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[Agenda Review]

[00:00:08]

GOOD EVENING. THIS MEETING IS NOW CONVENED.

THE TIME IS 5:01 P.M..

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE DEIGAARD, TRUSTEE BAKER, TRUSTEE HERNANDEZ.

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

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW AND SPECIAL MEETINGS HELD ON JUNE 2ND, 2022, AND THE SPECIAL MEETING HELD ON JUNE 16.

SO MOVE SANTOS.

I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE. WE'VE BEEN JOINED BY TRUSTEE.

OH, WAIT.

AND TRUSTEE BLUEFORD-DANIELS.

7-4 AGAINST ZERO ABSTENTIONS.

WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHEN WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE HAVE SIX 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 WATCHED 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 THE EXPIRATION OF THEIR 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 A ONE APPROVAL OF PERSONAL SERVICES PERFORMED BY THE SUPERINTENDENT, INCLUDING SPEAKING ENGAGEMENTS, PANEL DISCUSSIONS, WORKSHOPS, ETC.

IN ACCORDANCE WITH THE TEXAS EDUCATION CODE.

SECTION 11.2 01E.

WILL, GARY MONROE, PLEASE COME TO THE PODIUM.

MR. MONROE IS ALSO REGISTERED TO AGENDA ITEMS BE TO RECEIVE AND DISCUSS DRAFT OF 2022 COMMUNITY ENGAGEMENT PLAN FROM BOARD COMMUNITY ENGAGEMENT STRATEGY AT [INAUDIBLE] COMMITTEE AND F THREE APPROVAL OF THE 2022 2023 CODE OF STUDENT CONDUCT.

MR. MONROE.

OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS ITEM F THREE APPROVAL OF 2022 2023 CODE OF STUDENT CONDUCT.

WILL, MICHELLE WILLIAMS, PLEASE COME TO THE PODIUM.

HOUSTON EDUCATION ASSOCIATION TONIGHT.

THIS EVENING, I'M STANDING BEFORE YOU BECAUSE I CAN REMEMBER NOT TOO LONG AGO WHERE I ASKED ABOUT THE STUDENT CODE OF CONDUCT BEING REVISED BECAUSE OF THE YEAR THAT WE HAD AN UNPRECEDENTED NUMBER OF INFRACTIONS AGAINST THE CODE OF CONDUCT HISD GOT IT RIGHT WITH SALARIES. GOT IT.

BUT IT IS NOT THE ONLY BOX THAT NEEDS TO BE CHECKED TO KEEP TEACHERS IN HISD.

WE HAVE STUDENTS ON THIS ON CAMPUSES WEAR ANKLE MONITORS, NONE OF YOU TRUSTEES WILL WANT YOUR STUDENTS OR YOUR CHILD TO GO TO SCHOOL WITH STUDENTS THAT ARE BEING MONITORED BY THE COURTS.

THAT'S WHAT YOU'RE ASKING STUDENTS IN HISD TO DO.

AND YOU'RE ASKING TEACHERS TO DEAL WITH.

TEACHERS ARE NOT EQUIPPED TO DEAL WITH THAT.

ADMINISTRATORS ARE NOT EQUIPPED TO DEAL WITH THAT.

IT SHOULD NOT BE UP TO THEM, THE BUILDING ADMINISTRATOR, TO ACCEPT STUDENTS BEING MONITORED BY THE STATE, BY THE COURTS.

THAT SHOULD BE A NO BRAINER.

THAT USED TO BE HISD POLICY.

SO WE'RE ASKING THAT YOU REVISE THIS STUDENT CODE OF CONDUCT.

THIS IS THE SECOND TIME I'VE SENT EMAILS TO YOU ALL ABOUT THIS BECAUSE I MET SO MANY NEW TEACHERS.

IT WAS A CALLING CARD.

A LOT OF TEACHERS CAME BACK TO HISD, BUT THEY'RE NOT GOING TO STAY HERE IF WE CONSTANTLY HAVE STUDENTS DISRUPTING TEACHERS CLASSROOMS. THAT SHOULD BE A BASIC RIGHT IN HISD TO TEACH WITH OUT DISRUPTIONS.

THAT'S WHAT WE'RE ASKING FOR.

PUT SOMETHING IN PLACE.

GIVE THE STUDENT CODE OF CONDUCT SOME TEETH SO TEACHERS CAN TEACH.

ACCOUNTABILITY IS A TWO WAY STREET.

WE'RE HOLDING YOU ACCOUNTABLE FOR OUR CLASSROOMS. YOU ALL ARE HOLDING US ACCOUNTABLE FOR TEST SCORES.

IT'S ONLY FAIR. WE HAVE FOUR SPEAKERS ON THIS TOPIC WHO HAVE REGISTERED TO ADDRESS THE BOARD VIA ZOOM SPEAKERS.

[00:05:01]

PLEASE REMEMBER THAT WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK.

IF YOU ARE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, PLEASE MEET THE MEETING AUDIO.

WHEN IT IS YOUR TIME TO SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING.

MS. TRINH, PLEASE IDENTIFY AND ADMIT OUR SPEAKERS.

AR'SHEIL, MONSANTO.

PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

AR'SHEIL MONSANTO.

PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

GOOD AFTERNOON. MY NAME IS AR'SHEIL MONSANTO.

I LIVE IN TRUSTEE NINE AND MY SON WILL START FIRST GRADE AT A HISD SCHOOL IN 2 WEEKS.

AND I AM A PARENT TAXPAYER, AND COMMUNITY ORGANIZER WITH ONE HOUSTON.

THE SCHOOL YEAR ENDED WITHOUT ANY PUBLIC CONVERSATION REGARDING THE SCHOOL CODE OF CONDUCT.

HOW CAN WE MAKE EQUITABLE CHANGES AND SUPPORT STUDENTS IF THE PUBLIC RIGHT TO A CONVERSATION AROUND THE CODE OF CONDUCT IS NOT PRIORITIZED? CAN YOU PLEASE SHARE WHO'S RESPONSIBLE FOR THE CODE REVIEW AND WHEN THE DISTRICT IS RESPONSIBLE FOR THE CODE OF CONDUCT? WE WOULD LIKE THE OPPORTUNITY TO SERVE ALONGSIDE THESE PUPILS.

AS SUPPORT STUDENTS UNDER THE BOARD'S MISSION, BELIEF, VISION, GOALS AND CONSTRAINTS.

THE FIRST AND SECOND BELIEF IS THAT WE BELIEVE THAT EQUITY IS THE LENS THROUGH WHICH ALL POLICY DECISIONS ARE MADE, AND WE BELIEVE THERE IS NO ACHIEVEMENT GAP ALONE.

SOCIO ECONOMIC GROUPS OR CHILDREN OF ETHNIC DIVERSITY THAT THE BLACK AND BROWN STUDENT IN HISD ARE DISPROPORTIONATELY DISCIPLINED AND ARRESTED. IN A MEMO TO THE BOARD FROM SUPERINTENDENT HOUSE, DATED APRIL 22ND, 22, THE STUDENT DISCIPLINARY ACTION REPORT IN 2020 2021, STUDENTS WHO WERE MALE BLACK RECEIVE SPECIAL EDUCATION SERVICES, ECONOMICALLY DISADVANTAGED OR CONSIDERED AT RISK RECEIVE DISCIPLINARY ACTIONS AT A DISPROPORTIONATELY HIGHER RATE.

WHAT SOLUTIONS HAVE BEEN IMPLEMENTED TO ADDRESS THESE ISSUES, OR HAS THE DISTRICT LOOKED AT REASONS WHY THESE STUDENTS ARE BEING SUSPENDED? THANK YOU.

HUNTER RYAN, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MY TURN? YES. HUNTER RYAN, PLEASE BEGIN.

THANK YOU. HI. GOOD EVENING, EVERYBODY.

MY NAME IS HUNTER RYAN.

I AM A NATIVE HOUSTONIAN.

I AM A PROUD GRADUATE OF HOUSTON ISD SCHOOLS.

I AM A PARENT AND A COMMUNITY MEMBER WORKING TOWARDS HELPING HOUSTON STUDENTS ACHIEVE GOOD OUTCOMES.

I'M SPEAKING TO AGENDA ITEM F THREE FOR THE 2022 2023 CODE OF CONDUCT.

THE STATE OF TEXAS REQUIRES PUBLIC SCHOOLS TO HAVE A STUDENT CODE OF CONDUCT REVIEW COMMITTEE YEAR TO YEAR.

IT IS MY BELIEF AND THE BELIEF OF OTHERS THAT THE HISD 2022 2023 STUDENT CODE OF CONDUCT WAS NOT ACHIEVED IN A TRANSPARENT WAY, INCLUDING VOICES OF DIVERSE STAKEHOLDERS.

I WOULD LIKE TO ASK THE BOARD A FEW QUESTIONS.

WHY WAS THE STUDENT CODE OF CONDUCT FOR A 2022 2023 NOT ON A BOARD AGENDA DURING THE SCHOOL YEAR? BUT I'D ALSO LIKE TO ASK WHO WAS PART OF THE REVIEW COMMITTEE FOR THE 2022 2023 STUDENT CODE OF CONDUCT? I'D ALSO LIKE TO ASK WHY HAS THERE NOT BEEN A FORMAL STUDENT CODE OF CONDUCT COMMITTEE? AND FINALLY, I WOULD LIKE TO ASK HOW ARE REVISIONS AND INPUT FROM COMMUNITY STAKEHOLDERS INCORPORATED INTO A NEW SCHOOL YEAR? STUDENT CODE OF CONDUCT.

IT IS MY INTENTION TO ASK THESE QUESTIONS FOR THE BOARD TO INVESTIGATE THIS AS THE STUDENT CODE OF CONDUCT IS A LEADING.

A BUREAUCRATIC, ADMINISTRATIVE DOCUMENT THAT GUIDES MANY ASPECTS OF HISD.

[00:10:01]

OBVIOUSLY THE CODE OF CONDUCT AND HOW STUDENTS ARE DISCIPLINED IS A VERY IMPORTANT PIECE OF DOCUMENTATION THAT DESERVES TO BE TREATED CAREFULLY AND TO HAVE THE INPUT OF COMMUNITY STAKEHOLDERS INVOLVED AND ADJUSTED EACH YEAR.

TO THAT END, I'D ALSO LIKE TO THANK YOU FOR YOUR SERVICE TO THE COMMUNITY.

THANK VERY MUCH.

AND I'M DONE. THANK YOU.

ALEXIS GAGE.

ALEXIS GAGE, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

GOOD EVENING, EVERYONE.

MY NAME IS ALEXIS GAGE AND I AM A CURRENT HISD EDUCATOR AND COMMUNITY ORGANIZER WITH ONE HOUSTON, WHERE I CO-CHAIRED THE DISRUPTING AND THE DISMANTLING THE SCHOOL TO PRISON PIPELINE.

I'M SPEAKING HERE TODAY REGARDING THE CODE OF CONDUCT FOR THE UPCOMING SCHOOL YEAR.

THE BOARD PUBLISHED THEIR MISSION, VISION, BELIEFS, GOALS AND CONSTRAINTS IN 2021.

CONSTRAINT NUMBER TWO READS THE BOARD WILL NOT SUPPORT RECOMMENDATIONS OR POLICY THAT CONTRIBUTE TO HISTORIC PATTERNS OF DISPROPORTIONATE DISCIPLINE.

AS YOU VOTE ON THE CODE OF CONDUCT, I WANT TO POSE TWO BURNING QUESTIONS IN MY MIND.

WHO IS IN CHARGE OF REVIEWING THE CODE OF CONDUCT? AND ARE WE CONFIDENT THAT INDIVIDUALS REVIEWING THE CODE OF CONDUCT TOOK INTO CONSIDERATION DISCIPLINE DATA TO ANALYZE HOW IT IS IMPACTING OUR BLACK AND BROWN STUDENTS? ONE HOUSTON AND OUR PARTNERS WEREN'T ABLE TO LEARN MORE ABOUT THE PROCESS IN WHICH THIS CODE OF CONDUCT WAS REVIEWED DESPITE NUMEROUS EMAILS AND REQUESTS.

THE CODE OF CONDUCT IMPACTS STUDENTS EXPERIENCE IN THIS SCHOOL THAT IS EXPECTED TO MOLD AND SHAPE THEM.

I URGE THE BOARD TO CONSIDER HOW THE CODE OF CONDUCT CONTRIBUTES TO HISTORIC PATTERNS OF DISPROPORTIONATE DISCIPLINE IN OUR DISTRICT AND IF THIS DISPROPORTIONATE DISCIPLINE WAS TAKEN INTO CONSIDERATION DURING ITS REVIEW.

HOW DOES PASSING THIS CODE OF CONDUCT, AS IS, ALIGN WITH THE CONSTRAINT WHICH YOU CREATED? I'M COMING TO YOU TO ASK YOU TO PLEASE SEEK ANSWERS TO THESE QUESTIONS SO THAT OUR KIDS CAN FEEL SAFE AND SUPPORTED IN THEIR SCHOOLS.

THANK YOU. SCENIC MOSTLY. SCENIC MOSTLY.

PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MADAM PRESIDENT, WE WERE DISCONNECTED WITH THE LAST SPEAKER.

THOSE ARE ALL THE SPEAKERS FOR TODAY THAT SIGNED UP VIA ZOOM.

THANK YOU, MS. TRINH.

THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM A TO ACCEPTANCE OF BOARD MONITORING.

UPDATE PRESENTATIONS OF GOALS ONE IN FOUR PROGRESS MEASURES ONE, TWO AND THREE.

SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.

COLLEAGUES, PLEASE HOLD YOUR QUESTIONS UNTIL THE PRESENTATION IS COMPLETE.

THANK YOU. MADAM PRESIDENT, I'D LIKE TO INVITE DR.

ALLISON MATNEY TO THE PODIUM TO PRESENT THIS ITEM.

DR. MATNEY? GOOD EVENING, TRUSTEES.

THANK YOU, SUPERINTENDENT. HOUSE I AM HERE THIS EVENING TO GO THROUGH OUR AUGUST ROUND OF BOARD MONITORING FOR GOALS ONE AND FOUR, WHICH ARE TWO READING GOALS AND EACH OF THE PROGRESS MEASURES ASSOCIATED.

THIS IS WHERE WE'RE GOING TO CLOSE OUT OUR RENAISSANCE DATA FROM THE PRIOR YEAR.

THERE WE GO. GOAL ONE.

AS A REMINDER, WE'RE DISCUSSING THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL AS MEASURED BY THE MEETS GRADE LEVEL ON STAR.

THE GOAL IS TO INCREASE EIGHT PERCENTAGE POINTS FROM 42 IN SPRING 2019 TO 50% IN SPRING 2024.

FOR PROGRESS. MEASURE 1.1 THE PERCENTAGE OF FIRST GRADE STUDENTS READING ON GRADE LEVEL AS MEASURED BY THE END OF YEAR LITERACY SCREENER WILL INCREASE EIGHT PERCENTAGE POINTS FROM 63 TO 71 IN 2024.

SO IN LOOKING AT THIS DATA, AGAIN, JUST TO ORIENT, SINCE IT'S BEEN A COUPLE OF MONTHS SINCE WE'VE LOOKED AT OUR LOVELY DATA CHARTS, WE HAVE 2017, 18, 2018, 2019 20 DATA.

THAT'S OUR BLUE LINES ON THE LEFT HAND SIDE.

AND WE DID NOT HAVE END OF YEAR DATA IN 2019-20 AS WE WENT HOME FOR COVID.

[00:15:01]

AND THEN WE HAVE OUR 2021 DATA THERE IN THE MIDDLE WITH THE VARIOUS AT HOME OR IN PERSON TESTERS LINES.

AND THEN OUR RED LINE TO THE RIGHT ARE OUR TARGETS WHERE WE ASPIRE TO BE EACH OF THE SCHOOL YEARS HEADING INTO 23-24 IN ORDER TO ULTIMATELY MEET THAT 71% TARGET.

SO YOU CAN SEE FOR 21-22, THE BLUE LINE THERE IN CENTER RIGHT, WE STARTED THE YEAR AT 47%.

FIRST GRADERS AT OR ABOVE BENCHMARK.

THEY MOVED UP TO 50 AT MIDDLE OF YEAR'S.

WE REPORTED A FEW MONTHS AGO AND WE ENDED THE YEAR AT 57% FOR FIRST GRADERS AT OR ABOVE BENCHMARK.

AS A REMINDER, THIS IS OUR GROUP OF STUDENTS THAT WERE PRE-K STUDENTS IN 19-20.

SO IF THEY WERE ENROLLED IN PRE-K, THEY HAD A SHORTENED PRE-K YEAR.

THEN THEY WERE KINDERGARTNERS DURING THE YEAR THAT MANY STUDENTS CHOSE TO STAY HOME AND LEARN.

SO HAD SOME INTERRUPTED SCHOOLING THERE.

AND THEN WERE OUR FIRST GRADERS THIS PAST YEAR.

IT'S ALSO IMPORTANT TO NOTE, BECAUSE WE'VE TALKED IN THE PAST ABOUT THAT END OF YEAR DIP THAT WE TYPICALLY SEE IN THIS GROUP OF FIRST GRADE STUDENTS.

WE DID NOT SEE THAT DIP.

OBVIOUSLY, THEY HAD A TEN POINT INCREASE BETWEEN BEGINNING OF YEAR AND END OF YEAR.

WE DID NOT ULTIMATELY MEET THE TARGET.

WE WERE EIGHT POINTS OFF OF OUR TARGET OF 65.

IN LOOKING AT THE SAME DATA, BUT BROKEN OUT BY ENGLISH ONLY IN PAST YEARS.

IN 17-18, 18-19, WE SAW A NINE POINT INCREASE BETWEEN BEGINNING OF YEAR AND END OF YEAR.

THIS YEAR WE SAW A SEVEN POINT INCREASE, BUT YOU'LL SEE AGAIN WHEN YOU BREAK IT OUT BY ENGLISH, ONLY THAT GROUP OF STUDENTS DID NOT SEE THAT DIP AT END OF YEAR THAT WE TYPICALLY EXPERIENCE.

IN LOOKING AT SPANISH ONLY AGAIN, WE HAVE A STEADY INCREASE OF 16 PERCENTAGE POINT INCREASE FROM 48 TO 64 THIS SCHOOL YEAR, JUST SLIGHTLY BELOW THE 65 OVERALL TARGET THAT WE HAVE.

BUT THAT STEADY 16 POINT INCREASE.

IN LOOKING AT GOLD PROGRESS MEASURE 1.2.

WE'RE LOOKING AT, SORRY.

I DON'T KNOW IF I'M DRIVING OR IF SO, I DON'T KNOW IF THIS REMOTE IS WORKING.

IF WE CAN GO BACK TO WHERE IT SAYS SCHOOL PROGRESS, MEASURE 1.2.

THERE WE GO. THANK YOU.

THE PERCENTAGE OF SECOND GRADE STUDENTS SO WE JUST LOOKED AT FIRST GRADE.

THIS IS SECOND GRADE STUDENT'S READING ON GRADE LEVEL IS MEASURED BY THAT SAME END OF YEAR LITERACY SCREENER, INCREASING EIGHT PERCENTAGE POINTS FROM 61 TO 69.

AND THEN LOOKING AT ENGLISH AND SPANISH COMBINED.

AS A REMINDER, OUR SECOND GRADERS WERE KINDERGARTNERS IN 19-20.

FIRST GRADERS IN 20-21.

AND NOW ARE WITH US AS SECOND GRADERS.

WE DID NOT MEET THIS EITHER.

WE DID HAVE A 4% DECREASE SINCE THE 2018-19 SCHOOL YEAR.

SO THAT'S 61 TO 57.

AND WE WENT FROM 49 TO 57 DURING THE SCHOOL YEAR.

AGAIN, DID NOT EXPERIENCE THAT DECREASE, SAW A STEADY INCREASE, A SLIDER ONE FOR MIDDLE OF YEAR TO END OF YEAR BUT STILL AN INCREASE BUT ULTIMATELY DID NOT REACH THAT 63% POINT TARGET.

WHEN WE BREAK IT OUT BY ENGLISH AND SPANISH, WHEN WE LOOK AT ENGLISH ONLY ON THE NEXT SLIDE, WE SEE OUR STUDENTS TESTING IN ENGLISH ONLY WENT FROM 42 TO 48.

THERE WAS A SLIGHT ONE PERCENTAGE POINT DIP FROM THAT MIDDLE OF YEAR 49, BUT ULTIMATELY AN INCREASE FROM BEGINNING OF YEAR TO END OF YEAR AND ENDING OF NOTE IN 1718, THEY ENDED THE YEAR AT 46, OBVIOUSLY A DIFFERENT COHORT OF STUDENTS, BUT SECOND GRADERS 18-19 ENDED AT 49.

SO THAT 48 IS ALMOST TO PRE-PANDEMIC.

OUR SPANISH ONLY TESTERS.

THEY ARE ABOVE THAT 63% MARK.

OF COURSE, THE TARGET IS FOR ALL STUDENTS COMBINED, BUT THAT OUR GROUP OF SPANISH ONLY TESTERS WENT FROM 57 AT BEGINNING OF YEAR, UP TO 67% AT END OF YEAR.

THIS GROUP IS SLIGHTLY BEHIND WHERE THEY HAVE BEEN IN PRIOR YEARS.

AT END OF YEAR THEY MATCH WHERE THEY WERE IN 17-18 AND THEY ARE BEHIND WHERE THEY WERE IN 18-19.

IN MOVING ON TO STUDENTS WITH DISABILITIES.

AND THIS IS WHERE I INSERT OUR REMINDER WE DON'T HAVE A STUDENTS WITH DISABILITIES SLIDE FOR PROGRESS MEASURE 1.1 BECAUSE FIRST GRADERS TYPICALLY ARE WORKING

[00:20:04]

THROUGH THE PROCESS FOR SPECIAL EDUCATION IDENTIFICATION.

AND SO WE DON'T HAVE ENOUGH STUDENTS THAT ARE CONSISTENT TO REPORT ON FOR FIRST GRADE.

BUT SECOND GRADE IS WHEN WE DO BEGIN AGAIN, THE DENOMINATOR IS STILL PRETTY LOW, BUT AS STUDENTS ARE CONTINUOUSLY ADDED INTO THE PROGRAM AS THEY QUALIFY.

BUT WE DO START REPORTING THEM IN SECOND GRADE.

SO WE CAN SEE HERE THAT THIS POPULATION OF STUDENTS WENT FROM 23 AT THE BEGINNING OF THE YEAR.

YOU MAY RECALL WE TALKED ABOUT HOW THAT WAS THE THE HIGHEST START POINT THAT WE'VE HAD SINCE WE'VE STARTED RECORDING THIS FOR THIS ROUND OF PROGRESS MEASURES JUMPED UP TO 26 AT MIDDLE OF YEAR, ENDED THE SCHOOL YEAR SLIGHTLY DOWN AT 24, BUT IS STILL HIGHER THAN WHERE THEY HAVE BEEN IN PRIOR YEARS. MOVING ON TO GO PROGRESS MEASURE 1.3.

THIS IS WHERE WE'RE LOOKING AT OUR THIRD GRADE STUDENTS READING ON GRADE LEVEL AS MEASURED BY THE END OF YEAR LITERACY SCREENER, INCREASING EIGHT PERCENTAGE POINTS FROM 57 TO 65.

SO OUR OUR REMINDER THAT OUR THIRD GRADE STUDENTS WERE OUR FIRST GRADERS IN 19-20 AS THEY WERE LEARNING TO READ AND SECOND GRADERS IN 2021.

SO HERE WE'RE LOOKING AT A NINE PERCENTAGE POINT INCREASE FROM BEGINNING OF YEAR TO END OF YEAR.

BUT WE DID NOT MEET THIS TARGET BECAUSE WE HAD A THREE PERCENTAGE POINT DECREASE SINCE 2019 AND WE WERE FIVE PERCENTAGE POINTS BELOW THE 59 TARGET.

THAT'S RIGHT ABOVE THAT 54 FOR THE 21-22 SCHOOL YEAR.

FOR ENGLISH ONLY FOR OUR THIRD GRADE STUDENTS, WE SEE AGAIN A SLIGHT DIP FROM MIDDLE OF YEAR, BUT ULTIMATELY MOVING FROM 37 TO 45 AT END OF YEAR.

THE GENERAL TRAJECTORY IS POSITIVE AND 45 IS SLIGHTLY BELOW WHERE WE ENDED THE YEAR IN 18-19.

BUT AGAIN, THE PROGRESS IN GETTING OUR STUDENTS WHERE WE WERE WITH THEIR COUNTERPARTS WHO WERE SECOND GRADERS AT THE TIME, WE'RE DEFINITELY MAKING PROGRESS TO GETTING THEM WHERE THEY NEED TO BE.

SPANISH ONLY STUDENTS, AGAIN, ENDING ABOVE THAT 59 TARGET.

BUT THE 67 IS STILL BELOW WHERE WE'VE BEEN AT END OF YEAR IN YEARS PAST.

BUT THAT STEADY TRAJECTORY, UP FROM 57 TO 67 THROUGHOUT THE YEAR IS A POSITIVE GAIN.

SO OUR THIRD GRADE STUDENTS WITH DISABILITIES, AGAIN, WE HAD DISCUSSED THEIR MOVEMENT FROM 16 TO 23.

WHEN WE TALKED ABOUT OUR MIDDLE OF YEAR DATA, WE DID SEE A DECREASE DOWN TO 19%.

THAT MIRRORS WHERE THEY WERE AT END OF YEAR AND 17-18 AND IS STILL A POSITIVE GAIN OF THREE FROM BEGINNING OF YEAR, BUT WAS A PRETTY SIGNIFICANT DECREASE FOR MIDDLE OF YEAR.

IT IS IMPORTANT TO NOTE HERE WE'VE TALKED A LOT THIS YEAR ABOUT THE DENOMINATORS.

AND I DO WANT TO INTERJECT HERE AND TALK A LITTLE BIT ABOUT THE DENOMINATORS HERE.

WE'VE TALKED ABOUT HOW STUDENTS WITH DISABILITIES ARE IDENTIFIED THROUGHOUT THE YEAR.

AND SO IT IS POSSIBLE WE HAD 1100 STUDENTS TESTED BEGINNING OF YEAR, ONLY 800 MIDDLE OF YEAR, BUT THEN IT JUMPED TO 1200.

AND SO REALLY INVESTIGATING AND TIGHTENING UP THOSE PRACTICES.

IT'S POSSIBLE WE HAD STUDENTS TEST END OF YEAR THAT WERE NOT IDENTIFIED AT BEGINNING OF YEAR.

SO WE'RE NOT IN THE ORIGINAL BEGINNING OF YOUR DATA SET, BUT STILL CONCERNED ABOUT THAT MIDDLE OF YEAR DIP IN PARTICIPATION.

SO MOVING TO GOAL FOUR, GOAL FOUR IS CENTERED AROUND THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

READING AT OR ABOVE GRADE LEVEL IS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STARR THREE THROUGH EIGHT READING AND STAR EOC, ENGLISH ONE AND TWO ASSESSMENTS INCREASING BY EIGHT PERCENTAGE POINTS FROM 21 TO 29.

SO PROGRESS MEASURE 4.1 IS LOOKING AT THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IN SECOND GRADE THROUGH FIFTH GRADE.

SO THIS IS OUR ELEMENTARY POPULATION OF STUDENTS WHO ARE IDENTIFIED AND RECEIVING SERVICES THROUGH SPECIAL EDUCATION, INCREASING EIGHT PERCENTAGE POINTS FROM 14 TO 22.

SO OUR SECOND THROUGH FIFTH GRADE, WE DID MEET THE TARGET HERE.

IN FACT, WE EXCEEDED BY TWO PERCENTAGE POINTS.

WE STARTED THE YEAR AT 15, WE ROSE TO 21 MIDDLE OF YEAR.

THAT ALSO DIPPED.

NOT A SURPRISE SINCE THE THIRD GRADE DATA FEEDS INTO THIS.

BUT WE DO HAVE THAT THAT LARGER DIP THAN WHAT WE ANTICIPATED GOING INTO END OF YEAR.

[00:25:04]

AGAIN, YOU CAN SEE OVER 1000 STUDENTS MORE TESTED AT END OF YEAR THAN AT THEN AT MIDDLE OF YEAR.

SO THAT COULD HAVE SOMETHING TO DO WITH IT.

BUT EXCITED THAT WE DID MEET THIS TARGET AND IT REALLY SHOWS THAT OUR STUDENTS WITH DISABILITIES, THE SUPPORTS WE'RE PUTTING IN PLACE ARE WORKING POSITIVELY, STILL NOT WHERE WE WOULD WANT THEM TO BE.

4.2. THIS IS WHERE WE'RE LOOKING AT OUR PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES IN SIXTH THROUGH EIGHTH GRADE. SO OUR MIDDLE SCHOOL STUDENTS READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR LITERACY SCREENER, INCREASING EIGHT PERCENTAGE POINTS FROM 7 TO 15. WHEN WE LOOK AT THAT DATA, WE DID ALSO.

MEET THE TARGET. THEY'RE RIGHT ON THE NOSE.

THAT NINE REFLECTS A RED LINE AND A BLUE LINE.

SO WE STARTED THE YEAR, THOUGH, AT TEN PERCENTAGE POINTS OF OF STUDENTS WITH DISABILITIES AT OR ABOVE BENCHMARK.

AND SO THAT NINE DOES REFLECT A SLIGHT DECREASE FROM WHERE WE WERE AT THE BEGINNING OF THE YEAR.

THAT NINE IS VERY SLIGHTLY HIGHER THAN WHERE WE WERE IN 18-19, BUT RIGHT WHERE WE WERE IN 17-18.

SO THERE IS STILL WORK TO DO REGARDLESS OF OF MEETING THE TARGET.

44.3. HERE'S WHERE WE'RE LOOKING AT OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES ENROLLED IN ENGLISH ONE OR ENGLISH TWO COURSES.

READING ON GRADE LEVEL IS MEASURED BY THE END OF YEAR LITERACY SCREENER FROM 5%, FROM 5% TO 13% IN 2024.

AND HERE WE MET THE TARGET AGAIN.

SO EACH ONE OF THE GOAL PROGRESS MEASURES FOR GOAL FOUR MET THE TARGET AND WE MET IT BY TWO POINTS WE MOVE FROM 8 TO 11 IN MIDDLE OF YEAR TO NINE AT THE END OF THE YEAR.

THE TARGET HERE WAS SEVEN.

SO THESE ARE FOR OUR HIGH SCHOOL STUDENTS ENROLLED IN ENGLISH ONE OR ENGLISH TWO COURSES REGARDLESS OF GRADE LEVEL AND HOW THEY'RE PERFORMING ON RENAISSANCE. SO OUR NEXT STEPS, BECAUSE ALL OF THIS HAS TO DO WITH READING, WE WANTED TO COMBINE THEM TOGETHER.

OBVIOUSLY LEVERAGING OUR ESSER FUNDS, CONTINUING THE TUTORIALS THAT ARE HAPPENING, LOOKING AT HOW WE CAN THE ESSER FUNDS ARE TARGETED FOR SPECIFICALLY HOUSE BILL 4545, WHICH IS REALLY TARGETING STUDENTS WHO WERE NOT SUCCESSFUL ON STARR.

WHEN YOU'RE TALKING ABOUT FIRST, SECOND AND THIRD GRADERS, THEY HAVEN'T EVEN TESTED ON STARR YET.

SO LOOKING AT HOW WE CAN SPREAD THAT MONEY OUT SO THAT CAMPUSES CAN REALLY PUT THOSE HIGH DOSE TUTORING PRACTICES IN OUR LOWER GRADE LEVELS TO HELP CLOSE THAT GAP AS WELL AS OUR UPPER GRADE LEVELS, JUST THAT BASE EXPECTATION OF PARTICIPATION.

SO PUTTING SOME ADDITIONAL COMPLIANCE PIECES IN PLACE TO ENSURE THAT THE DATA THAT WE BRING YOU, WE DON'T QUESTION WHAT WAS THAT BECAUSE OF PARTICIPATION RATES OR IS THIS TRULY WHERE OUR KIDS ARE? SO WE HAVE SOME ADDITIONAL MONITORING THROUGH MY OFFICE AND THROUGH THE SCHOOLS OFFICE TO MAKE SURE THAT WE ARE WE DO HAVE THAT EXPECTATION, OF PARTICIPATION, AN ALIGNMENT OF COACHING WORK IN ACADEMICS WITH CAMPUS TEAMS. SO SUPER EXCITED ABOUT.

WE'VE HAD DATA DRIVEN INSTRUCTIONAL SPECIALISTS THAT WORK WITH CAMPUSES, WE'VE HAD CURRICULAR TDS THAT HAVE WORKED WITH CAMPUSES.

BUT WE'RE BRINGING DR.

BIRD'S NEW IMPLEMENTATION CURRICULUM IMPLEMENTATION TEAM TOGETHER WITH THE DATA TEAM AND SUPPORTING CAMPUSES IN THAT WAY.

SO IT'S NOT SEPARATE AND APART FROM WHAT THEY DO.

SO IT'S REALLY REFINING AND PERFECTING THAT COACHING WORK, PILOTING AMPLIFY IN 22 TO 23 WITH A HANDFUL OF ELEMENTARY CAMPUSES.

IT'S THE HIGH QUALITY INSTRUCTIONAL MATERIALS FOR ELEMENTARY READING AND THEN REALLY MONITORING IMPLEMENTATION TO BE ABLE TO ROLL OUT IN FUTURE YEARS AS WELL.

AND THEN A STREAMLINED ASSESSMENT CALENDAR.

SO OUR ASSESSMENT CALENDAR WAS VERY BEEFY AND SO WE ARE REALLY STREAMLINING.

WE TOOK A LOOK AT THE PURPOSE AND USE OF THE VARIOUS ASSESSMENTS THAT WE'RE ON THERE.

AND WE STREAMLINED AND REALLY WANTED TO PUT A GREATER FOCUS ON ASSESSMENTS THAT WERE MEANINGFUL, SUCH AS CURRICULUM EMBEDDED ASSESSMENT STAR IS CHANGING THIS UPCOMING YEAR.

SO IT WAS A GOOD TIME TO DO THAT WORK.

AND SO TEACHERS CAN SPEND MORE TIME WITH INSTRUCTION AND TEACHING STUDENTS INSTEAD OF INSTEAD OF TESTING.

SO REALLY PUTTING THE TIME AND EFFORT WHERE IT NEEDS TO BE FOR TEACHERS AND STUDENTS.

AND THAT CONCLUDES THE PRESENTATION.

THANK YOU, DOCTOR. MATNEY. WE ARE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES FOR EACH ITEM

[00:30:08]

OF DISCUSSION. WE WILL DO TWO ROUNDS OF 2 MINUTES EACH IF AN ADDITIONAL ROUND IS DESIRED.

THAT CAN BE DONE WITH THE MOTION, SECOND AND A BOARD VOTE.

TRUSTEE WADE. THANK YOU, TRUSTEE CRUZ.

OK. I HAVE A QUESTION ABOUT SO DOES POPULATION DECLINE MAKE ANY DIFFERENCE IN THE TEST SCORE? SO WE SEE THAT WE KNOW THAT THE SAME OR DIFFERENT LEVELS IN THE MIDDLE OF THE YEAR.

OBVIOUSLY WE SAW A DIP IN HOW MANY KIDS WERE TESTING.

BUT OVERALL WITH CAMPUSES, DOES IT MAKE A DIFFERENCE WHEN THE POPULATION DECLINES OVER THAT SCHOOL YEAR ON CAMPUS? TRUSTEE WADE WHEN YOU SAY POPULATION DECLINE, DO YOU MEAN AT A SPECIFIC SCHOOL OR JUST OVERALL TESTERS? OVERALL TESTERS, IT COULD IT REALLY DEPENDS ON WHO DID NOT TEST.

AND SO IT COULD WHEN YOU LOOK AT OVERALL ENROLLMENT FROM LIKE 17-18 TO 18-19 TO WHERE WE ARE NOW, IT DEPENDS ON WHAT STUDENTS WERE LOSING, WHY THEY WERE NOT GIVEN ACCESS TO THE TEST.

SO IT COULD BUT I WOULD NOT SAY THAT DEFINITIVELY.

THAT WAS JUST A QUESTION I WANTED TO MAKE SURE I CLARIFIED.

AND THEN MY QUESTION FOR YOU IS TOO ON PRE-K PROGRAMS WE HAVE OVER THE YEARS, IF YOU LOOK AT THE DATA WE HAVE INVESTED OR PUT MORE INTO PRE-K PROGRAMS THAN WE HAVE IN THE PAST, DO YOU SEE ANY DIFFERENTIATION BETWEEN. I DON'T SEE IT ON THE SCORES NECESSARILY, BUT IN THE IMPACT OF THOSE PRE-K PROGRAMS INTO THE TEST SCORES? TRUSTEE WADE. [INAUDIBLE].

THIS PAST YEAR WAS AS A PART OF THE FIVE YEAR STRATEGIC PLAN, WAS REALLY THE KICKOFF OF OUR PRE K GROWTH.

SO THIS THE START OF THIS SCHOOL YEAR, WE'LL SEE IS IT 18 OR 21? I HAVE IN MY HEAD IT'S 18 ADDITIONAL NEW PRE-K CLASSROOMS THROUGHOUT THE DISTRICT.

SO THAT'S SOMETHING THAT WAS A PART OF THE STRATEGIC PLAN THAT WE'RE EXECUTING FOR THE FIRST TIME THIS YEAR IN TERMS OF THE GROWTH.

BUT MORE IMPORTANTLY THAT WE'VE HAD PRE K PROGRAMS ALREADY IN EXISTENCE.

AND I'M JUST WONDERING WHAT THE IF THERE'S BEEN ANY DATA ON WHETHER OR NOT THE IMPACT OF THOSE HAVE MADE A DIFFERENCE IN THE TESTING SCORES BY SECOND AND THIRD GRADE BECAUSE THE DATE ANYWAY, AGAIN, I'M JUST ASKING THE QUESTION SO WE CAN START TO DRILL IN A LITTLE BIT MORE ON THAT GOING FORWARD.

SO THAT'S ENOUGH. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. AND BEFORE I START WITH MY QUESTIONS, I DO WANT TO FOLLOW UP REALLY QUICKLY ON TRUSTEE WADE'S QUESTION, BECAUSE I DID BRING UP PRE K ENROLLMENT FORMS. I DID SUBMIT A REFERRAL AND I DID RECEIVE A REFERRAL SAYING THAT HAD NOT BEEN DISCUSSED.

SO IN THE FUTURE I WOULD LIKE TO SEE PRE K ATTENDANCE ON ENROLLMENT FORMS SO THAT WE KNOW WE HAVE THAT INFORMATION BECAUSE I WAS TOLD THAT WE DON'T HAVE THAT INFORMATION. AND THIS SUMMER I GOT A REFERRAL SAYING THAT THAT WAS NOT EVEN IN DISCUSSION OR IN THE WORKS BECAUSE WE KNOW THAT WE NEED THAT DATA IN ORDER TO BE ABLE TO SERVE OUR STUDENTS EFFECTIVELY.

SO MY FIRST QUESTION ABOUT THIS IS ON SLIDE NUMBER FOUR, HOW DO WE KEEP ON REPLICATING THE TEN POINT INCREASE FROM MIDDLE OF YEAR TO END OF YEAR? YOU GOAL ONE OR GOAL FOUR? GOAL ONE, 1.1.

SEVEN POINT INCREASE, YOU SAID.

HOW DO WE CONTINUE TO DUPLICATE IT? SO I THINK IT'S SEVERAL DIFFERENT THINGS.

SPECIFICALLY, THIS ONE IS THE FIRST GRADE STUDENT READING THAT ABOVE SPANISH RESULTS.

SO DR. MATNEY, DO YOU WANT TO SHARE SOME INSIGHT HERE? YEAH, I THINK A LOT OF IT IS LOOKING AT DRILLING DOWN TO SPECIFIC CAMPUSES AND SEEING WHERE THOSE INCREASES ARE AT SPECIFIC CAMPUSES AND AND FINDING OUT WHAT THEY WERE DOING, WHAT SPECIFICALLY WAS THERE.

WE'VE GOT OUR READING ACADEMIES THAT WE'VE GOT REFLECTION THAT THAT'S REALLY HELPED INCREASE AND HAVE TEACHERS UNDERSTAND

[00:35:04]

THE ART OF TEACHING, READING WE'VE GOT OR THE SCIENCE OF TEACHING READING.

WE'VE ALSO GOT REALLY GREAT READING.

DR. BIRD. YEAH.

YEAH. I THINK PART OF IT IS, YOU KNOW, NOW THAT WE HAVE SYSTEMATIC PHONICS INSTRUCTION AND PLUS THE TEACHER TRAINING AND THE SCIENCE OF TEACHING READING, AND NOW WE'RE ROLLING OUT A KNOWLEDGE BASED CURRICULUM THAT ALSO IS ALIGNED TO THAT.

I THINK YOU'LL CONTINUE TO SEE GROWTH IN THIS AREA BECAUSE OUR TEACHERS ARE JUST HAVE MORE KNOWLEDGE ABOUT HOW TO TEACH READING AND FIRST GRADE IS ALSO THAT GROUP THAT HAD THE MOST GAIN AFTER HAVING, OF COURSE, THE DISRUPTIONS THAT WE HAD IN THE SCHOOL YEAR OR NO SCHOOLING FOR REALLY QUITE FRANKLY, FOR TWO YEARS.

SO THEIR TEACHERS KNEW THAT THIS HAD A THERE WAS AN ACCELERATED PLAN THAT WAS REALLY NEEDED.

SO THERE WAS REALLY A PUSH THERE AS WELL.

THANK YOU. MY NEXT QUESTION IS ON SLIDE SEVEN.

FIRST GRADE SPANISH STUDENTS ARE DOING WELL.

WHAT DO WE KNOW ABOUT THEIR ENGLISH SKILLS, IF ANY? I WAS SECOND GRADE SEVEN OR SLIDE SIX? I HAVE LOST. FUNCTION ON MY CLICKER.

YEAH. THERE WE GO. SPANISH ONLY.

OKAY. THAT'S THE 48 TO 64 WITH THEIR ENGLISH LANGUAGE SKILLS.

SO, NO, WE DIDN'T.

WE DO NOT, AT LEAST FROM THIS LEVEL.

I DO NOT HAVE INSIGHT.

OBVIOUSLY, TEACHERS DO IN FIRST GRADE.

SO TEACHERS CAN CHOOSE WHICH MODALITY, WHICH LANGUAGE, EITHER ENGLISH OR SPANISH.

AND SO TYPICALLY TEACHERS LOOK AT, ESPECIALLY IN FIRST GRADE, HOW STUDENTS ARE ACCESSING CONTENT BETTER AND WHERE THEY ARE IN EACH LANGUAGE. AND SO BUT WE HAVE NOT WE HAVE NOT DISAGGREGATED THIS OUT BY, FOR EXAMPLE, BILINGUAL VERSUS AN ESL PROGRAM.

OH, THANK YOU.

SO WE HAVE NOT VERSUS IF THEY ARE WHERE THEY ARE ALONG THE SPECTRUM, ESPECIALLY IN REGARDS TO TEL PASS WITH THEIR ACQUISITION OF ENGLISH LANGUAGE.

WE HAVE NOT DONE THAT ANALYSIS.

OKAY. AND THEN ON SLIDE NINE, THERE IS A DIP COMPARED TO FIRST GRADE STUDENTS, A BIGGER DIP IN THE SECOND GRADE STUDENTS, THAN THE FIRST GRADE STUDENTS HAVE GOTTEN A ROOT CAUSE ON THAT. WHY? THERE'S A SIGNIFICANT CHANGE.

YEP. AND THERE'S ACTUALLY SOME OTHER DIPS AS WELL.

AS WE LOOK THROUGH. THERE'S STILL A LARGE GAP BETWEEN OUR AFRICAN AMERICAN STUDENT GROUP AND REALLY A MAJORITY OF THE OTHER GROUPS ABOUT A TEN POINT DIFFERENCE. THIS GAP IS HAS GOTTEN SMALLER, BUT NOR DID IT GET LARGER.

SO IT'S ABOUT THE SAME.

OUR ECONOMICALLY DISADVANTAGED STUDENTS ALSO LAG ABOUT THAT SAME TEN POINTS AS WELL.

THE TOTAL POPULATION HISTORICALLY HAS SEEN THIS.

WE BELIEVE THE IMPLEMENTATION OF THE HIGH QUALITY INSTRUCTION THAT DR.

BIRD HAS TALKED ABOUT AND THAT WE'RE MOVING FORWARD WITH IN TERMS OF IMPLEMENTATION, ARE ALIGNED WITH TO HELP SHRINK THESE GAPS OVER THE COURSE OF TIME.

AN ALIGNED CURRICULUM HELPS, OF COURSE, STUDENTS WITH THE LEARNING, ESPECIALLY THOSE WHO ARE MOBILE BETWEEN SCHOOL TO SCHOOL OVER THE COURSE OF A SCHOOL YEAR OR A COUPLE OF SCHOOL YEARS.

THANK YOU. WE KNOW THAT EARLY CHILDHOOD EDUCATION IS VERY IMPORTANT IN SO MANY DIFFERENT WAYS, BUT ESPECIALLY FOR READING WITH A VERY HIGH NUMBER OF TEACHERS VACANCIES RIGHT NOW, WHAT ARE WE DOING TO MAKE SURE THAT THIS SPECIFIC GROUP OF STUDENTS, EARLY CHILDHOOD STUDENTS, ARE RECEIVING THE EDUCATION THAT THEY NEED SO THAT THEY KEEP ON GAINING READING IN THEIR READING.

I THINK FROM THE STANDPOINT OF RECRUITMENT, WE'RE CONTINUING TO TO REALLY BEAT THE BUSHES AT THE SCHOOL LEVEL OR EARLY CHILDHOOD TEAM IS VERY SUPPORTIVE OF ENSURING THAT THOSE CLASSROOMS ARE SET UP, HAVE THE NECESSARY CURRICULUM MATERIALS WHEN THEY ARE SET UP.

SO THE GROWTH IS IMPORTANT.

BUT LIKE YOU SAID, IT'S IMPORTANT THAT ONCE THEY GET IN THOSE CLASSROOMS AT THE RIGHT STRUCTURES ARE IN PLACE AND WE'RE DOING EVERYTHING THAT WE CAN TO GET THE TEACHERS HERE.

IT'S INTERESTING IS THAT A CONFERENCE THIS SUMMER WITH TEXAS SUPERINTENDENTS AND THIS IS AN ISSUE THAT A LOT OF US ARE DEALING WITH. I THINK YOU AND I TALKED BRIEFLY THE OTHER DAY ABOUT, YOU KNOW, HISD HAVING ABOUT 400 MORE TEACHERS OR EMPLOYEES HIRED THIS YEAR THAN WE DID

[00:40:10]

LAST YEAR. BUT EVEN WITH THAT, IT'S STILL A STRUGGLE.

IS THERE ANYTHING SPECIFICALLY THAT YOU'RE DOING FOR THIS GROUP OF EARLY CHILDHOOD TEACHERS SO THAT WE DON'T HAVE VACANCIES THERE VERSUS OTHER CLASSROOMS OR THE GRADE LEVEL? IF WE DON'T HAVE VACANCIES SO THAT WE DON'T HAVE VACANCIES THERE? I THINK SOME OF THE STRATEGIES ARE VERY SIMILAR THAT WE'VE HEARD CHIEF GRANT SKINNER TALK ABOUT IN TERMS OF THE RECRUITMENT, THE INCENTIVES.

I DON'T THINK THERE'S ANYTHING OUT OF THE ORDINARY DIFFERENT THAT WE'RE DOING.

WE'RE SEEING SHORTAGE IN SEVERAL DIFFERENT AREAS.

AND EARLY CHILDHOOD IS NO DIFFERENT.

SO WE'RE NOT DOING ANYTHING EXTRA FOR YOU'RE OUT OF TIME.

TRUSTEE HERNANDEZ. [INAUDIBLE].

[LAUGHTER] TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT.

THANK YOU ALL FOR THE PRESENTATION, AND THANK YOU FOR SOMEWHAT FORESEEING SOME OF THE QUESTIONS THAT WE MIGHT ASK DR.

MADDEN. I SAW THAT YOU TRIED TO PUT IT IN PERSPECTIVE TO GIVE US THE INFORMATION YOU MENTIONED.

WE TALKED ABOUT THE TEN POINT DIFFERENCE, AND OBVIOUSLY THAT'S IMPORTANT.

SO SPECIFICALLY AND I KNOW YOU CAN'T NECESSARILY GIVE ME SPECIFICS, BUT WHAT ARE WE DOING AS A DISTRICT TO IMPROVE THAT GAP? WHAT IS THE PLAN THIS YEAR TO IMPROVE THAT GAP? YEAH, AND A LOT OF IT I'M GOING TO TURN TO DR.

BIRD, BECAUSE A LOT OF THIS HAS TO DO WITH THE QUALITY CURRICULUM, THE IMPLEMENTATION CURRICULUM, IMPLEMENTATION SPECIALISTS THAT HAVE REALLY GATHERED TOGETHER AND DONE THE PROFESSIONAL DEVELOPMENT AND UNDERSTAND THEIR ROLES AT A COMPLETELY DIFFERENT LEVEL BECAUSE THAT WAS A POSITION THAT HAD A DIFFERENT ROLE IN THE PAST YEAR. BUT DR.

BIRD, DO YOU WANT TO TALK A LITTLE BIT ABOUT WHAT ELSE THAT WE'RE FOCUSING ON HERE? SURE. OH, EXCUSE ME.

AS YOU KNOW, AS WE'RE IMPLEMENTING CURRICULUM, WE TARGETED SCHOOLS THAT WERE HIGHEST NEED FIRST.

SO THOSE ARE IN OUR MOST UNDERSERVED COMMUNITIES WHERE THE CURRICULUM IS GOING.

AND WE HAVE LOTS OF LAYERS OF SUPPORT.

AND WE DID, AS THE SUPERINTENDENT MENTIONED, WE JUST FINISHED TRAINING OUR CURRICULUM IMPLEMENTATION COACHES AND MANAGERS.

THEY HAVE BEEN TRAINED WITH THE SAME COACHING FRAMEWORK AS THE SCHOOLS OFFICE.

SO EVERYBODY IS SPEAKING THE SAME LANGUAGE THAT'S GOING INTO COACH TEACHERS.

IN ADDITION, I THINK OUR ASSESSMENT STRATEGY IS MUCH DIFFERENT THAN IT HAS BEEN IN THE PAST.

SO WE HAVE CURRICULUM, EMBEDDED ASSESSMENTS AND EVEN IF YOU'RE NOT IMPLEMENTING THE CURRICULUM NEXT YEAR, WE'VE REALIGNED THE SCOPE AND SEQUENCE TO MATCH THE PEOPLE THAT ARE IMPLEMENTING THE NEW CURRICULUM PRODUCT.

SO WE'LL GET A LOT MORE RICH DATA ALONG THE WAY THROUGH CURRICULUM EMBEDDED ASSESSMENTS THAT TEACHERS CAN ACTUALLY TAKE ACTION ON TO IMPACT THE STUDENT LEARNING AT A CLASSROOM LEVEL.

SO I THINK THAT'S GOING TO BE A BIG PART OF IT IS HELPING TEACHERS IN THEIR PLCS AND JUST IN THEIR PLANNING USE DATA IN A DIFFERENT WAY TO CLOSE THESE GAPS.

BUT THE TARGETED IMPLEMENTATION OF CURRICULUM PRODUCTS WILL ALSO IT WAS VERY INTENTIONAL THAT WE WANT TO SERVE THE COMMUNITIES THAT HAVE THE HIGHEST ACHIEVEMENT GAPS. AND I JUST WANTED TO MAKE SURE WE'RE NOT JUST THROWING SOMETHING UP AGAINST THE WALL AND SEEING WHAT STICKS.

NO, THIS IS IMPORTANT THAT WE CONCENTRATE HAVE A CONCERNED EFFORT UNILATERALLY TO CLOSE THAT GAP.

I MEAN, WE CAN TALK ABOUT VARIOUS THINGS THAT EVERYBODY COULD HAVE AN IDEA, BUT THAT WE'RE CONCISE AND TARGETED WITH THAT.

ALSO, WHY IS IT THE DIFFERENCE BETWEEN THE ENGLISH AND SPANISH STUDENTS? DR. MATNEY, YOU WANT TO SHARE SOME INSIGHT THERE? PAGE 12 YOU MEAN ENGLISH, SPANISH, ENGLISH TESTERS IN THE SPANISH TEST PACKAGE PAGE? WELL, IT WAS 12 WHEN I LOOKED AT IT, YES.

SO I CAN KICK IT OFF.

SO SPANISH IS MUCH MORE PHONETIC AND EASIER TO THE RULES STICK.

LIKE THERE'S NOT ALL THESE 85 EXCEPTIONS TO THE RULE.

SO WHAT WE TYPICALLY SEE IS WITH OUR FIRST OF ALL, THE TWO TESTS ARE NORMED SEPARATELY.

SO THEY'RE NOT THE SAME TEST BECAUSE THEY ARE BECAUSE IT'S TWO SEPARATE LANGUAGES.

AND HOW YOU LEARN THOSE LANGUAGES IS DIFFERENT.

SO THE NORMING IS DIFFERENT.

THE ENGLISH TEST HAS A LARGER POPULATION THAT WAS USED TO SET THE STANDARDS AND THE SPANISH, THOSE NORMS JUST RECENTLY CAME OUT BECAUSE THEY HAD TO HAVE A LARGER POPULATION AND SO IT TOOK MORE YEARS.

SO FROM THE TEST STANDPOINT, THERE ARE TWO DIFFERENT TESTS FROM THE INSTRUCTION AND ACQUISITION OF INFORMATION ASPECT. IT IS EASIER TO LEARN THE SPANISH LANGUAGE THAN THE ENGLISH LANGUAGE BECAUSE IT'S SO PHONETIC.

AND SO WE SEE TYPICALLY SPANISH STUDENTS DO BETTER AT EARLIER GRADE LEVELS BECAUSE THEY'VE ACQUIRED SOME THINGS EARLIER THAN

[00:45:02]

STUDENTS WHO ARE LEARNING ENGLISH BECAUSE OF THE EASE OF SOME OF THE HOW THEY LEARN THE WORDS, THE APPLICATION SENTENCES, SENTENCE STRUCTURE, ALL OF THAT.

SO HELP ME OUT UNDERSTAND IF THE TESTING YOU HAVE A SEPARATE TESTING DONE IN SPANISH AND THEN YOU HAVE A SEPARATE TEST DONE IN ENGLISH.

SO THE CHILDREN THAT ARE LEARNING ENGLISH THAT SEPARATE TESTING IS THEY TESTED IN SPANISH OR ENGLISH, AND THE KIDS THAT ARE ENGLISH TESTED, THAT POPULATION SHOULD BE WELL, THE POPULATION IS NOT GOING TO BE GREATER.

SO IS THAT GOING TO MAKE A DIFFERENCE BECAUSE OF DEMOGRAPHICS WISE, ARE GOING TO HAVE MORE SPANISH SPEAKING CHILDREN AS OPPOSED TO ENGLISH SPEAKERS? BUT YEAH, THE FIRST QUESTION BEING THAT IS IT DONE SEPARATELY? IN OTHER WORDS, ARE SPANISH SPEAKING CHILDREN GIVEN SPANISH SPEAKING TEST? SO THAT IS A DECISION MADE BY THE TEACHER BASED ON WHERE THE STUDENT IS INSTRUCTIONAL.

SO AS AN EXAMPLE, IN THIRD GRADE WE HAVE SOME THIRD GRADE STUDENTS WHO MAY HAVE TAKEN RENAISSANCE IN SPANISH AS FIRST AND SECOND GRADERS, BUT ARE READY TO TRANSITION TO TAKING IT IN ENGLISH.

SO THE TEACHER IS THE EXPERT ON KNOWING WHERE THEY ARE IN THE LANGUAGE ACQUISITION OF SPANISH AND ENGLISH AND WHICH TESTS THEY NEED TO TAKE TO DEMONSTRATE WHERE THEY ARE.

SO COULD THAT IMPACT, THOUGH? THE DIFFERENCE IN THE TEST SCORES IS WHAT I'M TRYING TO GET TO.

YOU KNOW, I'M A LAYPERSON.

I'M JUST TRYING TO UNDERSTAND THE PROCESS.

SO, SURE, THE BIGGER THE DENOMINATOR, IF YOU'VE GOT 10,000 STUDENTS IN YOUR DENOMINATOR, IT TAKES MORE STUDENTS NOT AT BENCHMARK TO DROP A PERCENTAGE POINT.

WHEREAS IF YOU ONLY HAVE 1000 KIDS IN YOUR DENOMINATOR, THEN ONLY A HANDFUL OF KIDS COULD DROP YOU A PERCENTAGE POINT.

SO IT DOES HAVE AN IMPACT ON THE NUMBERS.

AND AS I CARRIED ON, PART OF THE OTHER NOTES I MADE WAS THAT THE SPANISH CHILDREN WERE EXCEEDING THE GOAL, OBVIOUSLY, AND THE ENGLISH SPEAKERS WERE NOT.

SO THAT'S WHY I GUESS I'M LASER FOCUSED TRYING TO GET TO WHY THERE'S SUCH A DIFFERENCE IN THOSE SCORES AND WHAT WE'RE GOING TO DO TO CHANGE THAT? CONCENTRATION. WE'VE GOT TO BE TARGETED ON THAT TO IMPROVE IT.

UM. OKAY.

OH. I WANTED TO SAY THANK YOU TO PRESIDENT CRUZ FOR ALLOWING ME OVER TO MARTINEZ ELEMENTARY SCHOOL.

I WANTED TO TELL IT, SAID PRINCIPAL.

I WENT OVER THERE AND ATE THE FOOD THIS SUMMER.

PRESIDENT CRUZ, AS WELL AS DUGGAN AND I WANTED TO SAY THANK YOU FOR ALLOWING ME OVER THERE.

I LOVE THAT PRINCIPAL.

I MEAN, THANK YOU. I WANTED TO SAY THAT PUBLICLY.

SO SHOUT OUT TO BOTH OF THEM.

SO THANK YOU. CHICKEN NUGGETS, FRENCH FRIES.

TRUSTEE DESCARTES.

THANK YOU. SO I HAVE SOME FOLLOW UP QUESTIONS THAT ACTUALLY LOOK BACK TO OUR PREVIOUS MONITORING OF THIS IN MAY AND ARE SPOKEN TO IN THE SUPERINTENDENT'S RESPONSE.

SO, MR. SUPERINTENDENT, BACK IN MAY, WHEN WE MONITOR MIDDLE OF THE YEAR, WE DISCUSSED CONCERN OVER THE DIFFERENCES IN THE END NUMBERS BETWEEN BOI AND MOI.

AND IN YOUR RESPONSE, YOU SAID, WELL, AND CHIEF BIRD HAD SPOKEN TO THIS LAST TIME AS WELL.

IF THE DISTRICT WAS GOING TO ENSURE THAT STUDENTS WERE ASSESSED, WHICH MAKES SENSE WHERE WE'VE SEEN IT COME BACK UP AT EOI BUT WHY DID SOME OF THESE ASSESSMENTS HAVE A DECLINE IN STUDENTS TAKING THEM AT EOI COMPARED TO MOI AND ESPECIALLY LIKE WHAT'S GOING ON WITH KINDERGARTEN? I KNOW THAT'S NOT WHEN WE'RE OFFICIALLY ASSESSING, BUT IT'S LIKE HALF AS MANY KIDS.

DR. MATNEY. I'LL START IT OFF WITH KINDERGARTEN.

THE KINDERGARTEN TEST IS OPTIONAL BECAUSE TEXEA IS REQUIRED FOR ALL OF OUR KINDERGARTEN STUDENTS.

AND SO RENAISSANCE WE SUPPLY IT.

IF A CAMPUS OR A TEACHER WOULD LIKE TO HAVE SOME ADDITIONAL INFORMATION ON THEIR STUDENTS, BUT IT'S OPTIONAL.

SO THAT SPEAKS TO WHY THERE'S SUCH A SMALLER NUMBER OF STUDENTS.

IS THAT A CHANGE IN PRACTICE FROM PRE-COVID? WHEN WE IF YOU LOOK AT THE NUMBERS ACROSS TIME, IT'S SIGNIFICANTLY LOWER.

YES, BECAUSE WITH THE IMPLEMENTATION OF TEXAE, I BELIEVE LAST YEAR, WE DIDN'T WANT TO REQUIRE KINDERGARTEN TEACHERS TO GIVE BOTH ASSESSMENTS THAT COULD SEEMINGLY SERVE THE SAME PURPOSE. AND TEXAE IS NOW REQUIRED FROM THE STATE AND I COULD CONTINUE.

SO IF YOU THINK ABOUT THE END OF YEAR WINDOW, IT'S OVERLAPPING WITH THE STARR WINDOW.

SO YOU HAVE THERE IS SOME ELEMENT, I THINK, OF TESTING FATIGUE THAT IS GENUINE THAT KIDS EXPERIENCE.

THEY TAKE THE STARR TEST AND TURN AROUND AND TAKE THIS END OF YEAR TEST.

SO I THINK YOU HAVE TO BE CAUTIOUS IN INTERPRETING SOME OF THIS DATA BECAUSE WE DON'T KNOW, YOU KNOW, STARR.

YES, THEY'RE GOING TO TAKE THAT SERIOUSLY BECAUSE THEIR IMPLICATIONS FOR PROMOTION AND THOSE KIND OF THINGS, WE DON'T KNOW NECESSARILY HOW SERIOUSLY THEY'RE TAKING.

[00:50:04]

SOME OF THEM ARE TAKING END OF YEAR TEST, PARTICULARLY WHEN THEY'VE JUST FINISHED THE START TEST.

SO I THINK THAT'S WHY WE HAVE LOOKED AT OUR LIKE OUR OVERALL ASSESSMENT STRATEGY AND TRY TO TAKE THINGS AWAY SO THAT THE THINGS THAT WE'RE GIVING ARE MEANINGFUL AND WE CAN GET SOME TRUE DATA SNAPSHOTS.

SO I THINK YOU'LL SEE IMPROVEMENT NEXT YEAR OF WHY WE DID THIS END OF YEAR HAVE DR.

WATTS WORKED WITH US VERY CLOSELY TO ENSURE WE GAVE LOTS OF REMINDERS.

AND SO ENFORCE THAT WITH PRINCIPALS.

BUT I STILL THINK THERE'S JUST THERE IS A LEVEL OF FATIGUE THAT HAPPENS AT THE END OF THE SCHOOL YEAR FOR KIDS.

IF THE DATA SET IS INCONSISTENT, HOW DO YOU KNOW THAT THE DATA RESULTS ARE CONSISTENT? THAT'S EXACTLY THE DECISIONS OFF OF THE MR. SUPERINTENDENT. DR.

BIRD. YEAH, I THINK THAT'S EXACTLY WHY WE LOOKED AT OUR TESTING CALENDAR AND ARE TRYING TO REMOVE THINGS AND ONLY AND WE REALLY WANT TO GIVE I MEAN, I THINK THERE'S SUCH A A CULTURE IN THE STATE ABOUT WITH ACCOUNTABILITY.

AND SO WE REALLY WANT TO GIVE PRINCIPALS, TEACHERS AND PRINCIPALS ASSESSMENTS THAT ARE HIGH QUALITY SO THEY CAN ACTUALLY MAKE DECISIONS IN THE CLASSROOM THAT ARE GOING TO IMPACT THE END RESULT. BUT I THINK WE STILL HAVE SOME WORK TO DO WITH THIS BEGINNING, MIDDLE AND END OF YEAR ASSESSMENT AND THE WHY WE DO IT.

AND WE DID A SESSION FOR PRINCIPALS THAT ARE SUMMER LEADERSHIP ACADEMY TALKING ABOUT THE WHY WE DO IT, BECAUSE I THINK SOME PEOPLE HAVE A REAL HARD TIME TYING THIS TO INSTRUCTION.

AND IF TEACHERS DON'T UNDERSTAND, LIKE THEN THEY'RE NOT GOING TO YOU KNOW, WHEN I WAS A TEACHER, YOU MOTIVATE YOUR KIDS TO TAKE THESE THINGS SERIOUSLY.

BUT IF YOU DON'T EVEN KNOW AS A TEACHER, YOU DON'T UNDERSTAND WHY, THEN YOU'RE GOING TO GET MIXED RESULTS.

SO I THINK TO YOUR POINT, IT'S DIFFICULT SOMETIMES TO INTERPRET, TO DRAW A LOT OF CONCLUSIONS FROM SOME OF THIS DATA.

OKAY. MR. SUPERINTENDENT, WHAT DID YOU LEARN FROM THIS DATA AND HOW ARE YOU USING THAT WITH YOUR STAFF AS YOU APPROACH THE NEXT SCHOOL YEAR? LIKE, WHAT ARE THE KIND OF HIGHS AND LOWS? HOW ARE YOU ADJUSTING COURSE? SO AS I MENTIONED EARLIER, I THINK IT WAS TRUSTEE BLUEFORD-DANIELS ASKED A SIMILAR QUESTION.

THERE'S STILL SOME GAPS.

WE KNOW THAT NOT ONLY OUR AFRICAN AMERICAN STUDENTS, BUT OUR MOST DISADVANTAGED STUDENTS ARE STILL LAGGING BEHIND, I THINK, BY MAYBE 9 TO 10 POINTS.

THAT'S AN AREA THAT WE WANT TO CONTINUE TO FOCUS ON, EVEN THOUGH WE HAVEN'T SEEN A MAJOR DECREASE OR A MAJOR INCREASE, IT'S BEEN STAGNANT.

SO THERE HAS TO BE A FOCUS THERE.

WE TALKED A LITTLE BIT ABOUT THE SPANISH TESTERS AS WELL.

AND WE DO KNOW ALSO, YOU KNOW, SPED HAS GONE IN THE RIGHT DIRECTION AND WE'RE LEARNING SOME THINGS THERE.

SO THOSE ARE SOME OF THE HIGHS AND LOWS.

DR. MATNEY, ANY OTHER THINGS THAT THAT JUMP OUT AT? YOU KNOW, I JUST REITERATE THAT ALSO TO TO BOTH OF THOSE POINTS.

AND AND, YOU KNOW, THE TIMING OF WHEN WE RECEIVE THESE END OF YEAR RESULTS, BY THE TIME WE GET THESE END OF YEAR RESULTS, YOU KNOW, TEACHERS AND.

AFTER USING THESE FOR SOME SUMMER SCHOOL DECISIONS BUT REALLY RIGHT BEHIND COME STARR.

AND SO EVEN THOUGH WE DON'T HAVE STARR FOR FIRST AND SECOND GRADE, WE DO STARTING FOR THIRD GRADERS.

AND SO I THINK THAT THERE'S SOME AND I'M THINKING SPECIFICALLY ABOUT GO FOR AND LOOKING AT OUR STUDENTS WITH DISABILITIES DATA THAT'S REALLY IN THE STATE OF TEXAS A MORE GOLD STANDARD THAN THIS BUT WE'VE GOT TO LOOK AT IT TOGETHER AND MAKE SURE BUT WHEN WE START WITH IF WE'VE GOT GAPS IN STUDENTS NOT BEING ASSESSED, WE DON'T WANT TO INVEST MILLIONS OF DOLLARS IN SOMETHING THAT I CAN'T TELL YOU BECAUSE THE NUMBERS ARE FLUCTUATING, THAT OUR PARTICIPATION WAS ENOUGH FOR THE SAME REASON THAT WE TALKED ABOUT 2021 STAR DATA AND NOT MAKING SOME COMPARISONS TO THAT BECAUSE OUR PARTICIPATION RATES WERE LOWER.

AND IF I COULD ADD JUST ONE THING ABOUT STUDENTS WITH DISABILITIES THAT WE HAVE AS PART OF THE LARGER REORGANIZATION OF THE ACADEMIC DIVISION, WE ALSO REORGANIZED THE SUPPORT THAT CAMPUSES WILL GET FOR SPECIAL EDUCATION SO THAT WE SEE MORE CONSISTENT IMPLEMENTATION OF IEP.

SO WE HAVE PUSHED PEOPLE OUT INTO THE FIELD, ASSIGN THEM TO EACH OF THE SCHOOL OFFICES SO THAT THERE'S FAR MORE SUPPORT TO SUPPORT CAMPUSES IN WRITING IEPS, ALSO IMPLEMENTING IEPS COACHING FOR TEACHERS.

SO THAT SHOULD ALSO USE WE SHOULD SEE IMPROVEMENTS NEXT YEAR, EVEN MORE SO NEXT YEAR THAN WE HAVE SEEN THIS YEAR IN THAT POPULATION OF STUDENTS THAT ARE TAKING TESTS.

SO ACTUALLY IT WAS YOU RAISED A CONCERN I HAD ON MY LIST OF QUESTIONS IS OUR SPECIAL ED KIDS WE'RE MAKING SOME BIG GAINS, BUT THEN THEY CAME DROPPING OFF AGAIN AT THE END OF THE YEAR.

SO IF YOU COULD LIKE DID WE STOP IMPLEMENTING THESE IEPS AS CONSISTENTLY? NO, I DON'T THINK THAT'S I THINK WHAT DR.

ANTHONY SAID EARLIER, THIS THIS POPULATION OF STUDENTS, YOU'LL SEE THE ENDS ARE THERE ARE SOME SWINGING WITH A NUMBER OF STUDENTS WE'RE TESTING AND THAT'S BECAUSE OF, YOU KNOW, WHO'S IDENTIFIED AT WHAT POINT IN THE YEAR.

AND SO YOU HAVE NEW PEOPLE COMING, NEW STUDENTS THAT ARE COMING IN AS IDENTIFY THERE THAT WEREN'T PART OF THE BEGINNING OF THE YEAR.

SO IT'S I THINK THAT'S PARTICULARLY CHALLENGING TO MAKE A COMPARISON FROM BEGINNING TO MIDDLE TO END BECAUSE YOU JUST HAVE DIFFERENT POPULATIONS OF STUDENTS THAT ARE TAKING THE

[00:55:08]

TEST. DID THE GAINS CORRELATE WITH STAR OUTCOMES? WE HAVE NOT RUN THAT YET, BUT THAT THAT IS ON OUR LIST.

SO THESE WE DO THESE PROGRESS MEASURES.

SO WE KNOW IF WE'RE ON TRACK WITH THE GOALS EVERY YEAR.

RIGHT. SO THEY SHOULD BE PREDICTIVE.

SO HELP ME UNDERSTAND BECAUSE I'M HEARING A WHOLE LOT OF LIKE THE END OF THE YEAR ASSESSMENT.

THERE'S TESTING FATIGUE FOR YOUR KIDS.

LIKE WHAT IS IT AND WHAT ISN'T IT TELLING YOU THAT YOU NEED IT TO TELL YOU TO INFORM THE NEXT YEAR? AND WHAT IS IT? WHAT ARE YOU USING IT FOR IF YOU'RE NOT REALLY HAVING A CONSISTENCY OF DATA DOCUMENTING.

YEAH. SO WHAT NUMBER ONE WHEN WE TALK RENAISSANCE, WE'RE TALKING AT OR ABOVE BENCHMARK, WE'RE NOT TALKING ABOUT APPROACHES MEETS OR MASTERS.

AND WE THOSE OF YOU THAT WERE INVOLVED IN THE CREATION OF THIS, YOU MAY RECALL IT WAS A PANDEMIC AGO, BUT I THINK ABOUT OCTOBER 2020, WHERE WE REALLY DUG INTO LOOKING AT STUDENT GROWTH PERCENTAGE WITH RENAISSANCE INSTEAD OF AT OR ABOVE BENCHMARK.

WE HAD TO PULL THE PLUG ON THAT BECAUSE THERE WASN'T TESTING IN END OF YEAR 1920.

SO FOR ALL THOSE PANDEMIC REASONS, BUT THE STUDENT GROWTH PERCENTAGE AS WELL AS EQUATING THIRD GRADE AND UP RENAISSANCE, WE CAN'T DO IT WITH FIRST AND SECOND, BUT THIRD GRADE AND UP TO APPROACHES MEETS IN MASTERS, I THINK MAY ALSO BE A WAY TO HELP TRUSTEES SEE THAT CONNECTION AND THAT CORRELATION INSTEAD OF.

SO SOME OF IT IS JUST A TERMINOLOGY OF AT OR ABOVE BENCHMARK VERSUS APPROACHES MEETS IN MASTERS MEETING GRADE LEVEL, THAT TYPE OF THING.

SO THAT'S REALLY WHAT THIS WE KIND OF NEED THAT TRANSLATION PIECE AND WE'RE DOING THAT IN THE FUTURE STARTING THIS YEAR.

SO YOU'LL SEE A DIFFERENT TERMINOLOGY THAT WILL MAKE MORE SENSE FOR THE CORRELATION.

OKAY. SO LAST TIME YOU TALKED A LOT ABOUT THE READING ACADEMIES AS THERE'S CONSISTENCY OF INSTRUCTION, I ASKED, ARE YOU COMPARING CHILDREN WHO TEACHERS HAVE BEEN THROUGH THAT PROGRAM WITH THOSE WHO HAVEN'T? AND YOU SAID, YEAH, WE'RE LOOKING INTO IT.

HAVE YOU GARNERED ANY KNOWLEDGE FROM THAT YET? I HAVE NOT, BUT WE DO HAVE NOW THE THE GROUP OF TEACHERS HAS COMPLETED.

SO NOW WE'LL BE ABLE AND THEN WE HAVE A NEW GROUP GOING THROUGH.

SO IN THIS COMING IN THIS SCHOOL YEAR, WE WILL BE ABLE TO MAKE THOSE COMPARISONS TO KNOW IF IT'S ACTUALLY ACHIEVING A DIFFERENT.

THANK YOU. TRUSTEE BAKER.

THANK YOU FOR THAT PRESENTATION.

THANK YOU. TRUSTEE DEIGAARD AND I WERE ALMOST TAKEN EXACTLY LIKE SHE ALMOST HAD THE SAME QUESTION, IF NOT THE SAME QUESTION I HAD, WHICH IS WHEN YOU LOOK AT SLIDES 19-21 AND 23 WAS THE SECOND GRADE ALL THE WAY THROUGH 12TH GRADE. WHY IS THE DROP DOWN GOING DOWN IN PERCENTAGE FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR? IS THAT ASSESSMENT RELATED OR IS IT STRUGGLING STUDENT RELATED? YES. I THINK IT GOES BACK TO BECAUSE WHEN YOU CAN SIT SO THIS SLIDE THAT I'VE GOT UP HERE RIGHT NOW, 19 LOOKS AT OUR SECOND, THIRD, FOURTH AND FIFTH GRADERS.

SO THE VAST MAJORITY OF THIS DATA IS FROM STUDENTS THAT ALSO TAKE STARR.

SO WHAT DR. BYRD WAS REFERENCING ABOUT ASSESSMENT, FATIGUE, IT COULD VERY WELL BE IF I'M ALREADY A STUDENT THAT STRUGGLES WITH LEARNING AND I'M RECEIVING SPECIALIZED SUPPORTS THROUGH THE SPECIAL EDUCATION UMBRELLA, I MAY GIVE 195% TO MY STARR AND THEN BE DONE.

AND AND SO THAT COULD BE SOME OF IT, JUST THE TIMING OF YEAR.

SO THE STRUCTURE OF IT, WE ALSO SEE HERE OVER A 1000 MORE STUDENTS TESTED.

SO I CAN'T RULE OUT THAT THAT'S NOT AN IMPACT AS WELL.

WHO WERE THOSE STUDENTS THAT TESTED, I THINK, A PIECE THAT AS I'VE GONE THROUGH THIS YEAR WITH THIS THAT I REALLY WANT TO DIG DEEPER INTO IS FOR END OF YEAR LOOKING AT.

SO THIS TIME NEXT YEAR THIS IS MY DESIRE IS TO LOOK AT STUDENTS THAT ASSESSED WITH US BEGINNING MIDDLE AND END OF YEAR ALL THREE.

AND WHAT DID THEIR RESULTS LOOK LIKE? BECAUSE THAT'S THAT CONSISTENCY OF BEING HERE.

WE'RE A HIGHLY MOBILE DISTRICT AND SO WE WANT TO SEE THAT CONSISTENCY OF THAT POPULATION OF STUDENTS THAT WAS ENROLLED WITH US CONTINUOUSLY AND SEE OUR OUTPUTS AND IMPACT FROM THAT.

GIVEN WHAT YOU KNOW ABOUT THIS, AS YOU EXPLAIN, HOW ARE YOU GOING TO SPEED UP THE PROGRESS OR YOUR PLANS OF IMPROVING

[01:00:08]

THIS SITUATION? SO I THINK AND I'M SURE ALL OF US CAN JUMP IN HERE.

THERE HAVE BEEN SOME REALLY GOOD PRACTICES THAT HAVE BEEN IN PLACE FROM OUR SPANISH TESTERS TO STUDENTS WITH DISABILITIES TO PRE-K.

WE'LL CONTINUE WITH A LOT OF THOSE THINGS THAT WE ARE SEEING PROGRESS ON THE IMPLEMENTATION OF QUITE A FEW OF THOSE THINGS.

JUST THE BEGINNING.

DR. BIRD, ANY OTHER INSIGHT YOU WANT TO PROVIDE? YEAH, I THINK THAT, YOU KNOW, YOU'LL CONTINUE TO SEE OUR FOCUS ON SERVING STUDENTS WITH DISABILITIES, MAKING SURE THEIR GOALS ARE CORRECT IN THE FIRST PLACE, AND THEN MAKING SURE THAT WE'RE IMPLEMENTING THOSE IEPS WITH FIDELITY AND THAT PARTICULAR GROUP OF STUDENTS, BUT FOR ALL STUDENTS.

AGAIN, THE REALIGNED ASSESSMENT CALENDAR AND REALLY GIVING TEACHERS THE TOOLS TO MAKE INSTRUCTIONAL DECISIONS BASED ON THAT WITHOUT THE WORRY OF ACCOUNTABILITY SO MUCH.

BUT, YOU KNOW, A LOT OF THIS THE FORMATIVE ASSESSMENTS THAT TEACHERS GIVE THE CURRICULUM, BUT THAT'S REALLY FOR THEM BECAUSE IT DOESN'T MATTER.

YOU KNOW, IT DOESN'T HELP ME TO KNOW THAT ASHLEY CAN ADD AND SUBTRACT MIX FRACTIONS.

A TEACHER CAN DEAL WITH THAT IN THEIR CLASSROOM.

YOU KNOW, I, AS A DISTRICT ADMINISTRATOR, JUST NEED TO GIVE TEACHERS THE TOOLS TO BE ABLE TO MAKE DECISIONS AND INSTRUCTION ABOUT STUDENTS THAT ARE HAVING TROUBLE WITH DIFFERENT THINGS. SO THAT'S REALLY OUR APPROACH IS REALLY TO KIND OF CHANGE THE CULTURE AROUND ASSESSMENT AND HELP TEACHERS UNDERSTAND AND PRINCIPALS UNDERSTAND THE WHY BEHIND IT AND NOT GOING OUT FOR THESE KIND OF ONE SHOT SILVER BULLET KINDS OF THINGS.

IF YOU TEACH THE CURRICULUM AND YOU TRUST THE SCOPE AND SEQUENCE AND YOU USE THE CURRICULUM BETTER ASSESSMENTS, THINGS SHOULD WORK OUT FINE.

BUT THAT'S A CHANGE IN BELIEF FOR A LOT OF PEOPLE, AND THAT IS JUST GOING TO TAKE TIME IN SOME CASES TO WORK THROUGH.

BUT I AM CONFIDENT THAT WE HAVE YOU KNOW, WE HAVE MUCH MORE ALIGNMENT BETWEEN THE SCHOOLS OFFICE AND ACADEMICS.

AND I THINK THAT WE'RE ALL SPEAKING THE SAME LANGUAGE NOW.

SO THAT IS GOING TO HELP AS WELL WITH HOW WE'RE COACHING TEACHERS AND GIVING FEEDBACK.

MR. HOWES, HOW CONFIDENT ARE YOU THAT THE STRATEGY WILL WORK? I THINK WE'RE UTILIZING THE RIGHT THINGS.

WE'RE DEVELOPING STRONG PROFESSIONAL DEVELOPMENT TO GO ALONG WITH WHAT WE'RE GOING TO IMPLEMENT.

AND I THINK WHAT WILL COME OF THAT IS STRONGER RESULTS AS WE MOVE FORWARD.

AND HOW CAN THE BOARD BE OF HELP? I THINK JUST BEING SUPPORTIVE, THIS PROCESS CONTINUING AS WE MOVE FORWARD.

BUT AS DR.

BIRD INDICATED, IT DOES TAKE TIME.

WE LAST YEAR WAS OF COURSE, A BIG PORTION OF LAST YEAR WAS A WAS A PLANNING YEAR.

THERE'S A I'VE TOLD DR.

BYRD THIS SEVERAL TIMES THIS YEAR IS BIG FOR US BECAUSE NOW WE HAVE A TAILWIND BEHIND US.

WE HAVE THE IMPLEMENTATION AND FIDELITY THAT WE HAVE TO FOCUS ON ALONG WITH THE TRAINING.

SO WE'RE EXPECTING SOME STRONG GROWTH AND DEVELOPMENT AS WE MOVE FORWARD.

BECAUSE MY FINAL COMMENT IS, IN MY OPINION, WHEN YOU SEE THE STATISTICS GOING UP IN THE MIDDLE OF THE YEAR, IT LOOKS LIKE YOU HAVE AN OPPORTUNITY TO CONTINUE THAT UPWARD CLIMB.

AS I MENTIONED WHEN I FIRST CAME ON BOARD THAT THE GOAL WAS A LITTLE LOW, BUT THEN WHEN IT FALLS OFF AND GOES DOWN TOWARDS THE END OF THE YEAR, NOW I SEE THAT THERE'S AN ISSUE.

IT SEEMS LIKE I CAN'T EXPLAIN WHY, ALTHOUGH IT'S MEETING THE GOAL, WHY IS IT DROPPING, DOWN? SO THANK YOU. SURE.

TRUSTEE. ALLEN. SUPERINTENDENT HOUSE.

I WOULD TO ADDRESS ONE OF CHIEF BIRD'S COMMENTS ABOUT CURRICULUM EMBEDDED ASSESSMENTS.

TRADITIONALLY, THE CURRICULUM AND ASSESSMENTS WERE NOT ALIGNED.

SO I'M GLAD YOU'RE LISTENING TO TEACHERS.

REGARDING TESTING ITEMS, TEACHERS WERE ALWAYS HAVING TO TEST AN ITEM THAT HAD NOT BEEN TAUGHT YET.

AND SO I'M GLAD THAT YOU ARE LISTENING TO THE TEACHERS NOW AND.

THERE'S ALSO THE I WAS GLAD TO HEAR ABOUT THE ADJUSTMENT OF THE DUTIES AND ASSIGNMENTS OF EMPLOYEES AND CURRICULUM BEING INVOLVED AT THE BUILDING LEVEL.

SO I'M LOOKING FORWARD TO SEEING THE TEST SCORES IMPROVE BECAUSE THE TEACHERS GET TO TEACH AND THEN THEY TEST WHAT THEY'VE TAUGHT AND THEN THEY GET TO TEACH AND TEST WHAT THEY'VE TAUGHT.

WHEN NORMALLY I KNOW WHEN EVEN WHEN I WAS AN ADMINISTRATOR, YOU TAUGHT SOMETHING.

THEY SENT YOU A BOI, THEY SENT YOU AN MOI, HAD NOTHING TO DO WITH WHAT YOU TAUGHT.

YOU TEST SOMETHING ELSE.

THEY SEND YOU AN END. NOTHING TO DO WITH.

THEY WEREN'T ALIGNED.

SO I'M EXCITED TO SEE NOW THAT THE CURRICULUM AND ASSESSMENTS WILL BE ALIGNED AND THE DUTIES OF THE CURRICULUM.

THE PEOPLE THAT WRITE THE CURRICULUM ARE ALSO BEING ABLE TO WORK AT THE BUILDING LEVEL AND I'M EXCITED TO SEE THE IMPROVEMENT OF

[01:05:02]

SCORES BECAUSE OF THE ALIGNMENT OF THE CURRICULUM AND THE CHANGES MADE IN CURRICULUM.

AND I THINK YOU SAID IT WELL, DR.

ALLEN, THAT WAS ONE OF THE REASONS WHY WE LED THE WAY AND MOVE FROM SO MANY CURRICULUM WRITERS TO REALLY IMPLEMENTATION CURRICULUM IMPLEMENTATION SPECIALISTS AT THAT SITE LEVEL THAT CAN SUPPORT WHAT WE KNOW IS THE CURRICULUM AND WHAT HAS TO HAPPEN IN TERMS OF THE STRATEGIES SIDE AT THE SCHOOL LEVEL.

SO WE'RE EXCITED ABOUT THAT CHANGE AS WELL.

IT IS A SHIFT, BUT WE THINK IT'S A SHIFT IN THE RIGHT DIRECTION IN TERMS OF WHAT WE NEED TO SEE AT THE BUILDING LEVEL.

I THINK THE TEACHERS ARE EXCITED TO SEE IT.

I KNOW THAT. AS AN ADMINISTRATOR AS FAR AS I WAS CONCERNED.

GIVE THAT TEST, LETS MOVE ON TEACH MY CHILDREN WHAT THEY NEED TO LEARN.

SO NOW I'M GETTING READY TO SEE THAT THE TEST HAS SOME MEANING TO THE TEACHERS AND THE CHILDREN.

THANK YOU. SO I HAVE A KIND OF SOME LOGISTICAL QUESTIONS.

THE LAST TIME WE WHEN WE LOOKED AT MIDDLE OF YEAR LITERACY DATA IN MAY, SOME COLLEAGUES EXPRESSED CONCERNS AROUND THE TARGETS FOR THE SPECIFIC STUDENT GROUPS.

SO LIKE IN THE REPORT, I KNOW YOU CAN'T PULL IT UP, DR.

MATNEY, BUT. SO WE HAVE THE TARGET, THE EIGHT PERCENTAGE POINTS FOR THE STUDENTS AS AN AGGREGATE.

BUT EACH STUDENT GROUP, AFRICAN AMERICAN, HISPANIC STUDENTS OF SPECIAL NEEDS ALL HAVE THEIR OWN TARGETS.

AND I KNOW THAT WAS CREATED PRIOR TO YOU COMING HERE.

MR. HOUSE. AND SO I WONDERED IF AFTER THAT CONVERSATION IN MAY, HAS THERE BEEN ANY DISCUSSION WITH YOUR TEAM AROUND CHANGING THOSE TARGETS? DO THEY SEEM LIKE THEY SHOULD BE CHANGED? I'M JUST REALLY CURIOUS.

NO, THERE HASN'T BEEN ANY ADDITIONAL CONVERSATION AROUND THE POSSIBILITY.

OKAY. AND THEN.

ALSO SOMETHING THAT WAS MENTIONED JUST NOW ON STUDENT GROWTH.

SO I KNOW THAT WHEN WE WERE SETTING ALL OF THESE THESE GOALS AND TARGETS, IT WAS COVID.

AND SO OUR MEASURES ARE ONLY ON READING AT OR ABOVE BENCHMARKS.

SO WE'RE NOT MEASURING STUDENT GROWTH IN OUR GROWTH PROGRESS MEASURES.

SO I WONDER IF THAT'S SOMETHING THAT MR. HOUSE, YOU AND YOUR TEAM WOULD CONSIDER LOOKING AT AS CHANGING SOME OF THE GOAL PROGRESS MEASURES.

DO YOU FEEL LIKE WE SHOULD STILL CONTINUE TO FOCUS ON THE STUDENTS READING AT OR ABOVE BENCHMARK? OR SHOULD WE BE FOCUSED ON STUDENTS AND THEIR GROWTH? WE CAN DEFINITELY HAVE THAT CONVERSATION AND SHARE OUT ANY THOUGHTS THAT MIGHT COME FROM THAT CONVERSATION.

OKAY. APPRECIATE THAT.

A COUPLE OF MORE LOGISTICAL QUESTIONS.

SO. THIS IS THE FIRST TIME I'VE HEARD OF THE TEXKIA I THINK, WAS THE NAME OF THE ASSESSMENT, WHICH NOW SOUNDS LIKE IT'S MANDATED BY THE STATE.

SO WOULD IT MAKE SENSE TO THEN CHANGE THE GOAL PROGRESS MEASURE TO ALIGN WITH THAT ASSESSMENT AS OPPOSED TO LIKE EXTRA ASSESSMENTS? JUST WONDERING WHAT THAT CONVERSATION HAS BEEN DOCUMENTING.

SURE. SO ACCORDING TO OUR GOVERNANCE FRAMEWORK THAT WE OPERATE UNDER, WE HAVE WE CAN HAVE THREE PROGRESS MEASURES.

SO THERE WAS A LOT OF CONVERSATION AT THE INCEPTION OF THIS ABOUT MAKING SURE THAT WE HAD KINDERGARTEN INCLUDED.

DR. ALLEN AND SO WHAT WE LANDED ON AT THE TIME, BECAUSE WE DIDN'T HAVE TEXKEA AND WE KNEW RENAISSANCE, THERE'S TWO DIFFERENT FORMS. IT DOESN'T ALIGN WITH THE FIRST, SECOND AND THIRD GRADE TEST NECESSARILY.

AND SO WE LANDED ON KEEPING THE PROGRESS MEASURES FIRST, SECOND AND THIRD, BUT REPORTING OUT KINDER WHAT I WOULD LIKE TO DO IS REPORT OUT SO IT'S SUPPORT DATA.

SO INSTEAD OF MOVING IT INTO A PROGRESS MEASURE BECAUSE WE WOULD HAVE TO GET RID OF FIRST, SECOND OR THIRD GRADE IS REPORT ADD TEXKEA AS SUPPORT DATA AS WELL.

SO RENAISSANCE KINDER NOW THAT IT'S OPTIONAL AND ADD TEXKEA BECAUSE IT'S REQUIRED.

OKAY. THANK YOU FOR CLARIFYING THAT.

OKAY. WE'LL NOW GO TO ROUND TWO.

TRUSTEE. BLUEFORD-DANIELS.

THANK YOU. AND AGAIN, FOR CLARITY, WE TALKED WE ALWAYS TALKING ABOUT THE RENAISSANCE AND THE STAR TEST.

ARE THEY GIVEN SIMULTANEOUSLY OR IT'S ONE GIVEN FIRST? OR IS THE RENAISSANCE JUST FOR FIRST AND SECOND GRADERS AND THEN START FOR THIRD GRADERS? WHAT'S THAT PROCESS? DR.

BIRD OR MATNEY, WOULD YOU LIKE TO SHARE KIND OF THE CADENCE OF RENAISSANCE AND STAR? SO FOR END OF YEAR SPECIFICALLY, BECAUSE THAT'S WHERE THERE'S AN OVERLAP, WE'VE MOVED INTO HAVING STARR WINDOWS BECAUSE WE'VE MOVED INTO TESTING ONLINE FOR

[01:10:09]

STARR. SO THERE ARE WINDOWS FOR GIVING STARS.

SO RENAISSANCE IS GIVEN TO FIRST, SECOND, THIRD GRADERS FOR THE PURPOSE OF THIS DISCUSSION.

FIRST SECOND AND THIRD AT THE END OF THE YEAR, STARR IS ADMINISTERED TO THIRD GRADERS AGAIN.

IT'S GIVEN TO MANY OTHER GRADE LEVELS, BUT FOR THE PURPOSE OF THIS MONITORING THIRD GRADERS.

SO IF I'M A THIRD GRADER, I'M TAKING END OF YEAR RENAISSANCE AND STARR READING IN MATH DURING THE SAME TIME FRAME.

SO RENAISSANCE USED TO BE A FOUR WEEK TIME FRAME.

WE'RE SHORTENING THAT WINDOW.

STARR WAS A TWO WEEK TIME FRAME, I BELIEVE, LAST YEAR, AND IT'S GOING TO BE DIFFERENT THIS YEAR.

NOW, COMING UP, BECAUSE STARR IS BEING REFORMATTED, READING AND MATH FOR THIRD GRADERS WILL BE GIVEN IT TWO DIFFERENT TIMES.

SO I DON'T HAVE IT OFF THE TOP OF MY HEAD, BUT I THINK ONE OF THEM DOES NOT OVERLAP WITH RENAISSANCE COMING UP, WHICH IS A GOOD THING.

SO WHICH ONE YOU THINK SHOULD BE FIRST? SHOULD IT BE RENAISSANCE FIRST? AND IN PREPARATION FOR THE STARR, IT DEPENDS ON WHEN YOU GET YOUR RESULTS.

WHEN DO WE GET THE RESULTS? BECAUSE IF YOU DON'T HAVE IF YOU ONLY HAVE RENAISSANCE RESULTS THURSDAY BEFORE A KIDS TESTING ON STAR TUESDAY IT DOESN'T IT'S NOT ACTIONABLE DATA.

OK OK. BUT IF YOU HAVE IT THREE WEEKS BEFORE, THAT'S ACTIONABLE DATA.

OK OK.

I WAS JUST CURIOUS ABOUT THAT.

AND ONE THING I WANT TO ADD, I REMEMBER SOMETIME LAST YEAR PERHAPS WE TALKED ABOUT I KNOW I BROUGHT THIS UP SORT OF ADDING TO TRUSTEE ALLENS COMMENTS ABOUT TEACHERS ENGAGEMENT.

HAVE WE EVER ARE STILL CONSIDERED OUR ASSETS BEFORE A SUGGESTION BOX AT THESE CAMPUSES? BECAUSE WHO CAN BETTER TELL US WHAT'S WORKING IN THESE CLASSROOMS THEN THE TEACHERS? AND I DON'T THINK THAT WE TAP INTO THEM ENOUGH.

WE'VE GOT ALL INFORMATION COMING FROM THE WHITE HOUSE DOWN.

I HAD IT MADE WHITE HOUSE DOWN.

AND WE'RE NOT GETTING I DON'T KNOW.

I'M JUST NOT SURE IF WE'RE REACHING OUT TO THE ONES WHO ARE ACTUALLY IN THE CLASSROOM.

NO ONE KNOWS IT BETTER.

BUT I THINK THAT'S A PART OF WHAT OUR CURRICULUM IMPLEMENTATION SPECIALIST WILL HAVE AN OPPORTUNITY TO SEE AT THE SITE LEVEL.

SO THEY WILL BE WORKING CLOSELY WITH SCHOOLS, WITH ADMINISTRATORS TO SEE BEST PRACTICE, GETTING THE OPINION OF INDIVIDUALS THAT ARE PUSHING THIS OUT IN CLASSROOMS. SO AGAIN, THOSE WERE INDIVIDUALS THAT WERE MORE SO DOING WRITING BEFORE, BUT THEY'RE GOING TO BE FOCUSED ON THE IMPLEMENTATION AND SUPPORTING THE INSTRUCTION IN THE CLASSROOM.

DR. BIRD. AND WE ALSO HAVE FOR ANYBODY THAT'S IMPLEMENTING CARNEGIE, EUREKA OR AMPLIFY NEXT YEAR, WE HAVE ALREADY SCHEDULED DATES FOR FOCUS GROUPS FOR TEACHERS.

I ALSO DID THOSE IN THE SPRING WITH THE MIDDLE SCHOOLS THAT WERE AND YOU'RE RIGHT GOT YOU GET INCREDIBLE FEEDBACK FROM TEACHERS THAT TELL YOU EXACTLY WHAT NEEDS TO BE TWEAKED.

SO WE USE THEIR FEEDBACK FOR PROFESSIONAL DEVELOPMENT FOR THIS COMING YEAR AND WE'LL HAVE BUILT IN FEEDBACK AND ANY TEACHER THAT IS, WE'LL HAVE MULTIPLE SESSIONS SO THEY CAN ATTEND, BUT WE WANT THEIR FEEDBACK AND WE WANT TO KNOW HOW.

THAT'S WHY WE'RE NOT IMPLEMENTING IT.

EVERY CAMPUS RIGHT AWAY. WE WANT TO MAKE SURE WE'RE STAGING IT AND IT'S THAT WE GET TEACHER INPUT AND I'M GLAD TO HEAR THAT.

BUT WHAT I'M SAYING IS, THOUGH, IF THOSE BOXES WERE LOCATED, EVEN WITH THE TEACHERS AND INFORMATION SPECIALISTS, THAT PERSON REPORTS TO SOMEONE WHO REPORTS TO SOMEBODY ELSE.

AND IT GOES ALL THE WAY UP TO THE WHITE HOUSE.

I'M SAYING IF YOU HAD A BOX THAT PEOPLE WOULD FEEL COMFORTABLE JUST SHARING IDEAS SO THAT YOU CAN SHIFT THROUGH THEM EVERY NOW AND THEN.

YOU MAYBE MAY BE ABLE TO FIND SOMETHING THAT WE HADN'T THOUGHT OF AS FAR AS DOING TO FOR IMPROVEMENT TO OUR CLASSROOM, BECAUSE THAT'S WHAT IT'S ALL ABOUT.

YOU KNOW, WE HAVE ALL THESE STIPULATIONS AND EVERYTHING DETERMINED UP HERE AND IT NARROWS DOWN.

IT'S LIKE A TUNNEL DOWN HERE.

BUT I DO THINK I ALWAYS BELIEVE THAT AT THE BOTTOM IS WHERE YOU CAN FIND OUT THE BEST INFORMATION.

LET'S SEE WHAT ELSE I HAD AHEAD.

OH, NOW, WE TALKED ABOUT THE THIRD GRADE READING AND WE TALKED ABOUT THE BOI AND THE MOI, THE MIDDLE OF THE YEAR AND END OF YEAR FOR ENGLISH FOR THIRD GRADE READING IN 2022 WITH SLIDE NUMBER.

I DON'T KNOW WHAT SLIDE I DIDN'T WRITE DOWN ON SLIDE NUMBER.

IT WENT DOWN. IT WENT FROM 37 TO 46 TO 45.

WE TALKED ABOUT HAVING CHANGING THE GOALS FOR THE DIFFERENT GROUPS.

I DON'T THINK WE SHOULD BE CHANGING.

WE SHOULD HAVE THE GOALS SHOULD BE DIFFERENT FOR THE GROUPS.

I THINK THAT WE SHOULD HAVE A STANDARD THAT WHAT OUR EXPECTATIONS ARE FOR ALL THE GROUPS AND NOT LESS AND NOT PLAY DOWN.

IT'S LIKE WHEN I PLAY SOFTBALL SOME.

WE PLAY A CLASS C TEAMS, AND EVEN THOUGH WE ARE A CLASS A TEAM, WE ALWAYS PLAY DOWN TO THE C CLASS, SO NOT HAVE A C CLASS.

IDEA OF ATTAINMENT FOR THESE VARIOUS GROUPS.

LET'S ALL HAVE A A OR B CLASS.

THANK YOU. TRUSTEE DEIGAARD.

THANK YOU. AND I'M REALLY UNCOMFORTABLE SO I CAN STAND UP.

[01:15:02]

IF YOU CAN'T HEAR ME, LET ME KNOW.

SO TRUSTEE BLUEFORD-DANIELS ACTUALLY BROUGHT UP A QUESTION I HAD ON MY LIST.

YOU KNOW, WE'VE GOT ALL THOSE DISAGGREGATED TABLES WITH THE RESULTS FOR EACH POP FOR BEGINNING, MIDDLE AND END OF THE YEAR.

I KNOW THAT DATA IS LIKE WHEN WE FIRST DID THESE, THERE WERE TARGETS FOR EACH OF THOSE GROUPS FOR EVERY YEAR.

CAN THAT BE INCLUDED IN A FUTURE REPORT? SO WE CAN SEE ARE WE MEETING THOSE TARGETS THAT WE INTENDED FOR THE GROUPS? I DON'T SEE WHY NOT. DR.

MATNEY SO WE HAVE TARGETS FOR FOR THE GOAL.

WE DON'T HAVE TARGETS FOR EACH PROGRESS MEASURE.

SO WHEN WE REPORT THE GOAL OUT, YOU'LL SEE THE TARGET VERSUS.

BUT WE DON'T WE DID NOT CREATE TARGETS FOR EACH PROGRESS MEASURE.

SO WE REPORT THE STUDENT GROUP DATA, BUT NOT SO.

THAT'S WHY IT LOOKS DIFFERENT.

OKAY, THAT'S FAIR. THANK YOU FOR POINTING THAT OUT.

A COUPLE OF QUESTIONS ABOUT HOW KIDS ARE DOING, WHAT GAPS EXIST OR WHAT GAPS BETWEEN STUDENT GROUPS HAVE GROWN AND WHICH HAVE NARROWED.

SO, OF COURSE, AS I MENTIONED EARLIER, THERE ARE SIGNIFICANT, SIGNIFICANT OUTCOME GAPS STILL EXIST BETWEEN SWD AND NON SWD, WHICH IS OUR CURRENT EFFORT TO IN TERMS OF WHAT WE'RE DOING OUR BEST TO ADDRESS ADHERENCE TO BEST PRACTICES, AS DR.

BIRD HAS TALKED ABOUT, IS STARTING TO MOVE TO WHERE THEY NEED TO BE.

IN TERMS OF THE ACTUAL PRACTICE, I TALKED ABOUT OUR ECONOMICALLY DISADVANTAGED STUDENTS BEING I THINK ABOUT 9 TO 10% GAP ARE AFRICAN AMERICAN STUDENTS. THOSE ARE OUR BIGGEST GAPS RIGHT NOW.

ARE ANY OF THOSE GAPS GETTING BIGGER OR ARE THEY GETTING SMALLER? MOST OF THEM. THE TWO GAPS THAT I JUST MENTIONED ARE MORE SO ABOUT STAYING THE SAME FROM WHAT I REMEMBER.

SO THEY HAVEN'T MADE ANY BIG SHIFTS IN EITHER DIRECTION.

SO THERE'S OPPORTUNITY DEFINITELY FOR US TO PUSH IT IN THE RIGHT DIRECTION.

ARE THERE ANY GAPS THAT HAVE WIDENED, DR.

MATNEY, ANY ANYTHING THAT JUMPS OUT AT YOU SPECIFICALLY IN TERMS OF GAPS THAT HAVE WIDENED? NO. WHAT WAS CONCERNING IS EVEN THOUGH IT'S NOT A SIGNIFICANT GAP BETWEEN HISPANIC STUDENTS AND THE ALL OR OTHER POPULATIONS, ARE SECOND GRADE HISPANIC STUDENTS SAW THE GREATEST DECLINE FROM 18-19.

SO WE DEFINITELY WANT TO KEEP AN EYE ON ON THAT, MAKE SURE WE'RE BEING PROACTIVE.

ALL OF THESE STRATEGIES ARE GOING TO ARE GOING TO IMPROVE THAT.

BUT THAT'S EVEN THOUGH THAT GAP DIDN'T WIDEN, WE ARE CONCERNED ABOUT THAT DECLINE.

MR. SUPERINTENDENT, WHEN YOU SAW THIS REPORT, WHICH RESULTS WERE MOST UNEXPECTED TO YOU, WHETHER GOOD OR BAD? I DON'T KNOW THAT THERE WAS ANYTHING THAT WAS MAJORLY UNEXPECTED, ESPECIALLY BEING THAT THE TWO GROUPS THAT I JUST MENTIONED, THE ECONOMICALLY DISADVANTAGED GROUP AND THE AFRICAN AMERICAN GROUP, WAS FAIRLY STAGNANT.

AND THAT'S KIND OF WHAT WE SEE, WHAT WE WERE SEEING, KNOWING THAT THIS PAST YEAR WAS KIND OF ABOUT STRATEGIC PLANNING, PUTTING INSTRUCTIONAL PIECES OF THE PUZZLE IN PLACE, MAKING SURE THAT WE HAVE STRONG CURRICULUM.

WE FEEL LIKE THIS YEAR IS A YEAR THAT WE HAVE A TAILWIND BEHIND US TO REALLY IMPLEMENT AND SEE SOME INCREASES THAT WE DEFINITELY WANT TO SEE. AND THEN BACK TO STRATEGIES, WHAT IS EVIDENCED IN THIS DATA ON THIS REPORT THAT DEMONSTRATES TO YOU THAT THE STRATEGIES THAT YOU HAVE PUT IN PLACE SO FAR ARE ACTUALLY ACHIEVING THE RESULTS THAT YOU WANTED AND WHICH INDICATORS ON HERE DEMONSTRATE TO YOU AREAS THAT YOU MIGHT NEED TO CONSIDER ADJUSTING COURSE ON? I THINK ONE OF THE PIECES THAT IS PRETTY OBVIOUS THAT WE'VE SEEN IS IN THE SPAT AREA.

WE'VE SEEN SOME SIGNIFICANT GROWTH.

AND THAT HAS A LOT TO DO WITH THE PROFESSIONAL DEVELOPMENT, THE MODIFICATIONS IN THE DEPARTMENT.

I THINK EVEN THOUGH WE SAW MIDDLE OF THE YEAR, END OF THE YEAR KIND OF DIP IN THE WRONG DIRECTION, BUT WE SAW A SIGNIFICANT DIP IN THE RIGHT DIRECTION FROM BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR. THAT'S DEFINITELY SOMETHING THAT WE WANT TO CONTINUE.

WE ALSO I DON'T WANT TO SPEAK OUT OF TURN, BUT WE'RE IN THE PROCESS OF HIRING A NEW EXECUTIVE OFFICER OF SPECIAL EDUCATION. I THINK WE MADE OUR OFFER TODAY OR YESTERDAY.

SO TO FOLLOW UP ON SOME OF THE THINGS YOU'RE SAYING, OR DO YOU SEE THESE CHANGES IN THE DATA UP OR DOWN? WHAT ARE THOSE? I MEAN, HOW ARE YOU USING THAT TO ADJUST YOUR STRATEGY OR IMPROVE YOUR STRATEGY OR SCALE YOUR STRATEGIES? DR. BIRD, YOU WANT TO SHARE SOME INSIGHT HERE.

YEAH. SO I THINK THAT.

IT'S THE TOTALITY. I DON'T JUST USE ONE, YOU KNOW, JUST THIS ONE INSTRUMENT.

IT'S THE TOTALITY OF THE ASSESSMENT PROGRAM, WHICH IS WHY WE HAVE CHANGED IT, BECAUSE WE DO THINK THAT WE CAN GET MORE, WE CAN GET BETTER INFORMATION AND WE CAN GET MORE

[01:20:04]

INFORMATION. SO I THINK THAT'S PART OF WHAT WE'VE LEARNED SINCE I'VE BEEN HERE.

WHAT I'VE LEARNED IS THAT WE AND I'VE TALKED TO THE SUPERINTENDENT ABOUT THIS WHOLE ASSESSMENT STRATEGY.

I THINK THERE ARE SOME THINGS THAT WE'RE DOING THAT YOU CAN'T NECESSARILY CORRELATE, LIKE TUTORING, FOR EXAMPLE.

IT'S VERY HARD TO MAKE A CORRELATION BETWEEN THIS COMPANY DID TUTORING AND THEREFORE THERE IS IMPROVEMENT.

SO BUT WE ARE SEEING WE ARE DOING SOME LEVEL OF EVALUATION FOR THAT.

BUT IT'S VERY HARD TO DRAW DIRECT CORRELATIONS WITH SOME OF THESE STRATEGIES.

WHAT WE DO KNOW, THOUGH, IS THAT IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL AREAS, THERE IS RESEARCH BASED EVIDENCE THAT SHOWS THAT IF YOU DO THAT WITH FIDELITY, YOU WILL SEE AND TEACHERS USING CURRICULUM BASED ASSESSMENTS THAT YOU WILL SEE IMPROVEMENT.

SO WE'RE WE'RE REALLY BANKING ON THAT AS IMPROVEMENT STRATEGY FOR GOING FORWARD.

BUT THE BIGGEST THING WE LEARNED THIS YEAR IS THAT WE NEED TO LOOK AT OUR ASSESSMENT STRATEGY, UNDERSTAND AND YOU KNOW, I'VE ONLY BEEN HERE FOR HALF A YEAR, BUT I DO KNOW THAT WHEN I GO TALK, WHEN I GO TO VISIT SCHOOLS AND TALK TO TEACHERS, MANY OF THEM CANNOT DRAW.

TELL ME THE WHY BEHIND THIS.

SO THAT'S A PROBLEM THAT WE HAVEN'T DONE A GOOD JOB OF HELPING TEACHERS UNDERSTAND THAT CONNECTION BETWEEN THESE.

SO THAT'S WHY IT'S NOT JUST ONE TEST YOU SHOULD LOOK AT, BUT TOTALITY.

OK ESSER DOLLARS WERE FOR ACCELERATING INSTRUCTION.

WHAT INVESTMENTS? WITH OUR EFFORT, EXTRA DOLLARS ARE YOU SEEING DEMONSTRATED RESULTS THROUGH THIS DATA? I MEAN, FEEL FREE TO ADD OTHER THINGS YOU'RE LOOKING AT, BUT THAT GIVE POSITIVE INDICATORS TO YOU THAT THOSE INVESTMENTS ARE YIELDING THE INTENDED RESULTS. AND I ACTUALLY WAS ASKED ABOUT THIS THAT I GUESS THE STATE WEBSITE SHOWS WE'VE ONLY SPENT 7% OF OUR ESSER DOLLARS, ALTHOUGH I THINK OUR PAGE SAYS SOMETHING DIFFERENT.

BUT LIKE, IF YOU COULD JUST KIND OF EXPLAIN HOW ESSER IS WORKING INTO ALL THIS QUITE A THERE'S QUITE A BIT OF WORK BEING DONE VIA ESSER.

WE ACTUALLY HAVE A STANDING WEEKLY MEETING TO TAKE A LOOK AT WHAT'S BEEN SPENT, WHAT'S BEEN ENCUMBERED, WHAT'S LEFT TO SPEND.

SO WE REALLY FEEL LIKE WE'RE ON TOP OF THAT RIGHT NOW.

THERE'S A VERY SMALL GAP IN TERMS OF WHAT WE'RE WORKING ON.

THIS IS KIND OF A TEAM QUESTION, QUITE FRANKLY, BECAUSE THERE'S SO MUCH THAT WE'RE DOING.

BUT ONE OF THE THINGS THAT I'M REALLY ENCOURAGED ABOUT IS THE KIND OF THE RESEARCH STUDIES AROUND DR.

MATNEY'S GROUP AND WHAT THEY'RE DOING TO RESEARCH SPECIFIC PROGRAMS, CURRICULUM, THAT WE CAN GO BACK AND UTILIZE THOSE REPORTS TO DETERMINE WHETHER WE NEED TO CONTINUE INVESTING IN CERTAIN THINGS.

DR. MATNEY, DO YOU WANT TO SHARE A LITTLE BIT ABOUT THAT PROCESS AND WHAT WE'RE DOING, KIND OF SOME OF THE ITEMS THAT WE ARE FOCUSING ON IN TERMS OF? ESSER. IN THE RESEARCH, ABSOLUTELY.

SO WE'VE GOT A RUBRIC OF WHAT WE'RE GOING TO EVALUATE BECAUSE I HAVE TWO WONDERFUL PEOPLE WITH A FABULOUS LEADER IN RESEARCH, BUT THEY CAN'T EVALUATE EVERY DOLLAR. SO THERE'S A RUBRIC ON WHICH PIECES WE'RE GOING TO EVALUATE.

QUITE OBVIOUSLY, THE HOUSE BILL 4545 TUTORING IS IS ONE PIECE.

SO WITH THAT IN THE CONNECTION WITH THIS THOUGH IS THE STRUGGLE THAT THE RULES FOR 4545 SAY YOU HAVE TO HAVE ALREADY FAILED A STARR.

SO THAT IMPACT REALLY WE'RE NOT SEEING IN THIS DATA.

SO THE IDEA OF HOW CAN WE GO BACK AND REALLOCATE OR OPEN UP SOME OF THE RULES AROUND IT TO IMPACT ALL OF THESE LEVELS.

BUT THAT SET OF TUTORING MONEY, WE'RE CONNECTING IT TO STUDENT OUTCOMES.

WE'RE LOOKING AT WHERE THEY TEACHERS THAT WERE TUTORING WERE THEY TUTORING SERVICES, WHICH ONES WERE THEY TO REALLY TRY TO GRASP WHAT THE IMPACT WAS? AND I WOULD ALSO JUST ADD THAT, OF COURSE, THERE ARE SOME ONETIME THINGS THAT WE DID BUT NOT TAKE THOSE ASIDE.

WE HAVE IN MOST OF THAT MONEY IS BEING SPENT ON ACADEMICS.

SO WE HAVE LOOKED AT WHAT WE'RE SEEING IMPACT FOR NOT JUST ON THESE EXAMS, BUT A VARIETY OF WAYS TO METRICS THAT WE USE TO REALLY ZERO IN AND TARGET OUR EFFORTS FOR ACADEMIC IMPROVEMENT AND TIE IT TO HIGH QUALITY INSTRUCTIONAL MATERIALS AND IMPLEMENTATION. SO THERE'S A LOT OF WORK THAT'S BEING DONE, SOME THINGS THAT WE'RE NOT GOING TO INVEST ANYMORE IN, BECAUSE WE ALSO KNOW THAT THERE'S AN END TO THIS MONEY.

SO WE NEED TO BUILD CAPACITY OF OUR OWN PEOPLE SO THAT WE'RE NOT RELYING ON THIS FOREVER.

SO WE'RE REALLY NOW TRYING TO TARGET WHAT ARE THOSE HIGHEST LEVERAGE STRATEGIES THAT WE CAN USE THAT ARE GOING TO SEE ACADEMIC GAINS OVER TIME.

SO I WOULD SAY THAT'S ANOTHER STEP IN THIS PROCESS BECAUSE IT'S NOT A WELL, IT'S A PIE.

ONE OF THE BEST ANSWERS I'VE HEARD IN PROGRESS MONITORING.

THANK YOU. TRUSTEE ALLEN.

SUPERINTENDENT HOUSE.

[01:25:02]

MY QUESTION IS A PIGGYBACK OFF OF TRUSTEE BLUEFORD-DANIELS QUESTION ABOUT THE CURRICULUM ASSOCIATES CURRICULUM EMPLOYEES. AS A TEACHER, I WOULD NOT TELL A PRINCIPAL THE PROBLEMS THAT I WERE HAVING, THAT I WAS HAVING.

THINKING THAT THE PRINCIPAL MIGHT COUNT DOWN ON MY ASSESSMENT SO YOU WOULDN'T GET TRUE INPUT FROM ME.

MY QUESTION IS, WITH THE CURRICULUM EMPLOYEES BE ASSESSORS, BECAUSE IF YOU'RE GOING TO TURN THEM INTO ASSESSORS, THEY MAY NOT GET ANY TRUE INPUT FROM THE CLASSROOM TEACHERS ON THAT CURRICULUM.

GREAT QUESTION. NO.

BUT I'LL LET DR.

BIRD. THAT'S RIGHT. SO WE TRUSTEE ALLEN WE COMPLETELY AGREE.

I THINK THAT THE RELATIONSHIP BETWEEN A COACH AND A TEACHER IS A REALLY SACRED ONE AND THAT, IN FACT, WE HAVE SAFEGUARDS PUT IN PLACE SO THAT WHEN MY TEAM IS GOING IN TO WORK WITH TEACHERS, THE DATA THEY'RE COLLECTING CANNOT BE SEEN BY ANYONE EXCEPT FOR US.

SO IT CANNOT BE SEEN BY WE'RE SAFEGUARDING THAT SO THAT IT'S NOT USED.

AND WE ACTUALLY HAVE GONE THROUGH SCENARIOS ABOUT WHAT IF YOU'RE ASKED TO DO THIS OR WHAT IF YOU'RE ASKED TO DOCUMENT THE JOB IS NOT TO DOCUMENT TEACHERS.

THEIR JOB IS TO COACH TEACHERS AND HELP THEM BECOME BETTER TEACHERS.

SO WE HAVE SAFEGUARDS IN PLACE FOR THEM.

THANK YOU. THANK YOU, SIR.

TRUSTEE WADE. ONE QUESTION IS FOR.

DOCTOR. WELL, LET'S GO TO SLIDE 11.

IT'S BEEN A WHILE, SO I'M TRYING TO LOOK BACK AT IT.

SO LOOKING AT THIS TARGET AND LOOKING AT THE DATA.

DO WE HAVE CONCERNS THAT THE TARGETS AND THE DATA THAT WE'RE GETTING? ARE THERE SUCH A FAR DIVIDE? ARE WE CONCERNED THAT THIS IS IMPACTING HOW WE SEE THE IMPROVEMENT? SOMETIMES WHEN THERE'S SUCH A LARGE DIVIDE, YOU NO LONGER ARE ABLE TO REALLY ASSESS WHETHER THERE'S TRUE IMPROVEMENT.

SO I GUESS MY QUESTION IS, WITHOUT BRINGING DOWN THAT TARGET, IT'S NEVER A GOOD IDEA.

BUT IS WOULD THAT QUESTION WOULD THAT BE HELPFUL IN ACTUALLY SHOWING THAT WE'RE MAKING PROGRESS, MORE PROGRESS LIKE.

YOU KNOW WHAT I MEAN? I JUST THINK IF I WANT LOFTY GOALS, BUT I WANT THEM TO BE ATTAINABLE AT THE SAME TIME.

SO THAT'S A QUESTION.

I DON'T KNOW THAT THERE'S AN ANSWER, BUT I'M JUST PUTTING IT OUT THERE.

AND THEN MY SECOND QUESTION HAS TO DO MORE LIKE WITH ESSER, AND I'LL SPEAK TO YOU, DOCTOR OR SUPERINTENDENT HOUSE ON ESSER DOLLARS IN SUMMER SCHOOL.

DO WE COLLECT DATA ON SUMMER SCHOOL OR IS THAT JUST KIND OF A.

NO MAN'S LAND.

I'M JUST CURIOUS NOW, WHEN YOU SAY DATA OUTSIDE OF PASS AND FAIL OR.

YES, BASICALLY PASS FAIL, I MEAN, WHAT DO WE COLLECT ON SUMMER SCHOOL OR DOES THAT JUST FEED INTO THE NEXT SCHOOL YEAR? AND YOU JUST HOPE THAT BEGINNING OF THE YEAR DATA LOOKS BETTER BASED ON THAT.

SO I'M CURIOUS BECAUSE IF WE'RE GOING TO BE SPENDING THESE ESSER DOLLARS OR WE HAVE BEEN AND WE'RE PUTTING ALL THESE TUTORIALS AND ALL OF THIS IMPACT INTO SUMMER SCHOOL, HOW DO WE. NO, THAT'S ONE RETURN ON INVESTMENT THERE, DR.

MATNEY. SO I AM SO GLAD THAT YOU ASKED THAT QUESTION BECAUSE MY FABULOUS RESEARCH TEAM HAS CONDUCTED A SUMMER SCHOOL PROGRAM EVALUATION FOR WELL OVER 20 YEARS. AND SO THEY DIG DEEP INTO STUDENTS WHO ARRIVED.

ARE THEY CREDIT RECOVERY? THEY HAVE TO OR ARE THEY HIGH SCHOOL STUDENTS THAT NEED ADDITIONAL COURSE TIME OR ARE THEY STUDENTS THAT ARE THERE JUST FOR ADDITIONAL EXPOSURE TO INSTRUCTION AND THEY DO A DEEP DIVE INTO ALL OF THAT DATA AND RECOMMENDATIONS FOR MOVING FORWARD FOR THE SUMMER SCHOOL TEAM TO BE ABLE TO USE FOR THEIR WORK FOR THE NEXT YEAR.

SO WE ARE A FIRM BELIEVER IN WE'RE SPENDING THIS MONEY, BUT IF WE'RE NOT EXAMINING, WE'RE GOING TO LIVE THE SAME MISTAKES THE NEXT YEAR.

AND SO WE HAVE DONE THAT.

AND IF YOU'D LIKE TO TAKE A LOOK THERE ON OUR RESEARCH WEBSITE.

ABSOLUTELY. THAT WAS A BIG QUESTION.

TRUSTEE HERNANDEZ.

THANK YOU. WE KNOW THAT THE STARR IS CHANGING.

SO WHAT DO WE NEED TO KNOW ABOUT THE NEW STARR AND HOW THAT'S GOING TO AFFECT THIS DATA? WILL IT BE ABLE TO BE COMPARED WITH FIDELITY AND.

WHAT SHOULD WE AS A BOARD AND OTHER DISTRICT BE ABLE TO LOOK OUT FOR?

[01:30:03]

YOU ARE ABSOLUTELY CORRECT.

THE BAR IS CHANGING AND IT'S DEFINITELY SOMETHING THAT FROM A COMPARATIVE STANDPOINT, THAT I THINK THIS BOARD HAS TO BE PREPARED AND UNDERSTAND.

WHEN THE BAR CHANGES, OF COURSE, THE EXPECTATIONS CHANGE.

WE HAVE TO PUSH FORWARD.

DR. MATNEY ANY PARTICULAR INSIGHT THAT YOU'D LIKE TO SHARE AROUND THE BAR ITSELF AND KIND OF WHERE WE MAY SPECIFICALLY PREDICT SOME OF THE STEEPER MODIFICATIONS? ABSOLUTELY. SO THE STARR TEST ITSELF IS CHANGING SIGNIFICANTLY.

THE STANDARDS WITHIN THE STARR ARE NOT, BUT A COUPLE OF THE MAJOR SHIFTS ARE.

IT IS 100% ONLINE REQUIRED.

AS A DISTRICT, WE DID NOT TAKE ADVANTAGE OF THE ABILITY OVERALL TO TEST ONLINE.

SO WE ALREADY HAVE CAMPUSES AND STUDENTS THAT ARE GOING TO HAVE TO SWITCH TO A PAPER MODALITY, TO AN ONLINE MODALITY.

IN ADDITION, IT IS TESTING INTEGRATED CONTENT.

SO IT'S GOT LIKE READING PASSAGES THAT ARE VERY SCIENCE HEAVY.

SO IT MAY BE A FOURTH GRADE READING PASSAGE, BUT IT'S GOT THIRD AND FOURTH GRADE SCIENCE CONTENT IN IT AS WELL.

AND THEN THE THIRD MAJOR THING IS THE VARIOUS TYPES OF ANSWER TYPE.

SO IT'S NOT JUST GOING TO BE MULTIPLE CHOICE ANYMORE.

THERE ARE GOING TO BE VARIOUS TYPES OF WHETHER IT'S MATCHING, WHETHER IT'S SHORT RESPONSE.

THERE ARE SEVERAL DOZEN, I THINK OF TYPES.

AND SO THAT IS CHANGING.

IN ADDITION, IT'S ON THE AGENDA FOR NEXT WEEK.

THE ACCOUNTABILITY SYSTEM IS ALSO GOING THROUGH A FIVE YEAR RESET.

SO WE'RE GOING TO BE HIT WITH A CHANGE OF ASSESSMENT AND A FIVE YEAR ACCOUNTABILITY RESET WHERE ALL THE TARGETS WILL BE INCREASING.

SO WE'RE GOING TO BE WORKING ON BOTH OF THOSE AT THE SAME TIME NEXT YEAR.

AND WE ARE WORKING WITH OUR SCHOOL LEADERSHIP AND OUR CURRICULUM TEAM.

WE REALLY NEED PEOPLE TO TRUST THE PROCESS, LET TEACHERS TEACH.

THEY SHOULD NOT BE PUTTING THEIR CURRICULUM AWAY IN FEBRUARY AND DOING START PRACTICE.

YES, YOU HAVE TO PREPARE STUDENTS TO TAKE A TEST.

BUT IF YOU TEACH THE CURRICULUM AND YOU FOLLOW THE SCOPE AND SEQUENCE, YOU GIVE CURRICULUM ASSESSMENTS, THINGS SHOULD WORK OUT FINE.

WE HAVE TO CHANGE THE CULTURE AND THE SCHOOL DISTRICT TOWARDS ORIENTED, TOWARDS TEACHING.

YOU CANNOT THE PIG IS NOT GOING TO GET FATTER IF YOU KEEP WEIGHING IT.

AND WE'RE JUST WEIGH KIDS AND WEIGH KIDS AND WEIGH, KID.

WE HAVE TO TEACH THEM. WE ONLY HAVE 172 SCHOOL DAYS.

SO THAT'S REALLY OUR FOCUS IS REALLY ALLOWING TEACHERS TO BE THE PROFESSIONALS THAT THEY ARE AND TEACH THEIR STUDENTS.

SO. THANK YOU.

YEAH, THAT IS REALLY GREAT NEWS.

AND I KNOW TRUSTEE SANTOS WOULD PROBABLY BE THE MOST EXCITED.

UNFORTUNATELY, SHE'S NOT HERE TO HEAR IT.

YEAH, JUST.

WE'RE REALLY GRATEFUL THAT YOU'RE TAKING A REALLY DEEP DIVE AND LOOKING AT THAT.

SO I HAD ANOTHER KIND OF LOGISTICAL QUESTION.

SO I THINK PARTICULARLY WITH GOAL FOUR, IT LOOKS LIKE.

YES. IF YOU CAN GO TO WORK.

YEAH. SO WE CONTINUE, IT LOOKS LIKE TO MEET THE TARGET AND I WONDER IF THAT'S ONE THAT I MEAN, WE'RE NOT JUST MEETING, WE'RE EXCEEDING THE TARGET, RIGHT? IF THAT'S ONE THAT WE NEED TO REVISIT EITHER AS A BOARD WITH THE GOAL OR EVEN THE GOAL PROGRESS MEASURES.

SO JUST WANTED TO PUT THAT OUT THERE.

SO MY QUESTION IS ON GOLD ONE, IT LOOKS LIKE FIRST AND SECOND GRADERS, THEY DIDN'T DROP AS MUCH AS THIRD GRADE.

IS THAT CORRECT? OVERALL IS AN AGGREGATE, IS THAT RIGHT? YES. DO WE KNOW WHY? DR. MATNEY, DO YOU WANT TO SHARE SOME INSIGHT HERE? UM. NO, NOT DIRECTLY.

I MEAN, YES, I FEEL FREE TO SHARE INSIGHT.

MY RESPONSE IS NO, NOT DIRECTLY.

YOU KNOW, WHEN YOU THINK ABOUT FIRST GRADE LEARNING WHAT THEY WENT THROUGH THE LAST TWO YEARS WITH PANDEMIC, THEY DEFINITELY HAD MORE TO MAKE UP AND LEARN.

AND SO SEEING THAT TRAJECTORY OF FIRST GRADERS SPECIFICALLY, ALTHOUGH IT WAS SURPRISING WE DIDN'T SEE A DIP BECAUSE I WAS SO USED TO THAT END OF YEAR DIP, IT WAS VERY ENCOURAGING THAT WE WERE ON THE RIGHT TRAJECTORY WITH MAKING UP, LEARNING FOR THAT POPULATION OF STUDENTS.

SO THIRD GRADE, THOUGH, ALSO.

SO HERE THEY ALL HAD THAT POSITIVE TRAJECTORY UP, JUST NOT MEETING THE TARGET.

BUT THE FACT THAT THEY HAVE AN UPWARD TRAJECTORY.

RIGHT. AND THEY'RE NOT DROPPING LIKE WE TYPICALLY SEE WITH THE EOI AND I RECOGNIZE THE END NUMBER MIGHT PLAY INTO THAT.

BUT I JUST WONDER, ARE WE DOING SOMETHING DIFFERENT IN THOSE GRADES THAT IS SCALABLE TO OTHER GRADES? IS THIS JUST.

KIND OF LIKE THE LOTTERY, YOU KNOW?

[01:35:03]

DR.

BIRD I DON'T THINK I WOULD BE ABLE TO GENERALIZE BASED ON THIS, BUT I THINK THAT'S SOMETHING WORTH LOOKING AT.

I DO THINK, YOU KNOW, WE HAVE TO GIVE CREDIT TO OUR THIRD GRADE TEACHERS WHO ARE WORKING HARD TO GET KIDS WHERE THEY NEED TO BE.

BUT I DON'T THINK WE COULD GENERALIZE BASED ON THIS DATA.

I WOULD BE CAUTIOUS ABOUT THAT.

WHY? FOR THE REASONS MENTIONED EARLIER, LIKE, YOU KNOW, THE SET OF KIDS THAT ARE TESTING, WE NEED TO BE ABLE TO PAIR THEM AND MAKE SEE US THE SAME GROUP OF KIDS AND ALSO THE PARTICULAR JUST THE UNDERSTANDING OF THIS ASSESSMENT.

AND WE HAVE I THINK YOU COULD LOOK AT THIS DATA AND OTHER DATA SOURCES AND IF THAT YOU'RE ABLE TO VALIDATE IT THAT WAY THROUGH KIND OF TRIANGULATION OF DATA.

BUT I WOULDN'T JUST USE ONE DATA POINT.

OKAY. AND I GUESS AS A FOLLOW UP, HAS THE ADMINISTRATION LOOKED AT KIND OF A TRIANGULATION OF DATA TO MAKE A, YOU KNOW, DRAW CONCLUSIONS? DR. MATNEY YES.

AND OUR STARR DATE IS EVEN MORE POSITIVE, AT LEAST FOR OUR THIRD GRADE SET OF STUDENTS.

SO THIRD, FOURTH AND FIFTH COMBINED, OBVIOUSLY FIRST AND SECOND.

THIS IS IN LOOKING AT THIS, YOU KNOW, GRADES, RETENTION RATES, THAT KIND OF THING.

THAT DATA IS NOT AVAILABLE YET.

IT'S PART OF THE SUMMER TEAM SUBMISSION.

IT'S NOT FINAL. SO WE'LL BE LOOKING AT THAT.

WE DO A GRADES REPORT EVERY YEAR, LOOK AT THIS TYPE OF DATA AND SEE ALL THOSE PIECES PUT TOGETHER.

ARE OUR STUDENTS PROGRESSING IN ALL OF THESE CIRCLE OF WAYS? AND THEN I'LL JUST ADD THAT WE'LL CONTINUE TO HAVE DISCUSSIONS ABOUT OUR THIS PARTICULAR PART OF OUR ASSESSMENT STRATEGY.

IT'S A PRETTY BIG INVESTMENT IN THE DISTRICT THAT WE NEED TO MAKE SURE THAT WE ARE MAXIMIZING THE INVESTMENT THAT WE'RE MAKING.

SO I THINK WE'LL CONTINUE TO HAVE FURTHER DISCUSSION AND I'M SURE WITH YOU ALL TOO, AS THE YEAR GOES ON, IN PART ITS TIMING AND THEN WE ARE IMPLEMENTING CURRICULUM. SO WE NEED TO LET THOSE THINGS KIND OF FALL OUT FOR A SECOND AND THEN COME BACK AND REVISIT THIS TOPIC OF IS THIS THE RIGHT ASSESSMENT? IS THIS THE RIGHT DATA POINT? YES. AND THANK YOU FOR BRINGING THAT UP, BECAUSE I THINK, LIKE, WE SHOULDN'T BE GETTING DIFFERENT DATA THAN WHAT THE SCHOOL IS LOOKING AT.

I UNDERSTAND WE GET IT AS AN AGGREGATE, BUT IT SHOULD IT SHOULD ALL ALIGN, AT LEAST IN MY MIND.

RIGHT. LIKE AND WE SHOULDN'T BE DOING ASSESSMENTS FOR THE SAKE OF DOING ASSESSMENTS.

OH, BECAUSE THE BOARD WANTS THE DATA LIKE IT SHOULD MAKE SENSE.

AND THEN WE'RE GETTING THAT DATA TO ANALYZE.

AND I HAD A FOLLOW UP QUESTION ON THAT.

THAT'S BLINKING FOR ME.

YEAH. I'LL TRY TO REMEMBER WHAT THE QUESTION WAS.

I SHOULD HAVE WRITTEN IT DOWN. MY SHORT TERM MEMORY.

TRUSTEE BAKER.

YES. ON THE SUBJECT OF THE ANSWER, FUNDS THAT TRUSTEE WADE AND TRUSTEE DEIGAARD MENTIONED, AND DR.

BIRD ALSO MENTIONED THAT, OF COURSE, THE MONEY'S NOT THERE TO BE TO LAST ALWAYS IF THE MONEY DOES.

WHERE HOW THEY REFLECT BE REFLECTED ON THE BUDGET IN THE INTERIM.

SO THAT AND THIS IS KIND OF A DIFFERENT CONVERSATION.

WE'D BE GLAD TO COME BACK WITH KIND OF AN ESSER REPORT.

BUT THE CLIFF IS COMING AND EVERYBODY'S PREPARING PREPARING FOR THE CLIFF.

THE BOTTOM LINE IS WE HAVE TO WEAN OVER THE COURSE OF TIME OFF OF ESSER DOLLARS.

SO THERE WILL BE CERTAIN THINGS THAT WE WON'T BE ABLE TO DO AT THE LEVEL THAT WE'RE DOING FOR THE NEXT COUPLE OF YEARS.

BUT THAT IS A BIG CONVERSATION THAT WE'RE CONTINUING TO HAVE WITHIN THE ADMINISTRATION.

THANK YOU FOR BEING AWARE OF THAT.

KEEP IT IN THE FOREFRONT.

THANK YOU. OK I REMEMBERED MY QUESTION.

SO WE KEEP TALKING ABOUT THE END NUMBER, THE CHALLENGE WE HAVE WITH THE DIFFERENT NUMBER OF STUDENTS TESTING.

DO WE KNOW WHAT PERCENTAGE? THOSE END NUMBERS ARE OF THE TOTAL POPULATION FOR EACH OF THOSE GRADE LEVELS.

DR. MATNEY? NOT HERE RIGHT NOW, BUT WE HAVE THAT DATA.

I WOULD LOVE TO SEE THAT.

OKAY. THANK YOU.

WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

MAY I HAVE A MOTION? SO MOVED HERNANDEZ.

DO I HAVE A SECOND? SECOND, WADE.

I HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE WADE.

PLEASE VOTE.

6-4-0 AGAINST ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF AUGUST 11TH, 2022.

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

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

[01:40:09]

SEVERAL ITEMS FOR NEXT THURSDAY HAVE ALREADY BEEN PULLED FOR DISCUSSION THIS EVENING AND WE'LL GO IN ORDER.

SO ITEM A2A AND BOARD SERVICES IF YOU'RE ABLE TO PULL UP THE ITEM ON THE SCREEN, THAT WOULD BE REALLY HELPFUL.

I KNOW IT TAKES A MINUTE.

OK? SO WE'LL GO ON TO IT LOOKS LIKE F ONE IS THE NEXT ITEM WOULD VOTING YES.

[INAUDIBLE] ITEM F ONE.

THIS WAS PULLED BY TRUSTEE DEIGAARD.

APPROVAL OF APPLICATION TO PARTICIPATE IN THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM FOR STATE FUNDING FOR THE 2223 SCHOOL YEAR.

I HAD SOME QUESTIONS.

OKAY. ANY OTHER TRUSTEES ON F ONE? THE NEXT ITEM IS F TWO.

THIS WAS PULLED BY TRUSTEE BLUEFORD-DANIELS.

JUST A QUICK QUESTION.

I THOUGHT WE'RE NOT GOING TO MEASURE MILITARY READY ANYMORE.

THIS IS A AVAINCE THE HEAD START.

THIS ALLOWS FOR PARTNERSHIPS BETWEEN DISTRICT AND FOR FEDERALLY FUNDED HEAD START AGENCIES THAT SERVE HARRIS COUNTY.

SPECIFICALLY, THIS IS .

WE'RE TALKING ABOUT F5A? F TWO. OH, OKAY.

I DIDN'T PULL 2.

OH, NO, I DIDN'T PULL TWO.

OK DID SOMEBODY ELSE PULL WHAT I HAD IT ON THE LIST? OKAY. WE CAN GO ON TO F FIVE.

AND THIS IS ACCOUNTABILITY PRESENTATION.

SO THAT'S GOING TO BE PRESENTED NEXT WEEK.

DR. MATNEY WILL GIVE THE FULL PRESENTATION IF YOU WANT TO HOLD YOUR QUESTION.

TRUSTEE BLUEFORD-DANIELS UNTIL THEN, WHEN SHE GIVES THE PRESENTATION.

I CAN. I JUST THOUGHT THAT WE WEREN'T MEASURING MILITARY READY ANYMORE, BUT THAT WAS BASICALLY I GUESS IF WE'RE NOT, IT WILL NOT BE INCLUDED IN THE PACKAGE.

AND NEXT WEEK'S PRESENTATION IS MORE OF A STATE ACCOUNTABILITY OVERVIEW THAT THERE WILL BE UTILIZE TO PROVIDE, OF COURSE INSIGHT AROUND THE A THROUGH F ACCOUNTABILITY SYSTEM IN THE RATINGS.

ALL RIGHT. THANK YOU. THE NEXT ITEM IS F SIX.

MY QUESTIONS WERE ANSWERED ABOUT THIS ITEM.

OKAY, PERFECT. THE NEXT ITEM IS H ONE.

THIS WAS HELD BY TRUSTEE BLUEFORD-DANIELS AND TRUSTEE HERNANDEZ.

MOST OF MY QUESTION WAS ANSWERED ON THE Q AND A, I APPRECIATE THAT.

AGAIN, I GAVE THE SHOUT OUT TO THE PRINCIPALS AT DUGAN AND MARTINEZ ELEMENTARY SCHOOL, BUT I ALSO WANTED TO GIVE A SHOUT OUT BECAUSE I MAY NOT BE HERE NEXT WEEKEND TO DO THE SHOUT OUT NEXT WEEK, RATHER, WHEN IT'S TIME FOR IT.

COMMENTS TO BURRUS ELEMENTARY SCHOOL PRINCIPAL AND COMMUNITY LEADERS FOR WALKING OUT AND TRYING TO HELP INCREASE OUR ENROLLMENT AT BURRESS ELEMENTARY SCHOOL IN THE COMMUNITY.

THANK YOU. UM.

SO THIS IS H ONE.

ANYONE ELSE HAVE QUESTIONS ON THIS? OKAY. MY QUESTION IS ON THIS ITEM WE'RE ALSO ANSWERING.

PERFECT. GOOD JOB.

Q&A. H THREE IS THE NEXT ONE.

AUTHORITY TO NEGOTIATE, EXECUTE, AMEND A PARKING LOT LEASE AGREEMENT WITH THE TEXAS MEDICAL CENTER FOR REQUIRED PARKING AT MICHAEL DEBAKEY HIGH SCHOOL FOR HEALTH PROFESSIONALS. AND JUST TO KIND OF REMIND TRUSTEES, THIS IS THE NEW DEBAKEY HIGH SCHOOL DOES NOT HAVE ENOUGH SPACES FOR STUDENTS AND FACULTY AND STAFF.

SO THAT'S WHAT THIS IS ALL ABOUT.

THE REMAINING PARKING SPACES MUST BE LEASED FROM THE TEXAS MEDICAL CENTER, SO THE CURRENT PARKING LOT WILL EVENTUALLY BE DEMOLISHED AND THUS PARKING NEEDS TO BE MOVED TO A NEW LOT FOR A NEW LEASE TERM.

ANY ADDITIONAL QUESTIONS? NO. MY QUESTION WAS ANSWERED ON THE Q&A.

PERFECT. WELL, WE'RE JUST BREEZING RIGHT THROUGH OK NEXT ONE IS SEVERAL OF THE ITEMS. SO LET'S START WITH PROJECT 18 0602.

[01:45:06]

I'M NOT SURE WHAT PAGE IT'S ON.

18.

TRUSTEE BLUEFORD-DANIELS. THIS WAS THE ONE YOU HELD.

I DID AS IT RELATE TO THE COSTUMES AND THE DANCE WHERE I DIDN'T MAKE A NOTE OF THE RFP NUMBER, BUT I HAD SOME QUESTIONS ABOUT THOSE COSTUMES.

AND IN DANCE, WHERE IT WAS FOR $8 MILLION, I DON'T KNOW WHO'S CONTROLLING THAT.

MIKE LYNN I THINK IT MUST BE A DIFFERENT.

SO THAT'S NOT THAT DOESN'T MATCH.

IT WAS FOR $8 MILLION.

AND IT WAS FOR COSTUMES AND DANCE.

WHERE. I GUESS IF YOU CAN ASK YOUR QUESTION WHILE THEY'RE LOOKING FOR IT, IT'S I ONE IT'S THAT ONE A.

I DON'T KNOW. I DIDN'T WRITE THE PAGE NUMBER DOWN.

GLEN, PAGE 101.

YEAH, THIS ONE, I THINK SPECIFICALLY IS FOR APPROVAL OF A VENDOR AWARDS FOR PURCHASES OVER 100,000 AND A RATIFICATION OF VENDOR AWARD FOR PURCHASES UNDER 100,000.

AND I DO SEE HERE AS A NOTE COSTUMES, DANCEWEAR UNIFORMS AND ACCESSORIES, 8 MILLION.

YEAH, MY QUESTION WAS ON THAT BECAUSE I KNOW I THINK TRUSTEE DEIGAARD ASKED SOMETHING ABOUT THE ESSER FUNDS I KNOW WE TALKED ABOUT BEFORE BY UTILIZING SOME OF THOSE ESSER FUNDS FOR VARIOUS THINGS, AND I KNOW IT'S A ONE TIME EXPENDITURE.

SO BECAUSE WE'RE UTILIZING ESSER FUNDS, THEN WHY ARE WE STILL USING $8 MILLION FOR 2022 AND 23 FOR VARIOUS SCHOOLS? YOU KNOW, AND I ASK THAT QUESTION BECAUSE I REMEMBER HEIGHTS SAYING THAT THEY NEEDED UNIFORMS AT ONE POINT, AND I'VE GOT PEOPLE SEWING BUTTONS ON UNIFORMS. AND SO I'M JUST CURIOUS AS TO WHY WE'RE YOU KNOW, YOU'RE ASKING TO SPEND $8 MILLION AND WE STILL HAVE THOSE ESSER FUNDS THAT WE HAVE.

I WANT TO BE BE CLEAR ON ESSER FUNDS.

WE'VE SPENDING HAS NOT BEEN THE PROBLEM.

WE'VE LIKE I SAID, OUR WEEKLY ESSER MEETINGS ARE ABOUT MAKING SURE THAT WE DON'T OVERSPEND AND MAKING SURE THAT WE DON'T UNDERSPEND.

SO WE'VE PRETTY MUCH FOUND THAT SWEET SPOT.

SO FINDING OTHER ITEMS TO SPEND ESSER DOLLARS ON IS NOT WHAT OUR FOCUS IS ON.

THE PROJECT MANAGEMENT TEAM THAT IS LEADING THIS WORK HAS SLOWED THE PACE BECAUSE THERE ARE OTHER THINGS THAT WE COULD DEFINITELY SPEND ON.

BUT AGAIN, WE'RE IN THAT SPACE WHERE WE DON'T WANT TO OVERSPEND.

ABSOLUTELY. I DON'T I KNOW HOW TO OVERDRAW A CHECKBOOK FOR MANY, MANY YEARS AGO.

SO WE DON'T WANT TO OVERDRAW.

BUT I LEARNED MY LESSON AS A YOUNG, VERY, VERY YOUNG PERSON, I PROMISE YOU.

SO IS THERE A PROCESS? AND PART OF THIS WAS ANSWERED IN THE Q&A.

I KNOW CHIEF BIRD LOOKS LIKE HE WANTS TO JUMP IN HERE BECAUSE PART OF THIS WAS IN THE Q AND A, I JUST WANT TO MAKE SURE THAT THE PRINCIPALS AT THE SCHOOLS KNOW THAT PROCESS TO UTILIZE TO CAPITALIZE AND NOT OVERSPEND.

RIGHT. THAT MONEY WHILE WE STILL HAVE IT.

SO WE HAVE WE HAVE A PROCESS IN PLACE.

MOST OF THE ORDERS FOR IT WAS BAND UNIFORMS. CHOIR IS MOSTLY CHORAL AND DANCE UNIFORMS. THOSE MOST THOSE ORDERS HAVE BEEN PLACED ALREADY SOME OF THE BAND UNIFORMS ARE ALREADY IN THIS I WOULD JUST SAY IS THIS PROJECT IS TO GO THROUGH 2025 SO IT'S NOT EIGHT IT'S AN AMOUNT NOT TO EXCEED SO IT'S OVER TEN.

SO PRINCIPALS CAN STILL IN THEIR CHEERLEADING UNIFORMS, FOR EXAMPLE, WE DID NOT INCLUDE THAT IN OUR ESSER FUNDS.

IT WAS REALLY GEARED TOWARDS FINE ARTS AND SO ATHLETIC UNIFORMS. WE DIDN'T DO REPLACEMENT OF ATHLETIC UNIFORMS AND ESSER, SO THIS WOULD BE THOSE TYPE OF ITEMS. THE ESSER FUNDS WERE REALLY GEARED TOWARDS FINE ARTS.

AND LET ME ASK ANOTHER QUESTION.

THIS IS NOT A LOADED QUESTION.

I KNOW THAT THERE WAS SOMEONE HERE THAT WAS COMPLAINING ABOUT THEIR STUDENT LAST YEAR OR YEAR BEFORE THAT WAS A CHEERLEADER AT ONE OF THE HIGH SCHOOLS.

I'M NOT GOING TO CALL THE NAME AND THE PACKAGE COST THAT PARENT $2,500.

SO IF WE'RE PURCHASING WE'RE USING MONEY TO PURCHASE THOSE, THEN WHY IS IT COSTING THE PARENT SO MUCH MONEY? YOU KNOW, BACK IN MY DAY, IT WAS $40 TO BE A CHEERLEADER.

YES. SO THAT I WOULD NOT I DON'T HAVE THAT LEVEL OF DETAIL HERE.

WE CAN LOOK INTO THAT AND PROVIDE.

YEAH, I'M JUST CURIOUS BECAUSE FOLLOW UP, THAT WAS A FATHER THAT CAME IN HERE.

HE COMPLAINED ABOUT YOU MAY REMEMBER THAT PERSON AND HE COMPLAINED ABOUT HIS DAUGHTER BEING A CHEERLEADER AND HE WAS SPENDING LIKE $2,500 FOR THAT CHILD TO BE A CHEERLEADER.

NOW WE'RE SAYING WE'RE SIGNING FOR A PACKAGE.

WE'RE SUPPORTING A PACKAGE FOR $8 MILLION FOR THE PURPOSE OF BUYING THESE UNIFORMS AND OUTFITS AND VARIOUS OUTFITS,

[01:50:03]

COSTUMES, ETC., FOR THESE SCHOOLS.

SO WE WANT TO MINIMIZE THE THE PAYMENTS THAT OBVIOUSLY THE PARENTS WILL HAVE TO PAY $2500.

THEN THAT WILL ALIENATE THOSE THOSE CHILDREN THAT MAY HAVE THE ABILITY TO BE GOOD CHEERLEADERS.

OR I SAY CHEERLEADERS, YOU KNOW, IMPARTIAL TO IT OR NOT.

BUT IF YOU HAVE A CHILD THAT'S SOCIALLY AND ECONOMICALLY CHALLENGED OR A PARENTS, THOUGH, THEY MAY BE A GOOD CHEERLEADER, THEY CAN'T DO IT BECAUSE A PARENT CAN CAN'T COME UP WITH THE $2500.

YEAH. TOTALLY AGREE. WE CAN FOLLOW UP AND GET MORE INFORMATION ABOUT.

TRUSTEE DEIGAARD. IS THE CLARIFYING QUESTION ABOUT THIS.

SO THIS ISN'T JUST FOR CONTRACTS TO BE PAID FOR BY GENERAL FUNDS, IT CAN ALSO BE FOR CONTRACTS BY ESSER FUNDS.

CORRECT. SO IT'S LIKE WHEREVER THE MONEY IS COMING FROM, WE STILL HAVE TO HAVE THESE CONTRACTS FOR THE SCHOOLS OR THE DEPARTMENTS OR WHATEVER TO PURCHASE THE UNIFORMS, ALL THOSE THINGS. AND THIS ISN'T THIS AMOUNT OF MONEY IN ADDITION TO WHAT WE'RE INVESTING IN ESSER, IT'S THE WHOLE KIT AND CABOODLE OF ANYTHING THE DISTRICT IS SPENDING FROM ANY SOURCE. OKAY. THANK YOU.

AND NOT TO EXCEED OVER THIS COURSE OF TIME.

THANK YOU. I GOT IT.

I JUST WANT TO MAKE SURE WE WEREN'T DOUBLE DIPPING.

IF YOU GOT ONE HAND, ONE GROUP OF FUNDS OVER HERE AND ANOTHER GROUP OF FUNDS OVER HERE.

AND SO IF WE COULD SAVE PART OF THE $8 MILLION BY USING SOME OF THE ESSER FUNDS, BECAUSE I KNOW WHAT IT WAS LIKE TO OVERSPEND THAT CHECK EVERY NOW AND THEN.

I DON'T WANT TO DO THAT.

SO IF WE CAN SAVE IT, THEN THAT'S MY OPPORTUNITY.

THAT'S MY POINT IN TRYING TO SAVE IT.

THANKS FOR THOSE QUESTIONS BECAUSE I DIDN'T REALIZE THAT EITHER.

THE NEXT ITEM HELD FOR DISCUSSION.

TRUSTEE HERNANDEZ I DON'T KNOW IF YOU KNOW ANY OF THESE PACKET PAGES.

SO PROJECT 2206 1335 NO, I DON'T HAVE ANY OF THE PACKET PAGES AND MY IPAD IS NOT IN USE RIGHT NOW.

I CAN TELL YOU IF YOU'D LIKE ME TO KIND OF WITH THAT SPECIFICALLY WITH THAT ONE IS AND HOW MUCH.

SO THAT WAS 35, 1335 IT WAS 6 1335 WHAT PAGE? SO THIS IS A REQUEST TO PURCHASE FOR SAFETY.

THAT'S 200 RIFLES, 200 BALLISTIC PLATES, WHICH ARE SHIELDS AS WELL, AND RIFLE AMMUNITION TO QUALIFY OUR OFFICERS RIGHT NOW, YOU KNOW, AS WE'VE STUDIED THE VIVALDI SCENARIO AND LOOKED AT WHAT PREPARATION AND THE PROPER PREPARATION NEEDS TO BE IN PLACE, OFFICERS WOULD NOT HAVE BEEN PREPARED FOR WHAT THAT LOOKS LIKE.

SO. 2206 1335 THIS IS OF COURSE, VENDORS IS ALSO USED AS A SECONDARY VENDOR FOR WHICH WE PURCHASE AMMO FROM. SO IT'S A VENDOR THAT WE'RE FAMILIAR WITH.

BUT THIS IS ABOUT PREPARING OUR POLICE DEPARTMENT IN THE BEST MANNER POSSIBLE AND WHAT RESEARCH ARE USING TO MAKE SURE THAT THIS IS BASED. WE'RE USING OUR FUNDS BASED ON RESEARCH AND OUR FEELINGS.

SO NOT NECESSARILY FEELINGS.

WHAT WE KNOW AND CHIEF, IF YOU'D LIKE TO COME UP AND AND SHARE SOME INSIGHT, BECAUSE THERE'S BEEN A LOT OF CONVERSATION AROUND THIS, A LOT OF, UNFORTUNATELY, BLAME AS WELL IN TERMS OF WHAT WE'RE SEEING AND UVALDE.

BUT CHIEF CAN SHARE SOME SOME INSIGHT AROUND WHAT WAS UTILIZED.

IN TERMS OF RESEARCH.

CAN YOU HEAR ME? YEP.

IN TERMS OF RESEARCH, IT'S JUST SO MANY STUDENTS ACTIVE SHOOTER SCENES, NOT ONLY IN SCHOOLS, BUT IN OUR CHURCHES AND OUR BUSINESSES, OUR SUPERMARKETS.

THAT RESEARCH HAS SHOWN THAT IF OFFICERS HAVE BEEN PROPERLY PREPARED AND THEY'LL BE ABLE TO NEUTRALIZE THE SUSPECT EVEN FASTER.

I'M CONFIDENT OF THE ALERT TRAINING THEY WILL RECEIVE AT THE SHOOTER TRAINING THE OFFICERS RECEIVE.

BUT I DON'T HAVE A LOT OF CONFIDENCE IN PREPARING OFFICERS TO ENCOUNTER A SUSPECT WITHOUT THE PROPER EQUIPMENT WE TRAIN EVERY YEAR AN ACTIVE SHOOTER TRAINING.

BUT IN ORDER TO BECOME BETTER AND BE BETTER PREPARED TO PROVIDE ADEQUATE RESPONSE, YOU NEED ACTUAL SCENARIO BASED TRAINING WITH LIVE FIRE, WITH SHIELDS.

YOU NEED TO LEARN HOW TO MANEUVER THOSE DOORS, HOW TO OVERCOME BREACHING THOSE DOORS.

AND WE DON'T HAVE THAT EQUIPMENT IN ORDER TO DO THAT.

AN EXAMPLE IS THAT WE ALL SEEN THAT HORRIBLE VIDEO AND THOSE SCENES THAT OF UVALDE WHEN YOU HAVE OFFICERS STANDING THERE WITH THE SHIELDS.

BUT THEY DIDN'T TAKE ANY ACTION AND THAT WAS BECAUSE OF THE LACK OF PREPARATION AND TRAINING ON BEHALF OF THOSE OFFICERS.

SO THE EQUIPMENT THAT I'M REQUESTING IS TO PROVIDE ADDITIONAL TRAINING TO TEACH OUR OFFICERS HOW TO BREACH THE DOORS, HOW TO USE THOSE SHIELDS IN ORDER TO QUICKLY AND IN THAT ROOM AND NEUTRALIZE THE SUSPECT AND, OF COURSE, SAVE OUR STUDENTS AND OUR STAFF MEMBERS.

SO FROM MY RECOLLECTION, WE HAVE ABOUT 200 POLICE OFFICERS.

[01:55:05]

IS THAT CORRECT? YES.

AND SO YOU'RE SAYING THAT WE NEED THIS FOR TRAINING, SO WE NEED ONE FOR EACH POLICE OFFICER FOR THE TRAINING PURPOSES.

THE WAY I PLAN TO DEPLOY THE RIFLES IS TO DEPLOY THEM TO EVERY OFFICER ON THE CAMPUS AND PATROL OFFICERS.

SO THE PATROL OFFICERS ARE GOING TO RESPOND.

THEY'RE GOING TO BE THE SECONDARY RESPONSE.

THE SHIELDS ARE ALSO GOING TO BE DEPLOYED TO THE SCHOOLS AND THE PATROL OFFICERS.

AND ON THE CAMPUS THEY'RE GOING TO HAVE PISTOL GRADE SHIELDS AND IN CONJUNCTION WITH THE BALLISTIC PLATES AND THEIR BODY ARMOR, THAT SHOULD PROVIDE THEM ADEQUATE PROTECTION IN ORDER TO TRY TO STOP THE KILLING AS SOON AS POSSIBLE, THE RESPONDING OFFICERS ARE GOING TO HAVE THE RIFLE GRADE.

SO ARE THEY GOING TO BE MORE ABLE TO RESPOND AND THEY'RE GOING TO BE QUICKER TO RESPOND THAN HPD OR OTHER AGENCIES.

SO THEY NEED THOSE TOOLS.

MADAM PRESIDENT, I'M SORRY TO INTERRUPT, BUT I WANT US TO BE VERY CAREFUL IN ASSESSING ANY VULNERABILITIES IN OUR RESPONSE OR TRAINING OR EQUIPMENT IN AN OPEN SESSION. MR. SUPERINTENDENT, A FURTHER DISCUSSION IN CLOSED SESSION.

BUT OBVIOUSLY, WE DON'T WANT TO ALERT ANYONE WHO WOULD DO HARM TO ANY OF THOSE ISSUES.

HAVE YOU GONE ON TO THE COMMUNITY TO ASK TO SEE IF THIS IS WHAT THE COMMUNITY WANTS? NO, I DON'T KNOW THAT THIS IS HAS GARNERED COMMUNITY INSIGHT.

WHAT I DO KNOW IS THAT IF THERE WAS AN ACTIVE SHOOTER IN HISD, OUR POLICE DEPARTMENT IS NOT PREPARED.

I KNOW THAT THERE ARE SOME OF THE OTHER ITEMS ON HERE ARE ALSO FOR THE POLICE DEPARTMENT.

DO YOU? I DON'T HAVE MY IPAD, SO I DON'T HAVE THE TOTAL IN FRONT OF ME.

I CAN SHARE WITH YOU IF YOU GO DOWN.

YES. CAN YOU EXPLAIN TO ME WHY THE ITEMS WERE BROKEN DOWN INTO SIX INSTEAD OF ONE? SURE. OF COURSE.

22. WE JUST TALKED ABOUT 22, OH SIX 1335, WHICH IS THE RIFLES WE ALSO HAVE.

2206 1401 THIS IS A VENDOR ALREADY UTILIZED.

AND THIS IS SPECIFICALLY FOR BULLETPROOF VEST.

TO THE DEPARTMENT, WE SAW AN INCREASE BECAUSE WE WANTED TO PURCHASE ADDITIONAL PISTOL SHIELDS FOR THE CAMPUS OFFICERS.

THEY QUOTED US THE BEST PRICE IN TERMS OF THIS PARTICULAR VENDOR.

AND LET ME SEE.

IF THAT WAS 2021030101 IS ALSO THIS IS SIMPLY AN AMMO SUPPLIER.

THE REASON FOR THE INCREASE HERE IS TO TO PURCHASE 50 RIFLE SHIELDS THAT THE CHIEF JUST TALKED ABOUT ISSUE TO PATROL OFFICERS, AS HE INDICATED. THEY'RE ALSO RESPONSIBLE FOR RESPONDING TO ANY ACTIVE SHOOTING EVENTS.

SO THOSE ARE THE ONE, TWO, THREE.

FOUR ITEMS. IS THERE A REASON WHY THE RIFLE SHIELDS ARE IN TWO SEPARATE ITEMS? IS THERE ANY.

YES. WE GOT A BETTER PRICE FOR THEM, I QUOTED I GOT QUOTES FROM SEVERAL VENDORS ACROSS TEXAS IN THE NATION.

AND THE RIFLE SHIELDS WE RECEIVE IN THIS CONTRACT WAS A BETTER PRICE THAN I GOT FROM THE OTHER QUOTES.

WHAT OTHER AVENUES HAVE BEEN EXPLORED.

IN TERMS OF PREPARATION? YES, QUITE A FEW ITEMS THAT WE'VE LOOKED AT AS WE THINK ABOUT KNOW WE'VE TALKED ABOUT THE INCREASING SECURITY, BUT NOT REMAINING VIGILANT TO THREATS.

THAT'S ABOUT PEOPLE AND ENSURING THAT OUR PEOPLE UNDERSTAND WHAT'S GOING ON.

HISD OFFICERS CONTINUE TO TRAIN ANNUALLY WITH THE ACTIVE SHOOTER EVENTS HIS CHIEF TALKED ABOUT.

WE USE SCENARIO BASED TRAINING, WHICH OFFICERS WILL ENCOUNTER REAL LIFE SITUATIONS.

WE'VE ALSO INCORPORATED TECHNOLOGY TO CREATE TRAINING SCENARIOS USED TO TRAIN 1 TO 3 TEAMS. WE'VE CONDUCTED AN EXERCISE WHICH ALLOWED US TO TRAIN WITH OUR PARTNERS.

ACTIVE ATTACK INTEGRATED RESPONSE IS A TRAINING EXERCISE WHICH ALLOWS LAW ENFORCEMENT AND EMS TO TRAIN TOGETHER IN AN A RESPONSE OF AN INCIDENT.

THE TRAINING IS DESIGNATED TO SAVE DESIGNED EXCUSE ME, TO SAVE LIVES AND NEUTRALIZE A THREAT.

WE'RE ALSO WORKING WITH OUR CAMPUS ADMINISTRATORS TO TO TRAIN THEM ON THE CONCEPT OF AVOID, DENY AND DEFEND HISD P.D. AND RISK MANAGEMENT WILL CONTINUE TO WORK TOGETHER TO PROVIDE THIS PARTICULAR TRAINING.

[02:00:01]

THE POLICE DEPARTMENT HAS AN EMERGENCY RESPONSE TEAM AS WELL, WHICH I BELIEVE.

SUPERINTENDENT HOUSE SORRY TO INTERRUPT YOU.

WHY DON'T WE CONCLUDE THIS AND TRUSTEES HAVE ADDITIONAL QUESTIONS.

LET'S ADDRESS THOSE IN CLOSED SESSION.

THESE ITEMS. TRUSTEE BLUEFORD-DANIELS DID YOU HAVE A QUESTION ON THESE ITEMS? DO YOU PREFER IN CLOSED SESSION? THAT WOULD BE MY PREFERENCE. BUT YEAH, WE CAN GO TO CLOSED SESSION.

BUT I DID WANT TO MENTION PUBLICLY THAT I VISITED GARCIA ELEMENTARY SCHOOL IN JUNE AND THOSE PARENTS OVER THERE, THE PARENTS CAME WITH THE CHILDREN.

AND THE FIRST AND FOREMOST IMPORTANT THING THAT THEY ASK NOT LONG AFTER UVALDE WAS HOW SAFE ARE THEIR CHILDREN GOING TO BE? AND SO NOT ONLY DO WE HAVE TO CONCERN OURSELVES WITH THE CHILDREN, BUT WE HAD TO CONCERN OURSELVES WITH THE STAFF, ETC.

IN THESE SCHOOLS. I JUST WANT TO KEEP THAT TO THE FOREFRONT.

UVALDE WAS DISHEARTENING.

I MEAN, IT JUST BREAKS YOUR HEART TO EVEN CAN STILL THINK ABOUT IT.

AND THOUGH WE DON'T WANT TO CONSIDER THAT IT COULD POSSIBLY HAPPEN IN OUR DISTRICT.

SO I'LL WAIT AND HOLD MY COMMENTS IN THAT.

I ALSO JUST WANT TO EXPRESS SOME OF THE CONCERNS I HAVE, SOME OF THE SAME CONCERNS THAT TRUSTEE NONETHELESS EXPRESSED. I READ THE REPORT ON UVALDE, AND THE OFFICERS HAD ALL OF THESE ITEMS. AND I KNOW CHIEF LOPEZ MENTIONED THE TRAINING THAT GOES IN CONJUNCTION, BUT I AM CONCERNED.

AND THE BOARD DID ADOPT A SELF CONSTRAINT TO NOT CONSIDER.

I CAN'T REMOVE THE WORDING. I'LL HAVE TO LOOK IT UP TO NOT CONSIDER ANY ITEMS THAT.

THAT PERPETUATE.

DISPROPORTIONATE DISCIPLINE.

SO LET'S FINISH BECAUSE WE WERE GOING TO GO INTO CLOSED SESSION ANYWAY.

SO LET'S JUST FINISH ANY OTHER ITEMS. IT LOOKS LIKE THE LAST ONE WAS K ONE.

FOR DISCUSSION.

AND JUST FOR CLARITY, NORMALLY OUR BOARD NORM IS HEARING OF THE COMMUNITY AT 7 P.M., BUT THAT'S ONLY FOR OUR REGULAR BOARD MEETINGS.

[INAUDIBLE]. OK.

WHAT PAGE? WHAT PACKET PAGE? FOR [INUAUDIBLE], YEAH, THAT WAS THE FIRST ONE I HAD SAID AND I THINK YOU.

97? THIS IS IMPORTANT BECAUSE IT ADDRESSES THE WRAPAROUND SPECIALIST.

AND I THOUGHT THAT WE WERE GOING TO DECREASE THE WRAP AROUND SPECIALIST THIS YEAR IN THE DISTRICT.

THAT WAS PACKAGE PAGE 97.

WHEN I LOOKED AT IT INITIALLY, THE INITIAL I PUT ON HIS PAGES AND THEN CHANGING THIS UP.

SO IT DISMISSES MISS.

IT MESSES A GIRL UP, BUT IT WAS PACKAGE PAGE 97 AND IT WAS ABOUT WRAPAROUND SPECIALIST.

IT WAS FOR FINANCE SUPPORT FOR WRAPAROUND SPECIALIST ? WE'VE GOT TO ASK THE QUESTIONS ON ONE DAY AND THEN THE CHANGES COME OUT ANOTHER DAY.

SO WE CAN BE ON THE SAME PAGE BECAUSE WHEN WE FIRST GET IT TO BE ON TIME WITH OUR QUESTIONS, WE START MAKING OUR QUESTIONS ACCORDING TO THE FIRST ISSUE.

[INAUDIBLE].

YEAH, IT WOULD. YEAH, DEFINITELY WOULD HAVE.

AND SOME I DO. SOME I DID, BUT I DIDN'T DO IT FOR THAT PARTICULAR ONE.

BUT JUST THE QUESTION, DID WE DECREASE [INAUDIBLE] RIGHT.

RIGHT. WITH WRAPAROUND SPECIALIST, DID WE DECREASE THAT WAS FOUR $2 MILLION.

DID WE DECREASE SOME OF THOSE WRAPAROUND SPECIALIST POSITIONS? NO. NO, THERE WASN'T AN EXPECTATION TO DECREASE.

OKAY, BECAUSE I THOUGHT WE HAD SOME DISCUSSION THAT SOME OF THE SCHOOLS HAD ONE AND OTHER SCHOOLS HAD TWO OR MORE AND.

I THOUGHT YOU ALL WERE GOING TO REVIEW IF IT WAS NECESSARY FOR SOME OF THESE OTHER ALL THESE CAMPUSES TO HAVE MORE THAN ONE.

AND HOW THEY'RE USED, WHETHER OR NOT, MAY NOT BE TOTALLY NECESSARY.

I'M JUST LOOKING FOR AN OPPORTUNITY TO SAVE A DOLLAR.

THAT'S WHAT I'M LOOKING FOR.

AND WE CAN. DR.

CRUZ IS NOT HERE. AND CASTILLO CANDICE CASTILLO'S NOT WITH US TODAY.

[02:05:03]

OH, YES, SHE IS. CANDICE, IF YOU WANT TO, YOU WERE HIDING BEHIND AUGUSTA'S HEAD.

COME ON DOWN, MRS. CASTILLO.

EXCUSE ME. YES.

AND I'M SORRY, WHAT WAS THE QUESTION AGAIN? HELLO? FIRST OF ALL, MRS. CASTILLO. THE QUESTION WAS, WHEN I LOOKED AT THE AMOUNT OF MONEY, IT WAS $2 MILLION.

AND SO I THOUGHT I VAGUELY REMEMBERED THAT WE WERE GOING TO LOOK AT THE NEED FOR WRAPAROUND SPECIALISTS BECAUSE, YOU KNOW, IF NECESSARY, IF WE HAVE TWO OR THREE WRAPAROUND SPECIALISTS ON A CAMPUS, THAT MAY BE AN OPPORTUNITY TO USE THE WRAPAROUND SPECIALISTS IN ONE OF THOSE SHORTAGES WHERE WE IF THEY GOT CERTIFICATION ANYWAY, WELL, WE HAVE SOME SHORTAGES IN THE DISTRICT.

SO I THOUGHT WE TALKED ABOUT DECREASING SOME OF THE WRAPAROUND SPECIALISTS BEFORE.

NOW MY MEMORY IS KIND OF SO I THINK THE CONVERSATION VAGUELY IS COMING BACK.

BUT THERE WAS RHYME AND REASON WHY WE HAD MORE THAN ONE WRAPAROUND SPECIALIST AT A CAMPUS.

IT WAS REALLY FOCUSED ON NEED.

I THINK THE CONVERSATION MAY HAVE BEEN FOR THOSE CAMPUSES THAT MAY HAVE FELT THAT THEY DIDN'T HAVE A NEED OR WHATNOT.

SO BUT, YOU KNOW, THE EXPECTATIONS STILL HAVEN'T HAVEN'T HAVEN'T CHANGED.

DR. COSTELLO, I APPRECIATE THAT, BECAUSE EVEN THOUGH THE CAMPUS MAY NOT HAVE MAY FEEL LIKE THEY MAY NOT HAVE HAD A NEED TO ACCESS THEM, I'M JUST TRYING TO NOT ONLY JUST SAVE A DOLLAR, BUT SEE AN OPPORTUNITY.

WHEREAS IF WE HAVE TWO OR THREE AND THERE'S AN OPPORTUNITY TO CUT ONE OF THOSE POSITIONS, SO YOU PUT THOSE PEOPLE IN CLASSROOMS. FOR THE SHORTING THAT WE HAVE.

IT'S A MUCH DIFFERENT IT'S A WRAPAROUND SPECIALIST AND A CERTIFIED TEACHER HAVE COMPLETELY DIFFERENT CREDENTIALING.

SO WRAPAROUND SPECIALISTS DOESN'T HAVE TO BE A CERTIFIED INDIVIDUAL.

SO IT'S A REALLY A DIFFERENT, DIFFERENT POSITION.

IT MAKES A DIFFERENCE. BUT IF THEY ARE CERTIFIED AND WE GOT SOME EXTRA ONES, LET'S JUST LOOK AT IT USING.

JUST A THOUGHT.

THINKING OUTSIDE THE BOX. THANK YOU.

THANK YOU. NICE TO MEET YOU.

TRUSTEE WADE, I HAVE A QUESTION ON THAT COMMENT.

SO THIS IS THIS THE PURPLE SENSE DATA THAT I'M LOOKING FOR? SO PURPLE CENTS IS UTILIZED WITH OUR WRAP AROUND SPECIALIST, RIGHT? SO THIS IS I'M GUESSING THIS HAS TO DO WITH IT, CORRECT? OK SO YES, YOU ASKED ABOUT THIS AND HERE IT IS AND HERE IT IS.

SO THIS IS WHAT I'M LOOKING FOR.

THANK YOU. YES, MA'AM. THANK YOU.

ARE EXCELLENT. REAL QUICK COMMENT ON THAT.

SO IT IS NOT TO EXCEED AND IT'S A PROJECT TERM AND IT JUST IS A BUDGET TO PUT OUT THERE.

IT'S NOT TO HAVE TO BE USED AS THAT.

GLENN IS GOING TO FIND A WAY TO MAKE IT UP.

OKAY. LAST ITEM HELD FOR DISCUSSION IS K ONE.

TRUSTEE HERNANDEZ. [INAUDIBLE].

IT'S RIGHT THERE. SO THIS IS? THE WAY BOARD POLICY FOR THIS IS A TEST TSB BOARD POLICY RECOMMENDATION THAT COMES AS A RESULT OF SENATE BILL 1267 THAT REQUIRES DISTRICTS TO ADOPT A PROFESSIONAL DEVELOPMENT POLICY BY AUGUST ONE OR AS AS SOON AS POSSIBLE.

THE POLICY REQUIRES THAT THE BOARD ANNUALLY REVIEW THE SBC CLEARINGHOUSE REGARDING BEST PRACTICES AND INDUSTRY RECOMMENDATIONS FOR PD AND TO ADOPT A POLICY BASED ON RECOMMENDATIONS IN THE CLEARING HOUSE.

YES, AND I HAVE NOT SEEN THAT PD THAT I WAS GOING TO BE APPROVING.

SO I ASKED FOR THE PD.

IT WAS ATTACHED TO THE Q&A.

SO NOW I UNDERSTAND WHAT I AM APPROVING.

THANK YOU. TRUSTEE ELLEN.

I GOT MY ANSWER FROM TRUSTEE HERNANDEZ.

I WAS WONDERING WHY WE WERE APPROVING THAT ALSO.

THANK YOU. THE BOARD WILL NOW ADJOURN TO CLOSE.

OH, SORRY. WERE THERE ANY OTHER, YOU WANTED? L ONE. YES.

THANK YOU. L ONE.

THANK YOU, TRUSTEE ELLEN. DEBT MANAGEMENT ACTIVITY REPORT TRUSTEE DEIGAARD.

YEAH. SO THIS IS A FOLLOW UP TO THE Q&A.

SO I KNOW THAT THIS IS A ROUTINE THING THAT WE GOT ON A REGULAR BASIS, BUT I THINK THERE WOULD BE VALUE IN AND YOU KIND OF GAVE YOU GIVE AN EXPLANATION IN THE Q&A OF WHY IT'S ON THE AGENDA.

[02:10:01]

BUT I THINK KIND OF HELPING BOARD MEMBERS UNDERSTAND LIKE THIS IS WHAT WE'RE SEEING IN THIS REPORT.

LIKE, SO, YOU KNOW, WE'RE RESPONSIBLE FOR THE FINANCES AND I THINK US GETTING A LITTLE MORE UNDERSTANDING OF THE TRENDS, YOU KNOW, WHAT MIGHT BE CONCERNING, WHAT MIGHT BE GOOD WOULD WOULD BE ON SOME VALUE.

THAT'S ALL. THANK YOU.

OKAY. ANY.

DID I MISS ANY ITEMS? ALL RIGHT. THE BOARD WILL NOW ADJOURNED A CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETING SEC SUBSECTIONS 551.004.071.072.073.074.076.082.0821.083.084.089 SHOULD BOARD FINAL ACTION VOTER DECISION ON ANY MATTER CONSIDERED IN CLOSED SESSION BE REQUIRED.

SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE.

UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF, THE BOARD IS ADJOURNED AT CLOSED SESSION AT 7:12 P.M.. TRUSTEES WANT TO TAKE, LIKE A FIVE MINUTE BREAK.

I KNOW WE'VE BEEN MEETING FOR A WHILE.

WE'RE BACK. JUDITH.

THIS MEETING IS NOW RECONVENED IN OPEN SESSION.

THE TIME IS 8:46 P.M..

WE ARE NOW READY TO CONSIDER ITEMS DISCUSSED IN EXECUTIVE SESSION.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD WAIVE ANY CONFLICT INVOLVING THE LAW FIRM OF THOMPSON AND HORTON REPRESENTING HOUSTON ISD IN THE REVIEW AND NEGOTIATION OF A CONTRACT WITH REGION FOUR TO PROVIDE LONE STAR GOVERNANCE COACH SERVICES TO THE TEAM OF TEN AND RELATED LEGAL ADVICE, AND AUTHORIZE THE BOARD PRESIDENT AND GENERAL COUNSEL TO EXECUTE A WRITTEN CONFLICT WAIVER.

SECOND DIEGAARD.

WITH A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE DEIGAARD.

PLEASE VOTE.

640 AGAINST ZERO ABSTENTIONS.

I MOVED THAT THE BOARD APPROVED THE CONTRACT WITH REGION FOUR TO PROVIDE LONESTAR GOVERNANCE CODE SERVICES TO THE TEAM OF TEN, INCLUDING DELETING THE PROVISION DISCUSSED IN CLOSED SESSION.

DEIGAARD SECOND.

A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE DEIGAARD PLEASE VOTE.

640 AGAINST ZERO ABSTENTIONS.

THAT'S IT, RIGHT? OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING ON THURSDAY, AUGUST 11, 2022.

WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 8:48 P.M.

ON AUGUST 4TH, 2022.



* This transcript was compiled from uncorrected Closed Captioning.