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[00:00:01]

5 P.M.. BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE

[Agenda Review]

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

WE HAVE NOW COME TO THE PORTION OF WHAT WE HAVE BEEN JOINED BY TRUSTEE GUIDRY VIA ZOOM.

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

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

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

BUT YOU MAY NAME YOUR OWN CHILD.

SPEAKERS SHOULD PRACTICE NORMAL RULES OF DECORUM.

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

ADDITIONALLY, DISRUPTIONS OF THE MEETING WILL NOT BE TOLERATED.

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

SPEAKERS WILL GENERALLY BE GIVEN TWO REMINDERS OF OUR PUBLIC COMMENT RULES IF THE SPEAKER CONTINUES TO VIOLATE THE RULES AFTER THESE REMINDERS THE SPEAKER WILL BE ASKED TO LEAVE THE MEETING.

ONE OF OUR SPEAKERS REGISTERED TO APPEAR VIA ZOOM.

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

IF YOU ARE WATCHING THE MEETING LIVE ON ANOTHER DEVICE, PLEASE MUTE THE MEETING AUDIO WHEN YOU SPEAK TO AVOID AUDIO INTERFERENCE, TURN ON YOUR CAMERA AND BEGIN SPEAKING.

OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS A2, ACCEPTANCE OF BOARD MODERATOR MONITORING UPDATE PRESENTATION OF GOAL TO PROGRESS MEASURES.

2.1. 2.2 AND 2.3.

WILL MEG SELF PLEASE COME TO THE PODIUM ? STAAR SCORES.

IN 2017, THE AFRICAN AMERICAN STUDENTS HAD THE ACTUAL SCORE OF 29%.

THE SPECIAL ED STUDENTS HAD A SCORE OF 30%.

THEREFORE, THE SPECIAL ED STUDENTS DID BETTER THAN THE AFRICAN AMERICAN STUDENTS.

IN 2018, THE AFRICAN AMERICAN STUDENTS SCORED 31% AND THE SPECIAL ED STUDENTS SCORED 28%.

IN 2020, THE AFRICAN AMERICAN STUDENTS SCORED ONLY 12%, AND THE SPECIAL ED STUDENTS ARE 23%.

12% IS ABSOLUTELY HORRENDOUS.

IN 2021, THE AFRICAN AMERICAN STUDENTS SCORED 26% AND THE SPECIAL ED STUDENTS SCORED 28%.

WHAT HAVE YOU DONE DIFFERENTLY TO CHANGE THESE RESULTS? IN SPECIAL EDUCATION, YOU DISRUPTED THE SEVERELY HANDICAPPED BY THREATENING TO DISBAND THEIR PROGRAM IN THE FALSE HOPES OF INCLUSION.

FOR THE AFRICAN AMERICAN STUDENTS, YOU FIRED A BELOVED PRINCIPAL IN A BLACK HIGH SCHOOL AND YOU CAN'T EVEN COME TO THE SCHOOL TO TELL THEM ABOUT IT.

SHAME ON YOU SUPERINTENDENT HOUSE.

SHAME ON THE BOARD FOR KEEPING ON DOING THE SAME THING AND EXPECTING DIFFERENT OUTCOMES.

I TRIED TO SET UP A READING LITERACY PROGRAM AT ROBINSON COMMUNITY CENTER AND IT WAS NIXED BECAUSE THE BUSING FROM THE SENDING SCHOOLS COULD NOT TAKE THE KIDS TO SCHOOL.

WHAT ARE YOU DOING? HOW ARE YOU HELPING THESE KIDS? JUST BY SAYING YOU'RE GOING TO CHANGE THEIR SCORES.

THAT'S NOT DOING ANYTHING FOR THEM.

IT'S REALLY DISAPPOINTING.

OUR NEXT ITEM HELD FOR REGISTERED SPEAKERS IS B2, CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED AND POSSIBLE ADOPTION OF A RESOLUTION APPROVING A REDISTRICTING PLAN FOR SINGLE MEMBER TRUSTEE DISTRICTS.

WILL JUAN CARDOZA [INAUDIBLE] PLEASE COME TO THE PODIUM? THE SPEAKER WILL BE FOLLOWED BY SANDRA RODRIGUEZ.

GOOD AFTERNOON, TRUSTEES.

HAPPY NEW YEAR.

THANK YOU TO PRESIDENT CRUZ.

I THINK THAT'S THE FIRST TIME I'VE HAD MY LAST NAME, BOTH LAST NAMES PRONOUNCED CORRECTLY.

SO THANK YOU.

I'M JUAN CARDOSO KENDALL.

I'M THE DIRECTOR OF POLICY AND ELECTIONS AT HOUSTON IN ACTION.

WE'RE A NETWORK OF ORGANIZATIONS WORKING TO MAKE SURE THAT HISTORICALLY UNDERREPRESENTED COMMUNITIES HAVE A SAY IN THE DECISIONS THAT AFFECT THEIR LIVES.

AND OF COURSE, THAT INCLUDES REDISTRICTING.

I KNOW I SPOKE MANY OF YOU WERE HERE BACK IN DECEMBER WHEN WHEN I LAST SPOKE.

WE BELIEVE THAT COMMUNITY THAT ALL COMMUNITIES IN HISD LIKE YOU, THEY DESERVE A QUALITY EDUCATION AND DESERVE THE ABILITY TO ELECT A REPRESENTATIVE WHO WILL BE RESPONSIVE TO THEM, WHO WILL REALLY HAVE THEIR EAR TO THE GROUND AS TO THE NEEDS OF THE COMMUNITY IN TERMS

[00:05:08]

OF THE REDISTRICTING PLANS THAT YOU HAVE BEFORE YOU.

PLANS A AND D, THEY'RE SOLID, BUT THERE'S ONE BIG PROBLEM WITH THEM.

IT'S THAT THEY CONTINUE TO DIVIDE UP SOUTHWEST HOUSTON.

THESE ARE SOUTHWEST HOUSTON IS HOME TO COMMUNITIES, LARGE COMMUNITIES OF LOW INCOME FOLKS, IMMIGRANT FOLKS, BLACK, HISPANIC AND ASIAN FOLKS.

THESE ARE COMMUNITIES THAT HAVE PARTICULAR NEEDS AND CONCERNS.

AND RIGHT NOW THEY'RE BEING DIVIDED BETWEEN IN PLAN A AND PLAN D, THEY CONTINUE TO BE DIVIDED AMONG THREE DISTRICTS.

AND THIS GOES AGAINST ONE OF THE CRITERIA THAT YOU ALL ADOPTED OF MAINTAINING NEIGHBORHOODS AND COMMUNITIES OF INTEREST TOGETHER.

RIGHT? THAT'S THAT'S WHAT WE WANT TO SEE.

WE WANT TO SEE THE COMMUNITY KEPT WHOLE SO THAT IT HAS A STRONG VOICE WHEN IT COMES TO DECISIONS HERE ON THE BOARD OF TRUSTEES.

SO THE SOLUTION THAT WE PROPOSE IS FOR YOU ALL TO PROVIDE MORE TIME TO THE REDISTRICTING PROCESS TO GET IT RIGHT.

IT'S A REALLY IMPORTANT, VERY CONSEQUENTIAL DECISION AND.

. SANDRA RODRIGUEZ.

LIFE LONG RESIDENT OF SOUTHWEST HOUSTON, ADVOCACY DIRECTOR, LATINOS FOR EDUCATION AND PRESIDENT OF THE GULFTON SUPER NEIGHBORHOOD COUNCIL.

I'M JOINED TODAY BY MEMBERS OF THE HOUSTON IN ACTION COALITION WHO WORK IN VARIOUS COMMUNITIES AND CIVIC AND FAMILY ENGAGEMENT TO IMPROVE THE QUALITY OF LIFE OF UNDERSERVED AND UNDER-RESOURCED COMMUNITIES.

SOUTHWEST HOUSTON NEIGHBORHOODS LIKE GULFTON, SHARP SOUND, BRAEBURN, MIDWEST WESTWOOD ARE HOME TO LARGE LATINO, BLACK, ASIAN AND IMMIGRANT COMMUNITIES.

FOR FAR TOO LONG, THESE COMMUNITIES HAVE BEEN LEFT OUT OF THE CONVERSATION.

THESE COMMUNITIES HAVE GREAT STRENGTHS, BUT THEY ALSO HAVE UNIQUE CHALLENGES WITH THE POTENTIAL TO THRIVE IF PROVIDED WITH THE OPPORTUNITIES.

REDISTRICTING MAPS A AND D DIVIDE THESE NEIGHBORHOODS INTO THREE DISTRICTS, FAILING TO FAIRLY REPRESENT THESE SOUTHWEST COMMUNITIES.

AS JUAN MENTIONED, ONE OF THE BOARD'S REDISTRICTING CRITERIA IS TO DIVIDE, NOT TO DIVIDE COMMUNITIES OF INTERESTS AND NEIGHBORHOODS.

AND YOU REDISTRICTING MAP SHOULD KEEP HISTORICALLY MARGINALIZED SOUTHWEST COMMUNITIES WITHIN ONE SINGLE DISTRICT.

I URGE THE BOARD TO CAREFULLY LOOK AT THE SOUTHWEST AREA AND SEE HOW TO KEEP THESE COMMUNITIES OF INTEREST WITHIN ONE SINGLE DISTRICT AND POSTPONE YOUR DECISION TO YOUR FEBRUARY MEETING.

THANK YOU FOR YOUR TIME.

OUR NEXT SPEAKER ON B TWO HAS REGISTERED TO ADDRESS THE BOARD VIA ZOOM.

MS. TRINN, PLEASE ADMIT MARIA BENZON.

MARIA BENZON, PLEASE TURN ON YOUR CAMERA, TURN ON YOUR SPEAKER, AND YOU MAY BEGIN.

YOU HAVE 2 MINUTES.

HI, MY NAME IS MARIA BENSON AND I'M A PARENT, EDUCATOR AND A GRADUATE OF HISD.

I'M HERE TODAY TO ASK THAT YOU THAT YOU DELAY ANY VOTES ON THE REDISTRICTING PLAN AND RECONSIDER A MORE EQUITABLE VERSION THAN THE TWO SUGGESTED PLANS A AND D. SPECIFICALLY, THERE SHOULD BE MORE CONSIDERATION FOR A NEW DISTRICT IN SOUTHWEST HOUSTON TO BE CREATED THAT REPRESENT THE GULFTON AND SHARPSTOWN COMMUNITIES.

I KNOW THESE COMMUNITIES BECAUSE THEY ARE MY COMMUNITIES TOO.

I LIVE NEXT TO THE GULFTON AREA AND HAVE BLOCK WALKED THERE.

I HAVE WORKED AS A SCHOOL ADMINISTRATOR AND VISITED STUDENT HOMES IN GULFTON.

NOW I WORK AT SUGAR GROVE ACADEMY, A FEEDER SCHOOL TO SHARPSTOWN HIGH SCHOOL.

THESE COMMUNITIES HAVE LARGE IMMIGRANT POPULATIONS, A SIGNIFICANT PERCENTAGE OF SPANISH SPEAKING POPULATIONS AND A LARGE NUMBER OF REFUGEES.

HISTORICALLY, THIS REGION HAS HAD ITS VOTING POWER DILUTED BY BEING SPLIT INTO THREE DISTRICTS, FIVE, SIX AND SEVEN.

AND HISTORICALLY, THEY HAVE NOT BEEN REPRESENTED BY PEOPLE WITH SIMILAR BACKGROUNDS AND EXPERIENCES.

HOWEVER, YOU, THE BOARD, HAVE A HISTORIC OPPORTUNITY HERE NOT SIMPLY TO COMPLY WITH SECTION TWO OF THE VOTING RIGHTS ACT TO AVOID DILUTING MINORITY POWER.

FOR THE PEOPLE WHO HAVE OFTEN BEEN OVERLOOKED AND IGNORED, YOU CAN PROVIDE THE GREATEST GIFT IN OUR DEMOCRACY AN OPPORTUNITY TO HAVE A VOICE, NOT JUST A VOTE AT THE POLLS, BUT A VOICE AS A BOARD MEMBER WHO CAN VOTE ON BEHALF OF THEIR CHILDREN AND PARENTS IN THE SOUTHWEST HOUSTON COMMUNITIES.

SO AGAIN, I ASK THAT YOU RECONSIDER THE REDISTRICTING PLANS YOU HAVE PRE-SELECTED FOR THE PUBLIC.

I ASK THAT YOU CREATE A PLAN WHICH ELEVATES THE VOICES OF OUR CULTURALLY RICH COMMUNITIES INSTEAD OF DROWNING THEM OUT.

I URGE YOU TO CREATE A DISTRICT FOR THE GULFTON AND SHARPSTOWN AREAS.

PLEASE SPEND MORE TIME BEFORE VOTING ON THE PLANS.

THANK YOU. OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS K1, APPROVAL OF PROPOSED REVISIONS TO BOARD POLICY EF

[00:10:08]

LOCAL INSTRUCTIONAL RESOURCES SECOND READING.

WILL MICHELLE WILLIAMS PLEASE COME TO THE PODIUM? GOOD AFTERNOON. BOARD TRUSTEES, SUPERINTENDENT HOUSE.

MY NAME IS MICHELLE WILLIAMS, PRESIDENT OF THE HOUSTON EDUCATION ASSOCIATION, AND I'M AN EIGHTH GRADE MATH TEACHER HERE IN HOUSTON ISD.

SUPERINTENDENT HOUSE, YOU SAID THAT HISD NEEDS TO BE BOLD AND INNOVATIVE WHEN YOU ASK THE BOARD TO APPROVE YOUR FIVE YEAR STRATEGIC PLAN, WHICH INCLUDED A COMPENSATION PACKAGE THAT WAS SUPPOSED TO ATTRACT AND RETAIN TEACHERS.

THE BOARD UNANIMOUSLY APPROVED YOUR PLAN.

WHEN I'M WHEN THEY APPROVED IT, I'M SURE THESE NINE BOARD MEMBERS DIDN'T KNOW TEACHERS IN HISD WERE GOING TO LOSE THEIR AUTONOMY AND THEIR VOICE, THE LITTLE VOICE THAT THEY HAD LEFT WHEN IT CAME TO SELECTING THEIR INSTRUCTIONAL RESOURCES THAT SUPPORT OUR TEKS.

TRUSTEES, YOU ALL HAVE IGNORED YOUR OWN BOARD POLICY THAT SAYS THAT YOU'RE SUPPOSED TO RELY ON DISTRICT PROFESSIONALS. LAST TIME I LOOKED, TEACHERS WERE PROFESSIONALS.

THEY THESE TEACHERS HAVE HEARD TIME AND TIME AGAIN FOLLOW CARNEGIE WITH FIDELITY.

THIS IS NOT TEACHING.

HISD HAD OVER 5000 REHIRES AND NEW HIRES LAST YEAR.

AND IT'S INSANITY FOR YOU ALL TO CONSTANTLY APPROVE COMPENSATION PACKAGES THAT ARE SUPPOSED TO ATTRACT AND RETAIN.

BUT WHEN THE TEACHERS GET HERE, THEY'RE DISRESPECTED BY NOT HAVING THEIR VOICES HEARD AND BEING TOLD BY THIS ADMINISTRATION THAT THEY'RE SUPPOSED TO FOLLOW THIS CURRICULUM AND DISREGARD THEIR CONCERNS.

SO I'M ASKING YOU ALL, ON BEHALF OF MY MEMBERS, NONMEMBERS AND TEACHERS IN HISD TO HALT THE IMPLEMENTATION OF CARNEGIE AND EUREKA UNTIL THIS ADMINISTRATION CREATES A PLAN OF ACTION TO ADDRESS THE TEACHERS CONCERNS.

THANK. THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW MEETING HELD ON DECEMBER 1ST, 2022? SO MOVE, SANTOS. SECOND, BAKER.

I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE BAKER, PLEASE VOTE.

7, OH 8 FOR, NO 7 FOR, 7 FOR, 0 AGAINST, ZERO ABSTENTIONS.

WE ARE NOW READY TO CONSIDER A DISCUSSION AND REPORT ITEM A2, ACCEPTANCE OF BOARD MONITORING UPDATE PRESENTATION OF GOAL 2, PROGRESS MEASURES.

2.1. 2.2 AND 2.3.

SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATE.

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

THANK YOU, MADAM PRESIDENT.

AND WELCOME BACK, TRUSTEES.

I HOPE EACH OF YOU HAD A RESTFUL, RESTFUL BREAK.

I'D LIKE TO, OF COURSE, INVITE DR.

ALISON MATNEY TO GET IT STARTED IN REFERENCE TO GOAL TWO.

DR. MATNEY.

GOOD EVENING. THANK YOU, SUPERINTENDENT HOUSE.

HAPPY NEW YEAR TRUSTEES.

WE ARE HERE THIS EVENING TO REVIEW OUR BEGINNING OF YEAR GOAL PROGRESS DATA FOR MEASURES 2.1, 2.2 AND 2.3.

IF YOU'LL RECALL, IN THE FALL WE REVIEWED OUR RENAISSANCE READING BEGINNING OF YEAR DATA.

THIS IS OUR RENAISSANCE MATH, BEGINNING OF YEAR DATA.

SO THE FORMAT IS VERY SIMILAR.

WE'LL JUST BE TALKING A LITTLE BIT MORE ABOUT THE NUANCES WITH MATH AND GOING THROUGH THESE PIECES.

SO AS A REMINDER, BECAUSE THIS IS BEGINNING OF YEAR RENAISSANCE, THE TOOL THAT WE USED FOR THIS DATA RENAISSANCE WAS ADMINISTERED FROM THE END OF AUGUST. SO RIGHT AFTER OUR KIDS CAME BACK TO SCHOOL FOR THE SCHOOL YEAR THROUGH THE END OF SEPTEMBER.

SO BEFORE ANY REAL IMPLEMENTATION COULD HAPPEN WITH WITH TEACHING AND LEARNING.

HERE WE GO. I APOLOGIZE.

SO JUST A REVIEW OF OUR GLOSSARY IN OUR TERMS BOY IS BEGINNING OF YEAR.

WE ARE GOING TO BE TALKING ABOUT THE BEGINNING OF YEAR DATA HERE.

YOU'LL SEE THE TERM MOY, MIDDLE AND END OF YEAR USED IN THESE REPORTS AS WELL, AS WELL AS THE FINAL THREE.

SO JUST A REMINDER AND A REVIEW OF TERMS TO REFER BACK TO AND THEN SPECIFIC TERMS AROUND STAAR.

[00:15:02]

THE STATE OF TEXAS ASSESSMENT OF ACADEMIC READINESS.

THAT IS OUR STATE ASSESSMENT.

TAPR IS A DATA SOURCE THAT WE USE HQIM IS OUR HIGH QUALITY INSTRUCTIONAL MATERIALS.

SO AS YOU HEAR THESE ABBREVIATIONS, YOU'VE GOT YOUR MEANING THERE AS THE GLOSSARY.

SO WHEN WE LOOK AT OVERALL FOR GOAL TO THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN MATH AS MEASURED BY THE MEETS GRADE LEVEL, STANDARD ON STAAR WILL INCREASE EIGHT PERCENTAGE POINTS FROM 46 TO 54 IN JUNE 2024.

HERE IS OUR END OF YEAR 2022 DATA SO WE CAN SEE IN 2021 OUR STAAR PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT THAT LEVEL WAS 24 AND WE RAISED THAT 16 PERCENTAGE POINTS BY THE END OF 2022.

OF COURSE, KNOWING THAT 2021 WAS AN ABNORMAL ASSESSMENT YEAR BEING THAT IT WAS NOT REQUIRED FOR STUDENTS AT THE ELEMENTARY LEVEL.

SO WHEN WE LOOK AT OUR STUDENT GROUPS FOR OUR OVERALL JUST TO ORIENT TO THIS CHART, YOU HAVE THE ACTUAL PERCENTAGE ALONG THE TOP. SO IF WE LOOK AT ALL STUDENTS AND THE HISTORICAL ACTUAL PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL AT THE MEETS GRADE LEVEL STANDARD GOING ACROSS, YOU CAN SEE FOR 2021-22 WE WERE AT 40%, THE TARGET WAS 48.

SO WE FELL SHY OF THAT 48% TARGET, EVEN THOUGH WE INCREASED BY THOSE 16 PERCENTAGE POINTS.

THE PINK AND RED SHADED AREAS ARE WHERE WE DID NOT MEET THE TARGET AND THE GREEN SHADED AREAS OR WHERE WE DID MEET THE TARGET.

FOR OUR FIRST GRADE MATH STUDENTS AT OR ABOVE BENCHMARK.

SO WHAT WE'RE LOOKING AT IS THE PERCENTAGE OF FIRST GRADE STUDENTS PERFORMING ON GRADE LEVEL IN MATH AS MEASURED BY THE END OF YOUR MATH SCREENER.

SO THIS IS THE RENAISSANCE ASSESSMENT THAT WE'RE DISCUSSING HERE WILL INCREASE EIGHT PERCENTAGE POINTS FROM 64 TO 72.

SO ON THIS SLIDE, SIMILAR TO READING THAT WE REVIEWED IN THE FALL, YOU CAN SEE 22-23, THE BLUE DOT ON ENGLISH AND SPANISH COMBINED SAYS 63. THAT RED TARGET LINE SHOWS YOU THAT WE ARE WORKING TO GET TO THE 69% BY THE END OF THIS SCHOOL YEAR WHEN WE DO THE END OF YEAR RENAISSANCE ASSESSMENT.

SO OUR BASELINE, OUR STARTING FOR THIS YEAR IS AT 63.

ENGLISH ONLY OUR STARTING POINT IS AT 64.

AND FOR SPANISH ONLY, OUR STARTING POINT IS AT 60.

SO HERE YOU CAN SEE BY STUDENT GROUP WHAT OUR DATA LOOKS LIKE FOR OUR FIRST GRADE STUDENTS SPECIFICALLY.

WE HAVE SOME SLIGHT UPTICK, SOME SLIGHT DOWNTURNS FROM BEGINNING OF YEAR LAST YEAR, BUT WE'RE STARTING RELATIVELY IN THE SAME PLACE THAT WE DID WITH LAST YEAR'S FIRST GRADERS.

WHEN WE LOOK AT OUR PILOT, HIGH QUALITY I'M SORRY, THIS IS MOVING FASTER THAN THE SLIDES ARE.

SO RISE CAMPUSES, WHEN WE LOOK AT SPECIFICALLY THAT SET OF CAMPUSES, YOU SEE HISTORICALLY WHERE THEY'VE BEEN, THAT'S THE BLUE BARS ON THE SCREEN FOR BEGINNING OF YEAR RISE CAMPUSES AS AS AN AGGREGATE, WE'RE AT 49% FOR OUR FIRST GRADE STUDENTS AND ALL OTHER CAMPUSES.

THE NON RISE WERE AT 64.

SO THAT IS AGAIN OUR BASELINE TO SEE AS WE MOVE THROUGH MIDDLE OF YEAR AND END OF YEAR TO BE ABLE TO WATCH THAT PROGRESS.

NOW WE HAVE OUR PILOT HIGH QUALITY INSTRUCTIONAL MATERIALS CAMPUSES.

AGAIN, AS REFERENCE, THE CAMPUSES ARE LISTED THERE AS THEY WERE WITH THE RISE CAMPUSES.

THE GREEN BAR INCLUDES ALL OF THOSE PILOT CAMPUSES THAT HAVE FIRST GRADE STUDENTS, AND THE GRAY BAR IS ALL OTHER CAMPUSES.

SO WHEN WE LOOK AT OUR SECOND GRADE MATH DATA, AGAIN, ENGLISH AND SPANISH COMBINED FOR OUR SECOND GRADE STUDENTS FROM THE BEGINNING OF YEAR SCREENER, WE ARE STARTING AT 47% FOR OUR ENGLISH ONLY WE'RE AT 43%, SPANISH ONLY 55% WHO ARE PERFORMING ON GRADE LEVEL IN MATH.

AGAIN, WE HAVE OUR STUDENT GROUP BREAKDOWN HERE.

AGAIN, SOME WE HAVE ONE AREA WHERE THERE WAS A SIGNIFICANT DECLINE WITH OUR ASIAN POPULATION, BUT ALL OTHER POPULATIONS HAD SLIGHT NOT SIGNIFICANT DIFFERENCES FROM LAST YEAR AT BEGINNING OF YEAR.

[00:20:03]

SO AGAIN, OUR RISE CAMPUSES FOR SECOND GRADE, WE HAVE OUR STARTING POINTS THERE FOR THAT SET OF CAMPUSES.

OUR PILOT HIGH QUALITY INSTRUCTIONAL MATERIALS CAMPUSES THAT BASELINE.

AND THEN MOVING ON TO OUR THIRD GRADERS, LOOKING AT OUR STARTING POINT FOR 22-23, ENGLISH AND SPANISH COMBINED IS AT 56%, PERFORMING AT GRADE LEVEL IN MATH FOR ENGLISH ONLY, IT'S AT 53% AND SPANISH ONLY IS AT 61%.

YOU DO HAVE A LITTLE BIT MORE VARIABILITY HERE WITH SOME OF OUR STUDENT GROUPS WITH ON THE LEFT HAND SIDE SOME SINGLE DIGIT INCREASES.

SPECIFICALLY ALL STUDENTS MOVING FROM BEGINNING OF YEAR AT 50%.

THIS YEAR WE'RE AT 56%.

SO STARTING IN A LITTLE BIT BETTER PLACE THAN WE STARTED LAST YEAR WITH THIRD GRADE STUDENTS.

OUR RISE CAMPUS DATA BASELINE IS HERE.

OUR PILOT, HIGH QUALITY INSTRUCTIONAL MATERIALS DATA.

OUR BASELINE IS HERE FOR THIS YEAR.

AND MOVING BACK TO OUR ADMINISTRATIVE RESPONSE ON THIS SLIDE.

THANK YOU. DR. MATNEY. ONE OF THE THINGS THAT I WANT TO MAKE SURE THAT WE ASCERTAIN HERE IS THAT, OF COURSE, THIS IS BASELINE OUR BEGINNING OF THE YEAR DATA.

OUR GOAL IS TO, OF COURSE, GET THE MIDDLE OF THE YEAR, CONTINUE WITH THE STRONG TEACHING AND LEARNING THAT WE KNOW THAT WILL CONTINUE TO HAPPEN AND REALLY SEE THE KIND OF GROWTH THAT WE KNOW WE CAN MAKE.

OF COURSE, IN OUR OVERALL GOAL TO PROGRESS MEASURE WHERE WE'RE PROUD OF SOME OF THE PROGRESS THAT WE HAVE SEEN HERE, OF COURSE, OVER THE PAST YEAR RELATED TO THE PERFORMANCE OF SPECIFICALLY THIRD GRADE.

WHILE WE DIDN'T QUITE MEET THE MARK IN TERMS OF THE GOAL, WE DID SEE AN INCREASE OF 16 POINTS BETWEEN 21 AND 22, SPECIFICALLY, WHICH WE BELIEVE IS A SIGNIFICANT SIGN OF THE KIND OF GROWTH THAT WE WANT TO SEE AND A SIGN OF THE INVESTMENT AND SUPPORT IN MATH INSTRUCTION THAT WE'VE PUT INTO IT AND THAT WE KNOW THAT IT'S WORKING.

WHILE WE'RE PROUD OF THE, OF COURSE, THE 24% INCREASE AMONG AFRICAN AMERICAN STUDENTS IN THE 17% INCREASE FOR OUR HISPANIC STUDENTS, WE KNOW THAT THERE'S STILL WORK TO DO TO TO GET TO THE GOAL AND MEET THE MARK.

BUT OF COURSE, IT'S ABOUT CONSISTENT PROGRESS AND GETTING WHERE WE KNOW WE WANT TO GO.

IT'S ALSO IMPORTANT TO NOTE THAT THE PROGRESS MEASURED DATA IN THIS PRESENTATION, AGAIN, AS I MENTIONED ON THE FRONT END, IS THE BEGINNING OF THE YEAR.

IT'S ABOUT CONTINUAL PROGRESS ALONG THE WAY.

AND AND THAT IS SOMETHING THAT WE'RE LOOKING FORWARD TO.

THIS, OF COURSE, IS OUR FIRST YEAR OF IMPLEMENTATION OF EUREKA MATH IN ELEMENTARY SCHOOLS.

AND WE BELIEVE THIS WILL CONTINUE TO BE A HIGH LEVERAGE STRATEGY FOR ACCELERATING STUDENT ACHIEVEMENT IN MATHEMATICS, AS WE BELIEVE THE RESEARCH BASED CURRICULUM, AS YOU GUYS HAVE HEARD US TALK SO MUCH ABOUT, IS A MAJOR PART OF WHAT WE NEED TO DO TO INCREASE THE LEVEL OF INSTRUCTION AND STUDENT ENGAGEMENT IN A HIGHER LEVEL THINKING, ESPECIALLY FOR THOSE STUDENTS WHO HAVE NOT HAD ACCESS TO HIGH INSTRUCTIONAL MATERIALS AND CURRICULUM.

THIS IS AN IMPORTANT PART OF WHAT WE DO MOVING FORWARD.

NOW GIVEN THE NEW RIGOR OF CHANGES THAT WE KNOW ARE COMING IN REFERENCE TO STAAR AND THE REDESIGN, WE BELIEVE THESE MATERIALS WILL BETTER PREPARE STUDENTS TO BE SUCCESSFUL.

HOWEVER, WE ALSO KNOW THAT WE HAVE TO CONTINUE TO TRAIN AND GROW TO TO MAKE CERTAIN THAT OUR EDUCATORS ARE COMFORTABLE WITH THESE MATERIALS, AS THE NEW CURRICULUM AND IMPLEMENTATION CONTINUES TO MOVE FORWARD.

THROUGH STREAMLINING OUR MATH CURRICULUM, WE BETTER EMPOWER OUR EDUCATORS AND ADMINISTRATORS ACROSS THE DISTRICT TO BE ABLE TO COLLABORATE, LEARN FROM EACH OTHER, AND ENSURE THAT WE'RE WORKING TOGETHER TO GET THE KIND OF GROWTH THAT WE WANT IN OUR SCHOOLS.

WE ALSO BELIEVE THE SUCCESS OF OUR CURRICULUM ROLLOUT TO DATE HAS BEEN DUE TO THE INCREASED ALIGNMENT BETWEEN NOT ONLY THE SCHOOLS OFFICE, BUT OF COURSE OUR ACADEMIC ACADEMIC TEAM.

DR. WATTS AND DR.

BYRD HAVE WORKED CLOSELY TOGETHER.

AND THAT'S A MAJOR PART OF WHAT STRONG IMPLEMENTATION HAS TO LOOK LIKE MOVING FORWARD.

SO I'M VERY PROUD OF OF OUR OF OUR COLLABORATION THAT'S HAPPENED ON BOTH TEAMS THERE.

RIGHT BEFORE, OF COURSE, THE WINTER BREAK, WE COMPLETED A WINDOW OF TEA INTERIM ASSESSMENT, WHICH WILL BE AN ACTIONABLE DATA ITEM FOR OUR TEACHERS AND DEPARTMENT

[00:25:03]

TEAMS TO USE TO HELP SUPPORT OUR STUDENTS AS THEY PREPARE FOR THE INSTRUCTION STAAR EXAMS LATER THIS SPRING.

SO MORE DATA, MORE OPPORTUNITIES TO SEE EXACTLY WHAT THE INSTRUCTION IS LOOKING LIKE AND THE GROWTH MOVING FORWARD.

SO WITH THAT BEING SAID, WE'D BE GLAD TO TAKE QUESTIONS FROM TRUSTEES.

THANK YOU, SUPERINTENDENT HOUSE.

THANK YOU, DR. MATNEY.

COLLEAGUES, ANYONE IN THE QUEUE? TRUSTEE WADE. THANK YOU, SUPERINTENDENT HOUSE, AND THANK YOU, DR.

MATNEY. I HAVE A COUPLE OF QUESTIONS ON SO GOAL PROGRESS 2.2 PAGE 11.

OKAY, SO EXPLAIN WHY THE STUDENT NUMBERS ARE UP IN 22-23 FOR THE BEGINNING OF THE YEAR WHEN ACTUAL ENROLLMENT IS DOWN. SO WHEN YOU LOOK AT THE NUMBERS OF I'M LOOKING AT NUMBERS OF KIDS TO DATA, AND SO I DON'T KNOW IF YOU HAVE AN ANSWER TO THAT OR THERE'S A..

DR. MATNEY.

YES, ABSOLUTELY. SO THE STUDENT ASSESSMENT DEPARTMENT PARTNERED WITH DR.

WATTS'S OFFICE AND THROUGH FREQUENT REMINDERS, MAKING SURE PRINCIPALS UNDERSTOOD THAT THE EXPECTATION IS THAT ALL STUDENTS WHO ARE ELIGIBLE ARE TAKING THIS BEGINNING OF YEAR SCREENER.

WE SAW MUCH GREATER PARTICIPATION THIS YEAR THAN WE HAVE IN PREVIOUS YEARS.

SO WE STARTED PUTTING SOME OF THAT IN PLACE AT THE END OF THE YEAR LAST YEAR.

AND THEN WE FEEL LIKE WE'RE REALLY PERFECTING THAT AND REALLY GETTING ALL OF THE DATA FROM STUDENTS TO BE ABLE TO USE IN THE CLASSROOM.

SO LET ME PIGGYBACK ON THAT.

SO AS WE KNOW THAT AS SO WHEN THOSE TESTS WERE GIVEN THE BEGINNING OF THE YEAR AND THEN AS THE CAMPUS NUMBERS RISE AND FALL UNTIL THE DATE OF ACTUAL SNAPSHOT, I'LL SPEAK TO YOU ON THIS.

HOW ARE WE DEALING WITH THAT VARIABLE IN UNDERSTANDING, ASSESSING KIDS FOR THE MIDDLE OF THE YEAR DATA? SO BECAUSE THAT BECOMES A WE DON'T HAVE DATA ON THOSE CHILDREN BECAUSE WE DIDN'T HAVE THEIR BEGINNING OF THE YEAR ASSESSMENTS.

SO IT GOES BACK TO WHAT DR.

MATNEY INDICATED EARLIER.

WE'VE HAD A BETTER CONCERTED EFFORT TO MAKE CERTAIN THAT IF WE HAVE STUDENTS IN THE CLASSROOM, THE EXPECTATION IS THAT THEY RECEIVE AN ASSESSMENT.

SO REGARDLESS OF WHETHER THEY'RE COMING IN BEGINNING OF THE YEAR, WE FEEL LIKE WE HAVE A STRONGER HOLD AND A STRONGER EXPECTATION OF WHO AND WHEN STUDENTS ARE BEING ASSESSED.

OKAY, BECAUSE I DON'T WANT KIDS THAT ARE COMING IN TO BE SLIPPING UNDER THE RADAR BECAUSE THEY'RE NOT GETTING ASSESSED.

OKAY. MY SECOND QUESTION IS SPANISH ONLY MATH DECLINE.

WE SHOW A LOWER NUMBER OF STUDENTS IN BOY FOR THIS GROUP ONLY, LARGE DECLINE IN SCORES FROM BOY TO MOY IN 21-22.

SO IN THE SPANISH ONLY, I'M TRYING TO I THINK THIS IS ON PAGE 11 TOO, SPANISH 11.

SORRY, THESE ARE OLD NOTES SO I'M TRYING TO REMEMBER WHAT I WAS THINKING.

SPANISH ONLY MATH DECLINE, WHICH IS PRETTY SIGNIFICANT.

OKAY, WELL, MY TIME IS UP AND I'LL REMEMBER WHAT I HAD TO SAY NEXT.

THANK YOU. TRUSTY BAKER.

YES. THANK YOU, DR.

MATNEY. THANK YOU SUPERINTENDENT.

AND HAPPY NEW YEAR TO YOU AS WELL.

WHEN WE LOOK AT SLIDES, 8, 12, 14 AND 21, WHICH GIVES YOU A BREAKDOWN OF THE ETHNICITY.

HOW ARE YOU ADDRESSING THE YOUR CULTURALLY RESPONSIVE PRACTICES BASED ON THE ETHNICITIES BREAK DOWN, THE BLACK AND BROWN DEMOGRAPHICS BREAK DOWN.

SO I THINK AS WE AS WE SPECIFICALLY LOOK AT, OF COURSE, THE PROGRESS MEASURES THE GOAL OF THIRD GRADE, THIRD GRADE MATH.

I THINK WHAT THE WHAT THE DATA IS TELLING US IN TERMS OF GROWTH WITH THE CURRICULUM THAT WE'RE UTILIZING IS THAT WE'RE SEEING MEASURABLE GROWTH IN THE MANNER THAT WE WANT TO SEE.

WHEN WE TALK ABOUT, OF COURSE, A 24% INCREASE FOR AFRICAN-AMERICAN STUDENTS HERE.

I THINK IT WAS A 16 OR 17% INCREASE FOR OUR HISPANIC STUDENTS.

THAT IS, OF COURSE, THE KIND OF SIGNIFICANT GROWTH THAT WE NEED TO SEE ON AN ANNUAL BASIS IN ORDER TO EVENTUALLY MEET THE MARK.

AND WE WE FEEL LIKE WITH CONTINUED EFFORTS AROUND PROFESSIONAL DEVELOPMENT, IT'S HAPPENING IN OUR PROFESSIONAL DEVELOPMENT CENTER WITH

[00:30:10]

CURRICULUM THAT IS CULTURALLY RESPONSIVE.

IT SHOULD BE MAKING THE DIFFERENCE TO ALLOW FOR THESE KIND OF GROWTH NUMBERS, ESPECIALLY IN OUR HOUR WITH OUR AFRICAN-AMERICAN STUDENTS AND HISPANIC STUDENTS.

GREAT ANSWER. SO ARE YOU SAYING ALSO THAT WHAT HAPPENED WITH THE THIRD GRADE CATEGORY, YOU'RE HOPING THAT YOU CAN DUPLICATE THAT FOR FIRST AND SECOND AS WELL? THAT'S THE GOAL. THE GOAL IS TO TO SEE CONTINUED GROWTH ACROSS ACROSS THE BOARD.

OF COURSE, WE'RE ONLY IN ABOUT 78 SCHOOLS RIGHT NOW IN TERMS OF THIS SPECIFIC CURRICULUM.

THE EXPANSION WILL GO THROUGH TO ALL SCHOOLS NEXT YEAR.

AND SO WE WE LOOK TO TO HAVE THE KIND OF GROWTH THAT WE'VE SEEN IN THESE 78 SCHOOLS ACROSS THE DISTRICT.

AND THANK YOU FOR THAT. ALSO MY SECOND QUESTION FOR NOW IS WHAT'S YOUR EUREKA MATH? I HEARD THAT YOU MENTIONED THAT IT WAS UP AND GOING AND EVERYTHING.

DO YOU HAVE A CONTINGENCY IN PLACE JUST IN CASE THIS THIS NEW PRODUCT DOESN'T WORK OUT? YOU SEE THAT IT'S NOT WORKING OUT.

SCHOOL ROUND WAS STILL NOT MEETING THE MARK.

ARE THERE CONTINGENCIES IN PLACE OR ANY OTHER CURRICULUM BESIDES EUREKA MATH? OF COURSE THERE ARE LOTS OF DIFFERENT CURRICULUMS THAT ARE OUT THERE, BUT WE FEEL LIKE WE HAVE TO DO IS STAY THE STAY THE COURSE RIGHT NOW.

WE HAVE TO FIND THAT CONSISTENCY TO BE ABLE TO SUPPORT SCHOOLS, BE ABLE TO SUPPORT EDUCATORS, ADMINISTRATORS.

AND WE ALSO KNOW IS THAT FROM A HIGH QUALITY CURRICULUM STANDPOINT, THIS IS NOT JUST HISD SAYING THAT THIS IS HIGH QUALITY CURRICULUM.

YOU KNOW, WE'VE DONE THE DONE THE HOMEWORK, WE'VE DONE, YOU KNOW, YOU KNOW, CONVERSATIONS, LOTS OF OPPORTUNITIES TO LEARN WHY THIS IS HIGH QUALITY CURRICULUM.

SO WE WANT TO STAY THE COURSE AND ENSURE THAT THE IMPLEMENTATION IS HAPPENING IN A MANNER THAT WE'D EXPECT.

OKAY. THANK YOU SO MUCH.

TRUSTEE HERNANDEZ.

THANK YOU. PIGGYBACKING OFF OF TRUSTEE WADE'S FIRST QUESTION, WHAT PERCENTAGE OF STUDENTS ARE TESTING? DR. MATNEY, YOU HAVE THAT ONE ON THE TIP OF YOUR TONGUE? I DO NOT HAVE THAT. I DO HAVE THAT.

I WOULD HAVE EXPECTED THE NUMBERS TO GO UP SIGNIFICANTLY BECAUSE WE WEREN'T REALLY EXPECTING ALL STUDENTS TO TEST.

AND I SEE LIKE A 500 POINTS DIFFERENCE OR STUDENT DIFFERENCE.

SO I THINK THAT THAT WOULD BE A VERY INTERESTING THING TO LOOK AT.

AND THEN I SEE THAT FIRST GRADE IN SPANISH IS ACTUALLY DOING WORSE THAN FOR SPANISH IN SECOND AND THIRD GRADE.

DO YOU HAVE A REASON WHY USUALLY SPANISH MATH IS HIGHER THAN ENGLISH MATH? DR. MADDY I DON'T.

WE ALSO ACTUALLY NOTICE THAT BECAUSE THAT AS WE'VE TALKED HERE MANY TIMES ABOUT THIS DIFFERENCE IN SPANISH AND ENGLISH, AND SO I DON'T HAVE AN ANSWER FOR THAT SPECIFICALLY.

WE DID ALSO NOTICE THAT IT WAS ONE THAT WAS MUCH HIGHER THE BEGINNING OF YEAR LAST YEAR.

AND SO DIGGING A LITTLE BIT DEEPER INTO WHERE THERE ARE SOME DIFFERENCES IN HOW WE IDENTIFY STUDENTS OR THEIR DIFFERENCES IN PROGRAMING TO FIND OUT ABOUT THAT BEFORE MIDDLE OF YEAR.

IS THERE ANY DIFFERENCES IN THAT AND HOW THEY'RE BEING PROGRAMED IN FIRST GRADE AND SECOND AND THIRD THIS SCHOOL YEAR? NOT THAT I'M AWARE OF RIGHT NOW, AND THOSE ARE SOME OF THE QUESTIONS THAT WE HAVE.

WHAT'S DIFFERENT ABOUT THIS? BECAUSE IT BUCKED THE TREND THAT WE'RE USED TO SEEING.

AND THEN, AS YOU MENTIONED, THERE IS A SIGNIFICANT DROP IN OUR ASIAN POPULATION OF STUDENTS.

DO YOU HAVE HAVE YOU DUG INTO THAT? ANY EXPLANATIONS FOR THAT SIGNIFICANT DROP? SO WE'RE IN THE MIDDLE OF ACTUALLY LOOKING INTO THAT.

AGAIN, THAT'S BEEN A TOPIC HERE.

AND SO WE ARE TESTING OUT SOME HYPOTHESES WE HAVE AROUND DEMOGRAPHICS AND INFLUX OF STUDENTS VERSUS EXITING OF STUDENTS. AND SO WE HAVE SOME SURFACE LEVEL CONFIRMATIONS OF OUR ASSUMPTIONS, BUT WE DON'T HAVE ANYTHING DEFINITIVE YET TO PUT OUT THERE.

BUT WE ARE LOOKING AT THAT WITH OUR ASIAN POPULATION AND OUR WHITE POPULATION BOTH.

OKAY, AWESOME.

AND THEN IN PAGES 17 AND 18, THERE ARE SOME OVERLAP IN BETWEEN THE SCHOOLS THAT ARE RISE CAMPUSES AND THE SCHOOLS THAT ARE HIGH QUALITY CAMPUSES.

HAVE YOU SEEN HAVE YOU DONE ANY ANALYSIS ON THAT, SEEING ANY TRENDS COMING UP BETWEEN THE SCHOOLS THAT ARE BOTH? DR.

[00:35:03]

BIRD. SO YOU REALLY HAVE TO WAIT UNTIL THE MIDDLE OF THE YEAR DATA BECAUSE THE BEGINNING OF THE YEAR IS THIS BASELINE.

SO THE TEST WAS GIVEN STARTING THE SECOND WEEK OF SCHOOL.

SO WE WILL KNOW MORE IN THE MIDDLE OF THE YEAR ASSESSMENT.

THERE ARE SOME OF THE CAMPUSES THAT ARE HIGH QUALITY INSTRUCTIONAL MATERIAL CAMPUSES THAT ARE ON THE SECOND YEAR, RIGHT.

NOT ELEMENTARY SCHOOLS.

THERE ARE SOME MIDDLE SCHOOLS.

OH, YEAH. OKAY.

OKAY. OKAY. THAT'S ALL MY QUESTIONS FOR NOW.

THANK YOU. TRUSTEE GUIDRY.

THANK YOU SO MUCH FOR THE PRESENTATION.

SUPERINTENDENT HOUSE, I'M JUST WONDERING, IS THERE ANY DATA THAT WOULD BREAK DOWN THE AFRICAN AMERICAN? FIRST OF ALL, LET ME JUST COMPLIMENT AND THANK THE SPEAKER, THE FIRST SPEAKER WHO SPOKE ABOUT THE DISPARAGE BETWEEN THE AFRICAN AMERICAN AND COMPARING THEM TO SPECIAL EDUCATION.

I'VE BEEN DOING THAT SINCE I GOT ON THE BOARD AND IT HAS BEEN A GREAT CONCERN AND SOMETHING TO HAVE TO FOCUS ON.

AND SO WITH THE AFRICAN AMERICAN STUDENT, IS THERE ANY WAY TO BREAK DOWN THE SCORES BY CAMPUS? BECAUSE WHAT I'D LIKE TO KNOW IS, IS THE AFRICAN AMERICAN STUDENT FAILING ACROSS THE BOARD OR IS IT JUST IN THOSE RISE CAMPUSES AND THE CAMPUS? IS THAT SPECIFICALLY FOCUSING ON? BECAUSE I WANT TO KNOW IF THEY'RE IN THE MORE AFFLUENT SCHOOLS AND THEY'RE STILL NOT? WELL, THERE HAS TO BE A WAY THAT WE HAVE TO ADDRESS THESE CHILDREN ACROSS THE DISTRICT AND NOT IN JUST YOUR IDENTIFIED AREAS.

YEAH, YOU'RE ABSOLUTELY CORRECT.

AND YES, TO ANSWER YOUR QUESTION, THAT CAN BE ACCOMPLISHED.

THAT IS SOMETHING THAT, OF COURSE, CAMPUS LEVEL ADMINISTRATORS AND TEACHERS ARE LOOKING AT ON A CONSISTENT BASIS TO TO TO SEE HOW THE DIFFERENT GROUPS, RACIAL GROUPS ARE DOING.

SO THAT IS SOMETHING THAT IS ACCESSIBLE.

AND AND WE CAN WE CAN PROVIDE THAT INSIGHT IN A MORE DETAILED MANNER.

AT WITH YOUR REQUESTS.

YES, SIR. AND I WOULD LIKE TO MAKE THAT BOARD REQUEST IF Y'ALL WOULD PUT THAT IN FOR ME.

AND THEN AT THIS TIME, I GUESS I HAVEN'T REALLY FOCUSED ON IT.

YOU DON'T HAVE AN ANSWER TO IT.

IF WE HAVE CHILDREN IN HIGHER PERFORMING SCHOOL, OUR AFRICAN AMERICAN STUDENTS IN HIGH PERFORMING SCHOOLS WHO ARE NOT DOING WELL, DO WE HAVE A PLAN FOR THEM? DO WE HAVE? HAVE YOU CONSIDERED WHAT YOU'RE GOING TO DO TO HELP THOSE SPECIFIC STUDENTS TO GET THEM THE ASSISTANCE JUST AS THE RISE SCHOOLS ARE GETTING IN ALL OF YOUR SCHOOLS AGAIN? ABSOLUTELY. EACH ONE OF OUR SCHOOLS SHOULD HAVE AN ACTION PLAN AS THEY TAKE A CLOSE LOOK AT THEIR DATA, REGARDLESS OF WHAT RACIAL GROUP, WHAT WHETHER THEY'RE MALE OR FEMALE, TO DETERMINE WHO NEEDS EXTRA ASSISTANCE AND HOW TO GO ABOUT THAT ASSISTANCE, WHETHER IT'S HIGH DOSE TUTORING, WHETHER IT'S ADDITIONAL PULL OUT WORK.

SO EACH SCHOOL SHOULD HAVE A PLAN IN PLACE TO TO ACCOMPLISH WHAT THAT LOOKS LIKE.

AND THEY SHOULD HAVE THE FUNDING TO ACCOMPLISH THAT AS WELL.

CORRECT. I JUST WANT TO MAKE SURE.

SO, OF COURSE, OUR SCHOOLS HAVE BEEN VERY, VERY FORTUNATE THE LAST YEAR AND A HALF WITH WITH ESSER FUNDS.

AND THAT'S ONE OF THE REASONS WHY WE'RE EXCITED ABOUT OUR ESSER DASHBOARD, BECAUSE ANYONE IN OUR COMMUNITY CAN TAKE A CLOSE LOOK AT EXACTLY HOW MUCH MONEY DOWN TO THE SCHOOL LEVEL HAS BEEN SPENT UTILIZING ESSER FUNDS AND THE DIFFERENT FUNDING STREAMS THAT HAD BEEN AFFORDED TO OUR SCHOOLS.

SO, YES, MA'AM. AND WHERE WOULD THEY FIND THAT SUPERINTENDENT? THEY SAY ESSENTIALLY GOOGLE HISD, ESSER ESSR DASHBOARD AND THEY SHOULD BE ABLE TO COME ACROSS IT.

OKAY. AND MY LAST QUESTION IS GOING OVER TO SLIDE 11.

I THINK EVERYBODY'S BEEN KIND OF FOCUSING THERE.

QUICK QUESTION AND WANT TO THE TRUSTEE WILL WANT TO THANK YOU.

GO AHEAD AND FINISH YOUR QUESTION.

YOU'RE IN THE MIDDLE OF IT. OKAY.

IT WAS NEVER AN EXPLANATION LOOKING AT ALL ENGLISH AND SPANISH COMBINED AND INDIVIDUAL 2021-2022, MIDDLE OF THE YEAR THERE IS AN UPTAKE AND THEN END OF YEAR EVERY ONE FALLS DOWN.

DO WE KNOW WHY? DR. MATNEY, DO YOU WANT TO TALK A LITTLE BIT ABOUT THAT TREND? SURE. WE'VE THIS THIS IS A TREND THAT IS UNFORTUNATELY NOT UNCOMMON.

WE SAW A BIGGER DIP LAST YEAR.

YOU KNOW, END OF YEAR SCREENER TESTING IS VERY CHALLENGING AT THE CAMPUS LEVEL WHEN YOU CONSIDER ALL THE COMPETING INTERESTS THAT ARE HAPPENING WITH STAAR TESTING WITH WE'RE NOT TALKING ABOUT HIGH SCHOOL LEVEL HERE, BUT WHEN YOU SEE THE ALL DISTRICT DATA WITH AP TESTING ALL OF THAT.

[00:40:05]

AND SO WHAT WE HAVE FOUND IS NOT JUST FEWER STUDENTS TAKING IT, BUT FEWER STUDENTS REALLY SEEING THE USABILITY OF THE DATA AT THE END OF THE YEAR.

AND SO WE HAVE SOME DROP OFF OF ACHIEVEMENT RATES.

AND REALLY WE DO ATTRIBUTE THAT TO STUDENTS SITTING DOWN AND SAYING, WELL, IN AUGUST I COULD SEE WHY I NEEDED TO TAKE THIS SO MY TEACHER KNEW WHERE I WAS AND COULD COULD HELP ME ALONG. BUT IT'S MAY, AND I'VE ALREADY TAKEN THE STAAR TEST.

AND YOU'RE TELLING ME TO TAKE THIS SCREENER.

AND SO THERE'S A MAYBE AN INCREASE OF FRUSTRATION LEVEL FROM THE STUDENT PERSPECTIVE ON END OF YEAR SCREENERS.

SOUNDS LIKE OVER TESTING, BUT THANK YOU.

TRUSTEE DEIGAARD. THANK YOU.

THAT DOESN'T MAKE SENSE TO ME, BECAUSE BEFORE COVID, THAT WASN'T THE TREND.

AND GRANTED, WE ONLY HAVE ONE YEAR STILL REFLECTED ON HERE.

BUT WE DIDN'T KEEP MAKING GAINS TO THE END.

BUT WE LEVELED OFF. WE DIDN'T TANK THE WAY THAT WE SEEM TO BE DOING, OR AT LEAST WE DID THIS PAST YEAR.

AND SO I HEAR THE REASON WHY.

SO MY QUESTION IS WHAT IS GOING TO BE DONE DIFFERENTLY THIS YEAR SO THAT TREND I MEAN, I ASKED THE SAME QUESTION WHEN WE WERE IN PROGRESS MONITORING MIDDLE OF THE YEAR LAST YEAR OF WHAT ARE YOU GOING TO DO TO MAKE SURE WE DON'T TANK AT THE END OF THE YEAR LIKE WE JUST DID? SO WHAT'S GOING TO HAPPEN DIFFERENTLY THIS YEAR SO THIS DOESN'T BECOME THE PATTERN? DR. BIRD, WILL YOU SHARE A LITTLE BIT ABOUT KIND OF THE PLAN FOR END OF THE YEAR? I THINK THAT WE TIGHTEN THE WINDOWS FOR ONE THING.

SO LAST YEAR THERE WAS THERE WERE SOME GRADE LEVELS THAT WERE COULD HAVE BEEN TAKING THE STAAR TEST AND ALSO THEN TAKING THE THIS SCREENER AT THE RIGHT AFTER OR RIGHT BEFORE THE START TEST. SO SO I THINK THAT'S THE BIGGEST THING WE DO IS LOOK AT THE COUNTER AND TIGHTEN THOSE WINDOWS UP SO THERE'S NO OVERLAP BETWEEN STAAR AND END OF COURSE EXAM. WE DID FIND THAT AS A PROBLEM LAST YEAR.

OKAY. HOW ARE YOU USING THIS DATA TO ADJUST ESSER INVESTMENTS? HOW ARE WE USING THE DATA? ARE YOU USING THIS DATA LIKE HOW ARE YOU MAKING ANY ADJUSTMENTS IN YOUR ESSER INVESTMENTS TO MAKE SURE THAT YOU ACHIEVE THIS GOAL BY OF COURSE, WE'VE ASKED WE'VE ASKED THE RESEARCH AND AND ACCOUNTABILITY OFFICE TO TO TAKE A CLOSE LOOK AT SPECIFIC INVESTMENTS AND WHETHER THOSE INVESTMENTS HAVE PAID THE KIND OF DIVIDENDS THAT WE WANT TO SEE, BECAUSE WHAT WE DON'T WANT TO DO IS TO CONTINUE INVESTMENTS THAT ARE NOT KIND OF YIELDING THE KIND OF RESULTS THAT WE WANT TO SEE.

SO DR.

MATNEY, DO YOU WANT TO TALK A LITTLE BIT ABOUT THE PROCESS OF HOW WE'RE GOING ABOUT TAKING A LOOK AT CERTAIN THINGS? AND THEN, OF COURSE, THAT'S BEING FUNNELED DOWN NOT ONLY TO THE SCHOOLS OFFICE, BUT THROUGH THE ACADEMIC OFFICE AS WELL, TO ENSURE THAT WE CONTINUE DOING AND CONTINUE INVESTING IN THE THINGS THAT ARE MAKING A DIFFERENCE AND PULLING AWAY FROM THE THINGS AND NOT INVESTING IN THE THINGS THAT WE'RE NOT SEEING THE KIND OF DIVIDENDS THAT WE WANT TO SEE. THAT'S GOOD TO HEAR.

SO LIKE WHAT ARE YOU NO LONGER INVESTING IN AND WHAT ARE YOU SCALING UP YOUR INVESTMENTS? AND DR. MATNEY, YOU WANT TO SHARE SHARE SOME EXAMPLES HERE.

SURE. SO WE USED END OF YEAR DATA.

YOU MAY RECALL WHEN WE FIRST ROLLED OUT ESSER, THERE WERE SEVERAL POTS OF MONEY THAT WENT DIRECTLY TO THE CAMPUSES.

AND SO WE LOOKED AT END OF YEAR DATA LAST YEAR AND REFINED THOSE FORMULAS TO MAKE SURE THAT CAMPUSES THAT NEEDED IT HAD THOSE DIRECT FUNDS ALLOCATED FOR THOSE DIFFERENT POTS.

SO ONE EXAMPLE IS THERE WAS A SAFETY ALLOCATION THAT WAS A PER PUPIL ALLOCATION THAT REALLY GOT PULLED BACK A LITTLE BIT MORE THIS YEAR AS WE'VE BEEN COMING OUT OF THE MORE URGENT HEALTH CRISIS.

AND SO THAT'S AN EXAMPLE, JUST ONE OF HOW WE'VE ADJUSTED.

THE OTHER THING WE DO IS WE DO LOOK AT OK.

HERE WERE THE ALLOCATIONS.

HERE'S THE BEGINNING OF YOUR RENAISSANCE.

ARE THERE ANY SCHOOLS THAT ARE COMPLETELY DIVERGENT FROM WHAT WE HAD END OF YEAR LAST YEAR THAT WE WOULD WANT TO RECOMMEND TO CABINET THAT SOME ADDITIONAL FUNDS BE ALLOCATED THERE? OF COURSE, WE ALSO GOING TO DO THE SAME WITH OUR INTERIM ASSESSMENT DATA.

SO LOOKING AT MULTIPLE DATA POINTS AND THEN BEING ABLE TO WAVE THE FLAG TO SAY THIS IS AN ALERT, THIS IS AN ANOMALY COMPARED TO WHERE THIS CAMPUS WAS LAST YEAR, AND WE NEED ASSISTANCE.

SO IN THOSE PLACES THAT ARE AN ANOMALY, OBVIOUSLY FINANCES, PURCHASE RESOURCES.

BUT HOW ARE YOU ENSURING THAT THOSE DOLLARS ARE ACTUALLY BEING INVESTED IN A WAY THAT'S GOING TO CHANGE THE OUTCOME? I THINK THAT'S A PART OF WHAT OUR NOT ONLY OUR SCHOOLS OFFICE AND WORKING WITH OUR FINANCE OFFICE IS REALLY WORKING THROUGH TO ENSURE THAT

[00:45:09]

IF AN INVESTMENT IS BEING MADE IN A SCHOOL, OF COURSE OUR SCHOOLS OFFICE IS WORKING CLOSELY WITH THEM TO ENSURE THAT THE IMPLEMENTATION OF WHATEVER IS BEING PAID FOR IS BEING IMPLEMENTED IN THE MANNER THAT IT SHOULD BE.

OF COURSE, I MENTIONED EARLIER IN MY OPENING COMMENTS THE COLLABORATION BETWEEN ACADEMICS AND SCHOOLS IS EXTREMELY IMPORTANT.

KNOWING WHAT THE RIGHT PRODUCT IS AND IMPLEMENTING WITH FIDELITY IS EXTREMELY IMPORTANT.

SO WE FEEL LIKE WE HAVE A BETTER HANDLE ON THE WHAT AND THE IMPLEMENTATION WITH THE KIND OF FIDELITY THAT WE NEED TO SEE.

SO MONITORING THAT WITH, OF COURSE, ADMINISTRATORS, SSOS, ASSISTANT SUPERINTENDENTS IS EXTREMELY IMPORTANT THERE AND WE FEEL LIKE WE'VE DONE A MUCH BETTER JOB TO ENSURE THAT THAT THAT CONTINUOUSLY HAPPENS.

ARE YOU SEEING DIFFERENCES? WE TALK A LOT ABOUT HIGH QUALITY INSTRUCTIONAL MATERIALS.

WHAT ARE YOU DOING TO ENSURE HIGH QUALITY INSTRUCTIONAL TIME FOR ALL STUDENTS? OKAY DOCTOR BIRD.

DOCTOR WATTS. HIGH QUALITY INSTRUCTIONAL TIME FOR ALL STUDENTS? THIS CURRICULUM ONLY MATTERS IF THERE IS A TEACHER.

YOU KNOW WHAT I'M ASKING? CORRECT.

CURRICULUM ONLY DOES SO MUCH.

IT'S REALLY THE TRAINING OF THE TEACHER.

SO WE HAVE AS YOU'VE HEARD FROM PUBLIC COMMENTS TO THAT, WE ARE MAKING ADJUSTMENTS BASED UPON TEACHER COMMENTS.

AND WE HAVE HELD FOCUS GROUPS WITH TEACHERS TO ADJUST.

I'LL GIVE YOU A COUPLE OF EXAMPLES OF WHAT WE'VE ADJUSTED.

WE'VE ADJUSTED OUR PLC, HOW WE WORK WITH TEACHERS DURING PLCS TO MAKE THOSE REALLY MORE INSTRUCTION, MAKE SURE THEY'RE REALLY INSTRUCTIONAL AND FOCUSED.

GIVE TEACHERS TIME TO PRACTICE FOR THE IMPLEMENTATION OF THE CURRICULUM.

WE BRING TEACHERS TOGETHER THROUGH WITH SCHOOLS OFFICE.

WE BRING TEACHERS TOGETHER BECAUSE IN SOME CASES A SCHOOL MAY ONLY HAVE ONE THIRD GRADE TEACHER, SO THEY DON'T HAVE ANYBODY TO COLLABORATE WITH ON THEIR CAMPUS.

SO WE BRING THEM TOGETHER WITH OTHER THIRD GRADE TEACHERS SO THEY CAN WORK THROUGH THOSE KINDS OF ISSUES.

SO IT'S REALLY ABOUT YET THE CURRICULUM IS ONE THING, BUT IF YOU DON'T SUPPORT THE PROFESSIONALS THAT ARE IMPLEMENTING IT AND RESPOND TO THEIR NEEDS, THEN YOU WON'T GET ANYWHERE. SO I THINK WE'VE LEARNED A LOT THIS YEAR SO FAR FROM IMPLEMENTATION, AND THAT WILL INFORM THE FUTURE IMPLEMENTATION.

I'LL TELL YOU, ONE AREA THAT WE STILL HAVE TO IMPROVE UPON IS SCAFFOLDS FOR STUDENTS WHO ARE STILL LEARNING ENGLISH AS WELL AS STUDENTS WHO ARE TWICE EXCEPTIONAL OR RECEIVING SPECIAL EDUCATION SERVICES.

SO THOSE ARE TWO AREAS IN MATH THAT WE REALLY HAVE TO REALLY REFINE OUR SCAFFOLDS TO SUPPORT TEACHERS IN THE DELIVERY OF INSTRUCTION.

BUT SO I WOULDN'T.

CAN I TRY TO RESPOND? SO I THINK IN TERMS OF TIME, IT'S A MUCH MORE DIFFICULT THING BECAUSE TIME IS DEFINED.

WE CAN'T EXTEND THE SCHOOL DAY, WE CAN'T EXTEND THE SCHOOL YEAR.

SO THE TIME GIVEN IS THE TIME THAT WE HAVE.

AND SO IN TERMS OF ALLOCATING THAT, IT REALLY IS THE ART AND SCIENCE OF WHAT THE LEADERS DO IN TERMS OF BUILDING OUT THEIR MASTER SCHEDULE AND WHAT THE TEACHER IS DOING WITH THE TIME IN THE CLASSROOM.

BECAUSE AT THIS LEVEL, IT WOULD BE DIFFICULT FOR US TO DO ANYTHING AS IT RELATES TO TIME.

THAT'S THAT'S NOT SOMETHING WE COULD MANIPULATE AS MUCH.

WELL, I THINK IN TERMS OF IS THERE A DIFFERENCE IN FOR STUDENTS THAT ARE HIGHER ACHIEVING COMPARED TO LOWER ACHIEVING IN THE NUMBER OF DAYS THEY HAVE WITH A SUBSTITUTE TEACHER? AND ARE THE SUBSTITUTES GETTING TRAINED IN ALL OF THIS.

TRAINING, I'M NOT SURE OF.

YEAH, IT WOULD. IT'S NOT THAT'S NOT A SYSTEMATIC APPROACH RIGHT NOW.

THAT'S A GOOD POINT.

AND THEN I WOULD SAY THAT YES, SOMETHING ELSE ABOUT.

TRUSTEE SANTOS.

THANK YOU, PRESIDENT CRUZ, SUPERINTENDENT HOUSE, DR.

MATNEY FOR YOUR PRESENTATION.

SO JUST TO FOLLOW UP ON THE DISCUSSION.

SO YOU'RE TALKING ABOUT TIME, BUT THERE IS SOMETHING THAT WE CAN DO.

WE CAN HAVE PROTECTED TIME WHERE OUR TEACHERS HAVE INSTRUCTIONAL MINUTES AND DON'T UTILIZE THIS TIME TO TEST, TEST AND RETEST AND KEEP TESTING.

AND THAT BRINGS ME TO MY NEXT QUESTION.

AND I THINK RICK ISN'T HERE TODAY, BUT I'VE TALKED ABOUT SETTING A POLICY WHERE WE HAVE AN X NUMBER OF MINUTES ALLOTTED FOR INSTRUCTIONAL TIME AND THEY CANNOT BE TOUCHED.

AND THAT IS SACRED AND NOTHING NOR EUREKA OR CARNEGIE OR WHATEVER IS JUST DLAS BENCHMARKS, WHATEVER YOU WANT TO CALL IT, CANNOT.

THESE ARE SACRED MINUTES AND THEY CANNOT BE TOUCHED ONLY FOR INSTRUCTION.

BUT WHERE IN THE CURRICULUM WITH EUREKA IN REGARDS TO EUREKA AND CARNEGIE, DO THE TEACHERS HAVE FLEXIBILITY?

[00:50:03]

WE'VE HEARD FROM MS..

WILLIAMS TODAY WHAT OUR TEACHERS ARE CRYING OUT.

WHAT ARE WE DOING? ONE OF THE THINGS THAT I'LL SAY WHEN WE'VE GOTTEN FEEDBACK FROM HFT, WE'VE COME TO THE TABLE AND HAD CONVERSATIONS BROUGHT THOSE TEACHERS THAT HAVE HAD CONCERNS, PROVIDED AN OPPORTUNITY TO HEAR THOSE CONCERNS SO THAT WE COULD ADDRESS THOSE CONCERNS. SO THE IDEA OF LISTENING AND BEING ACTIVELY ENGAGE WITH OUR EDUCATORS IS SOMETHING THAT WE'VE TAKEN SERIOUSLY. DR.

BURTON.. WE HAVE 284 SCHOOLS.

I TAUGHT AT SAM HOUSTON FOR SEVEN YEARS AND I TAUGHT AT NORTHSIDE FOR THREE, VERY SIMILAR DEMOGRAPHICS.

BUT I'M TELLING YOU, MY TEACHING STYLE WAS THEY'RE TOTALLY DIFFERENT, SIMILAR DEMOGRAPHICS, BUT TWO COMPLETELY DIFFERENT NEIGHBORHOODS, 2.4 MILES APART.

IF 284 SCHOOLS, DO YOU KNOW HOW MANY DIFFERENT COMMUNITIES ARE OUT THERE? HOW ARE WE HEARING OUR 11,000 PLUS TEACHERS THAT ARE IN THESE DIFFERENT COMMUNITIES? THERE'S NOT ENOUGH FEEDBACK OR SERVICE IN THE WORLD THAT CAN BE ABLE TO MAKE EACH CURRICULUM INDIVIDUAL, INDIVIDUALIZED CURRICULUM ENOUGH FOR EACH COMMUNITY.

SO HOW ARE WE GOING TO REMEDY THIS? SO I WOULD SAY A COUPLE OF THINGS.

SO WE HAVE TO OKAY, FIRST, MATH IS MATH.

AND IN THE CITY OF LOS ANGELES, WHERE I WORKED, THERE ARE 1069 SCHOOLS.

WE DID NOT HAVE DIFFERENT CURRICULUM IN THOSE SCHOOLS AND THOSE COMMUNITIES.

THOSE COMMUNITIES ARE VERY DIFFERENT, JUST LIKE HOUSTON.

SO THE CURRICULUM THERE NEEDS TO BE A BASELINE.

YOU CAN NEVER ACCELERATE KIDS BY SLOWING THEM DOWN AND TAKING THEM OFF GRADE LEVEL.

THAT'S ONE THING.

THE SECOND THING IS, YES, DO WE NEED TO TAILOR? THERE HAVE BEEN SOME MISCONCEPTIONS AND SOME PERHAPS SOME MISCOMMUNICATIONS ALL ALONG THAT ABOUT WHAT DOES FIDELITY OF IMPLEMENTATION MEAN? FIDELITY OF IMPLEMENTATION DOES NOT MEAN HOLD ON TO AND READ THE SCRIPT.

THAT IS NOT WHAT I HAVE EVER MEANT BY THAT.

AND I OWN THAT. THAT'S BEEN PERHAPS THAT HAS BEEN MISCOMMUNICATED TO THE FIELD.

WHAT WE DO MEAN IS DON'T THROW AWAY ALL THE THINGS THAT, YOU KNOW, WORK FOR WORK.

GOOD, GOOD TEACHING STRATEGIES.

YOU SHOULD STILL DO SMALL GROUPS.

YOU SHOULD STILL USE THOSE STRATEGIES FOR ENGLISH LEARNERS.

AND I THINK THAT IS SOMETHING WE HAVE TO WE HAVE TO CONTINUOUSLY COMMUNICATE TO TEACHERS BECAUSE I THINK THAT DID GET LOST IN THE EARLY TRAINING WHEN IT WAS SAID TEACH WITH FIDELITY. WHAT WE MEAN BY THAT IS REALLY DON'T LOSE THE RIGOR OF THE INSTRUCTION.

YOU CAN DO DIFFERENT THINGS TO HELP KIDS MEET THE LEVEL OF RIGOR.

SO AGAIN, I OWN THAT.

AND THAT'S A LESSON LEARNED FOR AS WE ROLL OUT TO OTHER CAMPUSES.

SECONDLY, OUR THIRD, I THINK THAT YOU HAVE TO YOU KNOW, WE ARE RESPONDING TO TEACHER CONCERNS.

AND I HAVE GONE PERSONALLY TO MEET WITH TEACHERS THAT HAVE COME TO TO EXPRESS THEIR CONCERNS.

AND I'M HAPPY TO DO SO AND HAPPY TO ALWAYS TAKE TEACHER FEEDBACK BECAUSE THAT'S GOING TO HELP US TRAIN BETTER.

BUT I WILL TELL YOU, SOME OF THE COMMON THINGS ARE THAT THEY THINK, OH, ONCE, ONCE THEY KNOW THAT THEY DON'T HAVE TO FOLLOW EXACTLY THAT THEY CAN SUBSTITUTE AND THEY CAN AS LONG AS THEY'RE KEEPING THE RIGOR, THEN USUALLY THAT CLEARS UP THE MISCOMMUNICATION.

SO I THINK THAT'S A REALLY BIG PART OF THIS WHOLE DISCUSSION.

DO JUST WANT TO REMIND, AS YOU SAID, MATH IS MATH, BUT COMMUNITIES ARE DIFFERENT HERE.

AND WHERE IT TAKES SOMEBODY AT CARNEGIE HIGH SCHOOL, LIKE..

ABSOLUTELY. YOU KNOW, IT TAKES THEM IT MIGHT TAKE SOMEBODY A LITTLE BIT LONGER AT SAM HOUSTON, WHO DOESN'T HAVE THAT THAT MATH TRACK THAT THEY NEED TO TEACH ONE TEKS OR WHATEVER.

BUT ANYWAY.

SURE. AND CAN I JUST SAY ONE MORE THING? SO I DO WANT TO SAY THAT WE STANDARD WE WE LOOKED AT THE ASSESSMENT CALENDAR.

THERE ARE THIS IS ANOTHER THING THAT I'M GOING TO OWN TOO, AS A COMMUNICATION ISSUE.

THERE ARE CURRICULUM ALIGNED ASSESSMENTS.

THOSE ARE FOR TEACHERS INFORMATION.

THAT'S NOT I'M NOT LOOKING AT THAT EVERY TIME THAT THEY'RE GIVEN.

THOSE ARE THE ONLY THING I'M LOOKING AT IS THE TEA INTERIM AND THE STAAR TEST.

THAT'S IT. AND THIS RENAISSANCE DATA, THOSE CURRICULUM ALIGNED ASSESSMENTS, YES, THERE ARE A LOT OF THEM, BUT THOSE ARE MEANT FOR TEACHERS TO HELP IMPROVE THEIR INSTRUCTION.

WE'RE NOT LOOKING AT THEM CENTRALLY FOR THAT.

SO I THINK THAT'S ANOTHER THING ABOUT GIVING TIME BACK TO TEACHERS.

THEY SHOULD YES, THEY SHOULD ASSESS, BUT THAT SHOULD BE AT THEIR DISCRETION.

THANK YOU, DR. BIRD. AND I LOOK FORWARD IN THAT POLICY WITH PROTECTING INSTRUCTIONAL MINUTES.

THANK YOU. SO IT'S ALWAYS INTERESTING TO ME.

THIS ISN'T NECESSARILY A QUESTION FOR DISCUSSION TODAY BECAUSE WE'VE TALKED ABOUT IT BEFORE, BUT THE HUGE DIFFERENCE BETWEEN THE STAR RESULTS AND THE RESULTS IN RENAISSANCE.

SO BASED JUST ON THE STAR THIRD GRADE READING AND I CAN'T READ WHAT SLIDE THAT WAS.

OUR STUDENTS GREW SIGNIFICANTLY.

ACTUALLY, IF WE GO TO THE YES, THIS ONE, OUR STUDENTS GREW SIGNIFICANTLY.

ALL STUDENT GROUPS AND SOME STUDENT GROUPS GROUPS HAD DOUBLE DIGIT GAINS, AND PARTICULARLY AFRICAN-AMERICAN STUDENTS WHO WENT FROM 12% TO 26% OF STUDENTS THAT WERE ON GRADE LEVEL. THIS IS STILL EXTREMELY LOW AND DOES NOT MEET THE TARGET.

[00:55:03]

BUT HOWEVER, THAT IS A HUGE JUMP.

AND THIS MAKES ME THINK BACK TO WHEN WE WERE SETTING THE GOALS AND EIGHT PERCENTAGE POINTS SEEMED IMPOSSIBLE FOR SOME.

BUT I THINK THIS IS A TESTAMENT THAT OBVIOUSLY STUDENTS ARE CAPABLE.

BUT WHAT DO WE ATTRIBUTE THAT GROWTH TO? I THINK IT GOES BACK TO EVERYTHING THAT YOU'VE YOU ALL HAVE HEARD US TALK ABOUT CONSISTENTLY.

IT'S REALLY LOOKING AT WHAT THE TYPE OF CURRICULUM IS, LOOKING AT, HOW THE IMPLEMENTATION OF THE CURRICULUM, THE FIDELITY.

I THINK THOSE THINGS HAVE MADE A BIG DIFFERENCE.

AND THERE'S A BIG, BIG THANK YOU IN A BIG HATS OFF TO OUR TEACHERS OUT THERE AND OUR ADMINISTRATORS BECAUSE IT'S NOT EASY TO MAKE MAJOR SHIFTS THAT YOU'VE BEEN DOING FOR QUITE SOME TIME.

BUT THE THING THAT WE'VE SAID OVER AND OVER AND OVER IS THAT WE WE HAVE TO SEE THIS OUT.

WE HAVE TO UNDERSTAND THAT HAVING THE RIGHT WHAT ON THE TABLE CAN AND WILL MAKE A DIFFERENCE.

THE RESEARCH TELLS US THAT.

SO WE HAVE TO STAY THE COURSE AND WE HAVE TO SEE THESE KIND OF GAINS AND THIS KIND OF GROWTH CONSISTENTLY IN ORDER TO EVENTUALLY MEET THE MARK. AND DO WE ANTICIPATE THIS SCALE OF GROWTH TO CONTINUE? SO WE'VE GOT DOUBLE DIGIT GAINS STILL NOT MEETING THE TARGET.

THIS OBVIOUSLY IS IS WHAT THE BOARD SET.

AND IT'S IMPORTANT FOR US TO STAY FOCUSED AS A DISTRICT BECAUSE WHEN WE LOOK AT ACCOUNTABILITY, IT'S BASED ON GROWTH OR ACHIEVEMENT, WHEREAS THESE PERCENTAGES ARE BASED STRICTLY NOT JUST ON ACHIEVEMENT, BUT IF STUDENTS ARE ACTUALLY ON GRADE LEVEL OR ABOVE, WHICH IS WHAT I HOPE ALL OF US WOULD ASPIRE TO DO, WE ANTICIPATE THIS SAME SCALE OF GROWTH TO CONTINUE.

IN ORDER TO GET TO OVERALL ACHIEVEMENT, YOU HAVE TO HAVE CONSISTENT GROWTH.

AND THAT'S ONE OF THE THINGS AS A AS A TURNAROUND PRINCIPAL THAT THAT SOMETIMES CAN BE DISCOUNTED, YOU KNOW, STARTING OUT AS WHEN PRINCIPAL IS THE NEXT TO LOWEST SCHOOL IN THE STATE WHERE I WORKED, THE ONLY THING WE HAD FOR A FEW YEARS WAS GROWTH IN ORDER TO GET TO A PLACE WHERE WE WERE COMPARING OURSELVES IN TERMS OF OVERALL ACHIEVEMENT WITH OTHER SCHOOLS THAT WERE DOING IT.

SO THE EXPECTATION IS TO CONTINUE TO GROW AND HAVE MORE AND MORE STUDENTS TO MEET THE MARK UNTIL WE GET TO THAT PLACE OF OVERALL PERFORMANCE.

SO THAT THAT IS THE EXPECTATION.

BUT THE SCALE LIKE SO AND THESE NUMBERS ARE OBVIOUSLY NOT JUST GROWTH BUT ACTUAL ACHIEVEMENT STUDENTS GOING FROM YOU KNOW, IF WE'RE LOOKING AT AFRICAN-AMERICAN STUDENTS GOING FROM 12 PERCENTAGE POINTS OF STUDENTS ON GRADE LEVEL TO 26 PERCENTAGE POINTS, THAT'S 14 PERCENTAGE POINTS IN FROM ONE YEAR. RIGHT. 14% MORE STUDENTS ON GRADE LEVEL.

DO WE ANTICIPATE THAT SAME SKILL? WHY OR WHY NOT? THAT'S THE GOAL.

ABSOLUTELY. WE DEFINITELY WANT TO SEE LARGE GAINS CONSISTENTLY.

MORE STUDENTS THAT ARE ON GRADE LEVEL.

THAT'S THE NAME OF THE AND THAT'S THE ONLY WAY WE GET TO THE GET TO THE PLACE WHERE ACTUALLY WE'RE ACCOMPLISHING THE OVERALL GOAL.

OKAY. SO YOU HAVE CONFIDENCE THAT ALL OF THE THINGS THAT YOU'RE DOING WILL CONTINUE TO SEE THIS AMOUNT OF OF GAIN.

WE DEFINITELY WANT TO CONTINUE PUSHING FORWARD.

AND I BELIEVE THAT IF WE CONTINUE WITH THE KIND OF FIDELITY THAT WE CAN KIND OF WE CAN SEE THESE KIND OF OVERALL RESULTS EVERY TIME THAT WE'RE MOVING FORWARD HERE. THANK YOU.

OKAY. I THINK WE'RE IN ROUND TWO NOW.

CORRECT. ALL RIGHT, TRUSTEE DEIGAARD.

SO I GET A LITTLE FRUSTRATED WITH ALL THE SHOULD AND HOPE BECAUSE WE DID MAKE SIGNIFICANT GAINS THAT IF THAT CONTINUES, WE'RE DOING SOMETHING REALLY MAGICAL HERE IN THIS DISTRICT.

THIS THESE GAINS BETWEEN 21 AND 22 WERE NOT BECAUSE OF THE NEW CURRICULUM, BECAUSE THAT'S JUST KIND OF GETTING PILOTED IN ELEMENTARY SCHOOL THIS YEAR.

SO WHAT DID HAPPEN LAST YEAR THAT MADE THESE GAINS THAT YOU ARE SUSTAINING THIS YEAR? WHAT WHAT WERE THOSE THINGS? HOW HAVE YOU DUG IN TO FIND OUT WHAT WORKED FOR WHICH POPULATIONS OF KIDS TO ENSURE THOSE THINGS ARE SUSTAINED TO CONTINUE THIS GROWTH? AND YOU'RE RIGHT, IT'S NOT JUST CURRICULUM.

CURRICULUM IS A BIG PART OF IT.

IT'S ALSO THE SYSTEMS AND PROCESSES, THE PROFESSIONAL DEVELOPMENT THAT'S HAPPENING OUT OF THE SCHOOLS OFFICE AS WELL.

DR. WATTS, YOU WANT TO TALK A LITTLE BIT ABOUT KIND OF WHAT OUR SUMMER INSTITUTE LOOKED LIKE, HOW WE'VE FOCUSED OUR EFFORTS AND WE'RE ENSURING THAT SCHOOLS ARE

[01:00:01]

SEEING THE SAME THING, HOW TO READ THEIR HOW TO DO ALL THE DIFFERENT THINGS THAT WE KNOW THAT SOLID PRACTICE AND RESEARCH ARE MAKING A MAJOR DIFFERENCE WITH.

YES. SO I CERTAINLY BELIEVE THE PROFESSIONAL DEVELOPMENT THAT WE'VE PROVIDED IS ACCELERATING OUR INSTRUCTIONAL LEADERSHIP PRACTICES AT EACH CAMPUS AND ELEVATING THE PRINCIPALS PRACTICE, BEING ABLE TO LOOK AT DATA AND UNDERSTAND WHAT THEIR ROLE IS AND SUPPORTING AND BUILDING TEACHER CAPACITY.

SOME OF THE WORK THAT WE'RE DOING AROUND COACHING, THE TEST IMPLEMENTATION, WE'RE BEGINNING TO SEE ALL OF THAT REALLY TAKE ROOT AND ELEVATE INSTRUCTION ACROSS THE BOARD.

SO I WOULD I WOULD ATTRIBUTE IT SOME OF IT TO THAT.

I THINK ALSO THE COLLABORATION BETWEEN DR.

BIRD AND I JUST BEFORE WINTER BREAK, WE BOTH OF OUR TEAMS MET.

WE DID A DEEP DATA DIVE NOT ONLY INTO THIS DATA BUT THE INTERIM DATA.

AND WE REALLY CAME OUT WITH COMMITMENTS ON BOTH SIDES AND JOINT COMMITMENTS OF HOW WE WERE GOING TO SUPPORT OUR SCHOOLS AND OUR SCHOOL LEADERS AND TEACHERS TOGETHER.

THOSE ARE THE TYPES OF PRACTICES THAT I BELIEVE WILL CONTINUE TO ALLOW US NOT ONLY TO SUSTAIN BUT TO ACCELERATE, BECAUSE THAT'S THE ULTIMATE GOAL.

I THINK EVEN SUSTAINING IS NOT WHERE WE THAT'S NOT WHERE WE WANT TO BE, BUT TRYING TO DIG INTO THE DATA AND UNDERSTANDING WHAT'S WORKING AND WHAT'S NOT WORKING, AND THEN WHAT ARE OUR SUBSEQUENT ACTIONS AS IT RELATES TO THAT.

WE'LL BE DOING THAT WITH THE PRINCIPALS IN THE JANUARY PRINCIPAL MEETING AND THEY'LL BE COMING UP WITH THEIR ACTION PLANS AS WELL.

THANK YOU. SO CIRCLING BACK ABOUT HIGH QUALITY INSTRUCTIONAL TIME, HAVE YOU NOTICED A DIFFERENCE? ARE KIDS WHO HAVE A HIGHER ABSENTEE RATE? USUALLY THEY AREN'T DOING AS WELL IN SCHOOL BECAUSE THE LITTLE BEINGS ARE NOT IN THEIR CLASSROOM.

THEY'RE GETTING FEWER HOURS OF INSTRUCTIONAL TIME.

SO IS ANYTHING BEING DONE TO ADDRESS THAT? LIKE YOU'VE GIVEN THE MATERIALS YOU PROVIDED THE TEACHER? BUT IF YOU'RE NOT GETTING THE KIDS IN THE CLASSROOM, THEN THEY'RE NOT RECEIVING THE INSTRUCTION OR, YOU KNOW, WE ALL KNOW THAT THERE ARE CERTAIN SCHOOLS WHERE, YOU KNOW, CAN BE MORE CHALLENGING AND TEACHERS UNDERSTANDABLY TAKE MORE PERSONAL DAYS.

WHAT ARE YOU DOING TO ENSURE THAT THE KIDS WHO ARE STILL IN THAT CLASSROOM THAT DAY ARE RECEIVING HIGH QUALITY INSTRUCTIONAL TIME FOR THE TIME THEY'RE IN THE CLASSROOM? YEAH. SO, DR.

BIRD, DO YOU WANT TO SHARE A LITTLE BIT ABOUT KIND OF THE NOT ONLY TO GO BACK TO TRUSTEE DEIGAARD'S QUESTION, THE 12% THAT YOU AND I HAD TALKED ABOUT EARLIER, THE BASELINE, RIGHT.

SO TO DIG INTO YOUR QUESTION.

YEAH, I THINK TO GO BACK TO YOUR LAST QUESTION ABOUT THE 12 VERSUS THE 26%.

SO I THINK ALSO WE HAVE TO TAKE INTO ACCOUNT THAT SCHOOL YEAR WAS A SCHOOL YEAR THAT WAS KIND OF IN THE THROES OF THE PANDEMIC VERSUS LAST YEAR WAS WHERE KIDS WERE BACK IN SCHOOL REGULARLY TO 2021.

SO I THINK THAT'S THAT'S PART OF THE EXPLANATION FOR THAT IS THAT NOT ALL THE DATA WASN'T YOU KNOW, THE NUMBER WASN'T THE SAME.

IN TERMS OF YOUR NEXT QUESTION ABOUT I AGAIN, AT THE MIDDLE OF THE YEAR, WE'LL HAVE A LOT MORE HARD DATA.

BUT I CAN TELL YOU, JUST FROM TALKING TO PRINCIPALS, THEY ARE AT CERTAIN NOT EVERY PRINCIPAL I HAVEN'T TALKED TO, BUT CERTAIN SCHOOLS THAT ARE IMPLEMENTING EUREKA THIS YEAR, FOR THE FIRST YEAR, THEY ARE SEEING A NOTICEABLE DIFFERENCE.

IF YOU TALK TO TEACHERS, SAY, MY KIDS HAVE A BETTER UNDERSTANDING NOW THAN THEY DID.

SO LIKE THERE WAS A FIFTH GRADE TEACHER AT A SCHOOL THAT SAID, MY KIDS NOW KNOW MORE ABOUT PLACE VALUE.

NOW AT THIS POINT THE YEAR THAN MY FIFTH GRADERS DID LAST YEAR AT THE END OF THE YEAR.

SO BECAUSE THEY'RE BUILDING MORE CONCEPTUAL UNDERSTANDING.

SO I THINK WHILE IT IS CHALLENGING AND WHILE THERE ARE DEFINITELY GROWTH GROWING PAINS IN THIS, BUT I THINK THAT TEACHERS WILL BEGIN TO SEE AND THERE ARE IT'S ACTUALLY THERE'S ACTUALLY RESEARCH DATA, THIS NATIONAL RESEARCH DATA THAT BACKS UP THE CONTINUED USE OF OF HIGH QUALITY INSTRUCTION MATERIALS DOES LEAD TO IMPROVED OUTCOMES ACROSS ALL [INAUDIBLE]. SO I THINK WE HAVE SOME ANECDOTAL DATA RIGHT NOW AND THERE'S SOME EVIDENCE OF IT IN DATA, BUT WE'LL SEE MORE AFTER THIS NEXT ROUND OF TESTING, WHICH I THINK STARTS VERY SOON.

MIDDLE OF YEAR STARTS REALLY QUICK.

YEAH. AND THEN AND THEN I THINK YOUR POINT ABOUT DEFINITELY THERE ARE CLASSROOMS, HARD TO STAFF AND SCHOOL IS HARD TO STAFF.

I THINK THAT'S A GREAT POINT AND I THINK IT'S SOMETHING THAT WE CAN HAVE A MORE SYSTEMATIC APPROACH TO MAKING SURE THAT IS TRAINED.

I THINK WHAT WE AS WE AS, FOR EXAMPLE, OUR RISE SCHOOLS, ONE OF THE THINGS THAT MR. GRANT SKINNER'S OFFICE HAS DONE IS TO ENSURE THAT WE'RE PAYING CLOSE ATTENTION TO SOME OF OUR HIGHEST NEED SCHOOLS THAT MAY HAVE HIGH ABSENTEEISM IN TERMS OF TEACHERS OR STUDENTS TO ENSURE THAT WE TRY TO GET INDIVIDUALS IN THOSE SEATS AS QUICK AS POSSIBLE.

[01:05:02]

IT'S NOT ALWAYS GOING TO BE PERFECT, BUT WE HAVE SPECIAL ATTENTION AND WE KNOW THAT ADMINISTRATORS, I'VE BEEN IN THAT SEAT MYSELF, HAVE PUT PLANS IN PLACE TO ENSURE THAT WE HAVE AS MANY QUALITY EXPERIENCES FOR STUDENTS, AND THAT MAY BE SOME OF THE WORK THAT WE'RE DOING AROUND OPPORTUNITY CULTURE AND MAKING CERTAIN THAT THE HIGHEST QUALITY TEACHERS ARE GETTING A CHANCE TO TOUCH AS MANY STUDENTS ON A CAMPUS AS POSSIBLE. AND THAT MAY LOOK A LITTLE BIT DIFFERENT FROM CAMPUS TO CAMPUS.

BUT IT'S A STRATEGY TO ENSURE THAT THE HIGHEST PERFORMING TEACHERS ARE ABLE TO TO TOUCH AS MANY STUDENTS AS POSSIBLE.

WHAT'S THE DIFFERENCE BETWEEN THE NUMBER OF INSTRUCTION, HIGH QUALITY INSTRUCTIONAL HOURS FOR THE BOTTOM 10% OF STUDENTS COMPARED TO THE TOP 10% OF STUDENTS? REAL QUESTION, BUT I DON'T I KNOW YOU'RE NOT GOING TO KNOW THE ANSWER, BUT I THINK THAT THAT'S AN IMPORTANT QUESTION TO UNDERSTAND.

AND WHAT IS THE ABSENTEEISM DIFFERENCE BETWEEN THOSE TWO GROUPS AND HOW ARE YOU SOLVING IT? TRUSTEE WADE.

SO I KNOW WE KEEP GOING BACK TO HIGH QUALITY MATERIALS AND STRUCTURAL MATERIALS, BUT I KNOW WE'RE PILOTING THESE PROGRAMS AND I KNOW WE DON'T KNOW THE DATA YET ON HOW IT'S GOING.

HOWEVER, AND TO EVERYONE ELSE'S POINT ABOUT THE MATERIALS AND THE TIME IS THAT WE'VE BEEN DEVOTING A LOT OF TIME AND A LOT OF ANGST ABOUT THE MATERIALS, AND WE WANT TO SEE THE WELL, THE EXPECTED RESULTS AND THE COST AROUND THAT.

SO ONE, WE KNOW THAT THIS IS PILOT, SO WE HAVEN'T INVESTED IN THE MATERIALS WHOLLY YET.

WHEN IS THE DEADLINE FOR US TO KNOW THE DATA, ALONG WITH WHETHER OR NOT WE'RE GOING TO CONTINUE IN THE PROGRAMS THAT WE HAVE? SO AS WE TALKED ABOUT EARLIER, WE'LL HAVE MORE INSIGHT AROUND MIDDLE OF THE YEAR, RIGHT.

BECAUSE ONE OF THE THINGS THAT WE HAVE TO CONSIDER, OF COURSE, WITH BEGINNING OF THE YEAR DATA IS THAT, YOU KNOW, WE HAD KIDS COMING IN SUMMER SLIDE FIRST YEAR OF, YOU KNOW, TRULY THAT WE HAVE SOME NORMALCY OUT OF COVID.

SO IT'S TRULY BASELINE BUT WITH MIDDLE OF THE YEAR WE'LL HAVE SOME MORE CONCRETE INSIDE AND INFORMATION AROUND EXACTLY WHAT IT IS THAT WE'RE DOING RIGHT, WHAT THAT IMPLEMENTATION LOOKS LIKE.

DR. BIRD, ANY ADDITIONAL INSIGHT HERE? YEAH, AND I WOULD SAY YOU CAN'T I MEAN, YOU HAVE TO THERE IS SOMETHING CALLED IMPLEMENTATION WHERE SOMETIMES DATA GOES DOWN BEFORE IT GOES UP.

SO I WOULD SAY WE COULDN'T ABANDON IT JUST BASED ON MOY DATA.

BUT I DO SAY THAT WE ARE IT WAS VERY INTENTIONAL THAT ONLY A CERTAIN NUMBER OF SCHOOLS ARE DOING THIS YEAR SO WE CAN LEARN FROM THAT DATA.

SO WE HAVE AND WE HAVE AND TO IMPLEMENT FOR CHANGE IN TERMS OF FINANCIAL IMPLICATION MATH, THE NEXT OFFICIAL STATE PROCLAMATION IS 2026, WHERE RIGHT NOW THESE ARE THE PRODUCTS THAT ARE APPROVED.

THERE COULD BE OTHER PRODUCTS THAT ARE APPROVED AT THAT FOR THAT PROCLAMATION.

SO THE COST HAS SO FAR BEEN BORNE MOSTLY BY THE TEXAS EDUCATION AGENCY, AND THERE ARE OTHER GRANTS THAT ARE AVAILABLE TO CONTINUE THIS.

BUT I THINK, YOU KNOW, AS THIS IS A LEGISLATIVE SESSION, I THINK THE INSTRUCTIONAL MATERIALS ALLOTMENT, THAT'S SOMETHING THAT HAS TO BE ADDRESSED.

THAT'S HOW WE WOULD PAY FOR THIS THROUGH THROUGH OUR INSTRUCTIONAL MATERIALS ALLOTMENT.

THERE'S ALSO A LOT OF THAT'S DIGITAL.

HOWEVER, FOR K THROUGH TWO STUDENTS, THEY REALLY DO NEED PRINT MATERIALS.

AND SO THOSE ARE ALL CONSIDERATIONS THAT WE'RE LOOKING AT FOR THE LONG TERM AND HOW FEASIBLE IT IS TO MAKE SURE THAT WE CAN SUPPORT THIS LONG TERM.

OKAY. WELL, I WANT TO SAY I DO APPRECIATE THE STAFF, THE ADMINISTRATIVE STAFF TRYING HARD TO LISTEN TO THE TEACHERS AND LISTEN TO THE FEEDBACK AND COMING TO THE TABLE IN A MORE HOLISTIC APPROACH.

SO I APPRECIATE YOU ALL DOING THAT.

THANK YOU. TRUSTEE HERNANDEZ.

THANK YOU. I AM LOOKING AT PACKET PAGE 14, SLIDE NINE WITH THE VARIOUS CAMPUSES.

NOW THE FIRST GRADERS.

OKAY. SO I'M LOOKING AT THE BOY FOR 2018.

40. THE BLUE LINE FOR 2019 IS 33.

BUT SINCE COVID, BOY 21-22 WAS 50, BOY 22-23 THIS YEAR IS 49.

SO THE STUDENTS ARE COMING TO US MORE PREPARED THAN THEY WERE BEFORE.

THAT'S WHAT THAT INFORMATION IS TELLING US.

IS THAT CORRECT? SO SINCE 2018-19, YES, THERE WAS,

[01:10:10]

YES, THAT IS CORRECT.

THE STUDENTS IN RISE CAMPUSES ARE COMING TO US MORE PREPARED THIS YEAR THAN THEY WERE COMING TO US IN 2018-19 OR 2019-20.

DO YOU HAVE ANY INDICATION OF WHY? BECAUSE THESE ARE JUST FIRST GRADERS.

I DON'T REALLY HAVE AN INDICATION OF WHY.

MY YOU KNOW, ONE OF THE THINGS AND I DON'T DEFINITIVELY KNOW THIS, BUT I THINK ONE OF THE THINGS THAT IS EXTREMELY IMPORTANT IS WHAT WE'RE THINKING AROUND PRE K AND THAT EXPANSION.

WE KNOW THAT THE PRE K EXPERIENCE IS AN EXTREMELY IMPORTANT EXPERIENCE AND WE WANT TO CONTINUE TO EXPAND THROUGHOUT THE CITY AND IN AREAS THAT FULL YEAR OF OF AN OPPORTUNITY FOR THREE OR FOUR YEAR OLDS TO HAVE INSTRUCTION IN AN ORGANIZED ENVIRONMENT IS AN EXTREMELY IMPORTANT OPPORTUNITY TO SEE, YOU KNOW WHAT WE SEE IN COMPARISON TO 2018-19 PREPARATION OF STUDENTS IN COMPARISON TO 2022- 23.

SO I WOULD SAY THAT THAT'S A FACTOR AND WE WANT TO CONTINUE TO PUSH ON THAT AS WELL.

THANK YOU. I DO WANT TO ADD THAT I THINK THIS IS ONE OF THE REASONS WHY KNOWING IF STUDENTS WERE ENROLLED IN PRE-K IS A VERY IMPORTANT FACTOR FOR US. JUST WANT TO PLUG THAT IN THERE.

DO WE EXPECT THE STUDENTS, SINCE THEY'RE COMING TO US HIGHER, TO DO BETTER IN THE MOY THAN BEFORE THEY WENT BEFORE COVID? I THINK ONE OF THE TRENDS THAT WE SHOULD SEE IS THAT THE MORE STUDENTS THAT ARE EXPERIENCING THREE AND FOUR YEAR OLD PROGRAMS, THE MORE PREPARATION THAT YOU'LL SEE.

AND I THINK THE BETTER THOSE STUDENTS WILL DO ON THIS FIRST GRADE, FIRST GRADE DATA, AND THEN SECOND AND THIRD.

SO IT'S AN IMPORTANT STEP IN THE DEVELOPMENTAL EDUCATIONAL JOURNEY.

SO IT WOULD BE MY EXPECTATION THE MORE STUDENTS THAT WE SEE THAT ARE IN THOSE PROGRAMS THAT STAY WITH US, THE EXPECTATION WOULD BE THAT THEY'RE DOING BETTER DURING THAT FIRST SECOND GRADE YEAR.

I THINK THIS IS A REALLY INTERESTING TREND, JUST BECAUSE YOU WOULD EXPECT THAT FIRST GRADERS WOULD BE DOING WOULD NOT BE DOING BETTER THAN BEFORE COVID. MY NEXT QUESTION IS GOING BACK TO THE SPANISH.

I KNOW DR. MATNEY TOLD US ABOUT SOME OF THE THINGS THAT SHE WAS GOING TO LOOK INTO IN TERMS OF ELEMENTS AFFECTING THE WAY THAT STUDENTS ARE CODED IN THE SYSTEM. BUT IS THERE SOMETHING ELSE ALSO BEING LOOKED INTO BECAUSE THE REASON MIGHT NOT BE CODING IN THE SYSTEM FOR THE DROP IN SPANISH? MATH SPANISH TESTING.

IT COULD BE REASON OTHER THAN MAYBE CURRICULUM CHANGE SOMETHING ELSE THAT DOESN'T HAVE TO DO WITH CODING.

YES, THAT IS SOMETHING ELSE WE'RE LOOKING AT.

AND I APOLOGIZE AND WE'RE NOT LOOKING AT CODING SPECIFICALLY, BUT PROGRAMING.

SO WAS THERE PROGRAMING THAT CHANGED? MEANING WERE OUR STUDENTS STAYING IN LONGER BETWEEN KINDERGARTEN AND FIRST GRADE OR WE IDENTIFYING MORE KIDS OR FEWER KIDS IN FIRST GRADE? AND SO WANTING TO BE ABLE TO UNDERSTAND THE PROGRAM STANDPOINT, TO BE ABLE TO ANSWER THAT QUESTION OF WHY IS THIS A STANDOUT COMPONENT? WHEN YOU SAY IDENTIFY, YOU MEAN IDENTIFY AS A BILINGUAL STUDENT OR IDENTIFY.

CORRECT. YES.

AND THEN I HAVE ONE SECOND.

I JUST WANT TO SAY I WANT TO DITTO TRUSTEE GUIDRY.

WHAT YOU WERE SAYING EARLIER ABOUT UNDERSTANDING WHERE STUDENTS ARE.

AFRICAN AMERICAN STUDENTS ARE IN RISE CAMPUSES AND HOW THEY'RE DOING.

THANK YOU. TRUSTEE BAKER.

SUPERINTENDENT THANKS SO MUCH. I HAVE A QUESTION FOR YOUR CABINET.

SHE ADDRESSED YOU.

SHE MENTIONED COMMITMENTS AND JOINT COMMITMENTS.

COULD SHE BE MORE SPECIFICALLY ABOUT THOSE COMMITMENTS? WHO ARE YOU REFERRING TO? DR. WATTS. DR. WATTS.

OH, I DON'T HAVE IT.

THEN RIGHT IN FRONT OF ME, I THINK I ACTUALLY HAVE SOME PICTURES OF THE POSTERS THAT THEY PUT UP ON THE WALLS.

BUT ESSENTIALLY HOW BOTH TEAMS WOULD CONTINUE TO WORK TOGETHER, SHARE INFORMATION.

IF SOMEONE FROM SEAN'S TEAM IS LEAVING A CAMPUS, THEY GET DATA ABOUT A SCHOOL.

MAKING SURE THAT DATA IS THEN TRANSITIONED OVER TO THE SCHOOL SUPPORT OFFICER SO THAT THERE CAN BE A A CONTINUUM OF FOLLOW UP.

AND WHEN DIFFERENT PEOPLE ARE GOING IN, WE'RE NOT GIVING SCHOOLS VARIOUS INFORMATION THAT WE'RE ALL KIND OF WORKING IN COHERENCE.

[01:15:05]

SO THAT'S WHAT I MEAN WHEN I SAY JOINT COMMITMENTS.

AND THEN OBVIOUSLY THERE ARE COMMITMENTS THAT MY TEAM HAS TO MAKE AS THEY ARE THE ONES THAT SUPPORT AND SUPERVISE PRINCIPALS, WHEREAS SHAUN'S TEAM IS MORE SERVES MORE AS A IN A SUPPORT ROLE.

SO THEY'RE THERE.

THE COMMITMENTS THAT VERGE WHERE HIS WORK IS VERY DIFFERENT FROM MY WORK, I UNDERSTAND.

AND ALSO THANK YOU ALSO, SUPERINTENDENT, WHAT RESOURCES OR PROGRAMS DO YOU HAVE IN PLACE TO MONITOR INTERMITTENTLY BETWEEN BEGINNING OF YEAR, MIDDLE OF YEAR? SO BEFORE THE NEXT REPORT COMES OUT, WE COULD FOR SURE SEE OR YOU CAN CATCH IT, YOU KNOW, AND SAY, HEY, LOOK, WE NEED TO MAKE SOME ADJUSTMENTS.

IT'S STILL GOING TO THE NUMBERS ARE STILL GOING DOWN.

YOU HAVE INTERMITTENT SPECIFIC INTERMITTENTLY, INTERMITTENTLY PROGRAMS. YES. AND IT'S NOT JUST ABOUT PROGRAMS, IT'S ABOUT PEOPLE AS WELL.

SO, DR. BIRD, DO YOU WANT TO SHARE A LITTLE BIT ABOUT WHAT THAT LOOKS LIKE? YEP. SO WE JUST ADMINISTER THE TEA INTERIM TEST, WHICH IS REALLY KIND OF THE STUDENTS FIRST TIME TO PRACTICE THE STAAR TEST, BUT IT DOES TEST ALL OF THE T'S SO WE CAN SEE WHERE STUDENTS ARE AND WHERE THEY NEED MORE SUPPORT.

THAT'S ONE BIG EXAMPLE THAT WE HAVE.

AND THEN WE ALSO HAVE I MEAN, TEACHERS DO HAVE THE ABILITY TO USE IN THESE SCHOOLS CURRICULUM ALIGNED ASSESSMENTS THAT ARE WRITTEN BY THE PUBLISHER.

SO WE KNOW THAT THEY'RE AT THE LEVEL OF RIGOR.

THEY HAVE THE OPPORTUNITY TO USE THOSE AND USE THAT DATA TO INFORM THEIR PLANNING AND TEACHING AND SEE WHERE STUDENTS ARE.

SO HAVE YOU HAD THE OPPORTUNITIES TO SEE WHERE THIS THESE PROGRAMS, THE PEOPLE HAVE CHANGED THE TIDES, YOU KNOW, CHANGE THE TRAJECTORY OF THE NUMBERS BEFORE WE GET THEM HERE IN PUBLIC HERE.

SO INTERIM DATA, JUST THAT ASSESSMENT WINDOW JUST CLOSED RIGHT BEFORE THE WINTER BREAK SO THAT WE'LL BE USING THAT DATA NOW TO MOVE FORWARD.

SO THAT'S THE SCHOOL LEVELS.

SCHOOLS HAVE THAT DATA NOW TO PLAN FOR MOVING FORWARD.

SO, YES, BUT IT JUST ENDED RIGHT BEFORE THIS WINTER BREAK.

OKAY. THANK YOU. TRUSTEE WADE.

OKAY. I WANT TO GO BACK TO THE PRE K CONVERSATION THAT DONNY WAS MENTIONING.

DO WE HAVE ATTENDANCE NUMBERS AND ACTUAL DAYS IN SCHOOL FOR PRE K? I DON'T KNOW WHAT THE LATEST DATA IS ON THAT BECAUSE I THINK THAT'S A TELL.

ARE WE LOSING STUDENTS THAT STARTED AND ARE LEAVING OR ARE WE GAINING STUDENTS? I'D JUST BE REALLY CURIOUS TO SEE WHERE WE ARE.

WE DO HAVE DATA ACCESSIBLE THAT WE CAN PUT IN AND WE'LL WE'LL MAKE MAKE THAT PUT THAT QUESTION IN AS A AS A REFERRAL FOR.

THANK YOU. APPRECIATE. THANK YOU.

THAT'S ALL. SO LOOKING AT FIRST, SECOND AND THIRD GRADE BOY, AND COMPARING IT TO LAST YEAR'S B0Y.

IT'S PRETTY STAGNANT.

WELL, IT'S ALL OF THEM. SO THIS ONE'S FIRST GRADE.

BUT IF I LOOK AT FIRST GRADE, IF I LOOK AT 2.1, 2.2 OR 2.3, THESE CHARTS LOOKING AT BOY IN 21, 22 AND BOY AND 2223, IT'S PRETTY LEVEL.

THERE'S NOT MUCH OF A DIFFERENCE.

AND THEN IF I COMPARE LAST YEAR'S BOY TO EOY, THERE'S A HUGE DROP AND WE TALKED A LOT ABOUT THAT WHEN WE WERE MONITORING READING LAST MONTH.

I GUESS MY QUESTION IS, WHY DO WE FEEL LIKE THERE IS STAGNATION? I THINK IF I FLIP THAT A LITTLE BIT, THE REASON THEY'RE STAGNATION OR BECAUSE THEY'RE STAGNATION IS WHY DR.

BIRD IS IS MAKING BOLDER MOVES WITH INSTRUCTIONAL MATERIALS.

DOCTOR BIRD. RIGHT, I THINK THAT, YOU KNOW, CLEARLY THERE'S EVIDENCE OF STILL EFFECTS OF THE PANDEMIC.

BUT, YOU KNOW, QUITE FRANKLY, SOME OF THESE THINGS HAVE BEEN AROUND FOR PRE PANDEMICS.

BUT THIS IS NOT A NEW PHENOMENON.

IF YOU LOOK AT DATA OVER THE COURSE OF MANY YEARS.

SO I DO THINK THAT IS A THAT IS A CASE TO SAY THAT WE HAVE TO DO SOMETHING DIFFERENT, THAT WE CAN'T CONTINUE TO.

THAT'S THE DEFINITION OF INSANITY, DOING THE SAME THING OVER AND OVER AND EXPECTING DIFFERENT RESULTS.

SO I THINK THAT IS WHY I MEAN, I THINK I KNOW THAT IS WHY WE'RE PUSHING FORWARD WITH WITH MAKING SOME CHANGES THAT ARE CHALLENGING TO THE SYSTEM, BUT AT THE END OF THE DAY, ARE GOING TO BE GOOD FOR CHILDREN.

AND THERE IS NATIONAL DATA THAT SUPPORTS THESE DECISIONS.

SO YOU WOULD ANTICIPATE THEN BOY NEXT YEAR BECAUSE I MEAN, YEAH, LOOKING AT THE TREND, EVEN PRE-PANDEMIC, 18-19, 19-20, STAGNANT. BOY TO BOY.

RIGHT. SO WOULD YOU ANTICIPATE THEN THE TREND TO BE AT LEAST FOR THE ONES WHERE THERE IS THE NEW INSTRUCTIONAL MATERIALS TO BE PRETTY SIGNIFICANT.

[01:20:01]

CORRECT. AGREED.

OKAY, I LOOK FORWARD TO SEEING THAT.

I HOPE, YOU KNOW, OUR KIDS DEFINITELY DESERVE TO REACH THEIR POTENTIAL.

AND IT WAS FIRST AND SECOND GRADE, THIRD GRADERS.

I THINK THERE WAS A LITTLE BIT DIFFERENCE, BUT FIRST AND SECOND GRADE WERE PARTICULARLY STAGNANT.

LOOKING AT THE SUPERINTENDENTS RESPONSE AND NEXT STEPS, I CARE WHAT PAGE THAT IS.

OKAY, SO LOOKING AT NEXT STEPS IS HIGH QUALITY INSTRUCTIONAL MATERIALS.

WE'VE BEEN TALKING ABOUT THAT QUITE A BIT.

SO I DON'T KNOW THAT'S NECESSARILY NEXT STEPS BECAUSE WE'RE ALREADY DOING THAT.

RIGHT. SO, YOU KNOW, KIND OF BACK TO THE ESSER MONEY THAT WAS BROUGHT UP EARLIER, WE'RE BASICALLY AT THE HALFWAY POINT OF SPENDING THAT MONEY.

YOU KNOW, I KNOW WE'RE ALL KIND OF ANTICIPATING MOY DATA, WHICH IT SOUNDS LIKE IT'LL BE AVAILABLE IN FEBRUARY.

AS A BOARD WE DON'T MONITOR IT UNTIL APRIL.

SO WHAT IS THE PLAN? WHAT IS THE ADMINISTRATION'S PLAN TO BE LOOKING AT THAT DATA AND HOW WILL YOU KNOW WHAT AND WHEN TO PIVOT? SURE.

DR. BIRD. SO DEFINITELY WE ARE LOOKING AT WHAT WE'RE SPENDING, YOU KNOW, OUR CATEGORY, OUR SPENDING CATEGORIES AND LOOKING.

WE WILL LOOK AT DATA AND SEE IF WHERE WE NEED TO SHIFT.

A LOT OF THAT MONEY IS GOING TO HIGH DOSAGE TUTORING, AND IT'S ALSO DIRECTED AT THE CAMPUS.

SO SOME OF THAT'S WORKING WITH OUR PRINCIPALS TO MAKE SURE THAT THEY'RE MONITORING THEIR OWN DATA TO TO KNOW HOW TO MAKE ADJUSTMENTS.

BUT FROM A CENTRAL LEVEL, WE WILL DEFINITELY WE HAVE BEEN ALL ALONG THE WAY REPRIORITIZING THOSE DOLLARS AS WE HAVE DATA TO RESPOND TO.

OKAY. THANK YOU.

TRUSTEE DEIGAARD, ARE YOU IN THE QUEUE FOR ROUND THREE? YOU ALREADY WENT ROUND TWO. I'D LIKE TO MOVE THAT WE DO ROUND THREE.

THIS IS MY FAVORITE THING TO DO.

DO I HAVE A SECOND? HAVE A MOTION BY TRUSTEE DEIGAARD AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE.

SIX FOR, TWO AGAINST, ZERO ABSTENTIONS.

ROUND THREE TRUSTEE DEIGAARD.

SO WHEN WE PASSED THESE GOALS AND THE TARGETS, WE ALSO AT THAT TIME HAD SCHOOL BY SCHOOL TARGETS EVERY CAMPUS FOR THE GOAL IN THE AGGREGATE AND FOR EACH OF THESE STUDENT POPULATIONS.

AND FOR A WHILE WE WERE GETTING THE REPORTS.

AFTER WE DO THIS, WE WOULD GET THOSE REPORTS, BUT WE HAVEN'T ANYMORE.

ARE THE SCHOOL ARE YOU FINDING THAT THERE ARE ANY? WHEN YOU'RE LOOKING AT THE DATA, FINDING THAT THERE ARE ANY SCHOOLS THAT THE OUT THE RISE CAMPUSES ARE OBVIOUSLY GETTING EXTRA RESOURCES.

BUT ARE YOU FINDING ANY OTHERS THAT AREN'T STAYING ON TRACK WITH THE EXPECTED PROGRESS ON THE CAMPUS LEVEL BECAUSE YOU'RE THERE'S A WHOLE LOT OF SCHOOL SHOULD THIS SCHOOL SHOULD THAT.

BUT HOW DO YOU KNOW THAT THEY'RE ACTUALLY ACHIEVING THE INTENDED RESULTS? YEAH, AND THAT'S A PART OF WHAT I WHAT I TALKED ABOUT EARLIER, ENSURING THAT OUR SSOS AT THAT LEVEL ARE TAKING A LOOK AT THAT DATA, UNDERSTANDING, HAVING THOSE CONVERSATIONS WITH THOSE SCHOOLS THAT MAY BE TAKING A DIP, ENSURING THAT THE WORK OUT OF THE SCHOOLS OFFICE IS COMING IN TO, TO BE ABLE TO SUPPORT THOSE SCHOOLS THAT MAY BE STRUGGLING, THAT MAY HAVE TAKEN A DIP.

DR. WATTS, YOU WANT TO SHARE A LITTLE BIT ABOUT? I'LL JUST ADD THAT, YOU KNOW, DATA NEVER LIES, BUT SOMETIMES IT DOESN'T TELL THE WHOLE TRUTH EITHER.

LOOKING AT THIS WITH THE S SOS AND THE SCHOOLS, CONTEXT GIVES US DEEPER INSIGHT.

SOMETIMES THE DIFFERENT DATA COULD BE BECAUSE WE KNOW THERE WAS TWO VACANCIES IN THIRD GRADE, RIGHT? SO IT'S NOT NECESSARILY SOMETHING THAT THE SCHOOL IS DOING WRONG.

BUT IF IT DID, IF THERE IS NOT A TEACHER IN PLACE, THEN THAT EXPLAINS THINGS AND GIVES US A WAY TO RESPOND AND REACT.

SO IT REALLY DOES.

A LOT OF THESE CONVERSATIONS ARE HAPPENING AT AT THE SCHOOL'S OFFICE LEVEL BECAUSE THEY HAVE DEEPER INSIGHT INTO WHY THE DATA MIGHT BE LOOKING A CERTAIN WAY.

WELL, AND I MEAN, THAT'S FAIR AND UNDERSTANDABLE, BUT YOU STILL YOU KNOW, YOU'RE GOING TO HAVE OUTLIERS FROM TIME TO TIME, BUT YOU THEY STILL NEED TO GET THOSE THINGS ADDRESSED TO MEET THE TARGET, JUST LIKE WE DO FOR THESE GOALS.

SO I WANTED TO FOLLOW UP.

THIS IS WHY I WANTED A THIRD ROUND ON TRUSTEE HERNANDEZ'S PRE K QUESTION BECAUSE ON READING, WHEN WE WERE TALKING ABOUT HOW DATA HAD CHANGED OR HOW THE LACK OF PRE K HAD NEGATIVELY IMPACTED THE READING SCORES, THIS TIME WE'RE SAYING, OH, THESE KIDS PROBABLY HAD MORE PRE K, BUT I DON'T UNDERSTAND HOW BOTH THINGS CAN SIMULTANEOUSLY BE TRUE THAT THE SAME GROUP OF KIDS HAD LESS

[01:25:05]

PRE K TO NEGATIVELY IMPACT READING, BUT APPARENTLY HAVE MORE PRE K TO POSITIVELY IMPACT BOY IN MATH.

WHAT I WAS SPEAKING WHAT I WAS SPEAKING TO WHEN TRUSTEE HERNANDEZ I WAS SPEAKING TO YOU KNOW WHAT IT LOOKS LIKE FOR THE FUTURE KNOWING THAT PRE K THAT THREE YEAR OLD AND FOUR YEAR OLD EXPERIENCE CAN MAKE A DIFFERENCE FOR THE FUTURE, SHOULD MAKE A DIFFERENCE, WILL MAKE A DIFFERENCE FOR THE FUTURE IN TERMS OF STUDENT.

AGREED. BUT WHAT I'M TRYING TO UNDERSTAND IS FOLLOWING UP ON HER QUESTION BECAUSE HER QUESTION IS WHY DID WITHOUT YOU INCREASING PRE K, WHY DID THE FIRST GRADERS ACHIEVE BETTER? LIKE WHAT? SO FOR ANY OF THESE, I THINK WHAT WE'RE LOOKING FOR IS NOT WHAT MIGHT HAVE HAPPENED, BUT HOW ARE YOU OR HOW DO YOU FEEL ABOUT WHAT IT'S GOING TO HAPPEN IN THE FUTURE. BUT WHY DO YOU KNOW THAT THIS HAPPENED, WHETHER IT WAS A RESULT THAT YOU THAT WAS BETTER THAN YOU ACHIEVED, EXPECTED OR LESS THAN YOU EXPECTED, WHAT PRECIPITATED THAT? AND IF IT ISN'T WHAT YOU EXPECTED, WHY NOT? AND AND HOW WILL YOU KNOW NOT? HOW DO YOU FEEL ABOUT WHAT WILL HAPPEN IN THE FUTURE? THAT'S I THINK I THINK IT GOES BACK TO SOME OF THE INSTRUCTIONAL PRACTICES THAT ARE EXPECTED.

IT GOES BACK TO CURRICULUM THAT'S BEING UTILIZED IN PRE K AS WELL.

IT'S MORE CONSISTENT. AND I KNOW DR.

BIRD IS CHOMPING AT THE BIT TO PROVIDE SOME INSIGHT HERE AS WELL.

ALSO, WHILE THIS IS WE'RE TALKING ABOUT MATH TONIGHT, BUT THIS IS RELATED BECAUSE THE TEACHERS IN FIRST GRADE HAVE FINISHED SCIENCE OF TEACHING READING AS THE STAAR TEST CHANGES TO CONCEPTUAL BASE AND KNOWLEDGE BASED CURRICULUM.

THAT IS, THAT THERE'S A LOT OF READING IN MATH.

AND SO I THINK THAT IT'S INTERESTING TO SEE THE TEACHERS THAT HAVE BEEN TRAINED ALREADY IN SCIENCE AND TEACHING, READING AND SOME OF OUR COHORTS, WE MAY SEE WE SHOULD SEE INCREASES IN DATA ACROSS THE BOARD, NOT JUST IN READING BUT ALSO AT MATH.

SO THIS YEAR WE'LL HAVE THE REST OF THE TEACHERS IN THE EARLY GRADES THAT ARE TRAINED IN SCIENCE FOR TEACHING READING.

SO AND THEN IN THE FUTURE, ALL TEACHERS GETTING CERTIFICATION IN THE STATE HAVE TO HAVE THAT ENDORSEMENT.

SO WE WOULD EXPECT TO SEE INCREASES IN READING AND MATH DATA IN THOSE EARLY GRADES, NOT ONLY AS A RESULT OF EARLY CHILDHOOD EDUCATION, BUT JUST BECAUSE THERE'S MORE FOCUS ON THAT READING COMPONENT.

TRUSTEE GUIDRY.

AND I JUST WANT TO FOLLOW UP ON THAT BECAUSE IN YOUR RESPONSE, SUPERINTENDENT, YOU STATED THAT BOY IS CONSIDERED THE BASELINE.

SO CAN YOU TELL US YOU AND YOUR ADMINISTRATION ARE CONFIDENT WE WILL SEE IMPROVEMENTS ACROSS THE BOARD? AND MOY, BUT MORE SPECIFICALLY IN EOY AND I WANT TO KNOW HOW CONFIDENT ARE YOU AND ABSENT A CATASTROPHE.

CAN YOU GIVE US AN ASSURANCE THAT WE'RE GOING TO SEE SOME IMPROVEMENT EOY? THAT THAT'S THE EXPECTATION TRUSTEE GUIDRY.

OKAY. THANK YOU, SIR.

YOU'RE WELCOME. ANY OTHER QUESTIONS FOR ROUND THREE? WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.

THANK YOU AGAIN. SUPERINTENDENT HOUSE AND DR.

MATNEY. THANK YOU. DO I HAVE A MOTION? SO MOVE SANTOS. SECOND HERNANDEZ? I HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE. 8 FOR, ZERO AGAINST, ZERO ABSTENTIONS.

NORMALLY WE WOULD NOW CONSIDER VOTING ITEMS HELD FOR DISCUSSION FROM THE AGENDA REVIEW BUSINESS AGENDA SIMILAR TO THE REGULAR MONTHLY BOARD MEETING.

ALL ACTION ITEMS FOR AGENDA REVIEW WILL BEGIN ON THE CONSENT AGENDA.

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

ON THE MONDAY PRIOR TO THE VOTING MEETING.

HOWEVER, NO TRUSTEES REQUESTED TO HOLD THE ONE VOTING ITEM ON TODAY'S AGENDA REVIEW BUSINESS AGENDA.

DO I HAVE A MOTION TO ACCEPT THE ITEM ON TODAY'S AGENDA BY CONSENSUS? CAN YOU, BOARD SERVICES, CAN YOU PULL UP THAT ITEM, PLEASE? MADAM PRESIDENT, CAN I HAVE A CLARIFICATION? THERE WERE NO ITEMS TO BE PULLED FOR DISCUSSION.

NO, THIS IS FOR CONSENT AGENDA TODAY.

THE AGENDA REVIEW BUSINESS ITEMS AS OPPOSED TO THE ITEMS FOR NEXT THURSDAY'S MEETING.

[01:30:05]

B2 WILL NOT BE VOTED ON TONIGHT AS A CLARIFICATION.

OKAY. IT'S BEEN B2 HAS BEEN BEEN PULLED FOR DISCUSSION TONIGHT FROM NEXT WEEK'S MEETING.

OKAY. THANK YOU.

OKAY. THANK YOU.

MADAM PRESIDENT, I JUST NEEDED A CLARIFICATION.

THERE IS NOTHING TO BE VOTED ON TODAY BECAUSE THIS IS AGENDA REVIEW.

THERE'S NO CONSENT AGENDA.

TRUSTEES. I BELIEVE THERE IS ONE VOTING ITEM.

IT IS IS IT ITEM A2? B TWO.

AND SO BECAUSE ALL ITEMS START ON CONSENT AND NO ONE PULLED THAT FROM CONSENT.

NO, SHE PULLED ITEMS FROM FROM NEXT WEEK'S MEETING.

THERE WAS A BUSINESS THERE WAS A VOTING ITEM FOR AGENDA REVIEW THAT NO ONE PULLED FROM CONSENT.

AND SO THE BOARD PRESIDENT HAS JUST ASKED YOU TO ACCEPT THE CONSENT AGENDA FOR APPROVAL.

LISA, CAN YOU CLARIFY WHAT IS THE VOTING ITEM? I DON'T HAVE YOUR DOCUMENT.

I MISSED THAT. WE DON'T NORMALLY VOTE AT AGENDA REVIEWS.

SO. I DON'T SEE.

YOU KNOW.

YES, IT'S A1, APPROVAL OF PERSONAL SERVICES PERFORMED BY THE SUPERINTENDENT, INCLUDING SPEAKING ENGAGEMENTS, PANEL DISCUSSIONS, WORKSHOPS, ETC. IN ACCORDANCE WITH TEXAS EDUCATION CODE 11.201E IS THAT CORRECT BOARD SERVICES? SO WE'RE WAITING FOR IT TO BE DISPLAYED ON OUR SCREEN.

IT'S NOT ON THE AGENDA. WE DON'T HAVE IT.

SO THIS WAS AN ITEM THAT HAD BEEN REMOVED.

IT WAS LIKE A BOILERPLATE ITEM THAT HAD ALWAYS BEEN ON OUR AGENDA, AND WE HAD REMOVED IT UNTIL IT WAS NECESSARY.

I THOUGHT IT WAS ADDED TO NEXT WEEK'S AGENDA.

I DIDN'T REALIZE IT'S THIS WEEK'S AGENDA.

SO IT'S A IS IT A1 OR A2? AND I THOUGHT. DID IT NEED TO BE APPROVED BEFORE, LIKE A SPECIFIC DATE? OK. OH, YEAH.

SO IT'S A1.

WHAT IS A ONE? BOARD PRESIDENT. CAN WE HAVE AN EXPLANATION BY ADMINISTRATION FOR THIS NOW WHILE WE HAVE IT PULLED UP, PLEASE AND THANK YOU.

THAT'S WHY I'M ASKING YOU FOR IT NOW.

AND I THINK YEAH, I THINK BECAUSE IT HAD BEEN BOILERPLATE LANGUAGE BEFORE, SO.

IT'S. I STILL WANT IT TO BE EXPLAINED.

THAT'S OKAY. YEAH. SUPERINTENDENT HOUSE.

I AGREE. DIVIDE.

AND I THINK THERE WAS SOME CONFUSION BECAUSE IF YOU GO TO LIKE I ALWAYS LOOK AT IT ON THE PORTAL, IT'S NOT THERE'S NOTHING TO CLICK ON.

YEAH. SO SUPERINTENDENT HOUSE.

SO THIS IS ESSENTIALLY I HAVE A COUPLE OF SPEAKING ENGAGEMENTS IN FRONT OF ME THAT, THAT I'LL BE DOING ONE IN FEBRUARY, ONE IN JANUARY AS WELL.

AND WE'LL MAKE SURE TO PUT THE SPECIFICS IN PLACE TO TO PROVIDE YOU WITH THE INSIGHT IN TERMS OF WHAT THOSE LOOKS LIKE.

LIKE PRESIDENT CRUZ INDICATED, THIS WAS A A REGULAR ITEM THAT WAS ON EVERY AGENDA.

AND WE WERE ESSENTIALLY TRYING TO MINIMIZE ALL THE DIFFERENT THINGS THAT WERE THERE.

SO I HAVEN'T I HAVEN'T DONE ANY SPEAKING ENGAGEMENTS.

I HAVEN'T DONE ANY, YOU KNOW, PROFESSIONAL DEVELOPMENT OR CONSULTING.

AND THAT'S SOMETHING THAT I'M LOOKING TO DO MOVING FORWARD.

SO WE'LL PROVIDE THE SPECIFICS AROUND WHAT IT LOOKS LIKE.

SO ARE YOU WANTING TO HAVE THIS AS A VOTING ITEM FOR NEXT WEEK? WE CAN DO THAT.

OKAY. DO WE NEED TO DO AN OFFICIAL MOTION TO.

HOW DO WE DO THAT TO PULL THAT OFF? YOU KNOW WHAT? THERE'S NOTHING.

MY MICROPHONE ISN'T ON.

SINCE THE ACTUAL MATERIAL WAS NOT IN YOUR PACKET, YOU DON'T HAVE TO DO A MOTION.

YOU CAN JUST GO.

GO. WITHOUT OBJECTION.

JUST GO ON TO THE NEXT ITEM AND IT'LL APPEAR ON NEXT WEEK'S EXHIBIT.

[01:35:03]

OKAY. THANK YOU FOR CLARIFYING THAT, MISS MCBRIDE AND SUPERINTENDENT HOUSE.

OKAY. SO WITHOUT OBJECTION, WE'LL CONTINUE.

OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF JANUARY 12TH, 2023.

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

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

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

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

OUR FIRST ITEM BEING HELD FOR IS B TWO REAPPOINTMENT OF HOUSTON INDEPENDENT SCHOOL DISTRICT REPRESENTATIVES TO TAX INCREMENT REINVESTMENT ZONES BOARDS OF DIRECTOR.

THIS ITEM IS HELD AT THE REQUEST OF TRUSTEE ALLEN.

GO AHEAD TRUSTEE ALLEN. BEFORE THE HOLIDAY BREAK, I EXPRESSED MY OPINION REGARDING THE REDISTRICTING ITEM AND TIME FOR INPUT FROM THE COMMUNITY.

AS WE CAN SEE BY THE MAJORITY OF SPEAKERS THAT THERE IS STILL SOME CONCERN ABOUT REDISTRICTING.

WE HAVE OUR COMMUNITY ENGAGEMENT MEETINGS COMING UP FOR TWO WAY COMMUNICATION AND IT WOULD GIVE A CHANCE FOR THE FEEDBACK BEFORE FEBRUARY 12TH. WE PRESENTED REDISTRICTING, SO NOW WE NEED TIME FOR FEEDBACK.

AS IN SEPTEMBER, THE SUPERINTENDENT PRESENTED HIS FIVE YEAR PLAN.

HE LISTENED TO US AND ADJUSTED HIS FIVE YEAR PLAN.

AND IN NOVEMBER, WE PRESENTED OUR REDISTRICTING.

SO NOW I THINK WE SHOULD TAKE THE TIME TO LISTEN TO THE COMMUNITY SO THAT IN CASE WE NEED TO ADJUST.

MY QUESTION HERE IS FOR YOU MADAM PRESIDENT, IS THERE REASON TO PROCEED ON A DEADLINE WITH THIS REDISTRICTING AGENDA THAT BEFORE WE CAN GET SURETY FROM THE COMMUNITY? DO WE HAVE A REASON THAT WE HAVE TO HAVE IT DONE ON FEBRUARY I'M SORRY, NOT FEBRUARY, JANUARY, JANUARY? I KNOW THERE'S A DEADLINE.

IT'S DEFINITELY NOT JANUARY.

AND I THINK MR. [INAUDIBLE] IS ON STANDBY.

IS HE ON THE ZOOM? IF WE COULD HAVE HIM COME IN AND LET US KNOW.

ACTUALLY, MISS MCBRIDE MIGHT ACTUALLY EVEN KNOW THE ANSWER TO THAT QUESTION OF WHAT OUR ABSOLUTE, ABSOLUTE DEADLINE IS.

SO BY LAW, I THINK MY MICROPHONE IS ON.

YOU HAVE TO COMPLETE YOUR REDISTRICTING 90 DAYS BEFORE THAT FIRST ELECTION WHERE THE NEW REDISTRICTING MAP IS GOING TO APPLY.

THAT'S NOVEMBER OF 2023.

90 DAYS PUTS YOU SOMEWHERE IN THE MIDDLE OF JULY.

YOU DON'T WANT TO WAIT THAT LATE BECAUSE WE NORMALLY HAVE AS AN ELECTION PARTNER, THE COUNTY WHO IS NOT ONLY OUR PARTNER WHEN THEY'RE HAVING AN ELECTION, BUT THEY CONDUCT OUR ELECTIONS AND THEY WOULD HAVE TO UPLOAD ANY CHANGES WE MAKE TO OUR BOUNDARIES SO THAT WHEN THEY'RE PRINTING OUT OUR BALLOTS AS PART OF THE SERVICES THEY PROVIDE TO US, INDIVIDUALS GET THE CORRECT BALLOT.

SO WE NEVER WANT TO WAIT TO THAT 90TH DAY.

WE WANT TO MAKE SURE TO GIVE THEM PLENTY OF TIME TO CHANGE THEIR INTERNAL SOFTWARE SYSTEM SO THAT WHEN OUR CANDIDATES SHOW UP TO APPLY FOR A PLACE ON THE BALLOT, AND WHEN OUR VOTERS APPLY TO EITHER GET A BALLOT BY MAIL OR TO VOTE ON PERSON IN PERSON, THEY GET THE CORRECT BALLOT WHEN THAT DEADLINE IS OR WHAT'S TOO LATE, I CAN'T SAY, BUT WE DON'T WANT TO WAIT TILL JULY.

SO I THINK YOU COULD WAIT TILL FEBRUARY, BUT YOU DON'T WANT TO WAIT TILL JUNE.

YOU DON'T WANT TO WAIT TILL MAY.

YOU WANT TO GET IT DONE, YOU KNOW, THE EARLY PART OF THE SPRING SEMESTER SO THAT THERE'S NO ISSUE ABOUT THE COUNTY BEING ABLE TO UPLOAD THIS INFORMATION WELL IN ADVANCE OF THE TIME OF YOUR ELECTION BEING UNDERWAY.

MY BASIC CONCERN WAS ABOUT THE FACT THAT WE DO HAVE SOME OTHER CONSTITUENTS WITH CONCERNS.

AND I KNOW THAT TRUSTEE WADE AND HER COMMITTEE HAS DEVELOPED A PROGRAM OR RATHER A SCHEDULE FOR US TO IMPLEMENT OUR COMMUNITY ENGAGEMENT SO THAT WE CAN HAVE SOME TWO WAY COMMUNICATION BACK AND FORTH FROM THE COMMUNITY BEFORE WE IMPLEMENT THIS.

SO I WAS BASICALLY JUST CHECKING TO SEE IF THERE WAS A REASON THAT WE WOULD HAVE TO PUSH IT THROUGH.

YEAH, AND I WOULD JUST ADD WE NEED TO JUST TAKE INTO ACCOUNT WORKING WITH THE FIRM, MR. FULK AND BICKERSTAFF.

RIGHT. SEE WHAT THEIR AVAILABILITY IS, IF WE HAVE ANY OTHER ADDITIONAL COMMUNITY FEEDBACK MEETINGS.

DOES HE NEED TO COME IN PERSON?

[01:40:02]

CAN HE COME VIA ZOOM? I MEAN, JUST ALL THE THINGS THAT WE NEED TO TAKE INTO CONSIDERATION.

AND I'M JUST SAYING THAT OUR COMMUNITY MEETING IS GOING TO BE ABOUT REDISTRICTING, BUT IT POSSIBLY, IF SOMEONE HAS QUESTIONS ABOUT IT, BE INCLUDED BECAUSE OUR TWO WAY COMMUNICATION MEETINGS ARE ABOUT ANYTHING THAT OUR CONSTITUENTS WANTS TO DISCUSS BACK AND FORTH WITH US.

SO IT MAY NOT EVEN INVOLVED MR. FULK. OKAY.

THAT'S A GOOD POINT. AND THEN THE WORDING OF THE AGENDA POSTING, WHICH IS WHAT WAS SUPPOSED TO BE ORIGINALLY, IS CONSIDERATION OF REDISTRICTING PLANS AND PUBLIC INPUT RECEIVED. THAT'S WHAT WE'RE GOING TO GET FROM MR. FOCH NEXT WEEK. HE'LL BE HERE IN PERSON.

HE'S ON ZOOM TODAY. AND POSSIBLE ADOPTION OF A RESOLUTION APPROVING A REDISTRICTING PLAN.

SO IT GIVES US SOME LEEWAY.

LIKE IT'S THIS THIS WORDING IS NOT SAYING WE HAVE TO TAKE A VOTE NEXT WEEK.

I UNDERSTAND ALL THAT.

I JUST WANTED TO MAKE SURE I VOICED MY OPINION.

I APPRECIATE THAT. THANK YOU. THANK YOU.

TRUSTEE WADE.

I ALSO WANT I'VE ALSO REQUESTED THAT WE GET THE BUDGET ON HOW MUCH WE'VE SPENT SO FAR ON BICKERSTAFF.

AND WE KNOW WE HAVE A BUDGET THAT WE'VE SET AS A GUIDELINE.

THAT'S SOMETHING TO BE CONSIDERED AS WELL.

AND THIS AND TO REMEMBER THAT THE COMMUNITY ENGAGEMENT MEETINGS, THE PURPOSE OF THEM IS TO LET THE BOARD KNOW WHAT WE DO, LET THE COMMUNITY KNOW WHAT WE DO.

AND WHAT WE'RE LISTENING FOR IS GOALS AND PLANS FOR MEASURING THOSE THINGS GOING FORWARD AND MISSION.

SO I WANT TO BE CAREFUL ABOUT GETTING IT BOGGED DOWN TOO MUCH WITH BUT I DO UNDERSTAND THERE ARE COMMUNITY CONCERNS ABOUT THE MAPS, SO I JUST WANT TO STATE THAT WE WANT TO PROTECT THOSE MEETINGS FOR WHAT THEY WERE INTENDED WITH THEIR INTENDED FOR.

SO WE CAN TALK ABOUT IT.

THANK YOU. TRUSTEE DEIGAARD.

THANKS. I WAS I'M JUST WANT TO ECHO WHAT TRUSTEE WADE WAS JUST SAYING ABOUT THE COMMUNITY ENGAGEMENT MEETINGS THAT WE'VE ALREADY DISCUSSED AND PLANNED OUT.

IF THERE IF IT IS THE WILL OF THE BOARD FOR US TO HAVE MORE COMMUNITY ENGAGEMENT AROUND REDISTRICTING, WE SHOULD.

I DON'T THINK IT WOULD BE APPROPRIATE TO HAVE THEM IN THOSE SAME MEETINGS BECAUSE THE FUNCTION OF THOSE MEETINGS WAS ABOUT OUR NEXT GENERATION OF GOALS AND CONSTRAINTS, BECAUSE THE ONES WE HAVE RIGHT NOW ARE SET TO EXPIRE IN AUGUST OF 2024.

SO THIS IS THE FIRST CONVERSATIONS THAT WE'LL BE HAVING WITH THE COMMUNITY TO SET THOSE NEW GOALS AND CONSTRAINTS.

AND SO IF IT'S THE WILL OF THE BOARD TO DO MORE COMMUNITY ENGAGEMENT AROUND OR LISTENING OF ABOUT REDISTRICTING, I THINK WE'RE GOING TO HAVE TO FIGURE OUT HOW TO ACCOMPLISH BOTH IN A WAY THAT.

THE, YOU KNOW, MAKES MORE SENSE.

MR. FULK ARE YOU ON? YOU KNOW, I KNOW THAT HE'S PLANNING TO SHARE THE PUBLIC INPUT NEXT WEEK.

WE'VE HEARD SOME TONIGHT.

I KNOW WE'VE RECEIVED SOME EMAILS AS WELL, BUT JUST WANT TO HEAR HIS SUGGESTIONS AS TO NEXT STEPS.

IS HE ON? MR. FULK, PLEASE TURN ON YOUR CAMERA.

THE BOARD WOULD LIKE TO ENGAGE WITH YOU.

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

OKAY. MY CAMERA IS NOT OPERATING, BUT I CAN HEAR YOU.

MR. MR. FULK, WE ACTUALLY HAVE TO BE ABLE TO SEE YOU.

WE DON'T MIND WAITING WHILE YOU TROUBLESHOOT ANYTHING TECHNICAL TO MAKE SURE THAT YOU TURN YOUR CAMERA ON.

MY CAMERA IS BROKEN.

I WILL HOLD FOR LEGAL ADVICE.

WELL, UNDER THE OPEN MEETINGS ACT, IF SOMEONE'S GOING TO PARTICIPATE, THEY'VE GOT TO NOT ONLY BE AUDIBLE, BUT VISIBLE TO THE AUDIENCE THAT'S PHYSICALLY PRESENT. MY UNDERSTANDING OF THAT RULE IS THAT APPLIES TO THE BOARD, BUT NOT TO OTHER SPEAKERS.

MY UNDERSTANDING IS THAT IT APPLIES TO SPEAKERS AS WELL.

MR. FULK, WOULD YOU LIKE TO CALL IN FROM YOUR CELL PHONE AND USE YOUR CELL PHONE CAMERA?

[01:45:22]

I THINK WE'LL JUST HAVE TO DISCUSS IT NEXT WEEK WHEN HE'S HERE IN PERSON.

TRUSTEE, ALLEN. IF THERE WAS, I DIDN'T MEAN TO CAUSE A RIFT WITH THE AGENDA FOR THE COMMUNITY MEETINGS, BUT IF THE FIDELITY OF THAT NEEDS TO BE TO STAY THE WAY THAT IT IS, THAT'S FINE.

I'M JUST ADVOCATING FOR MORE INPUT FROM THE COMMUNITY ON REDISTRICTING.

IF EVEN IF IT'S JUST EMAIL OR WHATEVER HOWEVER IT IS, WE JUST NEED MORE INPUT.

THAT'S ALL I'M ADVOCATING FOR.

NOT EVEN NECESSARILY MAYBE EVEN HAVING TO TALK TO MR. FALK. CHARGE UP ANY MORE MONEY THAN WE'VE BEEN USING.

I JUST THINK THAT WE NEED A LITTLE MORE TIME.

THANK YOU FOR CLARIFYING THAT.

OKAY, SO OUR NEXT ITEM HELD FOR DISCUSSION IS I4, THE BUDGET AMENDMENT. SO I HAD SUBMITTED A QUESTION ON THE Q AND A ABOUT THE TRANSFERS FROM INSTRUCTION FUNCTION 11. THIS IS KIND OF LIKE MY MONTHLY QUESTION.

WE SUBMIT. I GUESS WHAT I'M TRYING TO UNDERSTAND IS.

YOU KNOW, IT SHOWS THAT IT'S BUDGET TRANSFER FOR SPECIAL EDUCATION STAFF, TRAVEL REIMBURSEMENTS, SOFTWARE.

I GUESS MY MAIN QUESTION IS WHY IS IT TAKEN FROM FUNCTION 11 AND NOT SOMEWHERE ELSE? GOING TO ASK THAT TIM FROM OUR FINANCE DEPARTMENT, COME UP AND JOIN US.

THERE YOU GO. THANK YOU, MR. HOUSE.

PRESIDENT. CRUZ. THE REASON THAT TRANSFER IS COMING FROM FUNCTION 11 IS BECAUSE THAT'S WHERE THE DEPARTMENT BUDGETS MOST OF ITS FUNDS.

SPECIAL ED, SPECIAL ED SERVICES.

MOST OF THEIR FUNDS ARE USED FOR TEACHERS, FOR SPECIAL ED, AND THEREFORE THROUGHOUT THE YEAR AS NEED ARISES, THEY HAVE TO TRANSFER FUNDS FROM NON-SALARY BUDGETS WITHIN FUNCTION 11.

AND THAT'S WHY YOU SEE A MONTH FROM MONTH TO MONTH TRANCE HAS BEEN DONE.

NOW WHAT WE WILL BE DOING NEXT YEAR IS WE'LL BE SITTING DOWN WITH THE SPECIAL ED DEPARTMENT WHILE THEY'RE CREATING THEIR BUDGET TO MAKE SURE THAT THEY HAVE BUDGETED IN THE CORRECT FUNCTION SO THAT WE DO NOT HAVE THIS MULTIPLE TRANSFERS OCCURRING THROUGHOUT THE YEAR, NOT NECESSARILY JUST FOR SPECIAL ED, BUT ALL MAJOR DEPARTMENTS THAT HAVE BUDGETS WITHIN FUNCTION 11.

YEAH, THANK YOU FOR SHARING THAT AND THAT HELPS ME UNDERSTAND AND I THINK JUST SHARING THE CONCERN BECAUSE WHEN WE ADOPT THE BUDGET IN JUNE AND WE HAVE X AMOUNT IN INSTRUCTION AND THIS GOES FOR SCHOOLS AND FOR DEPARTMENTS, IT'S MY UNDERSTANDING AND I COULD BE WRONG, BUT MY UNDERSTANDING IS FUNCTION 11 IS JUST KIND OF LIKE A HOLDING PLACE.

BUT IT'S HARD FOR US ON THE BOARD LEVEL WHEN WE THINK WE'RE PUTTING ALL OF THIS MONEY INTO INSTRUCTION.

THIS IS GREAT. THIS IS WHAT OUR SCHOOLS AND OUR STUDENTS NEED.

AND THEN WE'RE CONSTANTLY MOVING MONEY OUT OF INSTRUCTION.

AND IT BASICALLY COMPLETELY SHIFTS FROM WHAT WE APPROVED IN JUNE.

AND SO I CONTINUE TO EXPRESS THAT CONCERN.

AND IT SOUNDS LIKE THERE IS GOING TO BE SOME SHIFT IN HOW BUDGET, HOW BUDGETS ARE BEING EVEN CREATED FROM THE OUTSET.

SO I'M CURIOUS TO SEE THOSE CHANGES AND HOPEFULLY IT'LL ALIGN A LITTLE BETTER AND HELP US ON THE BOARD HAVE MORE MUCH MORE CLARITY OF ON THE OUTSET WHERE THE MONEY IS ACTUALLY BEING ALLOCATED.

YES. SO APPRECIATE THAT INSIGHT.

THANK YOU. NEXT, WE HAVE QUITE A FEW ITEMS THAT ARE PULLED.

THESE ARE ALL I1 ITEMS. SO PROJECT 210603.

AND THIS WAS PULLED BY TRUSTEE BAKER.

YES. SO IT'S PROJECT 210603.

YES, MA'AM. I PULLED THAT ONE.

[01:50:01]

AND THE SAME QUESTION I HAVE FOR ZERO FOUR AND ZERO FIVE.

IT SAID THAT THE PROJECT WAS APPROVED PREVIOUSLY, BUT ADDITIONAL VENDORS WERE ADDED.

I JUST WANTED TO KNOW, COULD THOSE COULD WE KNOW WHO THOSE VENDORS ARE? AND IN THE FUTURE, IF THEY CAN BE HIGHLIGHTED TO SO TO SHOW THE CHANGES.

I THINK IT'S THE NEXT ONE.

MAYBE IT'S 20210603.

YES. THAT WE'RE LOOKING AT.

WE CAN GET THAT PULLED UP.

CAN WE JUST SCROLL DOWN ONE PAGE BOARD SERVICES, PLEASE? MADAM PRESIDENT, IF YOU COULD JUST STATE THE PACKAGE PAGE FOR ME, PLEASE, SO I CAN FOLLOW ALONG.

I AM NOT SURE WHAT IT IS.

IT'S ABOUT TO BE PULLED UP, SO IT'S PACKET PAGE RIGHT THERE.

GO BACK UP ONE MORE PAGE, PLEASE.

BOARD SERVICES. PACKET PAGE 30 IS WHAT IT IS.

SO THIS IS PROJECT 210603.

CAN YOU SCROLL UP JUST A LITTLE MORE SO I CAN SEE WHAT THE RFP IS? STUDENT SERVICES, ENRICHMENT TUTORIALS, MENTORING SERVICES AND ALCOHOL AND DRUG COUNSELING.

THANK YOU. TRUSTEE BAKER, SO ALL OF THE PROJECTS THAT HAVE AN ALPHA AFTER SO.

210602, 03, 04 AND 05, THEIR SUPPLEMENTAL BIDS TO THE ORIGINAL PROJECT THAT YOU APPROVED.

SO THE VENDORS LISTED ARE JUST THE ADDITIONAL VENDORS THAT WE'RE ASKING YOU TO APPROVE ON ALL FOUR OF THE SUPPLEMENTAL PROJECTS.

OH, SO YOU'RE SAYING ALL OF THE VENDORS LISTED THERE OR THE ADDITIONAL VENDOR, CORRECT? YES, SIR. THANK YOU.

YOU'RE WELCOME. I THINK IT'D BE HELPFUL WHEN WE GET THESE THIS THESE RFPS, IF THERE'S AN A AFTER IT, JUST TO SIGNIFY SOMEWHERE IN THE DESCRIPTION THAT THAT'S THERE'S A DIFFERENCE.

BECAUSE I REMEMBER WHEN I HAD FIRST SEEN THIS, I ASKED BECAUSE I WAS LIKE, WAIT, WE APPROVED THIS JUST A FEW MONTHS AGO.

I REMEMBER THAT SPECIFIC RFP, BUT I KNOW THAT THERE'S A DIFFERENCE WITH THE A, SO I THINK JUST SOME ADDITIONAL EXPLANATION WOULD BE HELPFUL.

MORE. DO YOU NEED SOMETHING? BECAUSE WE HAVE IN THE DESCRIPTION THAT IT'S TO AWARD ADDITIONAL VENDORS IN THE PROJECT DESCRIPTION.

I THINK JUST SOME KIND OF BOLDED OR JUST EVEN JUST IT STANDS ON ITS OWN AND NOT BURIED IN THE PARAGRAPH, I THINK WOULD BE HELPFUL FOR SURE.

NO PROBLEM. THANK YOU.

TRUSTEE WADE. TO PIGGYBACK ON THAT, I WAS WONDERING ABOUT WHY WE CAN'T JUST GET A CODE CHART JUST AS A EQUALS NP.

IS THIS B? IS THIS SO WE KNOW WHAT THE.

I DON'T KNOW WHAT ANY OF THAT MEANS.

SO IT SHOULD BE ON THE LAST PAGE, BUT I.

I MEAN, IF WE COULD JUST GET A CLARIFYING, IS IT THERE? AND I'M NOT SEEING IT.

THERE'S A LEGEND ON THE LAST PAGE OF THE PACKET ON PAGE 18 OF.

18 AND 18. 1830.

OH, YOU'VE JUST PASSED IT RIGHT THERE.

OK. I'M SORRY FOR MISSING THAT.

I APPRECIATE. THANK YOU. YES, MA'AM.

TRUSTEE BAKER, DO YOU HAVE WAS IT THE SAME QUESTION FOR THOSE? IT WAS, BUT ANOTHER QUESTION JUST CAME TO MIND.

IS IT TYPICALLY ROUTINE THAT ONCE WE APPROVE SOMETHING LIKE THIS, THAT ADDITIONAL VENDORS ARE ADDED LIKE BACK DOOR AND OTHER PEOPLE? AND BECAUSE THAT LIST LOOKS KIND OF LONG.

SO IS THAT WHAT IS THAT WHAT WE DO TYPICALLY SO I CAN GET USED TO SEEING IT LIKE THAT, YOU KNOW, OR ASK MORE QUESTIONS BECAUSE YOU SAID ALL OF THOSE ARE ADDITIONAL. YES, SIR.

PRIMARILY ON ACADEMIC RELATED PROJECTS, WE WILL DO 3 TO 4 SUPPLEMENTAL PROJECTS A YEAR AND JUST CONTINUE TO ADD ADDITIONAL VENDORS.

OKAY. ALL RIGHT.

THANK YOU. YOU'RE WELCOME.

THAT'S ALL I HAVE ON THOSE.

SO THAT'S FOR YOUR ENTIRE LIST OF OR JUST THOSE FIRST FOUR? THOSE FIRST FOUR.

JUST THOSE FIRST FOUR.

THANK YOU. SO THE NEXT ITEM I1 ITEM IS PROJECT 23081423.

I'M NOT SURE WHAT PACKET PAGE IT IS.

WHAT PACKET? 38, PAGE PACKET PAGE 38.

[01:55:06]

I ALSO PULL THAT PARTICULAR ITEM BECAUSE I HAD A QUESTION ABOUT THE $2 MILLION EXPENSE ON THE WEBSITE AND I WANTED TO KNOW, NUMBER ONE, WHERE WERE WE TALKING ABOUT THE HISD WEBSITE OR WE'RE TALKING ABOUT DIFFERENT WEBSITES AT DIFFERENT SCHOOLS. COULD SOMEONE EXPLAINED IT, THAT EXPENSE FOR ME, PLEASE? MS.. LICATA.

YES, SIR. SO THIS IS A SUBSCRIPTION SERVICE FOR ADMIN SERVICES TO HOST NOT ONLY THE DISTRICT'S WEBSITE, BUT EACH INDIVIDUAL SCHOOL'S WEBSITE. AND SO THE 2 MILLION WILL TAKE YOU THROUGH 2026 OF THE PROJECT.

OKAY. AND IS THAT COMPETITIVE? I'M SURE YOU CHECK.

YES, SIR. ALL RIGHT.

THAT'S ALL I HAVE FOR NOW.

THE NEXT PROJECT IS 23110223.

AND I PULL THAT ALSO WITH A QUESTION REGARDING CONSULTING SERVICES FOR THE DISTRICT TEACHERS INCENTIVE ALLOTMENT.

AND WHAT PUZZLED ME WAS IT WAS A $250,000 PROJECT JUST TO MAKE SURE APPLICATIONS WERE SUBMITTED SUCCESSFULLY.

AND I WANTED TO KNOW WHAT WAS THAT ALL ABOUT? MR. GRANT SKINNER, IF YOU WANT TO SHARE SOME INSIGHT IN REFERENCE TO THE TEACHER INCENTIVE ALLOTMENT AND KIND OF WHAT WE'VE DONE HERE.

THIS VENDOR, KATUMBA, HAS BEEN SUPPORTING OUR DEVELOPMENT OF OUR T-TESS IMPLEMENTATION AND THE TEACHER INCENTIVE ALLOTMENT SO THAT THE APPLICATION DEVELOPMENT IS NOT JUST WRITING THE APPLICATION.

OUR STAFF ACTUALLY WRITE THE APPLICATION.

THEY'LL BE DOING THAT BETWEEN JANUARY AND APRIL.

WE'VE BEEN ENGAGED IN DECISION MAKING AND STAKEHOLDER ENGAGEMENT AND PLANNING FOR THE TEACHER INCENTIVE ALLOTMENT FOR NOW TWO YEARS.

SO IT IS THERE'S A LOT OF ONGOING WORK TO DEVELOP THE PLAN.

THE THE WRITING OF THE APPLICATION ITSELF IS IS NOT NOT WHAT THIS IS PAYING FOR.

WELL, JUST TO PIGGYBACK ON MY QUESTION, MR. HOUSE, IS THIS SOMETHING THAT WILL HELP THE TEACHERS TO MAKE SURE THAT THEY'RE GETTING THEIR INCENTIVE PAYMENTS ON TIME AND EVERYTHING LIKE THAT? BECAUSE THAT CONCERN HAD CAME UP BEFORE, TOO.

SO, NO, I THINK THIS HAS NOTHING TO DO WITH I THINK WHAT YOU HAD BROUGHT UP PRIOR IS THAT THIS IS A LITTLE BIT DIFFERENT AND I'D BE GLAD TO SIT DOWN DURING OUR ONE ON ONE AND GO OVER MORE INSIGHT AND REFERENCE TO THE TEACHER INCENTIVE ALLOTMENT WITH YOU.

OKAY. THANK YOU. THAT'S ALL I HAVE ON THAT.

OUR NEXT ONE IS 23110723.

MR. BAKER.

YES. MY ONLY QUESTION I HAD ON THAT WAS THIS WAS A $1 MILLION PROJECT PURPOSE TO CONSULTING SERVICES AGAIN ON THE NEW SCHOOL CHOICE PLATFORM.

AND I JUST WANTED SOMEONE TO EXPLAIN THAT.

WHY IS IT THAT WE HAVE TO, YOU KNOW, HIRE OUTSIDE CONSULTING FIRMS BASED ON I MEAN, VERSUS DOING IT WITH IT EXISTING STAFF MEMBERS? DR. BIRD, IF YOU DON'T MIND SHARING SOME INSIGHT AND REFERENCE TO THE SCHOOL CHOICE CONSULTANT AND THIS PARTICULAR ITEM, THAT WOULD BE ME.

SO IN THIS PARTICULAR CASE THIS YEAR WE RELAUNCHED OUR SCHOOL PLATFORM SO THAT IT WOULD BE MORE TRANSPARENT AND USER FRIENDLY TO OUR FAMILIES AS THEY GO THROUGH THE SCHOOL CHOICE PROCESS.

SO GETTING SUPPORT FROM AN EXTERNAL CONSULTANT WAS IMPORTANT FOR US SO THAT WE GOT IT RIGHT.

AND WHAT I WILL SAY IS THE PROCESS HAS GONE PRETTY SMOOTH.

WE WERE EXCITED ABOUT THE ROLLOUT AND WHAT IT LOOKS LIKE.

WE'VE GOTTEN REALLY GOOD FEEDBACK THUS FAR IN TERMS OF THE USE OF THE EASE OF USE, THE JUST NO MAJOR ISSUES.

AND WE'RE REALLY EXCITED ABOUT WHAT THIS PLATFORM IS PROVIDING FOR US AND OUR IN OUR COMMUNITY.

OUTSTANDING. THANK YOU SO MUCH.

THAT'S ALL I HAVE. AND I'M GOING TO SKIP MY NEXT ONE THAT I PULLED OUT AND SUBMITTED AS A QUESTION.

OKAY. NO PROBLEM.

ALL RIGHT. SO THAT WAS THE LAST ONE AND TRUSTEES I HAD EMAILED YOU ALL ABOUT ONE ITEM FOR CLOSE SESSION, AND IF THERE'S NO OBJECTIONS, I'M ACTUALLY KIND OF

[02:00:09]

FEELING UNDER THE WEATHER. SO IF WE CAN POSTPONE THAT DISCUSSION UNTIL NEXT WEEK, IF THAT WOULD BE OKAY, UNLESS THERE'S ANY OBJECTIONS.

OKAY. ALL RIGHT.

. WITH NO FURTHER BUSINESS TO DISCUSS, THE BOARD IS NOW ADJOURNED AT 7:01 P.M.

ON JANUARY 5TH, 2023.

BUENOS NOCHES.

* This transcript was compiled from uncorrected Closed Captioning.