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[CALL TO ORDER]

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

[00:00:33]

551 OF TEXAS GOVERNMENT CODE OPEN MEETING AT 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 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 TO CLOSE THEIR EXECUTIVE SESSION AT 2:03 P.M.

ON OCTOBER 13TH, 2022.

GOOD AFTERNOON, THIS MEETING IS NOW CONVENED AT 5:05 P.M..

[REGULAR BOARD MEETING RECONVENES FOR OPEN SESSION]

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

[SPANISH] PLEASE RISE FOR A MOMENT OF SILENT MEDITATION.

PLEASE REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND THE PLEDGE TO THE TEXAS FLAG.

CADET COMMANDER GENESIS SMITH, WHO IS IN OUR JUNIOR RESERVE OFFICER TRAINING CORPS.

YES, I'M JUST READING THE INTRO, WILL LEAD THE PLEDGE OF ALLEGIANCE AND THE PLEDGE TO THE TEXAS FLAG.

CADET SMITH ATTENDS WASHINGTON HIGH SCHOOL DISTRICT TWO.

I WOULD LIKE TO ASK DISTRICT TWO TRUSTEE BLUEFORD-DANIELS TO INTRODUCE THE PLEDGE LEADER.

GOOD AFTERNOON AND THANK YOU.

CADET COMMANDER [INAUDIBLE] SMITH IS A SENIOR SCHOLAR AT BOOKER T WASHINGTON HIGH SCHOOL AND THE HIGH SCHOOL FOR ENGINEERING PROFESSIONS.

SHE IS PART OF THE MAGNET PROGRAM AND SERVES AS AN OFFICER IN THE NAVY JUNIOR ROTC EAGLE BATTALION.

SHE'S A VERY ACCOMPLISHED LEADER AT WASHINGTON HIGH SCHOOL.

SHE IS VICE PRESIDENT OF THE BOOKER T WASHINGTON LEADERSHIP ACADEMY, THE CAPTAIN OF THE [INAUDIBLE] DANCE TEAM, THE TREASURER OF FFA, AN OFFICER IN THE NAVY JUNIOR ROTC PROGRAM AND A MEMBER OF THE SOFTBALL TEAM.

SHE ALSO EXCELS.

SHE ALSO EXCELS IN THE CLASSROOM AS SHE CURRENTLY HOLDS A 4.1 GPA.

SHE IS IN A FOURTH YEAR AS IN JROTC, AND HAS PLACED IN THE TOP SIX OF ALL CADETS IN HISTORY IN THE ANNUAL DISTINGUISHED CADET QUALIFICATION BOARD.

UPON GRADUATION, SHE PLANS TO ATTEND A FOUR YEAR COLLEGE AND STUDY HEALTH SCIENCE.

HER COLLEGES OF INTEREST ARE TENNESSEE STATE UNIVERSITY, LANGSTON UNIVERSITY.

FLORIDA A&M UNIVERSITY [INAUDIBLE] SERVICE ACADEMY.

PLEASE JOIN ME IN WELCOMING CADET SMITH, AND THANK YOU, CADET SMITH.

THANK YOU FOR THE INTRODUCTION.

IF YOU'RE NOT STANDING AT THE MOMENT, MAY YOU STAND FOR THE PLEDGE OF ALLEGIANCE AND THE TEXAS FLAG.

THANK YOU. THANK YOU SO MUCH, CADET SMITH.

I WOULD LIKE TO ASK TRUSTEE DEIGAARD TO READ OUR--OH, WE'VE BEEN JOINED BY TRUSTEE ALLEN AND TRUSTEE DEIGAARD.

I WOULD LIKE TO ASK TRUSTEE DEIGAARD TO READ OUR RECOGNITION REGARDING BULLYING PREVENTION MONTH.

[RECOGNITIONS]

WHEREAS EACH OCTOBER IS NATIONAL BULLYING PREVENTION MONTH, A NATIONWIDE CAMPAIGN TO ENCOURAGE PEOPLE TO BECOME MORE AWARE OF THE SERIOUS CONSEQUENCES OF BULLYING AND TO TAKE

[00:05:02]

AN ACTIVE ROLE IN ITS PREVENTION, AND WHEREAS, BULLYING AND HARASSMENT ARE PERVASIVE PROBLEMS OCCURRING AT SCHOOLS THROUGHOUT OUR CITY, STATE AND NATION, WITH ONE IN FIVE STUDENTS NATIONWIDE REPORTING THEY WERE BULLIED AT SCHOOL, AND.

WHEREAS, BULLYING AND HARASSMENT CAUSED LASTING PHYSICAL, SOCIAL AND EMOTIONAL HARM TO OUR CHILDREN, AND THE TRAUMA MAY CONTRIBUTE TO LONG TERM STRESS, LOW SELF ESTEEM, DEPRESSION, AND EVEN DEATH, AND.

WHEREAS, STUDENTS WHO ARE BULLIED OR HARASSED ARE AT MUCH HIGHER RISK OF POOR ACADEMIC ACHIEVEMENT, ABSENTEEISM AND DROPPING OUT OF SCHOOL, AND.

WHEREAS, THE SAFETY OF STUDENTS IS ALWAYS A TOP PRIORITY OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT, AND.

WHEREAS, ALL MEMBERS OF SOCIETY HAVE A RESPONSIBILITY TO PROTECT CHILDREN FROM HARM, ESPECIALLY IN OUR SCHOOLS, WHERE STUDENTS HAVE A RIGHT TO FEEL SAFE, WELCOME AND RESPECTED.

THEREFORE, BE IT RESOLVED THAT WE, THE BOARD OF EDUCATION OF THE HOUSTON INDEPENDENT SCHOOL DISTRICT, DO HEREBY PROCLAIM OCTOBER 2022 AS BULLYING PREVENTION MONTH IN HISD, IN HOPES THAT IT MAY RAISE AWARENESS AND HELP END BULLYING AND ITS PAINFUL IMPACT ON OUR CHILDREN.

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

[SPEAKERS TO AGENDA ITEMS]

WE HAVE 12 SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO 2 MINUTES EACH PER BOARD POLICY.

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

WE ALSO ASK THAT SPEAKERS STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW, BUT YOU MAY NAME YOUR OWN CHILD.

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

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

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

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

OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF CONSTRAINTS ONE, TWO AND FOUR IN PROGRESS MEASURES 1.1, 1.2, 2.1, 2.2, 2.3 AND 4.3.

BISHOP JAMES DIXON II PLEASE COME TO THE PODIUM.

AS I CALL THE NEXT TWO NAMES, PLEASE TAKE A SEAT ON THE FRONT ROW.

TRACEY RILEY ALSO REGISTERED TO K-2, RUTH KRAVITZ, ALSO REGISTERED TO K ONE AND K TWO.

BISHOP JAMES DIXON.

OK. TRACEY RILEY.

RUTH KRAVITZ.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS G ONE AUTHORITY TO NEGOTIATE AND EXECUTE AN INTERLOCAL AGREEMENT WITH REGION FOUR EDUCATIONAL SERVICE CENTER FOR PRINCIPAL AS INSTRUCTIONAL LEADER CERTIFICATION COLLABORATIVE.

WILL MICHELLE WILLIAMS PLEASE COME TO THE PODIUM? SEE, OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS G4 AUTHORITY TO NEGOTIATE AND EXECUTE A CONTRACT WITH THE UNIVERSITY OF HOUSTON DOWNTOWN FOR THE DIVERSITY ACCESS INCLUSION REPRESENTATION TO TEACH PROGRAM.

OUR FIRST SPEAKER WILL ADDRESS THE BOARD VIA ZOOM ZOOM SPEAKERS.

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

IF YOU ARE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, PLEASE MUTE THE MEETING AUDIO WHEN YOU SPEAK TO AVOID AUDIO INTERFERENCE.

TURN ON YOUR CAMERA AND BEGIN SPEAKING.

MISS TRINH, PLEASE ADMIT ZOOM SPEAKER PAMELA JAY [INAUDIBLE].

THE SPEAKER IS ALSO REGISTERED TO ITEM G FIVE.

MADAM PRESIDENT, AT THIS TIME WE DO NOT HAVE ANY SPEAKERS JOINING US VIA ZOOM.

OUR NEXT ITEM, OUR NEXT SPEAKER ON ITEM FOUR WILL ADDRESS THE BOARD IN THE AUDITORIUM.

WILL JACKIE [INAUDIBLE] HILL PLEASE COME TO THE PODIUM? THIS SPEAKER IS ALSO REGISTERED TO THE HEARING OF THE COMMUNITY.

GOOD EVENING. WE ARE FAILING OUR STUDENTS AND THE GOAL MONITORING REPORT SHOWS JUST THAT WE ARE NOT EQUIPPING THEM TO GRADUATE AND BE SUCCESSFUL.

INSTEAD, OUR DISTRICT IS HEAVILY FUNDED TO ENSURE TOPICS LIKE SEL, DEI AND IDENTITY POLITICS ARE AT THE FOREFRONT OF INSTRUCTION.

OUR DISTRICT IS DEMONSTRATING THAT IT IS OKAY FOR A STUDENT TO TELL THEIR TEACHER WHO THEY HAVE SEXUAL INTEREST IN AND VICE VERSA.

WE HAVE A DISTRICT THAT IS VIEWED AS CORRUPT AND IN THE MIDST OF POSSIBLY BEING TAKEN OVER BY TEA.

WHY CAN'T YOU BOARD AND MR. SUPERINTENDENT, BE THE CHANGE THAT THIS DISTRICT NEEDS? WHY CAN'T YOU GO AGAINST WHAT THE WORLD WANTS YOU TO TEACH AND FOCUS ON THE BASICS OF MATH, READING, SCIENCE, AND ENGLISH? DON'T YOU WANT HOUSTON ISD TO BE THE EXAMPLE THAT A BIG CITY CAN BOTH PROVIDE QUALITY EDUCATION AND ENSURE STUDENTS ARE PREPARED FOR COLLEGE AND TRADE SCHOOLS? OR DO YOU WANT TO REMAIN AT A PLACE WHERE OUR STUDENTS ARE FAILING AND DROPPING OUT?

[00:10:03]

DON'T YOU WANT TO BE A DISTRICT THAT DEMONSTRATES WHAT IT MEANS TO PUT THE CHILDREN FIRST AND NOT WHAT YOU ARE BEING FUNDED TO TEACH? OUR CHILDREN ARE FAILING IN THIS FALLS ON ALL OF YOU.

EITHER YOU'VE GOT THE COURAGE TO DO THE RIGHT THING OR YOU DON'T.

PARENTS ARE TIRED OF THE LACK OF TRANSPARENCY, LOWERING STANDARDS FOR THEIR CHILDREN AND POOR CURRICULUM.

PARENTS DESERVE AN EXPLANATION.

THANK YOU. OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K ONE APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY BQA LOCAL PLANNING DECISION MAKING PROCESS DISTRICT LEVEL SECOND READING.

WILL RUTH KRAVITZ PLEASE COME TO THE PODIUM? SHE WILL BE FOLLOWED BY DANIEL SANTOS AND KARINA QUESADA.

2 MINUTES. 2 MINUTES.

AWESOME. OKAY.

HI, I'M RUTH KRAVITZ.

IT'S NICE TO SEE YOU.

I SUPPORT PUBLIC EDUCATION AND THE ASTROS [CHUCKLING].

I ALSO SUPPORT EVERYONE WORKING SO HARD IN OUR SCHOOLS TO KEEP OUR CHILDREN SAFE, TO HELP THEM LEARN AND TO HELP PEOPLE BECOME EMOTIONALLY HEALTHY ADULTS.

THIS IS A HARD JOB.

POLLS SHOW THAT PARENTS ALL ACROSS THE COUNTRY SHARE THESE BELIEFS.

PEOPLE WHO COME TO HISD SPEAKING THEIR NARRATIVE OF HATE ARE IN THE MINORITY, AND THEY DO NOT SPEAK FOR US.

EXTREMISTS ARE ATTACKING DEMOCRACY AND TRYING TO DISMANTLE PUBLIC ED BY STARVING OUR SCHOOLS OF PUBLIC FUNDING, BY OVER-TESTING OUR CHILDREN AND BY PRIVATIZING OUR SCHOOLS. I'M HERE TO EXPRESS MY VOTE OF CONFIDENCE IN DEMOCRATICALLY ELECTED SCHOOL BOARDS AND IN PUBLIC EDUCATION.

I ALSO BELIEVE THAT OUR DISTRICT ADVISORY COMMITTEE MADE UP OF PARENTS AND TEACHERS AND COMMUNITY MEMBERS, SHOULD NOT BE TERM LIMITED.

THAT WOULD LIMIT SUSTAINED PARTICIPATION AND OVERSIGHT.

PLEASE VOTE AND PLEASE VOTE NO OR AMEND TO ADD AN ADDITIONAL TWO YOUR TERM OR TWO.

I'M ALSO CONCERNED ABOUT THE 40 SCHOOL PILOT PROJECT TO USE EUREKA MATH AND AMPLIFY READING PROGRAMS WHICH ARE FREE THIS YEAR BUT MAY BE QUITE EXPENSIVE MOVING FORWARD. TEACHERS AND STUDENTS ARE JUST COMING OFF TWO LONG YEARS OF COVID.

BESIDES SOME SIGNIFICANT PROBLEMS WITH--MY CHILD IS TEXTING IN [CHUCKLING].

SEVERAL TIMES.

BESIDES SOME SIGNIFICANT PROBLEMS WITH THE CURRICULUM ITSELF, THE DISTRICT IS ADDING ANOTHER LAYER OF DISTRICT TESTING EVERY THREE WEEKS WEEKS WITH PRESCRIBED PACING, SO TEACHERS ARE NOT GIVEN ROOM TO TEACH THEIR KIDS WHERE THEY ARE BECAUSE OF THE RELENTLESS PACE OF DISTRICT TESTS.

THIS IS NOT GOOD FOR KIDS NOR GOOD FOR STUDENT OUTCOMES.

THE BOARD OF EDUCATION PHILOSOPHY EFFECTIVENESS REQUIRES THAT DECISION MAKING BE PLACED CLOSE AS POSSIBLE TO TEACHERS AND THE STUDENTS.

THAT MEANS BEST PRACTICE WOULD ALLOW TEACHERS TO WRITE THEIR OWN ASSESSMENTS FOR STUDENTS.

I GOT KARINA QUESADA.

GOOD EVENING, MEMBERS OF THE BOARD.

MY NAME IS DANIEL SANTOS, EXECUTIVE VICE PRESIDENT OF HFT.

I RISE TO SPEAK ON ITEM K ONE.

VETERAN TEACHERS ARE ELECTED TO THE DISTRICT ADVISORY COMMITTEE BY THEIR PEERS BECAUSE OF THE EXPERIENCE THEY BRING.

LIMITING THEIR TERMS WILL NOT BRING DIVERSITY.

ON THE CONTRARY, IT INVITES ACQUIESCENCE IN EXPERIENCE AND WEAKNESS THAT WILL DILUTE FUTURE COMMITTEE'S ABILITY TO HOLD FUTURE ADMINISTRATIONS ACCOUNTABLE.

NEITHER DOES THIS INVITE TRUST OR MEANINGFUL COLLABORATION.

HFT CONTINUES TO CALL FOR TRUE COLLABORATION WITH THE DISTRICT, WHETHER IT IS THE CURRENT TEACHER EVALUATION SYSTEM, THE TEACHER INCENTIVE ALLOTMENT, THE APPLICATION OF VENDOR PROVIDED CURRICULUM LIKE CARNEGIE LEARNING OR THE DISTRICT ADVISORY COMMITTEE.

THE BOARD OF TRUSTEES HAS A RESPONSIBILITY TO LISTEN TO TEACHERS AND SUPPORT STAFF, REJECT TERM LIMITS, AND EMBRACE TRUE REPUBLICANISM INSTEAD.

THANK YOU.

KARINA QUESADA.

I'M OPPOSED TO PLACING TERM LIMITS ON DAC MEMBERS.

TERM LIMITS IS A SOLUTION TO A PROBLEM THAT DOESN'T EXIST.

TEXAS EDUCATION CODE AND TEXAS ADMINISTRATIVE CODE DO NOT PLACE ANY TERM LIMITS ON DAC MEMBERS, JUST LIKE BOARD MEMBERS DON'T HAVE TERM LIMITS.

TEACHERS DECIDE IF THEY WANT TO RUN AND THEN THEY ARE VOTED ON BY THEIR COLLEAGUES.

[00:15:01]

THAT IS DEMOCRATIC.

AS FOR BOARD MEMBER SELECTIONS, HISTORICALLY, YOU ALL CAN REMOVE AND REPLACE MEMBERS AS NEEDED.

WHEN A NEW TRUSTEE IS DEMOCRATICALLY ELECTED BY THEIR CONSTITUENTS, THEY TYPICALLY CHANGE OUT THE PREVIOUS TRUSTEES DAC APPOINTING.

THE PROCESS IS DEMOCRATIC AND TRULY THERE IS NO DANGER OF ANYONE SERVING FOR DECADES.

HOWEVER, WHAT IS NOT DEMOCRATIC IS ATTEMPTING TO PUT IN RULES SUCH AS TERM LIMITS TO OBTAIN AN OUTCOME THAT YOU WANT.

THE DAC BASICALLY HAS ZERO POWER.

IT IS AN ADVISORY COMMITTEE, EXCEPT THAT WITH THE PASSING OF HB 1845, THE DAC NOW HOLDS THE POWER TO DECIDE WHETHER OR NOT A DISTRICT OF INNOVATION PLAN ADVANCES TO A VOTE BY THE BOARD.

THE HISD, DAC VOTED NO TO DOI AND UNCERTIFIED TEACHERS.

THIS DISTRICT TRIED TO TAKE ADVANTAGE OF THE PANDEMIC AND QUIETLY SNEAK IN DOI, BUT THE DAC STOOD IN ITS WAY.

THIS IS A VEILED ATTEMPT AT CHANGING THE RULES TO GET AN ELECTION RESULT YOU WANT UNDER THE GUISE OF MAKING THE DAC PROCESS MORE DEMOCRATIC AND DIVERSE.

AS FOR SETTING LIMITS ON HOW MUCH TO AWARD SPEND PARENTS, I'M OPPOSED.

IT'S UNFORTUNATE THAT THIS IS THE ONLY WAY TO GET THE DISTRICT TO DO RIGHT, AND NOT EVERYONE HAS THE MEANS OR THE WILL OR THE OR BOTH TO SUE.

YOU WOULD NOT HAVE TO SHELL OUT THIS MONEY IF YOU WERE GOOD STEWARDS OF TAXPAYER DOLLARS BY DIRECTING THE SUPERINTENDENT TO HIRE COMPETENT AND QUALIFIED STAFF.

WE'VE HAD GOOD EXPERIENCE WITH CARING CASE MANAGERS.

THE PROBLEM USUALLY LIES UP THE CHAIN OF COMMAND, AND I GUESS THERE ARE AUDITS ON THE ARTS BECAUSE THAT'S THE ONE THING THEY'RE IN A HURRY TO CHECK THAT LITTLE BOX OFF, BUT DO THEY CARE ABOUT COMPLIANCE AND ENFORCEMENT OF THE IEP? WHO'S CHECKING ON THAT? YOUR DEPARTMENT NEEDS SOME SERIOUS TRAINING BECAUSE THERE'S NO WRITTEN NOTICE WE ALSO HAVE A ZOOM SPEAKER FOR K ONE.

MISS TRINH PLEASE ADMIT YEN NGUYEN-RABE.

MADAM PRESIDENT, WE DON'T HAVE ANYBODY SIGNED UP VIRTUALLY YET.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS K2 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, A LOCAL EDUCATIONAL PHILOSOPHY REGARDING GOALS AND CONSTRAINTS.

FIRST READING.

SO THERE'S NO SPEAKERS FOR THIS ONE EITHER ON ZOOM.

OKAY, WE HAVE TWO SPEAKERS IN THE ROOM TO ADDRESS THIS ITEM, TRACY RILEY AND MICHELLE WILLIAMS. GOOD AFTERNOON. I THINK I WAS SIGNED UP FOR A1 OR K1.

SO JUST IN CASE IT SEEMS OFF TOPIC, I JUST WANT TO JOIN YOU HERE TODAY.

I'M LATE BECAUSE I HAVE MY KIDS IN THE LOBBY AND A LOT OF WHAT I WANT TO SHARE.

I'M GOING TO GO OFF SCRIPT. IT'S JUST HOW HARD IT IS TO GET HERE.

AND I WANTED TO EXPRESS THAT TO YOU IN PERSON.

I TRUST YOU AND I APPRECIATE YOU, AND I'M GRATEFUL FOR YOUR SACRIFICE TO BE HERE AS WELL , AND I WOULD LIKE TO CONVEY TO YOU, AS A PARENT OF FOUR YOUNG CHILDREN WHO ARE IN ELEMENTARY SCHOOL, I DO MAKE THE CHOICE TO BE HERE AS A PARENT AND TO SUPPORT MY COMMUNITY AS A HOUSTONIAN.

I HEAR A LOT ABOUT ENROLLMENT, PARTICIPATING AND BEING HERE, AND I KNOW WHAT BALANCE SHEETS MEAN, AND I KNOW THAT WE NEED FINANCIAL SUPPORT.

THANK YOU FOR ALL YOUR HARD WORK OVER THE YEARS, AND I'M HERE BECAUSE I WANT YOU TO HEAR FROM ME THAT IT'S HARD TO HAVE TRUST.

WE NEED MORE TRANSPARENCY, AND I UNDERSTAND YOUR NEED FOR DATA THAT YOU'RE NOT NECESSARILY YOU'RE HERE.

YOU'RE NOT ON THE LEVEL THAT I AM.

YOU'RE NOT PARTICIPATING.

I'M REALLY LUCKY. I'M NOT WORKING PROFESSIONALLY RIGHT NOW SO I CAN BE THERE.

THE TRUST ISN'T THERE.

WE NEED REAL ACCOUNTABILITY.

WE NEED REAL TRUST.

WHEN I SEND AN EMAIL AND I ASK FOR SOMETHING, PLEASE DON'T MARK IT AS DRAFT AND REPLY BACK TO ME.

WE CAN'T GIVE THAT TO YOU. WE'RE WORKING ON IT.

I TRUST YOU.

I NEED YOU TO TREAT ME WITH THE SAME LEVEL OF TRUST AND I ASK FOR YOU AS BOARD MEMBERS TO LOOK FOR THAT IN THE DATA.

ARE YOU PUTTING THE TRUST IN YOUR TEACHERS OR ARE YOU PUTTING YOUR TRUST IN OUR PRINCIPALS AND THE FEET ON THE STREET? THAT WE'RE NOT DESTROYING THE COMMUNITY IN OUR CAMPUSES? BECAUSE MY KINDERGARTEN TEACHERS SEVEN WEEKS NOW BEING TESTED BECAUSE THERE ARE NEW TEACHER AND THEY'RE TRYING TO FIND THEIR FEET IN A CAMPUS THAT DOESN'T HAVE SCALABILITY OF 340 STUDENTS ISN'T THE SAME AS AN 800 STUDENT CAMPUS.

THEY DON'T HAVE AN INTERVENTIONIST.

THEY DON'T HAVE $200,000 IN ANCILLARY INCOME FROM FUNDRAISING, AND THAT'S JUST LIFE, AND WE ALL KNOW THAT, BUT I LOOK AT YOU ALL AND SAY, I LOVE THAT YOU WANT THE DATA.

YOU'RE DESTROYING US WITH SOME OF THOSE DATA REQUESTS.

HOW DO WE FIND A BALANCE? HOW DO WE COME BACK DOWN TO REAL LIFE? GOOD EVENING, SUPERINTENDENT AND BOARD TRUSTEES.

WHEN I FIRST READ THIS ITEM, I WAS IN SUPPORT OF IT BECAUSE IT SAID THAT SCHOOLS

[00:20:09]

AND THEIR ENVIRONMENTS ARE SUPPOSED TO BE JOYFUL ENVIRONMENTS BECAUSE QUITE FRANKLY, YOU HAVE SOME PRINCIPALS IN HISD THAT ARE MAKING OUR CAMPUSES JUST MISERABLE BECAUSE THEY'RE RUNNING THEM LIKE PRISONS FOR CHILDREN, BUT ONE THING THAT CONCERNS ME IS THAT THE SCHOOL BELONGS TO THE PEOPLE.

WHAT PEOPLE ARE YOU TALKING TO? ARE YOU TALKING TO THE PEOPLE ABOUT THE PEOPLE THAT CAN MAKE IT TO THE SCHOOL BOARD MEETING? OR ARE YOU TALKING TO THE ABOUT THE PEOPLE IN THE AFFLUENT AREAS OF HOUSTON? WHAT PEOPLE ARE YOU SPEAKING TO? BECAUSE I'M A STAKEHOLDER, TOO.

I MAY NOT PAY TAXES INTO HISD.

HOWEVER, TEACHERS ARE STAKEHOLDERS.

THE PARENTS ARE STAKEHOLDERS, THE COMMUNITY ARE STAKEHOLDERS, AND ALL OF THOSE PEOPLE ARE THE PEOPLE, AND I WOULD DEFINITELY LIKE TO SEE THAT STRICKEN FROM THAT READING BECAUSE IT MAKES NO SENSE, BECAUSE IT'S SAYING THAT THE PEOPLE OWN THE SCHOOLS; THE SCHOOLS ARE NOT PRIVATE ENTITIES, THEY ARE FUNDED BY TAXPAYERS' MONEY, AND JUST BECAUSE CERTAIN DEMOGRAPHICS MAY PAY MORE THAN OTHERS, THEY DON'T HAVE THE RIGHT TO OWN SCHOOLS.

WE DON'T OWN SCHOOLS.

WE HAVE STAKEHOLDERS, AND THAT TYPE OF LANGUAGE SHOULD NOT BE INCLUDED IN HISD'S EVEN CORE VALUES.

SO I'M ASKING THAT YOU ALL RECONSIDER THAT THE SCHOOLS BELONG TO THE PEOPLE BECAUSE IT DOESN'T IT BELONGS TO THE STAKEHOLDERS THAT ARE INVESTED, AND IT DOESN'T MATTER WHAT AREA OF TOWN THAT YOU LIVE IN.

THANK YOU. THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER OUR DISCUSSION AND REPORT ITEM A1 ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF CONSTRAINTS ONE, TWO AND FOUR.

[A-1. Acceptance Of Board Monitoring Update: Presentation Of Constraints 1, 2, And 4 Progress Measures 1.1, 1.2, 2.1, 2.2, 2.3, And 4.3]

PROGRESS MEASURES 1.1, 1.2, 2.1, 2.2, 2.3 AND 4.3.

SUPERINTENDENT HOUSE, PLEASE PROCEED WITH YOUR UPDATE.

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

THANK YOU, MADAM PRESIDENT.

I'D LIKE TO INVITE DR.

ALLISON MATNEY TO THE PODIUM TO GET US STARTED WITH CONSTRAINTS ONE, TWO AND FOUR.

DR. MATNEY. THANK YOU, SUPERINTENDENT HOUSE.

TRUSTEES, I'M HERE THIS EVENING TO REPORT ON CONSTRAINTS ONE, TWO AND FOUR AND THEIR CORRESPONDING PROGRESS MEASURES FOR CONSTRAINT FOUR.

WE'RE REPORTING ON 4.3, AND AS A REMINDER, WE'LL START WITH CONSTRAINT.

ONE THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT A SYSTEM TO RECRUIT AND EMPLOY STRONG TEACHERS WHO MEET THE NEEDS OF STUDENTS NEEDING THE MOST SUPPORT. SO WHEN WE LOOK AT PROGRESS, MEASURE 1.1, WE'RE LOOKING AT THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES WHO ARE SERVED BY STRONG TEACHERS, INCREASING THREE PERCENTAGE POINTS FROM 57% DURING THE 1819 SCHOOL YEAR TO 60% DURING THE 23-24 SCHOOL YEAR.

SO HERE WE CAN SEE OUR DATA, AND WHEN WE LOOK AT THIS CHART STARTING ON THE FAR LEFT HAND SIDE, 20 1819, WE WERE AT 57%, WE WERE AT 60% FOR THE 21-22 SCHOOL YEAR.

OUR TARGET FOR THIS 21-22 SCHOOL YEAR WAS 58%, AND AS WE ARE WORKING TO SCALE UP TO 60, WE EXCEEDED THE TARGET AND MET THE CONSTRAINT IN THE 21-22 SCHOOL YEAR.

FOR THIS CONSTRAINT WE ARE LOOKING AT AS A REMINDER THE PERCENT OF STUDENTS WITH DISABILITIES AND THEN WE'RE LOOKING AT THEIR TEACHERS AND ARE THEY SERVED 75% OF THEIR TEACHERS? ARE THEY CONSIDERED STRONG, WHICH IS SCORING IN THE TOP TWO LEVELS OF THE TAD'S APPRAISAL SYSTEM? SO THAT'S HOW WE LOOK AT THAT DATA AND THEN HOW WE APPLY IT TO RESULT IN THAT 60%.

FOR PROGRESS MEASURE 1.2 THE PERCENTAGE OF ENGLISH AS A SECOND LANGUAGE ESL STUDENTS SERVED BY STRONG TEACHERS WILL INCREASE SIX PERCENTAGE POINTS FROM 49% DURING 18-19 TO 55 DURING THE 23-24 SCHOOL YEAR.

SO HERE AGAIN, WE ALSO EXCEEDED THE TARGET AND THE CONSTRAINT.

WE HAD BEEN PRETTY STEADY AT 49% FOR THIS POPULATION OF STUDENTS AND THEIR MATCHING TEACHERS, AND THEN IN THIS LAST SCHOOL YEAR AFTER THIS CONSTRAINT WAS PUT IN PLACE, WE SOARED FROM 49 UP TO 57% OF OUR STUDENTS, AGAIN, WHO ARE SERVED IN AN

[00:25:01]

ENGLISH AS A SECOND LANGUAGE, AN ESL PROGRAM.

75% OF THEIR TEACHERS ARE SCORING AT THOSE HIGH LEVELS ON OUR TEACHER APPRAISAL SYSTEM.

SO NEXT STEPS HERE, UTILIZING OUR ESSER FUNDS TO PROVIDE RECRUITMENT AND RETENTION BONUSES TO TEACHERS WITH SPECIAL STIPENDS AVAILABLE TO BILINGUAL AND SPECIAL ED CERTIFIED TEACHERS.

SO WE CAN CONTINUE TO SEE THOSE NUMBERS GO UP AND THEN PILOTING AND GROWING TEACHER SUPPORT AND LEADERSHIP PROGRAMS, INCLUDING OPPORTUNITY, CULTURE IN 18 SCHOOLS AND TEACHER CARE CIRCLES.

SO MOVING ON TO CONSTRAINT TWO THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT STUDENTS HAVING EFFECTIVE SCHOOL BASED WRAPAROUND SUPPORT SYSTEMS. OUR FIRST PROGRESS MEASURE FOR THIS WRAP AROUND CONSTRAINT STATES, THE NUMBER OF ANNUAL INTERVENTIONS PROVIDED THROUGH WRAPAROUND SERVICES WILL INCREASE FROM 628,753 DURING THE 19-20 SCHOOL YEAR TO 883,253 DURING THE 23-24 SCHOOL YEAR.

WE ARE PLEASED TO REPORT THAT NOT ONLY DID WE EXCEED THE TARGET AND CONSTRAINT, WE HAD AN 862% INCREASE SINCE OUR OUR YEAR OF 18-19, WHICH IS THE DATA THAT WE USE TO SET THE TARGETS, WHICH ARE THAT RED LINE ON THE GRAPH.

WE HAD A 69% OVER THE GOAL OF 883,253 INTERVENTIONS.

FOR PROGRESS MEASURE 2.2, WE'RE LOOKING AT THE PERCENTAGE OF CAMPUSES ENGAGED WITH A CROSS FUNCTIONAL WRAPAROUND ADVISORY COUNCIL WAC, IS MEASURED BY ATTENDING AT LEAST TWO MEETINGS DURING THE YEAR, WILL INCREASE FROM 50% TO 100% DURING 23-24.

SO WHEN WE LOOK AT THE PERCENTAGE OF CAMPUSES THAT ARE ENGAGED WITH THOSE WRAPAROUND COUNSELS, HAVE THOSE ON AND ARE FULLY FUNCTIONAL ON THEIR CAMPUSES, WE ARE AT 100% OF OUR CAMPUSES FOR 21-22, WHICH MEANS, AGAIN, WE EXCEEDED THE TARGET AND MET THE CONSTRAINT MOVING FROM 76 IN 20-21 UP TO THAT 100% IN 21-22, AND WRAPPING UP OUR WRAP AROUND CONSTRAINT FOR PROGRESS MEASURE 2.3 THE NUMBER OF WRAPAROUND SERVICE PARTNERSHIPS WILL INCREASE BY 56 PARTNERS FROM 72 PARTNERSHIPS IN SPRING 20-20 TO 128 PARTNERSHIPS IN SPRING 20-24, AND AGAIN, YOU CAN SEE HERE WE NOT ONLY EXCEEDED THE TARGET, BUT WE ALSO EXCEEDED THE CONSTRAINT.

WE ARE AT 151 OF THESE PARTNERSHIPS IN THE 21-22 SCHOOL YEAR, WHICH IS A 110% INCREASE SINCE 19-20, AND WE'RE 18% OVER OUR EVENTUAL 23-24 GOAL OF 128 PARTNERSHIPS.

SO OUR NEXT STEP IS OBVIOUSLY MAINTAINING THESE HIGH LEVELS OF SUPPORTS FOR STUDENTS SEEKING ADDITIONAL PARTNERSHIPS, MAKING SURE WE MAINTAIN THE ONES THAT WE HAVE, AND THEN CONTINUING TO ENSURE THAT THOSE ADVISORY COUNCILS ARE FUNCTIONING WELL AND THAT THEY'RE NOT DROPPING OFF.

SO EVEN THOUGH WE'RE AT 100% EVERY YEAR, WE NEED TO MAKE SURE THAT WE HAVE THOSE FULLY FUNCTIONING ADVISORY COUNCILS IN PLACE.

LAST MONTH WE REVIEWED CONSTRAINT FOUR BUT PROGRESS MEASURE 4.3 WAS OMITTED AS WE FINALIZE SOME ADDITIONAL DATA POINTS.

SO THIS EVENING WILL BE LOOKING AT THOSE ADDITIONAL DATA POINTS CONSTRAINT FOR STATES.

THE SUPERINTENDENT WILL NOT ALLOW THE DISTRICT TO OPERATE WITHOUT STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.

MEETING INDIVIDUALIZED EDUCATION PROGRAM, IEP PROGRESS.

SO THE PROGRESS MEASURE THAT WE'RE GOING TO BE LOOKING AT AND DISCUSSING THIS EVENING IS THE PERCENTAGE OF STUDENTS DEMONSTRATING MEASURABLE PROGRESS FOR ALL IEP GOALS WILL INCREASE FROM 0% DURING 19-20 TO 75% DURING 23-24, AND AGAIN, IT WAS ZERO, NOT BECAUSE IT WASN'T HAPPENING AT ALL.

WE WERE NOT DOCUMENTING IT CENTRALLY TO BE ABLE TO REPORT OUT.

SO WHEN WE LOOK HERE AGAIN, YOU'LL SEE ON THE FAR LEFT HAND SIDE FOR 19-20 THAT 0%, 20-21 0%, WE WERE PUTTING PROCESSES IN PLACE WITH OUR VENDOR TO BE ABLE TO MONITOR AND CAPTURE THIS TYPE OF DATA CENTRALLY, AND SO FOR THE 21-22 SCHOOL YEAR, YOU CAN SEE EACH OF THE GRADING CYCLES INDEPENDENTLY, BUT OVERALL WE HAVE 34% OF OUR STUDENTS RECEIVING SPECIAL EDUCATION

[00:30:08]

SERVICES, DEMONSTRATING MEASURABLE PROGRESS, AND SO FOR THAT, WHAT'S INCORPORATED IN THAT 34% IS THERE ON THE RIGHT HAND SIDE, STUDENTS MUST HAVE AT LEAST ONE ACTIVE GOAL.

SO IF A STUDENT DID NOT EVEN HAVE A GOAL, THEY'RE NOT INCLUDED IN THIS.

THE GOAL HAS TO HAVE BEEN INTRODUCED.

DELETED GOALS ARE NOT INCLUDED.

SO IT MIGHT BE THAT A STUDENT HAD A GOAL AND THEN IT WAS DELETED BECAUSE THEY HAD ALREADY ACHIEVED IT THE YEAR BEFORE.

OR MAYBE THE ART COMMITTEE DECIDED, YOU KNOW, THIS ISN'T REALLY APPROPRIATE RIGHT NOW.

WE'RE GOING TO CHANGE THE GOAL.

SO THOSE WERE OMITTED AS WELL, AND THEN A FINALIZED PROGRESS REPORT HAS TO BE IN PLACE FOR THE SIX WEEK CYCLE.

SO WE WERE AT 34% IN 21-22.

OUR TARGET THAT WE HAD SET WAS 65% FOR LAST SCHOOL YEAR.

SO WE DID NOT MEET THE TARGET HERE.

SO NEXT STEPS FOR THIS PROGRESS MEASURE IS TO CONTINUE TO IMPROVE THE FINALIZATION RATE BEYOND THE 47% SO THAT PLAYS IN CONJUNCTION WITH PROGRESS MEASURE 4.1 AS WELL OF GOALS THAT ARE FINALIZED AND CONTINUING TO WORK WITH OUR VENDOR TO STREAMLINE THE DATA COLLECTION SYSTEM AND THEN CONTINUING THAT TRAINING AND COMMUNICATION WITH CASE MANAGERS.

ONE OF THE THINGS THAT THE DEPARTMENT DID WAS MAKE SURE THAT THEY HAVE STAFF DEPLOYED OUT TO CAMPUSES SO THAT THERE'S A TOUCH POINT THERE AT THE CAMPUS.

SO WE HAVE MORE JUST IN TIME SUPPORT THERE TO ASSIST THEM, AND THAT CONCLUDES THIS CONSTRAINT MONITORING REPORT.

THANK YOU, DR. MATNEY AND PRESIDENT CRUZ AND TRUSTEES.

WHAT I WOULD LIKE TO ADD IS THAT WE ARE PROUD OF THE PERFORMANCE OF BOTH CONSTRAINTS ONE AND TWO, AS WE HAVE EXCEEDED, OF COURSE, THE TARGETS ON ALL OF THE ASSOCIATED CONSTRAINT PROGRESS MEASURES RELATED TO BOTH CONSTRAINTS.

THESE HAVE BEEN INCREDIBLY CHALLENGING TIMES, AS EVERYONE KNOWS, NOT ONLY DISTRICT WIDE BUT ALSO STATEWIDE AND NATIONALLY AS IT RELATES TO THE ABILITY FOR SCHOOL DISTRICTS TO BE ABLE TO ATTRACT AND RETAIN EDUCATORS.

THE FACT THAT WE HAVE BEEN ABLE TO DO SO FOR OUR STUDENTS WITH DISABILITIES SPECIFICALLY AND OUR ESL STUDENTS, DESPITE THE HEADWINDS, IS A TESTAMENT OF THE GREAT WORK THAT'S GOING ON IN OUR OFFICE OF TALENT BY AND BY MANY OF OUR SCHOOL LEADERS AS WELL.

THIS PAST SPRING, THE BOARD PASSED HISTORIC COMPENSATION PACKAGES FOR EMPLOYEES, WHICH ALLOWED OUR DISTRICT TO FINALLY OFFER COMPETITIVE REGIONAL SALARY FOR OUR TEACHING STAFF AND MANY OF OUR ADMINISTRATORS AS WELL.

THE IMPACTS OF THIS COMPENSATION INCREASE HAVE ALREADY DEMONSTRATED THEMSELVES AS WE ACTUALLY EMPLOYED MORE TEACHERS BY SEPTEMBER THE FIRST THIS YEAR THAN WE HAD IN THE PRIOR YEAR, AND ALSO HAD FEWER TEACHERS LEAVE THIS SUMMER THAN WE HAD AT AT ONE POINT IN THE LAST IN THE LAST FIVE YEARS. SPECIFICALLY FOR TEACHERS WITH STUDENTS WITH DISABILITIES AND ESL TEACHERS, WE LEVERAGED ESSER DOLLARS TO CONTINUE TO BE ABLE TO OFFER CRITICAL SHORTAGE STIPENDS TO TEACHERS IN THESE SUBJECT AREAS.

NOW, WITH OUR TRANSITION TO, OF COURSE, THE STATE'S T-TESS TEACHER APPRAISAL SYSTEM THIS YEAR, WE LOOK FORWARD TO CONTINUING TO BETTER SUPPORT OUR TEACHERS AND THEIR PROFESSIONAL GROWTH, WHICH WE BELIEVE WILL BE A MAJOR LEVER IN HELPING TO RECRUIT AND RETAIN STRONG EDUCATORS.

NOW, CONSTRAINT TWO IS RELATED TO THE EXPECTATION THAT STUDENTS HAVE ACCESS TO EFFECTIVE SCHOOL BASED WRAPAROUND SYSTEMS AND SUPPORTS.

I BELIEVE THE DATA SPEAKS FOR ITSELF IN TERMS OF THE TREMENDOUS IMPACT THAT OUR WRAPAROUND SPECIALISTS HAVE, HAVE HAVE SHOWN IN REFERENCE TO OUR STUDENTS ACROSS THE DISTRICT, ESPECIALLY FOR THOSE THAT ARE MOST VULNERABLE STUDENTS WHO HAVE THE ABILITY TO ACADEMICALLY SHINE AND OFTEN ARE RESTRICTED BY THEIR ABILITY TO HAVE THEIR BASIC NEEDS MET.

I TRULY BELIEVE THAT HERE IN HISD, WE'VE DEVELOPED ONE OF THE MOST COMPREHENSIVE, DATA DRIVEN WRAPAROUND SERVICES, AND THAT'S COMPARED TO MANY OF WHAT WE SEE ACROSS THE COUNTRY AS WELL.

RECENTLY, I AND MEMBERS OF MY LEADERSHIP TEAM HAVE HAD A CHANCE TO HEAR A PRESENTATION ON THE INITIAL FINDINGS OF OUR PARTNERSHIPS THROUGH, OF COURSE, HERC AT RICE UNIVERSITY.

HERC IS THE HOUSTON EDUCATIONAL RESEARCH CONSORTIUM.

HERC ALLOWED US TO TAKE A CLOSE LOOK AT THE COMPILATION OF THEIR FINDINGS AND THE MOST RECENT WRAPAROUND STUDENT SURVEY THAT WERE CONDUCTED.

THE WE ADMINISTERED OVER 43,000 STUDENTS THIS INSIGHT AND INFORMATION, 8400 PARENTS AND 5600 STAFF

[00:35:07]

MEMBERS. SOME OF THE KEY AREAS OF NEED IDENTIFIED INCLUDED ADDRESSING THE COST AND SOCIAL BARRIERS OF MENTAL HEALTH SUPPORT, SUPPORTING ACCESS TO LOW COST RESOURCES FOR HOUSING AND TRANSPORTATION, AND SUPPORTING ACCESS TO ANNUAL MEDICAL VISITS AND ENSURING AVAILABILITY OF SPANISH LANGUAGE RESOURCES.

MOREOVER, WHILE WE CONTINUE TO WORK WITHIN OUR WRAPAROUND SERVICES DEPARTMENT TO CONTINUE BUILDING PARTNERSHIPS WITH NONPROFITS AND OTHER LOCAL ORGANIZATIONS TO HELP MEET SOME OF THESE BASIC NEEDS, MANY OF THESE NEEDS ARE SIMPLY OUTSIDE OF THE SCOPE OF WHAT WE DO AS A SCHOOL DISTRICT AND WILL REQUIRE SUPPORT FROM THE GREATER HOUSTON COMMUNITY.

WE LOOK FORWARD TO LEVERAGING THIS DATA TO DISCUSS HOW WE CAN BETTER SUPPORT THE NEEDS OF OUR LOCAL PARTNERS IN THE FUTURE.

LASTLY, IN REFERENCE TO CONSTRAINT 4.3, WHICH OF COURSE IS IN THE AREA OF GROWTH FOR US AS A SCHOOL DISTRICT FOR THE 21-22 SCHOOL YEAR WAS THE FIRST FULL YEAR IN MEASURING IMPLEMENTATION OF THE PROGRESS MEASURE.

THIS CONSTRAINT IS CLOSELY CORRELATED TO THE MEASURE AND 4.1 THAT HAS SHARED HERE LAST MONTH AS THE ONLY WAY THAT A STUDENT CAN SHOW GROWTH IS TO HAVE THEIR IEP MARKED AS FINALIZED IN THE SYSTEM, WHICH IS WHAT WE HAVE MEASURED IN CONSTRAINT.

4.1 AS WE IMPROVE OUR PROCESSES AND TRAININGS AS WELL AS PROVIDE MORE DIRECT SUPPORT TO SCHOOLS THROUGH OUR SPECIAL EDUCATION DEPARTMENT. WE EXPECT TO SEE AN INCREASE IN THIS PROGRESS MEASURE MOVING TOWARDS THE FUTURE.

PRESIDENT CRUZ. THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY. TRUSTEES, PLEASE INDICATE IN THE QUEUE.

TRUSTEE BAKER. THANK YOU SO MUCH, MADAM PRESIDENT.

THANK YOU, DR. MATNEY, FOR THE PRESENTATION.

AGAIN, I WOULD LIKE TO ASK FROM LAST WEEK IF THEY COULD, IF YOU ALL, FOR THE SAKE OF TRANSPARENCY, COULD AT LEAST SAY WHAT THE ACRONYM IS IN THE BEGINNING AND THEN ROLL ON OUT FOR SO THAT THE PUBLIC CAN UNDERSTAND, AND ON PAGE SIX, IF YOU WOULD, GO BACK TO PAGE SLIDE.

FOR EXAMPLE, I WANT TO ASK A QUESTION ON PAGE SIX WHERE WE THE TARGET WAS 50% OF ENGLISH AS A SECOND LANGUAGE SERVED BY STRONG CORE FOUNDATION TEACHERS.

THIS IS JUST.

A QUESTION FOR THE SAKE OF AN EXAMPLE FOR THE PUBLIC.

WE HIT 57% FOR THAT TARGET.

WAS IT POSSIBLE FOR THE ADMINISTRATION TO HIT 100% AND SURPASS THE TARGET? THIS IS SIMILAR TO WHAT WE TALKED A LITTLE BIT ABOUT LAST WEEK IN TERMS OF THESE PARTICULAR GOALS AND MEASURES BEING SET BY THE BOARD.

I THINK SETTING THE EXPECTATION AT 100% IS VERY LOFTY, BUT OF COURSE, THE ADMINISTRATION, ALONG WITH THE BOARD, I'M SURE, ARE OPEN TO THE IDEA OF SITTING DOWN TO DISCUSSING WHAT THIS CAN LOOK LIKE IN THE FUTURE.

YES, BECAUSE I'M GOING TO CONTINUE TO EXPRESS SETTING HIGHER GOALS, BECAUSE I BELIEVE WE GIVE OUR SCHOLARS HIGHER GOALS TO REACH FOR.

WE CAN SET THAT VISION AND THEY'LL REACH THEY'LL PROBABLY STRIVE TO GO HIGHER.

I'LL COME BACK. TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ.

THANK YOU, DR. MATNEY.

GET MY EYES ON SUPERINTENDENT HOUSE.

I WOULD LIKE TO KNOW HOW THE DISTRICT ADMINISTRATION IS UTILIZING THIS DATA TO TRULY IN A TRULY EFFECTIVE MANNER, THIS CONSTRAINT TWO CPM ONE AND 2.1 AND 2.2 HAVE OBVIOUSLY EXCEEDED BEYOND EXPECTATIONS.

THIS BRINGS ME TO QUESTION WHY WE SHOULD BE MONITORING THIS GOING FORWARD.

IF THIS DATA TRULY INFORMS THE DECISION TO PROCEED WITH FUNDING, ESPECIALLY WHEN ESSER MONEY WILL EXPIRE, BUDGET CUTS AND WHERE WE HAVE SEEN TRUE ACADEMIC GAINS ARE MADE AND I'M GOING TO REFER TO THE SUMMER SCHOOL TUTORING THAT WE WERE SUCCESSFUL IN, WHICH WAS ACADEMIC IN ITS NATURE.

THE TUTORING OUTCOME REPORTS WE RECEIVED RECENTLY, I WOULD PROPOSE THAT WE CONSIDER AS A BOARD SETTING OUR SIGHTS ON OTHER GOALS, CONSTRAINTS AND OBJECTIVES THAT

[00:40:06]

MEASURABLY AFFECT ACADEMIC OUTCOMES FOR OUR STUDENTS.

I HOPE WE CAN FIND A WAY TO BRING THIS TO THE NOVEMBER MEETING AND ENCOURAGE THE LEADERSHIP TO ADDRESS OTHER OBSTACLES.

THANK YOU. SURE.

WHAT I WOULD SAY IN RESPONSE IS THAT IT'S EXTREMELY IMPORTANT TO TAKE A CLOSE LOOK AT THE WHOLE CHILD AND MAKING SURE THAT THE WHOLE CHILD IS IS REALLY UP TO PAR, I THINK WHEN WE FOCUS ON THE WHOLE CHILD.

THE DATA SHOWS US THIS.

WE CAN SEE EVEN STRONGER ACADEMIC PERFORMANCE IN OUR STUDENTS.

SO THE WRAPAROUND INTERVENTIONS AND SUPPORTS THAT WERE AFFORDED TO MANY OF OUR STUDENTS I THINK HAD A DIRECT RESULT IN BEING ABLE TO SUPPORT, AND YOU SAID SOMETHING THAT I THINK IS VERY IMPORTANT AS WELL FOR THE PUBLIC TO KNOW AND REALIZE A LOT OF THESE SUPPORTS ARE SUPPORTED BY ESSER DOLLARS.

SO IT'S A CLEAR INDICATION OF THE FISCAL TRANSFORMATION THAT WE HAVE TO FOCUS ON MOVING FORWARD IN THE FUTURE TO ENSURE THAT WE EITHER CONTINUE TO FIGURE OUT WAYS TO BE ABLE TO PROVIDE THESE SERVICES IN THE FUTURE OR DO WHAT'S NECESSARY TO FIND THE SUPPORT TO STAY IN SCHOOLS, BUT WE ARE MONITORING THIS.

WE'RE SPENDING TIME AND MONEY MONITORING THIS.

IF IT'S HAPPENING AND THE WRAPAROUND FUNDS ARE ON CAMPUS AND WE'RE DOING THIS, THEN SPENDING OUR TIME MONITORING, THIS IS MY ISSUE.

UNDERSTOOD. THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU, MADAM PRESIDENT. I'D LIKE TO YIELD MY TIME TO BISHOP DIXON, WHO HAS ARRIVED LATE AND WHO WAS ON THE AGENDA AT THIS POINT. PLEASE.

YOU'D LIKE HIM TO ADDRESS NOW? I WAS GOING TO CALL HIM WHEN WE WERE DONE WITH PROGRESS MONITORING.

YES, MA'AM. I'D LIKE TO GO AHEAD AND GO NOW.

OKAY. THANK YOU.

BISHOP DIXON.

THANK YOU, MR. SUPERINTENDENT, AND MEMBERS OF THE BOARD.

GOOD AFTERNOON TO EACH OF YOU.

GOOD AFTERNOON. THANK YOU VERY MUCH.

I'M HONORED TO BE HERE TODAY, AS ALWAYS, AND I WANT TO APPRECIATE ALL OF YOU FOR YOUR SERVICE, AND I SIMPLY WANTED TO COME BY THIS EVENING TO, FIRST OF ALL, SAY THAT PROGRESS ON THE FOOTBALL FIELD IS CELEBRATED, EVEN IF IT'S A FIRST DOWN, IT'S A TOUCHDOWN TO CELEBRATE EVEN MORE, AND, OF COURSE, WHEN YOU HIT A GRAND SLAM, LIKE WE HAD IN THE [INAUDIBLE] IT'S HIGHLY CELEBRATED ACROSS THE CITY.

THAT'S RIGHT, AND I WANT TO COME BY TO COMMEND THE ADMINISTRATION ON THE PROGRESS OF HISD RECEIVING THE B LEVEL GRADE THAT IS RECEIVED HERE RECENTLY, AND I WANT TO SAY TO THE SUPERINTENDENT THAT WE ARE IN THE COMMUNITY PROUD OF THAT, AND I'M PROUD OF THE WORK THAT EACH OF YOU AS BOARD MEMBERS ARE DOING TO HELP MAKE THIS PROGRESS HAPPENS.

WE THINK IT'S VERY IMPORTANT THAT WHEN WE CRITICIZE WHAT WE DISAGREE WITH, THAT WE ALSO APPRECIATE AND APPLAUD THOSE THINGS THAT WE SEE THAT ARE HAPPENING THAT ARE POSITIVE IN OUR SCHOOLS.

I'VE HAD A CHANCE IN RECENT WEEKS TO SPEND SOME TIME ON SEVERAL SCHOOL CAMPUSES AND THE UPTICK IN THE ENERGY OF PRINCIPALS AND EDUCATORS AS A RESULT OF THIS PROGRESS IS AFFECTING PARENTS AND STUDENTS AS WELL AS STAFF AS WELL, AND SO I WANT TO GO ON RECORD TODAY ON BEHALF OF THE NAACP AND THE HOUSTON BAPTIST MINISTERS CONFERENCE OF THE CITY TO SAY TO EACH OF YOU, THANK YOU FOR THE WORK, THANK YOU FOR THE PROGRESS AND WHATEVER WE CAN CONTINUE TO DO TO HELP EVEN SUPPORT THE WRAPAROUND SERVICES THAT YOU'RE SPEAKING OF NOW, TO MAKE SURE THAT EVERY SCHOOL IS ABLE TO DELIVER QUALITY EDUCATION, REGARDLESS OF WHAT COMMUNITY THAT THEY'RE IN.

SOME PEOPLE FAVOR SCHOOL CHOICE.

I BELIEVE THAT EVERY SCHOOL SHOULD BE PRIME CHOICE SO THAT EVERY KID IN OUR DISTRICT CAN HAVE A QUALITY EDUCATION WITHOUT HAVING TO THINK ABOUT WHAT SCHOOL THEY HAVE TO MOVE TO , BUT THEY WOULD TRUSTEES, ANYONE ELSE FOR ROUND ONE, IF NOT, I'LL GO.

OK TRUSTEE HERNANDEZ.

THANK YOU FOR THE PRESENTATION, DR.

MATNEY. I'M HAPPY THAT WE EXCEEDED OUR GOAL FOR 1.1 AND THE ESL GOAL AS WELL. MY RECOLLECTION OF WHEN WE WERE SETTING THESE GOALS, I SEE THERE'S THREE POINTS, BUT FOR ESPECIALLY FOR THE ESL ONE WAS THAT THERE WAS SOME MATHEMATICAL STATISTICS THAT WAS DONE BY THE ADMINISTRATION.

[00:45:04]

THAT SAID, THREE POINTS IS OR THE NUMBER OF POINTS FOR THE ESL GOAL IS A STRETCH AND WE CANNOT GET THERE.

SO PLEASE EXPLAIN TO ME WHAT HAPPENED THAT NOW WITHIN I THINK IT'S BEEN LESS THAN A YEAR WE'VE EXCEEDED IT AND EXCEEDED IT BY A LOT. DR.

MATNEY, WOULD YOU LIKE TO SHARE SOME SOME INSIGHT IN REFERENCE TO THE GOAL? SO I CAN DEFINITELY SPEAK TO THE METRICS PIECE OF IT, AND IT ACTUALLY SPEAKS TO TRUSTEE BAKER'S POINT AS WELL.

WE THE ABILITY TO GET TO 100% IS NOT THERE BECAUSE WE ARE.

WE HAVE TEACHERS THAT ARE NEW TEACHERS THAT DON'T HAVE APPRAISALS, BUT WHEN WE LOOK AT THE HISTORICAL RATE, THE REASON THAT WE SAID MATHEMATICALLY IS BECAUSE WE WERE LOOKING AT HISTORICAL TRENDS AND WE HAD BEEN VERY FLAT , BUT LAST YEAR THINGS WERE PUT IN PLACE AND OTHERS MAY BE ABLE TO SPEAK TO THOSE DETAILS, BUT METRICALLY WE WERE LOOKING AT HISTORICAL WHERE WE HAD BEEN FLAT.

SO THAT'S WHY WE CAME UP WITH THESE TARGETS USING THE METRICS AND HISTORICAL DATA.

STILL SHOCKING TO HEAR LESS THAN A YEAR AGO, THAT THREE OR FIVE PERCENTAGE POINTS WAS SUCH A RATE, AND THEN WE GET HERE NOW AND JUST LIKE, WOW, THAT'S SUCH A LOW TARGET AND WHICH WE LIKE.

I GUESS SOME OF US ON THE BOARD KNEW LAST YEAR.

SO THERE IS A NEW EVALUATION FOR TEACHERS.

HOW IS THAT GOING TO AFFECT THESE METRICS? WE ANTICIPATE BEING ABLE TO KEEP THEM THE SAME BECAUSE WHEN WE'RE LOOKING AT THE TWO HIGHEST LEVEL OF TAGS, WE'RE HAVING CONVERSATIONS FROM THE METRIC SIDE AND FROM OFFICE OF TALENT TO BE ABLE TO EQUATE THE LEVELS ON [INAUDIBLE] IN THAT SAME WAY.

SO IF THE IDEA IS OUR STRONG CORE FOUNDATION TEACHERS, HOW ARE WE DEFINING STRONG? AND SO THE WORDING OF THE CONSTRAINT IS AROUND SERVING STUDENTS WITH THE HIGHEST NEEDS, AND WHAT WE'RE SAYING IS WE WERE LOOKING AT OUR STRONGEST TEACHERS.

SO THEN THAT DEFINITION FOR [INAUDIBLE] HAS BEEN THE HIGHEST TWO LEVELS FOR T-TESS.

WE'RE HAVING CONVERSATIONS AS DIFFERENT OFFICES ARE GOING AROUND AND DOING CALIBRATION ACTIVITIES OF WHAT THAT DEFINITION OF STRONG IS.

SO ONCE WE HAVE THAT, IT WILL BE PART OF THE PRESENTATION TO BE ABLE TO SHOW YOU WHAT THAT DEFINITION IS, HOW THAT EQUATES WHAT THAT LOOKS LIKE IN COMPARISON TO [INAUDIBLE], BUT I DON'T ANTICIPATE AND NEED TO CHANGE TARGETS BASED ON THAT.

I THINK WE SHOULD CHANGE TARGETS BASED ON THIS DATA, THOUGH.

I MEAN, THAT'S OBVIOUS TO ME.

MR. SUPERINTENDENT, FROM WHAT I HAVE BEEN TOLD, THE NEW T-TESS EVALUATION IS 40% STUDENT STUDENT SURVEY.

HOW WILL THAT AFFECT THIS UNDERSTANDING, WHETHER WE HAVE STRONG TEACHERS OR NOT? YEAH, AND WHAT I'D LIKE TO DO IS OFFER CHIEF GRANT SKINNER AN OPPORTUNITY TO PROVIDE THE BREAKDOWN IN TERMS OF PERCENTAGES.

AND I BELIEVE THE STUDENT PORTION IS ACTUALLY LESS THAN, YOU SAID 40%.

THAT'S WHAT I HAVE HEARD.

I HAVEN'T SEEN IT COME IN TO MY EMAIL, BUT [INAUDIBLE].

FEEDBACK SURVEYS ARE SOMETHING THAT WE ARE LAUNCHING THIS FALL.

STUDENT FEEDBACK SURVEYS WILL BE ADMINISTERED TWICE A YEAR, ONCE IN THE FALL AND ONCE IN THE SPRING, AND WHILE WE THIS YEAR HAVE COMMUNICATED THAT WE ACTUALLY WON'T BE CALCULATING A SUMMATIVE TEACHER EVALUATION RATING WHEN WE DO THAT AGAIN FOR THE FIRST TIME UNDER T-TESS FOR THE 23-24 SCHOOL YEAR, WE HAVE DECIDED WHAT THOSE WEIGHTS WILL BE.

SO FOR STUDENTS WHO I SHOULD SAY, STUDENT FEEDBACK SURVEYS WILL BE ADMINISTERED ONLY FOR GRADES THREE AND UP.

SO ANY TEACHERS TEACHING ONLY STUDENTS BELOW GRADE THREE WILL NOT HAVE STUDENT FEEDBACK SURVEYS AS PART OF THEIR EVALUATION.

THEY WON'T HAVE STUDENT FEEDBACK SURVEYS AT ALL.

SO FOR GRADES THREE AND UP, THE STUDENT FEEDBACK SURVEYS ARE 20% OF THE WEIGHT.

40% OF THE WEIGHT IS BASED ON THE T-TESS RUBRIC, THE INSTRUCTIONAL PRACTICE FRAMEWORK, AND 40% IS BASED ON STUDENT GROWTH MEASURES THAT WE ARE UPDATING THIS YEAR.

OKAY, AND SO WILL THAT HAVE ANY EFFECT ON THESE MEASURES THAT WE'RE TRACKING? I WILL SAY WE DON'T HAVE ANY WAY RIGHT NOW OF KNOWING WHAT THE WHAT THE DATA WILL SHOW US WITH THE TRANSITION TO T-TESS.

THERE'S NOTHING ABOUT OUR TRANSITION TO T-TESS THAT WOULD DIRECT MORE TEACHERS OR FEWER TEACHERS TO END UP IN DIFFERENT CATEGORIES.

[00:50:08]

SO WE DON'T ANTICIPATE THAT, AND THIS IS WHY WE DECIDED THAT THERE WOULD NOT BE ANY SUMMATIVE RATINGS FOR TEACHERS IN THE FIRST YEAR OF TESTS SO THAT WE COULD SEE WHAT THE EXPERIENCE IS FOR THE INDIVIDUAL COMPONENTS AND MAKE ANY ADJUSTMENTS THAT WE THINK ARE NECESSARY BEFORE NEXT YEAR BEING THE FIRST SCHOOL YEAR WHERE THERE WOULD BE A SUMMATIVE RATING.

WHEN YOU SAY THAT THERE'S NOT GOING TO BE A SUMMATIVE RATING, WHAT DOES THAT MEAN IN TERMS OF UNDERSTANDING IF A TEACHER IS A STRONG CORE TEACHER, WE'LL STILL HAVE THE COMPONENT RATINGS, WHICH, AS DR.

MATNEY TALKED ABOUT, WILL STILL LEAD TO SOMETHING THAT WE CAN EQUATE TO THE CURRENT TOP TWO RATINGS, BUT TEACHERS AT THE END OF THIS YEAR AREN'T RECEIVING A RATING WHICH SAYS THIS IS WHERE YOU ARE RATED FOR THE YEAR.

THEY'LL JUST HAVE THE INDIVIDUAL COMPONENTS.

OKAY, THANK YOU.

FOR SO, TRUSTEE DEIGAARD.

THANK YOU. THERE YOU ARE.

THANK YOU SO MUCH.

I ALWAYS APPRECIATE THESE REPORTS AND ALL THE THOUGHT THAT GOES INTO THEM.

SO I WANT TO START WITH THE PROGRESS MEASURES FOR CONSTRAINT TWO.

I COMPLETELY AND TOTALLY SUPPORT AND UNDERSTAND THE NEED AND BENEFIT FOR WRAPAROUND SERVICES, WHICH IS WHY I SUPPORTED THIS CONSTRAINT.

HOWEVER, I SHARE MY COLLEAGUE'S CONCERN ABOUT THIS 800% INCREASE.

IT ALIGNS WITH A CONCERN THAT I HAD WITH THE PROGRESS MEASURES TO BEGIN WITH, THAT THEY ARE ABOUT FILLING A QUOTA AS OPPOSED TO THE LANGUAGE IN THE CONSTRAINT WITH WHICH OF HAVING EFFECTIVE SCHOOL BASED WRAPAROUND SUPPORT SYSTEMS, AND WHEN I HEAR ON CAMPUSES THAT A STUDENT WHOSE FAMILY SELF-IDENTIFIES AS NOT NEEDING NOT HAVING FOOD INSECURITY AND THE KIDS KNOW THEY CAN GO TO THE WRAPAROUND SPECIALIST AND GET A CHICK-FIL-A SANDWICH IF THEY DON'T WANT THE SCHOOL LUNCH OR DIDN'T BRING ONE FROM HOME, AND THAT IS AN OPEN AND CLOSED TICKET.

I HAVE CONCERNS ABOUT THE EFFECTIVENESS FOR THE STUDENTS WHO REALLY NEED SERVICES AND HOW THAT IS ACTUALLY BEING MONITORED.

SO MY FIRST QUESTION IS, I HEARD A MENTION OF A REPORT OF INITIAL FINDINGS OF EFFECTIVENESS THAT YOU MENTIONED, MR. SUPERINTENDENT, CAN THAT PLEASE BE PROVIDED TO THE BOARD, A HERC STUDY ? YES. SYLVIA, CAN WE DOCUMENT AND MAKE CERTAIN THAT WE SEND THE STUDY? WHEN MIGHT WE RECEIVE THAT? WE'LL TRY TO GET IT OUT AS SOON AS POSSIBLE.

OKAY. MY NEXT QUESTION ABOUT THIS ONE IS TO YOU, MR. SUPERINTENDENT. COULD YOU PLEASE BRING US SOME RECOMMENDATIONS FOR REVISED PROGRESS MEASURES ON THIS THAT MONITOR EFFECTIVENESS? I THINK IT WOULD BEHOOVE US NOT TO WORK TOGETHER AS A TEAM OF TEN TO DO SO AND BRING DR.

MATNEY IN, BUT WE'RE OPEN TO THE IDEA OF DEFINITELY BRINGING SOME RECOMMENDATIONS AND HAVING CONVERSATIONS ABOUT WHATEVER CHANGES MIGHT NEED TO BE MADE.

SO, I'LL ROUND WRAP UP ROUND ONE.

SO A COUPLE OF QUESTIONS ON THAT SAME TOPIC.

I DEFINITELY SHARE THE CONCERN OF THE BOARD NOT NEEDING TO MONITOR PROGRESS IF WE HAVE MORE THAN EXCEEDED A GOAL AND I'M IN SUPPORT OF TAKING THIS CONSTRAINT OUT OF THE BOARD CONSTRAINTS.

IF THE ADMINISTRATION HAS EXCEEDED THIS, THEY'RE DOING THE WORK.

I KNOW THEY'LL CONTINUE TO DO THE WORK, AND WITH THAT, YOU KNOW, I THINK WE HAVE SOME REALLY STRONG WRAPAROUND SPECIALISTS AND WRAPAROUND SERVICES.

I'VE SEEN THAT SEEN THAT WORK, BUT I ALSO SHARE THE CONCERN THAT THERE IS NOT CONSISTENCY ACROSS THE DISTRICT IN TERMS OF THOSE SERVICES AND THAT WE'RE THE WAY WE'RE MEASURING SOLELY THE INPUTS, AND I REALLY DO LOOK FORWARD TO SEEING THIS REPORT FROM HERC.

MR. HOUSE, I HEARD YOU SAY SOME OF THE IMPACT FROM THE WRAPAROUND SERVICES IS THAT BASIC NEEDS ARE MET, BUT WHAT I'M REALLY LOOKING FOR

[00:55:02]

AND WHY WE EXIST AS A DISTRICT IS WHAT IS THAT EFFECT ON STUDENT OUTCOMES? I HEARD YOU SAY MEETING THE NEEDS OF THE WHOLE CHILD, WHICH I FULLY SUPPORT IN ORDER FOR STUDENTS TO LEARN, BUT IF WE'RE PROVIDING SERVICES, BUT IT'S NOT ACHIEVING OUR ULTIMATE NORTH STAR AND OUR ULTIMATE PURPOSE, THEN I WOULD LIKE US TO LOOK AT THAT AND ADDRESS THAT.

MY QUESTION IS ON THE WRAPAROUND ADVISORY COUNCILS, WHAT IS THEIR PURPOSE AND HOW DO WE KNOW THAT THOSE ARE ACHIEVING THAT PURPOSE AND THE GOAL THAT THEY'RE SUPPOSED TO BE ACHIEVING? SURE.

WHAT I'D LIKE TO DO IS, FIRST OF ALL, IF I'M NOT MISTAKEN, THERE WERE 2018 COMPARISONS HERE.

DR. BIRD, I KNOW YOU AND I TALKED ABOUT THIS.

DO YOU WANT TO SHARE SOME INSIGHT IN REFERENCE TO THAT CONVERSATION? YES. SO BACK TO THE SLIDE WITH THE 862% INCREASE, THAT'S PARTLY BECAUSE THAT'S THE STAFFING.

SINCE THAT METRIC WAS SET, WE HAVE GREATLY EXPANDED THE NUMBER OF STAFF MEMBERS ON CAMPUSES.

SO OF COURSE THERE'S MORE.

THEY'RE ABLE TO PROVIDE MORE SERVICES.

SO THAT'S JUST ONE, JUST TO REMEMBER THAT, AND THEN TO YOUR QUESTION, TRUSTEE CRUZ THE WRAPAROUND COUNCILS, THERE ARE 22 OF THEM, SO THEY'RE SET BY FEEDER PATTERN, AND WHAT THEY DO IS IT GIVES SCHOOLS A CHANCE IN THE SAME FEEDER PATTERN TO COLLABORATE ON, TO COME TOGETHER ON A REGULAR BASIS, TO COLLABORATE ON KIND OF DIFFERENT PARTNERSHIPS THAT WE HAVE. SO ONE SCHOOL MAY HAVE A PARTNERSHIP WITH AN ORGANIZATION THAT ANOTHER SCHOOL IN THE FEEDER PATTERN DOESN'T NECESSARILY KNOW ABOUT.

SO THEY CAN TALK ABOUT THAT.

THERE'S COMMUNITY INPUT ABOUT WHAT SERVICES THAT FEEDER PATTERN COMMUNITY MIGHT NEED.

SO IT'S REALLY A CHANCE TO KIND OF TO SHARE BEST PRACTICES AND ALSO TO COLLABORATE ON HOW WE CAN IMPROVE OUR SERVICE TO STUDENTS, AND THEN IF I MAY JUST ADD ONE MORE THING THAT TO YOUR EARLIER POINT ABOUT THE ACADEMIC METRICS, WE DO HAVE DATA THAT ATTENDANCE IS INCREASING FOR KIDS WHO RECEIVE THESE SERVICES, WHICH IS OF COURSE AN IMPORTANT METRIC FOR ACADEMIC ACHIEVEMENT BECAUSE THEY'RE AT SCHOOL AND OBVIOUSLY THEY'RE GOING TO DO BETTER.

AND WE CONTINUE TO EXPLORE, YOU KNOW, LIKE MANY THINGS, IT'S VERY HARD TO DRAW A STRAIGHT LINE TO THIS, BUT WE DO KNOW THAT THESE INTERVENTIONS ARE HELPING THE WHOLE CHILD, AND THAT'S GOING TO INCREASE ACADEMIC ACHIEVEMENT AS WELL.

PRESIDENT CRUZ, WE ALSO KNOW THAT STUDENTS AT RISK FOR SCHOOL DROPOUT ARE SEVEN TIMES MORE LIKELY TO MEET THE APPROACHES GRADE LEVEL STANDARD ON DLA MATH TESTS AND FIVE TIMES MORE LIKELY IN READING.

SO THESE ARE THINGS THAT WHEN WE TALK ABOUT SPECIAL EDUCATION STUDENTS THEY'RE ALMOST THREE TIMES MORE LIKELY TO MEET THE APPROACHES GRADE LEVEL STANDARD ON DLA MATH AND THREE TIMES MORE LIKELY TO DO SO IN READING.

OF COURSE, WHEN WE TALK ABOUT OUR STUDENTS THAT ARE LIMITED ENGLISH PROFICIENCY, WE ARE TWO TIMES AS LIKELY TO MEET THE APPROACHES GRADE LEVEL. SO THESE ARE KIND OF HIGHER LEVEL FACTS THAT WE KNOW ARE MAKING A DIFFERENCE IN CERTAIN AREAS ACADEMICALLY WHEN IT'S ALL SAID AND DONE. THANK YOU FOR THAT INFORMATION, AND TO SWITCH BACK TO THE STRONG TEACHER CONSTRAINT PROGRESS MEASURE.

I REMEMBER THE CONVERSATION AROUND CHANGING TO T-TESS BEING BECAUSE WE DIDN'T HAVE CLEAR DATA ON IDENTIFYING WHO WERE ARE STRONG TEACHERS AND SO HOW DO WE KNOW, LIKE I UNDERSTAND SO WE'RE SAYING NOT SUMMATIVE RATINGS THIS YEAR, BUT I ANTICIPATE THAT THIS WOULD IDENTIFY A SMALLER SUBSET. DR.

MATNEY.

YES, IF I RECALL THAT CAME OUT OF OUR [INAUDIBLE] EVALUATION DOCUMENTS WHERE WHAT WE WERE SEEING IS ABOUT 86% OF ALL TEACHERS WERE SCORING AT THE TOP TWO LEVELS. SO THERE WASN'T THAT GRADATION THAT HAPPENS.

T-TESS HAS AN ADDITIONAL LEVEL IN THERE THAN [INAUDIBLE] HAS.

SO WE DO ANTICIPATE SOME SOME DIFFERENT ALIGNMENT WITH THE DATA.

THANK YOU. SO WE'LL MOVE TO ROUND TWO.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. IF YOU REMEMBER, WE HAD THIS CONVERSATION AND I ASKED CONTINUOUSLY ABOUT THAT ACRONYM, STRONG TEACHERS.

HOW DO WE DECIDE ABOUT THAT ADJECTIVE? I'M SORRY, STRONG TEACHERS THAT I FELT LIKE THAT IT WAS IT WAS SUBJECTIVE, AND SO WE'RE SITTING HERE TALKING ABOUT THAT CONTINUOUSLY NOW.

WE'VE TALKED A LOT ABOUT THE ESL.

I'M SORRY, THE WRAPAROUND SERVICES.

THERE ARE SOME CAMPUSES WITH 2 TO 3 WRAPAROUND SERVICES SPECIALISTS.

CORRECT? AND KEEP THIS IN MIND, A LOT OF THOSE CAMPUSES THAT HAVE THOSE TWO PLUS WRAPAROUND SPECIALISTS HAVE CHILDREN THAT COME FROM OTHER DISTRICTS AT SOME OF THOSE BIGGER CAMPUSES, CORRECT?

[01:00:04]

YES. THE ANSWER IS YES.

I LOOKED AT THE DEMOGRAPHICS OF EACH ONE OF THOSE CAMPUSES.

SO AS A BOARD, WE DECIDED WHAT THOSE GOALS WERE GOING TO BE.

AND THEY WERE FIVE YEARS.

YOUR GOALS, AND YES, THERE WERE SOME OBJECTIONS TO SOME OF THESE GOALS BEING LOWER, BUT I THINK COLLECTIVELY HERE, RATHER THAN BEAT THESE GOALS UP, THEN COLLECTIVELY AS A BOARD, WE NEED TO GO BACK AND REVISIT WHAT WE CAN CHANGE RATHER THAN KEEP LOOKING AT THE ONES THAT ARE ALREADY THERE.

THAT NEEDS TO BE CHANGED, BUT THE CONSISTENCY OF THE WRAPAROUND SPECIALIST, I'VE HEARD DISCUSSION ABOUT THAT AGAIN, YOU KNOW, WRAPAROUND SPECIALISTS STARTED AT KASHMERE HIGH SCHOOL, AND A LOT OF THOSE KIDS HAVE LEFT THOSE CAMPUSES GOING TO OTHER SCHOOLS, AND SO THOSE CAMPUSES WHERE IT ORIGINALLY STARTED, BECAUSE OF THE KIDS.

THERE WERE KIDS THAT DIDN'T HAVE CLEAN CLOTHES AND WERE COMING TO SCHOOL LATE.

SO WRAPAROUND SPECIALISTS BOUGHT WASHERS AND DRYERS AT SOME OF THOSE CAMPUSES.

SO THOSE ARE THE THINGS I THINK THAT WE NEED TO KEEP IN MIND WHEN WE TALK ABOUT THE NEED FOR WRAPAROUND SPECIALISTS AND HOW EFFECTIVE THEY ARE, BECAUSE JUST TO HAVE THEM AT A CAMPUS, MORE THAN TWO, BECAUSE THE CAMPUS HAS THE POPULATION, WHEREAS YOU HAVE CAMPUSES THAT DON'T HAVE THE POPULATIONS BECAUSE THE KIDS HAVE LEFT AND GO INTO OTHER SCHOOLS, THEN THE CONCENTRATION SHOULD BE HOW WE CAN BETTER SUPPORT THOSE CAMPUSES, AND I THINK THE HERC STUDY WILL BE EXTREMELY IMPORTANT.

THAT EVALUATION WILL BREAK DOWN, AND WE DO HAVE, OF COURSE, WRAPAROUND SPECIALISTS ON PRETTY MUCH ALL OF OUR CAMPUSES AND SOME THAT HAVE TWO AS WELL, BUT COMPLETELY AGREE IT'S AN EFFECTIVE MEANS OF THE SUPPORT THAT'S BEEN PROVIDED.

TRUSTEE DEIGAARD.

I THINK I JUST WANT TO CLARIFY THAT THIS CONSTRAINT DOESN'T MEAN IF WE DIDN'T HAVE THIS CONSTRAINT.

LET'S SAY WE NEVER MADE THIS CONSTRAINT DOESN'T MEAN THAT THE ADMINISTRATION STILL WOULDN'T VALUE AND CHOOSE TO DO WRAP AROUND OR THAT THE BOARD STILL WOULDN'T BE SUPPORTIVE FINANCIALLY OF THAT.

IT'S WHETHER OR NOT WE FEEL WE NEED TO MONITOR IT BECAUSE IT WOULD IT DRIVES A CHANGE IN THE ORGANIZATION, AND WHAT I SEE IN THIS DATA IS AT LEAST WITH THESE MEASURES, IT IS DRIVEN A CHANGE IN THE ORGANIZATION, AND THE QUESTION I HAVE IS IF THE BOARD DID NOT HAVE THIS CONSTRAINT, WOULD THE ADMINISTRATION CONTINUE TO PROVIDE WRAPAROUND SERVICES IN THE WAY THAT THEY ARE? I THINK THE ANSWER TO THAT QUESTION IS WE SEE VALUE IN IT FOR OUR STUDENTS, AND WE SEE VALUE NOT ONLY THROUGH THE SERVICE, BUT ALSO FUNDING THE SERVICE OF WRAPAROUND SUPPORT.

IS THAT A YES? THAT IS A Y-E-S.

OKAY. THEN MY NEXT QUESTION IS ABOUT 4.3.

THIS IS A TECHNICAL QUESTION.

I GET IF YOU NEED TO DIRECT THIS TO A STAFF MEMBER.

SO THIS RELATIONSHIP BETWEEN 4.1, 4.3 AND 4.2, IT SOUNDS THE WAY I'M INTERPRETING THIS THAT WE CAN'T ACHIEVE 4.2 IF WE DON'T ACHIEVE SOME RELATIONSHIP BETWEEN 4.1 AND 4.3.

SO, THEY ARE DEFINITELY CONNECTED.

DR. MATNEY.

YES, SO IN ORDER TO 4.1 AND 4.3 ARE MOST CONNECTED BECAUSE 4.2 IS THE, THE AUDITS AUDITING THE IEPS. SO THAT IS INFLUENCING WHAT'S HAPPENING IN CLASSROOMS, BUT 4.1 IS DOCUMENTING THE PROGRESS.

IF WE ARE NOT MOVING THE NEEDLE ON 4.1, THEN 4.3.

ANYBODY THAT WE HAVE NOT DOCUMENTED THE PROGRESS IS NOT INCLUDED IN 4.3.

SO WE HAVE TO DO 4.4.

WE HAVE TO DO 4.1 IN ORDER TO DO THEY DON'T WORK AGAINST EACH OTHER.

SO YOU COULD DO 4.1 REALLY WELL AND STILL NOT BE SUCCESSFUL AT 4.2.

4.2 IS THE AUDITS.

SO YES, BUT 4.3, YES.

CORRECT. OKAY, AND THEN SO WHAT I'M HEARING IS WE DID LEARN SOMETHING DIFFERENTLY.

1.1 AND 1.2.

AM I HEARING CORRECTLY THAT THE IMPLEMENTATION OF TESTS COULD RESULT IN HAVING TO MODIFY THESE PROGRESS MEASURES? SO CHIEF GRANT SKINNER, HAVE WE FORMULATED THIS WITH THE STAFF AND THE COMMITTEE THAT WE'VE WORKED WITH AND DR. MATNEY BECAUSE I KNOW YOU SIT ON THAT COMMITTEE AS WELL.

I'M SORRY. I THINK DR.

MATNEY TALKED A LITTLE ABOUT THIS EARLIER.

SO WE DO NOT RIGHT NOW ANTICIPATE THAT THERE WILL BE A SIGNIFICANT IMPACT OF THE SHIFT ON WHAT IS COUNTED AS STRONG TEACHERS.

[01:05:09]

DR. MATNEY DID SAY THERE ARE A DIFFERENT NUMBER OF LEVELS AND IN THE T-TESS RATINGS AND YET WE STILL WILL COUNT AS STRONG TEACHERS, ANYONE WHO'S AT THE AT LEAST THE MINIMUM EFFECTIVENESS LEVEL BASED ON WHAT THIS IS.

SO WE'RE NOT ANTICIPATING A SHIFT.

I WILL SAY WE COULD IN THE FUTURE, ONCE WE SEE THE DATA FROM THE FIRST YEAR, HAVE TO COME BACK AND SAY, ACTUALLY, WE SAW THAT IT DID CAUSE A DIFFERENCE AND THEREFORE WE MIGHT WANT TO MAKE SOME ADJUSTMENT HERE.

AT THAT POINT, IF THE CHANGE THAT YOU'RE SEEING IS REALLY A RESULT OF A CHANGE IN MEASURE RATHER THAN A CHANGE IN HOW MANY TEACHERS WE HAVE WORKING AT A CERTAIN LEVEL OF QUALITY. SO CURRENTLY YOU HAVE A QUANTITATIVE MEASURE FOR STRONG TEACHER, AND UNDER THE NEW SYSTEM YOU WILL HAVE A QUANTITATIVE MEASURE , SIMILARLY, AND IT'S TOO EARLY FOR YOU TO KNOW IF IT'S GOING TO HAVE TO ADJUST OR NOT.

RIGHT, WE DON'T THINK SO, BUT WE'LL LOOK AT THE DATA.

OKAY, AND THEN MY LAST THING IS A SUGGESTION, MADAM.

NEVER MIND.

TRUSTEE BAKER. THANK YOU.

GO BACK TO THE WRAP AROUND NUMBERS AGAIN, PLEASE.

COULD YOU PLEASE PROVIDE AN EXAMPLE OF WHAT THE 1.4 MILLION? WHAT TYPE OF SERVICES THOSE ARE? SO WHAT I CAN TELL YOU HERE IS ALL CAMPUSES ARE REPRESENTED, OF COURSE, WITH A WRAPAROUND ADVISORY OR WRAPAROUND SPECIALIST.

YOU MEAN HOW THE MONEY IS ACTUALLY SPENT? NO. THE NUMBER OF INTERVENTIONS.

OH, THE NUMBER OF INTERVENTIONS, AND DR.

MATNEY, YOU'RE MORE THAN WELCOME TO SHARE SOME OF THAT, OR WE HAVE DR.

CANDICE COSTELLO HERE THAT SUPPORTS THIS, AND WHILE SHE'S COMING UP, DR.

BIRD, YOU'RE MORE THAN WELCOME TO SHARE SOME INSIGHT TOO.

SO TO ANSWER YOUR QUESTION, TRUSTEE BAKER ONE OF THE INTERVENTION COULD BE REFERRALS TO SERVICES.

IT COULD BE THAT A STUDENT NEEDED UNIFORMS AND THE WRAPAROUND SPECIALTY PROVIDED.

IT COULD BE THAT THE FAMILY WAS GOING THROUGH A PARTICULAR SITUATION AND THEY NEEDED TO SECURE FOOD FOR A CERTAIN AMOUNT OF TIME OR GET A METRO PASS.

IT ALL DEPENDS ON THE NEED THAT HAS BEEN IDENTIFIED THROUGH THE WRAPAROUND SPECIALIST OR THE PERSON THAT SUBMITTED THE REQUEST FOR SERVICE.

BECAUSE I WOULD LIKE TO SAY PUBLICLY THAT MYSELF AND TRUSTEE WADE WERE NOT HERE WHEN NONE OF THESE CONSTRAINTS WERE PUT TOGETHER, AND FOR THE RECORD, WE'VE BEEN ASKING FOR TRAINING AND ORIENTATION ON THESE CONSTRAINTS AS NEW BOARD MEMBERS.

HATS OFF TO WHOEVER RUNS FOR THE BOARD NEXT, BECAUSE I HOPE IT'S NOT AS TOUGH OF A TIME IT IS FOR YOU ALL AS IT IS FOR ME TO GET BACKGROUND ON WHAT THESE GOALS AND CONSTRAINTS ARE.

IT'S LIKE, GO FIGURE, AND SO IN MY MIND, IT LOOKED LIKE, HERE'S A CATEGORY THAT WAS BALLOONED, YOU KNOW, 862% IN ORDER FOR HISD TO LOOK GOOD OVER SOMETHING THAT'S REALLY IRRELEVANT.

SO WHAT I WOULD SAY IS I WILL DEFER TO THE SUPERINTENDENT TO ADD SOME ADDITIONAL CONTEXT ON IT. WE APPRECIATE THE FEEDBACK, AND LIKE I INDICATED TO TRUSTEE DEIGAARD EARLIER.

WE'RE OPEN TO THE CONVERSATION AS A TEAM OF TEN TO SIT DOWN AND DISCUSS THESE.

I DON'T KNOW THAT VERY MANY OF US WERE HERE AT ALL WHEN WHEN THESE OCCURRED.

SO WE'RE OPEN AS A TEAM OF TEN TO DO SO.

I'M STILL ON MY TIME.

I'VE BEEN ASKED FOR THIS SINCE MY INAUGURATION TO LEARN ABOUT THE BACKGROUND OF THESE GOALS AND CONSTRAINTS, AND WE HAVE YET TO GET THAT INFORMATION OR THAT TRAINING. I YIELD MY TIME RIGHT NOW.

TRUSTEE HERNANDEZ.

THANK YOU. I HAVE A CONTINUING QUESTION FROM TRUSTEE DEIGAARD.

SO WE HAVE 86% OF TEACHERS THAT ARE RATED AS STRONG TEACHERS AND T-TESS, WHEN WE WERE TALKING ABOUT THIS OR LIKE OKAY, T-TESS IS GOING TO COME UP AND LIKE WE'RE GOING TO HAVE A BETTER UNDERSTANDING OF WHICH TEACHERS ARE STRONG TEACHERS SO THAT THIS CONSTRAINT CAN ACTUALLY MAKE SENSE BECAUSE WE KNOW THAT IF 86% OF OUR TEACHERS ARE STRONG, OUR STUDENTS WOULD BE DOING A LOT BETTER THAN THEY ARE RIGHT NOW.

SO WHAT IS GOING TO CHANGE WITH T-TESS SO THAT WE ACTUALLY KNOW WHICH TEACHERS ARE STRONG TEACHERS?

[01:10:07]

SO CHIEF GRANT SKINNER CAN SHARE SOME INSIGHT AROUND NOT ONLY THE FEEDBACK MECHANISMS THAT GO ALONG WITH--I'M BRINGING THIS UP, BECAUSE WHAT I JUST HEARD FROM CHIEF GRANT SKINNER IS THERE'S GOING TO BE NO CHANGE IN WHO IS RATED AS A STRONG TEACHER.

THAT'S WHAT I GATHERED FROM WHAT YOU SAID, YOUR ANSWER TO TRUSTEE DEIGAARD.

YEAH, AT THE OUTSET OUR GOAL WITH THE TRANSITION TO T-TESS IS NOT TO GET TO A SPECIFIC DIFFERENT NUMBER OF HOW MANY TEACHERS FIT THIS CATEGORY.

WHAT WE'RE TRYING TO DO IS MAKE SURE THAT THERE IS MORE SPECIFIC OPPORTUNITY FOR TEACHERS TO RECEIVE FEEDBACK ON THEIR PRACTICE.

SO THE TRANSITION TO A DIFFERENT RUBRIC THAT HAS MORE SPECIFIC LEVELS GIVES US AN OPPORTUNITY TO PROVIDE MORE TARGETED FEEDBACK ABOUT WHAT A TEACHER IS DOING AT DIFFERENT LEVELS OF PROFICIENCY AT THE TIME, WHAT THEY'RE DOING MOST WELL, WHAT THEY NEED THE MOST SUPPORT OR GROWTH, AND SO THE I WOULD SAY THEORY OF ACTION OF THE SHIFT TO T-TESS IS ABOUT HOW DO WE MAKE SURE TEACHERS ARE GETTING THE MOST ACCURATE FEEDBACK AND THEN THE MOST COACHING THAT IS TIED TO THAT ACCURATE FEEDBACK RATHER THAN GETTING TO A SPECIFIC NUMBER, AND IT IS TRUE THAT WE'VE SAID THE 86% DOES NOT SEEM TO LINE UP WITH STUDENT OUTCOMES.

WE'RE HOPEFUL THAT THE RATINGS THAT WE SEE IN T-TESS AND STUDENT OUTCOMES BOTH INCREASE.

I THINK THAT'S GREAT.

MAYBE WHAT WE NEED TO DO IS REWARD THIS THAT MAYBE STRONG TEACHERS DOESN'T CORRELATE TO WHAT T-TESS STRONG TEACHERS MEANS BECAUSE THERE HAS TO BE SOMETHING, SOME MECHANISM WHERE WE KNOW WHO THE STRONG TEACHERS ARE BECAUSE IF WE'RE SAYING THAT 86% OF TEACHERS ARE STRONG AND WE'RE SAYING THAT WE'RE GOING TO TRACK THAT AND HAVE ESL STUDENTS BE SERVICED BY BY STRONG TEACHERS AND OUR SPED STUDENTS BE SERVICED BY OUR STRONG TEACHERS.

BUT IT'S 90% OF OUR TEACHERS.

THERE'S NO REASON TO HAVE THIS CONSTRAINT IN HERE IF THAT'S THE CASE.

MY OTHER QUESTION WAS ABOUT THE WAC.

I THINK THAT I DIDN'T HAVE CONTEXT, AND I DON'T KNOW IF YOU WERE HERE WHEN THE ADMINISTRATION CHOSE TWO OUT OF THE FIVE MEETINGS, I DON'T THINK THAT I HAD THE CONTEXT THAT TWO MEETINGS OUT OF FIVE ATTENDING TWO MEETINGS OUT OF FIVE MEANT THAT THE PROGRESS MEASURE WAS ACHIEVED, BUT TWO OUT OF FIVE, THAT'S LESS THAN 50%.

SO THAT'S SOMETHING THAT I THINK THAT WE ALSO NEED TO DISCUSS ABOUT WHAT THAT PROGRESS MEASURE IS, BECAUSE I KNOW THAT THE BOARD DOESN'T CHOOSE THAT THAT'S MY TIME. OKAY, SO FOLLOWING UP ON TRUSTEE HERNANDEZ'S QUESTION, AND WE HAVE WE'VE SPOKEN I MEAN, WE HAD SUCH A HARD TIME COMING TO A CONSENSUS ON THIS GOAL PROGRESS MEASURE OR CONSTRAINT PROGRESS MEASURE, AND I THINK WE ARE REALLY STUCK ON THAT DEFINITION, AND MR. HOUSE, I REMEMBER VERY EARLY ON IN YOUR TENURE YOU EXPRESSING THAT AS A PRIORITY AND HOW IMPORTANT IT WAS TO IDENTIFY WHO YOUR STRONGEST TEACHERS ARE.

SO IF WE'RE SAYING WE HAVE STUDENTS WITH HIGH NEEDS, WE HAVE CAMPUSES WITH HIGH NEEDS AND WE NEED OUR STRONGEST TEACHERS TO GO THERE, YET THE GRAND MAJORITY OF OUR TEACHERS ARE IDENTIFIED AS STRONG.

HOW DO WE KNOW WHO OUR STRONGEST TEACHERS ARE THAT ARE ACTUALLY GOING TO MAKE A DIFFERENCE FOR OUR MOST VULNERABLE STUDENTS? I THINK THAT'S A PART OF WHERE WHERE WE'RE GOING, AND I THINK YOU'RE ABSOLUTELY RIGHT.

IT IS EXTREMELY IMPORTANT FOR US TO UNDERSTAND WHERE WHERE THE STRENGTH LIES FROM OUR TEACHING CORE.

SO A PART OF WHAT T-TESS IS FOCUSED ON IS TO BE ABLE TO IDENTIFY MUCH BETTER AND UTILIZE THE DIFFERENT DATA SOURCES FROM NOT ONLY THE FEEDBACK MECHANISM, BUT ALSO FROM STUDENTS AS WELL.

WE'LL HAVE A BETTER CONSORTIUM OF INFORMATION TO BE ABLE TO MAKE THOSE CALLS AND DECISIONS IN REFERENCE TO WHO'S STRONG AND WHO NEEDS MORE SUPPORT , AND WHAT I'M HEARING IS THAT THE DIFFERENTIATION IS REALLY IMPORTANT IN TERMS OF THE FEEDBACK, AND THAT IS VERY CRITICAL, BUT IN TERMS OF BEING ABLE TO IDENTIFY AND RECRUIT AND ENSURE THAT OUR STRONGEST TEACHERS ARE WITH OUR NEEDIEST STUDENTS, I ECHO THE SENTIMENT OF MY COLLEAGUE THAT THIS IS NOT THIS CONSTRAINT PROGRESS MEASURE IS NOT DEMONSTRATING--REALLY THE TWO, RIGHT--THE ONE WITH FOR ENGLISH LEARNERS AND SPECIAL ED STUDENTS. I'M NOT SEEING THAT IS GOING TO BE A CORRELATION OF STRONG TEACHERS IDENTIFIES THE MAJORITY OF OUR TEACHERS.

I DON'T SEE HOW THAT'S GOING TO HELP OUR NEEDIEST STUDENTS.

NOW, WHAT I WILL SAY IS THAT THERE'S SOME SIGNIFICANT WORK GOING ON, OF COURSE, IN THE SCHOOLS OFFICE AND I'D LIKE FOR DR.

[INAUDIBLE] WATTS TO SHARE A LITTLE BIT ABOUT THAT IMPACT AND WHAT THAT LOOKS LIKE RIGHT NOW.

[01:15:05]

ABSOLUTELY. THANK YOU FOR THE QUESTION AND THE INQUIRY ON THIS TOPIC.

WE HAVE BEEN DOING SIGNIFICANT WORK IN THE SCHOOLS OFFICE AROUND T-TESS CALIBRATION, WHICH ESSENTIALLY MEANS, I WOULD SAY IN THE PAST WE'VE HAD WHAT MANY WOULD REFER TO AS THE WIDGET EFFECT, MOST TEACHERS BEING EVALUATED AS BEING HIGH OR PROFICIENT. SO REALLY LOOKING AT THE TEST RUBRIC AND HAVING TO IDENTIFY AND CODIFY WHAT PRACTICES TRULY MAKE A TEACHER DISTINGUISHED, ACCOMPLISHED AND PROFICIENT, WHAT THAT LOOKS LIKE IN REAL LIFE, AND THEN GETTING OUT INTO CLASSROOMS AND THEN STEPPING OUT INTO THE CLASSROOMS TO CALIBRATE ON WHETHER THAT ACTUALLY IS EXISTING.

SO DOING A BETTER JOB OF DEFINING WHAT EFFECTIVE IS WITH OUR PRINCIPALS GOING OUT INTO CLASSROOMS WITH THEM AND THEN COMING OUT TO DEFINE DID WE SEE WHAT WE DEFINED AS BEING EFFECTIVE IS ACTUALLY THE WORK OF THE SCHOOL'S OFFICE RIGHT NOW, AND IT HAS GOTTEN POWERFUL TRACTION IN OUR SCHOOLS. OUR PRINCIPALS ARE REALLY EXCITED ABOUT IT AND IT IS BEGINNING TO OPEN UP THEIR EYES TO SEE THE DIFFERENTIATION IN TEACHER PRACTICE SO THAT WE MINIMIZE THE WIDGET EFFECT.

THAT'S REALLY HELPFUL, AND IS THAT TIED TO ALSO, I KNOW THAT WE'RE IN THE MIDDLE OF THE PROCESS OF THE TEACHER INCENTIVE ALLOTMENT.

IS THAT ALSO PART OF THAT CONVERSATION? ABSOLUTELY, IT'S ESSENTIAL IN THAT CONVERSATION SO THAT WE ARE ACTUALLY AWARDING TEACHERS THOSE FINANCIAL INCENTIVES THAT TRULY MEET THE MARK OF ABOVE PROFICIENT.

THANK YOU, AND THEN I HAVE AN ADDITIONAL QUESTION.

SO IN THE OPPORTUNITY CULTURE, I'M REALLY ENCOURAGED BY THE CONCEPT, ESPECIALLY BECAUSE IT GIVES LEADERSHIP PATHWAYS FOR EXISTING TEACHERS.

HOW DO YOU KNOW THAT STRATEGY IS GOING TO WORK TO IN TERMS OF OUR STUDENT OUTCOMES? YOU KNOW, I THINK ONE OF THE WAYS AND I KNOW DR.

WATTS IS ITCHING TO SHARE SOME INSIGHTS HERE BECAUSE SHE BOTH SHE AND I HAVE BEEN IN TWO DISTRICTS NOW THAT HAVE UTILIZED THIS AS A PRACTICE, AND SO WE FEEL VERY STRONGLY ABOUT THAT MASTER TEACHER BEING ABLE TO SUPPORT ADDITIONAL TEACHERS AND LARGER GROUPS OF STUDENTS TO MEET THE MARK. DR.

WATTS. I SHOULD HAVE ADDED IN THE PREVIOUS RESPONSE AS A PART OF THE CALIBRATION, THERE'S ACTUALLY A TRIANGULATION OPPORTUNITY THAT WILL HAPPEN A FEW TIMES OF THE YEAR.

SO WE'RE LOOKING AT THE CALIBRATIONS [INAUDIBLE] AND THEN AS RENAISSANCE DATA COMES IN, AS OTHER DATA COMES IN, WE LAY THAT ON TOP OF THE CALIBRATION WALK RESULTS TO SEE BEFORE WE GET TO THE END OF THE YEAR.

IF WHAT WE'RE SEEING IN CLASSROOMS IS TRULY WHERE IT SHOULD BE OR IS IT GETTING THE IMPACT THAT IT SHOULD HAVE ON STUDENT ACHIEVEMENT? TO THAT END, AS IT RELATES TO OPPORTUNITY CULTURE, ONE OF THE THINGS PEOPLE OFTEN LEAVE OUT OF THE DEFINITION OF OPPORTUNITY CULTURE IS THE INCREASED ACCOUNTABILITY.

SO TEACHERS ARE IDENTIFIED AS OPPORTUNITY CULTURE LEADERS.

AT THE END OF THE YEAR, WE LOOK AT THEIR ASSESSMENT DATA AND THEY DON'T GET TO CONTINUE IN THOSE ROLES IF THEY'RE NOT ACHIEVING IMPACT ON STUDENT ACHIEVEMENT, AND SO THAT IS AN IMPORTANT COMPONENT THAT'S OFTEN LEFT OUT OF THE PICTURE.

AGAIN, WE'RE PROVIDING SUPPORT TO THESE OPPORTUNITY CULTURE LEADERS LOOKING AT DATA THROUGHOUT THE SCHOOL YEAR, DOING CALIBRATION WALKS IN THEIR CLASSROOM TO HOPEFULLY INTERVENE BEFORE THE END OF THE YEAR IF WE'RE NOT GETTING IMPACT, BUT ULTIMATELY THE RESULTS AT THE END OF THE YEAR WILL DETERMINE WHETHER PEOPLE CONTINUE IN THOSE POSITIONS OR NOT. THAT'S REALLY HELPFUL INFORMATION AS WELL, AND JUST WANT TO SAY, TRUSTEES, I HEAR THE CONCERNS AROUND EXCEEDING THE METRICS, AND I'M GLAD THAT OUR TEAM OF TEN COACH IS HERE AND IS HEARING THIS BECAUSE IT'S SOMETHING THAT WE CAN ADDRESS AS A GROUP.

SO WE'RE ON ROUND TWO.

DID I CALL IT TRUSTEE HERNANDEZ, I ALREADY CALLED YOU.

TRUSTEE WADE THANK YOU.

TRUSTEE CRUZ. OK SUPERINTENDENT HOUSE, MY QUESTION FOR YOU IS, WITH SO MUCH FOCUS PLACED ON OUR HIGH NEED POPULATIONS, WHICH I SUPPORT AND AGREE WITH.

I ALSO WANT TO UNDERSTAND HOW WE CAN SUPPORT AND TALK ABOUT OUR LARGEST POPULATION, WHICH IS OUR ON LEVEL LEARNING POPULATION.

WE TALKED VERY LITTLE ABOUT THAT GROUP OF KIDS THAT ARE IN SUCH HIGH NEED TO BE ADDRESSED , AND SO I THINK THE CONVERSATION OR HOW WE BETTER ASK, HOW DO YOU ALL PLAN, SINCE SO MUCH CONVERSATION GOES AROUND

[01:20:01]

CERTAIN GROUPS THAT WE'RE ADDRESSING, RAISING THE BAR FOR THE ON LEVEL LEARNING.

SO OF COURSE, THERE ARE SEVERAL, SEVERAL DIFFERENT STRATEGIES IN PLACE IN REFERENCE TO STUDENTS THAT ARE EITHER BUBBLE STUDENTS OR MIDDLE OF THE ROAD STUDENTS, STUDENTS THAT ARE ON GRADE GRADE LEVEL.

YOU'VE PROBABLY HEARD US TALK ABOUT AVID, WHICH IS ONE STRATEGY IN TERMS OF COLLEGE AND CAREER READINESS TO SUPPORT THAT GROUP OF KIDS.

DR. BIRD, WOULD YOU LIKE TO SHARE SOME ADDITIONAL INFORMATION IN REFERENCE TO THIS GROUP OF PARTICULAR LEARNERS OUTSIDE OF OUR HIGHEST NEED STUDENTS.

SO WE ARE ENCOURAGING MORE STUDENTS TO TAKE ADVANCED PLACEMENT COURSEWORK, AND IN ORDER TO SUPPORT THAT, WE'RE TRAINING TEACHERS TO MAKE SURE THAT THEY ARE PURCHASING CURRICULUM THAT'S ALIGNED TO FOR THE ADVANCED PLACEMENT TEST.

WE ALSO HAVE EXPANDED PRE AP, SO THAT IS TO IDENTIFY STUDENTS THAT ARE ON BUILDING INFRASTRUCTURE, TO GIVE MORE STUDENTS THE OPPORTUNITY TO BE PREPARED FOR ADVANCED PLACEMENT COURSES.

WE HAVE THINGS LIKE THE PSAT THAT WE JUST GAVE ON OCTOBER 12TH THAT WILL PRODUCE AP POTENTIAL SCORE WHICH OUR COUNSELORS CAN USE TO IDENTIFY THOSE STUDENTS WHO MAY OR MAY NOT NECESSARILY BE IDENTIFIED AS HAVING POTENTIAL TO DO WELL IN ADVANCED PLACEMENT COURSES.

THAT'S ANOTHER TOOL THAT WE HAVE BASED UPON THEIR PERFORMANCE ON THE PSAT THAT WILL--IT'S JUST ANOTHER WAY FOR US TO IDENTIFY BECAUSE SOMETIMES IF WE JUST LEAVE IT UP TO CHANCE, WE DON'T ALWAYS IDENTIFY THOSE KIDS IN THE MIDDLE OF THE ROAD THAT ARE KIND OF QUIET, COME TO SCHOOL, DO WHAT THEY'RE SUPPOSED TO DO BUT WE HAVE TO IDENTIFY DIFFERENT OPPORTUNITIES FOR THEM TO ACCELERATE THEIR LEARNING AND BE MORE INVOLVED IN OPPORTUNITIES FOR ADVANCED COURSEWORK.

TO ME, THAT SOUNDS LIKE A LOT OF TESTING, BUT NOT A LOT OF SUPPORTING IN THE SO WHEN WE TALK ABOUT HIGH QUALITY TEACHERS AND THAT THEY THOSE THAT GROUP OF CHILDREN NEED HIGH QUALITY TEACHING TOO, AND OF COURSE WE WANT HIGH QUALITY TEACHERS ACROSS THE BOARD, BUT I JUST WANT TO MAKE SURE THAT WE DON'T LOSE SIGHT OF WHAT'S IMPORTANT FOR OBVIOUSLY ALL CHILDREN, BUT THAT'S SUCH A LARGE POPULATION OF CHILDREN WHO ARE JUST MOVED UP THE LADDER FROM YEAR TO YEAR TO YEAR AND NOT CHALLENGED IN A WAY THAT THEY NEED TO BE AND COULD BE.

WE SHOULD BE RAISING THE BAR IN THE MIDDLE.

IT LIFTS ALL BOATS. THANK YOU.

TRUSTEE BAKER.

YES, COULD YOU GO BACK TO THE WRAP AROUND SLIDE AGAIN, PLEASE? SO WHERE IT SAYS AN 862% INCREASE SINCE 2018 TO 19 AND 69% OVER GOALS, 883,253 INTERVENTIONS.

SO I HAVE THREE QUESTIONS.

IS THIS A MONEY PIT? THAT IS BASICALLY SUGGESTING SOCIALISM IN SCHOOLS.

NUMBER TWO, WHAT DID WE DO BEFORE THIS? AND NUMBER THREE, THAT WE COMPROMISE TEACHERS TO HIRE WRAPAROUNDS.

SO THANK YOU FOR YOUR QUESTION.

WE DEFINITELY SEE IT AS A SUPPORT SYSTEM FOR FOR OUR STUDENTS TO HAVE THE KIND OF SUCCESS THAT WE WANT TO SEE WITH OUR STUDENTS.

WE THINK IN ORDER TO GET TO COLLEGE AND CAREER READINESS, A STUDENT HAS TO COME TO SCHOOL IN THE RIGHT FRAME OF MIND TO GET THE OPTIMAL LEARNING OUT OF THEM.

SO WE SEE THESE SUPPORTS AND THESE INTERVENTIONS AS A MAJOR STEP FORWARD FOR MANY OF OUR KIDS.

AS PARENTS, AS MANY OF US ARE, THAT HAVE LIVED THROUGH A PANDEMIC, I THINK MANY OF US HAVE SEEN SOME OF THE STRUGGLES THAT MANY OF OUR CHILDREN HAVE, AND THESE ARE SIMPLY MEANT TO BE SUPPORTS AND MEETING STUDENTS WHERE THEY ARE AND FINDING OUT EXACTLY WHAT THE SUPPORTS ARE AND SERVICES ARE THAT THEY MAY NEED, AND CONNECTING THOSE SUPPORTS WITH FAMILIES TO ENSURE THAT OUR KIDS DO HAVE WHAT'S NECESSARY TO BE SUPPORTED TOWARDS THAT COLLEGE AND CAREER READINESS.

THANK YOU, SUPERINTENDENT HOUSE.

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

MAY I HAVE A MOTION? SO MOVED, HERNANDEZ.

DO I HAVE A SECOND? SECOND, DEIGAARD.

WE HAVE A MOTION BY TRUSTEE ON THIS IN A SECOND BY TRUSTEE DEIGAARD.

PLEASE VOTE.

SIX FOR ONE AGAINST ZERO ABSTENTIONS.

[01:25:02]

COLLEAGUES, I KNOW WE'VE BEEN HERE FOR SEVERAL HOURS PRIOR TO THE OPEN SESSION.

WOULD YOU GUYS LIKE TO TAKE A BREAK AT THIS TIME? IS 15 MINUTES SUFFICIENT? ALL RIGHT, SO WE'LL COME BACK AT 6:45, PLEASE.

BEFORE WE CONSIDER THE SUPERINTENDENTS AGENDA ITEMS, WE WILL ANNOUNCE BOARD MEMBER CONTINUING EDUCATION CREDITS UNDER AGENDA ITEM B ONE ANNOUNCEMENT OF REQUIRED BOARD MEMBER

[Superintendent's Agenda Items (Part 1 of 2)]

CONTINUING EDUCATION.

NO VOTE WILL BE TAKEN ON THIS ITEM.

THIS IS SIMPLY AN ANNOUNCEMENT OF THE CREDIT HOURS FOR THE RECORD.

IN ACCORDANCE WITH TEXAS ADMINISTRATIVE CODE, CHAPTER 61, SUBCHAPTER A 61, AN ANNOUNCEMENT AS TO THE STATUS OF BOARD MEMBERS CONTINUING EDUCATION MUST BE MADE BY THE BOARD PRESIDENT AT THE LAST REGULAR BOARD MEETING BEFORE AN ELECTION OF TRUSTEES, BOARD POLICY BOARD, LOCAL BOARD MEMBERS, TRAINING AND ORIENTATION STATES THAT THE BOARD PRESIDENT WILL ANNUALLY ANNOUNCE THE STATUS OF EACH BOARD MEMBERS CONTINUING EDUCATION AT THE LAST MEETING BEFORE THE DISTRICT'S REGULAR UNIFORM ELECTION DATE, EVEN IF AN ELECTION IS NOT SCHEDULED OR HELD.

MY ANNOUNCEMENT IS THAT ALL TRUSTEES HAVE FULFILLED THEIR REQUIRED TRAINING CREDIT HOURS, WITH ONE EXCEPTION REGARDING SPECIAL REQUIRED TRAINING.

ALL TRUSTEES ARE LACKING THE TEAM BUILDING CREDIT, WHICH WE INTEND TO TAKE TOGETHER IN THE COMING WEEKS WITH OUR NEWLY OUR NEW TEAM OF TEN COACH.

WE ARE NOW READY TO MOVE ON TO THE SUPERINTENDENT'S AGENDA ITEMS. FOR THE RECORD, LET IT BE REFLECTED THAT ATTACHMENTS TO ITEMS I2 AND 3 HAVE BEEN REVISED.

BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVE THE CONFLICT OF INTEREST.

AS DEFINED IN BOARD POLICY BBFA LOCAL A CONFLICT OF INTEREST IS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEE'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTERESTS.

WE WILL NOW CONSIDER ITEMS HELD FOR ABSTENTION AND OR DISCUSSION EACH MONTH.

ALL ACTION ITEMS BEGIN ON THE CONSENT AGENDA.

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

ON THE MONDAY PRIOR TO THE VOTING MEETING.

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

NO ADDITIONAL QUESTIONS WERE SUBMITTED, BUT THE ORIGINAL Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL IS IN YOUR SHAREPOINT UNDER OCTOBER BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT WEBSITE.

TWO ITEMS HAVE BEEN HELD FROM THE CONSENT AGENDA I5 APPROVAL OF RESOLUTION ADOPTING TAX RATE AND LEVYING AD VALOREM TAXES FOR TAX YEAR 2022 AND K5 APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY DEC LOCAL COMPENSATION AND BENEFITS LEAVES AND ABSENCES.

FIRST READING.

MADAM PRESIDENT, I HAVE ONE MORE ITEM TO PULL FROM CONSENT AGENDA.

YOU CAN MAKE A MOTION SINCE THE DEADLINE PASSED.

MAKE A MOTION PLEA FOR ONE MORE ITEM.

OKAY. WHICH ITEM IS IT? ITEM G 4.

IS THERE A SECOND? SECOND, WADE.

THERE'S A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE WADE TO PULL ITEM FOUR FROM THE CONSENT AGENDA.

PLEASE VOTE.

OK OK.

SIX FOR ONE AGAINST ONE ABSTENTION.

OKAY, SEVEN FOR ZERO AGAINST ONE ABSTENTION.

FOR EACH ITEM OF DISCUSSION, WE WILL DO ONE ROUND OF ONE MINUTE PER TRUSTEE.

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

[I-5. Approval Of Resolution Adopting Tax Rate And Levying Ad Valorem Taxes For Tax Year 2022]

OUR FIRST ITEM HELD FROM THE CONSENT AGENDA IS I5 APPROVAL OF A RESOLUTION ADOPTING TAX RATE AND LEVYING AD VALOREM TAXES FOR TAX YEAR 2022.

THIS ITEM IS BEING HELD PER STATE STATUTE TAX CODE 2605.

MAY I HAVE A MOTION? SO MOVED, HERNANDEZ.

SECOND DEIGAARD. MADAM PRESIDENT, WE NEED THE MOTION TO BE READ BY TRUSTEE GUIDRY.

I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF ONE DOLLARS AND THREE AND 72/100 CENTS PER EACH $100: 1.0372, WHICH IS

[01:30:09]

EFFECTIVELY A 4.06% INCREASE IN THE TAX RATE AND FURTHER MOVE THAT THE BOARD OF EDUCATION APPROVES THE RESOLUTION AND ORDINANCE ADOPTING THE TAX RATE AND LEVY AD VALOREM TAXES FOR THE YEAR 2022 AS REFLECTED IN THE RESOLUTION.

SO SINCE THAT'S THE FORMAL MOTION, DO I HAVE A SECOND? SECOND HERNANDEZ.

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

ARE THERE ANY COMMENTS OR QUESTIONS FROM MY COLLEAGUES? I MIGHT JUST ASK SUPERINTENDENT HOUSE TO GIVE A REALLY BRIEF WHY WE HAVE TO VOTE ON THIS.

WHAT DOES IT MEAN? SURE, AND OF COURSE, I'M GOING TO HAVE OUR CHIEF FINANCIAL OFFICER, GLENN REED, TO SHARE SOME INSIGHT IN REFERENCE TO THE WHY.

SO, AS YOU KNOW, DISTRICT IS FUNDED USING PROPERTY TAXES.

SO THIS IS AN ITEM THAT WE ARE REQUIRED TO BRING FORWARD EVERY YEAR TO FORMALLY ADOPT AND LET THE PUBLIC KNOW WHAT THE TAX RATE WILL BE FOR HOUSTON ISD, FOR BOTH OUR MANAGEMENT OPERATIONS TAX RATE, AS WELL AS OUR DEBT SERVICE TAX RATE, WHICH PAYS DOWN OUR DEBT , AND I MIGHT ADD, THIS ALSO ALLOWS FOR THE TAX ASSESSORS TO BEGIN THE PROCESS OF COLLECTIONS AS WELL, WHICH IS, OF COURSE, EXTREMELY IMPORTANT IN THE COUNTY. CORRECT.

THANK YOU. PLEASE VOTE.

SIX FOR TWO AGAINST ZERO ABSTENTIONS.

OUR LAST ITEM, OUR SECOND ITEM HELD FROM THE CONSENT AGENDA IS K FIVE APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY, DEC, LOCAL

[K-5. Approval Of Proposed Revisions To Board Policy DEC(LOCAL), Compensation And Benefits: Leaves And Absences—First Reading]

COMPENSATION AND BENEFITS, LEAVES AND ABSENCES.

FIRST READING. THIS ITEM IS BEING HELD TO THE REQUEST OF TRUSTEE HERNANDEZ.

YES, THANK YOU. I WANT TO MAKE A MOTION TO AMEND THE LANGUAGE IN PAGE 9 OF 16 FOR COMBINED LEAVE FOR SPOUSES TO WHEN BOTH SPOUSES ARE EMPLOYED BY THE DISTRICT.

THE DISTRICT SHALL LIMIT FMLA LEAVE FOR BIRTH ADOPTION OR PLACEMENT OF A CHILD OR CARE FOR A PARENT WITH A SERIOUS HEALTH CONDITION TO A COMBINED TOTAL OF 24 WEEKS.

DO I HAVE A SECOND? SECOND.

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

ARE THERE ANY COMMENTS OR QUESTIONS FOR MY COLLEAGUES? BOARD SERVICES, IF YOU CAN SCROLL DOWN WHAT PAGE IS THAT ON OF THE POLICY? IT'S PACKET PAGE 187.

SO I KNOW THAT THE PROPOSED LANGUAGE INITIALLY FROM THE ADMINISTRATION WAS THE 12 WEEKS.

THEN THEY CHANGED IT TO THE 18 WEEKS, AND TRUSTEE HERNANDEZ IS SUGGESTING OR THE MOTION IS THAT IF THERE ARE TWO, IF THERE ARE SPOUSES AND THEY'RE BOTH EMPLOYED BY THE DISTRICT, THAT IT WOULD BE A COMBINED TOTAL OF 24 WEEKS.

TRUSTEE BLUEFORD-DANIELS.

I KNOW WE HAD AN EXTENSIVE DISCUSSION ABOUT THAT AND WHY IT WAS MODIFIED.

I THINK CHIEF BIRD ADDRESSED THAT.

CHANGE FROM 12 WEEKS, I BELIEVE, TO 18 WEEKS.

ACTUALLY, IF YOU DON'T MIND ME INTERJECTING.

ACTUALLY, CHIEF GRANT SKINNER, IF YOU DON'T MIND, COMING UP AND WE'VE SHARED SOME INSIGHT HERE SPECIFICALLY AROUND, YOU KNOW, SUBSTITUTE TEACHERS IN PARTICULAR PARTICULAR SITUATIONS AND WHAT THE COST WOULD BE IF THIS PARTICULAR SCENARIO WERE TO PAN OUT.

CHIEF SKINNER, IF YOU DON'T MIND.

SURE. JUST AS A QUICK REMINDER, THE BACKGROUND OF THIS IS THAT THE EXISTING POLICY THAT HAS BEEN IN PLACE HAS A COMBINED LIMIT OF A TOTAL OF 12 WEEKS THAT ALIGNS WITH THE FEDERAL FML ACT, AND BASED ON DISCUSSION HERE, WE INCREASE THAT BY 50% UP TO A TOTAL OF 18 WEEKS TO SEEK TO EXTEND THIS BENEFIT SOME FOR EMPLOYEES WHO ARE IN THIS SITUATION, WHILE ALSO BALANCING IT AGAINST INTERESTS OF OUR STUDENTS AND WHAT THE IMPACT IS BOTH FROM A FINANCIAL COST PERSPECTIVE AND THE COST OF LOST INSTRUCTIONAL TIME FROM A CERTIFIED TEACHER. THE FINANCIAL COSTS OF THIS IS, IN EACH CASE ABOUT 5 TO $10K IN ADDITIONAL COSTS FOR SUBSTITUTE TEACHERS FOR THE ADDITIONAL 30

[01:35:05]

DAYS OF THE 18 WEEKS.

IF WE WENT UP TO 24 WEEKS, WE'D BE TALKING 15 TO $20K OF ADDITIONAL COSTS FOR THE SUBSTITUTE TEACHER IN EACH CASE.

WE CAN'T TELL YOU THE AGGREGATE POTENTIAL COST BECAUSE WE DON'T ASK OUR EMPLOYEES IN EVERY CASE TO IDENTIFY IF THEY HAVE A SPOUSE WHO ALSO IS AN EMPLOYEE OF THE DISTRICT.

BEYOND THE FINANCIAL COSTS, THERE'S ALSO COST IN LOST INSTRUCTIONAL TIME FROM A CERTIFIED TEACHER.

18 WEEKS IS ALREADY HALF OF THE YEAR FOR A TEACHER, AND MOST OF OUR EMPLOYEES ARE TEACHERS.

SO WE'RE TALKING ABOUT 90 DAYS WHERE SOMEONE WOULD NOT HAVE A CERTIFIED TEACHER AND WOULD LIKELY HAVE A SUBSTITUTE.

IF WE WENT UP TO 24 WEEKS, WE'RE TALKING TWO THIRDS OF A SCHOOL YEAR.

24 WEEKS WOULD BE TWO THIRDS OF THE SCHOOL YEAR, AND I'M CURIOUS ABOUT WITH THE LANGUAGE, WHEN BOTH SPOUSES, WHAT DO WE DETERMINE AS SPOUSES? IS IT LEGALLY MARRIED PEOPLE OR IS IT PEOPLE WHO MAY LIVE IN THE SAME HOUSEHOLD, THAT COULD BE A SIGNIFICANT OTHER? SO HOW DO WE DETERMINE SPOUSES IS WHAT I'M STUCK ON, I GUESS.

THIS IS LEGALLY MARRIED SPOUSES.

OKAY, THANK YOU. TRUSTEE DEIGAARD.

I THINK THERE'S A PART OF THIS I HADN'T INITIALLY CONSIDERED THAT JUST TO CLARIFY MY UNDERSTANDING.

SO, TWO SPOUSES EMPLOYED BY THE DISTRICT ADOPT A CHILD.

ONE SPOUSE COULD TAKE 18 WEEKS AND THE OTHER SPOUSE COULD TAKE ZERO WEEKS.

IS THAT CORRECT? NO? EACH COULD TAKE 12, AND WHAT DONNIE IS PRESENTING HERE, THE 18 WEEKS, THE 18 WEEKS, HOW IT'S WRITTEN, BECAUSE WHAT I'M HEARING IS THIS IS HOW LONG SOMEONE COULD BE OUT OF A CLASSROOM.

18 WEEKS.

SO, ONE SPOUSE COULD TAKE THE 18 WEEKS AND THE OTHER SPOUSE COULD TAKE ZERO WEEKS, OR IT CAN BE COMBINED.

LIKE ONE COULD TAKE 16 AND THE OTHER ONE COULD TAKE TWO, OR THEY COULD SPLIT IT 50, WHATEVER.

RIGHT? AND HENCE THE CONCERN THAT IF ONE SPOUSE TOOK THE TOTAL OF 18 WEEKS, THE IMPACT THAT COULD HAVE ON STUDENT LEARNING.

CORRECT. OK, THANK YOU.

SO MY QUESTION IS JUST TO BE CLEAR.

IF I'M AN EMPLOYEE OF THE DISTRICT AND I HAVE A SPOUSE THAT IS NOT AN EMPLOYEE OF THE DISTRICT, I GET 12 WEEKS.

THAT IS CORRECT. THAT IS CORRECT, BUT IF I HAVE A SPOUSE IN THE DISTRICT COMBINED, WE ONLY GET 18 WEEKS.

SO ONE OF US GETS LESS THAN THE 12 WEEKS.

IS THAT CORRECT? THAT'S CORRECT.

SO IS IT POSSIBLE? I'M NOT MAKING A MOTION YET.

I'M ASKING IS IT POSSIBLE TO AMEND TRUSTEE HERNANDEZ'S AMENDMENT, BECAUSE IF THE CONCERN IS THAT SOMEONE IS OUT FOR A TOTAL OF 18 WEEKS BECAUSE THE OTHER SPOUSE DIDN'T TAKE THE TIME, CAN WE AMEND IT TO SAY THAT IF BOTH SPOUSES WERE TO GET 24 WEEKS, THAT THEY CANNOT TAKE MORE THAN THE 12 WEEKS? AND MAYBE THAT'S A LEGAL QUESTION.

TRUSTEE HERNANDEZ.

I WAS UNDER THE IMPRESSION [INAUDIBLE] ONE PERSON CAN ONLY TAKE 12 WEEKS.

CHIEF GRANT SKINNER. I WILL SAY, ACTUALLY, AS IT'S WRITTEN, WE REALIZE THERE'S NOTHING HERE THAT WOULD PREVENT A SINGLE PERSON FROM TAKING 18 WEEKS.

SO EITHER WAY, WE'RE GOING BEYOND WHAT THE FEDERAL ENTITLEMENT IS.

SO THE BOARD HAD DISCUSSED AN INTEREST THROUGH OUR LOCAL POLICY AND GOING BEYOND THE FEDERAL ENTITLEMENT ONE WAY OR THE OTHER.

I WOULD SAY THAT OUR OUR I THINK THE SCENARIO THAT TRUSTEE DEIGAARD MENTIONED, WHERE IT IS THE SAME STUDENT OR THE SAME GROUP OF STUDENTS HAVING THE ABSENCE AS A PART OF MAYBE AN EVEN GREATER CONCERN , BUT WE'RE REALLY TALKING EVEN WHEN THEY ARE IN TWO DIFFERENT SCHOOLS, WE'RE STILL SAYING THAT TOGETHER, THAT IS 120 DAYS OF THE YEAR FOR THE BIRTH OR ADOPTION OF A SINGLE CHILD THAT OUR STUDENTS ARE WITHOUT A CERTIFIED, NOT NECESSARILY STUDENTS BECAUSE IT DOESN'T HAVE TO BE A TEACHER THAT'S TEACHING STUDENTS THAT THIS POLICY AFFECTS.

THAT'S CORRECT. THIS DOES NOT APPLY ONLY TO TEACHERS.

I'M REFERRING TO THE FACT THAT A MAJORITY OF OUR STAFF ARE TEACHERS.

SO WE DON'T HAVE A NUMBER.

WE DON'T KNOW HOW MANY EMPLOYEES FIT THIS DESCRIPTION.

[01:40:02]

WE HAVE NO IDEA. THAT'S CORRECT.

IT'S NOT DATA THAT WE'RE ABLE TO TRACK AND COLLECT.

SO WE HAVE NO IDEA HOW MANY SPOUSES ACTUALLY BOTH TEACH AT ONE SCHOOL TEACHERS IS WHAT WE'RE SAYING.

LIKE IF TWO OF THE SPOUSES WORK FOR THE DISTRICT, IF WE'RE SAYING IT COULD IMPACT ONE CLASSROOM, WE DON'T KNOW HOW MANY OF THOSE EMPLOYEES THAT ARE SPOUSES ACTUALLY WORK IN THE SAME SCHOOL.

WE'RE SAYING WE DON'T KNOW. THAT'S CORRECT.

YES, BUT WHAT I'M HEARING IS THAT WE'RE WORRIED ABOUT, THE IMPACT OF STUDENTS NOT HAVING A TEACHER, BUT I GUESS I'M TRYING TO UNDERSTAND BECAUSE IF I'M SINGLE OR IF I DON'T HAVE A SPOUSE THAT WORKS FOR THE DISTRICT, I STILL GET MY 12 WEEKS.

SO THAT'S ALL I'M TRYING TO SAY.

OKAY, MY TIME IS UP. I'M TRYING TO FIGURE OUT WHO'S IN THERE FOR ROUND ONE.

TRUSTEE GUIDRY [INAUDIBLE] OKAY, TRUSTEE GUIDRY'S NEXT.

IF I CAN RECALL THE DISCUSSION, MOST EMPLOYEES DON'T UTILIZE EVEN THE 12 WEEKS, THOUGH, CORRECT? I MEAN, IF I CAN RECALL THE DISCUSSION LAST WEEK, I REMEMBER HIM SAYING A LOT OF TIMES THEY DON'T EVEN UTILIZE THE 12 WEEKS BUT DO WE KNOW HOW MUCH TIME THEY'RE ACTUALLY UTILIZING WHEN THEY'RE OUT, WHEN WE HAVE OR YOU JUST SAID WE CAN'T TRACK THAT DATA.

CHIEF SKINNER. THE AVERAGE INDIVIDUAL EMPLOYEE, IN THE CASE OF BIRTH OR ADOPTION OF A CHILD, CURRENTLY, IS TAKING ABOUT 6 TO 7 WEEKS OF FML.

SO IF I CALL YOUR NAME, YOU'RE CONTINUING YOUR TIME.

TRUSTEE BLUEFORD-DANIELS.

SO GOING BACK TO MY ORIGINAL QUESTION, SO 12 WEEKS CAN BE USED AS FOUR MONTHS THAT A PERSON WILL BE OFF, RIGHT? AND IF IT'S EXTENDED TO THE 18 WEEKS, THAT'S FOUR AND A HALF MONTHS THAT A PERSON CAN BE OFF.

I THINK IT'S IMPORTANT. I'M GLAD YOU BROUGHT UP THAT POINT, CHIEF SKINNER, ABOUT THAT TIME, BECAUSE IT'S NOT ALWAYS CLASSROOM, BUT THE FEDERAL MANDATE LEAVE X ONLY SAYS 12 WEEKS, CORRECT? AND SO WE'RE EXTENDING IT TO 18 WEEKS, AND THAT'S WHAT I WANT TO TRY TO DRIVE HOME BECAUSE THE FACT WE'RE GOING ABOVE AND BEYOND WHAT THE FEDERAL GOVERNMENT SAYS WE SHOULD DO, AND I REMEMBER WHEN IT STARTED, I THINK ABOUT '84 OR SOMETHING WHEN IT STARTED FMLA.

SO YEAH, AND THEY CAN USE IT SPARINGLY, TOO.

THAT'S THE OTHER THING. TRUSTEE BAKER.

YES, I WANT TO JUST CLARIFY, MY COLLEAGUE, YOU SAID YOU WANTED TO EXTEND IT 24 MONTHS FOR A COMBINED? 24 WEEKS. SO MY QUESTION IS, DO WE KNOW HOW THIS SUGGESTION THAT YOU HAVE WOULD COMPLY WITH THE FEDERAL LAW THAT'S CURRENTLY IN PLACE? YOU CAN ALWAYS DO MORE THAN THE BARE MINIMUM THAT THE FEDERAL GOVERNMENT ALLOWS.

YOU CAN ALWAYS DO MORE. YOU SHOULD DO MORE.

OKAY. THANK YOU. TRUSTEE HERNANDEZ.

THE FEDERAL GOVERNMENT SETS A BARE MINIMUM.

WE'VE HAD THE BARE MINIMUM FOR MANY YEARS.

WE KNOW THAT SOCIETY IS CHANGING.

WE KNOW THAT BOTH SPOUSES SHOULD BE OR SHOULD BE ALLOWED TO TAKE THEIR PERSONAL LEAVE.

WE ARE REDUCING THE RIGHTS OF EMPLOYEES THAT BOTH, ARE COMMITTING THEIR LIVES TO HISD, THEIR EMPLOYMENT TO HISD.

I DON'T THINK THAT'S RIGHT.

I THINK THAT EVERY EMPLOYEE IN HISD SHOULD HAVE THEIR 12 WEEKS IF THEY WANT IT.

THAT DOESN'T MEAN THAT THEY HAVE TO TAKE IT.

EVEN RIGHT NOW, EMPLOYEES HAVE 12 WEEKS AND THEY'RE NOT TAKING THE 12 WEEKS, BUT IF THEY WANT TO TAKE THE 12 WEEKS AND THEY HAVE ANOTHER SPOUSE IN HISD THAT IS EMPLOYED, THEY SHOULD BE ALLOWED TO HAVE THEIR OWN 12 WEEKS.

TRUSTEE DEIGAARD.

SO WE LEGALLY CAN GIVE MORE THAN 12 WEEKS PER FMLA.

OKAY, ARE WE LEGALLY ALLOWED TO LIMIT THAT SECOND SPOUSE TO LESS THAN 12 WEEKS? CHIEF? YES, AND THAT'S WHAT'S IN CASE RIGHT NOW.

SO THE FEDERAL REQUIREMENT HERE, WHICH GUIDES US, IS THE LANGUAGE THAT IS HERE IN THE EXISTING POLICY, WHICH LIMITS COMBINED LEAVE FOR TWO SPOUSES TO 12 WEEKS.

SO RIGHT NOW THE CASE IS YOU CAN DO 12 AND ZERO, YOU CAN DO SIX AND SIX, YOU CAN DO NINE AND THREE, AND WE ASKED THE TEXAS ASSOCIATION OF SCHOOL BOARDS TO TELL

[01:45:08]

US WHAT IS IN CASE, WHAT IS IN PLACE RIGHT NOW IN POLICIES ALL ACROSS TEXAS, MORE THAN 90% OF TEXAS DISTRICTS HAVE LANGUAGE THAT IS THE SAME AS OUR CURRENT POLICY, WHICH LIMITS IT TO 12.

SO THROUGH WHAT WE ARE RECOMMENDING, WE ARE PROVIDING A SIGNIFICANT INCREASE AND WE WOULD HAVE OUR EMPLOYEES WHO ARE AFFECTED BY THIS COMBINED SPOUSE LIMITATION WOULD HAVE MUCH MORE LEAVE TIME AVAILABLE THAN ALMOST ALL OF THE DISTRICTS IN TEXAS.

THANK YOU. I UNDERSTAND MUCH BETTER NOW.

I APPRECIATE IT. TRUSTEE WADE.

I ALSO WANT TO MENTION THAT THE FINANCIAL IMPLICATIONS OF IT IS REALLY CONSIDERING THAT WE DID GIVE 11% INCREASE IN SALARIES, WHICH IS WONDERFUL, BUT I DO THINK THAT THE FINANCIAL IMPACT IS SOMETHING THAT WE NEED TO DEEPLY CONSIDER, AND I THINK THE 18 WEEKS IS VERY FAIR. TRUSTEE HERNANDES, YOU'RE IN THE QUEUE, BUT YOU'RE OUT OF TIME, SO PLEASE VOTE.

SO WE'RE VOTING ON THE AMENDMENT MADE BY TRUSTEE HERNANDEZ, NOT THE ACTUAL ITEM.

I JUST HAVE A CLARIFYING QUESTION, BECAUSE GRANT SKINNER SAID THAT AS WRITTEN RIGHT NOW, IT COULD BE 18 WEEKS FOR ONE EMPLOYEE.

IS THAT CORRECT? SO THIS WORDING HAS TO CHANGE EITHER WAY.

SO THE WORDING IS NOT CORRECT AS IT IS RIGHT NOW.

SO ARE YOU MAKING AN AMENDMENT TO YOUR AMENDMENT? I WOULD LIKE TO SEE WHAT MR. GRANT SKINNER HAS TO SAY ABOUT THAT.

WHAT I SHARED IS, AS IT IS WRITTEN NOW, I'M NOT SURE WHAT YOU'RE SAYING THE INTEREST IS ONE WAY OR THE OTHER, BUT AS IT IS WRITTEN RIGHT NOW, AS THE SUPERINTENDENT SHARED, IT COULD BE 18 AND ZERO, IT COULD BE 12 AND SIX, IT COULD BE NINE AND NINE.

SO THIS IS AS WRITTEN.

IT WOULD ALLOW AN INDIVIDUAL TO TAKE UP TO 18 OR THAT TO BE SPLIT IN CASES WHERE THERE IS THERE ARE TWO SPOUSES.

AS YOU SHARED, WE CAN GO BEYOND WHAT THE FEDERAL ENTITLEMENT IS.

BARE MINIMUM, [INAUDIBLE] CLARIFY, BECAUSE IT'S NOT NECESSARILY HAVE TO MEAN 18 WEEKS CONSECUTIVELY, CONSECUTIVELY.

IT COULD BE AN 18 WEEKS IN THE YEAR.

IT COULD BE TEN WEEKS, AND THEN ON UNDER FMLA AND THEN ADDITIONAL EIGHT WEEKS LATER ON, CORRECT? THAT'S THE WAY FMLA IS WRITTEN.

THAT'S THE WAY THE FEDERAL LAW IS WRITTEN.

I AM PRETTY CERTAIN THAT IN THE CASE OF BIRTH AND ADOPTION OF A CHILD, WE E ALLOW FOR EITHER CONTINUOUS FML OR WE ALLOW FOR TWO LIKE ONE MOMENT AT THE BIRTH OR ADOPTION OF THE CHILD AND THEN A LATER LEAVE.

YOU CAN'T TAKE INTERMITTENT LEAVE FOR THE BIRTH OR ADOPTION OF A CHILD THAT IS TWO DAYS THIS WEEK, TWO DAYS THIS WEEK, TWO DAYS THIS WEEK, AND SO ON, IN THE WAY THAT YOU CAN FOR OTHER INTERMITTENT FML.

OKAY. OKAY.

SO PLEASE VOTE ON THE AMENDED LANGUAGE PROPOSED BY TRUSTEE HERNANDEZ.

WHAT IS THE AMENDED LANGUAGE? 24 WEEKS. TWO IN FAVOR, FOUR AGAINST, ZERO ABSTENTIONS.

I'M SORRY. SO CAN YOU GO BACK? SORRY, I DIDN'T READ IT RIGHT.

THEY CLEARED IT. LET'S DO IT AGAIN.

SO THREE IN FAVOR, FOUR AGAINST AND ONE ABSTENTION.

SO NOW WE NEED TO VOTE ON THE ACTUAL ITEM, WHICH IS K ONE, IS THAT CORRECT? K FIVE. SORRY.

SO K FIVE APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY DEC LOCAL.

COMPENSATION AND BENEFITS LEAVES IN ABSENCES FIRST READING.

SO THE PROPOSED LANGUAGE OF 18 WEEKS THAT THE ADMINISTRATION CAME BACK WITH.

DO I HAVE A MOTION? DO I HAVE A SECOND? SO MOVED.

SECOND. SORRY.

I GOT CONFUSED TOO. A MOTION BY TRUSTEE BLUEFORD-DANIELS AND A SECOND BY TRUSTEE DEIGAARD.

IS THAT CORRECT? PLEASE VOTE.

EIGHT FOR ZERO AGAINST ZERO ABSTENTIONS.

WE ARE NOW READY TO CONSIDER OUR LAST ITEM HELD FROM THE CONSENT AGENDA G4 WHICH I DON'T HAVE THE LANGUAGE IN FRONT OF ME.

[G-4. Authority To Negotiate And Execute A Contract With The University Of Houston– Downtown For The Diversity Access Inclusion Representation To Teach Program]

[01:50:11]

BOARD SERVICES CAN YOU PLEASE PUT THAT ON OUR SCREEN G4? PRESIDENT WHILE WE'RE WAITING ON, [INAUDIBLE] TO COME UP, THIS IS THE DIVERSITY ACCESS, INCLUSION, REPRESENTATION TO TEACH PROGRAM AND A PARTNERSHIP, OF COURSE, WITH THE UNIVERSITY OF HOUSTON DOWNTOWN.

HISD, OF COURSE, HAS REALLY DONE HIS BEST TO PARTNER WITH THE GROW YOUR OWN PROGRAMS THAT HELP WITH THE ISSUES THAT WE KNOW THAT ARE IN FRONT OF US IN TERMS OF TEACHER CERTIFICATION.

STUDENTS IN THIS PARTICULAR PROGRAM WILL RETURN TO HISD TO TEACH IN HIGH-NEED SCHOOLS AS HIGHLY QUALIFIED TEACHERS.

THE PROGRAM IS, OF COURSE FUNDED BY THE UNIVERSITY OF HOUSTON DOWNTOWN.

DO I HAVE A MOTION? SO MOVED, DEIGAARD.

SECOND, BAKER.

SO A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE BAKER.

ANY DISCUSSION? YES, I ACTUALLY PULLED THIS BECAUSE I WANTED A LITTLE MORE INFORMATION.

WOULD YOU EXPLAIN AGAIN? YOU'RE SENDING STUDENTS, ARE THESE HIGH SCHOOL STUDENTS? CHIEF GRANT SKINNER, 'YOU WANT TO SHARE SOME INFORMATION? YES, SO PART OF THIS PROGRAM IS THEY BEGIN TO CONNECT WITH OUR HIGH SCHOOL STUDENTS WHILE THEY'RE IN HIGH SCHOOL AND TO TALK TO THEM ABOUT TEACHING CAREERS, AND THEN OTHER COMPONENTS OF THE PROGRAM ARE ENROLLING THEM IN THE UHD PROGRAM SO THAT THEY CAN EARN CERTIFICATION, AND UHD IS WE SPECIFICALLY ARE INTERESTED IN WORKING WITH THEM BECAUSE THEIR POPULATION IS A VERY SIMILAR POPULATION IN TERMS OF KIND OF THE DIVERSITY THAT WE SEE IN OUR CITY.

SO WE'RE REALLY, REALLY INTERESTED IN WORKING NOT ONLY WITH UNIVERSITY OF HOUSTON DOWNTOWN, BUT ALSO SOME OTHER CAMPUSES, BUT THIS THIS PARTICULAR PARTNERSHIP, I THINK IS EXTREMELY IMPORTANT BECAUSE IT'S REFLECTIVE OF WHAT WE LOOK LIKE AS A SCHOOL DISTRICT.

WHAT IS THE DIVERSITY, EQUITY AND INCLUSION PART ABOUT? CHIEF BRANT SKINNER. THIS IS ABOUT INCREASING THE DIVERSITY OF OUR TEACHER WORKFORCE. SO THIS IS IN RECOGNITION OF THE FACT THAT OUR OUR TEACHER WORKFORCE, WHILE TWO THIRDS OF OUR TEACHERS ARE BLACK OR LATIN X, THAT STILL IS A LOWER PERCENTAGE THAN THE NUMBER OF OUR STUDENTS WHO ARE BLACK OR LATINX.

SO THIS IS TO TRY TO CLOSE THAT GAP BECAUSE THAT DIVERSITY, EQUITY, INCLUSION, THAT'S A TRICKY WORD, AND MY QUESTION IS, AREN'T WE ALREADY USING ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUNDS ON THIS? THERE IS NO COST TO THIS PARTNERSHIP.

SO UHD IS FULLY FUNDING THIS PROGRAM.

ADDITIONAL COSTS? THERE'S NO COST TO US.

UHD HAS SECURED GRANT FUNDING TO IMPLEMENT THIS PROGRAM.

OUTSTANDING. FREE.

YOU KNOW WHEN WE HEAR FREE, WE SMILE.

OKAY. THANK YOU SO MUCH.

TRUSTEE. BLUEFORD-DANIELS.

I JUST WANT TO MENTION, I REALLY APPRECIATE THIS PROGRAM.

I'VE EXPERIENCED SOME OF THE STUDENTS FROM UHD OVER AT ONE OF THE MIDDLE SCHOOLS THAT'S IN MY DISTRICT, AND BECAUSE OF THE DIVERSITY AND BECAUSE OF THE DEMOGRAPHICS THAT'S WORKING WITH PROFESSOR ODOM, I REALLY APPRECIATE THOSE EFFORTS, AND I DO BELIEVE IT'S IMPORTANT THAT WE GROW THE STUDENTS INTO TEACHERS THAT WILL RETURN BACK INTO OUR DISTRICT, HOPEFULLY, SO, THANK YOU.

PLEASE VOTE. I HAVE ONE MORE QUESTION.

COULD YOU TELL ME WHAT THE NAME OF THE GRANT IS? I'M ACTUALLY NOT FOR CERTAIN IT IS FUNDED.

IT'S A GRANT SPECIFICALLY THAT THE UNIVERSITY OF HOUSTON DOWNTOWN RECEIVES.

SO IT'S NOT A GRANT THAT COMES DIRECTLY TO US.

OKAY. THANK YOU. PLEASE VOTE.

SEVEN FOR ONE AGAINST ZERO ABSTENTIONS.

TRUSTEES, WE ARE WAY OVER OUR SET TIME FOR THE HEARING OF THE COMMUNITY.

[01:55:01]

SO WE'RE GOING TO PAUSE.

WE WILL NOW CONDUCT OUR HEARING OF THE COMMUNITY SO THE SPEAKERS MAY BE HEARD NO LATER THAN 7 P.M.

[HEARING OF THE COMMUNITY]

IN ACCORDANCE WITH OUR BOARD POLICY, AND THANK YOU TO BOARD SERVICES FOR REMINDING ME, AND I STILL WENT OVER TIME.

ONLY THOSE WHO REGISTERED BY NOON YESTERDAY MAY SPEAK THIS EVENING.

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

SPEAKERS ARE LIMITED TO 2 MINUTES EACH.

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

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

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

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

WHILE THE BOARD LISTENS TO CONCERNS OF A GENERAL NATURE, SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

WE ASK THE AUDIENCE TO REFRAIN FROM INTERRUPTING SPEAKERS WHILE THEY PRESENT TO THE BOARD DURING THIS PORTION OF THE MEETING.

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

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

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

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

WOULD DENNIS [INAUDIBLE], PLEASE COME TO THE PODIUM, AS I CALL THE NEXT TWO NAMES.

PLEASE TAKE A SEAT ON THE FRONT ROW.

DOUGLAS CANNON AND ANITRA LEWIS.

DENNIS [INAUDIBLE].

GOOD EVENING. IS THIS ON? YES. CAN YOU HEAR ME? THANK YOU. GOOD EVENING.

MY NAME IS DENNIS [INAUDIBLE], A RETIRED HARRIS COUNTY CITIZEN, NOT IN THE HISD DISTRICT, BUT HAVE DONE BUSINESS WITH HISD THROUGH 2006 THROUGH 2021 AND HOLD THIS DISTRICT IN HIGH REGARD.

I SHOULD HAVE STARTED OUT BY ACKNOWLEDGING SUPERINTENDENT HOUSE AND THE TRUSTEES.

I APPRECIATE ALL THAT YOU DO FOR THE COMMUNITY.

I READ WITH INTEREST THE COMMENTS AND THIS GOES BACK A COUPLE OF MONTHS.

I READ WITH INTEREST THE COMMENTS BY SUPERINTENDENT MILLARD HOUSE REGARDING THE PREPAREDNESS OR LACK OF PREPAREDNESS THAT HE WAS HE AND THE DISTRICT WERE CONCERNED WITH IN CASE OF AN ACTIVE SHOOTER EVENT OR ANOTHER TERRORISTIC TYPE EVENT.

I HAVE NO ULTERIOR MOTIVE OTHER THAN SAFETY OF THE CHILDREN AND THE TEACHERS.

IN YOUR 276 CAMPUSES, APPROXIMATELY 94,000 STUDENTS PLUS TEACHERS AND STAFF, SIZABLE NUMBER.

CURRENTLY, YOUR TRANSPORTATION DEPARTMENT AND SAFETY DEPARTMENT HAVE A ROBUST P25 800 MEGAHERTZ COMMUNICATION SYSTEM THAT'S FCC LICENSED.

HOWEVER, THAT SYSTEM IS NOT CONNECTED IN ANY MANNER TO YOUR HISPD SYSTEM AGENCY, NOR IS IT CONNECTED TO EITHER THE CITY OF HOUSTON PUBLIC SAFETY SYSTEM OR THE HARRIS COUNTY PUBLIC SYSTEM.

IN A NUTSHELL, IF, GOD FORBID, AN INCIDENT AT ANY OF YOUR SCHOOLS OR ON THE ROUTES OCCURS OTHER THAN DIALING 9-1-1 CELLULAR CONNECTION, IF AVAILABLE, AND NOT RECOGNIZED BY PUBLIC AS PUBLIC SAFETY, THANK YOU. DOUGLAS CANNON.

ANITRA LEWIS, LACEY ACKLEY.

[INAUDIBLE] A HANDOUT.

WE HAVE IT. THANK YOU.

DOUGLAS CANNON.

ANITRA LEWIS.

LACEY ACKLEY.

HI, I'M HERE TO SUPPORT TRUSTEE BAKER'S COMMENTS FROM LAST WEEK'S AGENDA REVIEW MEETING.

AT THE END OF THE 2020 SCHOOL YEAR, I REMOVED MY CHILD FROM SINCLAIR ELEMENTARY AND TRANSFERRED INTO A PRIVATE SCHOOL.

IN SECOND GRADE, SHE PASSED MATH.

SHE WAS PROMOTED TO THIRD GRADE BASED ON HER REPORT CARD.

IN THE FIRST FEW WEEKS OF THIS SCHOOL YEAR, HER MATH SKILLS HAVE PROVEN THAT SHE IS NOT PREPARED FOR THIRD GRADE MATH.

SHE COULD NOT PERFORM SECOND GRADE OPERATIONS IN THE REVIEW PERIOD OF THE FIRST FEW WEEKS OF SCHOOL, AND IRONICALLY, SHE HAS QUALIFIED FOR AN

[02:00:01]

HISD-PROVIDED INTERVENTIONISTS TO HELP HER FILL THE GAPS THAT SHE'S COME OUT WITH, AND I JUST THINK IF WE'RE GOING TO SIT HERE AND TALK THE TALK ABOUT PRODUCING KIDS WHO CAN COMPETE WITH THE BEST AND BRIGHTEST, WE ALSO HAVE TO WALK THE WALK BY PICKING THE BAR UP OFF THE FLOOR AND PUTTING IT WHERE IT'S GOING TO CREATE SOME CRITICAL THINKING OUTSIDE THE BOX THINKING, AND I JUST DON'T SEE THAT WHERE WE ARE.

SO THANK YOU.

LAURA LIM. SAM SMITH.

[INAUDIBLE] IS KEEPING OUR KIDS SAFE AT SCHOOL SO THAT WE CAN LEARN AND THRIVE.

TWO WEEKS AGO, BELLAIRE HIGH SCHOOL WAS ON LOCKDOWN FOR CLOSE TO 3 HOURS DUE TO FIGHTING BY STUDENTS AND PARENTS.

IT IS CLEAR HISD POLICE IS LACKING AT BELLAIRE WITH OVER 3000 PLUS STUDENTS.

EVERY DAY, THERE ARE FIGHTS IN THE LUNCHROOM AND IN THE HALLWAYS.

KIDS ARE SCARED TO COME TO SCHOOL.

PARENTS ARE NOT GETTING ANSWERS AND THERE IS NO TRANSPARENCY, NO ANSWERS OR COMMENTS FROM HISD OR BELLAIRE ADMIN.

IF ANY ADMIN SPEAKS OUT, THEY WILL BE REASSIGNED OR FORCED INTO RETIREMENT.

NO PUNISHMENTS OR CONSEQUENCES ARE DEALT OUT FOR THE KIDS FIGHTING.

TEACHERS AND STAFF ARE CONSTANTLY PUTTING THEIR LIVES IN DANGER, TRYING TO BREAK UP FIGHTS.

THIS SHOULD NOT BE HAPPENING.

FIGHTING IS NOT NORMAL.

DON'T LET THEM TELL YOU THIS IS FIGHTING ISN'T NORMAL.

THE DISTRICT IS RUNNING DOWN HIGH PERFORMING SCHOOLS IN THE NAME OF EQUITY.

WHAT IS THE HARD DATA ON WHAT EQUITY IS ACTUALLY DOING FOR THE POORER PERFORMING SCHOOLS? ARE THEY REALLY SAFER? ARE THEIR TEST SCORES HIGHER? ARE THEY BETTER FUNDED NOW FROM HOUSES PROPOSED BUDGET CUTS? I THINK NOT.

STOP BLAMING THE STATE FOR LACK OF FUNDS.

THIS DISTRICT REMOVED PRINCIPAL MCDONOUGH BECAUSE HE SPOKE OUT AGAINST STAFF POSITIONS BEING CUT FROM HIS SCHOOL BUDGET WHILE GIVING US A BOGUS REASON TO HIS RETIREMENT.

WHAT HAPPENED TO THE BILLIONS OF DOLLARS OF ESSER FUNDS HISD TOOK? THIS REEKS OF CORRUPTION AND AGENDA THAT WE WILL THAT THAT WE WILL UNCOVER.

SUE DEIGAARD, WHAT DID YOU MEAN LAST NIGHT THAT BELLAIRE PARENTS ARE TOO LOUD AND IF WE DON'T BACK DOWN, THERE WAS NO TELLING WHAT WOULD HAPPEN TO BELLAIRE.

IS THAT A THREAT? SAM SMITH.

NEXT, WE WILL HEAR FROM SPEAKERS WHO REGISTERED TO ADDRESS THE BOARD VIRTUALLY VIA ZOOM.

MS. TRINH, PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.

OUR FIRST SPEAKER IS CESAR SEGUNDO.

CESAR, YOU MAY BEGIN.

GOOD EVENING. MY NAME IS CESAR.

I'M SPEAKING TODAY AS A GRADUATE OF HISD, AN UNCLE OF AN AMAZING STUDENT IN THE HISD AND A HUSBAND TO AN INCREDIBLY TALENTED AND WONDERFUL TEACHER IN HISD THAT ANY PARENT WOULD BE PROUD TO HAVE AS THEIR CHILD'S TEACHER.

THERE ARE PEOPLE, PERHAPS, IN THIS BOARDROOM WHO CONSTANTLY ECHO FALSE NARRATIVES THAT PUSH ANTI-LGBTQ AGENDAS, PUSH FOR MORE BOOK BANNING, ATTACK PUBLIC EDUCATION, AND SHAMELESSLY ATTACK OUR TEACHERS.

I'M HERE TODAY TO TELL YOU THAT THEY DO NOT SPEAK FOR THE MAJORITY.

I, ALONG WITH MANY OTHER COMMUNITY MEMBERS, STUDENTS AND PARENTS, SUPPORT PUBLIC EDUCATION AND OUR AMAZING TEACHERS.

THAT IS WHY I ASK THIS BOARD IN ITS ENTIRETY TO REJECT THESE FALSE CLAIMS AND STAND UP FOR OUR SCHOOLS, OUR WRAPAROUND SERVICES, WHICH ARE ABSOLUTELY ESSENTIAL, AND OUR TEACHERS NOW AND ALWAYS.

THANK YOU SO MUCH FOR YOUR TIME.

THANK YOU. NEXT IS DR. PAMELA [INAUDIBLE].

DR. [INAUDIBLE], PLEASE TURN ON YOUR CAMERA, YOUR MIC, AND YOU MAY BEGIN.

[INAUDIBLE] CAMERA.

OH, THERE IT IS.

I'M SORRY. HI, I'M PAM [INAUDIBLE], AND I'M SPEAKING TODAY [INAUDIBLE] THAT I'M SPEAKING TODAY IN SUPPORT OF G4, G5 AND G6.

ALL OF THOSE ARE PARTNERSHIPS WITH UHD DOWNTOWN.

I'M SUPPORTING THEM BECAUSE IT SHOWS INNOVATIVE THINKING, SOMETHING THAT HAS BEEN LACKING IN HISD OVER THE LAST THREE DECADES.

IT'S EFFECTIVE FOR STUDENTS OF COLOR ESPECIALLY, AND EXPRESSES AND SATISFIES THE NEED FOR DIVERSITY IN THE TEACHER POPULATION.

IN ADDITION, I SUPPORT AND APPLAUD THE SUPERINTENDENT FOR HIS FORWARD THINKING AND TRYING TO REVERSE THE PROBLEMS OF THE PAST, THE INEQUITIES THAT HAVE EXISTED IN HISD, THE POLICIES THAT HAVE BASICALLY KILLED A LOT OF THE SCHOOLS IN BLACK AND BROWN COMMUNITIES.

I FIND IT INTERESTING AS SOON AS THE SUPERINTENDENT DEMONSTRATES MAJOR PROGRESS AT A SCHOOL OF COLOR, AT SCHOOLS OF COLOR, SOMEONE ON THE BOARD

[02:05:06]

HAS TO DECLARE THAT THEY HAVE LOST CONFIDENCE IN THAT SUPERINTENDENT.

AS MY GRANDMOTHER WOULD TELL YOU, THE PROOF IS IN THE PUDDING.

AS I WOULD TELL YOU, THE PROOF IS IN THE DATA.

IT IS SAD THAT POLITICAL ZEALOTS ARE WORKING SO HARD TO HASTEN THE PATH TO PRISON FOR MY CHILDREN.

THEY DO NOT WANT.

THEY WANT TO REVERSE.

THEY WANT TO MAKE SURE THAT ALL THE OBSTACLES THAT THEY HAVE PUT IN PLACE FOR MY CHILDREN STAY IN PLACE, AND EVERY TIME YOU TALK ABOUT IMPROVING THE SCHOOLS AND IN MY COMMUNITY, SUDDENLY THERE IS A FINANCIAL COST AND A FINANCIAL CONCERN.

WE DON'T HAVE A CONCERN WHEN IT'S BELLAIRE.

WE DON'T HAVE A CONCERN WHEN IT'S LAMAR, BUT WHEN IT'S YATES OR WHEN IT'S ANY SCHOOL IN MY COMMUNITY, THERE'S A CONCERN.

OUR NEXT SPEAKER IS RUTH HOFFMAN [INAUDIBLE].

RUTH HOFFMAN [INAUDIBLE] PLEASE TURN ON YOUR CAMERA, AND YOU MAY BEGIN.

HELLO.

RUTH, PLEASE TURN ON YOUR CAMERA.

[INAUDIBLE] YES, MA'AM, AND I THOUGHT IT WAS ON.

I'M TRYING. HOW ABOUT THAT? OKAY. GOOD. SORRY.

I'M A [INAUDIBLE]SCHOOL PSYCHOLOGIST AND WHAT WE ARE KNOWN FOR IS INSISTING ON THE DATA BEFORE WE MAKE ANY DECISIONS.

I WOULD LIKE TO JUST POINT OUT THAT THE STATED VALUES OF THE BOARD IN TERMS OF HAVING QUALIFIED TEACHERS, OF HAVING CLASSROOMS THAT ARE OPEN AND JOYFUL AND ENCOURAGING, LEARNING ALL OF THESE THINGS ARE ACTUALLY UNDERMINED BY HAVING THE CURRICULUM THAT IS SCRIPTED AND DICTATED BY ORGANIZATIONS THAT ARE NOT ACTUALLY HAVE A HISTORY OF WORKING IN EDUCATION, AND IF YOU LOOK AT THE IN PARTICULAR, IF YOU LOOK AT THE RESEARCH ON THE TWO THAT ARE RIGHT NOW, MY BRAIN IS GOING THE MATH AND SCIENCE ONES THAT ARE BEING SCRIPTED, THEY UNDERMINE THE ABILITY OF A TEACHER TO FORM A RELATIONSHIP WITH STUDENTS, AND THAT'S THE NUMBER ONE THING THAT ALL OF THE DATA SHOWS US IS NECESSARY FOR TEACHERS TO BE SUCCESSFUL WITH WORKING WITH STUDENTS THAT STUDENTS NEED TO HAVE A TRUSTING RELATIONSHIP WITH THEIR TEACHER, AND THE INFORMATION THAT WE ARE SEEING ONLINE THAT WE HAVE FROM TEACHERS WHO HAVE BEEN WORKING WITH THESE PROGRAMS AND TRYING TO MAKE SENSE OF THEM.

THE REPORTS ARE THAT THEIR CHILDREN CRY WHEN THEY HAVE TO USE THESE, THAT THEY DON'T RESPOND WHEN THEY'RE SUPPOSED TO, THAT THE CLASSROOM IS THEY CAN'T SPECIALIZE, THEY CAN'T MAKE THE CURRICULUM MEET THE NEEDS OF THEIR CHILDREN.

THEY CAN'T INDIVIDUALIZE THAT.

ALL OF THAT IS COMPLETELY COUNTER TO WHAT THE BOARD SAYS ITS GOALS ARE AND SO WE NEED TO BE VERY THOUGHTFUL ABOUT WHETHER IT IS A WISE THING TO INSULT TEACHERS PROFESSIONALISM BY GIVING THEM A SCRIPT TO READ, AND NOT TO USE THEIR SKILLS WITH THE KIDS THAT WE VALUE.

MY MIC IS OFF.

[INAUDIBLE] YOUR CAMERA IS ON.

YOUR SPEAKER IS ON.

[02:10:01]

PLEASE BEGIN.

HELLO? YES, MA'AM.

PLEASE BEGIN.

HELLO? I CANNOT HEAR.

IS IT MY TURN YET? YES. PLEASE BEGIN.

I'LL JUST START BECAUSE I CANNOT HEAR.

LISTEN TO US HEAR US, DO YOU RESPECT US? YES. YES.

LISTEN TO US. RESPECT US.

STAND WITH US. DO YOU REALLY CARE ABOUT US? WE CELEBRATE HISPANIC HERITAGE MONTH AND STAND WITH OUR LATIN BROTHERS AND SISTERS.

WE STAND IN SUPPORT OF YOU, SUPERINTENDENT HOUSE, BUT I AM READING.

YOU CAN'T HEAR ME? HELLO. YES, WE CAN HEAR YOU.

PLEASE PROCEED.

WE CELEBRATE HISPANIC HERITAGE MONTH AND STAND WITH OUR LATIN BROTHERS AND SISTERS, WE STAND IN SUPPORT OF SUPERINTENDENT HOUSE WHO HAS COME HERE, AND HAS DONE A WONDERFUL JOB.

YOU HAVE INVIGORATED OUR BLACK COMMUNITIES, OUR BROWN COMMUNITIES, AND WE THANK YOU FOR IT.

SO THERE'S A SONG THAT SAYS IF YOU DANCE TO THE MUSIC, YOU GOT TO PLAY TO THE PIPER.

I HOPE THOSE WHO ARE TRYING TO GIVE THESE VOTE OF NO CONFIDENCE ARE NOT PLAYING TO THE PIPER AND LISTENING TO THEIR OWN [INAUDIBLE] . NOW, PLEASE SUPPORT ALL SCHOOLS WHEN THERE IS A THREAT OF VIOLENCE BECAUSE YATES DID NOT GET THAT SUPPORT.

LET'S RENAME DEL MAR STADIUM.

ADDRESS US, DEMAND THE NAME TO CALL IT, KLU KLUX KLAN STADIUM, JUST LIKE THE MAN THAT WAS NAMED AFTER.

RESPECT US, STAND WITH US, SCARE US, PROTECT US.

DO YOU REALLY CARE ABOUT US? THANK YOU. MADAM PRESIDENT, THOSE ARE ALL THE SPEAKERS WE HAVE ON ZOOM.

THIS CONCLUDES OUR HEARING OF THE COMMUNITY.

WHAT'S YOUR NAME, SIR? JUST GO AHEAD.

AS A RETIRED EDUCATION EXECUTIVE, IT FEELS GOOD TO BE HERE AMONG THOSE OF US WHO ARE STILL LEADING THE FIGHT FOR OUR CHILDREN.

I SPENT MANY YEARS AS A SENIOR OFFICIAL US DEPARTMENT OF EDUCATION AND ALSO AS AN ADVISOR TO THE TEXAS STATE BOARD OF EDUCATION.

ONE OF THE PROBLEMS WE OFTEN FACE, WHETHER IT'S LOCAL OR NATIONAL, AND SOMETIMES WE HAVE EMPLOYEES WHO DO BAD THINGS.

MY EXPERIENCE IN WASHINGTON DEALING WITH THAT TAUGHT US THAT IT'S BETTER TO WORK ON THINGS IMMEDIATELY, TO DISCUSS THINGS IMMEDIATELY, AND TO TRY TO BE TRANSPARENT WITH THE PEOPLE AND WITH THE UNIONS.

WE HAVE A CASE HERE IN HISD WITH A TEACHER INVOLVED IN CRIMINAL ACTIVITY, AND THE CASE IS SITTING IN THE DETECTIVE'S OFFICE AT HPD.

NOW, THIS HISD TEACHER ASSAULTED A WOMAN, STOLE HER LAPTOP COMPUTER, STOLE HER FOOD CARD AND HER LICENSE.

REFUSED EVERY ATTEMPT TO GET THOSE BACK.

NOW, THIS TEACHER WAS NOT SO SMART.

SHE AND HER EX-HUSBAND TOOK THE STOLEN STAMP CARD, WENT AROUND TO PLACES IN THEIR NEIGHBORHOOD, USE THE CARD AND OF COURSE, NOW THEY'RE ON TAPE BY DOING THAT.

THE PROBLEM IS HPD WILL NOT WORK ON THIS.

WE HAVE A BAD PERSON HERE AT HISD.

THIS PERSON NEEDS TO BE LOOKED AT.

WE NEED TO HAVE SOME TYPE OF JUSTICE HERE.

ONE SOLUTION WE CAN HAVE IS SIMPLY FOR HISD TO ASK HPD THANK YOU, MR. CANNON.

THANK YOU, MR. CANNON.

MISS TRINH, YOU HAD ONE MORE ZOOM SPEAKER.

[02:15:04]

THANK YOU. YES.

WE HAVE ONE MORE SPEAKER THAT JUST JOINED YEN HUYNH-RABE, PLEASE TURN ON YOUR CAMERA, YOUR MIC, AND YOU MAY BEGIN.

THANK YOU. GOOD EVENING.

MY NAME IS YEN RABE.

I'M A TEACHER AND A MEMBER OF THE SCHOOL DECISION MAKING COMMITTEE AT CHAVEZ HIGH SCHOOL.

I'M SPEAKING IN OPPOSITION TO THE PROPOSED TWO CONSECUTIVE TWO YEAR TERM LIMITS FOR PARENTS, TEACHERS AND COMMUNITY MEMBERS ON THE DAC.

THIS WOULD LIMIT THE ABILITY OF MEMBERS TO PROVIDE SUSTAINED INPUT TO HISD ADMINISTRATION ABOUT ITS DECISION.

I SUGGEST A LONGER TERM LENGTH, SUCH AS THREE CONSECUTIVE TERMS FOR BOTH THE DAC AND THE SCHOOL BOARD.

THANK YOU. THANK YOU.

MADAM PRESIDENT. NOW, WE ARE DONE WITH ALL THE SPEAKERS.

THANK YOU, MS. TRINH. THAT CONCLUDES OUR HEARING OF THE COMMUNITY.

WE ARE NOW READY TO ACCEPT THE BALANCE OF TODAY'S AGENDA BY CONSENSUS.

[Superintendent's Agenda Items (Part 2 of 2)]

WE VOTED ON G4, RIGHT? SO DO I HAVE A MOTION TO ACCEPT THE BALANCE OF TODAY'S AGENDA BY CONSENSUS? SO MOVED, HERNANDEZ.

SECOND, BLUEFORD-DANIELS.

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

PLEASE VOTE.

SEVEN FOR ONE AGAINST, ZERO ABSTENTIONS.

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

[CONSIDERATION AND POSSIBLE ACTION ON MATTERS DISCUSSED IN CLOSED OR EXECUTIVE SESSION]

ARE THERE ANY MOTIONS? I MOVE THAT THE BOARD APPROVED THE RESIGNATION AND FULL AND FINAL RELEASE AGREEMENT WITH MICHAEL MCDONOUGH AS DISCUSSED IN CLOSED SESSION WITH LEGAL COUNSEL EFFECTIVE IMMEDIATELY.

DO I HAVE A SECOND? SECOND, GUIDRY. I HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY.

PLEASE VOTE. EIGHT FOR, ZERO AGAINST, ZERO ABSTENTIONS. ARE THERE ANY OTHER ITEMS FROM EXECUTIVE SESSION? YES. I MOVE THAT THE BOARD APPROVE THE TERMINATION OF A PROBATIONARY CONTRACT AND ENTRY OF A FINAL ORDER AS DISCUSSED IN CLOSED SESSION EFFECTIVE OCTOBER 14, 2022.

SECOND, GUIDRY.

MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY.

PLEASE VOTE. EIGHT FOR, ZERO AGAINST ZERO ABSTENTIONS.

DO I HAVE ANOTHER MOTION? YES, I MOVE THAT THE BOARD FIND THAT GOOD CAUSE DOES NOT EXIST TO RESIGN OR ABANDON A CONTRACT WITHOUT DISTRICT CONSENT UNDER TEXAS EDUCATION CODE, SECTION 21.105C, 21.160C OR 21.201C AS DISCUSSED IN CLOSED SESSION EFFECTIVE OCTOBER 14, 2022.

DO I HAVE A SECOND? SECOND HERNANDEZ. I HAVE A MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE HERNANDEZ PLEASE VOTE.

SEVEN FOR, ZERO AGAINST ONE ABSTENTION.

ARE THERE MORE MOTIONS? YES, ONE MORE.

I MOVE THAT THE BOARD APPROVE THE SETTLEMENT OF YOLANDA PERKINS, MAYBERRY AND COLLEEN YVONNE MAYBERRY.

MAYBERRY VERSUS HISD 165TH DISTRICT COURT, HARRIS COUNTY CAUSE NUMBER 2018-85591 AS DISCUSSED IN CLOSED SESSION WITH LEGAL COUNSEL EFFECTIVE OCTOBER 14TH, 2022.

SECOND GUIDRY.

MOTION BY TRUSTEE BAKER AND A SECOND BY TRUSTEE GUIDRY.

EIGHT FOR, ZERO AGAINST ZERO ABSTENTIONS.

THAT'S ALL. THANK YOU.

TRUSTEES, WE NEED TO APPROVE REVISED MINUTES FOR THE AUGUST 11TH, 2022 REGULAR MEETING REGARDING PAGE 14, AGENDA ITEM I5, DELEGATION OF AUTHORITY TO THE SUPERINTENDENT OF

[CONSIDERATION AND APPROVAL OF REVISED MINUTES FROM AUGUST 11 AND MINUTES FROM SEPTEMBER 8, 2022]

[02:20:01]

SCHOOLS TO OBLIGATE THE DISTRICT FOR EXCESS REVENUE CONTRACTS AND AGREEMENTS.

THE REVISION IS NEEDED TO INCLUDE LANGUAGE REQUIRED BY THE TEXAS EDUCATION AGENCY, AS NOTED, ITS OPTIONS AND PROCEDURES FOR DISTRICTS WITH LOCAL LOCAL REVENUE IN EXCESS OF ENTITLEMENT 20-21 SCHOOL YEAR.

THIS REVISION DOES NOT AFFECT THE VOTE ON THE ITEM ITSELF, ONLY THE MINUTES OF THAT VOTE.

DO I HAVE A MOTION TO APPROVE THE REVISED MINUTES OF THE REGULAR MONTHLY BOARD MEETING HELD ON AUGUST 11TH, 2022, AS WELL AS THE MINUTES OF THE REGULAR MONTHLY BOARD MEETING HELD ON SEPTEMBER 8TH, 2022? SO MOVED. SECOND, HERNANDEZ.

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

PLEASE VOTE. SEVEN FOR ONE AGAINST, ZERO ABSTENTIONS.

MR. SUPERINTENDENT, DO YOU HAVE ANY REPORTS FOR US AT THIS TIME?

[REPORTS FROM THE SUPERINTENDENT]

YES, MADAM PRESIDENT AND TRUSTEES.

IF I CAN GET THE PRESENTATION ON THE SCREEN, PLEASE, THAT'D BE GREAT.

WHILE IT'S POPPING UP, I WILL SAY THAT EARLIER THIS YEAR, I SHARED WITH YOU ALL OUR INTENT TO DEVELOP AND IMPLEMENT A MULTI-YEAR DISTRICT TRANSFORMATION PLAN THAT WILL HELP US ENSURE THAT WE ARE ABLE TO MAXIMIZE STUDENT OUTCOMES, WHILE UPDATING AND REVITALIZING OUR FACILITIES AND ADDRESSING THE STRUCTURAL DEFICIT THAT MY TEAM AND I INHERITED THIS EVENING, I'D LIKE TO REVISIT THIS TOPIC AND PROVIDE YOU, AS WELL AS THE PUBLIC WITH A WITH AN UPDATE.

I'LL START BY ADDRESSING WHY IT'S CRUCIAL THAT WE DEVELOP AND IMPLEMENT A TRANSFORMATION PLAN FOCUSING ON STUDENT ENROLLMENT AND FINANCIAL CONSIDERATIONS.

I WILL THEN REVISIT THE STRUCTURE AND TIMELINE THAT WE HAVE DEVELOPED TO TACKLE THIS WORK AND SPEAK TO SOME OF THE PROGRESS THAT WE'VE ALREADY MADE TO DATE. I'LL ALSO ELABORATE ON ONE OF THE THREE KEY AREAS OF OUR TRANSFORMATION WORK.

NUMBER ONE, THE SYSTEM OF GREAT SCHOOLS THAT YOU'VE HEARD OF.

THIS IS AN AREA THAT SEVERAL TRUSTEES REQUESTED THAT I REVISITED WITH THE BOARD AND THE PUBLIC.

I WANT TO START OFF BY BY MAKING MAKE IT CLEAR THAT WE HAVE NO OPTION AS A SCHOOL DISTRICT BUT TO UNDERGO SIGNIFICANT STUDENT FOCUSED TRANSFORMATION OVER THE NEXT YEARS AHEAD.

IN LARGE PART THIS IS DUE TO THE TRENDS OF DECREASED ENROLLMENT, AS WE'VE TALKED ABOUT.

LIKE EVERY OTHER URBAN SCHOOL DISTRICT IN THE COUNTRY, WE'RE EXPERIENCING THE DROP OF ENROLLMENT, A TREND THAT PREDATED COVID, QUITE FRANKLY, AND THAT IS EXPECTED TO CONTINUE, UNFORTUNATELY.

ON THIS CHART, YOU CAN SEE THAT OUR ENROLLMENT HAS BEEN DECLINING FOR A NUMBER OF YEARS.

IN FACT, IT'S DECREASED BY OVER 12% SINCE 1617, AND WE MUST REMEMBER THAT THIS FACTORS ARE VIRTUAL SCHOOL AS WELL, TEXAS CONNECTIONS, WITHOUT WHICH WE WILL HAVE EXPERIENCED AN EVEN MORE SIGNIFICANT DECLINE.

I BELIEVE IN TEXAS CONNECTIONS, SPECIFICALLY, WE'RE LOOKING AT ABOUT 10,000 STUDENTS, GLENN? ABOUT 8000. GOOD DEAL, AND WHILE THE NUMBER OF OUR STUDENTS HAS DECREASED SIGNIFICANTLY, THE NUMBER OF OUR SCHOOLS HAS NOT SOMETHING THAT JUMPS OUT AT ME SPECIFICALLY AS WE GO BACK HISTORICALLY TO ABOUT 1988, WE HAD ABOUT THE NUMBER OF STUDENTS THAT WE HAVE RIGHT NOW, BUT WE HAD 50 LESS SCHOOLS.

SO IT'S A SIGNIFICANT INSIGHT AND REVISITING OF KIND OF OUR HISTORY WITH A LOOK AT OUR FACILITIES.

I WANT TO ALSO STRESS THAT THIS IS AN ISSUE THAT OUR SCHOOL DISTRICT IN IN URBAN AREAS, ALONG WITH HISD ALL OVER THE COUNTRY ARE EXPERIENCING RIGHT NOW.

AS A MEMBER OF THE COUNCIL OF GREAT CITY SCHOOLS AND CHIEFS FOR CHANGE, I HAVE CONVERSATIONS WITH SCHOOL BOARDS, SUPERINTENDENTS ACROSS THE COUNTRY THAT ARE DEALING WITH VERY SIMILAR ISSUES.

NEXT SLIDE, PLEASE, AND THIS DECREASE IN ENROLLMENT IMPACTS, OF COURSE, THE FUNDING THAT WE RECEIVE AS A SCHOOL DISTRICT AND THE FUNDING THAT GOES DIRECTLY TO OUR CAMPUSES.

WE'RE VERY, VERY FORTUNATE THAT YOUR SUPPORT AND APPROVAL WE'RE ABLE TO LEVERAGE THE ESSER DOLLARS TO HELP PROVIDE STUDENTS WITH THE RESOURCES THAT THEY NEED TO ADDRESS THE COVID LEARNING LOSS AND PROVIDE OUR TEACHERS AS WELL AS STAFF WITH THE KIND OF COMPETITIVE, COMPETITIVE COMPENSATION THAT WE KNOW WILL KEEP THEM

[02:25:05]

HERE AND ALLOW FOR US TO TEACH OUR STUDENTS IN THE MANNER THAT WE KNOW AND EXPECT.

HOWEVER, AS YOU KNOW AS WELL, THE FUNDS EXPIRE IN 2023-24, AND IF WE DON'T DO ANYTHING, OUR STRUCTURAL DEFICIT IS PREDICTED TO REACH $217 MILLION BY 24-25, AN AMOUNT THAT DEPLETES THE FUNDS THAT WE HAVE AVAILABLE ABOVE OUR MINIMUM FUND BALANCE, AND ACTUALLY THIS AMOUNT IS AS OF TODAY, ACTUALLY EXPECT IT TO BE EVEN HIGHER BECAUSE OF THE ENROLLMENT LOSS THAT WE'VE SEEN THIS YEAR, AND IF I'M NOT MISTAKEN, CORRECT ME, GLENN, BECAUSE OF WHAT WE'VE SEEN IN TERMS OF EXPECTED STUDENT LOSS, WE'RE TALKING ABOUT ANOTHER 40 SOME ODD MILLION DOLLARS ON THE STRUCTURAL DEFICIT THAT WE COULD SEE BECAUSE OF THE ENROLLMENT THIS YEAR.

AGAIN, THE DECREASE IN ENROLLMENT PLAYS A VERY LARGE ROLE IN THIS DEFICIT, AND WHILE WE'RE GOING TO CONTINUE TO ATTRACT MORE STUDENTS TO THE DISTRICT, WE MUST FOLLOW WHAT THE DATA TELLS US REGARDING DECLINING BIRTH RATES AND THE EXODUS OF WORLD CLASS FAMILIES FROM THE CITY.

WE MUST DEVELOP A PLAN THAT ADDRESSES THIS NEW REALITY.

I ALREADY MENTIONED THE SUPPORT THAT WE'VE RECEIVED IN REFERENCE TO ESSER DOLLARS, BUT I WANT TO STRESS THAT MANY OF THE THINGS THAT WE ARE CURRENTLY DOING FOR OUR SCHOOLS AND STUDENTS, THINGS SUCH AS TUTORIAL STIPENDS, WRAPAROUND SPECIALISTS THAT WE'VE TALKED ABOUT, TECHNOLOGY ARE CURRENTLY FUNDED BY ESSER AND WE MUST PREPARE FOR ESSER FUNDS TO NO LONGER BE WITH US VERY SOON.

I ALSO WANT TO POINT OUT THAT BECAUSE OF THE DECREASE IN ENROLLMENT, WE ARE HAVING PROVIDED ADDITIONAL FUNDING TO MORE THAN SEVERAL OF OUR SCHOOLS THROUGH A SMALL SCHOOL SUBSIDY.

AS WE LOOK AT OUR SMALL SCHOOL SUBSIDY SUBSIDY, SPECIFICALLY, WE'RE LOOKING AT ABOUT $32.5 MILLION, AND THAT NUMBER CONTINUES TO INCREASE.

I'VE SHARED THIS ENROLLMENT AND FINANCIAL DATA WITH YOU SIMPLY BECAUSE IT'S IMPERATIVE THAT WE ALL BE CLEAR EYED OF THE REALITY THAT WE ARE FACING IN FRONT OF US.

I WANT TO REVISIT THE HIGH LEVEL STRUCTURAL AND STRUCTURES AND PROCESSES WE ARE FOLLOWING TO EMBARK UPON THIS WORK IN THE NEAR FUTURE.

I'VE SHARED SIMILAR INFORMATION WITH YOU ON ON THIS PARTICULAR SLIDE THAT ESSENTIALLY REITERATES HOW THE WORK ITSELF IS GOING TO BE STRUCTURED.

I'VE ASSEMBLED A CORE LEADERSHIP TEAM COMPRISED OF THE OFFICES THAT YOU SEE ABOVE.

THIS IS A GROUP OF INTERNAL AND EXTERNAL STAKEHOLDERS, INCLUDING PRINCIPALS, TEACHERS, PARENTS AND THE BROADER COMMUNITY, TO DEVELOP A TRANSFORMATION PLAN FOR THE DISTRICT.

THE PLAN ITSELF WILL ADDRESS THREE MAIN AREAS FINANCES, OF COURSE, FACILITIES AND SCHOOL IMPROVEMENT, ESPECIALLY THROUGH THE MEANS OF THE SYSTEM OF GREAT SCHOOLS.

YOU CAN SEE ON THIS SLIDE THAT I HAVE ASSIGNED SEVERAL OF THE EXECUTIVE LEADERSHIP TEAM MEMBERS TO OVERSEE KEY ASPECTS OF THESE AREAS.

AGAIN, STRESSING THAT THEY WILL BE WORKING IN PARTNERSHIP ALONGSIDE WITH HISD COMMUNITY.

ALONG THE WAY, WE'RE ALSO VERY FORTUNATE TO COUNT ON SUPPORT OF OUR EXTERNAL PARTNERS THAT YOU ALL HAVE GOTTEN TO KNOW VERY WELL FROM ALVAREZ & MARSAL WERE PLAYING AN INSTRUMENTAL ROLE IN EACH ASPECT OF THIS PLAN AS IT DEVELOPS.

WE EMBARKED ON THIS WORK SHORTLY AFTER I JOINED THE DISTRICT LAST YEAR.

IN FACT, I WANT TO REMIND YOU ALL THAT AS A PART OF THIS, I REORGANIZE OUR CENTRAL OFFICE FOR INCREASED EFFICIENCY AND ALIGNMENT TO OUR STRATEGIC PLAN. I CUT CENTRAL FUNDED EXPENDITURES BY $60 MILLION SO THAT SO THAT WE COULD MOVE FORWARD INCREASED COMPENSATION FOR OUR TEACHERS AND OUR STAFF.

WE'VE ALSO BEEN WORKING CLOSELY WITH A&M ALVAREZ & MARSAL ON SEVERAL FINANCIAL CAPACITY BUILDING INITIATIVES.

THIS INCLUDES IMPROVED BUDGETING TOOLS AND A NEW APPROACH THAT WE'LL BE TAKING ON TO DEVELOP DEPARTMENTAL BUDGETS THIS YEAR.

NOW, YESTERDAY I SPOKE WITH DISTRICT PRINCIPALS TO UPDATE THEM ON THIS WORK AND GET THEIR FEEDBACK AS WELL.

THEY HAVE TO PLAY AN INSTRUMENTAL ROLE IN THE DEVELOPMENT OF THIS PLAN AND THE TRANSFORMATION THAT WE'LL BE GOING THROUGH IN THE NEAR FUTURE.

WE'LL CONTINUE TO EXECUTE THIS YEAR AND OVER THE COURSE OF THE YEARS TO COME TO GET US TO WHERE WE NEED TO BE AS A DISTRICT.

[02:30:05]

KEEPING IN MIND THE LOOMING FINANCIAL CLIFF IN REFERENCE TO ESSER THAT'S IN FRONT OF US AND WE KNOW THAT IF WE DON'T DO SOMETHING DIFFERENT, IT WILL BECOME AN EVEN BIGGER PROBLEM.

SO BEFORE WRAPPING UP, I WANT TO REVISIT AN IMPORTANT COMPONENT OF THE TRANSFORMATION EFFORTS, WHICH I SHARED WITH SEVERAL, SEVERAL ON SEVERAL OCCASIONS THIS PAST YEAR.

WE ARE A PART OF THE SYSTEM OF GREAT SCHOOLS, A PARTNERSHIP, OF COURSE, WITH TEA THAT ESSENTIALLY IS ABOUT ENSURING THAT EVERY STUDENT HAS A BEST FIT, HIGH QUALITY SCHOOL AVAILABLE TO THEM IN THEIR NEIGHBORHOOD.

THIS WORK IS BEING WHAT'S CALLED A QUALITY SEAT ANALYSIS AND A PROCESS THAT WE'RE CURRENTLY UNDERGOING AS WE SPEAK.

IT ALLOWS FOR US TO LOOK AT DIFFERENT DATA POINTS, NOT JUST ACCOUNTABILITY A-F DATA, BUT OTHER DATA TO HELP US DETERMINE THE ACTIONS THAT WE CAN TAKE TO IMPROVE THE NUMBER OF STUDENTS IN QUALITY SEATS.

AS YOU ALL KNOW, THIS YEAR WE ALREADY BEGAN IMPLEMENTING CERTAIN ACTIONS, INCLUDING THE T-CLAS, THE ACE MODEL AT SOME OF OUR SCHOOLS, WHICH WE THINK ARE VERY IMPORTANT STEPS TO REALLY MOVE THE DIAL IN THE RIGHT DIRECTION.

NOW, AS I MENTIONED, WE ARE CURRENTLY GOING THROUGH THE QUALITY SEAT ANALYSIS AND OUR PLAN IS TO IDENTIFY ADDITIONAL SCHOOL ACTIONS BY JANUARY 2023. I'LL BE KEEPING THE BOARD AND THE PUBLIC UPDATED THROUGH THIS PROCESS AND WANT TO MAKE SURE THAT WE BRING EVERYONE ALONG THE WAY THROUGH THIS PROCESS AS WELL.

NOW, WHILE THE WORK AHEAD CAN CAN SEEM DAUNTING OR POTENTIALLY OVER OUR HEADS, I'M EXCITED ABOUT IT.

I'M EXCITED BECAUSE DESPITE THE CHALLENGES THAT WE HAVE IN FRONT OF US, WE HAVE THE OPPORTUNITY TO INNOVATE AND DO THINGS DIFFERENTLY IN SERVICE OF OUR STUDENTS AND OUR FAMILIES. AS I SHARED EARLIER, I'M COMMITTED ALONG WITH MY TEAM, TO WORKING WITH THE ENTIRE HISD COMMUNITY ON THE DEVELOPMENT AND IMPLEMENTATION OF THIS TRANSFORMATION PLAN, AND AS SUCH, I'LL BE PROVIDING REGULAR UPDATES TO THE BOARD AND PUBLIC AND WILL SOON BE SHARING DETAILS ON MULTIPLE DIFFERENT WAYS FOR THE COMMUNITY TO GET INVOLVED AND HELP SHAPE WHAT THIS PLAN WILL LOOK LIKE FOR THE FUTURE.

MADAM PRESIDENT, THAT CONCLUDES MY COMMENTS AND PRESENTATION.

THANK YOU, SUPERINTENDENT HOUSE, AND IS THIS PRESENTATION ON THE WEBSITE OR WILL IT BE? WE CAN DEFINITELY DO SO WE'LL HAVE IT SENT TO YOU, SYLVIA, SO WE CAN GET IT UP.

THANK YOU. I'D APPRECIATE IT, AND I ENCOURAGE MY COLLEAGUES IF THERE'S QUESTIONS TO SEND THOSE IN WRITING SO THAT WE CAN ALL SEE THE ANSWERS.

WE ARE NOW READY TO HEAR REPORTS AND COMMENTS FROM BOARD MEMBERS.

[TRUSTEE REPORTS AND COMMENTS]

PLEASE LIMIT YOUR TIME TO ONE MINUTE PER TRUSTEE.

TRUSTEE HERNANDEZ, WE WILL START WITH YOU.

THANK YOU EVERYONE.

HAVE A GOOD NIGHT.

THANK YOU SO MUCH, AND THANK ALL OF YOU WHO'VE COME OUT TONIGHT.

SUPERINTENDENT, I HEARD THAT WRAP UP YOU DID WHEN YOU SAID T-CLAS, YOU MENTIONED THE TEXAS COVID LEARNING [INAUDIBLE] SUPPORT.

T-CLAS, NOT CLASS.

YOU KNOW, AS I GET READY TO LEAVE TONIGHT, I JUST WANT TO SAY THAT REVISITING THAT 5-YEAR STRATEGIC PROGRAM IS LONG FOR ME. CHILDREN DON'T HAVE BUT THE SECONDS ARE COUNTING AS WE SPEAK, AND SO I BELIEVE THAT WE'RE GOING TO HAVE TO REVISIT THAT.

THE IDEA OF SOUND GREAT, THE TALK SOUNDS GREAT, BUT MY SEVEN YEAR OLD AND 188,000 OTHER CHILDREN DON'T HAVE FIVE YEARS.

THE TIME IS NOW, AND SO GOOD NIGHT FOR NOW.

WE'LL TALK TO YOU LATER. GOODNIGHT, EVERYBODY.

THANK YOU. I HAVE A LITTLE BIT MORE TO SAY.

THANK YOU, MR. CANNON, FOR COMING IN, AND I SEE EVEN WITH YOUR BRACE, THANK YOU FOR COMING DOWN, AND YOU FEELING WAS IMPORTANT ENOUGH TO ADDRESS THE BOARD.

SO THANK YOU FOR BEING HERE.

BUDGET DECISIONS ARE MADE AND THERE'S FALLOUTS FROM BUDGET DECISIONS.

OFTENTIMES WE AS A BOARD, WE'VE HAD SEVERAL OPPORTUNITIES TO TALK ABOUT THE INITIAL TRANSFORMATION PLAN AND THEN WE DIDN'T ACCEPT THAT.

SO WE WANTED A SECONDARY PLAN.

THE FIRST PLAN WOULD HAVE HAD MORE CONTROL HERE AT HATTIE MAE WHITE, AND I'M SAYING THIS BECAUSE I WANT TO BE ON RECORD FOR SAYING IT AGAIN.

MORE CONTROL, MEANING THAT IT WOULD MINIMIZE THE OPPORTUNITY FOR THE LARGER SCHOOLS THAT HAD MORE MONEY TO BE ABLE TO DO FRAGRANT THINGS.

[02:35:06]

I GUESS FRAGRANT IS A PROPER WORD.

BUT ANYWAY, SO MORE CONTROL OF DOLLARS, OF COURSE, GIVES OPPORTUNITY TO CONCENTRATE ON WHAT WE DECIDED AS A BOARD ON THE RISE CAMPUSES, WHICH I'VE HEARD A LOT OF DIALOG TONIGHT, AND I WILL SAY AGAIN FOR THE RECORD THAT WE DON'T TALK SPECIFICALLY ABOUT RAISING THE FLOOR OR CONCENTRATING ON CLOSING THE GAPS FOR THOSE AFRICAN-AMERICAN KIDS THAT ARE FAR BELOW BELOW EVERYBODY ELSE.

SO I'M GOING TO BRING THAT TO THE FOREFRONT.

I'M GOING TO SAY IT AGAIN.

GO 'STROS. THANK YOU.

OH, THEY WON, TOO, BY THE WAY.

[CHUCKLING] I WOULD LIKE TO TAKE THIS OPPORTUNITY TO THANK THE CAMPUSES, THE COMMITTEE, THE ELECTED OFFICIALS, MY GUESTS, SUPERINTENDENT AND MY COLLEAGUES WHO ATTENDED AND PARTICIPATED IN MY DISTRICT NINE PRIDE EXTRAVAGANZA. WE HAD A FANTASTIC TIME AND I WANT TO HONESTLY THANK YOU ALL AND I LOOK FORWARD TO MAKING IT BIGGER AND BETTER NEXT YEAR.

ALSO, I'D LIKE TO CONGRATULATE OUR SUPERINTENDENT HOUSE FOR BEING NAMED A FINALIST FOR THE COUNCIL OF GREAT CITY SCHOOLS, THE GREEN GARNER URBAN SUPERINTENDENT OF THE YEAR AWARD.

CONGRATULATIONS, SIR.

HAVE A GREAT NIGHT.

I WANT TO THANK EVERYONE WHO COMES OUT AND SPENDS THEIR EVENINGS WITH US.

SO I APPRECIATE YOU ALL VERY MUCH FOR TAKING ALL YOUR TIME TO BE WITH US THIS EVENING.

SO THANK YOU FOR EVERYTHING.

GOD BLESS. THANK YOU.

FIRST, I WANT TO SAY CONGRATULATIONS TO OUR PRESIDENT, JUDITH CRUZ, WHO IS NOW THE TEXAS ASSISTANT DIRECTOR IN HOUSTON FOR THE EDUCATION TRUST, WHERE SHE WILL BE IDENTIFYING AND ADVOCATE FOR POLICY PRIORITIES.

CONGRATULATIONS TO SUPERINTENDENT HOUSE, NOT ONLY FOR THE ONE THAT TRUSTEE GUIDRY ANNOUNCED, BUT ALSO HE WILL RECEIVE THE HOUSTON AREA URBAN LEAGUE'S BLACK EXCELLENCE AWARD IN EDUCATION.

CONGRATULATIONS TO KATHY BLUEFORD-DANIELS, WHO IS BEING HONORED WITH THE PRESIDENTIAL AWARD FOR VOLUNTEER SERVICES.

CONGRATULATIONS TO ALL EVERYBODY ON THEIR HOMECOMINGS AND CONGRATULATIONS TO THE ASTROS, TWO GAMES UNDER OUR BELT.

THANK YOU, EVERYONE, AND THANK YOU TO MY COLLEAGUES FOR THE HARD WORK THAT WE DO.

WE CONTINUE TO SHOW UP MONTH AFTER MONTH AS VOLUNTEERS.

WE PUT IN A LOT OF TIME, SO JUST GRATEFUL TO EVERYONE HERE.

[SPANISH] WE LOOK FORWARD TO SEEING YOU AT OUR NEXT REGULAR BOARD MEETING ON NOVEMBER 10TH, 2022. AGENDA REVIEW FOR THAT MEETING WILL BE HELD ON NOVEMBER 3RD, 2022.

THERE BEING NO FURTHER BUSINESS, THIS MEETING IS OFFICIALLY ADJOURNED AT--YOU'RE RIGHT, WE ARE NOT ADJOURNED.

THANK YOU FOR THAT.

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

[CLOSED SESSION AUTHORIZATION DURING MEETING]

.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 OF.

THE BOARD IS ADJOURNED TO CLOSED OR EXECUTIVE SESSION AT 8:01 P.M.

ON OCTOBER 13TH, 2022.

THE BOARD IS ADJOURNED AT 9:32 P.M..

* This transcript was compiled from uncorrected Closed Captioning.