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[00:00:01]

AND THIS MEETING IS NOW CONVENED AT 5:05 P.M..

[Agenda Review]

WE'LL NOW HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. WE'LL HAVE ONE SPEAKER REGISTERED THIS EVENING WHO SHALL BE LIMITED TO 2 MINUTES PER BOARD POLICY.

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

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

BUT YOU MAY NAME YOUR OWN CHILD.

WE'VE BEEN JOINED BY TRUSTEE BLUEFORD-DANIELS.

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

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

SPEAKERS WILL GENERALLY BE GIVEN TWO REMINDERS OF OUR PUBLIC COMMENT RULES IF THE SPEAKER CONTINUES TO VIOLATE THE RULES AFTER THESE REMINDERS, THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING. THE ITEM HELD FOR REGISTERED SPEAKERS IS E ONE APPROVAL OF NEW MAGNET PROGRAMS AT CRISPUS ATTUCKS MIDDLE SCHOOL.

RICHARD BONNEVILLE MIDDLE SCHOOL.

PATRICK HENRY MIDDLE SCHOOL.

JOHN MCREYNOLDS MIDDLE SCHOOL.

HOUSTON MATH SCIENCE AND TECHNOLOGY CENTER.

JAMES MADISON HIGH SCHOOL AND EVAN WORTHING HIGH SCHOOL AND CHANGING MAGNET THEME AT GEORGE SCARBOROUGH HIGH SCHOOL.

AND WILL NANCY OLVERA PLEASE COME TO THE PODIUM? GOOD AFTERNOON.

MY NAME IS NANCY OLVERA.

AND AND AS AND I AM A FORMER STUDENT OF SAM HOUSTON, I WOULD LIKE TO THANK EVERYONE WHO SEES AND HAS SEEN WHAT SAM HOUSTON CAN REALLY DO FOR OUR COMMUNITY.

OUR SCHOOL HAS BEEN OPEN SINCE 1878.

THAT IS 144 YEARS.

WE MEAN SOMETHING TO OUR COMMUNITY.

BEING ABLE TO HAVE A MAGNET CLASS MEANS WHERE WE CAN WORK CLOSELY WITH OUR STUDENTS SO WE CAN GUARANTEE THEIR SUCCESS.

I'M JUST ONE OF MANY LIVING PROOFS THAT SAM HOUSTON HAS A LOT OF POTENTIAL.

MY MOTHER IS ALSO A FORMER STUDENT OF SAM HOUSTON, YET I HAVE REACHED FURTHER THAN SHE WAS ABLE TO.

I HAVE TO FIGHT SO MY DAUGHTER CAN ALSO GO FURTHER THAN I WAS ABLE TO.

THAT CAN ONLY BE ACCOMPLISHED WHEN WE HAVE THE SUPPORT WE NEED.

SO ALL I ASK THE BOARDS IS DO WE HAVE YOUR SUPPORT? THANK YOU. THANK YOU.

THIS CONCLUDES OUR HEARING OF REGISTER OF SPEAKERS FOR AGENDA ITEMS. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW HELD ON OCTOBER SIX, 2022? HAVE A SECOND. HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE DEIGAARD, PLEASE VOTE.

7 FOR, 0 AGAINST, ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF NOVEMBER TEN, 2022.

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

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

TRUSTEES HAVE PULLED A NUMBER OF ITEMS FOR DISCUSSION THIS EVENING, KEEPING CONSISTENT WITH OUR NORMS AT AGENDA REVIEW.

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

IF TRUSTEES WOULD LIKE TO ADD ADDITIONAL TIME FOR COMMENTS AND DISCUSSION, THAT CAN BE DONE BY THE WILL OF THE BOARD WITH A MOTION SECOND AND VOTE.

WE WILL BEGIN WITH A ONE ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF BOARD GOAL THREE PROGRESS MEASURE 3.1.

THIS ITEM IS BEING PULLED AT THE REQUEST OF TRUSTEES WADE AND BLUEFORD-DANIELS.

I DON'T KNOW IF YOU ALL WANT TO HOLD YOUR QUESTIONS UNTIL WE HAVE THE PRESENTATION NEXT WEEK OR Y'ALL WANT TO SHARE THEM NOW AND THEN THEY CAN BE ANSWERED NEXT WEEK.

OK. THE NEXT ITEM HELD FOR DISCUSSION IS CONSIDERATION AND APPROVAL OF THE FEDERAL LEGISLATIVE PRIORITIES FOR THE 118TH CONGRESS AND STATE LEGISLATIVE PRIORITIES FOR THE 88TH TEXAS LEGISLATIVE SESSION PULLED AT THE REQUEST OF WADE AND BLUEFORD-DANIELS. SO JUST INDICATE IN THE Q.

WHAT QUESTIONS DO YOU HAVE? TRUSTEE WADE.

SO ON THE LEGISLATIVE QUESTION.

[00:05:02]

ALL RIGHT. LET ME GET TO MY NOTES.

ALL RIGHT, LEGISLATIVE AGENDA A TWO.

SO I KNOW THAT ONE OF THE THINGS I KEEP ADDRESSING SUPERINTENDENT HOUSE, IS HIGH QUALITY TUTORING.

AND I KNOW THAT'S BEEN A BIG CONVERSATION, AND I DON'T SEE THAT ON THE LEGISLATIVE AGENDA AS A CONCERN.

I SEE OTHER THINGS. I JUST WANTED TO ASK WHERE WHERE THAT MIGHT BE A CONSIDERATION GOING FORWARD.

IT'S DEFINITELY STILL A PRIORITY IN REFERENCE TO PROVIDING THE HIGH QUALITY TUTORING.

AND THERE ARE SEVERAL DIFFERENT MEANS IN HOW WE CAN GO ABOUT PAYING FOR THE HIGH QUALITY TUTORING.

SO IT IS DEFINITELY SOMETHING THAT AS A AS A SCHOOL SYSTEM SITE LEVEL STAFF'S THAT WE EXPECT TO CONTINUE AT A HIGH LEVEL.

OKAY. I JUST FIGURED IF WE COULD DISCUSS IT WITH THE LEGISLATURE, THAT WOULD BE HELPFUL.

SO THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

THANK YOU. THANK YOU.

I ACTUALLY SPOKE WITH THE BOARD ATTORNEY AS WELL ABOUT SOME OF THE CONCERNS THAT I HAD.

BUT ONE MAIN CONCERN IS THE OUTREACH TO THE TRUSTEES SO THAT WE CAN IN TURN SHARE SOME CONCERNS THAT WE THINK SHOULD BE ADDRESSED IN LEGISLATION, PARTICULARLY ACCOUNTABILITY ISSUES, PARENT ACCOUNTABILITY.

WE KNOW WE HAVE STUDENT REPORTS, BUT ACCOUNTABILITY, BECAUSE WE'VE HAD SO MANY INSTANCES AS SO MANY PEOPLE ARE AWARE OF TICK TOCK CHALLENGES IN THE SCHOOLS.

THAT'S CLOSING DOWN A NUMBER OF THE SCHOOLS.

AND SO I THINK THAT WE SHOULD HAVE SOME DISCUSSION AS TO HOW WE CAN ADDRESS THAT.

THANK YOU. ANY OTHER QUESTIONS? TRUSTEES ON THIS? NO. TRUSTEE ALLEN.

PLEASE. I DO HAVE ONE QUESTION BECAUSE THE LEGISLATIVE AGENDA SEEMS TO BE KIND OF GENERAL, EXCEPT FOR ONE PART.

THE ONE UNDER SCHOOL FINANCE, THE ONE THAT SAYS FULFILL THE STATE'S PROMISE TO THE HOUSTON INDEPENDENT SCHOOL DISTRICT IN 213 WHEN THE TEA WAS ORDERING CLOSURE AND ANNEXATION OF NORTH FOREST TO THIS DAY TO PROVIDE ISD WITH INCENTIVE AID AND FACILITIES FUNDING.

DOES THE DISTRICT PLAN TO CREATE A BILL? FOR THAT AGENDA ITEM SO THAT INSTEAD OF JUST SENDING IT OUT AND SAID THIS IS OUR PRIORITY SINCE IT'S JUST US.

DO WE HAVE THAT CAPABILITY? WE WE ARE WORKING TO ENSURE THAT THAT HAPPENS.

AS WE SPEAK. WE'VE WORKED WITH VARIOUS FOLKS IN THE LEGISLATURE ALREADY HERE IN THE LAST WEEK.

CHIEF MAX MOLL HAS HAS REALLY CIRCLED THE WAGONS ALONG WITH OUR MATTHEW BACK THERE AS WELL.

CHIEF MOLL, DO YOU WANT TO SHARE SOME INFORMATION AROUND WHAT'S HAPPENED IN THE LAST WEEK, THE AMOUNT THAT WE'RE LOOKING FOR AND A LITTLE BIT OF HISTORY IN TERMS OF NORTH FOREST AND US BEING THE ONLY SCHOOL SYSTEM THAT HAD THIS KIND OF CONSOLIDATION THAT DID NOT RECEIVE THE NECESSARY PAY? SURE, AND GOOD EVENING, TRUSTEES.

DR. ALLEN, TO YOUR QUESTION, THE LEGISLATIVE PRIORITIES ARE INTENTIONALLY CRAFTED THIS WAY.

THERE WILL BE SEVERAL PIECES OF LEGISLATION THAT FALL UNDER THESE BUCKETS.

WE DO NOT HAVE THE FULL LIST OF WHAT THE BILLS WILL LOOK LIKE OR WHO WILL OFFER THEM OR SPONSOR THEM.

BUT THERE WILL BE SPECIFIC PIECES OF LEGISLATION THAT WE WILL WE WILL CHAMPION AS PART OF THESE PRIORITIES.

IF I MAY, SUPERINTENDENT, ANSWER TO TRUSTEE WADE'S QUESTION ABOUT THE SEL QUESTION.

SO THAT IS AT THE FEDERAL LEVEL.

ESSER FUNDS HAVE ALLOWED US TO IMPLEMENT HIGH DOSAGE TUTORING, WHICH WE OBVIOUSLY IS VALUABLE AND WE THINK HAS CONTRIBUTED TO SOME OF THE GAINS.

WE'VE SEEN THE LEGISLATIVE PRIORITY AROUND HB 4545, WHERE WE'RE ASKING FOR ADDITIONAL FLEXIBILITY AND SUPPORT AROUND THAT IS WHERE WE'RE GOING TO CHASE THE PURSUE THE FUNDING FOR THE HIGH DOSAGE TUTORING.

SO THAT'S WE'RE GOING TO DO IT AT THE STATE LEVEL, THE FEDERAL LEVEL.

WE DID FOCUS ON THE SEAL.

AND THEN THE QUESTION ABOUT NORTH FOREST, THERE WAS A LOT OF HISTORICAL CONTEXT.

I WILL I'M HAPPY TO PROVIDE A TIMELINE, BUT I WILL GIVE KIND OF THE HIGH LEVEL.

SO WHEN THE WHEN NORTH FOREST WAS ANNEXED INTO THE DISTRICT, THE AGREEMENT TYPICALLY IS THAT THE TA PAYS FOR FIVE YEARS OF OPERATIONAL COSTS.

THE DISTRICT RECEIVED TWO YEARS OF OPERATIONAL COSTS.

SO WE BELIEVE THAT WE ARE STILL WILL SAY OWED THAT MONEY.

[00:10:01]

AND IT IS A PRIORITY FOR OUR OUR BACK COMMUNITY AND OUR DISTRICT TO CONTINUE TO PURSUE IT.

WE HAVE MET WITH SEVERAL KEY LEGISLATORS AROUND THIS.

SPECIFICALLY, WE BELIEVE THAT THIS IS AN AREA WHERE WHERE WE CAN ABSOLUTELY PURSUE THOSE DOLLARS.

AGAIN, HAPPY TO SHARE THE TIMELINE WITH TRUSTEES SO THAT IT'S MORE IN DEPTH THAN THAN THAT ANSWER.

BUT BUT I BELIEVE IT'S IMPORTANT.

TRUSTEE BLUEFORD-DANIELS.

AND THANK YOU FOR THAT QUESTION.

TRUSTEE ALAN, BECAUSE OBVIOUSLY NO FOREST IS IN MY DISTRICT, SO THANK YOU FOR ADDRESSING THAT.

IT IS PRIMARY CONCERN AND I GET A LOT OF QUESTIONS ABOUT WHAT APPEARS TO BE NEGLECT OF NORTH FOREST COMPARED TO OTHER HISD CAMPUSES.

SO I'D LIKE TO BE ENGAGED IN IT TO PLEASE.

AND I KNOW THAT THEY'RE PREPARING BILLS NOW.

SO DO YOU KNOW IF ANYBODY IS PLANNING ANYBODY HERE LOCALLY IS PLANNING ON CARRYING THAT BILL OR CARRYING A BILL AS IT RELATES TO THE THE DOLLAR AMOUNT AND THAT KIND OF A SEGWAY TO THE RECAPTURE DOLLARS, THE RECAPTURE DOLLARS THAT WE DIDN'T HAVE TO PAY FOR A COUPLE OF YEARS, IS THAT GOING TO RESULT IN US HAVING TO PAY DOUBLE AMOUNT AND THOSE IS LOOKING LIKE CHOP, CHOP, CHOP AND I MAY LET HIM OPINE ON RECAPTURE.

I WANT TO TAKE A COUPLE OF THOSE.

SO THE ENGAGEMENT OF THE BOARD, THE INTENT IS TO VISIT WITH EACH WITH OUR TRUSTEES AFTER THIS DISCUSSION TO FIGURE OUT WHERE WE CAN PLUG TRUSTEES INTO GOING UP TO US AND ENGAGING WITH THE LEGISLATORS.

BECAUSE OF COURSE, NORTHPORT, THIS NORTH FOREST ITEM, IS A PRIORITY TO YOU TRUSTEE.

AND WE WANT TO BE WE WANT TO VISIT WITH EACH OF YOU TO SEE WHERE YOU'D LIKE TO BE INVOLVED.

WE HAVE HISD PLANNED, BUT WE WANT YOU AS MUCH AS YOU'D LIKE TO BE INVOLVED WITH THE WHOLE PROCESS FROM JANUARY TO MAYBE AUGUST, BUT JANUARY TO JUNE AT LEAST.

AND YOUR OTHER QUESTION.

TRUSTEE I'M SORRY ABOUT THE RECAPTURE DOLLARS.

I MIGHT LET CHIEF REID TALK TO THAT.

WHAT I WILL SAY THERE IS A ITEM ON HERE ABOUT THERE'S A PROPERTY TAX ITEM ON HERE THAT SPEAKS TO THIS A LITTLE BIT.

SO THE WAY HISD OFFERS A HOMESTEAD EXEMPTION, IT'S ONE DISTRICT THAT DOES IT.

AND THOSE IN CHIEF, YOU CAN KEEP ME HONEST HERE.

THE STATE ACTUALLY DOESN'T TAKE THAT THAT EXEMPTION INTO ACCOUNT WHEN THEY CALCULATE OUR RECAPTURE PAYMENT.

AND WE SO TO THE TUNE OF ROUGHLY AND AGAIN KEEP ME HONEST 100 HOW MUCH IT IS TAKING.

OH, IT IS OK. WELL THEN NEVER MIND.

SEE, THAT'S WHY YOU KEEP ME HONEST.

BUT IT IS SOMETHING THAT WE'RE LOOKING AT THE RECAPTURE THE RECAPTURE STATUS.

BUT IT WAS WAIVED FOR A COUPLE OF YEARS, WASN'T IT, GLEN? LIKE, WASN'T IT WAIVED FOR US IN 20 2019 AND 20, THE RECAPTURE DOLLARS GOING BACK? NO, IT WAS NOT.

SO WE PAID THE FULL AMOUNT. OKAY, WAIT, SO WE WE PAID THE FULL AMOUNT.

OKAY. THANK YOU FOR THAT CLARITY.

OKAY. BECAUSE I HAVE HAD A MISUNDERSTANDING OF THAT.

SO THANK YOU. AND THAT WAS IT.

THAT WAS THE FOLLOW UP. THANK YOU.

OUR NEXT ITEM HELD FOR DISCUSSION IS B-1 COMPLETION AND APPROVAL OF THE BOARD'S QUARTERLY SELF EVALUATIONS AND REVIEW OF THE BOARD.

STAFF USE TRACKER PULLED AT THE REQUEST OF TRUSTEES ELLEN DEIGAARD AND BLUEFORD-DANIELS.

TRUSTEE ALLEN. I DID READ THE Q&A AND THE QUESTION THAT THE WAY THAT THEY ANSWERED IT.

BUT I DID HAVE A FOLLOW UP QUESTION BECAUSE ONE OF THE SCORING CRITERIA ON OUR SELF EVALUATION IN THE AREA OF PROGRESS AND ACCOUNTABILITY AREA TWO.

THE BOARD EVALUATED AND IT SAYS THE BOARD EVALUATES BUT DOES NOT INTERFERE WITH PROGRESS TOWARD IMPROVING STUDENT OUTCOMES TO RECEIVE A FOUR THAT'S MEET FOCUS. ONE OF THE CRITERIA IS THE BOARD RECEIVES AT LEAST ANNUALLY A REPORT ON THE AVERAGE COST OF STAFF TIME SPENT ON GOVERNANCE USING THE STAFF USE TRACKER PREVIOUSLY BEFORE SERVICES PROVIDED THE STAFF PREVIOUSLY BOARD SERVICES PROVIDED THE STAFF USE TRACKER AND THE QUARTERLY PROGRESS TRACKER.

THOSE TRACKERS ARE NO LONGER PROVIDED BY BOARD SERVICES.

BUT NOW THAT WE HAVE RECOMMITTED OURSELVES TO THE TEXAS LONE STAR GOVERNANCE, THEY NEED TO BE PROVIDED AGAIN.

AND SO THE, THE AREA THAT I WAS THINKING OF IS THAT THE ANSWERS THAT WERE GIVEN ON THE Q&A WERE NOT QUITE WHAT WE NEED TO FULFILL, WHAT WE NEED TO DO TO GET TO FOUR POINTS.

WE GOT WE GOT A CHART OF THE HOURS, BUT WE DON'T HAVE LIKE THE TIME, THE AMOUNT THAT FULFILLS THIS NEED. SO WE'RE GOING TO NEED THE BOARD, THE BOARD SERVICES TO START BACK TO GIVING US THOSE THINGS.

THANK YOU. CHIEF TRENT, JUST TO CLARIFY, THAT'S SOMETHING WITH COACH MCGOWAN THAT YOU ALL STARTED TRACKING AGAIN, IS THAT

[00:15:02]

CORRECT? THAT'S CORRECT.

WE WILL HAVE SOMETHING BY NEXT MONDAY MORNING, BUT WE NEED COACH MCGOWAN TO VERIFY WHAT WE CODED.

YES. THANK YOU.

BOARD SERVICES WILL PICK THAT UP AGAIN.

YES, THANK YOU. I WAS JUST WONDERING BECAUSE IT WASN'T IN THE Q&A.

YES. THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU. SO THIS IS A QUESTION FOR THE ADMINISTRATION.

ON THE Q&A DOCUMENT, IT CALCULATES HOW MANY OF THE BOARD REFERRALS ARE QUESTIONS FROM THE BOARD TO THE ADMINISTRATION.

SUPERINTENDENT REFERRALS ARE INQUIRIES WE GET FROM THE COMMUNITY THAT WE JUST FORWARD ON TO THE ADMINISTRATION BECAUSE THEY'RE CUSTOMER SERVICE, THEY'RE NOT GOVERNANCE.

SO IN ORDER TO REDUCE THE NUMBER OF REFERRALS FROM BOARD MEMBERS THAT ARE SUPERINTENDENT REFERRALS, WHAT DOES THE ADMINISTRATION SUGGEST? AND ACTUALLY, AUGUST, IF YOU DON'T MIND COMING UP AND SHARING FROM A PROCESS STANDPOINT, WHAT WE'RE LOOKING AT HERE, WE ARE LOOKING TO STREAMLINE THIS AND AND HAVE TALKED ABOUT THIS MOST RECENTLY..

CAUSE I'M JUST HITTING THE FORWARD BUTTON.

YEAH. SO TRUSTEE DEIGAARD, WHEN A REFERRAL WHEN THE SUPERINTENDENT REFERRAL COMES IN, WHEN IT COMES FROM THE SUPERINTENDENT HOUSE, WE TAKE THOSE AND WE KIND OF SEPARATE THE TWO ADMINISTRATIVE FROM BOARD.

AND SO BOARD WE HAVE OUR OWN PROCESS.

THERE'S A SUMMARY SHEET. WE DO THAT SUPERINTENDENT REFERRALS FROM THE COMMUNITY ARE HANDLED A LITTLE BIT DIFFERENTLY.

WHAT ARE THE THINGS THAT WE PLAN ON WORKING ON AND IMPROVING IS HOW WE GET THAT FEEDBACK BACK TO THE COMMUNITY.

NOW IN TERMS OF GOVERNANCE TRACKING, I BELIEVE IN THIS PROBABLY BE A QUESTION FOR COACH MCALLEN.

THEIR TRACK THE SAME.

SO IN TERMS OF THE HOURS, WHETHER IT'S SUPERINTENDENT VERSUS BOARD, THEY'RE BOTH TRACKED AS A USE OF STAFF TIME.

SO MY QUESTION IS HOW DO I NOT SEND IN SUPERINTENDENT REFERRALS? HOW CAN THOSE COMMUNITY MEMBERS JUST CONTACT YOU DIRECTLY TO GET THEIR ISSUES RESOLVED? TO NOT CONTACT THE BOARD BECAUSE THEY CONTACT US, BECAUSE THEY EITHER DON'T KNOW HOW TO GET THEIR QUESTION ANSWERED OR THEY'VE GONE THROUGH THE APPROPRIATE CHANNELS AND HAVEN'T GOTTEN THEIR QUESTION ANSWERED RIGHT.

AND SO MY QUESTION IS, WHAT IS THE ADMINISTRATION'S PLAN TO REDUCE THE NUMBER OF EMAILS THE BOARD GETS THAT WE ARE SUBMITTING THROUGH SUPERINTENDENT REFERRALS? AND WHAT RESPONSE CAN WE GIVE? LIKE, IS THERE SOMEBODY'S EMAIL WE CAN GIVE THEM INSTEAD TO CONTACT LIKE YOURS OR YOURS OR SOMEBODY'S TO SAY, DON'T EMAIL ME.

THE BOARD MEMBER EMAILED THIS ADMINISTRATOR INSTEAD WHAT WE CAN DO AND WE TALKED ABOUT WE'RE GOING TO HAVE THIS ON OUR AGENDA AT THE CABINET LEVEL ON MONDAY AND WE'LL HAVE AN ANSWER TO WHAT THAT LOOKS LIKE TO MINIMIZE THE NUMBER OF TOUCH POINTS OR CONTACTS THAT ARE COMING TO THE BOARD MEMBERS, BECAUSE I MEAN, IF WE'RE USING YOUR TIME, BECAUSE THE COMMUNITY DOESN'T HAVE A DIFFERENT WAY OF CONTACTING YOU, I'D LIKE TO REDUCE THAT.

THANK YOU. THANK YOU.

ANY OTHER QUESTIONS ON THIS ITEM? OH. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. THAT WAS ONE OF THE ITEMS I PULLED BECAUSE AS I LOOKED AT THE NUMBERS THAT SHOWED THE TOTAL TRACKING AND THE VARIOUS WAYS IT WAS TRACKED, I DIDN'T SEE THIS IS ON THE ORIGINAL AGENDA PACKAGE THAT CAME OUT.

I DIDN'T SEE HOW SORT OF WHAT TRUSTEE ALLEN WAS ALLUDING TO, HOW IT'S TRACKED FOR.

INFORMATION IS BEING FORWARDED.

THIS SLIDE RIGHT HERE.

I WASN'T ABLE TO SEE HOW THE BOARD I'M SORRY, THE BOARD SERVICES WAS TRACKING WHAT'S BEING SENT IN BY THE TRUSTEES.

AND I SAY THAT BECAUSE I APPRECIATE THE FACT THAT YOU ALL SENT IT BACK OUT WITH RESPONSES TO EVERYBODY.

SO ALL THE TRUSTEES CAN KNOW WHAT THE QUESTIONS ARE, BUT IT'S SO OVERWHELMING NOW.

I WAS JUST WONDERING HOW THAT'S BEING TRACKED, BECAUSE IT LOOKED LIKE SOME OF THE QUESTIONS AND SOME OF THE REFERRALS ARE DEFINITELY OUTSIDE OF THE GOVERNANCE AND POLICY LANE. AND THAT'S WHY I WAS WONDERING WHAT KIND OF HOURS DOES IT TAKE TO IDENTIFY FIRST IDENTIFY THE HOURS THAT IT'S TAKING YOU ALL TO ANSWER THOSE QUESTIONS AND GET BACK WITH US? IT TAKES A LOT IN REFERENCE TO THE NUMBER, THE AMOUNT OF TIME THAT GOES INTO TO TRACK IT.

AND I KNOW ONE OF THE CONCERNS IS, YOU KNOW, BOARD MEMBERS WANT THAT INFORMATION AS SOON AS AS SOON AS POSSIBLE.

BUT THAT'S ONE OF THE ITEMS THAT THAT WE'RE GOING TO GOING TO FOCUS ON IN STREAMLINING THIS PROCESS.

WE'VE GOTTEN FEEDBACK FROM AT LEAST TWO TRUSTEES AROUND THIS, AND WE WANT TO MAKE SURE THAT WE DO ITS BEST TO TO MINIMIZE THE NUMBER OF CONSTITUENTS TO COME TO YOU ALL AND MINIMIZE THE TIME FRAME AND REFERENCE TO WHEN WE GET BACK TO CONSTITUENTS AND AND MAKE SURE THAT WE HAVE AN ANSWER AS QUICK AS

[00:20:04]

POSSIBLE. AND I APPRECIATE THAT BECAUSE SOME SOME OF THEM MIGHT HAVE EVEN STARTED RETURNING CALLS FOR THAT HAS BEEN THAT HAVE BEEN IN THE QUEUE FOR SEVERAL DAYS.

AND SO I'M SITTING THERE AS A REFERRAL.

I TRY TO REACH OUT TO MOST OF MY AND MYSELF AND GIVE A RESPONSE.

BUT I'M JUST CONCERNED WITH THE TRACKING HOURS FOR THE ADMINISTRATION AND FOR THE BOARD AND THAT REQUEST THAT'S BEING MADE.

SO THANK YOU. TRUSTEE ALLEN.

ANOTHER PART OF OF OF MY QUESTION THAT I HAD ON B ONE THAT WAS NOT ANSWERED.

THERE WAS ALSO THE ISSUE OF USING BUS DRIVERS TO DO GROUNDS WORK THAT WAS NOT ADDRESSED.

IS THAT A POSSIBILITY TO USE BUS DRIVERS TO ASSIST THE GROUNDS CREW? I HAVE AT LEAST ONE VOLUNTEER, THE LADY WHO BROUGHT UP THE IDEA THAT SHE WOULD WOULD NOT MIND WORKING WITH THE GROUNDS CREW AND SHE WAS A BUS DRIVER.

IS THAT A POSSIBILITY IN A BORROWED EMPLOYEE? IT WOULD HAVE TO BE A JOB DESCRIPTION MODIFICATION TO LIST THIS.

SO ACTUALLY SOMETHING THAT CHIEF GRANT SKINNER AND I HAVE HAVE TALKED ABOUT IN PREVIOUS MONTHS AS A POSSIBILITY FOR DIFFERENT REASONS.

BUT IT IS SOMETHING THAT'S THAT'S BEEN ENTERTAINED BUT NOT EXECUTED UPON.

OKAY. BECAUSE I HAVE I HAVE A NAME THAT YOU CAN START USING TO SET THE SYSTEM UP IF YOU WANT TO USE.

HAVE A PERSON THAT'S ACTUALLY INTERESTED.

THANK YOU. TRUSTEE WEIGHED OK ON THE DATA THAT SHOWS HOW MANY HOURS ARE BEING USED PER EMPLOYEE FOR AREA ANSWERING QUESTIONS.

WHEN I LOOK AT THE FINAL NUMBER.

I WONDER IF WE CAN'T IF THE DISTRICT WOULD CONSIDER LOOKING AT HOW MANY HOURS, WHAT AREAS HAVE THE MOST HOURS USED.

SO, FOR EXAMPLE, WHEN I LOOK AT GROUNDS AND I UNDERSTAND THAT, BUT WHEN I LOOK AT THAT LARGE NUMBER, IT MAKES ME THINK THAT THAT THERE'S SOMETHING AMISS IN THE DISTRICT WHEN THAT MANY QUESTIONS ARE COMING IN AND TO THOSE PARTICULAR AREAS.

SO I GUESS WHAT I'M ASKING IS, CAN THAT BE SCALED BY WHO'S USING THE MOST HOURS AND SEE IF WE CAN'T FIGURE OUT WHY THOSE AREAS KEEP HAVING THE MOST? REDUNDANT QUESTION OR THE MOST CONCERNING QUESTIONS.

DOES THAT MAKE SENSE? I THINK SO, SORT OF.

CAN I SAY IT DIFFERENTLY? WHAT I WHAT I CAN TELL YOU SPECIFICALLY, I DON'T KNOW IF YOU'RE TALKING ABOUT PROCESS, IF YOU'RE TALKING ABOUT GROUND SPECIFICALLY, BUT GROUNDS IS ONE THAT WE'VE CONTRACTED OUT MOST RECENTLY BECAUSE OF SOME OF THE ISSUES THAT WE SEE HERE.

SOME OF THAT HAD TO DO WITH THE RAIN A COUPLE OF MONTHS AGO AND GETTING US BEHIND.

BUT WE HAD TO GO THROUGH A PROCESS OF WHAT IT WAS GOING TO LOOK LIKE TO TO CONTRACT OUT WITH SOME OF THOSE INDIVIDUALS REGARDLESS.

THAT'S WHY MANY OF THE CALLS FOR CONCERN CAME IN.

BUT WE'VE MOVED FORWARD AND CHIEF PAUL HAS HAS LED THE CHARGE TO ENSURE THAT WE HAVE MORE SUPPORT OUTSIDE OF WHAT WE HAVE INTERNALLY. I JUST THINK THIS DATA IS IMPORTANT TO UNDERSTAND WHERE THE ISSUES WERE.

MORE OF THE ISSUES THAT LIE IN THE DISTRICT.

SO. THANK YOU.

TRUSTEE DEIGAARD. QUESTION FOR MY COLLEAGUE.

TRUSTEE BLUEFORD-DANIELS, YOU SAID THAT YOU SAY WHEN YOU GET INSTEAD OF SENDING THESE IN AS SUPERINTENDENT REFERRALS, YOU JUST RESPOND TO THE CONSTITUENT DIRECTLY.

SOME I DO.

OK SO HOW DO YOU LIKE WHAT IF YOU DON'T KNOW? WHAT IF YOU DON'T HAVE AN ANSWER TO WHAT THEY NEED? COMMON SENSE APPROACH IF I DON'T HAVE AN ANSWER, I FORWARD.

OKAY. THANKS.

TRUSTEE. WERE YOU? OKAY. THANK YOU, TRUSTEE BAKER.

YEAH. JUST WANT TO CLARIFY, SUPERINTENDENT.

THE MEANTIME, YOU STILL WANT US TO REFER THOSE, RIGHT? AND NOT LAY IN THE MAIL? CORRECT. OKAY.

BUT WE'RE JUST GOING TO JUST START LOOKING AT BETTER WAYS OF..

STREAMLINING YES. YEAH.

ALL RIGHT. JUST WANT TO MAKE SURE. AND THE MONEY THAT'S HERE, THE PAYOUT, IS THAT BASED ON THE PERSON'S.

WHAT'S ALL IN THAT EQUATION? THAT'S ESSENTIALLY THE JOB DUTIES, RESPONSIBILITIES THAT WOULD BE TAKING CARE OF THIS.

IT'S JUST A CALCULATION OF WHAT THEY WOULD MAKE IF THEY WERE DOING DOING THOSE JOBS AND RESPONSIBILITIES FOR THAT TIME PERIOD.

[00:25:07]

SO WAS THIS AN ADDITION TO THEIR THEY'RE ALREADY THE SALARY OR IS IT EXTRA THAT'S BEING SPENT? YEAH, THAT'S THAT'S CONSISTENT WITH WHAT WHAT THEY MAKE FROM A SALARY STANDPOINT.

SO I GUESS WHAT I'M TRYING TO ASK AND I'M NOT TRYING TO BE RUDE OR ARE THEY JUST DOING THEY'RE PAID TO BE DOING WHAT? YOU KNOW, WITH THE EXTRA IT'S COMING IN FROM THE PUBLIC.

YES, I BELIEVE.

I BELIEVE BELIEVE SO.

SURE. YEAH. ALL RIGHT.

ALL RIGHT. OUR NEXT ITEM HELD FOR DISCUSSION E ONE APPROVAL OF NEW MAGNET PROGRAMS AT CRISPUS ATTUCKS MIDDLE SCHOOL, RICHARD BONNEVILLE MIDDLE SCHOOL, PATRICK HENRY MIDDLE SCHOOL, JOHN MCREYNOLDS MIDDLE SCHOOL, HOUSTON MATH SCIENCE AND TECHNOLOGY CENTER, JAMES MADISON HIGH SCHOOL AND EVAN WORTHING HIGH SCHOOL AND CHANGING THE MAGNET THEME AT GEORGE SCARBORO HIGH SCHOOL.

THIS HAS BEEN BEING PULLED AT THE REQUEST OF TRUSTEES HERNANDEZ AND ALAN.

TRUSTEE HERNANDEZ.

THANK YOU. I AM GLAD TO SEE THAT THERE ARE SOME MORE MAGNET PROGRAMS COMING UP.

HOWEVER, I AM VERY CONCERNED BECAUSE THERE ARE NO ELEMENTARY SCHOOLS ON THIS LIST.

AS YOU KNOW, I'M A VERY BIG SUPPORTER OF EARLY CHILDHOOD.

WE KNOW THAT OUR LARGEST ENROLLMENT DEFICIT HAS BEEN IN ELEMENTARY SCHOOLS AND WE ARE SAYING THAT WE NEED TO HAVE A LONG TERM PLAN FOR HISD.

THE MAJORITY OF THE GOALS FOR THE BOARD ARE AT THE ELEMENTARY SCHOOL LEVEL AND I AM CONCERNED THAT THERE ARE NO ELEMENTARY SCHOOLS ON HERE.

WHEN I SPOKE TO YOU, MR. SUPERINTENDENT, YOU SAID THAT YOU ARE ADDING THESE TO THE MIDDLE SCHOOL AND HIGH SCHOOL LEVELS BECAUSE OF TO SUPPORT THEM FINANCIALLY.

AND I, I DON'T SEE WHERE WE ARE SUPPORTING OUR ELEMENTARY SCHOOLS FINANCIALLY.

WE KNOW THAT THERE ARE ELEMENTARY SCHOOLS AND CERTAIN PROGRAMS THAT HAVE LONG WAIT LISTS.

WE KNOW THAT THERE'S GOING TO BE FOUR MONTESSORI SCHOOLS THAT THE CITY OF HOUSTON IS PARTNERING WITH THAT ARE OPENING UP NEXT YEAR, AND THAT THOSE STUDENTS CAN BECOME STUDENTS.

IF WE HAVE MAGNET PROGRAMS AT THE ELEMENTARY SCHOOL LEVEL THAT THEY COULD GO TO.

SO I'M VERY CONCERNED.

I WANT TO KNOW WHAT THE THOUGHT PROCESS WAS BY CHOOSING THESE MAGNET PROGRAMS AND NOT HAVING ANY ELEMENTARY SCHOOLS ON THERE.

SURE. AND I'LL ASK THAT CHIEF WATTS, OUR CHIEF OF SCHOOLS, SHARE A LITTLE BIT ABOUT WHY THIS FOCAL AREA IS IS WHERE IT IS.

I DO WANT TO MENTION BEFORE SHE BEFORE SHE JUMPS IN IS THAT EVEN THOUGH WE DON'T HAVE MAGNETS PER SAY BEING ADDED AT THE ELEMENTARY LEVEL AS WE ARE AT THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL, THERE ARE QUITE A FEW FOCAL PROGRAMS, YOU KNOW, WHETHER IT BE STEM, THE ARTS AND IN SEVERAL OF OUR ELEMENTARY SCHOOLS.

DR. WATTS. SURE.

THANK YOU FOR THE QUESTION.

ONE OF THE REASONS OR THE THOUGHT PROCESS THAT WENT INTO ADDING JUST TO THE MIDDLE AND HIGH SCHOOLS GOES BACK TO SOME RESEARCH AND COMMITTEE WORK THAT WAS DONE A YEAR AGO IN WHICH THERE WAS A GROUP OF SHAREHOLDERS AND RESEARCHERS THAT GOT TOGETHER AND MADE A RECOMMENDATION THAT PROGRAMS START IN THE MIDDLE AND HIGH SCHOOLS, BECAUSE THAT'S WHERE STUDENTS BEGIN TO REALLY SPECIALIZE IN TERMS OF THEIR INTEREST VERSUS ELEMENTARY SCHOOLS WHEN STUDENTS HAVE MORE OF A COMPREHENSIVE LEARNING APPROACH.

I'LL ALSO INVITE DR.

LOVE UP TO TO RESPOND FURTHER ABOUT SOME WAYS THAT WE'RE GOING ABOUT SEEKING FEEDBACK FROM THE COMMUNITY.

GOOD EVENING AND BOARD MEMBERS AND TRUSTEE HERNANDEZ SPECIFICALLY WITH THAT QUESTION TO THAT QUESTION, ONE THING WE'RE DOING IS WE ARE DEVELOPING A SURVEY WE ACTUALLY PLAN TO LAUNCH NEXT WEEK. WE'RE WORKING WITH RESEARCH AND ACCOUNTABILITY, ALSO OUR COMMUNICATIONS DEPARTMENT.

AND ALSO WE'LL BE PARTNERING WITH FAMILIES EMPOWERED AND ALSO LATINOS FOR EDUCATION TO GET THIS OUT TO TO MORE STAKEHOLDERS ACROSS OUR COMMUNITIES TO RECEIVE FEEDBACK ON WHAT THEIR PERCEPTIONS ARE ABOUT SCHOOL CHOICE AND OPTIONS THEY'D LIKE TO SEE.

IN ADDITION TO THAT, WE DO PLAN TO HOLD FOCUS GROUPS THROUGHOUT THE MONTH OF NOVEMBER TO ALSO GET THE QUALITATIVE FEEDBACK FROM COMMUNITY MEMBERS ON WHAT THEIR THOUGHTS ARE ON SCHOOL CHOICE AND SEE HOW THEY WANT TO SEE MOVING FORWARD AS FAR AS OPPORTUNITIES FOR THEM AND THEIR CHILDREN.

AS WE GO THROUGH OUR STRATEGIC STRATEGIC PLAN OVER THE NEXT FIVE YEARS.

SO THAT'S SOMETHING WE ARE TAKING IN CONSIDERATION.

TO THE POINT DR. WATTS BROUGHT UP ABOUT CONSULTING THE SECONDARY SCHOOLS.

IT WAS BASED ON THE RECOMMENDATIONS FROM THE COMMITTEES AND SOME STAKEHOLDER GROUPS WE HELD EVEN BACK IN 2019, BUT ALSO LOOKING AT WHERE WE HAVE AND WHAT WE'RE TRYING TO DO IS LOOK AT OUR MAGNET DESERTS ACROSS OUR DISTRICT WHERE WE HAVE SOME SCHOOLS IN AREAS WHERE THEY DON'T HAVE A LOT OF SCHOOL CHOICE OPTIONS.

[00:30:03]

BASED ON THAT INFORMATION, WE RECOMMEND THESE PROGRAMS ALSO WITH THE CAMPUSES RECEIVING FEEDBACK FROM THE COMMUNITIES ON THE THEMES AND LOOKING AT THESE.

SO REALLY BUILD UP A BUILD UPON EITHER A FEEDER PATTERN APPROACH OR LOOKING AT ALSO HOW WE BOLSTER CERTAIN COMMUNITIES AND CHOICE IN THOSE COMMUNITIES.

SO WE ARE CONSIDERING BEYOND THESE IN THE FUTURE AS FAR AS WHAT WE DO, AS FAR AS EVEN OUR DUE LANGUAGE PROGRAMS ACROSS ELEMENTARY, MIDDLE AND HIGH, AND ALSO SOME OTHER PROGRAMS TO SEE IF WE NEED TO CONTINUE ADDING PROGRAMS ACROSS THESE COMMUNITIES, IF THERE'S A DESIRE AND IF WE FEEL A NEED THAT THERE SHOULD BE.

WITH THE WITH THESE PROGRAMS THAT ARE BEING PROPOSED, DOES THAT MEAN THAT THERE WILL NOT BE MAGNET VISITS ANYMORE? OUR GOALS OVER THE NEXT 3 TO 5 YEARS IS TO ELIMINATE THOSE DESERTS AND HAVE CHOICE ACROSS OUR REGION ALONG WITH THIS STRATEGIC PLAN AND ALSO WHAT WE'LL BE DOING ACROSS THE DISTRICT. SCHOOL TRANSFORMATION.

SO HOW ARE THESE TWO SCHOOLS CHOSEN VERSUS OTHER SCHOOLS THAT ARE ALSO IN A MAGNET DESERT? WELL, IT'S JUST A TIMELINE APPROACH AS FAR AS LOOKING ONE AT FISCALLY WHAT WE CAN ABSORB.

THERE'S OUR COST AS FAR AS GENERAL FUNDS TO SCHOOL CHOICE PROGRAMS THAT WE HAVE TO CONSIDER, ESPECIALLY AS WE START DISCUSSING OUR FINANCIAL SITUATION AS A DISTRICT, ESPECIALLY FOR THE NEXT 2 TO 3 YEARS.

WITH THAT, WE ALSO HAD BY DEFAULT THE MIDDLE SCHOOLS HERE.

LAST YEAR WE BROUGHT FORWARD THE CLASS GRANT OPPORTUNITY FOR SOME OF OUR MIDDLE SCHOOLS FOR SCHOOL REDESIGN AND TO TURN THEM AROUND AND REALLY HAVE THEM GO FROM A LOWER GRADE WITHIN THREE YEARS, HAVE THEM BE A B OR A LEVEL WITH ACCOUNTABILITY.

ONE STRUCTURE THAT AND ONE REQUIREMENT IS TO LOOK AT A SCHOOL REDESIGN AND AND ADDING A PROGRAM OPTION FOR CHOICE AT THESE SCHOOLS.

SO THE MIDDLE SCORES, WE LOOKED AT THAT FROM THAT STANDPOINT AS FAR AS WE'RE PAYING WITHIN THE GRANT, BUT ALSO TRYING TO BOLSTER A LOT OF THINGS FROM ACADEMIC PERFORMANCE, ALSO ENROLLMENTS WITHIN THAT.

WELL, FROM THERE THAT WE LOOKED AT THE HIGH SCHOOL AREAS WHERE THERE WERE DESERTS, BUT ALSO THERE WAS SOME INTEREST, BUT ALSO SOME SOME PROGRAMS THAT WE COULD BUILD UPON TO STRENGTHEN THAT COMMUNITY, STRENGTHEN KIND OF A FEEDER APPROACH, BECAUSE A LOT OF THESE HIGH SCHOOLS AND MIDDLE SCHOOLS HAVE A SIMILAR THEME, BUT ALSO OF INTERESTS OF KIND OF WHAT OUR GUEST SPEAKER SPOKE ABOUT IS REALLY BUILDING A STRONG PROGRAM TO ATTRACT EITHER FAMILIES BACK OR STRENGTHEN EVEN THE ACADEMIC PERFORMANCE OF STUDENTS THERE, WHERE THE PRINCIPALS ASKED TO APPLY FOR THIS MAGNET PROGRAM, NOT THESE ONES.

WE'LL BE TALKING ABOUT ANOTHER PROGRAM OPTION LATER ON.

MY 3DE WHERE WE ASK PRINCIPALS TO TO LOOK AT SUBMITTING INTEREST, BUT NOT THIS ONE.

THERE'S DEFINITELY A SCHOOL IN MY DISTRICT, A MIDDLE SCHOOL THAT HAS BEEN TRYING TO FIGURE OUT HOW TO BECOME A MAGNET, AND THEY HAVEN'T GOTTEN THERE YET AND THEY'RE NOT ON THE LIST. AND IF I MAY ELABORATE, TO RETURN THE HOUSE.

SO THE TIMELINE AROUND THE SECONDARY SCHOOLS, WHILE ALL MIDDLE SCHOOLS AND HIGH SCHOOLS ACTUALLY A THREE YEAR TIMELINE.

SO THIS IS THE FIRST PHASE OF THE THREE YEARS.

SO SEVEN SCHOOLS WILL BE ADDED THIS YEAR, SEVEN NEXT YEAR, SEVEN THE FOLLOWING YEAR, SO THAT BY YEAR THREE, EVERY MIDDLE AND HIGH SCHOOL IN THE DISTRICT HAS A MAGNET PROGRAM.

AND THAT AGAIN, WAS A DIRECT WILL.

GOING BACK TO THEIR RECOMMENDATION.

THERE WAS A COMMITTEE THAT WORKED ON THIS FOR OVER A YEAR.

IT HAD RESEARCHERS FROM HERC, IT HAD PARENTS, IT HAD COMMUNITY MEMBERS.

AND THAT COMMITTEE ACTUALLY, AFTER LOOKING IT FOR A YEAR, CAME BACK AND SAID, REALLY, WE NEED TO START WITH WITH MIDDLE AND HIGH SCHOOLS, BECAUSE THAT IS WHERE YOU SEE THE GREATEST NUMBER OF TRANSFERS.

THAT'S WHERE PARENTS START KIND OF CHOOSING WHERE THEY WANT TO SEND THEIR KIDS.

MOST PARENTS SEND THEIR KIDS TO THEIR NEIGHBORHOOD SCHOOL.

AND SO THE IDEA WAS THE RECOMMENDATION THAT CAME FROM THAT COMMITTEE WAS TO START AT THE SECONDARY LEVEL.

SO THAT'S WHY WE'RE WE'RE FOLLOWING THAT OVER THE NEXT THREE YEARS.

AND AGAIN, BY YEAR THREE, EVERY SINGLE MIDDLE SCHOOL IN HIGH SCHOOL IN THE DISTRICT WOULD HAVE A MAGNET PROGRAM.

TRUSTEE, ELLEN.

ON THIS ISSUE. WHEN I WAS LOOKING AT THE LIST OF THE SCHOOLS THAT WERE ON THERE, WE AS TRUSTEES WERE ELECTED TO BE THE VOICE OF OUR COMMUNITY. AND I KNOW THIS REQUEST HAS BEEN PRESENTED PREVIOUSLY, BUT CAN THE TRUSTEES BE INFORMED ABOUT COMMUNITY MEETINGS SCHEDULED IN THEIR AREAS SO THAT WE CAN HEAR THE INPUT FROM OUR CONSTITUENTS? BECAUSE I DIDN'T KNOW ANYTHING ABOUT ANY OF THESE MEETINGS.

SO IF SOMEONE ASKED ME ABOUT SOMETHING THAT WENT ON IN THAT COMMUNITY MEETING, I WON'T HAVE AN ANSWER FOR THEM.

I JUST WANT TO KNOW THIS.

CAN WE BE INFORMED OF WHEN THE MEETINGS ARE SO THAT WE MAY ATTEND? YES, ABSOLUTELY.

THANK YOU. TRUSTEE WADE.

YES, MY QUESTION HAS TO DO WITH.

SO THE LARGER TRANSFORMATION WORK THAT YOU TALKED ABOUT, WHICH IS GOING TO BE HOW DO WE RIGHT SIZE THE DISTRICT, ALL THE THINGS THAT ARE GOING TO HAVE TO GO IN THE FINANCIAL LONG TERM PLAN? HOW ARE THESE DECISIONS THAT ARE BEING IMPLEMENTED, LOOKED AT IN THAT STRATEGIC PLAN FOR THAT? I MEAN, OBVIOUSLY THAT'S BEING CONSIDERED.

SO WE'RE NOT GOING TO START THESE UP AND THEN GO CLOSE.

THAT SCHOOL IS MY TRUSTEE WADE.

[00:35:03]

I'D LIKE TO ASSIGN A LARGE PORTION OF THIS RESPONSIBILITY UNDER THE DIRECTION OF OUR DEPUTY SUPERINTENDENT, AND SOME WORK HAS ALREADY STARTED THERE. SO, DR.

CRUZ, YOU DON'T MIND SHARING A LITTLE BIT HERE IN REFERENCE TO WHERE WE ARE? YES, SIR. AND WHAT WE'RE DOING.

IN FACT, NEXT WEEK, THE SUPERINTENDENT WILL PROVIDE A MORE IN-DEPTH PRESENTATION TO YOU ALL ON ON THE TRANSFORMATION EFFORTS AND THE UPDATES.

BUT THEY'RE ESSENTIALLY THREE MAIN PILLARS TO THE TRANSFORMATION WORK.

THEY'RE EACH LED BY A DIFFERENT CHIEF HERE IN THE DISTRICT.

AND THERE'S A LOT OF INTERNAL EXTERNAL ENGAGEMENT THAT'S GOING THROUGH.

SO WE HAVE THE ACADEMIC AND SCHOOL SIDE REALLY LED BY DR.

WATTS, WE HAVE THE FISCAL SIDE BY OUR CFO AND THEN THE FACILITY SIDE THROUGH, OF COURSE, OUR CHIEF OPERATING OFFICER.

SO WE'RE MEETING REGULARLY LOOKING AT ALL OF THE DIFFERENT DATA POINTS.

SO ACTUALLY IN PARTNERSHIP WITH ALVAREZ AND RUSSEL, WE'VE DEFINED ALL OF THE INPUTS THAT ARE GOING INTO THE BROADER TRANSFORMATION PLAN, LOOKING AT THINGS LIKE ENROLLMENT TRENDS, LOOKING AT FINANCIAL DATA FOR CAMPUSES, LOOKING AT PERFORMANCE DATA, LOOKING AT ACTUALLY DISAGGREGATING THAT DATA BY ETHNICITY, BY RACE, ETC., AND PUTTING ALL THAT DATA TOGETHER TO DEVELOP A FRAMEWORK SO THAT WE WILL COME UP WITH A COHESIVE TRANSFORMATION PLAN THAT WILL GET US TO WHERE WE NEED TO BE, BOTH FINANCIALLY BUT ALSO ACADEMICALLY AS A SCHOOL SYSTEM. SO MORE DETAILS WILL COME NEXT WEEK AROUND WHERE WE ARE WITH REGARD TO THAT.

BUT ALL OF THESE DECISIONS AROUND PROGRAMING ARE BEING MADE ACROSS ALL OF THOSE THREE DIFFERENT BUCKETS SO THAT ACADEMICS, SCHOOLS, FACILITIES AND FINANCE ARE AT THE TABLE. WE'RE MEETING EVERY SINGLE WEEK AND MAKING THESE DECISIONS AND COMING UP WITH THESE RECOMMENDATIONS AND THEN AGAIN PUTTING TOGETHER A COHERENT PLAN THAT WE'RE GOING TO SHARE THAT WE'RE GOING TO HAVE DEVELOPED OVER THE NEXT FEW MONTHS.

THANK YOU. TRUSTEE BAKER.

SO, SUPERINTENDENT, FOLLOW UP WITH WHAT HE JUST SAID BASED ON WHAT YOU ALL JUST SAID.

HOW COULD WE ASSURE THE PUBLIC THAT THERE WAS NO FAVORITISM INVOLVED IN SELECTING THESE SCHOOLS? WAS IT WERE THEY SELECTED BASED ON NUMBERS OR STATISTICS OR.

YOU KNOW, I THINK YOU JUST KIND OF SAID IT ALL TOGETHER.

CORRECT. SO BECAUSE WE'RE GETTING TO THE BACK END OF IT, YOU KNOW, AND I DECIDED I'M NOT GOING TO BE JUST A TRUSTEE JUST APPROVING STUFF ON THE DAY OF, YOU KNOW, WE NEED TO KNOW THE DETAILS. AND I'M LIKE, WHAT? TRUSTEE ALLEN, CAN WE BE INVOLVED? BECAUSE WE WERE ELECTED TO REPRESENT THE PUBLIC.

SO AS AS DEPUTY SUPERINTENDENT CRUZ INDICATED, THE DATA IS IMPORTANT IN REFERENCE TO WE TO HOW WE GO ABOUT THIS UTILIZING SOME OF OUR OUR PARTNERS, WHETHER IT BE A&M, ALVAREZ AND MARSAL OR HERC.

THEY'VE ALL BEEN ABLE TO PROVIDE GREAT INSIGHT.

THESE ARE TRUSTED AGENCIES, ORGANIZATIONS THAT ARE A BIG PART OF HOW WE GO ABOUT, OF COURSE THE PERFORMANCE DATA IS THE PERFORMANCE DATA, SO THAT'S GIVEN INSIDE INFORMATION.

THAT'S AN IMPORTANT PART OF THIS PROCESS AS WELL.

SO SO YES, IT'S A IT'S A COMPILATION OF DIFFERENT SOURCES THAT THAT WE UTILIZE TO TO GO ABOUT GETTING TO THIS SPOT.

OKAY. THANK YOU.

TRUSTEE DEIGAARD. SO FOLLOWING UP, CHIEF CRUZ, YOU'VE TALKED, IF I MAY.

MR. SUPERINTENDENT. SO MR. CRUZ TALKED OR DR.

CRUZ TALKED ABOUT HOW THIS IS PART OF A BIGGER, COHERENT PLAN.

SO ALL I'M SEEING IS THIS IS WHAT'S HAPPENED TO US YEAR OVER YEAR THROUGHOUT RECENT MEMORY THAT THESE LITTLE THINGS JUST KIND OF POP UP HERE OR THERE.

BUT THERE'S NEVER ANY BIGGER PICTURE CONTEXT FOR THE BOARD SPECIFICALLY.

WHAT HOW DOES THIS PLAY INTO THIS MORE COHERENT PLAN FOR ENROLLMENT, FOR NEW SCHOOL DESIGN FOR 21ST CENTURY LEARNING AND CAREERS? WHAT IS THE FUNCTION THAT THE DISTRICT THE ADMINISTRATION IS TRYING TO ACCOMPLISH WITH BOTH EXISTING AND FUTURE PLANNED MAGNETS? SO IN DR.

CRUZ, I'LL LET YOU JUMP IN, BUT I THINK BEFORE HE DOES DO SO, ONE OF THE THINGS THAT WE'RE LOOKING AT IS WHAT WE HEARD FROM FROM THE COMMUNITY AS A WHOLE.

WHAT WE WHAT WE DID HEAR FROM THE COMMUNITY IS CONSISTENT WITH THE THE COMMITMENTS THAT HAVE BEEN PROVIDED OR COME UP WITH FOR THE STRATEGIC PLAN.

OF COURSE, ENSURING THAT GREAT SCHOOLS AND PROGRAMS ARE IN EVERY COMMUNITY IS A BIG PART OF OF THE WHY HERE.

DR. CRUZ, YOU WANT TO SHARE SOME ADDITIONAL INSIGHT HERE? YEAH, THAT'S EXACTLY SUPERINTENDENT HOUSE.

WITH REGARD TO ENROLLMENT, OF COURSE, THE PURPOSE OF OF OF MAGNET PROGRAMS IS TO ATTRACT STUDENTS AND BRING IN DIVERSE STUDENT POPULATIONS INTO CAMPUS.

SO WE'LL BE MONITORING THE EFFECTIVENESS OF THESE PROGRAMS PARTIALLY BASED ON HOW MANY STUDENTS WERE ABLE TO ENROLL.

AND OF COURSE, THAT GENERATES ADDITIONAL REVENUE FOR US.

WHAT WE HEARD LOUD AND CLEAR AGAIN THROUGH THE COMMITTEE WORK THAT HAPPENED BACK IN 2019 IS THAT PARENTS AND FAMILIES WANT OPTIONS.

THEY WANT QUALITY OPTIONS IN THEIR NEIGHBORHOODS AND ACROSS THE DISTRICT.

[00:40:01]

AND SO WHAT WE'RE TRYING TO DO IS DEVELOP QUALITY PROGRAMS THAT STUDENTS WILL OPT TO COME TO THE DISTRICT, STAY IN THE DISTRICT, DRIVE OUR ENROLLMENT, AND THAT, AGAIN, ARE ALIGNED TO 21ST CENTURY LEARNING AND COLLEGE CAREER PATHWAYS THAT ARE GOING TO SET THEM UP FOR POST-SECONDARY SUCCESS.

SO IF THIS IS TO INCREASE ENROLLMENT, WHAT'S THE TARGET ENROLLMENT NUMBER FOR THESE PROGRAMS? 30. TO INCREASE WE CAN PROVIDE IT ON THE.

AND THEN YOU'VE SAID THAT YOU'VE ENGAGED WITH THE COMMUNITY AND YOU ALSO ENGAGE WITH STUDENTS.

AND FOLLOWING UP TO SOMETHING THAT DONNY ASKED ABOUT THE PRINCIPLES ON THESE CAMPUSES.

LIKE, WHAT DID THAT COMMUNITY ENGAGEMENT LOOK LIKE ON THESE CAMPUSES TO KNOW THAT THESE ARE THE RIGHT PROGRAMS THAT THE STUDENTS ACTUALLY WANT? MR. LOVE, YOU WANT TO SHARE A LITTLE BIT OF INFORMATION ABOUT THE THE HOW AND TRUSTED I TO THAT QUESTION IN AN EXPLANATORY SHEET ACTUALLY WE PROVIDED SOME ADDITIONAL DETAIL WITH THAT. AS FAR AS SOME OF THE DIFFERENT EVENTS FROM SMC'S PTO, DIFFERENT RECRUITMENT EVENTS OR OPEN HOUSE EVENTS THAT THIS SCHOOL HAS HAD AND EVEN PROVIDE THE DATES IN WHICH THEY HELD THEM AT THE CAMPS TO REALLY GAIN AND GARNER FEEDBACK ON WHAT THAT THEME SHOULD BE.

AND ALSO THERE'D BE AN INTEREST OVERALL IN A PROGRAM THAT THAT CAMPUS AND BASED ON THE FEEDBACK FROM THE SCHOOLS AND FROM THE PRINCIPALS, WE MADE THE RECOMMENDATIONS THAT YOU SEE HERE TODAY. SPECIFICALLY, WHAT WAS THE STUDENT FEEDBACK? WELL, I KNOW THAT THEY HAD DIFFERENT THINGS FROM SCHOOL REDESIGN MEETINGS AND THEY DID GET SOME INPUT FROM THE STUDENTS.

I WOULD HAVE TO GET YOU MORE INFORMATION AS FAR AS DIRECTLY, THOUGH.

AND THEN A WHILE BACK WE HAD GRANTS FROM MAGNET SCHOOLS OF AMERICA FOR NEW MAGNET PROGRAMS. ARE YOU, HAVE YOU ALREADY OR ARE YOU PLANNING TO APPLY FOR THESE GRANTS AGAIN? I THINK WE HAD SOME AS RECENTLY AS A COUPLE OF YEARS AGO SINCE I'VE BEEN ON THE BOARD.

MR. LOVE.

WE DO PLAN TO APPLY. WE ACTUALLY APPLIED FOR THE MOST RECENT SUBMISSION THIS PAST FALL.

FORTUNATELY, WE MISSED THAT GRANT BY SINGLE DIGITS, LIKE TWO POINTS BASED ON OUR DESEGREGATION PLAN, WHICH IS SOMETHING WE'VE HAD IN OUR DISTRICT.

AND THIS IS A METHOD IN WHICH THE GRANT ITSELF ABOUT MAGNET PROGRAMS WAS TREMENDOUS.

IT'S AN [INAUDIBLE] OF HSC IN WHICH THE SCHOOL CHOICE MODEL IS TO ENSURE THAT WE HELP DESEGREGATE OUR SCHOOLS.

WITH THAT, THOUGH, WE MISSED IT BY TWO POINTS.

SO WE DO PLAN TO APPLY AGAIN.

AND WE'RE ALSO LOOKING AFTER LOOKING AT ADDITIONAL GRANTS TO SUPPORT MAGNET PROGRAMS, EXPANSION, ALSO FINANCIAL ASPECT OF IT.

SO HOW ARE WE PAYING FOR IT? RIGHT NOW WE HAVE GENERAL FUNDS THAT PAY FOR OUR ALLOTMENT OF ALL OF OUR SCHOOL CHOICE PROGRAMS. WE'RE LOOKING AT JUST DOING SOME REALLOCATION BASED ON EXPANSION OVER THE NEXT YEAR.

AND THEN WE'LL HAVE SOME LONG TERM DISCUSSIONS ON THE FISCAL ASPECT OF SCHOOL CHOICE FOR HISD GOING FORWARD.

SO WE CAN CONSUME THIS COST FOR RIGHT NOW.

OKAY. THAT'S ALL I HAVE FOR NOW.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

THANK YOU. THANK YOU DR.

CRUZ, HE LOOKS AT ME SPECIFICALLY WHEN HE WAS TALKING ABOUT THE PROGRAM, BECAUSE I'VE BEEN TALKING ABOUT THAT IN THE SCHOOL FOR THREE YEARS.

SO THANK YOU. I SAW THAT.

AND I ACTUALLY HAD A QUESTION FURTHER FOR AS IT RELATES TO THE PROGRAMS THAT ARE GOING TO BE IDENTIFIED IN THE SCHOOLS.

AND I HAD THAT FOR DR. WATTS.

I SAW HER NAME ON THE ACTUAL AGENDA.

BUT THANK YOU. I READ, READING IS FUNDAMENTAL.

I READ ON AND I SAW ONE OF THE SCHOOLS THAT I WAS GOING TO QUESTION ON THAT FURTHER AGENDA ITEM.

AND SO I'M JUST GLAD TO SEE THAT YOU ALL ARE CONCENTRATING ON DR.

LOVE, SUPERINTENDENT, THESE AREAS WHERE THERE HAS BEEN FOOD DESERTS AS A FOOD DESERT, THE FOOD DESERTS TOO, BUT MAGNET DESERTS AS WELL AS FOOD DESERTS, ALL THAT COINCIDES TOGETHER BECAUSE IT'S ALL IMPORTANT WE CAN IDENTIFY.

WE KNOW THOSE AREAS THAT WE'VE TALKED ABOUT FOR THE LAST THREE YEARS THAT DON'T HAVE THESE PROGRAMS IN ELEMENTARY, MIDDLE SCHOOL AND, OF COURSE, HIGH SCHOOL.

SO JUST THE MERE FACT THAT YOU ALL ARE CONCENTRATING ON THOSE AREAS, I CAN SAY THIS TRUSTEE REALLY APPRECIATE YOU.

THANK YOU. I HAVE A COUPLE OF FOLLOW UP QUESTIONS FOR ON ONE.

SO YOU MENTIONED THAT WE MISSED THE MARK FOR DESEGREGATION.

DO WE KNOW WHAT CRITERIA THEY WERE LOOKING FOR AND WHY WE MISSED IT? TRUSTEE CRUZ. IF I COULD PROVIDE YOU SOME MORE DETAIL, JUST SO YOU GUYS HAVE A FULL BREADTH OF WHAT THAT MEANT FOR MSAP AS FAR AS WHAT THEY'RE LOOKING FOR, AS FAR AS CRITERIA AND KIND OF WHAT WE SUBMITTED AND HOW WE MISSED THAT.

THAT WOULD BE HELPFUL CONTEXT.

AND THEN JUST FOR CLARIFICATION, ALL OF THE MIDDLE SCHOOLS ON THIS LIST ARE PART OF T CLASS.

IS THAT CORRECT? IT'S ONE EXCEPTION THAT'S ADDICTS.

ADDICTS HAS A PROGRAM THAT THEY'VE HAD KIND OF BY DEFAULT.

THE PRINCIPAL STARTED ALMOST FOUR YEARS AGO TO TRY TO ATTRACT STUDENTS BACK TO THAT SCHOOL AND HAD BEEN REQUESTING, LIKE OTHERS, WHICH WE WILL CONSIDER OVER THE NEXT THREE YEARS TO

[00:45:08]

AS FAR AS HOW THEY CAN MAKE THIS A PURPOSEFUL PROGRAM THAT WILL ALSO PROVIDE TRANSPORTATION FOR OUR STUDENTS AND ATTRACT MORE KIDS.

BASED ON THAT AND THE LONG STANDING NATURE THAT PRINCIPAL THERE AND THE PROGRAM AND CONVERSATIONS SHE'S HAD WITH HER COMMUNITY.

WE LOOKED AT ESTABLISH THIS PROGRAM OFFICIALLY AS A MAGNET PROGRAM IN HISD.

BECAUSE I WOULD IMAGINE THEN, LIKE THE T CLASS, MY UNDERSTANDING THAT'S BEEN A YEAR LONG PROCESS OF COMMUNITY ENGAGEMENT AND PLANNING, WHEREAS THE OTHER SCHOOLS, IT SEEMS LIKE A MUCH SHORTER ONE RUNWAY IN TERMS OF THIS MAGNET DISCUSSION.

AM I CORRECT IN THAT ASSUMPTION? YOU ARE CORRECT. T CLASS AND WE BROUGHT THAT INTO DISTRICT FALL 2021 AND HAD A CONVERSATION WITHIN THAT.

THEY'VE HAD A LOT OF ENGAGEMENT WITH COMMUNITIES OVER THAT LAST YEAR.

THESE SCHOOLS RESPECT THE ONES THAT ARE NOT T CLASS.

IT'S REALLY BEEN THROUGHOUT THE SUMMER TO THIS FRAME.

SO SUMMER THIS PAST SUMMER, 2022 TO THIS POINT.

OKAY. AND THEN JUST HEARING THE CONVERSATION AROUND ENROLLMENT AND THE RECOMMENDATIONS FROM THE THE MAGNET COMMITTEE THAT WAS CONVENED IN 2019. AND I REMEMBER THOSE CONVERSATIONS PRIOR TO MY TIME ON THE BOARD AND THEN THAT FIRST YEAR WHEN I WAS ON THE BOARD.

AND I DO APPRECIATE THE WORK THAT WENT INTO THAT COMMITTEE.

JUST ONE THING TO NOTE THAT OUR ENROLLMENT HAS REALLY SHIFTED BECAUSE OF COVID AND JUST LOOKING AT THE ENROLLMENT OVER LAST YEAR AND THIS YEAR WE'RE LOSING.

AND CORRECT ME IF I'M WRONG, BUT IT LOOKS LIKE WE'RE LOSING THE MOST KIDS AND THE VERY EARLY GRADES OF PRE-K AND KINDER.

SO ARE WE TAKING THAT INTO CONSIDERATION, NOT THROWING OUT WHAT THE PREVIOUS MAGNET COMMITTEE DID, BECAUSE THAT WAS IMPORTANT WORK, BUT COUPLING IT WITH WITH THAT.

WE ARE DEFINITELY TAKING INTO CONSIDERATION AS WE LOOK AT OUR GROWTH PLAN, ESPECIALLY ON THE EARLY CHILDHOOD.

AND OF COURSE, THE PLAN WAS TO OPEN BY AT LEAST 18 CLASSROOMS. I THINK THAT ENDED UP BEING 23 OR 24 THIS YEAR.

AND WE'RE LOOKING TO DO THE SAME, YOU KNOW, ANNUALLY FOR THE NEXT FEW YEARS.

SO, YES, AND THAT'S STRATEGICALLY BEING DONE.

OF COURSE, WE'RE TAKING A CLOSE LOOK AT SOME OF THE INSIGHT AND INFORMATION THAT HERC PROVIDED IN TERMS OF HOW MANY MILES INDIVIDUALS LIVE AWAY, LIVE AWAY FROM SCHOOLS, AND WHETHER THEY WILL GO TO SCHOOLS IF THEY LIVE MORE THAN TWO MILES AWAY.

SO WE REALLY TRIED TO TAKE ALL OF THOSE PIECES OF THE PUZZLE INTO CONSIDERATION BEFORE MOVING FORWARD WITH THE EARLY CHILDHOOD PRE-K EXPANSION PLAN THAT WE HAVE AS A PART OF THE STRATEGIC PLAN.

THANK YOU. AND THEN JUST BACK ON THE TOPIC OF COST.

YOU KNOW, I READ IN THE THE Q&A DOCUMENT, OR MAYBE IT WAS EVEN IN THE DESCRIPTION, I DON'T REMEMBER.

BUT THE MAGNET COORDINATOR HAS BEEN FUNDED FOR THIS YEAR.

AND THEN JUST WHAT IS THE LONG LIKE? CTS IS COVERING A LOT OF THE SPECIFIC MAGNET COSTS, BUT WHAT IS THE LONG TERM PLAN LIKE? IS THE MAGNET COORDINATOR GOING TO COME OUT OF THE UA PER CAMPUS? WHERE IS THAT GOING TO BE FUNDED FROM? WELL, WITH RESPECT TO THAT TRUSTEE CRUISE, WE USUALLY GET A ALLOTMENT FROM THE DISTRICT TO FUND OUR PROGRAMS OVERALL AS FAR AS SCHOOL CHOICE MAINTENANCE PROGRAMS WITHIN THAT ALLOTMENT. THERE IS A BUDGET LINE FOR EACH CAMPUS WITH A DOLLAR AMOUNT FOR THE PURPOSE OF HAVING A COORDINATOR IN WHICH THE COORDINATOR IS EXPECTED TO MARKET THE PROGRAM, RECRUIT STUDENTS, ACTUALLY ENGAGE WITH COMMUNITY, ALSO INCENTIVIZE BUSINESSES AND OTHER PARTNERS TO BECOME AN OFFICIAL PARTNER WITH THAT PROGRAM.

SO THERE'S AN OBJECTIVE BEHIND THERE, AND THAT'S USUALLY WITHIN THAT LARGER GENERAL FUND AMOUNT, ROUGHLY ON A GIVEN YEAR BETWEEN 28 AND $32 MILLION.

SO IS THAT IS THAT FUNDED ONLY IN THE FIRST YEAR THROUGH THE GENERAL FUND OR IS THAT ALL CONTINUOUS? AS LONG AS THAT AS LONG AS THAT MAGNET PROGRAM IS IDENTIFIED AT THE CAMPUS, AND THAT'S FOR ALL CURRENT MAGNET PROGRAMS OR JUST NEW MAGNET PROGRAMS, ALL OF OUR PROGRAMS RECEIVE THIS ALLOTMENT DIRECTLY TO THE CAMPUSES.

OK THOSE ARE ALL MY QUESTIONS FOR NOW.

OH, THANK YOU. I ALSO WANT TO ACKNOWLEDGE A VISITOR.

COUNCILWOMAN. AH, NITA MURRAY, THANK YOU FOR FOR BEING HERE WITH US.

NEXT IN THE QUEUE IS TRUSTEE ALLEN.

THIS IS A FOLLOW UP TO THE PORTION THAT DR.

CRUZ ANSWERED ABOUT THE RESPONSIBILITIES THAT HAD BEEN PORTIONED OUT.

I READ THE REPORT, BUT I DID HAVE ONE CONCERN ABOUT THAT REPORT.

ARE THERE CONSIDERATIONS FOR SCHOOL DESERTS, NOT MAGNET DESERT BUT SCHOOL DESERTS WITH POPULATION GROWTH AREAS? AND WHAT I MEAN BY THAT, THERE ARE ON THE SOUTH SIDE, WHICH IS IN MY AREA, YOU START OUT AT MCCOWAN, YOU GO DOWN SOUTH BELTWAY EIGHT AND COME BACK AROUND

[00:50:06]

LIKE THOSE BRAND NEW NEIGHBORHOODS IN THERE, THOSE CITY PARKS, ONE, TWO AND THREE, AND BRUNDRIDGE, THEY DON'T HAVE ANY SCHOOLS.

AND THERE ARE A BUNCH OF CHARTER SCHOOLS THAT ARE JUST SETTING UP OUT THERE BECAUSE THERE'S A WHOLE BUNCH OF BRAND NEW HOUSES AND NO SCHOOLS IN THOSE AREAS.

BUT THAT WAS NOT INCLUDED IN PART OF THE REPORT THAT WE, WHILE IT MAY NOT HAVE BEEN INCLUDED, IT IS DEFINITELY BEEN INCLUDED AS A PART OF THE CONVERSATION. WE KNOW THAT EVEN THOUGH WE'RE DOWN 4600 KIDS, THERE ARE SEVERAL SCHOOLS THAT ARE SEEING INCREASES OR SPIKES IN THE OTHER DIRECTION. THE MAJORITY OF THEM IS ARE IN THAT SOUTHWEST CORRIDOR OF THAT SOUTHWEST.

YEAH, THERE ARE NO SCHOOLS OUT THERE FOR THE STUDENTS TO ATTEND.

YEAH, YEAH. BUT IT'S DEFINITELY A PART OF THE CONVERSATION THAT WE'RE DISCUSSING.

OKAY. THANK YOU, TRUSTEE HERNANDEZ.

THANK YOU. CAN WE BE PROVIDED A PLAN FOR THE NEXT THREE YEARS OF WHICH MAGNET SCHOOLS ARE BEING SET UP? I KNOW THAT WHEN WE ORIGINALLY TALKED ABOUT THE FIVE YEAR STRATEGIC PLAN, THERE WAS A MAGNET PLAN AND THEN WE WERE TOLD THAT IT WASN'T AVAILABLE AT THE TIME AND THEN WE RECEIVE THIS. SO IT'S JUST A BIG JUMP FROM THE PLANS NOT AVAILABLE TO HERE ARE SEVEN SCHOOLS AND THE BOARD HASN'T HEARD ANYTHING ABOUT THEM.

SO IF WE CAN ACTUALLY BE PROVIDED A PLAN, THAT WOULD BE GREAT.

AND THEN IF YOU COULD SEND THE STUDY FROM 2019, I WOULD ALSO GREATLY APPRECIATE THAT BECAUSE AS TRUSTEE CRUZ SAID, THINGS HAVE CHANGED IN THE PAST THREE YEARS SIGNIFICANTLY, AND WE KNOW THAT OUR ENROLLMENT IS DOWN SIGNIFICANTLY AT THE ELEMENTARY SCHOOL LEVEL.

AND SO WE DO NEED TO LOOK AT THAT AGAIN.

AND I THINK THAT THOSE WERE MY ONLY TWO QUESTIONS.

THANK YOU. TO ANSWER YOUR GO AHEAD.

I'M SORRY TO ANSWER YOUR FIRST QUESTION.

IN TERMS OF A PLAN FOR THE LAST 14 OR 15 SCHOOLS, WE CAN DEFINITELY CONNECT WITH THE SCHOOLS OFFICE AND MR. LOVE IS UP MR. LOVE'S OFFICE TO DETERMINE WHO THAT NEXT SEVEN IS.

AND OF COURSE, WHEN WE DETERMINE WHO THE WHO THE NEXT SEVEN SCHOOLS ARE, WE'LL KNOW WHO THE LAST SEVEN OR EIGHT ARE.

SO WE'LL WE'LL FIGURE OUT WHAT THE TIMING ON THAT WILL BE AND AND MAKE SURE THAT WE GET THAT INFORMATION TO THE TRUSTEES AS QUICK AS POSSIBLE.

TRUSTEE DEIGAARD. THANK YOU.

CAN YOU PLEASE EXPLAIN T CLASS? TRUSTEE DEIGAARD, T CLASS IS A SCHOOL REDESIGN GRANT FOR SCHOOL TRANSFORMATION THAT WAS TARGETED AT MIDDLE SCHOOLS WHEN WE TARGETED MIDDLE SCHOOLS.

WE SUBMITTED ALL OF OUR MIDDLE SCHOOLS AT THAT POINT WHO WERE AT A D OR F, AND THE STATE THEN SELECTED THREE AT THAT POINT, HENRY MCREYNOLDS AND FARMVILLE FOR US TO CONCENTRATE OUR EFFORTS ON BUILDING THE REALLY NOT JUST REDESIGN WORK, BUT ALSO HIGH QUALITY INSTRUCTION MATERIAL, WHICH WE'RE DOING THE CARNEGIE MATH, SOME OTHER AND SOME OTHER SUPPLEMENTAL RESOURCES, BUT ALSO IN LOOKING AT REDESIGNING WHAT THAT CAMPUS IS OFFERING TO THE COMMUNITY.

WITHIN THAT WORK, THOUGH, THAT'S WHERE THE ENGAGEMENT CAME IN, WITH COMMUNITY ENGAGEMENT WITH THE CAMPUS, LOOKING AT ALSO THE INSTRUCTIONAL MATERIAL BEING USED, EXTRA TUTORIAL SUPPORT AND SUPPORT FOR THE STUDENTS TO INCREASE ACADEMIC RIGOR AND STANDARDS AND STANDINGS THERE.

AND THESE ARE ALSO RICE CAMPUSES.

HENRY MIDDLE SCHOOL ACTUALLY IS IS AN ACE RICE CAMPUS AND A'S CAMPUS, BUT THEY'RE PART OF THAT PROGRAM, TOO.

OKAY. SO YOU SAID SCHOOL REDESIGN.

SO THESE AS NEW MAGNETS, ARE THEY LIKE SOME OF OUR OTHER MAGNETS WHERE THEY OFFER A PROGRAM WITH SOME CLASSES THAT ARE ELECTIVES? OR ARE THESE WHOLE SCHOOL REDESIGNS WHERE YOU'RE GOING TO GO IN AND SEE A VERY MUCH MORE MODERN TYPE OF TEACHING AND LEARNING ENVIRONMENT HAPPENING FOR ALL KIDS? I'LL GO WITH THIS REDESIGN TO YOUR POINT, TRUSTEE.

JUST LOOK AT IT. REALLY A WHOLE CAMPUS APPROACH FROM INSTRUCTION TO PROJECT BASED LEARNING TO EVEN ESTHETICS OF THE CAMPUS.

I MEAN, WE'RE LOOKING AT HOW TO ENTICE FAMILIES NOT JUST TO LOOK AT THE COMFORT OF THE CAMPUS, BUT ALSO ACADEMIC RIGOR AND PROGRAM OPTIONS WHERE THERE'S SOMETHING UNIQUE ABOUT THE CAMPUS.

AND THAT'S WHAT WE'RE TRYING TO BUILD OUT WITH THE CLASS GRANT IN THESE CAMPUSES SPECIFICALLY.

SO WHAT ARE OTHER FACTORS THAT PARENTS CONSIDER WHEN CHOOSING A CAMPUS BESIDES PROGRAM? AND ARE YOU CONVINCED THAT THIS PROGRAM WILL BE THE REASON THAT FAMILIES WILL CHOOSE IT OR THAT THERE MIGHT BE OTHER REASONS THAT THEY STILL MIGHT NOT CHOOSE THE CAMPUS? I THINK THERE ARE SEVERAL DIFFERENT REASONS THAT THEY WOULD CONSIDER OR TAKE A CLOSE LOOK AT EVERYTHING FROM PROXIMITY TO TO THEIR HOMES,

[00:55:05]

FROM SAFETY AND THE IDEA OF REPUTATION AS WELL.

SOME OF THE DATA THAT'S THAT'S OUT THERE IN TERMS OF, YOU KNOW, DISCIPLINE AS WELL.

BUT THERE ARE MULTIPLE FACTORS THAT I THINK A PARENT WOULD BE SMART AND TAKING A CLOSE LOOK AT.

SO LIKE, DO YOU THINK THAT THOSE ARE GOING TO BE IMPEDIMENTS EVEN WITH THESE PROGRAMS TO FAMILIES STILL WANTING TO COME TO THESE CAMPUSES? I THINK I THINK IT'LL BE IMPORTANT TO TO MAKE SURE FROM A MARKETING STANDPOINT THAT WE SHOW EXACTLY WHAT IT IS THAT WE'RE DOING TO TO SHORE UP EACH ONE OF THOSE AREAS TO MAKE CERTAIN THAT, FIRST OF ALL, WE'RE FILLING THE GAP THAT THAT MANY OF OUR SCHOOLS HAVE AND BEING THE MAGNET DESERT.

AND THEN ON TOP OF THAT, GETTING OUT, HITTING THE STREETS TO MAKE CERTAIN THAT PARENTS UNDERSTAND WHAT KIND OF OPPORTUNITY THIS IS AND AND HOW IT CONNECTS TO THE BIGGER PICTURE IN TERMS OF CMR AND THE IDEA OF POSSIBILITIES BEYOND HIGH SCHOOL AS WELL.

IT'S GETTING GETTING COMMUNITY EXCITED ABOUT ABOUT WHAT A FUTURE COULD HAVE THE WHOLE IN TERMS OF STUDENTS BEING A PART OF A PROGRAM LIKE THIS.

SO I'M A LITTLE CONFUSED NOW BECAUSE I THOUGHT YOU'D ALREADY DONE THE COMMUNITY ENGAGEMENT.

THE FAMILIES SAID THEY WANT THIS PROGRAM, BUT NOW IT MIGHT BE THAT YOU HAVE TO MARKET IT BECAUSE MAYBE THIS ISN'T WHAT THEY WANT.

WE HAVE TO CONTINUE.

IT CAN'T BE A ONE TIME PIECE.

MIKE, YOU WANT TO TALK A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE ONCE THE PROGRAM EVEN KICKS OFF? YEAH, UPON APPROVAL OF THIS ONE ROLE, THE COORDINATOR IS ALSO SOME MARKET.

WE HAVE DIFFERENT SCHOOL CHOICE EVENTS ACTUALLY BEGINNING THIS MONTH ACROSS OUR DISTRICT AND ALSO DIFFERENT OPEN HOUSES FOR FAMILIES.

NOT ONE ASPECT IS JUST TO LEARN ABOUT THE PROGRAM AND OTHER THINGS, EVEN TO GO TO THE CAMPUS AND GET A FEEL OF THE CAMPUS DURING AN ACADEMIC DAY.

IS THIS AN ENVIRONMENT THAT I FEEL COMFORTABLE IF MY CHILD GO INTO REGARDS TO THE PROGRAM? I THINK THAT'S AN IMPORTANT PIECE OF LITERATURE WAS WHAT'S OUR ENVIRONMENT, PERCEPTION AND SAFETY OF THE SCHOOL? AND THAT DOES INFLUENCE A LOT OF A LOT OF OUR PARENTS AS FAR AS THEIR SELECTING A CAMPUS ENROLLING.

SO ON TOP OF US, THE INPUT FROM THE COMMITTEE, AS FAR AS THEM SELECTING THIS PROGRAM, IT IS CONTINUOUS MARKETING TO OUR FAMILIES AND COMMUNITIES AS FAR AS WHAT'S OFFERED HERE AND REALLY EVEN SOMETIMES THE CAMPUS LEADERSHIP AND WHAT MAKES THAT CAMPUS UNIQUE.

AND SOMETIMES IT'S THE PRINCIPAL, THE TEACHERS, EVEN BEYOND THE PROGRAM, THE THEME ITSELF.

SO THIS ALLOWS US OPPORTUNITIES FOR OUR FAMILIES TO TO BE GIVEN OPPORTUNITY TO LEARN ABOUT OUR SCHOOLS, EXPERIENCE THEM, GO TOUR THEM AND FIND OUT MORE.

CAN WE ALSO JUST. ADD THAT, AND I THINK IT'S IMPORTANT FOR US TO ACKNOWLEDGE THAT THE PROGRAM IN AND OF ITSELF IS NOT THE SILVER BULLET.

IT WILL BE A COMPREHENSIVE APPROACH TO IMPROVING PERCEPTION OF THE SCHOOL, SAFETY OF THE SCHOOL, PERCEPTION OF SAFETY OF THE SCHOOL.

IT WILL INCLUDE WORKING WITH LEADERSHIP, ACTUALLY IMPROVING THE THE CURRENT PERFORMANCE OF THE SCHOOL SO THAT PARENTS SEE A DIFFERENT OPPORTUNITY THERE.

THE PROGRAM BY ITSELF DOES NOT DO IT.

AND A PERFECT EXAMPLE OF THAT IS REALLY SITTING SITTING IN THIS ROOM RIGHT NOW.

I WAS WITH THE PRINCIPAL AT HOUSTON AND HE PROBABLY HAD 200 PARENTS SITTING IN A IN A SPACE, GETTING THEM EXCITED ABOUT DIFFERENT THINGS THAT ARE GOING ON IN THAT SCHOOL.

I THINK THAT WAS A PERFECT EXAMPLE OF HOW THAT CONTINUED EFFORT OF MARKETING AND AND THEN SHARING WITH WITH THE COMMUNITY ABOUT WHAT'S GOING ON IN THE SCHOOL IS IS EXTREMELY IMPORTANT.

AND THEN MY LAST QUESTION IS, ARE YOU IS THE DISTRICT DOING ANY PERIODIC EVALUATION OF LIKE WHAT HOW WE MEASURE EFFECTIVENESS OF A MAGNET PROGRAM? ONE ONE MEASURE THAT'S BEEN LIFTED UP AS ENROLLMENT.

BUT I'M SURE THERE ARE OTHER MEASURES TO CONSTANTLY BE REEVALUATING BOTH CURRENT PROGRAMS AND THEN NEW PROGRAMS FOR EFFECTIVENESS TO THOSE GOALS.

THAT'S ACTUALLY A GREAT QUESTION.

AND ONE THING WE'RE DOING IS ACTUALLY CREATING AND HOLDING AN EVALUATION RIGHT NOW, BOTH QUALITATIVE AND QUANTITATIVE.

WE DON'T JUST WANT TO LOOK AT THE DATA AS FAR AS TRANSFER OUT TRANSFER, AND THAT'S AN IMPORTANT PIECE, BUT WE WANT TO FIND OUT WHY.

IS IT BECAUSE THE PROGRAM IS OFFERING WHAT FAMILY STOCK? IS IT SOMETHING OUTSIDE THE PROGRAM THAT'S THERE, SOMETHING ABOUT THE COMMUNITY? AND THAT'S WHERE WE'RE TRYING TO ENGAGE OUR MORE STAKEHOLDERS FROM THE SURVEYS.

WE'RE GOING TO LAUNCH THE NEXT LAUNCH NEXT WEEK TO THE FOCUS GROUP AND ALSO TO THE QUANTITATIVE DATA AS FAR AS WHAT WE CAN COLLECT, AS FAR AS STUDENTS TRANSFERRING IN, HOW MANY STUDENTS FAMILIES ARE APPLYING TO THESE SCHOOLS IS IT DOESN'T MAKE SENSE FOR US TO CONTINUE WITH CERTAIN PROGRAMS LONG TERM OR DO WE HAVE TO MAKE ADJUSTMENTS BASED ON DEMAND AND CHANGE IN OUR IN SOCIETY RIGHT NOW AND WHAT FAMILIES WANT? TRUSTEE WADE.

[01:00:03]

NOT THAT I WANT TO BE DEBBIE DOWNER, BUT MY QUESTION FOR YOU IS.

SORRY. MY QUESTION IS, WHAT'S THE TIME FRAME THAT YOU ARE GIVING THESE PROGRAMS TO SHOW RESULTS? SO IS THERE A TIME FRAME IN TRUSTEE WADE ONE, ONE ASPECT ACTUALLY, BASED ON WHAT HAPPENED WITH COVID AND THE PANDEMIC, AS WE'VE ALLOWED MORE OF A GRACE PERIOD FOR OUR CAMPUSES. SO WE DON'T WE, I WOULD SAY, ALMOST HOLD THEM HARMLESS.

USUALLY THERE'S A REQUIREMENT TO HAVE A 20% OF YOUR STUDENT POPULATION COMING IN FOR A SCHOOL CHOICE PROGRAM.

IF YOU HAVE A MAGNET PROGRAM, IF YOU HAVE A MAGNET CAMPUS.

WE KNOW BASED ON A LOT OF THINGS THAT ARE IMPACTING ENROLLMENT IN PUBLIC EDUCATION, ESPECIALLY IN URBAN AREAS, THAT WE NEED TO ALLOW MORE TIME TO MARKET OUR PROGRAMS, BUILD THEM UP, PROVIDE THE RESOURCES SO THEY HAVE SOMETHING UNIQUE AND DESIRABLE BY OUR FAMILY.

SO WE'RE PLANNING OVER THE NEXT YEAR TO TO CREATE WELL, TO ABIDE BY WHAT WE HAVE AS FAR AS STANDARDS TO EVALUATE THE EVALUATION WE'RE DOING RIGHT NOW WILL PROVIDE US THE BASELINE DATA TO SAY WE NEED TO HAVE THESE DISCUSSIONS ON WHAT CHANGES WE NEED TO START MAKING.

THOUGH OK SPECIFICALLY, WE DO NOT HAVE A TIMELINE BECAUSE THE FIRST THING WE HAVE TO TO DO IS TO TO DEFINE THE METRICS THAT WE'RE GOING TO USE TO DETERMINE WHAT THE RESULTS ARE.

AND THEN ONCE WE DETERMINE THOSE, THEN WE CAN THEN MOVE TO A TIMELINE.

I'M JUST I AGREE.

AND I THANK YOU FOR THAT, BECAUSE THAT'S OBVIOUSLY AN IMPORTANT PART OF THIS EQUATION.

AND FOR ALL SCHOOLS, YOU KNOW, THIS WOULD BE A GOOD MEASURE FOR ALL SCHOOLS.

BUT I GUESS MY QUESTION IS, FISCALLY, WE NEED TO MAKE SURE THAT THIS IS SOMETHING WE CAN SUPPORT.

SO I DON'T WANT I JUST WANT TO MAKE SURE THAT WE'RE THINKING I KNOW Y'ALL ARE.

I'M JUST MAKING THE POINT THAT WE HAVE TO KEEP THAT IN LINE TO IF IT CAN'T GO ON FOREVER, IF IT'S NOT GETTING US RESULTS AND WE'RE INPUTTING A LOT OF DOLLARS.

ABSOLUTELY. SO THANK YOU.

TRUSTEE BLUEFORD-DANIELS.

JUST ONE POINT I JUST WANTED TO ADD, BECAUSE WE TALKED ABOUT A LOT A LOT ABOUT THE COMMUNITY ENGAGEMENT, AND I'VE MENTIONED BEFORE, AND I'LL JUST SHARE THIS, I WORK WITH THE COMMUNITY LEADERS AND THE PASTORS AND THIS SORT OF TO TRUSTEE ALLEN'S POINT, COMMUNITY LEADERS AND PASTORS WHO WALKED OUT THE COMMUNITY.

AND I THINK THAT WOULD BE A GOOD SOURCE BECAUSE THEY KNOW WHAT'S UPCOMING.

THEY HAVE ONE. THIS PARTICULAR AREA HAS OVER 500 APARTMENT SETS COMING TO THIS DISTRICT, TO THIS PARTICULAR AREA.

AND SO YOU ALL WOULDN'T HAVE THE OUTREACH TO REACH OUT TO THEM BECAUSE IT HADN'T BEEN BUILT YET, NUMBER ONE.

AND YOU WOULDN'T HAVE ANY CONTACT INFORMATION FOR PARENTS BECAUSE THEY'VE NOT MOVED THERE YET, BUT THEY'RE VERY CLOSE TO BEING COMPLETE.

SO I THINK PROBABLY THE CHALLENGE WOULD BE FOR US AS WELL AS YOU ALL, TO WORK WITH YOU ALL AND LET YOU KNOW WHAT'S UPCOMING.

BECAUSE AS I ALWAYS SAY, I'D RATHER BE A PART OF THE SOLUTION THAN PART OF THE PROBLEM.

AND AS I ALWAYS SAY, LET US KNOW WHAT WE CAN DO TO HELP.

AND THAT'S ONE OF THE THINGS THAT WE CAN DO TO HELP.

AGAIN, THOSE PASTORS WALK WALKED OUT THERE, THAT HEAT, AND I DIDN'T GIVE THEM WATER, BUT I WAS BUT WE USED THEM.

THEY WERE VOLUNTEERS AND THEY THEY THEY THEY WALKED OUT THERE AND ENGAGE AND THEY ENGAGE THE COMMUNITY, ONE, TO LET THEM KNOW WHAT WAS UPCOMING.

SOME OF THE PROGRAMS THAT ARE BEING OFFERED AT SOME OF THE CAMPUSES, BECAUSE SO MANY PEOPLE DID NOT KNOW THAT.

AND SO WE'VE JUST GOT TO BE PART OF THE SOLUTION AND NOT BE PART OF THE PROBLEM.

SO I'M HERE TO ASSIST IN ANY WAY I CAN JUST LET US KNOW WHEN WE CAN COME TO THE MEETINGS AND MEET YOU AT THE TABLE TO TRY TO HELP AND GIVE YOU INSIGHT.

WE YOU KNOW, WE KNOW THE LANDSCAPE, WE KNOW THE PULSE OF OUR COMMUNITY.

SO ANYTHING WE CAN OFFER.

THANK YOU. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. I HAVE SOME MORE QUESTIONS.

IS A MAGNET COORDINATOR GOING TO HAVE ANY OTHER ROLE, ANY OTHER HAT THAT THEY'RE GOING TO BE PLAYING IN THE SCHOOL OR ARE THEY SOLELY A MAGNET COORDINATOR ? AS OF NOW WE HAVE CAMPUSES WHO UTILIZE THOSE FUNDS AND HELP A TEAM MEMBER OR STAFF MEMBER WHO WILL HAVE MULTIPLE ROLES, ONE BEING THE COORDINATOR.

BUT IT COULD BE THEY'RE A DEAN OR A [INAUDIBLE].

OUR DESIRE THEY'RE GOING TO NEXT YEAR IS TO WORK WITH CAMPUSES SO THEY HAVE A DESIGNATED PERSON SERVING IN THAT ROLE BASED ON THE ALLOTMENT WE PROVIDE, THE SCHOOLS.

WE FEEL LIKE THAT WILL DO MORE TO ENTICE FAMILIES TO COME.

THERE'LL BE MORE MARKETING AND THEY CAN CONCENTRATE SPECIFICALLY ON THOSE JOB DUTIES.

SO BOTH AS OF NOW DEPENDS ON THE PRINCIPAL.

CORRECT. IT DOES. AND.

WHEN ARE THE METRICS FOR THESE MAGNET SCHOOLS GOING TO BE DETERMINED? WHAT'S THE TIME LINE? WELL, WE HOPE OUR EVALUATION DONE BY END OF THE MONTH AND PROVIDE THAT INFORMATION AND RESULTS TO CABINET AND IN THE HOUSE TO UTILIZE AS WE START THIS LARGER ENGAGEMENT WITH THE SYSTEM AND GREAT WELL TRANSFORMATION WORK AND ALSO ALONG WITH KIND OF OUR FIVE YEAR STRATEGIC PLAN WITH THAT WILL MAKE IT AVAILABLE.

SO WHEN THE SCHOOL AND PUBLIC UNDERSTAND HEAR THE METRICS BEHIND OUR SCHOOL CHOICE MAINTENANCE PROGRAMS, SO IT'S VERY TRANSPARENT AND THE SCHOOLS AND PUBLIC UNDERSTAND HERE'S WHAT WE WILL BE MEASURING AGAINST AS FAR AS SUCCESS.

OKAY. THANK YOU.

MRS. TRUSTEE BAKER.

[01:05:05]

YES. FOR EXAMPLE, I SEE WHERE YOU HAVE THE GENERAL FUND ALLOCATION FOR THIS PROGRAM.

IT'S $20 PER STUDENT, $62,700 FOR TEACHER SALARY AND SAME FOR MAGNET COORDINATOR POSITION.

HOW DOES THIS WORK? HOW IS THIS IMPACTED BY OUR CURRENT TEACHER SHORTAGE? WELL TO THAT QUESTION, TRUSTEE BAKER.

THESE THESE ONLY CERTAIN PROGRAMS ACTUALLY HAVE A DESIGNATED TEACHER.

IT'S BASED ON A RATIO.

OUR HIGH SCHOOL PROGRAMS, WE DON'T WE DO NOT FUND A TEACHER FOR OUR HIGH SCHOOL PROGRAMS. THERE'S USUALLY OTHER FUNDS THAT HAVE GENERATED GCT DOLLARS OR OTHER FUNDS TO FUND THAT THAT TEACHER AT SOME OF THESE OTHER PROGRAMS. SOME OF THE PROGRAMS AT THE MIDDLE SCHOOL, IF IT'S A THEME IN WHICH WE'VE IDENTIFIED FUNDING, WHICH HAS BEEN IDENTIFIED, IDENTIFIED FOR THESE PROGRAMS FOR YEARS NOW, WHERE CERTAIN PROGRAM THEMES GET A TEACHER BASED ON RATIO.

SO IF YOU YOU YOU HAVE 250 STUDENTS YOU'VE RECRUITED TO THE CAMPUS TO BE PART OF A FINE ARTS PROGRAM, THEY'LL GET A FINE ARTS TEACHER.

SO IT'S REALLY DEFINED ON STUDENTS IDENTIFY THE PROGRAM, BUT WITHIN THAT USE OF THE CAMPUS AND GENERATES THAT FUNDING TO PAY FOR IT.

SO FOR THAT INSTRUCTOR WE FUND THOUGH THE WE THEN ALSO THEN FUND THE MAINTENANCE COORDINATOR, WHICH WE'VE IDENTIFIED HERE FOR ALL OF OUR PROGRAMS. SO IT'S REALLY BASED ON THEME.

AND IF THEY'VE RECRUITED A NUMBER OF STUDENTS TO THEN GENERATE THAT FUNDING FOR THAT TEACHER.

OKAY. THANK YOU. I HAVE A COUPLE OF FOLLOW UP QUESTIONS.

ARE WE APPLYING FOR MORE SCHOOLS TO BE IN CLASS TO ALLOW THEM THIS OPPORTUNITY, OR IS THAT LIKE THAT WAS LIKE A ONE TIME OPPORTUNITY OR WHAT NOT? THERE'S OTHER GREAT OPPORTUNITIES THE STATE HAS RELEASED ACTUALLY RECENTLY THE LAST ON SOME OF THE GRANTS WE'RE LOOKING AT.

OKAY. THANK YOU. BECAUSE IT JUST SOUNDS LIKE A WONDERFUL OPPORTUNITY FOR A SCHOOL TO GO TO THAT TRANSFORMATION PLAN.

A COUPLE OF FOLLOW UP QUESTIONS.

SO WHAT I READ, MY UNDERSTANDING IS A LOT OF THIS IS GOING TO BE FUNDED THROUGH CTE FUNDING.

AND BASED ON OUR CONVERSATION LAST WEEK, OVER THE LAST FEW MONTHS, BOARD REFERRALS, ARE WE EVALUATING THE EFFECTIVENESS OF OUR CTE PROGRAMS AS WE CAN KIND OF TO CHIEF SCHWARTZ'S POINT, RIGHT.

LIKE, IT'S ONE THING TO HAVE A PROGRAM, BUT IT'S ONE THING LIKE ARE THE KIDS ACTUALLY EARNING THEIR CERTIFICATES? WE HAVE ONE.

IS THAT ACTUALLY WHAT THE STUDENTS WANT? IS THERE THE DEMAND FOR THAT? AND THIRD, IS IT FILLING THE WORKFORCE NEED? BECAUSE WHEN I LOOKED AT THE CHART THAT Y'ALL PROVIDED US, STUDENTS ARE EARNING LIKE TONS AND TONS OF MICROSOFT AND OTHER THINGS.

BUT THAT'S NOT NECESSARILY EQUATING INTO WHAT THE WORKFORCE DEMANDS ARE.

SO ARE WE WHOLLY EVALUATING CTA EFFECTIVENESS THAT THIS IS ESPECIALLY HOW WE'RE GOING TO PAY FOR THIS IN THE LONG TERM? PROGRAMMATICALLY, WE'RE TAKING A CLOSE LOOK AT THE EFFECTIVENESS THAT IT'S NOT JUST CTE, CTE, BUT BUT SEVERAL DIFFERENT PROGRAMS, BECAUSE WHAT WE KNOW IS A PART OF THIS TRANSFORMATION WORK IS THAT IF IT'S IF IT'S NOT EFFECTIVE AND IF IT'S NOT WORKING, IF IT'S NOT MEETING THE INTENDED NEED FOR KIDS, THEN WE NEED TO NOT INVEST IN IT IN THE MANNER THAT THAT WE'VE INVESTED IN IN THE PAST.

SO THAT IS DEFINITELY AN APPROACH THAT WE'RE TAKING AND THAT WE LOOK FORWARD TO MAKING THE NECESSARY MODIFICATIONS AND CHANGES AS WE SEE FIT.

I LOOK FORWARD TO SEEING THE RESULTS OF THAT EVALUATION BECAUSE WE'VE BEEN ASKING FOR A WHILE ON THAT.

AND THEN JUST IN THAT SAME KIND OF LONG TERM EVALUATION VEIN, BASED ON THE QUESTION I HAD SUBMITTED ON THE Q&A AND THE QUESTION ANSWERED, THAT WAS SHARED TODAY. SO IF WE'RE GOING TO BE EVALUATING THESE NEW PROGRAMS WITH WHATEVER METRICS WE COME UP WITH, ARE WE DOING THE SAME FOR CURRENT AND EXISTING MAGNETS? BECAUSE WHAT I'M HEARING KIND OF HEARING TWO THINGS, RIGHT? I'M HEARING WE WANT TO HAVE A MAGNET PROGRAM IN EVERY MIDDLE AND HIGH SCHOOL.

SO THEN THAT HAPPENS. BUT THEN IF MAGNET PROGRAMS AREN'T MEETING THE THE METRIC OR WHATEVER WE DEEM.

SO WHAT DOES THAT LOOK LIKE LONG TERM TO THAT QUESTION? TRUST YOU GREW. SO I THINK THAT'S AN IMPORTANT QUESTION AS WE AS WE EVOLVE AS A DISTRICT IN PROVIDING UP TO FOUR STUDENTS IS MORE IMMEDIATELY, WE'RE ACTUALLY GOING TO BE EVALUATING ALL OF OUR MAGNET PROGRAMS TO SEE ARE THEY ATTRACTING FAMILIES? IS IT SOMETHING THEY DESIRE? IS IT WORTH US AS FAR AS INVESTING SPECIFICALLY THESE DOLLARS TO THIS CAMPUS FOR THIS PROGRAM? BASED ON THE RESULTS OF THAT, I THINK THAT WILL GENERATE SOME ADDITIONAL CONVERSATIONS WITH US AS A LARGER STAKEHOLDER GROUP.

ON WHAT PROGRAM OPPORTUNITY SHOULD WE BE LOOKING AT AND DO WE LOOK AT POTENTIALLY SUNSETTING A PROGRAM FOR SOMETHING ELSE? SO IF WE HAD A CURRENT PROGRAM AND THINGS HAVE CHANGED AND IT'S BEEN THERE FOR 15 YEARS AND THE DESIRE HAS CHANGED FOR THE COMMUNITY AND SOMETHING ELSE DO WE LOOK AT MAYBE JUST SUNSETTING THAT AND BUILDING AND BUILDING ON ANOTHER PROGRAM OR SOMETHING DIFFERENT TO REPLACE THAT, THAT WILL HOPEFULLY DRIVE ENROLLMENT AND DRIVE INTEREST FROM OUR FAMILIES? DR. WATTS I'LL JUST ADD THAT THAT IS ALSO A WAY FOR US TO GET TO BE MORE FISCAL EFFICIENT, RIGHT?

[01:10:06]

NOT CONTINUING PROGRAMS THAT ARE NOT PERFORMING IN THE WAY THAT THEY SHOULD AND REALLOCATING THOSE DOLLARS IN DIFFERENT WAYS.

SO THE TWO THINGS GO TOGETHER.

AND THEN JUST KIND OF A FOLLOW UP ON THAT OR WE AND I CAN'T REMEMBER IF THIS WAS PART OF THE 2019 STUDY OR NOT, BUT ARE WE LOOKING AT THE PROGRAMS THAT HAVE THE LONG WAITLISTS RIGHT, AND ARE WE ABLE TO REPLICATE THOSE WHERE THERE ARE MAGNET DESERTS RIGHT IN LIKE THAT EQUITY OF OPPORTUNITY, LIKE I SEE A LOT OF STEM ON HERE, WHICH I KNOW THERE IS A DEMAND FOR THAT.

BUT, YOU KNOW, WE'VE GOT HUGE WAITLISTS AT A HANDFUL OF CAMPUSES.

SO YES, THAT THAT IS A PART OF THE CRITERIA THAT WE'RE LOOKING AT TO FIGURE OUT WHETHER WE WANT TO DUPLICATE, WHETHER WE WANT TO SUNSET.

BUT. YES. THANK YOU.

ALL RIGHT. MOVING ON.

OUR NEXT ITEM HELD FOR DISCUSSION IS F ONE, APPROVAL OF GOALS AND MEASURABLE, OBJECTIVES FOR THE DISTRICT IMPROVEMENT PLAN FOR 2223, PULLED AT THE REQUEST OF TRUSTEES ALLEN AND DEIGAARD.

F ONE.

I DON'T KNOW IF I WAS THE ONLY ONE.

I GUESS NOT SINCE TRUSTEE DAUGAARD WAS ON THERE, BUT I HAVE THE SAME QUESTION FOR F1, F2, AND F6.

F1 IS ON THE DISTRICT IMPROVEMENT PLANS.

F2 IS ON THE TARGETED IMPROVEMENT PLANS, F6 IS ON THE SCHOOL IMPROVEMENT PLANS, AND ALL OF THE ITEMS STATE THAT THE OBJECTIVES ARE ON FILE FOR REVIEW AND BOARD SERVICES.

WHERE ARE THESE PLANS? WHO IS IN POSSESSION OF THESE PLANS? BECAUSE I HAVE ASKED FOR BOARD SERVICE RESPONSIBILITIES AND WHO'S IN CHARGE OF WHAT, BUT I DID NOT GET IT.

SO I WENT TO EVERYBODY AND SAYS, WHO ARE YOU AND WHAT DO YOU DO? NOBODY SAID, I'M HOLDING THE PLANS.

WHO HAS PLANS? WE'LL GET THE PLANS.

WE'LL GET THE PLANS TO YOU REGARDLESS OF WHO HAS THEM.

DR. MANNY. SO TRUSTEE ALLEN, THE PERFORMANCE OBJECTIVES AND THE GOALS ARE IN YOUR BOARD PORTAL.

AS SOON AS THE BOARD APPROVES THESE PLANS, THEN WE POST THE FULL PLANS, INCLUDING STRATEGIES ONLINE.

OKAY. SO THEY'RE NOT IN BOARD SERVICES.

THEY'RE IN THE PORTAL.

ALL OF THEM SAY EXACTLY.

OBJECTIVES ARE ON FILE AND BOARD SERVICES FOR REVIEW.

AT THE TIME WHEN WE WROTE THE ITEM, I DID NOT KNOW HOW BOARD SERVICES GOT THEM TO YOU.

AND SO THAT'S WHY WE SAID THROUGH BOARD SERVICES.

SO I APOLOGIZE FOR THE CONFUSION.

SO THEY'RE IN THE PORTAL? YES. UNDER WHAT? UNDER EACH ITEM.

SO IF YOU GO TO EACH ITEM, LIKE, FOR EXAMPLE, LET ME LOOK FOR AN EXAMPLE.

SO LIKE, WHAT ARE WE ON F? F1, F2, F6.

YEAH. IF YOU CLICK ON B SO IT'S A IS THE EXECUTIVE SUMMARY, CLICK ON LIKE F1B THEN THAT'S THE ACTUAL EVERYDAY.

I DON'T HAVE A F1B.

OK. YOU CAN TEACH IT TO ME LATER.

THANK YOU. BUT I'M GLAD YOU BROUGHT THAT UP, BECAUSE YOU'RE PROBABLY NOT THE I THINK A LOT OF US DIDN'T KNOW WHERE TO LOOK.

IF I DON'T KNOW SOMETHING, I'M GOING TO ASK.

AND THAT'S WHAT YOU KNOW.

WE'RE HERE TO ASK QUESTIONS.

THANK YOU. TRUSTEE DEIGAARD.

WELL, AND I CAN'T FIND IT ANY MORE EITHER, SO I JUST HAVE TO GO FROM MEMORY.

SO MY QUESTION ON THIS IS WHY IS THE PLAN SILOED BY DEPARTMENT? WHY ARE ALL THE DEPARTMENTS NOT HERE AND HOW ARE YOU ENSURING CROSS FUNCTIONALITY IN THE CREATION OF THIS PLAN AND IMPLEMENTATION IMPLEMENTATION OF THIS PLAN? TRUSTEE DEIGAARD, THANK YOU SO MUCH FOR THAT QUESTION.

I GET TO BRAG ON MY GREAT TEAM THAT IS CREATED A THREE YEAR PLAN TO REALLY IMPROVE THIS PROCESS, TO MAKE IT A LIVING, BREATHING PROCESS THAT IS DRIVING IMPROVEMENT INSTEAD OF IT JUST BEING SOMETHING THAT WE DO TO CHECK A BOX.

WHAT WE'VE NOTICED IS THERE ARE SOME DEPARTMENTS THAT HAVE HISTORICALLY BEEN INVOLVED IN, OTHERS HAVEN'T.

WE'RE NOT SURE THE REASON, BUT WE'VE COMMUNICATED WITH OUR CHIEFS ABOUT OUR DESIRE TO MOVING FORWARD, INVOLVING MORE DEPARTMENTS AND NOT HAVE THE REPORT SILOED BY DEPARTMENT, BUT HAVE A MORE COLLABORATIVE CONVERSATION BECAUSE WE DO WORK ACROSS DEPARTMENTS AND DIVISIONS ALL THE TIME.

SO WE WANT TO MAKE SURE THAT THAT'S REFLECTED IN THE DIP.

[01:15:02]

AND SO THAT IS WE ANTICIPATE THIS TIME NEXT YEAR YOU WILL SEE MUCH MORE OF THAT COLLABORATION AND A MUCH MORE ALIGNED PROCESS WHEN WE BRING THIS TO YOU NEXT YEAR FOR NEXT YEAR STEP.

SO JUST LIKE SOME OF YOUR.

THE INTENTION IS TO ENSURE THAT IN THE FUTURE THAT WE ARE WORKING EVEN MORE ACROSS FUNCTIONALLY.

YOU KNOW, I DON'T KNOW.

IS IT AN EXPECTATION OF YOURS THAT THEY PARTICIPATE? YES, I THINK I THINK THE THE ADMINISTRATION HAS HEARD, YOU KNOW, MY FOCUS IN REFERENCE TO CROSS FUNCTIONALITY.

AND AND WE'RE DOING QUITE A BIT RIGHT NOW TO ENSURE THAT WE WORK TOGETHER, NOT JUST IN THIS PARTICULAR AREA, BUT IN SEVERAL DIFFERENT AREAS.

SO THAT IS SOMETHING THAT WE'LL BE CONTINUING TO STREAMLINE.

AND YOU'LL SEE MORE OF THAT CROSS-FUNCTIONAL, CROSS-FUNCTIONAL WORK TOGETHER AS A TEAM.

THERE'S SOME CHALLENGES AND IMPEDIMENTS THAT WOULD CAUSE SOME TO NOT NOT NECESSARILY.

I THINK JUST I THINK SOMETHING THAT YOU'VE SAID IN THE PAST IS JUST KIND OF THE WAY IT'S BEEN DONE.

AND WE'RE PUSHING THE ENVELOPE AND MAKING SURE THAT PEOPLE ARE PUSHED TO UNDERSTAND THE VALUE OF WHAT IT IS TO TO WORK CROSS FUNCTIONALLY AND AND THEN TO PULL THINGS OUT THAT YOU DIDN'T KNOW THAT CAN THAT CAN HELP THE OVERALL ORGANIZATION AND THE GOALS THAT WE'RE TRYING TO ACCOMPLISH.

OKAY. AND THEN AND I CAN'T PULL IT UP FOR SOME REASON, BUT SOME OF THE DIFFERENT PAGES, FOR EXAMPLE, I REMEMBER ONE OF THE PAGES WAS PAGE SIX. THERE ARE FOR ALL OF THEM.

THERE ARE THINGS CALLED MEASURABLE OBJECTIVES, AND SOME OF THEM HAVE MEASUREMENTS IN THEM AND SOME OF THEM DON'T HAVE MEASUREMENTS IN THEM.

SO HOW COME SOME OF THEM DON'T ACTUALLY HAVE A IT'S JUST LIKE WE'RE GOING TO INCREASE WELL, INCREASE FROM WHAT TO WHAT? OR WE'RE JUST GOING TO IMPLEMENT BLAH, BLAH, BLAH IS A MEASURABLE OBJECTIVE.

BUT HOW DO YOU KNOW YOU'VE ACTUALLY IMPLEMENTED IT? SO HOW ARE YOU MEASURING THE MEASURABLE OBJECTIVES THAT DON'T HAVE MEASUREMENTS INCLUDED? OKAY. DR.

MATNEY. SO SOME OF OUR REFLECTIVE WORK OVER LOOKING AT THIS PROCESS IS THAT, YOU KNOW, NONE OF US WENT TO SCHOOL TO WRITE MEASURABLE OBJECTIVES.

AND SO WE HAVE TO REALLY TEACH.

AND SO WHAT WE'RE WHAT WE'RE PLANNING THIS YEAR IS NOT JUST THAT THAT COLLABORATION PIECE I TALKED ABOUT, BUT ALSO AT EACH QUARTERLY UPDATE, ENGAGING IN USING SOME OF THOSE THAT ARE WRITTEN, THAT ARE WRITTEN IN SMART FORMAT, USING THOSE AS EXEMPLARS FOR ANY DEPARTMENTS THAT DON'T HAVE THEM WRITTEN IN SMART FORMAT, USE THAT AS AN OPPORTUNITY TO TEACH.

HOW CAN WE REWARD THIS BECAUSE WE CAN'T GO IN AND MEASURE WHERE WE ARE IF WE HAVEN'T SAID HOW WE'RE GOING TO MEASURE IT.

SO WE'RE GOING TO REALLY USE THIS YEAR AS A LEARNING YEAR TO HELP BUILD THE MUSCLE OF DEPARTMENTS AROUND WRITING MEASURABLE OBJECTIVES IN SMART FORMAT. SO I KNOW THAT THIS IS SOMETHING THAT WE'RE REQUIRED BY LAW TO DO.

BUT MR. SUPERINTENDENT, HOW DO YOU USE IT AS A DISTRICT LEADER TO KNOW THAT THE STRATEGIES THAT EITHER AT THE DISTRICT DEPARTMENT LEVEL OR AN F SIX, THE SCHOOL LEVEL, ARE ACTUALLY THEY'RE IMPLEMENTING THESE STRATEGIES AND THAT THEY'RE ACHIEVING THE RESULTS? LIKE HOW IS THAT MONITORED INTERNALLY? I THINK I THINK IT'S WORKING CLOSELY WITH THE CHIEFS TO TO TAKE A LOOK AT WHAT TRENDS FROM FROM THE STANDPOINT OF IMPLEMENTATION FIDELITY MONITORING ON A ON A DAILY BASIS, WHAT THOSE SCHOOLS ARE DOING AND HEARING BACK FROM FROM THE CHIEFS AROUND WHETHER IT'S A PERSONNEL ISSUE OR WHETHER IT'S A PROGRAMMATIC ISSUE.

BUT BUT THOSE WILL BE MAJOR PIECES OF WHAT WE DO MOVING FORWARD TO ENSURE THAT WE DECIDE WHETHER WE CONTINUE OR WHETHER WE STOP.

BUT I MEAN, THE MEASURABLE OBJECTIVES IN HERE, THERE'S SOMETHING THAT YOU MONITOR THAT THEY ACTUALLY ACHIEVE THOSE RESULTS.

YES, WE WE WE TAKE A LOOK AT THOSE, QUITE FRANKLY, QUITE, QUITE FREQUENTLY.

THANK YOU. AND JUST KIND OF A FOLLOW UP QUESTION ALONG THE SAME VEIN.

AND LOOKING AT THE AT THE OBJECTIVES, I WAS LOOKING AT THE ONE FOR CMR, PARTICULARLY BECAUSE A LOT OF THOSE ARE PRETTY BROAD, LIKE IN TERMS OF INCREASING THE TSAI SCORE.

THERE'S A LOT OF DIFFERENT THINGS TO THE SUCCESS INITIATIVE.

THERE'S A LOT OF DIFFERENT THINGS THAT ARE DIFFERENT WAYS THAT STUDENTS CAN MEET THAT CRITERIA.

SO WHAT DATA WILL YOU BE LOOKING AT SPECIFICALLY TO KNOW? IF THESE ARE MET. AND THEN IN TERMS OF LIKE YEAR TO YEAR, BECAUSE IT SOUNDS LIKE WHAT YOU'RE SHARING, THERE'S A THREE YEAR PLAN AND I'M EXCITED TO SEE WHAT THAT YIELDS.

WHAT DATA WILL YOU BE LOOKING AT TO EVALUATE THIS AND THEN THINK THROUGH NEXT FORWARD YEARS?

[01:20:05]

DR. MEDI, WILL YOU SHARE SOME OF THE DATA POINTS OR DATA SUBSETS THAT REALLY FOCUS ON THAT ONE SPECIFICALLY IS ACTUALLY TIED VERY DIRECTLY TO OUR OUR BOARD GOAL WORK AND PROGRESS MEASURE WORK AND AND MAKING SURE THAT THAT ONE IS ONE EXAMPLE OF MAKING SURE WE GO IN AND PUT NUMBERS IN THERE.

AN INCREASE OF ONE IS NOT GOING TO ACHIEVE THE BOARD GOAL TARGETS AND THAT INCREASE.

SO WE WANT TO MAKE SURE AS WE DO THAT COACHING THROUGHOUT THE YEAR THAT WE'RE TALKING NOT JUST ABOUT PUTTING IT IN SMART FORMAT, BUT HOW DO YOU HOW DO YOU ESTABLISH A GOAL IN A TARGET? AND THEN THOSE STRATEGIES WHICH ARE PART OF THE ENTIRE DISTRICT PLAN OR THE HOW, SO THE HOW WE'RE GOING TO ACHIEVE THOSE INCREASES OF IN YOUR EXAMPLE, THE THE STUDENTS WHO ARE READY.

THANK YOU. ALL RIGHT.

OUR NEXT ITEM HELD FOR DISCUSSION IS F TO APPROVAL OF TARGETED IMPROVEMENT PLANS FOR COMPREHENSIVE SUPPORT CAMPUSES PULLED AT THE REQUEST OF TRUSTEE ALLEN AND TRUSTEE ALLEN.

YOU ASKED ALL OF YOUR QUESTION ALREADY, RIGHT? BECAUSE IT WAS BASED ON THAT.

OKAY, PERFECT. SO UNLESS ANYONE ELSE HAS QUESTIONS ENOUGH TO, WE'LL MOVE ON.

EF THREE APPROVAL OF FALL 2022 CLASS SIZE WAIVER REQUESTS PULLED AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS ANDERSON.

ALLAN, AND JUST A QUICK NOTE, COLLEAGUES, AT 630, WE HAVE ABOUT ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN MORE ITEMS HELD FOR DISCUSSION.

DO YOU ALL WANT TO TAKE A BREAK OR PUSH THROUGH? BECAUSE I KNOW WE'VE ALL BEEN HERE SINCE 2:00.

I KNOW EVERYBODY WANTS TO WATCH THE GAME, TOO, SO.

WELL, NOBODY CAN AFFORD TO LEAVE AT THIS POINT.

NONE OF US NONE OF THE REMAINING ONES.

TRUE, WE DON'T HAVE A FIVE.

SO JUST ASK, DO Y'ALL WANT TO TAKE A FIVE OR TEN MINUTE BREAK OR DO YOU WANT TO KEEP GOING? I'M OPEN TO EITHER. I'M GOING TO TAKE A BREAK BECAUSE THERE'S VERY FEW PEOPLE HERE WITH THOSE FIVE REMAINING SO WE CAN.

OKAY, LET'S LET'S COME BACK AT 6:40.

THAT'S ABOUT 13 MINUTES.

WE JUST NEED TO BE THROUGH BY 7:00 SO WE CAN WATCH GAME.

SO THE THE BOARD WILL RECESS AT 6:27 P.M..

YEAH. F THREE APPROVAL OF FALL 2022 CLASS SIZE WAIVER REQUESTS PULLED AT THE REQUEST OF TRUSTEES BLUEFORD-DANIELS, HERNANDEZ AND ALLEN.

TRUSTEE HERNANDEZ.

THANK YOU.

CAN YOU EXPLAIN THE INCREASE IN THE NUMBER OF CLASS SIZE WAIVERS? BE GLAD TO DO SO.

DR. WATTS, IF YOU'D OFFER SOME CLARIFICATION HERE, I'D APPRECIATE IT.

YEP. SO IT'S.

THANK YOU FOR THE QUESTION.

30 SCHOOLS CONTRIBUTED TO ALMOST 200 ADDITIONAL WAIVERS THAT WE HAD IN THE DISTRICT THIS YEAR IN COMPARISON TO LAST YEAR.

IN THE BOARD INQUIRIES, I'LL BE PROVIDING YOU A MAP OF WHERE THOSE INCREASES ARE.

LARGELY, THEY IN CERTAIN GEOGRAPHIC AREAS OF THE CITY, AND YOU'LL BE ABLE TO SEE THAT.

BUT TO ANSWER YOUR QUESTION SPECIFICALLY, THERE ARE A MYRIAD OF REASONS THAT CONTRIBUTE TO THE INCREASE.

AND EACH INDIVIDUAL SCHOOL HAS ITS OWN STORY.

SO I'LL JUST TRY TO HIGHLIGHT A FEW OF THOSE REASONS.

ONE OF THE REASONS IS BECAUSE ON THE VERY FIRST DAY OF SCHOOL IN WHICH WE ACTUALLY CAP A SCHOOL, THERE WERE SEVERAL SCHOOLS THAT WERE ALREADY EXCEEDING ENROLLMENT AND THE CAP WOULDN'T HAVE HELPED.

SO THEY WERE ALREADY IN NEED OF WAIVERS.

ROBERTS EMERSON NEFF EARLY CHILDHOOD RIVER OAKS WOULD BE AN EXAMPLE OF THOSE IN CERTAIN AREAS OF THE CITY.

THERE WERE INCREASED.

THERE WAS AN INCREASE IN REFUGEES AND SCHOOLS, IN MANY CASES, ELECTED TO KEEP THOSE REFUGEES WITHIN THE SCHOOL COMMUNITY.

THE STUDENTS, RATHER THAN SENDING THEM OUT TO OTHER SCHOOLS THAT MAY HAVE PUT THEM FURTHER AWAY FROM THE COMMUNITY SUPPORTS.

STAFFING ALSO HAS IMPLICATIONS FOR WAIVERS.

ACCESS TO DUAL LANGUAGE AND BILINGUAL PROGRAMS COULD ALSO INCREASE ALSO INCREASED WAIVERS THIS YEAR, PRINCIPAL DISCRETION OVER STAFFING AND FUNDING CONTRIBUTED FACILITY UTILIZATION IN SOME INSTANCES, EVEN IF WE CAN ADD A TEACHER, THERE'S NOT A SPACE FOR THE TEACHER TO BE IN.

AGAIN, EACH SCHOOL, THESE FACTORS, IN SOME CASES, MANY FACTORS ATTRIBUTE IN ONE SCHOOL AND THEN IN SOME CASES EACH INDIVIDUAL SCHOOL HAD A VARYING REASON WHY THE INCREASE OCCURRED.

THANK YOU. IS THERE A REASON WHY INDIVIDUAL PRINCIPALS GET TO DECIDE WHETHER THEY WILL HAVE A WAIVER VERSUS NOT HAVING A WAIVER?

[01:25:01]

CLASSROOM? WHY IS THAT NOT A DISTRICT DECISION? WE THE SCHOOL'S OFFICE, DOES WORK INDIVIDUALLY WITH EACH SCHOOL.

AND AGAIN, BECAUSE EVERY SCHOOL SITUATION IS SO NUANCED, IT'S DIFFICULT AT TIMES TO HAVE A COMMON CRITERIA AROUND WHETHER A DECISION IS MADE ONE WAY OR THE OTHER.

IT'S JUST A VERY NUANCED SCHOOL LEVEL.

THING. SO THERE WAS SOMETHING AND I DON'T SEE IT RIGHT NOW, BUT SOMETHING THAT INDICATED LIKE FOR PRE K, I THINK IT WAS THE REGULAR SIZED CLASS WAS 14. BUT IN THOSE CLASSES THAT HAVE WAIVERS, IT'S SOMETHING LIKE 24 POINT SOMETHING.

WHAT IS HAPPENING IN THOSE CLASSROOMS? I HAVE 24 POINT SOMETHING KIDS, 25 KIDS THAT IS DIFFERENT FROM EVERY OTHER CLASSROOM.

LIKE WHAT? WHAT EXTRA STEPS ARE WE TAKING? BECAUSE THOSE CLASSROOMS ARE OVER CAPACITY..

TO BE ABLE TO SUPPORT THOSE CLASSROOMS. YES THE STUDENTS.

WHEN TAS ARE OFTEN HIRED AND ASSIGNED TO THOSE CLASSES TO BRING THAT RATIO DOWN.

ARE WE SURE THAT EVERY ONE OF THOSE CLASSROOMS HAS A TA? I KNOW THAT THAT'S ONE OF OUR CONSTRAINTS.

RIGHT. BUT THAT MEANS THAT EVERY OTHER CLASSROOM HAS THAT.

SO WHAT EXTRA STEPS ARE WE TAKING FOR THOSE CLASSROOMS THAT ARE OVERCAPACITY? WE WORK WITH THE SCHOOL TO TRY TO FIGURE OUT DIFFERENT CONFIGURATIONS, WHETHER IT'S A CLASS SPLIT OR JUST A DIFFERENT SCHEDULING THAT WE CAN DO WITH THOSE PARTICULAR CLASSES TO LESSEN THE CLASS SIZE, TO GET THOSE TEACHERS THE SUPPORT THAT THEY NEED.

OKAY. THOSE ARE ALL MY QUESTIONS FOR NOW.

TRUSTEE ALLEN.

LET ME SEE IF I CAN GET IT IN THIS 2 MINUTES.

ONE, ARE THESE SCHOOLS THAT ARE OVERPOPULATED, ARE THEY STILL ACCEPTING MAGNET STUDENTS? IF THE SCHOOL IS CAPPED, THEN NO.

THEY WOULD HAVE A WAIT LIST.

OK ARE THE SCHOOLS THAT ARE ACTIVELY ARE THE SCHOOLS ACTIVELY ATTEMPTING TO LOWER THE WAIVERS? LIKE IS THIS A KNOWN OBJECTIVE? OUR NUMBERS ARE DOWN, BUT WAIVERS HAVE INCREASED BY BY 80.

IS THERE A LACK OF TEACHERS? SO STAFFING AND TEACHER VACANCIES DO ATTRIBUTE TO THE INCREASE IN WAIVERS? YES, MA'AM. WHEN MY AND MY NEXT QUESTION IS IF THERE'S A LACK OF TEACHERS, MY QUESTION IS, IS THERE AN ACP PROGRAM AVAILABLE FOR GRADUATING SENIORS THAT GRADUATE IN DECEMBER? I WOULD HAVE TO DEFER TO CHIEF GRANT SKINNER FOR THAT RESPONSE.

THANK YOU. TRUSTEE BAKER WHAT WAS HAPPENING IN 2014, 2015 WHERE THE WAIVER WAS UP TO 1500? THAT PRECEDES MY TIME, SO I'M NOT SURE.

WOULD THAT BE AN IMPLICATION OF HARVEY? MAYBE. YOU KNOW, BETWEEN THOSE TWO YEARS THAT CAPPED NUMBER OF WAIVERS.

I'LL GET YOU THE RESPONSE.

OKAY. THANK YOU.

YEAH. WANT TO COME BACK UP TO ANSWER THE QUESTION? DR. ALAN, DO YOU MIND RESTATING YOUR QUESTION IN REFERENCE TO ACP PROGRAM? IS THE IS THERE AN AC PROGRAM THAT BEGINS AFTER THE DECEMBER GRADUATES FROM.

A PERSON GRADUATES FROM SCHOOL IN DECEMBER AND WOULD THEY BE ABLE TO JOIN AN ACP PROGRAM TO START OUT THE NEW SPRING FOR THE SPRING? OR IS ACP ONLY GIVEN AT THE BEGINNING OF THE SCHOOL YEAR? WOULD MIDYEAR. OKAY.

WE JUST ADDED A MIDYEAR BEGINNING ACP PROGRAM, BUT IT'S FOR INDIVIDUALS WHO ALREADY WENT THROUGH AN APPLICATION PROCESS THIS SUMMER TO START THE PRE SERVICE ACTIVITIES.

SO IF SOMEONE DOESN'T HAVE A BACHELOR'S DEGREE UNTIL DECEMBER, THEY CAN APPLY IN THE SPRING TO COMPLETE THOSE ACTIVITIES IN THE SPRING TO BE A TEACHER IN AUGUST.

THANK YOU. TRUSTEE BAKER ALL YOUR QUESTIONS WERE ANSWERED.

OK TRUSTEE DECKARD SO I WAS JUST GOING TO CHIME IN TO TRUSTEE BAKER'S QUESTION BECAUSE, WELL, IT'S BEFORE MY TIME ON THE BOARD.

I WAS A REGULAR FIXTURE IN THIS ROOM ANYWAY, AND THERE WAS ACTUALLY EVEN A SPIKE THAT ISN'T SHOWING ON THIS IN 2012.

AND WHAT HAPPENED WAS.

SO, FOR EXAMPLE, IF A SCHOOL HAS 5/3 GRADE CLASSES, IF THEY ONLY HAVE ONE CLASS SIZE WAIVER, THEN IF THEY HAVE IF IT'S 22 TO 1 AND THEY'VE GOT EIGHT EXTRA KIDS, INSTEAD OF SPREADING THOSE EIGHT KIDS ACROSS THE FIVE CLASSES, THEY PUT THEM ALL IN THE ONE CLASS.

[01:30:08]

SO IT'S ONLY ONE WAIVER VERSUS MANY WAIVERS.

YEAH. YEAH.

SO HAVING MORE CLASS SIZED WAIVERS THEORETICALLY MEANS YOU HAVE LOTS OF CLASSES THAT ARE A LITTLE BIT OVER THE WAIVER LIMIT AS OPPOSED TO ONE CLASS IN A GRADE IN A SCHOOL.

THAT'S WAY OVER THE LIMIT.

THAT'S RIGHT. THAT'S RIGHT.

OKAY. OUR NEXT ITEM HELD IS FOR APPROVAL OF WAIVER REQUEST FOR HIGH SCHOOLS, MODIFIED SCHEDULE FOR STATE ASSESSMENT DAYS PULLED AT THE REQUEST OF TRUSTEE ELLEN.

QUESTION FOUR, FOUR AND FIVE WERE ADDRESSED IN THE EXPLANATORY LETTER THAT WAS ADDED LATER.

THANK YOU. LET'S SEE.

THE NEXT ONE IS F6, APPROVAL OF THE GOALS AND MEASURABLE OBJECTIVES FOR SCHOOL IMPROVEMENT PLANS.

PULLED AT THE REQUEST OF TRUSTEES BLUEFORD-DANIELS DI GARD AND ALLEN.

TRUSTEE ALLEN.

THANK YOU, TRUSTEE DEIGAARD.

I WAS GOING TO SAY THE SAME THING, BUT JUST TO CLARIFY, ARE THERE GOING ARE Y'ALL ADDING TO THIS? MEASUREMENTS FOR THE MEASURABLE OBJECTIVES.

DR. MANNY. THAT IS OUR INTENT IN OUR LONG TERM IS TO BUILD THAT CAPACITY BOTH AT THE DISTRICT AND THE CAMPUS LEVEL.

AND AND MAKING SURE THAT ALL THOSE COMPONENTS ARE IN THERE IS A JOINT EFFORT WITH OUR COMPLIANCE DEPARTMENT AND DR.

WATTS OFFICE OF SCHOOLS.

SO WE'RE GOING TO PARTNER ON THAT TO MAKE SURE THAT THAT EVERYBODY'S MUSCLE IS BUILT ON THAT.

OKAY, OUR NEXT ITEM IS G1, APPROVAL OF CERTIFIED APPRAISERS FOR THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM FOR THE SCHOOL YEAR 22-23 PULLED AT THE REQUEST OF TRUSTEE ALLEN. I KNOW MY QUESTION.

I JUST DON'T KNOW WHERE IT IS ON THIS THING.

FOR WHAT PERCENTAGE OF THE ELIGIBLE EMPLOYEES TRAINED, OK THIS IS FOR T TEST.

DO WE HAVE ENOUGH TRAINED TO COMPLETE THE SCHOOL YEAR? FOR 22-23 OR IS IT FOR THE CURRENT YEAR? DO WE HAVE ENOUGH ADMINISTRATORS? ARE THE PEOPLE ON THAT LIST TO.

APPRAISE EVERYBODY.

CHIEF GRANT SKINNER.

THE SHORT ANSWER IS YES.

SO WHAT? WHAT? 100% OF INDIVIDUALS WHO WERE IDENTIFIED BY PRINCIPALS TO SERVE AS APPRAISERS THIS YEAR HAVE COMPLETED THE CERTIFICATION.

NEXT ITEM IS I WON APPROVAL OF VENDOR AWARDS FOR PURCHASES OF OVER $100,000 IN RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000 PROJECT 18 0409 TRUSTEE HERNANDEZ AND ALLEN.

ARE YOU IN THE QUEUE FOR THIS ONE OR FOR THE ONE BEFORE? OK. GO AHEAD TRUSTEE. MR. SUPERINTENDENT, I JUST WANT TO KNOW WHY.

AND I ONE, I UNDERSTAND IT ON I TWO AND I THREE WHY ON I ONE THERE WERE THINGS THAT WERE ADDED TO IT AFTER THE BOARD HAD AN OPPORTUNITY TO ASK QUESTIONS IN THE Q&A DOCUMENT.

MR. LAGARDE, CAN YOU PROVIDE SOME SOME CLARIFICATION HERE? AND WHILE SHE'S COMING UP, MADAM PRESIDENT, YOU APPROVED THOSE REVISIONS? NO, THE ONES FOR DONATIONS ARE AUTOMATIC APPROVAL.

THAT'S AN UNDERSTANDING THAT I HAVE WITH THE ADMINISTRATION THAT THEY DON'T NEED APPROVAL.

BUT I. ONE WAS NOT REQUESTED BY ME.

THIS IS THE BOARD'S AGENDA.

I THOUGHT YOU REVIEW IT WITH THE SUPERINTENDENT BEFORE YOU BROUGHT TO THE BOARD.

YES, THAT I DO.

BUT ANY ADDITIONS? SO AFTER THE DEADLINE, AFTER WE REVIEW IT AND AFTER IT GOES TO THE BOARD, ANYTHING THAT'S DONATIONS IS ALLOWABLE TO BE ADDED BECAUSE THOSE ARE TIME SENSITIVE.

I WANT NOT DONATIONS.

YES. SO THAT. WHY WOULD YOU NOT APPROVE THEM BEFORE THEY WERE BROUGHT TO, BEFORE THEY WERE ADDED? I WASN'T ASKED. OKAY.

THANK YOU.

I1 ITEMS, WHAT WE DO IS I KNOW THERE'S MULTIPLE ITEMS THAT MAKE UP I1, BUT THERE'S ALWAYS GOING TO BE AN I1.

WE WORK ALL OF THESE PROJECTS UP UNTIL THE LAST MINUTE.

[01:35:03]

AND SO BECAUSE WE HAVE I1 SUBMITTED, WE WILL JUST CONTINUE TO ADD I1 ADDITIONAL ITEMS IF YOU WILL.

DOES THAT MAKE SENSE? I THOUGHT WE WEREN'T DOING THAT ANYMORE.

AND SO LIKE BECAUSE I DID SEND IN THE QUESTION IN WRITING ASKING WHY THEY WERE ADDED AND I DIDN'T GET A RESPONSE, HENCE WHY I'M ASKING TONIGHT.

SO WHAT I'M HEARING IS THERE'S A DIFFERENT PROCESS THAN WHAT..

SPECIFIC TO THE ITEM THAT WAS.

IF YOU WANT ME TO TALK IN GENERAL TO THE ONE ITEM THAT WE ADDED TO THE I1, THE REASON THAT WE ADDED THIS PARTICULAR I1 ITEM IS BECAUSE IT'S A COMPONENT THAT IS NEEDED FOR SAP IN ORDER TO STAY ON TASK WITH THE TIME PLUS SYSTEM THAT WE'RE ROLLING OUT.

AND SO THAT'S WHY WE ADDED THIS ITEM.

IT COULDN'T WAIT TO GO TO DECEMBER, SO WE HAD TO I COULDN'T WAIT TO GO TO DECEMBER AND IT WASN'T READY BEFORE THE DEADLINE TO SEND IT TO THE BOARD.

WE WERE STILL WORKING ON INFORMATION FROM THE VENDOR AND SO DURING PRELIMINARY PRINT WE WEREN'T READY.

AND THEN WE GOT THE INFORMATION LATER ON AFTER THE FINAL PRINT, WE GOT THE INFORMATION THAT WE NEEDED.

ALL RIGHT. THANK YOU. I UNDERSTAND.

AND SO, MADAM CHAIR, IF IN THE FUTURE, IF THOSE THINGS ARE ADDED, IF WE COULD JUST GET AN EXPLANATION TO THE BOARD, THIS GOES BACK TO I THINK YOU WERE HERE, MS.. LAKOTA, WHEN THINGS WERE ALWAYS GETTING ADDED TO THE AGENDA OR REVISED.

AND IT JUST WE WORKED REALLY HARD TO TIGHTEN IT ALL BACK UP AGAIN AND IT SEEMS LIKE IT'S STARTING TO LOCK.

SO HENCE MY QUESTION.

YEAH, AND I WOULD JUST ADD, YOU KNOW, YEAH, THERE YOU ARE JUST PROVIDING THAT, THAT LIKE AN EXTRA BLURB.

AND I'VE ASKED BOARD SERVICES IF THERE ARE CHANGES TO STATE IN THE EMAIL THAT WE GET WITH THE UPDATE AS TO WHY.

BECAUSE YOU KNOW, A LOT OF US DO OUR HOMEWORK AHEAD OF TIME AND THEN WHEN THERE'S CHANGES AND THERE'S DIFFERENT VERSIONS OF THE AGENDA, IT'S JUST IT'S CONFUSING.

AND I TOTALLY UNDERSTAND THAT THERE ARE TIME SENSITIVE THINGS AND THERE'S ALWAYS GOING TO BE EXCEPTIONS.

AND WE ARE ABSOLUTELY SENSITIVE TO THAT.

BUT JUST HELPING US UNDERSTAND WHY WOULD BE A HUGE HELP FOR US.

I THINK. I THINK THE EXCEPTION ON TOP OF GRANTS WAS I1, I2 ITEMS, IF I'M NOT MISTAKEN, GLEN, IF YOU CAN PROVIDE SOME ADDITIONAL INSIGHT, I COULD BE WRONG, BUT PLEASE.

YEAH, WE'VE ALWAYS OPERATE UNDER I1 THROUGH I3 WE COULD ADD ITEMS TO BECAUSE THOSE ARE PRETTY MUCH ALL OF THOSE ARE TIME SENSITIVE.

WE'VE GOT A GRANT IN, RIGHT? WAITING A MONTH IS NOT FEASIBLE.

THEN WE'LL GO AHEAD AND GET THAT ADDED.

I1 IS PRETTY RARE FOR I1S.

SO YOU HAVEN'T SEEN ONE WE'VE ADDED IN A LONG TIME.

SO I THINK THAT PROBABLY IS PROBABLY KIND OF A SURPRISE.

BUT I1 THROUGH I3 BECAUSE THOSE ARE TIME SENSITIVE.

THOSE WERE THE ONLY THREE THAT WE WERE ALLOWED TO ADD AFTER PRINT.

OKAY. I THINK JUST ADDING THAT EXPLANATION WILL HELP ALL OF US.

THANK YOU FOR THAT CLARIFICATION, TRUSTEE HERNANDEZ.

YES. WHICH FACILITY IS USING A WATER SOFTENER? MS. LICATA. THIS PARTICULAR PROJECT IS FROM THE NUTRITION SERVICES DEPARTMENT.

SO THESE ARE WATER SOFTENERS.

THEY TEST THE WATER AND THEY ADD WATER SOFTENERS SO THAT IT PROVIDES LONGEVITY TO THE KITCHEN EQUIPMENT IN EACH CAMPUS CAFETERIA.

EACH CAMPUS CAFETERIA HAS THESE THEY THIS PROJECT ALLOWS FOR THEM TO TEST THE WATER.

AND SHOULD A WATER SOFTENER NEED TO BE ADDED TO TO THE TO THE CAMPUS CAFETERIA FOR THE EQUIPMENT.

THEY WILL ADD THAT.

AND ARE THERE WATER SOFTENERS CURRENTLY IN HISD? AND FROM MY UNDERSTANDING, WE'RE ALL USING CITY WATER, SO.

YES. SO THESE IS ABOUT 30 CAMPUSES THAT THEY WERE IDENTIFIED THAT NEEDED WATER SOFTENERS .

BECAUSE OF HARD WATER.

YES. AND THE REST OF THE CAMPUSES DON'T.

WE HAVE WE HAVE THEM THROUGHOUT THE DISTRICT.

SO WE CAN PROVIDE YOU A LIST IF THE BOARD WOULD LIKE THAT.

OKAY. THANK YOU. TRUSTEE BLUEFORD-DANIELS.

ARE THESE WATER SOFTENERS HAVE HAVE ANYTHING TO DO WITH THOSE CAMPUSES THAT WERE IDENTIFIED IN 2016 AS HAVING LED IN THE WATER? IS THAT IMPACTED BY SOME OF THESE WATER SOFTENERS AT THESE FACILITIES? ARE CAMPUSES THAT ARE.

NO, MA'AM. IT'S A SEPARATE, SEPARATE PROGRAM.

OKAY. THANK YOU FOR THAT. I APPRECIATE THAT.

BECAUSE, YOU KNOW, I'M I GUESS I'M GETTING A LITTLE FRUSTRATED BECAUSE SOMETIMES SOME OF THESE QUESTIONS ARE ASKED UP HERE AND THEY'RE LEADING QUESTIONS FOR OTHER PEOPLE TO ANSWER THAT OBVIOUSLY, THERE HAS BEEN SOME DISCUSSION ON.

SO I WOULD JUST ASK THAT WE JUST DON'T HOLD EVERYBODY'S TIME HOSTAGE, EVERYBODY ELSE WHEN THERE'S ALWAYS BEEN ALREADY BEEN CONVERSATION ABOUT FROM

[01:40:08]

AMONGST THE TRUSTEES ABOUT SOME OF THESE ITEMS. YEAH. TRUSTEE BAKER.

QUICK QUESTION. WHO SET THE THRESHOLD AT $100,000 FOR PURCHASES? AND I'M ASKING, COULD IT BE LOWERED TO $50,000? CHIEF REED. IF YOU LOWER THE AMOUNT OF 50,000, YOU MIGHT HAVE SOME SCHOOLS WHERE YOU COULDN'T AFFORD FOOD TO PURCHASE THE SOFTENERS, PUT THEM IN.

OKAY. I'M TALKING LIKE GENERAL, YEAH.

BUT YEAH.

SO ALL I ITEMS. SO I GUESS I'M NOT FOLLOWING THE QUESTION.

I'M SORRY. YEAH, I WAS JUST SPEAKING IN GENERAL.

LIKE, FOR EXAMPLE, I1 APPROVAL OF VENDOR WARS PURCHASE OVER 100,000.

RIGHT. I WAS WONDERING IF THAT COULD HAVE BEEN LOWERED TO 50,000.

BUT THAT GOES BACK TO PROBABLY TO THE BUDGET WORKSHOP, RIGHT? IT'S A BOARD POLICY IS ACTUALLY $100,000.

OKAY. THANK YOU. THAT MEANS IT'S SET IN STONE.

THAT'S IT. OKAY.

THANK. OUR NEXT ITEM HELD FOR DISCUSSION IS PROJECT 230812, TRUSTEE ALLEN.

BASED. THE ITEM SAYS THAT IT IS BASED ON ANNUAL APPROPRIATIONS.

THE PROJECTED EXPENDITURE IS NOT TO EXCEED $5 MILLION.

I KNOW THIS IS THIS WAS A NEW PROJECT.

AND WE HAVE NEW GUIDELINES FOR COUNSELORS FOR THIS TELEHEALTH.

THAT'S THE ONE I'M TALKING ABOUT, THE ONE ON TELEHEALTH.

AND I UNDERSTAND THAT THIS IS NOT AN ACTUAL EXPENDITURE AND IT IS.

SO IT IS POSSIBLE THAT THIS MAY NOT BE UTILIZED.

BUT ONE OF THE THINGS THAT I ALSO WANTED TO KNOW, BECAUSE IT DID SAY THAT BASED ON ANNUAL APPROPRIATIONS AND WE HAVEN'T HAD ANY ANNUAL APPROPRIATIONS BECAUSE THIS IS BRAND NEW.

BUT MY QUESTION IS, IS IF ON THE EXPLANATORY SHEET.

THERE ARE SEVERAL INSURANCE COMPANIES THAT ARE APPROVED ON THE I1 A.

THERE'S ONLY HAZEL HEALTH.

SO WILL THERE BE OTHER.

COMPANIES ADDED THAT ARE ON THE EXPLANATORY SHEET.

MS. LICATA. TRUSTEE ALLEN, I JUST WANT TO MAKE SURE YOU'RE TALKING ABOUT THE BOARD SUMMARY SHEETS THAT ARE PROVIDED.

SO WHEN YOU SEE THE WORD APPROVED, THAT MEANS THAT THEY WERE APPROVED FOR THEIR INSURANCE.

IS THAT WHAT YOU'RE REFERRING TO? ON THE COLUMN WHERE THEY'RE LISTED AS APPROVED OR PENDING? YES, MA'AM. SO THAT DOESN'T NECESSARILY MEAN THAT THEY ARE APPROVED TO DO BUSINESS OR THAT THE EVALUATION COMMITTEE APPROVED THEM TO MOVE FORWARD.

THAT JUST MEANS THAT THE RISK MANAGEMENT DEPARTMENT VETTED THEIR INSURANCE REQUIREMENTS AND THAT'S JUST A NOTE THAT THEIR THAT THEIR INSURANCE WAS APPROVED, THAT THEY MET THE INSURANCE REQUIREMENTS FOR THE DISTRICT.

YOU'RE WELCOME. OUR NEXT ITEM IS PROJECT 19 0901 TRUSTEE ALLEN.

PROJECT 2310 0303, TRUSTEE DEIGAARD.

PROJECT 2310 0303.

MY QUESTION ABOUT THE I1 ITEMS WAS ALREADY ADDRESSED THANK YOU.

YES, THAT I HAD A COUPLE OF QUESTIONS.

ONE, THERE WAS AN INCREASE OF $2 MILLION NEEDED IN LESS THAN A YEAR.

WHAT WAS THE ORIGINAL AMOUNT? FOR THAT PROJECT? AND WHY IS THERE AN INCREASE IN LESS THAN A YEAR? MS. LICATA.

SO THE ORIGINAL AMOUNT THAT THE BOARD APPROVED IN THE JANUARY BOARD MEETING WAS ACTUALLY A $1.5 MILLION.

SO THIS ISN'T A $2,250,000 INCREASE.

THIS IS JUST A $750,000 INCREASE TO GET US THROUGH THE ADDITIONAL TERM BECAUSE THE ORIGINAL ITEM EXPIRED IN THE ORIGINAL ITEM WAS FROM JANUARY

[01:45:03]

14TH, 2022 TO OCTOBER OF 2022.

AND SO WE'RE EXTENDING IT TO MAY 15, 2023, ASKING FOR THE ADDITIONAL $750,000 BECAUSE IT'S COSTING 150,000.

AND THEN THIS WILL GO BACK OUT FOR BID AND WE'LL BRING YOU THE NEW PROJECT UPON EXPIRATION DATE OF THIS PROJECT.

THANK YOU. YOU'RE WELCOME.

PROJECT. 18 0409 TRUSTEE HERNANDEZ.

WE'RE TALKING ABOUT. OH, OKAY.

IT'S LISTED TWICE.

ALL RIGHT. FOR APPROVAL OF THE NOVEMBER GENERAL FUND AMENDMENT.

BUDGET AMENDMENT PULLED AT THE REQUEST OF TRUSTEE WADE.

CAN WE PULL UP THE BUDGET PLEASE? SO ONE OF THE QUESTIONS WAS WHEN I SEE SO MANY BUDGET AMENDMENTS IN THE AREA OF INSTRUCTION AND I KNOW THOSE THINGS CAN MOVE AROUND ALWAYS, BUT WHAT ARE WE NOT DOING WHEN WE ORIGINALLY ALIGN OUR BUDGET? THAT'S MAKING THE AMENDMENT SO MANY BUDGET AMENDMENTS IN ONE AREA.

IS THERE SOMETHING THAT WE COULD DO DIFFERENTLY? IT'S MORE A QUESTION. SO THE BUDGET AMENDMENT, THE MOST OF THE BUDGET AMENDMENTS, IF YOU GO TO THE NEXT PAGE, MOST OF THOSE ARE OUR CAMPUS DOLLARS. THOSE ARE CHOICES OF THE PRINCIPALS ON HOW THEY BUDGET BACK IN THE SPRING.

RIGHT NOW AT THIS POINT, IT WAS NINE MONTHS AGO.

SO AND A LOT OF THEM I THINK I THINK I'VE SAID THIS MANY TIMES, PROBABLY SOUND LIKE A BROKEN RECORD, BUT A LOT OF TIMES PRINCIPALS WILL JUST PUT FUNDS IN FUNCTION 11 IN SUPPLIES AND THEN THEY'LL START MOVING IT THROUGHOUT THE YEAR AS THEY MAKE DIFFERENT DECISIONS.

OKAY, FAIR ENOUGH. AND MAYBE GOING FORWARD, IF THAT'S THE CASE AND SOMETHING LIKE THAT, WE SEE A BUNCH OF SOMETHING IN ONE AREA, MAYBE A LITTLE SNAPSHOT OF WHY THAT'S POSSIBLE.

WE DO HAVE THE CONVERSATIONS ABOUT WHEN BECAUSE WE DO HAVE BUDGET CONFERENCES EVERY SPRING WITH OUR PRINCIPALS.

SO WE DO TRY TO GET THOSE THOSE FUNDS PLACED AS BEST AS WE CAN BASED OFF OF HOW THEY SPEND THEIR DOLLARS IN THE PRIOR YEAR.

BUT IT STILL HAPPENS.

OKAY. THANK YOU. WELL, THAT WAS ONE THING.

AND THEN I MENTIONED IT EARLIER, AND THIS IS LONG, NOT NECESSARILY THE AMENDMENT AS MUCH AS JUST THE BUDGET LINE ITEM.

AND I NOTICED THAT IF YOU GO DOWN TO.

UH, NO.

IS THERE ANOTHER? NO.

I'LL ASK IT NEXT MEETING. THANK YOU.

2022, WITH NO FURTHER BUSINESS TO DISCUSS.

THE BOARD IS NOW ADJOURNED AT 7:08 P.M.

ON NOVEMBER 3RD, 2022.

GO ASTROS.

* This transcript was compiled from uncorrected Closed Captioning.