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[00:00:02]

OKAY.

[Agenda Review]

GOOD EVENING. THIS MEETING IS NOW CONVENED.

THE TIME IS 5 P.M.

BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE, TRUSTEE.

GUIDRY, TRUSTEE DEIGAARD, TRUSTEE BAKER, TRUSTEE HERNANDEZ, OH, AND TRUSTEE BLUEFORD-DANIELS.

SORRY, I WAS GOING BY THE ROW.

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

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW HELD ON SEPTEMBER 1ST, 2022.

YES. SO MOVED.

SORRY. SECOND PLEASE VOTE.

COLLEAGUES, PLEASE VOTE.

7 FOR 0 AGAINST 0 ABSTENTIONS.

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

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

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

BUT YOU MAY NAME YOUR OWN CHILD.

THE ITEM HELD FOR REGISTERED SPEAKERS IS ITEM A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURES 3.1, 3.2 AND 3.3. WILL [INAUDIBLE] PLEASE COME TO THE PODIUM.

BECAUSE I'M THE ADVOCACY DIRECTOR AT LATINOS FOR EDUCATION AND A PROUD HISD ALUM.

JOINING ME TONIGHT ARE FAMILIES FROM [INAUDIBLE] AND MAGNOLIA PARK NEIGHBORHOODS, PART OF FAMILIAS LATINAS [INAUDIBLE].

I'D LIKE TO BEGIN BY EXPRESSING MY GRATITUDE TO THE DISTRICT LEADERS SUPERINTENDENT HOUSE, ASSISTANT SUPERINTENDENT GARCIA VELASQUEZ, TRUSTEE WADE, DEIGAARD AND HERNANDEZ FOR ENGAGING IN A VERY MEANINGFUL CONVERSATION IN SEPTEMBER AS THE FAMILIES SHARED WHAT MATTERS MOST TO THEM IN THEIR CHILD'S EDUCATION AND RECOMMENDATIONS TO ADDRESS THESE CONCERNS. ALSO I WANT TO THANK TRUSTEES CRUZ AND SANTOS FOR SUPPORTING IN THE PREPARATION OF THEIR MEETING TODAY, I'D LIKE TO SPEAK ON AGENDA ITEM A, ONE FOR STUDENTS TO BE PREPARED FOR COLLEGE CAREER MILITARY.

THEY MUST HAVE ADEQUATE RESOURCES AND SERVICES THROUGHOUT THEIR EDUCATIONAL JOURNEY.

MANY OF THE FAMILIES YOU SPOKE WITH HAVE CHILDREN IN ELEMENTARY AND MIDDLE SCHOOL AND UNDERSTAND THE IMPORTANCE OF HAVING ACCESS TO HIGH QUALITY CURRICULUM AND PROGRAMS, ESPECIALLY AS THEY LOOK AHEAD TO THEIR CHILD'S EDUCATION OR FUTURE IN HISD.

THEY MUST BE READING AT GRADE LEVEL IN THIRD GRADE, HAVE ACCESS TO DUAL CREDIT, DUAL ENROLLMENT CLASSES AND INDUSTRY BASED CERTIFICATION BEFORE THEY GRADUATE.

WE ASK THAT YOU EXPAND THESE PROGRAMS TO THE MANY NEIGHBORHOODS WHO DO NOT HAVE ACCESS.

IN ADDITION, OUR FAMILIES STAND FOR TIMELY AND CORRECT SUPPORT RESOURCES AND EARLY ACCESS FOR LEARNING DISABILITIES, ESPECIALLY FOR OUR EMERGING BILINGUAL AND MULTILINGUAL STUDENTS.

EFFECTIVE SCHOOL LEADERS AND EDUCATORS.

30% OF HISD TEACHERS IDENTIFY THEMSELVES AS LATINO OR HISPANIC IN A DISTRICT WHOSE LATINO STUDENT POPULATION IS OVER 60%.

FOR STUDENTS OF COLOR TO THRIVE IN THE CLASSROOM.

THEY NEED TO SEE THEMSELVES REPRESENTED IN THEIR TEACHERS AND ROLE MODELS ETHNICALLY, CULTURALLY AND LINGUISTICALLY.

RESEARCH SHOWS STUDENTS PERFORM BETTER ACADEMICALLY WHEN THEY SEE THEMSELVES REPRESENTED.

[INAUDIBLE] THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURES 3.1, 3.2 AND 3.3. SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.

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

THANK YOU, MADAM PRESIDENT, AND GOOD EVENING.

I'D LIKE TO INVITE DR.

ALLISON MATNEY TO TO THE PODIUM TO GIVE US SOME INSIGHT AND REFERENCE TO PROGRESS MEASURES.

ONE, TWO AND THREE.

DR. MATNEY, GOOD EVENING.

THANK YOU SO MUCH, SUPERINTENDENT HOUSE TRUSTEES.

WE ARE HERE THIS EVENING TO TALK ABOUT GOAL THREE AND EACH OF THEIR PROGRESS MEASURES.

THANK YOU SO MUCH. AND STARTING OFF THIS EVENING, JUST A REMINDER, GOAL THREE STATES, THE PERCENTAGE OF GRADUATES THAT MEET THE CRITERIA FOR COLLEGE

[00:05:01]

CAREER AND MILITARY READINESS CCMR, IS DEFINED OR AS MEASURED IN DOMAIN ONE OF THE ACCOUNTABILITY SYSTEM WILL INCREASE EIGHT PERCENTAGE POINTS FROM 63 TO 71 FOR OUR 22-23 GRADUATES.

THOSE ARE OUR CURRENT SENIORS REPORTED OUT IN 2024.

SO A REVIEW OF THE GOAL AND WHERE WE LANDED WITH OUR 2021 GRADS, WE SEE OUR HISTORICAL DATA THERE.

ON THE LEFT HAND SIDE, 2020 GRADS.

THE TARGET WAS 63, WE WERE AT 62.

AND THEN THIS YEAR OUR 2021 GRADS IS REPORTED OUT.

WE WERE AT 60% THAT MET CCMR AND THE TARGET WAS 65.

THERE WERE DECREASED OPPORTUNITIES FOR THE 2021 GRADUATES AS AN IMPACT OF THE PANDEMIC.

THEY WERE SLATED TO TAKE SAT IN SPRING OF THEIR JUNIOR YEAR.

AND OF COURSE, WE WENT HOME.

THERE WERE SOME ADDITIONAL OPPORTUNITIES THE FOLLOWING FALL, BUT SAT IS THE AREA WHERE WE MEET.

WE GAINED THE MOST POINTS WITH CCMR. BUT THEN THERE WERE ALSO DECREASED OPPORTUNITIES TO TAKE INDUSTRY BASED CERTIFICATION EXAMS AND AND OTHER INDICATORS THAT ARE PART OF GOAL THREE. SO THAT DECREASE, ALTHOUGH NOT EXCITED ABOUT THE DECREASE, WE DEFINITELY ANTICIPATED THE IMPACTS OF COVID WITH THAT CLASS OF 2021.

FOR GOAL PROGRESS MEASURE 3.1 WE'RE LOOKING AT THE PERCENTAGE OF STUDENTS WHO BY THE END OF GRADE 11, HAVE DEMONSTRATED COLLEGE READINESS BY SATISFYING THE TEXAS SUCCESS INITIATIVE REQUIREMENTS, EITHER THROUGH SAT, ACT, OR THE ACTUAL TEXAS SUCCESS INITIATIVE ASSESSMENT WILL INCREASE EIGHT PERCENTAGE POINTS FROM 24 TO 32 IN 2024.

SO FOR 3.1, WE'RE LOOKING HERE AT THE PERCENTAGE OF STUDENTS WHO MET THAT TSI IN BOTH READING AND MATH BY GRADE LEVEL. SO WE HAVE OUR HISTORICAL DATA THERE IN JUST TO KIND OF GROUND US WITH THIS GRAPH BECAUSE THERE'S A LOT OF INFORMATION ON THIS SLIDE.

THE PEACH COLORED BARS ARE IN 10TH GRADE FOR THAT YEAR, SO IT'S WHERE OUR 10TH GRADERS ARE IN ACHIEVING THAT TSI READING OR MATH OR READING AND MATH BY 10TH GRADE, I'LL KEEP TALKING UNTIL THAT COMES BACK UP.

SO LET'S TALK ABOUT OPPORTUNITIES.

THERE WE GO. PERFECT OPPORTUNITIES FOR 10TH GRADERS WITHIN THESE AREAS.

TYPICALLY WHERE WE SEE THAT IS OUR EARLY COLLEGES.

SO STUDENTS ARE MEETING TSI TO ENROLL IN THOSE COLLEGE COURSES IN SOPHOMORE THE SUMMER AFTER SOPHOMORE YEAR IN JUNIOR YEAR. SO WE DON'T ANTICIPATE THE BULK OF OUR STUDENTS ACHIEVING THIS INDICATOR IN 10TH GRADE.

BUT WE WANTED TO MAKE SURE THAT WE ACKNOWLEDGE THAT WE DO HAVE STUDENTS THAT ARE IN 10TH GRADE.

THE BLUE BAR IS 11TH GRADE.

WE CHOSE 11TH GRADE IS THE TARGET INDICATOR BECAUSE OUR PROGRESS MEASURES HAVE TO BE PREDICTIVE OF THE GOAL.

SO WE WANTED TO LOOK AT WHERE WERE WE AS 11TH GRADERS TO PREDICT OUT WHERE THEY WERE FOR GRADUATES.

SO THE BLUE BAR IS SHOWING OUR 11TH GRADERS FOR EACH OF THOSE YEARS.

YOU CAN SEE HISTORICALLY 16-17, 17-18, 18-19.

WE HOVERED AT ABOUT 24.

WE DID SEE A DIP IN 19-20 DOWN TO NINE, BUT WE HAVE COME BACK UP QUITE A BIT.

BUT WE ARE STILL MISSING THE TARGET FOR THIS YEAR.

SO THIS YEAR FOR 21-22, WE FOR OUR 11TH GRADERS, WE WERE AT 19% MEETING ONE OF THOSE INDICATORS AND THE TARGET WAS 26.

SO WE ARE BEHIND SLIGHTLY WITH OUR 11TH GRADERS.

THE GREEN BAR IS 12TH GRADERS.

AGAIN, JUST ADDITIONAL SUPPORTING INFORMATION THAT IS ON THE SLIDE FOR YOU.

BUT YOU DO GET SOME IDEA OF THE SLIGHT INCREASES THAT WE SEE BETWEEN 11TH GRADE AND 12TH GRADE IN IN THESE AREAS.

SO OUR NEXT STEPS FOR 3.1 IS CONTINUING THAT OFFICIAL SAT PRACTICE WITH KHAN ACADEMY.

WE HAVE STUDENTS LINK THEIR COLLEGE BOARD ACCOUNTS WITH KHAN ACADEMY FOR TARGETED PRACTICE FOR THE SAT EXAM SO THAT HELP SUPPORT STUDENTS BE MORE READY TO MEET THOSE TSI BENCHMARKS ON THE SAT EXAM.

AND THEN STUDENTS ARE ALSO IDENTIFIED FOR RETAKING THE TSI EXAM IF THEY ARE WITHIN THE RANGE OF MEETING THE BENCHMARK. SO WE'RE IDENTIFYING STUDENTS THAT ARE CLOSE.

THEY DEFINITELY HAVE THE ABILITY TO ACHIEVE THAT TSI BENCHMARK.

[00:10:07]

AND WE'RE IDENTIFYING THOSE STUDENTS AND PUTTING REMEDIATION IN PLACE SO THAT THEY CAN ACTUALLY.

THEY CAN ACTUALLY SEE THE SUCCESS ON THAT TSI THROUGH THOSE ADDITIONAL SUPPORTS.

FOR GOAL PROGRESS MEASURE 3.2.

HERE WE'RE LOOKING AT THE PERCENTAGE AGAIN OF 11 BY THE END OF GRADE 11 WHO HAVE DEMONSTRATED COLLEGE READINESS.

SO 3.1 IS IS IS COLLEGE READINESS WITH SAT/ ACT.

THIS IS COLLEGE READINESS THROUGH AP EXAMS, DUAL CREDIT COURSEWORK OR DUAL ENROLLMENT CREDIT ELIGIBILITY.

SO WE'VE SPLIT THAT COLLEGE READINESS UP INTO TWO PROGRESS MEASURES.

WE'RE LOOKING TO INCREASE BY EIGHT PERCENTAGE POINTS FROM 26 TO 34 IN 2024.

SO HERE SIMILARLY WE SEE 17 ON THE FAR LEFT HAND SIDE FOR 16-17, 17 PERCENTAGE POINTS FOR OUR 10TH GRADERS. THE BLUE BAR IN THE MIDDLE ARE OUR 11TH GRADERS AND THE GREEN BAR ARE 12TH GRADERS.

SO HERE WE USED WE ARE LOOKING AT OUR AP DATA THAT HAS COME IN AND THEN ADDITIONALLY THAT IB DATA, DUAL CREDIT AND DUAL ENROLLMENT.

AND SO YOU CAN SEE HERE, UNLIKE THE PREVIOUS GOAL, 3.1, WE ACTUALLY DID NOT LOSE AS MUCH GROUND THROUGHOUT THE PANDEMIC.

SO AP COLLEGE BOARD ALLOWED STUDENTS, WHEN WE WERE HOME FOR THE PANDEMIC THAT FIRST SPRING OF 2020 TO ACTUALLY TAKE THOSE EXAMS FROM HOME. SO THERE WERE STILL CONTINUED OPPORTUNITIES TO MEET THOSE BENCHMARKS.

AND THEN, OF COURSE, IF STUDENTS WERE ALREADY ENROLLED IN DUAL CREDIT CLASSES, THEY WERE ABLE TO MAINTAIN THOSE CLASSES JUST THROUGH AN ONLINE ONLINE SYSTEM.

SO THE TARGET HERE FOR 21-22 WAS 32.

WE MISSED IT SLIGHTLY BY WE WERE AT 29.

BUT AGAIN, THE TAKEAWAY HERE IS THAT WE DID NOT LOSE AS MUCH GROUND HERE DURING THE PANDEMIC.

SO WE ANTICIPATE THIS CONTINUING TO GO UP.

SO NEXT STEPS FOR 3.2, WE BROADEN THE SCOPE OF ONRAMPS.

THAT IS A DUAL ENROLLMENT PROGRAM THROUGH THE UNIVERSITY OF TEXAS AT AUSTIN.

MUCH LIKE OUR DUAL CREDIT WITH HCC, IT'S ONRAMPS HAS INCREASED ENROLLMENT WITH OUR 11TH GRADERS.

SO WE'RE SEEING THAT THAT BUMP THROUGH BROADENING THAT PROGRAM, ALSO ADDING PRE AP CURRICULUM TO ALIGN TO SUCCESS ON AP TESTS.

SO STUDENTS ARE COMING INTO THOSE AP COURSES WITH A MORE SOLID BACKGROUND, READY TO ENGAGE IN THAT AP CONTENT AND BE SUCCESSFUL ON THOSE TESTS.

AND THEN THE ACES PROGRAM WITH U OF H TUTORING AND AVID ELECTIVES ALSO HELP STUDENTS BECOME MORE SUCCESSFUL IN THESE FOUR AREAS.

TEACHER PROFESSIONAL DEVELOPMENT FOR COLLEGE READINESS IS ALSO KEY, MAKING SURE THAT THEY'RE CALIBRATED AND READY FOR INSTRUCTION IN THE CLASSROOM AT THOSE HIGH LEVELS, AND THEN EXPANDED OPPORTUNITIES FOR STUDENTS TO ACCESS AP COURSEWORK ACROSS THE DISTRICT.

GOAL MEASURE 3.3 THE PERCENTAGE OF STUDENTS WHO BY THE END OF GRADE 11 AGAIN HAVE DEMONSTRATED CAREER READINESS THROUGH AN INDUSTRY BASED CERTIFICATION, WILL INCREASE 18 PERCENTAGE POINTS FROM 0 TO 18 IN 2024.

SO HERE, JUST A LITTLE BIT OF HISTORY HERE EACH TIME WE TALK ABOUT THIS ONE, 3.3.

JUST A REMINDER THAT THAT BACK IN 20 1819, THAT DOESN'T MEAN WE DIDN'T HAVE ANY 10TH OR 11TH GRADERS [INAUDIBLE] CHANGED HOW THEY WERE COLLECTING THAT DATA.

AND SO THAT'S WHY OUR TARGET WAS ZERO.

AND WE'RE SCALING UP FROM THERE BECAUSE OF HOW THEY COLLECT THESE DATA ELEMENTS.

SO WE CAN SEE THAT ALSO IN THIS AREA, OUR CAREER READINESS, WE MET THIS TARGET.

THE TARGET THIS YEAR WAS 12 PERCENTAGE POINTS AND WE DID HIT THE TARGET AT 12.

THAT IS OUR 11TH GRADE GROUP ACTUALLY TAKING AN INDUSTRY BASED CERTIFICATION EXAM AND MEETING STANDARD ON THAT EXAM.

THE MAJORITY OF THESE EXAMS ARE ACTUALLY TAKEN AFTER GRADUATION OR DURING THEIR 12TH GRADE YEAR.

SO THAT 12% IN SOME AREAS IS NOT FEASIBLE TO GO UP SIGNIFICANTLY BECAUSE SOME EXAMS HAVE AGE RESTRICTIONS.

YOU HAVE TO BE 18, YOU HAVE TO HAVE ACTUALLY GRADUATED.

AND SO STUDENTS WHO TAKE AND PASS AN INDUSTRY BASED CERTIFICATION EXAM THE SUMMER AFTER THEIR SENIOR YEAR, EVEN AFTER THEY'VE GRADUATED, ARE INCLUDED IN OUR DATA

[00:15:01]

FOR ACCOUNTABILITY AND FOR MEASUREMENT.

SO NEXT STEPS WITH INDUSTRY BASED CERTIFICATION MEETINGS WITH CAMPUSES TO ENSURE THAT WE'RE ALIGNING PROGRAMING TO SPECIFIC INDUSTRY BASED CERTIFICATIONS AND THAT STUDENTS ARE EXPOSED TO THAT ALIGNED PROGRAMING.

ALSO SUPPORTING TEACHERS WITH TRAINING TO IMPROVE COURSE OFFERINGS AND INDUSTRY BASED CERTIFICATIONS FOR ALL STUDENTS, AND THEN MONTHLY MEETINGS FOR CAMPUS CTE ADMINISTRATORS AS CAREER AND TECHNICAL EDUCATION ADMINISTRATORS, MAKING SURE THAT THEY'RE BROUGHT INTO THOSE PREVIOUS TWO BULLETS AS WELL TO HELP WITH THE MODELING AND THE MONITORING ON THE CAMPUSES.

AND THAT CONCLUDES THE PRESENTATION.

THANK YOU, DR. MATNEY.

I'D LIKE TO ADD THAT ALTHOUGH THE OVERALL DATA FOR GOLD THREE IS FOR THE CLASS OF 2021, WHICH IS A CLASS THAT THAT HAD DATA.

OF COURSE, THAT WAS PRIOR TO TO MY ARRIVAL, OF COURSE.

NOW, THE DECLINES THAT THAT WE SEE OVERALL MATCHED THE COVID DECLINES THAT WE SEE NOT ONLY ACROSS THE STATE BUT ACROSS THE UNITED STATES AS WELL. AND REEMPHASIZE THE IMPORTANCE OF INVESTING IN COLLEGE AND CAREER READINESS SUPPORT FOR OUR CURRENT STUDENTS SO THAT WE CAN REGAIN THE GROUND THAT WE LOST, OF COURSE, DURING THE PANDEMIC.

AS MY ADMINISTRATION CONTINUES TO INVEST IN COLLEGE AND CAREER READINESS ACTIVITIES, ESPECIALLY THROUGH LEVERAGING OF FEDERAL FUNDS, OF COURSE, ESSER DOLLARS TO SUPPORT COLLEGE COUNSELORS AND COUNSELING RESOURCES, COLLEGE READINESS, ADDITIONAL ACCESS TO COLLEGE READINESS COURSEWORK WITHIN HISTORICALLY UNDERSERVED COMMUNITIES, SPECIFICALLY THE EXPANSION OF AP COURSEWORK.

IT'S IMPORTANT TO NOTE THAT STUDENTS DON'T NECESSARILY BECOME COLLEGE READY IN A SINGLE YEAR OR OR EVEN TWO . A STUDENT'S CAPACITY TO EARN OF COURSE CCMR CREDIT, THAT WE MEASURE AND GOAL THREE IS A RESULT OF THE CUMULATIVE LEARNING THAT STUDENTS RECEIVE PRE-K THROUGH 12 THAT ENABLES THEM TO MEET THE SAT/ACT/TSI AS WELL AS CTE CERTIFICATION REQUIREMENTS THAT ARE MEASURED HERE. THUS OUR INVESTMENT IN HIGH QUALITY INSTRUCTIONAL MATERIALS, OUR INVESTMENT IN GROWING OUR PRINCIPALS AS INSTRUCTIONAL LEADERS, OUR INVESTMENT IN OUR RISE CAMPUSES AS WELL ON TOP OF OUR INVESTMENT IN TEACHER COMPENSATION AS WE DID THIS PAST YEAR AND TEACHER DEVELOPMENT PLAY A MAJOR ROLE IN HELPING OUR STUDENTS BECOME COLLEGE AND CAREER READY.

NOW, AS WE LOOK AT THE THE GOAL PROGRESS MEASURE THREE, WE MUST KEEP IN MIND A FEW THINGS.

THESE 2021 GRADUATES WERE JUNIORS WHEN THE SCHOOL DAY SAT WAS CANCELED IN THE SPRING DUE TO COVID.

FOR MANY OF OUR STUDENTS WHO DEPEND ON THE FREE TEST REGISTRATION TO APPLY THE CANCELLATION AND THE SUBSEQUENT SHIFT TO ONLINE TESTING CREATED CHALLENGES FOR MANY OF THOSE KIDDOS.

ON TOP OF THAT, IT'S IMPORTANT TO NOTE THAT MORE THAN 75% OF THE NATION'S FOUR YEAR COLLEGES AND UNIVERSITIES HAVE MADE STANDARDIZED ADMISSIONS TEST OPTIONAL FOR THE FALL.

AS THE FATHER OF A 17 YEAR OLD IS SOMETHING THAT WE'RE GOING THROUGH RIGHT NOW TO TO TAKE A LOOK AT ALL THE DIFFERENT UNIVERSITIES AND THE REQUIREMENTS.

NOW RELATED TO SPECIFICALLY CAREER READINESS.

MANY STUDENTS ENROLLED IN CTE PATHWAYS HAD THEIR CERTIFICATION EXAMS CANCELED DUE TO THE PANDEMIC, AND MANY HANDS ON COURSES WERE UNABLE TO BE OFFERED IN THE VIRTUAL FORMAT.

IT CREATED AN ADDITIONAL WELL THIS CREATED ADDITIONAL CHALLENGES FOR THE CLASS OF 2021 TO BE ABLE TO EARN THE NECESSARY CTE CERTIFICATIONS THAT WE WANTED THEM SO BADLY TO MAKE.

AN AREA THAT WE'RE EXCITED ABOUT IN THE DATA, IN THE IN TERMS OF PERFORMANCE IS OUR ENGLISH LANGUAGE LEARNERS, THE ELL STUDENTS OF COURSE, IN GOAL PROGRESS MEASURE 3.1 IN WHICH THE PERCENTAGE OF EL STUDENTS WHO BY THE END OF 11TH GRADE MET TSI READINESS STANDARDS, DOUBLED FROM 7% TO 14%. AND IN GOAL PROGRESS MEASURE 3.2, IN WHICH THE PERCENTAGE OF THE ELL STUDENTS WHO BY THE END OF 11TH GRADE MET API B DUAL CREDIT STANDARDS INCREASE FROM 23% TO 32%.

THIS PAST YEAR, OUR COLLEGE READINESS DEPARTMENT PUT SIGNIFICANT FOCUS ON WORKING WITH THIS SUBGROUP OF STUDENTS THROUGH A IMPLEMENTATION COHORT BASED, BASED ON PROGRAMING AND ENSURING THAT THAT THESE STUDENTS AND THEIR FAMILIES HAD ACCESS TO RESOURCES AND KNOWLEDGE IN A LANGUAGE THAT COULD BE UNDERSTOOD. NOW, WE ALSO ARE PROUD OF THE INCREASES THAT WE SAW IN THE NUMBER OF STUDENTS EARNING CERTIFICATIONS, SPECIFICALLY BY THE END OF THE 11TH GRADE

[00:20:06]

YEAR, INCLUDING THE 5% INCREASE IN AFRICAN AMERICAN 11TH GRADERS EARNING CAREER CERTIFICATIONS AND A 4% INCREASE FOR OUR 11TH GRADE HISPANIC STUDENTS EARNING CERTIFICATIONS AS WELL.

WE BELIEVE THAT THIS IS DUE TO THE INCREASED PROFESSIONAL DEVELOPMENT AND TRAINING BEING PROVIDED TO CAMPUS CT STAFF THROUGH A CAREER READINESS DEPARTMENTS AND DEVELOPMENT, ESPECIALLY AROUND SUPPORTING OUR TEACHERS WITH BEING UP TO DATE ON THE NEWEST CERTIFICATION CONTENT.

THESE PROGRAMS ARE PROVIDING VALUABLE OPPORTUNITIES FOR STUDENTS TO BE ABLE TO GRADUATE AND DIRECTLY ENTER THE WORKFORCE EARNING JOBS, OF COURSE, IN THE HIGH DEMAND AREAS WITH THE HIGH WAGES THAT WE KNOW THAT MANY OF THEM ARE SEEING AND THOSE OPPORTUNITIES ARE PRESENTING ACROSS THE CITY.

NOW, HOWEVER, WE DO KNOW THAT WE STILL HAVE A GREAT DEAL OF WORK TO DO IN ORDER TO MEET THE BOARD GOALS SET FOR CCMR, ESPECIALLY AS IT RELATES TO STUDENTS DEMONSTRATING TSI READINESS BY THE END OF 11TH GRADE.

THE REALITY IS THAT LAST YEAR WE WERE STILL SPENDING A LOT OF TIME DEALING WITH THE COVID IMPACT VACANCIES, STUDENT QUARANTINE, HYBRID LEARNING AND HELPING STUDENTS ADJUST.

JUST BEING BACK TO SOME TYPE OF NORMALCY AND DEALING WITH THE KIND OF TRAUMA THAT THEY DEALT WITH.

I BELIEVE THAT THE RETURN OF FULL TIME FACE TO FACE INSTRUCTION COMBINED WITH STRATEGIC INVESTMENTS IN CCMR, WILL HELP US START TO FEEL MANY OF THE GAPS THAT WE CREATED OR THAT WERE CREATED DURING DURING THE PANDEMIC.

NOW, LASTLY, THIS YEAR WE CONTINUE TO INVEST IN COLLEGE COUNSELING AND PROGRAMING, ENSURING ALIGNMENT BETWEEN EXISTING CURRICULUM AND AP EXAMS, AS WELL AS EXPANDING OPPORTUNITIES AND SUPPORTS FOR AP COURSEWORK AT CAMPUSES THAT HISTORICALLY HAVE SEEN AVERAGE PASSING RATES.

WE'RE ALSO TAKING A LONGER APPROACH TO COLLEGE READINESS BY INVESTING IN HIGH QUALITY CURRICULUM, AS YOU'VE HEARD US TALK ABOUT, AND NOT ONLY MATH, BUT ALSO IN READING THAT WILL ENSURE THAT STUDENTS HAVE ACCESS TO GRADE LEVEL RESOURCES ON A DAILY BASIS, WHICH IS WHICH I BELIEVE WILL ENABLE US TO BUILD THE FOUNDATIONAL SKILLS NECESSARY TO DEMONSTRATE COLLEGE AND CAREER READINESS AT THE HIGH SCHOOL LEVEL.

MADAM PRESIDENT, I'LL TURN IT BACK OVER TO YOU.

THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY. MADAM PRESIDENT, I HAVE A MOTION.

IS IT RELATED TO A1? K1? A1 THE THE PROGRESS MONITORING, ITS OVERALL.

SORRY. SAY THAT AGAIN. IT IS OVERALL, YES.

IF IT'S RELATED TO A1 I'LL ENTERTAIN MOTIONS.

I WANT TO MAKE A MOTION FOR A VOTE OF NO CONFIDENCE IN THE SUPERINTENDENT.

IS THERE A SECOND? IS THERE A SECOND? OKAY. THERE'S NO SECOND.

WE WILL CONTINUE.

DAVID. I MEAN, MR. THOMPSON.

THERE IN THE SECOND.

THERE IS NOTHING TO DISCUSS.

MOVE ON. AND I WOULD ACTUALLY SAY I'M NOT I WOULD ADVISE YOU THAT MOTION IS NOT GERMANE TO THE ITEM.

YES. THAT YOU'RE ACTUALLY DISCUSSING.

THAT'S WHY I HAD ASKED. THANK YOU.

OK. TRUSTEE GUIDRY.

THANK YOU, MADAM PRESIDENT.

I JUST ACTUALLY HAVE A ONE QUESTION AND A FOLLOW UP.

ON PAGE SIX, YOU SAID STUDENTS ARE TARGETED FOR RETAKES IF WITHIN THE RANGE OF REACHING BENCHMARK.

WHAT IS THE RANGE? HOW DO YOU DETERMINE THAT RANGE OF REACHING BENCHMARK? AND THEN ONCE YOU DETERMINE THAT RANGE, ARE YOU REACHING OUT TO THE PARENTS TO LET THEM KNOW THAT THEIR CHILDREN ARE WITHIN RANGE AND THEY SHOULD RETAKE THE SAT? THANK YOU FOR THAT QUESTION, DR.

MANNY, IF YOU DON'T MIND ANSWERING THE FIRST PORTION AND DR.

BIRD THE SECOND PORTION AS WELL.

SO IT'S ACTUALLY IS NOT TO RETAKE THE SAT FOR THIS ONE, IT'S FOR TSI [INAUDIBLE] THE TSI ASSESSMENT.

OKAY. BUT THE RANGE, HOW DO YOU DETERMINE THE RANGE? AND THEN WE'RE REACHING OUT TO THE PARENTS.

THE RANGE IS WE LOOK AT HOW CLOSE THEY ARE AND WHAT THE REASONABLENESS AND OF COURSE, LOOKING AT HISTORICAL DATA TO SEE STUDENTS WHO ARE AT A CERTAIN PLACE

[00:25:07]

AT THE BEGINNING OF THE YEAR AND ARE THEY WITHIN SCOPE WITH CERTAIN INSTRUCTIONAL SUPPORTS TO THEN BE ABLE TO MEET THAT TSI BENCHMARK THROUGH THAT ASSESSMENT? I UNDERSTAND.

BUT DR. MATNEY, THERE HAS.

IS THERE NO FORMULA FOR THAT? I MEAN, WHO'S MAKING THAT ASSESSMENT? SO I DON'T HAVE THAT IT'S SOMETHING WE DO IN HISD.

IT'S THE ASSESSMENT IS IS SEPARATE AND APART FROM THIS PROCESS.

SO EVEN THOUGH IT'S WITHIN A RANGE OF THE ASSESSMENT, IT'S NOT THE ASSESSMENT WRITERS WHO ARE SAYING, HERE'S THE IT'S WITHIN HISD AND I DO NOT HAVE NUMBERS IN FRONT OF ME. AND SO YOU SAY IT'S WITHIN HISD, IS IT THE PRINCIPAL? IS IT A DIRECT TEACHER? HOW DO WE KNOW WHO IS ASSESSING WHO'S ABLE TO MAKE THAT LEAP TO RETAKE? MIC] SO THERE ARE COLLEGE AND CAREER STAFF AT THE SCHOOL.

SO THAT'S HOW THAT'S HOW IT WILL BE TAKEN CARE OF AT THE CAMPUS.

BUT WE HAVE A LOT OF AUXILIARY RESOURCES AT SCHOOLS TO HELP KIDS MEET THESE BENCHMARKS.

SO THEY'RE ALWAYS CONSTANTLY MONITORING WHETHER KIDS HAVE TAKEN OR WHAT THEIR LEVEL OF READINESS IS FOR TSI.

BECAUSE THAT IS A GATEWAY TO LOTS OF THINGS, OBVIOUSLY.

SO IT'S IMPORTANT THAT THEY HAVE MULTIPLE OPPORTUNITIES TO BE SUCCESSFUL IN THOSE ASSESSMENTS.

CAN A PARENT, CAN A PARENT REQUEST TO RETAKE? I THINK YEAH, I BELIEVE THAT.

EXCUSE ME, MADAM PRESIDENT.

MAY I ASK THAT WE NOT USE ACRONYMS [INAUDIBLE] SPELL THE WORDS OUT.

PLEASE. I'M SURE WE CAN EXPLAIN THOSE AS WE USE THEM, PLEASE.

THANK YOU. WERE YOU DONE? TRUSTEE GUIDRY. SORRY ABOUT THAT.

I GUESS THE SECOND THE SECOND PART OF THE QUESTION WAS HOW WE CONTACTING PARENTS ONCE THOSE CHILDREN HAVE BEEN IDENTIFIED AS TO THE, YOU KNOW, THE AVAILABILITY OR THE POSSIBILITY OF BEING SUCCESSFUL.

ARE WE CONTACTING PARENTS AND HOW SO THAT WAS THAT WOULD BE UP TO THE SCHOOL STAFF.

SO THOSE COLLEGE AND CAREER COUNSELORS, REGULAR COUNSELORS, TEACHERS AND WHOEVER IS WHERE, YOU KNOW, WORKING WITH THOSE STUDENTS AT THAT GRADE LEVEL WOULD BE AT THE SCHOOL LEVEL CONTACT.

AND SUPERINTENDENT HOUSE I'D LIKE TO MAKE SURE THAT THOSE PARENTS ARE ACTUALLY CONTACTED.

IS THERE SOMETHING WE CAN DO TO MAKE SURE WE KNOW THAT THE PARENTS ARE BEING CONTACTED? WE CAN WE CAN DEFINITELY EMPHASIZE WITH WITH OUR ADMINISTRATORS AND ONE OF OUR UPCOMING PRINCIPALS MEETINGS.

SO I KNOW WE WE'VE GOT ONE COMING UP NEXT WEEK, IF I'M NOT MISTAKEN, SO WE CAN MAKE SURE THAT THAT IS A REMINDER THAT THAT THEY GET.

THANK YOU, SIR. TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ, SUPERINTENDENT HOUSE.

I NEED LITTLE HELP JOGGING MY MEMORY.

SO WHAT EXACTLY IS ACES? THAT THAT'S A TUTORING PROGRAM FOR THE UNIVERSITY [INAUDIBLE].

SO AS STUDENTS AT U OF H COME OUT AND TUTOR A VARIETY OF SUBJECT MATTER.

SO IT'S NOT JUST EDUCATION STUDENTS AND STUDENTS FROM ALL MAJORS.

SO AND SO THE AVID ELECTIVE WHO GETS TO TAKE AVID WHAT SCHOOLS HAVE AVID IS AT A DISTRICT WIDE ALL CAMPUSES.

SO THAT WE HAVE THE LARGEST EXPANSION OF AVID THIS YEAR.

I THINK. I THINK NOW WE ARE THE LARGEST DISTRICT THAT HAS AVID AVAILABLE TO THE MOST THE HIGHEST NUMBER OF STUDENTS.

SO WE JUST DID A HUGE EXPANSION FOR MIDDLE SCHOOL AND ACTUALLY EVEN DOWN INTO ELEMENTARY SCHOOL, THERE ARE SOME SCHOOLS THAT HAVE HAVE AVID PROGRAM, SO IT'S REALLY IS A COMPLEMENT TO ADVANCED PLACEMENT COURSES.

SO SO, YOU KNOW, IT'S ONE THING TO SAY WE'RE GOING TO MANDATE ADVANCED PLACEMENT COURSES, THAT'S ONE THING.

BUT IF YOU DON'T BUILD THE INFRASTRUCTURE TO SUPPORT THOSE COURSES, THEN STUDENTS ARE GOING TO GET IN THERE AND THEN THEY'RE NOT GOING TO BE SUCCESSFUL BECAUSE THEY DON'T HAVE NECESSARILY THE STUDY SKILLS OR THE HABITS THAT THEY NEED TO BE SUCCESSFUL.

SO THAT'S WHY WE HAVE EXPANDED AVID ACROSS THE DISTRICT AND MADE A PRETTY HEAVILY HEAVY INVESTMENT IN THAT.

AND SO IS THAT A TRADITIONAL AVID FROM A BOARD STANDPOINT, WHAT DOLLARS ARE WE PUTTING THERE TO ENSURE THAT EVERY SINGLE ONE OF OUR STUDENTS HAVE THAT HAS THAT AVID, DEDICATED, AVID TEACHER AND THE DEDICATED, AVID COHORT THAT THEY NEED TO BE IN TO MAKE SURE THAT AVID.

AND AGAIN CAN YOU CAN YOU I FORGET WHAT AVID WHAT THE ACRONYM IS? [INAUDIBLE] VIA AN INDIVIDUAL DETERMINATION THEY CREATED FOR IT WAS REALLY CREATED FOR FIRST GENERATION COLLEGE STUDENTS, KIND OF THE AVERAGE STUDENT THAT DOESN'T NECESSARILY

[00:30:07]

HAVE THE HELP AT HOME TO GIVE THEM ACCESS TO COLLEGE.

SO THAT'S WHY I WAS I WAS ACTUALLY AN AVID TEACHER MYSELF.

AND IT'S A VERY IT'S AN INCREDIBLE PROGRAM AND TRUSTEE GUIDRY JUST TO KIND OF PIGGYBACK, IF OUR KIDS HAVE ACCESS TO AVID, THE AVID TEACHER IS THE ONE CONSTANTLY COMMUNICATION WITH PARENTS WHEN THEY CAN BE.

IT'S AN INCREDIBLE PROGRAM AND IT'S [INAUDIBLE] I WAS AN AVID TEACHER TOO SO I CAN'T SPEAK I COULDN'T REMEMBER THE ACRONYM EITHER.

SO I'M SORRY, BUT.

OKAY. AND THEN MY LAST QUESTION, WHAT METRIC ARE YOU USING TO QUALIFY HIGH QUALITY INSTRUCTION? IN TERMS OF THIS DISCUSSION.

SO WE HAVE PURCHASED PRE AP CURRICULUM SO THAT WE KNOW THAT'S ALIGNED TO THE ADVANCED PLACEMENT COURSE THAT'S COMING UP SO THAT STUDENTS WILL WE KNOW WE'RE TAKING THE GUESSWORK OUT OF THAT.

SO HIGH QUALITY CURRICULUM WILL BE GRADE LEVEL INSTRUCTION OR IN THIS CASE ADVANCED INSTRUCTION.

AND THAT'S WHY WE'VE MADE AN INVESTMENT OVER MANY SCHOOLS TO ENSURE THAT TEACHERS HAVE THE PROPER CURRICULUM SO THEY'RE NOT YOU KNOW, THE AP TEST IS VERY IT'S VERY WELL KNOWN.

THERE'S TRAINING THAT [INAUDIBLE] INSTITUTES OUT, RIGHT? SO EVERY SUMMER WE SEND OUR TEACHERS TO THOSE TRAININGS SO THEY KNOW HOW TO PREPARE STUDENTS FOR THE TEST THAT THEY'RE TAKING THAT CAN THAT CAN ACTUALLY SAVE THEIR FAMILY LOTS OF MONEY IF THEY PASS THAT TEST.

AND SUPERINTENDENT HOUSE.

CHIEF THANK YOU, CHIEF BIRD.

I'D LIKE A FOLLOW UP QUESTION, KIND OF A MORE ROBUST METRIC ON HOW WE ARE USING HOW WE'RE QUALIFYING HIGH, HIGH QUALITY INSTRUCTION, NOT JUST OUR AP COURSES.

SO I'D LIKE TO PUT THAT IN AS A REFERRAL.

OKAY. AND THEN I HAVE A LAST QUESTION.

WHICH DO I HAVE ANY MORE TIME? OK ARE ALL 10TH GRADERS REQUIRED TO TAKE A COLLEGE READINESS COURSE? IF SO, WHAT IS THE CURRICULUM THEY USE? I'M SORRY, CAN YOU REPEAT THE ARE ALL 10TH GRADERS REQUIRED TO TAKE A COLLEGE READINESS COURSE? NOW, THERE'S NOT NECESSARILY A COLLEGE READINESS COURSE.

THERE ARE COURSES THAT THAT AS STUDENTS MATRICULATE, ALLOW THEM TO BECOME COLLEGE READY.

SO WHEN YOU'RE LINKING TO CCMR COMPLETELY LIKE A PRE AP CLASS, WE'LL GET YOU A CCMR POINT.

BUT YOU'RE ON THAT PATH TO BEING COLLEGE READY BECAUSE YOU'RE OF YOUR ACCESS TO THE CURRICULUM, TO HIGHER LEVEL CONTENT, THAT KIND OF THING.

SO THERE'S NOT WE DON'T HAVE A COURSE CALLED COLLEGE READINESS NECESSARILY, BUT THERE'S MULTIPLE PATHWAYS TO THAT.

I HAD A COUPLE OF PARENTS REACH OUT SAYING THAT CERTAIN SCHOOLS WERE REQUIRING THEIR 10TH GRADER TO TAKE A COLLEGE READINESS COURSE, THAT IT WAS TEA MANDATED, AND I NEEDED SOME CLARIFICATION ON THAT.

BUT YEAH, I MEAN, THAT WOULD BE GREAT IF WE HAD FINANCIAL LITERACY FOR OUR KIDS IN A TYPE OF COLLEGE READINESS AND SO FORTH.

BUT THAT'S THAT'S IT FOR NOW.

THANK YOU SO MUCH, DR. MATNEY, SUPERINTENDENT HOUSE, PRESIDENT CRUZ.

TRUSTEE WADE THANK YOU.

TRUSTEE CRUZ. SO I SEE THERE'S A LOT OF TALK ABOUT THE SAT, BUT WHAT ABOUT THE ACT? I THINK I DIDN'T SEE ANY DATA ON THAT.

AND THE REASON WHY I ASK IS BECAUSE I KNOW FOR ME AN ACT WAS A BETTER TEST FOR ME THAN THE SAT.

SO THAT'S QUESTION ONE.

I'M GOING TO JUST GOING TO GIVE YOU A FEW OF THESE QUESTIONS AND WE CAN GO FROM THERE.

MY SECOND QUESTION ON THAT IS SO THIS AND THEN I'LL DIRECT IT TO SUPERINTENDENT HOUSE, THE TSI TEST.

SO HELP ME TO UNDERSTAND ONLY 19% OF THE STUDENTS IN 12TH GRADE SATISFIED THE REQUIREMENTS, AND THIS IS A TOTAL OF THE SAT/ACT/TSI TEST.

WHAT ABOUT THE OTHER 80%? I'M JUST TRYING TO UNDERSTAND IF THE TSI IS LIKE THE STANDARD TEST.

SO. SO FOR YOUR FIRST QUESTION ABOUT THE SAT, I THINK IT LARGELY DEPENDS UPON WHAT SCHOOL KIDS WANT TO GO TO.

MANY TEXAS SCHOOLS ARE SAT SCHOOLS.

I ALSO TOOK THE ACT.

FOR ME, IT WAS A BETTER TEST.

AND NOW MANY SCHOOLS ARE DOING AWAY WITH TESTING.

SO THE UNIVERSITY OF CALIFORNIA, YOU DON'T HAVE TO TAKE ANY TEST.

SO I THINK THAT IS PART OF THE ISSUE WHY IT'S MORE SAT AND LESS AS ACT.

IT'S JUST THE COLLEGES KIDS IN THE STATE GO TO THEIR MORE SAT SCHOOLS.

LET DR. MATNEY ANSWER THAT.

BUT LET ME CAN I PIGGYBACK ON THAT REAL QUICK? I GUESS TO MY POINT IS THAT IF WE'RE NOT IF WE'RE NOT ENCOURAGING A TEST, ONE OR THE OTHER, THAT'S BETTER FOR THAT STUDENT. SO IF YOUR COLLEGE COUNSELOR SAYS YOU'RE ACTUALLY AN ACT KID, THEN WE SHOULD BE ABLE TO TAKE THAT TEST AND HAVE THAT APPLY.

SURE. AND I THINK ALSO WE WE DO SCHOOL DAY SAT TESTING.

SO THAT'S WE DON'T DO SCHOOL DAY ACT TESTING.

YEAH. SO THAT'S MY POINT. EXACTLY.

SO I THINK THAT THAT WOULD BE UP TO KIND OF THE RELATIONSHIP BETWEEN STUDENT AND THE SCHOOL TO KNOW THAT THERE ARE OTHER OPTIONS.

[00:35:02]

BUT I THINK THAT IS AN AREA THAT WE CAN IMPROVE IN.

SURE. YEAH, DEFINITELY.

AND THEN REAL QUICK, I'M GOING TO PIGGYBACK ON SOMETHING [INAUDIBLE] ASK WITH SUPERINTENDENT HOUSE.

SO THIS IS DIRECTED AT YOU.

SO HOW MANY COUNSELORS, COLLEGE COUNSELORS, ARE THERE IN THE LARGE HIGH SCHOOLS? REALLY? I MEAN, HOW MANY? IT REALLY DEPENDS ON THE HIGH SCHOOL, QUITE FRANKLY, BECAUSE SCHOOLS HAVE HAD THE ABILITY, QUITE FRANKLY, TO TO ADD.

BUT WE DO HAVE A MINIMUM REQUIREMENT IN TERMS OF WHAT THAT LOOKS LIKE ON EACH.

AND I DON'T REMEMBER THE RATIO SPECIFICALLY WE'D HAVE TO GET THAT FROM.

I'D LIKE TO KNOW WHAT THE RATIO IS STUDENT TO COLLEGE COUNSELOR.

WE CAN FIND THAT OUT. OUR ACADEMIC CALL IT.

YES. AND THEN ONE MORE QUESTION ON THE SLIDES.

BACK TO ALL RIGHT, PAY PACKET PAGE 19.

IT SAYS SOMETHING ABOUT 2020.

THESE ARE OLD NOTES, SO YOU HAVE TO FORGIVE ME FOR A MINUTE.

2021 GRADS SHOW 60% CCMR, BUT I ONLY SEE DATA FROM COLLEGE CAREER DATA AT 54%. AM I MISSING SOMETHING I THINK IS PACKAGE PAGE 19? IS THIS A SLIDE THAT YOU'RE LOOKING AT? [INAUDIBLE] I THINK IT'S IN THE REPORT.

IF IT'S PACKET PAGE. I THINK IT'S IN THE.

YEAH, I THINK IT'S IN THE REPORT.

PAGE 19.

YOU GOT IT IN 19 IN THE REPORT.

YEAH. OK PACKAGE PAGE 19.

I KNOW. SOMEWHERE I GOT IT.

WELL, MOVE ON.

MY TIME'S UP. I'LL COME BACK.

TRUSTEE HERNANDEZ.

GOOD AFTERNOON. THANK YOU FOR THE REPORT.

IF I GO BACK TO THE FIRST SLIDE.

SO 60% OF STUDENTS MET.

THE GOAL.

SO WHAT ARE THE OTHER 40% DOING? DR. MATNEY.

SO THE OTHER 40% DID NOT CHECK ANY OF THE CMR INDICATOR BOXES.

THEY NO IBC, NO SPECIAL GRADUATION PLAN, NONE OF THE OTHER INDICATORS.

THEY DID NOT CHECK ANY OF THOSE BOXES.

DOES THAT MEAN THAT THEY'RE GRADUATING HISD UNPREPARED FOR COLLEGE CAREER OR MILITARY READINESS? [INAUDIBLE] IT ESSENTIALLY MEANS THAT THEY DIDN'T MEET THE MARK SPECIFICALLY FOR CCMR. SO WHAT OTHER STEPS ARE WE TAKING TO MAKE SURE OUR GOAL IS ONLY 71%? WE SHOULD STRIVE FOR THAT TO BE 100%.

WHAT OTHER THINGS? WHAT OTHER STEPS ARE WE TAKING TO MAKE SURE THAT IT'S NOT ONLY 71% BECAUSE WE'RE NOT EVEN MEETING 63%? THAT'S 40% OF OUR STUDENTS.

YEAH, AND I THINK IT GOES BACK TO SOME OF THE THINGS THAT WE'VE TALKED ABOUT IN PREVIOUS MEETINGS, THE HIGH QUALITY CURRICULUM, THE IMPLEMENTATION SPECIALISTS THAT WE HAVE THAT ARE HELPING TO INFUSE THAT CURRICULUM IN PLACE.

IT ALSO GOES BACK TO THE PROFESSIONAL DEVELOPMENT, THE SUPPORT FOR OUR PRINCIPALS TO CONTINUE THE DEVELOPMENT OF OUR OF OUR TEACHERS AS WELL.

DR. BIRD, ANY OTHER ADDITIONAL INSIGHTS YOU WANT TO PROVIDE HERE? I THINK THOSE. I THINK THOSE ARE THE HIGHLIGHTS AND THE THING THAT WE'VE DONE, PARTICULARLY IN HIGH SCHOOL TO ADDRESS THIS, IS THAT THERE ARE SEVERAL SCHOOLS THAT WE'RE WORKING WITH THIS YEAR THAT HAVE HISTORICALLY HAD UNDERSERVED POPULATIONS FOR STUDENTS, EVEN IN ADVANCED CLASSES.

SO WE'RE AGAIN BUILDING THE INFRASTRUCTURE, STARTING IN AS LOW AS ELEMENTARY SCHOOL, WORKING OUR WAY UP.

SO THIS IS A THIS IT WILL TAKE TIME FOR OUR STUDENTS TO GET THROUGH THE SYSTEM.

BUT EVERY YEAR WE SHOULD SEE IMPROVEMENTS BECAUSE WE ARE PUTTING THINGS IN PLACE TO NOT ONLY GIVE STUDENTS ACCESS TO THESE COURSES, BUT THEN PROVIDE THE INFRASTRUCTURE SO THEY CAN BE SUCCESSFUL. SO, FOR EXAMPLE, IN SOME OF OUR HIGH SCHOOLS THAT HAVE NOT MAYBE THEY DON'T HAVE ENOUGH STUDENT DEMAND FOR A FULL AP CHEMISTRY TEACHER. SO WHAT WE'VE DONE IS HIRE CENTRAL ED AP TEACHER, AND THAT TEACHER GOES TO MULTIPLE CAMPUSES SO THAT WE CAN OFFER THOSE CLASSES TO EVEN WHEN IT'S A SMALL NUMBER OF STUDENTS THAT ARE THAT ARE ASKING FOR THAT WHICH WILL ULTIMATELY HELP THOSE STUDENTS BE MORE SUCCESSFUL.

MR. SUPERINTENDENT, YOU DISCUSSED THE EL STUDENT DATA.

[00:40:04]

IS THAT DATA AVAILABLE FOR THE PUBLIC AS WELL? I'M SURE WE CAN MAKE IT AVAILABLE IF IT'S NOT ALREADY IN THIS PRESENTATION.

IT IS. IT'S IN THE REPORT, YES.

I DON'T THINK THAT THE REPORT IS PUT ONLINE PUBLICLY FOR MINE.

NO, IT IS. IT IS. IT IS.

SO FOR 3.1, THERE'S THREE COMPONENTS.

THE IS THERE ONE THAT'S FOCUSED ON MORE THAN THE OTHER KIND OF ON THE SAME LINES AS TRUSTEE WADE, YOU KNOW, THE SAT/ACT.

AND WHY IS MORE EMPHASIS PLACED ON ONE OVER THE OTHER? SO WE OUR OFFICIALLY A DISTRICT THAT ADMINISTERS COLLEGE BOARD ASSESSMENTS.

AND SO TO TRUSTEE WADE'S POINT ACT, I HAD ONE OF THOSE KIDS THAT I PAID TO GO TAKE THE ACT BECAUSE THAT WAS A BETTER OPPORTUNITY FOR THAT CHILD. AND SO THAT IS AVAILABLE TO KIDS, NOT FREE OF CHARGE.

THE SAT IS WHAT'S AVAILABLE.

WE SEE THE MAJORITY OF OUR CCMR POINTS COME OUT OF THE SAT TESTS THAT DEMONSTRATE TSI READINESS.

SO THAT'S WHERE WE SEE THE BULK OF IT AND THE BULK OF OUR PUSH IS GETTING READY FOR SAT THROUGH THOSE ACADEMY ENGAGEMENTS.

AND THOSE CONVERSATIONS SAT NOT SO MUCH, BUT TSI IS ALSO ONE THAT THAT WE SEE A LOT OF STRATEGY AROUND TO MAKE SURE BECAUSE IF A STUDENT IS TSI READY TEXAS SUCCESS INITIATIVE, IF THEY TAKE THAT ASSESSMENT AND THEY MEET THE STANDARD, THEY DO NOT HAVE TO PAY FOR REMEDIAL CLASSES IN COLLEGE.

AND SO WHETHER IT'S SAT SCORES GOING UP, SCHOLARSHIP OPPORTUNITIES OR TSI OPPORTUNITIES TO AVOID COSTLY REMEDIAL CLASSES, BOTH OF THOSE ARE GOOD FOR KIDS.

AND SO THAT'S WHERE THE STRATEGY IS.

MR. SUPERINTENDENT, IF HISD PAID FOR THE ACT TEST FOR STUDENTS, WOULD THAT INCREASE OUR 3.1 GOAL? YOU KNOW, I CAN'T CAN'T SAY THAT IT WOULD ABSOLUTELY INCREASE THE 3.1 GOAL.

I KNOW FROM WHAT I'VE LEARNED OVER THE YEARS, THE SAT CAN BE A MORE RIGOROUS TEST FOR FOR SOME IT JUST KIND OF DEPENDS ON HOW YOU HOW YOU TEST.

AGAIN, AS A FATHER, MY DAUGHTER TAKES THE SAT BETTER THAN THE ACT SO IT VERY WELL COULD BE A AN IMPROVED OPPORTUNITY FOR SOME STUDENTS.

BUT WE COULDN'T DEFINITIVELY MAKE THAT PREDICTION WITHOUT ACTUALLY GOING DOWN THAT ROAD.

HAS THAT ROAD BEEN EXPLORED? NO, NOT THIS YEAR, NO.

CAN THAT ROAD BE EXPLORED? I THINK OUR FOCUS IS, AS DR.

MATNEY INDICATED, OUR FOCUS HAS BEEN THE THE SAT.

BUT, YOU KNOW, I GUESS ANYTHING IS POSSIBLE.

BUT I THINK THE CONSISTENCY AND THE COMPARISON OF THE DATA IS GOING TO BE VERY IMPORTANT FROM YEAR TO YEAR.

SO WE WOULD RATHER STICK WITH THE CONSISTENCY THAT WE HAVE IN PLACE.

OF COURSE, STUDENTS HAVE THAT ABILITY TO MOVE FORWARD, TO TAKE THE ACT IF THEY LIKE.

BUT IN TERMS OF BEING ABLE TO TAKE IT AT SCHOOL WITH THE DISTRICT PAYING FOR IT, RIGHT NOW, IT'S IT'S ABOUT THE SAT.

I HAVE SOME QUESTIONS ON THE HISTORY ON THAT, BUT I'LL ASK THEM LATER.

OKAY. SO FOR 3.2.

PERSONALLY, I FEEL LIKE FROM 10TH TO 11TH GRADE, THERE'S A BIG JUMP YEAR OVER YEAR, BUT THEN FROM 11 TO 12TH GRADE, WE DON'T SEE A BIG JUMP.

CAN YOU EXPLAIN WHY? [INAUDIBLE] OKAY.

DR. MATNEY. SO FOR THIS ONE, BECAUSE WE'RE LOOKING AT AP, IB DUAL CREDIT AND DUAL ENROLLMENT, A LOT OF AND WE SEE THE VAST MAJORITY MEETING THIS ONE THROUGH AP AND NOT THE IB.

SO THE MAJORITY OF STUDENTS WHO ARE SUCCESSFUL ON AP EXAMS ARE TAKING THEM JUNIOR YEAR AND SENIOR YEAR.

IF THEY'VE IF THEY TOOK THE AP EXAM JUNIOR YEAR AND WERE SUCCESSFUL, THEY'RE APPEARING IN THE JUNIOR YEAR BAR AND THEN THEY TAKE ANOTHER ONE SENIOR YEAR, THEY'RE ALSO APPEARING IN THE SENIOR YEAR BAR.

SO THEY'VE ALREADY MET IT.

AND AND TYPICALLY WHAT WE DO NOT SEE IS A PROGRAM OF STUDY WHERE A STUDENT ALL OF A SUDDEN ENGAGES IN A LOT OF AP COURSEWORK THEIR SENIOR YEAR.

SO THERE'S NOT A LOT OF OF VARIATION.

WE DO HAVE SOME, BUT IT'S NOT THE MAJORITY.

[00:45:03]

TRUSTEE BAKER.

YES. TO PRESENT THIS INFORMATION TO ME.

SOUNDS LIKE A LOT OF SMOKE AND MIRRORS, SO TO SPEAK.

WHY DO WE HAVE NOMINAL? WE HAVE NOMINAL TARGETS TO ME VERY LOW THAT HAVE NOT BEEN MET.

AND WHAT WOULD THEY TAKE TO MEET THEM? AND THEN WHY ARE THE TARGETS SO LOW? I THINK, FIRST OF ALL, THANK YOU FOR YOUR QUESTION.

I THINK THAT'S A AN ITEM THAT WOULD NEED TO BE TAKEN UP WITH THE ENTIRE BOARD IN REFERENCE TO THE TARGETS.

THE TARGETS ARE NOT ACTUALLY ITEMS THAT THE ADMINISTRATION OR THE SUPERINTENDENT SET.

THE TARGETS ARE ITEMS THAT THE BOARD AND TRUSTEES SET.

AND THESE WERE ACTUALLY SET BEFORE BEFORE I GOT HERE.

OF COURSE, BEFORE THE PANDEMIC, AS WELL.

THESE WERE ALSO SET BEFORE I GOT HERE AS WELL.

AND I SAID IN MY FIRST MEETING, OUR SECOND MEETING, THAT WE SHOULD AIM HIGHER ON THESE TARGETS BECAUSE WE GIVE THE CHILDREN SOME HIGHER TO AIM FOR.

SO ON THE TARGETS THAT WE DID NOT MEET TARGET.

I'M DISAPPOINTED.

I THINK THEY'RE MEDIOCRE TARGETS AND I THINK WE SHOULD AIM HIGHER.

I WASN'T HERE WHEN THEY SET THEM, BUT BOARD MEMBERS, WE GOT TO GET BACK TO THE DRAWING BOARD.

TRUSTEE DEIGAARD.

THANK YOU. I HAVE A FEW CLARIFYING QUESTIONS FIRST.

SO THE PROGRESS MEASURES QUANTIFY OUTPUTS DURING YOUR FIRST YEAR OF A SUPERINTENDENT.

THE GOAL, HOWEVER, IS THAT DATA IS ACTUALLY FROM THE YEAR BEFORE YOU WERE SUPERINTENDENT, RIGHT? SO THAT 2021 GOAL.

YEAH. SO AND THEN ANOTHER CLARIFYING QUESTION ON 3.2 PROGRESS MONITORING.

AND I ALWAYS LOOK AT THE REPORT, SO I DON'T KNOW WHAT PAGE IT IS IN THE POWERPOINT.

BUT SO FOR 3.2 [INAUDIBLE].

SO IT'S PAGE 14 OF THE REPORT.

SO JUST THIS IS LITERALLY JUST A CLARIFYING QUESTION.

THE TARGET ON THAT IS 34%.

AND I'M HAVING I'M HAVING TROUBLE RECONCILING THE LANGUAGE OF THE PROGRESS MEASURE WITH THE DATA IN THE GRAPH.

AM I? WHAT AM I NOT UNDERSTANDING WHICH GOAL.

SO THIS IS 3.2 AND IT'S 26% IN 2019 TO 34% IN 2024.

SO THIS IS 3.2.

YES, THAT IS CORRECT.

26 TO 34.

THE THE RED TARGET LINE IS INCORRECT HERE ON THE GROUND.

AND I DON'T I'M NOT TRYING [INAUDIBLE] I THOUGHT I WAS MISUNDERSTANDING SOMETHING.

SO SORRY. OKAY.

SO HOW IS THE ADMINISTRATION, MR. SUPERINTENDENT, HOW ARE YOU PROGRESS MONITORING THE IMPLEMENTATION OF THESE STRATEGIES THAT YOU'VE MENTIONED WITH FIDELITY TO LIKE IN WHAT AREAS ARE THE STRATEGIES WORKING AND WHERE ARE THEY NOT WORKING AS INTENDED? OKAY. DR.

BIRD. SO I THINK WE'VE AS I MENTIONED EARLIER, WE'VE MADE A LOT OF INVESTMENT INTO COLLEGE AND CAREER READINESS FOR THIS YEAR.

SO THERE ARE COACHES THAT ARE WORKING AT SCHOOLS NOW, PARTICULARLY ON THESE MEASURES.

THAT'S ONE THING THAT'S HAPPENED.

THE ALIGNMENT OF THE CURRICULUM IS ANOTHER THING FOR PARTICULARLY FOR AP, BECAUSE BEFORE THAT WAS WE DIDN'T HAVE ALIGNED CURRICULUM.

THOSE COACHES ARE HELPING TO IMPLEMENT THAT WE HAVE PUT INTO PLACE AVID.

THAT'S ANOTHER THING THAT WE'VE PUT INTO PLACE.

SO ALL OF THESE THINGS ARE IN PLACE NOW THAT ARE BUILDING THE STRUCTURE, BUILDING THE INFRASTRUCTURE SO THAT KIDS CAN BE SUCCESSFUL AGAIN.

YOU SHOULD SEE STARTING THIS YEAR, YOU SHOULD SEE AN INCREASE IN AP COURSE SCORES.

THE INTERESTING I WILL SAY THE INTERESTING THING IS TO ME, WHEN I LOOKED AT THE DATA, JUST LIKE EVEN THOUGH STUDENTS WERE MAKING A'S AND B'S IN THE COURSE, THAT THERE WAS NOT A CORRELATION TO THE AP EXAM.

SO THAT TELLS ME THAT WE'RE NOT TEACHING A RIGOROUS ENOUGH AP COURSE, BECAUSE IF YOU CAN MAKE AN A IN THE COURSE, I'M A FORMER AP TEACHER, YOU SHOULD BE ABLE TO MAKE A THREE OR FOUR OR FIVE ON THE TEST.

SO I THINK SOME OF THAT WAS ALIGNMENT AND THAT'S WHY WE'VE MADE THE INVESTMENT IN COACHES AND AND CURRICULUM.

SO AND WE ALSO, YOU KNOW, WE HAD MANY TEACHERS THAT HAD NOT BEEN AFFORDED THE OPPORTUNITY TO GO TO THE AP INSTITUTE TO ACTUALLY UNDERSTAND HOW THE TEST IS IS CREATED.

I DON'T THINK WE SHOULD BE TEACHING TO THE TEST, BUT YOU DO HAVE TO KNOW WHAT THE TEST IS SO THAT YOU CAN PREPARE STUDENTS FOR THAT.

SO WE SENT A LOT OF TEACHERS THIS YEAR TO THE RICE INSTITUTE, AND THAT IS SOMETHING THAT WE PLAN TO CONTINUE DOING TO MONITOR THEIR SUCCESS TO HELP THEM BE SUCCESSFUL.

OKAY. THANK YOU. SO, MR. SUPERINTENDENT, THESE NEW STRATEGIES THAT MAYBE WEREN'T IN PLACE FOR THE PREVIOUS SCHOOL YEAR BUT NOW ARE BEING IMPLEMENTED FOR THIS SCHOOL YEAR, HOW ARE YOU GOING TO BE

[00:50:03]

MONITORING TO THE QUESTION I JUST ASKED TO TO KNOW WHERE THE DIFFERENT STRATEGIES ARE AND AREN'T WORKING, WHAT IS THAT GOING TO LOOK LIKE? YEAH, OF COURSE, UNDER UNDER DR.

BIRDS' TUTELAGE, A PART OF WHAT HIS TEAM SHOULD BE DOING IS BEING ABLE TO REPORT BACK BACK TO HIM IN REFERENCE TO WHAT SPECIFIC SCHOOLS ARE IMPLEMENTING WITH THE KIND OF FIDELITY THAT WE EXPECT AND THAT WE KNOW THAT WILL MAKE A DIFFERENCE IN TERMS OF THE THE PROGRESS MONITORING THAT YOU'RE SPEAKING OF.

SO IT'S JUST CONSISTENTLY HAVING INDIVIDUALS INSIDE OF THE SCHOOL SITE MAKING CERTAIN THAT WE ARE SEEING EXACTLY WHAT IT IS THAT WE NEED TO SEE. DR.

BIRD, ANY ADDITIONAL INSIGHT? HANG ON ONE SECOND. SO HOW WILL I HEAR WHAT YOU'RE SAYING, THAT THERE ARE THESE OTHER SYSTEMS IN PLACE.

SO THAT'S REASSURING.

SO WHAT DOES THAT LOOK LIKE FOR YOU AS A SUPERINTENDENT FOR YOUR MONITORING OF THE PRINCIPALS OF THE ADMINISTRATION? WHAT IS MY? SO THAT YOU KNOW WHEN TO ADJUST COURSE.

SO THAT OF COURSE, MY CONVERSATIONS, OF COURSE, WITH BOTH DR.

BIRD AND DR.

WATTS, WHEN THEY IDENTIFY AN ISSUE, WE PUT A PLAN TOGETHER TO ENSURE THAT WE.

DR. WATTS AND I HAD THIS CONVERSATION TODAY ABOUT A SPECIFIC SCHOOL THAT WE KNEW THAT WASN'T MEETING THE MARK IN TERMS OF WHERE WE WANTED TO WANT THEM TO BE THIS TIME OF THE YEAR.

SO WE'RE PUTTING A PLAN TOGETHER FROM AN INSTRUCTIONAL STANDPOINT TO ENSURE THAT THE SUPPORTS ARE ON THAT CAMPUS FOR THE SCHOOL TO BE SUCCESSFUL.

OKAY. THANK YOU. TRUSTEE ALLEN.

MY QUESTION IS THIS AND I DON'T KNOW IF I JUST ALL OF A SUDDEN GOT CONFUSED ON WHAT CCMR IS, BUT DOES A STUDENT THAT DOES NOT HAVE ANY CCMR POINTS THAT PLANS TO BE A PLUMBER, SO THEY'RE NOT TAKING ANY AP COURSES AND IB COURSES, THEY'RE JUST TAKING REGULAR COURSES.

THEY'RE NOT DOING ANYTHING. IF THEY WANT TO BE, GO TO TRADE SCHOOL OR BE AN ENTREPRENEUR, CERTIFIED PLUMBER, CARPENTER.

THOSE STUDENTS DON'T NECESSARILY GET OR STRIVE FOR CCMR POINTS.

AM I CORRECT? DR.

BIRD.

SO I GUESS ON THE YES AND THE FACE OF THAT, THAT WOULD BE CORRECT.

BUT WE ALSO HAVE A LOT OF CTE PROGRAMS THAT STUDENTS CAN GO INTO AND TAKE INDUSTRY BASED CERTIFICATION AND ALSO GET CREDIT THAT WAY.

CCMR. [INAUDIBLE] INDUSTRY BASED CERTIFICATION TEST.

SO CAN YOU BE AN AVERAGE STUDENT AND BE SUCCESSFUL AVERAGE STUDENT AND NOT HAVE ANY CCMR POINTS? CAN YOU EXPLAIN TO ME A STUDENT THAT'S LIKE THAT? YEAH, I MEAN, YOU DEFINITELY COULD HAVE.

YEAH, THAT'S THAT'S IN THE REALM OF POSSIBILITY.

IF YOU GO TO IF YOU JUST GO TO SCHOOL AND YOU DON'T WANT TO PARTICIPATE IN CTE AND YOU DON'T WANT TO TAKE ANY ADVANCED PLACEMENT COURSES, YES, YOU COULD ABSOLUTELY GET THROUGH YOUR ENTIRE EDUCATION AND NOT HAVE CCMR POINTS.

BUT THAT DOESN'T MEAN THEN THEN THAT STUDENT WOULD NEED TO TAKE THE TSI EXAM TO BEFORE THEY WENT TO UNIVERSITY.

IT DOESN'T MEAN THAT THEY'RE NOT PREPARED TO GO TO COLLEGE.

IT JUST MEANS THEY HAVEN'T MET THIS MEASURE, THIS PARTICULAR MEASURE.

SO THERE'S NO WAY FOR US TO BE HAVE THAT MAY BE IMPOSSIBLE FOR US TO MAKE 100% OF OUR STUDENTS CCMR. THAT'S CORRECT, ESPECIALLY IF YOU HAVE STUDENTS THAT THEIR GOAL IS NOT TO.

THAT'S CORRECT. GO TOWARD THAT WAY.

THEY ALREADY HAVE A PLAN TO BE WORKED FOR FEDEX AND UPS MAKE MORE MONEY THAN HISD TEACHERS.

AND THAT'S CORRECT.

I DON'T KNOW ABOUT THAT PART OF IT BEING CORRECT, BUT YES.

OKAY. BACKUP IF YOU WANT TO BE A PLUMBER OR A CARPENTER.

TRUSTEE ALLEN, TO YOUR POINT THAT 60 THAT OVERALL FOR THIS GOAL, THAT 60% EQUATES TO AN A, SO IF A DISTRICT IS AT A 60%, WE'RE AT AN A, OKAY, SO THE STATE SAYS THAT WE'RE DOING VERY WELL IF WE'RE AT A 60.

OKAY. THAT WAS KIND OF MY STANDPOINT.

IN MY MIND, I WAS THINKING THAT YOU DIDN'T HAVE TO GO FOR AN 80 BECAUSE IT WOULD NOT NECESSARILY BE POSSIBLE IF YOU HAVE AN AVERAGE STUDENT THAT'S NOT LOOKING FOR CCMR, BUT 60 IS AN A, A TOP SCORE.

THANK YOU VERY MUCH. I UNDERSTAND NOW.

OKAY. JUST TO KIND OF A FOLLOW UP ON TRUSTEE ALLEN.

SO MY QUESTION THEN IS, IF WHAT WE ARE MEASURING SO STUDENTS HAVE TO MEET ONE CRITERION RIGHT FROM ANYTHING ON THIS CHART.

SO IT COULD BE THE TSI, IT COULD BE DUAL CREDIT.

IF THEY TAKE ONE DUAL CREDIT, DO THEY GET A POINT? IF THEY TAKE ONE DUAL CREDIT THAT'S READING OR ONE IN MATH, THEY GET A POINT.

BUT IF IT'S SOMETHING OUTSIDE OF READING AMD MATH, THEY HAVE TO TAKE THREE COURSES AND OR 9 HOURS, I SHOULD SAY, TO ACCUMULATE TO GET A CHECK.

[00:55:06]

AND IF THEY'RE TAKING A TRADE CLASS BUT DON'T NECESSARILY MEET THE CERTIFICATION, DO THEY? [INAUDIBLE] I THINK THAT CHANGED.

RIGHT. IF THEY GET THE CREDIT, THE SCORE, THEY HAVE TO MEET THE ACTUAL THEY HAVE TO EARN THE ACTUAL CERTIFICATION.

SO, I MEAN, FOR ME AND I'M SPEAKING FOR MYSELF, NOT FOR THE FULL BOARD, I THINK IT'S IMPORTANT FOR US TO HAVE THIS TO ME IS A LOW METRIC.

60%, EVEN THOUGH TEA SAYS IT'S IT'S JUST FINE.

BECAUSE IN MY MIND, IF WE AREN'T PREPARING STUDENTS FOR A TRADE OR COLLEGE, COMMUNITY COLLEGE, WHATEVER IT IS, THEN I MEAN, IF THAT'S OUR ULTIMATE GOAL, RIGHT? WE WANT STUDENTS TO LEAVE OUR DOORS SUCCESSFUL, THEN IN MY MIND WE HAVE FAILED AS A SCHOOL DISTRICT.

SO FOR ME 60% I DISAGREE WITH TEA IT'S TOO LOW ANYWAY, SO I'M EXCITED TO HEAR THAT EL STUDENTS ARE MAKING GREAT STRIDES.

SO THANK YOU FOR POINTING OUT THAT DATA POINT.

I AM CONCERNED, HOWEVER, THAT OVERALL THE CCMR HAS DECLINED AND I RECOGNIZE SUPERINTENDENT HOUSE THAT THE OVERALL GOAL THAT WAS CLASS OF 2021 RIGHT BEFORE YOUR TIME. AND MY QUESTION IS SPECIFICALLY BECAUSE THE STUDENT GROUPS, THE DECLINE WAS EVEN LARGER.

AND IT WAS INTERESTING BECAUSE WHEN I WAS LOOKING AT THE I DON'T REMEMBER WHAT PAGE OF THE REPORT IT'S ON, BUT THE LARGEST DECLINE AND THIS IS, I THINK, THE OVERALL GOAL.

SO GOAL THREE, NOT ANY OF THE PROGRESS MEASURES.

THE LARGEST DECLINE WAS FORMER SPED STUDENTS.

I THINK IF IT WAS LIKE 20 PERCENTAGE POINTS AND JUST WONDERED IF THAT'S SOMETHING THE ADMINISTRATION HAS LOOKED AT OR THOUGHT ABOUT AND WHAT WOULD THIS BE ATTRIBUTED TO? FORMER SPED STUDENTS.

DID YOU FIND THE PAGE? I DON'T REMEMBER WHAT PAGE OF THE REPORT IT'S ON.

I BELIEVE IT'S PACKET PAGE 21.

GO THREE CCMR WITHOUT MILITARY AND CTE SUPPORT DATA.

AND SO FORMER SPECIAL ED FOR GRADUATES OF 2020, WE'RE AT 42% AND THEN 2021 WERE 25.

THOSE NUMBERS. YES, YES.

SO JUST A PRETTY BIG DECLINE COMPARED TO ALL THE OTHER STUDENT GROUPS AND OBVIOUSLY THE AGGREGATE.

AND I JUST WONDERED IF THERE'S BEEN ANY THOUGHT, YOU KNOW, IF WE LOOKED INTO THAT NUMBER AND ANY CONCERN THERE.

OF COURSE, ON THE ON THE SPECIAL EDUCATION END, THAT'S OF COURSE, ONE OF THE COMMITMENTS THAT THAT WE'VE PUT IN PLACE.

OF COURSE, BRAND NEW ADMINISTRATOR AT THE EXECUTIVE LEVEL THAT THAT WE HAVE IN PLACE AS WELL.

SO IT DEFINITELY IS ONE OF THE THE MAIN FOCAL POINTS THAT THAT WE HAVE IN THIS FIVE YEAR STRATEGIC PLAN THAT WE'RE PUSHING FORWARD.

SO SO, YES, IT'S DEFINITELY SOMETHING THAT CONCERNS US AND IT'S SOMETHING THAT WE'RE PUTTING ON THE FOREFRONT OF THE COMMITMENTS THAT WE DO HAVE IN PLACE. THANK YOU.

AND I'M OUT OF TIME, SO I HAVE TO GO TO THE NEXT ROUND.

TRUSTEE BLUEFORD-DANIELS, YOU'RE IN ROUND ONE, CORRECT? I AM. OK GO AHEAD.

THANK YOU. I WAS LISTENING TO SOME OF THE COMMENTS THAT WAS MADE BY SEVERAL PEOPLE AND I'VE MENTIONED SEVERAL TIMES, AND SOME OF YOU MAY REMEMBER, I'VE OFTEN NOTED THAT UTILIZING THE VERBIAGE, HIGH QUALITY IS, IS ONE THAT WE REALLY IT'S VERY, VERY HARD TO DEFINE.

I'VE SAID THAT MANY, MANY TIMES FROM THE TIME THAT WE SET THESE GOALS USING THAT OBJECTIVE, HIGH QUALITY.

I'VE ASKED THAT QUESTION REPEATEDLY.

WE TALKED ABOUT THERE'S AN OVERLAY THAT HISD HAS ON ITS WEBSITE.

I CAN'T FIND IT RIGHT NOW, NOW, BUT IT SHOWS THOSE STUDENTS THAT GRADUATE IN THE VARIOUS DISTRICTS AND SCHOOLS WITH TWO YEAR DEGREE AND CONTINUE ON WITH TWO YEAR DEGREES AND FOUR YEAR DEGREES.

SO IF YOU ALL ARE ABLE TO FIND THAT.

[INAUDIBLE] BECAUSE I'D LOVE TO SHOW THAT UP THERE.

IT'S VERY INTERESTING AND IT'S SELF EXPLANATORY AS TO WHY SOME OF THESE CAMPUSES WE HAVE TO CONCENTRATE OUR EFFORTS ON ON, ON TRADES ARE SOMETHING FOR THEM TO BE READY FOR ONCE THEY LEAVE HIGH SCHOOL, BECAUSE A LOT OF THE CHILDREN IN SOME OF THESE CAMPUSES ARE NOT GOING TO COLLEGE.

WE SET THESE GOALS.

WE SET THESE GOALS AS A BOARD.

AND YES, THERE WERE SOME THAT SUGGESTED THAT THEY WERE TOO LOW, BUT WE SET THESE GOALS THROUGH 2024.

I MENTIONED THEN SOME OF YOU MAY REMEMBER CONTINUOUSLY THAT 2019 AND 20 WHEN WE WERE FALLING OFF THE WAGON, WE HAD COVID AND THE SECOND YEAR WE HAD ALL THE DISCREPANCY AND ALL THE DATA WAS SCREWED.

SKEWED [INAUDIBLE] THAT GOING INTO 2122, THE ACTUAL YEAR FOR US TO BE AVAILABLE TO TRACK THIS DATA, IT WAS GOING TO BE OFF BECAUSE WE'VE LOST TWO YEARS OF PROJECTION THAT WE WERE PLANNING ON TO ACHIEVE OUR 2024 FOUR YEAR GOAL.

[01:00:08]

YOU KNOW, I'VE SAID THIS AND WE'RE SITTING HERE TALKING ABOUT THIS AS AS THOUGH WE'VE NOT EVEN DISCUSSED IT PREVIOUSLY.

WE SET THESE GOALS.

NOW, NEXT TIME WE SET GOALS, WE'LL BE MORE MINDFUL BECAUSE TRUSTEE CRUZ WAS ADAMANT THAT THE GOALS WERE TOO LOW AND WE CAME UP WITH THE EIGHT PERCENTAGE POINTS DIFFERENCE TO INCREASE THE GOALS.

I KNOW I'VE RAN OUT OF TIME, BUT I DO WANT TO.

I WANT TO THANK YOU, MADAM PRESIDENT.

I JUST WANT TO STRESS THAT BECAUSE WE HAVE SOME ACTING LIKE THIS IS BORING.

THANK YOU FOR STATING THAT.

I THOUGHT THE [INAUDIBLE] WERE TOO LOW.

THANK YOU. SO NOW WE'RE ON ROUND TWO.

UH OK. GO AHEAD.

YEAH, I JUST WANT TO CLARIFY THAT TRUSTEE WADE AND I DID NOT SET THESE GOALS.

I SPEAK FOR MYSELF. I DIDN'T SET THESE GOALS.

I'M TALKING NOW. AND NUMBER TWO.

MR. HOUSE, I'D LIKE TO ASK YOU, IF YOU HAVE YOU HAVE THE WHEREWITHAL TO MOVE THE GOALS UP OR DOWN, DON'T YOU, IN YOUR ADMINISTRATIVE.

YOU DON'T JUST WANT TO CLARIFY THAT.

OKAY. WELL, MY THIRD QUESTION AND COMMENT IS, IF THOSE GOALS WERE UNDER WHY OR THE GOALS, WHY WERE THE GOALS NOT MET ON PAGES THREE, FIVE AND EIGHT? AND THEN PACKAGE PAGE 21.

SO SO AS I DISCUSSED EARLIER IN MY COMMENTS, I THINK MANY OF THE THINGS THAT HAVE OCCURRED OVER THE COURSE OF THE LAST TWO YEARS MADE IT DIFFICULT NOT JUST FOR FOR HISD, BUT FOR KIDS ACROSS THE UNITED STATES TO REALLY GET TO WHERE THEY NEED TO BE FROM AN ACADEMIC STANDPOINT.

SO, YOU KNOW, THERE WERE, YOU KNOW, SOME SOME SOME GAINS THAT WE'RE VERY, VERY PROUD OF.

THERE ARE SOME THINGS THAT WE NEED TO DO TO IMPROVE.

BUT I THINK WITH THE GROWTH THAT WE ARE SHOWING, WE'RE ON TRACK TO CONTINUE TO TO GIVE OUR STUDENTS EXACTLY WHAT IT IS THAT WE WANT TO SEE OUT OF THEM IN TERMS OF A GROWTH FROM A GROWTH STANDPOINT.

SO, YES, YOU KNOW, A TWO YEAR PAUSE.

I THINK THERE SHOULD BE AN EXPECTATION WHEN YOU HAVE TWO YEARS INTERRUPTION IN INSTRUCTION THAT THE THINGS WOULD BE DIFFICULT COMING BACK IN FACE TO FACE AND EXPECTING THOSE TWO YEAR PAUSE, EXPECTING THOSE GOALS TO BE MET.

BUT BUT WE'RE GOING TO CONTINUE TO WORK HARD TO ENSURE THAT WE GET WHERE WE NEED TO GO FOR OUR KIDS.

TRUSTEE HERNANDEZ.

I JUST HAVE A FOLLOW UP QUESTION TO THE TSI.

SO THE THE EXAM.

TSIA STUDENTS WHO DO WELL ON STAAR MASTER'S OR OR EXCEEDS.

THEY DON'T AUTOMATICALLY GET COUNTED AS HAVING TSI.

LIKE THAT REQUIREMENT. HAVING THAT REQUIREMENT, THEY HAVE TO TAKE THAT ASSESSMENT.

CORRECT. IT'S NOT AUTOMATIC THERE.

THERE ARE SOME SOME RULES WHERE YOU CAN COMBINE GPA AND STAAR AND COURSE GRADES. BUT THEY'RE THEY'RE VERY RARE.

AND BUT IT'S NOT IT'S CERTAINLY NOT AN AUTOMATIC IT'S NOT AN AUTOMATIC SUBSTITUTE.

AND I JUST WANTED TO FOLLOW UP TO TRUSTEE ALLEN'S COMMENTS.

IF A STUDENT WANTS TO BECOME A PLUMBER BEING A TRADE, I WOULD HOPE THAT HISD IS DOING EVERYTHING POSSIBLE TO MAKE SURE THAT THEY ARE GOING TO A HIGH SCHOOL THAT PROVIDES THAT SO THAT THEY ARE ABLE TO BECOME CERTIFIED MASTER X, Y, AND Z FOR THAT PROFESSION SO THAT THEY'RE ABLE TO TO BE SUCCESSFUL IN THAT CAREER MOVING FORWARD.

AND IF THAT'S NOT HAPPENING, OBVIOUSLY THERE NEEDS TO BE SOME CHANGES.

I COMPLETELY AGREE. TRUSTEE HERNANDEZ ONE OF THE THINGS THAT WE HAVE SEEN IN THE DATA IS THAT ABOUT 10%, IF I'M NOT MISTAKEN, OF OUR STUDENTS THAT ARE GRADUATING WITH INDUSTRY CERTIFICATION, WE WOULD LOVE TO SEE, I BELIEVE IS A INCREASED GOAL OF 15% OF OUR STUDENTS THAT FINISH WITH INDUSTRY CERTIFICATION.

DR. MATNEY DID YOU SAY YOU HAD A LOOK ON YOUR FACE? DID YOU HAVE ANYTHING ELSE THERE? NO, THE OTHER THE OTHER PIECE IS ALSO PART OF CMR, AND IT'S NOT WE DIDN'T USE THIS AS ANY OF OUR PROGRESS MEASURES BECAUSE AT THE TIME IT WAS SO NEW. BUT ANOTHER PIECE TO THOSE POINTS ABOUT THE MASTER PLUMBER, AND SO WE HAVE INDUSTRY BASED CERTIFICATION.

SO THOSE ARE THE EXAMS AFTER A CTE COHERENT SEQUENCE, BUT WE ALSO HAVE LEVEL ONE AND LEVEL TWO CERTIFICATES, AND THAT IS

[01:05:05]

COURSEWORK AT HCC, WHERE THE STUDENT LEAVES WITH A TRADE CERTIFICATE WHERE THEY COULD WALK IN AND AND ARE CONSIDERED A MASTER PLUMBER RIGHT THERE. SO, SO THERE ARE THOSE PIECES THEY'RE JUST NOT PART OF OF WHAT WE HAVE HERE.

NOT BECAUSE IT WAS SO NEW AT THE TIME.

IT HAD JUST BEEN ADDED TO THE ACCOUNTABILITY SYSTEM.

AND IN ALL THOSE PROCESSES WE DIDN'T HAVE KIDS ACHIEVING THOSE.

AND SO THESE WERE THE THREE HIGHEST LEVERAGE PROGRESS MEASURES FOR THE GOAL.

OKAY. OKAY. THANK YOU.

TRUSTEE WADE.

SO THE TSIA TEST.

HOW RIGOROUS IS THAT TEST TO BEGIN WITH? I MEAN, IT'S VERY BECAUSE YOU'RE WHAT YOU'RE SAYING IS YOU'RE READY FOR FRESHMEN COLLEGE LEVEL WORK.

SO IT'S VERY RIGOROUS.

SO YOU FEEL LIKE IT IS EQUIVALENT TO AN SAT.

I'M NOT AN EXPERT THERE, BUT TEA SAYS IT'S EQUIVALENT BECAUSE THEY'RE GROUPING THAT AS A METRIC TOGETHER.

THE SAT, TSI, AND ACT ARE GROUPED TOGETHER.

I, I HEAR OTHERWISE FROM PARENTS, SO I'M JUST ASKING THE QUESTION.

THANK YOU. I'M SORRY.

I SHOULD BE DIRECTING IT AT YOU, SUPERINTENDENT HOUSE SORRY I'M LEARNING ABOUT THIS.

BUT I HAVE ONE OTHER QUESTION, AND THAT IS ABOUT ALL RIGHT ON PARTNERSHIPS.

AND I KNOW YOU DISCUSSED THIS EARLIER WITH TRYING TO GET KIDS PREPARED WITH SOME OF THESE PARTNERSHIPS THAT YOU'RE TALKING ABOUT.

WHAT IS IN THE PIPELINE FOR MORE PARTNERSHIPS TO GET OUR KIDS READY WITH COLLEGE CAREER READINESS OR IN THESE EXAMS? WHAT OTHER PARTNERSHIPS CAN HAVE WE EXPLORED? SO, OF COURSE, WE'VE A LONG STANDING PARTNERSHIP WITH HOUSTON COMMUNITY COLLEGE, ACTUALLY A PLETHORA OF DIFFERENT COLLEGES.

DR. BIRD, WOULD YOU LIKE TO SHARE SOME SOME INSIGHT AROUND SOME OF THOSE SPECIFIC UNIVERSITIES AND OTHER PARTNERSHIPS? SO PRETTY MUCH ALL THE LOCAL SO THE UNIVERSITY OF HOUSTON, HCC, RICE, I BELIEVE WE DO SOME THINGS WITH, I BELIEVE PRETTY MUCH EVERY LOCAL UNIVERSITY WE HAVE SOME SOME FORM OF THERE'S TUTORS THAT COME OR THERE THERE ARE STUDENTS THAT HELP US.

WE'VE EXPANDED THOSE PARTNERSHIPS THIS YEAR SO THAT WE CAN HAVE SO STUDENTS WHO HAVE NOT TYPICALLY BEEN IN ADVANCED COURSEWORK, THEY WILL HAVE ACCESS.

WE NEED MORE PEOPLE TO DO THAT.

IN ADDITION TO THAT, THERE ARE SCHOOLS HAVE PARTNERSHIPS WITH VARIOUS COMMUNITY ORGANIZATIONS THAT THEY HAVE ACCESS TO.

SO I CAN GET YOU A MORE FORMAL RESPONSE, LIKE IN KIND OF THE THINGS THAT WE HAVE, I DON'T KNOW, OFF THE TOP OF MY HEAD, BUT I CAN GET YOU THAT IN WRITING.

FAIR ENOUGH. THANK YOU. [INAUDIBLE] THANKS.

I'M DONE.

TRUSTEE DEIGAARD.

OKAY. MR. SUPERINTENDENT, THESE ARE THESE ARE QUESTIONS ABOUT THEIR TECHNICAL QUESTIONS ABOUT PROGRESS MONITORING.

DO YOU MIND IF I DIRECT THEM TO DR.

MATNEY? OK.

THANK YOU. SO IN OUR THREE OTHER GOALS, WE'RE MONITORING PROGRESS WITHIN A YEAR, BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR TO END OF THE YEAR, PREVIOUS OUR PREVIOUS INCARNATION OF THIS GOAL FOR COLLEGE READINESS, WE WERE MEASURING THINGS WITHIN A SCHOOL YEAR, IS MY RECOLLECTION RIGHT? HOW MANY KIDS WERE ENROLLED IN THIS KIND OF PROGRAM FIRST SEMESTER, SECOND SEMESTER TO SEE HOW WE DO WITHIN THAT SCHOOL YEAR.

THE WAY THIS PROGRESS MONITORING MEASURE MEASURE IS SET UP IS IT'S YEAR OVER YEAR OVER A YEAR FROM INSTEAD OF FROM BEGINNING TO MIDDLE AND END. IT'S FROM NINTH GRADE TO 10TH GRADE TO 11TH GRADE, BECAUSE AT FIRST I WAS THINKING, WAIT, MAYBE THE FLAW WITH THIS IS WE HADN'T ACTUALLY MONITORED THIS PROGRESS MEASURE BEGINNING, MIDDLE AND END, BUT WE KIND OF CAN'T DO THAT WITH THIS PROGRESS MEASURE.

AND THE BETTER INDICATOR OF TO MEASURE IS THE YEAR OVER YEAR OVER YEAR.

OK. CORRECT BECAUSE OF OUR BUILDS THAT SO THIS THIS IS VERTICAL WHEREAS STAAR IS HORIZONTAL AND CONTAINED WITHIN ONE YEAR.

THIS BUILDS OVER FOUR YEARS AND BUILDS TO A CCMR. SO WE BUILT IT ON TOP OF EACH OTHER.

AND THE NEXT FEW MONTHS YOU'RE GOING TO SEE MORE SPECIFIC MONITORING FOR ALL GRADE LEVELS ON EACH OF THESE THREE PROGRESS MEASURES.

SO YOU'LL ACTUALLY HAVE A LITTLE BIT MORE DETAIL.

THAT IS VERY HELPFUL TO UNDERSTAND.

AND THANK YOU FOR HELPING TO CLARIFY THAT.

SO, MR. SUPERINTENDENT, YOU'VE GOT SOME STRATEGIES THAT ARE INDICATED IN YOUR SUPERINTENDENT RESPONSE, LIKE KHAN ACADEMY.

[01:10:07]

WHAT OTHER WHAT OTHER THINGS ARE TARGETED TO STUDENTS SUCCESSES MEASURED ON THIS GPM.

WHAT ARE THEIR STRATEGIES? DR. BIRD. AND ACTUALLY, LET ME RETRACT THAT, BECAUSE YOU ACTUALLY ALREADY ANSWERED THAT QUESTION FOR ME.

SO MY APOLOGIES. I'M GOING THROUGH MY LIST.

SO SOME OF THE STUDENT POPS GREW AND SOME DECLINED MORE THAN OTHERS.

THERE SEEMED TO BE KIND OF THIS OTHERWISE AVERAGE ACROSS THEM ALL.

IT SEEMED TO BE FOR MOST MEASURES THAT IT WAS THE EL POPS THAT HAD GREATER GROWTH AND THEN FORMER SPED DECLINED THE MOST.

CAN YOU HELP US UNDERSTAND WHAT SPECIFICALLY IS GOING ON WITH THOSE POPS, PLEASE? SO NOT ONLY NOT ONLY THOSE PARTICULAR POPS, THE ACHIEVEMENT GAPS THAT WE SEE, OF COURSE, WITH OUR AFRICAN AMERICAN STUDENTS AND CCMR ARE RELATIVELY LIKE THAT WE SEE IN THIRD GRADE MATH AND READING.

AT THE END OF THE DAY, FOR US TO IMPROVE THESE PARTICULAR OUTCOMES FOR THIS PARTICULAR SUBGROUP OR THESE PARTICULAR SUBGROUPS.

WE MUST IMPROVE THE QUALITY OF EDUCATION TO PROVIDE FOR THIS GROUP OF STUDENTS IN THESE SUBGROUPS.

WE MUST BE CAREFUL ABOUT GENERALIZING ACROSS THE SUBGROUPS AS A WHOLE, AND WE HAVE TO LOOK AT THE ACADEMIC PERFORMANCE ON A CAMPUS BY CAMPUS BASIS. I KNOW WE'VE SAID THAT QUITE A FEW TIMES, BUT THAT IS SOMETHING THAT WE HAVE TO TAKE A CLOSE LOOK AT.

WE ALSO NEED TO REALLY FOCUS ON THE ACADEMIC ACHIEVEMENT AT OUR CAMPUSES THAT ARE MAJORITY IN THESE PARTICULAR SUBGROUPS THAT YOU JUST MENTIONED AS WELL, OR HAVE A HIGH POPULATION IN THESE SUBGROUPS THAT YOU MENTIONED.

DR. BIRD ANY OTHER.

YEAH, I WOULD JUST ADD THAT IT'S JUST JUST LIKE, YOU KNOW, WE'RE TALKING TODAY ABOUT COLLEGE READINESS, BUT THAT IS NOT PARTICULARLY A PROBLEM FOR THE HIGH SCHOOL TO SOLVE.

YOU KNOW, THAT REALLY GOES BACK ALL THE WAY TO KINDERGARTEN.

AND UNTIL WE HAVE THAT'S WHY WE ARE WORKING TO ADDRESS THE INSTRUCTIONAL ISSUES THAT ARE ARE YOU KNOW, YOU CAN'T PUT ALL THAT ON A HIGH SCHOOL TEACHER JUST LIKE YOU CAN'T PUT [INAUDIBLE] HIGH SCHOOL.

THAT PROBLEM DIDN'T START AT THE HIGH SCHOOL, YOU KNOW.

SO I THINK THAT'S AS A SYSTEM, WE'RE LOOKING AT HOW WE CAN ADDRESS THOSE INSTRUCTIONAL ISSUES, WHICH IS WHY WE'RE LOOKING AT CONSISTENT CURRICULUM ACROSS THE BOARD SO THAT THOSE PROBLEMS CAN, OVER TIME BE WORKED OUT AND SO THAT KIDS ARE COMING MORE PREPARED TO HIGH SCHOOL SO THAT THEY CAN BE COLLEGE READY.

SO I THINK THAT'S THE OVERARCHING PROBLEM THAT WE SHOULD DISCUSS MORE.

THANK YOU VERY MUCH FOR THAT.

I HAVE MORE QUESTIONS THAN I HAVE TIME FOR SOMEONE TO SUBMIT THEM.

BUT CLARITY, BECAUSE YOU MENTIONED LEVEL ONE AND LEVEL TWO CERTIFICATES.

SO FOR CCMR, STUDENTS DO NOT GET CREDIT FOR LEVEL ONE OR LEVEL TWO CERTIFICATES.

AM I CORRECT? CORRECT.

NO, THEY DO. THEY DO.

OK.

SECOND QUESTION BECAUSE I KEEP HEARING THE WORD TRADE.

SO IF I AM A STUDENT AND I EARN SOME CERTIFICATION IN A TRADE, WHETHER IT'S WELDING OR COSMETOLOGY, DO I GET A POINT, A CCMR POINT? IF YOU PASS THE INDUSTRY BASED CERTIFICATION EXAM THAT IS APPROVED BY TEA.

AND SO THERE ARE SOME EXAMS THAT ARE NOT APPROVED FOR INCLUSION IN THE ACCOUNTABILITY SYSTEM.

OR DO WE GIVE EXAMS IN OUR DISTRICT THAT ARE NOT APPROVED BY TEA THAT A STUDENT COULD EARN A CERTIFICATION IN.

THAT LIST CHANGES EVERY YEAR.

SO I'M GOING TO ANSWER YES, BUT I CAN'T GIVE YOU AN EXAMPLE OTHER THAN WHAT'S UPCOMING.

I KNOW THAT, FOR EXAMPLE, WE'VE BEEN GIVING THE OSHA EXAM IN COLLABORATION WITH A LOT OF TRADE CLASSES BECAUSE IT'S ALIGNED TO TO THAT. BUT TEA IS PULLING BACK AND ARE NO LONGER GOING TO INCLUDE THAT AS AN EXAM FOR PART OF THE ACCOUNTABILITY SYSTEM.

THAT DOESN'T MEAN IT'S NOT APPROPRIATE FOR THE KID IN THEIR LIFE PATHWAY.

IT JUST IS NOT BEING INCLUDED IN THIS.

OK. BUT THERE ARE SEVERAL EXAMS THAT WE DO HAVE IN A TRADE THAT DO GET COUNTED TOWARDS COLLEGE CAREER AND MILITARY READINESS CRITERIA.

I WANTED TO MAKE SURE.

SO I ALSO WANTED TO ASK ABOUT AND I DON'T EXPECT YOU ALL TO HAVE THE ANSWERS NECESSARILY, BUT THE CCMR OUTCOMES BONUS FUNDING.

DO WE KNOW HOW MUCH WE GOT THIS YEAR, OR AT LEAST FOR THIS CLASS? NOT OFF THE TOP OF MY HEAD, SO I'LL SUBMIT THAT.

AND THEN WHAT? HOW MUCH DO WE SPEND ON COLLEGE AND CAREER MILITARY READINESS, BALLPARK FIGURE? AND IF YOU DON'T KNOW, AGAIN, THAT'S A BOARD REFERRAL.

JUST CURIOUS. WE CAN GET IT.

OKAY, GOOD. BOARD REFERRAL.

AND IF WE WANTED TO ACHIEVE HIGHER TARGET WITH FOLLOW UP QUESTION IS HOW MUCH WOULD WE ACTUALLY NEED TO BE ABLE TO ACHIEVE THAT? SO A COUPLE OF QUESTIONS.

FOLLOWING UP ON SLIDE TEN.

[01:15:08]

WE MENTIONED [INAUDIBLE] SO INDUSTRY BASED CERTIFICATIONS.

WE TALKED A LITTLE BIT ABOUT THIS.

HOW DO WE EVALUATE THE QUALITY OF THE CERTIFICATION PROGRAMS THAT WE HAVE IN OUR SCHOOL? ARE THOSE ALL INTERNAL? I THINK SOME OF THEM MIGHT BE EXTERNAL HCC, BUT HOW DO WE EVALUATE THE QUALITY AND THEN THE HIGHER ABILITY OF WHATEVER CERTIFICATION THE STUDENTS ACTUALLY EARNING? ARE WE LOOKING AT THAT CORRELATION? DR. BIRD.

THAT'S A GREAT QUESTION, WHICH I WILL GET BACK TO YOU IN FURTHER DETAIL.

AND I'LL SUBMIT ALL BECAUSE I HAVE A LOT MORE QUESTIONS.

I'LL SUBMIT THEM ALL IN WRITING. SO THANK YOU ALL.

I STILL SEE A COUPLE MORE COLLEAGUES.

TRUSTEE BAKER. YES, FOR THE PURPOSES, AGAIN, OF COMPLETE TRANSPARENCY.

AND TO US WHO DON'T KNOW.

COULD YOU PLEASE REFRAIN FROM USING THE ACRONYMS? MY QUESTION IS, HOW MUCH MONEY DID YOU SPEND ON THE THE COACHES IN THE HIGH POWERED TUTORING YOU MENTIONED EARLIER? WHICH WHICH COACHES EARLIER.

DR. BIRD WAS PRESENTING HIS INFORMATION.

HE MENTIONED THAT YOU WERE OUTFITTING SOME CAMPUSES WITH HIGH QUALITY COACHING AND TUTORING.

HIGH QUALITY. SO THE COACHES ARE YEAH, WE HAVE COACHES SPECIFICALLY FOR THIS.

YOU WOULD LIKE TO KNOW SO I CAN GET I DON'T HAVE IT OFF THE TOP, MAN, BUT I CAN GET YOU THE NUMBER OF FTE THAT ARE DEPLOYED.

THE NUMBER OF FULL TIME EMPLOYEES THAT ARE DEPLOYED FOR THAT.

AND THEN THE OTHER.

OH, YOU ASKED ABOUT ANOTHER PART TOO[INAUDIBLE].

DO YOU HAVE A ROUGH BALLPARK FIGURE? I DO NOT.

LET ME LET ME LOOK AT MY EMAIL.

MAYBE I CAN FIND IT. OKAY.

YEAH, WELL, AND WE'LL GET TO WITH THE FINANCE DEPARTMENT AND MAKE SURE THAT WE GET YOU WHAT YOU'RE ASKING FOR.

TRUSTEE ALLEN. YES.

MY QUESTION IS, I KNOW THAT WE PREVIOUSLY, SINCE WE'RE TALKING ABOUT GETTING POINTS FOR BEING WITH THE CTE AND PREVIOUSLY WE DISCUSSED CREATING TRANSPARENT CTE APPLICATIONS FOR SCHOOLS THAT WANTED TO APPLY FOR CTE.

BUT PREVIOUSLY YOU COULDN'T GET ANY LISTINGS OF WHO APPLIED AND WHO GOT TURNED DOWN.

AND SO WE DID TALK ABOUT CREATING CTE APPLICATIONS.

MY QUESTION IS, HAS THAT BEEN DONE? HAVE THEY STARTED THIS YEAR FOR SCHOOLS TO BE ABLE TO APPLY FOR CTE? BECAUSE IF YOU DON'T HAVE A CTE AND A CTE DOES NOT HAVE MAGNET TRANSPORTATION FOR YOU TO GET TO A CTE CARPENTRY SCHOOL, IT'S ALMOST KIND OF IMPOSSIBLE FOR YOU TO GET TO THAT SCHOOL TO THAT PROGRAM WITHOUT PROVIDING TRANSPORTATION.

SO DO WE HAVE A TRANSPARENT APPLICATION THIS YEAR FOR A SCHOOL TO APPLY TO GET CTE PROGRAMS? I THINK I THINK WHAT MIGHT BE HELPFUL HERE IS TO PROVIDE ALL TRUSTEES WITH A LIST OF EVERY SCHOOL AND WHICH CTE PROGRAMS THAT THEY HAVE. WE HAVE THAT.

WE HAVE THAT. SO SO WHAT YOU'RE LOOKING FOR IS JUST WHETHER THERE WAS AN APPLICATION PROCESS FOR THE SCHOOL PRINCIPAL TO FILL OUT TO APPLY TO GET CERTAIN CTE PROGRAMS. DR.

BIRD, YOU WANT TO SHARE. SO JUST BASED UPON OUR LAST CONVERSATION THAT WE HAD IN THE LAST SPRING, I DID I DID DIRECT THE COLLEGE AND CAREER PEOPLE TO CREATE THAT PROCESS IN WRITING, AND I CAN PROVIDE THAT TO YOU.

THANK YOU. YEAH. TRUSTEE GUIDRY.

[INAUDIBLE] YOU HAVE IT IN HERE SOMEWHERE.

I WAS LOOKING FOR IT, BUT I COULDN'T FIND IT.

ARE ESSER FUNDS AVAILABLE TO ASSIST WITH THE TUTORING AND THE ASSISTING IN THIS AREA? YES. AND ARE WE UTILIZING THOSE ESSER FUNDS? WE ARE. ALL RIGHT.

OH, TRUSTEE BLUEFORD-DANIELS.

THANK YOU. I JUST WANT TO ADD.

WHEN I WAS WHEN I SPOKE EARLIER ABOUT SETTING THE GOALS, AND I KNOW EVERYONE WASN'T HERE, BUT THOSE WERE THE GOALS THAT WE SET IN 2020 THROUGH TO 2024.

SO WHOEVER IS HERE ARE NOT SOME OF THE PEOPLE WHO HELPED SET THEM ARE NOT HERE.

SO, YOU KNOW, AND MOVING FORWARD, WE KNOW THAT WE PROBABLY NEED TO RAISE THE CEILING, OBVIOUSLY, TO IMPROVE OVERALL STUDENT OUTCOME.

AND I'VE TALKED ABOUT THE PROGRAMS ON CAMPUS IS ONE OF THE THINGS ONE OF THE QUESTIONS I HAVE.

CAN WE SOLICIT TEA, TO ADD PROGRAMS THAT WOULD BE TAILORED TO OUR DISTRICT SPECIFIC OTHER THAN THE ONES

[01:20:08]

THAT THEY HAVE LISTED ON THEIR WEBSITE? SO NOT SURE ABOUT THE SOLICITATION PROCESS IN REFERENCE TO TEA, BUT I THINK ONE OF THE THINGS THAT WE TRY TO MAKE, WE MAKE SURE WE PAY ATTENTION TO IS WHERE WHERE IS THE HIGH ABILITY POSSIBILITY FOR STUDENTS IN THE CITY THAT WE'RE IN AND ARE WE OFFERING OPPORTUNITIES IN TERMS OF CTE THAT WOULD ALLOW OUR KIDS AND OUR STUDENTS THAT ARE GRADUATING TO BE HIRABLE? SO I THINK THAT TEA HAS A ROBUST, ROBUST LIST OF AVAILABLE POSSIBILITIES IN OUR UNIVERSITIES AND COLLEGE PARTNERS HAVE A REALLY OPEN MIND AS WELL.

SO WE'LL CONTINUE TO EXPLORE.

BUT THE KEY IS, IS JUST MAKING SURE THAT WE CHOOSE PROGRAMS THAT WILL LEAD STUDENTS IN THE DIRECTION OF OF REALLY WAGES THAT WE KNOW THAT ARE LIVABLE.

AND AS WE CONTINUE DISCUSSION ABOUT THE STUDENTS LEAVING OUR DOORS, AS TRUSTEE CRUZ MENTIONED, ONE WAY TO ENSURE THAT OUR STUDENTS ARE SUCCESSFUL IS TO CLOSE THAT GAP.

CLOSING THAT GAP WOULD RAISE THE FLOOR AND FOR THE ENTIRE DISTRICT.

AND I SAY THAT REPEATEDLY NO MATTER WHERE IT IS.

SO THAT SHOULD BE OUR OBJECTIVE IS LOOKING TO SEE HOW WE AS INDIVIDUAL TRUSTEES THAT ARE ASSIGNED THAT ARE REPRESENT A DISTRICT CAN HELP TO HELP HELP THE DISTRICT.

BECAUSE I SAY OFTEN WE KNOW THE LANDSCAPE.

SO THERE'S OPPORTUNITY, IF THERE'S OPPORTUNITY THAT WE CAN DO TO TRY TO HELP RAISE THAT, IMPROVE THAT OUTCOME, OVERALL OUTCOME.

THAT'S WHY I'M HERE FOR NO OTHER REASON IS STUDENT OUTCOME.

AND SO I'D LIKE FOR US TO CONCENTRATE ON THAT.

AND I ASKED ABOUT THAT SOLICITATION FOR TEA FOR PROGRAMS THAT ARE TAILORED TO OUR DISTRICT, BECAUSE THIS IS GOING TO SOUND MORBID, BUT ONE ONE PROGRAM THAT WE MAY CAN START OR CREATE LOOK AT, IT WOULD BE THE FUNERAL BUSINESS.

THEY HAVE TO HAVE SO MANY HOURS OF FUNERAL TO BE CERTIFIED AS DIRECTORS AND TO WORK IN FUNERAL HOMES IN GENERAL.

THAT'S WHY I ASK.

I THINK THAT WE HAVE TO LOOK AT WHAT OUR COMMUNITY NEEDS SPECIFIC AND AGAIN, TAILORED TO THAT.

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

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

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

PLEASE VOTE. EIGHT FOR ONE AGAINST ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR MEETING ON OCTOBER 13, 2022.

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

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

I WILL BE PULLING THE FOLLOWING ITEMS FOR DISCUSSION.

G5 AUTHORITY TO NEGOTIATE AND EXECUTE AN INTERLOCAL AGREEMENT WITH THE UNIVERSITY OF HOUSTON DOWNTOWN TO ESTABLISH A BILINGUAL EDUCATION CERTIFICATION PROGRAM PARTNERSHIP.

I4 APPROVAL OF THE OCTOBER GENERAL FUND BUDGET AMENDMENT AND J1 APPROVAL OF PROPOSED 2023 -2024 18 MONTH INTERNAL AUDIT PLAN.

TRUSTEE WADE HAS ASKED THAT WE PULL A1.

WE ALREADY DID THAT, AND TRUSTEE HERNANDEZ HAS ASKED US THAT WE PULL K5 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY DEC LOCAL COMPENSATION AND BENEFITS, LEAVES AND ABSENCES FIRST READING AND K6 APPROVAL TO ADOPT NEW BOARD POLICY EHB LOCAL CURRICULUM DESIGN SPECIAL PROGRAMS FIRST READING.

KEEPING CONSISTENT WITH OUR NORMS AGENDA REVIEW.

WE'LL DO TWO ROUNDS OF 2 MINUTES PER TRUSTEE FOR EACH ITEM.

IF TRUSTEES WOULD LIKE TO ADD ADDITIONAL TIME FOR COMMENTS AND DISCUSSION, THAT CAN BE DONE BY THE WILL OF THE BOARD WITH A MOTION SECOND AND A VOTE, WE WILL BEGIN WITH J1 APPROVAL OF PROPOSED 2023-2024, 18 MONTH INTERNAL AUDIT PLAN, AND I'M GOING A LITTLE BIT OUT OF ORDER BECAUSE WE WILL HEAR A BRIEF PRESENTATION FROM JIM GRADY OF ALVAREZ MARSAL REGARDING THIS ITEM.

MR. GRADY IS JOINING US LIVE VIA ZOOM.

MR. GRADY, ARE YOU THERE? YES. GOOD EVENING.

CAN YOU HEAR ME OKAY? WE CAN.

I THINK WE'RE WAITING. CAN WE.

ARE WE ABLE TO SEE HIM OR.

I GUESS WE JUST HAVE TO TURN AROUND.

WELCOME, MR. GRADY.

GOOD EVENING, MADAM PRESIDENT.

MADAM VICE PRESIDENT.

SUPERINTENDENT HOUSE, BOARD TRUSTEES.

THANK YOU VERY MUCH FOR THE OPPORTUNITY TO SPEAK TO YOU ALL THIS EVENING.

CONCERNING THE INTERNAL AUDIT PLAN FOR THE DISTRICT.

I APOLOGIZE FOR NOT BEING THERE IN PERSON AS I'M WORKING TO GET BETTER ACQUAINTED WITH THE MEETING CADENCES THAT YOU ALL HAVE.

[01:25:03]

I GUESS BEFORE I GET STARTED, THERE WAS A PRESENTATION THAT WAS SENT TO YOU ALL.

WOULD IT BE HELPFUL TO GO THROUGH THAT PRESENTATION? ACTUALLY, IT WOULD BE HELPFUL FROM MY STANDPOINT TO GO THROUGH THAT PRESENTATION.

JUST TO POINT OUT SOME OF THE SLIDES AND SOME OF THE WORK THAT WE'VE DONE ON THE INTERNAL AUDIT PLAN.

I GUESS IF I DO, I HAVE THE ABILITY TO SHARE MY.

OH, MR. GRADY, JUST A MOMENT.

I REALIZED I SHOULD HAVE LET OUR AUDIT CHAIR GIVE A BRIEF EXPLANATION ABOUT THIS.

GO AHEAD. SURE.

SORRY, MR. GRADY, JUST TO PUT THIS INTO CONTEXT, YOU KNOW, COLLEAGUES, EVERY YEAR WE DO AN AUDIT PLAN OF WHAT WE'RE GOING WITH THE AUDIT COMMITTEE AND AUDIT DEPARTMENT ARE GOING TO EMBARK ON FOR THE UPCOMING, UPCOMING FISCAL YEAR.

AND AS YOU KNOW FROM PREVIOUS CONVERSATIONS, WE ARE IN PROCESS OF ASSESSING THE POSSIBILITY OF OUTSOURCING OUR AUDIT FUNCTION. AND PART OF THAT IS MAKING SURE WE HAVE AN AUDIT PLAN TO INCLUDE WITH THE NOT JUST FOR OUR INTERNAL PURPOSES, FOR EXECUTION, BUT TO INCLUDE WITH THAT OUR RFP SO THAT WE ARE COMPARING APPLES TO APPLES WHEN WE GET PROPOSALS BACK FROM POTENTIAL OUTSIDE FIRMS. AND SO I JUST WANTED TO REMIND YOU OF THAT CONTEXT FOR THIS.

SO THANK YOU, MADAM CHAIR, AND THANK YOU, MR. GRADY. GO AHEAD, MR. GRADY. THANK YOU. SURE.

THANK YOU. THANK YOU, TRUSTEE DEIGAARD, FOR THAT OVERVIEW AGAIN.

[INAUDIBLE] DO I HAVE THE ABILITY TO SHARE MY SCREEN? I'M HAPPY TO PULL UP THE PRESENTATION TO TAKE YOU THROUGH THAT? [INAUDIBLE] SERVICES. IS HE ABLE TO SHARE SCREEN? I MEAN, WE CAN SEE IT ON OUR SCREEN, BUT IT WOULD BE GOOD FOR THE PUBLIC TO THAT IS TUNING IN TO BE ABLE TO SEE IT.

JUST A MOMENT. SURE.

I APOLOGIZE. I SHOULD HAVE HAD THE LOGISTICS HERE WORKED OUT PREVIOUSLY, SO I APOLOGIZE.

THAT'S OKAY. NO, THANK YOU.

MR. GRADY, CAN YOU SHARE YOUR SCREEN NOW? I WILL CHECK. HOLD ON.

YES. YES, I CAN.

[INAUDIBLE] ALL RIGHT ARE YOU ALL ABLE TO SEE IT NOW? [INAUDIBLE] HOLD ON JUST ANOTHER MOMENT.

OKAY, SURE. THAT'S FINE.

[INAUDIBLE] IF IT DOESN'T, IT DOESN'T MATTER TO ME.

IF IF YOU ALL WANT TO DRIVE.

IF YOU ALL WANT TO DRIVE, I'M HAPPY TO JUST POINT OUT THE PAGE NUMBERS.

SO WE'RE TRYING TO WORK OUT LIKE WHICHEVER WE CAN GET TO FASTER, WHETHER YOU SHARING OR SHARING, BECAUSE THE POINT STILL STANDS.

WE WANT THE PUBLIC TO BE ABLE TO SEE IT.

SO YOU WANT HIS.

WE'RE GETTING CLOSE JUST A MOMENT NOW.

[INAUDIBLE] MR. GRADY, IS THERE ANYTHING THAT YOU WANT TO MAYBE PRELIMINARILY SHARE WHILE THEY'RE PULLING THAT UP? NO, I WAS ACTUALLY GOING TO START DIVING RIGHT INTO THE PRESENTATION ON SLIDE FOUR.

OKAY. NO PROBLEM.

AND IF YOU WANT TO TRY SHARING YOUR SCREEN AGAIN.

OH, SURE.

[01:30:45]

MR. GRADY, WE HAVE YOUR PRESENTATION, SO IF YOU'LL JUST SAY THE SLIDE NUMBERS WE'LL MOVE IT WHEN YOU SPEAK.

OKAY. THAT'S PERFECT. THEN WHY DON'T WE JUST GO AHEAD AND JUMP TO SLIDE NUMBER FOUR? PERFECT. ALL RIGHT.

SO I'M SORRY AGAIN. LET ME START AGAIN.

GOOD EVENING, MADAM PRESIDENT.

MADAM VICE PRESIDENT AND BOARD TRUSTEES SUPERINTENDENT HOUSE.

THANK YOU FOR THE OPPORTUNITY TO SPEAK ABOUT INTERNAL AUDIT AND THE WORK THAT WE'VE BEEN DOING OVER THE LAST COUPLE OF MONTHS.

AS TRUSTEE DEIGAARD SUMMARIZED, WE'VE BEEN WORKING WITH THE ADMINISTRATION AND THE AUDIT COMMITTEE OVER THE LAST COUPLE OF MONTHS TO ASSIST CHIEF BLACKWELL IN TERMS OF PREPARING A RISK BASED TYPE AUDIT, INTERNAL AUDIT PLAN FOR THE PERIOD OF JANUARY 2023 TO JUNE OF 2024, SO AN 18 MONTH AUDIT PLAN.

I WILL GET TO THE REASONING OR THE RATIONALE FOR THAT TIME PERIOD IN A FEW MINUTES.

BUT BEFORE WE DO THAT, IT WOULD PROBABLY MAKE SOME SENSE TO JUST TALK ABOUT WHAT WE LOOKED AT AND WHAT WE DID IN TERMS OF HOW WE GOT TO WHERE WE HAVE THIS PROPOSED PLAN FOR YOU. SO HERE ARE THE KEY STEPS THAT WE WORKED ON TOGETHER.

WE REVIEWED THE ENTERPRISE AND IT RISK ASSESSMENTS PREPARED BY BDO.

THEY DID ONE IN FEBRUARY OF 2022.

WE ALSO REVIEWED SOME OF THE HISTORICAL RISK ASSESSMENTS, AS WELL AS THE UNDERLYING RISK ASSESSMENT DETAILED THAT THEY CONTAINED IN THEIR REPORTS.

WE NEXT WE NEXT REVIEWED THE DRAFT AUDIT PLAN PREPARED BY CHIEF BLACKWELL AND HIS TEAM.

WE THEN MET WITH THE INTERNAL AUDIT PLAN AND BDO JUST TO DISCUSS THE RATIONALE FOR VARIOUS ITEMS THAT WERE PERHAPS INCLUDED.

SOME WERE INCLUDED IN THE OR THE ENTERPRISE RISK ASSESSMENT BY BDO, SOME WERE INCLUDED BY THE DISTRICT, BY THE OFFICE OF THE INTERNAL AUDIT GROUP.

SOME OF THEM MATCHED UP, SOME OF THEM DID NOT.

WE JUST WANTED TO UNDERSTAND THE RATIONALE AND THE THINKING AS WE THOUGHT ABOUT A PLAN GOING FORWARD.

WE NEXT. THEN YOU'LL SEE WHEN WE GET INTO THE PLAN ITSELF, WHEN WE START TALKING ABOUT TIMELINES AND HOW WE ESTIMATE HOURS, WE LOOKED AT BUDGETED HOURS FROM PRIOR YEARS AUDITS AND USE THAT AS OUR BASIS FOR ESTIMATING HOURS FOR THE AUDITS INCLUDED IN THE 18 MONTH PLAN.

I'M GOING TO FLIP TO THE NEXT SLIDE.

SLIDE FIVE. AND AGAIN, JUST CONTINUING ALONG WHAT WE LOOKED AT AND WHAT WE DID, WE LOOKED AT STATEMENTS OF WORKS AND ENGAGEMENT LETTERS WITH OTHER AND OTHER REPORTS FROM CERTAIN THIRD PARTY SERVICE PROVIDERS THAT WOULD IMPACT THE 18 MONTH AUDIT.

FOR EXAMPLE, YOU HAVE A FIRM THAT IS LOOKING AT THE ESSER PROGRAMS AND COMPLIANCE WITH THE ESSER PROGRAMS. WE LOOKED AT THEIR ENGAGEMENT LETTER JUST TO UNDERSTAND WHAT THEIR SCOPE OF WORK WAS AND JUST GET AN IDEA OF WHAT IT WAS THAT THEY WERE DOING WITH RESPECT TO THAT AUDIT.

AND THEN WE REVIEWED VARIOUS IN-PROGRESS AUDITS WITH THE OFFICE OF THE INTERNAL AUDIT WITH CHIEF BLACKWELL, JUST TO UNDERSTAND THE STATUS OF EACH AND WHERE, YOU KNOW, IT MADE SENSE TO PERHAPS STOP DOING THOSE AUDITS OR PERHAPS LET'S MOVE THEM ALONG AND GET THEM COMPLETED IN THE NEXT FISCAL YEAR.

AGAIN, I'LL LAY THIS OUT IN MORE DETAIL, PROVIDING YOU JUST AN OVERVIEW OF WHAT LOOKED AT.

AND THEN FINALLY, WE LOOKED AT A LIST OF OPEN AUDIT FINDINGS JUST TO ASSESS THE APPROACH IN ADDRESSING THE LARGE NUMBER OF OPEN, OPEN RECOMMENDATIONS AND COMING UP WITH A THOUGHTFUL RECOMMENDATION FOR YOU ALL IN TERMS OF HOW TO HANDLE THOSE GOING FORWARD.

SO WHAT WE'LL HAVE OR THE OUTPUT THAT WE HAVE IS, IS AN 18 MONTH AUDIT PLAN THAT'S BROKEN OUT BY TIME, BY QUARTER, IF YOU WILL, BROKEN OUT BETWEEN WHAT'S COVERED BY BDO, WHAT'S BEEN COVERED UNDER THE ADMINISTRATION'S VIEW OF WHAT SHOULD BE AUDITED IN ADDITION TO SOME OTHER OPEN AUDIT AND OPEN RECOMMENDATIONS.

I'M GOING TO FLIP TO THE NEXT SLIDE.

SLIDE SIX AND EXCUSE ME, MADAM PRESIDENT, TO YOUR MIND, FOR THE PURPOSES OF UNDERSTANDING THAT EVEN IF HE WOULD NOT USE THE THE LETTERS BUT SAY THE WORD LIKE

[01:35:03]

WITH BDO IF THAT'S OKAY.

SURE. YES. SORRY.

TRUSTEE BAKER, I APOLOGIZE.

BDO, I DON'T KNOW EXACTLY WHAT THEIR INITIALS, WHAT THEY'VE BROKEN OUT STAND FOR, BUT IT'S A, IT'S A IT'S AN AUDIT FIRM SIMILAR TO KPMG, SIMILAR TO DELOITTE, AND I GUESS IT WAS [INAUDIBLE] DELOITTE, SIMILAR TO PWC, WHICH IS PRICEWATERHOUSECOOPERS.

I JUST DON'T KNOW WHAT BDO STANDS FOR IN THEIR WORLD, BUT IT'S A THIRD PARTY ACCOUNTING FIRM THAT PROVIDES AUDITING AND CONSULTING SERVICES.

TRUSTEE BAKER, I APOLOGIZE.

WAS THERE ANOTHER ONE THAT I GLOSSED OVER IN TERMS OF AN ACRONYM.

GO AHEAD, SIR. OK.

SO JUST A COUPLE OF COMMENTS ON TIMING.

I'LL GET INTO IT A LITTLE BIT MORE DETAIL.

BUT REALLY WHAT WE DID WAS WE TOOK THAT INFORMATION THAT I JUST WENT THROUGH RIGHT JUST SHORTLY A FEW MINUTES AGO, AND WE TOOK THOSE AREAS.

WE LOOKED AT THE HIGH RISK AREAS.

WE LOOKED AT THE NUMBER OF AUDITS IN THE DEPARTMENT, THE NUMBER OF IN-PROGRESS AUDITS THAT WERE BEING COMPLETED AND DEVELOPED A PLAN QUARTERLY, BROKEN OUT FROM THE TIME PERIOD OF JANUARY 2023 TO JUNE OF 2024.

WHEN I GET TO THAT, YOU'LL SEE IT CLEARLY BROKEN OUT BY AUDIT BY TIME WHEN WE HAD PLOTTED TO WHEN WE WOULD PROPOSE CONDUCTING THOSE AUDITS.

IN CERTAIN INSTANCES, WORK THAT'S RELATED TO HIGH PRIORITY RISK HAS BEEN AS IDENTIFIED WOULD BE PERFORMED LATER ON DOWN THE ROAD.

WHEN WE GET TO THAT SECTION OF THE PRESENTATION, I'LL CLEARLY EXPLAIN THE THOUGHT AND THE RATIONALE FOR DOING THAT.

SO WITH MOVING ON, IF WE MOVE ON TO THE NEXT SECTION, NEXT SLIDE, SPECIFICALLY SLIDE EIGHT.

JUST SPENDING A FEW MINUTES ON WHY 18 MONTHS IS HISTORICALLY THE SCHOOL DISTRICT HAS HISD HAS PROPOSED OR APPROVED AUDIT PLANS, AS I UNDERSTAND IT, AT 12 MONTH INCREMENTS.

WE'RE PROPOSING AN 18 MONTH INCREMENT HERE, JUST A REALLY, REALLY QUITE SIMPLY, TO ALLOW THE ADMINISTRATION AND THE BOARD MAXIMUM FLEXIBILITY AND OPTIONALITY.

BEFORE I GET TO THAT, THOUGH, IF YOU JUST TAKE A STEP BACK RIGHT NOW, THERE'S NO APPROVED AUDIT PLAN.

WE NOW SIT WITH ONE QUARTER DOWN OF THE SCHOOL YEAR.

WE'RE SITTING HERE IN OCTOBER, OCTOBER.

SO WE WERE PROPOSED PUTTING A PLAN TOGETHER THAT WOULD EFFECTIVELY ADDRESS THE NEXT THIS THIS ENTIRE YEAR PLUS THE FOLLOWING YEAR.

GIVEN THE LATE START THAT WE'RE GETTING HERE.

WE ESTIMATED THAT A VENDOR WILL BE SELECTED THROUGH A PUBLIC BID PROCESS THAT I UNDERSTAND HAS ALREADY BEEN APPROVED BY THE BOARD, AND THEY WOULD JUST GIVEN THE TIMELINE TO GET THEM BID OUT. AND UNDER UNDER CONTRACT, WE'RE ASSUMING THAT THAT WOULD OCCUR AT SOME POINT AROUND JANUARY OF 2023.

THAT WOULD LEAVE US ONLY SIX MONTHS LEFT IN IN THE SCHOOL YEAR.

SO AGAIN, ANOTHER REASON WHY WE'RE LOOKING AT AN 18 MONTH TIME PERIOD.

THE 18 MONTH PLAN ALSO ALLOWS SOME OF THE PROGRESS AUDITS THAT WERE IN PRIOR YEARS.

LET'S GET THOSE KNOCKED OUT AND COMPLETED BY THE CURRENT TEAM THAT WE HAVE ON THE GROUND.

AND SO ALLOW THEM THE TIME TO DO THAT.

AND AGAIN, I MENTIONED HOW THIS PLAN IS FLEXIBLE FOR THE ADMINISTRATION AND FOR THE BOARD AND PROVIDES MAXIMUM OPTIONALITY TO TWIST IN TERMS OF, YOU KNOW, SHOULD A NEW RISK COME UP IN THE FEBRUARY OF 2023 RISK ASSESSMENT PLAN PERFORMED BY YOUR ACCOUNTING FIRM BDO.

SHOULD A NEW RISK SURFACE SURFACE THAT NEEDS TO BE ADDRESSED.

IT ALLOWS THE ADMINISTRATION TO PIVOT AND FLEX AND BE FLEXIBLE IN TERMS OF HOW IT RECONFIGURES WHICH AUDITS TO MOVE, TO MOVE AROUND, TO MOVE INTO, TO EITHER ACCELERATE OR MOVE INTO LATER QUARTERS.

SO WITH THAT, TALKING ABOUT WHAT WE DID, WHAT WE LOOKED AT AND GIVE YOU A SENSE OF TIMING, LET'S TALK A LITTLE BIT ABOUT SOME OF THE SOME OF THE RISKS THAT WERE INVOLVED. WE LOOKED AT BDO AND SOME OF THE INTERNAL AUDIT ITEMS THAT THAT CHIEF [INAUDIBLE] AND HIS TEAM FOUND AND DEVELOPED. AND SO WITH THAT, ON SLIDE TEN, WE'RE STARTING WITH THE BDO ENTERPRISE RISK ASSESSMENT.

BDO, AGAIN, THE ACCOUNTING FIRM, THIRD PARTY ACCOUNTING FIRM THAT THE DISTRICT USES TO ANALYZE ITS RISKS.

IT HAS A RANKING SYSTEM WHEREBY, YOU KNOW, AT A HIGH LEVEL THEY'VE IDENTIFIED SIX HIGH LEVEL RISKS IN A SCHOOL DISTRICT. THEY THEN HAVE SOME INTERVIEWS WITH WITH THE ADMINISTRATION, THEY HAVE SOME INTERVIEWS WITH BOARD MEMBERS.

THEY GET AN UNDERSTANDING OF OF ORGANIZATIONAL CHARTS, PROCESS FLOWS.

[01:40:04]

AND FROM ALL THAT INFORMATION, THEY USE A WEIGHTED SCALE FOR THOSE SIX HIGH RISK ITEMS. AND BASICALLY IT SPITS OUT OR PRODUCES A RISK OF THE TOP 15, IF YOU WILL, RISKS THAT A DISTRICT FACES.

AND SO WHAT I'M ABOUT TO GO THROUGH OVER THE NEXT THREE PAGES ARE THE 15 HIGH RISK ITEMS THAT YOUR THIRD PARTY ACCOUNTING FIRM AND CONSULTING FIRM IDENTIFIED IN FEBRUARY AS YOUR RISKS AND HOW THEY'RE TREATED IN THE PROPOSED PLAN GOING FORWARD.

SO WHEN I LOOK AT THIS LIST AND I START AT THE VERY TOP, NUMBER ONE IS COMPENSATION.

THEY IDENTIFIED THIS AS THE TOP RISK OF THE DISTRICT.

AND THE FACT THAT THERE HAD THERE HAD BEEN SOME TIME SINCE THERE WAS A COMPENSATION REVIEW AND BENCHMARKING.

THIS BOARD, THIS GROUP, WE ARE ALL FAMILIAR WITH THAT COMPENSATION INCREASES WERE APPROVED.

THE BASIS OF THOSE COMPENSATION INCREASES, AS I UNDERSTAND IT, WAS A COMPENSATION STUDY THAT WAS COMPLETED LAST FALL, I BELIEVE PERHAPS A YEAR AGO.

WE ARE NOT INCLUDING IT IN THIS 18 MONTH PLAN BECAUSE YOU JUST HAD A COMPENSATION STUDY DONE.

WE WOULD RECOMMEND THAT YOU WOULD THEN JUST DEAL WITH THAT 18 MONTHS OUT AND INCLUDE THAT IN YOUR NEXT THE NEXT AUDIT PLAN CYCLE.

MOVING TO NUMBER TWO, DEPARTMENTAL BUDGETS AND DISTRICT WIDE BUDGETS.

THIS IS REVIEWING THE PROCESSES AND PROCEDURES FOR PLANNING AND COMPLETING BUDGETS AND THE LIKE.

AGAIN, WE'RE FAMILIAR WITH THE WORK THAT THE MY OTHER COLLEAGUES AT A&M ARE WORKING ON WITH WITH WITH SUPERINTENDENT HOUSE AND AND DR.

CRUZ AND THE ADMINISTRATION IN TERMS OF THE BUDGET PROCESS ALREADY AND THE FACT THAT WE'RE WORKING ON OVERHAULING THAT.

HERE WE WOULD PROPOSE HOLDING OFF ON ON ADDRESSING THAT RISK IMMEDIATELY.

IN FACT, WHEN WE GET TO THE TIMING, YOU'LL SEE IT'S MORE OR LESS SOMETHING THAT WE WOULD DO A LIGHT REVIEW NEXT YEAR AND THEN TWO YEARS FROM NOW, IN 24-25, DO MORE OF A FULL SCALE AUDIT, ALLOW THE THE MEASURES THAT WE ARE IMPLEMENTING AND WORKING ON TODAY TO GET THEIR SEA LEGS NEXT YEAR, JUST DOING A LIGHT AUDIT.

SO THEN THAT TWO YEARS FROM NOW, THEN WE COME BACK AND DO MORE FULL SCALE, A MORE FULSOME REVIEW OF THOSE PROCEDURES.

ITEM NUMBER THREE, THE THIRD ITEM PROCESSES AND PROCEDURES AND COMMUNICATIONS IN TRAINING OVERHAUL.

THIS IS A REVIEW OF THE OVERALL OVERALL TALENT ACQUISITION AND RECRUITMENT PROCESS.

THIS IS ONE THAT YOU'LL SEE.

YES, WE ARE INCLUDING THIS IN THE AUDIT.

WE ARE RECOMMENDING THAT IT GETS DONE EARLY IN THE 23-24 SCHOOL YEAR, AND SO THAT YOU'LL SEE THAT WHEN WE GET TO THE TIMING.

THE PUBLIC SOLICITATION BIDDING PROCESS, WHILE THERE WAS AN EXTERNAL FIRM THAT WAS ENGAGED TO PERFORM A RAPID ASSESSMENT OF THE PROCUREMENT FUNCTION, AND THAT WAS DONE THAT WAS DONE LAST YEAR.

THIS IS ONE THAT WE ARE GIVEN THIS GIVEN THE FACT THAT WE UNDERSTAND THAT THEY DIDN'T NECESSARILY DO ANY TESTING.

WE RECOMMEND THAT YOU PERFORM A FULL AUDIT OF THIS OF THIS OF THIS PARTICULAR RISK RIGHT AWAY, EARLY ON IN THE 18 MONTH PLAN, WHICH WE'LL SEE WHEN YOU GET TO IT. AND THEN FINALLY, THE LAST ONE ON THIS PAGE, THE VENDOR PROFESSIONAL SERVICE CONTRACTS.

AGAIN, THIS IS ONE WHERE IT WAS LOOKED AT BY AN EXTERNAL FIRM IN TERMS OF A REVIEW OF THE PROCUREMENT PROCESS AND PROCUREMENT FUNCTION.

WE WOULD SAY THAT THIS WOULD BE ONE THAT WE WOULD PERFORM LATER ON DOWN THE ROAD IN FISCAL YEAR 24-25.

MOVING ON TO SLIDE 11.

UNLESS THE BOARD REALLY WANTS ME TO GO THROUGH EVERY ONE OF THESE, I JUST WANTED TO AGAIN, EACH ONE OF THESE, AS YOU CAN SEE, WE'VE EITHER INCLUDED IT AND OR WE HAVE NOT INCLUDED IT, AND WE'VE PROVIDED A RATIONALE FOR THAT.

I TOOK YOU THROUGH THE PREVIOUS SLIDE RISK BY RISK, JUST TO GIVE YOU A FLAVOR.

I WILL. I WILL I WILL SUGGEST THAT WE JUST CONTINUE TO MOVE ALONG IN THE INTEREST OF TIME.

I'M CERTAINLY HAPPY ON THE Q&A TO COME BACK AND ADDRESS ANY OF THESE THAT THE BOARD SO DESIRES.

SO MOVING FROM SLIDE 11 TO SLIDE 12, AGAIN, SAME SORT OF RATIONALE WITH THESE HIGH RISK AREAS.

WE EITHER INCLUDED IT, WE WE HAVEN'T INCLUDED IT AND WE STATED A REASON WHY WE'VE DONE THAT.

MOVING ON THEN TO SLIDE 13.

SO THIS IS THE BDO RISK ASSESSMENT AND RELATED AUDIT PLAN.

[01:45:01]

SO BDO, YOU'RE GETTING YOUR YOUR ACCOUNTING AND CONSULTING THIRD PARTY CONTRACTOR.

THEY DID AN ENTERPRISE RISK ASSESSMENT WHICH IS IDENTIFYING WEAKNESSES THROUGHOUT THE ENTERPRISE.

AND I SHOULDN'T SAY WEAKNESSES, RISK THROUGHOUT THE ENTERPRISE.

OVERALL ENTERPRISE, THEY DO A VERY SIMILAR ASSESSMENT SPECIFICALLY AND SOLELY FOCUSED ON YOUR IT SYSTEMS, YOU KNOW, YOUR SAP SYSTEM, WHICH IS YOUR ACCOUNTING SOFTWARE SYSTEM, YOU'RE LEARNING MANAGEMENT SYSTEMS, YOUR STUDENT INFORMATION SYSTEMS. LIKE A LOT OF THOSE COMPUTERIZED SYSTEMS, THEY DO A RISK ASSESSMENT ON THAT AS WELL.

THEY'VE IDENTIFIED AGAIN, SIMILAR PROCESS THROUGH DISCUSSIONS, THROUGH ANALYSIS, THROUGH LOOKING AT PROCESSES AND PROCEDURES.

THEY'VE RANKED THESE RISKS IN THE CASE HERE, GIVEN THAT THEY'RE LIMITED TO A 12 MONTH CONTRACT WITH 2100 HOURS PER THEIR ENGAGEMENT LETTER.

WE'VE IDENTIFIED THE TOP OR NOT IDENTIFIED.

WE'VE RECOMMENDED THAT AT LEAST THE TOP THREE RISKS BE INCLUDED IN THE PLAN.

MOVING ON THEN TO SLIDE 14.

SO JUST AGAIN, CONTINUING ALONG THE THEME ARE INPUTS, IF YOU WILL.

WE HAD THE BDO ENTERPRISE RISK ASSESSMENT, WE HAD BDO, THE THE THIRD PARTY CONTRACTOR LOOK AT THE IT ASSESSMENT SYSTEMS AS WELL.

THE NEXT AREA THAT WE LOOKED AT WAS WITH CHIEF BLACKWELL AND HIS TEAM AND AUDITS THAT THEY HAD IDENTIFIED THAT NECESSARILY WEREN'T INCLUDED IN THE RISK ASSESSMENT PROVIDED BY YOUR ACCOUNTANTS OR I SHOULD SAY, YOUR CONSULTANTS IN CHARGE OF INTERNAL AUDIT.

THESE ARE JUST MISCELLANEOUS TYPE OF AUDITS THAT, AGAIN, WE PROVIDE YOU A SUMMARY HERE AND WE ARE INCLUDING IN THE PLAN GOING FORWARD, PRIMARILY BECAUSE OF THE FACT THAT A LOT OF THEM HAVE RELATIONS TO DO WITH WITH FEDERAL AND STATE COMPLIANCE.

YOU KNOW, THE MAGNET PROGRAMS, ONE THAT YOU'LL SEE HERE, WE UNDERSTAND THAT THAT ONE IS UNDERWAY.

FOR EXAMPLE, WE WANT TO MAKE SURE THAT THAT GETS INCLUDED, IF NOT IF NOT IN THE VERY NEAR FUTURE.

THESE ARE THE EDUCATION PROGRAMS THAT CHIEF BLACKWELL AND HIS TEAM IDENTIFIED AS OTHER RISK AREAS TO BE TO BE DEALT WITH, WHICH WE'VE INCLUDED IN THE PLAN.

MOVING ON TO THE NEXT SLIDE, SLIDE 15, CHIEF BLACKWELL AGAIN AND HIS GROUP IDENTIFIED FINANCIAL AND OPERATIONAL ITEMS THAT THAT THEY RECOMMEND, INCLUDING IN THE AUDIT PLAN.

THE FIRST THREE ARE CAMPUS AUDITS OF STUDENT ACTIVITY FUNDS.

IN MY EXPERIENCE AND CERTAINLY IN SCHOOLS, THIS IS ONE THAT THAT IT IS A GOOD POLICY TO CONTINUE TO PERFORM.

IN THIS CASE, THEY'RE PERFORMING THREE AUDITS PER YEAR OF THREE SCHOOLS, RATHER.

AND SO THAT'S JUST RANDOMLY SELECTED.

VERY GOOD TO CONTINUE TO DO TO MAKE SURE THAT THAT IS CONTINUED ON.

CONTROLS OVER OR PETTY CASH WITH RESPECT TO THE NUTRITION SERVICES.

AGAIN, THAT'S ONE THAT REALLY MAKES SENSE TO CONTINUE TO TO CONTINUE TO DO.

AND WE BAKE THAT INTO THIS PLAN AS WELL.

THE ESSER FUNDS I MENTIONED PREVIOUSLY THAT YOU HAVE A FIRM THAT IS ENGAGED TO LOOK AT THE SPENDING ON INVESTOR FUNDS AND MAKE SURE THEY'RE IN ACCORDANCE WITH THE REQUIREMENTS AND IN COMPLIANCE WITH THOSE REQUIREMENTS AS WELL.

WE WOULD CONTINUE TO DO THOSE AS WELL.

AND THEN FINALLY, JUST INVENTORY OBSERVATIONS.

ALWAYS GOOD TO DO NOT.

I KNOW CHIEF BLACKWELL HAD SAID THAT THEY DO THEM EVERY YEAR IN THIS CASE.

WE WOULD PROPOSE MAYBE IT MAKES SENSE TO DO THEM ONE EVERY OTHER YEAR.

COORDINATE THAT WITH YOUR INDEPENDENT AUDITORS WHO DO THE FINANCIAL STATEMENT AUDITS, WHO SHOULD ALSO BE DOING SOME SORT OF INVENTORY CONTROL PROCEDURES AS PART OF THEIRS. SO JUST IN COORDINATION WITH THAT, IT PROBABLY MAKES SENSE TO DO TO DO THOSE ONCE AND ONCE EVERY OTHER YEAR.

MR. GRADY, SORRY TO INTERRUPT.

YOU JUST WANTED TO STATE THAT OUR COLLEAGUES HAVE HAD THIS FOR A WEEK AND A HALF, SO THEY'VE HAD A CHANCE TO LOOK IT OVER.

SO IF THERE'S ANY, LIKE HIGH LEVEL INFORMATION THAT YOU WANT TO MAKE SURE TO POINT OUT WITH US.

YEAH, SORRY ABOUT THAT.

APOLOGIES. I KNOW YOU'RE FINE.

THANK YOU. ALL THAT BRAIN DAMAGE.

GOOD LORD. I'M VERY SORRY.

NO, YOU'RE GOOD. THANK YOU.

I WOULD. I WOULD JUST SAY JUST FLIPPING TO SLIDE 19.

SLIDE 19 IS JUST A HIGH LEVEL SUMMARY OF THE 18 MONTH PLAN.

THE VARIOUS AUDITS THAT I WAS JUST GOING THROUGH AND THE HOURS THAT WE ESTIMATE IT.

IF YOU FLIP TO THE NEXT SLIDE, SLIDE 20, I BELIEVE THAT BEGINS THE ACTUAL PLOTTING, IF YOU WILL, OF THE WHEN WE WOULD PROPOSE

[01:50:07]

SCHEDULING THOSE AUDITS.

FOR EXAMPLE, THE FIRST ONE ON THE BUDGET OVERHAUL THAT WE'RE WORKING ON, THIS IS WHERE YOU MAY RECALL, I JUST SAID WE'RE GOING TO DO A LIGHT TOUCH IN Q3 AND Q4 IN FISCAL YEAR 23 AND 24, WITH THEN FOLLOWED BY A MORE ROBUST AUDIT IN FISCAL YEAR 24-25.

I THINK THAT'S ABOUT IT.

I GUESS IF I JUST FLIP TO SLIDE 31, JUST OTHER CONSIDERATIONS, JUST TO KEEP IN MIND, SOME OF THE QUESTIONS THAT WE SEE HERE WILL PERFORM AN ENTERPRISE RISK AND IT RISK ASSESSMENT IN FISCAL YEAR 23-24.

THE RECOMMENDATION HERE WOULD BE, YES, I WOULD RECOMMEND THAT YOU DO IT AND I WOULD PROBABLY RECOMMEND THAT YOU CONTINUE TO HAVE BDO DO THAT ASSESSMENT.

AGAIN, THIS IS ALL THIS IS THIS IS THIS WOULD BE MY RECOMMENDATION, CERTAINLY.

WHAT'S UP. HOWEVER, THE BOARD DESIRES TO MOVE FORWARD WITH THIS CERTAINLY IS SHOULD BE ACCOUNTED FOR CERTAINLY WITH RESPECT TO THE ESSER AUDITS, YOU DO HAVE WHITNEY PENN THAT [INAUDIBLE] PENN THAT IS IS DOING THOSE MCCONNELL JONES IS DOING SOME OF THE AUDITS RELATED TO THE LBB FOLLOW UP RECOMMENDATION WOULD BE TO YES, CONTINUE DOWN THE PATH.

BOTH OF THOSE ITEMS ARE INCLUDED IN THE PROPOSED WORKPLAN.

WE'VE ALREADY GOT OUR SET ASIDE FOR THAT.

WE WOULD WE WOULD WE WOULD RECOMMEND CONTINUING TO DO THAT.

AND THEN I GUESS FINALLY THE LAST ONE THERE, IT'S THE BOARD'S DECISION TO GO AHEAD AND OUTSOURCE THE THE FUNCTION OF OF INTERNAL AUDIT.

WE WOULD RECOMMEND HAVING A REPRESENTATIVE ON THE HISD SIDE TO MANAGE AND SUPPORT THAT WORK AND MORE IMPORTANTLY, TO HOLD THAT FIRM ACCOUNTABLE FOR RESULTS AND FOR DELIVERABLES AND THE LIKE.

IN TERMS OF NEXT STEPS, WE'VE DONE THE FIRST ONE WE'VE UPDATED THE, THE THAT WE'VE PROVIDED THIS TO THE AUDIT COMMITTEE AND THE MANAGEMENT TEAM.

WE WERE SHARING IT FOR BOARD REVIEW AND QUESTIONS.

THAT'S WHAT WE'RE DOING HERE TONIGHT.

THE NEXT THING, ASSUMING THERE IS AN APPROVAL TO MOVE FORWARD WITH THIS PLAN, WOULD BE PREPARE THE RFP FOR DISTRIBUTION BY THE END OF OCTOBER.

AGAIN, WITH THE GOAL OF HAVING A PARTY ENGAGED BY BY JANUARY 2023.

I WILL STOP DRONING ON AND I APOLOGIZE.

QUESTION? THANK YOU, MR. GRADY.

COLLEAGUES, ARE THERE ANY QUESTIONS? PLEASE INDICATE IN THE QUEUE.

OK. OH, TRUSTEE DEIGAARD.

THANK YOU. SO I WANT TO THANK THE MEMBERS OF THE AUDIT COMMITTEE FOR THE WORK SO FAR THIS YEAR THAT HAS HAS LED TO THIS MOMENT.

AND THANK MR. GRADY.

AND I APOLOGIZE.

I HAD A FAMILY EMERGENCY AT THE LAST AUDIT COMMITTEE MEETING AND KIND OF DROPPED THE BALL.

I'M PLANNING THIS CONVERSATION WITH HIM TONIGHT.

SO THANK YOU FOR BEING AVAILABLE AND NAVIGATING THE TECHNICAL CHALLENGES.

SO THANK YOU VERY MUCH, MR. GRADY AND I [INAUDIBLE].

OPEN IT UP FOR QUESTIONS.

TRUSTEE GUIDRY.

THANK YOU SO MUCH, MR. BRADY, FOR YOUR PRESENTATION.

AND I'D LIKE TO THANK THE AUDIT COMMITTEE FOR ALL OF THE WORK YOU'VE PUT IN.

AND I JUST WANT THIS TO GO ON THE RECORD AND IT HAS ABSOLUTELY NOTHING TO DO WITH YOU, MR. GRADY, [INAUDIBLE].

YES. I'VE BEEN CALLED WORSE.

I LOOKED UP AND I'M LIKE, OH, IT'S A G.

GRADY HAS ABSOLUTELY NOTHING TO DO WITH YOU, BUT I JUST WANT TO SAY THAT IT INFURIATES ME THAT WE HAVE TO GET AN OUTSIDE FIRM TO DO WORK THAT SHOULD HAVE BEEN DONE INSIDE HISD.

WE HAVE AN AUDITOR, WE HAVE A WHOLE AUDIT TEAM, AND YET WE HAVE TO BRING IN EXTERNAL TO ASSIST US WITH THESE AUDITS.

I JUST WANT TO PUT THAT ON THE RECORD AND I KNOW THE WORK HAS TO BE DONE AND WE LOOK FORWARD TO THE WORK BEING DONE AND BEING DONE APPROPRIATELY AND TIMELY.

BUT I JUST WANTED TO PUT THAT ON THE RECORD BECAUSE WE'RE PAYING PEOPLE TO DO THIS JOB.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ.

THANK YOU FOR THE PRESENTATION, MR. GRADY. I AM GOING TO PROPOSE TO MY COLLEAGUES AT THE LAST AUDIT COMMITTEE.

BY THE WAY, THANK YOU FOR SERVING Y'ALL ARE AWESOME.

I KNOW THAT I SAID THIS THE LAST BUDGET MEETING, BUT SPECIAL EDUCATION.

IS SOMETHING THAT I WOULD LIKE TO HAVE A FOCAL POINT ON.

AND I KNOW THAT WE HAD A COMPENSATION STUDY, BUT I'D REALLY LIKE A REFRESHER AS TO WE NEVER HAD A BREAKDOWN OR A PRESENTATION ON THE COMPENSATION STUDY AND HOW IT WAS UTILIZED TO INFORM OUR DECISIONS THAT WE'VE MADE

[01:55:07]

RECENTLY, NOT THAT THEY WERE NEGATIVE ONES, THEY WERE ABSOLUTELY POSITIVE ONES.

BUT THERE ARE OTHER FACETS TO THE COMPENSATION STUDY THAT I HAVE QUESTIONS ON, NOT JUST THE COMPENSATION, BUT AS THE STRUCTURE OF THE ORGANIZATION AS WELL.

AND I THINK THOSE WERE MY TWO SUGGESTIONS TO KIND OF TWEAK THAT IF IT WOULD BE THE WILL OF THE BOARD AND OR THE AUDIT COMMITTEE, HOW WE WOULD WANT TO MOVE FORWARD WITH THAT.

THANK YOU. OH, AND THE GOAL PROGRESS MEASURES.

I THINK WE TALKED A LITTLE BIT ABOUT IT.

OKAY. LET'S FOCUS ON THOSE TWO FIRST.

TRUSTEE BAKER.

YES, I WANT TO CONCUR WITH TRUSTEE GUIDRY AND ALSO ASK, DO WE HAVE THE RESOURCES INSIDE OF HISD? AND IF NOT, AND IF SO, WHY DID WE NOT USE THEM? AND THEN HOW MUCH DID THE THIRD PARTY COST US? MADAM PRESIDENT, CAN I ADDRESS THE QUESTION ABOUT WHY WE HAD JIM DO THIS? SURE, MR. GRADY TO DO THAT. [INAUDIBLE] SO THE AUDIT COMMITTEE.

I WAS ON THE AUDIT COMMITTEE FOR A COUPLE OF YEARS AT THE BEGINNING OF MY SERVICE ON THE BOARD AND THEN AGAIN THIS YEAR.

AND THERE WELL, WE HAVE MADE SIGNIFICANT PROGRESS AND THERE WAS BASICALLY NO AUDIT FUNCTION WHEN I STARTED ON THE BOARD.

SO WE HAVE BEEN REBUILDING THIS FUNCTION OVER THESE YEARS PRIOR TO I THINK MR. BLACKWELL WAS HIRED IN 2017 AND WE'VE BEEN REBUILDING.

BUT THERE WERE LINGERING CONCERNS ABOUT THE ALIGNMENT BETWEEN OUR AUDIT PLAN AND THE BDO RISK ASSESSMENT.

AND THERE WERE ALSO LINGERING CONCERNS ABOUT COMPLETION OF THE PLAN.

AND SO I KNEW FROM READING ABOUT HOW OTHER DISTRICTS DO THIS THAT THEY OUTSOURCE THEIR AUDIT FUNCTION.

AND SO WE'VE HAD THIS DISCUSSION AS A BOARD THIS YEAR ABOUT AND WE VOTED AT ONE POINT ON THE RFP TO PURSUE FOR CONSIDERATION OUTSOURCING OUR FULL AUDIT FUNCTION AND NO LONGER HAVING IT IN-HOUSE.

BUT IN ORDER TO DO THAT EFFECTIVELY, WE HAVE TO HAVE A SOLID AUDIT PLAN THAT'S ALIGNED TO OUR RISK ASSESSMENT.

AND BECAUSE ALVAREZ AND MARCEL WAS ALREADY ENGAGED IN SOME FINANCIAL WORK THAT WE AGAIN ALSO APPROVED AS A BOARD, WE ADDED THIS TO THAT PORTFOLIO OF WORK THEY WERE ENGAGING ON SO THAT WE COULD HAVE A SOLID PLAN TO CONSISTENTLY PUT OUT THERE FOR BID.

OK. AND ALSO ON PAGE 14.

THANK YOU FOR THAT EXPLANATION.

WHAT DOES SOW STAND FOR? THAT I'M SORRY, THAT STANDS FOR A STATEMENT OF WORK.

OH, THANK YOU SO MUCH.

OKAY. THAT'S ALL I HAVE.

TRUSTEE DEIGAARD. THANK YOU.

I WANT TO IN RESPONSE TO TRUSTEE SANTOS QUESTION ABOUT COMPENSATION STUDY AND SPECIAL ED REVIEW AS IT RELATES TO THE AUDIT PLAN. SPECIFICALLY, MY RECOMMENDATION WOULD BE TO NOT REPEAT THE COMPENSATION STUDY, BUT INSTEAD TO REQUEST A WORKSHOP WHERE THE ADMINISTRATION WE COULD ASK QUESTIONS ABOUT THAT COMPENSATION STUDY BEFORE WE PURSUE AN ADDITIONAL STUDY ON TOP OF WHAT WAS ALREADY DONE.

BECAUSE THERE'S A DIFFERENCE BETWEEN ALL THESE DIFFERENT STUDIES WE DO AND THESE AUDITS.

AND REGARDING THE SPED REVIEW, I WAS REVIEWING OUR BOARD CONSTRAINTS ON THE BOARD, AND ONE OF THOSE IS WE ARE NEVER MORE THAN FIVE YEARS AWAY FROM A SPED REVIEW.

BUT AGAIN, THERE'S A DIFFERENCE BETWEEN AN AUDIT AND THE SPED REVIEW.

AND I THINK THAT MAYBE THIS IS SOMETHING THAT WE ADD AS AN AGENDA ITEM FOR OUR NEXT AUDIT COMMITTEE MEETING TO MAKE SURE THAT WE'RE MAKING RECOMMENDATIONS TO THE BOARD TO STAY IN WITHIN THE BOARD CONSTRAINT ON THE BOARD FOR THOSE DIFFERENT THINGS BECAUSE THEY'RE NOT THERE.

THEY COULD FALL UNDER THE PURVIEW OF RECOMMENDATIONS FROM US JUST GENERALLY TO THE BOARD, FROM THE COMMITTEE, BUT SPECIFICALLY AS AN AUDIT PLAN.

THEY MAY NOT FALL WITHIN INTO THE SCOPE OF AN AUDIT PLAN.

THANK YOU. TRUSTEE DEIGAARD.

SO IN 2018 WE HAD THE AR THE SPECIAL EDUCATION AUDIT WHERE WE GOT ALL THIS INFORMATION AND WE NEVER DID ANYTHING WITH IT.

SO MY QUESTION IS HOW CAN WE AUDIT THE DECISIONS MADE BY THE ADMINISTRATION FROM THEN UNTIL NOW?

[02:00:01]

I'M NOT ASKING FOR AN AUDIT OF THE SPECIAL EDUCATION, BUT THE IMPLEMENTATION OF THESE RECOMMENDATIONS, WHERE ARE WE NOW? AND SO I WANT TO KNOW WHY OUR KIDS AREN'T HAVING THEIR NEEDS MET.

AND THAT IS WHERE I'M AT.

AND SAME THING WITH THE COMPENSATION STUDY.

I'M NOT ASKING FOR AN ADDITIONAL COMPENSATION STUDY.

I'M ASKING FOR AN AUDIT OF HOW THESE THIS INFORMATION HAS INFORMED OUR DECISIONS AND HOW WE IN THE LONG RUN, WHERE DO WE SEE OURSELVES IN 20 YEARS? THESE DECISIONS THAT WE'RE MAKING TODAY AFFECT OUR KIDS IN THE FUTURE.

SO WHAT ARE WE DOING NOW TO MAKE SURE AND ENSURE THAT WE ARE SETTING UP OUR BUDGET FOR SUCCESS? SO THANK YOU.

ALL RIGHT. THANK YOU SO MUCH, MR. GRADY, FOR YOUR TIME AND FOR THE PRESENTATION.

THANK YOU ALL. THANK YOU FOR LISTENING TO ME.

OH, SORRY. SO WHAT I'M HEARING IS A REQUEST FOR SOME ADDITIONAL AUDITS TO BE INCLUDED IN THE PLAN THAT ARE AUDITING. SO CORRECT ME IF I'M NOT UNDERSTANDING PROPERLY.

SO AUDITS OF IMPLEMENTATION OF THE AR RECOMMENDATIONS ON SPED.

YES. OK AND THEN AND THEN AUDITS AROUND COMPENSATION THAT ARE AUDITING RECOMMENDATIONS FROM THE COMPENSATION STUDY.

THAT IS AUDITING RECOMMENDATIONS FROM THE COMPENSATION STUDY.

[INAUDIBLE] HOW ARE THE DECISIONS THE ADMINISTRATIONS HAVE MET? LIKE, LET'S SAY THAT WE HAVE [INAUDIBLE] CHIEF.

I'M SORRY, CHIEF.

OH, MY GOODNESS. I'M SORRY. LET'S SAY WE HAVE TWO CHIEF ACADEMIC OFFICERS, RIGHT? AND SO WE HAVE A CHIEF ACADEMIC OFFICER, AND THEN WE HAVE A POSITION THAT'S JUST LIKE IT.

LIKE, WHY DO WE HAVE AN ASSISTANT TO THE CHIEF ACADEMIC OFFICER, WHATEVER THAT IS? LIKE THE AUDIT THAT WE'RE NOT DOUBLE HIRING THESE POSITIONS AND SO FORTH.

AND WE'VE NOT.

OKAY. SO LET ME PULL IN, MR. GRADY, BECAUSE I THINK OR ACTUALLY AND OR MR. SUPERINTENDENT, THAT THERE'S STUFF IN THE BIGGER FINANCIAL EVALUATION THAT A&M IS DOING THAT MIGHT GET TO WHAT YOU'RE TALKING ABOUT.

AND YOU'RE ABSOLUTELY CORRECT.

THAT'S A PART OF WHAT'S WHAT'S HAPPENING AND WHAT'S UNDERWAY RIGHT NOW IN THE FISCAL TRANSFORMATION WORK.

WE'VE PROVIDED ONE ONE DECK AND ONE ONE PRESENTATION THAT ACTUALLY DIDN'T GET PRESENTED THAT THAT THAT NIGHT OR WHATNOT.

BUT WE HAVE PLANS IN THE VERY NEAR FUTURE TO UPDATE THE BOARD ON THE FISCAL TRANSFORMATION AND WHAT HAS TO HAPPEN IN ORDER TO HAVE THE FISCAL THE FISCAL SUSTAINABILITY THAT THE DISTRICT NEEDS FOR THE FUTURE.

SO THAT IS ACTIVELY BEING WORKED ON.

WE'RE ACTUALLY WORKING VERY CLOSELY WITH A&M ON THAT RIGHT NOW AS WELL.

SO WE LOOK FORWARD TO PROVIDING THE BOARD WITH ADDITIONAL INSIGHT.

SO THAT PHYSICAL TRANSFORMATION IS GOING TO INCLUDE THE HISTORICAL EXPENDITURES IN THE AREAS OF SPECIAL EDUCATION AND THE COMPENSATION STUDY.

IT'S MORE SO AROUND HOW WE AS A SCHOOL DISTRICT ARE TO SUSTAIN AND TO MOVE AWAY FROM THE DEFICIT MENTALITY OF APPROVING BUDGETS YEAR AFTER YEAR THAT WE'VE HAD FOR SO MANY YEARS.

IT'S ABOUT OVER THE NEXT 3 TO 5 YEARS OF HOW WE GET TO A BALANCED BUDGET.

SO EXCUSE ME ONE SECOND, SUPERINTENDENT.

SO, TRUSTEE DEIGAARD, YOU'VE BEEN ON THE YOU'RE THE LONGEST SERVING AUDIT COMMITTEE MEMBER, SO I'M GOING TO THROW THIS BALL AT YOU AND WE CAN YOU CAN BRING IT BACK TO TO TO THE BOARD.

BUT I WANT TO KNOW HOW OUR DOLLARS, HOW WE ARE PUTTING OUR MONEY WHERE OUR VALUES ARE.

SPECIAL EDUCATION IS GENERAL EDUCATION.

WE NEED TO MAKE SURE THAT THIS IS TAKEN CARE OF.

THIS IS A BALL THAT HAS BEEN DROPPED FOR FAR TOO LONG.

THE NUMBER ONE INDICATOR OF STUDENT SUCCESS, TEACHERS.

RIGHT. AND THE PEOPLE THAT WE PUT IN FRONT OF OUR KIDS.

SO I WANT TO KNOW HOW OUR MONEY IS DIRECTING.

THE SUCCESS OF OUR STUDENTS IN THE DECISION THAT WE'RE MAKING.

I MEAN, THAT'S WHERE I'M AT.

SO LET'S YEAH, LET'S, LET'S HAVE THE AUDIT COMMITTEE PICK UP THAT IF IT'S SOMETHING THAT NEEDS TO BE DISCUSSED BEFORE THURSDAY.

WHAT WE HAVE TO FIGURE OUT IS HOW THAT ACTUALLY FITS INTO AN AUDIT PLAN, BECAUSE NOT ALL STUDIES AND ASSESSMENTS OF FINANCIAL RESOURCES FIT INTO

[02:05:05]

AN AUDIT PLAN.

AND SO I THINK, MADAM CHAIR, WE NEED TO FIGURE OUT BETWEEN NOW AND NEXT THURSDAY, LIKE WHAT WHAT IS THE EXPECTATION OF THE BOARD THAT SHOWS UP IN THE AUDIT PLAN THAT SHOULD BE IN AN AUDIT PLAN? AND WHAT ARE THE DESIRES OF COLLEAGUES THAT NEED TO BE ACCOMPLISHED BUT MAYBE DON'T RESIDE WITHIN THE AUDIT PLAN? YES. SO, AUDIT CHAIR, I'LL ASK YOU TO FOLLOW UP WITH COLLEAGUES AND MR. GRADY, IF NECESSARY, ON A PHONE CALL OR WHATEVER IS NECESSARY TO GET CLARITY ON WHAT THAT LOOKS LIKE, WHAT, WHAT I NEEDED.

BECAUSE I'M ONLY HERE.

OKAY, I KNOW, BUT IF I'M BEING ASKED TO DO SOMETHING, I'M HEARING ONE TRUSTEE WITH TWO SPECIFIC REQUESTS.

SO IF THERE ARE OTHER THINGS MADAM CHAIR, I'D LIKE US TO WORK UNDERSTAND TODAY SO WE DON'T GET TO NEXT THURSDAY AND SOMETHING ELSE BUBBLES UP.

THERE'S OTHER PEOPLE IN THE QUEUE.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. I WAS GOING TO SUGGEST YOU GUYS CALL EACH OTHER AND GET THAT WORKED OUT SO WE CAN MOVE ON WITH THE AGENDA.

THOSE ARE CONCERNS ADDRESSED SHOULD BE ADDRESSED IN A SIMPLE PHONE CALL OR EMAIL.

SOME OF THEM ANYWAY, BECAUSE WE'VE HAD OBVIOUSLY THIS COMMITTEE MEETING, WE'VE HAD CONCERNS FOR A WHILE.

SO I SUGGEST THAT EVEN BEFORE NEXT WEEK THAT YOU ALL HAVE A CONVERSATION AMONGST EACH OTHER.

TRUSTEE WADE. I DID MENTION TO GARLAND AT THAT MEETING TO ASK HIM TO SEE IF THERE WAS ANY OTHER STUDIES ABOUT WHAT YOU'RE REFERRING TO IN ANYWHERE ELSE IN THE NATION TO SEE IF THAT WAS SOMETHING THAT WAS AN AUDITABLE.

OPPORTUNITY THAT'S ALREADY BEEN ACCESSED SOMEWHERE ELSE.

I JUST MENTIONED IT TO HIM.

SO FOR WHATEVER IT'S WORTH.

ALL RIGHT. SO THANK YOU AGAIN, MR. GRADY, FOR YOUR TIME.

SO, TRUSTEE [INAUDIBLE] GO AHEAD.

I'M SORRY, JUST JUST A CAN I JUST ADD ONE THING? I'LL MAKE I PROMISE I'LL MAKE IT QUICK WITH RESPECT TO THIS OVERALL PLAN.

AGAIN, I GO BACK TO FLEXIBILITY.

WE HAVE THE ABILITY TO OR YOU ALL HAVE THE ABILITY TO DROP STUFF IN HERE.

THIS IS A THIS IS A THIS IS A PROPOSED AUDIT PLAN.

IF WE WANT TO REVISIT COMPENSATION FOR WHATEVER REASON, WE CAN CERTAINLY ADD THAT BACK IN.

WITH RESPECT TO THE SPECIAL EDUCATION PROGRAM, I WILL NOTE THAT THERE IS THERE IS ON SLIDE 26, THE SECOND ONE DOWN, THERE IS ACTUALLY TIME SET ASIDE TO YOU TO DO THOSE THINGS THAT TRUSTEE SANTOS HAD HAD MENTIONED, LOOKING AT IMPLEMENTATION OF RECOMMENDATIONS AND MANAGEMENT'S ACTIONS TO DATE AND WHAT HAVE YOU. AND WE ACTUALLY HAVE THAT'S TARGETED TO BE ONE OF THE FIRST AUDITS OUT OF THE CHUTE, IF YOU WILL.

JUST WANT TO MAKE THOSE TWO TWO STATEMENTS.

THANK YOU. OKAY, COLLEAGUES.

SO WE HAVE FIVE ITEMS PULLED FOR DISCUSSION.

WE CAN TAKE A BREAK NOW OR WE CAN TAKE A BREAK AFTER THE FIVE BEFORE WE GO INTO CLOSE.

WHAT IS Y'ALL'S PREFERENCE? [INAUDIBLE] ALL RIGHT.

WELL, LET'S TAKE A TEN MINUTE RECESS, SO WE'LL COME BACK.

WELL, 11. LET'S COME BACK AT 708.

I CAN'T DO MATH. 725.

A LITTLE MORE THAN 10 MINUTES.

[INAUDIBLE] THIS MEETING IS NOW RECONVENED AT 7:27 P.M..

ALL RIGHT, SO LET'S START BACK.

G5.

PULL IT UP AND BOARD SERVICES.

IF YOU'RE ABLE TO PULL UP THE ITEM WHILE WE'RE DISCUSSING, THAT WOULD BE REALLY HELPFUL.

G5. SO THIS IS A ONE THAT'S A PARTNERSHIP WITH YOU, I THINK. I'LL MAKE SURE BEFORE I ASK THE QUESTION.

YES. SO IN THE Q&A DOCUMENT I HAD ASKED.

OH, THE ANSWER TO THE Q&A WAS A LINK TO THE SLIDE DECK.

AND BASICALLY THE.

THE PROGRESS MONITORING MONITORING WILL DO NEXT WEEK.

AND A LOT OF THOSE ANSWERS ARE VERY BROAD.

AND I GUESS MY QUESTION IS, WHAT ARE WE DOING TO SPECIFICALLY RECRUIT AND CREATE A PIPELINE FOR BILINGUAL EDUCATION? BECAUSE I KNOW THAT THIS IS A HUGE AREA OF SHORTAGE.

[02:10:03]

IT CONTINUES TO BE LAST TIME I CHECK ON CHECKED ON APPLE TRACK, THAT'S ONE OF THE BIGGEST VACANCIES THAT WE HAVE.

SO JUST CURIOUS LIKE WHAT SPECIFICALLY FOR BILINGUAL TEACHERS? SO I'LL LET OUR CHIEF OF TALENT, JEREMY GRANT SKINNER, TALK A LITTLE BIT ABOUT THIS.

BUT I WILL SAY THAT WE ARE IN CURRENT PARTNERSHIP, I BELIEVE, WITH THE UNIVERSITY OF HOUSTON, ABOUT CREATING A SPECIFIC BILINGUAL TRACK FOR FOR STUDENTS.

OF COURSE WE WANT THAT TO BE AS LARGE AS POSSIBLE.

BUT ON TOP OF THAT, MR. GRANT SKINNER [INAUDIBLE].

SURE. AND YES, WE WE STARTED THE RESPONSE BY REFERRING TO SOME OF THE GENERALLY APPLICABLE RECRUITMENT AND RETENTION ACTIVITIES THAT WE'RE DOING.

AND AS WE'LL TALK ABOUT OR PROVIDE FOR PROGRESS MONITORING NEXT WEEK, AGAIN, ARE THE FOUNDATION HERE IS TO DO SOME OF THE THINGS THAT ARE GENERALLY APPLICABLE.

SO WE'RE RAISING OUR TEACHER SALARIES TO A MINIMUM OF $61,500, GIVING AN 11% AVERAGE INCREASE TO TEACHERS.

THOSE ARE THINGS THAT ALSO IMPACT BILINGUAL TEACHERS.

WE DID SHARE IN THE RESPONSE THAT WE ARE THIS YEAR, AS YOU KNOW, PROVIDING A $5,000 STIPEND TO TEACHERS WHO HOLD BILINGUAL CERTIFICATION.

WE ALSO PROVIDE, I THINK, IN THE RESPONSE WE SHARE THAT WE PROVIDE, WE PAY FOR THE COSTS OF CORE SUBJECT AREA TEACHERS WHO ARE SEEKING TO EARN BILINGUAL ENDORSEMENT.

WE ACTUALLY BEYOND THAT ALSO PROVIDE A PREP COURSE.

SO THROUGHOUT THIS FALL WE HAVE A COUPLE OF TIMES A MONTH PREP COURSES PROVIDED FOR FREE TO OUR TEACHERS WHO ARE HERE NOW AND SEEKING BILINGUAL EDUCATION CERTIFICATION AND OUR MULTILINGUAL PROGRAMS DEPARTMENT HAS HAS BEEN WORKING CLOSELY WITH THE BILINGUAL EDUCATION DEPARTMENT AT [INAUDIBLE] IN A VARIETY OF WAYS.

SO STARTING THIS MONTH, THEY'RE INVITING FACULTY FROM [INAUDIBLE] TO COME AND VISIT OUR CLASSROOMS SO WE CAN MAKE SURE THAT THE COURSEWORK IS ALIGNED TO THE NEEDS OF OUR STUDENTS AND OUR SCHOOLS.

THEY'RE INVITING ANY TEACHER CANDIDATES THAT ARE IN [INAUDIBLE] PROGRAMS TO JOIN MONTHLY PROFESSIONAL DEVELOPMENT, AS PROVIDED FOR EXISTING CURRENT TEACHERS TO TRY TO TIGHTEN THAT RELATIONSHIP BETWEEN THE TEACHERS WHO ARE ALREADY IN A PREPARATION PROGRAM AND SEEKING TO COME SEEKING TO COME SOMEWHERE AND HOPEFULLY HISD ONCE THEY FINISH THEIR PROGRAM.

AND THEN I WOULD SAY THAT WITH WITH G5 AND OTHERS, WHAT YOU SEE HERE IS WE ARE ADDING TO THE NUMBER OF PATHS THAT ARE OUT THERE FOR CANDIDATES TO BECOME TEACHERS, ESPECIALLY IN THESE HIGHER NEED AREAS.

AND AS WE OUTLINED IN OUR STRATEGIC PLAN, WE WILL CONTINUE TO TRY TO NOT ONLY EXPAND THOSE, BUT ALSO COORDINATE THEM SO WE HAVE A CLEARER WAY OF SELECTING OUR PARTNERS, FINDING FUNDING FOR THE PARTICIPANTS, PRIORITIZING WHICH ONES TO SPEND TIME, EFFORT AND MONEY ON. SO HOPEFULLY THAT'S HELPFUL.

I'M GIVING A LITTLE MORE A LITTLE MORE INFORMATION.

YEAH, NO, THAT'S DEFINITELY HELPFUL.

AND WHAT I WAS HOPING TO HEAR, BECAUSE WHEN I SEE 35 AND I KNOW THAT THERE'S OTHER EFFORTS, BUT IT'S HOPEFUL TO HAVE A BETTER CONTEXT AND UNDERSTAND WHAT THOSE EFFORTS LOOK LIKE. SO THANK YOU VERY MUCH.

TRUSTEE BLUEFORD-DANIELS.

I'M GOING TO ASK THIS QUESTION. YOU PROBABLY DON'T HAVE HAVE THAT INFORMATION.

EXCUSE ME, BUT I THOUGHT ABOUT IT AS YOU ALL WERE DISCUSSING, THAT HOW MANY AFRICAN AMERICAN STUDENTS DO WE HAVE ENGAGED IN LANGUAGES, OTHER OTHER LANGUAGES? AND I'M ASKING THIS QUESTION BECAUSE I THINK IT'S IMPORTANT THAT WE PREPARE ALL OF OUR STUDENTS OR GIVE THEM THE OPPORTUNITY AND OPEN THE DOOR AND PROMOTE OPPORTUNITY FOR ANY NUMBER OF STUDENTS TO BECOME TO HAVE DUAL LANGUAGE OPPORTUNITIES.

AND I SAY THAT BECAUSE, YOU KNOW, ENGLISH IS THE NATURAL LANGUAGE FOR AFRICAN AMERICAN STUDENTS.

SO I THINK THAT IT'S IMPORTANT THAT WE IDENTIFY AND TRY AND PROMOTE OPPORTUNITIES FOR THOSE STUDENTS AS WELL TO LEARN DIFFERENT LANGUAGES.

SO I KNOW YOU DIDN'T HAVE THE NUMBER, BUT I THINK THAT'S IMPORTANT TO DO.

WE'VE GOT TO PREPARE AS MANY STUDENTS AS POSSIBLE TO BE TO HAVE DUAL LANGUAGES BECAUSE EVERY JOB APPLICATION WHEN THEY GRADUATE FROM HIGH SCHOOL AND COLLEGE IS GOING TO ASK ASK FOR IF YOU SPEAK DUAL LANGUAGES AND WHAT LANGUAGE DO YOU SPEAK.

SO I JUST WANT TO MAKE A NOTE OF THAT.

THANK YOU. TRUSTEE DEIGAARD.

OK. THIS IS SOMETHING I'VE ALWAYS BEEN REALLY CONFUSED ABOUT.

WHAT IS THE DIFFERENCE BETWEEN BILINGUAL AND DUAL LANGUAGE? DR. BIRD, DO YOU WANT TO GIVE GIVE AN ACADEMIC EXPLANATION HERE? SO DUAL LANGUAGE PROGRAMS ARE DESIGNED SO THERE'S DIFFERENT MODELS.

[02:15:02]

THERE'S LIKE A 90/10 MODEL, 80/20 MODEL.

SO THOSE ARE DESIGNED TO TEACH PART OF THE DAY, LIKE IF IT'S 50/50, IT'S PART OF THE ENGLISH PART OF THE DAY AND THE TARGET LANGUAGE SPANISH.

SO IT'S TO BUILD TO BUILD BY LITERACY, REALLY, AND NATIVE ENGLISH SPEAKERS AS WELL AS IT USES THE ASSETS OF THE NATIVE SPEAKER.

SO IF YOU'RE SPANISH, FOR EXAMPLE, IT'S REALLY LOOKING AT YOUR LANGUAGE ABILITY AS AN ASSET AND YOU KNOW, THE KIDS LEARN FROM EACH OTHER.

AND SO IT DEVELOPS BILITERACY SKILLS IN EVERYBODY.

AND THAT'S THAT'S DUAL LANGUAGE LANGUAGE.

RIGHT. AND IS IT JUST IN SPANISH OR IN OTHER LANGUAGES IN OUR DISTRICT, WE HAVE IT IN MULTIPLE [INAUDIBLE].

WE ACTUALLY HAVE AN ARABIC EVEN IMMERSION PROGRAM IN ARABIC, FRENCH, MANDARIN, MANDARIN.

SO THAT'S DUAL LANGUAGE.

SO WHAT'S BILINGUAL? AND THE SAME THING.

SO BILINGUAL PROGRAMS ARE SERVE NEWCOMER STUDENTS TO THE COUNTRY THAT ARE LEARNING ENGLISH AS AN ACADEMIC LANGUAGE.

SO IT'S DIFFERENT. SO YOU WOULDN'T HAVE NATIVE ENGLISH SPEAKERS IN THOSE CLASSES.

IT'S JUST KIDS WHO ARE LEARNING ENGLISH.

SO ARE IMMERSION BILINGUALS.

OKAY, SO IS THIS CONTRACT THEN FOR CERTIFICATION PROGRAMS FOR EDUCATORS IN ANY FOREIGN DUAL LANGUAGE OR BILINGUAL, OR IS IT ONLY BILINGUAL? BILINGUAL ONLY BY ONE.

SO CERTIFICATION, BUT IT'S SO THE EDUCATORS CAN SERVE EITHER ONE OF THESE PROGRAMS [INAUDIBLE] THANK YOU FOR THE EDUCATION ON THAT.

I APPRECIATE IT. TRUSTEE.

SANTOS. THANK YOU.

PRESIDENT CRUZ AND SUPERINTENDENT HOUSE.

I DON'T KNOW IF I HAVE IF THIS IS GERMANE TO THIS AGENDA ITEM, BUT I KNOW THAT WE USED TO OFFER IS IT H1 VISAS SO THAT WE COULD BRING BILINGUAL TEACHERS TO COME IN AND TEACH HERE? DO WE HAVE AN UPDATE ON WHAT'S GOING ON WITH THAT? I KNOW DALLAS ISD IS PARTNERING WITH A PROGRAM INSIDE OF MEXICO TO BRING IN BILINGUAL TEACHERS.

SO IS THERE AN UPDATE ON THAT.

MR. GRANT SKINNER. SURE WE OFFER WE OFFER TWO DIFFERENT TYPES OF VISAS CURRENTLY TO CANDIDATES FOR TEACHER POSITIONS.

ONE IS AN H-1B VISA AND THE OTHER IS A J-1 VISA, WHICH IS AN INTERNATIONAL EXCHANGE PROGRAM.

SO I'LL START WITH J-1 BECAUSE WE HAVE SEEN A BIGGER INCREASE HERE.

SO THIS YEAR WE PARTNERED WITH TWO DIFFERENT ORGANIZATIONS THAT SPONSOR J-1 VISAS AND BROUGHT IN ALMOST 90 INTERNATIONAL CANDIDATES FOR TEACHER POSITIONS THAT WERE HIRED FOR THE FALL.

AND THE A SIGNIFICANT NUMBER I WAS GOING TO SAY A MAJORITY, BUT I'M NOT SURE IF THAT IS TRUE.

BUT A SIGNIFICANT NUMBER CAME IN A PARTNERSHIP FROM SPAIN.

BOTH CHIEF BIRD AND I HAVE RECENTLY BEEN IN CONVERSATION WITH SOME OTHER POTENTIAL PARTNERS THAT SUPPORT J-1 VISAS AND INCLUDING INCLUDING FOLKS WHO FOCUS PRIMARILY ON MEXICO AND CENTRAL AMERICA.

AND THEN FOR H-1B VISAS, WE DO OFFER SOME AND MY TEAM IS WORKING NOW TO EXPLORE WHAT IT CAN LOOK LIKE TO OFFER MORE H-1B VISAS.

WE DID ALLOCATE ESSER FUNDS TO TO MAKE IT SO WE HAVE THE FUNDING AVAILABLE TO INCREASE THE NUMBER OF H-1B VISAS.

AND ACTUALLY DALLAS, ALONG WITH DENVER, ARE TWO CITIES THAT WE'RE LOOKING AT WHERE THEY'VE HAD A LARGER NUMBERS IN RECENT HISTORY OF TEACHERS COMING IN ON AN H-1B VISA.

AWESOME. THANK YOU. AND I KNOW THAT MATCHING THE POPULATION, NOT EVERYBODY THAT'S BROWN COMES FROM MEXICO.

SO I KNOW WE HAVE GUATEMALAN STUDENTS WHO MIGHT BE SERVED WITH SOMEONE THAT'S CULTURALLY RELEVANT TO WHAT COMES WHERE THEY COME FROM.

SO IF WE COULD MATCH THE MAYBE POPULATION AND OR SEE WHERE THE DEMOGRAPHIC BREAKDOWNS ARE SO THAT MAYBE THOSE EACH ONE WOULD H-1B VISAS WOULD BE COMPARABLE TO OUR POPULATION.

SO THANK YOU SO MUCH.

TRUSTEE HERNANDEZ.

THANK YOU. MY QUESTION IN REGARDS TO THIS ITEM IS I SEE THAT THERE'S 35 STUDENTS WE KNOW AT THE BILINGUAL EDUCATION TEACHERS ARE A CRITICAL SHORTAGE AREA.

IS THERE A REASON WHY THIS NUMBER IS NOT HIGHER? MR. GRANT SKINNER. THIS NUMBER WAS ESTABLISHED IN PARTNERSHIP WITH THE UNIVERSITY OF HOUSTON DOWNTOWN AS WHAT WE TOGETHER BELIEVE WE CAN RECRUIT AND SUPPORT THROUGH THE PROGRAM.

[02:20:04]

SO I WOULD SAY THAT IF WE DISCOVER THAT THERE ARE MANY, MANY MORE APPLICANTS NOT ONLY INTERESTED IN THIS PATHWAY, BUT WANTING TO DO PURSUE THIS PATHWAY THROUGH THIS PARTNERSHIP WITH THE UHD, THERE CERTAINLY COULD BE OPPORTUNITY TO EXPAND IT IN THE FUTURE.

BUT AS A NEW PARTNERSHIP, THIS WAS WHAT WE BELIEVED WE COULD SUCCESSFULLY RECRUIT AND TRAIN IN THE FIRST YEAR. TRUSTEE ALLEN.

I WANT TO TAKE MY QUESTION BACK.

IT'S A VERY PERSONAL.

TRUSTEE BAKER.

YES. MY QUESTION IS ALONG THE LINE OF THE DUAL LANGUAGE PROGRAM, MR. HOUSE, I HEARD YOU MENTIONED ARABIC AND OTHER LANGUAGES.

THERE'S AN ELEMENTARY SCHOOL IN MY AREA THAT HAS A HUGE, LIKE INCREASE OF REFUGEES.

I WANT TO KNOW IF YOU HAVE OTHER LANGUAGES THAT YOU'RE CONSIDERING, LIKE UKRAINIAN AND AFGHANISTAN, AND THEN YOU HAVE VARIOUS NIGERIAN LANGUAGES LIKE [INAUDIBLE] ARE YOU GOING TO GETTING IN DEPTH LIKE THAT? SO I THINK WE AND I DON'T KNOW THAT ALL OF THE SPECIFIC LANGUAGES THAT WE HAVE PROGRAMS IN, BUT I DO KNOW THAT WE HAVE NEWCOMER LOCATIONS THAT STUDENTS HAVE COME IN REGARDLESS OF OF THEIR DIALECT, CAN HAVE THE SUPPORT SPECIFICALLY.

AND WE HAVE EDUCATORS IN THOSE SPECIFIC SCHOOLS THAT FOR THE MOST PART THAT COVER A MAJORITY OF THE DIFFERENT LANGUAGES THAT DO COME IN.

SO WE DO OUR BEST TO ENSURE THAT REGARDLESS OF, YOU KNOW, WHAT LANGUAGE THEY SPEAK THAT WE CAN GET, GET THEM TO A PROGRAM THAT CAN SUPPORT THEM IN THEIR IN THEIR NATIVE TONGUE. BECAUSE AT THAT PARTICULAR SCHOOL, YOU HAVE CHILDREN THAT ARE COMING IN THE CLASSROOM TO TRANSLATE FOR THE TEACHER BECAUSE THEY'RE SHORT.

WHAT SCHOOL IS THAT? EMERSON ELEMENTARY.

OKAY. WE'LL TAKE NOTE OF THAT.

THANK YOU. ALL RIGHT.

NEXT ITEM FOR DISCUSSION IS I4.

I HAD A FOLLOW UP QUESTION TO THE Q&A.

SO ONE OF MY QUESTIONS ON THE Q&A, I NOTICED THAT IN THE DEPARTMENT.

THE MOVEMENT FROM DEPARTMENTS IF YOU SCROLL DOWN BOARD SERVICES A LITTLE MORE TO THE NEXT, MAYBE THE SECOND OR THIRD PAGE, LET'S SEE.

UM. I THINK MAYBE IT'S THE LAST PAGE WHERE IT HAS A CHART OF DEPARTMENT SPENDING.

YEAH. KEEP GOING. NEXT PAGE.

SO DEPARTMENT FUNDS ON FUNCTION 11 OVER $1,000,000 ARE BEING TAKEN OUT.

AND SO MY QUESTION WAS.

WHAT IS THE IMPACT ON STUDENT LEARNING FOR MOVING OVER $1,000,000 FROM DEPARTMENT FUNDS ALLOCATED FOR INSTRUCTION? AND THE ANSWER ON THE Q&A WAS THERE WAS NO IMPACT.

BUT I'M TRYING TO UNDERSTAND HOW THERE WOULD BE NO NEGATIVE IMPACT IF $1,000,000.

YOU KNOW, WE HAVE ALL THESE STUDENTS THAT ARE BEHIND YOU KNOW WE'RE TRYING TO DO ACCELERATED LEARNING.

WHY WOULD WE MOVE MONEY ALLOCATED FOR INSTRUCTION? TIM, WOULD YOU LIKE PROVIDE SOME INSIGHT? NEEDED, THEY MOVE THEM TO THE FUNCTIONS THAT ARE MOST APPROPRIATE FOR WHAT THEY WILL BE SPENDING THE FUNDS IN.

IN THIS SPECIFIC CASE, IT WAS FOR SPECIAL EDUCATION STUDENTS, HEALTH SERVICES, AND THAT'S THE ONLY AREA THAT THEY COULD TRANSFER THE FUNDS FROM IN WITHIN THEIR BUDGET.

SO ALL OF THE $1.1 MILLION HERE IS SPECIFICALLY SPECIAL EDUCATION.

YES, IT IS. THANK YOU FOR THAT CLARIFICATION.

I APPRECIATE THAT, TRUSTEE HERNANDEZ.

I HAVE A FOLLOW UP TO ONE OF THE ITEMS FROM THE Q&A.

[INAUDIBLE] TRUSTEE DEIGAARD ARE YOU IN THE QUEUE FOR I4? YES, MA'AM. OKAY, GO AHEAD.

SO WE WIND UP WITH QUESTIONS ABOUT THIS EVERY MONTH.

AND MAYBE WHAT WOULD BE HELPFUL FOR THE FUTURE IS IF THE ADMINISTRATION IN THE EXPLANATORY DOCUMENT CAN SAY WE REDUCED HERE FOR THIS REASON, WE INCREASED HERE FOR THIS REASON, AND IT MIGHT PROVIDE MORE CLARITY AND THEN AN OVERARCHING UNDERSTANDING TO THE BOARD OVER TIME OF HOW THIS PROCESS WORKS. OKAY.

DULY NOTED. YEAH, THAT WOULD BE REALLY HELPFUL BECAUSE THIS CHART WE'RE SEEING HERE IN OUR PACKET, THIS WAS ADDED AFTER SEVERAL QUESTIONS.

[02:25:07]

SO I THINK EVEN SOME MORE INFORMATION WOULD BE HELPFUL FOR OUR UNDERSTANDING.

SO THANK YOU. TRUSTEE HERNANDEZ.

TRANSPORTATION? AND IT SAYS NO IMPACT.

THE FUNDS WERE BUDGETED DISTRICT.

CAN YOU JUST GIVE SOME MORE EXPLANATION ABOUT THAT? I DIDN'T REALLY UNDERSTAND THE ANSWER.

SURE, TIM.

TIM WILL BE ABLE TO PROVIDE SOME INSIGHT HERE TO.

SO THE DISTRICT BUDGET IS BUDGET'S FUNDS IN THE CAPITAL FUND AND IN THIS CASE, THE FUNDS ARE NOT CONTROLLED BY THE DEPARTMENT.

THIS IS FUNDS SET ASIDE EVERY YEAR FOR CAPITAL PURCHASES SUCH AS BUSSES OR POLICE VEHICLES.

IN THIS PARTICULAR CASE, WHERE THE FUNDS WERE TRANSFERRED FROM THE CAPITAL FUND, WE WERE TRANSFERRING THEM TO PURCHASE SECURITY ITEMS WITHIN THE CAPITAL, WITHIN THE CAPITAL FUND ITSELF.

WHAT SECURITY ITEMS ARE BEING PURCHASED? I WOULD HAVE TO GET WITH THE CHIEF OF POLICE TO SEE WHICH ITEMS HE WAS PROCURING.

WE CAN PROBABLY PROVIDE THAT THROUGH A [INAUDIBLE].

SO THE STUDENT TRANSPORTATION AND SECURITY ARE UNDER THE SAME.

BUDGET ITEM.

TIM. NO, NO, THEY ARE AREN'T.

SO WE HAVE ONE FUND THAT WE SET ASIDE EVERY YEAR.

WE SET ABOUT [INAUDIBLE] $3 MILLION TO PURCHASE BUSSES.

AND IN THIS CASE, BECAUSE WE USED ESSER FUNDS TO PURCHASE BUSSES, IT WAS APPROVED.

IT WAS AN APPROVED PURCHASE WITHIN THE PLAN FOR ESSER.

FUNDS WERE AVAILABLE TO BE USED FOR SECURITY WITHIN THE CAPITAL FUND.

WERE THOSE FUNDS AVAILABLE TO BE USED FOR INSTRUCTION AS WELL? IF NEEDED, YES, THEY ARE WITHIN WITHIN WITHIN WITHIN THAT BUCKET, YOU CAN PURCHASE FUNDS FOR CAPITAL ITEMS FOR ANY FUNCTION.

OKAY. I WILL ASK THE REST OF MY QUESTIONS ON THE Q&A.

THANK YOU. TRUSTEE DEIGAARD.

IT MIGHT BE HELPFUL TO US AS WE ENTER BUDGET SEASON NEXT SEMESTER FOR THE BOARD TO GET A LITTLE BIT OF A 101 ON HOW WE BUDGET BY FUNCTION IN ADDITION TO THE REQUEST I ALREADY MADE.

I JUST THINK MORE INFORMED WE ARE ABOUT PROCESS AND SYSTEMS, THE BETTER THIS MIGHT GO, BECAUSE I KNOW WE ALWAYS WIND UP WITH QUESTIONS AROUND THIS.

THANK YOU. ALL RIGHT.

K5.

FIRST, I WOULD LIKE TO READ IT AGAIN.

I WOULD LIKE TO SEE DIFFERENT COLORS ON THIS.

I DON'T UNDERSTAND WHY THERE ARE DIFFERENT COLORS.

THERE'S DIFFERENT COLORS ON THE PRESENTATION.

IT'S VERY CONFUSING TO SEE DARK GRAY AND A DARKER GRAY.

SO IF WE COULD GET THIS IN DIFFERENT COLORS AND A KEY THAT CORRELATES TO WHAT CHANGES ARE BEING MADE, IT WOULD HELP. I THINK EVERY TRUSTEE OUT, AND THE PUBLIC OUT TO UNDERSTAND WHAT CHANGES ARE BEING MADE.

ON K5 IF WE GO DOWN TO.

THE COMBINE LEAVE AND BELIEVE THAT'S THE NAME OF IT WE HAD PREVIOUSLY DISCUSSED.

NO, IT'S STILL FURTHER DOWN.

AND WHILE THEY'RE LOOKING FORWARD TO TRUSTEE HERNANDEZ, THIS ITEM, OF COURSE, IS BEING HELD FROM THE PRIOR TSB BOARD MEETING.

THIS INCLUDES REVISIONS BY YOURSELF.

[INAUDIBLE] AND SO PREVIOUSLY I DISCUSSED THAT I DIDN'T THINK THAT IT WAS FAIR FOR COUPLES WHO WERE BOTH EMPLOYED BY THE DISTRICT TO ONLY GET THE 12 WEEK PERIOD.

SO I FEEL THAT THERE HAS BEEN A CHANGE TO A TOTAL OF 18 WEEKS FOR A COUPLE THAT BOTH WORKS IN HISD, BUT I KNOW 12 PLUS 12 IS 24.

SO HOW WAS THE NUMBER 18 REACHED? MR. GRANT SKINNER. MOST SPECIFICALLY, WHAT I WOULD SAY IS WE REACHED OUT TO TASB TO GET COMPARATIVE INFORMATION FROM FOR DISTRICTS AROUND THE STATE.

WE KNOW FROM OUR CONVERSATION BEFORE THAT THE THE FEDERAL FML ENTITLEMENT UNDER THE FML ACT

[02:30:05]

IS LIMITS THIS TO 12 WEEKS FOR COMBINED SPOUSES.

WE ASKED ASK TASB TO TELL US FROM WHAT THEY KNOW FROM ALL ACROSS TEXAS WHAT ARE OTHER DISTRICTS DOING? AND THEY SAID THAT MORE THAN 90% OF DISTRICTS FOLLOW EXACTLY WHAT THE FEDERAL FML ENTITLEMENT IS, WHICH IS A COMBINED 12 WEEK LIMIT.

GIVEN THE DISCUSSION AT THE PRIOR MEETING, WE WANTED TO FIND A WAY TO EXPAND WHAT IS AVAILABLE, WHILE ALSO RECOGNIZING THAT THE MORE THIS IS EXPANDED, THE GREATER NUMBER OF DAYS STUDENTS MAY BE WITHOUT THEIR REGULAR TEACHERS.

SO WE'RE GOING BEYOND WHAT ALMOST EVERY DISTRICT IN TEXAS DOES BY GOING ANYWHERE ABOVE 12 WEEKS.

AND WE WE BROUGHT IT TO 18 WEEKS.

DOES THIS POLICY ONLY AFFECT TEACHERS OR DOES IT ALSO AFFECT EVERY OTHER EMPLOYEE IN HISD? IT APPLIES TO ANY EMPLOYEE.

SO PERSONALLY, I WOULD STILL LIKE TO SEE 24 WEEKS.

I MEAN, I WOULD LOVE TO KNOW WHAT MY COLLEAGUES ARE THINKING.

I WOULD LOVE TO SEE THAT EVERY EMPLOYEE HAS THEIR OWN 12 WEEK PERIOD.

AND ALSO, I THINK I ASKED FOR NUMBERS ON THIS, AND I DON'T THINK THAT I'VE ACTUALLY RECEIVED HOW MANY EMPLOYEES WERE ACTUALLY HAD SPOUSES IN THE DISTRICT.

AND QUESTIONS ALONG THOSE LINES.

I KNOW MR. GRANT SKINNER AND I TALKED A LITTLE BIT ABOUT THIS IN TERMS OF HOW MANY TOOK ADVANTAGE OF I CAN'T REMEMBER EXACTLY WHAT WE TALKED ABOUT.

MR. GRANT SKINNER.

A COUPLE OF THINGS. SO I WILL SAY [INAUDIBLE] WE DO NOT HAVE A WAY OF COMPREHENSIVELY TELLING YOU HOW MANY SPOUSES ARE BOTH EMPLOYEES OF THE DISTRICT BECAUSE THAT IS BASED ON INFORMATION THEY PROVIDE US, EITHER BY JOINING A HEALTH PLAN TOGETHER OR BY IDENTIFYING SOMEONE AS THEIR THEIR EMERGENCY CONTACT.

SO THAT'S PART OF, I THINK, WHAT YOU'RE ASKING WHAT SUPERINTENDENT AND I ALSO SPOKE ABOUT AS WE LOOKED AT THE ACTUAL EXPERIENCE OF OUR EMPLOYEES AND WHETHER WHETHER THEY ARE, IN FACT, SPOUSES OR INDIVIDUALS TAKING FML FOR THE BIRTH OR ADOPTION OR PLACEMENT OF A CHILD.

THE AVERAGE NUMBER OF WEEKS THAT EMPLOYEES ARE SEEKING FML IS WELL BELOW 12 WEEKS.

IT'S ABOUT HALF THAT TIME ON AVERAGE.

SO THAT ALSO INFORMED OUR RECOMMENDATION HERE OF INCREASING BEYOND 12.

BUT ALSO THE DATA DOES NOT DOES NOT SHOW A BIG DEMAND FOR FOR FOLKS TO HAVE 24 WEEKS.

OKAY, NEXT ITEM IS.

OH, SORRY.

YEAH, IT'S BECAUSE I DIDN'T CLEAR IT.

GO AHEAD. [INAUDIBLE] I HAVE A LEGAL QUESTION, BUT IT CAN WAIT UNTIL LATER.

BUT I JUST WANTED TO PUT THAT OUT THERE FOR YOU.

THANK YOU. THE NEXT ITEM IS K6.

THE LAST ONE. THAT WAS ALSO ME.

MY QUESTION AROUND THIS POLICY IS DID WE NOT HAVE THIS POLICY BEFORE? WHY IS IT COMING UP? [INAUDIBLE] YEP.

AND THIS ONE FOR FOR THE REST OF THE BOARD.

THIS IS ANOTHER TASB RECOMMENDATION IN TERMS OF THE POLICY, WHICH WOULD REQUIRE THE DISTRICT TO PROVIDE REGULAR TRAINING OPPORTUNITIES FOR TEACHERS OF STUDENTS WITH WITH DYSLEXIA.

DR. BIRD. YES, I'M GOING TO LOOK.

IT'S A CHANGE IN IT'S AN EXACT REQUIREMENT THAT WE HAVE TO FOLLOW NOW.

WE'VE ALWAYS HAD DYSLEXIA TRAINING, BUT THIS IS VERY SPECIFIC.

I'M JUST GOING TO LOOK FOR THIS. AND IT'S A I THINK I THINK I MAY HAVE I THINK THIS IS A RECOMMENDED POLICY REQUIREMENT BY TEA FOR FOR THE ONGOING TEA SPED CLINICIANS IN TERMS OF THEIR MONITORING AND REVIEW.

SO IT'S A IT'S A REQUIREMENT THAT IT'S BEEN BESTOWED UPON US.

AND SO MY QUESTION IS, IF WE'RE GOING TO ADD DYSLEXIA, SHOULD WE BE ADDING EVERYTHING ELSE THAT'S UNDER 504, SPECIFICALLY NAMING? SO THIS IS THIS IS SPECIFICALLY BECAUSE THERE'S SOME CYCLICAL MONITORING THAT THE TEA DOES.

[02:35:02]

AND SO THIS IS SPECIFICALLY FOR DYSLEXIA.

SO THAT'S WHY THAT'S WHY WE'RE ADDING THIS IS VERY SPECIFIC TO THE AREA OF DYSLEXIA.

OK. SEEING NO OTHER QUESTIONS. THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, .071, .072, .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 HAS ADJOURNED A CLOSED SESSION AT 7:55 P.M..

THIS MEETING IS NOW RECONVENED AT 10:40 P.M..

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

MAY I HAVE A MOTION? I MOVE THAT THE BOARD APPROVED THE ANNUAL EVALUATION OF THE SUPERINTENDENT AS DISCUSSED IN CLOSED SESSION.

PLEASE VOTE. SEVEN FOR ONE AGAINST ZERO ABSTENTIONS.

[SPANISH] NEXT MEETING IS A REGULAR MONTHLY MEETING ON THURSDAY, OCTOBER 13TH, 2022, WITH NO FURTHER BUSINESS TO DISCUSS.

THIS BOARD IS NOW ADJOURNED AT 10:41 P.M.

ON OCTOBER 6, 2022, BUENOS NOCHES.

* This transcript was compiled from uncorrected Closed Captioning.