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[00:00:01]

GOOD AFTERNOON THIS MEETING IS NOW CONVENED AT 3:00 P.M..

[CALL TO ORDER]

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

THE BOARD WILL NOW ADJOURN TO CLOSED OR EXECUTIVE SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, .071, .072,

[ADJOURN TO CLOSED OR EXECUTIVE SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED UNDER SECTION C]

.073, .074, .076, .082, .0821, .083, .084, .089.

SHOULD BOARD FINAL ACTION, VOTE OR 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 AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF, THE BOARD IS ADJOURNED TO CLOSED OR EXECUTIVE SESSION AT 3:01 P.M.

ON SEPTEMBER 8, 2022.

[REGULAR BOARD MEETING RECONVENES FOR OPEN SESSION]

GOOD EVENING. THIS MEETING IS NOW RECONVENED AT 5:03 P.M..

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE DEIGAARD, TRUSTEE BAKER, TRUSTEE HERNANDEZ. I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

TRUSTEE SANTOS.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

MAJOR CRYSTAL GUTIERREZ IS THE CADET BATTALION EXECUTIVE OFFICER FOR HISD 17TH BATTALION ARMY JROTC.

CADET GUTIERREZ RANKS SECOND IN HER 2023 GRADUATING CLASS OF 156 WITH A 4.5 GRADE POINT AVERAGE.

CADET GUTIERREZ IS SECRETARY OF THE NATIONAL HONOR SOCIETY, A YOUTH LEADERSHIP CONSORTIUM SCHOLAR AND A MEMBER OF STUDENT COUNCIL.

DISCOVER YOU IGNITE SCHOLARS AND EMERGE.

CADET GUTIERREZ WAS COMMANDER OF LAST YEAR'S LEADERSHIP TEAM THAT MADE IT TO THE JROTC LEADERSHIP AND ACADEMIC BOWL IN WASHINGTON, D.C..

SHE IS TAKING RIGOROUS DUAL CREDIT COLLEGE COURSES.

OVER THE SUMMER CADET GUTIERREZ ATTENDED RICE UNIVERSITY'S TAPIA STEM CAMP AND THE CARLETON COLLEGE SUMMER LIBERAL ARTS INSTITUTE, WHERE SHE WAS OFFERED A $4,300 SCHOLARSHIP TO COMPLETE OVER 90 HOURS OF COURSEWORK.

SHE IS ALSO COMPLETING A ONE YEAR INTERNSHIP WITH LAZARUS ENERGY HOLDINGS.

AFTER GRADUATION, CADET GUTIERREZ PLANS TO ATTEND CARLETON COLLEGE TO OBTAIN HER MASTER'S DEGREE IN ECONOMICS AND PSYCHOLOGY.

THANK YOU. CADET GUTIERREZ, YOU MAKE THIS BOARD VERY PROUD.

THANK YOU. TRUSTEE SANTOS AND CADET GUTIERREZ.

I WOULD LIKE TO ASK TRUSTEE HERNANDEZ TO READ OUR RECOGNITION IN HONOR OF HISPANIC HERITAGE MONTH.

[RECOGNITIONS]

WHEREAS HISPANIC HERITAGE AND CULTURE HAVE PLAYED AN INVALUABLE ROLE IN THE HISTORY OF OUR CITY, STATE AND COUNTRY, MAKING POSSIBLE MANY SUCCESSES THAT PAVE THE WAY FOR OUR MODERN SOCIETY.

AND WHEREAS, HISPANIC CITY AND COMMUNITY LEADERS CONTINUE THIS RICH TRADITION, CONTRIBUTING TIME, EXPERTISE AND RESOURCES, MAKING A POSITIVE IMPACT ON CITIZENS, FAMILIES AND STUDENTS IN THE HOUSTON AREA.

AND WHEREAS, HISPANIC PARENTS, PTA, PTO MEMBERS AND FAMILY MEMBERS BRING TO OUR SCHOOLS A WEALTH OF KNOWLEDGE, LEADERSHIP, SUPPORT, AND AN ABILITY TO VASTLY ENHANCE THE EDUCATIONAL EXPERIENCE OF STUDENTS.

AND WHEREAS, HISPANIC ADMINISTRATORS, TEACHERS AND STAFF ARE MAKING A LIFELONG DIFFERENCE IN THE LIVES OF OUR CHILDREN BY

[00:05:09]

SHARING THEIR WISDOM AND GUIDANCE AND BY DEDICATING THEMSELVES TO PROVIDING THE TOP QUALITY EDUCATION ALL STUDENTS NEED TO SUCCESSFULLY PURSUE THEIR DREAMS. AND WHEREAS, HISPANIC STUDENTS ENRICH THE LIVES OF FELLOW STUDENTS, THE SCHOOL DISTRICT AND THE ENTIRE COMMUNITY, AND PROVIDE A UNIQUE PERSPECTIVE THAT BROADENS THE EXPERIENCE AND UNDERSTANDING OF ALL.

NOW THEREFORE, WE, THE BOARD OF EDUCATION AND THE SUPERINTENDENT OF SCHOOLS OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT, DO HEREBY PROCLAIM SEPTEMBER 15TH TO OCTOBER 15, 2022 HISPANIC HERITAGE MONTH IN HISD, AND WE ENCOURAGE ALL TO CELEBRATE THE RICH TRADITION OF THE HISPANIC CULTURE.

THANK YOU, TRUSTEE HERNANDEZ.

NOW WE'LL HEAR FROM A HEARING OF THE COMMUNITY SPEAKER STATE REPRESENTATIVE JOLANDA JONES, PLEASE COME TO THE PODIUM.

WE ARE ALLOWING REPRESENTATIVE JONES TO SPEAK EARLY AND ACKNOWLEDGMENT OF HER LONG SERVICE TO OUR COMMUNITY, INCLUDING AS A FORMER HOUSTON CITY COUNCIL MEMBER AND FORMER TRUSTEE ON THIS BOARD REPRESENTATIVE JONES, WELCOME.

GOOD EVENING. THANKS FOR HAVING ME.

I JUST CAME ONE TO TELL YOU.

I APPRECIATE WHAT YOU DO.

TWO, I ACTUALLY WANT TO OH AND SAY THIS IS THE FIRST TIME I'VE SPOKEN WITH THE NEW SUPERINTENDENT.

SO HOW ARE YOU DOING, MR. HOUSE? AND THERE ARE A BUNCH OF THINGS GOING ON IN THE HOUSE DISTRICT 147.

AND I KNOW I NEED TO SPEAK WITH YOU ABOUT IT MR. HOUSE RELATED TO SCHOOLS IN 147 AND BUILDING.

BUT I ALSO JUST WANTED TO INTRODUCE YOU.

HEY, DONNY AND JUDITH AND MYRNA AND DR.

ALLEN, SUE KENDALL, KATHY AND KATHY.

ELIZABETH, I DON'T KNOW YOU, BRIDGET, BUT MAYBE I WILL ONE DAY.

BUT ANYWAY, I JUST WANT TO INTRODUCE YOU TO MY STAFF.

MY DISTRICT DIRECTOR, WHO ALSO USED TO BE AT HISD AND WORKED IN BOARD SERVICES, IS YESENIA WENCES.

SO, ANYWAY, I JUST WANTED YOU TO MEET MY STAFF, BECAUSE IF YOU HAVE ANY SCHOOLS IN MY DISTRICT RUNS UP AS FAR NORTH AS THE HEIGHTS AND AS FAR SOUTH AS BELTWAY AND BLACK HAWK. I WANT TO DO SOME STUFF WITH THE SCHOOLS.

I THINK THAT'S IMPORTANT.

AND IF WE DON'T HAVE GOOD SCHOOLS FOR THE KIDS AND HOUSE DISTRICT 147 TO GO TO I MEAN, IT'S JUST A PROBLEM.

PEOPLE DON'T WANT TO MOVE THERE.

SO ANYWAY, THANK YOU FOR HAVING ME.

I JUST WANT TO COMMENT AGAIN AND INTRODUCE YOU TO MY DISTRICT DIRECTOR, YESENIA WENCES.

THANK YOU, REPRESENTATIVE JONES.

IT'S NOW TIME TO HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS.

[SPEAKERS TO AGENDA ITEMS]

WE HAVE TEN SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO ONE MINUTE EACH PER BOARD POLICY.

DUE TO THE LARGE NUMBER OF PEOPLE WHO HAVE REGISTERED TO SPEAK, PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.

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

BUT YOU MAY NAME YOUR OWN CHILD.

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING AND TO PROMPTLY END THEIR REMARKS WHEN THE TIMER RINGS INDICATING 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 A-1 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL 2 PROGRESS MEASURES 2.1, 2.2, AND 2.3.

WILL JUDY CHEN, PLEASE COME TO THE PODIUM.

HI. AND I KNOW THAT WE DIDN'T MEET THE GOALS THIS YEAR, BUT I JUST WANTED TO SAY THAT I'M EXTREMELY THANKFUL FOR THE TEACHERS AND THE PRINCIPAL.

I'M PROUD OF THE TEACHERS WHO CONTINUE TO SHOW UP AND AT SCHOOL, NO MATTER HOW DIFFICULT THE SITUATION IS AND TO MAKE AN IMPROVEMENT PLAN, YOU MUST PUT YOURSELF IN THE STUDENTS AND THE TEACHERS AND THE PRINCIPALS SHOES.

THEY'RE THE ONES WHOSE SCHEDULE WILL BE IMPACTED BY YOUR HIGH DOSE TUTORIAL DECISION, AND THEY HAVE TO ADAPT TO YOUR NEW CURRICULUM AND THEY HAVE TO ADAPT YOUR INFORMATION METHOD.

SO THERE ARE MANY MISCONCEPTIONS OF CERTAIN SCHOOL POPULATIONS, OPERATIONS AND PLEASE VISIT THE SCHOOLS AND LEARN MORE DURING THOSE HIGH TUTORIAL HOURS.

I'M INVITING YOU, MR. HOUSE, TO COME TO BEL AIR TO VISIT US.

JOIN [INAUDIBLE] ON 12:30 TO 1:30, COME SEE OUR SCHOOL UNFILTERED AND GET A GLIMPSE OF OUR SCHOOL POPULATION.

AND THE LAST NIGHT YOU CAN MOST JOIN, LISTEN AND LEARN.

[00:10:03]

YOU HAVE NOT VISIT YOUR LARGEST HISD SCHOOL.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS C-1 PERSONNEL.

WILL AMY ALLEN PLEASE COME TO THE PODIUM? MS. ALLAN WILL BE FOLLOWED BY JOSEPH ALLEN, WHO IS ALSO REGISTERED AS A HEARING OF THE COMMUNITY SPEAKER.

THANK YOU. OUR PRINCIPAL, MR. MCDONOUGH, HAS BEEN SITTING IN A RANDOM HISD BUILDING FOR 127 DAYS BEING WAREHOUSED OR REASSIGNED, AS THE DISTRICT DESCRIBES IT.

AN EDUCATOR AND LEADER WHO'S BEEN DEDICATED TO THE HISD COMMUNITY FOR 30 YEARS.

WE ARE 127 DAYS INTO THIS INVESTIGATION.

NO EXPLANATION HAS BEEN PROVIDED.

THERE HAS BEEN NO ACCOUNTABILITY FOR THE DISTRICT'S ACTIONS.

THIS INVESTIGATION LACKS TRANSPARENCY AND HONESTY, WHILE THE INVESTIGATION IMPEDES THE DAILY OPERATION OF THE LARGEST SCHOOL IN HISD.

NO ONE ON THIS BOARD WILL BE ACCOUNTABLE FOR THE EVENTS TAKING PLACE.

LIKEWISE, NO ONE ON THIS BOARD WILL BE ACCOUNTABLE FOR HOW BELLAIRE HIGH SCHOOL STUDENTS EDUCATION CONTINUES TO BE IMPACTED.

THE DISTRICT NEEDS TO MEET WITH PARENTS, ANSWER EMAILS, WHICH YOU ARE DECIDEDLY NOT DOING, AND FOLLOW ITS OWN RULES, POLICIES, PROCEDURES AND THE LAWS OF TEXAS. OUR STUDENTS MATTER PUT STUDENTS FIRST IN YOUR DECISION MAKING.

JOSEPH ALLEN.

HI. GOOD EVENING.

I'M HERE TO PRESENT A CASE OF SILENCE ABOUT HISD'S LEADERSHIP'S ARBITRARY REMOVAL OF BELLAIRE PRINCIPAL MICHAEL MCDONOUGH.

SILENCE PROVIDES REFLECTION, BUT THE LAST FOUR MONTHS OF PROLONGED SILENCE HAS BECOME AWKWARD.

IT APPEARS THE SILENCE SEEMS TO BE DELAYING A TRUTH ABOUT MAYBE RECOGNIZES MISTAKES ARE MADE REGARDING OUR PRINCIPAL.

AND WHAT IS NOW WANTED IS FOR THE FIASCO TO GO AWAY.

ON OCTOBER 1ST OF 21, SUPERINTENDENT COMMENDED PRINCIPAL MCDONOUGH AS AN EXCELLENT EDUCATOR AND COMMUNICATOR.

DID THIS HANDSHAKE MEAN ANYTHING AT ALL? DOES ANYONE KNOW HOW MUCH TAXPAYER MONEY HAS BEEN PAID INVESTIGATING LAW FIRMS THESE PAST FOUR MONTHS? IN JULY, THE SUPERINTENDENT QUOTED THAT MY JOB IS TO ENSURE THAT I LEAD YOU IN THE DIRECTION OF ENSURING YOUR KIDS GET EXACTLY WHAT THEY NEED.

WHAT'S BEING LED IS A POLITICAL TARGETING OF BELLAIRE HIGH SCHOOL, AIMING TO TARNISH IT'S REPUTATION.

THE STUDENTS OF BELLAIRE DESERVE FAR BETTER LEADERSHIP.

PRINCIPAL MCDONOUGH NEVER STOPPED EMPOWERING HIS STUDENTS.

THE BELLAIRE HIGH SCHOOL COMMUNITY WILL CONTINUE TO ADVOCATE.

PLEASE SHOW TRUE LEADERSHIP ON THIS BY BREAKING YOUR SILENCE.

THANK YOU. NEXT, WE WILL HEAR FROM A REGISTERED SPEAKER WHO SIGNED UP TO SPEAK VIRTUALLY VIA ZOOM REGARDING ITEM C-1.

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 WEN YOU SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING.

MS. TRINH PLEASE ADMIT ZOOM SPEAKER ELIZABETH CHAPMAN.

MADAM PRESIDENT, WE DO NOT HAVE ANY SPEAKERS JOINING US VIA ZOOM TONIGHT.

THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K-4 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY BDF LOCAL BOARD MEMBERS ETHICS SECOND READING. WILL JACKIE ABREU HILL PLEASE COME TO THE PODIUM? GOOD EVENING. SO THESE MEETINGS I HAVE BEEN HERE FOR THE PAST TWO YEARS AND SOME OF THESE MEETINGS ARE PRETTY USELESS.

I MEAN, A LOT OF THE THINGS THAT YOU ALL TALK ABOUT COULD BE DONE IN A PRIVATE SESSION AND APPROVED AND REVIEWED.

THERE'S SO MUCH THAT COMES FROM THE COMMUNITY THAT REALLY NEEDS TO BE HEARD LONGER THAN A MINUTE.

OKAY, IT'S SOMETHING THAT YOU REALLY NEED TO CONSIDER.

SO WHILE YOU'RE UPDATING THESE POLICIES, THERE'S SOMETHING ELSE I RECOMMEND.

I RECOMMEND THAT YOU CHANGE THE DRESS CODE FOR FACULTY AND STAFF.

CHILDREN HAVE A DRESS CODE, BUT FACULTY AND STAFF ARE ABLE TO WEAR ACTIVIST TYPE SHIRTS AT SCHOOL.

WHAT WOULD HAPPEN IF SOMEONE WORE A MAGA SHIRT TO SCHOOL? I KNOW WHAT WOULD HAPPEN.

YOU ALL KNOW WHAT WOULD HAPPEN.

SOCIAL MEDIA, THAT'S ANOTHER THING THAT NEEDS TO BE REVISITED ON YOUR END, ON YOUR POLICIES AND PROCEDURES FOR YOUR FACULTY AND STAFF, ALONG WITH SCHOOL ACCOUNTS AND THEN THE LIBRARY BOOKS.

THAT'S A BIG TOPIC AROUND THIS DISTRICT OR.

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, DANIEL SANTOS, PLEASE COME TO THE PODIUM.

MR. SANTOS WILL BE FOLLOWED BY JACKIE WHITE ANDERSON.

GOOD EVENING, MEMBERS OF THE BOARD.

MY NAME IS DANIEL SANTOS, EXECUTIVE VICE PRESIDENT OF HFT [INAUDIBLE] TO SPEAK ON ITEM K-12 HFT PROTEST THE ARROGANT DECISION BY TRUSTEES TO IMPOSE TERM LIMITS ON ANOTHER DEMOCRATICALLY ELECTED BODY, SPECIFICALLY THE DISTRICT ADVISORY COMMITTEE.

IT'S AN APPALLING AFFRONT TO TEACHERS POLITICAL VOICE.

[00:15:01]

THE ARGUMENT THAT DISENFRANCHISING TEACHERS WILL USHER IN GREATER DIVERSITY IS UNCONVINCING, JUST LIKE CONSTITUENTS IN EACH OF THE NINE DISTRICTS HAVE THE RIGHT TO CHOOSE FOR WHOM TO VOTE.

SO DO TEACHERS ACROSS HISD.

JUST LIKE EVERY TRUSTEE ON THE DAIS TONIGHT MAY SERVE UNLIMITED TERMS, SO SHOULD TEACHER REPRESENTATIVES.

YOU DO NOT HAVE THE RIGHT TO EDIT OR MANIPULATE OUR BALLOTS.

ALLOWING THIS POLICY TO TAKE EFFECT BY NOT PULLING IT FROM THE CONSENT AGENDA WILL NOT WASH YOUR HANDS OF THE OFFENSE, PULL IT FROM THE CONSENT AGENDA.

SO TRUSTEES WHO BELIEVE IN REPUBLICANISM HAVE THE RIGHT TO VOTE AGAINST THIS DANGEROUS POLICY CHANGE.

THANK YOU. JACKIE WHITE ANDERSON.

GOOD EVENING. I THOUGHT I WAS GOING TO HAVE TWO, BUT SINCE I DON'T HAVE BUT ONE, YOU ARE NOT HERE TO FURTHER YOUR POLITICAL AGENDA OR TO PANDER TO YOUR SPECIAL INTEREST GROUPS. WE SHOULD BE CALLING PROUDLY FOR A VOTE OF CONFIDENCE ON SOME OF YOU.

YOU HAVE LISTED THREE DISTRICTS WHO HAVE THIS SO-CALLED POLICY FOR THEIR DISTRICT ADVISORY COMMITTEE.

ALL OF THEM ARE AT LARGE.

THEY DO NOT LISTEN TO OR HAVE EQUITY OF VOICE FROM THE COMMUNITY, EVEN IN SPRING BRANCH.

ALL OF THE TRUSTEES LIVE ON THE SAME SIDE OF THE TRACK AND SOME OF THEM LIVE IN THE SAME NEIGHBORHOOD.

SO HOW IS THAT EQUITY OF VOICE WHEN YOU TRY TO PICK AND CHOOSE WHO IS GOING TO SERVE ON THE DISTRICT ADVISORY COMMITTEE AND OVERLOOK VOTING MEMBERS YOU ARE SUPPRESSING VOTER VOTES.

WHY IS THIS HAPPENING? BECAUSE SUE AND JUDITH ARE UPSET ABOUT SOMETHING THAT HAPPENED A COUPLE OF YEARS AGO THROUGH THE DAC.

THAT'S HOW IT APPEARS.

IT IS WRONG FOR YOU TO TRY TO [INAUDIBLE].

NEXT, WE WILL HEAR FROM A REGISTERED SPEAKER WHO SIGNED UP TO SPEAK VIRTUALLY VIA ZOOM REGARDING ITEM K 12.

MS. TRINH. PLEASE ADMIT ZOOM SPEAKER CORETTA [INAUDIBLE].

MADAM PRESIDENT, SHE HAS NOT JOINED VIRTUALLY.

THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K-21 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, DBA LOCAL EMPLOYMENT REQUIREMENTS AND RESTRICTIONS, CREDENTIALS AND RECORD SECOND READING.

WILL CORINA QUEZADA PLEASE COME TO THE PODIUM? I UNDERSTAND THAT THE STATE ONLY REQUIRES TWO YEARS OF TEACHING EXPERIENCE TO BECOME A PRINCIPAL, BUT THIS ISN'T A RACE TO THE BOTTOM, AND WE SHOULD BE STRIVING FOR MORE THAN THE BARE MINIMUM. SCHOOLS ARE NOT BUSINESSES, AND RUNNING THEM AS SUCH HAS RESULTED IN THE OVER TESTING OF OUR CHILDREN AND TEST PREP MASQUERADING AS AN EDUCATION.

ALL THIS FOR THE SAKE OF COLLECTING DATA.

PEOPLE WITH LITTLE TO NO EXPERIENCE IN EDUCATION OBSESS OVER DATA.

WHY? BECAUSE ANYONE CAN LOOK AT AND ANALYZE DATA.

DATA MAKES THEM FEEL LIKE THEY KNOW WHAT THEY'RE TALKING ABOUT.

TEACHERS, CHILDREN AND FAMILIES NEED LEADERS THAT RESPECT THE TEACHING PROFESSION.

THEY NEED LEADERS WHO HAVE PLENTY OF TEACHING EXPERIENCE TO TRULY UNDERSTAND STUDENTS AND THE LEARNING PROCESS.

HOW IS A PRINCIPAL WITH ONLY TWO OR THREE YEARS TEACHING EXPERIENCE GOING TO PROVIDE MEANINGFUL ASSISTANCE TO A TEACHER IN REFINING THEIR TEACHING SKILLS.

ON K 12 THE DAC DOESN'T HAVE MUCH POWER AND IT'S AN ADVISORY COMMITTEE, BUT I DO WANT TO NOTE THAT IT IS ENSHRINED IN STATE LAW THAT A DISTRICT INNOVATION PLAN CANNOT ADVANCE TO A VOTE BEFORE THE SCHOOL BOARD UNLESS THE MAJORITY OF DAC MEMBERS VOTE IN FAVOR.

OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS K-22 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY DBD LOCAL EMPLOYMENT REQUIREMENTS AND RESTRICTIONS CONFLICT OF INTEREST.

SECOND READING. WILL, LAURA LIM, PLEASE COME TO THE PODIUM.

MY SCHOOL IS HAVING A LOCKDOWN DRILL THE DAY AFTER A MASS SCHOOL SHOOTING.

I HATE THIS EFFING COUNTRY.

WHY DID I JUST WATCH A BUNCH OF WHITE PEOPLE ACCEPT AN OSCAR FOR ENCANTO? IT'S INTERESTING TO SEE WHAT ISSUES BRING WHITE FOLKS TO SCHOOL BOARD MEETINGS.

THIS LADY IS AN ACTIVE MENTOR OF BELLAIRE HIGH SCHOOL, LULAC.

SHE IS A ROLE MODEL FOR THESE YOUNG, IMPRESSIONABLE MINDS.

BUT HER SOCIAL MEDIA ACCOUNT IS FILLED WITH RACISM, HATE AND CAUSTIC COMPLAINTS ABOUT INEQUITY.

SHE TAGS AT TEAM HISD IN HER BIO AND SAYS SHE'S AN EDUCATOR.

YOU SAY YOU DON'T TOLERATE DISCRIMINATION, YET THIS LADY IS ASSOCIATING HER SOCIAL MEDIA ACCOUNT TO OUR SCHOOL DISTRICT.

YOU HAVE OUR PRINCIPAL AT BEL-AIR HIGH SCHOOL IN FURLOUGH AT A WAREHOUSE INDEFINITELY OVER WHATEVER PRIVATE REASONS.

BUT ALLEGATIONS OF RACISM HAVE BEEN ASSOCIATED WITH HIS NAME.

HE HAS BEEN DEALT WITH.

BUT WHAT ABOUT THIS LADY A MENTOR, AND EDUCATOR IN HISD, ALLOWED TO EXPRESS HER BLATANT RACIST AND POLITICAL VIEWS ON SOCIAL MEDIA? HER WORDS ARE INFLUENTIAL.

BEING A BICE POLITICAL ACTIVIST AND A TEACHER TO YOUNG AND [INAUDIBLE].

[00:20:06]

THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER OUR DISCUSSION AND REPORT ITEM A1 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL TWO PROGRESS MEASURES 2.1, 2.2 AND 2.3.

[A-1. Acceptance Of Board Monitoring Update: Presentation Of Goal 2 Progress Measures 2.1, 2.2, And 2.3]

SUPERINTENDENT HOUSE, PLEASE PROCEED WITH YOUR UPDATE.

THANK YOU, MADAM PRESIDENT.

I'D LIKE TO OFFER THE PODIUM TO DR.

SHAWN BIRD AT THIS TIME.

DR. BIRD. ALL RIGHT. GOOD EVENING, SUPERINTENDENT, TRUSTEES.

TONIGHT, WE ARE HERE TO TALK ABOUT GOAL TWO AND PROGRESS MEASURES ONE, TWO AND THREE, JUST AS A REMINDER.

GOAL TWO IS REFERENCING THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN MATH AS MEASURED BY MEETS GRADE LEVEL STANDARD ON STAAR.

AND THAT THE GOAL IS TO INCREASE FROM EIGHT PERCENTAGE POINTS FROM 46 IN SPRING 2019 TO 54% IN 2024.

SO THESE GOALS WILL ALL DEAL WITH OUR MATH ACHIEVEMENT.

AND THE FIRST ONE IS 2.1, WHICH THE GOAL IS TO INCREASE FROM 64 TO 72% OF STUDENTS IN THE FIRST GRADE PERFORMING ON GRADE LEVEL IN MATH BY THE END OF YOUR MATH SCREENER, SO THE RENAISSANCE MATH SCREENER IS THE MEASURE .

ON THIS GOAL PROGRESS MEASURE WE DID NOT MEET THE TARGET.

YOU CAN SEE THERE THAT THE TARGET WAS 66% AND WE HAD 62.

SO WE WERE AT FOUR POINTS AWAY.

AND YOU SEE WHERE WE ARE START OF THE YEAR AND END OF THE YEAR ABOUT THE SAME.

SO THERE WAS A SLIGHT INCREASE IN THE MIDDLE OF THE YEAR AND THEN MORE STUDENTS TOOK THE TEST AT THE END OF THE YEAR.

BUT THE OVERALL PERCENTAGE OF STUDENTS MEETING THE TARGET WAS LOWER THAN 62.

IT COMPARES PRETTY CLOSELY TO 2019, WHICH WAS THE LAST NORMAL YEAR WE HAD IN TESTING.

SO WE HAVE SOME WORK TO DO TO ACHIEVE THIS GOAL.

WHEN YOU LOOK AT STUDENTS IN ENGLISH ON THE ENGLISH ONLY SCORES, YOU SEE ALSO THE SAME SIMILAR PATTERN, 64% IN THE MIDDLE OF THE YEAR, DOWN TO 61% AT THE END OF THE YEAR.

AND THAT IS AGAIN SLIGHTLY LOWER.

IT MATCHES THE OVERALL DATA FOR ALL STUDENTS.

AND THEN THE ENGLISH TESTER I'M SORRY, SPANISH ONLY TESTERS PERFORMED ABOUT THE SAME AS THEY DID IN 2019 AND ABOUT THE SAME AS THEY DID FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR AND AN IMPROVEMENT FROM THE BEGINNING OF YEAR TO THE YEAR.

SO WE DID SEE IMPROVEMENT FOR THAT SPANISH ONLY TEST.

FOR OUR GOAL PROGRESS MEASURE 2.2 THIS IS THE PERCENTAGE OF SECOND GRADE STUDENTS PERFORMING ON GRADE LEVEL, AGAIN MEASURED BY THE RENAISSANCE SCREENER.

AND THE GOAL IS TO GO FROM 62% IN 2019 TO 70% BY 2024.

AND THIS ALSO SAW A DECREASE.

WE DID NOT MEET THIS TARGET AND WE DID HAVE, HOWEVER, AN INCREASE IN THIS ONE.

SO WE STARTED THE YEAR WITH 47% OF STUDENTS MEETING THE TARGET AND ENDED THE YEAR WITH 59% OF THE STUDENTS.

SO WE DID HAVE A 12% INCREASE FROM THE BEGINNING TO THE END, BUT THEN A SLIGHT DIP FROM THE MIDDLE TO THE END OF THE YEAR.

AND JUST LIKE THE OTHER PROGRESS MEASURE, IT'S SLIGHTLY LOWER THAN 2019, WHICH AGAIN WAS THE LAST YEAR.

OF COURSE, THOSE ARE DIFFERENT STUDENTS, BUT WE STILL LOOK AT THE PERFORMANCE AT THE END OF THE YEAR TO COMPARE.

FOR THIS TEST SIMILAR TO FIRST GRADE STUDENTS, THE BEGINNING OF THE YEAR STARTED AT 44% OF THE ENGLISH ONLY TEST AND ENDED AT 55.

SO WE SAW A PRETTY, GOOD INCREASE.

BUT AGAIN, THE SAME PATTERN IS HOLDING TRUE 58% FROM THE MIDDLE OF THE YEAR TO 55% AT THE END OF THE YEAR.

AND SPANISH ONLY ALSO SAW AN INCREASE FROM THE BEGINNING TO THE END OF THE YEAR AND JUST A SLIGHT DECREASE FROM THE MIDDLE TO THE END OF THE YEAR.

AND IN ALL OF THESE TESTS, THE TREND TOWARDS THE END OF THE YEAR, MORE PEOPLE TOOK THE TEST, WHICH WE MADE A CONCERTED EFFORT TO MAKE SURE THAT PEOPLE WERE ACTUALLY ADMINISTERING THE TEST.

THE TREND CONTINUES FOR OUR SPECIAL EDUCATION POPULATION TO IMPROVE.

THEY STARTED THE YEAR AT 28% AND SECOND GRADE AT THE BEGINNING OF THE YEAR AND ENDED AT 32%.

THIS IS AN IMPROVEMENT FROM THE 2018 19 SCHOOL YEAR, BUT A SLIGHT DECREASE.

BUT THIS IS THE TREND THAT WE'VE BEEN SEEING ALL YEAR IN ALL OF OUR GOAL PROGRESS MEASURES FOR STUDENTS WITH DISABILITIES.

AND AGAIN, WE THINK SOME OF THIS IS ATTRIBUTABLE TO MORE CONSISTENT IMPLEMENTATION OF THE IEP.

AND AGAIN, WE DON'T MEASURE FIRST GRADE STUDENTS WITH DISABILITIES BECAUSE THAT'S THE YEAR THAT A LOT OF IDENTIFICATION IS TAKING PLACE.

SO THAT'S WHY IT STARTS IN SECOND GRADE.

FINALLY, FOR GOAL PROGRESS, MEASURE 2.3, THIS IS THE PERCENTAGE OF THIRD GRADE STUDENTS THAT ARE PERFORMING ON GRADE LEVEL AS MEASURED BY RENAISSANCE.

THE GOAL IS TO MOVE FROM 69% IN 2019 TO 77% IN 2024.

AND THIS WAS ALSO CONSISTENT THAT WE DID NOT MEET THAT TARGET.

[00:25:02]

WE STARTED THE YEAR AT 50%, ENDED AT 63.

SO THERE WAS AN INCREASE AND JUST A VERY SLIGHT DECREASE FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR.

AND AGAIN, LESS PERFORMANCE IS LOWER PERFORMANCE IN THIS YEAR THAN IT WAS IN 2019.

YOU LOOK AT ENGLISH ONLY RESULTS SAW AN INCREASE FROM 48% AT THE BEGINNING OF THE YEAR.

AND THEN WE STAYED STEADY THE MIDDLE AND END OF THE YEAR WERE THE SAME, 62%, BUT STILL NOT AT THE GOAL.

AND FINALLY, THE SPANISH ONLY TEST STARTED AT 51% AND THEN CLIMBED TO 67%.

AND THIS WAS AN INCREASE AGAIN ON THE SPANISH TEST FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR BY THREE PERCENTAGE POINTS.

AND THEN FINALLY THIS WHEN WE COMPARED TO 2019 FOR STUDENTS WITH DISABILITIES IN THIRD GRADE, THEY OUTPERFORMED 2019 STUDENTS.

BUT THERE WAS AND THERE WAS AN OVERALL INCREASE FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.

BUT AGAIN, LIKE CONSISTENT WITH ALL THE DATA FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR, THERE WAS A DECREASE IN PERFORMANCE.

SO THEN THE NEXT STEPS OBVIOUSLY WERE IMPLEMENTING CARNEGIE AND EUREKA AT 78 SCHOOLS RIGHT NOW.

SO WE BELIEVE THAT CONSISTENCY AND INSTRUCTION WILL HELP INCREASE THOSE NUMBERS.

WE DO HAVE CONTINUING HIGH DOSES TUTORING WITH OUR ESSER DOLLARS AND THOSE PLANS HAVE BEEN IN PLACE SINCE LAST SCHOOL YEAR.

THEY'RE CONTINUING THIS SCHOOL YEAR.

AND THEN, AS WE'VE TALKED ABOUT BEFORE, THE SCHOOLS OFFICE AND ACADEMICS ARE WORKING TOGETHER, ESPECIALLY WITH THE IMPLEMENTATION OF CARNEGIE AND EUREKA, TO, YOU KNOW, TO PROVIDE SUPPORT TO TEACHERS THAT MAKE SURE THAT WE HAVE THE SUPPORT ON THE GROUND THAT'S NEEDED TO IMPROVE STUDENT ACHIEVEMENT AND TURN IT OVER TO THE SUPERINTENDENT.

I'D LIKE TO TO REMIND THE BOARD THAT, OF COURSE, RETURNING FROM THE PANDEMIC, MATHEMATICS WE KNEW WOULD BE THE SUBJECT AREA IN WHICH WE WOULD SEE THE LARGEST DECREASES, OF COURSE.

THIS HAS ACTUALLY BEEN A TREND THAT IS NOT ONLY TRUE IN HISD, BUT HAS REALLY BEEN A TREND ACROSS THE STATE AND ACROSS THE COUNTRY.

CONCEPTS, OF COURSE, WITHIN MATHEMATICS BUILT ON TOP OF EACH OTHER SEQUENTIALLY.

THUS, WHEN STUDENTS HAVE THEIR INSTRUCTION INTERRUPTED, IT OFTEN TAKES MORE TIME FOR THEM TO RECOVER IN MATH SPECIFICALLY THAN OTHER SUBJECTS.

WHEN WE ANALYZE THE DATA, WE ARE FOCUSED ON THE VARIANCE BETWEEN THE 2018 19 END OF YEAR DATA AND THAT IN THE END OF THE YEAR, DATA IS AS THEY OFFER THE MOST APPLES TO APPLES COMPARISON GIVEN THE IMPACT OF THE PANDEMIC.

WHEN WE LOOK AT THE SUPPORT DATA FOR GOAL PROGRESS MEASURE 2.0, WE NOTICED A SLIGHT DROP ACROSS ALL STUDENT GROUPS AND ETHNIC SUBGROUPS, WHICH ALIGNS WITH THE TRENDS THAT I JUST MENTIONED.

ANTICIPATING A DECLINE IN MATH SCORES AS A RESULT OF COVID 19 WE INVESTED, OF COURSE, IN ESSER FUNDED MATH INTERVENTIONS LAST YEAR, AND WE CONTINUE TO DO IT THIS YEAR AS WELL.

THIS YEAR WE ALSO HAVE MAINTAINED THE $50 AN HOUR RATE TO PAY FOR TUTORIAL INCENTIVES TO INCENTIVIZE OUR EDUCATORS TO ENSURE THAT OUR STUDENTS HAVE INDIVIDUALS THAT CAN HELP THEM TO BE ON THAT ACADEMIC ROAD OF RECOVERY.

IT'S IMPORTANT TO NOTE THAT THIS IS THE FIRST SCHOOL YEAR SINCE 2019 THAT WE'VE OPENED OUR SCHOOL DOORS WITH A SENSE OF NORMALCY FOR OUR KIDDOS STAFF.

ACROSS THE DISTRICT, STUDENTS HAVE BEEN ABLE TO ACCESS THE ENTIRETY OF MENU ITEMS THAT WE OFFER IN FACE TO FACE EDUCATION, INCLUDING HANDS ON INSTRUCTION, WHICH WILL HAVE A SIGNIFICANT IMPACT ON OUR ABILITY TO SEE THE KIND OF GROWTH THAT WE WANT AND DESIRE.

NOW FOR PROGRESS GOAL 2.2 WE'RE PROUD OF THE GROWTH THAT WE SAW BETWEEN THE BEGINNING OF THE YEAR AND THE END OF THE YEAR.

THERE WAS A 12 POINT INCREASE FOR OUR SECOND GRADE STUDENTS, SPECIFICALLY ON THE MATH SCREENER.

I THINK IT'S EXTREMELY INTERESTING TO NOTE THAT THE SECOND GRADERS WITHIN THIS DATA SET HAD THE ABILITY TO ATTEND KINDERGARTEN FOR MOST OF THE SCHOOL YEAR BEFORE [INAUDIBLE] FOR COVID.

I'D ALSO LIKE TO HIGHLIGHT THE SUSTAINED GROWTH THAT WE SAW IN OUR THIRD GRADE MATH SCORES BETWEEN THE BEGINNING OF THE YEAR AND END OF THE YEAR.

THERE WAS A 14 POINT INCREASE HERE.

I THINK THAT'S SIMILAR TO OUR SECOND GRADERS.

MOST OF THESE STUDENTS HAD, AGAIN, AT LEAST A TWO YEAR OPPORTUNITY FACE TO FACE WITH INSTRUCTION PRIOR TO THE PANDEMIC, PROVIDING A STRONGER

[00:30:03]

FOUNDATION FOR THEIR MATH SKILLS.

ADDITIONALLY, GIVEN THE THAT OUR THIRD GRADERS HAD THE OPPORTUNITY TO TAKE THE STAAR EXAM, THEY MAY HAVE BENEFITED FROM THE ADDITIONAL STRUCTURES THAT SUPPORT TESTING TOWARDS THE END OF THE SCHOOL YEAR.

NOW IN ALIGNMENT WITH OUR STRATEGIC PLAN COMMITMENT TO INCREASE ACCESS TO HIGH QUALITY TEACHING AND LEARNING, WE'VE IMPLEMENTED BOTH EUREKA, WHICH YOU'VE HEARD US TALK ABOUT, WHICH IS A NEW MATH CURRICULUM, AND CARNEGIE, BOTH HIGH QUALITY ALIGNED INSTRUCTIONAL CURRICULUMS AT 78 CAMPUSES ACROSS THE SCHOOL DISTRICT THIS YEAR, WITH THE PLAN TO EXPAND THIS TO ALL CAMPUSES THE FOLLOWING YEAR NEXT YEAR.

THESE MATH CURRICULA WILL ENSURE THAT ALL STUDENTS HAVE ACCESS TO STANDARDS ALIGNED GRADE LEVEL WORK EVERY DAY, WHICH IS A KEY DRIVER TO IMPROVING BOTH MATH PERFORMANCE AND EVERYTHING THAT REALLY IS ASSOCIATED WITH COMPUTATION IN MATH.

NOW, IN ADDITION TO ALIGNED CURRICULUM SUPPORTS OUR HIGHLY MOBILE STUDENT POPULATION IN TERMS OF PROVIDING STANDARDS OF CONSISTENCY WHEN STUDENTS TRANSFER BETWEEN CAMPUSES.

I THINK THAT'S SOMETHING THAT YOU'VE HEARD US TALK ABOUT FROM DAY ONE IS THAT CONSISTENCY FROM BUILDING TO BUILDING.

I'VE HAD A CHANCE TO SEE THAT IN MY FIRST WEEK OF SCHOOL AND HAVING AN OPPORTUNITY TO VISIT ABOUT 20 DIFFERENT CAMPUSES.

NOW, FINALLY, WE BELIEVE THAT STRONGER ALIGNMENT BETWEEN OUR ACADEMIC DIVISION AND OUR SCHOOL'S OFFICE AND THAT COHESIVENESS NOT ONLY WILL HELP SUPPORT THE IMPLEMENTATION OF OUR NEW CURRICULA, BUT JOINT LEARNING WALKS ALIGNED WILL SUPPORT US TO ENSURE THAT THESE TWO DIVISIONS STAY CONNECTED AT THE HIP.

WITH THAT BEING SAID, WE'LL BETTER SUPPORT OUR PRINCIPALS, AS YOU'VE HEARD US TALK ABOUT, AS THEY ARE THE INSTRUCTIONAL LEADERS ON OUR CAMPUSES.

PRESIDENT CRUZ I'LL PASS IT BACK OVER TO YOU.

THANK YOU SUPERINTENDENT HOUSE AND CHIEF BIRD.

OK TRUSTEES. WE ARE NOW READY FOR QUESTIONS.

WE'LL DO TWO ROUNDS OF 2 MINUTES EACH.

TRUSTEE DEIGAARD.

THANK YOU, SUPERINTENDENT HOUSE AND THANK YOU CHIEF BIRD.

I KNOW THIS IS YOUR FIRST TIME DOING A PRESENTATION, SO THANK YOU FOR DOING IT.

SO JUST TO LET YOU KNOW HOW I'M LOOKING AT THIS TO PREFACE MY QUESTIONS, I GET THAT WE'VE HAD THIS DISRUPTION OF COVID, RIGHT? BUT WHAT I WAS LOOKING AT ON THESE WAS HOW WE DID MIDDLE OF THE YEAR THIS YEAR COMPARED TO HOW WE DID MIDDLE OF THE YEAR COMPARED TO PRE-COVID.

AND THEN I WAS ALSO LOOKING AT THE TRENDS OF GROWTH OR DECLINE OR STAYING THE SAME MOY TO EOY THIS YEAR COMPARED TO PRE-COVID AND FOR 2.1 AND 2.2, WE WERE AHEAD OR ON PAR WITH HOW WE WERE DOING MIDDLE OF THE YEAR PRE COVID AND FOR 2.3, WE MADE THE BIGGEST GAIN BOY TO MOY THAN WE WERE MAKING PRE-COVID.

SO IN YOUR RESPONSE, YOU SAID THE PANDEMIC WAS AN OBVIOUS DISRUPTION TO OUR STUDENTS LEARNING.

BUT HELP ME UNDERSTAND WHY THE PANDEMIC CONTRIBUTED TO THIS DECLINE MOY TO EOY WHEN WE WERE ACTUALLY CLOSE TO MEETING OUR TARGET ON THOSE.

AND WE'RE DOING BETTER THAN WE WERE IN A COUPLE OF CASES COMPARED TO PRE-COVID.

DR. BIRD. YES.

I THINK AS WE'VE TALKED ABOUT BEFORE, THE EOY TO MOY IS ALWAYS AN INTERESTING COMPARISON BECAUSE YOU SEE THE MOY WE HAD LOWER PARTICIPATION THIS YEAR THAN WE'VE HAD IN PREVIOUS YEARS.

AND THEN WE DID HAVE A CONCERTED EFFORT TO INCREASE THE PARTICIPATION.

SO I THINK THAT'S WHAT MAKES IT DIFFICULT TO COMPARE IS BECAUSE YOU DON'T THE KIDS ARE NOT THE SAME NECESSARILY.

THERE'S MORE OR LESS IN ONE GROUP.

I DO THINK THAT TEACHERS ACROSS THE IN YOU KNOW, PARTICULARLY IN THE YOUNGER GRADES, THEY'VE HAD OPPORTUNITIES TO HAVE STUDENTS BACK IN SCHOOL ESTABLISH ROUTINES AND PROCEDURES. SO I THINK, YOU KNOW, THAT YOU'RE GOING TO SEE A NATURAL KIND OF JUMP IN THE SCORES BECAUSE THEY'RE JUST IN FRONT OF THEM AND THEY'RE ABLE TO DO WHAT THEY ARE ABLE TO DO A LOT MORE IN PERSON THAN THEY WERE WITH STUDENTS THAT WERE ONLINE.

SO I THINK THAT'S WHY WE SAW THE FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF YEAR, WE DID SEE SOME PRETTY SIGNIFICANT INCREASES BECAUSE OF THE ROUTINES THAT ARE IN PLACE IN

[00:35:06]

CLASSROOMS. SO I THINK IT'S HARD TO EXPLAIN THE MIDDLE TO THE END BECAUSE SOME YEARS YOU DO SEE IT GOES UP AND THEN SOME YEARS IT SLIGHTLY DIPS. SO YOU SEE IT'S I DON'T HAVE AN EXPLANATION FOR WHY THAT WOULD BE.

SO IF WE HAD MORE KIDS TAKING IT, WE HAD ABOUT THE SAME NUMBER OF KIDS WITH A SLIGHT UPTICK EOY FROM BOY, BUT THERE WAS AN OBVIOUS DECLINE MOY WHY IS IT I MEAN, ARE THE KIDS WHO TOOK IT AT THE END OF THE YEAR KIDS THAT THAT DIDN'T TAKE IT MOY DID THEY DO WORSE ON THE TEST? WERE THEY STRUGGLING MORE OR WAS IT STILL PRETTY CONSISTENT POPULATION WISE? YES, WE WOULD HAVE TO DO AN ANALYSIS OF THAT PART OF THE DATA.

BUT I WILL SAY THAT AT THE END, AS WE'VE TALKED ABOUT BEFORE, THE END OF THE YEAR TEST DOES HAVE SOME OVERLAPPING TIMES WITH STAAR.

SO THERE ARE THERE IS TESTING FATIGUE THAT IS I THINK THAT IS A REAL THING FOR STUDENTS.

THEY'VE JUST EITHER FINISHED TAKING STAAR OR THEY'RE IN THE MIDDLE OF A TESTING WINDOW AND THEN THEY HAVE TO DO THIS THIRD SCREENER.

AND SO I DO THINK THAT HAS AN IMPACT ON STUDENTS PERFORMANCE AND STUDENTS ABILITY TO KEEP THEMSELVES MOTIVATED FOR AND STAAR IS, OF COURSE, THE HIGH STAKES TEST.

SO THAT'S ONE THAT THEY'RE GOING TO PUT THEIR ENERGY AND EFFORT INTO.

SO I DO THINK THAT CAN'T BE DISMISSED, THAT THAT FACT CAN'T BE DISMISSED.

THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU, PRESIDENT CRUZ.

SO MY QUESTION IS ON PAGE EIGHT, FROM MOY TO EOY, GOING ON A SIMILAR THREAD, THERE'S A SIGNIFICANTLY LARGER AMOUNT OF STUDENTS TAKING BOY AND AN EOY BUT NOT THE MIDDLE OF THE SCHOOL YEAR EXAM LAST YEAR.

CORRECT. IS THERE A REASON FOR THAT? SO I KNOW THAT WHEN WE GOT THE MIDDLE OF THE YEAR RESULTS BACK, WE NOTICED FROM THE BEGINNING THERE WAS A PRETTY SIGNIFICANT DROP.

SO THEN WE STARTED WE WORKED WITH THE SCHOOLS OFFICE.

I KNOW THE SSO'S MADE A MUCH IT WAS A DEFINITELY A CONCERTED EFFORT TO MAKE SURE THAT EVERYBODY THAT WAS SUPPOSED TO TEST WAS TESTING.

I DON'T KNOW WHAT HAPPENED IN THE MIDDLE OF THE YEAR THAT CAUSED THAT DROP.

THE WINDOWS ARE A BIT LARGE.

AND SO ONE OF THE THINGS THAT WE'RE DOING THIS YEAR IS GOING TO TIGHTEN THE WINDOW A LITTLE BIT.

SO THERE'S NOT SO MUCH TIME BECAUSE I THINK, YOU KNOW, SCHOOLS GET BUSY AND THINGS HAPPEN IN SCHOOLS.

AND SO SOMETIMES JUST THE WINDOW ESCAPES.

AND SO WE'RE TRYING TO TIGHTEN THE WINDOWS TO MAKE SURE PEOPLE GET IT IN WHEN THEY'RE SUPPOSED TO.

BUT IT HAS BEEN A PARTNERSHIP WITH THE SCHOOLS OFFICE THAT INCREASED THE PARTICIPATION IN THE SPRING AND THE END OF THE YEAR.

ARE THERE OTHER STEPS THAT ARE BEING TAKEN OTHER THAN JUST SHORTENING THE WINDOW? THAT AND ALSO I THINK AS WE CONTINUE TO EXAMINE THIS INSTRUMENT, I'VE SAID BEFORE, I THINK THAT TEACHERS HAVE TO UNDERSTAND WHY THEY'RE GIVING THIS TO THAT ALSO CREATES BUY IN.

IF TEACHERS DON'T SEE THE USEFULNESS OF IT AND THEY DON'T IF THERE'S THEY CAN'T USE THE DATA IN AN ACTUAL WAY, IT'S CHALLENGING.

SO I THINK THAT IS PART OF OUR LARGER CONVERSATION AROUND ASSESSMENT.

AND SO WE'RE GOING TO HOLD SOME FOCUS GROUPS THIS YEAR WITH TEACHERS TO GET THEIR FEEDBACK.

I JUST WILL TELL YOU INFORMALLY, I ASKED TEACHERS WHEN I GO TO SCHOOLS, WHAT DO YOU USE THIS FOR? AND I GET A VARIETY OF ANSWERS.

AND SO I THINK THAT IS PART OF THE ISSUE IS THAT IF THEY DON'T UNDERSTAND WHY AND THEY DON'T SEE THE USEFULNESS OF IT, THEN IT'S THEIR MOTIVATION TO MOTIVATE STUDENTS IS GOING TO BE DIMINISHED.

SO THIS YEAR, 78 SCHOOLS ARE USING CARNEGIE OR EUREKA.

HOW DOES THAT AFFECT TEACHER BUY IN FOR GIVING THIS ASSESSMENT? YEAH. SINCE EVERYONE I MEAN THERE'S MULTIPLE.

YEAH. SO THEY HAVE THE BEGINNING OF THE YEAR ASSESSMENT THAT'S HAPPENING RIGHT NOW.

SO WE'LL CONTINUE WITH THIS, WITH THIS SERIES OF EXAMS AND THEN WITH THOSE SCHOOLS THAT ARE IMPLEMENTING CARNEGIE AND EUREKA.

WHAT WE HAVE TRIED TO DO IS YOU KNOW TEACHERS ALWAYS GIVE AN END OF UNIT TESTS THAT THEY ARE GOING TO ASSESS STUDENTS AT THE END OF THE UNIT.

WHAT WE HAVE TRIED TO DO THIS YEAR IS HAVE THE END OF UNIT TEST.

THAT IS THE TEST FOR WHICH WE WILL COLLECT DISTRICT LEVEL DATA, BUT WE DON'T WANT TEACHERS TO GIVE THAT END OF UNIT TESTS.

AND THEN ANOTHER TEST, WHICH IN THE PAST THEY WERE GIVEN WHATEVER THEY WERE GIVEN IN THEIR CLASSROOM AND THEN THEY WERE GIVEN A SNAPSHOT OR DAILY.

WE'RE TRYING TO ELIMINATE THAT.

SO IT'S JUST THE CURRICULUM, EMBEDDED ASSESSMENT.

AND SO THERE ARE THERE ARE SEVERAL THERE'S BETWEEN DEPENDS ON THE GRADE LEVEL, YEAR END, BUT THERE'S BETWEEN FIVE AND SEVEN OF THOSE SHORT 5 TO 12 QUESTION

[00:40:07]

ASSESSMENTS.

THAT IS JUST A TEACHER WOULD GIVE THAT EXAM ANYWAY THAT'S WHAT WE'RE TRYING TO RELATE TO THE FIELD IS WE'RE NOT ASKING YOU TO DO SOMETHING EXTRA.

THIS IS WHAT YOU WOULD GIVE AT THE END OF THE UNIT.

YOU CAN TAKE A GRADE ON IT BECAUSE YOU WOULD GIVE A UNIT TEST AND TAKE GRADES ON THAT.

BUT THAT'S UP TO THE INDIVIDUAL TEACHER WHAT THEY DO WITH THE ASSESSMENT.

BUT THAT WILL GIVE US MORE.

THAT WILL GIVE TEACHERS MORE ACTIONABLE DATA, THOSE CURRICULUM ALIGNED ASSESSMENTS.

THIS IS MEASURING KIND OF THE GENERAL HEALTH OF THINGS, WHEREAS THOSE CURRICULUM EMBEDDED ASSESSMENTS ARE MEASURING WHETHER OUR TEACHERS ARE THEIR STUDENTS LEARNING WHAT THEY HAVE JUST BEEN TAUGHT IN THE LAST THREE, THREE OR FOUR WEEKS.

SO IT'S DIFFERENT MEASURES OF TEST, AND THAT'S PART OF THE ISSUE THAT WE NEED TO MAKE SURE WE'RE COMMUNICATING MORE CLEARLY WITH TEACHERS.

JUST LIKE WE THINK OF LIKE THE STAAR TEST.

THAT'S REALLY JUST A PHYSICAL.

THAT'S THE PHYSICAL, THE WELL BEING OF THE SCHOOL.

BUT IT'S AFTER IT'S LIKE AN AUTOPSY IS AFTER THE FACT, YOU KNOW, SO THERE'S NOTHING YOU CAN DO ABOUT IT AFTER YOU GET THOSE RESULTS.

THIS IS MORE YOU KNOW, IT'S INTERIM.

IT'S BUT IT'S WE ALSO NEED TO CHANGE THE LABELS WHERE WE ARE DOING THAT.

SO THAT MATCHES THE LANGUAGE OF THE STAAR SO TEACHERS CAN UNDERSTAND CLEARLY WHAT IT'S TELLING THEM.

OKAY. THAT MAKES A LOT OF SENSE.

YEAH. IN THE GOAL MONITORING REPORT FOR MEASURE TO THE INDIVIDUAL FOR THE SUPPORT DATA.

I'M NOT SURE THAT IT'S UP THERE.

FOR THE 2021 SCHOOL YEAR, THE DATA IS NOT INPUT INTO THE CHART YET.

IS THERE A REASON FOR THAT? I DO NOT KNOW.

I'LL FOLLOW UP WITH RESEARCH ABOUT THAT.

OKAY. THANK YOU. AND THEN FOR THE SPANISH AND ENGLISH TESTERS, WE SEE DIFFERENT THINGS GOING ON.

RIGHT. SO WHAT IS YOUR ASSESSMENT OF HOW LANGUAGE IS AFFECTING THE MATH? YEAH, I THINK THAT YOU CAN'T IGNORE THE IMPACT OF LANGUAGE AND LANGUAGE ACQUISITION.

I THINK ALSO, THOUGH, THIS THE SPANISH TEST IS NORMED DIFFERENTLY.

THERE ARE FEWER TESTERS, AS YOU'LL SEE THERE, BY A PRETTY GOOD AMOUNT.

AND SO I YOU KNOW, I THINK DR.

MATNEY CAN SAY THIS FAR MORE ELOQUENTLY THAN ME, BUT I THINK THAT HAS SOMETHING TO THE NORMING OF THE TEST IS DIFFERENT.

SO IT'S NOT EXACTLY AN APPLES TO APPLES COMPARISON.

I THINK WE ALSO HAVE TO REMEMBER THAT WHILE WE ARE CERTAINLY CONCERNED ABOUT DIFFERENT GAPS WITH DIFFERENT SUBGROUPS IN REFERENCE TO ACADEMIC PERFORMANCE, THE BIGGEST LEVER THAT WE HAVE IS AN ADMINISTRATION WITH A DECENTRALIZED SYSTEM IS SUPPORTING OUR ADMINISTRATORS OR PRINCIPALS WITH SYSTEMS THAT IMPROVE INSTRUCTION AND ENHANCE POSITIVE CAMPUS CULTURE.

WE MUST EXAMINE WHAT'S HAPPENING FOR THESE STUDENTS AT THEIR SCHOOLS, IN THOSE SPECIFIC SUBGROUPS, CAMPUS BY CAMPUS, AND ENSURE THAT WE UNDERSTAND THAT THIS IS NOT A ONE SIZE FITS ALL TYPE OF FOCUS AS WE SUPPORT SCHOOLS . AND TRUSTEE HERNANDEZ, THERE IS ONE POSSIBLE EXPLANATION FOR THE MIDDLE OF THE YEAR.

THERE WAS YOU MIGHT REMEMBER WHEN WE CAME BACK FROM THE WINTER HOLIDAY, THERE WAS A PRETTY SIGNIFICANT SPIKE IN COVID CASES.

AND SO WE DID HAVE HIGHER ABSENTEEISM THAT MONTH OF JANUARY THAT CONTINUED INTO EARLY FEBRUARY.

SO THAT COULD BE A POSSIBLE EXPLANATION FOR THE NUMBER CHANGE.

THE BOY AND THE MOY AND THE EOY THEY'RE THE SAME TESTS IN ENGLISH AND SPANISH? SAME. YEAH.

I MEAN IT'S MEASURING THE SAME THINGS, BUT THE WAY IT'S NORMED.

IT'S EXACTLY THE SAME TEST IN A DIFFERENT LANGUAGE OR IS IT NOT EXACTLY THE SAME TEST? I WOULD HAVE TO VERIFY THAT.

I THINK IT IS THE SAME TEST, BUT I HAVE TO VERIFY IT.

OKAY. THANK YOU. TRUSTEE GUIDRY.

OKAY. I JUST HAVE A FEW JUST FOLLOWING UP ON THAT.

ONE SIZE DOESN'T FIT ALL.

I'M CONCERNED ABOUT THAT.

AND WITH THE EUREKA AND I KNOW A LOT OF PEOPLE HAVE SPOKEN A LOT OF COMMUNITY MEMBERS HAVE SPOKEN HIGHLY ABOUT THE CARNEGIE AND EUREKA MATH PROGRAMS. BUT I JUST NEED TO MAKE SURE AS WE EXPAND IT BEYOND THE 78 SCHOOLS WE ARE LOOKING AT AND MAKING SURE THAT WE APPLY IT DIFFERENTLY TO THOSE STUDENTS WHO NEED IT DIFFERENTLY. CORRECT.

YES, THAT'S CORRECT. AND SO I THINK ONE OF THE MISCONCEPTIONS ABOUT BOTH OF THOSE CURRICULUM PRODUCTS IS THAT SOME PEOPLE SAY, WELL, IT'S A SCRIPTED CURRICULUM.

WELL, THERE IS A SCRIPT.

THAT'S TRUE. BUT THAT WHAT WE ARE HAVING TEACHERS AND MY TEAM IS GOING OUT TO SCHOOLS TO SPEND TIME WITH TEACHERS.

[00:45:07]

IS THAT THAT'S THE FOUNDATION.

YOU STILL THEN HAVE TO MAKE IT THROUGH THE LENS OF THE STUDENTS THAT YOU'RE SERVING.

SO THERE ARE WAYS THAT TEACHERS CAN STILL HAVE CREATIVITY AND STILL BRING THEIR OWN PERSONALITY TO THE CURRICULUM.

THAT IS JUST THAT'S THE FOUNDATION.

WHAT WE HAVE TO MAKE SURE IS THAT EVERYBODY THE FOUNDATION IS SOLID AND IT'S AT GRADE LEVEL AND AT THE RIGOR THAT NEEDS TO BE AT.

AND THEN TEACHERS CAN DIFFERENTIATE UP AND DOWN TO SERVE THE STUDENTS THAT THEY HAVE.

OKAY, I LIKE THAT. AND THEN MY LAST QUESTION.

SO EXPLAIN TO ME WHAT THESE LEARNING WALKS ENTAIL.

YEAH. SO THAT IS SO I'LL TALK THERE'S A COUPLE OF DIFFERENT KINDS.

SO WITH THESE SCHOOLS THAT ARE IMPLEMENTING CARNEGIE AND EUREKA, WE HAVE SOME IMPLEMENTATION GOALS.

WE WANT TO SEE 80% OF TEACHERS IMPLEMENTING THE CURRICULUM.

YOU KNOW, OVER THE COURSE OF THE YEAR WE WANT TO SEE THAT NUMBER IMPROVE.

OF COURSE, WHEN IT STARTS, WE'RE GOING TO HAVE LOTS OF GRACE FOR TEACHERS THAT ARE LEARNING THE CURRICULUM.

AND WE DON'T EXPECT PERFECTION.

WE KNOW THAT'S GOING TO TAKE SOME TIME.

BUT SO WE'RE GOING TO BE WALKING TO THE SCHOOLS TO JUST MEASURE FOR OUR TEACHERS ABLE TO DO IT.

AND THAT IS REALLY TO SEE THE PURPOSE OF THESE WALKS WITH THE SCHOOLS OFFICE IS TO SEE LIKE WHAT SUPPORT DO WE NEED TO PROVIDE TO TEACHERS.

SO RIGHT NOW, FOR EXAMPLE, I HAVE CURRICULUM COACHES THAT ARE GOING IN SCHOOLS AND THEY'RE PLANNING WITH TEACHERS.

THEY'RE HELPING THEM DO JUST WHAT YOU ASKED ABOUT BEFORE, DIFFERENTIATE THE LESSON FOR THE STUDENTS IN FRONT OF THEM.

WE'RE GOING TO GO SEE HOW THAT'S GOING.

IF THEY NEED MORE SUPPORT IN DOING THAT, THEN WE'RE GOING TO DEPLOY RESOURCES DIFFERENTLY.

SO WE'RE TRYING TO BE MORE NIMBLE AND SUPPORT SCHOOLS IN DIFFERENT WAYS.

SOME SCHOOLS DON'T NEED AS MUCH SUPPORT.

THERE ARE SCHOOLS THAT IMPLEMENTED CARNEGIE LAST YEAR.

YOU KNOW, THEY'RE AHEAD.

YOU KNOW, THEY HAVE HAD PRACTICE WITH THAT.

SO THEY DON'T NEED AS MUCH ON THE GROUND SUPPORT.

IN FACT, THEY HAVE MANY OF THEM HAVE INVITED PEOPLE INTO THEIR CLASSROOMS TO SEE HOW IT'S GOING, YOU KNOW, NEW TEACHERS TO SEE HOW WHAT THEY LEARNED.

AND THEY'VE LIKE YESTERDAY WE WERE WITH PRINCIPALS.

THEY SHARED THE PRINCIPALS THAT HAD IMPLEMENTED LAST YEAR, SHARED WHAT THEY LEARNED FROM THE YEAR BEFORE.

SO THE WALKS ARE JUST ABOUT HOW WE CAN BETTER SUPPORT TEACHERS IS NOT NOTHING EVALUATIVE ABOUT THOSE WALKS AT ALL.

OKAY. AND SO YOU SAID THAT THERE ARE SOME SCHOOLS THAT'S ALREADY IMPLEMENTED.

HAVE WE SEEN DATA? ARE THE CHILDREN? YES. RECEIVING A BENEFIT FROM WHAT YOU'VE SEEN? SO, YES, THERE WERE SIX SCHOOLS LAST YEAR THAT IMPLEMENTED CARNEGIE, NO EUREKA SCHOOLS.

IT WAS AN IMPLEMENTATION AT SIX SCHOOLS.

I CAN GET YOU THE DATA THERE WAS I WOULD SAY THERE WERE MIXED RESULTS FROM THAT.

AND THAT'S FOR LOTS OF REASONS.

IT WASN'T PERMANENT FROM THE VERY BEGINNING OF THE SCHOOL YEAR.

IT WAS A LATER ROLLOUT.

SO IT'S NOT A TRUE COMPARISON.

BUT WE DO KNOW THAT WE DO HAVE TEACHERS IN THE FIELD THAT HAVE EXPERIENCED PART OF THE YEAR WITH THAT CURRICULUM.

SO THIS YEAR WILL BE THE TRUE MEASURE BECAUSE WE'LL HAVE A FULL YEAR TO SEE.

THANK YOU SO MUCH, MR. SUPERINTENDENT. TRUSTEE WADE.

JUST SO ON THE SLIDE PAGE TEN, WHICH IS THE PERCENTAGE OF SECOND GRADE MATH STUDENTS.

FROM THIS SLIDE, I WAS LOOKING AT THE NUMBERS FOR THE BOY, MOY, EOY VERSUS SPANISH TO ENGLISH, AND I JUST FOUND IT INTERESTING THAT THE NUMBERS CHANGE SO SIGNIFICANTLY FOR MOY IN THE ENGLISH CATEGORY AND NOT SO MUCH IN THE SPANISH.

IT'S NOT THAT NECESSARY TO DISCUSS.

I JUST WOULD BE REALLY CURIOUS JUST TO SEE OR TO BETTER UNDERSTAND WHAT WAS GOING ON IN THE SPANISH ONLY TESTING THAT GAVE THEM A MORE CONSISTENT MEASURE ACROSS THE BOARD.

YEAH, I DON'T HAVE AN ANSWER FOR THAT TODAY, BUT THAT IS AN INTERESTING OBSERVATION WE CAN LOOK AT.

OKAY. THANK YOU. TRUSTEE BAKER.

YES. I WAS LOOKING AT ON THE SLIDE THAT HAS YOUR NEXT STEPS.

I JUST PUSHED MY FINGERS HERE AND THERE IT IS.

WITH REGARDS TO THE FIRST QUESTION, WITH REGARDS TO THE CARNEGIE AND THE EUREKA MATH CURRICULUM, SUPERINTENDENT, WHAT WERE WE USING BEFORE AND DO WE HAVE CONFIDENCE THAT THIS WILL PERHAPS HELP THE STUDENTS IN THE FUTURE AND AS WELL AS ALIGN WITH YOUR FIVE YEAR STRATEGIC INITIATIVE? YOU KNOW WHAT I CAN TELL YOU A BIG PART OF OUR FIVE YEAR STRATEGIC PLAN WAS TO NOT ONLY RESEARCH BUT IDENTIFY THE HIGHEST QUALITY CURRICULUM.

SO AND I THINK BOTH AT THE STATE AS WELL AS SEVERAL OTHER SCHOOL DISTRICTS, WHEN I WENT TO TESTIFY AT THE LEGISLATURE, YOU HEARD BOTH CARNEGIE AND EUREKA OVER AND OVER AGAIN, BECAUSE I THINK MORE SCHOOL DISTRICTS ARE UNDERSTANDING WHAT QUALITY CURRICULUM IS, WHAT QUALITY MATERIALS NEED TO BE IN THE HAND OF THEIR SCHOOL DISTRICTS, AND THE HANDS OF THEIR STUDENTS OR IN THE HANDS OF THEIR TEACHERS AS WELL.

[00:50:02]

SO WE'RE VERY CONFIDENT THAT THIS IS WHAT NEEDS TO BE UTILIZED.

AND WHAT WE MOVED ON FROM WAS NECESSARY BECAUSE I WAS OUT AT SEVERAL OPEN HOUSES YESTERDAY AND SOME OF THE TEACHERS WERE GLADLY SHOWING HOW THEY WERE GOING TO ACCESS THE STAAR TESTING, ESPECIALLY FOR MATH.

SO I WANTED TO MAKE SURE THAT WE'RE USING CURRICULUM THAT WILL ACTUALLY HELP THEM TO LEARN AND BE EFFECTIVE WITH THE MATH AND ALSO WITH THE TESTING.

YEAH, IT'S A PART OF DURING THE 20 OR SO LEARNING WALKS THAT I'VE HAD SO FAR THIS YEAR THAT'S ONE OF THE QUESTIONS THAT I ASK AS WELL, NOT ONLY TO ADMINISTRATORS BUT ALSO TEACHERS ABOUT IMPLEMENTATION.

AND THEY'LL TELL YOU IT'S DIFFERENT.

IT'S DEFINITELY DIFFERENT.

BUT I THINK WHAT WE WILL UNDERSTAND LATER ON DOWN THE ROAD IS THAT IT'S NECESSARY AND THE DIFFERENCE WILL PAY DIVIDENDS IN TERMS OF RESULTS.

AND FINALLY FOR NOW, WHAT EXACTLY DO YOU MEAN BY IMPLEMENTING THE HIGH DOSE TUTORING? HIGH DOSE? SO, OF COURSE, A PART OF WHAT WE SAW WITH THE PANDEMIC WAS STUDENTS MISSING INSTRUCTION.

AND THE IDEA OF ESSER DOLLARS OR COVID RELIEF DOLLARS WAS TO PROVIDE OPPORTUNITIES FOR STUDENTS TO CLOSE THE GAP OF LEARNING THAT WAS MISSED DURING THE PANDEMIC.

HIGH DOSE TUTORING IS ONE OF THOSE STRATEGIES THAT MEANS STUDENTS MAY GET TUTORING DURING THE SCHOOL DAY.

SOME COULD GET AFTER SCHOOL, BUT QUALITY HIGH DOSES OF TUTORING HAVE TO HAPPEN, ESPECIALLY BEING THAT THEY HAVE MISSED IMPORTANT, RIGOROUS INSTRUCTION OVER THE COURSE OF THE PANDEMIC.

SO THIS WILL PROBABLY JUST BE IN ADDITION TO BECAUSE I KNOW YOU HAD AFTERSCHOOL PROGRAMS BEFORE, SO THIS WAS JUST PROBABLY JUST WRAPPING IT UP? IT'S ANOTHER STRATEGY THAT WE'RE UTILIZING AS THE PORTFOLIO OF DIFFERENT OFFERINGS THAT WE THAT MANY OF OUR SCHOOLS ARE SUPPORTING STUDENTS WITH VIA ESSER DOLLARS.

THANK YOU, SUPERINTENDENT. I'LL WRAP UP ROUND ONE.

SO A COUPLE OF QUESTIONS.

FIRST, A COMMENT.

JUST REALLY HAPPY TO SEE THAT OUR STUDENTS WITH SPECIAL NEEDS CONTINUE TO HAVE PRETTY BIG GAINS.

AND A QUESTION I HAVE IS WHAT IS SCALABLE OR WHAT LESSONS CAN WE SCALE FROM WHAT WE'RE DOING WITH STUDENTS WITH SPECIAL NEEDS? AND I RECOGNIZE A LOT OF THAT IS INDIVIDUALIZED.

BUT ARE THERE THINGS THAT WE CAN TAKE FROM THAT AND USE FOR OTHER STUDENT GROUPS? I THINK THAT'S A PART OF AND I'LL LET DR.

BIRD JUMP IN HERE. BUT I THINK THAT'S A PART OF WHAT WE'RE GATHERING RIGHT NOW.

I THINK IT'S A GREAT OPPORTUNITY.

I DON'T KNOW IF OUR NEW EXECUTIVE DIRECTOR FOR SPECIAL ED IS HERE.

SHE STARTED THIS WEEK, BUT THAT'S A PART OF WHAT WE'RE GATHERING BECAUSE BEST PRACTICES OR BEST PRACTICES THAT WE WANT TO ENSURE THAT WE SHARE.

THAT'S A PART OF WHY WE DO THE LEARNING WALKS THAT WE DO IS TO BE ABLE TO IDENTIFY WHAT'S GOING WELL IN THE DIFFERENT BUILDINGS SO THAT THOSE STRATEGIES CAN BE SHARED IN OTHER SCHOOLS.

AND IF THERE'S OPPORTUNITIES TO DO SPECIFIC THINGS THAT SCALE WELL WITH THE IMPLEMENTATION OF THE CURRICULUM, WE WANT TO DO THAT AS WELL.

DR. BIRD. YEAH, AND THEN I WOULD JUST ADD THAT IN OUR REORGANIZATION, WE HAVE PUSHED PEOPLE FROM HATTIE MAE WHITE OUT INTO THE FIELD SO THAT THEY CAN BETTER SUPPORT TEACHERS.

THAT'S ONE OF THE BIGGEST THINGS THAT WE NOTICED LAST YEAR WHEN THOSE SUPPORTS WERE CLOSER TO THE SCHOOLS.

OBVIOUSLY, THEY'RE GOING TO HAVE HIGHER QUALITY IMPLEMENTATION, HIGHER QUALITY WRITING OF IEPS, AS WELL AS MORE CONSISTENT IMPLEMENTATION.

SO WE WANT TO MAKE SURE THAT WE'RE SUPPORTING SCHOOLS AND THAT PEOPLE THAT ARE WRITING IEPS WANT TO MAKE SURE THAT THEY HAVE ALL THE SUPPORTS THAT THEY NEED FROM CENTRAL OFFICE.

SO THEY'RE HOUSED IN THE SCHOOLS OFFICES NOW.

OKAY. THANK YOU FOR THAT.

I'M ENCOURAGED DEFINITELY BY THAT AND LOOK FORWARD TO HEARING MORE ON THOSE FINDINGS AND LEARNINGS.

ANOTHER QUESTION I HAVE AND I REALLY DO APPRECIATE THE DISAGGREGATED DATA, SO WE HAVE IT BY RACE AND WE HAVE IT BY GENDER.

ARE YOU ALL LOOKING AT RACE AND GENDER TOGETHER AS AN EXAMPLE OF LOOKING AT INTERSECTIONALITY OF GROUPS? DR. BIRD.

WE HAVE NOT.

WE DON'T WE HAVEN'T NO WE HAVEN'T DONE THAT IN THE PAST IT IS BY RACE AND GENDER.

OKAY. BUT NOT TOGETHER.

I JUST I MEAN, IT'S A WONDERING, I WOULD LIKE TO SEE THE DATA, BUT MORE IMPORTANTLY, ARE YOU ALL LOOKING AT IT THAT WAY? YEAH. [LAUGHTER] AND YOU KNOW, WE'VE TALKED, YOU KNOW, A COUPLE OF TRUSTEES HAVE ASKED ABOUT YOU KNOW, THE STUDENTS, THE DIP BETWEEN MIDDLE OF YEAR AND END OF YEAR.

DEFINITELY CONCERNED ABOUT THAT.

AND I HEAR YOU, DR.

BIRD, ON IN TERMS OF THE FATIGUE.

[00:55:04]

AND I'M JUST WONDERING, IT SOUNDS LIKE Y'ALL ARE MAKING SOME ADJUSTMENTS IN TERMS OF A SHORTER WINDOW AND EVERYTHING.

BUT JUST WONDERING IF THAT'S SOMETHING WE NEED TO CONSIDER LONG TERM AND ESPECIALLY WHEN WE'RE THINKING ABOUT OUR NEW ITERATION OF BOARD GOALS AND GOAL PROGRESS MEASURES THE NEXT TIME AROUND.

WE'LL DEFINITELY TAKE THAT INTO CONSIDERATION AS WE MOVE FORWARD.

AS WE MENTIONED EARLIER, WE BELIEVE A LOT OF THIS IS CONNECTED TO, OF COURSE, FIDELITY, COMBINED WITH THE FREQUENCY OF TESTING, AS DR.

BIRD INDICATED EARLIER.

WITHIN THE OLD TESTING CALENDAR W KNOW THAT THAT WAS AN ISSUE, BUT THERE HAVE BEEN MODIFICATIONS.

OUR ACADEMICS TEAM AS JUST TO REITERATE A COUPLE OF THINGS AND SCHOOLS OFFICES ARE WORKING TOGETHER AND THAT'S A BIG, BIG PART OF WHAT HAS TO HAPPEN.

AND DR.

BIRD AND DR.

WATTS ARE A GREAT EXAMPLE OF CROSS FUNCTIONAL EXECUTION IN EVERYTHING THAT WE DO.

AND OUR ACADEMIC TEAM HAS BEEN WORKING ON REVAMPING OUR, OF COURSE, ASSESSMENT CALENDAR, WHICH IS GOING TO BE IMPORTANT TO ENSURE THAT IT'S MORE MEANINGFUL IN EVERYTHING THAT WE DO.

SO WE'LL DEFINITELY TAKE THOSE THINGS INTO CONSIDERATION AS WE MOVE FURTHER DOWN THE ROAD AND IMPLEMENTATION.

OKAY. THANK YOU. AND THEN ON PAGE NINE OF THE REPORT, AND I RECOGNIZE IT'S NOT IN THE SLIDE, BUT IT'S WHERE THE DISAGGREGATED DATA IS, I NOTICED THAT AFRICAN-AMERICAN STUDENTS HAD A TEN POINT DROP BETWEEN MIDDLE OF YEAR AND END OF YEAR, BIGGER THAN ANY OTHER SUBGROUP, WHICH IS VERY CONCERNING.

AND JUST WONDERED IF YOU HAVE ANY THOUGHTS ON THIS, WHAT WOULD YOU ATTRIBUTE IT TO? ARE YOU THINKING ABOUT THE SPECIFIC DATA? SO PAGE NINE OF THE REPORT.

DR. BIRD. SO I THINK THAT'S A HISTORICAL TREND.

AFRICAN-AMERICAN MALES PARTICULARLY, THAT IS SOMETHING THAT WE'RE VERY CONCERNED ABOUT.

AND THAT'S ONE OF THE REASONS THAT WE WANT TO PUT IN PLACE CONSISTENT CURRICULUM PRODUCTS IN SCHOOLS SO THAT WE KNOW THAT STUDENTS ARE ALL EXPOSED TO HIGH QUALITY GRADE LEVEL INSTRUCTION.

I THINK SOME WE HAVE TO RAISE THE LEVEL OF EXPECTATION FOR ALL OF OUR STUDENTS THAT THEY ALL CAN ACHIEVE AT HIGH LEVELS, REGARDLESS OF WHATEVER OTHER FACTORS ARE IN PLAY.

BUT THAT'S WHY IT'S TO ME SO NECESSARY TO HAVE A CONSISTENT FOUNDATION AND THEN DIFFERENTIATE BASED UPON THANK YOU. WE'LL START ROUND 2.

THANK YOU. I WAS TRYING TO NOT ASK QUESTIONS TO HAVE TO GET THE YES I WAS AT YES.

AND SOME OF THE OTHER QUESTIONS PROMPTED A COUPLE OF QUESTIONS THAT I HAD AND I GUESS I'LL HAVE TO USE MY JARS AGAIN AS AN INDICATOR TO SHOW THE VISUAL WITH THE GAPS AND HOW YOU ALL ARE DISSECTING DATA TO BETWEEN THE GROUPS TO CLOSE THE GAP.

BUT IT SEEMS LIKE YOU'RE CONSTANTLY DISSECTING IT TO TRY AND GET A GENERAL IDEA OF HOW TO CLOSE THOSE GAPS.

AND SO ONE OF THE THINGS THAT I HEARD YOU SAY WAS ABOUT HOW MANY PEOPLE THAT YOU ALL HAVE THAT ARE DISBURSED FROM THE WHITE HOUSE HERE AT HATTIE MAE WHITE GOING OUT INTO THE FIELD TO ASSIST WITH THE TEACHERS FOR THOSE VACANCIES.

BECAUSE WHAT WAS SAID WAS THAT YOU'RE USING PEOPLE HERE FROM HATTIE MAE WHITE TO GO INTO THE FIELD AND FILL POSITIONS.

SO I'M JUST CURIOUS HOW MANY PEOPLE YOU'RE USING FROM HERE TO SUPPLEMENT THAT.

GREAT QUESTION. ONE OF THE THINGS THAT DR.

BIRD BROUGHT TO ME AS A ORGANIZATIONAL SHIFT THAT I THINK MADE A LOT OF SENSE WAS TO MOVE FROM CURRICULUM WRITERS TO CURRICULUM IMPLEMENTATION SPECIALISTS.

SO INSTEAD OF INDIVIDUALS THAT WERE WRITING CURRICULUM, WHY NOT JUST GET THE HIGHLY QUALIFIED, THE HIGHLY FUNCTIONAL CURRICULUM THAT WE KNOW THAT'S ALREADY OUT THERE AND USE THESE WRITERS THAT ARE NOW IMPLEMENTATION SPECIALISTS TO HELP BOTH OUR TEACHERS AND ADMINISTRATORS ENSURE THAT DURING LEARNING WALKS AND FEEDBACK THAT THEY'RE GETTING THE BEST ADVICE AROUND WHAT THAT LOOKS LIKE IN TERMS OF IMPLEMENTATION. A LOT OF TIMES IN EDUCATION, WHAT WE'VE SEEN IN THE PAST AND I'M NOT SAYING THIS HAS OCCURRED IN HISD, BUT WE PLAY THE CRAP GAME, WHEREAS WE TRAIN AND ROLL THE DICE AND HOPE BY THE END OF THE YEAR THAT THINGS GO WELL.

BUT WITH THESE IMPLEMENTATION SPECIALISTS IN PLACE, WE TAKE THE ROLLING THE DICE OUT OF IT.

THEY'RE ABLE TO PROVIDE THAT INTERMEDIATE FEEDBACK ALONG THE WAY TO ENSURE THAT WE KNOW THAT THINGS ARE GOING IN THE RIGHT DIRECTION.

AND I APPRECIATE THAT.

AND IT SHOWS THAT YOU'RE INSPECTED.

[01:00:02]

YOU HAVE PEOPLE OUT THERE INSPECTING WHAT IS EXPECTED.

IN OTHER WORDS, THEY'RE WRITING IT SO THEY CAN GO OUT THERE AND PRACTICE IT.

BUT I STILL LIKE TO GET A GENERAL NUMBER AS TO HOW MANY PEOPLE ARE FROM HERE OUT IN THE FIELD.

I DON'T HAVE A NUMBER.

NO NO YOU DON'T HAVE. NOT RIGHT NOW.

JUST SORT OF A GENERAL NUMBER.

HOW MANY LEFT HATTIE MAE WHITE I WILL SAY THAT MY TEAM, THEY'RE IN SCHOOLS MONDAY THROUGH THURSDAY.

FRIDAYS ARE RESERVED FOR THEIR OWN DEVELOPMENT.

SO THEY'RE IN SCHOOLS 80% OF THE TIME.

YOU WILL NOT SEE THEM IN THIS BUILDING MONDAY THROUGH THURSDAY.

AND I'M NOT TRYING TO ASK THE QUESTION FOR THAT REASON.

I'M SAYING WE'VE GOT A SHORTAGE.

AND SO YOU'VE GOT PEOPLE WITH ALL THIS EXPERIENCE HERE THAT COULD BE USED IN THE CLASSROOM.

AND IT'S MORE IMPORTANT WE'RE ALL HERE BECAUSE OF THE CHILDREN, WHERE HATTIE MAE WHITE EXISTS BECAUSE OF THE CHILDREN.

SO IF THERE ARE CONTINUOUS VACANCIES, THEN TO UTILIZE SOME OF THOSE PEOPLE WHO HAVE THE CREDENTIALS IN THE CLASSROOMS TO HELP TO TRAIN OUR CHILDREN.

THAT'S ALL I'M THE POINT I'M MAKING.

THANK YOU. THANK YOU.

OK. ROUND TWO.

TRUSTEE DEIGAARD.

THANK YOU OK.

SUPERINTENDENT HOUSE.

WHEN YOU FIRST REVIEWED THIS DATA WITH YOUR STAFF, WHAT QUESTIONS DID YOU HAVE? I THINK SOME OF THE SAME QUESTIONS THAT HAVE COME UP HERE AT THE DAIS.

NUMBER ONE, WHICH DECREASES ESPECIALLY AROUND THIRD GRADE STUDENTS WITH DISABILITIES WERE SIGNIFICANT.

THE DECLINES WITH SPECIFIC SUBGROUPS THAT WERE BROUGHT UP HERE, YOU KNOW, WHETHER THEY BE HISPANIC, AFRICAN AMERICAN, THOSE WERE SOME OF THE THINGS THAT WE LOOK FOR IS THE TRENDS, THE HIGHS AND LOWS TO ENSURE THAT WE CAN DOCUMENT SOME OF THOSE THINGS AND ENSURE THAT WE ACT ON THEM.

DR. BIRD, ANY OTHER INSIGHT YOU WANT TO PROVIDE? I THINK, YEAH, WE LOOK AT OBVIOUSLY ACHIEVEMENT GAPS AND THEN WE'RE LOOKING AT THE BIGGER PICTURE.

OFTENTIMES WHEN I'M WITH THE SUPERINTENDENT, WE'RE TALKING ABOUT THE THE LARGER STRATEGY OF HOW NOT JUST ON ONE TEST THIS IS GOING TO IMPROVE, BUT HOW IS IT HOW ARE WE GOING TO SUPPORT TEACHERS TO BE ABLE TO IMPLEMENT GRADE LEVEL CURRICULUM? BECAUSE IT IS DIFFERENT.

AND IT IS CHALLENGING FOR TEACHERS AT FIRST TO IMPLEMENT THIS.

AND SO IT'S REALLY JUST ABOUT SUPPORTING TEACHERS SO THAT WE CAN IMPROVE THESE.

THANK YOU. MR. SUPERINTENDENT SO ONE OF THE QUESTIONS YOU HAD OF YOUR STAFF WAS THE DECLINE IN SPECIAL ED PERFORMANCE.

SO WHAT WAS YOUR UNDERSTANDING OF THE REASON FOR THAT? SO SPECIFICALLY, THIRD GRADE IS SOMETHING THAT THAT JUMPED OUT WITH STUDENTS WITH DISABILITIES IN THEIR PERFORMANCE.

SPECIFICALLY, THERE IS A LARGE INCREASE BETWEEN OF COURSE, I THINK IT WAS MIDDLE OF THE YEAR AND THE END OF THE YEAR EXAM.

AND WE KNEW THAT THERE WAS A TREND OF THERE BEING A DECREASE AT THE MIDDLE OF THE YEAR, WHICH YOU GUYS HAVE TALKED ABOUT HERE.

BUT FOR SPED STUDENTS SPECIFICALLY, WE KNOW THAT IDENTIFICATION IN TERMS OF INCREASING THAT END OF THE YEAR SCORE IS GOING TO BE EXTREMELY IMPORTANT IN FIGURING OUT THE STRATEGIES THAT GO ALONG WITH THAT WILL BE A PART OF OUR WORK MOVING FORWARD.

DR. BIRD, ANYTHING ELSE YOU WANT TO PROVIDE? NO, I THINK THAT IS THE BIGGEST TRICK WITH STUDENTS WITH DISABILITIES, IS THE ONGOING THE NUMBER IS CONSTANTLY CHANGING BECAUSE NEW PEOPLE ARE BEING IDENTIFIED.

SO THAT MAKES IT VERY HARD TO COMPARE REALLY BEGINNING AND END OF YEAR.

YEAH. SO I MEAN THE NUMBER INCREASING IS ONLY A ROOT CAUSE OF THE SCORES DECLINING IF ALL OF THE OR IF IT'S SOMETHING CONSISTENT IN THAT POPULATION OF KIDS WHO WEREN'T TESTED MIDDLE OF THE YEAR WHICH IT SOUNDS LIKE YOU HAVEN'T IDENTIFIED IF THAT'S TRUE OR NOT.

SO THE END NUMBER KEEPS COMING UP.

SO, MR. SUPERINTENDENT, ARE YOU REQUIRING ALL SCHOOLS TO ADMINISTER THESE ASSESSMENTS TO STUDENTS? DR. BIRD.

YES, WE ARE. AND THIS YEAR IS ACTUALLY A GOAL IN ACADEMICS FOR MY TEAM, AND IT'S A JOINT GOAL WITH DR.

WATTS TO MAKE SURE THAT EVERYBODY'S ADMINISTRATING.

SO THAT'S A WE'RE EVALUATING OUR OWN EMPLOYEES ON THAT MEASURE TO MAKE SURE THAT THAT'S EVERYBODY'S GOAL.

OKAY. MR. SUPERINTENDENT, AFTER YOU REVIEWED THIS, WHAT STRATEGIES ARE YOU PUTTING IN PLACE THIS CURRENT YEAR THAT DIDN'T EXIST LAST YEAR TO GET A DIFFERENT MOY TO BOY RESULT NEXT YEAR? DR.

BIRD, DO YOU WANT TO SHARE SOME OF THE STRATEGIES OUTSIDE OF THE NEXT STEPS THAT WERE SHARED ALREADY? YES. SO I THINK IN TERMS OF STUDENTS WITH DISABILITIES, AS WE'VE TALKED ABOUT, THE DEPLOYMENT OF STAFF IN THE FIELD TO CONTINUE TO SEE INCREASE, WE'RE GOING TO DO MORE PROGRESS MONITORING WITH SOME OF THE THINGS IN SPECIAL EDUCATION.

IT'S ABOUT COMPLIANCE, BUT THAT WILL ALSO THEN LEAD TO INCREASES IN ACHIEVEMENT BECAUSE YOU'LL HAVE BETTER, HIGHER, QUALITY IEPS.

[01:05:05]

FOR IN TERMS OF GENERAL EDUCATION, IT'S DEFINITELY EVEN THOUGH NOT EVERYBODY'S IMPLEMENTING CARNEGIE AND EUREKA, WE RE-ORDERED THE SCOPE AND SEQUENCE.

SO EVERYBODY, REGARDLESS OF WHAT PRODUCT THEY'RE USING, THEY ARE WE'RE TEACHING THE SAME TEKS SO THAT WE CAN THEN DO THOSE QUICK SHORT ASSESSMENTS TO SEE HOW WE'RE DOING.

SO THAT ALSO IS IN RESPONSE TO REQUESTS FROM SCHOOLS TO MAKE SURE THAT THEY HAVE PRACTICE TAKING THE NEW START POINT START 2.0 TEST BECAUSE IT IS A VERY DIFFERENT TEST THAT HAS TECH ENHANCED ITEMS. IT'S ALL ONLINE.

SO THESE ASSESSMENTS ALSO, THEY KIND OF DO TWO THINGS.

THEY GIVE KIDS A CHANCE TO PRACTICE THOSE TYPES OF ITEMS. AND THEN THEY ALSO GIVE US A VERY QUICK KIND OF DIPSTICK INTO THE HOW ARE WE DOING WITH JUST MEASURING THE HOW ARE WE DOING IN IMPLEMENTING THE CURRICULUM? HOW ARE WE DOING WITH WHAT WE'RE SUPPOSED TO BE TAUGHT? HOW ARE KIDS DOING? BECAUSE TEACHERS CAN MAKE ADJUSTMENTS MUCH QUICKER ON THEIR END THAN WAITING FOR, YOU KNOW, INTERIM ASSESSMENTS WHICH ARE GOING TO TEST YOU KNOW I THINK THE OTHER THING THAT WE HAVE TO GET TOGETHER IS YOU KNOW WE TALKED TO PRINCIPALS ABOUT THEIR DIFFERENT KINDS OF ASSESSMENTS.

WE HAVE THOSE QUICK ASSESSMENTS I'VE BEEN TALKING ABOUT.

THAT'S HOPEFULLY THAT'S THE END OF UNIT TEST THAT TEACHERS WOULD GIVE ANYWAY.

THEN WE HAVE THE TEA INTERIM ASSESSMENT THAT'S JUST TO SEE THE GENERAL HEALTH OF THE SCHOOL IS YOU'RE GOING TO HAVE TEKS THAT YOU HAVEN'T TAUGHT, THAT KIDS ARE GOING TO ANSWER AND MAYBE THEY'LL GET THEM RIGHT OR WRONG.

THAT DOESN'T INDICATE YOU KNOW, THAT DOESN'T INDICATE NECESSARILY ALARM, BUT YOU DO KNOW IT DOES GIVE YOU A PREDICTIVE SCORE.

SO THAT'S ANOTHER OPPORTUNITY FOR KIDS TO PRACTICE THE STAAR 2.0.

SO I THINK THOSE ARE SOME THINGS THAT WE'VE PUT IN PLACE AND I THINK WE HAVE TO GET BETTER WITH OUR ASSESSMENT, LITERACY AND MAKING SURE WE'RE COMMUNICATING THE PURPOSES AGAIN TO TEACHERS ABOUT WHY THESE TESTS ARE.

THE TEST, THE CURRICULUM ALIGNED FORMATIVE ASSESSMENTS, THOSE ARE FOR TEACHERS.

ARE WE GOING TO COLLECT DATA AND LOOK AT HIGH LEVEL? YES, WE ARE GOING TO SEE HIGH LEVEL DATA.

BUT, YOU KNOW, IF I'M YOUR PRINCIPAL AND YOU'RE A SECOND GRADE TEACHER, YOU'RE THE ONE THAT'S GOING TO BE ABLE TO RESPOND TO A STUDENT WHO DOESN'T KNOW HOW TO ADD AND SUBTRACT FRACTIONS, NOT ME. SO THAT'S REALLY FOR THE TEACHER TO USE AND THAT'S FOR THEIR OWN USE.

SO WE WANT TO LOOK AT TREND DATA ACROSS THE DISTRICT TO INFORM OUR SUPPORT OF SCHOOLS.

BUT THOSE ARE REALLY FOR TEACHERS TO USE.

THANK YOU.

MR. HOUSE. HOW DO YOU AS SUPERINTENDENT USE THIS DATA IN YOUR LEADERSHIP? AND AGAIN, DR.

BIRD, YOU WANT TO SHARE SOME INSIGHT IN REFERENCE TO HOW THE ACADEMICS TEAM AS A WHOLE UTILIZES DATA TO DRIVE THE WORK.

YEAH. SO AS WE GO INTO SCHOOLS AND WE'RE SUPPORTING CAMPUSES AND THE IMPLEMENTATION OF CURRICULUM, WE ARE I'VE BEEN VERY CLEAR WITH MY TEAM THAT THE COACHING RELATIONSHIP THEY HAVE WITH TEACHERS, THAT IS A SACRED RELATIONSHIP BETWEEN THEM AND THE TEACHER.

WE'RE NOT GOING IN THERE TO EVALUATE TEACHERS.

WE'RE NOT GOING IN THERE TO REPORT BACK TO THE PRINCIPAL ABOUT WHAT'S, THAT IS WE'RE THERE TO HELP THE TEACHER GET BETTER.

AND TEACHERS HAVE BEEN MY COACHES HAVE BEEN TRAINED ALONG WITH THE SCHOOL'S OFFICE ON A COACHING FRAMEWORK THAT YOU KNOW SO IT'S TO SUPPORT TEACHERS.

SO WHEN WE'RE GOING IN AND WE'RE USING THIS DATA, I FEEL VERY STRONGLY THAT IT CAN'T BE WEAPONIZED.

THAT IT IS ABOUT SUPPORTING TEACHERS AND ABOUT HELPING THEM GET BETTER.

AND WE WILL SEE TRENDS.

I GUARANTEE YOU, THOUGH, BECAUSE I'VE DONE THIS OTHER PLACES, WE'LL SEE TRENDS ACROSS THE SCHOOL DISTRICT THAT TELL US THAT SOME ELEMENT OF OUR PD IS NOT WORKING AND THAT BECAUSE WE'LL SEE IT'S NOT HAPPENING IN CLASSROOMS, THEN WE'LL BE ABLE TO MAKE CORRECTIONS ALONG THE WAY.

I THINK THE MOST IMPORTANT THING IS WE HAVE 172 DAYS OF SCHOOL, 160 SOMETHING NOW.

AND WE HAVE TO WE HAVE TO BE ABLE TO BE NIMBLE AND FLEXIBLE AND LEARN FROM WHAT IS GOING WELL AND WHAT IS NOT GOING WELL.

NOT TO HANG THAT ON THE TEACHER, BUT TO SAY WE HAVE TO SUPPORT TEACHERS IN A DIFFERENT WAY SO THAT THEY CAN CONTINUE TO IMPROVE THEIR PRACTICE.

AND SO THAT'S THE WHOLE PURPOSE BEHIND THIS COACHING AND PUSHING THE COACHES OUT AND NOT WRITING CURRICULUM ANYMORE.

BECAUSE WE KNOW THAT TEACHERS ARE GOING TO SPEND ALL THE TIME THAT THEY NEED TO, TO MAKE THEIR KIDS SUCCESSFUL.

I MEAN, THEY THEY'RE UP ALL NIGHT SOMETIMES, YOU KNOW, LOOKING FOR THINGS TO ENERGIZE THEIR CLASSROOMS. WE WANT THEM TO SPEND THEIR TIME PLANNING BASED UPON WHAT WE KNOW IS ALREADY AT THEIR LEVEL OF RIGOR, BECAUSE OTHERWISE YOU LEAVE TOO MUCH TO CHANCE.

AND YOU HAVE JUST TEACHERS HAVE SO MANY DIFFERENT GROUPS OF KIDS IN THEIR CLASSROOMS, YOU HAVE TO GIVE THEM A STRONG FOUNDATION.

SO THAT'S ALL THIS IS ABOUT, IS BEING ABLE TO RESPOND TO THE NEEDS IN THE FIELD.

IT IS SO CLEAR YOU LIVE AND BREATHE THIS.

AND MR. SUPERINTENDENT, I THINK WHAT I HEAR IS YOUR ANSWER TO MY QUESTION IS YOU HIRED CHIEF BIRD.

[LAUGHTER] I THINK THE ANSWER TO MY QUESTION AND THE THEORY OF ACTION FOR ME HAS ALWAYS BEEN IN ORDER TO MOVE KIDS, YOU HAVE TO HAVE A STRONG, STRONG LEADERSHIP TEAM.

AND THE LEADERSHIP TEAM THAT'S IN FRONT OF THIS SCHOOL DISTRICT AN THIS COMMUNITY, I BELIEVE, IS ONE OF THE STRONGEST IN THE COUNTRY AND WE'LL CONTINUE MOVING

[01:10:06]

KIDS BEYOND WHAT WE SAW IN ACCOUNTABILITY DATA IN TERMS OF GROWTH THIS YEAR.

I LOOK FORWARD TO SEEING THAT.

YOU TALKED ABOUT HOW THE DIFFERENT STRATEGIES SO WE KNOW AS TRUSTEE CRUZ BROUGHT UP ABOUT OUR AFRICAN AMERICAN KIDDOS HAVING THE GREATEST DECLINE MOY TO EOY, WHAT IS BEING DIFFERENTIATED FOR STUDENTS? BECAUSE IF IT'S THE SAME THING FOR ALL KIDS, THE KIDS WHO NEED TO MAKE THE GREATEST AMOUNT OF GROWTH, LIKE HOW ARE YOU ENSURING THAT THEY'RE MOVING FASTER? YEAH. SO I WOULD SAY THAT THAT IS THE THAT'S WHAT'S SO IMPORTANT ABOUT THE PLANNING CYCLE AND THESE IMPLEMENTATIONS IS THAT, YOU KNOW, YOU'RE GOING TO HAVE THE FOUNDATION, YOU'RE GOING TO HAVE THE TEACHERS GOING TO HAVE THIS THIS IS THIS LESSON.

THIS IS HOW THESE ARE SOME THINGS YOU SHOULD CONSIDER.

THERE ARE SOME NOTES ON THE SIDE ABOUT CONSIDER THIS FOR STUDENTS WHO ARE LEARNING ENGLISH.

BUT, YOU KNOW, THEN THAT'S UP TO THE TEACHER THEN TO SAY, THESE ARE THE 30 KIDS IN FRONT OF ME.

AND I KNOW THAT, YOU KNOW, THIS STUDENT IS FAR BEHIND THIS STUDENT'S GOING TO HAVE PROBLEMS ACCESSING THIS BECAUSE THEY CAN'T THEY DON'T KNOW THEIR MULTIPLICATION TABLES FLUENTLY. THAT'S THAT'S A BARRIER TO ACCESSING GRADE LEVEL CURRICULUM.

SO THEN IT'S THEN IT'S HOW DO WE REMOVE THAT BARRIER FOR THE STUDENT SO THAT THEY CAN ACCESS THE CURRICULUM.

SO I'LL GIVE YOU AN EXAMPLE.

I WAS IN A SCHOOL THE OTHER DAY AND THAT WAS EXACTLY THE PROBLEM.

STUDENT COULD NOT MULTIPLY WITH FLUENCY THERE.

AND SO THEY ALL HAVE THOSE COMPOSITION NOTEBOOKS.

AND IN THE BACK OF THAT IS A TABLE THAT THAT'S THE MULTIPLICATION FACTS.

SO WHILE THE STUDENT NEEDS TO CLOSE THAT GAP, THAT'S TRUE.

BUT RIGHT NOW, IF THEY CAN USE ANOTHER SOURCE TO GET THAT SO THEN THEY CAN ACCESS THE CURRICULUM, THEN WE'RE GOING TO GIVE THEM THAT ACCESS TO THAT.

IN ADDITION TO THE REGULAR CURRICULUM, THERE ARE STILL THERE IS AN ELECTRONIC COMPONENT OF THIS FOR BOTH OF THESE CURRICULUM THAT IS FOR CARNEGIE.

IT'S CALLED [INAUDIBLE] AND IT'S COMPUTER ADAPTIVE.

SO THAT WILL HELP BUILD THOSE FOUNDATIONAL SKILLS FOR STUDENTS.

SO EVEN THOUGH IT LOOKS IF YOU GO INTO A CLASSROOM, YOU'RE GOING TO SEE, YES, THE STUDENTS HAVE THE SAME BOOK AND THAT'S THE SAME.

BUT THERE'S STILL AN EXPECTATION THAT TEACHERS ARE GOING TO USE STRATEGIES THAT THEY HAVE ALWAYS USED TO DIFFERENTIATE FOR, YOU KNOW, SMALL GROUP INSTRUCTION, LEARN FORWARD STRATEGIES, ALL THE THINGS THAT THEY HAVE BEEN TRAINED TO DO AND THEN USE THE COMPUTER.

THE THE INFORMATION THAT WE'RE GATHERING FROM [INAUDIBLE] THAT WILL GIVE TEACHERS INFORMATION ABOUT, OKAY, THIS STUDENT DOES HAVE A PROBLEM MULTIPLICATION WITH MULTIPLICATION. SO WE'RE GOING TO DO SOME STUFF WITH HIM SEPARATELY.

SO BUT THAT'S THE BUT THE FOUNDATION DOES TO BE THERE.

AND IT'S AND THAT'S WHY WE ARE ENCOURAGING PRINCIPALS TO LET TEACHERS USE THE TIME TO PLAN TO INTERNALIZE THE LESSON.

SO MY TEAM IS GOING OUT THERE TO GIVE THEM STRATEGIES TO DO THAT.

MY TEAM WILL MODEL LESSONS FOR THEM.

WE HAVE SOME COACHES THAT HAVE IMPLEMENTED THIS CURRICULUM, OTHER PLACES, SO THEY HAVE EXPERIENCE.

SO I MEAN, I THINK WITH LIKE WITH ANYTHING, YOU KNOW, TEACHERS, ONE OF THE BIGGEST SHIFTS IN THIS IS THAT TEACHERS REALLY HAVE TO HAVE TO DO THE MATH FIRST TO UNDERSTAND WHAT THOSE MISCONCEPTIONS ARE, BECAUSE, YES, THE CURRICULUM DOES PROVIDE SOME CANNED QUESTIONS.

THAT'S NOT GOING TO WORK, THOUGH.

IF YOU IF YOU JUST GO AND OPEN THAT BOOK AND START READING THE SCRIPT, IT'S GOING TO BE IT'S GOING TO BE A PROBLEM.

SO YOU DO HAVE TO SPEND SOME TIME DOING THE MATH AND UNDERSTANDING WHAT THOSE MISCONCEPTIONS ARE.

SO THE TEACHER, KNOWING THEIR STUDENTS IN THEIR CLASSROOM AND SAY, WELL, I KNOW THAT HE'S LEARNING ENGLISH, SO I'M GOING TO HAVE TO ADD THIS WORD IS GOING TO IS GOING TO COMPLETELY THROW THIS KID OFF. AND SO WHAT ARE WE GOING TO DO ABOUT THAT PROBLEM.

SO, YOU KNOW, THAT'S THE WHOLE PLANNING PROCESS.

ARE YOU GOING TO BE ABLE TO SHOW US MIDYEAR THIS YEAR HOW THAT GROUP OF SCHOOLS ARE PERFORMING COMPARED IN PART OF THIS PROGRESS MONITORING? WE WILL BE ABLE TO. YES. AWESOME.

THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU. SO THE SCHOOLS THAT ARE NOT USING [INAUDIBLE] OR CARNEGIE, WHAT ARE THEY USING? THEY'RE USING THEY'RE USING THE MASTER COURSE LESSONS FROM DISTRICT CURRICULUM.

BUT THOSE HAVE BEEN REALIGNED.

SO THEY MATCH THEIR AT THE SAME TIME AND THEY HAVE THE ACTIVITIES ARE SIMILAR.

THEY'RE NOT EXACTLY THE SAME, BUT THEY'RE SIMILAR.

THEY WOULD NOT TAKE THE SAME ASSESSMENT.

IT'S THE SAME TEKS BUT IT'S NOT THE SAME ASSESSMENT BECAUSE OBVIOUSLY SCHOOLS ARE USING EUREKA.

THERE'S A PROPRIETARY ASSESSMENT THAT JUST WHEN YOU ADOPT A TEXTBOOK, YOU KNOW, THERE'S THERE'S ASSESSMENTS THAT COME WITH IT.

SO BUT WE'LL BE ASSESSING.

THEY'LL HAVE THE SAME TYPE OF ITEMS, SO WE'LL BE ABLE TO ASSESS THEIR PERFORMANCE.

RELATIVE PERFORMANCE. YOU MEAN THE [INAUDIBLE] WOULD NOT BE THE SAME FOR THOSE SCHOOLS? THE THE THE TEST WILL NOT BE IDENTICAL.

IT WILL TEST THE SAME STANDARDS, BUT IT WILL NOT BE IDENTICAL.

LIKE THE PROBLEMS WILL BE DIFFERENT.

ARE THOSE CURRICULUMS IN SPANISH? YES. AND TESTS ARE AVAILABLE IN K THROUGH FIVE IN ENGLISH AND SPANISH AND AND ACTUALLY EVEN ARABIC.

SO THE TRANSFORMATION SCHOOLS, WE KNOW THAT THERE'S MORE FUNDING GOING TO THOSE SCHOOLS.

ARE THOSE SCHOOLS ALL USING THE NEW CURRICULUM?

[01:15:01]

YES. I THINK AS A TRUSTEE, I WOULD LOVE TO SEE ON THAT CHART A TRANSFORMATION SCHOOLS CHART TO SEE HOW THOSE SCHOOLS ARE ADVANCING, BECAUSE WE'RE ADDING SO MUCH MORE FUNDING TO THESE SCHOOLS TO MAKE SURE THAT THEY ARE DOING WELL.

SO I WANT TO BE ABLE TO TRACK IT ON MY END TO SEE THAT OUR EFFORTS ARE PRODUCING RESULTS.

AND YEAH, THOSE ARE ALL MY QUESTIONS.

THANK YOU. IT'S ACTUALLY A GOOD IDEA THAT I WOULD LIKE TO TAKE CREDIT FOR.

ABSOLUTELY. IT'S A REALLY GOOD IDEA.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. I WAS TRYING TO LIMIT MY QUESTIONS AND I HEAR A LOT OF CONVERSATIONS ABOUT THE VARIOUS THE GAPS.

AND WE KNOW THE GAPS ARE FOR THE MOST PART, IT'S PRETTY EVIDENT WHERE THEY ARE.

AND THAT DECLINE IN AFRICAN-AMERICAN STUDENTS COMPARED TO OTHER STUDENTS HAS BEEN ONGOING FOR AT LEAST FIVE, TEN YEARS.

AND SO I WILL SAY THAT, OF COURSE, YOU KNOW, I DISCUSS THIS REGULARLY.

I DON'T REMEMBER SEEING A TARGETED EFFORT.

PRIOR TO THE LAST TWO YEARS, THREE YEARS IN CLOSING THAT GAP, THAT EQUITY GAP.

AND I KNOW WHAT THE RISE CAMPUSES TRANSFORMATION CAMPUSES I LIKE THAT IDEA TOO TRUSTEE HERNANDEZ THERE HAS BEEN FUNDING AND EFFORTS PUT TOWARD IMPROVING THAT. BUT ALSO I LOOK AT SOME OF THE QUESTIONS THAT COME OUT FROM MY COLLEAGUES AND I KNOW WE'VE TALKED A LOT ABOUT MUSIC PROGRAMS AND WE KNOW THAT MUSIC I'M GOING TO USE JUST THAT AS TO MAKE MY POINT.

SO BECAUSE I HAVE TALKED ABOUT IT, STUDYING DATA SAYS THAT MUSIC COULD HELP SUPPORT AND IMPROVE READING AND MATH, ETC. AT THE VARIOUS SCHOOLS EARLY ON.

SO I LOOK AT THE QUESTIONS THAT COME OUT AND AS WE TALK ABOUT, MR. SUPERINTENDENT, HOW ARE YOU GOING TO TARGET THIS AND HOW ARE YOU GOING TO TARGET THAT? BUT THEN THERE'S NOT ANY QUESTIONS ABOUT TRYING TO IMPROVE MUSIC PROGRAMS AT VARIOUS SCHOOLS OTHER THAN ORCHESTRA, ETC..

AND SOME OF THESE CAMPUSES THAT WHERE IT COULD BE HELPFUL DON'T HAVE ANY MUSIC PROGRAMS AT ALL.

SO I JUST THIS INFORMATION IS AVAILABLE FOR EVERYBODY TO SEE.

AND WHEN I LOOK AT THOSE COMMENTS AND I DON'T SEE ANYTHING THAT'S GOING TO BE HELPFUL IN ADDITION TO WHAT WE'RE ALREADY TARGETING WITH RISE AND TRANSFORMATION, THEN THOSE PROGRAMS COULD BE HELPFUL AS A RESOURCE ON A LOT OF THOSE CAMPUSES TO HELP IMPROVE AND HELP AND CLOSE THAT GAP RESOURCES.

I MEAN, THE RESEARCH SHOWS THAT.

AM I CORRECT? WELL, WELL, WELL, I WOULD DEFINITELY AGREE THAT THE RESEARCH IS, YOU KNOW, FORMER MUSICIAN SPENDING TIME IN YOUTH ORCHESTRA MYSELF PERCUSSIONIST.

AND WE WE VALUE THAT IT'S A PART OF OUR STRATEGIC PLAN.

DR. BIRD PUT IN PLACE A SYSTEM IN PROCESS TO ENSURE THAT UTILIZING ESSER DOLLARS, A MAJORITY OF OUR SCHOOLS HAD THAT OPPORTUNITY. A NUMBER OF THOSE SCHOOLS HAVE MADE ORDERS FOR FOR THE NECESSARY INSTRUMENTS TO BE ABLE TO START PROGRAMS OR REPLENISH THEIR THEIR INSTRUMENTS OR WHATNOT.

ANYTHING ELSE, DR.

BIRD, YOU'D LIKE TO SHARE? YEAH.

THERE'S ALSO PARTNERSHIPS WITH ARTS CONNECT HOUSTON.

SO THAT IS SCHOOLS THAT DON'T HAVE THEIR OWN ROBUST PROGRAMING BECAUSE MAYBE THEY'RE SMALL AND THEY DON'T HAVE ENOUGH STAFFING TO DO THAT.

THEY DO HAVE PARTNERSHIPS WITH FOR AFTER SCHOOL AND DURING SCHOOL PROGRAMING ARTS CONNECT .

AND I APPRECIATE THAT. I JUST WANT TO MAKE THAT POINT SO THAT EVERYBODY WILL KNOW THAT THOSE ARE THE THINGS THAT WE KNOW THAT COULD HELP IMPROVE THE OUTCOMES FOR THOSE AFRICAN AMERICAN CHILDREN. AND I WANT TO HEAR SOME OF THOSE SAME CONVERSATIONS AND QUESTIONS FROM COMING FROM MY COLLEAGUES REGARDING SUPPORTING THOSE PROGRAMS. THAT'S ALL. THANK YOU.

SO BACK TO PAGE NINE OF THE REPORT, AND I WANTED TO FOLLOW UP BECAUSE I FEEL LIKE I DIDN'T QUITE GET AN ANSWER OR IT DOESN'T ALIGN WITH THE DATA. SO AFRICAN AMERICAN STUDENTS FROM [INAUDIBLE] THEY WERE AT 51%, [INAUDIBLE] THEY WERE AT 41%.

BUT IF YOU LOOK BACK AT THE TRENDS IN 2017, 18 AND 2018 19, THERE WAS A DECLINE FROM [INAUDIBLE] BUT IT WAS SIGNIFICANTLY SMALLER, TWO PERCENTAGE POINTS IN 2017-18 AND ONE PERCENTAGE POINT IN 18-19.

AND NOW WE'RE TALKING ABOUT TEN PERCENTAGE POINTS AND IT IS THE LARGEST DECREASE OF ANY STUDENT GROUP.

AND SO WHEN YOU LOOK AT THIS DATA.

WHAT IS YOUR REACTION? WHAT ARE YOU.

IF THIS WAS.

YOU KNOW, I MEAN, I THINK THERE'S THERE'S GOING TO BE GAPS.

[01:20:01]

IT COULD BE A DIFFERENT STUDENT GROUP NEXT TIME.

LIKE WHEN YOU SEE THIS DATA, WHAT IS YOUR REACTION? WHAT IS YOUR YOUR PLAN? TO CONVERT.

I WOULD SAY THAT PARTICULARLY THIS YEAR, BECAUSE YOU DID YOU WOULD LOOK AT STUDENT ABSENTEEISM BY IF WE DISAGGREGATED THAT.

I DON'T HAVE THAT HERE BUT I WOULD I KNOW THAT IN MANY COMMUNITIES, STUDENTS WHO STAYED HOME DURING COVID, WHO DID NOT COME BACK TO SCHOOL, THOSE WERE OFTEN THE MOST VULNERABLE CHILDREN.

AND FOR LOTS OF GOOD REASONS, THEIR PARENTS WANTED TO KEEP THEM HOME.

SO THEN YOU HAVE THOSE STUDENTS ARE COMING BACK TO SCHOOL AFTER BEING AWAY FOR A WHILE.

SO THAT IS GOING TO CAUSE THAT IS SOME UNFINISHED LEARNING THAT WE HAVE TO ADDRESS.

I CAN'T SAY WITH CERTAINTY THAT'S WHAT IT IS.

BUT BUT DEFINITELY, YOU KNOW, THERE'S THIS A HISTORIC ACHIEVEMENT GAP BETWEEN AFRICAN AMERICAN MALES ACROSS THE COUNTRY THAT'S NOT UNIQUE TO HISD.

AND, YOU KNOW, I DO THINK THAT WE HAVE TEACHERS THAT ARE WORKING VERY HARD TO CLOSE THOSE GAPS.

AND I WOULD SAY AS I GO ACROSS THE DISTRICT AND TALK TO TEACHERS, THEY ARE VERY AWARE OF THOSE GAPS THEMSELVES AND ARE WORKING TO CLOSE THEM.

I THINK THAT THAT IS HAPPENING.

BUT, YOU KNOW, TO EXPLAIN WHY IT'S TEN POINTS NOW AND IT WAS TWO POINT.

I DON'T HAVE AN ANSWER FOR THAT OTHER THAN TO SAY.

I THINK THAT SOME OF THE SOME OF THE PROBLEMS WE SAW LAST YEAR, BECAUSE WE WERE STILL DEALING WITH, YOU KNOW, AS I SAID, WE HAD A HUGE SPIKE IN COVID IN THE MIDDLE OF THE YEAR THAT INCREASED ABSENTEEISM ACROSS LOTS OF COMMUNITIES.

AND AND THERE WAS ALSO SOME LEVEL OF FEAR.

SO EVEN KIDS THAT MAYBE DIDN'T HAVE COVID, BUT THEY WERE THEY WERE CONCERNED BECAUSE THEY HAVE FAMILY MEMBERS OR WHATEVER THAT WERE THAT WERE COMPROMISED.

YOU KNOW, THERE WERE SOME INTERRUPTIONS IN SCHOOLING.

SO I THINK THAT EVEN THOUGH LAST YEAR WE WERE FULLY BACK, THIS YEAR REALLY SEEMS LIKE THE FIRST FULLY BACK YEAR SO FAR.

AND SO THAT WAS THE TREND FOR SECOND GRADE.

FOR 2.2 JUST LOOKING AT 2.3, THE DECLINE WASN'T AS BIG.

DID WE SEE A SIMILAR TREND WITH STAAR DATA? DO YOU KNOW OFF THE TOP OF YOUR HEAD? I DON'T KNOW. OFF THE TOP OF MY HEAD WE CAN LOOK, BUT ALSO SECOND GRADERS.

SO THEY WERE KINDERGARTNERS AT THE BEGINNING.

SO THEY HAD THEIR THEY COULD HAVE HAD THEIR FULL FIRST GRADE YEAR, WHICH IS A REALLY IMPORTANT YEAR FOR FOR READING AND FOR MATH OUT OF SCHOOL.

AND I WOULD JUST HOPE THAT AND I KNOW YOU ALL ARE, BUT THAT WE ALL CAREFULLY WATCH THAT DATA AND MAKE SURE THAT IT DOESN'T CONTINUE TO TREND THAT WAY.

AND I STILL DON'T FEEL LIKE I QUITE GOT AN ANSWER.

AND I KNOW IT'S NUANCED BUT WOULD LOVE SOME FOLLOW UP INFORMATION, YOU KNOW, AS YOU DIG INTO THIS DATA.

THANK YOU. YOU'RE WELCOME.

TRUSTEE HERNANDEZ. THAT WAS FROM EARLIER OR YOU STILL HAD OK.

GO AHEAD. THANK YOU.

SO RECENTLY I'VE HEARD THAT THERE ARE SOME STUDENTS COMING INTO FIRST AND SECOND GRADE THAT HAVE NOT HAD ANY SCHOOLING BEFORE.

AND SO I KNOW THAT THIS IS LAST YEAR'S DATA, BUT JUST FLYING IN FOR THE FUTURE, IS THAT SOMETHING THAT WE CAN HAVE SOME DATA ON STUDENTS THAT THAT NEW NEWCOMERS TO SCHOOLING.

RIGHT. BECAUSE OF THE PANDEMIC, THERE'S A LOT OF PARENTS THAT HAVE HELD THEIR THEIR STUDENTS BACK.

AND SO IF THAT COULD BE SOMETHING THAT CAN BE CHARTED FOR US IN SOME WAY, JUST SO THAT WE KNOW, HEY, WELL, IT'S LIKE THIS POPULATION OF STUDENTS THAT IS MOVING THE TARGET AT SOME POINT OR, YOU KNOW, THIS POPULATION OF STUDENTS WERE DOING THIS EXTRA BECAUSE THEY HAVEN'T HAD ANY SCHOOLING.

AND THIS IS OUR FIRST YEAR, EVEN THOUGH THEY'RE IN FIRST OR SECOND GRADE THANK YOU. TRUSTEE BAKER.

MY QUESTION, COMMENTS KIND OF GOING IN LINE WITH WHAT TRUSTEE HERNANDEZ JUST MENTIONED, HERNANDEZ JUST MENTIONED.

ARE YOU ARE YOU SPENDING ARE YOU PLANNING OR DO YOU HAVE IN MIND TO HAVE NEW REPORTS THAT WILL SHOW HOW RESILIENT THE CHILDREN WERE DURING THE PANDEMIC AND HOW WE ACHIEVED THE B RATING.

AND, YOU KNOW, AS WE PERHAPS ONE DAY TAKE US, SNAP BACK IN HISTORY TO SEE THAT MOMENT IN TIME.

ARE YOU GOING TO SHOW HOW PERHAPS CHILDREN PERHAPS WILL COME OUT, MAYBE COME OUT EVEN BETTER IN THEIR FUTURE YEARS WITH ALL OF THE ESSER FUNDING, ALL OF THE EXTRA THAT YOU'RE DOING NOW WITH THE TUTORING AND EVERYTHING LIKE THAT.

[01:25:04]

SO ARE YOU GOING TO KEEP SOME SNAPSHOTS ON HAND TO PRESENT AT A LATER DATE TO SHOW WHAT HAPPENED, BOTH ON BOTH SIDES OF THE EQUATION, GOOD AND BAD? YEAH, THAT'S THAT'S ESSENTIALLY THE REASON WHY WE PUT SO MUCH THOUGHT INTO DEVELOPING OUR FIVE YEAR STRATEGIC PLAN TO ENSURE THAT WE NOT ONLY WE DON'T WE DON'T WANT TO JUST MAINTAIN WHERE WE ARE.

WE WANT TO CONTINUOUSLY IMPROVE AND SEE THE KIND OF PROGRESS IN OUR STUDENTS THAT WE KNOW THAT THEY'RE CAPABLE OF.

SO IT'S ABSOLUTELY NECESSARY FOR THIS PROCESS TO CONTINUE IN TERMS OF PROGRESS MONITORING, FOR US TO MODIFY, TO ADJUST, TO ANALYZE ALONG THE WAY, TO ENSURE THAT WE'RE GETTING THE MOST OUT OF OUR OPPORTUNITIES TO BUILD CAPACITY ON OUR STUDENTS.

GREAT. IT'S GREAT IDEA. THANK YOU SO MUCH.

TRUSTEE BLUEFORD-DANIELS, OR WAS THAT FROM EARLIER.

WELL, I JUST WANT TO FOLLOW UP BECAUSE.

THANK YOU, TRUSTEE HERNANDEZ.

SHE AND I WERE OVER AT ONE OF MY CAMPUSES AT AND WHERE THE PRINCIPAL MENTIONED THAT THE STUDENTS HAD NOT BEEN THERE FOR KINDER AND FIRST AND WERE JUST COMING TO SCHOOL FOR THE FIRST TIME.

SO I THINK IT'S AN EXCELLENT IDEA TO TRY AND THEN THANK YOU FOR THAT, TO TRY AND TRACK THAT.

HOW MANY KIDS WE HAVE ON CAMPUSES LIKE THAT THAT MAY BE IMPACTING ALL OF THE TESTING FOR THE FOR THE SECOND GRADERS AND OF COURSE, HOW IT COULD POSSIBLY IMPACT THE THIRD GRADE STAAR.

SO I JUST WANTED TO SAY THANK YOU FOR THAT, TRUSTEE HERNANDEZ, BECAUSE I MADE A NOTE AND FORGOT TO MENTION IT.

SO THANK YOU. WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

SO MOVED. SECOND HERNANDEZ.

MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE.

ONE AGAINST. ZERO ABSTENTIONS.

OH EIGHT FOR [INAUDIBLE]TRUSTEE SANTOS IS ON.

EIGHT FOR ONE AGAINST ZERO ABSTENTIONS.

WE ARE NOW READY TO CONSIDER THE SUPERINTENDENT'S AGENDA ITEMS.

[CONSENT AGENDA]

FOR THE RECORD, LET IT BE REFLECTED THAT ATTACHMENTS TO I 1, 2, AND 3 HAVE BEEN REVISED AND ITEMS J 1 AND K 26 AND THEIR ATTACHMENTS HAVE BEEN WITHDRAWN.

BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE A CONFLICT OF INTEREST AS DEFINED IN BOARD POLICY. BDAF LOCAL A CONFLICT OF INTEREST AS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEE'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTERESTS. EACH MONTH, ALL ACTION ITEMS BEGIN ON THE CONSENT AGENDA.

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

ON MONDAY PRIOR TO THE VOTING MEETING.

FOR SEPTEMBER THAT DEADLINE WAS NOON LAST FRIDAY DUE TO THE LABOR DAY HOLIDAY.

TRUSTEES AS A REMINDER EVERYONE HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT ADDITIONAL QUESTIONS AFTER A GENDER REVIEW TO THE ADMINISTRATION.

NO ADDITIONAL QUESTIONS WERE SUBMITTED, BUT THE ORIGINAL Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL.

IS IN YOUR SHAREPOINT UNDER SEPTEMBER BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT WEBSITE.

NO TRUSTEES REQUESTED TO HOLD ANY ITEMS FOR ABSTENTION AND OR DISCUSSION BEFORE THE DEADLINE.

DO I HAVE A MOTION TO ACCEPT TODAY'S AGENDA BY CONSENSUS? [INAUDIBLE] OH, SORRY.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT. AND WHILE I KNOW THAT THAT WE HAD WE HAVE PROCEDURES THAT WE NORMALLY FOLLOW.

I CAN SPEAK FOR MYSELF AND SAY I WAS EXHAUSTED AND I DIDN'T GET MINE IN ON TIME.

SO I'D LIKE TO MAKE A MOTION TO PULL ITEM I N.

I O IU K 12 K 17 K 37 K 36 K 49 AND K 50.

CAN YOU REPEAT THOSE ONE MORE TIME.

I'M SORRY. I SAID I TOOK THAT OFF.

I O I U.

JUST K.

K 17 K 37 K 36, K 49 AND K 50.

THAT'S MY MOTION TO REMOVE IT.

I MEAN, PULL IT. I'M SORRY.

IS THERE A SECOND, SECOND ON THIS.

[01:30:02]

THANK YOU, MA'AM. A MOTION FROM TRUSTEE BLUEFORD-DANIELS AND A SECOND FROM TRUSTEE HERNANDEZ TO PULL THOSE ITEMS, PLEASE VOTE.

YOU SHOULD BE ABLE TO SEE THEM.

YOU CAN DO DISCUSSION BEFORE A VOTE.

HAVE YOU ALREADY CALLED FOR THE VOTE? OKAY. WHAT'S YOUR QUESTION? SO MY QUESTION.

MY QUESTION IS TO MY COLLEAGUES WHO MADE A MOTION.

AND SECONDED, ARE THERE QUESTIONS THAT WERE NOT ANSWERED BY ADMINISTRATION IN THE Q&A DOCUMENT? THAT YOU STILL HAVE OUTSTANDING.

I GUESS THAT WOULD BE TO THE PERSON WHO WHO CALLED WHO ASKED FOR THE PULL.

THAT WOULD BE CORRECT.

OKAY. OKAY.

PLEASE VOTE.

[INAUDIBLE] I THOUGHT IT WASN'T CLEARED FROM LAST TIME.

OKAY. SORRY. EIGHT FOR ZERO AGAINST ONE ABSTENTION.

MADAM PRESIDENT, I LIKE TO MAKE A MOTION AT THIS TIME THAT ANYONE WHO DIDN'T HAVE AN OPPORTUNITY, ANY OF THE TRUSTEES WHO DID NOT HAVE AN OPPORTUNITY TO PULL AN ITEM OR WHO DID NOT RECEIVE FULL RESPONSES ON ITEMS THAT WERE PULLED AND REQUESTED OF THE ADMINISTRATION, HAVE AN OPPORTUNITY TO PULL THOSE ITEMS AT THAT TIME, INCLUDING MYSELF.

SECOND, WE HAVE A MOTION BY TRUSTEE GUIDRY AND A SECOND BY TRUSTEE BLUEFORD-DANIELS.

ANY DISCUSSION? I REALIZE I JUMPED THE GUN LAST TIME.

BEFORE WE JUMP INTO DISCUSSION, WHAT I WOULD LIKE TO SAY.

I THINK IT'S IMPORTANT TO OFFER THE SPECIFICITY AROUND THE ITEMS THAT YOU FEEL THAT YOU DIDN'T GET INSIGHT ON OR ANSWERS TO.

I WILL SAY THE ADMINISTRATION HAS WORKED EXTREMELY, PUT A LOT OF MAN HOURS INTO PROVIDING ANSWERS TO SEVERAL DIFFERENT QUESTIONS.

AND TO GET THIS INSIGHT KIND OF AT THE LAST MINUTE AND I HAD CONVERSATIONS WITH A COUPLE OF YOU LAST NIGHT, PROVIDED EMAILS AS EARLY AS TODAY FROM THOSE CONVERSATIONS LAST NIGHT.

SO I KNOW WE ARE DOING ANYTHING AND EVERYTHING ON TOP OF ALL OF THE WORK THAT DR.

BIRD HAS TALKED ABOUT TODAY TO MOVE KIDS.

WE WANT TO GET THIS PIECE OF IT SOLIDIFIED AS QUICK AS POSSIBLE.

TRUSTEE WADE.

I GUESS WHAT I'M TRYING TO UNDERSTAND IS I WOULD LIKE TO PULL IN THE FINANCE I AND SO WE HAVE A DISCUSSION ON HOW YOU LIKE IF YOU HAVE QUESTIONS ABOUT THE MOTION OF PULING.

[INAUDIBLE] SORRY.

TRUSTEE BLUEFORD-DANIELS.

AND THANK YOU FOR THAT. AND, MR. SUPERINTENDENT, YOU ALL HAVE BEEN VERY GOOD WITH REACHING OUT, ESPECIALLY TO MYSELF, WITH SOME OF THE QUESTIONS THAT I PULLED EVEN AFTER THE FACT.

SO MY MY MY QUESTIONS WITH SOME OF THEM THAT WE MAY HAVE TOUCHED ON ARE GOING TO BE MINIMUM, VERY, VERY MINIMUM.

THANK YOU. I KNOW IT TAKES A LOT OF EFFORT FOR YOU GUYS TO PREPARE FOR OUR QUESTIONS AND TO HAVE IT COOL FOR THE PUBLIC TO KNOW WHAT WE'RE QUESTIONING.

SO THANK YOU FOR THIS OPPORTUNITY TO BE VERY BRIEF OPPORTUNITY.

PLEASE VOTE.

SO WE'RE VOTING ON THE MOTION FOR TRUSTEES TO PULL ANY ITEMS THEY DID NOT PULL BEFORE THE DEADLINE.

[INAUDIBLE] I HAVE A QUESTION.

WHY DID WE HAVE AGENDA REVIEW LAST WEEK? LIKE THAT WAS WHEN WE SHOULD HAVE BEEN ASKING QUESTIONS.

AND I DON'T THINK THAT'S A QUESTION.

WHAT'S ON UP FOR VOTE RIGHT NOW? GO AHEAD AND VOTE. EIGHT FOR ZERO AGAINST ONE ABSTENTION.

YOU CAN JUST GO AROUND IT. ALL RIGHT, SO I'M TRYING TO THINK OF THE EASIEST WAY TO KEEP TRACK OF THIS.

LET'S GO BACK. I'LL JUST GO DOWN THE DAIS AND ASK WHO HAS NOTHING TO PULL.

THANK YOU. TRUSTEE WADE.

[01:35:01]

YES. I'M LOOKING AT THE IN THE FINANCE I UNDER.

ONE. I'M LOOKING AT 2202 14 THE RFP, I'M LOOKING AT 2308 0201 AND I'M LOOKING AT 2308 0704.

TRUSTEE GUIDRY. MIGHT I ASK AS WELL, IF AS AS THOSE ITEMS ARE BEING PULLED, CAN WE CAN WE UNDERSTAND WHAT THE QUESTION IS FOR THAT ITEM SO THAT WE CAN IMMEDIATELY START PROVIDING INSIGHT OR REFERRING BACK TO THE Q&A WHERE SOME OF THOSE ITEMS MAY HAVE BEEN ANSWERED ALREADY.

THAT WOULD BE EXTREMELY HELPFUL TO THE ADMINISTRATION.

SO JUST LIST THE QUESTION.

BUT YOU'RE NOT GOING TO GIVE THE ANSWER IMMEDIATELY, BECAUSE WHAT YOU'RE SAYING JUST LISTS THE QUESTION.

AND THEN BY THE TIME WE GET BACK TO QUESTIONS.

IS THAT WHAT I'M HEARING YOU SAY? OKAY. SO LET ME GO BACK TO.

SO YOU'RE WANTING THE QUESTIONS NOW IS WHAT YOU'RE SAYING.

OKAY. TRUSTEE WADE.

ALL RIGHT. MY QUESTION ABOUT THE FIRST ONE, WHICH IS SORRY, I'VE LOST MY THING.

THANK YOU. IS ON THE 2202 14 WITH THE RFP.

ARE THERE ANY OTHER WAYS THAT WE CAN ADDRESS THE FUNDING FOR THE EQUIPMENT THAT'S BEING.

LET ME GET TO THAT ITEM.

SORRY. IT'S THE NUTRITIONAL SERVICES, ARCHITECTURAL FARMING SUPPLIES AND EQUIPMENT.

2202 14 UNDER THE VERY FIRST ONE AND THE FINANCE PURCHASES APPROVAL OVER $100,000.

AND BASICALLY WHAT I WANT TO KNOW IS IF THERE'S ANY FDA, IS THERE ANY WAY, ANY WAY WE CAN LOOK AT THE ITEMS UNDER OBTAINING ARCHITECTURAL FARMING SUPPLIES AND EQUIPMENT FOR NUTRITIONAL SERVICES IN ANY OTHER WAY BESIDES GOING OUT FOR VENDORS. THAT'S MY QUESTION.

THE SECOND ONE IS 2308 0201 IS THE USE OF TEMPORARY BUILDINGS.

ARE THESE TEMPORARY BUILDINGS TO REPLACE OLD BUILDINGS ON OUR CAMPUSES, OR ARE THEY FOR NEW ACQUISITION FOR TEMPORARY BUILDINGS? AND THAT'S TEN OF 30, WHICH IF I WANT TO KNOW WHICH PAGE IT'S ON.

AND THEN THE LAST ONE IS 13 OF 30 PAGE IS THE PAGE IT'S ON AND IT'S 2308 07. I'M SORRY.

WHAT? OH, EXCUSE ME.

PAGE 64.

THIS HAS TO DO WITH PANORAMA PANORAMA EDUCATION.

IS THERE ANY OTHER VENDORS THAT WE CAN CONSIDER USING? THAT'S IT. THANK YOU.

OK. TRUSTEE GUIDRY.

OKAY. AND THANK YOU, SUPERINTENDENT, FOR ANSWERING A GREAT DEAL OF MY QUESTIONS.

I JUST HAVE A FEW FOLLOW UP ON PACKAGE PAGE 48.

I BELIEVE I BELIEVE THAT'S F ONE.

AND YOU AND I HAVE HAD A DISCUSSION AND YOU'RE RIGHT, YOU DID SUBMIT SOME ADDITIONAL INFORMATION TO ME TODAY.

BUT THE ONE QUESTION THAT I DID STILL HAVE REMAINING WAS AND THIS IS, OF COURSE, ABOUT THE CHILDREN EXECUTING THE RENEWAL AGREEMENT WITH HARRIS COUNTY AND THE JUVENILE BOARD.

AND YOU SENT OVER SOME EXCELLENT INFORMATION TO ME ABOUT THESE CHILDREN HAVE TO BE PLACED HERE WHEN, OF COURSE, THEY HAVE VIOLATED ON SIGNIFICANT TYPE VIOLATIONS, CRIMINAL VIOLATIONS.

AND THE QUESTION I STILL HAVE REMAINING IS BECAUSE WE ARE STILL OBLIGATED TO EDUCATE THESE CHILDREN, AND THAT'S A PART OF WHAT WE DO.

AND THAT'S THAT WAS YOUR RESPONSE.

AND SO I JUST NEED TO KNOW ARE THEY TRULY BEING EDUCATED OR ARE THEY JUST BEING PLACED IN A JAIL? BECAUSE IF WE'RE PRODUCING $700,000 FOR THE PURPOSE OF EDUCATING THESE CHILDREN, I HAVEN'T SEEN ANY DATA.

I DON'T KNOW IF YOU ALL GET OUTCOME DATA FOR THESE CHILDREN, BUT I'D LIKE TO SEE BECAUSE GUESS WHAT? WHEN THEY GET OUT, THEY HAVE TO BE PRODUCTIVE CITIZENS.

AND SO IF WE'RE SPENDING MONEY TO EDUCATE THEM WHILE THEY'RE INCARCERATED, THEN I WANT TO SEE SOME DATA THAT WE ARE ACTUALLY EDUCATING THEM.

[01:40:08]

SO THAT'S PACKAGE PAGE 48 OR 49 F1, AND THEN THE OTHER ONE WOULD BE PACKAGE PAGE 91. WHICH IS I 3A.

AND THAT IS THE GRANT AND THIS IS THE GRANT FROM TD [INAUDIBLE] FOR THE VISITING OF THE CHILDREN AND PREPARING FOR CHILDREN IN, I BELIEVE CPS CUSTODY AND $6 MILLION THAT'S BEING GRANTED TO MAKE SURE THAT THE CHILDREN HAVE WHAT THEY NEED FOR MATERNAL AND CHILD HEALTH AND SECURITY. I'VE BEEN PRACTICING LAW FOR 22 YEARS.

I HAVEN'T SEEN HISD COME OUT TO ANY ONE OF MY CPS CASES.

SO IF THIS MONEY IS BEING SUBMITTED TO US FOR THE PURPOSE OF ASSISTING THESE THESE FOLKS, THEN I WOULD SAY AS MANY CPS CASES AS I HAVE HANDLED OVER THE YEARS.

I SHOULD HAVE SEEN SOMEONE STEP UP BY NOW.

SO I'D LIKE TO KNOW WHERE THIS MONEY IS GOING, HOW IS IT BEING DISTRIBUTED AND AND DEVELOPED THROUGHOUT THE DISTRICT? BECAUSE AT $6 MILLION, I SHOULD HAVE SEEN SOMEBODY SHOW UP WHEN WE WERE LOOKING FOR BEDS AND WE WERE LOOKING FOR A CLOTHING FOR MATERNITY FOR SOME OF MY KIDS THAT I REPRESENTED WHO DID NOT HAVE SUCH THING.

SO IF WE CAN FOLLOW UP ON THAT, I'D APPRECIATE IT AND JUST GIVE ME SOME FEEDBACK ON HOW THAT MONEY IS BEING DISTRIBUTED AND WHAT WE ARE DOING AS A DISTRICT TO HELP OUT.

AND THEN ON K 12, WITH RESPECT TO THE CHANGE, I'M JUST WONDERING WHERE DID THE FOUR YEAR OR THE LIMITATION ON THE DAC, WHO RECOMMENDED THAT AND WHY DOES THE ADMINISTRATION BELIEVE THAT'S IN THE BEST INTERESTS OF HISD? AND THEN THE LAST ONE WOULD BE BASICALLY THE SAME THING WITH THE CHANGE OF POLICY FOR K 36.

WHERE DID THAT RECOMMENDATION COME FROM TO REMOVE THE THREE YEARS? AND WHY DO WE BELIEVE AS A DISTRICT TO ALLOW A A TEACHER TO BECOME A PRINCIPAL IN UNDER THREE YEARS? THOSE ARE MY QUESTIONS.

THANK YOU. OK.

TRUSTEE BLUEFORD-DANIELS.

YOU GAVE YOUR LIST, BUT IF YOU WANT TO SAY YOUR WHAT YOUR QUESTIONS ARE.

AND SEVERAL OF THEM I THINK TRUSTEE GUIDRY JUST MENTIONED K 12 AND 36 WERE A COUPLE OF MY CONCERNS.

SO LET ME JUST GO BACK AND TOUCH ON THE ONES THAT I HAD ANNOTATED, WHICH WAS LET ME SEE WHAT THAT ONE IS.

NUTRITION SERVICES.

OKAY. THAT WAS ANSWERED.

TRUSTEE HOUSE ANSWERED THAT ONE FOR ME.

SO WE CAN TAKE.

WE CAN TAKE N OFF I N BECAUSE [INAUDIBLE] SUPERINTENDENT HOUSE ANSWERED THAT.

BUT I WILL FOLLOW UP TOO HE ACTUALLY ANSWERED O BUT I WANT TO FOLLOW UP WITH A QUESTION WITH A CONCERN FOR O IS RFP 220308 WHICH IS THE BENEFITS CONSULTING AND AND THAT'S KIND OF OUT OF OUR LANE.

BUT MY QUESTION WAS I LOOKED AT THE AMOUNT OF MONEY.

WHENEVER THERE'S A LARGE AMOUNT OF MONEY ON YOUR PROJECT THAT COMES UP, I'M ALWAYS STARTING TO ASK QUESTIONS.

AND SO MY QUESTION WAS IF THIS COULD BE ACHIEVED THROUGH CONSULTATION WITH THE THAT COMMITTEE THAT'S COME UP ABOUT THE DEBT COMMITTEE AND THE PERIOD OF TIME THAT THEY'RE GOING TO BE SERVING NOW, BECAUSE YOU'VE GOT ACTUALLY SOME COMMITTEE MEMBERS THAT ARE A LOT OF THEM ARE OUT THERE TEACHERS.

AND I THOUGHT PERHAPS WE COULD HAVE A SAVINGS IF WE COULD POSSIBLY HAVE A SAVINGS WITH UTILIZING SOME OF THEIR INPUT.

SO THAT WAS JUST MY OWN.

MY CONCERN WITH THAT, THAT DOESN'T NECESSARILY HAVE TO BE A QUESTION, BUT CONSIDERATION FOR SAVINGS.

AND SO LET ME GO TO THE NEXT ONE.

UM. IT'S GETTING CLOSE.

THE NEXT ONE WAS 2205 11 U.

THAT WAS FOR LEGISLATIVE SERVICES.

AND AS I WAS LOOKING AT THAT, WHICH WAS A $1.5 MILLION FOR THE PERIOD OF TIME AS YOU PULL IT UP THERE AND AND AS I WAS READING IT, IT SAYS AND SUPERINTENDENT HOUSE YOU ANSWERED MY QUESTION TOO IT'S CONTINUED THAT YOU ALL HAVE TO DO WORK FOR THE FOR THE DISTRICT.

[01:45:04]

AND SO MY QUESTION WAS, WHAT HAVE WE GOTTEN OUT OF THOSE SERVICES EVEN IN THE PAST FOR $855,000 THAT WAS SPENT AND NOW $1.5 MILLION? THEN WHAT.

WHAT HAVE WE GOTTEN OUT OF IT? AND HOW HAD IT BEEN APPLIED TO THE DISTRICT AS A WHOLE? BECAUSE I WAS READING THIS AND IT SAYS THAT THIS PROJECT DIRECTLY IMPACTS STUDENTS BY PROVIDING THE DISTRICT WITH UP TO DATE FEDERAL, STATE AND LOCAL LEGISLATIVE AND REGULATORY CHANGES.

AND SO. I KNOW WE HAVE TO BE UPDATED EVERY TIME, EVERY OTHER YEAR WHEN THERE'S LEGISLATION.

THAT'S WHY I WAS CURIOUS ABOUT THAT TIMELINE, THAT THAT AMOUNT OF MONEY IS GOING TO BE UTILIZED.

SO THAT WAS MY PRETTY MUCH COMMENT.

CONCERN WITH THAT IS WHAT I SHOULD SAY.

THERE WAS ANOTHER NEW PROJECT THAT WAS 8 A.

AND THAT PROJECT WAS FOR A COOPERATIVE, FINE ARTS MUSICAL.

SUPERINTENDENT HOUSE YOU ANSWERED THAT SO WE CAN TAKE THAT OFF MY LIST.

THANK YOU. AND.

THE SECOND REASON FOR IT WAS FOR THE DAC.

I'M SORRY, I DON'T HAVE TO PULL THAT ONE AGAIN BECAUSE AGAIN I THINK THAT IT WOULD BE IMPORTANT TO LOOK AT TENURE, THAT MAYBE WE COULD LOOK AT DOING TWO FOUR YEAR TERMS AS OPPOSED TO TWO TWO YEAR TERMS, JUST TO HAVE SOME EXPERIENCED PEOPLE THAT'S CONTINUOUSLY WORKING ON DAC.

GOING BACK TO WHAT I WAS TALKING ABOUT INITIALLY, WHICH WOULD BE TO OFFER INSIGHT AND INPUT AS IT RELATES TO ONE OF THE RFPS THAT I PULLED EARLIER. THE OTHER ONE WAS THE SAFETY AND RISK PROGRAM UNDER 17.

AND THE REASON WHY I PULLED THAT BECAUSE MY NOTES AND MY NOTES, PART OF THAT THAT WE ALLEVIATED IN THAT WAS TEMPORARY ASSIGNMENTS.

AND MY CONCERN WITH THAT WAS DURING TROPICAL STORM HARVEY.

FOR THOSE THAT MAY HAVE BEEN ABLE TO GET TO GRD OR MAY HAVE BEEN HERE DOING DOING IT ALL, THERE WERE OFFICERS FROM ALL OVER THE COUNTRY HERE IN HOUSTON ASSISTING US.

SO I HAD SOME CONCERN WITH REMOVING THAT TEMPORARY ASSIGNMENT AND ALSO THE FACT THAT SOMETIMES WE HAVE OFFICERS THAT ARE LOST IN THE LINE OF DUTY, SAY, FOR INSTANCE, THE SHERIFF'S DEPARTMENT, THEN HPD AND THE SHERIFF'S DEPARTMENT USUALLY SUPPORTS THOSE OFFICERS AND FAMILIES AND THAT BROTHERHOOD AND OFFICERS COME IN FROM ALL OVER TEXAS TO HELP FILL IN THOSE GAPS.

SO REMOVING TEMPORARY ASSIGNMENT.

MY CONCERN IS IF WE HAD IF OUR OFFICERS HAD TO BE USED TO HELP SUPPLEMENT THOSE OFFICERS THAT ARE GOING TO A FELLOW BRETHREN FUNERAL, AS DID YESTERDAY WITH THE YOUNG MAN FROM PRECINCT THREE.

IF OUR OFFICERS IF WE REMOVE THAT, THEY STILL BE ABLE TO BE UTILIZED AS BACKUP IN THOSE THOSE CIRCUMSTANCES.

SO I HOPE YOU ALL UNDERSTAND THAT QUESTION.

BUT I DIDN'T LIKE THAT REMOVING TEMPORARY ASSIGNMENT OUT OF THAT BECAUSE WE DON'T KNOW WHEN WE'LL HAVE TO USE THEM SOMEWHERE TEMPORARILY.

AND I JUST HATE TO REMOVE IT.

THE OTHER PART, MY LAST PULL WAS 37 AND WENT BACK TOO FAR.

IT WAS FOR ONE OF THE POLICIES 37.

[INAUDIBLE].

IT MOVED TO 36 OK.

THANK YOU. SO THAT MOVED 36 BECAUSE WE MOVED ANOTHER ONE.

WE REMOVED ONE. YES.

26 WAS A ROOM. OKAY.

AND THAT WAS ANOTHER QUESTION I HAD FOR I THINK MY LAST MY LAST THIS IS MY LAST ONE PRESIDENT CRUZ, REGARDING 49.

ACTUALLY, IT'S NOT, BUT 49, WHICH IS OUR SECOND READING.

AND I WAS WONDERING WHY WE'RE STRIKING AND REMOVING THE ENTIRE STUDENT RIGHTS AND RESPONSIBILITY OF STUDENT CONDUCT POLICY.

AND NOW THIS IS THE LAST ONE.

FOR REAL. FOR REAL.

K 50.

I'M JUST, I'M CONCERNED THAT I KNOW THAT WE'VE GOT LEGISLATION THAT HAS BEEN ENACTED SAYING WE HAVE TO RECEIVE THE PRINCIPLES MAY ALLOW FOR PATRIOTIC SOCIETIES TO COME OVER AND SPEAK.

[01:50:01]

MY CONCERN IS MY THOUGHT PROCESS WAS FIRST THEY'LL HAVE TO PASS THROUGH VIPS.

HOPEFULLY, WHOEVER IT IS THAT GOES OVER THERE, HOPEFULLY THEY HAVE TO CLEAR VIPS.

AND THEN SECONDLY, I'M JUST CONCERNED IT'S GOING TO OPEN US UP TO A WHOLE LOT OF LAWSUITS, BECAUSE I THINK THAT YOU WILL HAVE US MEANING THE DISTRICT.

I THINK WE'LL HAVE PROBABLY CHRISTIAN GROUPS OR OTHER GROUPS THAT WILL WANT TO DO THE SAME THING TO BE OPENED UP, TO GO INTO THE SCHOOLS AND ADDRESS THOSE CAMPUSES.

I WILL ASK FOR THAT SAME OPPORTUNITY.

AND IF IT'S DENIED TO THOSE, IT HASN'T BEEN DENIED, HAS NOT BEEN DENIED TO OTHERS.

I'M JUST AFRAID OF THE LAWSUIT.

SO THAT'S MORE OF A COMMENT.

SO IT'S NOT NECESSARILY A QUESTION.

YOU CAN ADDRESS IT IF YOU WANT TO.

BUT I WANTED TO MAKE I WANTED TO BE ON RECORD AS MAKING THAT NOTE.

SO THAT'S IT. THANK YOU.

THAT'S IT. THAT'S ENOUGH.

I KNOW. I NEED SOME WATER NOW.

TRUSTEE DEIGAARD.

THANK YOU. I'M GOOD.

TRUSTEE BAKER. THANK YOU, TRUSTEE HERNANDEZ.

THANK YOU. MINE IS K 36.

AND MY QUESTION ABOUT THAT AND WE DISCUSSED THIS, MR. HOUSE IS REMOVING THE THREE YEAR POLICY ON HERE BY KEEPING IT IN THE JOB ASSIGNMENT DOES NOT GUARANTEE THAT THERE WILL STILL BE A THREE YEAR TEACHER EXPERIENCE AS A TEACHER REQUIREMENT IN THE FUTURE.

SO I WOULD JUST LIKE TO KEEP NUMBER SIX AS IT IS.

THANK YOU. TRUSTEE GUIDRY, YOU'RE IN THE QUEUE.

I WOULD LIKE TO MAKE A MOTION THAT THE THREE YEAR EXPERIENCE AS A CLASSROOM TEACHER BE PLACED BACK IN THE POLICY IN K 36.

AND WE I BELIEVE WE CAN VOTE ON THAT RIGHT NOW.

SECOND, ONCE WE CALL THEM UP TO DISCUSS YEAH WE WERE GOING AROUND THE DAIS TO SEE WHICH ONES NEEDED TO BE PULLED.

AND THEN WHEN THAT OFFICIALLY GETS PULLED FOR DISCUSSION, YOU CAN MAKE THAT MOTION.

YEAH WE'RE GOING TO GO THROUGH THEM ONE BY ONE.

ALL RIGHT. SO LET'S START.

[INAUDIBLE] START WITH F1 I THINK IS THE FIRST ONE IF WE'RE GOING IN ORDER.

[F-1. Authority To Execute An Agreement Renewal With The Harris County Juvenile Board (Part 1 of 2)]

AND THAT WAS THE THE J J [INAUDIBLE] DO WE HAVE AN ANSWER FOR TRUSTEE GUIDRY ? LIKE TO JUST TO REMIND EVERYONE THIS REVISES BOARD POLICY TO UPDATE THE DATES FOR BOARD ELECTIONS.

[INAUDIBLE] YEAH I PUT SOME SOME SPECIFIC NOTES IN PLACE HERE AND LET'S SEE, I ACTUALLY DON'T.

SO WE'RE VOTING ON WHETHER TO PASS IT AS IT IS OR MORE QUESTIONS ABOUT IT.

HE'S ANSWERING THE INITIAL QUESTIONS.

SO THIS ONE, I JUST HAVE A CLARITY ON PROCESS HERE.

ARE WE NOT DOING, LIKE, MAKING MOTIONS AND SECONDS? SO WE CAN HAVE A DISCUSSION? YES, I THINK YOU'RE RIGHT.

SO WE NEED TO MAKE A MOTION.

AND JUST AS A REMINDER, TRUSTEES, THIS IS.

THE REGULAR BOARD MEETING. SO IT'S ONE ROUND OF ONE MINUTE.

SO DO I HAVE A MOTION FOR F ONE? SORRY [INAUDIBLE] FOR EACH ITEM OF DISCUSSION WE WILL DO ONE ROUND OF ONE MINUTE PER TRUSTEE.

IF AN ADDITIONAL ROUND IS DESIRED, THAT CAN BE DONE WITH THE MOTION SECOND AND BOARD VOTE.

WE WILL BEGIN WITH ITEM F ONE.

MAY I HAVE A MOTION? SO MOVED HERNANDEZ.

SECOND, WE HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BLUEFORD-DANIELS ANY DISCUSSION? SO SUPERINTENDENT HOUSE, YOU WERE ANSWERING THE QUESTION.

SPECIFICALLY TRUSTEE GUIDRY WANTED TO TO HAVE SPECIFIC DATA FROM THE [INAUDIBLE] AROUND STUDENT PERFORMANCE.

OF COURSE, WE DON'T HAVE THAT DATA UNLESS THOSE STUDENTS HAVE BEEN RELEASED AND ARE BACK IN THE CARE OF US AND WE'VE BEEN PROVIDED WITH SOME KIND OF ASSESSMENT DATA.

BUT IT'S SOMETHING THAT WE CAN REACH OUT AND AND ASK FOR GIVEN THE REQUEST.

THANK YOU. I APPRECIATE THAT.

AND THEY'RE ALSO THOSE STUDENTS ARE THERE FOR VARYING AMOUNTS OF TIME.

SOME OF THEM ARE VERY SHORT PERIODS OF TIME.

SOME OF THEM STAY LONGER.

SO IT DEPENDS ON KIND OF WHEN THEY'RE THERE, TOO.

[01:55:02]

YEAH. AND THAT IS ACTUALLY MY CONCERN BECAUSE WE HAVE VARYING DEGREES, IF YOU WILL.

AND SO WHEN THEY COME OUT NOW THEY'RE RELEASED BACK INTO OUR SYSTEMS. RIGHT. AND WE DON'T KNOW THEIR LEVELS OF EDUCATION.

WE DON'T KNOW WHERE WHAT HAS OCCURRED.

BUT YET WE'RE WE'RE REQUIRED TO EDUCATE THEM WHERE THEY ARE.

SO IF WE'RE REQUIRED TO EDUCATE THEM WHERE THEY ARE AND HOPEFULLY THEY'LL COME BACK OUT AND COME BACK INTO THE SCHOOL SYSTEM, I WOULD JUST LIKE TO HAVE SOME DATA ON HOW THEY'RE PERFORMING, WHERE THEY ARE.

SO AND I UNDERSTAND THAT THAT'S SOMETHING THAT MAY NOT BE AVAILABLE, BUT I'M JUST ASKING FOR THE FUTURE, IF POSSIBLE.

I WANT TO REITERATE, I HEARD A STATEMENT THAT KIND OF SPOKE TO [INAUDIBLE] AS A KIND OF INSTITUTIONAL JAIL.

THIS IS ESSENTIALLY FOR STUDENTS THAT HAVE BEEN EXPELLED FROM SCHOOL BUT ARE AT HOME IN THE CUSTODY OF THEIR PARENTS CARE.

SOME EXPULSIONS ARE MANDATORY BY LAW, OF COURSE, AND OTHERS ARE DISCRETIONARY.

SO IT'S NOT NOT NECESSARILY A CORRECT, BUT STILL, ESSENTIALLY, THEY'RE OUT OF THE SYSTEM AND WE'RE STILL REQUIRED TO EDUCATE THEM.

AND SO, AGAIN, I WOULD JUST LIKE TO GET SOME DATA, SOME FEEDBACK ON HOW WE ARE EDUCATING THEM BEFORE WE SEND THEM BACK AFTER EXPULSION. THANK YOU.

TRUSTEE DEIGAARD.

OKAY THAT WAS FROM EARLIER.

OH, THANK YOU, TRUSTEES AS A REMINDER, WE NEED TO DO HEARING OF THE COMMUNITY AT 7 P.M.

[HEARING OF THE COMMUNITY]

PER BOARD POLICY.

WE WILL NOW CONDUCT OUR HEARING OF THE COMMUNITY SO THAT SPEAKERS MAY BE HEARD NO LATER THAN 7:00 PM IN ACCORDANCE WITH BOARD POLICY.

ONLY THOSE REGISTERED BY NOON YESTERDAY MAY SPEAK THIS EVENING.

COPIES OF HANDOUT MATERIALS MUST HAVE BEEN PROVIDED TO BOARD SERVICES BY NOON YESTERDAY.

WE HAVE FIVE REGISTERED SPEAKERS REMAINING THIS EVENING.

SPEAKERS ARE LIMITED TO ONE MINUTE EACH.

I'D LIKE TO REMIND SPEAKERS THAT WHEN ADDRESSING THE BOARD, PLEASE STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEY ARE PROTECTED UNDER THE FAMILY, EDUCATION RIGHTS AND PRIVACY ACT.

HOWEVER, NAMING YOUR OWN CHILD IS PERMISSIBLE IN THE COURSE OF STATING YOUR CONCERN.

THE BOARD ENCOURAGES AND WELCOMES COMMENTS AND INPUT FROM OUR COMMUNITY, BUT WE CANNOT RESPOND TO OR DELIBERATE ON ANY SUBJECT THAT IS NOT INCLUDED ON THE POSTED AGENDA.

THAT IS, THE BOARD CANNOT DELIBERATE OR RESPOND DIRECTLY TO A SPEAKER IN THIS FORMAT.

WHILE THE BOARD LISTENS TO CONCERNS OF A GENERAL NATURE, 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.

WE WILL BEGIN WITH REGISTERED SPEAKERS WHO SIGNED UP TO ADDRESS THE BOARD IN THE AUDITORIUM.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

THE CLOCK ON YOUR WALL, ON THE WALL, TO YOUR RIGHT AND ON THE PODIUM WILL COUNT DOWN YOUR TIME AND WILL SIGNAL WHEN YOUR TIME IS UP.

I ASK THAT YOU PLEASE RESPECT OUR PROCEDURES AND THE OTHER SPEAKERS AND END YOUR REMARKS PROMPTLY WHEN YOUR TIME HAS EXPIRED.

WOULD ISAIAH THOMAS PLEASE COME TO THE PODIUM AS I CALL THE NEXT THREE NAMES? PLEASE TAKE A SEAT ON THE FRONT ROW.

SANDRA [INAUDIBLE] DOMINIQUE [INAUDIBLE].

REGINA'S [INAUDIBLE].

HELLO I'M SANDRA [INAUDIBLE].

ON MAY 12TH, A STUDENT WAS SHOT AT MY DAUGHTER'S HIGH SCHOOL CAMPUS PARKING LOT.

ON MAY 25TH, I SENT [INAUDIBLE] AN EMAIL REGARDING THE LACK OF COMMUNICATION, BROKEN MONITORING EQUIPMENT ON CAMPUS, PROTOCOLS IN PLACE BY HISD. THREE MONTHS LATER, I RECEIVED THE ONE AND ONLY VOICE MAIL FROM OUR SSO THAT DID NOT ADDRESS ANY OF THESE ISSUES.

ONE PROTOCOL'S PRINCIPALS ARE ENDOWED WITH MORE THAN 2,500 STUDENTS ON CAMPUS, BUT THEY DON'T HAVE PERMISSION TO HAVE A CALL OUT TO PARENTS WHEN THERE'S AN ISSUE ON CAMPUS.

TWO EQUIPMENT TOOK THREE YEARS, ONE SHOOTING AND MY CATALYTIC CONVERTER BEING STOLEN BEFORE ANYTHING ELSE HAPPENED.

BUT I GUARANTEE IT WAS THE SHOOTING.

FOUR THREE THE COMMUNICATION.

[02:00:02]

TWO LOCKDOWNS IN THAT SAME DAY, TWO AND A HALF HOURS FOR THE CALL OUT TO BE APPROVED BY OUR PRINCIPAL TO COME OUT AND TELL US WHAT HAPPENED, LITTLE INFORMATION.

WHAT WE KNOW IS ONE OF FIVE ATTACKERS, FOUR WERE NOT ARRESTED.

ARE WE STILL AT RISK AND IN DANGER OF THOSE [INAUDIBLE].

WAS THAT SANDRA? ISAIAH THOMAS WASN'T HERE.

DOMINIQUE [INAUDIBLE].

REGINA [INAUDIBLE].

GOOD EVENING, MADAM PRESIDENT, SUPERINTENDENT HOUSE AND BOARD MEMBERS.

MY NAME IS REGINA [INAUDIBLE] AND I'M A CURRENT HISD EMPLOYEE.

I STAND BEFORE YOU THIS EVENING TO BRING TO YOUR ATTENTION THE CURRENT HARASSMENT, RETALIATION, BULLYING, SLANDER AND DEFAMATION THAT I HAVE ENDURED THE PAST NINE MONTHS. TOMORROW WILL BE TWO YEARS THAT I'M EMPLOYED WITH HISD.

SO JUST THINK NINE MONTHS OF MY TIME WITH YOU.

ALL I'VE BEEN DEALING WITH THIS.

THIS HAS BROUGHT HAS BEEN BROUGHT TO MANY PEOPLE'S ATTENTION.

I HAVE REPORTED IT AND IT HAS BEEN SENT VIA EMAIL TO CHIEF OPERATING OFFICER OF FMO, EXECUTIVE OFFICER, FACILITY SERVICES, EXECUTIVE OFFICER OF EMPLOYEES EXPERIENCE, EXECUTIVE DIRECTOR OF PROFESSIONAL STANDARDS, THE TALENT MANAGER, THE GENERAL MANAGER OF FACILITIES, BUSINESS SOLUTIONS, AND THE AREA MANAGER WHOM IS THE AGGRESSOR.

MY MY SAFETY HAS BEEN, YOU KNOW, BEEN MESSED WITH.

I'M NOW HAVING TO TAKE ANXIETY AND DEPRESSION PILLS BECAUSE OF THIS.

BUT HISD HAS FAILED ME.

[INAUDIBLE] NEXT WE WILL HEAR FROM A SPEAKER WHO REGISTERED TO ADDRESS THE BOARD VIRTUALLY VIA ZOOM.

OH, I THINK SHE'S IN PERSON.

SISTER MAMA SONYA LUCAS ROBERTS.

YOU LISTEN TO US, RESPECT US.

NEVER, EVER FORGET US.

I HOPE YOU REALLY CARE ABOUT US.

THAT'S MY POLICY.

ON FRIDAY, SEPTEMBER 8TH, A CALL WAS MADE TO HIS HISD THAT SOMEONE HAD A GUN ON THEIR HEAD ON THE CAMPUS OF [INAUDIBLE].

THIS WAS A FALSITY.

HPD AND HISD THANKFULLY, CAME TO THE CAMPUS WITH RIOT GEAR AND GUNS.

THIS WAS FRIDAY AS SCHOOL WAS ABOUT TO GET OUT.

ON TUESDAY MORNING, THERE WAS NO COUNSEL FROM THE HISD, ANY DEPARTMENT TO TALK TO THE KIDS.

I WAS TOLD THAT THE POLICY, YOUR POLICY IS THAT THEY DON'T SEND ANYBODY OUT UNLESS THE COUNSELOR UNLESS SOMEBODY FROM THE SCHOOL CALLS THEM.

I CALL THIS DEATH BY POLICY.

SO YOU'RE SAYING THEY'RE SAYING THAT IF THERE IS AN ACTIVE SHOOTER OR REPORT OF AN ACTIVE SHOOTER ON CAMPUS, THE ORDER FOR THE COUNSELING DEPARTMENT TO COME, THAT MEANS SOMEBODY ELSE FROM THE SCHOOL HAS TO COME.

THE RIGHT HEAD IS NOT TALKING TO THE LEFT HAND.

WHEN I TALK TO THE PEOPLE IN THE COUNSELING DEPARTMENT, I WAS TOLD THAT, OH, NO, THEY NEVER CALL US.

WE DON'T CALL EACH OTHER.

SO I'M TELLING YOU, YOU HAVE DEATH BY POLICY, DON'T FORGET.

[INAUDIBLE] MISS TRINH, DO WE HAVE ANY SPEAKERS VIA ZOOM? WE DO NOT AT THIS TIME, MADAM PRESIDENT.

THANK YOU. THAT CONCLUDES OUR HEARING OF THE COMMUNITY.

OKAY, SO WE'LL GO BACK.

WE WERE ON ITEM F ONE, COLLEAGUES.

[F-1. Authority To Execute An Agreement Renewal With The Harris County Juvenile Board (Part 2 of 2)]

WAS THERE ANYONE I MISSED? ARE WE READY TO VOTE? YEAH. PLEASE VOTE ON ITEM F ONE.

EIGHT FOR ZERO AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS.

[I-1. Approval Of Vendor Awards For Purchases Over $100,000 And Ratification Of Vendor Awards For Purchases Under $100,000]

ALL THE ITEMS THAT WERE HELD.

SO I'LL JUST GO IN ORDER THAT WE PULLED THEM AT THE DAIS.

SO LET'S START WITH 2202 14.

DO WE KNOW WHAT PAGE THAT'S ON? ON PAGE 53, IT'S RFP 2202 14.

TRUSTEE WADE PULLED.

YEAH. WE HAVE AN ANSWER FOR HER QUESTION.

I THINK IT'S I ONE [INAUDIBLE] BOARD SERVICES.

CAN WE PULL IT UP ON THE SCREEN.

SHE'S PUTTING IT UP. [INAUDIBLE]

[02:05:16]

ARE THEY ITEMS TRUSTEE BLUEFORD-DANIELS THAT YOU PULLED FOR DISCUSSION THAT YOU NO LONGER HAVE A QUESTION ABOUT.

I DON'T HAVE ANY PULLS IN A THROUGH H.

SO SUGGESTING THAT WE GO AHEAD.

SO IT'S ALREADY ON THE CONSENT AGENDA.

SO THAT WILL BE APPROVED WHEN YOU APPROVE THE CONSENT.

I SEE. THANK YOU.

SO DO I NEED TO ASK THE QUESTION, DOES SHE NEED TO RESTATE HER QUESTION? OKAY. OKAY.

SO BASICALLY WHAT I WANTED TO KNOW WAS, FIRST OF ALL, ON THIS NUTRITIONAL SERVICES ITEM WITH FARMING SUPPLIES AND EQUIPMENT, IS THERE A WAY TO LOOK AT THIS OUTSIDE OF AN RFP? IS THERE ANY WAY WE CAN LOOK AT GETTING A GRANT? THERE'S ALWAYS AN OPPORTUNITY FOR A GRANT.

OUR CHIEF OPERATING OFFICER, WANDA WOULD YOU LIKE TO SHARE SOME INSIGHT HERE? SORRY. WELL, SHE'S COMING UP, Y'ALL.

WE DIDN'T. WE'RE SO OFF.

I'M NOT USED TO THIS. SO WE NEED TO DO A MOTION AND A VOTE FOR THIS ITEM 2202 14.

DO I HAVE A MOTION ON THIS? WHO WAS THE MOTION? WHO DID WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE HERNANDEZ OK.

SORRY ABOUT THAT. SO WE DO HAVE A VERY ACTIVE CHILD NUTRITION DEPARTMENT THAT LITERALLY LOOKS AT ALL GRANTS.

AND SO IF THERE WAS ONE AVAILABLE, THEY WOULD HAVE ALREADY GOTTEN IT.

THEY LOOK AT THIS ALL THE TIME.

FAIR ENOUGH. THAT'S ALL I NEED.

THANK YOU. AND THEN THE SECOND ONE.

OH, WAIT. SORRY. SO WE NEED TO VOTE ON THIS ONE.

OKAY, SO WE HAVE A MOTION AND A SECOND.

PLEASE VOTE COLLEAGUES ON RFP 2202 14.

TRUSTEE BAKER. EIGHT FOR ZERO AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS RFP 2308 02 YES ONE RFP 230801 DO I HAVE A MOTION? [INAUDIBLE] DO I HAVE A MOTION? SO MOVED HERNANDEZ SECOND.

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

IS THERE ANY DISCUSSION? TRUSTEE WADE.

YES. MY QUESTION IS, ARE THESE BUILDINGS THAT ARE BEING LOOKED AT TO IN THIS COOPERATIVE PROJECT, ARE THEY TO REPLACE OLD BUILDINGS ON CAMPUSES THAT ARE NECESSARY OR ARE THEY FOR NEW INSTALLATIONS? SO IDEALLY WE WOULD NOT WANT ANY TEMPORARY BUILDING ON CAMPUSES.

A GOOD EXAMPLE OF HOW WE USE THIS CONTRACT IS OAK FOREST.

WE JUST PUT A MODULAR BUILDING UP THERE BECAUSE OF OVERCROWDING.

AND SO WE ARE VERY CAUTIOUS WHEN WE DO PUT A BUILDING IN BECAUSE IDEALLY WE'D LIKE BRICK AND MORTAR.

MANY OF OUR TEMPORARY BUILDINGS ARE VERY OLD IN THE SCHOOL REQUIRES THEM AND NEED THEM UNTIL WE CAN GET THEM ADDITIONS OR WHATEVER.

SO YES, WE USE IT IN MANY WAYS.

AND I GUESS THIS BEGS THE QUESTION, WE HAVE SO MANY BUILDINGS IN OUR TEMPORARY BUILDINGS ON CAMPUSES THAT ARE WHERE THE TOILETS ARE FALLING IN ALL THESE DIFFERENT THINGS, TERMITES, ALL THESE KIND OF PROBLEMS. I'M JUST ASKING THE QUESTION SO I CAN BETTER UNDERSTAND IF WE'RE GOING TO BE UTILIZING THIS TO CHANGE THOSE OLD BUILDINGS OUT AT ANY POINT? WELL, EVERYTHING IS OBVIOUSLY A FUNCTION OF HAVING FUNDING TO DO.

OF COURSE. ONE OF THE INITIATIVES THAT WE ARE DOING IS THOSE BUILDINGS THAT ARE ON CAMPUSES THAT ARE IN DISREPAIR AND ARE NO LONGER NEEDED THERE.

WE ARE GETTING RID OF THOSE [INAUDIBLE] THOSE BUILDINGS.

BUT AGAIN, YOU KNOW, WE NEED A BOND.

[02:10:04]

YES. I JUST WANT TO MAKE SURE WHEN I SEE THIS THAT WE'RE LOOKING AT THE BUILDINGS.

WE'RE VERY METHODICAL IN TERMS OF ADDING MORE TO THE DISTRICT.

AND AGAIN, AS I SAID BEFORE, IT'S NOT OUR BEST OPTION, BUT IT'S AN OPTION WE HAVE NOW.

OKAY. THANK YOU. I APPRECIATE THAT.

I JUST WANT TO CLARITY AND THEN.

ALL RIGHT. THANK YOU BOTH.

YES. TRUSTEE HERNANDEZ.

I HAVE A QUESTION ABOUT THAT ITEM JUST ALONG THE LINES OF TRUSTEE WADE'S QUESTIONING.

I THINK YOU SAID IF THEY ARE IN DISREPAIR AND NOT NEEDED NOW WE HAVE A LOT OF T BUILDINGS.

MY DISTRICT HAS A LOT OF SCHOOLS WITH T BUILDINGS THAT ARE IN DISREPAIR BUT ARE NEEDED.

THAT MEANS THAT THERE ARE STUDENTS CURRENTLY IN THE BUILDING THAT DILAPIDATED T BUILDING.

WE ARE WORKING HARD TO MAINTAIN THEM.

AND UNTIL WE.

WILL THIS ITEM BE USED TO REPLACE THOSE OLDER T BUILDINGS? YES, AS WE CAN BASED ON FUNDING.

$6 MILLION. DO YOU KNOW HOW MANY T BUILDINGS THAT BUYS? NOT AS MANY AS WE NEED.

BUT I CAN PROVIDE THAT INFORMATION.

PERFECT. THANK YOU. [INAUDIBLE] THANK YOU.

OKAY. SO WE ARE VOTING ON RFP 2308 0201. PLEASE VOTE.

EIGHT FOR ZERO AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS RFP 2308.

IS IT? 0707 OK 0404 OK IT'S ALL.

0704 I WROTE IT WEIRD.

OK. IT'S AN I ITEM.

MM HMM. RFP 2308 0704.

IT'S ON YOUR SCREEN. AND MY QUESTION OR DO WE NEED TO MAKE A MOTION? I'M SORRY. THANK YOU.

MAY I HAVE A MOTION? SO MOVED.

DO I HAVE A SECOND. SECOND HERNANDEZ.

WE HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE HERNANDEZ.

OK THANK YOU. THIS IS MY LAST QUESTION ON PANORAMA EDUCATION.

I'D LIKE TO UNDERSTAND IF THERE IS ANY OTHER VENDOR THAT CAN BE USED IN LIEU OF THIS PARTICULAR ORGANIZATION.

WHAT MAKES THIS ORGANIZATION THE ONE THAT WE NEED TO USE? THERE ARE A VARIETY OF ORGANIZATIONS THAT WILL DO SURVEY WORK.

PANORAMA HAS IS KNOWN IN THIS EDUCATION SPACE TO COLLECT PERCEPTION DATA FOR TEACHERS, STUDENTS AND COMMUNITY MEMBERS.

SO THEY'RE WIDELY USED IN K-12 EDUCATION.

BUT THERE ARE CERTAINLY OTHER COMPANIES THAT DO SIMILAR WORK.

THERE'S CONTROVERSY OVER PANORAMA.

AND SO I WANTED TO BETTER UNDERSTAND IF THERE WAS SOME OTHER REASON WHY WE FEEL THE NEED TO USE THEM OR IF THERE ARE OTHER ORGANIZATIONS WE COULD LOOK AT OUTSIDE OF THEM THAT MAYBE DO THE SAME WORK.

SO THAT WAS MY CONCERN.

WELL, WHAT I WILL SAY IS THAT WE SPEND SIGNIFICANT TIME DOING THE RESEARCH AROUND THE WHAT.

AND AS AN ADMINISTRATION, I THINK THAT IS ONE OF THE THINGS THAT WE'VE BEEN TASKED WITH.

SO SOME OF THIS, NOT ONLY THIS ITEM, BUT SEVERAL ITEMS REALLY HAS TO DO WITH WITH TRUST, BECAUSE WE WILL DO, YOU KNOW, THE DUE DILIGENCE NECESSARY TO ENSURE THAT WE'RE BRINGING THE BEST DECISIONS, THE BEST PRODUCTS TO THE TABLE, INCLUDING WITH THIS PARTICULAR ITEM AS WELL.

YES, I AGREE.

BUT IT'S A SENSITIVE SUBJECT IN TERMS OF WHAT IT WHAT IT DOES, WHAT IT GATHERS, THE INFORMATION THAT IT GATHERS. AND SO I JUST WANT TO MAKE SURE THAT WHEN WE'RE GATHERING INFORMATION ON STUDENTS IN THIS PARTICULAR AREAS, THAT WE'RE MAKING SURE THAT WE'RE USING A BUSINESS THAT IS HOLD THEM UP TO THEIR PART OF THE BARGAIN.

THANK YOU, OK.

THANK YOU. PLEASE VOTE.

[02:15:07]

SIX FOR TWO AGAINST ZERO ABSTENTIONS.

[INAUDIBLE] I GOT YOU.

ELIZABETH TRUSTEE.

YES. OKAY.

SEVEN FOR TWO AGAINST ZERO ABSTENTION.

FOR THE RECORD, TRUSTEE ALLEN IS A YES.

OK OUR NEXT ITEM HELD FOR DISCUSSION IS.

[I-3. Acceptance Of Grant Funds In Support Of Districtwide And School-Specific Programs And Authorization To Negotiate And Execute Contracts Required Under The Grants]

WE DID F1.

I3A TRUSTEE GUIDRY.

WHICH RFP IS THAT.

IT'S A IT'S A GREAT.

BUT IT WAS A GRANT. A3A.

IT WAS THE GRANT FOR PROTECTIVE SERVICES OR I CAN'T REMEMBER THE EXACT ONE.

I BELIEVE THIS ONE SPECIFICALLY.

I HAVE TO MAKE A MOTION AND A SECOND.

DEIGAARD SO MOVED, SECOND SECOND GUIDRY.

I HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE GUIDRY.

GO AHEAD. YEAH, I BELIEVE THIS ONE IS ONE OF THE ONES THAT I FORWARDED AND EMAILED TO THE ENTIRE BOARD TO AFTER QUESTIONS LAST NIGHT, IF I'M NOT MISTAKEN. IF WE CAN AND I'LL REFER TO THAT REAL QUICK, IF WE HAVEN'T HAD A CHANCE TO TO SEE IT COLLECTIVELY, LETS SEE.

AND THAT IT SHOULD BE IN EACH OF YOUR YOUR EMAIL QUEUES IN REFERENCE TO THE ANSWER.

SO ITEM I THINK THIS IS I 3A THE FUNDS FROM THIS GRANT TO SERVE THE HIPPIE PROGRAM SPECIFICALLY WHICH IS AN EARLY CHILDHOOD PROGRAM WHERE OUR STAFF DOES OUTREACH SIMILAR TO IF YOU'VE EVER HEARD OF THE PARENTS OF TEACHERS PROGRAM TO REALLY HELP PARENTS AT HOME UNDERSTAND THE SEMANTICS AROUND HOW TO HELP STUDENTS AT THE EARLY CHILDHOOD, AGES 2 TO 5 AT HOME, TO PROVIDE, OF COURSE, THAT HOME BASED INSTRUCTION FOR STUDENTS.

OUR STAFF TAKE CURRICULUM MATERIALS TO THE HOME.

THEY TEACH PARENTS HOW TO DO SPECIFIC ACTIVITIES AND HOW TO FOLLOW UP AT CERTAIN INTERVALS THROUGHOUT THE SCHOOL YEAR TO BE ABLE TO SUPPORT OVERALL LEARNING FOR STUDENTS.

SO I GUESS.

IS THERE ANY WAY WE CAN TRACE WHERE THIS IS OCCURRING? AND I UNDERSTAND IN YOUR RESPONSE YOU HAVE IT'S IN THE EARLY CHILDHOOD PROGRAMS. IS IT ALL OF THE EARLY CHILDHOOD PROGRAMS? IT'S IT'S THROUGHOUT THE DISTRICT DR.

BIRD, WOULD YOU LIKE TO GIVE SOME SPECIFIC INSIGHT HERE? SO WE'VE HAD THIS GRANT FOR A WHILE, AND WE IT IS ABOUT MOST OF THOSE CHILDREN ARE IN, NOT THE TWO YEAR OLD'S, BUT THREE, FOUR, AND KINDER THERE IN OUR SCHOOLS.

BUT IT IS REALLY JUST TO SUPPORT EARLY LEARNING.

SO IT'S ACROSS IT'S ACROSS THE DISTRICT.

WE HAVE SEVERAL COACHES THAT GO OUT AND DO THIS TRAINING WITH PARENTS AND IT HAPPENS IN THE SUMMERTIME.

THEY GO OUT AND DO THE [INAUDIBLE] PARENTS.

THEY BRING THE CURRICULUM MATERIALS HOME, TEACH THEM HOW TO DO THE ACTIVITIES, AND THEN WE FOLLOW UP.

BUT MOST OF THEM, MOST OF THE KIDS ARE ACTUALLY IN OUR IN OUR PRE-K PROGRAMS, EXCEPT FOR THE TWO YEAR OLD'S BECAUSE THEY'RE TOO YOUNG.

OKAY. I I'D LIKE TO FOLLOW UP A DISCUSSION BECAUSE I WORK WITH TD FPS AND I DON'T I DON'T KNOW NECESSARILY. ANYWAY.

I'LL LEAVE IT THERE.

THANK YOU SO MUCH. I COULD GET YOU IN WRITING A LIST OF PLACES WHERE.

PLEASE VOTE.

OKAY. YEAH.

[INAUDIBLE] NINE FOR ZERO AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION.

TRUSTEE BLUEFORD-DANIELS THAT ITEMS YOU HELD.

SO LET'S START WITH 220308, IS THAT CORRECT.

IT WAS O [INAUDIBLE] MAY I HAVE A MOTION?

[02:20:03]

I HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE BAKER.

RFP 220308.

WELL, IT WAS JUST ACTUALLY WE CAN I'LL ACTUALLY MAKE A MOTION TO REMOVE THAT BECAUSE WE'VE HAD ENOUGH DISCUSSION ON IT, SO I'LL REMOVE THAT.

THANK YOU. YOU'LL PUT IT BACK ON CONSENT? BACK ON CONSENT YES, MA'AM.

[INAUDIBLE] MOTION TO RETURN TO CONSENT.

MOTION TO RETURN. DO WE HAVE A SECOND? WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE HERNANDEZ TO RETURN THAT ITEM TO CONSENT, PLEASE VOTE.

NINE FOR ZERO AGAINST ABSTENTIONS.

THE NEXT ITEM HELD FOR DISCUSSION IS RFP 2205 11.

MAY I HAVE A MOTION? SO MOVED. SECOND HERNANDEZ.

MOTION BY TRUSTEE BLUEFORD-DANIELS.

THE MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE HERNANDEZ.

THAT WAS YOURS. OKAY, GO AHEAD.

SORRY, I JUST. THAT'S OKAY.

AND SUPERINTENDENT HOUSE [INAUDIBLE] WE DISCUSSED THIS LAST NIGHT? SO I JUST WANTED TO.

HE EXPLAINED TO ME WHY IT WAS IMPORTANT TO MOVE FORWARD WITH THIS.

AND I JUST I WOULD JUST LIKE TO KNOW GENERALLY, NOT SPECIFICALLY RIGHT NOW, BUT IN THE FUTURE, JUST ONE OF THE THINGS THAT'S BEING PROVIDED FROM THESE SERVICES.

FOR THE DISTRICT. AND OF COURSE, I'LL ASK OUR CHIEF OF COMMUNITY ENGAGEMENT, MAX MOLD, TO SHARE SOME INSIGHT AROUND THESE SERVICES.

BUT WHAT I CAN SAY, WHILE HE'S UP, I'VE BEEN IN FOUR OR FIVE SCHOOL DISTRICTS OVER THE COURSE OF TIME, AND YOUR VOICE IS EXTREMELY IMPORTANT AT THE LEGISLATURE. AND EVEN MYSELF HAVE BEEN UP AND DOWN THE ROAD TO AUSTIN PROBABLY FIVE OR SIX TIMES ALREADY, BUT IT CAN'T JUST BE THE VOICE OF THE SCHOOL DISTRICT.

THEY'RE INDIVIDUALS THAT ARE TASKED WITH DOING THIS WORK THAT ARE BASED IN AUSTIN, THAT ARE CONNECTED VERY CLOSELY WITH LAWMAKERS, THAT WE'RE GOING TO BE DEPENDING ON THAT WE HAVE DEPENDED ON IN THE PAST.

BUT WE WANT TO ACTIVELY BUILD THESE RELATIONSHIPS AND ENSURE THAT LEGISLATION THAT WE WANT TO SEE COLLECTIVELY CHANGE, THAT WE HAVE THAT OPPORTUNITY TO HIT IT AT SEVERAL DIFFERENT ANGLES.

MR. MOLL. YEAH.

THANK YOU, SUPERINTENDENT AND TRUSTEE, FOR YOUR QUESTION.

SO I THINK YOU ASKED THE QUESTION WHAT IS THIS PROVIDED US IN RECENT, RECENT YEARS, JUST JUST THROUGH THE APPROPRIATIONS PROCESS, IT'S BEEN THE TOTAL OVER THE PAST TWO YEARS OF $6 MILLION INTO THE DISTRICT.

SO WE THINK THAT THAT JUST THAT EXAMPLE IS A USEFUL EXERCISE OF THIS TIME.

THE LEGISLATIVE SESSION IS LESS THAN 100 DAYS AWAY.

SO CANDIDLY, IN THE PAST, THE DISTRICT OR IN THE RECENT PAST, THE DISTRICT HASN'T DONE A HUGE PUSH IN THE STATE, BUT WE'RE FOCUSED ON ON GETTING ADEQUATE FUNDING INTO THE DISTRICT. THIS LEGISLATIVE SESSION, WE'LL HAVE LEGISLATIVE PRIORITIES THAT'LL COME BEFORE YOU PRIOR TO THAT, SO THAT YOU GUYS ARE FULLY AWARE AND ON BOARD.

BUT WE WE THINK THERE'S THERE'S TONS OF VALUE OUT HERE AND IT'S A GOOD RETURN ON INVESTMENT.

AND YOU ALL HAVE YOU SEE, IT'S A GREAT RETURN ON INVESTMENT.

YOU HAVE PRIOR LEGISLATIVE PRIORITIES THAT YOU'RE APPARENTLY DISCUSSING.

SO WHAT I'D LIKE TO SEE TOO IS THAT EXPANDED TO TRUSTEES SO THAT PERHAPS INDIVIDUALLY OUR DISTRICTS, WE CAN PERHAPS ENLIGHTEN YOU OR GIVE YOU FEEDBACK AS TO WHAT WOULD BE IMPORTANT TAKEN TO LEGISLATION.

BECAUSE ONE OF THE THINGS THAT WE'VE TALKED ABOUT INDEPENDENTLY AND IN PASSING FOR THE MOST PART IS.

RESPONSIBILITY FOR THE COMPUTERS AND TECHNOLOGY THAT WE'RE SENDING OUT.

WE SPENT OVER $30 MILLION IN 2020 ON LAPTOPS.

SO US SPENDING IT, WE NEED TO HAVE SOME ACCOUNTABILITY FOR IT.

SO THAT MAY BE SOMETHING FOR US FOR CONSIDERATION SO THAT THE DISTRICT DOESN'T CONTINUE TO SPEND THAT KIND OF MONEY.

YES, IT'S IMPORTANT THAT WE HAVE THAT TECHNOLOGY FOR ALL OF OUR STUDENTS, BECAUSE NOBODY KNOWS BETTER THAN I DO HOW SOME OF OUR COMMUNITIES ARE LACKING WITH TECHNOLOGY AND THE ABILITY TO ACCESS IT.

SO I THINK THAT WOULD BE A GOOD IDEA TO PERHAPS MAYBE QUARTERLY GET WITH THE TRUSTEES OR SEND OUT A MESSAGE TO SEE IF THERE'S ANYTHING THAT WE CAN COME UP WITH

[02:25:06]

JOINTLY THAT CAN BE TAKEN BACK TO LEGISLATION THAT YOU GUYS COULD PROBABLY COULD BE WORKED ON FOR THE DISTRICT.

NOBODY, BECAUSE YOU GUYS, ALL FOR THE MOST PART NECESSARILY FROM HERE.

NOBODY KNOWS OUR LANDSCAPE AND OUR DISTRICTS AND WHAT THE NEEDS ARE BETTER THAN THOSE OF US THAT LIVE IN THOSE DISTRICTS.

THANK YOU. PLEASE VOTE.

9-4-0 AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS WERE THERE ANY OTHER ITEMS THAT I MISSED? NO. SO GOING BACK TO.

[K-12. Approval Of Proposed Revisions To Board Policy BQA(LOCAL), Planning And Decision-Making Process: District-Level—Second Reading]

OKAY. IT LOOKS LIKE K 12 IS THE NEXT ITEM HELD FROM ABSTENTION.

GOSH, I CAN'T EVEN TALK FOR DISCUSSION.

DO I HAVE A MOTION? SO MOVE.

SECOND. THE MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE GUIDRY.

ANY DISCUSSION I'M IN FOR DISCUSSION.

I'D JUST LIKE TO SEE FOR RECONSIDERATION TO HAVE MAYBE TWO FOUR YEAR TERMS. BECAUSE AS I MENTIONED BEFORE, IT TAKES UP.

I BELIEVE THAT WE SHOULDN'T GROW OLD AND GRAY HAIRS AND BE ON A SERVICING FOR TEN AND 15 YEARS.

I DON'T THINK THAT IT'S VERY, WE COULD BE PRODUCTIVE WITH IT.

BUT I DO BELIEVE THAT IT'S IMPORTANT TO LOOK AT PERHAPS TWO, FOUR YEAR TERMS, ESPECIALLY SINCE WE HAVE FOUR YEAR TERMS. I MEAN, NOT TO SAY THAT WE WERE COMING BACK, BUT THAT I THINK THAT IS IMPORTANT.

SO THAT WAS MY MOTION THAT WE CONSIDER THE TWO FOUR YEAR TERMS. AND I JUST WANTED I KNOW THAT TRUSTEE GUIDRY HAD ASKED A QUESTION ABOUT WHO MADE THE PROPOSED LANGUAGE.

SO IF YOU LOOK, IT'S HARD TO TELL BECAUSE IT'S NOT IN COLOR LIKE TRUSTEE AND OTHERS KEEPS ASKING.

SO ON PAGE TWO OF FOUR, THIS WAS THE PROPOSED LANGUAGE BY THE ADMINISTRATION.

DAC MEMBERS MAY BE REELECTED AND MAY NOT SERVE MORE THAN TWO TERMS. AND THEN YOU SEE TWO YEAR IS ACTUALLY DARK.

SO THAT WAS PROPOSED LANGUAGE.

I MADE IT FIRST READING BECAUSE CURRENTLY THE TERM IS ONLY ONE YEAR.

SO IT WOULD HAVE BEEN THEY WOULD HAVE ONLY BEEN ABLE TO SERVE THE MAXIMUM OF TWO YEARS BECAUSE IT WAS TWO TERMS OF ONE YEAR.

SO I ADDED THE LANGUAGE TO BE TO TWO YEAR TERMS FOR A MAXIMUM OF FOUR YEARS.

AND I THINK THAT IT'S IMPORTANT TO HAVE TEACHER VOICE ON THIS COMMITTEE AND THIS DOES HELP IN THE FACT THAT YOU DON'T HAVE TO HAVE AN ELECTION EVERY YEAR.

IT WOULD BE EVERY TWO YEARS.

AND I THINK GIVING THE OPPORTUNITY TO AS MANY TEACHERS AS POSSIBLE TO SERVE ON THIS COMMITTEE AND NOT JUST TEACHERS.

RIGHT. BECAUSE THAT'S THOSE ARE THE FOLKS THAT ARE ELECTED BY THEIR.

THAT WOULD BE THEIR CAMPUS.

YES. THANK YOU, TRUSTEE WADE.

NO, I WASN'T THROUGH.

YOU USE THE REST OF MY TIME.

I MEAN, IT FINISHED. I'M RECLAIMING MY TIME BECAUSE I AGREE WITH YOU.

NO, THAT'S NOT. THAT WAS MY TIME.

YOU STILL HAVE TIME.

THAT WAS MY TIME. AND IT WAS JUST TO KIND OF.

DID YOU MAKE A MOTION FOR TWO, FOUR YEAR TERMS? I DID. IF YOU DID, WE NEED TO CALL FOR A SECOND.

AND THEN IF YOU WANT TO DISCUSS IT, YOU CAN DISCUSS IT DURING DISCUSSION.

BUT NOW WE NEED A SECOND AND THEN WE NEED TO GO TO DISCUSSION.

OKAY. WELL DON'T FUSS AT ME, I, I MADE THE MOTION ALREADY.

SECOND TRUSTEE BLUEFORD-DANIELS.

OKAY, WE HAVE A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE SANTOS FOR THE TWO FOUR YEAR TERMS. YES. SO ANY DISCUSSION ON THAT SPECIFIC MOTION TO FOUR TERMS? I SEE PEOPLE IN THE QUEUE, SO I'M GOING TO CALL ON YOU AND IF YOUR COMMENT OR QUESTION IS ABOUT THIS ONE TRUSTEE.

WADE. I'M VERY CONFUSED. I'M SORRY.

SO. THE MOTION IS THAT YOU WANT TO CHANGE THE LANGUAGE TO THE MAXIMUM TO FOUR YEARS.

SO. THAT NOW IT'S GOING TO.

THAT WOULD THEN TAKE IT TO A VOTE RIGHT ON THE CHANGE OF LANGUAGE.

I JUST WANT TO MAKE SURE I'M UNDERSTANDING WHAT I'M VOTING FOR.

THANK YOU. OR TO KEEP THE SAME.

THE CLARITY WOULD GO.

IT COULD BE ONE PERSON COULD SERVE FOUR YEARS AND NOT EVEN COME BACK.

AND THEN SOMEBODY ELSE COME ON FOR FOUR YEARS.

BUT THE MAX BEING TWO, FOUR YEARS.

GOT IT. TRUSTEE HERNANDEZ.

MY HESITATION WITH DOING FOUR YEAR TERMS IS THAT THERE ARE A LOT OF PEOPLE THAT I

[02:30:02]

BELIEVE THERE'S A LOT OF COMMUNITY MEMBERS THAT WOULD STEP INTO THIS ROLE IF IT WAS FOR A SHORTER AMOUNT OF TIME.

FOUR YEARS IS A LONG TIME.

AND, YOU KNOW, WE WANT TO MAKE SURE THAT WE HAVE THE MOST AMOUNT OF PEOPLE ELIGIBLE OR JUST HAVE THE OPPORTUNITY.

AND FOUR YEARS SEEMS LIKE A LONG TIME.

LIKE I'M HERE FOR FOUR YEARS AND IT'S A LONG TIME AND IT JUST THERE'S A BIG HESITATION, RIGHT? BIG HESITATION. THAT'S A VERY BIG COMMITMENT TO DO IT FOR FOUR YEARS.

I THINK THE TWO YEAR TERM I AGREE WITH TRUSTEE CRUZ AT ONE YEAR MAYBE IS NOT ENOUGH, BUT I THINK TWO YEARS IS A SWEET SPOT WHERE IT'S NOT AS BIG OF A COMMITMENT, BUT IT STILL GIVES YOU ENOUGH TIME TO LEARN WHAT'S GOING ON AND BE ABLE TO CONTRIBUTE.

TRUSTEE BLUEFORD-DANIELS AND I AGREE.

I DON'T THINK WE SHOULD GO OLD IN THOSE POSITIONS.

IT'S ABOUT TIME.

DID YOU ALREADY SPEAK TO THIS ONE? OH, YEAH, YOU DID. SO LET'S GO ON.

I DID? YEAH.

WELL, ACTUALLY, FOR THIS MOTION.

YEAH, YOU'RE RIGHT. YEAH, FOR THIS MOTION.

SORRY. THANK YOU LISA FOR HAVING MY BACK.

BUT ANYWAY, SO IT MAKES SENSE.

I MEAN, I WOULD COMPROMISE AND GO FOR THE TWO YEARS OR EVEN THE THREE TWO YEARS BEING THE MOST.

I DON'T HAVE A PROBLEM COMPROMISING, BUT I JUST THINK IT TAKES A WHILE FOR A PERSON TO GET ACCLIMATED TO THE VERBIAGE AND THE LANGUAGE AND HISD.

SO, YOU KNOW, IT TOOK US A WHILE.

IT TOOK US ALMOST A YEAR TO EVEN LEARN WHAT WAS GOING ON.

SO THAT'S WHY I MADE THAT SUGGESTION.

I THINK THAT HAVING EXPERIENCE, IT'S IMPORTANT.

SO EVEN WITH THE MAX OF FOUR YEARS, THE SECOND TERM, AND WE'RE STILL APPOINTING.

SO EVEN WITH US APPOINTING PEOPLE IN THE DAC, WE COULD ALWAYS PULL SOMEBODY OFF AND PUT SOMEBODY ELSE ON.

SO TRUSTEE BLUEFORD-DANIELS DO YOU WANT TO WITHDRAW YOUR MOTION? SO THEN WE CAN GO TO THE VOTE TO VOTE ON IN A SECOND READING AS PRESENTED? NO. OKAY.

YOU SAID YOU WOULD COMPROMISE.

SO I'M JUST. NO, I LIKE THE 2 TO 4 YEAR OK BEING FOUR YEARS AND COME OFF OR NOT. DOES ANYONE ELSE HAVE A COMMENT WITH RESPECT TO OUR DISCUSSION ON THE AMENDMENT, WHICH IS TWO FOUR YEAR TERMS? I HAVE A QUESTION.

BUT I DON'T KNOW IF I'M NEXT.

SO YES.

TRUSTEE DEIGAARD YOUR NEXT.

SO THIS WAS PRESENTED BY THE ADMINISTRATION.

I'D LIKE TO UNDERSTAND BEFORE I CHANGE FROM WHAT'S BEEN PROPOSED, WHAT THE LOGIC WAS FOR THE LANGUAGE THAT'S CURRENTLY PRESENTED.

I THINK SHE SAID SHE I THINK TRUSTEE CRUZ EXPLAINED THAT THE ADMINISTRATION WENT THROUGH THE TYPICAL PROCEDURE AND THEN THE MODIFICATION WAS MADE BY THE BOARD.

SO THE MAY NOT SERVE MORE THAN TWO CONSECUTIVE TERMS WAS MADE BY THE ADMINISTRATION.

SO MY PROPOSAL WAS THE THE DARKER LIT LETTERS, THE DARKER WORDS TO YEAR.

SO WHAT THIS WOULD BE IS A TOTAL OF FOUR.

AND THEN. I JUST AS A MATTER OF PROCESS, I DO THINK IT WOULD BE HELPFUL IF THE ADMINISTRATION CHECKS IN WITH US AT THE BEGINNING OF EVERY YEAR ABOUT WHETHER OR NOT WE WANT TO KEEP THE SAME PEOPLE ON.

BECAUSE WHAT MY INTENTION WAS TO ROLL PEOPLE THROUGH SO THAT I WAS ALWAYS BRINGING IN NEW PEOPLE, AND I HAVEN'T REALLY HAD THE OPPORTUNITY TO DO THAT.

SO BUT I STILL DON'T UNDERSTAND WHY TWO CONSECUTIVE TWO YEAR TERMS. SO MAKE YOUR CASE WITH ME.

I HAVEN'T MADE A DECISION, SO HELP ME UNDERSTAND.

TWO, TWO YEARS VERSUS TWO OR FOUR YEARS.

OH, I'M GOOD. I'M DOING OKAY.

SO WHEN I READ THE LANGUAGE OF NO MORE THAN TWO CONSECUTIVE TERMS, I THOUGHT TWO YEARS WAS TOO SHORT.

SO TWO TWO YEAR TERMS WOULD MAKE IT FOUR YEARS.

AND I THINK THAT GIVES MEMBERS OF THE DECK.

THERE IS ALWAYS A LEARNING CURVE, RIGHT? WE HAVE A LOT OF JARGON.

EDUCATION IS VERY UNIQUE, BUT FOUR YEARS IS, I THINK, SUFFICIENT TIME TO BE ABLE TO BE VERSED AND TO BE ABLE TO ANSWER QUESTIONS AND GIVE FEEDBACK AND VOTE WHEN NECESSARY.

AND I THINK IT GIVES THE OPPORTUNITY FOR OTHERS WHO MAY WANT TO SERVE.

AND I THINK TO TRUSTEE HERNANDEZ THIS POINT, IT ALSO.

IT. HELPS WITH FOLKS THAT ARE PROBABLY MORE HESITANT TO DO A FOUR YEAR TERM.

THOSE ELECTIONS DON'T WANT THEIR ELECTED.

SO IT'S THE ELECTIONS HAPPEN WITH STAFF MEMBERS AND CAMPUS BASED STAFF, BUT THE APPOINTMENTS FROM THE

[02:35:03]

TRUSTEES ARE ALSO IN ADDITION TO THAT.

THANK YOU. I KNOW THERE'S A DIFFERENT COMMITTEE THAT THERE'S STILL SOMEBODY ON AS THE DISTRICT FIVE APPOINTEE FROM BEFORE I WAS EVEN ON THE BOARD.

RIGHT. SO I APPRECIATE THAT WE'RE.

YEAH. OK.

SO LET'S SEE.

TRUSTEE. SANTOS.

THANK YOU. PRESIDENT CRUZ SUPERINTENDENT HOUSE.

SO I WOULD LIKE TO SEE.

I WOULD. I'M VOTING IN FAVOR.

OH, BUT THE BLUEFORD-DANIELS IS NOT WHAT WE ARE PROPER IS ESSENTIAL.

SPECIAL ELECTIONS. IF PEOPLE WANT TO LEAVE BOARD THEY CAN HAVE, WE CAN HAVE SPECIAL ELECTIONS OR THERE CAN BE AN ALTERNATE AT THE START OF THEIR TERM.

WE KNOW THAT HISTORICAL KNOWLEDGE IS ESSENTIAL, ESPECIALLY IN THE WORK THAT WE'RE DOING.

CONSISTENCY IS KEY.

AND I GUESS MY QUESTION, LISA, WOULD IT BE IF A PERSON DOES THE TWO TERMS, IF WE WERE TO GO WITH THE ORIGINAL LANGUAGE FOR TWO YEARS, COULD WE POINT THAT SAME PERSON ANYWAY? I'M SORRY. I DON'T QUITE UNDERSTAND YOUR QUESTION.

IS YOUR QUESTION UNDER THE LANGUAGE THAT'S PROPOSED, CAN YOU CONTINUE TO APPOINT THAT PERSON BEYOND TWO TERMS? NO. OKAY.

THANK YOU. AND AGAIN, TRUSTEE BLUEFORD-DANIELS.

I ABSOLUTELY SUPPORT THIS.

AND I THINK THAT THERE'S MORE HISTORICAL KNOWLEDGE THAT WE HAVE, THE BETTER AND WE NEED PARITY.

I MEAN, WE HAVE FOUR YEARS.

I THINK THE DECK SHOULD HAVE THAT TOO.

THANK YALL, THAT'S IT.

TRUSTEE WADE.

I LIKE WHAT YOU'VE PROPOSED.

I THINK THAT IT MAKES SENSE FOR US TO ROTATE SO THAT ONE TRUSTEES ARE ROTATING IN YOUR FOUR YEAR TERM, WE HAVE ROTATIONS ON THE NINE. I THINK THAT'S HELPFUL TO BRING IN NEW OPPORTUNITIES, NEW PEOPLE, NEW FEEDBACK, TIMES CHANGE, THINGS ARE IMPORTANT.

ISSUES COME UP THAT NEED TO BE ADDRESSED.

AND ALSO, WE KNOW THE BEST THING FOR KIDS IS PEOPLE ENGAGED COMMUNITY AND ENGAGED PARENTS AND ENGAGED.

SO THE MORE ENGAGEMENT WE CAN OFFER, THE BETTER.

TRUSTEE BAKER.

I CONCUR WITH YOU.

TRUSTEE WADE. TRUSTEE PRESIDENT CRUZ, I JUST WANT TO CLARIFY.

YOU SAID PREVIOUSLY THE ORIGINAL POLICY WAS ONE YEAR, RIGHT? CORRECT. OKAY.

SO WE'RE EXPANDING IT A YEAR.

YEAH. AND AFTER BEING OUT AT A AT MY FIRST OPEN HOUSE YESTERDAY, A LOT OF EAGER PARENTS OUT THERE.

AND SO WE HAVE TO GIVE EVERYBODY AN OPPORTUNITY.

SO FOUR YEARS TO ME IS A LITTLE LONG.

THE PARENTS, BECAUSE THEY'RE GOING TO BE COMING AND GOING, COMING AND GOING.

AND SO A LOT OF EAGER PARENTS OUT THERE NOW THAT THINGS ARE CALMING DOWN AND CONDITIONS ARE IMPROVING.

WE HAVE TO MAKE THIS AND BE CONSIDERATE OF THE TERM SO.

I DON'T THINK IT'S A BAD CHANGE.

THE WAY YOU SET IT UP.

FOUR YEARS IS A LITTLE LONG AND THERE'LL BE SO MANY PARENTS IN LINE.

SO LET'S JUST TRUSTEE ELLEN GO WITH THAT.

MY QUESTION IS ON THIS SECTION OF THE POLICY, ARE WE TALKING ABOUT THE THE DAC MEMBERS THAT ARE NOMINATED BY THE TRUSTEES OR ARE WE TALKING ABOUT THE DAC MEMBERS THAT ARE ELECTED BY THE EMPLOYEES TRUST? I MEAN, ATTORNEY MCBRIDE, IF YOU CAN CLARIFY, BUT MY UNDERSTANDING IS ALL MEMBERS SO I'M HAVING SOME CONFUSION BECAUSE I'M LOOKING AT THE LOCAL POLICY AND I DON'T SEE A PROVISION FOR TRUSTEES TO APPOINT UNDER UNDER YOUR LOCAL POLICY.

AND SO I'M JUST WONDERING KIND OF WHERE THAT'S COMING FROM, BECAUSE UNDER THE LOCAL POLICY, I DON'T SEE A PROVISION FOR THE POLICY SAYS THAT THE COMMITTEE WILL BE COMPOSED OF CERTAIN PEOPLE.

THE SUPERINTENDENT IS THE BOARD'S DESIGNEE.

THE SUPERINTENDENT GETS TO SELECT CERTAIN PARENT REPRESENTATIVE REPRESENTATIVES AND BUSINESS REPRESENTATIVES, AND THE CAMPUS BASED STAFF IS ELECTED BY A DISTRICT ELECTION AMONGST YOUR STAFF.

SO WE'RE TALKING ABOUT THE, YOU KNOW, THE SERVICE OF MEMBERS OF THE COMMITTEE, BUT THEY'RE EITHER APPOINTED BY THE SUPERINTENDENT UNDER THIS

[02:40:04]

POLICY OR THEY'RE ELECTED.

UNLESS I'M MISSING SOMETHING.

I SCANNED IT QUICKLY, BUT I JUST DON'T SEE IN THIS POLICY WHERE IT TALKS ABOUT TRUSTEE APPOINTMENTS.

I MEAN, MAYBE IN THE LEGAL POLICY, IT SAYS SO, BUT.

GO AHEAD. THE SECOND POINT.

MY QUESTION IS THIS BECAUSE NOW THAT I KNOW THAT IT'S BASICALLY THE SCHOOLS THAT ARE THIS SECTION IS ADDRESSING THE SCHOOLS THAT ARE ELECTING PEOPLE ALREADY IN A SMALL SCHOOL.

IF YOU'RE COMING FROM A SMALL SCHOOL, YOU ALREADY KNOW THAT YOUR REPRESENTATIVE FROM YOUR SCHOOL IS NOT GOING TO BE ELECTED AS A DAC MEMBER TO A HIGH SCHOOL WHEN THE HIGH SCHOOL WILL GET 140 VOTES COMPARED TO YOUR LITTLE SCHOOL'S 50 VOTES.

SO BUT WHEN YOU'RE SAYING THAT 140 VOTES AND THAT PERSON FROM THAT HIGH SCHOOL IS GOING TO BE THE DAC REPRESENTATIVE FOR FOUR YEARS, THAT'S A LONG TIME FOR YOUR SCHOOL NOT TO BE ABLE TO HAVE ANY REPRESENTATION.

ANY OTHER QUESTIONS? UM. TRUSTEE.

BLUEFORD-DANIELS. IT'S JUST BESIDE THE GROUND.

YES, BUT IT'S WELL, IT'S WITH YOUR TIME YOU HAVE LEFT.

SO LOOK AT THIS, I GUESS.

LOOK AT THE SCREEN. OKAY.

JUST BEST THING FOR KIDS IS ENGAGEMENT LIKE CHRISTIE WASTED AND I AGREE AND IT DOES NOT I'M GLAD IT WAS BROUGHT OUT THAT THEY'RE NOT DOES NOT SAY ANYTHING ABOUT TRUSTEE APPOINTMENTS JUST LIKE THAT.

I'D WAIT FOR SECOND ROUND.

TRUSTEE WADE.

OF TIME. YES, YOU DO.

MY MY OTHER POINT TO THE THE SUPERINTENDENT IS MAKING THE RECOMMENDATIONS.

CAN HE THEN ASK THE BOARD FOR THOSE RECOMMENDATIONS TO THEN APPOINT.

SO IS THAT HOW IT'S WORKED IN THE PAST? REALLY, QUITE FRANKLY, I DON'T KNOW HOW IT'S WORKED IN THE PAST.

I DIDN'T HAVE ISSUE WITH THE WAY IT HAD RUN.

QUITE FRANKLY, THE ADMINISTRATION IS GOING TO WORK WITH THE PATRONS AND EMPLOYEES THAT ARE IN FRONT OF US TO DO WHAT'S NECESSARY FOR THE DISTRICT.

SO I DON'T KNOW IF THAT'S BEEN A PRACTICE TRUSTEE, WADE, IN REFERENCE TO THE SUPERINTENDENT DESIGNATING TO THE BOARD.

BUT A LOT OF THIS IS QUITE FRANKLY, NEW TO ME AS WELL.

THANK YOU. I GUESS THAT'S WHAT I WANTED TO KNOW, IS IF THAT'S YOU ALL WOULD KNOW HISTORY BETTER THAN I WOULD.

SO, THANK YOU, TRUSTEE HERNANDEZ.

OH, YOU HAVE ONE SECOND.

MORE TIME ANOTHER ROUND.

ONE SECOND. STEVE.

MY PROPOSAL IS TO ADD THE LANGUAGE REELECTED OR APPOINTED.

THAT'S PRETTY FAST.

I'D LIKE TO MAKE A MOTION FOR ONE MORE ROUND, BECAUSE MS. MCBRIDE HAS ACTUALLY LIFTED UP A REALLY IMPORTANT POINT.

[INAUDIBLE] ROUND TWO? CAN YOU MAKE A MOTION FOR ANOTHER ROUND FOR ROUND TWO? CAN I JUST CAN I FINISH MINE? YOUR LET'S SEE WHERE YOU.

YEAH. YOU DON'T HAVE ANY MORE TIME.

WE'RE GOING TO DO ONE MORE ROUND.

DID YOU GO AT ALL? TO A SECOND ROUND? UH OH, YES.

HOW MUCH TIME DO YOU HAVE? OH, YES, YOU HAVE 11 SECONDS.

[INAUDIBLE].

MICHAEL. NO, BUT SERIOUSLY, THIS IS BASICALLY TEACHERS THAT ARE ELECTING TEACHERS.

IT DOESN'T HAVE ANYTHING TO DO WITH US.

IT DOESN'T HAVE ANYTHING TO DO WITH COMMUNITY MEMBERS NOMINATING.

THESE ARE TEACHERS ELECTING OTHER TEACHERS.

WAS THERE A MOTION I MOVE FOR ONE MORE ROUND OF ONE MINUTE, PLEASE.

SECOND HERNANDEZ OK.

I CLEARED THE QUEUE, SO IF YOU CAN GET BACK IN THE QUEUE BECAUSE I GOT CONFUSED WHO WAS FIRST AND SECOND.SO. ATTORNEY MCBRIDE, CAN YOU DOUBLE CHECK IF IT'S IN LEGAL THAT YOU SAID IT MIGHT BE IN THE LEGAL INSTEAD OF THE LOCAL. I DON'T SEE IT IN THE STATUTE.

I'LL NOW CHECK YOUR LEGAL POLICY, WHICH NORMALLY TRACKS THE STATUTE.

AND THE STATUTE DOES NOT SAY ANYTHING ABOUT THE BOARD PLAYING A ROLE OTHER THAN ADOPTING A POLICY THAT COMPLIES WITH THE LAW.

AND THE LAW PROVIDES MINIMUM SPECIFICATION FOR WHO HAS TO BE ON THE COMMITTEE, SOMEONE WHO REPRESENTS SPECIAL ED, CAMPUS BASED INDIVIDUALS, PARENTS, COMMUNITY MEMBERS AND

[02:45:08]

BUSINESS PERSONS. BUT I'LL CHECK THE LEGAL POLICY SPECIFICALLY NOW.

OKAY. SO.

OKAY. I CLEARED THE QUEUE.

SO IF YOU NEED TO.

SHE'S VOTING FOR A SECOND ROUND. NO, THIS IS.

[INAUDIBLE], .

I MOVE THAT WE DO A SECOND ROUND OF ONE MINUTE.

IS THERE A SECOND? SECOND, SANTOS.

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

PLEASE INDICATE YOUR INTEREST IN THE QUE.

ONE MINUTE. TRUSTEE SANTOS.

WHERE'S THE VOTING THING? WELL, YEAH, WE NEED TO BECAUSE WE'RE NOT GOING TO DISCUSS THE MOTION, SO.

YES, SORRY. TRUSTEE SANTOS VOTE ON THIS MOTION, PLEASE.

SO WE'RE VOTING ON THE MOTION FOR ANOTHER ROUND.

ANOTHER MINUTE. [INAUDIBLE].

NO, I THINK BECAUSE THIS IS NOT A MOTION TO.

I'M SORRY. I WAS LOOKING.

[INAUDIBLE].

BECAUSE THAT'S A PROCEDURAL MOTION AS OPPOSED TO A SUBSTANTIVE MOTION.

WE CAN GO AHEAD BECAUSE IT'S ALLOWING YOU TO CONTINUE THE DISCUSSION THAT YOU NEED ON THAT ITEM.

PLEASE VOTE ON THE MOTION FOR ANOTHER ONE MINUTE ROUND.

[INAUDIBLE]. WENT DOWN. AMEN.

WE VOTE. I THINK THE QUESTION.

WE HAD TO VOTE ON THIS ONE.

IS IT POSSIBLE TO MAKE ANOTHER MOTION, A PROCEDURAL MOTION ABOUT WHETHER OR NOT TO GO TO THE TO ANOTHER ROUND.

YES, THERE IS A MOTION ON THE TABLE REGARDING EXTENDING TO ANOTHER ROUND.

SO LET'S VOTE ON THAT ONE.

AND THEN IF YOU HAVE ANOTHER PROCEDURAL MOTION, WE CAN TAKE THAT UP BEFORE DEALING WITH THE SUBSTANTIVE MOTION, WHICH IS THE AMENDMENT THAT TRUSTEE BLUEFORD-DANIELS MADE.

[INAUDIBLE].

AND IF YOU WOULD LIKE TO DO THAT, YOU MAY DO THAT AS WELL.

WE'RE VOTING, BUT WE'RE WAITING FOR BOARD SERVICES TO PULL THIS UP.

OKAY, EVERYBODY VOTE ON.

I'M ABSTAINING ON ROUND TWO.

IF WE WANT ANOTHER ROUND OF ONE MINUTE.

[INAUDIBLE]. OKAY, SO, ONE, TWO, THREE, FOUR.

COUNT FOR ME. SIX, SIX, FOUR, TWO.

ABSTENTIONS. CHRISTY CRUZ, PRESIDENT CRUZ, DID YOU GET TRUSTEE SANTOS? YES. SO 7-4-2 ABSTENTIONS.

THANK YOU FOR HELPING ME WITH THE MATH.

DID YOU GUYS GET THAT? SEVEN. OH, NOW WE GOT IT.

OH, YES. DID YOU GET THAT VOTE? [INAUDIBLE].

740 AGAINST TWO ABSTENTIONS.

TRUSTEE GUIDRY IS AN ABSTENTION.

IT'S NOT SHOWING UP ON THE SCREEN.

OK. I MOVE THAT WE POSTPONE THIS ITEM BECAUSE THERE'S.

[INAUDIBLE], [LAUGHTER]. SO WAS I.

[INAUDIBLE]. WITH DANI TRUSTEE HERNANDEZ.

THERE'S INFORMATION MISSING.

SO NOW IF YOU JUST MAKE YOUR MOTION CLEAR TRUSTEE HERNANDEZ THAT YOU ARE MOVING TO POSTPONE VIA THE AMENDMENT THAT IS PENDING AS WELL AS THE UNDERLYING MOTION THAT TAKES CARE OF EVERYTHING.

IF IT GETS A SECOND, I MOVE THAT WE POSTPONE THE AMENDMENT AND THE UNDERLYING MOTION TO THE NEXT REGULARLY SCHEDULED BOARD MEETING.

SECOND SANTOS. YOU CAN DISCUSS THE LENGTH OF THE POSTPONEMENT.

[02:50:07]

AND I THINK YOU CAN EVEN DISCUSS THE MERITS OF WHETHER OR NOT TO POSTPONE.

YES, BUT LIMIT IT TO THOSE TWO THINGS, NOT THE SUBSTANCE, WHETHER OR NOT YOU'RE POSTPONING AND THE LENGTH.

SO IF I SEE YOU IN THE QUEUE, THAT IS FOR THIS MOTION OF POSTPONEMENT.

TRUSTEE. SANTOS.

THANK YOU. PRESIDENT CRUZ.

I WOULD LIKE TO POSTPONE IT BECAUSE THE LANGUAGE IS MURKY.

WE NEED. RIGHT.

SO I NEED THAT LANGUAGE CLARIFIED.

THE MURKINESS OF IT IS.

SUPERINTENDENT, WILL IT BE ABLE TO BE CLARIFIED BY THE NEXT BOARD MEETING? CERTAINLY.

THAT'S THE HOPE.

OKAY. THANK YOU.

FOR EXAMPLE, TO.

TRUSTEE DEIGAARD.

OKAY. I WOULD LIKE THIS TO BE FINALIZED NO LATER THAN DECEMBER FOR POSTPONING, BECAUSE THE NEXT YEAR STARTS FOR THIS COMMITTEE IN JANUARY AND POSTPONING IT WITH THE UNDERSTANDING THAT THE ADMINISTRATION IS GOING TO GET MORE CLARITY AROUND HOW THE BOARD CURRENTLY MAKES APPOINTMENTS AND MAKING SURE THAT IS BROUGHT BACK TO US IN THE LANGUAGE OF THIS.

WHAT COMES BACK TO US AFTER THIS POSTPONEMENT? DID I FOLLOW YOUR RULES, LISA? WELL, FIRST OF ALL, I'M NOT FOR SURE THAT UNDER THIS POLICY, THE BOARD HAS TRADITIONALLY MADE APPOINTMENTS.

YOU MIGHT BE THINKING ABOUT DIFFERENT COMMITTEES LIKE THE SHACK OR SOMETHING LIKE THAT, BECAUSE WE CURRENTLY DO, EVERY BOARD MEMBER GETS TWO POSITIONS ON A DISTRICT ADVISORY COMMITTEE THAT SERVE ONE YEAR, EVEN THOUGH IT'S NEVER BEEN PART OF POLICY, EVEN THOUGH IT'S NOT BEEN IN THIS, I GUESS THE RECOMMENDATION I THINK IT FALLS UNDER, WE RECOMMEND TO THE SUPERINTENDENT AND THEN HE MAKES THE RECOMMENDATIONS.

BUT I THINK WHAT I'M HEARING FROM US IS THAT NEEDS TO BE MORE FORMALIZED AND CODIFIED IN THIS.

SO THE MOTION THAT IS PENDING IS TO THE NEXT REGULARLY SCHEDULED BOARD MEETING.

I HEARD YOU SAY SOMETHING ABOUT NO LATER THAN DECEMBER.

THAT'S INCONSISTENT WITH THE MOTION THAT'S PENDING.

SO YOU EITHER CAN VOTE THIS MOTION DOWN OR ASK IF TRUSTEE HERNANDEZ WILL WITHDRAW HER MOTION IN LIEU OF YOU MAKING A DIFFERENT MOTION REGARDING THE TIMELINE, YOU WERE SPECIFIC NEXT BOARD MEETING, WHICH IS BEFORE, WHICH IS WHAT I WOULD WANT IT TO BE DONE.

SO I'M GOOD. ARE YOU GOOD? OK. TRUSTEE.

BLUEFORD-DANIELS. [INAUDIBLE].

THANK YOU FOR PULLING OUT SO WE CAN GET SOME CLARITY.

AND BECAUSE ONE THING I WANT TO ADD TO FOR THE BOARD MEMBERS, I HAVE HAD I HAD AN APPOINTMENT THAT I REMOVED AND HAD SOMEBODY ELSE ON THERE.

SO THERE'S ALWAYS THAT OPTION THAT WE CAN DO THAT AS WELL IN THAT TIMELINE.

THANK YOU. ALL RIGHT.

SO WE ARE VOTING ON BOTH THE ORIGINAL TO POSTPONE BOTH THE ORIGINAL AGENDA ITEM AND THE MOTION FROM TRUSTEE BLUEFORD-DANIELS.

IS THAT CORRECT? OK.

PLEASE VOTE. SO MOVED.

WADE I THINK WE ALREADY HAD A MOTION THAT WE ALREADY HAVE A MOTION.

SO SECOND, GO AHEAD AND GO.

9-4-0 AGAINST ZERO ABSTENTIONS.

YES. ALL RIGHT.

OUR NEXT ITEM HELD FOR DISCUSSION.

IT LOOKS LIKE IT'S K 36.

DID I SKIP ONE? LET ME KNOW.

DO I HAVE A MOTION? DO I HAVE A MOTION FOR HERNANDEZ? A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BLUEFORD-DANIELS.

THERE'S A 17.

DID SOMEBODY PULL CASE 17? YES, I DID. OKAY.

OH, I PULLED 17.

OH, SORRY. YEAH.

LIKE, OKAY, SO LET'S DO K 17.

[K-17. Approval Of Proposed Revisions To Board Policy CKE(LOCAL), Safety Program/Risk Management: Security Personnel—Second Reading]

DO I HAVE A MOTION. SO SECOND HERNANDEZ EMOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE.

AND ON THIS FOR K 17, I'M GOING TO MAKE MY OWN.

I JUST WANT TO MAKE A MOTION THAT WE RETURN THE VERBIAGE TEMPORARY ASSIGNMENT BASED ON SOME OF THOSE ISSUES THAT I IDENTIFIED.

BECAUSE THERE MAY BE SOME REASON IN SOME INSTANCES THAT THEY MAY HAVE TO BE TEMPORARILY REASSIGNED AS LAW ENFORCEMENT OFFICERS.

[02:55:10]

CHIEF, ANY FEEDBACK HERE? OF COURSE, WHILE CHIEF IS COMING UP, OF COURSE, JUST FOR THE PUBLIC, THIS WAS, OF COURSE, A TASB RECOMMENDATION IN REFERENCE TO POLICY REGARDING THE SAFETY IN ORDER TO ALIGN WITH SENATE BILL 1707 DEFINING THE ROLE OF SAFETY OFFICERS ON CAMPUSES.

ALL RIGHT, CHIEF, GOOD EVENING.

I MADE THE RECOMMENDATION TO REMOVE THIS SECTION BECAUSE THE TERM TEMPORARY ASSIGNMENT IMPLIES THAT OUR OFFICERS THAT WE TEMPORARILY SIGNED UP TO ANOTHER AGENCY ARE GOING TO BE SUBJECT TO THEIR RULES AND REGULATIONS.

AND AN EXAMPLE I WANT TO GIVE THAT A LOT OF AGENCIES HAVE VERY LOOSE BODY CAMERA ON POLICIES AND I WAS VERY RESTRICTIVE.

SO IN CASE WE ASSIGN AN OFFICER TO DEPARTMENT ABC AND THEIR POLICY IS THEY TURN OFF THE CAMERAS DURING CERTAIN INVESTIGATIONS, NOT POLICIES.

NO, YOU HAVE TO TURN ON YOUR CAMERA THROUGHOUT THE WHOLE INVESTIGATION.

I DON'T WANT TO PUT OFFICERS IN THAT SITUATION, AND I APPRECIATE THAT BECAUSE AGAIN, I DON'T KNOW IF YOU WERE IN THE ROOM WHEN I TALKED ABOUT HARVEY, AND I KNOW YOU PROBABLY WERE WITH A PD DURING HARVEY, AND I USE THAT AS AN EXAMPLE BECAUSE OF THE FACT THAT I DON'T KNOW WHO ALL WENT AND SERVED AND HELPED AT GEORGE BROWN DURING HARVEY OR WHO ALL WAS HERE.

BUT I KNOW MY HUSBAND DROVE ME IN HIS BIG TRUCK JUST TO GET DOWN THERE BECAUSE IT WAS JUST SO DIFFICULT.

BUT THE REASON WHY I SAY THAT, BECAUSE IT WAS IMPORTANT THAT WE HAD OFFICERS FROM AMARILLO, CORPUS CHRISTI, ALL OVER THE STATE AND ACTUALLY ALL OVER THE COUNTRY THAT CAME IN AND HELPED US. AND SO I WAS CONCERNED WITH IF WE WERE GOING TO LIMIT OURSELVES, THIS THIS WON'T RESTRICT US FROM BEING ABLE TO SUPPORT OTHER AGENCIES RIGHT NOW, THAT STILL OCCURS WITH THE HOSPITALS OFF OF SHERIFF'S DEPARTMENTS.

HPD, WE ALL WORK CLOSELY TOGETHER.

SO THIS WON'T RESTRICT US FROM BEING A SUPPORT TO OTHER AGENCIES OR OTHER AGENCIES BEING A SUPPORT TO US.

AND I APPRECIATE THAT BECAUSE I READ IT A LITTLE BIT DIFFERENT.

I HAD A LITTLE DIFFERENT CONCERN BECAUSE WE JUST NEVER KNOW WHEN WE HAVE TO REACH OUT AND HELP OUR BROTHERS.

I COULD JUST ADD THAT WE ALSO HAVE MILLIONS USE WITH OVER 50 AGENCIES THROUGHOUT THE CITY, AND THOSE AVENUES OUTLINES THAT WHEN AN AGENCY REQUESTS OUR ASSISTANCE, WE COMPLY WITH THEM AND VICE VERSA.

ON THE EMERGENCY SITUATIONS, THE GOVERNOR DECLARES DECLARATIONS OF EMERGENCY THAT ALLOWS ALL AGENCIES TO WORK WITH EACH OTHER.

I APPRECIATE THAT. THANK YOU FOR THAT CLARITY.

THANK YOU. TRUSTEE HERNANDEZ.

YOU'RE GOOD. OKAY. PLEASE VOTE.

WERE PEOPLE APPROVING THIS ITEM? YES.

TRUSTEE 7-4-0 AGAINST ZERO ABSTENTIONS.

OH, I DIDN'T SEE HER. THANK YOU.

8-4-0 AGAINST ZERO ABSTENTIONS.

DIDN'T THEY SAY ZERO AGAINST? OUR NEXT ITEM HELD FOR DISCUSSION IS K 36, CORRECT?

[K-36. Approval Of Proposed Revisions To Board Policy DP(LOCAL), Personnel Positions—Second Reading]

YES. DO I HAVE A MOTION? SO MOVE HERNANDEZ.

A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BLUEFORD-DANIELS.

TRUSTEE HERNANDEZ.

THANK YOU. I MOVE THAT WE KEEP NUMBER 36 UNDER PRINCIPAL QUALIFICATIONS.

FOR THE THREE YEARS EXPERIENCE AS A CLASSROOM TEACHER.

SECOND. GUIDRY.

[INAUDIBLE] I'M SORRY.

WE HAVE A MOTION BY TRUSTEE ON THIS IN A SECOND.

BY TRUSTEE GUIDRY.

ANY DISCUSSION ON THE MOTION.

I'M ASSUMING IF YOU'RE IN THE QUEUE, IT'S FOR THE ORIGINAL THING.

PLEASE VOTE ON THE MOTION.

ABOUT THE MOTION. OK TRUSTEE DAGGER.

I'D LIKE TO UNDERSTAND FROM THE ADMINISTRATION WHY THEY SCRATCHED OUT THREE OR FOUR THREE YEARS EXPERIENCE TO BEGIN WITH.

THIS WAS SIMPLY AN ALIGNMENT PIECE FROM WHAT I REMEMBER AND TO BE RECOMMENDED A REVISION.

WE STILL MOVE FORWARD WITH THE PRACTICE OF THREE YEARS OF EXPERIENCE, AS IS IN THE JOB DESCRIPTION.

SO THERE WOULD BE NO CHANGE IN THE PRACTICE OF HOW WE HOW WE OPERATE.

[03:00:04]

THIS WAS SIMPLY A, YOU KNOW, KIND OF A WORDING ALIGNMENT TO ENSURE THAT WE'RE ALIGNED TO TASK THESE RECOMMENDATIONS.

SO DO WE KNOW WHY IT HAS BEEN RECOMMENDED IT? WE'D BE GLAD TO REACH OUT TO TAMMY AND AND GET SOME INSIGHT.

I CAN TELL YOU WHAT'S IN THE Q&A.

OKAY. SO THIS ISN'T ACTUALLY SOMETHING THAT YOU GUYS THINK IS THE RIGHT PRACTICE FOR OUR POLICY.

WE DON'T SEE ANYTHING WRONG WITH IT BECAUSE OUR PRACTICE IS STILL THE SAME.

OKAY. THEN I DON'T SEE WHY WE WOULD TAKE IT OUT.

OKAY. SO IS ANYONE IN THE QUEUE FOR THE TALKING ABOUT TRUSTEE HERNANDEZ MOTION? I AM BECAUSE I PULLED IT TO OK, BUT NOT NOT FOR THE NOT FOR THE THE ACTUAL ITEM, JUST FOR THE MOTION ITSELF THAT TRUSTEE HERNANDEZ MADE.

I. OKAY.

BECAUSE I PULLED IT TOO. BUT TRUSTEE.

BLUEFORD-DANIELS. AND TO THAT POINT OF TRUSTEE HERNANDEZ AND EVEN WITH ITS ALIGNING UNDER TEST B, THIS IS OUR POLICY AND I STILL WOULD LIKE TO SEE THE INCLUSION OF THE VERBIAGE THREE YEARS TO THREE YEARS EXPERIENCE.

IS THE CLASSROOM TEACHER INCLUDED IN THIS IS OUR LOCAL POLICY.

SO EVEN THOUGH IT ALIGNS EVERYTHING ELSE ALIGNS WITH TASB LET'S KEEP THE THREE YEARS ON IN PAPER.

I MEAN I'M SORRY IN THE POLICY BECAUSE ANYBODY WHO KNOWS WHAT WE'RE GOING TO BE NEXT YEAR OR TWO YEARS FROM NOW, THREE YEARS FROM NOW, AND THOUGH IT MAY BE PRACTICE NOW, IT'S NOT EXPLICITLY STATED IN THE POLICY THAT'S WHAT WE SHOULD BE DOING.

THIS COMMENT. IT'S ABOUT.

SO WE HAVE A MOTION AND A SECOND TO KEEP THE THREE YEARS IN THE POLICY.

PLEASE VOTE. EIGHT FOUR ONE AGAINST ZERO ABSTENTIONS.

TRUSTEE CRUZ.

NOW WE NEED TO VOTE ON THE UNDERLYING ITEM AS AMENDED.

THAT'S WHAT YOU'RE APPROVING ON SECOND READING WITH THAT LANGUAGE BACK IN THERE.

SO NOW WE ARE VOTING ON K 36 AS AMENDED, THE ENTIRE ITEM ON SECOND READING.

PLEASE VOTE. CORRECT? CORRECT. EIGHT FOUR ONE AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS K 49.

37. I'M SORRY.

K 37. I THINK IT WAS, BUT I THINK THEY MAKE 36, RIGHT? 37. NO, I PULLED YOU DID 37 AS WELL.

OKAY. SO OUR NEXT ITEM HELD FOR DISCUSSION IS K 37.

[K-37. Approval Of The Establishment Of Board Policy EHAA(LOCAL), Basic Instructional Program: Required Instruction (All Levels)—Second Reading]

DO YOU HAVE A MOTION TO MOVE? SET THE MOTION BY TRUSTEE BLUEFORD-DANIELS IN A SECOND BY TRUSTEE WADE.

DISCUSSION. MY CONCERN WITH THAT WITH THE SHACK, AS IT'S MENTIONED IN HERE REPEATEDLY, WHO IS THE SHACK COMMITTEE AND THEN HOW ARE THE SHACK COMMITTEE PERSONS IDENTIFIED? WHO SELECTS THEM? DR.

BIRD, WOULD YOU LIKE TO SHARE SOME INSIGHT HERE? THEY ARE.

I WISH I KNEW. THEY ARE APPOINTED PARTLY BY THE BOARD.

I THINK THAT YOU.

LET ME VERIFY THAT. HOLD ON.

LET ME VERIFY. NO.

AND THAT'S WHY I ASKED THAT QUESTION, BECAUSE I DON'T REMEMBER EVER POINTING ANYBODY TO THE CHECK COMMITTEE.

SO WHEN I SAW THAT POLICY AND, YOU KNOW, CONCERNING WITH WHO'S GOING TO BE APPOINTED ON THAT BOARD AND WHAT THAT PROCESS LOOKED LIKE, HOW THEY'RE APPOINTED. THATS K 17 EIGHT SUPER.

IT'S OKAY BECAUSE YOU'VE ALREADY YOU'VE BEATEN OUT SKID AND.

JONES I MEAN. GRANT SKID AND YOU MOVE THEM OUT.

YOU'RE MY FAVORITE PERSON NOW.

WHAT HAPPENED TO ME? IT'S ALWAYS GOING TO BE MY GLAD NOW IRREPLACEABLE.

[03:05:11]

IT IS SLIGHTLY AHEAD OF YOUR GRAND SKILLING.

JUST SLIGHTLY. HERE'S SOMETHING THEY ALL MINE ANYWAY.

EXACTLY. I'LL BE RIGHT BACK.

SHE PATTED ME. WHICH IS CHEAPER IS LOOKING AT THAT BECAUSE WE WERE TRYING TO FIND OUT WHO THOSE DAC APPOINTMENTS, I'M SORRY SHAQ APPOINTMENTS ARE AND WHAT THAT PROCESS IS OR WAS BECAUSE I DON'T KNOW IF ANYBODY ELSE, BUT I'VE NOT WE'VE NOT MADE ANY APPOINTMENTS FOR THE SHAQ.

WE CAN'T DO THREE FOR THEM.

YEAH. YOU.

YOU'VE APPOINTED SOMEBODY FOR JACK, MY PREDECESSOR APPOINTED.

SHE'S BEEN THERE SINCE 1909.

THERE'S ANOTHER ONE NEEDS TO BE MOVED, HAVE A TERM LIMIT ON IT.

BUT HE'S PULLING THE INFORMATION.

SO THE SHAQ COMPOSITION WAS ADDRESSED IN THE Q&A.

WE'RE GOING TO TRY TO FIND IT FOR YOU, BUT WE GAVE YOU THE COMPOSITION IN THE Q&A.

WE'LL FIND IT. YES, MA'AM.

YOU ASK THE QUESTION IT. HEY, MADAM CHAIR, CAN YOU TAKE A FIVE MINUTE LOOK? SHE'S GONE TO THE RESTROOM.

HE'S LOOKING STUFF UP.

CAN WE JUST HAVE A FIVE MINUTE RACE? I THINK IT'S A GOOD IDEA BECAUSE IT'S ONLY FIVE OF US LEFT.

SO LET'S.

AND I KNOW IT'S GETTING LATE IN THE HOUR, SO LET'S TAKE.

LET'S TAKE TEN, PLEASE.

THANK YOU. LET'S TAKE TEN.

TEN MINUTE. SHE'S SAYING TEN PAGES.

FIVE MINUTE RECESS.

5 MINUTES, Y'ALL.

5 MINUTES.

OKAY. SO WE'RE STILL IN K 37.

ARE WE ON FIRST ROUND.

YES. I SEE TRUSTEE DIVERTING THE QUEUE.

OH, YOU WERE STILL GOING? YEAH. I WAS WAITING FOR CHIEF BIRD TO LOOK FOR SOME INFORMATION AS THEY RELATE TO THIS.

THE SHACK AND WHO SERVES AND HOW THEY'RE SELECTED.

SO THE COUNCIL MEMBERSHIP IS APPOINTED BY THE HISD BOARD OF EDUCATION.

THE MAJORITY OF MEMBERSHIP MUST BE PARENTS WHO HAVE CHILDREN ENROLLED IN HIGH SCHOOLS AND WHO ARE NOT EMPLOYED BY THE DISTRICT.

SO EACH OF YOU APPOINTS ONE PERSON, ONE PARENT.

THE BALANCE OF THE COMMITTEE MADE UP OF SCHOOL TEACHERS, SCHOOL ADMINISTRATORS, STUDENTS, HEALTH CARE PROFESSIONALS, THE BUSINESS COMMUNITY, LAW ENFORCEMENT, SENIOR CITIZENS, LOCAL CLERGY, AND NONPROFIT HEALTH ORGANIZATIONS THAT ARE APPOINTED BY THE SCHOOL DISTRICT.

THEN WHEN THEY ARE, ALL THE PEOPLE THAT WANT TO BE ON THERE ARE APPOINTED.

THEN THEY VOTE AND THEY ELECT THEIR CHAIRPERSON.

THE COMMITTEE VOTES TO ELECT.

I APPRECIATE THAT. SO OBVIOUSLY THERE WAS QUESTIONS ABOUT THIS CHECK FROM MANY AND I'M GLAD WE HAVE AN OPPORTUNITY TO HAVE THIS DISCUSSION BECAUSE WHAT TRUSTEE'S HAS AN APPOINTMENT ON CHECK.

OKAY. AND THE TERMS ARE FOR TWO YEARS.

I'M SORRY. ONCE YOU APPOINT THEM THERE FOR TWO YEARS.

OKAY. THEY ARE FOR TWO YEARS.

THEY'RE FOR TWO YEARS. APPOINTMENTS.

TRUSTEE HERNANDEZ ONCE WE APPOINT THEM.

SINCE WE HAVEN'T DONE THAT IN THE PAST AND WE'RE DISCUSSING A POLICY AND VOTING ON A POLICY AND WE DON'T EVEN HAVE ANYBODY OVER THERE SERVING.

SO WE DON'T EVEN KNOW WHO'S SERVING.

WE DON'T TALK ABOUT. WE TALK ABOUT SHAQ.

ALL RIGHT. TRUSTEE DEIGAARD.

OF COURSE YOU CATCH ME WHILE I'M EATING A COOKIE.

SO IS THERE LIKE AN ADMINISTRATIVE REGULATION ABOUT THIS COMMITTEE THAT THAT SPEAKS TO YOU? SO, YEAH, BECAUSE.

WELL, TECHNICALLY, THERE ARE SUPPOSED TO BE THESE BOARD MEMBER APPOINTEES.

I DON'T KNOW THAT IN PRACTICE THAT'S BEEN WHAT'S HAPPENING.

AND SO WE WILL JUST CONNECT THERE.

YEAH. SO WE'LL FOLLOW. IT'S AN ACADEMIC SO WE'LL FOLLOW UP AND MAKE SURE YOU GET AN APPOINTMENT AT.

WE'LL FOLLOW UP WITH THAT.

I MEAN, THERE'S A DISTRICT FIVE APPOINTEE, BUT I'VE NEVER I DON'T KNOW WHO SHE IS.

MAYBE SHE DOESN'T EXIST ANYMORE.

I DON'T KNOW. BUT. PLEASE VOTE.

THIS IS ITEM K 37.

THE ACTUAL ITEM.

SECOND READING FOR K 37.

WE'RE VOTING ON IT AGAIN.

AND I THINK THAT IT SHOULD BE DEALT WITH LIKE WE DID THE DECK, BECAUSE WE DON'T HAVE ANY REAL SUBSTANCE TO VOTE ON THIS ITEM.

AND UNFORTUNATELY, WE DIDN'T CATCH IT BEFORE.

SO I'M GUILTY BEFORE I POINT THE FINGER ANYWHERE ELSE.

I'M GUILTY. WE DIDN'T CATCH IT.

SO NOW I'LL MAKE A MOTION THAT WE POSTPONE IT AND REVIEW IT UNTIL THE NEXT MEETING.

SO CAN I ASK A CLARIFYING LEGAL QUESTION IF IT'S IN REGULATION THAT STANDS AS IF IT WERE IN POLICY LIKE.

SO AN ADMINISTRATIVE REGULATION IS THE ADMINISTRATION'S MESSAGE TO THE PUBLIC AND TO THE BOARD ABOUT HOW THEY'RE GOING TO IMPLEMENT A PARTICULAR BOARD POLICY.

[03:10:09]

BUT A REGULATION CAN BE CHANGED BY THE ADMINISTRATION WITHOUT IT HAVING TO BE APPROVED BY THE BOARD SO LONG AS THE REGULATION IS CONSISTENT WITH BOARD POLICY.

TRUSTEE WADE IF I COULD SPEAK, I THINK THE POINT IS IN THAT POLICY STATES THAT WE HAVE TO FOLLOW THOSE GUIDELINES THAT WE PUT IN THERE.

SO THAT SHOULD COVER IF WE'RE APPLYING THE GUIDELINES, THAT SHOULD COVER THE POLICY.

RIGHT. I AGREE.

WE JUST DIDN'T KNOW WHAT THE GUIDELINES.

SO THAT'S WHY I HAD LAST TIME LAST WEEK I'M HAVING MR. BYRD, DR.

BYRD SEND US THE GUIDELINES.

SO THAT WAS THE RECOMMENDATION LAST TIME.

DR. BYRD. THE CHECKLIST DOES YOU'RE CORRECT.

THAT WOULD MAKE SURE THAT EVERYTHING WAS FOLLOWED BECAUSE IT'S ON THE CHECKLIST ABOUT THE CHECKLIST AND THE POLICY REGARDING THE CHECKLIST IS FOLLOWING.

IS THAT RIGHT? OKAY.

THE ITEM HAS BEEN REVISED SINCE FIRST READING.

SPECIFICALLY ADD THE LANGUAGE.

THE CHECK SHALL ENSURE THE ITEM OF COMPLIANCE CHECKLIST.

THE FRIEND FROM THE 2804 ARE MET.

SO THAT WAS THE REVISION YOU MADE ON FIRST READING.

OKAY, THAT MAKES SENSE.

BUT THE REASON WHY I PULLED IT, WE'RE HAVING THIS DISCUSSION IN THE FIRST PLACE IS BECAUSE I WASN'T SURE WHAT THE CHAT CONSISTED OF.

THAT'S ALL I WANT THAT CLARITY.

SO I'M GOOD. I'M GOOD WITH THAT.

THANK YOU. SO THANKS FOR CLARIFYING THAT IN TRUSTEE WADE.

THANKS FOR GETTING THAT LANGUAGE CLARIFIED BECAUSE I DON'T KNOW THAT I WAS EVEN CLEAR ON IT.

OKAY. SO WE'RE VOTING ON K 37.

SO TECHNICALLY, I THINK THERE WAS A MOTION TO POSTPONE UNLESS THERE WAS NEVER A SECOND.

OKAY. THANK YOU.

SO K 37 SECOND READING, PLEASE VOTE.

8-4-0 AGAINST ZERO ABSTENTIONS.

OUR NEXT ITEM HELD FOR DISCUSSION IS K 49.

[K-49. Approval Of Proposed Deletion Of Board Policy FNC(LOCAL), Students Rights And Responsibilities: Student Conduct—Second Reading]

DO I HAVE A MOTION? MOTION TO WITHDRAW IT IN PLACE BACK ON BECAUSE I PULLED IT BACK ON HERNANDEZ.

THE MOTION BY TRUSTEE BLUEFORD-DANIELS IN A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE TO PUT IT BACK ON CONSENT.

8-4-0 AGAINST ZERO ABSTENTIONS.

OUR LAST ITEM HELD FOR DISCUSSION IS K 50 505A MOTION SO MOVE SECOND

[K-50. Approval Of Proposed Revisions To Board Policy GKC(LOCAL), Community Relations: Visitors—Second Reading]

HERNANDEZ WITH A MOTION BY TRUSTEE BLUEFORD-DANIELS A SECOND BY TRUSTEE HERNANDEZ AND TRUSTEE BLUEFORD-DANIELS MOTION TO RETURN TO CONSENT.

I JUST WANTED TO MAKE MY COMMENTS AND I WANTED THEM FOR THE RECORDS AS, AS IT RELATES TO MY CONCERN WITH THAT POLICY.

SO MOTION TO RETURN TO CONSENT.

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

PLEASE VOTE TO RETURN TO CONSENT.

8-4-0 AGAINST ZERO ABSTENTIONS.

MADAM PRESIDENT, I JUST WANTED TO SAY THAT I KNOW IT SEEMS LIKE WE'RE GOING THROUGH A WHOLE LOT WITH THESE POLICIES, BUT WE HAD OVER 50 POLICIES. SO FOR THE PUBLIC THAT'S WATCHING, FOR THE MOST PART, YOU WON'T HAVE TO ENDURE THIS MUCH LONGER.

WE JUST HAD SO MANY AT ONE TIME.

SO IF IT SEEMS LIKE IT'S DISCOMBOBULATED, IT'S BECAUSE OUR CONCERNS I KNOW WE'VE HAD THEM FOR A COUPLE OF WEEKS, BUT EACH TIME WE'VE READ THEM FIRST AND SECOND, THEN WE FOUND SOMETHING DIFFERENT THAT WE WANT TO QUESTION AND WE JUST WANTED TO ENSURE THAT THE POLICIES COVER THE BEST INTERESTS OF THE CHILDREN, WHAT WE'RE DOING FOR THE CHILDREN AND THE DISTRICT. AND I DON'T SAY THAT LIGHTLY.

I KNOW I DON'T. I FIGHT FOR MY BABIES.

ALL RIGHT. THANKS. DO I HAVE A MOTION TO ACCEPT TODAY'S AGENDA BY CONSENSUS.

SO MOVED HERNANDEZ.

A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BLUEFORD-DANIELS.

PLEASE VOTE.

8-4-0 AGAINST ZERO ABSTENTIONS.

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

[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]

ARE THERE ANY MOTIONS I MOVE THAT THE BOARD AUTHORIZE THE DISTRICT TO EXECUTE, TO NEGOTIATE AND EXECUTE RELEASE AGREEMENT WITH HUNTINGTON BANK

[03:15:02]

IN OHIO RELATED TO FRAUDULENT TRANSACTIONS INVOLVING HOUSTON ISD AND A DISTRICT VENDOR ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE SEPTEMBER NINE, 2022. SECOND GUIDRY.

SO A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE GUIDRY.

PLEASE VOTE. 9-8-4-0 AGAINST ZERO ABSTENTIONS.

I MOVE THAT THE BOARD AUTHORIZE A DISTRICT TO SETTLE THE MEDIATION MATTER OF CALEB B VERSUS HOUSTON ISD TEA MEDIATION DOCKET NUMBER 080 DASH DM DASH 0622.

ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE SEPTEMBER NINE, 2022.

SECOND GUIDRY.

IF A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE GUIDRY PLEASE VOTE.

8-4-0 AGAINST ZERO ABSTENTIONS.

I MOVE THAT THE BOARD AUTHORIZED THE DISTRICT TO SETTLE THE MATTER OF JOSHUA H.

VERSUS HOUSTON ISD SOLDIER DOCKET 701-22-00977.

IDEA TEA DOCKET NUMBER 269-SE-0622.

ON THE TERMS DISCUSSED IN CLOSED SESSION EFFECTIVE SEPTEMBER NINE, 2022.

SECOND GUIDRY.

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

PLEASE VOTE. YES.

I JUST WANT CLARITY AS TO WHICH ONE.

WE'RE THINKING ABOUT.

IT'S THE ONE I THINK THIS IS THE ONE THAT I DON'T WANT TO DISCUSS WHAT WAS DISCUSSED IN CLOSED SESSION SO IF WE NEED TO GO BACK INTO CLOSED SESSION.

WE CAN'T. [INAUDIBLE].

THAT'S NOT THE ONE. THAT'S NOT THE ONE THAT WOULDN'T BE VOTING.[INAUDIBLE] . I MOVED THAT THE BOARD AUTHORIZED.

WAIT, WE DIDN'T. I DIDN'T ANNOUNCE ANY.

YOU NEED TO. 8-4-0 AGAINST ZERO ABSTENTIONS.

[INAUDIBLE] . I MOVE THAT THE BOARD AUTHORIZED THE DISTRICT TO SETTLE THE MATTER OF AT LEAST FBNF JANE AND CRAIG F VERSUS HOUSTON ISD BEFORE THE TEXAS EDUCATION AGENCY.

TEA DOCKET NUMBER 280-SE-0622 SOHA DOCKET NUMBER 70122-22-02862 ON THE TERMS DISCUSSING CLOSED SESSION EFFECTIVE SEPTEMBER 9TH, 2022.

CHECK THE MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BAKER, PLEASE VOTE.

GET IT OVER WITH GIRL. 8-4-0 AGAINST ZERO ABSTENTIONS.

I MOVE THAT THE BOARD APPROVE A FINDING OF NO GOOD CAUSE FOR EDUCATORS TO RESIGN OR ABANDON EMPLOYMENT CONTRACTS WITHOUT DISTRICT CONSENT UNDER SECTION 21.105 C 21.1 60C OR 21.2 10C OF THE TEXAS EDUCATION CODE AS DISCUSSED IN CLOSED SESSION AND AUTHORIZE THE SUPERINTENDENT OR HIS DESIGNEE TO SUBMIT A WRITTEN COMPLAINT TO ASPECT TO IMPOSE SANCTIONS AS DISCUSSED DISCUSSED IN CLOSED SESSION EFFECTIVE SEPTEMBER 9TH, 2022.

THE MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BAKER.

PLEASE VOTE.

7-4-0 AGAINST ONE ABSTENTION.

I MOVE THAT THE BOARD APPROVED THE BALANCE OF THE CLOSED SESSION PERSONNEL AGENDA, INCLUDING SPECIFICALLY THAT THE BOARD APPROVED PROPOSED TERMINATIONS OF CONTINUING TERM AND PROBATIONARY CONTRACTS, APPROVED END OF TERM TERMINATION OF PROBATIONARY CONTRACTS, AND THAT THE BOARD APPROVED PROPOSED NON RENEWALS OF TERM CONTRACTS, THAT THE BOARD APPROVED ISSUANCE OF FOURTH YEAR PROBATIONARY CONTRACTS, AND THAT THE BOARD AUTHORIZED THE SUPERINTENDENT OR HIS DESIGNEE TO PROVIDE

[03:20:02]

NOTICE OF THE SAME THAT THE BOARD APPROVED SEPARATION AND RELEASE AGREEMENTS, THAT THE BOARD APPROVED WITHDRAWALS OF CONTRACT RECOMMENDATIONS, AND THAT THE BOARD APPROVE ISSUANCE OF FINAL ORDERS ON CONTRACT TERMINATIONS AND NON RENEWALS AS DISCUSSED IN CLOSED SESSION.

EFFECTIVE SEPTEMBER NINE, 2022 HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE BAKER, PLEASE VOTE.

840 AGAINST ZERO ABSTENTIONS.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE REGULAR MONTHLY BOARD MEETING HELD ON AUGUST 11TH, 2022, AND THE SPECIAL MEETING HELD ON AUGUST 25TH, 2022.

[CONSIDERATION AND APPROVAL OF MINUTES FROM AUGUST 11 AND 25, 2022]

SO MOVED SECOND HERNANDEZ HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE GUIDRY.

PLEASE VOTE. 840 AGAINST ZERO ABSTENTIONS AND TRUSTEES. WE HAD AN UNUSUALLY LONG MEETING.

I JUST WANT TO REMIND YOU ALL I KNOW IT WAS A LOT OF HOMEWORK, BUT YOU GUYS HAD THAT PACKET SINCE JULY 20TH AND THE PUBLIC HAS HAD IT SINCE AUGUST 12TH.

AND I JUST ASK, OUT OF RESPECT FOR OUR NORMS, OUT OF RESPECT FOR THE TIME THAT THE ADMINISTRATION SPENDS ON PREPARING, THAT WE DO OUR BEST TO DO OUR HOMEWORK IN A TIMELY MANNER.

AND I GET THINGS COME UP AND QUESTIONS COME UP AS WE'RE MOVING THROUGH THIS.

I TOTALLY UNDERSTAND THAT, AND WE HAVE MULTIPLE OPPORTUNITIES TO ASK QUESTIONS.

SO I JUST ASK THAT WE REALLY BE MINDFUL OF THAT AND STICK TO OUR NORMS. WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM MR.

[REPORTS FROM THE SUPERINTENDENT]

SUPERINTENDENT. DO YOU HAVE ANY REPORTS FOR US AT THIS TIME? OH, I'LL KEEP IT BRIEF.

OF COURSE.

THESE PAST COUPLE OF WEEKS HAVE BEEN VERY POSITIVE, SAFE DAYS TO THE START OF THE SCHOOL YEAR.

WE'RE VERY PROUD OF OUR STUDENTS AND STAFF.

IT'S REALLY THE FIRST TIME AND WE DISCUSSED THIS WITH PRINCIPALS ON TUESDAY AND PRINCIPALS MEETING THE FIRST TIME IN A FEW YEARS WHERE WE'VE HAD SOME NORMALCY TO START OUT THE SCHOOL YEAR.

SO WE'RE REALLY EXCITED ABOUT WHAT WE'VE SEEN.

WE ARE CONTINUOUSLY, ALONG WITH EVERYONE ON THIS DIAS, WATCHING THE MEMBERSHIP ON A DAY BY DAY BASIS.

IN COMPARISON TO LAST YEAR, I THINK WE'RE DOWN ABOUT 2700 STUDENTS IN COMPARISON TO DAY TO DAY.

APPLES TO ORANGES OR APPLE TO APPLE COMPARISON FROM THIS YEAR TO LAST YEAR.

BUT WE'LL BE WATCHING THOSE NUMBERS UNTIL SNAPSHOT VERY POSITIVE QUARTERLY CONVERSATIONS THAT WE CONTINUE TO HAVE WITH OUR CONSERVATORS. I WANT TO THANK DR.

DELANEY FOR THE CONTINUED FEEDBACK.

WE SEE IT AS AN OPPORTUNITY TO CONTINUE TO GET BETTER ALONG.

I DON'T THINK OUR SPED CONSERVATORS ARE HERE AS WELL, BUT THEY'LL BE WORKING VERY CLOSELY WITH, OF COURSE, OUR NEW EXECUTIVE DIRECTOR OF SPECIAL EDUCATION.

THIS PAST TUESDAY, WE ALSO HAD THE OPPORTUNITY TO BE A PART OF A MEETING WITH OUR COMMISSIONER OF EDUCATION HERE IN THE STATE OF TEXAS.

AND WE WERE PROUD THAT HE HIGHLIGHTED 15 HISD SCHOOLS THAT MADE THE JUMP TO A FROM A MUCH LOWER STARTING POINT WHERE THEY WERE IN 2019.

THESE WERE I THINK THIS WAS A LIST OF PROBABLY ABOUT 40 SCHOOLS THAT HE HIGHLIGHTED.

AND 15 OF THOSE SCHOOLS WERE HISD SCHOOLS.

SO THAT WAS VERY ENCOURAGING AS WELL DURING THAT TIME.

I DO WANT TO HIGHLIGHT THAT.

EVERYTHING WAS FILLED WITH PRINCIPLES IN THE LAST 24 HOURS.

AND THE THEME TO START THIS SCHOOL YEAR OUT THAT DR.

WATTS PUSHED WITH PRINCIPALS WAS DRIVE.

AND AND WHAT I SAW IN THIS BUILDING YESTERDAY GOING FROM ROOM TO ROOM WITH OVER 270, 80 PRINCIPALS AND ADMINISTRATORS, WAS SSOS DRIVING THE SHIP, ASSISTANT SUPERINTENDENTS DRIVING THE SHIP TO BUILD CAPACITY WITH OUR PRINCIPALS? I WAS VERY ENCOURAGED WITH WHAT I SAW, AND I THINK OUR ADMINISTRATIVE TEAM WAS VERY ENCOURAGED WITH WHAT THEY SAW AS WELL.

THIS IS WHAT I ENVISIONED WHEN I TOOK THIS JOB IS REALLY ALLOWING OUR CHIEFS TO LEAD WITH THE TALENTS THAT THEY HAVE. SO AGAIN, I WANT TO COMMEND THEM FOR DOING THE WORK TO PUSH FORWARD.

AND LASTLY, I JUST WANT TO THANK OUR COMMUNITY INSTRUCTION AND OUR TEACHERS.

OUR PRINCIPALS INSTRUCTION IS HAPPENING.

I VISITED 20 SCHOOLS DURING THE FIRST COUPLE OF DAYS OF THIS SCHOOL YEAR, AND I DIDN'T GO IN TO SEE

[03:25:05]

SYSTEMS AND PROCESSES THAT WERE NOT BEING FOCUSED ON.

I SAW INSTRUCTION HAPPENING ON DAY ONE AND DAY TWO, AND THAT MAKES ME PROUD BECAUSE WE DON'T HAVE A MINUTE, WE DON'T HAVE A SECOND TO WASTE.

DR. BIRD SAID IT VERY WELL EARLIER.

WE HAVE 170 SOME ODD DAYS, 160 SOME DAYS LEFT IN THIS YEAR.

AND WE COUNT EVERY ONE OF THEM BECAUSE WE HAVE TO MOVE FORWARD WITH THE CONTINUED PROGRESS AND SENSE OF URGENCY THAT WE KNOW OUR CHILDREN DESERVE.

MADAM PRESIDENT, THAT CONCLUDES MY COMMENTS.

THANK YOU, MR. SUPERINTENDENT.

WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS.

[TRUSTEE REPORTS AND COMMENTS]

PLEASE LIMIT YOUR TIME TO ONE MINUTE PER TRUSTEE.

WE'LL START ANY PREFERENCE.

TRUSTEE. I WANT TO SAY, PARENTS, WELCOME.

THIS IS OUR WEEK FOR OPEN HOUSE AND FOR THOSE PARENTS IN DISTRICT FOUR.

I MAY NOT BE ABLE TO MAKE IT TO THE OPEN HOUSE BECAUSE OF THIS BROKEN LEG, BUT PLEASE DO KNOW THAT I'LL BE THERE IN SPIRIT AND WE'LL BE THERE AT A LATER DATE.

ONCE I'M ABLE TO WALK INTO THE BUILDING.

I ALSO WANT TO SAY GOOD LUCK TO SUPERINTENDENT HOUSE AND THE HISD ADMINISTRATORS THAT ARE WALKING TO GET THE GRADS WITHIN REACH.

AND GOOD LUCK AND I HOPE WE GET A WHOLE BUNCH OF GRADS WITHIN REACH.

WE DON'T WANT THEM TO FALL OUT BECAUSE OF THE PANDEMIC.

I WANT TO THANK THE COMMUNITY, AS ALWAYS, FOR COMING AND SHOWING UP.

I APPRECIATE YOU AND ALL YOU HAVE TO SAY.

I APPRECIATE THE ADMINISTRATION FOR ALL YALL DO TO MAKE US SING AND SHINE.

AND I THANK MY TRUSTY FRIENDS AND THE WORK THAT WE WILL DO THIS YEAR AND FOR SUPERINTENDENT HOUSE FOR GREAT OUTCOMES FOR ALL KIDS.

I ALSO JUST WANT TO REITERATE WELCOME BACK TO ALL OF OUR STUDENTS.

IT HAS BEEN A PLEASURE TO VISIT ALL OF THE CAMPUSES THAT I'VE BEEN INVITED TO OPEN HOUSES AND SEE THE EXCITEMENT ON THE STUDENTS FACES AND THE PRINCIPALS AND THE STAFF IN GENERAL.

AND WE ARE EXCITED.

I THINK THIS IS GOING TO BE GOING TO BE A GREAT YEAR.

I LOOK FORWARD TO US PROGRESSING THROUGHOUT THIS YEAR AND GETTING FEEDBACK ON WHAT I BELIEVE WILL BE GREAT, GREAT OUTCOMES.

THANK YOU TRUSTEE BLUEFORD-DANIELS FOR PROVIDING US WITH OUR BURGUNDY RIBBONS TO STAND WITH OUR BROTHERS AND SISTERS IN YOUR UVALDE.

PRAYING FOR THEM CONTINUOUSLY.

AND LAST, I HAVE TO MAKE A PLUG.

DISTRICT NINE WILL BE HAVING ITS EXTRAVAGANZA COMMUNITY MEETING ON SEPTEMBER 18TH FROM 2 TO 4:00 PM AT THE BUTLER FIELD HOUSE.

I WOULD LOVE TO SEE EVERYBODY IN THE PLACE.

GOOD NIGHT. JUST REALLY WANT TO THANK OUR TEACHERS AND PRINCIPALS WHO ARE ON THE GROUND WORKING WITH OUR STUDENTS.

I KNOW IT'S LIKE A YEAR LIKE ANY UNLIKE ANY OTHER AND JUST THANK THEM FOR THEIR TENACITY AND ENSURING THAT OUR KIDS AND REALLY ALL THE STUFF GET THE BEST EDUCATION POSSIBLE. IF PHYLLIS MS..

THE LA PRENSA ESPANA.

AND THANK YOU.

AND I'D JUST LIKE TO SAY AGAIN, APOLOGIZE TO ALL OF YOU ALL FOR KEEPING UP KEEPING YOU UP SO LATE.

ORDINARILY, WE DO PREPARE ACCORDINGLY WITH THESE POLICIES AND REVIEW PRIOR TO COMING TO THIS MEETING.

BUT THIS HAS NOT BEEN A NORM WITH ALL OF THE POLICIES THAT WE HAVE BEEN SET FORTH, OVER 50 POLICIES.

AND IT'S NOT OFTEN THAT WE GET A CHANCE AS A BOARD TO DISCUSS AMONGST OURSELVES WITHOUT FEAR OF GOING OR REACHING A QUORUM.

SO WE DON'T GET A CHANCE TO HAVE THOSE CONVERSATIONS LIKE WE'VE HAD TONIGHT WITH THE VARIOUS POLICIES AND THINGS THAT HAVE COME UP.

SO I THOUGHT IT WAS A GOOD DIALOG.

IT I KNOW IT PUT A STRAIN ON YOU GUYS OUT THERE, BUT SO AGAIN, FOR THAT, I APOLOGIZE.

AUGUST WAS QUITE BUSY.

WE HAD A MEETING EVERY EVERY THURSDAY IN AUGUST, THREE, FOUR OR FIVE, 6 HOURS.

SO THAT KIND OF PUSHED US BACK WITH ALL THESE POLICIES.

AGAIN, I'M NOT MAKING AN EXCUSE.

I'M JUST LETTING YOU GUYS KNOW THAT OUR BRAINS WERE BURNED UP AND SO WE DIDN'T PREPARE LIKE WE ORDINARILY WOULD.

I KNOW I CAN SAY THAT FOR MYSELF, BUT LAST AND NOT LEAST, AGAIN, THANK YOU ALL FOR STAYING UP ALL NIGHT.

I WANTED TO SAY AGAIN HOW WE SUPPORT THE FAMILIES OF UVALDE, WHICH OF COURSE IS WHY WE WERE INDICATING IT WITH OUR BURGUNDY AND SUPPORT. AND THIS HAS BEEN A A GRUESOME SUNDAY SUMMER, TIRESOME, MOURNFUL.

WE'VE HAD A LOT OF THINGS, ISSUES GOING ON IN OUR COMMUNITY.

SO I'LL JUST SAY, LET'S MAKE THIS A GOOD YEAR AND THIS SCHOOL YEAR.

SO LET'S GO, GO OUT AND DO OUR BEST SO WE CAN COME BACK AND OUR DISTRICT CAN BE AN A DISTRICT.

[03:30:01]

GET ON A TRAIN. GET ON ON THE NIGHT TRAIN TO THE A DISTRICT.

I'LL LET YOU ALL GO HOME 60 SECONDS EARLIER.

THANK YOU AND GOOD NIGHT. I JUST WANT TO SAY GIVE A SHOUT OUT TO ALL OF THE TEACHERS AND PRINCIPALS OF DISTRICT SIX. I HAD AN OPPORTUNITY TO GO TO QUITE A FEW OF THE OPEN HOUSES.

SUCH A GREAT TURNOUT WITH ALL THE PARENTS AT THE DIFFERENT SCHOOLS.

I'M NOT GOING TO START NAMING THEM BECAUSE I'LL BE HERE ALL NIGHT.

SHOUT OUT TO THE ADMINISTRATION.

YOU ALL ARE DOING A WONDERFUL JOB.

THANK YOU FOR YOUR HARD WORK AND I WON'T FORGET ABOUT THE FABULOUS BOARD SERVICES.

THANK YOU ALL FOR ENDURING US.

FOR HELPING US EVERY STEP OF THE WAY, ALL OF YOU.

THANK YOU SO MUCH.

THE JOB WOULD NOT BE POSSIBLE WITHOUT YOU ALL.

AND THANKS TO MY COLLEAGUES, TOO.

IT'S BEEN GREAT SO FAR SERVING ON THIS GREAT BOARD SINCE THE ELECTION LAST YEAR.

AND SO I LOOK FORWARD TO THE CHALLENGE.

IT'S A PLEASURE TO SERVE THE PEOPLE OF DISTRICT SIX AND ALL OF HOUSTON.

AND I WANT TO WELCOME MY FRIEND PASTOR HAYES BAKER FROM NIGERIA.

HE JUST GOT HERE TODAY.

HE STEPPED OUT. WE'RE GOING TO BE GETTING THE ON TO HIS HOTEL ROOM.

BUT HE WANTED TO SEE HOW WE OPERATED HERE.

OF COURSE, IT'S A LITTLE ROUGHER DOWN THERE, BUT HE GOT A CHANCE TO SEE.

SO I HEAR THE COMMENTS ON THE WAY.

SO THANK ALL OF YOU TONIGHT.

THANKS FOR YOUR PATIENCE.

GOOD NIGHT.

[SPANISH].

HAPPY HISPANIC HERITAGE MONTH TO EVERYBODY.

I HOPE THAT EVERYONE HAS A GREAT AND SAFE SCHOOL YEAR AND ALSO THANK YOU TO ALL THE ADMINISTRATION FOR PUTTING UP WITH THIS.

GOOD NIGHT. AND SOMETHING I FORGOT TO MENTION, TRUSTEES, IS THERE ARE A FEW MORE TASB UPDATES.

IT'S NOT GOING TO. IT'S NOT 50.

IT'S NOT 50 SOMETHING.

THERE'S PROBABLY ABOUT A DOZEN.

I ASKED BOARD SERVICES TO SPLIT THEM UP IN VERY SMALL AMOUNTS OVER THE NEXT FEW MONTHS, BUT JUST BE ON THE LOOKOUT.

[INAUDIBLE] IT'S NOT ME.[LAUGHTER].

RIGHT. [SPANISH].

.

WE LOOK FORWARD TO SEEING YOU AT OUR NEXT REGULAR BOARD MEETING ON OCTOBER 13TH, 2022.

AGENDA REVIEW FOR THAT MEETING WILL BE HELD ON OCTOBER SIX, 2022.

THERE SHOULD BE NO FURTHER BUSINESS.

THIS MEETING IS OFFICIALLY ADJOURNED AT 8:41 P.M.

[SPANISH].

* This transcript was compiled from uncorrected Closed Captioning.