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[00:00:02]

[SPANISH] GOOD EVENING.

THIS MEETING IS NOW CONVENED.

1 P.M. BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE, TRUSTEE GUIDRY.

TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BAKER, TRUSTEE HERNANDEZ.

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

[SPANISH] AT THIS TIME WE WOULD NORMALLY HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS, BUT NO ONE REGISTERED TO SPEAK THIS EVENING.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING AND AGENDA REVIEW MEETING HELD ON NOVEMBER 3RD, 2022? SO MOVED.

SECOND SANTOS. I HAVE A MOTION BY TRUSTEE HERNANDEZ AND A SECOND BY TRUSTEE SANTOS.

PLEASE VOTE. SEVEN FOR, ZERO AGAINST, ZERO ABSTENTIONS.

WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM, ACCEPTANCE OF BOARD MONITORING UPDATE: PRESENTATION OF GOALS 1 AND 4 PROGRESS MEASURES 1, 2 AND 3.

SUPERINTENDENT HOUSE WE ARE READY FOR YOUR UPDATE.

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

THANK YOU. MADAM CHAIR.

I'D LIKE TO INVITE OUR HEAD OF DATA AND RESEARCH, DR.

ALLISON MATNEY TO THE PODIUM TO GET US STARTED.

DR. MATNEY. ALL RIGHT.

THANK YOU, SUPERINTENDENT HOUSE, TRUSTEES.

I'M HERE THIS EVENING TO REVIEW OUR FIRST ROUND OF BEGINNING OF YEAR DATA FOR THE 22-23 SCHOOL YEAR.

AND WE ARE GOING TO START WITH GOALS 1 AND 4 WITH EACH OF THEIR THREE PROGRESS MEASURES.

SO WE MOVED A GLOSSARY TO THE BEGINNING JUST TO ORIENT SOME OF THE TERMS THAT ARE THROUGHOUT THE REPORT.

AND HERE YOU'LL SEE THAT YOU CAN REFER BACK TO THESE AS WE TALK THROUGH THE REPORT.

AND WE'RE GOING TO START INCLUDING THIS EVERY TIME IN OUR REPORTING.

BUT WE'VE GOT BOY SPECIFICALLY FOR THIS REPORT AS BEGINNING OF YEAR.

AND THESE ARE THE RESULTS WE'RE GOING TO BE DISCUSSING.

EVENTUALLY WE'LL GET TO MOY, MIDDLE OF YEAR AND THEN EOY IS END OF YEAR AND THEN VARIOUS OTHER ABBREVIATIONS THERE FOR YOU.

AND THEN WE HAVE OF COURSE, STAAR IS OUR STATE ASSESSMENT.

WE'VE GOT TAPR, WHICH IS THE ACADEMIC PERFORMANCE REPORT AND EOC, OUR END OF COURSE EXAM.

SO ON THIS SLIDE, WE ARE LOOKING AT THE THIRD GRADE STAAR READING RESULTS.

THESE ARE THE RESULTS THAT WE HAVE NOT PRESENTED FOR 2022 YET, EVEN THOUGH WE HAVE RECEIVED STAAR RESULTS, BECAUSE THE DATA SOURCE THAT WAS SET WAS THE TAPR SOURCE.

AND WE'VE, IT'S HOT OFF THE PRESS RIGHT BEFORE THANKSGIVING, BUT WE DID NOT INCLUDE IT IN THIS REPORT.

IT'LL BE UP COMING SOON.

AND, BUT IT'S JUST A REVIEW OF WHERE WE LANDED IN 2021.

WAS IT 32% OF OUR THIRD GRADERS PERFORMING AT OR ABOVE GRADE LEVEL ON STAAR? AND OUR TARGET IN 2021 WAS 42.

SO THIS IS ALSO A THIRD GRADE READING STAAR SLIDE.

SO THIS IS DATA THAT YOU ALL HAVE SEEN BEFORE BY RACE, ETHNICITY.

AGAIN, THIS WILL BE UPDATED.

THE 21-22 DATA WILL BE UPDATED ONCE WE PRESENT THE END OF YEAR STAAR USING THAT TAPR DATA SOURCE TO USE SHORTLY.

SO WHEN WE'RE LOOKING AT OUR PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN READING AS MEASURED BY THAT MEETS GRADE LEVEL STANDARD ON THE STAAR EXAM, INCREASING EIGHT PERCENTAGE POINTS FROM 42 IN 2019 TO 50 IN JUNE 2024.

WE HAVE SEVERAL COMPONENTS OF THE SUPERINTENDENTS RESPONSE THERE THAT WE WILL PINPOINT ALONG THE WAY.

SO HERE WE'RE GOING TO LOOK AT OUR GOAL PROGRESS MEASURE 1.1.

THIS IS ABOUT OUR FIRST GRADERS ON RENAISSANCE.

AT THE BEGINNING OF YEAR.

IN THE BEGINNING OF YEAR, RENAISSANCE SCREENER WAS ADMINISTERED BETWEEN AUGUST 29TH AND SEPTEMBER 16TH.

WE DID, HISTORICALLY, WE'VE GIVEN A VERY BROAD, ALMOST FOUR WEEK WINDOW FOR STUDENTS TO ASSESS.

BUT WE DID SHRINK THAT WINDOW DOWN A LITTLE BIT THIS YEAR JUST FOR SOME PROCESSES.

WE WANTED TO MAKE SURE THAT WE HAD TESTING BEGINNING OF YEAR NOT LASTING AS LONG AS IT HAD LASTED PREVIOUSLY.

THE LEFT HAND CHART IS OUR ENGLISH AND SPANISH COMBINED.

SO, WHEN I LOOK AT THE RED LINE, THAT IS OUR TARGET FOR OUR FIRST GRADERS AS WE TRY TO MOVE FROM 63%

[00:05:04]

TO 71% BY JUNE 2024.

FOR BEGINNING OF YEAR, 22-23, 44% OF OUR STUDENTS WERE READING ON GRADE LEVEL AS MEASURED BY THE END OF YEAR LITERACY SCREENER.

SO THOSE WERE OUR STUDENTS AT OR ABOVE BENCHMARK, WHICH IS THE 40TH PERCENTILE, AND THAT 44% IS BELOW WHERE FIRST GRADERS HAVE BEEN IN YEARS PREVIOUS.

THAT DOESN'T INDICATE A DECLINE IN STUDENT LEARNING BECAUSE EACH ONE OF THOSE YEARS IS A SEPARATE GROUP OF FIRST GRADERS.

AND AGAIN, AUGUST 29TH THROUGH SEPTEMBER 16TH, THERE HAD BEEN VIRTUALLY NO DIRECT INSTRUCTION YET DURING THAT FIRST SCREENER WINDOW.

SO THIS IS REALLY ABOUT WHERE STUDENTS ARE COMING TO US FOR US TO MAKE THOSE PLANS TO MOVE FORWARD.

WHEN WE LOOK AT ENGLISH ONLY, YOU SEE A SIMILAR TREND.

WE HAVE 40%.

SPANISH ONLY 46%.

SO EACH OF THOSE ENGLISH, SPANISH AND ENGLISH AND SPANISH COMBINED ARE BELOW WHERE WE ARE TRADITIONALLY SEEING OUR FIRST GRADE COHORTS COME IN. SO WHEN WE LOOK HERE AT OUR STUDENT GROUP DATA BROKEN OUT, WE CAN SEE OUR BEGINNING OF YEAR DATA ON THAT FAR RIGHT HAND SIDE.

AGAIN, THESE TWO CHARTS, WE HAVE STUDENT DEMOGRAPHICS ON EACH OF THESE CHARTS.

ON THE LEFT HAND SIDE, YOU'VE GOT ALL STUDENTS IS THE FIRST AREA.

ON THE RIGHT HAND SIDE, WE HAVE ALL OF, EACH OF OUR RACE ETHNICITIES.

SO FOR BEGINNING OF YEAR, YOU CAN SEE THAT EACH OF THE STUDENT GROUPS, WITH THE EXCEPTION OF SOME VERY SMALL STUDENT GROUPS LIKE OUR HOMELESS POPULATION, IS STARTING OUT BELOW WHERE WE WERE BEGINNING OF YEAR LAST YEAR.

WHEN WE LOOK AT OUR FIRST GRADE STUDENTS BROKEN OUT BY OUR RISE CAMPUS OR NON RISE CAMPUS.

AGAIN, TO ORIENT YOU, WE DID ADD IN THE NAMES OF THE RISE CAMPUSES FOR CONTEXT HERE ON THE SLIDE AFTER FEEDBACK FROM LAST MONTH AND THE BLUE BAR IS OUR RISE CAMPUSES AT 29% AND THE GRAY BAR IS OUR NON RISE CAMPUSES AT 45%.

AND AGAIN, WE'RE WORKING ON THAT TARGET OF 68% THIS YEAR FOR THE END OF YEAR.

WHEN WE LOOK AT OUR SECOND GRADERS, OUR SECOND GRADERS WERE AIMING TO GO FROM 61% IN 2019 TO 69% ON OUR END OF YEAR SCREENER.

AND FOR THIS YEAR, FOR OUR BEGINNING OF YEAR, OUR SECOND GRADE STUDENTS WERE AT 46% FOR ENGLISH AND SPANISH COMBINED.

ENGLISH ONLY WAS AT 38% FOR BEGINNING OF YEAR.

AND SPANISH ONLY WAS 54.

AGAIN, CONTINUING THAT TREND OF HAVING A STUDENT POPULATION COMING IN LOWER THAN THE PREVIOUS COHORTS OF SECOND GRADE STUDENTS.

AGAIN, WE HAVE SIMILAR TRENDS WITH OUR STUDENT GROUPS HERE.

AND WE LOOK AT OUR RISE VERSUS NON RISE.

WE HAVE OUR 35% FOR OUR RISE CAMPUSES AND 46 FOR OUR NON RISE CAMPUSES.

AND THEN OUR THIRD GRADE STUDENTS, OUR AIM IS TO MOVE FROM 57% IN 2019 TO 65% IN 2024 OF THIRD GRADE STUDENTS READING ON LEVEL ACCORDING TO THE END OF YEAR SCREENER.

AND FOR THIS GROUP OF THIRD GRADE STUDENTS, WE'RE STARTING THE YEAR AT 46%.

IDENTIFIED AS AT OR ABOVE BENCHMARK, AND THAT IS ONE PERCENTAGE POINT HIGHER THAN LAST YEAR'S GROUP OF THIRD GRADERS ENTERED AND WERE ABOUT WHERE WE WERE PRE-PANDEMIC FOR WHAT WE SEE AS THIRD GRADERS COMING IN.

FOR ENGLISH ONLY WE WERE AT 37 AND SPANISH ONLY WAS 59%.

AGAIN, HERE WE SEE SOME SIGNIFICANT SIMILARITIES BETWEEN 21-22, BEGINNING OF YEAR AND 22-23 BEGINNING OF YEAR AMONG EACH OF OUR STUDENT GROUPS.

AND AGAIN, OUR RISE CAMPUS DATA, WE DO SHOW A SMALL GAP BETWEEN EACH OF THOSE POPULATIONS.

AND MOVING FROM GOAL 1 TO GOAL 4.

GOAL 4 STATES THE PERCENTAGE OF STUDENTS RECEIVING SPECIAL EDUCATION SERVICES READING AT OR ABOVE GRADE LEVEL AS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STAAR 3

[00:10:02]

-8 READING AND ENGLISH I AND ENGLISH II ASSESSMENTS WILL INCREASE EIGHT PERCENTAGE POINTS FROM 21 TO 29 IN 2024.

SO AGAIN, THIS IS JUST A REVIEW.

ONCE WE SHARE THE FINAL REPORT WITH YOU, WE WILL UPDATE THAT 22 COLUMN.

AND FOR GOAL 4.1, WE'RE LOOKING AT OUR ELEMENTARY STUDENTS WHO ARE SERVED THROUGH THE SPECIAL EDUCATION PROGRAM.

SO WHEN WE LOOK AT OUR ELEMENTARY SECOND THROUGH FIFTH GRADE STUDENTS FOR BEGINNING OF YEAR 22-23, THAT GROUP OF STUDENTS IS COMING IN SCORING 15% AT OR ABOVE BENCHMARK.

OUR RISE CAMPUSES ARE AT 6% AND NON RISE IS AT 16.

FOR GOAL 4.2 WE'RE LOOKING AT OUR MIDDLE SCHOOL STUDENTS SERVED IN SPECIAL EDUCATION, OUR STUDENTS WITH DISABILITIES IN GRADE 6-8TH.

MOVING FROM 7% IN 2019 TO 15% IN 2024.

AND THIS POPULATION OF STUDENTS IS ENTERING AT BEGINNING OF YEAR THE FIRST FEW WEEKS OF SCHOOL AT 9.9% AT OR ABOVE BENCHMARK.

AND YOU CAN SEE THE GAP IN THE RISE VERSUS NON RISE CAMPUSES ON THE SAME SLIDE.

WE'VE BEEN JOINED BY TRUSTEE DEIGAARD.

AND THEN GOAL 4.3 WE'RE LOOKING AT OUR STUDENTS WITH DISABILITIES FOR HIGH SCHOOL GRADES 9-12 AND OUR 9-12 COMBINATION OF STUDENTS IS COMING IN BEGINNING OF YEAR AT 7% AT OR ABOVE BENCHMARK.

AND OUR TARGET FOR THIS YEAR, END OF YEAR IS TEN.

AND THEN AGAIN YOU CAN SEE THE COMPARISON OF RISE VERSUS NON RISE ON THE SAME SLIDE, 1 TO 7%.

THANK YOU, DR. MATNEY. WHAT I'D LIKE TO SAY IS JUST TO OFFER SOME CONTEXT AS WE REVIEW THE DATA.

I THINK IT'S IMPORTANT TO KEEP CLOSE CONSIDERATION IN REFERENCE TO THE CONTEXT UNDER WHICH WE WERE OPERATING DURING EACH ONE OF THESE SCHOOL YEARS THAT THAT WE'VE LOOKED AT HERE. AND AS WE KNOW, THE FOUNDATIONS OF LEARNING THAT WERE PROFOUNDLY IMPACTED DURING THE PANDEMIC FOR EACH OF THE RESPECTIVE COHORTS THAT WE'RE LOOKING AT, HISD, ALONG WITH SCHOOLS ACROSS THE STATE AND ACROSS THE COUNTRY, CLOSED IN THE SPRING OF 2019-2020.

THE 2020-21 SCHOOL YEAR WE OPENED FULLY, REMOTELY AND OFFERED A REMOTE OPTION FOR ALL STUDENTS FOR ENTIRELY, THE MAJORITY OF THE OF THE YEAR.

THAT YEAR WAS ONE OF THE MOST SIGNIFICANT PIECES IN REFERENCE TO STAFF QUARANTINES AND ABSENCES DUE TO THE SPREAD OF, OF COURSE, COVID. THE 21-22 SCHOOL YEAR BEGAN WITH A REMOTE OPTION FOR MEDICALLY COMPROMISED STUDENTS, AS YOU ALL KNOW, BUT STILL WAS IMPACTED LARGELY BY THE NUMBERS OF COVID CASES AND THE, OF COURSE, QUARANTINE REQUIREMENTS THAT WE SAW AT THAT PARTICULAR TIME AS WELL.

NOW, THIS YEAR, SPECIFICALLY, THE 22-23 SCHOOL YEAR IS THE FIRST REALLY SINCE 1920 THAT WE'VE OPENED WITH REALLY A SENSE OF NORMALCY, AS YOU ALL KNOW.

THAT MEANS THAT OF THE FIRST, SECOND AND THIRD GRADERS THAT WE MONITOR WITHIN THE PROGRESS MEASURE, ONLY OUR THIRD GRADE COHORT OF STUDENTS HAVE EVER EXPERIENCED A FORMAL NON-COVID SCHOOL EXPERIENCE UNTIL THE START OF THIS PARTICULAR SCHOOL YEAR.

FOR A DISTRICT WITH, OF COURSE, ALMOST 80% OF ITS STUDENTS BEING ECONOMICALLY DISADVANTAGED, WE KNOW THAT NOT ONLY WERE MANY OF OUR STUDENTS DISPROPORTIONATELY IMPACTED BY THE PANDEMIC, BUT MANY OF THEM DIDN'T HAVE ACCESS TO VITAL FACE TO FACE INSTRUCTION AND HANDS ON EXPERIENCE THAT THEY RECEIVE IN A NORMAL SCHOOL SETTING WHEN THEY HAVE A TEACHER IN FRONT OF THEM.

THEY DID NOT HAVE THE OPPORTUNITY TO BUILD SOME OF THE FOUNDATIONAL SKILL SETS THAT THE COHORTS OF STUDENTS BEFORE THEM HAD IN THEIR EDUCATIONAL JOURNEY THAT WE ALL EXPECT AND KNOW THAT MAKE A MAJOR DIFFERENCE.

WE BELIEVE THAT WHILE THIS YEAR'S BEGINNING OF THE YEAR DATA TENDS TO BE LOWER, ESPECIALLY AMONGST OUR FIRST SECOND GRADERS, IT'S ACTUALLY MORE ACCURATE IN TERMS OF A REPRESENTATION OF WHERE OUR STUDENTS ARE.

YOU WILL ALSO NOTE THE INCREASE IN THE NUMBER OF TESTERS BETWEEN YEARS AS WELL.

I BELIEVE THIS COMPLETELY SPEAKS TO THE INCREASED FIDELITY OF MONITORING BEGINNING OF YEAR TESTING THIS YEAR DUE TO THE JOINT EFFORTS BETWEEN OUR SCHOOLS

[00:15:03]

AND ACADEMIC OFFICES.

ONE THING THAT STOOD OUT TO US IN THE RESULTS AS THE FACT THAT ACROSS GROUPS, OUR THIRD GRADE BEGINNING OF THE YEAR BETWEEN THIS YEAR AND LAST YEAR STAYED RELATIVELY STEADY.

I BELIEVE THIS SPEAKS TO THE FACT THAT THIS COHORT HAD AN OPPORTUNITY TO HAVE PRE-K UNINTERRUPTED AND MOST OF KINDERGARTEN A YEAR BEFORE COVID ACTUALLY HIT.

THEY WERE ABLE TO SHIFT INTO A VIRTUAL LEARNING MODE, HAVING BUILT MORE FOUNDATIONAL SKILLS THAN THE COHORTS OF FIRST AND SECOND GRADERS.

THIS NOT ONLY SPEAKS TO THE IMPORTANCE OF CONTINUING TO EXPAND PRE-K, AS WE'VE TALKED ABOUT, BUT TO TARGET THE WORK THAT WE'D LIKE TO CONTINUE TO DO IN THE DISTRICT, TO REMEDIATE LEARNING GAPS AND TO ACCELERATE STUDENT LEARNING AS WE ALL WANT TO SEE.

IN ADDITION TO THE MANY SUPPORTS THAT WE HAVE INVESTED IN IN TERMS OF ESSER, SUCH AS THE HIGH DOSE TUTORING THAT YOU'VE HEARD US TALK ABOUT, THE READING INTERVENTION IS PROVIDING SCHOOLS WITH MILLIONS OF DOLLARS OF DISCRETIONARY FUNDING TO ADDRESS THE LEARNING LOSS.

THE DISTRICT IS CURRENTLY IN ITS FIRST FULL YEAR OF IMPLEMENTATION OF THE SYSTEMATIC PHONICS INSTRUCTION DISTRICTWIDE.

ANOTHER DATA POINT THAT STICKS OUT IS THE PERFORMANCE OF OUR RISE CAMPUS COHORT.

AS A REMINDER, WE ARE IN OUR FIRST YEAR OF THE RISE IMPLEMENTATION, SO THIS DATA REPRESENTS A BASELINE OF WHERE WE ARE IN TERMS OF STARTING THE WORK. HOWEVER, EVEN AT THE FIRST GRADE LEVEL, THE STUDENTS AT OUR RISE CAMPUSES ARE ALREADY 16 POINTS BEHIND.

THIS DATA SPEAKS TO THE REALITY THAT THERE ARE DEEP, DEEP INEQUITIES IN THE LEVEL OF READINESS IN WHICH OUR STUDENTS ENTER THE SCHOOL SYSTEM AND THE URGENT NEED TO INTERVENE TO ADDRESS THESE LEARNING GAPS AS EARLY AS POSSIBLE.

NOW, THROUGH THE WORK WE ARE DOING AT OUR RISE ELEMENTARY CAMPUSES, WE BELIEVE WE ARE ON THE PATH TO DOING JUST THAT IN MAKING THE KIND OF PROGRESS THAT WE KNOW WE WANT AND WE EXPECT.

WHILE THESE RESULTS SHOW THE DISTRICT IS CURRENTLY OFF OFF TRACK IN REFERENCE TO ACHIEVING THE END OF YEAR RENAISSANCE 360 TARGETS, I PLAN TO REMAIN AND MAINTAIN THE DISTRICT'S CURRENT STRATEGY FOR LITERACY.

AS I STATED EARLIER, THIS IS THE FIRST YEAR IN MANY THAT WE'VE BEEN ABLE TO DELIVER INSTRUCTION WITH A RELATIVELY SENSE OF NORMALCY FROM FROM DAY ONE, FROM THE START OF THIS SCHOOL YEAR IN AUGUST.

AS THESE STRATEGIES ARE IMPLEMENTED WITH FIDELITY, I EXPECT TO SEE THE KIND OF IMPROVEMENTS AGAIN THAT WE ALL WANT, NEED AND RESPECT FOR OUR STUDENTS AND FAMILIES.

AS WE LOOK AT OUR STUDENTS WITH, OF COURSE, DISABILITIES, WE SEE THAT IN MOST CASES THE BEGINNING OF THE YEAR TO BEGINNING OF THE YEAR BETWEEN THIS YEAR AND LAST YEAR IS RELATIVELY FLAT, YET THEY ARE HIGHER THAN THEY WERE PRE-PANDEMIC.

I BELIEVE THIS IS A TRUE TESTAMENT OF THE WORK THAT OUR SPECIAL EDUCATION DEPARTMENT, IN CONJUNCTION WITH OUR CAMPUS LEADERS HAVE FOCUSED ON.

LASTLY, THIS YEAR, WE'VE REALLY RESTRUCTURED OUR SPECIAL EDUCATION DEPARTMENT AS YOU'VE HEARD OF TALKED ABOUT, WE'VE GOT NEW LEADERSHIP THERE AS WELL, AND IT'S WORKING DIRECTLY WITH OUR SCHOOLS OFFICES AND SENDING MORE EMPLOYEES DIRECTLY INTO THE FIELD TO SUPPORT CAMPUSES.

ALSO, YOU'VE SEEN IN OUR CONSTRAINT PROGRESS MEASURE RELATED TO SPECIAL EDUCATION, WE'RE MORE CLOSELY TRACKING PROGRESS MONITORING AND ENSURING FIDELITY OF IEP IMPLEMENTATION.

WE STILL HAVE A GREAT DEAL OF WORK TO DO, OF COURSE, BUT AS AS WE CONTINUE TO IMPROVE OUR INTERNAL SYSTEMS, WE DO EXPECT TO SEE ACADEMIC GAINS MOVING IN THE RIGHT DIRECTION.

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

THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY. WE'RE READY FOR COMMENTS OR QUESTIONS FROM TRUSTEES.

WE'LL DO TWO ROUNDS OF 2 MINUTES EACH.

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

TRUSTEE BAKER. THANK YOU.

THANK YOU. COULD YOU GO BACK TO SLIDE NUMBER FOUR, PLEASE? AND LOOKING AT SLIDE NUMBER FOUR, MY QUESTION IS WHEN YOU LOOK AT THAT 32 THAT YOU GOT IN 2021 AND YOU COMPARE THAT TO 2018, OULD YOU PLEASE EXPLAIN WHAT WERE

[00:20:05]

SOME OF THE REASONS FOR HAVING SUCH A MEETING, GETTING SUCH A LOW TARGET, SUCH A LOW SCORE FOR THAT YEAR, 2021? THAT'S A PART OF WHAT I JUST TALKED ABOUT A LITTLE BIT IN TERMS OF KIND OF THE DIFFERENCE BETWEEN PRE-PANDEMIC AND GOING INTO PANDEMIC.

DR. MATNEY, YOU WANT TO ADD SOME ADDITIONAL INSIGHT OUTSIDE OF WHAT WHAT I'VE PROVIDED HERE? ABSOLUTELY. SO THAT IN ADDITION TO PRE VERSUS POST PANDEMIC, IN 2021, TESTING WAS OPTIONAL FOR THIRD GRADE STUDENTS.

OF COURSE, HIGH SCHOOL STUDENTS NEED IT TO GRADUATE, SO OUR PARTICIPATION RATE WAS SIGNIFICANTLY LOWER THAN IN PRE-PANDEMIC YEARS.

AND SO IT'S REALLY HARD TO COMPARE BECAUSE OUR SAMPLE SIZE WAS SO DIFFERENT.

DR. MATNEY YOU WOULDN'T HAPPEN TO HAVE KIND OF A PERCENTAGE IN YOUR HEAD OF WHAT, FROM A TESTING STANDPOINT, HOW MANY TESTERS OR WHAT THE DIFFERENCE IN PERCENTAGE WAS BETWEEN 18? I THINK IT WAS AROUND 50% PARTICIPATED AND WE WERE SIGNIFICANTLY LOWER THAN THE STATE PARTICIPATION RATE.

BUT I THINK IT WAS AROUND 50% FOR OUR ELEMENTARY AND MIDDLE SCHOOL IN 2021.

COULD YOU GO TO SLIDE 7? SO ON SLIDE 7, FOR ALL THREE OF THOSE EXAMPLES THERE, WOULD THAT BE THE SAME EXPLANATION FOR ALL THREE OF THOSE CASES FOR BOY. ARE YOU TALKING FROM THE SAME, FROM 18 TO.

COMPARE 18 TO 21.

AND ADDITIONALLY, DO YOU, ARE YOU ABLE TO PROJECT, YOU KNOW, WHEN WE WILL COME OUT OF THAT PANDEMIC LEARNING LOSS TYPE LEARNING ISSUE THAT THAT MAKES US GET THE STUDENTS PERFORM SO LOW.

TO ANSWER YOUR FIRST QUESTION, THE, OF COURSE, THE NUMBER OF STUDENTS DEFINITELY COULD HAVE HAD AN IMPACT IN TERMS OF TESTERS THAT WE HAD DURING THAT PARTICULAR TIME.

AND AS I INDICATED DURING SOME OF MY COMMENTS, WE BELIEVE THAT WE'VE IMPLEMENTED SOME OF THE MOST IMPORTANT PIECE OF THIS PUZZLE TO ENSURE THAT WE TAKE, ESPECIALLY OUR MOST DISADVANTAGED KIDS.

WE TALKED ABOUT THE 80% OF OUR KIDS BEING ECONOMICALLY DISADVANTAGED AND REALLY STARTING BEHIND THE CURVE.

SO, IT'S NOT GOING TO HAPPEN IN ONE YEAR.

BUT THE INTENSITY IN TERMS OF HOW WE SUPPORT OUR KIDS WITH THE HIGH DOSE TUTORING, THE SUPPORT WITH THE CURRICULUM IMPLEMENTATION, ALL THESE THINGS ARE LEADING TO WHAT WE BELIEVE WILL BE STRONGER ACHIEVEMENT AS WE MOVE FORWARD.

AND ON ONE OF THE SLIDES YOU MENTIONED, DR.

MATNEY, THAT THERE WERE NO DIRECT INSTRUCTIONS AND YOU MENTIONED WHERE STUDENTS ARE COMING FROM.

COULD YOU CLARIFY THAT FOR ME, PLEASE? SO THERE HASN'T REALLY BEEN INSTRUCTION IN CLASSES YET.

SO THIS IS REALLY, LIKE WHERE KIDS ARE STARTING OUT WHEN THEY COME IN.

SO WE STARTED SCHOOL ON AUGUST 22ND.

THE WINDOW OPEN FOR THIS TEST ON AUGUST 29TH.

SO THERE WOULD NOT HAVE BEEN DIRECT READING INSTRUCTION BY THAT POINT LIKELY.

SO WHEN YOU SAY WHERE STUDENTS ARE COMING FROM.

SO THESE NUMBERS ARE SHOWING WHERE STUDENTS ARE STARTING.

THIS IS WITHOUT INSTRUCTION, WITHOUT MUCH INSTRUCTIONAL INPUT.

THIS IS WHERE THEY'RE STARTING. AND THEN FINAL QUESTION FOR NOW, IT'S ON, GO TO SLIDE 15.

SLIDE 15.

RIGHT THERE. OKAY.

I THINK. NO, GO.

IT WAS ON THE SUPERINTENDENT'S COMMENTS.

16. GO TO THE LAST ONE.

OKAY. GO BACK.

SO, MY QUESTION IS THAT WHAT CONTINGENCIES DO WE HAVE IN PLACE ONCE THE ESSER INVESTMENTS END AND AND IF WE PROCEED, IF A CONTINUED LEARNING LOSS CONTINUES, IF THOSE TWO POINTS COLLIDE, DO WE HAVE ANY CONTINGENCIES IN PLACE? FROM FROM A CONTINGENCY STANDPOINT, THAT'S A PART OF WHY WE'RE REALLY LOOKING AT OUR FINANCES FROM A FISCAL TRANSFORMATION STANDPOINT TO ENSURE THAT WE'LL BE ABLE TO CONTINUE, PIVOT, HAVE THE NECESSARY FINANCES TO OPERATE IN A MANNER THAT WE KEEP OUR, KEEP THE SUPPORTS OF OUR CHILDREN FIRST.

SO THAT'S A PART OF WHAT WE'RE REALLY THINKING THROUGH AS WE REFLECT BACK TO THE $60 MILLION CUT THAT WE MADE LAST YEAR, THINGS THAT WE'LL BE DOING MOVING FORWARD.

THAT'S ABOUT FISCAL TRANSFORMATION, ENSURING THE DISTRICT UP FROM A FINANCIAL STANDPOINT TO BE ABLE TO HAVE THE SUPPORTS TO CONTINUE.

[00:25:05]

OKAY. THANKS.

TRUSTEE GUIDRY. THANK YOU SO MUCH FOR THE PRESENTATION.

SO, GOING BACK TO SLIDE 7, PACKAGE PAGE 13 I THINK IT IS.

AND YOU MAY OR MAY NOT HAVE THIS NUMBER, BUT MAYBE IT'S SOMETHING WE CAN GET LATER OR I CAN GET.

I DON'T THINK, I DON'T KNOW IF EVERYONE ELSE WANTS IT, BUT.

SO, LOOKING BACK AT 2018, 2019, IS THERE ANY WAY TO DETERMINE HOW MANY OF THOSE KIDS WERE IN A FORMAL PRE-K SETTING? BECAUSE WE KNOW THE KIDS IN 2022 WERE NOT.

RIGHT? AND SO I'M WONDERING, DID THAT MAKE A HUGE DIFFERENCE, THOSE THAT WERE IN A PRE-K SETTING AS OPPOSED TO THOSE THAT WE KNOW WERE NOT BECAUSE OF THE PANDEMIC? I'M INTERESTED TO SEE IF THAT IS SOMETHING.

AND THEN MY SECOND QUESTION TO THAT IS, I UNDERSTAND THAT YOU HAVE THINGS WORKING, BUT DO WE HAVE ANYTHING TO OFFER CHILDREN ONLINE LEARNING WHO ARE NOT ABLE TO ATTEND A FORMAL PRE-K SETTING? DR. MATNEY, YOU WANT TO TACKLE THE PRE K FIRST QUESTION IN REFERENCE TO? SURE. SO WE WE ABSOLUTELY CAN GET THAT DATA.

THE ONE CAVEAT I WOULD SAY IS IT WOULD BE STUDENTS THAT ATTENDED OUR PRE-K PROGRAMS. WE DON'T HAVE THE RECORDS ELSEWHERE, BUT WE COULD ABSOLUTELY LOOK AT THAT AND SEE, BECAUSE YOU'RE RIGHT, THIS THIS GROUP OF FIRST GRADERS WERE LIKELY MISSING DURING PRE-K AND KINDERGARTEN BASED ON WHAT WE SAW WITH ENROLLMENT NUMBERS.

RIGHT. AND SO I'D LIKE TO SEE THAT COMPARISON BECAUSE IF THAT'S MAKING A DIFFERENCE OR NOT.

AND THEN MY SECOND QUESTION, WHAT ARE WE DOING ONLINE OR SOMETHING FOR THE CHILDREN WHO DO NOT HAVE THE ABILITY OR HAVE THE ACCESS TO A FORMAL PRE-K SETTING? SO, OF COURSE, THE THE BIG PIECE IS IS PROVIDING ACCESS.

RIGHT. AND, YOU KNOW, BEATING THE BUSHES AND GETTING AS MANY PEOPLE OUT, PROVIDING CLASSROOMS AND PLACES THAT WE WANT TO SEE KIDS. AND, BUT WE DO HAVE SOME PROGRAMS THAT I'M SURE DR.

BIRD CAN TALK ABOUT. I'M THINKING ABOUT THE PARENTS TEACHERS PROGRAM SPECIFICALLY AND HOW WE GO INTO TO HOMES TO TEACH OUR PARENTS WHAT IT IS TO BE ABLE TO PROVIDE SOME OF THE SUPPORT.

DR. BIRD, DO YOU WANT TO SHARE A LITTLE BIT MORE DETAIL AROUND.

HIPPY? THAT'S RIGHT. SO WE CAN GET YOU THE NUMBERS OF, I DON'T HAVE IT OFF THE TOP OF MY HEAD, BUT WE DO HAVE PRETTY EXTENSIVE PROGRAM.

IT'S CALLED HIPPY, AND IT'S WE TRAIN PARENTS, WE GIVE THEM CURRICULUM.

THEY GO INTO GO INTO THE HOUSE.

THEY HAVE COACHES THAT GO IN AND HELP PARENTS DO, DELIVER THE INSTRUCTION ONLINE.

SO THERE'S SEVERAL TOUCH POINTS WITH PARENTS THAT THEY DO.

SO I CAN GET YOU THE NUMBERS OF HOW MANY KIDS, HOW MANY FAMILIES PARTICIPATE IN THAT.

IT'S PRETTY EXTENSIVE.

SO, THEY ACTUALLY GO INTO THE HOME? YES. RIGHT. AND HOW ARE PARENTS INFORMED? HOW DO THEY KNOW THAT IT'S AVAILABLE? WE DO OUTREACH FROM A VARIETY OF CHANNELS FOR, TO INFORM PEOPLE.

AND IT'S A GRANT.

REMEMBER, IT WAS A FEW MONTHS AGO, A GRANT FROM, AND THAT INCLUDES OUTREACH MATERIALS THAT WE OKAY. THANK YOU SO MUCH. TRUSTEE WADE.

THANK YOU, TRUSTEE CRUZ.

SUPERINTENDENT HOUSE.

SO, ON, I'M GOING TO PIGGYBACK ON MYRNA'S QUESTIONS ABOUT FIRST GRADE INSTRUCTION.

AND SO, I'M GOING TO GO BACK TO WHAT ARE WE DOING IN OUR CURRENT PRE-K INSTRUCTION THAT WILL GET STUDENTS BETTER QUALIFIED THAN THEY ARE CURRENTLY FOR OUR FIRST GRADE? HOW WILL WE, HOW DO WE PLAN TO MEASURE THE PRE-K PROGRAMS? I GUESS IS A BETTER WAY TO ANSWER, ASK THE QUESTION.

DR. BIRD, YOU TALK A LITTLE BIT ABOUT KIND OF NOT ONLY THE ASSESSMENT, BUT ALSO THE INSTRUCTIONAL PRACTICES THAT ARE BEING UTILIZED AS WELL.

THANKS FOR THE QUESTION, TRUSTEE WADE.

WE DO HAVE, WE PURCHASED CURRICULUM FOR ALL OF OUR PRE-K PROGRAMS. THAT WAS PURCHASES MADE LAST YEAR.

SO THAT'S BEING IMPLEMENTED THIS YEAR.

WE HAVE AN ASSESSMENT THAT WE HAVE CALLED THE CIRCLE ASSESSMENT THAT WE MEASURE THEIR READINESS.

BUT OUR STRATEGY REALLY IS THE HIGH QUALITY INSTRUCTIONAL MATERIALS THAT WE PURCHASED LAST YEAR FOR PRE-K PROGRAMS AND TRAINING TEACHERS.

THAT'S ONGOING PROCESS.

AND WE'LL GET SOME DATA ALONG THE WAY TO SEE HOW WE'RE DOING.

[00:30:04]

AND WE SHOULD BE ABLE TO PROJECT HOW THOSE STUDENTS ARE GOING TO.

IT'S ALL ABOUT KINDERGARTEN READINESS AND PREPAREDNESS FOR LITERACY.

OKAY. MAY I ASK A QUESTION ABOUT THE PURCHASING OF THE PROGRAM? SO, WE HAVEN'T PURCHASED THE PROGRAMS AND THE OTHER, THE OLDER, THE OTHER PROGRAMS WERE JUST ON TRIAL WITH THEM.

WE WANT TO MAKE SURE THAT THEY'RE WORKING.

SO WE BOUGHT INTO THIS PROGRAM, THE CIRCLE PROGRAM.

WELL, CIRCLE IS AN ASSESSMENT THAT WE USE.

THE PRE-K CURRICULUM WE PURCHASED, WE PURCHASED CURRICULUM, BUT WE KNOW IT'S, I MEAN, THERE ARE SEVERAL PROGRAMS THAT ARE EVIDENCE BASED PROGRAMS THAT ARE RECOMMENDED.

AND SO THESE ARE USED NOT JUST BY, IT'S NOT, THEY'RE NOT NEW.

THEY HAVE PROVEN.

YEAH, THAT'S RIGHT. I'LL BE CURIOUS TO SEE OK.

THANK YOU FOR THAT.

ON THE PRE-K SUBJECT, DO WE HAVE, WE HAVE THE ABILITY TO, I'LL ASK YOU, SORRY, SUPERINTENDENT, I'LL ASK YOU THIS QUESTION.

WE HAVE THE ABILITY TO SURVEY PARENTS.

CAN WE SURVEY THEM ON THE QUESTION OF HAVE THEY BEEN ATTENDING OTHER PRE-K PROGRAMS OUTSIDE OF OURS? I MEAN, THAT'S AN EASY QUESTION TO ASK.

I DON'T KNOW THAT WE'RE ASKING THAT QUESTION CURRENTLY.

HAVE TO CHECK WITH SOMEONE FROM OUR OFFICE OF ENROLLMENT OR WHATNOT.

BUT YOU'RE ASKING THE QUESTION IS WHETHER WE CAN.

I THINK IT WOULD BE YES. I'M ASKING IF WE CAN.

I THINK IF WE DON'T CURRENTLY IT'S IMPORTANT BECAUSE A LOT OF PEOPLE SEND THEIR KIDS TO ALTERNATIVE CHURCH SCHOOL, YOU KNOW, PRE-K PROGRAMS OUTSIDE.

AND WE WANT TO KNOW WHAT WE'RE COMPETING WITH AS WE ENTER INTO THE EXPANSION.

IT'S IMPORTANT. SO, THANK YOU.

AND THEN MY LAST QUESTION.

WE'VE ANSWERED THESE BEFORE, AND I'LL DIRECT THIS, IF IT'S OKAY, TO DR.

MATNEY. IS THIS OKAY? THANK YOU. DR.

MATNEY, WE'VE ASKED THIS QUESTION BEFORE, BUT WE SEE THE SPANISH TESTERS DO SO MUCH BETTER THAN EVERYONE ELSE.

AND I KNOW YOU'VE EXPLAINED THE SPANISH IS AN EASIER LANGUAGE AND ALL OF THE ABOVE.

I'VE ASKED THE QUESTION BEFORE, BESIDES THAT ANSWER? OR HOW ARE WE GOING TO HELP OUR OTHER STUDENTS.

IS THERE ANYTHING? SO, THAT THOUGH THAT IS THE ONE THING, AS I'VE DUG IN, DR.

BIRD MAY HAVE ADDITIONAL INSIGHT INTO THAT, BUT THAT ANY TIME WE HAVE THESE CONVERSATIONS, THAT'S THE ONE THING THAT'S POINTED TO, THAT THIS IS NOT UNUSUAL.

IT'S NOT JUST HISD OR PROGRAMING.

IT REALLY IS ABOUT LANGUAGE AND HOW KIDS ARE ACQUIRING LANGUAGE, ESPECIALLY AROUND LITERACY.

THANK YOU. TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE, DR.

MATNEY FOR THE PRESENTATION.

SUPERINTENDENT HOUSE, DID I HEAR CORRECTLY, THERE WILL BE DATA GATHERED ON PRECARESFROM THE CURRICULUM THAT WE ALL JUST PURCHASED ON TOP AND OVER THE CIRCLE TEST THAT IS DONE BY TEA? THE ASSESSMENT? THE ASSESSMENT. SO THE ASSESSMENT IS THAT'S JUST THE ASSESSMENT THAT WE HAVE TO DO.

WE ARE GATHERING IMPLEMENTATION DATA TO SEE HOW TEACHERS ARE DOING WITH IT.

WE HAVE FOCUS GROUPS OF WE'LL HAVE FOCUS GROUPS OF PRE K TEACHERS TO SEE HOW THEY'RE IMPLEMENTING IT.

WE HAVE ADDED MORE COACHES TO THE SCHOOLS THIS YEAR TO HELP THEM IMPLEMENT THE CURRICULUM.

WE'RE NOT DOING ADDITIONAL TESTS.

NO, WITH JUST THE CIRCLE ASSESSMENT, BUT WE ARE MONITORING FOR IMPLEMENTATION AND WE SHOULD BE ABLE TO.

WHAT DO YOU MEAN BY MONITORING? CAN YOU EXPLAIN WHAT THAT LOOKS LIKE? LIKE IF YOU WALK INTO A CAMPUS, CAN YOU TELL ME WHAT THAT LOOKS LIKE? SO, SURE. SO, THERE ARE, YOU KNOW THERE ARE KITS, THERE IS A SCOPE AND SEQUENCE, JUST LIKE FOR EVERY OTHER GRADE LEVEL.

SO WE WANT TO MAKE SURE THAT THE MATERIALS ARE BEING USED.

SO, IF WE GO INTO A CLASSROOM AND WE DON'T SEE THEM BEING USED, THEN WE KNOW THAT THEY'RE NOT IMPLEMENTING THE CURRICULUM.

WE JUST WANT TO FIND OUT WHY THAT IS, WHAT SUPPORT THEY NEED.

SOME OF IT IS JUST ABOUT TRAINING AND SOME OF IT, THEY JUST, MAYBE IT'S A NEW TEACHER THAT CAME ON AFTER THEY DIDN'T GET TRAINING IN THE SUMMER, SO THEY NEED TO BE TRAINED.

SO THAT'S WHY WE HAVE ADDITIONAL COACHES TO HELP HELP THEM IMPLEMENT THE CURRICULUM.

SO, IS THERE A PART WHERE YOU ARE MEASURING HOW MUCH DRAMATIC PLAY, HOW MUCH RECESS THEY ARE GETTING, HOW MUCH JOY THEY'RE HAVING IN A CLASS LIKE, NOT JUST? YEAH, YOU CAN SEE THE SCHEDULE AND ALL THOSE ELEMENTS ARE BUILT INTO THE, YOU KNOW, THE DRAMATIC PLAYSTATION.

ALL THOSE ELEMENTS ARE BUILT INTO THE CURRICULUM PRODUCT.

OKAY. THANK YOU, JOY IS NOT BUILT INTO THAT, BUT YOU CAN OBSERVE FOR JOY.

THANK YOU SO MUCH. [LAUGHTER] SO, FOR THE HIPPY PROGRAM, IT'S CENTERED, ARE THEY CENTERED AND OR STATIONED AT RISE CAMPUSES WITH BILINGUAL, ARABIC, VIETNAMESE, FRENCH, WHATEVER THE COMMUNITY NEEDS? I'M SORRY, CAN YOU REPEAT THE FIRST PART OF THE QUESTION? MY COLLEAGUE TRUSTEE GUIDRY ASKED ABOUT THE HIPPY PROGRAM.

OH, HIPPY. IS THAT HIPPY PROGRAM, A RE THEY CENTERED OR STATIONED IN OR AROUND RISE CAMPUSES WITH BILINGUAL ACCESS TO WHATEVER LANGUAGE IS NEEDED IN THAT PARTICULAR RISE CAMPUS?

[00:35:01]

I WILL VERIFY THAT. BUT I KNOW THAT A LARGE PERCENTAGE OF THE PEOPLE WHO ARE PARTICIPANTS IN HIPPY ARE MULTI MULTIPLE LANGUAGE SPEAKERS.

SO, YEAH. THANK YOU. I'D ALSO BE INTERESTED IN SEEING THE DATA ON HOW MANY PARENTS ARE ACTUALLY UTILIZING THE PROGRAM.

THE HIPPY IS A GREAT, GREAT, INCREDIBLE PROGRAM.

AND I'D BE VERY, VERY, VERY HAPPY TO SEE THAT ON THE RISE CAMPUSES IN DISTRICT 1.

THANK YOU. AND MY LAST QUESTION, HOW ARE THE SCORES, DR.

MATNEY, BEING TRACKED FOR OUR STUDENTS? LIKE, DOES IT FOLLOW THE STUDENTS? IS IT WHEN YOU LOG INTO RENAISSANCE 360, CAN A THIRD GRADER GO BACK TO SEE THEIR FIRST GRADE TEST AND SAY, OH, I REALLY HAVE GAINED IN UNDERSTANDING FOR OBJECTIVE 15A, WHATEVER? I DON'T KNOW. WHAT DOES THAT LOOK LIKE? CAN YOU GIVE ME A PICTURE OF THAT, PLEASE? I DON'T KNOW THE ANSWER TO THAT QUESTION, BUT I CAN GET IT FOR YOU.

OKAY. AND, SUPERINTENDENT HOUSE, THIS IS BEFORE YOUR TIME, BUT I'M GOING TO ASK ONE MORE.

THERE ARE A LOT OF INSTANCES WHERE THESE SCORES DON'T PUT A BIG PICTURE ON HOW OUR STUDENTS ARE DOING.

I KNOW THERE ARE DIFFERENT DISTRICTS ACROSS THE STATE THAT HAVE MOVED TO WRITING PORTFOLIOS AND IT ACTUALLY IS SO MUCH BETTER THAN, I'M NOT GOING TO SAY MY PREFERENCE, BUT IT'S A REALLY GREAT TOOL, I THINK, AND THE EVOLUTION OF WRITING AND READING, YOU SEE IT BEFORE THEM YEAR AFTER YEAR.

SO I'M GOING TO SUBMIT TO YOU, MY COLLEAGUES, IF WE COULD MOVE TO A WRITING PORTFOLIO, I'D BE GLAD TO SIT AND GRADE FOR THOSE.

SO, THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU.

AND I'M GOING TO START OFF BY SAYING THAT I APPRECIATE THE INCREASED FIDELITY AND THE BOY ASSESSMENT THROUGHOUT THE DISTRICT.

I THINK THAT'S ONE OF THE THINGS THAT DEFINITELY NEEDED TO HAPPEN.

GOING BACK TO TRUSTEE WADE'S POINT.

LAST YEAR, BEFORE THE YEAR ENDED, I ASKED ABOUT PRE K ON ENROLLMENT FORMS. I WAS TOLD THAT THAT WOULD HAPPEN.

THIS YEAR I WAS TOLD IT DID NOT HAPPEN.

I CANNOT TELL YOU WHAT TO DO, BUT I THINK THE BOARD WANTS TO KNOW WHICH ONE OF OUR STUDENTS HAVE GONE TO PRE-K AND NOT JUST IN HISD, BECAUSE WE KNOW THAT THERE'S A LOT OF OTHER SMALL PRE-K CENTERS AROUND THE DISTRICT THAT STUDENTS THEN COME TO US.

SO, IT'S VERY USEFUL INFORMATION FOR US.

AND THEN MY FIRST QUESTION ON THAT IS, WHAT IS THE NAME OF THE PRE-K CURRICULUM? IT'S CALLED SAVVAS.

SAVVAS. S-A-V-A-S. S-A-V-A-A-S. I THINK IT HAS TWO AS.

YEAH. OKAY. THANK YOU.

AND THEN, ON PAGE FIVE OF THIS REPORT, WE'VE SEEN THAT STUDENTS TAKING THE TEST IN SPANISH DO WAY BETTER.

SO RIGHT HERE WE HAVE HISPANIC STUDENTS ALL LUMPED TOGETHER.

AND WE'VE ASKED FOR THIS, MULTIPLE TRUSTEES HAVE ASKED FOR THIS BEFORE, BUT IT WOULD BE VERY USEFUL INFORMATION, I BELIEVE, TO SEPARATE HISPANIC STUDENTS INTO STUDENTS WHO ARE TAKING THE TEST IN ENGLISH AND STUDENTS WHO ARE TAKING THE TEST IN SPANISH ON THIS DOCUMENT JUST BECAUSE WE KNOW THAT THERE'S GOING TO BE A BIG DISPARITY BETWEEN THE TWO GROUPS.

SO ON THIS SPECIFICALLY, Y'ALL ARE GOING TO HEAR YOUR FAVORITE PHRASE, BECAUSE TAPR WAS CHOSEN AS THE DATA SOURCE, IT DOES NOT SEPARATE IT OUT THAT WAY.

IF THE BOARD WERE TO CHOOSE AN INTERNALLY DEVELOPED MODEL INSTEAD OF TAPR, WE COULD DO THAT FOR YOU.

CAN YOU EXPLAIN WHY? I DON'T KNOW WHY TAPR DOESN'T SEPARATE IT OUT THAT WAY.

BUT WE HAVE THE DATA INTERNALLY.

BUT TO MAINTAIN THE FIDELITY OF THE NUMBERS, SOMETIMES THE DATA MAY BE ONE POINT OFF OR A DECIMAL POINT OFF AND ACCURACY MATTERS ON THESE THINGS.

AND SO WE COULD, WHAT WE DON'T WANT TO DO AND WHAT WE CAN'T DO FOR THIS PIECE IS EVERYBODY ELSE'S TAPR DATA IS A SOURCE.

AND THEN HERE'S SOMETHING ELSE AS A SOURCE.

WE COULD ADD IT IN AS A AS AN ADDENDUM, OR IF YOU CHANGE YOUR DATA SOURCE, IT'D BE VERY EASY TO DO.

OKAY. WE SHALL DISCUSS IT, I GUESS.

AND, MY OTHER QUESTION ON THIS IS ON PAGE 16.

OH, SORRY. MAYBE A FEW MORE.

ONE. YES, RIGHT THERE.

SO THE RISE CAMPUSES ARE SIGNIFICANTLY LOWER.

[00:40:06]

IT'S A PORTION OF WHAT I TALKED ABOUT EARLIER, THE EFFECTS OF, OF COURSE, THE PANDEMIC.

BUT EVEN PRIOR TO THE PANDEMIC, THE ECONOMICALLY DISADVANTAGED GAPS THAT WE SEE BETWEEN OUR RISE CAMPUSES IN MANY OF OUR OTHER CAMPUSES, WE SEE KIDS COMING IN LOWER.

DR. WATTS OR DR.

MATNEY, ANY OTHER INSIGHTS.

THANK YOU. AND THANK YOU TO MY COLLEAGUES WHO'VE ALREADY ASKED SOME OF THE QUESTIONS THAT WERE ON MY MIND AS WELL.

FOR EXAMPLE, THE DECLINE IN THE PERCENTAGE OF FIRST GRADERS ON GRADE LEVEL OR PROFICIENCY LAST YEAR BOY COMPARED TO THIS YEAR BOY.

AND, CORRECT ME IF I'M NOT UNDERSTANDING CORRECTLY, THAT YOU BELIEVE THAT THE ROOT CAUSE FOR THAT DECLINE FROM LAST YEAR TO THIS YEAR WAS DISRUPTION IN PRE-K FOR THIS YEAR'S FIRST GRADERS? DR. MATNEY. YEAH, THAT'S WHAT WE POINT TO.

SO WHEN YOU THINK ABOUT THIS YEAR'S FIRST GRADERS, IF THEY WERE IN PRE-K THREE, THEY HAD MOST OF PRE-K THREE, BUT THE SIGNIFICANT NUMBER OF OUR PRE KERS ARE PRE K FOUR.

SO, IN 2021 THEY LIKELY, GIVEN OUR PRE K ENROLLMENT DATA, THEY LIKELY DID NOT COME TO SCHOOL AND POSSIBLY EVEN IN KINDERGARTEN, GIVEN OUR KINDERGARTEN ENROLLMENT DATA LAST YEAR. SO THIS COULD HAVE BEEN THE FIRST YEAR THAT THEY WERE IN A STABLE ENVIRONMENT.

THE OTHER PIECE IS WHEN YOU'RE, AS A FORMER FIRST GRADE TEACHER, WHEN YOU'RE TEACHING A STUDENT HOW TO READ YOU, YOU'RE BANKING ON THAT SOLID SPAN OF INSTRUCTION IN SOME TYPE OF DAYCARE PRE K LEARNING YOUR LETTERS, THEN MOVING INTO KINDERGARTEN, KNOWING YOUR LETTERS.

SO, IF THESE STUDENTS WERE ABSENT FROM INSTRUCTION FOR THAT LONG, THEY ARE COMING, POSSIBLY NOT EVEN KNOWING LETTERS.

SO TEACHERS ARE HAVING TO TO BACK UP FROM THE BEGINNING.

SO, IT HAS A SIGNIFICANT IMPACT IF THEY WERE UNSCHOOLED FOR THAT LONG OF A PERIOD OF TIME.

SO, HOW ARE Y'ALL TESTING THAT HYPOTHESIS TO MAKE SURE THAT THAT IS THE REASON AND THAT THERE ISN'T SOMETHING ELSE THAT YOU NEED TO ADJUST FOR IN KINDERGARTEN SO THAT WE DON'T HAVE THIS HAPPEN AGAIN FOR OUR FIRST GRADERS NEXT YEAR? SO, EXCUSE ME.

I THINK THERE ARE SEVERAL OTHER THINGS THAT WE HAVEN'T MENTIONED TODAY THAT WE ARE DOING.

SIM THE PHONICS INSTRUCTION THAT WAS HALF THE TEACHERS WERE TRAINED LAST YEAR.

THE REST OF THEM ARE BEING TRAINED THIS YEAR.

THERE'S THE READING ACADEMIES.

THOSE LOWER GRADE TEACHERS HAVE ALREADY GONE THROUGH THAT LAST YEAR.

SO THERE'S A LOT OF OTHER KINDS OF THINGS THAT HAVE HAPPENED THAT WE BELIEVE WILL STRENGTHEN INSTRUCTION, AND MOSTLY THAT'S AROUND TEACHER SUPPORT AND TRAINING.

SO THAT'S THE STRATEGY THAT WE HAVE.

OKAY. SO, AND THOSE ARE FREQUENTLY CITED AS A CORE STRATEGY OR THE READING ACADEMIES AND THE CHANGES TO LITERACY INSTRUCTION, AS WELL AS THE HIGH QUALITY CURRICULUM, BOTH OF WHICH WERE PILOTED IN CLASSROOMS LAST YEAR.

SO, WHAT DIFFERENCES ARE YOU SEEING IN THE OUTCOMES OF THE STUDENTS WHO BENEFITED FROM ONE OR BOTH OF THOSE LAST YEAR ON BOY LAST YEAR COMPARED TO THIS YEAR? SO THE LITERACY CURRICULUM IN K-5 WAS NOT IMPLEMENTED.

THIS IS THE FIRST YEAR FOR THAT, SO WE HAVEN'T SEEN ANYTHING FOR THAT.

READING ACADEMIES, I THINK LAST YEAR THAT WAS THE FIRST GROUP OF TEACHERS THAT WENT THROUGH.

SO THIS WOULD BE THE YEAR WE WILL SEE IMPACT BECAUSE THEY WENT THROUGH THE FULL PROGRAM LAST YEAR.

NOW WE HAVE ANOTHER COHORT OF TEACHERS THAT ARE UPPER GRADE.

OUR SECOND AND THIRD GRADE TEACHERS ARE GOING THROUGH IT NOW.

SO WE SHOULD SEE FROM KINDERGARTEN TO FOUR, WE SHOULD SEE SOME IMPROVEMENT THIS YEAR.

HOPEFULLY ON MOY MIDDLE OF YEAR, WE'LL SEE THE EFFECTS OF THAT BECAUSE AGAIN, THIS WAS, THIS TEST WAS ADMINISTERED AFTER SIX DAYS OF SCHOOL.

WHETHER IT WAS, YOU KNOW, THOSE ARE ROUTINES AND PROCEDURES THAT TEACHERS ARE TEACHING THOSE FIRST FEW DAYS OF SCHOOL.

BUT, SO WHAT ABOUT THE SAME QUESTION FOR THE HIGH QUALITY INSTRUCTIONAL MATERIALS? WE'LL SEE. I MEAN, I THINK WE WILL IN MATH, WE HAVE SOME.

READING THERE'S ONLY SIX SCHOOLS THAT ARE IMPLEMENTING READING.

SO WE WILL, WE'RE COLLECTING IMPLEMENTATION DATA RIGHT NOW.

SO, WE'LL BE ABLE TO SHOW YOU SOME DIFFERENTIATED RESULTS, LIKE WE'RE GIVING THE TEA INTERIM, FOR EXAMPLE, RIGHT NOW.

WE'RE GETTING THAT DATA BACK AND WE WILL BE ABLE TO COMPARE THOSE SCHOOLS THAT ARE IMPLEMENTING CURRICULUM VERSUS NON VERSUS SCHOOLS THAT ARE NOT IMPLEMENTING CURRICULUM.

SO, IS THERE A DIFFERENCE BETWEEN BOY LAST YEAR AND BOY THIS YEAR FOR THE STUDENTS THAT HAD THAT CURRICULUM? WELL, WE WOULDN'T

[00:45:01]

WE WOULDN'T KNOW THAT BECAUSE WE DON'T HAVE, THIS IS THE FIRST YEAR OF READING.

SO THOSE. THE KIDS THAT TOOK THE HIGH QUALITY CURRICULUM.

YEAH. OKAY. SO FOR AMPLIFY, THERE'S ONLY SIX SCHOOLS THAT ARE DOING THAT THIS YEAR AND THIS IS THE VERY FIRST YEAR THEY'RE DOING.

OKAY. I GUESS I THOUGHT WE PILOTED SOME OF THESE THINGS LAST YEAR.

OKAY. IN MATH WE DID AND MIDDLE SCHOOL MATH.

OKAY, OKAY. THAT MAKES SENSE.

AND THEN.

WHAT ESSER INVESTMENTS THAT WERE MADE LAST YEAR FOR LITERACY IN THESE GRADES YIELDED THE GREATEST IMPACT AND WHICH DID NOT YIELD THE RESULTS THAT YOU HAD EXPECTED. YEAH, I WOULD SAY AGAIN THAT A LOT OF THE PHONICS CURRICULUM WE PURCHASED WITH ESSER DOLLARS, SO WE PURCHASED IT LAST YEAR.

WE TRAINED LAST YEAR. WE'RE GOING TO SEE RESULTS THIS YEAR.

SO WE HAVEN'T YET, IT HASN'T BEEN YET IN THE SYSTEM LONG ENOUGH TO SEE IMPACT.

BUT THIS YEAR WE SHOULD SEE THOSE EFFECTS.

OKAY. SO, AND I APPRECIATE THAT MOY IS GOING TO BE HOW THESE INVESTMENTS THAT ARE NOW BEING, INVESTMENTS WERE MADE LAST YEAR.

WE MADE GREAT GAINS FROM BOY TO MOY LAST YEAR WITHOUT THOSE INVESTMENTS.

SO, BUT THEN WE FELL OFF TRACK AGAIN.

WELL, BUT THESE ARE NOT THE SAME STUDENTS.

THESE ARE, SO THESE BOY STUDENTS WERE, I MEAN LAST YEAR'S BOY STUDENTS, THAT'S NOT, IT'S NOT COMPARING APPLES TO APPLES.

SO, IT'S A DIFFERENT COHORT OF STUDENTS.

OKAY. SO, SEEING THAT AND THIS IS THE TREND PRE-COVID, THIS IS THE TREND NOT UNIQUE TO HISD, BUT, YOU KNOW, WE ALWAYS SEE BOY, MOY, EOY.

HOPEFULLY, IT'S AN UPWARD TREND.

WE SAW THAT LAST YEAR.

AND THEN THE STUDENTS GO HOME FOR THE SUMMER AND DO, YOU KNOW, A MYRIAD OF DIFFERENT THINGS AND THEN COME BACK.

AND THERE'S ALWAYS A DROP FROM WHERE THEY WERE LAST YEAR, EVEN IF WE'RE COMPARING.

SO, LET'S SAY WE COMPARE SECOND GRADERS BOY TO FIRST GRADERS EOY.

THAT'S THE SAME COHORT OF KIDS.

YES. THERE'S A DROP, RIGHT? SO, WHAT IS THE PLAN? WHAT IS THE STRATEGY TO ADDRESS THAT SUMMER SLIDE ? DR. BIRD, YOU WANT TO SHARE A LITTLE BIT ABOUT SOME OF THE OPPORTUNITIES THAT WE'RE LOOKING AT AND AND IF THEY'RE PARTICULAR OPPORTUNITIES IN RISE SCHOOLS.

DR. WATTS, WOULD YOU LIKE TO SHARE? PLEASE DO SO AT THIS TIME.

SUMMER. THIS UPCOMING SUMMER.

I'M NOT AWARE OF ANY PLANS RIGHT NOW THAT THAT PLANNING WILL HAPPEN.

AND I WILL SAY THAT ONE THING THAT WE ARE DOING FOR GENERAL SUMMER SCHOOL THIS YEAR IS TRYING TO BE MUCH MORE CONSISTENT AND BE MUCH MORE FOCUSED ON, BECAUSE YOU ONLY HAVE 15 DAYS IN THE SUMMER.

SO YOU REALLY DO NEED TO BE FOCUSED ON AND CONSISTENT ACROSS THE DISTRICT RATHER THAN JUST KIND OF DOING DIFFERENT THINGS.

WE WANT TO MEASURE IMPACT AND WE NEED TO, SO WHAT WE'RE DOING IN THE SCHOOL YEAR WITH HIGH QUALITY INSTRUCTIONAL MATERIALS, THAT NEEDS TO BE CONTINUED IN THE SUMMER AND BASED ON THE TEKS THAT STUDENTS ARE, WE ANALYZE THE DATA THAT WE GET, BASED ON THAT DATA, THEN THAT'S WHAT WE'RE GOING TO FOCUS THOSE 15 DAYS ON.

SO, I THINK THAT IS ONE THING THAT I'VE NOTICED OR THAT I'VE DIRECTED MY TEAM TO DO FOR THIS SUMMER PROGRAM.

WE REALLY NEED TO, IT NEEDS TO BE MUCH MORE FOCUSED ON JUST PRIORITY STANDARDS TO ACCELERATE LEARNING FOR KIDS.

AND, IS THERE ANY LIKE THE STATE HAS ADDITIONAL DAY SCHOOL YEAR? IS THERE ANY OTHER 15 DAYS? IT'S SHORT. IT'S SHORT.

RIGHT. IS THERE ANY OTHER STRATEGY OR ANY OTHER PROGRAM THAT WE'RE CONSIDERING? BUT, I ALSO THINK THAT AS YOU IMPLEMENT CONSISTENT CURRICULUM ACROSS THE DISTRICT, I THINK YOU'LL START TO SEE REDUCTION IN THOSE GAPS BECAUSE PART OF THE ISSUE WE HAVE IN HISD IS WE HAVE WE HAVE MOBILITY ISSUES.

AND IF A STUDENT IS GOING FROM ONE SCHOOL LESS THAN A MILE AWAY TO ANOTHER SCHOOL AND SOMETHING, IT'S COMPLETELY DIFFERENT, YOU ARE GOING TO SEE THAT IS GOING TO CAUSE GAPS IN LEARNING. AND SO AS WE HAVE CONSISTENT EXPERIENCES FOR STUDENTS, YOU'RE GOING TO SEE THOSE GAPS NARROW.

I MEAN, THAT'S NOT THE ONLY THING IT'S ABOUT.

ALSO, IT'S ABOUT IMPROVING TIER 1 INSTRUCTION FOR ALL STUDENTS.

AND I THINK WE HAVE TO RELY LESS ON INTERVENTION AND MORE ON FIRST GOOD INSTRUCTION, AND THEN WE CAN TARGET OUR INTERVENTIONS MORE CLOSELY.

SO, LET ME MAKE SURE I HEARD IT RIGHT.

SO YOU'RE PREDICTING THAT IF THE HIGH QUALITY INSTRUCTIONAL MATERIALS ARE IMPLEMENTED WITH FIDELITY, THE SUMMER SLIDE GAP SHOULD BE LESS? IS THAT WHAT I'M HEARING? YES. AND WE'RE ALSO, WE HAVE SOME DATA THAT WE'RE, THAT'S COMING IN RIGHT NOW FROM INTERIM DATA.

AND THAT IS, THAT'S REALLY A PREDICTOR OF STAAR OF END OF YEAR STAAR.

WE ARE SEEING SOME REALLY POSITIVE THINGS IN THAT DATA THAT POINT TO FIDELITY OF IMPLEMENTATION.

[00:50:04]

WE ALSO, WE CAN TRIANGULATE THE DATA BECAUSE WE HAVE IMPLEMENTATION WALKS THAT WE DO.

WE HAVE COACHES THAT ARE IN SCHOOLS VISITING.

WE'RE COLLECTING THAT DATA.

THEY'RE TARGETING PROFESSIONAL DEVELOPMENT BASED ON WHAT THEY'RE SEEING IN SCHOOLS.

WE HAVE. AND WHEN YOU COMPARE, WHEN YOU LOOK AT THOSE DATA POINTS AND YOU CAN, YOU SEE, YOU START TO SEE TRENDS THAT ARE HAPPENING.

AND SO, AND WE ALSO HAVE CURRICULUM.

WE HAVE THOSE CURRICULUM ALIGNED DATA.

WE CAN COMPARE EUREKA SCHOOLS AND NON EUREKA SCHOOLS AND ELEMENTARY.

WE DO SEE POSITIVE TRENDS IN THAT DATA RIGHT NOW.

SO, IT'S EARLY STILL.

AND THIS TEA INTERIM, WE HAVE THE WINDOWS OPEN UNTIL THE 16TH OF DECEMBER.

WHEN THAT WINDOW CLOSES, THE SCHOOLS OFFICE AND ACADEMICS ARE GOING TO GET TOGETHER, LOOK AT WHERE WE ARE AND THEN WHAT'S THE ACTION STEPS THAT WE NEED TO TAKE WITH, FOR PRINCIPAL, WHAT PRINCIPALS NEED TO TAKE ON THEIR CAMPUSES.

BUT WE'RE GOING TO BE ABLE TO LOOK AT THAT BEFORE WE LEAVE FOR THE WINTER HOLIDAY.

WE COME BACK, WE'RE GOING TO DO THAT SAME EXERCISE AT A PRINCIPALS MEETING AND THEN HAVE THEM HAVE SOME TIME TO ACTION PLAN.

BUT THERE'S A LOT OF WORK THAT'S GOING ON IN PROFESSIONAL DEVELOPMENT FOR TEACHERS, AND WE ARE STARTING TO SEE THE IMPACTS OF THAT.

AND WE'VE INTERVIEWED TEACHERS AS WE GO OUT AND SEE THE IMPLEMENTATION OF THINGS AND TEACHER PRACTICE IS GOING, THAT CHANGE IS GOING TO LEAD TO HIGHER STUDENT ACHIEVEMENT RESULTS BECAUSE THE TEACHERS THAT ARE IMPLEMENTING WITH FIDELITY, THEY ARE STARTING TO SEE CHANGES IN THEIR CLASSROOM.

THEY ARE STARTING TO SEE STUDENTS WHO HAVE BETTER.

WE CAN POINT TO DATA, WE CAN POINT TO DATA AT SCHOOLS AND RISE CAMPUSES THAT HE'S STARTING, THE PRINCIPAL AT NORTH LINE ELEMENTARY SCHOOL, FOR EXAMPLE.

HE IS STARTING TO SEE HIS DATA IMPROVE OVER ALL GRADE LEVELS.

SO I THINK IT TAKES A LITTLE TIME TO IMPLEMENT AND TO SEE THE RESULTS OF IT.

OKAY.

SO I HEAR WHAT YOU'RE SAYING, BUT I GUESS I'M STILL CONCERNED THAT LIKE THE OPPORTUNITIES THAT STUDENTS EXPERIENCE OUTSIDE OF THE CLASSROOM IN THE SUMMER VARY VASTLY, RIGHT? THERE WILL BE KIDS THAT GET TO GO ON THESE AMAZING SUMMER EXCURSIONS AND OTHER KIDS THAT HAVE VERY LITTLE STIMULATION.

AND SO I'M JUST CONCERNED THAT EVEN IF ALL OF THESE IMPLEMENTATIONS ARE HAPPENING AND WE CAN SEE THE GROWTH TO THE EOY, I MEAN, THIS IS NOT A NEW PHENOMENON AND IT'S NOT UNIQUE TO HISD.

THIS IS JUST A REALITY.

AND I THINK THAT THERE ARE TOOLS THAT ARE DISPOSITION THAT WE CAN USE.

I THINK I STILL HAVE A LITTLE BIT OF TIME.

I WOULD ALSO JUST, FOLLOWING UP ON TRUSTEE GUIDRY'S POINT, I THINK SHE RAISED A REALLY VALID CONCERN ABOUT PRE K AND ON THE YEAR OVER YEAR DATA ON THAT.

AND IF WE HAVE LONGITUDINAL DATA ON OUTCOMES FOR THE STUDENTS THAT PARTICIPATED IN THAT PROGRAM WOULD BE GREAT.

I CAN GIVE YOU RIGHT NOW, THIS YEAR, 414 FAMILIES ARE PARTICIPATING IN HIPPY AS OF RIGHT NOW, AND THERE'S STILL RECRUITMENT GOING ON.

I JUST GOT TO. BUT WE'LL GET YOU THE.

YEAH, THAT'D BE GREAT. THANK YOU.

TRUSTEE CRUZ, ON THE RESEARCH AND ACCOUNTABILITY WEBSITE THERE, EVERY YEAR WE DO A HIPPY EVALUATION AND THE ONE FROM LAST YEAR WAS JUST POSTED.

SO YOU CAN READ AS MUCH AS YOU WANT ON THERE.

THANK YOU. I'LL BE SPENDING MY HOLIDAYS DOING THAT.

ALL RIGHT, LET'S DO ROUND TWO.

TRUSTEE BAKER. SLIDE 8, PLEASE.

ON SLIDE 8, WHY ARE THE AFRICAN-AMERICAN AND THE HISPANIC STUDENT PERCENTAGES SO LOW COMPARED TO THEIR PEERS? AND WHAT PROVEN PROGRAMS COULD WE IMPLEMENT TO IMPROVE THOSE STUDENT OUTCOMES? DR. MATNEY, WOULD YOU TALK A LITTLE BIT ABOUT THE DATA AND THEN, OF COURSE, PROGRAMMATICALLY, DR.

BIRD SHARE A LITTLE BIT ABOUT, AGAIN, SOME OF THE PROGRAMMATIC PIECES, CURRICULUM PIECES THAT WE'RE FOCUSED ON AS WELL.

SURE. SO, YES.

TRUSTEE BAKER, THIS IS A HISTORICAL TREND THAT WE HAVE SEEN THAT IT IS SOMETHING THAT IS FOCUSED ON, THAT WE LOOK AT HOW DO WE IMPROVE THE LEARNING IN THOSE AREAS? THAT'S, YOU KNOW, THOSE ARE TRENDS THAT WE DO NOT WANT TO SEE.

THOSE GAPS NEED TO BE CLOSING AND NOT WIDENING AND NOT CONTINUING.

AND SO THAT, YOU'RE EXACTLY RIGHT THAT THOSE ARE AREAS THAT WE FOCUS ON.

SO, BY NOW, BY NOW, SINCE THEY'RE HISTORICAL AND WE'VE BEEN LOOKING AT THEM FOR A LONG TIME, FROM ADMINISTRATION TO ADMINISTRATION, WE HAVE NOT COME UP WITH ANY SOLUTIONS THAT WE CAN DO TO MAKE IT LOOK LIKE THEY'RE ALL COMPETITIVE.

BECAUSE I SEE THE NUMBERS AND I'M LOOKING AT THEM EVERY YEAR.

SO THERE HAVE TO BE SOMETHING IN PLACE, SOMEWHERE AROUND THIS GLOBE THAT CAN BRING THOSE GROUPS UP TO THE COMPETITIVE.

I MEAN, LOOK AT THE OTHER GROUPS.

IT'S RIGHT IN OUR FACE.

SO TRUSTEE BAKE, THE RESEARCH IS VERY CLEAR IN THIS AREA.

STUDENTS, PARTICULARLY BLACK AND BROWN CHILDREN, PARTICULARLY CHILDREN OF POVERTY, THEY ARE OFTEN, THEY GO TO SCHOOL, THEY DO WHAT THEY'RE ASKED TO DO, BUT THEY'RE OFTEN NOT

[00:55:02]

PRESENTED WITH ON GRADE LEVEL MATERIAL.

SO, IF YOU, IF YOU'RE ALWAYS INTERVENING AND NOT FOCUSING ON TIER 1 INSTRUCTION, YOU WILL NEVER GET CHILDREN TO WHERE THEY NEED TO BE BECAUSE THEY'RE ALWAYS BELOW GRADE LEVEL.

SO THAT'S THE WHOLE POINT OF IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS.

THERE'S A STUDY CALLED THE OPPORTUNITY MYTH DONE PRE-PANDEMIC THAT LOOKED AT SCHOOL SYSTEMS ACROSS THE COUNTRY AND 71% OF KIDS GO TO SCHOOL, DO EXACTLY, AND MAKE GOOD GRADES, MAKE A'S OR B'S, YET GRADUATE WITH A DIPLOMA THAT THEY'RE NOT PREPARED TO GO TO COLLEGE AND NOT DO REMEDIAL WORK.

AND THE EVIDENCE WAS VERY CLEAR.

THEY COLLECTED ASSIGNMENTS, THEY MONITORED STUDENT ENGAGEMENT, THEY MONITORED TEACHER EXPECTATIONS.

THEY DID SURVEYS OF TEACHERS, HIGH EXPECTATIONS.

THE THING THAT CHANGED THE MOST FOR THOSE CHILDREN, THE CHILDREN THAT DID THE BEST IS TEACHERS THAT HAD HIGH EXPECTATIONS.

THOSE CHILDREN ACTUALLY LEARNED AT AN ACCELERATED RATE, JUST THAT ONE THING ALONE BY HAVING A TEACHER THAT BELIEVES IN YOU.

AND THAT'S ONE THING.

THE SECOND THING WAS HAVING MATERIAL THAT'S ON GRADE LEVEL, WHICH IS THE WHOLE REASON WE'RE DOING, WE'RE IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS, BECAUSE IF WE DON'T AT LEAST GIVE EVERYBODY ON GRADE LEVEL MATERIAL TO START WITH, THEN WHAT YOU HAVE IS YOU HAVE, YOU GET A LOT OF INTERVENTION THAT'S HAPPENING AND IT'S BELOW GRADE LEVEL AND THEY'LL NEVER GET TO THE GRADE LEVEL.

SO YOU HAVE TO REMOVE THE BARRIERS BECAUSE MAYBE KIDS CAN'T READ ON GRADE LEVEL, MAYBE KIDS CAN'T PERFORM MATH ON GRADE LEVEL, BUT ALL KIDS CAN THINK AT HIGH LEVELS.

WE HAVE TO FIGURE OUT HOW TO HELP THEM ACCESS THE MATERIAL.

AND THAT'S THE MAGIC OF TEACHING.

YOU WERE SAYING ABOUT POVERTY.

BUT WITH ALL THE MONEY WE SPENT WITH THE WRAPAROUND AND WE'RE CONTINUING TO SPEND, I'VE SEEN IT IN ACTION.

YEAH. AND IT HELPS THE WHOLE STUDENT, AS YOU MENTIONED, YOU KNOW, SHOULDN'T WE SEE AN IMPROVEMENT NOW WITH THE WRAPAROUND HELPING, ESPECIALLY WITH, IN THE POVERTY AREAS? I MEAN, I THINK THAT'S ONE THAT'S ONE THING THAT IF STUDENTS AREN'T AREN'T PHYSICALLY READY TO LEARN BECAUSE THEY DON'T HAVE FOOD AT HOME, THOSE THINGS, YES, WRAPAROUND CAN HELP WITH THOSE THINGS. YOU HAVE TO SOLVE THOSE PROBLEMS, BUT YOU ALSO HAVE TO SOLVE THE INSTRUCTIONAL PROBLEMS IN THE SCHOOL WHERE STUDENTS HAVE TO BE GIVEN ON GRADE LEVEL INSTRUCTION AND BE HELD TO A HIGH STANDARD.

BECAUSE WHAT I KNOW AS A TEACHER IS KIDS WILL RISE TO THE LEVEL OF YOUR EXPECTATION.

I KNOW FOR SURE THAT'S TRUE FROM MY EXPERIENCE AS A TEACHER.

SO YOU HAVE A PLAN WITH A HIGH QUALITY INSTRUCTIONAL MATERIAL THAT BY THE END OF THE YEAR WE'RE GOING TO SEE AN IMPROVEMENT IN THOSE AREAS.

I BELIEVE THAT WE WILL SEE IMPROVEMENT IN SCHOOLS THAT ARE IMPLEMENTING WITH FIDELITY.

AND WE HAVE, WE ARE SEEING THAT DATA COME IN, PRELIMINARY DATA THAT'S ON OUR OWN, ON THE TEA INTERIM ASSESSMENT.

WE'LL BE ABLE TO SHARE THAT WITH YOU.

BUT YES, BY THE END OF THE YEAR, I BELIEVE THAT IN THOSE SCHOOLS THAT ARE IMPLEMENTING, WE WILL SEE IMPROVEMENT.

THANK YOU. TRUSTEE GUIDRY.

FOR OUR RISE CAMPUSES AND FOR A HIPPY.

FIRST OF ALL, DOES HIPPY PROVIDE SERVICES DURING THE SUMMER? REPEAT. DOES HIPPY PROVIDE SERVICES DURING THE SUMMER? I DON'T KNOW.

I'LL FIND OUT. CAN WE FIND THAT OUT? AND IF IT CAN BE REQUESTED BY THE PARENTS, THEN I WOULD LOVE FOR THEM TO KNOW THAT THEY CAN GET THAT ASSISTANCE DURING THE SUMMER.

AND THEN THE RISE CAMPUSES.

I UNDERSTAND, MAYBE NOT DISTRICT WIDE WE HAVEN'T.

YOU DON'T KNOW ABOUT SUMMER PROGRAMS, BUT HAVE WE DEVELOPED ANYTHING FOR THE RISE CAMPUSES FOR THE SUMMER? THAT HASN'T BEEN DETERMINED AS OF YET.

SOME OF THAT WILL, SOME OF THAT PLANNING WILL HAPPEN, OF COURSE, DURING THE SECOND SEMESTER.

THANK YOU. TRUSTEE SANTOS.

THANK YOU. PRESIDENT CRUZ, SUPERINTENDENT HOUSE TO ADDRESS MY COLLEAGUE, ADD TO TRUSTEE CRUZ'S POINT SO IT'S NOT JUST THE SUMMER SLIDE THAT WE'RE FOCUSING.

IT'S ALSO A SOCIAL SLIDE.

SO WE DON'T HAVE STUDENTS THAT KNOW HOW TO INTERACT.

AND THAT'S WHY I FOCUS ON THE DRAMATIC PLAY AND RECESS AND AND A LOT OF SOCIAL ANXIETY.

SO, ANOTHER THING AND TRUSTEE BAKER TO YOUR POINT, HIGH EXPECTATIONS AREN'T JUST STAAR FOCUSED, NOT JUST ABOUT A TEKS.

WHAT HAPPENS IS WHEN YOU HAVE ATHLETIC CLUBS AND ACADEMIC CLUBS, DEBATE CHESS, KARAOKE, STAR WARS, STAR TREK, WHATEVER, THESE CLUBS THAT WE CAN BRING OUR KIDS INTO OVER THE SUMMER.

YOU TALK ABOUT 15 DAYS, YOU CAN'T DEVELOP A RELATIONSHIP IN 15 DAYS.

AND THOSE HIGH EXPECTATIONS, LIKE CHIEF BIRD SAYS, YOU'RE NOT GOING TO TEACH SOMEBODY HOW TO READ IN 15 DAYS, BUT YOU CAN TEACH THEM HOW TO THINK IF YOU TEACH THEM HOW TO PLAY CHESS, IF YOU TEACH THEM HOW TO DEBATE AND LOOK AT AN ARGUMENT AND BREAK IT DOWN AND SO FORTH.

SO, THESE ARE SOME THINGS THAT WE CAN ADDRESS AND OTHER THINGS TO CONSIDER AS A BOARD.

WHERE, ARE WE PUTTING OUR MONEY WHERE OUR VALUES ARE? AND I WANT OUR KIDS LIKE CHIEF BIRD SAID, LIKE YOU MIGHT NOT BE ABLE TO TEACH TO HOW TO READ AND WRITE IN 15 DAYS, BUT YOU CAN SURELY BUILD THAT RELATIONSHIP FOR THEM TO WANT TO

[01:00:08]

COME BACK. SO THESE HIGH EXPECTATIONS ARE NOT JUST FOR THESE GOAL PROGRESS MEASURES.

SO, I'M JUST PUTTING THAT OUT THERE AND I WILL SUBMIT TO MY COLLEAGUES AND OUR SUPERINTENDENT JUST SOMETHING TO THINK ABOUT.

THANK YOU. AND THANK YOU, TRUSTEE CRUZ, FOR BRINGING THAT UP.

TRUSTEE WADE.

SUPERINTENDENT HOUSE, SO HOW MANY, LET ME GET A CLEAR AGAIN ON THE HIGH QUALITY INSTRUCTION ROLLOUT.

LAST YEAR WE DID MATH ONLY.

WE DID MATH ONLY.

ONLY SIX COMPANIES.

HOW MANY? SIX CAMPUSES.

SO THEN, THIS FALL, WE'VE DONE? 78 FOR MATH AND SIX FOR READING.

SO WE'RE GOING BACK TO SIX TO READING AND 78.

OKAY. THE REASON IT'S SIX IS BECAUSE THERE'S A, IT'S A PILOT PROGRAM FROM THE STATE AND IT'S, THAT'S THE MAXIMUM NUMBER YOU CAN DO AT FIRST.

OKAY. AND SO MY MY NEXT QUESTION IS HOW MANY, IS THAT ALL IN RISE CAMPUSES OR JUST SOME OF THEM OR NONE OF THEM.

ALL OF THE RISE CAMPUSES HAVE MATHEMATICS.

ALL OF THEM ARE IMPLEMENTING MATH THIS YEAR IN CARNEGIE OR EUREKA.

AND IN READING, THE THREE MIDDLE SCHOOLS ARE RISE.

AND SO YOU'RE SPRINKLING IT AROUND.

TWO OF THE, BECAUSE YOU HAD TO, YOU VOLUNTEER FOR THE READING, FOR THE THE FIRST YEAR, THE SIX, PEOPLE VOLUNTEER FOR THAT.

THREE OF THE, ATTUCKS, FLEMING.

ATTUCKS, FLEMING AND DEADY, THOSE ARE ALL RISE.

AND THEN THE ELEMENTARY SCHOOLS ARE.

THEY'RE NOT. THEY'RE NOT RISE. THAT'S RIGHT.

I JUST WANTED TO KNOW. I WANT TO.

I'M JUST TRYING TO REMEMBER AND BETTER UNDERSTAND WHERE THAT QUALITY INSTRUCTION AND MATERIAL IS GOING.

SO. OKAY, SO LET ME GET BACK TO THE POINT.

WITH KNOWING THAT NOW, WHEN YOU LOOK AT THE DATA FROM THE BOY, TO THE MOY TO THE EOY AND YOU'RE ONLY LOOKING AT IT SPECIFICALLY BASED ON ONLY A VERY SMALL PERCENTAGE OF OUR TOTAL OF CHILDREN.

HOW ARE WE ALL GOING TO PARSE THAT OUT? I MEAN, HOW DO YOU, HOW CAN YOU DIFFERENTIATE WHAT'S HAPPENING OVER THE WHOLE? BECAUSE YOU ONLY HAVE A SMALL DATA SET TO WORK FROM ON THE NEW HIGH QUALITY MATERIAL.

WELL, THIS YEAR WE'LL HAVE A MUCH.

WE HAVE 78 SCHOOLS. A BIGGER POOL.

IT'S A BIGGER DATA SET. YEAH. SO, REALLY FOR, THE REASON IT'S A COUPLE OF REASONS THAT WE DO SIX TO START WITH.

ONE, IT'S A PILOT PROGRAM AND THE STATE THEY PAY FOR IT.

BUT SECONDLY, WE, ESPECIALLY WHEN YOU'RE DOING ELEMENTARY SCHOOLS BECAUSE YOU HAVE MATH, IT'S THE SAME TEACHER OFTEN TEACHING MATH AND READING.

SO YOU DON'T WANT TO OVERWHELM THAT TEACHER WITH TOO BRAND NEW CURRICULUM.

SO WE DO NEED TO SCALE IT AT A REASONABLE PACE AND SO THAT WE CAN SUPPORT IT WELL, TOO.

SO WE HAVE LEARNED A LOT WITH OUR MATH IMPLEMENTATION.

WE'VE LEARNED A TON THIS YEAR ABOUT HOW WE CAN IMPROVE AS WE SCALE TO MORE SCHOOLS NEXT YEAR.

THE SAME IS TRUE WITH READING. SO, THE LAST TWO DAYS WE'VE BEEN OUT IN SCHOOLS, MY TEAM'S BEEN OUT AT SCHOOLS DOING IMPLEMENTATION WALKS, AND THAT'S TO GATHER DATA ABOUT HOW THEY CAN HELP SUPPORT TEACHERS.

WHAT WOULD YOU HAVE LIKED TO HAVE SEEN THE TRAINING DIFFERENT? SO, IT'S PURPOSEFUL THAT WE'RE DOING IT IN SMALL AMOUNT.

I KNOW THAT THERE'S THERE'S AN URGENCY FOR MORE KIDS NEED THIS, BUT WE ALSO HAVE TO DO IT IN A REASONABLE AND A RESPONSIBLE WAY SO THAT WE'RE SUPPORTING THE ADULTS WHO HAVE TO DELIVER IT. AGREE. I JUST WANT TO UNDERSTAND HOW THE DATA IS GOING TO BE COLLECTED ON THE VARIABLES OF SCHOOLS THAT HAVE IT AND DON'T HAVE IT.

WILL WE GET THAT DIFFERENTIATED DATA? I GUESS IS WHAT I'M ASKING. YES, WE ARE.

WE ARE. THANK YOU.

TRUSTEE HERNANDEZ.

THANK YOU. THANK YOU.

MY FIRST QUESTION IS WE WERE TALKING ABOUT SUMMER SLIDE .

SHOULD THE BOARD, MR. SUPERINTENDENT, BELIEVE THAT ALL RISE SCHOOLS WILL HOLD SUMMER SCHOOL, SOME TYPE OF SUMMER SCHOOL? I KNOW THE SUMMER SCHOOL IS MOSTLY DETERMINED BY THE PRINCIPAL, CORRECT? NOT ANYMORE. NO.

WE DEFINITELY WANT TO TAKE A LOOK AT KIND OF WHERE THE NEED IS AND WHERE THE DATA IS.

AND IT'S, I THINK WE HAVE TO BE CAREFUL ABOUT SAYING OFFERING AT A PARTICULAR SCHOOL.

I THINK WHAT WE'VE DONE PREVIOUSLY IS LOOKED AT KIND OF REGIONAL CAMPUSES AND PROVIDED OPPORTUNITIES.

DR. WATTS, ANY ANY OTHER INSIGHT HERE? SO, IT IS, YOU KNOW, THERE'S THE ACADEMIC PROGRAM.

LAST YEAR WE WANTED TO INCORPORATE MORE THAN JUST ACADEMICS TO TRUSTEE SANTOS' POINT.

SO, THERE WERE SOME SCHOOLS PRINCIPALS DID CHOOSE LIKE, WE'RE GOING TO DO THAT, BUT WE'RE ALSO GOING TO DO THIS.

THAT WAS PRINCIPAL CHOICE.

WE DID HAVE, WE OFFERED IT FOR EVERY STUDENT.

[01:05:03]

THERE WERE SOME LOW ENROLLMENT CAMPUSES, SO WE WOULD COMBINE WITH THE NEIGHBORHOOD CAMPUS TO CREATE THE HUB EFFECT.

BUT, WE PLAN TO OFFER, WE PLAN TO CONTINUE TO OFFER AN INCREASED, A MORE ROBUST SUMMER SCHOOL PROGRAM BECAUSE WE'RE STILL SEEING THESE KINDS OF RESULTS. OKAY.

AND THEN GOING BACK TO TRUSTEE DEIGAARD'S.

I CAN ONLY THINK OF YOUR FIRST NAME.

SORRY. SO MATH WAS IMPLEMENTED LAST YEAR? IN SIX SCHOOLS. IN SIX SCHOOLS.

SO WE SHOULD BE ABLE TO COMPARE THAT TO THIS YEAR, RIGHT NOW? YES. DO WE HAVE THOSE COMPARISONS? WELL, WE'RE GETTING. THE INTERIM WINDOW WILL CLOSE.

THAT'S OUR FIRST REAL DATA COMPARISON IS THE INTERIM ASSESSMENT THAT WE ARE GIVING.

WE'LL BE ABLE TO MAKE THOSE COMPARISONS BETWEEN.

I GUESS MY, I WOULD SAY I'M ASKING FOR A COMPARISON FOR BOY FOR THE STUDENTS THAT HAD THAT HIGH QUALITY INSTRUCTION LAST YEAR VERSUS OTHER STUDENTS THAT DIDN'T HAVE IT.

IT WOULD BE A BETTER COMPARISON IN MIDDLE OF YEAR BECAUSE IT IS MY UNDERSTANDING THAT CARNEGIE, IT WAS IN SIX SCHOOLS, BUT IT WASN'T FROM THE VERY BEGINNING OF THE SCHOOL YEAR.

IT WAS IMPLEMENTED A LITTLE AFTER SCHOOL YEAR STARTED.

IT WAS BEFORE I ARRIVED HERE. BUT THAT'S, SO I THINK MIDDLE OF THE YEAR IS PROBABLY THE BETTER DATA POINT TO COMPARE.

OKAY. OKAY. THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU, SUPERINTENDENT HOUSE, WHEN I WAS LOOKING AT, SO THIS YEAR'S THIRD GRADE, 2022 THIRD GRADERS WERE IN SECOND GRADE IN 2021 AND 2022 SECOND GRADERS WERE IN FIRST GRADE IN 2021.

AND WHEN I'M LOOKING AT THIS DATA, FOR ALL KIDS AND FOR ENGLISH TEST TAKERS, THERE WAS A DECLINE IN BOY FOR THE KIDS WHO WERE IN SECOND GRADE LAST YEAR COMPARED TO THIRD GRADE THIS YEAR.

AND FROM THE SAME TREND FROM THE KIDS WHO WERE IN FIRST GRADE LAST YEAR, THE KIDS ARE IN SECOND GRADE THIS YEAR, WITH THE EXCEPTION OF THE SPANISH ONLY TEST TAKERS.

SO PLEASE HELP ME UNDERSTAND WHAT'S GOING ON THAT CAUSED, LIKE WE HAD A NORMAL SCHOOL YEAR.

WHAT CAUSED THE DECLINE FOR THAT GROUP? YOU KNOW, THOSE TWO GROUPS OF KIDS.

DR. MATNEY. SO, ONE OF THE THINGS THAT WE SEE WITH THAT IS AND YOU'RE EXACTLY RIGHT, THERE'S A ONE POINT DECLINE.

WHEN I SPECIFICALLY LOOK AT THAT 47% FROM 21-22 AND SECOND GRADERS ARE AT 46%.

WHAT WE DON'T DO IN THIS DATA IS DO A PEER, WHO WAS IN THAT DATA IN 21-22 AND PULL IT OUT OF SECOND GRADE.

SO ONLY LOOK AT THE STUDENTS THAT WERE WITH US.

SO YOU'VE GOT A LOT OF VARIABLES OF MOVING IN AND OUT.

THE SUMMER SLIDE THAT WAS REFERENCED EARLIER, SO THAT ONE POINT COULD TOGGLE EITHER WAY IF WE RAN THE DATA A LITTLE BIT DIFFERENTLY AND ONLY LOOKED AT THOSE PURE FEEDER STUDENTS THAT WERE IN THE DATA HERE AS FIRST GRADERS IS 47% TO BEGINNING AS SECOND GRADERS.

OKAY, SO THAT MAKES SENSE.

SO GOING BACK TO A COMMENT THAT YOU MADE EARLIER THEN MR. SUPERINTENDENT, ABOUT TARGETED IMPROVEMENTS, TARGETED WORK FOR IMPROVEMENTS, ARE YOU LOOKING THEN AT THAT DATA TO SEE THE KIDS WHO ARE CONSISTENTLY WITH US, ARE THEY IMPROVING? AND IS THIS DECLINE TRULY BECAUSE OF NEW KIDS INTO OUR SYSTEM THAT HADN'T BEEN WITH US THE PREVIOUS YEAR? OR IS THERE SOMETHING IN OUR SYSTEM THAT ISN'T WORKING AS EXPECTED THAT NEEDS TO BE ADJUSTED? WE CAN DEFINITELY ACCOUNT FOR WHAT THAT DATA LOOKS LIKE AND PULL IT OUT IF NEED BE.

AND THEN IN THAT TARGETED WORK, WHICH STUDENT GROUPS ARE YOU FINDING ARE STRUGGLING THE MOST THAT YOU'RE TARGETING? WHAT IS THE PLAN FOR THE KIDS WHO ARE BEHIND NON RISE CAMPUSES? AND THERE'S GENERALLY, YOU SHARE MORE WHAT THAT TARGETING FOR IMPROVEMENT LOOKS LIKE FOR YOU.

AND I THINK THE GROUP, SPECIFIC GROUP THAT I THINK STICKS OUT THE MOST OF COURSE ARE AFRICAN AMERICAN AND LATINO KIDS OR WHATNOT.

AND YOU SAID THE TARGETED, YOUR SECOND AND THIRD QUESTION WERE? I ASKED WHICH GROUPS ARE STRUGGLING THE MOST THAT YOU ARE TARGETING? YEA. SO JUST SHARE MORE ABOUT WHAT THIS TARGETING STRATEGY LOOKS LIKE.

DR. BIRD, YOU WANT TO SHARE SOME INSIGHT AND REFERENCE TO THE TARGETED EFFORTS EVEN OUTSIDE OF THE CURRICULUM AND? SURE. SO AGAIN, THIS IS BEGINNING OF YEAR DATA.

SO THIS IS THE STARTING PLACE.

SO ALL OF OUR PRINCIPALS THEN HAVE THIS DATA AT THEIR CAMPUS.

THEY ARE, THROUGH THEIR PLC PROCESS, THEY'RE GOING TO DEVELOP PLANS FOR STUDENTS.

PART OF THAT IS IMPLEMENTATION OF [INAUDIBLE], WHICH WE'VE TALKED ABOUT.

PART OF IT IS HIGH DOSAGE TUTORING.

WE PROVIDE CAMPUSES WITH A LOT OF EXTRA FUNDS THIS YEAR THROUGH ESSER AND TITLE SO THAT THEY CAN, I MEAN IT'S GOING TO DEPEND ON THE CAMPUS REALLY BECAUSE IT'S UP TO, THAT'S

[01:10:07]

A CAMPUS BASED DECISION OF.

WHAT WE'RE TRYING TO DO THOUGH IS STREAMLINE THE NUMBER OF INTERVENTIONS THAT PEOPLE ARE USING.

SO YOU'RE NOT SORT OF MUDDYING THE WATER BY JUST THROWING DIFFERENT THINGS AT.

WE WANT HIGH QUALITY FIDELITY OF IMPLEMENTATION AND THEN WE WANT TARGETED INTERVENTIONS TO STUDENTS.

BUT THOSE REALLY ARE CAMPUS PLANS THAT WOULD BE DIFFERENT DEPENDING ON THE STUDENTS THAT EACH CAMPUS.

SO I APPRECIATE DECENTRALIZED PRINCIPALS HAVING DECISION MAKING ABILITIES.

HOW ARE YOU ALL SETTING THE EXPECTATIONS AND HOLDING DR. WATTS.

I THINK THAT REALLY SPEAKS TO SOME OF THE WORK AND DEVELOPMENT OF ADMINISTRATORS THAT WE'RE SEEING AT, THROUGHOUT THE SCHOOLS OFFICE.

THERE'S BEEN SOME INCREDIBLE WORK THAT'S HAPPENING.

DR. WATTS, YOU WANT TO SHARE A LITTLE BIT ABOUT WHAT YOU SAW, ACTUALLY, EVEN OVER THE COURSE OF THE PAST WEEK IN TERMS OF PRINCIPALS COACHING AND WHAT THAT LOOKS LIKE THROUGHOUT THE CLASSROOMS AS WELL.

SO THAT'S A GREAT QUESTION.

IT'S REALLY A TIERED APPROACH.

SO THERE ARE THINGS THAT WE ARE DOING FOR EVERY PRINCIPAL IN TERMS OF SUPPORT AND ACCOUNTABILITY.

OBVIOUSLY DOING SITE VISITS AT EACH CAMPUS, TRACKING THE ACTION STEPS THAT WE'RE GIVING TO PRINCIPALS SO THAT WE HAVE A RECORD OF WHAT THE SUPPORT LOOKED LIKE AND WHAT THE PRINCIPAL'S RESPONSE SHOULD BE SO THAT WE CAN FOLLOW UP ON THAT ON THE NEXT VISIT SO THAT THERE'S A CADENCE OF VISITS.

WE WILL LOOK AT THE DATA, OBVIOUSLY, AND DEVELOP ACTION PLANS.

AND WHEN SSOS WALK CAMPUSES, WE CAN HAVE PLAN IN HAND SO THAT WE CAN ENSURE THAT WHAT THE PLAN THAT THE PRINCIPAL CAME UP WITH IS ACTUALLY HAPPENING IN IMPLEMENTATION.

THOSE ARE JUST A COUPLE OF EXAMPLES.

AND OBVIOUSLY OTHER PRINCIPALS GET TIGHTER OR MORE SPECIFIC AND NUANCED SUPPORT AND ACCOUNTABILITY STRATEGIES DEPENDING ON WHERE THEY ARE IN THE TIERED SYSTEM. RIGHT.

WHAT SUPERINTENDENT HOUSE WAS REFERRING TO WAS MORE AROUND THE WORK THAT WE'RE DOING AROUND COACHING, AND IT'S ALSO IN PARTNERSHIP WITH THE TALENT OFFICE, REALLY LOOKING AT SCHOOL VISITS, CALIBRATION WALKS WITH THE T TEST EVALUATION TOOL, MAKING SURE THAT PRINCIPALS ARE EVALUATING TEACHERS WITH FIDELITY, BUT ALSO PROVIDING THE SUBSEQUENT COACHING WITH FIDELITY THAT WILL HELP ADVANCE TEACHER PRACTICE.

I AGREE WITH WHAT MY COLLEAGUE SAID ABOUT CURRICULUM BEING A LINCHPIN TO IMPROVING STUDENT PERFORMANCE, BUT THE RESEARCH ACTUALLY SHOWS THE MOST EFFECTIVE WAY TO IMPROVE STUDENT PERFORMANCE IS AN EXCELLENT TEACHER IN EVERY CLASSROOM.

AND THAT IS THE BIGGEST FACTOR BEYOND POVERTY.

IT'S THE BIGGEST IN-SCHOOL FACTOR THAT WILL IMPACT STUDENT PERFORMANCE.

AND SO WE HAVE TO KEEP THAT WORK FOCUSED ON IMPROVING TEACHER AND LEADER CAPACITY.

AND THAT'S ESSENTIALLY WHAT OUR OFFICE IS DOING.

TRUSTEE BAKER, YOU WANTED TO FINISH YOUR TIME? YES. WHEN YOU LOOK AT SLIDES 7, 8, 9, 10, 11, 12, 13, 14, 15, 18 AND 19, WHICH COVERS GOALS 1.1, 1.2, 1.3, 1.4, 4.1, 4.3.

ALL OF THOSE SLIDES SAY ON TOP, NOT ON TRACK.

AND I KNOW WE'VE DISCUSSED A LOT HERE, BUT WHAT PARADIGM SHIFTS ARE YOU MAKING SUPERINTENDENT TO MAKE SURE THAT THIS DOES NOT BECOME THE NEW NORM. AND IS THERE A SENSE OF URGENCY? BECAUSE QUITE FRANKLY AND RESPECTFULLY, I AM UNHAPPY ABOUT THAT.

SO IT'S A PART OF EVERYTHING THAT WE'VE TALKED ABOUT, TRUSTEE BAKER TODAY FROM, AND YES TO TO ANSWER YOUR SECOND QUESTION BEFORE THE FIRST ONE.

YES, SIR, THERE'S IS A SENSE OF URGENCY.

WE WE DIDN'T WANT TO WAIT.

WE WANTED TO MOVE FORWARD TO BE A PART OF THE PILOT, THE STATE, TO RECEIVE THE SUPPORT TO ENSURE THAT WE HAD HIGH QUALITY ON ON GRADE LEVEL CURRICULUM IN PLACE.

WE COULD HAVE WAITED, BUT WE DID NOT.

WE ALSO WANTED TO ENSURE THAT THE TRAINING AND DEVELOPMENT CALIBRATIONS FOR OUR PRINCIPALS AND FOR OUR TEACHERS IS HAPPENING AND BEING PROVIDED WITH THE KIND OF FEEDBACK THAT IS NECESSARY TO GET BETTER.

SO THE SENSE OF URGENCY IS THERE.

ALL OF THE THINGS THAT WE'VE MOVED FORWARD WITH, ARE WE NOT DOING, NOT BEING DONE BECAUSE WE BELIEVE IT'S IMPORTANT.

WE KNOW IT'S IMPORTANT, AND WE DEFINITELY BELIEVE THAT AS WE MOVE FORWARD THROUGHOUT THIS SCHOOL YEAR, WE'LL SEE THE DATA HEAD IN THE RIGHT DIRECTION.

OKAY. THANK YOU.

I HAD A COUPLE OF QUESTIONS.

SO ON SLIDE 6, THE SUPERINTENDENTS RESPONSE.

AND THIS IS A POINT OF CLARITY BECAUSE IT SAYS THIS IS THE, IT'S THE FIRST FULL YEAR OF DISTRICT WIDE PHONICS PROGRAM IMPLEMENTATION.

[01:15:04]

SO IS THAT FIRST FULL YEAR LAST SCHOOL YEAR OR THIS SCHOOL YEAR? DR. BIRD. THERE WERE SOME SCHOOLS LAST YEAR THAT IMPLEMENTED IT, BUT NOT THE WHOLE YEAR AND THIS YEAR.

SO THIS YEAR IS EVERYBODY WHO'S DOING.

AND WHEN WE SAY PHONICS PROGRAM IMPLEMENTATION, WHAT GRADES ARE WE TALKING ABOUT? K-3. AND WHAT IS, WHAT DO WE DO FOR STUDENTS THAT DIDN'T RECEIVE PHONICS INSTRUCTION IN K-3, CANNOT READ AT OLDER GRADE LEVEL. SO THERE'S INTERVENTION FOR STUDENTS THAT ARE HAVING, THEY'RE STRUGGLING WITH PHONICS AND PHONEMIC AWARENESS AT HIGHER GRADE LEVELS.

BUT THE THE CORE INSTRUCTION IS K-3.

BUT, THEN, SO THERE'S PULL OUT INTERVENTION FOR STUDENTS THAT NEED THAT INTERVENTION.

AND THE INTERVENTION IS PHONICS? LIKE IF THAT'S. I'M A SIXTH GRADER AND I REALLY CAN'T READ.

WHAT IS THAT INTERVENTION? WELL, IT WOULD DEPEND. I MEAN, USUALLY, IT'S USUALLY NOT GOING TO BE A PHONICS ISSUE AT THAT LEVEL, BUT IT COULD BE A FOURTH GRADE.

IT COULD DEFINITELY BE STILL AT FOURTH, MAYBE EVEN FIFTH.

BUT USUALLY IN MIDDLE SCHOOL, IT'S USUALLY COMPREHENSION KIND OF INTERVENTIONS THAT YOU NEED TO DO.

SO, YOU KNOW, IT'S A DIFFERENT SET OF INTERVENTIONS THAT YOU WOULD USE FOR THAT.

IT COULD BE, AND IT ALSO COULD BE RELATED TO LANGUAGE ACQUISITION.

I MEAN, THERE'S LOTS OF REASONS, BUT GENERALLY IT'S NOT PHONICS BEYOND FOURTH, FIFTH GRADE.

OKAY. YEAH. AND LOOKING AT SLIDE 8, OUR STUDENT GROUPS, IT'S INTERESTING BECAUSE THE GROUP THAT HAD THE BIGGEST DECLINE WAS A GROUP OF WHITE STUDENTS.

SO THAT MEANS WE'RE CLOSING THE GAP, BUT IN THE WRONG DIRECTION.

AND JUST WONDERING WHAT THIS TREND IS ATTRIBUTED TO, IF WE KNOW.

DR. MATNEY.

I HAVE NOT DONE A LOT OF ANALYSIS ON THAT SPECIFIC DOWNTURN.

IT COULD BE A MYRIAD OF REASONS AT EACH DIFFERENT CAMPUS.

BUT I HAVEN'T DONE A DISTRICT LEVEL ANALYSIS OF THAT ONE DOWNTURN.

I'D BE CURIOUS TO KNOW.

AND THEN ON SLIDE 11, THE GROUP THAT HAD THE LARGEST DECLINE WERE ASIAN STUDENTS.

AND AGAIN, JUST KIND OF WONDERING WHAT WE'RE SEEING WITH THAT DATA.

SO WE, YOU MAY RECALL, I BELIEVE LAST YEAR WE STARTED TALKING OR MAYBE TWO YEARS AGO, WE STARTED SEEING THIS TREND WITH WITH OUR ASIAN POPULATION.

AND WE'VE STARTED LOOKING INTO THAT.

EACH TIME WE SEE DATA, WE'RE ALSO LOOKING IN AND ANALYZING ARE WE SEEING A CHANGE IN DEMOGRAPHICS? SO AS WE HAVE MORE AND MORE REFUGEE STUDENTS WHO EITHER COME IN UNSCHOOLED OR NOT SCHOOLED IN THE UNITED STATES FROM COUNTRIES THAT WHERE THEY'RE CLASSIFIED IN THE ASIAN CATEGORY, WE ARE SEEING MORE AND MORE ECONOMICALLY DISADVANTAGED OR UNSCHOOLED STUDENTS IN THAT CATEGORY THAN WE HAD TEN YEARS AGO. OKAY.

THAT'S HELPFUL CONTEXT.

AND IN SLIDE 14, LOOKING AT THE STUDENT GROUPS AGAIN, AND THIS IS FOR THIRD GRADE, OUR AFRICAN AMERICAN AND HISPANIC STUDENTS ACTUALLY HAD A SLIGHT UPTICK FROM BOY TO BOY.

AND WHAT WOULD THIS BE ATTRIBUTED TO? AGAIN, I THINK THAT'S GOING TO BE DIFFERENT IN EVERY CAMPUS.

WHEN YOU LOOK AT JUST THE FOCUSED INTERVENTIONS, YOU KNOW, OUR EXTRA DOLLARS AND HOUSE BILL 4545 TUTORIALS WERE A HUGE PUSH LAST YEAR.

AND SO THAT COULD BE ONE FACTOR.

THERE'S, IT'S GOING TO BE DEPENDENT ON EACH CAMPUS AND HOW THEY STRUCTURED THOSE TUTORIALS.

OKAY. AND GLAD TO SEE THAT GROWTH.

YOU KNOW, I WOULD LIKE TO SEE IT MUCH HIGHER, BUT YES.

SLIDE 17.

I THINK THERE'S A POINT MADE HERE THAT IT'S BEEN REMAINED WHICH IS BETTER THAN DROPPING.

BUT HOW DO WE KNOW WHAT WE ARE DOING IS ACTUALLY GOING TO RAISE STUDENT ACHIEVEMENT COMPARED TO PRE-PANDEMIC? I SEE THAT THERE IS A DIFFERENCE, BUT HOW DO WE KNOW WHAT WE'RE DOING IS ACTUALLY GOING TO CONTINUE TO KEEP US ON THAT TRAJECTORY WITH STUDENTS WITH SPECIAL NEEDS? DR. BIRD. I THINK THIS IS AN AREA THAT WE CONTINUE TO HAVE ROOM FOR IMPROVEMENT.

WE NEED TO CLOSE THOSE GAPS OF STUDENTS WITH DISABILITIES COMPARED TO THEIR TYPICAL PEERS.

BUT I KNOW THAT THE FOCUS ON IEP, WRITING HIGH QUALITY IEPS AND THEN IMPLEMENTING THOSE AND THE SUPPORT THAT WE'RE PUTTING IN THE FIELD, I DO THINK THAT IS MAKING A DIFFERENCE.

WE ARE SEEING EVIDENCE OF THAT IN MORE THAN JUST THIS TEST, BUT ACTUALLY WE HAVE MUCH BETTER SYSTEMS FOR PROGRESS MONITORING IN PLACE THAT WE CAN ADJUST.

[01:20:03]

BUT WHILE WE ARE MEETING THOSE TARGETS AND WE STILL HAVE ROOM TO GROW WITH THAT STUDENT POPULATION, TO CLOSE THOSE GAPS AND INCREASE PERFORMANCE.

SO WORK TO DO.

THANK YOU. IS THERE A DESIRE FOR A ROUND THREE COLLEAGUES? I SEE A COUPLE OF YOU IN THE QUEUE.

I MOVE FOR ROUND THREE, PLEASE.

IS THERE A SECOND? SECOND BAKER.

MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE BAKER.

PLEASE VOTE.

IT'S SIX FOR, ONE AGAINST, ONE ABSTENTION.

ROUND THREE, THE QUEUE IS CLEARED, SO IF YOU CAN PUT YOUR NAME BACK IN.

TRUSTEE SANTOS.

I DO. THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE.

SO FOR THE IEPS AND THE NEW STRUCTURE FOR SPECIAL EDUCATION, WHAT ARE WE DOING TO SUPPORT TEACHERS AND SPECIAL EDUCATION MANAGERS SO THAT THE IEPS THAT FACE THE ODDS ARE ACTUALLY NOT JUST A COMPLIANCE PIECE, BUT TRUE, MEANINGFUL FEEDBACK? AND IF AN ARD REQUIRES FOR MORE SUPPORT IN THE CLASSROOM AND WHEN IS THAT, HOW ARE WE GETTING THAT SUPPORT TO OUR TEACHERS? TRAINING, TRAINING, TRAINING, I'M SURE.

BUT MANPOWER, MANPOWER, MAN, WOMAN, POWER.

POWER. I THINK THAT THE TRAINING HAS DEFINITELY INCREASED.

THERE'S MUCH MORE COLLABORATION BETWEEN ACADEMICS AND SCHOOLS.

SO EVERY, WHEN THE ASSISTANT SUPERINTENDENTS HAVE THEIR WEEKLY MEETINGS, SPECIAL ED IS ONE OF THE TOPICS THAT THEY ARE TALKING ABOUT.

AND THAT'S, WHEN I SAY TALKING ABOUT THEY'RE TALKING ABOUT HOW IS THAT THEY'RE SUPPORTING SCHOOLS.

SO PERSONNEL ISSUES COME UP LIKE IF WE NEED TO MOVE OR WE HAVE VACANCY ISSUES IN SOME CASES.

SO THOSE I THINK THAT ONE OF THE GOOD THINGS THAT'S COME OUT OF THIS AND WHY WE'RE SEEING ANOTHER BESIDES TEST DATA, BUT WE ARE SEEING MORE COLLABORATION AND MORE CONSISTENCY BECAUSE IN THOSE MEETINGS THAT WE HAVE WITH THE SCHOOLS OFFICE, THE SAME MESSAGE IS BEING DELIVERED AROUND WHAT TRAINING IS AVAILABLE, WHAT WE NEED TO DO FOR IEP IMPLEMENTATION.

SO, I THINK YOU JUST, AGAIN, CONSISTENT IMPLEMENTATION OF THINGS GENERALLY YOU GET BETTER RESULTS.

SO, IS IT PERFECT? NO, WE STILL WE DO HAVE SOME STAFFING SHORTAGE ISSUES THAT WE CONTINUE TO STRUGGLE WITH, AS DOES EVERYBODY IN THE COUNTRY AROUND SPECIAL EDUCATION.

OKAY, SUPERINTENDENT HOUSE, SO, I'M HEARING THIS, BUT I WANT TO SEE THE BOTTOM LINE.

CAN YOU SHOW ME WHOMEVER THE NEW SUPERINTENDENT HEAD IS LIKE WHERE ARE THEY PUTTING THE DOLLARS WHEN IT COMES TO SPECIAL EDUCATION, IN PARTICULAR TO THE PEOPLE POWER TO COME IN AND ALLEVIATE.

IF WE CAN'T ALLEVIATE AS FAR AS COMING IN WITH PEOPLE POWER, WHAT WORKLOAD ARE WE TAKING OFF OF TEACHERS AND SPECIAL EDUCATION? BECAUSE GENERAL EDUCATION IS SPECIAL EDUCATION AND WE DON'T HAVE TEACHERS IN IB CLASSES THAT ARE THERE TO SUPPORT OUR STUDENTS WITH LEARNING DIFFERENCES AREN'T, THAT ARE LABELED AS SPECIAL EDUCATION BUT MIGHT NOT HAVE THAT NEED IN THAT PARTICULAR CLASS.

OR THEY DO HAVE THE NEED IN A PARTICULAR CLASS BUT WHATEVER IT IS THEY'RE VARIATIONS OF WHAT OUR KIDS NEED.

SO I REALLY AM ITCHING TO KNOW WHAT WE'RE DOING HERE.

SO WE CAN GET YOU SOME, WE CAN GET YOU IN WRITING SOME STRUCTURAL THINGS THAT WE'RE DOING .

TO THAT QUESTION, I MEAN, MOST, YES, MOST STUDENTS THAT ARE RECEIVING SPECIAL EDUCATION SERVICES ARE IN GENERAL CLASSES.

THAT'S HOW WE WANT THEM TO BE.

AND THAT DOES POSE PROBLEMS, PARTICULARLY IN SPECIALIZED PROGRAMS TO SUPPORT BECAUSE IT DOES BECOME A STAFFING ISSUE.

SO, I CAN PROVIDE YOU WITH, I DON'T HAVE IT OFF THE TOP OF MY HEAD, BUT I CAN PROVIDE YOU WITH SOME THINGS THAT WE, IN WRITING, THAT WE ARE DOING TO ALLEVIATE SOME OF THESE CONCERNS IF YOU WANT TO SUBMIT A REFERRAL.

ALL RIGHT. THANK YOU. AND I LOOK FORWARD TO THAT.

PUTTING OUR MONEY WHERE OUR VALUES ARE AND SPECIAL EDUCATION IS SOMETHING THAT WE'VE BEEN FOCUSING ON OVER THE LAST FEW YEARS.

SO IF THIS BOARD NEEDS TO PUT OUR VALUES UP, PLEASE LET US KNOW HOW WE CAN DO THAT.

SO ALSO, DR.

MATNEY, I CAN'T REMEMBER WHO SAID THE THE HIPPY PROGRAM FOR OUR ARABIC AND POPULATIONS COMING IN SEEKING REFUGE. WHAT ARE WE DOING THERE AS FAR AS SUPPORTS I CAN, AGAIN I'LL PROVIDE THAT IN WRITING, BUT WE DO HAVE SUMMER PROGRAMS FOR HIPPY.

I DID FIND THAT OUT BETWEEN BETWEEN THE QUESTIONS.

[01:25:04]

I CAN FIND OUT. I DON'T HAVE SPECIFIC INFORMATION ABOUT ABOUT SPECIFIC LANGUAGES, BUT WE CAN FIND OUT FOR YOU.

OKAY. SO AGAIN, JUST PUTTING OUR VALUES WHERE OUR MONEY IS, I WOULD, I REALLY NEED TO SEE A LOT OF THIS IN WRITING AND WHERE OUR OUR DOLLARS ARE GOING.

SO THANK YOU.

TRUSTEE DEIGAARD.

THANK YOU. THIS IS THE MOST IMPORTANT THING WE DO AND I REALLY APPRECIATE THE CONVERSATION TODAY.

SO. THESE ARE ALL FOLLOWUPS TO THINGS IN THE CONVERSATION TODAY.

SO GOING BACK TO SUMMER SLIDE.

AM I UNDERSTANDING CORRECTLY THAT THE STRATEGIES FOR SUMMER SLIDE THAT WE ARE FOCUSED ON ARE THE KIDS WHO ARE IN SUMMER SCHOOL FOR 15 DAYS? AND IF SO, WHAT, ARE THOSE ARE THE ONLY KIDS THAT EXPERIENCE SUMMER SLIDE? AND IF NOT, THEN WHAT ARE WE DOING FOR OTHER KIDS WHO EXPERIENCE SUMMER SLIDE THAT AREN'T DOING SUMMER SCHOOL? OKAY, SO I MEAN, YEAH, IT'S NOT THE ONLY THING.

THOSE 15 DAYS ARE GENERALLY FOR REMEDIATION FOR KIDS THAT HAVE NOT BEEN ABLE TO PROMOTE.

THAT'S GENERALLY THE STUDENTS WHO ARE PARTICIPATING IN SUMMER SCHOOL.

BUT, I WOULD JUST GO BACK TO IS THE CONSISTENCY DURING THE SCHOOL YEAR AND CONSISTENT IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS.

THAT IS GOING TO HOPEFULLY REDUCE THE WHOLE PROBLEM OF SUMMER.

SO I DON'T THINK YOU'LL EVER ELIMINATE IT JUST BECAUSE IT JUST EXISTS.

BUT I THINK THAT WE CAN MINIMIZE IT BY HAVING PREDICTABLE THINGS FOR KIDS FROM YEAR TO YEAR.

SO A KID THAT DOES MOVE FROM ONE NEIGHBORHOOD TO ANOTHER NEIGHBORHOOD, THEY'RE NOT GOING TO GO TO A COMPLETELY DIFFERENT MATH PROGRAM, FOR EXAMPLE.

THEY'RE GOING TO SEE THE SAME, THE SAME.

AND THOSE PROGRAMS AS THEY BUILD OVER TIME, AS STUDENTS HAVE EXPERIENCED THAT CONCEPTUAL UNDERSTANDING, THEY'RE GOING TO CLOSE THEIR LEARNING GAPS. I MEAN, THERE'S RESEARCH ON THESE PRODUCTS THAT ARE SHOWN, FOR EXAMPLE, IN LOS ANGELES, SOME OF THE MOST IMPOVERISHED SCHOOLS, IMPLEMENTATION OVER YEARS HAS, THEY HAVE SEEN INCREASED STUDENT ACHIEVEMENT AND YEAR OVER YEAR.

SO, I THINK THAT'S REALLY THE STRATEGY IS IMPROVING THE TIER 1 INSTRUCTION DURING THE SCHOOL YEAR AND THEN SUMMER SCHOOL IS 15 DAYS.

YOU CAN YOU CAN DO SOME THINGS, BUT IT'S JUST A START.

SO. CAN WE OR ARE WE USING ESSER DOLLARS FOR OTHER SUMMER INTERVENTIONS, ACCELERATION, ALL OF THAT, YOU KNOW, OR IS, ARE THEY BEING TARGETED FOR OTHER THINGS THAT YOU THINK WE ARE. THERE'S, THERE ARE OTHER THINGS THAT WE HAVE DONE WITH CERTAINLY, PREVIOUSLY DONE WITH TITLE MONEY SUCH AS BACKPACKS WITH FULL OF BOOKS FOR KIDS S THEY HAVE READING THINGS AT HOME AND THAT'S FOR PRE KINDERGARTEN ALL THE WAY UP TO THOUSANDS OF KIDS ARE BEING ARE BENEFITING FROM THAT.

WE HAVE SUMMER CAMPS THAT KIDS PARTICIPATE IN.

WE HAVE STEM CAMPS THAT KIDS PARTICIPATE IN.

THOSE FINE ARTS CAMPS. THERE'S LOTS OF THINGS IN THE SUMMER THAT ARE NOT REALLY NOT THE FORMAL SUMMER SCHOOL THAT KIDS HAVE OPTIONS TO PARTICIPATE IN.

AND WE DO TRY TO TARGET THOSE.

SO WE HAVE, FOR EXAMPLE, FOR STEM, WE HAVE THOSE VERIZON INNOVATION LABS THAT WE'VE GOTTEN THOSE GRANTS ACROSS THE DISTRICT.

SO WE'VE STRATEGICALLY PLACED THOSE ACROSS THE DISTRICT SO THAT WE CAN HAVE SUMMER PROGRAMING, NOT TRADITIONAL SUMMER PROGRAMMING, BUT THOSE SPECIFIC STEM FOCUSED CAMPS.

FINE ARTS, THE SAME THING.

WE TRY TO TARGET THAT AT DIFFERENT PARTS OF THE DISTRICT TO PROVIDE EXPOSURE AND TO PROVIDE HOPEFULLY SPARK INTEREST AND INSPIRE KIDS TO WANT TO CONTINUE THAT IN THE SCHOOL YEAR.

SO, AND WE'VE USED ESSER FOR THAT.

SO THERE'S LOTS OF I WOULDN'T DRAW THAT CONCLUSION.

I THINK IT'S HARD TO DRAW THAT LINE TO ANYTHING REALLY TO SAY THIS IS WHAT DID IT.

BUT I THINK WHAT WE KNOW ABOUT KIDS THAT ARE, AS TRUSTEE SANTOS SAID, KIDS THAT ARE MORE ENGAGED, MORE INTERESTED IN SCHOOL, THEY'RE GOING TO PERFORM BETTER.

SO, WE TRY TO PROVIDE THOSE OPPORTUNITIES FOR STUDENTS IN THE SUMMER AT A VARIETY PLACES ACROSS THE CITY.

OKAY. AND THEN A FOLLOW UP ABOUT HIPPY.

ARE THE STUDENTS WHOSE FAMILIES PARTICIPATED IN HIPPY ACHIEVING MORE GROWTH AS MEASURED BY BOY THIS FALL THAN THEIR PEERS OF FAMILIES WHO DID NOT? IT'S A GREAT QUESTION THAT DR.

MATNEY WILL FOLLOW UP WITH YOU ON.

[LAUGHTER] KIND OF GET LIKE, GIVE ME THE TEASER OF THIS ONLINE DATA.

YES. I DO NOT HAVE THAT IN FRONT OF ME, NOR HAVE WE PUT THAT IN THE HIPPY REPORT, I DON'T BELIEVE.

BUT WE DO HAVE THE ABILITY TO DO THAT.

AND WE, I'VE ALREADY MADE SEVERAL HIPPY NOTES HERE FOR OUR RESEARCHER.

WHAT I'M LOOKING AT AND LOOKING FOR IS HERE'S WHERE WE ARE, HERE'S WHAT WE'RE TRYING TO GO.

ARE THE INVESTMENTS ACHIEVING THE ROY FOR THE STUDENTS THAT YOU INTEND FOR THEM TO ACHIEVE AS MEASURED BY THESE THINGS? BECAUSE WE CAN LIKE IDEAS, WE CAN BELIEVE THEY WILL BE GOOD IDEAS.

BUT DOES THE DATA DEMONSTRATE THAT THEY'RE ACHIEVING THE RESULTS? AND IF THEY'RE NOT, THEN WHY ARE THEY NOT ACHIEVING THE DESIRED RESULTS? IS IT SOMETHING ELSE THAT'S BEEN MISSED?

[01:30:03]

IS IT IMPLEMENTATION? WHAT IS IT? AND THEN MY LAST QUESTION IS, YOU KNOW, BACK TO YOU KNOW, WE'VE GOT STRUGGLING STUDENTS AT OUR NON RISE CAMPUSES.

HOW AND MY QUESTION ABOUT STUDENTS OR ARE THEY JUST BEING TOLD TO IMPLEMENT STRATEGIES? WHAT ARE THEY BEING HELD ACCOUNTABLE TO? SO WHEN WE LOOK AT DATA, WE ALSO DISAGGREGATE THE DATA BY STUDENT GROUPS AND THERE ARE GOALS SET COLLABORATIVELY WITH THE PRINCIPALS THAT TARGET EACH SUBGROUP.

OKAY. THANK YOU.

TRUSTEE ALLEN.

I JUST WANTED TO ADDRESS MY NO VOTE ON THE PREVIOUS VOTE THAT WE HAD.

THERE ARE OPPORTUNITIES TO ASK QUESTIONS DURING OUR SUPERINTENDENT ONE ON ONE THAT EACH OF US HAVE AN OPPORTUNITY TO HAVE.

AND I FELT THAT AS IF THE QUESTIONS LIKE SUMMER SLIDE THAT ARE NOT PERTAINING TO ANYTHING THAT'S IN THE PRESENTATION THAT THOSE QUESTIONS COULD BE ASKED DURING YOUR SUPERINTENDENT ONE ON ONE INSTEAD OF ASKING ABOUT SUMMER SLIDE DURING OUR PRESENTATION AND MOVING THE ENTIRE GROUP TO A THIRD ROUND.

I JUST WANTED TO ADDRESS THE REASON WHY I PUT NO.

THANK YOU. OKAY.

SO A FOLLOW UP QUESTION I HAD ON SOMETHING THAT WAS ASKED, THE ESSER INVESTMENTS.

I KNOW THAT THERE'S METRICS THAT WERE SET INTERNALLY.

ARE WE LOOKING AT HOW THE LIKE, I GUESS ARE WE ARE WE LOOKING AT THE DATA OF THE.

WE'VE BEEN JOINED BY TRUSTEE BLUEFORD-DANIELS.

ARE WE LOOKING AT THE DATA SPECIFICALLY AROUND THOSE INVESTMENTS, LIKE PARSING OUT, WHAT'S WORKING, WHAT'S NOT WORKING, WHAT'S MAKING A DIFFERENCE? THAT'S A PART OF WHAT WE'RE DOING AND OUR RESEARCH DEPARTMENT IS REALLY TAKING A LOOK AT PROGRAM AFTER PROGRAM, WHAT THE EFFECTS ARE OF THOSE PROGRAMS, SO THAT IF WE DO NEED TO PIVOT, WE CAN PIVOT.

DR. MATNEY, DO YOU WANT TO SHARE A LITTLE BIT ABOUT MAYBE NOT GOING INTO SEVERAL PROGRAMS, BUT MAYBE WHAT THAT PROGRAM SUPPORT LOOKS LIKE AS WE TAKE A LOOK AT DIFFERENT THINGS THAT WE'RE DOING AND WHETHER THEY'RE WORKING OR NOT? ABSOLUTELY. SO OUR FABULOUS RESEARCH TEAM MEETS WITH THE PROGRAM LEADS AND THE CONTENT PEOPLE.

SO, FOR EXAMPLE, THE PRE K DEPARTMENT.

AND THEY'RE TALKING CONSTANTLY ABOUT WHAT THOSE METRICS ARE.

AND OUR SUPERINTENDENTS CABINET IDENTIFIED IN COLLABORATION WITH THE RESEARCHERS AND THE DEPARTMENTS, WHICH AREAS WARRANT A FULL EVALUATION VERSUS A MORE BRIEF EVALUATION THAT'S LOCATED ON OUR DASHBOARDS THAT WE ARE POSTING PUBLICLY.

SO EACH YEAR THERE'S EITHER GOING TO BE A FULL OR A PARTIAL MORE BRIEF TO LOOK AT JUST OUTCOMES, ACADEMIC OUTCOMES AND SOME ANECDOTAL PIECES. SO WE'RE APPROACHING IT MULTIPLE DIFFERENT WAYS.

SO, IT SOUNDS LIKE YOU ALL ARE STILL KIND OF IN THE EVALUATION PROCESS.

AND I GUESS, AND I FEEL LIKE THE QUESTION WAS ANSWERED EARLIER, BUT I WAS UNCLEAR ON THE ANSWER.

SO THE ESSER INVESTMENTS THAT WERE MADE, STARTED LAST YEAR, DO WE FEEL LIKE THAT HAS INFLUENCED THE OUTCOMES THAT WE'RE CURRENTLY MONITORING YET? DR.

BIRD. NOT YET.

BUT BY MIDDLE OF THE YEAR, WE SHOULD START TO SEE, THAT'S WHEN WE SHOULD START TO SEE SOME MOVEMENT.

OKAY. THANK YOU FOR THAT.

SLIDE 17.

WE CAN GO BACK TO. OH, THAT'S WHERE WE ARE.

OKAY, MAYBE IT'S THE NEXT SLIDE.

SORRY. SO.

OKAY. THE NEXT ONE. ONE MORE. SORRY.

WELL, I GUESS EITHER OF THOSE. SO BASICALLY WE DON'T GET AND HELP ME REMEMBER, I KNOW YOU'VE ANSWERED THIS QUESTION BEFORE, WHY WE DON'T DISAGGREGATE BY STUDENT GROUPS TOGETHER, COUPLED WITH THE STUDENTS WITH DISABILITIES.

DR. MATNEY. BECAUSE THE NUMBERS ARE ALREADY SO LOW THAT BREAKING IT OUT INTO FURTHER DEMOGRAPHICS MIGHT IMPACT PRIVACY. THANK YOU.

I KNOW YOU'VE ANSWERED THAT BEFORE.

JUST, SO LOOKING AT THE DATA.

SO, FOR EXAMPLE HERE, WE'RE LOOKING AT AN AGGREGATE OF SIX THROUGH EIGHTH GRADES, STUDENTS WITH SPECIAL NEEDS.

WHERE ARE YOU SEEING, WHO IS STRUGGLING THE MOST WITHIN THIS GROUP? WHERE ARE.

[01:35:01]

AND OBVIOUSLY THE RISE CAMPUSES, WE CAN SEE THAT.

BUT IN ADDITION TO THAT.

DR. MATNEY. SO I DON'T HAVE THAT.

WE DON'T BREAK THAT DOWN NECESSARILY.

IT'S AS DR. BIRD ALLUDED TO, THIS IS DEFINITELY AN AREA WHERE WE'RE HYPER FOCUSED ON, BECAUSE AS A GROUP, THEY'RE STRUGGLING, AS EVIDENCED BY OUR BASELINE NUMBER, OUR LOWER TARGET, AND BEING IN THE SINGLE DIGITS AT BEGINNING OF YEAR.

WE'RE EXCITED TO SEE, THOUGH, THAT MIDDLE OF YEAR TO SEE IF OUR JUMP IS HIGHER THAN IN YEARS PAST BASED ON NOW WHAT WILL HAVE BEEN ABOUT A YEAR AND A HALF OF IMPLEMENTATION OF REALLY THE FIDELITY, THE TRAINING THAT DR.

BIRD REFERENCED, ETC.

SO THIS IS WHERE THEY CAME IN AND MIDDLE OF YEAR IS WHAT WE'RE ANTICIPATING SEEING.

OKAY, THAT'S HELPFUL.

AND THEN I THINK IT'S THE NEXT SLIDE.

SO, LOOKING AT ENGLISH I OR II, AGAIN, IT'S DO WE SEE A DIFFERENT TREND WHEN WE SEPARATE ENGLISH I VERSUS ENGLISH II.

DO STUDENTS DO BETTER ON ONE OR THE OTHER? IT'S ABOUT THE SAME.

OKAY, THAT'S HELPFUL.

THANK YOU. TRUSTEE BAKER.

YES. I HAVE ONE MORE QUESTION PERTAINING TO SLIDE 11.

SUPERINTENDENT HOUSE, WHEN WE LOOK AT SLIDE 11, BOY FOR THE YEAR 2020 TO 2021, IT APPEARS TO LOOK LIKE A PRETTY GOOD YEAR. IT LOOKS LIKE A GOOD YEAR.

WHAT CAN WE DO TO MIRROR OR REPLICATE OUTCOMES LIKE THAT OR HIGHER? I THINK IT GOES BACK TO WHAT WE TALKED ABOUT EARLIER AND MAKING CERTAIN THAT WE DO THE RESEARCH AROUND THE PROGRAMS, THE INVESTMENTS THAT WE'RE MAKING IN MANY OF OUR SCHOOLS, NOT JUST OUR RISE SCHOOLS, BUT ALL SCHOOLS AS A WHOLE.

THAT EVALUATION PROCESS OF THE PROGRAMS OF THE INVESTMENTS WILL BE EXTREMELY IMPORTANT BECAUSE WE WANT TO CONTINUE WHAT'S WORKING AND DISCONTINUE WHAT'S NOT WORKING.

ALSO, ON TOP OF THAT, IT'S WHAT WE TALKED ABOUT EARLIER, ENSURING, OF COURSE, THAT THE FIDELITY AND IMPLEMENTATION OF WHAT WE'RE DOING WITH BOTH MATH AND READING HAPPENS ON A CONSISTENT BASIS, AND WE'RE HAVING THAT CONSISTENCY BE A MAJOR PART OF WHAT WE EXPECT IN TERMS OF THE STUDENT SUCCESS.

OKAY. THANK YOU. WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US. MAY I HAVE A MOTION? SO MOVED SANTOS.

SECOND WADE.

THE MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE WADE.

PLEASE VOTE.

EIGHT FOR, ZERO AGAINST, ZERO ABSTENTIONS.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING ON OF DECEMBER 8TH, 2022.

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

THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL.

IT'S IN YOUR SHAREPOINT UNDER NOVEMBER BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.

AND A NUMBER OF ITEMS HAVE BEEN PULLED FOR DISCUSSION THIS EVENING.

KEEPING CONSISTENT WITH OUR NORMS AT AGENDA REVIEW, WE'LL DO TWO ROUNDS OF 2 MINUTES PER TRUSTEE FOR EACH ITEM.

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

WE'LL BEGIN WITH I-1.

APPROVAL OF VENDOR REWARDS FOR PURCHASES OVER $100,000 IN RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER $100,000.

PROJECT NUMBER 23-10.1304, COOPERATIVE AMAZON BUSINESS SERVICES.

THIS ITEM IS BEING PULLED AT THE REQUEST OF TRUSTEES HERNANDEZ AND WADE.

TRUSTEE. WADE. THANK YOU, TRUSTEE CRUZ.

I GUESS MY QUESTION IS, SO ON THE AMAZON BUSINESS CONTRACT OR THE PROPOSAL ARE THERE OTHER COMPETING BUSINESSES THAT WE CAN WORK WITH AS WELL? AND WHY JUST AMAZON? I ASKED THIS IN THE QUESTION, BUT I DIDN'T REALLY GET IT.

OR BETTER YET, IN THE Q&A, I ASKED ABOUT WHAT THEY DO, WHAT THEY PROVIDE, AND I GOT AN ANSWER, BUT WANTED TO KNOW WHY WE

[01:40:06]

DON'T CONTRACT WITH OTHERS AS WELL.

MS . LICATA. THANK YOU. SO THIS IS A REQUEST FOR YEARS THAT HAS COME FROM CAMPUSES THAT THEY WOULD LIKE TO PURCHASE FROM AMAZON.

SO THE REASON WE WOULDN'T GO WITH SOMEBODY, LET'S SAY EBAY OR ANOTHER ONLINE SELLER.

THERE ARE DOCUMENTS THAT WE NEED, THAT WE'RE REQUIRED TO HAVE BY LAW.

AND SOME OF THOSE COMPANIES WON'T FILL OUT.

SO AMAZON HAS FINALLY COMPLIED WITH ALL THE EDITOR DOCUMENTS.

WE WILL SET A PREDETERMINED CATALOG THROUGH AMAZON SO IT WON'T BE OPEN TO TO ANYTHING THAT CAMPUS DEPARTMENT WANTS TO PURCHASE THROUGH AMAZON.

WE'RE GOING TO SET A PREDETERMINED CATALOG.

THAT HELPS VERY MUCH. THANK YOU.

SURE. TRUSTEE HERNANDEZ.

I THINK YOU JUST ANSWERED MY QUESTION.

WHAT CONTROLS OVER ARE THERE OVER AMAZON? BECAUSE AMAZON OFFERS EVERYTHING BUT.

IT'S A SHOPPING CART.

WE WILL HAVE THE ABILITY TO CONTROL THE SHOPPING CART.

SO IF SOMEONE STEPS OUTSIDE OF WHAT THE EXPECTATIONS THAT HAVE BEEN SET FOR THE SHOPPING CARTS, THEY WON'T BE ALLOWED TO TO PURCHASE.

GOT IT. THANK YOU. THANK YOU.

THANK YOU, MS. PICATA, SUPERINTENDENT HOUSE.

THE NEXT ITEM IS I-1 PROJECT NUMBER 2206.1501.

THAT WAS ALSO ME, AND I DID SUBMIT A QUESTION TO THE Q&A, AND IT SAID THAT THERE WILL BE WALK THROUGH AND WAND METAL DETECTORS.

SO ARE THESE METAL DETECTORS GOING TO BE USED ON CAMPUS? OR WHERE ARE THEY POSITIONED? MS. PICATA. SO THIS ISN'T TO PURCHASE ADDITIONAL METAL DETECTORS.

THIS IS SOLELY FOR THE PURPOSE OF SERVICING OR REPAIRING THE CURRENT METAL DETECTORS THAT WE HAVE.

AND SHOULD THOSE NEED TO BE REPLACED, IT WOULD ALLOW THAT PURCHASE, BUT WE'RE NOT LOOKING TO ADD ADDITIONAL METAL DETECTORS.

OKAY. THANK YOU. I HAVE A QUESTION MYSELF ACTUALLY.

CAN, AND I'LL SUBMIT THIS AS A BOARD REFERRAL.

CAN WE KNOW THE CAMPUSES THAT DO HAVE METAL DETECTORS AND YOU'RE SAYING THAT THEY COULD NEED REPAIRS, BUT THEY DON'T CURRENTLY NEED REPAIRS.

SO, THERE'S ONLY ONE CAMPUS THAT HAS A METAL DETECTOR.

AND I BELIEVE THAT CAMPUS IS IN NEED OF REPAIR TO THAT METAL DETECTOR.

AND THEN I DO KNOW THAT AT THIS ATHLETIC DEPARTMENT AND HERE AT HATTIE MAE WHITE, THEY USE THE WANDS.

SO SHOULD THOSE NEED TO BE REPAIRED OR SERVICED THEY HAVE A VENDOR TO USE.

OKAY. THANK YOU.

ARE THERE ANY MORE QUESTIONS? OKAY. THANK YOU.

NEXT, WE'LL MOVE ON TO I-4.

APPROVAL OF THE DECEMBER GENERAL FUND BUDGET AMENDMENT.

THIS ITEM HAS BEEN PULLED AT TRUSTEE CRUZ'S REQUEST.

I HAD A QUESTION.

IF YOU CAN GO ONE MORE PAGE.

RIGHT THERE. YES. SO FOR THE DEPARTMENT FUNDS, THE $127,000 BEING TAKEN FROM INSTRUCTION, CAN YOU LET ME KNOW WHERE THAT MONEY IS MOVED TO AND WHY? I'D LIKE TO ASK MS. ROBINSON TO JOIN US TO SHARE SOME INSIGHT AND REFERENCE TO THIS.

THE HUNDRED. OH, LET'S SEE.

IF IT'S NOT IN THE EXPLANATION THAT WAS ATTACHED, WE'LL HAVE TO TAKE THAT AS A BOARD REFERRAL.

WILL YOU PULL YOUR MICROPHONE DOWN? PULL YOUR MICROPHONE DOWN.

THERE YOU GO. I'LL HAVE TO TAKE THAT AS A BOARD REFERRAL.

I DON'T HAVE THAT DETAIL SO WE CAN GET THAT TO YOU.

YOU'RE TALKING ABOUT THE 127? FROM DEPARTMENT FUNDS IN FUNCTION 11.

OKAY. THANK YOU.

THANK YOU, MA'AM. OUR NEXT ITEM IS I-9.

APPROVAL OF ORDER APPROVING NEW TERM RATE PERIOD OF OR FIXED RATE PERIOD FOR HOUSTON INDEPENDENT SCHOOL DISTRICT VARIABLE RATE LIMITED TAX SCHOOLHOUSE BOND SERIES 2014A-1B AUTHORIZING THE REDEMPTION OF A PORTION OF OUTSTANDING BONDS AND APPROVING OTHER PROVISIONS THERETO.

PULLED AT THE REQUEST OF TRUSTEE HERNANDEZ.

I PULLED THAT, BUT THERE'S NOT SOMEBODY HERE TO EXPLAIN THAT, SO WE WILL, I'LL PULL IT AGAIN FOR NEXT WEEK.

BETWEEN NOW AND THEN, WE'LL TRY TO GET YOU THE INSIGHT THAT YOU'RE LOOKING FOR.

[01:45:03]

OKAY. THANK YOU. OUR NEXT ITEM IS J-1.

AUTHORITY TO NEGOTIATE AND EXECUTE AN AGREEMENT AND RELATED DOCUMENTS WITH HARRIS COUNTY FOR DISPARITY STUDY.

PULLED AT THE REQUEST OF TRUSTEE HERNANDEZ.

YES. I JUST WANTED AN EXPLANATION ON THIS ON FOR THE PUBLIC AS WELL.

I DON'T KNOW IF THERE'S SOMEBODY HERE FOR THIS ITEM.

WE CAN. MS. HUTCHINS-TAYLOR, WOULD YOU LIKE TO PROVIDE SOME ADDITIONAL INSIGHT HERE? SURE. CURRENTLY, HISD HAS HAD FOR A NUMBER OF YEARS, PROBABLY 20 YEARS OR MORE, AND M/WBE PROGRAM, MINORITY WOMEN IN BUSINESS ENTERPRISE PROGRAM.

WE ARE REQUIRED BY LAW TO HAVE WHAT'S CALLED A [INAUDIBLE] STUDY OR A DISPARITY STUDY THAT LOOKS AT THE NUMBER OF AVAILABLE MINORITY AND WOMEN BUSINESSES AVAILABLE TO US IN OUR GENERAL GEOGRAPHIC AREA.

AND IT'S TIME NOW FOR THE DISTRICT TO GET AN UPDATE ON THAT STUDY.

SO THIS IS AN ITEM THAT IS LOOKING AT AUTHORITY TO NEGOTIATE AND EXECUTE DOCUMENTS WITH HARRIS COUNTY FOR A DISPARITY STUDY.

THE BOARD VOTED SEVERAL MONTHS AGO THAT WE WANTED TO GO FORWARD AND LOOK AT THE POSSIBILITIES HERE.

WE ARE CONTINUING TO HAVE DISCUSSIONS WITH HARRIS COUNTY.

AND THE REASON WE'RE HAVING THOSE DISCUSSIONS IS BECAUSE HARRIS COUNTY COMMISSIONERS COURT HAS PUT TOGETHER WHAT WAS INITIALLY ROLLED OUT AS A GRANT TO PUBLIC SCHOOL DISTRICTS AND COMMUNITY COLLEGES TO ASSIST THEM WITH THE COST OF DOING DISPARITY STUDIES.

SO WE'RE CONTINUING OUR DISCUSSIONS WITH HARRIS COUNTY TO SEE IF WE CAN REACH AGREEMENT SO THAT WE CAN PARTICIPATE IN THEIR GRANT PROGRAM.

BUT WHETHER WE PARTICIPATE IN THIS PROGRAM OR SOME OTHER METHOD, WE NEED TO HAVE A DISPARITY STUDY.

OUR NEXT ITEM IS K-3.

APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY EHBB (LOCAL) SPECIAL PROGRAMS: GIFTED AND TALENTED STUDENTS-FIRST READING.

PULLED AT THE REQUEST OF TRUSTEE HERNANDEZ.

YES, I PULLED K-3 AND K-5 BECAUSE IT SAYS THAT THE DISTRICT WILL NOT BE REPORTING TO TEA ANYMORE.

BUT I JUST WANTED TO ENSURE THAT THE DISTRICT IS STILL GOING TO BE TAKING IN THAT INFORMATION FOR OUR OWN USE.

YES, SPECIFICALLY FOR K-3, MR. GILHOUSEN DO YOU WANT TO SHARE ANY INSIGHT THERE IN TERMS OF HOW IT'S CONTINUING TO TRACK EVEN THOUGH TEA IS NOT REQUIRING? DR. BIRD.

DO YOU WANT TO SHARE SPECIFICALLY FOR K-3, THE POLICY SHE'S ASKING THE QUESTION IN REFERENCE TO WHETHER EVEN THOUGH TEA IS NOT MAKING THE REQUIREMENT TO REPORT WHETHER WE'LL CONTINUE TO TRACK.

OH, YES, WE WILL.

AND WE'LL YEAH.

IF IT'S REQUIRED, WE'LL STILL CONTINUE TO DO IT.

FOR THREE. AND FIVE AS WELL.

YES, PERFECT.

THANK YOU. AND THE LAST ITEM IS K-5.

APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY FFBA (LOCAL).

CRISIS INTERVENTION: TRAUMA INFORMED CARE—FIRST READING. PULLED AT THE REQUEST OF TRUSTEE HERNANDEZ.

THIS IS THE SAME QUESTION.

WILL YOU, THE DISTRICT STILL CONTINUE TO TRACK? YES, WE WILL. AWESOME.

THANK YOU. ALL RIGHT.

THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT SUBSECTIONS 551.004, .071, .072, .073, .074, .076, .082, .0821, 083, .084 AND .089.

SHOULD BOARD FINAL ACTION VOTE OR DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED, SUCH FINAL ACTION VOTER DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.

THE BOARD IS ADJOURNED TO CLOSED SESSION AT 6:50 P.M.

AND COLLEAGUES, LET'S TAKE A LITTLE BREAK AND WE'LL RECONVENE AT 7:00 P.M.

THE MEETING IS NOW RECONVENE IN OPEN SESSION.

THE TIME IS 8:50 P.M.

[SPANISH] OUR NEXT MEETING IS OUR REGULAR MONTHLY MEETING ON THURSDAY, DECEMBER 8TH, 2022 .

WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 8:51 P.M.

ON DECEMBER 1ST, 2022.

* This transcript was compiled from uncorrected Closed Captioning.