Nov 10, 2022 Board Meetings

SISTER MAMA SONIA, WE CANNOT SEE YOU.

HERE WE GO. OK.

WE NEED TO SEE THIS AS THIS.

OKAY. THANK YOU.

WE CAN SEE YOU AND.

DISMISS US. DESTROY US.

PLEASE DON'T GET RID OF US.

Y'ALL DON'T REALLY CARE ABOUT US.

YOU KNOW, WRAPAROUND SERVICES ARE EXTREMELY, EXTREMELY IMPORTANT.

I HAVE WORKED IN THE SCHOOL DISTRICT, ANCILLARY PROGRAMS AND THEN WRAPAROUND SERVICES PROBABLY OVER THE LAST 40 YEARS.

AND THIS DOES NOT MAKE ANY SENSE FOR SOME PEOPLE SITTING AT THE TABLE TO SAY THAT THESE ARE WHAT [INAUDIBLE] AND SOME SOMETHING THAT'S NOT NECESSARY.

IT SAVED LIVES.

I'VE SEEN HOW THE SERVICES CAN COME IN AND CHILDREN AND ENTIRE FAMILIES ARE IMPACTED HEAVILY IN A POSITIVE MATTER WHEN THEY GET THE SERVICES THEY NEED.

IF I CAN COME TO SCHOOL AND GET WHAT I NEED, THAT'S MUCH BETTER THAN HAVING TO GO FROM FROM AGENCY TO AGENCY ALL AROUND, ALL AROUND TOWN.

SO IT IS VERY, VERY IMPORTANT THAT YOU ALL DO NOT GET RID OF ANY OF THESE TYPES OF SERVICES AND THAT YOU CONTINUE TO HELP OUR CHILDREN GET WHAT THEY NEED HOLISTICALLY.

AND DON'T FORGET, YOU'VE GOT TO CHANGE THEM WITH THAT THING OF THAT.

THANK YOU. NICOLE CAMERON, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN. FAMILIES ARE IMPACTED HEAVILY.

MISS CAMERON, PLEASE TURN ON YOUR CAMERA.

ALL THROUGH THE AGES AND ALL AROUND.

ALL AROUND TOWN. PLEASE TURN OFF YOUR AUDIO.

WE CAN SEE YOU. YOU MAY BEGIN.

COMPLETE THAT THE SERVICES AND THAT YOU CONTINUE TO HELP.

MS. CAMERON, PLEASE BEGIN.

[00:35:04]

PLEASE BEGIN, MS.. CAMERON.

MS.. CAMERON, WE CANNOT HEAR YOU.

PLEASE UNMUTE YOURSELF.

OK. YES.

MY NAME IS NICOLE CAMERON.

AND AT LAST MONTH'S BOARD MEETING, TRUSTEE BAKER SAID THE WRAPAROUND SERVICES ARE BASICALLY SOCIALISM IN SCHOOL.

WRAPAROUND SERVICES ARE INCLUDED IN HISD BOARD VISION, AND THEY ARE A DEEP ETHICAL COMMITMENT TO OUR KIDS.

WRAPAROUND SERVICES SUPPORT THE 20% OF TEXAS STUDENTS LIVING IN POVERTY BY HELPING STUDENTS GET BUS FARE TO SCHOOL.

A COAT IN WINTER. ACCESS TO A DENTIST AND MENTAL HEALTH SERVICES.

HIS ATTEMPTS TO PROVOKE AND DISRUPT UNDERMINE THE GOOD FAITH EFFORTS OF THIS BOARD AND VIOLATE A HISD BOARD MEMBER ETHICS POLICIES. HIS CLAIMS THAT HE IS BEING BULLIED BY BOARD MEMBERS ARE IRONIC.

AFTER HE WAS FIRED FROM THE CITY OF HOUSTON FOR SEXUAL HARASSMENT OF HIS OWN STAFF.

AT THE WEST SIDE COMMUNITY MEETING LAST MONTH, BAKER ANNOUNCED JAMES DUNN AS HIS.

[INAUDIBLE] MISS NEWPORT, PLEASE TURN ON YOUR CAMERA.

YOU MAY BEGIN. ALISON NEWPORT.

PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

MY NAME IS ALLISON NEWPORT, AND I'M AN ELEMENTARY PARENT AS THE LARGEST DISTRICT IN THE STATE.

MS.. NEWPORT, WE NEED TO SEE YOU, PLEASE.

THANK YOU. OH, THERE WE GO.

AS THE LARGEST DISTRICT IN THE STATE.

HISD MUST BE A STRONG ADVOCATE FOR PUBLIC EDUCATION AND POLICY THAT BENEFITS OUR DISTRICT.

HISD MUST ALIGN ITS BOARD POLICY AND LEGISLATIVE PRIORITIES TO COMMUNICATE A CLEAR ADVOCACY APPROACH.

THE CURRENT PRIORITIES IN DISTRICT POLICY ARE UNCLEAR ON HIGH STAKES TESTING AND SILENT ON SCHOOL VOUCHERS, NO MATTER HOW YOU VOTED ON TUESDAY.

THERE'S NO QUESTION THAT HIGH STAKES TESTING RECAPTURE AND SCHOOL VOUCHERS CRIPPLE HISD'S BUDGET AND HURT HOUSTON SCHOOLS.

A UNITED FRONT OF PROACTIVE ADVOCACY ON THESE ISSUES IS ABSOLUTELY CRITICAL LEADING UP TO THIS UPCOMING SESSION.

THANK YOU. HOLLY BERRY, PLEASE TURN ON YOUR CAMERA. YOU MAY BEGIN.

MS.. BERRY, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

HOLLY BERRY.

MISS FURY'S IN THE MEETING, BUT SHE'S NOT RESPONDING.

GREAT. WE CAN SEE YOU.

PLEASE UNMUTE AND BEGIN.

HI, MY NAME IS HOLLY BEARY, AND I AM A KINDERGARTEN TEACHER.

THE EUREKA CURRICULUM IS NOT PEDAGOGICALLY APPROPRIATE FOR ELEMENTARY SCHOOL, ESPECIALLY KINDERGARTEN.

AS A KINDER TEACHER, I SEE THAT THE WORKSHEETS EXTENDED WHOLE GROUP LESSONS AND ASSESSMENTS ARE DEVELOPMENTALLY INAPPROPRIATE.

THEY EXPECT KINDER STUDENTS TO SPEND 30 PLUS MINUTES SITTING ALL TOGETHER.

THIS IS FAR BEYOND A KINDERGARTNERS ATTENTION SPAN.

THEY ALSO EXPECT STUDENTS TO SPEND AT LEAST 30 MINUTES ON THE IPAD A DAY.

THE WORKSHEETS AND ASSESSMENT QUESTIONS ARE TRICKY AND INAPPROPRIATE.

A COLLEAGUE SHARED THE FIRST GRADE ASSESSMENT WITH ME, AND THE QUESTIONS WERE LARGELY ASSESSING TEST TAKING SKILLS AND STRATEGY MEMORIZATION, NOT CONTENT MASTERY.

ON THE FIRST DAY OF SCHOOL, THEY ASK KINDERS, WHO HAVE MAYBE NEVER HELD A PENCIL BEFORE TO TRACE A STRAIGHT LINE WITH A PENCIL AND A RULER.

THAT IS NOT SOMETHING I WOULD EVER NORMALLY EXPECT A KINDER STUDENT ON THE FIRST DAY.

EARLY CHILDHOOD STUDENTS SHOULD BE LEARNING THROUGH PLAY, NOT WORKSHEETS.

THERE'S A LACK OF DIFFERENTIATION AS WELL.

THE DISTRICT SHOULD NOT SPEND MONEY PURCHASING EUREKA CURRICULUM.

THANK YOU. THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. WE ARE NOW READY TO CONSIDER OUR DISCUSSION AND REPORT ITEMS.

[A-2 Acceptance Of Board Monitoring Update: Presentation Of Goal 3 Progress Measure 3.1 (Part 1 of 2)]

WE'RE ACTUALLY GOING TO DO A TWO BEFORE A ONE.

SO AT THIS TIME WE'LL DO A TWO ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL THREE PROGRESS MEASURE 3.1.

[00:40:08]

PLEASE PROCEED WITH YOUR UPDATE.

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

THANK YOU, MADAM PRESIDENT.

I'M GOING TO INVITE DR.

ALISON MAGNE OF OUR RESEARCH DEPARTMENT TO THE PODIUM AT THIS TIME TO TO SHARE YOUR INSIGHT ON THIS ITEM.

THANK YOU, SUPERINTENDENT HOUSE.

GOOD EVENING, TRUSTEES.

I AM HERE THIS EVENING TO DISCUSS GOAL PROGRESS, MEASURE 3.1 WITH YOU AND HAVE AN EXCITING NEW FORMAT TO WALK YOU THROUGH, AS WELL AS WE REFINE AND RESPOND TO TO QUESTIONS AND REQUESTS FROM TRUSTEES AROUND THIS REPORTING PROCESS.

SO THIS IS A DEEPER DIVE INTO OF IT ONE TOO FAR.

A DEEPER DIVE INTO OCTOBER'S GOAL THREE PRESENTATION.

SO WE'VE TAKEN 3.1, 3.2 AND 3.3, AND WE'RE DOING A DEEPER DIVE INTO EACH OF THOSE.

WITH THIS NEW FORMAT, A COUPLE OF THINGS THAT WE'VE HEARD AND WANT TO RESPOND WITH IS HAVING INSTEAD OF A REPORT IN A POWERPOINT, SEPARATE AND TOGGLING BACK AND FORTH BETWEEN THOSE, WE'VE COMBINED EVERYTHING.

SO EVERYTHING IS VERY TRANSPARENT UP ON THE SLIDES HERE IN THE BOARD AUDITORIUM.

AND WE'RE ABLE TO, AS WE GO THROUGH OUR QUESTION AND ANSWER PROCESS, REFER SPECIFICALLY TO THAT INSTEAD OF GOING BACK AND FORTH TO REPORTS.

YOU CAN SEE AT THE TOP.

SO I'M GOING TO TALK YOU THROUGH THE FORMAT FIRST, AND THEN WE'LL DIVE INTO THE DATA.

AT THE TOP OF EACH SLIDE.

YOU'RE GOING TO SEE WHICH GOAL WE'RE REFERRING TO AND THE ACTUAL WORDING OF THE GOAL.

SO INSTEAD OF HAVING TO GO BACK AND FORTH AND IN REVIEWING WHICH GOAL WE'RE ON, THAT WILL BE A REMINDER UP AT THE TOP EACH TIME.

SO THIS IS GOAL THREE.

WE'RE LOOKING AT SAT, ACT AND TSIA AND THE WORDING OF THIS GOAL PROGRESS MEASURE IS THE PERCENTAGE OF STUDENTS WHO, BY THE END OF 11TH GRADE HAVE DEMONSTRATED COLLEGE READINESS BY SATISFYING THE TEXAS EXCESS INITIATIVE REQUIREMENTS THROUGH THE SAT ACT OR TSIA, AND THEY'RE SPELLED OUT THERE AS WELL, WILL INCREASE EIGHT PERCENTAGE POINTS FROM 24 TO 32 AND 2024.

JUST TO THE RIGHT OF THAT ARE OUR DATA SOURCES.

AND THEN ON THE BOTTOM LEFT, WE'LL HAVE THE VISUALIZATION OF THE DATA ITSELF.

AND THEN ON THE RIGHT YOU WILL SEE PAIRED WITH THE DATA, THE SUPERINTENDENTS RESPONSE OF THAT DATA AND THE CURRENT STATUS IN THE DISTRICT.

SO FOR THIS GOAL, 3.1, WHEN WE REVIEWED IN OCTOBER, WE REALLY WERE FOCUSED ON JUST THE 11TH GRADERS BECAUSE THAT IS WHAT THE PROGRESS MEASURE IS WRITTEN FOR.

WE'RE LOOKING AT 11TH GRADERS AS A PREDICTOR OF MOVING INTO THEIR 12TH GRADE YEAR AND THEN GRADUATING BECAUSE COLLEGE CAREER MILITARY READINESS INDICATORS, WHICH IS GOAL THREE, IS A ONCE THEY GRADUATE.

SO STUDENTS WHO GRADUATE WITH THOSE INDICATORS.

SO FOR THIS PRESENTATION, WE'RE GOING TO LOOK AT OUR 10TH GRADE AND OUR 12TH GRADE DATA.

SO THE 11TH GRADE BAR THERE, WHICH IS THE BLUE BAR THAT, SO IN LOOKING AT 21, 22, THAT 19%, THAT BLUE BAR OF 11TH GRADERS, THAT IS WHAT WE REVIEWED LAST TIME.

BUT NOW WE CAN SEE IN 21, 22 WHERE WERE OUR 10TH GRADERS AND THEN WHERE WERE OUR 12TH GRADERS.

SO I'LL WALK YOU THROUGH AN EXAMPLE IF YOU LOOK AT 2021.

SO THE DATA SET JUST TO THE LEFT OF THE LAST DATA SET THERE YOU CAN SEE THAT AS WE HAD 10TH GRADERS, WE HAD 2% OF OUR 10TH GRADERS THAT WERE ALREADY MEETING THE TSI THROUGH ONE OF THESE THREE TESTING MEASURES.

WHEN THEY MATRICULATED UP AS 11TH GRADERS IN 2122, BY THE END OF THEIR 11TH GRADE YEAR, WE WERE UP TO 19%.

WE'LL KNOW IN 22-23 WHEN THEY GRADUATE, BECAUSE THAT'S OUR THAT'S OUR CLASS OF 23 RIGHT NOW.

WE HOW THEY MOVED FROM 19 TO THAT HIGHER PERCENTAGE.

SO YOU CAN KIND OF FOLLOW THAT COHORT ALONG WITH THESE DATA SETS.

YOU OF COURSE SEE THE TARGET IN RED THERE AND THEN THE METRIC ITSELF IS THE BLUE LINE.

SO THAT'S THE METRIC FOR 3.1.

SO JUST HELPING YOU VISUALLY FOLLOW THOSE 11TH GRADE GROUPS BECAUSE THAT'S WHAT THE METRIC IS BASED ON.

BUT THEN THAT TARGET IS THAT RED LINE AND WHAT WE'RE STRIVING FOR THOSE 11TH GRADE CLASSES.

FOR THIS NEXT SLIDE AGAIN, YOU CAN JUST AS A REPEAT OF THE TEACH PIECE, YOU CAN SEE THAT GOAL REPEATED AT THE TOP.

[00:45:07]

ANY REVISIONS TO THE DATA SOURCES THAT WE HAVE THERE? AND THEN HERE WE HAVE WHAT HAS TRADITIONALLY BEEN IN THE REPORT.

BUT AGAIN, UP ON THE SLIDE FOR THE PRESENTATION, WE'RE LOOKING AT OUR STUDENT GROUP DETAIL.

SO ON THE LEFT HAND SIDE, WE HAVE THE STUDENT GROUPS, THE ON THE FAR LEFT HAND SIDE, IT'S ALL STUDENTS AND PROGRAMS ON THE RIGHT SIDE CHART. THE LEFT HAND SIDE OF THE RIGHT CHART IS OUR RACE ETHNICITIES.

SO AGAIN, THESE TWO CHARTS THAT ARE UP HERE ON THE LEFT, WE'RE LOOKING AT STUDENT PROGRAMS, AND ON THE RIGHT WE'RE LOOKING AT RACE ETHNICITIES.

AND THEN YOU CAN SEE ACROSS THE TOP OF EACH THE SCHOOL YEARS FROM 2017-18 THROUGH 21-22.

SO HERE WE CAN ALSO SEE, FOR EXAMPLE, IF YOU'LL PUT YOUR EYES ON THE ALL STUDENTS GROUP, JUST TO THE RIGHT OF THAT ALL STUDENTS BOX, YOU CAN SEE 10TH, 11TH AND 12TH GRADE.

SO FOR EXAMPLE, YOU CAN SEE IN THAT EXAMPLE I GAVE EARLIER, THE ALL STUDENTS.

IF YOU LOOK AT 10TH GRADE AND YOU MOVE OVER TO 20-21, THEY WERE AT 2%.

AND THEN IF YOU MOVE TO 11TH GRADE FOR 21-22, THEY MOVED UP TO 19%.

SO THIS IS THE CHART NUMBERS VERSION OF WHAT WE SAW IN THE GRAPH PREVIOUSLY.

AND THEN YOU CAN SEE IT FOR THESE STUDENT GROUPS AND THESE RACE ETHNICITIES.

SPECIFICALLY ON THIS ONE.

AND THIS DID COME UP WHEN WE PRESENTED THIS AS THE 11TH GRADE DATA.

WHEN YOU LOOK AT THE ENGLISH LEARNER BOX AT THE BOTTOM OF THE LEFT HAND CHART, YOU CAN SEE SOME SIGNIFICANT INCREASES BETWEEN 11TH GRADERS. AND NOW YOU SEE THE DATA FOR 12TH GRADERS FROM 2021 TO 21-22.

SO, FOR EXAMPLE, THE 11TH GRADE POPULATION IN THIS SPECIFICALLY WAS MENTIONED LAST TIME WENT FROM 7% IN 2021 TO 14% IN 21-22.

SO OUR ENGLISH LEARNERS DOUBLED IN THEIR ATTAINMENT OF THE OF MEETING THE TSI BENCHMARK ON ONE OF THESE THREE ASSESSMENTS.

AND THEN OUR 12TH GRADERS IN 20-21 WERE AT 8%, BUT THE 12TH GRADERS IN 21-22 WERE AT 21%.

SO SOME PRETTY SIGNIFICANT GAINS.

AND THERE WERE SOME VERY FOCUSED TARGETED EFFORTS TO ENSURE THAT THIS POPULATION OF STUDENTS WERE INCLUDED IN OUTREACH EFFORTS, RECRUITING, ENSURING THAT SAT PREPARATION WAS AVAILABLE IN VERY SPECIFIC AND TARGETED BECAUSE AS YOU CAN SEE HISTORICALLY, THOSE NUMBERS WERE VERY LOW IN THE SINGLE DIGITS.

AND SO THOSE THOSE TWO SPECIFIC DATA POINTS, THE 14% AND THE 21% ARE SHINING EXAMPLES OF ADMINISTRATIVE EFFORTS REALLY SUPPORTING STUDENTS IN THIS METRIC SPECIFICALLY.

MOVING ON TO THE NEXT SLIDE.

WE CAN SEE HERE TWO DATA POINTS THAT HAVE TWO DATA CHARTS THAT HAVE TRADITIONALLY BEEN UP ON THE SLIDES.

BUT WE'RE LOOKING HERE AT TSI READING ON THE LEFT HAND SIDE AND TSI MATH ON THE RIGHT HAND SIDE SO STUDENTS CAN MEET IT IN EITHER OF THE TWO SUBJECT AREAS.

AND HERE IS THE BREAKOUT BY GRADE LEVEL FOR ALL OF THE WAYS TO MEET THE TSI INDICATOR.

SO I'M GOING TO START ON THE LEFT HAND SIDE ON THE READING CHART.

YOU CAN SEE ON THE FAR BOTTOM LEFT HAND SIDE, THE BLUE BAR IS TSI, THE GREEN BAR IS A.C.T., THE GRAY BAR IS SAT AND THE GOLD BAR IS TSIA.

SO THE BLUE BAR IS PERCENT OF STUDENTS IN THOSE GRADE LEVELS FOR THOSE YEARS THAT ARE MEETING THE INDICATOR.

AND THEN THE THREE BELOW ARE THE THREE WAYS TO MEET THE INDICATOR.

SO YOU CAN SEE HERE THAT SAT HISTORICALLY AND CONTINUES TO BE THE AREA WHERE OUR STUDENTS ARE MOST LIKELY MEETING THIS TSI READING INDICATOR, THE TEXAS ACCESS INITIATIVE, WHICH INDICATES THEIR READINESS TO TAKE AND BE SUCCESSFUL IN COLLEGE READING COURSEWORK.

ON THE RIGHT HAND SIDE, WE SEE MATH.

WE DO SEE THE SAME TREND THAT SAT IS REALLY THE AREA WHERE WE HAVE THE MOST STUDENTS ACHIEVING THE TSI BENCHMARK BY TAKING THE SAT VERSUS TAKING THE ACT OR THE TSI ASSESSMENT ITSELF, A SEPARATE STANDALONE ASSESSMENT.

AND THEN MOVING TO THIS SLIDE, WE LOOK AT THE PERCENT OF STUDENTS MEETING TSI IN READING AND MATH BY OUR RISE CAMPUSES.

[00:50:06]

SO THIS IS AN AREA OF GREAT EMPHASIS.

AND ALTHOUGH THIS DATA IS NOT MEANINGFUL HISTORICALLY YET, WE ARE PUTTING THIS SLIDE UP IN AN EFFORT TO CONTINUE TO HAVE THE CONVERSATIONS OF LOOKING AT OUR SCHOOLS THAT WERE IDENTIFIED AS BEING IN MOST NEED FOR ADDITIONAL SUPPORTS, AND THEN WATCHING HOW THE RISE SCHOOLS, WHICH IS THE BLUE BAR IN ALL OF THESE DATA SETS AND VERSUS THE NON RISE CAMPUSES, WHICH IS THE GRAY BAR ARE WORKING IN MAKING SURE THAT THOSE GAPS ARE CLOSING.

ONE THING THAT IS THAT IS OF NOTE IS WE DIDN'T HAVE THE TERM RISE CAMPUSES.

WE DIDN'T HAVE THE RISE PROGRAM IN 2018-19 OR 2019-20.

BUT WHAT WE DID WAS WE TOOK THE IDENTIFIED CAMPUSES AND THEN WE BACKED OUT THAT DATA.

SO WE ARE LOOKING AT THE IDENTIFIED RISE CAMPUSES, THEIR SPECIFIC DATA HISTORICALLY, EVEN THOUGH THE PROGRAM WAS NOT IN EXISTENCE IN THOSE FORMER YEARS.

I AM SO SORRY. THIS CLICKER IS WORKING VERY FAST.

SO THIS LAST SLIDE IS A TOPIC THAT WE HAVE TALKED ABOUT A LOT.

IT'S OUR PARTICIPATION RATE SLIDE.

SO IT'S JUST MAKING SURE THAT WE HAVE A REFERENCE TO PARTICIPATION.

WE HAVE THE GRADE LEVELS DOWN THE LEFT HAND SIDE AND THEN YOU CAN SEE OUR TOTAL STUDENTS PARTICIPATING IN ALL OF THE AREAS.

AND THEN THE PERCENTAGE BY ACT, SAT, TSIA READING OR THE TEXAS ACCESS INITIATIVE ASSESSMENT MATH.

SO YOU CAN SEE WHERE OUR STUDENTS ARE ENGAGING IN THESE ASSESSMENTS.

YOU CAN TELL HERE, OBVIOUSLY 10TH GRADE, THE ACT NUMBERS ARE VERY, VERY LOW.

THESE ARE STUDENTS WHO COULD BE 10TH GRADERS THAT ARE GOING OUT AND TAKING THE SAT ON THEIR OWN.

BUT 11TH GRADE, YOU CAN SEE THOSE DATA POINTS.

THAT IS WHERE WE ADMINISTER THE SAT IN THE SCHOOL WIDE PROGRAM TO ALL OF OUR ENROLLED 11TH GRADERS.

SO THAT'S WHY SAT NUMBERS SPIKE UP IN 11TH GRADE VERSUS 10TH GRADE.

AND THAT CONCLUDES PRESENTATION.

THANK YOU. DR. MATNEY AND FOR THE PRESENTATION AND REALLY THE CHANGE IN FORMAT, WE HOPE THAT THIS IS AN EASIER DIVE ON A MONTHLY BASIS FOR US TO TAKE A CLOSE LOOK AT.

OF COURSE, WHILE WE DO NOT MEET THE TARGET SPECIFICALLY FOR THIS PROGRESS MEASURE, WHICH MEASURE STUDENTS ONLY AT THE END OF 11TH GRADE, WE'RE EXCITED BY THE OVERALL PROGRESS THAT WE'RE SEEING.

AND IN CERTAIN AREAS, ESPECIALLY FOR OUR 12TH GRADERS AND OUR SENIORS IN TERMS OF OUR PERCENTAGE OF OUR SENIORS DEMONSTRATING COLLEGE READINESS, AS DR.

MATNEY INDICATED ON THE SAT AND ACT AND TSIA, WE SAW INCREASES IN CERTAIN AREAS THAT ARE VERY ENCOURAGING, SIX POINT INCREASE FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS, 13 INCREASE FOR ENGLISH LANGUAGE LEARNERS.

AND I THINK THE DATA POINTS SHOW THE EFFECTIVENESS OF HOW WE'VE USED, OF COURSE, THE FEDERAL DOLLARS, THE ESSER DOLLARS THAT WE'VE TALKED ABOUT CONSISTENTLY.

I THINK THIS IS EXTREMELY IMPORTANT FOR US TO, OF COURSE, CONTINUE TO INVEST IN THE AREAS THAT WE KNOW THAT ARE WORKING AND TO STOP DOING THE THINGS THAT ARE NOT WORKING.

SO WE'RE CONTINUING TO TAKE A CLOSE LOOK AT WHAT THIS LOOKS LIKE.

THE DATA THAT YOU SAW REGARDING RISE CAMPUSES, SPECIFICALLY IN TERMS OF PERFORMANCE THAT ARE NON RISE CAMPUSES AS WELL IN TERMS OF THAT COMPARISON SHOWS KIND OF THE URGENCY OF THE NEED FOR THE BOLD TRANSFORMATION THAT WE'RE FOCUSING ON IN THESE SCHOOLS.

AND IT'S SOMETHING THAT WE DEFINITELY KNOW THAT WE MUST CONTINUE IN THE DATA SHOWS AND WE HAVE TO CONTINUE TO PUSH FORWARD.

NOW, LAST YEAR WE DISCUSSED OUR RATIONALE FOR OUR STRATEGIC COMMITMENTS, ESPECIALLY WHEN WE TALK ABOUT GREAT SCHOOLS IN EVERY COMMUNITY AND AND ENSURING THAT WE CONTINUE THIS WORK WILL BE IMPORTANT.

WE'VE OFTEN REFERRED TO THE FACT THAT WITHIN OUR DISTRICT WE'VE HAD FEEDER PATTERNS IN SOME INSTANCES THAT WHERE YOU CAN GO FROM FROM K TO 12 AND STILL BE IN A D & F SCHOOL.

NOW THAT HAS CHANGED SIGNIFICANTLY, WHICH IS ONE OF THE PRIMARY GOALS, IS TO CONTINUE WORKING ON THINGS FROM A K 12.

IT'S NOT JUST A ELEMENTARY THING, IT'S NOT JUST A MIDDLE SCHOOL THING, IT'S NOT JUST A HIGH SCHOOL THING.

IT'S A K 12 PROCESS.

NOW, OF COURSE, I'M CONFIDENT IN THE THE WORK THAT'S HAPPENING BOTH IN OUR ACADEMIC OFFICE UNDER DR.

[00:55:02]

BYRD AND IN THE WORK THAT'S CONTINUING IN OUR SCHOOLS OFFICE AS WELL.

AND A LOT OF THIS IS ABOUT BUILDING CULTURE, BUILDING CAPACITY, WHICH IS HAPPENING ON A MONTHLY BASIS.

I WANT TO HIGHLIGHT THE ACADEMIC PERFORMANCE THAT ARE AT OUR RISE SCHOOLS AS THEY CONTINUE THIS WORK AS WELL.

IT'S EXTREMELY IMPORTANT THAT WE CONTINUE TO PUSH.

SO WITH THAT BEING SAID, WE'D BE GLAD TO ENTERTAIN ANY QUESTIONS AT THIS TIME.

TRUSTEES, PLEASE INDICATE YOUR INTEREST IN THE QUEUE.

WE'LL DO TWO ROUNDS OF 2 MINUTES.

TRUSTEE BLUEFORD-DANIELS.

I CAN'T BELIEVE I GOT TO HERE FIRST.

THANK YOU. AND THANK YOU FOR FOR THAT PRESENTATION.

AND I THINK THAT YOU FELT THROUGH OSMOSIS SOME OF THE QUESTIONS THAT I WAS GOING TO ASK WHEN I HAD THIS TAG.

SO THANK YOU, BECAUSE YOU DID THE BREAKOUT.

I APPRECIATE IT. BUT I DID WANT TO ASK A COUPLE OF QUESTIONS, AND IT WON'T IMPACT MY SUPPORT OF THE PRESENTATION.

BUT I HAD A COUPLE OF QUESTIONS I WANTED TO ASK.

ON PAGE THREE ON PACKET PAGE THREE.

I WAS CURIOUS ABOUT WHAT CAN YOU IDENTIFY OR LET US KNOW ANY PARTICULAR PROGRAMS THAT YOU'RE GOING TO THAT YOU'RE GOING TO UTILIZE TO CLOSE THAT GAP BETWEEN AFRICAN-AMERICAN, HISPANIC AND WHITE CHILDREN IN GENERAL? TOWARD THE CHART TO THE RIGHT FOR 2021, BECAUSE THE AFRICAN-AMERICAN KIDS 10TH GRADE AT 1%, 11TH GRADE, 10%, 16%, THEN HISPANIC, 1%, 14, 22, ETC..

SO I WAS JUST WONDERING, WHAT ARE YOU DOING SPECIFIC TO CLOSE THAT GAP? YOU KNOW, WHAT I WOULD SAY HERE IS THAT AND I MENTIONED EARLIER, IT'S ABOUT, YOU KNOW, IMPROVING, YOU KNOW, K THROUGH 12.

AND OF COURSE, AT THE END OF THE DAY, WE WE'VE GOT TO IMPROVE THESE PARTICULAR SUBGROUPS BECAUSE THESE HAVE CONSISTENTLY BEEN SUBGROUPS THAT HAVE STRUGGLED ACROSS NOT ONLY ACROSS THE COUNTRY, BUT ESPECIALLY WHAT WE SEE WITH URBAN SCHOOLS.

WE MUST, OF COURSE, IMPROVE THE QUALITY OF EDUCATION THAT'S PROVIDED TO.

YOU MENTIONED AFRICAN-AMERICAN STUDENTS, LATINO STUDENTS, PRE-K THROUGH 12.

AND I WANT TO HIGHLIGHT PRE-K BECAUSE IT IS AN AREA THAT WE'RE FOCUSING OUR EFFORTS ON TO ENSURE THAT THE OFFERINGS ARE OUT THERE AS IS PREVALENT AS POSSIBLE. WE ALSO HAVE TO CONTINUE TO EXAMINE THE AND I'VE HEARD THIS AT THIS DAIS THE ROOT CAUSES OF WHY AND THE WHAT BEYOND THE WHYS.

SO THAT IS SOMETHING THAT WE'LL CONTINUE TO FOCUS ON.

AND IN ORDER TO IMPLEMENT SOLUTIONS, IT'S GOING TO BE IMPORTANT THAT THE FIDELITY THAT THAT'S HAPPENING WITH THE CURRICULUM THAT WE'RE FOCUSING ON, THE CONSISTENCY, BUILDING CAPACITY THAT THAT WE'RE SEEING THROUGH OUR SCHOOLS OFFICE CONTINUES AS WELL.

AND THANK YOU FOR THAT, BECAUSE IT FURTHER SHOWS SUPPORT WHY IT'S NECESSARY TO CONTINUE WITH OUR WRAPAROUND SPECIALIST PROGRAMS, BECAUSE THEY TOO OBVIOUSLY OFFER THE SUPPORT WHERE NECESSARY AND WITH THE RISE CAMPUSES.

ONE QUICK QUESTION. ON PAGE FIVE, WE TALKED ABOUT THE RISE TEST CAMPUSES.

ARE YOU STARTING NOW TO IDENTIFY THIS YEAR ANY POTENTIAL CAMPUSES FOR NEXT YEAR FOR THE RISE PROGRAM? DR. WATSON, WOULD YOU LIKE TO LIKE TO SHARE SOME INFORMATION HERE, PLEASE.

YES. SO WE ARE BEGINNING AS A PART OF OUR SGS, OUR SYSTEM OF GREAT SCHOOLS ANALYSIS WORK TO BEGIN TO LOOK AT SCHOOLS THAT WE WANT TO TAKE AN INTERVENTION IN.

AND SO IN SOME CASES THAT MAY BE A LOCAL INTERVENTION SUCH AS RISE AND IN OTHER CASES IT MAY BE A STATE MORE INTENSIVE INTERVENTION SUCH AS ACE, WHICH WE IMPLEMENTED IN THREE SCHOOLS THIS YEAR.

AND I APPRECIATE THAT BECAUSE OBVIOUSLY I HAVE SOME CONCERNS OBVIOUSLY WITH KASHMERE COMING OFF AND GETTING A C RATING AND THEN GOING BACK ON.

SO PART OF THE SYSTEM OF GREAT SCHOOLS, THERE IS A RANGE OF INTERVENTIONS THAT WE'RE LOOKING AT.

OK THANK YOU.

THANK YOU. TRUSTEE GUIDRY.

THANK YOU SO MUCH FOR THE REPORT.

LET'S GO BACK TO SLIDE THREE.

I HAVE A QUESTION ON THAT.

WITH RESPECT TO THE IMPROVEMENT IN ELS.

YOU SAID THAT YOU ALL IMPLEMENTED SEVERAL INITIATIVES AND WE'RE TARGETED.

WHEN ARE YOU GOING TO USE THOSE TARGETS ON OTHER LOW PERFORMING CLASSES? SO NOW, IN REFERENCE TO WHICH ON SLIDE THREE ELS THEY JUMP FROM 8% 2021 TO 21%, 2022.

AND DR.

MATNEY SAID SPECIFICALLY THAT THE REASON FOR THAT INCREASE WAS BECAUSE OF TARGETED AND SPECIFIC INITIATIVES TARGETED AT THAT PARTICULAR

[01:00:02]

GROUP. MY QUESTION IS, WHEN WILL WE TARGET OTHER GROUPS, AS WE HAVE WITH THE ELS AND WE ARE TARGETING NOW, DIFFERENT INITIATIVES WILL LOOK DIFFERENT DEPENDING ON KIND OF WHAT THE ISSUE IS.

SO A PART OF AN INITIATIVE THAT YOU HEARD QUITE A BIT ABOUT IS THE RISE INITIATIVE AS WELL.

SO THERE ARE DIFFERENT THINGS THAT ARE HAPPENING.

SHE MENTIONED ALSO THE SYSTEM OF GREAT SCHOOLS AND THE DIFFERENT INTERVENTIONS THAT WILL HAPPEN THROUGH THE SYSTEM OF GREAT SCHOOLS, BECAUSE DEPENDING ON HOW WELL OR HOW POORLY A SCHOOL IS DOING, IT DEPENDS ON THE LEVEL OF INTERVENTION THAT MAY HAPPEN THROUGH THAT.

SO THERE ARE SEVERAL DIFFERENT PRESCRIBED SUPPORTS THAT WE'RE PUTTING IN PLACE, NOT JUST WITH WITH THE ELS, BUT WITH SEVERAL SCHOOLS WITH SUBGROUPS THAT WILL CONTINUE TO PUSH.

BUT MY MY ISSUE WITH THAT, MR. SUPERINTENDENT, IS THAT WE SEE THE RESULT HERE.

SO HOW CAN WE REPLICATE THIS RESULT USING EITHER THE SAME OR SIMILAR INITIATIVES IN OUR OTHER LOW PERFORMING AREAS? AND WE CAN SEE THAT RESULT HERE, RIGHT? OKAY. AND THAT'S THE IDEA, AGAIN, IS TO DUPLICATE IT.

IT CAN'T LOOK THE SAME BECAUSE IT'S A COMPLETELY DIFFERENT FOCUS IN TERMS OF HOW YOU TEACH CERTAIN THINGS.

AND DR.

BYRD, I DON'T KNOW IF YOU WANT TO SHARE SOME INSIGHT.

I SEE YOU HAVE SOMETHING ON THE TIP OF YOUR TONGUE.

I TRUST YOU. WELCOME BACK.

I WOULD SAY THAT YES, I WOULD SAY THAT.

YOU KNOW, A LOT OF THIS IS REALLY OUR FOCUS IS ON TIER ONE INSTRUCTION WAS GOOD FIRST INSTRUCTION.

SO THAT'S GOING TO IMPROVE THE RESULTS AT SCHOOLS.

AND WE HAVE SOME TARGETED INITIATIVES FOR SCHOOLS LIKE I'VE TALKED ABOUT BEFORE, THAT, YOU KNOW, EXTRA SUPPORTS IN HIGH SCHOOLS.

FOR EXAMPLE, THE AVID PROGRAM, WHICH IS BOLSTERS SUPPORT OF KIDS WHO HAVE NOT TRADITIONALLY BEEN IN ADVANCED PLACEMENT COURSEWORK OR EVEN, YOU KNOW, IT'S GOING TO HELP ALL KIDS, EVEN IF THEY'RE NOT IN AP CLASSES.

BUT IT'S IT HELPS THEM.

ACHIEVE HIGHER ON THESE MEASURES OF COLLEGE AND CAREER READINESS.

SO IT'S A COMBINATION OF THINGS THAT WE'VE INVESTED ACROSS THE DISTRICT, NOT JUST IN HIGH SCHOOL.

IT'S ACTUALLY ALL THE WAY BACK INTO ELEMENTARY SCHOOL SO THAT YOU'LL IT WILL YOU'LL SEE THOSE RESULTS CONTINUE OVER TIME.

BUT IT'S. OKAY.

WE'RE GOING TO HOLD YOU TO THAT.

OKAY. ALL RIGHT.

CAN WE GO QUICKLY TO SLIDE FIVE, PLEASE? I SLIDE FIVE. LET ME JUST SAY, FIRST OF ALL, I LOVE THIS.

I LOVE THE NEW LOOK AND EVERYTHING.

THIS BREAKDOWN WITH THE RISE, SCHOOLS AND NON RISE, ARE WE GOING TO CONTINUE TO GET SEE THIS SO THAT WE CAN SEE THE PROGRESS OF RISE? WE'RE GOING TO HAVE THIS EVERY TIME.

I WOULD LOVE TO SEE IT.

AND ALSO, CAN IT BE BROKEN DOWN WITH OTHER PROGRESS MONITORING FOR JUST RISE.

SO ALL OF OUR PROGRESS MONITORING, I'M JUST ASKING IF IT COULD HAPPEN.

I SAY IT HAD TO HAPPEN TOMORROW, IS WHAT I'M SAYING.

OKAY. IS THAT SOMETHING WE CAN CONSIDER? MR. SUPERINTENDENT, I'M GLAD YOU LIKE THE NEW FORMAT.

YES, DEFINITELY.

AND AND AGAIN, THANK YOU, DR.

MATT AND THE RESEARCH DEPARTMENT.

WE KIND OF WENT BACK AND FORTH TO DETERMINE WHAT WE FELT WOULD REALLY MEET, MEET THE NEED AND ANSWER AS MANY QUESTIONS AS POSSIBLE DURING THE PRESENTATION.

BUT TO ANSWER YOUR ORIGINAL QUESTION IN TERMS OF WHETHER WE'LL SEE THIS ON A CONSISTENT BASIS, THAT'S THE WHOLE IDEA IS.

SO THIS IS A FORMAT THAT WILL BE A PERMANENT SHIFT IN TERMS OF WHAT YOU'LL SEE DURING THE PROGRESS MONITORING.

YOU DON'T WANT TO ANSWER MY SECOND QUESTION? NO. OKAY.

SO THANK YOU FOR THE QUESTION.

WE ARE TRACKING SEVERAL OTHER WHAT WE REFER TO AS LEADING INDICATORS.

ATTENDANCE, DISCIPLINE.

WE WALK CAMPUSES.

WE'RE TRYING TO QUANTIFY THAT THOSE OBSERVATIONS INTO A METRIC AND WE HAVE A RASH A RISE DASHBOARD THAT LOOKS THAT ALLOWS ME TO LOOK AT THAT DATA AS WELL AS CONNECTS ME TO THIS DATA.

SO THERE ARE SEVERAL METRICS THAT WE'RE LOOKING AT TO TRY TO TRACK THE PROGRESS OF OUR SCHOOLS.

AND WHAT I WAS THINKING IN MY HEAD IS ADDING ALL OF THOSE INDICATORS TO THIS SLIDE.

WOULD BE WOULD BE A BIT MUCH BUT LIKE DR.

WATTS SAID, WE ARE TRACKING SOME OTHER LEADING INDICATORS, BUT I THINK THERE MIGHT BE A DIFFERENT WAY OF BEING ABLE TO SHARE THAT INFORMATION VERSUS CLOUDING THE SLOT.

AND NOT TO SAY THAT IT'S NOT IMPORTANT, BUT I THINK THERE MAY BE ANOTHER WAY TO BE ABLE TO SHARE THAT INSIGHT.

PERFECT. THANK YOU SO MUCH.

THANK YOU, JUDY.

TRUSTEE CRUZ. TRUSTEE WADE.

THANK YOU TRUSTEE CRUZ.

[01:05:01]

SUPERINTENDENT HOUSE I SEE THAT THERE IS A IN ONE OF THE SOLUTIONS THAT YOU ALL MENTION IS IN THE T.

SIA2 POINT ONE BOOT CAMP IN THE SPRING FOR SENIORS.

WHY IS IT NOT EARLIER? AND WHY IS THIS BOOT CAMP NOT IS ONLY FOR SENIORS? IT WAS A NOTE ABOUT THAT, AND I WAS WONDERING WHY.

WE'RE WAITING. GOT IT.

DR. BIRD OR DR. MATTIE, YOU WANT TO SHARE SOME INSIGHT AND REFERENCE TO THE WHY AND TIMING AND REFERENCE TO THIS GROUP OF STUDENTS? I DON'T HAVE.

I'LL HAVE TO INVESTIGATE THAT WITH THE TEAM.

BUT I WILL TELL YOU, THE REASON THAT SENIORS IS BECAUSE, YOU KNOW, IF THEY HAVE A MEETING YET, THAT'S THE ONE LAST CHANCE FOR ME.

BUT I UNDERSTAND WHAT YOU'RE SAYING.

WHY DON'T WE DO IT EARLIER TO MAKE SURE THAT THEY'VE MET IT BEFORE? I WILL. I'LL HAVE TO ANSWER THAT IN WRITING.

I NEED TO GET BACK TO YOU ON THAT. THANK YOU.

IT JUST SEEMS LIKE IT WOULD MAKE SENSE TO DO IT SOONER THAN THE SPRING OF SENIOR YEAR.

SO MY OTHER QUESTION RELATE TO SLIDE.

LET'S GO TO SLIDE.

LET'S GO TO THIS ONE. I WAS GOING TO THANK YOU, MYRNA.

YOU ASKED THE SAME QUESTION I WAS GOING TO ASK ABOUT WHAT WE'RE DOING FOR THE ELS THAT ARE NOT CROSSING OVER INTO.

SO THANK YOU FOR ASKING THAT SAME QUESTION.

I'M GOING TO GO TO THE RISE CAMPUS SLIDE, WHICH IS SLIDE FIVE.

AND I GUESS MY CONCERN ABOUT IT IS IF YOU LOOK BACK AT 18-19, 19-20, AND I DON'T KNOW WHAT THE DATE IS PRIOR TO THAT, BUT BASICALLY IT LOOKS TO ME LIKE VERY SIMILAR NUMBERS.

AND I KNOW WE HAVE A RED LINE THAT SHOWS US WHERE WE ARE.

OUR GOAL IS TO GET THERE, BUT.

I JUST DON'T KNOW.

AND I'LL BE CURIOUS TO SEE WHAT HAPPENS GOING FORWARD.

SO I'LL BE WATCHING THIS WELL AS WELL.

BUT IT JUST SEEMS LIKE SOME OF THE INITIATIVES THAT HAVE BEEN HAPPENING BEFORE GETTING US TO THE SAME RESULT WE HAVE NOW.

AND I KNOW THAT COVID AND ALL THOSE OTHER THINGS, BUT I JUST WANT TO MAKE SURE WE KEEP MINDFUL OF THE 18-19 DATA AND WHAT WE'VE HAD IN THE PAST THAT THE THAT WE'RE NOT THAT WE'RE GETTING ABOVE EVEN THIS 32% GOAL.

I GUESS WHERE I'M ONGOING.

THANK YOU. OKAY.

TRUSTEE DEIGAARD.

MY FAVORITE PART OF EVERY MEETING.

SO FIRST, I LOVE THE NEW FORMAT.

DR. MATNEY, THANK YOU FOR ALL YOUR WORK ON THIS.

IT'S IT'S A MUCH MORE USER FRIENDLY WAY OF PRESENTING IT TO US.

SO THANK YOU. AND I THINK THAT MY COLLEAGUES AND I, WE ARE LIKE ALL SYNCHED UP ON OUR QUESTIONS AND INQUIRIES TODAY.

SO FOLLOWING UP ON THE SUPERINTENDENT'S RESPONSE ON PAGE, I GUESS THAT'S PAGE TWO.

SO I'M SEEING A LOT OF, YOU KNOW, PROVIDING ACCESS TO THIS, PROVIDING ACCESS TO THAT, PROVIDING TRAINING.

SO HOW DO WE KNOW THAT OUR STUDENTS ARE ACTUALLY ENGAGING IN THESE OPPORTUNITIES AND TEACHERS ARE IMPLEMENTING THESE STRATEGIES? SO ARE THERE KEY PROGRESS INDICATORS THAT YOU ALL ARE USING TO KNOW THAT THESE ARE GREAT IDEAS, BUT ARE THEY ACTUALLY BEARING FRUIT WITH GREAT, GREAT QUESTION. TRUSTEE DEIGAARD AND I'LL LET DR.

WEST JUMP IN JUST A SECOND.

BUT WHAT I WILL SAY IS THAT A PART OF THE PROCESS AND DEVELOPMENT OF WHAT WE'RE DOING, NOT ONLY WITH PRINCIPALS BUT SSOS AND ASSISTANT SUPERINTENDENTS IN ENSURING THAT THE LEADING INDICATORS THAT WE TALKED A LITTLE BIT ABOUT EARLIER ARE CONSISTENTLY CHECKED UPON AND LOOKED AT DURING WITH OUR DASHBOARD.

THESE SHOULD ALLOW US AND GIVE US REALLY GOOD INSIGHT IN TERMS OF WHAT WE'RE DOING AND AND HOW WELL IT'S GOING FROM SCHOOL TO SCHOOL.

THAT FOLLOW UP AND SUPPORT FROM OUR SCHOOL SUPPORT OFFICERS AND IN THE SCHOOLS OFFICE WILL BE CRITICAL AND WILL CONTINUE TO BE A MAINSTAY IN EVERYTHING THAT WE DO. DR.

WATTS. SO I'LL SAY IT'S NOT A PERFECT SCIENCE, THOUGH, EVEN THOUGH YOU'RE LOOKING AT LEADING INDICATORS TO TRY TO MAKE A PREDICTION AS TO HOW STUDENTS WILL WILL.

AND LET ME CLARIFY MY QUESTION, BECAUSE I'M HEARING THE LEADING INDICATORS FOR THE RISE CAMPUSES ABOUT DISCIPLINE AND ATTENDANCE.

RIGHT. THAT'S WHERE WE'RE GOING. THAT'S ALL WE HAVE.

SO, NO, I'M TALKING SPECIFICALLY ABOUT OUR OTHER KPIS TO SEE IF KIDS ARE ACTUALLY ACCESSING KHAN ACADEMY, TO SEE IF KIDS ARE ACTUALLY PARTICIPATING IN THE AFTERSCHOOL PROGRAM.

SOME OF THE ACADEMIC SIDE, AND I'LL CALL ON YOU, DR.

[01:10:02]

BIRD, I HOPE YOU'RE RIGHT.

YES, THERE ARE. WE HAVE WEEKLY WE HAVE A DASHBOARD FOR KHAN.

WE GET WEEKLY USAGE REPORTS ACTUALLY, THAT'S REPORTED TO ME EVERY WEEK.

SO WE KNOW WHAT CAMPUSES ARE ACTIVELY INVOLVED IN THAT AS WELL AS, I MEAN, MANY OF THESE PROGRAMS THAT ARE LIKE STUDENT FACING PROGRAMS, WE HAVE DASHBOARDS THAT WE SEE WHAT THE USAGE IS, AND THEN WE CAN KIND OF TIE THAT TO OTHER METRICS FOR COLLEGE AND CAREER READINESS.

AND I THINK ONE OF THE THINGS ONCE WE GET THOSE KINDS OF KINDS OF REPORTS, IT'S IMPORTANT THAT THE CONSULTATION WITH PRINCIPALS HAPPENS, YOU KNOW, FROM THE SCHOOLS OFFICE TO SIT DOWN WITH THEM, GO OVER THAT INFORMATION.

IF THERE'S A LACK OF PARTICIPATION IN SOME OF THESE AREAS, WE HAVE TO SIT DOWN AND HELP THEM WITH THAT IMPLEMENTATION TO ENSURE THAT THEY UNDERSTAND THAT IF THESE THINGS DON'T CHANGE, WE CAN'T EXPECT POOR OUTCOMES FOR CHILDREN TO CHANGE.

IF YOU HAVE KPIS FOR THE THINGS ON THIS LIST AND THEN ARE YOU COMPARING, YOU KNOW, THIS GROUP OF KIDS, THEIR TEACHER DID INTEGRATE SAT PREP INTO THE CLASSROOM INSTRUCTION IN THESE CLASSES.

THEY DIDN'T. DID THE KIDS WHO HAD THIS ENHANCEMENT DO BETTER OR THE SAME AS THE KIDS WHO DIDN'T? LIKE, ARE YOU DOING THOSE KINDS OF COMPARATIVE ANALYZES? YES. SO I WOULD SAY, PARTICULARLY FOR KHAN ACADEMY, WE HAVE WE HAVE BEEN ABLE TO DO SOME ANALYSIS ABOUT THE KIDS THAT THE USAGE AND THEN WHAT IT YIELDS.

SO SOME OF THEM ARE EASIER TO DRAW THAT LINE DIRECTLY THAN OTHERS.

BUT YES, WE DO.

AND THERE'S AT THE SCHOOL LEVEL, THERE ARE COLLEGE AND CAREER ADVISORS THAT ARE THAT'S WHAT THAT'S WHAT THEIR JOB THEY WORK IN THE SCHOOLS TO ASSIST KIDS TO MAKE SURE THEY HAVE ACCESS TO THAT, BUT ALSO THEN TO IF THEY'RE NOT TO PROVIDE THE SUPPORT, IF THEY'RE NOT ACCESSING IT, TO PROVIDE THE SUPPORT.

BUT YES, WE CAN LOOK, I GET A REPORT EVERY WEEK ABOUT A NUMBER OF KIDS WHO HAVE APPLIED TO COLLEGE, THE NUMBER OF KIDS WHO HAVE COMPLETED THEIR FAFSA, THE NUMBER OF KIDS WHO'VE ACCESSED KHAN ACADEMY, NUMBER OF KIDS WHO'VE TAKEN THE SAT.

AND, YOU KNOW, SO WE ARE MONITORING THAT ALL THE TIME.

AND THE WHOLE COLLEGE AND CAREER READINESS TEAM IS OUT IN SCHOOLS.

THAT'S THEIR WHOLE PURPOSE IS TO BOLSTER THAT.

BUT THAT, LIKE FOR ALL OF THESE THINGS, THE TEST PREP, THE THESE TUTORS FROM UNIVERSITY OF HOUSTON, THERE'S CROSSWALK TRAINING.

THERE'S A LOT OF REALLY GREAT THINGS ON THIS LIST THAT HYPOTHETICALLY WOULDN'T BE HERE IF THEY WEREN'T GOING TO TRANSLATE INTO OUTCOMES FOR KIDS.

BUT I'M LIKE, HOW DO WE KNOW? RIGHT? TRUSTEE BAKER.

YES. THANK YOU PRESIDENT CRUZ.

SUPERINTENDENT HOUSE ON SLIDE TWO.

HOW DO WE.

HOW COULD WE BE ASSURED THAT? DO WE NEED IT? CAN YOU HEAR ME? YEAH. TRUSTEE BAKER, WE NEED A PAUSE.

WE LOST QUORUM. CAN YOU WAIT JUST A SECOND, PLEASE? I CAN.

I GOT HUNGRY. THAT'S WHY I WANTED TO EAT LAST TIME.

GO AHEAD. TRUSTEE BAKER.

YEAH? CAN YOU HEAR ME? YES. YES, SIR.

OKAY, SUPERINTENDENT HOUSE ON SLIDE TWO, HOW CAN WE BE ASSURED THAT IN THE FUTURE, EVEN NEXT YEAR. THAT WE WON'T HAVE, THAT WE CAN'T SAY THAT THAT COVID RELATED THAT THE VIRUS IS GOING TO BE RELATED TO NOT MEETING THE TARGET.

I KNOW YOU HAVE THOSE IDEAS IN PLACE, BUT DO YOU HAVE ANY SOLIDIFIED SCIENTIFIC RESEARCH OR ANY OTHER PROGRAMS OR THINGS THAT YOU CAN COMPARE THIS TO IN THE PAST THAT CAN SAY, OKAY, YOU HAVE PUT STUDENTS ON THE RIGHT PATH TO REALLY GET TO THESE TARGETS IN REALITY. IS THAT A FAIR QUESTION? SO IF I UNDERSTAND YOUR CORRECT YOUR QUESTION CORRECTLY, HOW DO WE KNOW ESSENTIALLY WHAT WE'RE DOING IS IS WORKING AND WILL GET US TO THE TARGETS SET THAT ARE THAT ARE AT THE RED LINES.

AND OF COURSE, THAT KIND OF GOES BACK TO TO WHAT WE'VE DISCUSSED EARLIER IN TERMS OF, YOU KNOW, QUALITY CURRICULUM, HIGH DOSE TUTORING, ALL THE DIFFERENT SUPPORTS THAT YOU SEE IN TERMS OF THE SUPERINTENDENT RESPONSE THAT WE'RE FOCUSING ON.

THESE ARE THINGS THAT WEREN'T JUST JUMPED INTO HAPHAZARD, HAPHAZARDLY.

WE LOOKED AT BEST PRACTICES, WE LOOKED AT RESEARCH TO ENSURE THAT WHATEVER IT WAS THAT WE EXPOSED OUR TEACHERS TO OUR STUDENTS TO WERE

[01:15:01]

THINGS THAT WE KNOW ARE BEST PRACTICES IN OUR RESEARCH BASE.

SO WE'RE CONFIDENT. AND WHAT THIS BOILS DOWN TO, DR.

BAKER, IS REALLY FIDELITY AND CONSISTENCY.

IF WE GO IN AND MONITOR IN THE MANNER THAT WE NEED TO MONITOR AND WE'RE CONSISTENT WITH THE KIND OF FIDELITY THAT WE NEED AND WANT TO SEE, WE SHOULD SEE GROWTH. AND I SAY GROWTH BECAUSE, YOU KNOW, SOME OF OUR SCHOOLS ARE STARTING FROM A VERY, VERY LOW LEVEL.

SO GROWTH IS REALLY THE ONLY ONE OF THE ONLY THINGS THAT THEY CAN CELEBRATE.

AND YOU KNOW, AS A FORMER TURNAROUND PRINCIPAL, I KNOW THIS FEELS LIKE, YOU KNOW, IT WAS A FIVE YEAR GROWTH BEFORE WE REALLY LOOKED AT THE IDEA OF BEING ABLE TO CELEBRATE OVERALL PERFORMANCE.

SO THESE ARE THINGS THAT THAT WE'VE REALLY CLOSELY FOCUSED OUR EFFORTS IN AND FIGURING OUT THE WHY ARE THESE THE BEST THINGS THAT ARE NEEDED FOR OUR CAMPUSES. AND WE'RE CONFIDENT THAT THE RIGHT THINGS.

YEAH, BECAUSE I SAY OVER AND OVER AGAIN, YOU KNOW, THE CHILDREN WILL HAVE A ONE SHOT AT IT.

AND, YOU KNOW, IF WE TAKE TOO LONG, I KNOW YOU'RE THROWING A LOT AT THEM AT THIS PROJECT.

AND IF WE TAKE HAVE ONE MISSTEP, YOU KNOW, THE KIDS DON'T HAVE A ONE SHOT AT, YOU KNOW, EACH GRADE.

SO IT'S VERY IMPORTANT, I BELIEVE, THAT THAT FOLLOW UP THAT YOU'RE SPEAKING OF HAPPENS, YOU KNOW, IN REAL TIME.

AGREED. THANK YOU.

HI. THANK YOU FOR THE PRESENTATION.

SO I AGREE WITH TRUSTEE DIEGAARD.

A LOT OF THE QUESTIONS THAT HAVE ALREADY BEEN ASKED BY MY COLLEAGUES, BUT I'M GONNA GO BACK TO ONE OF THE QUESTIONS THAT TRUSTEE GUIDRY WAS ASKING ABOUT THE SUBGROUPS.

SO WE KNOW THAT THE ELS DOUBLED.

ARE THERE ANY SPECIFIC TARGETS FOR EACH SUBGROUP SO THAT WE KNOW THAT THERE'S A SUBGROUP THAT'S NOT GOING BACK, OR THAT THERE'S NOT ONLY ONE SUBGROUP THAT'S MAKING THE AVERAGE GO UP? DR. MATNEY.

ABSOLUTELY, SO PART OF A RECENT HOUSE BILL WAS ENSURING THAT WE DO SET TARGETS FOR EVERY STUDENT GROUP.

WE HAVE NOT SET THEM BY GRADE LEVEL.

WE'VE SET THEM OVERALL FOR CCMR BY STUDENT GROUP FOR EVERY CAMPUS AS WELL AS THE DISTRICT, WHICH ARE YOUR GOALS? BUT WE HAVE NOT GONE TO THIS LEVEL OF SETTING THOSE TARGETS WITHIN GRADE LEVELS, EITHER FOR THE DISTRICT OR FOR THE CAMPUSES OTHER THAN 11TH GRADE, WHICH ARE OUR PROGRESS MEASURES.

SO THAT'S A LONG WAY TO SAY, NO, MA'AM, WE HAVE NOT.

I THINK THAT WOULD BE SOMETHING THAT WOULD BE USEFUL FOR US TO SEE THAT WE KNOW THAT EVERY SUBGROUP IS HAS A TARGET TO GET TO AND THAT WE'RE NOT JUST FOCUSING ON THE OVERALL.

AND I KNOW I'VE SEEN THOSE SUBGROUPS BEFORE THAT THAT'S WHY I'M ASKING AND..

TRUSTEE HERNANDEZ WHAT I WILL SAY IS I KNOW I'VE HEARD THIS CONVERSATION ON BOTH SIDES WHETHER WE SHOULD HAVE A TARGET FOR AND I'M SPEAKING FROM A DIFFERENT MEETING.

I'VE HEARD SOME CONCERNS THAT, YOU KNOW, ALL SUBGROUPS SHOULD HAVE THE SAME TARGET AND BUT I THINK IT'S SOMETHING THAT WE WE MAY NEED TO TALK ABOUT AS A AS A TEAM OF TEN TO SEE WHETHER WE DO WANT INDIVIDUAL SUBGROUP, YOU KNOW, BROKEN DOWN OR WHETHER WE WANT OVERALL AN OVERALL FOCUS IN TERMS OF GOALS.

BUT WE'RE OPEN TO, TO LOOKING AT WHATEVER.

BUT I KNOW I'VE HEARD IT A COUPLE OF DIFFERENT WAYS.

I DON'T THINK THAT IT'S REASONABLE TO HAVE THE SAME TARGET FOR ALL SUBGROUPS, BUT JUST MAKING SURE THAT WE'RE FOCUSING ON CERTAIN SUBGROUPS SO THAT THE AVERAGE IS NOT JUST HIGHER BECAUSE ONE SUBGROUP HAS GROWN SIGNIFICANTLY.

MY OTHER QUESTION WAS ON SLIDE FOUR.

IT SEEMS THE MATH AND READING ONE, MAYBE IT'S NOT SLIDE FOUR.

YEAH. SO, YES, MATH AND READING.

IT SEEMS THAT MATH IS LOWER THAN THE READING ONE.

IS THERE A REASON WHY WE SEE THAT? AND THAT'S CONSISTENT WITH DR.

MATNEY.

I WON'T TAKE YOUR GLORY. GO AHEAD.

GO RIGHT AHEAD. IT IS CONSISTENT NATIONALLY.

WE'VE SEEN IT. WHETHER IT'S NAPE, WHETHER IT'S TSI, WHETHER IT'S STAR.

WE'VE SEEN THAT IT IS A CONCERN.

AND THERE ARE LOTS OF REASONS THAT I WOULD SPECULATE AND IT COULD BE DIFFERENT EVEN AT EVERY CAMPUS

[01:20:06]

DEPENDING ON OFFERINGS BUT BUT IT IS A NATIONAL CONCERN ABOUT MATH LAGGING BEHIND READING.

IS THERE ANYTHING THAT THE DISTRICT IS DOING TO REMEDY THAT? DR. BURT. THAT'S WHY IT'S REALLY IMPORTANT THAT WE MAKE SURE THAT OUR STUDENTS HAVE ON GRADE LEVEL MATERIAL.

SO IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS IS CRITICAL.

WE KNOW THAT IF KIDS DON'T HAVE THAT YEAR AFTER YEAR, THEY'RE NEVER GOING TO THEY'RE NEVER GOING TO ACHIEVE AT THESE LEVELS.

AND SO THAT'S WHY IT'S IMPORTANT TO STANDARDIZE SOME OF THE CURRICULUM OFFERINGS THAT WE HAVE.

SO IS THAT A YES? YES. THE DISTRICT IS DOING SOMETHING WE ARE ACTIVELY DOING.

YEAH. OKAY. AND MY LAST QUESTION GOES BACK TO NUMBER TWO.

THE FIRST SLIDE.

WHY DOES A DISTRICT ENCOURAGE AND NOT REQUIRE THAT CAMPUSES PROVIDE TEST PREPARATION? IT FEELS LIKE SOME THAT'S INEQUITABLE ACROSS THE DISTRICT.

ENCOURAGE AND NOT REQUIRE TO.

YOU MEAN AS A COURSE? WELL, IT SAYS ENCOURAGING CAMPUSES TO PROVIDE TEST PREPARATION.

DR. BERT. FOR TS OH FOR TSI 2.0, I WILL LOOK INTO THAT AND SEE WHAT OUR PROCESS IS.

I MEAN, EVERY CAMPUS SHOULD OFFER IT IF, IF THEY HAVE KIDS THAT NEED TO MEET THAT REQUIREMENT.

DO YOU KNOW WHAT THE PERCENTAGE OF CAMPUSES THAT OFFER IT VERSUS I DON'T, BUT I CAN FIND OUT FOR YOU.

FULL PARTICIPATION OF KIDS.

I HAVE A FEW QUESTIONS.

SO ON THE Q&A, I HAD SUBMITTED QUESTIONS SPECIFICALLY AROUND THE OUTCOMES BONUS FUNDING AND HOW MUCH ACTUALLY JUST OVERALL WE HAVE ALLOCATED IN OUR BUDGET. SO THE ANSWER WAS WE HAVE ALMOST 16 MILLION BUDGETED FOR CCMR. I SEE THAT ONLY 1 MILLION IS SPENT ON ADVISERS.

WHAT ARE OUR PLANS TO INCREASE THAT ALLOCATION GIVEN THAT WE WILL NEED TO MAKE CUTS OVER THE NEXT SEVERAL YEARS? OF COURSE, WE'RE IN THE PROCESS OF REALLY EVALUATING, OF COURSE, THE ESSER PROGRAM SPECIFICALLY.

IT'S YOU KNOW, YOU HEARD ME MENTION EARLIER, WE HAVE TO NOT CONTINUE DOING IT BECAUSE WE'VE DONE IT OR CONTINUE DOING IT.

WE HAVE TO ENSURE THAT WE TAKE A CLOSE LOOK AT WHETHER IT'S WORKING OR NOT.

AND THIS IS THE PROCESS THAT WE'LL BE GOING THROUGH TO DETERMINE WHICH ONE OF THE THE HIGHEST RETURNS THAT WE'RE GETTING FOR FOR OUR PROGRAMS TO CONTINUE TO INVEST IN, YOU KNOW, AS WE UNDERGO THIS FISCAL TRANSFORMATION WORK AS WELL, WE'LL DO THE BEST THAT WE CAN WITHIN OUR CONSTRAINTS TO CONTINUE TO INVEST IN THE THINGS THAT WE THINK WORK IN OUR SCHOOLS TO MAKE CERTAIN THAT WE'RE PUTTING THE BEST IN FRONT OF THEM AND SUPPORTING THEM WITH THE BEST.

DOCTOR WATSON HER TEAM ARE DOING A SOLID JOB, IN MY OPINION, IN TERMS OF HELPING PRINCIPALS TO CONTINUE TO BUILD CULTURE, A CULTURE OF TEACHING, CULTURE OF LEARNING, CULTURE OF BUILDING, UNDERSTANDING AROUND SYSTEMS ON EACH ONE OF THEIR CAMPUSES THAT WILL ENABLE THEM TO SUSTAIN THE THE KIND OF ACADEMIC ACHIEVEMENT THAT WE WANT AND THAT WE EXPECT.

SO TO GO BACK TO YOUR ORIGINAL QUESTION, IT'S EXAMINING AND IN RESEARCHING THOSE PROGRAMS AND INVESTING IN THE ONES THAT WE KNOW ARE WORKING AND AND DOING AWAY WITH ANYTHING THAT IS NOT YIELDING THE KIND OF RETURNS THAT WE WANT.

SO I APPRECIATE THAT INFORMATION, AND THAT'S IMPORTANT TO EVALUATE AND ANALYZE, AND YOU'VE HEARD ME ASK THAT SEVERAL TIMES ON DIFFERENT TOPICS , BUT I GUESS MY QUESTION IS MORE SPECIFICALLY ON HOW TO INCREASE THE MONETARY ALLOCATION FOR THAT AND HAVE WE ANALYZED HOW WE CAN INCREASE OUR CCMR OUTCOMES BONUS FUNDING? BECAUSE CURRENTLY, BASED ON THE Q&A DOCUMENT, WE HAVE BUDGETED TO RECEIVE 5.7 MILLION IN CCMR REVENUE.

SO IS THAT FOR OUTCOMES FROM LAST YEAR THE CLASS OF 2021? CHIEF REED.

OH, THAT'S RIGHT. IT'S A LAG. I ALWAYS FORGET THAT.

SO HAVE WE ANALYZED WHERE SPECIFICALLY WE CAN INCREASE THOSE OUTCOMES BONUS DOLLARS ? CHIEF REED OR CHIEF BIRD, ANY INSIGHT HERE? WELL, FIRST OF ALL, IT'S GRADUATES WHO ARE COLLEGE READY, MILITARY READY, ETC., ABOVE THE THRESHOLD.

SO IT'S JUST INCREASING THE NUMBER OF STUDENTS THAT MEET THE CRITERIA.

[01:25:03]

SO I GUESS MY FOLLOW UP QUESTION TO THAT IS, IF YOU LIKE, WHAT WOULD BE THE IDEAL ALLOCATION? SO IF WE'RE CURRENTLY ALLOCATING 16 MILLION OF OUR REGULAR BUDGET AND THEN I THINK WE HAVE AN ADDITIONAL 5 MILLION FROM ESSER, WHAT IS THE IDEAL AMOUNT THAT WE NEED TO ENSURE THAT OUR STUDENTS ARE COLLEGE, CAREER AND MILITARY READY? LIKE, DOES EVERY SCHOOL HAVE A COLLEGE ACCESS COUNSELOR? LIKE HOW MUCH DO WE NEED TO MAKE SURE THAT THIS IS HAPPENING? IT'S MY UNDERSTANDING NOT EVERY SCHOOL HAS AN INDIVIDUAL.

MOST DO HAVE AN INDIVIDUAL, BUT WE DO HAVE SOME THAT HAVE A SHARED.

DR. BIRD. YEAH, SO THERE'S A LOT OF THINGS IN PLACE OVER THE PAST COUPLE OF YEARS FOR BUILDING INFRASTRUCTURE.

SO FOR EXAMPLE, EVEN OUR MIDDLE SCHOOLS TODAY I WAS AT HCC WHERE WE START THIS WORK WELL BEFORE HIGH SCHOOL.

SO I THINK OVER TIME YOU'LL SEE AN IMPROVEMENT IN THESE NUMBERS BECAUSE WE HAVE GONE BACK AND BUILT INFRASTRUCTURE BACKWARDS.

SO IT'S NOT JUST THE HIGH SCHOOL PROBLEM, BUT, YEAH, THE WAY TO INCREASE THE SUPPORT IS TO JUST MAKE SURE THESE THINGS ARE WORKING AND, YOU KNOW, INCREASE THE NUMBER OF KIDS THAT ARE COLLEGE AND CAREER READY WHEN THEY GRADUATE.

SO OF COURSE, DR.

MATNEY CAN TALK MORE ABOUT THE CHANGING ACCOUNTABILITY FRAMEWORK AND HOW THAT IMPACTS THESE DOLLARS, AND SO THERE MIGHT BE SOME CHANGES TO THAT.

SO TO ANSWER YOUR QUESTION, I DON'T KNOW WHAT THE MAGIC NUMBER IS, BUT I DO KNOW THAT WE'VE PUT MANY THINGS IN PLACE AND I THINK HISD REALLY IS A MODEL IN SOME WAYS ESPECIALLY IN THE EARLIER GRADES FOR COLLEGE AND CAREER READINESS.

I DON'T KNOW IF PEOPLE ARE DOING AS MUCH IN MIDDLE SCHOOL AND BACK TO ELEMENTARY THAT WE'RE DOING HERE.

IF I MAY ADD, SUPERINTENDENT HOUSE.

YOUR FIRST QUESTION, TRUSTEE CRUZ, AROUND THE ANALYSIS OF POTENTIAL STUDENTS.

THE COLLEGE READINESS TEAM DID BUILD OUT WHAT THEY CALL A COLLEGE CAREER READINESS ANALYZER TOOL.

IT ACTUALLY BREAKS IT DOWN INTO INDIVIDUAL STUDENT LEVEL BY CAMPUS SO THEY CAN IDENTIFY STUDENTS WHO, FOR EXAMPLE, MAYBE ARE OFF TRACK BECAUSE THEY MET THE TSI REQUIREMENT IN MATH, BUT NOT IN READING, AND THEN ACTUALLY GROUPS THOSE STUDENTS AND COMES UP WITH RECOMMENDATIONS, AND THE COLLEGE CAREER ADVISORS ACTUALLY STRATEGICALLY PLACED DIFFERENT INTERVENTIONS IN PLACE. SO FOR EXAMPLE, ON THE TSIA 2.0, THE STUDENTS WHO MAY BE ARE 20 POINTS AWAY FROM HAVING MET THE ELIGIBILITY IN MATH, THEY NEED THAT ADDITIONAL MATH INTERVENTION, THE COLLEGE ADVISOR, THEN MAKES SURE THAT THE STUDENT IS GETTING THAT KIND OF INTERVENTION, AND TO YOUR QUESTION, AROUND THE COLLEGE CAREER ADVISORS, WE DID SIGNIFICANTLY EXPAND THAT.

WE CAN GIVE YOU THE EXACT NUMBER, BUT THERE ARE, I THINK OVER 150, IF I'M NOT MISTAKEN, COLLEGE CAREER ADVISORS NOW WHO FOCUS ENTIRELY ON COLLEGE CAREER READINESS IN THE DISTRICT. SO WE'RE ACTUALLY LEADING PROBABLY IN THE STATE RIGHT NOW AROUND THE NUMBER OF ADVISORS AND WE DO AN ANALYSIS AROUND LIKE WHAT FINANCIAL IMPACT THAT COULD EVEN HAVE IN TERMS OF GETTING MORE KIDS COLLEGE CAREER READY.

YEAH. OKAY, THANK YOU.

THAT WAS THE INFORMATION I WAS HOPING THAT WE WERE DOING.

SO THAT'S REALLY EXCITING THAT WE'RE ANALYZING THAT.

SO THANK YOU FOR THAT INFORMATION, AND I WOULD LOVE TO SUBMIT THIS AS A BOARD REFERRAL.

LIKE WHAT'S THE MAGIC NUMBER THAT WOULD GET US TO WHERE WE WANT IN TERMS OF LIKE A LINE ITEM, A BUDGET.

THANK YOU. ROUND TWO UNLESS I MISSED ANYBODY FOR ROUND ONE.

TRUSTEE BLUEFORD-DANIELS.

SUE'S OVER HERE TEASING ME BECAUSE I GOT IN BEFORE SHE DID, BUT JUST A SLIGHT FOLLOW UP QUESTION.

I BEAT HER TO THE PUNCH. I WAS QUICKER THAN SHE WAS THIS TIME.

AROUND THE COLLEGE CAREER READINESS PIECE, PARTICULARLY THE INFRASTRUCTURE FOR, IS THERE SOMETHING IN PLACE FOR THOSE KIDS THAT ARE SECONDARY DAEP. DO THEY GO BACK TO THEIR HOME SCHOOL? ARE THEY INCLUDED IN THEIR HOME SCHOOL ANALYSIS? THE REASON WHY I'M ASKING THAT, BECAUSE I WOULDN'T WANT THEM TO BE OVERLOOKED BECAUSE THEY'RE OVER AT SECONDARY DAEP BECAUSE THERE MAY BE OPPORTUNITY FOR THEM FOR HCC OR VARIOUS OTHER THINGS, BUT JUST BE ABLE TO, AND THE OPPORTUNITY TO APPLY AND THEN TO ACTUALLY TAKE THE SAT/ACT.

DR. BIRD. SO THAT'S A TEMPORARY PLACEMENT.

SO, YES, THEY WILL BE REASSIGNED.

I MEAN, THEY'RE GOING TO GO BACK TO THEIR HOME CAMPUS AND THEY'LL--I'M SORRY, SURE WAS TALKING TO ME.

[CHUCKLING] JUST CHEERING YOU ON FOR GOING FIRST.

IT'S A TEMPORARY ASSIGNMENT.

SO THE IDEA WOULD BE THAT AT SOME POINT DURING THE YEAR, THAT THEY WOULD BE GOING BACK TO THEIR HOME SCHOOL TO RECEIVE THAT ADDITIONAL SUPPORT.

I JUST WANT TO SEE THAT WE HAVE SOME TYPE OF MECHANISM IN PLACE SO THAT IF THEY'RE THERE AN EXTENDED PERIOD OF TIME AND THEY DON'T GO BACK TO THEIR HOME SCHOOL, THAT WE DON'T OVERLOOK THEM, THAT WE INCLUDE THEM BECAUSE WE'VE GOT TO GIVE THEM EVERY OPPORTUNITY AS WELL.

YEAH, I AGREE. THANK YOU.

[01:30:06]

TRUSTEE DEIGAARD. THANK YOU.

TO TRUSTEE HERNANDEZ'S POINT, BASED ON THE TARGETS OF OUR DISAGGREGATED STUDENT GROUPS, IT'S GOING TO TAKE US EIGHT YEARS TO CLOSE THE GAP BETWEEN OUR AFRICAN-AMERICAN KIDS AND OUR WHITE KIDS, AND THAT'S PRESUMING OUR WHITE KIDS DON'T GROW.

SO I JUST KIND OF WANTED TO ADD THAT TO HER COMMENT, AND SO TO KATHY'S POINT ABOUT THAT GAP, ARE YOU NOTICING, MR. SUPERINTENDENT, GAPS AND PARTICIPATION BY STUDENT GROUP IN THE STRATEGIES OUTLINED IN YOUR RESPONSE ON PAGE TWO? FOR EXAMPLE, YOU SAID THERE'S TARGETED AND SPECIFIC STRATEGIES TO CLOSE THE GAPS.

SO SPEAK MORE TO THAT AS IT RELATES TO PAGE TWO AND YOUR RESPONSE THERE.

SO DR. MATNEY, IN TERMS OF YOUR FIRST QUESTION, WOULD YOU MENTION YOUR FIRST QUESTION AGAIN, YOU ASKED FOR SOME SPECIFIC DATA.

ARE YOU NOTICING GAPS IN PARTICIPATION BY STUDENT DR. MATNEY, PARTICIPATION, ANY VARIATIONS THAT WE'RE SEEING? NO, WE HAVEN'T SO FAR, OTHER THAN WE'VE SEEN AN OVERALL DIP AND ATTRIBUTED WHAT WE POSIT WITH THAT IS THAT MORE AND MORE COLLEGES ARE NOT REQUIRING IT AND SO STUDENTS ARE OPTING THEMSELVES OUT EVEN THOUGH IT'S OFFERED DURING THE DAY.

SO WE ARE I'VE GOT THAT ON MY LIST TO MONITOR TO MAKE SURE THAT IS NOT DISENFRANCHISING THAT IDEA OR THAT PROCESS IS NOT WE'RE NOT ALLOWING THAT TO DISENFRANCHISE ANY CERTAIN POPULATION.

WE HAVE NOT NOTICED A GAP.

IS THAT TAKING THE SAT/ACT OR IS THAT THE STRATEGIES ON PAGE TWO? THAT'S PARTICIPATION ITSELF.

OKAY, SO SPECIFICALLY ON THESE STRATEGIES, IS THERE A DIFFERENCE IN STUDENT POP ON PARTICIPATION? SO IF OUR AFRICAN-AMERICAN KIDS ARE WAY BEHIND, OUR WHITE KIDS ARE FEWER AFRICAN AMERICAN KIDS PROPORTIONALLY TO WHITE KIDS PARTICIPATING IN THESE STRATEGIES, ARE THEY PARTICIPATING AT THE SAME RATE, FOR EXAMPLE.

I WOULD EXPECT, BUT I DON'T WANT TO--IF I MAY ADD, SUPERINTENDENT HOUSE, THERE ARE SOME TARGETED INITIATIVES AND STRATEGIES SPECIFICALLY FOR THOSE GROUPS.

TO TRUSTEE GUIDRY'S EARLIER POINT THAT ARE FALLING BEHIND RELATIVE TO THEIR PEERS TO CLOSE THE ACHIEVEMENT GAPS.

SO FOR EXAMPLE, WHEN WE DID THE ANALYSIS, ONE OF THE THINGS THAT REALLY STOOD OUT WAS ACTUALLY BEING A MINORITY-MINORITY GROUP REALLY LOWERED YOUR CHANCES OF BEING COLLEGE PROVIDING, AND WHEN I SAY MINORITY-MINORITY GROUP, I MEAN, FOR EXAMPLE, IF YOU'RE AN AFRICAN-AMERICAN STUDENT IN A PREDOMINANTLY LATINO SCHOOL OR VICE VERSA, THOSE MINORITY POPULATIONS ACTUALLY FALL FARTHER BEHIND.

SO WE HAVE PROGRAMS IN PLACE THAT WE STARTED.

I THINK ONE IS CALLED ALAS THE OTHER ONE IS CALLED WINGS THAT GO IN AND TARGET THOSE STUDENT POPULATIONS AND PROVIDE THEM WITH ADDITIONAL SUPPORT AND RESOURCES AND PROGRAMMING LIKE THIS, AND ALL OF THOSE ARE TRACKED.

SO THERE IS A SALESFORCE PLACE, COLLEGE CAREER READINESS PLATFORM THAT WE HAVE.

THESE THINGS ARE ALL TRACKED? YEP, THEY'RE TRACKED IN THE PLATFORM THAT'S BUILT OUT THROUGH SALESFORCE AND THAT COLLEGE READINESS TEAM ACTUALLY HAS A FULL TIME RESEARCHER EMBEDDED WITHIN THEIR TEAM THAT DOES A WHOLE BUNCH OF REALLY INTERESTING ANALYSIS THAT ACTUALLY INFORM THE STRATEGY AND WHERE THOSE RESOURCES ARE PUT AND WHERE THE INTERVENTIONS ARE BEING PUT IN PLACE.

TOTALLY AWESOME.

THANK YOU. WISH THAT HAVE BEEN HERE.

SO NAEP AND MATH LOSS.

SO PAGE FOUR WE HAVE NATIONALLY WE'RE NO EXCEPTION.

GONE WAY BACKWARDS IN NAEP.

SO WHAT ARE WE SPECIFICALLY DOING SO THAT IN A COUPLE OF YEARS THIS DOESN'T MOVE FURTHER BACKWARDS BECAUSE COLLEGE READINESS AND CAREER READINESS DON'T START IN 10TH GRADE, AND BEFORE WE ANSWER THAT QUESTION, DR.

MATNEY, WILL YOU SHARE KIND OF SOME INSIGHT AND REFERENCE TO NAEP AND KIND OF THE DIFFERENT NATIONAL SUBGROUPS THAT SO THAT EVERYBODY HAS A SOLID UNDERSTANDING OF KIND OF THE DIFFERENCE BETWEEN WHAT WE'RE DEALING WITH THIS PARTICULAR TEST? ABSOLUTELY. SO NAEP IS A NATIONAL ASSESSMENT THAT WAS DEVELOPED AND SPONSORED BY OUR FEDERAL GOVERNMENT TO DO AN EVERY OTHER YEAR KIND OF DIPSTICK TEST INTO A SAMPLING OF STUDENTS AND HOW THEY'RE PERFORMING IN CERTAIN SUBJECTS AND AT CERTAIN GRADE LEVELS.

SO EVERY OTHER YEAR IT'S FOURTH GRADE READING AND MATH, EIGHTH GRADE READING AND MATH.

THIS PAST YEAR.

SO, '20, WE WERE SUPPOSED TO HAVE IT.

IT WAS CANCELED BY COVID.

SO WE ASSESSED RECENTLY AND IT IS JUST A SAMPLING.

SO ONLY A PERCENTAGE OF OUR CAMPUSES ARE CHOSEN, AND WITHIN THAT, ONLY A PERCENTAGE OF STUDENTS ARE CHOSEN.

SO IT IS FOR FEDERAL POLICY TO BE ABLE TO LOOK AT AN ARRAY OF URBAN, SUBURBAN, RURAL DISTRICTS

[01:35:09]

ACROSS THE COUNTRY TO INFLUENCE IN THOSE CERTAIN GRADE LEVELS, CERTAIN SUBJECT AREAS, AND SO IT IS VERY DIFFERENT FROM, FOR EXAMPLE, A STAAR, WHICH IS ALL OF OUR STUDENTS AT VARIOUS GRADE LEVELS, AND SO JUST FOR THAT CONTEXT, THANK YOU FOR LETTING ME EXPLAIN THAT TO THOSE THAT ARE NOT AWARE, IT IS A NATIONAL KIND OF TOUCH POINT EVERY OTHER YEAR TO ENSURE AT THE FEDERAL LEVEL THAT WE'RE WHERE WE WANT TO BE.

THE SECOND PORTION OF YOUR QUESTION, I WANT [INAUDIBLE] MY QUESTION WAS, SO BASICALLY, COLLEGE AND CAREER READINESS DOESN'T START IN 10TH GRADE.

WE KNOW THAT BASED ON NAEP THAT JUST LIKE NATIONALLY, OUR KIDS HAVE FALLEN BEHIND, SO WHAT ARE WE DOING TO MAKE SURE THAT OUR KIDS ARE KEPT CATCHING UP IN MATH? I DIDN'T SEE THAT AS A STRATEGY HERE TO MAKE SURE THAT THE KIDDOS DON'T FALL BEHIND.

I'M REFERENCING PAGE FOUR.

OKAY, DR.

BIRD, WILL YOU SHARE A LITTLE BIT IN TERMS OF TYPICALLY THE MATH AND SPECIFICALLY FOR MATH? THAT'S WHY WE STARTED HIGH QUALITY INSTRUCTIONAL MATERIALS IN MATH, BECAUSE THAT'S GRADE LEVEL, AND IF KIDS CAN ACHIEVE AT THAT LEVEL, OVER TIME, YOU'RE GOING TO SEE IMPROVEMENT WITH NAEP SCORES AND WITH STAAR SCORES, ALL OF THAT'S GOING TO IMPROVE.

SO THAT'S A SPECIFIC STRATEGY IN ORDER TO ACCELERATE LEARNING.

OKAY, AND THE LAST ONE I HAD WAS I UNDERSTAND THAT YOU'RE MONITORING THE GAPS BETWEEN STUDENT POPS, BETWEEN RISE AND NON-RISE CAMPUSES, ARE YOU MONITORING THE GAPS BETWEEN STUDENT POPS ON NON RISE CAMPUSES WITHIN THE CAMPUS? YES, WE ARE.

TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ. DR.

MATNEY, SUPERINTENDENT HOUSE FOR THE PRESENTATION.

I HAVE A QUESTION ABOUT THE INTERVENTIONS.

THE [INAUDIBLE] PROGRAM THAT YOU WERE TALKING ABOUT.

DR. CRUZ, AT WHAT POINT IN OUR STUDENTS' ACADEMIC CAREER ARE THEY GETTING THIS ADDITIONAL SUPPORT? SO, SPECIFICALLY AROUND COLLEGE CAREER READINESS, THERE'S PROGRAMMING THAT STARTS AT THE MIDDLE SCHOOL LEVEL, KIND OF COHORT-BASED PROGRAMMING FOR STUDENTS IN OUR HISTORICALLY UNDERSERVED CAMPUSES AND UNDERSERVED POPULATIONS.

IT TAKES UP A NOTCH IN HIGH SCHOOL.

SO WHEN WE HAVE PROGRAMS LIKE ALAS OR WINGS OR OTHER PROGRAMMING, I BELIEVE IT STARTS IN THE NINTH OR 10TH GRADE.

BUT THERE'S A LOT OF ALSO BROAD EXPOSURE IN ADDITION TO THE HIGH DOSAGE KIND OF INTENSIVE SUPPORT.

SO THERE ARE THINGS THAT HAPPEN, CAMPUS WIDE THINGS HAVE HAPPENED IN THE CLASSROOM WITH THE COLLEGE ADVISORS AND THEN THOSE COHORT-BASED MODELS REALLY START PRIMARILY IN 10TH GRADE, I WOULD SAY, BUT WE CAN GET YOU THE EXACT.

OKAY, AND SO WHAT IS THE RESEARCH BEHIND THESE TYPES OF STANDARDIZED TESTING AND GENERATIONAL POVERTY, BECAUSE YOU CAN'T COMBAT THE LANGUAGE DEFICITS, THE VOCABULARY DEFICIT THAT STUDENTS IN POVERTY HAVE AT THE AGE GROUP THAT YOU'RE TARGETING, IT HAS TO BEGIN AT A MUCH YOUNGER AGE.

SO WHAT RESEARCH ARE YOU USING TO HELP GUIDE YOUR PRACTICES? THAT'S A GREAT QUESTION. IN FACT, INITIALLY WHEN WE STARTED THE COLLEGE CAREER ADVISING HEAVILY, EMPHASIS WAS ON 11TH AND 12TH GRADERS, AND WE FOUND EXACTLY WHAT YOU FOUND, WHAT YOU'RE DESCRIBING RIGHT NOW.

IT WAS VERY LATE IN THE GAME FOR MANY STUDENTS TO CLOSE THE GAPS THE WAY THE NEED TO ACCELERATE THE STUDENTS, WHICH IS WHY WE STARTED GOING BACK TO NINTH AND 10TH GRADE AND THEN EVEN MIDDLE SCHOOL NOW.

SO I THINK THERE'S FULL AGREEMENT IN.

THE SUPERINTENDENT IS ALWAYS PUSHING US TO THINK ABOUT WHAT ARE WE DOING AT THE EARLIER GRADE LEVELS, LET'S NOT FORGET THE KIDS IN THE ELEMENTARY AND MIDDLE SCHOOL OR ON COLLEGE READINESS AND THE RESEARCH IS ABUNDANTLY CLEAR THAT YOU NEED TO START EARLIER, BUT I THINK IT IS PROMISING TO SEE THAT EVEN WHEN WE PUT SOME OF THESE INTERVENTIONS IN PLACE IN HIGH SCHOOL, WE'RE SEEING SOME SIGNIFICANT ADVANCES.

SO IT'S NOT TO SAY THAT IT'S THE SOLUTION TO WORK LATER.

I THINK DR.

WATTS AND I WERE JUST TALKING ABOUT THIS RIGHT NOW.

IT'S KIND OF LATE IN 11TH AND 12TH GRADE FOR MOST OF OUR STUDENTS, WHICH IS WHY WE'RE BEING PUSHED AND TOLD BY THE SUPERINTENDENT, START EARLIER, START EARLIER, AND YOU'RE SEEING MORE PROGRAMING IN MIDDLE AND HIGH SCHOOL AND EVEN IN ELEMENTARY.

RIGHT, AND SO IN ELEMENTARY SCHOOL, AS MY COLLEAGUE TRUSTEE HERNANDEZ LIKES TO POINT OUT, AND SHE'S VERY RIGHT.

SMALLER CLASS SIZES ARE NEEDED, ESPECIALLY IN AREAS THAT ARE LACKING RESOURCES, BUT THANK YOU SO MUCH FOR THE PRESENTATION. I APOLOGIZE TO THE PUBLIC.

I AM BEING KICKED OUT OF THIS MEETING.

SO THANK YOU ALL SO MUCH.

EXCUSE HER FOR FEELING VERY MUCH UNDER THE WEATHER.

[01:40:03]

SO WELL-WISHES, TRUSTEE SANTOS.

THANK YOU. ON THIS SLIDE, IT SAYS COLLEGE CAREER READINESS MANAGER EMBEDDED AT EACH COMPREHENSIVE HIGH SCHOOL.

THAT MEANS THAT THERE ARE SOME HIGH SCHOOLS THAT DO NOT HAVE A COLLEGE CAREER MANAGER.

IS THAT CORRECT? THEY DON'T HAVE A FULL TIME.

WELL, I'M NOT SURE. I'M JUST READING IT.

SO TO GIVE YOU AN EXAMPLE, WE HAVE SCHOOLS LIKE CARNEGIE OR DEBAKEY THAT MAY SHARE ONE.

SO THEY MAY NOT HAVE A FULL TIME ONE, BUT WE DO HAVE SOME THAT MAY NOT HAVE AS HUGE OF A NEED.

SO WE'VE MODIFIED WHAT THAT LOOKS LIKE AND THEY SHARE.

OKAY, JUST MAKING SURE BECAUSE I DIDN'T GO TO A COMPREHENSIVE HIGH SCHOOL.

SO I KNOW THAT MY HIGH SCHOOL NEEDED A LOT OF HELP, AND THEN IN TERMS OF THE ALAS AND THE WINGS PROGRAM, ARE YOU ABLE TO SHARE SOME OF THAT ANALYSIS THAT THE RESEARCHER IS DOING? SURE. I WOULD LOVE TO SEE THAT.

THAT'S ALL. THANK YOU. I HAVE A COUPLE OF FOLLOW UP QUESTIONS.

SO ON THE NEXT SLIDE, PLEASE, I'M REALLY, REALLY ENCOURAGED, AND I KNOW, YOU KNOW, YOU'VE TOUCHED ON IT A COUPLE OF TIMES, THE GROWTH FOR ENGLISH LEARNERS.

I KNOW THAT THEY HAVE VERY UNIQUE BARRIERS, AND TO HAVE THAT KIND OF GROWTH IS AMAZING.

SO HUGE SHOUT OUT TO YOU, SUPERINTENDENT HOUSE AND THE COLLEGE READINESS TEAM, THE HARD WORK THAT THEY DO, BECAUSE I KNOW THAT'S NOT AN EASY LIFT BY ANY MEANS TO TRUSTEE GUIDRY'S POINT, HOW DO WE LIKE WHAT SPECIFICALLY IS WORKING IN THESE GROUPS? AND I KNOW THAT THEY HAVE UNIQUE BARRIERS, BUT WHAT SPECIFICALLY IS WORKING THAT IS SCALABLE TO OUR OTHER STUDENT GROUPS? AND I KNOW THIS QUESTION HAS BEEN ASKED IN DIFFERENT WAYS, BUT I DON'T KNOW THAT I'VE HEARD A SPECIFIC ANSWER.

WHAT DO WE BELIEVE IS SPECIFICALLY WORKING WITH OUR ELS TO GARNER THE KIND OF GAINS THAT WE'RE SEEING THAT COULD BE SCALED TO OTHER GROUPS? DR. BIRD, ANY THOUGHT THERE? IN GENERAL, IT'S JUST THE INFRASTRUCTURE IS THE SUPPORTS THAT WE PUT IN PLACE FOR KIDS.

SO THERE'S JUST LOTS OF ATTENTION, YOU KNOW, ADULT KIND OF MENTORING, AND THOSE PROGRAMS LIKE WE MENTIONED, EVEN BACK INTO MIDDLE SCHOOL WHERE THEY'RE GOING ON TO COLLEGE CAMPUSES, EXPLORING THOSE KINDS OF THINGS, GETTING A REAL KIND OF MINDSET CHANGE FIRST AND THEN THE MASSIVE AMOUNT OF SUPPORT THAT WE PUT IN PLACE WITH COLLEGE CAREER ADVISORS AND COUNSELORS IN SCHOOLS.

IT'S JUST MORE BRINGING IT TO THE FRONT OF EVERYBODY'S MIND THAT THIS IS A GOAL FOR EVERYONE, AND SO I WOULD SAY OVER THE YEARS, I THINK OUR COLLEGE CAREER TEAM IS I MEAN, THEY DO SOME PRETTY AMAZING THINGS AND AND THEY REALLY DO TARGET KIDS THAT HAVE HISTORICALLY NOT PERFORMED AND HAVE NOT BEEN READY WHEN THEY GRADUATE.

SO I THINK IT'S ALL OF THOSE; IT'S A COMBINATION OF THINGS.

I WOULDN'T SAY IT'S ONE STRATEGY.

IT'S A COMBINATION OF THOSE THINGS WHERE THEY'RE REALLY LOOKING AT DATA AND GOING BACK AND THEN TAILORING PROGRAMS TO DIFFERENT GROUPS OF STUDENTS.

I APPRECIATE THAT INFORMATION AND AM REALLY ENCOURAGED BY THAT, AND THE DATA ANALYSIS, DR.

CRUZ, THAT YOU SPOKE OF IS REALLY, REALLY GREAT TO HEAR.

I ALSO WANTED TO JUST COMMENT AND NOTE, AND I KNOW OTHER TRUSTEES HAVE BROUGHT IT UP JUST THE STAGNANT, AT LEAST IN 11TH GRADE FOR AFRICAN-AMERICAN AND HISPANIC STUDENTS.

IT LOOKS LIKE IN OTHER GRADES THERE'S A BIGGER INCREASE, BUT I KNOW OUR FOCUS SPECIFICALLY FOR THIS GOAL AND GOAL PROGRESS MEASURE IS 11TH GRADE.

SO I JUST WANT TO NOTE THAT I KNOW IT'S ALREADY BEEN MENTIONED, AND AGAIN, [INAUDIBLE] HAVE A COUPLE OF FOLLOW UP QUESTIONS.

OH, YEAH. OKAY, JUST A SECOND, AND I'LL SUBMIT THIS AS A BOARD REFERRAL, BUT REALLY HOPING TO GET SOME SPECIFIC NUMBERS AROUND ALLOCATION AND SOME MORE SPECIFICS AROUND THAT DATA ANALYSIS AND HOW IT CAN INCREASE OUR CCMR OUTCOMES BONUS.

TRUSTEE BAKER.

YES, JUST FOR PURPOSES OF CLARITY ON SLIDE SIX, WHAT WAS THE SIGNIFICANT DATA THAT WAS MENTIONED EARLIER AS IT RELATES TO THE 10TH GRADERS VERSUS THE 11TH AND 12TH GRADERS? DR. MATNEY. ABSOLUTELY, SO TRUSTEE BAKER, SPECIFICALLY WHEN WE LOOKED AT THIS SLIDE EARLIER, I REFERENCED SAT.

SO ONE OF THE STRATEGIES THAT WE EMPLOY AS A DISTRICT IS PARTICIPATING IN THE SAT SCHOOL DAY ADMINISTRATION SO STUDENTS DON'T HAVE TO GO TO A

[01:45:07]

LOCATION ON A SATURDAY.

THEY'RE ADMINISTERED THE SAT DURING A SCHOOL DAY, AND THAT HAPPENS IN 11TH GRADE FOR ENROLLED 11TH GRADERS.

SO THAT SPECIFICALLY AROUND SAT IS WHY YOU SEE THE REALLY LOW NUMBERS IN 10TH GRADE AND THEN THE MUCH HIGHER NUMBERS IN 11TH GRADE, BECAUSE IN 10TH GRADE, THEY HAVEN'T HAD THE OPPORTUNITY, AT LEAST AT THE DISTRICT LEVEL, THE CONCERTED OPPORTUNITY THERE.

THANK YOU, AND WERE WE ABLE TO FIND OUT HOW MUCH MONEY WAS A LOT OF PER CAMPUS FOR THE ALAS AND WINGS PROGRAM ? FOR THE WINGS AND WHAT ELSE? ALAS, HOW MUCH MONEY WAS ALLOCATED PER CAMPUS? WE CAN PUT THAT IN AS A REFERRAL AND GET THAT INFORMATION FOR YOU.

OKAY, THANK YOU.

YOU'RE WELCOME. TRUSTEES, I KNOW IT'S BEEN A LONG DAY FOR US, SO LET'S TAKE A RECESS AND WE'LL COME BACK AT 7:00 PM SINCE THAT'S WHEN WE NEED TO START OUR HEARING OF THE COMMUNITY. THE BOARD WILL NOW RECESS AT 6:48 P.M..

THE BOARD IS NOW RECONVENED AT 7:02 P.M..

OUR NEXT ITEM AND REPORT IS A1.

[HEARING OF THE COMMUNITY]

DISTRICT TRANSFORMATION UPDATE, SUPERINTENDENT HOUSE.

OH, NO, YOU'RE RIGHT; THANK YOU FOR REMINDING ME.

PER OUR BOARD MEETING POLICY, WE ARE GOING TO DO HEARING OF THE COMMUNITY FIRST.

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

IN ACCORDANCE WITH BOARD POLICY, ONLY THOSE WHO REGISTERED BY NOON YESTERDAY MAY SPEAK THIS EVENING.

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

WE HAVE 16 REGISTERED SPEAKERS REMAINING THIS EVENING.

AGAIN, SPEAKERS ARE LIMITED TO ONE MINUTE EACH.

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

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

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

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

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

OBSCENE LANGUAGE AND PROFANITY WILL NOT BE TOLERATED AS THIS IS A PUBLIC MEETING 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.

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

IF YOU ARE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, BE SURE TO MUTE THE MEETING AUDIO.

WHEN IT IS YOUR TIME TO SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING.

WE'LL BEGIN WITH REGISTERED SPEAKERS WHO SIGNED UP TO ADDRESS THE BOARD VIA ZOOM.

MISS SMITH, PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.

TRAVIS MCGEE, PLEASE TURN ON YOUR CAMERA.

WE'RE DOING THE ZOOM SPEAKERS FIRST? PETE OLSON. OH, YES.

SORRY. ALL RIGHT, THANK YOU FOR YOUR SERVICE TO THE CITY OF HOUSTON AND TO THE STATE OF TEXAS.

GO AHEAD. GOOD EVENING, PRESIDENT CRUZ.

TRUSTEE DEIGAARD, AND ALL THE OWLS WHO ARE HERE AND THE TRUSTEES OF HOUSTON ISD.

MY NAME IS PETE OLSON.

I WAS A CONGRESSMAN FOR 12 YEARS, AND NOW I'M PROUD TO BE THE NEWEST BOARD MEMBER OF THE LONE STAR FLIGHT MUSEUM.

I'M HERE TO INVITE YOU TO COME TO OUR MUSEUM.

WE'RE DOING GREAT THINGS WITH STEM EDUCATION FOR STUDENTS HERE IN HISD.

IF YOU GIVE US 2 HOURS OF YOUR TIME, WE CAN TEACH THESE KIDS ABOUT AVIATION PRINCIPLES LIKE LIFT DRAG, FLIGHT PLANNING, PRE-FLIGHT.

THEY CAN ACTUALLY FLY A PLANE FROM ELLINGTON FIELD TO GALVESTON AND BACK [INAUDIBLE], BUT THEY CAN DO THAT, AND THAT'S VERY EYE OPENING FOR

[01:50:04]

STEM. WE ALSO HAVE SPANISH LANGUAGE SPEAKERS ON STAFF.

SO NO PROBLEM BEING KIDS LIKE HERE FROM CESAR CHAVEZ HIGH SCHOOL, AND OH, BY THE WAY, BEFORE THEY HAD TO GO, A DRIVE OF 48 MINUTES TO GALVESTON.

NOW, THAT IS ONLY 15 MINUTES STRAIGHT DOWN HIGHWAY THREE.

I'M OUT OF TIME.

YOU ALL ARE CLEARED FOR TAKEOFF, THE BLUE YONDER OF STEM AWAITS.

GO OWLS! THANK YOU. THANK YOU.

ZOOM SPEAKERS.

MR. MCGEE, PLEASE TURN ON YOUR CAMERA.

FIRST OF ALL, I OPPOSE ALL SCHOOL CLOSURES, IF ANY ARE ON THE BOOKS HAVE YOU ALL BEEN DISCUSSING IT, AND I WANT TO TALK ABOUT THE PROGRAMS LIKE THE FUTURE FARMERS OF AMERICA, THE AGRICULTURE PROGRAM FOR THE SUNNYSIDE AREA THAT WOULD HELP THE FEEDER SCHOOL AS WELL AS [INAUDIBLE] SCHOOL.

HELLO. WE CAN HEAR YOU.

PLEASE BEGIN. OK.

THIS IS THE LEAST EXPENSIVE PROGRAM THAT YOU CAN COME UP WITH, BECAUSE HISD HAS ALREADY HAVE THE LAND THAT IS UNDERUTILIZED.

THEY HAD THIS LAND SINCE I WAS IN SCHOOL 30 YEARS AGO, OVER 30 ACRES THAT COULD BE USED FOR HORSES, COWS, GOATS, FARMING, YOU NAME IT, THEY COULD BE USED FOR IT.

SO IF WE DO THIS RIGHT, WE COULD USE IT FOR THE ELEMENTARY SCHOOL LEVEL ALL THE WAY THROUGH THE HIGH SCHOOL LEVEL, WHICH WOULD HELP THE ENROLLMENT IN THE AREA.

NOW, MOST OF OUR PROGRAMS IN OUR AREA HAVE BEEN STRIPPED AND IT'S NOT THE COMMUNITY FAULT.

I PUT THIS DIRECTLY ON THE DISTRICT FROM HISD TO, I MEAN, FROM ELEMENTARY TO MIDDLE SCHOOL TO HIGH SCHOOL.

[INAUDIBLE] HAS BEEN COMPLETELY DESTROYED.

SO WE NEED THE DISTRICT TO TURN AWAY FROM THE HAVES AND HAVE NOTS INTO EQUALITY CLEAR ACROSS THE BOARD.

SO THAT'S WHAT WE'RE LOOKING FOR TONIGHT, BUT I DO OPPOSE ALL SCHOOL CLOSURES, AND WE DO NEED THESE PROGRAMS BACK IN THE SCHOOL PROGRAMS THAT WILL HELP THE KIDS, PROGRAMS THAT THE KIDS NEED VERSUS WHAT THE WHAT THE DISTRICT WANT TO SEE.

THANK YOU. MR. MCGEE, YOUR TIME IS UP.

THANK YOU. AASHA BYERS, PLEASE TURN ON YOUR CAMERA.

YOU MAY BEGIN. HI.

THANK YOU. MY NAME IS AASHA BYERS, AND I'M AN ASSOCIATE TEACHER.

I'M PART OF AN ALTERNATIVE CERTIFICATION PROGRAM FOR THE PAST SIX YEARS.

DURING MY CERTIFICATION PROGRAM, I'VE HAD SUCCESSES AND FAILURES.

I WAS ABLE TO TEACH ON MY INTERN CERTIFICATE BUT WASN'T ABLE TO PASS THE PPR EXAM.

I'VE ATTACHED A LIST OF SIGNATURES FROM OTHER ASSOCIATE TEACHERS THAT HAVE THE SAME EXPERIENCE.

I'M PROPOSING AN IDEA TO THE BOARD WHERE THEY COULD CREATE A WAIVER FOR THE 2023 THROUGH 2025 SCHOOL YEAR.

THE WAIVER WILL ALLOW CURRENT ASSOCIATE TEACHERS THAT ARE ENROLLED IN ALTERNATIVE CERTIFICATION PROGRAMS THAT SCORE BETWEEN 220-230 ON THE PPR EXAM TO BE ALLOWED TO BECOME CERTIFIED.

THIS WILL HELP FILL IN THE TEACHER VACANCIES AND THE CTE VACANCIES AS WELL.

TEA HAS APPROVED A SCHOOL DISTRICT TEACHING PERMIT WHICH WILL ALLOW SCHOOL DISTRICTS TO ISSUE A PERMIT TO SOMEONE WHO DOES NOT HOLD A TEACHING CERTIFICATE.

US ASSOCIATE TEACHERS HAVE BEEN DEDICATED TO THE DISTRICT AND HAS GAINED TEACHING EXPERIENCE.

WE DESERVE A PROMOTION BY GETTING EQUAL PAY FOR OUR HARD WORK AND DEDICATION.

THIS WILL INSPIRE OTHER ASPIRING TEACHERS TO MOTIVATE--THANK YOU, MS. BYERS; YOUR TIME IS UP.

THANK YOU. ALICIA REED, PLEASE TURN ON YOUR CAMERA AND YOU MAY BEGIN.

IS THE CAMERA ON? YES, WE CAN SEE YOU. YOU MAY BEGIN.

OKAY, I'M ALICIA REED, RETIRED TEACHER 29 YEARS, SERVING IN HISD 15 YEARS AND MY LEADERSHIP ROLES, ONE BEING APPRAISER OF TEACHER PERFORMANCE, WE ALL KNOW THAT THE ENROLLMENT FOR PEOPLE THAT ARE SEEKING AN EDUCATION FIELD IS TAKING A DEEP DIVE ACROSS THE COUNTRY.

WHAT WE WANT TODAY IS URGENT THAT WE HAVE SOLUTIONS TO IMPLEMENT THAT WILL RETAIN AND CERTIFY ACP TEACHERS CANDIDATES THAT ARE CURRENTLY WORKING IN OUR DISTRICT, BUT CAUGHT UP IN THE POINT SYSTEM.

THAT'S A TECHNICALITY. WE'RE APPEALING TO HISD THAT WE HOPE WILL THEN APPEAL TO TEA TO HAVE A GRANT, THE GRANT OF DISTRICT OF INNOVATION IS THE NAME OF THE GRANT, WE HAVE

[01:55:06]

889 DISTRICTS TAKING PART OF THAT WHICH WILL CERTIFY TEACHERS AND PAY THEM ACCORDINGLY.

TODAY, WE ARE PETITIONING FOR A TEMPORARY WAIVER WHICH WILL ADJUST THE PPR SCORE TO 220 AND GRANT CERTIFICATION TO ACP ASSOCIATE TEACHERS.

LET'S FOCUS ON THE PUPIL AND NOT ON THE POINTS, AND ADDITIONALLY, WE WANT TO ADDRESS THE SHAMEFUL SALARY GAP BETWEEN THE TEACHERS AND ASSOCIATE TEACHERS. WE KNOW THAT HISD AGREES BECAUSE THEY ARE CONTINUALLY TO--THANK YOU, MS. REED. YOUR TIME IS UP.

THANK YOU VERY MUCH.

CORETTA MALLET-FONTENOT, PLEASE TURN ON YOUR CAMERA.

YOU MAY BEGIN. PLEASE UNMUTE YOURSELF, AND YOU MAY BEGIN. THANK YOU.

I FOUND IT VERY INTERESTING THAT TRUSTEE DEIGAARD DID NOT SEEM TO UNDERSTAND THE FINANCIAL TOLL KEEPING THE DISTRICT OPEN ON THE DAY OF THE ASTROS PARADE WOULD HAVE COST.

ADDITIONALLY, IT TOOK AWAY TIME.

IT SEEMED THAT SHE WAS BLAMING THE WRONG PERSON FOR ALLOWING STUDENTS AND THE COMMUNITY TO COME TOGETHER IN A MOMENT THAT SHOULD HAVE BEEN CELEBRATED FOR ALL BECAUSE THEY HAD AN OPPORTUNITY TO SEE THOSE THAT LOOK LIKE THEM ACHIEVE GOALS THAT THEY HAD SET.

THIS IS STRANGE BECAUSE I'VE WATCHED HER ASK MANY QUESTIONS REGARDING THE DISTRICT'S FINANCES AT EACH BOARD MEETING.

HOW COULD THIS HAVE SLIPPED BY SUCH AN ASTUTE BOARD MEMBER? UNIMAGINABLE. I WOULD ENCOURAGE SUE DEIGAARD, KENDALL BAKER AND SEVERAL OTHERS ON THIS BOARD TO WORK TOGETHER TOWARDS LEGISLATION THAT WILL BENEFIT ALL STUDENTS IN HISD, NOT JUST THOSE ON THE WEST SIDE OF A DISTRICT.

I WOULD HOPE THAT THE BOARD MEMBERS ARE CONSTANTLY WORKING TOWARDS FUNDING OUR SCHOOLS, NOT CLOSING OUR SCHOOLS OR CHARTERING THEM.

I WOULD ALSO ASKED ALL BOARD MEMBERS TO REMEMBER THAT YOU CANNOT GOVERN WITH HATE OR MALICE IN YOUR HEART BECAUSE IT SHOWS IN YOUR VOTES, YOUR COMMENTS AND YOUR ACTIONS.

THANK YOU, MISS MALLETT.

WE HAVE AN ADDITIONAL SPEAKER TO AN AGENDA ITEM E1 WHO'S JOINED THE QUEUE.

NORMA THOMAS, PLEASE TURN ON YOUR CAMERA.

MS. THOMAS, PLEASE TURN ON YOUR CAMERA.

MY COMPUTER IS NOT ALLOWING MY CAMERA.

MS. THOMAS. SORRY.

YES, MA'AM, I'M SORRY.

HERE WE GO. I THINK I CAME ON.

YES, THERE I AM. OKAY.

THANK YOU. I'M THINKING ABOUT E1, AS WELL AS TRANSFORMATION, ACTUALLY, ONE OF THE STAFF MEMBERS STATED IN THE LAST WEEK'S AGENDA MEETING THAT E1 IS NOT JUST ABOUT MAGNET SCHOOLS OR PROGRAMING.

IT'S A COMPREHENSIVE APPROACH TO SCHOOL TRANSFORMATION.

SUPERINTENDENT HOUSE YOU STATED THAT A PARENT WOULD BE SMART TO LOOK FOR DISCIPLINE, SAFETY, PROXIMITY, PROGRAMING AND RIGOR.

I ADD TO THAT EFFECTIVE LEADERSHIP AND CAMPUS CULTURE, EVERYTHING WE THAT THE PARTNERSHIP FOR SCHOOL IMPROVEMENT HAS BEGGED FOR, FOR ALL OF OUR BOOKER T WASHINGTON FEEDER PATTERN SCHOOLS, ESPECIALLY MC WILLIAMS MIDDLE SCHOOL.

A STAFF MEMBER ALSO STATED THAT MIDDLE SCHOOLS WERE SELECTED EXCEPT FOR ATTUCKS WERE TCLAS SCHOOLS SELECTED BY THE STATE.

SO I WENT TO TEA TO FIND INFORMATION ABOUT TCLAS GRANTS AND HOW TO GET SELECTED BY THE STATE.

SUPERINTENDENT HOUSE, IS IT REALLY NECESSARY THAT WE GO TO TEA TO ENSURE THAT MC WILLIAMS MIDDLE SCHOOL IS AT LEAST INCLUDED IN PHASE TWO OF THIS PLAN? [INAUDIBLE] THANK YOU.

THANK YOU. MADAM PRESIDENT, THIS CONCLUDES THE SPEAKERS IN THE ZOOM QUEUE.

THANK YOU. NEXT, WE WILL HEAR FROM SPEAKERS WHO WISH TO ADDRESS THE BOARD IN THE AUDITORIUM.

WE ASK THAT YOU PLEASE SPEAK DIRECTLY INTO THE MICROPHONE.

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

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

JACKIE WHITE-ANDERSON.

RETHA THOMAS.

CARLA LEWIS.

GOOD EVENING. SUE DEIGAARD, IT IS OBVIOUS THAT YOUR POST REGARDING ASTRO CELEBRATION WAS UNNECESSARY.

THE ENTIRE CITY SHUT DOWN TO PRAISE SUCCESSFUL ATHLETES WHO ARE SUPERB ROLE MODELS FOR OUR STUDENTS.

STUDENTS AT A CAMPUS IN CLOSE PROXIMITY WOULD NOT BE ABLE TO GO TO SCHOOL, WHICH WOULD HAVE BEEN A SAFETY CONCERN.

THIS SHOWS A GROSS DISCONNECT ON YOUR PART.

IF YOU HAD EVER BEEN EMPLOYED IN A SCHOOL, YOU WOULD REALIZE THAT THERE ARE DAYS WHEN LEARNING IS DISRUPTED, LIKE FOUR STAAR PREP AND BENCHMARKS AND PROGRAMS.

[02:00:10]

EVEN STUDENTS TO WEAR ORANGE WOULD HAVE BEEN DISRUPTION AGAIN HAD YOU WORKED IN THE SCHOOL.

YOU WOULD KNOW THAT IF YOUR ATTEMPT WAS TO DRAW ATTENTION TO YOURSELF AND [INAUDIBLE] OUR SUPERINTENDENT ON SOCIAL MEDIA.

YOU SUCCEEDED. HOWEVER, YOU CAME ACROSS AS SILLY, UNINFORMED AND MEAN, AND KENDALL BAKER, YOU CAN BLOCK ME, BUT YOU WILL NEVER SILENCE ME.

YOU ARE AN ELECTED OFFICIAL AND PLAYING KIDDY GAMES IS UNBECOMING OF AN ELECTED OFFICIAL.

RETHA THOMAS.

SURE, ALL OF YOU NEED TO LEARN TO WORK TOGETHER, AND THIS ISN'T THE FIRST TIME; I KEEP TELLING YOU ALL THAT.

YOU NEED TO SPEAK AS ONE.

YOU ALL COME UP HERE RAISING HELL WITH SUE DEIGAARD, AND THEN OVER IN BLACK AND BROWN.

YOU ALL ARE STILL GETTING GYPPED.

WE'RE GOING TO HOLD YOU ALL ACCOUNTABLE.

THE PEOPLE THAT WE ELECTED AND THE ONE THAT WE DIDN'T ELECTED, WE'RE GOING TO HOLD YOU ALL ACCOUNTABLE BECAUSE WE'RE SICK AND TIRED OF COMING DOWN HERE EVERY YEAR GOING BACKWARDS.

WE GET TO A CERTAIN LEVEL AND THEN JUST THROW ALL OF THEM BACK IN THE RIVER AND THEN YOU HAVE TO PULL THEM BACK OUT.

THAT'S LAYMEN'S TALK, BUT SUE, WORK WITH THE PEOPLES.

STOP WORKING AGAINST THEM.

I WAS IN YOUR AREA LAST WEEK I MET WITH SOME OF YOUR [INAUDIBLE] WHITE LADIES, AND THEY WERE THANK YOU, MISS THOMAS.

YOUR TIME IS UP. KARLA LEWIS, AND THEN JACKIE ABREU-HILL.

TERESA CRAIG.

GOOD EVENING. MY NAME IS KARLA LEWIS, AND I WORK IN THE DISTRICT.

I WORK IN THIS BUILDING, ACTUALLY, AND IF YOU RECALL, ABOUT A YEAR AGO, I CAME TO THE BOARD MEETING TO ASK IF THE DISTRICT WOULD CONSIDER A RAISE FOR ALL EMPLOYEES, AND I DID SAY THAT THE TEACHERS DESERVED THE RAISES, AND I ASKED FOR A RAISE ACROSS THE BOARD FOR EVERY WORKER.

SINCE THEN, THE UNION HAD COME IN AND THEY HAD SPOKEN ABOUT RAISES FOR EVERYONE AND ALSO BUS DRIVERS, ETC..

SO I CAME BACK TO THANK YOU, THE DISTRICT AND THE SUPERINTENDENT FOR PROVIDING A COMPENSATION PACKAGE FOR ALL EMPLOYEES IN HOUSTON ISD AND THE OTHER COMMENT THAT I WANTED TO MAKE, AND IT'S ALL OF THIS IS VERY BRIEF, IS JUST ABOUT THE TIME CLOCKS THAT ARE COMING TO OUR BUILDING.

I WELCOME THEM BEING HERE.

I KNOW THAT MANY TIMES THERE CAN BE DISCREPANCIES ABOUT TIME.

I'M NOT FULLY AWARE OF WHO'S GOING TO BE USING THEM.

I KNOW THE ROLLOUT HASN'T HAPPENED YET, BUT I DO LOOK FORWARD TO SEEING AND HEARING MORE ABOUT THAT INFORMATION LATER AS IT ENROLLS.

THANK YOU. JACKIE ABREU-HILL.

TERESA CRAIG.

SHANI WYLLIE.

TERESA CRAIG.

SHANI WYLLIE. LAURA LIM.

GOOD EVENING. MY NAME IS SHANI WYLLIE AND I'M THE PROUD PRINCIPAL OF THE B RATED FIVE D ISTINGUISHED EARNING PRIDE OF SUNNYSIDE ATTUCKS MIDDLE SCHOOL, WHERE WE EDUCATE THE WHOLE CHILD, INCLUDING IN STEM COMPONENTS AS YOU CONSIDER MAGNET FOR MINE AND OTHER CAMPUSES.

TONIGHT, I WANTED TO SHARE SOME OF THE AMAZING OPPORTUNITIES AND EXPERIENCES CURRENTLY HAPPENING AT MY SCHOOL.

WHILE THE LIST IS NOT EXHAUSTIVE, IT IS A GREAT REFLECTION OF WHAT IS BEING DONE.

CAMS NEWS CREATED PRODUCED AND AIRED BY STUDENTS DAILY, A STUDENT LED ONLINE NEWSPAPER CAMSNEWS.ORG.

CHECK IT OUT. A FULL BAND, INCLUDING DRUMLINE, MAJORETTES, FLAG AND CHEER, THE NATIONAL SOCIETY OF BLACK ENGINEERS, JUNIOR CHAPTER, NATIONAL HONOR SOCIETY.

WITH THE UPCOMING INDUCTION OF 25 STUDENTS, GIRLS ENGAGING IN STEM AND MATH, ATTENDING NASA EVERY TUESDAY.

GARDENING SUSTAINABILITY CLUB.

ATTUCKS ELITE DANCE TEAM, SWIMMING AS AN ELECTIVE WHERE WE'RE MAKING SURE THAT STUDENTS ARE SAFE IN THE WATER.

SINCE THAT IS A HUGE PROBLEM THAT AFFECTS THE BLACK AND BROWN COMMUNITY, WHICH I SERVE THANK YOU, MS. WYLIE.

PLEASE REFRAIN FROM CLAPPING, YOU CAN SHOW YOUR SUPPORT.

THANK YOU FOR YOUR SERVICE AS A PRINCIPAL.

ANGELA [INAUDIBLE]. SAM SMITH.

SAM SMITH. GOOD AFTERNOON, BOARD MEMBERS AND SUPERINTENDENT.

[02:05:03]

I STAND BEFORE YOU.

WE HAVE A SAFETY ISSUE THAT'S GOING ON AT PATRICK HENRY MIDDLE SCHOOL.

THE SCHOOL IS FILLED WITH MOLD.

THERE ARE RATS IN THE BAND ROOM.

STAFF MEMBERS AND STUDENTS ARE GETTING SICK.

YOUR MAINTENANCE DEPARTMENT WENT OVER THERE.

THEY PAINTED OVER THE MOLD.

IT CONTINUED TO GROW.

THAT'S NOT FIXING THE ISSUE.

WE NEED TO TAKE CARE OF THIS ISSUE AS SOON AS POSSIBLE.

I HAVE PICTURES. I HAVE VIDEOS OF WHAT'S GOING ON FROM PARENTS.

I EMAILED YOUR OFFICE.

I E-MAILED BOARD SERVICES THE PICTURES.

SO PLEASE FIX THE SITUATION BECAUSE STUDENTS ARE GETTING SICK.

STAFF MEMBERS ARE GETTING SICK, AND ALSO THE PRINCIPAL HAVE STUDENTS SIGNING INTO THE RESTROOMS. WHAT TIME ARE THEY GOING TO THE RESTAURANT? WHAT TIME ARE THEY COMING OUT? AND SHE SAID, IT'S NOT UP TO HER.

IT'S UP TO THE AREA SUPERINTENDENT.

SO PLEASE FIX THE SITUATION.

THANK YOU SO MUCH FOR YOUR TIME.

THAT CONCLUDES OUR HEARING OF THE COMMUNITY.

SO WE'LL GO BACK TO A1.

TRANSFORMATION REPORT.

THANK YOU. SO WE NEED TO GO BACK JUST A LITTLE BIT TO ACCEPT A TO THE PROGRESS MONITORING PRESENTATION.

[A-2 Acceptance Of Board Monitoring Update: Presentation Of Goal 3 Progress Measure 3.1 (Part 2 of 2)]

DO I HAVE A MOTION? SO MOVED, HERNANDEZ.

SECOND DEIGAARD. PLEASE VOTE.

THIS IS TO ACCEPT THE PROGRESS MONITORING UPDATE.

WE HAVE 8-4 ZERO AGAINST ZERO ABSTENTIONS.

NOW FOR REAL. SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR.

[A-1 District Transformation Update]

THANK YOU, MADAM PRESIDENT, AND THIS PORTION OF THE MEETING AND THIS PRESENTATION IS REALLY A CONTINUATION OF THE CONVERSATION THAT WE HAD LAST MONTH, AND WHAT I DO WANT TO STRESS IS THAT THERE SHOULD BE AN EXPECTATION THAT WE HAVE AN UPDATE ON A MONTHLY BASIS IN REFERENCE TO TRANSFORMATION.

IN TODAY'S MEETING WILL FOCUS SPECIFICALLY ON THREE PARTICULAR THINGS AN OVERVIEW OF SOURCES AND USES OF OUR ADOPTED BUDGET THIS YEAR, THE Y FOR FISCAL TRANSFORMATION, OR AS WE'VE CALLED IT, HISD'S CASE FOR CHANGE, AND THEN NUMBER THREE, A SUMMARY OF OUR CURRENT WORK AND WHAT THE PATH FORWARD WILL LOOK LIKE MOVING DOWN THE ROAD.

NOW BEFORE GETTING INTO THE CASE FOR CHANGE AND THE WORK WE'VE DONE TO ADDRESS SOME OF THE ISSUES AROUND THIS, WE THOUGHT IT WOULD BE HELPFUL TO GIVE THE BOARD AND THE PUBLIC A BIG PICTURE OVERVIEW OF THE SOURCES AND USES OF OUR GENERAL FUND AS THEY CURRENTLY STAND. I WANT TO PREFACE THIS SECTION BY SIMPLY SAYING THAT THE FOLLOWING SLIDES WILL SIMPLY SCRATCH THE SURFACE OF THE DEEPER DIVE WE PLAN TO DO IN DECEMBER, AND IN DECEMBER'S MEETING WE'LL BE ABLE TO PROVIDE EVEN MORE INSIGHT AND REFERENCE TO WHAT THIS LOOKS LIKE IN THAT DEEPER DIVE.

SO MOVING FORWARD, WE'VE CREATED THIS HIGH LEVEL REVIEW TODAY TO AGAIN, SCRATCH THE SURFACE, TO INCREASE TRANSPARENCY AND TO START THE CONVERSATION WITH YOU ALL ABOUT THE CURRENT REALITY IN REFERENCE TO WHAT WE'RE DEALING WITH.

AS YOU ALL KNOW, THERE ARE TWO BIG BUCKETS THAT WE LOOK AT WHEN WE THINK ABOUT OUR FINANCES AT A HIGH LEVEL.

NUMBER ONE, OUR REVENUE OR WHAT SOME CALL OUR SOURCES.

NUMBER TWO, OUR EXPENSES OR WHAT SOME CALL OUR USES.

BEFORE I GO INTO THE USES PER SAY, HOW OUR FUNDS ARE SPENT.

OF COURSE, WE WANTED TO PRESENT A HIGH LEVEL VIEW OF THE REVENUE SOURCES THAT MAKE UP THE GENERAL FUND.

I SHOULD NOTE THAT HISD DISTRIBUTES FUNDING TO SCHOOLS AND PROGRAMS THROUGH A VARIETY OF FUNDS.

OF COURSE, YOU ALL HAVE HEARD US TALK ABOUT TITLE ONE FOR YEARS, OF COURSE, ESSER, THE LAST COUPLE OF YEARS.

IDEA, ETC.

ARE SOME OF THOSE SOURCES, BUT THE GENERAL FUND IS BY FAR THE LARGEST SOURCE AND THE SOURCE THAT WE HAVE THE MOST CONTROL OVER AS THE SCHOOL DISTRICT, AS YOU CAN SEE IN THIS PARTICULAR SLIDE.

STATE AND LOCAL TAX DOLLARS MAKE UP MOST OF THE GENERAL FUND, BUT IT'S ALSO INCLUDES THE FEDERAL DOLLARS AND SOME TRANSFERS AS WELL.

[02:10:05]

SO WHEN WE TALK ABOUT WHAT WE'VE DONE AND DISCUSSED IN TERMS OF SOURCES THAT FLOW INTO THE GENERAL FUND, WE CAN DISCUSS THE USES AT A HIGH LEVEL AS WELL.

THIS PARTICULAR SLIDE SHOWS A VERY HIGH LEVEL BREAKDOWN OF HOW THE GENERAL FUND IS BROKEN UP AND SPENT, AS YOU CAN SEE, IN THIS CHART, VERY SIMPLE, AND I'M TALKING ABOUT THE PIE CHART.

70% OF THE FUNDS ARE GOING DIRECTLY TO SCHOOLS OR PUPIL SUPPORTS TO SCHOOLS, AND 13% OF OUR FUNDS ARE SPENT AT THE CENTRAL OFFICE RUNNING THE DISTRICT. ADDITIONALLY, THERE IS A BIG BUCKET IN TERMS OF RECAPTURE AND ANOTHER SMALL CHUNK THAT IS SPENT ON OTHER WHICH ARE OTHER EXPENSES THAT ARE MANDATORY BUT CANNOT BE SPENT DIRECTLY ON OUR STUDENTS.

DETAILS ON WHAT IS INCLUDED IN EACH BUCKET ARE IN FRONT OF YOU HERE.

I'LL START WITH THE SCHOOLS.

THE TOP LEFT.

SCHOOLS BUDGET, PUA FUNDING, TEACHER SALARIES, HEALTH BENEFITS, UTILITIES, ETC.

GO IN THAT CATEGORY.

WE TALK ABOUT THE NEXT CATEGORY, WHICH IS PUPIL SUPPORTS.

WE'RE TALKING ABOUT, OF COURSE, DEPARTMENT EXPENSES LOCATED DIRECTLY IN OUR SCHOOLS.

THINGS SUCH AS DISTRICT WIDE SUPPORTS, TEACHERS STIPENDS, SUMMER SCHOOL ACADEMIC, SPECIAL ED, POLICE, SCHOOL RESOURCE OFFICERS, BUILDING AND MAINTENANCE MATERIALS, AND WE LOOK AT THE DEPARTMENT'S BUCKET DEPARTMENT EXPENSES, NOT ONLY DIRECT OR DIRECTLY AT SCHOOLS LIKE FACILITIES.

MAINTENANCE. OPERATIONS.

TRANSPORTATION. OPERATIONS.

I.T. SYSTEMS. FINANCE. OPERATION.

SPECIAL EDUCATION OFFICE AND CURRICULUM AND ASSESSMENT.

MOVING DOWN TO DISTRICT WIDE SERVICES, OF COURSE.

INSURANCE TRUST CARE ON BEHALF OF, LIKE TELEPHONES AND INTERNET SERVICE IN OUR BUILDINGS AND SCHOOLS AND THE OTHER CATEGORY WHICH IS TAX INCREMENT REINVESTMENT ZONE PAYMENTS NOT USABLE AGAIN SPECIFICALLY BY HISD.

SO AS WE LOOK AT THE NEXT SLIDE, THIS SLIDE IS REALLY JUST AN EMPHASIS ON ON HOW INHERENTLY LINKED THE FINANCES AND OPERATIONS OF THE CENTRAL OFFICE AND SCHOOLS ARE SUPPORTS THAT ARE PROVIDED BY OUR CENTRAL OFFICE, INTEGRATE WITH SCHOOL LEVEL INVESTMENTS TO PROVIDE THE SUPPORT NEEDED TO EDUCATE OUR STUDENTS.

THIS IS SOMETHING THAT REALLY IS HIGHLIGHTED THIS YEAR IN TERMS OF A LOT OF THE WORK THAT WE'RE DOING OUT OF OUR SCHOOLS OFFICE AS WELL.

WHATEVER HAPPENS AT THE CENTRAL OFFICE, OF COURSE, WILL AFFECT THE SERVICES SCHOOLS NEED TO PROVIDE IN REFERENCE TO OUR KIDDOS OR STUDENTS THAT ARE OUT THERE.

THE SERVICES PROVIDED BY DEPARTMENTS, OF COURSE, SHAPE THE INVESTMENTS THAT SCHOOL LEADERS MUST MAKE IN ORDER TO SERVE THE STUDENTS THAT WE HAVE.

EXAMPLE OF WHAT THIS LOOKS LIKE, OF COURSE IS AT THE CURRICULUM LEVEL INCLUDES ACADEMIC DEPARTMENTS AND HOW THEY PROVIDE CURRICULUM COACHING SUPPORT TO SCHOOLS, WHICH SUPPORTS SCHOOLS TO OPERATE EFFECTIVELY THROUGHOUT INVESTING SIGNIFICANT SCHOOL FUNDS IN NON CLASSROOM POSITIONS IN AREAS SUCH AS CURRICULUM.

WE BENEFIT FROM, OF COURSE, SCALE TO EFFICIENTLY DELIVER THE KIND OF HIGH QUALITY MATERIALS THAT YOU'VE HEARD US TALK SO MUCH ABOUT OVER THE LAST SEVERAL MONTHS.

WE TALK ABOUT, OF COURSE, TECHNOLOGY, SPECIFICALLY AN EFFECTIVE HELP DESK AND TECHNOLOGY SUPPORTS PROVIDED BY THE CENTRAL OFFICE, WHICH HELPS US REDUCE THE NEED FOR TECHNOLOGY SPECIALISTS AT THE ACTUAL SITE.

WHEN WE LOOK AT TALENT SPECIFICALLY, OUR SCHOOLS HAVE THE SUPPORT OF THE CENTRAL TALENT OFFICE TO PERFORM THE MANY SPECIALIZED RESPONSIBILITIES REQUIRED TO IDENTIFY, VET, HIRE AND ONBOARD NEW PERSONNEL.

THESE CENTRAL OFFICE INVESTMENTS OFFER DIRECT AND INDIRECT SUPPORT TO SCHOOLS IN MAINTAINING THE STAFFING OF STUDENTS THAT WE KNOW THAT IS MAJORLY NEEDED ON A DAILY BASIS, BOTH IN AND OUT OF SCHOOLS, OUR ENROLLMENT DRIVES THE FUNDING AVAILABLE FOR RESOURCES THAT THE DEPARTMENT AND THE SCHOOL LEVEL.

AS WE RESHAPE OUR DISTRICT TO SERVE STUDENTS, WE WORK TO INTEGRATE THE PLANNING OF CENTRAL AND DECENTRALIZED RESOURCES IN ORDER TO SERVE OUR STUDENTS IN THE BEST MANNER POSSIBLE.

NOW, BEFORE GETTING INTO SOME OF THE CURRENT WORK WE'RE ENGAGING IN REGARD TO THE FINANCIAL OUTLOOK, I WANT TO BRIEFLY REVISIT WHY IT IS SO IMPORTANT THAT WE ACT NOW TO MOST OF YOU KNOW WHAT THAT NOW IS.

[02:15:06]

WE SHOWED YOU THIS PARTICULAR SLIDE LAST MONTH IN OUR IN OUR BOARD MEETING.

HOWEVER, I WANTED TO HIGHLIGHT IT AGAIN AS IT NOW INCLUDES UPDATED MEMBERSHIP NUMBERS THAT HAVE, OF COURSE ARE PART OF OUR SNAPSHOT.

AS YOU CAN SEE, AS ENROLLMENT HAS DECLINED, WE'VE CONTINUED TO MAINTAIN THE NUMBER OF THE SAME NUMBER OF SCHOOLS.

I THINK YOU HEARD ME TALK ABOUT A PARTICULAR DATA POINT IN TERMS OF WHERE WE WERE SEVERAL YEARS AGO IN THE EARLY TO MID EIGHTIES, AND THAT'S HAVING 50 MORE BUILDINGS NOW. WE'VE CONTINUED TO MAINTAIN THE SAME NUMBER OF OF SCHOOLS AND INCREASED THE NOW DECLINING ENROLLMENT OVER WHICH IS OVER, I THINK 14% IN THE LAST FIVE YEARS WHILE WE HAVE ONLY REDUCED SCHOOLS BY 4.5%.

THIS MEANS THAT OVER TIME WE ARE SPENDING MORE MONEY ON FIXED COSTS LIKE BUILDING AND UTILITIES AND LESS MONEY ON INDIVIDUAL STUDENTS.

THE STAT THAT ALWAYS STICKS OUT TO ME IS THAT THE LAST TIME AGAIN THAT WE AND I'M GOING TO STRESS THIS TWO OR THREE TIMES THAT WE WERE AT THIS PARTICULAR ENROLLMENT WHERE WE ARE RIGHT NOW WAS 1984, WHERE AGAIN, WE HAD 50 MORE BUILDINGS AT THIS PARTICULAR TIME. SCHOOLS TODAY, OF COURSE, SERVE 73 FEWER STUDENTS ON AVERAGE THAN THEY DID FIVE YEARS AGO, AND OUR FUTURE PROJECTIONS SHOW THAT THIS THIS KIND OF GAP WILL CONTINUE TO WIDEN IF WE DON'T CORRECT IT ASAP.

CLEARLY, IN MY EYES, THERE'S A MAJOR FOCUS THAT HAS TO BE MADE HERE, AND AND WE'RE DEFINITELY UP TO THE CHALLENGE OF MOVING FORWARD TO HAVE THIS FOCUS BE A BIG PART OF THE WORK THAT WE DO.

SO WE LOOKED AT THIS PARTICULAR SLIDE LAST TIME AS WELL, AND THE KEY POINT HERE IS THAT WE WILL HAVE A CLEAR FISCAL CLIFF.

AS YOU ALL KNOW, WE'VE TALKED ABOUT IT OVER AND OVER IN 2024-25 DUE TO THE ABSENCE OF ESSER FUNDS THAT WE KNOW WILL BE SUNSET IN THE NEXT NEXT COUPLE OF YEARS AND IT'S IMPORTANT THAT WE DON'T WAIT UNTIL THAT TIME.

WE START REALLY THINKING THROUGH WHAT THAT LOOKS LIKE NOW.

AS WE THINK ABOUT THE CASE FOR CHANGE, WE RECOGNIZE THAT THIS IS A SITUATION THAT IS CONSTANTLY EVOLVING.

WE, OF COURSE, ADOPTED A BUDGET, DEMONSTRATED A OF COURSE, A SIGNIFICANT BUDGET GAP.

PRIMARILY ENROLLMENT ESTIMATES FOR THIS YEAR ARE LIKELY TO ADD TO THE CURRENT CHALLENGE, OF COURSE, AS WE LOOK AT A DECLINING ENROLLMENT.

THE GAP GETS LARGER.

SO IT'S SOMETHING THAT WE HAVE TO CONTINUOUSLY THINK ABOUT ON A MONTHLY ANNUAL BASIS, QUITE FRANKLY, AND EVEN MORE IMPORTANT, THIS $26 MILLION INCREASE IN THE DEFICIT THIS YEAR YOU SEE IN THE RED CAUSED BY THE ENROLLMENT LOSS THAT WE'VE SEEN.

WITHOUT CHANGES IN COST STRUCTURES, THIS DEFICIT WILL REPEAT EACH YEAR IF ENROLLMENT CONTINUES TO DECLINE, WHICH OUR PROJECTIONS SHOW WILL BE THE CASE, OF COURSE, OVER THE NEXT 5 TO 10 YEARS, THE DEFICIT WILL ONLY NATURALLY CONTINUE TO GROW.

SO WHILE OUR DISTRICT FACES MANY OF THE CHALLENGES THAT SEVERAL OTHER DISTRICTS ACROSS THE STATE, ACROSS THE COUNTRY ARE DEALING WITH, IN ADDITION TO THE LOOMING DEFICIT DUE TO ENROLLMENT DECLINE, TWO OTHER MAJOR INCREASING FINANCIAL PRESSURES THAT FACE US, I THINK WE NEED TO PAY CLOSE ATTENTION TO, NUMBER ONE, THE EXPIRATION OF ESSER FUNDS LIKE WE'VE TALKED ABOUT.

NUMBER TWO, THE INCREASING SMALL SCHOOL SUBSIDY NEEDED TO SUPPORT SMALL SCHOOLS AS WELL.

I THINK CURRENTLY WE'RE SPENDING SOMEWHERE IN THE BALLPARK OF ABOUT 36 MILLION IN REFERENCE TO SMALL SCHOOL SUBSIDIES.

THIS SMALL SCHOOL SUBSIDY WAS DESIGNED TO HELP A FEW SCHOOLS THAT WERE LOW IN ENROLLMENT , BUT IT'S BECOME SOMETHING MUCH BIGGER OVER THE COURSE OF SEVERAL YEARS.

ADDITIONALLY, WE'VE USED ESSER FUNDS FOR SEVERAL LARGE NECESSARY AND I SAY NECESSARY INVESTMENTS, AND WE NEED TO MAKE SURE THAT THOSE INVESTMENTS LIKE TUTORING AND SOME OF THE INTERVENTIONS THAT WE'VE TALKED ABOUT WRAP AROUND THAT THOSE THINGS CONTINUE, WHICH ARE WORKING WELL AND CAN CONTINUE TO PROVIDE SOME OF THE MEASURABLE CHANGE THAT WE KNOW WE NEED TO SEE AND WANT TO SEE WITH OUR STUDENTS.

[02:20:06]

AN IMPORTANT FIRST STEP IN DEALING WITH OUR CURRENT REALITY THROUGH THE CURRENT WORK THAT WE'RE DOING AND CREATING A PLAN TO MOVE FORWARD, IT'S GOING TO BE VERY, VERY IMPORTANT.

THE CASE FOR CHANGE IS EXTREMELY CLEAR.

HISD AND MY STAFF, WE RECOGNIZE THE NEED TO TRANSFORM THE DISTRICT'S OPERATIONS TO BETTER SERVE STUDENTS, AND WITH THE DECLINING ENROLLMENT IN OUR DISTRICT AND AN ENVIRONMENT THAT IS OUTLINED IN TERMS OF OUR LONG TERM PLANNING TO TRANSFORM THE DISTRICT'S OPERATIONS TO AGAIN, BETTER SERVE AND SUPPORT OUR COMMUNITY AND OUR STUDENTS, WE'RE KEENLY AWARE THAT THE ONE TIME FUNDS WE'RE USING TO SUPPORT MANY OF OUR STRATEGIC INVESTMENTS ARE JUST THAT THEY'RE ONE TIME FUNDS.

AS SUCH, WE HAVE OUTLINED A PLAN TO CHANGE THE WAY OUR DEPARTMENTS AND OUR SCHOOLS ARE ORGANIZED TO REACH GREATER FISCAL SUSTAINABILITY TO TODAY.

I'D LIKE TO SHARE AN UPDATE WITH YOU ALL ON THE WORK THAT WE HAVE UNDERTAKEN AND WHAT IT LOOKS LIKE RIGHT NOW, AND I CONTINUE TO UNDERTAKE TO PURSUE THE KIND OF SUSTAINABILITY THAT IS GOING TO BE VERY, VERY IMPORTANT FOR US TO GIVE OUR STUDENTS AGAIN WHAT THEY NEED.

A FEW THINGS THAT I'D LIKE TO HIGHLIGHT HERE FIRST, AND THEN FIRST AND FOREMOST, WE LAUNCHED A TRANSFORMATION PROGRAM MANAGEMENT OFFICE THIS THIS PAST FALL AND HAVE ALSO SPENT TIME BUILDING CAPACITY AMONGST OUR TEAMS IN OUR SCHOOLS AS WELL.

NOW, SECONDLY, WE'RE CURRENTLY IN THE PROCESS OF DEVELOPING A DECISION SUPPORT TOOL TO GUIDE OUR DECISION MAKING AROUND THE TRANSFORMATION, AND THAT HELPS US QUANTIFY THE IMPACT OF OUR SAVINGS, AND THEN LASTLY, I'D LIKE TO HIGHLIGHT THE ONCE CHEVRON THAT REALLY RUNS ACROSS THE ENTIRE BOTTOM OF THIS, THIS PARTICULAR SLIDE.

OF COURSE IT READS ENGAGE HISD STAKEHOLDERS AND COMMUNITY MEMBERS.

I THINK THAT'S EXTREMELY IMPORTANT.

WE'VE HEARD PEOPLE TO TONIGHT JUMP RIGHT TO SCHOOL CLOSINGS, BUT SCHOOL CLOSINGS IS NOT WHAT THIS IS ALL ABOUT.

WE KNOW THAT ENGAGING OUR STAKEHOLDERS AND COMMUNITY MEMBERS THROUGHOUT THIS PROCESS IS GOING TO BE CRITICAL.

WE'VE HAD THESE CONVERSATIONS STARTING OFF WITH PRINCIPALS BECAUSE PRINCIPALS ARE GOING TO HAVE TO BE VESSELS AROUND WHAT SOME OF THIS WORK WILL LOOK LIKE.

SO WE'RE GOING TO BE WORKING TO ENSURE THAT WE ENGAGE AS MUCH AS POSSIBLE AS WE MOVE THIS WORK FORWARD.

NOW, TO DATE, WE FOCUSED ON SEVERAL MAJOR INITIATIVES WHICH HAVE WHICH WE'VE SHARED WITH YOU PREVIOUSLY.

YOU ALL HAVE SEEN THE MAJORITY OF THIS.

NUMBER ONE, CENTRAL OFFICE BUDGET CUTS, TWO, LAUNCHING PROJECT MANAGEMENT OFFICE FOR THE FISCAL TRANSFORMATION WORK BUILDING CAPACITY FROM WITHIN TO PREPARE FOR THE CHANGES THAT WE KNOW WE'RE GOING TO HAVE TO SEE IN THE FUTURE.

AS THIS PARTICULAR SLIDE POINTS OUT, WE FOCUSED OUR TRANSFORMATION EFFORTS ON THIS IDEA OF LEADING FROM, OF COURSE, THE FRONT.

WE STARTED OFF BY MAKING A CENTRAL OFFICE.

REALLY THE FIRST THAT WE'VE DEVELOPED A NEW CENTRAL EXCUSE ME, ACCELERATED CENTRAL OFFICE BUDGET PROCESS.

SO THAT'S A PROCESS THAT WE'RE GOING THROUGH RIGHT NOW THAT EACH ONE OF OUR CABINET MEMBERS ARE SITTING DOWN WITH SOME OF OUR PARTNERS AT A&M AND AND CFO TO REALLY LOOK THROUGH WHAT THIS LOOKS LIKE.

WE ALSO, OF COURSE, ESTABLISHED A INTEGRATED PMO OFFICE AND HAVE BEGUN THE DEVELOPMENT OF A MASTER DECISION SUPPORT TOOL TO SUPPORT THE LONG TERM TRANSFORMATION THAT WE KNOW IS GOING TO BE IMPORTANT.

NOW, LASTLY, IN TERMS OF THIS PARTICULAR SLIDE, WE'VE ALSO TALKED IN IN PREVIOUS BOARD MEETINGS ABOUT OUR CAPACITY BUILDING INITIATIVES.

SOME HIGHLIGHTS HERE IS THAT WE HAVE DEVELOPED NEW TOOLS AND SUPPORTS FOR PRINCIPALS AND BEING ABLE TO BE ON TRACK WITH THEIR FUNDS. WE'VE HEARD THAT CONSISTENTLY FROM FROM THE BOARD AND IT'S SOMETHING THAT WE ARE DEFINITELY IN THE MIDST OF AS WE SPEAK IN TERMS OF THIS WORK.

NOW, WITHIN THESE THREE FOCUS AREAS THAT YOU SEE HERE ARE SEVERAL INITIATIVES THAT ARE ACTUALLY IN MOTION OR IN PROGRESS. FIRST, WE'RE CURRENTLY WORKING WITH THE CENTRAL OFFICE BUDGETING REQUEST PROCESS AND OUR AIMING TO COMPLETE THE PRIMARY

[02:25:07]

DEPARTMENT BUDGETS BY DECEMBER OF 2022 SO THAT THESE CAN BE AN IMPORTANT EARLY FOCUSED INITIATIVE IN THE PROCESS. WE KNOW WE WANT TO GET THROUGH THIS AS EARLY AS POSSIBLE.

WE'VE HEARD THAT NOT ONLY FROM THE DAIS, BUT WE'VE HEARD THAT FROM FROM PRINCIPALS AS WELL.

THEY WANT TO KNOW AS EARLY AS POSSIBLE.

ADDITIONALLY, WE ARE IN THE PROCESS OF REFINING THE DECISION SUPPORT TOOL AND WILL BE ANALYZING THE FUNDING MODEL TO IDENTIFY AND IMPROVE THE EFFICIENCIES THAT COULD CAN BE MADE THROUGHOUT THIS PROCESS AS WELL, AND THEN FINALLY, WITH REGARDS TO THE LAST SECTION HERE, IN TERMS OF CAPACITY IMPROVEMENTS, WE'RE WORKING WITH OUR OUR CENTRAL OFFICE BUDGET TEAM TO ESTABLISH STRONGER COMMUNICATION TOOLS AND TRAINING FOR SCHOOL PERSONNEL.

WE'RE ALSO DEVELOPING AND ANALYZING THAT IN THIS PROCESS TO ENSURE THAT WE HAVE THE KIND OF PRECISE BUDGETING THAT WE'RE LOOKING FOR.

SO AS WE LOOK AHEAD, I WANT TO HIGHLIGHT SOME OF OUR KEY PRIORITIES THAT I WANT YOU ALL TO BE AWARE OF AS OF NOW.

FIRST, REGARDING BUDGET DEVELOPMENT FOR THE UPCOMING FISCAL YEAR.

I'M WORKING WITH OUR LEADERSHIP TEAM AND OUTSIDE ADVISORS, AS YOU KNOW, TO REVIEW AND PRIORITIZE BUDGET REQUESTS THIS MONTH AND IDENTIFY PRELIMINARY SAVINGS AS WELL.

WE HOPE TO HAVE THE DEPARTMENT BUDGET PROCESS FINALIZED THIS DECEMBER SO THAT WE CAN BEGIN THE SCHOOL BUDGET PROCESS RIGHT THEREAFTER IN JANUARY THE SECOND.

REGARDING OUR PLANNING FOR TRANSFORMATION, OUR TEAM IS HAS MOVED FORWARD, WHICH IS COMBINED GROUP OF INTERNAL FOLKS AND EXTERNAL SUBJECT MATTER EXPERTS THAT ARE REALLY IMPORTANT AND A BIG PART OF THIS PROCESS.

WORKING TOGETHER WITH THIS GROUP, WE'RE FOCUSED ON DEVELOPING A DECISION SUPPORT TOOL BY LATE NOVEMBER AND WILL BEGIN ANALYZING DIFFERENT SCENARIOS FOR TRANSFORMATION.

WE PLAN TO PROVIDE A MONTHLY UPDATE, AS I INDICATED TO YOU ALL, AND ARE FOCUSED ON MAKING SURE THAT OUR PLANS ARE FULLY INTEGRATED WITH REGARDS TO ACADEMICS, FACILITIES AND OTHER IMPORTANT AREAS AND AND SO THAT THESE ARE PREPARED FOR WHAT IT'S GOING TO LOOK LIKE FOR A VERY IMPORTANT 2023 BOND.

AS WE KNOW, THAT WILL BE A BIG PIECE FOR OUR SCHOOL DISTRICT.

NOW, LASTLY, ON THIS PARTICULAR SLIDE, WE ARE EXTREMELY FOCUSED ON MAKING SURE THAT THE FEDERAL FUNDS THAT WE'VE RECEIVED THROUGHOUT THE PANDEMIC ARE GOING TO THE KIND OF USE THAT WE KNOW ARE GOING TO HAVE THE MEASURABLE KIND OF GAINS AND SUPPORTS THAT WE WANT THEM TO HAVE FOR OUR STUDENTS.

WE CONTINUE TO CONDUCT QUARTERLY REVIEWS IN OUR MEETINGS TO ADJUST THE SPENDS BASED ON OUR PROGRAMMATIC EVALUATIONS THAT WE'RE TAKING A LOOK AT. AS YOU HEARD ME MENTION EARLIER, IT'S GOING TO BE IMPORTANT THAT IF WE SEE THINGS THAT ARE WORKING WELL, THAT WE CONTINUE THOSE THINGS, WE SEE THINGS DURING THIS EVALUATION PROCESS IS NOT WORKING WELL, THAT WE SUNSET THOSE THINGS OR PIVOT.

WE WE'RE ALSO LOOKING AHEAD TO A POST ESSER WORLD SO THAT OUR SCHOOLS AND PROGRAMS HAVE A PROCESS FOR WEANING OFF THE GRANTS AND THE SUPPORTS THAT THEY'VE SEEN OVER THE COURSE OF THE LAST YEAR AND A HALF.

AS WE DISCUSSED THE TIMELINE, WE KNOW ALL TOO WELL THAT ENGAGING THE COMMUNITY IN THIS WORK WILL BE EXTREMELY, EXTREMELY CRITICAL.

MY TEAM IS WORKING ON SCENARIOS OF ENGAGING AND ENGAGEMENT OPPORTUNITIES FOR SCHOOL LEADERS, COMMUNITY MEMBERS AND THE BOARD TO PROVIDE FEEDBACK.

THESE OPPORTUNITIES MAY INCLUDE SOME OF THE FOLLOWING.

AS YOU CAN SEE, COMMUNITY TOWN HALLS, PRINCIPAL COHORT MEETINGS, PRINCIPAL TRAININGS, SMALL GROUP DECISION DISCUSSIONS EXCUSE ME, SURVEY FEEDBACK.

AS YOU SEE ON THE SCREEN, LEADERSHIP CHECK INS, ALL OF THESE THESE ITEMS ARE GOING TO BE EXTREMELY IMPORTANT AS A PART OF THIS PROCESS, AND WE LOOK FORWARD TO HAVING THIS KIND OF ENGAGEMENT.

I WANT TO THANK EACH MEMBER OF THE BOARD FOR YOUR SUPPORT IN THESE EFFORTS.

WE KNOW THAT THE ROAD AHEAD WILL, OF COURSE, NOT BE EASY WHEN WE'RE TALKING ABOUT THIS KIND OF SUBJECT MATTER, BUT WE DO KNOW THAT THE ROAD AHEAD WILL NOT WILL NOT GO FOR NONE.

IT'S GOING TO BE A PROCESS THAT WE BELIEVE IS LONG OVERDUE THAT CAN MAKE A MAJOR DIFFERENCE IN THIS SCHOOL DISTRICT AND ENSURING

[02:30:06]

THAT WE RIGHT-SIZE AND FOCUS OUR EFFORTS ON WHAT'S BEST FOR KIDS.

SO WITH THAT SAID, WE WELCOME ANY COMMENTS OR QUESTIONS AT THIS TIME.

TRUSTEES, PLEASE INDICATE IN THE QUEUE.

TRUSTEE GUIDRY. SLIDE 14 TRANSFORMATION PROGRAM MANAGEMENT OFFICE IS THAT COMPRISED OF EMPLOYEES WHO ARE CURRENTLY WORKING WITH THE COMPANY WITH HISD, OR HAVE YOU HIRED ANOTHER WHOLE TEAM, ANOTHER WHOLE DEPARTMENT? SO I'LL ASK MY DEPUTY SUPERINTENDENT, RICK CRUZ, WHO IS OVERSEEING SOME MAJOR PORTIONS OF EXACTLY WHAT YOU JUST SHARED, DR.

CRUZ, SHARE SOME INSIGHT HERE.

SURE. THANK YOU, SUPERINTENDENT HOUSE. SO THE TEAM ITSELF HAS EXISTING EMPLOYEES.

REALLY THE SUPERINTENDENT HAS TASKED SEVERAL OF THE CABINET MEMBERS TO OVERSEE PARTICULAR STRANDS OF THIS WORK IN PARTNERSHIP WITH OTHER DISTRICT EMPLOYEES AND WITH EXTERNAL PARTNERS, INCLUDING PRINCIPALS, AS THE SUPERINTENDENT INDICATED, EVENTUALLY THE BROADER COMMUNITY, ETC.

, BUT FOR EXAMPLE, THE FINANCE SIDE, OUR CFO LEADS THE ACADEMIC ASPECT IS LED ACTUALLY BY DR.

WATTS AND THEN THE FACILITIES ASPECT BY OUR CHIEF OPERATING OFFICER.

SO EACH AREA HAS BEEN ASSIGNED A TEAM LEAD THAT ARE EXISTING EITHER CABINET MEMBERS OR EXISTING EMPLOYEES, AND OF COURSE, AS DR.

CRUZ INDICATED, WE'RE WORKING CLOSELY.

GLENN REED IS OUR CHIEF FINANCIAL OFFICER WITH OUR EXTERNAL PARTNERS AS A PART OF THIS PROCESS AS WELL.

THANK YOU SO MUCH. NOW, SUPERINTENDENT HOUSE, YOU STATED THAT THIS IS NOT SCHOOL CLOSINGS, BUT LET'S BE REAL.

THIS IS NOT JUST ALL ABOUT SCHOOL CLOSINGS.

SO LET'S BE CLEAR TO THE PUBLIC, BECAUSE YOU STATED THIS IS NOT SCHOOL ABOUT SCHOOL CLOSING, BUT THERE IS AN ASPECT IN HERE THAT COULD INCLUDE SCHOOL CLOSURES.

IT COULD. IT COULD, AND IF IT WERE TO GET TO THAT POINT, OF COURSE, YOU'RE GOING TO HAVE YOUR COMMUNITY MEETINGS AND TOWN HALLS AND OTHER DISCUSSIONS ABOUT IT, BUT I'M HOPEFUL, SIR, THAT IF IT GETS TO THAT LEVEL, THAT ANY SCHOOL CLOSURES, IF NECESSARY, FIRST OF ALL, I'M GOING TO OPPOSE, BUT IF NECESSARY, THAT IT GOES ACROSS THE DISTRICT AND NOT JUST IN CERTAIN AREAS, BECAUSE THAT IS WHAT HAS HAPPENED.

THAT'S WHY THE ENGAGEMENT WITH THE COMMUNITY AROUND ALL ASPECTS OF THIS.

I DON'T WANT TO JUST FOCUS ON ONE PARTICULAR PERCEIVED AREA.

THAT'S WHY THE ENGAGEMENT IS GOING TO BE VERY IMPORTANT AND NOT JUST DOING THIS WORK IN ISOLATION.

WE HAVE TO ENGAGE PRINCIPALS, WE HAVE TO ENGAGE BOARD, WE HAVE TO ENGAGE COMMUNITY AS A PART OF THIS PROCESS.

IT'S NOT DOING THIS ALONE.

I HAD THE UNFORTUNATE OPPORTUNITY TO DO SOME OF THIS WORK IN A PREVIOUS DISTRICT, AND IT WAS IMPORTANT.

IT'S WHY IT WORKED.

IT'S WHY IT WORKED WHEN WE WORKED ON SOME OF THIS FISCAL TRANSFORMATION.

WELL, LET'S GET OUR STUDENTS BACK.

HOW ABOUT THAT? THANK YOU.

YES, MA'AM. TRUSTEE BLUEFORD-DANIELS.

THANK YOU, AND THANK YOU FOR THAT PRESENTATION, AND AS I LISTENED, I JUST HAD A COUPLE OF QUESTIONS.

WE TALKED ABOUT WRAPAROUND SERVICES EARLIER AND YOU MENTIONED WRAPAROUND SERVICES IN YOUR PRESENTATION, AND THERE'S BEEN A LOT OF DIALOG ABOUT THAT, AND I WILL SAY THIS. I'VE BEEN ASKED ABOUT THIS SEVERAL TIMES SINCE I'VE BEEN HERE BEFORE IT WAS INDICATED, I THINK THE PREVIOUS BOARD MEMBERS DECIDED TO HAVE A WRAPAROUND SPECIALIST OR TWO BASED ON ENROLLMENT, WASN'T IT BASED ON STUDENT ENROLLMENT? NOT JUST ENROLLMENT, BUT ALSO NEED.

SO WE PUT TOGETHER KIND OF A MATRIX THAT BROKE DOWN HOW HIGH THE NEED WAS AT A PARTICULAR SITE.

SO IT WASN'T JUST ABOUT ENROLLMENT THAT WAS KIND OF A PART OF THE PROCESS, BUT THERE WAS A BROADER ASPECT IN TERMS OF HOW WE LOOKED AT IT.

OKAY, AND I'M THINKING IN TERMS OF HISTORICALLY PREVIOUSLY, WHEN IT WAS DECIDED TO HAVE X NUMBER OF WRAPAROUND SPECIALISTS, EACH ONE PER CAMPUS, AND THAT WAS BEFORE MY TIME IN 2020, BUT IT WAS VOTED ON TO HAVE WRAPAROUND SPECIALISTS PER CAMPUS.

SOME CAMPUSES HAVE TWO.

I DON'T KNOW IF THEY HAVE MORE THAN TWO, BUT I KNOW SOME CAMPUSES HAVE TWO, AND SO THAT'S WHY I'M ASKING ABOUT THE CRITERIA THAT WAS DETERMINED.

WAS IT BASED ON STUDENT POPULATION OR THE STUDENT NEED.

AT THAT TIME, IT WAS [INAUDIBLE] 180 AND IT WAS THE NUMBER OF STUDENTS THAT NEEDED VARIOUS TYPES OF HELP AND ASSISTANCE.

[02:35:05]

WHERE I'M GOING WITH THAT IS I THINK THAT WE SHOULD ESTABLISH A CRITERIA TO DETERMINE IF SCHOOLS NEED CONTINUE TO NEED WRAPAROUND SERVICES OR SPECIALISTS OR NOT, BECAUSE I DON'T WANT IT TO JUST BE A BUILT IN MECHANISM FOR PEOPLE TO HOUSE MONEY AT CAMPUSES AND THE NEED IS NOT THERE AND IT'S GREATER SOMEWHERE ELSE.

THAT'S A REAL SORE SPOT FOR ME BECAUSE IT'S AN OPPORTUNITY THAT WE CAN TAKE THAT MONEY WHERE IT'S NOT NEEDED SOME PLACES AND DISPERSE IT WHERE IT REALLY IS, AND THAT IS SOMETHING THAT WE'RE THINKING THROUGH AS WELL AS WE KNOW, 24-25, MANY OF THESE SUPPORTS AND DOLLARS WON'T BE THERE.

SO WE HAVE TO LOOK AT SEVERAL DIFFERENT STRATEGIES IN TERMS OF WHAT THIS WILL LOOK LIKE AND STRATEGIES LIKE, YOU KNOW, WHAT YOU'VE SHARED ARE THINGS THAT WE'LL HAVE TO HAVE ON THE TABLE TO TAKE A LOOK AT.

I DON'T WANT IT TO BE GREED VERSUS NEED, AND IN SOME INSTANCES, I'M INCLINED TO BELIEVE THAT IT WAS PROBABLY SOME OF THAT JUST ALLOCATING THOSE PEOPLE AND SO TRUSTEE GUIDRY MENTIONED ABOUT THE SCHOOL CLOSING.

LET ME JUST SAY, TOO, HISTORICALLY, AS I'VE ALWAYS SAID, WHEN YOU REMOVE PROGRAMS OUT OF SCHOOL, AS HAS DONE NOT YOU, BUT PREVIOUS SUPERINTENDENTS, THEN THE WHOLE NEIGHBORHOOD SUFFERS AND IT DIES OFF AND PEOPLE LEAVE THE COMMUNITY.

IN DISTRICT TWO, FIVE, SIX, WITHIN THE LAST 9-10 YEARS, THEY CLOSED FIVE SCHOOLS FIVE.

SO AS GUIDRY SAID, WE'RE GOING TO LOOK AT THIS ACROSS THE BOARD BECAUSE WE'RE GOING TO RAISE ALL KINDS OF HELL OUT THERE IF YOU ALL ARE TALKING ABOUT COMING BACK OVER AND DISTRICT TWO, ANYBODY, CLOSING THE SCHOOL UP OVER THERE.

THANK YOU.

TRUSTEE DEIGAARD. THANK YOU.

SO MY FIRST QUESTION IS, HAVE YOU MAPPED ENROLLMENT INCREASES IN DECLINES BY CAMPUS AND ASSESSED WHICH SCHOOLS HAVE INCREASED ENROLLMENT AND WHY AND WHICH HAVE DECREASED AND WHY? WE DEFINITELY HAVE LOOKED AND MAPPED SOME OF THE HISTORIC DATA IN TERMS OF ENROLLMENT TRENDS, AND I DON'T HAVE THAT DATA OF COURSE, IN FRONT OF ME, BUT IT IS SOMETHING THAT HAS TO BE A PART OF THE PROCESS THAT WE'RE PAYING CLOSE ATTENTION TO.

OKAY, GREAT, CAN YOU SEND THAT TO US, PLEASE? WE CAN PROVIDE YOU WITH THAT.

THANK YOU. WHAT ARE REASONS YOU WOULD CONSIDER CLOSING A SCHOOL THAT IS AT CAPACITY IN AN AREA WITH A GROWING POPULATION OF STUDENTS? I DIDN'T HEAR THE FIRST FIRST PART OF YOUR QUESTION.

WHAT ARE REASONS WHY YOU MIGHT CONSIDER CLOSING A SCHOOL THAT IS AT CAPACITY IN AN AREA WITH A GROWING POPULATION OF STUDENTS? SO WE HAVEN'T GOTTEN TO THAT PROCESS RIGHT NOW.

THIS IS THE BEGINNING OF THE CONVERSATION TO START ENGAGE.

SO I DON'T WANT US TO FOCUS ON THAT PIECE, AND THAT'S AN ASSUMPTION THAT IS REALLY, YOU KNOW, PEOPLE ARE ALWAYS GOING TO BE JUMPY ABOUT BECAUSE OF WHAT THE HISTORICAL PERSPECTIVE, BUT WE'RE GOING TO HAVE TO ENGAGE, YOU KNOW, AROUND WHAT THAT CRITERIA WILL LOOK LIKE IN TERMS OF OUR SCHOOLS AND AND EVENTUALLY GET OUT INTO OUR COMMUNITY, GET OUT WITH THE BOARD TO ENSURE THAT EVERYONE UNDERSTANDS WHAT DIRECTION THAT WE'RE GOING.

SO THIS MAPPING OF ENROLLMENT INCREASES AND DECLINES BY CAMPUS THAT YOU HAVE DONE.

I MEAN, WHAT I'M HEARING A LOT OF IS WE HAVE A DECLINE IN LIFE BIRTHS WITHIN OUR CITY.

IT HAS GOTTEN TOO EXPENSIVE, AND SO GETTING OUR STUDENTS BACK, I MEAN, WE'RE LOSING KIDS TO OTHER SYSTEMS. THERE ARE A LOT OF KIDS AND I'VE SAID THIS BEFORE, AFRICAN AMERICAN STUDENTS ARE THE LARGEST INCREASE IN HOME SCHOOLING POPULATION ANYWHERE, AND SO WHAT ARE WE DOING TO, YES, BRING THOSE KIDDOS BACK, BUT THERE'S ANYTHING WE CAN DO TO MAKE PEOPLE HAVE BABIES.

SO MY NEXT QUESTION IS ABOUT PARTICIPATORY BUDGETING AT THE SCHOOL LEVEL, ARE WE GOING TO ENGAGE IN THAT ? PARTICIPATORY BUDGETING AT THE SCHOOL LEVEL.

GLENN, YOU WANT TO SHARE SOME INSIGHT.

NOW, WHEN YOU SAY PARTICIPATORY, YOU MEAN WITH THE COMMUNITY? YES. SO, FOR EXAMPLE, RESEARCH SHOWS THE PARENTS AND TEACHERS ARE MORE LIKELY TO TRUST THEIR PRINCIPALS ON MONEY ISSUES THAN TRUST THOSE OF US IN THIS BUILDING OR ANY CENTRAL OFFICE BUILDING, AND ALSO COMMUNITIES LIKE TO HEAR ABOUT FINANCIAL INFO IN A FORMAT THAT ALLOWS THEM TO WEIGH IN AT THE SCHOOL LEVEL. SO IS THAT PART OF YOUR PLAN? YOU KNOW, WE HAVE A LOT OF COMMUNITIES AND FAMILIES THAT ARE NOT GOING TO COME.

YOU KNOW, THE PARENTS AND GUARDIANS AREN'T GOING TO COME TO A TOWN HALL IN A LARGE AUDITORIUM AT A SCHOOL THAT ISN'T THEIR KID'S SCHOOL, BUT THEY WILL COME TO A MEETING THAT THEIR PRINCIPAL CALLS ON THEIR CAMPUS, AND THERE'S RESEARCH TO SUPPORT THIS, AND I'M CURIOUS WHAT THE PLANS ARE IN THIS REGARD FOR OUR DISTRICT.

[02:40:06]

WHAT I CAN TELL YOU, I THINK YOU SAID SOMETHING THAT IS SPOT ON IN TERMS OF THE ENGAGEMENT OF THE PRINCIPALS.

WE'VE GOT A PRINCIPAL COLLABORATIVE GROUP OF LEADERS THAT WE MEET WITH BEFORE EVERY PRINCIPALS MEETING THAT PROVIDE US WITH QUITE A BIT OF FEEDBACK IN TERMS OF WHERE WE'RE GOING ON THIS TRANSFORMATION WORK.

THEY'VE BEEN CRITICAL.

NOW WE'RE PULLING IN THE LARGER GROUP AS WELL, ALL PRINCIPALS.

SO EVERY PRESENTATION THAT WE WILL BE GIVING YOU, ALL WE'LL BE PROVIDING TO THEM, GARNERING EVEN MORE AND MORE FEEDBACK AS A PART OF THIS PROCESS.

SO EVERYTHING IS IN THE WORKS RIGHT NOW AS WE MOVE FORWARD.

THAT'S THE WHOLE IDEA.

WE HAVE TO GET THEM OUT FRONT TO BE A PART OF THIS CONVERSATION.

OUR JOB IS TO EMPOWER THEM WITH THE INFORMATION, THE WHY, AND GIVE THEM A SOLID UNDERSTANDING.

SO WHAT WE'RE DOING NOW IS MAKING SURE THAT WE GET THE CRITICAL QUESTIONS FROM THEM AND AND MAKE SURE THAT THEY HAVE THE KIND OF CAPACITY BUILDING BUILT OVER THE COURSE OF TIME SO THAT THEY CAN BE THE CRITICAL COMMUNICATORS THAT WE NEED IN THE COMMUNITY, BECAUSE THEY'RE GOING TO BE HUGE AS A PART OF THIS PROCESS IN TERMS OF COMMUNICATION. TRUSTEE BAKER.

THANK YOU SO MUCH, AND THANK YOU FOR THAT PRESENTATION.

I'VE HAD THE OPPORTUNITY, AS YOU KNOW, TO GO TO THE COUNCIL OF GREAT CITY SCHOOLS AND OF COURSE, TWO TASBS, AND I KNOW THAT MY QUESTION IS, IS THIS PROBLEM HERE WITH REGARDS TO CLOSING OF SCHOOLS AND YOUR METHOD OF GOING ABOUT IT, IS IT EXCLUSIVE TO HOUSTON OR ARE YOU SEEING A TREND AROUND THE NATION? SO IN TERMS OF ENROLLMENT LOSS, UNFORTUNATELY, IT'S MORE PREVALENT IN YOUR URBAN SCHOOL DISTRICTS ACROSS THE COUNTRY.

WHAT TRUSTEE DEIGAARD MENTIONED YESTERDAY IS SOMETHING THAT'S UNFORTUNATELY CONSISTENT ACROSS THE COUNTRY.

YOU'RE SEEING PEOPLE THAT CAN'T NECESSARILY AFFORD.

WE'VE SEEN THE GENTRIFICATION, WE'RE SEEING THE LOW BIRTH RATES.

SO THESE HAVE BEEN MAJOR ISSUES, AND YOU MENTIONED THE COUNCIL OF GREAT CITY SCHOOLS.

I MEET WITH THAT GROUP OF SUPERINTENDENTS ON A BI-WEEKLY BASIS, AND WHAT I CAN TELL YOU IS THAT A MAJORITY OF US ARE DEALING WITH THE SAME ISSUE.

OKAY, BECAUSE I'M FINDING OUT AS I GET MORE AND MORE INTO THIS ROLE THAT A LOT OF ISSUES WE FACE ARE NOT EXCLUSIVE TO HOUSTON, AND SO MY QUESTION TO YOU AND I'M PRETTY MUCH ANSWERING MYSELF, SO YOU'RE ALWAYS LOOKING AT BEST PRACTICES, RIGHT? AND LIKE SIZE, SIMILAR SIZED URBAN CITIES LIKE L.A, AND NEW YORK, DENVER, THINGS OF THAT NATURE.

RIGHT. OF COURSE, AS I MENTIONED, I HAVE THE OPPORTUNITY ON A BI-WEEKLY BASIS TO DO THAT AT THE NATIONAL LEVEL WITH THE COUNCIL OF GREAT CITY SCHOOL SUPERINTENDENTS, BUT I ALSO HAVE THE OPPORTUNITY TO DO THAT AT THE STATE LEVEL AS WELL.

IT'S AN ORGANIZATION CALLED TUC THE TEXAS UNITED COUNCIL, AND THAT'S A GROUP OF SUPERINTENDENTS THAT COME TOGETHER ON A QUARTERLY BASIS AND ACTUALLY WE'LL BE COMING TOGETHER THIS WEEK, AND WE'RE ABOUT I THINK, THE TEN LARGEST SCHOOL DISTRICTS IN THE STATE OF TEXAS, AND WE COME TOGETHER AND LOOK AT BEST PRACTICES.

WE COME TOGETHER TO LOOK AT WHAT SOME OF THE MAJOR CHALLENGES ARE IN THE STATE AND IN OUR SCHOOL DISTRICTS AS WELL.

SO WE'RE NOT ONLY LOOKING AT IT FROM THE STANDPOINT OF THE NATIONAL TRENDS AND THE ISSUES THAT WE SEE NATIONALLY, BUT ALSO AT THE AT THE STATE LEVEL TO LIKE-SIZE DISTRICTS AS WELL.

WHAT WOULD HAVE BEEN SOME OF YOUR SOLUTIONS WITH REGARDS TO SOME OF THESE TEN DISTRICTS WHEN IT COMES DOWN TO CLOSING SCHOOLS? WHAT ARE SOME OF YOUR SOLUTIONS IN TERMS OF HOW YOU COMMUNICATE TO THE BLACK AND BROWN COMMUNITY AND ALSO GOING AROUND THE WHOLE CITY WHEN YOU--WHAT ARE YOU HEARING OUT THERE? SO I KEEP HEARING SCHOOL CLOSURES.

THAT'S NOT WHAT THIS PRESENTATION IS ABOUT.

IT'S ABOUT THE PROCESS OF HOW WE TRANSFORM THE DISTRICT, AND THAT WON'T BE YOU KNOW, WE WON'T REALIZE ALL OF OUR SAVINGS ABOUT AROUND JUST CLOSING, YOU KNOW, 50 SCHOOLS, YOU KNOW, SO WE HAVE TO LOOK AT SEVERAL DIFFERENT THINGS.

WE HAVE TO LOOK AT PRACTICES.

WE HAVE TO LOOK AT, YOU KNOW, LIKE WE DID THE $60 MILLION CUT.

THERE ARE GOING TO BE SEVERAL THINGS, AND THAT'S WHAT WE'RE BUILDING AS A PART OF THIS PROCESS, AND SO NOW IT'S ABOUT BUILDING THE CAPACITY WITH THE PRINCIPALS, BUILDING THE

[02:45:07]

CAPACITY WITH THE COMMUNITY ENGAGING.

SO THERE ISN'T A SCHOOL DISTRICT THAT I'M AWARE OF, DR.

BAKER, THAT HAS STARTED THE PROCESS OF MAJOR CLOSINGS AS A PART OF OUR TUC GROUP.

SO I DON'T KNOW THAT--IT HASN'T BEEN A PART OF OUR CONVERSATION.

I THINK WE'RE TRYING TO GET AHEAD OF THE CURVE HERE IN HISD AND START THESE CONVERSATIONS BEFORE THE ESSER CLIFF STARTS.

OKAY. THANK YOU.

THANK YOU. ONE QUICK COMMENT BEFORE I HAVE MY QUESTIONS.

I THINK IT'S KIND OF CONFUSING THAT THIS IS A TRANSFORMATION OF THE DISTRICT AND THEN WE HAVE TRANSFORMATION SCHOOLS.

SO JUST PUTTING THAT OUT THERE.

SO WE KNOW WE'RE LOSING STUDENTS.

WHAT ARE WE DOING TO GET STUDENTS BACK? WE KNOW THAT WE'RE LOSING STUDENTS AT THE ELEMENTARY LEVEL.

SO WHAT ARE WE DOING? I THINK THAT SHOULD BE A PART OF THIS.

IT SHOULD BE CENTRAL TO THIS.

LIKE IN MY DISTRICT AND A LOT OF OTHER DISTRICTS AROUND THE CITY, THERE'RE A LOT OF CHARTER SCHOOLS THAT ARE ALL OVER OUR NEIGHBORHOODS, AND ALTHOUGH THERE ARE LESS STUDENTS, [INAUDIBLE], WE KNOW WE'RE LOSING A LOT OF OUR STUDENTS TO CHARTER SCHOOLS.

SOME OF WHAT WE'RE DOING, WE'RE DOING QUITE A FEW THINGS.

ONE OF THE THINGS THAT WE UNVEILED TODAY WAS OUR OUR MOBILE ENROLLMENT UNIT, WHICH WE'LL BE ABLE TO TAKE OUT INTO COMMUNITIES AND ENROLL AS MANY KIDS ON THE SPOT.

WE ALSO HAVE MADE SOME CHANGES IN TERMS OF WHAT WE'RE DOING, AND MICHAEL, DO YOU MIND COMING UP, YOU OR JUSTIN, AND SHARING SOME INSIGHT IN TERMS OF WHAT WE'RE DOING IN THE ENROLLMENT PROCESS AND YOU KNOW, WHAT THAT'S LOOKING LIKE IN TERMS OF MAGNET AS WELL AND HOW THAT INTEREST IS GOING TO HELP US OUT ALSO.

GOOD EVENING TRUSTEES, SUPERINTENDENT HOUSE.

TRUSTEE HERNANDEZ TO THAT QUESTION ON TOP OF THE ENROLLMENT UNIT, WHAT WE'VE DONE IS AUTOMATE OUR ENROLLMENT PROCESS.

SO WHAT WE DID WANT TO MAKE IT EASIER FOR FAMILIES TO ENROLL IN CAMPUSES.

AND WITHIN THAT, TRADITIONALLY IN THE PAST, WHAT [INAUDIBLE] WAS THAT WAS WHAT FAMILIES WOULD HAVE TO DO WAS GO DIRECTLY TO THAT CAMPUS, THAT ZONE SCHOOL TO ENROLL THEMSELVES.

SOMETIMES THAT WAS CUMBERSOME, SOMETIMES I WOULD FACE SITUATIONS.

SO WHAT WE DO IS MAKE THAT EASIER AND MAKE AN AUTOMATED PROCESS WHERE THEY CAN GO TO THE CAMPUS OR COME DIRECTLY HERE TO HATTIE MAE WHITE AND ENROLL DIRECTLY IN THAT SCHOOL.

AND THEN WE INFORM THE SCHOOL AND TALK TO THE CAMPUS TO MAKE IT EASIER FOR THAT FAMILY TO ENROLL AND ALSO JUST PROCESS THEIR PAPERWORK AND OTHER THINGS.

WE'VE ALSO STREAMLINED THE DOCUMENTATION NEEDED.

BEGINNING SCHOOL YEAR. WE MADE IT EASIER FOR, ONE, OUR COMMUNITIES TO UNDERSTAND WHAT THEY NEED TO ENROLL THEIR FAMILIES.

WE HAVE A LOT OF RECENT IMMIGRANTS WHO MAY NOT HAVE ALL THE DOCUMENTATION, SO WE STREAMLINE THAT, WORKED WITH LEGAL DEPARTMENT, WORK WITH OUR DISTRICT TO ENSURE THAT INFORMATION WAS OUT THERE AND MAKE SURE OUR CAMPUSES UNDERSTOOD ALL PARAMETERS AS FAR AS ENROLLING A FAMILY THAT WAS NEEDED, WHICH ALSO EASED SOME OF THE I THINK, SOME OF THE HURDLES THAT FAMILIES HAD TO ENROLL THEIR CHILDREN INTO OUR SCHOOLS.

IN ADDITION, WE'RE LOOKING AT SCHOOL CHOICE OPTIONS BEYOND THIS AND ALSO PROGRAM OPTIONS AS FAR AS POTENTIAL EXPANSION.

BASED ON INTEREST, TOMORROW, WE'RE GOING TO BE WE'RE GOING TO BE PROVIDING A SURVEY IN BOTH ENGLISH AND SPANISH TO THE PUBLIC TO GAIN FEEDBACK ON THEIR THOUGHTS AROUND SCHOOL CHOICE, NOT JUST THE PROCESS, BUT ALSO PROGRAM OPTIONS.

AND THAT WILL HELP US AND GUIDE US AND PROVIDE US INFORMATION AS WE GO THROUGH THIS TRANSFORMATION WORK TO SEE WHAT WOULD BE NEEDED IN CERTAIN COMMUNITIES TO ENGAGE STUDENTS AND KEEP THEM ENGAGED IN OUR SCHOOLS AND ATTRACT THEM TO HISD.

WE DO SEE AN EXPANSION OF CHARTER SCHOOLS IN OUR AREA.

I WILL SAY ACROSS THE STATE IN HARRIS COUNTY, OUR CHARTER SCHOOLS ARE ALSO FACING A DECLINE IN ENROLLMENT BECAUSE THERE'S SO MANY OPENING UP.

WE HAVE TO BE ATTENTIVE TO THAT AND ALSO LOOK AT BEST PRACTICES TO ATTRACT THESE FAMILIES BACK TO OUR SCHOOLS AND PROVIDE THEM OPPORTUNITIES TO GROW AND THRIVE IN HISD.

THANK YOU DR. LOVE. ONE OF THE OTHER THINGS THAT I'LL MENTION ON TOP OF THAT, WHICH I THINK YOU ALL HAVE HEARD ON A FEW DIFFERENT OCCASIONS, OF COURSE, THE STRATEGIC APPROACH IN TERMS OF EXPANDING OUR PRE-K THROUGHOUT THE DISTRICT AS WELL.

WE FEEL LIKE IF WE CAN EXPAND AND GET THEM EARLY, WE CAN KEEP SOME OF THEM EARLY AS WELL.

SO OF COURSE, WE HAD A TARGET OF ABOUT, I THINK 18 OR 18, 19, 20.

WE ENDED UP OPENING UP 24 NEW PROGRAMS THIS YEAR AND WANT TO CONTINUE TO DO THAT ON AN ANNUAL BASIS. OKAY.

SO I THINK THERE'S A RIGHT WAY AND A WRONG WAY TO CLOSE SCHOOLS.

AND I THINK PART OF THE RIGHT WAY IS TO LET THE PUBLIC KNOW WHEN THE TIME LINE AND I SEE THIS TRANSFORMATION TIMELINE, BUT THERE ARE REALLY ANY SPECIFICS.

SO IS THERE SOME MORE SPECIFICS ABOUT WHEN PROPOSED SCHOOL CLOSURES WOULD ACTUALLY COME OUT?

[02:50:03]

AGAIN, OUR TEAM IS IS WORKING THROUGH.

AND. DR.

CRUZ, WILL YOU SHARE IN REFERENCE TO WHERE WE WANT TO BE IN? SURE. SO, OF COURSE, AGAIN, NO DECISIONS HAVE BEEN MADE AROUND WHETHER WHAT SCHOOL CLOSURES WILL TAKE PLACE.

BUT JUST REFERRING TO THE BOARD'S OWN POLICY, I BELIEVE ANY ANNOUNCEMENTS AROUND SCHOOL CLOSURES NEED TO BE MADE, IF I'M NOT MISTAKEN, BY NOVEMBER OF ANY GIVEN YEAR, TO GIVE FAMILIES ENOUGH TIME TO FOR THE PRECEDING YEAR, TO GIVE FAMILIES ENOUGH TIME TO MAKE INFORMED DECISIONS AROUND THE SCHOOL CHOICE PROGRAM PROCESS, ETC..

RIGHT NOW THE PHASE THAT WE'RE ACTIVELY WORKING ON IS ON THAT DECISION MAKING FRAMEWORK.

SO LOOKING AT AND WORKING WITH ALVAREZ AND MIRASOL AND LOOKING AT A LOT OF DIFFERENT DATA POINTS, SUPERINTENDENT INDICATED THINGS SUCH AS CURRENT ENROLLMENT, PROJECTED ENROLLMENT, FINANCES, ACADEMICS REALLY WORKING THROUGH THE SYSTEM AT GREAT CITY SCHOOLS TO PUT A WHOLE BUNCH OF INPUTS INTO THIS FRAMEWORK SO THAT THEN WE CAN COST OUT DIFFERENT SCENARIOS SO THAT AS A STARTING POINT, WE UNDERSTAND WHAT ARE THE MENU OF OPTIONS AVAILABLE TO US AS A DISTRICT.

AGAIN, NO DECISIONS HAVE BEEN BEING MADE, BUT WE NEED TO GET CLARITY AROUND IF WE DO THIS, WE SAVE THIS AMOUNT OF MONEY.

IF WE DO THIS PLUS THIS, WE SAVE THIS AMOUNT OF MONEY.

UNDERSTAND THAT THERE ARE TRADEOFFS.

AND THEN, AS THE SUPERINTENDENT INDICATED, HAVING THAT ENGAGEMENT WITH THE BOARD, WITH THE PUBLIC SO THAT A PLAN CAN BE MADE THAT IS GOING TO BE BEST FOR KIDS, THAT'S GOING TO GET US TO A FINANCIAL SITUATION.

SO LONG WAY TO RESPOND IS IF HYPOTHETICALLY THERE WERE TERMINATION AROUND CLOSURES, IT WOULD HAVE TO.

CONSISTENT WITH BOARD POLICY, IT WOULD BECOME PUBLIC BY NOVEMBER OF THE PRECEDING YEAR SO THAT FAMILIES HAVE ENOUGH TIME TO MAKE DECISIONS AROUND THEIR CHILDREN'S EDUCATION.

OKAY. THANK YOU. AND WHAT OTHER BIG TICKET TRADEOFFS ARE BEING CONSIDERED? WHEN YOU SAY BIG TICKET TRADE OFFS, GIVE ME AN EXAMPLE OF WHAT YOU MEAN.

CLOSING A SCHOOL, RIGHT, IS HOW ONE WAY TO SAVE MONEY.

WHAT'S ANOTHER BIG TICKET BUDGET SAVINGS? I THINK THAT'S A PART OF WHAT WE'RE DEVELOPING RIGHT NOW IS KIND OF THE WHY.

THAT'S A PART OF THE PROCESS.

AND NO, I'M NOT ASKING FOR THE LINE.

I'M ASKING FOR WHAT OTHER BIG TICKET ITEMS ARE BEING.

BUT I THINK THE WHAT IS A PART OF THE PROCESS THAT WE'RE DEVELOPING BETWEEN NOW AND AND IN JANUARY, THAT IS A BIG PART OF WHAT WE'RE WE'RE FOCUSED ON IN JANUARY.

WE SHOULD KNOW SOME OTHER BIG TICKET ITEMS THAT ARE BEING CONSIDERED.

WE SHOULD HAVE MORE INSIGHT IN REFERENCE TO THE WHAT AS YOU'VE ARTICULATED.

OKAY. THANK YOU.

GUTHRIE YOU WROTE TO.

ANYONE ELSE FOR ROUND ONE.

TRUSTEE WADE. THANK YOU, TRUSTEE CRUZ.

REAL QUICK ON THE PRE-K PROGRAMS, SINCE WE KNOW THAT'S WHERE WE CAN GROW AN OPPORTUNITY TO GAIN STUDENTS AND GAIN INTEREST IN HISD, WHAT PROGRAMS ARE BEING CONSIDERED IN PRE-K THAT ARE ACTUALLY GOING TO BE DIFFERENTIATED ENOUGH TO GET GRAB THOSE FAMILIES? SO. ARE WE THINKING OF NEW, INTERESTING AND INNOVATIVE WAYS TO ATTRACT FAMILIES TO COMPETE WITH THE CHARTERS OR TO COMPETE WITH ANYTHING HOME SCHOOLING OR WHATEVER WE'RE LOOKING AT? BUT I DON'T SEE YET ANYTHING THAT MAKES ME SEE THAT OUR PRE-K IS OR ANY DIFFERENT THAN ANYTHING ELSE.

AND I DON'T KNOW.

BUT I'D LOVE TO SEE OR I'D LOVE TO HEAR EVENTUALLY.

WHAT THE PLANS ARE FOR OR WHAT WITH THE CURRENT STATE OF OUR PRE K PROGRAMING LOOKS LIKE.

I'M VERY CONFIDENT.

I'VE HAD A CHANCE TO VISIT SEVERAL PRE-K CLASSROOMS THIS YEAR.

OF COURSE, IN THE LAST YEAR AROUND WHAT WE'RE DOING.

I THINK THEY'LL STAND UP TO ANY.

BUT I THINK ONE OF THE MOST IMPORTANT PIECES IN TERMS OF THIS EXPANSION OF PRE-K IS REALLY UNDERSTANDING THE WHERE IN OUR COMMUNITY.

WE HAVE UTILIZED SOME SOME RESEARCH FROM RICE UNIVERSITY TO HELP US BETTER UNDERSTAND, YOU KNOW, PARENTS LIVE X NUMBER OF MILES AWAY FROM A SCHOOL.

THEY'RE LESS LIKELY OR MORE LIKELY TO TAKE ADVANTAGE OF A PROGRAM.

SO WE'VE USED THAT APPROACH AND THAT RESEARCH TO HELP US TARGET.

AND I THINK THAT'S ONE OF THE REASONS WHY WE HAD THE KIND OF GROWTH IN PRE-K THAT WE HAD THIS YEAR.

WE WERE ABLE TO TARGET IT AND AND FOCUS ON THE WHERE.

AND MY ASSUMPTION IS YOU'RE LOOKING AT EDUCATIONAL.

QUALITY. WELL, NOT ONLY QUALITY, BUT JUST SOME INVENTIVE THINGS THAT ARE OUT THERE BESIDES JUST THE STANDARD.

HOW FAR DO THEY LIVE? I MEAN, THOSE THINGS ARE IMPORTANT, AND I AGREE.

BUT THERE'S ALSO GOT TO BE OTHER, I THINK, THINGS OUT THERE THAT ONE OF THE IMPORTANT MOST IMPORTANT PIECES IS SOME OF THE WORK THAT DR.

BIRD IS WORKING ON, AS WELL AS IN HAVING STRONG SUPPORT AND CURRICULUM AND AND IMPLEMENTATION SPECIALISTS THAT ARE BEING ABLE TO

[02:55:09]

SUPPORT PRE-K, TEACHER QUALITY INSTRUCTION AND RESULTS WILL ALWAYS MAKE A MAJOR DIFFERENCE.

SO NOT JUST HAVING THESE STUDENTS IN, YOU KNOW, TEACHING THEM TO READ AND WRITE, BUT MAKING SURE THAT WE ARE PUTTING THE BEST, YOU KNOW, CURRICULUM IN FRONT OF THEM, MAKING SURE THE BEST TRAINING IS HAPPENING ON A ON AN ANNUAL BASIS WITH OUR TEACHERS AS WELL IS EXTREMELY IMPORTANT.

TRUSTEE GUIDRY.

YOU KNOW, WE'RE TALKING ABOUT ENROLLMENT.

AND I DON'T KNOW IF THIS IS AN APPROPRIATE TIME TO MENTION IT, BUT I SAW OUT EARLIER AS I WAS PULLING IN THE ENROLLMENT BUS.

IS THAT SOMETHING THAT YOU CAN DISCUSS AND WHAT'S THE PR AROUND THAT AND MAKING IT KNOWN TO THE COMMUNITY AND TO OUR PARENTS ABOUT THIS ENROLLMENT BUS? AND THAT'S ACTUALLY WHAT I WHAT I MENTIONED EARLIER.

THAT'S OUR NEW UNIT AND THAT ENROLLMENT UNIT WE'LL BE ABLE TO DEPLOY IN SEVERAL DIFFERENT WAYS THROUGHOUT THE COMMUNITY.

WE CAN ACTUALLY HAVE, YOU KNOW, TEN PEOPLE AT A TIME TO SIT ON THAT ON THAT UNIT.

SO TODAY WAS THE ACTUAL RIBBON CUTTING FOR THAT.

AND WE YOU KNOW, WE'LL HAVE SOME PRESS AND ADVERTISE AS MUCH AS POSSIBLE THE, YOU KNOW, THE OPPORTUNITIES OF WHEN WE'LL GET OUT TO DIFFERENT COMMUNITIES AND HOW WE'LL DEPLOY IT. SO WE'RE LOOKING FORWARD TO GETTING IT OUT.

OF COURSE, TODAY WAS THE FIRST DAY, SO I LOOK FORWARD TO THE COMMUNITY UNDERSTANDING HOW MUCH OF A VALUE ADD IT CAN BE IN CRITICAL AREAS THROUGHOUT THROUGHOUT HISTORY.

THANK. TRUSTEE BLUEFORD-DANIELS.

Y'ALL HAD A RIBBON CUTTING PARTY AND DIDN'T TELL US? WE MISSED IT. WE MISSED THE RIBBON CUTTING PARTY.

WE KNOW WE DON'T WANT TO MISS ONE PARTY.

DON'T BE COUNTING MY TIME THAT [INAUDIBLE] TALKING AND I'M GLAD.

I'M GLAD YOU BROUGHT UP ABOUT THAT.

AND YOU BOTH MAKE REALLY, REALLY GOOD POINTS.

ESPECIALLY ABOUT THE FACT THAT WE'VE GOT TO HAVE SOMETHING THAT IS DISTINGUISHES US FROM CHARTER SCHOOLS AND OTHER SCHOOLS, ETC., TO ATTRACT OUR CHILDREN.

BUT I WOULD GO FURTHER AND SAY, LIKE YOU TALK ABOUT THE RICE UNIVERSITY STUDY AND THAT'S DONE.

THEY AIN'T COMING TO MY NEIGHBORHOOD.

THEY AIN'T COME INTO MY NEIGHBORHOOD.

FOR INSTANCE, INDEPENDENCE HEIGHTS.

THEY HAVE OVER 500 APARTMENTS THAT WILL BE FINISHED BY MARCH OF NEXT YEAR.

THERE IS NO WAY TO REACH OUT TO THEM BECAUSE YOU DON'T HAVE ANY CONTACT INFORMATION.

BUT THAT'S GOING TO BE A SUBSTANTIAL AMOUNT OF GROWTH IN JUST THAT PARTICULAR AREA.

AND THERE ARE SO MANY OTHER AREAS THAT'S GROWING BECAUSE OF GENTRIFICATION THAT THEY NEED TO COME ON DOWN TO OUR NEIGHBORHOOD AND SEE HOW IT'S GROWING RATHER THAN BASED ON OUR DATA AND OUR FACTS THAT WE HAVE NOW.

I'VE SAID IT REPEATEDLY.

NOBODY KNOWS OUR LANDSCAPE LIKE WE DO NOBODY.

AND IT WOULD BE GOOD TO WORK WITH US AS WELL.

AND I ALWAYS SAY I DON'T WANT TO BE A PART OF THE PROBLEM.

I WANT TO BE PART OF THE SOLUTION.

SO IF IT'S ANYTHING THAT I CAN DO SPECIFICALLY OR WHOMEVER ELSE IS VOLUNTEERING TO HELP EXCUSE ME, IDENTIFY THOSE AREAS OF OPPORTUNITY FOR PRE-K AND KINDER.

I HOPE IT'S REALLY FUN.

SINCE WE DIDN'T COME TO THE PARTY, I HOPE IT'S SOMETHING THAT'S REALLY ATTRACTIVE AND SO THAT PEOPLE IN THE COMMUNITIES WILL COME OUT AND BE ENCOURAGED TO COME AND WANT TO KNOW WHAT'S GOING ON, ON THAT REGISTRATION, THAT ROLLING REGISTRATION BUS, SO THAT THEY CAN GET THEIR CHILDREN SIGNED UP.

TRUSTEE DEIGAARD.

SORRY. OKAY, SO WE SPENT 21 MINUTES HEARING A PRESENTATION, 22 MINUTES ON OUR FIRST ROUND OF Q&A.

AND WE ARE 7 MINUTES INTO ROUND TWO AND WE'RE PLANNING TO DO THIS EVERY SINGLE MONTH.

MADAM CHAIR, MR. SUPERINTENDENT, I WOULD LIKE TO RESPECTFULLY SUGGEST THAT THE TWO OF YOU VISIT ABOUT HOW TO MAKE THIS MORE TIME EFFICIENT, MAYBE MORE ONE USING THE ONE ON ONE CONVERSATIONS, MR. SUPERINTENDENT, EVERY MONTH TO HEAR WHAT THE QUESTIONS AND CONCERNS ARE FROM THE BOARD, TO THEN INCORPORATE THAT INTO THESE PRESENTATIONS, FOR US TO BE ABLE TO SHARE OUR THOUGHTS IN ADVANCE TO TRY AND STREAMLINE THIS A BIT.

[03:00:04]

IT'S INCREDIBLY IMPORTANT.

THERE ARE A LOT OF BIG DECISIONS COMING UP.

THIS IS CRITICAL FOR US TO UNDERSTAND, BUT I'M LOOKING AHEAD TO LIKE WE HAVEN'T EVEN STARTED ON OUR VOTING ITEMS TONIGHT AND IT'S AFTER 8:00.

SO I'M JUST RESPECTFULLY ASKING THAT YOU COORDINATE TOGETHER AND ALSO GET THE INPUT.

HOW CAN WE STREAMLINE THIS SO WE'RE NOT SPENDING AN HOUR EVERY SINGLE MONTH REHASHING BECAUSE I KNOW AS A MONTHS GO ON, ALL OF US, MYSELF INCLUDED, PROBABLY ARE GOING TO SAY THE SAME THINGS OVER AND OVER AND OVER AND AGAIN.

AND IT'S JUST GOING TO BECOME BATTLES OVER THIS, THAT AND THE OTHER THING.

AND I THINK THERE IS A BETTER WAY TO APPROACH THIS AND MY TWO CENTS.

TRUSTEE HERNANDEZ. THANK YOU.

I JUST WANT TO REITERATE TRUSTEE WADE'S COMMENTS ABOUT PRE-K PROGRAMS AND MAKING SURE THAT WE'RE NOT JUST OPENING PROGRAMS, BUT THAT WE ARE RECRUITING PARENTS THAT MAY NOT HAVE CHOSEN HISD BEFORE TO CHOOSE HISD.

WE KNOW THAT THE CITY OF HOUSTON IS OPENING FOR MONTESSORI PROGRAMS IN HOUSTON THIS NEXT YEAR.

TWO OF THEM ARE ON THE EAST SIDE, ONE IN DENVER HARBOR AND ONE IN MAGNOLIA PARK.

THERE'S GOING TO BE A WANT FOR MONTESSORI PROGRAMS IN THE ELEMENTARY LEVEL BECAUSE THERE WILL BE STUDENTS WHO ARE MONTESSORI TRAINED.

I HAVEN'T SEEN ANY OF THAT.

I DON'T HAVEN'T SEEN. WE'RE GOING TO DO SOMETHING EXTRA FOR OUR ELEMENTARY SCHOOLS.

AND WE KNOW THAT WE NEED TO DO EXTRA THINGS FOR OUR ELEMENTARY SCHOOLS IN ORDER TO MAKE SURE THAT OUR STUDENTS ARE ABLE TO READ BY THIRD GRADE.

THAT'S WHAT I WANT TO HEAR IN THIS TRANSFORMATION PLAN, BECAUSE IF WE DO NOT GET OUR ELEMENTARY SCHOOLS RIGHT, WE CANNOT HAVE FUNCTIONING HIGH SCHOOLS AND MIDDLE SCHOOLS.

SO I WOULD LOVE TO SEE WHAT IS ACTUALLY GOING TO HAPPEN IN OUR ELEMENTARY SCHOOLS AND OUR PRE-K PROGRAMS SO THAT WE MAKE SURE THAT WE HAVE ENROLLMENT, INCREASING ENROLLMENT, AND DON'T JUST KEEP DECREASING.

OKAY, SO THAT'S ALL.

WE DON'T NEED TO VOTE ON THIS.

SO OUR LAST DISCUSSION REPORT ITEM IS J1, RECEIVE AND DISCUSS AUDIT OF THE ANNUAL COMPREHENSIVE FINANCIAL REPORT FOR FISCAL YEAR

[J-1 Receive And Discuss Audit Of The Annual Comprehensive Financial Report For Fiscal Year 2021–2022]

2021-2022. AND WHILE OUR AUDITORS ARE COMING TO THE FRONT WHO HAVE BEEN PATIENTLY WAITING.

THANK YOU SO MUCH.

TRUSTEES, IF THERE'S ANYTHING THAT YOU WANT TO PUT BACK ON CONSENT, PLEASE LET ME KNOW AFTER THIS PRESENTATION.

SO JUST BE READY TO TELL ME BECAUSE OTHERWISE WE'RE GOING TO BE HERE VERY, VERY LONG TONIGHT.

GOOD EVENING TRUSTEES AND SUPERINTENDENT HOUSE.

THIS WEEK IS GOING THROUGH THEIR ANNUAL AUDIT FOR FINANCIAL ACCOUNTS AND FINANCIAL STATEMENTS.

IT'S REALLY IMPORTANT THAT WE DO THAT SO THAT WE CAN KNOW THAT OUR FINANCIAL STATEMENTS ARE PRESENTED FAIRLY.

AND OF COURSE, WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES AND OTHER STANDARDS THAT APPLY.

TONIGHT, I'D LIKE TO INTRODUCE LAURA.

SHE'S WITH THE FIRM OF WEAVER, WHO HAS THE AUDIT FUNCTION FOR OUR ACCOUNTS THIS YEAR, AND SHE'S GOING TO DO A PRESENTATION ON THE RESULTS OF THE AUDIT. I'VE ALREADY BEEN BRIEFED ON THOSE.

AND SO IT'S TIME FOR YOU ALL TO BE SHARED WITH THE SAME INFORMATION.

WITH THAT, I'LL TURN IT OVER TO LAURA.

ALL RIGHT. THANK YOU.

UM. TENET HOUSE AND THE ENTIRE BOARD.

THANK YOU FOR THE OPPORTUNITY TO PERFORM THE AUDIT FOR HISD.

I ALSO WANT TO EXTEND A THANK YOU TO GLEN AND CHERIE AND THE FINANCE GROUP.

THEY'RE EXTREMELY INSTRUMENTAL INTO MAKING SURE THAT WE CAN MEET THE DEADLINE.

AS YOU CAN IMAGINE, AN AUDIT IS A LOT OF WORK, SO WE APPRECIATE ALL THE SUPPORT THAT THEY GIVE US AND MAKING SURE THAT THEY GIVE US INFORMATION TIMELY.

SO WE'RE GOING TO INCLUDE AN OVERVIEW OF THE AUDIT PROCESS, OUR AUDIT RESULTS AND COMMUNICATIONS, THE FINANCIAL HIGHLIGHTS, SOME UPCOMING CHANGES THE DISTRICT CAN EXPECT, AND THEN ALLOW SOME TIME FOR QUESTIONS.

SO OUR AUDIT PROCESS STARTS WITH INITIAL PLANNING.

WE PERFORM SOME INTERIM WORK DURING JUNE, JULY, REALLY FOCUSED ON INTERNAL CONTROL TESTING, UNDERSTANDING WHAT'S CHANGED AT THE DISTRICT AND LOOKING AT STARTING ON THE SINGLE AUDIT. THEN WE DO OUR YEAR END FIELDWORK IN SEPTEMBER AND OCTOBER.

PRESENT TO THE BOARD TODAY, AND THEN WE GET PREPARED FOR THE NEXT GO ROUND.

OUR AUDIT PROCESS. WE PERFORM OUR AUDIT IN ACCORDANCE WITH GENERALLY ACCEPTED AUDITING STANDARDS AND GENERALLY ACCEPTED GOVERNMENT AUDITING STANDARDS AS REQUIRED.

[03:05:01]

WE ALSO PERFORM A SINGLE AUDIT OVER THE UNIFORM ADMINISTRATIVE REQUIREMENTS AND COST PRINCIPLES AND AUDIT REQUIREMENTS FOR FEDERAL AWARDS.

AND WE ALSO DO THAT FOR THE STATE AWARDS AS WELL UNDER TEXAS UNIFORM GRANT STANDARDS.

AND THEN WE ALSO PERFORM TESTS OF THE DISTRICT'S COMPLIANCE WITH CERTAIN PROVISIONS OF LAWS, REGULATIONS AND CONTRACTS, SPECIFICALLY INCLUDING PUBLIC FUNDS INVESTMENT ACT, AND ANY STATE COMPLIANCE REQUIREMENTS.

WE DO PERFORM UNDER A RISK BASED APPROACH.

WE FOCUS ON VERY SPECIFIC RISKS WHERE WE IDENTIFY IN THE FINANCIAL STATEMENTS, INCLUDING SOME FEDERAL AND STATE GRANT REVENUES AND EXPENDITURES, STATE FOUNDATION, SCHOOL PROGRAM, REVENUE AND RELATED ESTIMATES, CONSTRUCTION AND PROGRESS, PAYROLL ACCOUNTS PAYABLE AND DISBURSEMENTS.

WE TEST INTERNAL CONTROLS OVER FINANCIAL REPORTING AND COMPLIANCE, SPECIFICALLY OVER CASH DISBURSEMENTS AND PAYROLL.

AND THEN ON THE COMPLIANCE SIDE, DEPENDING ON THE MAJOR PROGRAMS THAT ARE SELECTED.

SO THESE ARE OUR OVERALL FINANCIAL STATEMENT RESULTS.

THE TYPE OF ISSUE REPORT ISSUED IS UNMODIFIED.

SO THAT'S OUR HIGHEST LEVEL OF ASSURANCE GIVEN THAT THIS WAS CONSIDERED A CLEAN OPINION.

SO THAT'S WHAT YOU WANT? WE HAVE NO MATERIAL WEAKNESSES NOTED.

WE DID HAVE SIGNIFICANT DEFICIENCIES WHICH WE'LL DISCUSS IN A FEW SLIDES AND NO NONCOMPLIANCE MATERIAL TO THE FINANCIAL STATEMENTS NOTED.

FOR OUR AUDIT OVER THE COMPLIANCE FOR FEDERAL AND STATE AWARDS.

WE DID HAVE AN UNMODIFIED OPINION THERE AS WELL.

HISD IS IDENTIFIED AS A HIGH RISK ODDITY, WHICH MEANS WE TEST MORE FEDERAL PROGRAMS THAN ARE REQUIRED, THE MINIMUM REQUIRED.

WE THERE IS NO MATERIAL WEAKNESSES NOTED, NO REPORTED SIGNIFICANT DEFICIENCIES AND NO AUDIT FINDINGS UNDER EITHER THE UNIFORM GUIDANCE OR THE TEXAS UNIFORM GRANT MANAGEMENT STANDARDS. THESE ARE THE FEDERAL AND STATE MAJOR PROGRAMS THAT WE TESTED THIS YEAR.

THIS YEAR WE DID TEST A SIGNIFICANT NUMBER OF PROGRAMS. THE FEDERAL GOVERNMENT DOES GIVE US GUIDANCE ON THESE, AND ANYTHING COVID RELATED IS CONSIDERED AUTOMATICALLY HIGH RISK.

AND WE TEST THAT. SO YOU'LL SEE THAT WE TESTED THE EMERGENCY CONNECTIVITY GRANT AND THE ESSER PROGRAMS. WE ALSO TESTED CHILD NUTRITION CLUSTER, THE ENGLISH ACQUISITION, ENGLISH LANGUAGE ACQUISITION GRANTS, SUPPORTING EFFECTIVE INSTRUCTION GRANTS AND STUDENT POOR AND ACADEMIC ENRICHMENT PROGRAMS. WE TESTED TWO MAJOR STATE PROGRAMS TEXAS, TEXAS HOME VISIT PROGRAM, AND ALSO THE SCHOOL LUNCH MATCHING.

THE SIGNIFICANT EFFICIENCY.

FIRST ONE WE NOTED WAS INTERNAL CONTROL OVER THE DISPOSAL OF CAPITAL ASSETS.

MANAGEMENT SELF IDENTIFIED THIS ERROR AND NOTED THAT 144 MILLION OF CAPITAL ASSETS WERE NOT RECORDED AS DISPOSALS RELATED TO CONSTRUCTION COMPLETED WITH THE 2012 BOND PROGRAM. THESE ASSETS WERE DEMOLISHED SOMETIME BETWEEN 2014-2021.

THE SECOND SIGNIFICANT DEFICIENCY WE NOTED WAS RELATED TO OVER AN INCORRECT ENTRY IN THE HEALTH INSURANCE FUND, WHICH IS ONE OF THE INTERNAL SERVICE FUNDS.

12 MILLION OF REVENUES AND EXPENSES WERE IMPROPERLY RECORDED.

THE PROPER RECORDING OF THIS FENCE DID HAPPEN IN THE ESSER FUND.

PRIOR YOUR FINDING? WE HAD A PRIOR YEAR FINDING OVER IN-KIND REVENUES AND EXPENDITURES.

WE DID NOT KNOW THAT THERE WAS ANY ISSUES WITH THAT THIS YEAR.

SO THE FINDING WAS COMPLETED AND THERE'S NO FURTHER NO FURTHER ISSUES.

SIGNIFICANT RISKS AS PART OF THE AUDITING STANDARDS THERE.

THE AUDIT STANDARDS REQUIRE US PRESUMPTIVELY TO ASSUME THAT THERE ARE CERTAIN RISKS.

THE MAIN RISK THAT THEY REQUIRE US TO ASSESS REGARDING AN ENTITY IS MANAGEMENT OVERRIDE OF CONTROLS AND IMPROPER REVENUE RECOGNITION.

WE THEN EVALUATE THAT AND DETERMINE IF THERE'S ANY OTHER RISK.

SO THESE ARE HOW WE ADDRESS OUR AUDIT PROCEDURES.

HOWEVER, THERE IS NO ISSUES NOTED WITH ANY OF THESE ITEMS THROUGH OUR ACTUAL AUDIT TESTING.

NEW ACCOUNTING STANDARDS.

THE DISTRICT DID IT UP. GASB STATEMENT NUMBER 87 LEASES THIS YEAR, AND THIS WAS A SINGLE MODEL FOR LEASE ACCOUNTING, WHICH WE'RE PUTTING ALL OF THE RIGHT TO USE ASSETS AND THE LEASE LIABILITY IN THE FINANCIAL STATEMENTS INSTEAD OF JUST INCLUDING IT IN A NOTE DISCLOSURE.

IT RESULTED IN $4 MILLION OF RIGHT TO USE ASSETS AND LEASE LIABILITIES RECORDED AS OF JULY 1ST, 2021.

MANAGEMENT'S ESTIMATES.

WE LOOK AT KEY MANAGEMENT'S ESTIMATES WHERE THERE MIGHT BE THE ABILITY TO INFLUENCE THOSE ESTIMATES.

SO WE LOOK AT THE ALLOWANCE FOR UNCOLLECTIBLE RECEIVABLES, THE FOUNDATION SCHOOL PROGRAM REVENUE, AND THEN ESTIMATES OBTAINED FROM SOME OF OUR THIRD PARTY ACTUARIES THE INCURRED BUT NOT REPORTED CLAIMS FOR OUR HEALTH CARE AND WORKERS COMP AND THEN YOUR NET PENSION AND NET OPEB LIABILITIES.

CERTAIN FINANCIAL STATEMENT DISCLOSURES INVOLVE JUDGMENT OR CONSIDERED SIGNIFICANT.

WE LOOKED SPECIFICALLY AT THE CAPITAL ASSET RESTATEMENT AND NOTE SIX THE EMPLOYEE RETIREMENT PLAN AND NOTE 11 AND THEN ANY COMMITMENTS AND CONTINGENCIES NOTED IN NOTE 12.

OUR OTHER ITEMS WERE REQUIRED TO COMMUNICATE.

THERE WAS NO UNCORRECTED MISSTATEMENTS, NO MATERIAL ERRORS, IRREGULARITIES OR LEGAL ACTS.

NO TRANSACTIONS ENTERED INTO FOR THE DISTRICT WHICH THE YEAR WHICH THERE IS A LACK OF AUTHORITATIVE GUIDANCE.

[03:10:03]

NO DIFFICULTIES OR DISAGREEMENTS AROSE WITH MANAGEMENT.

NO INDEPENDENCE ISSUES AND NO CONSULTATIONS OR REQUEST FOR A SECOND OPINION FROM ANOTHER ACCOUNTANT.

NOW WE'LL COVER SOME OF THE FINANCIAL HIGHLIGHTS.

THIS IS JUST A BRIEF OVERVIEW OF THE REVENUES ON THE GOVERNMENTAL FUNDS OVER THE LAST FIVE YEARS.

AS YOU CAN SEE, LOCAL AND INTERMEDIATE SOURCES, PRIMARILY DRIVEN BY BY PROPERTY TAXES, CONTINUE TO INCREASE.

STATE PROGRAM REVENUES HAVE BEEN A LITTLE ON THE DECREASING SIDE OVER THE LAST FIVE YEARS, AND FEDERAL PROGRAM REVENUES REALLY DRIVEN BY THE COVID FUNDING HAVE INCREASED SIGNIFICANTLY. IN THIS CURRENT YEAR, 2022.

AND THAT'S JUST A PIE CHART THAT KIND OF SHOWS YOU HOW THE EXPENDITURES ARE BEING COVERED BASED ON THE REVENUES.

THE DIFFERENCE BETWEEN 2022 AND 2021.

AND HERE'S THE PIE CHARTS FOR THE EXPENDITURES AS WELL.

AND SO OBVIOUSLY, THE TWO LARGEST, THE LARGEST AREA EACH YEAR IS INSTRUCTION CURRICULUM AND MEDIA SERVICES, WHICH WE WOULD EXPECT FOR A SCHOOL DISTRICT FOLLOWED BY STUDENT SUPPORT. AND THEN WE ALSO HAVE A LARGE COMPONENT RELATED TO THE DEBT PAYMENTS.

AND AGAIN, HERE'S YOUR FIVE YEAR TRENDS GENERALLY STAYING PRETTY CONSISTENT, YOU DO TEND TO SEE LITTLE FLUCTUATIONS IN FACILITIES, ACQUISITION AND CONSTRUCTION DEPENDING ON WHAT PROJECTS THE DISTRICT CURRENTLY HAS GOING ON.

THIS IS JUST THE VERSION OF THE REVENUES AND EXPENDITURES TO THE ADOPTED, AMENDED AND ACTUAL BUDGET.

SO YOU'LL NOTE THAT THE REVENUES CAME IN HIGHER THAN THE FINAL BUDGET AND THEN THE EXPENDITURES CAME IN LOWER THAN THE FINAL BUDGET.

AND THIS IS WHAT THE GENERAL FUND BALANCE HAS BEEN DOING FOR THE PAST FIVE YEARS.

YOU NOTICE THERE WAS AN INCREASE THIS YEAR IN UNASSIGNED FINE BALANCE AND THEN ALSO IN THE TOTAL FUND BALANCE.

SO THAT HAS BEEN CONTINUING TO INCREASE.

UPCOMING CHANGES.

THERE IS A NEW GASB STANDARD SUBSCRIPTION BASED INFORMATION TECHNOLOGY ARRANGEMENTS.

THIS STANDARD DESCRIBES WHAT WE CONSIDER THIS.

THIS IS GENERALLY WHAT WE CONSIDER SOFTWARE AGREEMENTS, AND THIS WILL BE EFFECTIVE FOR NEXT YEAR FOR THE FOR THE DISTRICT'S FINANCIAL STATEMENTS.

AND WE DO ANTICIPATE THIS WILL HAVE A PRETTY LARGE IMPACT.

IT'LL BE VERY SIMILAR TO THE LEASE STANDARD WHERE THERE'LL BE AN ASSET AND A LIABILITY RECORDED.

SO NO IMPACT ON NET POSITION, BUT A BUT A GROSS UP OF ESSENTIALLY THE STATEMENT OF NET POSITION.

GADSBY STATEMENT 101 COMPENSATED ABSENCES.

THIS IS REALLY JUST MAKING A UNIFIED MODEL FOR HOW GOVERNMENTS ARE REPORTING THIS.

AND THIS IS EFFECTIVE FOR PERIODS BEGINNING AFTER 12/15/2023.

AND AGAIN, WE THANK YOU FOR THE OPPORTUNITY TO SERVE THE DISTRICT.

AND I'M HAPPY TO ANSWER ANY QUESTIONS AT THIS TIME.

TRUSTEES. ANY QUESTIONS? I'LL START SINCE I SEE NO ONE IN THE QUEUE.

IF YOU CAN GO BACK TO SLIDE 12.

PLEASE. SO THESE ARE THE SIGNIFICANT DEFICIENCIES? YES. SUPERINTENDENT HOUSE, HOW WILL WE KNOW WHEN AND HOW THESE HAVE BEEN CORRECTED? I'M ASSUMING YOU WERE JUST GETTING THIS INFORMATION AS WE ARE.

SO JUST CURIOUS WHAT THE PLAN IS OR WHAT YOU ANTICIPATE THE PLAN TO BE.

SO THE PLAN IS REALLY CONSISTENT COMMUNICATION, OF COURSE, WITH THE THE AUDIT OFFICE.

AND THEN, OF COURSE, WHEREVER THERE ARE SIGNIFICANT FINDINGS THAT NEED TO BE ADDRESSED, WE WORK WITH THOSE PARTICULAR DEPARTMENT HEADS TO ENSURE THAT WE ADDRESS THEM.

SO, GLEN, ANY ANY ADDITIONAL INSIGHTS YOU WANT TO SHARE THERE? NO, ESPECIALLY THIS ONE.

IT WAS AN ENTRY THAT JUST SHOULDN'T HAVE HAPPENED.

THERE ARE SOME ADDITIONAL TRAINING WE'RE GOING TO BE DOING FOR SOME THE FIRST HALF COMING INTO THE DISTRICT TO ENSURE THAT THE POLICIES ARE FOLLOWED.

THIS WASN'T A ISSUE OF NOT ISSUE OF NOT HAVING A POLICY.

IT WAS JUST THEY WERE NOT FOLLOWED.

THANK YOU FOR THAT INSIGHT.

AND CHIEF BLACKWELL, IS THIS AUDIT ALSO PART OF THE DASHBOARD IN TERMS OF LIKE THE FINDINGS AND ALL THAT? OKAY. CAN WE ADD IT? IS THAT POSSIBLE? OK. THANK YOU.

I APPRECIATE IT. I HAVE A COUPLE MORE QUESTIONS, BUT I CAN'T FIND THEM, SO. TRUSTEE GUIDRY.

LET ME JUST SAY THAT I HAVE SO MANY QUESTIONS.

BUT FOR THE SAKE OF TIME, I'M GOING TO SUBMIT MY QUESTIONS AS A BOARD REFERRAL.

BUT I AM GOING TO ALSO ASK THAT LIKE EVERY OTHER REPORT, THE CHAIR OF THE AUDIT COMMITTEE WOULD MAKE SURE THAT WE GET THIS REPORT, THESE REPORTS TIMELY, LIKE WE'RE JUST GETTING THIS.

WELL, BUT YOU'RE THE CHAIR OF THE AUDIT COMMITTEE AND IT SHOULD HAVE BEEN SEEN TO IT THAT WE IF THERE WAS GOING TO BE A REPORT TONIGHT, THAT THE REPORT SHOULD HAVE BEEN SUBMITTED TO US MORE TIMELY.

SO WE WOULD HAVE HAD AN OPPORTUNITY TO REVIEW IT.

[03:15:02]

NO DISRESPECT TO YOU, REALLY NONE.

BUT THIS IS SOMETHING THAT'S VERY IMPORTANT.

WE SHOULD HAVE HAD AN OPPORTUNITY TO OVERVIEW IT BEFORE IT CAME TO US.

THANK YOU SO MUCH. TRUSTEE DEIGAARD.

SO THIS WAS NOT THIS DID NOT COME FROM THE AUDIT COMMITTEE.

THIS WAS ADDED TO THE AGENDA BY THE ADMINISTRATION.

NONE OF THIS WAS DISCUSSED WITH ME OR PROVIDED TO ME OR THE COMMITTEE PRIOR TO TONIGHT.

THIS IS SOMETHING THAT WE DO.

THIS IS PART OF AN ANNUAL PROCESS.

IT GOES TO THE FULL BOARD FIRST.

IT DOESN'T GO TO THE AUDIT COMMITTEE FIRST.

IT GOES TO THE FULL BOARD FIRST.

THE QUESTION THAT I HAVE, ARE YOU DISAGREEING WITH THAT? CAN CAN LEGAL IS IT POSSIBLE IN FUTURE YEARS FOR THIS TO GO TO THE AUDIT COMMITTEE FIRST? IF THE TIMING IS CORRECT.

I BELIEVE YOU'RE THE ISSUE IS YOU'RE RUNNING UP AGAINST A DEADLINE.

WE DO THIS IN NOVEMBER OF EVERY YEAR, SO YOU JUST NEED TO TIME YOUR AUDIT COMMITTEE MEETINGS SO THAT SO YOU HAVE ONE OR THIS REPORT READY WHERE THIS REPORT IS ACTUALLY READY FOR THAT AUDIT COMMITTEE MEETING? I DON'T THINK THIS REPORT WAS READY IN SEPTEMBER WHEN YOU HAD YOUR SEPTEMBER AUDIT COMMITTEE MEETING.

SO CAN THE AUDIT CHAIR, WHOEVER IT IS NEXT YEAR, BE INFORMED WHEN THIS IS READY SO THEY CAN CALL AN AUDIT COMMITTEE MEETING? I THINK THAT WOULD BE A QUESTION TO YOUR CHIEF AUDIT EXECUTIVE.

OKAY. CAN WE BE? WELL, ANYWAY, SO MY QUESTIONS ABOUT THIS AUDIT ARE.

TO THE ADMINISTRATION.

WERE ANY OF THESE DEFICIENCIES THAT WERE FOUND BY WEAVER, WERE THEY PART OF PREVIOUS AUDITS THAT WERE DONE EXECUTED BY OUR DISTRICT AUDIT DEPARTMENT, WHERE THEY FOUND DEFICIENCIES THAT HADN'T BEEN ADDRESSED BEFORE THIS AUDIT? CHIEF REED. NO THESE HAVE NOTHING TO DO WITH ANYTHING.

INTERNAL AUDIT. THE FIRST ONE WAS ONE THAT WE ACTUALLY SELF IDENTIFIED.

SO WE TOLD WEAVER THAT WE FOUND THIS THAT DEFICIENCY.

THIS ONE WAS FOUND BY WEAVER AND IT WAS A ENTRY THAT SOMEONE MADE THAT THEY SHOULD NOT HAVE MADE.

I MEAN, JUST BE HONEST.

SO THAT THAT I DON'T EXPECT THAT TO CONTINUE IN THE FUTURE.

OKAY. AND COULD SOMEONE EXPLAIN FOR THE SAKE OF THE FULL BOARD AND FOR THE PUBLIC HOW THIS DIFFERS FROM THE REST OF THE AUDIT PLAN? SO THIS IS THE REQUIRED ANNUAL EXTERNAL AUDIT.

SO STATE LAW REQUIRES THAT SCHOOL DISTRICTS HAVE AN ANNUAL EXTERNAL AUDIT.

AND WHEN YOU ALL APPROVE THIS, THIS AUDIT, THEN WE SUBMIT THAT TO TEA WE HAVE TO DO SO 150 DAYS AFTER THE END OF OUR OF OUR FISCAL YEAR. SO THIS IS A REQUIREMENT AND A SUBMISSION THAT WE PROVIDE TO TEA EVERY YEAR.

THANK YOU. TRUSTEE BLUEFORD-DANIELS.

I'M ACTUALLY AS I LISTEN TO THIS, I GO BACK TO PAGE 12 THAT PRESIDENT CRUZ IDED THAT $12 MILLION.

AND, YOU KNOW, I KNOW WE HAD ONE INSTANCE BEFORE WE FOUND SOME SOME MONEY FROM A&M, FOUND SOME MILLIONS OF DOLLARS.

SO THIS 2022, WHAT WAS THE PERIOD FOR THIS $12 MILLION? WAS IT FOR WAS IT JUST FOUND THIS YEAR OR WAS IT OVER A TWO, THREE, FOUR YEAR PERIOD THAT WE DIDN'T WE HAD AN OPPORTUNITY TO HAVE FOUND THIS. THIS IS NOT MONEY.

THIS WAS AN ERROR, AN ENTRY THAT SHOULD NOT HAVE BEEN DONE.

IT DID NOT IMPACT ANY CASH, DIDN'T IMPACT ANY.

IF WE HADN'T FOUND IT, WE WOULD HAVE HAD A STATEMENT THAT WAS INCORRECT ON REVENUE AND EXPENDITURES.

I DON'T KNOW IF YOU WANT TO ADD ANYTHING TO THAT, LAURA, BUT YEAH, IT WAS PURELY IT WAS A ONE TIME ENTRY.

IT WAS ONLY IN 2022 AND LIKE YOU SAID, THE ORIGINAL REVENUE AND EXPENDITURES ARE PROPERLY RECORDED IN THE ESSER FUND.

IT JUST SIMPLY OVERSTATED IT.

IT'S ONE OF THOSE ENTRIES WHERE YOU ACTUALLY RECORD A REVENUE AND EXPENDITURE AT THE SAME TIME, AND UNFORTUNATELY IT WAS BOOKED INCORRECTLY BY OK.

AND I THINK I APPRECIATE THAT TRANSPARENCY BECAUSE, YOU KNOW, WE ALL MAKE ERRORS BECAUSE IT WAS AN ENTRY, APPARENTLY A MANUAL ENTRY, BUT IT'S A GOOD THING THAT WE FOUND IT.

AND SO NOW WE KNOW WHAT TO DO WITH IT.

SHOW ME THE MONEY, PROGRAMS. THANK YOU. TRUSTEE WADE.

THANK YOU FOR THE PRESENTATION.

AND YOU WERE SO EFFICIENT IN THAT WONDERFUL IN THAT PRESENTATION.

SO I APPRECIATE THAT VERY MUCH.

A QUICK QUESTION ON PAGE 11.

SO THE MANAGEMENT IDENTIFIED 1.1 144 MILLION IN CAPITAL ASSETS NOT PROPERLY RECORDED AS DISPOSALS RELATED TO

[03:20:09]

CONSTRUCTION FROM THE 2012 BOND PROGRAM.

SO I GUESS MY CONCERN ABOUT THIS IS THAT WE AS WE LOOK INTO THIS POTENTIAL BOND.

PLAN GOING FORWARD.

AND. ADDRESSING THIS ISSUE.

WITH THAT COMING.

YES. AND I THINK THAT'S ACTUALLY HOW IT CAME TO LIGHT.

YES. SO AS THEY WERE WORKING ON THIS NEW BOND PROGRAM, IT CAME TO LIGHT AND THAT'S HOW THE DISTRICT DISCOVERED IT.

AND THEN THEY'VE NOW IMPLEMENTED SOME CONTROLS TO MAKE SURE IT'S NOT GOING TO MAKE IT A HARDER SELL.

IF WE ONE DIDN'T GET BUILDINGS FINISHED, TWO, WE RAN OUT OF MONEY BECAUSE IT TOOK SO LONG.

AND THEN THREE, WE HAVE THESE FINDINGS.

SO I JUST WANT TO MAKE SURE WE'RE THANK YOU FOR FINDING IT SO WE KNOW.

THANK YOU. MM HMM.

MS.. LAMBERT, THANK YOU SO MUCH.

THANK YOU FOR PATIENTLY WAITING FOR SO MANY HOURS.

APPRECIATE IT. WE ARE NOW READY TO CONSIDER THE SUPERINTENDENT'S AGENDA ITEMS FOR THE RECORD.

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

LET IT BE REFLECTED THAT ITEM B TWO WAS WITHDRAWN.

A NEW A1 HAS BEEN ADDED ALONG WITH J TWO AND ITS ATTACHMENT AND ITEMS TO AN ATTACHMENT TWO ITEMS I1, I2 AND I3 HAVE BEEN REVISED. BOARD POLICY REQUIRES TRUSTEES TO EXCUSE THEMSELVES AND ABSTAIN FROM ALL DISCUSSION AND VOTES PERTAINING TO CONTRACTS THAT MIGHT INVOLVED A CONFLICT OF INTEREST AS DEFINED IN BOARD POLICY BBFA LOCAL.

A CONFLICT OF INTEREST IS ANY CIRCUMSTANCE THAT COULD CAST DOUBT ON A TRUSTEE'S ABILITY TO ACT WITH TOTAL OBJECTIVITY WITH REGARD TO THE DISTRICT'S INTERESTS.

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

EACH MONTH, ALL ACTION ITEMS BEGIN ON THE CONSENT AGENDA.

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

ON THE MONDAY PRIOR TO THE VOTING MEETING.

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

THE UPDATED 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 WEBSITE.

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

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

SO I GOT SOME NOTES ON THINGS TO PUT BACK ON CONSENT, BUT SOME OF THEM WERE NOT OFF OF CONSENT AND SOME OF THEM MORE THAN ONE OF YOU PULLED.

SO LET ME JUST READ THEM OUT LOUD.

SO A1 WAS NOT A VOTING ITEM.

B1A OH, THAT'S THE QUARTERLY TRACKER.

SO WE ACTUALLY HAVE TO VOTE ON THE.

F1, TWO.

WAIT, NO, THAT ONE WAS FINE. SO F1, I'M GOING TO PUT BACK ON CONSENT.

F2 AND F3 WERE, OH YEAH, F3 WAS SO F2 WAS NOT PULLED FROM CONSENT, F THREE WAS, BUT IT WAS ALSO BY SOMEONE ELSE.

SO F3 APPROVAL OF ALL CLASS SIZE WAIVER REQUESTS.

DO WE WANT TO PUT THAT BACK ON CONSENT? OKAY. AND THEN THE NEXT ONE IS F6.

F6 AND EIGHT ANY OPPOSED TO PUTTING IT BACK ON CONSENT.

ALL RIGHT. AND THEN K4.

SO LEAVE THAT ONE OFF.

OKAY. K4, ANY OBJECTIONS TO PUTTING IT BACK ON CONSENT? AND THEN I ITEM 18 0409.

ANY OBJECTIONS, THAT'S THE WATER SOFTENER THINGY I THINK.

DOES ANYONE OBJECT TO 18 0409 GOING BACK ON? OH, I CAN'T. IT'S.

DOES ANYBODY SEE WHAT PAGE OF THE SCRIPT IT'S ON? I THINK MY EYES ARE JUST GETTING CROSSED AT THIS POINT.

WHAT PAGE OF THE SCRIPT? PAGE 12. THANK YOU, TRUSTEE ALLEN.

OKAY, SO WE'LL LEAVE THAT ONE.

WE'LL PUT THAT ONE BACK ON CONSENT.

SO WE'LL BE RETURNING F1 F6 PROJECT

[03:25:10]

180409. YES, SHE SAID, THAT'S FINE.

SO DO WE NEED TO TAKE A VOTE FOR THAT, TO PUT THOSE BACK ON CONSENT? THAT.

YOU KNOW, LIKE IT'S NOT IN THE SCRIPT.

THAT'S THE TOP OF PAGE 11.

OH, SORRY. IT'S BECAUSE IT'S WITH THE FULL PARAGRAPH.

I WAS LOOKING DIFFERENTLY. THANK YOU.

TRUSTEE ALLEN. OKAY, SO DO I HAVE A MOTION TO PUT THE FOLLOWING ITEMS BACK ON THE CONSENT AGENDA? F1 F6, AND I1 PROJECT.

18 0409 SO MOVED HERNANDEZ.

PLEASE VOTE.

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

AND K4.

THANK YOU, MR. MCBRIDE. [INAUDIBLE] ALL RIGHT. PLEASE VOTE.

TRUSTEE WADE.

WE HAVE 8 FOR, 0 ABSTENTIONS.

ZERO AGAINST, ZERO ABSTENTIONS.

MOTION PASSES.

OKAY, SO LET ME.

OUR FIRST ITEM HELD FROM THE CONSENT AGENDA IS A THREE CONSIDERATION AND APPROVAL OF THE FEDERAL LEGISLATIVE PRIORITIES FOR THE 118TH CONGRESS AND

[A-3 Consideration And Approval Of The Federal Legislative Priorities For The 118th Congress And State Legislative Priorities For The 88th Texas Legislative Session]

STATE LEGISLATIVE PRIORITIES FOR THE 88TH TEXAS LEGISLATIVE SESSION.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE BLUEFORD-DANIELS AND GUIDRY, AND I FORGOT TO READ FOR EACH ITEM OF DISCUSSION.

WE'LL DO ONE ROUND OF ONE MINUTE PER TRUSTEE.

TRUSTEE, WHO HAS A QUESTION? MADAM PRESIDENT, I THINK THAT'S ONE OF THOSE ONES WE WANTED TO RETURN TO CONSENT.

SO IF WE COULD MAKE A NOTE OF THAT AND WE CAN PUT THAT BACK ON AS WELL, BECAUSE WE HAD A LOT OF DISCUSSION ABOUT IT LAST WEEK.

WE SHOULD VOTE ON IT. RIGHT. THE REVIEW OF THE.

SO DO WE HAVE A MOTION AND A SECOND FOR A3? SO MOVE, HERNANDEZ.

SECOND.

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

THIS IS ITEM A THREE LEGISLATIVE PRIORITIES.

EIGHT FOR, ZERO AGAINST, ZERO ABSTENTIONS.

OUR NEXT ITEM IS E1, APPROVAL OF NEW MAGNET PROGRAMS AT CRISPUS ATTUCKS MIDDLE SCHOOL.

[E-1 Approval Of New Magnet Programs At Crispus Attucks Middle School; Richard Fonville Middle School; Patrick Henry Middle School; John McReynolds Middle School; Houston Math, Science, & Technology Center; James Madison High School; And Evan Worthing High School, And Change In Magnet Theme At George Scarborough High School]

RICHARD FONVILLE 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 CHANGE A MAGNET THEME AT GEORGE SCARBOROUGH HIGH SCHOOL.

THIS ITEM IS BEING HELD AT THE REQUEST OF TRUSTEE SANTOS, HERNANDEZ DEIGAARD, BAKER AND GUIDRY.

MAY I HAVE A MOTION? SO MOVE.

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

COMMENTS OR QUESTIONS? TRUSTEE GUIDRY. SO LET ME JUST SAY FIRST OF ALL, THAT I AM TOTALLY IN FAVOR OF THESE MAGNETS.

BUT THE ISSUE I HAVE I SUBMITTED MY QUESTION IN FOR A QUESTION, AND I'M ASKING ABOUT THE FUNDING.

[03:30:10]

I AM STILL CONCERNED BECAUSE I INITIALLY ASK, ARE YOU SURE THAT THE CTE FUNDING WOULD SUBSTANTIATE AND HOLD UP, ESPECIALLY IN OUR HIGH SCHOOLS, WHO ARE NOT GETTING ADDITIONAL MONEY PER STUDENT AND TO MAKE SURE THAT THEY WOULD IN FACT BE ABLE TO SUBSTANTIATE THIS MAGNET? AND YOU CAME BACK AND YOU SAID THEY'RE SEPARATE.

BUT THEN I FOLLOWED UP WITH ANOTHER QUESTION, AND YOU CAME BACK AND SAID THAT WHERE IS IT? AND I DON'T WANT TO RUN OUT OF TIME.

THAT THE CTE PROGRAMS THERE BUILT UP, IF YOU WILL, THIS PROGRAM GROWS FROM AND IS UPHELD BY THE CTE PROGRAM.

THEY DON'T HAVE THE MONEY FOR IT.

WORTHING DOESN'T HAVE THE MONEY.

THEY'RE BARELY MAINTAINING THEIR CTE.

AND NOW YOU'RE SAYING THE CTE FUNDS ARE ALSO GOING TO BE USED TO TO TO SUBSTANTIATE OR TO MANAGE THIS MAGNET, AND THEY DON'T HAVE THE FUNDING, IT WILL FAIL.

SO WE'RE TALKING ABOUT PLACING AND FOR THE MIDDLE SCHOOLS AND THE ELEMENTARY SCHOOLS, THE FEW THAT THERE WERE LISTED, THEY'RE FINE THEY'RE GETTING PER STUDENT MONEY, THEY'RE GETTING A COORDINATOR, THEY'RE GETTING A TEACHER.

BUT IN THE HIGH SCHOOLS, YOU'RE SAYING THAT THEY HAVE TO UTILIZE WHAT THEY HAVE FOR CTE.

IT'S NOT GOING TO WORK.

TRUSTEE. DR. LOVE.

SORRY. WAS IT? AGAIN.

GOOD EVENING, BOARD TRUSTEE. I DO HEAR WHAT YOU'RE WHAT YOU'RE ASKING AND SAYING.

NOW, WE DIDN'T MY DIVISION DIDN'T SPECIFICALLY RESPOND TO THAT QUESTION, BUT I DO HAVE SOME KIND OF BACKGROUND IN CTE WITH THAT.

PRIOR TO COVID, THANK, BELIEVE BACK IN 2018, THE DISTRICT SHIFTED THE FUNDING MODEL OF SCHOOL CHOICE PROGRAMS. THE DECISION WAS MADE THAT ANY CAREER THEMED PROGRAM AT THE HIGH SCHOOL LEVEL THERE WOULD NOT BE DIRECT FUNDING BASED ON A PER PUPIL ALLOCATION.

IT WAS JUST REALLY BASED ON A REALLY THE MAINTENANCE COORDINATOR AND SOME ADDITIONAL FUNDS FROM MARKETING.

AND THAT WAS THAT WAS DERIVED FROM THE FUNDING BEING GENERATED FROM CTE.

SO ONE ASPECT OF THIS MOTION HERE IS TO LOOK AT ONE, PROVIDING A CAMPUS, A COORDINATOR TO MARKET THESE PROGRAMS ACROSS THE CITY FOR STUDENTS WHO ARE INTERESTED IN POTENTIALLY LOOKING AT A PROGRAM SPECIFIC OPTION FOR THEMSELVES.

BUT ALSO ON TOP OF THAT AS THEY MARKET IT, THE HOPE IS TO INCREASE ENROLLMENT, WHICH THEN WILL DERIVE AN ADDITIONAL FUNDING BASED ON THE SEAT ALLOCATION WOULD GET FROM THE STATE.

SO JUST GIVING YOU THE BACKGROUND AND KIND OF HOW THE FUNDING STRUCTURE NOW THAT IS SOMETHING WE'LL BE LOOKING AT THROUGH THE STRATEGIC PLAN IS ALL COMPONENTS OF FUNDING IN OUR DISTRICT AND ONE IS GOING TO BE SCHOOL CHOICE.

AND IF THAT MODEL SHOULD BE SUSTAINED OR IF WE SHOULD CHANGE THAT MODEL OF FUNDING OUR SCHOOLS WITH SCHOOL CHOICE PROGRAMS. SO I'M GOING TO KEEP MY MOUTH CLOSED.

I'M GOING TO COME AROUND ON ON ROUND TWO.

I WANT TO SAY THAT I ALSO SUPPORT MAGNETS IN MIDDLE SCHOOLS AND HIGH SCHOOLS.

OH, YEAH, THANK YOU.

HOWEVER, I AM CONCERNED ABOUT THE MAGNETS IN THE ELEMENTARY SCHOOLS.

I'VE SAID THIS OVER AND OVER AGAIN.

LAST WEEK I ASKED FOR THE 2019 PLAN FOR MAGNETS AND I RECEIVED IT TODAY WHILE I WAS ALREADY IN A BOARD MEETING.

I ALSO ASKED FOR THE PLAN FOR THE REST OF THE THREE OR FOUR YEARS OF MAGNETS, AND I HAVE NOT RECEIVED THAT.

I AM CONCERNED ABOUT THIS ITEM AND I THINK THAT WE NEED TO POSTPONE IT ONE MONTH UNTIL WE GET SOME MORE INFORMATION, BECAUSE I DON'T FEEL LIKE I HAVE ALL THE INFORMATION IN ORDER TO VOTE FOR THIS FOR THIS ITEM.

SO I WILL MAKE A MOTION TO POSTPONE THIS ITEM TO THE NEXT BOARD MEETING.

ARE YOU MAKING THE MOTION OR YOUR.

ARE YOU MAKING THE MOTION? YES. OKAY.

IS THERE A SECOND? SECOND. WE HAVE A MOTION BY TRUSTEE HERNANDEZ.

AND ON THIS IN A SECOND, BY TRUSTEE BAKER.

YOU CAN HAVE A DISCUSSION ON, BUT IT HAS TO BE ABOUT THE POSTPONEMENT ITSELF.

IT CAN'T BE ABOUT THE UNDERLYING ITEM.

SO THE LENGTH OF THE POSTPONEMENT.

ANY DISCUSSION ON JUST THE POSTPONEMENT? OR WE CAN JUST VOTE ON IT.

YOU'RE JUST NOT ALLOWED.

AND OK.

QUICK, QUICK QUESTION, IF THIS IS POSTPONED FOR ONE MONTH.

WHAT ARE THE IMPLICATIONS TO THE PROGRAM? DR. LOVE. TRUSTEE WADE.

[03:35:01]

WELL, KEEP IN MIND, OUR SCHOOL CHOICE MAINTENANCE FAIR START THIS SATURDAY.

SO WITH THAT, WE WANTED TO ENSURE THAT THIS GOT TO THE BOARD.

SO IF APPROVED, THEY COULD START MARKETING THESE PROGRAMS BEGINNING THIS SATURDAY THROUGH THE MONTH.

OUR PHASE ONE OF OUR APPLICATION FOR SCHOOL CHOICE PROGRAM'S ENROLLMENT BEGINS IN DECEMBER FOR FAMILIES TO APPLY FOR THESE PROGRAMS. OKAY. THANK YOU.

GOOD. AND SO IF WE DON'T POSTPONE, WE COULD STILL LOOK INTO THE ELEMENTARY.

WE CAN LOOK INTO THE THINGS THAT TRUSTEE HERNANDEZ HAS QUESTIONS ABOUT.

CORRECT? AND THE THING I HAVE QUESTIONS ABOUT.

SO WE CAN MOVE FORWARD.

I'M SORRY, SUPERINTENDENT HOUSE.

SO WE CAN MOVE FORWARD.

CORRECT. AND STILL LOOK INTO THE QUESTION, THE ISSUES THAT SOME OF THE TRUSTEES HAVE AT THIS TIME? ABSOLUTELY. OF COURSE, THIS IS A MULTI YEAR PROCESS.

WE'RE OF COURSE, LOOKING AT THIS THIS GROUP OF SEVEN AND EXPANDING AND THEN, OF COURSE, ANOTHER SEVEN NEXT YEAR.

THE IDEA WAS TO ENSURE THAT OUR SECONDARY SCHOOLS FOR THE MOST PART HAD.

SO YES, IT'S AN ONGOING OPPORTUNITY TO CONTINUE THE CONVERSATION.

THANK YOU, SIR. YEAH.

TRUSTEE. THE BUTTONS AREN'T WORKING.

OKAY. TRUSTEE DEIGAARD.

GO AHEAD. SO I ASKED A QUESTION LAST WEEK THAT DIDN'T GET ANSWERED.

I WAS TOLD IT WAS ABOUT THE COMMUNITY ENGAGEMENT, ESPECIALLY STUDENT FEEDBACK ABOUT THE PROGRAMS. AND I'M VERY MUCH STRUGGLING WITH THE FACT THAT WE HAVE BINDERS FULL OF INFORMATION ABOUT OUR CLOSED SESSION LEGAL ITEMS, AND WE GET A COUPLE PAGES ABOUT SOMETHING THAT IS A MAJOR.

YOU KNOW, THIS IS PART OF A BIGGER PICTURE.

TRUSTEE DEIGAARD, WE'RE ON THE MOTION TO POSTPONE.

SO IF YOU HAVE SOME DISCUSSION ABOUT THE LENGTH OF THE.

I'M SHARING WHY I'M SUPPORTIVE OF POSTPONING FOR ONE MONTH BECAUSE THE ADMINISTRATION NEEDS TO BE HAVING BETTER CONVERSATIONS TO GIVE US THE BIGGER PICTURE OF WHAT THIS IS PART OF BEFORE I VOTE ON IT.

AND IT'S MY QUESTION FROM LAST WEEK.

TRUSTEES. IN AN INTEREST OF TIME, JUST BE MINDFUL LIKE WE NEED TO MOVE ON THIS.

SO. HOW MANY OF YOU? OH, I KNOW. I'M CALLING EVERYBODY.

I'M JUST REMINDING.