED THE MONEY YOUR 55%.

DID ANYBODY ELSE WANT PART OF THIS? 55% FOR THEIR CTE PROGRAM? SO WHAT I'M HEARING IS THAT WE THERE ARE SEVERAL.

JUST ABOUT ALL OF OUR SCHOOLS RECEIVE SUPPORTS FROM THE 55% IN TERMS OF TEACHERS.

AND THEN ON TOP OF THAT, THERE ARE SUPPORTS FOR START UP.

AND THOSE ARE THE THREE START UPS THAT YOU'RE TALKING ABOUT THAT ARE ON TOP OF THE SUPPORTS THAT EACH INDIVIDUAL SCHOOL ARE RECEIVING IN TERMS OF THEIR TEACHER ALLOCATIONS FROM FROM THAT 55%.

SO THIS IS SOMETHING THAT THE 55% THAT YOU'RE TALKING ABOUT, A MAJORITY, IF NOT ALL OF OUR SCHOOLS ARE RECEIVING A PIECE OF THAT PIE.

OKAY. SO IT'S JUST THAT LAMAR GOT 2 MILLION AND EVERYBODY ELSE GOT 100,000. WELL, WE HAVE OTHER.

I UNDERSTAND THE QUESTION. I MEAN, CHAVEZ HIGH SCHOOL RECEIVED 1.6 MILLION.

[02:00:03]

AGAIN, IT VARIES ON THE AMOUNT OF STUDENTS THAT THEY HAVE ENROLLED IN CTE.

THE NUMBER OF PROGRAMS THAT THEY'RE SUPPORTING.

NOT ONLY IS IT TEACHER SALARIES, BUT THESE PROGRAMS HAVE EXTENDED COSTS LIKE A WELDING LAB, HAS WELDING RODS AND OTHER ITEMS THAT WE NEED TO PURCHASE FOR THEM.

SO IT NOT ONLY COVERS THE TEACHER SALARIES, BUT THE ACTUAL PROGRAMING COST.

THEN WHAT WE LOOK IS WHAT DO WE HAVE AFTER WE ALLOCATE THE SUPPORT TEACHERS AND THE ACTUAL PROGRAMING? WHAT WE DO IS WORKING TO BE GOOD STEWARDS IF WE WANT TO BUILD OUR PROGRAMS. SO WHAT WE DO IS, AS [INAUDIBLE] SAYS, WE GO TO EACH CAMPUS, WE REVIEW WITH EACH PRINCIPAL WHAT THEIR NEEDS ARE.

SOME PRINCIPALS ARE LIKE, I DON'T HAVE SPACE, YOU KNOW, TO BUILD OUT ADDITIONAL PROGRAMING.

I LIKE THE PROGRAMS I HAVE RIGHT NOW.

I WANT TO EXPAND THOSE PROGRAMS. WE REINVEST THAT 55% ACROSS THE DISTRICT AND WE CAN GET YOU THOSE HOW WE ALLOCATE THOSE FUNDS.

AND I DO APOLOGIZE FOR THAT.

THANK YOU VERY MUCH. YES. TRUSTEE WE'RE STILL IN ROUND TWO.

TRUSTEE HERNANDEZ. DID YOU GO ON ROUND TWO? I HAD A QUICK QUESTION.

SO THIS MONEY IS NOT USED FOR LAMAR.

IT GOES BACK INTO THE DISTRICT CTE POT.

HOW DOES THAT WORK? BECAUSE FROM MY UNDERSTANDING, THIS IS LAMAR POT OF MONEY.

BUT NOW, IF THIS IS NOT USED AND IT GOES TO THE DISTRICT, WHICH SOUNDS KIND OF THE OPPOSITE.

SO IF WE DO NOT, YOU'RE ASKING IF WE DON'T USE THIS MONEY TOWARD LAMAR.

RIGHT. SO EVERYTHING IS CENTRALIZED.

AND SO, LIKE I SAID, WE WOULD START WITH WHAT DO WE NEED TO DO WITH THAT FACILITY SO IT DOESN'T JUST SIT OPEN, BUT ALSO WHEN IT'S CENTRALIZED, IT MEANS IT GOES OUT TO EVERYONE ELSE.

SO WE AGAIN, JUST SORT OF EVALUATING WHAT'S OUT THERE THAT NEEDS TO BE DONE.

SO THERE'S NOT NECESSARILY THIS MONEY BELONGS TO THIS SCHOOL, THIS MONEY BELONGS TO THIS SCHOOL.

IT'S LOOKING AT THE OVERALL PICTURE FUNDAMENTALLY DIFFERENT THAN WHAT WE WERE TOLD LIKE 10 MINUTES AGO.

SO FROM WHAT I FROM MY UNDERSTANDING, THAT'S VERY DIFFERENT.

BECAUSE OF THE NUMBER OF STUDENTS IN MY UNDERSTANDING IS AND I DIDN'T KNOW THIS CONVERSATION WAS GOING TO BE EXPANDED IN THE MANNER THAT IT HAS BEEN, QUITE FRANKLY, IT'S ACTUALLY GOTTEN FROM BECAUSE OF THE NUMBER OF STUDENTS THAT LAMAR HAS, WHICH IS A LARGER NUMBER OF STUDENTS. THERE'S A LARGER MONEY, LARGER AMOUNT OF MONEY THAT'S GOING INTO THE POT, IN TERMS OF MY UNDERSTANDING, THAT'S GOING BACK TO THE OVERALL CTES. IS THAT CORRECT? YES, SIR. THANK YOU.

IT SEEMS FUNDAMENTALLY UNEQUAL TO HAVE MORE MONEY, GO TO A CAMPUS THAT ALREADY HAS A ROBUST CAMPUS PROGRAM IN GENERAL.

I UNDERSTAND THAT THERE'S AN EMPTY BUILDING.

I DON'T KNOW WHEN THAT BUILDING WAS.

FELT OR HOW LONG IT'S BEEN EMPTY.

BUT I FEEL LIKE THERE'S A LOT OF INFORMATION MISSING AND THAT.

THERE NEEDS TO BE A LOT MORE UNDERSTANDING OF WHAT'S GOING ON IN TERMS OF GIVING OUT THE CTE MONEY.

THAT'S IT. THANK YOU. OK TRUSTEES.

I SEE MORE FOLKS IN THE QUEUE.

I THINK EVERYONE IN THE QUEUE HAS ALREADY SPOKEN TWICE.

AM I CORRECT? SO WE'VE ALREADY DONE TWO ROUNDS.

OH, YOU MEAN LIKE POSTPONE IT? LISA, WOULD THAT BE A MOTION FOR NEXT WEEK OR.

THAT WOULD BE A MOTION.

THAT WOULD BE A MOTION FOR NEXT WEEK OR A REQUEST OF THE ADMINISTRATION TO PULL IT FROM THE AGENDA FOR NEXT WEEK.

SO IT'S EITHER ON THE AGENDA AND SOMEONE MAKES A MOTION NEXT WEEK OR FOR PURPOSES OF TONIGHT, IT WOULD HAVE TO BE AN ADMINISTRATIVE DECISION NOT TO PLACE IT ON THE AGENDA FOR NEXT WEEK. YEAH.

CAN I ASK A QUESTION ON THAT? HOW WOULD THAT IMPACT THE DECISION, LIKE IN TERMS OF THE FUNDING AND ALL THAT? AT THIS POINT, IT'S JUST SIMPLY THE WILL OF THE BOARD.

[02:05:01]

WE BRING IT BACK TO THE AGENDA.

IT'S EITHER VOTED UP OR VOTED DOWN.

MOVING ON. THERE'S SOME ITEMS THAT THERE ARE QUESTIONS ON.

I KNOW I HAD QUESTIONS ON IT AS A FOLLOW UP TO THE Q&A ON PAGE SIX.

SO I HAD ASKED ABOUT FOUR DIFFERENT RFPS.

WHAT PERCENTAGE IS CENTRAL OFFICE EXPENDITURES HISTORICALLY AND WHAT PERCENTAGE OF SCHOOLS? SOME OF THESE HAVE A REALLY LONG LIST OF VENDORS, AND WHEN I'VE ASKED IN THE PAST, BOTH THIS ADMINISTRATION AND THE PREVIOUS ADMINISTRATION, THE RESPONSE IS USUALLY WILL SCHOOLS GET TO PICK? BUT BASED ON THIS CHART, IT REALLY IS CENTRAL OFFICE.

SO IF I COULD GET SOME CLARITY AROUND THAT, THAT WOULD BE HELPFUL.

SO I'M TALKING SPECIFICALLY ABOUT PROJECT 210605 PROJECT 210604.

PROJECT 210603 210602 AND THESE ARE ALL LIKE INSTRUCTIONAL DIGITAL SOFTWARE.

I THINK THE FIRST ONE, IF WE CAN GET THAT PULLED UP PROJECT 210605 IS LIKE 450 MILLION.

CAN WE GO TO THE AMOUNT? YEAH, 470 MILLION.

AND I LOOKED AT THAT SAME RFP FROM TWO YEARS AGO, IT WAS QUITE LESS.

SO BASED ON THAT FIRST ONE, HISTORICALLY CENTRAL OFFICE SPENDS 78% OF THAT IN SCHOOLS, SPEND 22% OF THAT.

SO JUST REALLY CURIOUS, YOU KNOW, I'VE HEARD CONCERNS FROM THE ADMINISTRATION ABOUT THIS LONG LIST, BUT HOW DO WE KNOW IF THIS LIST OF VENDORS IS ACTUALLY MEETING THE NEEDS OF OUR STUDENTS? THIS IS RFP 210605 COLLEGE AND CAREER READINESS MATERIALS AND SERVICES THAT IS DIRECTLY CORRELATED TO BOARD GOAL THREE.

SO HOW DO WE KNOW THIS 35 MILLION AND I KNOW IT'S LIKE THAT'S UP TO THAT SPEND RIGHT WITH FOUR RENEWALS SO IT'S ACTUALLY IT'S MORE THAN 35 MILLION OR IS THAT 35 MILLION FOR THE WHOLE THE FIVE YEARS? YES. EXCUSE ME.

CAN YOU HEAR ME OKAY? YES.

OKAY. SO THE 35 MILLION IS OVER THE FIVE YEAR TERM OF THE PROJECT.

SO, YEAH, MY QUESTION, SUPERINTENDENT, IS HOW DO WE KNOW THAT THESE VENDORS ARE ACTUALLY GIVING THE OUTCOMES THAT WE EXPECT BASED ON OUR GOALS? AND IF WE'RE SAYING THAT THIS ONE ACTUALLY IS 93% CENTRAL OFFICE HISTORICAL SPEND, THEN THAT WOULD BE NOT SCHOOLS.

CAN YOU SHARE A LITTLE BIT ABOUT KIND OF HOW WE PROVIDE ANY ALMOST PROGRESS MONITORING AND REFERENCE TO THESE SPECIFIC VENDORS AND WHETHER THEY ARE YIELDING SUPPORTS AND RESULTS THAT ARE BEING LOOKED FOR.

SO FOR THIS PARTICULAR PROJECT, THE CAREER, THE COLLEGE AND CAREER READINESS MATERIALS, SO THIS PARTICULAR PROJECT WAS EVALUATED BY BY THE COLLEGE AND CURRENTLY THIS DEPARTMENT.

I WOULD SUSPECT THAT BECAUSE THE MAJORITY OF THE SPEND COMES FROM THEIR DEPARTMENT, THEY FUND THE MAJORITY OF THESE.

BUT HOWEVER, THE SCHOOL IS GETTING THE BENEFIT OF THESE VENDORS.

COULD THE DEPARTMENT THEN ANSWER THE QUESTION? SO YES, I MEAN, THIS RFP FOLLOWS THE OUR TRADITIONAL ROUTE OF HOW WE DO RFPS IN THE DISTRICT.

SO A CROSS-FUNCTIONAL TEAM IS BROUGHT TOGETHER OF THE DEPARTMENTS THAT ARE REQUESTED THAT ARE PUTTING OUT THE RFP CAMPUS INPUT.

SO LIKE I SAY, IT'S A TRUE CROSS-FUNCTIONAL TEAM OF FOLKS THAT ARE VOTING MEMBERS ON THAT.

AND THEN WE GO THROUGH A THE DISTRICT PROVIDES US A THE CRITERIA.

WE WORK AS A COMMITTEE ON THE CRITERIA, MAKING SURE THAT THAT WHAT WE'RE WHAT WE'RE REVIEWING IS MATCHING OUR NEEDS.

WE THEN ALL OF THE SOLICITATIONS THAT COME IN, THOSE ARE SUBMITTED AND WE REVIEW THEM AND WE RATE THEM.

AND LIKE, LIKE I SAID, THEY'RE RATED ON WE LOOK AT A NUMBER OF FACTORS SUCH AS ON THIS ONE.

WE REVIEWED A NUMBER OF YEARS THAT THEY'VE BEEN IN BUSINESS, BUT NOT ONLY THE NUMBER OF YEARS HAVE BEEN IN BUSINESS, BUT THE IMPACT THAT THEY HAVE HAD, ESPECIALLY FOR WORKING IN

[02:10:04]

URBAN DISTRICTS SIMILAR TO HISD.

SO THOSE ARE THE TYPES OF QUESTIONS THAT WE REVIEW AND WE LOOK AT THE PROPOSALS AND WE EVALUATE THEM.

THEN WE COME BACK AS A COMMITTEE AND WE LOOK AT THE SCORES AND WE SET A CUT SCORE AND THAT IS IS BASED UPON WHERE WE WERE FOR US, FOR OUR COMMITTEE FOR THE COLLEGE AND CAREER READINESS.

ON THIS ONE, IT WOULD BE A SIMILAR PROCESS.

WHAT WE'RE LOOKING FOR IS A CUT SCORE OF THAT'S GOING TO BRING QUALITY PRODUCTS AND SERVICES BACK INTO THE DISTRICT ON THAT. SO THAT'S THE PROCESS.

THANK YOU. AND I THINK MY TIMER WENT OFF, SO.

THANKS. LET'S SEE.

I KNOW THAT THERE WERE TRUSTEE BLUEFORD-DANIELS.

YOU SAID I WON, BUT YOU DIDN'T SPECIFY YOUR PROJECT NUMBERS.

DID YOU HAVE QUESTIONS ON ANY I1 ITEMS? THE LAST ITEM HELD FOR DISCUSSION IS L1 TRUSTEE DEIGAARD.

THANK YOU. FOLLOW UP ON PAGE EIGHT OF THE Q&A DOCUMENT. AND THE QUESTION WAS ABOUT WHY DO WE HAVE A DEFICIT IN THE DEBT SERVICE FUND? AND THE ANSWER IS IT WAS A PLANNED USE OF FUND BALANCE.

WAS THAT STATED ON THAT AGENDA ITEM? AND IF THOSE KINDS OF THINGS AREN'T STATED, COULD THEY BE IN THE FUTURE OF LIKE AN EXPLANATION FOR THOSE DIFFERENT CHANGES? BECAUSE THAT WOULD HAVE PREEMPTED THIS QUESTION THEN.

CHIEF REED.

I DON'T REMEMBER. GIVE ME JUST ONE SECOND, PLEASE.

PAGE EIGHT OF THE Q&A.

IN THE MIDDLE, IT'S PAGE EIGHT OF THE Q&A.

AND HAVE WE HAD A YEAH.

SO WE SEE.

I MEAN, I ALWAYS THINK OF THESE THREE FUNDS AS BEING TOTALLY INDEPENDENT OF EACH OTHER.

AND IT RAISES A CONCERN FOR ME WHEN WE ARE USING GENERAL FUND FOR DEBT SERVICES OR NUTRITION FUND.

AND SO I GUESS I'D LIKE TO UNDERSTAND BETTER WHY WE TOOK MONEY OUT OF GENERAL FUND OR IN THIS CASE, THE FUND BALANCE OF GENERAL FUND TO GIVE IT TO DEBT SERVICES, BOARD SERVICES.

DO YOU MIND PULLING UP THE ACTUAL CHART WITH THE NUMBERS, PLEASE? WE ARE NOT MOVING ANY MONEY TO DEBT SERVICE.

SO THAT USE OF FUND BALANCE IS USING SOME THAT'S USING $2 MILLION OF THE DEBT SERVICE FUND BALANCE, NOT THE GENERAL FUND.

AND I THINK WHAT I HEAR HERE, CHIEF TRUSTEE DEIGAARD, SAYING IS THAT AN EXPLANATION WOULD MAKE THIS EASIER IN THE FUTURE.

AND THANK YOU. AND THEN I HAVE A FOLLOW UP.

AND IF WE CAN GET THE CHART ACTUAL CHART PULLED UP.

SO ON THE ON PAGE SEVEN OF THE Q&A, AND OF COURSE, THIS IS I JUST NEED AN EXPLANATION OF THE MATH.

SO WE'VE SPENT AS OF MARCH 31ST, WE'VE SPENT 53% OF OUR BUDGET.

THAT'S CORRECT? YES, THAT'S RIGHT.

GETTING DOWN TO THE GETTING DOWN TO THE FILE.

HOLD ON. SORRY.

BOARD SERVICES. DO WE HAVE THE ACTUAL AGENDA ITEM? IT'S LIKE THE MATH CHART WITH ALL THE.

YES. 53% OF EXPENDITURES COMPARED TO 56 LAST YEAR.

RIGHT. OKAY.

SO. I NEED TO SEE THE CHART.

LET ME. LET ME PULL IT UP ON MY COMPUTER.

OKAY. YES.

PAGE SEVEN OF THE OF THE Q&A.

BUT I'M LOOKING FOR THE ACTUAL CHART IN THE AGENDA ITEM.

GIVE ME JUST A SECOND..

SO IT'S L1B BUDGET TO ACTUAL REPORT.

THANK YOU. SO I'M LOOKING AT THE SECOND TO LAST COLUMN.

2.3 MILLION IS THE BUDGET AS OF MARCH 31ST, WHAT WE ADOPTED.

CORRECT. AND THEN THE ACTUAL IS 1.2.

THAT'S WHAT WE'VE SPENT.

ACTUAL EXPENDITURES. CORRECT.

SO IF I, I GUESS I'M TRYING TO FIGURE OUT WHAT AM I SUBTRACTING?

[02:15:01]

BECAUSE IF I SUBTRACT THAT NUMBER FROM 2.3, IT DOESN'T GIVE ME 578.

SO BY LOOKING AT THIS INCORRECTLY, I GUESS IS MY QUESTION.

578. WHICH IS RIGHT BELOW THAT AND THE THIRD TO LAST COLUMN.

NO, THAT'S THE DIFFERENCE BETWEEN THE REVENUES, THE 1820 AND THE 1 TO 4.

OKAY. REVENUES MINUS EXPENDITURES.

OKAY. GOT THAT.

AND. SO ARE WE ANTICIPATING THAT OUR REVENUES BY THE END OF THE YEAR? BECAUSE I SEE THAT YEAR TO DATE IT'S 88%.

WILL WE BE WHOLE BY THE END OF THE FISCAL YEAR IN REVENUES? IS THAT OUR ANTICIPATION? THAT'S USUALLY TYPICAL.

YES. OKAY.

JUST WANTED TO MAKE SURE. THANK YOU.

I JUST WAS NOT UNDERSTANDING WHERE ALL THESE LINE ITEMS ALIGNED.

TRUSTEE DEIGAARD IN THE QUEUE RIGHT NOW OR EARLIER.

OKAY. ALL RIGHT.

WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 7:24 P.M.

ON MAY 5TH, 2022.

* This transcript was compiled from uncorrected Closed Captioning.