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[Agenda Review]

[00:00:03]

GOOD EVENING.

THIS MEETING IS NOW CONVENED.

THE TIME IS 5:00 PM BOARD MEMBERS PRESENT AND THE BOARD AUDITORIUM ARE TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE CRUZ, TRUSTEE BLUEFORD-DANIELS TRUSTEE DEIGAARD, TRUSTEE BAKER, AND TRUSTEE HERNANDEZ BOARD MEMBERS PRESENT VIA ZOOM ARE TRUSTEE ALLEN.

OK. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES . [SPANISH]. I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW AND SPECIAL MEETING HELD ON AUGUST 4TH, 2022, AND THE SPECIAL MEETING HELD ON AUGUST 18TH, 2022. SO MOVED.

SECOND, GUIDRY. I HAVE A MOTION BY TRUSTEE WADE AND A SECOND BY TRUSTEE GUIDRY.

PLEASE VOTE.

8 FOR, 0 AGAINST, ZERO ABSTENTIONS.

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

PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED 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 IN OUR STUDENTS ARE WATCHING.

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

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

WILL JOSEPH ALLEN PLEASE COME TO THE PODIUM? OUR NEXT ITEM HELD FOR REGISTER SPEAKERS IS K-11 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY BQ LOCAL PLANNING AND DECISION MAKING PROCESS.

SECOND READING WILL RUTH KRAVITZ PLEASE COME TO THE PODIUM? THE SPEAKERS ALSO REGISTERED TO ITEM K-37.

GOOD EVENING.

I'M REALLY EXCITED TO HAVE 2 MINUTES.

I'M HERE TODAY TO ASK YOU TO MAINTAIN THE THREE YEAR TEACHING REQUIREMENT FOR ADMINISTRATORS AND PRINCIPALS.

THE STATE MINIMUM, AS YOU KNOW, IS TWO YEARS.

THANKFULLY, I DID NOT BECOME AN ADMINISTRATOR UNTIL I HAD MANY MORE YEARS IN THE CLASSROOM THAN JUST MY FIRST TWO.

HERE ARE SOME OF THE CHALLENGES OUR SCHOOLS AND THEIR ADMINISTRATORS FACE.

STUDENTS STARTING SCHOOL WITH VARYING LEVELS OF PREPARATION, POVERTY IN THE COMMUNITY, COACHING NEW TEACHERS TO SUCCEED THE NEEDS OF STUDENTS WITH DISABILITIES, UNDERFUNDING BY THE STATE, AND SO ON.

THE ONLY WAY SCHOOLS SUCCEED IS A TEAM OF EXPERIENCED ADMINISTRATORS WITH SUFFICIENT CLASSROOM EXPERIENCE TO HELP NEW AND VETERAN TEACHERS.

IF YOU'RE WORRIED ABOUT NOT HAVING A DEEP ENOUGH ADMINISTRATIVE POOL, AS SOME HAVE MENTIONED, CHANGE THE APPLICATION PROCESS.

BUT DON'T FAST TRACK APPLICANTS WITH JUST TWO YEARS TEACHING EXPERIENCE.

RIGHT NOW, APPLICANTS MUST PASS THE HABERMAN MULTIPLE CHOICE TEST, WHICH IS A GREER ERA RELIC TO BE CONSIDERED FOR ADMINISTRATION.

IF THEY DON'T PASS, THEY MUST WAIT A YEAR BEFORE THEY CAN APPLY TO HISD AGAIN.

THIS MEANS WE LOSE MANY GOOD FUTURE ADMINISTRATORS TO OTHER DISTRICTS WHOSE PROCESS IS A LITTLE LESS CLUNKY.

THE HABERMAN IS AN UNRELIABLE INSTRUMENT FOR SCREENING POTENTIAL APPLICANTS.

DOESN'T MEASURE WHAT IT TAKES TO BE SUCCESSFUL IN HISD.

WE SHOULD BE LOOKING AT THE TEACHER'S BODY OF WORK AND OTHER THINGS.

LET'S CANCEL THE HABERMAN CONTRACT AND KEEP THE THREE YEAR TEACHING REQUIREMENT MINIMUM.

THANK YOU SO MUCH.

I HAVE OTHER THINGS I SHOULD TALK ABOUT.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K-12 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, BQA LOCAL PLANNING AND DECISION MAKING PROCESS.

DISTRICT LEVEL SECOND READING WILL JACKIE WHITE ANDERSON PLEASE COME TO THE PODIUM? THIS SPEAKER IS ALSO REGISTERED TO ITEM K-37.

GOOD EVENING. I DON'T EVEN KNOW HOW TO BEGIN WITH 2 MINUTES.

BUT ANYWAY, I'M SPEAKING TO AGENDA ITEM K-12, WHICH IS WHAT I CALL THE VOTER SUPPRESSION POLICY AND AGENDA ITEM K-37.

CLEARLY, WE HAVE SOME TRUSTEES WHO DO NOT BELIEVE OR VALUE THE VOICES OF EMPLOYEES AND MOREOVER THE VOICES OF EMPLOYEES WITH EXPERIENCE.

IT'S NO WONDER THAT ONE OF OUR LATEST SURVEYS REVEALED THAT 27% OF THOSE PARTICIPATING SAY THAT HISD IS NOT

[00:05:06]

PRIORITIZING RETENTION.

YOU CAN'T SAY YOU VALUE EXPERIENCED TEACHERS WHEN YOU ONLY WANT TO HEAR FROM THOSE THAT YOU THAT AGREE WITH YOU.

EXPERIENCE IS CRITICAL.

PUBLIC EDUCATION IS UNDER ATTACK.

IT TAKES YEARS TO LEARN EDUCATION POLICY.

IT'S NOT SOMETHING THAT YOU LEARN OR YOU PICK UP OVERNIGHT.

EXPERIENCE MATTERS.

AND UNLESS THIS BOARD OR THIS ADMINISTRATION WANTS RUBBER STAMP COMMITTEES, THEN WHAT IS THE REASON FOR THIS CHANGE? THESE PEOPLE ARE ELECTED BY THEIR PEERS.

THEY GO THROUGH AN ELECTION PROCESS, AND THERE'S NO REASON FOR THE ADMINISTRATION TO BE ASKING FOR A CHANGE IN THIS OR THE BOARD OR WHOEVER IT IS.

IDEALLY, A PRINCIPAL SHOULD HAVE AT LEAST FIVE YEARS OF EXCEPTIONAL CLASSROOM EXPERIENCE.

IT IS DEMEANING TO THE PROFESSION TO CONSIDER ANYTHING LESS.

WE CANNOT ACT OUT OF DESPERATION.

LET'S WORK ON CHANGING THE CULTURE IN HISD.

THAT WAY YOU CAN.

YOU HAVE TO DO THAT BY HAVING MEANINGFUL CONVERSATIONS.

SOMETIMES THOSE CONVERSATIONS ARE DIFFICULT, BUT YOU MUST HAVE THEM ANYWAY.

AND YOU SHOULD HAVE THOSE CONVERSATIONS WITH PEOPLE WHO ARE VESTED IN HISD, CONVERSATIONS WITH THOSE WHO HAVE BEEN IN THE FIGHT LONG ENOUGH TO KNOW THEY EVEN IN THE FIGHT EXPERIENCE MATTERS.

LET'S CONSIDER THAT.

THANK YOU. OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS K-37 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY DP LOCAL PERSONNEL POSITIONS.

SECOND READING. WE HAVE TWO SPEAKERS ON THIS TOPIC WHO HAVE REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

SPEAKERS, 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 MUTE 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.

MADAM PRESIDENT, NOBODY HAS JOINED VIRTUALLY VIA ZOOM.

THANK YOU. THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF CONSTRAINTS THREE AND FOUR PROGRESS MEASURES ONE AND TWO. 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 THESE TWO CONSTRAINTS.

DR. MATNEY? ALL RIGHT. GOOD EVENING, TRUSTEES.

THANK YOU. SUPERINTENDENT HOUSE I'M HERE THIS EVENING.

TO REVIEW FOR THE FIRST TIME CONSTRAINTS THREE AND FOUR PROGRESS MEASURES ONE AND TWO FOR EACH.

AS A REMINDER, CONSTRAINT THREE SAYS THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT NOTIFYING PARENTS, GUARDIANS AT LEAST ONCE EACH 12 WEEKS ABOUT HOW TO HELP THEIR STUDENT.

IF THE STUDENT IS ONE OR MORE GRADE LEVELS BEHIND IN LITERACY.

PROGRESS. MEASURE 3.1 SAYS THE PERCENTAGE OF STUDENTS ONE OR MORE GRADE LEVELS BEHIND IN LITERACY, WHOSE PARENTS GUARDIANS ARE CENTRALLY DOCUMENTED AS HAVING BEEN NOTIFIED OF THEIR CHILD'S LITERACY LEVEL AT LEAST ONCE EVERY 12 WEEKS WILL INCREASE 100 PERCENTAGE POINTS FROM 0% IN SPRING 2020 TO 100% IN SPRING 2024.

IT WAS ZERO BECAUSE THIS WAS A BRAND NEW PROCESS FOR US PUT FORTH THROUGH THE CONSTRAINT PROCESS.

SO AS WE CAN SEE HERE, WE LOOK AT OUR 2020-2021 DATA ON THE FAR LEFT HAND SIDE THIS YEAR REPORTING OUT 2021-22.

WE ENDED THE YEAR AT 99% AND YOU CAN SEE EACH OF THE 412 WEEK TIME PERIODS.

SO BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR IN OUR TOTAL WAS AT 99%.

OUR TARGET THIS YEAR WAS 90% AS WE SCALE UP TO THAT 100%.

SO WE WENT FROM 85% LAST YEAR OR IN 2020-2021 TO 90% OR 99% EXCUSE ME, IN 21-22, JUST SHY OF THAT 100% TARGET FOR TWO YEARS OUT.

IS WE GET THE NEXT SLIDE UP FOR CONSTRAINT PROGRESS MEASURE 3.2 THE PERCENTAGE OF CAMPUSES WITH A CENTRALLY.

THERE WE GO. I'VE GOT IT. THANK YOU.

WITH A CENTRALLY DOCUMENTED LITERACY PLAN, INCLUDING PARENT OUTREACH STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS, ONE OR MORE GRADE LEVELS BEHIND IN LITERACY WILL INCREASE 100 PERCENTAGE POINTS FROM 0% DURING 19-20 TO 100% DURING THE 23-24 SCHOOL YEAR.

[00:10:07]

SO WITH THIS PROGRESS MEASURE, WE DID NOT MEET THE TARGET.

WE WERE SET OUT FOR A GOAL OF 66%.

THIS YEAR. WE WERE AT 4%.

WE DID HAVE CAMPUSES THAT ADDRESSED LITERACY PLANS, BUT THEY DID NOT CONTAIN PARENT OUTREACH ACTIVITIES.

SO WE HAVE A PLAN IN PLACE FOR THIS TO LIVE IN THE ACADEMICS DEPARTMENT THIS YEAR AND THROUGH THE ACADEMICS DEPARTMENT LEADERSHIP FORMING THESE PLANS AND IMPLEMENTING THEM AS CAMPUSES ROLL OUT THEIR SCHOOL IMPROVEMENT PLANS AS WELL.

FOR CONSTRAINT FOUR, THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

MEETING INDIVIDUALIZED EDUCATION PROGRAM PROGRESS.

FOR PROGRESS MEASURE 4.1, THE PERCENTAGE OF STUDENTS WITH UP TO DATE IEP PROGRESS RECORDED EVERY SIX WEEKS IN THE IEP SYSTEM WILL INCREASE FROM 0% DURING 19-20 TO 100% DURING 23-24.

AND WHEN WE LOOKED AT THIS PROGRESS MEASURE AND PUT IT FORTH ORIGINALLY WE HAD THE CONVERSATION AROUND THAT 0% WASN'T THAT STUDENTS DIDN'T HAVE WEREN'T MAKING PROGRESS AS DENOTED IN THEIR IEPS.

WE JUST WEREN'T TRACKING IT AND RECORDING IT CENTRALLY ON A CONSISTENT BASIS.

SO FOR THIS PROGRESS MEASURE, WE DID NOT MEET THE TARGET.

WHEN WE LOOK AT THIS SCHOOL YEAR, 2021-2022, EACH OF THOSE BARS DENOTING 21-22 IS EACH OF THE GRADE REPORTING CYCLES.

SO YOU CAN SEE OVER THE COURSE OF THE YEAR, WE IMPROVED WITH THE PERCENTAGE OF STUDENTS THAT HAD THAT PROGRESS DOCUMENTED, BUT WE DID END UP SHY OVERALL AT 47% FOR EVERY SIX WEEKS.

SO WE COULDN'T JUST COUNT WHERE WE ENDED IN THE LAST SIX WEEKS.

IT HAD TO BE RECORDED EVERY SIX WEEKS.

SO WE ENDED THE YEAR AT 47, WHICH IS UP FROM 29% LAST YEAR, BUT WE ARE SHY OF OUR TARGET OF 66%.

FOR PROGRESS. MEASURE 4.2 THE PERCENTAGE OF AUDITED IEPS SHOWING STANDARDS BASED GOALS SHALL INCREASE FROM 0% DURING 19-20 TO 90% DURING THE 23-24 SCHOOL YEAR.

AGAIN, THIS WAS A NEW PROCESS PUT IN PLACE.

SO WHEN WE LOOK AT IN 20-21, WE WERE AT 74% SHOWING SHOWING THE STANDARDS BASED GOALS FROM THE AUDITED IEPS.

THIS YEAR WE INCREASED TO 79%, BUT THAT WAS ONE POINT SHY OF OUR TARGET OF 80% AS WE SCALE UP AGAIN TO THAT 100%.

SO WE DID NOT MEET THE TARGET OF 80% THIS YEAR.

AS A NOTE WE DID.

YOU MIGHT NOTICE IN THE REPORT WE DID AUDIT FEWER AS A DISTRICT, FEWER IEPS THIS YEAR FOR THIS.

BUT THE PROCESS WAS THEY WOULD AUDIT AND THEN GIVE THE CAMPUS TIME TO LEARN AND GROW AND MAKE CHANGES AND THEN THEY WOULD GO BACK AND AUDIT AGAIN.

SO EVEN THOUGH IT LOOKS LIKE FEWER, THEY ACTUALLY HAD MORE TOUCH POINTS BECAUSE THEY BUILT THAT REVIEW PROCESS IN FOR THOSE CAMPUSES TO ENSURE SUCCESS.

SO OUR NEXT STEPS FOR THESE TWO CONSTRAINTS, AS I MENTIONED, PROVIDING LEADERSHIP AND GUIDANCE TO THE PRINCIPALS REGARDING THE LITERACY PLANS AND IMPROVING THAT THAT COMMUNICATION AROUND THE LITERACY PLANS FROM THE ACADEMICS OFFICE.

AND FOR THE TWO CONSTRAINT FOUR ITEMS THAT ROUTINE PROGRESS MONITORING TO ENSURE THAT DOCUMENTATION IS HAPPENING AND THEN CONTINUING THOSE ROUTINE AUDITS TO IMPROVE THE QUALITY OF THE IEPS.

AND JUST BEFORE WE ACTUALLY GET STARTED, I WANTED TO MAKE A FEW COMMENTS IN REFERENCE TO BOTH CONSTRAINTS.

NOW IN REVIEWING BOTH CONSTRAINTS AND PROGRESS MEASURES SPECIFICALLY FOR CONSTRAINT CONSTRAINT THREE RELATED TO NOTIFYING PARENTS AND GUARDIANS REGARDING HOW TO HELP THEIR CHILDREN IF THEY ARE MORE THAN A GRADE LEVEL BEHIND IN LITERACY.

I AM PROUD OF THE PROGRESS THAT WE'VE MADE AND OF COURSE EXCEEDED HERE FOR THIS PARTICULAR PROGRESS MEASURE 3.1.

NOW, THE GROWTH THAT WE HAVE SEEN IN THIS MEASURE CAN BE ATTESTED TO MORE OF A STRUCTURAL INTERNAL SYSTEM THAT WE PUT IN PLACE THAT ENSURES THAT THE CAMPUS IS FOLLOWING UP WITH STUDENTS AND REACHING OUT DIRECTLY TO FAMILIES.

GIVEN THE HIGH STUDENT MOBILITY RATES AND ECONOMICALLY DISADVANTAGED STUDENTS THAT MANY OF OUR FAMILIES SEE THEMSELVES FALLING

[00:15:06]

INTO, WE REALIZE THE CHALLENGE THAT WE HAVE AS A DISTRICT IN TERMS OF MAINTAINING UP TO DATE MAILING ADDRESSES FOR ALL OF OUR KIDDOS.

WORKING WITH OUR CAMPUS LEADERS WHO ARE THE THE FOLKS ON THE GROUND WILL HELP US TO PROVIDE MORE ACCURATE UP TO DATE INSIGHTS. WE SEE SOME AREAS OF GROWTH AS IT RELATES TO CONSTRAINED PROGRESS MEASURE 3.2 THE NUMBER OF CAMPUSES WITH A CENTRALLY DOCUMENTED LITERACY PLAN.

THIS IS ACTUALLY SOMETHING THAT WE DID AND WERE REQUIRED TO DO IN ONE OF MY PREVIOUS STATES THAT I WAS IN, AND WE INCREMENTALLY GOT BETTER OVER THE COURSE OF TIME.

THE PROCESS WAS CONTROLLED AGAIN AT THE AT THE CAMPUS LEVEL.

AND WHAT WE FOUND IS THAT WHILE THERE WERE VERY FEW CAMPUSES THAT CENTRALLY DOCUMENTED, VERY FEW OF THEM HAD THE DOCUMENTED PARENT OUTREACH STRATEGIES.

THIS YEAR, THE ACADEMICS DEPARTMENT WILL CONTROL THIS DOCUMENTATION PROCESS, WHICH WE BELIEVE WILL LEAD TO TO BEING IMPLEMENTED IN A MORE INCREASED MANNER WITH THE KIND OF FIDELITY THAT WE WANT AND EXPECT.

NOW, IN REFERENCE TO CONSTRAINT NUMBER FOUR, WHEN WE LOOK AT THIS PARTICULAR CONSTRAINT 4.1, WE RECOGNIZE THAT, OF COURSE, WE DIDN'T MEET THE TARGET. HOWEVER, WE ARE ENCOURAGED BY THE IMPROVEMENT THAT WE SHOWED OVER THE COURSE OF THE SEPARATE GRADING CYCLES.

IN CYCLE ONE, OF COURSE, ONLY 48% OF THE STUDENTS HAD CENTRALLY DOCUMENTED IEP PROGRESS RECORDED AS COMPARED TO THE 69% IN CYCLE SIX.

AS WE CONTINUE TO WORK TO REVAMP OUR SERVICES FOR STUDENTS WITH DISABILITIES, ENSURING THIS PROGRESS CONTINUES TO BE CENTRALLY DOCUMENTED AS A KEY PART OF THE WORK AS WE MOVE FORWARD NOW FOR CONSTRAINED PROGRESS MEASURE 4.2.

WE CAME WITHIN A SINGLE POINT, OF COURSE, OF MEETING THIS TARGET RELATED TO THE PERCENTAGE OF IEP SHOWING STANDARDS BASED GOALS ARE SPED DEPARTMENT CONTINUES TO WORK TO IMPLEMENT SYSTEMS TO BETTER IMPROVE OUR AUDITING PROCESSES AS WELL AS CONDUCTING ROUTINE PROGRESS MONITORING TO IDENTIFY GROWTH OF OUR STUDENTS.

FINALLY, FOR BOTH PROGRESS MEASURES 4.1 AND 4.2, WE BELIEVE THAT OUR REORGANIZATION THAT WAS RECENTLY DONE OF OUR CENTRAL OFFICE AND SPECIAL EDUCATION DEPARTMENT AND STAFF AND THE RESPECTIVE REALIGNMENT OF THEIR ROLES AND RESPONSIBILITIES WILL CONTINUE TO ENSURE THAT WE HAVE TIGHTER SCHEDULES, MONITORING AND AND THE RIGHT PERSONNEL IN PLACE TO SUPPORT OUR CAMPUSES AS WE MOVE FORWARD.

MADAM PRESIDENT, BACK TO YOU.

THANK YOU, MR. HOUSE AND DR. MATNEY.

COLLEAGUES WILL DO TWO ROUNDS OF 2 MINUTES.

TRUSTEE DEIGAARD? THANK YOU. SO ON.

FIRST, I WANT TO JUST COMMENT FOR THOSE WHO ARE NEW TO THIS PARTICULAR CONSTRAINT.

CONSTRAINT THREE IS ACTUALLY A COMMUNICATIONS CONSTRAINT.

IT'S NOT A LITERACY GOAL.

IT WAS CHOSEN TO DRIVE BETTER COMMUNICATION WITH FAMILIES IN A WAY THAT WAS COLLABORATIVE ABOUT THEIR STUDENT ACHIEVEMENT.

SO THE FIRST QUESTION I HAVE ABOUT THIS, IT LOOKED FROM SOME SUPPORTING DOCUMENTS THAT WERE SHARED WITH THIS, THAT IT WAS SENT OUT IN ENGLISH AND SPANISH. SO OF THIS PERCENTAGE THAT YOU HAVE SENT SOMETHING TO.

HOW MANY OF THOSE FAMILIES ARE DOCUMENTED BASED ON THE REGISTRATION FORMS WHERE THE PARENTS SPEAK NEITHER ENGLISH NOR SPANISH? AND YOU'RE NOT GOING TO HAVE AN ANSWER FOR ME TODAY, SO I WOULD LIKE IT IN A REFERRAL.

MY POINT IS, IF WE'RE NOT GIVING THEM THE INFORMATION IN THE LANGUAGE THAT THEY KNOW, WE HAVEN'T GIVEN THEM ANY INFORMATION.

SO IS THERE LIKE, IS IT GOING OUT IN OTHER LANGUAGES OR IS THERE SOME OTHER WAY THAT YOU'RE COMMUNICATING WITH THE NON SPANISH AND NON ENGLISH SPEAKING FAMILIES TO MAKE SURE THEIR CHILDREN KNOW, THEY KNOW THAT THEIR CHILDREN ARE BEHIND THEM READING? WE'LL GET THAT INSIGHT AND GET IT ANSWERED IN THE REFERRAL.

THE NEXT QUESTION THAT I HAVE IS ABOUT.

3.2. SO YOU'RE THE LITERACY.

SO WHAT I'M HEARING IS MORE SCHOOLS HAD LITERACY PLANS THAT WERE CENTRALLY DOCUMENTED, BUT THEY JUST DIDN'T INCLUDE THE PARENT

[00:20:08]

NOTIFICATION PART.

THAT'S EXACTLY CORRECT. OKAY.

SO WHY? NOT SURE ABOUT THE WHY, BUT IT'S DEFINITELY SOMETHING THAT WE PLAN TO WRAP OUR ARMS AROUND AND TIGHTEN UP THIS YEAR.

YEAH. OKAY.

AND THEN I NOTICED THAT ON 4.2 FEWER WERE AUDITED THIS YEAR.

SO IS THERE LIKE WHAT WOULD BE THE WHAT IS THE STATISTIC OR THE FEWER.

FEWER IEPS? CORRECT. SO, DR.

BIRD, WOULD YOU LIKE TO SHARE SOME INSIGHT HERE? YES. SO IT WAS FEWER FOLDERS LAST YEAR.

WE HAVE A PLAN IN PLACE THIS YEAR TO HAVE MORE SYSTEMATIC REVIEW.

AND ACTUALLY IT'S A GOAL IN MY DIVISION TO INCREASE THAT NUMBER.

BUT PART OF THE REASON WAS THAT THEY DID REVIEW THEM AND THEN THEY GAVE THE CAMPUS TIME TO DO SOME EDUCATION WITH THE CAMPUS.

THEY WENT BACK IN, SO THEY DID MORE TOUCHPOINTS WITH THE CAMPUS, BUT THAT RESULTED IN FEWER FOLDERS OVERALL.

BUT THIS YEAR WE DO HAVE PLAN TO TOUCH MORE FOLDERS THROUGHOUT DISTRICT.

DID I MISREAD THIS? DID WE REVIEW FEWER THIS YEAR THAN LAST YEAR? FEWER THIS YEAR.

I READ IT CORRECTLY. THANK YOU.

TRUSTEE BLUEFORD-DANIELS? I'M NOT GOING TO REGURGITATE THAT PRESENTATION THAT YOU GAVE US.

THANK YOU. BUT I WOULD LIKE SOME CLARITY LIKE ON PACKAGE PAGE 3.1.

THE COMMUNICATION GOAL ITSELF, AS TRUSTEE DEIGAARD LIKES TO EDUCATE US ALL IN GENERAL.

THE CENTRALIZED DOCUMENTED LITERACY PLAN WHERE IT SAYS PACKAGE PAGE NINE . ARE WE ON PACKAGE PAGE NINE? GO BACK UP ONE. I'M SORRY. YEAH, GO BACK UP.

I'M SORRY. GO BACK UP ONE.

OKAY. GO DOWN. I'M SORRY.

GO DOWN. ONE MORE.

OKAY. MY QUESTION IS THE CENTRALLY DOCUMENTED LITERACY PLAN.

WHAT DOES THAT MEAN? TRUSTEE DEIGAARD, I THOUGHT SHE'S GOING TO EDUCATE US ON IT, BUT WHAT DOES THAT MEAN? SHE LIKES TO EDUCATE.

SO THAT MEANS IN A PLACE NOT LIVING ON SOMEBODY'S SPIRAL NOTEBOOK ON THEIR DESK.

SO WE HAVE A SYSTEM CALLED PLAN FOR LEARNING WHERE WE KEEP, THAT'S THE SYSTEM THAT HOLDS OUR DISTRICT IMPROVEMENT PLAN IN OUR SCHOOL IMPROVEMENT PLANS.

AND SO CENTRALLY DOCUMENTING IS HAVING IT IN THAT SYSTEM SO THAT IT'S A CENTRAL FOCUS.

THOSE SCHOOL IMPROVEMENT PLANS AND THE DISTRICT IMPROVEMENT PLANS ARE WHAT DRIVE THE STEPS THROUGHOUT THE YEAR.

AND SO THE EXPECTATION IS THAT IT IS THE PLAN IS HOUSED THERE SO THAT IT'S FRONT AND CENTER ON THEIR MINDS TO ACCOMPLISH.

OK. AND THE SECOND PART OF THAT QUESTION I WANTED TO SAID SO THAT THE GENERAL PUBLIC COULD UNDERSTAND WHAT THAT MEANT AND MYSELF AS WELL, NOTIFYING PARENTS WHAT THE PROCESS IS. WHAT IS THAT PROCESS LIKE? THAT YOU'RE NOTIFYING THE PARENTS? I KNOW THAT THERE'S KIDS, THEY CAN LOG IN.

THEY HAVE PARENT PORTAL LIKE MY VOICE.

I'M KIND OF HOARSE, BUT THEY HAVE A PARENT PORTAL TO REVIEW THE CHILDREN'S INFORMATION.

BUT IS THERE ANY MANUAL WAY OF NOTIFYING PARENTS OR GRANDPARENTS IN SOME CASES THAT MAY NOT KNOW THAT THEIR CHILD IS FAILING? I SAW THAT WE ALMOST AT 100%.

SO MY CONCERN WOULD BE NOT ONLY JUST FOR THOSE VARIOUS LANGUAGES, BECAUSE I HAVE A LARGE HAITIAN COMMUNITY AND A LARGE AFRICAN COMMUNITY.

SO HOW ARE THESE? HOW THOSE INDIVIDUALS NOTIFIED THOSE PARENTS AND GRANDPARENTS? SO I THINK WHAT I HEAR YOU GETTING AT TRUSTEE BLUEFORD-DANIELS, YOU USED THE WORD MANUALLY IS MORE NOT JUST THE ELECTRONIC MEANS OF GETTING THINGS OUT, BUT ALSO MANUALLY FROM THE STANDPOINT OF MAILERS.

IS THAT WHAT I HEAR? AND DR.

BIRD, IF YOU'D LIKE TO SHARE SOME INSIGHT IN TERMS OF WHAT WE'RE DOING, I'D APPRECIATE IT.

YEAH, I'M GOING TO DEFER TO DR.

MATNEY, BECAUSE I WASN'T HERE LAST YEAR WHEN I HAVEN'T BEEN HERE LONG ENOUGH TO DO THAT PROCESS.

BUT I THINK IT GOES WITH A REPORT CARD.

YOU KNOW, IT GOES SO TWO YEARS AGO WHEN WE FIRST STARTED THIS, WE MAILED OUT PAPERS, BUT WE WERE GETTING ABOUT 30% RETURN BECAUSE OF INCORRECT ADDRESSES.

SO WE TRIED A DIFFERENT PROCESS THIS YEAR AND WE NOTIFIED THROUGH THE POWER SCHOOL SYSTEM AND SO LINKED WAS A NOTIFICATION LETTER AND THEN PARENTS WOULD GET AN EMAIL FOR THAT.

WE WERE TALKING AGAIN ABOUT HOW WE CAN REVISE THE PROCESS AGAIN FOR THIS YEAR TO MAKE IT EVEN MORE INCLUSIVE.

SO DEFINITELY YOUR FEEDBACK IS, IS KEY TO ME TONIGHT AND, AND HAVING SOME KIND OF COMBINATION ULTIMATELY IT'S ABOUT THAT RELATIONSHIP WITH THE

[00:25:01]

TEACHER AND THE FAMILIES.

AND SO THERE ARE CERTAINLY POCKETS WHERE THAT THAT COMMUNICATION HAPPENS IN IS TRANSITIONED.

THE ISSUE HERE IS CENTRALLY DOCUMENTED.

SO WE WANT TO MAKE SURE WE HAVE IT DOCUMENTED THAT ALL THAT OUTREACH WENT OUT.

AND I THINK, I'M SORRY, NO, GO READ IT.

I THINK YOU MAY REMEMBER ME ASKING THAT QUESTION BEFORE, BECAUSE I HAVE A POPULATION OF PEOPLE, GRANDPARENTS, GREAT GRANDPARENTS THAT ARE RAISING THEIR STUDENTS THAT ARE NOT COMPUTER LITERATE. AND SO I WANT TO MAKE SURE THAT THEY'RE INFORMED THAT THEIR GRANDSON OR GREAT GRANDSON OR WHOMEVER IS NOT IS FAILING AND THEY'RE NOT ABLE TO ACCESS IT ON THE COMPUTER.

AND WHAT I WAS GOING TO SHARE IS THAT IS PRETTY MUCH CONSISTENT WITH WHAT ALL OF OUR POPULATIONS AT DIFFERENT SCHOOLS ARE DIFFERENT.

AND OUR ADMINISTRATORS TYPICALLY WILL KNOW BEST, WHAT THE BEST MEANS OF COMMUNICATING WITH PARENTS IS, WHETHER IT IS EMAIL, WHETHER IT IS THE MAIL OR SO. WE DEFINITELY WANT TO DEPEND ON THE WILL OF WHAT OUR CAMPUSES THINK AND KNOW WHAT'S BEST IN TERMS OF COMMUNICATION WITH THEIR COMMUNITIES AROUND THEM.

SO THEY'LL HAVE SOME FINANCIAL SUPPORT THEN TO BE ABLE TO MAIL THAT IF NECESSARY? IN OTHER WORDS, I'M SORRY, MADAM PRESIDENT, BUT I WANTED TO JUST KIND OF FOLLOW UP ON THAT AND ASK IF THE CAMPUSES KNOW THAT THIS CAMPUS PRIMARILY HAVE A POPULATION OF STUDENTS, THAT THEY'RE GOING TO NOT GOING TO HAVE PEOPLE THAT WILL BE UTILIZING THE COMPUTER TECHNOLOGY THEN CAN WE SEND SOMETHING MANUALLY AND HAVE IT SIGNED AND RETURNED FOR OUR RECORDS OR THE CAMPUS RECORDS? THANK YOU. I'M SORRY. I DIDN'T MEAN TO GO OVER THERE.

NOT THAT MUCH ANYWAY.

TRUSTEE GUIDRY? THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE, SO IT APPEARS, AND I'M ALWAYS CONFUSED ABOUT THIS, THAT WE HIT A GOAL, WE MAKE 99% AND THEN OUR GOAL GOES DOWN TO 95.

IS THAT IS THERE A REASON WHY WE JUST DON'T KEEP IT AT 100? YOU KNOW, I ALWAYS HAVE THAT ISSUE THAT IT SEEMS LIKE WE'RE REACHING DOWN INSTEAD OF UP.

IS THERE A REASON FOR THAT? DR. SURE.

SO THAT THAT TARGET IS 100% BY 23-24.

SO WHAT WE DO IS WE PUT THAT, THAT RED LINE TO SCALE UP SO THAT WE DON'T EXPECT THAT WE'RE GOING TO BE AT 100% YEAR ONE, THAT IT'S SCALING UP TO THAT 100%.

SO KNOWING THAT WE WERE AT 99 THIS YEAR.

COULD WE THEN SET IT AT 99 AGAIN? YES. BUT AS YOU HEARD ME SAY, WE'RE REFINING PROCESSES AGAIN.

WE'RE TRYING TO IMPROVE PRACTICE AGAIN.

I MEAN, I WANT THAT TO BE 100.

IT WAS FOR A COUPLE OF CYCLES THIS YEAR.

BUT THAT IS IF WE WENT IN AND CHANGED IT EVERY SINGLE TIME, IT MAY NOT AFFORD THAT.

BUT MY MY GOAL IS THAT IT'S GOING TO BE 100 INSTEAD OF 95 NEXT YEAR AND THEN AGAIN AT 100 THIS PAST YEAR.

I MEAN THE FINAL YEAR.

OK, MINE TOO. SO WHAT'S WORKING HERE? BECAUSE WE'RE MEETING AND EXCEEDING OUR TARGET HERE.

BUT THEN WHEN WE GET OVER TO PACKAGE PAGE 11, WE DIDN'T MEET OUR TARGET AT ALL.

WHAT'S THE DISPARAGE THERE? DR. MATNEY, YOU WANT TO SHARE KIND OF FROM A DATA STANDPOINT WITH THE DISPARAGE AND THEN DR.

BYRD FROM A PRACTICE STANDPOINT, WHAT WE'RE LOOKING TO FOCUS ON HERE? YEAH, FROM THE DATA, IT'S REALLY ABOUT HOW WE'RE COLLECTING THE CENTRALLY DOCUMENTED PIECE.

AND SO AS YOU YOU SEE FROM THE YEAR PRIOR, THOSE PROCESSES WEREN'T WORKING.

WE REFINED THE DATA WENT UP.

SO HOW WE'RE COLLECTING THAT HAS CHANGED AND AND WE SEE THE RESULTS IN THAT.

WHEREAS ON THE LITERACY PLANS WE HADN'T REALLY MADE A LOT OF MOVEMENT AND CHANGE.

THIS WAS HYPER FOCUSED AND THAT ONE WENT THROUGH SOME ITERATIONS.

AND SO IT'S ABOUT TIMING AND IN FOCUS.

AND THEN I WOULD JUST ADD THAT THIS YEAR WE'RE ABOUT TO KICK OFF A INSTRUCTIONAL FRAMEWORK COMMITTEE FOCUSED ON LITERACY.

SO WE'RE GOING TO HAVE TEACHERS, PRINCIPALS, INSTRUCTIONAL COACHES INVOLVED IN THAT PROCESS SO THAT WE HAVE SOME CENTRAL GUIDANCE.

AND THEN SCHOOLS, OF COURSE, CAN TAILOR TAILOR BASED AFTER THE CENTRAL GUIDANCE.

SO IT'S A DIFFERENT PROCESS THAT WE'RE USING THIS YEAR.

OKAY. SO THEN THERE'S A NEW PROCESS.

BASICALLY, WE'RE REFINING, CORRECT.

PULLING OK.

AND THEN REAL QUICK ON PACKAGE PAGE, I'M SORRY, SLIDE NUMBER NINE, REAL QUICK.

SO WE WENT FROM 79.

[00:30:02]

DO WE HAVE DATA TO TELL US WHY WE WENT DOWN? IT'S NOT A IT'S NOT A BIG DROP, BUT IT IS A DROP.

DO WE HAVE ANY DATA TO SUGGEST WHY IT WENT DOWN? AND IF SO, WHAT WE CAN DO TO PREVENT IT FROM GOING DOWN EVEN FURTHER? YES. SO THIS IS SO THIS IS ACTUALLY A GOAL OF MY DEPARTMENT THIS YEAR, TOO, THAT IT'S 100 THAT IT WILL BE 100% NEXT YEAR.

AND REALLY, THIS IS AN INTERESTING ONE.

IT'S REALLY ABOUT CLICKING A BUTTON IN THE SYSTEM TO FINALIZE.

AND SO JUST LIKE TEACHERS REPORT, REPORT CARD GRADES, EVERY MARKING PERIOD, IT'S A SIMILAR PROCESS FOR TEACHERS WHO HAVE CASELOADS OF STUDENTS THAT RECEIVE SPECIAL EDUCATION SERVICES. SO WE'RE GOING TO PROGRESS, MONITOR THIS A LITTLE BIT BETTER AND IT SHOULD BE 100%.

THERE'S NO REASON WE REALLY SHOULD HOLD YOU TO THAT, MR. BIRD. YOU GOT IT. ALL RIGHT.

THANK YOU SO MUCH. SEPTEMBER 1ST, 2022.

TRUSTEE WADE? I WANT TO GO BACK TO A COUPLE OF THE QUESTIONS ABOUT THAT.

CONSTRAINT, THREE.

AND SO WHEN WE TALK ABOUT CONNECTING WITH THE FAMILIES ABOUT THE UPDATES, CAN WE DO THAT ALSO THROUGH THE. REMINDERS THROUGH THE WEBSITE OR EVEN AT WHEN PEOPLE COME TO THE DESK TO CHECK IN WITH THEIR, YOU KNOW, IF THEY'RE COMING TO VISIT CAMPUS, THERE MAY NEED TO BE AN INSTRUMENT THAT.

UPDATES THEIR INFORMATION IN SOME WAY.

BESIDES, I KNOW THEY USED TO GET A DRIVER'S LICENSE WHEN YOU COME TO VISIT, BUT THAT CAN BE OLD AND THEY COULD HAVE MOVED.

SO I'M JUST SAYING, IS THERE SOME WAY WE CAN WORK ON.

GETTING UP TO DATE INFORMATION ACROSS THE BOARD, EITHER THROUGH THE DISTRICT WEBSITE OR JUST A SUGGESTION.

AND THEN MY OTHER ONE IS, WAS THERE A REASON THAT OR PUSH BACK FROM CAMPUSES OR TEACHERS OR PRINCIPALS AS TO THE CENTRALIZED SYSTEM RECORDING.

WAS THERE ANY.

PARTICULAR REASON THAT THEY WEREN'T WANTING TO INPUT THE DATA.

NOT THAT I'M AWARE OF.

THANK YOU.

TRUSTEE HERNANDEZ? THANK YOU. DO WE KNOW THE FOUR SCHOOLS THAT DID SUBMIT LITERACY PLANS WITH PARENT ENGAGEMENT AND HOW THEY DID? I'M SURE WE CAN GET THOSE FOR YOU.

I DON'T KNOW THAT WE KNOW THEM OFF THE TOP OF OUR HEADS, BUT WE'LL PUT THAT IN AND GET GET THAT INSIDE TO THE BOARD.

OKAY. THANK YOU. AND THEN AS A PREVIOUS ADMINISTRATOR MYSELF IN HISD, I KNOW A LOT OF TIMES IT SEEMS LIKE THE DISTRICT IS ASKING FOR INFORMATION AND IT'S LEADING TO NOWHERE. AND I FEEL LIKE THIS IS WHAT HAPPENED HERE WHERE INFORMATION WAS ASKED FROM THE CAMPUSES, BUT THAT INFORMATION WAS NOT NECESSARILY REVIEWED BY ANYONE.

AND THAT'S HOW WE ENDED UP WITH LITERACY PLANS CENTRALLY LOCATED, BUT WITHOUT ANY PARENT ENGAGEMENT.

SO IS THERE A PLAN FOR SOMEBODY TO ACTUALLY READ THE PLANS THAT ARE SUBMITTED TO ENSURE THAT THERE IS PARENT ENGAGEMENT, PARENT COMMUNICATION THAT IS ADDED? THAT IS DEFINITELY THE IDEA.

DR. BIRD, IF YOU'D LIKE TO EXPAND.

WE DO HAVE A DEPARTMENT THAT OVERSEES THE DIPS AND THE SIPS, THE DISTRICT IMPROVEMENT PLAN AND THE SCHOOL IMPROVEMENT PLANS.

AND THAT IS THE EXPECTATION MOVING FORWARD IS THAT REVIEW HAPPENS.

IT ALSO HAPPENS AT THE SCHOOL OFFICE LEVEL.

SO THE CSOS WORK WITH THE PRINCIPALS ON THOSE PLANS AND REVIEW.

AND SO THAT'S GOING TO BE PART SOME OF WE'RE ADDING SOME FEATURES IN THIS YEAR TO HELP SUPPORT THOSE CHECKS.

AND IN ONE OF THE ITEMS IS MAKING SURE THAT THAT THAT LITERACY PLAN IS INCLUDED AND INCLUDES PARENT OUTREACH.

THANK YOU. THE IEPS IS IT I KNOW THE NUMBER OF IEPS THAT WERE AUDITED DROPPED SIGNIFICANTLY.

IS THAT. NORMAL TO HAPPEN FROM ONE YEAR TO THE NEXT.

THE NUMBER OF IEPS THAT WERE AUDITED.

YES. AND FROM ONE YEAR TO THE NEXT, THERE WAS ABOUT 600 AUDITED ONE YEAR AND ABOUT 300 AUDITED THE NEXT YEAR.

FROM 2020, IT WAS 646.

THE NEXT YEAR IT WAS ONLY 346.

DR. BURTON? YEAH, I THINK THAT REALLY HAS TO DO WITH THE PROCESS THAT SOME PROCESS CHANGES THAT HAPPENED.

AND THEN NOW THERE'S BEEN A REORGANIZATION IN THAT DEPARTMENT SO THAT WE SAW IT GOES BACK UP AND AS I SAID, WE ARE LAYING OUT A CALENDAR AND SO WE GET A BROADER CROSS-SECTION OF THE CITY AS WELL.

SO YOU'LL SEE THAT NUMBER RETURN TO A HIGHER NUMBER.

WE'LL ALSO BE SHIFTING TO A A DIFFERENT PLATFORM FROM IEP TO? THERE'S A YES.

WE'RE LOOKING AT OUR PLATFORM THAT WE USE FOR IEPS.

[00:35:01]

AND SO THERE MAY BE SOME CHANGES WITH THAT AS WELL.

SO IT'S ALL AROUND PROCESS IMPROVEMENT OR SPECIAL EDUCATION.

YOU MIGHT REMEMBER I TALKED ABOUT LAST MONTH, I THINK ABOUT REORGANIZING THE CENTRAL SPECIAL EDUCATION STAFF TO DEPLOY THEM MORE TO SCHOOLS SO THAT THEY CAN SUPPORT IMPLEMENTATION OF IEPS, BUT ALSO WRITING IEPS.

AND THEN THIS AUDIT PROCESS WILL BE IN EVERY SCHOOL OFFICE.

THERE'S PERSONNEL THAT WILL BE ABLE TO DO THAT ON A MORE FREQUENT BASIS.

SO I THINK THE DROP IN NUMBERS REALLY HAD TO DO WITH SOME PROCESS CHANGES THAT WERE HAPPENING THROUGH TRANSITION OF ADMINISTRATION AND THOSE JUST TYPES OF PROCESS THINGS THAT HAPPENED LAST YEAR THAT WILL CORRECT THIS YEAR.

WHAT'S THE NAME OF THE NEW SYSTEM? WE DON'T HAVE ONE YET. IT'S 4 HOURS.

WHAT'S THE TIMELINE FOR THAT? THE RFP IS, I BELIEVE, OPENING IN JANUARY.

THAT'S WHEN WE'LL GO FOR SOLICITATION.

SO IT'S GOING TO BE A WHILE FROM NOW.

IT'LL BE, IT WOULD BE IF WE CHANGE IT OVER TO THE NEXT SCHOOL YEAR.

THANK YOU. TRUSTEE BAKER? THANK YOU, MADAM PRESIDENT.

SUPERINTENDENT, ON PAGE 12, ON YOUR NEXT STEPS, YOU SAY THAT YOU'RE GOING TO PROVIDE LEADERSHIP AND GUIDANCE TO PRINCIPALS REGARDING THEIR LITERACY PLANS FROM THE ACADEMIC OFFICE.

WHAT DOES THAT LOOK LIKE COMPARED TO WHAT YOU'RE DOING NOW? I THINK FOR US, IT'S AN OPPORTUNITY TO JUST REALLY LAY OUT WHAT THE EXPECTATIONS ARE.

LAST YEAR WAS REALLY BUILT ON THE SHOULDERS OF OBSERVING, FIGURING OUT WHAT WE'RE DOING WELL, WHAT WE'RE NOT DOING WELL.

THERE WERE AREAS HERE WE DIDN'T DO WELL.

SO, DR.

BIRD, IF YOU'D LIKE TO SHARE KIND OF SOME OF THE LOGISTICS AROUND WHAT IT WILL LOOK LIKE IN COMPARISON TO WHAT WE RECOGNIZE THIS PAST YEAR.

APPRECIATE IT. YEAH.

SO THAT'S ALSO AS WE GO THROUGH BUILDING AN INSTRUCTIONAL FRAMEWORK, WE DID THAT FOR MATH LAST YEAR.

WE'RE DOING THAT FOR READING THIS YEAR.

SO THERE'LL BE MORE OPPORTUNITIES FOR PEOPLE STAKEHOLDER INPUT FROM ACROSS THE DISTRICT.

SO IT'S NOT JUST SO ACADEMICS WILL OWN THAT PROCESS, BUT IT'S GOING TO WE'RE GOING TO GET INPUT FROM TEACHERS, PRINCIPALS, COMMUNITY, WE'LL HAVE A MUCH BROADER PROCESS TO GET INPUT.

AND THEN, SO THEN THERE'LL BE A CENTRAL KIND OF THIS IS THE FOUNDATION.

AND THEN SCHOOLS OF COURSE CAN TWEAK THAT BASED UPON THEIR THE COMMUNITIES THAT THEY SERVE.

SO WHEN YOU MENTION INPUT OR YOU'RE GETTING INPUT FROM A PARTICULAR GROUP OF PRINCIPALS AND WHEN YOU SAY BROADLY INPUT, ARE YOU GOING TO INCLUDE MORE PRINCIPALS FROM ALL OVER THE DISTRICT, ACROSS THE DISTRICT, AS WELL AS TEACHERS? WE'RE ABOUT TO START THAT PROCESS OF SOLICITING.

I'M GOING TO MEET WITH PRESIDENT ANDERSON VERY SHORTLY TO GET SOME OF MEMBERSHIP.

AND SO WE'LL GET THOSE FROM ACROSS THE CITY SO THAT EVERY AREA OF THE CITY IS REPRESENTED.

YES, BECAUSE I DO KNOW THAT PRINCIPALS HAVE IN THE PAST, FROM TIME TO TIME, I HEAR THEM SAY THAT, YOU KNOW, THEY'RE NOT CALLED UPON TO HAVE THEIR INPUT AND HAVE THEIR VOICES BE HEARD. AND SO I THINK THE BROADER, THE BETTER AND LIKE MATTER WITH YOUR AUDITS, WHEN YOU SAY ROUTINE AUDITS, WHAT WOULD THAT LOOK LIKE COMPARED TO WHAT YOU'RE DOING NOW? THE AUDIT OF THE SPECIAL EDUCATION FOLDER.

SO THAT IS ALSO THAT'S RELATED TO NOW THAT WE HAVE REORGANIZED THE STAFF AND HAVE THEM DEPLOYED OUT.

SO LIKE ELEMENTARY SCHOOL OFFICE, ONE, TWO AND THREE, THEY NOW HAVE SPECIAL EDUCATION STAFF WHO USED TO BE HOUSED HERE AT HATTIE MAE WHITE THAT ARE NOW DEPLOYED IN THE FIELD.

SO WE'LL BE ABLE TO MUCH MORE REGULARLY AUDIT THOSE FOLDERS AND THEN TAKE ACTION, CORRECTIVE ACTION, MUCH MORE QUICKLY THAN WE HAVE BEEN IN THE PAST.

OKAY. THANK YOU SO MUCH.

ALL RIGHT. I HAVE SOME QUESTIONS FOR ROUND ONE.

TO FOLLOW UP ON TRUSTEE BLUEFORD-DANIELS QUESTION ON 3.1.

SO INTERESTINGLY, WHEN I READ THE REPORT, I UNDERSTOOD BECAUSE IT SAYS LETTER, SO I UNDERSTOOD IT WAS LIKE A PHYSICAL LETTER.

BUT WHAT I'M HEARING YOU ALL SAY IS THAT IT'S ACTUALLY AN EMAIL THAT PARENTS GET NOTIFIED THROUGH PARENT CONNECT.

IS THAT MY UNDERSTANDING THAT CORRECTLY? IT'S A COUPLE OF WAYS.

SO THE FIRST YEAR IT WAS ONLY HARD COPY LETTERS THAT WERE MAILED.

SO THIS YEAR IT CAN GO THROUGH THE HISD CONNECT.

SOME PRINCIPALS CHOSE TO GO AHEAD AND PRINT THOSE OUT AND HAND THEM OUT AS WELL.

SO THERE THERE WAS SOME VARIATION AT EACH CAMPUS ON BEING RESPONSIVE TO THAT COMMUNITY.

BUT IT BUT IT WAS THROUGH HISD CONNECT AS WELL KIND OF AS A BASELINE OVERALL.

BUT THERE WERE SOME LETTERS THAT GOT LIKE HAND-DELIVERED MAYBE AT A PARENT NIGHT OR.

YES. AND IF IS THERE A MECHANISM IN HISD CONNECT THAT IF AN EMAIL BOUNCES BACK LIKE SAY FOR THIS NOTIFICATION, I DON'T KNOW, IS THAT SYSTEM EXIST? I DON'T KNOW.

BUT WE CAN WE CAN FIND OUT.

WITH SCOTT TO TO FIND OUT BECAUSE BASED ON WHAT THE THE SUPERINTENDENT RESPONSE IN THIS IS SAYING, LIKE IF A LETTER WAS RETURNED, THEN THE SCHOOLS WERE ASKED TO CONTACT ALL THE PARENTS HAND DELIVER.

[00:40:05]

SO MY QUESTION IS AND IF YOU CAN PULL UP THE GRAPH, DR.

MATNEY OF 3.14 SAYING THAT WE REACHED 100 OR 99% OF PARENTS OF OF THAT NUMBER.

IS IT.

THE ONES THAT WE SENT IT TO OR THE ONES WE KNOW GOT IT FROM THE ONES WE SENT IT TO.

DR. MATNEY. IT'S THE ONES WE SENT IT TO.

SO THAT IS THAT'S THE VERY DIFFICULT PART.

UNLESS WE SEND CERTIFIED MAIL AND GET SIGNATURES BACK.

IT'S IN A FACE TO FACE MEETING, WHICH NOT ALL PARENTS CAN COME TO.

IT'S VERY HARD TO TRACK RECEIPT OF THE INFORMATION VERSUS SENDING THE INFORMATION.

SO THAT IS THAT IS ONE PIECE.

YEAH. AND I RECOGNIZE THE CHALLENGE AND THE DIFFICULTY.

I MEAN, I KNOW WE HAVE HIGH MOBILITY.

I KNOW WHEN I WAS A TEACHER AND IT WAS LIKE CONSTANTLY TRY EVERY NUMBER AND THEY WERE ALWAYS DISCONNECTED.

I MEAN, I GET HOW DIFFICULT IT IS AND DO APPRECIATE THE INTENT BEHIND THIS CONSTRAINT AND THE EFFORTS THAT ARE BEING MADE ON CAMPUSES TO NOTIFY PARENTS.

A COUPLE OF OTHER QUESTIONS I HAD.

OH. YOU GUYS KNOW I LOVE THIS QUESTION.

SO. RENAISSANCE DATA IS WHAT THESE NOTIFICATIONS ARE BASED ON, RIGHT? IT'S NOT ON STAAR.

AND WHAT I'VE NOTICED OVER THE LAST COUPLE OF YEARS THAT WE'VE BEEN MONITORING RENAISSANCE DATA AND NOW WE ACTUALLY HAVE QUALITY STAR DATA THAT STUDENTS TEND TO PERFORM MUCH BETTER ON RENAISSANCE THAN THEY DO ON STAAR.

AND SO WHEN I WAS LOOKING AT THIS DATA FOR 3.1, MY WORRY WAS, OH MY GOSH, ARE THERE KIDS WHOSE PARENTS WERE NOT NOTIFYING THAT ACTUALLY PROBABLY ARE FURTHER BEHIND.

SO IF YOU COULD HELP ME UNDERSTAND HOW I DON'T KNOW HOW RENAISSANCE IS SCORED.

RIGHT. ALL I KNOW IS LIKE THE KIDS THAT ARE ACTUALLY ON GRADE LEVEL OR NOT.

BUT IS IT SPECIFIC ENOUGH TO CATCH THE STUDENTS THAT WE WOULD CONSIDER THAT NEED TO BE NOTIFIED? SO I THINK, LIKE ANY STAAR IS A SNAPSHOT OF ONE DAY IN TIME.

SO RENAISSANCE EQUALLY AS A SNAPSHOT.

I THINK REALLY THE BETTER PREDICTOR OF THIS WOULD REALLY BE TO USE MULTIPLE DATA POINTS.

THE CLASSROOM TEACHER HAS LOTS OF KNOWLEDGE ABOUT WHAT KIDS ARE KNOW AND ARE ABLE TO DO.

I THINK THAT'S REALLY THE MOST RICH DATA POINT THAT WE HAVE.

SO I THINK I WOULD JUST URGE THE SAME CAUTION I ALWAYS DO ABOUT PUTTING TOO MUCH WEIGHT IN ONE TEST BECAUSE IT'S JUST ONE DAY.

IT'S ONE DAY. WE DON'T KNOW.

HOW DOES THE KID FEEL? WELL, THAT DAY DID THEY PERFORM THEIR BEST? SO I THINK OVER TIME AND THAT'S WHY WE'RE CONTINUING TO LOOK AT OUR OUR ASSESSMENT PROGRAM OVERALL AND REALLY LOOK AT WHAT THE BEST DATA POINTS ARE TO GATHER THIS INFORMATION.

THAT'S HELPFUL. THANK YOU.

ROUND TWO. TRUSTEE DEIGAARD? THANK YOU. AND I WAS REMISS AT SAYING THANK YOU FOR THE NEW ORDER OF THE REPORT.

I LIKE THAT IT STARTS WITH THE ASSESSMENT AND THE SUPERINTENDENT'S RESPONSE AND THEN THE DATA IS THANK YOU.

SO SUPERINTENDENTS RESPONSE TO 3.2 DIDN'T SPEAK TO ANYTHING AT ALL ABOUT THE COMMUNICATION WITH FAMILIES AND THE LITERACY PLANS. AND SO EXCELLENT QUESTION.

TRUSTEE GUIDRY THAT LED TO AN EXCELLENT BUNCH OF INFORMATION FROM YOU, DR.

MATNEY, ABOUT THIS PROCESS OF CONTINUOUS IMPROVEMENT.

EVEN THOUGH WE'RE AT 99, ACTUALLY THIS IS 3.1.

WE'RE AT 99.

HERE'S WHY WE COULD WAIVER A LITTLE BIT UNTIL WE HAVE A MUCH BETTER SYSTEM.

SO THANK YOU FOR THAT.

SO ON 3.2, THANK YOU ALSO FOR HELPING UNDERSTAND BECAUSE AM I CORRECT IN SAYING AMPLIFY ISN'T A COMMUNICATION SYSTEM, RIGHT? THAT'S SOME OTHER KIND OF SYSTEM.

THAT'S A CURRICULUM AMPLIFIES CURRICULUM PRODUCT HIGH QUALITY INSTRUCTIONAL MATERIALS FOR READING THAT'S BEING PILOTED THIS YEAR AND ON SIX CAMPUSES.

OKAY. SO.

HOW SO? BUT THERE IS A PLAN FOR MAKING SURE THAT THE LITERACY COMMUNICATION IS IN THIS FOR NEXT YEAR, RIGHT? YES. YES.

OKAY. AND THEN THAT GOES OUT EVERY 12 WEEKS.

SO WHAT DOES PROGRESS MONITORING FOR THE ADMINISTRATION LOOK LIKE? BECAUSE WE ONLY MONITOR THIS ONE ONCE A YEAR.

HOW ARE YOU ALL, MR. SUPERINTENDENT, MONITORING THROUGHOUT THE YEAR SO WE DON'T GET TO THIS POINT AND NOT HAVE MET THE TARGET? DR. BURKE. YES.

SO AGAIN, I THINK THAT IS THE NOW AS WE MOVE TO CURRICULUM, EMBEDDED ASSESSMENTS WHERE TEACHERS ARE GETTING MORE DATA THAT THEY CAN TAKE ACTION ON IN THEIR CLASSROOMS. I THINK THAT'S THE THAT'S REALLY THE BEST PLACE TO CATCH THIS AND AND LET TEACHERS DO WHAT THEY DO BEST, WHICH IS TO CATCH KIDS UP AND MEET THEM WHERE THEY ARE.

[00:45:03]

AND SO I THINK THIS YEAR YOU'RE SEEING IT IN MATH.

YOU'LL SEE A SERIES OF CURRICULUM, EMBEDDED ASSESSMENTS, WHERE TEACHERS CAN RESPOND TO THAT, AMPLIFY AS A CURRICULUM PRODUCT THAT WE'RE IMPLEMENTING IN THOSE SIX SCHOOLS THAT HAVE THAT PRODUCT, HAS CURRICULUM EMBEDDED ASSESSMENTS, OR TEACHERS WILL GET THAT DATA.

SO REALLY ALONG THE WAY, WE'RE RELYING ON TEACHERS.

YOU KNOW, THEY DO THINGS IN ELEMENTARY SCHOOLS LIKE RUNNING RECORDS.

THEY DO THINGS LIKE MISCUE ANALYSIS WHERE THEY SIT WITH A CHILD AND THE CHILD READS TO THEM AND THERE'S A PROCESS THAT THEY GO THROUGH TO UNDERSTAND WHERE THE CHILD IS IN THEIR READING ABILITY. SO IT'S REALLY MULTIPLE DATA POINTS.

AND THEN WE'RE THEN WE LOOK AT TEST DATA AND REPORT CARD GRADES AND THOSE KINDS OF THINGS.

BUT THE PROGRESS MEASURE IS ABOUT HAVING THEN PARENT NOTIFICATION IN THE LITERACY PLAN.

SO HOW DOES ALL OF THAT ENSURE THAT THIS HAPPENS? I'M SORRY, CAN YOU POINT TO WHAT'S TO ENSURE THAT THE CAMPUS LITERACY PLANS INCLUDE PARENT COMMUNICATION? OH, I'M SORRY. SO THEN THEN WE HAVE DIFFERENT STRATEGIES THAT WE USE ON THE CAMPUSES.

SO ONCE WE'RE GOING TO DEVELOP, WE'RE DEVELOPING THIS TASK FORCE, THEN THEY'LL BE WE ARE ENCOURAGED.

LITERACY NIGHTS AT SCHOOLS, BACK TO SCHOOL KINDS OF THINGS.

PARENT CONFERENCES. THERE'S LOTS OF TIMES WHERE PARENTS CAN GET NOTIFIED, AND THAT'S REALLY BEST DONE AT THE SCHOOL LEVEL BECAUSE THERE ARE EVEN IF WE HAVE CENTRAL KIND OF FOUNDATIONAL PLAN, YOU KNOW, THE COMMUNITY IS GOING TO HAVE DIFFERENT NEEDS MAYBE THAN SEGUIN.

SO EVERY CAMPUS IS GOING TO PUT ITS OWN SPIN ON WHAT WE'RE DOING.

AND SO THE COMMUNICATION WOULD HAPPEN THROUGH THE CHANNELS THAT THE CAMPUSES USE.

BUT WHAT WE HAVE AN EXPECTATION THAT THEY HAVE THOSE THOSE CHANNELS OPEN AND ABLE TO COMMUNICATE WITH PARENTS THROUGHOUT THE YEAR.

IT'S NOT JUST IT'S NOT JUST A ONE TIME THING, I GUESS, IS WHAT I'M ULTIMATELY SAYING.

I GUESS. SO THE PLAN DOESN'T HAVE TO BE DONE AT THE BEGINNING OF THE YEAR.

IN THIS CASE, IT WON'T BE BECAUSE WE'RE JUST GATHERING THE PEOPLE TO TO PULL THAT TOGETHER.

THAT'S THE PART I WAS MISSING.

AND THEN MY LAST QUESTION IS, HOW HAVE THESE CONSTRAINT PROGRESS MEASURES, BOTH THREE AND FOUR, CHANGED ADULT BEHAVIOR IN THE DISTRICT? I THINK THIS IS PART OF THE LARGER STRATEGIC PLAN ABOUT ENSURING HIGH QUALITY TEACHING AND LEARNING EVERY SCHOOL.

THAT'S WHY WE'RE GOING DOWN THE ROAD OF OF IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS TO MAKE SURE THAT STUDENTS ARE GETTING GRADE LEVEL MATERIAL AND THAT WE'RE TRAINING TEACHERS IN A DIFFERENT WAY.

SO I THINK YOU'RE YOU'RE BEGINNING YOU'LL BEGIN TO SEE THE ADULT BEHAVIOR CHANGES AS WE TRAIN TEACHERS DIFFERENTLY AND ROLL OUT CONSISTENT PRODUCTS ACROSS OUR SCHOOLS. OKAY.

TRUSTEE. GUIDRY.

I PROMISE. I HAVE A VERY PROFOUND QUESTION.

I JUST DON'T KNOW IF I'M THERE YET.

SO LET ME JUST PLAY AROUND WITH IT A LITTLE BIT.

SO HELP ME UNDERSTAND, WITH RESPECT TO THE NEXT STEPS, HAVE WE ESTABLISHED ALREADY THE LITERACY PLAN OR DO WE ARE WE JUST NOW GETTING TO THE POINT WHERE WE'RE TRYING TO ESTABLISH IT? SO THERE IS A PLAN, YOU KNOW, HISD ADOPTED SEVERAL YEARS AGO, LITERACY BY THREE, LITERACY IN THE MIDDLE.

AND I CAN'T REMEMBER WITH THE HIGH SCHOOL, THERE'S A THERE'S A LITERACY.

THERE IS A LITERACY PLAN. DISTRICTWIDE.

WHAT WE'RE DOING NOW IS TAKING A LOOK AT THAT AND MAKING SOME MODIFICATIONS AND GETTING INPUT FROM TEACHERS.

BECAUSE WHAT YOU SEE IN PRACTICE ACROSS THE DISTRICT IS WHILE THERE ARE PLANS, YOU SEE AN UNEVEN IMPLEMENTATION OF THOSE PLANS.

SO THAT IS SOMETHING THAT I NOTICED WHEN I CAME HERE.

AND SO JUST LIKE WITH MATH, WE WANT TO MAKE SURE THAT WE HAVE CONSISTENT IMPLEMENTATION OF THINGS.

SO WE NEED TO REVISIT THE PLAN.

SO THERE IS A PLAN. WE'RE GOING TO REVISIT IT.

ALL RIGHT. SO WE HAVE NOT STARTED REVISITING YET.

WE'RE ABOUT TO START WE'RE ABOUT TO START REVISING.

OK AND THEN SO HOW DOES AMPLIFY PLAY INTO THAT? BECAUSE AMPLIFIES JUST SIX SCHOOLS AND WHICH OF THOSE SIX SCHOOLS THEY ARE.

IT'S THREE ELEMENTARIES, THREE MIDDLE SCHOOLS, CARDWELL, FLEMING AND ADDICKS MIDDLE SCHOOL, CARDWELL VALLEY WEST.

AND THERE'S ANOTHER ONE YOU GOT RIGHT THAT WAS FINE.

BUT I GOT FIVE OUT OF SIX.

BUT SO THAT IS ONE.

SO THAT IS A KNOWLEDGE BASED CURRICULUM.

SO, YOU KNOW, TEACHERS ARE BEING TRAINED IN THE SCIENCE OF TEACHING READING.

THERE HAS BEEN OVER TIME DIFFERENT PHILOSOPHIES OF READING.

BUT REALLY, THERE'S JUST, THERE'S ONE WAY TO TEACH KIDS HOW TO READ.

IT'S, THERE'S SEVERAL COMPONENTS TO READING INSTRUCTION.

AND SO I THINK WE'RE LOOKING AT AS A DISTRICT, EVERYBODY GETTING ON THE SAME PAGE AMPLIFIES A PRODUCT.

BUT THE INSTRUCTIONAL FRAMEWORK IS GOING TO BE PRODUCT AGNOSTIC.

IT DOESN'T BECAUSE IT MAY NOT BE AMPLIFIED.

IT'S ONLY IN SIX SCHOOLS, IT MAY BE SOMETHING ELSE.

SO BUT WHAT WE ARE GOING TO LOOK AT IS WHAT ARE THOSE INSTRUCTIONAL STRATEGIES THAT ARE MOST HIGH LEVERAGE TO IMPACT OUR READING INSTRUCTION?

[00:50:04]

SO AMPLIFY IS JUST THE VEHICLE THAT SIX SCHOOLS ARE USING.

THERE'S LOTS OF OTHER SCHOOLS USING LOTS OF LOTS OF OTHER METHODS.

AND WE JUST WANT TO SAY THESE ARE THE YOU NEED TO HAVE PHONEMIC AWARENESS.

YOU NEED TO HAVE CERTAIN COMPONENTS TO TEACH A CHILD HOW TO READ.

AND THEN WE WANT TO SAY, WHAT ARE THOSE LIKE? WHAT ARE THE HIGHEST LEVERAGE INSTRUCTIONAL STRATEGIES THAT YOU CAN USE? THAT'S WHAT WE'RE DOING RIGHT NOW.

OK SO THAT ALL CAMPUSES, THOUGH, WILL HAVE A LEVEL.

THEY WILL KNOW EXACTLY WHAT IS EXPECTED FROM THE ADMINISTRATION AS FAR AS MATH, SCIENCE, READING.

ALL OF THOSE PLANS WILL BE LAID OUT ACROSS THE DISTRICT, CORRECT? THAT'S CORRECT. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. THAT JUST MADE ME THINK OF TRUSTEE GUIDRY.

YOU KNOW, THE CHART WHERE WE HAVE THE ECONOMICALLY DISADVANTAGED STUDENTS AND I'M LIKE, OH, MAYBE THAT'S A GOOD IDEA FOR SCHOOLS TO DO ON A CAMPUS LEVEL INSTEAD OF JUST HAVING A DISTRICT ONE. BUT THAT'S NOT MY QUESTION.

MY QUESTION IS FOR CONSTRAINT PROGRESS, MEASURE 3.1.

I SEE THE NUMBER OF STUDENTS BEING TESTED BY EOI.

SO LET'S TAKE YEAR 2122.

THERE'S ABOUT 2000 STUDENTS LESS.

DOES THAT MEAN THAT 2000 STUDENTS MADE IT OUT OF THIS BEING ONE GRADE LEVEL BEHIND? DR. MANNING NOT DIRECTLY, BECAUSE WE'RE LOOKING AT DIFFERENT STUDENTS.

SO IF I WAS AN EIGHTH GRADER LAST YEAR, I MIGHT BE IN THAT NUMBER OF 108,000.

BUT IF I'M A FRESHMAN THIS YEAR AND I'M PERFORMING ABOVE AND I DON'T NEED TO BE NOTIFIED, THEN I'M NOT IN THE NUMBER FOR 21-22.

FROM BOI TO EOI OF ONE YEAR.

SO THAT MEANS THEY'RE MAKING IT OUT? YES, THAT MEANS WE HAD FEWER THAT HAD TO BE NOTIFIED BECAUSE THEY WERE BELOW.

BUT REMEMBER, WE ALSO HAD SOME DIPS IN PARTICIPATION IN SOME OF THOSE.

BOY, MY.

AND WHY. YEAH.

SO I GUESS THAT'S WHAT I'M ASKING.

IS IT THE TESTING WASN'T THERE ARE THE NUMBERS LOWER BECAUSE THE TESTING WASN'T THERE BECAUSE STUDENTS ACTUALLY WERE ABLE TO GET ON GRADE LEVEL. IT COULD BE A COMBINATION OF BOTH.

OKAY. HOW DO WE FIGURE OUT WHICH ONE IS HAPPENING OR WHICH ONE IS HAPPENING MORE OR WHAT THE PERCENTAGE IS? WE CAN LOOK AT THAT.

OKAY. AND THEN MY OTHER QUESTION IN REGARDS TO THIS IS, IS THIS DATA BEING CROSS-REFERENCED WITH THE WITH THE 24 TRANSFORMATION SCHOOLS? AND TO SEE IF THIS DATA ALIGNS WITH THE SCHOOLS THAT ARE ALIGNED TO TRANSFORMATION SCHOOLS, TO SEE IF THE EXISTING NON TRANSFORMATIONAL SCHOOLS DATA IS IS CONSISTENT, TO SEE IF IT'S THE SAME SCHOOLS ARE BEING IDENTIFIED, IF THE SAME TRENDS WE SEE THE MOST AMOUNT OF STUDENTS WHO ARE IN BEHIND GRADE LEVEL ARE IN SCHOOLS THAT ARE RECEIVING MORE HELP BECAUSE THEY ARE PART OF THE TRANSFORMATION.

IS THAT THE RIGHT WORD? TRANSFORMATION SCHOOLS? THAT'S CORRECT, YEAH.

AND IS THIS DATA BEING CROSS-REFERENCED? SO THAT MAKES SURE THAT THE SCHOOLS THAT NEED THE MOST HELP ARE GETTING IS GETTING.

YEAH. DR. WATSON, ANY INSIGHT HERE YOU WANT TO SHARE IN TERMS OF THE DATA POINTS FOR TRANSFORMATIONAL SCHOOLS THAT ARE BEING UTILIZED? SO, YES, WE DO HAVE PROGRESS MEASURES THAT WE ARE LOOKING AT QUARTERLY TO MAKE SURE THAT THE SUPPORT IS HAVING AN IMPACT IN THE SCHOOLS.

YEAH. IS THIS DATA RIGHT, THIS SPECIFIC DATA, PERCENT OF STUDENTS BEHIND IN LITERACY? YES. SO MOST OF THESE STUDENTS THAT ARE IN THIS 78,000 WOULD BE IN SCHOOLS THAT ARE TRANSFORMATION SCHOOLS.

THAT'S WHAT I'M SAYING. ARE THEY BEING CROSS-REFERENCED TO MAKE SURE THAT THERE'S NOT A SCHOOL THAT'S BEING LEFT OUT OR BEING FORGOTTEN? THIS THESE NUMBERS REPRESENT ALL STUDENTS, RIGHT? SO IT WOULD BE INCLUSIVE OF THOSE STUDENTS.

THANK YOU. TRUSTEE BLUEFORD-DANIELS? NO, NO. OKAY.

UM. I GUESS I HAD A FOLLOW UP QUESTION, BUT THEN TRUSTEE HERNANDEZ MADE ME THINK OF ANOTHER QUESTION.

SO I THINK YOUR QUESTION STILL WASN'T ANSWERED.

TRUSTEE HERNANDEZ? SO LET ME SEE IF I CAN PHRASE IT IN A WAY THAT BECAUSE I DON'T FEEL LIKE I MEAN, I WANT TO KNOW THE ANSWER TO.

SO IF THIS THE SUBSET OF STUDENTS AT THE TRANSFORMATION SCHOOLS, ARE WE ENSURING ARE WE PROGRESS MONITORING THOSE SCHOOLS SPECIFICALLY FOR WHOSE PARENTS ARE BEING NOTIFIED IN TERMS OF THE STUDENTS THAT ARE BEHIND GRADE LEVEL?

[00:55:02]

DR. WATTS THAT'S NOT BEEN A SPECIFIC PROGRESS MEASURE THAT WE'VE IDENTIFIED BECAUSE WE'RE REALLY FOCUSED RIGHT NOW ON ACADEMIC IMPACT.

BUT IT IS SOMETHING THAT WE SHOULD CONSIDER.

THANK YOU. AND OF THE SCHOOLS.

SO I THINK THIS IS 3.2.

SO THE SCHOOLS THE FOUR SCHOOLS THAT HAD A CENTRALLY DOCUMENTED LITERACY PLAN, DID WE LOOK AT THE DATA FOR THAT SCHOOL IN TERMS OF LITERACY SCORES, LIKE WHAT WAS THE? WAS THERE AN IMPACT? SO WE DIDN'T DIRECTLY THE FOUR IS 4%.

AND ALSO WHAT I WANT TO CLARIFY IS THIS IS CENTRALLY DOCUMENTED LITERACY PLAN WITH PARENT OUTREACH ACTIVITY.

SO ALL THOSE ACTIVITIES THAT DR.

BIRD MENTIONED ARE HAPPENING ACROSS OUR DISTRICT CONSISTENTLY.

IT MAY JUST NOT HAVE BEEN IN THE PLAN.

SO WE'VE GOT TO WORK TO MAKE SURE THAT THAT ALL GETS MATCHED UP.

SO IT'S NOT THAT WE ONLY HAVE 4% OF OUR CAMPUSES THAT HAVE PARENT OUTREACH ACTIVITIES FOR LITERACY.

IT'S THE CENTRALLY DOCUMENTED PIECE.

YES. THANK YOU. YES.

FOUR PERCENT NOT FOR SCHOOLS.

IN 4.1.

AND IF YOU CAN PULL UP THE GRAPH, PLEASE GET THE DATA.

SO. WHAT MADE THE DIFFERENCE? LIKE, WE STARTED OUT LOWER AND THEN WENT HIGHER.

WHAT? WHAT CHANGED OVER TIME? BECAUSE WHAT I'M HEARING IS THAT THERE WILL BE SYSTEMS IN PLACE KIND OF TO REVAMP FOR NEXT YEAR.

BUT WHAT WAS THE DIFFERENCE FROM EACH SIX WEEKS? I DON'T KNOW THAT. I MEAN, I WOULD LIKE TO THINK IT'S PROGRESS MONITORING, BUT I CAN'T TELL YOU THAT FOR SURE.

THAT'S WHAT IT WAS. I MEAN, IT COULD HAVE BEEN.

I DO KNOW THAT AS THINGS GOT PUT IN PLACE IN THE LATE IN THE WINTER, IN THE LATE WINTER OR EARLY WINTER TO SPRING, THAT THERE WAS MORE ATTENTION ON MAKING SURE THAT THIS WAS DONE.

I THINK, THOUGH, THAT I CAN'T SAY FOR SURE THAT'S WHAT IT WAS.

BUT I WILL TELL YOU FOR SURE THIS YEAR, WHAT IT WILL BE IS THAT THERE WILL BE PROGRESS MONITORING AND THERE'LL BE REVIEWS ON A VERY REGULAR BASIS TO MAKE SURE THAT THIS IS DONE.

AND MY TEAM IS BEING EVALUATED ON THIS ACTUALLY MEASURE, SO IT'LL BE OKAY.

AND, YOU KNOW, MEETING THE TARGET.

IS ONE THING, BUT I GUESS WHAT IS THE HOPE IN MEETING THE TARGET? WHAT WOULD BE THE OUTCOME THAT YOU WOULD EXPECT? YEAH. SO, I MEAN, THIS IS TO ME, THIS IS THE SAME THING AS A PARENT RECEIVING A REPORT CARD.

PARENTS RECEIVE PROGRESS UPDATES ON STUDENTS THAT ARE RECEIVING SPECIAL EDUCATION SERVICES.

THIS PROVIDES MORE DATA TO PARENTS BUT ALSO ENSURES THAT WE'RE IMPLEMENTING THE IEP WITH FIDELITY.

SO THIS WILL IMPROVE THE QUALITY OF IEPS THAT ARE WRITTEN, THE IMPLEMENTATION OF THEM.

AND THIS ENSURES IT'S KIND OF, IT'S LIKE A KIND OF A REPORT CARD IN SOME WAYS.

THANK YOU. AND JUST KIND OF A TECHNICAL QUESTION ON 4.1, BECAUSE I KNOW TEACHERS HAVE TO I GUESS, IS, IS THIS WHO'S INPUTTING THIS INFORMATION? IS IT TEACHERS IN THE CLASSROOM OR IS IT THE THE CHAIR, THE SPECIAL ED CHAIR WHO'S DOCUMENTING THIS? SO IT'S A GROUP EFFORT.

IN SOME WAYS, TEACHERS PROVIDE INPUT BECAUSE THEY'RE THE ONES THAT ARE INTERACTING WITH THE CHILD EVERY DAY.

BUT THE PERSON ULTIMATELY RESPONSIBLE IS THE WHOEVER THE CASE MANAGER FOR THAT GROUP OF STUDENTS IS.

THAT'S THE PERSON THAT.

OKAY. THANK YOU FOR CLARIFYING THAT.

ALL RIGHT. I DON'T SEE ANYONE ELSE IN THE QUEUE.

THANK YOU.

WE'LL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

MAY I HAVE A MOTION SO I CAN HERNANDEZ HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE HERNANDEZ PLEASE VOTE.

8 FOR, 0 AGAINST, ZERO ABSTENTIONS.

WE WILL NOW CONSIDER VOTING ITEMS HELD FOR DISCUSSION FROM THE AGENDA REVIEW BUSINESS AGENDA SIMILAR TO THE REGULAR MONTHLY BOARD MEETING.

ALL ACTION ITEMS FOR AGENDA REVIEW WILL BEGIN ON THE CONSENT AGENDA.

IF A TRUSTEE WOULD LIKE AN ITEM HELD FROM CONSENT, THEY SHOULD NOTIFY SYLVIA TRINH BY 8 A.M.

ON THE MONDAY PRIOR TO THE VOTING MEETING.

NO TRUSTEES REQUESTED TO HOLD ANY OF THE VOTE AND ITEMS ON THE AGENDA REVIEW BUSINESS AGENDA.

HOWEVER, I BELIEVE THE ADMINISTRATION HAS SOME INFORMATION TO PROVIDE US REGARDING ITEM K ONE APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, POLICY DC LOCAL

[01:00:05]

COMPENSATION AND BENEFITS LEAVES AND ABSENCES FIRST READING.

MAY I HAVE A MOTION? SO MOVED.

SECOND. WAIT.

SO WE. DID YOU NEED TO MAKE A MOTION? I DON'T KNOW. TO APPROVE THE.

OKAY. I'LL ENTERTAIN A MOTION TO POSTPONE.

SOME OF THEM. SOMEBODY MAKE THE MOTION TO POSTPONE.

OH, DO I HAVE A SECOND? A MOTION FROM TRUSTEE BLUEFORD-DANIELS AND THE SECOND FROM TRUSTEE HERNANDEZ.

MADAM PRESIDENT. MADAM PRESIDENT, ARE WE POSTPONING INDEFINITELY OR ARE WE POSTPONING TO A TIME CERTAIN? AND IF SO, DOES THE ADMINISTRATION HAVE A SUGGESTION ON THAT? JEREMY, DO YOU HAVE A RECOMMENDATION IN TERMS OF K-1? THIS IS THE ITEM THAT WAS WITHHELD FROM THE SPECIAL MEETING REGARDING THE THE TASB ITEM, WHICH WAS A POLICY THAT REVISES OUR LOCAL POLICY TO REFLECT UPDATES TO VARIOUS POLICIES.

RECOMMENDATION FOR MONTH.

YES, WE EXPECT TO BRING IT BE ABLE TO BRING IT FOR A FIRST READING AT THE OCTOBER MEETING.

DO WE NEED TO REDO THE MOTION? OK. TRUSTEE.

BLUEFORD-DANIELS? MOVE TO POSTPONE UNTIL THE OCTOBER AGENDA REVIEW MEETING.

SECOND.

I THINK YOU MEAN THE OCTOBER REGULAR BOARD MEETING.

THE OCTOBER REGULAR BOARD MEETING.

RIGHT? CAN I SAY 2025? SO WE HAVE A MOTION TO POSTPONE TO THE OCTOBER REGULAR BOARD MEETING WITH THE SECOND BY I MEAN A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE.

8 FOR, 0 AGAINST, ZERO ABSTENTIONS.

WE ARE NOW READY TO APPROVE THE BALANCE OF THE AGENDA REVIEW BUSINESS AGENDA ITEMS BY CONSENSUS.

SO TRUSTEES, I KNOW THERE IS I WANT TO CLARIFY BECAUSE AT THE LAST MEETING THERE WAS A MOTION MADE FOR SOME OF THE ITEMS TO BE.

MAYBE. LISA, CAN YOU EXPLAIN WHAT THE MOTION WAS? SORRY. I'M A LITTLE BRAIN DEAD TODAY.

IT'S MY UNDERSTANDING THAT THERE SHOULDN'T BE ANY OTHER POLICIES TO APPROVE BY CONSENSUS BECAUSE EVERYTHING ELSE IS BEING BROUGHT BACK AT SECOND READING ON SEPTEMBER 8TH. SO WHAT YOU ARE DISCUSSING RIGHT NOW AS PART OF THE REVIEW OF THE BUSINESS AGENDA FOR SEPTEMBER 8TH IS ALL OF THOSE ACTION ITEMS, INCLUDING THOSE POLICIES THAT WILL BE BROUGHT BACK ON SECOND READING BOARD SERVICES.

DID I GET THAT CORRECT FROM FROM YOUR NOTES THAT THERE'S NOTHING ELSE BECAUSE WE HAVE DELAYED K-1 DC LOCAL, THERE'S NOTHING ELSE TO BE VOTED ON TONIGHT.

THANK YOU FOR CLARIFYING THAT.

OK. WONDERFUL.

SO OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF SEPTEMBER 8TH, 2022.

AS A REMINDER, 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, AS IN YOUR SHAREPOINT UNDER SEPTEMBER BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.

PLEASE INDICATE ANY ITEMS YOU WOULD LIKE TO PULL FOR DISCUSSION THIS EVENING.

SO I'LL GO DOWN FROM TRUSTEE MEMBERS.

I DON'T HAVE ANY ITEMS. THANK YOU.

TRUSTEE BAKER? I DON'T HAVE ANY ITEMS. THANK YOU.

I DON'T HAVE ANYTHING. NO, I DON'T.

WOW. YOU ALL PROUD OF US? TRUSTEE GUIDRY.

NOW YOU ALL MAKING ME FEEL BAD.

I GOT A COUPLE F-1.

K-12. AND K-37.

LET ME JUST REPEAT, SO MAKE SURE F-1, K-12, K-37.

YES, MA'AM. TRUSTEE WADE?

[01:05:03]

NO. I DON'T HAVE THE NEED TO PULL.

THANK YOU. OKAY.

IF ONE. DR.

ALLEN, I'M SO SORRY.

GO AHEAD. NO, I DON'T HAVE ANY TO PULL.

THANK YOU. YOU'RE MAKING ME FEEL BAD.

OKAY. YOU KNOW WHAT? I'M GOING TO WITHDRAW MINE AND JUST SUBMIT QUESTIONS.

I WAS JUST LIKE, LOOK, I DID SOMETHING WRONG.

I KNOW. THAT'S WHY I HAD TO RETHINK IT.

I'LL JUST, I'LL SUBMIT MY QUESTIONS IN WRITING.

JUST DID BETTER WORK TONIGHT.

ARE YOU SURE? YEAH, I'M JUST GOING TO SUBMIT.

YEAH, I'M ABSOLUTELY SURE.

ARE YOU SURE? I'M SURE.

ALL RIGHT.

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

THE BOARD WILL NOW ADJOURNED A CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETING EX OPEN MEETINGS ACT SUBSECTIONS 551.004, 071, 072, 073.

074, 076, 082, 0821, 083, 084, 089.

SHOULD BOARD FINAL ACTION VOTED DECISION ON ANY MATTER CONSIDERED IN THE 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 THE SUBSEQUENT PUBLIC MEETING OF THE OF THE BOARD UPON NOTICE THEREOF, THE BOARD HAS ADJOURNED A CLOSED SESSION AT 6:07 P.M.

WE HAVE NEVER. IS OK.

THIS MEETING IS NOW RECONVENED AT 6:37 P.M.

TRUSTEE, WE ACTUALLY HAD ONE ITEM THAT WE WERE POSTED FOR FIRST READING TODAY.

IT'S K-2.

MISS TRINH, CAN YOU READ WHAT ITEM K-2 IS, PLEASE? CAN'T GET TO IT QUICKLY ENOUGH.

LET'S SEE. YES.

SO. K-2 IS APPROVAL OF PROPOSED REVISIONS TO BORDER POLICY.

EHAA LOCAL BASIC INSTRUCTIONAL PROGRAM REQUIRED INSTRUCTION FIRST READING.

CAN YOU PULL IT UP ON THE SCREEN FOR US, IF YOU DON'T MIND? ABSOLUTELY. DO I HAVE EMOTION COLLEAGUES FOR FIRST READING.

SO MOVED, BAKER.

DO WE HAVE A SECOND? SECOND, WADE MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE WADE.

ANY DISCUSSION? IF WE WANT TO WAIT FOR THE, FOR IT TO BE PULLED UP.

OKAY. WELL WALL IS BEING PULLED UP.

I WILL JUST KIND OF GIVE A SYNOPSIS HERE.

THIS SITE OF MINE WAS BEING WITHHELD FROM THE SPECIAL MEETING REGARDING TASB ITEMS. THIS ITEM CREATES NEW POLICY THAT ALIGNS OUR LOCAL POLICY WITH PROVISIONS IN HB 1525 REGARDING REQUIREMENTS FOR HUMAN SEXUAL CURRICULUM MATERIALS AND SENATE BILL NINE REQUIREMENTS FOR INSTRUCTION ON CHILD ABUSE, FAMILY VIOLENCE, DATING, VIOLENCE, AND SEX TRAFFICKING, AS WELL AS A POLICY REGARDING THE ADOPTION OF CURRICULUM MATERIALS.

NOW, IN RESPONSE OF BOARD RECOMMENDATIONS, WE HAVE ADDED A PROVISION THAT ENSURES THAT THE SCHOOL HEALTH ADVISORY COUNCIL ENSURES THAT ITEMS ON THE COMPLIANCE CHECKLIST REQUIRED BY STATUTE ARE MET.

SO YOU CAN SEE THE THE EDITS THERE.

ANY DISCUSSION? TRUSTEE HERNANDEZ THANK YOU.

I JUST WANT TO RECOMMEND AGAIN THAT THE EDITS ARE IN COLOR FOR A FUTURE REFERENCE.

IT'S A LOT EASIER TO READ IN COLOR, ESPECIALLY SINCE THIS IS ALL DIGITAL.

THANK YOU. THANK YOU.

YES. AND I THINK BOARD SERVICES IS WORKING ON THAT, CORRECT? MAYBE. OH, YOU CAN'T.

OH. OKAY.

JUST TAKE YOUR HIGHLIGHTER AGAIN.

TRUSTEE WADE.

YES. THANK YOU. I WOULD LOVE IT TO IF WE COULD.

IF WE COULD. ALL, EVERY TRUSTEE HAVE A.

THE SHACK CHECKLIST, THE COMPLIANCE CHECKLIST.

IF WE COULD ALL GET IT, THAT WOULD BE GREAT.

THANK YOU. WE CAN DO THAT.

OK. PLEASE VOTE.

THIS IS ITEM TWO AND THAT'S JUST PUTTING IT.

THIS IS FOR FIRST READING.

IT'LL ALL OF THEM WILL BE BACK.

YES, EXACTLY.

SO ALL OF THEM WILL COME BACK NEXT WEEK FOR SECOND READING.

[01:10:08]

SO WE HAVE 740 AGAINST ZERO ABSTENTIONS.

LA PROXIMA REUNION DE LA MUSIQUE DIVA AUTOUR DE SEPT.

OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING ON THURSDAY, SEPTEMBER 8TH, 2022.

WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 6:40 P.M.

ON SEPTEMBER ONE, 2022, WHEN US KNOCKS.

* This transcript was compiled from uncorrected Closed Captioning.